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train · 60k rows

branch_name stringclasses 149 values	text stringlengths 23 89.3M	directory_id stringlengths 40 40	languages listlengths 1 19	num_files int64 1 11.8k	repo_language stringclasses 38 values	repo_name stringlengths 6 114	revision_id stringlengths 40 40	snapshot_id stringlengths 40 40
refs/heads/master	<repo_name>satheeshkumar-a/React-Router<file_sep>/src/Main.js import React from "react"; import "./style.css"; export default function Main() { return ( <div> <h1>Hello Main!</h1> <p>Welcome to Main Page</p> <p>Click on Users to Fetch User</p> <p>Click on Posts to get Posts Info </p> </div> ); }<file_sep>/src/Post.js import React from "react"; import "./style.css"; import { useHistory, useLocation, useRouteMatch, useParams } from 'react-router-dom'; export default function Post(){ const history = useHistory(); console.log(history); const location = useLocation(); console.log(location); const routeMatch = useRouteMatch(); console.log(routeMatch); const params = useParams(); console.log(params) return( <div> <h1>PostID</h1> </div> ); } <file_sep>/src/App.js import React from 'react'; // import { Button, Table, Form, FormGroup } from 'reactstrap'; import {Route,Link,BrowserRouter,Switch} from 'react-router-dom'; import "./style.css"; import Main from './Main' import Home from './Home'; import About from './About'; import Posts from './Posts'; import Post from './Post'; import users from './users'; import Nomatch from './Nomatch'; function App() { return ( <BrowserRouter> <Link to="/home">Home</Link> <Link to="/about">About</Link> <Link to="/posts">Post</Link> <Link to="/users">Users</Link> {/<Link to="/main"> Main </Link> /} <Switch> <Route exact path="/" component ={Main}/> <Route path="/home" component ={Home}/> <Route path="/about" component ={About}/> <Route exact path="/posts/:id" component={Post}/> <Route path="/posts" component ={Posts}/> <Route exact path="/users" component={users}/> <Route path="" component={Nomatch}/> </Switch> </BrowserRouter> ); } export default App;<file_sep>/src/Posts.js import React, {useState, useEffect}from "react"; import "./style.css"; import {Button,Table } from "reactstrap"; import { useHistory} from 'react-router-dom'; import axios from "axios"; const API_URL = 'https://jsonplaceholder.typicode.com/posts'; export default function Posts() { const[posts,setPosts]=useState([]); // const[name,setName]=useState(`$(post.id)`) //Read const getPosts = async () => { const { data } = await axios.get(API_URL); setPosts(data); }; useEffect(() => { getPosts(); }, []); // const handleChange = ({ target: { name, value } }) => { // setName({ [name]: value }); // console.log(value); // }; let history = useHistory(); return ( <div> <Table striped bordered hover> <thead> <tr> <th>Id</th> <th>User ID</th> <th>Title</th> <th>Body</th> <th >Actions</th> </tr> </thead> <tbody> {posts.map((post) => { return ( <tr key={post.id}> <th scope="row">{post.id}</th> <td>{post.userId}</td> <td>{post.title}</td> <td>{post.body}</td> <td> {/ <Link to="/posts/:id" className="btn btn-primary">Edit</Link> /} <Button color="primary" size="sm" value={post.id} onClick={() =>{history.push('/posts/:id')}} > Edit </Button> </td> {/ <td> <Button color="danger" size="sm" // onClick={() => deletePost(post.id)} > Delete </Button> </td> <td> <Button color="info" size="sm" // onClick={() => getComments(post.id)} > comments </Button> </td> */} </tr> ); })} </tbody> </Table> </div> ); }<file_sep>/src/users.js import React from "react"; import { Button, Form, FormGroup, Label, Col, Container, Navbar, NavbarBrand, Table, ListGroupItem, ListGroup, } from "reactstrap"; import axios from "axios"; const API_URL = "https://jsonplaceholder.typicode.com/posts"; export default class App extends React.Component { constructor(props) { super(props); this.state = { id: "", userId: "", title: "", body: "", posts: [], comments: [], dropdownOpen: false, users: [], selectedUser: "", }; // this.toggle = this.toggle.bind(this); } componentDidMount() { this.getUsers(); this.getPosts(); } getUsers = () => { axios.get("https://jsonplaceholder.typicode.com/users").then((response) => { console.log(response.data); this.setState({ users: response.data }); console.log(this.state); }); }; toggle() { this.setState((prevState) => ({ dropdownOpen: !prevState.dropdownOpen, })); } getPosts = async () => { const { data } = await axios.get(API_URL); this.setState({ posts: data }); }; handleChange = ({ target: { name, value } }) => { this.setState({ [name]: value }); }; // DELETE deletePost = async (postId) => { await axios.delete(`${API_URL}/${postId}`); let posts = [...this.state.posts]; posts = posts.filter((post) => post.id !== postId); this.setState({ posts, comments: [] }); }; // CREATE createPost = async () => { let selectedUser = this.state.users.filter((user) => { return user.name === this.state.selectedUser; }); console.log(selectedUser); let id = selectedUser[0].id; await this.setState({ userId: id }); const { data } = await axios.post(API_URL, { userId: this.state.userId, title: this.state.title, body: this.state.body, }); const posts = [...this.state.posts]; posts.push(data); this.setState({ posts, userId: "", title: "", body: "" }); }; // UPDATE updatePost = async () => { const { data } = await axios.put(`${API_URL}/${this.state.id}`, { userId: this.state.userId, title: this.state.title, body: this.state.body, }); const posts = [...this.state.posts]; const postIndex = posts.findIndex((post) => post.id === this.state.id); posts[postIndex] = data; this.setState({ posts, userId: "", title: "", body: "", id: "", selectedUser: "" }); }; //get comments getComments = async (postId) => { const { data } = await axios.get( `https://jsonplaceholder.typicode.com/comments?postId=${postId}` ); this.setState({ comments: data, }); }; handleSubmit = (e) => { e.preventDefault(); if (this.state.id) { this.updatePost(); } else { this.createPost(); } }; selectPost = async (post) => { let user = this.state.users.filter((user) => { return user.id === post.userId; }); console.log(user); await this.setState({ ...post, comments: [], selectedUser: user[0].name }); }; render() { return ( <> <Navbar color="Light" Light> <NavbarBrand href="/" style={{ marginLeft: '45%', fontSize: 25, marginBottom: '0px'}}> User Information </NavbarBrand> </Navbar> <Container> <br></br> <Form onSubmit={this.handleSubmit}> {this.state.id && ( <> <FormGroup row> <Label for="userId" sm={2}> Post ID </Label> <Col sm={10}> <input name="userId" type="text" value={this.state.id} disabled /> </Col> </FormGroup> </> )} <FormGroup row> <Label for="selectedUser" sm={2}> User Name </Label> <Col sm={10}> <select name="selectedUser" value={this.state.selectedUser} onChange={this.handleChange} > <option value=""></option> {this.state.users.map((user) => { return <option value={user.name}>{user.name}</option>; })} </select> </Col> </FormGroup> <FormGroup row> <Label for="title" sm={2}> Title{" "} </Label> <Col sm={10}> <input name="title" type="text" value={this.state.title} onChange={this.handleChange} /> </Col> </FormGroup> <FormGroup row> <Label for="body" sm={2}> Body </Label> <Col sm={10}> <input name="body" type="text" value={this.state.body} onChange={this.handleChange} /> </Col> </FormGroup> <FormGroup> <Button color="primary" type="submit"> {this.state.id ? "Update" : "Add"} Post </Button> </FormGroup> <br /> </Form> {this.state.comments.length > 0 ? <h2> List of Comments</h2> : null} {this.state.comments.map((comment) => { return ( <ListGroup > <ListGroupItem style={{backgroundColor: '#FFE7C7'}}>{comment.body}</ListGroupItem> </ListGroup> ); })} <br></br> <br></br> <Table striped bordered hover> <thead> <tr> <th>Id</th> <th>User ID</th> <th>Title</th> <th>Body</th> <th >Actions</th> </tr> </thead> <tbody> {this.state.posts.map((post) => { return ( <tr key={post.id}> <th scope="row">{post.id}</th> <td>{post.userId}</td> <td>{post.title}</td> <td>{post.body}</td> <td> <Button color="primary" size="sm" onClick={() => this.selectPost(post)} > Edit </Button> {" "} </td> <td> <Button color="danger" size="sm" onClick={() => this.deletePost(post.id)} > Delete </Button> </td> <td> <Button color="info" size="sm" onClick={() => this.getComments(post.id)} > comments </Button> </td> </tr> ); })} </tbody> </Table> </Container> </> ); } }<file_sep>/src/Nomatch.js import React from "react"; import "./style.css"; export default function Nomatch() { return ( <div> <h1>Error!!</h1> <p>404 Page</p> </div> ); }<file_sep>/src/About.js import React from "react"; import "./style.css"; export default function About() { return ( <div> <h1>Hello About!</h1> <p>Welcome to About Page</p> </div> ); }	002281f620e97dbe0a7f136bb257f1fa7b8b7939	[ "JavaScript" ]	7	JavaScript	satheeshkumar-a/React-Router	f739931ffdc66095a91e4b332b81c5b29f7f4b0d	4a25a82f1b9500bea0a31f2a2d63a46263fde201
refs/heads/master	<repo_name>zenek2536/szkolne_endomondo<file_sep>/node-back/route/klasy.route.js module.exports = function(app) { const klasy = require('../controller/klasy.controller.js'); // GET a user by id app.get('/api/getClass', klasy.getClass); }<file_sep>/react-front/src/dodaj_akt.js import React, { Component } from "react"; import axios from 'axios'; import './css/dodaj_akt.css'; import Select from 'react-select'; class DodajAkt extends Component { constructor(props) { super(props); this.state = { options: [] } this.handleSubmit = () => { return 1; } } componentDidMount() { axios.get('http://localhost:8080/api/getActivityTypes') .then(res => { let options = []; res.data.map(act => { options.push({ value: `${act.ID}`, label: `${act.nazwa}` }) }) this.setState({ options }); }) .catch(err => { console.log(err); }) } render() { return ( <form onSubmit={this.handleSubmit}> <div className="form-wrapper-add-act"> <div className="h2-wrapper"> <h2 style={{color: 'rgba(22,160,133,1)'}}>Zanotuj swoją aktywność</h2> </div> <div className="form-child-select"> <label>Rodzaj aktywności</label> <Select options={this.state.options} /> </div> <div className="form-child-act"> <input name="wynik" type="text" required /> <label htmlFor="wynik">Wynik(kg, czas, itp.)</label> <div className="login-button" style={{width: '20%', textAlign: 'center', position: 'relative', left: '40%'}}>Dodaj</div> </div> </div> </form> ) } } export default DodajAkt	68d4523927cac28f8603a58654f94b785cf04a5b	[ "JavaScript" ]	2	JavaScript	zenek2536/szkolne_endomondo	f5953079396424c44deacc949e294dd728437397	42f9b9166e6b815daff3dc65d6399f424cb29fd4
refs/heads/master	<repo_name>jaw118/DKSHMailAgent<file_sep>/README.md # DKSHMailAgent Mail Agent Retrieve email&attachment <file_sep>/DataColumnAttribute.cs using System; using System.Collections.Generic; using System.Linq; using System.Text; using System.Threading.Tasks; using System; using System.Collections.Generic; using System.Linq; using System.Threading.Tasks; namespace DKSH.MailAgent.Attributes { public class DataColumnAttribute : Attribute { public string Name { get; } public DataColumnAttribute(string name) { Name = name; } } } <file_sep>/Options.cs using System; using System.Collections.Generic; using System.Linq; using System.Text; using System.Threading.Tasks; using DKSH.MailAgent.Data.Models; namespace DKSH.MailAgent { public class Options { public JobState? JobState { get; set; } public bool Migration { get; set; } public DateTime? Date { get; set; } public int? ExportTextType { get; set; } } } <file_sep>/IgnoreAttributes.cs using System; using System.Collections.Generic; using System.Linq; using System.Text; using System.Threading.Tasks; using System; using System.Collections.Generic; using System.Text; namespace DKSH.MailAgent.Attributes { public class IgnoreAttribute : Attribute { } } <file_sep>/FolderLocation.cs using System.Configuration; using System.IO; namespace DKSH.MailAgent.Constants { public static class FolderLocation { private static void CreateDirectory(string directory) { if (!Directory.Exists(directory)) { Directory.CreateDirectory(directory); } } private static string GetDirectory(string folder) { var directory = ConfigurationManager.AppSettings.Get(folder); if (string.IsNullOrEmpty(directory)) { directory = Path.Combine(Directory.GetCurrentDirectory(), folder); } CreateDirectory(directory); return directory; } // TODO : JT REFACTORING public static string MB51Job => GetDirectory(nameof(MB51Job)); public static string GRGIJob => GetDirectory(nameof(GRGIJob)); public static string SupplierJob => GetDirectory(nameof(SupplierJob)); } } <file_sep>/ImportService.cs using System; using System.Collections.Generic; using System.Linq; using System.Text; using System.Threading.Tasks; using Autofac; using DKSH.MailAgent.Jobs.Interfaces; using DKSH.MailAgent.Settings; using DKSH.MailAgent.Services.Interfaces; using Polly; using Quartz.Spi; using Serilog; using System.Threading; using Topshelf; namespace DKSH.MailAgent { public class ImportService : ServiceControl { public IJobFactory Factory { get; set; } public IContainer Container { get; set; } readonly ILogger logger; private CancellationTokenSource token; private readonly string[] extensions = new string[] { ".xls", ".xlsx", ".zip", ".txt", ".csv", ".mdb", ".b23", ".b25", ".bue" }; private readonly ILifetimeScope lifetime; private IJobWatcher JobWatcher { get; } public ImportService(ILogger logger, IJobWatcher jobwatcher, ILifetimeScope lifetime) { this.logger = logger; this.JobWatcher = jobwatcher; this.lifetime = lifetime; } public bool Start(HostControl control) { logger.Verbose("Creating file system watchers"); WatcherFactory.Instance.Initialize(JobWatcher); token = new CancellationTokenSource(); logger.Verbose("Starting the redis polling"); // // process // logger.Debug("Import Service started"); return true; } public bool Stop(HostControl control) { logger.Verbose("Request for token cancellation"); token?.Cancel(); logger.Verbose("Disposing all file system watchers"); WatcherFactory.Instance.Dispose(); logger.Verbose("Disposing serilog"); Log.CloseAndFlush(); logger.Debug("Import service stopped"); return true; } private void RunQueue(string type) { logger.Warning("Unable to run database job with type of : {QueueType}"); logger.Verbose("Running job {QueueType}", ""); // Runn Process } } } <file_sep>/ImportModule.cs //----------------------------------------------------------------------- // <copyright file="ImportModule.cs" company="PT. Solusi Manufaktur Teknologi"> // Copyright (c) PT. Solusi Manufaktur Teknologi 2016 All rights reserved. // </copyright> // <author>PT. Sol<NAME>eknologi</author> //----------------------------------------------------------------------- using Autofac; using AutofacSerilogIntegration; using DKSH.MailAgent.Constants; using DKSH.MailAgent.Data.Models; using DKSH.MailAgent.Factories; using DKSH.MailAgent.Jobs; using DKSH.MailAgent.Jobs.Interfaces; using DKSH.MailAgent.Models; using DKSH.MailAgent.Repositories; using DKSH.MailAgent.Repositories.Interfaces; using DKSH.MailAgent.Services; using DKSH.MailAgent.Services.Interfaces; using Quartz; using System; using System.Configuration; using System.Data; using System.Data.SqlClient; using System.IO; using System.Reflection; using DKSH.MailAgent.Factories; namespace CustomsInventory.WinConsole { internal class ImportModule : Autofac.Module { protected override void Load(ContainerBuilder builder) { LoadRepositories(builder); LoadServices(builder); LoadLogger(builder); LoadScheduler(builder); builder.RegisterType<PolicyFactory>().AsImplementedInterfaces().SingleInstance(); builder.RegisterType<FileWatcherJob>().Keyed<IConsoleJob>(JobState.FileWatcher); builder.RegisterType<ImportJob>().Keyed<IDatabaseJob>(JobState.Import).Keyed<IConsoleJob>(JobState.Import); builder.RegisterType<JobWatcher>().As<IJobWatcher>(); } private void LoadScheduler(ContainerBuilder builder) { builder.RegisterAssemblyTypes(Assembly.GetExecutingAssembly()).Where(p => typeof(IJob).IsAssignableFrom(p)); } private void LoadLogger(ContainerBuilder builder) { builder.RegisterLogger(); } private void LoadServices(ContainerBuilder builder) { builder.RegisterType<FileService>().As<IFileService>(); builder.RegisterType<FileReadService>().As<IFileReadService>(); builder.RegisterType<TextService>().As<ITextService>(); builder.RegisterType<JobService>().As<IJobService>(); } private void LoadRepositories(ContainerBuilder builder) { var connectionString = ConfigurationManager.ConnectionStrings["SmartConnection"].ConnectionString; var fileConnectionString = ConfigurationManager.ConnectionStrings["SmartConnectionFile"].ConnectionString; builder.Register(a => new SqlConnection(connectionString)).As<IDbConnection>(); builder.RegisterAssemblyTypes(typeof(ImportRepository).Assembly) .Where(t => t.Name.EndsWith("Repository") && t.Name != "FileRepository") .AsImplementedInterfaces(); builder.Register(a => new FileRepository(new SqlConnection(fileConnectionString))).As<IFileRepository>(); //Register Data Context related to Export to Microsoft Access string destinationDirectory = Path.Combine(Environment.CurrentDirectory, "tempFile"); string destinationUrl = Path.Combine(destinationDirectory, "export.mdb"); builder .RegisterType<OleDataContext>() .WithParameter("filePath", destinationUrl) .WithParameter("fileDirectory", destinationDirectory) .As<IOleDataContext>(); } } } <file_sep>/AutofactJobFactory.cs using System; using System.Collections.Generic; using System.Linq; using System.Text; using System.Threading.Tasks; using Autofac; using Quartz; using Quartz.Spi; using System; namespace DKSH.MailAgent { public class AutofacJobFactory : IJobFactory { private readonly IContainer container; public AutofacJobFactory(IContainer container) { this.container = container; } public IJob NewJob(TriggerFiredBundle bundle, IScheduler scheduler) { return (IJob)container.Resolve(bundle.JobDetail.JobType); } public void ReturnJob(IJob job) { var disposable = job as IDisposable; if (disposable != null) { disposable.Dispose(); } } } } <file_sep>/ConstantValue.cs using System; using System.Collections.Generic; using System.Linq; using System.Text; using System.Threading.Tasks; using System; using System.Collections.Generic; namespace DKSH.MailAgent.Constants { public class DKSHMailFolder { public const string POP3Log = "C://jaws//ascdev//Pop3.log"; public const string IMAP4Log = "C://jaws//ascdev//Imap4.log"; public const string FilePOP3 = "C://jaws//ascdev//Pop3.log"; public const string FileIMAP4 = "C://jaws//ascdev//Imap4.log"; public const string ApiTypeLimited = "2"; public const string ApiTypePublic = "3"; } public class DKSHConfig { public const string MailConfig = "MailConfig"; public const string LogConfig = "LogConfig"; } public class ApiType { public const string ApiTypeProducer = "1"; public const string ApiTypeLimited = "2"; public const string ApiTypePublic = "3"; } public class EntityType { public const string POP3EntryDate = "MB51EntryDate"; public const string Supplier = "Supplier"; public const string MPDL = "MPDL"; public const string HsCode = "HsCode"; } public class ImportStatusCode { public const string Canceled = "CCL"; public const string Finished = "F"; public const string Failed = "FLD"; public const string New = "N"; public const string InProgress = "P"; } public class Month { public const string MonthJanuary = "1"; public const string MonthOctober = "10"; public const string MonthNovember = "11"; public const string MonthDecember = "12"; public const string MonthFebruary = "2"; public const string MonthMarch = "3"; public const string MonthApril = "4"; public const string MonthMay = "5"; public const string MonthJune = "6"; public const string MonthJuly = "7"; public const string MonthAugust = "8"; public const string MonthSeptember = "9"; } public class OrganizationUnit { public const string OUDepartment = "1"; public const string OUSection = "2"; public const string OUGroup = "3"; } public class ResetEvery { public const string Daily = "Daily"; public const string Monthly = "Monthly"; public const string Never = "Never"; public const string Yearly = "Yearly"; public static (int Day, int Month, int Year) GetResetDetail(string resetEvery) { int day = 0; int month = 0; int year = 0; if (resetEvery == Yearly) { year = DateTime.Today.Year; } else if (resetEvery == Monthly) { year = DateTime.Today.Year; month = DateTime.Today.Month; } else if (resetEvery == Daily) { year = DateTime.Today.Year; month = DateTime.Today.Month; day = DateTime.Today.Day; } return (day, month, year); } } public class StatusCode { public const string Active = "A"; public const string Approved = "APP"; public const string Canceled = "C"; public const string Closed = "CL"; public const string Draft = "D"; public const string Inactive = "I"; public const string Index = "IN"; public const string Progress = "P"; public const string Rejected = "R"; public const string WaitApproved = "W"; } } <file_sep>/Program.cs using System; using System.Collections.Generic; using System.Linq; using System.Text; using System.Threading.Tasks; using System.Configuration; using MailKit; using Serilog; using Serilog.Debugging; using Topshelf; using Autofac; using Topshelf.Autofac; using Dapper; using Fclp; using Quartz; using Quartz.Impl; using System.Collections.Specialized; using System.Globalization; using Topshelf.Quartz; using Topshelf.ServiceConfigurators; using DKSH.MailAgent.Settings; using DKSH.MailAgent.Container; using DKSH.MailAgent.WindowServices; using DKSH.MailAgent.Extensions; using DKSH.MailAgent.Jobs; using DKSH.MailAgent.Jobs.Interfaces; using DKSH.MailAgent.Constants; using DKSH.MailAgent.Services; using DKSH.MailAgent.Models; using DKSH.MailAgent.Services.Interfaces; namespace DKSH.MailAgent { class Program { static IProtocolLogger pLogger = new ProtocolLogger(DKSHMailFolder.POP3Log, true); static void Main(string[] args) { CultureInfo.DefaultThreadCurrentCulture = new CultureInfo("en-US"); CultureInfo.DefaultThreadCurrentUICulture = new CultureInfo("en-US"); var p = new FluentCommandLineParser<Options>(); p.Setup(arg => arg.JobState).As('c', "console").WithDescription("Execute operation in console mode for specific job"); p.Setup(arg => arg.Migration).As('m', "migration").WithDescription("Mark this operation as migration process"); p.Setup(arg => arg.Date).As('d', "date").WithDescription("Specify the date for this operation to run on"); p.Setup(arg => arg.ExportTextType).As('e', "exporttext").WithDescription("Specify the export text type to process"); p.Parse(args); System.IO.Directory.SetCurrentDirectory(AppDomain.CurrentDomain.BaseDirectory); Log.Logger = new LoggerConfiguration() .Enrich.FromLogContext() .ReadFrom.AppSettings() .CreateLogger(); SqlMapper.AddTypeMap(typeof(DateTime), System.Data.DbType.DateTime2); SqlMapper.AddTypeMap(typeof(DateTime?), System.Data.DbType.DateTime2); var builder = new ContainerBuilder(); builder.RegisterModule<ImportModule>(); builder.Register(x => p.Object).SingleInstance(); var container = builder.Build(); if (ConsoleMode(p.Object, container)) { Log.CloseAndFlush(); return; } var jobSettings = JobSettingConfig.GetConfig(); var MailSetting = ConfigurationManager.GetSection(DKSHConfig.MailConfig) as DKSH.MailAgent.Settings.MailConfig; var LogConfing = ConfigurationManager.GetSection(DKSHConfig.LogConfig) as DKSH.MailAgent.Settings.LogConfig; var host = HostFactory.New(c => { c.UseSerilog(); c.Service<IMailAgentService>(s => { s.ConstructUsing(name => new MailAgentService(MailSetting, LogConfing, Log.Logger)); s.WhenStarted(tc => tc.Start()); s.WhenStopped(tc => tc.Stop()); }); c.RunAsLocalSystem(); c.StartAutomaticallyDelayed(); c.SetDisplayName("DKSHMailAgent2 Mail Upload"); c.SetDescription("DKSHMailAgent2 Scheduler"); c.SetServiceName("DKSHMailAgent2"); c.EnableServiceRecovery(rc => { rc.RestartService(5); }); c.OnException(e => { Log.Logger.Error(e, "Unhandled exception on service level"); }); }); host.Run(); } static void ScheduleJob<TJob>(ServiceConfigurator<ImportService> s, JobSettingConfig jobSettings) where TJob : IJob { var jobSetting = jobSettings.Instances[typeof(TJob).Name]; if (jobSetting != null) { s.ScheduleQuartzJob(q => { var job = JobBuilder.Create<TJob>().WithIdentity(typeof(TJob).Name).Build(); q.WithJob(() => job).AddTrigger(() => CreateTrigger(jobSettings.Instances[typeof(TJob).Name])); }); } } static bool ConsoleMode(Options o, IContainer container) { if (o.JobState != null) { try { using (var scope = container.BeginLifetimeScope()) { var job = scope.ResolveKeyed<IConsoleJob>(o.JobState.Value); if (job != null) { job.RunConsole(); } else { Log.Logger.Warning("Failed to get the job for type : {Type}", o.JobState); } } } catch (Exception ex) { Log.Logger.Fatal(ex, "Failed running console"); } return true; } return false; } static ITrigger CreateTrigger(JobSetting setting) { //default setup to per hour string cron = "0 0 * ? * * "; switch (setting.Type) { case IntervalType.Second: cron = $"0/{setting.Interval} * ? * * "; break; case IntervalType.Minute: cron = $"0 0/{setting.Interval} ? * * "; break; case IntervalType.Hour: cron = $"0 0 0/{setting.Interval} ? * "; break; case IntervalType.Quarter: cron = "0 0,15,30,45 ? * * "; break; case IntervalType.Half: cron = "0 0,30 ? * * "; break; case IntervalType.Day: cron = $"0 0 {setting.DailyHour} ? * *"; break; default: return TriggerBuilder.Create().StartNow().Build(); } var trigger = TriggerBuilder.Create() .WithCronSchedule(cron, x => x.WithMisfireHandlingInstructionIgnoreMisfires()).Build(); return trigger; } } }	b156e5c9e257edd7890dc6e31d026f1d0f7438db	[ "Markdown", "C#" ]	10	Markdown	jaw118/DKSHMailAgent	53f6c784658b2255be6ca7ad7bad7958f4bf3862	b52934c236225c3e51a72b191dd7861173edfdfa
refs/heads/master	<file_sep>package br.com.renaninfo.mousedpiconverter.components.itemnewconfiguration; public class NewConfigurationItemModel { String dpi; String sensitivity; public NewConfigurationItemModel(String dpi, String sensitivity) { this.dpi = dpi; this.sensitivity = sensitivity; } public String getDpi() { return dpi; } public void setDpi(String dpi) { this.dpi = dpi; } public String getSensitivity() { return sensitivity; } public void setSensitivity(String sensitivity) { this.sensitivity = sensitivity; } }	4d476595074641aa28e99316950e5c9d07705523	[ "Java" ]	1	Java	renanxr3/MouseDPIConverter	10756b1da858fcd9713b92ca9cd7044688f7cf02	ea2d6805e2135f22ad3088b93ef09d4c0c417a78
refs/heads/master	<repo_name>coudx/hw5<file_sep>/app.js // function to render the schedule GUI function renderSched () { for (var i = 0; i < 24; i++) { // apply dynamic condition to each row var $li = $('.' + i.toString()) $li.css({ display: 'flex', position: 'relative', 'justify-content': 'center' }) console.log(document.getElementsByClassName(i.toString())) var lastClass = $li.attr('class').split(' ').pop() console.log(lastClass) $li.removeClass(lastClass).addClass(select(i)) $('.form' + i.toString()).empty() var div = $('<div>').appendTo($('.form' + i.toString())) div.addClass('form-row', 'align-items-center') $('.form-row').css({ width: '50vw' }) var $divData = $('<div>', { class: 'col-10 data_' + i.toString() }).appendTo(div) var $divBtn = $('<div>', { class: 'col btn_' + i.toString() }).appendTo(div) var context console.log(db[i]) if (db[i] === '') { context = 'Enter event here...' } else { context = db[i] } $divData.append( $('<label>', { class: 'sr-only lb_' + i.toString(), for: 'datainput_' + i.toString(), text: 'event' }), $('<input>', { type: 'text', class: 'form-control input_' + i.toString(), id: 'datainput_' + i.toString(), placeholder: context }) ) $divBtn.append( $('<button>', { class: 'btn btn-primary mb-2 btn' + i.toString(), id: i.toString(), html: '&#128190' }) ) } } $(document).on('click', 'button', function (event) { event.preventDefault() var n = event.target.id if ($('#datainput_' + n).val() === '' \|\| $('#datainput_' + n).val().split(' ')[0] === '') { alert('Invalid event : no event') } else { db[n] = $('#datainput_' + n).val() window.localStorage.setItem('db', db) } renderSched() }) // function to select what theme the li should be displaying function select (schedT) { if (schedT < moment().hour()) { return 'list-group-item-dark' } else if (schedT === moment().hour()) { return 'list-group-item-primary' } else { return 'list-group-item-light' } } function initDB () { var emptyDB = [] for (var i = 0; i < 24; i++) { emptyDB.push('') } if (window.localStorage.getItem('db') === null) { window.localStorage.setItem('db', emptyDB.join()) } db = window.localStorage.getItem('db').split(',') } function main () { initDB() renderSched() } $(document).ready(main())	0e2f7e05583336b775bae045f53f7a05398c8bec	[ "JavaScript" ]	1	JavaScript	coudx/hw5	d4a03b6bd3e8d07afb3778d58f3e1e0cab0af6bf	3a498a8dbfb733e4226c64bfc03c1e0847572d1c
refs/heads/master	<repo_name>gardiner4/homebridge-garagedoor-ryobi<file_sep>/api/notes.txt NOTES FROM : https://yannipang.com/blog/ryobi-garage-door-api/ https://community.smartthings.com/t/ryobi-modular-smart-garage-door-opener/44294/42 https://github.com/Madj42/RyobiGDO/blob/master/GetInfo.js ...and myself when debugging This code was based on this work. Get API_KEY Need an https POST with this info: curl -XPOST -H 'x-tc-transform: tti-app' -H "Content-type: application/json" -d '{"username":"EMAIL_ADDRESS","password":"<PASSWORD>"}' 'https://tti.tiwiconnect.com/api/login' API_KEY = "result.auth.apiKey" Get GARAGEDOOR_ID //I REALLY DON'T LIKE PUTTING PASSWORD IN THE URL. I can't seem to put the content in a POST request https://tti.tiwiconnect.com/api/devices?username=RYOBI_ACCOUNT_EMAIL&password=<PASSWORD> You will get an array of results, if result[0].deviceTypeIds[1] == `gda500hub` GARAGEDOOR_ID = `result[1].varName` ELSE // "gdoMasterUnit" GARAGEDOOR_ID = `result[0].varName`; // This is my device never tested the other one. Get STATUS: //I REALLY DON'T LIKE PUTTING PASSWORD IN THE URL. I can't seem to put the content in a POST request https://tti.tiwiconnect.com/api/devices/GARAGEDOOR_ID?username=RYOBI_ACCOUNT_EMAIL&password=<PASSWORD> Send COMMANDS: //Frist need to authorize a web-socket using URL: 'wss://tti.tiwiconnect.com/api/wsrpc' Auth Request: {"jsonrpc":"2.0","id":3,"method":"srvWebSocketAuth","params": {"varName": "EMAIL","apiKey": "API_KEY"}} This will result in an authorization confirmation, look at "result.authorized". You can then send the command on an authorized web-socket. Open Door: {"jsonrpc":"2.0","method":"gdoModuleCommand","params":{"msgType":16,"moduleType":5,"portId":7,"moduleMsg":{"doorCommand":1},"topic":"GARAGEDOOR_ID"}} Close Door: {"jsonrpc":"2.0","method":"gdoModuleCommand","params":{"msgType":16,"moduleType":5,"portId":7,"moduleMsg":{"doorCommand":0},"topic":"GARAGEDOOR_ID"}} Turn On the Light: {"jsonrpc":"2.0","method":"gdoModuleCommand","params":{"msgType":16,"moduleType":5,"portId":7,"moduleMsg":{"lightState":true},"topic":"GARAGEDOOR_ID"}} Turn Off the Light: {"jsonrpc":"2.0","method":"gdoModuleCommand","params":{"msgType":16,"moduleType":5,"portId":7,"moduleMsg":{"lightState":false},"topic":"GARAGEDOOR_ID"}} -------------------------------------------------------------------------------------------------------------------------------<file_sep>/api/Ryobi_GDO_API.js /jshint esversion: 6,node: true,-W041: false / "use strict"; const request = require('request').defaults({ jar: true }), WebSocket = require('ws'); const apikeyURL = 'https://tti.tiwiconnect.com/api/login' const deviceURL = 'https://tti.tiwiconnect.com/api/devices' const websocketURL = 'wss://tti.tiwiconnect.com/api/wsrpc' class Ryobi_GDO_API { constructor(email, password, deviceid, log, debug, debug_sensitive) { this.email = email; this.password = <PASSWORD>; this.deviceid = deviceid; this.log = log; this.debug = debug; this.debug_sensitive = debug_sensitive; } getApiKey(callback) { this.debug("getApiKey"); if (this.apikey && this.cookieExpires > new Date()) { if (this.debug_sensitive) this.debug("apiKey: "+ this.apikey); return callback(null, this.apikey); } var doIt = function (err, response, body) { this.debug("getApiKey responded"); var cookie = response.headers['set-cookie'].join('\|'); this.cookieExpires = new Date(cookie.match(/Expires\s=\s([^;]+)/i)[1]); if (!err) { if (this.debug_sensitive) this.debug("body: "+ body); try { const jsonObj = JSON.parse(body); // can see: {"result":"Unauthorized"} if (jsonObj.result == "Unauthorized") { throw new Error ("Unauthorized -- check your ryobi username/password"); } this.apikey = jsonObj.result.auth.apiKey; if (this.debug_sensitive) this.debug("apiKey: "+ this.apikey); callback(null, this.apikey); } catch(error) { this.log("Error getApiKey 1 - retrieving ryobi GDO apiKey"); this.log("Error getApiKey - Message: " + error); callback(error); } } else { this.log("Error getApiKey 2 - retrieving ryobi GDO apiKey"); this.log("Error getApiKey - Message: " + err); callback(err); } }.bind(this); request.post({url: encodeURI(apikeyURL), form: {username: this.email, password: this.<PASSWORD>}}, doIt); return this.apikey; } getDeviceID(callback) { this.debug("getDeviceID"); if (this.deviceid) { if (this.debug_sensitive) this.debug("doorid: " + this.deviceid); return callback(null, this.deviceid); } var doIt = function (err, response, body) { this.debug("getDeviceID responded"); if (!err) { if (this.debug_sensitive) this.debug("body: "+ body); try { const jsonObj = JSON.parse(body); // can see: {"result":"Unauthorized"} if (jsonObj.result == "Unauthorized") { throw new Error ("Unauthorized -- check your ryobi username/password"); } if(typeof this.deviceid === 'function') { this.deviceid = this.deviceid(jsonObj); } else { var deviceModel = jsonObj.result[0].deviceTypeIds[0]; this.deviceid = (deviceModel == 'gda500hub') ? jsonObj.result[1].varName : jsonObj.result[0].varName; } if (this.debug_sensitive) this.debug("deviceModel: " + deviceModel); if (this.debug_sensitive) this.debug("doorid: " + this.deviceid); callback(null, this.deviceid); } catch(error) { this.log("Error getDeviceID 1 - retrieving ryobi GDO getDeviceID"); this.log("Error getDeviceID - Message: " + error); callback(error); } } else { this.log("Error getDeviceID 2 - retrieving ryobi GDO getDeviceID"); this.log("Error getDeviceID - Message: " + err); callback(err); } }.bind(this); this.getApiKey(function(){ request(deviceURL, doIt); }); } update(callback) { this.debug("Updating ryobi data:"); this.getDeviceID(function (deviceIDError, deviceID) { if (deviceIDError) { callback(deviceIDError); return; } var queryUri = deviceURL + '/' + deviceID; request(queryUri, function (err, response, body) { this.debug("GetStatus responded: "); if (!err) { if (this.debug_sensitive) this.debug("body: "+ body); try { const jsonObj = JSON.parse(body); var state = this.parseReport(jsonObj, callback); callback(null, state); } catch(error) { this.log("Error update 1 - retrieving ryobi GDO status"); this.log("Error Message: " + error); callback(error); } } else { this.log("Error update 2 - retrieving ryobi GDO status"); this.log("Error Message: " + err); callback(err); } }.bind(this)); }.bind(this)) } parseReport(values) { this.debug("parseReport ryobi data:"); let homekit_doorstate; var garageDoorModule = Object.values(values.result[0].deviceTypeMap) .find(function(m) { return m && m.at && m.at.moduleProfiles && m.at.moduleProfiles.value && m.at.moduleProfiles.value.some(function(v) { return v.indexOf('garageDoor_') === 0; }); }); this.doorPortId = garageDoorModule.at.portId.value; this.doorModuleId = garageDoorModule.at.moduleId.value; var doorval = values.result[0].deviceTypeMap['garageDoor_' + this.doorPortId].at.doorState.value if (doorval === 0) { homekit_doorstate = "CLOSED"; } else if (doorval === 1) { homekit_doorstate = "OPEN"; } else if (doorval === 2) { homekit_doorstate = "CLOSING"; } else { homekit_doorstate = "OPENING"; } this.debug("GARAGEDOOR STATE:"+ homekit_doorstate) return homekit_doorstate; } sendWebsocketCommand(message, callback, state) { this.debug("GARAGEDOOR sendWebsocketcommand"); var doorState = state; var doIt = function(apiKey, doorid) { try { this.debug("GARAGEDOOR sendWebsocketcommand: doIt"); var debug = this.debug; const ws = new WebSocket(websocketURL); ws.on('open', function open() { // Web Socket is connected, send data using send() var openConnection = JSON.stringify({"jsonrpc":"2.0","id":3,"method":"srvWebSocketAuth","params": {"varName": this.email, "apiKey": apiKey }}); if (this.debug_sensitive) this.debug("GARAGEDOOR sendWebsocketcommand: " + openConnection); ws.send(openConnection); //CHANGE VARIABLES }.bind(this)); ws.on('message', function incoming(data) { if (this.debug_sensitive) debug("open socket message: " + data) //Getting multiple messages! // message: {"jsonrpc":"2.0","method":"authorizedWebSocket","params":{"authorized":true,"socketId":"b82879e8.ip-172-31-23-253.4008"}} +74ms // message: {"jsonrpc":"2.0","result":{"authorized":true,"varName":"xxxxxxxxxxxx","aCnt":0},"id":3} +4ms // Need to send AFTER authorization the 'result.' var returnObj = JSON.parse(data); if (returnObj.result) { if (returnObj.result.authorized) { var sendMessage = JSON.stringify({"jsonrpc":"2.0","method":"gdoModuleCommand","params":{"msgType":16,"moduleType":this.doorModuleId,"portId":this.doorPortId,"moduleMsg": message,"topic": doorid }}); if (this.debug_sensitive) this.debug("GARAGEDOOR sendWebsocketmessage: " + sendMessage); ws.send(sendMessage); callback(null, doorState); } ws.ping(); } else { //no-op waiting for a result to be sent back. } }.bind(this)); ws.on('pong', function pong() { ws.terminate(); }); } catch(error) { this.log("Error sending sendWebsocketCommand"); this.log("Error Message: " + error); callback(error); } }.bind(this); //getting id and key are both asyncsynchronous which is why this odd double callback. The do get cached afer initcall and in that case the callback is synchronous this.getDeviceID(function (errorid, deviceid) { if (!errorid) { var doorid = deviceid; this.getApiKey(function (errorkey, apiKey) { if (!errorkey) { doIt(apiKey, doorid); } else { callback(errorkey); } }.bind(this)) ; } else { callback(errorid); } }.bind(this)) } openDoor(callback) { this.debug("GARAGEDOOR openDoor"); this.sendWebsocketCommand({"doorCommand":1} , callback, "OPENING"); } closeDoor (callback) { this.debug("GARAGEDOOR closeDoor"); this.sendWebsocketCommand({"doorCommand":0} , callback, "CLOSING"); } } Ryobi_GDO_API.findDeviceIdByName = function findDeviceIdByName(obj, name) { if(Array.isArray(obj.result)) { const device = obj.result.find(x => x.metaData.name === name); if(device) { return device.varName; } } console.error('device not found'); return null; } module.exports = { Ryobi_GDO_API: Ryobi_GDO_API };	96efdd8ffe493427c37d9ea8ecc1e64f6c5e88aa	[ "JavaScript", "Text" ]	2	Text	gardiner4/homebridge-garagedoor-ryobi	a536ce5ad5dcdbb28c0197f53e28b5daad33548c	0bbe0ac12de8b88d625983ce5b2b006caa72a1a9
refs/heads/master	<file_sep><?php namespace App\Http\Controllers; use Request; use App\Score; use App\User; use Illuminate\Support\Facades\Auth; class ScoresController extends Controller { public function __construct() { $this->middleware('auth'); } public function index4() { $user = Auth::user(); $scores =Score::latest()->where('usrId', $user->id)->get(); return view('scores.index4')->with(['scores'=> $scores, 'user_name' => $user->name]); } public function show($id) { $score = Score::findOrFail($id); return view('scores.show')->with('score', $score); } // wyswietla formularz dodawania filmu public function create() { return view('scores.create'); } // Zapisywanie filmu do tabeli ( bazy ) public function store(request $Request) { $input = Request::all(); Score::create($input); return redirect('scores'); } } <file_sep><?php namespace App\Http\Controllers; use Illuminate\Http\Request; use App\Trening; class TreningsController extends Controller { // Pobieramy liste filmów public function index2() { $trenings =Trening::latest()->get(); return view('trenings.index2')->with('trenings', $trenings); } public function show($id) { $trening = Trening::find($id); return view('trenings.show')->with('trening', $trening); } } <file_sep># knrepo strony, aplikacje webowe, nauka <file_sep><?php namespace App\Http\Controllers; use Request; use App\Http\Requests\CreateFilmRequest; use App\Http\Controllers\Controller; use App\Film; use App\User; use App\Score; use App\Comment; use App\Movie_categories; use App\Material; use Illuminate\Support\Facades\Redirect; class FilmsController extends Controller { // pobieramy liste filmów public function index() { $userScores = Score::latest()->get(); foreach ($userScores as $k => $v) { $user = User::findOrFail($userScores[$k]->usrId); $userScores[$k]->userName = $user->name; } $materialsKata = Material::latest()->where('category', 1)->get(); $materialsKichon = Material::latest()->where('category', 2)->get(); $materialsKumite = Material::latest()->where('category', 3)->get(); $user = User::findOrFail(1); return view('films.index')->with([ 'userScores' => $userScores, 'materialsKata' => $materialsKata, 'materialsKichon' => $materialsKichon, 'materialsKumite' => $materialsKumite, ]); } // metoda wyciagajaca jeden film public function showMovieDetails($id) { $film = Material::findOrFail($id); return view('films.show-movie-details')->with('film', $film); } public function showScoreDetails($id) { $film = Score::findOrFail($id); $comments = Comment::latest()->where('movieId', $id)->get(); foreach ($comments as $k => $v) { $user = User::findOrFail($comments[$k]->usrId); $comments[$k]->userName = $user->name; } return view('films.show-score-details')->with([ 'film' => $film, 'comments' => $comments ]); } public function storeComment(request $Request) { $input = Request::all(); Comment::create($input); return Redirect::back(); } } <file_sep><?php /* \|-------------------------------------------------------------------------- \| Web Routes \|-------------------------------------------------------------------------- \| \| This file is where you may define all of the routes that are handled \| by your application. Just tell Laravel the URIs it should respond \| to using a Closure or controller method. Build something great! \| / // scieżki bez kontrolera , podstrony: przysięga dojo, historia karate, filozofia karate, wymagania dorosli, wymagania dzieci, kontakt Route::get('/', function () { return view('layouts/index'); })->name('homepage'); Route::get('filozofia-karate', function () { return view('layouts/filozofia-karate'); })->name('filozofia-karate'); Route::get('wymagania-dorosli', function () { return view('layouts/wymagania-dorosli'); })->name('wymagania-dorosli'); Route::get('wymagania-dzieci', function () { return view('layouts/wymagania-dzieci'); })->name('wymagania-dzieci'); // Route::get('kontakt', function () { // return view('layouts/kontakt'); // })->name('kontakt'); Route::get('/contact', 'PagesController@create'); Route::post('/contact', 'PagesController@store'); // Route::post('kontakt', function () { // return view('layouts/kontakt'); // })->name('kontakt'); Route::get('gallery', function () { return view('layouts/gallery'); })->name('gallery'); Route::get('kumite', function () { return view('layouts/kumite/kumite'); })->name('kumite'); // Route::get('kolepka', function () { // return view('layouts/kolepka'); // })->name('Kolebka dalekowschodnich systemów walki'); Route::get('/films', 'FilmsController@index'); Route::get('/films/movie-details/{id}', 'FilmsController@showMovieDetails'); Route::get('/films/score-details/{id}', 'FilmsController@showScoreDetails'); Route::post('/films/score-details/{id}', 'FilmsController@storeComment'); Route::get('/materialy-szkoleniowe', 'MaterialsController@create'); Route::post('/materialy-szkoleniowe', 'MaterialsController@store'); // Podstrona Kyokushin/ Dlaczego warto trenować Route::get('index3', function () { return view('Whytranings/index3'); })->name('index3'); Route::get('/whytranings', 'WhytraningsController@index3'); // Podstrona Twoje Osiągnięcia ( posiada formularz Create - do ddoawania nowych filmów , brak przycisku ze strony do formularza) Route::get('index4', function () { return view('Scores/index4'); })->name('index4'); Route::post('/scores', 'ScoresController@store'); Route::get('/scores', 'ScoresController@index4'); Route::get('/scores/create', 'ScoresController@create'); Route::get('/scores/{id}', 'ScoresController@show'); Route::get('/slownictwo', function () { return view('train-yourself/vocabulary'); })->name(''); Auth::routes(); Route::get('/home', 'HomeController@index'); Route::any('{catchall}', function ($page) { return view('layouts/' . $page); })->where('catchall', '(.)');<file_sep><?php namespace App\Http\Controllers; use App\Http\Controllers\Controller; use App\Film; use App\User; use App\Score; use App\Comment; use App\Movie_categories; use App\Material; use Request; use Illuminate\Support\Facades\Auth; class MaterialsController extends Controller { /** * Create a new controller instance. * * @return void / public function __construct() { $this->middleware('auth'); } /* * Display a listing of the resource. * * @return \Illuminate\Http\Response / public function index() { // } public function create() { $movie_categories = Movie_categories::all(); return view('materials.create')->with(['movie_categories' => $movie_categories]); } /* * Store a newly created resource in storage. * * @param \Illuminate\Http\Request $request * @return \Illuminate\Http\Response / public function store(request $Request) { $input = Request::all(); Material::create($input); return redirect('films'); } } <file_sep><?php namespace App\Http\Controllers; use Illuminate\Http\Request; use App\Http\Requests\ContactFormRequest; use Mail; class PagesController extends Controller { public function create() { return view('pages.contact'); } public function store(ContactFormRequest $data) { Mail::send('email.contact', ['data' => $data->all()], function ($message) use ($data) { $message ->from($data->get('emails')) ->to(env('CONTACT_EMAIL')) ->subject($data->title); }); return redirect()->action('PagesController@store')->with(['message' => 'Dziękujemy za kontakt. Odpiszemy jak najszybicej.']); } } <file_sep><?php namespace App\Http\Controllers; use Illuminate\Http\Request; use App\Whytraning; class WhytraningsController extends Controller { // Pobieramy liste filmów public function index3() { $whytranings =Whytraning::latest()->get(); return view('whytranings.index3')->with('whytranings', $whytranings); } } <file_sep><?php namespace App\Http\Requests; use App\Http\Requests\Request; use Illuminate\Foundation\Http\FormRequest; class ContactFormRequest extends FormRequest { public function rules() { return [ 'title' => 'required\|min:10', 'emails' => 'required\|email', 'messages' => 'required\|min:10' ]; } public function authorize() { return true; } } <file_sep><?php use Illuminate\Database\Seeder; class DatabaseSeeder extends Seeder { /* * Run the database seeds. * * @return void */ public function run() { DB::table('users')->insert([ 'name' => '<NAME>', 'email' => '<EMAIL>', 'password' => bcrypt('<PASSWORD>'), ]); DB::table('users')->insert([ 'name' => '<NAME>', 'email' => '<EMAIL>', 'role' => 2, 'password' => bcrypt('<PASSWORD>'), ]); DB::table('scores')->insert([ 'usrId' => 1, 'name' => 'Nazwa filmu 1', 'url' => 'https://www.youtube.com/embed/60bADIHR0VM', 'description' => 'Opis filmu 1', ]); DB::table('scores')->insert([ 'usrId' => 1, 'name' => 'Nazwa filmu 2', 'url' => 'https://www.youtube.com/embed/60bADIHR0VM', 'description' => 'Opis filmu 2', ]); DB::table('scores')->insert([ 'usrId' => 1, 'name' => 'Nazwa filmu 3', 'url' => 'https://www.youtube.com/embed/60bADIHR0VM', 'description' => 'Opis filmu 3', ]); DB::table('scores')->insert([ 'usrId' => 1, 'name' => 'Nazwa filmu 4', 'url' => 'https://www.youtube.com/embed/60bADIHR0VM', 'description' => 'Opis filmu 4', ]); DB::table('scores')->insert([ 'usrId' => 1, 'name' => 'Nazwa filmu 5', 'url' => 'https://www.youtube.com/embed/60bADIHR0VM', 'description' => 'Opis filmu 5', ]); DB::table('scores')->insert([ 'usrId' => 1, 'name' => 'Nazwa filmu 6', 'url' => 'https://www.youtube.com/embed/60bADIHR0VM', 'description' => 'Opis filmu 6', ]); DB::table('movie_categories')->insert([ 'name' => 'Kata', ]); DB::table('movie_categories')->insert([ 'name' => 'Kichon', ]); DB::table('movie_categories')->insert([ 'name' => 'Kumite', ]); DB::table('materials')->insert([ 'category' => 1, 'name' => 'Nazwa filmu szkoleniowego', 'url' => 'https://www.youtube.com/embed/60bADIHR0VM', 'description' => 'Opis filmu szkoleniowego', ]); DB::table('materials')->insert([ 'category' => 1, 'name' => 'Nazwa filmu szkoleniowego 2', 'url' => 'https://www.youtube.com/embed/60bADIHR0VM', 'description' => 'Opis filmu szkoleniowego 2', ]); DB::table('materials')->insert([ 'category' => 2, 'name' => 'Nazwa filmu szkoleniowego 1', 'url' => 'https://www.youtube.com/embed/60bADIHR0VM', 'description' => 'Opis filmu szkoleniowego', ]); DB::table('materials')->insert([ 'category' => 2, 'name' => 'Nazwa filmu szkoleniowego 2 ', 'url' => 'https://www.youtube.com/embed/60bADIHR0VM', 'description' => 'Opis filmu szkoleniowego 2', ]); DB::table('materials')->insert([ 'category' => 3, 'name' => 'Nazwa filmu szkoleniowego 1', 'url' => 'https://www.youtube.com/embed/60bADIHR0VM', 'description' => 'Opis filmu szkoleniowego', ]); DB::table('materials')->insert([ 'category' => 3, 'name' => 'Nazwa filmu szkoleniowego 2 ', 'url' => 'https://www.youtube.com/embed/60bADIHR0VM', 'description' => 'Opis filmu szkoleniowego 2', ]); } }	fe33a946454fea277f604955cbabe52190c21b83	[ "Markdown", "PHP" ]	10	PHP	ushiromawashi/knrepo	799bc95b9362f51e29b1bcc29e68082120d78dd6	ac1000ade710e6c04bf98198f2682f9187470597
refs/heads/master	<repo_name>yakimant/apple-membercenter-expires<file_sep>/README.md # apple-membercenter-devices Does ==== Shows expirations for Apple Member Center programs, certificates, profiles. Requires ======== casperjs MacOSX ------ brew install casperjs --devel Linux ----- - wget https://bitbucket.org/ariya/phantomjs/downloads/phantomjs-1.9.7-linux-x86_64.tar.bz2 - tar -xvf phantomjs-1.9.7-linux-x86_64.tar.bz2 - sudo mv phantomjs-1.9.7-linux-x86_64 /usr/local/src/phantomjs - sudo ln -sf /usr/local/src/phantomjs/bin/phantomjs /usr/local/bin/phantomjs - cd /usr/local/src/ - sudo git clone git://github.com/n1k0/casperjs.git - sudo ln -sf /usr/local/src/casperjs/bin/casperjs /usr/local/bin/casperjs Universal --------- npm install -g phantomjs@1.9.7-15 casperjs Run === casperjs --ssl-protocol=tlsv1 apple-membercenter-expires.js <file_sep>/apple-membercenter-expires.js var utils = require('utils'); // utils.dump() for debug var fs = require('fs'); var scriptDir = fs.absolute(require('system').args[3]).replace('apple-membercenter-expires.js', ''); var select_team_page = 'https://developer.apple.com/account/selectTeam.action'; var distrib_certs_page = 'https://developer.apple.com/account/ios/certificate/certificateList.action?type=distribution'; var distrib_profiles_page = 'https://developer.apple.com/account/ios/profile/profileList.action?type=production'; var prog_summary_page = 'https://developer.apple.com/membercenter/index.action#progSummary'; var teams; var certificates = {}; var profiles = {}; var programs = {}; var statfile; var hasExpirations = false; var casper = require('casper').create({ pageSettings: { loadImages: false, loadPlugins: false }, // logLevel: "debug", // logLevel: "info", // verbose: true }); casper.on('remote.message', function(msg) { this.echo('remote message caught: ' + msg); }); // casper.on("resource.error", function(resourceError){ // console.log('Unable to load resource (#' + resourceError.id + 'URL:' + resourceError.url + ')'); // console.log('Error code: ' + resourceError.errorCode + '. Description: ' + resourceError.errorString); // }); casper.start(); casper.then(function parseConfig() { configFile = fs.read(scriptDir + 'config.json'); config = JSON.parse(configFile); this.options.waitTimeout = config.waitTimeout; this.options.timeout = config.timeout; var currentDate = new Date(); var day = currentDate.getDate(); var month = currentDate.getMonth() + 1; var year = currentDate.getFullYear(); fs.write(config.logfile, 'Execution date: ' + day + "/" + month + "/" + year + '\n', 'a'); statfile = fs.open(config.statfile + '.tmp', 'w'); }); casper.thenOpen(select_team_page, function openSelectTeamPage(response) { this.fillSelectors('form#command', { 'input[name="appleId"]': config.appleid, 'input[name="accountPassword"]': config.password }, true); }).then(function getTeamsList() { teams = this.evaluate(function() { var teams = []; $('.input').children('.team-value').each(function () { teams.push({ 'id': $(this).children('.radio').val(), 'name': $.trim($(this).children('.label-primary').text()), 'program': $(this).children('.label-secondary').text() }); }); return teams; }); }); casper.then(function getCertificates() { this.eachThen(teams, function(team_data) { var team = team_data.data; var status = 'ok'; var team_certificates = {}; this.thenOpen(select_team_page, function openSelectTeamPage() { }).waitForSelector('form#saveTeamSelection', function waitForSelectTeamPage() { }, function() { fs.write(config.logfile, 'ERROR: Could not open select team page for team: ' + team.id + '\n', 'a'); status = 'fail'; }).then(function selectTeam() { if (status === 'ok') { this.fillSelectors('form#saveTeamSelection', { 'input[name="memberDisplayId"]': team.id, }, true); } }).waitForSelector('#content', function waitForTeamSelected() { }, function() { fs.write(config.logfile, 'ERROR: Could not select team: ' + team.id + '\n', 'a'); status = 'fail'; }).thenOpen(distrib_certs_page, function openCertsPage() { }).waitForSelector(".innercontent", function waitForCertsPage() { }, function() { fs.write(config.logfile, 'ERROR: Could not open provision certificates page for team ' + team.id + '\n', 'a'); status = 'fail'; }).then(function checkCertsPage() { if (status === 'ok') { status = this.evaluate(function () { if ($('.innercontent').find('.overview').length === 1) { return 'fail'; } if ($('.innercontent').find('.no-items-content').length === 1) { return 'empty'; } return 'ok'; }); } }).then(function getCertsData() { if (status === 'ok') { team_certificates = this.evaluate(function() { var team_certificates = {}; $('#grid-table').find('tr.ui-widget-content').each(function() { var expires = $(this).find("td[aria-describedby='grid-table_expirationDateString']").text(); var name = $(this).find("td[aria-describedby='grid-table_name']").text(); var expiration_date = new Date(expires); var diff = expiration_date - Date.now(); var daysDiff = Math.ceil(diff / (1000 * 3600 * 24)); team_certificates[name] = { 'type': $(this).find("td[aria-describedby='grid-table_typeString']").text(), 'expires': expiration_date.toDateString(), 'expires_in': daysDiff }; }); return team_certificates; }); certificates[team.id] = team_certificates; } }); }); }); casper.then(function getProfiles() { this.eachThen(teams, function(team_data) { var team = team_data.data; var status = 'ok'; profiles[team.id] = {}; this.thenOpen(select_team_page, function openSelectTeamPage() { }).waitForSelector('form#saveTeamSelection', function waitForSelectTeamPage() { }, function() { fs.write(config.logfile, 'ERROR: Could not open select team page for team: ' + team.id + '\n', 'a'); status = 'fail'; }).then(function selectTeam() { if (status === 'ok') { this.fillSelectors('form#saveTeamSelection', { 'input[name="memberDisplayId"]': team.id, }, true); } }).waitForSelector('#content', function waitForTeamSelected() { }, function() { fs.write(config.logfile, 'ERROR: Could not select team: ' + team.id + '\n', 'a'); status = 'fail'; }).thenOpen(distrib_profiles_page, function openProfilesPage() { }).waitForSelector(".innercontent", function waitForProfilesPage() { }, function() { fs.write(config.logfile, 'ERROR: Could not open provision profiles page for team ' + team.id + '\n', 'a'); status = 'fail'; }).then(function checkProfilesPage() { if (status === 'ok') { status = this.evaluate(function () { if ($('.innercontent').find('.overview').length === 1) { return 'fail'; } if ($('.innercontent').find('.no-items-content').length === 1) { return 'empty'; } return 'ok'; }); } }).then(function getProfileNames() { if (status === 'ok') { team_profile_names = this.evaluate(function() { var team_profile_names = []; $('#grid-table').find('tr.ui-widget-content').each(function() { var type = $(this).find("td[aria-describedby='grid-table_type']").text(); if ( type === 'iOS Distribution' \|\| type === 'iOS UniversalDistribution') { team_profile_names.push($(this).find("td[aria-describedby='grid-table_name']").text()); } }); return team_profile_names; }); } }).then(function getProfilesData() { if (status === 'ok') { this.eachThen(team_profile_names, function(response) { var team_profile = {}; var profile_name = response.data; this.then(function(){ this.click('#grid-table td[title="' + profile_name + '"]'); }).then(function(){ team_profile = this.evaluate(function() { return { 'status': $('#grid-table').find('dd.status').last().text(), 'type': $('#grid-table').find('dd.type').last().text(), 'expires': $('#grid-table').find('dd.dateExpire').last().text() }; }); }).then(function(){ var expirationDate = new Date(team_profile.expires); var diff = expirationDate - Date.now(); var daysDiff = Math.ceil(diff / (1000 * 3600 * 24)); team_profile['expires'] = expirationDate.toDateString(); team_profile['expires_in'] = daysDiff; profiles[team.id][profile_name] = team_profile; }); }); } }); }); }); casper.then(function getPrograms() { this.eachThen(teams, function(team_data) { var team = team_data.data; var status = 'ok'; var team_program = {}; this.thenOpen(select_team_page, function openSelectTeamPage() { }).waitForSelector('form#saveTeamSelection', function waitForSelectTeamPage() { }, function() { fs.write(config.logfile, 'ERROR: Could not open select team page for team: ' + team.id + '\n', 'a'); status = 'fail'; }).then(function selectTeam() { if (status === 'ok') { this.fillSelectors('form#saveTeamSelection', { 'input[name="memberDisplayId"]': team.id, }, true); } }).waitForSelector('#content', function waitForTeamSelected() { }, function() { fs.write(config.logfile, 'ERROR: Could not select team: ' + team.id + '\n', 'a'); status = 'fail'; }).thenOpen(prog_summary_page, function openProgSummaryPage() { }).waitForSelector(".programs", function waitForProgSummaryPage() { }, function() { fs.write(config.logfile, 'ERROR: Could not open programs page for team ' + team.id + '\n', 'a'); status = 'fail'; }).then(function getProgramsData() { var team_program = this.evaluate(function() { var expires = document.querySelectorAll('.programs li')[0].innerHTML.replace("Expiration Date: ", ""); var expirationDate = new Date(expires); var diff = expirationDate - Date.now(); var daysDiff = Math.ceil(diff / (1000 * 3600 * 24)); return { 'type': document.querySelector('.programs h4').innerHTML, 'expires': expirationDate.toDateString(), 'expires_in': daysDiff, }; }); programs[team.id] = team_program; }); }); }); casper.then(function printExpiringSoon() { var statfile = fs.open(config.statfile + '.tmp', 'w'); // utils.dump(teams); // utils.dump(programs); // utils.dump(profiles); var team, program, cert, profile; for (var i=0, teams_count=teams.length; i<teams_count; i++) { team = teams[i]; program = programs[team.id]; if (program['expires_in'] <= config.deadline) { statfile.writeLine(program['type'] + " for \"" + team.name + "\" team will expire in " + program['expires_in'] + " day(s) " + " (" + program['expires'] + ")"); hasExpirations = true; } for (var cert_name in certificates[team.id]) { cert = certificates[team.id][cert_name]; if (cert['expires_in'] <= config.deadline) { statfile.writeLine("Cert \"" + cert['type'] + ": " + cert_name + "\" for \"" + team.name + "\" team will expire in " + cert['expires_in'] + " day(s) " + " (" + cert['expires'] + ")"); hasExpirations = true; } } for (var profile_name in profiles[team.id]) { profile = profiles[team.id][profile_name]; if (profile['expires_in'] <= config.deadline) { statfile.writeLine("Profile \"" + profile['type'] + ": " + profile_name + "\" for " + team.name + " team will expire in " + profile['expires_in'] + " day(s) " + " (" + profile['expires'] + ") Status: " + profile['status']); hasExpirations = true; } } } if (! hasExpirations) { statfile.writeLine("No expirations in comming " + config.deadline + " day(s)"); } statfile.close(); if (fs.exists(config.statfile)) { fs.remove(config.statfile); } fs.move(config.statfile + '.tmp', config.statfile); }); casper.run();	5ad3fd8d03434c44a9f2c1f93716b7a5b05d31a1	[ "Markdown", "JavaScript" ]	2	Markdown	yakimant/apple-membercenter-expires	159e68d0618768e9dec1522b75f3564b6cdbd545	76e0478c21ec45c0bac812c59dc7df47fab3c091
refs/heads/master	<file_sep>using UnityEngine; public class Physics : MonoBehaviour { public static float G = 0.03f; public static float densityStar = 50f; public static float densityPlanet = 100f; } <file_sep> using UnityEngine; using UnityEngine.SceneManagement; public class GameManager : MonoBehaviour { bool isGameOver = false; public GameObject gameOverUI; public void GameOver() { if (isGameOver == false) { isGameOver = true; Debug.Log("Gameover"); gameOverUI.SetActive(true); } } void Restart() { SceneManager.LoadScene(SceneManager.GetActiveScene().name); } void Update() { if (Input.GetKey(KeyCode.R)) { Restart(); } } } <file_sep>using System; using UnityEngine; public static class Calculation { public static float deg2rad(float eulerAngle) { return (float) Math.PI / 180 * eulerAngle - 1.5f * (float)Math.PI; } public static bool AlmostEquals(this double double1, double double2, double precision) { return (Math.Abs(double1 - double2) <= precision); } } <file_sep>using System; using UnityEngine; public class RadialGravity : MonoBehaviour { public Transform posFallingObject; public Rigidbody rbFallingObject; // Update is called once per frame void FixedUpdate() { Vector2 v1 = posFallingObject.position; Vector2 v2 = transform.position; Rigidbody rb = GetComponent<Rigidbody>(); float distance_3 = (float) Math.Pow(Vector2.Distance(v1, v2), 3f); rbFallingObject.AddForce(Time.deltaTime * Physics.G * rb.mass * (v2 - v1) / distance_3, ForceMode.VelocityChange); } }<file_sep>using UnityEngine; using System; public class Spacecraft : MonoBehaviour { // Start is called before the first frame update public Rigidbody rb; public static float RotateSpeed = 100f; public static float acceleration = 20; public float acc; public bool isTurbo = false; public Vector3 rotation = new Vector3(0f, 0f, 1f); public Sprite sprite; public Sprite spriteTurbo; public Sprite spriteAcceleration; public void SetFuelLevel(double newFuelLevel) { fuelLevel = (float) Math.Max(0f, newFuelLevel) ; } public float GetFuelLevel() { return this.fuelLevel; } private float fuelLevel = 1f; private float fuelConsTurbo = 0.0005f; private float fuelConsDef = 0.0001f; void Update () { this.GetComponent<SpriteRenderer>().sprite = sprite; if (Input.GetKeyDown(KeyCode.LeftShift)) { isTurbo = true; } if (Input.GetKeyUp(KeyCode.LeftShift)) { isTurbo = false; } if (Input.GetKey(KeyCode.A)) transform.Rotate(rotation * RotateSpeed * Time.deltaTime); if (Input.GetKey(KeyCode.D)) transform.Rotate(-rotation * RotateSpeed * Time.deltaTime); if (Input.GetKey(KeyCode.W) & GetFuelLevel() > 0) { if (isTurbo) { SetFuelLevel(GetFuelLevel() - fuelConsTurbo); acc = 3 * acceleration; this.GetComponent<SpriteRenderer>().sprite = spriteTurbo; } else { SetFuelLevel(GetFuelLevel() - fuelConsDef); acc = acceleration; this.GetComponent<SpriteRenderer>().sprite = spriteAcceleration; } float xacc = acc * (float)Math.Cos(Calculation.deg2rad(transform.localEulerAngles.z)); float yacc = acc * (float)Math.Sin(Calculation.deg2rad(transform.localEulerAngles.z)); rb.AddForce(new Vector2(xacc * Time.deltaTime, yacc * Time.deltaTime)); } } void OnCollisionEnter() { FindObjectOfType<GameManager>().GameOver(); } } <file_sep>using System; using UnityEngine; public class CircularOrbit : MonoBehaviour { public Transform posCenter; public Rigidbody rbCenter; float phi; float omega; float radius; void Start() { Vector2 v1 = posCenter.position; Vector2 v2 = transform.position; radius = (float) Vector2.Distance(v1, v2); float acceleration = Physics.G * rbCenter.mass / (float) Math.Pow(radius, 2f); omega = (float) Math.Sqrt(acceleration / radius); Vector2 diff = v2 - v1; phi = (float) Mathf.Atan2(diff.y, diff.x); } // Update is called once per frame void Update() { phi += Time.deltaTime * omega; Vector2 vCenter = posCenter.position; Vector2 relative = new Vector2((float) Math.Cos(phi), (float) Math.Sin(phi)); transform.position = vCenter + radius * relative; } } <file_sep> using UnityEngine; using UnityEngine.UI; public class DisplayFuelLevel : MonoBehaviour { public Spacecraft spacecraft; public Slider slider; // Update is called once per frame void Update() { slider.value = spacecraft.GetFuelLevel(); } } <file_sep>using UnityEngine; public class FollowObject : MonoBehaviour { public Transform follow; Vector3 offset = new Vector3(0f, 0f, -1f); float cameraSpeed = 0.01f; float zoomSpeed = 1.1f; // Update is called once per frame void Update() { Vector2 followGround = follow.position; Vector2 cameraGround = transform.position; Vector3 update = Time.deltaTime * (followGround - cameraGround) * cameraSpeed; transform.position = follow.position + update + offset; if (Input.GetAxis("Mouse ScrollWheel") > 0) { GetComponent<Camera>().orthographicSize /= zoomSpeed; } if (Input.GetAxis("Mouse ScrollWheel") < 0) { GetComponent<Camera>().orthographicSize = zoomSpeed; } } } <file_sep>using System; using UnityEngine; public class ObjectAttribute : MonoBehaviour { public bool isPlanet; public float resources; void Awake() // Always called first (before all Start() functions) { // Set mass depending on radius (world size) and density (depending on physics) float radius = transform.localScale.x / 2; if (GetComponent<ObjectAttribute>().isPlanet) GetComponent<Rigidbody>().mass = Physics.densityPlanet (float) Math.Pow(radius, 3); else GetComponent<Rigidbody>().mass = Physics.densityStar * (float) Math.Pow(radius, 3); } }	7e026ff256bd598300c8f6dc498d97c1ce34c4d1	[ "C#" ]	9	C#	MRCWirtz/SpaceMining	5b7e6cba05d2bf1e057b1f739dc4619aba41c610	3aa6be14823e950c29808792df2794fa26cafa11
refs/heads/master	<repo_name>jubayer23/FirebaseTest<file_sep>/app/src/main/java/com/creative/firebasetest/fragment/RegisterFragment.java package com.creative.firebasetest.fragment; import android.app.ProgressDialog; import android.net.Uri; import android.os.Bundle; import android.support.annotation.NonNull; import android.support.v4.app.Fragment; import android.text.TextUtils; import android.util.Log; import android.view.LayoutInflater; import android.view.View; import android.view.ViewGroup; import android.widget.Button; import android.widget.EditText; import android.widget.ImageView; import android.widget.Toast; import com.creative.firebasetest.MainActivity; import com.creative.firebasetest.R; import com.creative.firebasetest.Utility.CommonMethods; import com.creative.firebasetest.Utility.DeviceInfoUtils; import com.creative.firebasetest.Utility.RunnTimePermissions; import com.creative.firebasetest.alertbanner.AlertDialogForAnything; import com.google.android.gms.tasks.OnCompleteListener; import com.google.android.gms.tasks.Task; import com.google.firebase.auth.AuthResult; import com.google.firebase.auth.FirebaseAuth; import com.google.firebase.auth.FirebaseUser; import com.google.firebase.auth.UserProfileChangeRequest; /** * A simple {@link Fragment} subclass. / public class RegisterFragment extends Fragment implements View.OnClickListener { private Button btn_submit; private EditText ed_email, ed_password, ed_name; private ImageView imgBtn_back; private FirebaseAuth firebaseAuth; public RegisterFragment() { // Required empty public constructor } @Override public View onCreateView(LayoutInflater inflater, ViewGroup container, Bundle savedInstanceState) { // Inflate the layout for this fragment View view = inflater.inflate(R.layout.fragment_register, container, false); init(view); //Get Firebase auth instance firebaseAuth = FirebaseAuth.getInstance(); return view; } private void init(View view) { ed_name = view.findViewById(R.id.ed_name); ed_email = view.findViewById(R.id.ed_email); ed_password = view.findViewById(R.id.ed_password); btn_submit = view.findViewById(R.id.btn_submit); btn_submit.setOnClickListener(this); imgBtn_back = view.findViewById(R.id.imgBtn_back); imgBtn_back.setOnClickListener(this); } @Override public void onClick(View view) { int id = view.getId(); if (id == R.id.imgBtn_back) { ((MainActivity) getActivity()).addLoginFragment(); } if (id == R.id.btn_submit) { if (!RunnTimePermissions.requestForAllRuntimePermissions(getActivity())) { return; } if (!DeviceInfoUtils.isConnectingToInternet(getActivity())) { AlertDialogForAnything.showAlertDialogWhenComplte(getActivity(), "Alert", "Please connect to a working internet connection!", false); return; } if (!DeviceInfoUtils.isGooglePlayServicesAvailable(getActivity())) { AlertDialogForAnything.showAlertDialogWhenComplte(getActivity(), "Alert", "This app need google play service to work properly. Please install it!!", false); return; } if (isValidCredentialsProvided()) { CommonMethods.hideKeyboardForcely(getActivity(), ed_name); CommonMethods.hideKeyboardForcely(getActivity(), ed_email); CommonMethods.hideKeyboardForcely(getActivity(), ed_password); sendRequestForRegister(ed_email.getText().toString(), ed_password.getText().toString(),ed_name.getText().toString()); } } } private void sendRequestForRegister(String email, String password, final String name) { showProgressDialog("Loading...", true, false); //create user firebaseAuth.createUserWithEmailAndPassword(email, password) .addOnCompleteListener(getActivity(), new OnCompleteListener<AuthResult>() { @Override public void onComplete(@NonNull Task<AuthResult> task) { //Toast.makeText(getActivity(), "createUserWithEmail:onComplete:" + task.isSuccessful(), Toast.LENGTH_SHORT).show(); // If sign in fails, display a message to the user. If sign in succeeds // the auth state listener will be notified and logic to handle the // signed in user can be handled in the listener. if (!task.isSuccessful()) { dismissProgressDialog(); Toast.makeText(getActivity(), "Authentication failed." + task.getException(), Toast.LENGTH_SHORT).show(); // Log.d("DEBUG",task.getException() + ""); } else { updateProfile(name); } } }); } private void updateProfile(String name){ FirebaseUser user = FirebaseAuth.getInstance().getCurrentUser(); UserProfileChangeRequest profileUpdates = new UserProfileChangeRequest.Builder() .setDisplayName(name) .setPhotoUri(Uri.parse("https://example.com/jane-q-user/profile.jpg")) .build(); showProgressDialog("Loading...", true, false); user.updateProfile(profileUpdates) .addOnCompleteListener(new OnCompleteListener<Void>() { @Override public void onComplete(@NonNull Task<Void> task) { dismissProgressDialog(); if (task.isSuccessful()) { Toast.makeText(getActivity(), "Signup Successful.", Toast.LENGTH_SHORT).show(); ((MainActivity)getActivity()).processLogin(); }else{ //dismissProgressDialog(); } } }); } @Override public void onResume() { super.onResume(); dismissProgressDialog(); } /* * Attempts to sign in or register the account specified by the login form. * If there are form errors (invalid email, missing fields, etc.), the * errors are presented and no actual login attempt is made. / private boolean isValidCredentialsProvided() { // Store values at the time of the login attempt. String name = ed_name.getText().toString(); String email = ed_email.getText().toString(); String password = <PASSWORD>.getText().toString(); // Reset errors. ed_name.setError(null); ed_email.setError(null); ed_password.setError(null); // Check for a valid password, if the user entered one. if (TextUtils.isEmpty(name)) { ed_name.setError("Required"); ed_name.requestFocus(); return false; } if (TextUtils.isEmpty(email)) { ed_email.setError("Required"); ed_email.requestFocus(); return false; } if (!android.util.Patterns.EMAIL_ADDRESS.matcher(email).matches()) { ed_email.setError("Invalid"); ed_email.requestFocus(); return false; } if (TextUtils.isEmpty(password)) { ed_password.setError("Required"); ed_password.requestFocus(); return false; } if (password.length() < 6) { ed_password.setError("Cannot be less then 6 digit"); ed_password.requestFocus(); return false; } return true; } private ProgressDialog progressDialog; public void showProgressDialog(String message, boolean isIntermidiate, boolean isCancelable) { /*/ if (progressDialog == null) { progressDialog = new ProgressDialog(getActivity()); } if (progressDialog.isShowing()) { return; } progressDialog.setIndeterminate(isIntermidiate); progressDialog.setCancelable(isCancelable); progressDialog.setMessage(message); progressDialog.show(); } public void dismissProgressDialog() { if (progressDialog == null) { return; } if (progressDialog.isShowing()) { progressDialog.dismiss(); } } } <file_sep>/app/src/main/java/com/creative/firebasetest/model/MarkPosition.java package com.creative.firebasetest.model; import com.google.firebase.database.IgnoreExtraProperties; @IgnoreExtraProperties public class MarkPosition { public String userUID; public double lat; public double lang; public String markerDetails; public String markerIconDrawableName; public MarkPosition(){ } public MarkPosition(String userUID, double lat, double lang, String markerDetails, String markerIconDrawableName) { this.userUID = userUID; this.lat = lat; this.lang = lang; this.markerDetails = markerDetails; this.markerIconDrawableName = markerIconDrawableName; } public String getUserUID() { return userUID; } public void setUserUID(String userUID) { this.userUID = userUID; } public double getLat() { return lat; } public void setLat(double lat) { this.lat = lat; } public double getLang() { return lang; } public void setLang(double lang) { this.lang = lang; } public String getMarkerDetails() { return markerDetails; } public void setMarkerDetails(String markerDetails) { this.markerDetails = markerDetails; } public String getMarkerIconDrawableName() { return markerIconDrawableName; } public void setMarkerIconDrawableName(String markerIconDrawableName) { this.markerIconDrawableName = markerIconDrawableName; } } <file_sep>/app/src/main/java/com/creative/firebasetest/MainActivity.java package com.creative.firebasetest; import android.content.pm.PackageManager; import android.support.annotation.NonNull; import android.support.v4.app.Fragment; import android.support.v4.app.FragmentManager; import android.support.v4.app.FragmentTransaction; import android.support.v7.app.AppCompatActivity; import android.os.Bundle; import android.view.View; import android.widget.LinearLayout; import android.widget.TextView; import com.creative.firebasetest.Utility.RunnTimePermissions; import com.creative.firebasetest.fragment.LoginFragment; import com.creative.firebasetest.fragment.MapFragment; import com.creative.firebasetest.fragment.ProfileFragment; import com.creative.firebasetest.fragment.RegisterFragment; import com.google.firebase.auth.FirebaseAuth; import com.google.firebase.auth.FirebaseUser; public class MainActivity extends AppCompatActivity implements View.OnClickListener { LinearLayout btn_map, btn_login, btn_profile; private Fragment fragment_map, fragment_login, fragment_register, fragment_profile; private static final String TAG_FRAGMENT_MAP = "map_fragment"; private static final String TAG_FRAGMENT_LOGIN = "login_fragment"; private static final String TAG_FRAGMENT_REGISTER = "register_fragment"; private static final String TAG_FRAGMENT_PROFILE = "profile_fragment"; private static final int TAB_COLOR_UNSELECTED = R.color.gray_dark; private static final int TAB_COLOR_SELECTED = R.color.gray_light; @Override protected void onCreate(Bundle savedInstanceState) { super.onCreate(savedInstanceState); setContentView(R.layout.activity_main); init(); initFragment(); // [START check_current_user] if(RunnTimePermissions.requestForAllRuntimePermissions(this)){ appHasNowPermissionNowProceed(); } } private void appHasNowPermissionNowProceed(){ FirebaseUser user = FirebaseAuth.getInstance().getCurrentUser(); if (user != null) { changeUIbasedOnLoggedIn(true); } else { changeUIbasedOnLoggedIn(false); } btnToggleColor(TAG_FRAGMENT_MAP); FragmentManager fragmentManager = getSupportFragmentManager(); FragmentTransaction transaction = fragmentManager .beginTransaction(); transaction.add(R.id.container, fragment_map, TAG_FRAGMENT_MAP); transaction.commit(); } @Override public void onRequestPermissionsResult(int requestCode, @NonNull String[] permissions, @NonNull int[] grantResults) { super.onRequestPermissionsResult(requestCode, permissions, grantResults); switch (requestCode) { case RunnTimePermissions.PERMISSION_ALL: { // If request is cancelled, the result arrays are empty. if (grantResults.length > 0 && grantResults[0] == PackageManager.PERMISSION_GRANTED) { appHasNowPermissionNowProceed(); } else { finish(); } return; } // other 'case' lines to check for other // permissions this app might request. } } @Override protected void onStart() { super.onStart(); } private void init() { btn_login = findViewById(R.id.btn_login); btn_login.setOnClickListener(this); btn_profile = findViewById(R.id.btn_profile); btn_profile.setOnClickListener(this); btn_map = findViewById(R.id.btn_map); btn_map.setOnClickListener(this); } private void initFragment() { fragment_login = new LoginFragment(); fragment_map = new MapFragment(); fragment_register = new RegisterFragment(); fragment_profile = new ProfileFragment(); } private void btnToggleColor(String tag) { if (tag.equalsIgnoreCase(TAG_FRAGMENT_MAP)) { btn_map.setBackgroundColor(getResources().getColor(TAB_COLOR_SELECTED)); btn_login.setBackgroundColor(getResources().getColor(TAB_COLOR_UNSELECTED)); btn_profile.setBackgroundColor(getResources().getColor(TAB_COLOR_UNSELECTED)); } else if (tag.equalsIgnoreCase(TAG_FRAGMENT_LOGIN)) { btn_map.setBackgroundColor(getResources().getColor(TAB_COLOR_UNSELECTED)); btn_login.setBackgroundColor(getResources().getColor(TAB_COLOR_SELECTED)); btn_profile.setBackgroundColor(getResources().getColor(TAB_COLOR_UNSELECTED)); } else if (tag.equalsIgnoreCase(TAG_FRAGMENT_REGISTER)) { btn_map.setBackgroundColor(getResources().getColor(TAB_COLOR_UNSELECTED)); btn_login.setBackgroundColor(getResources().getColor(TAB_COLOR_SELECTED)); btn_profile.setBackgroundColor(getResources().getColor(TAB_COLOR_UNSELECTED)); } else if (tag.equalsIgnoreCase(TAG_FRAGMENT_PROFILE)) { btn_map.setBackgroundColor(getResources().getColor(TAB_COLOR_UNSELECTED)); btn_login.setBackgroundColor(getResources().getColor(TAB_COLOR_UNSELECTED)); btn_profile.setBackgroundColor(getResources().getColor(TAB_COLOR_SELECTED)); } } @Override public void onClick(View view) { int id = view.getId(); if (id == R.id.btn_map) { addMapFragment(); } if (id == R.id.btn_login) { addLoginFragment(); } if (id == R.id.btn_profile) { addProfileFragment(); } } public void addMapFragment() { btnToggleColor(TAG_FRAGMENT_MAP); FragmentTransaction transaction = getSupportFragmentManager() .beginTransaction(); if (fragment_map.isAdded()) { // if the fragment is already in container transaction.show(fragment_map); } else { // fragment needs to be added to frame container transaction.add(R.id.container, fragment_map, TAG_FRAGMENT_MAP); } // Hide fragment B if (fragment_login.isAdded()) { transaction.hide(fragment_login); } if (fragment_register.isAdded()) { transaction.hide(fragment_register); } if (fragment_profile.isAdded()) { transaction.hide(fragment_profile); } // Hide fragment C // Commit changes transaction.commit(); } public void addLoginFragment() { btnToggleColor(TAG_FRAGMENT_LOGIN); FragmentTransaction transaction = getSupportFragmentManager() .beginTransaction(); if (fragment_login.isAdded()) { // if the fragment is already in container transaction.show(fragment_login); } else { // fragment needs to be added to frame container transaction.add(R.id.container, fragment_login, TAG_FRAGMENT_LOGIN); } // Hide fragment B if (fragment_map.isAdded()) { transaction.hide(fragment_map); } if (fragment_register.isAdded()) { transaction.hide(fragment_register); } if (fragment_profile.isAdded()) { transaction.hide(fragment_profile); } // Hide fragment C // Commit changes transaction.commit(); } public void addRegisterFragment() { btnToggleColor(TAG_FRAGMENT_REGISTER); FragmentTransaction transaction = getSupportFragmentManager() .beginTransaction(); if (fragment_register.isAdded()) { // if the fragment is already in container transaction.show(fragment_register); } else { // fragment needs to be added to frame container transaction.add(R.id.container, fragment_register, TAG_FRAGMENT_REGISTER); } // Hide fragment B if (fragment_map.isAdded()) { transaction.hide(fragment_map); } if (fragment_login.isAdded()) { transaction.hide(fragment_login); } if (fragment_profile.isAdded()) { transaction.hide(fragment_profile); } // Hide fragment C // Commit changes transaction.commit(); } public void addProfileFragment() { btnToggleColor(TAG_FRAGMENT_PROFILE); FragmentTransaction transaction = getSupportFragmentManager() .beginTransaction(); if (fragment_profile.isAdded()) { // if the fragment is already in container transaction.show(fragment_profile); } else { // fragment needs to be added to frame container transaction.add(R.id.container, fragment_profile, TAG_FRAGMENT_PROFILE); } // Hide fragment B if (fragment_map.isAdded()) { transaction.hide(fragment_map); } if (fragment_login.isAdded()) { transaction.hide(fragment_login); } if (fragment_register.isAdded()) { transaction.hide(fragment_register); } // Hide fragment C // Commit changes transaction.commit(); } public void processLogin() { changeUIbasedOnLoggedIn(true); FragmentTransaction transaction = getSupportFragmentManager() .beginTransaction(); btnToggleColor(TAG_FRAGMENT_MAP); if (fragment_map.isAdded()) { // if the fragment is already in container transaction.show(fragment_map); } else { // fragment needs to be added to frame container transaction.add(R.id.container, fragment_map, TAG_FRAGMENT_MAP); } // Hide fragment B if (fragment_login.isAdded()) { transaction.remove(fragment_login); } if (fragment_register.isAdded()) { transaction.remove(fragment_register); } transaction.commit(); } public void processLogout() { changeUIbasedOnLoggedIn(false); FragmentTransaction transaction = getSupportFragmentManager() .beginTransaction(); btnToggleColor(TAG_FRAGMENT_MAP); if (fragment_map.isAdded()) { // if the fragment is already in container transaction.show(fragment_map); } else { // fragment needs to be added to frame container transaction.add(R.id.container, fragment_map, TAG_FRAGMENT_MAP); } // Hide fragment B if (fragment_profile.isAdded()) { transaction.remove(fragment_profile); } transaction.commit(); } private void changeUIbasedOnLoggedIn(boolean isLoggedIn) { if (isLoggedIn) { btn_login.setVisibility(View.GONE); btn_profile.setVisibility(View.VISIBLE); } else { btn_login.setVisibility(View.VISIBLE); btn_profile.setVisibility(View.GONE); } } }	426464a09aae4203eabce71819a4a0b41be9ffb1	[ "Java" ]	3	Java	jubayer23/FirebaseTest	e1f5421ee37ff01c58da51b93939b63c30c504a7	e43834757bd8b253582a25904b700f3b04c6aa0b
refs/heads/master	<file_sep>/************************************************* Projekt przycisku pokojowego do instalacji inteligentnej budynku <NAME> Inteligent Electric Technology ietech.pl POLAND *************************************************/ #include <Adafruit_GFX.h> // Core graphics library #include "Adafruit_ILI9341.h" // Hardware-specific library #include <SPI.h> #include <SD.h> #include "TouchScreen.h" // TFT display and SD card will share the hardware SPI interface. // Hardware SPI pins are specific to the Arduino board type and // cannot be remapped to alternate pins. For Arduino Uno, // Duemilanove, etc., pin 11 = MOSI, pin 12 = MISO, pin 13 = SCK. #define TFT_DC 9 #define TFT_CS 10 Adafruit_ILI9341 tft = Adafruit_ILI9341(TFT_CS, TFT_DC); #define SD_CS 3 // pin Card CS do 3 // These are the four touchscreen analog pins #define YP A2 // must be an analog pin, use "An" notation! #define XM A3 // must be an analog pin, use "An" notation! #define YM 5 // can be a digital pin #define XP 4 // can be a digital pin // This is calibration data for the raw touch data to the screen coordinates #define TS_MINX 150 #define TS_MINY 120 #define TS_MAXX 920 #define TS_MAXY 940 #define MINPRESSURE 10 #define MAXPRESSURE 1000 #define WHITE 0xFFFF TouchScreen ts = TouchScreen(XP, YP, XM, YM, 300); //ekran dotykowy #define BOXSIZE 44 #define PENRADIUS 3 int oldcolor, currentcolor; void setup(void) { Serial.begin(9600); tft.begin(); // tft.fillScreen(ILI9341_BLACK); //tlo czarne // tft.setRotation(270); // obracamy ekran Serial.print("Initializing SD card..."); if (!SD.begin(SD_CS)) { Serial.println("failed!"); } Serial.println("OK!"); bmpDraw("przycisk.bmp", 0, 0); tft.drawRect(67, 249, BOXSIZE, BOXSIZE, 0x0000); //rysujemy kwadraty tft.drawRect(125, 249, BOXSIZE, BOXSIZE, 0x0000); tft.drawRect(181, 249, BOXSIZE, BOXSIZE, 0x0000); //tft.drawRect(BOXSIZE3, 0, BOXSIZE, BOXSIZE, ILI9341_CYAN); //tft.drawRect(BOXSIZE4, 0, BOXSIZE, BOXSIZE, ILI9341_BLUE); //tft.drawRect(BOXSIZE5, 0, BOXSIZE, BOXSIZE, ILI9341_MAGENTA); // currentcolor = ILI9341_RED; //pierwszy zaznaczony pinMode(A5, OUTPUT); digitalWrite(A5, HIGH); } void loop() { digitalWrite(A5, HIGH); TSPoint p = ts.getPoint(); if (p.z < MINPRESSURE \|\| p.z > MAXPRESSURE) { return; } p.x = map(p.x, TS_MINX, TS_MAXX, 0, tft.width()); p.y = map(p.y, TS_MINY, TS_MAXY, 0, tft.height()); if (p.y > 249 && p.y < 337 ) { // oldcolor = currentcolor; if (p.x > 67 && p.x < 111 ) { // currentcolor = ILI9341_RED; digitalWrite(A5, LOW); tft.drawRect(67, 249, BOXSIZE, BOXSIZE, 0xFFFFF); tft.drawRect(125, 249, BOXSIZE, BOXSIZE, 0x0000); tft.drawRect(181, 249, BOXSIZE, BOXSIZE, 0x0000); delay(300); } else if (p.x > 125 && p.x < 169 ) { // currentcolor = ILI9341_YELLOW; digitalWrite(A5, LOW); tft.drawRect(67, 249, BOXSIZE, BOXSIZE, 0x0000); tft.drawRect(125, 249, BOXSIZE, BOXSIZE, 0xFFFFF); tft.drawRect(181, 249, BOXSIZE, BOXSIZE, 0x0000); delay(300); } else if (p.x > 181 && p.x < 225 ) { // currentcolor = ILI9341_GREEN; digitalWrite(A5, LOW); tft.drawRect(67, 249, BOXSIZE, BOXSIZE, 0x0000); tft.drawRect(125, 249, BOXSIZE, BOXSIZE, 0x0000); tft.drawRect(181, 249, BOXSIZE, BOXSIZE, 0xFFFF); delay(300); }/* else if (p.x < BOXSIZE4) { currentcolor = ILI9341_CYAN; tft.drawRect(BOXSIZE3, 0, BOXSIZE, BOXSIZE, ILI9341_WHITE); } else if (p.x < BOXSIZE5) { currentcolor = ILI9341_BLUE; tft.drawRect(BOXSIZE4, 0, BOXSIZE, BOXSIZE, ILI9341_WHITE); } else if (p.x < BOXSIZE6) { currentcolor = ILI9341_MAGENTA; tft.drawRect(BOXSIZE5, 0, BOXSIZE, BOXSIZE, ILI9341_WHITE); } if (oldcolor != currentcolor) { //zmiana koloru if (oldcolor == ILI9341_RED) tft.drawRect(0, 0, BOXSIZE, BOXSIZE, ILI9341_RED); if (oldcolor == ILI9341_YELLOW) tft.drawRect(BOXSIZE, 0, BOXSIZE, BOXSIZE, ILI9341_YELLOW); if (oldcolor == ILI9341_GREEN) tft.drawRect(BOXSIZE2, 0, BOXSIZE, BOXSIZE, ILI9341_GREEN); if (oldcolor == ILI9341_CYAN) tft.drawRect(BOXSIZE3, 0, BOXSIZE, BOXSIZE, ILI9341_CYAN); if (oldcolor == ILI9341_BLUE) tft.drawRect(BOXSIZE4, 0, BOXSIZE, BOXSIZE, ILI9341_BLUE); if (oldcolor == ILI9341_MAGENTA) tft.drawRect(BOXSIZE5, 0, BOXSIZE, BOXSIZE, ILI9341_MAGENTA); }/ } / if (((p.y-PENRADIUS) > BOXSIZE) && ((p.y+PENRADIUS) < tft.height())) { //rysowanka tft.fillCircle(p.x, p.y, PENRADIUS, currentcolor); }/ } //funkcja wczytujaca mape bitowa z pliku #define BUFFPIXEL 20 void bmpDraw(char filename, uint8_t x, uint16_t y) { File bmpFile; int bmpWidth, bmpHeight; // W+H in pixels uint8_t bmpDepth; // Bit depth (currently must be 24) uint32_t bmpImageoffset; // Start of image data in file uint32_t rowSize; // Not always = bmpWidth; may have padding uint8_t sdbuffer[3BUFFPIXEL]; // pixel buffer (R+G+B per pixel) uint8_t buffidx = sizeof(sdbuffer); // Current position in sdbuffer boolean goodBmp = false; // Set to true on valid header parse boolean flip = true; // BMP is stored bottom-to-top int w, h, row, col; uint8_t r, g, b; uint32_t pos = 0, startTime = millis(); if((x >= tft.width()) \|\| (y >= tft.height())) return; Serial.println(); Serial.print(F("Loading image '")); Serial.print(filename); Serial.println('\''); // Open requested file on SD card if ((bmpFile = SD.open(filename)) == NULL) { Serial.print(F("File not found")); return; } // Parse BMP header if(read16(bmpFile) == 0x4D42) { // BMP signature Serial.print(F("File size: ")); Serial.println(read32(bmpFile)); (void)read32(bmpFile); // Read & ignore creator bytes bmpImageoffset = read32(bmpFile); // Start of image data Serial.print(F("Image Offset: ")); Serial.println(bmpImageoffset, DEC); // Read DIB header Serial.print(F("Header size: ")); Serial.println(read32(bmpFile)); bmpWidth = read32(bmpFile); bmpHeight = read32(bmpFile); if(read16(bmpFile) == 1) { // # planes -- must be '1' bmpDepth = read16(bmpFile); // bits per pixel Serial.print(F("Bit Depth: ")); Serial.println(bmpDepth); if((bmpDepth == 24) && (read32(bmpFile) == 0)) { // 0 = uncompressed goodBmp = true; // Supported BMP format -- proceed! Serial.print(F("Image size: ")); Serial.print(bmpWidth); Serial.print('x'); Serial.println(bmpHeight); // BMP rows are padded (if needed) to 4-byte boundary rowSize = (bmpWidth 3 + 3) & ~3; // If bmpHeight is negative, image is in top-down order. // This is not canon but has been observed in the wild. if(bmpHeight < 0) { bmpHeight = -bmpHeight; flip = false; } // Crop area to be loaded w = bmpWidth; h = bmpHeight; if((x+w-1) >= tft.width()) w = tft.width() - x; if((y+h-1) >= tft.height()) h = tft.height() - y; // Set TFT address window to clipped image bounds tft.setAddrWindow(x, y, x+w-1, y+h-1); for (row=0; row<h; row++) { // For each scanline... // Seek to start of scan line. It might seem labor- // intensive to be doing this on every line, but this // method covers a lot of gritty details like cropping // and scanline padding. Also, the seek only takes // place if the file position actually needs to change // (avoids a lot of cluster math in SD library). if(flip) // Bitmap is stored bottom-to-top order (normal BMP) pos = bmpImageoffset + (bmpHeight - 1 - row) * rowSize; else // Bitmap is stored top-to-bottom pos = bmpImageoffset + row * rowSize; if(bmpFile.position() != pos) { // Need seek? bmpFile.seek(pos); buffidx = sizeof(sdbuffer); // Force buffer reload } for (col=0; col<w; col++) { // For each pixel... // Time to read more pixel data? if (buffidx >= sizeof(sdbuffer)) { // Indeed bmpFile.read(sdbuffer, sizeof(sdbuffer)); buffidx = 0; // Set index to beginning } // Convert pixel from BMP to TFT format, push to display b = sdbuffer[buffidx++]; g = sdbuffer[buffidx++]; r = sdbuffer[buffidx++]; tft.pushColor(tft.color565(r,g,b)); } // end pixel } // end scanline Serial.print(F("Loaded in ")); Serial.print(millis() - startTime); Serial.println(" ms"); } // end goodBmp } } bmpFile.close(); if(!goodBmp) Serial.println(F("BMP format not recognized.")); } //wczytywanie 16 i 32 bitowych plikow z karty sd uint16_t read16(File &f) { uint16_t result; ((uint8_t )&result)[0] = f.read(); // LSB ((uint8_t )&result)[1] = f.read(); // MSB return result; } uint32_t read32(File &f) { uint32_t result; ((uint8_t )&result)[0] = f.read(); // LSB ((uint8_t )&result)[1] = f.read(); ((uint8_t )&result)[2] = f.read(); ((uint8_t )&result)[3] = f.read(); // MSB return result; } <file_sep># buttonintellihome My Arduino project for intelligent house button.	beba5901c284cbd86ff6dc143db05c08255af3bf	[ "Markdown", "C++" ]	2	C++	Kwintol/buttonintellihome	938e6aa200bb3cbbdbebd7265dbacc2852364f8c	70efd0300e9e934fe2817f834c9763872b09c025
refs/heads/master	<repo_name>daniel-rose/monrepo-test-first-package<file_sep>/src/FirstClass.php <?php declare(strict_types=1); namespace YourMonorepo\FirstPackage; final class FirstClass { public const X = 'X'; }	2d243437b368af75d6d1952fb07f2c2ffafd12a3	[ "PHP" ]	1	PHP	daniel-rose/monrepo-test-first-package	de84b762cde880b73000625489a1b3cb8fe278c1	2118f804d8fd62c8e83e92f96c610408d078032d
refs/heads/main	<repo_name>selimsql/Spring_Mvc_JdbcTemplate_SSql_CRUD<file_sep>/README.md ## Spring MVC + Jdbc Template + SSql CRUD example Tutorial link: https://java.selimsql.com/?rtp=Spring_Mvc_JdbcTemplate_SSql_CRUD&ctg=Spring <file_sep>/pom.xml <?xml version="1.0" encoding="UTF-8"?> <project xmlns="http://maven.apache.org/POM/4.0.0" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://maven.apache.org/POM/4.0.0 http://maven.apache.org/xsd/maven-4.0.0.xsd"> <modelVersion>4.0.0</modelVersion> <groupId>com.selimsql.lesson</groupId> <artifactId>SpringMvcJdbcTemplate</artifactId> <name>SpringMvcJdbcTemplate</name> <packaging>war</packaging> <version>1.0-SNAPSHOT</version> <properties> <!-- Generic properties --> <java.version>1.7</java.version> <springframework.version>4.0.6.RELEASE</springframework.version> <!-- Database:SelimSql --> <selimSqlDb.version>1.3.1</selimSqlDb.version> <!-- Web --> <javax.servlet.version>3.1.0</javax.servlet.version> <javax.jsp.version>2.3.1</javax.jsp.version> <jstl.version>1.2</jstl.version> </properties> <dependencies> <!-- Spring --> <dependency> <groupId>org.springframework</groupId> <artifactId>spring-webmvc</artifactId> <version>${springframework.version}</version> </dependency> <!-- Spring JdbcTemplate --> <dependency> <groupId>org.springframework</groupId> <artifactId>spring-orm</artifactId> <version>${springframework.version}</version> </dependency> <!-- Servlet + JSP + JSTL --> <dependency> <groupId>javax.servlet</groupId> <artifactId>javax.servlet-api</artifactId> <version>${javax.servlet.version}</version> </dependency> <dependency> <groupId>javax.servlet.jsp</groupId> <artifactId>javax.servlet.jsp-api</artifactId> <version>${javax.jsp.version}</version> </dependency> <dependency> <groupId>javax.servlet</groupId> <artifactId>jstl</artifactId> <version>${jstl.version}</version> </dependency> <!-- jsr303 validation --> <dependency> <groupId>javax.validation</groupId> <artifactId>validation-api</artifactId> <version>1.1.0.Final</version> </dependency> <!-- BasicDataSource --> <dependency> <groupId>commons-dbcp</groupId> <artifactId>commons-dbcp</artifactId> <version>1.4</version> </dependency> <!-- SelimSql database driver --> <dependency> <groupId>selimSql</groupId> <artifactId>selimSql</artifactId> <version>${selimSqlDb.version}</version> </dependency> </dependencies> <!-- For SelimSql Database Driver --> <repositories> <repository> <id>com.selimsql.database.driver.release</id> <name>SelimSql Database Driver Repository</name> <url>https://selimsql.com/release</url> </repository> </repositories> <build> <finalName>SpringMvcJdbcTemplate</finalName> <pluginManagement> <plugins> <plugin> <groupId>org.apache.maven.plugins</groupId> <artifactId>maven-compiler-plugin</artifactId> <version>3.0</version> <configuration> <source>${java.version}</source> <target>${java.version}</target> <showWarnings>true</showWarnings> </configuration> </plugin> <plugin> <groupId>org.apache.maven.plugins</groupId> <artifactId>maven-war-plugin</artifactId> <version>2.3</version> <configuration> <failOnMissingWebXml>false</failOnMissingWebXml> </configuration> </plugin> </plugins> </pluginManagement> </build> </project> <file_sep>/src/main/resources/db/selimsql/initDB.sql Create table User ( Id integer NOT NULL, Code VARCHAR(20) not null, Name VARCHAR(20) not null, Surname VARCHAR(20) not null, Password VARCHAR(100) not null, Email VARCHAR(50) not null, Phone VARCHAR(20), Status SmallInt not null); Create Unique Index UserPK On User(Id); Create Unique Index UserCodeUIdx On User(Code); Create Unique Index UserEmailUIdx On User(Email); <file_sep>/src/main/java/com/selimsql/lesson/dao/UserDao.java package com.selimsql.lesson.dao; import java.util.List; import com.selimsql.lesson.domain.User; import com.selimsql.lesson.dto.UserDTO; public interface UserDao { List<User> queryUserList(UserDTO userDTO); User findById(Integer id); User findByCode(String code); User findByEmail(String email); int fetchMaxId(); int insertRow(User row); int updateRow(User row); int deleteRow(User row); } <file_sep>/src/main/java/com/selimsql/lesson/exceptions/GlobalExceptionHandler.java package com.selimsql.lesson.exceptions; import org.springframework.web.bind.annotation.ControllerAdvice; import org.springframework.web.bind.annotation.ExceptionHandler; import org.springframework.web.servlet.ModelAndView; import com.selimsql.lesson.util.Util; @ControllerAdvice public class GlobalExceptionHandler { private static final String VIEW_exception = "exception"; @ExceptionHandler(CustomRuntimeException.class) public ModelAndView handleCustomRuntimeException(CustomRuntimeException ex) { ModelAndView model = new ModelAndView(VIEW_exception); model.addObject("errorCode", ex.getErrorCode()); model.addObject("errorMessage", ex.getErrorMessage()); return model; //goto VIEW_exception page! } //Ex1: org.hibernate.ObjectNotFoundException: @ExceptionHandler(Exception.class) public ModelAndView handleAllException(Exception ex) { ModelAndView model = new ModelAndView(VIEW_exception); model.addObject("errorCode", "GLB: " + ex.getClass().getSimpleName()); model.addObject("errorMessage", Util.getErrorMessage(ex)); return model; //goto VIEW_exception page! } } <file_sep>/src/main/java/com/selimsql/lesson/service/UserServiceImpl.java package com.selimsql.lesson.service; import java.util.List; import org.springframework.beans.factory.annotation.Autowired; import org.springframework.stereotype.Service; import com.selimsql.lesson.dao.UserDao; import com.selimsql.lesson.domain.User; import com.selimsql.lesson.dto.UserDTO; @Service("userService") public class UserServiceImpl implements UserService { //@Autowired private UserDao userDao; @Autowired public void setUserDao(UserDao userDao) { this.userDao = userDao; } @Override public List<User> queryUserList(UserDTO userDTO) { List<User> list = userDao.queryUserList(userDTO); return list; } @Override public User findById(Integer id) { User user = userDao.findById(id); return user; } @Override public User findByCode(String code) { return userDao.findByCode(code); } @Override public User findByEmail(String email) { return userDao.findByEmail(email); } @Override public int fetchMaxId() { return userDao.fetchMaxId(); } @Override public int insertRow(User row) { return userDao.insertRow(row); } @Override public int updateRow(User row) { return userDao.updateRow(row); } @Override public int deleteRow(User row) { return userDao.deleteRow(row); } } <file_sep>/src/main/resources/db/selimsql/populateDB.sql Insert into User(Id, Code, Name, Surname, Email, Password, Phone, Status) Values(1, 'admin', 'Admin', 'Admin', '<EMAIL>', 'admin', null, 1); <file_sep>/src/main/java/com/selimsql/lesson/dao/UserDaoImpl.java package com.selimsql.lesson.dao; import java.util.ArrayList; import java.util.List; import javax.sql.DataSource; import org.springframework.beans.factory.annotation.Autowired; import org.springframework.jdbc.core.BeanPropertyRowMapper; import org.springframework.jdbc.core.JdbcTemplate; import org.springframework.jdbc.core.RowMapper; import org.springframework.jdbc.core.RowMapperResultSetExtractor; import org.springframework.stereotype.Repository; import org.springframework.util.StringUtils; import com.selimsql.lesson.domain.User; import com.selimsql.lesson.dto.UserDTO; import com.selimsql.lesson.util.Util; @Repository("userDao") public class UserDaoImpl implements UserDao { private String ENTITY_TABLE_NAME; private JdbcTemplate jdbcTemplate; @Autowired public UserDaoImpl(DataSource dataSource) { this.ENTITY_TABLE_NAME = "User"; this.jdbcTemplate = new JdbcTemplate(dataSource); } @Override public List<User> queryUserList(UserDTO userDTO) { String sql = "Select * from " + ENTITY_TABLE_NAME; String whereStr = ""; String code = userDTO.getCode(); List<Object> listPrm = new ArrayList<Object>(); if (StringUtils.hasLength(code)) { whereStr = " and Code like ?"; listPrm.add(code + "%"); } String name = userDTO.getName(); if (StringUtils.hasLength(name)) { whereStr += " and Name like ?"; listPrm.add(name + "%"); } String surname = userDTO.getSurname(); if (StringUtils.hasLength(surname)) { whereStr += " and Surname like ?"; listPrm.add(surname + "%"); } if (StringUtils.hasLength(whereStr)) { sql += " Where " + whereStr.substring(5); } Object[] params = listPrm.toArray(); sql += " Order by Id"; RowMapper<User> rowMapper = BeanPropertyRowMapper.newInstance(User.class); RowMapperResultSetExtractor<User> rowMapperResultSetExtractor = new RowMapperResultSetExtractor<User>(rowMapper); List<User> list = jdbcTemplate.query(sql, params, rowMapperResultSetExtractor); return list; } @Override public User findById(Integer id) { String sql = "Select * from " + ENTITY_TABLE_NAME + " Where id = ?"; RowMapper<User> rowMapper = BeanPropertyRowMapper.newInstance(User.class); List<User> list = jdbcTemplate.query(sql, new Object[]{id}, new RowMapperResultSetExtractor<User>(rowMapper, 1)); int count = (list==null ? 0 : list.size()); if (count==0) return null; return list.get(0); } @Override public User findByCode(String code) { String sql = "Select * from " + ENTITY_TABLE_NAME + " Where Code = ?"; RowMapper<User> rowMapper = BeanPropertyRowMapper.newInstance(User.class); List<User> list = jdbcTemplate.query(sql, new Object[]{code}, new RowMapperResultSetExtractor<User>(rowMapper, 1)); int count = (list==null ? 0 : list.size()); if (count==0) return null; return list.get(0); } @Override public User findByEmail(String email) { String sql = "Select * from " + ENTITY_TABLE_NAME + " Where Email = ?"; RowMapper<User> rowMapper = BeanPropertyRowMapper.newInstance(User.class); List<User> list = jdbcTemplate.query(sql, new Object[]{email}, new RowMapperResultSetExtractor<User>(rowMapper, 1)); int count = (list==null ? 0 : list.size()); if (count==0) return null; return list.get(0); } @Override public int fetchMaxId() { String sql = "Select Max(id) From " + ENTITY_TABLE_NAME; Integer max = jdbcTemplate.queryForObject(sql, Integer.class); return Util.getInt(max); } @Override public int insertRow(User row) { String sql = "Insert into " + ENTITY_TABLE_NAME + "(Id, Code, Name, Surname, Password, Email, Phone, Status)" + " Values(?, ?, ?, ?, ?, ?, ?, ?)"; Object[] values = new Object[]{row.getId(), row.getCode(), row.getName(), row.getSurname(), row.getPassword(), row.getEmail(), row.getPhone(), row.getStatus()}; int rowCount = jdbcTemplate.update(sql, values); return rowCount; } @Override public int updateRow(User row) { String sql = "Update " + ENTITY_TABLE_NAME + " Set Code = ?, Name = ?, Surname = ?, Password = ?," + " Email = ?, Phone = ?, Status = ?" + " Where Id = ?"; Object[] values = new Object[]{row.getCode(), row.getName(), row.getSurname(), row.getPassword(), row.getEmail(), row.getPhone(), row.getStatus(), row.getId()}; int rowCount = jdbcTemplate.update(sql, values); return rowCount; } @Override public int deleteRow(User row) { String sql = "Delete from " + ENTITY_TABLE_NAME + " Where Id = ?"; int rowCount = jdbcTemplate.update(sql, row.getId()); return rowCount; } }	0c68625adae93f7f9b82968d7271304bf5bc7ee3	[ "Markdown", "SQL", "Java", "Maven POM" ]	8	Markdown	selimsql/Spring_Mvc_JdbcTemplate_SSql_CRUD	4e9f0f66741b6ef625025bdc01e67559b72e14fb	f7619ad3feb28302785d1e489bd95c53e93e2234
refs/heads/master	<repo_name>ChrisMondok/water-thing<file_sep>/WaterSurface.ts class WaterSurface extends Heightmap { constructor(game: Game, private water: Water, resolution : number) { super(game, new WaterMaterial(), resolution) } private static readonly scratchXY = vec2.create() private static readonly scratchXYZ = vec3.create() tick() { vec3.set(WaterSurface.scratchXYZ, 0, 0, 1) // TODO: handle having a transformed parent vec3.transformMat4(WaterSurface.scratchXYZ, WaterSurface.scratchXYZ, this.inverseTransformMatrix) let heightScale = WaterSurface.scratchXYZ[2] for (let i = 0; i < this.vertices.length; i += 3) { vec2.set(WaterSurface.scratchXY, this.vertices[i], this.vertices[i + 1]) vec2.transformMat4(WaterSurface.scratchXY, WaterSurface.scratchXY, this.transformMatrix) // HACK: heightScale only works as long as the water surface isn't rotated along X / Y. this.vertices[i + 2] = this.water.getZ(this.game.now, WaterSurface.scratchXY) * heightScale this.water.getNormal(WaterSurface.scratchXYZ, this.game.now, WaterSurface.scratchXY) this.normals[i] = WaterSurface.scratchXYZ[0] this.normals[i + 1] = WaterSurface.scratchXYZ[1] this.normals[i + 2] = WaterSurface.scratchXYZ[2] } this.game.gl.bindBuffer(this.game.gl.ARRAY_BUFFER, this.vertexBuffer) this.game.gl.bufferData(this.game.gl.ARRAY_BUFFER, this.vertices, this.game.gl.DYNAMIC_DRAW) this.game.gl.bindBuffer(this.game.gl.ARRAY_BUFFER, this.normalBuffer) this.game.gl.bufferData(this.game.gl.ARRAY_BUFFER, this.normals, this.game.gl.DYNAMIC_DRAW) } } class WaterMaterial extends Material { diffuse = new Float32Array([0, 0.2, 0.3]) emissive = new Float32Array([0, 0, 0]) ambient = new Float32Array([1, 1, 1]) specular = new Float32Array([0.8, 0.8, 0.8]) shininess = 24 } <file_sep>/PointWaveSource.ts /// <reference path="Water.ts"/> class PointWaveSource extends WaveSource { private waveFunction (x : number) { return Math.pow(((Math.sin(x) + 1) / 2), 5) * this.amplitude } private slopeFunction (x : number) { return 5 / 32 * Math.pow((Math.sin(x) + 1), 4) * Math.cos(x) * this.amplitude } private static readonly scratch2d = vec2.create() private getPhase (timestamp : number, xy : Float32Array) { vec2.subtract(PointWaveSource.scratch2d, this.position, xy) return -vec2.length(PointWaveSource.scratch2d) / this.getWavelength() + 2 * Math.PI * (timestamp / (1000 * this.period)) + this.phase } getZ (timestamp : number, xy : Float32Array) { var phase = this.getPhase(timestamp, xy) return this.waveFunction(phase) } accumulateNormal (out : Float32Array, timestamp : number, xy : Float32Array) { var phase = this.getPhase(timestamp, xy) var slope = this.slopeFunction(phase) / this.getWavelength() var angle = Math.atan2(xy[1] - this.y, xy[0] - this.x) out[0] += Math.cos(angle) * slope out[1] += Math.sin(angle) * slope } } <file_sep>/vectors.ts function getUpVector (out: Float32Array, lookVector : Float32Array) { var declination = Math.asin(lookVector[2]) var xyAngle = Math.PI + Math.atan2(lookVector[1], lookVector[0]) return vec3.set(out, Math.cos(xyAngle) * Math.sin(declination), Math.sin(xyAngle) * Math.sin(declination), Math.cos(declination) ) } <file_sep>/loadMtl.js /* globals Material, self / (function (global) { global.loadMtl = loadMtl function loadMtl (path, fileName) { return fetch([path, fileName].join('/')) .then(function (response) { return response.text() }) .then(parseMaterials) } function parseMaterials (materialDefinition) { var mtllib = [] var currentMaterial = null if ('groupCollapsed' in console) console.groupCollapsed('Parsing mtl') materialDefinition.split(/\r?\n/).forEach(handleLine) if ('groupCollapsed' in console) console.groupEnd() return mtllib function addMaterial (name) { console.info('New material %s', name) var material = new Material() material.name = name material.emissive = new Float32Array([0, 0, 0]) currentMaterial = material mtllib.push(material) } function handleLine (line) { var words = line.split('#')[0].trim().split(/\s+/) switch (words[0]) { case '': case undefined: return case 'newmtl': addMaterial(line.replace(/\w+\s+/, '')) return case 'Kd': setDiffuse(words) return case 'Ke': // not in MTL spec, but blender uses it, and I want it. setEmissive(words) return case 'Ks': setSpecular(words) return case 'Ka': setAmbient(words) return case 'Ns': setShininess(words) return default: currentMaterial.unrecognizedDirectives.push(words[0]) } } // Kd r g b function setDiffuse (words) { if (words.length !== 4) throw new Error('Unrecognized Kd directive') currentMaterial.diffuse = new Float32Array(words.slice(1)) } // Ke r g b function setEmissive (words) { if (words.length !== 4) throw new Error('Unrecognized Ke directive') currentMaterial.emissive = new Float32Array(words.slice(1)) } // Ks r g b function setSpecular (words) { if (words.length !== 4) throw new Error('Unrecognized Ks directive') currentMaterial.specular = new Float32Array(words.slice(1)) } // Ka r g b function setAmbient (words) { if (words.length !== 4) throw new Error('Unrecognized Ks directive') currentMaterial.ambient = new Float32Array(words.slice(1)) } // Ns s function setShininess (words) { if (words.length !== 2) throw new Error('Unrecognized Ke directive') currentMaterial.shininess = Number(words[1]) } } })(typeof window === 'undefined' ? self : window) <file_sep>/Heightmap.ts class Heightmap extends Actor { protected readonly vertices : Float32Array protected readonly normals : Float32Array constructor(game: Game, public material : Material, public readonly resolution : number) { super(game) let gl = this.game.gl this.vertices = Heightmap.buildVertexArray(this.resolution) this.vertexBuffer = notNull(gl.createBuffer()) this.normalBuffer = notNull(gl.createBuffer()) this.normals = new Float32Array(Math.pow(this.resolution, 2) 3).map((x, i) => (i - 2) % 3 ? 0 : 1) this.updateBuffers() this.elementBuffer = notNull(gl.createBuffer()) gl.bindBuffer(gl.ELEMENT_ARRAY_BUFFER, this.elementBuffer) gl.bufferData(gl.ELEMENT_ARRAY_BUFFER, Heightmap.buildElementArray(this.resolution), gl.STATIC_DRAW) } draw(renderer : GeometryRenderer) { SceneGraphNode.prototype.draw.apply(this, arguments) renderer.setMaterial(this.material) let numPoints = Math.pow(this.resolution - 1, 2) * 3 * 2 renderer.drawElements(this.elementBuffer, this.vertexBuffer, this.normalBuffer, numPoints) } setNormalsFromVertices() { const vertices = this.vertices const normals = this.normals const resolution = this.resolution const scratch = vec3.create() for (let y = 0; y < this.resolution; y++) { for (let x = 0; x < this.resolution; x++) { const dx = getZ(x + 1, y) - getZ(x - 1, y) const dy = getZ(x, y + 1) - getZ(x, y - 1) vec3.set(scratch, dx, dy, 2 / resolution) vec3.normalize(scratch, scratch) const normalOffset = 3 * (y * this.resolution + x) normals[normalOffset + 0] = notNan(scratch[0]) normals[normalOffset + 1] = notNan(scratch[1]) normals[normalOffset + 2] = notNan(scratch[2]) } } function getZ(x: number, y: number) { x = Math.max(Math.min(x, resolution - 1), 0) y = Math.max(Math.min(y, resolution - 1), 0) return vertices[3 * (resolution * y + x) + 2] } } protected updateBuffers() { const gl = this.game.gl gl.bindBuffer(gl.ARRAY_BUFFER, this.vertexBuffer) gl.bufferData(gl.ARRAY_BUFFER, this.vertices, gl.DYNAMIC_DRAW) gl.bindBuffer(gl.ARRAY_BUFFER, this.normalBuffer) gl.bufferData(gl.ARRAY_BUFFER, this.normals, gl.DYNAMIC_DRAW) } static fromImage(game: Game, material: Material, uri: string, maxHeight: number) { const img = document.createElement('img') img.src = uri return loadImage(uri).then(img => { if (img.width !== img.height) throw new Error('Heightmap image must be square.') const heights = getImageData(img).data.filter((n, i) => !(i % 4)) // Only use the red channel const heightmap = new Heightmap(game, material, img.width) heights.forEach((h, i) => { heightmap.vertices[2 + i * 3] = maxHeight * ((h - 128) / 255) }) heightmap.setNormalsFromVertices() heightmap.updateBuffers() return heightmap }) function loadImage(uri: string) { return new Promise<HTMLImageElement>((resolve, reject) => { img.addEventListener('load', () => { resolve(img) }) }) } } private static buildVertexArray(resolution: number) { let i = 0 let vertices = new Float32Array(Math.pow(resolution, 2) * 3) for (let y = 0; y < resolution; y++) { for (let x = 0; x < resolution; x++) { add(-0.5 + (x / (resolution - 1)), -0.5 + (y / (resolution - 1))) } } return vertices function add(x: number, y: number) { vertices[i++] = x vertices[i++] = y vertices[i++] = 0 } } private static buildElementArray(resolution: number) { let i = 0 let points = new Uint16Array(Math.pow(resolution - 1, 2) * 3 * 2) for (let y = 1; y < resolution; y++) { for (let x = 1; x < resolution; x++) { addPoint(x - 1, y) addPoint(x - 1, y - 1) addPoint(x, y - 1) addPoint(x - 1, y) addPoint(x, y - 1) addPoint(x, y) } } function addPoint(x: number, y: number) { points[i++] = x + resolution * y } return points } protected vertexBuffer: WebGLBuffer protected normalBuffer: WebGLBuffer private elementBuffer: WebGLBuffer } <file_sep>/Material.js var Material = (function () { function Material() { this.unrecognizedDirectives = []; this.shininess = 16; } Material.prototype.isComplete = function () { return this.diffuse instanceof Float32Array && this.emissive instanceof Float32Array && this.specular instanceof Float32Array && this.ambient instanceof Float32Array && typeof (this.shininess) === 'number'; }; Material.prototype.clone = function () { var clone = new Material(); clone.diffuse = this.diffuse && new Float32Array(this.diffuse); clone.emissive = this.emissive && new Float32Array(this.emissive); clone.specular = this.specular && new Float32Array(this.specular); clone.ambient = this.ambient && new Float32Array(this.ambient); clone.shininess = this.shininess; clone.name = this.name; return clone; }; return Material; }()); <file_sep>/getImageData.ts function getImageData(img: HTMLImageElement) { if (!img.complete) throw new Error('Cannot get pixel array from incomplete image') const context = getContext() context.drawImage(img, 0, 0) return context.getImageData(0, 0, img.width, img.height) function getContext() { const canvas = document.createElement('canvas') canvas.width = img.width canvas.height = img.height return notNull(canvas.getContext('2d')) } } <file_sep>/Editors.ts interface Function { name: string } namespace Editors { export class EnvironmentEditor { constructor (world: Game) { var container = window.document.createElement('details') var summary = window.document.createElement('summary') summary.textContent = 'Environment' container.appendChild(summary) container.appendChild(makeRange('Time of Day', function (v) { world.timeOfDay = v }, world.timeOfDay, 0, 1)) container.appendChild(makeRange('Latitude', function (v) { world.latitude = v }, world.latitude, -90, 90)) container.appendChild(makeRange('Timescale', function (v) { world.timeScale = v }, world.timeScale, 0, 2)) window.document.querySelector('#toolbox')!.appendChild(container) } } export class PointWaveSourceEditor { constructor (pointWaveSource: PointWaveSource, name: string) { var container = window.document.createElement('details') var summary = window.document.createElement('summary') summary.textContent = name \|\| 'Point Wave Source' container.appendChild(summary) container.appendChild(makePositionEditor('Position', pointWaveSource)) container.appendChild(makeRange('Phase', function (v) { pointWaveSource.phase = v }, pointWaveSource.phase, 0, 2 * Math.PI)) container.appendChild(makeRange('Amplitude', function (v) { pointWaveSource.amplitude = v }, pointWaveSource.amplitude, 0, 50)) container.appendChild(makeRange('Frequency', function (v) { pointWaveSource.frequency = v }, pointWaveSource.frequency, 0, 1, 0.01)) window.document.querySelector('#toolbox')!.appendChild(container) } } export class WaterEditor { constructor(water: Water) { var container = window.document.createElement('details') var summary = window.document.createElement('summary') summary.textContent = 'Water' container.appendChild(summary) container.appendChild(makeRange('viscosity', function (v) { water.viscosity = v }, water.viscosity, 1, 100)) window.document.querySelector('#toolbox')!.appendChild(container) water.waveSources.forEach(function (source, index) { if (source instanceof PointWaveSource) { // TODO: get rid of valueOf when these things don't manipulate the doucment directly new PointWaveSourceEditor(source, 'Wave source ' + index).valueOf() } }) } } export class MaterialEditor { constructor (material: Material, materialName?:string) { var container = window.document.createElement('details') var summary = window.document.createElement('summary') materialName = materialName \|\| material.name \|\| material.constructor.name summary.textContent = 'Material Editor (' + materialName + ')' if (materialName === 'Material') { debugger } container.appendChild(summary) container.appendChild(makeColorPicker('Diffuse', material.diffuse)) container.appendChild(makeColorPicker('Emissive', material.emissive)) container.appendChild(makeColorPicker('Ambient', material.ambient)) container.appendChild(makeColorPicker('Specular', material.specular)) container.appendChild(makeRange('Shininess', function (v) { material.shininess = v }, material.shininess, 0, 50, 1)) window.document.querySelector('#toolbox')!.appendChild(container) } } function makeRange (name: string, callback:(n: number) => void, initialValue = 0.5, min: number = 0, max = 1, step = 0.001) { var label = window.document.createElement('label') var text = window.document.createElement('span') function updateLabel (v: number \| string) { text.textContent = name + ': ' + v } label.appendChild(text) var input = window.document.createElement('input') input.type = 'range' input.min = min.toString() input.max = max.toString() input.step = step.toString() input.value = initialValue.toString() input.addEventListener('input', function () { callback(Number(input.value)) updateLabel(input.value) }) updateLabel(input.value) label.appendChild(input) return label } function makePositionEditor (name: string, model: Actor) { var container = window.document.createElement('section') var header = window.document.createElement('header') header.textContent = name container.appendChild(header) container.appendChild(makeRange('x', function (x) { model.x = x }, model.x, -200, 200)) container.appendChild(makeRange('y', function (y) { model.y = y }, model.y, -200, 200)) container.appendChild(makeRange('z', function (z) { model.z = z }, model.z, -200, 200)) return container } function makeColorPicker (name: string, colorArray: Float32Array) { var container = window.document.createElement('section') var header = window.document.createElement('header') header.textContent = name container.appendChild(header) container.appendChild(makeRange('Red', function (c) { colorArray[0] = c }, colorArray[0])) container.appendChild(makeRange('Green', function (c) { colorArray[1] = c }, colorArray[1])) container.appendChild(makeRange('Blue', function (c) { colorArray[2] = c }, colorArray[2])) return container } } <file_sep>/Renderer.ts // There should be a 1:1 relationship between renderers and programs. // Perhaps this is a poor name. interface RendererType<T extends Renderer> { vertex: string fragment: string new (game: Game, program: WebGLProgram): T } abstract class Renderer { protected readonly a_position: number protected readonly transformMatrix = mat4.identity(mat4.create()) constructor (protected game : Game, protected program: WebGLProgram) { this.a_position = game.gl.getAttribLocation(program, 'a_position') game.gl.enableVertexAttribArray(this.a_position) } render (camera : Camera) { this.game.gl.useProgram(this.program) } setMaterial (material : Material) { if (!material.isComplete()) throw new Error('Material is incomplete!') } static create<T extends Renderer>(type : RendererType<T>, game : Game) : Promise<T> { var gl = game.gl return Promise.all([ getShader(gl, type.vertex, gl.VERTEX_SHADER), getShader(gl, type.fragment, gl.FRAGMENT_SHADER) ]).then(function (shaders) { var program = notNull(gl.createProgram()) shaders.forEach(function (shader) { gl.attachShader(program, shader) }) return program }).then(function (program) { gl.linkProgram(program) return program }).then(function (program) { if (!gl.getProgramParameter(program, gl.LINK_STATUS)) { throw new Error('Error in program: ' + gl.getProgramInfoLog(program)) } return program }).then((program) => new type(game, program) as Renderer) function getShader (gl : WebGLRenderingContext, url : string, type : number) { return fetch(url) .then(function (response) { return response.text() }) .then(function (glsl) { var shader = gl.createShader(type) gl.shaderSource(shader, glsl) gl.compileShader(shader) if (!gl.getShaderParameter(shader, gl.COMPILE_STATUS)) { throw new Error('Error in shader ' + url + ': ' + gl.getShaderInfoLog(shader)) } return shader }) } } } abstract class GeometryRenderer extends Renderer { protected u_transform: WebGLUniformLocation abstract drawArrays (mode : number, vertBuffer : WebGLBuffer, normalBuffer : WebGLBuffer, numVerts : number): void abstract drawElements (elementBuffer: WebGLBuffer, vertBuffer : WebGLBuffer, normalBuffer : WebGLBuffer, numVerts : number): void transform (transform : Float32Array) { mat4.multiply(this.transformMatrix, this.transformMatrix, transform) this.game.gl.uniformMatrix4fv(this.u_transform, false, this.transformMatrix) } } <file_sep>/Buoy.ts /// <reference path="Actor.ts"/> class Buoy extends Actor { period = 2000 phase = 0 private lampMaterial: Material private static readonly scratch = { up: vec3.fromValues(0, 0, 1), normal: vec3.create(), xy: vec2.create() } constructor (game: Game, private water: Water) { super(game) vec3.set(this.scale, 15, 15, 15) } load() { return loadMesh('models', 'buoy.obj').then((meshes) => { this.lampMaterial = meshes.map(function (m) { return m.material }) .filter(function (mat) { return mat.name === 'Lamp' })[0] .clone() meshes.forEach(function (m) { if (m.name === 'Lamp_Cone') { m = Object.create(m) m.material = this.lampMaterial } var mesh = new StaticMeshComponent(this.game.gl, m) vec3.set(mesh.position, 0, 0, 0.1) this.addComponent(mesh) }, this) }).then(() => { return this }) } tick() { vec2.set(Buoy.scratch.xy, this.x, this.y) this.z = this.water.getZ(this.game.now, Buoy.scratch.xy) this.water.getNormal(Buoy.scratch.normal, this.game.now, Buoy.scratch.xy) quat.rotationTo(this.rotation, Buoy.scratch.up, Buoy.scratch.normal) this.updateLampMaterial() } updateLampMaterial() { var l = ((this.game.now / this.period) + this.phase) % 1 < 0.25 ? 1 : 0 this.lampMaterial.emissive[0] = l * 1 this.lampMaterial.emissive[1] = l * 0 this.lampMaterial.emissive[2] = l * 0 } } <file_sep>/textures.ts function createTexture (gl : WebGLRenderingContext, width : number, height : number) : WebGLTextureWithDimensions { var texture = <WebGLTextureWithDimensions>(gl.createTexture()) gl.bindTexture(gl.TEXTURE_2D, texture) gl.texParameteri(gl.TEXTURE_2D, gl.TEXTURE_WRAP_S, gl.CLAMP_TO_EDGE) gl.texParameteri(gl.TEXTURE_2D, gl.TEXTURE_WRAP_T, gl.CLAMP_TO_EDGE) gl.texParameteri(gl.TEXTURE_2D, gl.TEXTURE_MIN_FILTER, gl.NEAREST) gl.texParameteri(gl.TEXTURE_2D, gl.TEXTURE_MAG_FILTER, gl.NEAREST) gl.texImage2D(gl.TEXTURE_2D, 0, gl.RGBA, width, height, 0, gl.RGBA, gl.UNSIGNED_BYTE, undefined) // this does nothing, but it's handy to have. texture.width = width texture.height = height return texture } function createFramebuffer (gl : WebGLRenderingContext, texture : WebGLTexture, width : number, height : number) { var fb = notNull(gl.createFramebuffer()) gl.bindFramebuffer(gl.FRAMEBUFFER, fb) var rb = gl.createRenderbuffer() gl.bindRenderbuffer(gl.RENDERBUFFER, rb) gl.renderbufferStorage(gl.RENDERBUFFER, gl.DEPTH_COMPONENT16, width, height) gl.framebufferTexture2D(gl.FRAMEBUFFER, gl.COLOR_ATTACHMENT0, gl.TEXTURE_2D, texture, 0) gl.framebufferRenderbuffer(gl.FRAMEBUFFER, gl.DEPTH_ATTACHMENT, gl.RENDERBUFFER, rb) gl.bindTexture(gl.TEXTURE_2D, null) gl.bindRenderbuffer(gl.RENDERBUFFER, null) gl.bindFramebuffer(gl.FRAMEBUFFER, null) return fb } interface WebGLTextureWithDimensions extends WebGLTexture { width: number height: number } <file_sep>/loadMesh.worker.js /* globals self, loadMesh / if (!('console' in self)) { self.console = self.console \|\| makeProxyConsole() } self.importScripts('loadMtl.js', 'loadMesh.js', 'Material.js', 'lib/promise-polyfill/promise.min.js', 'lib/fetch/fetch.js') self.addEventListener('message', function (message) { self.console.log('going to load %s', message.data.key) loadMesh(message.data.path, message.data.filename).then(function (response) { self.postMessage({key: message.data.key, resolve: response}) }, function (error) { self.postMessage({key: message.data.key, reject: error}) }) }) function makeProxyConsole () { var console = {} ;['log', 'info', 'warn', 'error'].forEach(function (fn) { console[fn] = function () { var message = {} message[fn] = Array.prototype.slice.apply(arguments) self.postMessage(message) } }) return console } <file_sep>/Game.ts /// <reference path="Sun.ts"/> class Game { renderers: Renderer[] = [] actors: Actor[] = [] sceneRoot: SceneGraphNode origin = vec3.create() sun: Sun gl: WebGLRenderingContext camera: Camera latitude = 40 timeOfDay = 0.6 // 0-1 => 0h-24h timeScale = 1 now = 0 dt = 0 lightmap: WebGLTextureWithDimensions ready: Promise<void> private _tick: FrameRequestCallback private lastTs = 0 constructor (canvas: HTMLCanvasElement) { let context = canvas.getContext('webgl') \|\| canvas.getContext('experimental-webgl') let gl = this.gl = (window as any).gl = (context) as WebGLRenderingContext let tick = this._tick = this.tick.bind(this) this.createComponents() let size = Math.min(2048, gl.MAX_RENDERBUFFER_SIZE, gl.MAX_VIEWPORT_DIMS) this.lightmap = createTexture(this.gl, size, size) this.ready = this.addRenderer(LightmapRenderer) .then(this.addRenderer.bind(this, SceneRenderer)) .then(this.addRenderer.bind(this, TextureRenderer)) .then(function () { window.requestAnimationFrame(tick) }, function (error: any) { console.error(error) }) } createComponents() { this.camera = new Camera(this) this.sceneRoot = new SceneGraphNode() this.sun = new Sun(this) this.actors.push(this.sun) this.sceneRoot.addComponent(this.sun) } tick(ts: number) { this.dt = this.timeScale (ts - this.lastTs) this.now += this.dt for (let i = 0; i < this.actors.length; i++) { this.actors[i].tick() } this.draw() this.lastTs = ts window.requestAnimationFrame(this._tick) } draw() { for (let i = 0; i < this.renderers.length; i++) { this.renderers[i].render(this.camera) } } private addRenderer<TType extends Renderer, TCtor extends RendererType<TType>> (type: TCtor) { return Renderer.create(type, this).then(function (r: Renderer) { this.renderers.push(r) }.bind(this)) } } <file_sep>/SceneGraphNode.ts class SceneGraphNode { components: SceneGraphNode[] = [] position = vec3.create() rotation = quat.create() scale = vec3.fromValues(1, 1, 1) transformMatrix = mat4.create() ready = Promise.resolve().then(() => this.load()) protected inverseTransformMatrix = mat4.create() load() : Promise<this> { return new Promise(function (resolve, reject) { resolve(this) }) } walk(renderer : GeometryRenderer) { this.updateTransformMatrix() renderer.transform(this.transformMatrix) this.draw(renderer) for (var i = 0; i < this.components.length; i++) { this.components[i].walk(renderer) } renderer.transform(this.inverseTransformMatrix) } draw(renderer : Renderer) {} addComponent(c : SceneGraphNode) { this.components.push(c) } updateTransformMatrix() { mat4.fromRotationTranslationScale(this.transformMatrix, this.rotation, this.position, this.scale) mat4.invert(this.inverseTransformMatrix, this.transformMatrix) } } <file_sep>/script.ts window.addEventListener('load', start) function start () { var canvas = notNull(document.querySelector('canvas')) var game = (<any>window).game = new DemoGame(canvas) game.ready.then(function () { console.log('GAME READY') }, function(e) { console.error('Something broke: %O', e) }) } <file_sep>/Sun.ts /// <reference path="Actor.ts"/> class Sun extends Actor { readonly matrix = mat4.create() private readonly orthoMatrix = mat4.create() private readonly up = vec3.create() constructor (game: Game, public lightCubeSize = 512) { super(game) } tick() { super.tick() this.updateRay() this.updateMatrix() } private updateRay() { vec3.set(this.position, 0, 0, -1) vec3.rotateX(this.position, this.position, this.game.origin, this.game.timeOfDay * Math.PI * 2) vec3.rotateY(this.position, this.position, this.game.origin, -this.game.latitude / 180 * Math.PI) vec3.normalize(this.position, this.position) } private updateMatrix() { lookAt(this.matrix, this.position, this.game.origin, getUpVector(this.up, this.position)) mat4.invert(this.matrix, this.matrix) orthoMatrix(this.orthoMatrix, this.lightCubeSize) mat4.multiply(this.matrix, this.orthoMatrix, this.matrix) } readonly ray = vec3.create() } <file_sep>/DemoGame.ts /// <reference path="Game.ts"/> /// <reference path="Material.ts"/> class DemoGame extends Game{ water: Water private visitedMaterials: Material[] createComponents () { super.createComponents() new Editors.EnvironmentEditor(this) var water = this.water = new Water() var pws = new PointWaveSource(this, water) pws.x = 200 pws.y = 50 pws.period = 3 pws.amplitude = 10 water.waveSources.push(pws) pws = new PointWaveSource(this, water) pws.x = -50 pws.y = -100 pws.period = 2 water.waveSources.push(pws) new Editors.WaterEditor(water) var waterSurface = new WaterSurface(this, water, 32) vec3.set(waterSurface.scale, 512, 512, 512) this.sceneRoot.addComponent(waterSurface) this.actors.push(waterSurface) Heightmap.fromImage(this, new SandMaterial(), 'heightmaps/test.png', 0.3).then(hm => { this.sceneRoot.addComponent(hm) vec3.set(hm.scale, 2048, 2048, 2048) vec3.set(hm.position, -512, 0, 0) }) Promise.all([this.spawnBoat(), this.spawnBuoy()]).then(() => { return new Promise((resolve, reject) => { setTimeout(resolve, 1000) }) }).then(() => { this.addMaterialEditorsForNodeAndChildren(this.sceneRoot) }) this.visitedMaterials = [] } tick (ts: number) { super.tick(ts) var angle = ts / 10000 vec3.set(this.camera.position, Math.sin(angle) * 200, Math.cos(angle) * 200, Math.sin(ts / 7000) * 50 + 75) } private spawnBoat() { var boat = new Boat(this, this.water) return boat.ready.then((boat) => { this.actors.push(boat) this.sceneRoot.addComponent(boat) }, function (e) { console.error(e) }) } private spawnBuoy() { var buoy = new Buoy(this, this.water) buoy.ready.then((buoy) => { buoy.x = 100 this.actors.push(buoy) this.sceneRoot.addComponent(buoy) }) } private addMaterialEditorsForNodeAndChildren (component: any) { if (component.material instanceof Material && this.visitedMaterials.indexOf(component.material) === -1) { this.visitedMaterials.push(component.material) new Editors.MaterialEditor(component.material) } component.components.forEach(this.addMaterialEditorsForNodeAndChildren, this) } } class SandMaterial extends Material { name = 'Sand' diffuse = new Float32Array([0.78, 0.65, 0.47]) emissive = new Float32Array([0, 0, 0]) ambient = new Float32Array([1, 1, 1]) specular = new Float32Array([0.4, 0.4, 0.4]) shininess = 4 } <file_sep>/shaders/LightmapRenderer.ts class LightmapRenderer extends GeometryRenderer { static readonly vertex = 'shaders/lightmapVertex.glsl' static readonly fragment = 'shaders/lightmapFragment.glsl' u_projection: WebGLUniformLocation framebuffer: WebGLFramebuffer constructor (game : Game, program : WebGLProgram) { super(game, program) this.u_projection = notNull(this.game.gl.getUniformLocation(program, 'u_projection')) this.u_transform = notNull(this.game.gl.getUniformLocation(program, 'u_transform')) this.framebuffer = createFramebuffer(game.gl, game.lightmap, game.lightmap.width, game.lightmap.height) this.game.gl.bindFramebuffer(this.game.gl.FRAMEBUFFER, null) } render (camera : Camera) { super.render(camera) var gl = this.game.gl gl.enableVertexAttribArray(this.a_position) gl.bindFramebuffer(gl.FRAMEBUFFER, this.framebuffer) gl.viewport(0, 0, this.game.lightmap.width, this.game.lightmap.height) gl.enable(gl.DEPTH_TEST) gl.enable(gl.CULL_FACE) gl.clear(gl.COLOR_BUFFER_BIT \| gl.DEPTH_BUFFER_BIT) gl.uniformMatrix4fv(this.u_projection, false, this.game.sun.matrix) this.game.sceneRoot.walk(this) gl.bindFramebuffer(gl.FRAMEBUFFER, null) gl.disableVertexAttribArray(this.a_position) } drawArrays (mode : number, vertBuffer : WebGLBuffer, normalBuffer : WebGLBuffer, numVerts : number) { var gl = this.game.gl gl.bindBuffer(gl.ARRAY_BUFFER, vertBuffer) gl.vertexAttribPointer(this.a_position, 3, gl.FLOAT, false, 0, 0) gl.drawArrays(mode, 0, numVerts) } drawElements (elementBuffer : WebGLBuffer, vertBuffer : WebGLBuffer, normalBuffer : WebGLBuffer, numVerts : number) { var gl = this.game.gl gl.bindBuffer(gl.ARRAY_BUFFER, vertBuffer) gl.vertexAttribPointer(this.a_position, 3, gl.FLOAT, false, 0, 0) gl.bindBuffer(gl.ELEMENT_ARRAY_BUFFER, elementBuffer) gl.drawElements(gl.TRIANGLES, numVerts, gl.UNSIGNED_SHORT, 0) } } <file_sep>/projection.ts function orthoMatrix (out: Float32Array, width : number, height = width, depth = height) { return mat4.set(out, 2 / width, 0, 0, 0, 0, 2 / height, 0, 0, 0, 0, -2 / depth, 0, 0, 0, 0, 1 ) } <file_sep>/Material.ts class Material { diffuse: Float32Array emissive: Float32Array specular: Float32Array ambient: Float32Array name?: string readonly unrecognizedDirectives: string[] = [] shininess = 16 isComplete() { return this.diffuse instanceof Float32Array && this.emissive instanceof Float32Array && this.specular instanceof Float32Array && this.ambient instanceof Float32Array && typeof (this.shininess) === 'number' } clone() { var clone = new Material() clone.diffuse = this.diffuse && new Float32Array(this.diffuse) clone.emissive = this.emissive && new Float32Array(this.emissive) clone.specular = this.specular && new Float32Array(this.specular) clone.ambient = this.ambient && new Float32Array(this.ambient) clone.shininess = this.shininess clone.name = this.name return clone } } <file_sep>/math.ts function degToRad(deg : number) { return deg / 180 * Math.PI } function radToDeg(rad : number) { return rad / Math.PI * 180 } var lookAt = function() { var x = vec3.create() var y = vec3.create() var z = vec3.create() return function lookAt (out : Float32Array, position : Float32Array, target : Float32Array, up : Float32Array) { vec3.subtract(z, position, target) vec3.normalize(z, z) vec3.cross(x, up, z) vec3.cross(y, z, x) return mat4.set(out, x[0], x[1], x[2], 0, y[0], y[1], y[2], 0, z[0], z[1], z[2], 0, position[0], position[1], position[2], 1 ) } }() <file_sep>/shaders/TextureRenderer.ts // renders a texture to the screen class TextureRenderer extends Renderer { static vertex = 'shaders/textureVertex.glsl' static fragment = 'shaders/textureFragment.glsl' private readonly vertexBuffer: WebGLBuffer constructor(game : Game, program : WebGLProgram) { super(game, program) var gl = game.gl gl.bindFramebuffer(gl.FRAMEBUFFER, null) var verts = new Float32Array([ 0, 0, 0, 0, 1, 0, 1, 1, 0, 1, 1, 0, 1, 0, 0, 0, 0, 0 ]) this.vertexBuffer = notNull(gl.createBuffer()) gl.bindBuffer(gl.ARRAY_BUFFER, this.vertexBuffer) gl.bufferData(gl.ARRAY_BUFFER, verts, gl.STATIC_DRAW) } render (camera : Camera) { if (!(<any>window).debugging) return super.render(camera) var gl = this.game.gl gl.viewport(0, 0, gl.canvas.width, gl.canvas.height) gl.clear(gl.COLOR_BUFFER_BIT) gl.disable(gl.DEPTH_TEST) gl.disable(gl.CULL_FACE) gl.enableVertexAttribArray(this.a_position) gl.activeTexture(gl.TEXTURE0) gl.bindTexture(gl.TEXTURE_2D, this.game.lightmap) gl.bindBuffer(gl.ARRAY_BUFFER, this.vertexBuffer) gl.vertexAttribPointer(this.a_position, 3, gl.FLOAT, false, 0, 0) gl.drawArrays(gl.TRIANGLES, 0, 6) } draw(mode : number, vertBuffer : WebGLBuffer, normalBuffer : WebGLBuffer, numVerts : number) { throw new Error('Not implemented') } } <file_sep>/MeshComponent.ts interface Mesh { vertices: Float32Array normals: Float32Array material?: any name?: string } abstract class MeshComponent extends SceneGraphNode { drawMode: number numVertices: number vertexBuffer: WebGLBuffer normalBuffer: WebGLBuffer constructor (gl: WebGLRenderingContext, mesh : Mesh, public material : Material) { super() this.drawMode = gl.TRIANGLE_STRIP var vertices = mesh.vertices var normals = mesh.normals this.vertexBuffer = notNull(gl.createBuffer()) gl.bindBuffer(gl.ARRAY_BUFFER, this.vertexBuffer) gl.bufferData(gl.ARRAY_BUFFER, vertices, gl.STATIC_DRAW) this.normalBuffer = notNull(gl.createBuffer()) gl.bindBuffer(gl.ARRAY_BUFFER, this.normalBuffer) gl.bufferData(gl.ARRAY_BUFFER, normals, gl.STATIC_DRAW) this.numVertices = vertices.length / 3 this.drawMode = gl.TRIANGLE_STRIP } draw(renderer : GeometryRenderer) { SceneGraphNode.prototype.draw.apply(this, arguments) renderer.setMaterial(this.material) renderer.drawArrays(this.drawMode, this.vertexBuffer, this.normalBuffer, this.numVertices) } } class StaticMeshComponent extends MeshComponent { constructor (gl: WebGLRenderingContext, staticMeshDefinition : Mesh) { super(gl, { vertices: staticMeshDefinition.vertices, normals: staticMeshDefinition.normals }, staticMeshDefinition.material) this.drawMode = gl.TRIANGLES } } StaticMeshComponent.prototype = Object.create(MeshComponent.prototype) <file_sep>/Water.ts class Water { waveSources : WaveSource[] = [] viscosity = 12 // this is probably totally the wrong name for this getZ (timestamp: number, xy: Float32Array) { var z = 0 for (var i = 0; i < this.waveSources.length; i++) { z += this.waveSources[i].getZ(timestamp, xy) } return z } getNormal (out: Float32Array, timestamp: number, xy: Float32Array) { vec3.set(out, 0, 0, 1) for (var i = 0; i < this.waveSources.length; i++) { this.waveSources[i].accumulateNormal(out, timestamp, xy) } return vec3.normalize(out, out) } } abstract class WaveSource extends Actor { constructor(game : Game, public fluid : Water) { super(game) } amplitude = 4 period = 1 phase = 0 get frequency() { return 1 / this.period } set frequency(f) { this.period = 1 / f } getSpeed () { return this.fluid.viscosity * this.period } getWavelength () { return this.getSpeed() * this.period } abstract getZ (timestamp : number, xy : Float32Array) : number abstract accumulateNormal(out: Float32Array, timestamp : number, xy : Float32Array): void } <file_sep>/shaders/SceneRenderer.ts class SceneRenderer extends GeometryRenderer { static vertex = 'shaders/sceneVertex.glsl' static fragment = 'shaders/sceneFragment.glsl' protected readonly u_projection: WebGLUniformLocation protected readonly u_sun: WebGLUniformLocation protected readonly u_ambient_light: WebGLUniformLocation protected readonly u_camera: WebGLUniformLocation protected readonly u_mat_diffuse: WebGLUniformLocation protected readonly u_mat_emissive: WebGLUniformLocation protected readonly u_mat_specular: WebGLUniformLocation protected readonly u_mat_ambient: WebGLUniformLocation protected readonly u_mat_shininess: WebGLUniformLocation protected readonly u_lightmap_sampler: WebGLUniformLocation protected readonly u_sun_projection: WebGLUniformLocation protected readonly a_normal: number constructor (game : Game, program : WebGLProgram) { super(game, program) var gl = game.gl this.u_projection = notNull(gl.getUniformLocation(program, 'u_projection')) this.u_transform = notNull(gl.getUniformLocation(program, 'u_transform')) this.u_sun = notNull(gl.getUniformLocation(program, 'u_sun')) this.u_ambient_light = notNull(gl.getUniformLocation(program, 'u_ambient_light')) this.u_camera = notNull(gl.getUniformLocation(program, 'u_camera')) this.u_mat_diffuse = notNull(gl.getUniformLocation(program, 'u_mat_diffuse')) this.u_mat_emissive = notNull(gl.getUniformLocation(program, 'u_mat_emissive')) this.u_mat_specular = notNull(gl.getUniformLocation(program, 'u_mat_specular')) this.u_mat_ambient = notNull(gl.getUniformLocation(program, 'u_mat_ambient')) this.u_mat_shininess = notNull(gl.getUniformLocation(program, 'u_mat_shininess')) this.u_lightmap_sampler = notNull(gl.getUniformLocation(program, 'u_lightmap_sampler')) this.u_sun_projection = notNull(gl.getUniformLocation(program, 'u_sun_projection')) this.a_normal = notNull(gl.getAttribLocation(program, 'a_normal')) } render (camera : Camera) { super.render(camera) var gl = this.game.gl gl.viewport(0, 0, gl.canvas.width, gl.canvas.height) gl.enable(gl.DEPTH_TEST) gl.enable(gl.CULL_FACE) gl.clear(gl.COLOR_BUFFER_BIT \| gl.DEPTH_BUFFER_BIT) gl.enableVertexAttribArray(this.a_normal) gl.enableVertexAttribArray(this.a_position) gl.activeTexture(gl.TEXTURE0) gl.bindTexture(gl.TEXTURE_2D, this.game.lightmap) gl.uniform1i(this.u_lightmap_sampler, 0) gl.uniformMatrix4fv(this.u_projection, false, camera.getMatrix()) gl.uniformMatrix4fv(this.u_sun_projection, false, this.game.sun.matrix) gl.uniform3fv(this.u_sun, this.game.sun.position) var ambient = 0.4 gl.uniform3fv(this.u_ambient_light, new Float32Array([ambient, ambient, ambient])) gl.uniform3fv(this.u_camera, camera.position) this.game.sceneRoot.walk(this) gl.disableVertexAttribArray(this.a_normal) gl.disableVertexAttribArray(this.a_position) } setMaterial (material : Material) { super.setMaterial(material) var gl = this.game.gl gl.uniform3fv(this.u_mat_diffuse, material.diffuse) gl.uniform3fv(this.u_mat_emissive, material.emissive) gl.uniform3fv(this.u_mat_specular, material.specular) gl.uniform3fv(this.u_mat_ambient, material.ambient) gl.uniform1f(this.u_mat_shininess, material.shininess) } drawArrays (mode : number, vertBuffer : WebGLBuffer, normalBuffer : WebGLBuffer, numVerts : number) { var gl = this.game.gl gl.bindBuffer(gl.ARRAY_BUFFER, vertBuffer) gl.vertexAttribPointer(this.a_position, 3, gl.FLOAT, false, 0, 0) gl.bindBuffer(gl.ARRAY_BUFFER, normalBuffer) gl.vertexAttribPointer(this.a_normal, 3, gl.FLOAT, false, 0, 0) gl.drawArrays(mode, 0, numVerts) } drawElements (elementBuffer : WebGLBuffer, vertBuffer : WebGLBuffer, normalBuffer : WebGLBuffer, numElements : number) { var gl = this.game.gl gl.bindBuffer(gl.ARRAY_BUFFER, vertBuffer) gl.vertexAttribPointer(this.a_position, 3, gl.FLOAT, false, 0, 0) gl.bindBuffer(gl.ARRAY_BUFFER, normalBuffer) gl.vertexAttribPointer(this.a_normal, 3, gl.FLOAT, false, 0, 0) gl.bindBuffer(gl.ELEMENT_ARRAY_BUFFER, elementBuffer) gl.drawElements(gl.TRIANGLES, numElements, gl.UNSIGNED_SHORT, 0) } } <file_sep>/Camera.ts /// <reference path="typings/gl-matrix.d.ts"/> class Camera extends Actor { fov = degToRad(60) near = 1 far = 1000 target = vec3.create() up = vec3.fromValues(0, 0, 1) aspectRatio = 4 / 3 private matrix = mat4.create() private static perspectiveMatrix = mat4.create() constructor (game: Game) { super(game) vec3.set(this.position, 0, 50, 50) } getMatrix() { var matrix = mat4.create() lookAt(matrix, this.position, this.target, this.up) mat4.invert(matrix, matrix) mat4.multiply(matrix, this.getPerspectiveMatrix(), matrix) return matrix } private getPerspectiveMatrix() { var f = Math.tan((Math.PI * 0.5) - (0.5 * this.fov)) mat4.set(Camera.perspectiveMatrix, f / this.aspectRatio, 0, 0, 0, 0, f, 0, 0, 0, 0, (this.near + this.far) / (this.near - this.far), -1, 0, 0, this.near * this.far / (this.near - this.far) * 2, 0 ) return Camera.perspectiveMatrix } } <file_sep>/Actor.ts /// <reference path="SceneGraphNode.ts"/> class Actor extends SceneGraphNode{ constructor(public game: Game) { super() } tick() {} get x() { return this.position[0] } set x(x) { this.position[0] = x } get y() { return this.position[1] } set y(x) { this.position[1] = x } get z() { return this.position[2] } set z(x) { this.position[2] = x } } <file_sep>/typeutils.ts function notNull<T>(param : T \| null \| undefined) : T { if (!param) throw new Error('Expected parameter not to be null or undefined') return param } function notNan(n: number) { if (isNaN(n)) throw new Error('Expected a number, but got NaN') return n } <file_sep>/Boat.ts /// <reference path="Actor.ts"/> /// <reference path="typings/gl-matrix.d.ts"/> declare var loadMesh: (path: string, name: string) => Promise<Mesh[]> class Boat extends Actor { steeringAngle = 0 motor = new SceneGraphNode() prop = new SceneGraphNode() private static readonly scratch = { up: vec3.fromValues(0, 0, 1), noRotation: quat.create(), normal: vec3.create(), xy: vec2.create() } constructor(game: Game, public water: Water) { super(game) vec3.set(this.scale, 15, 15, 15) } load() { var dinghyPromise = loadMesh('models', 'dinghy.obj').then((meshes : Mesh[]) => { meshes.forEach((m) => { var mesh = new StaticMeshComponent(this.game.gl, m) vec3.set(mesh.position, 0, 0, 0.1) this.addComponent(mesh) }) }) vec3.set(this.motor.position, 0, -2.1, 0) this.addComponent(this.motor) var motor = this.motor var motorPromise = loadMesh('models', 'outboard-motor.obj').then(function (meshes) { meshes.forEach(function (mesh) { motor.addComponent(new StaticMeshComponent(this.game.gl, mesh)) }) }) vec3.set(this.prop.position, 0, -0.1, -0.8) this.motor.addComponent(this.prop) var prop = this.prop var propPromise = loadMesh('models', 'prop.obj').then(function (meshes) { meshes.forEach(function (mesh) { prop.addComponent(new StaticMeshComponent(this.game.gl, mesh)) }) }) return Promise.all([dinghyPromise, motorPromise, propPromise]).then(() => this) } tick() { Boat.scratch.xy[0] = this.x Boat.scratch.xy[1] = this.y this.z = this.water.getZ(this.game.now, Boat.scratch.xy) this.water.getNormal(Boat.scratch.normal, this.game.now, Boat.scratch.xy) quat.rotationTo(this.rotation, Boat.scratch.up, Boat.scratch.normal) quat.rotateZ(this.motor.rotation, Boat.scratch.noRotation, this.steeringAngle) quat.rotateY(this.prop.rotation, Boat.scratch.noRotation, (this.game.now / 500) % 2 * Math.PI) } }	708549cb1b24fc069b74b51a543b00094540a0d5	[ "JavaScript", "TypeScript" ]	29	TypeScript	ChrisMondok/water-thing	912a940ad7a2245f80bacefe2ea785fe635885b3	e0edc11960d20a7f12f635334ce73837c1ff0593
refs/heads/master	<repo_name>IanAkers/RedditClone<file_sep>/config/routes.rb RedditClone::Application.routes.draw do root 'subs#index' resources :users resource :session, only: [:new, :create, :destroy] resources :subs do resources :posts, only: :new end resources :posts, only: [:edit, :update, :create, :destroy, :show] do resources :comments, only: :new end resources :comments, only: [:create, :destroy, :show] end	a1026778e9ddea3aa03ec03672328a060a949e83	[ "Ruby" ]	1	Ruby	IanAkers/RedditClone	2a31e20f0b5244354ac3451edb4f3cc3b6b67bd5	59aef0e458d2aaed1ea9be5936da92c1015605cd
refs/heads/master	<file_sep># Todo-List This repo contains an todo-list application developed using React with edit and delete functionality for each list item. <file_sep>import React,{useState} from 'react'; import './index.css'; const ListItem = (props) => { const [edit, setEdit] = useState(false); const [editTodo, setEditTodo] = useState(props.obj.value); const handleEdit = () => { setEdit(true); }; const handleEditing = (event) => { setEditTodo(event.target.value); }; const handleSave = () => { if(editTodo!=="") { props.handleUpdate(props.obj.id, editTodo); setEdit(false); } }; return( <> <span className="list">👉 {props.obj.value}</span> <button type="button" className="edit" onClick={handleEdit}>Edit</button>{" "} <button type="button" className="delete" onClick={() => props.handleDelete(props.obj.id)}>Delete</button><br/><br/> {edit && <> <textarea value={editTodo} className="editTask" onChange={handleEditing}></textarea><br/> <button type="button" className="saveTask" onClick={handleSave}>Save</button> </> } </> ); }; export default ListItem;<file_sep>import React from 'react'; import ListItem from '../ListItem'; import './index.css'; const List = ({item, handleDelete, handleUpdate}) => { return( <div id="myList"> {item.map((obj) => <ListItem key={obj.id} obj={obj} handleDelete={handleDelete} handleUpdate={handleUpdate}/>)} </div> ); }; export default List;	57da1942a04266083bcdc7c832250f35853727b6	[ "Markdown", "JavaScript" ]	3	Markdown	Anurag9497/Todo-List	f22f8ae20aeda0c7bce43c5eac6ee48c5285d7b1	00ddb8291965376a5d74a42a7f49f2455bb44aff
refs/heads/master	<file_sep>import React,{useEffect, useState} from 'react'; const Article = () => { const apiKey = 'c09496cc7ea745a2a5b49032d546faf8'; // let date = new Date(); // let date2 = date.getFullYear() + "-" + date.getMonth() + "-" + date.getDay(); // console.log(date2); var today = new Date(); var dd = String(today.getDate()).padStart(2, '0'); var mm = String(today.getMonth() + 1).padStart(2, '0'); //January is 0! var yyyy = today.getFullYear(); today = yyyy + "-" + mm + "-" + dd; console.log(today); const[articles, setArticles] = useState([]); console.log(articles); useEffect( () => { getArticles(); }, []); const getArticles = async () => { const response = await fetch(`https://newsapi.org/v2/top-headlines?country=us&from=2019-05-01&to=${today}&sortBy=publishedAt&apiKey=${apiKey}`); const data = await response.json(); setArticles(data.articles); }; return( <div className="articles"> {articles.map(article => ( <div className='article' key={article.url}> <img src={article.urlToImage} alt="Article"/> <h1>{article.title}</h1> <p className="date">{article.publishedAt.slice(0, -10)}</p> <article>{article.content}</article> <br/> <div className='articleFooter'> <p className='articleAuthor'>{article.author + " - " + article.source.id}</p> <a href={article.url} target='_blank' rel="noopener noreferrer">Read more</a> </div> </div> ))} </div> ); }; export default Article;<file_sep>import React from 'react'; const navbar = () => { return( <div className="navbar"> <div className="navbarLogo"><h1>RaiNews</h1></div> <div className="navbarItem"> </div> </div> ); }; export default navbar;	747c81be3ff62d86033a7c58d1b88c288bc6e9b7	[ "JavaScript" ]	2	JavaScript	XRaiderGH/Reactnews	0383982b08e2205f6ba562fd2e0564a7a8d73108	e17c91c13aab6c7a6d8b7dbc8beccd71a0f6329d
refs/heads/master	<repo_name>Favourolotu/Lab_3a<file_sep>/src/AddressBook.java import java.util.ArrayList; public class AddressBook { public ArrayList<BuddyInfo> buddies; public AddressBook() { buddies = new ArrayList<BuddyInfo>(); } public void addBuddy(BuddyInfo bud) { if (bud != null) { buddies.add(bud); } } public void removeBuddy(int index) { if (index >= 0 && index < buddies.size()) { buddies.remove(index); } } public static void main(String[] args) { BuddyInfo buddy = new BuddyInfo("Tom","carleton","613"); AddressBook addressBook = new AddressBook(); addressBook.addBuddy(buddy); addressBook.removeBuddy(0); // just adding a comment here for lab 3 } }	ef140e5fbbb988a387ba86366cdd2c42a7967bba	[ "Java" ]	1	Java	Favourolotu/Lab_3a	7ad5537caed4dfd71cf30fac77f873fe0bb07012	9fa09d77eb3dd19bc3a78cc64b6e2accbc1a0448
refs/heads/master	<repo_name>tunagukoto/tunagukoto.github.io<file_sep>/worth it_files/main.js $(document).ready(function() { $(function() { $('.post-contents-block .post-block-in__inner').matchHeight(); }); //newsページの上部のgray背景 function news_top_gray_bg() { var news_top_h = $(".contents-row").height(); if(news_top_h <= 800){ $(".news-top-area").css('min-height', news_top_h + 'px'); }else{ $(".news-top-area").css('min-height','800px'); } }; news_top_gray_bg(); //もっとみるボタンで要素出現 $(function() { $(".display-none").hide(); $(".display-more a.display-more-btn").on('click',function(){ $(this).prev(".display-group").children(".display-block").hide(); $(this).prev(".display-group").children(".display-none").fadeIn(); $(this).hide(); $(this).prev(".display-group").css("margin-bottom" , "130px"); }); }); $(function() { // SPメニューアコーディオン $(".sp_accordion").each(function() { var accordion = $(this); $(this).find(".sp_switch").click(function() { //$("> .switch", this).click(function() { // 上段の別の書き方 var targetContentWrap = $(this).next(".sp_contentWrap"); if ( targetContentWrap.css("display") === "none" ) { accordion.find(".sp_contentWrap").slideUp(); accordion.find(".sp_switch.open").removeClass("open"); } targetContentWrap.slideToggle(); $(this).toggleClass("open"); }); }); }); $(function() { // アコーディオン $(".accordion").each(function() { var accordion = $(this); $(this).find(".switch").click(function() { //$("> .switch", this).click(function() { // 上段の別の書き方 var targetContentWrap = $(this).next(".contentWrap"); if ( targetContentWrap.css("display") === "none" ) { accordion.find(".contentWrap").slideUp(); accordion.find(".switch.open").removeClass("open"); } targetContentWrap.slideToggle(); $(this).toggleClass("open"); }); }); }); //SNS シェアボタンモーダル $('.modal_wrap input[name="sns-check"]').change(function() { if ( $(this).is(':checked') ){ $('.fixed-sns-btn-list').addClass('fixed-sns-open'); $('.open_button').addClass('sns-close_button'); }else{ $('.fixed-sns-btn-list').removeClass('fixed-sns-open'); $('.open_button').removeClass('sns-close_button'); } }); ////youtube Modal $(function() { $(".js-modal-btn").modalVideo(); }); //スクロールしたらヘッダーにclass付与 $(function() { var c = $(".container-header"); var s = $("header"); var sns_btn = $(".sns-btn-group"); $(window).scroll(function() { if ($(this).scrollTop() > 10) { c.addClass("scrolled-header"); s.addClass("scrolled"); sns_btn.addClass("scrolled-sns"); } else { c.removeClass("scrolled-header"); s.removeClass("scrolled"); sns_btn.removeClass("scrolled-sns"); } }); }); //SP用ハンバーガーメニュー $(document).on("click", ".js-hamburger", function() { var topscroll = $(window).scrollTop() * -1 + "px"; var result = $("body").hasClass("scroll-prevent"); //body.css('top' , scrollnum ); if (result) { var toppos = $(".scroll-prevent").offset().top * -1; } else { $("body").css("top", topscroll); } $("body").toggleClass("nav-open"); $("body").toggleClass("scroll-prevent"); $(window).scrollTop(toppos); }); //メガメニュー function morphDropdown(element) { this.element = element; this.mainNavigation = this.element.find(".main-nav"); this.mainNavigationItems = this.mainNavigation.find(".has-dropdown"); this.dropdownList = this.element.find(".dropdown-list"); this.dropdownWrappers = this.dropdownList.find(".dropdown"); this.dropdownItems = this.dropdownList.find(".content"); this.dropdownBg = this.dropdownList.find(".bg-layer"); this.mq = this.checkMq(); this.bindEvents(); } morphDropdown.prototype.checkMq = function() { //check screen size var self = this; return window .getComputedStyle(self.element.get(0), "::before") .getPropertyValue("content") .replace(/'/g, "") .replace(/"/g, "") .split(", "); }; morphDropdown.prototype.bindEvents = function() { var self = this; this.mainNavigationItems .mouseenter(function(event) { self.showDropdown($(this)); }) .mouseleave(function() { setTimeout(function() { if ( self.mainNavigation.find(".has-dropdown:hover").length == 0 && self.element.find(".dropdown-list:hover").length == 0 ) self.hideDropdown(); }, 50); }); //クリックでオープンクリックでクローズ /* this.mainNavigationItems.click(function(event){ if($(this).hasClass("active")){ self.hideDropdown(); $('#body-overlay').fadeOut(); }else{ self.showDropdown($(this)); $('#body-overlay').fadeIn(); } }) / //ドロップダウンメニューからマウスを外すとドロップダウンメニューが消える this.dropdownList.mouseleave(function() { setTimeout(function() { self.mainNavigation.find(".has-dropdown:hover").length == 0 && self.element.find(".dropdown-list:hover").length == 0 && self.hideDropdown(); }, 50); }); //click on an item in the main navigation -> open a dropdown on a touch device this.mainNavigationItems.on("touchstart", function(event) { var selectedDropdown = self.dropdownList.find( "#" + $(this).data("content") ); if ( !self.element.hasClass("is-dropdown-visible") \|\| !selectedDropdown.hasClass("active") ) { event.preventDefault(); self.showDropdown($(this)); } }); //on small screens, open navigation clicking on the menu icon this.element.on("click", ".nav-trigger", function(event) { event.preventDefault(); self.element.toggleClass("nav-open"); }); }; morphDropdown.prototype.showDropdown = function(item) { this.mq = this.checkMq(); if (this.mq == "desktop") { var self = this; var selectedDropdown = this.dropdownList.find("#" + item.data("content")), selectedDropdownHeight = selectedDropdown.innerHeight(), selectedDropdownWidth = selectedDropdown .children(".content") .innerWidth(), selectedDropdownLeft = item.offset().left + item.innerWidth() / 2 - selectedDropdownWidth / 2; //update dropdown position and size this.updateDropdown( selectedDropdown, parseInt(selectedDropdownHeight), selectedDropdownWidth, parseInt(selectedDropdownLeft) ); //add active class to the proper dropdown item this.element.find(".active").removeClass("active"); selectedDropdown .addClass("active") .removeClass("move-left move-right") .prevAll() .addClass("move-left") .end() .nextAll() .addClass("move-right"); item.addClass("active"); //show the dropdown wrapper if not visible yet if (!this.element.hasClass("is-dropdown-visible")) { setTimeout(function() { self.element.addClass("is-dropdown-visible"); }, 0); } } $("#body-overlay").fadeIn(); }; morphDropdown.prototype.updateDropdown = function( dropdownItem, height, width, left ) { this.dropdownList.css({ "-moz-transform": "translateX(0px)", "-webkit-transform": "translateX(0px)", "-ms-transform": "translateX(0px)", "-o-transform": "translateX(0px)", transform: "translateX(0px)", width: "100%", height: height + "px" }); this.dropdownBg.css({ "-moz-transform": "scaleX(100%) scaleY(100%)", "-webkit-transform": "scaleX(100%) scaleY(100%)", "-ms-transform": "scaleX(100%) scaleY(100%)", "-o-transform": "scaleX(100%) scaleY(100%)", transform: "scaleX(100%) scaleY(100%)" }); }; morphDropdown.prototype.hideDropdown = function() { this.mq = this.checkMq(); if (this.mq == "desktop") { this.element .removeClass("is-dropdown-visible") .find(".active") .removeClass("active") .end() .find(".move-left") .removeClass("move-left") .end() .find(".move-right") .removeClass("move-right"); } $("#body-overlay").fadeOut(); }; morphDropdown.prototype.resetDropdown = function() { this.mq = this.checkMq(); if (this.mq == "mobile") { this.dropdownList.removeAttr("style"); } }; var morphDropdowns = []; if ($(".cd-morph-dropdown").length > 0) { $(".cd-morph-dropdown").each(function() { //create a morphDropdown object for each .cd-morph-dropdown morphDropdowns.push(new morphDropdown($(this))); }); var resizing = false; //on resize, reset dropdown style property updateDropdownPosition(); $(window).on("resize", function() { if (!resizing) { resizing = true; !window.requestAnimationFrame ? setTimeout(updateDropdownPosition, 300) : window.requestAnimationFrame(updateDropdownPosition); } }); function updateDropdownPosition() { morphDropdowns.forEach(function(element) { element.resetDropdown(); }); resizing = false; } } //How To Enjoy ホバーで背景変更 $(function() { var giveName; $(".ht-e-layout02 div").mouseover(function(){ $(this).addClass("ht-items-active"); //.ht-activeを付与 $('.ht-change-bg').addClass("ht-active"); $data = $(this).data('item'); giveName = "ht-b-" + $data; $('.ht-change-bg').addClass(giveName); / setTimeout(function(){ $('.ht-change-bg').addClass(giveName); },300); */ $(".ht-overlay").addClass('ht-overlay-active'); }).mouseout(function(){ //.ht-activeを取る $('.ht-change-bg').removeClass("ht-active"); $('.ht-change-bg').removeClass(giveName); $(".ht-overlay").removeClass('ht-overlay-active'); $(this).removeClass("ht-items-active"); }); }); //#で始まるページ内アンカーリンク $('a[href^="#"]').click(function() { var speed = 400; var href= $(this).attr("href"); var target = $(href == "#" \|\| href == "" ? 'html' : href); var position = target.offset().top - 100; $('body,html').animate({scrollTop:position}, speed, 'swing'); return false; }); //▼別ページからの遷移時にスムーススクロール（?id=で指定） $(window).on('load', function() { var headerHeight = 100; var url = $(location).attr('href'); if(url.indexOf("?id=") != -1){ var id = url.split("?id="); var $target = $('#' + id[id.length - 1]); if($target.length){ var pos = $target.offset().top-headerHeight; $("html, body").animate({scrollTop:pos}, 400); } } }); });	dbc8e8e1bf5573bd1c1e65d8bfe9dc2dfe5cc31a	[ "JavaScript" ]	1	JavaScript	tunagukoto/tunagukoto.github.io	46094625edb6465967017fc3ce0052f29a15dd18	a1f9b904782b6abfc616fe9e71d7fcb47c68a236
refs/heads/master	<file_sep>package com.neuedu.controller; import com.neuedu.pojo.Goods; import com.neuedu.pojo.Student; import com.neuedu.service.GoodsService; import org.springframework.web.bind.annotation.GetMapping; import org.springframework.web.bind.annotation.RestController; import javax.annotation.Resource; import java.util.Date; import java.util.List; /** * Created by Administrator on 2019/4/3. / @RestController public class UserController { @Resource GoodsService goodsService; @GetMapping("/index") public List<Goods> index(){ return goodsService.list(); } } <file_sep>package com.neuedu.service.impl; import com.neuedu.dao.GoodsMapper; import com.neuedu.pojo.Goods; import com.neuedu.pojo.GoodsExample; import com.neuedu.service.GoodsService; import org.springframework.stereotype.Service; import javax.annotation.Resource; import java.util.List; /* * Created by Administrator on 2019/4/3. / @Service public class GoodsServiceImpl implements GoodsService { @Resource GoodsMapper goodsMapper; @Override public List<Goods> list() { return goodsMapper.selectByExample(new GoodsExample()); } } <file_sep>package com.neuedu.config; import com.alibaba.fastjson.serializer.SerializerFeature; import com.alibaba.fastjson.support.config.FastJsonConfig; import com.alibaba.fastjson.support.spring.FastJsonHttpMessageConverter; import org.springframework.boot.autoconfigure.http.HttpMessageConverters; import org.springframework.context.annotation.Bean; import org.springframework.context.annotation.Configuration; import org.springframework.http.MediaType; import org.springframework.http.converter.StringHttpMessageConverter; import java.nio.charset.Charset; import java.util.ArrayList; import java.util.List; /* * Created by Administrator on 2019/4/3. / @Configuration public class MyConfig { @Bean public HttpMessageConverters getHttpMessageConverters(){ FastJsonHttpMessageConverter fastJsonHttpMessageConverter = new FastJsonHttpMessageConverter(); FastJsonConfig fastJsonConfig = new FastJsonConfig(); fastJsonConfig.setCharset(Charset.forName("UTF-8")); fastJsonConfig.setSerializerFeatures( SerializerFeature.DisableCircularReferenceDetect, SerializerFeature.PrettyFormat, SerializerFeature.WriteNullListAsEmpty, SerializerFeature.WriteNullStringAsEmpty, SerializerFeature.WriteNullNumberAsZero ); List<MediaType> mediaTypes = new ArrayList<>(); mediaTypes.add(MediaType.APPLICATION_JSON_UTF8); fastJsonHttpMessageConverter.setFastJsonConfig(fastJsonConfig); fastJsonHttpMessageConverter.setSupportedMediaTypes(mediaTypes); StringHttpMessageConverter stringHttpMessageConverter = new StringHttpMessageConverter(Charset.forName("UTF-8")); HttpMessageConverters httpMessageConverters = new HttpMessageConverters(fastJsonHttpMessageConverter,stringHttpMessageConverter); return httpMessageConverters; } } <file_sep>package com.neuedu.service; import com.neuedu.pojo.Goods; import java.util.List; /* * Created by Administrator on 2019/4/3. */ public interface GoodsService { List<Goods> list(); }	132514274181d2d11cd9152ca8d8840ff84defb0	[ "Java" ]	4	Java	WUyongwei824/back	dfbb8773d9c94e8c49f554e3b5b807db59af96df	62fab4b9bbaefa9a560d6b261a0245edc0460d06
refs/heads/master	<repo_name>sfrost2004/attributeresourcescriptgenerator<file_sep>/src/app/code/local/Frostnet/AttributeResourceScriptGenerator/controllers/GenerateController.php <?php /** * Frostnet * * DISCLAIMER * * Do not edit or add to this file if you wish to upgrade this module to newer * versions in the future. If you wish to customize this module for your * needs please contact Frostnet for more information. * * @category Frostnet * @package mage-attribute-script.local * @copyright Copyright (c) 2016 Frostnet * @author Frostnet * / class Frostnet_AttributeResourceScriptGenerator_GenerateController extends Mage_Adminhtml_Controller_Action { public function indexAction() { return $this->_forward('generate'); } public function scriptAction() { $attributeId = $this->getRequest()->getParam('attribute_id'); /* @var Frostnet_AttributeResourceScriptGenerator_Model_Generator $generator / $generator = Mage::getModel('frostnet_attributeresourcescriptgenerator/generator'); $generator->generateCode($attributeId); // Add message to session $this->_getSession()->addSuccess( $this->__('Install script was generated and saved in var folder') ); // Redirect to attribute edit page $returnUrlEncoded = $this->getRequest()->getParam('return_url'); $returnUrl = base64_decode($returnUrlEncoded); $this->_redirectUrl($returnUrl); } }<file_sep>/src/app/code/local/Frostnet/AttributeResourceScriptGenerator/Model/Generator.php <?php /* * Frostnet * * DISCLAIMER * * Do not edit or add to this file if you wish to upgrade this module to newer * versions in the future. If you wish to customize this module for your * needs please contact Frostnet for more information. * * @category Frostnet * @package mage-attribute-script.local * @copyright Copyright (c) 2016 Frostnet * @author Frostnet * / class Frostnet_AttributeResourceScriptGenerator_Model_Generator extends Mage_Core_Model_Abstract { /* * Attribute Code * * @var string / protected $_attributeCode = ''; /* * Generate a resource script for the attribute * * @param $attributeId int Attribute ID * * @return string / public function generateCode($attributeId) { $this->_attributeCode = Mage::getModel('eav/entity_attribute')->load($attributeId)->getAttributeCode(); // get a map of 'real' attribute properties to properties used in setup resource array $realToSetupKeyLegend = $this->_getKeyMapping(); // swap keys from above $data = $this->_getDefaultValues(); $keysLegend = array_keys($realToSetupKeyLegend); $newData = array(); foreach ($data as $key => $value) { if (in_array($key, $keysLegend)) { $key = $realToSetupKeyLegend[$key]; } $newData[$key] = $value; } // chuck a few warnings out there for things that were a little murky if (isset($newData['attribute_model'])) { $this->warnings[] = '<warning>WARNING, value detected in attribute_model. We\'ve never seen a value ' . 'there before and this script doesn\'t handle it. Caution, etc. </warning>'; } if (isset($newData['is_used_for_price_rules'])) { $this->warnings[] = '<error>WARNING, non false value detected in is_used_for_price_rules. ' . 'The setup resource migration scripts may not support this (per 1.7.0.1)</error>'; } //get text for script $arrayCode = var_export($newData, true); //generate script using simple string concatenation, making //a single tear fall down the cheek of a CS professor $script = "<?php / * startSetup() and endSetup() are intentionally omitted / / @var \$setup Mage_Catalog_Model_Resource_Setup / \$setup = new Mage_Catalog_Model_Resource_Setup('core_setup'); / * Note that apply_to can accept a string of product types, e.g. 'simple,configurable,grouped' / \$data = $arrayCode; \$setup->addAttribute('catalog_product', '" . $this->_attributeCode . "', \$data); "; $labelsScript = " / * Add different labels for multi-store setups * Labels should be added in [store_id => label, ...] array format / // \$attribute = Mage::getModel('eav/entity_attribute')->loadByCode('catalog_product', '" . $this->_attributeCode . "'); // \$attribute->setStoreLabels(array ( // )); // \$attribute->save(); "; $script .= $labelsScript; Mage::log($script, null, 'frostnet_attributeresourcescriptgenerator.log', true); return $script; } /* * Gets key legend for catalog product attribute * * @return array / protected function _getKeyMapping() { return array( 'frontend_input_renderer' => 'input_renderer', 'is_global' => 'global', 'is_visible' => 'visible', 'is_searchable' => 'searchable', 'is_filterable' => 'filterable', 'is_comparable' => 'comparable', 'is_visible_on_front' => 'visible_on_front', 'is_wysiwyg_enabled' => 'wysiwyg_enabled', 'is_visible_in_advanced_search' => 'visible_in_advanced_search', 'is_filterable_in_search' => 'filterable_in_search', 'is_used_for_promo_rules' => 'used_for_promo_rules', 'backend_model' => 'backend', 'backend_type' => 'type', 'backend_table' => 'table', 'frontend_model' => 'frontend', 'frontend_input' => 'input', 'frontend_label' => 'label', 'frontend_class' => 'frontend_class', 'source_model' => 'source', 'is_required' => 'required', 'is_user_defined' => 'user_defined', 'default_value' => 'default', 'is_unique' => 'unique', 'note' => 'note', 'group' => 'group', ); } /* * Get default attribute values * * @return array */ protected function _getDefaultValues() { // Catalog product default values $data = array( 'backend_model' => NULL, 'backend_type' => 'varchar', 'backend_table' => NULL, 'frontend_model' => NULL, 'frontend_input' => 'text', 'frontend_label' => NULL, 'frontend_class' => NULL, 'source_model' => NULL, 'is_required' => 0, 'is_user_defined' => 1, 'default_value' => NULL, 'is_unique' => 0, 'note' => NULL, 'label' => ucwords(str_replace('_', ' ', $this->_attributeCode)), 'frontend_input_renderer' => NULL, 'is_global' => \Mage_Catalog_Model_Resource_Eav_Attribute::SCOPE_GLOBAL, 'is_visible' => 1, 'is_searchable' => 0, 'is_filterable' => 0, 'is_comparable' => 0, 'is_visible_on_front' => 0, 'is_wysiwyg_enabled' => 0, 'is_html_allowed_on_front' => 0, 'is_visible_in_advanced_search' => 0, 'is_filterable_in_search' => 0, 'used_in_product_listing' => 0, 'used_for_sort_by' => 0, 'apply_to' => 'simple', 'position' => 999, 'is_configurable' => 0, 'is_used_for_promo_rules' => 0, 'group' => 'General', ); return $data; } }	22c4bca7b5b8ba70fbe80ce0a7fe0f26544466fe	[ "PHP" ]	2	PHP	sfrost2004/attributeresourcescriptgenerator	d2d009fdda24b0572685eef8018a6c0613494b10	682be6be62c27f409b370e34018f19abe7be8514
refs/heads/master	<repo_name>choheekim/MovieGuide<file_sep>/MovieGuide/ViewController.swift // // ViewController.swift // MovieGuide // // Created by <NAME> on 10/28/16. // Copyright © 2016 <NAME>. All rights reserved. // import UIKit import Alamofire let apiKey = "<KEY>" class ViewController: UIViewController, UITableViewDelegate, UITableViewDataSource { weak var tableView: UITableView! var movies: [Movie]? = [] override func viewDidLoad() { super.viewDidLoad() tableView.delegate = self tableView.dataSource = self makeAPICall() } func tableView(_ tableView: UITableView, numberOfRowsInSection section: Int) -> Int { return movies?.count ?? 0 } func tableView(_ tableView: UITableView, cellForRowAt indexPath: IndexPath) -> UITableViewCell{ let cell = tableView.dequeueReusableCell(withIdentifier: "MovieCell", for: indexPath) as! MovieCell cell.movie = movies?[indexPath.row] return cell } func makeAPICall() { Alamofire.request("https://api.themoviedb.org/3/movie/now_playing?api_key=\(apiKey)", method:.get).responseJSON { response in if let result = response.result.value { let JSON = result as! NSDictionary if let status_code = JSON["status_code"] as? Int { print("ERROR: Unable to hit the API with statuc coode:\(status_code)") }else { print("Connection to API successful!") print(JSON["results"] as Any) self.movies = Movie.movies(array: (JSON["results"] as? [NSDictionary])!) self.tableView.reloadData() } } } } override func prepare(for segue: UIStoryboardSegue, sender: Any?) { let cell = sender as! UITableViewCell let indexPath = tableView.indexPath(for: cell) let movie = movies?[indexPath!.row] let movieDetailController = segue.destination as! MovieDetailController movieDetailController.movie = movie } } <file_sep>/README.md ##Mobile Space ###Week 2 - Movie Guide <file_sep>/MovieGuide/Movie.swift // // Movie.swift // MovieGuide // // Created by <NAME> on 11/2/16. // Copyright © 2016 <NAME>. All rights reserved. // import UIKit let baseImageURL = "https://image.tmdb.org/t/p/w500" class Movie: NSObject { var moviePosterUrl: NSURL? var movieTitle: String? var movieOverview: String? var movieBackdropPathUrl: NSURL? init(dictionary : NSDictionary) { if let moviePosterUrlString = dictionary["poster_path"] as? String { moviePosterUrl = NSURL(string: baseImageURL + moviePosterUrlString)! }else { moviePosterUrl = nil } if let movieBackdropPathUrlString = dictionary["backdrop_path"] as? String { movieBackdropPathUrl = NSURL(string: baseImageURL + movieBackdropPathUrlString)! }else { movieBackdropPathUrl = nil } self.movieTitle = dictionary["title"] as? String self.movieOverview = dictionary["overview"] as? String } class func movies(array: [NSDictionary]) -> [Movie] { var movies = [Movie]() for element in array { let movie = Movie(dictionary: element) movies.append(movie) } return movies } } <file_sep>/MovieCell.swift // // MovieCell.swift // MovieGuide // // Created by <NAME> on 10/29/16. // Copyright © 2016 <NAME>. All rights reserved. // import UIKit import AlamofireImage class MovieCell: UITableViewCell { @IBOutlet weak var posterImageView: UIImageView! @IBOutlet weak var titleLabel: UILabel! var movie: Movie! { didSet { titleLabel.text = movie.movieTitle if(movie.moviePosterUrl != nil) { posterImageView.af_setImage(withURL: movie.moviePosterUrl! as URL) } } } override func awakeFromNib() { super.awakeFromNib() } override func setSelected(_ selected: Bool, animated: Bool) { super.setSelected(selected, animated: animated) } }	ebb1110a21255616cb0fa28bc12b9563ee13f26f	[ "Swift", "Markdown" ]	4	Swift	choheekim/MovieGuide	3f432dd4783ff39996b6603edd60f3b97b81bec8	75af4b5867d7d6689d49ba0cf80256209b1ac73a
refs/heads/master	<repo_name>harrystark49/Notification<file_sep>/app/src/main/java/com/example/notification/MainActivity.kt package com.example.notification import android.app.* import android.content.Context import android.content.Intent import android.graphics.BitmapFactory import android.os.Build import androidx.appcompat.app.AppCompatActivity import android.os.Bundle import kotlinx.android.synthetic.main.activity_main.* class MainActivity : AppCompatActivity() { lateinit var notificationManager:NotificationManager lateinit var builder:Notification.Builder lateinit var notificationchannel:NotificationChannel var channerid="com.example.notification" var des="harrystark" override fun onCreate(savedInstanceState: Bundle?) { super.onCreate(savedInstanceState) setContentView(R.layout.activity_main) notificationManager=getSystemService(Context.NOTIFICATION_SERVICE) as NotificationManager button.setOnClickListener { val intent= Intent(this,LauncherActivity::class.java) val pendingintent=PendingIntent.getActivity(this,0,intent,PendingIntent.FLAG_UPDATE_CURRENT) if (Build.VERSION.SDK_INT >= Build.VERSION_CODES.O) { notificationchannel= NotificationChannel(channerid,des,NotificationManager.IMPORTANCE_HIGH) notificationManager.createNotificationChannel(notificationchannel) builder=Notification.Builder(this,channerid) .setContentTitle("haa") .setContentText("hehe") .setSmallIcon(R.drawable.ic_launcher_round) .setLargeIcon(BitmapFactory.decodeResource(this.resources,R.drawable.ic_launcher)) .setContentIntent(pendingintent) }else{ builder=Notification.Builder(this) .setContentTitle("haa") .setContentText("hehe") .setSmallIcon(R.drawable.ic_launcher_round) .setLargeIcon(BitmapFactory.decodeResource(this.resources,R.drawable.ic_launcher)) .setContentIntent(pendingintent) } notificationManager.notify(1234,builder.build()) } } }	c579709019bf7c75510f1e7a3741dcbfdaccac8a	[ "Kotlin" ]	1	Kotlin	harrystark49/Notification	842d2e25c7ad88eb0a885fa0908f65d0a2705e91	f5bb2980f218fa2135d90c8f637508e839ab41ae
refs/heads/master	<repo_name>jinhong-/serverless-templates<file_sep>/aws-golang-gin/main.go package main import ( "log" "net/http" "os" "github.com/apex/gateway" "github.com/gin-gonic/gin" ) func main() { port := os.Getenv("PORT") awsExecutionEnv := os.Getenv("AWS_EXECUTION_ENV") // set server mode g := gin.New() if port == "" { port = "3000" } addr := ":" + port if awsExecutionEnv == "" { //Running outside of lambda http.ListenAndServe(addr, g()) } else { //Running in lambda gateway.ListenAndServe(addr, g()) } }	f70f54c1188cd6b34f45970157af8916857219d6	[ "Go" ]	1	Go	jinhong-/serverless-templates	13b984eba7082dabbdefcbfd963f7ed10a659051	602a5d3b52cb22e6cd26b3a8f7979f645283068c
refs/heads/master	<repo_name>9wanes9/lab-15<file_sep>/src/pkg15/OneGenDemo.java package pkg15; public class OneGenDemo { Object ob; OneGenDemo(Object o){ ob=0; } Object getob(){ return ob; } void showType(){ System.out.println("Объект типа: "+ ob.getClass().getName()); } } class Security { public static void main(String[] args){ // Создать ссылку типа Gen для целых чисел OneGenDemo iOb ; iOb = new OneGenDemo (96); iOb.showType(); int v = (Integer)iOb.getob(); System.out.println("Значение: "+v); System.out.println(); OneGenDemo strOb=new OneGenDemo("Текст без обобщений"); strOb.showType(); String str =(String) strOb.getob(); System.out.println("Знaчeниe: "+ str) ; iOb=strOb; v=(Integer)iOb.getob(); } } <file_sep>/README.md # lab-15 Generics Для запуска в папке src соотоветствующий .bat <file_sep>/src/pkg15/TwoGenDemo.java package pkg15; public class TwoGenDemo <T,V> { T obj1; V obj2; TwoGenDemo(T o1,V o2){ obj1=o1; obj2=o2; } void showTypes(){ System.out.println("Тип T: "+ obj1.getClass().getName()); System.out.println("Тип V: "+ obj2.getClass().getName()); } T getOb1(){ return obj1; } V getOb2(){ return obj2; } } class TwoGen { public static void main(String[] args) { TwoGenDemo<Integer,String>tgObj=new TwoGenDemo<Integer,String>(88,"Обобщения"); tgObj.showTypes(); int v=tgObj.getOb1(); System.out.println("Значение: "+v); String str=tgObj.getOb2(); System.out.println("Значение: "+str); } }	1a61420f057c057ef66ed0636ba87b0b60acbc45	[ "Markdown", "Java" ]	3	Java	9wanes9/lab-15	50998fb3f5a279547b63591cd2c879704c9f127a	0936a5d4ee4c920ac08b41d4fbf46b452fd9b96f
refs/heads/master	<repo_name>wfeng19/ProjectEuler<file_sep>/Project_Euler/src/project_euler/Project_Euler1.java package project_euler; public class Project_Euler1 { public static void main(String[] args) { // TODO Auto-generated method stub long x=600851475143L ; long y=2; while (y<x) { if (x%y==0) { x=x/y; System.out.println(x); } else{ y=y+1; } } } }	bdc41d4b02a1ed967bfcd5c7265c9f7f61cf99d4	[ "Java" ]	1	Java	wfeng19/ProjectEuler	a08889b34bb31f6d25bdeeedc233fd51d8c4afd2	aaf0eaa1b564c836173309ea9b6b30e0b1b56ba2
refs/heads/master	<repo_name>CaueBitten/Laboratorio-de-P2<file_sep>/MortalPraFrenteShow/main.cpp #include "matrix.h" #include <QDebug> int main() { Matrix m1 = new Matrix(2,2); //Crio uma matriz 2 por 2 qDebug() << QString::number(m1->isEmpty()); / Verifico se ela está vazia, e de fato vai estar, * pois C++ seta os valores do array como 0, não * pegando lixo, como no C. * O "QString::number(...)" foi usado porque * "m1->isEmpty()" retorna "1"(true) ou "0"(false) * e só posso passar Strings ou QStrings no QDebug(), * ou seja, número e booleanos devem ser transformados * em String, e para isso usamos o "QString::number()" / return 0; } <file_sep>/BancoContas/contapoupanca.h #ifndef CONTAPOUPANCA_H #define CONTAPOUPANCA_H #include "conta.h" class ContaPoupanca : public Conta { public: ContaPoupanca(QString numero, double saldo){ m_numero = numero; m_saldo = saldo; } ~ContaPoupanca(){ } void atualiza(double taxa){ m_saldo += m_saldotaxa3; } }; #endif // CONTAPOUPANCA_H <file_sep>/MortalPraFrenteShow/matrix.h #ifndef MATRIX_H #define MATRIX_H #include "matrizadt.h" #include <QDebug> class Matrix : public MatrizADT { public: Matrix(int x, int y); // Construtor da matriz Matrix(); // Construtor fazio simples bool isEmpty(); / Metodo que verifica se a matriz tá vazia * Sou obrigado a implementá-lo, pois herdei * uma classe abstrata (MatrixADT), ou seja, * se o método tem virtual, sou obrigado a * implementá-lo na classe filha, senão o * programa não compila / }; #endif // MATRIX_H <file_sep>/MortalPraFrenteShow/matrix.cpp #include "matrix.h" //Construtor da Matriz Matrix::Matrix(int x, int y) { / Declaro um array de tamanho x. * Esse array será usado como a "largura" * da nossa matriz bidimensional. * Cada posição desse array receberá * outro array (esse array será a altura * da nossa matriz bidimensional) / this->x = x; this->y = y; matriz = new double[x]; for(int i = 0; i < x; i++){ //Corro por esse array da largura até o fim dele matriz[i] = new double[y]; //Crio o array da altura em cada posição do array largura for(int j = 0; j < y; j++){ matriz[i][j] = 0; //Seto os valores com 0 (dependendo da versão do C++, ele não seta todos como 0) } } } Matrix::Matrix() { } bool Matrix::isEmpty() { /* Ando pela matriz bidimensional procurando * um valor que seja diferente de zero, se * existir, eu paro a busca e volto "false" * pois ela não está vazia. Caso contrário, * retorno "true" / for(int i = 0; i < this->x; i++){ for(int j = 0; j < this->y; j++){ if(this->matriz[i][j] != 0){ return false; } } } return true; } <file_sep>/MortalPraFrenteShow/matrizadt.h #ifndef MATRIZADT_H #define MATRIZADT_H / Essa não é a ADT da atividade!!! * Como não tinha acesso a ela no momento, * fiz uma simples para servir de exemplo * no laboratório show / class MatrizADT { protected: / Atributos "protected", pois quero * que eles possam ser usados nas minhas * classe filhas / int x; int y; double matriz; / "*matriz" é um ponteiro para ponteiro, ou seja, "é um array de um array", num linguajar mais chulo. * E isso significa que cada posição matriz[i] está * apontando para um array matriz[i][y]. * Olhe o contrutor da matriz no "matrix.cpp" e veja como * é criada uma matrix[x][y] / public: virtual bool isEmpty() = 0; }; #endif // MATRIZADT_H <file_sep>/BancoContas/main.cpp #include "conta.h" #include "contacorrente.h" #include "contapoupanca.h" #include <QDebug> int main() { ContaCorrente cc1 = new ContaCorrente("001", 1000); ContaPoupanca cp1 = new ContaPoupanca("002", 1000); cc1->deposita(1000); cp1->deposita(1000); cc1->atualiza(0.1); cp1->atualiza(0.1); qDebug() << "Conta: " + cc1->getNumero() + " Saldo: " + QString::number(cc1->getSaldo()); qDebug() << "Conta: " + cp1->getNumero() + " Saldo: " + QString::number(cp1->getSaldo()); return 0; } <file_sep>/BancoContas/contacorrente.h #ifndef CONTACORRENTE_H #define CONTACORRENTE_H #include "conta.h" class ContaCorrente : public Conta { public: ContaCorrente(){ m_saldo = 0; } ContaCorrente(QString numero, double saldo){ m_numero = numero; m_saldo = saldo; } ~ContaCorrente(){ } void atualiza(double taxa){ m_saldo += m_saldotaxa2; } bool deposita(double valor){ if(Conta::deposita(valor)){ m_saldo -= 0.10; return true; } return false; } }; #endif // CONTACORRENTE_H <file_sep>/BancoContas/conta.h #ifndef CONTA #define CONTA #include <QString> class Conta{ private: protected: QString m_numero; // Numero da conta (protected pois quero que somente minhas subclasses acessem isso) double m_saldo; // Saldo da conta (protected pois quero que somente minhas subclasses acessem isso) public: Conta(){} Conta(QString numero, double saldo){ m_numero = numero; m_saldo = saldo; } QString getNumero(){ // Retorna o número da conta return m_numero; } double getSaldo(){ // Retorna o saldo atual da conta return m_saldo; } / Saca o valor passado como parametro da conta, repare que retorna um bool verificando * que o saque foi realizado com sucesso, ou seja, m_saldo >= valor. * Repare ainda que essa verificação terá que ser refeita fora da classe (será feita na main) * o que não é o ideal, pois a outra pessoa não sabe como o nosso código funcional, sabe somente * o que ele faz! Veremos adiante como resolver isso dentro do próprio método. / bool saca(double valor){ if(m_saldo >= valor){ m_saldo -= valor; return true; } return false; } / Método que deposita dinheiro na conta * Repare que ele retorna um bool para verificar se o valor a ser depositado é positivo / bool deposita(double valor){ if(valor > 0){ m_saldo += valor; return true; } return false; } virtual void atualiza(double taxa) = 0; / Metodo que atualiza a conta de acordo com uma taxa percentual fornecida * Forço a quem herdar essa classe a implementar esse método, pois cada tipo * de conta tem algum valor diferente que multiplica a taxa que vai atualizar * o que torna inútil implementar esse método aqui. */ }; #endif // CONTA	fc71da4111a61da4353372933a1b85d693091e96	[ "C++" ]	8	C++	CaueBitten/Laboratorio-de-P2	ff59fca6cd1fdeb24ee49a133e2d43c2c18c8aa5	cea5fd1c5c84052b6ae52366ea44ae2cba39c8e8
refs/heads/master	<file_sep>from .DimerRBM import Dimer_RBM from .DimerDynamics import Dimer_Dynamics from .DimerCorr import Dimer_Corr from. import functions from .dynamics import new_dynamics<file_sep>#! /bin/bash # source activate v_3 WORKDIR=/home/murota/Research/DimerMaster/sh cd $WORKDIR q=(0.9 0.8 1.0) h=(1) upperlim_h=${#h[@]} upperlim_q=${#q[@]} for ((j=0; j<=upperlim_q-1; j++)); do for ((i=0; i<=upperlim_h-1; i++)); do sbatch --job-name=d_h${h[$i]}_q${q[$j]} --output=logfile/dynamics/h${h[$i]}_q${q[$j]}.log main_dynamics.sh ${h[$i]} ${q[$j]} done done<file_sep>import numpy as np class graph_hex: def __init__(self, length = [4, 4], pbc = True): self.length = length if length[1] % 2 != 0: print("length[1] = {} is not preferable ".format(length[1])) if pbc: self.n_nodes = np.prod(length) * 2 elif not pbc: self.n_nodes = length[1] * 2 + (length[1] + 1) * length[0] edges = self.edges(color = True) self.edge_dic = { "a" : [], "b" : [], } for edge in edges: self.edge_dic[edge[1]].append(edge[0]) self.edges_ = np.array(self.edges()) self.edges_c = self.edges(color=True) def edges(self, color = False): edges = [] L = self.length[1] for n in list(range(self.n_nodes+1))[1:]: if self.where_in_hex(n) == 0: a = (n + L -1 ) % self.n_nodes + 1 b = n+2L-1 if (n % L) == 1 else n-1+L b = (b - 1) % self.n_nodes + 1 if not color: # edges.append(sorted([n, a])) # edges.append(sorted([n, b])) edges.append([n, a]) edges.append([n, b]) else : # lis = sorted([n, a]) lis = [n, a] # lis.append("a") edges.append([lis,"a"]) # lis = sorted([n, b]) lis = [n, b] # lis.append("a") edges.append([lis,"a"]) else: a = (n + L - 1) % self.n_nodes + 1 if not color: # edges.append(sorted([n, a])) edges.append([n, a]) else: if n%2 == 1: # lis = sorted([n, a]) lis = [n, a] # lis.append("b") edges.append([lis,"b"]) else: # lis = sorted([n, a]) lis = [n, a] # lis.append("a") edges.append([lis,"a"]) return edges # @property # def edges_with_color(self): def where_in_hex(self, n): # return 0 if n is at the top of a hex and 1 if n is at the bottom of a hex. return ((n - 1) // self.length[1]) % 2 def edge_color(self, edge): if edge in self.edge_dic["a"]: return "a" else: return "b" def where_edge(self, edge): if not self.is_in_edges(edge): raise ValueError('edge = {} is not in edges (may be because of order)'.format(edge)) L = self.length[1] if self.where_in_hex(edge[0]): return 3 elif (edge[1] - edge[0]) % self.n_nodes == L: return 1 else: return 2 def is_in_edges(self, edge): if (edge in self.edges()) or (edge[::-1] in self.edges()): return True else: return False def ad_edges(self, n, color = False): ad_edges = [] if not color: for edge in self.edges(): if n in edge: ad_edges.append(edge) return ad_edges else: for edge in self.edges_c: if n in edge[0]: ad_edges.append(edge) return ad_edges def second_ad_edges(self, n): sec_ad_edges = [] ad_edges = self.ad_edges(n) for ad_edge in ad_edges: ad_edge_copy = ad_edge.copy() ad_edge.remove(n) ad_site = ad_edge[0] can_sec_ad_edge = self.ad_edges(ad_site) try: can_sec_ad_edge.remove(ad_edge_copy) except: can_sec_ad_edge.remove(ad_edge_copy[::-1]) sec_ad_edges.extend(can_sec_ad_edge) return sec_ad_edges def potential(self): potential_edges = [] for edge in self.edges(color = True): edge_color_1 = edge[1] num = self.where_edge(edge[0]) sec_ad_edges = self.second_ad_edges(edge[0][1]) for sec_edge in sec_ad_edges: # print(sec_edge) if self.where_edge(sec_edge) == num: edge_color_2 = self.edge_color(sec_edge) # print(edge, sec_edge) potential_edges.append([edge[0] + sec_edge, [edge_color_1, edge_color_2]]) return potential_edges import collections class graph_hex_2(graph_hex): def potential(self): potentials = super().potential() unique_pot = [] for i, [edge_1, color_1] in enumerate(potentials): unique = True # for [edge_2, color_2] in potentials[i+1:]: # if self.equal_4_edge(edge_1, edge_2): # # print(edge_1, edge_2) # unique = False if unique: # edge_1 = sorted(edge_1[:2]), sorted(edge_1[2:]) edge = [edge_1[:2],edge_1[2:]] unique_pot.append(self.sorting(edge_1[:2],edge_1[2:],color_1)) return sorted(unique_pot) @staticmethod def equal_4_edge(edge_1, edge_2): return collections.Counter(edge_1) == collections.Counter(edge_2) and (collections.Counter(edge_1[:2]) == collections.Counter(edge_2[:2])or collections.Counter(edge_1[:2]) == collections.Counter(edge_2[2:])) @staticmethod def sorting(edge_1,edge_2,color): edge = [edge_1, edge_2] indices = sorted(range(len(edge)), key = lambda k : edge[k]) if indices == [0,1]: return [edge_1, edge_2, color] else: color.reverse() return [edge_2, edge_1, color] class graph_hex_3(graph_hex_2): def finite_conf(self): ''' assume up spin is on lattice 1 ''' N = 2 * self.n_nodes cand_conf = np.zeros([N,self.n_nodes]) for n in range(N): m = n for i in range(self.n_nodes): cand_conf[n,i] = 2(m//(2(self.n_nodes-1-i)) - 1/2) m %= 2(self.n_nodes-1-i) self.cand_conf = cand_conf.astype('int') finite_conf = [] for conf in self.cand_conf: is_finite_conf = np.zeros(np.prod(self.length)) for edge in self.edges_c: x = conf[edge[0][0] - 1] y = conf[edge[0][1] - 1] color = edge[1] r = x != y if color=='a' else x==y # time.sleep(3) # print(x,y, edge[0][0],edge[0][1], conf) dual_edge=self.where_in_honeycomb([edge[0][0],edge[0][1]]) is_finite_conf[dual_edge[0]-1] += r is_finite_conf[dual_edge[1]-1] += r # print(is_finite_conf) if np.prod(is_finite_conf) == 1: if conf[0] == 1: break finite_conf.append(conf) print(conf) return np.array(finite_conf) def is_dimer_basis(self,confs): assert confs.shape[1] == self.n_nodes, 'the size of candidate configuration is wrong' is_dimer_basis = np.zeros(confs.shape[0], dtype=bool) for i, conf in enumerate(confs): is_finite_conf = np.zeros(np.prod(self.length)) for edge in self.edges_c: x = conf[edge[0][0] - 1] y = conf[edge[0][1] - 1] color = edge[1] r = x != y if color=='a' else x==y # time.sleep(3) # print(x,y, edge[0][0],edge[0][1], conf) dual_edge=self.where_in_honeycomb([edge[0][0],edge[0][1]]) is_finite_conf[dual_edge[0]-1] += r is_finite_conf[dual_edge[1]-1] += r # print(is_finite_conf) if np.prod(is_finite_conf) == 1: is_dimer_basis[i] = True return is_dimer_basis @property def hc(self): hc = {} y = self.length[1] for i in range(self.length[0]): for j in range(self.length[1]): hc[(i + 1,j + 1)] = [] hc[(i + 1,j + 1)].append((j + 1) + 2yi ) hc[(i + 1,j + 1)].append(hc[(i + 1,j + 1)][0] + y) b = (hc[(i + 1,j + 1)][0]+y-1) a = b if b%y != 0 else b+y hc[(i + 1,j + 1)].append(a) hc[(i + 1,j + 1)].append((hc[(i + 1,j + 1)][1] + y - 1)%(self.n_nodes) + 1) hc[(i + 1,j + 1)].append((hc[(i + 1,j + 1)][2] + y - 1)%(self.n_nodes) + 1) hc[(i + 1,j + 1)].append(hc[(i + 1,j + 1)][4] + y) # self.hc = hc return hc def where_in_honeycomb(self, edge, num = True): dual_edge = [] for key in self.hc.keys(): if (edge[0] in self.hc[key]) and (edge[1] in self.hc[key]): if num: dual_edge.append((key[0] - 1) self.length[1] + key[1]) else: dual_edge.append(key) return dual_edge import numpy as np import time from numba import njit class graph_hex_4(graph_hex_3): def __init__(self, args, keyargs): super().__init__(args,*keyargs) edges_ = [] for edge in self.edges_c: # edge_=(edge[0] + [(1 if edge[1] == 'a' else -1)]) edges_.append((edge[0] + [(-1 if edge[1] == 'a' else 1)])) self.edges_c = np.array(edges_) # third elements represent edge color -1 == 'a'(ferro) 1 == 'b'(antiferro) hc_values = np.array(list(self.hc.values())) # print(self.edges_) hc_values_array = np.stack([hc_values] self.edges_.shape[0]) self.edges_and_honeycomb = self.where_in_honeycomb(hc_values_array, self.edges_.reshape(-1,2,1,1)) def is_dimer_basis2(self, cand): ''' return true if candidate configuration is proper for dimer basis. ''' cand = (cand.transpose()).copy() # X = (np.prod(cand[self.edges_-1],axis=1) * (self.edges_c[:,-1]) + 1) /2 # X = X.reshape(-1,1) * self.edges_and_honeycomb # return np.prod(np.sum(X,axis=0) == 1) # X = np.prod(cand[self.edges_-1],axis=1) # return self.cal1(X, self.edges_c[:,-1], self.edges_and_honeycomb) X = (np.prod(cand[self.edges_-1],axis=1) * (self.edges_c[:,-1]).reshape(-1,1) + 1)/2 X2 = (self.edges_and_honeycomb.reshape(-1,8,1) * X.reshape(-1,1,cand.shape[1])) X3 = np.sum(X2, axis=0) # X3 = self.cal2(X, cand.shape[1], self.edges_and_honeycomb) return (X3 == 1).all(axis=0) def for_transition(self): edge_array = np.array(list(zip(self.edges(color=True)))[0]) edge_color = np.array(list(zip(self.edges(color=True)))[1]) edge_color = np.vectorize(convert_color)(edge_color) potential_edge_1 = np.array(list(zip(self.potential()))[0]) potential_edge_2 = np.array(list(zip(self.potential()))[1]) potential_edge_color = np.array(list(zip(self.potential()))[2]) potential_edge_color = np.vectorize(convert_color)(potential_edge_color) potential_edges = np.concatenate((potential_edge_1, potential_edge_2), axis = 1) corresponding_potential_edges = np.empty((len(edge_array), 2, 4)) corresponding_potential_color = np.empty((len(edge_array), 2, 2)) for i, edge in enumerate(edge_array): unique = np.zeros(4).astype('int64') l = 0 for j, potential_edge in enumerate(potential_edges): is_edge1 = (edge[0] in potential_edge[:2]) and (edge[1] in potential_edge[2:]) is_edge2 = (edge[0] in potential_edge[2:]) and (edge[1] in potential_edge[:2]) if is_edge1 or is_edge2: if (unique == np.sort(potential_edge)).all(): continue corresponding_potential_edges[i,l,:] = potential_edge.astype('int64') corresponding_potential_color[i,l,:] = potential_edge_color[j] l += 1 unique = np.sort(potential_edge) corresponding_potential_edges = (corresponding_potential_edges - 1).astype('int64').reshape(3 np.prod(self.length),2,2,2) edge_array = edge_array - 1 corresponding_potential_color = corresponding_potential_color.astype('int64') for e_, ce_ in zip(edge_array, corresponding_potential_edges): for j in range(2): index = np.logical_or(ce_[j] == e_, ce_[j] == e_[::-1]) index0 = np.arange(2) if index[0][1] else np.arange(2)[::-1] index1 = np.arange(2)[::-1] if index[1][1] else np.arange(2) ce_[j][0] = ce_[j][0][index0] ce_[j][1] = ce_[j][1][index1] return edge_array, edge_color, corresponding_potential_edges, corresponding_potential_color @staticmethod # @njit def cal1(X, edge_color, eah): c = (X * edge_color + 1) /2 # c1 = c.reshape(-1,1) * eah return np.prod(np.sum(c.reshape(-1,1) * eah,axis=0) == 1) @staticmethod @njit def cal2(X, shape3, eah): X1 = (eah.reshape(-1,8,1) * X.reshape(-1,1,shape3)) return np.sum(X1, axis=0) def get_honeycomb_andedge(self): return self.edges_and_honeycomb, self.edges_c @staticmethod @njit('(i8[:,:])(i8[:,:,:], i8[:,:,:,:])') def where_in_honeycomb(hc_values, edge): ''' hc_values : this is 3 dimensional tensor that shape[0] == edge.shape[0] ''' # hc_values_ = np.stack([hc_values] * 10) A = np.sum(hc_values - edge[:,0,:] == 0,axis=2) B = np.sum(hc_values - edge[:,1,:] == 0,axis=2) C = A * B return C def convert_color(x): r = x if x == 'a': r = 1 elif x == 'b': r = -1 return r<file_sep>#! /bin/bash # source activate v_3 WORKDIR=/home/murota/Research/DimerMaster/sh cd $WORKDIR q=(0.9 1 1.1) h=(1) upperlim_h=${#h[@]} upperlim_q=${#q[@]} for ((j=0; j<=upperlim_q-1; j++)); do for ((i=0; i<=upperlim_h-1; i++)); do sbatch --job-name=c_h${h[$i]}_q${q[$j]} --output=logfile/corr/h${h[$i]}_q${q[$j]}.log main_corr.sh ${h[$i]} ${q[$j]} done done<file_sep>import numpy as np n_samples = int(1e6) n_samples_RBM = 2000 # number of sample used for montecarlo length = [4, 4] alpha = 1 n_chains = 1 n_discard = 600 a = 0 # direction of dimer when calculate DimerCorrelation t_list = np.linspace(0, 30, 201) n_iter = int(600) n_jobs = -1 sweep_size = 400 # n_discard = 72<file_sep>import numpy as _np from netket.operator import _local_operator from netket import random as _random from numba import jit, int64, float64, complex128, int8 from ..._jitclass import jitclass import math @jitclass([("local_states", float64[:]), ("size", int64), ("n_states", int64)]) class _LocalKernel: def __init__(self, local_states, size): self.local_states = _np.sort(_np.asarray(local_states, dtype=_np.float64)) self.size = size self.n_states = self.local_states.size def transition(self, state, state_1, log_prob_corr): for i in range(state.shape[0]): state_1[i] = state[i] si = _random.randint(0, self.size) rs = _random.randint(0, self.n_states - 1) state_1[i, si] = self.local_states[ rs + (self.local_states[rs] >= state[i, si]) ] log_prob_corr.fill(0.0) def random_state(self, state): for i in range(state.shape[0]): for si in range(state.shape[1]): rs = _random.randint(0, self.n_states) state[i, si] = self.local_states[rs] spec = [ ("local_states", int8[:]), ("size", int64), ("n_states", int64), ("basis", int64[:]), ("constant", int64), ("diag_mels", complex128[:,:]), ("n_conns", int64[:,:]), ("mels", complex128[:,:,:]), ("x_prime", int8[:,:,:,:]), ("acting_on", int64[:,:]), # ("acting_size", int64[:]), ("acting_size", int64), ] get_conn1 = _local_operator.LocalOperator._get_conn_flattened_kernel get_conn2 = _local_operator.DimerLocalOperator2._get_conn_flattened_kernel @jitclass(spec) class _DimerLocalKernel_2: def __init__(self, local_states, size, basis, constant, diag_mels, n_conns, mels, x_prime, acting_on, acting_size, ): self.local_states = _np.sort(local_states) self.size = size self.n_states = self.local_states.size self.basis = basis[::-1].copy() # self.basis = basis self.constant = constant self.diag_mels = diag_mels self.n_conns = n_conns self.mels = mels self.x_prime = x_prime self.acting_on = acting_on self.acting_size = int(acting_size[0]) # self.acting_size = acting_size def transition(self, state, state_1, log_prob_corr, w, r, sweep_size): accepted = 0 log_values = _log_val_kernel(state.astype(_np.float64), w, r) batch_size = state.shape[0] sections = _np.zeros(batch_size + 1, dtype=_np.int64) sections_1 = _np.zeros(batch_size + 1, dtype=_np.int64) state_1 = state state_prime, mels = self.get_conn(state, sections[1:]) n_conn = -sections[:-1] + sections[1:] - 1 for _ in range(sweep_size): # state_prime_, mels_ = self.get_conn(state, sections[1:]) # n_conn_ = - sections[:-1] + sections[1:] - 1 # print((state_prime_ == state_prime).any()) # print((n_conn_ + 1).sum()) rs = (_np.random.rand(batch_size) * n_conn).astype(_np.int64) state_1 = state_prime[sections[:-1] + rs + 1] state_1_prime, mels_1 = self.get_conn(state_1, sections_1[1:]) n_conn_1 = - sections_1[:-1] + sections_1[1:] - 1 log_prob_corr = _np.log(n_conn/n_conn_1) * (1/2) log_values_1 = _log_val_kernel(state_1.astype(_np.float64), w, r) plus, state_prime, mels, sections = acceptance_kernel( state, state_1, log_values, log_values_1, log_prob_corr, n_conn, n_conn_1, state_prime, state_1_prime, mels, mels_1, sections, sections_1 ) # sections = sections_1 accepted += plus return accepted def random_state(self, state): for i in range(state.shape[0]): # for si in range(state.shape[1]): rs = _random.randint(0, self.n_states) state[i] = _np.zeros_like(state[i]) + self.local_states[rs] def get_conn(self, x, sections): # return get_conn1( # x, # sections, # self.local_states, # self.basis, # self.constant, # self.diag_mels, # self.n_conns, # self.mels, # self.x_prime, # self.acting_on, # self.acting_size, # ) return get_conn2( x, sections, self.basis, self.constant, self.diag_mels, self.n_conns, self.mels, self.x_prime, self.acting_on, self.acting_size, ) spec = [ ("local_states", int8[:]), ("size", int64), ("n_states", int64), ("basis", int64[:]), ("constant", int64), ("diag_mels", complex128[:,:]), ("n_conns", int64[:,:]), ("mels", complex128[:,:,:]), ("x_prime", int8[:,:,:]), ("acting_on", int64[:,:]), ("acting_size", int64[:]), # ("acting_size", int64), ] get_conn1 = _local_operator.LocalOperator._get_conn_flattened_kernel get_conn2 = _local_operator.DimerLocalOperator2._get_conn_flattened_kernel @jitclass(spec) class _DimerLocalKernel_1: def __init__(self, local_states, size, basis, constant, diag_mels, n_conns, mels, x_prime, acting_on, acting_size, ): self.local_states = _np.sort(local_states) self.size = size self.n_states = self.local_states.size self.basis = basis[::-1].copy() # self.basis = basis self.constant = constant self.diag_mels = diag_mels self.n_conns = n_conns self.mels = mels self.x_prime = x_prime[:,:,0,:].copy() self.acting_on = acting_on # self.acting_size = int(acting_size[0]) self.acting_size = acting_size def transition(self, state, state_1, w, r, sweep_size): ''' This transition is exclusively for batch_size = 1 ''' accepted = 0 batch_size = state.shape[0] assert batch_size == 1, 'batch_size must be 1' sections = _np.zeros(1, dtype=_np.int64) sections_1 = _np.zeros(1, dtype=_np.int64) state_1 = state log_values = _log_val_kernel(state.astype(_np.float64), w, r)[0] # print(log_values) state_prime = self.get_conn(state,sections) n_conn = sections[0]-1 # print(log_values_prime) N = 0 for _ in range(sweep_size): # state_prime_, mels_ = self.get_conn(state, sections) # n_conn_ = sections[0]-1 # print((state_prime_ == state_prime).any()) # print((n_conn_ + 1).sum()) # print(log_values) rs = (_np.random.rand(1) * (n_conn)).astype(_np.int64) state_1 = state_prime[rs+1].reshape(1,-1) state_1_prime = self.get_conn(state_1, sections_1) n_conn_1 = sections_1[0]-1 prob_corr = n_conn/n_conn_1 log_values_1 = _log_val_kernel(state_1.astype(_np.float64), w, r)[0] prob = _np.exp( 2 * (log_values_1 - log_values) ) * prob_corr if prob > _np.random.rand(1): state[:] = state_1 state_prime = state_1_prime log_values = log_values_1 n_conn = n_conn_1 accepted += 1 # sections = sections_1 N += 1 if accepted >= sweep_size: break return accepted/N def random_state(self, state): for i in range(state.shape[0]): # for si in range(state.shape[1]): rs = _random.randint(0, self.n_states) state[i] = _np.zeros_like(state[i]) + self.local_states[rs] def get_conn(self, x, sections): return get_conn_one( x, sections, self.basis, self.n_conns, self.x_prime, self.acting_on, ) @jit(fastmath=True) def _log_cosh_sum(x, out, add_factor=None): x = x * _np.sign(x.real) if add_factor is None: for i in range(x.shape[0]): out[i] = _np.sum(x[i] - _np.log(2.0) + _np.log(1.0 + _np.exp(-2.0 * x[i]))) else: for i in range(x.shape[0]): out[i] += add_factor * ( _np.sum(x[i] - _np.log(2.0) + _np.log(1.0 + _np.exp(-2.0 * x[i]))) ) return out @jit(nopython=True) def _log_val_kernel(x, W, r): if x.ndim != 2: raise RuntimeError("Invalid input shape, expected a 2d array") # if out is None: out = _np.empty(x.shape[0], dtype=_np.float64) r = x.dot(W) _log_cosh_sum(r, out) return out @jit(nopython=True) def get_conn_one( x, sections, basis, n_conns, all_x_prime, acting_on, ): batch_size = x.shape[0] n_sites = x.shape[1] assert batch_size == 1, 'batch_size must be 1' n_operators = n_conns.shape[0] temp_size = int(n_sites/4)+1 X_temp = _np.zeros((temp_size, n_sites), dtype=x.dtype) # X_temp[0] = x S = 1 for b in range(batch_size): x_b = x[b] # diagonal element # counting the off-diagonal elements for i in range(n_operators): a = 15 acting_on_i = acting_on[i] x_i = x_b[acting_on_i] for k in range(4): a += ( x_i[k] * basis[k] ) a = int(a/2) if n_conns[i, a]: X_temp[S] = x_b X_temp[S][acting_on_i] = all_x_prime[i, a] S += 1 # tot_conn += conn_b sections[b] = S return X_temp[:S] @jit(nopython=True) def get_conn_one_2( x, sections, basis, n_conns, all_x_prime, acting_on, ): batch_size = x.shape[0] n_sites = x.shape[1] assert batch_size == 1, 'batch_size must be 1' n_operators = n_conns.shape[0] temp_size = int(n_sites/4)+1 X_temp = _np.zeros((temp_size, n_sites), dtype=x.dtype) xs_n = _np.zeros((batch_size, n_operators), dtype=_np.intp) + 15 # X_temp[0] = x S = 1 for b in range(batch_size): x_b = x[b] # diagonal element # counting the off-diagonal elements for i in range(n_operators): # xs_n_b_i = xs_n[b,i] acting_on_i = acting_on[i] x_i = x_b[acting_on_i] for k in range(4): xs_n[b,i] += ( x_i[k] * basis[k] ) xs_n[b,i] = int(xs_n[b,i]/2) if n_conns[i, xs_n[b,i]]: # X_temp[S] = x_b # X_temp[S][acting_on_i] = all_x_prime[i, xs_n_b_i] S += 1 sections[b] = S X_temp = _np.zeros((S, n_sites), dtype=x.dtype) S = 1 for b in range(batch_size): for i in range(n_operators): if n_conns[i, xs_n[b,i]]: X_temp[S] = x[b] X_temp[S][acting_on[i]] = all_x_prime[i, xs_n[b,i]] S += 1 # tot_conn += conn_b return X_temp<file_sep>import numpy as _np from netket.operator import _local_operator from netket import random as _random from numba import jit, int64, float64, complex128, int8 from ..._jitclass import jitclass import math @jitclass([("local_states", float64[:]), ("size", int64), ("n_states", int64)]) class _LocalKernel: def __init__(self, local_states, size): self.local_states = _np.sort(_np.asarray(local_states, dtype=_np.float64)) self.size = size self.n_states = self.local_states.size def transition(self, state, state_1, log_prob_corr): for i in range(state.shape[0]): state_1[i] = state[i] si = _random.randint(0, self.size) rs = _random.randint(0, self.n_states - 1) state_1[i, si] = self.local_states[ rs + (self.local_states[rs] >= state[i, si]) ] log_prob_corr.fill(0.0) def random_state(self, state): for i in range(state.shape[0]): for si in range(state.shape[1]): rs = _random.randint(0, self.n_states) state[i, si] = self.local_states[rs] spec = [ ("local_states", int8[:]), ("size", int64), ("n_states", int64), ("basis", int64[:]), ("constant", int64), ("diag_mels", complex128[:,:]), ("n_conns", int64[:,:]), ("mels", complex128[:,:,:]), ("x_prime", int8[:,:,:,:]), ("acting_on", int64[:,:]), # ("acting_size", int64[:]), ("acting_size", int64), ] get_conn1 = _local_operator.LocalOperator._get_conn_flattened_kernel get_conn2 = _local_operator.DimerLocalOperator2._get_conn_flattened_kernel @jitclass(spec) class _DimerLocalKernel_2: def __init__(self, local_states, size, basis, constant, diag_mels, n_conns, mels, x_prime, acting_on, acting_size, ): self.local_states = _np.sort(local_states) self.size = size self.n_states = self.local_states.size self.basis = basis[::-1].copy() # self.basis = basis self.constant = constant self.diag_mels = diag_mels self.n_conns = n_conns self.mels = mels self.x_prime = x_prime self.acting_on = acting_on self.acting_size = int(acting_size[0]) # self.acting_size = acting_size def transition(self, state, state_1, log_prob_corr, w, r, sweep_size): accepted = 0 log_values = _log_val_kernel(state.astype(_np.float64), w, r) batch_size = state.shape[0] sections = _np.zeros(batch_size + 1, dtype=_np.int64) sections_1 = _np.zeros(batch_size + 1, dtype=_np.int64) state_1 = state state_prime, mels = self.get_conn(state, sections[1:]) n_conn = -sections[:-1] + sections[1:] - 1 for _ in range(sweep_size): # state_prime_, mels_ = self.get_conn(state, sections[1:]) # n_conn_ = - sections[:-1] + sections[1:] - 1 # print((state_prime_ == state_prime).any()) # print((n_conn_ + 1).sum()) rs = (_np.random.rand(batch_size) * n_conn).astype(_np.int64) state_1 = state_prime[sections[:-1] + rs + 1] state_1_prime, mels_1 = self.get_conn(state_1, sections_1[1:]) n_conn_1 = - sections_1[:-1] + sections_1[1:] - 1 log_prob_corr = _np.log(n_conn/n_conn_1) * (1/2) log_values_1 = _log_val_kernel(state_1.astype(_np.float64), w, r) plus, state_prime, mels, sections = acceptance_kernel( state, state_1, log_values, log_values_1, log_prob_corr, n_conn, n_conn_1, state_prime, state_1_prime, mels, mels_1, sections, sections_1 ) # sections = sections_1 accepted += plus return accepted def random_state(self, state): for i in range(state.shape[0]): # for si in range(state.shape[1]): rs = _random.randint(0, self.n_states) state[i] = _np.zeros_like(state[i]) + self.local_states[rs] def get_conn(self, x, sections): # return get_conn1( # x, # sections, # self.local_states, # self.basis, # self.constant, # self.diag_mels, # self.n_conns, # self.mels, # self.x_prime, # self.acting_on, # self.acting_size, # ) return get_conn2( x, sections, self.basis, self.constant, self.diag_mels, self.n_conns, self.mels, self.x_prime, self.acting_on, self.acting_size, ) spec = [ ("local_states", int8[:]), ("size", int64), ("n_states", int64), ("basis", int64[:]), ("constant", int64), ("diag_mels", complex128[:,:]), ("n_conns", int64[:,:]), ("mels", complex128[:,:,:]), ("x_prime", int8[:,:,:,:]), ("acting_on", int64[:,:]), ("acting_size", int64[:]), # ("acting_size", int64), ] get_conn1 = _local_operator.LocalOperator._get_conn_flattened_kernel get_conn2 = _local_operator.DimerLocalOperator2._get_conn_flattened_kernel @jitclass(spec) class _DimerLocalKernel_1: def __init__(self, local_states, size, basis, constant, diag_mels, n_conns, mels, x_prime, acting_on, acting_size, ): self.local_states = _np.sort(local_states) self.size = size self.n_states = self.local_states.size # self.basis = basis[::-1].copy() self.basis = basis self.constant = constant self.diag_mels = diag_mels self.n_conns = n_conns self.mels = mels self.x_prime = x_prime self.acting_on = acting_on # self.acting_size = int(acting_size[0]) self.acting_size = acting_size def transition(self, state, state_1, w, r, sweep_size): accepted = 0 log_values = _log_val_kernel(state.astype(_np.float64), w, r) batch_size = state.shape[0] sections = _np.zeros(batch_size + 1, dtype=_np.int64) sections_1 = _np.zeros(batch_size + 1, dtype=_np.int64) state_1 = state state_prime, mels = self.get_conn(state, sections[1:]) n_conn = -sections[:-1] + sections[1:] - 1 for _ in range(sweep_size): # state_prime_, mels_ = self.get_conn(state, sections[1:]) # n_conn_ = - sections[:-1] + sections[1:] - 1 # print((state_prime_ == state_prime).any()) # print((n_conn_ + 1).sum()) rs = (_np.random.rand(batch_size) * n_conn).astype(_np.int64) state_1 = state_prime[sections[:-1] + rs + 1] state_1_prime, mels_1 = self.get_conn(state_1, sections_1[1:]) n_conn_1 = - sections_1[:-1] + sections_1[1:] - 1 log_prob_corr = _np.log(n_conn/n_conn_1) * (1/2) log_values_1 = _log_val_kernel(state_1.astype(_np.float64), w, r) plus, state_prime, mels, sections = acceptance_kernel( state, state_1, log_values, log_values_1, log_prob_corr, n_conn, n_conn_1, state_prime, state_1_prime, mels, mels_1, sections, sections_1 ) # sections = sections_1 accepted += plus return accepted def random_state(self, state): for i in range(state.shape[0]): # for si in range(state.shape[1]): rs = _random.randint(0, self.n_states) state[i] = _np.zeros_like(state[i]) + self.local_states[rs] def get_conn(self, x, sections): return get_conn1( x, sections, self.local_states, self.basis, self.constant, self.diag_mels, self.n_conns, self.mels, self.x_prime, self.acting_on, self.acting_size, ) # return get_conn2( # x, # sections, # self.basis, # self.constant, # self.diag_mels, # self.n_conns, # self.mels, # self.x_prime, # self.acting_on, # self.acting_size, # ) @jit(fastmath=True) def _log_cosh_sum(x, out, add_factor=None): x = x * _np.sign(x.real) if add_factor is None: for i in range(x.shape[0]): out[i] = _np.sum(x[i] - _np.log(2.0) + _np.log(1.0 + _np.exp(-2.0 * x[i]))) else: for i in range(x.shape[0]): out[i] += add_factor * ( _np.sum(x[i] - _np.log(2.0) + _np.log(1.0 + _np.exp(-2.0 * x[i]))) ) return out @jit(nopython=True) def acceptance_kernel( state, state1, log_values, log_values_1, log_prob_corr, n_conn, n_conn_1, state_prime, state_1_prime, mels, mels_1 ,sections, sections_1, ): accepted = 0 batch_size = state.shape[0] # for i in range(state.shape[0]): # prob = _np.exp( # 2 * (log_values_1[i] - log_values[i] + log_prob_corr[i]).real # ) # assert not math.isnan(prob) # if prob > _random.uniform(0, 1): # log_values[i] = log_values_1[i] # state[i] = state1[i] # accepted += 1 prob = _np.exp( 2 * (log_values_1 - log_values + log_prob_corr).real ) index = prob > _np.random.rand(batch_size) n_conn[index] = n_conn_1[index] log_values[index] = log_values_1[index] state[index] = state1[index] accepted += index.sum() i = 0 j = 0 state_prime_ = _np.zeros(((n_conn + 1).sum(), state.shape[1]), dtype=_np.int8) mels_ = _np.zeros((n_conn + 1).sum(), dtype = _np.complex128) sections_ = _np.zeros_like(sections) for n in n_conn: if index[j]: assert (sections_1[j+1] - sections_1[j] ) == n + 1 temp = state_1_prime[sections_1[j]: sections_1[j+1]] temp_mel = mels_1[sections_1[j]:sections_1[j+1]] else: assert (sections[j+1] - sections[j] ) == n + 1 temp = state_prime[sections[j]: sections[j+1]] temp_mel = mels[sections[j]:sections[j+1]] sections_[j+1] = n + sections_[j] + 1 state_prime_[i:i+n+1] = temp mels_[i:i+n+1] = temp_mel i += n+1 j += 1 # sections = sections_1 # print('done') # state_prime = state_prime_ # mels = mels_ return accepted , state_prime_, mels_, sections_ @jit(nopython=True) def _log_val_kernel(x, W, r): if x.ndim != 2: raise RuntimeError("Invalid input shape, expected a 2d array") # if out is None: out = _np.empty(x.shape[0], dtype=_np.complex128) r = x.dot(W) _log_cosh_sum(r, out) return out # @jit(nopython=True) # def acceptance_kernel( # state, state1, log_values, log_values_1, log_prob_corr # ): # accepted = 0 # for i in range(state.shape[0]): # prob = _np.exp( # 2 * (log_values_1[i] - log_values[i] + log_prob_corr[i]).real # ) # assert not math.isnan(prob) # if prob > _random.uniform(0, 1): # log_values[i] = log_values_1[i] # state[i] = state1[i] # accepted += 1 # return accepted<file_sep>import numpy as np import argparse import os import sys import json import logging from scripts import Dimer_Corr from conf import * if __name__ == "__main__": parser = argparse.ArgumentParser() parser.add_argument("--h", help = "h",type=float) parser.add_argument("--q", help = "q",type=float) args = parser.parse_args() h = round(1.0,2) if (not args.h) and (args.h != 0) else round(args.h,2) q = round(1.0,2) if (not args.q) and (args.q != 0) else round(args.q,2) # n_samples = int(3e6) # a = 0 # length = [4,4] # t_list = np.linspace(0, 30, 101) V = h * q Dimer_Corr(h, V, length, t_list, n_samples, a) <file_sep>import numpy as np import argparse import os import sys import json import logging from scripts import Dimer_RBM from conf import * # import parameters from config file. if __name__ == "__main__": parser = argparse.ArgumentParser() parser.add_argument("--h", help = "h",type=float) parser.add_argument("--q", help = "q",type=float) args = parser.parse_args() # n_iter = int(3e3) # length = [4,4] # alpha = 2 h = 1 if (not args.h) and (args.h != 0) else round(args.h,2) q = 1 if (not args.q) and (args.q != 0) else round(args.q,2) V = h * q Dimer_RBM(h = h, V = V, length = length, alpha = alpha, n_iter = n_iter, n_samples = n_samples_RBM, n_chains = n_chains, n_discard = n_discard, sweep_size = sweep_size) <file_sep>import os, sys currentdir = os.path.dirname(os.path.realpath(__file__)) parentdir = os.path.dirname(currentdir) sys.path.append(parentdir) import numpy as np import netket as nk from scripts import functions as f def Dimer_Corr(h, V, length,t_list, n_samples, a): name = 'h={}V={}l={}n={:.1e}'.format(h, V, length, n_samples) # if n_jobs == -1: # try: # n_jobs = int(os.environ['SLURM_JOB_CPUS_PER_NODE']) # except: # n_jobs = os.cpu_count() # print('n_jobs',n_jobs) g = nk.graph.Graph(nodes = [i for i in range(length[0] * length[1] * 2)]) hi = nk.hilbert.Spin(s=0.5, graph=g) hex_ = nk.machine.new_hex(np.array(length)) P = np.load('save/dynamics/' + name + '.npy') l = [] for i in range(length[0]): for j in range(length[1]): l.append([i, j]) l = np.array(l) a_ = [a for _ in range(np.prod(length))] a = np.array(a_) edges, colors = hex_.dimer_corr(l,a) operators = f.return_dimer_operator(hi, edges, colors) sections = np.arange(P.shape[0]) _, mels1 = operators[0].get_conn_flattened(P[:,0,:], sections) sub1 = operators[0].get_conn_flattened(P[:,0,:], sections)[1].mean().real dimer_corr = np.zeros((length[0],length[1],t_list.shape[0])) dimer_std = np.zeros((length[0],length[1],t_list.shape[0])) for l1 in range(length[0]): for l2 in range(length[1]): sub2 = operators[1].get_conn_flattened(P[:,0,:], sections)[1].mean().real for i in range(t_list.shape[0]): _, mels2 = operators[l1 * length[1] + l2].get_conn_flattened(P[:,i,:], sections) dimer_corr[l1,l2,i] = np.real(((mels1 * mels2 ).mean())) dimer_std[l1,l2,i] = np.real(((mels1 * mels2 ).std())) dimer_corr[l1,l2] -= sub1 * sub2 dimer_std[l1,l2] /= np.sqrt(P.shape[0]) np.save(parentdir + '/save/corr/corr_'+name + 'a={}.npy'.format(a[0]), dimer_corr) np.save(parentdir + '/save/corr/std_'+name + 'a={}.npy'.format(a[0]), dimer_std) # return dimer_corr, dimer_std <file_sep>import os, sys currentdir = os.path.dirname(os.path.realpath(__file__)) parentdir = os.path.dirname(currentdir) sys.path.append(parentdir) import numpy as np import netket as nk from scripts import functions as f def Dimer_Dynamics(h, V, length,alpha, t_list, n_jobs = -1, n_chains = 10, n_samples = 100): name = 'h={}V={}l={}'.format(h, V, length) if n_jobs == -1: try: n_jobs = int(os.environ['SLURM_JOB_CPUS_PER_NODE']) except: n_jobs = os.cpu_count() print('n_jobs',n_jobs) g = nk.graph.Graph(nodes = [i for i in range(length[0] * length[1] * 2)]) hi = nk.hilbert.Spin(s=0.5, graph=g) op = f.dimer_hamiltonian(h, V,np.array(length)) op_transition = f.dimer_flip(length = np.array(length)) hex_ = nk.machine.new_hex(np.array(length)) ma = nk.machine.RbmDimer(hi, hex_, alpha = alpha, symmetry = True ,use_hidden_bias = False, use_visible_bias = False, dtype=float) ma.load(parentdir + '/save/ma/'+name) sa = nk.sampler.DimerMetropolisLocal(machine=ma, op=op_transition, length = length, n_chains=n_chains, sweep_size = 70) sa.generate_samples(1000) # discard the begginings of metropolis sampling. print('discard samples') samples_state = sa.generate_samples(int(n_samples / n_chains)) samples_state = samples_state.reshape(-1, ma.hilbert.size) print('prepared initial samples') d = f.dynamics2(op, ma) P = d.dynamics(samples_state, t_list, 0) print(P.shape) # np.save(parentdir + '/save/dynamics/'+name + 'n={:.1e}.npy'.format(n_samples), P) # d = f.dynamics3( # op._local_states, # op._basis, # op._constant, # op._diag_mels, # op._n_conns, # op._mels, # op._x_prime, # op._acting_on, # op._acting_size, # ma # ) # P_list = [] # num = int(n_samples/200) # for n in range(num): # P_list.append(d.dynamics(samples_state[n(200) : (n+1)(200)], t_list, 0) ) # P = np.vstack(P_list) # print(P.shape) # print('saving dynamics') # # np.save(parentdir + '/save/dynamics/'+name + 'n={:.1e}.npy'.format(n_samples), P)<file_sep>from . import _core <file_sep>import netket as nk import functions import numpy as np import multiprocessing as mp length = np.array([2,4]) op = functions.dimer_hamiltonian(1, 1, length = length) d = functions.dynamics2( op._local_states, op._basis, op._constant, op._diag_mels, op._n_conns, op._mels, op._x_prime, op._acting_on, op._acting_size, ) t_list = np.linspace(0, 30, 101) basis = np.resize(np.ones(16), (100000, 16)).astype(np.int8) sections = np.empty(basis.shape[0], dtype=np.int32) print('job start') queue = [] process = [] for i in range(12): queue.append(mp.Queue()) p = mp.Process(target=d.run, args=(basis, t_list, 0,queue[i])) p.start() process.append(p) out = [] for q in queue: out.append(q.get()) # q.task_done() # for p in process: # p.join() print('job done')<file_sep>import os, sys currentdir = os.path.dirname(os.path.realpath(__file__)) parentdir = os.path.dirname(currentdir) sys.path.append(parentdir) import numpy as np import netket as nk from scripts import functions as f def Dimer_RBM(h, V, length, alpha, n_iter, n_samples, n_chains, n_discard , sweep_size): kernel = 1 n_iter = 300 # sweep_size = 200 decay_factor = 'sigmoid decay' # or 'sigmoid decay' n_jobs = 12 n_discard = 300 name = 'h={}V={}l={}'.format(h, V, length) g = nk.graph.Graph(nodes = [i for i in range(length[0] * length[1] * 2)]) hi = nk.hilbert.Spin(s=0.5, graph=g) ham = f.dimer_hamiltonian(V = V, h = h ,length=np.array(length)) op_transition1 = f.dimer_flip1(length = np.array(length)) hex_ = nk.machine.new_hex(np.array(length)) ma = nk.machine.RbmDimer(hi, hex_, alpha = alpha, symmetry = True ,use_hidden_bias = False, use_visible_bias = False, dtype=float, reverse=True) ma.init_random_parameters(seed=1234) sa_mul = nk.sampler.DimerMetropolisLocal_multi(machine=ma, op=op_transition1 , length = length, n_chains=n_chains, sweep_size = sweep_size, kernel = 1, n_jobs=n_jobs) sr = nk.optimizer.SR(ma, diag_shift=0) opt = nk.optimizer.Sgd(ma, learning_rate=0.05, decay_factor = decay_factor ,N = n_iter) gs = nk.Vmc( hamiltonian=ham, sampler=sa_mul, optimizer=opt, n_samples=n_samples, sr = sr, n_discard = n_discard, ) gs.run(n_iter=n_iter, out=parentdir + '/log/'+name) # slight modification with large sample and large seep_size sweep_size = sweep_size * 3 n_samples = n_samples * 3 n_iter = 100 n_discard = 600 sa_mul = nk.sampler.DimerMetropolisLocal_multi(machine=ma, op=op_transition1 , length = length, n_chains=n_chains, sweep_size = sweep_size, kernel = 1, n_jobs=n_jobs) sr = nk.optimizer.SR(ma, diag_shift=0) opt = nk.optimizer.Sgd(ma, learning_rate=0.01, decay_factor = 1 ,N = n_iter) gs = nk.Vmc( hamiltonian=ham, sampler=sa_mul, optimizer=opt, n_samples=n_samples, sr = sr, n_discard = n_discard, ) gs.run(n_iter=n_iter, out=parentdir + '/log/'+name + '2') ma.save(parentdir + '/save/ma/'+name)<file_sep>from .metropolis_hastings import MetropolisHastings, DimerMetropolisHastings from .metropolis_hastings_pt import MetropolisHastingsPt from .local_kernel import _LocalKernel, _DimerLocalKernel_1, _DimerLocalKernel_2 from .exchange_kernel import _ExchangeKernel from .custom_kernel import _CustomKernel from .hamiltonian_kernel import _HamiltonianKernel <file_sep>from ..abstract_optimizer import AbstractOptimizer import numpy as np class Sgd(AbstractOptimizer): def __init__(self, learning_rate, l2reg=0, decay_factor=1.0, N = 100): self._learning_rate = learning_rate self._l2reg = l2reg self._decay_factor = decay_factor self._eta = learning_rate self.N = N self.iter = 0 self.linear_decay = False self.sigmoid_decay = False if self._decay_factor == 'sigmoid decay': self.sigmoid_decay = True if learning_rate <= 0: raise ValueError("Invalid learning rate.") if l2reg < 0: raise ValueError("Invalid L2 regularization.") # if decay_factor < 1: # raise ValueError("Invalid decay factor.") def update(self, grad, pars): if self.sigmoid_decay: self.iter += 1 self._eta = self._learning_rate * self.sigmoid(self.iter) print('eta = ', self._eta) else: self._eta = self._decay_factor # print(self._eta) pars -= (grad + self._l2reg pars) * self._eta return pars def reset(self): self._eta = self._learning_rate def sigmoid(self,x): return 1/(1 + np.exp((x-self.N/2)/(self.N/10))) def __repr__(self): if self._learning_rate != self._eta: lr = "learning_rate[base]={}, learning_rate[current]={}".format( self._learning_rate, self._eta ) else: lr = "learning_rate={}".format(self._learning_rate) return ("Sgd({}, l2reg={}, decay_factor={})").format( lr, self._l2reg, self._decay_factor ) <file_sep>import numpy as np from numba import njit, prange import multiprocessing as mp sigmaz = np.array([[1, 0], [0, -1]]) sigmax = np.array([[0,1],[1,0]]) sigmay = np.array([[0,1],[-1,0]]) mszsz = np.kron(sigmaz, sigmaz) mszsx = np.kron(sigmax, sigmax) mszsy = np.kron(sigmay, sigmay) class new_hex: def __init__(self, l = np.array([4, 2])): self.a1 = self.a(np.float32(0)) self.a2 = self.a(np.pi(5/3)) # definite lattice vector. If one change gage, this vectors will change correspondingly. self.b1 = self.a1 2 self.b2 = self.a2 # definite list of index of unit cells. self.all_unit_cell = np.zeros((int(np.prod(l)/2), 2), dtype=np.int) for i in range(int(l[0]/2)): for j in range(l[1]): self.all_unit_cell[j * int(l[0]/2) + i] = np.array([i,j]) self.R1 = self.a1 * l[0] self.R2 = self.a2 * l[1] self.epsilon = 1e-5 self.l = l self.x_array = np.zeros((l[0],l[1],2)).astype(np.float32) for i in range(l[0]): for j in range(l[1]): self.x_array[i, j] = self.a1 * i + self.a2 * j self.x = np.zeros((np.prod(l),2), dtype=np.float32) for i in range(l[0]): for j in range(l[1]): self.x[j * l[0] + i] = self.x_array[i, j] self.lattice_coor_array = np.zeros([l[0], l[1], 6, 2],dtype=np.float32) for j in range(l[1]): for i in range(l[0]): for a in range(6): self.lattice_coor_array[i, j, a] = self.x_array[i, j] + self.alpha(a) self.lattice_coor_array = self.ProcessPeriodic(self.lattice_coor_array) self.lattice_coor = np.zeros((np.prod(l) * 2, 2), dtype=np.float32) for j in range(l[1]): for n,a in enumerate([0,5]): for i in range(l[0]): self.lattice_coor[j * 2 * l[0] + l[0] * n + i] = self.lattice_coor_array[i, j, a] self.all_hex_index = [] for i in range(l[0]): for j in range(l[1]): self.all_hex_index.append([i,j]) self.all_hex_index = np.array(self.all_hex_index) self.edges_from_hex , self.edges_color_from_hex = self.edges_from_hex_(l = self.all_hex_index, color=True, num =True) self.edges = np.sort(self.edges_from_hex[:,np.array([0,5,4]),:].reshape(-1,2),axis=1) self.edges_color = self.edges_color_from_hex[:,np.array([0,5,4])].reshape(-1) def a(self, theta): return self.Rotation(theta) @ np.array([1,0]) def alpha(self, i): r = np.array([0, (1/(np.sqrt(3)))],dtype=np.float32) return self.Rotation(np.pi(1/3) i) @ r def LatticeToHexIndex(self, X): lattice_coor_array = self.ProcessPeriodic(self.lattice_coor_array) X_ = self.ProcessPeriodic(X).reshape(-1, 2) HexIndex = np.zeros((X_.shape[0],3,2), dtype=np.int) for n, x in enumerate(X_): m = 0 for j in range(self.l[1]): for i in range(self.l[0]): lp = lattice_coor_array[i, j] if (np.abs(lp-x).sum(axis=1) < self.epsilon).any(): HexIndex[n,m] = np.array([i, j]) m += 1 return HexIndex.reshape(X.shape[:-1] + (3,) + (2,)) def ProcessPeriodic(self, X): X_ = X.reshape(-1, 2).copy() W = self.to_lattice_vec(X_) % self.l A = np.concatenate((self.a1.reshape(-1,1), self.a2.reshape(-1,1)), axis=1) # for n in range(X_.shape[0]): # w = self.decompose(X_[n].copy(), self.R1, self.R2) # X_[n] = ((w[0] % 1)self.R1 + (w[1] % 1)self.R2) return (A @ W.T).T.reshape(X.shape) def edges_from_hex_(self, l, color=False, num = True): ''' l : coordinate number of hex ''' l = l.reshape(-1,2) edge = np.zeros((l.shape[0],6,2,2),dtype=np.float32) if color: color_ = np.ones((l.shape[0],6),dtype=np.int) for i in range(6): edge[:, i, 0] = self.lattice_coor_array[l[:,0], l[:,1], i, :] edge[:, i, 1] = self.lattice_coor_array[l[:,0], l[:,1], (i + 1) % 6, :] if color: # this might change according to gage one will take. if i == 4: color_[l[:,0] % 2 == 0, i] = -1 if i == 1: color_[l[:,0] % 2 == 1, i] = -1 if num: edge = self.lpos_to_num(edge) if color: return edge, color_ else: return edge # return self.lattice_coor_array[l[:,0], l[:,1]] def lpos_to_num(self, V): # convert lattice corrdinate to index of lattice(integer) V_ = V.reshape(-1, 2) V_num = np.zeros(V_.shape[0], dtype=np.int) for n, v in enumerate(V_): V_num[n] = np.where(np.abs(self.lattice_coor - v).sum(axis=1) < self.epsilon)[0][0] return V_num.reshape(V.shape[:-1]) def get_edge_color(self, edges): edges_ = np.sort(edges.reshape(-1,2), axis=1) edges_color = np.zeros(edges_.shape[0]) for i, edge in enumerate(edges_): index = np.where((self.edges == edge).all(axis=1))[0][0] edges_color[i] = self.edges_color[index] return edges_color.reshape(edges.shape[:-1]) def is_dimer_basis(self, basis): assert basis.shape[-1] == self.l.prod()2 , 'dimension not confirmed' basis = basis.reshape(-1, basis.shape[-1]) index = ((basis[:, self.edges_from_hex].prod(axis=3)self.edges_color_from_hex).sum(axis=2) == 4).all(axis=1) return index def from_edges_to_hex(self, edges, num = False): ''' return hexagon lattice index and alpha that represents dimer direction. ''' edges_ = edges.reshape(-1,2) # = edges[None, :] out1 = ((np.resize(self.edges_from_hex, (edges_.shape[0],) + self.edges_from_hex.shape)) == edges_.reshape(-1,1,1,2)).all(axis=-1) out2 = ((np.resize(self.edges_from_hex, (edges_.shape[0],) + self.edges_from_hex.shape)) == edges_[:,::-1].reshape(-1,1,1,2)).all(axis=-1) out = out1 \| out2 out = np.argwhere(out).reshape(-1, 2, 3) if not num: return self.all_hex_index[out[:,:, 1].reshape(edges.shape[:-1] + (-1,))], out[:,:, 2].reshape(edges.shape[:-1] + (-1,)) else: return out[:,:, 1].reshape(edges.shape[:-1] + (-1,)), out[:,:, 2].reshape(edges.shape[:-1] + (-1,)) def HexIndex_to_num(self, index): index_ = index.reshape(-1,2) S = index.shape[0] out = np.argwhere((np.resize(self.all_hex_index,(S, 8, 1, 2)) == index_.reshape(S, 1, 2, 2)).all(axis=-1))[:,1].reshape(index.shape[:-1]) return out def for_hamiltonian(self): e = self.edges ec = self.edges_color hex_index, alpha_index = self.from_edges_to_hex(e, num = True) alpha1 = alpha_index.copy() alpha1[:,0] = (alpha1[:,0] + 1) % 6 alpha1[:,1] = (alpha1[:,1] + 1) % 6 alpha2 = alpha_index.copy() alpha2[:,0] = (alpha2[:,0] - 1) % 6 alpha2[:,1] = (alpha2[:,1] - 1) % 6 pe1 = self.edges_from_hex[hex_index, alpha1] pe2 = self.edges_from_hex[hex_index, alpha2] pe = np.concatenate((pe1[:,None,:,:],pe2[:,None,:,::-1]), axis=1) temp = pe[:,:,0,:] pe[:,:,0,:] = temp[:,:,::-1] pec = self.get_edge_color(pe) return e, ec, pe, pec def lattice_num_to_coor(self, num): num_ = num.reshape(-1, 1) coor = self.lattice_coor[num_] return coor.reshape(num.shape + (2,)) def coor_to_lattice_num(self, coor): coor_ = coor.reshape(-1, 2) temp = np.argwhere(np.abs(np.expand_dims(self.lattice_coor,axis=0) - np.expand_dims(coor_,axis=1)).sum(-1) < self.epsilon)[:,1] return temp.reshape(coor.shape[:-1]) def translation(self,coors, c ): ''' coor : lattice coordinates translate coordinate of edges by c[0] * self.b1 + c[1] * self.b2 ''' assert c.dtype == np.int, 'dtype of c must be int' c_ = c.reshape(-1,2) coors_ = coors.reshape(-1,2) translate_coors = np.expand_dims(coors_, axis=0) + (c[:,0][:, None] * self.b1 + c[:,1][:, None] * self.b2)[:, None, :] translate_coors = self.ProcessPeriodic(translate_coors) return translate_coors.reshape((c_.shape[0],)+coors.shape) def reverse(self, lattice_coor_array): ''' lattice_num : index of lattice to be mirrored. 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 ''' lattice_coor_array_ = lattice_coor_array.reshape(-1, 2) cori = np.argwhere(self.edges_color==-1)[0][0] #center of reverse index corc = self.lattice_coor[self.edges[cori]].sum(axis=0)/2 #center of reverse coordinate lattice_coor_array_prime = -(lattice_coor_array_ - corc) + corc lattice_coor_array_prime = self.ProcessPeriodic(lattice_coor_array_prime) return lattice_coor_array_prime.reshape(lattice_coor_array.shape) # @property def autom(self, reverse=False): coordinate = self.lattice_coor # return_array = self.coor_to_lattice_num(self.translation(coordinate, self.all_unit_cell)) return_array_coor = self.translation(coordinate, self.all_unit_cell) if reverse: return_array_coor_ = return_array_coor.copy() return_array_coor_ = self.reverse(return_array_coor_) return_array_coor = np.concatenate((return_array_coor, return_array_coor_),axis=0) return self.coor_to_lattice_num(return_array_coor) @staticmethod def decompose(v, a1, a2): b = np.array([np.dot(v,a1), np.dot(v, a2)]) A = np.concatenate((a1.reshape(-1,1), a2.reshape(-1,1)), axis=1) B = A.T @ A return (np.linalg.inv(B) @ b).T def to_lattice_vec(self, V): V_ = V.reshape(-1,2) l_vec = np.zeros((V_.shape[0],2),dtype=np.float32) for i, v in enumerate(V_): w = self.decompose(v, self.a1, self.a2) l_vec[i] = w return l_vec.reshape(V.shape) def dimer_corr(self,l, a): ''' l : 2 x 2 matrix l[0] = r_i is first index of hexagon, l[1] = r_j is second one a : 2 dimensional vector, specify which dimer which direct to a * np.pi(1/3) will be chosen. ''' # assert l.shape[0] == 2, 'l must have exactly two edges' # assert a.shape[0] == 2, 'a.shape[0] should be 2' assert (0<=l[:,0] ).all() and (l[:,0] <self.l[0]).all(), 'l[:,0] must be interger in interval[0,{}]'.format(self.l[0]) assert (0<=l[:,1] ).all() and (l[:,1] <self.l[1]).all(), 'l[:,1] must be interger in interval[0,{}]'.format(self.l[1]) assert (0 <= a).all() and (a <=5).all(), 'a musb be integer in interval[0,5]' hex_edges, color = self.edges_from_hex_(l = self.all_hex_index, color=True, num =True) return hex_edges[self.l[1] l[:, 0] + l[:, 1], a ], color[self.l[1] * l[:, 0] + l[:, 1], a ] @staticmethod def Rotation(theta): return np.array([[np.cos(theta), -np.sin(theta)],[np.sin(theta), np.cos(theta)]]).astype(np.float32) <file_sep>import numpy as np import argparse import os import sys import json import logging from conf import * # import config parameters from scripts import Dimer_Dynamics if __name__ == "__main__": print('job start') parser = argparse.ArgumentParser() parser.add_argument("--h", help = "h",type=float) parser.add_argument("--q", help = "q",type=float) args = parser.parse_args() h = round(float(1),2) if (not args.h) and (args.h != 0) else round(args.h,2) q = round(float(1),2) if (not args.q) and (args.q != 0) else round(args.q,2) # n_chains = 10 # n_samples = int(3e6) # n_jobs = -1 # length = [4,4] # alpha = 2 # t_list = np.linspace(0, 30, 101) V = h * q Dimer_Dynamics(h, V, length, alpha ,t_list, n_jobs = n_jobs, n_chains = n_chains, n_samples = n_samples) <file_sep>from functools import singledispatch import numpy as _np from . import numpy # Register numpy kernels here @singledispatch def _LocalKernel(machine): return numpy._LocalKernel( _np.asarray(machine.hilbert.local_states), machine.input_size ) def _DimerLocalKernel(machine, op, kernel): if kernel == 1: return numpy._DimerLocalKernel_1( _np.asarray(machine.hilbert.local_states, dtype=_np.int8), machine.input_size, op._basis, op._constant, op._diag_mels, op._n_conns, op._mels, op._x_prime, op._acting_on, op._acting_size ) elif kernel == 2: return numpy._DimerLocalKernel_2( _np.asarray(machine.hilbert.local_states, dtype=_np.int8), machine.input_size, op._basis, op._constant, op._diag_mels, op._n_conns, op._mels, op._x_prime, op._acting_on, op._acting_size ) @singledispatch def _ExchangeKernel(machine, d_max): return numpy._ExchangeKernel(machine.hilbert, d_max) @singledispatch def _CustomKernel(machine, move_operators, move_weights=None): return numpy._CustomKernel(move_operators, move_weights) @singledispatch def _HamiltonianKernel(machine, hamiltonian): return numpy._HamiltonianKernel(hamiltonian) <file_sep>from .abstract_optimizer import AbstractOptimizer from .ada_delta import AdaDelta from .ada_grad import AdaGrad from .ada_max import AdaMax from .ams_grad import AmsGrad from .momentum import Momentum from .rms_prop import RmsProp from .sgd import Sgd from .stochastic_reconfiguration import SR from ..utils import jax_available as _jax_available, torch_available as _torch_available if _jax_available: from . import jax if _torch_available: from .torch import Torch <file_sep>#! /bin/bash # source activate v_3 WORKDIR=/home/murota/Research/DimerMaster/sh cd $WORKDIR q=(0.8 0.9 1) h=(1) upperlim_h=${#h[@]} upperlim_q=${#q[@]} for ((j=0; j<=upperlim_q-1; j++)); do for ((i=0; i<=upperlim_h-1; i++)); do sbatch --job-name=R_h${h[$i]}_q${q[$j]} --output=logfile/RBM/L=8h${h[$i]}_q${q[$j]}.log main_RBM.sh ${h[$i]} ${q[$j]} done done<file_sep>from numpy import infty class EarlyStopping: """A simple callback to stop NetKet if there are no improvements in the training""" def __init__(self, min_delta=0, patience=0, baseline=None): """ Constructs a new EarlyStopping object that monitors whether a driver is improving over optimisation epochs based on `driver._loss_name`. Args: min_delta: Minimum change in the monitored quantity to qualify as an improvement. patience: Number of epochs with no improvement after which training will be stopped. baseline: Baseline value for the monitored quantity. Training will stop if the driver hits the baseline. """ self.__min_delta = min_delta self.__patience = patience self.__baseline = baseline self._best_val = infty self.__best_iter = 0 def __call__(self, step, log_data, driver): """ A boolean function that determines whether or not to stop training. Args: step: An integer corresponding to the step (iteration or epoch) in training. log_data: A dictionary containing log data for training. driver: A NetKet variational driver. Returns: A boolean. If True, training continues, else, it does not. """ loss = log_data[driver._loss_name].mean.real if loss <= self._best_val: self._best_val = loss self.__best_iter = step if self.__baseline is not None: if loss <= self.__baseline: return False if ( step - self.__best_iter >= self.__patience and loss > self._best_val - self.__min_delta ): return False else: return True <file_sep>from .earlystopping import EarlyStopping from .timeout import Timeout <file_sep>#!/bin/sh #SBATCH --get-user-env #SBATCH -p except11 #SBATCH --mem=4000 #SBATCH --nodes=1 #SBATCH --ntasks=1 #SBATCH --time 24:00:00 #SBATCH --mail-user=<EMAIL> #SBATCH --mail-type=ALL #SBATCH --cpus-per-task=13 WORKDIR=/home/murota/Research/DimerMaster cd $WORKDIR source activate netket_v3 python -u main_dynamics.py --h $1 --q $2 > sh/output/h$1_q$2L=8.out<file_sep>from .metropolis_local import DimerMetropolisLocal import multiprocessing as mp import numpy as np import mkl class DimerMetropolisLocal_multi(): def __init__(self, machine, op, n_chains=16, sweep_size=None, length = [4,2], kernel = 1, n_jobs = 1): mkl.set_num_threads(1) print('number of core :', n_jobs) self.sa_list = [] self.n_jobs = n_jobs for _ in range(n_jobs): self.sa_list.append(DimerMetropolisLocal(machine=machine, op=op, length = length, n_chains=n_chains, sweep_size = sweep_size, kernel = kernel)) self.sa_list[0].generate_samples(10) self.machine = machine self.sample_shape = self.sa_list[0].sample_shape @staticmethod def run(sa, N, samples ,qout): try: out = sa.generate_samples(N) qout.put(out) except KeyboardInterrupt: print('Received keyboardinterrupt\n') qout.put(None) def reset(self): for n in range(self.n_jobs): self.sa_list[n].reset() def generate_samples(self, n_samples, samples=None): queue = [] process = [] n_each = int(n_samples/self.n_jobs) for i in range(self.n_jobs): queue.append(mp.Queue()) p = mp.Process(target=self.run, args=(self.sa_list[i], n_each, samples ,queue[i])) p.start() process.append(p) out = [] for i in range(self.n_jobs): temp_out = queue[i].get() if temp_out is not None: self.sa_list[i]._state = temp_out[-1] out.append(temp_out) else: raise NameError('keyboardinterrupt') # print('# of accepted samples',self.sa_list[0]._accepted_samples) return np.concatenate(out, axis=0) def discard(self, n_discard): queue = [] process = [] for i in range(self.n_jobs): queue.append(mp.Queue()) p = mp.Process(target=self.run, args=(self.sa_list[i], n_discard, None ,queue[i])) p.start() process.append(p) for i in range(self.n_jobs): temp_out = queue[i].get() if temp_out is not None: self.sa_list[i]._state = temp_out[-1] else: raise NameError('keyboardinterrupt')<file_sep> import numpy as np from numba import njit, prange, jit, objmode import netket as nk import multiprocessing as mp import time get_conn2 = nk.operator.DimerLocalOperator2._get_conn_flattened_kernel log_val_kernel = nk.machine.rbm.RbmSpin._log_val_kernel #N = 200 give the best performance. import numba as nb results = {} class new_dynamics: def __init__(self,op,ma): self.local_states = np.sort(op._local_states) self.basis = op._basis[::-1].copy() self.constant = op._constant self.diag_mels = op._diag_mels self.n_conns = op._n_conns self.mels = np.real(op._mels) self.x_prime = op._x_prime[:,:,:,1:3].copy() self.acting_on = op._acting_on self.ma = ma self._w = ma._w self._a = ma._a self._b = ma._b self._r = ma._r acting_list = op._acting_on[:,1:3] w_ = self._w[acting_list] x = np.zeros((9,2)) n = 0 for i in range(3): for j in range(3): x[n,1] = 2(j-1) x[n,0] = 2(i-1) n += 1 r_primes = np.einsum('ij,kjl->kil', x, w_) self.c_r = np.cosh(r_primes) self.s_r = np.sinh(r_primes) def dynamics(self, X, num): return self._dynamics( X, num, self.local_states, self.basis, self.constant, self.diag_mels, self.n_conns, self.mels, self.x_prime, self.acting_on, self._w, self.c_r, self.s_r ) @staticmethod @njit def _dynamics( X, num, _local_states, _basis, _constant, _diag_mels, _n_conns, _mels, _x_prime, _acting_on, _w, c_r, s_r, ): # basis is float64[:] batch_size = X.shape[0] L = X.shape[1] p_array = np.zeros((num, batch_size, L),dtype= np.int8) X_float = X X = X.astype(np.int8) T = np.zeros(batch_size) t_array = np.zeros((num, batch_size)) sections = np.zeros(batch_size + 1, dtype = np.int64) a_0 = np.zeros(batch_size) for _ in range(num): r = (X).astype(np.float64).dot(_w) tan = np.tanh(r) x_prime, sites, mels = get_transition( X, c_r, s_r, tan, sections[1:], _basis, _constant, _diag_mels, _n_conns, _mels, _x_prime, _acting_on) # with objmode(start='float64'): # start = time.time() # # log_val_prime = np.real(log_val_kernel(x_prime.astype(np.float64), None, _w, _a, _b, _r)) # R = np.empty(x_prime.shape[0], dtype=np.float64) # for n in range(batch_size): # R[sections[n]:sections[n+1]] = rate_psi(X_float[n], x_prime[sections[n]:sections[n+1]].astype(np.float64), sites[sections[n]:sections[n+1]], _w) # with objmode(): # end = time.time() # print(end-start,'cal log') # for n in range(batch_size): # log_val_prime[sections[n] : sections[n+1]] -= log_val_prime[sections[n]] # mels = np.real(mels) * np.exp(log_val_prime) # mels = np.real(mels) * R N_conn = sections[1:] - sections[:-1] for n in range(batch_size): a_0[n] = (-1)* mels[sections[n]: sections[n+1]].sum() # print(a_0[0], N_conn[0], mels[sections[0] + 1: sections[1]]) # print((a_0 - mels[sections[:-1]]).mean(), mels[sections[:-1]].mean()) r_1 = np.random.rand(batch_size) r_2 = np.random.rand(batch_size) tau = np.log(1/r_1)/a_0 t_array[_, :] = T T += tau p_array[_,:,:] = X for n in range(batch_size): s = 0 for i in range(N_conn[n]): s -= mels[sections[n] + i] if s >= r_2[n] * a_0[n]: X[n][sites[sections[n] + i]] = x_prime[sections[n] + i] break return p_array, t_array def run(self, X, num, qout): out = self.dynamics(X, num) qout.put(out) def multiprocess(self, X, num, n = 1): queue = [] process = [] N = X.shape[0] index = np.round(np.linspace(0, N, n + 1)).astype(np.int) for i in range(n): queue.append(mp.Queue()) p = mp.Process(target=self.run, args=(X[index[i]:index[i+1]], num ,queue[i])) p.start() process.append(p) out1 = [] out2 = [] for q in queue: out = q.get() out1.append(out[0]) out2.append(out[1]) return np.concatenate(out1, axis=1), np.concatenate(out2, axis=1) @njit def rate_psi(X, X_prime_local, sites, W): n_conn = X_prime_local.shape[0] r = X.dot(W) tan = np.tanh(r) # r_prime = np.empty((n_conn, W.shape[1]), dtype=np.float64) out = np.empty(n_conn, dtype=np.float64) for n in range(n_conn): W_prime = W[sites[n]] r_prime = X_prime_local[n].dot(W_prime) for j in range(W.shape[1]): out[n] = np.prod(np.cosh(r_prime) + tannp.sinh(r_prime)) return out @jit(nopython=True) def get_transition( x, c_r, s_r, tan, sections, basis, constant, diag_mels, n_conns, all_mels, all_x_prime, acting_on ): batch_size = x.shape[0] n_sites = x.shape[1] assert sections.shape[0] == batch_size n_operators = n_conns.shape[0] xs_n = np.empty((batch_size, n_operators), dtype=np.intp) xs_n_prime = np.empty(batch_size, dtype=np.intp) max_conn = 0 # acting_size = np.int8(acting_size) # acting_size = 4 tot_conn = 0 sections[:] = 1 for i in range(n_operators): n_conns_i = n_conns[i] x_i = (x[:, acting_on[i]] + 1) / 2 s = np.zeros(batch_size) for j in range(4): s += x_i[:, j] basis[j] xs_n[:, i] = s sections += n_conns_i[xs_n[:, i]] sections -= 1 tot_conn=sections.sum() s = 0 # sec = sections.copy() for b in range(batch_size): s += sections[b] sections[b] = s x_prime = np.empty((tot_conn, 2), dtype=np.int8) # x.shpae[0] is number of connected elements of hamiltonian from batch of states. t_mels = np.empty(tot_conn, dtype=np.float64) sites_ = np.empty((tot_conn, 2), dtype=np.int8) acting_on = acting_on[:,1:3].copy() basis_r = np.array([3,1]) c = 0 for b in range(batch_size): x_batch = x[b] xs_n_b = xs_n[b] # r_b = r[b] # psi_b = np.prod(np.cosh(r_b)) tan_b = tan[b] # psi_b = 1 # print('psi_b',psi_b) for i in range(n_operators): # r_prime_i = r_primes[i] s_r_i = s_r[i] c_r_i = c_r[i] # Diagonal part n_conn_i = n_conns[i, xs_n_b[i]] if n_conn_i > 0: sites = acting_on[i] for cc in range(n_conn_i): x_prime_cc = x_prime[c + cc] x_prime_cc[:] = all_x_prime[i, xs_n_b[i], cc] sites_[c + cc] = sites num = ((np.sum((x_prime_cc - x_batch[sites]) * basis_r) + 8)/2) # print(x_prime_cc - x_batch[sites]) # print(num) sin_prime = s_r_i[np.int(num)] cos_prime = c_r_i[np.int(num)] # print((r_prime+r_b)[10]) # temp = np.exp(r_prime+r_b) # t_mels[c + cc] = all_mels[i, xs_n_b[i], cc] * np.prod((temp + 1/temp)/2)/psi_b# transition matrix # log_val[c + cc] = np.prod(np.cosh(r_prime+r_b))/psi_b # log_val[c + cc] = np.prod(tan_bsin_prime + cos_prime) t_mels[c + cc] = all_mels[i, xs_n_b[i], cc] np.prod(tan_bsin_prime + cos_prime) c += n_conn_i return x_prime, sites_, t_mels<file_sep>import numpy as np from numba import njit, prange import netket as nk import multiprocessing as mp sigmaz = np.array([[1, 0], [0, -1]]) sigmax = np.array([[0,1],[1,0]]) sigmay = np.array([[0,1],[-1,0]]) mszsz = np.kron(sigmaz, sigmaz) mszsx = np.kron(sigmax, sigmax) mszsy = np.kron(sigmay, sigmay) def return_dimer_operator(hilbert , edges, colors): edges_ = edges.reshape(-1,2) colors_ = colors.reshape(-1,1) # op = nk.operator.DimerLocalOperator(hilbert) return_list = [] for edge, color in zip(edges_, colors_): l_op = (- color mszsz + np.identity(4)) / 2 return_list.append(nk.operator.LocalOperator(hilbert, l_op, edge.tolist())) return return_list from numba import jitclass, int64, float64, complex128, njit, prange spec = [ ("local_states", float64[:]), ("basis", int64[:]), ("constant", int64), ("diag_mels", complex128[:,:]), ("n_conns", int64[:,:]), ("mels", complex128[:,:,:]), ("x_prime", float64[:,:,:,:]), ("acting_on", int64[:,:]), ("acting_size", int64[:]), ] get_conn = nk.operator.LocalOperator._get_conn_flattened_kernel @jitclass(spec) class _dynamics: def __init__(self, local_states, basis, constant, diag_mels, n_conns, mels, x_prime, acting_on, acting_size,): self.local_states = np.sort(local_states) self.basis = basis self.constant = constant self.diag_mels = diag_mels self.n_conns = n_conns self.mels = mels self.x_prime = x_prime self.acting_on = acting_on self.acting_size = acting_size def _get_conn(self, x): return get_conn( x.reshape((1, -1)), np.ones(1), self.local_states, self.basis, self.constant, self.diag_mels, self.n_conns, self.mels, self.x_prime, self.acting_on, self.acting_size, ) def dynamics(self,X,time_list, E0): # basis is float64[:] t_d = time_list[1]-time_list[0] t_end = np.shape(time_list)[0] out = np.zeros((X.shape[0], t_end, X.shape[1]),dtype= np.float64) t_s = time_list[0] for j in prange(X.shape[0]): p = out[j] x = X[j] time = 0 t_index_b = -1 while True: x_prime, mels= self._get_conn(x) mels = np.real(mels) n_conn = mels.shape[0] a_0 = mels[0] - E0 r_1 = np.random.uniform(0,1) r_2 = np.random.uniform(0,1) tau = np.log(1/r_1)/a_0 time += tau if time > t_s: t_index = int((time-t_s) // t_d) if t_index >= t_end - 1: p[np.arange(t_index_b + 1, t_end)] = x # for i in range(t_index_b + 1, t_end): # p[i,:] = x # return p break # for i in range(t_index_b + 1, t_index+1):　 # p[i,:] = x p[np.arange(t_index_b + 1, t_index+1)] = x t_index_b = t_index s = 0 for i in range(n_conn-1): s -= mels[i + 1] if s >= r_2 * a_0: x = x_prime[i] break return out def run(self, basis, t_list, E0, qout): out = self.dynamics(basis, t_list, E0) print('get output') qout.put(out) def multiprocess(self, basis, t_list, E0, n = 1): queue = [] process = [] for i in range(n): queue.append(mp.Queue()) p = mp.Process(target=self.run, args=(basis, t_list, E0 ,queue[i])) p.start() process.append(p) out = [] for q in queue: out.append(q.get()) return out def dimer_hamiltonian(V, h,length = [4, 2]): sigmaz = np.array([[1, 0], [0, -1]]) sigmax = np.array([[0,1],[1,0]]) sigmay = np.array([[0,1],[-1,0]]) mszsz = np.kron(sigmaz, sigmaz) mszsx = np.kron(sigmax, sigmax) mszsy = np.kron(sigmay, sigmay) potential_anti = (np.identity(4) + mszsz)/2 potential_ferro = (np.identity(4) - mszsz)/2 # hexagon = nk.machine.graph_hex(length = length) hexagon = new_hex(np.array(length)) g = nk.graph.Graph(nodes = [i for i in range(length[0] * length[1] * 2)]) e, ec, ce, cec = hexagon.for_hamiltonian() hi = nk.hilbert.Spin(s=0.5, graph=g) op = nk.operator.DimerLocalOperator(hi) for edge, edge_color, pe, pec in zip(e, ec, ce, cec): l_op = -hmszsx l_op = np.kron(np.identity(2), l_op) l_op = np.kron(l_op, np.identity(2)) mat = [] edge_ = [] for p, c in zip(pe, pec): mat.append(np.kron( potential_ferro if c[0] == 1 else potential_anti, potential_ferro if c[1] == 1 else potential_anti, )) edge_.append(p[0].tolist() + p[1].tolist()) op += nk.operator.DimerLocalOperator(hi, l_op @ mat[0] + V mat[0], edge_[0]) op += nk.operator.DimerLocalOperator(hi, l_op @ mat[1] + V * mat[1], edge_[1]) return op def dimer_flip2(h = 1,length = [4, 2]): sigmaz = np.array([[1, 0], [0, -1]]) sigmax = np.array([[0,1],[1,0]]) sigmay = np.array([[0,1],[-1,0]]) mszsz = np.kron(sigmaz, sigmaz) mszsx = np.kron(sigmax, sigmax) mszsy = np.kron(sigmay, sigmay) potential_anti = (np.identity(4) + mszsz)/2 potential_ferro = (np.identity(4) - mszsz)/2 # hexagon = nk.machine.graph_hex(length = length) hexagon = nk.machine.new_hex(np.array(length)) g = nk.graph.Graph(nodes = [i for i in range(length[0] * length[1] * 2)]) e, ec, ce, cec = hexagon.for_hamiltonian() hi = nk.hilbert.Spin(s=0.5, graph=g) op = nk.operator.DimerLocalOperator2(hi) for edge, edge_color, pe, pec in zip(e, ec, ce, cec): l_op = -hmszsx l_op = np.kron(np.identity(2), l_op) l_op = np.kron(l_op, np.identity(2)) mat = [] edge_ = [] for p, c in zip(pe, pec): mat.append(np.kron( potential_ferro if c[0] == 1 else potential_anti, potential_ferro if c[1] == 1 else potential_anti, )) edge_.append(p[0].tolist() + p[1].tolist()) op += nk.operator.DimerLocalOperator2(hi, l_op @ mat[0], edge_[0]) op += nk.operator.DimerLocalOperator2(hi, l_op @ mat[1], edge_[1]) return op def dimer_flip1(h = 1,length = [4, 2]): sigmaz = np.array([[1, 0], [0, -1]]) sigmax = np.array([[0,1],[1,0]]) sigmay = np.array([[0,1],[-1,0]]) mszsz = np.kron(sigmaz, sigmaz) mszsx = np.kron(sigmax, sigmax) mszsy = np.kron(sigmay, sigmay) potential_anti = (np.identity(4) + mszsz)/2 potential_ferro = (np.identity(4) - mszsz)/2 # hexagon = nk.machine.graph_hex(length = length) hexagon = nk.machine.new_hex(np.array(length)) g = nk.graph.Graph(nodes = [i for i in range(length[0] length[1] * 2)]) e, ec, ce, cec = hexagon.for_hamiltonian() hi = nk.hilbert.Spin(s=0.5, graph=g) op = nk.operator.DimerLocalOperator(hi) for edge, edge_color, pe, pec in zip(e, ec, ce, cec): l_op = -hmszsx l_op = np.kron(np.identity(2), l_op) l_op = np.kron(l_op, np.identity(2)) mat = [] edge_ = [] for p, c in zip(pe, pec): mat.append(np.kron( potential_ferro if c[0] == 1 else potential_anti, potential_ferro if c[1] == 1 else potential_anti, )) edge_.append(p[0].tolist() + p[1].tolist()) op += nk.operator.DimerLocalOperator(hi, l_op @ mat[0], edge_[0]) op += nk.operator.DimerLocalOperator(hi, l_op @ mat[1], edge_[1]) return op from numba import jitclass, int64, float64, complex128, njit, prange get_conn = nk.operator.LocalOperator._get_conn_flattened_kernel log_val_kernel = nk.machine.rbm.RbmSpin._log_val_kernel class dynamics2: def __init__(self,op,ma): self.local_states = np.sort(op._local_states) self.basis = op._basis self.constant = op._constant self.diag_mels = op._diag_mels self.n_conns = op._n_conns self.mels = op._mels self.x_prime = op._x_prime self.acting_on = op._acting_on self.acting_size = op._acting_size self.ma = ma self._w = ma._w self._a = ma._a self._b = ma._b self._r = ma._r def dynamics(self, X, time_list, E0): return self._dynamics( X, time_list, E0, self.local_states, self.basis, self.constant, self.diag_mels, self.n_conns, self.mels, self.x_prime, self.acting_on, self.acting_size, self._w, self._a, self._b, self._r, ) @staticmethod @njit def _dynamics( X, time_list, E0, _local_states, _basis, _constant, _diag_mels, _n_conns, _mels, _x_prime, _acting_on, _acting_size, _w, _a, _b, _r, ): # basis is float64[:] t_d = time_list[1]-time_list[0] t_end = np.shape(time_list)[0] p_array = np.zeros((X.shape[0],t_end,X.shape[1]),dtype= np.int8) for j in range(X.shape[0]): # print('done ', j/X.shape[0]) p = p_array[j] # x = X[j] time = 0 t_index_b = -1 num_ = 0 while True: x_prime, mels = get_conn( X[j].reshape((1, -1)), np.ones(1), _local_states, _basis, _constant, _diag_mels, _n_conns, _mels, _x_prime, _acting_on, _acting_size) # state = x_prime.copy() # state = state.astype(np.float64) log_val_prime = np.real(log_val_kernel(x_prime.astype(np.float64), None, _w, _a, _b, _r)) mels = np.real(mels) np.exp(log_val_prime - log_val_prime[0]) n_conn = mels.shape[0] a_0 = (-1)* mels[1:].sum() r_1 = np.random.uniform(0,1) r_2 = np.random.uniform(0,1) tau = np.log(1/r_1)/a_0 time += tau t_index = int(time // t_d) if t_index >= t_end - 1: p[np.arange(t_index_b + 1, t_end)] = X[j] break p[np.arange(t_index_b + 1, t_index+1)] = X[j] t_index_b = t_index s = 0 for i in range(n_conn-1): s -= mels[i + 1] if s >= r_2 * a_0: X[j] = x_prime[i + 1] break # print(x_prime[i]) # print(x) num_ += 1 print(num_) return p_array def run(self, basis, t_list, E_0, qout): out = self.dynamics(basis, t_list, E_0) qout.put(out) def multiprocess(self, basis, t_list, E0 , n = 1): queue = [] process = [] N = basis.shape[0] index = np.round(np.linspace(0, N, n + 1)).astype(np.int) for i in range(n): queue.append(mp.Queue()) p = mp.Process(target=self.run, args=(basis[index[i]:index[i+1]], t_list, E0 ,queue[i])) p.start() process.append(p) out = [] for q in queue: out.append(q.get()) return np.vstack(out) def run(self, basis, t_list, E_0, qout): out = self.dynamics(basis, t_list, E_0) qout.put(out) def multiprocess(self, basis, t_list, E0 , n = 1): queue = [] process = [] N = basis.shape[0] index = np.round(np.linspace(0, N, n + 1)).astype(np.int) for i in range(n): queue.append(mp.Queue()) p = mp.Process(target=self.run, args=(basis[index[i]:index[i+1]], t_list, E0 ,queue[i])) p.start() process.append(p) out = [] for q in queue: out.append(q.get()) return np.vstack(out) from numba import njit @njit def vec_n_to_state(number, local_states, out): for n in range(number.shape[0]): out[n] = nk.operator._local_operator._number_to_state(number[n] , local_states, out[n]) class new_hex: def __init__(self, l = np.array([4, 2])): self.a1 = self.a(np.float32(0)) self.a2 = self.a(np.pi(5/3)) ''' definite lattice vector. If one change gage, this vectors will change correspondingly. ''' self.b1 = self.a1 2 self.b2 = self.a2 # definite list of index of unit cells. self.all_unit_cell = np.zeros((int(np.prod(l)/2), 2), dtype=np.int) for i in range(int(l[0]/2)): for j in range(l[1]): self.all_unit_cell[j * int(l[0]/2) + i] = np.array([i,j]) self.R1 = self.a1 * l[0] self.R2 = self.a2 * l[1] self.epsilon = 1e-5 self.l = l self.x_array = np.zeros((l[0],l[1],2)).astype(np.float32) for i in range(l[0]): for j in range(l[1]): self.x_array[i, j] = self.a1 * i + self.a2 * j self.x = np.zeros((np.prod(l),2), dtype=np.float32) for i in range(l[0]): for j in range(l[1]): self.x[j * l[0] + i] = self.x_array[i, j] self.lattice_coor_array = np.zeros([l[0], l[1], 6, 2],dtype=np.float32) for j in range(l[1]): for i in range(l[0]): for a in range(6): self.lattice_coor_array[i, j, a] = self.x_array[i, j] + self.alpha(a) self.lattice_coor_array = self.ProcessPeriodic(self.lattice_coor_array) self.lattice_coor = np.zeros((np.prod(l) * 2, 2), dtype=np.float32) for j in range(l[1]): for n,a in enumerate([0,5]): for i in range(l[0]): self.lattice_coor[j * 2 * l[0] + l[0] * n + i] = self.lattice_coor_array[i, j, a] self.all_hex_index = [] for i in range(l[0]): for j in range(l[1]): self.all_hex_index.append([i,j]) self.all_hex_index = np.array(self.all_hex_index) self.edges_from_hex , self.edges_color_from_hex = self.edges_from_hex_(l = self.all_hex_index, color=True, num =True) self.edges = np.sort(self.edges_from_hex[:,np.array([0,5,4]),:].reshape(-1,2),axis=1) self.edges_color = self.edges_color_from_hex[:,np.array([0,5,4])].reshape(-1) def a(self, theta): return self.Rotation(theta) @ np.array([1,0]) def alpha(self, i): r = np.array([0, (1/(np.sqrt(3)))],dtype=np.float32) return self.Rotation(np.pi(1/3) i) @ r def LatticeToHexIndex(self, X): lattice_coor_array = self.ProcessPeriodic(self.lattice_coor_array) X_ = self.ProcessPeriodic(X).reshape(-1, 2) HexIndex = np.zeros((X_.shape[0],3,2), dtype=np.int) for n, x in enumerate(X_): m = 0 for j in range(self.l[1]): for i in range(self.l[0]): lp = lattice_coor_array[i, j] if (np.abs(lp-x).sum(axis=1) < self.epsilon).any(): HexIndex[n,m] = np.array([i, j]) m += 1 return HexIndex.reshape(X.shape[:-1] + (3,) + (2,)) def ProcessPeriodic(self, X): X_ = X.reshape(-1, 2).copy() W = self.to_lattice_vec(X_) % self.l A = np.concatenate((self.a1.reshape(-1,1), self.a2.reshape(-1,1)), axis=1) # for n in range(X_.shape[0]): # w = self.decompose(X_[n].copy(), self.R1, self.R2) # X_[n] = ((w[0] % 1)self.R1 + (w[1] % 1)self.R2) return (A @ W.T).T.reshape(X.shape) def edges_from_hex_(self, l, color=False, num = True): ''' l : coordinate number of hex ''' l = l.reshape(-1,2) edge = np.zeros((l.shape[0],6,2,2),dtype=np.float32) if color: color_ = np.ones((l.shape[0],6),dtype=np.int) for i in range(6): edge[:, i, 0] = self.lattice_coor_array[l[:,0], l[:,1], i, :] edge[:, i, 1] = self.lattice_coor_array[l[:,0], l[:,1], (i + 1) % 6, :] if color: # this might change according to gage one will take. if i == 4: color_[l[:,0] % 2 == 0, i] = -1 if i == 1: color_[l[:,0] % 2 == 1, i] = -1 if num: edge = self.lpos_to_num(edge) if color: return edge, color_ else: return edge # return self.lattice_coor_array[l[:,0], l[:,1]] def lpos_to_num(self, V): # convert lattice corrdinate to index of lattice(integer) V_ = V.reshape(-1, 2) V_num = np.zeros(V_.shape[0], dtype=np.int) for n, v in enumerate(V_): V_num[n] = np.where(np.abs(self.lattice_coor - v).sum(axis=1) < self.epsilon)[0][0] return V_num.reshape(V.shape[:-1]) def get_edge_color(self, edges): edges_ = np.sort(edges.reshape(-1,2), axis=1) edges_color = np.zeros(edges_.shape[0]) for i, edge in enumerate(edges_): index = np.where((self.edges == edge).all(axis=1))[0][0] edges_color[i] = self.edges_color[index] return edges_color.reshape(edges.shape[:-1]) def is_dimer_basis(self, basis): assert basis.shape[-1] == self.l.prod()2 , 'dimension not confirmed' basis = basis.reshape(-1, basis.shape[-1]) index = ((basis[:, self.edges_from_hex].prod(axis=3)self.edges_color_from_hex).sum(axis=2) == 4).all(axis=1) return index def from_edges_to_hex(self, edges, num = False): ''' return hexagon lattice index and alpha that represents dimer direction. ''' edges_ = edges.reshape(-1,2) # = edges[None, :] out1 = ((np.resize(self.edges_from_hex, (edges_.shape[0],) + self.edges_from_hex.shape)) == edges_.reshape(-1,1,1,2)).all(axis=-1) out2 = ((np.resize(self.edges_from_hex, (edges_.shape[0],) + self.edges_from_hex.shape)) == edges_[:,::-1].reshape(-1,1,1,2)).all(axis=-1) out = out1 \| out2 out = np.argwhere(out).reshape(-1, 2, 3) if not num: return self.all_hex_index[out[:,:, 1].reshape(edges.shape[:-1] + (-1,))], out[:,:, 2].reshape(edges.shape[:-1] + (-1,)) else: return out[:,:, 1].reshape(edges.shape[:-1] + (-1,)), out[:,:, 2].reshape(edges.shape[:-1] + (-1,)) def HexIndex_to_num(self, index): index_ = index.reshape(-1,2) S = index.shape[0] out = np.argwhere((np.resize(self.all_hex_index,(S, 8, 1, 2)) == index_.reshape(S, 1, 2, 2)).all(axis=-1))[:,1].reshape(index.shape[:-1]) return out def for_hamiltonian(self): e = self.edges ec = self.edges_color hex_index, alpha_index = self.from_edges_to_hex(e, num = True) alpha1 = alpha_index.copy() alpha1[:,0] = (alpha1[:,0] + 1) % 6 alpha1[:,1] = (alpha1[:,1] + 1) % 6 alpha2 = alpha_index.copy() alpha2[:,0] = (alpha2[:,0] - 1) % 6 alpha2[:,1] = (alpha2[:,1] - 1) % 6 pe1 = self.edges_from_hex[hex_index, alpha1] pe2 = self.edges_from_hex[hex_index, alpha2] pe = np.concatenate((pe1[:,None,:,:],pe2[:,None,:,::-1]), axis=1) temp = pe[:,:,0,:] pe[:,:,0,:] = temp[:,:,::-1] pec = self.get_edge_color(pe) return e, ec, pe, pec def lattice_num_to_coor(self, num): num_ = num.reshape(-1, 1) coor = self.lattice_coor[num_] return coor.reshape(num.shape + (2,)) def coor_to_lattice_num(self, coor): coor_ = coor.reshape(-1, 2) temp = np.argwhere(np.abs(np.expand_dims(self.lattice_coor,axis=0) - np.expand_dims(coor_,axis=1)).sum(-1) < self.epsilon)[:,1] return temp.reshape(coor.shape[:-1]) def translation(self,coors, c ): ''' coor : lattice coordinates translate coordinate of edges by c[0] * self.b1 + c[1] * self.b2 ''' assert c.dtype == np.int, 'dtype of c must be int' c_ = c.reshape(-1,2) coors_ = coors.reshape(-1,2) translate_coors = np.expand_dims(coors_, axis=0) + (c[:,0][:, None] * self.b1 + c[:,1][:, None] * self.b2)[:, None, :] translate_coors = self.ProcessPeriodic(translate_coors) return translate_coors.reshape((c_.shape[0],)+coors.shape) def mirror(self, lattice_num_array, axis = np.array([1,0])): ''' lattice_num : index of lattice to be mirrored. 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 ''' lattice_num_array_ = lattice_num_array.reshape(-1, np.prod(self.l) * 2) lattice_ = lattice_num_array_.reshape(-1, self.l[1] * 2, self.l[0]) lattice_ = np.roll(lattice_, (1, 1), axis=(1,2)) print(lattice_) if axis[0] % 2 == 1: lattice_ = lattice_[:,:,::-1] if axis[1] % 2 == 1: lattice_ = lattice_[:,::-1, :] lattice_ = np.roll(lattice_, (-1, -1), axis=(1,1)) lattice_num_array_ = lattice_.reshape(lattice_num_array_.shape) return lattice_num_array_ @staticmethod def decompose(v, a1, a2): b = np.array([np.dot(v,a1), np.dot(v, a2)]) A = np.concatenate((a1.reshape(-1,1), a2.reshape(-1,1)), axis=1) B = A.T @ A return (np.linalg.inv(B) @ b).T def to_lattice_vec(self, V): V_ = V.reshape(-1,2) l_vec = np.zeros((V_.shape[0],2),dtype=np.float32) for i, v in enumerate(V_): w = self.decompose(v, self.a1, self.a2) l_vec[i] = w return l_vec.reshape(V.shape) def dimer_corr(self,l, a): ''' l : 2 x 2 matrix l[0] = r_i is first index of hexagon, l[1] = r_j is second one a : 2 dimensional vector, specify which dimer which direct to a * np.pi(1/3) will be chosen. ''' # assert l.shape[0] == 2, 'l must have exactly two edges' # assert a.shape[0] == 2, 'a.shape[0] should be 2' assert (0<=l[:,0] ).all() and (l[:,0] <self.l[0]).all(), 'l[:,0] must be interger in interval[0,{}]'.format(self.l[0]) assert (0<=l[:,1] ).all() and (l[:,1] <self.l[1]).all(), 'l[:,1] must be interger in interval[0,{}]'.format(self.l[1]) assert (0 <= a).all() and (a <=5).all(), 'a musb be integer in interval[0,5]' hex_edges, color = self.edges_from_hex_(l = self.all_hex_index, color=True, num =True) return hex_edges[self.l[1] l[:, 0] + l[:, 1], a ], color[self.l[1] * l[:, 0] + l[:, 1], a ] @staticmethod def Rotation(theta): return np.array([[np.cos(theta), -np.sin(theta)],[np.sin(theta), np.cos(theta)]]).astype(np.float32) get_conn2 = nk.operator.DimerLocalOperator2._get_conn_flattened_kernel log_val_kernel = nk.machine.rbm.RbmSpin._log_val_kernel #N = 200 give the best performance. import numba as nb class dynamics3: def __init__(self,op,ma): self.local_states = np.sort(op._local_states) self.basis = op._basis[::-1].copy() self.constant = op._constant self.diag_mels = op._diag_mels self.n_conns = op._n_conns self.mels = op._mels self.x_prime = op._x_prime self.acting_on = op._acting_on self.acting_size = np.int64(op._acting_size[0]) self.ma = ma self._w = ma._w self._a = ma._a self._b = ma._b self._r = ma._r def dynamics(self, X, time_list, E0): return self._dynamics( X, time_list, E0, self.local_states, self.basis, self.constant, self.diag_mels, self.n_conns, self.mels, self.x_prime, self.acting_on, self.acting_size, self._w, self._a, self._b, self._r, ) @staticmethod @njit def _dynamics( X, time_list, E0, _local_states, _basis, _constant, _diag_mels, _n_conns, _mels, _x_prime, _acting_on, _acting_size, _w, _a, _b, _r, ): # basis is float64[:] batch_size = X.shape[0] t_d = time_list[1]-time_list[0] t_end = np.shape(time_list)[0] p_array = np.zeros((batch_size,t_end,X.shape[1]),dtype= np.int8) + 3 P = p_array t_s = time_list[0] X = X.astype(np.int8) assert t_s == 0 # for j in range(X.shape[0]): # print('done ', j/X.shape[0]) # p = p_array[j] # x = X[j] time = np.zeros(batch_size) t_index_b = np.zeros(batch_size, dtype = np.int64) sections = np.zeros(batch_size + 1, dtype = np.int64) a_0 = np.zeros(batch_size) # continue_index = np.ones(batch_size, dtype=nb.boolean) continue_index = np.arange(batch_size) ci = continue_index.copy() m = 0 while True: x_prime, mels = get_conn2( X, sections[1:], _basis, _constant, _diag_mels, _n_conns, _mels, _x_prime, _acting_on, _acting_size) # state = x_prime.copy() # state = state.astype(np.float64) log_val_prime = np.real(log_val_kernel(x_prime.astype(np.float64), None, _w, _a, _b, _r)) for n in range(batch_size): log_val_prime[sections[n] : sections[n+1]] -= log_val_prime[sections[n]] mels = np.real(mels) * np.exp(log_val_prime) N_conn = sections[1:] - sections[:-1] - 1 for n in range(batch_size): a_0[n] = (-1)* mels[sections[n] + 1: sections[n+1]].sum() # print(a_0[0], N_conn[0], mels[sections[0] + 1: sections[1]]) # print((a_0 - mels[sections[:-1]]).mean(), mels[sections[:-1]].mean()) r_1 = np.random.rand(batch_size) r_2 = np.random.rand(batch_size) tau = np.log(1/r_1)/a_0 time += tau t_index = ((time // t_d) + 1).astype(np.int64) over_index = (t_index >= t_end) t_index[over_index] = t_end m += 1 for n in range(batch_size): P[n, t_index_b[n] : t_index[n]] = X[n] if over_index.all(): p_array[continue_index] = P break t_index_b = t_index for n in range(batch_size): s = 0 for i in range(N_conn[n]): s -= mels[sections[n] + 1 + i] if s >= r_2[n] * a_0[n]: X[n] = x_prime[sections[n] + 1 + i] break if over_index.any(): p_array[continue_index] = P tci = np.logical_not(over_index).astype(nb.boolean) continue_index = continue_index[tci] P = p_array[continue_index] batch_size = np.sum(tci) P = p_array[continue_index] X = X[tci] time = time[tci] t_index_b = t_index_b[tci] sections = np.zeros(batch_size + 1, dtype = np.int64) a_0 = np.zeros(batch_size) return p_array def run(self, basis, t_list, E_0, qout): out = self.dynamics(basis, t_list, E_0) qout.put(out) def multiprocess(self, basis, t_list, E0 , n = 1): queue = [] process = [] N = basis.shape[0] index = np.round(np.linspace(0, N, n + 1)).astype(np.int) for i in range(n): queue.append(mp.Queue()) p = mp.Process(target=self.run, args=(basis[index[i]:index[i+1]], t_list, E0 ,queue[i])) p.start() process.append(p) out = [] for q in queue: out.append(q.get()) return np.vstack(out)	5d2a26eff33e495c7232f42931c9bbb7248b7450	[ "Python", "Shell" ]	27	Python	keisukemurota/Dimer_RBM	e18cca7a16f91ef539c629c49802f388fcf74a92	9f6b134e72b5d03c31e400aacb48463672d2b0d7
refs/heads/master	<file_sep>#!/bin/python3 # https://www.hackerrank.com/challenges/maximum-element/problem import math import os import random import re import sys # # Complete the 'getMax' function below. # # The function is expected to return an INTEGER_ARRAY. # The function accepts STRING_ARRAY operations as parameter. # def getMax(operations): # Write your code here stack = [] print_items = [] max_n = 0 last_maxes = [] for op in operations: args = op.split(' ') if args[0] == '1': stack.append(int(args[1])) if int(args[1]) >= max_n: last_maxes.append(max_n) max_n = int(args[1]) elif args[0] == '2': popped = stack.pop() if max_n == popped: max_n = last_maxes.pop() else: print_items.append(max_n) return print_items if __name__ == '__main__': fptr = open('output.txt', 'w') n = int(input().strip()) ops = [] for _ in range(n): ops_item = input() ops.append(ops_item) res = getMax(ops) fptr.write('\n'.join(map(str, res))) fptr.write('\n') fptr.close() <file_sep>// https://www.hackerrank.com/challenges/mini-max-sum/problem process.stdin.resume(); process.stdin.setEncoding('ascii'); var input_stdin = ""; var input_stdin_array = ""; var input_currentline = 0; process.stdin.on('data', function (data) { input_stdin += data; }); process.stdin.on('end', function () { input_stdin_array = input_stdin.split("\n"); main(); }); function readLine() { return input_stdin_array[input_currentline++]; } /////////////// ignore above this line //////////////////// const main = () => { const ordered = readLine().split(' ').map(Number).sort(); const min = ordered.slice(0, 4).reduce((a, b) => a + b); const max = ordered.slice(1, 5).reduce((a, b) => a + b); console.log(`${min} ${max}`); } <file_sep>//Watson gives two integers (A and B) to Sherlock and asks if he can count the number of square integers between A and B (both inclusive). //Note: A square integer is an integer which is the square of any integer. For example, 1, 4, 9, and 16 are some of the square integers as //they are squares of 1, 2, 3, and 4, respectively. //Input Format //The first line contains T, the number of test cases. T test cases follow, each in a new line. //Each test case contains two space-separated integers denoting A and B. //Output Format //For each test case, print the required answer in a new line. //Constraints //1 <= T <= 100 //1 <= A <= B <= 10^9 //Sample Input //2 //3 9 //17 24 //Sample output //2 //0 //Explanation //Test Case #00: In range [3,9], 4 and 9 are the two square numbers. //Test Case #01: In range [17,24], there are no square numbers. function processData(input) { var inputLines = input.split('\n'); for (var i = 0; i < Number(inputLines[0]) ; i++) { var countOfSquares = 0; var firstSquareRoot = 0; var endpoints = inputLines[i + 1].split(' '); var start = Number(endpoints[0]); var end = Number(endpoints[1]); for (var j = start; j <= end; j++) { if (Math.sqrt(j) % 1 === 0) { firstSquareRoot = Math.sqrt(j); countOfSquares++; break; } } if (firstSquareRoot === 0) { console.log(0); } else { var k = firstSquareRoot + 1; while (k * k <= end) { countOfSquares++; k++; } console.log(countOfSquares); } } } process.stdin.resume(); process.stdin.setEncoding("ascii"); _input = ""; process.stdin.on("data", function (input) { _input += input; }); process.stdin.on("end", function () { processData(_input); }); <file_sep>function processData(input) { //Enter your code here const ops = input.split('\n') .filter((x, index) => index != 0) .map(y => y.split(' ') .map(z => parseInt(z))) let Q = [] // Queue ops.forEach(op => { if (op[0] == 1) { // Enqueue Q.push(op[1]) } else if (op[0] == 2) { // Dequeue Q.shift() } else { console.log(Q[0]) } }) } process.stdin.resume(); process.stdin.setEncoding("ascii"); _input = ""; process.stdin.on("data", function (input) { _input += input; }); process.stdin.on("end", function () { processData(_input); }); <file_sep>#!/bin/python3 # https://www.hackerrank.com/challenges/balanced-brackets/problem import math import os import random import re import sys # # Complete the 'isBalanced' function below. # # The function is expected to return a STRING. # The function accepts STRING s as parameter. # class Stack: def __init__(self): self.count = 0 self.items = {} def push(self, el): self.items[self.count] = el self.count += 1 def pop(self): if self.isEmpty(): return None self.count -= 1 last = self.items[self.count] del self.items[self.count] return last def isEmpty(self): return self.count == 0 def isBalanced(string): # Write your code here stack = Stack() length = len(s) # if there's an odd number of brackets we know they're not matched if (length % 2 == 1): return 'NO' match = 'YES' for sym in string: if sym in ['(', '[', '{']: stack.push(sym) else: head = stack.pop() if head == None: match = 'NO' break if sym == ')': if head == '(': continue else: match = 'NO' break if sym == ']': if head == '[': continue else: match = 'NO' break if sym == '}': if head == '{': continue else: match = 'NO' break if not stack.isEmpty(): match = 'NO' return match if __name__ == '__main__': fptr = open(os.environ['OUTPUT_PATH'], 'w') t = int(input().strip()) for t_itr in range(t): s = input() result = isBalanced(s) fptr.write(result + '\n') fptr.close() <file_sep>/** * Given a time in AM/PM format, convert it to military (24-hour) time. * Input Format: A single string containing a time in 12-hour clock format (i.e.: hh:mm:ssAM or hh:mm:ssPM), where 01 <= hh <= 12. * Output Format: Convert and print the given time in 24-hour format, where 00 <= hh <= 23. * Sample Input: 07:05:45PM * Sample Output: 19:05:45 / process.stdin.resume(); process.stdin.setEncoding('ascii'); var input_stdin = ""; var input_stdin_array = ""; var input_currentline = 0; process.stdin.on('data', function (data) { input_stdin += data; }); process.stdin.on('end', function () { input_stdin_array = input_stdin.split("\n"); main(); }); function readLine() { return input_stdin_array[input_currentline++]; } function main() { var time = readLine(); var hr = Number(time.split(':')[0]); var min = time.split(':')[1]; var sec = time.split(':')[2]; if (isPm(time)) { hr = hr < 12 ? hr + 12 : hr; } else { hr = hr == 12 ? '00' : hr } console.log(pad(hr) + ':' + min + ':' + sec.replace(/[^0-9]/g, '')); } function isPm(str) { return str.split(':')[2].toLowerCase().replace(/[^a-z]/g, '') === 'am' ? false : true; } function pad(num) { return num.toString().length < 2 ? '0' + num : num; }<file_sep>// https://www.hackerrank.com/challenges/insert-a-node-at-the-tail-of-a-linked-list/problem 'use strict'; const SinglyLinkedListNode = class { constructor(nodeData) { this.data = nodeData; this.next = null; } }; const SinglyLinkedList = class { constructor() { this.head = null; } }; function printSinglyLinkedList(node, sep) { while (node != null) { console.log(String(node.data)); node = node.next; if (node != null) { console.log(sep); } } } // Complete the insertNodeAtTail function below. / * For your reference: * * SinglyLinkedListNode { * int data; * SinglyLinkedListNode next; * } * / function insertNodeAtTail(head, data) { if (!head) { const head = new SinglyLinkedListNode(data); return head; } insertNodeAtTail(head.next, data); } function main() { const llistCount = 5; let llist = new SinglyLinkedList(); let listItems = [141, 302, 164, 530, 474]; for (let i = 0; i < llistCount; i++) { const llistItem = listItems[i]; const llist_head = insertNodeAtTail(llist.head, llistItem); llist.head = llist_head; } printSinglyLinkedList(llist.head, '\n'); } main();<file_sep># HackerRank ### My [HackerRank](https://www.hackerrank.com/chris0) solutions<file_sep>// Day 1: Quartiles // https://www.hackerrank.com/challenges/s10-quartiles function processData(input) { //Enter your code here let lines = input.split('\n'); let vals= lines[1].split(' ').map((val) => { return parseInt(val); }); let X = median(vals); let lowerVals = smallerOrEqualToMedian(vals, X); let L = median(lowerVals); let upperVals = equalToOrGreaterThanMedian(vals, X); let U = median(upperVals); console.log(L); console.log(X); console.log(U); } var median = (nums) => { let sorted = nums.sort(sortNums); let len = sorted.length; if (len % 2 !== 0) { return sorted[Math.floor(len / 2)]; } return (sorted[Math.floor(len / 2) - 1] + sorted[Math.floor(len / 2)]) / 2 }; var sortNums = (a, b) => { return a - b; }; function smallerOrEqualToMedian(vals, X) { return vals.filter((val) => { return val < X; }); }; function equalToOrGreaterThanMedian(vals, X) { return vals.filter((val) => { return val > X; }); }; process.stdin.resume(); process.stdin.setEncoding("ascii"); _input = ""; process.stdin.on("data", function (input) { _input += input; }); process.stdin.on("end", function () { processData(_input); }); <file_sep>// https://www.hackerrank.com/challenges/find-point using System; using System.Collections.Generic; using System.IO; class Solution { static void Main(String[] args) { / Enter your code here. Read input from STDIN. Print output to STDOUT. Your class should be named Solution / int n = Convert.ToInt32(System.Console.ReadLine()); double[][] a = new double[n][]; for(int a_i = 0; a_i < n; a_i++){ string[] a_temp = Console.ReadLine().Split(' '); a[a_i] = Array.ConvertAll(a_temp,Double.Parse); } for (int i = 0; i < a.Length; i++) { double[] newCoords = translateToOrigin(a[i]); double[] reflectedCoords = new double[4]; reflectedCoords[0] = -newCoords[0]; reflectedCoords[1] = -newCoords[1]; reflectedCoords[2] = a[i][2]; reflectedCoords[3] = a[i][3]; double[] finalCoords = translateBack(reflectedCoords); System.Console.WriteLine($"{finalCoords[0]} {finalCoords[1]}"); } } static double[] translateToOrigin(double[] coords) { double[] newCoords = new double[4]; double x1 = coords[2]; double y1 = coords[3]; double x2 = coords[0]; double y2 = coords[1]; newCoords[0] = x2 - x1; newCoords[1] = y2 - y1; return newCoords; } static double[] translateBack(double[] coords) { double[] newCoords = new double[2]; double x1 = coords[2]; double y1 = coords[3]; double x2 = coords[0]; double y2 = coords[1]; newCoords[0] = x1 + x2; newCoords[1] = y1 + y2; return newCoords; } }<file_sep>#!/bin/python3 #<NAME> suspects his archenemy, Professor Moriarty, is once again plotting something diabolical. #Sherlock's companion, Dr. Watson, suggests Moriarty may be responsible for MI6's recent issues with their supercomputer, #The Beast. #Shortly after resolving to investigate, Sherlock receives a note from Moriarty boasting about infecting The Beast with #a virus; however, he also gives him a clue—a number, N. Sherlock determines the key to removing the virus is to #find the largest Decent Number having N digits. #A Decent Number has the following properties: # 1. Its digits can only be 3's and/or 5's. # 2. The number of 3's it contains is divisible by 5. # 3. The number of 5's it contains is divisible by 3. # 4. If there are more than one such number, we pick the largest one. #Moriarty's virus shows a clock counting down to The Beast's destruction, and time is running out fast. Your task is to #help Sherlock find the key before The Beast is destroyed! #Constraints # 1 <= T <= 20 # 1 <= N <= 100000 #Input Format #The first line is an integer, T, denoting the number of test cases. #The T subsequent lines each contain an integer, N, detailing the number of digits in the number. #Output Format #Print the largest Decent Number having digits; if no such number exists, tell Sherlock by printing -1. #Sample Input # 4 # 1 # 3 # 5 # 11 #Sample Output # -1 # 555 # 33333 # 55555533333 #Explanation #For N=1, there is no decent number having 1 digit (so we print -1). #For N=3, 555 is the only possible number. The number 5 appears three times in this number, so our count of 5's #is evenly divisible by 3 (Decent Number Property 3). #For N=5, 33333 is the only possible number. The number 3 appears five times in this number, so our count of 3's #is evenly divisible by 5 (Decent Number Property 2). #For N=11, 55555533333 and all permutations of these digits are valid numbers; among them, the given number #is the largest one. import sys def decent(n): fives = 0 threes = 0 while n > 5 and n > 3: if ((n-3)%3 == 0 or (n-3)%5 == 0): n = n - 3 threes += 1 else: n = n - 5 fives += 1 else: if n == 3: threes += 1 print_result(threes, fives) elif n == 5: fives += 1 print_result(threes, fives) else: print('-1') def print_result(threes, fives): result = '' while threes > 0: result = result + '555' threes = threes - 1 while fives > 0: result = result + '33333' fives = fives - 1 print(result) t = int(input().strip()) for a0 in range(t): n = int(input().strip()) decent(n) <file_sep>#A Discrete Mathematics professor has a class of N students. Frustrated with their lack of discipline, he decides to cancel class if fewer than #K students are present when class starts. #Given the arrival time of each student, determine if the class is canceled. #Input Format: The first line of input contains T, the number of test cases. #Each test case consists of two lines. The first line has two space-separated integers, N (students in the class) and K (the cancelation threshold). #The second line contains N space-separated integers (a1, a2, ..., aN) describing the arrival times for each student. #Note: Non-positive arrival times (ai <= 0) indicate the student arrived early or on time; positive arrival times (ai > 0) #indicate the student arrived minutes late. #Output Format: For each test case, print the word YES if the class is canceled or NO if it is not. #Note: If a student arrives exactly on time (ai = 0), the student is considered to have entered before the class started. #Sample Input #2 #4 3 #-1 -3 4 2 #4 2 #0 -1 2 1 #Sample Output #YES #NO #!/bin/python3 import sys def on_time(s): if s <= 0: # on time or early return True else: return False def threshold(count, k): if count >= k: print('NO') # is not cancelled else: print('YES') # is cancelled def has_class(a, k): count = 0 for s in a: if on_time(s) == True: count += 1 threshold(count, k) t = int(input().strip()) for a0 in range(t): n,k = input().strip().split(' ') n,k = [int(n),int(k)] a = [int(a_temp) for a_temp in input().strip().split(' ')] has_class(a, k) <file_sep>// HackerLand Enterprise is adopting a new viral advertising strategy. When they launch a new product, // they advertise it to exactly 5 people on social media. // On the first day, half of those 5 people (i.e., floor(5/2) = 2) like the advertisement and each person shares it // with 3 of their friends; the remaining people (i.e., 5 - floor(5/2) = 3) delete the advertisement because it doesn't // interest them. So, at the beginning of the second day, floor(5/2) 3 = 2 * 3 = 6 people receive the advertisement. // On the second day, half of the 6 people who received the advertisement share it with 3 new friends. // So, at the beginning of the third day, floor(6/2) * 3 = 3 * 3 = 9 people receive the advertisement. // Assume that at the beginning of the ith day, m people received the advertisement, floor(m/2) people like and share it // with 3 new friends, and m - floor(m/2) people dislike and delete it. At the beginning of the (i + 1)th day, floor(m/2) * 3 // people receive the advertisement. // Given an integer, n, find and print the total number of people who liked HackerLand Enterprise's advertisement during the // first n days. It is guaranteed that no two people have any friends in common and, after a person shares the advertisement // with a friend, the friend always sees it the next day. // Input Format // A single integer, n, denoting a number of days. // Constraints // 1 <= n <= 50 // Output Format // Print the number of people who liked the advertisement during the first n days. // Sample Input // 3 // Sample Output // 9 // Explanation // 2 people liked the advertisement on the first day, 3 people liked the advertisement on the second day and 4 people liked the // advertisement on the third day, so the answer is 2 + 3 + 4 = 9. using System; using System.Collections.Generic; using System.IO; class Solution { static void Main(String[] args) { var days = Convert.ToInt16(Console.ReadLine()); Console.WriteLine(Convert.ToString(runCalc(days))); } static int runCalc(int days) { int total = 0; int m = 5; for (var i = 0; i < days; i++) { m = Convert.ToInt32(Math.Floor(Convert.ToDouble(m)/2)); total += m; m = m * 3; } return total; } }<file_sep>#!/bin/python3 # https://www.hackerrank.com/challenges/migratory-birds import math import os import random import re import sys # # Complete the 'migratoryBirds' function below. # # The function is expected to return an INTEGER. # The function accepts INTEGER_ARRAY arr as parameter. # def migratoryBirds(arr): counts = [0, 0, 0, 0, 0] for n in arr: counts[n - 1] += 1 max_id = -1 max_count = 0 i = 1 for c in counts: if c > max_count: max_count = c max_id = i i += 1 return max_id if __name__ == '__main__': fptr = open(os.environ['OUTPUT_PATH'], 'w') arr_count = int(input().strip()) arr = list(map(int, input().rstrip().split())) result = migratoryBirds(arr) fptr.write(str(result) + '\n') fptr.close() <file_sep>// JavaScript source code //The Utopian Tree goes through 2 cycles of growth every year. Each spring, it doubles in height. Each summer, its height increases by 1 meter. //Laura plants a Utopian Tree sapling with a height of 1 meter at the onset of spring. How tall will her tree be after growth N cycles? //Input Format //The first line contains an integer, T, the number of test cases. //T subsequent lines each contain an integer, N, denoting the number of cycles for that test case. //Constraints //1 <= T <= 10 //0 <= N <= 60 //Output Format //For each test case, print the height of the Utopian Tree after N cycles. Each height must be printed on a new line. //Sample Input //3 //0 //1 //4 //Sample Output //1 //2 //7 //Explanation //There are 3 test cases. //In the first case (N=0), the initial height (H=1) of the tree remains unchanged. //In the second case (N=1), the tree doubles in height and is 2 meters tall after the spring cycle. //In the third case (N=4), the tree doubles its height in spring (H=2), then grows a meter in summer (H=3), //then doubles after the next spring (H=6), and grows another meter after summer (H=7). Thus, at the end of //4 cycles, its height is 7 meters. process.stdin.resume(); process.stdin.setEncoding('ascii'); var input_stdin = ""; var input_stdin_array = ""; var input_currentline = 0; process.stdin.on('data', function (data) { input_stdin += data; }); process.stdin.on('end', function () { input_stdin_array = input_stdin.split("\n"); main(); }); function readLine() { return input_stdin_array[input_currentline++]; } /////////////// ignore above this line //////////////////// function main() { var t = parseInt(readLine()); for (var a0 = 0; a0 < t; a0++) { var n = parseInt(readLine()); h = 1; for (var i = 1; i < n + 1; i++) { if (i % 2 == 0) { h++; } else { h *= 2; } } console.log(h); } }<file_sep>// There are two kangaroos on an x-axis ready to jump in the positive direction (i.e, toward positive infinity). // The first kangaroo starts at location x1 and moves at a rate of v1 meters per jump. The second kangaroo starts at location x2 // and moves at a rate of v2 meters per jump. Given the starting locations and movement rates for each kangaroo, can you // determine if they'll ever land at the same location at the same time? // Input Format // A single line of four space-separated integers denoting the respective values of x1, v1, x2, and v2. // Constraints // 0 <= x1 < x2 <= 10000 // 1 <= v1 <= 10000 // 1 <= v2 <= 10000 // Output Format // Print YES if they can land on the same location at the same time; otherwise, print NO. // Note: The two kangaroos must land at the same location after making the same number of jumps. // Sample Input 0 // 0 3 4 2 // Sample Output 0 // YES // Explanation 0 // The two kangaroos jump through the following sequence of locations: // 1. 0 -> 3 -> 6 -> 9 -> 12 // 2. 4 -> 6 -> 8 -> 10 -> 12 // Thus, the kangaroos meet after 4 jumps and we print YES. // Sample Input 1 // 0 2 5 3 // Sample Output 1 // NO // Explanation 1 // The second kangaroo has a starting location that is ahead (further to the right) of the first kangaroo's // starting location (i.e., x2 > x1). Because the second kangaroo moves at a faster rate (meaning v2 > v1) and is already ahead of // the first kangaroo, the first kangaroo will never be able to catch up. Thus, we print NO. process.stdin.resume(); process.stdin.setEncoding('ascii'); var input_stdin = ""; var input_stdin_array = ""; var input_currentline = 0; process.stdin.on('data', function (data) { input_stdin += data; }); process.stdin.on('end', function () { input_stdin_array = input_stdin.split("\n"); main(); }); function readLine() { return input_stdin_array[input_currentline++]; } /////////////// ignore above this line //////////////////// function main() { var x1_temp = readLine().split(' '); var x1 = parseInt(x1_temp[0]); var v1 = parseInt(x1_temp[1]); var x2 = parseInt(x1_temp[2]); var v2 = parseInt(x1_temp[3]); // kangaroo 2 never catches up if (x1 > x2 && v1 >= v2) { console.log('NO'); return; } // kangaroo 1 never catches up if (x2 > x1 && v2 >= v1) { console.log('NO'); return; } // test if difference in distance not divisible by difference in velocities if (Math.abs(x1 - x2) % Math.abs(v1 - v2) != 0) { console.log('NO'); return; } // if none of the above conditions hold they will coincide console.log('YES'); } <file_sep>#Given a time in AM/PM format, convert it to military (-hour) time. #Note: Midnight is on a -hour clock, and on a -hour clock. Noon is on a -hour clock, and on a -hour clock. #Input Format: A single string containing a time in -hour clock format (i.e.: or ), where . #Output Format: Convert and print the given time in -hour format, where . #Sample Input #07:05:45PM #Sample Output #19:05:45 #!/bin/python3 import sys time = input().strip() # split the time string by the colon time_pieces = time.split(':') # get the AM or PM part of the last piece of the time string am_or_pm = ''.join(filter(lambda x: x.isalpha(), time_pieces[2])) # set a boolean to indicate whether the original time was pm is_pm = False if am_or_pm.lower() == "am" else True # add 12 to the first part of the string if it was pm and the number is less than 12 if (is_pm == True): if (int(time_pieces[0]) < 12): time_pieces[0] = str(int(time_pieces[0]) + 12) # make 12 am '00' if (is_pm == False): if (int(time_pieces[0]) == 12): time_pieces[0] = '00' # put the pieces back together and drop the 'AM' or 'PM' print("{0}:{1}:{2}".format(time_pieces[0], time_pieces[1], ''.join(filter(lambda x: x.isdigit(), time_pieces[2])))) <file_sep>#!/bin/python3 # https://www.hackerrank.com/challenges/game-of-two-stacks/problem import math import os import random import re import sys # # Complete the 'twoStacks' function below. # # The function is expected to return an INTEGER. # The function accepts following parameters: # 1. INTEGER maxSum # 2. INTEGER_ARRAY a # 3. INTEGER_ARRAY b # class Stack: def __init__(self, array): self.count = 0 self.items = {} for n in reversed(array): self.push(n) def push(self, el): self.items[self.count] = el self.count = self.count + 1 def pop(self): if self.isEmpty(): return None self.count = self.count - 1 last = self.items[self.count] del self.items[self.count] return last def peek(self): if self.isEmpty(): return None return self.items[self.count - 1] def size(self): return self.count def isEmpty(self): return self.count == 0 def twoStacks(maxSum, a, b): # Write your code here my_sum = 0 count = 0 A = Stack(a) B = Stack(b) C = Stack([]) i = 0 j = 0 m = A.size() n = B.size() while i < m and my_sum + A.peek() <= maxSum: C.push(A.peek()) my_sum += A.pop() i += 1 count += 1 while j < n and i >= 0: my_sum += B.pop() j += 1 while my_sum > maxSum and i > 0: i -= 1 my_sum -= C.pop() if my_sum <= maxSum and i + j > count: count = i + j return count if __name__ == '__main__': fptr = open(os.environ['OUTPUT_PATH'], 'w') g = int(input().strip()) for g_itr in range(g): first_multiple_input = input().rstrip().split() n = int(first_multiple_input[0]) m = int(first_multiple_input[1]) maxSum = int(first_multiple_input[2]) a = list(map(int, input().rstrip().split())) b = list(map(int, input().rstrip().split())) result = twoStacks(maxSum, a, b) fptr.write(str(result) + '\n') fptr.close() <file_sep># Enter your code here. Read input from STDIN. Print output to STDOUT import os def process(queries): Q = [] # Queue stack output = [] # The numbers to return to be printed for q in queries: if q[0] == 1: # Enqueue Q.append(q[1]) elif q[0] == 2: # Dequeue Q.pop(0) else: # Add to output output.append(Q[0]) return output if __name__ == '__main__': lines = [] queries = [] fptr = open(os.environ['OUTPUT_PATH'], 'w') n = int(input().strip()) for i in range(n): lines.append(input()) for l in lines: args = l.split(' ') args = list(map(int, args)) queries.append(args) output = process(queries) for num in output: fptr.write(f"{num}\n") fptr.close() <file_sep>// https://www.hackerrank.com/challenges/cut-the-sticks using System; using System.Collections.Generic; using System.IO; using System.Linq; class Solution { static void Main(String[] args) { int n = Convert.ToInt32(Console.ReadLine()); string[] arr_temp = Console.ReadLine().Split(' '); int[] arr = Array.ConvertAll(arr_temp,Int32.Parse); int count = 0; int pos = 0; int remaining = n; Array.Sort(arr); System.Console.WriteLine(n); while (remaining > 0) { if (arr[pos] <= 0) { pos++; continue; } int amount = arr[pos]; for (int i = 0; i < arr.Length; i++) { arr[i] = arr[i] - amount; if (arr[i] > 0) count++; } remaining = count; if(remaining > 0) System.Console.WriteLine(count); count = 0; } } } <file_sep>#!/bin/python3 # https://www.hackerrank.com/challenges/apple-and-orange # import math # import os # import random # import re # import sys # Complete the countApplesAndOranges function below. def countApplesAndOranges(s, t, a, b, apples, oranges): apples_fell_on_house = 0 oranges_fell_on_house = 0 for apple in apples: if fell_on_house(s, t, a, apple): apples_fell_on_house = apples_fell_on_house + 1 for orange in oranges: if fell_on_house(s, t, b, orange): oranges_fell_on_house = oranges_fell_on_house + 1 print(apples_fell_on_house) print(oranges_fell_on_house) def fell_on_house(x, y, tree_loc, loc): drop_loc = tree_loc + loc if (drop_loc >= min(x, y) and drop_loc <= max(x, y)): return True else: return False; if __name__ == '__main__': st = input().split() s = int(st[0]) t = int(st[1]) ab = input().split() a = int(ab[0]) b = int(ab[1]) mn = input().split() m = int(mn[0]) n = int(mn[1]) apples = list(map(int, input().rstrip().split())) oranges = list(map(int, input().rstrip().split())) countApplesAndOranges(s, t, a, b, apples, oranges) <file_sep>// https://www.hackerrank.com/challenges/2d-array/problem process.stdin.resume(); process.stdin.setEncoding('ascii'); var input_stdin = ""; var input_stdin_array = ""; var input_currentline = 0; process.stdin.on('data', function (data) { input_stdin += data; }); process.stdin.on('end', function () { input_stdin_array = input_stdin.split("\n"); main(); }); function readLine() { return input_stdin_array[input_currentline++]; } /////////////// ignore above this line //////////////////// function main() { var arr = []; for(arr_i = 0; arr_i < 6; arr_i++){ arr[arr_i] = readLine().split(' '); arr[arr_i] = arr[arr_i].map(Number); } const vectors = createVectors(arr); const sums = vectors.map(v => v.reduce(sum)); const max = sums.sort((a, b) => b - a)[0]; print(max); } const print = (entity) => console.log(entity); const createVectors = (arr) => { let vectors = []; for (let i = 0; i < arr.length -2; i++) { for (let j = 0; j < arr[0].length - 2; j++) { let v = []; v.push(arr[i][j]); v.push(arr[i][j+1]); v.push(arr[i][j+2]); v.push(arr[i+1][j+1]); v.push(arr[i+2][j]); v.push(arr[i+2][j+1]); v.push(arr[i+2][j+2]); vectors.push(v); } } return vectors; } const sum = (total, num) => total + num;	0142915395574ad91c8aac9ef95e8953a456d548	[ "JavaScript", "C#", "Python", "Markdown" ]	22	Python	ochsec/HackerRank	10737ab7bbe3362e91b7dd078affbc012044032d	f58bef9d0f5dc78401ba68cce0bdc2e7ea2c0e51
refs/heads/master	<repo_name>lycai/lycai.github.io<file_sep>/ColourSpacePlayground/js/playground.js "use strict"; function extend(base, sub) { // Avoid instantiating the base class just to setup inheritance // Also, do a recursive merge of two prototypes, so we don't overwrite // the existing prototype, but still maintain the inheritance chain // Thanks to @ccnokes var origProto = sub.prototype; sub.prototype = Object.create(base.prototype); for (var key in origProto) { sub.prototype[key] = origProto[key]; } // The constructor property was set wrong, let's fix it Object.defineProperty(sub.prototype, 'constructor', { enumerable: false, value: sub }); } /* Class code / function ColourSpace(canvas) { this.canvas = canvas; this.ctx = canvas.getContext('2d'); this.channel = [0, 0, 0]; this.previousChannel = [0, 0, 0]; this.hiddenChannel = 2; var self = this; canvas.addEventListener('click', function(event) { var mouseX = Math.max(0, Math.min(canvas.clientWidth, event.offsetX)); var mouseY = Math.max(0, Math.min(canvas.clientHeight, event.offsetY)); self.setColour2d(mouseX / (canvas.clientWidth - 1), mouseY / (canvas.clientHeight - 1)); }); } ColourSpace.prototype = { setupGui: function(gui, channelFunction=null) { var map = {}; for (var i = 0; i < 3; ++i) { gui.add(this.channel, i, 0, 255).step(1).name(this.channelNames[i]).listen(); map[this.channelNames[i]] = i; } if (typeof channelFunction == 'function') { channelFunction(); } gui.add(this, 'hiddenChannel', map).name("Hidden Channel"); }, draw: function() { var width = this.canvas.width; var height = this.canvas.height; var imgData = this.ctx.createImageData(width, height); for (var r = 0; r < height; ++r) { for (var c = 0; c < width; ++c) { var idx = r width * 4 + c * 4; var colour = this.getColour2d(c / (width - 1), r / (height - 1)); for (var i = 0; i < 3; ++i) { imgData.data[idx + i] = colour[i]; } imgData.data[idx + 3] = 255; // Fully opaque alpha. } } this.ctx.putImageData(imgData, 0, 0); this.drawSelector(); }, drawSelector: function() { var width = this.canvas.width; var height = this.canvas.height; var channel2d = this.getChannel2d(); var x = Math.round((width - 1) * (channel2d[0] / 255)); var y = Math.round((height - 1) * (channel2d[1] / 255)); var ctx = this.ctx; ctx.lineWidth = 2; ctx.strokeStyle = 'rgba(0, 0, 0, 0.7)'; if (this.getRgbColour().reduce(function(a, b) { return a + b; }) < 128 * 3) { ctx.strokeStyle = 'rgba(255, 255, 255, 0.7)'; } ctx.beginPath(); ctx.moveTo(x - 6, y); ctx.lineTo(x - 1, y); ctx.moveTo(x + 6, y); ctx.lineTo(x + 1, y); ctx.moveTo(x, y - 6); ctx.lineTo(x, y - 1); ctx.moveTo(x, y + 6); ctx.lineTo(x, y + 1); ctx.stroke(); }, getRgbColour: function() { return this.toRgb(this.channel).map(Math.round); }, getColour2d: function(x, y) { // Takes in [0..1], [0..1], returns [R, G, B] var colour = this.channel.slice(); var cur = x; for (var i = 0; i < 3; ++i) { if (i != this.hiddenChannel) { colour[i] = cur * 255; cur = y; } } return this.toRgb(colour).map(Math.round); }, setColour2d: function(x, y) { // Takes in [0..1], [0..1], sets channel values. var cur = x; for (var i = 0; i < 3; ++i) { if (i != this.hiddenChannel) { this.channel[i] = cur * 255; cur = y; } } }, getChannel2d: function() { return [ this.hiddenChannel != 0 ? this.channel[0] : this.channel[1], this.hiddenChannel != 2 ? this.channel[2] : this.channel[1] ]; }, isChanged: function() { var changed = this.channel.join(',') != this.previousChannel.join(','); this.previousChannel = this.channel.slice(); return changed; } }; function Rgb(canvas) { ColourSpace.call(this, canvas); this.channelNames = ["Red", "Green", "Blue"]; } Rgb.prototype = { toRgb: function(colour) { return colour; }, setRgbColour: function(colour) { for (var i = 0; i < 3; ++i) { this.channel[i] = colour[i]; } this.previousChannel = this.channel.slice(); } }; extend(ColourSpace, Rgb); function Cmy(canvas) { ColourSpace.call(this, canvas); this.key = 0; this.prevKey = 0; this.channelNames = ["Cyan", "Magenta", "Yellow"]; } Cmy.prototype = { setupGui: function(gui) { var self = this; ColourSpace.prototype.setupGui.call(this, gui, function() { gui.add(self, 'key', 0, 255).step(1).name("Key").listen(); }); }, toRgb: function(colour) { var c = colour.slice(); for (var i = 0; i < 3; ++i) { c[i] = 255 - colour[i] - this.key; if (c[i] < 0) c[i] = 0; } return c; }, setRgbColour: function(colour) { for (var i = 0; i < 3; ++i) { this.channel[i] = 255 - colour[i]; if (this.channel[i] < this.key) this.key = this.channel[i]; } for (var j = 0; j < 3; ++j) { this.channel[j] -= this.key; } this.previousChannel = this.channel.slice(); }, isChanged: function() { // var changed = this.prototype.isChanged() \|\| this.prevKey != this.key; // TODO: Doesn't work. Why? var changed = this.channel.join(',') != this.previousChannel.join(',') \|\| this.prevKey != this.key; this.previousChannel = this.channel.slice(); this.prevKey = this.key; return changed; } }; extend(ColourSpace, Cmy); function Hsv(canvas) { ColourSpace.call(this, canvas); this.channelNames = ["Hue", "Saturation", "Value"]; } Hsv.prototype = { setupGui: function(gui) { gui.add(this.channel, 0, 0, 255).step(1).name("Hue").listen(); gui.add(this.channel, 1, 0, 255).step(1).name("Saturation").listen(); gui.add(this.channel, 2, 0, 255).step(1).name("Value").listen(); gui.add(this, 'hiddenChannel', {Hue: 0, Saturation: 1, Value: 2}).name("Hidden Channel"); }, toRgb: function(colour) { var s = colour[1] / 255; var v = colour[2] / 255; var c = s * v; // Chroma var h_ = colour[0] / 256 * 6; var x = c * (1 - Math.abs(h_ % 2 - 1)); var r = 0, g = 0, b = 0; if (h_ < 1) { r = c; g = x; } else if (h_ < 2) { r = x; g = c; } else if (h_ < 3) { g = c; b = x; } else if (h_ < 4) { g = x; b = c; } else if (h_ < 5) { r = x; b = c; } else if (h_ < 6) { r = c; b = x; } var m = v - c; return [(r + m) * 255, (g + m) * 255, (b + m) * 255]; }, setRgbColour: function(colour) { var r = colour[0], g = colour[1], b = colour[2]; var M = Math.max(r, g, b), m = Math.min(r, g, b); var c = M - m; // Chroma var h_ = 0; if (c == 0) { } else if (M == r) { h_ = (g - b) / c % 6; if (h_ < 0) h_ += 6; } else if (M == g) { h_ = (b - r) / c + 2; } else { // M == b h_ = (r - g) / c + 4; } this.channel[0] = (h_ * 60) / 360 * 255; this.channel[1] = M == 0 ? 0 : c / M * 255; this.channel[2] = M; this.previousChannel = this.channel.slice(); } }; extend(ColourSpace, Hsv); function Yuv(canvas) { ColourSpace.call(this, canvas); this.channelNames = ["Y", "Cb", "Cr"]; } Yuv.prototype = { toRgb: function(colour) { var clamp = function(x) { if (x < 0) return 0; if (x > 255) return 255; return x; }; var y = (colour[0] - 16) * 1.164; var u = colour[1] - 128; var v = colour[2] - 128; return [ clamp(y + 1.596 * v), clamp(y - 0.392 * u - 0.813 * v), clamp(y + 2.017 * u) ]; }, setRgbColour: function(colour) { var r = colour[0]; var g = colour[1]; var b = colour[2]; this.channel[0] = 0.257 * r + 0.504 * g + 0.098 * b + 16; this.channel[1] = -0.148 * r - 0.291 * g + 0.439 * b + 128; this.channel[2] = 0.439 * r - 0.368 * g - 0.071 * b + 128; this.previousChannel = this.channel.slice(); } }; extend(ColourSpace, Yuv); /* Setup code / var rgbCanvas = document.querySelector("#rgb canvas"); var rgb = new Rgb(rgbCanvas); var cmyCanvas = document.querySelector("#cmy canvas"); var cmy = new Cmy(cmyCanvas); var hsvCanvas = document.querySelector("#hsv canvas"); var hsv = new Hsv(hsvCanvas); var yuvCanvas = document.querySelector("#yuv canvas"); var yuv = new Yuv(yuvCanvas); var colour = [50, 75, 100]; var colourSpaces = [ rgb, cmy, hsv, yuv ]; function updateDisplay(colour) { var hexString = '#' + colour.map(function(x) { return ('0' + x.toString(16)).slice(-2); }).join(''); document.getElementById("display").style.backgroundColor = hexString; document.getElementById("colour").innerText = hexString; document.querySelectorAll("#title, #colour").forEach(function(x) { if (colour.reduce(function(a, b) { return a + b; }) < 128 3) { x.classList.add("inverted"); } else { x.classList.remove("inverted"); } }); } window.onload = function() { updateDisplay(colour); var gui = new dat.GUI({ autoplace: false }); var div = document.getElementById("controls"); div.appendChild(gui.domElement); gui.addFolder("RGB").open(); rgb.setupGui(gui); rgb.setRgbColour(colour); gui.addFolder("CMY").open(); cmy.setupGui(gui); cmy.setRgbColour(colour); gui.addFolder("HSV").open(); hsv.setupGui(gui); hsv.setRgbColour(colour); gui.addFolder("YCbCr").open(); yuv.setupGui(gui); yuv.setRgbColour(colour); for (var i = 0; i < colourSpaces.length; ++i) { var space = colourSpaces[i]; space.setRgbColour(colour); } }; function draw() { if (typeof draw.frame == 'undefined') { draw.frame = 0; } if (typeof draw.frameskip == 'undefined') { draw.frameskip = 2; } var newColour = null; var changedSpace = 0; for (var i = 0; i < colourSpaces.length; ++i) { if (colourSpaces[i].isChanged()) { newColour = colourSpaces[i].getRgbColour(); changedSpace = i; } } for (var j = 0; j < colourSpaces.length; ++j) { if (newColour !== null && j !== changedSpace) { colourSpaces[j].setRgbColour(newColour); } if (j % draw.frameskip != draw.frame % draw.frameskip && j != changedSpace) continue; colourSpaces[j].draw(); } if (newColour !== null) updateDisplay(newColour); draw.frame = (draw.frame + 1) % draw.frameskip; window.requestAnimationFrame(draw); } window.requestAnimationFrame(draw);	e857b3a6c56eecd162e076c22142a7dfe1a306b8	[ "JavaScript" ]	1	JavaScript	lycai/lycai.github.io	737eebfa4f564f0e150a38b8286955dc91e4b570	0473c9c9022666df57dc85191854e0d047d6bffb
refs/heads/master	<repo_name>neelasantosh/themoviedb<file_sep>/src/components/card.js import React, { Component } from 'react'; import {connect} from 'react-redux'; import Trailer from './trailer'; import { Button, Icon } from 'semantic-ui-react' import NotAvailable from '../assets/images/Poster_not_available.jpg' import _ from 'lodash'; var numeral = require('numeral'); class Card extends Component{ constructor(props){ super(props) this.state={ title:'', description:'', tagline:'', moviedata:'', movieidstate:'', modalOpen:false, } } handleOpen = () => { console.log("cliked play"); this.setState({ modalOpen: !this.state.modalOpen }) } fetchMovieID(idnum) { //console.log("propsid",idnum); let url = `https://api.themoviedb.org/3/movie/`+idnum+`?&api_key=<KEY>&append_to_response=videos` this.fetchApi(url) } fetchApi(url) { //console.log(url); fetch(url).then((res) => res.json()).then((data) => { console.log("data",data); this.setState({ moviedata:data }) }) } componentDidUpdate() { let backdropIMG = 'https://image.tmdb.org/t/p/original' + this.state.moviedata.backdrop_path; document.body.style.backgroundImage = 'url(' + backdropIMG + ')'; } componentWillMount(){ this.fetchMovieID(this.props.movieidnum) } componentWillReceiveProps(nextProps){ this.fetchMovieID(nextProps.movieidnum) } render(){ let generes = this.state.moviedata.genres let production = this.state.moviedata.production_companies let generesArr = [] let productionArr = [] _.map(generes,function(item){ generesArr.push(item.name) }) _.map(production,function(item){ productionArr.push(item.name) }) let posterPath = 'https://image.tmdb.org/t/p/w500/'+this.state.moviedata.poster_path return( <div> <div className="row"> <div className="col-12 order-2 order-lg-1 col-md-8 moviecontent"> <div className="moviebody"> <div className="card-body"> <h1 className="card-title">{this.state.moviedata.original_title}</h1> <h4 className="card-text headertext">{this.state.moviedata.tagline!==undefined ? this.state.moviedata.tagline : 'NA'}</h4> <p className="card-text">{this.state.moviedata.overview}</p> </div> <div className="card-body"> <h4 className="card-text headertext">Genere : {!_.isEmpty(generesArr) ? generesArr.join(' , ') : 'NA'}</h4> <p className="card-text headertext">Production Companies : {!_.isEmpty(productionArr) ? productionArr.join(' , ') : 'NA'}</p> </div> <div className="row"> <div className="col-6 col-md-6"> <div className="card-body"> <h6 className="card-text">Released Date: </h6> <h4 className="card-text headertext">{this.state.moviedata.release_date!==undefined ? this.state.moviedata.release_date : 'NA'}</h4> </div> {/<div className="card-body"> <h6 className="card-text">Budget: </h6> <h4 className="card-text headertext">$116,000,000</h4> </div>/} <div className="card-body"> <h6 className="card-text">Box Office Collections: </h6> <h4 className="card-text headertext">{this.state.moviedata.revenue!==undefined ? numeral(this.state.moviedata.revenue).format('($0,0)') : 'NA'}</h4> </div> </div> <div className="col-6 col-md-6"> <div className="card-body"> <h6 className="card-text">Duration: </h6> <h4 className="card-text headertext">{this.state.moviedata.runtime!==undefined ? this.state.moviedata.runtime : 'NA'} mins</h4> </div> <div className="card-body"> <h6 className="card-text">Review Ratings: </h6> <h4 className="card-text headertext">{this.state.moviedata.vote_average!==undefined ? this.state.moviedata.vote_average : 'NA'} / 10</h4> </div> </div> <div className="col-6 col-md-6"> <div className="card-body"> <h6 className="card-text">Trailer: </h6> <Button circular icon='play circle outline' onClick={this.handleOpen}/> </div> </div> </div> </div> </div> <div className="col-12 order-1 order-lg-2 col-md-4 imagecontent"> {this.state.moviedata.poster_path!=null ? <img className="posterimage" src={posterPath} alt="poster image"/> : <img src={NotAvailable}/>} </div> </div> {this.state.modalOpen ? <Trailer handleOpen={this.handleOpen} movietrailer={this.state.moviedata.videos}/> : null} </div> ) } } const mapStateToProps = state => { return{ movieidnum:state.movieidnum }; } export default connect(mapStateToProps)(Card) <file_sep>/src/reducers/index.js import {combineReducers} from 'redux'; import movieidnum from './movieid.js' const movieDBApp = combineReducers({ movieidnum }) export default movieDBApp <file_sep>/src/components/header.js import React, { Component } from 'react'; import {connect} from 'react-redux'; import tmdblogo from '../assets/images/tmdb.svg'; import { Image, Search, Grid, List } from 'semantic-ui-react'; import debounce from 'lodash/debounce'; import { movieDetails } from '../actions' const resultRenderer = ({ datares }) => <div> <div key={datares.id} className='content'> <List divided verticalAlign='middle'> <List.Item> <List.Content>{datares.title}</List.Content> </List.Item> </List> </div> </div> class Header extends Component{ constructor(props){ super(props) this.state = { isLoading: false, results: [], query: '', movieid:'' } this.searchMovies = debounce(this.searchMovies.bind(this), 500); } handleResultSelect = (e, { result }) => { //console.log("results",result.datares.id); let saveresult = result.datares.id this.setState({ query: result.datares.title, movieid: result.datares.id }); //console.log("check props",this.props.movieDetails(saveresult)); this.props.movieDetails(saveresult) } handleSearchChange = (e, { value }) => { this.setState({ isLoading: true, results: [], query: value }); this.searchMovies() } searchMovies = () => { if (this.state.query) { fetch(`https://api.themoviedb.org/3/search/movie?&query=`+this.state.query+`?&api_key=<KEY>`).then((res) => res.json()).then((data) => { this.setState({ isLoading: true, results:data.results.map((item) => ({ datares: item, })) }) }) } } render(){ //console.log("state movie id",this.props); return( <nav className="navbar navbar-expand-lg navbar-dark bg-dark"> <button className="navbar-toggler" type="button" data-toggle="collapse" data-target="#navbarTogglerDemo03" aria-controls="navbarTogglerDemo03" aria-expanded="false" aria-label="Toggle navigation"> <span className="navbar-toggler-icon"></span> </button> <a className="navbar-brand" href="#"> <img src={tmdblogo} width="50%"/> </a> <div> <Search loading={false} showNoResults={true} onResultSelect={this.handleResultSelect} onSearchChange={this.handleSearchChange} resultRenderer={resultRenderer} results={this.state.results} showNoResults={false} value={this.state.query} size={'big'} {...this.props} /> </div> </nav> ) } } const mapDispatchToProps = (dispatch) => { return { movieDetails: moviedet => dispatch(movieDetails(moviedet)) }; }; export default connect(null,mapDispatchToProps)(Header) <file_sep>/src/reducers/movieid.js const movieidnum = (state = 492261, action) => { console.log("insied"); switch (action.type) { case 'MOVIE': return action.payload default: return state } } export default movieidnum <file_sep>/src/actions/index.js export const movieDetails = moviedet => { return { type: 'MOVIE', payload:moviedet } } <file_sep>/src/components/trailer.js import React, { Component } from 'react' import { Button, Header, Icon, Modal, Embed, Dimmer } from 'semantic-ui-react' export default class ModalExampleControlled extends Component { state = { modalOpen: false } handleOpen = () => this.setState({ modalOpen: true }) handleClose = () => this.setState({ modalOpen: false }) render() { return ( <Modal open={this.props.handleOpen} basic size='small' > <Header content='Trailer' /> <Modal.Content> <Embed id={this.props.movietrailer['results'][0]['key']} placeholder='' source='youtube' /> </Modal.Content> <Modal.Actions> <Button color='green' onClick={this.props.handleOpen} inverted> <Icon name='checkmark' /> Close </Button> </Modal.Actions> </Modal> ) } }	24c3d0faf807f986db02f2e8fb45cac5cc03a734	[ "JavaScript" ]	6	JavaScript	neelasantosh/themoviedb	d03d679b14ac8dee21d22eb3adaf5d26f2158e6d	546318b1241c125ddc6779de1b8458801f0cd5ce
refs/heads/master	<repo_name>codacy-badger/todo-2<file_sep>/src/main/java/it/itpas/todo/todoapp/models/Item.java package it.itpas.todo.todoapp.models; import lombok.AllArgsConstructor; import lombok.Getter; import lombok.NoArgsConstructor; import lombok.Setter; import lombok.Builder; import java.util.Date; import java.util.List; @Getter @Setter @Builder @NoArgsConstructor @AllArgsConstructor public class Item extends BaseEntity { private String name; private String description; private List<User> assignedTo; private Tag tag; private Date completedAt; private String note; private Boolean completed; public Item(String name, String description) { this.name = name; this.description = description; } } <file_sep>/README.md # todo Todo app repository ## Codacy [![Codacy Badge](https://api.codacy.com/project/badge/Grade/cb2c6be63eb649cfa61b32abf0360591)](https://www.codacy.com?utm_source=github.com&utm_medium=referral&utm_content=itpas/todo&utm_campaign=Badge_Grade) <file_sep>/src/main/java/it/itpas/todo/todoapp/viewmodels/ItemViewModel.java package it.itpas.todo.todoapp.viewmodels; public class ItemViewModel { }	74c0e90f500e20583e7804434c9bfb98306ed07a	[ "Markdown", "Java" ]	3	Java	codacy-badger/todo-2	7ed4d134e0d3b47f7d087885758220cb62933a46	24aa38ac48e9b870c2512f584f1d2c06fbf0fc65
refs/heads/master	<repo_name>MikelAlloush/Exercise02_Inheritance<file_sep>/src/main/java/Exercise02_Inheritance/Book.java package Exercise02_Inheritance; import java.util.Properties; public class Book { public static Book[] books = new Book[0]; private String author; private int year; private String category; private String title; private int pagesOfBook; public Book(String author, int year, String category, String title) { this.author = author; this.year = year; this.category = category; this.title = title; this.pagesOfBook = 100; } public Book(String author, int year, String category, String title, int pagesOfBook) { this.author = author; this.year = year; this.category = category; this.title = title; this.pagesOfBook = pagesOfBook; addToBooksArray(this); } //Getters and Setters public int returnPages(){ return pagesOfBook; } public String getAuthor() { return author; } public void setAuthor(String author) { this.author = author; } public int getYear() { return year; } public void setYear(int year) { this.year = year; } public String getCategory() { return category; } public void setCategory(String category) { this.category = category; } public String getTitle() { return title; } public void setTitle(String title) { this.title = title; } public int getPagesOfBook() { return pagesOfBook; } public void setPagesOfBook(int pagesOfBook) { this.pagesOfBook = pagesOfBook; } private void addToBooksArray(Book thisBook){ } } <file_sep>/src/main/java/Exercise02_Inheritance/app.java package Exercise02_Inheritance; public class app { /** here I have to implement the code with main and test all functions / } <file_sep>/src/main/java/Exercise02_Inheritance/ChildBook.java package Exercise02_Inheritance; import java.util.Arrays; public class ChildBook extends Book { private ChildBook[] childCollection = new ChildBook[0]; // Two constructor, first one with default number of pages = 100 public ChildBook(String author, int year, String category, String title ) { super(author, year, "child", title); } public ChildBook(String author, int year, String category, String title, int pagesOfBook ) { super(author, year, "child", title,pagesOfBook); } public Book[] showChildBook(){ int counter = 0; Book[] tempBookArray = new Book[0]; for (Book book : books) { if (book.getCategory().equals("child")) { tempBookArray = Arrays.copyOf(tempBookArray, (tempBookArray.length + 1)); tempBookArray[counter] = book; } } return tempBookArray; } }	47cc43bf29e0b431875f2d915ad3c1c62fb51e6a	[ "Java" ]	3	Java	MikelAlloush/Exercise02_Inheritance	7d7b7d8fbcb4d2d59469b4f6e53b1b1fe3a738aa	ce3445a3356faf9c5c2c546a7465b78c3102505e
refs/heads/master	<file_sep>import time import sys import os import random import numpy as np import pickle from RobotSystem.Hypervisor import Hypervisor from RobotSystem.Services.Utilities.RobotUtils import RobotUtils def main(): robot_arm_hypervisor = Hypervisor() print try: x_des = 5 y_des = 5 z_des = 5 trials = 250 start_t = time.time() last_t = start_t sum_t = 0 sum_err = 0 for i in range(1,trials): rand_x = random.randint(5,15) rand_y = random.randint(-5,5) rand_z = random.randint(-5,5) xyz_d = [ rand_x, rand_y, rand_z ] res = robot_arm_hypervisor.MotionController.MotionCalculator.inverse_kinematics( xyz_d ) error = robot_arm_hypervisor.MotionController.MotionCalculator.ik_kin_solution_error(xyz_d,res) sum_err += error t_elapsed = time.time() - last_t sum_t += t_elapsed ave_t = sum_t/i print "Trial:",i,"\tof",trials,"\t xyz_d:",xyz_d,"\t Error:",error," operation time:",t_elapsed,"\tave time:",ave_t last_t = time.time() ave_t = ( time.time() - start_t ) / trials print "Average operation time: ",ave_t, "s" except KeyboardInterrupt: print "\nexiting" try: sys.exit(0) except SystemExit: os._exit(0) if __name__ == '__main__': main() ''' robot_arm_hypervisor = Hypervisor() file_name = "calc_ik_values.pckl" ik_values = {} try: x_min = -280 x_max = 280 x_step = 1 y_min = -280 y_max = 280 y_step = 1 z_min = -280 z_max = 280 z_step = 1 sum_points = (x_max - x_min) * (y_max - y_min) * (z_max - z_min) iterator = 1 for x in range(x_min,x_max,x_step): for y in range(y_min, y_max, y_step): for z in range(z_min, z_max, z_step): print "Calculating Point",iterator,"\tof",sum_points iterator += 1 xyz_d = [int(x/10), int(y/10), int(z/10)] res = robot_arm_hypervisor.MotionController.MotionCalculator.inverse_kinematics( xyz_d ) if not res is None: thetas_calc = res solution_error = robot_arm_hypervisor.MotionController.MotionCalculator.ik_kin_solution_error( xyz_d, thetas_calc) if robot_arm_hypervisor.MotionController.MotionCalculator.ik_kin_solution_valid(solution_error): xyz = tuple(xyz_d) thetas_calc = tuple(thetas_calc) ik_values[xyz] = thetas_calc else: print "no solution: result is None" f = open(file_name, 'wb') pickle.dump(ik_values, f) f.close() except KeyboardInterrupt: print "\nexiting" try: sys.exit(0) except SystemExit: os._exit(0) '''<file_sep># 4DOF Robot Arm <hr> ## Motor Values<file_sep>from Utilities.RobotUtils import RobotUtils if RobotUtils.PWM_ENABLED: if RobotUtils.RUNNING_ON_RPI: from I2CDriver.I2C import Adafruit_I2C from PWMDriver.pwm import PWM from MotorDriver.Motor import Motor from MotionCalculations.MotionCalc import Kinematics from MotionControls.MotionControls import MotionController<file_sep>#!/usr/bin/python # -- coding: utf-8 -- from Services import * import json class Hypervisor(object): def __init__(self): self.pwm = None if RobotUtils.PWM_ENABLED: if RobotUtils.RUNNING_ON_RPI: self.pwm = PWM() self.pwm.setPWMFreq(RobotUtils.SERVO_FREQUENCY) self.current_data = None self.data_file_name = RobotUtils.DATA_FILE self.j1 = None self.j2 = None self.j3 = None self.j4 = None self.create_motor_drivers() self.motors = [self.j1, self.j2, self.j3, self.j4] self.MotionController = MotionController(self.motors, RobotUtils, Kinematics) RobotUtils.ColorPrinter(self.__class__.__name__, 'Hypervisor initialization finished', 'OKBLUE') def testSuite(self, operation): pass def create_motor_drivers(self): with open(self.data_file_name) as data_file: data = json.load(data_file) motors = data['motors'] for i in range(len(data['motors'])): self.add_motor(data['motors'][i]) def add_motor(self, motor_data): name = motor_data['name'] pin = motor_data['pin'] base_angle = motor_data['base_val'] min_angle = motor_data['min_angle'] max_angle = motor_data['max_angle'] max_min_swapped = bool(motor_data['min_max_swapped']) motor = Motor( RobotUtils, pin, min_angle, max_angle, base_angle, name, max_min_swapped, self.pwm, ) if name == 'j1': self.j1 = motor elif name == 'j2': self.j2 = motor elif name == 'j3': self.j3 = motor elif name == 'j4': self.j4 = motor else: RobotUtils.ColorPrinter(self.__class__.__name__, 'Error in add_motor(): cannot identify motor' , 'FAIL') def set_base_position(self): for i in self.motors: i.move_to_base_position() def shutdown(self): self.set_base_position() <file_sep>#!/usr/bin/python # -- coding: utf-8 -- import os import sys import time import math from RobotSystem.Hypervisor import Hypervisor from RobotSystem.Services.Utilities.RobotUtils import RobotUtils def circle_demo(hypv): sleep_t = .0001 x_b = 5 y_b = -8 z_b = 8 c_radius = 3 try: for theta in range(0,360): x = x_b y = y_b + c_radiusmath.sin(math.radians(theta)) z = z_b + c_radiusmath.cos(math.radians(theta)) xyz_d = [x,y,z] print "Moving EndAffector to:",xyz_d," theta:",theta res = hypv.MotionController.MotionCalculator.inverse_kinematics( xyz_d ) hypv.MotionController.set_motor_angles(res) time.sleep(.05) except KeyboardInterrupt: RobotUtils.ColorPrinter('app.py', 'Hypervisor shutdown', 'FAIL') try: sys.exit(0) except SystemExit: os._exit(0) def line_demo(hypv): sleep_t = .01 i3 = 114 i4 = 125 i2 = 160 try: for i1 in range(165,300): thetas = [i1,i2,i3,i4] hypv.MotionController.set_motor_angles(thetas) time.sleep(sleep_t) print i1 for i1 in xrange(300,165,-1): thetas = [i1,i2,i3,i4] hypv.MotionController.set_motor_angles(thetas) time.sleep(sleep_t) print i1 except KeyboardInterrupt: RobotUtils.ColorPrinter('app.py', 'Hypervisor shutdown', 'FAIL') try: sys.exit(0) except SystemExit: os._exit(0) if __name__ == '__main__': robot_arm_hypervisor = Hypervisor() line_demo(robot_arm_hypervisor) <file_sep>import datetime class RobotUtils(object): R1 = 11.5 # length of curved leg portion of bot R2 = 6.5 # length of junction between middle and leg servos DEG_TO_RAD = 0.0174533 # Constant to convert degrees to radians L0 = 1.7 L1 = 2.5 L2 = 11.45 L3 = 9.54 L4 = 7.64 SERVO_MIN = 165 # Minumum tick count for duty cycle SERVO_MAX = 480 # Maximum tick count for duty cycle SERVO_FREQUENCY = 50 # 50 Hz creates a 20 ms period, which servos operate with DATA_FILE = "/home/pi/Desktop/4DOF-Robotic-Arm/RobotSystem/Services/MotorCalibration.json"#"RobotSystem/Services/MotorCalibration.json" # path to data file MOTOR_DEBUG = False # Debug Motors PWM_ENABLED = True # Dictates whether to write to pwm RUNNING_ON_RPI = True AGENDA_UPDATE_SPEED = .1 # Time delay between polls of new agenda FK_EPSILON = .000001 MAX_ALLOWABLE_IK_KIN_ERROR = .01 COLORS = { # Unix codes for special priting "HEADER" : {"value":'\033[95m', "code":0}, "OKBLUE" : {"value":'\033[94m', "code":1}, "OKGREEN" : {"value":'\033[92m', "code":2}, "WARNING" : {"value":'\033[93m', "code":3}, "FAIL" : {"value":'\033[91m', "code":4}, "ENDC" : {"value":'\033[0m', "code":5}, "BOLD" : {"value":'\033[1m', "code":6}, "UNDERLINE" : {"value":'\033[4m', "code":7}, "STANDARD" : {"value":'', "code":8} } # takes any numer and returns 1 if positive, -1 if negative, and 0 if input is 0 @staticmethod def PositiveOrNegative(n): if (n>0): return 1 elif (n<0): return -1 else: return 0 @staticmethod def scale(OldValue, OldMin, OldMax, NewMin, NewMax): NewValue = (((OldValue - OldMin) * (NewMax - NewMin)) / (OldMax - OldMin)) + NewMin return NewValue @staticmethod def ColorPrinter( caller, message, color): # [03/Apr/2017 18:37:10] time = datetime.datetime.now() prefix = "["+str(time.day)+"/"+str(time.month)+ "/" + str(time.year) + " " + str(time.hour) + ":" + str(time.minute) + ":" + str(time.second) + " ] " prefix = prefix + RobotUtils.COLORS["BOLD"]["value"]+ RobotUtils.COLORS["UNDERLINE"]["value"]+ caller+ RobotUtils.COLORS["ENDC"]["value"]+ ":" print prefix, RobotUtils.COLORS[color]["value"] ,message , RobotUtils.COLORS["ENDC"]["value"] <file_sep>import matplotlib.pyplot as plt from mpl_toolkits.mplot3d import Axes3D import numpy as np x_min = -5 y_min = -5 z_min = -5 L0 = 1.7 L1 = 2.5 L2 = 11.45 L3 = 9.54 L4 = 7.64 theta1 = 180 theta2 = 45 theta3 = 270 theta4 = 225 j1_x = 0 j1_y = 0 j1_z = L0 theta_1_adjusted = theta1 + 90 j2_x = L1 * np.cos( np.deg2rad( theta_1_adjusted )) j2_y = L1 * np.sin( np.deg2rad( theta_1_adjusted )) j2_z = 0 j3_x = L2 * np.cos( np.deg2rad( 180 - theta2 )) * np.cos( np.deg2rad( 90 + theta_1_adjusted )) j3_y = L2 * np.cos( np.deg2rad( 180 - theta2 )) * np.sin( np.deg2rad( 90 + theta_1_adjusted )) j3_z = L2 * np.sin( np.deg2rad( theta2 )) j4_x = L3 * np.cos( np.deg2rad( theta3 + theta2 - 180 )) * np.cos( np.deg2rad( 270 + theta_1_adjusted )) j4_y = L3 * np.cos( np.deg2rad( theta3 + theta2 - 180 )) * np.sin( np.deg2rad( 270 + theta_1_adjusted )) j4_z = L3 * np.sin( np.deg2rad( theta2 + theta3 - 180 )) j5_x = L4 * np.cos( np.deg2rad( (180 - theta4) + theta3 + theta2 - 180 )) * np.cos( np.deg2rad( 270 + theta_1_adjusted )) j5_y = L4 * np.cos( np.deg2rad( (180 - theta4) + theta3 + theta2 - 180 )) * np.sin( np.deg2rad( 270 + theta_1_adjusted )) j5_z = L4 * np.sin( np.deg2rad( (180 - theta4) + theta3 + theta2 - 180 )) fig = plt.figure() ax = fig.add_subplot(111, projection='3d') x, y,z = 0, 0, 0 ax.plot([x, x + j1_x], [y, y + j1_y],[z, z + j1_z]) x += j1_x; y += j1_y; z+=j1_z ax.plot([x, x + j2_x], [y, y + j2_y],[z, z + j2_z]) x += j2_x; y += j2_y; z+=j2_z ax.plot([x, x + j3_x], [y, y + j3_y],[z, z + j3_z]) x += j3_x; y += j3_y; z+=j3_z ax.plot([x, x + j4_x], [y, y + j4_y],[z, z + j4_z]) x += j4_x; y += j4_y; z+=j4_z ax.plot([x, x + j5_x], [y, y + j5_y],[z, z + j5_z]) x += j5_x; y += j5_y; z+=j5_z pos = [x,y,z] print print "thetas: ", [theta1, theta2, theta3, theta4] print print "End Effector position: ",pos ax.set_xlabel('X axis') ax.set_ylabel('Y axis') ax.set_zlabel('Z axis') thetas = [theta1, theta2, theta3, theta4] ax.text(6, -10, -6, thetas, color='red') ax.plot([x_min, -1x_min], [0,0],[0,0]) ax.plot([0,0], [y_min, -1y_min],[0,0]) ax.plot([0,0], [0,0],[z_min, -1z_min]) plt.show() <file_sep>import numpy as np from scipy import optimize import scipy class Kinematics(object): def __init__(self,RobotUtils,angle_ranges): self.RobotUtils = RobotUtils self.joint_lengths = [RobotUtils.L0, RobotUtils.L1, RobotUtils.L2, RobotUtils.L3, RobotUtils.L4] self.min_angles = angle_ranges[0] self.max_angles = angle_ranges[1] self.bounds = self.get_bounds(self.min_angles,self.max_angles) def get_bounds(self,min_angs,max_angs): bounds = [] for i in range(len(min_angs)): bound = (min_angs[i], max_angs[i]) bounds.append(bound) return bounds def forward_kinematics_xyz(self, thetas ): x = self.forward_kinematics_x(thetas) y = self.forward_kinematics_y(thetas) z = self.forward_kinematics_z(thetas) if np.abs(x) < self.RobotUtils.FK_EPSILON: x = 0 if np.abs(y) < self.RobotUtils.FK_EPSILON: y = 0 if np.abs(z) < self.RobotUtils.FK_EPSILON: z = 0 return [x,y,z] def set_num_to_zero_if_vsmall(self,num): if np.abs(num) < self.RobotUtils.FK_EPSILON: num = 0 return num def forward_kinematics_x(self,thetas): theta1, theta2, theta3, theta4 = thetas[0],thetas[1],thetas[2],thetas[3] theta_1_adjusted = theta1 + 90 j2_x = self.RobotUtils.L1 np.cos( np.deg2rad( theta_1_adjusted )) j3_x = self.RobotUtils.L2 * np.cos( np.deg2rad( 180 - theta2 )) * np.cos( np.deg2rad( 90 + theta_1_adjusted )) j4_x = self.RobotUtils.L3 * np.cos( np.deg2rad( theta3 + theta2 - 180 )) * np.cos( np.deg2rad( 270 + theta_1_adjusted )) j5_x = self.RobotUtils.L4 * np.cos( np.deg2rad( (180 - theta4) + theta3 + theta2 - 180 )) * np.cos( np.deg2rad( 270 + theta_1_adjusted )) x = j2_x + j3_x + j4_x + j5_x; return x def forward_kinematics_y(self,thetas): theta1, theta2, theta3, theta4 = thetas[0],thetas[1],thetas[2],thetas[3] theta_1_adjusted = theta1 + 90 j2_y = self.RobotUtils.L1 * np.sin( np.deg2rad( theta_1_adjusted )) j3_y = self.RobotUtils.L2 * np.cos( np.deg2rad( 180 - theta2 )) * np.sin( np.deg2rad( 90 + theta_1_adjusted )) j4_y = self.RobotUtils.L3 * np.cos( np.deg2rad( theta3 + theta2 - 180 )) * np.sin( np.deg2rad( 270 + theta_1_adjusted )) j5_y = self.RobotUtils.L4 * np.cos( np.deg2rad( (180 - theta4) + theta3 + theta2 - 180 )) * np.sin( np.deg2rad( 270 + theta_1_adjusted )) y = j2_y + j3_y + j4_y + j5_y return y def forward_kinematics_z(self,thetas): theta1, theta2, theta3, theta4 = thetas[0],thetas[1],thetas[2],thetas[3] j1_z = self.RobotUtils.L0 theta_1_adjusted = theta1 + 90 j2_z = 0 j3_z = self.RobotUtils.L2 * np.sin( np.deg2rad( theta2 )) j4_z = self.RobotUtils.L3 * np.sin( np.deg2rad( theta2 + theta3 - 180 )) j5_z = self.RobotUtils.L4 * np.sin( np.deg2rad( (180 - theta4) + theta3 + theta2 - 180 )) z = j1_z + j2_z + j3_z + j4_z + j5_z return z def ik_kin_solution_valid(self,error): if np.abs(error) > self.RobotUtils.MAX_ALLOWABLE_IK_KIN_ERROR: return False return True def ik_kin_solution_error(self,xyz_d,thetas_calculated): xyz_act = self.forward_kinematics_xyz(thetas_calculated) if len(xyz_d) != len(xyz_act): raise ValueError("array lengths are not equal") else: cumulative_error = 0 for i in range(len(xyz_d)): cumulative_error += np.abs(xyz_d[i] - xyz_act[i]) if cumulative_error < self.RobotUtils.MAX_ALLOWABLE_IK_KIN_ERROR: return 0 else: return cumulative_error def inverse_kinematics(self,xyz_d): xyz_d = tuple(xyz_d) def inv_kin_cost_function(thetas): x_dif = self.forward_kinematics_x( thetas ) - xyz_d[0] y_dif = self.forward_kinematics_y( thetas ) - xyz_d[1] z_dif = self.forward_kinematics_z( thetas ) - xyz_d[2] cost = np.sqrt(( x_dif2 + y_dif2 + z_dif*2 )) return cost ret_val = scipy.optimize.minimize ( inv_kin_cost_function, [180,90,180,180], bounds=self.bounds ) if not ret_val.x is None: thetas_calc = list(ret_val.x) for i in range(len(thetas_calc)): thetas_calc[i] % 360 return thetas_calc else: return None <file_sep>import time import math class Motor(object): def __init__(self, RobotUtils, pinNumber, minAngle, maxAngle, centerValue, name, max_min_swapped, pwm): if RobotUtils.MOTOR_DEBUG: debug_str = "Motor Init. name: ",name," \| minAngle: ",minAngle," \| maxAngle: ",maxAngle," \| baseValue: ",centerValue RobotUtils.ColorPrinter(name, debug_str, 'OKBLUE') self.RobotUtilities = RobotUtils self.pin_number = pinNumber self.min_pwm = self.RobotUtilities.SERVO_MIN self.max_pwm = self.RobotUtilities.SERVO_MAX self.min_angle = minAngle self.max_angle = maxAngle self.max_min_swapped = max_min_swapped self.current_angle = centerValue self.base_val = centerValue self.current_angle = self.base_val self.name = name self.pwm = pwm def move_to_abs_angle(self,d_angle): if d_angle >= self.min_angle and d_angle <= self.max_angle: self.current_angle = d_angle elif d_angle >= self.max_angle: self.current_angle = self.max_angle debug_str = "Error: Desired angle of " + str(d_angle) + " is greater than max_angle of " + str(self.max_angle) self.RobotUtilities.ColorPrinter(self.name, debug_str, 'FAIL') elif d_angle <= self.min_angle: self.current_angle = self.min_angle debug_str = "Error: Desired angle of " + str(d_angle) + " is less than min_angle of " + str(self.min_angle) self.RobotUtilities.ColorPrinter(self.name, debug_str, 'FAIL') if self.max_min_swapped: scaled_value = int( self.RobotUtilities.scale( self.current_angle, self.min_angle, self.max_angle, self.max_pwm, self.min_pwm )) else: scaled_value = int( self.RobotUtilities.scale( self.current_angle, self.min_angle, self.max_angle, self.min_pwm, self.max_pwm )) if scaled_value < self.min_pwm: self.RobotUtilities.ColorPrinter(self.name, "Error: scaled pwm duty value < min allowable pwm", 'FAIL') elif scaled_value > self.max_pwm: self.RobotUtilities.ColorPrinter(self.name, "Error: scaled pwm duty value > max allowable pwm", 'FAIL') else: if self.pwm != None: self.pwm.setPWM(self.pin_number, 0, scaled_value) def move_to_base_position(self): self.move_to_abs_angle(self.base_val) def set_minimum_pwm(self): if self.pwm != None: self.pwm.setPWM(self.pin_number, 0, self.min_pwm) def set_maximum_pwm(self): if self.pwm != None: self.pwm.setPWM(self.pin_number, 0, self.max_pwm) def set_minimum_angle(self): self.move_to_abs_angle(self.min_angle) def set_maximum_angle(self): self.move_to_abs_angle(self.max_angle) <file_sep>#!/usr/bin/python # -- coding: utf-8 -*- import sys import time import math class MotionController(object): def __init__(self, motors, RobotUtils, Kinematics): self.motors = motors self.j1 = motors[0] self.j2 = motors[1] self.j3 = motors[2] self.j4 = motors[3] self.RobotUtils = RobotUtils self.MotionCalculator = Kinematics( RobotUtils, self.get_angle_ranges() ) def get_angle_ranges(self): min_angs = [] max_angs = [] for motor in self.motors: min_angs.append(motor.min_angle) max_angs.append(motor.max_angle) return [min_angs,max_angs] def reset(self): self.j1.move_to_base_position() self.j2.move_to_base_position() self.j3.move_to_base_position() self.j4.move_to_base_position() def setEndEffectorToXY(self,x,y): pass def getXYZfromThetas(self,thetas): xyz = self.MotionCalculator.forward_kinematics_xy(thetas[0],thetas[1],thetas[2],thetas[3]) return xyz def set_motor_angles(self,thetas): for i in range(4): self.set_motor_to_abs_angle(i+1,thetas[i]) def set_motor_to_abs_angle(self, motor_num, angle): motor = self.motors[motor_num - 1] motor.move_to_abs_angle(angle) debug_str = 'Set motor ' + motor.name + ' to angle: '+ str(angle) #self.RobotUtils.ColorPrinter(self.__class__.__name__,debug_str, 'OKGREEN') def set_motor_to_min(self, motor_num): motor = self.motors[motor_num - 1] motor.set_minimum_pwm() status_str = 'Set motor ' + self.motors[motor_num - 1].name + ' to min pwm' self.RobotUtils.ColorPrinter(self.__class__.__name__, status_str, 'OKGREEN') def set_motor_to_max(self, motor_num): motor = self.motors[motor_num - 1] motor.set_maximum_pwm() status_str = 'Set motor ' + self.motors[motor_num - 1].name + ' to max pwm' self.RobotUtils.ColorPrinter(self.__class__.__name__, status_str, 'OKGREEN')	adeafd524b9e19b6cd92bc3a50d3b349b89883a8	[ "Markdown", "Python" ]	10	Python	ykevin/4DOF-Robotic-Arm	16b04162ac5592c0b9984aa0c29f7e0e10b816fa	6182733547f268a01e27e73e7dcc1f38c81de30e
refs/heads/master	<repo_name>vlad5ss/Sandbox<file_sep>/ExplodingMonkies/ExplodingMonkies/GameScene.swift // // GameScene.swift // ExplodingMonkies // // Created by <NAME> on 4/7/17. // Copyright © 2017 Creaky-Door. All rights reserved. // import SpriteKit import GameplayKit enum CollisionTypes: UInt32 { case banana = 1 case building = 2 case player = 4 } class GameScene: SKScene { weak var viewController: GameViewController! var buildings = [BuildingNode]() override func didMove(to view: SKView) { backgroundColor = UIColor(hue: 0.669, saturation: 0.99, brightness: 0.67, alpha: 1) createBuildings() } func createBuildings() { var currentX: CGFloat = -15 while currentX < 1024 { let size = CGSize(width: RandomInt(min: 2, max: 4) * 40, height: RandomInt(min: 300, max: 600)) currentX += size.width + 2 let building = BuildingNode(color: UIColor.red, size: size) building.position = CGPoint(x: currentX - (size.width / 2), y: size.height / 2) building.setup() addChild(building) buildings.append(building) } } }	95b3f50b23ae0c7b659b67cf4136322867fcbe3f	[ "Swift" ]	1	Swift	vlad5ss/Sandbox	5a1ace5eac0f935ac1a84dae0475133bc81c953e	8451662f57a9f881822751dd6ea98ac1369b282c
refs/heads/master	<repo_name>Louismc4/Membrain<file_sep>/archives/db/gpu.js var mongoose = require("mongoose") var GPUSchema = mongoose.Schema({ price : Number, power : Number, performance : Number, p2p : Number, //cores: String, memory_Size : String, tdp : Number, /length : String, speed : String, memory_Speed : String, HDMI : String, DVI : String, VGA : String, display_Port: String,/ mxNumber: String, title : String, //power : String }); module.exports = mongoose.model("GPU", GPUSchema);<file_sep>/archives/seed.js var mongoose = require("mongoose"), caseM = require("./db/case"), coolingM = require("./db/cooling"), cpuM = require("./db/cpu"), gpuM = require("./db/gpu"), hddM = require("./db/hdd"), moboM = require("./db/mobo"), psuM = require("./db/psu"), ramM = require("./db/ram"), ssdM = require("./db/ssd") function seedDB(dbType, data){ if(data == null){ return; } switch(dbType){ case "gpu": data = data.split(':'); var gpuObj = { price : parseFloat(data[3]), power : Number(data[1]), performance : Number(data[5]), p2p : (parseFloat(data[3])/Number(data[5])).toFixed(3), memory_Size : data[4] + "GB", mxNumber : data[0], title : data[2] } gpuM.create(gpuObj, function(error, object){ if(error){ console.log(error); } else { console.log("Successfully added gpu"); } }); break; case "cpu": data = data.split(':'); var cpuObj = { price : parseFloat(data[1]), title : data[2], performance : Number(data[3]), singleT_Performance : (parseFloat(data[1])/Number(data[4])).toFixed(3), p2p : (parseFloat(data[1])/Number(data[3])).toFixed(3), clock_Speed : parseFloat(Number(data[7])/1000), cores : data[8], socket : data[6], tdp : data[5], mxNumber : data[0] } cpuM.create(cpuObj, function(error, object){ if(error){ console.log(error); } else { console.log("Successfully added cpu"); } }); break; case "hdd": data = data.split(':'); var hddObj = { price : parseFloat(data[3]), title : data[1], performance : Number(data[2]), p2p : (parseFloat(data[3])/data[2]).toFixed(3), rpm : data[5], capacity : data[4], mxNumber : data[0] } hddM.create(hddObj, function(error, object){ if(error){ console.log(error); } else { console.log("Successfully added hdd"); } }); break; case "ssd": data = data.split(':'); var ssdObj = { price : parseFloat(data[3]), title : data[1], performance : Number(data[2]), p2p : (parseFloat(data[3])/data[2]).toFixed(3), capacity : data[4], mxNumber : data[0] } ssdM.create(ssdObj, function(error, object){ if(error){ console.log(error); } else { console.log("Successfully added ssd"); } }); break; case "cases": data = data.split(':'); var casesObj = { price : parseFloat(data[1]), title : data[2], socket : data[3], colour : data[4], width : parseFloat(data[5]), mxNumber : data[0] } caseM.create(casesObj, function(error, object){ if(error){ console.log(error); } else { console.log("Successfully added case"); } }); break; case "psu": data = data.split(':'); var psuObj = { price : parseFloat(data[1]), title : data[2], wattage : data[3], form_Factor : data[4], mxNumber : data[0] } psuM.create(psuObj, function(error, object){ if(error){ console.log(error); } else { console.log("Successfully added psu"); } }); break; case "ram": data = data.split(':'); var boolV; if(data[3] == "True"){ boolV = true; } else { boolV = false; } var ramObj = { price : parseFloat(data[1]), title : data[2], DDR4 : boolV, speed : data[4] + "mhz", size : data[5] + "GB", mxNumber : data[0] } ramM.create(ramObj, function(error, object){ if(error){ console.log(error); } else { console.log("Successfully added ram"); } }); break; case "mobo": data = data.split(':'); var boolV; if(data[6] == "True"){ boolV = true; } else { boolV = false; } var moboObj = { price : parseFloat(data[1]), title : data[2], ram_slots : Number(data[4]), socket : data[5], form_Factor : data[3], integrated_GPU : boolV, mxNumber : data[0] } moboM.create(moboObj, function(error, object){ if(error){ console.log(error); } else { console.log("Successfully added mobo"); } }); break; case "cool": data = data.split(':'); var boolV; if(data[3] == "True"){ boolV = true; } else { boolV = false; } var coolObj = { price : parseFloat(data[1]), title : data[2], tdp : Number(data[5]), socket : data[4], height : parseFloat(data[6]), air_True_Water_False : boolV, mxNumber : data[0] } coolingM.create(coolObj, function(error, object){ if(error){ console.log(error); } else { console.log("Successfully added cooling"); } }); break; } } //module.exports = seedDB; <file_sep>/readme.md MEAN STACK WITHOUT ANGULAR MEN ========================== Mongo, Express, Node Once the server is running, open the project in the shape of 'https://projectname-username.c9users.io/'. As you enter your name, watch the Users list (on the left) update. Once you press Enter or Send, the message is shared with all connected clients. Associations - One:One, One:Many, Many:Many RESTFUL ROUTER STRUCTURE RESTFUL ROUTES Name Path HTTP VERB Purpose ================================================================= INDEX /something Get List New /something/new Get Show New Form Create /something POST Create Show /something/:id Get Show Edit /something/:id/edit Get Edit Update /something/:id PUT Update Destroy /something/:id DELETE DELETE Installing mongo sudo apt-get install -y mongodb-org https://community.c9.io/t/setting-up-mongodb/1717 mongo commands mongod mongo help show dbs find insert find update remove * mongod * mongodhelp * show dbs * use * insert * db.dogs.insert({:,:}) * find * db.dogs.find() * update * db.dogs.update({},{$set:{}}) * db.name.remove({field:"field"}) * remove * Use a db * db.dropDatabase() Mongoose - Interaction with mongodb for node.js #Git git init git status git add "." git commit #Git checkout git log > git checkout HEAD 0 -> 0 -> 0 -> 0 Master git revert --no-commit fasdfafdsa..HEAD http://lepidllama.net/blog/how-to-push-an-existing-cloud9-project-to-github/ #heroku heroku heroku login heroku create add start file to the package.json git push heroku master #environment vars export DATABASEURL= go to heroku and set it up <file_sep>/archives/db/ram.js var mongoose = require("mongoose") var RAMSchema = mongoose.Schema({ price : Number, title : String, DDR4 : Boolean, speed : String, size : String, mxNumber: String }); module.exports = mongoose.model("RAM", RAMSchema);<file_sep>/archives/db/ssd.js var mongoose = require("mongoose") var SSDSchema = mongoose.Schema({ price : Number, title : String, performance : Number, p2p : Number, capacity : String, //read_Speed : String, //write_Speed : String, //form_Factor : String, //read_IOPS : String, //write_IOPS : String, mxNumber: String }); module.exports = mongoose.model("SSD", SSDSchema);<file_sep>/archives/db/cooling.js var mongoose = require("mongoose") var coolingSchema = mongoose.Schema({ price : Number, title : String, tdp: Number, socket : String, height : Number, air_True_Water_False : Boolean, fans : String, mxNumber: String }); module.exports = mongoose.model("cooling", coolingSchema);<file_sep>/archives/db/psu.js var mongoose = require("mongoose") var PSUSchema = mongoose.Schema({ price : Number, title : String, wattage: String, form_Factor : String, mxNumber: String }); module.exports = mongoose.model("PSU", PSUSchema);<file_sep>/archives/db/mobo.js var mongoose = require("mongoose") var MOBOSchema = mongoose.Schema({ price : Number, title : String, ram_slots : Number, socket : String, //sata_Ports : String, form_Factor : String, integrated_GPU : Boolean, //pcie_Lanes : String, //overclockable : Boolean, mxNumber: String }); //mobo needs 4 slots module.exports = mongoose.model("MOBO", MOBOSchema);	05dd8f85a9e37925a95107757c965f6c2ba40bf1	[ "JavaScript", "Markdown" ]	8	JavaScript	Louismc4/Membrain	ee60b9cdd5303e2455dbb628b31c8958adff12f5	555c7e13de9bb9147ae726f5305fb1fe33dfaa3e
refs/heads/master	<repo_name>EdgarPozas/TPDM_U1_Ejercicio6<file_sep>/app/src/main/java/com/mycompany/myapp/MainActivity.java package com.mycompany.myapp; import android.app.; import android.os.; import android.view.; import android.content.; import android.widget.; import java.io.; public class MainActivity extends Activity { private EditText valores; private String nombre; @Override protected void onCreate(Bundle savedInstanceState) { super.onCreate(savedInstanceState); setContentView(R.layout.main); valores=findViewById(R.id.valores); nombre=getIntent().getStringExtra("nombre"); } public void cambiar(View v){ if(valores.getText().toString().isEmpty()){ Toast.makeText(this,"ingresa datos",Toast.LENGTH_SHORT).show(); return; } String[] datos=valores.getText().toString().split(","); for(String s: datos){ try{ Integer.parseInt(s); }catch(Exception ex){ Toast.makeText(this,"solo enteros",Toast.LENGTH_SHORT).show(); return; } } try{ OutputStreamWriter ou=new OutputStreamWriter(openFileOutput(nombre,Context.MODE_PRIVATE)); ou.write(valores.getText().toString()); ou.close(); Toast.makeText(MainActivity.this,"Datos guardados",Toast.LENGTH_SHORT).show(); }catch(Exception ex){ Toast.makeText(MainActivity.this,"Error al guardar",Toast.LENGTH_SHORT).show(); ex.printStackTrace(); } finish(); } } <file_sep>/app/src/main/java/com/mycompany/myapp/Principal.java package com.mycompany.myapp; import android.app.; import android.os.; import android.widget.; import android.view.View.; import android.widget.AdapterView.; import android.view.; import android.content.; public class Principal extends Activity { private String nombrearchivo; private ListView lista; private EditText nombre; @Override protected void onCreate(Bundle savedInstanceState) { super.onCreate(savedInstanceState); setContentView(R.layout.principal); nombre=findViewById(R.id.principaltxt); lista=findViewById(R.id.lista); nombrearchivo=getIntent().getStringExtra("nombre"); if(nombre!=null){ nombre.setText(nombrearchivo); } lista.setOnItemClickListener(new OnItemClickListener(){ @Override public void onItemClick(AdapterView<?> ad,View v,int i, long l){ switch(i){ case 0: if(nombre.getText().toString().isEmpty()){ Toast.makeText(Principal.this,"Ingresa nombre",Toast.LENGTH_SHORT).show(); return; } Intent intent1=new Intent(Principal.this,MainActivity.class); intent1.putExtra("nombre",nombre.getText().toString()); startActivity(intent1); break; case 1: if(nombre.getText().toString().isEmpty()){ Toast.makeText(Principal.this,"Ingresa nombre",Toast.LENGTH_SHORT).show(); return; } Intent intent2=new Intent(Principal.this,Activity2.class); intent2.putExtra("nombre",nombre.getText().toString()); startActivity(intent2); break; case 2: AlertDialog.Builder alerta=new AlertDialog.Builder(Principal.this); alerta.setView(getLayoutInflater().inflate(R.layout.main4,null)); alerta.setPositiveButton("Aceptar",new DialogInterface.OnClickListener(){ @Override public void onClick(DialogInterface d,int i){ d.dismiss(); } }); alerta.show(); break; } } }); } } <file_sep>/app/src/main/java/com/mycompany/myapp/Activity2.java package com.mycompany.myapp; import android.app.; import android.os.; import android.view.; import android.widget.; import android.content.; import java.io.*; public class Activity2 extends Activity { private String[] datos; private EditText ind; private TextView txt; private boolean listo; @Override protected void onCreate(Bundle savedInstanceState) { super.onCreate(savedInstanceState); setContentView(R.layout.main2); try{ InputStreamReader in=new InputStreamReader(openFileInput(getIntent().getStringExtra("nombre"))); BufferedReader bufin=new BufferedReader(in); datos=bufin.readLine().split(","); in.close(); listo=true; }catch(Exception ex){ listo=false; Toast.makeText(this,"Error en ruta",Toast.LENGTH_SHORT).show(); ex.printStackTrace(); return; } //datos=getIntent().getStringExtra("datos").split(","); ind=findViewById(R.id.selec); txt=findViewById(R.id.txt); } public void mostrar(View v){ if(!listo){ Toast.makeText(this,"Error en ruta",Toast.LENGTH_SHORT).show(); return; } if(ind.getText().toString().isEmpty()){ Toast.makeText(this,"Ingresa indice",Toast.LENGTH_SHORT).show(); return; } int in=Integer.parseInt(ind.getText().toString()); if(in>=datos.length){ AlertDialog.Builder alerta =new AlertDialog.Builder(this); alerta.setTitle("TPDM").setMessage("Indice fuera de rango"); alerta.setPositiveButton("Aceptar",new DialogInterface.OnClickListener(){ @Override public void onClick(DialogInterface dialog,int i){ dialog.dismiss(); } }); alerta.show(); return; } txt.setText("Posición "+in+" : "+datos[in]); } }	a2eb0634f8994268f591f3e3e6aa754775fed253	[ "Java" ]	3	Java	EdgarPozas/TPDM_U1_Ejercicio6	5457ed8b0650d24dbd69ae8c0be99e5098c96a40	8c6e82263549156231513f33e83b9919eeb052ec
refs/heads/main	<file_sep>let colorP = document.querySelector("p#colorP"); let btn = document.querySelector("button#btn"); btn.addEventListener("click", () => { colorP.classList.toggle('red'); }) // let checkColor = false; // const changeColor = () => { // if (!checkColor) { // colorP.className = "blue"; // checkColor = true; // } else { // colorP.className = "red"; // checkColor = false; // } // }; // btn.addEventListener("click", changeColor);	4c1d11fb103d7546e01df237d7f0448a22ed61fd	[ "JavaScript" ]	1	JavaScript	AbdelhakBLD/color-toggle	94edab9e547eebf44d2c67503195100574fa25a8	10ac1cd9ce6e5e46f4c88e02e0deeff3ec729700
refs/heads/master	<repo_name>pellehenriksson/elmah-loganalyzer<file_sep>/src/ElmahLogAnalyzer.UI/Views/Partials/ReportChartView.cs using System.Drawing; using System.Windows.Forms; using System.Windows.Forms.DataVisualization.Charting; using ElmahLogAnalyzer.Core.Domain; namespace ElmahLogAnalyzer.UI.Views.Partials { public partial class ReportChartView : UserControl { private Report _report; public ReportChartView() { InitializeComponent(); } public void DisplayReport(Report report) { _report = report; ClearView(); BuildChart(); } public void ClearView() { Controls.Clear(); } private static Font GetFont(float size) { return new Font("Microsoft Sans Serif", size, FontStyle.Bold); } private void BuildChart() { var area = new ChartArea(); area.AxisX.IntervalAutoMode = IntervalAutoMode.VariableCount; area.AxisX.IsLabelAutoFit = false; area.AxisX.LabelStyle.Angle = -90; area.AxisX.LabelStyle.Interval = 0D; area.AxisX.TitleFont = GetFont(10); area.AxisY.TitleFont = GetFont(10); area.Name = "default"; area.AxisY.Title = "Number of errors"; var chart = new Chart { Dock = DockStyle.Fill }; chart.ChartAreas.Add(area); SetTitle(chart); SetSeries(chart); Controls.Add(chart); } private void SetTitle(Chart chart) { var title = chart.Titles.Add("default"); title.Text = _report.Query.ToString(); title.Alignment = ContentAlignment.TopLeft; title.Font = GetFont(12); } private void SetSeries(Chart chart) { var serie = chart.Series.Add("default"); serie.Font = GetFont(10); foreach (var item in _report.Items) { serie.Points.AddXY(item.Key, item.Count); serie.IsValueShownAsLabel = true; } } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Domain/CsvParserTests.cs using System.Linq; using ElmahLogAnalyzer.Core.Domain; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Domain { [TestFixture] public class CsvParserTests : UnitTestBase { [Test] public void Parse_ShouldParse_ReturnsDetailsUrlAndDateTimeInDictionary() { // arrange var parser = new CsvParser(); // act var result = parser.Parse(GetCsvContent()); // assert Assert.That(result.Count(), Is.EqualTo(10)); } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Domain/Export/ErrorLogExporterProgressEventArgsTests.cs using ElmahLogAnalyzer.Core.Domain.Export; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Domain.Export { [TestFixture] public class ErrorLogExporterProgressEventArgsTests : UnitTestBase { [Test] public void Ctor_SetsProgress() { // arrange const string progress = "created table ErrorLogs"; // act var args = new ErrorLogExporterProgressEventArgs(progress); // assert Assert.That(args.Progress, Is.EqualTo(progress)); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Domain/ErrorLog.cs using System; using System.Collections.Generic; using ElmahLogAnalyzer.Core.Common; using ElmahLogAnalyzer.Core.Constants; namespace ElmahLogAnalyzer.Core.Domain { public class ErrorLog { private static readonly List<string> IgnoreList = new List<string> { "ALL_HTTP", "ALL_RAW" }; public ErrorLog() { Url = "UNKNOWN"; CleanUrl = Url; User = "UNKNOWN"; ServerVariables = new List<NameValuePair>(); Cookies = new List<NameValuePair>(); FormValues = new List<NameValuePair>(); QuerystringValues = new List<NameValuePair>(); ClientInformation = new ClientInformation(); StatusCodeInformation = new HttpStatusCodeInformation(); CustomDataValues = new List<NameValuePair>(); } public string Application { get; set; } public Guid ErrorId { get; set; } public string Host { get; set; } public string Type { get; set; } public string Message { get; set; } public string Source { get; set; } public string Details { get; set; } public DateTime Time { get; set; } public string StatusCode { get; set; } public string User { get; private set; } public string Url { get; private set; } public string CleanUrl { get; private set; } public string HttpUserAgent { get; private set; } public string ClientIpAddress { get; private set; } public List<NameValuePair> ServerVariables { get; private set; } public List<NameValuePair> QuerystringValues { get; private set; } public List<NameValuePair> FormValues { get; private set; } public List<NameValuePair> Cookies { get; private set; } public ClientInformation ClientInformation { get; private set; } public HttpStatusCodeInformation StatusCodeInformation { get; private set; } public ServerInformation ServerInformation { get; private set; } public List<NameValuePair> CustomDataValues { get; private set; } public void SetClientInformation(ClientInformation information) { if (information == null) { throw new ArgumentNullException("information"); } ClientInformation = information; } public void SetStatusCodeInformation(HttpStatusCodeInformation information) { if (information == null) { throw new ArgumentNullException("information"); } StatusCodeInformation = information; } public void SetServerInformation(ServerInformation information) { if (information == null) { throw new ArgumentNullException("information"); } ServerInformation = information; } public void AddServerVariable(string name, string value) { if (!ShouldBeIncluded(name)) { return; } if (name == HttpServerVariables.LogonUser && value.HasValue()) { User = value.ToLowerInvariant(); } if (name == HttpServerVariables.Url && value.HasValue()) { Url = value.ToLowerInvariant(); CleanUrl = UrlCleaner.Clean(Url); } if (name == HttpServerVariables.HttpUserAgent) { HttpUserAgent = value; } if (name == HttpServerVariables.RemoteAddress) { ClientIpAddress = value; } ServerVariables.Add(new NameValuePair(name, value)); } public void AddQuerystringValue(string name, string value) { QuerystringValues.Add(new NameValuePair(name, value)); } public void AddFormValue(string name, string value) { FormValues.Add(new NameValuePair(name, value)); } public void AddCookie(string name, string value) { Cookies.Add(new NameValuePair(name, value)); } public void AddCustomDataValue(string name, string value) { CustomDataValues.Add(new NameValuePair(name, value)); } public override string ToString() { return string.Format("{0}\n{1}\n{2}\n{3}", Time, Source, Type, Message); } private static bool ShouldBeIncluded(string name) { return !IgnoreList.Contains(name); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Presentation/IConnectToWebServerView.cs using System; using System.Collections.Generic; namespace ElmahLogAnalyzer.Core.Presentation { public interface IConnectToWebServerView { event EventHandler<ConnectToServerEventArgs> OnConnectToServer; event EventHandler<ConnectionSelectedEventArgs> OnConnectionSelected; string Url { get; set; } void LoadConnectionUrls(List<string> urls); void DisplayConnection(string username, string password, string domain); void DisplayErrorMessage(string message); void ClearErrorMessage(); void CloseView(); } } <file_sep>/src/ElmahLogAnalyzer.UI/ApplicationCommandEventArgs.cs using System; namespace ElmahLogAnalyzer.UI { public class ApplicationCommandEventArgs : EventArgs { public ApplicationCommandEventArgs(ApplicationCommands command) { Command = command; } public ApplicationCommands Command { get; private set; } } } <file_sep>/src/ElmahLogAnalyzer.Core/Presentation/ConnectToSqlServerPresenter.cs using ElmahLogAnalyzer.Core.Domain; using ElmahLogAnalyzer.Core.Infrastructure.Configuration; namespace ElmahLogAnalyzer.Core.Presentation { public class ConnectToSqlServerPresenter { private readonly IDatabaseConnectionsHelper _databaseConnectionsHelper; public ConnectToSqlServerPresenter(IConnectToSqlServerView view, IDatabaseConnectionsHelper databaseConnectionsHelper) { View = view; _databaseConnectionsHelper = databaseConnectionsHelper; RegisterEvents(); View.LoadConnections(_databaseConnectionsHelper.GetNames(ErrorLogSources.SqlServer.ToString())); } public IConnectToSqlServerView View { get; private set; } private void RegisterEvents() { View.OnConnectionSelected += (sender, args) => { var connection = _databaseConnectionsHelper.FindConnection(args.Url); View.Server = connection.Server; View.Database = connection.Database; View.Schema = connection.Schema; View.Application = connection.Application; if (connection.UseIntegratedSecurity) { View.UseIntegratedSecurity = true; } else { View.UseIntegratedSecurity = false; View.Username = connection.Username; View.Password = <PASSWORD>; } }; View.OnConnectToDatabase += (sender, args) => { if (!AllRequiredFieldsHaveValues()) { View.DisplayErrorMessage("Not all required fields have values"); return; } View.CloseView(); }; } private bool AllRequiredFieldsHaveValues() { var isValid = !string.IsNullOrWhiteSpace(View.Server) && !string.IsNullOrWhiteSpace(View.Database); if (!isValid) { return false; } if (!View.UseIntegratedSecurity && string.IsNullOrWhiteSpace(View.Username)) { return false; } return true; } } } <file_sep>/src/ElmahLogAnalyzer.Core/Infrastructure/Dependencies/DataSourceScopeController.cs using ElmahLogAnalyzer.Core.Domain; namespace ElmahLogAnalyzer.Core.Infrastructure.Dependencies { public static class DataSourceScopeController { private static object _keepAlive = new object(); public static ErrorLogSources Source { get; private set; } public static string Connection { get; private set; } public static string Schema { get; private set; } public static string Application { get; private set; } public static object KeepAlive { get { return _keepAlive; } } public static void SetNewSource(ErrorLogSources source, string connection, string schema, string application) { Source = source; Connection = connection; Schema = schema; Application = application; _keepAlive = new object(); } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Common/NameValuePairTests.cs using ElmahLogAnalyzer.Core.Common; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Common { [TestFixture] public class NameValuePairTests : UnitTestBase { [Test] public void Ctor_SetsNameAndValue() { // act var pair = new NameValuePair("name", "value"); // assert Assert.That(pair.Name, Is.EqualTo("name")); Assert.That(pair.Value, Is.EqualTo("value")); } [Test] public void ToString_ReturnsName() { // arrange var pair = new NameValuePair("name", "value"); // act var result = pair.ToString(); // assert Assert.That(result, Is.EqualTo("name")); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Domain/ErrorLogFileParser.cs using System; using System.Xml; using ElmahLogAnalyzer.Core.Common; using ElmahLogAnalyzer.Core.Constants; using ElmahLogAnalyzer.Core.Infrastructure.Logging; namespace ElmahLogAnalyzer.Core.Domain { public class ErrorLogFileParser : IErrorLogFileParser { private readonly ILog _log; private readonly IClientInformationResolver _clientInformationResolve; private XmlDocument _document; private XmlElement _documentRoot; private ErrorLog _errorLog; public ErrorLogFileParser(ILog log, IClientInformationResolver clientInformationResolver) { _log = log; _clientInformationResolve = clientInformationResolver; } public ErrorLog Parse(string content) { try { _document = new XmlDocument(); _document.LoadXml(content); _documentRoot = _document.DocumentElement; _errorLog = new ErrorLog(); ParseId(); ParseApplication(); ParseAttributes(); ParseServerVariables(); ParseFormValues(); ParseQuerystringValues(); ParseCookies(); ParseCustomDataValues(); SetStatusCodeInformation(); SetServerInformation(); SetClientInformation(); return _errorLog; } catch (Exception ex) { _log.Error(ex); return null; } } private void ParseId() { Guid errorId; errorId = Guid.TryParse(GetAttributeValue("errorId"), out errorId) ? Guid.Parse(GetAttributeValue("errorId")) : Guid.Empty; _errorLog.ErrorId = errorId; } private void ParseApplication() { _errorLog.Application = GetAttributeValue("application") ?? string.Empty; } private void ParseAttributes() { _errorLog.Host = GetAttributeValue("host"); _errorLog.Type = GetAttributeValue("type"); _errorLog.Message = GetAttributeValue("message"); var source = GetAttributeValue("source"); _errorLog.Source = string.IsNullOrWhiteSpace(source) ? DefaultValues.ErrorLogSource : source; _errorLog.Details = GetAttributeValue("detail"); var time = GetAttributeValue("time"); _errorLog.Time = Convert.ToDateTime(time); _errorLog.StatusCode = GetAttributeValue("statusCode"); } private void SetStatusCodeInformation() { var statusCodeInformation = HttpStatusCodeInformationLookUp.GetInformation(_errorLog.StatusCode); _errorLog.SetStatusCodeInformation(statusCodeInformation); } private void SetServerInformation() { var serverInformation = new ServerInformation(); serverInformation.Host = _errorLog.Host; serverInformation.Name = _errorLog.ServerVariables.GetValueFromFirstMatch("SERVER_NAME"); serverInformation.Port = _errorLog.ServerVariables.GetValueFromFirstMatch("SERVER_PORT"); serverInformation.Software = _errorLog.ServerVariables.GetValueFromFirstMatch("SERVER_SOFTWARE"); _errorLog.SetServerInformation(serverInformation); } private void SetClientInformation() { var httpUserAgent = _errorLog.HttpUserAgent; var clientInformation = _clientInformationResolve.Resolve(httpUserAgent); _errorLog.SetClientInformation(clientInformation); } private void ParseServerVariables() { ParseSegment(_errorLog.AddServerVariable, "//serverVariables//item"); } private void ParseFormValues() { ParseSegment(_errorLog.AddFormValue, "//form//item"); } private void ParseCookies() { ParseSegment(_errorLog.AddCookie, "//cookies//item"); } private void ParseQuerystringValues() { ParseSegment(_errorLog.AddQuerystringValue, "//queryString//item"); } private void ParseCustomDataValues() { ParseSegment(_errorLog.AddCustomDataValue, "//data//item"); } private void ParseSegment(Action<string, string> method, string segmentPath) { var segment = _documentRoot.SelectNodes(segmentPath); if (segment == null \|\| segment.Count == 0) { return; } foreach (XmlNode node in segment) { if (node.Attributes == null) { return; } if (node.Attributes["name"] == null) { return; } var name = node.Attributes["name"].Value; var value = string.Empty; if (node.HasChildNodes) { var valueNode = node.FirstChild; if (valueNode.Attributes["string"] != null) { value = valueNode.Attributes["string"].InnerText; } } method.Invoke(name, value); } } private string GetAttributeValue(string attribute) { return _documentRoot.GetAttribute(attribute); } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Domain/RepositoryInitializedEventArgsTests.cs using ElmahLogAnalyzer.Core.Domain; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Domain { [TestFixture] public class RepositoryInitializedEventArgsTests : UnitTestBase { [Test] public void Ctor_SetsDirectory() { // act var args = new RepositoryInitializedEventArgs(FakeLogsDirectory, 10); // assert Assert.That(args.Directory, Is.EqualTo(FakeLogsDirectory)); } [Test] public void Ctor_SetsTotalNumberOfLogs() { // act var args = new RepositoryInitializedEventArgs(FakeLogsDirectory, 10); // assert Assert.That(args.TotalNumberOfLogs, Is.EqualTo(10)); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Domain/ElmahUrlHelper.cs using System; namespace ElmahLogAnalyzer.Core.Domain { public class ElmahUrlHelper { public Uri ResolveCsvDownloadUrl(Uri serverUrl) { var downloadUrl = new Uri(serverUrl.AbsoluteUri + ResolveDownloadPart(serverUrl)); return downloadUrl; } public string ResolveElmahRootUrl(string serverUrl) { if (!serverUrl.EndsWith(".axd", StringComparison.InvariantCultureIgnoreCase)) { var newUrl = serverUrl.EndsWith("/") ? serverUrl + "elmah.axd" : serverUrl + "/elmah.axd"; return newUrl; } return serverUrl; } private static string ResolveDownloadPart(Uri serverUrl) { return serverUrl.AbsoluteUri.EndsWith("/") ? "download" : "/download"; } } } <file_sep>/README.md # The ELMAH Log Analyzer If you find bugs or have suggestions on how to make the app better, please let me know by creating an issue. /Pelle ## Latest version Latest version released 2015-01-28 Added support for empty sources in filters and custom exception details. Please note that this version is not available under downloads, it's no longer possible to upload new releases to google code. Go here to download: [Elmah-loganalyzer-downloads](./releases) ## Previous version 2012-12-03 There is now support for defining integrated security in app.config. There is also support for loading logs from a specific application when connecting to SQL Server. ## Previous version 2012-08-16. There is now support for defining database connections in the app.config file as well as filtering on applications when you have logs for several apps in the same database. Custom schema name for MSSQL table name is now supported. A few bugs have also been fixed. Check the issues list for more information. ## Description The ELMAH Log Analyzer is a tool for viewing and analyzing [ELMAH][elmah] logs. You can either analyze logs stored as xml files on disk or get logs directly from a server running ELMAH or a database. Please see the wiki pages for more details about new and old features. Happy analyzing! [elmah]: https://github.com/elmah/Elmah <file_sep>/src/ElmahLogAnalyzer.Core/Common/ListExtensions.cs using System.Collections.Generic; namespace ElmahLogAnalyzer.Core.Common { public static class ListExtensions { public static bool InvertedContains(this List<string> list, string item, bool include) { if (include) { return list.Contains(item); } return !list.Contains(item); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Presentation/ReportPresenter.cs using System; using System.Collections.Generic; using ElmahLogAnalyzer.Core.Common; using ElmahLogAnalyzer.Core.Domain; using ElmahLogAnalyzer.Core.Infrastructure.Settings; namespace ElmahLogAnalyzer.Core.Presentation { public class ReportPresenter { private readonly IReportGenerator _generator; private readonly IErrorLogRepository _repository; private readonly ISettingsManager _settingsManager; public ReportPresenter(IReportView view, IErrorLogRepository repository, IReportGenerator generator, ISettingsManager settingsManager) { View = view; _repository = repository; _generator = generator; _settingsManager = settingsManager; RegisterEvents(); } public IReportView View { get; private set; } private static IEnumerable<ReportTypeListItem> BuildReportTypesList() { var list = new List<ReportTypeListItem>(); list.Add(new ReportTypeListItem(ReportTypes.Url)); list.Add(new ReportTypeListItem(ReportTypes.Type)); list.Add(new ReportTypeListItem(ReportTypes.Source)); list.Add(new ReportTypeListItem(ReportTypes.Day)); list.Add(new ReportTypeListItem(ReportTypes.User)); list.Add(new ReportTypeListItem(ReportTypes.Browser)); return list; } private static IEnumerable<NameValuePair> BuildNumerOfResultsOptionsList() { var list = new List<NameValuePair>(); list.Add(new NameValuePair("ALL", "-1")); list.Add(new NameValuePair("TOP 500", "500")); list.Add(new NameValuePair("TOP 100", "100")); list.Add(new NameValuePair("TOP 50", "50")); list.Add(new NameValuePair("TOP 10", "10")); return list; } private void RegisterEvents() { View.OnLoaded += ViewOnLoaded; View.OnReportSelected += ViewOnReportSelected; _generator.OnDataSourceInitialized += GeneratorOnDataSourceInitialized; } private void Initialize() { View.LoadApplications(_repository.GetApplications()); View.LoadReportTypes(BuildReportTypesList()); View.LoadNumberOfResultsOptions(BuildNumerOfResultsOptionsList()); var interval = DateInterval.Create(_settingsManager.GetDefaultDateInterval(), DateTime.Today); View.SetDateInterval(interval); } private void ViewOnLoaded(object sender, EventArgs e) { Initialize(); } private void ViewOnReportSelected(object sender, ReportSelectionEventArgs e) { var report = _generator.Create(e.Query); View.DisplayReport(report); } private void GeneratorOnDataSourceInitialized(object sender, EventArgs e) { View.Clear(); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Domain/ErrorLogSources.cs using System.ComponentModel; namespace ElmahLogAnalyzer.Core.Domain { public enum ErrorLogSources { [Description("XML files")]Files, [Description("Microsoft SQL Server")]SqlServer, [Description("Microsoft SQL Server Compact Edition")]SqlServerCompact } } <file_sep>/src/ElmahLogAnalyzer.Core/Presentation/ReportSelectionEventArgs.cs using System; using ElmahLogAnalyzer.Core.Domain; namespace ElmahLogAnalyzer.Core.Presentation { public class ReportSelectionEventArgs : EventArgs { public ReportSelectionEventArgs(ReportQuery query) { Query = query; } public ReportQuery Query { get; private set; } } } <file_sep>/src/ElmahLogAnalyzer.IntegrationTests/Infrastructure/Configuration/DatabaseConnectionsHelperTests.cs using ElmahLogAnalyzer.Core.Infrastructure.Configuration; using NUnit.Framework; namespace ElmahLogAnalyzer.IntegrationTests.Infrastructure.Configuration { [TestFixture] public class DatabaseConnectionsHelperTests { [Test] public void GetSettings_ReadsConfiguration() { // arrange var helper = new DatabaseConnectionsHelper(); // act var result = helper.GetConnections(); // assert Assert.That(result.Count, Is.EqualTo(5)); } [Test] public void GetNamed_ReturnsAllNamesForGivenType() { // arrange var helper = new DatabaseConnectionsHelper(); // act var result = helper.GetNames("SqlServer"); // assert Assert.That(result.Count, Is.EqualTo(4)); } [Test] public void GetNamed_NotCaseSensitive_ReturnsAllNamesForGivenType() { // arrange var helper = new DatabaseConnectionsHelper(); // act var result = helper.GetNames("sqlserver"); // assert Assert.That(result.Count, Is.EqualTo(4)); } [Test] public void GetNamed_ReturnsEmptyListWhenConnectionsForTypeFound() { // arrange var helper = new DatabaseConnectionsHelper(); // act var result = helper.GetNames("xxx"); // assert Assert.That(result.Count, Is.EqualTo(0)); } [Test] public void GetSettings_SettingsHaveCorrectValues() { // arrange var helper = new DatabaseConnectionsHelper(); // act var result = helper.GetConnections(); // assert var setting = result[0]; Assert.That(setting.Type, Is.EqualTo("SqlServer")); Assert.That(setting.Name, Is.EqualTo("Development")); Assert.That(setting.Server, Is.EqualTo(@".\sqlexpress")); Assert.That(setting.Database, Is.EqualTo("dev_db")); Assert.That(setting.Schema, Is.Empty); Assert.That(setting.Username, Is.EqualTo("user")); Assert.That(setting.Password, Is.EqualTo("<PASSWORD>")); setting = result[1]; Assert.That(setting.Type, Is.EqualTo("SqlServer")); Assert.That(setting.Name, Is.EqualTo("Production")); Assert.That(setting.Server, Is.EqualTo("SomeServer")); Assert.That(setting.Database, Is.EqualTo("prod_db")); Assert.That(setting.Schema, Is.EqualTo("custom")); Assert.That(setting.Username, Is.EqualTo("user")); Assert.That(setting.Password, Is.EqualTo("<PASSWORD>")); setting = result[3]; Assert.That(setting.Type, Is.EqualTo("SqlServerCompact")); Assert.That(setting.Name, Is.EqualTo("SomeCompactDb")); Assert.That(setting.File, Is.EqualTo(@"c:\somefile.sdf")); setting = result[4]; Assert.That(setting.Type, Is.EqualTo("SqlServer")); Assert.That(setting.Name, Is.EqualTo("SelectApplication")); Assert.That(setting.Database, Is.EqualTo("elmah")); Assert.That(setting.Application, Is.EqualTo("some-website")); } [Test] public void FindConfiguration_UrlFound_ReturnsConfiguration() { // arrange var helper = new DatabaseConnectionsHelper(); // act var result = helper.FindConnection("Development"); // assert Assert.That(result, Is.Not.Null); Assert.That(result.Name, Is.EqualTo("Development")); } [Test] public void FindConfiguration_UrlNotFound_ReturnsNull() { // arrange var helper = new DatabaseConnectionsHelper(); // act var result = helper.FindConnection(string.Empty); // assert Assert.That(result, Is.Null); } [Test] public void UseIntegratedSecurity_NoPasswordAndNoUserId_ReturnsTrue() { var helper = new DatabaseConnectionsHelper(); var result = helper.FindConnection("NoCredentials"); Assert.That(result.UseIntegratedSecurity, Is.True); } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Domain/NetworkConnectionTests.cs using ElmahLogAnalyzer.Core.Domain; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Domain { [TestFixture] public class NetworkConnectionTests : UnitTestBase { [Test] public void Ctor_SetsUri() { // arrange var url = "http://www.test.com/elmah.axd"; // act var connection = new NetworkConnection(url); // assert Assert.That(connection.Uri.AbsoluteUri, Is.EqualTo(url)); } [Test] public void HasCredentials_CredentialsNotSet_IsFalse() { // arrange var url = "http://www.test.com/elmah.axd"; var connection = new NetworkConnection(url); // act var result = connection.HasCredentials; // assert Assert.That(result, Is.False); } [Test] public void HasCredentials_CredentialsIsSet_IsTrue() { // arrange var url = "http://www.test.com/elmah.axd"; var connection = new NetworkConnection(url); connection.SetCredentials("pelle", "<PASSWORD>", "<PASSWORD>"); // act var result = connection.HasCredentials; // assert Assert.That(result, Is.True); } [Test] public void GetCredentials_CredentialsNotSet_ReturnsNull() { // arrange var url = "http://www.test.com/elmah.axd"; var connection = new NetworkConnection(url); // act var result = connection.GetCredentials(); // assert Assert.That(result, Is.Null); } [Test] public void GetCredentials_CredentialsIsSet_ReturnsCredentials() { // arrange var url = "http://www.test.com/elmah.axd"; var connection = new NetworkConnection(url); connection.SetCredentials("pelle", "password", "domain1"); // act var result = connection.GetCredentials(); // assert Assert.That(result, Is.Not.Null); } [Test] public void GetCredentials_CredentialsIsSet_ShouldHaveUsernamePasswordAndDomain() { // arrange var url = "http://www.test.com/elmah.axd"; var connection = new NetworkConnection(url); connection.SetCredentials("pelle", "password", "domain1"); // act var result = connection.GetCredentials(); // assert Assert.That(result.UserName, Is.EqualTo("pelle")); Assert.That(result.Password, Is.EqualTo("<PASSWORD>")); Assert.That(result.Domain, Is.EqualTo("domain1")); } [Test] public void CreateWithCredentials_CreatesNewConnectionAndCopiesCredentialsFromTheOriginal() { // arrange var url = "http://www.test.com/elmah.axd"; var original = new NetworkConnection(url); original.SetCredentials("pelle", "password", "domain1"); // act var copy = original.CopyWithCredentials("http://www.copy.com/elmah.axd"); // assert Assert.That(copy.Uri.AbsoluteUri, Is.EqualTo("http://www.copy.com/elmah.axd")); Assert.That(copy.GetCredentials(), Is.EqualTo(original.GetCredentials())); } [Test] public void IsHttps_UriSchemeIsHttps_IsTrue() { // arrange var url = "https://www.test.com/elmah.axd"; var connection = new NetworkConnection(url); // act var result = connection.IsHttps; // assert Assert.That(result, Is.True); } [Test] public void IsHttps_UriSchemeIsNotHttps_IsFalse() { // arrange var url = "http://www.test.com/elmah.axd"; var connection = new NetworkConnection(url); // act var result = connection.IsHttps; // assert Assert.That(result, Is.False); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Infrastructure/Dependencies/ServiceLocator.cs using System; using Ninject; using Ninject.Parameters; namespace ElmahLogAnalyzer.Core.Infrastructure.Dependencies { public static class ServiceLocator { private static readonly IKernel Kernel = new StandardKernel(); static ServiceLocator() { Kernel.Load(AppDomain.CurrentDomain.GetAssemblies()); } public static T Resolve<T>() { return Kernel.Get<T>(); } public static T ResolveWithConstructorArguments<T>(params IParameter[] parameters) { return Kernel.Get<T>(parameters); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Common/DateIntervalSpans.cs using System.ComponentModel; namespace ElmahLogAnalyzer.Core.Common { public enum DateIntervalSpans { [Description("Week")] Week = 1, [Description("Month")] Month = 2, [Description("Year")] Year = 3 } } <file_sep>/src/ElmahLogAnalyzer.UI/Views/Partials/SearchDetailsView.cs using System; using System.Windows.Forms; using ElmahLogAnalyzer.Core.Domain; using ElmahLogAnalyzer.Core.Presentation; namespace ElmahLogAnalyzer.UI.Views.Partials { public partial class SearchDetailsView : UserControl { public SearchDetailsView() { InitializeComponent(); Clear(); } public event EventHandler<SearchHttpUserAgentInformationEventArgs> OnSearchHttpUserAgentInformationClicked; private ErrorLog ErrorLog { get; set; } public void DisplayError(ErrorLog error) { ErrorLog = error; Clear(); _timeLabel.Text = ErrorLog.Time.ToString(); _urlLabel.Text = ErrorLog.Url; _typeLabel.Text = ErrorLog.Type; _sourceLabel.Text = ErrorLog.Source; _httpStatusCodeTextBox.Text = ErrorLog.StatusCodeInformation.DisplayName; _messageTextBox.Text = ErrorLog.Message; _detailsTextBox.Text = ErrorLog.Details; _userLabel.Text = ErrorLog.User; _platformLabel.Text = ErrorLog.ClientInformation.Platform; _operatingSystemLabel.Text = ErrorLog.ClientInformation.OperatingSystem; _browserLabel.Text = ErrorLog.ClientInformation.Browser; _ipAddressLabel.Text = ErrorLog.ClientIpAddress; _useragentLabel.Text = ErrorLog.ClientInformation.HttpUserAgentString; _clientDetailsOnlineGroupBox.Visible = true; _formsListView.LoadValues(ErrorLog.FormValues); _cookiesListView.LoadValues(ErrorLog.Cookies); _querystringListView.LoadValues(ErrorLog.QuerystringValues); _serverVariablesListView.LoadValues(ErrorLog.ServerVariables); _customDataListView.LoadValues(ErrorLog.CustomDataValues); _hostTextBox.Text = ErrorLog.ServerInformation.Host; _nameTextBox.Text = ErrorLog.ServerInformation.Name; _portTextBox.Text = ErrorLog.ServerInformation.Port; _softwareTextBox.Text = ErrorLog.ServerInformation.Software; _browser.DocumentText = new YellowScreenOfDeathBuilder(ErrorLog).GetHtml(); } public void ClearView() { if (InvokeRequired) { this.InvokeEx(x => x.ClearView()); } else { Clear(); } } private void Clear() { _timeLabel.Text = string.Empty; _userLabel.Text = string.Empty; _typeLabel.Text = string.Empty; _sourceLabel.Text = string.Empty; _httpStatusCodeTextBox.Text = string.Empty; _messageTextBox.Text = string.Empty; _detailsTextBox.Text = string.Empty; _urlLabel.Text = string.Empty; _userLabel.Text = string.Empty; _platformLabel.Text = string.Empty; _operatingSystemLabel.Text = string.Empty; _browserLabel.Text = string.Empty; _ipAddressLabel.Text = string.Empty; _useragentLabel.Text = string.Empty; _clientDetailsOnlineGroupBox.Visible = false; _formsListView.ClearValues(); _cookiesListView.ClearValues(); _querystringListView.ClearValues(); _serverVariablesListView.ClearValues(); _customDataListView.ClearValues(); _hostTextBox.Text = string.Empty; _nameTextBox.Text = string.Empty; _portTextBox.Text = string.Empty; _softwareTextBox.Text = string.Empty; _browser.DocumentText = string.Empty; } private void RaiseOnSearchHttpUserAgentInformationClicked(string searchLauncher) { if (OnSearchHttpUserAgentInformationClicked != null) { OnSearchHttpUserAgentInformationClicked(this, new SearchHttpUserAgentInformationEventArgs(ErrorLog.ClientInformation.HttpUserAgentString, searchLauncher)); } } private void BotsVsBrowsersButtonClick(object sender, EventArgs e) { RaiseOnSearchHttpUserAgentInformationClicked("botsvsbrowsers"); } private void HttpUserAgentStringButtonClick(object sender, EventArgs e) { RaiseOnSearchHttpUserAgentInformationClicked(string.Empty); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Domain/RepositoryInitializedEventArgs.cs using System; namespace ElmahLogAnalyzer.Core.Domain { public class RepositoryInitializedEventArgs : EventArgs { public RepositoryInitializedEventArgs(string directory, int totalNumberOfLogs) { Directory = directory; TotalNumberOfLogs = totalNumberOfLogs; } public string Directory { get; private set; } public int TotalNumberOfLogs { get; private set; } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Presentation/ConnectionSelectedEventArgsTests.cs using ElmahLogAnalyzer.Core.Presentation; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Presentation { [TestFixture] public class ConnectionSelectedEventArgsTests { [Test] public void Ctor_SetsUrl() { // act var args = new ConnectionSelectedEventArgs("http://test.com"); // assert Assert.That(args.Url, Is.EqualTo("http://test.com")); } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Domain/DownloadDirectoryResolverTests.cs using System; using ElmahLogAnalyzer.Core.Domain; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Domain { [TestFixture] public class DownloadDirectoryResolverTests : UnitTestBase { [Test] public void Resolve_TypicalUrl_ShouldBuildDirectoryWithHostnameAndPort() { // arrange var url = new Uri("http://www.test.nu/elmah.axd"); // assert Assert.That(DownloadDirectoryResolver.Resolve(url), Is.EqualTo("www.test.nu_80")); } [Test] public void Resolve_NotPort80_ShouldBuildDirectoryWithHostnameAndPort() { // arrange var url = new Uri("http://www.test.nu:8099/elmah.axd"); // assert Assert.That(DownloadDirectoryResolver.Resolve(url), Is.EqualTo("www.test.nu_8099")); } [Test] public void Resolve_Localhost_ShouldBuildDirectoryWithHostnameAndPort() { // arrange var url = new Uri("http://localhost:8099/elmah.axd"); // assert Assert.That(DownloadDirectoryResolver.Resolve(url), Is.EqualTo("localhost_8099")); } [Test] public void Resolve_IpAddress_ShouldBuildDirectoryWithIpAndPort() { // arrange var url = new Uri("http://127.0.0.1:8099/elmah.axd"); // assert Assert.That(DownloadDirectoryResolver.Resolve(url), Is.EqualTo("127.0.0.1_8099")); } [Test] public void Resolve_IsVirtualDirectory_ShouldBuildDirectoryWithHostnameVirtualDirectoryAndPort() { // arrange var url = new Uri("http://localhost:8099/myapp/elmah.axd"); // assert Assert.That(DownloadDirectoryResolver.Resolve(url), Is.EqualTo("localhost_myapp_8099")); } [Test] public void Resolve_IsVirtualDirectoryInMultipleLevels_ShouldBuildDirectoryWithHostnameVirtualDirectoryAndPort() { // arrange var url = new Uri("http://localhost:8099/myapp/somedirectory/elmah.axd"); // assert Assert.That(DownloadDirectoryResolver.Resolve(url), Is.EqualTo("localhost_myapp_somedirectory_8099")); } [Test] public void Resolve_IsVirtualDirectoryInMultipleLevelsWithDoubleSlashes_ShouldBuildDirectoryWithHostnameVirtualDirectoryAndPort() { // arrange var url = new Uri("http://localhost:8099//myapp//somedirectory//elmah.axd"); // assert Assert.That(DownloadDirectoryResolver.Resolve(url), Is.EqualTo("localhost_myapp_somedirectory_8099")); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Domain/ErrorLogDownloader.cs using System; using System.Collections.Generic; using System.Globalization; using System.IO; using System.Linq; using System.Threading.Tasks; using ElmahLogAnalyzer.Core.Infrastructure.FileSystem; using ElmahLogAnalyzer.Core.Infrastructure.Settings; using ElmahLogAnalyzer.Core.Infrastructure.Web; namespace ElmahLogAnalyzer.Core.Domain { public class ErrorLogDownloader : IErrorLogDownloader { private readonly IWebRequestHelper _webRequst; private readonly IFileSystemHelper _fileSystemsHelper; private readonly ICsvParser _csvParser; private readonly ISettingsManager _settingsManager; public ErrorLogDownloader(NetworkConnection connection, IWebRequestHelper webRequst, IFileSystemHelper fileSystemHelper, ICsvParser csvParser, ISettingsManager settingsManager) { Connection = connection; _webRequst = webRequst; _fileSystemsHelper = fileSystemHelper; _csvParser = csvParser; _settingsManager = settingsManager; ResolveDownloadDirectory(); } public NetworkConnection Connection { get; private set; } public string DownloadDirectory { get; private set; } public IEnumerable<KeyValuePair<Uri, DateTime>> CsvContent { get; private set; } public void Download() { CreateDownloadDirectory(); ResolveLogsAvailableForDownload(); var entries = ResolveLogsToDownload(); var webRequst = _webRequst; var downloadDirectory = DownloadDirectory; var errors = // ... from entry in entries let downloadUrl = ResolveErrorLogDownloadUrl(Connection, entry) let fileName = ResolveErrorLogFileName(downloadUrl.Uri, entry.Value) let path = Path.Combine(downloadDirectory, fileName) where !ErrorlogAlreadyDownloaded(path) select new { FilePath = path, Xml = webRequst.Uri(downloadUrl), }; Parallel.ForEach(errors, error => _fileSystemsHelper.CreateTextFile(error.FilePath, error.Xml)); } private static NetworkConnection ResolveErrorLogDownloadUrl(NetworkConnection connection, KeyValuePair<Uri, DateTime> entry) { var url = entry.Key.AbsoluteUri.Replace("/detail?", "/xml?"); if (connection.IsHttps) { url = url.Replace("http:", "https:"); } return connection.CopyWithCredentials(url); } private static string ResolveErrorLogFileName(Uri detailsUrl, DateTime time) { const string template = "error-{0:yyyy'-'MM'-'dd}T{0:HHmmss}Z-{1}.xml"; var startIndex = detailsUrl.AbsoluteUri.LastIndexOf('='); var id = detailsUrl.AbsoluteUri.Substring(startIndex + 1); return string.Format(CultureInfo.InvariantCulture, template, time.ToUniversalTime(), id); } private void ResolveDownloadDirectory() { var folder = DownloadDirectoryResolver.Resolve(Connection.Uri); DownloadDirectory = Path.Combine(_fileSystemsHelper.GetCurrentDirectory(), folder); } private void CreateDownloadDirectory() { if (!_fileSystemsHelper.DirectoryExists(DownloadDirectory)) { _fileSystemsHelper.CreateDirectory(DownloadDirectory); } } private void ResolveLogsAvailableForDownload() { var downloadUrl = new ElmahUrlHelper().ResolveCsvDownloadUrl(Connection.Uri); var connection = Connection.CopyWithCredentials(downloadUrl.AbsoluteUri); var csvContent = _webRequst.Uri(connection); CsvContent = _csvParser.Parse(csvContent).ToList(/* materialize /); } private IEnumerable<KeyValuePair<Uri, DateTime>> ResolveLogsToDownload() { return _settingsManager.ShouldGetAllLogs ? CsvContent : CsvContent.Take(_settingsManager.GetMaxNumberOfLogs()); } private bool ErrorlogAlreadyDownloaded(string path) { return _fileSystemsHelper.FileExists(path); } } } <file_sep>/src/ElmahLogAnalyzer.TestHelpers/Fakes/FakeWebServerConnectionsHelper.cs using System; using System.Collections.Generic; using ElmahLogAnalyzer.Core.Infrastructure.Configuration; namespace ElmahLogAnalyzer.TestHelpers.Fakes { public class FakeWebServerConnectionsHelper : IWebServerConnectionsHelper { public WebServerConnectionElementCollection GetConnections() { throw new NotImplementedException(); } public List<string> GetUrls() { return new List<string> { "http://localhost:1234/myapp", "http://production/myapp" }; } public WebServerConnectionElement FindConnection(string url) { if (string.IsNullOrWhiteSpace(url)) { return new WebServerConnectionElement(); } return new WebServerConnectionElement { Url = "http://production/myapp", Username = "pelle", Password = "<PASSWORD>", Domain = "mydomain" }; } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Domain/YellowScreenOfDeathBuilderTests.cs using ElmahLogAnalyzer.Core.Domain; using ElmahLogAnalyzer.TestHelpers; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Domain { [TestFixture] public class YellowScreenOfDeathBuilderTests : UnitTestBase { [Test] public void Ctor_SetsErrorLog() { // arrange var errorlog = DomainObjectBuilder.CreateFakeErrorLog(); var builder = new YellowScreenOfDeathBuilder(errorlog); // assert Assert.That(builder.ErrorLog, Is.EqualTo(errorlog)); } [Test] public void GetHtml_BuildHtmlContent() { // arrange var errorlog = DomainObjectBuilder.CreateFakeErrorLog(); var builder = new YellowScreenOfDeathBuilder(errorlog); // act var result = builder.GetHtml(); // assert Assert.That(result, Is.Not.Null); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Domain/IReportGenerator.cs using System; namespace ElmahLogAnalyzer.Core.Domain { public interface IReportGenerator { event EventHandler OnDataSourceInitialized; Report Create(ReportQuery query); } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Domain/HttpStatusCodeInformationTests.cs using ElmahLogAnalyzer.Core.Domain; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Domain { [TestFixture] public class HttpStatusCodeInformationTests : UnitTestBase { [Test] public void Ctor_NoArguments_CodeAndDescriptionAreEmpty() { // act var information = new HttpStatusCodeInformation(); // assert Assert.That(information.Code, Is.EqualTo(string.Empty)); Assert.That(information.Description, Is.EqualTo(string.Empty)); } [Test] public void Ctor_SetsCodeAndDescription() { // act var information = new HttpStatusCodeInformation("404", "Not found"); // assert Assert.That(information.Code, Is.EqualTo("404")); Assert.That(information.Description, Is.EqualTo("Not found")); } [Test] public void DisplayName_IsCodeAndDescription() { // arrange var information = new HttpStatusCodeInformation("404", "Not found"); // assert Assert.That(information.DisplayName, Is.EqualTo("404 Not found")); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Infrastructure/FileSystem/IFileSystemHelper.cs namespace ElmahLogAnalyzer.Core.Infrastructure.FileSystem { public interface IFileSystemHelper { bool FileExists(string path); bool DirectoryExists(string directory); string[] GetFilesFromDirectory(string directory, string filePattern); string GetFileContent(string path); string GetCurrentDirectory(); void CreateDirectory(string downloadDirectory); void CreateTextFile(string path, string content); void DeleteFile(string file); } }<file_sep>/src/ElmahLogAnalyzer.Core/Common/StringExtensions.cs namespace ElmahLogAnalyzer.Core.Common { public static class StringExtensions { public static bool HasValue(this string value) { return !string.IsNullOrWhiteSpace(value); } public static bool ContainsText(this string value, string part, bool caseInsensitive = false) { if (!value.HasValue()) { return false; } if (caseInsensitive) { return value.ToLowerInvariant().Contains(part.ToLowerInvariant()); } return value.Contains(part); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Infrastructure/Web/IWebRequestHelper.cs using ElmahLogAnalyzer.Core.Domain; namespace ElmahLogAnalyzer.Core.Infrastructure.Web { public interface IWebRequestHelper { string Uri(NetworkConnection connection); } } <file_sep>/src/ElmahLogAnalyzer.Core/Presentation/ConnectionSelectedEventArgs.cs using System; namespace ElmahLogAnalyzer.Core.Presentation { public class ConnectionSelectedEventArgs : EventArgs { public ConnectionSelectedEventArgs(string url) { Url = url; } public string Url { get; private set; } } } <file_sep>/src/ElmahLogAnalyzer.Core/Infrastructure/Configuration/DatabaseConnectionElementCollection.cs using System.Configuration; namespace ElmahLogAnalyzer.Core.Infrastructure.Configuration { public class DatabaseConnectionElementCollection : ConfigurationElementCollection { public DatabaseConnectionElement this[int index] { get { return BaseGet(index) as DatabaseConnectionElement; } set { if (BaseGet(index) != null) { BaseRemoveAt(index); } BaseAdd(index, value); } } protected override ConfigurationElement CreateNewElement() { return new DatabaseConnectionElement(); } protected override object GetElementKey(ConfigurationElement element) { return ((DatabaseConnectionElement)element).Name; } } } <file_sep>/src/ElmahLogAnalyzer.TestHelpers/TestEnum.cs using System.ComponentModel; namespace ElmahLogAnalyzer.TestHelpers { public enum TestEnum { [Description("Hello world")] ValueWithDescriptionAttribute, ValueWithNoDescriptionAttribute } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Domain/ReportTests.cs using System; using System.Collections.Generic; using ElmahLogAnalyzer.Core.Domain; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Domain { [TestFixture] public class ReportTests : UnitTestBase { [Test] public void Ctor_SetsReportQuery() { // arrange var query = CreateReportQuery(); // act var report = new Report(query); // assert Assert.That(report.Query, Is.EqualTo(query)); } [Test] public void Ctor_QueryIsNull_Throws() { // act var result = Assert.Throws<ArgumentNullException>(() => new Report(null)); // assert Assert.That(result, Is.Not.Null); Assert.That(result.ParamName, Is.EqualTo("query")); } [Test] public void Ctor_HasEmptyItemsList() { // arrange var report = new Report(CreateReportQuery()); // assert Assert.That(report.Items.Count, Is.EqualTo(0)); } [Test] public void AddRange_AddsRangeToItems() { // arrange var report = new Report(CreateReportQuery()); var range = new List<ReportItem> { new ReportItem("key", 10) }; // act report.AddRange(range); // assert Assert.That(report.Items.Count, Is.EqualTo(1)); } [Test] public void AddRange_RangeIsNull() { // arrange var report = new Report(CreateReportQuery()); // act var result = Assert.Throws<ArgumentNullException>(() => report.AddRange(null)); // assert Assert.That(result, Is.Not.Null); Assert.That(result.ParamName, Is.EqualTo("items")); } } } <file_sep>/src/ElmahLogAnalyzer.UI/Views/Partials/ReportSelectionView.cs using System; using System.Collections.Generic; using System.Windows.Forms; using ElmahLogAnalyzer.Core.Common; using ElmahLogAnalyzer.Core.Domain; using ElmahLogAnalyzer.Core.Presentation; namespace ElmahLogAnalyzer.UI.Views.Partials { public partial class ReportSelectionView : UserControl { public ReportSelectionView() { InitializeComponent(); } public event EventHandler<ReportSelectionEventArgs> OnReportSelected; public void SetDateInterval(DateInterval interval) { _dateIntervalPicker.SetInterval(interval); } public void LoadApplications(IEnumerable<string> applications) { _applicationsComboBox.DataSource = applications; _applicationsComboBox.SelectedIndex = 0; } public void LoadTypes(IEnumerable<ReportTypeListItem> types) { _reportsComboBox.Items.Clear(); foreach (var item in types) { _reportsComboBox.Items.Add(item); } _reportsComboBox.SelectedIndex = 0; } public void LoadNumberOfResultsOptions(IEnumerable<NameValuePair> options) { _numberOfResultsComboBox.Items.Clear(); foreach (var item in options) { _numberOfResultsComboBox.Items.Add(item); } _numberOfResultsComboBox.SelectedIndex = 0; } private void ShowButtonClick(object sender, EventArgs e) { if (OnReportSelected == null) { return; } var query = BuildQuery(); OnReportSelected(this, new ReportSelectionEventArgs(query)); } private ReportQuery BuildQuery() { var reportType = (ReportTypeListItem)_reportsComboBox.SelectedItem; var numberOfResults = Convert.ToInt32(((NameValuePair)_numberOfResultsComboBox.SelectedItem).Value); return new ReportQuery(_applicationsComboBox.SelectedItem.ToString(), reportType.ReportType, _dateIntervalPicker.GetInterval(), numberOfResults); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Infrastructure/Settings/ISettingsManager.cs using ElmahLogAnalyzer.Core.Common; namespace ElmahLogAnalyzer.Core.Infrastructure.Settings { public interface ISettingsManager { bool ShouldGetAllLogs { get; } int GetMaxNumberOfLogs(); void SetMaxNumberOfLogs(int maxNumberOfLogs); string GetDefaultLogsDirectory(); void SetDefaultLogsDirectory(string directory); bool GetLoadLogsFromDefaultDirectoryAtStartup(); void SetLoadLogsFromDefaultDirectoryAtStartup(bool shouldLoad); string GetDefaultExportDirectory(); void SetDefaultExportDirectory(string directory); DateIntervalSpans GetDefaultDateInterval(); void SetDefaultDateInterval(DateIntervalSpans interval); void Save(); } } <file_sep>/src/ElmahLogAnalyzer.Core/Presentation/IExportView.cs using System; namespace ElmahLogAnalyzer.Core.Presentation { public interface IExportView { event EventHandler OnLoaded; event EventHandler OnExport; event EventHandler OnCancel; string ExportToDirectory { get; set; } void SetLoadingState(); void DisplayProgress(string progress); void DisplayError(Exception ex); void CloseView(); } } <file_sep>/src/ElmahLogAnalyzer.Core/Constants/HttpServerVariables.cs namespace ElmahLogAnalyzer.Core.Constants { public static class HttpServerVariables { public const string LogonUser = "LOGON_USER"; public const string RemoteAddress = "REMOTE_ADDR"; public const string Url = "URL"; public const string HttpUserAgent = "HTTP_USER_AGENT"; } } <file_sep>/src/ElmahLogAnalyzer.TestHelpers/Fakes/FakeConsoleLog.cs using System; using ElmahLogAnalyzer.Core.Infrastructure.Logging; namespace ElmahLogAnalyzer.TestHelpers.Fakes { public class FakeConsoleLog : ILog { public void Debug(string message) { Console.WriteLine(@"DEBUG: " + message); } public void Error(string message) { Console.WriteLine(@"ERROR: " + message); } public void Error(string message, Exception exception) { throw new NotImplementedException(); } public void Error(Exception exception) { throw new NotImplementedException(); } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Domain/ClientInformationTests.cs using ElmahLogAnalyzer.Core.Domain; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Domain { [TestFixture] public class ClientInformationTests : UnitTestBase { [Test] public void Ctor_HasUnknownPlatform() { // arrange var info = new ClientInformation(); // assert Assert.That(info.Platform, Is.EqualTo("UNKNOWN")); } [Test] public void Ctor_HasUnknownOperatingSystem() { // arrange var info = new ClientInformation(); // assert Assert.That(info.OperatingSystem, Is.EqualTo("UNKNOWN")); } [Test] public void Ctor_HasUnknownBrowser() { // arrange var info = new ClientInformation(); // assert Assert.That(info.Browser, Is.EqualTo("UNKNOWN")); } [Test] public void Ctor_HasEmptyDescription() { // arrange var info = new ClientInformation(); // assert Assert.That(info.Description, Is.EqualTo(string.Empty)); } [Test] public void Ctor_HasEmptyHttpUserAgentString() { // arrange var info = new ClientInformation(); // assert Assert.That(info.HttpUserAgentString, Is.EqualTo(string.Empty)); } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Integrations/HttpUserAgentSearch/BotsVsBrowsersSearchLauncherTests.cs using System; using ElmahLogAnalyzer.Core.Integrations.HttpUserAgentSearch; using ElmahLogAnalyzer.TestHelpers.Fakes; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Integrations.HttpUserAgentSearch { [TestFixture] public class BotsVsBrowsersSearchLauncherTests : UnitTestBase { [Test] public void Ctor_SetsProcessHelper() { // arrange var starter = new FakeUrlNavigationLauncher(); // act var launcher = new BotsVsBrowsersSearchLauncher(starter); // assert Assert.That(launcher.UrlNavigationLauncher, Is.EqualTo(starter)); } [Test] public void Launch_BuildUrlAndLaunch() { // arrange var starter = new FakeUrlNavigationLauncher(); var launcher = new BotsVsBrowsersSearchLauncher(starter); const string httpUserAgent = "AdsBot-Google-Mobile (Android; +http://www.google.com/adsbot.html) AppleWebKit"; // act launcher.Launch(httpUserAgent); // assert Assert.That(starter.RunWithUrl, Is.EqualTo(new Uri("http://www.botsvsbrowsers.com/listings.asp?search=AdsBot-Google-Mobile%20(Android%3B%20%2Bhttp%3A%2F%2Fwww.google.com%2Fadsbot.html)%20AppleWebKit"))); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Presentation/IConnectToSqlServerCompactView.cs namespace ElmahLogAnalyzer.Core.Presentation { public interface IConnectToSqlServerCompactView : IConnectToDatabaseFileView { } }<file_sep>/src/ElmahLogAnalyzer.Core/Common/DictionaryBuilder.cs using System; using System.Collections.Generic; namespace ElmahLogAnalyzer.Core.Common { public static class DictionaryBuilder { private const int KeyIndex = 0; private const int ValueIndex = 1; public static Dictionary<string, string> BuildFromText(string text, char valueSplitChar = ';', char keyValueSplitChar = '=') { if (text == null) { throw new ArgumentNullException("text"); } var result = new Dictionary<string, string>(); if (!text.HasValue()) { return result; } var valueList = text.Split(valueSplitChar); foreach (var listValue in valueList) { var item = listValue.Split(keyValueSplitChar); var key = item[KeyIndex]; var value = string.Empty; if (item.Length > 1) { value = item[ValueIndex]; } result.Add(key, value); } return result; } } } <file_sep>/src/ElmahLogAnalyzer.UI/Controls/NameValuePairListView.cs using System.Collections.Generic; using System.Windows.Forms; using ElmahLogAnalyzer.Core.Common; namespace ElmahLogAnalyzer.UI.Controls { public partial class NameValuePairListView : UserControl { public NameValuePairListView() { InitializeComponent(); } public void LoadValues(IEnumerable<NameValuePair> values) { _itemsListView.Items.Clear(); foreach (var value in values) { var nameNode = _itemsListView.Items.Add(value.Name); nameNode.SubItems.Add(new ListViewItem.ListViewSubItem(nameNode, value.Value)); nameNode.ToolTipText = value.Value; } _itemsListView.AutoResizeColumns(_itemsListView.Items.Count > 0 ? ColumnHeaderAutoResizeStyle.ColumnContent : ColumnHeaderAutoResizeStyle.HeaderSize); } public void ClearValues() { _itemsListView.Items.Clear(); } private void ContextMenuItemClicked(object sender, ToolStripItemClickedEventArgs e) { if (e.ClickedItem.Text == "Copy value") { var selectedNode = _itemsListView.SelectedItems[0]; var value = selectedNode.SubItems[1].Text; if (!value.HasValue()) { return; } Clipboard.SetText(value); } } private void ItemsListViewMouseClick(object sender, MouseEventArgs e) { if (_itemsListView.Items.Count == 0) { return; } if (_itemsListView.SelectedItems.Count == 0) { return; } if (e.Button == MouseButtons.Right) { _itemsListView.ContextMenuStrip = _contextMenu; _contextMenu.Show(_itemsListView, MousePosition); } } } } <file_sep>/src/ElmahLogAnalyzer.Core/Common/DateInterval.cs using System; namespace ElmahLogAnalyzer.Core.Common { public class DateInterval { public DateInterval(DateTime startDate, DateTime endDate) { StartDate = startDate; EndDate = endDate; } public DateTime StartDate { get; private set; } public DateTime EndDate { get; private set; } public static DateInterval Create(DateIntervalSpans span, DateTime today) { switch (span) { case DateIntervalSpans.Week: return new DateInterval(today.AddDays(-7), today); case DateIntervalSpans.Month: return new DateInterval(today.AddMonths(-1), today); case DateIntervalSpans.Year: return new DateInterval(today.AddYears(-1), today); } return null; } public override bool Equals(object obj) { return base.Equals(obj); } public bool Equals(DateInterval other) { if (ReferenceEquals(null, other)) { return false; } if (ReferenceEquals(this, other)) { return true; } return other.StartDate.Equals(StartDate) && other.EndDate.Equals(EndDate); } public override int GetHashCode() { unchecked { return (StartDate.GetHashCode() 397) ^ EndDate.GetHashCode(); } } public override string ToString() { return ToString(null); } public string ToString(IFormatProvider provider) { return string.Format(provider, "{0:d} {1:d}", StartDate, EndDate); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Infrastructure/Logging/ILog.cs using System; namespace ElmahLogAnalyzer.Core.Infrastructure.Logging { public interface ILog { void Debug(string message); void Error(string message); void Error(string message, Exception exception); void Error(Exception exception); } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/UnitTestBase.cs using System; using ElmahLogAnalyzer.Core.Common; using ElmahLogAnalyzer.Core.Domain; namespace ElmahLogAnalyzer.UnitTests { public abstract class UnitTestBase { protected static string FakeLogsDirectory { get { return @"c:\logs"; } } protected static ReportQuery CreateReportQuery() { return new ReportQuery("/", ReportTypes.Type, new DateInterval(new DateTime(1975, 5, 14), new DateTime(2011, 4, 8)), -1); } protected static string GetCsvContent() { return @" Application,Host,Time,Unix Time,Type,Source,User,Status Code,Message,URL ,ALVA,2011-05-18 08:07:18,1305706038.9967,System.Web.HttpException,System.Web,alva\per,404,Path '/Views/' was not found.,http://localhost:51046/elmah.axd/detail?id=246185cb-23ae-492d-b40a-3556a40a3cf0 ,ALVA,2011-05-17 13:08:24,1305637704.5790,System.Web.HttpException,System.Web,alva\per,404,Path '/Views/Arbetsrapport/Registrera.aspx' was not found.,http://localhost:51046/elmah.axd/detail?id=22809d08-aa26-49d7-915f-24f433c451ba ,ALVA,2011-05-17 13:02:55,1305637375.6302,System.Web.HttpException,System.Web,alva\per,404,Path '/Views/Arbetsrapport/Registrera.aspx' was not found.,http://localhost:51046/elmah.axd/detail?id=7b689534-21d9-4371-96bb-625dafb8ffb8 ,ALVA,2011-05-17 13:00:28,1305637228.7908,System.Web.HttpCompileException,System.Web,alva\per,500,c:\Projects\Crepido\v1.5.0\src\Sodra.PP\Sodra.PP.Web\Views\Arbetsrapport\RegistreraArbetsrapportEntry.ascx(5): error CS1061: 'Sodra.PP.Domain.Core.ViewModels.Arbetsrapport.ArbetsrapportViewModel' does not contain a definition for 'FinnsPaSkapadFaktura' and no extension method 'FinnsPaSkapadFaktura' accepting a first argument of type 'Sodra.PP.Domain.Core.ViewModels.Arbetsrapport.ArbetsrapportViewModel' could be found (are you missing a using directive or an assembly reference?),http://localhost:51046/elmah.axd/detail?id=e671cd53-097d-4dc7-aead-697ee2072303 ,ALVA,2011-05-17 12:52:07,1305636727.9726,System.Web.HttpException,System.Web,alva\per,404,Path '/Views/Arbetsrapport/Registrera.aspx' was not found.,http://localhost:51046/elmah.axd/detail?id=61250580-c96f-47b1-93bb-23a9e0e63b86 ,ALVA,2011-05-17 12:49:36,1305636576.3828,System.Web.HttpException,System.Web,alva\per,404,Path '/Views/Arbetsrapport/Registrera.aspx' was not found.,http://localhost:51046/elmah.axd/detail?id=4bf4f7ec-5bcf-4b57-bfac-1a7218c7255f ,ALVA,2011-05-17 12:44:14,1305636254.3320,System.Web.HttpException,System.Web,alva\per,404,Path '/Views/Arbetsrapport/Registrera.aspx' was not found.,http://localhost:51046/elmah.axd/detail?id=882d5663-fd2b-4258-b344-88cfbca65513 ,ALVA,2011-05-17 12:37:02,1305635822.3120,System.Web.HttpException,System.Web,alva\per,404,Path '/Views/Arbetsrapport/Registrera.aspx' was not found.,http://localhost:51046/elmah.axd/detail?id=60767812-6b29-407c-8efb-0ab3811a5bdf ,ALVA,2011-05-10 08:18:30,1305015510.6571,NHibernate.PropertyNotFoundException,mscorlib,alva\per,0,Could not find a setter for property 'Trakttyp' in class 'Sodra.PP.Domain.Core.ViewModels.Faktura.KontrollFakturaListaViewModel',http://localhost:51046/elmah.axd/detail?id=214f533a-cf8d-4738-a2b2-255b5504f910 ,ALVA,2011-05-10 08:12:39,1305015159.2409,System.ArgumentNullException,mscorlib,alva\per,0,""Value cannot be null. Parameter name: source"",http://localhost:51046/elmah.axd/detail?id=ee1539b7-7e2a-41a6-a970-d018557b447b"; } } } <file_sep>/src/ElmahLogAnalyzer.Core/Presentation/ExportPresenter.cs using System; using System.IO; using System.Threading.Tasks; using ElmahLogAnalyzer.Core.Domain.Export; using ElmahLogAnalyzer.Core.Infrastructure.Settings; namespace ElmahLogAnalyzer.Core.Presentation { public class ExportPresenter { private readonly IErrorLogExporter _exporter; private readonly ISettingsManager _settingsManager; public ExportPresenter(IExportView view, IErrorLogExporter exporter, ISettingsManager settingsManager) { View = view; _exporter = exporter; _settingsManager = settingsManager; RegisterEvents(); } public IExportView View { get; private set; } private void RegisterEvents() { _exporter.OnCompleted += delegate { View.CloseView(); }; _exporter.OnProgressChanged += (sender, args) => View.DisplayProgress(args.Progress); _exporter.OnError += (sender, args) => View.DisplayError(args.Error); View.OnLoaded += ViewOnOnLoaded; View.OnExport += View_OnExport; View.OnCancel += View_OnCancel; } private void ViewOnOnLoaded(object sender, EventArgs eventArgs) { View.ExportToDirectory = _settingsManager.GetDefaultExportDirectory(); } private void View_OnCancel(object sender, EventArgs e) { _exporter.Cancel(); View.CloseView(); } private void View_OnExport(object sender, EventArgs e) { View.SetLoadingState(); var db = Path.Combine(View.ExportToDirectory, "ElmahLogAnalyzer_Dump.sdf"); var task = new Task(() => _exporter.Export(db)); task.Start(); } } } <file_sep>/src/ElmahLogAnalyzer.TestHelpers/Fakes/FakeDataSourceFactory.cs using ElmahLogAnalyzer.Core.Domain; namespace ElmahLogAnalyzer.TestHelpers.Fakes { public class FakeErrorLogSourceFactory : IErrorLogSourceFactory { public IErrorLogSource Build(string path) { return new FakeDataSource(); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Common/ConnectionStringHelper.cs using System; using System.Collections.Generic; using System.Linq; using ElmahLogAnalyzer.Core.Domain; using ElmahLogAnalyzer.Core.Presentation; namespace ElmahLogAnalyzer.Core.Common { public static class ConnectionStringHelper { public static string Extract(IConnectToDatabaseConnectionInformation information) { switch (information.Source) { case ErrorLogSources.SqlServer: { var result = string.Format("Data Source={0};Initial Catalog={1};", information.Server, information.Database); if (information.UseIntegratedSecurity) { result += "Integrated Security=SSPI;"; } else { result += string.Format("User Id={0};Password={1};", information.Username, information.Password); } return result; } case ErrorLogSources.SqlServerCompact: { return string.Format("Data Source={0};Persist Security Info=False;", information.Server); } default: throw new InvalidOperationException(string.Format("Error log source {0} is not supported", information.Source)); } } public static void Apply(IConnectToDatabaseConnectionInformation information, string connectionString) { var values = BuildDictionary(connectionString); information.Server = values.FirstOrDefault(x => x.Key.Equals("server", StringComparison.InvariantCultureIgnoreCase) \|\| x.Key.Equals("data source", StringComparison.InvariantCultureIgnoreCase)).Value; information.Database = values.FirstOrDefault(x => x.Key.Equals("database", StringComparison.InvariantCultureIgnoreCase) \|\| x.Key.Equals("initial catalog", StringComparison.InvariantCultureIgnoreCase)).Value; information.Username = values.FirstOrDefault(x => x.Key.Equals("user id", StringComparison.InvariantCultureIgnoreCase)).Value; information.Password = values.FirstOrDefault(x => x.Key.Equals("password", StringComparison.InvariantCultureIgnoreCase)).Value; var key = values.FirstOrDefault(x => x.Key.Equals("integrated security", StringComparison.InvariantCultureIgnoreCase) \|\| x.Key.Equals("trusted_connection", StringComparison.InvariantCultureIgnoreCase)).Key; information.UseIntegratedSecurity = !string.IsNullOrEmpty(key); } private static Dictionary<string, string> BuildDictionary(string connectionString) { var keyValuePairs = connectionString.Split(';'); var values = keyValuePairs .Select(keyValue => keyValue.Split('=')) .Where(temp => temp.Length >= 2) .ToDictionary(temp => temp[0].Trim(), temp => temp[1].Trim()); return values; } } } <file_sep>/src/ElmahLogAnalyzer.Core/Infrastructure/Configuration/DatabaseConnectionsHelper.cs using System; using System.Collections.Generic; using System.Configuration; using System.Linq; namespace ElmahLogAnalyzer.Core.Infrastructure.Configuration { public class DatabaseConnectionsHelper : IDatabaseConnectionsHelper { private static readonly DatabaseConnectionsSection Section; static DatabaseConnectionsHelper() { Section = (DatabaseConnectionsSection)ConfigurationManager.GetSection("databaseConnections"); } public DatabaseConnectionElementCollection GetConnections() { return Section.Settings; } public List<string> GetNames(string type) { return Section.Settings .Cast<DatabaseConnectionElement>() .Where(x => x.Type.Equals(type, StringComparison.InvariantCultureIgnoreCase)) .OrderBy(x => x.Name) .Select(x => x.Name) .ToList(); } public DatabaseConnectionElement FindConnection(string name) { return Section.Settings .Cast<DatabaseConnectionElement>() .FirstOrDefault(x => x.Name.Equals(name, StringComparison.InvariantCultureIgnoreCase)); } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Presentation/SearchHttpUserAgentInformationEventArgsTests.cs using ElmahLogAnalyzer.Core.Presentation; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Presentation { [TestFixture] public class SearchHttpUserAgentInformationEventArgsTests : UnitTestBase { [Test] public void Ctor_SetsHttpUserAgentStringAndSearchLauncher() { // arrange const string httpUserAgent = "AdsBot-Google-Mobile (Android; +http://www.google.com/adsbot.html) AppleWebKit"; const string searchLauncher = "some launcher"; // act var args = new SearchHttpUserAgentInformationEventArgs(httpUserAgent, searchLauncher); // assert Assert.That(args.HttpUserAgentString, Is.EqualTo(httpUserAgent)); Assert.That(args.SearchLauncher, Is.EqualTo(searchLauncher)); } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Common/EnumExtensionsTests.cs using ElmahLogAnalyzer.Core.Common; using ElmahLogAnalyzer.TestHelpers; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Common { [TestFixture] public class EnumExtensionsTests : UnitTestBase { [Test] public void GetDescription_HasAttribute_ReturnsAttributeValue() { // arrange const TestEnum type = TestEnum.ValueWithDescriptionAttribute; // act var result = type.GetDescription(); // assert Assert.That("Hello world", Is.EqualTo(result)); } [Test] public void GetDescription_HasNoAttribute_ReturnsEnumValueName() { // arrange const TestEnum type = TestEnum.ValueWithNoDescriptionAttribute; // act var result = type.GetDescription(); // assert Assert.That("ValueWithNoDescriptionAttribute", Is.EqualTo(result)); } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Domain/ErrorLogDownloaderTests.cs using System; using System.Collections.Generic; using ElmahLogAnalyzer.Core.Domain; using ElmahLogAnalyzer.Core.Infrastructure.FileSystem; using ElmahLogAnalyzer.Core.Infrastructure.Settings; using ElmahLogAnalyzer.Core.Infrastructure.Web; using ElmahLogAnalyzer.TestHelpers.Fakes; using Moq; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Domain { [TestFixture] public class ErrorLogDownloaderTests : UnitTestBase { private Mock<IWebRequestHelper> _webRequestHelper; private Mock<IFileSystemHelper> _fileSystemHelper; private Mock<ICsvParser> _csvParser; private ISettingsManager _settingsManager; [SetUp] public void Setup() { _webRequestHelper = new Mock<IWebRequestHelper>(); _fileSystemHelper = new Mock<IFileSystemHelper>(); _csvParser = new Mock<ICsvParser>(); _settingsManager = new FakeSettingsManager(); } [Test] public void Download_DowloadDirectoryDoesNotExist_ShouldCreateDownloadDirectoryNamedSameAsUrlHost() { // arrange var connection = new NetworkConnection("http://www.test.com/elmah.axd"); _fileSystemHelper.Setup(x => x.DirectoryExists("c:\\test\\www.test.com")).Returns(false); SetUpDefaultPath(); var downloader = CreateDownloader(connection); // act downloader.Download(); // assert _fileSystemHelper.Verify(x => x.CreateDirectory("c:\\test\\www.test.com_80"), Times.Once()); } [Test] public void Download_DowloadDirectoryDoesExist_ShouldNotCreateDownloadDirectoryNamedSameAsUrlHost() { // arrange var connection = new NetworkConnection("http://www.test.com/elmah.axd"); SetUpDefaultPath(); _fileSystemHelper.Setup(x => x.DirectoryExists("c:\\test\\www.test.com")).Returns(true); var downloader = CreateDownloader(connection); // act downloader.Download(); // assert _fileSystemHelper.Verify(x => x.CreateDirectory("c:\\test\\www.test.com"), Times.Never()); } private IErrorLogDownloader CreateDownloader(NetworkConnection connection) { return new ErrorLogDownloader(connection, _webRequestHelper.Object, _fileSystemHelper.Object, _csvParser.Object, _settingsManager); } private void SetUpDefaultPath() { var csvContent = new List<KeyValuePair<Uri, DateTime>>(); csvContent.Add(new KeyValuePair<Uri, DateTime>(new Uri("http://www.test.nu//elmah.axd//detail?id=ee1539b7-7e2a-41a6-a970-d018557b447b"), new DateTime(2011, 5, 14, 12, 30, 10))); const string xmlContet = "<xml>somefakecontent</xml>"; _fileSystemHelper.Setup(x => x.GetCurrentDirectory()).Returns("c:\\test"); _webRequestHelper.Setup(x => x.Uri(It.IsAny<NetworkConnection>())).Returns(string.Empty); _csvParser.Setup(x => x.Parse(It.IsAny<string>())).Returns(csvContent); _fileSystemHelper.Setup(x => x.FileExists("error-2011-5-14-123010z-ee1539b7-7e2a-41a6-a970-d018557b447b.xml")).Returns(false); _webRequestHelper.Setup(x => x.Uri(It.IsAny<NetworkConnection>())).Returns(xmlContet); } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Common/DateIntervalTests.cs using System; using ElmahLogAnalyzer.Core.Common; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Common { using System.Globalization; [TestFixture] public class DateIntervalTests : UnitTestBase { [Test] public void Ctor_SetStartAndEndDate() { // arrange var startDate = DateTime.Today; var endDate = DateTime.Today.AddDays(1); // act var interval = new DateInterval(startDate, endDate); // assert Assert.That(interval.StartDate, Is.EqualTo(startDate)); Assert.That(interval.EndDate, Is.EqualTo(endDate)); } [Test] public void Equals_SameStartAndEndDate_IsTrue() { // arrange var interval1 = new DateInterval(new DateTime(1975, 5, 14), new DateTime(2011, 4, 20)); var interval2 = new DateInterval(new DateTime(1975, 5, 14), new DateTime(2011, 4, 20)); // act var result = interval1.Equals(interval2); // assert Assert.That(result, Is.True); } [Test] public void Equals_DifferentStartAndEndDate_IsFalse() { // arrange var interval1 = new DateInterval(new DateTime(1975, 5, 14), new DateTime(2011, 4, 20)); var interval2 = new DateInterval(new DateTime(2006, 8, 19), new DateTime(2011, 4, 20)); // act var result = interval1.Equals(interval2); // assert Assert.That(result, Is.False); } [Test] public void Equals_OtherInstanceIsNull_IsFalse() { // arrange var interval = new DateInterval(new DateTime(1975, 5, 14), new DateTime(2011, 4, 20)); // act var result = interval.Equals(null); // assert Assert.That(result, Is.False); } [Test] public void Equals_OtherIntervalIsSameInstance_IsTrue() { // arrange var interval = new DateInterval(new DateTime(1975, 5, 14), new DateTime(2011, 4, 20)); // act var result = interval.Equals(interval); // assert Assert.That(result, Is.True); } [Test] public void ToString_ReturnsShortDateFormatOfStartAndEndDate() { // arrange var interval = new DateInterval(new DateTime(1975, 5, 14), new DateTime(2011, 4, 20)); // act var formatInfo = (DateTimeFormatInfo)DateTimeFormatInfo.InvariantInfo.Clone(); formatInfo.ShortDatePattern = "yyyy-MM-dd"; var result = interval.ToString(formatInfo); // assert Assert.That(result, Is.EqualTo("1975-05-14 2011-04-20")); } [Test] public void Create_Week_StartDateIsSevendDaysBackEndDateIsCurrentDate() { // arrange var today = new DateTime(2011, 5, 17); // act var result = DateInterval.Create(DateIntervalSpans.Week, today); // assert Assert.That(result.StartDate, Is.EqualTo(new DateTime(2011, 5, 10))); Assert.That(result.EndDate, Is.EqualTo(today)); } [Test] public void Create_Month_StartDateIsThirthyDaysBackEndDateIsCurrentDate() { // arrange var today = new DateTime(2011, 5, 17); // act var result = DateInterval.Create(DateIntervalSpans.Month, today); // assert Assert.That(result.StartDate, Is.EqualTo(new DateTime(2011, 4, 17))); Assert.That(result.EndDate, Is.EqualTo(today)); } [Test] public void Create_Year_StartDateIsOneYearBackEndDateIsCurrentDate() { // arrange var today = new DateTime(2011, 5, 17); // act var result = DateInterval.Create(DateIntervalSpans.Year, today); // assert Assert.That(result.StartDate, Is.EqualTo(new DateTime(2010, 5, 17))); Assert.That(result.EndDate, Is.EqualTo(today)); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Infrastructure/Configuration/WebServerConnectionElementCollection.cs using System.Configuration; namespace ElmahLogAnalyzer.Core.Infrastructure.Configuration { public class WebServerConnectionElementCollection : ConfigurationElementCollection { public WebServerConnectionElement this[int index] { get { return BaseGet(index) as WebServerConnectionElement; } set { if (BaseGet(index) != null) { BaseRemoveAt(index); } BaseAdd(index, value); } } protected override ConfigurationElement CreateNewElement() { return new WebServerConnectionElement(); } protected override object GetElementKey(ConfigurationElement element) { return ((WebServerConnectionElement)element).Url; } } } <file_sep>/src/ElmahLogAnalyzer.UI/Forms/ConnectToSqlServerForm.cs using System; using System.Collections.Generic; using System.Windows.Forms; using ElmahLogAnalyzer.Core.Domain; using ElmahLogAnalyzer.Core.Presentation; namespace ElmahLogAnalyzer.UI.Forms { public partial class ConnectToSqlServerForm : Form, IConnectToSqlServerView { public ConnectToSqlServerForm() { InitializeComponent(); CancelButton = _cancelButton; AcceptButton = _connectButton; _connectionComboBox.SelectedIndexChanged += (sender, args) => { if (OnConnectionSelected != null) { OnConnectionSelected(this, new ConnectionSelectedEventArgs(_connectionComboBox.Text)); } }; _connectButton.Click += (sender, args) => OnConnectToDatabase(this, EventArgs.Empty); _cancelButton.Click += (sender, args) => { DialogResult = DialogResult.Cancel; Close(); }; _useIntegratedSecurityCheckBox.CheckedChanged += (sender, args) => { var isChecked = _useIntegratedSecurityCheckBox.Checked; if (isChecked) { _usernameTextBox.Text = string.Empty; _passwordTextBox.Text = string.Empty; } _usernameTextBox.Enabled = !isChecked; _passwordTextBox.Enabled = !isChecked; }; ClearErrorMessage(); } public event EventHandler OnConnectToDatabase; public event EventHandler<ConnectionSelectedEventArgs> OnConnectionSelected; public ErrorLogSources Source { get { return ErrorLogSources.SqlServer; } } public string Server { get { return _serverTextBox.Text; } set { _serverTextBox.Text = value; } } public string Schema { get { return _schemaTextBox.Text; } set { _schemaTextBox.Text = value; } } public string Application { get { return _applicationTextBox.Text; } set { _applicationTextBox.Text = value; } } public string Port { get { throw new NotImplementedException(); } set { throw new NotImplementedException(); } } public string Database { get { return _databaseTextBox.Text; } set { _databaseTextBox.Text = value; } } public string Username { get { return _usernameTextBox.Text; } set { _usernameTextBox.Text = value; } } public string Password { get { return _passwordTextBox.Text; } set { _passwordTextBox.Text = value; } } public bool UseIntegratedSecurity { get { return _useIntegratedSecurityCheckBox.Checked; } set { _useIntegratedSecurityCheckBox.Checked = value; } } public void CloseView() { DialogResult = DialogResult.OK; Close(); } public void LoadConnections(List<string> connections) { _connectionComboBox.Items.Clear(); _connectionComboBox.DataSource = connections; } public void DisplayErrorMessage(string message) { _errorMessageLabel.Text = message; _errorGroupBox.Visible = true; } public void ClearErrorMessage() { _errorMessageLabel.Text = string.Empty; _errorGroupBox.Visible = false; } } } <file_sep>/src/ElmahLogAnalyzer.UI/NinjectUiModule.cs using ElmahLogAnalyzer.Core.Infrastructure.Dependencies; using ElmahLogAnalyzer.Core.Presentation; using ElmahLogAnalyzer.UI.Forms; using ElmahLogAnalyzer.UI.Views; using Ninject.Modules; namespace ElmahLogAnalyzer.UI { public class NinjectUiModule : NinjectModule { public override void Load() { Bind<ISearchView>().To<SearchView>() .InScope(context => DataSourceScopeController.KeepAlive); Bind<IReportView>().To<ReportView>() .InScope(context => DataSourceScopeController.KeepAlive); Bind<ISettingsView>().To<SettingsForm>(); Bind<IConnectToWebServerView>().To<ConnectToWebServerForm>(); Bind<IConnectToSqlServerView>().To<ConnectToSqlServerForm>(); Bind<IConnectToSqlServerCompactView>().To<ConnectToSqlServerCompactForm>(); Bind<IExportView>().To<ExportForm>(); Bind<WelcomeView>().ToSelf(); Bind<LoadingView>().ToSelf(); Bind<AboutForm>().ToSelf(); Bind<Container>().ToSelf(); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Integrations/HttpUserAgentSearch/HttpUserAgentSearchLauncherFactory.cs using ElmahLogAnalyzer.Core.Infrastructure.Web; namespace ElmahLogAnalyzer.Core.Integrations.HttpUserAgentSearch { public class HttpUserAgentSearchLauncherFactory : IHttpUserAgentSearchLauncherFactory { public IHttpUserAgentSearchLauncher Create(string searchLauncher) { if (searchLauncher == "botsvsbrowsers") { return new BotsVsBrowsersSearchLauncher(new UrlNavigationLauncher()); } return new UserAgentStringSearchLauncher(new UrlNavigationLauncher()); } } } <file_sep>/src/ElmahLogAnalyzer.TestHelpers/Fakes/FakeDataSource.cs using System; using System.Collections.Generic; using ElmahLogAnalyzer.Core.Common; using ElmahLogAnalyzer.Core.Constants; using ElmahLogAnalyzer.Core.Domain; namespace ElmahLogAnalyzer.TestHelpers.Fakes { public class FakeDataSource : IErrorLogSource { private readonly List<ErrorLog> _logs = new List<ErrorLog>(); public FakeDataSource() { AddToLogs("System.InvalidOperationException", "some really serious error!", "Some.Namespace.Core", new DateTime(2011, 1, 1), "nisse", "some/path", new ClientInformation { Browser = "Internet Explorer 8.0" }); AddToLogs("System.InvalidOperationException", string.Empty, "Some.Namespace.Data", new DateTime(2011, 1, 2), "kalle", "some/path", new ClientInformation { Browser = "Internet Explorer 8.0" }); AddToLogs("System.SomeOtherException", string.Empty, "Some.Namespace.Domain", new DateTime(2011, 1, 3), "rulle", "some/other/path", new ClientInformation { Browser = "Chrome" }); AddToLogs("System.SomeOtherException", string.Empty, "Some.Namespace.Domain", new DateTime(2011, 1, 4), "rulle", "some/other/path", new ClientInformation { Browser = "Safari" }); AddToLogs("System.Exception", string.Empty, "Some.NamespaceOther.Domain", new DateTime(2011, 1, 4), null, null, new ClientInformation { Browser = "Safari" }); AddToLogs("System.Exception", "some error with empty source", string.Empty, new DateTime(2011, 1, 4), null, null, new ClientInformation { Browser = "Safari" }); } public string Connection { get { return "Fake data source connection"; } } public List<ErrorLog> GetLogs() { return _logs; } private void AddToLogs(string type, string message, string source, DateTime time, string user, string url, ClientInformation clientInformation) { var errorLog = new ErrorLog { ErrorId = Guid.NewGuid(), Application = "/", Type = type, Message = message, Source = source, Time = time }; if (user.HasValue()) { errorLog.AddServerVariable(HttpServerVariables.LogonUser, user); } if (url.HasValue()) { errorLog.AddServerVariable(HttpServerVariables.Url, url); } errorLog.SetClientInformation(clientInformation); _logs.Add(errorLog); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Integrations/HttpUserAgentSearch/IHttpUserAgentSearchLauncher.cs using ElmahLogAnalyzer.Core.Infrastructure.Web; namespace ElmahLogAnalyzer.Core.Integrations.HttpUserAgentSearch { public interface IHttpUserAgentSearchLauncher { IUrlNavigationLauncher UrlNavigationLauncher { get; } void Launch(string httpUserAgentString); } } <file_sep>/src/ElmahLogAnalyzer.Core/Infrastructure/Configuration/IDatabaseConnectionsHelper.cs using System.Collections.Generic; namespace ElmahLogAnalyzer.Core.Infrastructure.Configuration { public interface IDatabaseConnectionsHelper { DatabaseConnectionElementCollection GetConnections(); List<string> GetNames(string type); DatabaseConnectionElement FindConnection(string name); } } <file_sep>/src/ElmahLogAnalyzer.Core/Domain/WindowsOperatingSystemNameResolver.cs using System.Collections.Generic; using System.Linq; using ElmahLogAnalyzer.Core.Common; namespace ElmahLogAnalyzer.Core.Domain { public static class WindowsOperatingSystemNameResolver { private static readonly Dictionary<string, string> OperatingSystems = new Dictionary<string, string>(); static WindowsOperatingSystemNameResolver() { OperatingSystems.Add("95", "Windows 95"); OperatingSystems.Add("98", "Windows 98"); OperatingSystems.Add("NT 4.0", "Windows NT 4.0"); OperatingSystems.Add("NT 5.0", "Windows 2000"); OperatingSystems.Add("NT 5.1", "Windows XP"); OperatingSystems.Add("NT 5.2", "Windows Server 2003"); OperatingSystems.Add("NT 6.0", "Windows Vista"); OperatingSystems.Add("NT 6.1", "Windows 7"); OperatingSystems.Add("NT 6.2", "Windows 8"); } public static string Resolve(string version) { foreach (var os in OperatingSystems.Where(os => version.ContainsText(os.Key, true))) { return os.Value; } return version; } } } <file_sep>/src/ElmahLogAnalyzer.Core/Common/NameValuePairListExtensions.cs using System.Collections.Generic; using System.Linq; namespace ElmahLogAnalyzer.Core.Common { public static class NameValuePairListExtensions { public static string GetValueFromFirstMatch(this List<NameValuePair> list, string name) { var match = list.FirstOrDefault(x => x.Name.ToLowerInvariant() == name.ToLowerInvariant()); return match != null ? match.Value : string.Empty; } } } <file_sep>/src/ElmahLogAnalyzer.Core/Domain/ServerInformation.cs namespace ElmahLogAnalyzer.Core.Domain { public class ServerInformation { public string Host { get; set; } public string Name { get; set; } public string Port { get; set; } public string Software { get; set; } } } <file_sep>/src/ElmahLogAnalyzer.Core/Domain/ReportItem.cs namespace ElmahLogAnalyzer.Core.Domain { public class ReportItem { public ReportItem(string key, int count) { Key = key; Count = count; } public string Key { get; private set; } public int Count { get; private set; } } } <file_sep>/src/ElmahLogAnalyzer.Core/Infrastructure/Web/IUrlNavigationLauncher.cs using System; namespace ElmahLogAnalyzer.Core.Infrastructure.Web { public interface IUrlNavigationLauncher { void Launch(Uri url); } } <file_sep>/src/ElmahLogAnalyzer.UI/Program.cs using System; using System.Linq; using System.Threading.Tasks; using System.Windows.Forms; using ElmahLogAnalyzer.Core.Common; using ElmahLogAnalyzer.Core.Domain; using ElmahLogAnalyzer.Core.Infrastructure.Dependencies; using ElmahLogAnalyzer.Core.Infrastructure.Settings; using ElmahLogAnalyzer.Core.Presentation; using ElmahLogAnalyzer.UI.Forms; using ElmahLogAnalyzer.UI.Views; using Ninject.Parameters; namespace ElmahLogAnalyzer.UI { public static class Program { private static ISettingsManager _settingsManager; private static Container _container; [STAThread] public static void Main() { Application.EnableVisualStyles(); Application.SetCompatibleTextRenderingDefault(false); _settingsManager = ServiceLocator.Resolve<ISettingsManager>(); _container = ServiceLocator.Resolve<Container>(); _container.SetWelcomeState(); _container.DisplaySettings(_settingsManager); RegisterApplicationCommands(); Startup(); Application.Run(_container); } private static void Startup() { var directory = Environment.GetCommandLineArgs() .Skip(1) .FirstOrDefault(arg => arg.HasValue()); if (!directory.HasValue()) { directory = _settingsManager.GetDefaultLogsDirectory(); if (!directory.HasValue() \|\| !_settingsManager.GetLoadLogsFromDefaultDirectoryAtStartup()) { return; } } InitializeNewErrorLogSource(ErrorLogSources.Files, directory, null, null, null); } private static void RegisterApplicationCommands() { _container.OnApplicationCommand += (sender, args) => { switch (args.Command) { case ApplicationCommands.ConnectToDirectory: ConnectToDirectory(); break; case ApplicationCommands.ConnectToWebServer: ConnectToWebServer(); break; case ApplicationCommands.ConnectToSqlServerDatabase: ConnectToSqlServerDatabase(); break; case ApplicationCommands.ConnectToSqlServerCompactDatabase: ConnectToSqlServerCompactDatabase(); break; case ApplicationCommands.Disconnect: _container.SetWelcomeState(); break; case ApplicationCommands.DisplaySearchView: { var presenter = ServiceLocator.Resolve<SearchPresenter>(); _container.DisplayView(presenter.View as UserControl); break; } case ApplicationCommands.DisplayReportsView: { var presenter = ServiceLocator.Resolve<ReportPresenter>(); _container.DisplayView(presenter.View as UserControl); break; } case ApplicationCommands.DislayExportDialog: { var presenter = ServiceLocator.Resolve<ExportPresenter>(); _container.DisplayDialog(presenter.View as Form); break; } case ApplicationCommands.DisplaySettingsDialog: DisplaySettings(); break; case ApplicationCommands.DisplayAboutDialog: { var about = ServiceLocator.Resolve<AboutForm>(); _container.DisplayDialog(about); break; } case ApplicationCommands.Exit: Application.Exit(); break; } }; } private static void ConnectToDirectory() { var dialog = new FolderBrowserDialog { Description = "Select a folder with ELMAH log files", SelectedPath = _settingsManager.GetDefaultLogsDirectory() }; var result = dialog.ShowDialog(_container); if (result == DialogResult.OK) { InitializeNewErrorLogSource(ErrorLogSources.Files, dialog.SelectedPath, null, null, null); } } private static void ConnectToWebServer() { var presenter = ServiceLocator.Resolve<ConnectToWebServerPresenter>(); var view = presenter.View as Form; var result = _container.DisplayDialog(view); if (result == DialogResult.OK) { InitializeNewErrorLogSource(ErrorLogSources.Files, string.Empty, null, null, presenter.Connnection); } } private static void ConnectToSqlServerDatabase() { var presenter = ServiceLocator.Resolve<ConnectToSqlServerPresenter>(); var view = presenter.View as Form; var result = _container.DisplayDialog(view); if (result == DialogResult.OK) { var information = (IConnectToDatabaseConnectionInformation)view; var connectionstring = ConnectionStringHelper.Extract(information); InitializeNewErrorLogSource(information.Source, connectionstring, information.Schema, information.Application, null); } } private static void ConnectToSqlServerCompactDatabase() { var presenter = ServiceLocator.Resolve<ConnectToSqlServerCompactPresenter>(); var view = presenter.View as Form; var result = _container.DisplayDialog(view); if (result == DialogResult.OK) { var information = (IConnectToDatabaseConnectionInformation)view; var connectionstring = ConnectionStringHelper.Extract(information); InitializeNewErrorLogSource(information.Source, connectionstring, null, null, null); } } private static void DisplaySettings() { var presenter = ServiceLocator.Resolve<SettingsPresenter>(); var result = _container.DisplayDialog(presenter.View as Form); if (result == DialogResult.OK) { _container.DisplaySettings(_settingsManager); } } private static void InitializeNewErrorLogSource(ErrorLogSources source, string connection, string schema, string application, NetworkConnection networkConnection) { _container.SetLoadingState(); DataSourceScopeController.SetNewSource(source, connection, schema, application); var downloadLogsTask = new Task(() => { return; }); if (networkConnection != null) { var downloader = ServiceLocator.ResolveWithConstructorArguments<ErrorLogDownloader>(new IParameter[] { new ConstructorArgument("connection", networkConnection) }); DataSourceScopeController.SetNewSource(ErrorLogSources.Files, downloader.DownloadDirectory, null, null); downloadLogsTask = new Task(downloader.Download); } var repository = ServiceLocator.Resolve<IErrorLogRepository>(); var viewPresenter = ServiceLocator.Resolve<SearchPresenter>(); var initRepositoryTask = downloadLogsTask.ContinueWith(previousTask => { if (previousTask.Exception != null) { _container.InvokeEx(m => m.DisplayView(new ErrorView(previousTask.Exception))); _container.InvokeEx(m => m.SetInitialState()); return; } repository.Initialize(); }); var updateUiTask = initRepositoryTask.ContinueWith(previousTask => { if (previousTask.Exception != null) { _container.InvokeEx(m => m.DisplayView(new ErrorView(previousTask.Exception))); _container.InvokeEx(m => m.SetInitialState()); return; } _container.InvokeEx(m => m.SetReadyForWorkState()); _container.InvokeEx(m => m.DisplayConnectionInformation(DataSourceScopeController.Source, DataSourceScopeController.Connection)); _container.InvokeEx(m => m.DisplayView(viewPresenter.View as UserControl)); }); downloadLogsTask.Start(); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Infrastructure/FileSystem/FileSystemHelper.cs using System; using System.IO; using System.Text; namespace ElmahLogAnalyzer.Core.Infrastructure.FileSystem { public class FileSystemHelper : IFileSystemHelper { public bool FileExists(string path) { return File.Exists(path); } public bool DirectoryExists(string directory) { return Directory.Exists(directory); } public string[] GetFilesFromDirectory(string directory, string filePattern) { return Directory.GetFiles(directory, filePattern, SearchOption.TopDirectoryOnly); } public string GetFileContent(string path) { return File.ReadAllText(path, Encoding.UTF8); } public string GetCurrentDirectory() { return Directory.GetCurrentDirectory(); } public void CreateDirectory(string downloadDirectory) { Directory.CreateDirectory(downloadDirectory); } public void CreateTextFile(string path, string content) { using (var writer = File.CreateText(path)) { writer.Write(content); } } public void DeleteFile(string file) { File.Delete(file); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Domain/IClientInformationResolver.cs namespace ElmahLogAnalyzer.Core.Domain { public interface IClientInformationResolver { ClientInformation Resolve(string httpUserAgent); } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Domain/SearchErrorLogQueryTests.cs using ElmahLogAnalyzer.Core.Domain; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Domain { [TestFixture] public class SearchErrorLogQueryTests : UnitTestBase { [Test] public void Ctor_HasEmptyTypes() { // arrange var query = new SearchErrorLogQuery(); // assert Assert.That(query.Types, Is.Not.Null); } [Test] public void Ctor_HasEmptySources() { // arrange var query = new SearchErrorLogQuery(); // assert Assert.That(query.Sources, Is.Not.Null); } [Test] public void Ctor_HasEmptyUsers() { // arrange var query = new SearchErrorLogQuery(); // assert Assert.That(query.Users, Is.Not.Null); } [Test] public void Ctor_HasEmptyUrls() { // arrange var query = new SearchErrorLogQuery(); // assert Assert.That(query.Urls, Is.Not.Null); } [Test] public void CreateWithReportQuerySetsStartAndEndTime() { // arrange var reportQuery = CreateReportQuery(); // act var result = SearchErrorLogQuery.Create(reportQuery); // assert Assert.That(reportQuery.Application, Is.EqualTo(result.Application)); Assert.That(result.Interval, Is.EqualTo(reportQuery.Interval)); } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Common/ListExtensionsTests.cs using System.Collections.Generic; using ElmahLogAnalyzer.Core.Common; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Common { [TestFixture] public class ListExtensionsTests : UnitTestBase { [Test] public void InvertedContains_Include_ItemExistsInList_True() { // arrange var list = new List<string> { "a", "b", "c" }; // assert Assert.That(list.InvertedContains("a", true), Is.True); } [Test] public void InvertedContains_Include_ItemDoesNotExistsInList_False() { // arrange var list = new List<string> { "a", "b", "c" }; // assert Assert.That(list.InvertedContains("x", true), Is.False); } [Test] public void InvertedContains_Exclude_ItemExistsInList_False() { // arrange var list = new List<string> { "a", "b", "c" }; // assert Assert.That(list.InvertedContains("a", false), Is.False); } [Test] public void InvertedContains_Exclude_ItemDoesNotExistsInList_True() { // arrange var list = new List<string> { "a", "b", "c" }; // assert Assert.That(list.InvertedContains("x", false), Is.True); } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Domain/BrowserVersionResolverTests.cs using ElmahLogAnalyzer.Core.Domain; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Domain { [TestFixture] public class BrowserVersionResolverTests : UnitTestBase { [Test] public void Resolve_BrowserIsInternetExplorer_ResolveVersion() { // arrange const string httpUserAgent = "Mozilla/4.0 (compatible; MSIE 8.0; Windows NT 5.2; Trident/4.0; .NET CLR 1.1.4322; InfoPath.2)"; // assert Assert.That(BrowserVersionResolver.Resolve("MSIE", httpUserAgent), Is.EqualTo("8.0")); } [Test] public void Resolve_BrowserIsChrome_ResolveVersion() { // arrange const string httpUserAgent = "Mozilla/5.0 (Windows; U; Windows NT 6.0; en-US) AppleWebKit/534.16 (KHTML, like Gecko) Chrome/10.0.648.204 Safari/534.16"; // assert Assert.That(BrowserVersionResolver.Resolve("Chrome", httpUserAgent), Is.EqualTo("10.0.648.204")); } [Test] public void Resolve_BrowserIsSafari_ResolveVersion() { // arrange const string httpUserAgent = "Mozilla/5.0 (Macintosh; U; Intel Mac OS X 10_6_7; cs-cz) AppleWebKit/533.21.1 (KHTML, like Gecko) Version/5.0.5 Safari/533.21.1"; // assert Assert.That(BrowserVersionResolver.Resolve("Safari", httpUserAgent), Is.EqualTo("533.21.1")); } [Test] public void Resolve_BrowserIsFirefox_ResolveVersion() { // arrange const string httpUserAgent = "Mozilla/5.0 (Windows; U; Windows NT 5.1; cs; rv:1.9.2.16) Gecko/20110319 Firefox/3.6.16"; // assert Assert.That(BrowserVersionResolver.Resolve("Firefox", httpUserAgent), Is.EqualTo("3.6.16")); } [Test] public void Resolve_BrowserIsOpera_ResolveVersion() { // arrange const string httpUserAgent = "Mozilla/4.0 (compatible; MSIE 6.0; X11; Linux i686) Opera 7.50 [en]"; // assert Assert.That(BrowserVersionResolver.Resolve("Opera", httpUserAgent), Is.EqualTo("7.50")); } [Test] public void Resolve_BrowserNotFound_VersionIsUnknown() { // arrange const string httpUserAgent = "Mozilla/4.0 (compatible; MSIE 8.0; Windows NT 5.2; Trident/4.0; .NET CLR 1.1.4322; InfoPath.2)"; // assert Assert.That(BrowserVersionResolver.Resolve("Netscape", httpUserAgent), Is.EqualTo("UNKNOWN")); } } } <file_sep>/src/ElmahLogAnalyzer.IntegrationTests/Domain/FileErrorLogSourceTests.cs using System; using System.IO; using System.Reflection; using ElmahLogAnalyzer.Core.Domain; using ElmahLogAnalyzer.Core.Infrastructure.FileSystem; using ElmahLogAnalyzer.TestHelpers.Fakes; using NUnit.Framework; namespace ElmahLogAnalyzer.IntegrationTests.Domain { [TestFixture] public class FileErrorLogSourceTests : IntegrationTestBase { [Test] public void GetLogs_ParsesAllLogsInDirectory() { // arrange var source = CreateSource(); // act var result = source.GetLogs(); // assert Assert.That(result.Count, Is.EqualTo(20)); } [Test] public void GetLogs_MaxNumberOfLogsIsTen_ParsesTenLatestLogsInDirectory() { // arrange var settings = new FakeSettingsManager(); settings.SetMaxNumberOfLogs(10); var source = new FileErrorLogSource(TestFilesDirectory, new FileSystemHelper(), new ErrorLogFileParser(new FakeLog(), new ClientInformationResolver()), settings, new FakeLog()); // act var result = source.GetLogs(); // assert Assert.That(result.Count, Is.EqualTo(10)); } [Test] public void GetLogs_DirectoryDoesNotExist_ThrowsApplicationException() { // arrange var source = new FileErrorLogSource(@"x:\invalid\directory", new FileSystemHelper(), new ErrorLogFileParser(new FakeLog(), new ClientInformationResolver()), new FakeSettingsManager(), new FakeLog()); // act var result = Assert.Throws<ApplicationException>(() => source.GetLogs()); // assert Assert.That(result, Is.Not.Null); Assert.That(result.Message, Is.EqualTo(@"The directory: x:\invalid\directory was not found")); } private FileErrorLogSource CreateSource() { return new FileErrorLogSource(TestFilesDirectory, new FileSystemHelper(), new ErrorLogFileParser(new FakeLog(), new ClientInformationResolver()), new FakeSettingsManager(), new FakeLog()); } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Domain/ReportGeneratorTests.cs using System; using ElmahLogAnalyzer.Core.Common; using ElmahLogAnalyzer.Core.Domain; using ElmahLogAnalyzer.TestHelpers.Fakes; using Moq; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Domain { [TestFixture] public class ReportGeneratorTests : UnitTestBase { [Test] public void Create_ReportTypeIsType_GeneratesReport() { // arrange var generator = CreateGenerator(); var query = new ReportQuery("/", ReportTypes.Type, CreateInterval(), -1); // act var result = generator.Create(query); // assert Assert.That(result.Items.Count, Is.EqualTo(3)); } [Test] public void Create_ReportTypeIsTypeNumerOfResultsIsTwo_GeneratesReport() { // arrange var generator = CreateGenerator(); var query = new ReportQuery("/", ReportTypes.Type, CreateInterval(), 2); // act var result = generator.Create(query); // assert Assert.That(result.Items.Count, Is.EqualTo(2)); } [Test] public void Create_ReportTypeIsSource_GeneratesReport() { // arrange var generator = CreateGenerator(); var query = new ReportQuery("/", ReportTypes.Source, CreateInterval(), -1); // act var result = generator.Create(query); // assert Assert.That(result.Items.Count, Is.EqualTo(5)); } [Test] public void Create_ReportTypeIsSourceNumberOfResultsIsThree_GeneratesReport() { // arrange var generator = CreateGenerator(); var query = new ReportQuery("/", ReportTypes.Source, CreateInterval(), 3); // act var result = generator.Create(query); // assert Assert.That(result.Items.Count, Is.EqualTo(3)); } [Test] public void Create_ReportTypeIsUser_GeneratesReport() { // arrange var generator = CreateGenerator(); var query = new ReportQuery("/", ReportTypes.User, CreateInterval(), -1); // act var result = generator.Create(query); // assert Assert.That(result.Items.Count, Is.EqualTo(4)); } [Test] public void Create_ReportTypeIsUserNumberOfResultsIsTwo_GeneratesReport() { // arrange var generator = CreateGenerator(); var query = new ReportQuery("/", ReportTypes.User, CreateInterval(), 2); // act var result = generator.Create(query); // assert Assert.That(result.Items.Count, Is.EqualTo(2)); } [Test] public void Create_ReportTypeIsUrl_GeneratesReport() { // arrange var generator = CreateGenerator(); var query = new ReportQuery("/", ReportTypes.Url, CreateInterval(), -1); // act var result = generator.Create(query); // assert Assert.That(result.Items.Count, Is.EqualTo(3)); } [Test] public void Create_ReportTypeIsUrlNumberOfResultsIsOne_GeneratesReport() { // arrange var generator = CreateGenerator(); var query = new ReportQuery("/", ReportTypes.Url, CreateInterval(), 1); // act var result = generator.Create(query); // assert Assert.That(result.Items.Count, Is.EqualTo(1)); } [Test] public void Create_ReportTypeIsDay_GeneratesReport() { // arrange var generator = CreateGenerator(); var query = new ReportQuery("/", ReportTypes.Day, CreateInterval(), -1); // act var result = generator.Create(query); // assert Assert.That(result.Items.Count, Is.EqualTo(4)); } [Test] public void Create_ReportTypeIsBrowser_GeneratesReport() { // arrange var generator = CreateGenerator(); var query = new ReportQuery("/", ReportTypes.Browser, CreateInterval(), -1); // act var result = generator.Create(query); // assert Assert.That(result.Items.Count, Is.EqualTo(3)); } [Test] public void RepositoryOnInitialized_RaisesOnDataSourceInitializedEvent() { // arrange var repository = new Mock<IErrorLogRepository>(); var generator = new ReportGenerator(repository.Object); var eventWasRaised = false; // act generator.OnDataSourceInitialized += delegate { eventWasRaised = true; }; repository.Raise(x => x.OnInitialized += null, new RepositoryInitializedEventArgs(string.Empty, 0)); // assert Assert.That(eventWasRaised, Is.True); } private static IReportGenerator CreateGenerator() { var repository = new ErrorLogRepository(new FakeDataSource()); repository.Initialize(); return new ReportGenerator(repository); } private static DateInterval CreateInterval() { return new DateInterval(new DateTime(2011, 1, 1), new DateTime(2011, 4, 8)); } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Presentation/ConnectToDatabaseFilePresenterTests.cs using System; using System.Collections.Generic; using ElmahLogAnalyzer.Core.Infrastructure.FileSystem; using ElmahLogAnalyzer.Core.Presentation; using ElmahLogAnalyzer.TestHelpers.Fakes; using Moq; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Presentation { [TestFixture] public class ConnectToDatabaseFilePresenterTests : UnitTestBase { private Mock<IConnectToDatabaseFileView> _view; private Mock<IFileSystemHelper> _fileSystemHelper; [SetUp] public void Setup() { _view = new Mock<IConnectToDatabaseFileView>(); _fileSystemHelper = new Mock<IFileSystemHelper>(); } [Test] public void Ctor_SetsView() { // act var presenter = CreatePresenter(); // assert Assert.That(presenter.View, Is.EqualTo(_view.Object)); } [Test] public void Ctor_LoadConnectionsInView() { // act var presenter = CreatePresenter(); // assert _view.Verify(x => x.LoadConnections(It.IsAny<List<string>>()), Times.Once()); } [Test] public void OnConnectionSelected_DisplaysFilenameFromConnectionInView() { // arrange var presenter = CreatePresenter(); // act _view.Raise(x => x.OnConnectionSelected += null, new ConnectionSelectedEventArgs("Development Compact")); // assert _view.VerifySet(x => x.Server = "somefile.sdf", Times.Once()); } [Test] public void OnConnectToDatabase_NoFile_DisplaysErrorMessage() { // arrange var presenter = CreatePresenter(); _view.Setup(x => x.Server).Returns(string.Empty); // act _view.Raise(x => x.OnConnectToDatabase += null, new EventArgs()); // assert _view.Verify(x => x.DisplayErrorMessage("No file selected"), Times.Once()); } [Test] public void OnConnectToDatabase_FileNotFoundOnDisk_DisplaysErrorMessage() { // arrange var presenter = CreatePresenter(); _view.Setup(x => x.Server).Returns(@"c:\elmah.sdf"); _fileSystemHelper.Setup(x => x.FileExists(_view.Object.Server)).Returns(false); // act _view.Raise(x => x.OnConnectToDatabase += null, new EventArgs()); // assert _view.Verify(x => x.DisplayErrorMessage("File does not exist"), Times.Once()); } [Test] public void OnConnectToDatabase_ValidFile_ClosesView() { // arrange var presenter = CreatePresenter(); _view.Setup(x => x.Server).Returns(@"c:\elmah.sdf"); _fileSystemHelper.Setup(x => x.FileExists(_view.Object.Server)).Returns(true); // act _view.Raise(x => x.OnConnectToDatabase += null, new EventArgs()); // assert _view.Verify(x => x.CloseView()); } private ConnectToDatabaseFilePresenter CreatePresenter() { return new ConnectToDatabaseFilePresenter(_view.Object, _fileSystemHelper.Object, new FakeDatabaseConnectionsHelper()); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Constants/Platforms.cs namespace ElmahLogAnalyzer.Core.Constants { public static class Platforms { public const string Windows = "Windows"; public const string Macintosh = "Macintosh"; public const string Linux = "Linux"; public const string Unknown = "UNKNOWN"; } } <file_sep>/src/ElmahLogAnalyzer.Core/Domain/Export/IDatabaseCreator.cs namespace ElmahLogAnalyzer.Core.Domain.Export { public interface IDatabaseCreator { void Create(string databasename); } }<file_sep>/src/ElmahLogAnalyzer.UI/Views/WelcomeView.cs using System.Windows.Forms; namespace ElmahLogAnalyzer.UI.Views { public partial class WelcomeView : UserControl { public WelcomeView() { InitializeComponent(); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Presentation/ErrorLogSelectedEventArgs.cs using System; using ElmahLogAnalyzer.Core.Domain; namespace ElmahLogAnalyzer.Core.Presentation { public class ErrorLogSelectedEventArgs : EventArgs { public ErrorLogSelectedEventArgs(ErrorLog errorLog) { ErrorLog = errorLog; } public ErrorLog ErrorLog { get; private set; } } } <file_sep>/src/ElmahLogAnalyzer.UI/Forms/ConnectToSqlServerCompactForm.cs using System; using System.Collections.Generic; using System.Windows.Forms; using ElmahLogAnalyzer.Core.Domain; using ElmahLogAnalyzer.Core.Presentation; namespace ElmahLogAnalyzer.UI.Forms { public partial class ConnectToSqlServerCompactForm : Form, IConnectToSqlServerCompactView { public ConnectToSqlServerCompactForm() { InitializeComponent(); CancelButton = _cancelButton; AcceptButton = _connectButton; ClearErrorMessage(); _connectionComboBox.SelectedIndexChanged += (sender, args) => { if (OnConnectionSelected != null) { OnConnectionSelected(this, new ConnectionSelectedEventArgs(_connectionComboBox.Text)); } }; _connectButton.Click += (sender, args) => OnConnectToDatabase(this, EventArgs.Empty); _cancelButton.Click += (sender, args) => { DialogResult = DialogResult.Cancel; Close(); }; _browseButton.Click += (sender, args) => { var dialog = new OpenFileDialog { Filter = "Microsoft SQL Server Compact Database\|.sdf", Multiselect = false, CheckPathExists = true, }; if (dialog.ShowDialog(this) == DialogResult.OK) { Server = dialog.FileName; } }; } public event EventHandler OnConnectToDatabase; public event EventHandler<ConnectionSelectedEventArgs> OnConnectionSelected; public ErrorLogSources Source { get { return ErrorLogSources.SqlServerCompact; } } public string Server { get { return _serverTextBox.Text; } set { _serverTextBox.Text = value; } } public string Schema { get { throw new NotImplementedException(); } set { throw new NotImplementedException(); } } public string Application { get { throw new NotImplementedException(); } set { throw new NotImplementedException(); } } public string Port { get { throw new NotImplementedException(); } set { throw new NotImplementedException(); } } public string Database { get { throw new NotImplementedException(); } set { throw new NotImplementedException(); } } public string Username { get { throw new NotImplementedException(); } set { throw new NotImplementedException(); } } public string Password { get { throw new NotImplementedException(); } set { throw new NotImplementedException(); } } public bool UseIntegratedSecurity { get { throw new NotImplementedException(); } set { throw new NotImplementedException(); } } public void CloseView() { DialogResult = DialogResult.OK; Close(); } public void LoadConnections(List<string> connections) { _connectionComboBox.Items.Clear(); _connectionComboBox.DataSource = connections; } public void DisplayErrorMessage(string message) { _errorMessageLabel.Text = message; _errorGroupBox.Visible = true; } public void ClearErrorMessage() { _errorMessageLabel.Text = string.Empty; _errorGroupBox.Visible = false; } } } <file_sep>/src/ElmahLogAnalyzer.Core/Infrastructure/Configuration/WebServerConnectionsSection.cs using System.Configuration; namespace ElmahLogAnalyzer.Core.Infrastructure.Configuration { public class WebServerConnectionsSection : ConfigurationSection { [ConfigurationProperty("connections")] public WebServerConnectionElementCollection Settings { get { return this["connections"] as WebServerConnectionElementCollection; } } } } <file_sep>/src/ElmahLogAnalyzer.IntegrationTests/Infrastructure/FileSystem/FileSystemHelperTests.cs using System.IO; using ElmahLogAnalyzer.Core.Infrastructure.FileSystem; using NUnit.Framework; namespace ElmahLogAnalyzer.IntegrationTests.Infrastructure.FileSystem { [TestFixture] public class FileSystemHelperTests : IntegrationTestBase { [SetUp] public void Setup() { Directory.CreateDirectory(TestArea); } [TearDown] public void TearDown() { Directory.Delete(TestArea, true); } [Test] public void DirectoryExists_DirectoryDoesExist_ReturnsTrue() { // arrange var helper = new FileSystemHelper(); // act var result = helper.DirectoryExists(Directory.GetCurrentDirectory()); // assert Assert.That(result, Is.True); } [Test] public void DirectoryExists_DirectoryDoesNotExist_ReturnsFalse() { // arrange var helper = new FileSystemHelper(); // act var result = helper.DirectoryExists("x:\\bluttanbla"); // assert Assert.That(result, Is.False); } [Test] public void GetFilesFromDirectory_ReturnsAllFilenamesThatMatchesPattern() { // arrange var helper = new FileSystemHelper(); // act var result = helper.GetFilesFromDirectory(TestFilesDirectory, "error-.xml"); // assert Assert.That(result.Length, Is.EqualTo(20)); } [Test] public void GetFileContent_FileExists_ReturnsContent() { // arrange var helper = new FileSystemHelper(); var file = Path.Combine(TestFilesDirectory, "error-2011-04-10142706Z-d0da432d-fd3c-45b6-baf1-2cf49a5724e8.xml"); // act var result = helper.GetFileContent(file); // assert Assert.That(result.Length, Is.GreaterThanOrEqualTo(1)); } [Test] public void GetCurrentDirectory_ReturnsTheCurrentDirectory() { // arrange var helper = new FileSystemHelper(); // act var result = helper.GetCurrentDirectory(); // assert Assert.That(result, Is.EqualTo(Directory.GetCurrentDirectory())); } [Test] public void FileExists_FileExists_ReturnsTrue() { // arrange var helper = new FileSystemHelper(); var file = Path.Combine(TestFilesDirectory, "error-2011-04-10142706Z-d0da432d-fd3c-45b6-baf1-2cf49a5724e8.xml"); // act var result = helper.FileExists(file); // assert Assert.That(result, Is.True); } [Test] public void FileExists_FileDoesNotExist_ReturnsFalse() { // arrange var helper = new FileSystemHelper(); var file = Path.Combine(TestFilesDirectory, "nonexistantfile.xml"); // act var result = helper.FileExists(file); // assert Assert.That(result, Is.False); } [Test] public void CreateDirectory_CreatesDirectory() { // arrange var helper = new FileSystemHelper(); var path = Path.Combine(TestArea, "a_new_directory"); // act helper.CreateDirectory(path); // assert Assert.That(Directory.Exists(path), Is.True); } [Test] public void CreateTextFile_CreatesTextFileContent() { // arrange var helper = new FileSystemHelper(); var file = Path.Combine(TestArea, "a_new_file.txt"); const string content = "hello world!"; // act helper.CreateTextFile(file, content); // assert var contentInFile = File.ReadAllText(file); Assert.That(contentInFile, Is.EqualTo(content)); } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Domain/SearchErrorLogQueryParameterTests.cs using System.Collections.Generic; using ElmahLogAnalyzer.Core.Domain; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Domain { [TestFixture] public class SearchErrorLogQueryParameterTests : UnitTestBase { [Test] public void Ctor_HasEmptyItemsList() { // arrange var parameter = new SearchErrorLogQueryParameter(); // assert Assert.That(parameter.Items.Count, Is.EqualTo(0)); } [Test] public void Ctor_SetsInlcudeItemsAndItems() { // arrange var items = new List<string>(); var parameter = new SearchErrorLogQueryParameter(true, items); // assert Assert.That(parameter.IncludeItems, Is.True); Assert.That(parameter.Items, Is.EqualTo(items)); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Infrastructure/Dependencies/NinjectCoreModule.cs using ElmahLogAnalyzer.Core.Domain; using ElmahLogAnalyzer.Core.Domain.Export; using ElmahLogAnalyzer.Core.Infrastructure.Configuration; using ElmahLogAnalyzer.Core.Infrastructure.FileSystem; using ElmahLogAnalyzer.Core.Infrastructure.Logging; using ElmahLogAnalyzer.Core.Infrastructure.Settings; using ElmahLogAnalyzer.Core.Infrastructure.Web; using ElmahLogAnalyzer.Core.Integrations.HttpUserAgentSearch; using ElmahLogAnalyzer.Core.Presentation; using Ninject.Activation; using Ninject.Modules; using NLog; namespace ElmahLogAnalyzer.Core.Infrastructure.Dependencies { public class NinjectCoreModule : NinjectModule { public override void Load() { Bind<IErrorLogRepository>().To<ErrorLogRepository>() .InScope(context => DataSourceScopeController.KeepAlive); Bind<IErrorLogSource>().To<SqlServerErrorLogSource>() .When(context => DataSourceScopeController.Source == ErrorLogSources.SqlServer) .InScope(context => DataSourceScopeController.KeepAlive) .WithConstructorArgument("connection", context => DataSourceScopeController.Connection) .WithConstructorArgument("schema", context => DataSourceScopeController.Schema) .WithConstructorArgument("application", context => DataSourceScopeController.Application); Bind<IErrorLogSource>().To<SqlServerCompactErrorLogSource>() .When(context => DataSourceScopeController.Source == ErrorLogSources.SqlServerCompact) .InScope(context => DataSourceScopeController.KeepAlive) .WithConstructorArgument("connection", context => DataSourceScopeController.Connection); Bind<IErrorLogSource>().To<FileErrorLogSource>() .When(context => DataSourceScopeController.Source == ErrorLogSources.Files) .InScope(context => DataSourceScopeController.KeepAlive) .WithConstructorArgument("connection", context => DataSourceScopeController.Connection); Bind<IErrorLogFileParser>().To<ErrorLogFileParser>(); Bind<IReportGenerator>().To<ReportGenerator>(); Bind<IErrorLogExporter>().To<ErrorLogExporter>(); Bind<ISettingsManager>().To<SettingsManager>(); Bind<IWebRequestHelper>().To<WebRequestHelper>(); Bind<IClientInformationResolver>().To<ClientInformationResolver>(); Bind<IUrlNavigationLauncher>().To<UrlNavigationLauncher>(); Bind<IErrorLogDownloader>().To<ErrorLogDownloader>(); Bind<IUrlPing>().To<UrlPing>(); Bind<ICsvParser>().To<CsvParser>(); Bind<IHttpUserAgentSearchLauncherFactory>().To<HttpUserAgentSearchLauncherFactory>(); Bind<IFileSystemHelper>().To<FileSystemHelper>(); Bind<IWebServerConnectionsHelper>().To<WebServerConnectionsHelper>(); Bind<IDatabaseConnectionsHelper>().To<DatabaseConnectionsHelper>(); Bind<IDatabaseCreator>().To<SqlCeDatabaseCreator>(); Bind<SearchPresenter>().ToSelf(); Bind<ReportPresenter>().ToSelf(); Bind<SettingsPresenter>().ToSelf(); Bind<ConnectToWebServerPresenter>().ToSelf(); Bind<ConnectToSqlServerPresenter>().ToSelf(); Bind<ConnectToSqlServerCompactPresenter>().ToSelf(); Bind<ExportPresenter>().ToSelf(); Bind<ILog>().ToMethod(GetLogger); } private static ILog GetLogger(IContext context) { var loggerName = "Default"; if (context.Request.Target != null) { loggerName = context.Request.Target.Member.DeclaringType.FullName; } var logger = LogManager.GetLogger(loggerName); return new Log(logger); } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Common/ConnectionStringHelperTests.cs using System; using ElmahLogAnalyzer.Core.Common; using ElmahLogAnalyzer.Core.Domain; using ElmahLogAnalyzer.Core.Presentation; using Moq; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Common { [TestFixture] public class ConnectionStringHelperTests { [Test] public void Extract_ErrorLogSourceIsSqlServerWithIntegratedSecurity() { // arrange var connect = new Mock<IConnectToDatabaseConnectionInformation>(); connect.Setup(x => x.Source).Returns(ErrorLogSources.SqlServer); connect.Setup(x => x.Server).Returns("myServerAddress"); connect.Setup(x => x.Database).Returns("myDataBase"); connect.Setup(x => x.UseIntegratedSecurity).Returns(true); // act var result = ConnectionStringHelper.Extract(connect.Object); // assert Assert.That(result, Is.EqualTo("Data Source=myServerAddress;Initial Catalog=myDataBase;Integrated Security=SSPI;")); } [Test] public void Extract_ErrorLogSourceIsSqlServerWithUsernameAndPassword() { // arrange var connect = new Mock<IConnectToDatabaseConnectionInformation>(); connect.Setup(x => x.Source).Returns(ErrorLogSources.SqlServer); connect.Setup(x => x.Server).Returns("myServerAddress"); connect.Setup(x => x.Database).Returns("myDataBase"); connect.Setup(x => x.Username).Returns("myUsername"); connect.Setup(x => x.Password).Returns("<PASSWORD>"); connect.Setup(x => x.UseIntegratedSecurity).Returns(false); // act var result = ConnectionStringHelper.Extract(connect.Object); // assert Assert.That(result, Is.EqualTo("Data Source=myServerAddress;Initial Catalog=myDataBase;User Id=myUsername;Password=<PASSWORD>;")); } [Test] public void Extract_ErrorLogSourceIsSqlServerCompact() { // arrange var connect = new Mock<IConnectToDatabaseConnectionInformation>(); connect.Setup(x => x.Source).Returns(ErrorLogSources.SqlServerCompact); connect.Setup(x => x.Server).Returns(@"c:\temp\elmah.sdf"); // act var result = ConnectionStringHelper.Extract(connect.Object); // assert Assert.That(result, Is.EqualTo(@"Data Source=c:\temp\elmah.sdf;Persist Security Info=False;")); } [Test] public void Extract_ErrorLogSourceIsFiles_Throws() { // arrange var connect = new Mock<IConnectToDatabaseConnectionInformation>(); connect.Setup(x => x.Source).Returns(ErrorLogSources.Files); // act var result = Assert.Throws<InvalidOperationException>(() => ConnectionStringHelper.Extract(connect.Object)); // assert Assert.That(result, Is.Not.Null); Assert.That(result.Message, Is.EqualTo("Error log source Files is not supported")); } [Test] public void Apply_SetsSqlServerConnectionStringWithUsernameAndPasswordParameterValuesOnInterface() { // arrage var information = new Mock<IConnectToDatabaseConnectionInformation>(); var cn = "Data Source=myServerAddress;Initial Catalog=myDataBase;User Id=myUsername;Password=<PASSWORD>;"; // act ConnectionStringHelper.Apply(information.Object, cn); // assert information.VerifySet(x => x.Server = "myServerAddress"); information.VerifySet(x => x.Database = "myDataBase"); information.VerifySet(x => x.Username = "myUsername"); information.VerifySet(x => x.Password = "<PASSWORD>"); } [Test] public void Apply_SetsSqlServerConnectionStringWithIntegratedSecurityParameterValuesOnInterface() { // arrage var information = new Mock<IConnectToDatabaseConnectionInformation>(); var cn = "Server=myServerAddress;Database=myDataBase;Integrated Security=SSPI;"; // act ConnectionStringHelper.Apply(information.Object, cn); // assert information.VerifySet(x => x.Server = "myServerAddress"); information.VerifySet(x => x.Database = "myDataBase"); information.VerifySet(x => x.UseIntegratedSecurity = true); } [Test] public void Apply_SetsSqlServerCompactConnectionStringValuesOnInterface() { // arrage var information = new Mock<IConnectToDatabaseConnectionInformation>(); var cn = @"Data Source=c:\temp\elmah.sdf;"; // act ConnectionStringHelper.Apply(information.Object, cn); // assert information.VerifySet(x => x.Server = @"c:\temp\elmah.sdf"); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Integrations/HttpUserAgentSearch/UserAgentStringSearchLauncher.cs using ElmahLogAnalyzer.Core.Infrastructure.Web; namespace ElmahLogAnalyzer.Core.Integrations.HttpUserAgentSearch { public class UserAgentStringSearchLauncher : HttpUserAgentSearchLauncherBase, IHttpUserAgentSearchLauncher { private const string UrlTemplate = "http://www.useragentstring.com/?uas={0}&key=pelHenriGmCom"; public UserAgentStringSearchLauncher(IUrlNavigationLauncher urlNavigationLauncher) : base(urlNavigationLauncher) { } public override string GetUrlTemplate() { return UrlTemplate; } } } <file_sep>/src/ElmahLogAnalyzer.UI/Views/SearchView.cs using System; using System.Collections.Generic; using System.Windows.Forms; using ElmahLogAnalyzer.Core.Common; using ElmahLogAnalyzer.Core.Domain; using ElmahLogAnalyzer.Core.Presentation; namespace ElmahLogAnalyzer.UI.Views { public partial class SearchView : UserControl, ISearchView { public SearchView() { InitializeComponent(); _filterView.OnFilterApplied += SearchFilterViewOnSearchFilterApplied; _resultView.OnErrorLogSelected += SearchResultTreeViewOnErrorLogSelected; _detailsView.OnSearchHttpUserAgentInformationClicked += DetailsViewOnSearchHttpUserAgentInformationClicked; } public event EventHandler OnLoaded; public event EventHandler<ErrorLogSearchEventArgs> OnFilterApplied; public event EventHandler<ErrorLogSelectedEventArgs> OnErrorLogSelected; public event EventHandler<SearchHttpUserAgentInformationEventArgs> OnSearchHttpUserAgentInformation; public void SetDateInterval(DateInterval interval) { _filterView.SetDateInterval(interval); } public void LoadApplications(IEnumerable<string> applications) { if (InvokeRequired) { this.InvokeEx(x => x._filterView.LoadApplications(applications)); return; } _filterView.LoadApplications(applications); } public void LoadTypes(IEnumerable<string> types) { if (InvokeRequired) { this.InvokeEx(x => x._filterView.LoadTypes(types)); return; } _filterView.LoadTypes(types); } public void LoadSources(IEnumerable<string> sources) { if (InvokeRequired) { this.InvokeEx(x => x._filterView.LoadSources(sources)); return; } _filterView.LoadSources(sources); } public void LoadUsers(IEnumerable<string> users) { if (InvokeRequired) { this.InvokeEx(x => x._filterView.LoadUsers(users)); return; } _filterView.LoadUsers(users); } public void LoadUrls(IEnumerable<string> urls) { if (InvokeRequired) { this.InvokeEx(x => x._filterView.LoadUrls(urls)); return; } _filterView.LoadUrls(urls); } public void DisplaySearchResult(IList<ErrorLog> errorLogs) { _resultView.LoadTree(errorLogs); } public void DisplayErrorDetails(ErrorLog error) { _detailsView.DisplayError(error); } public void ClearResult() { _resultView.ClearView(); } public void ClearErrorDetails() { _detailsView.ClearView(); } private void SearchResultTreeViewOnErrorLogSelected(object sender, ErrorLogSelectedEventArgs e) { if (OnErrorLogSelected != null) { OnErrorLogSelected(this, e); } } private void SearchFilterViewOnSearchFilterApplied(object sender, ErrorLogSearchEventArgs e) { if (OnFilterApplied != null) { OnFilterApplied(this, e); } } private void SearchViewLoad(object sender, EventArgs e) { if (OnLoaded != null) { OnLoaded(this, new EventArgs()); } } private void DetailsViewOnSearchHttpUserAgentInformationClicked(object sender, SearchHttpUserAgentInformationEventArgs e) { if (OnSearchHttpUserAgentInformation != null) { OnSearchHttpUserAgentInformation(this, e); } } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Domain/ReportQueryTests.cs using System; using ElmahLogAnalyzer.Core.Common; using ElmahLogAnalyzer.Core.Domain; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Domain { using System.Globalization; [TestFixture] public class ReportQueryTests : UnitTestBase { [Test] public void Ctor_SetsApplicationReportTypeDateIntervalAndNumberOfResults() { // act var interval = new DateInterval(new DateTime(1975, 5, 14), new DateTime(2011, 4, 8)); var query = new ReportQuery("application", ReportTypes.Type, interval, -1); // assert Assert.That(query.Application, Is.EqualTo("application")); Assert.That(query.ReportType, Is.EqualTo(ReportTypes.Type)); Assert.That(query.Interval, Is.EqualTo(interval)); Assert.That(query.NumberOfResults, Is.EqualTo(-1)); } [Test] public void ToString_ReportDescriptionStartAndEndTime() { // arrange var query = new ReportQuery("application", ReportTypes.Type, new DateInterval(new DateTime(1975, 5, 14), new DateTime(2011, 4, 8)), -1); // act var formatInfo = (DateTimeFormatInfo)DateTimeFormatInfo.InvariantInfo.Clone(); formatInfo.ShortDatePattern = "yyyy-MM-dd"; var result = query.ToString(formatInfo); // assert Assert.That(result, Is.EquivalentTo("Number of errors per type from 1975-05-14 to 2011-04-08")); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Presentation/ConnectToWebServerPresenter.cs using System; using ElmahLogAnalyzer.Core.Common; using ElmahLogAnalyzer.Core.Domain; using ElmahLogAnalyzer.Core.Infrastructure.Configuration; using ElmahLogAnalyzer.Core.Infrastructure.Web; namespace ElmahLogAnalyzer.Core.Presentation { public class ConnectToWebServerPresenter { private readonly IUrlPing _urlPing; private readonly IWebServerConnectionsHelper _webServerConnectionsHelper; public ConnectToWebServerPresenter(IConnectToWebServerView view, IUrlPing urlPing, IWebServerConnectionsHelper webServerConnectionsHelper) { View = view; _urlPing = urlPing; _webServerConnectionsHelper = webServerConnectionsHelper; RegisterEvents(); View.LoadConnectionUrls(_webServerConnectionsHelper.GetUrls()); } public IConnectToWebServerView View { get; private set; } public NetworkConnection Connnection { get; private set; } private void RegisterEvents() { View.OnConnectToServer += View_OnConnectToServer; View.OnConnectionSelected += ViewOnConnectionOnConnectionSelected; } private void ViewOnConnectionOnConnectionSelected(object sender, ConnectionSelectedEventArgs args) { var configuration = _webServerConnectionsHelper.FindConnection(args.Url); if (configuration != null) { View.DisplayConnection(configuration.Username, configuration.Password, configuration.Domain); } else { View.DisplayConnection(string.Empty, string.Empty, string.Empty); } } private void View_OnConnectToServer(object sender, ConnectToServerEventArgs e) { View.ClearErrorMessage(); if (!e.Url.HasValue()) { View.DisplayErrorMessage("Invalid url"); return; } try { var elmahUrl = new ElmahUrlHelper().ResolveElmahRootUrl(e.Url); var connection = new NetworkConnection(elmahUrl); if (e.HasCredentials) { connection.SetCredentials(e.UserName, e.Password, e.Domain); } var serverResponded = _urlPing.Ping(connection); if (!serverResponded.Item1) { View.DisplayErrorMessage(serverResponded.Item2); return; } Connnection = connection; View.CloseView(); } catch (ArgumentException) { View.DisplayErrorMessage("Invalid url"); } catch (Exception ex) { View.DisplayErrorMessage(ex.Message); } } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Presentation/ErrorLogSearchEventArgsTests.cs using ElmahLogAnalyzer.Core.Domain; using ElmahLogAnalyzer.Core.Presentation; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Presentation { [TestFixture] public class ErrorLogSearchEventArgsTests : UnitTestBase { [Test] public void Ctor_SetsQuery() { // arrange var query = new SearchErrorLogQuery(); // act var args = new ErrorLogSearchEventArgs(query); // assert Assert.That(args.Query, Is.EqualTo(query)); } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Common/ConnectionInformationHelperTests.cs using ElmahLogAnalyzer.Core.Common; using ElmahLogAnalyzer.Core.Domain; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Common { [TestFixture] public class ConnectionInformationHelperTests : UnitTestBase { [Test] public void GetInformation_SourceIsFiles() { // act var result = ConnectionInformationHelper.GetInformation(ErrorLogSources.Files, @"c:\temp\elmahlogs"); // assert Assert.That(result, Is.EqualTo(@"Connected to directory: c:\temp\elmahlogs")); } [Test] public void GetInformation_SourceIsSqlServerWithIntegratedSecurity() { // act var result = ConnectionInformationHelper.GetInformation(ErrorLogSources.SqlServer, @"Data Source=myServerAddress;Initial Catalog=myDataBase;Integrated Security=SSPI;"); // assert Assert.That(result, Is.EqualTo(@"Connected to Microsoft SQL Server: Data Source=myServerAddress Initial Catalog=myDataBase")); } [Test] public void GetInformation_SourceIsSqlServerWithPassword() { // act var result = ConnectionInformationHelper.GetInformation(ErrorLogSources.SqlServer, @"Data Source=myServerAddress;Initial Catalog=myDataBase;User Id=myUsername;Password=<PASSWORD>;"); // assert Assert.That(result, Is.EqualTo(@"Connected to Microsoft SQL Server: Data Source=myServerAddress Initial Catalog=myDataBase")); } [Test] public void GetInformation_SourceIsSqlServerCompact() { // act var result = ConnectionInformationHelper.GetInformation(ErrorLogSources.SqlServerCompact, @"Data Source=MyData.sdf"); // assert Assert.That(result, Is.EqualTo(@"Connected to Microsoft SQL Server Compact Edition: Data Source=MyData.sdf")); } } } <file_sep>/src/ElmahLogAnalyzer.UI/Forms/SettingsForm.cs using System; using System.Collections.Generic; using System.Globalization; using System.Windows.Forms; using ElmahLogAnalyzer.Core.Common; using ElmahLogAnalyzer.Core.Presentation; namespace ElmahLogAnalyzer.UI.Forms { public partial class SettingsForm : Form, ISettingsView { public SettingsForm() { InitializeComponent(); _defaultLogsDirectoryTextBox.Enabled = false; _defaultExportDirectoryTextBox.Enabled = false; AcceptButton = _saveButton; CancelButton = _cancelButton; } public event EventHandler OnLoaded; public event EventHandler OnSave; public int MaxNumberOfLogs { get { var option = (NameValuePair)_numberOfLogsToLoadComboBox.SelectedItem; return Convert.ToInt32(option.Value); } } public DateIntervalSpans DefaultDateInterval { get { var option = (NameValuePair)_defaultDateIntervalFilterComboBox.SelectedItem; return (DateIntervalSpans)Convert.ToInt32(option.Value); } } public string DefaultLogsDirectory { get { return _defaultLogsDirectoryTextBox.Text; } set { _defaultLogsDirectoryTextBox.Text = value; } } public bool LoadLogsFromDefaultDirectoryAtStartup { get { return _loadLogsFromDefaultDirectoryAtStartupCheckBox.Checked; } set { _loadLogsFromDefaultDirectoryAtStartupCheckBox.Checked = value; } } public string DefaultExportDirectory { get { return _defaultExportDirectoryTextBox.Text; } set { _defaultExportDirectoryTextBox.Text = value; } } public void LoadMaxNumberOfLogOptions(IEnumerable<NameValuePair> options, string selectedOption) { _numberOfLogsToLoadComboBox.Items.Clear(); foreach (var option in options) { var index = _numberOfLogsToLoadComboBox.Items.Add(option); if (option.Value == selectedOption) { _numberOfLogsToLoadComboBox.SelectedIndex = index; } } } public void LoadDefaultDateIntervalOptions(IEnumerable<NameValuePair> options, DateIntervalSpans selectedOption) { _defaultDateIntervalFilterComboBox.Items.Clear(); foreach (var option in options) { var index = _defaultDateIntervalFilterComboBox.Items.Add(option); if (option.Value == ((int)selectedOption).ToString(CultureInfo.InvariantCulture)) { _defaultDateIntervalFilterComboBox.SelectedIndex = index; } } } private void SettingsFormLoad(object sender, EventArgs e) { if (OnLoaded != null) { OnLoaded(this, new EventArgs()); } } private void SaveButtonClick(object sender, EventArgs e) { if (OnSave != null) { OnSave(this, new EventArgs()); } DialogResult = DialogResult.OK; Close(); } private void CancelButtonClick(object sender, EventArgs e) { DialogResult = DialogResult.Cancel; Close(); } private void SelectDefaultLogsDirectoryButtonClick(object sender, EventArgs e) { if (_folderBrowserDialog.ShowDialog(this) == DialogResult.OK) { _defaultLogsDirectoryTextBox.Text = _folderBrowserDialog.SelectedPath; } } private void SelectDefaultExportDirectoryButtonClick(object sender, EventArgs e) { if (_folderBrowserDialog.ShowDialog(this) == DialogResult.OK) { _defaultExportDirectoryTextBox.Text = _folderBrowserDialog.SelectedPath; } } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Presentation/SearchPresenterTests.cs using System; using System.Collections.Generic; using ElmahLogAnalyzer.Core.Common; using ElmahLogAnalyzer.Core.Domain; using ElmahLogAnalyzer.Core.Infrastructure.Settings; using ElmahLogAnalyzer.Core.Integrations.HttpUserAgentSearch; using ElmahLogAnalyzer.Core.Presentation; using Moq; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Presentation { [TestFixture] public class SearchPresenterTests : UnitTestBase { private Mock<ISearchView> _view; private Mock<IErrorLogRepository> _repository; private Mock<IHttpUserAgentSearchLauncherFactory> _searchLauncherFactory; private Mock<ISettingsManager> _settingsManager; [SetUp] public void Setup() { _view = new Mock<ISearchView>(); _repository = new Mock<IErrorLogRepository>(); _searchLauncherFactory = new Mock<IHttpUserAgentSearchLauncherFactory>(); _settingsManager = new Mock<ISettingsManager>(); _settingsManager.Setup(x => x.GetDefaultDateInterval()).Returns(DateIntervalSpans.Month); } [Test] public void Ctor_SetsView() { // act var presenter = BuildPresenter(); // assert Assert.That(presenter.View, Is.EqualTo(_view.Object)); } [Test] public void ViewOnLoaded_SetsDefaultTimeIntervalWithValueFromSettings() { // arrange var presenter = BuildPresenter(); var expectedInterval = new DateInterval(DateTime.Today.AddMonths(-1), DateTime.Today); // act _view.Raise(x => x.OnLoaded += null, new EventArgs()); // assert _view.Verify(x => x.SetDateInterval(It.Is<DateInterval>(y => y.Equals(expectedInterval))), Times.Once()); } [Test] public void ViewOnLoaded_ShouldLoadApplicationsInView() { // arrange var presenter = BuildPresenter(); var applications = new List<string>(); _repository.Setup(x => x.GetApplications()).Returns(applications); // act _view.Raise(x => x.OnLoaded += null, new EventArgs()); // assert _view.Verify(x => x.LoadApplications(applications), Times.Once()); } [Test] public void ViewOnLoaded_ShouldLoadTypesInView() { // arrange var presenter = BuildPresenter(); var types = new List<string>(); _repository.Setup(x => x.GetTypes()).Returns(types); // act _view.Raise(x => x.OnLoaded += null, new EventArgs()); // assert _view.Verify(x => x.LoadTypes(types), Times.Once()); } [Test] public void ViewOnLoaded_ShouldLoadSourcesInView() { // arrange var presenter = BuildPresenter(); var sources = new List<string>(); _repository.Setup(x => x.GetSources()).Returns(sources); // act _view.Raise(x => x.OnLoaded += null, new EventArgs()); // assert _view.Verify(x => x.LoadSources(sources), Times.Once()); } [Test] public void ViewOnLoaded_ShouldLoadUsersInView() { // arrange var presenter = BuildPresenter(); var users = new List<string>(); _repository.Setup(x => x.GetUsers()).Returns(users); // act _view.Raise(x => x.OnLoaded += null, new EventArgs()); // assert _view.Verify(x => x.LoadUsers(users), Times.Once()); } [Test] public void ViewOnLoaded_ShouldLoadUrlsInView() { // arrange var presenter = BuildPresenter(); var urls = new List<string>(); _repository.Setup(x => x.GetUrls()).Returns(urls); // act _view.Raise(x => x.OnLoaded += null, new EventArgs()); // assert _view.Verify(x => x.LoadUrls(urls), Times.Once()); } [Test] public void OnFilterApplied_ShouldClearErrorDetails() { // arrange var presenter = BuildPresenter(); var filter = new SearchErrorLogQuery(); var args = new ErrorLogSearchEventArgs(filter); var searchResult = new List<ErrorLog>(); _repository.Setup(x => x.GetWithFilter(filter)).Returns(searchResult); // act _view.Raise(x => x.OnFilterApplied += null, args); // assert _view.Verify(x => x.ClearErrorDetails(), Times.Once()); } [Test] public void OnFilterApplied_ShouldDisplaySearchResult() { // arrange var presenter = BuildPresenter(); var filter = new SearchErrorLogQuery(); var args = new ErrorLogSearchEventArgs(filter); var searchResult = new List<ErrorLog>(); _repository.Setup(x => x.GetWithFilter(filter)).Returns(searchResult); // act _view.Raise(x => x.OnFilterApplied += null, args); // assert _view.Verify(x => x.DisplaySearchResult(searchResult), Times.Once()); } [Test] public void OnErrorSelected_ShouldDisplayErrorDetails() { // arrange var presenter = BuildPresenter(); var error = new ErrorLog(); // act _view.Raise(x => x.OnErrorLogSelected += null, new ErrorLogSelectedEventArgs(error)); // assert _view.Verify(x => x.DisplayErrorDetails(error), Times.Once()); } [Test] public void OnRepositoryInitialized_ShouldClearView() { // arrange var presenter = BuildPresenter(); // act _repository.Raise(x => x.OnInitialized += null, new RepositoryInitializedEventArgs(string.Empty, 0)); // assert _view.Verify(x => x.ClearResult(), Times.Once()); _view.Verify(x => x.ClearErrorDetails(), Times.Once()); } [Test] public void OnRepositoryInitialized_ShouldLoadTypesInView() { // arrange var presenter = BuildPresenter(); var types = new List<string>(); _repository.Setup(x => x.GetTypes()).Returns(types); // act _repository.Raise(x => x.OnInitialized += null, new RepositoryInitializedEventArgs(string.Empty, 0)); // assert _view.Verify(x => x.LoadTypes(types), Times.Once()); } [Test] public void OnRepositoryInitialized_ShouldLoadSourcesInView() { // arrange var presenter = BuildPresenter(); var sources = new List<string>(); _repository.Setup(x => x.GetSources()).Returns(sources); // act _repository.Raise(x => x.OnInitialized += null, new RepositoryInitializedEventArgs(string.Empty, 0)); // assert _view.Verify(x => x.LoadSources(sources), Times.Once()); } [Test] public void OnRepositoryInitialized_ShouldLoadUsersInView() { // arrange var presenter = BuildPresenter(); var users = new List<string>(); _repository.Setup(x => x.GetUsers()).Returns(users); // act _repository.Raise(x => x.OnInitialized += null, new RepositoryInitializedEventArgs(string.Empty, 0)); // assert _view.Verify(x => x.LoadUsers(users), Times.Once()); } [Test] public void ViewOnSearchHttpUserAgentInformation_ShouldLaunchSearch() { // arrange var presenter = BuildPresenter(); const string httpUserAgent = "dsBot-Google-Mobile (Android; +http://www.google.com/adsbot.html) AppleWebKit"; var launcher = new Mock<IHttpUserAgentSearchLauncher>(); _searchLauncherFactory.Setup(x => x.Create(It.IsAny<string>())).Returns(launcher.Object); // act _view.Raise(x => x.OnSearchHttpUserAgentInformation += null, new SearchHttpUserAgentInformationEventArgs(httpUserAgent, string.Empty)); // assert _searchLauncherFactory.Verify(x => x.Create(It.IsAny<string>()), Times.Once()); launcher.Verify(x => x.Launch(httpUserAgent), Times.Once()); } private SearchPresenter BuildPresenter() { return new SearchPresenter(_view.Object, _repository.Object, _searchLauncherFactory.Object, _settingsManager.Object); } } } <file_sep>/src/ElmahLogAnalyzer.UI/Forms/ExportForm.cs using System; using System.Windows.Forms; using ElmahLogAnalyzer.Core.Presentation; namespace ElmahLogAnalyzer.UI.Forms { public partial class ExportForm : Form, IExportView { public ExportForm() { InitializeComponent(); AcceptButton = _exportButton; CancelButton = _cancelButton; SetInfoText(); _exportToDirectoryTextBox.Enabled = false; _progressLabel.Text = string.Empty; } public event EventHandler OnLoaded; public event EventHandler OnExport; public event EventHandler OnCancel; public string ExportToDirectory { get { return _exportToDirectoryTextBox.Text; } set { _exportToDirectoryTextBox.Text = value; } } public void SetLoadingState() { _exportButton.Enabled = false; } public void DisplayProgress(string progress) { _progressLabel.InvokeEx(x => x.Text = progress); } public void DisplayError(Exception ex) { this.InvokeEx(x => x.DisplayErrorDialog(ex)); } public void CloseView() { DialogResult = DialogResult.OK; } private void DisplayErrorDialog(Exception ex) { MessageBox.Show(this, ex.ToString(), @"Error", MessageBoxButtons.OK, MessageBoxIcon.Error); } private void SetInfoText() { _infoLabel.Text = @"This will export all logs currently loaded, into a SQL Server CE 4.0 database. The database will be named ElmahLogAnalyzer_Dump.sdf and places in the directory below. You can use a tool like LINQPad to query the database."; } private void ExportButtonClick(object sender, EventArgs e) { if (OnExport != null) { OnExport(this, new EventArgs()); } } private void CancelButtonClick(object sender, EventArgs e) { if (OnCancel != null) { OnCancel(this, new EventArgs()); } } private void ExportFormLoad(object sender, EventArgs e) { if (OnLoaded != null) { OnLoaded(this, new EventArgs()); } } private void OnFormClosing(object sender, FormClosingEventArgs e) { if (OnCancel != null) { OnCancel(this, new EventArgs()); } } private void SelectExportToDirectoryButtonClick(object sender, EventArgs e) { if (_folderBrowserDialog.ShowDialog(this) == DialogResult.OK) { _exportToDirectoryTextBox.Text = _folderBrowserDialog.SelectedPath; } } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Domain/ClientInformationResolverTests.cs using ElmahLogAnalyzer.Core.Constants; using ElmahLogAnalyzer.Core.Domain; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Domain { [TestFixture] public class ClientInformationResolverTests : UnitTestBase { [Test] public void Resolve_HttpUserAgentIsNull_RetunsEmptyClientInformation() { // arrange var resolver = new ClientInformationResolver(); // act var result = resolver.Resolve(null); // assert Assert.That(result, Is.Not.Null); } [Test] public void Resolve_HttpUserAgentIsEmpty_ReturnsEmptyClientInformation() { // arrange var resolver = new ClientInformationResolver(); // act var result = resolver.Resolve(string.Empty); // assert Assert.That(result, Is.Not.Null); } [Test] public void Resolve_HttpUserAgentIsLibWWWPearlIsUnresolvable_ReturnsClientInformationWithOriginalHttpUsetAgent() { // arrange const string httpUserAgent = "DeadLinkCheck/0.4.0 libwww-perl/5.803"; var resolver = new ClientInformationResolver(); // act var result = resolver.Resolve(httpUserAgent); // assert Assert.That(result.Browser, Is.EqualTo(Browsers.Unknown)); Assert.That(result.Platform, Is.EqualTo(Platforms.Unknown)); Assert.That(result.OperatingSystem, Is.EqualTo(string.Empty)); Assert.That(result.HttpUserAgentString, Is.EqualTo(httpUserAgent)); } [Test] public void Resolve_BrowserIsInternetExplorer_ResolvesBrowser() { // arrange var resolver = new ClientInformationResolver(); const string httpUserAgent = "Mozilla/4.0 (compatible; MSIE 8.0; Windows NT 5.2; Trident/4.0; .NET CLR 1.1.4322; InfoPath.2)"; // act var result = resolver.Resolve(httpUserAgent); // assert Assert.That(result.Browser, Is.EqualTo("Internet Explorer 8.0")); } [Test] public void Resolve_BrowserIsFirefox_ResolvesBrowser() { // arrange var resolver = new ClientInformationResolver(); const string httpUserAgent = "Mozilla/5.0 (Windows; U; Windows NT 5.1; cs; rv:1.9.2.16) Gecko/20110319 Firefox/3.6.16"; // act var result = resolver.Resolve(httpUserAgent); // assert Assert.That(result.Browser, Is.EqualTo("FireFox 3.6.16")); } [Test] public void Resolve_BrowserIsSafari_ResolvesBrowser() { // arrange var resolver = new ClientInformationResolver(); const string httpUserAgent = "Mozilla/5.0 (Macintosh; U; Intel Mac OS X 10_6_7; cs-cz) AppleWebKit/533.21.1 (KHTML, like Gecko) Version/5.0.5 Safari/533.21.1"; // act var result = resolver.Resolve(httpUserAgent); // assert Assert.That(result.Browser, Is.EqualTo("Safari 533.21.1")); } [Test] public void Resolve_BrowserIsChrome_ResolvesBrowser() { // arrange var resolver = new ClientInformationResolver(); const string httpUserAgent = "Mozilla/5.0 (Windows; U; Windows NT 6.0; en-US) AppleWebKit/534.16 (KHTML, like Gecko) Chrome/10.0.648.204 Safari/534.16"; // act var result = resolver.Resolve(httpUserAgent); // assert Assert.That(result.Browser, Is.EqualTo("Chrome 10.0.648.204")); } [Test] public void Resolve_BrowserIsOpera_ResolvesBrowser() { // arrange var resolver = new ClientInformationResolver(); const string httpUserAgent = "Mozilla/4.0 (compatible; MSIE 6.0; X11; Linux i686) Opera 7.50 [en]"; // act var result = resolver.Resolve(httpUserAgent); // assert Assert.That(result.Browser, Is.EqualTo("Opera 7.50")); } [Test] public void Resolve_BrowserIsPerl_ResolvesBrowser() { // arrange var resolver = new ClientInformationResolver(); const string httpUserAgent = "libwww-perl/5.803"; // act var result = resolver.Resolve(httpUserAgent); // assert Assert.That(result.Browser, Is.EqualTo("UNKNOWN")); } [Test] public void Resolve_PlatformIsWindows_ResolvesPlatform() { // arrange var resolver = new ClientInformationResolver(); const string httpUserAgent = "Mozilla/5.0 (Windows; U; Windows NT 5.1; cs; rv:1.9.2.16) Gecko/20110319 Firefox/3.6.16"; // act var result = resolver.Resolve(httpUserAgent); // assert Assert.That(result.Platform, Is.EqualTo("Windows")); } [Test] public void Resolve_PlatformIsMachintosh_ResolvesPlatform() { // arrange var resolver = new ClientInformationResolver(); const string httpUserAgent = "Mozilla/5.0 (Macintosh; U; Intel Mac OS X 10_6_7; cs-cz) AppleWebKit/533.21.1 (KHTML, like Gecko) Version/5.0.5 Safari/533.21.1"; // act var result = resolver.Resolve(httpUserAgent); // assert Assert.That(result.Platform, Is.EqualTo("Macintosh")); } [Test] public void Resolve_PlatformIsLinux_ResolvesPlatform() { // arrange var resolver = new ClientInformationResolver(); const string httpUserAgent = "Mozilla/4.0 (compatible; MSIE 6.0; X11; Linux i686) Opera 7.50 [en]"; // act var result = resolver.Resolve(httpUserAgent); // assert Assert.That(result.Platform, Is.EqualTo("Linux")); } [Test] public void Resolve_OperatingSystemIsWindowsNT_ResolvesOperatingSystem() { // arrange var resolver = new ClientInformationResolver(); const string httpUserAgent = "Mozilla/5.0 (compatible; MSIE 9.0; Windows NT 6.0; Trident/5.0)"; // act var result = resolver.Resolve(httpUserAgent); // assert Assert.That(result.OperatingSystem, Is.EqualTo("Windows Vista")); } [Test] public void Resolve_OperatingSystemIsMacOsX_ResolvesOperatingSystem() { // arrange var resolver = new ClientInformationResolver(); const string httpUserAgent = "Mozilla/5.0 (Macintosh; U; Intel Mac OS X 10_6_7; cs-cz) AppleWebKit/533.21.1 (KHTML, like Gecko) Version/5.0.5 Safari/533.21.1"; // act var result = resolver.Resolve(httpUserAgent); // assert Assert.That(result.OperatingSystem, Is.EqualTo("Intel Mac OS X 10_6_7")); } [Test] public void Resolve_OperatingSystemIsLinux_ResolvesOperatingSystem() { // arrange var resolver = new ClientInformationResolver(); const string httpUserAgent = "Mozilla/4.0 (compatible; MSIE 6.0; X11; Linux i686) Opera 7.50 [en]"; // act var result = resolver.Resolve(httpUserAgent); // assert Assert.That(result.OperatingSystem, Is.EqualTo("Linux i686")); } [Test] public void Resolve_OperatingSystemIsLinux_Variant_ResolvesPlatform() { // arrange var resolver = new ClientInformationResolver(); const string httpUserAgent = "Mozilla/5.0 (Linux; U; Android 2.2.2; cs-cz; LG-P990 Extract/FRG83G) AppleWebKit/533.1 (KHTML, like Gecko) Version/4.0 Mobile Safari/533.1"; // act var result = resolver.Resolve(httpUserAgent); // assert Assert.That(result.OperatingSystem, Is.EqualTo("Linux")); } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Common/UrlCleanerTests.cs using System; using System.Collections.Generic; using System.Linq; using ElmahLogAnalyzer.Core.Common; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Common { [TestFixture] public class UrlCleanerTests : UnitTestBase { [Test] public void Clean_WebformsUrl() { // act var result = UrlCleaner.Clean("/seh/entreprenor/pages/Fakturering.aspx"); // assert Assert.That(result, Is.EqualTo("/seh/entreprenor/pages/Fakturering.aspx")); } [Test] public void Clean_WebformsUrlWithQuerystringParameters() { // act var result = UrlCleaner.Clean("/seh/entreprenor/pages/Fakturering.aspx?someparam=somevalue&someother=someothervalue"); // assert Assert.That(result, Is.EqualTo("/seh/entreprenor/pages/Fakturering.aspx")); } [Test] public void Clean_MvcUrl() { // act var result = UrlCleaner.Clean("/Ruttplan/SkapaValtLappsRad"); // assert Assert.That(result, Is.EqualTo("/Ruttplan/SkapaValtLappsRad")); } [Test] public void Clean_MvcUrlWithGuidAsIdParameter() { // act var result = UrlCleaner.Clean("/Faktura/HamtaFakturaPdf/92dd2ada-bc26-4e42-b8cf-9eb401249cea"); // assert Assert.That(result, Is.EqualTo("/Faktura/HamtaFakturaPdf")); } [Test] public void Clean_MvcUrlWithQueryParameters() { // act var result = UrlCleaner.Clean("/Faktura/HamtaFakturaPdf/92dd2ada-bc26-4e42-b8cf-9eb401249cea?displaymode=edit"); // assert Assert.That(result, Is.EqualTo("/Faktura/HamtaFakturaPdf")); } [Test] public void Clean_MvcRootUrl() { // act var result = UrlCleaner.Clean("/"); // assert Assert.That(result, Is.EqualTo("/")); } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Presentation/ReportSelectionEventArgsTests.cs using ElmahLogAnalyzer.Core.Presentation; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Presentation { [TestFixture] public class ReportSelectionEventArgsTests : UnitTestBase { [Test] public void Ctor_SetsReportQuery() { // arrange var query = CreateReportQuery(); // act var args = new ReportSelectionEventArgs(query); // assert Assert.That(args.Query, Is.EqualTo(query)); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Domain/Report.cs using System; using System.Collections.Generic; namespace ElmahLogAnalyzer.Core.Domain { public class Report { public Report(ReportQuery query) { if (query == null) { throw new ArgumentNullException("query"); } Query = query; Items = new List<ReportItem>(); } public ReportQuery Query { get; private set; } public List<ReportItem> Items { get; private set; } public void AddRange(IEnumerable<ReportItem> items) { if (items == null) { throw new ArgumentNullException("items"); } Items.AddRange(items); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Infrastructure/Web/WebRequestHelper.cs using System.IO; using System.Net; using ElmahLogAnalyzer.Core.Domain; namespace ElmahLogAnalyzer.Core.Infrastructure.Web { public class WebRequestHelper : IWebRequestHelper { public string Uri(NetworkConnection connection) { string result; using (var client = new WebClient()) { if (connection.HasCredentials) { client.UseDefaultCredentials = false; client.Credentials = connection.GetCredentials(); } var response = client.OpenRead(connection.Uri.AbsoluteUri); // TODO Check content-type is the expected one! // TODO Use charset in response Content-Type header using (var reader = new StreamReader(response)) { result = reader.ReadToEnd(); } } return result; } } } <file_sep>/src/ElmahLogAnalyzer.Core/Domain/ReportGenerator.cs using System; using System.Collections.Generic; using System.Linq; namespace ElmahLogAnalyzer.Core.Domain { public class ReportGenerator : IReportGenerator { private readonly IErrorLogRepository _repository; public ReportGenerator(IErrorLogRepository repository) { _repository = repository; _repository.OnInitialized += RepositoryOnInitialized; } public event EventHandler OnDataSourceInitialized; public Report Create(ReportQuery query) { var report = new Report(query); var filter = SearchErrorLogQuery.Create(query); var errors = _repository.GetWithFilter(filter); switch (query.ReportType) { case ReportTypes.Type: CreateByTypesReport(report, errors, query.NumberOfResults); break; case ReportTypes.Source: CreateBySourceReport(report, errors, query.NumberOfResults); break; case ReportTypes.User: CreateByUsersReport(report, errors, query.NumberOfResults); break; case ReportTypes.Url: CreateByUrlReport(report, errors, query.NumberOfResults); break; case ReportTypes.Day: CreateByDayReport(report, errors, query.NumberOfResults); break; case ReportTypes.Browser: CreateByBrowserReport(report, errors, query.NumberOfResults); break; } return report; } private static void CreateByTypesReport(Report report, IEnumerable<ErrorLog> errors, int numberOfResults) { var query = from e in errors orderby e.Type group e by e.Type into g select new ReportItem(g.Key, g.Count()); report.AddRange(GetNumberOfResults(query, numberOfResults)); } private static void CreateBySourceReport(Report report, IEnumerable<ErrorLog> errors, int numberOfResults) { var query = from e in errors orderby e.Source group e by e.Source into g select new ReportItem(g.Key, g.Count()); report.AddRange(GetNumberOfResults(query, numberOfResults)); } private static void CreateByUsersReport(Report report, IEnumerable<ErrorLog> errors, int numberOfResults) { var query = from e in errors orderby e.User group e by e.User into g select new ReportItem(g.Key, g.Count()); report.AddRange(GetNumberOfResults(query, numberOfResults)); } private static void CreateByUrlReport(Report report, IEnumerable<ErrorLog> errors, int numberOfResults) { var query = from e in errors orderby e.CleanUrl group e by e.CleanUrl into g select new ReportItem(g.Key, g.Count()); report.AddRange(GetNumberOfResults(query, numberOfResults)); } private static void CreateByDayReport(Report report, IEnumerable<ErrorLog> errors, int numberOfResults) { var query = from e in errors orderby e.Time.Date group e by e.Time.Date into g select new ReportItem(g.Key.ToShortDateString(), g.Count()); report.AddRange(GetNumberOfResults(query, numberOfResults)); } private static void CreateByBrowserReport(Report report, IEnumerable<ErrorLog> errors, int numberOfResults) { var query = from e in errors orderby e.ClientInformation.Browser group e by e.ClientInformation.Browser into g select new ReportItem(g.Key, g.Count()); report.AddRange(GetNumberOfResults(query, numberOfResults)); } private static IEnumerable<ReportItem> GetNumberOfResults(IEnumerable<ReportItem> items, int numberOfResults) { var result = numberOfResults == -1 ? items.ToList() : items.OrderByDescending(x => x.Count).ToList().Take(numberOfResults); return result; } private void RepositoryOnInitialized(object sender, RepositoryInitializedEventArgs e) { if (OnDataSourceInitialized != null) { OnDataSourceInitialized(this, new EventArgs()); } } } } <file_sep>/src/ElmahLogAnalyzer.Core/Domain/ClientInformation.cs using ElmahLogAnalyzer.Core.Constants; namespace ElmahLogAnalyzer.Core.Domain { public class ClientInformation { public ClientInformation() { Platform = Platforms.Unknown; OperatingSystem = "UNKNOWN"; Browser = Browsers.Unknown; Description = string.Empty; HttpUserAgentString = string.Empty; } public string Browser { get; set; } public string Platform { get; set; } public string OperatingSystem { get; set; } public string Description { get; set; } public string HttpUserAgentString { get; set; } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Domain/ErrorLogTests.cs using System; using ElmahLogAnalyzer.Core.Constants; using ElmahLogAnalyzer.Core.Domain; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Domain { [TestFixture] public class ErrorLogTests : UnitTestBase { [Test] public void Ctor_HasDefaultUrlValueUnknown() { // act var error = new ErrorLog(); // assert Assert.That(error.User, Is.EqualTo("UNKNOWN")); } [Test] public void Ctor_HasDefaultCleanUrlValueUnknown() { // act var error = new ErrorLog(); // assert Assert.That(error.CleanUrl, Is.EqualTo("UNKNOWN")); } [Test] public void Ctor_HasDefaultUserValueUnknown() { // act var error = new ErrorLog(); // assert Assert.That(error.User, Is.EqualTo("UNKNOWN")); } [Test] public void Ctor_HasEmptyServerVariablesList() { // act var error = new ErrorLog(); // assert Assert.That(error.ServerVariables.Count, Is.EqualTo(0)); } [Test] public void Ctor_HasEmptyCookiesList() { // act var error = new ErrorLog(); // assert Assert.That(error.Cookies.Count, Is.EqualTo(0)); } [Test] public void Ctor_HasEmptyFormValuesList() { // act var error = new ErrorLog(); // assert Assert.That(error.FormValues.Count, Is.EqualTo(0)); } [Test] public void Ctor_HasEmptyQuerystringValuesList() { // act var error = new ErrorLog(); // assert Assert.That(error.QuerystringValues.Count, Is.EqualTo(0)); } [Test] public void Ctor_HasClientInformation() { // arrange var error = new ErrorLog(); // assert Assert.That(error.ClientInformation, Is.Not.Null); } [Test] public void Ctor_HasStatusCodeInformation() { // arrange var error = new ErrorLog(); // assert Assert.That(error.StatusCodeInformation, Is.Not.Null); } [Test] public void Ctor_HasEmptyCustomDataValuesList() { // arrange var error = new ErrorLog(); // assert Assert.That(error.CustomDataValues.Count, Is.EqualTo(0)); } [Test] public void SetClientInformation_SetsInformation() { // arrange var error = new ErrorLog(); var info = new ClientInformation(); // act error.SetClientInformation(info); // assert Assert.That(error.ClientInformation, Is.EqualTo(info)); } [Test] public void SetClientInformation_InformationIsNull_Throws() { // arrange var error = new ErrorLog(); // act var result = Assert.Throws<ArgumentNullException>(() => error.SetClientInformation(null)); // assert Assert.That(result, Is.Not.Null); Assert.That(result.ParamName, Is.EqualTo("information")); } [Test] public void SetStatusCodeInformation_SetsInformation() { // arrange var error = new ErrorLog(); var info = new HttpStatusCodeInformation(); // act error.SetStatusCodeInformation(info); // assert Assert.That(error.StatusCodeInformation, Is.EqualTo(info)); } [Test] public void SetStatusCodeInformation_InformationIsNull_Throws() { // arrange var error = new ErrorLog(); // act var result = Assert.Throws<ArgumentNullException>(() => error.SetStatusCodeInformation(null)); // assert Assert.That(result, Is.Not.Null); Assert.That(result.ParamName, Is.EqualTo("information")); } [Test] public void SetServerInformation_SetsInformation() { // arrange var error = new ErrorLog(); var info = new ServerInformation(); // act error.SetServerInformation(info); // assert Assert.That(error.ServerInformation, Is.EqualTo(info)); } [Test] public void SetServerInformation_InformationIsNull_Throws() { // arrange var error = new ErrorLog(); // act var result = Assert.Throws<ArgumentNullException>(() => error.SetServerInformation(null)); // assert Assert.That(result, Is.Not.Null); Assert.That(result.ParamName, Is.EqualTo("information")); } [Test] public void AddServerVariable_AddsVariable() { // arrange var error = new ErrorLog(); // act error.AddServerVariable("name", "value"); // assert Assert.That(error.ServerVariables.Count, Is.EqualTo(1)); var variable = error.ServerVariables[0]; Assert.That(variable.Name, Is.EqualTo("name")); Assert.That(variable.Value, Is.EqualTo("value")); } [Test] public void AddServerVariable_NameIsLogon_User_SetAsUserInLowerCase() { // arrange var error = new ErrorLog(); // act error.AddServerVariable(HttpServerVariables.LogonUser, @"DOMAIN\user"); // assert Assert.That(error.User, Is.EqualTo(@"domain\user")); } [Test] public void AddServerVariable_NameIsLogon_User_ValueIsEmpty_ShouldUseTheDefaultUserValue() { // arrange var error = new ErrorLog(); // act error.AddServerVariable(HttpServerVariables.LogonUser, string.Empty); // assert Assert.That(error.User, Is.EqualTo("UNKNOWN")); } [Test] public void AddServerVariable_NameIsURL_SetAsUrlInLowerCase() { // arrange var error = new ErrorLog(); // act error.AddServerVariable(HttpServerVariables.Url, @"/Some/Kind/Of/Monster"); // assert Assert.That(error.Url, Is.EqualTo(@"/some/kind/of/monster")); } [Test] public void AddServerVariable_NameIsURL_ValueIsEmpty_ShouldUseTheDefaultUrlValue() { // arrange var error = new ErrorLog(); // act error.AddServerVariable(HttpServerVariables.Url, string.Empty); // assert Assert.That(error.Url, Is.EqualTo("UNKNOWN")); } [Test] public void AddServerVariable_NameIsURL_ValueIsEmpty_ShouldUseTheDefaultUrlValueForCleanUrl() { // arrange var error = new ErrorLog(); // act error.AddServerVariable(HttpServerVariables.Url, string.Empty); // assert Assert.That(error.CleanUrl, Is.EqualTo("UNKNOWN")); } [Test] public void AddServerVariable_NameIsHttpUserAgent_SetAsHttpUserAgent() { // arrange var error = new ErrorLog(); // act error.AddServerVariable(HttpServerVariables.HttpUserAgent, @"/some/kind/of/monster"); // assert Assert.That(error.HttpUserAgent, Is.EqualTo(@"/some/kind/of/monster")); } [Test] public void AddServerVariable_NameIsRemoteAddress_SetAsClientIpAddress() { // arrange var error = new ErrorLog(); // act error.AddServerVariable(HttpServerVariables.RemoteAddress, "127.0.0.1"); // assert Assert.That(error.ClientIpAddress, Is.EqualTo("127.0.0.1")); } [Test] public void AddServerVariable_NameIsOnIgnoreList_ShouldNotAdd() { // arrange var error = new ErrorLog(); // act error.AddServerVariable("ALL_HTTP", "some values"); // assert Assert.That(error.ServerVariables.Count, Is.EqualTo(0)); } [Test] public void AddCookie_Adds() { // arrange var error = new ErrorLog(); // act error.AddCookie("name", "value"); // assert Assert.That(error.Cookies.Count, Is.EqualTo(1)); Assert.That(error.Cookies[0].Name, Is.EqualTo("name")); Assert.That(error.Cookies[0].Value, Is.EqualTo("value")); } [Test] public void AddFormValue_Adds() { // arrange var error = new ErrorLog(); // act error.AddFormValue("name", "value"); // assert Assert.That(error.FormValues.Count, Is.EqualTo(1)); Assert.That(error.FormValues[0].Name, Is.EqualTo("name")); Assert.That(error.FormValues[0].Value, Is.EqualTo("value")); } [Test] public void AddQueryStringValue_Adds() { // arrange var error = new ErrorLog(); // act error.AddQuerystringValue("name", "value"); // assert Assert.That(error.QuerystringValues.Count, Is.EqualTo(1)); Assert.That(error.QuerystringValues[0].Name, Is.EqualTo("name")); Assert.That(error.QuerystringValues[0].Value, Is.EqualTo("value")); } [Test] public void AddCustomDataValue_Adds() { // arrange var error = new ErrorLog(); // act error.AddCustomDataValue("name", "value"); // assert Assert.That(error.CustomDataValues.Count, Is.EqualTo(1)); Assert.That(error.CustomDataValues[0].Name, Is.EqualTo("name")); Assert.That(error.CustomDataValues[0].Value, Is.EqualTo("value")); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Presentation/ISearchView.cs using System; using System.Collections.Generic; using ElmahLogAnalyzer.Core.Common; using ElmahLogAnalyzer.Core.Domain; namespace ElmahLogAnalyzer.Core.Presentation { public interface ISearchView { event EventHandler OnLoaded; event EventHandler<ErrorLogSearchEventArgs> OnFilterApplied; event EventHandler<ErrorLogSelectedEventArgs> OnErrorLogSelected; event EventHandler<SearchHttpUserAgentInformationEventArgs> OnSearchHttpUserAgentInformation; void SetDateInterval(DateInterval interval); void LoadApplications(IEnumerable<string> applications); void LoadTypes(IEnumerable<string> types); void LoadSources(IEnumerable<string> sources); void LoadUsers(IEnumerable<string> users); void LoadUrls(IEnumerable<string> urls); void DisplaySearchResult(IList<ErrorLog> errorLogs); void DisplayErrorDetails(ErrorLog error); void ClearResult(); void ClearErrorDetails(); } } <file_sep>/src/ElmahLogAnalyzer.Core/Presentation/ConnectToServerEventArgs.cs using System; using ElmahLogAnalyzer.Core.Common; namespace ElmahLogAnalyzer.Core.Presentation { public class ConnectToServerEventArgs : EventArgs { public ConnectToServerEventArgs(string url, string userName, string password, string domain) { Url = url; UserName = userName; Password = <PASSWORD>; Domain = domain; } public string Url { get; private set; } public string UserName { get; private set; } public string Password { get; private set; } public string Domain { get; private set; } public bool HasCredentials { get { return UserName.HasValue() \|\| Password.HasValue() \|\| Domain.HasValue(); } } } } <file_sep>/src/ElmahLogAnalyzer.Core/Common/TextFieldParserExtensions.cs using System.Collections.Generic; using Microsoft.VisualBasic.FileIO; namespace ElmahLogAnalyzer.Core.Common { internal static class TextFieldParserExtensions { public static IEnumerable<string[]> Read(this TextFieldParser parser) { while (!parser.EndOfData) { yield return parser.ReadFields(); } } } }<file_sep>/src/ElmahLogAnalyzer.Core/Integrations/HttpUserAgentSearch/HttpUserAgentSearchLauncherBase.cs using System; using ElmahLogAnalyzer.Core.Infrastructure.Web; namespace ElmahLogAnalyzer.Core.Integrations.HttpUserAgentSearch { public abstract class HttpUserAgentSearchLauncherBase { protected HttpUserAgentSearchLauncherBase(IUrlNavigationLauncher urlNavigationLauncher) { UrlNavigationLauncher = urlNavigationLauncher; } public IUrlNavigationLauncher UrlNavigationLauncher { get; private set; } public void Launch(string httpUserAgentString) { var url = BuildUrl(httpUserAgentString); UrlNavigationLauncher.Launch(url); } public abstract string GetUrlTemplate(); private Uri BuildUrl(string httpUserAgentString) { return new Uri(string.Format(GetUrlTemplate(), Uri.EscapeDataString(httpUserAgentString))); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Domain/SearchErrorLogQueryParameter.cs using System.Collections.Generic; namespace ElmahLogAnalyzer.Core.Domain { public class SearchErrorLogQueryParameter { public SearchErrorLogQueryParameter() { Items = new List<string>(); } public SearchErrorLogQueryParameter(bool includeItems, List<string> items) { IncludeItems = includeItems; Items = items; } public bool IncludeItems { get; set; } public List<string> Items { get; private set; } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Common/DateTimeExtensionsTests.cs using System; using ElmahLogAnalyzer.Core.Common; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Common { [TestFixture] public class DateTimeExtensionsTests : UnitTestBase { [Test] public void IsBetween_BeforeStartDate_IsFalse() { // arrange var date = new DateTime(1975, 5, 14); var startDate = date.AddDays(1); var endDate = new DateTime(1977, 10, 16); // act var result = date.IsBetween(startDate, endDate); // assert Assert.That(result, Is.False); } [Test] public void IsBetween_AfterEndDate_IsFalse() { // arrange var date = new DateTime(1977, 10, 17); var startDate = date; var endDate = new DateTime(1977, 10, 16); // act var result = date.IsBetween(startDate, endDate); // assert Assert.That(result, Is.False); } [Test] public void IsBetween_IsAfterStartDateAndBeforeEndDate_IsTrue() { // arrange var date = new DateTime(1975, 5, 14); var startDate = date; var endDate = new DateTime(1977, 10, 16); // act var result = date.IsBetween(startDate, endDate); // assert Assert.That(result, Is.True); } [Test] public void IsBetween_WithDateInterval_IsBewteen_IsTrue() { // arrange var interval = new DateInterval(new DateTime(2001, 1, 1), new DateTime(2001, 12, 31)); var date = new DateTime(2001, 5, 14); // act var result = date.IsBetween(interval); // assert Assert.That(result, Is.True); } [Test] public void IsBetween_WithDateInterval_IsBefore_IsFalse() { // arrange var interval = new DateInterval(new DateTime(2001, 1, 1), new DateTime(2001, 12, 31)); var date = new DateTime(1999, 5, 14); // act var result = date.IsBetween(interval); // assert Assert.That(result, Is.False); } [Test] public void IsBewteen_DateIntervalIsNull_Throws() { // arrange var date = new DateTime(1999, 5, 14); // act var result = Assert.Throws<ArgumentNullException>(() => date.IsBetween(null)); // assert Assert.That(result, Is.Not.Null); Assert.That(result.ParamName, Is.EqualTo("interval")); } [Test] public void ToTruncatedString_RemovesAllSpecialCharachters() { // arrange var date = new DateTime(2011, 6, 30, 16, 19, 20); // act var result = date.ToTruncatedString(); // assert Assert.That(result, Is.EqualTo("20110630_1619")); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Infrastructure/Configuration/DatabaseConnectionElement.cs using System.Configuration; namespace ElmahLogAnalyzer.Core.Infrastructure.Configuration { public class DatabaseConnectionElement : ConfigurationElement { [ConfigurationProperty("type", IsRequired = true)] public string Type { get { return (string)this["type"]; } set { this["type"] = value; } } [ConfigurationProperty("name", IsRequired = true, IsKey = true)] public string Name { get { return (string)this["name"]; } set { this["name"] = value; } } [ConfigurationProperty("server", IsRequired = false)] public string Server { get { return (string)this["server"]; } set { this["server"] = value; } } [ConfigurationProperty("database", IsRequired = false)] public string Database { get { return (string)this["database"]; } set { this["database"] = value; } } [ConfigurationProperty("schema", IsRequired = false)] public string Schema { get { return (string)this["schema"]; } set { this["schema"] = value; } } [ConfigurationProperty("application", IsRequired = false)] public string Application { get { return (string)this["application"]; } set { this["application"] = value; } } [ConfigurationProperty("username", IsRequired = false)] public string Username { get { return (string)this["username"]; } set { this["username"] = value; } } [ConfigurationProperty("password", IsRequired = false)] public string Password { get { return (string)this["password"]; } set { this["password"] = value; } } [ConfigurationProperty("file", IsRequired = false)] public string File { get { return (string)this["file"]; } set { this["file"] = value; } } public bool UseIntegratedSecurity { get { return string.IsNullOrWhiteSpace(Username) && string.IsNullOrWhiteSpace(Password); } } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Infrastructure/Dependencies/DataSourceScopeControllerTests.cs using ElmahLogAnalyzer.Core.Domain; using ElmahLogAnalyzer.Core.Infrastructure.Dependencies; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Infrastructure.Dependencies { [TestFixture] public class DataSourceScopeControllerTests : UnitTestBase { [Test] public void SetNewSource_SetsSourceAndConnection() { // act DataSourceScopeController.SetNewSource(ErrorLogSources.Files, @"c:\temp", null, null); // assert Assert.That(ErrorLogSources.Files, Is.EqualTo(DataSourceScopeController.Source)); Assert.That(@"c:\temp", Is.EqualTo(DataSourceScopeController.Connection)); } [Test] public void SetNewSource_ValidSource_NewInstanceOfKeepAliveIsCreated() { // arrange var keepalive1 = DataSourceScopeController.KeepAlive; // act DataSourceScopeController.SetNewSource(ErrorLogSources.Files, @"c:\temp", null, null); // assert Assert.That(keepalive1, Is.Not.SameAs(DataSourceScopeController.KeepAlive)); } } } <file_sep>/src/ElmahLogAnalyzer.TestHelpers/Fakes/FakeSettingsManager.cs using System; using ElmahLogAnalyzer.Core.Common; using ElmahLogAnalyzer.Core.Infrastructure.Settings; namespace ElmahLogAnalyzer.TestHelpers.Fakes { public class FakeSettingsManager : ISettingsManager { private int _maxNumberOfLogs; private DateIntervalSpans _defaultDateInterval; private string _defaultExportDirectory; private string _defaultLogsDirectory; private bool _loadLogsFromDefaultDirectoryAtStartup; public FakeSettingsManager() { SetMaxNumberOfLogs(-1); } public bool ShouldGetAllLogs { get { return GetMaxNumberOfLogs() == -1; } } public int GetMaxNumberOfLogs() { return _maxNumberOfLogs; } public void SetMaxNumberOfLogs(int maxNumberOfLogs) { _maxNumberOfLogs = maxNumberOfLogs; } public string GetDefaultLogsDirectory() { return _defaultLogsDirectory; } public void SetDefaultLogsDirectory(string directory) { _defaultLogsDirectory = directory; } public bool GetLoadLogsFromDefaultDirectoryAtStartup() { return _loadLogsFromDefaultDirectoryAtStartup; } public void SetLoadLogsFromDefaultDirectoryAtStartup(bool shouldLoad) { _loadLogsFromDefaultDirectoryAtStartup = shouldLoad; } public string GetDefaultExportDirectory() { return _defaultExportDirectory; } public void SetDefaultExportDirectory(string directory) { _defaultExportDirectory = directory; } public DateIntervalSpans GetDefaultDateInterval() { return _defaultDateInterval; } public void SetDefaultDateInterval(DateIntervalSpans interval) { _defaultDateInterval = interval; } public void Save() { throw new NotImplementedException(); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Domain/YellowScreenOfDeathBuilder.cs using System; using System.Net; using System.Text; namespace ElmahLogAnalyzer.Core.Domain { public class YellowScreenOfDeathBuilder { public YellowScreenOfDeathBuilder(ErrorLog errorlog) { ErrorLog = errorlog; } public ErrorLog ErrorLog { get; private set; } public string GetHtml() { var template = new StringBuilder(Templates.YellowScreenOfDeath); template.Replace("@APPLICATION@", "/"); template.Replace("@MESSAGE@", WebUtility.HtmlEncode(ErrorLog.Message)); template.Replace("@TYPE@", WebUtility.HtmlEncode(ErrorLog.Type)); template.Replace("@SOURCE@", WebUtility.HtmlEncode(ErrorLog.Source)); template.Replace("@STACK_TRACE@", ConvertLineBreaks(WebUtility.HtmlEncode(ErrorLog.Details))); return template.ToString(); } private static string ConvertLineBreaks(string text) { return text.Replace(Environment.NewLine, "</br>"); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Infrastructure/Configuration/WebServerConnectionElement.cs using System.Configuration; namespace ElmahLogAnalyzer.Core.Infrastructure.Configuration { public class WebServerConnectionElement : ConfigurationElement { [ConfigurationProperty("url", IsRequired = true, IsKey = true)] public string Url { get { return (string)this["url"]; } set { this["url"] = value; } } [ConfigurationProperty("username", IsRequired = false)] public string Username { get { return (string)this["username"]; } set { this["username"] = value; } } [ConfigurationProperty("password", IsRequired = false)] public string Password { get { return (string)this["password"]; } set { this["password"] = value; } } [ConfigurationProperty("domain", IsRequired = false)] public string Domain { get { return (string)this["domain"]; } set { this["domain"] = value; } } } } <file_sep>/src/ElmahLogAnalyzer.Core/Infrastructure/Web/UrlNavigationLauncher.cs using System; using System.Diagnostics; namespace ElmahLogAnalyzer.Core.Infrastructure.Web { public class UrlNavigationLauncher : IUrlNavigationLauncher { public void Launch(Uri url) { Process.Start(url.AbsoluteUri); } } } <file_sep>/src/ElmahLogAnalyzer.TestHelpers/Fakes/FakeDatabaseConnectionsHelper.cs using System; using System.Collections.Generic; using System.Linq; using ElmahLogAnalyzer.Core.Infrastructure.Configuration; namespace ElmahLogAnalyzer.TestHelpers.Fakes { public class FakeDatabaseConnectionsHelper : IDatabaseConnectionsHelper { private static readonly List<DatabaseConnectionElement> List = new List<DatabaseConnectionElement> { new DatabaseConnectionElement { Type = "SqlServer", Name = "Development", Server = @".\sqlexpress", Database = "dev_db", Schema = "custom", Username = "user", Password = "<PASSWORD>" }, new DatabaseConnectionElement { Type = "SqlServerCompact", Name = "Development Compact", File = "somefile.sdf" }, new DatabaseConnectionElement { Type = "SqlServer", Name = "IntegratedSecurity", Server = @".\sqlexpress", Database = "dev_db", } }; public DatabaseConnectionElementCollection GetConnections() { throw new NotImplementedException(); } public List<string> GetNames(string type) { return List.Where(x => x.Type.Equals(type, StringComparison.InvariantCultureIgnoreCase)).Select(x => x.Name).ToList(); } public DatabaseConnectionElement FindConnection(string name) { return List.Single(x => x.Name == name); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Presentation/SearchPresenter.cs using System; using ElmahLogAnalyzer.Core.Common; using ElmahLogAnalyzer.Core.Domain; using ElmahLogAnalyzer.Core.Infrastructure.Settings; using ElmahLogAnalyzer.Core.Integrations.HttpUserAgentSearch; namespace ElmahLogAnalyzer.Core.Presentation { public class SearchPresenter { private readonly IErrorLogRepository _repository; private readonly IHttpUserAgentSearchLauncherFactory _httpUserAgentSearchLauncherFactory; private readonly ISettingsManager _settingsManager; public SearchPresenter(ISearchView view, IErrorLogRepository errorLogRepository, IHttpUserAgentSearchLauncherFactory httpUserAgentSearchLauncherFactory, ISettingsManager settingsManager) { View = view; _repository = errorLogRepository; _httpUserAgentSearchLauncherFactory = httpUserAgentSearchLauncherFactory; _settingsManager = settingsManager; RegisterEvents(); } public ISearchView View { get; private set; } private void RegisterEvents() { View.OnLoaded += ViewOnLoaded; View.OnFilterApplied += ViewOnFilterApplied; View.OnErrorLogSelected += ViewOnErrorLogSelected; View.OnSearchHttpUserAgentInformation += ViewOnSearchHttpUserAgentInformation; _repository.OnInitialized += RepositoryOnInitialized; } private void Initialize() { InitializeDateInterval(); InitializeFilterValues(); } private void InitializeFilterValues() { View.LoadApplications(_repository.GetApplications()); View.LoadTypes(_repository.GetTypes()); View.LoadSources(_repository.GetSources()); View.LoadUsers(_repository.GetUsers()); View.LoadUrls(_repository.GetUrls()); } private void InitializeDateInterval() { var interval = DateInterval.Create(_settingsManager.GetDefaultDateInterval(), DateTime.Today); View.SetDateInterval(interval); } private void ViewOnLoaded(object sender, EventArgs e) { Initialize(); } private void ViewOnErrorLogSelected(object sender, ErrorLogSelectedEventArgs e) { View.DisplayErrorDetails(e.ErrorLog); } private void ViewOnFilterApplied(object sender, ErrorLogSearchEventArgs e) { View.ClearErrorDetails(); var result = _repository.GetWithFilter(e.Query); View.DisplaySearchResult(result); } private void RepositoryOnInitialized(object sender, RepositoryInitializedEventArgs e) { View.ClearResult(); View.ClearErrorDetails(); InitializeFilterValues(); } private void ViewOnSearchHttpUserAgentInformation(object sender, SearchHttpUserAgentInformationEventArgs e) { var searchLauncher = _httpUserAgentSearchLauncherFactory.Create(e.SearchLauncher); searchLauncher.Launch(e.HttpUserAgentString); } } } <file_sep>/src/ElmahLogAnalyzer.TestHelpers/Fakes/FakeUrlPing.cs using System; using ElmahLogAnalyzer.Core.Domain; using ElmahLogAnalyzer.Core.Infrastructure.Web; namespace ElmahLogAnalyzer.TestHelpers.Fakes { public class FakeUrlPing : IUrlPing { private readonly bool _returnValue; private readonly string _returnMessage; public FakeUrlPing() : this(true, string.Empty) { } public FakeUrlPing(bool returnValue, string returnMessage) { _returnValue = returnValue; _returnMessage = returnMessage; } public Tuple<bool, string> Ping(NetworkConnection connection) { return new Tuple<bool, string>(_returnValue, _returnMessage); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Presentation/IConnectToSqlServerView.cs using System; using System.Collections.Generic; namespace ElmahLogAnalyzer.Core.Presentation { public interface IConnectToSqlServerView : IConnectToDatabaseConnectionInformation { event EventHandler OnConnectToDatabase; event EventHandler<ConnectionSelectedEventArgs> OnConnectionSelected; void LoadConnections(List<string> connections); void DisplayErrorMessage(string message); void ClearErrorMessage(); void CloseView(); } } <file_sep>/src/ElmahLogAnalyzer.Core/Presentation/ConnectToSqlServerCompactPresenter.cs using ElmahLogAnalyzer.Core.Infrastructure.Configuration; using ElmahLogAnalyzer.Core.Infrastructure.FileSystem; namespace ElmahLogAnalyzer.Core.Presentation { public class ConnectToSqlServerCompactPresenter : ConnectToDatabaseFilePresenter { public ConnectToSqlServerCompactPresenter(IConnectToSqlServerCompactView view, IFileSystemHelper fileSystemHelper, IDatabaseConnectionsHelper databaseConnectionsHelper) : base(view, fileSystemHelper, databaseConnectionsHelper) { } } }<file_sep>/src/ElmahLogAnalyzer.Core/Domain/IErrorLogSourceFactory.cs namespace ElmahLogAnalyzer.Core.Domain { public interface IErrorLogSourceFactory { IErrorLogSource Build(string path); } }<file_sep>/src/ElmahLogAnalyzer.Core/Domain/CsvParser.cs using System; using System.Collections.Generic; using System.Globalization; using System.IO; using System.Linq; using System.Text; using ElmahLogAnalyzer.Core.Common; using Microsoft.VisualBasic.FileIO; namespace ElmahLogAnalyzer.Core.Domain { public class CsvParser : ICsvParser { public IEnumerable<KeyValuePair<Uri, DateTime>> Parse(string content) { var bytes = Encoding.Unicode.GetBytes(content); using (var stream = new MemoryStream(bytes)) using (var parser = new TextFieldParser(stream, Encoding.Unicode) { TextFieldType = FieldType.Delimited }) { parser.SetDelimiters(","); foreach (var currentRow in parser.Read().Skip(/* headers / 1)) { var date = DateTime.Parse(currentRow[2], CultureInfo.InvariantCulture, DateTimeStyles.AssumeUniversal \| DateTimeStyles.AllowWhiteSpaces); var detailsUrl = new Uri(currentRow[9]); yield return new KeyValuePair<Uri, DateTime>(detailsUrl, date); } } } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Presentation/ErrorLogSelectedEventArgsTests.cs using ElmahLogAnalyzer.Core.Domain; using ElmahLogAnalyzer.Core.Presentation; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Presentation { [TestFixture] public class ErrorLogSelectedEventArgsTests : UnitTestBase { [Test] public void Ctor_ShouldSetErrorLog() { // arrange var error = new ErrorLog(); // act var args = new ErrorLogSelectedEventArgs(error); // assert Assert.That(args.ErrorLog, Is.EqualTo(error)); } } } <file_sep>/src/ElmahLogAnalyzer.IntegrationTests/IntegrationTestBase.cs using System.IO; using System.Reflection; using ElmahLogAnalyzer.Core.Domain; using ElmahLogAnalyzer.Core.Infrastructure.FileSystem; using ElmahLogAnalyzer.TestHelpers.Fakes; namespace ElmahLogAnalyzer.IntegrationTests { public abstract class IntegrationTestBase { protected string TestSqlServerCompactDatabase { get { return Path.Combine(TestFilesDirectory, "elmah.sdf"); } } protected string TestAccessDatabase { get { return Path.Combine(TestFilesDirectory, "elmah.mdb"); } } protected string TestFilesDirectory { get { var path = Path.GetDirectoryName(Assembly.GetExecutingAssembly().CodeBase); var dir = new System.Uri(path).LocalPath; return Path.Combine(dir, "_TestFiles"); } } protected string TestArea { get { return Path.Combine(Directory.GetCurrentDirectory(), "_TestArea"); } } protected string TestCvsFile { get { return Path.Combine(TestFilesDirectory, "errorlog.csv"); } } protected string ExistingUrl { get { return "http://www.google.com"; } } protected string NonExistentUrl { get { return "http://www.bluttanblä.com"; } } protected ErrorLogRepository CreateRepository(int maxNumberOfLogs = -1) { var fileSystemHelper = new FileSystemHelper(); var log = new FakeLog(); var settings = new FakeSettingsManager(); settings.SetMaxNumberOfLogs(maxNumberOfLogs); var parser = new ErrorLogFileParser(log, new ClientInformationResolver()); var datasource = new FileErrorLogSource(TestFilesDirectory, fileSystemHelper, parser, settings, log); var repository = new ErrorLogRepository(datasource); return repository; } } } <file_sep>/src/ElmahLogAnalyzer.IntegrationTests/Domain/SqlServerCompactErrorLogSourceTests.cs using ElmahLogAnalyzer.Core.Domain; using ElmahLogAnalyzer.TestHelpers.Fakes; using NUnit.Framework; namespace ElmahLogAnalyzer.IntegrationTests.Domain { [TestFixture][Ignore("Unable to load the native components of SQL Server Compact")] public class SqlServerCompactErrorLogSourceTests : IntegrationTestBase { [Test] public void GetLogs_SettingsSetToReturnAllLogs_GetsErrorLogsFromDatabase() { var source = CreateSource(-1); var result = source.GetLogs(); Assert.That(result.Count, Is.EqualTo(7)); } [Test] public void GetLogs_SettingsSetToReturnOneLog_GetsErrorLogsFromDatabase() { var source = CreateSource(1); var result = source.GetLogs(); Assert.That(result.Count, Is.EqualTo(1)); } private SqlServerCompactErrorLogSource CreateSource(int numberOfLogs) { var settings = new FakeSettingsManager(); settings.SetMaxNumberOfLogs(numberOfLogs); var connectionstring = string.Format("data source={0};", TestSqlServerCompactDatabase); return new SqlServerCompactErrorLogSource(connectionstring, new ErrorLogFileParser(new FakeLog(), new ClientInformationResolver()), settings, new FakeLog()); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Infrastructure/Logging/Log.cs using System; using NLog; namespace ElmahLogAnalyzer.Core.Infrastructure.Logging { public class Log : ILog { private readonly Logger _logger; public Log(Logger logger) { _logger = logger; } public void Debug(string message) { _logger.Debug(message); } public void Error(string message) { _logger.Error(message); } public void Error(string message, Exception exception) { _logger.ErrorException(message, exception); } public void Error(Exception exception) { _logger.Error(exception); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Domain/Export/SqlCeDatabaseCreator.cs using System.Data; using System.Data.SqlServerCe; using Dapper; using ElmahLogAnalyzer.Core.Infrastructure.FileSystem; using ElmahLogAnalyzer.Core.Infrastructure.Logging; namespace ElmahLogAnalyzer.Core.Domain.Export { public class SqlCeDatabaseCreator : IDatabaseCreator { private readonly ILog _log; private readonly IFileSystemHelper _fileSystemHelper; public SqlCeDatabaseCreator(IFileSystemHelper fileSystemHelper, ILog log) { _fileSystemHelper = fileSystemHelper; _log = log; } public void Create(string databasename) { _log.Debug(string.Format("Creating database: {0}", databasename)); if (_fileSystemHelper.FileExists(databasename)) { _log.Debug("Deleting current database"); _fileSystemHelper.DeleteFile(databasename); } var connectionString = string.Format("Data Source = {0};", databasename); using (var engine = new SqlCeEngine(connectionString)) { _log.Debug(string.Format("Creating new database with connectionstring: {0}", connectionString)); engine.CreateDatabase(); _log.Debug("Database was created"); } using (IDbConnection connection = new SqlCeConnection(connectionString)) { connection.Open(); connection.Execute(DatabaseScripts.SqlCeDatabaseSchemaErrorLogsTable); _log.Debug(string.Format("Created table: {0}", "ErrorLogs")); connection.Execute(DatabaseScripts.SqlCeDatabaseSchemaServerVariablesTable); _log.Debug(string.Format("Created table: {0}", "ServerVariables")); connection.Execute(DatabaseScripts.SqlCeDatabaseSchemaCookieValuesTable); _log.Debug(string.Format("Created table: {0}", "CookieValues")); connection.Execute(DatabaseScripts.SqlCeDatabaseSchemaFormValuesTable); _log.Debug(string.Format("Created table: {0}", "FormValues")); connection.Execute(DatabaseScripts.SqlCeDatabaseSchemaQuerystringValuesTable); _log.Debug(string.Format("Created table: {0}", "QuerystringValues")); connection.Execute(DatabaseScripts.SqlCeDatabaseSchemaClientInformationTable); _log.Debug(string.Format("Created table: {0}", "ClientInformation")); connection.Execute(DatabaseScripts.SqlCeDatabaseSchemaServerInformationTable); _log.Debug(string.Format("Created table: {0}", "ServerInformation")); connection.Execute(DatabaseScripts.SqlCeDatabaseSchemaServerVariablesForeignKeys); _log.Debug(string.Format("Created foreign keys for: {0}", "ServerVariables")); connection.Execute(DatabaseScripts.SqlCeDatabaseSchemaFormValuesForeignKeys); _log.Debug(string.Format("Created foreign keys for: {0}", "FormValues")); connection.Execute(DatabaseScripts.SqlCeDatabaseSchemaCookieValuesForeignKeys); _log.Debug(string.Format("Created foreign keys for: {0}", "CookieValues")); connection.Execute(DatabaseScripts.SqlCeDatabaseSchemaQuerystringValuesForeignKeys); _log.Debug(string.Format("Created foreign keys for: {0}", "QuerystringValues")); connection.Execute(DatabaseScripts.SqlCeDatabaseSchemaClientInformationForeignKeys); _log.Debug(string.Format("Created foreign keys for: {0}", "ClientInformation")); connection.Execute(DatabaseScripts.SqlCeDatabaseSchemaServerInformationForeignKeys); _log.Debug(string.Format("Created foreign keys for: {0}", "ServerInformation")); } } } } <file_sep>/src/ElmahLogAnalyzer.IntegrationTests/Domain/Export/ErrorLogExporterTests.cs using System; using System.IO; using ElmahLogAnalyzer.Core.Domain.Export; using ElmahLogAnalyzer.Core.Infrastructure.FileSystem; using ElmahLogAnalyzer.TestHelpers.Fakes; using Moq; using NUnit.Framework; namespace ElmahLogAnalyzer.IntegrationTests.Domain.Export { [TestFixture] [Ignore("Unable to load the native components of SQL Server Compact")] public class ErrorLogExporterTests : IntegrationTestBase { [Test] public void Export_Completed_RaisesCompletedEventArgs() { // arrange var databaseFilename = Path.Combine(TestFilesDirectory, "Test.sdf"); var repository = CreateRepository(maxNumberOfLogs: 1); var fileSystemHelper = new FileSystemHelper(); var databaseCreator = new SqlCeDatabaseCreator(fileSystemHelper, new FakeLog()); var exporter = new ErrorLogExporter(repository, databaseCreator); repository.Initialize(); // act var eventWasRaised = false; exporter.OnCompleted += delegate { eventWasRaised = true; }; exporter.Export(databaseFilename); // assert Assert.That(eventWasRaised, Is.True); } [Test] public void Export_ProgressChanged_RaisesProgressChangedEventArgs() { // arrange var databaseFilename = Path.Combine(TestFilesDirectory, "Test.sdf"); var repository = CreateRepository(maxNumberOfLogs: 1); var fileSystemHelper = new FileSystemHelper(); var databaseCreator = new SqlCeDatabaseCreator(fileSystemHelper, new FakeLog()); var exporter = new ErrorLogExporter(repository, databaseCreator); repository.Initialize(); // act var eventWasRaised = false; exporter.OnProgressChanged += delegate(object sender, ErrorLogExporterProgressEventArgs args) { eventWasRaised = true; Assert.That(args.Progress, Is.EqualTo("Exporting error log 1 of 1")); }; exporter.Export(databaseFilename); // assert Assert.That(eventWasRaised, Is.True); } [Test] public void Export_ErrorOccurred_RaisesErrorEventArgs() { // arrange var databaseFilename = Path.Combine(TestFilesDirectory, "Test.sdf"); var repository = CreateRepository(maxNumberOfLogs: 1); var fileSystemHelper = new Mock<IFileSystemHelper>(); var databaseCreator = new SqlCeDatabaseCreator(fileSystemHelper.Object, new FakeLog()); var exporter = new ErrorLogExporter(repository, databaseCreator); repository.Initialize(); var error = new InvalidOperationException(); fileSystemHelper.Setup(x => x.FileExists(It.IsAny<string>())).Throws(error); // act var eventWasRaised = false; exporter.OnError += delegate(object sender, ErrorLogExporterErrorEventArgs args) { eventWasRaised = true; Assert.That(args.Error, Is.EqualTo(error)); }; exporter.Export(databaseFilename); // assert Assert.That(eventWasRaised, Is.True); } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Domain/ReportItemTests.cs using ElmahLogAnalyzer.Core.Domain; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Domain { [TestFixture] public class ReportItemTests : UnitTestBase { [Test] public void Ctor_AddsKeyAndCount() { // act var item = new ReportItem("key", 10); // assert Assert.That(item.Key, Is.EqualTo("key")); Assert.That(item.Count, Is.EqualTo(10)); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Common/UrlCleaner.cs using System; namespace ElmahLogAnalyzer.Core.Common { public static class UrlCleaner { private const string WebformsFileExtension = ".aspx"; public static string Clean(string url) { if (IsRootUrl(url)) { return url; } if (IsWebformsUrl(url)) { return url; } if (IsWebformsUrlWithQueryString(url)) { return StripFromQueryParameters(url); } var lastpart = GetLastPartFromUrl(url); if (ContainsQueryString(lastpart)) { return StripLastPart(url); } return IsGuid(lastpart) ? StripLastPart(url) : url; } private static bool IsRootUrl(string url) { return url == "/"; } private static bool IsWebformsUrl(string url) { return url.EndsWith(WebformsFileExtension); } private static bool IsWebformsUrlWithQueryString(string url) { return url.Contains(WebformsFileExtension + "?"); } private static string GetLastPartFromUrl(string url) { var index = url.LastIndexOf("/"); var lastpart = url.Substring(index + 1); return lastpart; } private static bool ContainsQueryString(string part) { return part.Contains("?"); } private static string StripLastPart(string url) { var index = url.LastIndexOf("/"); return url.Substring(0, index); } private static bool IsGuid(string part) { Guid id; var isGuid = Guid.TryParse(part, out id); return isGuid; } private static string StripFromQueryParameters(string url) { var index = url.IndexOf(WebformsFileExtension + "?"); var length = index + WebformsFileExtension.Length; var temp = url.Substring(0, length); return temp; } } } <file_sep>/src/ElmahLogAnalyzer.UI/Controls/FilterSelector.cs using System.Collections.Generic; using System.Linq; using System.Windows.Forms; namespace ElmahLogAnalyzer.UI.Controls { public partial class SelectorView : UserControl { private const int ScrollBarWidth = 21; public SelectorView() { InitializeComponent(); Initialize(); } public string Caption { get { return _itemsListView.Columns[0].Text; } set { _itemsListView.Columns[0].Text = value; } } public void LoadValues(IEnumerable<string> values) { _itemsListView.Items.Clear(); foreach (var value in values) { var item = _itemsListView.Items.Add(value); item.ToolTipText = value; item.Checked = true; } SetItemColumnsWidth(); } public List<string> GetValues() { return (from ListViewItem item in _itemsListView.CheckedItems select item.Text).ToList(); } public bool GetMode() { return _modeComboBox.SelectedIndex == 0; } private void Initialize() { _modeComboBox.Items.Add("Include"); _modeComboBox.Items.Add("Exclude"); _modeComboBox.SelectedIndex = 0; } private void SetItemColumnsWidth() { _itemsListView.Columns[0].Width = _itemsListView.Width - ScrollBarWidth; } private void HandleSelection(bool check) { for (var index = 0; index < _itemsListView.Items.Count; index++) { _itemsListView.Items[index].Checked = check; } } private void AllButtonClick(object sender, System.EventArgs e) { HandleSelection(true); } private void NoneButtonClick(object sender, System.EventArgs e) { HandleSelection(false); } private void ItemsListContextMenuItemClicked(object sender, ToolStripItemClickedEventArgs e) { if (e.ClickedItem.Text == @"Copy value") { var selectedValue = _itemsListView.SelectedItems[0].Text; Clipboard.SetText(selectedValue); } } private void ItemsListViewMouseClick(object sender, MouseEventArgs e) { if (_itemsListView.Items.Count == 0) { return; } if (_itemsListView.SelectedItems.Count == 0) { return; } if (e.Button == MouseButtons.Right) { _itemsListView.ContextMenuStrip = _itemsListContextMenu; _itemsListContextMenu.Show(_itemsListView, MousePosition); } } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Presentation/ReportTypeListItemTests.cs using ElmahLogAnalyzer.Core.Common; using ElmahLogAnalyzer.Core.Domain; using ElmahLogAnalyzer.Core.Presentation; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Presentation { [TestFixture] public class ReportTypeListItemTests : UnitTestBase { [Test] public void Ctor_SetsTypeAndDisplayname() { // act var item = new ReportTypeListItem(ReportTypes.Url); // assert Assert.That(item.ReportType, Is.EqualTo(ReportTypes.Url)); Assert.That(item.Displayname, Is.EqualTo(ReportTypes.Url.GetDescription())); } [Test] public void ToString_IsDisplayname() { // arrange var item = new ReportTypeListItem(ReportTypes.Url); // act var result = item.ToString(); // assert Assert.That(result, Is.EqualTo(item.Displayname)); } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Common/DictionaryBuilderTests.cs using System; using ElmahLogAnalyzer.Core.Common; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Common { [TestFixture] public class DictionaryBuilderTests : UnitTestBase { [Test] public void BuildFromText_WithDefaultSeparators_BuildsDictionaryFromText() { // arrange const string text = "agent_type=Browser;agent_name=Internet Explorer;agent_version=7.0;os_type=Windows;os_name=Windows XP;os_versionName=;os_versionNumber=;os_producer=;os_producerURL=;linux_distibution=Null;agent_language=;agent_languageTag=;"; // act var result = DictionaryBuilder.BuildFromText(text); // assert Assert.That(result.Count, Is.EqualTo(13)); } [Test] public void BuildFromText_TextIsNull_Throws() { // arrange // act var result = Assert.Throws<ArgumentNullException>(() => DictionaryBuilder.BuildFromText(null)); // assert Assert.That(result, Is.Not.Null); Assert.That(result.ParamName, Is.EqualTo("text")); } [Test] public void BuildFromText_TextIsEmpty_ReturnsEmptyDictionary() { // arrange // act var result = DictionaryBuilder.BuildFromText(string.Empty); // assert Assert.That(result.Count, Is.EqualTo(0)); } [Test] public void BuildFromText_ValueIsMissingFromKeyValuePair_ValueIsEmptyString() { // arrange const string text = "key="; // act var result = DictionaryBuilder.BuildFromText(text); // assert Assert.That(result["key"], Is.EqualTo(string.Empty)); } [Test] public void BuildFromText_NoKeyValuePairChar() { // arrange const string text = "key"; var result = DictionaryBuilder.BuildFromText(text); // assert Assert.That(result["key"], Is.EqualTo(string.Empty)); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Presentation/SettingsPresenter.cs using System; using System.Collections.Generic; using System.Globalization; using ElmahLogAnalyzer.Core.Common; using ElmahLogAnalyzer.Core.Infrastructure.Settings; namespace ElmahLogAnalyzer.Core.Presentation { public class SettingsPresenter { private static readonly List<NameValuePair> MaxNumberOfLogOptions = new List<NameValuePair> { new NameValuePair("All logs", "-1"), new NameValuePair("50 latest", "50"), new NameValuePair("100 latest", "100"), new NameValuePair("200 latest", "200"), new NameValuePair("300 latest", "300"), new NameValuePair("400 latest", "400"), new NameValuePair("500 latest", "500"), new NameValuePair("750 latest", "750"), new NameValuePair("1000 latest", "1000") }; private static readonly List<NameValuePair> DefaultDateIntervalOptions = new List<NameValuePair> { new NameValuePair("Start a week back in time", ((int)DateIntervalSpans.Week).ToString(CultureInfo.InvariantCulture)), new NameValuePair("Start a month back in time", ((int)DateIntervalSpans.Month).ToString(CultureInfo.InvariantCulture)), new NameValuePair("Start a year back in time", ((int)DateIntervalSpans.Year).ToString(CultureInfo.InvariantCulture)), }; private readonly ISettingsManager _settingsManager; public SettingsPresenter(ISettingsView view, ISettingsManager settingsManager) { View = view; _settingsManager = settingsManager; RegisterEvents(); } public ISettingsView View { get; private set; } private void RegisterEvents() { View.OnLoaded += ViewOnLoaded; View.OnSave += ViewOnSave; } private void Initialize() { View.LoadDefaultDateIntervalOptions(DefaultDateIntervalOptions, _settingsManager.GetDefaultDateInterval()); View.LoadMaxNumberOfLogOptions(MaxNumberOfLogOptions, _settingsManager.GetMaxNumberOfLogs().ToString(CultureInfo.InvariantCulture)); View.DefaultLogsDirectory = _settingsManager.GetDefaultLogsDirectory(); View.LoadLogsFromDefaultDirectoryAtStartup = _settingsManager.GetLoadLogsFromDefaultDirectoryAtStartup(); View.DefaultExportDirectory = _settingsManager.GetDefaultExportDirectory(); } private void ViewOnSave(object sender, EventArgs e) { _settingsManager.SetDefaultDateInterval(View.DefaultDateInterval); _settingsManager.SetMaxNumberOfLogs(View.MaxNumberOfLogs); _settingsManager.SetDefaultLogsDirectory(View.DefaultLogsDirectory); _settingsManager.SetLoadLogsFromDefaultDirectoryAtStartup(View.LoadLogsFromDefaultDirectoryAtStartup); _settingsManager.SetDefaultExportDirectory(View.DefaultExportDirectory); _settingsManager.Save(); } private void ViewOnLoaded(object sender, EventArgs e) { Initialize(); } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Presentation/ConnectToWebServerPresenterTests.cs using System; using System.Collections.Generic; using ElmahLogAnalyzer.Core.Domain; using ElmahLogAnalyzer.Core.Infrastructure.Web; using ElmahLogAnalyzer.Core.Presentation; using ElmahLogAnalyzer.TestHelpers.Fakes; using Moq; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Presentation { [TestFixture] public class ConnectToWebServerPresenterTests : UnitTestBase { [Test] public void Ctor_SetsView() { // act var view = new Mock<IConnectToWebServerView>(); var presenter = new ConnectToWebServerPresenter(view.Object, new FakeUrlPing(), new FakeWebServerConnectionsHelper()); // assert Assert.That(presenter.View, Is.EqualTo(view.Object)); } [Test] public void Ctor_LoadsConfiguredServerUrlsInView() { // act var view = new Mock<IConnectToWebServerView>(); var presenter = new ConnectToWebServerPresenter(view.Object, new FakeUrlPing(), new FakeWebServerConnectionsHelper()); // assert view.Verify(x => x.LoadConnectionUrls(It.IsAny<List<string>>()), Times.Once()); } [Test] public void View_OnConnectionSelected_UrlIsPresent_DisplaysConfiguration() { // arrange var view = new Mock<IConnectToWebServerView>(); var presenter = new ConnectToWebServerPresenter(view.Object, new FakeUrlPing(), new FakeWebServerConnectionsHelper()); // act view.Raise(x => x.OnConnectionSelected += null, new ConnectionSelectedEventArgs("http://test.com")); // assert view.Verify(x => x.DisplayConnection("pelle", "secret", "mydomain"), Times.Once()); } [Test] public void View_OnConnectionSelected_UrlIsEmpty_DisplaysEmptyConfiguration() { // arrange var view = new Mock<IConnectToWebServerView>(); var presenter = new ConnectToWebServerPresenter(view.Object, new FakeUrlPing(), new FakeWebServerConnectionsHelper()); // act view.Raise(x => x.OnConnectionSelected += null, new ConnectionSelectedEventArgs(string.Empty)); // assert view.Verify(x => x.DisplayConnection(string.Empty, string.Empty, string.Empty), Times.Once()); } [Test] public void View_OnConnectToServer_UrlIsMissing_DisplayErrorMessage() { // arrange var view = new Mock<IConnectToWebServerView>(); var presenter = new ConnectToWebServerPresenter(view.Object, new FakeUrlPing(), new FakeWebServerConnectionsHelper()); // act view.Raise(x => x.OnConnectToServer += null, new ConnectToServerEventArgs(string.Empty, string.Empty, string.Empty, string.Empty)); // assert view.Verify(x => x.ClearErrorMessage(), Times.Once()); view.Verify(x => x.DisplayErrorMessage("Invalid url"), Times.Once()); } [Test] public void View_OnConnectToServer_PingingUrlFailed_DisplayErrorMessage() { // arrange var view = new Mock<IConnectToWebServerView>(); var ping = new Mock<IUrlPing>(); ping.Setup(x => x.Ping(It.IsAny<NetworkConnection>())).Returns(new Tuple<bool, string>(false, "some error")); var presenter = new ConnectToWebServerPresenter(view.Object, ping.Object, new FakeWebServerConnectionsHelper()); // act view.Raise(x => x.OnConnectToServer += null, new ConnectToServerEventArgs("http://www.test.nu/elmah.axd", string.Empty, string.Empty, string.Empty)); // assert view.Verify(x => x.ClearErrorMessage(), Times.Once()); view.Verify(x => x.DisplayErrorMessage("some error"), Times.Once()); } [Test] public void View_OnConnectToServer_PingingUrlSucceeded_CloseView() { // arrange var view = new Mock<IConnectToWebServerView>(); var ping = new Mock<IUrlPing>(); ping.Setup(x => x.Ping(It.IsAny<NetworkConnection>())).Returns(new Tuple<bool, string>(true, string.Empty)); var presenter = new ConnectToWebServerPresenter(view.Object, ping.Object, new FakeWebServerConnectionsHelper()); // act view.Raise(x => x.OnConnectToServer += null, new ConnectToServerEventArgs("http://www.test.nu/elmah.axd", string.Empty, string.Empty, string.Empty)); // assert view.Verify(x => x.ClearErrorMessage(), Times.Once()); view.Verify(x => x.CloseView(), Times.Once()); } [Test] public void View_OnConnectToServer_PingThrowsException_DisplayErrorMessage() { // arrange var view = new Mock<IConnectToWebServerView>(); var ping = new Mock<IUrlPing>(); ping.Setup(x => x.Ping(It.IsAny<NetworkConnection>())).Throws(new ApplicationException("some error")); var presenter = new ConnectToWebServerPresenter(view.Object, ping.Object, new FakeWebServerConnectionsHelper()); // act view.Raise(x => x.OnConnectToServer += null, new ConnectToServerEventArgs("http://www.test.nu/elmah.axd", string.Empty, string.Empty, string.Empty)); // assert view.Verify(x => x.ClearErrorMessage(), Times.Once()); view.Verify(x => x.DisplayErrorMessage("some error"), Times.Once()); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Infrastructure/Settings/SettingsManager.cs using ElmahLogAnalyzer.Core.Common; namespace ElmahLogAnalyzer.Core.Infrastructure.Settings { public class SettingsManager : ISettingsManager { public bool ShouldGetAllLogs { get { return GetMaxNumberOfLogs() == -1; } } public int GetMaxNumberOfLogs() { return UserSettings.Default.MaxNumberOfLogs; } public void SetMaxNumberOfLogs(int maxNumberOfLogs) { UserSettings.Default.MaxNumberOfLogs = maxNumberOfLogs; } public string GetDefaultLogsDirectory() { return UserSettings.Default.DefaultLogsDirectory; } public void SetDefaultLogsDirectory(string directory) { UserSettings.Default.DefaultLogsDirectory = directory; } public bool GetLoadLogsFromDefaultDirectoryAtStartup() { return UserSettings.Default.LoadLogsFromDefaultDirectoryAtStartup; } public void SetLoadLogsFromDefaultDirectoryAtStartup(bool shouldLoad) { UserSettings.Default.LoadLogsFromDefaultDirectoryAtStartup = shouldLoad; } public string GetDefaultExportDirectory() { return UserSettings.Default.DefaultExportDirectory; } public void SetDefaultExportDirectory(string directory) { UserSettings.Default.DefaultExportDirectory = directory; } public DateIntervalSpans GetDefaultDateInterval() { return (DateIntervalSpans)UserSettings.Default.DefaultDateInterval; } public void SetDefaultDateInterval(DateIntervalSpans interval) { UserSettings.Default.DefaultDateInterval = (int)interval; } public void Save() { UserSettings.Default.Save(); } } } <file_sep>/src/ElmahLogAnalyzer.UI/ControlExtensions.cs using System; using System.Windows.Forms; namespace ElmahLogAnalyzer.UI { /// http://stackoverflow.com/questions/783925/control-invoke-with-input-parameters public static class ControlExtensions { public static TResult InvokeEx<TControl, TResult>(this TControl control, Func<TControl, TResult> func) where TControl : Control { return control.InvokeRequired ? (TResult)control.Invoke(func, control) : func(control); } public static void InvokeEx<TControl>(this TControl control, Action<TControl> func) where TControl : Control { control.InvokeEx(c => { func(c); return c; }); } public static void InvokeEx<TControl>(this TControl control, Action action) where TControl : Control { control.InvokeEx(c => action()); } } } <file_sep>/src/ElmahLogAnalyzer.IntegrationTests/Domain/Export/SqlCeDatabaseCreatorTests.cs using System.IO; using ElmahLogAnalyzer.Core.Domain.Export; using ElmahLogAnalyzer.Core.Infrastructure.FileSystem; using ElmahLogAnalyzer.TestHelpers.Fakes; using NUnit.Framework; namespace ElmahLogAnalyzer.IntegrationTests.Domain.Export { [TestFixture] [Ignore("Unable to load the native components of SQL Server Compact")] public class SqlCeDatabaseCreatorTests : IntegrationTestBase { private readonly string _databaseFilename = Path.Combine(Directory.GetCurrentDirectory(), "Test.sdf"); [Test] public void Create_CreatesDatabaseFile() { // arrange var creator = CreateCreator(); // act creator.Create(_databaseFilename); // assert Assert.That(File.Exists(_databaseFilename)); } [Test] public void Create_DatabaseFileExists_Overwrite() { // arrange var creator = CreateCreator(); using (var s = File.CreateText(_databaseFilename)) { s.WriteLine("dummy"); } var dummyFileSize = new FileInfo(_databaseFilename).Length; // act creator.Create(_databaseFilename); // assert Assert.That(File.Exists(_databaseFilename)); var databaseFileSize = new FileInfo(_databaseFilename).Length; Assert.That(databaseFileSize, Is.GreaterThan(dummyFileSize)); } private static SqlCeDatabaseCreator CreateCreator() { return new SqlCeDatabaseCreator(new FileSystemHelper(), new FakeLog()); } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Common/UniqueStringListTests.cs using ElmahLogAnalyzer.Core.Common; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Common { [TestFixture] public class UniqueStringListTests : UnitTestBase { [Test] public void Ctor_HasEmptyList() { // arrange var list = new UniqueStringList(); // assert Assert.That(list.List.Count, Is.EqualTo(0)); } [Test] public void Add_ItemIsNotNullOrEmpty_Added() { // arrange var list = new UniqueStringList(); // act list.Add("some item"); // assert Assert.That(list.List.Count, Is.EqualTo(1)); } [Test] public void Add_ItemIsNull_NotAdded() { // arrange var list = new UniqueStringList(); // act list.Add(null); // assert Assert.That(list.List.Count, Is.EqualTo(0)); } [Test] public void Add_ItemIsEmptyString_NotAdded() { // arrange var list = new UniqueStringList(); // act list.Add(string.Empty); // assert Assert.That(list.List.Count, Is.EqualTo(0)); } [Test] public void Add_ItemIsWhitespace_NotAdded() { // arrange var list = new UniqueStringList(); // act list.Add(" "); // assert Assert.That(list.List.Count, Is.EqualTo(0)); } [Test] public void List_ReturnsList() { // arrange var list = new UniqueStringList(); list.Add("a"); list.Add("b"); list.Add("c"); // act var result = list.List; // assert Assert.That(result.Count, Is.EqualTo(3)); } [Test] public void List_IsSorted() { // arrange var list = new UniqueStringList(); list.Add("c"); list.Add("b"); list.Add("a"); // act var result = list.List; // assert Assert.That(result[0], Is.EqualTo("a")); Assert.That(result[1], Is.EqualTo("b")); Assert.That(result[2], Is.EqualTo("c")); } [Test] public void Clear_RemovesAllItems() { // arrange var list = new UniqueStringList(); list.Add("a"); list.Add("b"); list.Add("c"); // act list.Clear(); // assert Assert.That(list.List.Count, Is.EqualTo(0)); } [Test] public void Add_ListAllowsEmptyValue_AddsValue() { // arrange var list = new UniqueStringList(true); // act list.Add(string.Empty); // assert Assert.That(list.List.Count, Is.EqualTo(1)); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Domain/SqlServerCompactErrorLogSource.cs using System.Collections.Generic; using System.Data; using System.Data.SqlServerCe; using Dapper; using ElmahLogAnalyzer.Core.Infrastructure.Logging; using ElmahLogAnalyzer.Core.Infrastructure.Settings; namespace ElmahLogAnalyzer.Core.Domain { public class SqlServerCompactErrorLogSource : IErrorLogSource { private readonly IErrorLogFileParser _parser; private readonly ISettingsManager _settingsManager; private readonly ILog _log; public SqlServerCompactErrorLogSource(string connection, IErrorLogFileParser parser, ISettingsManager settingsManager, ILog log) { Connection = connection; _settingsManager = settingsManager; _parser = parser; _log = log; } public string Connection { get; private set; } public List<ErrorLog> GetLogs() { var result = new List<ErrorLog>(); IEnumerable<string> logs; using (IDbConnection connection = new SqlCeConnection(Connection)) { connection.Open(); var query = _settingsManager.GetMaxNumberOfLogs() > -1 ? string.Format("SELECT TOP {0} [AllXml] FROM [ELMAH_Error] ORDER BY [Sequence] DESC;", _settingsManager.GetMaxNumberOfLogs()) : "SELECT [AllXml] FROM [ELMAH_Error] ORDER BY [Sequence] DESC"; logs = connection.Query<string>(query); } foreach (var log in logs) { var errorLog = _parser.Parse(log); if (errorLog == null) { _log.Error(string.Format("Failed to parse file: {0}", log)); continue; } result.Add(errorLog); } return result; } } } <file_sep>/src/ElmahLogAnalyzer.UI/Views/ReportView.cs using System; using System.Collections.Generic; using System.Windows.Forms; using ElmahLogAnalyzer.Core.Common; using ElmahLogAnalyzer.Core.Domain; using ElmahLogAnalyzer.Core.Presentation; namespace ElmahLogAnalyzer.UI.Views { public partial class ReportView : UserControl, IReportView { public ReportView() { InitializeComponent(); _selectionView.OnReportSelected += SelectionViewOnReportSelected; } public event EventHandler OnLoaded; public event EventHandler<ReportSelectionEventArgs> OnReportSelected; public void LoadApplications(IEnumerable<string> applications) { if (InvokeRequired) { this.InvokeEx(x => x._selectionView.LoadApplications(applications)); } else { _selectionView.LoadApplications(applications); } } public void LoadReportTypes(IEnumerable<ReportTypeListItem> types) { if (InvokeRequired) { this.InvokeEx(x => x._selectionView.LoadTypes(types)); } else { _selectionView.LoadTypes(types); } } public void LoadNumberOfResultsOptions(IEnumerable<NameValuePair> options) { if (InvokeRequired) { this.InvokeEx(x => x._selectionView.LoadNumberOfResultsOptions(options)); } else { _selectionView.LoadNumberOfResultsOptions(options); } } public void SetDateInterval(DateInterval interval) { if (InvokeRequired) { this.InvokeEx(x => x._selectionView.SetDateInterval(interval)); } else { _selectionView.SetDateInterval(interval); } } public void DisplayReport(Report report) { _chartView.DisplayReport(report); } public void Clear() { if (InvokeRequired) { this.InvokeEx(x => x._chartView.ClearView()); } else { _chartView.ClearView(); } } private void SelectionViewOnReportSelected(object sender, ReportSelectionEventArgs e) { OnReportSelected(this, e); } private void ReportViewLoad(object sender, EventArgs e) { if (OnLoaded != null) { OnLoaded(this, new EventArgs()); } } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Domain/Export/ErrorLogExporterErrorEventArgsTests.cs using System; using ElmahLogAnalyzer.Core.Domain.Export; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Domain.Export { [TestFixture] public class ErrorLogExporterErrorEventArgsTests : UnitTestBase { [Test] public void Ctor_SetsException() { // arrange var error = new InvalidOperationException(); // act var args = new ErrorLogExporterErrorEventArgs(error); // assert Assert.That(args.Error, Is.EqualTo(error)); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Presentation/IConnectToDatabaseConnectionInformation.cs using ElmahLogAnalyzer.Core.Domain; namespace ElmahLogAnalyzer.Core.Presentation { public interface IConnectToDatabaseConnectionInformation { ErrorLogSources Source { get; } string Server { get; set; } string Schema { get; set; } string Application { get; set; } string Port { get; set; } string Database { get; set; } string Username { get; set; } string Password { get; set; } bool UseIntegratedSecurity { get; set; } } }<file_sep>/src/ElmahLogAnalyzer.Core/Presentation/IReportView.cs using System; using System.Collections.Generic; using ElmahLogAnalyzer.Core.Common; using ElmahLogAnalyzer.Core.Domain; namespace ElmahLogAnalyzer.Core.Presentation { public interface IReportView { event EventHandler OnLoaded; event EventHandler<ReportSelectionEventArgs> OnReportSelected; void LoadApplications(IEnumerable<string> applications); void LoadReportTypes(IEnumerable<ReportTypeListItem> types); void LoadNumberOfResultsOptions(IEnumerable<NameValuePair> options); void SetDateInterval(DateInterval interval); void DisplayReport(Report report); void Clear(); } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Common/NameValuePairListExtensionsTests.cs using System.Collections.Generic; using ElmahLogAnalyzer.Core.Common; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Common { [TestFixture] public class NameValuePairListExtensionsTests : UnitTestBase { private readonly List<NameValuePair> _list = new List<NameValuePair> { new NameValuePair("SERVER_NAME", "www.test.nu"), new NameValuePair("SERVER_PORT", "80") }; [Test] public void GetValueFromFirstMatch_NameExists_ReturnsValue() { // act var result = _list.GetValueFromFirstMatch("SERVER_NAME"); // assert Assert.That(result, Is.EqualTo("www.test.nu")); } [Test] public void GetValueFromFirstMatch_NameDoesNotExist_ReturnsEmptyString() { // act var result = _list.GetValueFromFirstMatch("SOME_NAME"); // assert Assert.That(result, Is.EqualTo(string.Empty)); } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Integrations/HttpUserAgentSearch/UserAgentStringSearchLauncherTests.cs using System; using ElmahLogAnalyzer.Core.Integrations.HttpUserAgentSearch; using ElmahLogAnalyzer.TestHelpers.Fakes; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Integrations.HttpUserAgentSearch { [TestFixture] public class UserAgentStringSearchLauncherTests : UnitTestBase { [Test] public void Ctor_SetsProcessHelper() { // arrange var starter = new FakeUrlNavigationLauncher(); // act var launcher = new UserAgentStringSearchLauncher(starter); // assert Assert.That(launcher.UrlNavigationLauncher, Is.EqualTo(starter)); } [Test] public void Launch_BuildUrlAndLaunch() { // arrange var starter = new FakeUrlNavigationLauncher(); var launcher = new UserAgentStringSearchLauncher(starter); const string httpUserAgent = "Mozilla/5.0 (Windows NT 5.1) AppleWebKit/534.25 (KHTML, like Gecko) Chrome/12.0.706.0 Safari/534.25"; // act launcher.Launch(httpUserAgent); // assert Console.Out.WriteLine(starter.RunWithUrl); Assert.That(starter.RunWithUrl, Is.EqualTo(new Uri("http://www.useragentstring.com/?uas=Mozilla%2F5.0%20(Windows%20NT%205.1)%20AppleWebKit%2F534.25%20(KHTML%2C%20like%20Gecko)%20Chrome%2F12.0.706.0%20Safari%2F534.25&key=pelHenriGmCom"))); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Presentation/ConnectToDatabaseFilePresenter.cs using ElmahLogAnalyzer.Core.Domain; using ElmahLogAnalyzer.Core.Infrastructure.Configuration; using ElmahLogAnalyzer.Core.Infrastructure.FileSystem; namespace ElmahLogAnalyzer.Core.Presentation { public class ConnectToDatabaseFilePresenter { private readonly IFileSystemHelper _fileSystemHelper; private readonly IDatabaseConnectionsHelper _databaseConnectionsHelper; public ConnectToDatabaseFilePresenter(IConnectToDatabaseFileView view, IFileSystemHelper fileSystemHelper, IDatabaseConnectionsHelper databaseConnectionsHelper) { View = view; _fileSystemHelper = fileSystemHelper; _databaseConnectionsHelper = databaseConnectionsHelper; RegisterEvents(); View.LoadConnections(_databaseConnectionsHelper.GetNames(ErrorLogSources.SqlServerCompact.ToString())); } public IConnectToDatabaseFileView View { get; private set; } private void RegisterEvents() { View.OnConnectionSelected += (sender, args) => { var connection = _databaseConnectionsHelper.FindConnection(args.Url); View.Server = connection.File; }; View.OnConnectToDatabase += (sender, args) => { if (string.IsNullOrWhiteSpace(View.Server)) { View.DisplayErrorMessage("No file selected"); return; } if (!_fileSystemHelper.FileExists(View.Server)) { View.DisplayErrorMessage("File does not exist"); return; } View.CloseView(); }; } } } <file_sep>/src/ElmahLogAnalyzer.Core/Domain/SearchErrorLogQuery.cs using ElmahLogAnalyzer.Core.Common; namespace ElmahLogAnalyzer.Core.Domain { public class SearchErrorLogQuery { public SearchErrorLogQuery() { Types = new SearchErrorLogQueryParameter(); Sources = new SearchErrorLogQueryParameter(); Users = new SearchErrorLogQueryParameter(); Urls = new SearchErrorLogQueryParameter(); } public string Application { get; set; } public SearchErrorLogQueryParameter Types { get; set; } public SearchErrorLogQueryParameter Sources { get; set; } public SearchErrorLogQueryParameter Users { get; set; } public SearchErrorLogQueryParameter Urls { get; set; } public DateInterval Interval { get; set; } public string Text { get; set; } public static SearchErrorLogQuery Create(ReportQuery reportQuery) { var query = new SearchErrorLogQuery { Application = reportQuery.Application, Interval = reportQuery.Interval }; return query; } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Presentation/ExportPresenterTests.cs using System; using ElmahLogAnalyzer.Core.Domain.Export; using ElmahLogAnalyzer.Core.Infrastructure.Settings; using ElmahLogAnalyzer.Core.Presentation; using Moq; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Presentation { [TestFixture] public class ExportPresenterTests : UnitTestBase { private Mock<IExportView> _view; private Mock<IErrorLogExporter> _exporter; private Mock<ISettingsManager> _settings; [SetUp] public void Setup() { _view = new Mock<IExportView>(); _exporter = new Mock<IErrorLogExporter>(); _settings = new Mock<ISettingsManager>(); _settings.Setup(x => x.GetDefaultExportDirectory()).Returns(@"c:\logs"); } [Test] public void Ctor_SetsView() { // act var presenter = BuildPresenter(); // assert Assert.That(presenter.View, Is.EqualTo(_view.Object)); } [Test] public void OnLoaded_SetsDefaultExportDirectory() { // arrange var presenter = BuildPresenter(); // act _view.Raise(x => x.OnLoaded += null, new EventArgs()); // assert _view.VerifySet(x => x.ExportToDirectory = @"c:\logs", Times.Once()); } [Test] public void OnExport_SetsViewInLoadingState() { // arrange var presenter = BuildPresenter(); _view.Setup(x => x.ExportToDirectory).Returns(@"c:\logs"); // act _view.Raise(x => x.OnExport += null, new EventArgs()); // assert _view.Verify(x => x.SetLoadingState(), Times.Once()); } [Test][Ignore("The test sometimes fails, probably a threading issue with Task<T>")] public void OnExport_Exports() { // arrange var presenter = BuildPresenter(); // act _view.Raise(x => x.OnExport += null, new EventArgs()); // assert _exporter.Verify(x => x.Export(null), Times.Once()); } [Test] public void OnCancel_CancelsExport() { // arrange var presenter = BuildPresenter(); // act _view.Raise(x => x.OnCancel += null, new EventArgs()); // assert _exporter.Verify(x => x.Cancel(), Times.Once()); } [Test] public void OnCancel_ClosesView() { // arrange var presenter = BuildPresenter(); // act _view.Raise(x => x.OnCancel += null, new EventArgs()); // assert _view.Verify(x => x.CloseView(), Times.Once()); } [Test] public void OnExport_ExportSuccessful_ClosesView() { // arrange var presenter = BuildPresenter(); // act _exporter.Raise(x => x.OnCompleted += null, new EventArgs()); // assert _view.Verify(x => x.CloseView(), Times.Once()); } [Test] public void OnExport_ExportFails_DisplaysError() { // arrange var presenter = BuildPresenter(); var error = new ApplicationException("Hello world"); // act _exporter.Raise(x => x.OnError += null, new ErrorLogExporterErrorEventArgs(error)); // assert _view.Verify(x => x.DisplayError(error), Times.Once()); } [Test] public void OnExport_ProgressChanged_DisplaysProgress() { // arrange var presenter = BuildPresenter(); // act _exporter.Raise(x => x.OnProgressChanged += null, new ErrorLogExporterProgressEventArgs("hello world")); // assert _view.Verify(x => x.DisplayProgress("hello world"), Times.Once()); } private ExportPresenter BuildPresenter() { return new ExportPresenter(_view.Object, _exporter.Object, _settings.Object); } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Domain/ErrorLogRepositoryTests.cs using System; using System.Collections.Generic; using System.Linq; using ElmahLogAnalyzer.Core.Common; using ElmahLogAnalyzer.Core.Domain; using ElmahLogAnalyzer.TestHelpers.Fakes; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Domain { [TestFixture] public class ErrorLogRepositoryTests : UnitTestBase { [Test] public void Ctor_SetConnectionFromCurrentErrorLogSource() { // arrange // act var repository = CreateRepository(); // assert Assert.That(repository.Connection, Is.EqualTo("Fake data source connection")); } [Test] public void Initilize_LoadsErrorLogsIntoMemory() { // arrange var repository = CreateRepository(); // act repository.Initialize(); // assert Assert.That(repository.GetAll().Count, Is.EqualTo(6)); } [Test] public void Initialize_LoadApplicationsIntoMemory() { // arrange var repository = CreateRepository(); // act repository.Initialize(); // assert Assert.That(repository.GetApplications().Count, Is.EqualTo(1)); } [Test] public void Initilize_LoadsTypesIntoMemory() { // arrange var repository = CreateRepository(); // act repository.Initialize(); // assert Assert.That(repository.GetTypes().Count, Is.EqualTo(3)); } [Test] public void Initilize_LoadsUsersIntoMemory() { // arrange var repository = CreateRepository(); // act repository.Initialize(); // assert Assert.That(repository.GetUsers().Count, Is.EqualTo(4)); } [Test] public void Initilize_LoadsSourcesIntoMemory() { // arrange var repository = CreateRepository(); // act repository.Initialize(); // assert Assert.That(repository.GetSources().Count, Is.EqualTo(5)); } [Test] public void Initialize_LoadUrlsIntoMemory() { // arrange var repository = CreateRepository(); // act repository.Initialize(); // assert Assert.That(repository.GetUrls().Count, Is.EqualTo(3)); } [Test] public void OnInitialized_IsRasiedAfterInitialize() { // arrange var repository = CreateRepository(); var eventWasRaised = false; repository.OnInitialized += delegate { eventWasRaised = true; }; // act repository.Initialize(); // assert Assert.That(eventWasRaised, Is.True); } [Test] public void OnInitialized_HasDirectory() { // arrange var repository = CreateRepository(); var directory = string.Empty; repository.OnInitialized += delegate(object sender, RepositoryInitializedEventArgs args) { directory = args.Directory; }; // act repository.Initialize(); // assert Assert.That(directory, Is.EqualTo(repository.Connection)); } [Test] public void GetWithFilter_StartAndEndTime() { var query = CreateQueryThatIncluedEverything(); query.Interval = new DateInterval(new DateTime(2011, 1, 1), new DateTime(2011, 1, 3)); GetWithFilterTest(query, 3); } [Test] public void GetWithFilter_StartAndEndTimeAndApplication() { var query = CreateQueryThatIncluedEverything(); query.Interval = CreateIntervalThatIncludesEvertyhing(); query.Application = "/"; GetWithFilterTest(query, 6); } [Test] public void GetWithFilter_StartAndEndTimeAndType() { var query = CreateQueryThatIncluedEverything(); query.Interval = CreateIntervalThatIncludesEvertyhing(); query.Types = new SearchErrorLogQueryParameter(true, new List<string> { "System.InvalidOperationException" }); GetWithFilterTest(query, 2); } [Test] public void GetWithFilter_StartAndEndTimeAndSource() { var query = CreateQueryThatIncluedEverything(); query.Interval = CreateIntervalThatIncludesEvertyhing(); query.Sources = new SearchErrorLogQueryParameter(true, new List<string> { "Some.Namespace.Domain" }); GetWithFilterTest(query, 2); } [Test] public void GetWithFilter_StartAndEndTimeAndUser() { var query = CreateQueryThatIncluedEverything(); query.Interval = CreateIntervalThatIncludesEvertyhing(); query.Users = new SearchErrorLogQueryParameter(true, new List<string> { "nisse" }); GetWithFilterTest(query, 1); } [Test] public void GetWithFilter_StartAndEndTimeAndText() { var query = CreateQueryThatIncluedEverything(); query.Interval = CreateIntervalThatIncludesEvertyhing(); query.Text = "serious"; GetWithFilterTest(query, 1); } [Test] public void GetWithFilter_StartAndEndTimeAndUrl() { var query = CreateQueryThatIncluedEverything(); query.Interval = CreateIntervalThatIncludesEvertyhing(); query.Urls = new SearchErrorLogQueryParameter(true, new List<string> { "some/path" }); GetWithFilterTest(query, 2); } [Test] public void GetWithFilter_StartAndEndTimeExludeAllTypes() { var query = CreateQueryThatIncluedEverything(); query.Interval = CreateIntervalThatIncludesEvertyhing(); query.Types.IncludeItems = false; GetWithFilterTest(query, 0); } private static void GetWithFilterTest(SearchErrorLogQuery query, int expectedResult) { // arrange var repository = CreateRepository(); // act var result = repository.GetWithFilter(query); // assert Assert.That(result.Count, Is.EqualTo(expectedResult)); } private static IErrorLogRepository CreateRepository() { var repository = new ErrorLogRepository(new FakeDataSource()); repository.Initialize(); return repository; } private static SearchErrorLogQuery CreateQueryThatIncluedEverything() { var repository = CreateRepository(); var query = new SearchErrorLogQuery(); query.Application = repository.GetApplications().First(); query.Types = new SearchErrorLogQueryParameter(true, repository.GetTypes()); query.Sources = new SearchErrorLogQueryParameter(true, repository.GetSources()); query.Urls = new SearchErrorLogQueryParameter(true, repository.GetUrls()); query.Users = new SearchErrorLogQueryParameter(true, repository.GetUsers()); return query; } private static DateInterval CreateIntervalThatIncludesEvertyhing() { return new DateInterval(new DateTime(2011, 1, 1), new DateTime(2011, 1, 4)); } } } <file_sep>/src/ElmahLogAnalyzer.TestHelpers/Fakes/FakeUrlNavigationLauncher.cs using System; using ElmahLogAnalyzer.Core.Infrastructure.Web; namespace ElmahLogAnalyzer.TestHelpers.Fakes { public class FakeUrlNavigationLauncher : IUrlNavigationLauncher { public Uri RunWithUrl { get; private set; } public void Launch(Uri url) { RunWithUrl = url; } } } <file_sep>/src/ElmahLogAnalyzer.UI/Views/Partials/SearchResultView.cs using System; using System.Collections.Generic; using System.Globalization; using System.Windows.Forms; using ElmahLogAnalyzer.Core.Domain; using ElmahLogAnalyzer.Core.Presentation; namespace ElmahLogAnalyzer.UI.Views.Partials { public partial class SearchResultView : UserControl { public SearchResultView() { InitializeComponent(); } public event EventHandler<ErrorLogSelectedEventArgs> OnErrorLogSelected; public void LoadTree(IList<ErrorLog> errorLogs) { ClearView(); DisplayNumberOfErrors(errorLogs.Count); if (errorLogs.Count == 0) { CreateNoResultsNode(); return; } foreach (var error in errorLogs) { var currentDate = error.Time.Date.ToShortDateString(); var dateNode = GetDateFolderNode(currentDate) ?? CreateDateFolderNode(currentDate); CreateErrorLogNode(dateNode, error); } } public void ClearView() { if (InvokeRequired) { this.InvokeEx(x => x.Clear()); } else { Clear(); } } private static void CreateErrorLogNode(TreeNode dateFolderNode, ErrorLog errorLog) { var node = dateFolderNode.Nodes.Add(errorLog.Time.ToString()); node.Tag = errorLog; node.ImageIndex = 1; node.SelectedImageIndex = 1; } private TreeNode GetDateFolderNode(string date) { return _resultTreeView.Nodes.ContainsKey(date) ? _resultTreeView.Nodes[date] : null; } private TreeNode CreateDateFolderNode(string date) { var node = _resultTreeView.Nodes.Add(date, date); node.ImageIndex = 0; node.SelectedImageIndex = 0; return node; } private void CreateNoResultsNode() { var node = _resultTreeView.Nodes.Add("No logs found"); node.ImageIndex = 2; node.SelectedImageIndex = 2; } private void DisplayNumberOfErrors(int numberOfErrors) { _numberOfResultsLabel.Text = string.Format("Logs found: {0}", numberOfErrors); } private void ResultTreeViewAfterSelect(object sender, TreeViewEventArgs e) { var errorLog = e.Node.Tag as ErrorLog; if (errorLog == null) { return; } if (OnErrorLogSelected != null) { OnErrorLogSelected(this, new ErrorLogSelectedEventArgs(errorLog)); } } private void Clear() { _resultTreeView.Nodes.Clear(); } private void ResultTreeViewMouseMove(object sender, MouseEventArgs e) { var node = _resultTreeView.GetNodeAt(e.X, e.Y); if (node != null) { if (node.Tag != null) { if (node.Tag.ToString() != _toolTip.GetToolTip(_resultTreeView)) { _toolTip.SetToolTip(_resultTreeView, node.Tag.ToString()); } } else { _toolTip.SetToolTip(_resultTreeView, string.Empty); } } else { _toolTip.SetToolTip(_resultTreeView, string.Empty); } } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Presentation/ReportPresenterTests.cs using System; using System.Collections.Generic; using ElmahLogAnalyzer.Core.Common; using ElmahLogAnalyzer.Core.Domain; using ElmahLogAnalyzer.Core.Infrastructure.Settings; using ElmahLogAnalyzer.Core.Presentation; using Moq; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Presentation { [TestFixture] public class ReportPresenterTests : UnitTestBase { private Mock<IReportView> _view; private Mock<IReportGenerator> _generator; private Mock<IErrorLogRepository> _repository; private Mock<ISettingsManager> _settings; [SetUp] public void Setup() { _view = new Mock<IReportView>(); _generator = new Mock<IReportGenerator>(); _repository = new Mock<IErrorLogRepository>(); _settings = new Mock<ISettingsManager>(); _settings.Setup(x => x.GetDefaultDateInterval()).Returns(DateIntervalSpans.Month); } [Test] public void Ctor_SetsView() { // act var presenter = BuildPresenter(); // assert Assert.That(presenter.View, Is.EqualTo(_view.Object)); } [Test] public void ViewOnLoaded_SetsDefaultTimeIntervalWithValueFromSettings() { // arrange var presenter = BuildPresenter(); var expectedInterval = new DateInterval(DateTime.Today.AddMonths(-1), DateTime.Today); // act _view.Raise(x => x.OnLoaded += null, new EventArgs()); // assert _view.Verify(x => x.SetDateInterval(It.Is<DateInterval>(y => y.Equals(expectedInterval))), Times.Once()); } [Test] public void ViewOnLoaded_LoadApplications() { // arrange _repository.Setup(x => x.GetApplications()).Returns(new List<string>()); var presenter = BuildPresenter(); // act _view.Raise(x => x.OnLoaded += null, new EventArgs()); // assert _view.Verify(x => x.LoadApplications(It.IsAny<List<string>>()), Times.Once()); } [Test] public void ViewOnLoaded_LoadReportTypes() { // arrange var presenter = BuildPresenter(); // act _view.Raise(x => x.OnLoaded += null, new EventArgs()); // assert _view.Verify(x => x.LoadReportTypes(It.IsAny<List<ReportTypeListItem>>()), Times.Once()); } [Test] public void ViewOnLoaded_LoadNumberOfResultsOptions() { // arrange var presenter = BuildPresenter(); // act _view.Raise(x => x.OnLoaded += null, new EventArgs()); // assert _view.Verify(x => x.LoadNumberOfResultsOptions(It.IsAny<List<NameValuePair>>()), Times.Once()); } [Test] public void ViewOnReportSelected_DisplaysReport() { // arrange var presenter = BuildPresenter(); var reporyQuery = CreateReportQuery(); var args = new ReportSelectionEventArgs(reporyQuery); var report = new Report(reporyQuery); _generator.Setup(x => x.Create(reporyQuery)).Returns(report); // act _view.Raise(x => x.OnReportSelected += null, args); // assert _view.Verify(x => x.DisplayReport(report), Times.Once()); } [Test] public void GeneratorOnDataSourceInitialized_ClearsView() { // arrange var presenter = BuildPresenter(); // act _generator.Raise(x => x.OnDataSourceInitialized += null, new EventArgs()); // assert _view.Verify(x => x.Clear(), Times.Once()); } private ReportPresenter BuildPresenter() { return new ReportPresenter(_view.Object, _repository.Object, _generator.Object, _settings.Object); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Presentation/ReportTypeListItem.cs using ElmahLogAnalyzer.Core.Common; using ElmahLogAnalyzer.Core.Domain; namespace ElmahLogAnalyzer.Core.Presentation { public class ReportTypeListItem { public ReportTypeListItem(ReportTypes reportType) { ReportType = reportType; Displayname = reportType.GetDescription(); } public ReportTypes ReportType { get; private set; } public string Displayname { get; private set; } public override string ToString() { return Displayname; } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Integrations/HttpUserAgentSearch/HttpUserAgentSearchLauncherFactoryTests.cs using ElmahLogAnalyzer.Core.Integrations.HttpUserAgentSearch; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Integrations.HttpUserAgentSearch { [TestFixture] public class HttpUserAgentSearchLauncherFactoryTests : UnitTestBase { [Test] public void Create_SourceIsBotsVsBrowsers_LauncherIsBotsVsBrowsersSearchLauncher() { // arrange var factory = new HttpUserAgentSearchLauncherFactory(); // act var result = factory.Create("botsvsbrowsers"); // assert Assert.That(result, Is.InstanceOf<BotsVsBrowsersSearchLauncher>()); } [Test] public void Create_SourceIsEmpty_LauncherIsUserAgentStringSearchLauncher() { // arrange var factory = new HttpUserAgentSearchLauncherFactory(); // act var result = factory.Create(string.Empty); // assert Assert.That(result, Is.InstanceOf<UserAgentStringSearchLauncher>()); } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Domain/HttpStatusCodeInformationLookUpTests.cs using ElmahLogAnalyzer.Core.Domain; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Domain { [TestFixture] public class HttpStatusCodeInformationLookUpTests : UnitTestBase { [Test] public void GetInformation_CodeFound_ReturnsInformation() { // act var result = HttpStatusCodeInformationLookUp.GetInformation("404.5"); // assert Assert.That(result, Is.Not.Null); Assert.That(result.Code, Is.EqualTo("404.5")); } [Test] public void GetInformation_CodeNotFound_ReturnsEmpty() { // act var result = HttpStatusCodeInformationLookUp.GetInformation("000"); // assert Assert.That(result.Code, Is.EqualTo(string.Empty)); Assert.That(result.Description, Is.EqualTo(string.Empty)); } [Test] public void GetInformation_CodeIsNull_ReturnsEmpty() { // act var result = HttpStatusCodeInformationLookUp.GetInformation(null); // assert Assert.That(result.Code, Is.EqualTo(string.Empty)); Assert.That(result.Description, Is.EqualTo(string.Empty)); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Constants/Browsers.cs namespace ElmahLogAnalyzer.Core.Constants { public static class Browsers { public const string InternetExplorer = "Internet Explorer"; public const string FireFox = "FireFox"; public const string Safari = "Safari"; public const string Chrome = "Chrome"; public const string Opera = "Opera"; public const string Unknown = "UNKNOWN"; } } <file_sep>/src/ElmahLogAnalyzer.Core/Domain/ErrorLogRepository.cs using System; using System.Collections.Generic; using System.Linq; using ElmahLogAnalyzer.Core.Common; namespace ElmahLogAnalyzer.Core.Domain { public class ErrorLogRepository : IErrorLogRepository { private readonly IErrorLogSource _datasource; private readonly List<ErrorLog> _errorLogs = new List<ErrorLog>(); private readonly UniqueStringList _applications = new UniqueStringList(true); private readonly UniqueStringList _types = new UniqueStringList(); private readonly UniqueStringList _users = new UniqueStringList(true); private readonly UniqueStringList _sources = new UniqueStringList(true); private readonly UniqueStringList _urls = new UniqueStringList(); public ErrorLogRepository(IErrorLogSource datasource) { _datasource = datasource; } public event EventHandler<RepositoryInitializedEventArgs> OnInitialized; public string Connection { get { return _datasource.Connection; } } public void Initialize() { ClearRepository(); _errorLogs.AddRange(_datasource.GetLogs()); foreach (var error in _errorLogs) { _applications.Add(error.Application); _types.Add(error.Type); _users.Add(error.User); _sources.Add(error.Source); _urls.Add(error.CleanUrl); } if (OnInitialized != null) { OnInitialized(this, new RepositoryInitializedEventArgs(Connection, _errorLogs.Count)); } } public List<ErrorLog> GetAll() { return _errorLogs.OrderByDescending(x => x.Time).ToList(); } public List<string> GetApplications() { return _applications.List; } public List<string> GetTypes() { return _types.List; } public List<string> GetSources() { return _sources.List; } public List<string> GetUsers() { return _users.List; } public List<string> GetUrls() { return _urls.List; } public IList<ErrorLog> GetWithFilter(SearchErrorLogQuery filter) { var query = from e in _errorLogs where e.Time.Date.IsBetween(filter.Interval) && e.Application == filter.Application && filter.Types.Items.InvertedContains(e.Type, filter.Types.IncludeItems) && filter.Sources.Items.InvertedContains(e.Source, filter.Sources.IncludeItems) && filter.Urls.Items.InvertedContains(e.CleanUrl, filter.Urls.IncludeItems) && filter.Users.Items.InvertedContains(e.User, filter.Users.IncludeItems) select e; if (filter.Text.HasValue()) { query = from e in query where e.Message.ContainsText(filter.Text, true) \|\| e.Details.ContainsText(filter.Text, true) select e; } return query.OrderByDescending(x => x.Time).ToList(); } private void ClearRepository() { _errorLogs.Clear(); _types.Clear(); _users.Clear(); _sources.Clear(); _urls.Clear(); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Infrastructure/Configuration/WebServerConnectionsHelper.cs using System; using System.Collections.Generic; using System.Configuration; using System.Linq; namespace ElmahLogAnalyzer.Core.Infrastructure.Configuration { public class WebServerConnectionsHelper : IWebServerConnectionsHelper { private static readonly WebServerConnectionsSection Section; static WebServerConnectionsHelper() { Section = (WebServerConnectionsSection)ConfigurationManager.GetSection("webserverConnections"); } public WebServerConnectionElementCollection GetConnections() { return Section.Settings; } public List<string> GetUrls() { return Section.Settings.Cast<WebServerConnectionElement>().Select(x => x.Url).ToList(); } public WebServerConnectionElement FindConnection(string url) { return Section.Settings .Cast<WebServerConnectionElement>() .FirstOrDefault(x => x.Url.Equals(url, StringComparison.InvariantCultureIgnoreCase)); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Domain/HttpStatusCodeInformation.cs namespace ElmahLogAnalyzer.Core.Domain { public class HttpStatusCodeInformation { public HttpStatusCodeInformation() { Code = string.Empty; Description = string.Empty; } public HttpStatusCodeInformation(string code, string description) { Code = code; Description = description; } public string Code { get; private set; } public string Description { get; private set; } public string DisplayName { get { return string.Format("{0} {1}", Code, Description); } } } }<file_sep>/src/ElmahLogAnalyzer.UI/Views/LoadingView.cs using System.Windows.Forms; namespace ElmahLogAnalyzer.UI.Views { public partial class LoadingView : UserControl { public LoadingView() { InitializeComponent(); } } } <file_sep>/src/ElmahLogAnalyzer.UI/Controls/DateIntervalPicker.cs using System.Windows.Forms; using ElmahLogAnalyzer.Core.Common; namespace ElmahLogAnalyzer.UI.Controls { public partial class DateIntervalPicker : UserControl { public DateIntervalPicker() { InitializeComponent(); } public void SetInterval(DateInterval interval) { _startDateTimePicker.Value = interval.StartDate; _endDateTimePicker.Value = interval.EndDate; } public DateInterval GetInterval() { return new DateInterval(_startDateTimePicker.Value, _endDateTimePicker.Value); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Common/AssemblyExtensions.cs using System; using System.Linq; using System.Reflection; namespace ElmahLogAnalyzer.Core.Common { public static class AssemblyExtensions { public static string GetTypeOfBuild(this Assembly assembly) { return assembly.GetCustomAttributes(false) .Where(attribute => attribute.GetType() == Type.GetType("System.Diagnostics.DebuggableAttribute")) .Any(attribute => ((System.Diagnostics.DebuggableAttribute)attribute).IsJITTrackingEnabled) ? "Debug" : "Release"; } } } <file_sep>/src/ElmahLogAnalyzer.Core/Domain/SqlServerErrorLogSource.cs using System.Collections.Generic; using System.Data; using System.Data.SqlClient; using Dapper; using ElmahLogAnalyzer.Core.Infrastructure.Logging; using ElmahLogAnalyzer.Core.Infrastructure.Settings; namespace ElmahLogAnalyzer.Core.Domain { public class SqlServerErrorLogSource : IErrorLogSource { private readonly IErrorLogFileParser _parser; private readonly ISettingsManager _settingsManager; private readonly ILog _log; public SqlServerErrorLogSource(string connection, string schema, string application, IErrorLogFileParser parser, ISettingsManager settingsManager, ILog log) { Connection = connection; Schema = schema; Application = application; _settingsManager = settingsManager; _parser = parser; _log = log; } public string Connection { get; private set; } public string Schema { get; private set; } public string Application { get; set; } public List<ErrorLog> GetLogs() { var result = new List<ErrorLog>(); IEnumerable<string> logs; using (IDbConnection connection = new SqlConnection(Connection)) { connection.Open(); var query = string.Format("SELECT {0} [AllXml] FROM {1} {2} ORDER BY [Sequence] DESC", this.ResolveSelectTopClause(), this.ResolveTableName(), this.ResolveApplicationClause()); logs = connection.Query<string>(query); } foreach (var log in logs) { var errorLog = _parser.Parse(log); if (errorLog == null) { _log.Error(string.Format("Failed to parse file: {0}", log)); continue; } result.Add(errorLog); } return result; } private string ResolveSelectTopClause() { if (_settingsManager.GetMaxNumberOfLogs() > -1 ) { return string.Format("TOP {0}", _settingsManager.GetMaxNumberOfLogs()); } return string.Empty; } private string ResolveApplicationClause() { if (!string.IsNullOrWhiteSpace(Application)) { return string.Format("WHERE Application = '{0}'", Application); } return string.Empty; } private string ResolveTableName() { return !string.IsNullOrWhiteSpace(Schema) ? string.Format("[{0}].[ELMAH_Error]", Schema) : "[ELMAH_Error]"; } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Domain/ElmahUrlHelperTests.cs using System; using ElmahLogAnalyzer.Core.Domain; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Domain { [TestFixture] public class ElmahUrlHelperTests : UnitTestBase { [Test] public void ResolveCsvDownloadUrl_ReturnUrl() { // arrange var helper = new ElmahUrlHelper(); var serverUri = new Uri("http://www.test.com/elmah.axd"); // act var result = helper.ResolveCsvDownloadUrl(serverUri); // assert Assert.That(result.AbsoluteUri, Is.EqualTo("http://www.test.com/elmah.axd/download")); } [Test] public void ResolveCsvDownloadUrl_ServerUriEndsWithSlash_ReturnUrl() { // arrange var helper = new ElmahUrlHelper(); var serverUri = new Uri("http://www.test.com/elmah.axd/"); // act var result = helper.ResolveCsvDownloadUrl(serverUri); // assert Assert.That(result.AbsoluteUri, Is.EqualTo("http://www.test.com/elmah.axd/download")); } [Test] public void ResolveElmahRootUrl_UrlIsDefaultRoot_ReturnsUrl() { // arrange var helper = new ElmahUrlHelper(); var url = "http://www.test.com/elmah.axd"; // act var result = helper.ResolveElmahRootUrl(url); // assert Assert.That(result, Is.EqualTo(url)); } [Test] public void ResolveElmahRootUrl_UrlIsMissingElmahExtension_ReturnWithAddedElmahExtension() { // arrange var helper = new ElmahUrlHelper(); const string url = "http://www.test.com"; // act var result = helper.ResolveElmahRootUrl(url); // assert Assert.That(result, Is.EqualTo("http://www.test.com/elmah.axd")); } [Test] public void ResolveElmahRootUrl_UsingCustomHandlerName_ReturnsTheCustomHandlderNameInUrl() { // arrange var helper = new ElmahUrlHelper(); const string url = "http://www.test.com/bugs.axd"; // act var result = helper.ResolveElmahRootUrl(url); // assert Assert.That(result, Is.EqualTo("http://www.test.com/bugs.axd")); } } } <file_sep>/src/ElmahLogAnalyzer.IntegrationTests/Domain/SqlServerErrorLogSourceTests.cs using ElmahLogAnalyzer.Core.Domain; using ElmahLogAnalyzer.TestHelpers.Fakes; using NUnit.Framework; namespace ElmahLogAnalyzer.IntegrationTests.Domain { [TestFixture, Ignore("skipping this is fine")] public class SqlServerErrorLogSourceTests { [Test] public void GetLogs_SettingsSetToReturnAllLogs_GetsErrorLogsFromDatabase() { var source = CreateSource(-1); var result = source.GetLogs(); Assert.That(result.Count, Is.EqualTo(9)); } [Test] public void GetLogs_SettingsSetToReturnOneLog_GetsErrorLogsFromDatabase() { var source = CreateSource(1); var result = source.GetLogs(); Assert.That(result.Count, Is.EqualTo(1)); } [Test] public void GetLogs_InitializedWithCustomSchema() { var source = CreateSourceWithCustomSchema(1); var result = source.GetLogs(); Assert.That(result.Count, Is.EqualTo(1)); } private static SqlServerErrorLogSource CreateSource(int numberOfLogs) { var settings = new FakeSettingsManager(); settings.SetMaxNumberOfLogs(numberOfLogs); return new SqlServerErrorLogSource(@"data source=.;Initial Catalog=ElmahLogAnalyzer;Integrated Security=SSPI", null, null, new ErrorLogFileParser(new FakeLog(), new ClientInformationResolver()), settings, new FakeLog()); } private static SqlServerErrorLogSource CreateSourceWithCustomSchema(int numberOfLogs) { var settings = new FakeSettingsManager(); settings.SetMaxNumberOfLogs(numberOfLogs); return new SqlServerErrorLogSource(@"data source=.;Initial Catalog=ElmahLogAnalyzer;Integrated Security=SSPI", "dbo", null, new ErrorLogFileParser(new FakeLog(), new ClientInformationResolver()), settings, new FakeLog()); } } } <file_sep>/src/ElmahLogAnalyzer.TestHelpers/Fakes/FakeClientInformationResolver.cs using ElmahLogAnalyzer.Core.Domain; namespace ElmahLogAnalyzer.TestHelpers.Fakes { public class FakeClientInformationResolver : IClientInformationResolver { public ClientInformation Resolve(string httpUserAgent) { return new ClientInformation(); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Domain/FileErrorLogSource.cs using System; using System.Collections.Generic; using System.Linq; using ElmahLogAnalyzer.Core.Infrastructure.FileSystem; using ElmahLogAnalyzer.Core.Infrastructure.Logging; using ElmahLogAnalyzer.Core.Infrastructure.Settings; namespace ElmahLogAnalyzer.Core.Domain { public class FileErrorLogSource : IErrorLogSource { private const string FileFilterPattern = "error-.xml"; private readonly IFileSystemHelper _fileSystemHelper; private readonly IErrorLogFileParser _parser; private readonly ISettingsManager _settingsManager; private readonly ILog _log; public FileErrorLogSource(string connection, IFileSystemHelper fileSystemHelper, IErrorLogFileParser parser, ISettingsManager settingsManager, ILog log) { Connection = connection; _fileSystemHelper = fileSystemHelper; _parser = parser; _settingsManager = settingsManager; _log = log; } public string Connection { get; private set; } public List<ErrorLog> GetLogs() { if (!_fileSystemHelper.DirectoryExists(Connection)) { _log.Error(string.Format("Connection: {0} does not exist", Connection)); throw new ApplicationException(string.Format("The directory: {0} was not found", Connection)); } var files = GetErrorLogFilesFromDirectory(Connection); return ParseFiles(files); } private IEnumerable<string> GetErrorLogFilesFromDirectory(string directory) { var files = _fileSystemHelper.GetFilesFromDirectory(directory, FileFilterPattern); if (_settingsManager.ShouldGetAllLogs) { return files; } return files.OrderByDescending(x => x).Take(_settingsManager.GetMaxNumberOfLogs()); } private string GetContentFor(string file) { return _fileSystemHelper.GetFileContent(file); } private List<ErrorLog> ParseFiles(IEnumerable<string> files) { var result = new List<ErrorLog>(); foreach (var file in files) { _log.Debug(string.Format("Parsing file: {0}", file)); var content = GetContentFor(file); var errorLog = _parser.Parse(content); if (errorLog == null) { _log.Error(string.Format("Failed to parse file: {0}", file)); continue; } result.Add(errorLog); } return result; } } } <file_sep>/src/ElmahLogAnalyzer.Core/Infrastructure/Configuration/DatabaseConnectionsSection.cs using System.Configuration; namespace ElmahLogAnalyzer.Core.Infrastructure.Configuration { public class DatabaseConnectionsSection : ConfigurationSection { [ConfigurationProperty("connections")] public DatabaseConnectionElementCollection Settings { get { return this["connections"] as DatabaseConnectionElementCollection; } } } } <file_sep>/src/ElmahLogAnalyzer.Core/Domain/ReportTypes.cs using System.ComponentModel; namespace ElmahLogAnalyzer.Core.Domain { public enum ReportTypes { [Description("Number of errors per type")] Type, [Description("Number of errors per source")] Source, [Description("Number of errors per user")] User, [Description("Number of errors per url")] Url, [Description("Number of errors per day")] Day, [Description("Number of errors per browser")] Browser } } <file_sep>/src/ElmahLogAnalyzer.Core/Integrations/HttpUserAgentSearch/BotsVsBrowsersSearchLauncher.cs using ElmahLogAnalyzer.Core.Infrastructure.Web; namespace ElmahLogAnalyzer.Core.Integrations.HttpUserAgentSearch { public class BotsVsBrowsersSearchLauncher : HttpUserAgentSearchLauncherBase, IHttpUserAgentSearchLauncher { private const string UrlTemplate = "http://www.botsvsbrowsers.com/listings.asp?search={0}"; public BotsVsBrowsersSearchLauncher(IUrlNavigationLauncher urlNavigationLauncher) : base(urlNavigationLauncher) { } public override string GetUrlTemplate() { return UrlTemplate; } } } <file_sep>/src/ElmahLogAnalyzer.Core/Infrastructure/Configuration/IWebServerConnectionsHelper.cs using System.Collections.Generic; namespace ElmahLogAnalyzer.Core.Infrastructure.Configuration { public interface IWebServerConnectionsHelper { WebServerConnectionElementCollection GetConnections(); List<string> GetUrls(); WebServerConnectionElement FindConnection(string url); } }<file_sep>/src/ElmahLogAnalyzer.Core/Presentation/ErrorLogSearchEventArgs.cs using System; using ElmahLogAnalyzer.Core.Domain; namespace ElmahLogAnalyzer.Core.Presentation { public class ErrorLogSearchEventArgs : EventArgs { public ErrorLogSearchEventArgs(SearchErrorLogQuery query) { Query = query; } public SearchErrorLogQuery Query { get; private set; } } } <file_sep>/src/ElmahLogAnalyzer.UI/Views/ErrorView.cs using System; using System.Windows.Forms; namespace ElmahLogAnalyzer.UI.Views { public partial class ErrorView : UserControl { private readonly Exception _exception; public ErrorView(Exception exception) { InitializeComponent(); _exception = exception; BuildMessage(); } private void BuildMessage() { _messageTextBox.Text = _exception.ToString(); _messageTextBox.DeselectAll(); } } } <file_sep>/src/ElmahLogAnalyzer.UI/Views/Partials/SearchFilterView.cs using System; using System.Collections.Generic; using System.Windows.Forms; using ElmahLogAnalyzer.Core.Common; using ElmahLogAnalyzer.Core.Domain; using ElmahLogAnalyzer.Core.Presentation; namespace ElmahLogAnalyzer.UI.Views.Partials { public partial class SearchFilterView : UserControl { public SearchFilterView() { InitializeComponent(); } public event EventHandler<ErrorLogSearchEventArgs> OnFilterApplied; public void LoadApplications(IEnumerable<string> applications) { _applicationsComboBox.DataSource = applications; if (_applicationsComboBox.Items.Count > 0) { _applicationsComboBox.SelectedIndex = 0; } } public void LoadTypes(IEnumerable<string> types) { _typesSelector.LoadValues(types); } public void LoadUsers(IEnumerable<string> users) { _usersSelector.LoadValues(users); } public void LoadSources(IEnumerable<string> sources) { _sourcesSelector.LoadValues(sources); } public void LoadUrls(IEnumerable<string> urls) { _urlsSelector.LoadValues(urls); } public void SetDateInterval(DateInterval interval) { _dateIntervalPicker.SetInterval(interval); } private SearchErrorLogQuery BuildQuery() { return new SearchErrorLogQuery { Application = this.GetSelectedApplication(), Types = new SearchErrorLogQueryParameter(_typesSelector.GetMode(), _typesSelector.GetValues()), Sources = new SearchErrorLogQueryParameter(_sourcesSelector.GetMode(), _sourcesSelector.GetValues()), Users = new SearchErrorLogQueryParameter(_usersSelector.GetMode(), _usersSelector.GetValues()), Urls = new SearchErrorLogQueryParameter(_urlsSelector.GetMode(), _urlsSelector.GetValues()), Text = _textTextbox.Text, Interval = _dateIntervalPicker.GetInterval() }; } private string GetSelectedApplication() { if (_applicationsComboBox.SelectedItem == null) { return string.Empty; } return _applicationsComboBox.SelectedItem.ToString(); } private void SearchButtonClick(object sender, EventArgs e) { if (OnFilterApplied == null) { return; } var query = BuildQuery(); OnFilterApplied(this, new ErrorLogSearchEventArgs(query)); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Domain/NetworkConnection.cs using System; using System.Net; namespace ElmahLogAnalyzer.Core.Domain { public class NetworkConnection { public NetworkConnection(string url) { Uri = new Uri(url, UriKind.Absolute); } public Uri Uri { get; private set; } public bool HasCredentials { get { return Credentials != null; } } public bool IsHttps { get { return Uri.Scheme.Equals("https", StringComparison.InvariantCultureIgnoreCase); } } private NetworkCredential Credentials { get; set; } public void SetCredentials(string username, string password, string domain) { Credentials = new NetworkCredential(username, password, domain); } public NetworkCredential GetCredentials() { return Credentials; } public NetworkConnection CopyWithCredentials(string url) { var connection = new NetworkConnection(url) { Credentials = GetCredentials() }; return connection; } } } <file_sep>/src/ElmahLogAnalyzer.Core/Common/DateTimeExtensions.cs using System; namespace ElmahLogAnalyzer.Core.Common { public static class DateTimeExtensions { public static bool IsBetween(this DateTime source, DateTime startDate, DateTime endDate) { return source >= startDate && source <= endDate; } public static bool IsBetween(this DateTime source, DateInterval interval) { if (interval == null) { throw new ArgumentNullException("interval"); } return source.IsBetween(interval.StartDate, interval.EndDate); } public static string ToTruncatedString(this DateTime date) { var year = date.Year; var month = date.Month.ToString(); var day = date.Day.ToString(); var hour = date.Hour.ToString(); var minute = date.Minute.ToString(); return string.Format("{0}{1}{2}_{3}{4}", year, month.PadLeft(2, '0'), day.PadLeft(2, '0'), hour.PadLeft(2, '0'), minute).PadLeft(2, '0'); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Common/UniqueStringList.cs using System.Collections.Generic; using System.Linq; namespace ElmahLogAnalyzer.Core.Common { public class UniqueStringList { private readonly SortedList<string, string> _list = new SortedList<string, string>(); public UniqueStringList() { } public UniqueStringList(bool allowEmptyValue) { AllowEmptyValue = allowEmptyValue; } public List<string> List { get { return _list.Values.ToList(); } } private bool AllowEmptyValue { get; set; } public void Add(string item) { if (AllowEmptyValue) { if (item == null) { return; } } else { if (!item.HasValue()) { return; } } if (_list.ContainsKey(item)) { return; } _list.Add(item, item); } public void Clear() { _list.Clear(); } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Presentation/ConnectToSqlServerPresenterTest.cs using System; using System.Collections.Generic; using ElmahLogAnalyzer.Core.Presentation; using ElmahLogAnalyzer.TestHelpers.Fakes; using Moq; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Presentation { [TestFixture] public class ConnectToSqlServerPresenterTest : UnitTestBase { private Mock<IConnectToSqlServerView> _view; [SetUp] public void Setup() { _view = new Mock<IConnectToSqlServerView>(); } [Test] public void Ctor_SetsView() { // act var presenter = CreatePresenter(); // assert Assert.That(presenter.View, Is.EqualTo(_view.Object)); } [Test] public void Ctor_LoadConnectionsInView() { // act var presenter = CreatePresenter(); // assert _view.Verify(x => x.LoadConnections(It.IsAny<List<string>>()), Times.Once()); } [Test] public void OnConnectionSelected_DisplaysSettingsFromConnectionInView() { // arrange var presenter = CreatePresenter(); // act _view.Raise(x => x.OnConnectionSelected += null, new ConnectionSelectedEventArgs("Development")); // assert _view.VerifySet(x => x.Server = @".\sqlexpress", Times.Once()); _view.VerifySet(x => x.Database = "dev_db", Times.Once()); _view.VerifySet(x => x.UseIntegratedSecurity = false, Times.Once()); _view.VerifySet(x => x.Schema = "custom", Times.Once()); _view.VerifySet(x => x.Username = "user", Times.Once()); _view.VerifySet(x => x.Password = "<PASSWORD>", Times.Once()); } [Test] public void OnConnectionSelected_DisplaysSettingsWithIntegratedSecurityFromConnectionInView() { // arrange var presenter = CreatePresenter(); // act _view.Raise(x => x.OnConnectionSelected += null, new ConnectionSelectedEventArgs("IntegratedSecurity")); // assert _view.VerifySet(x => x.Server = @".\sqlexpress", Times.Once()); _view.VerifySet(x => x.Database = "dev_db", Times.Once()); _view.VerifySet(x => x.UseIntegratedSecurity = true, Times.Once()); _view.VerifySet(x => x.Username = "user", Times.Never()); _view.VerifySet(x => x.Password = "<PASSWORD>", Times.Never()); } [Test] public void OnConnectToDatabase_ServerIsMissing_DisplayErrorMessage() { // arrange var presenter = CreatePresenter(); _view.Setup(x => x.Server).Returns(string.Empty); _view.Setup(x => x.Database).Returns("db"); _view.Setup(x => x.UseIntegratedSecurity).Returns(true); // act _view.Raise(x => x.OnConnectToDatabase += null, new EventArgs()); // assert _view.Verify(x => x.DisplayErrorMessage("Not all required fields have values"), Times.Once()); } [Test] public void OnConnectToDatabase_DatabaseIsMissing_DisplayErrorMessage() { // arrange var presenter = CreatePresenter(); _view.Setup(x => x.Server).Returns("server"); _view.Setup(x => x.Database).Returns(string.Empty); _view.Setup(x => x.UseIntegratedSecurity).Returns(true); // act _view.Raise(x => x.OnConnectToDatabase += null, new EventArgs()); // assert _view.Verify(x => x.DisplayErrorMessage("Not all required fields have values"), Times.Once()); } [Test] public void OnConnectToDatabase_NoIntegratedSecurityAndMissingUsername_DisplayErrorMessage() { // arrange var presenter = CreatePresenter(); _view.Setup(x => x.Server).Returns("server"); _view.Setup(x => x.Database).Returns("db"); _view.Setup(x => x.UseIntegratedSecurity).Returns(false); _view.Setup(x => x.Username).Returns(string.Empty); // act _view.Raise(x => x.OnConnectToDatabase += null, new EventArgs()); // assert _view.Verify(x => x.DisplayErrorMessage("Not all required fields have values"), Times.Once()); } private ConnectToSqlServerPresenter CreatePresenter() { return new ConnectToSqlServerPresenter(_view.Object, new FakeDatabaseConnectionsHelper()); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Integrations/HttpUserAgentSearch/IHttpUserAgentSearchLauncherFactory.cs namespace ElmahLogAnalyzer.Core.Integrations.HttpUserAgentSearch { public interface IHttpUserAgentSearchLauncherFactory { IHttpUserAgentSearchLauncher Create(string searchLauncher); } } <file_sep>/src/ElmahLogAnalyzer.Core/Common/EnumExtensions.cs using System; using System.ComponentModel; namespace ElmahLogAnalyzer.Core.Common { public static class EnumExtensions { public static string GetDescription(this Enum obj) { var fieldInfo = obj.GetType().GetField(obj.ToString()); var attributes = (DescriptionAttribute[])fieldInfo.GetCustomAttributes(typeof(DescriptionAttribute), false); var description = (attributes.Length > 0) ? attributes[0].Description : obj.ToString(); return !string.IsNullOrEmpty(description) ? description : obj.ToString(); } } } <file_sep>/src/ElmahLogAnalyzer.IntegrationTests/Infrastructure/Web/UrlPingTests.cs using ElmahLogAnalyzer.Core.Domain; using ElmahLogAnalyzer.Core.Infrastructure.Web; using ElmahLogAnalyzer.TestHelpers.Fakes; using NUnit.Framework; namespace ElmahLogAnalyzer.IntegrationTests.Infrastructure.Web { [TestFixture] public class UrlPingTests : IntegrationTestBase { [Test][Ignore("skipping this is fine")] public void Ping_ServerDoesNotExist_ReturnsFalse() { // arrange var helper = new UrlPing(new FakeLog()); // act var result = helper.Ping(new NetworkConnection(NonExistentUrl)); // assert Assert.That(result.Item1, Is.False); Assert.That(result.Item2, Is.EqualTo("The remote name could not be resolved: 'www.bluttanblä.com'")); } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Presentation/ConnectToServerEventArgsTests.cs using ElmahLogAnalyzer.Core.Presentation; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Presentation { [TestFixture] public class ConnectToServerEventArgsTests : UnitTestBase { [Test] public void Ctor_ShouldSetUrlUserNamePasswordAndDomain() { // arrange const string url = "http://www.test.com/elmah.axd"; const string username = "pelle"; const string password = "<PASSWORD>"; const string domain = "domain1"; // act var args = new ConnectToServerEventArgs(url, username, password, domain); // assert Assert.That(args.Url, Is.EqualTo(url)); Assert.That(args.UserName, Is.EqualTo(username)); Assert.That(args.Password, Is.EqualTo(password)); Assert.That(args.Domain, Is.EqualTo(domain)); } [Test] public void HasCredentials_OnlyUrlHasValue_IsFalse() { // arrange var args = new ConnectToServerEventArgs("http://www.test.com/elmah.axd", string.Empty, null, " "); // act var result = args.HasCredentials; // assert Assert.That(result, Is.False); } [Test] public void HasCredentials_UserNameHasValue_IsTrue() { // arrange var args = new ConnectToServerEventArgs("http://www.test.com/elmah.axd", "someuser", string.Empty, string.Empty); // act var result = args.HasCredentials; // assert Assert.That(result, Is.True); } [Test] public void HasCredentials_PasswordHasValue_IsTrue() { // arrange var args = new ConnectToServerEventArgs("http://www.test.com/elmah.axd", string.Empty, "password", string.Empty); // act var result = args.HasCredentials; // assert Assert.That(result, Is.True); } [Test] public void HasCredentials_DomainHasValue_IsTrue() { // arrange var args = new ConnectToServerEventArgs("http://www.test.com/elmah.axd", string.Empty, string.Empty, "domain1"); // act var result = args.HasCredentials; // assert Assert.That(result, Is.True); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Domain/BrowserVersionResolver.cs using System; using System.Linq; using ElmahLogAnalyzer.Core.Common; namespace ElmahLogAnalyzer.Core.Domain { /// <summary> /// Resolves the version of the browser, samples of browser segments are: /// MSIE 8.0 /// Firefox/3.6.16 /// Chrome/10.0.648.204 /// Opera 7.23 /// Safari/533.21.1 /// </summary> public static class BrowserVersionResolver { public static string Resolve(string browserName, string httpUserAgent) { if (!httpUserAgent.ContainsText(browserName, true)) { return "UNKNOWN"; } var firstPositionBrowserName = httpUserAgent.LastIndexOf(browserName, StringComparison.InvariantCultureIgnoreCase); // position right after browser name var firstPositionVersionNumber = firstPositionBrowserName + browserName.Length + 1; // sub string starting with version number var temp = httpUserAgent.Substring(firstPositionVersionNumber); // calculate the length of version number var versionNumberLength = temp.TakeWhile(c => !c.Equals(' ') && !c.Equals(';')).Count(); // get version number var versionNumber = temp.Substring(0, versionNumberLength); return versionNumber; } } } <file_sep>/src/ElmahLogAnalyzer.TestHelpers/Fakes/FakeLog.cs using System; using ElmahLogAnalyzer.Core.Infrastructure; using ElmahLogAnalyzer.Core.Infrastructure.Logging; namespace ElmahLogAnalyzer.TestHelpers.Fakes { public class FakeLog : ILog { public void Debug(string message) { } public void Error(string message) { } public void Error(string message, Exception exception) { } public void Error(Exception exception) { } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Presentation/SettingsPresenterTests.cs using System; using System.Collections.Generic; using ElmahLogAnalyzer.Core.Common; using ElmahLogAnalyzer.Core.Infrastructure.Settings; using ElmahLogAnalyzer.Core.Presentation; using Moq; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Presentation { [TestFixture] public class SettingsPresenterTests : UnitTestBase { private Mock<ISettingsView> _view; private Mock<ISettingsManager> _userSettingsManager; [SetUp] public void Setup() { _view = new Mock<ISettingsView>(); _userSettingsManager = new Mock<ISettingsManager>(); _userSettingsManager.Setup(x => x.GetMaxNumberOfLogs()).Returns(500); _userSettingsManager.Setup(x => x.GetDefaultDateInterval()).Returns(DateIntervalSpans.Month); _userSettingsManager.Setup(x => x.GetDefaultExportDirectory()).Returns(@"c:\exportedlogs"); _userSettingsManager.Setup(x => x.GetDefaultLogsDirectory()).Returns(@"c:\mylogs"); _userSettingsManager.Setup(x => x.GetLoadLogsFromDefaultDirectoryAtStartup()).Returns(true); } [Test] public void Ctor_SetsView() { // act var presenter = new SettingsPresenter(_view.Object, _userSettingsManager.Object); // assert Assert.That(presenter.View, Is.EqualTo(_view.Object)); } [Test] public void ViewOnLoaded_DisplaysMaxNumberOfLogsOptionsAndUsersSelectedValue() { // arrange var presenter = new SettingsPresenter(_view.Object, _userSettingsManager.Object); // act _view.Raise(x => x.OnLoaded += null, new EventArgs()); // assert _view.Verify(x => x.LoadMaxNumberOfLogOptions(It.IsAny<List<NameValuePair>>(), "500"), Times.Once()); } [Test] public void ViewOnLoaded_DisplaysDefaultDateIntervalOptionsAndUsersSelectedValue() { // arrange var presenter = new SettingsPresenter(_view.Object, _userSettingsManager.Object); // act _view.Raise(x => x.OnLoaded += null, new EventArgs()); // assert _view.Verify(x => x.LoadDefaultDateIntervalOptions(It.IsAny<IEnumerable<NameValuePair>>(), DateIntervalSpans.Month), Times.Once()); } [Test] public void ViewOnLoaded_DisplaysDefaultExportDirectory() { // arrange var presenter = new SettingsPresenter(_view.Object, _userSettingsManager.Object); // act _view.Raise(x => x.OnLoaded += null, new EventArgs()); // assert _view.VerifySet(x => x.DefaultExportDirectory = @"c:\exportedlogs", Times.Once()); } [Test] public void ViewOnLoaded_DisplaysLoadLogsFromDefaultDirectoryAtStartup() { // arrange var presenter = new SettingsPresenter(_view.Object, _userSettingsManager.Object); // act _view.Raise(x => x.OnLoaded += null, new EventArgs()); // assert _view.VerifySet(x => x.LoadLogsFromDefaultDirectoryAtStartup = true, Times.Once()); } [Test] public void ViewOnLoaded_DisplaysDefaultLogsDirectory() { // arrange var presenter = new SettingsPresenter(_view.Object, _userSettingsManager.Object); // act _view.Raise(x => x.OnLoaded += null, new EventArgs()); // assert _view.VerifySet(x => x.DefaultLogsDirectory = @"c:\mylogs", Times.Once()); } [Test] public void ViewOnSave_SavesMaxNumberOfLogsOption() { // arrange var presenter = new SettingsPresenter(_view.Object, _userSettingsManager.Object); _view.Setup(x => x.MaxNumberOfLogs).Returns(200); // act _view.Raise(x => x.OnSave += null, new EventArgs()); // assert _userSettingsManager.Verify(x => x.SetMaxNumberOfLogs(200), Times.Once()); } [Test] public void ViewOnSave_DefaultDateIntervalOption() { // arrange var presenter = new SettingsPresenter(_view.Object, _userSettingsManager.Object); _view.Setup(x => x.DefaultDateInterval).Returns(DateIntervalSpans.Year); // act _view.Raise(x => x.OnSave += null, new EventArgs()); // assert _userSettingsManager.Verify(x => x.SetDefaultDateInterval(DateIntervalSpans.Year), Times.Once()); } [Test] public void ViewOnSave_SavesDefaultExportDirectory() { // arrange var presenter = new SettingsPresenter(_view.Object, _userSettingsManager.Object); _view.Setup(x => x.DefaultExportDirectory).Returns(@"c:\exportedlogs"); // act _view.Raise(x => x.OnSave += null, new EventArgs()); // assert _userSettingsManager.Verify(x => x.SetDefaultExportDirectory(@"c:\exportedlogs"), Times.Once()); } [Test] public void ViewOnSave_SavesDefaultLogsDirectory() { // arrange var presenter = new SettingsPresenter(_view.Object, _userSettingsManager.Object); _view.Setup(x => x.DefaultLogsDirectory).Returns(@"c:\mylogs"); // act _view.Raise(x => x.OnSave += null, new EventArgs()); // assert _userSettingsManager.Verify(x => x.SetDefaultLogsDirectory(@"c:\mylogs"), Times.Once()); } [Test] public void ViewOnSave_SavesLoadLogsFromDefaultDirectoryAtStartup() { // arrange var presenter = new SettingsPresenter(_view.Object, _userSettingsManager.Object); _view.Setup(x => x.LoadLogsFromDefaultDirectoryAtStartup).Returns(true); // act _view.Raise(x => x.OnSave += null, new EventArgs()); // assert _userSettingsManager.Verify(x => x.SetLoadLogsFromDefaultDirectoryAtStartup(true), Times.Once()); } } } <file_sep>/src/ElmahLogAnalyzer.UI/Forms/AboutForm.cs using System.Diagnostics; using System.Windows.Forms; namespace ElmahLogAnalyzer.UI.Forms { public partial class AboutForm : Form { public AboutForm() { InitializeComponent(); CancelButton = _closeButton; } private void UpdateLinkLabelLinkClicked(object sender, LinkLabelLinkClickedEventArgs e) { Process.Start("https://github.com/pellehenriksson/elmah-loganalyzer"); } private void SilkLinkLabelLinkClicked(object sender, LinkLabelLinkClickedEventArgs e) { Process.Start("http://www.famfamfam.com/lab/icons/silk"); } private void NinjecLinkLabelLinkClicked(object sender, LinkLabelLinkClickedEventArgs e) { Process.Start("http://ninject.org"); } private void NLogLinkLabelLinkClicked(object sender, LinkLabelLinkClickedEventArgs e) { Process.Start("http://nlog-project.org"); } private void DapperLinkLabelLinkClicked(object sender, LinkLabelLinkClickedEventArgs e) { Process.Start("https://github.com/StackExchange/Dapper"); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Domain/INewErrorLogRepository.cs using System; using System.Collections.Generic; namespace ElmahLogAnalyzer.Core.Domain { public interface INewErrorLogRepository { event EventHandler<RepositoryInitializedEventArgs> OnInitialized; string Directory { get; } void Initialize(); List<ErrorLog> GetAll(); IList<ErrorLog> GetWithFilter(SearchErrorLogQuery filter); List<string> GetTypes(); List<string> GetSources(); List<string> GetUsers(); List<string> GetUrls(); } } <file_sep>/src/ElmahLogAnalyzer.Core/Domain/Export/ErrorLogExporterProgressEventArgs.cs using System; namespace ElmahLogAnalyzer.Core.Domain.Export { public class ErrorLogExporterProgressEventArgs : EventArgs { public ErrorLogExporterProgressEventArgs(string progress) { Progress = progress; } public string Progress { get; private set; } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Domain/WindowsOperatingSystemNameResolverTests.cs using ElmahLogAnalyzer.Core.Domain; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Domain { [TestFixture] public class WindowsOperatingSystemNameResolverTests : UnitTestBase { [Test] public void Resolve_VersionIs95_Returns_Windows95() { Assert.That(WindowsOperatingSystemNameResolver.Resolve("Windows 95"), Is.EqualTo("Windows 95")); } [Test] public void Resolve_VersionIs98_Returns_Windows98() { Assert.That(WindowsOperatingSystemNameResolver.Resolve("Windows 98"), Is.EqualTo("Windows 98")); } [Test] public void Resolve_VersionIsNT40_Returns_WindowsNt4() { Assert.That(WindowsOperatingSystemNameResolver.Resolve("Windows NT 4.0"), Is.EqualTo("Windows NT 4.0")); } [Test] public void Resolve_VersionIsNt50_Returns_Windows2000() { Assert.That(WindowsOperatingSystemNameResolver.Resolve("Windows NT 5.0"), Is.EqualTo("Windows 2000")); } [Test] public void Resolve_VersionIsNt51_Returns_WindowsXp() { Assert.That(WindowsOperatingSystemNameResolver.Resolve("Windows NT 5.1"), Is.EqualTo("Windows XP")); } [Test] public void Resolve_VersionIsNt52_Returns_WindowsServer2003() { Assert.That(WindowsOperatingSystemNameResolver.Resolve("Windows NT 5.2"), Is.EqualTo("Windows Server 2003")); } [Test] public void Resolve_VersionIsNt60_Returns_WindowsVista() { Assert.That(WindowsOperatingSystemNameResolver.Resolve("Windows NT 6.0"), Is.EqualTo("Windows Vista")); } [Test] public void Resolve_VersionIsNt61_Returns_Windows7() { Assert.That(WindowsOperatingSystemNameResolver.Resolve("Windows NT 6.1"), Is.EqualTo("Windows 7")); } [Test] public void Resolve_VersionIsNt62_Returns_Windows8() { Assert.That(WindowsOperatingSystemNameResolver.Resolve("Windows NT 6.2"), Is.EqualTo("Windows 8")); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Domain/Export/ErrorLogExporterErrorEventArgs.cs using System; namespace ElmahLogAnalyzer.Core.Domain.Export { public class ErrorLogExporterErrorEventArgs : EventArgs { public ErrorLogExporterErrorEventArgs(Exception error) { Error = error; } public Exception Error { get; private set; } } } <file_sep>/src/ElmahLogAnalyzer.Core/Infrastructure/Web/UrlPing.cs using System; using System.Net; using ElmahLogAnalyzer.Core.Domain; using ElmahLogAnalyzer.Core.Infrastructure.Logging; namespace ElmahLogAnalyzer.Core.Infrastructure.Web { public class UrlPing : IUrlPing { private readonly ILog _log; public UrlPing(ILog log) { _log = log; } public Tuple<bool, string> Ping(NetworkConnection connection) { _log.Debug(string.Format("Make request to: {0}", connection.Uri)); var request = (HttpWebRequest)WebRequest.Create(connection.Uri); if (connection.HasCredentials) { request.UseDefaultCredentials = false; request.Credentials = connection.GetCredentials(); _log.Debug(string.Format("With credentials username: {0} domain: {1}", connection.GetCredentials().UserName, connection.GetCredentials().Domain)); } try { using (var response = (HttpWebResponse)request.GetResponse()) { var responseUrl = response.ResponseUri.AbsoluteUri; _log.Debug(string.Format("Response url was: {0}", responseUrl)); _log.Debug(string.Format("Response code: {0}", response.StatusDescription)); var result = connection.Uri.AbsoluteUri == responseUrl; return new Tuple<bool, string>(result, response.StatusDescription); } } catch (WebException ex) { _log.Error(ex); return new Tuple<bool, string>(false, ex.Message); } } } } <file_sep>/src/ElmahLogAnalyzer.Core/Infrastructure/Web/IUrlPing.cs using System; using ElmahLogAnalyzer.Core.Domain; namespace ElmahLogAnalyzer.Core.Infrastructure.Web { public interface IUrlPing { Tuple<bool, string> Ping(NetworkConnection connection); } }<file_sep>/src/ElmahLogAnalyzer.UI/ApplicationCommands.cs namespace ElmahLogAnalyzer.UI { public enum ApplicationCommands { ConnectToDirectory, ConnectToWebServer, ConnectToDatabase, ConnectToSqlServerDatabase, ConnectToSqlServerCompactDatabase, ConnectToAccessDatabase, Disconnect, DisplayWelcomeView, DisplaySearchView, DisplayReportsView, DislayExportDialog, DisplaySettingsDialog, DisplayAboutDialog, Exit } } <file_sep>/src/ElmahLogAnalyzer.Core/Domain/ClientInformationResolver.cs using ElmahLogAnalyzer.Core.Common; namespace ElmahLogAnalyzer.Core.Domain { public class ClientInformationResolver : IClientInformationResolver { private string _httpUserAgent; private string _parenthesisSegment; private string[] _parenthesisSegmentValues; private string _lastSegment; public ClientInformation Resolve(string httpUserAgent) { if (!httpUserAgent.HasValue()) { return new ClientInformation(); } _httpUserAgent = httpUserAgent; SplitHttpUserAgent(httpUserAgent); var information = new ClientInformation { Browser = ResolveBrowser(), Platform = ResolvePlatform(), OperatingSystem = ResolveOperatingSystem(), HttpUserAgentString = _httpUserAgent }; return information; } private void SplitHttpUserAgent(string httpUserAgent) { var leftParenthesisIndex = _httpUserAgent.IndexOf('('); var rightParenthesisIndex = _httpUserAgent.IndexOf(')'); var hasParenthesizedSegment = leftParenthesisIndex >= 0 && rightParenthesisIndex > leftParenthesisIndex; // move index to first position after the left parethesis leftParenthesisIndex++; var parenthesisSegmentLength = rightParenthesisIndex - leftParenthesisIndex; _parenthesisSegment = hasParenthesizedSegment ? httpUserAgent.Substring(leftParenthesisIndex, parenthesisSegmentLength) : string.Empty; _parenthesisSegmentValues = _parenthesisSegment.Split(';'); _lastSegment = hasParenthesizedSegment ? httpUserAgent.Substring(rightParenthesisIndex) : httpUserAgent; } private string ResolveBrowser() { if (_lastSegment.ContainsText(Constants.Browsers.Chrome, true)) { var version = BrowserVersionResolver.Resolve(Constants.Browsers.Chrome, _httpUserAgent); return string.Format("{0} {1}", Constants.Browsers.Chrome, version); } if (_lastSegment.ContainsText(Constants.Browsers.FireFox, true)) { var version = BrowserVersionResolver.Resolve(Constants.Browsers.FireFox, _httpUserAgent); return string.Format("{0} {1}", Constants.Browsers.FireFox, version); } if (_lastSegment.ContainsText(Constants.Browsers.Safari, true)) { var version = BrowserVersionResolver.Resolve(Constants.Browsers.Safari, _httpUserAgent); return string.Format("{0} {1}", Constants.Browsers.Safari, version); } if (_lastSegment.ContainsText(Constants.Browsers.Opera, true)) { var version = BrowserVersionResolver.Resolve(Constants.Browsers.Opera, _httpUserAgent); return string.Format("{0} {1}", Constants.Browsers.Opera, version); } foreach (var value in _parenthesisSegmentValues) { if (value.ContainsText("MSIE", true)) { var version = BrowserVersionResolver.Resolve("MSIE", _httpUserAgent); return string.Format("{0} {1}", Constants.Browsers.InternetExplorer, version); } } return Constants.Browsers.Unknown; } private string ResolvePlatform() { if (_httpUserAgent.ContainsText(Constants.Platforms.Macintosh, true)) { return Constants.Platforms.Macintosh; } if (_httpUserAgent.ContainsText(Constants.Platforms.Windows, true)) { return Constants.Platforms.Windows; } if (_httpUserAgent.ContainsText(Constants.Platforms.Linux, true)) { return Constants.Platforms.Linux; } return Constants.Platforms.Unknown; } private string ResolveOperatingSystem() { foreach (var value in _parenthesisSegmentValues) { var temp = value.Trim(); if (temp.ContainsText("Windows NT", true)) { return WindowsOperatingSystemNameResolver.Resolve(value); } if (temp.ContainsText("Mac OS", true)) { return temp; } if (temp.ContainsText("Linux", true)) { return temp; } } return string.Empty; } } } <file_sep>/src/ElmahLogAnalyzer.Core/Domain/IErrorLogSource.cs using System.Collections.Generic; namespace ElmahLogAnalyzer.Core.Domain { public interface IErrorLogSource { string Connection { get; } List<ErrorLog> GetLogs(); } } <file_sep>/src/ElmahLogAnalyzer.Core/Presentation/ISettingsView.cs using System; using System.Collections.Generic; using ElmahLogAnalyzer.Core.Common; namespace ElmahLogAnalyzer.Core.Presentation { public interface ISettingsView { event EventHandler OnLoaded; event EventHandler OnSave; string DefaultLogsDirectory { get; set; } bool LoadLogsFromDefaultDirectoryAtStartup { get; set; } string DefaultExportDirectory { get; set; } int MaxNumberOfLogs { get; } DateIntervalSpans DefaultDateInterval { get; } void LoadMaxNumberOfLogOptions(IEnumerable<NameValuePair> options, string selectedOption); void LoadDefaultDateIntervalOptions(IEnumerable<NameValuePair> options, DateIntervalSpans selectedOption); } } <file_sep>/src/ElmahLogAnalyzer.UI/Container.cs using System; using System.Windows.Forms; using ElmahLogAnalyzer.Core.Common; using ElmahLogAnalyzer.Core.Domain; using ElmahLogAnalyzer.Core.Infrastructure.Settings; using ElmahLogAnalyzer.UI.Views; namespace ElmahLogAnalyzer.UI { public partial class Container : Form { private readonly WelcomeView _welcomeView = new WelcomeView(); private readonly LoadingView _loadingView = new LoadingView(); public Container() { InitializeComponent(); RegisterEvents(); DisplayApplicationVersion(); } public event EventHandler<ApplicationCommandEventArgs> OnApplicationCommand; public void DisplayView(UserControl view) { _mainPanel.Controls.Clear(); _mainPanel.Controls.Add(view); view.Dock = DockStyle.Fill; } public DialogResult DisplayDialog(Form dialog) { dialog.ShowDialog(this); return dialog.DialogResult; } public void DisplayError(Exception ex) { MessageBox.Show(this, ex.Message, @"Error", MessageBoxButtons.OK, MessageBoxIcon.Error); } public void SetWelcomeState() { SetInitialState(); DisplayView(_welcomeView); } public void SetInitialState() { _connectToDirectoryMenuItem.Enabled = true; _connectToWebServerMenuItem.Enabled = true; _connectToDatabaseMenuItem.Enabled = true; _disconnectMenuItem.Enabled = false; _showSearchViewButton.Enabled = false; _showReportViewButton.Enabled = false; _showExportButton.Enabled = false; _showSettingsViewButton.Enabled = true; _directoryToolStripStatusLabel.Text = string.Empty; } public void SetLoadingState() { _connectToDirectoryMenuItem.Enabled = false; _connectToWebServerMenuItem.Enabled = false; _connectToDatabaseMenuItem.Enabled = false; _showSearchViewButton.Enabled = false; _showReportViewButton.Enabled = false; _showExportButton.Enabled = false; _directoryToolStripStatusLabel.Text = string.Empty; DisplayView(_loadingView); } public void SetReadyForWorkState() { _connectToDirectoryMenuItem.Enabled = true; _connectToWebServerMenuItem.Enabled = true; _connectToDatabaseMenuItem.Enabled = true; _disconnectMenuItem.Enabled = true; _showSearchViewButton.Enabled = true; _showReportViewButton.Enabled = true; _showExportButton.Enabled = true; _showSettingsViewButton.Enabled = true; } public void DisplaySettings(ISettingsManager settings) { _settingsStripStatusLabel.Text = settings.ShouldGetAllLogs ? "Settings: All logs" : string.Format("Settings: {0} latest logs", settings.GetMaxNumberOfLogs()); } public void DisplayConnectionInformation(ErrorLogSources source, string connection) { _directoryToolStripStatusLabel.Text = ConnectionInformationHelper.GetInformation(source, connection); } private void DisplayApplicationVersion() { _versionStripStatusLabel.Text = string.Format("Build: {0} ({1})", Application.ProductVersion, GetType().Assembly.GetTypeOfBuild()); } private void RegisterEvents() { _connectToDirectoryMenuItem.Click += (sender, args) => RaiseApplicationCommand(ApplicationCommands.ConnectToDirectory); _connectToWebServerMenuItem.Click += (sender, args) => RaiseApplicationCommand(ApplicationCommands.ConnectToWebServer); _connectToSqlServerMenuItem.Click += (sender, args) => RaiseApplicationCommand(ApplicationCommands.ConnectToSqlServerDatabase); _connectToSqlServerCompactMenuItem.Click += (sender, args) => RaiseApplicationCommand(ApplicationCommands.ConnectToSqlServerCompactDatabase); _disconnectMenuItem.Click += (sender, args) => RaiseApplicationCommand(ApplicationCommands.Disconnect); _exitMenuItem.Click += (sender, args) => RaiseApplicationCommand(ApplicationCommands.Exit); _showSearchViewButton.Click += (sender, args) => RaiseApplicationCommand(ApplicationCommands.DisplaySearchView); _showReportViewButton.Click += (sender, args) => RaiseApplicationCommand(ApplicationCommands.DisplayReportsView); _showExportButton.Click += (sender, args) => RaiseApplicationCommand(ApplicationCommands.DislayExportDialog); _showSettingsViewButton.Click += (sender, args) => RaiseApplicationCommand(ApplicationCommands.DisplaySettingsDialog); _showAboutButton.Click += (sender, args) => RaiseApplicationCommand(ApplicationCommands.DisplayAboutDialog); } private void RaiseApplicationCommand(ApplicationCommands command) { if (OnApplicationCommand == null) { return; } OnApplicationCommand(this, new ApplicationCommandEventArgs(command)); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Domain/DownloadDirectoryResolver.cs using System; using System.Linq; namespace ElmahLogAnalyzer.Core.Domain { public static class DownloadDirectoryResolver { // http://www.webdoubt.com/how-to-get-the-components-of-a-url-in-aspnet/ public static string Resolve(Uri url) { var directories = url.Segments .Where(IsDirectory) .Aggregate(string.Empty, (current, dir) => current + ("_" + dir.Replace("/", string.Empty))); return string.Format("{0}{1}_{2}", url.Host, directories, url.Port); } private static bool IsDirectory(string value) { return (value != "/") && (value != "elmah.axd"); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Constants/DefaultValues.cs namespace ElmahLogAnalyzer.Core.Constants { public class DefaultValues { public const string ErrorLogSource = "[Unknown-Source]"; } } <file_sep>/src/ElmahLogAnalyzer.Core/Domain/IErrorLogFileParser.cs namespace ElmahLogAnalyzer.Core.Domain { public interface IErrorLogFileParser { ErrorLog Parse(string content); } } <file_sep>/src/ElmahLogAnalyzer.Core/Domain/ReportQuery.cs using ElmahLogAnalyzer.Core.Common; namespace ElmahLogAnalyzer.Core.Domain { using System; public class ReportQuery { public ReportQuery(string application, ReportTypes reportType, DateInterval interval, int numberOfResults) { Application = application; ReportType = reportType; Interval = interval; NumberOfResults = numberOfResults; } public string Application { get; private set; } public ReportTypes ReportType { get; private set; } public DateInterval Interval { get; private set; } public int NumberOfResults { get; set; } public override string ToString() { return ToString(null); } public string ToString(IFormatProvider provider) { return string.Format(provider, "{0} from {1:d} to {2:d}", ReportType.GetDescription(), Interval.StartDate, Interval.EndDate); } } } <file_sep>/src/ElmahLogAnalyzer.TestHelpers/DomainObjectBuilder.cs using System; using ElmahLogAnalyzer.Core.Constants; using ElmahLogAnalyzer.Core.Domain; namespace ElmahLogAnalyzer.TestHelpers { public static class DomainObjectBuilder { public static ErrorLog CreateFakeErrorLog() { var errorLog = new ErrorLog(); errorLog.Time = new DateTime(2011, 6, 4, 11, 6, 0); errorLog.Type = "System.InvalidOperationException"; errorLog.Source = "System.Web.Mvc"; errorLog.SetStatusCodeInformation(new HttpStatusCodeInformation("500", "Internal error")); errorLog.AddServerVariable(HttpServerVariables.Url, "/some/url"); errorLog.Message = "The IControllerFactory 'Sodra.PP.Web.Helpers.UnityMapControllerFactory' did not return a controller for the name 'seh'."; errorLog.Details = @"System.InvalidOperationException: The IControllerFactory 'Sodra.PP.Web.Helpers.UnityMapControllerFactory' did not return a controller for the name 'seh'. at System.Web.Mvc.MvcHandler.ProcessRequestInit(HttpContextBase httpContext, IController& controller, IControllerFactory& factory) at System.Web.Mvc.MvcHandler.BeginProcessRequest(HttpContextBase httpContext, AsyncCallback callback, Object state) at System.Web.HttpApplication.CallHandlerExecutionStep.System.Web.HttpApplication.IExecutionStep.Execute() at System.Web.HttpApplication.ExecuteStep(IExecutionStep step, Boolean& completedSynchronously)"; return errorLog; } } } <file_sep>/src/ElmahLogAnalyzer.Core/Common/ConnectionInformationHelper.cs using System; using ElmahLogAnalyzer.Core.Domain; namespace ElmahLogAnalyzer.Core.Common { public static class ConnectionInformationHelper { public static string GetInformation(ErrorLogSources source, string connection) { switch (source) { case ErrorLogSources.Files: return string.Format("Connected to directory: {0}", connection); case ErrorLogSources.SqlServer: return string.Format("Connected to {0}: {1}", source.GetDescription(), SqlServerConnectionInformation(connection)); case ErrorLogSources.SqlServerCompact: return string.Format("Connected to {0}: {1}", source.GetDescription(), SplitConnectionString(connection)[0]); } throw new NotImplementedException(); } private static string SqlServerConnectionInformation(string connection) { var items = SplitConnectionString(connection); return string.Format("{0} {1}", items[0], items[1]); } private static string[] SplitConnectionString(string connection) { return connection.Split(';'); } } } <file_sep>/src/ElmahLogAnalyzer.UI/Forms/ConnectToWebServerForm.cs using System; using System.Collections.Generic; using System.Windows.Forms; using ElmahLogAnalyzer.Core.Presentation; namespace ElmahLogAnalyzer.UI.Forms { public partial class ConnectToWebServerForm : Form, IConnectToWebServerView { public ConnectToWebServerForm() { InitializeComponent(); CancelButton = _cancelButton; AcceptButton = _connectButton; _errorGroupBox.Visible = false; _urlComboBox.SelectedIndexChanged += OnUrlComboBoxOnSelectedIndexChanged; } public event EventHandler<ConnectToServerEventArgs> OnConnectToServer; public event EventHandler<ConnectionSelectedEventArgs> OnConnectionSelected; public string Url { get { return _urlComboBox.SelectedText; } set { _urlComboBox.SelectedText = value; } } public void LoadConnectionUrls(List<string> urls) { _urlComboBox.Items.Clear(); foreach (var url in urls) { _urlComboBox.Items.Add(url); } } public void DisplayConnection(string username, string password, string domain) { _userNameTextBox.Text = username; _passwordTextBox.Text = <PASSWORD>; _domainTextBox.Text = domain; } public void DisplayErrorMessage(string message) { _errorMessageLabel.Text = message; _errorGroupBox.Visible = true; } public void ClearErrorMessage() { _errorMessageLabel.Text = string.Empty; _errorGroupBox.Visible = false; } public void CloseView() { DialogResult = DialogResult.OK; } private void OnUrlComboBoxOnSelectedIndexChanged(object sender, EventArgs e) { if (OnConnectionSelected != null) { OnConnectionSelected(this, new ConnectionSelectedEventArgs(_urlComboBox.Text)); } } private void ConnectButtonClick(object sender, EventArgs e) { if (OnConnectToServer != null) { var args = new ConnectToServerEventArgs( _urlComboBox.Text, _userNameTextBox.Text, _passwordTextBox.Text, _domainTextBox.Text); OnConnectToServer(this, args); } } private void CancelButtonClick(object sender, EventArgs e) { DialogResult = DialogResult.Cancel; Close(); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Presentation/SearchHttpUserAgentInformationEventArgs.cs using System; namespace ElmahLogAnalyzer.Core.Presentation { public class SearchHttpUserAgentInformationEventArgs : EventArgs { public SearchHttpUserAgentInformationEventArgs(string httpUserAgentString, string searchLauncher) { HttpUserAgentString = httpUserAgentString; SearchLauncher = searchLauncher; } public string HttpUserAgentString { get; private set; } public string SearchLauncher { get; private set; } } } <file_sep>/src/ElmahLogAnalyzer.IntegrationTests/Infrastructure/Configuration/WebServerConnectionsHelperTests.cs using ElmahLogAnalyzer.Core.Infrastructure.Configuration; using NUnit.Framework; namespace ElmahLogAnalyzer.IntegrationTests.Infrastructure.Configuration { [TestFixture] public class WebServerConnectionsHelperTests { [Test] public void GetSettings_ReadsConfiguration() { // arrange var helper = new WebServerConnectionsHelper(); // act var result = helper.GetConnections(); // assert Assert.That(result.Count, Is.EqualTo(2)); } [Test] public void GetSettings_SettingsHaveCorrectValues() { // arrange var helper = new WebServerConnectionsHelper(); // act var result = helper.GetConnections(); // assert var setting = result[0]; Assert.That(setting.Url, Is.EqualTo("http://localhost:1234/elmah.axd")); Assert.That(setting.Username, Is.EqualTo(string.Empty)); Assert.That(setting.Password, Is.EqualTo(string.Empty)); Assert.That(setting.Domain, Is.EqualTo(string.Empty)); setting = result[1]; Assert.That(setting.Url, Is.EqualTo("http://production/someapp/elmah.axd")); Assert.That(setting.Username, Is.EqualTo("pelle")); Assert.That(setting.Password, Is.EqualTo("<PASSWORD>")); Assert.That(setting.Domain, Is.EqualTo("mydomain")); } [Test] public void GetUrls_ReturnsListOfUrls() { // arrange var helper = new WebServerConnectionsHelper(); // act var result = helper.GetUrls(); // assert Assert.AreEqual(result[0], "http://localhost:1234/elmah.axd"); Assert.AreEqual(result[1], "http://production/someapp/elmah.axd"); } [Test] public void FindConfiguration_UrlFound_ReturnsConfiguration() { // arrange var helper = new WebServerConnectionsHelper(); // act var result = helper.FindConnection("http://production/someapp/elmah.axd"); // assert Assert.That(result, Is.Not.Null); Assert.That(result.Username, Is.EqualTo("pelle")); Assert.That(result.Password, Is.EqualTo("<PASSWORD>")); Assert.That(result.Domain, Is.EqualTo("mydomain")); } [Test] public void FindConfiguration_UrlNotFound_ReturnsNull() { // arrange var helper = new WebServerConnectionsHelper(); // act var result = helper.FindConnection(string.Empty); // assert Assert.That(result, Is.Null); } } } <file_sep>/src/ElmahLogAnalyzer.UnitTests/Common/StringExtensionsTests.cs using ElmahLogAnalyzer.Core.Common; using NUnit.Framework; namespace ElmahLogAnalyzer.UnitTests.Common { [TestFixture] public class StringExtensionsTests : UnitTestBase { [Test] public void HasValue_IsNull_IsFalse() { // arrange string value = null; // assert Assert.That(value.HasValue(), Is.False); } [Test] public void HasValue_IsEmpty_IsFalse() { // arrange var value = string.Empty; // assert Assert.That(value.HasValue(), Is.False); } [Test] public void HasValue_IsOnlyWhiteSpace_IsFalse() { // arrange const string value = " "; // assert Assert.That(value.HasValue(), Is.False); } [Test] public void HasValue_HasValue_IsTrue() { // arrange const string value = "hello world"; // assert Assert.That(value.HasValue(), Is.True); } [Test] public void ContainsText_IsNull_IsFalse() { // arrange string value = null; // assert Assert.That(value.ContainsText("text"), Is.False); } [Test] public void ContainsText_IsEmpty_IsFalse() { // arrange var value = string.Empty; // assert Assert.That(value.ContainsText("text"), Is.False); } [Test] public void ContainsText_IsOnlyWhiteSpace_IsFalse() { // arrange const string value = " "; // assert Assert.That(value.ContainsText("text"), Is.False); } [Test] public void ContainsText_DoesNotContainsText_IsFalse() { // arrange const string value = "hello world"; // assert Assert.That(value.ContainsText("text"), Is.False); } [Test] public void ContainsText_ContainsText_IsTrue() { // arrange const string value = "hello world"; // assert Assert.That(value.ContainsText("world"), Is.True); } [Test] public void ContainsText_IsCaseInsensitiveDoesNotContainsText_IsFalse() { // arrange const string value = "hello world"; // assert Assert.That(value.ContainsText("text", true), Is.False); } [Test] public void ContainsText__IsCaseInsensitiveContainsText_IsTrue() { // arrange const string value = "hello WoRLD"; // assert Assert.That(value.ContainsText("WORLD", true), Is.True); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Domain/IErrorLogDownloader.cs namespace ElmahLogAnalyzer.Core.Domain { public interface IErrorLogDownloader { string DownloadDirectory { get; } void Download(); } }<file_sep>/src/ElmahLogAnalyzer.Core/Domain/Export/IErrorLogExporter.cs using System; namespace ElmahLogAnalyzer.Core.Domain.Export { public interface IErrorLogExporter { event EventHandler OnCompleted; event EventHandler<ErrorLogExporterErrorEventArgs> OnError; event EventHandler<ErrorLogExporterProgressEventArgs> OnProgressChanged; void Export(string databaseFilename); void Cancel(); } }<file_sep>/src/ElmahLogAnalyzer.IntegrationTests/Infrastructure/Web/WebRequestHelperTests.cs using System.Net; using ElmahLogAnalyzer.Core.Domain; using ElmahLogAnalyzer.Core.Infrastructure.Web; using NUnit.Framework; namespace ElmahLogAnalyzer.IntegrationTests.Infrastructure.Web { [TestFixture] public class WebRequestHelperTests : IntegrationTestBase { [Test] public void Request_ShouldReturnResponse() { // arrange var helper = new WebRequestHelper(); // act var result = helper.Uri(new NetworkConnection(ExistingUrl)); // assert Assert.That(result.Contains("<title>Google</title>")); } [Test] public void Request_InvalidUrl_Throws() { // arrange var helper = new WebRequestHelper(); // act var result = Assert.Throws<WebException>(() => helper.Uri(new NetworkConnection(NonExistentUrl))); // assert Assert.That(result, Is.Not.Null); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Domain/Export/ErrorLogExporter.cs using System; using System.Data; using System.Data.SqlServerCe; using Dapper; namespace ElmahLogAnalyzer.Core.Domain.Export { public class ErrorLogExporter : IErrorLogExporter { private const string ProgressMessage = "Exporting error log {0} of {1}"; private readonly IErrorLogRepository _repository; private readonly IDatabaseCreator _databaseCreator; private bool _cancel; public ErrorLogExporter(IErrorLogRepository repository, IDatabaseCreator databaseCreator) { _repository = repository; _databaseCreator = databaseCreator; _cancel = false; } public event EventHandler OnCompleted; public event EventHandler<ErrorLogExporterErrorEventArgs> OnError; public event EventHandler<ErrorLogExporterProgressEventArgs> OnProgressChanged; public void Export(string databaseFilename) { try { _databaseCreator.Create(databaseFilename); var connectionString = string.Format("Data Source = {0};", databaseFilename); using (IDbConnection connection = new SqlCeConnection(connectionString)) { connection.Open(); var errorlogs = _repository.GetAll(); var totalNumberOfLogs = errorlogs.Count; var counter = 1; foreach (var errorlog in errorlogs) { if (_cancel) { break; } PersistErrorLog(connection, errorlog); PersistServerVariables(connection, errorlog); PersistFormValues(connection, errorlog); PersistCookieValues(connection, errorlog); PersistQuerystringValues(connection, errorlog); PersistClientInformation(connection, errorlog); PersistServerInformation(connection, errorlog); if (OnProgressChanged != null) { var progressMessage = string.Format(ProgressMessage, counter, totalNumberOfLogs); OnProgressChanged(this, new ErrorLogExporterProgressEventArgs(progressMessage)); } counter++; } } if (OnCompleted != null) { OnCompleted(this, new EventArgs()); } } catch (Exception ex) { if (OnError != null) { OnError(this, new ErrorLogExporterErrorEventArgs(ex)); } else { throw; } } } public void Cancel() { _cancel = true; } private static void PersistErrorLog(IDbConnection connection, ErrorLog errorlog) { const string sql = @"INSERT INTO ErrorLogs (ErrorId, Application, Host, Type, Message, Source, Details, Time, StatusCode, [User], Url) VALUES (@errorId, @application, @host, @type, @message, @source, @details, @time, @statusCode, @user, @url);"; var parameters = new DynamicParameters(); parameters.Add("@errorId", errorlog.ErrorId.ToString()); parameters.Add("@application", errorlog.Application); parameters.Add("@host", errorlog.Host); parameters.Add("@type", errorlog.Type); parameters.Add("@message", errorlog.Message); parameters.Add("@source", errorlog.Source); parameters.Add("@details", errorlog.Details); parameters.Add("@time", errorlog.Time); parameters.Add("@statusCode", errorlog.StatusCode); parameters.Add("@user", errorlog.User); parameters.Add("@url", errorlog.Url); connection.Execute(sql, parameters); } private static void PersistServerVariables(IDbConnection connection, ErrorLog errorlog) { foreach (var variable in errorlog.ServerVariables) { connection.Execute( "INSERT INTO ServerVariables (Name, Value, ErrorLogId) VALUES (@name, @value, @errorLogId)", new { variable.Name, variable.Value, errorLogId = errorlog.ErrorId }); } } private static void PersistFormValues(IDbConnection connection, ErrorLog errorlog) { foreach (var formValue in errorlog.FormValues) { connection.Execute( "INSERT INTO FormValues (Name, Value, ErrorLogId) VALUES (@name, @value, @errorLogId)", new { formValue.Name, formValue.Value, errorLogId = errorlog.ErrorId }); } } private static void PersistCookieValues(IDbConnection connection, ErrorLog errorlog) { foreach (var cookie in errorlog.Cookies) { connection.Execute( "INSERT INTO CookieValues (Name, Value, ErrorLogId) VALUES (@name, @value, @errorLogId)", new { cookie.Name, cookie.Value, errorLogId = errorlog.ErrorId }); } } private static void PersistQuerystringValues(IDbConnection connection, ErrorLog errorlog) { foreach (var qstring in errorlog.QuerystringValues) { connection.Execute( "INSERT INTO QuerystringValues (Name, Value, ErrorLogId) VALUES (@name, @value, @errorLogId)", new { qstring.Name, qstring.Value, errorLogId = errorlog.ErrorId }); } } private static void PersistServerInformation(IDbConnection connection, ErrorLog errorlog) { var serverInfo = errorlog.ServerInformation; connection.Execute( "INSERT INTO ServerInformation (Host, Name, Port, Software, ErrorLogId) VALUES (@host, @name, @port, @software, @errorLogId)", new { serverInfo.Host, serverInfo.Name, serverInfo.Port, serverInfo.Software, errorLogId = errorlog.ErrorId }); } private static void PersistClientInformation(IDbConnection connection, ErrorLog errorlog) { var clientInfo = errorlog.ClientInformation; connection.Execute( "INSERT INTO ClientInformation (Browser, OperatingSystem, Platform, Description, ErrorLogId) VALUES (@browser, @operatingSystem, @platform, @description, @errorLogId)", new { clientInfo.Browser, clientInfo.OperatingSystem, clientInfo.Platform, clientInfo.Description, errorLogId = errorlog.ErrorId }); } } } <file_sep>/src/ElmahLogAnalyzer.Core/Domain/ICsvParser.cs using System; using System.Collections.Generic; namespace ElmahLogAnalyzer.Core.Domain { public interface ICsvParser { IEnumerable<KeyValuePair<Uri, DateTime>> Parse(string content); } }<file_sep>/src/ElmahLogAnalyzer.Core/Domain/HttpStatusCodeInformationLookUp.cs using System.Collections.Generic; using System.Linq; namespace ElmahLogAnalyzer.Core.Domain { /// http://support.microsoft.com/kb/943891/ /// http://msdn.microsoft.com/en-us/library/system.net.httpstatuscode.aspx public static class HttpStatusCodeInformationLookUp { private static readonly List<HttpStatusCodeInformation> Codes = new List<HttpStatusCodeInformation>(); static HttpStatusCodeInformationLookUp() { Initialize(); } public static HttpStatusCodeInformation GetInformation(string code) { var result = Codes.FirstOrDefault(x => x.Code == code); return result ?? new HttpStatusCodeInformation(); } private static void Initialize() { // 1xx - Informational Codes.Add(new HttpStatusCodeInformation("100", "Continue")); Codes.Add(new HttpStatusCodeInformation("101", "Switching Protocols")); // 2xx - Success Codes.Add(new HttpStatusCodeInformation("200", "OK. The client request has succeeded")); Codes.Add(new HttpStatusCodeInformation("201", "Created")); Codes.Add(new HttpStatusCodeInformation("202", "Accepted")); Codes.Add(new HttpStatusCodeInformation("203", "Non-Authoritative Information")); Codes.Add(new HttpStatusCodeInformation("204", "No Content")); Codes.Add(new HttpStatusCodeInformation("205", "Reset Content")); Codes.Add(new HttpStatusCodeInformation("206", "Partial Content")); // 3xx - Redirection Codes.Add(new HttpStatusCodeInformation("301", "Moved Permanently")); Codes.Add(new HttpStatusCodeInformation("302", "Object moved")); Codes.Add(new HttpStatusCodeInformation("304", "Not Modified")); Codes.Add(new HttpStatusCodeInformation("307", "Temporary Redirect")); // 4xx - Client error Codes.Add(new HttpStatusCodeInformation("400", "Bad Request")); Codes.Add(new HttpStatusCodeInformation("400.1", "Invalid Destination Header")); Codes.Add(new HttpStatusCodeInformation("400.2", "Invalid Depth Header")); Codes.Add(new HttpStatusCodeInformation("400.3", "Invalid If Header")); Codes.Add(new HttpStatusCodeInformation("400.4", "Invalid Overwrite Header")); Codes.Add(new HttpStatusCodeInformation("400.5", "Invalid Translate Header")); Codes.Add(new HttpStatusCodeInformation("400.6", "Invalid Request Body")); Codes.Add(new HttpStatusCodeInformation("400.7", "Invalid Content Length")); Codes.Add(new HttpStatusCodeInformation("400.8", "Invalid Timeout")); Codes.Add(new HttpStatusCodeInformation("400.9", "Invalid Lock Token")); Codes.Add(new HttpStatusCodeInformation("401", "Access denied")); Codes.Add(new HttpStatusCodeInformation("401.1", "Logon failed")); Codes.Add(new HttpStatusCodeInformation("401.2", "Logon failed due to server configuration")); Codes.Add(new HttpStatusCodeInformation("401.3", "Unauthorized due to ACL on resource")); Codes.Add(new HttpStatusCodeInformation("401.4", "Authorization failed by filter")); Codes.Add(new HttpStatusCodeInformation("401.5", "Authorization failed by ISAPI/CGI application")); Codes.Add(new HttpStatusCodeInformation("403", "Forbidden")); Codes.Add(new HttpStatusCodeInformation("403.1", "Execute access forbidden")); Codes.Add(new HttpStatusCodeInformation("403.2", "Read access forbidden")); Codes.Add(new HttpStatusCodeInformation("403.3", "Write access forbidden")); Codes.Add(new HttpStatusCodeInformation("403.4", "SSL required")); Codes.Add(new HttpStatusCodeInformation("403.5", "SSL 128 required")); Codes.Add(new HttpStatusCodeInformation("403.6", "IP address rejected")); Codes.Add(new HttpStatusCodeInformation("403.7", "Client certificate required")); Codes.Add(new HttpStatusCodeInformation("403.8", "Site access denied")); Codes.Add(new HttpStatusCodeInformation("403.9", "Forbidden: Too many clients are trying to connect to the Web server")); Codes.Add(new HttpStatusCodeInformation("403.10", "Forbidden: Web server is configured to deny Execute access")); Codes.Add(new HttpStatusCodeInformation("403.11", "Forbidden: Password has been changed")); Codes.Add(new HttpStatusCodeInformation("403.12", "Mapper denied access")); Codes.Add(new HttpStatusCodeInformation("403.13", "Client certificate revoked")); Codes.Add(new HttpStatusCodeInformation("403.14", "Connection listing denied")); Codes.Add(new HttpStatusCodeInformation("403.15", "Forbidden: Client access licenses have exceeded limits on the Web server")); Codes.Add(new HttpStatusCodeInformation("403.16", "Client certificate is untrusted or invalid")); Codes.Add(new HttpStatusCodeInformation("403.17", "Client certificate has expired or is not yet valid")); Codes.Add(new HttpStatusCodeInformation("403.18", "Cannot execute requested URL in the current application pool")); Codes.Add(new HttpStatusCodeInformation("403.19", "Cannot execute CGI applications for the client in this application poo")); Codes.Add(new HttpStatusCodeInformation("403.20", "Forbidden: Passport logon failed")); Codes.Add(new HttpStatusCodeInformation("403.21", "Forbidden: Source access denied")); Codes.Add(new HttpStatusCodeInformation("403.22", "Forbidden: Infinite depth is denied")); Codes.Add(new HttpStatusCodeInformation("404", "Not Found")); Codes.Add(new HttpStatusCodeInformation("404.0", "Not found")); Codes.Add(new HttpStatusCodeInformation("404.1", "Site Not Found")); Codes.Add(new HttpStatusCodeInformation("404.2", "ISAPI or CGI restriction")); Codes.Add(new HttpStatusCodeInformation("404.3", "MIME type restriction")); Codes.Add(new HttpStatusCodeInformation("404.4", "No handler configured")); Codes.Add(new HttpStatusCodeInformation("404.5", "Denied by request filtering configuration")); Codes.Add(new HttpStatusCodeInformation("404.6", "Verb denied")); Codes.Add(new HttpStatusCodeInformation("404.7", "File extension denied")); Codes.Add(new HttpStatusCodeInformation("404.8", "Hidden namespace")); Codes.Add(new HttpStatusCodeInformation("404.9", "File attribute hidden")); Codes.Add(new HttpStatusCodeInformation("404.10", "Request header too long")); Codes.Add(new HttpStatusCodeInformation("404.11", "Request contains double escape sequence")); Codes.Add(new HttpStatusCodeInformation("404.12", "Request contains high-bit characters")); Codes.Add(new HttpStatusCodeInformation("404.13", "Content length too large")); Codes.Add(new HttpStatusCodeInformation("404.14", "Request URL too long")); Codes.Add(new HttpStatusCodeInformation("404.15", "Query string too long")); Codes.Add(new HttpStatusCodeInformation("404.16", "DAV request sent to the static file handler")); Codes.Add(new HttpStatusCodeInformation("404.17", "Dynamic content mapped to the static file handler via a wildcard MIME mapping")); Codes.Add(new HttpStatusCodeInformation("404.18", "Querystring sequence denied")); Codes.Add(new HttpStatusCodeInformation("404.19", "Denied by filtering rule")); Codes.Add(new HttpStatusCodeInformation("405", "Method Not Allowed")); Codes.Add(new HttpStatusCodeInformation("406", "Not Acceptable")); Codes.Add(new HttpStatusCodeInformation("408", "Request Timeout")); Codes.Add(new HttpStatusCodeInformation("412", "Precondition Failed")); // 5xx - Server error Codes.Add(new HttpStatusCodeInformation("500", "Internal Server Error")); Codes.Add(new HttpStatusCodeInformation("500.0", "Module or ISAPI error occurred")); Codes.Add(new HttpStatusCodeInformation("500.11", "Application is shutting down on the Web server")); Codes.Add(new HttpStatusCodeInformation("500.12", "Application is busy restarting on the Web server")); Codes.Add(new HttpStatusCodeInformation("500.13", "Web server is too busy")); Codes.Add(new HttpStatusCodeInformation("500.15", "Direct requests for Global.asax are not allowed")); Codes.Add(new HttpStatusCodeInformation("500.19", "Configuration data is invalid")); Codes.Add(new HttpStatusCodeInformation("500.21", "Module not recognized")); Codes.Add(new HttpStatusCodeInformation("500.22", "An ASP.NET httpModules configuration does not apply in Managed Pipeline mode")); Codes.Add(new HttpStatusCodeInformation("500.23", "An ASP.NET httpHandlers configuration does not apply in Managed Pipeline mode")); Codes.Add(new HttpStatusCodeInformation("500.24", "An ASP.NET impersonation configuration does not apply in Managed Pipeline mode")); Codes.Add(new HttpStatusCodeInformation("500.50", "A rewrite error occurred during RQ_BEGIN_REQUEST notification handling. A configuration or inbound rule execution error occurred. Here is where the distributed rules configuration is read for both inbound and outbound rules")); Codes.Add(new HttpStatusCodeInformation("500.51", "A rewrite error occurred during GL_PRE_BEGIN_REQUEST notification handling. A global configuration or global rule execution error occurred.Here is where the global rules configuration is read")); Codes.Add(new HttpStatusCodeInformation("500.52", "A rewrite error occurred during RQ_SEND_RESPONSE notification handling. An outbound rule execution occurred")); Codes.Add(new HttpStatusCodeInformation("500.53", "A rewrite error occurred during RQ_RELEASE_REQUEST_STATE notification handling. An outbound rule execution error occurred. The rule is configured to be executed before the output user cache gets updated")); Codes.Add(new HttpStatusCodeInformation("500.100", "Internal ASP error")); Codes.Add(new HttpStatusCodeInformation("501", "Header values specify a configuration that is not implemented")); Codes.Add(new HttpStatusCodeInformation("502", "Web server received an invalid response while acting as a gateway or proxy")); Codes.Add(new HttpStatusCodeInformation("502.1", "CGI application timeout")); Codes.Add(new HttpStatusCodeInformation("502.2", "Bad gateway")); Codes.Add(new HttpStatusCodeInformation("503", "Service Unavailable")); Codes.Add(new HttpStatusCodeInformation("503.0", "Application pool unavailable")); Codes.Add(new HttpStatusCodeInformation("503.2", "Concurrent request limit exceeded")); } } }	3172a7b02a7020bae42c0a372e5576ec6e905c4b	[ "Markdown", "C#" ]	217	C#	pellehenriksson/elmah-loganalyzer	baaee192cd0b54f9dfe481c13ee7f62d4ad5b8a0	63773e863f5b3454c2f03d67726914ed60afb2cd
refs/heads/master	<file_sep>using System.IO; using UnityEditor; using UnityEngine; public class AssetImportMoveWindow : EditorWindow { [MenuItem("Window/Asset Import Move Setting")] public static void ShowWindow() { GetWindow<AssetImportMoveWindow>("Asset Import Move"); } //選択が変更されるたび呼び出されます void OnSelectionChange() { if (data != null) { data.ResetAllInfo(); //インスペクター再描画 Repaint(); } } //ヒエラルキーのオブジェクトまたはオブジェクトのグループが変更されたとき void OnHierarchyChange() { if (data != null) { data.ResetAllInfo(); Repaint(); } } //プロジェクトが変更されるたび void OnProjectChange() { if (data != null) { data.ResetAllInfo(); Repaint(); } } class FavoritesTabAssetPostprocessor : AssetPostprocessor { //任意の数のアセットのインポートが完了した後 static void OnPostprocessAllAssets(string[] importedAssets, string[] deletedAssets, string[] movedAssets, string[] movedFromAssetPaths) { if (deletedAssets.Length > 0 \|\| movedAssets.Length > 0) { LoadAll(); } Debug.Log("importedAssets"+importedAssets.Length+ "deletedAssets" + deletedAssets.Length+ "movedAssets" + movedAssets.Length + "movedFromAssetPaths" + movedFromAssetPaths.Length ); if (deletedAssets.LongLength > 0 \|\| movedAssets.LongLength > 0 \|\| movedFromAssetPaths.LongLength > 0) { return; } string path = ""; // インポートされたものリストをチェック foreach (string assetSpath in importedAssets) { var extension = System.IO.Path.GetExtension(assetSpath); if (extension != "") { continue; } if (data == null \|\| data.datas.Count == 0) { return; } if (string.IsNullOrWhiteSpace(path) \|\| path.Length > assetSpath.Length) { path = assetSpath; } } Debug.Log(path); if (string.IsNullOrWhiteSpace(path) == false) { Directory.Move(Path.GetFullPath(path), Path.GetFullPath(data.datas[0].path) + "/" + System.IO.Path.GetFileNameWithoutExtension(path)); } } } public static void LoadAll() { if (data == null) return; data.ResetAllInfo(); EditorUtility.SetDirty(data); } int selected_item_index = -1; int drag_item_index = -1; Vector2 mouse_down_pos; bool drag_from_self; static AssetImportMoveData data; void Init() { if (data == null) { // このスクリプトファイルのディレクトリパスの取得 var mono = MonoScript.FromScriptableObject(this); var filePath = AssetDatabase.GetAssetPath(mono); string directoryPath = System.IO.Path.GetDirectoryName(filePath); string path = directoryPath + "/assetImportMoveSetting.asset"; //dataアセットのロード AssetImportMoveData data = AssetDatabase.LoadAssetAtPath(path, typeof(AssetImportMoveData)) as AssetImportMoveData; if (data == null) { //ScriptableObjectの作成 data = CreateInstance<AssetImportMoveData>(); //アセットの保存 AssetDatabase.CreateAsset(data, path); AssetDatabase.Refresh(); } data.ResetAllInfo(); AssetImportMoveWindow.data = data; } } void OnGUI() { Init(); DrawHead(); Event current = Event.current; bool repaint = false; bool list_modified = false; // Windowの中でドラッグ中 if (current.type == EventType.DragUpdated) { if (drag_from_self) { //ドラッグ表示変更（四角） DragAndDrop.visualMode = DragAndDropVisualMode.Move; } else { if (DragAndDrop.objectReferences.Length == 1) { //ドラッグ表示変更（矢印） DragAndDrop.visualMode = DragAndDropVisualMode.Link; } else { //ドラッグ表示変更（バツ） DragAndDrop.visualMode = DragAndDropVisualMode.None; return; } } } // AssetImportMoveWindowのアイテムをドラッグし始めた時 if (current.type == EventType.MouseDrag && drag_item_index >= 0 && drag_item_index < data.datas.Count) { AssetImportMoveData.Item it = data.datas[drag_item_index]; DragAndDrop.PrepareStartDrag(); DragAndDrop.objectReferences = new Object[1] { it.obj }; DragAndDrop.StartDrag(it.name); drag_from_self = true; drag_item_index = -1; } EditorGUIUtility.SetIconSize(new Vector2(24f, 24f)); // dataが無いとき if (data.datas.Count == 0) { GUILayout.Label("ここにフォルダをドラッグ"); // ドラッグ＆ドロップした if (Event.current.type == EventType.DragPerform) { for (int i = 0; i < DragAndDrop.objectReferences.Length; i++) { var filePath = AssetDatabase.GetAssetPath(DragAndDrop.objectReferences[i]); var extension = System.IO.Path.GetExtension(filePath); if (extension == "") { // ドラッグしたオブジェクト追加 data.AddLast(DragAndDrop.objectReferences[i]); } } repaint = true; drag_from_self = false; } } else { for (int index = 0; index < data.datas.Count; index++) { AssetImportMoveData.Item item = data.datas[index]; if (item.obj == null) continue; //表示 GUILayout.Label(item.gui_content); Rect rt = GUILayoutUtility.GetLastRect(); if (current.type == EventType.MouseDown) { if (rt.Contains(current.mousePosition)) { selected_item_index = index; mouse_down_pos = current.mousePosition; drag_item_index = index; } } else if (current.type == EventType.MouseUp) { drag_item_index = -1; // 中クリック if (current.button == 2 && index == selected_item_index) { if (rt.Contains(current.mousePosition)) { data.RemoveAt(index); repaint = true; break; } } } // ドラッグ＆ドロップした if (Event.current.type == EventType.DragPerform) { for (int i = 0; i < DragAndDrop.objectReferences.Length; i++) { var filePath = AssetDatabase.GetAssetPath(DragAndDrop.objectReferences[i]); var extension = System.IO.Path.GetExtension(filePath); if (extension == "") { data.RemoveAt(index); // ドラッグしたオブジェクト追加 data.AddLast(DragAndDrop.objectReferences[i]); } } list_modified = true; repaint = true; drag_from_self = false; } } } GUILayout.Space(20); if (data.datas.Count != 0) { AssetImportMoveData.Item it = data.datas[0]; string path = it.path; string asset_head = "Assets"; GUIStyle style = new GUIStyle(); style.fontStyle = FontStyle.Bold; style.normal.textColor = Color.white; if (path.StartsWith(asset_head)) path = path.Substring(asset_head.Length, path.Length - asset_head.Length); if (path == "") path = it.name; GUI.Label(detial_rc, path, style); } // 最終更新日 if (list_modified) { selected_item_index = -1; data.ResetAllInfo(); EditorUtility.SetDirty(data); } //塗り直す if (repaint \|\| list_modified) { Repaint(); } } Rect detial_rc; void DrawHead() { GUILayout.Space(10f); GUILayout.Label(""); detial_rc = GUILayoutUtility.GetLastRect(); Rect rt = detial_rc; rt.xMin = rt.xMax - 40f; if (GUI.Button(rt, "help")) { GetWindow<HelpWindow>("Asset Import Move"); } } } class HelpWindow : EditorWindow { void OnGUI() { GUIStyle style = new GUIStyle(); style.richText = true; GUILayout.Label("操作説明:"); GUILayout.Label("<color=yellow>オブジェクトをウィンドウにドラッグ </color>: アイテムを追加", style); GUILayout.Label("<color=yellow>中クリック</color>: アイテムを削除", style); } }<file_sep>using UnityEditor; // UnityEditorを追記してね using UnityEngine; using System.Collections; using System; using System.Collections.Generic; public class AssetImportMove// : AssetPostprocessor //!< AssetPostprocessorを継承するよ！ { string path; string file_name; string file_ext; //full_path must be a file path public AssetImportMove(string full_path) { Paser(full_path); } void Paser(string full_path) { path = GetPath(full_path); string full_name = GetFullFileName(full_path); SeprateFileName(full_name, out file_name, out file_ext); } /// <summary> /// ディレクトリ名を返します /// </summary> /// <param name="full_path"></param> /// <returns></returns> public static string GetPath(string full_path, bool end_with_sperator = true) { full_path = RegularPath(full_path); int find = -1; for (int i = full_path.Length - 1; i >= 0; i--) { if (full_path[i] == '/' \|\| full_path[i] == '\\' \|\| full_path[i] == System.IO.Path.DirectorySeparatorChar) { find = i; break; } } string path = full_path; if (find != -1) path = full_path.Substring(0, find); if (end_with_sperator && !path.EndsWith("" + System.IO.Path.DirectorySeparatorChar)) { path += System.IO.Path.DirectorySeparatorChar; } return path; } static string RegularPath(string full_path) { full_path = full_path.Replace('/', System.IO.Path.DirectorySeparatorChar); full_path = full_path.Replace('\\', System.IO.Path.DirectorySeparatorChar); return full_path; } /// <summary> /// 拡張子を含むファイル名を返す /// </summary> /// <param name="full_path"></param> /// <returns></returns> public static string GetFullFileName(string full_path) { full_path = RegularPath(full_path); int find = -1; for (int i = full_path.Length - 1; i >= 0; i--) { if (full_path[i] == System.IO.Path.DirectorySeparatorChar) { find = i; break; } } if (find == -1) return full_path; return full_path.Substring(find + 1, full_path.Length - find - 1); } /// <summary> /// 拡張子を含むファイル名を返す /// </summary> /// <param name="full_path"></param> /// <returns></returns> public static void SeprateFileName(string full_file_name, out string file_name, out string file_extention) { int find = -1; for (int i = full_file_name.Length - 1; i >= 0; i--) { if (full_file_name[i] == '.') { find = i; break; } } if (find == -1) { file_name = full_file_name; file_extention = ""; } else { file_name = full_file_name.Substring(0, find); file_extention = full_file_name.Substring(find + 1, full_file_name.Length - find - 1); } } } <file_sep>using System.Collections.Generic; using UnityEditor; using UnityEngine; public class AssetImportMoveData : ScriptableObject { public enum ObjectType { GameObject, Prefab, PrefabInstane, Other, } [System.Serializable] public class Item { public Object obj; //[System.NonSerialized] public string name = ""; //[System.NonSerialized] public int instance_id; // [System.NonSerialized] public string path = ""; //[System.NonSerialized] public GUIContent gui_content; //[System.NonSerialized] public ObjectType object_type; public void ResetInfo(Object obj) { this.obj = obj; if (Application.isPlaying && obj == null) return; instance_id = obj.GetInstanceID(); path = AssetDatabase.GetAssetPath(instance_id); name = obj.name; obj = EditorUtility.InstanceIDToObject(instance_id); gui_content = new GUIContent(EditorGUIUtility.ObjectContent(obj, null)); } } public List<Item> datas = new List<Item>(); public void AddLast(Object obj) { if (obj == null) return; int find_index = datas.FindIndex((item) => item.obj == obj); if (find_index >= 0) { Item it = datas[find_index]; datas.RemoveAt(find_index); it.ResetInfo(it.obj); datas.Add(it); return; } Item it2 = new Item(); it2.ResetInfo(obj); datas.Add(it2); } public void RemoveAt(int index) { datas.RemoveAt(index); } /// <summary> /// すべての情報をリセット /// </summary> public void ResetAllInfo() { for (int i = datas.Count - 1; i >= 0; i--) { Item it = datas[i]; if (!Application.isPlaying && it.obj == null) { datas.RemoveAt(i); continue; } it.ResetInfo(it.obj); } } } <file_sep>[![MIT License](http://img.shields.io/badge/license-MIT-blue.svg?style=flat)](LICENSE) [![BCH compliance](https://bettercodehub.com/edge/badge/KatanoShingo/AssetImportMove?branch=master)](https://bettercodehub.com/) AssetImportMove ==== アセットをインポート時に任意の指定したファイル下に移動するアセット ## 📖概要アセットストアで買ったアセットは `ssets/AssetStore/`のような別フォルダに置きたいでも、毎回外部のアセットをインポートするたびに手動で移動させるのめんどくさい。 git管理している場合新しいアセットをgitignoreで除するのも手間なので作りました。 ## 💃Demo ![アニメーション](https://user-images.githubusercontent.com/40855834/78264061-acc0e900-753d-11ea-9abf-783f3e47c5bf.gif) ## 💻要件 Unity2018.4.15f1にて作成 ## 🏃使い方 - unitypackageをインポートします。 - メニューバーから`Window` > `Asset Import Move Setting`をクリック - `Asset Import Move Window`が出てくるので、アセットを移動させたいフォルダを`Project Window`からドラッグ＆ドロップで登録 - 登録した`Asset Import Move Window`のフォルダアイコンをマウス中を押下で登録解除 - `Asset Import Move Window`にフォルダが登録されている間は機能し、登録されていない場合は機能しません - `Asset Import Move Window`のhelpボタン押下で操作方法を確認できます ## 🎁unitypackage [AssetImportMove.unitypackage](https://github.com/KatanoShingo/AssetImportMove/releases) ## 💪貢献 - バグを見つけた場合は、Issuesを開いてください。 - 機能のリクエストがある場合は、問題を開いてください。 - 貢献したい場合は、プルリクエストを送ってください。 ## 🔓ライセンス [MIT](https://github.com/KatanoShingo/AssetImportMove/blob/master/LICENSE) ## 🐦著者 [@shi_k_7](https://twitter.com/shi_k_7)	d06c900d41171e4dfb47884aa699cafb7ba486fd	[ "Markdown", "C#" ]	4	C#	KatanoShingo/AssetImportMove	d931562307a48dbaba5b3e9ae4b89885f42696c2	72b954744b165a3617c2fd5135299d6d6f99d780
refs/heads/master	<file_sep># Uncomment the next line to define a global platform for your project platform :ios, '13.5' target 'ankiTaskApp' do # Comment the next line if you don't want to use dynamic frameworks use_frameworks! # Pods for ankiTaskApp pod 'RealmSwift','5.1.0' pod 'FSCalendar' pod 'SVProgressHUD','2.2.5' end <file_sep>// // AddViewController.swift // ankiTaskApp // // Created by <NAME> on 2020/08/30. // Copyright © 2020 hiroko.nagano. All rights reserved. // import UIKit import RealmSwift import SVProgressHUD class AddViewController: UIViewController { @IBOutlet weak var titleTextField: UITextField! @IBOutlet weak var startPage: UITextField! @IBOutlet weak var lastPage: UITextField! @IBOutlet weak var memoTextView: UITextView! @IBOutlet weak var studyUISwich: UISwitch! let realm = try! Realm() var task: Task! override func viewDidLoad() { super.viewDidLoad() // 背景をタップしたらdismisskkeyboardメソッドを呼ぶように設定する let tapGesture: UITapGestureRecognizer = UITapGestureRecognizer(target: self, action: #selector(dismissKeyboard)) self.view.addGestureRecognizer(tapGesture) titleTextField.text = task.title startPage.text = task.startpage lastPage.text = task.lastpage memoTextView.text = task.memo studyUISwich.isOn = task.swich } override func viewWillDisappear(_ animated: Bool) { super.viewWillDisappear(animated) } @objc func dismissKeyboard(){ view.endEditing(true) } @IBAction func addButton(_ sender: Any) { if let titleText = titleTextField.text { if titleText.isEmpty { SVProgressHUD.showError(withStatus: "タイトルを入力してください。") SVProgressHUD.dismiss(withDelay: 2) return } else { try! realm.write { self.task.title = self.titleTextField.text! self.task.startpage = self.startPage.text! self.task.lastpage = self.lastPage.text! self.task.memo = self.memoTextView.text! if self.studyUISwich.isOn { self.task.swich = true } else { self.task.swich = false } self.realm.add(self.task, update: .modified) } SVProgressHUD.showSuccess(withStatus:"追加しました") SVProgressHUD.dismiss(withDelay: 2) self.navigationController?.popViewController(animated: true) } } } /* // MARK: - Navigation // In a storyboard-based application, you will often want to do a little preparation before navigation override func prepare(for segue: UIStoryboardSegue, sender: Any?) { // Get the new view controller using segue.destination. // Pass the selected object to the new view controller. } / } <file_sep>// // ViewController.swift // ankiTaskApp // // Created by <NAME> on 2020/08/30. // Copyright © 2020 hiroko.nagano. All rights reserved. // import UIKit import FSCalendar class ViewController: UIViewController, FSCalendarDelegate, FSCalendarDataSource, FSCalendarDelegateAppearance { @IBOutlet weak var calendar: FSCalendar! @IBOutlet weak var dateLabel: UILabel! var topeddate = "" var topeddate2 = "" var topeddate3 = "" var topeddate4 = "" var topeddate5 = "" override func viewDidLoad() { super.viewDidLoad() // Do any additional setup after loading the view. calendar.select(Date()) } func calendar(_ calendar: FSCalendar, didSelect date: Date, at monthPosition: FSCalendarMonthPosition) { let tmpDate = Calendar(identifier: .gregorian) let year = tmpDate.component(.year, from: date) let month = tmpDate.component(.month, from: date) let day = tmpDate.component(.day, from: date) topeddate = "\(year)/\(month)/\(day)" let tomorrow = Date(timeInterval: 606024 , since: date) let year2 = tmpDate.component(.year, from: tomorrow) let month2 = tmpDate.component(.month, from: tomorrow) let day2 = tmpDate.component(.day, from: tomorrow) topeddate2 = "\(year2)/\(month2)/\(day2)" let nextweek = Date(timeInterval: 6060247, since: date) let year3 = tmpDate.component(.year, from: nextweek) let month3 = tmpDate.component(.month, from: nextweek) let day3 = tmpDate.component(.day, from: nextweek) topeddate3 = "\(year3)/\(month3)/\(day3)" let nextmonth = Date(timeInterval: 60602474, since: date) let year4 = tmpDate.component(.year, from: nextmonth) let month4 = tmpDate.component(.month, from: nextmonth) let day4 = tmpDate.component(.day, from: nextmonth) topeddate4 = "\(year4)/\(month4)/\(day4)" let threemonth = Date(timeInterval: 606024744, since: date) let year5 = tmpDate.component(.year, from: threemonth) let month5 = tmpDate.component(.month, from: threemonth) let day5 = tmpDate.component(.day, from: threemonth) topeddate5 = "\(year5)/\(month5)/\(day5)" let listViewController:ListViewController = self.storyboard?.instantiateViewController(identifier: "List") as! ListViewController listViewController.receiveddate = topeddate listViewController.receiveddate2 = topeddate2 listViewController.receiveddate3 = topeddate3 listViewController.receiveddate4 = topeddate4 listViewController.receiveddate5 = topeddate5 self.navigationController?.pushViewController(listViewController, animated: true) } // override func prepare(for segue: UIStoryboardSegue, sender: Any?) { // let listViewController:ListViewController = segue.destination as! ListViewController // if segue.identifier == "editSegue" { // } // } } <file_sep>// // ListTableViewCell.swift // ankiTaskApp // // Created by <NAME> on 2020/09/01. // Copyright © 2020 hiroko.nagano. All rights reserved. // import UIKit import RealmSwift import FSCalendar class ListTableViewCell: UITableViewCell { @IBOutlet weak var cellLabel: UILabel! @IBOutlet weak var finishButton: UIButton! var task: Task! var receiveddate : String? let realm = try! Realm() var taskArray = try! Realm().objects(Task.self) override func awakeFromNib() { super.awakeFromNib() // Initialization code } override func setSelected(_ selected: Bool, animated: Bool) { super.setSelected(selected, animated: animated) // Configure the view for the selected state } func setTaskArray(_ task: Task) { let cellText = task.title cellLabel.text = "\(cellText)" if task.finishbutton == false { self.cellLabel.textColor = UIColor.gray self.finishButton.tintColor = UIColor.gray } else { self.cellLabel.textColor = UIColor.black self.finishButton.tintColor = UIColor.systemBlue } } } <file_sep>// // Task.swift // ankiTaskApp // // Created by <NAME> on 2020/08/30. // Copyright © 2020 hiroko.nagano. All rights reserved. // import RealmSwift class Task: Object { //管理用ID.プライマリーキー @objc dynamic var id = 0 //タイトル @objc dynamic var title = "" //開始ページ @objc dynamic var startpage = "" //最後のページ @objc dynamic var lastpage = "" //メモ @objc dynamic var memo = "" //日付 @objc dynamic var date = "" //スイッチオンオフ @objc dynamic var swich: Bool = true //明日 @objc dynamic var date2 = "" //来週 @objc dynamic var date3 = "" //来月 @objc dynamic var date4 = "" //３ヶ月後 @objc dynamic var date5 = "" //終了ボタン @objc dynamic var finishbutton: Bool = true //id をプライマリーキーとして設定 override static func primaryKey() -> String? { return "id" } } <file_sep>// // ListViewController.swift // ankiTaskApp // // Created by <NAME> on 2020/08/30. // Copyright © 2020 hiroko.nagano. All rights reserved. // import UIKit import FSCalendar import RealmSwift import SVProgressHUD class ListViewController: UIViewController, UITableViewDelegate, UITableViewDataSource { @IBOutlet weak var dateLabel: UILabel! @IBOutlet weak var tableView: UITableView! var task: Task! var addButtonItem: UIBarButtonItem! var receiveddate : String? var receiveddate2 : String? var receiveddate3 : String? var receiveddate4 : String? var receiveddate5 : String? let realm = try! Realm() var taskArray = try! Realm().objects(Task.self) override func viewDidLoad() { super.viewDidLoad() self.tableView.delegate = self self.tableView.dataSource = self self.dateLabel.text = receiveddate let nib = UINib(nibName: "ListTableViewCell", bundle: nil) tableView.register(nib, forCellReuseIdentifier: "Cell") let predicate = NSPredicate(format: "date = %@", receiveddate!) taskArray = realm.objects(Task.self).filter(predicate) let addButtonItem = UIBarButtonItem(barButtonSystemItem: .add, target: self, action: #selector(addButtonTopped(_:))) self.navigationItem.rightBarButtonItems = [addButtonItem] } @objc func addButtonTopped(_ sender: UIBarButtonItem) { let addViewController = self.storyboard?.instantiateViewController(identifier: "Add") as! AddViewController let task = Task() let allTasks = realm.objects(Task.self) if allTasks.count != 0 { task.id = allTasks.max(ofProperty: "id")! + 1 } else if allTasks.count == 0 { task.id = 0 } task.date = receiveddate! task.date2 = receiveddate2! task.date3 = receiveddate3! task.date4 = receiveddate4! task.date5 = receiveddate5! task.finishbutton = true addViewController.task = task self.navigationController?.pushViewController(addViewController, animated: true) } //データの数を返すメソッド func tableView(_ tableView: UITableView, numberOfRowsInSection section: Int) -> Int { return taskArray.count } //各セルの内容を返すメソッド func tableView(_ tableView: UITableView, cellForRowAt indexPath: IndexPath) -> UITableViewCell { let cell = tableView.dequeueReusableCell(withIdentifier: "Cell", for: indexPath) as! ListTableViewCell //セルに値を設定する cell.setTaskArray(taskArray[indexPath.row]) //セル内のボタンのアクション cell.finishButton.addTarget(self, action: #selector(tapfinishButton(_:forEvent:)), for: .touchUpInside) return cell } @objc func tapfinishButton(_ sender: UIButton, forEvent event: UIEvent) { let touch = event.allTouches?.first let point = touch!.location(in: self.tableView) let indexPath = tableView.indexPathForRow(at: point) let listDate = taskArray[indexPath!.row] if listDate.finishbutton == false { sender.isEnabled = true } else { if listDate.swich == true { try! realm.write { listDate.swich = false let task2 = Task() let allTasks = realm.objects(Task.self) task2.id = allTasks.max(ofProperty: "id")! + 1 task2.title = "\(listDate.title) \("(復習)")" task2.startpage = "\(listDate.startpage)" task2.lastpage = "\(listDate.lastpage)" task2.memo = "\(listDate.memo)" task2.swich = false task2.date = "\(listDate.date2)" task2.finishbutton = true realm.add(task2, update: .modified) let task3 = Task() task3.id = allTasks.max(ofProperty: "id")! + 2 task3.title = "\(listDate.title) \("(復習)")" task3.startpage = "\(listDate.startpage)" task3.lastpage = "\(listDate.lastpage)" task3.memo = "\(listDate.memo)" task3.swich = false task3.date = "\(listDate.date3)" task3.finishbutton = true realm.add(task3, update: .modified) let task4 = Task() task4.id = allTasks.max(ofProperty: "id")! + 3 task4.title = "\(listDate.title) \("(復習)")" task4.startpage = "\(listDate.startpage)" task4.lastpage = "\(listDate.lastpage)" task4.memo = "\(listDate.memo)" task4.swich = false task4.date = "\(listDate.date4)" task4.finishbutton = true realm.add(task4, update: .modified) let task5 = Task() task5.id = allTasks.max(ofProperty: "id")! + 4 task5.title = "\(listDate.title) \("(復習)")" task5.startpage = "\(listDate.startpage)" task5.lastpage = "\(listDate.lastpage)" task5.memo = "\(listDate.memo)" task5.swich = false task5.date = "\(listDate.date5)" task5.finishbutton = true realm.add(task5, update: .modified) listDate.finishbutton = false SVProgressHUD.showSuccess(withStatus: "復習が追加されました") SVProgressHUD.dismiss(withDelay: 2) } } else { try! realm.write{ listDate.finishbutton = false } } } self.tableView.reloadData() } override func prepare(for segue: UIStoryboardSegue, sender: Any?) { let addViewController:AddViewController = segue.destination as! AddViewController if segue.identifier == "cellSegue" { let indexPath = self.tableView.indexPathForSelectedRow addViewController.task = taskArray[indexPath!.row] } } func tableView(_ tableView: UITableView, didSelectRowAt indexPath: IndexPath) { performSegue(withIdentifier: "cellSegue", sender: nil) } //セルが削除可能である func tableView(_ tableView: UITableView, editingStyleForRowAt indexPath : IndexPath) -> UITableViewCell.EditingStyle { return .delete } //Deleteボタンが押された時に呼ばれるメソッド func tableView(_ tableView: UITableView, commit editingStyle: UITableViewCell.EditingStyle, forRowAt indexPath: IndexPath) { if editingStyle == .delete { try! realm.write { self.realm.delete(self.taskArray[indexPath.row]) tableView.deleteRows(at: [indexPath], with: .fade) } } } override func viewWillAppear(_ animated: Bool) { super.viewWillAppear(animated) tableView.reloadData() } / // MARK: - Navigation // In a storyboard-based application, you will often want to do a little preparation before navigation override func prepare(for segue: UIStoryboardSegue, sender: Any?) { // Get the new view controller using segue.destination. // Pass the selected object to the new view controller. } */ }	83f433304e68877e4bfb17aa9e791310bcefc636	[ "Swift", "Ruby" ]	6	Ruby	hiroko-nagano/AnkiTaskApp	2b580c6dbb619170be5846dbe0b234106db384db	d571aaf138c857c84e8c63ab35dfab9849f82cfc
refs/heads/master	<file_sep>package br.com.abud.projetodispositivosmoveis; import androidx.annotation.NonNull; import androidx.appcompat.app.AppCompatActivity; import android.content.Intent; import android.os.Bundle; import android.os.Handler; import android.text.Editable; import android.text.TextWatcher; import android.util.Log; import android.view.View; import android.widget.Button; import android.widget.EditText; import android.widget.ImageView; import android.widget.Toast; import com.google.android.gms.tasks.OnCompleteListener; import com.google.android.gms.tasks.OnFailureListener; import com.google.android.gms.tasks.OnSuccessListener; import com.google.android.gms.tasks.Task; import com.google.firebase.database.DatabaseReference; import com.google.firebase.database.FirebaseDatabase; import com.google.firebase.database.core.Tag; import com.google.firebase.firestore.CollectionReference; import com.google.firebase.firestore.DocumentReference; import com.google.firebase.firestore.DocumentSnapshot; import com.google.firebase.firestore.EventListener; import com.google.firebase.firestore.FirebaseFirestore; import com.google.firebase.firestore.FirebaseFirestoreException; import com.google.firebase.firestore.Query; import com.google.firebase.firestore.QueryDocumentSnapshot; import com.google.firebase.firestore.QuerySnapshot; import com.google.firebase.firestore.SetOptions; import java.util.Date; import java.util.HashMap; import java.util.Map; import javax.annotation.Nullable; public class MainActivity extends AppCompatActivity { private Button imageButton; private ImageView tagButton; private EditText tagEditText, contentEditText; //FirebaseFirestore db = FirebaseFirestore.getInstance(); //private FirebaseDatabase firebaseDatabase = FirebaseDatabase.getInstance(); //private DatabaseReference rootReference = firebaseDatabase.getReference(); //private DatabaseReference chatReference = rootReference.child("dontPad"); private DocumentReference docRef; private CollectionReference collMensagensReference; private boolean tagSeted = false; private boolean textEdited =false; private Date dataUltimaDigitacao; @Override protected void onCreate(Bundle savedInstanceState) { super.onCreate(savedInstanceState); setContentView(R.layout.activity_main); imageButton = findViewById(R.id.imageButtonId); tagButton = findViewById(R.id.tagButtonId); tagEditText = findViewById(R.id.tagEditTextId); contentEditText = findViewById(R.id.contentEditTextId); imageButton.setOnClickListener(new View.OnClickListener() { @Override public void onClick(View v) { Intent imageScreen = new Intent(getBaseContext(), ImageActivity.class); startActivity(imageScreen); } }); tagButton.setOnClickListener((v) ->{ if(tagEditText.getText().length() == 0){ Toast.makeText(this, "Digite uma tag", Toast.LENGTH_SHORT); return; } if(collMensagensReference == null) collMensagensReference = FirebaseFirestore.getInstance().collection("dontPad"); tagSeted = false; //contentEditText.setEnabled(false); contentEditText.setText(""); tagButton.clearFocus(); docRef =null; docRef = collMensagensReference.document(tagEditText.getText().toString()); docRef.addSnapshotListener(new EventListener<DocumentSnapshot>() { @Override public void onEvent(@Nullable DocumentSnapshot documentSnapshot, @Nullable FirebaseFirestoreException e) { tagSeted = true; if(documentSnapshot.getData() == null) return; String mensagem = documentSnapshot.getData().get("content").toString(); if(!mensagem.equals(contentEditText.getText().toString())) { contentEditText.setEnabled(false); contentEditText.setText(mensagem); contentEditText.setEnabled(true); contentEditText.requestFocus(View.FOCUS_RIGHT); } } }); contentEditText.setEnabled(true); contentEditText.requestFocus(); }); Handler handler = new Handler(); Runnable runnable = new Runnable() { @Override public void run() { if(tagSeted && textEdited && new Date().getTime() - dataUltimaDigitacao.getTime() > 1000) { Map<String, Object> mensagem = new HashMap<>(); mensagem.put("content", contentEditText.getText().toString()); collMensagensReference.document(tagEditText.getText().toString()).set(mensagem, SetOptions.merge()); textEdited = false; } handler.postDelayed(this, 1000); } }; handler.post(runnable); contentEditText.addTextChangedListener(new TextWatcher() { @Override public void beforeTextChanged(CharSequence charSequence, int i, int i1, int i2) { } @Override public void onTextChanged(CharSequence charSequence, int i, int i1, int i2) { } @Override public void afterTextChanged(Editable editable) { if(contentEditText.isEnabled()){ dataUltimaDigitacao = new Date(); textEdited = true; } } }); } /* public void searchTag(View view) { // Create a reference to the dontPad collection CollectionReference tagRef = db.collection("dontPad"); // Create a query against the collection. String tag = tagEditText.getText().toString(); Query query = tagRef.whereEqualTo("tag", tag); // Retrieving Results db.collection("dontPad") .whereEqualTo("tag", tag) .get() .addOnCompleteListener(new OnCompleteListener<QuerySnapshot>() { @Override public void onComplete(@NonNull Task<QuerySnapshot> task) { if (task.isSuccessful()) {; for (QueryDocumentSnapshot doc : task.getResult()) { contentEditText.setText(doc.getData().values().toArray()[1].toString()); //Log.d(TAG, document.getId() + " => " + document.getData()); } } else { //Log.d(TAG, "Error getting documents: ", task.getException()); contentEditText.setText(""); //createTag(tag,""); //Toast.makeText(MainActivity.this,"criar tag",Toast.LENGTH_SHORT).show(); } } }); }/ / private void createTag(String tag, String content){ Map<String, Object> newTag = new HashMap<>(); newTag.put("tag", tag); newTag.put("content", content); db.collection("dontPad").add(newTag).addOnSuccessListener(new OnSuccessListener<DocumentReference>() { @Override public void onSuccess(DocumentReference documentReference) { documentReference.getId();//id do objeto } }).addOnFailureListener(new OnFailureListener() { @Override public void onFailure(@NonNull Exception e) { } }); }*/ }	0a765dddc2b8b5e1221e973166fd7b52c3bd2532	[ "Java" ]	1	Java	Boleto/ProjetoDispositivosMoveisParte2	c1a556f18ac979a4083921ffde030993530e8f5f	9a53d0aabe08a9d6923851bf45dfa56da08ea482
refs/heads/master	<repo_name>Rashika1998/web-react-ui-sidebar-v1<file_sep>/src/components/SubMenu.js import React from 'react' function SubMenu() { return ( <div> </div> ) } export default SubMenu <file_sep>/src/components/Footer.js import React from 'react' function Footer() { return ( <div id='main-div'> <div id='sub-div'> <div id='sub-sub-div'> <div><p>Hello world</p></div> <div><p>Hello world</p></div> <div><p>Hello world</p></div> <div><p>Hello world</p></div> </div> <div id='sub-sub-div'> <div><p>Hello world</p></div> <div><p>Hello world</p></div> <div><p>Hello world</p></div> <div><p>Hello world</p></div> </div> <div id='sub-sub-div'> <div><p>Hello world</p></div> <div><p>Hello world</p></div> <div><p>Hello world</p></div> <div><p>Hello world</p></div> </div> </div> </div> ) } export default Footer	fc5020510dabef950abf5aa397585339df8e0243	[ "JavaScript" ]	2	JavaScript	Rashika1998/web-react-ui-sidebar-v1	0fa691a79fcd751e6245a02bb649eedbf965940c	e1aba1a473d17f1db73f8ae0bb94d0602faeb7d7
refs/heads/master	<repo_name>franklinhamer2727/Procesos-sort-parallelSort-y-Thread<file_sep>/Graficos_Procesos/src/grafico1.py # importing the required module from matplotlib import pyplot as plt fig, ax=plt.subplots() datos = [10,100,1000,10000,100000,1000000,10000000,100000000] tiempo = [1763800,1835000,2023300,7320400,53887200,407753000,453975500,1324204200] datos1 =[10, 100, 1000, 10000, 100000, 10000000, 100000000 ] tiempo1 =[281400, 356400, 554200, 3940600, 40404400, 693872400, 6998505200 ] ax.plot(datos,tiempo) ax.plot(datos1,tiempo1) plt.ylim(10000000,1500000000) plt.title("Graficos de los tiempos de ejecución de short() vs parallelSort()\n") plt.ylabel("Numero de datos") plt.xlabel("Tiempo en nanosegundos") plt.show() <file_sep>/java (1)/ArraySort.java import java.util.; public class ArraySort{ static long tiempoInicio; static long tiempoFinal; public static void main(String [] args){ Boolean random = true; Scanner sc = new Scanner(System.in); System.out.println("Ingrese la cantidad de numeros a ordenar"); int elemQuantity =sc.nextInt(); int[] readArray = new int[elemQuantity]; int[] resultArray = new int[elemQuantity]; for(int i = 0; i < elemQuantity; i++) { if (random) { Random rand = new Random(); readArray[i] = rand.nextInt(elemQuantity) + 1; } else { readArray[i] = elemQuantity - i; } resultArray[i] = 0; } tiempoInicio = System.nanoTime(); Arrays.sort(readArray); tiempoFinal = System.nanoTime(); System.out.println("Tiempo: " + (tiempoFinal-tiempoInicio) + " nanosegundos."); } }<file_sep>/Graficos_Procesos/src/grafico2.py from matplotlib import pyplot as plt fig, ax=plt.subplots() thread2 = [10, 100, 1000, 10000, 100000] tiempo1 = [0.001, 0.002, 0.01, 0.117, 11.61] thread4 = [10, 100, 1000, 10000, 100000] tiempo2 = [0.001, 0.001, 0.015, 0.074, 5.718] thread8 = [10, 100, 1000, 10000, 100000] tiempo3 = [0.001, 0.001, 0.039, 0.058, 3.308] thread16 = [10, 100, 1000, 10000, 100000] tiempo4 = [0.001, 0.002, 0.051, 0.068, 2.693] thread32 = [10, 100, 1000, 10000, 100000] tiempo5 = [0.002, 0.003, 0.034, 0.062, 2.326 ] ax.plot(thread2,tiempo1,label ="thread2", marker ="o", markersize ="8", markeredgewidth ="2",markerfacecolor="green", markeredgecolor="white") ax.plot(thread4,tiempo2,label="thread4",marker="", markersize="10", markeredgewidth="2",markerfacecolor="red", markeredgecolor="white") ax.plot(thread8,tiempo3,label="thread8",marker="D", markersize="5", markeredgewidth="2",markerfacecolor="orange", markeredgecolor="white") ax.plot(thread16,tiempo4,label="thread16",marker="", markersize="8", markeredgewidth="2",markerfacecolor="yellow", markeredgecolor="white") ax.plot(thread32,tiempo5,label="thread32",marker="", markersize="10", markeredgewidth="2",markerfacecolor="blue", markeredgecolor="white") plt.ylim(0,12) plt.xlim(10,100000) plt.title("Graficos de los tiempos de ejecución usando hilos ") plt.ylabel("Tiempo en segundos") plt.xlabel("Numero de Datos") plt.legend() plt.show()	eaebf3ba531bc80f47500a51bd0ed396630ab5af	[ "Java", "Python" ]	3	Python	franklinhamer2727/Procesos-sort-parallelSort-y-Thread	b10dff87b5bd0c3c6ae9c769e2cbc6c6d1acea26	95ba412212afc3e674049817a8e65268133c4461
refs/heads/master	<repo_name>pieper/SlicerTissue<file_sep>/TissueSimulation/festiv/structure.py #!/usr/bin/env python # # festiv # finite element soft tissue interactive visualization # # <EMAIL> # copyright 2009 All rights reserved # # # structure.py # - representation of a finite element structure # import numpy, warnings import festiv.isomap import festiv.node import festiv.element class structure: """ structure() A mechanical structure modeled as nodes and elements. Currently handles only 20 node isoparametric elements. Parameters ---------- See Also -------- Acknowledgements -------- Examples -------- >>> s = structure() """ # constructor def __init__(self,name=''): self._name = name # nodes that define this structure self._nodes = [] # elements that define this structure self._elements = [] # flag that structure matrices need to be recalculated self._dirty = True # flag that structure fixity at the nodes is dirty and some matrix rearranging is required self._dirty_fixity = False # overall stiffness matrix for this structure self._K = numpy.matrix([]) # decomposed stiffness matrix self._this_K = numpy.matrix([]) # current displacements self._U = numpy.matrix([]) # current loads self._R = numpy.matrix([]) # column swap vector self._IX = numpy.matrix([]) # number of degrees of freedom in the current structure self._N = 0 def establish_variables(self): """Initialize variables for solving the current configuration of the structure""" N = 3 * self._nodes.__len__() self._N = N self._K = numpy.matrix( numpy.zeros([N,N]) ) self._this_K = numpy.matrix( numpy.zeros([N,N]) ) self._U = numpy.matrix( numpy.zeros([N,1]) ) self._R = numpy.matrix( numpy.zeros([N,1]) ) self._IX = numpy.matrix( numpy.zeros([N,1]) ) i = 0 for node in self._nodes: node._node_list_index = i i = i + 1 def add_Km_to_K(self, element): """Copy element stiffness matrix into structure's global stiffness matrix""" nsize = self._nodes.__len__() for ncount in range(20): if not element._nodes[ncount]: continue nli = element._nodes[ncount]._node_list_index for i in range(20): if not element._nodes[i]: continue other_n = element._nodes[i] other_nli = other_n._node_list_index # copy x row self._K[ 0 + nli, 0 + other_nli ] += element._Km[ 0 + ncount, 0 + i ] self._K[ 0 + nli, nsize + other_nli ] += element._Km[ 0 + ncount, 20 + i ] self._K[ 0 + nli, 2nsize + other_nli ] += element._Km[ 0 + ncount, 40 + i ] # copy y row self._K[ nsize + nli, 0 + other_nli ] += element._Km[ 20 + ncount, 0 + i ] self._K[ nsize + nli, nsize + other_nli ] += element._Km[ 20 + ncount, 20 + i ] self._K[ nsize + nli, 2nsize + other_nli ] += element._Km[ 20 + ncount, 40 + i ] # copy z row self._K[ 2nsize + nli, 0 + other_nli ] += element._Km[ 40 + ncount, 0 + i ] self._K[ 2nsize + nli, nsize + other_nli ] += element._Km[ 40 + ncount, 20 + i ] self._K[ 2nsize + nli, 2nsize + other_nli ] += element._Km[ 40 + ncount, 40 + i ] def make_K(self): """create the global stiffness matrix""" self._dirty = True self.establish_variables() for element in self._elements: element.calculate_stiffness() self.add_Km_to_K(element) self._dirty = False def apply_gravity(self, g): """apply a gravity field uniformly over the structure. node equivalent loads are calculated per element.""" for element in self._elements: element.calculate_gravity(g) def apply_bc(self): """Apply the loading and displacement boundary condtions to the current K matrix""" nsize = len(self._nodes) ncount = 0 for node in self._nodes: for dof in range(3): i = nsizedof + ncount if not node._fixed[dof]: # not fixed: apply load to right hand side vector self._R[i] = node._r[dof] else: # is fixed: apply displacement and set corresponding equations to identity self._R[i] = node._u[dof] self._K[i].fill(0) self._K[i,i] = 1 # TODO: apply suture constraints ncount = ncount + 1 def solve(self): """Solve for the displacements and copy them back to the nodes""" self._U = numpy.linalg.solve(self._K, self._R) self._Kinv = numpy.linalg.inv(self._K) # self._U = numpy.linalg.solve(self._K, self._R) self.updateNodes() def updateNodes(self): self._U = self._Kinv self._R nsize = len(self._nodes) ncount = 0 for node in self._nodes: for dof in range(3): if not node._fixed[dof]: i = nsizedof + ncount node._u[dof] = self._U[i] ncount = ncount + 1 def _test(): import festiv.structure if __name__ == '__main__': _test() <file_sep>/CMakeLists.txt cmake_minimum_required(VERSION 2.8.9) project(SlicerTissue) #----------------------------------------------------------------------------- # Extension meta-information set(EXTENSION_HOMEPAGE "http://www.example.com/Slicer/Extensions/SlicerTissue") set(EXTENSION_CATEGORY "Simulation") set(EXTENSION_CONTRIBUTORS "<NAME> (Isomics, Inc.), Anonymous") set(EXTENSION_DESCRIPTION "Modules to perform soft tissue simulation and analysis.") set(EXTENSION_ICONURL "http://www.example.com/Slicer/Extensions/SlicerTissue.png") set(EXTENSION_SCREENSHOTURLS "http://www.example.com/Slicer/Extensions/SlicerTissue/Screenshots/1.png") #----------------------------------------------------------------------------- # Extension dependencies find_package(Slicer REQUIRED) include(${Slicer_USE_FILE}) #----------------------------------------------------------------------------- # Extension modules add_subdirectory(TissueSimulation) ## NEXT_MODULE #----------------------------------------------------------------------------- include(${Slicer_EXTENSION_CPACK}) <file_sep>/TissueSimulation/festiv/__init__.py #!/usr/bin/env python """ festiv finite element soft tissue interactive visualization <EMAIL> copyright 2009 All rights reserved """ from .isomap import <file_sep>/README.txt This is a port to 3D Slicer of code that dates back to my (<NAME>'s) PhD thesis at the MIT Media Lab completed in 1991. More details are available: http://www.isomics.com/caps <NAME>. "CAPS: Computer-Aided Plastic Surgery", Ph.D. thesis, Massachusetts Institute of Technology, 1991. <NAME>., <NAME>., & <NAME>. (1992), "Interactive graphics for plastic surgery: A task-level analysis and implementation". Proceedings of the 1992 Symposium on 3D Graphics, (pp. 127-134). Cambridge, MA; ACM Press. <NAME>., <NAME>., <NAME>., (1995), "A Finite Element Model for Simulating Plastic Surgery", in Plastic and Reconstructive Surgery, Vol. 96, No. 5 (pp. 1100-1105). The code is made available for public review, but use of the code requires permission from <NAME>. <file_sep>/TissueSimulation/festiv/element.py #!/usr/bin/env python # # festiv # finite element soft tissue interactive visualization # # <EMAIL> # copyright 2009 All rights reserved # # # element.py # - representation of a 20 node element in a finite element structure # import numpy, warnings import numpy.linalg import festiv.isomap class element20: """ element20() 20 node isoparametric element Parameters ---------- See Also -------- Acknowledgements -------- Examples -------- >>> e = element() """ # Gauss Quadrature points and weights. # From the 1987 CRC Handbook, page 462 __quadpoints__ = ( ( 0.7745967, 0.5555556), ( 0.0000000, 0.8888889), ( -0.7745967, 0.5555556) ) # list of the elements that make up each of the faces of the element # note: node list wraps around for use in generating ccw list __faces__ = ( ( 0, 11, 3, 10, 2, 9, 1, 8, 0 ), ( 4, 12, 5, 13, 6, 14, 7, 15, 4 ), ( 0, 8, 1, 17, 5, 12, 4, 16, 0 ), ( 1, 9, 2, 18, 6, 13, 5, 17, 1 ), ( 2, 10, 3, 19, 7, 14, 6, 18, 2 ), ( 0, 16, 4, 15, 7, 19, 3, 11, 0 ) ) # constructor def __init__(self, name=''): self._name = name # nodes that define this element self._nodes = [] for i in range(20): self._nodes.append(False) # material properties for this element self._youngs_modulus = 1.e6 self._poissons_ratio = 0.3 # list of faces of this element that are shared with other elements self._shared_faces = numpy.zeros(6) # element stiffness matrix self._Km = numpy.eye(60) # dirty flag is true when this element needs to be recalculated self._Km_dirty = True # temp variables for calculating Bm self._hhat = numpy.matrix( numpy.zeros([3,20]) ) self._jac = numpy.matrix( numpy.zeros([3,3]) ) self._jinv = numpy.matrix( numpy.zeros([3,3]) ) self._gamma = numpy.matrix( numpy.zeros([3,20]) ) def bbox(self, face=-1): """Return the bounding box of the given face or full element in displaced configuration""" bbnodes = self._nodes if face != -1: bbnodes = self.face_nodes(face) min = bbnodes[0].pu() max = bbnodes[0].pu() for node in bbnodes[1:]: pu = node.pu() for i in range(3): if pu[i] < min[i]: min[i] = pu[i] if pu[i] > max[i]: max[i] = pu[i] return min, max def load_xyz_arrays(self, x_array, y_array, z_array): for i in range(20): if not self._nodes[i]: x_array[i] = y_array[i] = z_array[i] = 0. else: x_array[i] = self._nodes[i]._p[0] y_array[i] = self._nodes[i]._p[1] z_array[i] = self._nodes[i]._p[2] def load_disp_xyz_arrays(self, x_array, y_array, z_array): for i in range(20): if not self._nodes[i]: x_array[i] = y_array[i] = z_array[i] = 0. else: x_array[i] = self._nodes[i].pu()[0] y_array[i] = self._nodes[i].pu()[1] z_array[i] = self._nodes[i].pu()[2] def fill_C(self, real_C): """Fill the stress-strain relation tensor based on material properties""" y = self._youngs_modulus p = self._poissons_ratio C11 = ( y * (1-p) ) / ( (1 + p) * (1 - 2p) ) C12 = ( y p ) / ( (1 + p) * (1 - 2p) ) C44 = y / (2 + 2p) real_C[0,0] = C11 real_C[1,1] = C11 real_C[2,2] = C11 real_C[3,3] = C44 real_C[4,4] = C44 real_C[5,5] = C44 real_C[0,1] = C12 real_C[0,2] = C12 real_C[1,2] = C12 real_C[1,0] = C12 real_C[2,0] = C12 real_C[2,1] = C12 def calculate_J(self, x_array, y_array, z_array, r, s, t, jac, jinv): """find jacobian, inverse, and determinant""" iso20 = festiv.isomap.iso20() for i in range(20): if self._nodes[i]: dhdr = iso20.dhdr(r,s,t,i) dhds = iso20.dhds(r,s,t,i) dhdt = iso20.dhdt(r,s,t,i) jac[0,0] += x_array[i]dhdr jac[1,0] += x_array[i]dhds jac[2,0] += x_array[i]dhdt jac[0,1] += y_array[i]dhdr jac[1,1] += y_array[i]dhds jac[2,1] += y_array[i]dhdt jac[0,2] += z_array[i]dhdr jac[1,2] += z_array[i]dhds jac[2,2] += z_array[i]dhdt jinv[:] = numpy.linalg.inv(jac) detj = numpy.linalg.det(jac) return detj def calculate_H_T(self, x_array, y_array, z_array, r, s, t, H_T): """Calculate the H_T element displacement matrix for the current element at the point r,s,t""" iso20 = festiv.isomap.iso20() for i in range(20): H_T[ i,0] = iso20.h(r,s,t,i) H_T[20+i,1] = iso20.h(r,s,t,i) H_T[40+i,2] = iso20.h(r,s,t,i) def calculate_B(self, x_array, y_array, z_array, r, s, t, Bm): """Calculate the B matrix for the current element at the point r,s,t; return determinant of jacobian at r,s,t""" # reset temp variables self._hhat[:] = 0. self._jac[:] = 0. self._jinv[:] = 0. self._gamma[:] = 0. Bm[:] = 0. iso20 = festiv.isomap.iso20() # fill hhat for i in range(20): self._hhat[0,i] = iso20.dhdr(r,s,t,i) self._hhat[1,i] = iso20.dhds(r,s,t,i) self._hhat[2,i] = iso20.dhdt(r,s,t,i) detj = self.calculate_J(x_array, y_array, z_array, r, s, t, self._jac, self._jinv) self._gamma = self._jinv self._hhat # now fill Bm for i in range(20): Bm[0, i] = self._gamma[0,i] Bm[1,20 + i] = self._gamma[1,i] Bm[2,40 + i] = self._gamma[2,i] Bm[3, i] = self._gamma[1,i] Bm[3,20 + i] = self._gamma[0,i] Bm[4,20 + i] = self._gamma[2,i] Bm[4,40 + i] = self._gamma[1,i] Bm[5, i] = self._gamma[2,i] Bm[5,40 + i] = self._gamma[0,i] return detj def calculate_stiffness(self): """Calculate the stiffness matrix for the current element""" if not self._Km_dirty: return self._Km = numpy.matrix( numpy.zeros([60,60]) ) x_array = numpy.matrix( numpy.zeros([20,1]) ) y_array = numpy.matrix( numpy.zeros([20,1]) ) z_array = numpy.matrix( numpy.zeros([20,1]) ) self.load_xyz_arrays( x_array, y_array, z_array ) kmtmp = numpy.matrix( numpy.zeros([60,60]) ) real_B = numpy.matrix( numpy.zeros([6,60]) ) real_C = numpy.matrix( numpy.zeros([6,6]) ) #TODO: set active nodes based on node list self.fill_C(real_C) for r in range(3): for s in range(3): for t in range(3): qp = self.__quadpoints__ detj = self.calculate_B( x_array, y_array, z_array, qp[r][0], qp[s][0], qp[t][0], real_B ) kmtmp = real_B.T * real_C * real_B kmtmp = detj qp[r][1] * qp[s][1] * qp[t][1] self._Km += kmtmp def calculate_gravity(self, g): x_array = numpy.matrix( numpy.zeros([20,1]) ) y_array = numpy.matrix( numpy.zeros([20,1]) ) z_array = numpy.matrix( numpy.zeros([20,1]) ) self.load_xyz_arrays( x_array, y_array, z_array ) H_T = numpy.matrix( numpy.zeros([60,3]) ) Re_g = numpy.matrix( numpy.zeros([60,1]) ) # calculate the nodal equivelent forces for the gravity load # by integrating of the quadrature points for r in range(3): for s in range(3): for t in range(3): self._jac[:] = 0. self._jinv[:] = 0. qp = self.__quadpoints__ detj = self.calculate_J(x_array, y_array, z_array, qp[r][0], qp[s][0], qp[t][0], self._jac, self._jinv) self.calculate_H_T(x_array, y_array, z_array, qp[r][0], qp[s][0], qp[t][0], H_T) Re_g_tmp = H_T * g.T Re_g += detj * qp[r][1] * qp[s][1] * qp[2][1] * Re_g_tmp # should multiply by mass density rho(r,s,t) # copy the node loads back into the nodes for i in range(20): if self._nodes[i]: for dof in range(3): self._nodes[i]._r[dof] = Re_g[20dof + i] def face_nodes(self, face): nodes = [] for nodei in self.__faces__[face][0:8]: # account for wraparound nodes.append(self._nodes[nodei]) return nodes def move_face(self, face, displacement): for node in self.face_nodes(face): self.nodes[nodei]._p += displacement def _test(): import festiv.element if __name__ == '__main__': _test() <file_sep>/TissueSimulation/festiv/node.py #!/usr/bin/env python # # festiv # finite element soft tissue interactive visualization # # <EMAIL> # copyright 2009 All rights reserved # # # node.py # - representation of a node in a finite element structure # import numpy, warnings class node: """ node() 3D Node in a structure Parameters ---------- See Also -------- Acknowledgements -------- Examples -------- >>> n = node() """ # constructor def __init__(self,name=''): self._name = name # initial position of the node self._p = numpy.zeros(3); # current displacement of the node self._u = numpy.zeros(3); # current load on the node self._r = numpy.zeros(3); # fixed state of the 3 dofs for the node self._fixed = numpy.zeros(3); # elements this node is part of self._elements = [] # node that this node is constrained to with a suture constraint self._sutured_to = [] # where this node is located in the current structure's node list self._node_list_index = [] def pu(self): """current position of the node (original position p plus displacement u)""" return self._p + self._u def _test(): import festiv.node n = festiv.node.node() n._p = numpy.array([1, 0, 0]) n._u = numpy.array([0, 1, 0]) assert all(n.pu().__eq__(numpy.array([1,1,0]))) if __name__ == '__main__': _test() <file_sep>/TissueSimulation/TissueSimulation.py import os import unittest import numpy from __main__ import vtk, qt, ctk, slicer from slicer.ScriptedLoadableModule import import festiv # # TissueSimulation # class TissueSimulation(ScriptedLoadableModule): """Uses ScriptedLoadableModule base class, available at: https://github.com/Slicer/Slicer/blob/master/Base/Python/slicer/ScriptedLoadableModule.py """ def __init__(self, parent): ScriptedLoadableModule.__init__(self, parent) self.parent.title = "TissueSimulation" # TODO make this more human readable by adding spaces self.parent.categories = ["Simulation"] self.parent.dependencies = [] self.parent.contributors = ["<NAME> (Isomics, Inc.)"] self.parent.helpText = """ This is an interface to the festiv finite element solver tools. """ self.parent.acknowledgementText = """ This file was originally developed by <NAME>, Kitware Inc. and <NAME>, Isomics, Inc. and was partially funded by NIH grant 3P41RR013218-12S1. """ # replace with organization, grant and thanks. # # TissueSimulationWidget # class TissueSimulationWidget(ScriptedLoadableModuleWidget): """Uses ScriptedLoadableModuleWidget base class, available at: https://github.com/Slicer/Slicer/blob/master/Base/Python/slicer/ScriptedLoadableModule.py """ def setup(self): ScriptedLoadableModuleWidget.setup(self) # Instantiate and connect widgets ... # # Parameters Area # parametersCollapsibleButton = ctk.ctkCollapsibleButton() parametersCollapsibleButton.text = "Parameters" self.layout.addWidget(parametersCollapsibleButton) # Layout within the dummy collapsible button parametersFormLayout = qt.QFormLayout(parametersCollapsibleButton) # reload and run specific tests scenarios = ("OneElement",) for scenario in scenarios: button = qt.QPushButton("Reload and Test %s" % scenario) self.reloadAndTestButton.toolTip = "Reload this module and then run the %s self test." % scenario parametersFormLayout.addWidget(button) #button.connect('clicked()', lambda s=scenario: self.onReloadAndTest(scenario=s)) button.connect('clicked()', self.onReloadAndTest) # # Apply Button # self.applyButton = qt.QPushButton("Apply") self.applyButton.toolTip = "Run the algorithm." self.applyButton.enabled = False parametersFormLayout.addRow(self.applyButton) # connections self.applyButton.connect('clicked(bool)', self.onReloadAndTest) # Add vertical spacer self.layout.addStretch(1) def cleanup(self): pass def onApplyButton(self): logic = TissueSimulationLogic() logic.run(self.inputSelector.currentNode(), self.outputSelector.currentNode(), enableScreenshotsFlag,screenshotScaleFactor) # # TissueSimulationLogic # class TissueSimulationLogic(ScriptedLoadableModuleLogic): """This class should implement all the actual computation done by your module. The interface should be such that other python code can import this class and make use of the functionality without requiring an instance of the Widget. Uses ScriptedLoadableModuleLogic base class, available at: https://github.com/Slicer/Slicer/blob/master/Base/Python/slicer/ScriptedLoadableModule.py """ def __init__(self, structure=None): if not structure: structure = festiv.structure.structure() self.structure = structure self.gridder = festiv.el_grid.gridder(self.structure) self._updatingNodeControlPoints = False self.fiducialList = None self.model = None def createModel(self): self.gridder._steps = (4,)6 self.gridder.surface_grid() # TODO # load directly to slicer node surfacePath = slicer.app.temporaryPath + 'oneElement.vtk' self.gridder.write_grid(surfacePath) loaded,self.model = slicer.util.loadModel(surfacePath, returnNode=True) displayNode = self.model.GetDisplayNode() displayNode.SetBackfaceCulling(0) displayNode.SetEdgeVisibility(1) def updateModel(self): modelPoints = slicer.util.array(self.model.GetID()) if modelPoints is None: # older slicer without direct access to point arrays p = self.model.GetPolyData().GetPoints().GetData() modelPoints = vtk.util.numpy_support.vtk_to_numpy(p) self.gridder.surface_grid() modelPoints[:] = numpy.array(self.gridder._points) self.model.GetPolyData().GetPoints().GetData().Modified() self.model.GetPolyData().GetPoints().Modified() def setControlPointListDisplay(self,fiducialList): displayNode = fiducialList.GetDisplayNode() # TODO: pick appropriate defaults # 135,135,84 displayNode.SetTextScale(2.) displayNode.SetGlyphScale(5.) displayNode.SetGlyphTypeFromString('Sphere3D') displayNode.SetColor((0.6,0.6,0.2)) displayNode.SetSelectedColor((1,1,0)) #displayNode.GetAnnotationTextDisplayNode().SetColor((1,1,0)) displayNode.SetVisibility(True) def createNodeControlPoints(self,name='N'): """Add a fiducial for each node in the structure """ markupsLogic = slicer.modules.markups.logic() originalActiveListID = markupsLogic.GetActiveListID() slicer.mrmlScene.StartState(slicer.mrmlScene.BatchProcessState) # make the fiducial list if required self.fiducialList = markupsLogic.AddNewMarkupsNode("vtkMRMLMarkupsFiducialNode", name) self.setControlPointListDisplay(self.fiducialList) # make this active so that the fids will be added to it markupsLogic.SetActiveListID(self.fiducialList) # make a fiducial for each node, indicating fixity # - index in fiducial list is equal to node index in _nodes list for node in self.structure._nodes: pu = node.pu() self.fiducialList.AddControlPoint(pu) fiducialIndex = self.fiducialList.GetNumberOfControlPoints()-1 self.fiducialList.SetNthControlPointLabel(fiducialIndex, name) nodeFixed = node._fixed.max() > 0 self.fiducialList.SetNthControlPointSelected(fiducialIndex, not nodeFixed) self.fiducialList.SetNthControlPointLocked(fiducialIndex, not nodeFixed) # observe list for changes self.fiducialList.AddObserver( self.fiducialList.PointModifiedEvent, lambda caller,event: self.onControlPointMoved(caller)) self.fiducialList.AddObserver( self.fiducialList.PointEndInteractionEvent, lambda caller,event: self.onControlPointEndMoving(caller)) try: originalActiveList = slicer.util.getNode(originalActiveListID) markupsLogic.SetActiveListID(originalActiveList) except slicer.util.MRMLNodeNotFoundException: pass slicer.mrmlScene.EndState(slicer.mrmlScene.BatchProcessState) def onControlPointMoved(self,fiducialList): """Callback when fiducialList's point has been changed.""" if self._updatingNodeControlPoints: return slicer.mrmlScene.StartState(slicer.mrmlScene.BatchProcessState) nodeCount = self.fiducialList.GetNumberOfControlPoints() for nodeIndex in range(nodeCount): node = self.structure._nodes[nodeIndex] point = [0,]3 self.fiducialList.GetNthControlPointPosition(nodeIndex,point) node._u = numpy.array(point) - node._p self.updateFromStructure() slicer.mrmlScene.EndState(slicer.mrmlScene.BatchProcessState) def onControlPointEndMoving(caller,event): pass def updateFromStructure(self): # update structure (TODO: save decomposed matrix in structure.py) self.structure.apply_bc() #self.structure.solve() self.structure.updateNodes() self.updateModel() # refresh node fiducials self._updatingNodeControlPoints = True nodeCount = self.fiducialList.GetNumberOfControlPoints() for nodeIndex in range(nodeCount): node = self.structure._nodes[nodeIndex] pu = node.pu() self.fiducialList.SetNthControlPointPosition(nodeIndex,pu) self._updatingNodeControlPoints = False class TissueSimulationTest(ScriptedLoadableModuleTest): """ This is the test case for your scripted module. Uses ScriptedLoadableModuleTest base class, available at: https://github.com/Slicer/Slicer/blob/master/Base/Python/slicer/ScriptedLoadableModule.py """ def setUp(self): """ Do whatever is needed to reset the state - typically a scene clear will be enough. """ slicer.mrmlScene.Clear(0) def runTest(self,scenario=None): """Run as few or as many tests as needed here. """ self.setUp() self.test_TissueSimulation1() def test_TissueSimulation1(self): """ Ideally you should have several levels of tests. At the lowest level tests sould exercise the functionality of the logic with different inputs (both valid and invalid). At higher levels your tests should emulate the way the user would interact with your code and confirm that it still works the way you intended. One of the most important features of the tests is that it should alert other developers when their changes will have an impact on the behavior of your module. For example, if a developer removes a feature that you depend on, your test should break so they know that the feature is needed. """ self.delayDisplay("Starting the test",100) # # festiv # finite element soft tissue interactive visualization # # <EMAIL> # copyright 2009 All rights reserved # # # oneelement.py # - simplest example with one element # import festiv import festiv.structure import festiv.element import festiv.node import festiv.meshing import festiv.el_grid import importlib importlib.reload(festiv.structure) importlib.reload(festiv.element) importlib.reload(festiv.node) importlib.reload(festiv.meshing) importlib.reload(festiv.el_grid) # make a structure logic = TissueSimulationLogic() s = logic.structure iso20 = festiv.isomap.iso20() # add an element element = festiv.element.element20() s._elements.append(element) # create the nodes and make the element 40mm on a side for i in range(20): node = festiv.node.node() node._p = numpy.array(iso20.__unit_nodes__[i]) * 20 s._nodes.append( node ) element._nodes[i] = node # set fixed boundary conditions on the lower face for node in element.face_nodes(1): node._fixed.fill(1) if 0: # move all the top nodes up by 5 for node in element.face_nodes(0): node._u.fill(0) node._u[2] = 5 node._fixed.fill(1) # grab and move a node at the top corner by a fixed offset node = s._elements[0]._nodes[0] node._u = numpy.array([10,10,10]) node._fixed.fill(1) # create the stiffness matrix s.make_K() s.apply_bc() s.solve() # # now visualize # logic.createModel() logic.createNodeControlPoints() slicer.tissueLogic = logic self.delayDisplay('Test passed!') <file_sep>/TissueSimulation/festiv/isomap.py #!/usr/bin/env python # # festiv # finite element soft tissue interactive visualization # # <EMAIL> # copyright 2009 All rights reserved # # # isomap.py # - core routines for 20 node isoparametric elements # - based on Bathe-style interpolation # import numpy, warnings class iso20: """ iso20() core routines for manipulating a 20 node element (tri-parabolic) See Bathe 1982 page 201 figure 5.6 Parameters ---------- See Also -------- Acknowledgements -------- Thanks to <NAME> for an earlier version of the interpolation function code in C. Examples -------- >>> i = iso20() >>> i.h(0,0,0,1) -0.25 """ # home positions of nodes in isoparametric space __unit_nodes__ = ( ( 1, 1, 1), (-1, 1, 1), (-1, -1, 1), ( 1, -1, 1), ( 1, 1, -1), (-1, 1, -1), (-1, -1, -1), ( 1, -1, -1), ( 0, 1, 1), (-1, 0, 1), ( 0, -1, 1), ( 1, 0, 1), ( 0, 1, -1), (-1, 0, -1), ( 0, -1, -1), ( 1, 0, -1), ( 1, 1, 0), (-1, 1, 0), (-1, -1, 0), ( 1, -1, 0) ) # constructor def __init__(self): # active nodes are ones that correspond to real nodes of the element # (i.e. you can leave out nodes for compatibility by setting values here to 0) self.__activeNodes__ = numpy.ones(20); # interpolation core functions G and dG def G(self, beta, beta_i): """Implementation of the G interpolation""" if beta_i == 0: return 1. - (beta*2) elif beta_i == 1: return .5 (1 + beta) elif beta_i == -1: return .5 * (1 - beta) else: warnings.warn("G: bad beta_i %g" % beta_i) return 0. def dG(self, beta, beta_i): """Implementation of the dG interpolation""" if beta_i == 0: return -2 * beta elif beta_i == 1: return .5 elif beta_i == -1: return -.5 else: warnings.warn("G: bad beta_i %g" % beta_i) return 0. # interpolation helper functions g at each node i # plus derivatives with respect to r, s, and t def g(self, r, s, t, i): """g function for node i at r,s,t""" if i > 19 or i < 0: warnings.warn("g: bad i %d" % i) return 0. if not self.__activeNodes__[i]: return 0. return (self.G(r, self.__unit_nodes__[i][0]) * self.G(s, self.__unit_nodes__[i][1]) * self.G(t, self.__unit_nodes__[i][2]) ) def dgdr(self, r, s, t, i): """derivative of g with respect to r for node i at r,s,t""" if i > 19 or i < 0: warnings.warn("dgdr: bad i %d" % i) return 0 if not self.__activeNodes__[i]: return 0. return (self.dG(r, self.__unit_nodes__[i][0]) * self. G(s, self.__unit_nodes__[i][1]) * self. G(t, self.__unit_nodes__[i][2]) ) def dgds(self, r, s, t, i): """derivative of g with respect to s for node i at r,s,t""" if i > 19 or i < 0: warnings.warn("dgds: bad i %d" % i) return 0 if not self.__activeNodes__[i]: return 0. return (self. G(r, self.__unit_nodes__[i][0]) * self.dG(s, self.__unit_nodes__[i][1]) * self. G(t, self.__unit_nodes__[i][2]) ) def dgdt(self, r, s, t, i): """derivative of g with respect to t for node i at r,s,t""" if i > 19 or i < 0: warnings.warn("dgdt: bad i %d" % i) return 0 if not self.__activeNodes__[i]: return 0. return (self. G(r, self.__unit_nodes__[i][0]) * self. G(s, self.__unit_nodes__[i][1]) * self.dG(t, self.__unit_nodes__[i][2]) ) # blending function def blend(self, r, s, t, i, g): "blending function at r,s,t for node i of function g" if i > 19 or i < 0: warnings.warn("dgdt: bad i %d" % i) return 0 ans = g(r,s,t,i) if i == 0: ans += -.5 * ( g(r,s,t, 8) + g(r,s,t,11) + g(r,s,t,16) ) elif i == 1: ans += -.5 * ( g(r,s,t, 8) + g(r,s,t, 9) + g(r,s,t,17) ) elif i == 2: ans += -.5 * ( g(r,s,t, 9) + g(r,s,t,10) + g(r,s,t,18) ) elif i == 3: ans += -.5 * ( g(r,s,t,10) + g(r,s,t,11) + g(r,s,t,19) ) elif i == 4: ans += -.5 * ( g(r,s,t,12) + g(r,s,t,15) + g(r,s,t,16) ) elif i == 5: ans += -.5 * ( g(r,s,t,12) + g(r,s,t,13) + g(r,s,t,17) ) elif i == 6: ans += -.5 * ( g(r,s,t,13) + g(r,s,t,14) + g(r,s,t,18) ) elif i == 7: ans += -.5 * ( g(r,s,t,14) + g(r,s,t,15) + g(r,s,t,19) ) return ans def h(self, r,s,t,i): # evaluation of interpolation function i at r,s,t return self.blend(r,s,t,i,self.g) def dhdr(self, r,s,t,i): # evaluation of derivative of interpolation function i at r,s,t with respect to r return self.blend(r,s,t,i,self.dgdr) def dhds(self, r,s,t,i): # evaluation of derivative of interpolation function i at r,s,t with respect to s return self.blend(r,s,t,i,self.dgds) def dhdt(self, r,s,t,i): # evaluation of derivative of interpolation function i at r,s,t with respect to t return self.blend(r,s,t,i,self.dgdt) def _test(): i = iso20() # known values at center of cube for n in range(8): assert i.h(0,0,0, n) == -.25 for n in range(9,20): assert i.h(0,0,0, n) == .25 # interpolation function n is 1 at node n's coordinates # and 0 at all other interpolation functions are 0 for n in range(0,20): r,s,t = i.__unit_nodes__[n] assert i.h(r,s,t, n) == 1. for nn in range(0,20): if nn != n: assert i.h(r,s,t, nn) == 0. if __name__ == '__main__': _test() <file_sep>/TissueSimulation/festiv/meshing.py #!/usr/bin/env python # # festiv # finite element soft tissue interactive visualization # # <EMAIL> # copyright 2009 All rights reserved # # # meshing.py # - utilties for creating meshes for a structure # import numpy, warnings import festiv.structure import festiv.element import festiv.node def glue_faces(structure, from_el, from_face, to_el, to_face): """Put a new element between two existing elements and have it share the face nodes with the specified elements. from_face on from_el becomes new element's face 0. to_face on to_el becomes new element's face 1. intermediate nodes are interpolated """ # add the glue element new_el = festiv.element.element20() structure._elements.append(new_el) faces = new_el.__faces__ # link to the shared nodes - need to go opposite direction for i in range(8): from_node = from_el._nodes[ faces[from_face][8-i] ] # uses wraparound new_el._nodes[ faces[0][i] ] = from_node to_node = to_el._nodes[ faces[to_face][8-i] ] # uses wraparound new_el._nodes[ faces[1][i] ] = to_node # position middle nodes between corresponding face nodes for i in range(4): node = festiv.node.node() new_el._nodes[16+i] = node p0 = new_el._nodes[i]._p p1 = new_el._nodes[i+4]._p node._p = (p0 + p1) / 2. structure._nodes.append( node ) from_el._shared_faces[from_face] = 1 to_el._shared_faces[to_face] = 1 new_el._shared_faces[0] = 1 new_el._shared_faces[1] = 1 <file_sep>/TissueSimulation/festiv/oneelement.py #!/usr/bin/env python # # festiv # finite element soft tissue interactive visualization # # <EMAIL> # copyright 2009 All rights reserved # # # oneelement.py # - simplest example with one element # import festiv import festiv.structure import festiv.element import festiv.node import festiv.meshing import festiv.el_grid reload(festiv.structure) reload(festiv.element) reload(festiv.node) reload(festiv.meshing) reload(festiv.el_grid) # make a structure s = festiv.structure.structure() iso20 = festiv.isomap.iso20() # add an element element = festiv.element.element20() s._elements.append(element) # create the nodes and put them at the default location for i in range(20): node = festiv.node.node() node._p = iso20.__unit_nodes__[i] s._nodes.append( node ) element._nodes[i] = node # set fixed boundary conditions on the lower face for node in element.face_nodes(1): node._fixed.fill(1) if 0: # move all the top nodes up by 5 for node in element.face_nodes(0): node._u.fill(0) node._u[2] = 5 node._fixed.fill(1) # grab and move a node at the top corner by a fixed offset node = s._elements[0]._nodes[0] node._u = numpy.array([1,1,1]) node._fixed.fill(1) # create the stiffness matrix s.make_K() s.apply_bc() s.solve() g = festiv.el_grid.gridder(s) g._steps = (8,8,8,8,8,8) g.surface_grid() g.write_grid('/data/caps/one.vtk') # write cvs files of the node locations f = open('/Users/pieper/tmp/pu.fcsv', 'w') f.write('# columns = label,x,y,z,sel,vis\n') n = 0 for node in s._nodes: pu = node.pu() f.write('pu%d, %g, %g, %g, 1, 1\n' % (n, pu[0], pu[1], pu[2]) ) n = n + 1 f.close() f = open('/Users/pieper/tmp/p.fcsv', 'w') f.write('# columns = label,x,y,z,sel,vis\n') n = 0 for node in s._nodes: p = node._p f.write('p%d, %g, %g, %g, 1, 1\n' % (n, p[0], p[1], p[2]) ) n = n + 1 f.close() <file_sep>/TissueSimulation/festiv/el_grid.py #!/usr/bin/env python # # festiv # finite element soft tissue interactive visualization # # <EMAIL> # copyright 2009 All rights reserved # # # el_grid.py # - utilities to calculate polygonal grids of element faces # import numpy, warnings import festiv.structure class gridder: """ gridder() class to generate grids for a structure Parameters ---------- See Also -------- Acknowledgements -------- Examples -------- >>> g = gridder() """ # for each face: # r_start, r_end, r_dir # s_start, s_end, s_dir # t_start, t_end, t_dir __face_increments__ = ( ( -1.0, 1.0, 1.0, # /* top / -1.0, 1.0, 1.0, 1.0, 1.0, 0.0 ), ( 1.0, -1.0, 1.0, # / bottom / -1.0, 1.0, 1.0, -1.0, -1.0, 0.0 ), ( 1.0, -1.0, 1.0, # / right / 1.0, 1.0, 0.0, -1.0, 1.0, 1.0 ), ( -1.0, -1.0, 0.0, # / back / 1.0, -1.0, 1.0, -1.0, 1.0, 1.0 ), ( -1.0, 1.0, 1.0, # / left / -1.0, -1.0, 0.0, -1.0, 1.0, 1.0 ), ( 1.0, 1.0, 0.0, # / front / -1.0, 1.0, 1.0, -1.0, 1.0, 1.0 )) # constructor def __init__(self, structure, name='surface'): # the structure we are gridding self._structure = structure # name for the outputs self._name = name # an instance of the isomap interpolator self._iso20 = festiv.isomap.iso20() # number of steps per face (typically all the same) self._steps = (2,2,2,2,2,2) # alpha parameter is used when mapping stresses and strains to RGB self._alpha = 10 # containers for the points and polygons self._points = [] self._polygons = [] def interpolate(self,nodes,array,r,s,t): ans = 0. for i in range(20): if not nodes[i]: continue ans = ans + array[i] self._iso20.h(r,s,t,i) return ans.tolist()[0][0] def surface_grid(self, configuration='displaced'): """Fill the points and polygons arrays for the current structure""" self._points = [] self._polygons = [] x_array = numpy.matrix( numpy.zeros([20,1]) ) y_array = numpy.matrix( numpy.zeros([20,1]) ) z_array = numpy.matrix( numpy.zeros([20,1]) ) for el in self._structure._elements: # first create the node point vectors as input for the interpolator if configuration == 'displaced': el.load_disp_xyz_arrays(x_array, y_array, z_array) else: el.load_xyz_arrays(x_array, y_array, z_array) # now iterate on faces and add points and polygons for face in range(6): if el._shared_faces[face]: continue steps = self._steps[face] r_start,r_end,r_dir,s_start,s_end,s_dir,t_start,t_end,t_dir = self.__face_increments__[face] r_inc = r_dir * (r_end - r_start)/steps s_inc = s_dir * (s_end - s_start)/steps t_inc = t_dir * (t_end - t_start)/steps if r_inc == 0.: r_inc = 1. rstep = steps+1 else: rstep = 1 if s_inc == 0.: s_inc = 1. sstep = steps+1 else: sstep = 1 if t_inc == 0.: t_inc = 1. tstep = steps+1 else: tstep = 1 # add the points for this face pis = [] # point indices for added points r = r_start for rcount in range(0,steps+1,rstep): s = s_start for scount in range(0,steps+1,sstep): t = t_start for tcount in range(0,steps+1,tstep): x = self.interpolate(el._nodes,x_array,r,s,t) y = self.interpolate(el._nodes,y_array,r,s,t) z = self.interpolate(el._nodes,z_array,r,s,t) pis.append(len(self._points)) self._points.append([x,y,z]) t = t + t_inc s = s + s_inc r = r + r_inc # add the polygons that form this face for col in range(steps): for row in range(steps): ll = (col * (steps+1)) + row ul = (col * (steps+1)) + row + 1 ur = ((col+1) * (steps+1)) + row + 1 lr = ((col+1) * (steps+1)) + row self._polygons.append([pis[ll],pis[ul],pis[ur],pis[lr]]) def write_grid(self, fileName): f = open(fileName, 'w') f.write('# vtk DataFile Version 3.0\n') f.write('vtk output\n') f.write('ASCII\n') f.write('DATASET POLYDATA\n') f.write('POINTS %d float\n' % len(self._points)) for point in self._points: f.write( '%g %g %g\n' % (point[0], point[1], point[2]) ) nPolys = len(self._polygons) f.write('POLYGONS %d %d\n' % (nPolys, 5*nPolys)) for polygon in self._polygons: f.write( '4 %d %d %d %d\n' % (polygon[0], polygon[1], polygon[2], polygon[3]) ) f.close() def _test(): import festiv.el_grid g = festiv.el_grid.gridder(s) g.surface_grid() g.write_grid('/tmp/grid.vtk') if __name__ == '__main__': _test() <file_sep>/TissueSimulation/festiv/tests.py #!/usr/bin/env python # # festiv # finite element soft tissue interactive visualization # # <EMAIL> # copyright 2009 All rights reserved # import isomap i = isomap.iso20 i.G(1,.1) i.dG(0,.1) i.dG(.3,.1) <file_sep>/TissueSimulation/festiv/sample.py #!/usr/bin/env python # # festiv # finite element soft tissue interactive visualization # # <EMAIL> # copyright 2009 All rights reserved # # # structure.py # - representation of a finite element structure # import festiv import festiv.structure import festiv.element import festiv.el_grid import festiv.node import festiv.meshing reload(festiv.structure) reload(festiv.element) reload(festiv.node) reload(festiv.meshing) # make a structure s = festiv.structure.structure() iso20 = festiv.isomap.iso20() # add an element element = festiv.element.element20() s._elements.append(element) # create the nodes and put them at the default location for i in range(20): node = festiv.node.node() node._p = iso20.__unit_nodes__[i] s._nodes.append( node ) element._nodes[i] = node # set fixed boundary conditions on the lower face for node in element.face_nodes(1): node._fixed.fill(1) # make another element, offset in z element = festiv.element.element20() s._elements.append(element) for i in range(20): node = festiv.node.node() node._p = iso20.__unit_nodes__[i] + numpy.array([0, 0, 4]) s._nodes.append( node ) element._nodes[i] = node # now put an element between the other two that shares its faces festiv.meshing.glue_faces(s, s._elements[1], 1, s._elements[0], 0) experiment = 'gravity' if experiment == 'cornerpull': # grab and move a node at the top corner by a fixed offset node = s._elements[1]._nodes[0] node._u = numpy.array([1,1,1]) node._fixed.fill(1) elif experiment == 'toppull': off = 5 # move all the top nodes up by offset for node in s._elements[1].face_nodes(0): node._u.fill(0) node._u[1] = off node._fixed.fill(1) elif experiment == 'gravity': g = numpy.matrix( [1e4, 0, 0] ) s.apply_gravity(g) # create the stiffness matrix s.make_K() s.apply_bc() s.solve() g = festiv.el_grid.gridder(s) g._steps = (8,8,8,8,8,8) g.surface_grid() g.write_grid('/Users/pieper/data/caps/glue.vtk')	145876ca578dc51af18ad0bd115847899ee8d752	[ "Text", "Python", "CMake" ]	13	Python	pieper/SlicerTissue	431845cda9ea2edfacd3d9da59408edd9b815203	a9116209a0db57049b95b73c2c55ab327363ef46
refs/heads/master	<file_sep>import { NgModule } from '@angular/core'; import { BrowserModule } from '@angular/platform-browser'; import { AppRoutingModule } from './app-routing.module'; import { MatToolbarModule } from '@angular/material/toolbar'; import { MatButtonModule } from '@angular/material/button'; import { MatTableModule } from '@angular/material/table'; import { MatCardModule } from '@angular/material/card'; import { MatSelectModule } from '@angular/material/select'; import { ChartsModule } from 'ng2-charts'; import { MatTabsModule } from '@angular/material/tabs'; import { MatSidenavModule } from '@angular/material/sidenav'; import { MatDividerModule } from '@angular/material/divider'; import { MatInputModule } from '@angular/material/input'; import { ReactiveFormsModule } from '@angular/forms'; import { AppComponent } from './app.component'; import { NavbarComponent } from './navbar/navbar.component'; import { BrowserAnimationsModule } from '@angular/platform-browser/animations'; import { CardsComponent } from './cards/cards.component'; import { TransactionsComponent } from './transactions/transactions.component'; import { MatSortModule } from '@angular/material/sort'; import { ExpensesComponent } from './expenses/expenses.component'; import { DetailsComponent } from './details/details.component'; import { MatGridListModule } from '@angular/material/grid-list'; import { MatMenuModule } from '@angular/material/menu'; import { MatIconModule } from '@angular/material/icon'; import { LayoutModule } from '@angular/cdk/layout'; import { AccountsComponent } from './accounts/accounts.component'; import { DashComponent } from './dash/dash.component'; import { DashcardComponent } from './dashcard/dashcard.component'; import { SalesTrafficChartComponent } from './charts/sales-traffic-chart/sales-traffic-chart.component'; import { OperationComponent } from './operation/operation.component'; import{ SharedService } from './shared.service' import {HttpClientModule} from '@angular/common/http' @NgModule({ declarations: [ AppComponent, NavbarComponent, CardsComponent, TransactionsComponent, ExpensesComponent, DetailsComponent, AccountsComponent, DashComponent, DashcardComponent, SalesTrafficChartComponent, OperationComponent, ], imports: [ BrowserModule, AppRoutingModule, BrowserAnimationsModule, MatToolbarModule, MatButtonModule, MatTableModule, MatCardModule, MatSelectModule, MatSortModule, ChartsModule, MatGridListModule, MatMenuModule, MatIconModule, LayoutModule, MatTabsModule, MatSidenavModule, MatDividerModule, MatInputModule, ReactiveFormsModule, HttpClientModule ], providers: [SharedService], bootstrap: [AppComponent] }) export class AppModule { } <file_sep>import { Injectable } from '@angular/core'; import { HttpClient } from '@angular/common/http'; import { Observable } from 'rxjs'; import { User } from './user.model'; @Injectable({ providedIn: 'root' }) export class SharedService { readonly APIurl = "http://localhost:5000/api"; constructor(private http:HttpClient) { } getTransactions():Observable<any[]>{ return this.http.get<any>(this.APIurl + '/transaction'); } } // } // export class SharedService { // private serviceUrl = "http://localhost:5000/api/transaction"; // constructor(private http:HttpClient) { } // getTransactions(): Observable<User[]>{ // return this.http.get<User[]>(this.serviceUrl); // } // } <file_sep>import { NgModule } from '@angular/core'; import { PreloadAllModules, RouterModule, Routes } from '@angular/router'; import { AccountsComponent } from './accounts/accounts.component'; import { CardsComponent } from './cards/cards.component'; import { CustomPreloadingService } from './custom-preloading.service'; import { DashComponent } from './dash/dash.component'; import { DetailsComponent } from './details/details.component'; import { ExpensesComponent } from './expenses/expenses.component'; import { TransactionsComponent } from './transactions/transactions.component'; const routes: Routes = [ {path: '', component: DashComponent}, {path: 'accounts', component: AccountsComponent}, {path: 'cards', data: {preload: true}, component: CardsComponent}, {path: 'transaction', component: TransactionsComponent}, {path: 'expenses', component: ExpensesComponent}, {path: 'myAccount', component: DetailsComponent}, ]; @NgModule({ imports: [RouterModule.forRoot(routes, {preloadingStrategy: CustomPreloadingService})], exports: [RouterModule] }) export class AppRoutingModule { } <file_sep>import { Component, OnInit } from '@angular/core'; export interface PeriodicElement { name: string; symbol: string; } const ELEMENT_DATA: PeriodicElement[] = [ {name: 'Savings', symbol: '1346 $'}, {name: 'Fixed Deposit', symbol: '5450 $'}, {name: 'TOTAL', symbol: '7450 $'}, ]; @Component({ selector: 'app-cards', templateUrl: './cards.component.html', styleUrls: ['./cards.component.css'] }) export class CardsComponent implements OnInit { constructor() { } ngOnInit(): void { } } <file_sep> <div class="container"> <div class="card"> <img src="assets/img.jpg" alt="John" style="width:100%"> <h1>Test Name</h1> <p class="title">Bank accounts - 2</p> <p>Credit Cards active - 2</p> </div> <br> <app-cards></app-cards> <br> <div class="info" style="margin-left: 10px;"> <h3><b>Opened Date:</b> 12/02/2020</h3> <h3><b>Full Name:</b> User</h3> <h3><b>Last Transaction Date:</b> 14/12/2021</h3> <h3><b>Branch Name & Code:</b> addedw #23</h3> </div> <div class="info" style="margin-left: 10px;"> <h3><b>Opened Date:</b> dd/mm/yyyy</h3> <h3><b>Full Name:</b> User</h3> <h3><b>Last Transaction Date:</b> 21/04/2019</h3> <h3><b>Branch Name & Code:</b> addedw #23</h3> </div> </div> <file_sep>import { Component, OnInit } from '@angular/core'; import {MatTableDataSource} from '@angular/material/table'; import {SharedService} from 'src/app/shared.service'; import {Observable} from 'rxjs'; import {DataSource} from '@angular/cdk/collections'; import {User} from '../user.model'; @Component({ selector: 'app-transactions', templateUrl: './transactions.component.html', styleUrls: ['./transactions.component.css'] }) export class TransactionsComponent implements OnInit { // constructor(private service:SharedService){} // dataSource = new UserDataSource(this.service); displayedColumns = ["TransactionId", "AccountName", "Amount", "card"]; // ngOnInit(){ // } constructor(private service:SharedService){} dataSource: any = []; ngOnInit(): void { this.refreshTransactionList(); } refreshTransactionList(){ this.service.getTransactions().subscribe(data=>{ this.dataSource=data; }) } } // export class UserDataSource extends DataSource<any>{ // constructor(private sharedService: SharedService){ // super(); // } // connect(): Observable<User[]>{ // return this.sharedService.getTransactions(); // } // disconnect(){} // }<file_sep>export interface User{ TransactionId: number; AccountName: string; Amount: number; card: string; }<file_sep>import { Component, OnInit } from '@angular/core'; export interface Transaction { Account: string; Balance: number; } @Component({ selector: 'app-accounts', templateUrl: './accounts.component.html', styleUrls: ['./accounts.component.css'] }) export class AccountsComponent implements OnInit { displayedColumns: string[] = ['item', 'cost']; transactions: Transaction[] = [ {Account: '#32456', Balance: 40203}, {Account: '#14134', Balance: 5343}, ]; getTotalCost() { return this.transactions.map(t => t.Balance).reduce((acc, value) => acc + value, 0); } constructor() { } ngOnInit(): void { } }	c8db9ba2fae464494d3a14aaab7a4c62968d4d09	[ "TypeScript", "HTML" ]	8	TypeScript	rushithaperera/Placement-Week1-Task	81e9e2c668fdd650ddb067059577518f207d9499	b35d92880dba5b51cc8c12b62dff292d0be36e32
refs/heads/master	<file_sep><?php namespace App; use Illuminate\Database\Eloquent\Model; class Film extends Model { // /** * The attributes that are mass assignable. * * @var array / protected $fillable = [ 'name', 'year', 'duration', 'link','genre_id' ]; public function catalogs(){ return $this->belongsToMany('App\Catalog'); } public function genre(){ return $this->belongsTo('App\Genre'); } } <file_sep><?php namespace App\Http\Controllers; use Illuminate\Http\Request; use App\Film; use App\Genre; class FilmsController extends Controller { //Nos muestra la pagina inicial function index (Request $req){ $films = Film::all(); return view('films.index',['films'=> $films]); } //Nos muestra la vista de creacion function create(Request $req){ $genres=Genre::all(); return view('films.create',['genres'=> $genres]); } //Nos muestra los datos ingresados function show(Request $req, Film $film){ return view('films.show',['film'=>$film]); } //Nos ayuda a almacenar la informacion para llevarla a la base de datos function store(Request $req){ $film=$req->input('film') ; Film::create($film); return redirect(route('films.index')); } //Nos ayuda a editar los datos function edit(Request $req,Film $film){ return view('films.edit',['film'=>$film]); } //Nos actuliza la info. function update(Request $req,Film $film){ $film->name=$req->input('film.name'); $film->year=$req->input('film.year'); $film->duration=$req->input('film.duration'); $film->link=$req->input('film.link'); $film->save(); return redirect(route('films.show',['film'=>$film])); } //Nos elimina una fila de datos function delete(Request $req, Film $film){ $film->delete(); return redirect(route('films.index')); } }<file_sep><?php namespace App\Http\Controllers; use Illuminate\Http\Request; use App\Film; use App\Catalog; class CatalogsFilmsController extends Controller { // public function edit(Request $req, Catalog $catalog){ $films=Film::all(); return view ('films.catalogs.edit',['films'=>$films,'catalog'=>$catalog]); } public function update(Request $req, Catalog $catalog){ $ct=$req->input('catalogs'); $catalog->films()->attach($ct); return redirect(route('catalogs.show', ['catalog' => $catalog])); } } <file_sep><?php namespace App\Http\Controllers; use Illuminate\Http\Request; use App\Catalog; class CatalogsController extends Controller { //Nos muestra la pagina inicial function index (Request $req){ $catalogs = Catalog::all(); return view('catalogs.index',['catalogs'=> $catalogs]); } //Nos muestra la vista de creacion function create(Request $req){ return view('catalogs.create'); } //Nos muestra los datos ingresados function show(Request $req, Catalog $catalog){ return view('catalogs.show',['catalog'=>$catalog]); } //Nos ayuda a almacenar la informacion para llevarla a la base de datos function store(Request $req){ $catalog=$req->input('catalog') ; Catalog::create($catalog); return redirect(route('catalogs.index')); } //Nos ayuda a editar los datos function edit(Request $req,Catalog $catalog){ return view('catalogs.edit',['catalog'=>$catalog]); } //Nos actuliza la info. function update(Request $req,Catalog $catalog){ $catalog->name=$req->input('catalog.name'); $catalog->description=$req->input('catalog.description'); $catalog->save(); return redirect(route('catalogs.show',['catalog'=>$catalog])); } //Nos elimina una fila de datos function delete(Request $req, Catalog $catalog){ $catalog->delete(); return redirect(route('catalogs.index')); } } <file_sep><?php / \|-------------------------------------------------------------------------- \| Web Routes \|-------------------------------------------------------------------------- \| \| Here is where you can register web routes for your application. These \| routes are loaded by the RouteServiceProvider within a group which \| contains the "web" middleware group. Now create something great! \| */ Route::get('/','HomeController@index')->name('homepage'); //RUTAS DE AUTENTICACION DE SESION DE USUARIO// Route::get('registro','UsersController@register')->name('users.register'); Route::post('registro','UsersController@store')->name('users.store'); Route::get('perfil','UsersController@profile') ->middleware('auth') ->name('users.profile'); Route::get('cerrar_sesion','UsersController@logout')->name('users.logout'); Route::get('iniciar-sesion','UsersController@login')->name('login'); Route::post('iniciar-sesion','UsersController@authenticate')->name('users.authenticate'); //RUTAS DE FILMS// Route::get ('films','FilmsController@index')->name('films.index');//Vista principal Route::get('films/create','FilmsController@create')->name('films.create');//Crea la informacion para la base de datos Route::get('films/{film}/edit','FilmsController@edit')->name('films.edit'); //Edita los datos de una fila Route::get('films/{film}','FilmsController@show')->name('films.show');//Muestra la info. de la base de datos Route::get('films/{catalog}/catalogs/edit','CatalogsFilmsController@edit')->name('films.catalogs.edit'); Route::put('films/{catalog}/catalogs/update','CatalogsFilmsController@update')->name('films.catalogs.update'); Route::post('films','FilmsController@store')->name('films.store');//Envia los datos para almacenarlos en la base de datos Route::put('films/{film}','FilmsController@update')->name('films.update');//Actualiza la informacion de la base Route::delete('films/{film}','FilmsController@delete')->name('films.delete');//Eliminar la info. de una fila de datos //RUTAS DE CATALOGS// Route::get ('catalogs','CatalogsController@index')->name('catalogs.index'); Route::get ('catalogs/create','CatalogsController@create')->name('catalogs.create'); Route::get('catalogs/{catalog}/edit','CatalogsController@edit')->name('catalogs.edit'); Route::get ('catalogs/{catalog}','CatalogsController@show')->name('catalogs.show'); Route::post('catalogs','CatalogsController@store')->name('catalogs.store'); Route::put('catalogs/{catalog}','CatalogsController@update')->name('catalogs.update'); Route::delete('catalogs/{catalog}','CatalogsController@delete')->name('catalogs.delete'); //RUTAS DE GENRES// Route::get ('genres','GenresController@index')->name('genres.index'); Route::get ('genres/create','GenresController@create')->name('genres.create'); Route::get('genres/{genre}/edit','GenresController@edit')->name('genres.edit'); Route::get ('genres/{genre}','GenresController@show')->name('genres.show'); Route::post('genres','GenresController@store')->name('genres.store'); Route::put('genres/{genre}','GenresController@update')->name('genres.update'); Route::delete('genres/{genre}','GenresController@delete')->name('genres.delete'); Auth::routes(); Route::get('/home', 'HomeController@index')->name('home'); <file_sep><?php namespace App\Http\Controllers; use Illuminate\Http\Request; use App\Genre; class GenresController extends Controller { // function index(Request $req){ $genres= Genre::all(); return view('genres.index',['genres'=>$genres]); } function create(Request $req){ return view('genres.create'); } function show(Request $req,Genre $genre){ return view('genres.show',['genre'=>$genre]); } function store(Request $req){ $genre=$req->input('genre'); Genre::create($genre); return redirect(route('genres.index')); } function edit(Request $req,Genre $genre){ return view('genres.edit',['genre'=>$genre]); } function update(Request $req,Genre $genre){ $genre->name=$req->input('genre.name'); $genre->save(); return redirect(route('genres.show',['genre'=>$genre])); } function delete(Request $req,Genre $genre){ $genre->delete(); return redirect(route('genres.index')); } }	f78327f45a8f5f272e508e8542e89a71b894b724	[ "PHP" ]	6	PHP	Lorraine1015/films	f369f1bc68d95e817b99a6d3f2749aabc37b4c30	d4bc388054d967b89eb8fbea2e46812626c9334a
refs/heads/master	<repo_name>dorayne/Fizzbuzz<file_sep>/playground.py a = raw_input("BDECLA\n") def error_check(test): try: tested = int(test) return tested except: print "Please enter a valid number" exit() error_check(a) print a<file_sep>/fizzbuzz.py #!/usr/bin/env python # initialize default values for variables start_c = 1 end_d = 101 div_a = 3 div_b = 5 def error_check(test): # convert input to integer, exit program if input is not a number try: tested = int(test) return tested except: print "Invalid input, please try again and enter a whole number" exit() def fizzbuzz(): ''' Fizzbuzz logic: Print all num in seq, replace with "fizz" if divisible by div_a, with "buzz" if divisible by div_b and with "fizzbuzz" if divisible by div_a AND div_b ''' global div_a, div_b, seq for num in seq: if num % div_a == 0 and num % div_b == 0: print "fizzbuzz" elif num % div_a == 0: print "fizz" elif num % div_b == 0: print "buzz" else: print num ''' Get user input run error_check if length of input is > 0 variable will not be changed from default if input is <= 0 ''' a = raw_input("Enter fizz divisor \n") if len(a) > 0: div_a = error_check(a) b = raw_input("Enter buzz divisor \n") if len(b) > 0: div_b = error_check(b) c = raw_input("Enter range start \n") if len(c) > 0: start_c = error_check(c) d = raw_input("Enter range end \n") if len(d) > 0: end_d = error_check(d) if start_c > end_d: seq = range(start_c, end_d + 1, -1) elif start_c < end_d: seq = range(start_c, end_d + 1) elif start_c == end_d: print "Cannot create range from 2 equal numbers, please try again" exit() else: print "What did the math break?" print "\n" fizzbuzz()	8179f34ac55bbf8e2e6a6b72ff248021348ef3ff	[ "Python" ]	2	Python	dorayne/Fizzbuzz	f57bb56dc5097f7b0af359b9b25cad478463cc81	d8a9e7c941c32dfa51e70160789cf52ccbd62d98
refs/heads/master	<file_sep>buildscript { repositories { mavenCentral() } dependencies { classpath 'com.google.protobuf:protobuf-gradle-plugin:0.8.5' } } plugins { id 'java' } sourceCompatibility = 1.8 group 'com.netty.gprobuf' version '1.0' repositories { mavenCentral() } dependencies { testCompile group: 'junit', name: 'junit', version: '4.12' compile group: 'com.google.protobuf', name: 'protobuf-java', version: '3.7.0' compile group: 'io.netty', name: 'netty-all', version: '4.1.32.Final' compile group: 'org.apache.thrift', name: 'libthrift', version: '0.9.1' // grpc jars compile 'io.grpc:grpc-netty-shaded:1.19.0' compile 'io.grpc:grpc-protobuf:1.19.0' compile 'io.grpc:grpc-stub:1.19.0' } apply plugin: 'com.google.protobuf' protobuf { protoc { artifact = "com.google.protobuf:protoc:3.6.1" } plugins { grpc { artifact = 'io.grpc:protoc-gen-grpc-java:1.19.0' } } generateProtoTasks.generatedFilesBaseDir = 'src' //default 'build/gen..' generateProtoTasks { all().plugins { grpc { outputSubDir = 'java' //default 'grpc' // or setOutputSubDir 'java' //调用函数,在源码中可以找到 } } } } <file_sep>package com.netty.nio; import java.io.IOException; import java.net.InetSocketAddress; import java.nio.ByteBuffer; import java.nio.channels.SelectionKey; import java.nio.channels.Selector; import java.nio.channels.ServerSocketChannel; import java.nio.channels.SocketChannel; import java.util.Iterator; import java.util.Set; / Java NIO Selector 选择器一个单独的线程可以管理多个channel，从而管理多个网络连接现代的操作系统和CPU在多任务方面表现的越来越好，所以多线程的开销随着时间的推移，变得越来越小了 client nc/telnet 192.168.1.100 5001 echo server / public class NioTest12 { public static void main(String[] args) { int[] ports = new int[5]; ports[0] = 5000; ports[1] = 5001; ports[2] = 5002; ports[3] = 5003; ports[4] = 5004; Selector selector; try { selector = Selector.open(); // System.out.println(SelectorProvider.provider().getClass());sun.nio.ch.EPollSelectorProvider for (int i = 0; i < ports.length; i++) { ServerSocketChannel serverSocketChannel = ServerSocketChannel.open(); serverSocketChannel.configureBlocking(false); InetSocketAddress address = new InetSocketAddress(ports[i]); serverSocketChannel.bind(address); // ServerSocket serverSocket = serverSocketChannel.socket(); // serverSocket.bind(address); serverSocketChannel.register(selector, SelectionKey.OP_ACCEPT); System.out.println("监听端口:" + ports[i]); } while (true) { int numbers = selector.select(); System.out.println("num=" + numbers); Set<SelectionKey> selectionKeys = selector.selectedKeys(); // System.out.println("selectionKeys: " + selectionKeys); Iterator<SelectionKey> iter = selectionKeys.iterator(); while (iter.hasNext()) { SelectionKey selectionKey = iter.next(); if (selectionKey.isAcceptable()) { ServerSocketChannel serverSocketChannel = (ServerSocketChannel) selectionKey.channel(); SocketChannel channel = serverSocketChannel.accept(); channel.configureBlocking(false); channel.register(selector, SelectionKey.OP_READ); System.out.println("获取客户端连接:"); } else if (selectionKey.isReadable()) { SocketChannel channel = (SocketChannel) selectionKey.channel(); int byteRead = 0; ByteBuffer byteBuffer; while (true) { byteBuffer = ByteBuffer.allocate(512); byteBuffer.clear(); int read = channel.read(byteBuffer); System.out.println("读取: " + read + ",来自于:" + channel); if (read == 0) { System.out.println("消息对到头了"); break; } else if (read < 0) { System.out.println("客户端已经关闭"); channel.close(); break; } byteBuffer.flip(); byteBuffer.mark(); System.out.print("客户消息:"); while (byteBuffer.remaining() > 0) { System.out.print((char) byteBuffer.get()); } System.out.println(); byteBuffer.reset(); channel.write(byteBuffer); byteRead += read; } } iter.remove(); } } } catch (IOException e) { e.printStackTrace(); } } } <file_sep> ### 怎样优雅的管理 grpc定义的idl文件生成的中间代码 1. 生成的中间代码在build目录里,需要复制到源码树里，并删除原来的 ./gradlew clean ./gradlew generateProto mv -f ./build/generated/source/proto/main/grpc/com/netty/proto/ src/main/java/com/netty/proto/ mv -f ./build/generated/source/proto/main/java/com/netty/proto/* src/main/java/com/netty/proto/ 2. generateProto 依赖 'com.google.protobuf:protobuf-gradle-plugin:0.8.5'(build.gradle) 能不能修改这个插件的源码，使得生成的文件直接到源码树 ~/.gradle/caches/modules-2/files-2.1/com.google.protobuf/protobuf-gradle-plugin/0.8.5/ 查看源码后可以修改build.gradle中generateProtoTasks,这样就优雅多了 generateProtoTasks.generatedFilesBaseDir = 'src' //default 'build/gen..' generateProtoTasks { all().plugins { grpc { outputSubDir = 'java' //default 'grpc' } } } 或者参考插件官网介绍https://github.com/google/protobuf-gradle-plugin 3. 也有大师建议中间代码不应和源码放在一起 ` sourceSets { main { proto { srcDir 'src/main/proto' } java { // include self written and generated code srcDirs 'src/main/java', 'generated-sources/main/java' } } // remove the test configuration - at least in your example you don't have a special test proto file } protobuf { // Configure the protoc executable protoc { // Download from repositories artifact = 'com.google.protobuf:protoc:3.0.0-alpha-3' } generateProtoTasks.generatedFilesBaseDir = 'generated-sources' generateProtoTasks { // all() returns the collection of all protoc tasks all().each { task -> // Here you can configure the task } // In addition to all(), you may get the task collection by various // criteria: // (Java only) returns tasks for a sourceSet ofSourceSet('main') } } ` 4. 生成的中间代码, 利用git subtree维护 ### 遇到问题首先看官网介绍, 解决不了再看源码. 网上的搜索到的别人的回答由于版本和时间差异,只能作为参考.<file_sep>package com.netty.protobuf.five; import com.google.protobuf.InvalidProtocolBufferException; public class ProtobufTest { public static void main(String[] args) { DataInfo.Student student = DataInfo.Student.newBuilder() .setName("张三") .setAddress("address") .setAge(20) .build(); byte[] studentByte = student.toByteArray(); // DataInfo.Student student1; try { student1 = DataInfo.Student.parseFrom(studentByte); System.out.println(student1); System.out.println(student1.getName()); } catch (InvalidProtocolBufferException e) { e.printStackTrace(); } } } <file_sep>package com.netty.nio; import java.io.BufferedReader; import java.io.IOException; import java.io.InputStreamReader; import java.net.InetSocketAddress; import java.nio.ByteBuffer; import java.nio.channels.SelectionKey; import java.nio.channels.Selector; import java.nio.channels.SocketChannel; import java.time.LocalDateTime; import java.util.Set; import java.util.concurrent.ExecutorService; import java.util.concurrent.Executors; public class NioClient { private volatile boolean isQuit = false; public static void main(String[] args) { SocketChannel socketChannel = null; try { socketChannel = SocketChannel.open(); socketChannel.configureBlocking(false); Selector selector = Selector.open(); socketChannel.register(selector, SelectionKey.OP_CONNECT); socketChannel.connect(new InetSocketAddress("127.0.0.1", 8899)); while (true) { if (!socketChannel.isOpen()) { System.out.println("服务器已经断开,quit"); selector.close(); break; } System.out.println("select"); selector.select(); Set<SelectionKey> selectionKeySet = selector.selectedKeys(); selectionKeySet.forEach(selectionKey -> { try { final SocketChannel client = (SocketChannel) selectionKey.channel(); if (selectionKey.isConnectable()) { System.out.println("connect"); if (client.isConnectionPending()) { client.finishConnect(); ByteBuffer writeBuffer = ByteBuffer.allocate(1024); writeBuffer.put((LocalDateTime.now() + " 连接成功").getBytes()); writeBuffer.flip(); client.write(writeBuffer); ExecutorService executorService = Executors.newSingleThreadExecutor(); executorService.submit(() -> { while (true) { writeBuffer.clear(); BufferedReader br = new BufferedReader(new InputStreamReader(System.in)); String sendMsg = br.readLine(); writeBuffer.put(sendMsg.getBytes()); writeBuffer.flip(); client.write(writeBuffer); } }); client.register(selector, SelectionKey.OP_READ); } } else if (selectionKey.isReadable()) { SocketChannel channel = (SocketChannel) selectionKey.channel(); ByteBuffer readBuffer = ByteBuffer.allocate(1024); int count = channel.read(readBuffer); if (count > 0) { readBuffer.flip(); // Charset charset = Charset.forName("utf-8"); // String recv = String.valueOf(charset.decode(readBuffer)); String recv = new String(readBuffer.array(), 0, count); System.out.println("from server:" + recv); } else if (count < 0) { System.out.println("服务器断开"); channel.close(); } } } catch (IOException e) { e.printStackTrace(); } }); selectionKeySet.clear(); } } catch (IOException e) { e.printStackTrace(); } } } <file_sep>package com.netty.zerocopy; import java.io.DataOutputStream; import java.io.FileInputStream; import java.io.InputStream; import java.net.Socket; / user kernel send -> copy from kernel copy to kernel */ public class OldIOClient { static final String FILE_PATH = "/home/liu/Downloads/node-v10.15.3-linux-x64.tar.xz"; public static void main(String[] args) throws Exception { Socket socket = new Socket("localhost", 8899); InputStream inputStream = new FileInputStream(FILE_PATH); DataOutputStream dataOutputStream = new DataOutputStream(socket.getOutputStream()); byte[] buffer = new byte[4096]; long readCount; long total = 0; long startTime = System.currentTimeMillis(); while ((readCount = inputStream.read(buffer)) >= 0) { total += readCount; dataOutputStream.write(buffer); } System.out.println("发送字节:" + total + "耗时" + (System.currentTimeMillis() - startTime)); //发送字节:12309200耗时14 dataOutputStream.close(); inputStream.close(); socket.close(); } }	f82075f402af02ed68a6dfe7fc32d091d49c2c4d	[ "Markdown", "Java", "Gradle" ]	6	Gradle	ChrisLiu17/nettyStudy	5b47a3e97901489ad662527fcd0de5347a69a45e	9a271ef63387ffac381d5328aba37d60776c45ad
refs/heads/master	<file_sep># Alarmon c++ simple alarm clock Using IrrLicht graphics engine && SDL_Mixer for audio output The clock displays the current time and the time when the alarm will go off on the screen (24-hour format) Time for alarm to go off is set in txt file "ressystem/alarm.txt" (24-hour format) (example: "15:00") When it's time for the alarm to go off (alarm.txt time == local time), the alarm will start to play the alarm ("alarm.wav") slowly at 20% volume. Over time (30-60 seconds) it will get louder and faster until it is at 100% volume and playing at a speed of approximately 200%-300% the rate of its original speed. It will continue indefinitely until [Space] is pressed. Press [Space] to turn alarm off Press [Backspace] to force alarm to play <file_sep>#include "irrlicht.h" #include "windows.h" #include "SDL.h" #include "SDL_mixer.h" #include <iostream> #include <string> #include <fstream> #include "extensiveFunctions.cpp" using namespace std; using namespace irr; using namespace core; using namespace scene; using namespace video; using namespace io; using namespace gui; namespace z{ }; int main(int argc, char* args[]){ //Initialize IrrLicht MyEventReceiver receiver; IrrlichtDevice device = createDevice(EDT_OPENGL, core::dimension2d<u32>(600, 480), 16, false, false, true, &receiver); video::IVideoDriver driver = device->getVideoDriver(); scene::ISceneManager* smgr = device->getSceneManager(); IGUIEnvironment* env = device->getGUIEnvironment(); //Initialize SDL_Mixewr if( Mix_OpenAudio( 22050, MIX_DEFAULT_FORMAT, 2, 4096 ) == -1 ) { cout << "Failed to start mixer" << endl; system("pause"); device->drop(); return -3; } //Set background and window title bar and load font device->setWindowCaption(L"Alarmon!"); device->setEventReceiver(&receiver); IGUIImage bg = env->addImage(driver->getTexture("ressystem/bg.png"), vector2d<s32>(0, 0), true); bg->setScaleImage(true); bg->setMinSize(dimension2du(600, 480)); bg->setMaxSize(dimension2du(600, 480)); IGUIFont font = env->getFont("ressystem/superfont.xml"); //load the 'timebg' (image on top of which text is displayed) and load the alarm sound (alarm.wav) bool titlechange = false; Mix_VolumeMusic(20); IGUIImage timebg = env->addImage(driver->getTexture("ressystem/timebg.png"), vector2d<s32>(0, 0)); timebg->setRelativePosition(position2di((driver->getScreenSize().Width / 2) - (timebg->getImage()->getSize().Width / 2), (driver->getScreenSize().Height / 2) - (timebg->getImage()->getSize().Height / 2))); rect<s32> timepos; {timepos.UpperLeftCorner.X = timebg->getRelativePosition().UpperLeftCorner.X + 130; timepos.UpperLeftCorner.Y = timebg->getRelativePosition().UpperLeftCorner.Y + 103; timepos.LowerRightCorner.X = timepos.UpperLeftCorner.X + 279; timepos.LowerRightCorner.Y = timepos.UpperLeftCorner.Y + 154;} Mix_Chunk alarm1 = Mix_LoadWAV("ressystem/alarm.wav"); if(!alarm1){ cout << "Failed to load alarm sound. Please check format and file presence." << endl; cout << " Shutting down now..." << endl; system("pause"); device->drop(); return -2; } //Create FPS limiter in order to regulate FPS and maintain low cpu-usage (fps set to 30 in xfpslimiter class) //then get local time and set systime to local time xfpslimiter xfps; xfps.timer = device->getTimer(); SYSTEMTIME systime; SYSTEMTIME alarmtime; GetLocalTime(&systime); GetLocalTime(&alarmtime); //close if no alarm.txt //if alarm.txt, load time and set 'alarmtime' (time of alarm) if(!checkForFile("ressystem/alarm.txt")){ cout << "No alarm time file ('alarm.txt')!" << endl; cout << "Shutting down program..." << endl; system("pause"); device->drop(); return -1; } {ifstream ifs; ifs.open("ressystem/alarm.txt"); std::string xstr = ""; getline(ifs, xstr); ifs.close(); std::string str = ""; str = zgetstrto(xstr, 0, ':'); alarmtime.wHour = intconvstr(str); int xlength = str.length(); xlength++; str = zgetreststr(xstr, xlength); alarmtime.wMinute = intconvstr(str); } //alarm only detects hour and minute, not second, so set second of alarm time to 0 alarmtime.wSecond = 0; cout << "Current time: " << timetostr(systime) << "(" << timetoint(systime.wHour, systime.wMinute, systime.wSecond) << ")" << endl; cout << "Alarm time: " << timetostr(alarmtime) << "(" << timetoint(alarmtime.wHour, alarmtime.wMinute, alarmtime.wSecond) << ")" << endl; int alarmtimeint = timetoint(alarmtime.wHour, alarmtime.wMinute, alarmtime.wSecond); int alarmvolume = 20; int alarmloopint = 30; int alarmloopmax = 30; int alarmloopchange = 300; bool alarmtriggered = false; bool alarmplaying = false; bool alarmon = true; if(timetoint(systime.wHour, systime.wMinute, systime.wSecond) > alarmtimeint)alarmtriggered=true; bool btns[4] = {false}; cout << "[Space] = turn alarm off" << endl; cout << "[Backspace] = force alarm to play now" << endl; cout << "[Escape] = exit program" << endl; //start main loop while(device->run()){ xfps.nowTime = xfps.timer->getTime(); GetLocalTime(&systime); if(!alarmtriggered){ if(timetoint(systime.wHour, systime.wMinute, systime.wSecond) > alarmtimeint){ //get value of time in seconds, if greater than alarm time, alarm starts playing alarmplaying = true; alarmvolume = 20; alarm1->volume = alarmvolume; alarmloopint = 30; alarmloopmax = 30; alarmloopchange = 300; Mix_PlayChannel(-1, alarm1, 0); alarmtriggered = true; cout << "Alarm: TRIGGERED" << endl; } }else if(alarmplaying){ if(alarmloopchange == 0){ if(alarmvolume < 100){ alarmvolume += 20; alarm1->volume = alarmvolume; } if(alarmloopmax > 10){ alarmloopmax -= 5; } alarmloopchange = 300; }else{ alarmloopchange--; } if(alarmloopint == 0){ Mix_PlayChannel(-1, alarm1, 0); alarmloopint = alarmloopmax; }else{ alarmloopint--; } } if(systime.wHour == 0 && systime.wMinute == 0){ if(alarmon){ alarmtriggered = false; }else{ alarmtriggered = true; } } if(receiver.IsKeyDown(KEY_SPACE)){ //key down, on key up: turn alarm off if(!btns[0]){ btns[0] = true; } }else if(btns[0]){ btns[0] = false; if(alarmplaying){ alarmplaying = false; cout << "Alarm: OFF" << endl; } } if(receiver.IsKeyDown(KEY_ESCAPE)){ if(!btns[1]){ btns[1] = true; } }else if(btns[1]){ btns[1] = false; break; } if(receiver.IsKeyDown(KEY_BACK)){ if(!btns[2]){ btns[2] = true; } }else if(btns[2]){ btns[2] = false; alarmplaying = true; alarmvolume = 20; alarm1->volume = alarmvolume; alarmloopint = 30; alarmloopmax = 30; alarmloopchange = 300; Mix_PlayChannel(-1, alarm1, 0); alarmtriggered = true; cout << "Alarm: STARTED (:DECOY)" << endl; } //Draw cycle: draw bg, draw timebg, draw font stating current time and alarm time driver->beginScene(false, false, SColor(255, 255, 255, 255)); env->drawAll(); std::wstring time = L""; time += zgetintstr2(systime.wHour); time += L" : "; if(systime.wMinute < 10){ time += L"0"; } time += zgetintstr2(systime.wMinute); font->draw(time.data(), timepos, SColor(255, 255, 255, 53), true, true); time = L"\n\n(Alarm: "; time += zconvstr(timetostr(alarmtime)); time += L")"; font->draw(time.data(), timepos, SColor(255, 255, 92, 43), true, true); driver->endScene(); xfps.sdlwait(); } //drop irrLicht device and close program device->drop(); return 0; }<file_sep>// Connecting_with_SQLConnect.cpp // compile with: user32.lib odbc32.lib #include <windows.h> #include "Shlwapi.h" #include <string> #include <sstream> using namespace std; using namespace irr; using namespace core; using namespace scene; using namespace video; using namespace io; using namespace gui; int checkForFile(char fname){ int exists = 0; exists = PathFileExistsA(fname); return exists; } int zgetExponent(int xint, int zExponent){ // int zint = 0; int zxint = 0; zint = xint; for(zxint = 1;zxint < zExponent;zxint++){ zint = xint; } return zint; } class MyEventReceiver : public IEventReceiver { public: struct SMouseState { core::position2di Position; bool LeftButtonDown; bool RightButtonDown; float wheel; SMouseState() : LeftButtonDown(false), wheel(7) { } } MouseState; // This is the one method that we have to implement virtual bool OnEvent(const SEvent& event) { // Remember whether each key is down or up if (event.EventType == irr::EET_KEY_INPUT_EVENT) KeyIsDown[event.KeyInput.Key] = event.KeyInput.PressedDown; if (event.EventType == irr::EET_MOUSE_INPUT_EVENT) { switch(event.MouseInput.Event) { case EMIE_LMOUSE_PRESSED_DOWN: MouseState.LeftButtonDown = true; break; case EMIE_LMOUSE_LEFT_UP: MouseState.LeftButtonDown = false; break; case EMIE_RMOUSE_PRESSED_DOWN: MouseState.RightButtonDown = true; break; case EMIE_RMOUSE_LEFT_UP: MouseState.RightButtonDown = false; break; case EMIE_MOUSE_MOVED: MouseState.Position.X = event.MouseInput.X; MouseState.Position.Y = event.MouseInput.Y; break; case EMIE_MOUSE_WHEEL: MouseState.wheel += event.MouseInput.Wheel; break; default: // We won't use the wheel break; } } //if(event.EventType == irr::EET_MOUSE_INPUT_EVENT) //KeyIsDown[event.MouseInput.ButtonStates] = event.MouseInput.isLeftPressed; //if(event.EventType == irr::EET_MOUSE_INPUT_EVENT) //KeyIsDown[event.MouseInput.ButtonStates] = event.MouseInput.Event; return false; } // This is used to check whether a key is being held down virtual bool IsKeyDown(EKEY_CODE keyCode) const { return KeyIsDown[keyCode]; } virtual bool ControlKeyCheck(int keyint) const{ return KeyIsDown[keyint]; } MyEventReceiver() { for (u32 i=0; i<KEY_KEY_CODES_COUNT; ++i) KeyIsDown[i] = false; } private: // We use this array to store the current state of each key bool KeyIsDown[KEY_KEY_CODES_COUNT]; }; class xfpslimiter{ // int MaxFPS; int MaxSDLFPS; int FPS; public: int nowTime; xfpslimiter(); void sdlwait(); irr::ITimer timer; }; xfpslimiter::xfpslimiter(){ // MaxFPS = 30; MaxSDLFPS = 30; FPS = 0; nowTime = 0; } void xfpslimiter::sdlwait(){ if(timer->getTime() - nowTime < 1000/MaxFPS){ FPS = timer->getTime() - nowTime; if(FPS == 0){ Sleep(1000/MaxSDLFPS); }else{ Sleep(int((int((1000/FPS)))/MaxSDLFPS)); } } } int intconvchar(std::string xchar){ // char zchar = xchar[0]; //zchar = xchar.data(); switch(zchar){ case '0':{ return 0; break; } case '1':{ return 1; break; } case '2':{ return 2; break; } case '3':{ return 3; } case '4':{ return 4; break; } case '5':{ return 5; break; } case '6':{ return 6; break; } case '7':{ return 7; break; } case '8':{ return 8; break; } case '9':{ return 9; break; } default:{ return 0; } } } int intconvstr(std::string xchar){ // if(xchar.length() < 1){ return 0; } int xint = 0; std::string xstring = ""; int xlength = xchar.length(); for(int i=0;i<xlength;i++){ xstring = xchar[((xlength - 1) - i)]; xint += (intconvchar(xstring) (i > 0 ? (zgetExponent(10, i)) : (1))); } if(xchar[0] == '-'){ //xint -= 2; /** float xint2 = 0;; xint2 = xint; xint2 = -1; return xint2;/ int xint2 = 0; xint2 -= xint; return xint2; } return xint; } std::wstring zgetintstr2(int xint){ wostringstream osstream; osstream << xint; return osstream.str(); } std::string zgetreststr(std::string xstring, int xint){ // std::string zxstring = ""; int zxint = 0; zxint = xstring.length(); for(int xint2 = xint;xint2<zxint;xint2++){ zxstring += xstring[xint2]; } return zxstring; } std::string zgetstrto(std::string xstring, int xint, char tochar){ // std::string zxstring = ""; for(int xint2 = xint;xint2<xstring.length();xint2++){ if(xstring[xint2] == tochar){ break; }else{ zxstring += xstring[xint2]; } } return zxstring; } std::wstring zgetstrto2(std::wstring xstring, int xint, wchar_t tochar){ // std::wstring zxstring = L""; for(int xint2 = xint;xint2<xstring.length();xint2++){ if(xstring[xint2] == tochar){ break; }else{ zxstring += xstring[xint2]; } } return zxstring; } std::string zgetintstr(int xint){ ostringstream osstream; osstream << xint; return osstream.str(); } char xconvchar(wchar_t xchar){ // char zchar = int(xchar); return zchar; } wchar_t zconvchar(char xchar){ // wchar_t zchar = int(xchar); return zchar; } std::string xconvstr(std::wstring xstring){ // int xlength = xstring.length(); std::string zstring = ""; for(int xint = 0;xint < xlength;xint++){ zstring += xconvchar(xstring[xint]); } return zstring; } std::wstring zconvstr(std::string xstring){ // int xlength = xstring.length(); std::wstring zstring = L""; for(int xint = 0;xint < xlength;xint++){ zstring += zconvchar(xstring[xint]); } return zstring; } int timetoint(int hour, int min, int sec){ int xint = 0; xint += sec; xint += (min 60); xint += (hour * 3600); return xint; } std::string timetostr(SYSTEMTIME time){ std::string str; str += zgetintstr(time.wHour); str += " : "; if(time.wMinute < 10)str += "0"; str += zgetintstr(time.wMinute); return str; }	e3a2601d007cdb18e6a4e8627025fa714b8108b7	[ "Markdown", "C++" ]	3	Markdown	RRozz/Alarmon	8f879b83b975d095c8ef1745436394b896b1fe5c	0b068370146a51c9902a75b7925f355833a68207
refs/heads/master	<file_sep>#Function Use in python3 # Simply Function working def function_1(c='default1',y='default2'): #Used to counter possibilty if no input given '''Used to display if Function works''' #Used to be Self-Examplable for what the Function is print('Running Function',c,y) function_1(y="OK",c="DONE") print(function_1.__doc__) #Used to display the quoted line of the Function #Function with return def function_1(c,y): return c+y x=function_1(10,20) print(x) a=10 def function_1(c,y): global a #to enable the use of the global variable(a) print(a) a=c+y return a x=function_1(10,20) print(x) def add(num): #In time when number of arguement is not known sum=0 for i in num: sum=sum+i return sum x=add(1,2,3) #nums here is something called as a tuple print(x) #The working of Tuple datastructure tuple=(1,'hello',3.5,[2,5,6],3,4,3) print(tuple) print(tuple[-4][2]) #to Access ineer lists in a tuple print(3.5 in tuple) #to check if an element exists in a Tuple print(tuple.count(3)) #to display the number of times an element exists print(tuple.index(3)) #to display the index of 1st occurance in a Tuple <file_sep>#import of libraries import tensorflow as tf import matplotlib.pyplot as plt from tensorflow.keras.callbacks import TensorBoard import time tensorboard=TensorBoard(log_dir='/home/pritesh/Desktop/ML/python/Tensorflow/logs/digitrec') #Setting up of the Training and Testing Models mnist=tf.keras.datasets.mnist #Import of Datasets (x_train,y_train),(x_test,y_test)=mnist.load_data() #Loading of Datasets #The actual Image and Label passed to The code """ plt.imshow(x_train[9],cmap=plt.cm.binary) #Displays the Image under testing plt.show() #Outputsthe graphical Image print(y_train[9]) #outputs the Label associatedwith that Image """ #Data Being Normalized(Made into a simplier) "print(x_train)" #The testing Tuple is being print x_train=tf.keras.utils.normalize(x_train,axis=1) x_test=tf.keras.utils.normalize(x_test,axis=1) "x_train=x_train/255.0" #Data is being normalize #y_train is the set of label of images for training #Setting up of Input Layers model=tf.keras.models.Sequential() #Initialization of The Model Type-Flow model.add(tf.keras.layers.Flatten(input_shape=(28,28))) #Flatten Allows to provide a linear Input data-stream #Setting up of Hidden Layers model.add(tf.keras.layers.Dense(128,activation=tf.nn.relu))#Setting up the Hidden Layer:Enable the process of NN model.add(tf.keras.layers.Dense(128,activation=tf.nn.relu))#In tensorflow2.0 :tf.nn.relu is given as "relu" anf tf.nn.softmax is given as "softmax" model.add(tf.keras.layers.Dense(10,activation=tf.nn.softmax))#Setting up of Hidden layer:Enable the Probability of Outputs #Setting up of training Process model.compile(optimizer='adam',loss='sparse_categorical_crossentropy',metrics=['accuracy'])#Setting up the entire System model.fit(x_train,y_train,epochs=10,callbacks=[tensorboard])#This is setting the training sysytem #Evaluation of Trained Data val_loss,val_acc=model.evaluate(x_test,y_test) print("Loss:"+str(val_loss),"Acc:"+str(val_acc)) #Saving the Trained Model model.save('digitrec.model') <file_sep>import tensorflow as tf import numpy import matplotlib.pyplot as plt mnist=tf.keras.datasets.mnist (x_train,y_train),(x_test,y_test)=mnist.load_data() x_test=tf.keras.utils.normalize(x_test,axis=1) plt.imshow(x_test[67],cmap=plt.cm.binary) plt.show() print(y_test[67]) trainedModel=tf.keras.models.load_model('digitrec.model') #Loading the pre-Trained Model predict=trainedModel.predict([x_test]) print(numpy.argmax(predict[67])) #numpy.argmax:It returns the location of the highest number in the Tuple <file_sep>import os #To enable file traversal of pics import cv2,random,numpy,pickle import matplotlib.pyplot as plt #Initialization of Variables DataDir='/home/pritesh/Desktop/ML/python/Tensorflow/Data-Sets/PetImages' categories=['Dog','Cat'] img_size=70 #Sets the square resolution of the downscaled image training_data=[] count=0 #Setting of the Data for category in categories: path=os.path.join(DataDir,category) #gives the location of the images folders #ie DataDir/(Cats/Dogs) class_num=categories.index(category) for img in os.listdir(path): #Gives the location of individual files count+=1 percent=count100/len(os.listdir(path)) print('Progress:',percent/2,end='\r') try: im_array=cv2.imread(os.path.join(path,img),cv2.IMREAD_GRAYSCALE) #directly gives the grayscale images new_array=cv2.resize(im_array,(img_size,img_size)) except: pass training_data.append([new_array,class_num]) #Seting of the training_data #Randomize the Images for the Training Data random.shuffle(training_data) x,y=[],[] for features,labels in training_data: x.append(features) y.append(labels) #To change the shape of list x and numpy.array is used to provide numpy array input to the ML Logic x=numpy.array(x).reshape(-1,img_size,img_size,1) #1 is given since it is greyscale and for RGB it is given to be 3 print() #Saving the Processed Data for Further Processing #Saving the Image data pickle_out=open("pickle/x.pickle",'wb') pickle.dump(x,pickle_out) #will transfer the images in a file as saving of the Data pickle_out.close() #Closes of the file(File Operation) print('Image-File is complete') #Saving of the label Data pickle_out=open("pickle/y.pickle",'wb') pickle.dump(y,pickle_out) #will transfer the images data in a file as saving of the Data pickle_out.close() #Closes of the file(File Operation) print('Label-File is complete') <file_sep>import pickle from tensorflow.keras import Sequential from tensorflow.keras.layers import Conv2D,MaxPooling2D,Flatten,Dense,Dropout from tensorflow.keras.callbacks import TensorBoard import time tensorboard=TensorBoard(log_dir='/home/pritesh/Desktop/ML/python/Tensorflow/logs/Cat_Dog') x=pickle.load(open('/home/pritesh/Desktop/ML/python/Tensorflow/pickle/x.pickle','rb')) y=pickle.load(open('/home/pritesh/Desktop/ML/python/Tensorflow/pickle/y.pickle','rb')) print(x.shape) x=x/255 model=Sequential() model.add(Conv2D(64,(3,3),input_shape=x.shape[1:],activation='relu')) model.add(MaxPooling2D(pool_size=(3,3),)) model.add(Conv2D(64,(3,3),input_shape=x.shape[1:],activation='relu')) model.add(MaxPooling2D(pool_size=(3,3),)) model.add(Flatten()) model.add(Dense(64,activation='relu')) model.add(Dropout(0.3)) model.add(Dense(32,activation='relu')) model.add(Dropout(0.3)) model.add(Dense(2,activation='softmax')) #other option 'Sigmod' model.compile(optimizer='adam',loss='sparse_categorical_crossentropy',metrics=['accuracy']) model.fit(x,y,epochs=5,callbacks=[tensorboard]) model.save('imagerec.model') <file_sep>import tensorflow as tf import numpy import matplotlib.pyplot as plt mnist=tf.keras.datasets.mnist (x_train,y_train),(x_test,y_test)=mnist.load_data() x_test=tf.keras.utils.normalize(x_test,axis=1) plt.imshow(x_test[67],cmap=plt.cm.binary) plt.show() print(y_test[67]) x_test=numpy.array(x_test).reshape(-1,28,28,1) trainedModel=tf.keras.models.load_model('/home/pritesh/Desktop/ML/python/Tensorflow/Fashion_V.model') #Loading the pre-Trained Model predict=trainedModel.predict([x_test]) category=['top','Trouser','Pull-Over','Dress','Coat','Sandal','Shirt','Snicker','Bag','Ankle Boot'] print(numpy.argmax(predict[67])) #print("The Image is a",category[numpy.argmax(predict)]) <file_sep>v=25 name1='Pritesh' name2='Naik' print('Hello World',25) print("Name",name1,sep=':',end='\n') print(f'Hello {name1} and surname {name2}') #f'-It is used so that name1 and name2 can be accesible print('Variable test:') x=6 print(x) def fact(n): if n==0 or n==1: return 1 else: return fact(n-1)n x=fact(5) print(x) <file_sep>import numpy import tensorflow as tf import matplotlib.pyplot as plt from tensorflow.keras.layers import Conv2D,MaxPooling2D,Flatten,Dense,Dropout from tensorflow.keras.callbacks import TensorBoard import time tensorboard=TensorBoard(log_dir='/home/pritesh/Desktop/ML/python/Tensorflow/logs/Fashion_V') f_mnist=tf.keras.datasets.fashion_mnist (x_train,y_train),(x_test,y_test)=f_mnist.load_data() plt.imshow(x_train[0],cmap=plt.cm.binary) #Displays the Image under testing plt.show() #Outputsthe graphical Image print(y_train[0]) x_train=tf.keras.utils.normalize(x_train,axis=1) x_test=tf.keras.utils.normalize(x_test,axis=1) print(x_train.shape) x_train=numpy.array(x_train).reshape(-1,28,28,1) x_test=numpy.array(x_test).reshape(-1,28,28,1) model=tf.keras.Sequential() model.add(Conv2D(64,(3,3),input_shape=x_train.shape[1:],activation='relu')) model.add(MaxPooling2D(pool_size=(3,3))) model.add(Conv2D(64,(3,3),activation='relu')) model.add(MaxPooling2D(pool_size=(3,3))) model.add(Flatten()) model.add(Dense(64,activation='relu')) model.add(Dropout(0.3)) model.add(Dense(32,activation='relu')) model.add(Dropout(0.3)) model.add(Dense(256,activation=tf.nn.relu)) model.add(Dense(128,activation=tf.nn.relu)) model.add(Dense(10,activation=tf.nn.softmax)) model.compile(optimizer='adam',loss='sparse_categorical_crossentropy',metrics=['accuracy']) model.fit(x_train,y_train,epochs=5,callbacks=[tensorboard]) val_loss,val_acc=model.evaluate(x_train,y_train) print("loss:"+str(val_loss),"Acc:"+str(val_acc)) model.save('Fashion_V.model') <file_sep>import tensorflow as tf import matplotlib.pyplot as plt #Setting up of the Training and Testing Models mnist=tf.keras.datasets.mnist #Import of Datasets (x_train,y_train),(x_test,y_test)=mnist.load_data() #Loading of Datasets #print(x_train) #The testing Tuple is being print x_train=x_train/255.0 #Data is being normalize #y_train is the set of label of images for training #Setting up of Input Layers model=tf.keras.models.Sequential() #Initialization of The Model model.add(tf.keras.layers.Flatten(input_shape=(28,28))) #Flatten Allows to provide a linear Input data-stream #Setting up of Hidden Layers model.add(tf.keras.layers.Dense(128,activation=tf.nn.relu))#Setting up the Hidden Layer:Enable the process of NN model.add(tf.keras.layers.Dense(10,activation=tf.nn.softmax))#Setting up of Hidden layer:Enable the Probability of Outputs #Setting up of training Process model.compile(optimizer='adam',loss='sparse_categorical_crossentropy',metrics=['accuracy'])#Setting up the entire System model.fit(x_train,y_train,epochs=3)#This is setting the training sysytem #Evaluation of rained Data val_loss,val_acc=model.evaluate(x_test,y_test) print("Loss:"+str(val_loss),"Acc:"+str(val_acc)) <file_sep>import numpy import tensorflow as tf from tensorflow.keras.layers import Dropout,Dense,LSTM,Flatten from tensorflow.keras.callbacks import TensorBoard import time tensorboard=TensorBoard(log_dir='/home/pritesh/Desktop/ML/python/Tensorflow/logs/digitrec') mnist=tf.keras.datasets.mnist (x_train,y_train),(x_test,y_test)=mnist.load_data() x_train=tf.keras.utils.normalize(x_train,axis=1) x_test=tf.keras.utils.normalize(x_test,axis=1) #x_train=numpy.array(x_train).reshape(-1,28,28,1) #x_test=numpy.array(x_test).reshape(-1,28,28,1) model=tf.keras.models.Sequential() model.add(LSTM(64,input_shape=x_train.shape[1:],activation='relu',return_sequences=True)) model.add(Dropout(0.3)) model.add(LSTM(64,activation='relu',return_sequences=True)) model.add(Dropout(0.3)) model.add(Flatten()) model.add(Dense(50,activation='relu')) model.add(Dense(10,activation='softmax')) #opt=tf.keras.optimizer.Adam(le=1e-3) model.compile(optimizer='adam',loss='sparse_categorical_crossentropy',metrics=['accuracy']) print(x_train.shape) model.fit(x_train,y_train,epochs=7,callbacks=[tensorboard]) val_loss,val_acc=model.evaluate(x_train,y_train) print("loss:"+str(val_loss),"Acc:"+str(val_acc)) model.save('rnnTrial.model') <file_sep>import cv2,numpy,os from tensorflow.keras.models import load_model import matplotlib.pyplot as plt img_array=cv2.imread('/home/pritesh/Desktop/ML/python/Tensorflow/train_img/t1.jpeg',cv2.IMREAD_GRAYSCALE) img_array=cv2.resize(img_array,(70,70)) plt.imshow(img_array,cmap=plt.cm.binary) plt.show() img_array=numpy.array(img_array).reshape(-1,70,70,1) model=load_model('/home/pritesh/Desktop/ML/python/Tensorflow/models/imagerec.model') predict=model.predict([img_array]) category=['Dog','Cat'] print("The Image is a",category[numpy.argmax(predict)]) <file_sep>import tensorflow as tf import matplotlib.pyplot as plt from tensorflow.keras.callbacks import TensorBoard import time tensorboard=TensorBoard(log_dir='/home/pritesh/Desktop/ML/python/Tensorflow/logs/Fashion') f_mnist=tf.keras.datasets.fashion_mnist (x_train,y_train),(x_test,y_test)=f_mnist.load_data() plt.imshow(x_train[0],cmap=plt.cm.binary) #Displays the Image under testing plt.show() #Outputsthe graphical Image print(y_train[0]) x_train=tf.keras.utils.normalize(x_train,axis=1) x_test=tf.keras.utils.normalize(x_test,axis=1) model=tf.keras.models.Sequential() model.add(tf.keras.layers.Flatten(input_shape=(28,28))) model.add(tf.keras.layers.Dense(256,activation=tf.nn.relu)) model.add(tf.keras.layers.Dense(128,activation=tf.nn.relu)) model.add(tf.keras.layers.Dense(256,activation=tf.nn.relu)) model.add(tf.keras.layers.Dense(128,activation=tf.nn.relu)) model.add(tf.keras.layers.Dense(128,activation=tf.nn.relu)) model.add(tf.keras.layers.Dense(128,activation=tf.nn.relu)) model.add(tf.keras.layers.Dense(10,activation=tf.nn.softmax)) model.compile(optimizer='adam',loss='sparse_categorical_crossentropy',metrics=['accuracy']) model.fit(x_train,y_train,epochs=10,callbacks=[tensorboard]) val_loss,val_acc=model.evaluate(x_train,y_train) print("loss:"+str(val_loss),"Acc:"+str(val_acc)) model.save('Fashion.model') <file_sep>#Basic Loops a=14 #If-Else [elif-Combi of both] if a>0: print("Positive") elif a==0: print("Zero") else: print("Negative") if a<6 and a>4: print("Num is 5") elif a<4: print("Below the range") else: print("Above the range") c=[1,2,3,4,52,7,9,8,5,2] if 51 in c: print("element present") else: print("Absent") a=0 #While Loops while a<9: print(a) a+=1 while True: print(a) #For loops using Range for i in range(10): if i==3: print('break') break for j in range(5): if j==2: print("continue") continue for i in range(10): #range syntax:range(start,stop,step) print(i) for j in range(5,10): print(j) for k in range(5,20,5): print(k) c=['jon','dan','rob','mike'] #For in List implementaion for Name in c: print(Name) #Fibonacci Seies and Reversal def fibo(n): if(n==0): return 0 if(n==1): return 1 else: return fibo(n-1)+fibo(n-2) n=input("Enter the Inputs:") for i in range(n): x=fibo(i) print(x) print("Reversal:") a=input("Enter the Input:") b=0 print("Input Number:"+str(a)) while a>0: x=a%10 b=b10+x a=a/10 print("Reversed Number:"+str(b)) #Exceptions import sys #Needed For Exceptions relist=[1,0,5,'a'] for i in relist: try: print('The Element is',i) result=10/int(i) print('Results:'+str(result)) except: print("He got an Error") <file_sep>import tensorflow as tf import cv2 import matplotlib as plt from time import sleep #Sleep Function is seletively being imported from the time Library for i in range(5): print(i) sleep(5) #delay of 5 seconds print(tf.__version__) #Version Check print(cv2.__version__) #Version Check print(plt.__version__) #Version Check <file_sep>#Codes: sudo apt-get install python3 pip3 install ipython sudo apt install python3-pip pip3 install ipython python -m pip install ipykernel python3 -m pip3 install ipykernel pip3 install matplotlib pip3 install opencv-python 1.install py3:sudo apt-get install python3 2.#-Used for line comment 3."""----""":-Used for multi-line comment 4.While using use code-python3 'Filename' 5.In .py file array implementation is done using Lists 6.-ve index starts from a[n]->>a[0] 7.Array Range [a:b] a is included while b is not included-if a=0 the 1st element is not seen and if b=n then nth char is not seen 8.Parameters In print():sep=n-Is used as separator with char n && end=n-the End Char with char n 9.pip-It is a own repo of python related program or applications and pip3 for python3 usage 10.Packages Installed:tensorflow,cv2&matplotlib 11.fun.__doc__: allows to display the comment line 12.'+Char':Results in the concatenated string output 13.Function assignment:Normal(non-Default) Argument-->>Default Argument 14.Argument:is used when the no of argument to be taken are not known 15.a)Tuple:They are Similar to Lists but cannot change its inner values dynamically .b)They can contain heterogeneous data ie mix of all possible data-types .c) And each element must be written with ',' between them 16.Dictionaries:It stores in key-value pair (key:value) 17.To counter Exceptions Python used Try-Except Blocks 18.__new__ :is the actual function for a Constructor #Machine Learning:"Neural Networks in M.L"-By Vibhav 1.Tensorflow is majorly used due to high compatibility of systems 2.Depends mainly on ANN(Neural Networks) Methods.single Neural network is called preceptron 3.In Neural Networks in graphical form :Y=mx+c is written as Y=W.X+B,Where W is the weight associated with the data,X:The input data and B:the bias that serves starting condition when W.X=0 4.Loss:They are mistake predicted values distance from the correct/actual values given by: Loss=predicted value-Actual value 5.Large loss is far more unwanted then large accuracy in output.Accuracy is of less imp w.r.t the rate of Loss 6.The optimum weight is calculated by using testing by arbitrary weight.The resolution of the change in weights is referred to as "Learning Rate" of the algo. 7.Optimizer:They are the algo(Mathematical formulae) used to determine the Learning Rate of the ML problem. #Machine Learning:Programming for M.L" 1.The syntax/Language used in ML now is Keras(Tensorflow sub-set) 2.Higher no of neurons or the layer results in higher time required 3.keras.io/datasets:Data-sets for ML.If need to refer them for Understanding 4.Input:input_shape(batch-size,image-size,channel) a.batch-size:The number of inputs given to the program at one go. b.image-size:the resolution of the image(In this testing) c.channel:Its is required for coloured images otherwise not required 5.Hidden Layers:The layer containing the neurons 6.Dense Layer:The Hidden Layers wherein all neurons are inter-connected unidirectionally 7.keras.datasets:It returns two tuples[(x_train,y_train),(x_test,y_test)]..... the earlier being the train input tuple and later being the checking tuple 8.The input Data is Being Normalized to Lower the comparison numbers a)Sequential:Its Shows the type of networkthat is being created(Neural Network) 9.Dense(No of Neurons,Activation Function). a)Higher no of layers can at time provide for higher acc and lower losses 10.a)relu:retifier linear units .Used to compute for linear Neural Network inputs and output to be +ve and need to be fast b)softmax:For probability related solution In Neural Network applications 11.Over-training of the Model will result it in remembering the exact values which is make is non-efficient in new Data 12.To give the shape of x_train two methods are possible: a)print(x_train.shape[1:]) b)printf(x_train[n].shape) #Image Recognization System Using ML 1.For higher resolution images,we deploy convolution logic which converts the Data into smaller patches of data which may be easier and faster for its Data Processing. Which works on a logic of creating a relation with the larger Data(Inputed Data) and the Training Data 2.Max_Pooling:Its allows in lowering the date size by finding the most prominant features in the convoluted data for training of the system. 3.For application on low space you can use tensorflow lite 4.a)Recurrent Neural Network:Used in Prediction system requirement. ->Intermediate inputs may change the Intermediate Output b)Feed-Forward NN:Used in image Recognization or forward driven Recognization systems requirement. ->Intermediate inputs may not change the the Intermediate Output 5.In RNNs They use Gated Memory Cells which stores in the Intermediate resuts for the ->Intermediate outputs/calculation of the weights or the Learning Rate. ->Its is mainly used when the order of Prediction is pretty important. ->Drawback: ->It result in a large number of layers being created ->Faster Saturation of the Prediction.Due to high numbers of Layer and might result in Prediction errors as weight associated might change exponentially ->The Later DB as resulted in creation of LSTM(Memory Cells).Which Hepls in retaining previous features weights associated with them 6.tensorboard allows for the graphical representation of the epochs ->to access the tensorboard output use the following code: ->tensorboard --logdir=/home/pritesh/Desktop/ML/python/Tensorflow/logs/digitrec ->for log file is in:/home/pritesh/Desktop/ML/python/Tensorflow/logs/digitrec 6.return_sequences in rnn gives output in Sequences or not if ->return_sequences=True gives output as Sequences while return_sequences=False, ->gives output as a single value <file_sep>a,b=7,3 #Variable In&Assign print("Addition",a+b) print("Subtraction"a-b,sep=':') print("Multiplication"ab,sep=':') print("Division Float"a/b,sep=':') print("Division Int"a//b,sep=':') print("Modulo"a%b,sep=':') print("Expo"a*b,sep=':') #String Implementaion s1='Pritesh' s2='Jagnath' print(s1+s2) #Concatination print(s13) #Mutliple output print(s1[0]) #Array implementaion print(s2[-1]) #Array implementaion Using -ve index print(s1[1:4]) #Array Range:Splicing Rule print(len(s1)) #String Lenth #List Implementaion n1=[2,4,5,7,9,10] #List implementaion print(n1[3]) print(n1[1:3]) #List Accesing using range print(n1[-3]) #List Accesing using -ve Index n1.append(12) #List Append Property-Single element print(n1) n1.extend([13,14]) #List extend Property-Multi element n1.extend('stop') #List extend Property-Multi element print(n1) n1.insert(1,52) #List insert Property-Single element(Index,element) print(n1) print(n1.index('o')) #List Index Property-Find element del(n1[5]) #List deletion Property- deletion Single element del(n1[:2]) #List deletion Property- deletion Multiple element using Splicing print(n1) n1.sort() #List sort print(n1) #Function Use in Python3 # Simply Function working def function_1(c='default1',y='default2'): #Used to counter possibilty if no input given #Used to display if Function works print('Running Function',c,y) function_1(y="OK",c="DONE") print(function_1.__doc__) #Used to display the quoted line of the Function #Function with return def function_1(c,y): return c+y x=function_1(10,20) print(x) #Functions with Global Variables a=10 def function_1(c,y): global a #to enable the use of the global variable(a) print(a) a=c+y return a x=function_1(10,20) print(x) def add(num): #In times when number of arguement is not known sum=0 for i in num: sum=sum+i return sum x=add(1,2,3) #nums here is something called as a tuple print(x) #The working of Tuple datastructure tuple=(1,'hello',3.5,[2,5,6],3,4,3) print(tuple) print(tuple[-4][2]) #to Access ineer lists in a tuple print(3.5 in tuple) #to check if an element exists in a Tuple print(tuple.count(3)) #to display the number of times an element exists print(tuple.index(3)) #to display the index of 1st occurance in a Tuple #Dictonaries datastructure dict={'a':'apple','b':'ball','1':'test','nest':{1:'nested',2:'nest'}} print(dict['b']) #to Access value of a given key print(dict.get('1')) #to Access value of a key by Function dict['b']='bat' #to change value of a key print(dict.get('b')) print(dict['nest']) #Class Implementaion class C1: """Property Of Car""" #pass #It aloows the program to work when condition is not given fuel='full' def __init__(self,a,b): #Constructor Defination init is a in-built Function print("This prints car speed") self.max_speed=a self.time=b #"__"(2x_) allows for securing the unauthorised usage def calc(self): distance=self.max_speed self.time return distance class C2(C1): pass print("Class 2") obj1=C2(10,5) #Instant creation print("start") print(obj1.calc()) #Instant Function call print(obj1.__doc__) obj2=C1(25,5) print(obj2.max_speed) print(C1.fuel) #Accesing using class Name print(type(obj1))	fb8ab8456753494eb9a16f09c2b234623ce84e96	[ "Python", "Text" ]	16	Python	Pro4tech/Machine-Learning	6e8afe4e9807503b2bb0466b6b23b2fe0ee30d67	71d54e821761f1b1781a5b4e219ec6cf7bc37297
refs/heads/master	<file_sep>//ask about the port baudrate #include <QtWidgets> #include <QtSerialPort> #include "screenshot.h" QTimer timer; QSerialPort port; QImage imgh; QLineEdit* serial_le; QLineEdit* command_le; bool serial_inited; int intens(QImage& img) { float sum=0; for(int i=0;i<img.width();i++) for(int j=0;j<img.width();j++) sum+=qGray(img.pixel(i,j)); return sum; } Screenshot::Screenshot() : screenshotLabel(new QLabel(this)) { serial_le=new QLineEdit("COM3"); serial_le->setMaximumWidth(100); screenshotLabel->setSizePolicy(QSizePolicy::Expanding, QSizePolicy::Expanding); screenshotLabel->setAlignment(Qt::AlignCenter); const QRect screenGeometry = QApplication::desktop()->screenGeometry(this); screenshotLabel->setMinimumSize(screenGeometry.width() / 8, screenGeometry.height() / 8); QVBoxLayout mainLayout = new QVBoxLayout(this); mainLayout->addWidget(screenshotLabel); QGroupBox optionsGroupBox = new QGroupBox(tr("Options"), this); sizeSpinBox = new QSpinBox(optionsGroupBox); sizeSpinBox->setSuffix(tr(" pixels")); sizeSpinBox->setMaximum(60); connect(sizeSpinBox, QOverload<int>::of(&QSpinBox::valueChanged), this, &Screenshot::updateCheckBox); // hideThisWindowCheckBox = new QCheckBox(tr("Hide This Window"), optionsGroupBox); QLabel* label_com=new QLabel("port name"); QGridLayout optionsGroupBoxLayout = new QGridLayout(optionsGroupBox); optionsGroupBoxLayout->addWidget(new QLabel(tr("size:"), this), 0, 0); optionsGroupBoxLayout->addWidget(sizeSpinBox, 0, 1); optionsGroupBoxLayout->addWidget(label_com, 1, 0); optionsGroupBoxLayout->addWidget(serial_le, 1, 1); connect(serial_le,SIGNAL(returnPressed()),this,SLOT(COMInit())); // optionsGroupBoxLayout->addWidget(hideThisWindowCheckBox, 1, 0, 1, 2); mainLayout->addWidget(optionsGroupBox); QHBoxLayout commandsLayout = new QHBoxLayout; command_le=new QLineEdit("asssb"); commandsLayout->addWidget(command_le); mainLayout->addLayout(commandsLayout); connect(command_le, SIGNAL(returnPressed()),this,SLOT(oneSend())); // QHBoxLayout buttonsLayout = new QHBoxLayout; // newScreenshotButton = new QPushButton(tr("New Screenshot"), this); // connect(newScreenshotButton, &QPushButton::clicked, this, &Screenshot::newScreenshot); // buttonsLayout->addWidget(newScreenshotButton); // QPushButton saveScreenshotButton = new QPushButton(tr("Save Screenshot"), this); // connect(saveScreenshotButton, &QPushButton::clicked, this, &Screenshot::saveScreenshot); // buttonsLayout->addWidget(saveScreenshotButton); // QPushButton quitScreenshotButton = new QPushButton(tr("Quit"), this); // quitScreenshotButton->setShortcut(Qt::CTRL + Qt::Key_Q); // connect(quitScreenshotButton, &QPushButton::clicked, this, &QWidget::close); // buttonsLayout->addWidget(quitScreenshotButton); // buttonsLayout->addStretch(); // mainLayout->addLayout(buttonsLayout); shootScreen(); sizeSpinBox->setValue(10); setWindowTitle(tr("SHUTTER APP")); // resize(200, 200); this->setMinimumSize(QSize(320,200)); // QTimer::singleShot(sizeSpinBox->value() 1000, this, &Screenshot::shootScreen); timer.start(35); connect(&timer,SIGNAL(timeout()),this,SLOT(shootScreen())); } void Screenshot::resizeEvent(QResizeEvent * /* event /) { QSize scaledSize = originalPixmap.size(); scaledSize.scale(screenshotLabel->size(), Qt::KeepAspectRatio); if (!screenshotLabel->pixmap() \|\| scaledSize != screenshotLabel->pixmap()->size()) updateScreenshotLabel(); } void Screenshot::oneSend() { QByteArray ba; QString str=serial_le->text(); ba=str.toUtf8(); ba.push_back(25); ba.push_back('a'); port.write(ba); } void Screenshot::COMInit() { serial_inited=1; QString qstr=serial_le->text(); std::string str1=qstr.toUtf8().constData(); std::wstring str(str1.begin(),str1.end()); // hSerial=new Serial; // port=new QSerialPort; port.setPortName(qstr); port.setBaudRate(38400); // if(port.open(QIODevice::WriteOnly)) // { // QString message = tr("com port is successfully opened"); // statusBar()->showMessage(message); // } // else // { // QString message = tr("com port is not opened"); // statusBar()->showMessage(message); // } // hSerial->InitCOM(str.c_str());//was L"COM5" serial_le->setDisabled(true); } void Screenshot::newScreenshot() { // if (hideThisWindowCheckBox->isChecked()) // hide(); // newScreenshotButton->setDisabled(true); } void Screenshot::saveScreenshot() { const QString format = "png"; QString initialPath = QStandardPaths::writableLocation(QStandardPaths::PicturesLocation); if (initialPath.isEmpty()) initialPath = QDir::currentPath(); initialPath += tr("/untitled.") + format; QFileDialog fileDialog(this, tr("Save As"), initialPath); fileDialog.setAcceptMode(QFileDialog::AcceptSave); fileDialog.setFileMode(QFileDialog::AnyFile); fileDialog.setDirectory(initialPath); QStringList mimeTypes; foreach (const QByteArray &bf, QImageWriter::supportedMimeTypes()) mimeTypes.append(QLatin1String(bf)); fileDialog.setMimeTypeFilters(mimeTypes); fileDialog.selectMimeTypeFilter("image/" + format); fileDialog.setDefaultSuffix(format); if (fileDialog.exec() != QDialog::Accepted) return; const QString fileName = fileDialog.selectedFiles().first(); if (!originalPixmap.save(fileName)) { QMessageBox::warning(this, tr("Save Error"), tr("The image could not be saved to \"%1\".") .arg(QDir::toNativeSeparators(fileName))); } } void Screenshot::shootScreen() { QScreen screen = QGuiApplication::primaryScreen(); if (const QWindow *window = windowHandle()) screen = window->screen(); if (!screen) return; // if (sizeSpinBox->value() != 0) // QApplication::beep(); originalPixmap = screen->grabWindow(0,this->x()-sizeSpinBox->value()+2,this->y()-sizeSpinBox->value()/2+16,sizeSpinBox->value(),sizeSpinBox->value()); updateScreenshotLabel(); QImage img=originalPixmap.toImage(); img.convertToFormat(QImage::Format_Grayscale8); static float sumh; float sum=intens(img); // qDebug()<<sum; static int cnt; if(fabs(sumh-sum)>10) { cnt++; qDebug()<<cnt; } sumh=sum; // newScreenshotButton->setDisabled(false); // if (hideThisWindowCheckBox->isChecked()) // show(); } void Screenshot::updateCheckBox() { // if (sizeSpinBox->value() == 0) { // hideThisWindowCheckBox->setDisabled(true); // hideThisWindowCheckBox->setChecked(false); // } else { // hideThisWindowCheckBox->setDisabled(false); // } } void Screenshot::updateScreenshotLabel() { screenshotLabel->setPixmap(originalPixmap.scaled(screenshotLabel->size(), Qt::KeepAspectRatio, Qt::SmoothTransformation)); }	f0feec7c8bc02b7a4923c17d47594736ba8fb5c1	[ "C++" ]	1	C++	Maxeg13/shutter_app	4fd0d0b5504b09046c81267f00d975683c503bb9	b9a97c220f3e35ec493991edee22bf5f13950928
refs/heads/master	<file_sep>package com.guru.pageobjects; import java.io.File; import java.util.concurrent.TimeUnit; import org.apache.commons.lang3.RandomStringUtils; import org.apache.logging.log4j.LogManager; import org.apache.logging.log4j.Logger; import org.openqa.selenium.OutputType; import org.openqa.selenium.TakesScreenshot; import org.openqa.selenium.WebDriver; import org.openqa.selenium.WebElement; import org.openqa.selenium.chrome.ChromeDriver; import org.openqa.selenium.firefox.FirefoxDriver; import org.openqa.selenium.ie.InternetExplorerDriver; import org.openqa.selenium.io.FileHandler; import org.openqa.selenium.support.ui.ExpectedConditions; import org.openqa.selenium.support.ui.WebDriverWait; import org.testng.annotations.AfterClass; import org.testng.annotations.BeforeClass; import org.testng.annotations.Parameters; import com.guru.utilities.Readconfig; public class BaseClass { Readconfig readconfig = new Readconfig(); public String baseurl = readconfig.getURL(); public String loginid = readconfig.getusername(); public String loginpassword = <PASSWORD>(); public WebDriver driver; public static Logger Logs = LogManager.getLogger(BaseClass.class.getName()); @Parameters("browsername") @BeforeClass public WebDriver setup(String browsername) { if (browsername.equals("FireFox")) { System.setProperty("webdriver.gecko.driver", "C:\\selenium-java-3.141.59\\geckodriver-v0.23.0-win64\\geckodriver.exe"); driver = new FirefoxDriver(); } else if (browsername.equals("Chrome")) { driver = new ChromeDriver(); } else if (browsername.equals("IE")) { driver = new InternetExplorerDriver(); } driver.manage().timeouts().implicitlyWait(10, TimeUnit.SECONDS); return driver; } public void getScreenshot(String result) throws Exception { // this shd be // specified in // Testng.Xml // file File src = ((TakesScreenshot) driver).getScreenshotAs(OutputType.FILE); FileHandler.copy(src, new File("C:\\Users\\dileep.ks\\workspace\\Guru99\\Screenshots\\" + result + ".png")); } public String randomstring() { String randomString = RandomStringUtils.randomAlphabetic(5); return randomString; } // this method can be used if driver has to wait till the element loads public static void waitcondition(WebDriver driver, int timeout, WebElement element) { new WebDriverWait(driver, timeout).until(ExpectedConditions.elementToBeClickable(element)); } @AfterClass public void teardown() { driver.quit(); } } <file_sep>package com.guru.utilities; import java.io.File; import java.io.FileInputStream; import java.util.Properties; public class Readconfig { Properties pro; public Readconfig() { try { File fil = new File("./Configurations/config.properties"); FileInputStream fis = new FileInputStream(fil); pro = new Properties(); pro.load(fis); } catch (Exception e) { System.out.println(e.getMessage()); } } public String getURL() { String url = pro.getProperty("baseURL"); return url; } public String getusername() { String user = pro.getProperty("UN"); return user; } public String getpassword() { String pass = pro.getProperty("PW"); return pass; } public String getfirebrowserpath() { String firefox = pro.getProperty("firefoxpath"); return firefox; } } <file_sep>[SuiteResult context=TC_loginpage_001]	8bc4fd6f200344d7698b8d76df00b7ab110954d5	[ "Java", "INI" ]	3	Java	Dileepshi/Guru99	3e5fc73b25aa455c2765e23cf8ed253d978c10a6	b9d70ca5fd300976c6cc15828162a4e773a08e8b
refs/heads/master	<repo_name>suriyadeepan/bash_tutor<file_sep>/bash_tutor/ex5/course_proj_3 #!/bin/bash # # this script will provide the user with a menu # from which he can select any one of the options below: # 1. Create a record # 2. View records # 3. Search for a record # 4. Delete a record # only options 1 and 2 are implemented in this script # display msg "Construction work going on" # when option 3 or 4 is selected # # Put the whole case structure in a loop # display the menu again and again # add an option "Quit" to the menu # when user selects quit option, # quit the script # storing filename in a var # this file is where the records # will be stored fname=names.dat # create a variable for option # initialize the variable to some value # any value other than 5(quit) option=0 while [ ! $option = 5 ] do # display a menu echo echo '*******************************************************' echo "1. Create a record" echo "2. View records" echo "3. Search for a record" echo "4. Delete a record" echo "5. Quit" echo '*****************************************************' echo read option case $option in 1) echo echo '******************************************************' echo '*************** Record Creation ******************' # prompt user for details and # store them in variables echo echo -n "Enter name: " read name echo -n "Enter Address: " read addr echo -n "Enter city: " read city echo -n "Enter State: " read state echo -n "Enter zip: " read zip echo # storing all the variables in a file echo "$name:$addr:$city:$state:$zip" >> $fname echo echo "The record $name created successfully!!!" echo ;; # ";;" => denotes the end of a case 2) # if names.dat file exists, # display all the records stored in names.dat if [ -f $fname ] then echo echo '***************** List of Records ***************' cat $fname echo '******************************************************' # display count of number of records # one record per line # so, no. of records = no. of line # we can use "wc" - word count for counting # lines with "--lines" option echo echo "Num. of records: `more $fname \| wc --lines`" echo else # if names.dat file doesn't exist # display "Sorry! No records available now!" echo echo "Sorry! No records available now!" echo fi # end of if ;; # end of case 2 3\|4) echo "Construction work going on!!";; # end of cases 3 and 4 5) echo "Quiting !!!" exit ;; # end of case 5 (quit) ) # This is the default case # this case is considered when all # other cases fail echo echo "Error: Invalid Input" echo "Exiting script!" ;; # end of default case esac # end of case structure done # end of while loop <file_sep>/bash_tutor/ex3/ex3_2 #!/bin/bash # # Get directory name as input from user # check if its a directory and its writable # if so, create a file inside the directory # handle empty arguments # get input from user echo echo -n "Enter a directory: " read dname echo # check if it exists, is a directory and is writable if [ -d "$dname" -a -w "$dname" ] then # now that the directory exists # lets go into the directory # and create a file "some_file.dat" in it echo "Directory exists and is writable" echo "Creating a file some_file.dat inside $dname" cd $dname touch ./some_file.dat else # if directory doesn't exist or is not writable # we come here and display appropriate msg to user echo "Directory is not accessible" fi # end of script <file_sep>/bash_tutor/ex3/ex3_1 #!/bin/bash # we need to get age as input from user # and check it with an age of 60 # if > 60, display "u r done!" # else, display "u r good!" # store value 60 in a variable # notice that there are no spaces # no spaces => while assigning values age_limit=60 # get input from user echo echo -n "Enter your age: " read age_input echo # now compare age_input with age_limit # checking "age_input > age_limit" # " > /dev/null " => redirects output of cmd within if # to /dev/null # " 2>&1" => redirects std error (in case error occurs) # of same cmd to /dev/null if [ "$age_input" -gt $age_limit -a $age_input -lt 150 ] > /dev/null 2>&1 then echo echo "u r done!" echo # if not, check "age_input < age_limit" elif [ "$age_input" -lt $age_limit -a $age_input -gt 0 ] > /dev/null 2>&1 then echo echo "u r good!" echo # if not, check "age_iput = age_limit" # notice the spaces " = " => comparison elif [ "$age_input" = $age_limit ] > /dev/null 2>&1 then echo echo "u r 60! i'm watchin u!" echo # if none of the above matches, then # there must be some error in the input # display error msg to user else echo echo "invalid input" echo fi <file_sep>/no_gui_form/basic_scripts/ls_tabs #!/bin/bash # # this script shld displays all the tables in the database # using the sql cmd "show tables" # myql part starts here... # # store all tables in db in a file echo "show tables" \| mysql test # mysql part ends here... # display the file echo $result echo <file_sep>/no_gui_form/basic_scripts/create_table #!/bin/bash echo echo '********************************************' echo '**********Table Creation**************' echo '******************************************' echo # get from user # table name; # name,datatype of each parameter; # # Note: table num. of parameters is restricted # to only '2' until i get used to # conditions and loops in bash echo -n "Enter table name: " read table_name echo echo echo "Note: num. of columns currently restricted to 2" echo echo echo -n "Enter parameter1 ( name type ): " read param1_name param1_type echo -n "Enter parameter2 ( name type ): " read param2_name param2_type echo # Displaying the exact query # used to create the table echo "Query: " echo "create table $1($param1_name $param1_type,$param2_name $param2_type)" echo # myql part starts here... mysql test<<EOFMYSQL create table $table_name($param1_name $param1_type,$param2_name $param2_type); EOFMYSQL # mysql part ends here... if [ $? ] then echo "Table creation successful!!!" echo '*****************************************' echo else echo "Error occured!!" echo fi <file_sep>/bash_tutor/ex4/test_while #!/bin/bash # # i'm trying to test a simple script involving # while loop # # get input from user and # test if its equal to "34" # if so, exit # else get input again and again echo echo -n "Enter key: " read key # checking for inequality # returns true if not equal while [ ! "$key" = 34 ] do echo echo -n "Wrong! Enter again:" read key done # end of while echo "U entered $key Success!!!!" exit <file_sep>/bash_tutor/ex4/test_break #!/bin/bash # # In this script, we get a directory as input # from the user and list the files in that # we do this again and agin # we break out of the loop once # the no. of files in the directory (ip fom user) # is greater than a limit echo echo -n "Enter directory name: " read dname while [ "$dname" ] do # find the number of files num_files=`ls $dname \| wc -l ` if [ ! -d "$dname" ] then echo echo "Warning: Directory is not accessible!" echo # getting direc name from user here is really important # if we fail to do so, the previous input (not a directory) # will remain in dname and the loop runs infinitely echo -n "Enter directory name: " read dname echo continue else if [ "$num_files" -lt 7 ] then ls $dname echo echo "No. of files inside $dname : $num_files" echo else echo echo "Too many files!!!" echo break fi fi # end of if echo echo -n "Enter directory name: " read dname echo done # end of while echo "U entered $key Success!!!!" exit <file_sep>/bash_tutor/ex5/ex5_1 #!/bin/bash # # use "grep" to find all the occurances # of following patterns in a file # # 1. lines starting with M # # 2. Blank lines # # 3. lines with 2 or more a's # # 4. lines with 2 or more digit numbers # # 5. lines with patter [x,y] # where x,y => numbers # setting a variable to contain filename p_file=pattern_file # using grep with regexp to find patterns # usage: grep 'pattern' file-name # # pattern: '^abc' => lines starting with abc echo echo "Lines starting with \"M\": " grep '^M' $p_file echo # pattern: '^$' => line begins empty, ends empty # blank line echo echo "Number of blank lines:" grep '^$' $p_file \| wc --lines echo # pattern: 'aa+' => lines with 2 or more a's # extended regexp => use of -E option with grep echo echo "Lines containing 2 or more a's:" grep -E 'aa+' $p_file echo # pattern: '[0-9][0-9]+' => 2 or more digits of numbers echo echo "Lines with 2 or more digits of numbers:" grep -E '[0-9][0-9]+' $p_file echo # pattern: '\[[0-9],[0-9]\]' => [x,y] # x,y => numbers # use of \ for using [ as a normal char # echo echo "Lines with pattern [x,y]:" grep -E '\[[0-9]+,[0-9]+\]' $p_file echo # end of script <file_sep>/bash_tutor/ex3/course_proj_2 #!/bin/bash # # this script will provide the user with a menu # from which he can select any one of the options below: # 1. Create a record # 2. View records # 3. Search for a record # 4. Delete a record # only options 1 and 2 are implemented in this script # display msg "Construction work going on" # when option 3 or 4 is selected # if user prompts to view records before any record is # created, no file would exist; # we need to handle it # we need to also handle empty, unknown arguments(inputs) # # storing filename in a var # this file is where the records # will be stored fname=names.dat # display a menu echo echo '*****************************************************' echo "1. Create a record" echo "2. View records" echo "3. Search for a record" echo "4. Delete a record" echo '*****************************************************' echo read option case $option in 1) echo echo '******************************************************' echo '*************** Record Creation ******************' # prompt user for details and # store them in variables echo echo -n "Enter name: " read name echo -n "Enter Address: " read addr echo -n "Enter city: " read city echo -n "Enter State: " read state echo -n "Enter zip: " read zip echo # storing all the variables in a file echo "$name:$addr:$city:$state:$zip" >> $fname echo echo "The record $name created successfully!!!" echo ;; # ";;" => denotes the end of a case 2) # if names.dat file exists, # display all the records stored in names.dat if [ -f $fname ] then echo echo '***************** List of Records ***************' cat $fname echo '******************************************************' # display count of number of records # one record per line # so, no. of records = no. of line # we can use "wc" - word count for counting # lines with "--lines" option echo echo "Num. of records: `more $fname \| wc --lines`" echo else # if names.dat file doesn't exist # display "Sorry! No records available now!" echo echo "Sorry! No records available now!" echo exit fi # end of if ;; # end of case 2 3\|4) echo "Construction work going on!!";; # end of cases 3 and 4 ) # This is the default case # this case is considered when all # other cases fail echo echo "Error: Invalid Input" echo "Exiting script!" exit ;; # end of default case esac # end of case structure <file_sep>/bash_tutor/ex3/course_proj_1 #!/bin/bash # this program will prompt user to enter # name, address, city, state, zip # saves these as a record # in a file seperated # by : # so, one line for each record (ie) each person # prompt user for details and # store them in variables echo echo -n "Enter name: " read name echo -n "Enter Address: " read addr echo -n "Enter city: " read city echo -n "Enter State: " read state echo -n "Enter zip: " read zip echo # storing filename in a var fname=names.dat # storing all the variables in a file echo "$name:$addr:$city:$state:$zip" >> $fname # display all the records stored in names.dat echo echo '******************* List of Records ***************' cat $fname echo '*****************************************************' # display count of number of records # one record per line # so, no. of records = no. of line # we can use "wc" - word count for counting # lines with "--lines" option echo echo "Num. of records: `more $fname \| wc --lines`" echo <file_sep>/bash_tutor/ex4/ex4_1 #!/bin/bash # # In this script, the user inputs a directory # the files in the directory whose names match a # particular pattern like a char sequence "foo" # consider those files and finally print the # sum of sizes of all such files # # # get input from user - a dirctory echo echo -n "Enter directory: " read dname echo # # change to the directory cd $dname # # we display the current directory and # list the files in current directory echo echo -n "We are in " pwd echo echo '**************** list of files ******************' ls echo '*****************************************************' echo # # now we iterated through the list of files, find files that # match patter and display them # echo '********** list of files with foo ****************' # use a for loop to iterate thro' the directory # # variable size stores sum of sizes of matching files # variable count stores total no. of iterations size=0 count=0 # # iterating through matching files for filex in [f][o][o]* do # display file echo $filex # count++ count=`expr $count + 1` # finding size of file in this iteration, # storing in temp temp=`more $filex \| wc -c` # size = temp + size size=`expr $temp + $size` done # end of loop # # display number of files(count) and # sum of sizes of matching files (size) echo '*********************************************************' echo echo "Num of files = $count" echo "Total size of files = $size" echo # end of script	4b67f6329288d7271a04a2d849275c7ba7b892b1	[ "Shell" ]	11	Shell	suriyadeepan/bash_tutor	285c2874e5b90ab604caf6a5b510a9fc371be3e9	51a872a480fb44268b8be6c2ab7d305a5aac5097
refs/heads/master	<repo_name>fidfi1/gerw1<file_sep>/full-stack-project/resources/ActiveStorageDemo/README.md # Active Storage Attachment / React File Upload Demo This demo shows how to upload images using React, Active Storage, and AWS S3. ## Before we start: Configure Heroku with your Rails Master Key We can start by making sure Heroku will be able to unencrypt our `credentials.yml.enc` file (which we will be setting up later) by adding our master key which can be found in `config/master.key`. But the master key is gitignored for good reason. Do not check this file in to git. We can use the heroku command line to secretly add the key to our heroku config. ``` $ heroku config:set RAILS_MASTER_KEY=<your-master-key-here> ``` ## Demo #### Bite Sized Videos - [:movie_camera: (Setting up ActiveStorage)](https://vimeo.com/278726984) - [:movie_camera: (Setting up S3)](https://vimeo.com/278726994) - [:movie_camera: (Handling keys and credentials)](https://vimeo.com/278727014) - [:movie_camera: (Uploading a photo)](https://vimeo.com/278727030) - [:movie_camera: (Displaying S3 images in React)](https://vimeo.com/278727054) - [:movie_camera: (Reading files in React forms)](https://vimeo.com/278727067) - [:movie_camera: (Sending files to Rails via React)](https://vimeo.com/278727091) - [:movie_camera: (Image preview)](https://vimeo.com/278727103) - [:movie_camera: (Validations for attachments)](https://vimeo.com/278727131) https://github.com/appacademy/curriculum/tree/master/full-stack-project/resources/ActiveStorageDemo/app/models ## Key Files - [post.rb](https://github.com/appacademy/curriculum/tree/master/full-stack-project/resources/ActiveStorageDemo/app/models/post.rb) - [api/posts/index.json.jbuilder](https://github.com/appacademy/curriculum/tree/master/full-stack-project/resources/ActiveStorageDemo/app/views/api/posts/index.json.jbuilder) - [Form.jsx](https://github.com/appacademy/curriculum/tree/master/full-stack-project/resources/ActiveStorageDemo/frontend/form.jsx) - [storage.yml](https://github.com/appacademy/curriculum/tree/master/full-stack-project/resources/ActiveStorageDemo/config/storage.yml) - [development.rb](https://github.com/appacademy/curriculum/tree/master/full-stack-project/resources/ActiveStorageDemo/config/environments/development.rb#L31) - [production.rb](https://github.com/appacademy/curriculum/tree/master/full-stack-project/resources/ActiveStorageDemo/config/environments/production.rb#L42) - [credentials.yml.enc](https://github.com/appacademy/curriculum/tree/master/full-stack-project/resources/ActiveStorageDemo/config/credentials.yml.enc) ## Useful Docs - [ActiveStorage README](https://github.com/rails/rails/blob/master/activestorage/README.md) - [ActiveStorage Guide](http://guides.rubyonrails.org/active_storage_overview.html) - [AWS](http://aws.amazon.com/) - [FileReader](https://developer.mozilla.org/en-US/docs/Web/API/FileReader) - [FormData](https://developer.mozilla.org/en-US/docs/Web/API/FormData) ### Setting up AWS - The first thing we need to set up is our buckets. This is where amazon will actually store our files. Click on 'S3' and then 'Create Bucket'. We should make a separate bucket for development and production. I would use something like `app-name-dev` and `app-name-pro`. Set the region to the one closest to you (that's N. Virginia if you're in New York). - Now we have space set aside on AWS, but we don't have permission to access it. We need to create a user, and a policy for them to access your buckets. Go back to the main page and click 'Identity and Access Management' then click 'Users' on the left. We'll make a new user, named whatever you like. - You'll be directed to a page with your brand new security credentials, DOWNLOAD AND SAVE THEM NOW, you will not have access to them again. If you do lose them, just delete the user and make a new one. - The keys you just saved give you access to your AWS server space, don't push them to GitHub, or put them anywhere public! - Now we need to set up the security policy for our new user. This is how they will be allowed to connect. Click 'Attach existing policies directly' and then 'Create Policy'. You can use this sensible default and not worry too much about what it's doing for you (borrrrriing). Remember to switch out bucket-name for your bucket. ### User Policy ```json { "Version": "2012-10-17", "Statement": [ { "Sid": "Stmt1420751757000", "Effect": "Allow", "Action": [ "s3:" ], "Resource": [ "arn:aws:s3:::{BUCKET-NAME-DEV}", "arn:aws:s3:::{BUCKET-NAME-DEV}/", "arn:aws:s3:::{BUCKET-NAME-PRO}", "arn:aws:s3:::{BUCKET-NAME-PRO}/" ] } ] } ``` - Don't forget we also need a policy for each of your buckets that allows the user you just created to access it. Use this template ### Bucket Policy ```json { "Version": "2012-10-17", "Statement": [ { "Sid": "Stmt1420751757000", "Effect": "Allow", "Principal": { "AWS": "arn:aws:iam::{YOUR-AWS-ACCOUNT-ID}:user/{YOUR-USER-NAME}" }, "Action": "s3:", "Resource": [ "arn:aws:s3:::{YOUR-BUCKET-NAME}", "arn:aws:s3:::{YOUR-BUCKET-NAME}/" ] } ] } ``` - That's pretty much it for AWS. Now we have to convince Active Storage to use it! ### Setting up Active Storage - First add `gem "aws-sdk-s3"` to your Gemfile and bundle install. - Run `bundle exec rails active_storage:install` to create the migrations for the attachments and blobs tables. You don't have to worry about what columns are in these tables! - Run `bundle exec rails db:migrate` to run the migrations. - Add the attachment association to your desired model ```ruby class Post < ApplicationRecord has_one_attached :photo end ``` - Great, next we need to set up Active Storage to save to AWS. - Run `bundle exec rails credentials:edit` (You should make sure you default editor is set to Atom if you're not comfortable with vim. Add this line `export EDITOR="atom -w"` to your ~/.bash_profile). - Once the editor opens with your unencrypted credentials file, you should add your keys to look something like this. ```yml aws: access_key_id: "XXXX" secret_access_key: "XXXX" region: "us-east-1" dev: bucket: "BUCKET-NAME-DEV" prod: bucket: "BUCKET-NAME-PROD" # Used as the base secret for all MessageVerifiers in Rails, including the one protecting cookies. secret_key_base: XXXXXX ``` Double check your `s3_region` [here][aws-regions] (scroll down to API Gateways). [aws-regions]: http://docs.aws.amazon.com/general/latest/gr/rande.html - Next we have to add our services to our `storage.yml`. ```yml amazon_dev: service: S3 access_key_id: <%= Rails.application.credentials.aws[:access_key_id] %> secret_access_key: <%= Rails.application.credentials.aws[:secret_access_key] %> region: <%= Rails.application.credentials.aws[:region] %> bucket: <%= Rails.application.credentials.aws[:dev][:bucket] %> amazon_prod: service: S3 access_key_id: <%= Rails.application.credentials.aws[:access_key_id] %> secret_access_key: <%= Rails.application.credentials.aws[:secret_access_key] %> region: <%= Rails.application.credentials.aws[:region] %> bucket: <%= Rails.application.credentials.aws[:prod][:bucket] %> ``` - Finally, we add our services to both `development.rb` and `production.rb` ```ruby # config/environments/development.rb config.active_storage.service = :amazon_dev ``` ```ruby # config/environments/production.rb config.active_storage.service = :amazon_prod ``` - We did it! You should be able to attach files through the console, test it out. ```ruby post = Post.first file = File.open('app/assets/images/sennacy.jpg') post.photo.attach(io: file, filename: 'sennacy.jpg') post.photo.attached? # => true ``` ### Image Preview - Okay so what if we don't want our users to upload files via rails console? We need to be able to attach files from a form. Lets add something to our post form. - To preview the file, we need to extract a url for it. On change of the file input component we instantiate a new [FileReader](https://developer.mozilla.org/en-US/docs/Web/API/FileReader) object. set a success function for when it loads Then we ask it to read the file with [`FileReader#readAsDataURL(file)`](https://developer.mozilla.org/en-US/docs/Web/API/FileReader.readAsDataURL) ```javascript const reader = new FileReader(); const file = e.currentTarget.files[0]; reader.onloadend = () => this.setState({ imageUrl: reader.result, imageFile: file}); if (file) { reader.readAsDataURL(file); } else { this.setState({ imageUrl: "", imageFile: null }); } ``` - Once it's loaded we can preview the image using the imageUrl we saved in state. Awesome! ### Image Uploading - We still haven't sent the file to the server to be saved. To upload the file we will instantiate a new [FormData](https://developer.mozilla.org/en-US/docs/Web/API/FormData) object. We then use the [append](https://developer.mozilla.org/en-US/docs/Web/API/FormData/append) method to add key/values to send to the server. One of the key/value pairs will be the binary file we grab from `this.state.file`. Be mindful to have your keys match whatever your Rails controller is expecting in the params. In our case this is `post[photo]`. ```javascript handleSubmit(e) { e.preventDefault(); const formData = new FormData(); formData.append('post[title]', this.state.title); if (this.state.photoFile) { formData.append('post[photo]', this.state.photoFile); } $.ajax({ url: '/api/posts', method: 'POST', data: formData, contentType: false, processData: false }); } ``` In the options for the `$.ajax` request we need to set `processData` and `contentType` both to `false`. This is to prevent default jQuery behavior from trying to convert our FormData object and sending up the wrong header. See more in this [SO post](http://stackoverflow.com/a/8244082). ### Default files and seeding - Setting a default files and attaching files in your seeds are two things your project might need. Please discuss your implementation ideas for these features with your project manager to see if they have any helpful tips! ### Handling multiple files #### Model Specify that the model `has_many_attached :your_attachment_type`: ```rb # app/models/post.rb has_many_attached :photos ``` #### Controller Update strong params to accept the array of files as a param: ```rb # app/controllers/api/posts_controller.rb def post_params params.require(:post).permit(:title, photos: []) end ``` #### Jbuilder View In your jbuilder file, map over each attached file to their URLs: ```rb # app/views/api/post/show.json.jbuilder json.photoUrls @post.photos.map { \|file\| url_for(file) } ``` #### File Input Add the `multiple` attribute to a file input to allow multiple attachments: ```js // MyFormComponent#render <input type="file" onChange={e => this.setState({ photos: e.target.files })} multiple /> ``` #### Appending to formData Object Append each file to the same key in the formData object, one at a time: ```js // MyFormComponent#formSubmissionHandler const { name, photos } = this.state; const formData = new FormData(); formData.append('post[name]', name); for(let i = 0; i < photos.length; i++) { formData.append('post[photos][]', photos[i]); } this.props.myThunkActionCreator(formData); ```<file_sep>/ruby/projects/more_recursion_exercises/lib/recursion_problems.rb #Problem 1: You have array of integers. Write a recursive solution to find the #sum of the integers. def sum_recur(array) end #Problem 2: You have array of integers. Write a recursive solution to determine #whether or not the array contains a specific value. def includes?(array, target) end # Problem 3: You have an unsorted array of integers. Write a recursive solution # to count the number of occurrences of a specific value. def num_occur(array, target) end # Problem 4: You have array of integers. Write a recursive solution to determine # whether or not two adjacent elements of the array add to 12. def add_to_twelve?(array) end # Problem 5: You have array of integers. Write a recursive solution to determine # if the array is sorted. def sorted?(array) end # Problem 6: Write a recursive function to reverse a string. Don't use any # built-in #reverse methods! def reverse(string) end <file_sep>/rails/homeworks/capybara/solution.md # Testing Rails With RSpec and Capybara Solutions The solutions to today's homework assignment live with the Reddit on Rails solutions. Make sure to review: [User Specs][users-solutions] * [Auth Specs][auth-solutions] * [UsersController Specs][users-controller-solutions] [users-solutions]: https://github.com/appacademy/curriculum/blob/master/rails/projects/music_app/solution/spec/models/user_spec.rb [auth-solutions]: https://github.com/appacademy/curriculum/blob/master/rails/projects/music_app/solution/spec/features/auth_spec.rb [users-controller-solutions]: https://github.com/appacademy/curriculum/blob/master/rails/projects/music_app/solution/spec/controllers/users_controller_spec.rb <file_sep>/html-css/micro-projects/css_reset/README.md ## CSS Reset Exercise Download this [skeleton][skeleton]. Work out of `css_reset.css` [skeleton]: http://assets.aaonline.io/fullstack/html-css/micro-projects/css_reset/skeleton.zip Oh no! We've removed the original reset stylesheet! Time to build our own. :sunglasses: 1. Clear default margin, padding and border from any elements that we're using in our HTML. 2. Make sure font properties get inherited. 3. Remove default styling from lists. 4. Give text in the body a line-height of 1.5. 5. Make sure images always take up the width of their parents. Compare your recipe page to [this example](http://assets.aaonline.io/fullstack/html-css/micro-projects/css_reset/solution.zip) and [this stylesheet](http://assets.aaonline.io/fullstack/html-css/micro-projects/css_reset/css_reset.css).	2601c70940f341e48d422a1ac5283a0fb6b3a1bb	[ "Markdown", "Ruby" ]	4	Markdown	fidfi1/gerw1	a6a1e68a6c701faea87b65e9a0324d337642f09d	c9fc5e78d2c6fd07e40cfc4dba94273d58acf965
refs/heads/master	<file_sep>package com.example.sdk import android.app.Activity import android.app.Service import android.content.Intent import android.hardware.Sensor import android.hardware.SensorEvent import android.hardware.SensorEventListener import android.hardware.SensorManager import android.os.* import android.widget.Toast class RotationService: Service(), SensorEventListener { private var mSensorManager: SensorManager? = null private var mRotationSensor: Sensor? = null private var isGeneratorOn = false private val SENSOR_DELAY = 500 * 1000 // 500ms private val FROM_RADS_TO_DEGS = -57 val GET_ORIENTATION_FLAG = 111 var rotation = "" override fun onBind(intent: Intent?): IBinder? { return object : IRotation.Stub() { override fun getRotation(): String { return rotation } override fun intiateSensor() { isGeneratorOn = true } } } override fun onStartCommand(intent: Intent?, flags: Int, startId: Int): Int { return super.onStartCommand(intent, flags, startId) try { mSensorManager = getSystemService(Activity.SENSOR_SERVICE) as SensorManager mRotationSensor = mSensorManager!!.getDefaultSensor(Sensor.TYPE_ROTATION_VECTOR) mSensorManager!!.registerListener(this, mRotationSensor, SENSOR_DELAY) } catch (e: Exception) { Toast.makeText(this, "Hardware compatibility issue", Toast.LENGTH_LONG).show() } } override fun onDestroy() { super.onDestroy() isGeneratorOn = false } override fun onAccuracyChanged(sensor: Sensor?, accuracy: Int) { // } override fun onSensorChanged(event: SensorEvent?) { if(isGeneratorOn) { if (event!!.sensor === mRotationSensor) { if (event!!.values.size > 4) { val truncatedRotationVector = FloatArray(4) System.arraycopy(event!!.values, 0, truncatedRotationVector, 0, 4) update(truncatedRotationVector) } else { update(event!!.values) } } } } private fun update(vectors: FloatArray) { val rotationMatrix = FloatArray(9) SensorManager.getRotationMatrixFromVector(rotationMatrix, vectors) val worldAxisX = SensorManager.AXIS_X val worldAxisZ = SensorManager.AXIS_Z val adjustedRotationMatrix = FloatArray(9) SensorManager.remapCoordinateSystem( rotationMatrix, worldAxisX, worldAxisZ, adjustedRotationMatrix ) val orientation = FloatArray(3) SensorManager.getOrientation(adjustedRotationMatrix, orientation) val pitch = orientation[1] * FROM_RADS_TO_DEGS val roll = orientation[2] * FROM_RADS_TO_DEGS val senNo: Message = Message.obtain(null, GET_ORIENTATION_FLAG) rotation = "Pitch:" +pitch.toString()+ "Roll: " +roll.toString() } }	fcf1c1887ca9ee8cb89fcd725d541f029232c2d9	[ "Kotlin" ]	1	Kotlin	gbashish12556/SDK	e7fa247012c4cd6b0c3d746129e1dcff6cb1c256	67ce5ff315e234c3974ce0a22e6383f1659a2d39
refs/heads/master	<file_sep>using Hwapp; using Xunit; namespace Hwapp.Test { public class hwappTest { [Fact] public void Test1() { Hwapp hw = new Hwapp(); bool result = hw.Validate(); Assert.True(result); } } } <file_sep>using System; namespace Hwapp { public class Hwapp { public bool Validate() { return true; } } }	927c7852c6d64c53a58fe5fb10dc1a4622d70304	[ "C#" ]	2	C#	djperezh/HelloWorld	78b44f80670387e9eebe042f4936cfe118b2436c	d7a0f9c6ffe872449aa6071904875938794751f5
refs/heads/master	<repo_name>epileptickid/EQual<file_sep>/app/src/main/java/com/example/equal/ui/fragments/SettingsFragment.kt package com.example.equal.ui.fragments import android.view.Menu import android.view.MenuInflater import android.view.MenuItem import com.example.equal.MainActivity import com.example.equal.R import com.example.equal.activites.RegisterActivity import com.example.equal.utilits.AUTH import com.example.equal.utilits.USER import com.example.equal.utilits.replaceActivity import com.example.equal.utilits.replaceFragment import kotlinx.android.synthetic.main.fragment_settings.* class SettingsFragment : BaseFragment(R.layout.fragment_settings) { override fun onResume() { super.onResume() setHasOptionsMenu(true) initFields() } private fun initFields() { settings_phone_number.text = USER.phone settings_login.text = USER.username settings_phone_number.text = USER.phone settings_status.text = USER.status settings_username.text = USER.fullname } override fun onCreateOptionsMenu(menu: Menu, inflater: MenuInflater) { activity?.menuInflater?.inflate(R.menu.settings_action_menu, menu) } override fun onOptionsItemSelected(item: MenuItem): Boolean { when (item.itemId){ R.id.settings_menu_exit -> { AUTH.signOut() (activity as MainActivity).replaceActivity(RegisterActivity()) } R.id.settings_menu_change_name -> replaceFragment(ChangeNameFragment()) } return true } } <file_sep>/settings.gradle rootProject.name='EQual' include ':app' <file_sep>/app/src/main/java/com/example/equal/ui/objects/AppDrawer.kt package com.example.equal.ui.objects import android.view.View import androidx.appcompat.app.AppCompatActivity import androidx.drawerlayout.widget.DrawerLayout import com.example.equal.R import com.example.equal.ui.fragments.SettingsFragment import com.example.equal.utilits.replaceFragment import com.mikepenz.materialdrawer.AccountHeader import com.mikepenz.materialdrawer.AccountHeaderBuilder import com.mikepenz.materialdrawer.Drawer import com.mikepenz.materialdrawer.DrawerBuilder import com.mikepenz.materialdrawer.model.DividerDrawerItem import com.mikepenz.materialdrawer.model.PrimaryDrawerItem import com.mikepenz.materialdrawer.model.ProfileDrawerItem import com.mikepenz.materialdrawer.model.interfaces.IDrawerItem class AppDrawer (val mainActivity: AppCompatActivity, val toolbar: androidx.appcompat.widget.Toolbar) { private lateinit var mDrawer: Drawer private lateinit var mHeader: AccountHeader private lateinit var mDrawerLayout: DrawerLayout fun create(){ createHeader() createDrawer() mDrawerLayout = mDrawer.drawerLayout } fun disableDrawer(){ mDrawer.actionBarDrawerToggle?.isDrawerIndicatorEnabled = false mainActivity.supportActionBar?.setDisplayHomeAsUpEnabled(true) mDrawerLayout.setDrawerLockMode(DrawerLayout.LOCK_MODE_LOCKED_CLOSED) toolbar.setNavigationOnClickListener { mainActivity.supportFragmentManager.popBackStack() } } fun enableDrawer(){ mainActivity.supportActionBar?.setDisplayHomeAsUpEnabled(false) mDrawer.actionBarDrawerToggle?.isDrawerIndicatorEnabled = true mDrawerLayout.setDrawerLockMode(DrawerLayout.LOCK_MODE_UNLOCKED) toolbar.setNavigationOnClickListener { mDrawer.openDrawer() } } private fun createDrawer() { mDrawer = DrawerBuilder() .withActivity(mainActivity) .withToolbar(toolbar) .withActionBarDrawerToggle(true) .withSelectedItem(-1) .withAccountHeader(mHeader) .addDrawerItems( PrimaryDrawerItem().withIdentifier(101) .withName("Тренировки") .withSelectable(false), PrimaryDrawerItem().withIdentifier(102) .withName("Задания") .withSelectable(false), PrimaryDrawerItem().withIdentifier(103) .withName("Игры") .withSelectable(false), DividerDrawerItem(), PrimaryDrawerItem().withIdentifier(106) .withName("Настройки") .withSelectable(false) ).withOnDrawerItemClickListener(object :Drawer.OnDrawerItemClickListener{ override fun onItemClick( view: View?, position: Int, drawerItem: IDrawerItem<*> ): Boolean { when(position){ 5 -> mainActivity.replaceFragment(SettingsFragment()) } return false } }).build() } private fun createHeader() { mHeader = AccountHeaderBuilder() .withActivity(mainActivity) .withHeaderBackground(R.drawable.header) .addProfiles( ProfileDrawerItem().withName("<NAME>") .withEmail("88005553535") ).build() } }	415a54258d6006542c03b9a9076f795455804a2f	[ "Kotlin", "Gradle" ]	3	Kotlin	epileptickid/EQual	d6921780ef0b30635a2b6478316dc51bd26c3778	4c4a14e84eacacd49fd96ad3225401e1df30fcc6
refs/heads/master	<repo_name>tmag84/ps-userclient<file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/models/mService.kt package isel.ps.ps_userclient.models import android.os.Parcel import android.os.Parcelable data class mService( val id : Int, val name: String, val description: String, val provider_email: String, val contact_number: Int, val contact_name: String, val contact_location: String, val service_type: Int, var n_subscribers: Int, val avg_rank: Double, var subscribed: Boolean, val service_events: List<Event>, val service_notices: List<Notice>, val service_rankings: List<Ranking> ) : Parcelable { companion object { @JvmField @Suppress("unused") val CREATOR = object : Parcelable.Creator<mService> { override fun createFromParcel(source: Parcel) = mService(source) override fun newArray(size: Int): Array<mService?> = arrayOfNulls(size) } } constructor(source: Parcel) : this( id = source.readInt(), name = source.readString(), description = source.readString(), provider_email = source.readString(), contact_number = source.readInt(), contact_name = source.readString(), contact_location = source.readString(), service_type = source.readInt(), n_subscribers = source.readInt(), avg_rank = source.readDouble(), subscribed = source.readInt()==1, service_events = mutableListOf<Event>().apply { source.readTypedList(this, Event.CREATOR) }, service_notices = mutableListOf<Notice>().apply { source.readTypedList(this, Notice.CREATOR) }, service_rankings = mutableListOf<Ranking>().apply { source.readTypedList(this, Ranking.CREATOR) } ) override fun describeContents() = 0 override fun writeToParcel(dest: Parcel, flags: Int) { dest.apply { writeInt(id) writeString(name) writeString(description) writeString(provider_email) writeInt(contact_number) writeString(contact_name) writeString(contact_location) writeInt(service_type) writeInt(n_subscribers) writeDouble(avg_rank) writeInt(if(subscribed) 1 else 0) writeTypedList(service_events) writeTypedList(service_notices) writeTypedList(service_rankings) } } }<file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/utils/mapper/Mapper.kt package isel.ps.ps_userclient.utils.mapper import com.fasterxml.jackson.databind.DeserializationFeature import com.fasterxml.jackson.databind.ObjectMapper import com.fasterxml.jackson.module.kotlin.jacksonObjectMapper class Mapper{ companion object { val mapper: ObjectMapper = jacksonObjectMapper() .configure(DeserializationFeature.FAIL_ON_UNKNOWN_PROPERTIES, false) } } <file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/presentations/ErrorActivity.kt package isel.ps.ps_userclient.presentations import android.content.Intent import android.content.IntentFilter import android.os.Bundle import android.support.v4.content.LocalBroadcastManager import isel.ps.ps_userclient.R import isel.ps.ps_userclient.receivers.NetworkReceiver import isel.ps.ps_userclient.services.NetworkService import isel.ps.ps_userclient.utils.constants.ErrorMessages import isel.ps.ps_userclient.utils.constants.IntentKeys import isel.ps.ps_userclient.utils.constants.ServiceActions import kotlinx.android.synthetic.main.activity_error.* class ErrorActivity : BaseActivity() { override val layoutResId: Int = R.layout.activity_error override fun onCreate(savedInstanceState: Bundle?) { super.onCreate(savedInstanceState) myReceiver = NetworkReceiver(this) LocalBroadcastManager.getInstance(this).registerReceiver(myReceiver, IntentFilter(IntentKeys.NETWORK_RECEIVER)) var error = intent.extras?.getString(IntentKeys.ERROR) if (error==null) { error = ErrorMessages.CONNECTION_ERROR } error_text_error.text = error val back_to_login = error==ErrorMessages.NO_WIFI_CONNECTION \|\| error==ErrorMessages.LOGIN_ERROR \|\| error==ErrorMessages.CONNECTION_ERROR \|\| error==ErrorMessages.AUTH_ERROR if (back_to_login) { btn_error_back.text = getString(R.string.btn_error_back_to_login) } else { btn_error_back.text = getString(R.string.btn_error_back_to_subscriber) } btn_error_back.setOnClickListener { if (back_to_login) { startActivity(Intent(this,LoginActivity::class.java)) } else { val request_intent = Intent(this, NetworkService::class.java) request_intent.putExtra(IntentKeys.ACTION, ServiceActions.GET_USER_SUBSCRIPTIONS) startService(request_intent) } } } override fun onResume() { super.onResume() } override fun onPause() { super.onPause() LocalBroadcastManager.getInstance(this).unregisterReceiver(myReceiver) } override fun onDestroy() { super.onDestroy() LocalBroadcastManager.getInstance(this).unregisterReceiver(myReceiver) } } <file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/utils/constants/SharedPreferencesKeys.kt package isel.ps.ps_userclient.utils.constants class SharedPreferencesKeys { companion object { val SHARED_PREFS_ID = "isel.ps.ps_userclient" val USER_EMAIL = "email" val USER_PASSWORD = "<PASSWORD>" val USER_NAME = "name" val PREFERED_TYPES = "list_types" val AUTH_TOKEN="auth_token" val EXPIRE_DATE="expire_date" val DEVICE_TOKEN="device_token" } }<file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/presentations/LoginActivity.kt package isel.ps.ps_userclient.presentations import android.content.Intent import android.content.IntentFilter import android.os.Bundle import android.support.v4.content.LocalBroadcastManager import isel.ps.ps_userclient.App import isel.ps.ps_userclient.R import isel.ps.ps_userclient.receivers.NetworkReceiver import isel.ps.ps_userclient.services.NetworkService import isel.ps.ps_userclient.utils.constants.IntentKeys import isel.ps.ps_userclient.utils.constants.ServiceActions import isel.ps.ps_userclient.utils.constants.SharedPreferencesKeys import kotlinx.android.synthetic.main.activity_login.* class LoginActivity : BaseActivity() { override val layoutResId: Int = R.layout.activity_login override fun onCreate(savedInstanceState: Bundle?) { super.onCreate(savedInstanceState) myReceiver = NetworkReceiver(this) LocalBroadcastManager.getInstance(this).registerReceiver(myReceiver, IntentFilter(IntentKeys.NETWORK_RECEIVER)) btn_login.setOnClickListener { val email = text_login_email.text.toString() val password = <PASSWORD>() val intent_request = Intent(this, NetworkService::class.java) intent_request.putExtra(IntentKeys.ACTION, ServiceActions.LOGIN) intent_request.putExtra(IntentKeys.USER_EMAIL, email) intent_request.putExtra(IntentKeys.USER_PASSWORD, <PASSWORD>) startService(intent_request) } btn_register.setOnClickListener { startActivity(Intent(this,RegisterActivity::class.java)) } } override fun onResume() { super.onResume() } override fun onPause() { super.onPause() LocalBroadcastManager.getInstance(this).unregisterReceiver(myReceiver) } override fun onDestroy() { super.onDestroy() LocalBroadcastManager.getInstance(this).unregisterReceiver(myReceiver) } }<file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/models/Event.kt package isel.ps.ps_userclient.models import android.os.Parcel import android.os.Parcelable data class Event( val service_id: Int, val id: Int, val text: String, val creation_date: Long, val event_begin: Long, val event_end: Long ): Parcelable { companion object { @JvmField @Suppress("unused") val CREATOR = object : Parcelable.Creator<Event> { override fun createFromParcel(source: Parcel) = Event(source) override fun newArray(size: Int): Array<Event?> = arrayOfNulls(size) } } constructor(source: Parcel) : this( service_id = source.readInt(), id = source.readInt(), text = source.readString(), creation_date = source.readLong(), event_begin = source.readLong(), event_end = source.readLong() ) override fun describeContents() = 0 override fun writeToParcel(dest: Parcel, flags: Int) { dest.apply { writeInt(service_id) writeInt(id) writeString(text) writeLong(creation_date) writeLong(event_begin) writeLong(event_end) } } } <file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/presentations/RegisterActivity.kt package isel.ps.ps_userclient.presentations import android.content.Intent import android.content.IntentFilter import android.os.Bundle import android.support.v4.content.LocalBroadcastManager import isel.ps.ps_userclient.App import isel.ps.ps_userclient.R import isel.ps.ps_userclient.receivers.NetworkReceiver import isel.ps.ps_userclient.services.NetworkService import isel.ps.ps_userclient.utils.constants.IntentKeys import isel.ps.ps_userclient.utils.constants.ServiceActions import isel.ps.ps_userclient.utils.constants.SharedPreferencesKeys import kotlinx.android.synthetic.main.activity_register.* class RegisterActivity : BaseActivity() { override val layoutResId: Int = R.layout.activity_register override fun onCreate(savedInstanceState: Bundle?) { super.onCreate(savedInstanceState) myReceiver = NetworkReceiver(this) LocalBroadcastManager.getInstance(this).registerReceiver(myReceiver, IntentFilter(IntentKeys.NETWORK_RECEIVER)) btn_registration.setOnClickListener { val email = text_register_email.text.toString() val password = <PASSWORD>_register_password.text.toString() val confirm_password = text_register_confirm_password.text.toString() val username = text_register_username.text.toString() if (password==confirm_password) { val intent_request = Intent(this, NetworkService::class.java) intent_request.putExtra(IntentKeys.ACTION, ServiceActions.REGISTER) intent_request.putExtra(IntentKeys.USER_EMAIL, email) intent_request.putExtra(IntentKeys.USER_PASSWORD, password) intent_request.putExtra(IntentKeys.USERNAME, username) startService(intent_request) } else { text_register_error.text = getString(R.string.text_compare_passwords) } } btn_cancel_registration.setOnClickListener{ startActivity(Intent(this,LoginActivity::class.java)) } } override fun onResume() { super.onResume() } override fun onPause() { super.onPause() LocalBroadcastManager.getInstance(this).unregisterReceiver(myReceiver) } override fun onDestroy() { super.onDestroy() LocalBroadcastManager.getInstance(this).unregisterReceiver(myReceiver) } } <file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/requests/GetServicesInfo.kt package isel.ps.ps_userclient.requests import com.android.volley.VolleyError import isel.ps.ps_userclient.App import isel.ps.ps_userclient.models.mServiceWrapper import isel.ps.ps_userclient.requests.base_classes.GetRequest class GetServicesInfo( app: App, url: String, auth_token: String, success:(service_info: mServiceWrapper) -> Unit, failure:(error:VolleyError)-> Unit) { val func_success = success val func_failure = failure init { val requestQueue = app.requestQueue requestQueue.add( GetRequest( url, mServiceWrapper::class.java, auth_token, {result->func_success.invoke(result)}, {error->func_failure.invoke(error)} ) ) } }<file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/utils/services/ServiceUtils.kt package isel.ps.ps_userclient.utils.services import android.content.Context import android.net.ConnectivityManager import isel.ps.ps_userclient.models.Links class ServiceUtils { companion object { //function to check connectivity fun checkConnectivity(ctx: Context) : Boolean { val cm = ctx.getSystemService(Context.CONNECTIVITY_SERVICE) as ConnectivityManager val activeNetwork = cm.activeNetworkInfo //check if wifi is active if (activeNetwork.type == ConnectivityManager.TYPE_WIFI) { return true } //check if data connection is active if (activeNetwork.type == ConnectivityManager.TYPE_MOBILE) { return true } return false } fun checkLinksHasRelField(links:List<Links>?, rel:String) : Boolean { links?.forEach { if (it.Rel==rel) { return true } } return false } } } <file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/services/FcmIdService.kt package isel.ps.ps_userclient.services import com.google.firebase.iid.FirebaseInstanceId import com.google.firebase.iid.FirebaseInstanceIdService import isel.ps.ps_userclient.App import isel.ps.ps_userclient.requests.PostAction import isel.ps.ps_userclient.utils.constants.SharedPreferencesKeys import org.json.JSONObject class FcmIdService : FirebaseInstanceIdService() { private fun saveTokenToServer(device_id:String?) { (application as App).let { if (device_id!=null && device_id!=it.SHARED_PREFS.getString(SharedPreferencesKeys.DEVICE_TOKEN,"") && it.SHARED_PREFS.contains(SharedPreferencesKeys.AUTH_TOKEN)) { val device_token = FirebaseInstanceId.getInstance(it.firebaseApp).token val json_body = JSONObject() json_body.put("device_id",device_token) PostAction( it, it.urlBuilder.buildRegisterDeviceUrl(), it.SHARED_PREFS.getString(SharedPreferencesKeys.AUTH_TOKEN,""), json_body, {_ -> it.SHARED_PREFS.edit().putString(SharedPreferencesKeys.DEVICE_TOKEN, device_token).apply()}, {_ -> } ) } } } override fun onTokenRefresh() { val device_token = FirebaseInstanceId.getInstance((application as App).firebaseApp).token saveTokenToServer(device_token) } }<file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/models/mLogin.kt package isel.ps.ps_userclient.models import android.os.Parcel import android.os.Parcelable data class mLogin( val access_token : String, val token_type : String, val expires_in : Int, val user_name : String ) : Parcelable { companion object { @JvmField @Suppress("unused") val CREATOR = object : Parcelable.Creator<mLogin> { override fun createFromParcel(source: Parcel) = mLogin(source) override fun newArray(size: Int): Array<mLogin?> = arrayOfNulls(size) } } constructor(source: Parcel) : this( access_token = source.readString(), token_type = source.readString(), expires_in = source.readInt(), user_name = source.readString() ) override fun describeContents() = 0 override fun writeToParcel(dest: Parcel, flags: Int) { dest.apply { writeString(access_token) writeString(token_type) writeInt(expires_in) writeString(user_name) } } }<file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/utils/async/CalendarQueryAsync.kt package isel.ps.ps_userclient.utils.async import android.content.Context import android.os.AsyncTask import isel.ps.ps_userclient.R import isel.ps.ps_userclient.utils.dates.CalendarProviderUtils class CalendarQueryAsync(val ctx:Context) : AsyncTask<AsyncData,String,Long>() { lateinit var data : AsyncData override fun doInBackground(vararg params: AsyncData): Long { data = params[0] val eventId = CalendarProviderUtils.getEventIdFromCalendar(ctx,data.event) return eventId } override fun onPostExecute(eventId: Long) { data.btn.isEnabled = true if (eventId>0) { data.btn.text = ctx.getString(R.string.btn_remove_event_calendar)} else { data.btn.text = ctx.getString(R.string.btn_add_event_calendar) } } }<file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/requests/base_classes/LoginRequest.kt package isel.ps.ps_userclient.requests.base_classes import com.android.volley.NetworkResponse import com.android.volley.Request import com.android.volley.Response import com.android.volley.VolleyError import com.android.volley.toolbox.JsonRequest import isel.ps.ps_userclient.models.mError import isel.ps.ps_userclient.models.mLogin import isel.ps.ps_userclient.utils.mapper.Mapper import org.json.JSONObject import java.io.IOException class LoginRequest( url:String, body: String, success: (mLogin) -> Unit, error: (VolleyError) -> Unit ) : JsonRequest<mLogin>(Request.Method.POST,url,body,success,error) { private val dtoType: Class<mLogin> = mLogin::class.java override fun parseNetworkResponse(response: NetworkResponse): Response<mLogin> { try { val dto = Mapper.mapper.readValue(response.data, dtoType) return Response.success(dto, null) } catch (e: IOException) { e.printStackTrace() val error = Mapper.mapper.readValue(response.data, mError::class.java) val volley_error = VolleyError(error.detail) return Response.error(volley_error) } } override fun getBodyContentType(): String { return "application/x-www-form-urlencoded; charset=UTF-8" } override fun parseNetworkError(volleyError: VolleyError): VolleyError { if (volleyError.networkResponse != null && volleyError.networkResponse.data != null) { try { val json = JSONObject(String(volleyError.networkResponse.data)) val volley = VolleyError(json.getString("error_description")) return volley } catch (e: IOException) { val error = String(volleyError.networkResponse.data) e.printStackTrace() return VolleyError(error) } } return volleyError } }<file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/utils/adapters/ServEventsAdapter.kt package isel.ps.ps_userclient.utils.adapters import android.content.Context import android.view.LayoutInflater import android.view.View import android.view.ViewGroup import android.widget.BaseAdapter import android.widget.Button import android.widget.TextView import isel.ps.ps_userclient.App import isel.ps.ps_userclient.R import isel.ps.ps_userclient.models.ListEvents import isel.ps.ps_userclient.utils.async.AsyncData import isel.ps.ps_userclient.utils.async.CalendarOpAsync import isel.ps.ps_userclient.utils.async.CalendarQueryAsync import isel.ps.ps_userclient.utils.dates.DateUtils class ServEventsAdapter(val app: App, val context: Context, val list: ArrayList<ListEvents>) : BaseAdapter() { val inflater : LayoutInflater = LayoutInflater.from(context) override fun getCount(): Int { return list.count() } override fun getItem(position: Int): ListEvents { return list[position] } override fun getItemId(position: Int): Long { return 0 } override fun getView(position: Int, convertView: View?, parent: ViewGroup): View { @Suppress("NAME_SHADOWING") var convertView = convertView val mViewHolder: MyViewHolder if (convertView == null) { convertView = inflater.inflate(R.layout.service_events_block, parent, false) mViewHolder = MyViewHolder(convertView) convertView!!.tag = mViewHolder } else { mViewHolder = convertView.tag as MyViewHolder } val currentListData = getItem(position) mViewHolder.eventName.text = currentListData.text mViewHolder.eventDate.text = DateUtils.unixToDate(currentListData.event_begin) mViewHolder.eventDuration.text = DateUtils.getDurationAsString(currentListData.event_end-currentListData.event_begin) val data = AsyncData(currentListData,mViewHolder.addToCalendar) mViewHolder.addToCalendar.isEnabled = false CalendarQueryAsync(context).execute(data) mViewHolder.addToCalendar.setOnClickListener { CalendarOpAsync(context).execute(data) } return convertView } private inner class MyViewHolder(item: View) { internal var eventName: TextView = item.findViewById(R.id.block_event_name) as TextView internal var eventDate: TextView = item.findViewById(R.id.block_event_date) as TextView internal var eventDuration: TextView = item.findViewById(R.id.block_event_duration) as TextView internal var addToCalendar: Button = item.findViewById(R.id.btn_block_add_calendar) as Button } } <file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/requests/PostAction.kt package isel.ps.ps_userclient.requests import com.android.volley.VolleyError import isel.ps.ps_userclient.App import isel.ps.ps_userclient.requests.base_classes.PostRequest import org.json.JSONObject class PostAction( app: App, url: String, auth_token: String, json_body: JSONObject, success:(json_response: JSONObject) -> Unit, failure:(error: VolleyError)-> Unit) { val func_success = success val func_failure = failure init { val requestQueue = app.requestQueue requestQueue.add( PostRequest( url, auth_token, json_body, {result->func_success.invoke(result)}, {error->func_failure.invoke(error)} ) ) } } <file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/utils/async/AsyncData.kt package isel.ps.ps_userclient.utils.async import android.widget.Button import isel.ps.ps_userclient.models.ListEvents data class AsyncData( val event:ListEvents, val btn:Button )<file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/utils/adapters/ServCommentsAdapter.kt package isel.ps.ps_userclient.utils.adapters import android.content.Context import android.view.LayoutInflater import android.view.View import android.view.ViewGroup import android.widget.BaseAdapter import android.widget.TextView import isel.ps.ps_userclient.App import isel.ps.ps_userclient.R import isel.ps.ps_userclient.models.Ranking class ServCommentsAdapter(val app: App, val context: Context, val list: ArrayList<Ranking>) : BaseAdapter() { val inflater : LayoutInflater = LayoutInflater.from(context) override fun getCount(): Int { return list.count() } override fun getItem(position: Int): Ranking { return list[position] } override fun getItemId(position: Int): Long { return 0 } override fun getView(position: Int, convertView: View?, parent: ViewGroup): View { @Suppress("NAME_SHADOWING") var convertView = convertView val mViewHolder: MyViewHolder if (convertView == null) { convertView = inflater.inflate(R.layout.service_comment_block, parent, false) mViewHolder = MyViewHolder(convertView) convertView!!.tag = mViewHolder } else { mViewHolder = convertView.tag as MyViewHolder } val currentListData = getItem(position) mViewHolder.commentUsername.text = currentListData.user_name mViewHolder.commentGrade.text = currentListData.value.toString() mViewHolder.commentText.text = currentListData.text return convertView } private inner class MyViewHolder(item: View) { internal var commentUsername: TextView = item.findViewById(R.id.block_comment_username) as TextView internal var commentGrade: TextView = item.findViewById(R.id.block_comment_grade) as TextView internal var commentText: TextView = item.findViewById(R.id.block_comment_text) as TextView } } <file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/presentations/ProfileActivity.kt package isel.ps.ps_userclient.presentations import android.app.Dialog import android.content.Intent import android.content.IntentFilter import android.os.Bundle import android.support.v4.content.LocalBroadcastManager import android.text.SpannableStringBuilder import android.widget.Button import android.widget.EditText import android.widget.TextView import android.widget.Toast import isel.ps.ps_userclient.App import isel.ps.ps_userclient.R import isel.ps.ps_userclient.receivers.NetworkReceiver import isel.ps.ps_userclient.services.NetworkService import isel.ps.ps_userclient.utils.constants.IntentKeys import isel.ps.ps_userclient.utils.constants.ServiceActions import isel.ps.ps_userclient.utils.constants.SharedPreferencesKeys import kotlinx.android.synthetic.main.activity_profile.* class ProfileActivity : BaseActivity() { override val layoutResId: Int = R.layout.activity_profile override val actionBarId: Int? = R.id.toolbar override val actionBarMenuResId: Int? = R.menu.main_menu override fun onCreate(savedInstanceState: Bundle?) { super.onCreate(savedInstanceState) myReceiver = NetworkReceiver(this) LocalBroadcastManager.getInstance(this).registerReceiver(myReceiver, IntentFilter(IntentKeys.NETWORK_RECEIVER)) val set = (application as App).SHARED_PREFS.getStringSet(SharedPreferencesKeys.PREFERED_TYPES,HashSet<String>()) val list = ArrayList<String>(set) val username = (application as App).SHARED_PREFS.getString(SharedPreferencesKeys.USER_NAME,"") text_profile_username.text = SpannableStringBuilder(username) (application as App).serviceTypes.checkBoxes(this,list) btn_submit.setOnClickListener { val new_list = (application as App).serviceTypes.getPreferencesList(this) val editor = (application as App).SHARED_PREFS.edit() editor.putStringSet(SharedPreferencesKeys.PREFERED_TYPES,HashSet<String>(new_list)) editor.apply() Toast.makeText(this,"Áreas de preferência gravadas.",Toast.LENGTH_SHORT).show() if (text_profile_username.text.toString()!=username) { val intent_request = Intent(this, NetworkService::class.java) intent_request.putExtra(IntentKeys.ACTION,ServiceActions.USER_INFO_CHANGE) intent_request.putExtra(IntentKeys.USERNAME,text_profile_username.text.toString()) startService(intent_request) } } btn_cancel.setOnClickListener { startActivity(Intent(this,ProfileActivity::class.java)) } btn_clear_info.setOnClickListener { val editor = (application as App).SHARED_PREFS.edit() editor.remove(SharedPreferencesKeys.USER_PASSWORD) editor.remove(SharedPreferencesKeys.USER_NAME) editor.remove(SharedPreferencesKeys.USER_EMAIL) editor.remove(SharedPreferencesKeys.AUTH_TOKEN) editor.remove(SharedPreferencesKeys.PREFERED_TYPES) editor.remove("initialized") editor.apply() startActivity(Intent(this,LoginActivity::class.java)) } btn_change_my_password.setOnClickListener { val dialog = Dialog(this) dialog.setTitle("Alterar Password") dialog.setContentView(R.layout.dialog_password_edit) val dialog_btn_submit = dialog.findViewById(R.id.btn_change_submit) as Button val dialog_btn_cancel = dialog.findViewById(R.id.btn_change_cancel) as Button val text_password = dialog.findViewById(R.id.text_change_password) as EditText val text_confirm_password = dialog.findViewById(R.id.text_confirm_change_password) as EditText val text_error = dialog.findViewById(R.id.text_change_pass_error) as TextView dialog_btn_submit.setOnClickListener { if (text_password.text==text_confirm_password.text) { val intent_req = Intent(this,NetworkService::class.java) intent_req.putExtra(IntentKeys.ACTION,ServiceActions.PASSWORD_CHANGE) intent_req.putExtra(IntentKeys.USER_PASSWORD,text_password.text.toString()) startService(intent_req) dialog.dismiss() } else { text_error.text = getString(R.string.text_change_pass_error) text_password.text.clear() text_confirm_password.text.clear() } } dialog_btn_cancel.setOnClickListener { dialog.dismiss() } } } override fun onResume() { super.onResume() } override fun onPause() { super.onPause() LocalBroadcastManager.getInstance(this).unregisterReceiver(myReceiver) } override fun onDestroy() { super.onDestroy() LocalBroadcastManager.getInstance(this).unregisterReceiver(myReceiver) } } <file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/utils/ServiceTypes.kt package isel.ps.ps_userclient.utils import android.content.Context import isel.ps.ps_userclient.presentations.ProfileActivity import kotlinx.android.synthetic.main.activity_profile.* import java.util.* class ServiceTypes { val service_types = HashMap<String,Int>() val BAR = "Bar" val CINEMA = "Cinema" val TEATRO = "Teatro" val DANCA = "Dança" val GINASIO = "Ginásio" val RESTAURANTE = "Restaurante" init { service_types.put(BAR,1) service_types.put(CINEMA,2) service_types.put(TEATRO,3) service_types.put(DANCA,4) service_types.put(GINASIO,5) service_types.put(RESTAURANTE,6) } fun getServiceTypeId(type:String) : Int { if (service_types.containsKey(type)) { return service_types[type] as Int } return -1 } fun getServiceTypeName(id:Int) : String { when(id) { 1 -> return BAR 2 -> return CINEMA 3 -> return TEATRO 4 -> return DANCA 5 -> return GINASIO 6 -> return RESTAURANTE else -> return "" } } fun getTypesList() : List<String> { return Arrays.asList(BAR,CINEMA,TEATRO,DANCA,GINASIO,RESTAURANTE) } fun checkBoxes(ctx:Context,list:List<String>) { list.forEach { checkBox(it,(ctx as ProfileActivity)) } } private fun checkBox(type:String, ctx:ProfileActivity) { when(getServiceTypeId(type)) { 1 -> { ctx.cb_bar.isChecked = true } 2 -> { ctx.cb_cinema.isChecked = true } 3 -> { ctx.cb_danca.isChecked = true } 4 -> { ctx.cb_ginasio.isChecked = true } 5 -> { ctx.cb_teatro.isChecked = true } 6 -> { ctx.cb_restaurante.isChecked = true } else -> { } } } fun getPreferencesList(ctx:ProfileActivity) : List<String> { val new_preferneces = ArrayList<String>() if(ctx.cb_bar.isChecked) { new_preferneces.add(BAR) } if(ctx.cb_cinema.isChecked) { new_preferneces.add(CINEMA) } if(ctx.cb_danca.isChecked) { new_preferneces.add(DANCA) } if(ctx.cb_ginasio.isChecked){ new_preferneces.add(GINASIO) } if(ctx.cb_teatro.isChecked) { new_preferneces.add(TEATRO) } if(ctx.cb_restaurante.isChecked) { new_preferneces.add(RESTAURANTE) } return new_preferneces } }<file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/utils/adapters/EventsAdapter.kt package isel.ps.ps_userclient.utils.adapters import android.content.Context import android.content.Intent import android.view.LayoutInflater import android.view.View import android.view.ViewGroup import android.widget.BaseAdapter import android.widget.Button import android.widget.TextView import isel.ps.ps_userclient.App import isel.ps.ps_userclient.R import isel.ps.ps_userclient.models.ListEvents import isel.ps.ps_userclient.services.NetworkService import isel.ps.ps_userclient.utils.async.AsyncData import isel.ps.ps_userclient.utils.async.CalendarOpAsync import isel.ps.ps_userclient.utils.async.CalendarQueryAsync import isel.ps.ps_userclient.utils.constants.IntentKeys import isel.ps.ps_userclient.utils.constants.ServiceActions import isel.ps.ps_userclient.utils.dates.DateUtils class EventsAdapter(val app: App, val context: Context, val list: ArrayList<ListEvents>) : BaseAdapter() { val inflater : LayoutInflater = LayoutInflater.from(context) override fun getCount(): Int { return list.count() } override fun getItem(position: Int): ListEvents { return list[position] } override fun getItemId(position: Int): Long { return 0 } override fun getView(position: Int, convertView: View?, parent: ViewGroup): View { @Suppress("NAME_SHADOWING") var convertView = convertView val mViewHolder: MyViewHolder if (convertView == null) { convertView = inflater.inflate(R.layout.event_block, parent, false) mViewHolder = MyViewHolder(convertView) convertView!!.tag = mViewHolder } else { mViewHolder = convertView.tag as MyViewHolder } val currentListData = getItem(position) val intent_request = Intent(context, NetworkService::class.java) mViewHolder.serviceName.text = currentListData.service_name mViewHolder.serviceName.setOnClickListener { intent_request.putExtra(IntentKeys.ACTION, ServiceActions.GET_SERVICE) intent_request.putExtra(IntentKeys.SERVICE_ID,currentListData.service_id) context.startService(intent_request) } mViewHolder.eventText.text = currentListData.text mViewHolder.eventDate.text = DateUtils.unixToDate(currentListData.event_begin) mViewHolder.eventDuration.text = DateUtils.getDurationAsString(currentListData.event_end-currentListData.event_begin) val data = AsyncData(currentListData,mViewHolder.addEventCalendar) mViewHolder.addEventCalendar.isEnabled = false CalendarQueryAsync(context).execute(data) mViewHolder.addEventCalendar.setOnClickListener { CalendarOpAsync(context).execute(data) } return convertView } private inner class MyViewHolder(item: View) { internal var serviceName: TextView = item.findViewById(R.id.ev_service_name) as TextView internal var eventText: TextView = item.findViewById(R.id.ev_text_event_name) as TextView internal var eventDate: TextView = item.findViewById(R.id.text_event_date) as TextView internal var eventDuration: TextView = item.findViewById(R.id.text_event_duration) as TextView internal var addEventCalendar: Button = item.findViewById(R.id.btn_ev_add_calendar) as Button } }<file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/presentations/SubscriptionActivity.kt package isel.ps.ps_userclient.presentations import android.content.Intent import android.content.IntentFilter import android.os.Bundle import android.support.v4.content.LocalBroadcastManager import android.view.View import isel.ps.ps_userclient.App import isel.ps.ps_userclient.R import isel.ps.ps_userclient.models.mService import isel.ps.ps_userclient.models.mServiceWrapper import isel.ps.ps_userclient.receivers.NetworkReceiver import isel.ps.ps_userclient.services.NetworkService import isel.ps.ps_userclient.utils.adapters.SubscriptionAdapter import isel.ps.ps_userclient.utils.constants.IntentKeys import isel.ps.ps_userclient.utils.constants.ServiceActions import isel.ps.ps_userclient.utils.services.ServiceUtils import kotlinx.android.synthetic.main.activity_subscription.* class SubscriptionActivity : BaseActivity() { override val layoutResId: Int = R.layout.activity_subscription override val actionBarId: Int? = R.id.toolbar override val actionBarMenuResId: Int? = R.menu.main_menu override fun onCreate(savedInstanceState: Bundle?) { super.onCreate(savedInstanceState) myReceiver = NetworkReceiver(this) LocalBroadcastManager.getInstance(this).registerReceiver(myReceiver, IntentFilter(IntentKeys.NETWORK_RECEIVER)) val service_info = intent?.extras?.getParcelable<mServiceWrapper>(IntentKeys.SERVICE_INFO) if (service_info==null) { val intent_error = Intent(this,ErrorActivity::class.java) intent_error.putExtra(IntentKeys.ERROR,"Problems communication with server") startActivity(intent_error) } subscriptionsView.adapter=SubscriptionAdapter((application as App),this, service_info?.services as ArrayList<mService>) text_subscription_page.text = service_info.curr_page.toString() if (ServiceUtils.checkLinksHasRelField(service_info._links,"next")) { btn_subs_next.isEnabled = true btn_subs_next.visibility = View.VISIBLE } else { btn_subs_next.isEnabled = false btn_subs_next.visibility = View.GONE } btn_subs_next.setOnClickListener { val new_intent = Intent(this, NetworkService::class.java) new_intent.putExtra(IntentKeys.ACTION, ServiceActions.GET_USER_SUBSCRIPTIONS) new_intent.putExtra(IntentKeys.PAGE_REQUEST, service_info.curr_page +1) startService(new_intent) } if (service_info.curr_page!=1 \|\| ServiceUtils.checkLinksHasRelField(service_info._links,"prev")) { btn_subs_prev.isEnabled = true btn_subs_prev.visibility = View.VISIBLE } else { btn_subs_prev.isEnabled = false btn_subs_prev.visibility = View.GONE } btn_subs_prev.setOnClickListener { val new_intent = Intent(this, NetworkService::class.java) new_intent.putExtra(IntentKeys.ACTION, ServiceActions.GET_USER_SUBSCRIPTIONS) new_intent.putExtra(IntentKeys.PAGE_REQUEST, service_info.curr_page -1) startService(new_intent) } btn_subs_sort_subscribers.setOnClickListener{ val new_intent = Intent(this, NetworkService::class.java) new_intent.putExtra(IntentKeys.ACTION, ServiceActions.GET_USER_SUBSCRIPTIONS) new_intent.putExtra(IntentKeys.PAGE_REQUEST, service_info.curr_page) new_intent.putExtra(IntentKeys.SORT_ORDER, getString(R.string.sort_order_by_subscriptions)) startService(new_intent) } btn_subs_sort_ranking.setOnClickListener { val new_intent = Intent(this, NetworkService::class.java) new_intent.putExtra(IntentKeys.ACTION, ServiceActions.GET_USER_SUBSCRIPTIONS) new_intent.putExtra(IntentKeys.PAGE_REQUEST, service_info.curr_page) new_intent.putExtra(IntentKeys.SORT_ORDER, getString(R.string.sort_order_by_ranking)) startService(new_intent) } } override fun onResume() { super.onResume() } override fun onPause() { super.onPause() LocalBroadcastManager.getInstance(this).unregisterReceiver(myReceiver) } override fun onDestroy() { super.onDestroy() LocalBroadcastManager.getInstance(this).unregisterReceiver(myReceiver) } } <file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/utils/adapters/ServNoticesAdapter.kt package isel.ps.ps_userclient.utils.adapters import android.content.Context import android.view.LayoutInflater import android.view.View import android.view.ViewGroup import android.widget.BaseAdapter import android.widget.TextView import isel.ps.ps_userclient.App import isel.ps.ps_userclient.R import isel.ps.ps_userclient.models.Notice import isel.ps.ps_userclient.utils.dates.DateUtils class ServNoticesAdapter(val app: App, val context: Context, val list: ArrayList<Notice>) : BaseAdapter() { val inflater : LayoutInflater = LayoutInflater.from(context) override fun getCount(): Int { return list.count() } override fun getItem(position: Int): Notice { return list[position] } override fun getItemId(position: Int): Long { return 0 } override fun getView(position: Int, convertView: View?, parent: ViewGroup): View { @Suppress("NAME_SHADOWING") var convertView = convertView val mViewHolder: MyViewHolder if (convertView == null) { convertView = inflater.inflate(R.layout.service_notices_block, parent, false) mViewHolder = MyViewHolder(convertView) convertView!!.tag = mViewHolder } else { mViewHolder = convertView.tag as MyViewHolder } val currentListData = getItem(position) mViewHolder.noticeDate.text = DateUtils.unixToDate(currentListData.creation_date) mViewHolder.noticeText.text = currentListData.text return convertView } private inner class MyViewHolder(item: View) { internal var noticeDate: TextView = item.findViewById(R.id.block_notice_date) as TextView internal var noticeText: TextView = item.findViewById(R.id.block_notice_text) as TextView } } <file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/models/Ranking.kt package isel.ps.ps_userclient.models import android.os.Parcel import android.os.Parcelable data class Ranking( val user_email: String, val user_name: String, val service_id : Int, val value: Int, val text: String, val creation_date: Long ) : Parcelable { companion object { @JvmField @Suppress("unused") val CREATOR = object : Parcelable.Creator<Ranking> { override fun createFromParcel(source: Parcel) = Ranking(source) override fun newArray(size: Int): Array<Ranking?> = arrayOfNulls(size) } } constructor(source: Parcel) : this( user_email = source.readString(), user_name = source.readString(), service_id = source.readInt(), value = source.readInt(), text = source.readString(), creation_date = source.readLong() ) override fun describeContents() = 0 override fun writeToParcel(dest: Parcel, flags: Int) { dest.apply { writeString(user_email) writeString(user_name) writeInt(service_id) writeInt(value) writeString(text) writeLong(creation_date) } } }<file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/models/ListServices.kt package isel.ps.ps_userclient.models class ListServices( val service_name:String, val service_id:Int, val service_type:Int, val avg_rank:Double, var n_subscribers:Int, var subscribed:Boolean )<file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/receivers/NetworkReceiver.kt package isel.ps.ps_userclient.receivers import android.app.Activity import android.content.Intent import android.content.Context import android.content.BroadcastReceiver import android.widget.EditText import android.widget.TextView import android.widget.Toast import com.google.firebase.iid.FirebaseInstanceId import isel.ps.ps_userclient.App import isel.ps.ps_userclient.R import isel.ps.ps_userclient.models.mLogin import isel.ps.ps_userclient.models.mService import isel.ps.ps_userclient.models.mServiceWrapper import isel.ps.ps_userclient.models.mUserEventWrapper import isel.ps.ps_userclient.presentations.* import isel.ps.ps_userclient.requests.PostAction import isel.ps.ps_userclient.services.NetworkService import isel.ps.ps_userclient.utils.constants.* import isel.ps.ps_userclient.utils.dates.DateUtils import org.json.JSONObject class NetworkReceiver(val activity:Activity) : BroadcastReceiver() { override fun onReceive(context: Context?, intent: Intent?) { val service_response = intent?.extras?.get(IntentKeys.SERVICE_RESPONSE) val new_intent : Intent when (service_response) { ServiceResponses.SUBSCRIPTIONS_REQUEST_SUCCESS -> { val service_info = intent.extras?.getParcelable<mServiceWrapper>(IntentKeys.SERVICE_INFO) new_intent = Intent(context, SubscriptionActivity::class.java) new_intent.putExtra(IntentKeys.SERVICE_INFO, service_info) context?.startActivity(new_intent) } ServiceResponses.SUBSCRIPTIONS_REQUEST_FAILURE -> { var error = intent.extras?.getString(IntentKeys.ERROR) if (error==null) { error = ErrorMessages.SUBSCRIPTION_REQ_ERROR } new_intent = Intent(context,ErrorActivity::class.java) new_intent.putExtra(IntentKeys.ERROR,error) context?.startActivity(new_intent) } ServiceResponses.SEARCH_REQUEST_SUCCESS -> { val service_info = intent.extras?.getParcelable<mServiceWrapper>(IntentKeys.SERVICE_INFO) val searchWithPreferences = intent.extras?.getBoolean(IntentKeys.SEARCH_BY_PREFERENCE) val type = intent.extras.getInt(IntentKeys.SERVICE_TYPE) new_intent = Intent(context, SearchActivity::class.java) new_intent.putExtra(IntentKeys.SERVICE_INFO, service_info) new_intent.putExtra(IntentKeys.SEARCH_BY_PREFERENCE,searchWithPreferences) new_intent.putExtra(IntentKeys.SERVICE_TYPE,type) context?.startActivity(new_intent) } ServiceResponses.SEARCH_REQUEST_FAILURE -> { var error = intent.extras?.getString(IntentKeys.ERROR) if (error==null) { error = ErrorMessages.SEARCH_REQ_ERROR } new_intent = Intent(context,ErrorActivity::class.java) new_intent.putExtra(IntentKeys.ERROR,error) context?.startActivity(new_intent) } ServiceResponses.LOGIN_SUCCESS -> { val login_info = intent.extras?.getParcelable<mLogin>(IntentKeys.LOGIN_INFO) val expire_date = DateUtils.addSecondsToCurrentTime(login_info!!.expires_in) (context?.applicationContext as App).let { it.SHARED_PREFS.edit().putString(SharedPreferencesKeys.USER_NAME,login_info.user_name).apply() it.SHARED_PREFS.edit().putString(SharedPreferencesKeys.AUTH_TOKEN,login_info.access_token).apply() it.SHARED_PREFS.edit().putLong(SharedPreferencesKeys.EXPIRE_DATE,expire_date).apply() val device_token = FirebaseInstanceId.getInstance(it.firebaseApp).token val json_body = JSONObject() json_body.put("device_id",device_token) PostAction( it, it.urlBuilder.buildRegisterDeviceUrl(), login_info.access_token, json_body, {_ -> it.SHARED_PREFS.edit().putString(SharedPreferencesKeys.DEVICE_TOKEN, device_token).apply()}, {_ -> } ) } new_intent = Intent(context, NetworkService::class.java) new_intent.putExtra(IntentKeys.ACTION,ServiceActions.GET_USER_SUBSCRIPTIONS) context.startService(new_intent) } ServiceResponses.LOGIN_FAILURE -> { var error = intent.extras?.getString(IntentKeys.ERROR) if (error==null) { error = ErrorMessages.LOGIN_ERROR } val is_auto_login = intent.extras.getBoolean(IntentKeys.IS_AUTO_LOGIN) if (is_auto_login) { new_intent = Intent(context,ErrorActivity::class.java) new_intent.putExtra(IntentKeys.ERROR,error) context?.startActivity(new_intent) } else { (context?.applicationContext as App).SHARED_PREFS.let { it.edit().remove(SharedPreferencesKeys.USER_EMAIL).apply() it.edit().remove(SharedPreferencesKeys.USER_PASSWORD).apply() } activity.let { (it.findViewById(R.id.text_login_error) as TextView).text = error (it.findViewById(R.id.text_login_email) as EditText).text.clear() (it.findViewById(R.id.text_login_password) as EditText).text.clear() } } } ServiceResponses.REGISTRATION_SUCCESS -> { new_intent = Intent(context, LoginActivity::class.java) context?.startActivity(new_intent) } ServiceResponses.REGISTRATION_FAILURE -> { var error = intent.extras?.getString(IntentKeys.ERROR) if (error==null) { error = ErrorMessages.REGISTRATION_REQ_ERROR } (context?.applicationContext as App).SHARED_PREFS.let { it.edit().remove(SharedPreferencesKeys.USER_EMAIL).apply() it.edit().remove(SharedPreferencesKeys.USER_PASSWORD).apply() it.edit().remove(SharedPreferencesKeys.USER_NAME).apply() } activity.let { (it.findViewById(R.id.text_register_error) as TextView).text = error (it.findViewById(R.id.text_register_email) as EditText).text.clear() (it.findViewById(R.id.text_register_password) as EditText).text.clear() (it.findViewById(R.id.text_register_confirm_password) as EditText).text.clear() (it.findViewById(R.id.text_register_username) as EditText).text.clear() } } ServiceResponses.SERVICE_REQUEST_SUCCESS -> { val service = intent.extras?.getParcelable<mService>(IntentKeys.SERVICE) new_intent = Intent(context, ServiceActivity::class.java) new_intent.putExtra(IntentKeys.SERVICE, service) context?.startActivity(new_intent) } ServiceResponses.SERVICE_REQUEST_FAILURE -> { var error = intent.extras?.getString(IntentKeys.ERROR) if (error==null) { error = ErrorMessages.SERVICE_REQ_ERROR } new_intent = Intent(context,ErrorActivity::class.java) new_intent.putExtra(IntentKeys.ERROR,error) context?.startActivity(new_intent) } ServiceResponses.USER_EVENTS_REQUEST_SUCCESS -> { val events_info = intent.extras?.getParcelable<mUserEventWrapper>(IntentKeys.EVENTS_INFO) new_intent = Intent(context, EventActivity::class.java) new_intent.putExtra(IntentKeys.EVENTS_INFO, events_info) context?.startActivity(new_intent) } ServiceResponses.USER_EVENTS_REQUEST_FAILURE -> { var error = intent.extras?.getString(IntentKeys.ERROR) if (error==null) { error = ErrorMessages.USER_EVENTS_REQ_ERROR } new_intent = Intent(context,ErrorActivity::class.java) new_intent.putExtra(IntentKeys.ERROR,error) context?.startActivity(new_intent) } ServiceResponses.RANKING_POST_SUCESS -> { val id = intent.extras.getInt(IntentKeys.SERVICE_ID) Toast.makeText(context,context?.getString(R.string.text_added_ranking), Toast.LENGTH_SHORT).show() new_intent = Intent(context, NetworkService::class.java) new_intent.putExtra(IntentKeys.ACTION, ServiceActions.GET_SERVICE) new_intent.putExtra(IntentKeys.SERVICE_ID,id) context?.startService(new_intent) } ServiceResponses.RANKING_POST_FAILURE -> { var error = intent.extras?.getString(IntentKeys.ERROR) if (error==null) { error = ErrorMessages.RANK_POST_ERROR } new_intent = Intent(context,ErrorActivity::class.java) new_intent.putExtra(IntentKeys.ERROR,error) context?.startActivity(new_intent) } ServiceResponses.SUBSCRIPTION_ACTION_SUCCESS -> { val subscribing = intent.extras?.getBoolean(IntentKeys.IS_SUBSCRIBING) if (subscribing!!) { Toast.makeText(context,context?.getString(R.string.text_added_subscription), Toast.LENGTH_SHORT).show() } else { Toast.makeText(context,context?.getString(R.string.text_removed_subscription), Toast.LENGTH_SHORT).show() } } ServiceResponses.SUBSCRIPTION_ACTION_FAILURE -> { var error = intent.extras?.getString(IntentKeys.ERROR) if (error==null) { error = ErrorMessages.SUBSCRIPTION_ACTION_ERROR } new_intent = Intent(context,ErrorActivity::class.java) new_intent.putExtra(IntentKeys.ERROR,error) context?.startActivity(new_intent) } ServiceResponses.EDIT_USERNAME_SUCCESS -> { Toast.makeText(context,context?.getString(R.string.text_changed_username), Toast.LENGTH_SHORT).show() } ServiceResponses.EDIT_USERNAME_FAILURE -> { var error = intent.extras?.getString(IntentKeys.ERROR) if (error==null) { error = ErrorMessages.USERNAME_EDIT_ERROR } new_intent = Intent(context,ErrorActivity::class.java) new_intent.putExtra(IntentKeys.ERROR,error) context?.startActivity(new_intent) } ServiceResponses.CHANGE_PASSWORD_SUCCESS -> { Toast.makeText(context,context?.getString(R.string.text_changed_password), Toast.LENGTH_SHORT).show() } ServiceResponses.CHANGE_PASSWORD_FAILURE -> { var error = intent.extras?.getString(IntentKeys.ERROR) if (error==null) { error = ErrorMessages.PASSWORD_EDIT_ERROR } new_intent = Intent(context,ErrorActivity::class.java) new_intent.putExtra(IntentKeys.ERROR,error) context?.startActivity(new_intent) } ServiceResponses.NO_CONNECTION -> { new_intent = Intent(context,ErrorActivity::class.java) new_intent.putExtra(IntentKeys.ERROR,ErrorMessages.NO_WIFI_CONNECTION) context?.startActivity(new_intent) } ServiceResponses.NOTIFICATION_RECEIVED -> { val title = intent.extras?.getString(IntentKeys.NOTIFICATION_TITLE) val body = intent.extras?.getString(IntentKeys.NOTIFICATION_BODY) Toast.makeText(context,"$title\n$body",Toast.LENGTH_SHORT).show() } } } }<file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/presentations/StartupActivity.kt package isel.ps.ps_userclient.presentations import android.content.Intent import android.content.IntentFilter import android.os.Bundle import android.support.v4.content.LocalBroadcastManager import isel.ps.ps_userclient.App import isel.ps.ps_userclient.R import isel.ps.ps_userclient.receivers.NetworkReceiver import isel.ps.ps_userclient.services.NetworkService import isel.ps.ps_userclient.utils.constants.IntentKeys import isel.ps.ps_userclient.utils.constants.ServiceActions import isel.ps.ps_userclient.utils.constants.SharedPreferencesKeys import isel.ps.ps_userclient.utils.dates.DateUtils import kotlinx.android.synthetic.main.activity_startup.* class StartupActivity : BaseActivity() { override val layoutResId: Int = R.layout.activity_startup override fun onCreate(savedInstanceState: Bundle?) { super.onCreate(savedInstanceState) myReceiver = NetworkReceiver(this) LocalBroadcastManager.getInstance(this).registerReceiver(myReceiver, IntentFilter(IntentKeys.NETWORK_RECEIVER)) (application as App).let { if (it.SHARED_PREFS.contains(SharedPreferencesKeys.USER_EMAIL)) { val intent_request = Intent(this, NetworkService::class.java) val email = it.SHARED_PREFS.getString(SharedPreferencesKeys.USER_EMAIL,"") val password = it.SHARED_PREFS.getString(SharedPreferencesKeys.USER_PASSWORD,"") val username = it.SHARED_PREFS.getString(SharedPreferencesKeys.USER_NAME,"") startup_useremail.text = "${getString(R.string.text_loading)} $username" if (it.SHARED_PREFS.contains(SharedPreferencesKeys.EXPIRE_DATE) && DateUtils.isDateAfterCurrentDay(it.SHARED_PREFS.getLong(SharedPreferencesKeys.EXPIRE_DATE,0))) { intent_request.putExtra(IntentKeys.ACTION, ServiceActions.GET_USER_SUBSCRIPTIONS) } else { val editor = it.SHARED_PREFS.edit() editor.remove(SharedPreferencesKeys.AUTH_TOKEN) editor.remove(SharedPreferencesKeys.EXPIRE_DATE) editor.apply() intent_request.putExtra(IntentKeys.ACTION, ServiceActions.AUTO_LOGIN) intent_request.putExtra(IntentKeys.USER_EMAIL,email) intent_request.putExtra(IntentKeys.USER_PASSWORD,<PASSWORD>) } startService(intent_request) } else { startActivity(Intent(this,LoginActivity::class.java)) } } } override fun onResume() { super.onResume() } override fun onPause() { super.onPause() LocalBroadcastManager.getInstance(this).unregisterReceiver(myReceiver) } override fun onDestroy() { super.onDestroy() LocalBroadcastManager.getInstance(this).unregisterReceiver(myReceiver) } }<file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/utils/constants/IntentKeys.kt package isel.ps.ps_userclient.utils.constants class IntentKeys { companion object { val NETWORK_RECEIVER = "NetworkReceiver" val DEVICE_TOKEN = "device_token" val USER_EMAIL="email" val USER_PASSWORD="<PASSWORD>" val USERNAME="username" val SERVICE_NAME = "service_name" val SERVICE_ID = "service_id" val SERVICE = "service" val SERVICE_INFO = "service_info" val SERVICE_TYPE = "type" val SERVICE_LIST_TYPES = "list_types" val SERVICE_RESPONSE = "service_response" val RANKING_TEXT = "ranking_text" val RANKING_VALUE = "ranking_value" val EVENTS_INFO = "events_info" val EVENT_BEGIN = "event_begin" val EVENT_END = "event_end" val EVENT_TEXT = "event_text" val EVENT_ID = "event_id" val IS_SUBSCRIBING = "is_subscribing" val LOGIN_INFO = "login_info" val IS_AUTO_LOGIN = "is_auto_login" val SEARCH_BY_PREFERENCE = "search_with_preferences" val ACTION = "action" val ERROR = "error" val PAGE_REQUEST = "page" val SORT_ORDER = "sort_order" val NOTIFICATION_TITLE = "notification_title" val NOTIFICATION_BODY = "notification_body" } } <file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/models/Links.kt package isel.ps.ps_userclient.models import android.os.Parcel import android.os.Parcelable class Links( val Href: String, val Rel: String ): Parcelable { companion object { @JvmField @Suppress("unused") val CREATOR = object : Parcelable.Creator<Links> { override fun createFromParcel(source: Parcel) = Links(source) override fun newArray(size: Int): Array<Links?> = arrayOfNulls(size) } } constructor(source: Parcel) : this( Href = source.readString(), Rel = source.readString() ) override fun describeContents() = 0 override fun writeToParcel(dest: Parcel, flags: Int) { dest.apply { writeString(Href) writeString(Rel) } } } <file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/models/ListEvents.kt package isel.ps.ps_userclient.models import android.os.Parcel import android.os.Parcelable class ListEvents( val service_id:Int, val service_type:Int, val service_name:String, val service_location:String, val event_id:Int, val text:String, val event_begin:Long, val event_end:Long ) : Parcelable { companion object { @JvmField @Suppress("unused") val CREATOR = object : Parcelable.Creator<ListEvents> { override fun createFromParcel(source: Parcel) = ListEvents(source) override fun newArray(size: Int): Array<ListEvents?> = arrayOfNulls(size) } } constructor(source: Parcel) : this( service_id = source.readInt(), service_type = source.readInt(), service_name = source.readString(), service_location = source.readString(), event_id = source.readInt(), text = source.readString(), event_begin = source.readLong(), event_end = source.readLong() ) override fun describeContents() = 0 override fun writeToParcel(dest: Parcel, flags: Int) { dest.apply { writeInt(service_id) writeInt(service_type) writeString(service_name) writeString(service_location) writeInt(event_id) writeString(text) writeLong(event_begin) writeLong(event_end) } } } <file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/utils/constants/ServiceResponses.kt package isel.ps.ps_userclient.utils.constants class ServiceResponses { companion object { val SUBSCRIPTIONS_REQUEST_SUCCESS = "SUBSCRIPTIONS_REQUEST_SUCCESS" val SUBSCRIPTIONS_REQUEST_FAILURE = "SUBSCRIPTIONS_REQUEST_FAILURE" val SEARCH_REQUEST_SUCCESS = "SEARCH_REQUEST_SUCCESS" val SEARCH_REQUEST_FAILURE = "SEARCH_REQUEST_FAILURE" val REGISTRATION_SUCCESS = "REGISTRATION_SUCESS" val REGISTRATION_FAILURE = "REGISTRATION_FAILURE" val LOGIN_SUCCESS = "LOGIN_SUCCESS" val LOGIN_FAILURE = "LOGIN_FAILURE" val RANKING_POST_SUCESS = "RANKING_POST_SUCESS" val RANKING_POST_FAILURE = "RANKING_POST_FAILURE" val SUBSCRIPTION_ACTION_SUCCESS = "SUBSCRIPTION_ACTION_SUCCESS" val SUBSCRIPTION_ACTION_FAILURE = "SUBSCRIPTION_ACTION_FAILURE" val SERVICE_REQUEST_SUCCESS = "SERVICE_REQUEST_SUCCESS" val SERVICE_REQUEST_FAILURE = "SERVICE_REQUEST_FAILURE" val USER_EVENTS_REQUEST_SUCCESS = "USER_EVENTS_REQUEST_SUCCESS" val USER_EVENTS_REQUEST_FAILURE = "USER_EVENTS_REQUEST_FAILURE" val CHANGE_PASSWORD_SUCCESS = "CHANGE_PASSWORD_SUCCESS" val CHANGE_PASSWORD_FAILURE = "CHANGE_PASSWORD_FAILURE" val EDIT_USERNAME_SUCCESS = "EDIT_USERNAME_SUCCESS" val EDIT_USERNAME_FAILURE = "EDIT_USERNAME_FAILURE" val NO_CONNECTION = "NO_CONNECTION" val NOTIFICATION_RECEIVED = "NOTIFICATION_RECEIVED" } } <file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/App.kt package isel.ps.ps_userclient import android.app.Application import android.content.Context import android.content.SharedPreferences import com.android.volley.RequestQueue import com.android.volley.toolbox.Volley import com.google.firebase.FirebaseApp import isel.ps.ps_userclient.utils.ServiceTypes import isel.ps.ps_userclient.utils.builders.UrlBuilder import isel.ps.ps_userclient.utils.constants.SharedPreferencesKeys class App : Application() { lateinit var SHARED_PREFS : SharedPreferences lateinit var requestQueue : RequestQueue lateinit var urlBuilder : UrlBuilder lateinit var serviceTypes : ServiceTypes lateinit var firebaseApp : FirebaseApp fun firstTimeInit() { val editor = SHARED_PREFS.edit() editor.putStringSet(SharedPreferencesKeys.PREFERED_TYPES,HashSet<String>()) editor.putInt("initialized",1) editor.apply() } override fun onCreate() { super.onCreate() SHARED_PREFS = getSharedPreferences(SharedPreferencesKeys.SHARED_PREFS_ID, Context.MODE_PRIVATE) //first time init to setup shared preferences if (!SHARED_PREFS.contains("initialized")) { firstTimeInit() } requestQueue = Volley.newRequestQueue(this) urlBuilder = UrlBuilder(resources) serviceTypes = ServiceTypes() firebaseApp = FirebaseApp.initializeApp(this) as FirebaseApp } }<file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/requests/base_classes/GetRequest.kt package isel.ps.ps_userclient.requests.base_classes import com.android.volley.NetworkResponse import com.android.volley.Response import com.android.volley.VolleyError import com.android.volley.toolbox.JsonRequest import isel.ps.ps_userclient.models.mError import isel.ps.ps_userclient.utils.mapper.Mapper import org.json.JSONObject import java.io.IOException class GetRequest<DTO>(url: String, private val dtoType: Class<DTO>, private val auth_token: String, success: (DTO) -> Unit, error: (VolleyError) -> Unit) : JsonRequest<DTO>(Method.GET, url, "", success, error) { override fun parseNetworkResponse(response: NetworkResponse): Response<DTO> { try { val dto = Mapper.mapper.readValue(response.data, dtoType) return Response.success(dto, null) } catch (e: IOException) { e.printStackTrace() val error = Mapper.mapper.readValue(response.data, mError::class.java) val volley_error = VolleyError(error.detail) return Response.error(volley_error) } } override fun getHeaders(): MutableMap<String, String> { val headers = HashMap<String, String>() headers.put("Authorization","bearer $auth_token") return headers } override fun parseNetworkError(volleyError: VolleyError): VolleyError { if (volleyError.networkResponse != null && volleyError.networkResponse.data != null) { try { val error_dto = Mapper.mapper.readValue(volleyError.networkResponse.data, mError::class.java) val volley = VolleyError(error_dto.detail) return volley } catch (e: IOException) { val json = JSONObject(String(volleyError.networkResponse.data)) e.printStackTrace() val error_msg = json.getString("Message") return VolleyError(error_msg) } } return volleyError } }<file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/presentations/ServiceActivity.kt package isel.ps.ps_userclient.presentations import android.app.Dialog import android.content.Intent import android.content.IntentFilter import android.os.Bundle import android.support.v4.content.LocalBroadcastManager import android.widget.Button import android.widget.RatingBar import android.widget.TextView import isel.ps.ps_userclient.App import isel.ps.ps_userclient.R import isel.ps.ps_userclient.models.Notice import isel.ps.ps_userclient.models.Ranking import isel.ps.ps_userclient.models.mService import isel.ps.ps_userclient.receivers.NetworkReceiver import isel.ps.ps_userclient.services.NetworkService import isel.ps.ps_userclient.utils.adapters.AdaptersUtils import isel.ps.ps_userclient.utils.adapters.ServCommentsAdapter import isel.ps.ps_userclient.utils.adapters.ServEventsAdapter import isel.ps.ps_userclient.utils.adapters.ServNoticesAdapter import isel.ps.ps_userclient.utils.constants.IntentKeys import isel.ps.ps_userclient.utils.constants.ServiceActions import isel.ps.ps_userclient.utils.constants.SharedPreferencesKeys import kotlinx.android.synthetic.main.activity_service.* import kotlinx.android.synthetic.main.service_info_block.* import kotlinx.android.synthetic.main.service_listview.* class ServiceActivity : BaseActivity() { override val layoutResId: Int = R.layout.activity_service override val actionBarId: Int? = R.id.toolbar override val actionBarMenuResId: Int? = R.menu.main_menu private fun fillServiceInfo(service: mService) { block_info_type.text = (application as App).serviceTypes.getServiceTypeName(service.service_type) block_info_subscribers.text = service.n_subscribers.toString() block_info_grade.text = service.avg_rank.toString() block_info_contact_email.text = service.provider_email block_info_contact_location.text = service.contact_location block_info_contact_name.text = service.contact_name block_info_number.text = service.contact_number.toString() } private fun hasUserPosted(service: mService) : Boolean { val email = (application as App).SHARED_PREFS.getString(SharedPreferencesKeys.USER_EMAIL,"") service.service_rankings.forEach { if (it.user_email==email) { return true } } return false } override fun onCreate(savedInstanceState: Bundle?) { super.onCreate(savedInstanceState) myReceiver = NetworkReceiver(this) LocalBroadcastManager.getInstance(this).registerReceiver(myReceiver, IntentFilter(IntentKeys.NETWORK_RECEIVER)) val service = intent.extras.getParcelable<mService>(IntentKeys.SERVICE) if (service==null) { val intent_error = Intent(this,ErrorActivity::class.java) intent_error.putExtra(IntentKeys.ERROR,"Problems communication with server") startActivity(intent_error) } title_service_title.text = service.name text_service_description.text = service.description if (service.subscribed) { btn_subscribe_service.text = getString(R.string.service_unsubscribe) } else { btn_subscribe_service.text = getString(R.string.service_subscribe) } service_view_flipper.displayedChild = 0 fillServiceInfo(service) if (hasUserPosted(service)) { btn_service_post_rank.text = getString(R.string.btn_alter_comment) } else { btn_service_post_rank.text = getString(R.string.btn_post_comment) } btn_service_post_rank.setOnClickListener { val dialog = Dialog(this) dialog.setTitle("Comentário") dialog.setContentView(R.layout.dialog_ranking) val dialog_post_title = dialog.findViewById(R.id.dialog_post_title) as TextView val dialog_btn_submit = dialog.findViewById(R.id.dialog_post_btn_submit) as Button val dialog_btn_cancel = dialog.findViewById(R.id.dialog_post_btn_cancel) as Button val dialog_test = dialog.findViewById(R.id.dialog_post_text) as TextView val dialog_rating = dialog.findViewById(R.id.dialog_rank_rating) as RatingBar if (hasUserPosted(service)) { dialog_post_title.text = getString(R.string.title_put_rank) } else { dialog_post_title.text = getString(R.string.title_post_rank) } dialog_btn_submit.setOnClickListener { val intent_req = Intent(this,NetworkService::class.java) val text = dialog_test.text.toString() val value = dialog_rating.rating.toDouble() intent_req.putExtra(IntentKeys.ACTION,ServiceActions.POST_RANKING) intent_req.putExtra(IntentKeys.SERVICE_ID,service.id) intent_req.putExtra(IntentKeys.RANKING_TEXT,text) intent_req.putExtra(IntentKeys.RANKING_VALUE,value) startService(intent_req) dialog.dismiss() } dialog_btn_cancel.setOnClickListener { dialog.dismiss() } dialog.show() } btn_subscribe_service.setOnClickListener { val intent_subscribe = Intent(this,NetworkService::class.java) intent_subscribe.putExtra(IntentKeys.SERVICE_ID,service.id) if (service.subscribed) { btn_subscribe_service.text = getString(R.string.service_subscribe) service.n_subscribers-- service.subscribed = false intent_subscribe.putExtra(IntentKeys.ACTION,ServiceActions.UNSUBSCRIBE) } else { btn_subscribe_service.text = getString(R.string.service_unsubscribe) service.n_subscribers++ service.subscribed = true intent_subscribe.putExtra(IntentKeys.ACTION,ServiceActions.SUBSCRIBE) } block_info_subscribers.text = service.n_subscribers.toString() startService(intent_subscribe) } btn_service_info.setOnClickListener { service_view_flipper.displayedChild = 0 fillServiceInfo(service) } btn_service_events.setOnClickListener { service_view_flipper.displayedChild = 1 service_multview.adapter = ServEventsAdapter((application as App),this, AdaptersUtils.setListEvents(service,service.service_events)) } btn_service_notices.setOnClickListener { service_view_flipper.displayedChild = 1 service_multview.adapter = ServNoticesAdapter((application as App),this, service.service_notices as ArrayList<Notice>) } btn_service_rankings.setOnClickListener { service_view_flipper.displayedChild = 1 service_multview.adapter = ServCommentsAdapter((application as App),this, service.service_rankings as ArrayList<Ranking>) } } override fun onResume() { super.onResume() } override fun onPause() { super.onPause() LocalBroadcastManager.getInstance(this).unregisterReceiver(myReceiver) } override fun onDestroy() { super.onDestroy() LocalBroadcastManager.getInstance(this).unregisterReceiver(myReceiver) } }<file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/services/NetworkService.kt package isel.ps.ps_userclient.services import android.app.Service import android.content.Intent import android.os.IBinder import android.support.v4.content.LocalBroadcastManager import com.android.volley.VolleyError import isel.ps.ps_userclient.App import isel.ps.ps_userclient.models.mServiceWrapper import isel.ps.ps_userclient.presentations.LoginActivity import isel.ps.ps_userclient.requests.* import isel.ps.ps_userclient.requests.base_classes.LoginRequest import isel.ps.ps_userclient.requests.base_classes.RegisterRequest import isel.ps.ps_userclient.utils.constants.IntentKeys import isel.ps.ps_userclient.utils.constants.ServiceActions import isel.ps.ps_userclient.utils.constants.ServiceResponses import isel.ps.ps_userclient.utils.constants.SharedPreferencesKeys import isel.ps.ps_userclient.utils.dates.DateUtils import isel.ps.ps_userclient.utils.services.ServiceUtils import org.json.JSONObject class NetworkService : Service() { override fun onBind(intent: Intent): IBinder? = null private fun getAuth_Token() = (application as App).SHARED_PREFS.getString(SharedPreferencesKeys.AUTH_TOKEN,"") private fun getExpire_date() = (application as App).SHARED_PREFS.getLong(SharedPreferencesKeys.EXPIRE_DATE,0) private fun getUserEmail() = (application as App).SHARED_PREFS.getString(SharedPreferencesKeys.USER_EMAIL,"") private fun getUserPassword() = (application as App).SHARED_PREFS.getString(SharedPreferencesKeys.USER_PASSWORD,"") private fun loginUser(startId: Int, email: String, password: String, auto_login:Boolean) { val body = "grant_type=password&password=$<PASSWORD>&userName=$email" (application as App).let { it.requestQueue.add( LoginRequest( it.urlBuilder.buildLoginUrl(), body, {result -> (application as App).let { it.SHARED_PREFS.edit().putString(SharedPreferencesKeys.USER_EMAIL,email).apply() it.SHARED_PREFS.edit().putString(SharedPreferencesKeys.USER_PASSWORD,<PASSWORD>).apply() } val intent_req = Intent(IntentKeys.NETWORK_RECEIVER) intent_req.putExtra(IntentKeys.SERVICE_RESPONSE,ServiceResponses.LOGIN_SUCCESS) intent_req.putExtra(IntentKeys.LOGIN_INFO, result) intent_req.putExtra(IntentKeys.IS_AUTO_LOGIN, auto_login) broadcast(intent_req) stopSelf(startId) }, {error -> val intent_req = Intent(IntentKeys.NETWORK_RECEIVER) intent_req.putExtra(IntentKeys.SERVICE_RESPONSE,ServiceResponses.LOGIN_FAILURE) intent_req.putExtra(IntentKeys.IS_AUTO_LOGIN, auto_login) intent_req.putExtra(IntentKeys.ERROR,error.message) broadcast(intent_req) stopSelf(startId) } ) ) } } private fun registerUser(startId: Int, email: String, password: String, username: String) { val json_body = JSONObject() json_body.put("email",email) json_body.put("password",<PASSWORD>) json_body.put("name",username) (application as App).requestQueue.add( RegisterRequest( (application as App).urlBuilder.buildRegisterUrl(), json_body, {_ -> (application as App).let{ it.SHARED_PREFS.edit().putString(SharedPreferencesKeys.USER_EMAIL,email).apply() it.SHARED_PREFS.edit().putString(SharedPreferencesKeys.USER_PASSWORD,<PASSWORD>).apply() it.SHARED_PREFS.edit().putString(SharedPreferencesKeys.USER_NAME,username).apply() } val intent = Intent(IntentKeys.NETWORK_RECEIVER) intent.putExtra(IntentKeys.SERVICE_RESPONSE,ServiceResponses.REGISTRATION_SUCCESS) broadcast(intent) stopSelf(startId) }, {error -> val intent = Intent(IntentKeys.NETWORK_RECEIVER) intent.putExtra(IntentKeys.SERVICE_RESPONSE,ServiceResponses.REGISTRATION_FAILURE) intent.putExtra(IntentKeys.ERROR,error.message) broadcast(intent) stopSelf(startId) } ) ) } private fun getUserSubscriptions(startId: Int, page: Int?, sortOrder: String?) { val expire_date = getExpire_date() if (DateUtils.isDateAfterCurrentDay(expire_date)) { GetServicesInfo( (application as App), (application as App).urlBuilder.buildGetSubscriptionUrl(page,sortOrder), getAuth_Token(), {response->handleSubscriptionResponse(startId,response)}, {error->handleError(startId,error, ServiceResponses.SUBSCRIPTIONS_REQUEST_FAILURE)}) } else { loginUser(startId, getUserEmail(), getUserPassword(),true) } } private fun getServicesByType(startId: Int,type:Int, page: Int?, sortOrder: String?) { val expire_date = getExpire_date() if (DateUtils.isDateAfterCurrentDay(expire_date)) { GetServicesInfo( (application as App), (application as App).urlBuilder.buildSearchByTypeUrl(type,page,sortOrder), getAuth_Token(), {response->handleServicesSearchResponse(startId,response,false,type)}, {error->handleError(startId,error,ServiceResponses.SEARCH_REQUEST_FAILURE)}) } else { loginUser(startId, getUserEmail(), getUserPassword(), true) } } private fun getServicesByPreferences(startId: Int, list:List<Int>,page: Int?, sortOrder:String?) { val expire_date = getExpire_date() if (DateUtils.isDateAfterCurrentDay(expire_date)) { GetServicesInfo( (application as App), (application as App).urlBuilder.buildSearchByPreferencesUrl(list,page,sortOrder), getAuth_Token(), {response->handleServicesSearchResponse(startId,response,true,0)}, {error->handleError(startId,error,ServiceResponses.SEARCH_REQUEST_FAILURE)}) } else { loginUser(startId, getUserEmail(), getUserPassword(), true) } } private fun getService(startId: Int, id:Int) { val expire_date = getExpire_date() if (DateUtils.isDateAfterCurrentDay(expire_date)) { GetServiceInfo( (application as App), (application as App).urlBuilder.buildGetServiceUrl(id), getAuth_Token(), {response-> val intent = Intent(IntentKeys.NETWORK_RECEIVER) intent.putExtra(IntentKeys.SERVICE_RESPONSE,ServiceResponses.SERVICE_REQUEST_SUCCESS) intent.putExtra(IntentKeys.SERVICE, response) broadcast(intent) stopSelf(startId) }, {error->handleError(startId,error,ServiceResponses.SERVICE_REQUEST_FAILURE)}) } else { loginUser(startId, getUserEmail(), getUserPassword(), true) } } private fun getUserEvents(startId: Int, page:Int?, sortOrder:String?) { val expire_date = getExpire_date() if (DateUtils.isDateAfterCurrentDay(expire_date)) { GetUserEventsInfo( (application as App), (application as App).urlBuilder.buildGetUserEventsUrl(page,sortOrder), getAuth_Token(), {response-> val intent = Intent(IntentKeys.NETWORK_RECEIVER) intent.putExtra(IntentKeys.SERVICE_RESPONSE,ServiceResponses.USER_EVENTS_REQUEST_SUCCESS) intent.putExtra(IntentKeys.EVENTS_INFO, response) broadcast(intent) stopSelf(startId) }, {error->handleError(startId,error,ServiceResponses.USER_EVENTS_REQUEST_FAILURE)}) } else { loginUser(startId, getUserEmail(), getUserPassword(), true) } } private fun subscribeService(startId: Int, id:Int, subscribe:Boolean) { val expire_date = getExpire_date() if (DateUtils.isDateAfterCurrentDay(expire_date)) { val json_body = JSONObject() json_body.put("id",id) PostAction( (application as App), (application as App).urlBuilder.buildSubscriptionUrl(subscribe), getAuth_Token(), json_body, {_ -> val intent = Intent(IntentKeys.NETWORK_RECEIVER) intent.putExtra(IntentKeys.SERVICE_RESPONSE,ServiceResponses.SUBSCRIPTION_ACTION_SUCCESS) intent.putExtra(IntentKeys.IS_SUBSCRIBING,subscribe) broadcast(intent) stopSelf(startId) }, {error -> handleError(startId,error,ServiceResponses.SUBSCRIPTION_ACTION_FAILURE) } ) } else { loginUser(startId, getUserEmail(), getUserPassword(), true) } } private fun postRanking(startId:Int, username:String, serv_id:Int, text:String, value:Double) { val expire_date = getExpire_date() if (DateUtils.isDateAfterCurrentDay(expire_date)) { val json_body = JSONObject() json_body.put("user_name",username) json_body.put("service_id",serv_id) json_body.put("text",text) json_body.put("value",value) PostAction( (application as App), (application as App).urlBuilder.buildPostRankingUrl(), getAuth_Token(), json_body, {_ -> val intent = Intent(IntentKeys.NETWORK_RECEIVER) intent.putExtra(IntentKeys.SERVICE_RESPONSE,ServiceResponses.RANKING_POST_SUCESS) intent.putExtra(IntentKeys.SERVICE_ID,serv_id) broadcast(intent) stopSelf(startId) }, {error -> handleError(startId,error,ServiceResponses.RANKING_POST_FAILURE) } ) } else { loginUser(startId, getUserEmail(), getUserPassword(), true) } } private fun changePassword(startId:Int, new_password:String) { val expire_date = getExpire_date() if (DateUtils.isDateAfterCurrentDay(expire_date)) { val json_body = JSONObject() json_body.put("new_password",<PASSWORD>) PutAction( (application as App), (application as App).urlBuilder.buildChangePassUrl(), getAuth_Token(), json_body, {_ -> val intent = Intent(IntentKeys.NETWORK_RECEIVER) intent.putExtra(IntentKeys.SERVICE_RESPONSE,ServiceResponses.CHANGE_PASSWORD_SUCCESS) broadcast(intent) stopSelf(startId) }, {error -> handleError(startId,error,ServiceResponses.CHANGE_PASSWORD_FAILURE) } ) } else { loginUser(startId, getUserEmail(), getUserPassword(), true) } } private fun changeUserName(startId:Int, new_name:String) { val expire_date = getExpire_date() if (DateUtils.isDateAfterCurrentDay(expire_date)) { val json_body = JSONObject() json_body.put("name",new_name) PutAction( (application as App), (application as App).urlBuilder.buildEditUserName(), getAuth_Token(), json_body, {_ -> val intent = Intent(IntentKeys.NETWORK_RECEIVER) intent.putExtra(IntentKeys.SERVICE_RESPONSE,ServiceResponses.EDIT_USERNAME_SUCCESS) broadcast(intent) stopSelf(startId) }, {error -> handleError(startId,error,ServiceResponses.EDIT_USERNAME_FAILURE) } ) } else { loginUser(startId, getUserEmail(), getUserPassword(), true) } } private fun broadcast(intent:Intent) { LocalBroadcastManager.getInstance(this).sendBroadcast(intent) } private fun handleSubscriptionResponse(startId:Int, service_info: mServiceWrapper) { val intent = Intent(IntentKeys.NETWORK_RECEIVER) intent.putExtra(IntentKeys.SERVICE_RESPONSE,ServiceResponses.SUBSCRIPTIONS_REQUEST_SUCCESS) intent.putExtra(IntentKeys.SERVICE_INFO,service_info) broadcast(intent) stopSelf(startId) } private fun handleServicesSearchResponse(startId:Int, service_info: mServiceWrapper, searchWithPreferences:Boolean, type:Int) { val intent = Intent(IntentKeys.NETWORK_RECEIVER) intent.putExtra(IntentKeys.SERVICE_RESPONSE,ServiceResponses.SEARCH_REQUEST_SUCCESS) intent.putExtra(IntentKeys.SERVICE_INFO,service_info) intent.putExtra(IntentKeys.SEARCH_BY_PREFERENCE,searchWithPreferences) intent.putExtra(IntentKeys.SERVICE_TYPE,type) broadcast(intent) stopSelf(startId) } private fun handleError(startId:Int, error:VolleyError, serv_response:String) { val intent = Intent(IntentKeys.NETWORK_RECEIVER) intent.putExtra(IntentKeys.SERVICE_RESPONSE, serv_response) intent.putExtra(IntentKeys.ERROR, error.message) broadcast(intent) stopSelf(startId) } override fun onStartCommand(intent: Intent?, flags: Int, startId: Int): Int { val action = intent?.extras?.get(IntentKeys.ACTION) as String if (!ServiceUtils.checkConnectivity(this)) { val new_intent = Intent(IntentKeys.NETWORK_RECEIVER) new_intent.putExtra(IntentKeys.SERVICE_RESPONSE,ServiceResponses.NO_CONNECTION) startService(new_intent) } else { (application as App).let { when(action) { ServiceActions.LOGIN -> { val email = intent.extras?.get(IntentKeys.USER_EMAIL) as String val password = intent.extras?.get(IntentKeys.USER_PASSWORD) as String loginUser(startId,email,password,false) } ServiceActions.AUTO_LOGIN -> { val email = it.SHARED_PREFS.getString(SharedPreferencesKeys.USER_EMAIL,"") val password = it.SHARED_PREFS.getString(SharedPreferencesKeys.USER_PASSWORD,"") if (email=="" \|\| password=="") { startActivity(Intent(this, LoginActivity::class.java)) stopSelf(startId) } else { loginUser(startId,email,password,true) } } ServiceActions.REGISTER -> { val email = intent.extras?.get(IntentKeys.USER_EMAIL) as String val password = intent.extras?.get(IntentKeys.USER_PASSWORD) as String val username = intent.extras?.get(IntentKeys.USERNAME) as String registerUser(startId,email,password,username) } ServiceActions.GET_USER_SUBSCRIPTIONS -> { if (intent.extras.containsKey(IntentKeys.SERVICE_ID)) { val service_id = intent.extras.getInt(IntentKeys.SERVICE_ID) getService(startId,service_id) } else { val page = intent.extras?.get(IntentKeys.PAGE_REQUEST) as Int? val sortOrder = intent.extras?.get(IntentKeys.SORT_ORDER) as String? getUserSubscriptions(startId, page, sortOrder) } } ServiceActions.SEARCH_BY_TYPE -> { val type = intent.extras?.get(IntentKeys.SERVICE_TYPE) as Int val page = intent.extras?.get(IntentKeys.PAGE_REQUEST) as Int? val sortOrder = intent.extras?.get(IntentKeys.SORT_ORDER) as String? getServicesByType(startId,type,page,sortOrder) } ServiceActions.SEARCH_BY_PREFERENCES -> { val list = intent.extras?.get(IntentKeys.SERVICE_LIST_TYPES) as List<> val types_list = ArrayList<Int>() list.forEach { types_list.add( (application as App).serviceTypes.getServiceTypeId(it.toString()) ) } val page = intent.extras?.get(IntentKeys.PAGE_REQUEST) as Int? val sortOrder = intent.extras?.get(IntentKeys.SORT_ORDER) as String? getServicesByPreferences(startId,types_list,page,sortOrder) } ServiceActions.GET_SERVICE -> { val service = intent.extras.get(IntentKeys.SERVICE_ID) as Int getService(startId,service) } ServiceActions.GET_USER_EVENTS -> { val page = intent.extras?.get(IntentKeys.PAGE_REQUEST) as Int? val sortOrder = intent.extras?.get(IntentKeys.SORT_ORDER) as String? getUserEvents(startId,page,sortOrder) } ServiceActions.SUBSCRIBE -> { val id = intent.extras?.get(IntentKeys.SERVICE_ID) as Int subscribeService(startId,id,true) } ServiceActions.UNSUBSCRIBE -> { val id = intent.extras?.get(IntentKeys.SERVICE_ID) as Int subscribeService(startId,id,false) } ServiceActions.POST_RANKING -> { val username = (application as App).SHARED_PREFS.getString(SharedPreferencesKeys.USER_NAME,"") val id = intent.extras.getInt(IntentKeys.SERVICE_ID) val text = intent.extras.getString(IntentKeys.RANKING_TEXT) val value = intent.extras.getDouble(IntentKeys.RANKING_VALUE) postRanking(startId,username,id,text,value) } ServiceActions.PASSWORD_CHANGE -> { val new_password = intent.extras?.get(IntentKeys.USER_PASSWORD) as String changePassword(startId,new_password) } ServiceActions.USER_INFO_CHANGE -> { val new_name = intent.extras?.get(IntentKeys.USERNAME) as String changeUserName(startId, new_name) } else -> { stopSelf(startId) return Service.START_NOT_STICKY } } } } return Service.START_FLAG_REDELIVERY } }<file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/utils/constants/ErrorMessages.kt package isel.ps.ps_userclient.utils.constants class ErrorMessages { companion object{ val CONNECTION_ERROR = "Problemas de ligação" val AUTH_ERROR = "Authorization has been denied for this request." val NO_WIFI_CONNECTION ="Sem ligação Wi-Fi" val LOGIN_ERROR = "Problemas de autenticação" val SUBSCRIPTION_REQ_ERROR = "Problemas com pedido de subscrições" val SEARCH_REQ_ERROR = "Problemas com pedido de pesquisa" val REGISTRATION_REQ_ERROR = "Problemas com o registro do utilizador" val SERVICE_REQ_ERROR = "Problemas com pedido de serviço" val USER_EVENTS_REQ_ERROR = "Problemas com pedido dos eventos do utilizador" val RANK_POST_ERROR = "Problemas com pedido de publicação de comentário" val SUBSCRIPTION_ACTION_ERROR = "Problemas com pedido de ação de subscrição" val USERNAME_EDIT_ERROR = "Problemas com pedido de alteração do nome utilizador" val PASSWORD_EDIT_ERROR = "Problemas com pedido de alteração da palavra-chave" } }<file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/utils/dates/CalendarProviderUtils.kt package isel.ps.ps_userclient.utils.dates import android.content.ContentUris import android.content.Context import android.content.Intent import android.provider.CalendarContract import android.provider.CalendarContract.Events import isel.ps.ps_userclient.models.ListEvents import android.content.pm.PackageManager import android.support.v4.content.ContextCompat import android.support.v4.app.ActivityCompat import android.app.Activity class CalendarProviderUtils { companion object { private fun CheckPermission(ctx: Context, Permission: String): Boolean { return ContextCompat.checkSelfPermission(ctx,Permission) == PackageManager.PERMISSION_GRANTED } private fun RequestPermission(ctx: Context, permissions: Array<String>, Code: Int) { if (ContextCompat.checkSelfPermission(ctx, permissions[0]) != PackageManager.PERMISSION_GRANTED) { if (ActivityCompat.shouldShowRequestPermissionRationale((ctx as Activity),permissions[0])) { } else { ActivityCompat.requestPermissions(ctx, permissions, Code) } } } fun getEventIdFromCalendar(ctx:Context, event: ListEvents) : Long { var eventId : Long = 0 val CALENDAR_PROJECTION = arrayOf( Events._ID ) val selection = "${Events.DTSTART}=? AND ${Events.DTEND}=? AND ${Events.DESCRIPTION}=? AND ${Events.EVENT_LOCATION}=?" val selectionArgs = arrayOf( (event.event_begin1000L).toString(), (event.event_end1000L).toString(), event.text, event.service_location ) val permissions = arrayOf( android.Manifest.permission.READ_CALENDAR ) if (!CheckPermission(ctx, android.Manifest.permission.READ_CALENDAR)) { RequestPermission(ctx, permissions, 123) } ctx.contentResolver.query( Events.CONTENT_URI, CALENDAR_PROJECTION, selection, selectionArgs, null )?.use { cursor -> while(cursor.moveToFirst()) { eventId = cursor.getLong(0) break } } return eventId } fun insertEventIntoCalendar(ctx:Context, event:ListEvents) { val calendar_intent = Intent(Intent.ACTION_INSERT) .setData(Events.CONTENT_URI) .putExtra(Events.TITLE, "Evento do serviço ${event.service_name}") .putExtra(Events.EVENT_LOCATION,event.service_location) .putExtra(Events.DESCRIPTION, event.text) .putExtra(CalendarContract.EXTRA_EVENT_ALL_DAY,false) .putExtra(CalendarContract.EXTRA_EVENT_BEGIN_TIME,event.event_begin 1000L) .putExtra(CalendarContract.EXTRA_EVENT_END_TIME,event.event_end * 1000L) ctx.startActivity(calendar_intent) } fun deleteEventFromCalendar(ctx:Context, eventID:Long) { val uri = ContentUris.withAppendedId(Events.CONTENT_URI,eventID) ctx.contentResolver.delete(uri,null,null) } } } <file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/utils/constants/ServiceActions.kt package isel.ps.ps_userclient.utils.constants class ServiceActions { companion object { val LOGIN = "LOGIN" val AUTO_LOGIN = "AUTO_LOGIN" val REGISTER = "REGISTER" val GET_USER_SUBSCRIPTIONS = "GET_USER_SUBSCRIPTIONS" val GET_USER_EVENTS = "GET_USER_EVENTS" val GET_SERVICE = "GET_SERVICE" val SEARCH_BY_TYPE = "SEARCH_BY_TYPE" val SEARCH_BY_PREFERENCES = "SEARCH_BY_PREFERENCES" val SUBSCRIBE = "SUBSCRIBE" val UNSUBSCRIBE = "UNSUBSCRIBE" val PASSWORD_CHANGE = "PASSWORD_CHANGE" val USER_INFO_CHANGE = "USER_INFO_CHANGE" val POST_RANKING = "POST_RANKING" val REGISTER_DEVICE = "REGISTER_DEVICE" } } <file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/models/mUserEventWrapper.kt package isel.ps.ps_userclient.models import android.os.Parcel import android.os.Parcelable class mUserEventWrapper( val total_events: Int, val events: List<ServiceEvent>, val _links: List<Links>?, val curr_page: Int ) : Parcelable { companion object { @JvmField @Suppress("unused") val CREATOR = object : Parcelable.Creator<mUserEventWrapper> { override fun createFromParcel(source: Parcel) = mUserEventWrapper(source) override fun newArray(size: Int): Array<mUserEventWrapper?> = arrayOfNulls(size) } } constructor(source: Parcel) : this( total_events = source.readInt(), events = mutableListOf<ServiceEvent>().apply { source.readTypedList(this, ServiceEvent.CREATOR) }, _links = mutableListOf<Links>().apply {source.readTypedList(this, Links.CREATOR)}, curr_page = source.readInt() ) override fun describeContents() = 0 override fun writeToParcel(dest: Parcel, flags: Int) { dest.apply { writeInt(total_events) writeTypedList(events) writeTypedList(_links) writeInt(curr_page) } } } <file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/utils/adapters/SubscriptionAdapter.kt package isel.ps.ps_userclient.utils.adapters import android.content.Context import android.content.Intent import android.view.LayoutInflater import android.view.View import android.view.ViewGroup import android.widget.BaseAdapter import android.widget.Button import android.widget.TextView import isel.ps.ps_userclient.App import isel.ps.ps_userclient.R import isel.ps.ps_userclient.models.mService import isel.ps.ps_userclient.presentations.ServiceActivity import isel.ps.ps_userclient.services.NetworkService import isel.ps.ps_userclient.utils.constants.IntentKeys import isel.ps.ps_userclient.utils.constants.ServiceActions class SubscriptionAdapter(val app: App, val context: Context, val list: ArrayList<mService>) : BaseAdapter() { val inflater : LayoutInflater = LayoutInflater.from(context) override fun getCount(): Int { return list.count() } override fun getItem(position: Int): mService { return list[position] } override fun getItemId(position: Int): Long { return 0 } override fun getView(position: Int, convertView: View?, parent: ViewGroup): View { @Suppress("NAME_SHADOWING") var convertView = convertView val mViewHolder: MyViewHolder if (convertView == null) { convertView = inflater.inflate(R.layout.service_block, parent, false) mViewHolder = MyViewHolder(convertView) convertView!!.tag = mViewHolder } else { mViewHolder = convertView.tag as MyViewHolder } val currentListData = getItem(position) mViewHolder.serviceTitle.text = currentListData.name mViewHolder.serviceTitle.setOnClickListener { val intent_subscription = Intent(context, ServiceActivity::class.java) intent_subscription.putExtra(IntentKeys.SERVICE,currentListData) context.startActivity(intent_subscription) } mViewHolder.serviceType.text = app.serviceTypes.getServiceTypeName(currentListData.service_type) mViewHolder.serviceRank.text = currentListData.avg_rank.toString() mViewHolder.serviceSubscribers.text = currentListData.n_subscribers.toString() if (currentListData.subscribed) { mViewHolder.serviceSubscription.text = context.getString(R.string.service_unsubscribe) } else { mViewHolder.serviceSubscription.text = context.getString(R.string.service_subscribe) } mViewHolder.serviceSubscription.setOnClickListener { val intent_request = Intent(context, NetworkService::class.java) if (currentListData.subscribed) { intent_request.putExtra(IntentKeys.ACTION, ServiceActions.UNSUBSCRIBE) mViewHolder.serviceSubscription.text = context.getString(R.string.service_subscribe) currentListData.subscribed = false currentListData.n_subscribers-- } else { intent_request.putExtra(IntentKeys.ACTION, ServiceActions.SUBSCRIBE) mViewHolder.serviceSubscription.text = context.getString(R.string.service_unsubscribe) currentListData.subscribed = true currentListData.n_subscribers++ } mViewHolder.serviceSubscribers.text = currentListData.n_subscribers.toString() intent_request.putExtra(IntentKeys.SERVICE_ID, currentListData.id) context.startService(intent_request) } return convertView } private inner class MyViewHolder(item: View) { internal var serviceTitle: TextView = item.findViewById(R.id.service_name) as TextView internal var serviceType: TextView = item.findViewById(R.id.service_type) as TextView internal var serviceRank: TextView = item.findViewById(R.id.service_rank) as TextView internal var serviceSubscribers: TextView = item.findViewById(R.id.service_subscribers) as TextView internal var serviceSubscription: Button = item.findViewById(R.id.btn_service_subscribe) as Button } } <file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/models/mServiceWrapper.kt package isel.ps.ps_userclient.models import android.os.Parcel import android.os.Parcelable data class mServiceWrapper( val services : List<mService>, val total_services: Int, val _links: List<Links>?, val curr_page: Int ) : Parcelable { companion object { @JvmField @Suppress("unused") val CREATOR = object : Parcelable.Creator<mServiceWrapper> { override fun createFromParcel(source: Parcel) = mServiceWrapper(source) override fun newArray(size: Int): Array<mServiceWrapper?> = arrayOfNulls(size) } } constructor(source: Parcel) : this( services = mutableListOf<mService>().apply { source.readTypedList(this, mService.CREATOR) }, total_services = source.readInt(), _links = mutableListOf<Links>().apply {source.readTypedList(this, Links.CREATOR)}, curr_page = source.readInt() ) override fun describeContents() = 0 override fun writeToParcel(dest: Parcel, flags: Int) { dest.apply { writeTypedList(services) writeInt(total_services) writeTypedList(_links) writeInt(curr_page) } } } <file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/presentations/EventActivity.kt package isel.ps.ps_userclient.presentations import android.content.Intent import android.content.IntentFilter import android.os.Bundle import android.support.v4.content.LocalBroadcastManager import android.view.View import isel.ps.ps_userclient.App import isel.ps.ps_userclient.R import isel.ps.ps_userclient.models.mUserEventWrapper import isel.ps.ps_userclient.receivers.NetworkReceiver import isel.ps.ps_userclient.services.NetworkService import isel.ps.ps_userclient.utils.adapters.AdaptersUtils import isel.ps.ps_userclient.utils.adapters.EventsAdapter import isel.ps.ps_userclient.utils.constants.IntentKeys import isel.ps.ps_userclient.utils.constants.ServiceActions import isel.ps.ps_userclient.utils.services.ServiceUtils import kotlinx.android.synthetic.main.activity_event.* class EventActivity : BaseActivity() { override val layoutResId: Int = R.layout.activity_event override val actionBarId: Int? = R.id.toolbar override val actionBarMenuResId: Int? = R.menu.main_menu override fun onCreate(savedInstanceState: Bundle?) { super.onCreate(savedInstanceState) myReceiver = NetworkReceiver(this) LocalBroadcastManager.getInstance(this).registerReceiver(myReceiver, IntentFilter(IntentKeys.NETWORK_RECEIVER)) val events_info = intent.getParcelableExtra<mUserEventWrapper>(IntentKeys.EVENTS_INFO) if (events_info==null) { val intent_error = Intent(this,ErrorActivity::class.java) intent_error.putExtra(IntentKeys.ERROR,"Problems communication with server") startActivity(intent_error) } if (events_info.curr_page!=1 \|\| ServiceUtils.checkLinksHasRelField(events_info._links,"prev")) { btn_event_prev.isEnabled = true btn_event_prev.visibility = View.VISIBLE } else { btn_event_prev.isEnabled = false btn_event_prev.visibility = View.GONE } btn_event_prev.setOnClickListener { val new_intent = Intent(this, NetworkService::class.java) new_intent.putExtra(IntentKeys.ACTION, ServiceActions.GET_USER_EVENTS) new_intent.putExtra(IntentKeys.PAGE_REQUEST, events_info?.curr_page!! -1) startService(new_intent) } if (ServiceUtils.checkLinksHasRelField(events_info._links,"next")) { btn_event_next.isEnabled = true btn_event_next.visibility = View.VISIBLE } else { btn_event_next.isEnabled = false btn_event_next.visibility = View.GONE } btn_event_next.setOnClickListener { val new_intent = Intent(this, NetworkService::class.java) new_intent.putExtra(IntentKeys.ACTION, ServiceActions.GET_USER_EVENTS) new_intent.putExtra(IntentKeys.PAGE_REQUEST, events_info?.curr_page!! -1) startService(new_intent) } eventsView.adapter=EventsAdapter((application as App),this, AdaptersUtils.setUserEvents(events_info.events)) } override fun onResume() { super.onResume() } override fun onPause() { super.onPause() LocalBroadcastManager.getInstance(this).unregisterReceiver(myReceiver) } override fun onDestroy() { super.onDestroy() LocalBroadcastManager.getInstance(this).unregisterReceiver(myReceiver) } } <file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/models/mError.kt package isel.ps.ps_userclient.models import android.os.Parcel import android.os.Parcelable class mError(val type:String, val title:String, val detail:String, val instance:String, val status:Int ) : Parcelable { companion object { @JvmField @Suppress("unused") val CREATOR = object : Parcelable.Creator<mError> { override fun createFromParcel(source: Parcel) = mError(source) override fun newArray(size: Int): Array<mError?> = arrayOfNulls(size) } } constructor(source: Parcel) : this( type = source.readString(), title = source.readString(), detail = source.readString(), instance = source.readString(), status = source.readInt() ) override fun describeContents() = 0 override fun writeToParcel(dest: Parcel, flags: Int) { dest.apply { writeString(type) writeString(title) writeString(detail) writeString(instance) writeInt(status) } } }<file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/utils/builders/UrlBuilder.kt package isel.ps.ps_userclient.utils.builders import android.content.res.Resources import android.net.Uri import isel.ps.ps_userclient.R class UrlBuilder(res: Resources) { private val resources: Resources = res fun buildLoginUrl(): String { val builder = Uri.Builder() builder .scheme("https") .authority(resources.getString(R.string.api_authoritiy)) .appendPath("token") return builder.toString() } fun buildRegisterUrl(): String { val builder = Uri.Builder() builder .scheme("https") .authority(resources.getString(R.string.api_authoritiy)) .appendPath(resources.getString(R.string.api_path)) .appendPath(resources.getString(R.string.api_user_path)) .appendPath(resources.getString(R.string.api_post_register)) return builder.toString() } fun buildGetSubscriptionUrl(page: Int?, sortOrder: String?): String { val builder = Uri.Builder() builder .scheme("https") .authority(resources.getString(R.string.api_authoritiy)) .appendPath(resources.getString(R.string.api_path)) .appendPath(resources.getString(R.string.api_user_path)) .appendPath(resources.getString(R.string.api_get_subscriptions)) if (page != null) { builder.appendQueryParameter("page", page.toString()) } if (sortOrder != null) { builder.appendQueryParameter("sortOrder", sortOrder) } return builder.toString() } fun buildSearchByTypeUrl(type: Int, page: Int?, sortOrder: String?): String { val builder = Uri.Builder() builder .scheme("https") .authority(resources.getString(R.string.api_authoritiy)) .appendPath(resources.getString(R.string.api_path)) .appendPath(resources.getString(R.string.api_user_path)) .appendPath(resources.getString(R.string.api_get_search_by_type)) .appendQueryParameter("type", type.toString()) if (page != null) { builder.appendQueryParameter("page", page.toString()) } if (sortOrder != null) { builder.appendQueryParameter("sortOrder", sortOrder) } return builder.toString() } fun buildSearchByPreferencesUrl(list: List<Int>, page: Int?, sortOrder:String?): String { val builder = Uri.Builder() builder .scheme("https") .authority(resources.getString(R.string.api_authoritiy)) .appendPath(resources.getString(R.string.api_path)) .appendPath(resources.getString(R.string.api_user_path)) .appendPath(resources.getString(R.string.api_get_search_by_preferences)) list.forEach { builder.appendQueryParameter(resources.getString(R.string.query_service_types), it.toString()) } if (page != null) { builder.appendQueryParameter("page", page.toString()) } if (sortOrder != null) { builder.appendQueryParameter("sortOrder", sortOrder) } return builder.toString() } fun buildGetServiceUrl(id: Int): String { val builder = Uri.Builder() builder .scheme("https") .authority(resources.getString(R.string.api_authoritiy)) .appendPath(resources.getString(R.string.api_path)) .appendPath(resources.getString(R.string.api_user_path)) .appendPath(resources.getString(R.string.api_get_service)) .appendQueryParameter(resources.getString(R.string.query_service_id),id.toString()) return builder.toString() } fun buildGetUserEventsUrl(page: Int?, sortOrder: String?): String { val builder = Uri.Builder() builder .scheme("https") .authority(resources.getString(R.string.api_authoritiy)) .appendPath(resources.getString(R.string.api_path)) .appendPath(resources.getString(R.string.api_user_path)) .appendPath(resources.getString(R.string.api_get_user_event)) if (page != null) { builder.appendQueryParameter("page", page.toString()) } if (sortOrder != null) { builder.appendQueryParameter("sortOrder", sortOrder) } return builder.toString() } fun buildSubscriptionUrl(subscribe: Boolean): String { val builder = Uri.Builder() builder .scheme("https") .authority(resources.getString(R.string.api_authoritiy)) .appendPath(resources.getString(R.string.api_path)) .appendPath(resources.getString(R.string.api_user_path)) if (subscribe) { builder.appendPath(resources.getString(R.string.api_post_add_subscription)) } else { builder.appendPath(resources.getString(R.string.api_post_remove_subscription)) } return builder.toString() } fun buildPostRankingUrl(): String { val builder = Uri.Builder() builder .scheme("https") .authority(resources.getString(R.string.api_authoritiy)) .appendPath(resources.getString(R.string.api_path)) .appendPath(resources.getString(R.string.api_user_path)) .appendPath(resources.getString(R.string.api_post_rank)) return builder.toString() } fun buildChangePassUrl(): String { val builder = Uri.Builder() builder .scheme("https") .authority(resources.getString(R.string.api_authoritiy)) .appendPath(resources.getString(R.string.api_path)) .appendPath(resources.getString(R.string.api_user_path)) .appendPath(resources.getString(R.string.api_put_edit_password)) return builder.toString() } fun buildEditUserName(): String { val builder = Uri.Builder() builder .scheme("https") .authority(resources.getString(R.string.api_authoritiy)) .appendPath(resources.getString(R.string.api_path)) .appendPath(resources.getString(R.string.api_user_path)) .appendPath(resources.getString(R.string.api_put_edit_user)) return builder.toString() } fun buildRegisterDeviceUrl(): String { val builder = Uri.Builder() builder .scheme("https") .authority(resources.getString(R.string.api_authoritiy)) .appendPath(resources.getString(R.string.api_path)) .appendPath(resources.getString(R.string.api_user_path)) .appendPath(resources.getString(R.string.api_post_register_device)) return builder.toString() } } <file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/services/FcmService.kt package isel.ps.ps_userclient.services import android.content.Intent import android.support.v4.content.LocalBroadcastManager import com.google.firebase.messaging.FirebaseMessagingService import com.google.firebase.messaging.RemoteMessage import isel.ps.ps_userclient.utils.constants.IntentKeys import isel.ps.ps_userclient.utils.constants.ServiceResponses class FcmService : FirebaseMessagingService() { override fun onMessageReceived(remoteMessage: RemoteMessage) { if (remoteMessage.notification != null) { val notification = remoteMessage.notification val intent = Intent(IntentKeys.NETWORK_RECEIVER) intent.putExtra(IntentKeys.SERVICE_RESPONSE, ServiceResponses.NOTIFICATION_RECEIVED) intent.putExtra(IntentKeys.NOTIFICATION_TITLE,notification.title) intent.putExtra(IntentKeys.NOTIFICATION_BODY,notification.body) LocalBroadcastManager.getInstance(this).sendBroadcast(intent) } } override fun onDeletedMessages() { super.onDeletedMessages() } } <file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/utils/adapters/AdaptersUtils.kt package isel.ps.ps_userclient.utils.adapters import isel.ps.ps_userclient.models.ListEvents import isel.ps.ps_userclient.models.ListServices import isel.ps.ps_userclient.models.Event import isel.ps.ps_userclient.models.ServiceEvent import isel.ps.ps_userclient.models.mService import java.util.* class AdaptersUtils { companion object { fun setListServices(services: List<mService>?) : ArrayList<ListServices> { val array = ArrayList<ListServices>() if (services==null) return array services.sortedWith(compareBy({it.avg_rank})) services.forEach { val elem = ListServices( it.name, it.id, it.service_type, it.avg_rank, it.n_subscribers, it.subscribed ) array.add(elem) } return array } fun setUserEvents(events:List<ServiceEvent>) : ArrayList<ListEvents> { val array = ArrayList<ListEvents>() if (events.isEmpty()) return array events.sortedWith(compareBy({it.event_begin})) events.forEach { val elem = ListEvents( it.service_id, it.service_type, it.service_name, it.service_location, it.id, it.text, it.event_begin, it.event_end ) array.add(elem) } return array } fun setListEvents(service: mService, events:List<Event>) : ArrayList<ListEvents> { val list = ArrayList<ServiceEvent>() events.forEach { val ev = ServiceEvent( service.id, service.service_type, service.name, service.contact_location, it.id, it.text, it.creation_date, it.event_begin, it.event_end ) list.add(ev) } return setUserEvents(list) } } }<file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/presentations/SearchActivity.kt package isel.ps.ps_userclient.presentations import android.content.Intent import android.content.IntentFilter import android.os.Bundle import android.support.v4.content.LocalBroadcastManager import android.view.View import android.widget.AdapterView import android.widget.ArrayAdapter import android.widget.Toast import isel.ps.ps_userclient.App import isel.ps.ps_userclient.R import isel.ps.ps_userclient.models.mServiceWrapper import isel.ps.ps_userclient.receivers.NetworkReceiver import isel.ps.ps_userclient.services.NetworkService import isel.ps.ps_userclient.utils.adapters.AdaptersUtils import isel.ps.ps_userclient.utils.adapters.ServiceAdapter import isel.ps.ps_userclient.utils.constants.IntentKeys import isel.ps.ps_userclient.utils.constants.ServiceActions import isel.ps.ps_userclient.utils.constants.SharedPreferencesKeys import isel.ps.ps_userclient.utils.services.ServiceUtils import kotlinx.android.synthetic.main.activity_search.* class SearchActivity : BaseActivity(), AdapterView.OnItemSelectedListener { override val layoutResId: Int = R.layout.activity_search override val actionBarId: Int? = R.id.toolbar override val actionBarMenuResId: Int? = R.menu.main_menu private fun getSortIntentForSearchWithPreferences(list:ArrayList<String>, page:Int, sortOrder: String) : Intent { val new_intent = Intent(this, NetworkService::class.java) new_intent.putExtra(IntentKeys.ACTION, ServiceActions.SEARCH_BY_PREFERENCES) new_intent.putExtra(IntentKeys.SERVICE_LIST_TYPES, list) new_intent.putExtra(IntentKeys.PAGE_REQUEST, page) new_intent.putExtra(IntentKeys.SORT_ORDER, sortOrder) return new_intent } private fun getSortIntentForSearchByType(type:Int, page:Int, sortOrder: String) : Intent { val new_intent = Intent(this, NetworkService::class.java) new_intent.putExtra(IntentKeys.ACTION, ServiceActions.SEARCH_BY_TYPE) new_intent.putExtra(IntentKeys.SERVICE_TYPE,type) new_intent.putExtra(IntentKeys.ACTION, ServiceActions.SEARCH_BY_TYPE) new_intent.putExtra(IntentKeys.PAGE_REQUEST, page) new_intent.putExtra(IntentKeys.SORT_ORDER, sortOrder) return new_intent } override fun onCreate(savedInstanceState: Bundle?) { super.onCreate(savedInstanceState) myReceiver = NetworkReceiver(this) LocalBroadcastManager.getInstance(this).registerReceiver(myReceiver, IntentFilter(IntentKeys.NETWORK_RECEIVER)) val set = (application as App).SHARED_PREFS.getStringSet(SharedPreferencesKeys.PREFERED_TYPES,HashSet<String>()) val list = ArrayList<String>(set) val arrayAdapter = ArrayAdapter(this,android.R.layout.simple_spinner_item,(application as App).serviceTypes.getTypesList()) search_spinner.adapter = arrayAdapter search_spinner.onItemSelectedListener = this if (intent.hasExtra(IntentKeys.SERVICE_INFO)) { val intent_request = Intent(this, NetworkService::class.java) val service_info = intent.extras.getParcelable<mServiceWrapper>(IntentKeys.SERVICE_INFO) servicesView.adapter= ServiceAdapter((application as App),this, AdaptersUtils.setListServices(service_info.services)) val searchWithPreferences = intent.extras?.getBoolean(IntentKeys.SEARCH_BY_PREFERENCE) val service_type = intent.extras.getInt(IntentKeys.SERVICE_TYPE) if (searchWithPreferences==false) { search_spinner.setSelection(service_type-1) } if (ServiceUtils.checkLinksHasRelField(service_info._links,"next")) { btn_search_next.isEnabled = true btn_search_next.visibility = View.VISIBLE } else { btn_search_next.isEnabled = false btn_search_next.visibility = View.GONE } btn_search_next.setOnClickListener { if (searchWithPreferences!!) { intent_request.putExtra(IntentKeys.ACTION, ServiceActions.SEARCH_BY_PREFERENCES) intent_request.putExtra(IntentKeys.SERVICE_LIST_TYPES, list) } else { val selected_type : String = search_spinner.getItemAtPosition(search_spinner.selectedItemPosition) as String intent_request.putExtra(IntentKeys.ACTION, ServiceActions.SEARCH_BY_TYPE) intent_request.putExtra(IntentKeys.SERVICE_TYPE,(application as App).serviceTypes.getServiceTypeId(selected_type)) } intent_request.putExtra(IntentKeys.PAGE_REQUEST, service_info?.curr_page!! +1) startService(intent_request) } if (service_info.curr_page!=1 \|\| ServiceUtils.checkLinksHasRelField(service_info._links,"prev")) { btn_search_prev.isEnabled = true btn_search_prev.visibility = View.VISIBLE } else { btn_search_prev.isEnabled = false btn_search_prev.visibility = View.GONE } btn_search_prev.setOnClickListener { if (searchWithPreferences!!) { intent_request.putExtra(IntentKeys.ACTION, ServiceActions.SEARCH_BY_PREFERENCES) intent_request.putExtra(IntentKeys.SERVICE_LIST_TYPES, list) } else { val selected_type : String = search_spinner.getItemAtPosition(search_spinner.selectedItemPosition) as String intent_request.putExtra(IntentKeys.ACTION, ServiceActions.SEARCH_BY_TYPE) intent_request.putExtra(IntentKeys.SERVICE_TYPE,(application as App).serviceTypes.getServiceTypeId(selected_type)) } intent_request.putExtra(IntentKeys.PAGE_REQUEST, service_info?.curr_page!! -1) startService(intent_request) } text_search_page.text = service_info.curr_page.toString() btn_search_sort_subscribers.setOnClickListener { val new_intent : Intent if (searchWithPreferences!!) { new_intent = getSortIntentForSearchWithPreferences(list, service_info.curr_page, getString(R.string.sort_order_by_subscriptions)) } else { val selected_type : String = search_spinner.getItemAtPosition(search_spinner.selectedItemPosition) as String val type = (application as App).serviceTypes.getServiceTypeId(selected_type) new_intent = getSortIntentForSearchByType(type,service_info.curr_page,getString(R.string.sort_order_by_subscriptions)) } startService(new_intent) } btn_search_sort_ranking.setOnClickListener { val new_intent : Intent if (searchWithPreferences!!) { new_intent = getSortIntentForSearchWithPreferences(list, service_info.curr_page, getString(R.string.sort_order_by_ranking)) } else { val selected_type : String = search_spinner.getItemAtPosition(search_spinner.selectedItemPosition) as String val type = (application as App).serviceTypes.getServiceTypeId(selected_type) new_intent = getSortIntentForSearchByType(type,service_info.curr_page,getString(R.string.sort_order_by_ranking)) } startService(new_intent) } } else { btn_search_next.visibility = View.GONE btn_search_prev.visibility = View.GONE text_search_page.visibility = View.GONE } btn_spinner_search.setOnClickListener { (application as App).let { val type : String = search_spinner.getItemAtPosition(search_spinner.selectedItemPosition) as String val intent_request = Intent(this, NetworkService::class.java) intent_request.putExtra(IntentKeys.ACTION, ServiceActions.SEARCH_BY_TYPE) val id = it.serviceTypes.getServiceTypeId(type) intent_request.putExtra(IntentKeys.SERVICE_TYPE,id) startService(intent_request) } } btn_search_preferences.setOnClickListener { if (list.size==0) { Toast.makeText(this,getString(R.string.text_no_preferences_toast),Toast.LENGTH_SHORT).show() } else { val intent_request = Intent(this, NetworkService::class.java) intent_request.putExtra(IntentKeys.ACTION, ServiceActions.SEARCH_BY_PREFERENCES) intent_request.putExtra(IntentKeys.SERVICE_LIST_TYPES, list) startService(intent_request) } } } override fun onResume() { super.onResume() } override fun onPause() { super.onPause() LocalBroadcastManager.getInstance(this).unregisterReceiver(myReceiver) } override fun onDestroy() { super.onDestroy() LocalBroadcastManager.getInstance(this).unregisterReceiver(myReceiver) } override fun onNothingSelected(p0: AdapterView<>?) {} override fun onItemSelected(parent: AdapterView<>, view: View?, position: Int, id: Long) {} }<file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/presentations/BaseActivity.kt package isel.ps.ps_userclient.presentations import android.content.Intent import android.support.v7.app.AppCompatActivity import android.os.Bundle import android.os.PersistableBundle import android.support.v7.widget.Toolbar import android.view.Menu import android.view.MenuItem import isel.ps.ps_userclient.App import isel.ps.ps_userclient.R import isel.ps.ps_userclient.receivers.NetworkReceiver import isel.ps.ps_userclient.services.NetworkService import isel.ps.ps_userclient.utils.constants.IntentKeys import isel.ps.ps_userclient.utils.constants.ServiceActions import isel.ps.ps_userclient.utils.constants.SharedPreferencesKeys abstract class BaseActivity : AppCompatActivity() { protected abstract val layoutResId: Int protected open val actionBarId: Int? = null protected open val actionBarMenuResId: Int? = null protected open lateinit var myReceiver : NetworkReceiver private fun initContents() { setContentView(layoutResId) if (actionBarId!=null) { actionBarId?.let { setSupportActionBar(findViewById(it) as Toolbar) } } } override fun onCreate(savedInstanceState: Bundle?) { super.onCreate(savedInstanceState) initContents() } override fun onCreate(savedInstanceState: Bundle?, persistentState: PersistableBundle?) { super.onCreate(savedInstanceState, persistentState) initContents() } override fun onCreateOptionsMenu(menu: Menu?): Boolean { if (actionBarMenuResId!=null) { actionBarMenuResId?.let { menuInflater.inflate(R.menu.main_menu, menu) return true } } return super.onCreateOptionsMenu(menu) } override fun onOptionsItemSelected(item: MenuItem) : Boolean { when(item.itemId) { R.id.menu_search -> { startActivity(Intent(this, SearchActivity::class.java)) } R.id.menu_subscriptions -> { val intent_request = Intent(this, NetworkService::class.java) intent_request.putExtra(IntentKeys.ACTION, ServiceActions.GET_USER_SUBSCRIPTIONS) (application as App).let { val email = it.SHARED_PREFS.getString(SharedPreferencesKeys.USER_EMAIL,"") intent_request.putExtra(IntentKeys.USER_EMAIL,email) } startService(intent_request) } R.id.menu_profile -> { startActivity(Intent(this,ProfileActivity::class.java)) } R.id.menu_events -> { val intent_request = Intent(this, NetworkService::class.java) intent_request.putExtra(IntentKeys.ACTION, ServiceActions.GET_USER_EVENTS) (application as App).let { val email = it.SHARED_PREFS.getString(SharedPreferencesKeys.USER_EMAIL,"") intent_request.putExtra(IntentKeys.USER_EMAIL,email) } startService(intent_request) } else -> return super.onOptionsItemSelected(item) } return true } }<file_sep>/PS-UserClient/app/src/main/java/isel/ps/ps_userclient/utils/dates/DateUtils.kt package isel.ps.ps_userclient.utils.dates import java.text.SimpleDateFormat import java.util.* class DateUtils { companion object { private fun getDateAsCalendarInMili(dt:Long) : Calendar { val cal_date = Calendar.getInstance() cal_date.timeInMillis = dt1000 return cal_date } private fun getTodayCalendar() = Calendar.getInstance() fun addSecondsToCurrentTime(value:Int) : Long { val calendar = Calendar.getInstance() calendar.add(Calendar.SECOND,value) return calendar.getTime().time } fun isDateAfterCurrentDay(dt:Long) = getDateAsCalendarInMili(dt).after(getTodayCalendar()) fun unixToDate(dt:Long?) :String { if (dt==null) return "" val sdf = SimpleDateFormat("EE MMM dd HH:mm:ss z yyyy", Locale.getDefault()) val date = Date(dt1000) return sdf.parse(date.toString()).toString() } fun getDurationAsString(dt:Long) : String { val hours = dt / 3600 val minutes = (dt%3600) / 60 if (hours==0L && minutes==0L) { return "Sem tempo definido" } var duration = "" if (hours>0) { duration+="${hours}horas" if (minutes>0) { duration+=" e ${minutes}minutos" } } else { if (minutes>0) { duration+="${minutes}minutos" } } return duration } } }	98f013588e03cd6a42924282031e90aa7070b1d5	[ "Kotlin" ]	48	Kotlin	tmag84/ps-userclient	c490d79237fcba3bfe7ed19efedff2be2dbbbcf1	b6b88005807c4ec1525fca68af8f46e2e666dc0f
refs/heads/master	<repo_name>YslLin/my-vue-es6<file_sep>/src/views/baidu-map/util/Edit.js import {GeoJSON, ClipperLib, Clipper, Snapping} from './Plugin' const img_solid = require('@/assets/HT.png'); const img_hollow = require('@/assets/HT1_gaitubao_com_8x8.png'); const Edit = { data: function () { return { icon_solid: null, icon_hollow: null, } }, methods: { toggleEdit(layer) { if (!layer._enabled) { this.enableEdit(layer); } else { this.disableEdit(layer); } }, enableEdit(layer) { if (!this.map) { this.map = layer.getMap(); } if (layer._enabled) { this.disableEdit(layer); } layer._enabled = true; layer.markers = []; layer.addEventListener('click',()=>{ this.toggleEdit(layer); }) this._initMarkers(layer); }, disableEdit(layer) { if (!layer._enabled) { return false; } const results = Clipper.execute(layer, this.map.getOverlays()); // 处理裁剪去重 (要裁剪的区域, 获取所有覆盖物) if (results.state === 200) { layer._enabled = false; for (var i = 0; i < layer.markers.length; i++) { this.map.removeOverlay(layer.markers[i]); } layer.markers = []; this.map.removeOverlay(layer); var over = new BMap.Polygon(results.points, this.stylePolygon); this.map.addOverlay(over); this.toggleEdit(over); } else { layer.setStrokeColor('red'); this.$Modal.error({ content: results.describe }); } }, _initMarkers(layer) { // 实心块 this.icon_solid = new BMap.Icon(img_solid, new BMap.Size(8, 8)); // 空心块 this.icon_hollow = new BMap.Icon(img_hollow, new BMap.Size(8, 8)); const paths = layer.getPath(); const length = paths.length; for (var i = 0; i < length; i++) { this.createEditMarker(layer, paths[i], this.icon_solid, i * 2, 0, "solid"); var point = this.getCenterPoint(paths[i], i + 1 === length ? paths[0] : paths[i + 1]); this.createEditMarker(layer, point, this.icon_hollow, i * 2 + 1, 1, "hollow"); } }, getCenterPoint(A, B) { var lat = ((A.lat + B.lat) / 2).toFixed(6); var lng = ((A.lng + B.lng) / 2).toFixed(6); var C = new BMap.Point(lng, lat); return C; }, createEditMarker(layer, point, icon, index, genre, type) { var marker = new BMap.Marker(point, {icon: icon}); marker.genre = genre; marker.type = type; marker.enableDragging(); if (marker.Gi) { // 避免重复添加事件 if (marker.Gi.onrightclick) { marker.Gi.onrightclick = {}; } if (marker.Gi.ondragstart) { marker.Gi.ondragstart = {}; } if (marker.Gi.ondragging) { marker.Gi.ondragging = {}; } if (marker.Gi.ondragend) { marker.Gi.ondragend = {}; } } if (genre == 0) {//在角上 this.createSolid(layer, marker); } else if (genre == 1) {//在线上 this.createHollow(layer, marker); } this.map.addOverlay(marker); layer.markers.splice(index, 0, marker); }, getIndexPoint(point, markers, genre) { var obj = null; // var index = markers.findIndex(point); var index = -1; for (var i = 0; i < markers.length; i++) { if (point.equals(markers[i].getPosition())) { index = i; break; } } if (index == -1) { return null; } if (genre == 0) { // 实点 if (index % 2 != 0) { console.error("取点错误,不是实点"); } obj = { index: index, indexBefore: index == 0 ? markers.length - 2 : index - 2, indexAfter: index == markers.length - 2 ? 0 : index + 2, moveBefore: index == 0 ? markers.length - 1 : index - 1, moveAfter: index + 1, indexWill: index == 0 ? markers.length - 3 : index - 1 }; } if (genre == 1) { // 空点 if (index % 2 != 1) { console.error("取点错误,不是虚点"); } obj = { index: index, indexBefore: index - 1, indexAfter: index == markers.length - 1 ? 0 : index + 1, willBefore: index, willAfter: index == markers.length - 1 ? markers.length + 2 : index + 2, }; } return obj; }, createSolid(layer, marker) { var solidRightclickAction = () => { var paths = layer.getPath(); if (paths.length > 3) { this.map.removeOverlay(this._layer); //index, indexBefore, indexAfter, moveBefore, moveAfter var obj = this.getIndexPoint(marker.getPosition(), layer.markers, marker.genre); this.map.removeOverlay(layer.markers[obj.index]); this.map.removeOverlay(layer.markers[obj.moveBefore]); this.map.removeOverlay(layer.markers[obj.moveAfter]); var point_before = layer.markers[obj.indexBefore].getPosition(); var point_after = layer.markers[obj.indexAfter].getPosition(); var pt = this.getCenterPoint(point_before, point_after); delete layer.markers[obj.index]; delete layer.markers[obj.moveBefore]; delete layer.markers[obj.moveAfter]; var newmarkers = layer.markers.filter(val => { return val != undefined; }); layer.markers = newmarkers; this.createEditMarker(layer, pt, this.icon_hollow, obj.indexWill, 1, "hollow"); paths.splice(obj.index / 2, 1); layer.setPath(paths); } }; var solid_sbindex = -1;//操作点的序号 var solid_index_before = -1;//前一个实心点序号 var solid_index_after = -1;//后一个实心点序号 var solid_move_before = -1;//前一个要动的点序号 var solid_move_after = -1;//后一个要动的点序号 var solid_pt_before = null;//前一个动点坐标 var solid_pt_after = null;//后一个动点坐标 var solidDraggingAction = (e) => { solid_pt_before = this.getCenterPoint(layer.markers[solid_index_before].getPosition(), e.point); solid_pt_after = this.getCenterPoint(e.point, layer.markers[solid_index_after].getPosition()); layer.markers[solid_sbindex].setPosition(e.point);//设置拖拽点的坐标 layer.markers[solid_move_before].setPosition(solid_pt_before);//设置前一个动点的坐标 layer.markers[solid_move_after].setPosition(solid_pt_after);//设置后一个动点的坐标 layer.setPositionAt(solid_sbindex / 2, e.point);//设置多边形当前点的坐标位置 }; var solidDragendAction = () => { marker.removeEventListener("dragging", solidDraggingAction); marker.removeEventListener("dragend", solidDragendAction); }; var solidDragstartAction = () => { //index, indexBefore, indexAfter, moveBefore, moveAfter var obj = this.getIndexPoint(marker.getPosition(), layer.markers, marker.genre); solid_sbindex = obj.index; solid_index_before = obj.indexBefore; solid_index_after = obj.indexAfter; solid_move_before = obj.moveBefore; solid_move_after = obj.moveAfter; marker.addEventListener("dragging", solidDraggingAction); marker.addEventListener("dragend", solidDragendAction); }; marker.addEventListener("dragstart", solidDragstartAction); marker.addEventListener("rightclick", solidRightclickAction); }, createHollow(layer, marker) { var hollowRightclickAction = () => { //index, indexBefore, indexAfter, willBefore, willAfter var obj = this.getIndexPoint(marker.getPosition(), layer.markers, marker.genre); var pt = layer.markers[obj.index].getPosition(); this.map.removeOverlay(layer.markers[obj.index]); layer.markers.splice(obj.index, 1); this.createEditMarker(layer, pt, this.icon_solid, obj.index, 0, "solid"); var paths = layer.getPath(); paths.splice((obj.index + 1) / 2, 0, pt); layer.setPath(paths); var pt_before = this.getCenterPoint(layer.markers[obj.indexBefore].getPosition(), pt); var pt_after = this.getCenterPoint(pt, layer.markers[obj.indexAfter].getPosition()); this.createEditMarker(layer, pt_before, this.icon_hollow, obj.willBefore, 1, "hollow"); this.createEditMarker(layer, pt_after, this.icon_hollow, obj.willAfter, 1, "hollow"); return obj.index + 1; }; var hollow_sbindex = -1; var hollow_index_before = -1; var hollow_index_after = -1; var hollow_will_before = -1; var hollow_will_after = -1; var ovlindex = -1; var hollowDraggingAction = (e) => { marker.setPosition(e.point); layer.setPositionAt(ovlindex, e.point); }; var hollowDragendAction = (e) => { layer.setPositionAt(ovlindex, e.point); this.map.removeOverlay(layer.markers[hollow_sbindex]); layer.markers.splice(hollow_sbindex, 1); this.createEditMarker(layer, e.point, this.icon_solid, hollow_sbindex, 0, "solid"); var pt_before = this.getCenterPoint(layer.markers[hollow_index_before].getPosition(), e.point); var pt_after = this.getCenterPoint(e.point, layer.markers[hollow_index_after].getPosition()); this.createEditMarker(layer, pt_before, this.icon_hollow, hollow_will_before, 1, "hollow"); this.createEditMarker(layer, pt_after, this.icon_hollow, hollow_will_after, 1, "hollow"); marker.removeEventListener("dragging", hollowDraggingAction); marker.removeEventListener("dragend", hollowDragendAction); }; var hollowDragstartAction = () => { //index, indexBefore, indexAfter, willBefore, willAfter var obj = this.getIndexPoint(marker.getPosition(), layer.markers, marker.genre); hollow_sbindex = obj.index; hollow_index_before = obj.indexBefore; hollow_index_after = obj.indexAfter; hollow_will_before = obj.willBefore; hollow_will_after = obj.willAfter; ovlindex = (obj.index + 1) / 2; var paths = layer.getPath(); paths.splice(ovlindex, 0, marker.getPosition()); layer.setPath(paths); marker.addEventListener("dragging", hollowDraggingAction); marker.addEventListener("dragend", hollowDragendAction); }; marker.addEventListener("dragstart", hollowDragstartAction); marker.addEventListener("rightclick", hollowRightclickAction); }, } } export default Edit; <file_sep>/src/views/baidu-map/util/Draw.js import {GeoJSON, ClipperLib, Clipper, Snapping} from './Plugin' const markerImg = require('@/assets/HT.png'); const YSL = { data: function () { return { stylePolygon: { strokeColor: '#3388ff', // 边线颜色。 fillColor: '#bccde4', // 填充颜色。当参数为空时，圆形将没有填充效果。 strokeWeight: 1, // 边线的宽度，以像素为单位。 strokeOpacity: 0.8, // 边线透明度，取值范围0 - 1。 fillOpacity: 0.6, // 填充的透明度，取值范围0 - 1。 strokeStyle: 'dashed' // 边线的样式，solid或dashed。 }, hintMarker: null, // 吸附marker map: null, enabled: false, // 绘图状态 polygon: null, points: [], snappable: false, // 鼠标吸附功能开关 prohibitSelfIntersection: true, // 禁止自相交 doesSelfIntersect: false, // 当前区域是否自交 } }, methods: { initialize() { this.map = new BMap.Map('mapContainer', {enableMapClick: false}); this.map.centerAndZoom('北京', 11); this.map.enableScrollWheelZoom(); }, enable() { if (this.enabled) return; this.enabled = true; // 添加Marker光标 const icon = new BMap.Icon(markerImg, new BMap.Size(8, 8)); // 点上的图标 this.hintMarker = new BMap.Marker({}, {icon: icon, enableClicking: false}); // 添加多边形覆盖物 this.polygon = new BMap.Polygon({}, Object.assign({enableClicking: false}, this.stylePolygon)); this.polygon.setStrokeWeight(2); this.map.addOverlay(this.hintMarker); this.map.addOverlay(this.polygon); this.map.setDefaultCursor('crosshair'); // 修改鼠标光标 this.map.disableDoubleClickZoom(); // 关闭地图双击放大 this.map.addEventListener('click', this.clickAction); this.map.addEventListener('dblclick', this.dblclickAction); this.map.addEventListener('mousemove', this.moveHintMarker); }, disable() { if (!this.enabled) { return; } this.enabled = false; console.log(111111111111); this.points = []; this.map.removeOverlay(this.hintMarker); this.map.removeOverlay(this.polygon); this.hintMarker = null; this.polygon = null; this.map.enableDoubleClickZoom(); // 启用地图双击放大 Snapping._cleanupSnapping(); // 清理吸附相关数据 this.map.removeEventListener('click', this.clickAction); this.map.removeEventListener('dblclick', this.dblclickAction); this.map.removeEventListener('mousemove', this.moveHintMarker); this.map.setDefaultCursor("url('http://api0.map.bdimg.com/images/openhand.cur'), default"); }, // 切换绘图 toggle() { if (this.enabled) { this.disable(); } else { this.enable(); } }, _handleSelfIntersection() { if (this.points.length >= 3 && ClipperLib.op_Equality(this.points[this.points.length - 1], this.hintMarker.getPosition())) return; // 好的，我们需要检查这里的自相交。 // 检查自相交 this.doesSelfIntersect = ClipperLib.containKinks(GeoJSON.toGeoJSON(this.polygon.getPath())); // 修改自交样式 if (this.doesSelfIntersect) { this.polygon.setStrokeColor('red') } else { this.polygon.setStrokeColor(this.stylePolygon.strokeColor) } }, // 鼠标移动事件 moveHintMarker(e) { this.hintMarker.setPosition(e.point); this.polygon.setPositionAt(this.points.length, e.point); // 如果启用了吸附功能，就执行它 if (this.snappable) { // 假拖动事件 = 鼠标移动事件 e const fakeDragEvent = e; fakeDragEvent.target = this.hintMarker; // target 目标是圆点提示光标 fakeDragEvent.polygon = this.polygon; // polygon 多边形覆盖物 Snapping._handleSnapping(fakeDragEvent); // 处理吸附函数 } // 如果禁止了自相交，就执行它 // 暂停自交验证：单击事件触发的鼠标移动事件不执行自交验证，防止单击添加Marker后边框变红 if (this.prohibitSelfIntersection) { this._handleSelfIntersection(); } }, // 鼠标单击事件 clickAction() { // 点数组长度大于 1 并且点数组最后一个点坐标与当前点坐标相等 // 防止创建相同点和自交点 if (this.points.length > 1 && ClipperLib.op_Equality(this.points[this.points.length - 1], this.hintMarker.getPosition())) { return false; } this.points.push(this.hintMarker.getPosition()); // 在当前位置拼接一个动态点，跟随鼠标移动 var drawPoint = this.points.concat(this.points[this.points.length - 1]); this.polygon.setPath(drawPoint); }, // 鼠标双击事件 dblclickAction() { // 点数组长度小于 3个坐标点或当前区域自交 if (this.points.length < 3 \|\| this.doesSelfIntersect) { return; } this.polygon.setPath(this.points); // this.polygon.setStrokeWeight(1); const results = Clipper.execute(this.polygon, this.map.getOverlays()); // 处理裁剪去重 (要裁剪的区域, 获取所有覆盖物) // console.log(results.state); if (results.state === 200) { var over = new BMap.Polygon(results.points, this.stylePolygon); this.map.addOverlay(over); // this.toggleEdit(over); this.disable(); // 关闭绘图 } else { this.polygon.setStrokeColor('red'); // this.$Modal.error({ // title: '提示框', // content: results.describe // }); } } } } export default YSL; ////////////////////// 地图控件 ////////////////////// export function Control(_map, toggle) { // 设置11级缩放级别 function Zoom11() { this.defaultAnchor = BMAP_ANCHOR_TOP_LEFT; this.defaultOffset = new BMap.Size(10, 40); } Zoom11.prototype = new BMap.Control(); Zoom11.prototype.initialize = function (map) { var div = document.createElement('div'); div.appendChild(document.createTextNode('11级')); div.style.cursor = 'pointer'; div.style.border = '1px solid gray'; div.style.backgroundColor = 'white'; div.onclick = () => { map.setZoom(11); }; map.getContainer().appendChild(div); return div; }; // 设置15级缩放级别 function Zoom15() { this.defaultAnchor = BMAP_ANCHOR_TOP_LEFT; this.defaultOffset = new BMap.Size(60, 40); } Zoom15.prototype = new BMap.Control(); Zoom15.prototype.initialize = function (map) { var div = document.createElement('div'); div.appendChild(document.createTextNode('15级')); div.style.cursor = 'pointer'; div.style.border = '1px solid gray'; div.style.backgroundColor = 'white'; div.onclick = () => { map.setZoom(15); }; map.getContainer().appendChild(div); return div; }; // 清除覆盖物 function ClearOverlays() { this.defaultAnchor = BMAP_ANCHOR_TOP_LEFT; this.defaultOffset = new BMap.Size(10, 70); } ClearOverlays.prototype = new BMap.Control(); ClearOverlays.prototype.initialize = function (map) { var div = document.createElement('div'); div.appendChild(document.createTextNode('清除覆盖物')); div.style.cursor = 'pointer'; div.style.border = '1px solid gray'; div.style.backgroundColor = 'white'; div.onclick = () => { map.clearOverlays(); }; map.getContainer().appendChild(div); return div; }; // 绘制多边形 function DrawControl() { // 默认停靠位置和偏移量 this.defaultAnchor = BMAP_ANCHOR_TOP_LEFT; this.defaultOffset = new BMap.Size(10, 10); } // 通过JavaScript 的prototype 属性继承于BMap.Control DrawControl.prototype = new BMap.Control(); // 自定义控件必须实现initialize 方法，并且将控件的DOM 元素返回 // 在本方法中创建个div 元素作为控件的容器，并将其添加到地图容器中 DrawControl.prototype.initialize = function (map) { // 创建一个DOM 元素 var div = document.createElement('div'); // 添加文字说明 div.appendChild(document.createTextNode('》》》画图《《《')); // 设置样式 div.style.cursor = 'pointer'; div.style.border = '1px solid gray'; div.style.backgroundColor = 'white'; // 绑定事件 div.onclick = function () { toggle(); }; // 添加DOM控件元素到地图中 map.getContainer().appendChild(div); // 将DOM 元素返回 return div; }; _map.addControl(new Zoom11()); // 设置11级缩放级别 _map.addControl(new Zoom15()); // 设置15级缩放级别 _map.addControl(new ClearOverlays()); // 清除覆盖物 _map.addControl(new BMap.NavigationControl({anchor: BMAP_ANCHOR_TOP_RIGHT}));// 右上角，添加默认缩放平移控件 _map.addControl(new DrawControl());// 右上角，添加默认缩放平移控件 };	e6ce909089405acdbd2c3e7ac6f2f08baeab48f8	[ "JavaScript" ]	2	JavaScript	YslLin/my-vue-es6	26be34440a5d94a560eb1f69394d34dd3a6061e8	5106e9fd0faf7b5a560a2ac31ce32f7a477d8f4e
refs/heads/master	<repo_name>kannansrec/SchoolProject<file_sep>/MobileApp/myAppMenu/www/js/controller/searchtripController.js cortrollerModule.controller('SearchTripController', function($scope, $ionicModal, $timeout, $http, $state, $rootScope) { // With the new view caching in Ionic, Controllers are only called // when they are recreated or on app start, instead of every page change. // To listen for when this page is active (for example, to refresh data), // listen for the $ionicView.enter event: //$scope.$on('$ionicView.enter', function(e) { //}); // Form data for the login modal $scope.searchData = { // 'vehicle_no': '', // 'trip_name': '' }; function getSQLDate(date ) { //var date = new Date(); // date.setDate(date.getDate() - 3); return date.getFullYear() + '-' + (date.getMonth() + 1) + '-' + date.getDate(); } var todate = new Date(); var todayDate = new Date(todate.getFullYear(),todate.getMonth(),todate.getDate());//getTodaysDate(); $scope.searchData.date = todayDate; $scope.searchFun = function() { var searchVehicle_no = $scope.searchData.vehicle_no; var searchDate = getSQLDate ($scope.searchData.date); var searchTrip_no = $scope.searchData.trip_name; if (searchVehicle_no == '' \|\| searchVehicle_no == undefined) { searchVehicle_no = "null"; } if (searchTrip_no == '' \|\| searchTrip_no == undefined) { searchTrip_no = "null"; } $http.get($rootScope.baseURL + '/api/trip_details/date/' + searchDate + '/trip_no/' + searchTrip_no + '/vehicle/' + searchVehicle_no) .success(function(data) { $scope.records = data; // $state.go("searchtrip.triplist"); }) .error(function(data) { alert('Error while searching trip list: ' + data); console.log('Error: ' + data); }); } }) <file_sep>/MobileApp/myAppMenu/www/js/controller/loginController.js cortrollerModule.controller('LoginController', function($scope, $ionicModal, $timeout, $http, $state, $rootScope) { // With the new view caching in Ionic, Controllers are only called // when they are recreated or on app start, instead of every page change. // To listen for when this page is active (for example, to refresh data), // listen for the $ionicView.enter event: //$scope.$on('$ionicView.enter', function(e) { //}); //live $rootScope.baseURL= "http://192.168.4.253:8090";//school // $rootScope.baseURL= "http://10.195.3.71:8080"; //$rootScope.baseURL= "http://192.168.0.101:8080"; // $rootScope.baseURL= "http://localhost:8080"; // Form data for the login modal $scope.loginData = {}; // Perform the login action when the user submits the login form $scope.doLogin = function() { $scope.loginData.userName = "<EMAIL>"; $scope.loginData.password = "1"; console.log('Doing login :', $scope.loginData); $http({ url: $rootScope.baseURL+'/api/users/login', method: 'POST', data: $scope.loginData, headers: { "Content-Type": "application/text" } }).success(function(data) { if (data == "Invalid Username or Password"){ alert("Provide a valid Username / Password"); } else{ $rootScope.loginData = data[0]; $scope.loginData = {}; //Load Initial data $scope.initialsetup(); $state.go("dashboard"); } }).error(function(err1) { alert("Provide a valid Username / Password"); }); }; $scope.initialsetup = function() { $scope.getSupportingRecords('driver_info'); $scope.getSupportingRecords('vehicle_details'); $scope.getSupportingRecords('trips'); $rootScope.hrmin = { hstep: [01, 02, 03, 04, 05, 06, 07, 08, 09, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24], mstep: [0, 01, 02, 03, 04, 05, 06, 07, 08, 09, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 49, 50, 51, 52, 53, 54, 55, 56, 57, 58, 59 ] }; } $scope.getSupportingRecords = function(tablename) { $http({ url: $rootScope.baseURL+'/api/' + tablename, method: 'GET', //data : $scope.tableData, headers: { "Content-Type": "application/text" } }) .success(function(table_data) { switch (tablename) { case 'driver_info': $rootScope.drivers = table_data; break; case 'trips': $rootScope.trips = table_data; break; case 'vehicle_details': $rootScope.vehicles = table_data; break; default: break; } //console.log(data); }) .error(function(data) { console.log('Error: ' + data); }); }; }) <file_sep>/NodeApp/server.js var express = require('express'); var app = express(); // create our app w/ express var mysql = require('mysql'); // mongoose for mongodb var morgan = require('morgan'); // log requests to the console (express4) var bodyParser = require('body-parser'); // pull information from HTML POST (express4) var methodOverride = require('method-override'); // simulate DELETE and PUT (express4) var allowCrossDomain = function(req, res, next) { res.header("Access-Control-Allow-Origin", ""); res.header("Access-Control-Allow-Headers", "X-Requested-With, Content-Type, Accept, Key"); res.header("Access-Control-Allow-Methods", "PUT,POST, GET, OPTIONS,DELETE"); next(); } // configuration ================= var connection = mysql.createConnection({ host: 'localhost', user: 'root', password: '<PASSWORD>', database: 'transport' }); connection.connect(function(err) { if (!err) { console.log("Database is connected ... \n\n"); } else { console.log("Error connecting to the database :" + err + " \n\n"); } }) app.use(express.static('public')); // app.use(express.static(__dirname + '/public')); // set the static files location /public/img will be /img for users app.use(morgan('dev')); // log every request to the console app.use(bodyParser.urlencoded({ 'extended': 'true' })); // parse application/x-www-form-urlencoded app.use(bodyParser.json()); // parse application/json app.use(bodyParser.json({ type: 'application/vnd.api+json' })); // parse application/vnd.api+json as json app.use(methodOverride()); app.use(allowCrossDomain); // app.use(express.errorHandler()); // routes ====================================================================== // api --------------------------------------------------------------------- // get all todos app.get("/api/:tablename", function(req, res) { console.log("Table Requested using 'GET' was:" + req.params.tablename); console.log("and number of params received:" + req.params.length); var tablename = req.params.tablename; var strQuery = "select from " + tablename; connection.query(strQuery, function(err, rows, fields) { if (!err) { console.log(rows); res.json(rows); } else { res.send(err); console.log('Error while performing Query.'); } //connection.end(); }); }); // get last trip end KM of the vehicle app.get("/api/:tablename/vehicle/:vehicle_no", function(req, res) { console.log("Table Requested using 'GET' was:" + req.params.tablename); var tablename = req.params.tablename; var vehicle_no = req.params.vehicle_no; var strQuery = "select end_km from " + tablename + " where vehicle_no=" + vehicle_no + " order by id desc limit 1"; connection.query(strQuery, function(err, rows, fields) { if (!err) { console.log(rows); res.json(rows); } else { res.send(err); console.log('Error while performing Query.'); } //connection.end(); }); }); app.get("/api/:tablename/date/:today/trip_no/:trip_no/vehicle/:vehicle_no", function(req, res) { console.log("Table Requested using 'GET' was:" + req.params.tablename); var tablename = req.params.tablename; var today = req.params.today; var trip_no = req.params.trip_no; var vehicle_no = req.params.vehicle_no; console.log("Date :" + today + "Trip No: " + trip_no + "Vehicle No:" + vehicle_no); var strQuery = "select * from " + tablename + " where " if (today != "null") { strQuery = strQuery +" date='" + today + "'"; //and trip_name='" + trip_no + "' and vehicle_no='" + vehicle_no + "'"; } if (trip_no != "null") { if (strQuery.indexOf("=") !=-1) { strQuery = strQuery + " and trip_name='" + trip_no+"'" ; } else { strQuery = strQuery + " trip_name='" + trip_no+"'"; } } if (vehicle_no != "null") { if (strQuery.indexOf("=") !=-1) { strQuery = strQuery + " and vehicle_no=" + vehicle_no ; } else { strQuery = strQuery + " vehicle_no=" + vehicle_no ; } } console.log(strQuery); connection.query(strQuery, function(err, rows, fields) { if (!err) { console.log(rows); res.json(rows); } else { res.send(err); console.log('Error while performing Query.'); } //connection.end(); }); }); //get trip details of today's Date app.get("/api/:tablename/date/:today", function(req, res) { console.log("Table Requested using 'GET' was:" + req.params.tablename); var tablename = req.params.tablename; var today = req.params.today; console.log(today); var strQuery = "select * from " + tablename + " where date>='" + today + "'"; console.log(strQuery); connection.query(strQuery, function(err, rows, fields) { if (!err) { console.log(rows); res.json(rows); } else { res.send(err); console.log('Error while performing Query.'); } //connection.end(); }); }); // Insert a record to DB app.post('/api/:tablename', function(req, res) { // create a todo, information comes from AJAX request from Angular var jsonString = ''; req.on('data', function(data) { console.log(" data : " + data); jsonString += data; }); req.on('end', function() { var input = JSON.parse(jsonString); var tablename = req.params.tablename; console.log("Tablename :" + tablename); // var input = JSON.parse(JSON.stringify(req.body)); console.log("Input Created" + input); var strQuery = "INSERT INTO " + tablename + " set ? "; connection.query(strQuery, input, function(err, rows) { if (err) { console.log("ERROR MSG:" + err); res.send("Error Occured :" + err); } else { console.log("Insert Success :"); res.json(rows); // //res.redirect("/api/" + tablename); } }); }); }); //Validate username and password app.post('/api/:tablename/login', function(req, res) { var jsonString = ''; req.on('data', function(data) { console.log(" data : " + data); jsonString += data; }); req.on('end', function() { var input = JSON.parse(jsonString); var user = input.userName; var pass = <PASSWORD>; var tablename = req.params.tablename; console.log("Tablename :" + tablename); console.log("userName :" + user); // + "input.UserName"+input.userName ); console.log("Password :" + pass); // + "input.password "+input.password ); var strQuery = "SELECT * FROM " + tablename + " where user_email='" + user + "' and password ='" + <PASSWORD> + "'"; connection.query(strQuery, input, function(err, rows) { if (err) { console.log("ERROR MSG:" + err); res.send("Error Occured :" + err); } else if (rows.length > 0) { console.log("password validation Success :"); console.log(rows); res.json(rows); // } else { res.send("Invalid Username or Password"); } }); }); }); //Update a record in DB app.post('/api/:tablename/:id', function(req, res) { // create a todo, information comes from AJAX request from Angular var jsonString = ''; req.on('data', function(data) { console.log(" data : " + data); jsonString += data; }); req.on('end', function() { var input = JSON.parse(jsonString); var tablename = req.params.tablename; var id = req.params.id; var data = {}; if (tablename == 'trip_details') { data = { entering_time: input.entering_time, end_km: input.end_km, total_km: input.total_km, }; } else if (tablename == 'users') { data = { user_name: input.user_name, password: <PASSWORD>, address: input.address, }; } connection.query("UPDATE " + tablename + " set ? WHERE id = ? ", [data, id], function(err, rows) { if (err) { console.log("ERROR MSG:" + err); res.send("Error Occured :" + err); } else { console.log("Update Success :"); res.json(rows); } }); }); }); // Delete a record from DB app.delete('/api/:tablename/:id', function(req, res) { var id = req.params.id; var tablename = req.params.tablename; console.log("Table Name:" + tablename + "Id:" + id) //req.getConnection(function(err, connection) { connection.query("DELETE FROM " + tablename + " WHERE id = ? ", [id], function(err, rows) { if (err) console.log("Error deleting : %s ", err); else { console.log("Record Deleted Successfully"); res.send("SUCCESS"); } //res.redirect("/api/"+tablename); }); //}); }); // application ------------------------------------------------------------- app.get('/', function(req, res) { res.sendfile('./public/index.html'); // load the single view file (angular will handle the page changes on the front-end) }); // listen (start app with node server.js) ====================================== app.listen(8080); console.log("App listening on port 8080");<file_sep>/MobileApp/myAppMenu/www/js/controller/userController.js cortrollerModule.controller('UserController', ['$http', '$scope', '$rootScope', '$stateParams', '$state', function($http, $scope, $rootScope, $stateParams, $state) { // With the new view caching in Ionic, Controllers are only called // when they are recreated or on app start, instead of every page change. // To listen for when this page is active (for example, to refresh data), // listen for the $ionicView.enter event: //$scope.$on('$ionicView.enter', function(e) { //}); // Form data for the user modal $scope.userData = {}; $scope.userData = $rootScope.loginData; $scope.updateUserInfo = function() { $http({ url: $rootScope.baseURL + '/api/users/' + $scope.userData.id, method: 'POST', data: $scope.userData, headers: { "Content-Type": "application/text" } }) .success(function(data) { alert("update success"); $state.go("dashboard"); }) .error(function(data) { console.log('Error: ' + data); alert("Error While Updating User Info"); }); }; $scope.logoutUser = function() { $rootScope.loginData = {}; $state.go("login"); }; } ]); <file_sep>/NodeApp/DbSchema.sql -- -------------------------------------------------------- -- Host: localhost -- Server version: 6.0.3-alpha-community - MySQL Community Server (GPL) -- Server OS: Win32 -- HeidiSQL Version: 9.1.0.4867 -- -------------------------------------------------------- /!40101 SET @OLD_CHARACTER_SET_CLIENT=@@CHARACTER_SET_CLIENT /; /!40101 SET NAMES utf8 /; /!40014 SET @OLD_FOREIGN_KEY_CHECKS=@@FOREIGN_KEY_CHECKS, FOREIGN_KEY_CHECKS=0 /; /!40101 SET @OLD_SQL_MODE=@@SQL_MODE, SQL_MODE='NO_AUTO_VALUE_ON_ZERO' /; -- Dumping database structure for transport CREATE DATABASE IF NOT EXISTS `transport` /!40100 DEFAULT CHARACTER SET utf8 /; USE `transport`; -- Dumping structure for table transport.driver_info CREATE TABLE IF NOT EXISTS `driver_info` ( `id` varchar(50) NOT NULL, `driver_name` varchar(80) NOT NULL, `driver_address` longtext NOT NULL, `driver_licence_no` varchar(50) NOT NULL, `driver_mobile_no` varchar(15) NOT NULL, PRIMARY KEY (`id`) ) ENGINE=InnoDB DEFAULT CHARSET=utf8; -- Dumping data for table transport.driver_info: ~3 rows (approximately) /!40000 ALTER TABLE `driver_info` DISABLE KEYS /; INSERT INTO `driver_info` (`id`, `driver_name`, `driver_address`, `driver_licence_no`, `driver_mobile_no`) VALUES ('DRV001', 'Ramu', 'test Address', '12313123123TN', '9998887776'), ('DRV002', 'Muthu', 'asdas', '21312', '123'), ('DRV003', 'Kumar', 'asdas', '21312', '123'); /!40000 ALTER TABLE `driver_info` ENABLE KEYS /; -- Dumping structure for table transport.trips CREATE TABLE IF NOT EXISTS `trips` ( `id` varchar(50) NOT NULL, `trip_name` varchar(50) DEFAULT NULL, PRIMARY KEY (`id`) ) ENGINE=InnoDB DEFAULT CHARSET=utf8; -- Dumping data for table transport.trips: ~3 rows (approximately) /!40000 ALTER TABLE `trips` DISABLE KEYS /; INSERT INTO `trips` (`id`, `trip_name`) VALUES ('TRIP01', 'TRIP01'), ('TRIP02', 'TRIP02'), ('TRIP03', 'TRIP03'); /!40000 ALTER TABLE `trips` ENABLE KEYS /; -- Dumping structure for table transport.trip_details CREATE TABLE IF NOT EXISTS `trip_details` ( `id` int(10) NOT NULL AUTO_INCREMENT, `trip_name` varchar(50) NOT NULL, `vehicle_no` varchar(50) NOT NULL, `driver_id` varchar(50) NOT NULL, `leaving_time` longtext, `status` varchar(50) DEFAULT NULL, `entering_time` longtext, `start_km` bigint(20) DEFAULT NULL, `end_km` bigint(20) DEFAULT NULL, `total_km` bigint(20) DEFAULT NULL, `trip_time` bigint(20) DEFAULT NULL, `date` date DEFAULT NULL, PRIMARY KEY (`id`), KEY `FK_trip_details_driver_info` (`driver_id`), KEY `FK_trip_details_trips` (`trip_name`), KEY `FK_trip_details_vehicle_details` (`vehicle_no`), CONSTRAINT `FK_trip_details_driver_info` FOREIGN KEY (`driver_id`) REFERENCES `driver_info` (`id`), CONSTRAINT `FK_trip_details_trips` FOREIGN KEY (`trip_name`) REFERENCES `trips` (`id`), CONSTRAINT `FK_trip_details_vehicle_details` FOREIGN KEY (`vehicle_no`) REFERENCES `vehicle_details` (`id`) ) ENGINE=InnoDB AUTO_INCREMENT=60 DEFAULT CHARSET=utf8; -- Dumping data for table transport.trip_details: ~21 rows (approximately) /!40000 ALTER TABLE `trip_details` DISABLE KEYS /; INSERT INTO `trip_details` (`id`, `trip_name`, `vehicle_no`, `driver_id`, `leaving_time`, `status`, `entering_time`, `start_km`, `end_km`, `total_km`, `trip_time`, `date`) VALUES (35, 'TRIP01', '1', 'DRV001', '19:17', NULL, '20:0', 1300, 1500, 200, NULL, '2015-07-06'), (36, 'TRIP02', '2', 'DRV001', '19:17', NULL, '5:4', 1500, 1700, 200, NULL, '2015-07-06'), (37, 'TRIP01', '1', 'DRV001', '19:17', NULL, '23:14', 1500, 1700, 200, NULL, '2015-07-06'), (38, 'TRIP02', '1', 'DRV001', '10:10', NULL, '21:10', 1700, 1800, 100, NULL, '2015-07-06'), (39, 'TRIP02', '3', 'DRV003', '5:40', NULL, '6:4', 1800, 1910, 110, NULL, '2015-07-11'), (40, 'TRIP01', '1', 'DRV001', '5:8', NULL, '6:5', 1800, 2000, 200, NULL, '2015-07-11'), (41, 'TRIP02', '2', 'DRV002', '10:10', NULL, '13:4', 1700, 2100, 400, NULL, '2015-07-11'), (42, 'TRIP01', '2', 'DRV002', '11:12', NULL, '8:10', 2100, 2200, 100, NULL, '2015-07-11'), (43, 'TRIP01', '2', 'DRV002', '13:10', NULL, '13:8', 2200, 2500, 300, NULL, '2015-07-11'), (44, 'TRIP03', '3', 'DRV003', '10:12', NULL, '14:10', 1910, 2000, 90, NULL, '2015-07-11'), (49, 'TRIP02', '1', 'DRV001', '7:8', NULL, '12:6', 2000, 2500, 500, NULL, '2015-07-11'), (50, 'TRIP01', '3', 'DRV003', '6:16', NULL, '17:14', 2000, 2100, 100, NULL, '2015-07-11'), (51, 'TRIP01', '1', 'DRV001', '13:16', NULL, '15:16', 2500, 2600, 100, NULL, '2015-07-11'), (52, 'TRIP01', '1', 'DRV001', '22:49', NULL, '22:59', 2600, 2850, 250, NULL, '2015-07-14'), (53, 'TRIP01', '2', 'DRV002', '23:3', NULL, '23:5', 2500, 2650, 150, NULL, '2015-07-14'), (54, 'TRIP01', '1', 'DRV001', '20:10', NULL, '20:10', 2850, 3000, 150, NULL, '2015-07-16'), (55, 'TRIP02', '1', 'DRV001', '20:10', NULL, '20:11', 3000, 3100, 100, NULL, '2015-07-16'), (56, 'TRIP02', '2', 'DRV002', '20:11', NULL, '20:11', 2650, 2700, 50, NULL, '2015-07-16'), (57, 'TRIP01', '1', 'DRV001', '8:7', NULL, '8:8', 3100, 4000, 900, NULL, '2015-07-17'), (58, 'TRIP01', '1', 'DRV001', '21:38', NULL, '21:38', 4000, 4120, 120, NULL, '2015-07-20'), (59, 'TRIP01', '2', 'DRV002', '21:38', NULL, '21:38', 2700, 2750, 50, NULL, '2015-07-20'); /!40000 ALTER TABLE `trip_details` ENABLE KEYS /; -- Dumping structure for table transport.vehicle_details CREATE TABLE IF NOT EXISTS `vehicle_details` ( `id` varchar(50) NOT NULL, `vehicle_no` varchar(64) DEFAULT NULL, `vehicle_name` varchar(64) DEFAULT NULL, `driver_id` varchar(64) DEFAULT NULL, PRIMARY KEY (`id`) ) ENGINE=InnoDB DEFAULT CHARSET=utf8; -- Dumping data for table transport.vehicle_details: ~3 rows (approximately) /!40000 ALTER TABLE `vehicle_details` DISABLE KEYS /; INSERT INTO `vehicle_details` (`id`, `vehicle_no`, `vehicle_name`, `driver_id`) VALUES ('1', 'TN-37-AZ-0829', 'BUS', 'DRV001'), ('2', 'TN-37-AZ-0830', 'VAN', 'DRV002'), ('3', 'TN-37-AZ-0831', 'TRAVELLER', 'DRV003'); /!40000 ALTER TABLE `vehicle_details` ENABLE KEYS /; /!40101 SET SQL_MODE=IFNULL(@OLD_SQL_MODE, '') /; /!40014 SET FOREIGN_KEY_CHECKS=IF(@OLD_FOREIGN_KEY_CHECKS IS NULL, 1, @OLD_FOREIGN_KEY_CHECKS) /; /!40101 SET CHARACTER_SET_CLIENT=@OLD_CHARACTER_SET_CLIENT /; <file_sep>/MobileApp/myAppMenu/www/js/controller/newtripController.js cortrollerModule.controller('NewTripController', ['$http', '$scope', '$rootScope', '$stateParams', '$state', function($http, $scope, $rootScope, $stateParams, $state) { $scope.loginData = {}; $scope.formData = {}; $scope.tempData = {}; $scope.formData.date = new Date(); // $scope.options = $rootScope.hrmin; $scope.hstep = $rootScope.hrmin.hstep; $scope.mstep = $rootScope.hrmin.mstep; //alert($rootScope.hrmin.hstep); //alert($rootScope.hrmin.mstep); // alert($scope.hstep); //alert($scope.mstep); $scope.trips = $rootScope.trips; $scope.drivers = $rootScope.drivers; $scope.vehicles = $rootScope.vehicles; $scope.tempData.outhr = new Date().getHours(); $scope.tempData.outmin = new Date().getMinutes(); $scope.createRecord = function(tablename) { var tablename = 'trip_details'; //$scope.formData.total_km = $scope.formData.end_km - $scope.formData.start_km; if($scope.formData.end_km == null \|\| $scope.formData.end_km > $scope.formData.start_km ){ if($scope.formData.end_km == null){ $scope.formData.total_km = null; } $scope.formData.leaving_time = $scope.tempData.outhr + ':' + $scope.tempData.outmin; $scope.formData.date = moment().format('YYYY-MM-DD'); $http({ url: $rootScope.baseURL+'/api/' + tablename, method: 'POST', data: $scope.formData, headers: { "Content-Type": "application/text" } }) .success(function(data) { // $scope.formData = {}; // clear the form so our user is ready to enter another // $scope.records = data; $state.go("dashboard"); }) .error(function(data) { console.log('Error: ' + data); }); } else{ alert("End KM cannot be less than start KM"); } }; $scope.calculateTotalKm = function(vehicle_no) { $scope.formData.total_km = $scope.formData.end_km - $scope.formData.start_km; }; $scope.getVehicleEndKM = function(vehicle_no) { var tablename = 'trip_details'; $http.get($rootScope.baseURL+'/api/' + tablename + '/vehicle/' + vehicle_no) .success(function(data) { $scope.vehiclesData = data; if ($scope.vehiclesData[0] != undefined && $scope.vehiclesData[0].end_km != null) { $scope.formData.start_km = $scope.vehiclesData[0].end_km; } for (vehicle in $scope.vehicles) { if ($scope.vehicles[vehicle].id == vehicle_no) { $scope.formData.driver_id = $scope.vehicles[vehicle].driver_id; } } // console.log(data); }) .error(function(data) { console.log('Error: ' + data); }); }; } ]); <file_sep>/MobileApp/myAppMenu/www/js/controller/searchmaintainanceController.js cortrollerModule.controller('SearchMaintainanceController', ['$http', '$scope', '$rootScope', '$stateParams', '$state', function($http, $scope, $rootScope, $stateParams, $state) { $scope.searchData = { // 'vehicle_no': '', // 'trip_name': '' }; function getSQLDate(date ) { //var date = new Date(); // date.setDate(date.getDate() - 3); return date.getFullYear() + '-' + (date.getMonth() + 1) + '-' + date.getDate(); } var todate = new Date(); var todayDate = new Date(todate.getFullYear(),todate.getMonth(),todate.getDate());//getTodaysDate(); $scope.searchData.date = todayDate; $scope.searchFun = function() { var searchVehicle_no = $scope.searchData.vehicle_no; if($scope.searchData.date != null ){ var searchDate = getSQLDate ($scope.searchData.date); } var searchTrip_no = $scope.searchData.trip_name; if (searchVehicle_no == '' \|\| searchVehicle_no == undefined) { searchVehicle_no = "null"; } if (searchTrip_no == '' \|\| searchTrip_no == undefined) { searchTrip_no = "null"; } $http.get($rootScope.baseURL + '/api/vehicle_maintainance/date/' + searchDate + '/vehicle/' + searchVehicle_no) .success(function(data) { $scope.records = data; // $state.go("searchtrip.triplist"); }) .error(function(data) { alert('Error while searching trip list: ' + data); console.log('Error: ' + data); }); } } ]); <file_sep>/MobileApp/myAppMenu/www/js/controller/updatettripController.js cortrollerModule.controller('UpdateTripController', ['$http', '$scope', '$rootScope', '$stateParams', '$state', function($http, $scope, $rootScope, $stateParams, $state) { $scope.formData = {}; $scope.tempData = {}; $scope.options = $rootScope.hrmin; $scope.formData = $stateParams.record; $scope.trips = $rootScope.trips; $scope.drivers = $rootScope.drivers; $scope.vehicles = $rootScope.vehicles; $scope.splitedText = $scope.formData.leaving_time.split(":"); $scope.tempData.outhr = Number($scope.splitedText[0]); $scope.tempData.outmin = Number($scope.splitedText[1]); if ($scope.formData.entering_time == undefined) { $scope.tempData.inhr = new Date().getHours(); $scope.tempData.inmin = new Date().getMinutes(); } else { $scope.splitedText1 = $scope.formData.entering_time.split(":"); $scope.tempData.inhr = Number($scope.splitedText1[0]); $scope.tempData.inmin = Number($scope.splitedText1[1]); } $scope.test = function() { alert("First Entry"); }; $scope.updateRecord = function() { if ($scope.formData.end_km > $scope.formData.start_km) { //if($scope.tempData.inhr >= $scope.tempData.outhr){ $scope.formData.total_km = $scope.formData.end_km - $scope.formData.start_km; $scope.formData.entering_time = $scope.tempData.inhr + ':' + $scope.tempData.inmin; $http({ url: $rootScope.baseURL + '/api/trip_details/' + $scope.formData.id, method: 'POST', data: $scope.formData, headers: { "Content-Type": "application/text" } }) .success(function(data) { //alert("update success"); $state.go("dashboard"); // $scope.records = data; // $scope.getRecords(tablename); }) .error(function(data) { console.log('Error: ' + data); }); // } // else{ // alert("Data Not saved, In time should be greater than Out time"); // } } else { alert("Data Not save ,End Km is less than Start Km, Please check the Data"); } }; $scope.calculateTotalKm = function(vehicle_no) { $scope.formData.total_km = $scope.formData.end_km - $scope.formData.start_km; }; } ]); <file_sep>/NodeApp/DbSchema_old.sql -- -------------------------------------------------------- -- Host: localhost -- Server version: 6.0.3-alpha-community - MySQL Community Server (GPL) -- Server OS: Win32 -- HeidiSQL Version: 9.1.0.4867 -- -------------------------------------------------------- /!40101 SET @OLD_CHARACTER_SET_CLIENT=@@CHARACTER_SET_CLIENT /; /!40101 SET NAMES utf8 /; /!40014 SET @OLD_FOREIGN_KEY_CHECKS=@@FOREIGN_KEY_CHECKS, FOREIGN_KEY_CHECKS=0 /; /!40101 SET @OLD_SQL_MODE=@@SQL_MODE, SQL_MODE='NO_AUTO_VALUE_ON_ZERO' /; -- Dumping database structure for transport CREATE DATABASE IF NOT EXISTS `transport` /!40100 DEFAULT CHARACTER SET utf8 /; USE `transport`; -- Dumping structure for table transport.driver_info CREATE TABLE IF NOT EXISTS `driver_info` ( `id` varchar(50) NOT NULL, `driver_name` varchar(80) NOT NULL, `driver_address` longtext NOT NULL, `driver_licence_no` varchar(50) NOT NULL, `driver_mobile_no` varchar(15) NOT NULL, PRIMARY KEY (`id`) ) ENGINE=InnoDB DEFAULT CHARSET=utf8; -- Data exporting was unselected. -- Dumping structure for table transport.trips CREATE TABLE IF NOT EXISTS `trips` ( `id` varchar(50) NOT NULL, PRIMARY KEY (`id`) ) ENGINE=InnoDB DEFAULT CHARSET=utf8; -- Data exporting was unselected. -- Dumping structure for table transport.trip_details CREATE TABLE IF NOT EXISTS `trip_details` ( `id` int(10) NOT NULL AUTO_INCREMENT, `trip_name` varchar(50) NOT NULL, `vechile_no` varchar(50) NOT NULL, `driver_id` varchar(50) NOT NULL, `leaving_time` longtext, `status` varchar(50) DEFAULT NULL, `entering_time` longtext, `leaving_km` bigint(20) DEFAULT NULL, `entering_km` bigint(20) DEFAULT NULL, `total_km` bigint(20) DEFAULT NULL, `trip_time` bigint(20) DEFAULT NULL, PRIMARY KEY (`id`), KEY `FK_trip_details_driver_info` (`driver_id`), KEY `FK_trip_details_trips` (`trip_name`), KEY `FK_trip_details_vechile_details` (`vechile_no`), CONSTRAINT `FK_trip_details_trips` FOREIGN KEY (`trip_name`) REFERENCES `trips` (`id`), CONSTRAINT `FK_trip_details_vechile_details` FOREIGN KEY (`vechile_no`) REFERENCES `vechile_details` (`id`), CONSTRAINT `FK_trip_details_driver_info` FOREIGN KEY (`driver_id`) REFERENCES `driver_info` (`id`) ) ENGINE=InnoDB DEFAULT CHARSET=utf8; -- Data exporting was unselected. -- Dumping structure for table transport.vechile_details CREATE TABLE IF NOT EXISTS `vechile_details` ( `id` varchar(50) NOT NULL, `vechile_name` varchar(64) DEFAULT NULL, PRIMARY KEY (`id`) ) ENGINE=InnoDB DEFAULT CHARSET=utf8; -- Data exporting was unselected. /!40101 SET SQL_MODE=IFNULL(@OLD_SQL_MODE, '') /; /!40014 SET FOREIGN_KEY_CHECKS=IF(@OLD_FOREIGN_KEY_CHECKS IS NULL, 1, @OLD_FOREIGN_KEY_CHECKS) /; /!40101 SET CHARACTER_SET_CLIENT=@OLD_CHARACTER_SET_CLIENT /; <file_sep>/DbSchema_1_5_2016.sql -- -------------------------------------------------------- -- Host: localhost -- Server version: 6.0.3-alpha-community - MySQL Community Server (GPL) -- Server OS: Win32 -- HeidiSQL Version: 9.1.0.4867 -- -------------------------------------------------------- /!40101 SET @OLD_CHARACTER_SET_CLIENT=@@CHARACTER_SET_CLIENT /; /!40101 SET NAMES utf8 /; /!40014 SET @OLD_FOREIGN_KEY_CHECKS=@@FOREIGN_KEY_CHECKS, FOREIGN_KEY_CHECKS=0 /; /!40101 SET @OLD_SQL_MODE=@@SQL_MODE, SQL_MODE='NO_AUTO_VALUE_ON_ZERO' /; -- Dumping database structure for transport CREATE DATABASE IF NOT EXISTS `transport` /!40100 DEFAULT CHARACTER SET utf8 /; USE `transport`; -- Dumping structure for table transport.driver_info CREATE TABLE IF NOT EXISTS `driver_info` ( `id` varchar(50) NOT NULL, `driver_name` varchar(80) NOT NULL, `driver_address` longtext NOT NULL, `driver_licence_no` varchar(50) NOT NULL, `driver_mobile_no` varchar(15) NOT NULL, PRIMARY KEY (`id`) ) ENGINE=InnoDB DEFAULT CHARSET=utf8; -- Dumping data for table transport.driver_info: ~3 rows (approximately) /!40000 ALTER TABLE `driver_info` DISABLE KEYS /; INSERT INTO `driver_info` (`id`, `driver_name`, `driver_address`, `driver_licence_no`, `driver_mobile_no`) VALUES ('DRV001', 'Ramu', 'test Address', '12313123123TN', '9998887776'), ('DRV002', 'Muthu', 'asdas', '21312', '123'), ('DRV003', 'Kumar', 'asdas', '21312', '123'); /!40000 ALTER TABLE `driver_info` ENABLE KEYS /; -- Dumping structure for table transport.fuel_details CREATE TABLE IF NOT EXISTS `fuel_details` ( `id` int(11) DEFAULT NULL, `fuel_type` varchar(50) DEFAULT NULL, `fuel_price` decimal(10,0) DEFAULT NULL ) ENGINE=InnoDB DEFAULT CHARSET=utf8; -- Dumping data for table transport.fuel_details: ~2 rows (approximately) /!40000 ALTER TABLE `fuel_details` DISABLE KEYS /; INSERT INTO `fuel_details` (`id`, `fuel_type`, `fuel_price`) VALUES (1, 'Diesel', 59), (2, 'Petrol', 69); /!40000 ALTER TABLE `fuel_details` ENABLE KEYS /; -- Dumping structure for table transport.trips CREATE TABLE IF NOT EXISTS `trips` ( `id` varchar(50) NOT NULL, `trip_name` varchar(50) DEFAULT NULL, PRIMARY KEY (`id`) ) ENGINE=InnoDB DEFAULT CHARSET=utf8; -- Dumping data for table transport.trips: ~4 rows (approximately) /!40000 ALTER TABLE `trips` DISABLE KEYS /; INSERT INTO `trips` (`id`, `trip_name`) VALUES ('Purchase', 'PUR'), ('TRIP01', 'TRIP01'), ('TRIP02', 'TRIP02'), ('TRIP03', 'TRIP03'); /!40000 ALTER TABLE `trips` ENABLE KEYS /; -- Dumping structure for table transport.trip_details CREATE TABLE IF NOT EXISTS `trip_details` ( `id` int(10) NOT NULL AUTO_INCREMENT, `trip_name` varchar(50) NOT NULL, `vehicle_no` varchar(50) NOT NULL, `driver_id` varchar(50) NOT NULL, `leaving_time` longtext, `status` varchar(50) DEFAULT NULL, `entering_time` longtext, `start_km` bigint(20) DEFAULT NULL, `end_km` bigint(20) DEFAULT NULL, `total_km` bigint(20) DEFAULT NULL, `trip_time` bigint(20) DEFAULT NULL, `date` date DEFAULT NULL, PRIMARY KEY (`id`), KEY `FK_trip_details_driver_info` (`driver_id`), KEY `FK_trip_details_trips` (`trip_name`), KEY `FK_trip_details_vehicle_details` (`vehicle_no`), CONSTRAINT `FK_trip_details_driver_info` FOREIGN KEY (`driver_id`) REFERENCES `driver_info` (`id`), CONSTRAINT `FK_trip_details_trips` FOREIGN KEY (`trip_name`) REFERENCES `trips` (`id`), CONSTRAINT `FK_trip_details_vehicle_details` FOREIGN KEY (`vehicle_no`) REFERENCES `vehicle_details` (`id`) ) ENGINE=InnoDB AUTO_INCREMENT=109 DEFAULT CHARSET=utf8; -- Dumping data for table transport.trip_details: ~61 rows (approximately) /!40000 ALTER TABLE `trip_details` DISABLE KEYS /; INSERT INTO `trip_details` (`id`, `trip_name`, `vehicle_no`, `driver_id`, `leaving_time`, `status`, `entering_time`, `start_km`, `end_km`, `total_km`, `trip_time`, `date`) VALUES (35, 'TRIP01', '01', 'DRV001', '19:17', NULL, '20:0', 1300, 1500, 200, NULL, '2015-07-06'), (36, 'TRIP02', '02', 'DRV001', '19:17', NULL, '5:4', 1500, 1700, 200, NULL, '2015-07-06'), (37, 'TRIP01', '01', 'DRV001', '19:17', NULL, '23:14', 1500, 1700, 200, NULL, '2015-07-06'), (38, 'TRIP02', '01', 'DRV001', '10:10', NULL, '21:10', 1700, 1800, 100, NULL, '2015-07-06'), (39, 'TRIP02', '03', 'DRV003', '5:40', NULL, '6:4', 1800, 1910, 110, NULL, '2015-07-11'), (40, 'TRIP01', '01', 'DRV001', '5:8', NULL, '6:5', 1800, 2000, 200, NULL, '2015-07-11'), (41, 'TRIP02', '02', 'DRV002', '10:10', NULL, '13:4', 1700, 2100, 400, NULL, '2015-07-11'), (42, 'TRIP01', '02', 'DRV002', '11:12', NULL, '8:10', 2100, 2200, 100, NULL, '2015-07-11'), (43, 'TRIP01', '02', 'DRV002', '13:10', NULL, '13:8', 2200, 2500, 300, NULL, '2015-07-11'), (44, 'TRIP03', '03', 'DRV003', '10:12', NULL, '14:10', 1910, 2000, 90, NULL, '2015-07-11'), (49, 'TRIP02', '01', 'DRV001', '7:8', NULL, '12:6', 2000, 2500, 500, NULL, '2015-07-11'), (50, 'TRIP01', '03', 'DRV003', '6:16', NULL, '17:14', 2000, 2100, 100, NULL, '2015-07-11'), (51, 'TRIP01', '01', 'DRV001', '13:16', NULL, '15:16', 2500, 2600, 100, NULL, '2015-07-11'), (52, 'TRIP01', '01', 'DRV001', '22:49', NULL, '22:59', 2600, 2850, 250, NULL, '2015-07-14'), (53, 'TRIP01', '02', 'DRV002', '23:3', NULL, '23:5', 2500, 2650, 150, NULL, '2015-07-14'), (54, 'TRIP01', '01', 'DRV001', '20:10', NULL, '20:10', 2850, 3000, 150, NULL, '2015-07-16'), (55, 'TRIP02', '01', 'DRV001', '20:10', NULL, '20:11', 3000, 3100, 100, NULL, '2015-07-16'), (56, 'TRIP02', '02', 'DRV002', '20:11', NULL, '20:11', 2650, 2700, 50, NULL, '2015-07-16'), (57, 'TRIP01', '01', 'DRV001', '8:7', NULL, '8:8', 3100, 4000, 900, NULL, '2015-07-17'), (58, 'TRIP01', '01', 'DRV001', '21:38', NULL, '21:38', 4000, 4120, 120, NULL, '2015-07-20'), (59, 'TRIP01', '02', 'DRV002', '21:38', NULL, '21:38', 2700, 2750, 50, NULL, '2015-07-20'), (60, 'TRIP01', '01', 'DRV001', '20:33', NULL, NULL, 4120, NULL, NULL, NULL, '2015-07-22'), (61, 'TRIP03', '01', 'DRV001', '14:42', NULL, '14:42', 3100, 3200, 100, NULL, '2015-07-31'), (62, 'TRIP02', '02', 'DRV002', '14:42', NULL, '4:14', 2750, 3453, 703, NULL, '2015-07-31'), (63, 'TRIP01', '01', 'DRV001', '21:57', NULL, '21:59', 3200, 3400, 200, NULL, '2015-07-31'), (64, 'TRIP01', '01', 'DRV001', '19:20', NULL, '19:31', 3400, 3500, 100, NULL, '2015-10-12'), (65, 'TRIP01', '02', 'DRV002', '19:21', NULL, NULL, 3453, NULL, NULL, NULL, '2015-10-12'), (66, 'TRIP01', '01', 'DRV001', '20:40', NULL, NULL, 3500, NULL, NULL, NULL, '2015-10-16'), (67, 'TRIP02', '02', 'DRV002', '20:40', NULL, NULL, 2500, NULL, NULL, NULL, '2015-10-16'), (68, 'TRIP03', '03', 'DRV003', '20:41', NULL, NULL, 2100, NULL, NULL, NULL, '2015-10-16'), (69, 'TRIP01', '01', 'DRV001', '10:6', NULL, '22:34', 23423, 23550, 127, NULL, '2015-10-20'), (70, 'TRIP01', '01', 'DRV001', '10:6', NULL, '20:30', 2300, 2400, 100, NULL, '2015-10-20'), (71, 'TRIP02', '02', 'DRV002', '23:46', NULL, '23:30', 4500, 4600, 100, NULL, '2015-10-20'), (72, 'TRIP02', '01', 'DRV001', '22:1', NULL, '22:4', 2400, 2500, 100, NULL, '2015-10-21'), (73, 'TRIP03', '02', 'DRV002', '22:3', NULL, '22:5', 4600, 4670, 70, NULL, '2015-10-21'), (74, 'TRIP03', '02', 'DRV002', '22:5', NULL, '22:6', 4670, 4700, 30, NULL, '2015-10-21'), (75, 'TRIP02', '01', 'DRV001', '23:15', NULL, NULL, 2500, NULL, NULL, NULL, '2015-10-29'), (76, 'TRIP02', '01', 'DRV001', '23:15', NULL, NULL, 2500, NULL, NULL, NULL, '2015-10-29'), (77, 'TRIP02', '02', 'DRV002', '0:38', NULL, '0:43', 4700, 4750, 50, NULL, '2015-10-30'), (78, 'TRIP03', '02', 'DRV002', '0:44', NULL, NULL, 4750, 4800, NULL, NULL, '2015-10-30'), (79, 'TRIP01', '01', 'DRV001', '1:7', NULL, NULL, 1200, NULL, NULL, NULL, '2015-10-30'), (80, 'TRIP01', '03', 'DRV003', '9:45', NULL, '9:47', 4800, 4900, 100, NULL, '2015-10-30'), (81, 'TRIP02', '03', 'DRV003', '9:48', NULL, '9:52', 4900, 4950, 50, NULL, '2015-10-30'), (87, 'TRIP01', '01', 'DRV001', '19:17', NULL, '19:20', 4500, 4550, 50, NULL, '2015-11-04'), (88, 'TRIP01', '02', 'DRV002', '19:19', NULL, '9:8', 4800, 5000, 200, NULL, '2015-11-04'), (91, 'TRIP02', '01', 'DRV001', '19:23', NULL, '19:23', 4550, 4600, 50, NULL, '2015-11-04'), (92, 'TRIP01', '01', 'DRV001', '18:50', NULL, '18:53', 4600, 4650, 50, NULL, '2015-11-06'), (93, 'TRIP01', '01', 'DRV001', '18:46', NULL, '18:55', 4650, 4700, 50, NULL, '2015-11-12'), (94, 'TRIP02', '01', 'DRV001', '18:55', NULL, '18:56', 4700, 4710, 10, NULL, '2015-11-12'), (96, 'TRIP03', '01', 'DRV001', '19:3', NULL, NULL, 4710, 4750, NULL, NULL, '2015-11-12'), (97, 'TRIP01', '02', 'DRV002', '19:23', NULL, '19:24', 5000, 5002, 2, NULL, '2015-11-12'), (98, 'TRIP01', '03', 'DRV003', '19:25', NULL, '19:25', 4950, 4951, 1, NULL, '2015-11-12'), (99, 'TRIP01', '01', 'DRV001', '9:29', NULL, NULL, 4750, 4800, 50, NULL, '2015-11-24'), (100, 'TRIP02', '01', 'DRV001', '9:30', NULL, '9:38', 4800, 4850, 50, NULL, '2015-11-24'), (102, 'TRIP03', '01', 'DRV001', '9:37', NULL, '9:37', 4800, 4850, 50, NULL, '2015-11-24'), (103, 'TRIP01', '01', 'DRV001', '14:51', NULL, '14:57', 4850, 4860, 10, NULL, '2015-12-09'), (104, 'TRIP01', '02', 'DRV002', '9:40', NULL, '10:24', 5002, 5003, 1, NULL, '2015-12-09'), (105, 'TRIP01', '03', 'DRV003', '17:33', NULL, NULL, 4951, NULL, NULL, NULL, '2015-12-09'), (106, 'TRIP01', '01', 'DRV001', '16:27', NULL, NULL, 4860, NULL, NULL, NULL, '2015-12-20'), (107, 'TRIP01', '02', 'DRV002', '16:30', NULL, '16:30', 5003, 5150, 147, NULL, '2015-12-20'), (108, 'TRIP01', '02', 'DRV002', '15:18', NULL, NULL, 5150, 5250, 100, NULL, '2015-12-28'); /!40000 ALTER TABLE `trip_details` ENABLE KEYS /; -- Dumping structure for table transport.users CREATE TABLE IF NOT EXISTS `users` ( `id` int(11) NOT NULL, `user_email` varchar(50) DEFAULT NULL, `password` varchar(50) DEFAULT NULL, `address` varchar(50) DEFAULT NULL, `user_name` varchar(50) DEFAULT NULL, PRIMARY KEY (`id`) ) ENGINE=InnoDB DEFAULT CHARSET=utf8; -- Dumping data for table transport.users: ~1 rows (approximately) /!40000 ALTER TABLE `users` DISABLE KEYS /; INSERT INTO `users` (`id`, `user_email`, `password`, `address`, `user_name`) VALUES (1, '<EMAIL>', '1', '<PASSWORD>', '<PASSWORD>'); /!40000 ALTER TABLE `users` ENABLE KEYS /; -- Dumping structure for table transport.vehicle_details CREATE TABLE IF NOT EXISTS `vehicle_details` ( `id` varchar(50) NOT NULL, `vehicle_no` varchar(64) DEFAULT NULL, `vehicle_name` varchar(64) DEFAULT NULL, `driver_id` varchar(64) DEFAULT NULL, PRIMARY KEY (`id`) ) ENGINE=InnoDB DEFAULT CHARSET=utf8; -- Dumping data for table transport.vehicle_details: ~3 rows (approximately) /!40000 ALTER TABLE `vehicle_details` DISABLE KEYS /; INSERT INTO `vehicle_details` (`id`, `vehicle_no`, `vehicle_name`, `driver_id`) VALUES ('01', 'TN-37-AZ-0829', 'BUS', 'DRV001'), ('02', 'TN-37-AZ-0830', 'VAN', 'DRV002'), ('03', 'TN-37-AZ-0831', 'TRAVELLER', 'DRV003'); /!40000 ALTER TABLE `vehicle_details` ENABLE KEYS /; -- Dumping structure for table transport.vehicle_maintainance CREATE TABLE IF NOT EXISTS `vehicle_maintainance` ( `id` int(11) NOT NULL AUTO_INCREMENT, `driver_id` varchar(50) DEFAULT NULL, `vehicle_no` varchar(50) DEFAULT NULL, `maintainance_type` varchar(50) DEFAULT NULL, `date` date DEFAULT NULL, `start_km` bigint(20) DEFAULT NULL, `end_km` bigint(20) DEFAULT NULL, `total_km` bigint(20) DEFAULT NULL, `fuel_type` varchar(50) DEFAULT NULL, `fuel_quantity` decimal(10,2) DEFAULT NULL, `price_per_liter` decimal(10,2) DEFAULT NULL, `maintainance_amount` decimal(10,2) DEFAULT NULL, `in_time` decimal(10,2) DEFAULT NULL, `out_time` decimal(10,2) DEFAULT NULL, `created_on` datetime DEFAULT NULL, `created_by` varchar(50) DEFAULT NULL, `updated_on` varchar(50) DEFAULT NULL, `updated_by` varchar(50) DEFAULT NULL, PRIMARY KEY (`id`) ) ENGINE=InnoDB AUTO_INCREMENT=6 DEFAULT CHARSET=utf8 CHECKSUM=1 ROW_FORMAT=DYNAMIC COMMENT='This table is used to store the vehicle maintainance details'; -- Dumping data for table transport.vehicle_maintainance: ~4 rows (approximately) /!40000 ALTER TABLE `vehicle_maintainance` DISABLE KEYS /; INSERT INTO `vehicle_maintainance` (`id`, `driver_id`, `vehicle_no`, `maintainance_type`, `date`, `start_km`, `end_km`, `total_km`, `fuel_type`, `fuel_quantity`, `price_per_liter`, `maintainance_amount`, `in_time`, `out_time`, `created_on`, `created_by`, `updated_on`, `updated_by`) VALUES (1, 'DRV001', '01', 'Fuel', '2015-12-25', 1500, 1800, 300, 'Diesel', 20.00, 59.00, 3234.00, NULL, NULL, '2015-12-25 12:07:57', NULL, NULL, NULL), (3, 'DRV001', '01', 'Fuel', '2015-12-28', 1900, 1950, 50, NULL, 2.00, NULL, 118.00, NULL, NULL, NULL, NULL, NULL, NULL), (4, 'DRV001', '01', 'Fuel', '2015-12-28', 1950, 2000, 50, NULL, 6.00, 59.00, 354.00, NULL, NULL, NULL, NULL, NULL, NULL), (5, 'DRV002', '02', 'Fuel', '2015-12-27', 1300, 1450, 150, 'Diesel', 10.00, 59.00, 590.00, NULL, NULL, NULL, NULL, NULL, NULL); /!40000 ALTER TABLE `vehicle_maintainance` ENABLE KEYS /; /!40101 SET SQL_MODE=IFNULL(@OLD_SQL_MODE, '') /; /!40014 SET FOREIGN_KEY_CHECKS=IF(@OLD_FOREIGN_KEY_CHECKS IS NULL, 1, @OLD_FOREIGN_KEY_CHECKS) /; /!40101 SET CHARACTER_SET_CLIENT=@OLD_CHARACTER_SET_CLIENT /;	a6120ba71607e950ae981ef67e0f90f62c2692c4	[ "JavaScript", "SQL" ]	10	JavaScript	kannansrec/SchoolProject	977f7adf873a7aedc0ee37202932e8b21d96aa83	548b5208c05e81d013c1803af6269cfb2dc008bf
refs/heads/master	<file_sep>import './styles/Note.less'; import { DragSource } from 'react-dnd'; import React, { Component, PropTypes } from 'react'; const subjectSource = { beginDrag(props, monitor, component) { return props; }, endDrag(props, monitor, component) { if (!monitor.didDrop()) { return; } const item = monitor.getItem(); const dropResult = monitor.getDropResult(); props.moveSubject(item.props.id, { card: dropResult.xPos, number: dropResult.yPos, }); }, }; function collect(connect, monitor) { return { connectDragSource: connect.dragSource(), isDragging: monitor.isDragging(), connectDragPreview: connect.dragPreview(), }; } class Note extends React.Component{ constructor(props){ super(props); this.state = {checked: false, edit: false, txt: this.props.text}; this.edit = this.edit.bind(this); this.save = this.save.bind(this); this.update = this.update.bind(this); } edit() { this.setState({ edit: true }); } save(){ this.setState({ edit: false }); const editNote = { text: this.state.txt, }; this.props.onEdit(this.props.id, editNote); } onTooltipClick(event) { event.preventDefault(); return false; } update(e){ this.setState({ txt: e.target.value }) render(); } change() { return ( <div className='Note' onClick={this.onTooltipClick}> <input type='text' defaultValue={this.state.txt} onChange = {this.update}/> <button onClick={this.save}>Save</button> </div> ); } original(){ const { connectDragSource, isDragging, index, data} = this.props; return connectDragSource( <div className='Note' onClick={this.onTooltipClick}> <span className='Note__del-icon' onClick={this.props.onDelete}> × </span> <span className='Note__del-icon' onClick={this.edit} > ✏ </span> <div> <p className='Note__title'>{this.state.txt}</p> </div> <div className='Note__text'>{this.props.children}</div> </div> ); } render() { const { connectDragSource, isDragging, index, data} = this.props; if (this.state.edit){ return this.change(); } else { return this.original(); } } } export default DragSource('note', subjectSource, collect)(Note); <file_sep>import React from 'react'; import './styles/App.less'; import NotesStore from '../stores/NotesStore'; import CardsStore from '../stores/CardsStore'; import NotesActions from '../actions/NotesActions'; import CardsActions from '../actions/CardsActions'; import CardCreator from './CardCreator.jsx'; import CardsGrid from './CardsGrid.jsx'; function getStateFromFlux() { return { isLoading: NotesStore.isLoading(), isLoading: CardsStore.isLoading(), notes: NotesStore.getNotes(), cards: CardsStore.getCards() }; } class App extends React.Component{ constructor(props){ super(props); this.state = getStateFromFlux(); this._onChange = this._onChange.bind(this); this.moveSubject = this.moveSubject.bind(this); } moveSubject(movedSubjectId, newPosition) { this.setState({ notes: this.state.notes.map(subject => { if (subject._id == movedSubjectId) { return { ...subject, card: newPosition.card, number: newPosition.number, } } return subject; }), }); } componentWillMount() { NotesActions.loadNotes(); CardsActions.loadCards(); } componentDidMount() { NotesStore.addChangeListener(this._onChange); CardsStore.addChangeListener(this._onChange); } componentWillUnmount() { NotesStore.removeChangeListener(this._onChange); CardsStore.removeChangeListener(this._onChange); } handleNoteDelete(note) { NotesActions.deleteNote(note.id); } handleCardDelete(card) { CardsActions.deleteCard(card.id); } handleNoteAdd(noteData) { NotesActions.createNote(noteData); } handleCardAdd(cardData) { CardsActions.createCard(cardData); } handleNoteEdit(id, text) { NotesActions.updateNote(id,text); } handleCardEdit(id, text) { CardsActions.updateCard(id,text); } render() { return ( <div className='App'> <CardsGrid notes={this.state.notes} cards={this.state.cards} onNoteDelete={this.handleNoteDelete} onCardDelete={this.handleCardDelete} moveSubject={this.moveSubject} onCardAdd={this.handleCardAdd} onNoteAdd={this.handleNoteAdd} onNoteEdit={this.handleNoteEdit} onCardEdit={this.handleCardEdit}/> </div> ); } _onChange() { this.setState(getStateFromFlux()); } } export default App; <file_sep>import mongoose from "mongoose"; const Schema = mongoose.Schema; const CardsSchema = new Schema({ name : { type: String, required: true }, createdAt : { type: Date }, }); const Card = mongoose.model('Card', CardsSchema); <file_sep>import mongoose from "mongoose"; import config from '../../etc/config.json'; import '../models/Note'; import '../models/Card'; const Note = mongoose.model('Note'); const Card = mongoose.model('Card'); export function setUpConnection() { mongoose.connect(`mongodb://${config.db.host}:${config.db.port}/${config.db.name}`); } export function listNotes(id) { return Note.find(); } export function listCards(id) { return Card.find(); } var pos = 0; export function createNote(data) { const note = new Note({ card: data.card, text: data.text, color: data.color, createdAt: new Date(), number: data.number }); pos++; return note.save(); } export function createCard(data) { const card = new Card({ name: data.text, createdAt: new Date(), }); return card.save(); } export function deleteNote(id) { return Note.findById(id).remove(); } export function updateNote(id, data) { return Note.findByIdAndUpdate(id, data).update(); } export function updateCard(id, data) { return Card.findByIdAndUpdate(id, data).update(); } export function deleteCard(id) { return Card.findById(id).remove(); } /export function updateNote(id) { return Note.findById(id).findByIdAndUpdate(); }/ <file_sep>import React from 'react'; import { DropTarget } from 'react-dnd'; import NoteEditor from './NoteEditor.jsx'; import './styles/Note.less'; import Note from './Note.jsx'; import './styles/Card.less'; import propTypes from 'prop-types'; const SubjectSectionTarget = { drop(props) { return props; }, canDrop(props) { return props.sectionData.length <= 1; } }; const collect = (connect, monitor) => { return { connectDropTarget: connect.dropTarget(), isOver: monitor.isOver(), }; } class Card extends React.Component { constructor(props){ super(props); this.state = {checked: false, edit: false, txt: this.props.name}; this.edit = this.edit.bind(this); this.save = this.save.bind(this); this.update = this.update.bind(this); this.abc = this.abc.bind(this); this.pos = 0; } edit() { this.setState({ edit: true }); } save(){ this.setState({ edit: false }); const editCard = { name: this.state.txt, }; this.props.onEdit(this.props.card, editCard); } update(e){ this.setState({ txt: e.target.value }) render(); } change() { return ( <div className='Card' onClick={this.onTooltipClick}> <input type='text' defaultValue={this.state.txt} onChange = {this.update}/> <button onClick={this.save}>Save</button> {this.printNotes()} <NoteEditor onNoteAdd={this.props.onNoteAdd} card={this.props.card}/> </div> ); } original(){ const { connectDropTarget, isOver, xPos, yPos, card } = this.props; return connectDropTarget( <div className='Card'> <h1>{this.props.name} <button onClick={this.props.onCardDelete}> × </button> <button onClick={this.edit}> ✏ </button> </h1> {this.printNotes()} <NoteEditor onNoteAdd={this.props.onNoteAdd} number={this.pos} card={this.props.card}/> </div> ); } abc(note, index, sectionData){ if (this.props.card==note.card){ this.pos = note.number; this.pos++; console.log(this.pos); return ( <Note key={note.id} id={note.id} moveSubject={this.props.moveSubject} text={note.text} onDelete={this.props.onNoteDelete.bind(null, note)} onEdit={this.props.onNoteEdit} color={note.color} index={index} sectionData={sectionData} /> ); } } printNotes () { return this.props.notes.map((note, index, sectionData) => <tr> {this.abc(note, index, sectionData)} </tr> ); } render() { const { connectDropTarget, isOver, xPos, yPos, card } = this.props; if (this.state.edit){ return this.change(); } else { return this.original(); } } } export default DropTarget('note', SubjectSectionTarget, collect)(Card); <file_sep>import React from 'react'; import './styles/NoteEditor.less'; class NoteEditor extends React.Component { constructor(props){ super(props); this.state = {text: '', card: this.props.card, number: this.props.number}; this.handleNoteAdd = this.handleNoteAdd.bind(this); this.handleTextChange = this.handleTextChange.bind(this); this.handleTitleChange = this.handleTitleChange.bind(this); } handleTextChange(event) { this.setState({ text: event.target.value }); } handleTitleChange(event) { this.setState({ title: event.target.value }); } handleNoteAdd() { var pos = this.state.number; pos++; this.setState({number: pos}); const newNote = { text: this.state.text, card: this.state.card, number: this.state.number }; this.props.onNoteAdd(newNote); this.setState({ text: '', title: ''}); } render() { return ( <div className='NoteEditor'> <textarea placeholder='Enter note text' rows={5} className='NoteEditor__text' value={this.state.text} onChange={this.handleTextChange} /> <div className='NoteEditor__footer'> <button className='NoteEditor__button' disabled={!this.state.text} onClick={this.handleNoteAdd} > Add </button> </div> </div> ); } } export default NoteEditor;	5a2b1cf115d0847a3076f0c7823b5eb94947c08e	[ "JavaScript" ]	6	JavaScript	wypick/Notes	f10d20472b3425d2e7ef2a14d55f04e2e0093d3f	38a73af2a4b5e796e8abe78fb39933e797060dd4
refs/heads/master	<repo_name>jloehel/ceph_playground<file_sep>/Vagrantfile # -- mode: ruby -- # vi: set ft=ruby : BOX = "opensuse/openSUSE-Tumbleweed-x86_64" Vagrant.configure("2") do \|config\| config.hostmanager.enabled = true config.hostmanager.manage_host = true config.vm.define :admin_node do \|admin_node\| admin_node.vm.box = #{BOX} admin_node.vm.hostname = "admin_host.ceph.local" admin_node.vm.provider :libvirt do \|domain\| domain.memory = 1024 domain.cpu = 2 domain.host = localhost domain.username = root domain.storage_pool_name = default end admin_node.vm.network :private_network, :ip => "192.168.1.254" admin_node.vm.network :private_network, :ip => "172.16.1.254" admin_node.vm.network :private_network, :ip => "172.16.2.254" end config.vm.define :mon_node do \|mon_node\| mon_node.vm.box = #{BOX} mon_node.vm.hostname = "mon_node.ceph.local" mon_node.vm.provider :libvirt do \|domain\| domain.memory = 1024 domain.cpu = 2 domain.host = localhost domain.username = root domain.storage_pool_name = default end mon_node.vm.network :private_network, :ip => "192.168.1.11" mon_node.vm.network :private_network, :ip => "172.16.1.11" mon_node.vm.network :private_network, :ip => "172.16.2.11" end config.vm.define :node01 do \|node01\| node01.vm.box = #{BOX} node01.vm.hostname = "node01.ceph.local" node01.vm.provider :libvirt do \|domain\| domain.memory = 512 domain.cpu = 1 domain.host = localhost domain.username = root domain.storage_pool_name = default domain.storage :file, :size => '5G', :type => 'raw' end node01.vm.network :private_network, :ip => "192.168.1.21" node01.vm.network :private_network, :ip => "172.16.1.21" node01.vm.network :private_network, :ip => "172.16.2.21" end config.vm.define :node02 do \|node\| node02.vm.box = #{BOX} node02.vm.hostname = "node02.ceph.local" node02.vm.provider :libvirt do \|domain\| domain.memory = 512 domain.cpu = 1 domain.host = localhost domain.username = root domain.storage_pool_name = default domain.storage :file, :size => '5G', :type => 'raw' end node02.vm.network :private_network, :ip => "192.168.1.22" node02.vm.network :private_network, :ip => "172.16.1.22" node02.vm.network :private_network, :ip => "172.16.2.22" end config.vm.define :node03 do \|node\| node03.vm.box = #{BOX} node03.vm.hostname = "node03.ceph.local" node03.vm.provider :libvirt do \|domain\| domain.memory = 512 domain.cpu = 1 domain.host = localhost domain.username = root domain.storage_pool_name = default domain.storage :file, :size => '5G', :type => 'raw' end node03.vm.network :private_network, :ip => "192.168.1.23" node03.vm.network :private_network, :ip => "172.16.1.23" node03.vm.network :private_network, :ip => "172.16.2.23" end end	b33c1a7e2f48345b535074b82d8102db01323c0b	[ "Ruby" ]	1	Ruby	jloehel/ceph_playground	f3a778396d56ee9104fc192cf56b1b776cdbe0f1	cf084c6cdef9f020ec8350fc5023255df3aed31b
refs/heads/master	<file_sep>package edu.ncu.safe.ui; import android.annotation.TargetApi; import android.app.Activity; import android.content.Intent; import android.os.AsyncTask; import android.os.Build; import android.os.Bundle; import android.text.TextUtils; import android.util.Log; import android.view.View; import android.view.View.OnClickListener; import android.widget.AutoCompleteTextView; import android.widget.Button; import android.widget.EditText; import android.widget.Toast; import org.json.JSONException; import org.json.JSONObject; import java.io.DataOutputStream; import java.io.IOException; import java.io.InputStream; import java.net.HttpURLConnection; import java.net.URL; import java.net.URLEncoder; import edu.ncu.safe.R; import edu.ncu.safe.domain.User; import edu.ncu.safe.util.MD5Encoding; public class LoginActivity extends Activity { private static final int REQUEST_READ_CONTACTS = 0; private UserLoginTask mAuthTask = null; // UI references. private AutoCompleteTextView userName; private EditText pwd; private Button btn_longin; private Button btn_regist; private View mProgressView; private View mLoginFormView; @Override protected void onCreate(Bundle savedInstanceState) { super.onCreate(savedInstanceState); setContentView(R.layout.activity_login); // Set up the login form. userName = (AutoCompleteTextView) findViewById(R.id.uname); pwd = (EditText) findViewById(R.id.password); btn_longin = (Button) findViewById(R.id.btn_login); btn_longin.setOnClickListener(new OnClickListener() { @Override public void onClick(View view) { attemptLogin(); btn_longin.setText("正在登陆"); btn_longin.requestFocus(); } }); findViewById(R.id.btn_regist).setOnClickListener(new OnClickListener() { @Override public void onClick(View v) { startActivity(new Intent(LoginActivity.this,RegistActivity.class)); } }); mLoginFormView = findViewById(R.id.login_form); mProgressView = findViewById(R.id.login_progress); } private void attemptLogin() { if (mAuthTask != null) { return; } userName.setError(null); pwd.setError(null); String name = userName.getText().toString(); String password = pwd.getText().toString(); boolean cancel = false; View focusView = null; if (!TextUtils.isEmpty(password) && !isPasswordValid(password)) { pwd.setError(getString(R.string.error_invalid_password)); focusView = pwd; cancel = true; } if (TextUtils.isEmpty(name)) { userName.setError(getString(R.string.error_field_required)); focusView = userName; cancel = true; } if (cancel) { focusView.requestFocus(); } else { showProgress(true); mAuthTask = new UserLoginTask(name, password); mAuthTask.execute((Void) null); } } private boolean isPasswordValid(String password) { return password.length() >= 6; } @TargetApi(Build.VERSION_CODES.HONEYCOMB_MR2) private void showProgress(final boolean show) { mProgressView.setVisibility(show ? View.VISIBLE : View.GONE); mLoginFormView.setEnabled(!show); } /** * Represents an asynchronous login/registration task used to authenticate * the user. / public class UserLoginTask extends AsyncTask<Void, Void, User> { private String user; private String mPassword; private int responesCode; private String message; UserLoginTask(String user, String password) { this.user = user; this.mPassword = <PASSWORD>; } @Override protected User doInBackground(Void... params) { try { URL url = new URL(getResources().getString(R.string.login)); HttpURLConnection conn = (HttpURLConnection) url.openConnection(); conn.setConnectTimeout(5000); conn.setRequestMethod("POST"); // 配置本次连接的Content-type，配置为application/x-www-form-urlencoded的 conn.setRequestProperty("Content-Type", "application/x-www-form-urlencoded"); // 连接，从postUrl.openConnection()至此的配置必须要在connect之前完成， // 要注意的是connection.getOutputStream会隐含的进行connect。 conn.connect(); //DataOutputStream流 DataOutputStream out = new DataOutputStream(conn.getOutputStream()); //要上传的参数 String content = "name=" + URLEncoder.encode(user + "", "utf-8") + "&password=" + URLEncoder.encode(MD5Encoding.encoding(mPassword), "utf-8"); //将要上传的内容写入流中 out.writeBytes(content); //刷新、关闭 out.flush(); out.close(); responesCode = conn.getResponseCode(); System.out.println(responesCode); if (responesCode != 200) { message = "登录失败！"; return null; } return parseToUser(readString(conn.getInputStream())); } catch (Exception e) { e.printStackTrace(); message = "连接服务器异常！"; return null; } } private String readString(InputStream is) throws IOException { byte[] bytes = new byte[1024]; int len = 0; StringBuffer sb = new StringBuffer(); while ((len = is.read(bytes)) != -1) { sb.append(new String(bytes, 0, len)); } return sb.toString(); } private User parseToUser(String json) { try { Log.i("TAG",json); JSONObject object = new JSONObject(json); boolean isSuccess = object.getBoolean("succeed"); message = object.getString("message"); if (isSuccess == false) { return null; } JSONObject jsonuUser = object.getJSONObject("user"); User user = User.toUser(jsonuUser.toString()); Log.i("TAG",user.getToken()); return user; } catch (JSONException e) { e.printStackTrace(); message = "json数据解析错误"; return null; } } @Override protected void onPostExecute(User user) { makeToast(message); btn_longin.setText("登录"); if (user != null) { Intent intent = new Intent(); Bundle bundle = new Bundle(); bundle.putSerializable("user",user); intent.putExtras(bundle); setResult(1,intent); finish(); } else { // pwd.setError(getString(R.string.error_incorrect_password)); pwd.requestFocus(); } mAuthTask = null; showProgress(false); } @Override protected void onCancelled() { mAuthTask = null; showProgress(false); } } private void makeToast(String message) { Toast.makeText(this, message, Toast.LENGTH_SHORT).show(); } @Override public void onBackPressed() { setResult(-1,null); finish(); } } <file_sep>package edu.ncu.safe.ui.fragment; import android.app.Activity; import android.content.BroadcastReceiver; import android.content.Context; import android.content.Intent; import android.content.IntentFilter; import android.content.pm.PackageManager; import android.net.Uri; import android.os.Bundle; import android.os.Handler; import android.os.Message; import android.provider.Settings; import android.support.v4.app.Fragment; import android.text.TextUtils; import android.view.LayoutInflater; import android.view.View; import android.view.ViewGroup; import android.view.animation.Animation; import android.view.animation.AnimationUtils; import android.view.animation.LinearInterpolator; import android.widget.AdapterView; import android.widget.LinearLayout; import android.widget.ListView; import android.widget.TextView; import android.widget.Toast; import java.util.Collections; import java.util.Comparator; import java.util.List; import java.util.Map; import edu.ncu.safe.R; import edu.ncu.safe.View.MyDialog; import edu.ncu.safe.View.MyLoadBar; import edu.ncu.safe.adapter.AppManagerLVAdapter; import edu.ncu.safe.domain.UserAppBaseInfo; import edu.ncu.safe.engine.LoadAppInfos; /* * Created by Mr_Yang on 2016/5/19. / public class AppManagerFragment extends Fragment implements View.OnClickListener, AdapterView.OnItemClickListener { private static final int NEWDATA = 1; private static final int UNINSTALLCODE = 1; private TextView tv_appNumbers; private LinearLayout ll_uninstall; private ListView lv_appManager; private LoadAppInfos loadAppInfos; private List<UserAppBaseInfo> infos; private OnDataChangeListener listener; private AppManagerLVAdapter adapter; private MyLoadBar loadBar; private LinearLayout ll_empty; private Handler handler = new Handler() { @Override public void handleMessage(Message msg) { super.handleMessage(msg); if (msg.what == NEWDATA) { listener.dataChange(infos,null);//通知activity已经加载了应用信息 tv_appNumbers.setText(infos.size()+""); adapter.setInfos(infos); adapter.notifyDataSetChanged(); } } }; private List<Map.Entry<String, String>> pkns; @Override public View onCreateView(LayoutInflater inflater, ViewGroup container, Bundle savedInstanceState) { View view = inflater.inflate(R.layout.fragment_appmanager, null); tv_appNumbers = (TextView) view.findViewById(R.id.tv_appnumbers); ll_uninstall = (LinearLayout) view.findViewById(R.id.ll_uninstall); lv_appManager = (ListView) view.findViewById(R.id.lv_appmanager); ll_empty = (LinearLayout) view.findViewById(R.id.ll_empty); loadBar = (MyLoadBar) view.findViewById(R.id.lb_loadingbar); Animation operatingAnim = AnimationUtils.loadAnimation(getActivity(), R.anim.clockwiserotate); LinearInterpolator lin = new LinearInterpolator(); operatingAnim.setInterpolator(lin); operatingAnim.setDuration(1000); loadBar.startAnimation(operatingAnim); loadAppInfos = new LoadAppInfos(getActivity()); adapter = new AppManagerLVAdapter(getActivity()); lv_appManager.setAdapter(adapter); lv_appManager.setEmptyView(ll_empty); ll_uninstall.setOnClickListener(this); lv_appManager.setOnItemClickListener(this); addAppDeleteReceiver(); loadData(); return view; } @Override public void onAttach(Activity activity) { super.onAttach(activity); listener = (OnDataChangeListener) activity; } //加载数据 private void loadData(){ new Thread() { @Override public void run() { infos = loadAppInfos.getUserAppBaseInfo(); Collections.sort(infos, new Comparator<UserAppBaseInfo>() { @Override public int compare(UserAppBaseInfo info1, UserAppBaseInfo info2) { if (info1.getRunMemory() > info2.getRunMemory()) { return -1; } if (info1.getRunMemory() == info2.getRunMemory()) { return 0; } return 1; } }); Message message = new Message(); message.what = NEWDATA; handler.sendMessage(message); } }.start(); } @Override public void onClick(View v) { switch (v.getId()) { case R.id.ll_uninstall: pkns = adapter.getCheckedAppPackageName(); if (pkns.size() == 0) { //用户没有选择要卸载的程序 MyDialog dialog = new MyDialog(getContext()); dialog.setTitle("护机宝提示您"); dialog.setMessage("您没有选择要卸载的程序！"); dialog.show(); return; } Map.Entry<String, String> entry = pkns.get(0); readyToUninstall(entry.getKey(), entry.getValue()); break; } } private void readyToUninstall(String appName, final String packName) { final MyDialog dialog = new MyDialog(getContext()); dialog.setTitle("护机宝提示您"); dialog.setCancelable(false); dialog.setMessage("确定要卸载" + appName + "吗?"); dialog.setPositiveListener(new View.OnClickListener() { @Override public void onClick(View v) { uninstall(packName); dialog.dismiss(); } }); dialog.setNegativeListener(new View.OnClickListener() { @Override public void onClick(View v) { dialog.dismiss(); } }); dialog.show(); } /* * 卸载应用程序 / private void uninstall(String packName) { Uri uri = Uri.parse("package:" + packName); Intent intent = new Intent(Intent.ACTION_DELETE, uri); startActivity(intent); } /* * 注册监听器 / private void addAppDeleteReceiver() { BroadcastReceiver mDeleteReceiver = new BroadcastReceiver() { @Override public void onReceive(Context context, Intent intent) { PackageManager pm = context.getPackageManager(); if (TextUtils.equals(intent.getAction(), Intent.ACTION_PACKAGE_ADDED)) { //安装 String packageName = intent.getData().getSchemeSpecificPart(); } else if (TextUtils.equals(intent.getAction(), Intent.ACTION_PACKAGE_REPLACED)) { //替换 String packageName = intent.getData().getSchemeSpecificPart(); } else if (TextUtils.equals(intent.getAction(), Intent.ACTION_PACKAGE_REMOVED)) { //卸载成功 String packageName = intent.getData().getSchemeSpecificPart(); infos.remove(packageName);//移除该数据 adapter.notifyDataSetChanged();//更新界面 listener.dataChange(null,packageName);//通知activity有程序被卸载 pkns.remove(0);//从卸载表中移除该项 makeToast(packageName+"已成功被移除！"); if (pkns.size() > 0) { Map.Entry<String, String> entry = pkns.get(0); readyToUninstall(entry.getKey(), entry.getValue()); }else{ adapter.notifyDataSetChanged(); } } } };//自定义的广播接收类，接收到结果后的操作 IntentFilter filter = new IntentFilter(Intent.ACTION_PACKAGE_ADDED); filter.addAction(Intent.ACTION_PACKAGE_REMOVED); filter.addAction(Intent.ACTION_PACKAGE_CHANGED); filter.addDataScheme("package"); getActivity().registerReceiver(mDeleteReceiver, filter); } @Override public void onItemClick(AdapterView<?> parent, View view, int position, long id) { System.out.println("onItemClick"); String uristr = "package:" + adapter.getInfos().get(position).getPackName(); Uri packageURI = Uri.parse(uristr); Intent intent = new Intent(Settings.ACTION_APPLICATION_DETAILS_SETTINGS,packageURI); startActivity(intent); } public interface OnDataChangeListener{ public void dataChange(List<UserAppBaseInfo> infos,String packName); } private void makeToast(String message){ Toast.makeText(getActivity(),message, Toast.LENGTH_SHORT).show(); } } <file_sep>package edu.ncu.safe.adapter; import android.content.Context; import android.view.LayoutInflater; import android.view.View; import android.view.View.OnClickListener; import android.view.ViewGroup; import android.widget.LinearLayout; import android.widget.TextView; import java.util.ArrayList; import java.util.Date; import java.util.List; import edu.ncu.safe.R; import edu.ncu.safe.db.CommunicationDatabaseHelper; import edu.ncu.safe.db.dao.CommunicationDatabase; import edu.ncu.safe.domain.InterceptionInfo; import edu.ncu.safe.myadapter.MyLIstViewBaseAdapter; import edu.ncu.safe.util.ContactUtil; public class CommunicationLVPhoneAdapter extends MyLIstViewBaseAdapter implements OnClickListener { private List<InterceptionInfo> infos; public CommunicationLVPhoneAdapter(Context context) { this(context, new ArrayList<InterceptionInfo>()); } public CommunicationLVPhoneAdapter(Context context,List<InterceptionInfo> infos) { super(context); this.infos = infos; database = new CommunicationDatabase(context); } public void setInfos(List<InterceptionInfo> infos) { this.infos = infos; } @Override public int getCount() { return infos.size(); } @Override public Object getItem(int position) { return infos.get(position); } @Override public long getItemId(int position) { return position; } @Override public View getView(int position, View convertView, ViewGroup parent) { ViewHolder holder = null; if (convertView == null) { holder = new ViewHolder(); convertView = LayoutInflater.from(context).inflate( R.layout.item_listview_phone_communication, null); holder.tv_address = (TextView) convertView .findViewById(R.id.tv_address); holder.tv_time = (TextView) convertView.findViewById(R.id.tv_time); holder.ll_hideView = (LinearLayout) convertView .findViewById(R.id.ll_hideview); holder.ll_delete = (LinearLayout) convertView .findViewById(R.id.ll_delete); holder.ll_recovery = (LinearLayout) convertView .findViewById(R.id.ll_recovery); holder.ll_more = (LinearLayout) convertView .findViewById(R.id.ll_more); convertView.setTag(holder); } else { holder = (ViewHolder) convertView.getTag(); } // 设置显示内容 String type = ""; switch (infos.get(position).getNumberType()) { case CommunicationDatabaseHelper.NUMBERTYPE_BLACK: type += "(黑名单):"; break; case CommunicationDatabaseHelper.NUMBERTYPE_WHITE: type += "(白名单):"; break; default: type += "(普通):"; break; } // 设置号码 holder.tv_address.setText(infos.get(position).getNumber() + type); // 设置日期 Date date = new Date(infos.get(position).getInterceptionTime()); String str = date.getMonth() + "-" + date.getDate() + " " + date.getHours() + ":" + date.getMinutes(); holder.tv_time.setText(str); holder.ll_delete.setOnClickListener(this); holder.ll_delete.setTag(position); holder.ll_recovery.setOnClickListener(this); holder.ll_recovery.setTag(position); holder.ll_more.setOnClickListener(this); holder.ll_more.setTag(position); return convertView; } public class ViewHolder { public TextView tv_address; public TextView tv_time; public LinearLayout ll_hideView; public LinearLayout ll_delete; public LinearLayout ll_recovery; public LinearLayout ll_more; } @Override public void onClick(View v) { int position = (Integer) v.getTag(); switch (v.getId()) { case R.id.ll_delete: showConfirmDialog("护机宝提示","确定要删除该条信息吗",BUTTON1,position); break; case R.id.ll_recovery: showConfirmDialog("护机宝提示", "确定要给号码" + infos.get(position).getNumber() + "打电话吗？", BUTTON2, position); break; case R.id.ll_more: setDialogInfos(position); showMoreDialog(position); break; } } private void setDialogInfos(int position) { dialogInfos.clear(); ItemInfo info1 = new ItemInfo(R.drawable.delete, "删除"); ItemInfo info2 = new ItemInfo(R.drawable.phone, "回拨"); ItemInfo info3 = new ItemInfo(R.drawable.message, "给" + infos.get(position).getNumber() + "回复短信"); ItemInfo info4 = new ItemInfo(R.drawable.whitelist, "添加" + infos.get(position).getNumber() + "为白名单"); ItemInfo info5 = new ItemInfo(R.drawable.blacklist, "添加" + infos.get(position).getNumber() + "为黑名单"); ItemInfo info6 = new ItemInfo(R.drawable.cancel, "取消"); dialogInfos.add(info1); dialogInfos.add(info2); dialogInfos.add(info3); dialogInfos.add(info4); dialogInfos.add(info5); dialogInfos.add(info6); } // 删除 @Override protected void doWhileButton1OKClicked(int position) { if (database.deleteOneInterceptionPhoneInfo(infos.get(position).getId())) { infos.remove(position); this.notifyDataSetChanged(); dataChanged(); makeToast("删除成功！"); }else{ makeToast("删除失败！请重试！"); } } // 回拨 @Override protected void doWhileButton2OKClicked(int position) { ContactUtil.callTo(context,infos.get(position).getNumber()); } @Override protected void doWhileButton3ItemClicked(int position, int innerPosition) { switch (innerPosition) { case 0: //删除 showConfirmDialog("护机宝提示", "确定要删除该条信息吗", BUTTON1, position); break; case 1: //回拨 showConfirmDialog("护机宝提示", "确定要给号码" + infos.get(position).getNumber() + "打电话吗？", BUTTON2, position); break; case 2: // 回信 ContactUtil.sendMessageTo(context, infos.get(position).getNumber()); break; case 3: showEditList("添加白名单", infos.get(position).getNumber(), TYPE_WHITE); // 添加为白名单 break; case 4: showEditList("添加黑名单", infos.get(position).getNumber(), TYPE_BLACK); // 添加为黑名单 break; case 5: // 取消 break; } } } <file_sep>package edu.ncu.safe.ui; import android.app.Activity; import android.content.Context; import android.content.Intent; import android.content.SharedPreferences; import android.graphics.Bitmap; import android.util.Log; import android.view.LayoutInflater; import android.view.View; import android.widget.AdapterView; import android.widget.Button; import android.widget.ListView; import android.widget.TextView; import com.android.volley.RequestQueue; import com.android.volley.Response; import com.android.volley.VolleyError; import com.android.volley.toolbox.ImageRequest; import com.android.volley.toolbox.Volley; import com.slidingmenu.lib.SlidingMenu; import java.io.DataOutputStream; import java.io.IOException; import java.io.InputStream; import java.net.HttpURLConnection; import java.net.URL; import java.net.URLEncoder; import java.util.ArrayList; import edu.ncu.safe.R; import edu.ncu.safe.View.CircleImageView; import edu.ncu.safe.View.MyProgressBar; import edu.ncu.safe.adapter.MainMenuAdapter; import edu.ncu.safe.domain.MainMenuInfo; import edu.ncu.safe.domain.User; import edu.ncu.safe.util.FlowsFormartUtil; /* * Created by Mr_Yang on 2016/6/25. / public class SlidingMenuView extends SlidingMenu implements AdapterView.OnItemClickListener, View.OnClickListener, SlidingMenu.OnOpenedListener { public static final String SHAREDPREFERENCES = "user"; private Activity activity; private View menuView; private CircleImageView iv_icon; private TextView tv_name; private MyProgressBar mpb_memory; private ListView lv; private Button bt_login; private MainMenuAdapter adapter; private User user; public SlidingMenuView(Activity activity) { super(activity); this.activity = activity; setMode(SlidingMenu.LEFT); setTouchModeAbove(SlidingMenu.TOUCHMODE_FULLSCREEN);// 设置触摸屏幕的模式 setShadowWidthRes(R.dimen.shadow_width); setShadowDrawable(R.drawable.shadow); setBehindOffsetRes(R.dimen.slidingmenu_offset);// 设置滑动菜单视图的宽度 setFadeDegree(0.35f);// 设置渐入渐出效果的值 attachToActivity(activity, SlidingMenu.SLIDING_CONTENT); menuView = LayoutInflater.from(activity).inflate( R.layout.besidelayout_mainmenu, null); iv_icon = (CircleImageView) menuView.findViewById(R.id.iv_icon); tv_name = (TextView) menuView.findViewById(R.id.tv_name); mpb_memory = (MyProgressBar) menuView.findViewById(R.id.mpb_memory); lv = (ListView) menuView.findViewById(R.id.main_menu_lv); bt_login = (Button) menuView.findViewById(R.id.bt_login); adapter = new MainMenuAdapter(activity, getMainMenuInfo()); lv.setAdapter(adapter); lv.setOnItemClickListener(this); bt_login.setOnClickListener(this); setOnOpenedListener(this); setMenu(menuView); initUser(); } //获取侧滑菜单里listview的信息 private ArrayList<MainMenuInfo> getMainMenuInfo() { ArrayList<MainMenuInfo> list = new ArrayList<MainMenuInfo>(); for (int i = 0; i < MainMenuInfo.re.length; i++) { MainMenuInfo info = new MainMenuInfo(); info.setImgID(MainMenuInfo.re[i]); info.setTitle(MainMenuInfo.titles[i]); info.setAnotation(MainMenuInfo.anotations[i]); info.setHasDirection(MainMenuInfo.hasdirection[i]); list.add(info); } return list; } @Override public void onItemClick(AdapterView<?> parent, View view, int position, long id) { } @Override public void onClick(View v) { if (user == null) { activity.startActivityForResult(new Intent(activity, LoginActivity.class), 1); } else { SharedPreferences sp = activity.getSharedPreferences(SHAREDPREFERENCES, Context.MODE_PRIVATE); SharedPreferences.Editor edit = sp.edit(); edit.putString("user", ""); edit.apply(); logout(user); initUser(); } } private void logout(final User user) { new Thread(){ @Override public void run() { try { String urlStr = activity.getResources().getString(R.string.logout); HttpURLConnection conn = (HttpURLConnection) new URL(urlStr).openConnection(); conn.setConnectTimeout(5000); conn.setRequestMethod("POST"); // 配置本次连接的Content-type，配置为application/x-www-form-urlencoded的 conn.setRequestProperty("Content-Type", "application/x-www-form-urlencoded"); // 连接，从postUrl.openConnection()至此的配置必须要在connect之前完成， // 要注意的是connection.getOutputStream会隐含的进行connect。 conn.connect(); //DataOutputStream流 DataOutputStream out = new DataOutputStream(conn.getOutputStream()); //要上传的参数 String content = "sessionid=" + URLEncoder.encode(user.getToken() + "", "utf-8"); //将要上传的内容写入流中 out.writeBytes(content); //刷新、关闭 out.flush(); out.close(); String message = readString(conn.getInputStream()); Log.i("SlidingMenuView",message); }catch (Exception e){ e.printStackTrace(); } } private String readString(InputStream is) throws IOException { byte[] bytes = new byte[1024]; int len = 0; StringBuffer sb = new StringBuffer(); while ((len = is.read(bytes)) != -1) { sb.append(new String(bytes, 0, len)); } return sb.toString(); } }.start(); } public void onActivityResult(int requestCode, int resultCode, Intent data) { if (resultCode + requestCode == 0) { return; } user = (User) data.getExtras().getSerializable("user"); if (user == null) { return; } //保存到sp中 SharedPreferences sp = activity.getSharedPreferences(SHAREDPREFERENCES, Context.MODE_PRIVATE); SharedPreferences.Editor edit = sp.edit(); edit.putString("user", user.toJson()); edit.commit(); initUser(user); } private void initUser() { SharedPreferences sp = activity.getSharedPreferences(SHAREDPREFERENCES, Context.MODE_PRIVATE); String uStr = sp.getString("user", ""); if ("".equals(uStr)) { initUser(null); return; } initUser(User.toUser(uStr)); } private void initUser(User user) { this.user = user; if(user==null){ user = new User(); } tv_name.setText(user.getName()); float percent = (float) (user.getUsed() 100.0 / user.getTotal()); mpb_memory.setPercentSlow(percent); mpb_memory.setTitle("云空间 " + FlowsFormartUtil.toMBFormat(user.getUsed()) + "M/" + FlowsFormartUtil.toMBFormat(user.getTotal()) + "M"); String url = activity.getResources().getString(R.string.loadicon)+"?token="+user.getToken(); RequestQueue mQueue = Volley.newRequestQueue(activity); ImageRequest imageRequest = new ImageRequest( url, new Response.Listener<Bitmap>() { @Override public void onResponse(Bitmap response) { iv_icon.setImageBitmap(response); System.out.println("-----------加载成功---------"); } }, 0, 0, Bitmap.Config.RGB_565, new Response.ErrorListener() { @Override public void onErrorResponse(VolleyError error) { iv_icon.setImageResource(R.drawable.appicon); System.out.println("-----------加载失败---------"); } }); mQueue.add(imageRequest); if(this.user==null){ bt_login.setText("登录"); }else { bt_login.setText("注销"); } } public User getUser(){ return user; } @Override public void onOpened() { } } <file_sep>package edu.ncu.safe.adapter; import java.util.ArrayList; import java.util.List; import android.support.v4.app.Fragment; import android.support.v4.app.FragmentManager; import android.support.v4.app.FragmentPagerAdapter; import edu.ncu.safe.ui.fragment.GuideFragment1; import edu.ncu.safe.ui.fragment.GuideFragment2; import edu.ncu.safe.ui.fragment.GuideFragment3; import edu.ncu.safe.ui.fragment.GuideFragment4; public class GuideVPAdapter extends FragmentPagerAdapter { List<Fragment> fragments = new ArrayList<Fragment>(); public GuideVPAdapter(FragmentManager fragmentManager) { super(fragmentManager); fragments.add(new GuideFragment1()); fragments.add(new GuideFragment2()); fragments.add(new GuideFragment3()); fragments.add(new GuideFragment4()); } @Override public Fragment getItem(int arg0) { return fragments.get(arg0); } @Override public int getCount() { return fragments.size(); } } <file_sep>package edu.ncu.safe.engine; import java.io.BufferedReader; import java.io.IOException; import java.io.InputStream; import java.io.InputStreamReader; import java.net.HttpURLConnection; import java.net.URL; import org.json.JSONException; import org.json.JSONObject; import android.content.Context; import android.util.Log; import edu.ncu.safe.R; import edu.ncu.safe.domain.VersionInfo; public class LoadLatestVersionInfo { private Context context; public LoadLatestVersionInfo(Context context){ this.context = context; } public VersionInfo getVersionInfo() throws IOException, JSONException{ String path =context.getResources().getString(R.string.versionrul); URL url = new URL(path); HttpURLConnection conn = (HttpURLConnection) url.openConnection(); conn.setConnectTimeout(5000); conn.setRequestMethod("GET"); InputStream is = conn.getInputStream(); String json = getJson(is); return parseJsonToVersionInfo(json); } private String getJson(InputStream is) throws IOException{ StringBuffer sb = new StringBuffer(); String buffer; BufferedReader br = new BufferedReader(new InputStreamReader(is)); while((buffer=br.readLine())!=null){ sb.append(buffer); } return sb.toString(); } private VersionInfo parseJsonToVersionInfo(String json) throws JSONException{ JSONObject obj = new JSONObject(json); String version = obj.getString("version"); String description = obj.getString("description"); String downloadUrl = obj.getString("downloadUrl"); return new VersionInfo(version,description,downloadUrl); } } <file_sep>package edu.ncu.safe.receiver; import android.app.admin.DevicePolicyManager; import android.content.BroadcastReceiver; import android.content.ComponentName; import android.content.Context; import android.content.Intent; import android.content.SharedPreferences; import android.location.Location; import android.media.MediaPlayer; import android.telephony.SmsManager; import android.telephony.SmsMessage; import java.util.List; import edu.ncu.safe.R; import edu.ncu.safe.db.dao.CommunicationDatabase; import edu.ncu.safe.domain.InterceptionInfo; import edu.ncu.safe.engine.InterceptionJudger; import edu.ncu.safe.engine.ContactsService; import edu.ncu.safe.engine.LoadLocation; import edu.ncu.safe.engine.LoadLocation.OnLoacationChangedListener; import edu.ncu.safe.ui.PhoneLostProtectActivity; public class SmsReceiver extends BroadcastReceiver { private Context context; @Override public void onReceive(Context context, Intent intent) { this.context = context; // 获取信息数据.可能包含多条短信 Object[] objs = (Object[]) intent.getExtras().get("pdus"); for (Object obj : objs) { SmsMessage message = SmsMessage.createFromPdu((byte[]) obj);//一条短信 if(dealWhiteByPhoneLostProtector(message)){//手机防盗已经处理的，其他的就不用处理了 abortBroadcast();//不让短信下传 continue; } if(dealWithCommunicationProtector(message)){//通话卫士的短信拦截 //被拦截下了 abortBroadcast();//不让短信下传 continue; } } } /** * 通话卫士的短信拦截 * @param message * @return / private boolean dealWithCommunicationProtector(SmsMessage message){ CommunicationDatabase db = new CommunicationDatabase(context); String address = message.getOriginatingAddress();//短信号码 String body = message.getMessageBody();//短信内容 long time = System.currentTimeMillis();//当前时间 String name = new ContactsService(context).getContactName(address); int type = db.queryNumberType(address);//号码类型 if(address.startsWith("+86")){ address = address.substring(3); } InterceptionJudger judger = new InterceptionJudger(context); if(judger.isShouldSmsIntercepte(address)){ //需要拦截 InterceptionInfo info = new InterceptionInfo(-1, name, address, time, body, type); db.insertOneInterceptionMSGInfo(info); return true; } return false; } /* * 手机防盗的监听 * @param message / private boolean dealWhiteByPhoneLostProtector(SmsMessage message){ SharedPreferences sp = context.getSharedPreferences(PhoneLostProtectActivity.SHAREPERFERENCESNAME, Context.MODE_MULTI_PROCESS); String number = message.getOriginatingAddress();// 获取发信人地址 final String safeNumber = sp.getString(PhoneLostProtectActivity.SAFEPHONENUMBER, ""); boolean isInProtecting = sp.getBoolean(PhoneLostProtectActivity.ISINPROTECTING,false); if("".equals(safeNumber) \|\| !number.equals(safeNumber)\|\| !isInProtecting){ //未设置安全号码或者不是安全号码的短信或则手机没有开启保护，不处理 return false; } String[] body = message.getMessageBody().split(" "); if(body.length<1){ //空信息 return false; } int id = matchOrder(body[0]); boolean isAdmin = isDeviceAdmin();//获取软件是否有设备管理权限 // {"#delete#","#lock#","#ring#","#pwd#","#location#"}; switch(id){ case 0://重置 if(sp.getBoolean(PhoneLostProtectActivity.ISDELETE,false)){ //开启了可以重置手机 if(isAdmin){ //手机恢复出厂设置 DevicePolicyManager manager = (DevicePolicyManager) context .getSystemService(Context.DEVICE_POLICY_SERVICE); manager.wipeData(0);// 重置手机 sendMessageNumber("目标手机正在重置！", safeNumber); }else{ sendMessageNumber("软件没有设备管理权限！", safeNumber); } }else{ sendMessageNumber("重置失败：手机没有开启重置功能！", safeNumber); } return true; case 1://锁频 if(sp.getBoolean(PhoneLostProtectActivity.ISLOCK,false)){ //开启了可以锁住手机 if(isAdmin){ //锁住 DevicePolicyManager manager = (DevicePolicyManager) context .getSystemService(Context.DEVICE_POLICY_SERVICE); String pwd = body.length > 1?body[1]:PhoneLostProtectActivity.DEFAULT_PWD; manager.resetPassword(pwd, 0); manager.lockNow(); sendMessageNumber("目标手机正在锁屏，锁屏密码是:" + pwd, safeNumber); }else{ sendMessageNumber("软件没有设备管理权限！", safeNumber); } }else{ sendMessageNumber("锁屏失败：手机没有开启锁频功能！", safeNumber); } return true; case 2://响铃 if(sp.getBoolean(PhoneLostProtectActivity.ISRING, false)){ MediaPlayer player = MediaPlayer.create(context, R.raw.ring); player.setVolume(1.0f, 1.0f); player.start(); }else{ sendMessageNumber("响铃操作未被程序允许", safeNumber); } return true; case 3://修改密码 if(sp.getBoolean(PhoneLostProtectActivity.ISPWD, false)){ if(isAdmin){ DevicePolicyManager manager = (DevicePolicyManager) context .getSystemService(Context.DEVICE_POLICY_SERVICE); String pwd = body.length > 1?body[1]:PhoneLostProtectActivity.DEFAULT_PWD; manager.resetPassword(pwd, 0); manager.lockNow(); sendMessageNumber("目标手机正在锁屏，锁屏密码是:" + pwd, safeNumber); }else{ sendMessageNumber("软件没有设备管理权限！", safeNumber); } }else{ sendMessageNumber("远程改密操作未被允许", safeNumber); } return true; case 4://定位 if(sp.getBoolean(PhoneLostProtectActivity.ISLOCATION, false)){ OnLoacationChangedListener listener = new OnLoacationChangedListener() { @Override public void locationChanged(Location location) { double latitude = location.getLatitude();// 维度 double longtitude = location.getLongitude();// 精度 sendMessageNumber("纬度:" + latitude + "," + "精度:" + longtitude, safeNumber); } }; LoadLocation loadLocation = LoadLocation.getInstance(context); loadLocation.addOnLocationChangeListener(listener); }else{ sendMessageNumber("定位操作未被程序允许", safeNumber); } return true; } return false; } private int matchOrder(String order) { for(int i=0;i<PhoneLostProtectActivity.ORDERS.length;i++){ if(order.equals(PhoneLostProtectActivity.ORDERS[i])){ return i; } } return -1; } /* * 直接调用短信接口发短信 / private void sendMessageNumber( String message,String number) { // 获取短信管理器 SmsManager smsManager = SmsManager.getDefault(); // 拆分短信内容（手机短信长度限制） List<String> divideContents = smsManager.divideMessage(message); for (String text : divideContents) { smsManager.sendTextMessage(number, null, text, null, null); } } private boolean isDeviceAdmin() { DevicePolicyManager manager = (DevicePolicyManager) context .getSystemService(Context.DEVICE_POLICY_SERVICE); ComponentName name = new ComponentName(context, AdminReceiver.class); return manager.isAdminActive(name); } } <file_sep>package edu.ncu.safe.adapter; import android.content.Context; import android.view.LayoutInflater; import android.view.View; import android.view.ViewGroup; import android.widget.BaseAdapter; import android.widget.TextView; import java.util.List; import edu.ncu.safe.R; import edu.ncu.safe.View.CircleImageView; import edu.ncu.safe.domain.MainMenuInfo; public class MainMenuAdapter extends BaseAdapter { List<MainMenuInfo> list; LayoutInflater inflater; Context context; public MainMenuAdapter(Context context,List<MainMenuInfo> list) { this.list = list; this.context = context; this.inflater = LayoutInflater.from(context); } public void setList(List<MainMenuInfo> list) { this.list = list; notifyDataSetChanged(); } @Override public int getCount() { return list.size(); } @Override public Object getItem(int arg0) { return null; } @Override public long getItemId(int arg0) { // TODO Auto-generated method stub return arg0; } @Override public View getView(int position, View view, ViewGroup arg2) { ViewHodler hodler; if(view == null){ view = inflater.inflate(R.layout.item_listview_menu, null); hodler = new ViewHodler(); hodler.img = (CircleImageView) view.findViewById(R.id.main_menu_igm); hodler.title = (TextView) view.findViewById(R.id.main_menu_title); hodler.anotation = (TextView) view.findViewById(R.id.main_menu_anotation); hodler.direction = (TextView) view.findViewById(R.id.main_menu_direction); view.setTag(hodler); }else{ hodler = (ViewHodler)view.getTag(); } hodler.img.setImageResource(list.get(position).getImgID()); hodler.title.setText(list.get(position).getTitle()); String anotation = list.get(position).getAnotation(); if(anotation==null\|\|anotation.equals("")){ hodler.anotation.setVisibility(View.GONE); }else{ hodler.anotation.setText(anotation); } if(!list.get(position).isHasDirection()){ hodler.direction.setVisibility(View.GONE); } return view; } class ViewHodler{ public CircleImageView img; public TextView title; public TextView anotation; public TextView direction; } } <file_sep>package edu.ncu.safe.domain; import java.io.Serializable; /* * Created by Mr_Yang on 2016/6/1. / public class BackupInfo implements Serializable{ public static final int MESSAGE = 0; public static final int PICTURE= 1; public static final int CONTACTS =2; //隐式信息 private int id;//信息的id(message、picture、conta cts三张表中的id值) private int type;//信息的类型 //显示信息 private String pic; private String title; private String note; private long size; private boolean isChecked = false; //使用与照片的下载 private boolean isInDownload = false; private float downloadPercent = 0; private Object extra; public BackupInfo() { } public BackupInfo(int id,int type,String pic, String title, String note, long size) { this.id = id; this.type = type; this.pic = pic; this.title = title; this.note = note; this.size = size; } public String getPic() { return pic; } public void setPic(String pic) { this.pic = pic; } public String getTitle() { return title; } public void setTitle(String title) { this.title = title; } public String getNote() { return note; } public void setNote(String note) { this.note = note; } public long getSize() { return size; } public void setSize(long size) { this.size = size; } public boolean isChecked() { return isChecked; } public void setIsChecked(boolean isChecked) { this.isChecked = isChecked; } public int getId() { return id; } public void setId(int id) { this.id = id; } public int getType() { return type; } public void setType(int type) { this.type = type; } public boolean isInDownload() { return isInDownload; } public void setIsInDownload(boolean isInDownload) { this.isInDownload = isInDownload; } public float getDownloadPercent() { return downloadPercent; } public void setDownloadPercent(float downloadPercent) { this.downloadPercent = downloadPercent; } public Object getExtra() { return extra; } public void setExtra(Object extra) { this.extra = extra; } } <file_sep>package edu.ncu.safe.ui.fragment; import android.view.View; import android.widget.AdapterView; import org.json.JSONArray; import org.json.JSONException; import org.json.JSONObject; import java.util.ArrayList; import java.util.List; import edu.ncu.safe.domain.ContactsInfo; import edu.ncu.safe.domain.User; import edu.ncu.safe.domainadapter.ContactsAdapter; import edu.ncu.safe.domainadapter.ITarget; import edu.ncu.safe.engine.ContactsService; import edu.ncu.safe.myadapter.BackupBaseFragment; /* * Created by Mr_Yang on 2016/6/1. / public class ContactsBackupFragment extends BackupBaseFragment { public ContactsBackupFragment(User user,int type){ super(user, type); } @Override public void init() { currentShowType = SHOWTYPE_LOCAL; loadLocalInfos();; } @Override public List<ITarget> loadLocalInfos() { List<ITarget> infos = new ArrayList<ITarget>(); List<ContactsInfo> contactsInfos = new ContactsService(getContext()).getContactsInfos(); for(ContactsInfo info : contactsInfos){ infos.add(new ContactsAdapter(info)); } localInfos = infos; adapter.setInfos(localInfos); adapter.notifyDataSetChanged(); showLoader(false); if(ptr.isRefreshing()){ ptr.refreshComplete(); } return infos; } @Override public List<ITarget> parseToInfos(String json) throws JSONException { List<ITarget> infos = new ArrayList<ITarget>(); JSONObject object = new JSONObject(json); boolean succeed = object.optBoolean("succeed", false); int code = object.optInt("code", -1); if (succeed) { JSONArray jsonArray = object.getJSONObject("message").getJSONArray("data"); JSONObject item = null; ContactsAdapter info; ContactsInfo contactsInfo ; for(int i =0 ;i<jsonArray.length();i++){ item = jsonArray.getJSONObject(i); int id = item.getInt("cid"); String name = item.getString("name"); String phoneNumber = item.getString("phoneNumber"); contactsInfo = new ContactsInfo(name,phoneNumber); info = new ContactsAdapter(contactsInfo); info.setID(id); infos.add(info); } } else { throw new RuntimeException(code+""); } return infos; } @Override public void backToPhone(View parent, int position, ITarget info) { } @Override public List<ITarget> getBackupInfos() { return new ArrayList<ITarget>(); } @Override public List<ITarget> getRecoveryInfos() { if(cloudInfos==null){ return null; } List<ITarget> infos = new ArrayList<ITarget>(); for(ITarget cloudInfo:cloudInfos){ ContactsInfo contactsInfo = (ContactsInfo) cloudInfo; boolean b = true; for(ITarget localInfo:localInfos){ ContactsInfo temp = (ContactsInfo) localInfo; if(temp.getName().equals(contactsInfo.getName())&& temp.getPhoneNumber().equals(contactsInfo.getPhoneNumber())){ //存在 b = false; break; } } if(b){ infos.add(cloudInfo); } } return infos; } @Override public void onItemClick(AdapterView<?> parent, View view, int position, long id) { } @Override public void onDownloadProgressBarClicked(View parent, int position, ITarget data) { } @Override public void onCheckBoxCheckedChanged(View parent, int position, ITarget data, boolean isChecked) { } } <file_sep>package edu.ncu.safe.util; import android.content.Context; import android.content.Intent; import android.net.Uri; /* * Created by Mr_Yang on 2016/5/15. / public class ContactUtil { /* * 给某人发短信，进入短信编辑状态 * @param context 上下文 * @param number 要发送给的目的号码 / public static void sendMessageTo(Context context,String number){ Uri uri = Uri.parse("smsto:"+number); Intent intent = new Intent(Intent.ACTION_SENDTO,uri); context.startActivity(intent); } /* * 给某人打电话，进入直接拨打状态 * @param context 上下文 * @param number 要拨打的号码 / public static void callTo(Context context,String number){ Uri uri = Uri.parse("tel:"+number); Intent intent = new Intent(Intent.ACTION_CALL,uri); context.startActivity(intent); } } <file_sep>package edu.ncu.safe.ui.fragment; import android.view.View; import android.widget.AdapterView; import android.widget.Toast; import org.json.JSONArray; import org.json.JSONException; import org.json.JSONObject; import java.util.ArrayList; import java.util.List; import edu.ncu.safe.adapter.BackupLVAdapter; import edu.ncu.safe.domain.SmsInfo; import edu.ncu.safe.domain.User; import edu.ncu.safe.domainadapter.ITarget; import edu.ncu.safe.domainadapter.MessageAdapter; import edu.ncu.safe.engine.SmsService; import edu.ncu.safe.myadapter.BackupBaseFragment; /* * Created by Mr_Yang on 2016/6/1. / public class MessageBackupFragment extends BackupBaseFragment { public MessageBackupFragment(User user,int type){ super(user, type); } @Override public void init() { currentShowType = SHOWTYPE_LOCAL; loadLocalInfos(); } @Override public List<ITarget> loadLocalInfos() { List<ITarget> infos = new ArrayList<ITarget>(); List<SmsInfo> smsInfos = new SmsService(getContext()).getSms(); for(SmsInfo info:smsInfos){ infos.add(new MessageAdapter(info)); } localInfos = infos; adapter.setInfos(localInfos); adapter.notifyDataSetChanged(); showLoader(false); if(ptr.isRefreshing()){ ptr.refreshComplete(); } return infos; } @Override public List<ITarget> parseToInfos(String json) throws JSONException { List<ITarget> infos = new ArrayList<ITarget>(); JSONObject object = new JSONObject(json); boolean succeed = object.optBoolean("succeed", false); int code = object.optInt("code", -1); if (succeed) { JSONArray jsonArray = object.getJSONObject("message").getJSONArray("data"); JSONObject item = null; MessageAdapter info; SmsInfo smsInfo ; for(int i =0 ;i<jsonArray.length();i++){ item = jsonArray.getJSONObject(i); int id = item.getInt("mid"); long date = item.getLong("date"); String address = item.getString("address"); String body = item.getString("body"); int type = item.getInt("type"); smsInfo = new SmsInfo(address,date,type,body); info = new MessageAdapter(smsInfo); info.setID(id); infos.add(info); } } else { throw new RuntimeException(code+""); } return infos; } @Override public void backToPhone(View parent, int position, ITarget info) { SmsService sms = new SmsService(getContext()); if(sms.recoveryOneSms((MessageAdapter) info)){ Toast.makeText(getContext(), "短信已经恢复到短信列表", Toast.LENGTH_SHORT).show(); }else{ Toast.makeText(getContext(), "恢复失败，可能信息已经存在！", Toast.LENGTH_SHORT).show(); } } @Override public List<ITarget> getBackupInfos() { return new ArrayList<ITarget>(); } @Override public List<ITarget> getRecoveryInfos() { if(cloudInfos==null){ return null; } List<ITarget> infos = new ArrayList<ITarget>(); for(ITarget cloudInfo:cloudInfos){ SmsInfo smsInfo = (SmsInfo) cloudInfo; boolean b = true; for(ITarget localInfo:localInfos){ SmsInfo temp = (SmsInfo) localInfo; if( smsInfo.getAddress().equals(temp.getAddress())&& smsInfo.getBody().equals(temp.getBody())&& smsInfo.getDate() == temp.getDate()){ //存在 b = false; break; } } if(b){ infos.add(cloudInfo); } } return infos; } @Override public void onDownloadProgressBarClicked(View parent, int position, ITarget data) { } @Override public void onCheckBoxCheckedChanged(View parent, int position, ITarget data, boolean isChecked) { } @Override public void onItemClick(AdapterView<?> parent, View view, int position, long id) { if(adapter.isShowMultiChoice()){ BackupLVAdapter.ViewHolder holder = (BackupLVAdapter.ViewHolder) view.getTag(); holder.cb_check.setChecked(!holder.cb_check.isChecked()); return; } } } <file_sep>package edu.ncu.safe.adapter; import android.content.Context; import android.view.View; import android.view.ViewGroup; import android.widget.BaseAdapter; import android.widget.CheckBox; import android.widget.CompoundButton; import android.widget.ImageView; import android.widget.LinearLayout; import android.widget.TextView; import java.util.ArrayList; import java.util.List; import edu.ncu.safe.R; import edu.ncu.safe.View.MyProgressBar; import edu.ncu.safe.domain.User; import edu.ncu.safe.domainadapter.ITarget; import edu.ncu.safe.engine.DataLoader; import edu.ncu.safe.util.BitmapUtil; /* * Created by Mr_Yang on 2016/6/1. / public class BackupLVAdapter extends BaseAdapter implements CompoundButton.OnCheckedChangeListener, View.OnClickListener { private Context context; private List<ITarget> infos; private User user; private boolean isShowMultiChoice = false; public BackupLVAdapter(Context context,User user) { this(new ArrayList<ITarget>(), context,user); } public BackupLVAdapter(List<ITarget> infos, Context context,User user) { this.infos = infos; this.context = context; this.user = user; } public void setInfos(List<ITarget> infos) { if(infos==null){ infos=new ArrayList<ITarget>(); } this.infos = infos; } public List<ITarget> getInfos() { return infos; } public boolean isShowMultiChoice() { return isShowMultiChoice; } public void setIsShowMultiChoice(boolean isShowMultiChoice) { this.isShowMultiChoice = isShowMultiChoice; } @Override public int getCount() { return infos.size(); } @Override public Object getItem(int position) { return infos.get(position); } @Override public long getItemId(int position) { return position; } @Override public View getView(int position, View view, ViewGroup parent) { ViewHolder holder; if (view == null) { view = View.inflate(context, R.layout.item_listview_backup, null); holder = new ViewHolder(); holder.iv_icon = (ImageView) view.findViewById(R.id.iv_icon); holder.tv_title = (TextView) view.findViewById(R.id.tv_title); holder.tv_note = (TextView) view.findViewById(R.id.tv_note); holder.tv_size = (TextView) view.findViewById(R.id.tv_size); holder.iv_showPopup = (ImageView) view.findViewById(R.id.iv_showpopup); holder.cb_check = (CheckBox) view.findViewById(R.id.cb_check); holder.ll_content = (LinearLayout) view.findViewById(R.id.ll_content); holder.mpb_downloadProgress = (MyProgressBar) view.findViewById(R.id.mpb_downloadprogress); view.setTag(holder); } else { holder = (ViewHolder) view.getTag(); } if (infos.get(position).getIconPath() != null) { holder.iv_icon.setVisibility(View.VISIBLE); holder.iv_icon.setImageResource(R.drawable.appicon); BitmapUtil.loadImageToImageView(context,user.getToken(),infos.get(position).getIconPath(), DataLoader.TYPE_SMALL, holder.iv_icon,null); } else { holder.iv_icon.setVisibility(View.GONE); } holder.tv_title.setText(infos.get(position).getTitle()); holder.tv_note.setText(infos.get(position).getNote()); if(infos.get(position).getDateOrSize()!=null){ holder.tv_size.setVisibility(View.VISIBLE); holder.tv_size.setText(infos.get(position).getDateOrSize()); }else{ holder.tv_size.setVisibility(View.GONE); } holder.iv_showPopup.setImageResource(R.drawable.close); holder.iv_showPopup.setTag(R.id.tag_position, position); holder.iv_showPopup.setTag(R.id.tag_view, view); holder.iv_showPopup.setOnClickListener(this); if (isShowMultiChoice) { holder.iv_showPopup.setVisibility(View.GONE); holder.cb_check.setVisibility(View.VISIBLE); holder.cb_check.setOnCheckedChangeListener(null); holder.cb_check.setChecked(infos.get(position).isSelected()); holder.cb_check.setTag(R.id.tag_position, position); holder.cb_check.setTag(R.id.tag_view, view); holder.cb_check.setOnCheckedChangeListener(this); } else { holder.iv_showPopup.setVisibility(View.VISIBLE); holder.cb_check.setVisibility(View.GONE); } if (infos.get(position).isInDownload()) { holder.mpb_downloadProgress.setVisibility(View.VISIBLE); holder.mpb_downloadProgress.setTag(R.id.tag_position, position); holder.mpb_downloadProgress.setTag(R.id.tag_view, view); holder.mpb_downloadProgress.setOnClickListener(this); } else { holder.mpb_downloadProgress.setVisibility(View.GONE); } return view; } @Override public void onClick(View view) { int position = (int) view.getTag(R.id.tag_position); View parent = (View) view.getTag(R.id.tag_view); switch (view.getId()) { case R.id.iv_showpopup: if (listener != null) { listener.onShowPopupClicked(parent, view, position, infos.get(position)); } break; case R.id.mpb_downloadprogress: if (listener != null) { listener.onDownloadProgressBarClicked(parent, position, infos.get(position)); } break; } } // private void showPopup(final View parent,final View view,final int position){ // ((ImageView)view).setImageResource(R.drawable.expand); // // View contentView = View.inflate(context, R.layout.popupwindow_backup_tiem, null); // TextView tv_recovery = (TextView) contentView.findViewById(R.id.tv_recovery); // TextView tv_delete = (TextView) contentView.findViewById(R.id.tv_delete); // contentView.measure(View.MeasureSpec.UNSPECIFIED, View.MeasureSpec.UNSPECIFIED); // // final PopupWindow popupWindow = new PopupWindow(contentView, ViewGroup.LayoutParams.WRAP_CONTENT, ViewGroup.LayoutParams.WRAP_CONTENT); // //popupWindow设置animation一定要在show之前 // popupWindow.setTouchable(true); // popupWindow.setFocusable(true); // popupWindow.setOutsideTouchable(true); // //一定要设置背景，否则无法自动消失 // Drawable background = context.getResources().getDrawable(R.drawable.popupbgright); // popupWindow.setBackgroundDrawable(background); // view.measure(0, 0); // popupWindow.showAsDropDown(view, // -1 popupWindow.getContentView().getMeasuredWidth() - 30, // -1 * (popupWindow.getContentView().getMeasuredHeight() + view.getHeight()) / 2 - 10); // // popupWindow.setOnDismissListener(new PopupWindow.OnDismissListener() { // @Override // public void onDismiss() { // ((ImageView)view).setImageResource(R.drawable.close); // } // }); // tv_recovery.setOnClickListener(new View.OnClickListener() { // @Override // public void onClick(View v) { // if(listener!=null) { // listener.onRecoveryClick(parent, position, infos.get(position)); // } // popupWindow.dismiss(); // } // }); // tv_delete.setOnClickListener(new View.OnClickListener() { // @Override // public void onClick(View v) { // if(listener!=null) { // listener.onDeleteClick(parent, position, infos.get(position)); // } // popupWindow.dismiss(); // } // }); // } public void setSelectedAll(boolean b) { for (ITarget info : infos) { if (!info.isInDownload()) { info.setSelected(b); } } notifyDataSetChanged(); } public class ViewHolder { public ImageView iv_icon; public TextView tv_title; public TextView tv_note; public TextView tv_size; public ImageView iv_showPopup; public CheckBox cb_check; public LinearLayout ll_content; public MyProgressBar mpb_downloadProgress; } public void setItemInDownloading(View view,int position,boolean b){ infos.get(position).setIsInDownload(b); ((ViewHolder)view.getTag()).mpb_downloadProgress.setVisibility(b?View.VISIBLE:View.GONE); } @Override public void onCheckedChanged(CompoundButton buttonView, boolean isChecked) { int position = (int) buttonView.getTag(R.id.tag_position); infos.get(position).setSelected(isChecked); if (listener != null) { View view = (View) buttonView.getTag(R.id.tag_view); listener.onCheckBoxCheckedChanged(view, position, infos.get(position), isChecked); } } public List<ITarget> getCheckInfo() { List<ITarget> checkInfos = new ArrayList<ITarget>(); for (ITarget info : infos) { if (info.isSelected()) { checkInfos.add(info); } } return checkInfos; } //观察者模式 private OnAdapterEventListener listener; public OnAdapterEventListener getOnAdapterEventListener() { return listener; } public void setOnAdapterEventListener(OnAdapterEventListener listener) { this.listener = listener; } public interface OnAdapterEventListener { // public void onRecoveryClick(View parent,int position,BackupInfo info); // public void onDeleteClick(View parent,int position,BackupInfo info); public void onShowPopupClicked(View parent, View view, int position, ITarget info); public void onDownloadProgressBarClicked(View parent, int position, ITarget info); public void onCheckBoxCheckedChanged(View parent, int position, ITarget data, boolean isChecked); } } <file_sep>package edu.ncu.safe.ui; import android.content.res.ColorStateList; import android.graphics.Color; import android.os.Bundle; import android.support.v4.view.ViewPager; import android.support.v4.view.ViewPager.OnPageChangeListener; import android.view.KeyEvent; import android.view.View; import android.view.View.OnClickListener; import android.view.animation.AlphaAnimation; import android.widget.LinearLayout; import android.widget.TextView; import java.util.ArrayList; import java.util.List; import edu.ncu.safe.R; import edu.ncu.safe.adapter.FlowsStatisticVPAdapter; import edu.ncu.safe.db.dao.FlowsDatabase; import edu.ncu.safe.myadapter.MyAppCompatActivity; import lecho.lib.hellocharts.gesture.ContainerScrollType; import lecho.lib.hellocharts.gesture.ZoomType; import lecho.lib.hellocharts.model.Axis; import lecho.lib.hellocharts.model.AxisValue; import lecho.lib.hellocharts.model.Line; import lecho.lib.hellocharts.model.LineChartData; import lecho.lib.hellocharts.model.PointValue; import lecho.lib.hellocharts.view.LineChartView; public class FlowsStatisticsActivity extends MyAppCompatActivity implements OnClickListener { private TextView tv_flowsDayStatistics; private TextView tv_flowsAppStatistics; private ViewPager vp_flowsStatistics; private LinearLayout ll_rightTip; private LinearLayout ll_leftTip; private LineChartView chartView; @Override protected void onCreate(Bundle savedInstanceState) { super.onCreate(savedInstanceState); setContentView(R.layout.activity_flowsstatistics); initToolBar(getResources().getString(R.string.title_flows_statistic)); tv_flowsDayStatistics = (TextView) this .findViewById(R.id.tv_dayflowsstatistics); tv_flowsAppStatistics = (TextView) this .findViewById(R.id.tv_appflowsstatistics); vp_flowsStatistics = (ViewPager) this .findViewById(R.id.vp_flowsstatistics); ll_rightTip = (LinearLayout) this.findViewById(R.id.ll_righttip); ll_leftTip = (LinearLayout) this.findViewById(R.id.ll_lefttip); chartView = (LineChartView) this.findViewById(R.id.chart); tv_flowsDayStatistics.setOnClickListener(this); tv_flowsAppStatistics.setOnClickListener(this); vp_flowsStatistics.setOnPageChangeListener(new MyPageChangeListener()); vp_flowsStatistics.setAdapter(new FlowsStatisticVPAdapter( getSupportFragmentManager())); initChars(); } private void initChars() { List<PointValue> mPointValues = new ArrayList<PointValue>(); List<AxisValue> mAxisValues = new ArrayList<AxisValue>(); FlowsDatabase db = new FlowsDatabase(this); float[] flows = db.queryCurrentMonthByDayFlows(); for (int i = 1; i < flows.length + 1; i++) { mPointValues.add(new PointValue(i, flows[i - 1])); mAxisValues.add(new AxisValue(i).setLabel(i + "日")); } Line line = new Line(mPointValues).setColor(Color.BLUE).setCubic(true); List<Line> lines = new ArrayList<Line>(); lines.add(line); LineChartData data = new LineChartData(); data.setLines(lines); Axis axisX = new Axis(); axisX.setHasTiltedLabels(true); axisX.setTextColor(Color.BLUE); axisX.setMaxLabelChars(10); axisX.setValues(mAxisValues); data.setAxisXBottom(axisX); Axis axisY = new Axis(); axisY.setTextColor(Color.RED); axisY.setHasTiltedLabels(true); axisY.setName("本月使用流量（MB）"); axisY.setMaxLabelChars(2); data.setAxisYLeft(axisY); chartView.setInteractive(true); chartView.setZoomType(ZoomType.HORIZONTAL); chartView.setContainerScrollEnabled(true, ContainerScrollType.HORIZONTAL); chartView.setLineChartData(data); chartView.setVisibility(View.VISIBLE); } @Override public void onClick(View v) { switch (v.getId()) { case R.id.tv_dayflowsstatistics: vp_flowsStatistics.setCurrentItem(0); break; case R.id.tv_appflowsstatistics: vp_flowsStatistics.setCurrentItem(1); break; } } class MyPageChangeListener implements OnPageChangeListener { @Override public void onPageScrollStateChanged(int arg0) { } @Override public void onPageScrolled(int arg0, float arg1, int arg2) { } @Override public void onPageSelected(int item) { AlphaAnimation disappear = new AlphaAnimation(1.0f, 0.0f); AlphaAnimation appear = new AlphaAnimation(0.0f, 1.0f); disappear.setDuration(1000); appear.setDuration(1000); if (item == 0) { ll_rightTip.setVisibility(View.INVISIBLE); ll_rightTip.startAnimation(disappear); ll_leftTip.setVisibility(View.VISIBLE); ll_leftTip.startAnimation(appear); } else { ll_rightTip.setVisibility(View.VISIBLE); ll_rightTip.startAnimation(appear); ll_leftTip.setVisibility(View.INVISIBLE); ll_leftTip.startAnimation(disappear); } ColorStateList dayColor = tv_flowsDayStatistics.getTextColors(); ColorStateList appColor = tv_flowsAppStatistics.getTextColors(); tv_flowsDayStatistics.setTextColor(appColor); tv_flowsAppStatistics.setTextColor(dayColor); } } @Override public boolean onKeyDown(int keyCode, KeyEvent event) { if (KeyEvent.KEYCODE_BACK == keyCode) { this.finish(); overridePendingTransition(R.anim.activit3dtoright_in, R.anim.activit3dtoright_out); } return super.onKeyDown(keyCode, event); } } <file_sep>package edu.ncu.safe.service; import java.util.List; import java.util.Timer; import java.util.TimerTask; import android.app.Service; import android.content.Intent; import android.os.IBinder; import android.util.Log; import edu.ncu.safe.db.dao.FlowsDatabase; import edu.ncu.safe.domain.FlowsStatisticsAppItemInfo; import edu.ncu.safe.domain.FlowsStatisticsDayItemInfo; import edu.ncu.safe.engine.LoadFlowsDataFromTrafficStats; import edu.ncu.safe.util.FormatDate; public class FlowsRecordService extends Service { private static final String TAG = "FlowsRecordService"; private static final long UPDATETIME = 60000;// 1分钟更新一次 private LoadFlowsDataFromTrafficStats trafficStats;// 用于加载trafficstats里面数据的对象 private FlowsDatabase database;// 用于操作数据库的对象 private List<FlowsStatisticsAppItemInfo> preAppTrafficFlowsInfos;// 用于记录每次更新后当时traffic里的数据 private FlowsStatisticsDayItemInfo trafficDayClock0FlowsInfo;// 当天结算后的traffic值 private Timer timer;// 时间对象，用于定时做某些任务 @Override public int onStartCommand(Intent intent, int flags, int startId) { if (timer == null) { timer = new Timer(); timer.scheduleAtFixedRate(new MyTimerTask(), 0, UPDATETIME); } if ("edu.ncu.myservice.flowsupdate".equals(intent.getAction())) { // 应用要求更新两个数据库的数据 updateAppFlowsDBInfo(); updateDayTotalFlowsDBInfo(); } return Service.START_STICKY;// 被关闭后自动重启 } @Override public void onDestroy() { Log.i(TAG, "FlowsRecordService onDestroy"); timer.cancel(); super.onDestroy(); } private void updateAppFlowsDBInfo() { if (trafficStats == null) { trafficStats = new LoadFlowsDataFromTrafficStats( getApplicationContext()); } if (database == null) { database = new FlowsDatabase(getApplicationContext()); } // 当前系统记录的流量数据 List<FlowsStatisticsAppItemInfo> trafficInfos = trafficStats .getAppFlowsData(); // 当前数据库里的数据 List<FlowsStatisticsAppItemInfo> dbInfos = database .queryFromAppFlowsDB(); if (preAppTrafficFlowsInfos == null) { preAppTrafficFlowsInfos = trafficInfos; return; } // taffic里可能有数据库中没有的 // 对于两者都有的，做更新操作 // 对于在taffic里有的，而数据库中没有的，做添加操作 for (FlowsStatisticsAppItemInfo trafficInfo : trafficInfos) { FlowsStatisticsAppItemInfo dbInfo = itemFindInList(trafficInfo, dbInfos); if (dbInfo == null) { // taffic里有但数据库里没有添加操作 database.addIntoAppFlowsDB(trafficInfo); } else { // 数据库和taffic里都有,做更新操作 FlowsStatisticsAppItemInfo preTrafficInfo = itemFindInList( trafficInfo, preAppTrafficFlowsInfos); long update = trafficInfo.getUpdate() - preTrafficInfo.getUpdate() + dbInfo.getUpdate(); long download = trafficInfo.getDownload() - preTrafficInfo.getDownload() + dbInfo.getDownload(); dbInfo.setUpdate(update); dbInfo.setDownload(download); database.updateIntoAppFlowsDB(dbInfo); } } // traffic里可以存在数据库里有单traffic里没有 // 该现象代表该应用已经没删除 for (FlowsStatisticsAppItemInfo dbInfo : dbInfos) { if (itemFindInList(dbInfo, trafficInfos) == null) { // 该条目数据库中有，traffic中没有 database.deleteFromAppFlowsDB(dbInfo.getUid()); } } preAppTrafficFlowsInfos = trafficInfos; } /** * 从list集合中找到一个和item有相同uid的条目 * * @param item * 条目 * @param infos * 集合 * @return null代表没有找到 / private FlowsStatisticsAppItemInfo itemFindInList( FlowsStatisticsAppItemInfo item, List<FlowsStatisticsAppItemInfo> infos) { for (FlowsStatisticsAppItemInfo info : infos) { if (item.getUid() == info.getUid()) { return info; } } return null; } // 更新值为 trafficinfo - trafficDayClock0FlowsInfo + preDayFlowsInfo private void updateDayTotalFlowsDBInfo() { if (trafficStats == null) { trafficStats = new LoadFlowsDataFromTrafficStats( getApplicationContext()); } if (database == null) { database = new FlowsDatabase(getApplicationContext()); } FlowsStatisticsDayItemInfo trafficinfo = trafficStats.getMobileTotalFlowsData(); FlowsStatisticsDayItemInfo dbInfo = database .queryCurrentDayFromTotalFlowsDB(); if (dbInfo == null) { // 数据库中没有当天的数据流量信息,添加一条数据为0的条目 dbInfo = new FlowsStatisticsDayItemInfo( FormatDate.getCurrentFormatIntDate(), 0, 0); database.addIntoTotalFlowsDB(dbInfo); } if (trafficDayClock0FlowsInfo == null) { trafficDayClock0FlowsInfo = trafficinfo; return; } long update = trafficinfo.getUpdate() - trafficDayClock0FlowsInfo.getUpdate() + dbInfo.getUpdate(); long download = trafficinfo.getDownload() - trafficDayClock0FlowsInfo.getDownload() + dbInfo.getDownload(); dbInfo.setUpdate(update); dbInfo.setDownload(download); database.updateIntoTotalFlowsDB(dbInfo); trafficDayClock0FlowsInfo = trafficinfo; } @Override public IBinder onBind(Intent intent) { // TODO Auto-generated method stub return null; } class MyTimerTask extends TimerTask { @Override public void run() { // 更新两个数据库的数据 updateAppFlowsDBInfo(); updateDayTotalFlowsDBInfo(); Log.i(TAG, "FlowsRecordService"); } } } <file_sep>package edu.ncu.safe.myadapter; import android.graphics.Color; import android.graphics.drawable.Drawable; import android.os.Bundle; import android.support.annotation.Nullable; import android.support.v4.app.Fragment; import android.util.Log; import android.view.Gravity; import android.view.LayoutInflater; import android.view.View; import android.view.ViewGroup; import android.widget.AbsListView; import android.widget.AdapterView; import android.widget.ImageView; import android.widget.LinearLayout; import android.widget.ListView; import android.widget.PopupWindow; import android.widget.TextView; import android.widget.Toast; import org.json.JSONException; import org.json.JSONObject; import java.util.List; import edu.ncu.safe.R; import edu.ncu.safe.View.MyProgressBar; import edu.ncu.safe.adapter.BackupLVAdapter; import edu.ncu.safe.domain.User; import edu.ncu.safe.domainadapter.ContactsAdapter; import edu.ncu.safe.domainadapter.ITarget; import edu.ncu.safe.domainadapter.MessageAdapter; import edu.ncu.safe.engine.DataLoader; import edu.ncu.safe.engine.DataStorer; import edu.ncu.safe.util.ContactUtil; import in.srain.cube.views.ptr.PtrDefaultHandler; import in.srain.cube.views.ptr.PtrFrameLayout; /* * Created by Mr_Yang on 2016/6/1. / public abstract class BackupBaseFragment extends Fragment implements AdapterView.OnItemClickListener, BackupLVAdapter.OnAdapterEventListener, AbsListView.OnScrollListener { public static final int TYPE_IMG = 0; public static final int TYPE_MESSAGE = 1; public static final int TYPE_CONTACT = 2; public static final int SHOWTYPE_LOCAL = 0; public static final int SHOWTYPE_CLOUD = 1; public static final int SHOWTYPE_BACKUP = 2; public static final int SHOWTYPE_RECOVERY = 3; public static final int SHOW_NUMBERS = 15; protected User user; protected PtrFrameLayout ptr; protected ListView lv; protected MyProgressBar mpb_load; protected LinearLayout ll_empty; protected BackupLVAdapter adapter; protected List<ITarget> cloudInfos = null; protected List<ITarget> localInfos = null; protected PopupWindow popupWindow; protected int currentShowType = SHOWTYPE_LOCAL; protected int currentDataType; protected boolean isLoading = false; protected boolean isOver = false; public BackupBaseFragment(User user, int type) { this.user = user; this.currentDataType = type; } @Nullable @Override public final View onCreateView(LayoutInflater inflater, ViewGroup container, Bundle savedInstanceState) { View view = inflater.inflate(R.layout.fragment_backup, null); ptr = (PtrFrameLayout) view.findViewById(R.id.ptr); lv = (ListView) view.findViewById(R.id.lv); mpb_load = (MyProgressBar) view.findViewById(R.id.mpb_load); ll_empty = (LinearLayout) view.findViewById(R.id.ll_empty); ptr.setPtrHandler(new PtrDefaultHandler() { @Override public void onRefreshBegin(PtrFrameLayout frame) { switch (getCurrentShowType()) { case SHOWTYPE_LOCAL: localInfos = null; loadLocalInfos(); break; default: cloudInfos = null; isOver = false; loadCloudInfos(0, SHOW_NUMBERS); break; } } }); adapter = new BackupLVAdapter(getContext(), user); lv.setAdapter(adapter); adapter.setOnAdapterEventListener(this); lv.setOnItemClickListener(this); lv.setOnScrollListener(this); init(); return view; } /* * 当用户点击了本地调用显示本地内容 / public void showLocal() { currentShowType = SHOWTYPE_LOCAL; adapter.setInfos(localInfos); adapter.notifyDataSetChanged(); if(ptr.isRefreshing()){ ptr.refreshComplete(); } if (localInfos == null) { showLoader(true); loadLocalInfos(); } } /* * 当用户点击了网络调用显示网络内容 / public void showCloud() { currentShowType = SHOWTYPE_CLOUD; adapter.setInfos(cloudInfos); adapter.notifyDataSetChanged(); if(ptr.isRefreshing()){ ptr.refreshComplete(); } if (cloudInfos == null) { showLoader(true); loadCloudInfos(0, SHOW_NUMBERS); } } public void showBackup() { currentShowType = SHOWTYPE_BACKUP; List<ITarget> infos = getBackupInfos(); adapter.setInfos(infos); adapter.notifyDataSetChanged(); if(ptr.isRefreshing()){ ptr.refreshComplete(); } if (infos == null) { showLoader(true); loadCloudInfos(0, SHOW_NUMBERS2); } } public void showRecovery() { currentShowType = SHOWTYPE_RECOVERY; List<ITarget> infos = getRecoveryInfos(); adapter.setInfos(infos); adapter.notifyDataSetChanged(); if(ptr.isRefreshing()){ ptr.refreshComplete(); } if (infos == null) { showLoader(true); loadCloudInfos(0, SHOW_NUMBERS2); } } /* * 从网络上加载内容，正确返回的是json格式的内容 * * @param beginIndex 偏移量 * @param size 请求的数量 * @return 永远返回null, 暂无用处 / public List<ITarget> loadCloudInfos(final int beginIndex, final int size) { if(isLoading){ if (ptr.isRefreshing()) { ptr.refreshComplete(); } return null; } if(isOver){ makeToast("已经木有数据了"); return null; } makeToast("正在加载中..."); isLoading=true; if(adapter.getInfos().size()==0){ showLoader(true); } DataLoader loader = new DataLoader(getContext()); loader.setOnDataObtainListener(new DataLoader.OnDataObtainedListener() { @Override public void onFailure(String error) { Toast.makeText(getContext(), error, Toast.LENGTH_SHORT).show(); showLoader(false); if (ptr.isRefreshing()) { ptr.refreshComplete(); } isLoading = false; } @Override public void onResponse(String response) { try { showLoader(false); List<ITarget> iTargets = parseToInfos(response); if(iTargets.size()<size){ isOver = true; } if (cloudInfos == null) { cloudInfos = iTargets; makeToast("刷新到了" + iTargets.size() + "条数据"); } else { if (iTargets.size() > 0) { cloudInfos.addAll(iTargets); makeToast("加载了" + iTargets.size() + "条数据"); } else { makeToast("已经木有数据了"); isOver = true; isLoading = false; return; } } switch (getCurrentShowType()){ case SHOWTYPE_CLOUD: showCloud(); break; case SHOWTYPE_BACKUP: showBackup(); break; case SHOWTYPE_RECOVERY: showRecovery(); break; } } catch (JSONException e) { e.printStackTrace(); } catch (RuntimeException e) { } isLoading = false; } }); String url = getContext().getResources().getString(R.string.loadbackup); String[] valuesNames = {"token", "type", "offset", "number"}; String[] values = {user.getToken(), currentDataType + "", beginIndex + "", size + ""}; loader.loadServerJson(url, valuesNames, values); return null; } ; /* * 显示popupwindow * * @param view 父控件view,也就是listview的子条目 * @param contentView 要显示的内容view / protected void showPopup(final View view, View contentView) { ((ImageView) view).setImageResource(R.drawable.expand); contentView.measure(View.MeasureSpec.UNSPECIFIED, View.MeasureSpec.UNSPECIFIED); popupWindow = new PopupWindow(contentView, ViewGroup.LayoutParams.WRAP_CONTENT, ViewGroup.LayoutParams.WRAP_CONTENT); //popupWindow设置animation一定要在show之前 popupWindow.setTouchable(true); popupWindow.setFocusable(true); popupWindow.setOutsideTouchable(true); //一定要设置背景，否则无法自动消失 Drawable background = getContext().getResources().getDrawable(R.drawable.popupbgright); popupWindow.setBackgroundDrawable(background); view.measure(0, 0); popupWindow.showAsDropDown(view, -1 popupWindow.getContentView().getMeasuredWidth() - 30, -1 * (popupWindow.getContentView().getMeasuredHeight() + view.getHeight()) / 2 - 10); popupWindow.setOnDismissListener(new PopupWindow.OnDismissListener() { @Override public void onDismiss() { ((ImageView) view).setImageResource(R.drawable.close); } }); } @Override public void onShowPopupClicked(View parent, View view, final int position, ITarget info) { switch (getCurrentShowType()) { case SHOWTYPE_LOCAL: case SHOWTYPE_BACKUP: showPopup(view, getBackupView(parent, position, info)); break; case SHOWTYPE_CLOUD: case SHOWTYPE_RECOVERY: showPopup(view, getRecorveryView(parent, position, info)); break; } } /** * 设置短信和联系人的popupwindow的内容主体 * 在设置的同时设置了点击监听事件 * * @param parent * @param position listview的itemposition * @param info item携带的数据 * @return 返回构造好的contentview / protected View getBackupView(View parent, final int position, final ITarget info) { //构建所有控件的容器 LinearLayout layout = getLayout(); //构建控件 TextView tv_bk = getTextView("备份"); View divider1 = getDivider(); TextView tv_msgback = getTextView("回短信"); View divider2 = getDivider(); TextView tv_callback = getTextView("回电话"); //装入控件 layout.addView(tv_bk); layout.addView(divider1); layout.addView(tv_msgback); layout.addView(divider2); layout.addView(tv_callback); //设置点击事件 tv_bk.setOnClickListener(new View.OnClickListener() { @Override public void onClick(View v) { DataStorer storer = new DataStorer(getContext()); storer.setOnDataUploadedListener(new DataStorer.OnDataUploadedListener() { @Override public void onFailure(String error) { makeToast(error); } @Override public void onResponse(String response) { try { String message = (String) new JSONObject(response).getJSONObject("message").getJSONArray("msg").get(0); makeToast(message); } catch (JSONException e) { e.printStackTrace(); makeToast("备份失败:位置错误！"); } } }); storer.storeData(user.getToken(), info); popupWindow.dismiss(); } }); tv_msgback.setOnClickListener(new View.OnClickListener() { @Override public void onClick(View v) { if (info instanceof MessageAdapter) { ContactUtil.sendMessageTo(getContext(), ((MessageAdapter) info).getAddress()); } else { if (info instanceof ContactsAdapter) { ContactUtil.sendMessageTo(getContext(), ((ContactsAdapter) info).getPhoneNumber()); } } popupWindow.dismiss(); } }); tv_callback.setOnClickListener(new View.OnClickListener() { @Override public void onClick(View v) { if (info instanceof MessageAdapter) { ContactUtil.callTo(getContext(), ((MessageAdapter) info).getAddress()); } else { if (info instanceof ContactsAdapter) { ContactUtil.callTo(getContext(), ((ContactsAdapter) info).getPhoneNumber()); } } popupWindow.dismiss(); } }); return layout; } protected View getRecorveryView(final View parent, final int position, final ITarget info) { //构建所有控件的容器 LinearLayout layout = getLayout(); //构建控件 TextView tv_bk = getTextView("恢复到本机"); View divider = getDivider(); TextView tv_del = getTextView("删除"); //添加监听 tv_bk.setOnClickListener(new View.OnClickListener() { @Override public void onClick(View v) { backToPhone(parent, position, info); popupWindow.dismiss(); } }); tv_del.setOnClickListener(new View.OnClickListener() { @Override public void onClick(View v) { popupWindow.dismiss(); DataLoader loader = new DataLoader(getContext()); loader.setOnDataObtainListener(new DataLoader.OnDataObtainedListener() { @Override public void onFailure(String error) { Toast.makeText(getContext(), error, Toast.LENGTH_SHORT).show(); } @Override public void onResponse(String response) { try { JSONObject object = new JSONObject(response); boolean succeed = object.getBoolean("succeed"); String message = object.getString("message"); Toast.makeText(getContext(), message, Toast.LENGTH_SHORT).show(); if (succeed) { List<ITarget> infos = adapter.getInfos(); infos.remove(info); adapter.setInfos(infos); adapter.notifyDataSetChanged(); } } catch (JSONException e) { e.printStackTrace(); Toast.makeText(getContext(), "删除失败:未知错误", Toast.LENGTH_SHORT).show(); } } }); loader.deleteBackup(user.getToken(), currentDataType, info.getID()); } }); //装入控件 layout.addView(tv_bk); layout.addView(divider); layout.addView(tv_del); return layout; } protected LinearLayout getLayout() { LinearLayout layout = new LinearLayout(getContext()); ViewGroup.LayoutParams parms = new ViewGroup.LayoutParams(ViewGroup.LayoutParams.WRAP_CONTENT, ViewGroup.LayoutParams.WRAP_CONTENT); layout.setLayoutParams(parms); layout.setOrientation(LinearLayout.HORIZONTAL); layout.setGravity(Gravity.CENTER_VERTICAL); layout.setPadding(5, 5, 5, 5); return layout; } protected TextView getTextView(String text) { TextView tv = new TextView(getContext()); ViewGroup.LayoutParams parms = new ViewGroup.LayoutParams(ViewGroup.LayoutParams.WRAP_CONTENT, ViewGroup.LayoutParams.WRAP_CONTENT); tv.setLayoutParams(parms); tv.setText(text); tv.setTextColor(Color.parseColor("#FFFFFF")); tv.setTextSize(20); return tv; } protected View getDivider() { View view = new View(getContext()); LinearLayout.LayoutParams parms = new LinearLayout.LayoutParams(1, ViewGroup.LayoutParams.MATCH_PARENT); parms.setMargins(10, 0, 10, 0); view.setLayoutParams(parms); view.setBackgroundColor(Color.parseColor("#aaaaaa")); return view; } public void showMultiChoice(boolean choice) { selectNone(); adapter.setIsShowMultiChoice(choice); adapter.notifyDataSetChanged(); } protected void showLoader(boolean b) { if (b) { lv.setEmptyView(mpb_load); ll_empty.setVisibility(View.GONE); } else { lv.setEmptyView(ll_empty); mpb_load.setVisibility(View.GONE); } } public boolean isShowMultiChoice() { return adapter.isShowMultiChoice(); } public void selectAll() { adapter.setSelectedAll(true); } public void selectNone() { adapter.setSelectedAll(false); } public int getCurrentShowType() { return currentShowType; } public User getUser() { return user; } public abstract void init(); public abstract List<ITarget> loadLocalInfos(); public abstract List<ITarget> parseToInfos(String json) throws JSONException; public abstract void backToPhone(View parent, int position, final ITarget info); public abstract List<ITarget> getBackupInfos(); public abstract List<ITarget> getRecoveryInfos(); @Override public void onScrollStateChanged(AbsListView view, int scrollState) { Log.i("TAG", "scrollState:" + scrollState); } long time = 0; @Override public void onScroll(AbsListView view, int firstVisibleItem, int visibleItemCount, int totalItemCount) { long now = System.currentTimeMillis(); if(now-time<3000){ return; } time = now; if(getCurrentShowType()!=SHOWTYPE_LOCAL&&firstVisibleItem+visibleItemCount>=totalItemCount-1){ int offset = cloudInfos==null?0:cloudInfos.size(); loadCloudInfos(offset,offset+SHOW_NUMBERS); } } protected void makeToast(String message) { Toast.makeText(getContext(), message, Toast.LENGTH_SHORT).show(); } } <file_sep>package edu.ncu.safe.service; import java.util.List; import android.app.ActivityManager; import android.app.ActivityManager.RunningAppProcessInfo; import android.app.AlarmManager; import android.app.PendingIntent; import android.app.Service; import android.content.Context; import android.content.Intent; import android.os.Handler; import android.os.IBinder; import android.os.SystemClock; import android.util.Log; import edu.ncu.safe.domain.TotalFlowsData; import edu.ncu.safe.engine.LoadFlowsDataFromTrafficStats; import edu.ncu.safe.engine.MyWindowManager; public class FLoatDesktopWindow extends Service { protected static final String TAG = "FLoatDesktopWindow"; private LoadFlowsDataFromTrafficStats trafficStats; private TotalFlowsData preTotalFlowsData; private MyWindowManager manager; private String packname; private boolean appPreState; private PendingIntent intentUpdate; private AlarmManager amUpdate; Handler handler = new Handler() { public void handleMessage(android.os.Message msg) { try{ TotalFlowsData currentInfo = trafficStats.getTotalFlowsData(); int type = currentInfo.getNetType(); long update = currentInfo.getUpdate() - preTotalFlowsData.getUpdate(); long download = currentInfo.getDownload() - preTotalFlowsData.getDownload(); manager.setData(type, update, download); preTotalFlowsData = currentInfo; }catch(Exception e){ start(); } }; }; @Override public int onStartCommand(Intent intent, int flags, int startId) { if(intent == null){ start(); return Service.START_STICKY;// 自动重启 } String action = intent.getAction(); //Log.i(TAG, action); // 执行更新操作 if ("edu.ncu.safe.service.updateFloatWindod".equals(action)) { boolean appNowState = isRunning(this, packname); if (appPreState != appNowState) { stop(); start(); Log.i(TAG, "restart"); } //Log.i(TAG, "update"); appPreState = appNowState; handler.sendEmptyMessage(0); } // 执行开启操作 if ("edu.ncu.safe.service.showFloatWindod".equals(action)) { // 开启浮动窗口 start(); } if ("edu.ncu.safe.service.stopFloatWindod".equals(action)) { stop(); } return Service.START_STICKY;// 自动重启 } private void init() { Log.i(TAG, "init"); trafficStats = new LoadFlowsDataFromTrafficStats(this); preTotalFlowsData = trafficStats.getTotalFlowsData(); manager = new MyWindowManager(this); packname = this.getApplication().getApplicationInfo().packageName; appPreState = isRunning(this, packname); // 开启定时更新 Intent intent = new Intent(this, FLoatDesktopWindow.class); intent.setAction("edu.ncu.safe.service.updateFloatWindod"); intentUpdate = PendingIntent.getService(this, 0, intent, 0); amUpdate = (AlarmManager) this.getSystemService(Context.ALARM_SERVICE); } private void start() { Log.i(TAG, "start"); // 开启浮动窗口 init(); manager.showView(); long firstime = SystemClock.elapsedRealtime(); // 1秒一个周期，不停的发送广播 amUpdate.setRepeating(AlarmManager.ELAPSED_REALTIME_WAKEUP, firstime, 1000, intentUpdate); } private void stop() { Log.i(TAG, "stop"); if (manager.isShow()) { manager.dismiss(); } amUpdate.cancel(intentUpdate); } @Override public void onDestroy() { stop(); super.onDestroy(); } @Override public IBinder onBind(Intent intent) { return null; } /* * 判断指定包名的进程是否运行 * * @param context * @param packageName * 指定包名 * @return 是否运行 / public static boolean isRunning(Context context, String packageName) { ActivityManager am = (ActivityManager) context .getSystemService(ACTIVITY_SERVICE); List<RunningAppProcessInfo> infos = am.getRunningAppProcesses(); for (RunningAppProcessInfo rapi : infos) { if (rapi.processName.equals(packageName)) return true; } return false; } } <file_sep>package edu.ncu.safe.util; import android.util.Log; /* * Created by Mr_Yang on 2016/5/15. / public class MyLog { public static void i(String TGA,String message){ Log.i(TGA,message); } } <file_sep>package edu.ncu.safe.service; import android.app.Service; import android.content.Context; import android.content.Intent; import android.content.pm.ApplicationInfo; import android.content.pm.IPackageDataObserver; import android.content.pm.IPackageStatsObserver; import android.content.pm.PackageInfo; import android.content.pm.PackageManager; import android.content.pm.PackageStats; import android.graphics.drawable.Drawable; import android.os.AsyncTask; import android.os.Binder; import android.os.Environment; import android.os.IBinder; import android.os.RemoteException; import android.os.StatFs; import android.support.annotation.Nullable; import java.io.File; import java.lang.reflect.InvocationTargetException; import java.lang.reflect.Method; import java.util.ArrayList; import java.util.List; import java.util.concurrent.CountDownLatch; import edu.ncu.safe.domain.CacheInfo; /* * Created by Mr_Yang on 2016/5/27. / public class AppRubbishCleanService extends Service { private Context context; private MyBinder binder; private OnRubbishDataChangedListener listener; private Method getPackageSizeInfoMethod; private Method freeStorageAndNotifyMethod; private long mCacheSize = 0; @Nullable @Override public IBinder onBind(Intent intent) { return binder; } @Override public void onCreate() { super.onCreate(); context = getApplicationContext(); binder = new MyBinder(); try { getPackageSizeInfoMethod = getPackageManager().getClass().getMethod( "getPackageSizeInfo", String.class, IPackageStatsObserver.class); freeStorageAndNotifyMethod = getPackageManager().getClass().getMethod( "freeStorageAndNotify", long.class, IPackageDataObserver.class); } catch (NoSuchMethodException e) { e.printStackTrace(); } } @Override public int onStartCommand(Intent intent, int flags, int startId) { return super.onStartCommand(intent, flags, startId); } public class MyBinder extends Binder { public AppRubbishCleanService getService() { return AppRubbishCleanService.this; } } public interface OnRubbishDataChangedListener { public void onRubbishTaskScanStart(int sumTask); public void onRubbishScanProgressChanged(String tastName, int progress); public void onRubbishScanTaskEnded(List<CacheInfo> infos); public void onRubbishTaskCleanStart(int sumTask); public void onRubbishCleanProgressChanged(String tastName); public void onRubbishCleanTaskEnded(long size); public void onRubbishTaskScanRootStart(int sumTask); public void onRubbishScanRootProgressChanged(String tastName, int progress); public void onRubbishScanRootTaskEnded(List<CacheInfo> infos); public void onRubbishTaskCleanRootStart(int sumTask); public void onRubbishCleanRootProgressChanged(String tastName, long size, int progress); public void onRubbishCleanRootTaskEnded(long size); } public void setOnRubbishDataChangedListener(OnRubbishDataChangedListener listener) { this.listener = listener; } private class RubbishScan extends AsyncTask<Void, Object, List<CacheInfo>> { private CountDownLatch countDownLatch; private List<CacheInfo> apps; private List<ApplicationInfo> packages; private PackageManager packageManager; @Override protected List<CacheInfo> doInBackground(Void... params) { apps = new ArrayList<CacheInfo>(); packageManager = getPackageManager(); packages = packageManager.getInstalledApplications( PackageManager.GET_META_DATA); countDownLatch = new CountDownLatch(packages.size()); publishProgress(packages.size()); try { int task = 0; for (ApplicationInfo applicationInfo : packages) { publishProgress(applicationInfo.loadLabel(packageManager), ++task); getPackageSizeInfoMethod.invoke(packageManager, applicationInfo.packageName, new IPackageStatsObserver.Stub() { @Override public void onGetStatsCompleted(PackageStats packageStats, boolean succeeded) throws RemoteException { synchronized (apps) { if (succeeded && packageStats.cacheSize > 0) { try { String packageName = packageStats.packageName; ApplicationInfo info = packageManager.getApplicationInfo(packageName, PackageManager.GET_META_DATA); String appName = info.loadLabel(packageManager).toString(); Drawable icon = info.loadIcon(packageManager); long cacheSize = packageStats.cacheSize; CacheInfo cacheInfo = new CacheInfo(packageName, appName, icon, cacheSize); apps.add(cacheInfo); mCacheSize += packageStats.cacheSize; } catch (PackageManager.NameNotFoundException e) { e.printStackTrace(); } } } synchronized (countDownLatch) { countDownLatch.countDown(); } } } ); } countDownLatch.await(); } catch (InvocationTargetException \| InterruptedException \| IllegalAccessException e) { e.printStackTrace(); } return apps; } @Override protected void onProgressUpdate(Object... values) { super.onProgressUpdate(values); if (listener != null) { if (values.length == 1) { listener.onRubbishTaskScanStart((Integer) values[0]); } if (values.length == 2) { listener.onRubbishScanProgressChanged((String) values[0], (Integer) values[1]); } } } @Override protected void onPostExecute(List<CacheInfo> infos) { super.onPostExecute(infos); if (listener != null) { listener.onRubbishScanTaskEnded(infos); } } } private class RubbishClean extends AsyncTask<Void, String, Long> { @Override protected Long doInBackground(Void... params) { final CountDownLatch countDownLatch = new CountDownLatch(1); StatFs stat = new StatFs(Environment.getDataDirectory().getAbsolutePath()); try { freeStorageAndNotifyMethod.invoke(getPackageManager(), (long) stat.getBlockCount() (long) stat.getBlockSize(), new IPackageDataObserver.Stub() { @Override public void onRemoveCompleted(String packageName, boolean succeeded) throws RemoteException { publishProgress(packageName); countDownLatch.countDown(); } } ); countDownLatch.await(); } catch (InvocationTargetException \| InterruptedException \| IllegalAccessException e) { e.printStackTrace(); } return mCacheSize; } @Override protected void onProgressUpdate(String... values) { if (listener != null) { listener.onRubbishCleanProgressChanged(values[0]); } super.onProgressUpdate(values); } @Override protected void onPostExecute(Long result) { mCacheSize = 0; if (listener != null) { listener.onRubbishCleanTaskEnded(result); } } } public void scanRubbish() { new RubbishScan().execute(); } public void cleanRubbish() { new RubbishClean().execute(); } private class RubbishScanRoot extends AsyncTask<Void, Object, List<CacheInfo>> { int tasks = 0; @Override protected List<CacheInfo> doInBackground(Void... params) { List<CacheInfo> infos = new ArrayList<CacheInfo>(); PackageManager packageManager = getPackageManager(); List<PackageInfo> installedPackages = packageManager.getInstalledPackages(0); //推送任务量 publishProgress(installedPackages.size()); for (PackageInfo packageInfo : installedPackages) { //推送进度 publishProgress(packageInfo.packageName, ++tasks); try { Context cxt = createPackageContext(packageInfo.packageName, Context.CONTEXT_IGNORE_SECURITY); String appName = cxt.getApplicationInfo().loadLabel(packageManager).toString(); Drawable icon = cxt.getApplicationInfo().loadIcon(packageManager); long cacheSize = getCacheSize(cxt); CacheInfo info = new CacheInfo(packageInfo.packageName, appName, icon, cacheSize); infos.add(info); } catch (PackageManager.NameNotFoundException e) { e.printStackTrace(); } } return infos; } @Override protected void onProgressUpdate(Object... values) { super.onProgressUpdate(values); if (listener != null) { if (values.length == 1) { listener.onRubbishTaskScanRootStart((Integer) values[0]); } if (values.length == 2) { listener.onRubbishScanRootProgressChanged((String) values[0], (Integer) values[1]); } } } @Override protected void onPostExecute(List<CacheInfo> infos) { super.onPostExecute(infos); if (listener != null) { listener.onRubbishScanRootTaskEnded(infos); } } } private class RubbishCleanRoot extends AsyncTask<List<CacheInfo>, Object, Long> { @Override protected Long doInBackground(List<CacheInfo>... params) { publishProgress(params[0].size()); long totalSize = 0; int index = 0; for (CacheInfo info : params[0]) { long size = deleteCache(info.getPackageName()); totalSize += size; publishProgress(info.getApplicationName(), size, ++index); } return totalSize; } @Override protected void onProgressUpdate(Object... values) { super.onProgressUpdate(values); if (listener != null) { if (values.length == 1) { listener.onRubbishTaskCleanRootStart((Integer) values[0]); } if (values.length == 3) { listener.onRubbishCleanRootProgressChanged((String) values[0], (Long) values[1], (Integer) values[2]); } } } @Override protected void onPostExecute(Long size) { super.onPostExecute(size); if (listener != null) { listener.onRubbishCleanRootTaskEnded(size); } } } private long getCacheSize(Context cxt) { long size = 0; List<File> files = getCacheFiles(cxt); for (File file : files) { size += getDirSize(file); } return size; } private List<File> getCacheFiles(Context cxt) { List<File> files = new ArrayList<File>(); files.add(cxt.getFilesDir()); files.add(cxt.getCacheDir()); files.add(cxt.getExternalCacheDir()); File dabaseFile = cxt.getFilesDir().getParentFile(); for (File f : dabaseFile.listFiles()) { if (f.getName().equals("database")) { for (File file : f.listFiles()) { if (file.getName().startsWith("webview.db") \|\| file.getName().startsWith("webviewCache.db")) { files.add(file); } } break; } } return files; } private long deleteCache(String packName) { try { Context cxt = createPackageContext(packName, Context.CONTEXT_IGNORE_SECURITY); long size = 0; List<File> files = getCacheFiles(cxt); for (File file : files) { if (file.isDirectory()) { size += deleteFile(file); } else { size += file.length(); file.delete(); } } return size; } catch (PackageManager.NameNotFoundException e) { e.printStackTrace(); return 0; } } private long deleteFile(File file) { if (file == null) { return 0; } long size = 0; if (file.isDirectory()) { File[] files = file.listFiles(); for (File f : files) { size += deleteFile(f); } file.delete(); } else { size += file.length(); file.delete(); } return size; } public long getDirSize(File file) { if (file == null) { return 0; } //判断文件是否存在 if (file.exists()) { //如果是目录则递归计算其内容的总大小 if (file.isDirectory()) { File[] children = file.listFiles(); long size = 0; for (File f : children) size += getDirSize(f); return size; } else { return file.length(); } } else { return 0; } } }	d73dfdba2b5828b3022bdd9a0b6984842a382ef3	[ "Java" ]	19	Java	goodshun/safe	31af8f631144bcfd7c816c4b9a1706a92e037906	21ab1b9717ecc883b31658d8aee0b1b04775f729
refs/heads/master	<repo_name>zwb1992/PinTuGame2<file_sep>/PinTuGame2/app/src/main/java/com/zwb/pintugame2/utils/ImageCut.java package com.zwb.pintugame2.utils; import android.graphics.Bitmap; import android.graphics.Matrix; /** * Created by zwb * Description 切图工具 * Date 2017/6/9. / public class ImageCut { private Bitmap mBitmap; public ImageCut(Bitmap mBitmap) { this.mBitmap = scaleBitmap(mBitmap); } /* * 默认行列相同 * * @param count * @return / public Bitmap[][] cutBitmap(int count) { int pieceWidth = mBitmap.getWidth() / count; Bitmap[][] bitmaps = new Bitmap[count][count]; for (int i = 0; i < count; i++) { for (int j = 0; j < count; j++) { bitmaps[i][j] = Bitmap.createBitmap(mBitmap, j pieceWidth, i * pieceWidth, pieceWidth, pieceWidth); } } return bitmaps; } /** * 使图片缩放至宽高相等 * * @param bitmap * @return / private Bitmap scaleBitmap(Bitmap bitmap) { int w = bitmap.getWidth(); int h = bitmap.getHeight(); if (w == h) { return bitmap; } int minSize = Math.min(w, h); float scaleW = minSize 1.0f / w; float scaleH = minSize * 1.0f / h; Matrix matrix = new Matrix(); matrix.postScale(scaleW, scaleH); return Bitmap.createBitmap(bitmap, 0, 0, w, h, matrix, true); } } <file_sep>/PinTuGame2/app/src/main/java/com/zwb/pintugame2/view/PinTuView.java package com.zwb.pintugame2.view; import android.content.Context; import android.content.res.TypedArray; import android.graphics.Bitmap; import android.graphics.BitmapFactory; import android.graphics.Color; import android.graphics.Matrix; import android.graphics.drawable.BitmapDrawable; import android.util.AttributeSet; import android.view.View; import android.view.animation.Animation; import android.view.animation.LinearInterpolator; import android.view.animation.TranslateAnimation; import android.widget.GridLayout; import android.widget.ImageView; import com.zwb.pintugame2.GameData; import com.zwb.pintugame2.R; import java.util.Random; /** * Created by zwb * Description 美女平图控件--基于GridLayout * Date 2017/6/9. / public class PinTuView extends GridLayout { private Bitmap bitmap; private int rowCount = 3;//行数 private int columnCount = 3;//列数 private ImageView[][] imageViews = null; private ImageView mStartImageView;//第一次点击的imageView private boolean init = false; private CallBack callBack; private boolean gameOver = false;//游戏结束，此时不能操作拼图了 private boolean isAnim = false;//如果正在执行动画，不能点击 public void setCallBack(CallBack callBack) { this.callBack = callBack; } public PinTuView(Context context) { this(context, null); } public PinTuView(Context context, AttributeSet attrs) { this(context, attrs, 0); } public PinTuView(Context context, AttributeSet attrs, int defStyleAttr) { super(context, attrs, defStyleAttr); init(context, attrs, defStyleAttr); } private void init(Context context, AttributeSet attrs, int defStyleAttr) { TypedArray a = context.getTheme().obtainStyledAttributes(attrs, R.styleable.PinTuView, defStyleAttr, 0); int id = a.getResourceId(R.styleable.PinTuView_bitmap, R.mipmap.ic_launcher); bitmap = BitmapFactory.decodeResource(getResources(), id); rowCount = getRowCount(); columnCount = getColumnCount(); initImageViews(); } /* * 初始化图片 / private ImageView imageView; private void initImageViews() { imageViews = new ImageView[rowCount][columnCount]; Bitmap bitmap = scaleBitmapToScreen(); int width = bitmap.getWidth(); int height = bitmap.getHeight(); int tempWidth = width / columnCount; int tempHeight = height / rowCount; Bitmap tempBitmap; for (int i = 0; i < rowCount; i++) { for (int j = 0; j < columnCount; j++) { tempBitmap = Bitmap.createBitmap(bitmap, j tempWidth, i * tempHeight, tempWidth, tempHeight); imageView = new ImageView(getContext()); imageView.setPadding(2, 2, 2, 2); imageView.setImageBitmap(tempBitmap); imageView.setTag(new GameData(i, j, tempBitmap)); imageViews[i][j] = imageView; addView(imageView); imageView.setOnClickListener(new View.OnClickListener() { @Override public void onClick(View v) { if (gameOver \|\| isAnim) { return; } ImageView srcImageView = (ImageView) v; if (mStartImageView == null) { mStartImageView = srcImageView; mStartImageView.setColorFilter(Color.parseColor("#55FF0000")); return; } //点击的是同一张图片，取消原来选中的图片 if (mStartImageView == srcImageView) { mStartImageView.setColorFilter(null); mStartImageView = null; return; } srcImageView.setColorFilter(Color.parseColor("#55FF0000")); isAnim = true; changePosition(srcImageView); } }); } } init = false; randomPosition(); init = true;//打乱顺序完成 } /** * 把bitmap缩放到与屏幕一样宽 / private Bitmap scaleBitmapToScreen() { int width = bitmap.getWidth(); int height = bitmap.getHeight(); //减去这12是因为有3行3列，每一个imageView设置的padding是2，减去之后图片才能完全显示 int screenW = getResources().getDisplayMetrics().widthPixels - columnCount 4; int screenH = getResources().getDisplayMetrics().heightPixels - rowCount * 4; float scale = Math.min(screenH * 1.0f / height, screenW * 1.0f / width); Matrix matrix = new Matrix(); matrix.postScale(scale, scale); return Bitmap.createBitmap(bitmap, 0, 0, width, height, matrix, true); } /** * 与空白块交换位置位置 * * @param srcImageView 要交换位置的imageView / private void changePosition(final ImageView srcImageView) { mStartImageView.setColorFilter(null); srcImageView.setColorFilter(null); int startX = mStartImageView.getLeft(); int startY = mStartImageView.getTop(); int endX = srcImageView.getLeft(); int endY = srcImageView.getTop(); TranslateAnimation startAnim = new TranslateAnimation(0, endX - startX, 0, endY - startY); startAnim.setDuration(2000); startAnim.setFillAfter(true); startAnim.setInterpolator(new LinearInterpolator()); startAnim.setAnimationListener(new Animation.AnimationListener() { @Override public void onAnimationStart(Animation animation) { isAnim = true; } @Override public void onAnimationEnd(Animation animation) { switchData(srcImageView); isAnim = false; } @Override public void onAnimationRepeat(Animation animation) { } }); mStartImageView.startAnimation(startAnim); TranslateAnimation endAnim = new TranslateAnimation(0, startX - endX, 0, startY - endY); endAnim.setDuration(2000); endAnim.setInterpolator(new LinearInterpolator()); endAnim.setFillAfter(true); srcImageView.startAnimation(endAnim); } /* * 交换数据 * * @param srcImageView 最后点击的图块 / private void switchData(ImageView srcImageView) { mStartImageView.clearAnimation(); srcImageView.clearAnimation(); GameData srcData = (GameData) srcImageView.getTag(); GameData dstData = (GameData) mStartImageView.getTag(); Bitmap bitmap = ((BitmapDrawable) srcImageView.getDrawable()).getBitmap(); dstData.setBitmap(bitmap); srcData.setBitmap(((BitmapDrawable) mStartImageView.getDrawable()).getBitmap()); int tempX = srcData.getP_x(); int tempY = srcData.getP_y(); srcData.setP_x(dstData.getP_x()); srcData.setP_y(dstData.getP_y()); dstData.setP_x(tempX); dstData.setP_y(tempY); srcImageView.setImageBitmap(((BitmapDrawable) mStartImageView.getDrawable()).getBitmap()); mStartImageView.setImageBitmap(bitmap); mStartImageView = null; if (isCompleted() && init) { gameOver = true; if (callBack != null) { callBack.completed(); } } } /* * 是否完成平图 * * @return true / private boolean isCompleted() { for (int i = 0; i < rowCount; i++) { for (int j = 0; j < columnCount; j++) { GameData gameData = (GameData) imageViews[i][j].getTag(); if (!gameData.isRightPosition()) { return false; } } } return true; } /* * 打乱顺序 */ private void randomPosition() { //打乱的次数 int count = 50; for (int i = 0; i < count; i++) { mStartImageView = imageViews[rowCount - 1][columnCount - 1]; int x = new Random().nextInt(rowCount); int y = new Random().nextInt(columnCount); GameData blankData = (GameData) mStartImageView.getTag(); //与最后一个图块交换位置。如果是同一个位置就不交换 if (x != blankData.getX() \|\| y != blankData.getY()) { switchData(imageViews[x][y]); } } } public void setRowColumn(int rowCount, int columnCount) { if (rowCount != 0 && columnCount != 0) { removeAllViews(); gameOver = false; this.rowCount = rowCount; this.columnCount = columnCount; super.setRowCount(rowCount); super.setColumnCount(columnCount); if (bitmap != null) { initImageViews(); } } } public interface CallBack { void gameOver(); void completed(); } } <file_sep>/README.md # PinTuGame2 美女拼图游戏2，点击两张图片交换位置 ##效果展示 ![这里写图片描述](https://github.com/zwb1992/PinTuGame2/blob/master/PinTuGame2/images/pintu2.gif)<file_sep>/PinTuGame2/app/src/main/java/com/zwb/pintugame2/SecondActivity.java package com.zwb.pintugame2; import android.support.v7.app.AppCompatActivity; import android.os.Bundle; import android.widget.Toast; import com.zwb.pintugame2.view.PinTuView2; public class SecondActivity extends AppCompatActivity { private PinTuView2 pt2; @Override protected void onCreate(Bundle savedInstanceState) { super.onCreate(savedInstanceState); setContentView(R.layout.activity_second); pt2 = (PinTuView2) findViewById(R.id.pt2); pt2.setCallBack(new PinTuView2.CallBack() { @Override public void gameOver() { } @Override public void completed() { Toast.makeText(SecondActivity.this, "恭喜你完成拼图", Toast.LENGTH_SHORT).show(); } }); } }	e2fc401dac62765e252783dd0bf67ab3421d215c	[ "Markdown", "Java" ]	4	Java	zwb1992/PinTuGame2	3c73cdd8e5a1e684e97b25a0d9e425d16c8f96cb	f8582aa4acfddf4a591dfdbc8755b2637d56d958
refs/heads/master	<file_sep><?php $chaine='23456789ABCDEFGHIJKLMNOPQRSTUVWXYZ'; $image=imagecreatefrompng('Images/captcha_1.png'); $color=imagecolorallocate($image, 140,0,140); $font='Fonts/Cartoon.ttf'; function getCode($length,$chars){ $code=null; for($i=0;$i<$length;$i++) { $code .=$chars{mt_rand(0,strlen($chars)-1)}; } return $code; }; $code = getCode(5,$chaine); $char1 = substr($code,0,1); $char2 = substr($code,1,1); $char3 = substr($code,2,1); $char4 = substr($code,4,1); imagettftext($image, 28;-10,0,37,$color,$font,$char1); imagettftext($image, 28,20,37,37, $color, $font, $char2); imagettftext($image, 28,-35,55,37, $color, $font, $char3); imagettftext($image, 28,25,100,37, $color, $font, $char4); imagettftext($image, 28,-15,120,37, $color, $font, $char5); header('Content-Type: image/png'); imagepng($image); imagedestroy($image); ?> <file_sep><?php echo "<img src='script-captchas.php' alt='captchas'/>"; echo "captachas tapé par l'utilisateur: .$_post['captchas']"; ?>	df5ffc74e5a7a4a7943e75a3df710cc6a29c7947	[ "Markdown", "PHP" ]	2	PHP	Camomille13/README.me	bf97ef247d23dc07c40b14d53d604721f673ddaf	706df2182569468dcbdc645a4202a1e6496f1474
refs/heads/master	<repo_name>mskwarcan/puzzlenode11<file_sep>/config.ru require 'puzzle' run Sinatra::Application<file_sep>/puzzle.rb require 'rubygems' require 'pry' require 'bundler' Bundler.setup require 'sinatra' get "/" do lines = read_file("public/complex_cave.txt") amount = lines.shift.to_i #remove_ceiling lines.shift fill_cave(lines, amount) water = water_in_column(lines) @graphic = lines @total = water erb :total end def read_file(file) lines = [] File.open(file).each do \|line\| lines << line.chomp unless line.chomp.empty? end lines end def fill_cave(cave, water) location = [0,0] water.times do \|x\| location = next_location(cave, location) cave[location[0]][location[1]] = "~" end cave end def next_location(cave, location) if cave[location[0] +1][location[1]] == "#" \|\| cave[location[0] +1][location[1]] == "~" if cave[location[0]][location[1] +1] == "#" \|\| cave[location[0]][location[1] +1] == "~" [location[0]-1, cave[location[0]-1].index(" ")] else [location[0], location[1]+1] end else [location[0]+1, location[1]] end end def water_in_column(lines) water = Array.new(lines.first.size, 0) lines.each do \|row\| row.size.times do \|x\| if row[x] == "~" water[x] = water[x] + 1 end if row[x] == " " && water[x] != 0 water[x] = "~" end end end water end	dcc787468d7bb9a309a3226b4ad8d0487baf356d	[ "Ruby" ]	2	Ruby	mskwarcan/puzzlenode11	6b1c60e1b4f9154b8202c59899700448394574c0	574b5e4e60a6d6174f42cd6ffc2259a9f97570d2
refs/heads/master	<file_sep>// // LoginViewController.swift // CoreModule // // Created by <NAME> on 12/09/2019. // Copyright © 2019 <NAME>. All rights reserved. // import UIKit public class LoginViewController: UIViewController { @IBOutlet var viewTitle: UILabel! @IBOutlet var userTF: UITextField! @IBOutlet var passwordTF: UITextField! @IBOutlet var signInB: UIButton! @IBOutlet var signUpB: UIButton! override public func viewDidLoad() { super.viewDidLoad() print("Init LoginViewController") } @IBAction func signIn(_ sender: Any) { print("-SignIn-") print("username \(userTF.text!) password \(passwordTF.text!)") } @IBAction func signUp(_ sender: Any) { print("SignUp") let testVC = SignUpViewController.loadFromNib() present(testVC, animated: true, completion: nil) } @IBAction func forgotPass(_ sender: Any) { print("forgot Pass") //let bundle = Bundle(identifier: "com.antoniofm.CoreModule") let storyboard = UIStoryboard(name: "ResetPasswordStoryboard", bundle: self.nibBundle) let controller = storyboard.instantiateViewController(withIdentifier: "resetPassword") present(controller, animated: true, completion: nil) /let storyboard = UIStoryboard(name: "ResetPasswordStoryboard", bundle: Bundle(for: ResetPassword.self)) let controller = storyboard.instantiateViewController(withIdentifier: "ResetPassword") self.present(controller, animated: true, completion: nil) / } override init(nibName nibNameOrNil: String?, bundle nibBundleOrNil: Bundle?) { super.init(nibName: "LoginViewController", bundle: Bundle(for: LoginViewController.self)) } required init?(coder aDecoder: NSCoder) { fatalError("init(coder:) has not been implemented") } } extension UIViewController { static func loadFromNib() -> Self { func instantiateFromNib<T: UIViewController>() -> T { return T.init(nibName: String(describing: T.self), bundle: nil) } return instantiateFromNib() } } <file_sep>// // ResetPassword.swift // CoreModule // // Created by <NAME> on 12/09/2019. // Copyright © 2019 <NAME>. All rights reserved. // import UIKit class ResetPassword: UIViewController { @IBOutlet var userTF: UITextField! @IBOutlet var resetB: UIButton! override func viewDidLoad() { print("Reset Password launched") } @IBAction func resetPassword(_ sender: Any) { print("reset! + \(userTF.text!)") } } <file_sep>// // SignUpViewController.swift // CoreModule // // Created by <NAME> on 12/09/2019. // Copyright © 2019 <NAME>. All rights reserved. // import UIKit class SignUpViewController: UIViewController { @IBOutlet var userTF: UITextField! override func viewDidLoad() { super.viewDidLoad() print("Init SignUpViewController") } @IBAction func SignUp(_ sender: Any) { print("SignUp button pushed: \(userTF.text!)") } override init(nibName nibNameOrNil: String?, bundle nibBundleOrNil: Bundle?) { super.init(nibName: "SignUpViewController", bundle: Bundle(for: SignUpViewController.self)) } required init?(coder aDecoder: NSCoder) { fatalError("init(coder:) has not been implemented") } } <file_sep>// // ViewController.swift // CoreModuleApp // // Created by <NAME> on 12/09/2019. // Copyright © 2019 <NAME>. All rights reserved. // import UIKit import CoreModule class ViewController: UIViewController { override func viewDidLoad() { super.viewDidLoad() let loginVC = LoginViewController() //UIApplication.topViewController()?.present(loginVC, animated: true, completion: nil) // let appDelegate = UIApplication.shared.delegate as! AppDelegate // appDelegate.window?.rootViewController = loginVC let appDelegate = UIApplication.shared.delegate as! AppDelegate let nav = UINavigationController(rootViewController: loginVC) appDelegate.window!.rootViewController = nav } } //Commented by unused //extension UIApplication { // class func topViewController(viewController: UIViewController? = UIApplication.shared.keyWindow?.rootViewController) -> UIViewController? { // if let nav = viewController as? UINavigationController { // return topViewController(viewController: nav.visibleViewController) // } // if let tab = viewController as? UITabBarController { // if let selected = tab.selectedViewController { // return topViewController(viewController: selected) // } // } // if let presented = viewController?.presentedViewController { // return topViewController(viewController: presented) // } // return viewController // } //}	1844667d979058867683f114055547f10e836ef8	[ "Swift" ]	4	Swift	antoniofdezios/MainCoreTarget	4c73093d0546e4d9c118213408ba2c2d2acde3b3	de16baac420eaaba0136b842f7a6200cd0b53e1d
refs/heads/master	<repo_name>DVD8084/BOOP_Tasks<file_sep>/Task1/lists/DoubleNode.h #ifndef DOUBLENODE_H #define DOUBLENODE_H /** * @brief Doubly linked list node. Used for DoubleList class. / template <typename T> class DoubleNode { public: T data; DoubleNode next; DoubleNode* prev; DoubleNode(); DoubleNode(T data); DoubleNode(T data, DoubleNode* next); DoubleNode(T data, DoubleNode next, DoubleNode prev); }; #include "DoubleNode.tpp" #endif<file_sep>/Task2/removeForm.cpp #include "removeForm.h" using std::vector; removeForm::removeForm() { widget.setupUi(this); } removeForm::removeForm(vector <RandomEvent>* events) { this->events = events; widget.setupUi(this); for (int i = 0; i < events->size(); i++) { widget.comboBox->addItem(QString::number(i + 1) + ": " + events->at(i).eventName()); } } removeForm::~removeForm() { } int removeForm::selectedID() { return widget.comboBox->currentIndex(); }<file_sep>/Task1/test.tpp using std::vector; using std::cout; /** * @brief Function used to test stack and queue classes. * @param structure A (preferably empty) stack or queue object. * @param type Data of any supported type. / template <typename U, typename V> void stack_queue_test(U structure, V type) { cout << "[PUSHING TEST]\n"; for (int i = 0; i < 5; i++) { cout << "Adding next element...\n"; structure.push(get_random<V>()); cout << "Current structure: "; structure.print(); } cout << "[TEST END]\n\n"; cout << "[PEEKING TEST]\n"; cout << "Peeked at element "; print_data(structure.peek()); cout << "\n[TEST END]\n\n"; cout << "[POPPING TEST]\n"; for (int i = 0; i < 5; i++) { cout << "Popped element "; print_data(structure.pop()); cout << "\nCurrent structure: "; structure.print(); } cout << "\n[TEST END]\n\n"; cout << "[RANDOM FILLING TEST]\n"; cout << "Filling with random elements...\n"; structure.fill_random(RANDOM_STRUCTURE_SIZE); cout << "Current structure: "; structure.print(); cout << "Filling with random elements...\n"; structure.fill_random(RANDOM_STRUCTURE_SIZE); cout << "Current structure: "; structure.print(); cout << "[TEST END]\n"; return; } /* * @brief Function used to test deque classes. * @param structure A (preferably empty) deque object. * @param type Data of any supported type. / template <typename U, typename V> void deque_test(U structure, V type) { cout << "[PUSHING TEST]\n"; for (int i = 0; i < 3; i++) { cout << "Adding next element (start)...\n"; structure.push_start(get_random<V>()); cout << "Current structure: "; structure.print(); } for (int i = 0; i < 3; i++) { cout << "Adding next element (end)...\n"; structure.push_end(get_random<V>()); cout << "Current structure: "; structure.print(); } cout << "[TEST END]\n\n"; cout << "[OUTPUT TEST]\n"; cout << "Current structure: "; structure.print(); cout << "Current structure (reversed): "; structure.print_rev(); cout << "[TEST END]\n\n"; cout << "[PEEKING TEST]\n"; cout << "Peeked at element "; print_data(structure.peek_start()); cout << " (start)\n"; cout << "Peeked at element "; print_data(structure.peek_end()); cout << " (end)\n"; cout << "[TEST END]\n\n"; cout << "[POPPING TEST]\n"; for (int i = 0; i < 3; i++) { cout << "Popped element "; print_data(structure.pop_start()); cout << " (start)\n"; cout << "Current structure: "; structure.print(); cout << "Popped element "; print_data(structure.pop_end()); cout << " (end)\n"; cout << "Current structure: "; structure.print(); } cout << "\n[TEST END]\n\n"; cout << "[RANDOM FILLING TEST]\n"; cout << "Filling with random elements...\n"; structure.fill_random(RANDOM_STRUCTURE_SIZE); cout << "Current structure: "; structure.print(); cout << "Filling with random elements...\n"; structure.fill_random(RANDOM_STRUCTURE_SIZE); cout << "Current structure: "; structure.print(); cout << "[TEST END]\n"; return; } /* * @brief Function used to test any data structure class included in the task. * @param element_type Data of any supported type. * @param structure_type Type of the tested structure (STACK, QUEUE, DEQUE). * @param implementation Implementation of the tested structure (ARRAY, LIST, STDLIB). / template <typename T> void structure_test(T element_type, int structure_type, int implementation) { if (structure_type / 3) { structure_type = 0; } if (implementation / 3) { implementation = 0; } switch (structure_type 3 + implementation) { case 0: { StackArray <T> stack; stack_queue_test(stack, element_type); break; } case 1: { StackList <T> stack; stack_queue_test(stack, element_type); break; } case 2: { StackStd <T> stack; stack_queue_test(stack, element_type); break; } case 3: { QueueArray <T> queue; stack_queue_test(queue, element_type); break; } case 4: { QueueList <T> queue; stack_queue_test(queue, element_type); break; } case 5: { QueueStd <T> queue; stack_queue_test(queue, element_type); break; } case 6: { DequeArray <T> deque; deque_test(deque, element_type); break; } case 7: { DequeList <T> deque; deque_test(deque, element_type); break; } case 8: { DequeStd <T> deque; deque_test(deque, element_type); break; } } return; }<file_sep>/Task2/addForm.h #ifndef _ADDFORM_H #define _ADDFORM_H #include <vector> #include <QPushButton> #include "ui_addForm.h" using std::vector; /** * @brief Used to add a "list"-type random event. / class addForm : public QDialog { Q_OBJECT public: /* * @brief Creates a default %addForm. / addForm(); virtual ~addForm(); /* * @brief Returns the name of the "list" event. / QString getEventName(); /* * @brief Returns string data from a table column as a QStringList. * @param col The column index. / QStringList getColumnList(int); /* * @brief Returns the outcome probabilities as a vector<double>. / vector <double> getProbabilities(); private slots: void on_lineEdit_textChanged(QString); void on_spinBox_valueChanged(int); void on_tableWidget_cellChanged(int, int); private: Ui::addForm widget; }; #endif / _ADDFORM_H / <file_sep>/Task3/archives.h #ifndef ARCHIVE_H #define ARCHIVE_H #include <archive.h> #include <archive_entry.h> int extract(const char); int copy_data(struct archive, struct archive); #endif /* ARCHIVE_H / <file_sep>/Task2/simulateForm.h #ifndef _SIMULATEFORM_H #define _SIMULATEFORM_H #include <vector> #include "randomEvents.h" #include "ui_simulateForm.h" using std::vector; /* * @brief Used to start a simulation of a group of random events. / class simulateForm : public QDialog { Q_OBJECT public: /* * @brief Creates an empty %simulateForm. / simulateForm(); /* * @brief Creates a %simulateForm with a specific set of events. * @param events The set of events, as a vector<RandomEvent>. / simulateForm(vector <RandomEvent>); virtual ~simulateForm(); /** * @brief Returns the events to simulate. / vector <RandomEvent> simulatedEvents(); /* * @brief Returns the simulation seed. / int seed(); /* * @brief Returns true if the seed has been input by user. / bool seedPresent(); private slots: void on_pushButton_clicked(); void on_tableWidget_cellChanged(int, int); void on_lineEdit_textChanged(QString); private: Ui::simulateForm widget; vector <RandomEvent> events; vector <int> simulated_ids; }; #endif /* _SIMULATEFORM_H / <file_sep>/Task1/test.h #ifndef TEST_H #define TEST_H #include <vector> #include <iostream> #include <windows.h> #include "arrays.h" #include "dice.h" #include "lists.h" #include "print.h" #include "std.h" using std::vector; using std::cout; #ifndef RANDOM_STRUCTURE_SIZE #define RANDOM_STRUCTURE_SIZE 5 #endif enum STRUCTURE_TYPE {STACK, QUEUE, DEQUE}; enum IMPLEMENTATION {ARRAY, LIST, STDLIB}; template <typename U, typename V> void stack_queue_test(U structure, V type); template <typename U, typename V> void deque_test(U structure, V type); template <typename T> void structure_test(T element_type, int structure_type, int implementation); void dice_test(); #include "test.tpp" #endif<file_sep>/Project/simulateForm.h #ifndef _SIMULATEFORM_H #define _SIMULATEFORM_H #include <vector> #include "randomEvents.h" #include "ui_simulateForm.h" using std::vector; /* * @brief Used to start a simulation of a group of random events. / class simulateForm : public QDialog { Q_OBJECT public: simulateForm(); simulateForm(vector <RandomEvent>); virtual ~simulateForm(); vector <RandomEvent> simulatedEvents(); vector <int> simulatedEventAmounts(); int seed(); bool seedPresent(); private slots: void on_addEvent_clicked(); void on_eventAmounts_cellChanged(int, int); void on_seed_textChanged(QString); private: Ui::simulateForm widget; vector <RandomEvent> events; vector <int> simulated_ids; }; #endif / _SIMULATEFORM_H / <file_sep>/Task1/std/StackStd.h #ifndef STACKSTD_H #define STACKSTD_H #include <stack> using std::stack; /* * @brief Stack based on std::stack. / template <typename T> class StackStd { private: stack<T> std_stack; public: StackStd(); StackStd(T data); void print(); int push(T new_data); T peek(); T pop(); void fill_random(int size); }; #include "StackStd.tpp" #endif<file_sep>/Task1/print.cpp #include "print.h" using std::cout; /* * These functions are used to print the data for any supported data type. / void print_data(int data) { cout << data; } void print_data(float data) { cout << data; } void print_data(double data) { cout << data; } void print_data(char data) { cout << data; } void print_data(std::string data) { cout << data; } void print_data(Dice data) { cout << "D" << data.side_amount() << "["; for (int i = 0; i < data.side_amount(); i++) { cout << "P(" << i << ") = " << data.probability(i); if (i < data.side_amount() - 1) { cout << "; "; } } cout << "]"; }<file_sep>/Task2/addForm.cpp #include "addForm.h" using std::vector; addForm::addForm() { widget.setupUi(this); widget.tableWidget->horizontalHeader()->setStretchLastSection(true); } addForm::~addForm() { } void addForm::on_lineEdit_textChanged(QString text) { //Check if the event name is present. if (text.isEmpty()) { widget.buttonBox->button(QDialogButtonBox::Ok)->setEnabled(false); } else { widget.buttonBox->button(QDialogButtonBox::Ok)->setEnabled(true); } } void addForm::on_spinBox_valueChanged(int val) { if (widget.tableWidget->rowCount() < val) { //Add default entries for all newly created outcomes. for (int i = widget.tableWidget->rowCount(); i < val; i++) { widget.tableWidget->setRowCount(i + 1); if (!widget.tableWidget->item(i, 0)) { QTableWidgetItem name = new QTableWidgetItem("Item " + QString::number(i + 1)); //default name widget.tableWidget->setItem(i, 0, name); QTableWidgetItem prob = new QTableWidgetItem("1"); //default probability widget.tableWidget->setItem(i, 1, prob); } } } else { //Remove old entries. widget.tableWidget->setRowCount(val); } } void addForm::on_tableWidget_cellChanged(int row, int col) { //Check if all table entries are valid. for (int i = 0; i < widget.tableWidget->rowCount(); i++) { if (col) { //Probability check, should be a positive double. bool ok = false; double value = 0; value = widget.tableWidget->item(i, col)->text().toDouble(&ok); if (!ok \|\| value <= 0) { widget.buttonBox->button(QDialogButtonBox::Ok)->setEnabled(false); break; } else { widget.buttonBox->button(QDialogButtonBox::Ok)->setEnabled(true); } } else { //Outcome name check, should not be empty. QString value = widget.tableWidget->item(i, col)->text(); if (value.isEmpty()) { widget.buttonBox->button(QDialogButtonBox::Ok)->setEnabled(false); break; } else { widget.buttonBox->button(QDialogButtonBox::Ok)->setEnabled(true); } } } } QString addForm::getEventName() { return widget.lineEdit->text(); } QStringList addForm::getColumnList(int col) { QStringList names; for (int i = 0; i < widget.tableWidget->rowCount(); i++) { names << widget.tableWidget->item(i, col)->text(); } return names; } vector <double> addForm::getProbabilities() { QStringList list = addForm::getColumnList(1); vector <double> probabilities; for (int i = 0; i < list.size(); i++) { probabilities.push_back(list[i].toDouble()); } return probabilities; }<file_sep>/Task1/arrays/DequeArray.tpp /* * @brief Creates an empty deque. / template <typename T> DequeArray<T>::DequeArray() { } /* * @brief Creates a deque with a specific first element. / template <typename T> DequeArray<T>::DequeArray(T data) { deque[0] = data; deque_size = 1; } /* * @brief Prints the contents of a deque. / template <typename T> void DequeArray<T>::print() { for (int i = 0; i < deque_size; i++) { print_data(deque[(deque_start + i) % MAX_ARRAY_SIZE]); if (i < deque_size - 1) { print_data(" <-> "); } else { print_data("\n"); } } } /* * @brief Prints the contents of a deque in reverse order. / template <typename T> void DequeArray<T>::print_rev() { for (int i = deque_size - 1; i >= 0; i--) { print_data(deque[(deque_start + i) % MAX_ARRAY_SIZE]); if (i > 0) { print_data(" <-> "); } else { print_data("\n"); } } } /* * @brief Pushes an element to the start of the deque. / template <typename T> int DequeArray<T>::push_start(T new_data) { if (deque_size < MAX_ARRAY_SIZE) { ++deque_size; --deque_start; deque_start = (deque_start < 0) ? MAX_ARRAY_SIZE + deque_start : deque_start; deque[deque_start] = new_data; return 1; } else { return 0; } } /* * @brief Pushes an element to the end of the deque. / template <typename T> int DequeArray<T>::push_end(T new_data) { if (deque_size < MAX_ARRAY_SIZE) { deque[(deque_start + deque_size) % MAX_ARRAY_SIZE] = new_data; ++deque_size; return 1; } else { return 0; } } /* * @brief Peeks at the element at the start of the deque. / template <typename T> T DequeArray<T>::peek_start() { if (deque_size) { return deque[deque_start]; } else { return get_empty<T>(); } } /* * @brief Peeks at the element at the end of the deque. / template <typename T> T DequeArray<T>::peek_end() { if (deque_size) { return deque[(deque_start + deque_size - 1) % MAX_ARRAY_SIZE]; } else { return get_empty<T>(); } } /* * @brief Pops an element at the start of the deque. / template <typename T> T DequeArray<T>::pop_start() { T popped = deque[deque_start]; if (deque_size) { --deque_size; ++deque_start; deque_start = (deque_start == MAX_ARRAY_SIZE) ? 0 : deque_start; } else { set_empty(popped); } return popped; } /* * @brief Pops an element at the end of the deque. / template <typename T> T DequeArray<T>::pop_end() { if (deque_size) { --deque_size; return deque[(deque_start + deque_size) % MAX_ARRAY_SIZE]; } else { return get_empty<T>(); } } /* * @brief Fills the deque with a fixed amount of random elements. * @param size The amount of elements. / template <typename T> void DequeArray<T>::fill_random(int size) { deque_start = 0; deque_size = 0; while(deque_size < size && size < MAX_ARRAY_SIZE) { set_random(deque[deque_size]); ++deque_size; } } <file_sep>/Task1/arrays/StackArray.h #ifndef STACKARRAY_H #define STACKARRAY_H #ifndef MAX_ARRAY_SIZE #define MAX_ARRAY_SIZE 100 #endif /* * @brief Stack based on arrays. / template <typename T> class StackArray { private: T stack[MAX_ARRAY_SIZE]; int stack_size = 0; public: StackArray(); StackArray(T data); void print(); int push(T new_data); T peek(); T pop(); void fill_random(int size); }; #include "StackArray.tpp" #endif<file_sep>/README.md # BOOP_Tasks This is a repository for Basics of Object-Oriented Programming tasks. ## Task1 Part 1: create classes for stacks, queues and deques (double-ended queues) using linked lists, arrays and standard library tools. Part 2: create classes for dice with various amounts of sides and different probabilities of landing each side up. Create tools to compute all possible roll results (sums) for a given set of dice and the probabilities of each sum. ## Task2 Create a GUI application for creating and simulating various random events. ## Task3 Description not yet ready. ## Project Description not yet ready. <file_sep>/Task1/std/DequeStd.h #ifndef DEQUESTD_H #define DEQUESTD_H #include <deque> using std::deque; /* * @brief Deque (double-ended queue) based on std::deque. / template <typename T> class DequeStd { private: deque<T> std_deque; public: DequeStd(); DequeStd(T data); void print(); void print_rev(); int push_start(T new_data); int push_end(T new_data); T peek_start(); T peek_end(); T pop_start(); T pop_end(); void fill_random(int size); }; #include "DequeStd.tpp" #endif<file_sep>/Task1/lists/DequeList.h #ifndef DEQUELIST_H #define DEQUELIST_H #include "DoubleList.h" /* * @brief Deque (double-ended queue) based on linked lists. / template <typename T> class DequeList : public DoubleList<T> { public: DequeList(); DequeList(T data); void print(); void print_rev(); int push_start(T new_data); int push_end(T new_data); T peek_start(); T peek_end(); T pop_start(); T pop_end(); void fill_random(int size); }; #include "DequeList.tpp" #endif<file_sep>/Task1/std/QueueStd.h #ifndef QUEUESTD_H #define QUEUESTD_H #include <queue> using std::queue; /* * @brief Queue based on std::queue. / template <typename T> class QueueStd { private: queue<T> std_queue; public: QueueStd(); QueueStd(T data); void print(); int push(T new_data); T peek(); T pop(); void fill_random(int size); }; #include "QueueStd.tpp" #endif<file_sep>/Task1/lists/DoubleList.h #ifndef DOUBLELIST_H #define DOUBLELIST_H #include "DoubleNode.h" /* * @brief Basic doubly linked list. Used for DequeList class. / template <typename T> class DoubleList { protected: DoubleNode<T> start; DoubleNode<T>* end; public: DoubleList(); DoubleList(T data); virtual ~DoubleList(); }; #include "DoubleList.tpp" #endif<file_sep>/Task1/lists/DoubleList.tpp /** * @brief Creates an empty list. / template <typename T> DoubleList<T>::DoubleList() { start = nullptr; end = start; } /* * @brief Creates a list with a specific first element. / template <typename T> DoubleList<T>::DoubleList(T data) { start = new DoubleNode<T>(data); end = start; } template <typename T> DoubleList<T>::~DoubleList() { DoubleNode<T> old; while (start) { old = start; start = start -> next; delete old; } } <file_sep>/Task3/mainForm.cpp #include "mainForm.h" using std::vector; mainForm::mainForm() { widget.setupUi(this); widget.contents->setColumnWidth(0, 250); } mainForm::~mainForm() { } void mainForm::on_actionOpen_File_triggered() { filePath = QFileDialog::getOpenFileName(this, "Open Archive", "", "Archive Files (.zip .rar .tar .iso .cab)"); if (!filePath.isEmpty()) { / open archive and read all entries / widget.contents->clear(); //widget.actionOpen_File->setText(filePath); struct archive a; struct archive_entry entry; int r; a = archive_read_new(); archive_read_support_filter_all(a); archive_read_support_format_all(a); r = archive_read_open_filename(a, filePath.toStdString().c_str(), 10240); if (r != ARCHIVE_OK) exit(1); while (archive_read_next_header(a, &entry) == ARCHIVE_OK) { QString path, size; path = archive_entry_pathname(entry); size.setNum(archive_entry_size(entry)); if (size == "0") { size = ""; } addTreeRoot(path, size); archive_read_data_skip(a); } r = archive_read_free(a); if (r != ARCHIVE_OK) exit(1); } widget.contents->sortItems(0, Qt::AscendingOrder); / rearrange entries into a tree / vector <QTreeWidgetItem> treeLevels; int itemCount = 0; while (itemCount < widget.contents->topLevelItemCount()) { QTreeWidgetItem item = widget.contents->topLevelItem(itemCount); int level = 0; QString subpath = item->text(0); QTreeWidgetItem subitem = widget.contents->topLevelItem(itemCount - 1); while (subitem) { if (subitem->text(0) == subpath.left(subitem->text(0).size())) { level++; if (subpath.size() > subitem->text(0).size() + 1) { subpath = subpath.right(subpath.size() - subitem->text(0).size() - 1); } if (subitem->childCount()) { subitem = subitem->child(subitem->childCount() - 1); } else { subitem = nullptr; } } else { break; } } treeLevels.resize(level); level = treeLevel(item->text(0)); if (level) { if (level > treeLevels.size()) { QString path = item->text(0); QTreeWidgetItem subfolder = new QTreeWidgetItem(); for (int i = 0; i < level - treeLevels.size() - 1; i++) { path = path.left(path.size() - lastPathElement(path).size() - isFolder(path)); subfolder->setText(0, lastPathElement(path)); QTreeWidgetItem folder = new QTreeWidgetItem(); folder->addChild(subfolder); subfolder = folder; } path = path.left(path.size() - lastPathElement(path).size() - isFolder(path)); subfolder->setText(0, lastPathElement(path)); if (treeLevels.size()) { treeLevels[treeLevels.size() - 1]->addChild(subfolder); } else { widget.contents->insertTopLevelItem(itemCount, subfolder); itemCount++; } int size = treeLevels.size(); for (int i = 0; i < level - size - 1; i++) { treeLevels.push_back(subfolder); subfolder = subfolder->child(0); } treeLevels.push_back(subfolder); } treeLevels.push_back(addTreeChild(treeLevels[level - 1], lastPathElement(item->text(0)), item->text(1))); delete item; } else { treeLevels.clear(); treeLevels.push_back(item); item->setText(0, lastPathElement(item->text(0))); itemCount++; } } } void mainForm::on_actionUnpack_triggered() { QString dir = QFileDialog::getExistingDirectory(this, "Open Directory", "", QFileDialog::ShowDirsOnly \| QFileDialog::DontResolveSymlinks); if (!dir.isEmpty()) { _chdir(dir.toStdString().c_str()); if(!extract(filePath.toStdString().c_str())) { if (filePath.right(4) == ".zip") { QMessageBox msg(QMessageBox::Critical, "Error", "Unsupported zip compression.", QMessageBox::Ok); msg.exec(); } QMessageBox msg(QMessageBox::Warning, "Warning", "libarchive returned an unusual value.\nThis might indicate an error.", QMessageBox::Ok); msg.exec(); } } } QTreeWidgetItem mainForm::addTreeRoot(QString name, QString description) { QTreeWidgetItem treeItem = new QTreeWidgetItem(widget.contents); treeItem->setText(0, name); treeItem->setText(1, description); return treeItem; } QTreeWidgetItem mainForm::addTreeChild(QTreeWidgetItem parent, QString name, QString description) { QTreeWidgetItem treeItem = new QTreeWidgetItem(); treeItem->setText(0, name); treeItem->setText(1, description); parent->addChild(treeItem); return treeItem; } bool mainForm::isFolder(QString path) { return path[path.size() - 1] == '/'; } int mainForm::treeLevel(QString path) { int level = 0; for (int i = 0; i < path.size(); i++) { if (path[i] == '/') { ++level; } } return level - isFolder(path); } QString mainForm::lastPathElement(QString path) { for (int i = 1; i < path.size(); i++) { if (path[path.size() - i - 1] == '/') { return path.right(i).left(i - (path[path.size() - 1] == '/')); } } return path.left(path.size() - (path[path.size() - 1] == '/')); }<file_sep>/Task1/random.h #ifndef RANDOM_H #define RANDOM_H #include <cstdlib> #include <vector> #include <string> #include "dice.h" #ifndef RANDOM_STRING_SIZE #define RANDOM_STRING_SIZE 10 #endif #ifndef RANDOM_VECTOR_SIZE #define RANDOM_VECTOR_SIZE 3 #endif using std::vector; / These functions are used to generate random elements of given type in order to fill a data structure with random elements. / void set_random(int& data); void set_random(float& data); void set_random(double& data); void set_random(char& data); void set_random(std::string& data); template <typename T> void set_random(vector<T>& data); void set_random(Dice& data); template <typename T> T get_random(); #include "random.tpp" #endif<file_sep>/Project/removeForm.cpp #include "removeForm.h" using std::vector; /* * @brief Creates an empty %removeForm. / removeForm::removeForm() { widget.setupUi(this); } /* * @brief Creates a %removeForm with a specific set of events. * @param events The set of events, as a vector<RandomEvent>. / removeForm::removeForm(vector <RandomEvent> events) { this->events = events; widget.setupUi(this); for (int i = 0; i < events->size(); i++) { widget.eventID->addItem(QString::number(i + 1) + ": " + events->at(i).eventName()); } } removeForm::~removeForm() { } /** * @brief Returns the index of the event to remove. / int removeForm::selectedID() { return widget.eventID->currentIndex(); }<file_sep>/Task1/lists/DoubleNode.tpp /* * @brief Creates an empty node. / template <typename T> DoubleNode<T>::DoubleNode() { set_empty(this -> data); this -> next = nullptr; this -> prev = nullptr; } /* * @brief Creates a node with specific data. / template <typename T> DoubleNode<T>::DoubleNode(T data) { this -> data = data; this -> next = nullptr; this -> prev = nullptr; } /* * @brief Creates a node with specific data and a pointer to the next node. / template <typename T> DoubleNode<T>::DoubleNode(T data, DoubleNode next) { this -> data = data; this -> next = next; this -> prev = nullptr; } /** * @brief Creates a node with specific data and pointers to the next and previous nodes. / template <typename T> DoubleNode<T>::DoubleNode(T data, DoubleNode next, DoubleNode prev) { this -> data = data; this -> next = next; this -> prev = prev; } <file_sep>/Task1/dice.cpp #include "dice.h" using std::vector; using std::cout; /* * @brief Internally used to make the sum of all probabilities * equal to 1 when creating a die with an uneven distribution. / void Dice::normalize() { double probabilities_sum = 0; for (int i = 0; i < probabilities.size(); i++) { if (probabilities[i] < 0) { probabilities[i] = 0; } } for (int i = 0; i < probabilities.size(); i++) { probabilities_sum += probabilities[i]; } if (probabilities_sum) { for (int i = 0; i < probabilities.size(); i++) { probabilities[i] /= probabilities_sum; } } } /* * @brief Creates a fair coin (2-sided die). / Dice::Dice() { probabilities.clear(); this -> sides = 2; for (int i = 0; i < 2; i++) { probabilities.push_back(0.5); } } /* * @brief Creates a fair die with a fixed amount of sides. * @param sides The side amount. / Dice::Dice(int sides) { probabilities.clear(); if (sides < 1) { sides = 1; } this -> sides = sides; for (int i = 0; i < sides; i++) { probabilities.push_back((double)1 / sides); } } /* * @brief Creates an unfair die with a fixed amount of sides. * @param sides The side amount. * @param probabilities The probability distribution as a vector<double>. / Dice::Dice(int sides, vector<double> probabilities) { if (sides < 1) { sides = 1; } this -> sides = sides; for (int i = 0; i < sides; i++) { if (i < probabilities.size()) { (this -> probabilities).push_back(probabilities[i]); } else { probabilities.push_back((double)1 / sides); } } normalize(); } /* * @brief Returns the amount of sides. / int Dice::side_amount() { return sides; } /* * @brief Returns the probability of a roll result. * @param i The roll result index (starting from 0). / double Dice::probability(int i) { if (i >= 0 && i < sides) { return probabilities[i]; } else { return 0; } } /* * @brief Returns all possible consequences for a dice set. * @param dice_set The dice set, as a vector<Dice>. / vector <vector <int> > get_roll_consequences(vector <Dice> dice_set) { vector <vector <int> > roll_consequences; int dice_amount = dice_set.size(); int variant_amount = 1; for (int i = 0; i < dice_amount; i++) { variant_amount = dice_set[i].side_amount(); } vector <int> consequence (dice_amount, 0); for (int i = 0; i < variant_amount; i++) { roll_consequences.push_back(consequence); } for (int i = 0; i < variant_amount; i++) { int result_divisor = variant_amount; for (int j = 0; j < dice_amount; j++) { result_divisor /= dice_set[j].side_amount(); roll_consequences[i][j] = (i / result_divisor) % dice_set[j].side_amount(); } } return roll_consequences; } /** * @brief Returns all possible consequences for a dice set, sorted by total score. * @param dice_set The dice set, as a vector<Dice>. / vector <vector <vector <int> > > get_sorted_consequences(vector <Dice> dice_set) { vector <vector <int> > roll_consequences = get_roll_consequences(dice_set); int dice_amount = dice_set.size(); int score_amount = 1; for (int i = 0; i < dice_amount; i++) { score_amount += dice_set[i].side_amount() - 1; } vector <vector <vector <int> > > sorted_consequences(score_amount); for (int i = 0; i < roll_consequences.size(); i++) { int sum = 0; for (int j = 0; j < dice_amount; j++) { sum += roll_consequences[i][j]; } sorted_consequences[sum].push_back(roll_consequences[i]); } return sorted_consequences; } /* * @brief Prints all possible scores for a given dice set, along with their probabilities. * @param dice_set The dice set, as a vector<Dice>. / void print_probabilities(vector <Dice> dice_set) { int dice_amount = dice_set.size(); vector <vector <vector <int> > > consequences = get_sorted_consequences(dice_set); for (int i = 0; i < consequences.size(); i++) { double total_probability = 0; for (int j = 0; j < consequences[i].size(); j++) { double probability = 1; for (int k = 0; k < consequences[i][j].size(); k++) { probability = dice_set[k].probability(consequences[i][j][k]); } total_probability += probability; } cout << "SUM: " << i + dice_amount << "\nPROBABILITY: " << total_probability << "\n\n"; } return; } <file_sep>/Task1/test.cpp #include "test.h" using std::vector; using std::cout; /** * @brief Function used to test the Dice class. * Conducts two tests: one with a set of two regular D6, and another * with a set of three unfair coins (p(0) = 1/3, p(1) = 2/3). / void dice_test() { vector <Dice> dice_set; for (int i = 0; i < 2; i++) { dice_set.push_back(Dice(6)); } vector <double> probabilities; for (int i = 0; i < 2; i++) { probabilities.push_back(i + 1); } vector <Dice> coin_set; for (int i = 0; i < 3; i++) { coin_set.push_back(Dice(2, probabilities)); } cout << "[SET 1: 2 REGULAR DICE]\n"; print_probabilities(dice_set); cout << "\n[SET 2: 3 UNFAIR COINS]\n[p(0) = 1/3, p(1) = 2/3]\n"; print_probabilities(coin_set); }<file_sep>/Project/addForm.cpp #include "addForm.h" using std::vector; /* * @brief Creates a default %addForm. / addForm::addForm() { widget.setupUi(this); } addForm::~addForm() { } /* * @brief Check if the event name is present. * * If the event name is empty, the "Ok" button is disabled. / void addForm::on_name_textChanged(QString text) { if (text.isEmpty()) { widget.buttonBox->button(QDialogButtonBox::Ok)->setEnabled(false); } else { widget.buttonBox->button(QDialogButtonBox::Ok)->setEnabled(true); } } /* * @brief Update the outcome table according to the new amount of event outcomes. / void addForm::on_resultAmount_valueChanged(int val) { if (widget.results->rowCount() < val) { / Add default entries for all newly created outcomes. / for (int i = widget.results->rowCount(); i < val; i++) { widget.results->setRowCount(i + 1); if (!widget.results->item(i, 0)) { QTableWidgetItem name = new QTableWidgetItem("Item " + QString::number(i + 1)); widget.results->setItem(i, 0, name); QTableWidgetItem prob = new QTableWidgetItem("1"); widget.results->setItem(i, 1, prob); } } } else { / Remove old entries. / widget.results->setRowCount(val); } } /* * @brief Check if all table entries are valid. * * If either any event name is empty or any probability * is less than zero, the "Ok" button is disabled. / void addForm::on_results_cellChanged(int row, int col) { for (int i = 0; i < widget.results->rowCount(); i++) { if (col) { / Probability check, should be a positive double. / bool ok = false; double value = 0; value = widget.results->item(i, col)->text().toDouble(&ok); if (!ok \|\| value <= 0) { widget.buttonBox->button(QDialogButtonBox::Ok)->setEnabled(false); break; } else { widget.buttonBox->button(QDialogButtonBox::Ok)->setEnabled(true); } } else { / Outcome name check, should not be empty. / QString value = widget.results->item(i, col)->text(); if (value.isEmpty()) { widget.buttonBox->button(QDialogButtonBox::Ok)->setEnabled(false); break; } else { widget.buttonBox->button(QDialogButtonBox::Ok)->setEnabled(true); } } } } /* * @brief Returns the name of the "list" event. / QString addForm::getEventName() { return widget.name->text(); } /* * @brief Returns string data from a table column as a QStringList. * @param col The column index. / QStringList addForm::getColumnList(int col) { QStringList names; for (int i = 0; i < widget.results->rowCount(); i++) { names << widget.results->item(i, col)->text(); } return names; } /* * @brief Returns the outcome probabilities as a vector<double>. / vector <double> addForm::getProbabilities() { QStringList list = addForm::getColumnList(1); vector <double> probabilities; for (int i = 0; i < list.size(); i++) { probabilities.push_back(list[i].toDouble()); } return probabilities; }<file_sep>/Task1/empty.cpp #include "empty.h" using std::vector; /* * These functions are used to set the supported types to respective empty values. * The values are: * (int) 0. * (float) 0. * (double) 0. * (char) NULL character. * (string) Empty string. * (vector) Default vector. * (Dice) Fair coin. / void set_empty(int& data) { data = 0; } void set_empty(float& data) { data = 0; } void set_empty(double& data) { data = 0; } void set_empty(char& data) { data = 0; } void set_empty(std::string& data) { data = ""; } void set_empty(Dice& data) { data = Dice(2); } <file_sep>/Task1/random.tpp using std::vector; /* * @brief Initializes %std::vector as a set of random values. * @param data The initialized %std::vector. / template <typename T> void set_random(vector<T>& data) { vector<T> vect; T subdata; for (int i = 0; i < RANDOM_VECTOR_SIZE; i++) { set_random(subdata); vect.push_back(subdata); } data = vect; } /* * @brief Returns a random value for any supported type. / template <typename T> T get_random() { T data; set_random(data); return data; } <file_sep>/Task1/lists/List.tpp /* * @brief Creates an empty list. / template <typename T> List<T>::List() { start = nullptr; } /* * @brief Creates a list with a specific first element. / template <typename T> List<T>::List(T data) { start = new Node<T>(data); } template <typename T> List<T>::~List() { Node<T> old; while (start) { old = start; start = start -> next; delete old; } } <file_sep>/Project/randomEvents.cpp #include "randomEvents.h" /** * @brief Internally used to make the sum of all probabilities equal to 1 * when creating an event with an uneven distribution. / void RandomEvent::normalize() { double probabilities_sum = 0; for (int i = 0; i < probabilities.size(); i++) { if (probabilities[i] < 0) { probabilities[i] = 0; } } for (int i = 0; i < probabilities.size(); i++) { probabilities_sum += probabilities[i]; } if (probabilities_sum) { for (int i = 0; i < probabilities.size(); i++) { probabilities[i] /= probabilities_sum; } } } /* * @brief Creates a "die" event with a fixed amount of sides. * @param result_amount The side amount. / RandomEvent::RandomEvent(int result_amount) { probabilities.clear(); if (result_amount < 1) { result_amount = 1; } this -> result_amount = result_amount; this -> event_name = "D" + QString::number(result_amount); for (int i = 0; i < result_amount; i++) { probabilities.push_back((double)1 / result_amount); this -> result_names.append(QString::number(i + 1)); } } /* * @brief Creates a "die" event with a fixed amount of sides * and a user-supplied probability distribution. * @param result_amount The side amount. * @param probabilities The probability distribution as a vector<double>. / RandomEvent::RandomEvent(int result_amount, vector<double> probabilities) : RandomEvent(result_amount) { for (int i = 0; i < result_amount; i++) { if (i < probabilities.size()) { this -> probabilities[i] = probabilities[i]; } } normalize(); } /* * @brief Creates an event with a user-supplied probability distribution * and names for each possible outcome. * @param result_names The names of the outcomes. * @param probabilities The probability distribution as a vector<double>. / RandomEvent::RandomEvent(QStringList result_names, vector<double> probabilities) : RandomEvent::RandomEvent((result_names.size() > probabilities.size() ? result_names.size() : probabilities.size()), probabilities) { for (int i = 0; i < result_names.size(); i++) { this -> result_names[i] = result_names[i]; } } /* * @brief Creates a named event with a user-supplied probability * distribution and names for each possible outcome. * @param event_name The name of the event. * @param result_names The names of the outcomes. * @param probabilities The probability distribution as a vector<double>. / RandomEvent::RandomEvent(QString event_name, QStringList result_names, vector<double> probabilities) : RandomEvent::RandomEvent(result_names, probabilities) { this -> event_name = event_name; } /* * @brief Returns the amount of outcomes. / int RandomEvent::resultAmount() { return result_amount; } /* * @brief Returns the event name. / QString RandomEvent::eventName() { return event_name; } /* * @brief Returns the name of an outcome. * @param i The outcome index. / QString RandomEvent::resultName(int i) { if (i >= 0 && i < result_amount) { return result_names[i]; } else { return ""; } } /* * @brief Returns the probability of an outcome. * @param i The outcome index. / double RandomEvent::probability(int i) { if (i >= 0 && i < result_amount) { return probabilities[i]; } else { return 0; } } /* * @brief Simulates a group of events. * @param events The simulated events, as a vector<RandomEvent>. * @param amounts The amount of simulation runs for each event, as a vector<int>. * @param set_seed Is this is true, the seed for random number generation * will be determined by the @a seed value, * rather than the user's current time. * @param seed The seed for random number generation. Defaults to 0. * @return The outcome indexes and the used seed, as a vector<vector<int>>. / vector <vector <int> > simulate(vector <RandomEvent> events, vector <int> amounts, bool set_seed = false, int seed = 0) { vector <vector <int> > results(events.size() + 1); if (!set_seed) { seed = time(0); } srand(seed); rand(); for (int i = 0; i < events.size(); i++) { for (int j = 0; j < amounts[i]; j++) { double random = (double) rand() / RAND_MAX; double sum = 0; for (int k = 0; k < events[i].resultAmount(); k++) { sum += events[i].probability(k); if (random < sum \|\| sum >= 1) { results[i].push_back(k); break; } } } } results[results.size() - 1].push_back(seed); return results; }<file_sep>/Task1/arrays/QueueArray.tpp /* * @brief Creates an empty queue. / template <typename T> QueueArray<T>::QueueArray() { } /* * @brief Creates a queue with a specific first element. / template <typename T> QueueArray<T>::QueueArray(T data) { queue[0] = data; queue_size = 1; } /* * @brief Prints the contents of a queue. / template <typename T> void QueueArray<T>::print() { for (int i = 0; i < queue_size; i++) { print_data(queue[(queue_start + i) % MAX_ARRAY_SIZE]); if (i < queue_size - 1) { print_data(" <- "); } else { print_data("\n"); } } } /* * @brief Pushes an element to the queue. / template <typename T> int QueueArray<T>::push(T new_data) { if (queue_size < MAX_ARRAY_SIZE) { queue[(queue_start + queue_size) % MAX_ARRAY_SIZE] = new_data; ++queue_size; return 1; } else { return 0; } } /* * @brief Peeks at the queue. / template <typename T> T QueueArray<T>::peek() { if (queue_size) { return queue[queue_start]; } else { return get_empty<T>(); } } /* * @brief Pops an element from the queue. / template <typename T> T QueueArray<T>::pop() { T popped = queue[queue_start]; if (queue_size) { --queue_size; ++queue_start; queue_start = (queue_start == MAX_ARRAY_SIZE) ? 0 : queue_start; } else { set_empty(popped); } return popped; } /* * @brief Fills the queue with a fixed amount of random elements. * @param size The amount of elements. / template <typename T> void QueueArray<T>::fill_random(int size) { queue_start = 0; queue_size = 0; while(queue_size < size && size < MAX_ARRAY_SIZE) { set_random(queue[queue_size]); ++queue_size; } } <file_sep>/Project/mainForm.h #ifndef _MAINFORM_H #define _MAINFORM_H #include <vector> #include "randomEvents.h" #include "ui_mainForm.h" using std::vector; /* * @brief The main application form. / class mainForm : public QMainWindow { Q_OBJECT public: mainForm(); virtual ~mainForm(); private slots: void on_actionAdd_List_triggered(); void on_actionAdd_Die_triggered(); void on_actionRemove_Random_Event_triggered(); void on_actionSimulate_triggered(); void on_eventID_currentIndexChanged(int); private: Ui::mainForm widget; bool eventHasBeenAdded = false; vector <RandomEvent> events, simulated_events; vector <vector <int> > results; double experimentalProbability(int, int); void errNothingToSimulate(); void showStats(int); void showChart(int); }; #endif / _MAINFORM_H / <file_sep>/Task1/std.h #ifndef STD_H #define STD_H #include "empty.h" #include "print.h" #include "random.h" #include "std\StackStd.h" #include "std\QueueStd.h" #include "std\DequeStd.h" #endif <file_sep>/Task1/print.h #ifndef PRINT_H #define PRINT_H #include <iostream> #include <vector> #include "dice.h" using std::cout; / These functions are used to print elements of given type. / void print_data(int data); void print_data(float data); void print_data(double data); void print_data(char data); void print_data(std::string data); template <typename T> void print_data(std::vector<T> data); void print_data(Dice data); #include "print.tpp" #endif<file_sep>/Project/dieForm.cpp #include "dieForm.h" /* * @brief Creates a default %dieForm. Default amount of sides is 2. / dieForm::dieForm() { widget.setupUi(this); widget.sideAmount->setText("2"); } dieForm::~dieForm() { } /* * @brief Check if the side amount is valid. * * If the side amount isn't a valid integer between 1 and 10000 * (non-inclusively), the "Ok" button is disabled. / void dieForm::on_sideAmount_textChanged(QString text) { bool ok = false; int value = 0; value = text.toInt(&ok); if (!ok \|\| value < 2 \|\| value > 9999) { widget.buttonBox->button(QDialogButtonBox::Ok)->setEnabled(false); } else { widget.buttonBox->button(QDialogButtonBox::Ok)->setEnabled(true); } } /* * @brief Returns the amount of sides. / int dieForm::getSides() { return widget.sideAmount->text().toInt(); }<file_sep>/Task3/mainForm.h #ifndef _MAINFORM_H #define _MAINFORM_H #include "ui_mainForm.h" #include "archives.h" #include <direct.h> #include <vector> #include <QFileDialog> #include <QMessageBox> #include <archive.h> #include <archive_entry.h> class mainForm : public QMainWindow { Q_OBJECT public: mainForm(); virtual ~mainForm(); private slots: void on_actionOpen_File_triggered(); void on_actionUnpack_triggered(); private: Ui::mainForm widget; QString filePath; QTreeWidgetItem addTreeRoot(QString, QString); QTreeWidgetItem addTreeChild(QTreeWidgetItem, QString, QString); bool isFolder(QString); int treeLevel(QString); QString lastPathElement(QString); }; #endif /* _MAINFORM_H / <file_sep>/Task2/dieForm.h #ifndef _DIEFORM_H #define _DIEFORM_H #include <QPushButton> #include "ui_dieForm.h" /* * @brief Used to add a "die"-type random event. * * Dice events are list events with a fixed name (Dn) and n even outcomes, * numbered from 1 to n. They are useful for getting random integer values. * Note that it is possible to get numbers from 1 to 9999 using a %dieForm, * while an %addForm can only create 99 possible outcomes for an event. / class dieForm : public QDialog { Q_OBJECT public: /* * @brief Creates a default %dieForm. Default amount of sides is 2. / dieForm(); virtual ~dieForm(); /* * @brief Returns the amount of sides. / int getSides(); private slots: void on_lineEdit_textChanged(QString); private: Ui::dieForm widget; }; #endif / _DIEFORM_H / <file_sep>/Task1/lists/DequeList.tpp /* * @brief Creates an empty deque. / template <typename T> DequeList<T>::DequeList() : DoubleList<T>() { } /* * @brief Creates a deque with a specific first element. / template <typename T> DequeList<T>::DequeList(T data) : DoubleList<T>(data) { } /* * @brief Prints the contents of a deque. / template <typename T> void DequeList<T>::print() { DoubleNode<T> current = this -> start; while (current) { print_data(current -> data); if (current -> next) { print_data(" <-> "); } else { print_data("\n"); } current = current -> next; } } /** * @brief Prints the contents of a deque in reverse order. / template <typename T> void DequeList<T>::print_rev() { DoubleNode<T> current = this -> end; while (current) { print_data(current -> data); if (current -> prev) { print_data(" <-> "); } else { print_data("\n"); } current = current -> prev; } } /** * @brief Pushes an element to the start of the deque. / template <typename T> int DequeList<T>::push_start(T new_data) { DoubleNode<T> new_start = new DoubleNode<T>(new_data, this -> start); if (this -> start) { this -> start -> prev = new_start; } this -> start = new_start; if (!this -> end) { this -> end = this -> start; } return 1; } /** * @brief Pushes an element to the end of the deque. / template <typename T> int DequeList<T>::push_end(T new_data) { DoubleNode<T> new_end = new DoubleNode<T>(new_data, nullptr, this -> end); if (this -> end) { this -> end -> next = new_end; } this -> end = new_end; if (!this -> start) { this -> start = this -> end; } return 1; } /** * @brief Peeks at the element at the start of the deque. / template <typename T> T DequeList<T>::peek_start() { if (this -> start) { return this -> start -> data; } else { return get_empty<T>(); } } /* * @brief Peeks at the element at the end of the deque. / template <typename T> T DequeList<T>::peek_end() { if (this -> end) { return this -> end -> data; } else { return get_empty<T>(); } } /* * @brief Pops an element at the start of the deque. / template <typename T> T DequeList<T>::pop_start() { if (this -> start) { T popped = this -> start -> data; DoubleNode<T> old = this -> start; this -> start = this -> start -> next; if (this -> start) { this -> start -> prev = nullptr; } else { this -> end = nullptr; } delete old; return popped; } else { return get_empty<T>(); } } /** * @brief Pops an element at the end of the deque. / template <typename T> T DequeList<T>::pop_end() { if (this -> end) { T popped = this -> end -> data; DoubleNode<T> old = this -> end; this -> end = this -> end -> prev; if (this -> end) { this -> end -> next = nullptr; } else { this -> start = nullptr; } delete old; return popped; } else { return get_empty<T>(); } } /** * @brief Fills the deque with a fixed amount of random elements. * @param size The amount of elements. / template <typename T> void DequeList<T>::fill_random(int size) { delete this -> start; this -> start = new DoubleNode<T>(get_random<T>()); DoubleNode<T> current = this -> start; for (int i = 0; i < size - 1; i++) { DoubleNode<T>* new_node = new DoubleNode<T>(get_random<T>(), nullptr, current); current -> next = new_node; current = new_node; } this -> end = current; } <file_sep>/Task1/std/QueueStd.tpp template <typename T> QueueStd<T>::QueueStd() { } template <typename T> QueueStd<T>::QueueStd(T data) { std_queue.push(data); } template <typename T> void QueueStd<T>::print() { queue<T> queue_copy = std_queue; while (queue_copy.size()) { print_data(queue_copy.front()); queue_copy.pop(); if (queue_copy.size()) { print_data(" <- "); } else { print_data("\n"); } } } template <typename T> int QueueStd<T>::push(T new_data) { std_queue.push(new_data); return 1; } template <typename T> T QueueStd<T>::peek() { if (std_queue.size()) { return std_queue.front(); } else { return get_empty<T>(); } } template <typename T> T QueueStd<T>::pop() { if (std_queue.size()) { T popped = std_queue.front(); std_queue.pop(); return popped; } else { return get_empty<T>(); } } template <typename T> void QueueStd<T>::fill_random(int size) { queue<T> new_queue; std_queue = new_queue; for(int i = 0; i < size; i++) { std_queue.push(get_random<T>()); } } <file_sep>/Task1/lists/List.h #ifndef LIST_H #define LIST_H #include "Node.h" /** * @brief Basic singly linked list. Used for StackList and QueueList classes. / template <typename T> class List { protected: Node<T> start; public: List(); List(T data); virtual ~List(); }; #include "List.tpp" #endif<file_sep>/Task2/randomEvents.cpp #include "randomEvents.h" void RandomEvent::normalize() { double probabilities_sum = 0; for (int i = 0; i < probabilities.size(); i++) { if (probabilities[i] < 0) { probabilities[i] = 0; } } for (int i = 0; i < probabilities.size(); i++) { probabilities_sum += probabilities[i]; } if (probabilities_sum) { for (int i = 0; i < probabilities.size(); i++) { probabilities[i] /= probabilities_sum; } } } RandomEvent::RandomEvent(int result_amount) { probabilities.clear(); if (result_amount < 1) { result_amount = 1; } this -> result_amount = result_amount; this -> event_name = "D" + QString::number(result_amount); for (int i = 0; i < result_amount; i++) { probabilities.push_back((double)1 / result_amount); this -> result_names.append(QString::number(i + 1)); } } RandomEvent::RandomEvent(int result_amount, vector<double> probabilities) : RandomEvent(result_amount) { for (int i = 0; i < result_amount; i++) { if (i < probabilities.size()) { this -> probabilities[i] = probabilities[i]; } } normalize(); } RandomEvent::RandomEvent(QStringList result_names, vector<double> probabilities) : RandomEvent::RandomEvent((result_names.size() > probabilities.size() ? result_names.size() : probabilities.size()), probabilities) { for (int i = 0; i < result_names.size(); i++) { this -> result_names[i] = result_names[i]; } } RandomEvent::RandomEvent(QString event_name, QStringList result_names, vector<double> probabilities) : RandomEvent::RandomEvent(result_names, probabilities) { this -> event_name = event_name; } int RandomEvent::resultAmount() { return result_amount; } QString RandomEvent::eventName() { return event_name; } QString RandomEvent::resultName(int i) { if (i >= 0 && i < result_amount) { return result_names[i]; } else { return ""; } } double RandomEvent::probability(int i) { if (i >= 0 && i < result_amount) { return probabilities[i]; } else { return 0; } } vector <int> simulate(vector <RandomEvent> events, bool set_seed = false, int seed = 0) { vector <int> results(events.size()); if (!set_seed) { seed = time(0); } srand(seed); for (int i = 0; i < events.size(); i++) { double random = (double) rand() / RAND_MAX; double sum = 0; for (int j = 0; j < events[i].resultAmount(); j++) { sum += events[i].probability(j); if (random < sum \|\| sum >= 1) { results[i] = j; break; } } } results.push_back(seed); return results; }<file_sep>/Task2/mainForm.cpp #include "mainForm.h" #include "addForm.h" #include "removeForm.h" #include "simulateForm.h" #include "randomEvents.h" #include "dieForm.h" #include <QMessageBox> mainForm::mainForm() { widget.setupUi(this); } mainForm::~mainForm() { } void mainForm::on_actionAdd_List_triggered() { //Add a "list" event using the %addForm. addForm f; if (f.exec()) { eventHasBeenAdded = true; RandomEvent event(f.getEventName(), f.getColumnList(0), f.getProbabilities()); events.push_back(event); } } void mainForm::on_actionAdd_Die_triggered() { //Add a "die" event using the %dieForm. dieForm f; if (f.exec()) { eventHasBeenAdded = true; RandomEvent event(f.getSides()); events.push_back(event); } } void mainForm::on_actionRemove_Random_Event_triggered() { //Remove an event using the %removeForm. if (events.size()) { removeForm f(&events); if (f.exec()) { events.erase(events.begin() + f.selectedID()); } } else { errNothingToSimulate(); } } void mainForm::on_actionSimulate_triggered() { //Simulate events using the %simulateForm and output the simulation results. if (events.size()) { simulateForm f(&events); if (f.exec()) { vector <RandomEvent> simulated_events = f.simulatedEvents(); vector <int> results = simulate(simulated_events, f.seedPresent(), f.seed()); widget.plainTextEdit->appendPlainText("Seed: " + QString::number(results[results.size() - 1])); for (int i = 0; i < results.size() - 1; i++) { widget.plainTextEdit->appendPlainText("Result of " + simulated_events[i].eventName() + ": " + simulated_events[i].resultName(results[i])); } widget.plainTextEdit->appendPlainText(""); } } else { errNothingToSimulate(); } } void mainForm::errNothingToSimulate() { //Show this error message if there are no events present and a form that requires events to be present is called. if (eventHasBeenAdded) { QMessageBox msg(QMessageBox::NoIcon, " ", "BUT THERE IS NOTHING LEFT.", QMessageBox::Yes); msg.exec(); } else { QMessageBox msg(QMessageBox::NoIcon, " ", "BUT THERE IS NOWHERE TO START FROM.", QMessageBox::Yes); msg.exec(); } }<file_sep>/Project/simulateForm.cpp #include "simulateForm.h" using std::vector; /** * @brief Creates an empty %simulateForm. / simulateForm::simulateForm() { widget.setupUi(this); widget.buttonBox->button(QDialogButtonBox::Ok)->setEnabled(false); widget.eventAmounts->setColumnWidth(0, 150); widget.eventAmounts->horizontalHeader()->setStretchLastSection(true); } /* * @brief Creates a %simulateForm with a specific set of events. * @param events The set of events, as a vector<RandomEvent>. / simulateForm::simulateForm(vector <RandomEvent> events) : simulateForm::simulateForm() { this->events = events; for (int i = 0; i < events->size(); i++) { widget.eventID->addItem(QString::number(i + 1) + ": " + events->at(i).eventName()); } } simulateForm::~simulateForm() { } /** * @brief Add the currently chosen event to the simulated events table. / void simulateForm::on_addEvent_clicked() { / Add event to the simulated events list. / simulated_ids.push_back(widget.eventID->currentIndex()); int rows = widget.eventAmounts->rowCount(); if (!rows) { widget.buttonBox->button(QDialogButtonBox::Ok)->setEnabled(true); } / Add new table entries for the event. / widget.eventAmounts->setRowCount(rows + 1); QTableWidgetItem name = new QTableWidgetItem(events->at(widget.eventID->currentIndex()).eventName()); name->setFlags(name->flags() & ~Qt::ItemIsEditable); widget.eventAmounts->setItem(rows, 0, name); QTableWidgetItem amount = new QTableWidgetItem("1"); widget.eventAmounts->setItem(rows, 1, amount); } /* * @brief Check if all table entries are valid. * * If any event amount isn't a positive integer, the "Ok" button is disabled. / void simulateForm::on_eventAmounts_cellChanged(int row, int col) { for (int i = 0; i < widget.eventAmounts->rowCount(); i++) { if (col) { / Check if the amount of events is a positive integer. / bool ok = false; int value = 0; value = widget.eventAmounts->item(i, col)->text().toInt(&ok); if (!ok \|\| value <= 0) { widget.buttonBox->button(QDialogButtonBox::Ok)->setEnabled(false); break; } else { widget.buttonBox->button(QDialogButtonBox::Ok)->setEnabled(true); } } } } /* * @brief Check if the seed is an integer. * * If the seed isn't an integer, the "Ok" button is disabled. / void simulateForm::on_seed_textChanged(QString text) { bool ok = false; text.toInt(&ok); if (!ok) { widget.buttonBox->button(QDialogButtonBox::Ok)->setEnabled(false); } else { widget.buttonBox->button(QDialogButtonBox::Ok)->setEnabled(true); } } /* * @brief Returns the events to simulate. / vector <RandomEvent> simulateForm::simulatedEvents() { / Construct the event vector from event IDs. / vector <RandomEvent> simulated_events; for (int i = 0; i < widget.eventAmounts->rowCount(); i++) { simulated_events.push_back(events->at(simulated_ids[i])); } return simulated_events; } /* * @brief Returns the amounts of events to simulate. / vector <int> simulateForm::simulatedEventAmounts() { / Construct the amount vector from event amounts. / vector <int> amounts; for (int i = 0; i < widget.eventAmounts->rowCount(); i++) { amounts.push_back(widget.eventAmounts->item(i, 1)->text().toInt()); } return amounts; } /* * @brief Returns the simulation seed. / int simulateForm::seed() { return widget.seed->text().toInt(); } /* * @brief Returns true if the seed has been input by user. / bool simulateForm::seedPresent() { return !widget.seed->text().isEmpty(); }<file_sep>/Task1/std/StackStd.tpp template <typename T> StackStd<T>::StackStd() { } template <typename T> StackStd<T>::StackStd(T data) { std_stack.push(data); } template <typename T> void StackStd<T>::print() { stack<T> stack_copy = std_stack; while (stack_copy.size()) { print_data(stack_copy.top()); stack_copy.pop(); if (stack_copy.size()) { print_data(" <- "); } else { print_data("\n"); } } } template <typename T> int StackStd<T>::push(T new_data) { std_stack.push(new_data); return 1; } template <typename T> T StackStd<T>::peek() { if (std_stack.size()) { return std_stack.top(); } else { return get_empty<T>(); } } template <typename T> T StackStd<T>::pop() { if (std_stack.size()) { T popped = std_stack.top(); std_stack.pop(); return popped; } else { return get_empty<T>(); } } template <typename T> void StackStd<T>::fill_random(int size) { stack<T> new_stack; std_stack = new_stack; for(int i = 0; i < size; i++) { std_stack.push(get_random<T>()); } } <file_sep>/Project/mainForm.cpp #include "mainForm.h" #include "addForm.h" #include "removeForm.h" #include "simulateForm.h" #include "randomEvents.h" #include "dieForm.h" #include <QMessageBox> #include <QString> #include <QtCharts/QSplineSeries> mainForm::mainForm() { widget.setupUi(this); } mainForm::~mainForm() { } /* * @brief Add a "list" event using the %addForm. / void mainForm::on_actionAdd_List_triggered() { addForm f; if (f.exec()) { eventHasBeenAdded = true; RandomEvent event(f.getEventName(), f.getColumnList(0), f.getProbabilities()); events.push_back(event); } } /* * @brief Add a "die" event using the %dieForm. / void mainForm::on_actionAdd_Die_triggered() { dieForm f; if (f.exec()) { eventHasBeenAdded = true; RandomEvent event(f.getSides()); events.push_back(event); } } /* * @brief Remove an event using the %removeForm. / void mainForm::on_actionRemove_Random_Event_triggered() { if (events.size()) { removeForm f(&events); if (f.exec()) { events.erase(events.begin() + f.selectedID()); } } else { errNothingToSimulate(); } } /* * @brief Simulate events using the %simulateForm and output the simulation results. / void mainForm::on_actionSimulate_triggered() { if (events.size()) { simulateForm f(&events); if (f.exec()) { / Clear the log and the statistics display. / widget.resultInfo->clear(); disconnect(widget.eventID, SIGNAL(currentIndexChanged(int)), this, SLOT(on_eventID_currentIndexChanged(int))); widget.eventID->clear(); connect(widget.eventID, SIGNAL(currentIndexChanged(int)), this, SLOT(on_eventID_currentIndexChanged(int))); / Save the simulated events and the simulation results. / simulated_events = f.simulatedEvents(); vector <int> amounts = f.simulatedEventAmounts(); results = simulate(simulated_events, amounts, f.seedPresent(), f.seed()); / Add the simulation results to the log. / widget.resultInfo->appendPlainText("Seed: " + QString::number(results[results.size() - 1][0]) + "\n"); for (int i = 0; i < results.size() - 1; i++) { widget.resultInfo->appendPlainText("Simulation " + QString::number(i + 1)); for (int j = 0; j < results[i].size(); j++) { widget.resultInfo->appendPlainText("Result of " + simulated_events[i].eventName() + ": " + simulated_events[i].resultName(results[i][j])); } widget.resultInfo->appendPlainText(""); } widget.resultInfo->appendPlainText(""); /* * Add the simulated events to the statistics display. * The first event should display automatically. / for (int i = 0; i < simulated_events.size(); i++) { widget.eventID->addItem(QString::number(i + 1) + ": " + simulated_events[i].eventName()); } } } else { errNothingToSimulate(); } } /* * @brief Show the respective statistics for the chosen event. / void mainForm::on_eventID_currentIndexChanged(int index) { showStats(index); showChart(index); } /* * @brief Shows an error message telling there are no events present. * * Show this error message if there are no events present * and a form that requires events to be present is called. / void mainForm::errNothingToSimulate() { if (eventHasBeenAdded) { QMessageBox msg(QMessageBox::NoIcon, " ", "BUT THERE IS NOTHING LEFT.", QMessageBox::Yes); msg.exec(); } else { QMessageBox msg(QMessageBox::NoIcon, " ", "BUT THERE IS NOWHERE TO START FROM.", QMessageBox::Yes); msg.exec(); } } /* * @brief Shows statistics table for the chosen random event. * @param event_id The simulated event index. / void mainForm::showStats(int event_id) { if (event_id < simulated_events.size()) { widget.probabilityTable->setRowCount(simulated_events[event_id].resultAmount()); } for (int i = 0; i < widget.probabilityTable->rowCount(); i++) { QTableWidgetItem name = new QTableWidgetItem(simulated_events[event_id].resultName(i)); name->setFlags(name->flags() & ~Qt::ItemIsEditable); widget.probabilityTable->setItem(i, 0, name); QTableWidgetItem expected = new QTableWidgetItem(QString::number(simulated_events[event_id].probability(i))); expected->setFlags(name->flags() & ~Qt::ItemIsEditable); widget.probabilityTable->setItem(i, 1, expected); QTableWidgetItem actual = new QTableWidgetItem(QString::number(experimentalProbability(event_id, i))); actual->setFlags(name->flags() & ~Qt::ItemIsEditable); widget.probabilityTable->setItem(i, 2, actual); QTableWidgetItem difference = new QTableWidgetItem(QString::number(experimentalProbability(event_id, i) - simulated_events[event_id].probability(i))); difference->setFlags(name->flags() & ~Qt::ItemIsEditable); widget.probabilityTable->setItem(i, 3, difference); } } /* * @brief Computes probability of an event result based on experimental data. * @param event_id The simulated event index. * @param result_id The event result index. / double mainForm::experimentalProbability(int event_id, int result_id) { double probability = 0; if (event_id < simulated_events.size()) { if (result_id < simulated_events[event_id].resultAmount()) { for (int i = 0; i < results[event_id].size(); i++) { if (result_id == results[event_id][i]) { probability++; } } if (results[event_id].size()) { probability /= results[event_id].size(); } } } return probability; } /* * @brief Shows probability chart for the chosen random event. * @param event_id The simulated event index. / void mainForm::showChart(int event_id) { if (event_id < simulated_events.size()) { QSplineSeries expected = new QSplineSeries(); QSplineSeries* actual = new QSplineSeries(); expected->setName("Expected"); actual->setName("Actual"); expected->append(0, 0); actual->append(0, 0); for (int i = 0; i < simulated_events[event_id].resultAmount(); i++) { expected->append(i + 1, simulated_events[event_id].probability(i)); actual->append(i + 1, experimentalProbability(event_id, i)); } expected->append(simulated_events[event_id].resultAmount() + 1, 0); actual->append(simulated_events[event_id].resultAmount() + 1, 0); widget.probabilityChart->chart()->removeAllSeries(); widget.probabilityChart->chart()->setTitle("Probability distribution"); widget.probabilityChart->chart()->addSeries(expected); widget.probabilityChart->chart()->addSeries(actual); widget.probabilityChart->chart()->createDefaultAxes(); double maxProbability = 0; for (int i = 0; i < simulated_events[event_id].resultAmount(); i++) { if (maxProbability < simulated_events[event_id].probability(i)) { maxProbability = simulated_events[event_id].probability(i); } } widget.probabilityChart->chart()->axisX()->setVisible(false); widget.probabilityChart->chart()->axisX()->setMax(simulated_events[event_id].resultAmount() + 1); widget.probabilityChart->chart()->axisY()->setMax(std::min((double)1, maxProbability * 2)); widget.probabilityChart->chart()->legend()->setVisible(true); widget.probabilityChart->chart()->legend()->setAlignment(Qt::AlignBottom); } }<file_sep>/Task1/lists/QueueList.tpp /** * @brief Creates an empty queue. / template <typename T> QueueList<T>::QueueList() : List<T>() { this -> end = this -> start; } /* * @brief Creates a queue with a specific first element. / template <typename T> QueueList<T>::QueueList(T data) : List<T>(data) { this -> end = this -> start; } /* * @brief Prints the contents of a queue. / template <typename T> void QueueList<T>::print() { Node<T> current = this -> start; while (current) { print_data(current -> data); if (current -> next) { print_data(" <- "); } else { print_data("\n"); } current = current -> next; } } /** * @brief Pushes an element to the queue. / template <typename T> int QueueList<T>::push(T new_data) { Node<T> new_end = new Node<T>(new_data); if (this -> end) { this -> end -> next = new_end; } this -> end = new_end; if (!this -> start) { this -> start = this -> end; } return 1; } /** * @brief Peeks at the queue. / template <typename T> T QueueList<T>::peek() { if (this -> start) { return this -> start -> data; } else { return get_empty<T>(); } } /* * @brief Pops an element from the queue. / template <typename T> T QueueList<T>::pop() { if (this -> start) { T popped = this -> start -> data; Node<T> old = this -> start; this -> start = this -> start -> next; delete old; return popped; } else { return get_empty<T>(); } } /** * @brief Fills the queue with a fixed amount of random elements. * @param size The amount of elements. / template <typename T> void QueueList<T>::fill_random(int size) { delete this -> start; this -> start = new Node<T>(get_random<T>()); Node<T> current = this -> start; for (int i = 0; i < size - 1; i++) { Node<T>* new_node = new Node<T>(get_random<T>()); current -> next = new_node; current = new_node; } this -> end = current; } <file_sep>/Task2/randomEvents.h #ifndef RANDOMEVENTS_H #define RANDOMEVENTS_H #include <cstdlib> #include <cmath> #include <ctime> #include <iostream> #include <vector> #include <QStringList> using std::vector; using std::cout; /** * @brief Container used to store random events. * * Stores information about the event name and the names and * probabilities of the event outcomes. / class RandomEvent { private: int result_amount = 1; QString event_name; QStringList result_names; vector <double> probabilities; /* * @brief Internally used to make the sum of all probabilities equal to 1 * when creating an event with an uneven distribution. / void normalize(); public: /* * @brief Creates a "die" event with a fixed amount of sides. * @param result_amount The side amount. / RandomEvent(int); /* * @brief Creates a "die" event with a fixed amount of sides * and a user-supplied probability distribution. * @param result_amount The side amount. * @param probabilities The probability distribution as a vector<double>. / RandomEvent(int, vector<double>); /* * @brief Creates an event with a user-supplied probability distribution * and names for each possible outcome. * @param result_names The names of the outcomes. * @param probabilities The probability distribution as a vector<double>. / RandomEvent(QStringList, vector<double>); /* * @brief Creates a named event with a user-supplied probability * distribution and names for each possible outcome. * @param event_name The name of the event. * @param result_names The names of the outcomes. * @param probabilities The probability distribution as a vector<double>. / RandomEvent(QString, QStringList, vector<double>); /* * @brief Returns the amount of outcomes. / int resultAmount(); /* * @brief Returns the event name. / QString eventName(); /* * @brief Returns the name of an outcome. * @param i The outcome index. / QString resultName(int); /* * @brief Returns the probability of an outcome. * @param i The outcome index. / double probability(int); }; /* * @brief Simulates a group of events. * @param events The simulated events, as a vector<RandomEvent>. * @param set_seed Is this is true, the seed for random number generation * will be determined by the @a seed value, * rather than the user's current time. * @param seed The seed for random number generation. Defaults to 0. * @return The outcome indexes and the used seed, as a vector<int>. / vector <int> simulate(vector <RandomEvent>, bool, int); #endif / RANDOMEVENTS_H / <file_sep>/Task1/empty.h #ifndef EMPTY_H #define EMPTY_H #include <vector> #include <string> #include "dice.h" using std::vector; / These functions are used to generate empty elements of given type. / void set_empty(int& data); void set_empty(float& data); void set_empty(double& data); void set_empty(char& data); void set_empty(std::string& data); template <typename T> void set_empty(vector<T>& data); void set_empty(Dice& data); template <typename T> T get_empty(); #include "empty.tpp" #endif<file_sep>/Task1/lists/Node.tpp /* * @brief Creates an empty node. / template <typename T> Node<T>::Node() { set_empty(this -> data); this -> next = nullptr; } /* * @brief Creates a node with specific data. / template <typename T> Node<T>::Node(T data) { this -> data = data; this -> next = nullptr; } /* * @brief Creates a node with specific data and a pointer to the next node. / template <typename T> Node<T>::Node(T data, Node next) { this -> data = data; this -> next = next; } <file_sep>/Task1/lists/StackList.tpp /** * @brief Creates an empty stack. / template <typename T> StackList<T>::StackList() : List<T>() { } /* * @brief Creates a stack with a specific first element. / template <typename T> StackList<T>::StackList(T data) : List<T>(data) { } /* * @brief Prints the contents of a stack. / template <typename T> void StackList<T>::print() { Node<T> current = this -> start; while (current) { print_data(current -> data); if (current -> next) { print_data(" -> "); } else { print_data("\n"); } current = current -> next; } } /** * @brief Pushes an element to the stack. / template <typename T> int StackList<T>::push(T new_data) { Node<T> new_start = new Node<T>(new_data, this -> start); this -> start = new_start; return 1; } /** * @brief Peeks at the stack. / template <typename T> T StackList<T>::peek() { if (this -> start) { return this -> start -> data; } else { return get_empty<T>(); } } /* * @brief Pops an element from the stack. / template <typename T> T StackList<T>::pop() { if (this -> start) { T popped = this -> start -> data; Node<T> old = this -> start; this -> start = this -> start -> next; delete old; return popped; } else { return get_empty<T>(); } } /** * @brief Fills the stack with a fixed amount of random elements. * @param size The amount of elements. / template <typename T> void StackList<T>::fill_random(int size) { delete this -> start; this -> start = new Node<T>(get_random<T>()); Node<T> current = this -> start; for (int i = 0; i < size - 1; i++) { Node<T>* new_node = new Node<T>(get_random<T>()); current -> next = new_node; current = new_node; } } <file_sep>/Task1/arrays/QueueArray.h #ifndef QUEUEARRAY_H #define QUEUEARRAY_H #ifndef MAX_ARRAY_SIZE #define MAX_ARRAY_SIZE 100 #endif /** * @brief Queue based on arrays. / template <typename T> class QueueArray { private: T queue[MAX_ARRAY_SIZE]; int queue_start = 0, queue_size = 0; public: QueueArray(); QueueArray(T data); void print(); int push(T new_data); T peek(); T pop(); void fill_random(int size); }; #include "QueueArray.tpp" #endif<file_sep>/Task1/print.tpp /* * @brief Prints the contents of %std::vector. / template <typename T> void print_data(std::vector<T> data) { cout << "["; for (int i = 0; i < data.size(); i++) { print_data(data[i]); if (i < data.size() - 1) { cout << "; "; } } cout << "]"; }<file_sep>/Task1/lists/QueueList.h #ifndef QUEUELIST_H #define QUEUELIST_H #include "List.h" /* * @brief Queue based on linked lists. / template <typename T> class QueueList : public List<T> { private: Node<T> end; public: QueueList(); QueueList(T data); void print(); int push(T new_data); T peek(); T pop(); void fill_random(int size); }; #include "QueueList.tpp" #endif<file_sep>/Task1/empty.tpp using std::vector; /** * @brief Initializes %std::vector as a default vector. * @param data The initialized %std::vector. / template <typename T> void set_empty(vector<T>& data) { vector<T> vect; data = vect; } /* * @brief Returns an empty value for any supported type. / template <typename T> T get_empty() { T data; set_empty(data); return data; }<file_sep>/Task1/main.cpp #include "arrays.h" #include "dice.h" #include "empty.h" #include "lists.h" #include "print.h" #include "random.h" #include "std.h" #include "test.h" int main(int argc, char* argv) { /* * Possible vaues for structure_test(): * STACK, QUEUE, DEQUE for the second argument; * ARRAY, LIST, STDLIB for the third argument. / char type; structure_test(type, QUEUE, LIST); //dice_test(); return 0; } <file_sep>/Task1/lists/Node.h #ifndef NODE_H #define NODE_H /* * @brief Singly linked list node. Used for List class. / template <typename T> class Node { public: T data; Node next; Node(); Node(T data); Node(T data, Node* next); }; #include "Node.tpp" #endif<file_sep>/Task1/dice.h #ifndef DICE_H #define DICE_H #include <cstdlib> #include <iostream> #include <vector> using std::vector; using std::cout; /** * @brief Class used to store unfair dice. * * Stores information about the amount of sides and * the probabilities of each side being the roll result. / class Dice { private: int sides = 2; vector <double> probabilities; void normalize(); public: Dice(); Dice(int sides); Dice(int sides, vector<double> probabilities); int side_amount(); double probability(int i); }; vector <vector <int> > get_roll_consequences(vector <Dice> dice_set); vector <vector <vector <int> > > get_sorted_consequences(vector <Dice> dice_set); void print_probabilities(vector <Dice> dice_set); #endif<file_sep>/Task1/std/DequeStd.tpp /* * @brief Creates an empty deque. / template <typename T> DequeStd<T>::DequeStd() { } /* * @brief Creates a deque with a specific first element. / template <typename T> DequeStd<T>::DequeStd(T data) { std_deque.push_front(data); } /* * @brief Prints the contents of a deque. / template <typename T> void DequeStd<T>::print() { for (int i = 0; i < std_deque.size(); i++) { print_data(std_deque[i]); if (i < std_deque.size() - 1) { print_data(" <-> "); } else { print_data("\n"); } } } /* * @brief Prints the contents of a deque in reverse order. / template <typename T> void DequeStd<T>::print_rev() { for (int i = std_deque.size() - 1; i >= 0; i--) { print_data(std_deque[i]); if (i > 0) { print_data(" <-> "); } else { print_data("\n"); } } } /* * @brief Pushes an element to the start of the deque. / template <typename T> int DequeStd<T>::push_start(T new_data) { std_deque.push_front(new_data); return 1; } /* * @brief Pushes an element to the end of the deque. / template <typename T> int DequeStd<T>::push_end(T new_data) { std_deque.push_back(new_data); return 1; } /* * @brief Peeks at the element at the start of the deque. / template <typename T> T DequeStd<T>::peek_start() { if (std_deque.size()) { return std_deque.front(); } else { return get_empty<T>(); } } /* * @brief Peeks at the element at the end of the deque. / template <typename T> T DequeStd<T>::peek_end() { if (std_deque.size()) { return std_deque.back(); } else { return get_empty<T>(); } } /* * @brief Pops an element at the start of the deque. / template <typename T> T DequeStd<T>::pop_start() { if (std_deque.size()) { T popped = std_deque.front(); std_deque.pop_front(); return popped; } else { return get_empty<T>(); } } /* * @brief Pops an element at the end of the deque. / template <typename T> T DequeStd<T>::pop_end() { if (std_deque.size()) { T popped = std_deque.back(); std_deque.pop_back(); return popped; } else { return get_empty<T>(); } } /* * @brief Fills the deque with a fixed amount of random elements. * @param size The amount of elements. / template <typename T> void DequeStd<T>::fill_random(int size) { deque<T> new_deque; std_deque = new_deque; for(int i = 0; i < size; i++) { std_deque.push_front(get_random<T>()); } } <file_sep>/Task1/arrays/StackArray.tpp /* * @brief Creates an empty stack. / template <typename T> StackArray<T>::StackArray() { } /* * @brief Creates a stack with a specific first element. / template <typename T> StackArray<T>::StackArray(T data) { stack[0] = data; stack_size = 1; } /* * @brief Prints the contents of a stack. / template <typename T> void StackArray<T>::print() { for (int i = 0; i < stack_size; i++) { print_data(stack[i]); if (i < stack_size - 1) { print_data(" <- "); } else { print_data("\n"); } } } /* * @brief Pushes an element to the stack. / template <typename T> int StackArray<T>::push(T new_data) { if (stack_size < MAX_ARRAY_SIZE) { stack[stack_size++] = new_data; return 1; } else { return 0; } } /* * @brief Peeks at the stack. / template <typename T> T StackArray<T>::peek() { if (stack_size) { return stack[stack_size - 1]; } else { return get_empty<T>(); } } /* * @brief Pops an element from the stack. / template <typename T> T StackArray<T>::pop() { if (stack_size) { return stack[--stack_size]; } else { return get_empty<T>(); } } /* * @brief Fills the stack with a fixed amount of random elements. * @param size The amount of elements. / template <typename T> void StackArray<T>::fill_random(int size) { stack_size = 0; while(stack_size < size && size < MAX_ARRAY_SIZE) { set_random(stack[stack_size]); ++stack_size; } } <file_sep>/Task2/dieForm.cpp #include "dieForm.h" dieForm::dieForm() { widget.setupUi(this); widget.lineEdit->setText("2"); } dieForm::~dieForm() { } void dieForm::on_lineEdit_textChanged(QString text) { //Check if the amount of sides is more than 1 and less than 10000. bool ok = false; int value = 0; value = text.toInt(&ok); if (!ok \|\| value < 2 \|\| value > 9999) { widget.buttonBox->button(QDialogButtonBox::Ok)->setEnabled(false); } else { widget.buttonBox->button(QDialogButtonBox::Ok)->setEnabled(true); } } int dieForm::getSides() { return widget.lineEdit->text().toInt(); }<file_sep>/Project/addForm.h #ifndef _ADDFORM_H #define _ADDFORM_H #include <vector> #include <QPushButton> #include "ui_addForm.h" using std::vector; /* * @brief Used to add a "list"-type random event. / class addForm : public QDialog { Q_OBJECT public: addForm(); virtual ~addForm(); QString getEventName(); QStringList getColumnList(int); vector <double> getProbabilities(); private slots: void on_name_textChanged(QString); void on_resultAmount_valueChanged(int); void on_results_cellChanged(int, int); private: Ui::addForm widget; }; #endif / _ADDFORM_H / <file_sep>/Task1/arrays/DequeArray.h #ifndef DEQUEARRAY_H #define DEQUEARRAY_H #ifndef MAX_ARRAY_SIZE #define MAX_ARRAY_SIZE 100 #endif /* * @brief Deque (double-ended queue) based on arrays. / template <typename T> class DequeArray { private: T deque[MAX_ARRAY_SIZE]; int deque_start = 0, deque_size = 0; public: DequeArray(); DequeArray(T data); void print(); void print_rev(); int push_start(T new_data); int push_end(T new_data); T peek_start(); T peek_end(); T pop_start(); T pop_end(); void fill_random(int size); }; #include "DequeArray.tpp" #endif<file_sep>/Project/randomEvents.h #ifndef RANDOMEVENTS_H #define RANDOMEVENTS_H #include <cstdlib> #include <cmath> #include <ctime> #include <iostream> #include <vector> #include <QStringList> using std::vector; using std::cout; /* * @brief Class used to store random events. * * Stores information about the event name and the names and * probabilities of the event outcomes. / class RandomEvent { private: int result_amount = 1; QString event_name; QStringList result_names; vector <double> probabilities; void normalize(); public: RandomEvent(int); RandomEvent(int, vector<double>); RandomEvent(QStringList, vector<double>); RandomEvent(QString, QStringList, vector<double>); int resultAmount(); QString eventName(); QString resultName(int); double probability(int); }; vector <vector <int> > simulate(vector <RandomEvent>, vector <int>, bool, int); #endif / RANDOMEVENTS_H / <file_sep>/Task1/arrays.h #ifndef ARRAYS_H #define ARRAYS_H #include "empty.h" #include "print.h" #include "random.h" #include "arrays\StackArray.h" #include "arrays\QueueArray.h" #include "arrays\DequeArray.h" #endif <file_sep>/Task2/simulateForm.cpp #include "simulateForm.h" using std::vector; simulateForm::simulateForm() { widget.setupUi(this); widget.buttonBox->button(QDialogButtonBox::Ok)->setEnabled(false); widget.tableWidget->setColumnWidth(0, 150); widget.tableWidget->horizontalHeader()->setStretchLastSection(true); } simulateForm::simulateForm(vector <RandomEvent> events) : simulateForm::simulateForm() { this->events = events; for (int i = 0; i < events->size(); i++) { widget.comboBox->addItem(QString::number(i + 1) + ": " + events->at(i).eventName()); } } simulateForm::~simulateForm() { } void simulateForm::on_pushButton_clicked() { simulated_ids.push_back(widget.comboBox->currentIndex()); int rows = widget.tableWidget->rowCount(); if (!rows) { widget.buttonBox->button(QDialogButtonBox::Ok)->setEnabled(true); } //Add new table entries for the event. widget.tableWidget->setRowCount(rows + 1); QTableWidgetItem name = new QTableWidgetItem(events->at(widget.comboBox->currentIndex()).eventName()); name->setFlags(name->flags() & ~Qt::ItemIsEditable); widget.tableWidget->setItem(rows, 0, name); QTableWidgetItem amount = new QTableWidgetItem("1"); widget.tableWidget->setItem(rows, 1, amount); } void simulateForm::on_tableWidget_cellChanged(int row, int col) { //Check if all table entries are valid. for (int i = 0; i < widget.tableWidget->rowCount(); i++) { if (col) { //Check if the amount of events is a positive integer. bool ok = false; int value = 0; value = widget.tableWidget->item(i, col)->text().toInt(&ok); if (!ok \|\| value <= 0) { widget.buttonBox->button(QDialogButtonBox::Ok)->setEnabled(false); break; } else { widget.buttonBox->button(QDialogButtonBox::Ok)->setEnabled(true); } } } } void simulateForm::on_lineEdit_textChanged(QString text) { //Check if the seed is an integer. bool ok = false; text.toInt(&ok); if (!ok) { widget.buttonBox->button(QDialogButtonBox::Ok)->setEnabled(false); } else { widget.buttonBox->button(QDialogButtonBox::Ok)->setEnabled(true); } } vector <RandomEvent> simulateForm::simulatedEvents() { //Construct the event list from event IDs and event amounts. vector <RandomEvent> simulated_events; for (int i = 0; i < widget.tableWidget->rowCount(); i++) { for (int j = 0; j < widget.tableWidget->item(i, 1)->text().toInt(); j++) { simulated_events.push_back(events->at(simulated_ids[i])); } } return simulated_events; } int simulateForm::seed() { return widget.lineEdit->text().toInt(); } bool simulateForm::seedPresent() { return !widget.lineEdit->text().isEmpty(); }<file_sep>/Task1/random.cpp #include "random.h" using std::vector; /** * These functions are used to set the supported types to respective random values. * The values are: * (int) Integer from 0 to RAND_MAX. * (float) Float from 0 to 1. * (double) Double from 0 to 1. * (char) Non-control ASCII character. * (string) RANDOM_STRING_SIZE non-control ASCII characters. * (vector) RANDOM_VECTOR_SIZE vector elements. * (Dice) Uneven die with 2, 4, 6, 8, 10, 12 or 20 sides. / void set_random(int& data) { data = rand(); } void set_random(float& data) { data = (float)rand() / RAND_MAX; } void set_random(double& data) { data = (double)rand() / RAND_MAX; } void set_random(char& data) { data = rand() % 96 + 32; } void set_random(std::string& data) { std::string str = ""; for (int i = 0; i < RANDOM_STRING_SIZE; i++) { char chr; set_random(chr); str += chr; } data = str; } void set_random(Dice& data) { int side_amount = (rand() % 7 + 1) 2; if (side_amount == 14) { side_amount = 20; } vector <double> probabilities (side_amount, 0); for (int i = 0; i < side_amount; i++) { set_random(probabilities[i]); } data = Dice(side_amount, probabilities); } <file_sep>/Task1/lists/StackList.h #ifndef STACKLIST_H #define STACKLIST_H #include "List.h" /** * @brief Stack based on linked lists. / template <typename T> class StackList : public List<T> { public: StackList(); StackList(T data); void print(); int push(T new_data); T peek(); T pop(); void fill_random(int size); }; #include "StackList.tpp" #endif<file_sep>/Task2/mainForm.h #ifndef _MAINFORM_H #define _MAINFORM_H #include <vector> #include "randomEvents.h" #include "ui_mainForm.h" using std::vector; /* * @brief The main application form. / class mainForm : public QMainWindow { Q_OBJECT public: mainForm(); virtual ~mainForm(); private slots: void on_actionAdd_List_triggered(); void on_actionAdd_Die_triggered(); void on_actionRemove_Random_Event_triggered(); void on_actionSimulate_triggered(); private: Ui::mainForm widget; bool eventHasBeenAdded = false; vector <RandomEvent> events; void errNothingToSimulate(); }; #endif / _MAINFORM_H / <file_sep>/Project/removeForm.h #ifndef _REMOVEFORM_H #define _REMOVEFORM_H #include <vector> #include "ui_removeForm.h" #include "randomEvents.h" using std::vector; /* * @brief Used to remove a random event. / class removeForm : public QDialog { Q_OBJECT public: removeForm(); removeForm(vector <RandomEvent>); virtual ~removeForm(); int selectedID(); private: Ui::removeForm widget; vector <RandomEvent> events; }; #endif / _REMOVEFORM_H */ <file_sep>/Task1/lists.h #ifndef LISTS_H #define LISTS_H #include "empty.h" #include "print.h" #include "random.h" #include "lists\StackList.h" #include "lists\QueueList.h" #include "lists\DequeList.h" #endif	5c0924f95fb2f0cdad942e73e8b951b38745c6fb	[ "Markdown", "C", "C++" ]	70	C++	DVD8084/BOOP_Tasks	3fea165078d8d2f1f95eb73274783e9b80240691	5ca83c493e6de34e430b2e49cdf109929142081a
refs/heads/master	<repo_name>mackshkatz/qlap-challenge-ruby-the-game-of-life<file_sep>/app.rb class World def initialize() @main_world = new_matrix() end def new_matrix #return 100x100 matrix m = [] 100.times do \|x\| m[x] = [] 100.times do \|y\| m[x][y] = Cell.new(x,y) end end return m end def begin_world # get empty matrix 100.times do next_gen() end end def next_gen print_matrix() update_matrix() end def print_matrix puts @main_world end def update_matrix new_world = new_matrix() @main_world.each_with_index do \|row, x\| row.each_with_index do \|column, y\| cell = @main_world[x][y] cell.update_life(@main_world) cell.alive? new_world[x][y] = cell end end @main_world = new_world end end class Cell def initialize(x,y) @x = x @y = y @life = false end def update_life(matrix) matrix[@x][@y] # depending on score, set @life to true or false score = matrix[@x-1][@y-1] + matrix[@x][@y-1] + matrix[@x+1][@y-1] + matrix[@x-1][@y] + matrix[@x+1][@y] + matrix[@x-1][@y+1] + matrix[@x][@y+1] + matrix[@x+1][@y+1] if score < 2 @life = false #matrix[@x][@y] = 0 elsif score > 3 @life = false #matrix[@x][@y] = 0 elsif score == 3 @life = true #matrix[@x][@y] = 1 else @life = true #matrix[@x][@y] = 1 end end def alive? return @life end end w1 = World.new # I instantiate the class to create a new World object. # The initialize method immediately declares the @main_world # instance variable, calls the new_matrix method and sets the # instance variable to the return value, which is a multi- # dimensional array 100x100. w1.begin_world() # This is called simply to tell the next_gen method to run 100 times. # 1. The next_gen method first calls the print_matrix method. This simply # 'puts' the matrix being stored in the @main_world instance variable. # 2. The next_gen method then calls the update_matrix method. This # first declares a new variable new_world and assigns the return value # of the new_matrix method to it, which is just a 100x100 multi- # dimensional array. Update_matrix then iterates over each row by iterating # over each item in the array, where each item is also an array, so it then # iterates over this inner array. I then call the method update_life on the # @main_world instance variable, and I don't need to pass the x and y # coordinates because when we instantiated a Cell class instance, the x and # y coordinates are set to corresponding instance variables in the initialize # method. w1.nextFrame()	689c8a42c03249e13a36ce6146622f97830f5e0b	[ "Ruby" ]	1	Ruby	mackshkatz/qlap-challenge-ruby-the-game-of-life	ddefca04be9fd6efdb67a66fc7ccc6b1b7e5962c	a353150f690bf718b0c66e707f68e31df7136694
refs/heads/master	<repo_name>WiredInWithAppaveli/Episode-4-Csharp-Methods<file_sep>/Episode4/Program.cs using System; using System.Collections.Generic; using System.Linq; using System.Text; using System.Threading.Tasks; namespace Episode4 { class Program { static int ReturnInt() { int x = 5; Console.WriteLine(x); return x; } static double UnemploymentRate(double laborForce, double numUnemployed) { return laborForce / numUnemployed; } void RowsAndColumns() { String s1 = ""; String s2 = ""; String s3 = ""; String s4 = ""; String s5 = ""; String s6 = ""; String rowOne = s1 + "\t" + s2 + "\t" + s3; String rowTwo = s4 + "\t" + s5 + "\t" + s6; String rowsAndColumns = rowOne + "\n" + rowTwo; // 2x3 columns Console.WriteLine(rowsAndColumns); } String GetInput() { string input = Console.ReadLine(); Console.WriteLine("You are " + input); return input; } static void Main(string[] args) { ReturnInt(); Console.WriteLine(UnemploymentRate(4.0, 444.0)); Program program = new Program(); program.RowsAndColumns(); Console.Write("Who are you? "); string myInput = program.GetInput(); } } } <file_sep>/README.md "# Episode-4-Csharp-Methods"	4d7afa943527e1f7cb454b82e38aba079e4b4eb5	[ "Markdown", "C#" ]	2	C#	WiredInWithAppaveli/Episode-4-Csharp-Methods	85b01f97cf3a713624654b9094956ff500b65af7	c0cc40b3c3ef7262370f1679044106bfbe7b4933
refs/heads/master	<file_sep> ![H-Urban Teaching Center](../graphics/btnsyltc154x40.jpg) ![H-Urban Syllabus Archive](../graphics/btnsylsa154x40.jpg) ![H-Urban](../graphics/btnsylhurban154x40.jpg) \| ![Syllabus Archive Selection](../graphics/skysylarchselect.jpg) \| ![H-Urban Syllabus Use & Submission Policy](../graphics/btnsyluse154x40.jpg) ![Comments and Questions](../graphics/btnsylcques154x40.jpg) ---\|---\|--- The Development Of American Urban Society (History 3372) <NAME> The University of Texas San Antonio, Texas, USA Fall 1997 _This syllabus also can be viewed at Dr. Graff's website (http://csbs.utsa.edu/users/hgraff/hst3372.html)._ --- The Development of American Urban Society offers a thematic and chronological overview of the development of cities and urban society in North America from the early modern era to the present. Toward that end, we examine both the factors that stimulated and shaped urban development and the impact of urbanization during a critical period in the history of American, and Western, civilization. Of principal concern are the consequences of urban life and the configurations of social and spatial forms as they differed by time, place, class, ethnic group, race, and gender. In part, we seek to understand the social, economic, political, and cultural dimensions of a set of the most significant changes that have transformed society over the past several centuries; in part, we seek to understand better the causes of our own contemporary "urban crisis" and the future(s) that lurk beyond it. Thus, we focus on such topics as urban societies, spatial organization, migration, urban systems, city life and cultural styles, technology and communications, and the tensions between forces of centralization and decentralization. Special attention is given to United States developments, but within a comparative North American and Western European perspective, and to the period from the mid-eighteenth through the late-twentieth centuries. This course fulfills one-half of the Texas State American History Requirement. Requirements: regular reading, attendance, and class participation; a book review essay; a final reflections-research essay. Detailed information and instructions for the two written asssignments will be provided in class. Reading: For Purchase in the Bookstore & Off-Campus Books (all paperbound): * <NAME> and <NAME>, _Urban America: A History,_ 2nd ed. Houghton, Mifflin, 1990. * <NAME>, _Poverty and Progress_. Harvard, 1964. * <NAME>, Jr., _Streetcar Suburbs_. Harvard, 1962. * <NAME>, _Family Connections_. SUNY Press, 1985. * <NAME>, _A Ghetto Takes Shape_. Illinois, 1976. * <NAME>, _The Twentieth-Century American City_. 2nd ed. Johns Hopkins, 1993. Recommended for Purchase, but Optional: * <NAME> and <NAME>, _The Making of Urban Europe, 1000-1994_. Revised edition. Harvard, 1995. * <NAME>, _Getting the Most Out of Your U.S. History Course_. DC Heath, 1990 Other readings are available at the Reserve Desk of the Library; they are marked with an * on the syllabus. ### Syllabus Week 1: Introduction: Understanding the City: Past, Present, and Future * Goldfield and Brownell, _Urban America,_ Introduction. * Optional: * E<NAME>, "Urbanization and Social Change," in _The Historian and the City,_ ed. <NAME> and <NAME> (MIT Press, 1963), 225-247. <NAME>, "The Urbanization Process," _Journal of the American Institute of Planners,_ 33 (1967), 33-39. <NAME>, "The New Urban History," _Journal of Urban History_ , 5 (1978), 3-40. Film: _The Social Life of Small Urban Spaces_ (55 mins.) Week 2: The European Urban Renaissance * Optional: Hohenberg and Lees, _The Making of Urban Europe_ , Pts I & II, pp. 1-171. Week 3: The Coming of Cities and Towns to North America * Goldfield and Brownell, _Urban America,_ Chs. 1-2. * Review essays assigned Week 4: Eighteenth-Century Cites: Prelude to Modernity * Goldfield and Brownell, _Urban America,_ Chs. 2-4. * Optional: <NAME>, _The Urban Crucible._ Harvard, 1979. Week 5:* Urban Visions/Urban Realities * Goldfield and Brownell, _Urban America,_ Chs. 4-6. * Slide/Tape: _Daughters of Free Men_ (30 mins). Week 6: Migration, Economic Development, and City Life * <NAME>, _Poverty and Progress._ * <NAME> and <NAME>, "The Irish Countryman Urbanized," _Journal of Urban History_ , 3 (1977), 391-408. Week 7:* Urban Reform and Urban Institutions * <NAME>, "The Origins of Public Education," _History of Education Quarterly_ , 16 (1976), 381-408. _____, "Origins of the Institutional State," _Marxist Perspectives,_ 1 (1978), 6-23. <NAME>, "The City and Community," _Journal of Urban History_ , 3 (1977), 427-442. Slide/Tape: _The Five Points_ (30 mins.) Book Review Essays Due: Mon., Oct. 21 Week 8: Urban Identity, Politics, and Conflict * Goldfield and Brownell, _Urban America,_ chs. 7-8. * <NAME>, "The Community Elite and the Emergence of Urban Politics," in _Nineteenth-Century Cities_ , ed. <NAME> and <NAME> (Yale, 1969), 277-296. <NAME>, Jr., _The Private City_ (Pennsylvania, 1968), 79-98, 99-124. <NAME>, "Varieties of Urban Reform," in _American Urban History_ , 2nd ed., ed. <NAME> (Oxford, 1973), 249-264. Film: _The City_ , 1939 (45 mins.) Week 9: Family, Classes, and Cultures in the City * <NAME>, _Cradle of the Middle Class_ (Cambridge, 1981), Chs. 4-5. <NAME>, "Women, Children, and the Uses of the Streets: Class and Gender Conflict in New York City, 1850-1860," _Feminist Studies_ , 8 (1982), 309-335. <NAME>, "A Mother's Wages," in _The American Family_ , 2nd ed., <NAME> (St. Martins, 1978), 490-510. <NAME>, "The Dynamics of Kin," in _Turning Points_ , ed. <NAME> and <NAME> (Chicago, 1978), 151-181. Week 10:* Urban and Sub-Urban Space * <NAME>,Jr., _Streetcar Suburbs._ * Film: _Suburbs: Arcadia for Everyone_ (55 mins.) * Reflections-Research Essays Assigned Week 11: City Centralization and Decentralization: The Turn of the Century * Goldfield and Brownell, _Urban America,_ Chs. 8-11. * <NAME>, _The Twentieth-Century American City_ , Chs. 1-3. * <NAME>, "The Changing Political Structure of the City," in _Hays, American Political History as Social Analysis_ (Tennessee, 1980), 326-356. Film: _Proud Towers_ (55 mins.) Week 12: "New" Immigration/"New" Urbanization * <NAME>, _Family Connections._ * Film: _Mission Hill and the Miracle of Boston_ (60 mins.) Week 13: The Urbanization of Black Americans * <NAME>, _A Ghetto Takes Shape._ * Film: _Dallas at the Crossroads_ ( ) or _Goin' to Chicago_ (70) Week 14: The Present and the Future of the City: Crises, Fears, Hopes * Goldfield and Brownell, _Urban America,_ Chs. 11-13. * Teaford, _Twentieth-Century American City_ , Chs. 4-7. * Optional: H.J. Dyos, "Some Historical Reflections on the Quality of Urban Life," _Urban Affairs Annual Review_ , 3 (1969), 31-60. Video: _Saving the Cities_ (30 mins.)/ _City as Enterprise_ (15 mins) * Reflections-Research Essays Due: Mon., Dec. 9 --- ![Author Index](../graphics/btnsylauthor154x40.jpg) ![Subject Index](../graphics/btnsylsubject154x40.jpg) ![Geographic Index](../graphics/btnsylloc154x40.jpg) --- ![H-Urban](../graphics/skyhurban198x38.jpg) Top \| Teaching Center \| Syllabus Archive \| Comments and Questions \| H-Urban H-Urban Syllabus Use and Submission Policy <file_sep># Psychology 101, Section 3, Spring 2002 TABLE OF CONTENTS 1. Course information 2. Instructor and Teaching Assistant 3. Required textbook 4. Exams and Grades 5. Research Participation 6. Grade worksheet 7. Lectures and Reading Assignments 8. Attendance policy 9. Scholastic dishonesty policy * * * ## Course Information PSYCHOLOGY 101, SECTION 3 INTRODUCTORY PSYCHOLOGY ROOM E100 VET CLINIC CLASS MEETING TIMES: TUES & THURS, 12:40 - 2:30 * * * ## Instructor and Teaching Assistant ### INSTRUCTOR - PROFESSOR <NAME> OFFICE: 125 Snyder Hall PHONE: 353-4548 e-mail: <EMAIL> OFFICE HOURS: Monday 9:00 - 9:50, Tuesday 11:00 - 11:50 ### <NAME>, Teaching Assistant OFFICE: S338 Plant Biology PHONE: 432-1674 e-mail: <EMAIL> OFFICE HOURS: WED. 11:00 - 1:00 * * * ## Required textbook ### TEXT: PSYCHOLOGY by Sdorow and Richabaugh, 5th Edition, McGraw Hill. Text readings should be read before the class for which they are assigned. Lectures will be more beneficial if you have already read the assigned material. * * * ## _Exams and Grades_ There will be three in-class examinations and a final. Each exam will cover the lectures given since the previous exam and will contain 60 multiple choice questions. The lowest grade from the three in-class examinations will be dropped. Therefore, only the two highest scores on the three in-class exams will count toward your class grade. The final exam is mandatory. If you should miss one of the three in-class examinations, there will be no make-up exams , the two exams that you do take will be counted. If you should miss more than one of these exams, it is very unlikely that you will pass this course. PLEASE TRY TO AVOID THIS. The remaining 10% of your grade must be earned in one of the ways described below. The FINAL EXAM will be held in our usual classroom(E100 VCC) on WEDNESDAY, MAY 1ST at 12:45-2:45 pm. Note that this is different from our usual meeting time. The final exam will cover material from the last quarter of the semester. * * * ## _Research Participation_ Psychology is the scientific study of the human mind and of people's behavior. Consistent with this definition, the faculty and graduate students of the Psychology Department maintain active research programs in all areas of psychological study. There are many ways for you to become familiar with these research programs, but one unique way to learn about them is by being a participant in a research study. __The ten percent solution_. _ Throughout the semester, researchers in need of participants will post their experiments on the internet. You may sign up for these experiments via the internet using the procedures outlined in a handout distributed on the first day of class. Participation in these research projects will earn you research "credits". A research credit is equal to approximately a half hour of your time. To earn the final ten percent of your class grade you must (except under special circumstances discussed below) earn ten research credits - approximately five hours of participation. Your participation in psychological research is vital to the continued development of the science of Psychology. Without your participation, the faculty and graduate students in the Psychology department would be severely hampered in their efforts to understand people and their behavior. However, you benefit from participation, too. Besides receiving class credit, you will have the opportunity to know about research in a very direct way. You will have the opportunity to talk to the researchers about their projects (usually after your participation is complete) and every effort will be made to make your participation a learning experience. __Some rules of the game_. _ Participation in research can be a rewarding experience if both the researcher and the participant follow a few simple rules. For their part, the researchers must ensure that your safety, comfort, dignity, and privacy are protected. To make sure that this happens, each research project is carefully considered by the University Committee for Research Involving Human Subjects (UCRIHS) before it is posted on the web. UCRIHS only approves those projects that ensure that your rights as a participant are fully protected. __If you can't come, cancel_. _ For your part, you must show up for the experiment(s) that you have signed up for and you must participate in good faith. If you fail to show up for your experiment, one research credit will be subtracted from the total you have earned for each experiment you miss. If you cannot make an experiment that you have signed up for, you may cancel, without penalty, at least one day in advance of the experiment by following the directions on the handout. __Vote early, vote often_. _ A word to the wise -- don't leave all your research participation to the end of the semester. Avoid the end of the semester rush, when there may be more participants than research projects. __Extra Credit_ :_ Ten credits of research participation are required for the final 10% of your class grade. You may earn up to five additional research credits (i.e., fifteen total credits). These additional research credits will count as extra class credit, one extra point for each extra research credit (up to five). __Conscientious objectors_. _ I really encourage each of you to participate in the research programs of the department, but occasionally a student may choose not to participate as a subject. If for some reason, you feel unable or unwilling to participate in research, you may choose a different way to earn the final 10% of your grade. If you wish to choose this option, please talk to the teaching assistant as soon as possible. _Problems with your research credit:_ On each in-class exam and on your final exam, we will ask you to record the number of research credits you have earned to date. To find this information, you should sign onto the research participation web site and check your personal history. This will tell you how many credits you have earned and any penalties you have had deducted for missed sessions. If this information is incorrect, you should immediately contact: Mrs. <NAME>, Subject Pool Secretary OFFICE: 137 Snyder Hall PHONE: 355-9561 EMAIL: <EMAIL> ** It is your responsibility to make sure your personal history is accurately recorded on the computer. At the end of the semester we will take your research credits from the computer, so if there is a problem, it could be reflected in your grade for the class. **How to calculate your grade : At the end of every semester, there is much interest (and usually some confusion) about how we calculate grades. This work sheet should help you figure out what grade you have earned in the class. List your three in-class exam grades. These scores are the number of items you marked correctly (i.e., it should be a number between zero and 60). 1\. Exam 1 grade ___________Exam 2 grade__________ Exam 3 grade _________ 2\. Total of the two highest in-class exam grades (0-120)________ 3\. Final exam grade (0-60) __________ 4\. Total of lines 2 and 3 (0-180) __________ 5\. Multiply line 4 by 0.50 __________ (do not round your answer, carry two decimal places to the next steps. Your answer should be in this range: 0.00-90.00) 6\. Total number of research credits earned __________ 7\. Subtract the number of research credits deducted for no-shows from line 6 (0-15) __________ 8\. Add line 5 and line 7 __________. This is your class total. Do not round your total in any way. Here is how to convert this to a class grade. 90.00 - 100 = 4.0 85.00 - 89.99 = 3.5 80.00 - 84.99 = 3.0 75.00 - 79.99 = 2.5 70.00 - 74.99 = 2.0 65.00 - 69.99 = 1.5 60.00 - 64.99 = 1.0 < 60 = 0.0 Unfortunately, some of you will be very close to the line for the next highest grade. There is nothing I can do about that. I cannot give you a grade you did not earn. Please do not call me or the TA to see if we will make an exception in your case. We will not! SYLLABUS DATE - TOPICS - READINGS 1/8/02 Administrative details, Intro to Psychology... Ch. 1 1/10/02 Research in Psychology, Ethics, Professional Psychology...Ch. 2 1/15/02 Biological Psychology, Part 1 ... Ch. 3 1/17/02 Biological Psychology, Part 2... Ch. 3 1/22/02 Body Rhythms & Mental States ... Ch. 6 1/24/02 Sensation ... Ch. 5 1/29/02 Perception ... Ch. 5 1/31/02 EXAM 1 2/5/02 Infant and Child Development ... Ch. 4 2/7/02 Child and Adolescent Development ... Ch. 4 2/12/02 Adult Development, Gerontology ... Ch. 4 2/14/02 Learning ... Ch. 7 2/19/02 Memory ... Ch. 8 2/21/02 Cognition ... Ch. 9 2/26/02 Language ... Ch. 9 2/28/02 EXAM 2 March 4 - 8 SPRING BREAK 3/12/02 Intelligence ... Ch. 10 3/14/02 Emotions ... Ch. 12 3/19/02 Motivation ... Ch. 11 3/21/02 Personality, Part 1 ... Ch. 13 3/26/02 Personality, Part 2 ... Ch. 13 3/28/02 Abnormal Psychology... Ch. 14 4/2/02 EXAM 3 4/4/02 Psychotherapy, Part 1 ... Ch. 15 4/9/02 Psychotherapy, Part 2 ... Ch. 15 4/11/02 Stress and Illness ... Ch. 16 4/16/02 Social Support and Health ... Ch. 16 4/18/02 Social Thinking and Influence ... Ch. 17 4/23/02 Social Relations and Group Behavior ... Ch. 17 4/25/02 Applied Psychology & Social Diversity ... Appendix B * * * ## _Attendance policy_ Regular attendance is suggested, however, attendance will not be taken. * * * ## _Scholastic dishonesty policy_ Scholastic dishonesty will not be tolerated and will be prosecuted to the fullest extent. You are expected to have read and understood the current issue of Michigan State University, Academic Programs published by the Registrar's Office, for information about procedures and about what constitutes scholastic dishonesty (page 51). * * * _Spring Semester 2002_ ![](http://www.7am.com/graphics/clocksml.gif) * * * _3 January 2002_ _Department ofPsychology, College of Social Sciences, Michigan State University_ <file_sep> ### Philosophy 407 ### Gay & Lesbian Philosophy # Reading Assignments Revised 1/23/02 \| ![](flag-rainbowtri.gif) ---\|--- 1. _Week of January 28_ : Sexualities and Representations > _Optional Reading: _ > For a basic introduction to gay and lesbian life, see <NAME>, _Gays/Justice: A Study of Ethics, Society, and Law_ (New York: Columbia, 1988), Part 1 (pp. 22-45). > _Read:_ > <NAME>, _The Matter of Images: Essays on Representations_ (London: Routledge, 1993), chapters 1-3 (pp. 1-18). > <NAME>, "Coming/Out," in <NAME>, ed., _Boys Like Us: Gay Writers Tell Their Coming Out Stories_ (New York: Avon Books, 1996). > Further reading (completely optional) for Week 1 2. _Week of February 4:_ The Pre-Stonewall Era; Introduction to Social Constructionism > Tuesday, February 5: Class will view the film _Before Stonewall_ in Room 4206 Hornbake (Non-Print Media Services). ** Note that this film runs longer (87 minutes) than the standard 75 minute class and will be shown in its entirety starting promptly at 3:30 PM. _Students are expected to make arrangements to stay to the end, approximately 5 PM, if at all possible._ However, if that proves impossible, you may leave early but are required to watch the continuation of the film on your own _within this week._ You can watch it at Hornbake (HQ76.8 U5B42) at your convenience. > _Read:_ > <NAME>, _Gay New York: Gender, Urban Culture, and the Making of the Male Gay World 1890-1940_ (New York: Basic Books, 1994) - selections: "Introduction" (pp. 1-29), Ch. 4 [social construction] (pp. 99-127), Ch. 5 (pp. 131-150), pp. 152-163, 168-173, 179-180, 195-205, Chapter 8 (pp. 207-226), pp. 227-228, 237-267. > <NAME>, "Essentialism and Constructionism About Sexual Orientation" (in <NAME> and <NAME>, eds. _The Philosophy of Biology_ , Oxford: Oxford University Press, 1998), pp. 427-442. > _Recommended Films: The Naked Civil Servant, Last Call at Maude's_ > Further reading for Week 2 3. _Week of February 11:_ The Pre-Stonewall Era: Lesbians; Essentialism vs. Social Constructionism* > _Read:_ > <NAME> & <NAME>, _Boots of Leather, Slippers of Gold: The History of a Lesbian Community,_ Chs. 1-4. (1-150) > View required film outside of class: _The Celluloid Closet_ (PN 1995.9 H55C4 1986). This film will be on the midterm. > Further reading for Week 3 4. _Week of February 18:_ Gay Sensibility I: Wilde vs. Gide > _Read:_ > <NAME>, _Sexual Dissidence_ (New York : Oxford University Press, 1991), Chapters 1-3 > View required film by today or tomorrow: _The Gang's All Here_ (PN 1997.G27 1997). This film will be on the midterm. > _Suggested Films: Ed<NAME>, Sebastian_ (both by <NAME>), _My Own Private Idaho_ > Further reading for Week 4 5. _Week of February 25: Gay Sensibility II: Camp & Style_ > _Read:_ > <NAME>, "Notes on Camp," pp. 275-292 in her _Against Interpretation_ (New York: Anchor, 1964) > <NAME>, _Gay New York: Gender, Urban Culture, and the Making of the Male Gay World 1890-1940_ (New York: Basic Books, 1994), ch. 10 (pp. 271-299. > <NAME>, "A Spectacle in Color: The Lesbian and Gay Subculture of Jazz Age Harlem," pp. 318-331 in <NAME>, <NAME>, and George Chauncey, Jr. (eds.) _Hidden From History: Reclaiming the Gay & Lesbian Past_ (New York: New American Library, 1989). > <NAME>, _The Matter of Images: Essays on Representations_ (London: Routledge, 1993), Ch. 4 (pp. 19-51). > Further reading for Week 5 > _Films exemplifying camp:_ > * _The Gang's All Here_ (<NAME>, <NAME>, <NAME> Horton) > * _Gold-Diggers of 1933_ (<NAME>, <NAME>) > * _Gold-Diggers of 1935_ (<NAME>, <NAME>) > * _Dames_ (<NAME>, <NAME>) > * _Babes on Broadway_ (<NAME>, <NAME>, <NAME>) > * _Babes in Arms_ (<NAME>, <NAME>, <NAME>) > * _Springtime in the Rockies_ (<NAME>) > * _Flying Down to Rio_ (Dolores Del Rio, <NAME>, <NAME>, Eric Blore) > * _Shall We Dance_ (<NAME>, <NAME>, <NAME>, <NAME>) > * _Top Hat_ (<NAME>, <NAME>, <NAME>, Eric Blore) > * _Vegas in Space_ (Drag sci-fi) > 6. _Week of March 4_ : Gay Liberation: Stonewall and Its Aftermath > _Read:_ > <NAME>, _Gay New York: Gender, Urban Culture, and the making of the Male Gay World 1890-1940_ (New York: Basic Books, 1994), Ch. 12, "Epilogue" (pp. 331-361) > > _Spend some time looking at the website of_Stonewall and Beyond, _an exhibit at the Columbia University Libraries; pay particular attention to cases one and two._ > _Recommended Reading:_ > <NAME>, _Only Entertainment_ (New York: Routledge, 1992), Chapter 14 "Getting Over the Rainbow: Identity and Pleasure in Gay Cultural Politics" (pp. 159-172) > _Suggested Videos: The Killing of Sister George, The Fox, Fried Green Tomatoes_ > Further reading for Week 6 7. _Week of March 11_ : Gay Liberation: Taking on Religion & Psychiatry* > _Read:_ > <NAME>, "Medical and Psychiatric Perspectives on Human Sexuality," pp. 17-37 in E. Shelp (ed.), _Sexuality and Medicine, Vol. 1_ (Dordrecht: D. Reidel, 1987). > <NAME>, "How to Bring Up Your Kids Gay," pp. 69-81 in <NAME> (ed.), _Fear of a Queer Planet: Queer Politics and Social Theory_ (Minneapolis: University of Minnesota Press, 1993). > <NAME>, ed., _Same-Sex Marriage: Pro and Con_ , pp. 7-21, 46-77. > > Listen to this radio documentary by <NAME> and This American Life: Click here, then click on "02" under "Episodes by Year" on the left of the page, then scroll down to January 18 ("81 Words"). You need Real Audio to listen. > _Recommended Reading:_ > <NAME>, _Sexual Dissidence_ (New York: Oxford University Press, 1991); Chs. 16-17 (pp. 233-275); strongly recommended as background: Chapters 8-9 (pp. 103-147) > _Suggested Videos: The Boys in the Band; Changing Our Minds: The Story of Dr. Evelyn Hooker_ > Further reading for Week 7 8. _Week of March 18:_ Gay Liberation: Sexual Liberation, Gender Liberation* > _Read:_ > <NAME>, _Culture Clash: The Making of Gay Sensibility_ , Pt. III (pp. 189-214). > <NAME> & <NAME>, _Boots of Leather, Slippers of Gold: The History of a Lesbian Community,_ Ch. 5-6. (pp. 151-230). > _<NAME>,_ 478 U.S. 186 (1986). Read all the opinions: the opinion of the Court, the concurring opinions, and the dissenting opinions. Search for the full text online at this Northwestern University site (which includes a link to a Real Audio recording of the oral arguments in the case). > Radicalesbian Manifesto > _Suggested Videos: Cruising, Urinal, Tasxi zum Klo, Claire of the Moon, Desert Hearts, Go Fish,_ and _The Adventures of Priscilla, Queen of the Desert_ > Further reading for Week 8 9. _Week of April 1:_ AIDS: History; the Transformation of Society* > _Read:_ > <NAME>, _Close to the Knives: A Memoir of Disintegration_ (News York: Vintage, 1991), pp. 84-137 ("Living Close to the Knives" and "Postcards from America") > _Suggested Videos: Blue_ (<NAME>), _Zero Patience, Longtime Companion, Parting Glances, Well Sexy Women_ > Further reading for Week 9 10. _Week of April 8:_ AIDS: Sex and Ethics* > <NAME>, _Reviving the Tribe: Regenerating Gay Men's Sexuality and Culture in the Ongoing Epidemic_ (New York): Harrington Park Press, 1996), Chapters 4-6, pp. 97-190. 11. _Week of April 15:_ Same-Sex Marriage and Queer Families* > <NAME> & <NAME>, _Boots of Leather, Slippers of Gold: The History of a Lesbian Community,_ ch. 7 (pp. 231-277). > <NAME>, ed., _Same-Sex Marriage: Pro and Con_ , pp. 118-140, 146-168, 196-199, 239-294, 323-326. And whatever else catches your eye. 12. _Week of April 22:_ Ethnic and Racial Minority Gays & Lesbians > _Read:_ > <NAME>, _Brother to Brother_ (Boston: Alyson, 1991): > <NAME>, "Toward a Black Gay Aesthetic: Signifying in Contemporary Black Gay Culture," pp. 229-252. > * <NAME>, "The Jazz Singer," pp. 3-6. > * Guy-<NAME>, "The Book of Luke," pp. 23-27. > *<NAME>, "Response to Question 21 from the Fall 1995 final exam for this course." > <NAME>, "Preface," pp. 1-5 in <NAME>, _Living the Spirit: A Gay American Indian Anthology_ (New York: St. Martions, 1988). > <NAME>, "Introduction: Home Bodies and the Body Politic," pp. 1-20 in R<NAME>, _Asian American Sexualities: Dimensions of the Gay & Lesbian Experience_ (New York: Routledge, 1996) > More readings to be announced. > _Suggested Films: Looking for Langston, The Color Purple, Okoge, Ernesto, Strawberries and Chocolate, Queen of the Night (La Reina de la Noche)_ > Further reading for Week 12 13. _Week of April 29_ : Ethnic and Racial Minority Gays & Lesbians (continued)* > _Read:_ > <NAME>, "Chicano Men: A Cartography of Homosexual Identity and Behavior" pp. 255-273 in <NAME>, <NAME>, and <NAME>. Halperin (eds.), _The Lesbian and Gay Studies Reader_ (New York: Routledge, 1993). > <NAME>, _Days of Obligation: An Argument with My Mexican Father_ (New York: Penguin Books, 1992), Chapter 2. > Recommended reading: > <NAME>, _The Matter of Images: Essays on Representations_ (London: Routledge, 1993), ch. 13 (pp. 141-163) > More readings to be announced. 14. _Week of May 6:_ The Epistemology of Homosexuality > _Read:_ > <NAME>, _The Epistemology of the Closet_ (Berkeley: University of California Press, 1990), Chapter 1 (pp. 67-90). > Recommended reading: > <NAME> & <NAME>, _Boots of Leather, Slippers of Gold: The History of a Lesbian Community,_ Chs 9-10. > Further reading for Week 14 15. _Week of May 13_ : Conclusions* May 22: Final Exam Due --- _Return to main menu_ <file_sep>![](http://www.uic.edu/depts/pols/topheader.gif) ## American Government POLS 101 -- Summer 2001 Dr. <NAME> * * * ### General Information _Course Number:_ Lecture --49427; Discussion--49438 _Time_ : M,W,F 9:00-10:40am in room BSB 367 _Instructor:_ <NAME> _Contact Information:_ I am located in BSB 1122-D. My office direct line is 312-413-3782. My internet address is <EMAIL>. My office hours are MW 11-12 am and by appointment. _Teaching Assistant: <NAME>: <EMAIL>_ * * * ### Required Readings This book has been ordered through the UIC Bookstore: * <NAME> and <NAME>, _The Irony of Democracy, Millennial Edition_ (Harcourt Brace, 2000) I will also hand out photocopied items for you to read from time to time. * * * ### Course Description This course has two objectives. The first is to help you learn to think about government and politics. The second is to familiarize you with a body of information about our politics, history, and institutions of government. Under the first objective, we will try to develop your _critical thinking ability_. "Critical" does not mean "negative." It means your ability to free yourself, temporarily, from your preconceptions and take a new, fresh look at something --a look that is uniquely yours. The course has a theme, which is to examine American politics by asking whether or not the nation is governed by an elite, by democratic pluralism, or under some other system. We will be asking both _empirical_ and _normative_ questions about this nation's politics. Empirical statements attempt to portray the world as it is. Normative statements are phrased in terms of what ought to be. Simply put, empirical statements are about facts, and normative statements are about values. The distinction between the two kinds of statements is often hard to make in practice, but it is a useful analytical tool, so we will begin by accepting that there is a difference, and learn to question it later. For example, an empirical statement about democracy might be, "American is (or is not) a democracy." A normative statement might be, "America should (or should not) be a democracy." We will be examining questions like this, looking at them from a variety of perspectives, and along the way absorbing a considerable amount of information about the American system of government that should help you answer some of these questions for yourself. I hope we will have an open and lively class discussion every session, and one which is also respectful of differences of opinion and always civil and polite. Please be assured that you cannot possibly hurt your grade by disagreeing with what you think I believe, nor can you help it by agreeing! And I should warn you that I often play 'Devil's Advocate." That means I will defend positions with which I disagree. I am most likely to do this if I think the classroom discussion is too one-sided. Above all, suspend your quick judgements about things, listen to your classmates, read your books, and think about things as if you were encountering them for the first time. * * * ### Course Requirements * _Midterm examination_ (25%): Given as set in the course schedule below, this will combine objective and essay format in about a 50/50 format. * _Final examination_ (25%): Same format as the midterm, given on the day and time set by the University. * _Weekly reaction papers_ (10%): Every Monday you will turn in a one-page summary of the readings, concluding with two or three questions or issues that struck you as particularly significant. * _Media Journal_ (15%) You will keep a journal with clippings and your comments, tracing issues you consider important. More about this later, but the idea is for you to get informed, and also to learn to consider the influence of the media on the way issues are framed, the values they promote, the things they include and exclude, and other aspect of a critical perspective on the media. * _Political Film paper_ (15%): You will compare and critically evaluate a pair of political films from a list I will provide. Again, more about this later. * _Participation_ (10%): Attendance is mandatory. I will take roll at the start of every class session. Anybody missing more than six classes will fail the course. You are also being evaluated on the quality of your participation, meaning the degree to which you help us have a productive classroom community. Civility, originality,intelligence, preparation...these are the things to bring to the discussion. * * * ### Schedule of Readings and Assignments Each week is identified by the Monday of that week. Reading assignments are set for each day of that week. Please note that all reading assignments are to be completed _before_ the first class meeting of the week indicated, except for the first week. Sometimes we may get behind, but the reading schedule always remains the same. _WEEK/DAY_ 1. 5/28: Wednesday. Introduction to the course: _Begin Unit One: Elite Theory._ For Friday, read Dye and Zeigler (henceforth DZ) through Chapter One. 2. 6/4: Monday. The founding. Read Federalist No. 10 (handout); DZ ch. 2 Wednesday. Elites in American political history. DZ ch. 3 3. 6/11: Monday. The structure of elite power. DZ ch. 4 ( _Begin Unit Two: Polit_ ics) Wednesday: Public opinion. DZ ch. 5 4. 6/18 Monday: The media. DZ ch. 6 Wednesday: Parties. DZ ch. 7 5. 6/25 Monday Elections. DZ ch. 8 Wednesday Interest groups. DZ ch. 9 Friday: MID TERM EXAMINATION __ _(Begin Unit Three: Government Institutions and Public Policy)_ 6. 7/2 Monday The executive branch. DZ ch. 10 The bureaucracy. DZ. ch. 11 Wednesday Holiday Friday Congress, DZ ch. 12 7. 7/9 Monday The courts. DZ ch. 13 8. 7/16 Monday Social movements. DZ ch. 15 (skip chapter 14) Wednesday Public policy. DZ ch. 16. Friday FINAL EXAMINATION * * * ### Miscellaneous I will update this syllabus from time to time with things that I think you might find interesting or useful. * * * ### Internet Links The Federalist Papers and other historical documents The Ultimate Political Science Links Page Back to UIC Political Science Home Page Back to Evan McKenzie's Home Page <file_sep>## Books for European History 1900-1945 * * * Query From <NAME> <EMAIL> 04 May 1998 I am now immersed in ordering books for the Fall 1998 semester. I am teaching, for the first time, a class called "Europe in Two World Wars, 1900-45." I would like to include some works by and about women in the class, of course, but these must be (1)fairly short (not over 300 pages); (2) in print in English in paperback. My preliminary attempts to find such works have been frustrating. Louise Bryant's account _Six Red Months in Moscow_ is in print only in hardback. <NAME>'s memoir of her time in the Women's Battalion of Death is not in print. Vera Brittain's _Testament of Youth_ is available, but is 672 pp. long. [I do not object to making students read alot of pages, but I would rather these be a large variety of books than fewer long ones.] So, here is my request to the list: (1) What works by women (which meet the criteria) do you use in similar classes? What would you recommend? Are there women's accounts of the European depression, e.g., that match those of George Orwell for England or Hans Fallada for Germany? Or of the Spanish Civil War? Of the Popular Front? Of Italian Facisim? Of World War II/Holocaust? (2) What historical accounts of women during that time work the best with undergraduates? What works would list members consider essential in such a class? Keep in mind this is a junior/senior level class (no grad students) and is purely European history. Please no U.S. history--there is a separate class for that. Thanks in advance. Responses: 05 May 1998 I have a few suggestions for you. I warn you in advance that my selection is skewed towards my specialty, German history. The best fit for your criteria that I can think of off the top of my head is: <NAME>, Population Politics in Twentieth-Century Europe (London and New York: Routledge, 1996) 152 pp. ISBN: 0-415-08069-X. Call Number: HB 3599 Q46 Quine's book has the great advantage of being brief enough for an undergraduate class (it was certainly written for this audience), but comprehensive enough to provide a good comparative perspective (she covers France, Germany and Italy in separate chapters). The subject of population politics is extremely important for women's history in Europe as it centres on reproductive policies and related ideologies. I believe that Quine is a specialist in Italian history, but I was impressed with her balanced presentation of the German case. (My dissertation deals with population politics in Germany.) The book is certainly in print -- I just ordered it for a course on European Gender History. There are also many appropriate books by women about women in Germany. On the Holocaust: I'm sure at least one of <NAME>z's books are in print. I don't believe that she focuses on women (though her memoir might be worth looking at) but her books meet your other criteria. More on topic, though a little long, would be <NAME>, Mothers in the Fatherland: Woman, the Family, and Nazi Politics (New York: St. Martin's Press, 1981) ISBN: 0-312-02256-5 (00023195) Call number: HQ 1623 K66 1987 This is a very frequently used and useful book about which much could be said. If it is too long for your purposes, you might consider Koonz's condensations of her argument in the following (both of which are in print): <NAME>, "The Fascist Solution to the Woman Question in Italy and Germany," in Becoming Visible: Women in European History, eds. Renate Bridenthal, <NAME>, and <NAME> (Boston: Houghton Mifflin, 1987), pp. 499-533 <NAME>, "Mothers in the Fatherland," in The Nazi Revolution: Hitler's Dictatorship and the German Nation, ed. Allan Mitchell (Lexington, Mass: D.C. Heath, 1990) only a few pages Finally, if you have some time to spend on Nazism and would like to include an oral history perspective, you might consider using some or all of: <NAME>: German Women Recall the Third Reich. 2nd ed. (New Brunswick, N.J.: Rutgers University Press, 1993) 494 pp. ISBN: 0-14-023733-X Call Number: D 811.5 O885 1993 Owings is a journalist. The book contains her accounts of interviews with a range of women who lived through fascism in Germany: from "normal" women relating their everyday life experiences, to the wife of a prominent resister and a female concentration camp guard. Each story is emotionally powerful and provides much fuel for discussion. I hope this is helpful! Sincerely, <NAME> <EMAIL> PhD Candidate, Dept. of History, University of Chicago Sessional Instructor, Dept. of History, University of British Columbia Try Virginia Woolf's Three Guineas for a work by a woman between the wars.Deals with feminism and fascism, is short, and in paper. <NAME> SUNY College at Brockport <EMAIL>.edu Some suggestions for texts by and about women for Europe in Two World Wars: <NAME>'s _We That Were Young_ and <NAME>'s _Not So Quiet . . . Stepdaughters of War_ are both novels about British women in WWI published in the 1930s and relatively recently reissued by Feminist Press and Virago - the Rathbone is over 300 but much shorter than Vera Brittain; both are also at least as much texts about the interwar period, when they were written, as about the war years themselves. Re<NAME>'s novel _The Return of the Soldier_ (1918) deals gender and class in wartime England. if you are interested in poetry, women's poetry of war has been anthologized (though, unfortunately, usually separately from men's) - <NAME> has done both _Scars upon my heart: Women's poetry and verse of the first world war_ and a similar book for WWII, I think called _Chaos of the Night_. Virginia Woolf is of course always a good choice - _Three Guineas_, _A Room of One's Own_, or _Mrs. Dalloway_, for example. <NAME>'s _Woman and Labour_ (1911) might be interesting as well - not about the wars, obviously - but very much about the position of women in early 20th century society. You might also want to take a look at some of <NAME>'s novels about Britain in WWII. As for secondary literature, I think that is more complicated - there is quite a bit, but much of it may be too specific for the scope of your course, and much of it may also be too sophisticated for undergraduates. You might want to take a look at some of the essays in Higonnet, et al., Behind the Lines: Gender and the Two World Wars (Yale, 1987); Cooke and Woollacott, Gendering War Talk (Princeton, 1993); and the new (1998) Melman, _Borderlines: Genders and Identities in War and Peace. This are obviously skewed toward Britain and WWI, as that is what I know best - hope it helps. <NAME> Dept of History Univ. of Connecticut 241 Glenbrook Rd Storrs, CT 06269 860-486-2360, 486-3722 fax: 860-486-0641 <EMAIL> Two paperbacks that you might take a look at are <NAME>' wonderful _A Life of Her Own_ (Penguin), and <NAME>'s _Confessions of a Concierge_ (Yale). There are also deBeauvoir's memoirs, and many French women have left memoirs of varying importance. Your msg suggests you seek only primary sources: if you are also looking for secondary sources on how the wars impacted women, gender, etc, please let me know.... For example, Lou (<NAME>) Roberts Civilization Without Sexes is a great read. Jay Winter, _Sites of Memory, Sites of Mourning_.... there is an awful lot being produced on this period right now.... <NAME> Morgan State U <EMAIL> http://jewel.morgan.edu/~bud 1. There is a terrific WWI reader with home front and women's coverage, called World War I and European Society: A Sourcebook eds. Coetzee and Shevin-Coetzee. 2. There is a SHORT book I believe still in Penguin paperback called Mischling Second Degree by Ilse Koehn that is a girl's experience in Nazi Germany. 3. A bit longer is <NAME>, who grew up under Nazism at first accepting it, but I don't have the title handy. <NAME> <<EMAIL>>) Have you looked at the book: _Wartime women : An Anthology of women's Wartime Writing for Mass-Observation, 1937-45_? It was edited by <NAME> and published in 1990 by Heinemann. It is available in paperback. It tells the story of women in Great Britain during World War II through journals kept by the women during the period for a government-sponsored project. <NAME> Historian, National Park Service <EMAIL> I think Kollontai's short story about the worker bee is fantastic, but I don't think it's in print. <NAME>'s poetry should be included too -- Requiem. For WWI, I have taught <NAME> Not So Quiet (Feminist Press) which is very powerful; <NAME>'s memoir All But My Life, and Mine Okubo's memoir of Japanese American internment Citizen 13660. <NAME> Settle's All the Brave Promises is really powerful, and I think there are terrific excerpts from Stein, Wars I Have Seen. <NAME>, any novel of WWII. <NAME>'s short story "Defeat" is fantastic, as if Dorothy Parker's "Lovely Leave." re Spain: <NAME>'s poetry including "Mediterranean", Dorothy Parker's short story "Soldiers of the Republic." These are some suggestions, and there is Klein's 1977 collection Beyond the Home Front (NYU) which contains women's autobiographical writing -- don't know if it's in paper. * Page Delano, English Dept. Barnard <<EMAIL>> Some ideas on women in war: <NAME>. "Catastrophe and Culture: Recent Trends in the Historiography of the First World War." Journal of Modern History 64 (Sept. 1992): 525-32. A good starting point, perhaps, in that Winter discusses the incorporation of gender into WWI studies. One often cited book that he mentions is <NAME>, et al. _Behind the Lines: Gender and the Two World Wars_. New Haven, CT: Yale UP, 1987. I haven't looked at it myself but it may be usable. Another book I am familiar with and that was not translated when Winter wrote his piece is Daniel, Ute. _The War From Within: German Working-Class Women in the First World War_. Translated by <NAME>. New York: Berg, 1997. Daniel's argument is pretty important to work on WWI in Germany in that she counters the notion that the war experience ultimately improved working women's roles. I read this in a mixed grad/undergrad class on Germany. It worked OK, but I found (as a grad student) the translation difficult to understand. Another idea about Germany in WWII may be Alison Owings' _Frauen_. (I don't have the cite on this one.) She interviewed several German women * Nazi sympathizers, rural laborers, urban workers, mothers, resistors, etc. -- in the 1980s and documented their experiences on the home front. It's rather lengthy, but divided up by each woman, so you may be able to assign portions of the book. Also, it's very readable. <NAME> American University Washington, DC <EMAIL> In response to <NAME>'s question about paperbacks by women, the following are my favorites for the Second World War: 1. <NAME>, Joyce's War 1939-1945 (Virago 1992); 2. <NAME>, All The Brave Promises (Univ. of South Carolina Press, 1995). Joyce's War deals with the experiences of a married working-class British woman during the war and my students liked it. All The Brave Promises is actually the memoir of an American born woman who was in the Royal Air Force's women's auxiliary in the Second World War. It is funny in places, good on class distinctions [between women as well as men], very well written, and useful if you wish to focus on the way the war threatened to change gender roles - i.e., women in the military. <NAME> University of Houston-Victoria <<EMAIL>> I would like to suggest "The Past is Myself," <NAME>. It is the autobiography of an upper-class English woman who was married to a German during WWII. It's a personal account of life in Nazi Germany. I believe there was a PBS serialization of the book. I'm sorry, I do not know if it is out-of- print. There are so many excellent memoirs by women Holocaust survivors. Might I suggest "From Ashes to Life" Mercury House. 1994 by <NAME>. She has participated in our annual Holocaust Lecture Series and the book is very well-written. <NAME> Director, Holocaust Study Center Sonoma State University Rohnert Park, Ca 94928 <<EMAIL>> Outwitting the Gestapo by <NAME> is a great book, but I don't know if it's in paperback. (trans. <NAME>, Uni. of Nebraska Press,1985) <NAME> History Dep't Western Carolina University <EMAIL> From <NAME> <EMAIL> 06 May 1998 I just taught a 400 level undergraduate course on Women, World War II and the Home Front: we covered Italy, France (Vichy), Germany, and the Concentration Camps. The students were always asked after each section what they felt worked best (I combined scholarly essays with autobiographical writings so that they could get a sense of each). For France, I assigned Code Name <NAME> (by <NAME>) and it worked better than Aubrac's Outwitting the Gestapo (which I used last year). For Germany, Christabel Bielenberg's memoirs have worked well, but this year I used Berlin Diaries, 1940-1945, by Marie Vassiltchikov (many of her friends were involved in the July 20th affair). The students got much from this book, and the footnotes are very informative and helpful. For Italy, I assigned War in Val D'Orcia, an Italian War Diary 1943-1944, by <NAME>. It's the best autobiographical book by a woman in wartime Italy that I've come across (that is readily available through David Godine Publishers in Boston). For the concentration camp section, you should certainly assign Sybil Milton's essay, "Women and the Holocaust: The Case of German and German-Jewish Women," in When Biology Became Destiny. For the autobiographical assignment, the class read Ger<NAME> Klein's All But My Life. There are others, equally moving and filled with information, but not readily available in paperback. The debate surrounding German women in the Third Reich is heated and long- standing. To get a sense of the Koonz vs. Gisela Bock controversy, you could assign "Victims or Perpetrators? Controversies about the Role of Women in the Nazi State" by <NAME> in David Crew, ed., Nazism and German Society, 1933-1945. For many small autobiographical essays, an anthology just came out in paperback entitled Beyond the Home Front (it has WWI and WWII periods covered). By the way, all of the books mentioned above are in paperback and fairly inexpensive. Just as important, all of the books mentioned above received high marks of approval from three separate classes of students. From <NAME> <EMAIL> 06 May 1998 Although the book does not pertain to the wars, per say, it is highly applicable to the time period you will be covering. It is a woman's account of life under the Stalinist terror. It is written by a woman. The title of the book is _Journey into the Whirlwind_ by <NAME>. It is 416 pages long but reads pretty easily. If you are assessing a book on the Holocaust as well, you might be able to generate some good discussions comparing life in the various camps in Europe. From <NAME> <NAME> <EMAIL> 08 May 1998 <NAME>'s _Love of Worker Bees_ and Marguerite Duras' _The War_ from the French "La Douleur" have worked really well in a course I teach on 20th c. Europe. I have the students read Paxton's _Vichy France: Old Guard, New Order_ together with Duras and it works well. There are a number of excellent primary documents to use along with these materials. The films, "Une Affair de Femme" and "Au Revoir les enfants," students find quite troubling and therefore a great provocation device for discussion. [P.S.]...I forgot to include <NAME>'s _Outwitting the Gestapo_ that includes a thoughtful into. by <NAME>. A personal memoir, this is likely to appeal to students with its account of day to day life under the occupation. The other fictional account that i hope to use in the future would be selections from Ursula Hegge's _Stones From the River,_ a tale revealing the evolution of the grip of Nazism on the daily lives of a small German village. >From <NAME> <EMAIL> 07 May 1998 One book that I think might be very useful is.... _A Revolution of Their Own: Voices of Women in Soviet History_, ed. Barbara <NAME> and <NAME>. Westview, 1998. Eight women's stories, based on interviews; particularly focused on the inter- war period. The format is question/answer, which might or might not be to one's liking; all in all, however, I think this would be an excellent addition to any European women's history course. Also, there is a book written by a man (a journalist), but also based on interviews with women..... <NAME>. _Night Witches: The Amazing Story of Russia's Women Pilots in World War II._ Academy Chicago, 1990. While I'm not overly fond of the style of this one--there is a little too much "Vera said....," "Nadia told me....," etc.-- but there is no doubt that Myles does manage for the most part to retain the women's "voices" by using this technique. I think it would really grip the imagination of most students, as it has mine :-) As for Ginsburg's _Whirlwind....._, it is absolutely excellent, but very lengthy. Raisa Orlova's _Memoirs_ is not quite so long, but might still be longer than what you want. From <NAME> <EMAIL> 07 May 1998 I posted this earlier, but it hasn't yet shown up; apologies if it does later. The book mentioned by <NAME>, Beyond the Home Front: Women's Autobiographical Writing of the 2 World Wars is mine and was published by Macmillan (UK) and NYU. I have used with success Charlotte Delbo, Auschwitz & After, and can also suggest Triolet, A Fine of Two Hundred Francs; <NAME>, A Model Childhood; Marguerite Duras: The War: A memoir. I am not sure if Rathbone's novel We That Were Young is still in print in paper, but that worked very well for home front Britain. <NAME> English Department, Dawson College 3040 Sherbrooke St W. Que. H3Z 1A6 <EMAIL> From <NAME> <EMAIL> 07 May 1998 I remember reading a book, possibly in journal/diary form, written by a White Russian woman who worked in Berlin during WWII who, as time progressed, became less and less enchanted by the Nazi regime. This was about 9 years ago when I had just finished college so I don't recall the title but I remember being fascinated by it. Does anybody remember the title? From <NAME> <EMAIL> 11 May 1998 At 12:14 AM -0400 5/8/98, <NAME> <<EMAIL>> wrote: >In answer to Ginger's request . . . >Also, there is a book written by a man (a journalist), but also based on >interviews with women..... ><NAME>. _Night Witches: The Amazing Story of Russia's Women Pilots >in World War II._ Academy Chicago, 1990. DO NOT rely on the Bruce Myles book for anything more than entertainment value. I've interviewed many of the same women and spent seven years researching this topic. Myles is full of errors; he mixed up stories with the wrong names, and other parts of the book seem to be sheer invention. He caught the color of the stories, but unfortunately, not the facts. The best published substitute is <NAME>'s book: Noggle, Anne. A DANCE WITH DEATH: SOVIET AIRWOMEN IN WORLD WAR II. College Station: Texas A&M University Press, 1994. (interviews with veterans) Another excellent source with many interviews is this one: Alexiyevich, Svetlana. _War's Unwomanly Face_. [U voiny -- ne zhenskoe litso ...] Trans. <NAME> and <NAME>. Moscow: Progress Publishers, 1988. Other good sources in English on Soviet women in the war: <NAME>. SOVIET AIRWOMEN IN COMBAT IN WORLD WAR II. Manhattan, Kansas: Sunflower University Press, 1983. <NAME>, Ed. IN THE SKY ABOVE THE FRONT: A COLLECTION OF MEMOIRS OF SOVIET AIR WOMEN PARTICIPANTS IN THE GREAT PATRIOTIC WAR. Manhattan, Kansas: Sunflower University Press, 1984. (translation of a collection of Soviet memoirs) <NAME>. "WINGS, WOMEN AND WAR: SOVIET WOMEN'S MILITARY AVIATION REGIMENTS IN THE GREAT PATRIOTIC WAR." Master's thesis. University of South Carolina, 1993 (you can get this from Interlibrary Loan; it's also been accepted for publication by University Press of Kansas but won't be out until 1999) MILITARY WOMEN WORLDWIDE: A BIOGRAPHICAL DICTIONARY, <NAME>, editor; <NAME>, advisory editor. Greenwood Press (in progress, est.pub. 1999). Smirnova-Med<NAME>. _On the Road to Stalingrad: Memoirs of a Woman Machine Gunner_. Trans. Kazimiera J. Cottam. Nepean, Ontario: New Military Publishing, 1997. Cottam is in the process of reprinting some of her stuff; you can contact her at: New Military Publishing 83-21 Midland Crescent Nepean, ON K2H 8P6 Canada From <NAME> <EMAIL> 11 May 1998 In response to the query of books for Europe, you may also consult the anthology Mothers of Invention: Women, Italian Fascism, and Culture, edited by <NAME> (Minnesota, 1995) for compelling analyses of literature, film and the arts produced by Italian women during Fascism (1922-43). From <NAME> <EMAIL> 11 May 1998 Once more I am struck by the very real benefits of being on a list such as this one. Thanks so much to Reina for pointing out the problems with Myles book, and for suggesting alternatives. And while I'm at it, may I ask for comments on another book which has caught my interest? F<NAME>'s _A Partisan's Memoir: Woman of the Holocaust_ I am considering it for a Holocaust history syllabus that I have put together. From <NAME> G<EMAIL> 11 May 1998 Thank you to all the people who have given careful and intelligent suggestions for my class on 20th century Europe both on the list and off. I now have the pleasant problem of picking between several good choices during most of the time period. Some of you asked if I wanted secondary works; I obviously didn't make this clear in my post and I apologize. I did want both primary and secondary works, but please don't feel obligated to write again. On the other hand, I'll still be thrilled to get any and all advice about teaching this period (even books about men!). <file_sep>Gustavus Adolphus College - Spring 2002 --- ![<NAME>](../images/name.gif) ![Class Schedule for Michele J. Koomen](../images/nav2.gif)![Syllabus](../images/nav3_f2_f2.gif)![My Office Hours](../images/nav1.gif)![](../images/nav4.gif)![About Michele - under construction](../images/nav5.gif) ## Teaching as Principled Practice --- EDU 247 : Science for Elementary Educators II The course is worth 1 credit. ![](../images/transparent.gif) Choose a topic \- - - - - - - - - - - - - - - Location & time of classes Schedule EDU 247 Required texts Description Objectives Attendance Grading Standards \- National Science Standards \- Mn Graduation Standards \| Instructors: --- \| <NAME> : \| \| Nobel 221C ---\|---\|--- Phone: \| \| 933-6319 Email: \| \| <EMAIL> Office Hours: \| \| Monday and Thursday: 9:00 to 9:50 am ![](../images/transparent.gif) --- <NAME>: \| \| Education Department, Old Main Room # 204-E Phone: \| \| 933-6057 Fax: \| \| 933-6020 Email: \| \| <EMAIL> Web Site: \| \| http://www.gac.edu/~mkoomen/ Office Hours: \| \| Monday 12:30 - 1:30 pm and Thursday 12:30 \- 1:30 pm. I am available at other times by appointment. --- Location and Time of classes \| Lectures: Monday, Tuesday and Thursday mornings, 8:00-8:50 in Nobel Hall 105. Laboratory: Section 1 meets Friday 10:30-12:20, Nobel Hall Room 322 Section 2 meets Friday 1:30-3:20, Nobel Hall Room 322 Required texts/materials![](../edu371/images/book02.gif) \| * _Integrated Science,_ <NAME>, et.al. * _Teaching the Fun of Science_ , <NAME> * Course packet * Safety goggles * Colored pencils * All of the items above are available at the Book Mark. The web site for the course contains syllabus and schedule. \| \| ![Return to the top of the page](../images/top.gif) ---\|--- Description \| EDU 247, _Science for Elementary Educators II_ is a course designed for future K-6 classroom teachers. The focus of this course is on the nature of science, fundamental concepts and principles of earth, space and environmental science, physics, and safe environment standards required for teacher licensure in Minnesota. The course will include classroom lectures discussions, laboratory work, experiences out of doors, individual and group projects. Objectives \| * To develop a framework of science knowledge in the natural sciences. Content knowledge in life, earth, physical, and environmental science will be included within an interdisciplinary context. * To learn about the process of science. * To discover the nature of science. * To appreciate the complexity and diversity of living and non-living systems. * To develop inquiry (curiosity) skills. * To develop scientific literacy: skills that help you learn on your own, by critical thinking and making connections. \| \| ![Return to the top of the page](../images/top.gif) ---\|--- Course Requirements \| Attendance --- \| Please be in the classroom or laboratory prepared to start at the scheduled time. It is expected and necessary for you to attend class. Attendance and punctuality is important in the education profession. Now is a good time to be sure the habit is ingrained. Attendance will be taken in the laboratory. If for any reason you are unable to attend, please notify me in advance if possible. Assistance for making up work will be available for excused or unavoidable absences only. \| NOTE: No food or drink will be allowed in the laboratory. \| Grading EDU 247 - Spring 2002 \| From February 11 to April 19 you will be studying Earth, Space, and Environmental science with <NAME>. Following that until the end of the semester you will be studying physics with <NAME>. Your grade for the semester will be determined by the total number of points that you receive for the entire semester, following the standard system as outlined by the college. You can always calculate your current percent by dividing the number of points you have by the total number of points possible to that date. \| \| ![Return to the top of the page](../images/top.gif) ---\|--- \| \| \| Space, Earth and Environmental Science Points --- ACTIVITY \| POINT VALUE \| DUE DATE Exam 1 \| 60 \| March 7 Exam 2 \| 60 \| April 19 Article Review from Popular Press \| 10 \| February 25 Biography of Scientist \| 10 \| March 13 Non fiction Literature Resources \| 10 \| April 12 Rock Collections \| 10 \| March 22 Environmental Topic Research \| 25 \| April 22 Moon Phases and Report \| 10 \| March 28 Weather Data, Interpretation of Weather Maps \| 10 \| April 8 Participation, Attendance, Habits of Scientist/Student \| 20 \| \| \| Assignments Homework and Labs (Complete or Noncomplete) \| Total 25 points \| Due Dates to be announced Plate Tectonics \| \| Elliptical Orbits \| \| A Voyage Through Time \| \| Lab 3 \| \| Lab 4 \| \| Lab 5 \| \| Lab 6 \| \| \| \| TOTAL POINTS POSSIBLE \| 250 \| ![spacer](../images/spacer.gif) \| \| ![Return to the top of the page](../images/top.gif) ---\|--- \| Assignments turned in late will be penalized 10% per day, including weekends. Earth, Space, and Environmental Science exams will consist of matching, multiple choice, short answer and essay questions. Questions will cover any material up to the day of the exam unless otherwise indicated, and will be taken from films, reading material, lab material, classroom discussions, and demonstrations. This schedule is subject to change if an activity is not done, or if additional activities are added. Website will be adjusted accordingly. You will always be informed of any changes and are strongly encouraged to ask if you do not understand or if the assignment is unclear. ATTENDANCE: Daily attendance will be taken in lecture and it is expected and necessary for you to attend class. Attendance will be taken in the laboratory. If for any reason you are unable to attend, please notify me in advance. \| \| \| ![Return to the top of the page](../images/top.gif) ---\|--- \| Standards --- \| The content development of this course fulfills the requirements set forth by the: * National Science Education Standards * Minnesota Graduation Standards. The standards that will be addressed in the course are: \| National Science Standards * * * \| Standards for Professional Development for Teachers of Science PROFESSIONAL DEVELOPMENT STANDARD A: Professional development for teachers of science requires learning essential science content through the perspectives and methods of inquiry. Science learning experiences for teachers must involve teachers in actively investigating phenomena that can be studied scientifically, interpreting results, and making sense of findings consistent with currently accepted scientific understanding. * Address issues, events, problems, or topics significant in science and of interest to participants. * Introduce teachers to scientific literature, media, and technological resources that expand their science knowledge and their ability to access further knowledge. * Build on the teacher's current science understanding, ability, and attitudes. * Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry. * Encourage and support teachers in efforts to collaborate. PROFESSIONAL DEVELOPMENT STANDARD B: Professional development for teachers of science requires integrating knowledge of science, learning, pedagogy, and students; it also requires applying that knowledge to science teaching. Learning experiences for teachers of science must * Connect and integrate all pertinent aspects of science and science education. * Occur in a variety of places where effective science teaching can be illustrated and modeled, permitting teachers to struggle with real situations and expand their knowledge and skills in appropriate contexts. * Address teachers' needs as learners and build on their current knowledge of science content, teaching, and learning. * Use inquiry, reflection, interpretation of research, modeling, and guided practice to build understanding and skill in science teaching. \| SCIENCE CONTENT STANDARDS * * * \| Science as Inquiry Standard In the vision presented by the Standards, inquiry is a step beyond "science as a process," in which students learn skills, such as observation, inference, and experimentation. The new vision includes the "processes of science" and requires that students combine processes and scientific knowledge as they use scientific reasoning and critical thinking to develop their understanding of science. Engaging students in inquiry helps students develop * Understanding of scientific concepts. * An appreciation of "how we know" what we know in science. * Understanding of the nature of science. * Skills necessary to become independent inquirers about the natural world. * The dispositions to use the skills, abilities, and attitudes associated with science. \| PHYSICAL SCIENCE, LIFE SCIENCE, AND EARTH AND SPACE SCIENCE STANDARDS * * * \| The standards for physical science, life science, and earth and space science describe the subject matter of science using three widely accepted divisions of the domain of science. Science subject matter focuses on the science facts, concepts, principle theories, and models that are important for all students to know, understand, and use. Tables 6.2, 6.3, and 6.4 are the standards for physical science, life science, and earth and space science, respectively. \| \| \| Table 6.2 Physical Science Standards --- Levels K - 4 \| Levels 5 - 8 \| Levels 9 -12 Properties of objects and Materials \| Properties and changes of properties in matter \| Structure of atoms Position and motion of objects \| Motions and forces \| Structure and properties of matter Light, heat, electricity and magnetism \| Transfer of energy \| Chemical reactions \| \| Motion and forces \| \| Conservation of energy and increase in disorder \| \| Interactions of energy and matter ![spacer](../images/spacer.gif) \| \| \| Table 6.3 Life Science Standards --- Levels K - 4 \| Levels 5 - 8 \| Levels 9 -12 Characteristics of organisms \| Structure and function in living systems \| The cell Life cycles of organisms \| Reproduction and heredity \| Molecular basis of heredity Organisms and environments \| Regulation and behavior \| Biological evolution \| Populations and ecosystems \| Interdependence of organisms \| Diversity and adaptions of organisms \| Matter, energy and organization in living systems \| \| Behavior of organisms ![spacer](../images/spacer.gif) \| \| \| Table 6.4 Earth and Space Science Standards --- Levels K - 4 \| Levels 5 - 8 \| Levels 9 -12 Properties of earth materials \| Structure of the earth system \| Energy in the earth system Objects in the sky \| Earth's history \| Geochemical cycles Changes in earth and sky \| Earth in the solar system \| Origin and evolution of the earth system \| \| Origin and evolution of the universe ![spacer](../images/spacer.gif) \| \| \| ![Return to the top of the page](../images/top.gif) ---\|--- \| Minnesota Graduation Standards: * * * \| Scientific Concepts and Applications : Learning Area : Inquiry and Research Education Level : Primary Content Standard : Data Categorization, Classification, and Recording \| A student shall demonstrate the ability to categorize, classify, and record information by: --- \| A - \| gathering information from media sources, direct observation, interviews, and experiment or investigation B - \| recording the gathered information; C - \| displaying the gathered information using the appropriate format; D \- \| explaining the answer to the question. to answer a question; \| \| \| ![Return to the top of the page](../images/top.gif) ---\|--- * * * \| Learning Area : Inquiry and Research Education Level : Intermediate Content Standard : Media, Observation, and Investigation \| A student shall demonstrate the ability to answer a question by gathering information from: --- \| A - \| direct observations or experiments with a variable, including framing a question; collecting, recording, and displaying data; identifying patterns; comparing individual findings to large group findings; and identifying areas for further investigation; B - \| media sources, including selecting a topic and framing a question; accessing information from any or all of electronic media, print, interviews, and other sources; recording and organizing information; and reporting findings in written, oral, or visual presentation; C - \| direct observation and interviews, including identifying a topic or area for investigation, writing a detailed description of the observation, conducting an interview with follow-up questions or designing and conducting a survey, recording and organizing information, and evaluating the findings to identify areas for further investigation. \| \| \| ![Return to the top of the page](../images/top.gif) ---\|--- * * * \| Scientific Concepts and Applications Learning Area : Scientific Concepts and Applications Education Level : Primary Content Standard : Direct Science Experience \| A student shall demonstrate knowledge of basic science concepts of physical science, life science, and earth and space science through direct experience, including understanding of: --- \| A - \| concepts related to everyday life through characteristic properties of objects, patterns and how they repeat, and cycles B - \| how the basic needs of organisms are met; C - \| responses of organisms to changes in the environment; D \- \| how the personal use of materials, energy, and water impacts the environment; E \- \| the characteristics of objects or phenomena, including measuring changes that occur in objects or phenomena as a result of interaction, sorting and classifying objects based on one or two properties, displaying information using graphs, and describing how previously learned concepts apply to new situations. \| \| \| ![Return to the top of the page](../images/top.gif) ---\|--- * * * \| Learning Area : Scientific Concepts and Applications Education Level : Intermediate Content Standard : Living and Nonliving Systems \| A student shall demonstrate: --- \| A \- \| an understanding of: \| \| \| ---\|--- 1 - \| characteristics of organisms including plants, animals, and microorganisms; 2 - \| basic structures and functions of the human body; 3 - \| cycles and patterns in living organisms, earth systems, and systems; 4 - \| how human behavior and technology impact the environment; 5 - \| characteristics of the physical world. \| B \- \| the ability to: ---\|--- \| \| \| ---\|--- 1 - \| measure and classify objects, organisms, and materials on the basis of properties and relationships; 2 - \| make systematic observations of objects, events, or phenomena by recording data and predicting change; 3 <file_sep>To UW-Green Bay Home Page To Specific Course Web Pages # University of Wisconsin-Green Bay # Popular Music Since 1955 ## Comn Art 221 Popular Music Since 1955 is a lower division course offered by the program in Communication and the Arts which satisfies the General Education Fine Arts requirement at the University of Wisconsin-Green Bay. The course focuses on American and British popular music from the mid-1950s through the 1980s with some discussion of African and African-American antecedents from the early 20th century as well as more recent popular music. ## Syllabus Fall 2002 MAC 210 <NAME> Office: SA 213 Office hours: M-Th 11:00-12:00 or by arrangement Phone: 465-2636/2348 E-mail: <EMAIL> Required textbook: <NAME> & <NAME> , Rock and Roll: Its History and Stylistic Development , 3rd ed. (Englewood Cliffs: Prentice Hall, 1999) (Suggested Reading) Course Requirements: 1. Completion of a brief paper (1-2 pages, double-spaced) discussing your musical tastes in regard to popular music. List at least three popular music figures or groups (active at any point in the last 40 years) whose music you have found particularly enjoyable and discuss what it is you particularly like about them. This paper will constitute 5% of your total grade. Appropriate organization, correct syntax and spelling etc. is expected. 2. Completion of three exams. The first two exams will consist of 50 multiple choice questions and will each constitute 30% of your total grade while the final exam, consisting of 35 multiple choice questions and an essay question, will constitute 35% of your total grade. Reasonable Accommodations statement As required by federal law and UW-Green Bay policy for Individuals with Disabilities, students with a documented disability who need accommodations must contact the Disability Services Office at 465-2841. Reasonable accommodations can be made unless they alter the essential components of the class. Contact the instructor and Disability Services Coordinator in a timely manner to formulate alternative arrangements. For the essays included on the third exam, click below: (Essays for exams nos. 1,2 & 3) For sample multiple choice questions drawn from previous exams, click below: (Sample Multiple Choice Questions for Exam No. 1) (Sample Multiple Choice Questions for Exam No. 2) (Sample Multiple Choice Questions for Exam No. 3) Topics and Schedule: 9/3 The Musical Antecedents of Rock & Roll 1. The Tin Pan Alley Tradition (Class transparencies) 2. African and African-American Folk Music Blues, jump band blues, gospel, boogie-woogie, rhythm and blues ![](bbsmile.gif) _<NAME>_ 3. Country & western; western swing (S: 1-30) (Class transparencies) 9/10 The Emergence of Rock & Roll in the 1950s 1. American social climate in the 1950s (S: 76-78) 2. Rockabilly: <NAME> & the Comets ![](elvis1.gif) _<NAME>ley_ 3. Sam Phillips and Sun Records; <NAME>, <NAME> and others; 4. Rockabilly-influenced artists: <NAME> & the Crickets, The Everly Brothers (S: 31-51, 63-69, 70-72) (Class transparencies) 9/17 Black (Rhythm and Blues) Rock & Roll in the 1950s 1. Soloists: <NAME>, <NAME>, <NAME>, <NAME> (S: 55-62) (Class transparencies) ![](raychar.jpg) _<NAME>_ 2. Vocal groups: Gospel, do-wop, and ballad styles (S: 51-55) (Class transparencies) 9/24 New Developments in the Late 1950s and Early 1960s 1. Softening of R&R: ballads, Girl Groups and the Teen Idols; novelty songs and dance crazes (S: 51-53, 72-77, 80-88, 95-100) 2. The Beach Boys and the California Sound (S: 94-96) (Class transparencies) 3. Popular and Protest folk music (S: 88-93, 100-103) (Class transparencies) 10/1 <NAME> and Folk-Rock into the 1960s & 70s 1. Dylan as contemporary folk singer; stylistic diversity in the 1970s and 1980s (S: 185-92, 202-06) 2. Other folk-rock artists; influence of folk-rock into the 1970s and 80s (S: 192-202) (Class transparencies) Exam No. 1 (multiple choice and essay question) Covers through "Popular and Protest Folk Music": 10/3 (last part of class) 10/8 The Musical Evolution of the Beatles, Part 1 (Class transparencies) * Early influences and style (S: 103-18) 10/15 The Beatles, Part 2 1. Middle Period stylistic expansion (S: 118-24) 2. Conceptual sophistication and eclecticism (S: 125-53) 10/22 Black Rhythm and Blues Styles in the 1960s, 70s, & 80s 1. Uptown rhythm and blues and pre-Motown (S: 207-10) 2. Motown: <NAME> and the Miracles; <NAME> and the Supremes and others (S: 221-31, 391) (Class transparencies) 3. Soul music and Black Nationalism (S: 211-21, 231-34) (Class transparencies) 10/29 White R &B Styles in the 1960s, 70s & 80s: The Rolling Stones and others 1. Rhythm and blues and psychedelia in the 1960s (S: 157-64) (Class transparencies, Part 1) 2. Eclecticism and theatre in the 1970s & 80s (S: 164-74, 179-84) (Class transparencies, Part 2) 3. Other English groups (S: 174-79) 11/5 The Counterculture in the 1960s and 1970s 1. The psychedelic style in the 1960s (S: 235-56) 2. The progressive blues, hard rock and Heavy Metal into the 1970s & 80s (S: 304-09, 322-26, 380-85) (Class transparencies) Exam No. 2 (multiple choice and essay question) Covers through "White R&B Styles in the 1960s, 70s and 80s": 11/7 (last part of class) 11/12 The Expansion of Resources in the 1960s-1970s 1. Art rock and progressive rock (S: 274-300, 329-333) Class transparencies) 2. Jazz-rock, Funk (S: 257-73, 333-36) 11/19 Other Trends and Major Figures in the 1970s 1. "Corporate Rock": the popular music industry in the 1970s (S: 301-04) 2. Singers/songwriters; soft rock (S: 336-42, 359-64) (Class transparencies) 3. The rise of Disco (S: 350-52, 364-66) (Class transparencies) 4. <NAME> (S: 315-17) (Class transparencies) 5. Country rock (S: 353-59); Southern Rock: Allman Brothers and Lynyrd Skynard (S: 320-22) 6. Other mainstream bands and figures: Fleetwood Mac, Credence Clearwater Revival, the Doobie Brothers, Steve Miller Band, Journey and others (S: 314-20) 11/26 Punk and New Wave 1. Precursors; Glitter Rock; Reggae (S: 309-11) 2. The New Wave in England and the United States (S: 327-28) 3. British and American Punk (S: 311-14; 327-29) (Class transparencies) 12/3 - 12/10 Trends and Major Figures in the 1980s and Early 1990s 1. Bru<NAME> (S: 372-74) (Class transparencies) 2. Black pop: <NAME> (S: 370-72), (The Artist Formerly Known as) Prince (S: 390) (Class transparencies); Rap as a commercial force (S: 386-90, 430-34) (Class transparencies) 3. Technopop and technodance: Madonna (S: 375-76); (Class transparencies) Alternative styles: Hardcore, Thrash Metal, Grunge; Country music cross-overs (420-29; 444-50) Final Exam ( Multiple Choice & Essays): Thursday, Dec. 19, 10:30-12:30 in MAC 210. Exam will be cumulative and focus on material presented in lectures and topics in the textbook to be announced. URL for Course Page: http://www.uwgb.edu/ogradyt/home.htm ( Return to Top) (To UW-Green Bay Home Page) <NAME>/revised Aug. 11, 2002 <file_sep>![](uscpos.gif) ### Institutional Planning and Assessment ## Assessment of Institutional Effectiveness SYLLABUS CONSTRUCTION SAMPLE <NAME> * * * Psychology 101 (Section 001) Introductory Psychology Dr. <NAME> PSYCHOLOGY 101 --Introductory Psychology - 3 credits, no prerequisites. A broad survey of psychological principles. _SPECIFIC DESCRIPTION OF COURSE_ This is an introductory psychology course and its goal is to introduce the student to basic psychology. Students will be presented with material which will give them a broad base of understanding of psychology. Both classical research and contemporary issues will be discussed in attempting to relate theory and research to... _INSTRUCTOR, OFFICE, AND OFFICE HOURS_ I am an experimental psychologist with special interests in perception. My office is in Room 224 Barnwell and I will be there immediately before this class. If you want to see me on a particular day or time, please let me know during or immediately after class; I can then arrange a time for a conference. My office phone is 777-4263. If you want to talk with me and have trouble finding me, please leave your name and number with my... _TEXT_ There is one text required, available at the bookstores. Lefton, L.A. (1993) Psychology (5th ed). Needham Heights, MA: Allyn & Bacon, Inc. _COURSE GOALS_ The aim of the course is to expose students to the field of psychology. In doing so, students will be presented with a diverse body of information about the field of psychology. Being a survey course, no specific area will be emphasized to a great extent, but, rather psychology will be presented as a discipline... _INSTRUCTIONAL PROCEDURE_ Information is presented both in the classroom and through the text. Classroom meetings will be in a lecture format such that the instructor will lecture on important material to be learned. He will not make an attempt to cover all aspects of the text. Rather, he will focus on difficult areas, particularly interesting areas, or on topics of special interest. While the class meetings are relatively structured lectures, there is a substantial amount of time set aside for questions and answers. Students are encouraged to ask questions and to interrupt the lecturer for points of information, clarification, or... _COURSE REQUIREMENTS_ Students are expected to fulfill three obligations: 1) attend class, 2) take all exams, and 3) fulfill the Psychology Department human participant obligation. _Classroom Attendance:_ Classroom attendance is mandatory; attendance will be taken on a semi-random schedule. In accord with University guidelines, absences will be excused for incapacitating illness, official... _Examinations:_ There will be four examinations given through the semester. These exams will consist of approximately 60 multiple choice items and 20 fill-in-the-blank items. Students are expected to arrive in class on time with two No. 2 pencils. Exams and answer sheets will be provided... Approximately 80% of the items will come directly from the text; the remaining items will be taken from material covered in class. Lectures will stress... _Human Participant Obligation:_ All students taking Psychology 101 are required to serve as a human participant in the Department's Human Psychological Pool. This means that the student will volunteer, at a time to be arranged, to participate in a psychological experiment. The exact details... _GRADES_ There are four examinations. The lowest grade from Exams 1, 2, or 3 will be dropped. The final exam grade (test #4) will not be dropped. Thus, your grade will be based on the two highest grades of the first three and the final exam. There-are three scores (2 tests, 1 final) and all count equally in determining your final grade... There are no make-up exams; if you miss an exam from the first three, you will receive a zero. If you miss an exam (from the first three) it will be dropped... Grades on each test, which will have a total of 80 possible points, determined as follows: ... A student's semester grade is determined by the total number of points achieved on each of the course components. Thus a letter grade on any one component only shows a student his or her relative standing in... DATES\| READING ASSIGNMENTS \| CLASS TOPICS ---\|---\|--- August 31\| Syllabus\| Syllabus September 2\| Chapter 1, Modules I & 2 \| What is Psychology September 7\| Appendix: pp. 654 \| History/Statistics: September 9\| Appendix: pp. 654 \| Statistics September 14 \| Chapter 2, Modules 3 & 4 \| Biology: Genetics September 16 \| Chapter 2, Modules 3 & 4 \| Biology: Anatomy September 21 \| Chapter 4, Module 7 \| Biology: Sleep September 23\| EXAM I\| September 28 \| Chapter 5, Modules 9 & 10 \| Learning: Classical Conditioning _Sample Test Questions_ 1\. One problem with the experimental method is that it is a. correlational b. always expensive c. artificial compared to real life d. statistically unreliable 2\. Correlations a. prove cause-effect relationships b. can't be expressed statistically c. are rarely negative d. may suggest cause-effect relationships 3\. Cultural bias refers to a. psychological attempts to maintain the status-quo... _Student's Guide to the Psychology Department Human Participant Pool_ It is conventional for Psychology departments nationwide to introduce students to laboratory practice in Psychology by having them participate for a few hours as participants in experiments. The experiments cover a broad range of topics such as attitudes, mental abilities, human memory, perception, etc. Students learn about experimentation first-hand and... It is the official policy of the Psychology Department to require students in certain classes to satisfy such an experimental requirement. If you have objections to serving as an experimental participant, the research requirement may be satisfied. . . _What do I do?_ This semester the requirement is to participate in five experiments. Most of these experiments will last about one or one and one-half hours and consist of one session. However, some experiments might be as short as one-half hour... _Where do I sign up?_ You sign up for experiments at the Human Participant Pool Bulletin Board in the second floor walkway between Barnwell and Hamilton (opposite the elevator). Look over the sign-up sheets... _What happens if I sign up for an experiment and I can't make it?_ If you sign up for an experiment and then discover that you aren't available, you must let the experimenter know. If you find out at least a day ahead of time that you cannot make it, simply cross out your... _What happens if I miss an experiment without notifying the experimenter?_ If you sign up for an experiment and fail to show up for it (and fail to notify the experimenter at least an hour in advance) you may LOSE the privilege of fulfilling your requirement through participation in experiments. Here's how it works. After one un-notified... _What happens if I don't like an experiment?_ Experimenters are required to give you a brief any time later, without penalty. . . _What happens when I complete an experiment?_ When you have completed an experiment, the experimenter will give you a 3x5 card. You need to fill out the information requested on the card (name, social... _What happens if I don't satisfy the experimental requirement?_ If you finish the semester without completing the requirement, you will lose... _Where is the Human Participant Pool Office, and where do I receive further information?_ If you need further information about the Human Participant Pool you can get it at the Human Participant Pool office, which is room 457 Barnwell... _ALTERNATIVES TO PARTICIPATING IN EXPERIMENTS_ The Human Participant Pool offers a written alternative for those not wishing to participate in experimental research. This alternative is only for those whose participation is a course requirement rather than an extra credit exercise. The purpose of participating in experiments is to gain hands-on experience concerning how experimental research is... _Here's what to do_. Select an article from a recent issue of a psychology journal. The article must be two pages or longer, and the journal must be one that is located in the journal reading room, main floor of Thomas... Copying another student's paper is also considered plagiarism. To discourage plagiarism... DEADLINE for submitting these paper as fulfillment of your participation requirement is the end of the tenth week of school. No papers... An article by <NAME> in the May 1989 issue of _The Teaching Professor_ captured the real essence of what a syllabus should do by stating: A detailed syllabus does not take 'all the spontaneity' out of teaching- instead it facilitates student success by sharing some of the secrets of learning. When 'what the teacher wants' is shared openly with all the students, far more will succeed in the course. By showing we are really interested in what they are supposed to be learning, and want them to master, more students will respond by getting involved in our courses and trying to live up to those expectations (p. 1). --- Syllabus Construction Guide * * * [USC Homepage] [IPA Homepage] [Assessment Homepage] Last updated 2 May 2000 This page administered by IPA - <EMAIL>. This page copyright (C) 1999, The Board of Trustees of the University of South Carolina. URL http://kudzu.ipr.sc.edu/assessment/sampsyll.htm <file_sep>His 2243 Syllabus <NAME> Southwestern Assemblies of God University HIS 2243-00 Western Civilization II Professor <NAME>, Ph.D. Spring 2001 Course Syllabus Course Objectives: Upon Completion of the course, students should be able to: 1\. Trace the development of absolutism and constitutionalism, the American and French Revolutions, the Napoleonic Wars, the growth of nationalism and socialism, World War I and World War II, the Cold War and recent developments. 2\. Describe the impact of the scientific revolution and the Enlightenment on Western though, the rise of republican governments, the Industrial revolution and its impact, European imperialism, the Victorian era and the Interwar period. 3\. Identify selected individuals, concepts, terms, and events significant to Western Civilization. Textbook: Spielvogel, <NAME>. Western Civilization a Brief History. West Wadsworth: International Thompson Publishing Co., 1999 Course Plan Western Civilization will be divided into three general sections: Early Modern Europe; The Revolutionary and Napoleonic Period; Industrialization, Imperialism, and World War I; and 1920 to the present. Class lecture combined with reading assignments and audio-visual presentations will provide the information for which students will be responsible. Course Requirements 1\. Three Exams covering material in the textbook, films, and class lectures 2\. Book Review 3\. Quizzes and Class Participation The professor reserves the right to change assignments and assignments dates contingent upon the needs of the class. Course Evaluation Exam 1 25% Exam 2 25% Final 25% Book Review or Project 20% Quizzes & Participation 05% Exam Dates Exam 1 2/9/01 Exam 2 4/6/01 Exam 3 Finals Week Class Policies Attendance: Southwestern's on-campus academic program is designed as an in-class learning experience. In this type of instructional setting, the ability to pass examinations and complete outside projects is only a partial measure of the student's knowledge, skills, understanding, and appreciation of the subject matter. Therefore, students are required to maintain regular and punctual class attendance. Absences which exceed twenty percent (20%) of the number of times that a class meets per semester, (9 absences for classes meeting 3 times per week; 6 absences for classes meeting 2 times per week; and 3 absences for classes meeting 1 time per week), regardless of the nature or reason for the absences, will result in the student being administratively dropped automatically from the course, receiving a grade of "W". The student will be assessed the established course withdrawal fee. A student who is absent from a class is totally responsible to make the appropriate advanced arrangements with the faculty member for possible make up work. The faculty member will have the prerogative to determine if a student may make up any examinations or outside assignments based upon the reason for a student's absence and when the make up work must be completed. However, no point reduction will be assessed to a student's final grade for absenteeism. Tardy Student's missing fifteen minutes of a class will be counted absent for that session. Every three tardies acquired in classes that meet three times a week and every two tardies acquired in classes that meet twice a week will be considered as an absence. The student is responsible, at the end of class, to identify his/her tardiness to the professor. NOTE: the assessment of a tardy also applies to students who leave class early. Assignments All class assignments should be completed with due consideration for the professional work expected of students of this university. Work should be neat, organized, typewritten (when appropriate) with double line spacing, pages properly joined and numbered, and an appropriate title page. Students should as a matter of course proofread their work prior to turning it in to the instructor so that typographical, grammatical, and syntactical errors may be corrected. It is also advisable that students make a photocopy of work being turned in to provide for coverage of potential error in processing. Late Work Late work will be accepted, but the grade will be lowered by ten percent for each class day the assignment is late. Academic Dishonesty and Cheating Students are expected to be honest in fulfilling all academic requirements and assignments. This pertains to examinations, themes, book critiques, reading reports, etc. A student will not be allowed to withdraw from a course if he/she is under investigation for academic dishonesty. In the event that the students is determined guilty of academic dishonesty, then the student will not be allowed to withdraw from the course and will receive the grade determined by the faculty member, either "F" for the assignment and/or and "F" for the course. Dishonesty could possibly result in further disciplinary action. Refer to Major infractions in the Student Handbook. Plagiarism, the use of another's uncited material, as one's own, is not permissible. Reproducing material from other students by photocopy, computer media transfer or by rewriting or cheating. Miscellaneous Students must wait 15 minutes for a faculty member before leaving class unless they have been notified otherwise. Study Tips Take careful notes in class. Set aside uninterrupted time to regularly review your notes. Type your lecture notes while they are fresh. Note area that are incomplete and use your textbook to fill in the gaps. If you are unable to find the answer, ask the professor. Complete all reading assignments and study helps as scheduled. The process of reading, applying, and review will enhance your ability to retain the material. Do not wait until test time to prepare. This adds pressure and seldom results in long-term memory. Be prepared for matching, multiple choice, and completion. Office Hours (A113-D) MWF 10:00-11:00, 2:00-3:00; Th 9:15-11:00, or by appointment. E-mail is the best means of contact (<EMAIL>) or (<EMAIL>) Students may call via 1-888-937-7248. History \| Government \| Geography \| Economics \| Social Sciences <file_sep>### ![Asian Studies Development Program](/Images/lions.jpeg) * * * [About] [Index] [Search] [Other Links] [Comments/Submissions] # Archaeology of Southeast Asia ### Anthropology 461 Dr. <NAME> Spring 1997 COURSE OBJECTIVES: This course reviews the archaeology of Southeast Asia during the Pleistocene and Holocene. Southeast Asian archaeology remains poorly understood, although some of the earliest Asian hominid remains and some of the most powerful states are found in this area of the world. This course emphasizes the particularities of the Southeast Asian cultural sequence, while illustrating how processes in this sequence parallel those found elsewhere in the world. Topics to be covered include: geography and environment; ecology and economy among peoples of Southeast Asia; history and theory in Southeast Asian archaeology; the pleistocene and paleolithic record of Southeast Asia; Hoabinhian and hunter-gatherers; origins of plant and animal domestication; early farming communities; ethnicity, migration, and culture change in Southeast Asian prehistory; early metallurgy in Southeast Asia (timing, technology, and impact); models of complexity; emergent complexity; and the early states of insular and mainland Southeast Asia. COURSE REQUIREMENTS: Students are expected to complete all assigned readings in _advance_ of each class discussion. There will be three (3) assignments during the course of the semester that draw on both lecture and reading materials: one short (10 pp. maximum) paper (worth 20% of grade), a mid-term essay exam (25% of the grade), and a final paper (40% of grade). Class attendance and active participation will also be factored into the grading process (5% of the grade). Term projects must be approved by the professor by the beginning of the 7th week of class. SPECIAL NOTES: All assignments must be handed in on the due date listed in this syllabus, except in cases of medical emergency. Barring such an emergency, one grade (i.e., from 4.0 to 3.0) will be subtracted from the assignment each day after the due date. All assignments must be completed in order to receive a passing grade in the course. _Required Textbooks_ : Bellwood, Peter 1985 _Prehistory of the Indo-Malaysian Archipelago._ Academic Press, New York. Higham, Charles 1989 _The Archaeology of Mainland Southeast Asia._ Cambridge University Press, Cambridge. Archaeology of Southeast Asia readings (on file in the Reserve Reading Room at Main Library). These are also available for purchase at Kinko's. Class Papers 1\. _Short Paper_ , 5-10 pp. This paper should focus on an archaeological topic, in which you examine sites or artifacts of known provenience. You should describe them briefly, give their context, and explain how they have advanced our knowledge of archaeology, _or_ why they are a problem requiring re-examination _or_ provide your own analysis (or all of these!). The purpose of this paper is to have you deal with concrete archaeological data from Southeast Asia and to make you think critically about archaeological evidence and opinions. 2\. _Term Paper_ , 25-30 pp. This paper should be synthetic and interpretive in its treatment of a topic in Southeast Asian archaeology. The long paper will be presented as a seminar paper in the final week of the class; for that seminar, you should have a one page (maximum) handout for class members. You are encouraged to discuss your paper topic with me, and to submit paper outlines for my comments. _Term projects must be approved by the professor by the beginning of the 7th week of class._ Schedule of Subjects and Assignments WEEKS \| \| SUBJECT ---\|---\|--- 1 \| \| Introduction to Southeast Asia: Geography and Environment 2 \| \| Ecology and Economy among Peoples of Southeast Asia 3 \| \| History and Theory in Southeast Asian Archaeology 4 \| \| Pleistocene Southeast Asia 5 \| \| Earliest Hominids in Southeast Asia 6 \| \| Hoabinhian and Hunter-Gatherers in Southeast Asia 7 \| \| Origins of Plant and Animal Domestication Short Paper Due (20% of grade) Approval of Term Project Topic Required This Week 8 \| \| Early Farming Communities in Southeast Asia 9 \| \| Ethnicity, Migration, and Culture Change in Southeast Asia 10 \| \| Metallurgy in Southeast Asia: Timing, Technology, and Impact Mid-Term Exam (25% of grade) 11 \| \| Models of Complexity and Southeast Asian Archaeology 12 \| \| Between Tribes and States in Southeast Asia 13 \| \| Early States in Insular Southeast Asia 14 \| \| Early States in Mainland Southeast Asia 15 \| \| Discussion of Class Projects Term Project Due (40% of grade) Reading Assignments WEEKS \| SUBJECT \| READINGS ---\|---\|--- 1 \| Introduction to Southeast Asia: Geography and Environment \| Bayard 1975; Bellwood 1985:1-37; Hutterer 1988 2 \| Ecology and Economy \| Dunn and Dunn 1977; Hanks 1972:3-71; Headland and Reid 1989; Kunstadter 1988; Macknight 1986 3 \| History and Theory \| Anderson 1991; Bellwood 1987; Ha Va Tan 1992; Higharn 1989:1-30; Hutterer 1987; <NAME> 1987; Peterson 1982-3; Shoocondej 1994 4 \| Pleistocene Southeast Asia \| Bellwood 1985: 38-101; Hutterer 1985; Pope 1988 5 \| Earliest Horninids in Southeast Asia \| Allen 1991; Bartstra 1989; Ciochon and Olsen 1986; Fox 1970; Olsen and Miller-Antonio 1992 6 \| Hoabinhian and Hunter-Gatherers \| Bellwood 1985:159 - 203; Gorman 1971; Ha Van Tan 1976; Reynolds 1990 7 \| Origirls of Plant and Animal Domestication \| Bellwood 1985: 204 - 245; Bellwood et al. 1992; Higham and Maloney 1989; Higham 1989:31-89; Maloney et al. 1989; Solheim 1972 8 \| Early Farrning Communities in Southeast Asia \| Bellwood 1985:246-270; Higharn 1989:90-189; Spriggs 1989 9 \| Ethnicity, Migration, and Culture Change in Southeast Asia \| Higham et al. 1992; Hutterer 1976; Pietrusewsky 1984 10 \| Metallurgy in Southeast Asia: Tirning, Technology, and Impact \| Bellwood 1985: 271 - 317; Bronson 1992; Christie 1992; Loofs-Wissowa 1983; Glover 1980 11 \| Models of Complexity \| Brumfiel and Earle 1987; Kipp and Schortmann 1989; Paynter 1989; Wright 1986 12 \| Between Tribes and States in Southeast Asia \| Higham 1989:190-238; Junker 1993; Netting 1990 13 \| Early States in Insular Southeast Asia \| Bayard 1992; Bentley 1986; Bronson 1977; Bronson and Wisseman 1977 14 \| Early States in Mainland Southeast Asia \| Hall 1992; Higham 1989:239-355; Kulke 1986; Stargardt 1986; Taylor 1992; Van Liere 1980; Vickery 1986; Welch 1984; Wolters 1982 15 \| Discussion of Class Projects \| Bellwood 1985: 318-325; Higham 1989:356-362; Trigger 1989:370-411 Reading List <NAME> 1991 Stegodonts and the Dating of Stone Tool Assemblages in Island Southeast Asia. _Asian Perspectives_ 30(2):243-266. <NAME> 1990 Ban Don ta Phet - Data Capture and Analysis. In _Southeast Asian Archaeology 1986: Proceedings of the First Conference of the Association of Southeast Asian Archaeologists in Western Europe,_ edited by Ian and Emily Glover, pp. 185-194. BAR International Series 561. <NAME> 1991 _Imagined Communities: Reflections on the Origin and Spread of Nationalism_. Rev. ed. Verso, London. <NAME>. 1992 Prehistoric Human Adaptations to Environments in Thailand. In _Culture and Environment in Thailand,_ pp. 101-123. The Siam Society, Bangkok. Aung-Thwin, Michael 1982-83 Burma Before Pagan: The Status of Archaeology Today. _Asian Perspectives_ 25(2):1-22. <NAME>. 1989 Recent Work on the Pleistocene and Paleolithic of Java. _Current Anthropology_ 30:241-244. <NAME> 1975 North China, South China, Southeast Asia, or Simply Far East? _Journal of the Hong Kong Archaeological Society_ (3). 1992 Models, Scenarios, Variables and Suppositions: Approaches to the Rise of Social Complexity in Mainland Southeast Asia, 700 BC-500 AD. In _Early Metallurgy. Trade and Urban Centres in Thailand and Southeast Asia,_ edited by <NAME>, <NAME>, and <NAME>, pp. 13-38. White Lotus, Bangkok. <NAME> 1985 _Prehistory of the Indo-Malaysian Archipelago_. Academic Press, New York. 1987 The Prehistory of Island Southeast Asia: A Multi-Disciplinary View of Recent Research. _Journal of World Prehistory_ 1:171-223. <NAME>, <NAME>, <NAME>, <NAME>, <NAME> and I<NAME> 1992 New Dates for Prehistoric Southeast Asian Rice. _Asian Perspectives_ 31(2):161-170. <NAME> 1990 Prehistoric Copper Smelting in Central Thailand. In _Southeast Asian Archaeology_1986:_ Proceedings of the First Conference of the Association of Southeast Asian Archaeologists in Western _Europe,_ edited by Ian and <NAME>, pp. 109-120. BAR International Series 561. Oxford. <NAME>. 1986 Indigenous States of Southeast Asia. _Annual Review of Anthropology_ 15:275-305. Bronson, Bennet 1977 Exchange at the Upstream and Downstream Ends: Notes Toward a Functional Model of the Coastal State in Southeast Asia. In _Economic Exchange and Social Interaction in Southeast Asia: Perspectives from Prehistory. History_. _and Ethnography._ edited by <NAME>. pp. 39-52. Michigan Papers on South and Southeast Asia No. 13\. Center for South and Southeast Asian Studies, University of Michigan, Ann Arbor. 1979 The Late Prehistory and Early History of Central Thailand with Special Reference to Chansen. In _Early South East Asia,_ edited by <NAME> and <NAME>, pp. 315-336. Oxford University Press, New York. 1992 Patterns in the Early Southeast Asian Metals Trade. In _Early Metallurgy. Trade and Urban Centres in Thailand and Southeast Asia,_ edited by <NAME>, <NAME>, and <NAME>, pp. 63-114. White Lotus, Bangkok. Bronson, Bennet and <NAME> 1972 Excavations at Chansen, Thailand, 1968, 1969: A Preliminary Report. _Asian Perspectives_ 15(1): 15-46. Bronson, Bennet and <NAME> 1978 Palembang as Srivijaya: the Lateness of Early Cities in Southern Southeast Asia. _Asian Perspectives_ 19(2):220-240. <NAME> and <NAME> 1987 Specialization, Exchange and Complex Societies: An Introduction. In _Specialization, Exchange and Complex Societies._ edited by <NAME> and <NAME>, pp. 1-9. Cambridge University Press, Cambridge. Christie, <NAME> 1977 (as Jan Wisseman) Markets and Trade in Pre-Majapahit Java. In _Economic Exchange and Social Interaction in Southeast Asia: Perspectives from Prehistory, History. and Ethnography._ edited by <NAME>, pp. 197-212. 1990 Trade and the Santubong Iron Industry. In _Southeast Asian Archaeology 1986: Proceedings of the First Conference of the Association of Southeast Asian archaeologists in Western Europe,_ edited by Ian and <NAME>, pp. 231-240. BAR International Series 561. Oxford. 1992 Trade and Settlement in Early Java: Integrating the Epigraphic and Archaeological Data. In _Early Metallurgy. Trade and Urban Centres in Thailand and Southeast Asia._ edited by <NAME>, <NAME>, and John Villiers, pp. 181-198. White Lotus, Bangkok. Ciochon, <NAME>. and <NAME> 1986 Paleoanthropological and Archaeological Research in the Socialist Republic of Vietnam. _Journal of Human Evolution_ 15:623-633. <NAME> 1991 _The Palaces of South-East Asia: Architecture and Customs._ Translated and Edited by <NAME>. Oxford University Press, Singapore/Oxford/New York. <NAME>. and <NAME> 1977 Maritime Adaptations and Exploitation of Marine Resources in Sundaic Southeast Asian Prehistory. _Modern Quaternary Research in Southeast Asia_ 3:1-28. <NAME> 1970 _The Tabon Caves: Archaeological Explorations and Excavations on Palawan Island, Philippines_. Monograph No. 1. National Museum of the Philippines, Manila. Glover, <NAME>. 1980 Ban Don Ta Phet and its Relevance to Problems in the Pre- and Protohistory of Thailand. _Bulletin of the Indo-Pacific Prehistory Association_ 2:16-30. 1989 _Early Trade between Indian and Southeast Asia._ 2nd edition. Center for South-East Asian Studies, Hull. 1990 Ban Don Ta Phet: the 1984-1985 Excavation. In _Southeast Asian Archaeology 1986: Proceedings of the First Conference of the Association of Southeast Asian Archaeologists in Western Europe_ , edited by Ian and <NAME>, pp. 139-184. BAR International Series 561. <NAME>, <NAME> and <NAME> 1993 Recent Data on Thanon Phra Ruang between Sukothai and Si Satchanalai: Road or Canal? _Journal of the Siam Society_ 81(2):99-112. <NAME> 1971 The Hoabinhian and After: Subsistence Patterns in Southeast Asia during the Late Pleistocene and Early Recent Periods. _World Archaeology_ 2(3):300-320. <NAME> 1976 The Hoabinhian in the Context of Vietnam. _Vietnamese Studies_ 46:127-196. 1986 Oc Eo: Endogenous and Exogenous Elements. _Vietnam Social Sciences_ 1-2(7-8): 91-101. 1992 Development of Archaeology in Vietnam. _SPAFA Journal_ 2(3):9-15. Hall, Kenneth 1982 The "Indianization of Funan: An Economic History of Southeast Asia's First State. _Journal of Southeast Asian Studies_ 13:81-106. 1985 _Maritime Trade and State Development in Early Southeast Asia._ University of Hawaii Press, Honolulu. 1992 Econornic History of Early Southeast Asia. In _The Cambridge History of Southeast Asia_ , Volume One, edited by <NAME>, pp. 183-275. Cambridge University Press, Cambridge. Hanks, <NAME>. 1972 _Rice and Man: Agricultural Ecology in Southeast Asia._ AHM Publishing, Arlington Heights, Illinois. Headland, Thomas and <NAME> 1989 Hunter-Gatherers and their Neighbors From Prehistory to the Present. _Current Anthropology_ 30(1) :43-66. Higham, Charles 1989 _The Archaeology of Mainland Southeast Asia._ Cambridge University Press, Cambridge. 1989 The Later Prehistory of Mainland Southeast Asia. _Journal of World Prehistory_ 3(3):235-282. Higham, Charles and <NAME> 1992 Human Biology, Environment and Ritual at Khok Phanom Di. _World Archaeology_ 24(1). Higham, Charles, and <NAME> 1989 Coastal Adaptation, Sedentism, and Domestication: A Model for Socio- Economic Intensification in Prehistoric Southeast Asia. In _Farming and Foraging: the Evolution of Plant Exploitation,_ edited by <NAME> and <NAME>, pp. 650-666. Unwin Hyman, London. Hutterer, Karl 1976 An Evolutionary Approach to the Southeast Asian Cultural Sequence. _Current Anthropology_ 17:221-242. 1985 The Pleistocene Archaeology of Southeast Asia. In _Modern Quaternary Research in Southeast Asia_ , Volume 9, edited by <NAME> and <NAME>, pp. 1-24. <NAME>, Rotterdam and Boston. 1987 Southeast Asia as a Region: Implications for Archaeological Theory, Method, and Practice. In _Final Report from Seminar in the Prehistory of Southeast Asia,_ pp. 279-290. SPAFA Coordinating Unit, SPAFA, Bangkok. 1988 The Prehistory of the Southeast Asian Rainforests. In _People of the Tropical Rainforest._ edited by <NAME> and <NAME>, pp. 63-72. University of California Press, Berkeley. <NAME>. 1979 Pre-Angkor Cambodia: Evidence from the Inscriptions Concerning the Common People and their Environrnent. In _Early South East Asia,_ edited by <NAME> and <NAME>, pp. 406-424. Oxford University Press, New York. Jacq-Hergoulalc'h, Michel 1992 Un Exemple de Civilisation de Ports-Entrepots des Mers du Sud: Le Sud Kedah (Malaysia) 5th14th Siecles. _Arts-Asiatiques_ XLVII: 40-48 Jeremie, Sylvie and <NAME> 1992 Le Hoabinhien en Thailande: Un Exemple de l'Approche Experimentale. _BEFEO_ 79(1):173209. Junker, Laura 1993 Craft Goods Specialization and Prestige Goods Exchange in Philippine Chiefdoms of the Fifteenth and Sixteenth Centuries. _Asian Perspectives_ 32(1):1-36. Kathirithamby-<NAME>. 1995 Socio-Political Structures and the Southeast Asian Ecosystem. In _Asian Perceptions of Nature: A Critical Approach._ edited by <NAME> and <NAME>, pp. 25-46. Curzon Press, Surrey, England. <NAME> 1977 From Stage to Development in Prehistoric Thailand: An Exploration of the Origins of Growth, Exchange, and Variability in Southeast Asia. In _Economic Exchange and Social Interaction in Southeast Asia: Perspectives from Prehistory, History, and Ethnography,_ edited by <NAME>, pp. 23-38. Michigan Papers on South and Southeast Asia No. 13. Center for South and Southeast Asian Studies, University of Michigan, Ann Arbor. Kijngam, Amphan, <NAME> and <NAME> 1980 _Prehistoric Settlement Patterns in Northeast Thailand._ University of Otago Studies in Prehistoric Anthropology, Vol. 15. Dunedin. Kipp, <NAME> and <NAME> 1989 The Political Impact of Trade in Chiefdoms. _American Anthropologist_ 91:370-385. <NAME> 1986 The Early and Imperial Kingdom in Southeast Asian History. In _Southeast Asia in the 9th to 14th Centuries._ edited by <NAME> and <NAME>, pp. 1-23. Institute of Southeast Asian Studies, Singapore. Kunstadter, Peter 1988 Hill People of Northern Thailand. In _People of the Tropical Rainforest._ edited by <NAME> and <NAME>, pp. 93-110. University of California Press, Berkeley. Loofs-Wissowa, <NAME>. 1983 The Development and Spread of Metallurgy in Southeast Asia: A Review of the Present Evidence. _Journal of Southeast Asian Studies_ 14(1):1-31. 1991 Dongson Drums: Instruments of Shamanism or Regalia? _Arts Asiatiques_ XLVI:39-49. <NAME>. 1986 Changing Perspectives in Island Southeast Asia. In _Southeast Asia in the 9th to 14th Centuries_ , edited by <NAME> and <NAME>, pp. 215-227. Institute of Southeast Asian Studies, Singapore. <NAME> 1979 The Excavation at Sab Champa. In _Early South East Asia,_ edited by <NAME>. Smith and W. Watson, pp. 337-341. Oxford University Press, New York. <NAME>., <NAME> and <NAME> 1989 Early Rice Cultivation in Southeast Asia: Archaeological and Palynological Evidence from the Bang Pakong Valley, Thailand. _Antiquity_ 63:363-370. <NAME> 1988 _Moated Sites in Early North East Thailand._ British Archaeological Reports. international Series No. 400\. Oxford. 1989 Water Management in Cambodia: Evidence from Aerial Photography. _Geographical Journal_ 155(2):204-214. 1990 Moated Settlement in the Mun Basin, Northeast Thailand. In _Southeast Asian Archaeology_ ___1986: Proceedings of the First Conference of the Association of Southeast Asian Archaeologists in Western Europe,_ edited by Ian and <NAME>, pp. 201-212. BAR International Series 561. Netting, <NAME>. 1990 Population, Permanent Agriculture, and Polities: Unpacking the Evolutionary Portmanteau. In _The Evolution of Political Systems: Sociopolitics in Small-Scale Sedentary Societies_ edited by <NAME>, pp. 21-61. Cambridge University Press, Cambridge. <NAME> 1975 Les Nouvelle Recherches Archeologiques au Vietnam. _Arts Asiatiques_ 31:3-154. <NAME> Shuhaimi Bin <NAME> 1987 A Decade of Prehistoric Archaeology in Malaysia, 1976-1986: An Overview. In _Final Report from Seminar in the Prehistory of Southeast Asia._ pp. 221-229. SPAFA Coordinating Unit, SPAFA, Bangkok. Olsen, <NAME>. and <NAME> 1992 The Palaeolithic in Southern China. _Asian Perspectives_ 31(2):129-160. <NAME> 1989 The Archaeology of Equality and Inequality. _Annual Review of Anthropology_ 18:369-399. <NAME>. 1982-3 Colonialism, Culture History, and Southeast Asian Prehistory. _Asian Perspectives_ 25(1): 123-132. Pietrusewsky, Michael 1984 Pioneers on the Khorat Plateau: The Prehistoric Inhabitants of Ban Chiang. _Journal of the Hong Kong Archaeological Society_ 10:90-106. Pope, Geoffrey 1988 Advances in Research in Far Eastern Paleoanthropology. _Annual Review in Anthropology_ 17:43-98. Ray, <NAME> 1989 Early Maritime Contacts Between South and Southeast Asia. _Journal of Southeast Asian Studies_ 10(1):42-54. Reynolds, <NAME>. 1995 A New Look at Old Southeast Asia. _Journal of Asian Studies_ 54(2):419-446. Reynolds, T.E.G. 1990 Review of Hoabinhian. In _Hoabinhian. Jomon, Yayoi. Early Korean States: Bibliographic Reviews of Far Eastern Archaeology_ , edited by <NAME>. Oxbow Books, Oxford, England. Rowlands, Michael 1989 A Question of Complexity. In _Domination and Resistance_ , edited by <NAME>, <NAME>, and <NAME>, pp. 29 10. Cambridge University Press, Cambridge. Santoni, Marielle, <NAME> and <NAME> 1990 Excavations at Obluang Province of Chiang Mai (Thailand). In _Southeast Asian Archaeology 1986: Proceedings of the First Conference of the Association of Southeast Asian Archaeologists in Western Europe_ , edited by Ian and <NAME>, pp. 37-54. BAR International Series 561. Oxford. Shaffer, <NAME> 1996 _Maritime Southeast Asia to 1500._ Sources and Studies in World History. <NAME>, Armonk and London. (use this for background; secondary reference) Shoocondej, Rasmi 1994 Impact of Colonialism and Nationalism in Southeast Asian Archaeology Viewed through Native Eyes. Paper presented at the 59th Annual Meeting of the Society for American Archaeology, Anaheim. <NAME> 1972 An Earlier Agricultural Revolution. _Scientific American_ CCVI(4):34-41. Spriggs, Matthew 1989 The Dating of the Island Southeast Asian Neolithic: An Attempt at Chronometric Hygiene and Linguistic Correlation. _Antiquity_ 63:587-613. <NAME> 1983 _The Environmental and Economic Archaeology of South Thailand._ Studies in S.E. Asian Archaeology 1, ISEAS. British Archaeological Reports International Series 158, Oxford. 1986 Hydraulic Works and Southeast Asian Polities. In _Southeast Asia in the 9th to 14th Centuries,_ edited by <NAME> and <NAME>, pp. 23-39. Institute of Southeast Asian Studies, Singapore. 1990 _The Ancient PYU of Burma. Volume I: Early Pyu Cities in a Man-Made Landscape._ PACSEA Cambridge, Institute of Southeast Asian Studies, Singapore. <NAME> 1992 The Early Kingdoms. In _The Cambridge History of Southeast Asia,_ Volume One, edited by <NAME>, pp. 137-182. Cambridge University Press, Cambridge. <NAME> 1989 _A History of Archaeological Thought._ Cambridge University Press, Cambridge. Vallibhotama, Srisakra 1992 Early Urban Centres in the Chao Phraya Valley of Central Thailand. In _Early Metallurgy, Trade and Urban Centres in Thailand and Southeast Asia,_ edited by <NAME>, <NAME>, and <NAME>, pp. 123-129. White Lotus, Bangkok. <NAME>, <NAME>. 1980 Traditional Water Management in the Lower Mekong Basin. _World Archaeology_ 11(3):265-280. Vickery, Michael 1986 Some Comments on Early State Formation in Cambodia. In _Southeast Asia in the 9th to 14th Centuries._ edited by <NAME> and <NAME>, pp. 95-115. Institute of Southeast Asian Studies, Singapore. <NAME> 1984 Settlement Pattern as an Indicator of Sociopolitical Complexity in the Phimai Region, Thailand. In _Southeast Asian Archaeology at the XV Pacific Science Congress,_ edited by <NAME>, pp. 129-151. Otago University Studies in Prehistoric Anthropology 16. 1988-1989 Excavations at Ban Tamyae and Non Bam Kham, Phimai Region, Northeast Thailand. _Asian Perspectives_ 28(2):99-124. 1989 Late Prehistoric and Early Historic Exchange Patterns in the Phimai Region, Thailand. _Journal of Southeast Asian Studies_ Vol 10(1):11-26. <NAME> 1975 Satyanrta in Suvarnadvipa: From Reciprocity to Redistribution in Ancient Southeast Asia. In _Ancient Civilization and Trade,_ edited by <NAME> and <NAME>, pp. 227-238. University of New Mexico Press, Albuquerque. 1979 Urban Genesis in Mainland Southeast Asia. In _Early South East Asia: Essays in Archaeology, History. and Historical Geography,_ edited by <NAME> and <NAME>. Oxford University Press, Oxford. <NAME>. 1995 Incorporating Heterarchy into Theory on Socio-Political Development: The Case from Southeast Asia. In _Heterarchy and the Analysis of Complex Societies,_ edited by <NAME>, <NAME>, and <NAME>, pp. 101-124. Archeological Papers of the American Anthropological Association Number 6. Washington, D.C. <NAME>. 1982 _History. Culture and Region in Southeast Asian Perspectives._ Institute of Southeast Asian Studies, Singapore. <NAME> 1986 The Evolution of Civilizations. In _American Archaeology Past and Present,_ edited by D. <NAME> and <NAME>, pp. 323-365. Smithsonian Institution Press, Washington, D.C. Last Updated: 1/9/98 [About] [Index] [Search] [Other Links] [Comments/Submissions] * * * ASDP Curriculum Online Project < <EMAIL>> <file_sep> Resources on Race, Ethnicity, and Class and the Internet The following list was prepared by Dr. <NAME> of the University of Arizona in Tuscon. * * * The Unbearable Whiteness of Being: African American Critical Theory and Cyberculture http://www.kalital.com/Text/Writing/Whitenes.html Cultural Uses of New, Networked Internet Information and Communication Technologies: Implications for US Latino Identities http://sunsite.unc.edu/jlillie/thesis.html Bridging the Digital Divide: The Impact of Race on Computer Access and Internet Use http://www2000.ogsm.vanderbilt.edu/papers/race/science.html What it Means to be Black in Cyberspace http://www.panix.com/~mbowen/cz/identity/blakCMC.html Cyborg Diaspora: Virtual Imagined Community http://ernie.bgsu.edu/~radhik/sanov.html Race In/For Cyberspace: Identity Tourism and Racial Passing on the Internet http://acorn.grove.iup.edu/en/workdays/Nakamura.html American Emissaries to Africa: From <NAME> via <NAME> to James Baldwin and Back http://www.factory.org/nettime/archive/1292.html What Color is the Net? http://www.hotwired.com/netizen/97/11/index2a.html WIRED 3.12: Idees Fortes - Race in Cyberspace? http://www.wired.com/wired/3.12/departments/berger.if.html Book Review: The African-American Resource Guide to the Internet http://www.otal.umd.edu/~rccs/books/battle.html Black Pioneers of the Internet http://www.delphi.com/blackpioneers/ Forsaken Geographies: Cyberspace and the New World 'Other' http://eng.hss.cmu.edu/internet/oguibe/ http://arts.usf.edu/~ooguibe/madrid.htm On Digital 'Third Worlds': An interview with Olu Oguibe http://arts.usf.edu/~ooguibe/springer.htm The Virtual Barrio @ The Other Frontier (or the Chicano inerneta) http://www.telefonica.es/fat/egomez.html Cultural Survival Quarterly: The Internet and Indigenous Communities http://www.cs.org/csq/csqinternet.html Buying into the Computer Age: A Look at Hispanic Families http://www.cgu.edu/inst/aw1-1.html AFROAM-L Archives - February 1995: Race, Ethnicity, Culture, and Cyberspace http://www.afrinet.net/~hallh/afrotalk/afrofeb95/0796.html Possible Roles for Electronic Community Networks and Participatory Development Strategies in Access Programs for Poor Neighborhoods http://www.unc.edu/~jlillie/310.html High Technology and Low-Income Communities: Prospects for the Positive Use of Advanced Information Technology http://web.mit.edu/sap/www/high-low/ Losing Ground Bit by Bit: Low-Income Communities in the Information Age http://www.benton.org/Library/Low-Income/ Falling Through the Net II: New Data on the Digital Divide http://www.ntia.doc.gov/ntiahome/net2/ Impact of CTCnet Affiliates: Findings from a National Survey of Users of Community Technology Centers http://www.ctcnet.org/impact98.htm Cybersociology Magazine: Issue 3 - Digital Third Worlds http://members.aol.com/Cybersoc/issue3.html * * * From <NAME>: Lastly, in case you're wondering why I even bothered to put this list together, one of my "white" colleagues said it better than I ever could: > "We're resisting the tired-but-still-commonly-accepted idea that the virtual world provides a somehow "level" playing field, in which race, gender, [and] culture(s) no longer matter. We think that such ideas are based on the false notion that there's a normative white male middle-class culture to which all folks can gain access, now that the barriers imposed by the physical body have been miraculously removed. We want [to see] essays, articles, and examples of work which show that the "politics of identity" is alive and well on the internet, and that instead of regressing to a sort of Eisenhowerian procession of the bland leading the bland, there are people out there using electronic technology to emphasize and celebrate and motivate and defend their own communities and cultural ideals. > > "There's been a lot of talk (mostly by white men) about the "liberating" potential of the internet and of virtual spaces. What they usually mean is a liberation from the body, to some kind of higher plane. But we're interested in how folks whose bodies are usually threatened by the power structure (nonwhite folks, women, poor people, queer folks) are using the internet as a platform for making themselves more visible (a liberation of the body), and how that connects to other contemporary activist movements." <NAME> Lecturer, University of Arizona * * * RETURN TO THE 21ST CENTURY PROJECT HOME PAGE RETURN TO THE LBJ SCHOOL COURSE SYLLABUS, "PUBLIC POLICY AND THE INTERNET" MAIL G<NAME> BY CLICKING HERE ![](21CP.GIF) <file_sep>![UIC Undergraduate Catalog](http://www.uic.edu/~cmsmcq/uic/ucat.gif) # UIC (The University of Illinois at Chicago) # Undergraduate Catalog 1995-97 # This document was generated from the 1995-97 UIC Undergraduate Catalog. It is for informational purposes only and does not constitute a contract. Every effort has been made to insure accuracy, but be advised that requirements may have changed since this book was published. Errors may have also been introduced in the conversion to a WWW document. Thus for items of importance, it might be wise to seek confirmation in the paper version or directly from the appropriate campus office. * * * ## Table of Contents * College of Business Administration * Accreditation * Departments of the College and Degree Programs * Degree Programs Affiliated with Other Colleges * Admission Requirements * Freshman Admission Requirements * Transfer Student Admission Requirements * Placement Tests * Freshmen Students * Transfer Students * Academic Advising and Course Selection * Graduation Requirements * General Requirements (60 hours) * Basic Education Requirements * Other General Requirements * Nonbusiness Electives * Business Courses (60 Hours) * Business Core * The Major and Business Electives (27 Hours) * Curriculum Notes and Other Graduation Requirements * Cultural Diversity * Basic Education * English * Mathematics and Natural Sciences * Other General Requirements * Foreign Language * Nonbusiness Electives * Course Level Requirement * Courses that Do Not Count Toward the Bachelor of Science Degree Offered by the College of Business Administration * Additional Graduation Requirements * College Residence Requirement * Department Residence Requirement * Sixty-hour Rule * Grade Point Average * Graduation Declaration * Course Selection Chart for College of Business Administration Students * Social Sciences * Modern History and Philosophy * List A. Humanities * List B. * Literature * Advanced Quantitative Skills * Natural Sciences * Special Programs and Opportunities * Dual Major * Second Bachelor's Degree * CBA Career Center * Institute for Entrepreneurial Studies * Office of Minority Affairs * Proficiency Examinations * Academic Honors * Dean's List * College Honors * Department Honors * Scholarships, Prizes, and Recognition * Beta Gamma Sigma * College Policies, Rules, and Regulations * Full-Time Program * Program Changes * Repeating a Course * Class Attendance * Closed Courses * Independent Study Course * Credit for Course Work Taken Outside the College * Declaration of Major * Change of College * Academic Probation and Drop Rules * Probation Rules * Drop Rules * Pass/Fail Regulations * Sample Four-Year Program * Accounting * Curriculum in Accounting * Requirements for the Major * Business Electives * Economics * Curriculum in Economics * Requirements for the Major * Business Electives * Finance * Curriculum in Finance * Requirements for the Major * Business Electives * Information and Decision Sciences * Curriculum in Information and Decision Sciences * Requirements for the Major * Business Electives * Management * Curriculum in Management * Requirements for the Major * Business Electives * Specialized Programs * Double Majors * Marketing * Curriculum in Marketing * Requirements for the Major * Business Electives * * * # College of Business Administration 106 Grant Hall 996-2700 Dean of the College: <NAME>. Associate Dean for Academic Affairs: Lawrence H. Officer. Executive Director, External Affairs: <NAME>. Assistant Dean, Academic Administration: <NAME>. Assistant Dean and Director, Graduate Professional Business Programs: <NAME>. Assistant Dean and Director, Undergraduate Student Affairs: <NAME>. Director, CBA Career Center: <NAME>. * * * Continuing students and those whose attendance at UIC has been interrupted for no more than two years may complete the graduation requirements in effect at the time of initial registration, or the new requirements indicated in this catalog. Students returning to UIC in the fall of 1995 after an absence of more than two years and students who will begin the program in the fall of 1995 must meet the graduation requirements specified here. The College of Business Administration offers a wide range of programs to prepare students for careers in business and management. These programs provide a broad-based background of skills needed to meet the challenges of today's rapidly changing business environment. The curriculum includes specialized courses in the student's major, core courses in all the functional areas of business, and supporting course work in mathematics, the behavioral sciences, written communications, statistics, and computer information systems. In addition to preparation for a career in business, the program provides an excellent background for graduate training in business, law, or any of the business-oriented academic disciplines. The faculty of the College of Business Administration is heavily involved in research as well as instruction. Research supports the teaching mission of the college, extends the frontiers of knowledge in the business-related areas, and ensures that the curriculum is based on the latest development of business disciplines. ## Accreditation The College of Business Administration is a full member of the American Assembly of Collegiate Schools of Business. This association is recognized by the National Commission on Accrediting as the highest official collegiate accrediting agency for business education at the undergraduate and master's levels. Membership in the association is open only to schools and colleges whose intellectual climate insures the offering of programs of high academic quality and whose teaching and administrative staff possesses the qualifications, experience, professional interests, and scholarly productivity essential for the successful conduct of a broad and liberal baccalaureate curriculum in business administration. ## Departments of the College and Degree Programs The College of Business Administration is comprised of six departments: Accounting , Economics , Finance , Information and Decision Sciences , Management , and Marketing . Each of these departments offers the Bachelor of Science degree, which requires 120 semester hours of credit for completion. ## Degree Programs Affiliated with Other Colleges The College of Business Administration offers joint programs with other colleges on the campus. The College of Engineering coordinates the joint program for the degree of Bachelor of Science in Engineering Management. Details of this program are described in the _College of Engineering_ section of this catalog. The College of Liberal Arts and Sciences offers two joint programs with the College of Business Administration: the Bachelor of Science in Statistics and Operations Research and the Bachelor of Arts in French Business Studies. Details of these programs are described in the _College of Liberal Arts and Sciences_ section of this catalog. ## Admission Requirements ### Freshman Admission Requirements Students seeking admission to the College of Business Administration who are recent high school graduates or who have earned less than 12 semester hours (18 quarter hours) of credit at another collegiate institution are classified as new freshmen and must meet the entrance requirements to the college that are specified for beginning freshmen. (See Admission Requirements and Application Procedures .) The college recommends that each freshman complete a strong high school mathematics curriculum that includes college algebra and trigonometry. Students are also required to have at least two years of a single foreign language in high school (with grades of C or better). Students with a deficiency in this area will be required, after admission to UIC, to take two semesters of a single foreign language at the college level, with grades of C or better, at UIC or elsewhere. ### Transfer Student Admission Requirements Transfer students who have a minimum transfer grade point average of 3.00 (A=5.00) from an accredited community or four-year college or university _may_ be considered for admission. However, admission to the College of Business Administration is selective and competitive and admission standards are typically higher than the minimum. It is recommended that students interested in applying to the College of Business Administration call the Office of Admissions (996-4350) for the current minimum transfer grade point average. An evaluation of the transferability of course work from other institutions will be done when a student is admitted to the college. Guides listing recommended courses for transfer from Chicago-area community colleges are available through community college advisers or by calling the Undergraduate Student Affairs Office (996-2700). ### Placement Tests #### Freshmen Students The College of Business Administration requires all new students, classified as freshmen, to participate in the Pre-Enrollment Evaluation Program. This program is a series of five tests (mathematics, reading, English composition, academic skills, and career interests) designed to help the student select the appropriate level English composition and mathematics courses and to make the proper educational choices and career plans. Other placement tests in chemistry and foreign language are optional and should be taken only if students plan to enroll in these courses. #### Transfer Students The College of Business Administration requires its transfer students to take the mathematics and English composition placement tests in the Pre-Enrollment Evaluation Program. However, transfer students need not take the mathematics test if they have earned college credit in calculus with a grade of "C" or higher. Also, transfer students need not take the English composition test if they already have college credit in English 160 or an equivalent first course in English composition from another institution. Other placement tests in chemistry and foreign language are optional and should be taken only if students plan to enroll in these courses. Contact the Testing Service (996-0919) or the Undergraduate Student Affairs Office in the College of Business Administration (996-2700) for further information. ## Academic Advising and Course Selection The Undergraduate Student Affairs Office provides academic advising regarding course selection, registration, transfer credit, academic probation, and progress made towards a degree. Advising on course selection and registration is optional, but the college strongly recommends a credit evaluation for all continuing students each semester. Individual academic advising is by appointment. Advisers are available to answer general questions by phone during most office hours. Students faced with emergency situations should contact the assistant director. All graduating seniors are required to meet with an adviser for a graduation check no later than the semester in which they plan to graduate. It is recommended that students complete a graduation check the semester before they plan to graduate. All continuing students are given the opportunity to register in advance for the next semester. Appointment letters for priority registration are sent by mail. Approval by the college is not required for registration. The student should consult this catalog and the Timetable for guidance in program planning. Special note should be taken of the course descriptions, prerequisites, and other restrictions listed in the Timetable. The responsibility for course selection rests with the student. Satisfactory progress toward the degree is defined as progressive fulfillment of all the requirements listed below: 1. Students cannot enroll for more than 18 hours in any semester (9 hours during the summer session). 2. Every student must enroll in mathematics every term, beginning with the first term at UIC, until the Mathematics 160, 165 sequence or its equivalent is completed. Finance and Information and Decision Sciences majors should enroll in Math 205 immediately after successfully completing the Math 160, 165 sequence. 3. Students must enroll in Information and Decision Sciences 270, as soon as Mathematics 160, 165 have beem completed. 4. Economics 130 and 218, Accounting 110 and 111, and IDS 100 should be completed before the end of the sophomore year. 5. English 160, 161 must be completed by the end of the freshman year. Students who pass English 150, 151, or 152 will receive 3 hours of graduation credit and a waiver of English 160 if written authorization is received from the Department of English. A student who fails to show reasonable progress toward the degree, as defined above, may be placed on progress probation for the following term. A student on progress probation who fails to make satisfactory progress toward the degree may be dropped from the University. UIC students who seek information regarding transfer to the College of Business Administration should report to the Undergraduate Student Affairs Office to obtain a petition for intercollege transfer. The Undergraduate Admissions Office sponsors Preview Days for prospective students. More information on specific dates and times can be obtained from the Office of Admissions and Records (996-4350). ## Graduation Requirements Students will be required to complete 120 semester hours for the Bachelor of Science degree offered by the College of Business Administration. These hours must be distributed as indicated below. ### General Requirements (60 hours) #### Basic Education Requirements * English * Engl 160--English Composition I (3 hrs) * Engl 161--English Composition II (3 hrs) * Choose one from: (3 hrs) * Engl 310--Writing for Corporate Organizations (3 hrs) * BA 200--Managerial Communication (3 hrs) * Mathematics * Math 160--Finite Mathematics for Business (5 hrs) * Math 165--Business Calculus (5 hrs) Math 180 may be taken in place of Math 165. * Economics * Econ 130--Principles of Economics for Business (5 hrs) * Econ 218--Microeconomics: Theory and Business Applications (4 hrs) * Total: (28 hrs) #### Other General Requirements * Social Sciences (6 hrs) * Modern History and Philosophy (6 hrs) * Literature (3 hrs) * Advanced Quantitative Skills (3 hrs) * Natural Sciences (5 hrs) * Total: to be chosen from the CBA Course Selection Chart (23 hrs) #### Nonbusiness Electives 9 hours of electives outside the College of Business Administration must raise the general requirements hours to a total of at least 60. ### Business Courses (60 Hours) #### Business Core * Accounting * Actg 110--Introduction to Financial Accounting (3 hrs) * Actg 111--Introduction to Managerial Accounting (3 hrs) * Finance * Fin 300--Introduction to Managerial Finance (3 hrs) * Information and Decision Sciences * IDS 100--Management Information Systems (4 hrs) * IDS 270--Business Statistics I (4 hrs) * IDS 355--Operations and Systems Management (3 hrs) * Management * Mgmt 340--Introduction to Organizations (3 hrs) * Mgmt 350--Business and Its External Environment (3 hrs) * Marketing * Mktg 360--Principles of Marketing (3 hrs) * Integrative Course * All students must also take a 4-hour integrative course. This requirement may be satisfied by taking one of the following courses: Econ 495, IDS 495, or Mgmt 495. Note that all of these courses have the same prerequisites (senior standing and completion of all the other CBA core courses). Students may take the integrative course in any department, not necessarily in their major. (4 hrs) * Total: (33 hrs) #### The Major and Business Electives (27 Hours) Students must choose a major from the following areas: Accounting , Economics , Finance , Information and Decision Sciences , Management , and Marketing . The major consists of at least 18 hours; the exact number varies across departments. Electives chosen from courses in the College of Business Administration must raise the total number of hours in this section to 27. ### Curriculum Notes and Other Graduation Requirements #### Cultural Diversity All students at UIC are expected to study a culture different from the dominant American culture. To fulfill this requirement, at least one course from UIC'sCultural Diversity List must be chosen. This course may be one of those used to satisfy distribution requirements, it may be taken as one of the electives, or as part of the major (if a major course in included in the list). #### Basic Education Students should take English 160 and 161, Mathematics 160 and 165, and Economics 130 and 218 as early as possible, since these courses are prerequisites for most of the business core courses. #### English A grade of C or better in English 160 and 161 is a graduation requirement. Transfer students who have taken the equivalent of English 160 and/or 161 at other institutions will only receive transfer credit for these courses if they earned a grade of C or better. Students who take these courses at UIC must retake them if less than a C is earned. Students may substitute a course with an important writing component for BA 200 or English 310 with written authorization from the CBA Office of Undergraduate Student Affairs. #### Mathematics and Natural Sciences All entering students, except those with transfer credit in calculus, must take the mathematics placement test. The student's score on the test determines whether enrollment should be in Mathematics 020, 070, 120, or in the regular mathematics sequence. Placement in Mathematics 020 or 070 requires subsequent completion of Mathematics 120, since 120 is a prerequisite for the regular mathematics sequence. If the student's test score indicates enrollment in Mathematics 120, this course must be satisfactorily completed as a prerequisite to the regular mathematics sequence. _Mathematics 020, 070, 120, 121, 125, 140, and 141 do not carry credit toward the bachelor of science degree in the College of Business Administration._ A student who is required to take Mathematics 020, 070, and/or 121 may not be able to complete graduation requirements in eight semesters and should plan for one or more additional terms. Placement in Mathematics 160 indicates that the student is prepared to begin the regular mathematics sequence. The regular sequence (Math 160, 165) may begin with either Math 160 or Math 165, since Math 160 is not a prerequisite for Math 165. The regular mathematics sequence should be completed as early as possible since many sophomore and junior courses require knowledge of the content of these courses. _Students who plan to go on to graduate school in a program that emphasizes quantitative skills are strongly encouraged to take Math 180 and 181, and if possible, Math 210 also._ Math 180 may be taken in place of the required Math 165. Students planning to take Math 180 may be required to take a trigonometry course as a prerequisite depending on their performance on the placement test. #### Other General Requirements Courses for the social sciences, history and philosophy, literature, advanced quantitative skills, and natural sciences requirements must be chosen from the list of courses included in the Course Selection Chart for College of Business Administration Students . This chart may be found in this chapter, following the list of graduation requirements. #### Foreign Language The College of Business Administration requires at least two years of a single foreign language in high school (with grades of C or better) as a criterion for admission. Students with a deficiency in this area must take, after admission to UIC, two semesters of a single foreign language at the college level, with grades of C or better, at UIC or elsewhere. #### Nonbusiness Electives Nonbusiness electives must be taken outside the College of Business Administration. Dance, health, kinesiology, military science, and music skills courses are excluded. #### Course Level Requirement At least 12 of the 32 hours in Other General Requirements and Nonbusiness Electives must be taken at the 200 level or above. #### Courses that Do Not Count Toward the Bachelor of Science Degree Offered by the College of Business Administration Courses that duplicate previous work do not count toward graduation, and no credit is given for a course in which a failing grade is received. Further, credit earned in the following courses will _not_ count toward graduation: (a) English 150, 151, and 152; (b) Mathematics 020, 070, 120, 121, 125, 140, and 141; and (c) foreign language courses taken because of failure to meet CBA admission standards. (The only exception is that students may earn 3 semester hours of credit in English 150, 151, or 152 and a waiver of English 160 if written authorization is received from the English Department.) Math 020 and 070 do not carry academic credit and will not be used in computing the grade point average, but will be used for the purpose of determining full- or part- time status and for financial aid eligibility. ### Additional Graduation Requirements #### College Residence Requirement The last 30 semester hours of work must be taken in residence at the University of Illinois at Chicago. Furthermore, at least 30 of the 60 semester hours in the Business Section of the curriculum must be taken in residence at the University of Illinois at Chicago. #### Department Residence Requirement Each department in the College of Business Administration has a department residency requirement that must be met in order to qualify for a degree in that department. To fulfill the department residency requirement, two-thirds of the major must be completed at the University of Illinois at Chicago in the department in which the student is majoring, exclusive of courses offered by that department in the Business Core. #### Sixty-hour Rule Students transferring from community colleges must, _after attaining junior status,_ earn at least 60 of the required semester hours either at the University of Illinois at Chicago or at any other accredited four-year institution. The CBA residence requirements listed above must also be met. #### Grade Point Average In addition to meeting all University requirements for the degree as stated in this catalog, a student must earn a grade point average of at least 3.00 (A=5.00) in each of the following to qualify for graduation: * All courses taken at the UIC * All UIC courses counted toward the degree * All courses (UIC and transfer) counted in the major toward the degree * All courses (UIC and transfer) counted toward the degree * All courses taken at UIC counted in the major toward the degree #### Graduation Declaration Within two semesters prior to graduation, students are required to report to the college office, 106 Grant Hall, to declare their intent to graduate and to have an official graduation check. _All graduation checks must be completed by the end of the term in which the student plans to complete his or her degree._ A diploma cannot be ordered until the student has completed this graduation check. ## Course Selection Chart for College of Business Administration Students Business Administration students must complete course work in social sciences, modern history and philosophy, literature, advanced quantitative skills, and natural sciences. The options for satisfying these requirements are indicated below. _Some of these courses have prerequisites,_ and students should make sure that they have satisfied them before enrolling. It is also important to note that many 200-level courses have no prerequisites. ### Social Sciences Six hours to be chosen from the following list. Anthropology (Anth) * 100.--The Human Adventure (3 hrs) * 101.--World Cultures: Introduction to Social Anthropology (3 hrs) * 102.--Introduction to Archaeology (3 hrs) * 110.--Cybernetic Systems (3 hrs) * 214.--Sex and Gender in World Cultures (3 hrs) Political Science (PolS) * 101.--Introduction to American Government and Politics (3 hrs) * 103.--Who Rules? Introduction to the Study of Politics (3 hrs) * 111.--United States--Current Problems and Controversies (3 hrs) * 130.--Introduction to Comparative Politics (3 hrs) * 184.--Introduction to International Relations (3 hrs) * 185.--The Global Community: Social Sciences Perspectives (3 hrs) Psychology (Psch) * 100.--Introduction to Psychology (4 hrs) * 210.--Theories of Personality (3 hrs) * 231.--Community Psychology (3 hrs) Sociology (Soc) * 100.--Introduction to Sociology (3 hrs) * 105.--Social Problems (3 hrs) * 110.--Introduction to Social Psychology (3 hrs) * 216.--Social Movements (3 hrs) * 223.--Youth and Society (3 hrs) * 224.--Gender and Society (3 hrs) * 225.--Racial and Ethnic Group Relations (3 hrs) * 241.--Social Inequalities (3 hrs) * 244.--Work in a Changing Society (3 hrs) * 245.--Marriage and Family (3 hrs) * 246.--Sociology of Religion (3 hrs) * 268.--Introduction to Comparative Sociology (3 hrs) * 276.--Urban Sociology (3 hrs) * 285.--Explaining Social Life (3 hrs) ### Modern History and Philosophy Six hours to be chosen from the following list; at least one must be from List A. #### List A. Humanities History (Hist) * 101.--Western Civilization Since 1648 (3 hrs) * 109.--East Asian Civilization: China (3 hrs) * 110.--East Asian Civilization: Japan (3 hrs) * 114.--World History (3 hrs) * 141.--African Civilization (3 hrs) * 161.--Introduction to Latin American History (3 hrs) * 214.--Europe: 1914 to 1945 (3 hrs) * 220.--Modern Germany Since 1848 (3 hrs) * 223.--Modern Britain Since 1689 (3 hrs) * 226.--France Since 1848 (3 hrs) * 228.--Spain Since 1808 (3 hrs) * 233.--History of East Central Europe and the Balkans (3 hrs) * 234.--History of Poland (3 hrs) * 237.--Modern Russia and the Soviet Union Since 1700 (3 hrs) * 242.--Modern Africa (3 hrs) * 266.--Mexico Since 1850 (3 hrs) * 272.--China Since 1911 (3 hrs) * 274.--Japan Since 1600 (3 hrs) * 278.--The Middle East Since 1258 (3 hrs) Philosophy (Phil) * 100.--Introduction to Philosophy (3 hrs) * 103.--Introduction to Ethics (3 hrs) * 104.--Introduction to Social/Political Philosophy (3 hrs) * 112.--Morality and the Law (3 hrs) #### List B. Economics (Econ) * 224.--Introduction to American Economic History (3 hrs) History (Hist) * 104.--American Civilization Since the Late 19th Century (3 hrs) * 248.--African-American History Since 1877 (3 hrs) * 262.--Latin America Since 1850 (3 hrs) * 291.--American Business History (3 hrs) ### Literature Three hours to be chosen from the following list. Classics(Cl) * 102.--Introduction to Classical Literature (3 hrs) * 106.--Myths and Legends of the Ancient World (3 hrs) * 208.--Greek Mythology (3 hrs) * 250.--Greek and Roman Epic Poetry (3 hrs) * 251.--Greek Tragedy (3 hrs) * 252.--Greek and Roman Comedy (3 hrs) * 253.--Roman Satire and Rhetoric (3 hrs) English (Engl) * 101.--Understanding Literature (3 hrs) * 102.--Introduction to Film Narrative (3 hrs) * 103.--English and American Poetry (3 hrs) * 104.--English and American Drama (3 hrs) * 105.--English and American Fiction (3 hrs) * 106.--English and American Prose (3 hrs) * 107.--Introduction to Shakespeare (3 hrs) * 108.--British Literature and British Culture (3 hrs) * 109.--American Literature and American Culture (3 hrs) * 110.--English and American Popular Genres (3 hrs) * 111.--Women and Literature (Same as Women's Studies 111) (3 hrs) * 112.--Introduction to Native American Literature (3 hrs) * 113.--Introduction to Multi-Ethnic Literature in the United States (3 hrs) * 170.--Freshman Colloquium I (3 hrs) * 171.--Freshman Colloquium II (3 hrs) French (Fr) * 201.--Introduction to French Literature I (3 hrs) * 202.--Introduction to French Literature II (3 hrs) German (Ger) * 100.--Introduction to German Literature in English Translation (3 hrs) * 120.--Gender, Class, and Politics in German Literature in Translation (3 hrs) Italian (Ital) * 210.--Introduction to Reading and Analysis of Italian Literary Texts (3 hrs) Polish (Pol) * 120.--The Polish Short Story in Translation (3 hrs) * 130.--Masterworks of Polish Literature in Translation (3 hrs) * 140.--Polish Drama in Translation (3 hrs) * 241.--Mickiewicz and Sienkiewicz: Polish Romanticism and Realism (3 hrs) Russian (Russ) * 120.--The Russian Short Story in Translation (3 hrs) * 130.--Masterpieces of Russian Literature in Translation (3 hrs) * 241.--Dostoevsky (3 hrs) * 242.--Tolstoy (3 hrs) * 244.--Women in Russian Literature (Same as Women's Studies 244) (3 hrs) Slavic (Slav) * 116.--Old Slavic and Ukrainian Folklore and Mythology (3 hrs) * 219.--Serbian Folklore and Folk Mythology (3 hrs) * 222.--Modern Serbian Literature (3 hrs) Spanish (Span) * 190.--Contemporary Spanish Literature in Translation (3 hrs) * 191.--Don Quixote in Translation (3 hrs) * 210.--Introduction to the Reading of Hispanic Texts (3 hrs) * 211.--Introduction to the Analysis of Hispanic Texts (3 hrs) * 260.--Meso-American Literature and Culture (3 hrs) * 261.--South American Literature and Culture (3 hrs) Women's Studies (WS) * 103.--Women in U.S. History, Literature, and the Arts (3 hrs) ### Advanced Quantitative Skills At least 3 hours to be chosen from the following list (Finance and IDS majors must take Math 205; Economics majors must take Econ 346). Economics(Econ) * 346.--Econometrics (3 hrs) Information and Decision Sciences (IDS) * 371.--Business Statistics II (3 hrs) Mathematics (Math) * 205.--Advanced Mathematics for Business (5 hrs) Philosophy (Phil) * 102.--Introductory Logic (3 hrs) * 210.--Symbolic Logic (3 hrs) * 211.--Inductive Logic and Decision Making (3 hrs) Psychology * 343.--Statistical Methods in the Behavioral Sciences (3 hrs) Sociology (Soc) * 201.--Introductory Sociological Statistics (4 hrs) ### Natural Sciences At least 5 hours must be chosen from the following list. Anthropology (Anth) * 105.--Human Evolution (Same as Natural Science 105 (5 hrs) Biological Sciences (BioS) * 100.--Biology of Cells and Organisms (5 hrs) * 101.--Biology of Populations and Communities (5 hrs) * 104.--Life Evolving (Same as Natural Science 104) (5 hrs) Chemistry (Chem) * 100.--Chemistry and Life (Same as Natural Science 100) (5 hrs) * 112.--General College Chemistry I (5 hrs) * 116.--General and Analytical Chemistry I (6 hrs) Geological Sciences (Geol) * 101.--Principles of Physical Geology (5 hrs) * 102.--Principles of Historical Geology (5 hrs) * 107.--The Evolving Earth (Same as Natural Science 107) (5 hrs) Physics * 101.--Introductory Physic I (5 hrs) * 111.--Physics of Weather (4 hrs) * 112.--Astronomy and the Universe (4 hrs) * 121.--Natural Sciences--the Physical Universe (Same as Natural Science 101) (4 hrs) ## Special Programs and Opportunities ### Dual Major A dual major may be earned by fulfilling the degree requirements in two departments, as well as those for the University and college. The extra credits required for such a degree depend upon the department involved. The designation of the dual major does not appear on the diploma, but it is noted on the student's official transcript. ### Second Bachelor's Degree A student may earn a second bachelor's degree in the College of Business Administration either concurrent with, or subsequent to, the first bachelor's degree. When a student requests permission to earn a second bachelor's degree in the College of Business Administration, the admission decision will be based upon the normal requirements of the college. When capacity is limited, admission priority will be granted to those not holding a first degree. ### CBA Career Center The CBA Career Center exposes students to leading professional organizations through the Corporate Intern Program. This program offers full- and part-time paid internships. Students benefit by having "hands-on" experience with corporate, nonprofit, and governmental clients in their major. To qualify, students must be enrolled full time and in good academic standing. While no one is guaranteed an internship, resume development and job interview preparation are provided to maximize each student's opportunity. Interested students can pick up an application in Room 724 UH, or call (312) 996-0255. ### Institute for Entrepreneurial Studies The College of Business Administration offers a certificate in Entrepreneurial Studies for students interested in starting their own business or working in a smaller firm. Entrepre- neurship is interdepartmental, drawing from expertise in accounting, finance, management, and marketing to provide a solid theoretical background and a practical experience base. The emphasis in the course work required for the certificate is on identifying business opportunities, evaluating potential markets, and planning for financial and organizational needs at different stages of growth. For specific certificate requirements, contact either the Undergraduate Student Affairs Office, 106 Grant Hall, or phone (312) 996-2700; or the Institute for Entrepreneurial Studies, 626 University Hall, phone (312) 996-2670. ### Office of Minority Affairs The Office of Minority Affairs is a student assistance program providing a variety of services to the college's underrepresented minorities (i.e., African Americans, Latinos, and Native Americans). Academic advising, tutoring, scholarship and internship assistance are some of the services provided. Minority students seeking assistance and additional information about the College of Business Administration should contact the Office of Minority Affairs (M/C 068), UIC College of Business Administration, 601 South Morgan Street, Chicago, Illinois 60607-7107 or phone (312) 996-9548. ### Proficiency Examinations With the exception of foreign language, a student may earn credit through proficiency examinations as described in this catalog. The college accepts CLEP (College Level Examination Program) credit in general examinations (humanities, social sciences, and natural sciences) provided it does not duplicate credit previously earned. ## Academic Honors ### Dean's List Students are eligible for the Dean's List who have completed a minimum of 12 graded hours, or 6 graded hours during the summer term and who earn a term grade point average of 4.50 or better. Although the grade point average is exclusive of courses taken Pass/Fail, a student who fails a course taken under this option is ineligible for the Dean's List. ### College Honors To qualify for college honors the students must: 1. Meet the college and University requirements for graduation. 2. Earn a minimum of 60 semester hours credit at UIC. 3. Achieve a minimum cumulative grade point average of 4.50 in UIC courses. ### Department Honors Department honors may be awarded if the student meets the grade point average criteria listed below: Distinction:\| 4.25 overall\| 4.25 department ---\|---\|--- High Distinction:\| 4.50 overall\| 4.50 department Highest Distinction:\| 4.75 overall\| 4.75 department ## Scholarships, Prizes, and Recognition Students in the College of Business Administration may be eligible for special awards and scholarships in addition to those available through the Office of Student Financial Aid. For more detailed information consult Scholarships Administered by Colleges and Departments and Prizes and Recognition in the _Financial Aid_ chapter of this catalog. Information is also available in the College of Business Administration monthly publication On-Line, which can be found outside of Room 106 Grant Hall. ### Beta Gamma Sigma The College of Business Administration annually invites the upper 7 percent of the junior class and the upper 10 percent of the senior class to accept membership in Beta Gamma Sigma, the national scholastic honor society in the field of business administration. Inductees must have completed at least 30 semester hours at UIC and are chosen on the basis of their UIC and cumulative grade point averages. Detailed information can be obtained from the college office. ## College Policies, Rules, and Regulations ### Full-Time Program During the fall and spring semesters, a full-time program is 12 to 18 semester hours. Students in the College of Business Administration may _not_ enroll for more than 18 hours in any one semester. For the summer session a full-time program is 6 semester hours. Students may _not_ enroll for more than 9 hours during the summer. ### Program Changes A student may add a course during the first two weeks of the semester (first week of the summer session) without the instructor's approval. A student may drop a nonbusiness or nonengineering course until the end of the sixth week of the semester (fifth week of the summer session). The deadline to drop business and engineering courses or change sections in any course is the tenth day of the semester (fifth day of the summer session). ### Repeating a Course Each failed _required_ course must be repeated until the student earns a passing grade. All failing grades will be included in the cumulative grade point average. Repeating a course in which credit was earned requires approval from the assistant dean. Credit will not be awarded for courses repeated to earn a higher grade. ### Class Attendance Specific policy on class attendance is determined by the course instructor and will be noted on the course syllabus. ### Closed Courses A maximum enrollment capacity is placed on each course in the College of Business Administration. This limit cannot be exceeded. The instructor of the course determines the priority in which students can be added to a closed course when and if it reopens. ### Independent Study Course A Request for Independent Study form must be completed and approved before registering for an independent study course. Students should consult the department for specific procedures regarding independent study courses. ### Credit for Course Work Taken Outside the College Continuing students in the College of Business Administration must receive approval from the assistant dean prior to enrolling for courses at other institutions. ### Declaration of Major A student must declare a major before enrolling in any 300-level course offered by the College of Business Administration. The college offers six majors: Accounting , Economics , Finance , Information and Decision Sciences , Management , and Marketing . The specific requirements for each major follow. Each student should verify that he or she has an approved major. Curriculum code numbers appear on several documents. These codes are: Accounting\| 03 ---\|--- Economics\| 16 Finance\| 20 Information and Decision Sciences\| 44 Management\| 28 Marketing\| 32 If a student has a curriculum code of 01, he or she does not have a declared major. A student who has not declared a major may be dropped from 300-level business administration courses beyond the core if shortages of space occur during the first week of class. To declare or change a major, a student should go to the college office. ### Change of College Registered students who desire to transfer from another college at UIC to the College of Business Administration may petition for intercollege transfer any time during the semester. Petitions are available in 106 Grant Hall. Nonbusiness students may register for most business courses, if space permits, beginning the second day of instruction with departmental aproval. ### Academic Probation and Drop Rules Academic probation and drop decisions are made on the basis of University of Illinois at Chicago averages as well as the student's cumulative averages. #### Probation Rules 1. A student not currently on probation is placed on academic probation in any term in which less than a 3.00 average is earned. 2. A student currently on academic probation is continued on academic probation (unless dropped) until both the cumulative average and the University of Illinois at Chicago average are raised to 3.00. 3. A student is placed on progress probation who does not make satisfactory progress toward the degree as defined in Academic Advising and Course Selection in this chapter. #### Drop Rules 1. A student on academic probation who fails to earn a 3.00 average in any term may be dropped unless both the cumulative average and the University of Illinois at Chicago average are 3.00 or higher. 2. A student who fails to earn at least a 2.00 average in any term may be dropped. 3. A student on progress probation who fails to make satisfactory progress toward the degree as defined in Academic Advising and Course Selection may be dropped. ### Pass/Fail Regulations Students in the College of Business Administration may elect to take courses on a pass/fail option in accordance with campus policy under the following conditions: 1. Only students on clear status may elect to take a course on the pass/fail option. Students on probation or on undetermined status are not eligible. 2. Only full-time students enrolled in a minimum of 12 hours (6 hours during the summer session) are eligible. 3. Courses that may _not_ be taken on pass/fail option include: 1. Engl 160, 161 2. Written Communications: Engl 310 or BA 200 3. Econ 130, 218 4. Math 160, 165, 180, 205 5. Courses used to fulfill major requirements 6. Business core courses 4. Students may elect the pass/fail option only during the first ten days of class. ## Sample Four-Year Program A sample four-year program in the College of Business Administration (Check individual major requirements for variations; some departments have fewer business electives and more required courses) Freshman Requirements FIRST SEMESTER * Engl 160 (3 hrs) * Math 160 (5 hrs) * Econ 130 (5 hrs) * Social Sciences (3 hrs) SECOND SEMESTER * Engl 161 (3 hrs) * Math 165 (5 hrs) * Philosophy/History (3 hrs) * Literature (3 hrs) Sophomore Requirements FIRST SEMESTER * Econ 218 (4 hrs) * Actg 110 (3 hrs) * IDS 100 (4 hrs) * IDS 270 (4 hrs) SECOND SEMESTER * Actg 111 (3 hrs) * Advanced Quantitative Skills (3 hrs) * Philosophy/History (3 hrs) * Social Sciences (3 hrs) * Written Communications (3 hrs) Junior Requirements FIRST SEMESTER * Mgmt 340 (3 hrs) * Mktg 360 (3 hrs) * Fin 300 (3 hrs) * Natural Sciences (5 hrs) SECOND SEMESTER * IDS 355 (3 hrs) * Mgmt 350 (3 hrs) * Major Course (3 hrs) * Major Course (3 hrs) * Nonbusiness elective (3 hrs) Senior Requirements FIRST SEMESTER * Major Course (3 hrs) * Major Course (3 hrs) * Major Course (3 hrs) * Integrative course (4 hrs) * Business elective or major course (3 hrs) SECOND SEMESTER * Major course (3 hrs) * Business elective or major course (3 hrs) * Business elective or major course (3 hrs) * Nonbusiness elective (3 hrs) * Nonbusiness elective (3 hrs) * * * # Accounting * Curriculum in Accounting 2305 University Hall 996-2650 Head of the Department: <NAME>. * * * It is the mission of the Department of Accounting to: (1) provide high quality accounting educational programs that prepare students with knowledge and professional skills necessary for a successful career and a lifelong appreciation for learning; (2) publish quality accounting and related research, and secure external research funding; and (3) interact with, support, and assist professional and academic organizations, and the community at large. Accounting is a system for measuring and reporting the financial position and performance of a variety of entities to interested parties. These organizations include business firms, governmental units and nonprofit organizations. Users of financial information include management, stockholders, and creditors. The scope of the accounting discipline is broad and varied. Specific functional areas are: financial accounting, managerial accounting, governmental and nonprofit accounting, international accounting, auditing, information systems, and taxation. Business law courses are also offered by the department. ## Curriculum in Accounting In addition to the specific coursework below, the student must fulfill certain other course requirements to be awarded the Bachelor of Science in Accounting. For additional graduation requirements, information on admission, and academic regulations in the College, see College of Business Administration . ### Requirements for the Major [1] * Actg 315--Intermediate Financial Accounting I (3 hrs) * Actg 316--Intermediate Financial Accounting II (3 hrs) * Actg 326--Cost Accounting (3 hrs) * Actg 335--Auditing (4 hrs) * Actg 345--Federal Income Tax I (3 hrs) * One 3-hour accounting course at the 300 or 400 level. (3 hrs) * Total: (19 hrs) ### Business Electives * At least 8 semester hours must be taken from the following list: (8 hrs) * Actg 355--Business Law I (3 hrs) * Actg 417--Advanced Financial Accounting (3 hrs) * Actg 427--Management Planning and Control (3 hrs) * Actg 446--Federal Income Tax II (3 hrs) * Actg 448--Advanced Tax (3 hrs) * Actg 456--Business Law II (3 hrs) * Actg 474--Accounting Information Systems (3 hrs) * Actg 484--International Accounting (3 hrs) * Actg 494--Special Topics in Accounting (3 hrs) * Total: (8 hrs) _Note:_ It is recommended that students who intend to sit for the CPA exam take Actg 355, 417, 446, and 456. Furthermore, before they take 300-level accounting courses, students should have completed IDS 100 and 270, as well as Econ 130. * * * # Economics * Curriculum in Economics 2103 University Hall 996-2683 Head of the Department: <NAME>. * * * Economics is the study of the allocation of resources among competing objectives. While economics is a social science, it also shares common interests with the business-oriented disciplines and relies on mathematical and statistical techniques. The curriculum provides a solid foundation in the analytical tools of economics. Students learn how the price system operates, how consumers, firms, and government institutions face choices and make decisions, and the determinants of national output, inflation, unemployment, economic growth, and international trade. Laws, regulations and institutions that influence economic activity are also studied. ## Curriculum in Economics In addition to the specific coursework below, the student must fulfill certain other course requirements to be awarded the Bachelor of Science in Economics. For additional graduation requirements, information on admission, and academic regulations in the College, see College of Business Administration . ### Requirements for the Major * Econ 221--Macroeconomics in the World Economy: Theory and Applications (3 hrs) * One of the following: (3 hrs) * Econ 322--Managerial Economics (3 hrs) * Econ 323--Business Conditions Analysis (3 hrs) * An additional 12 hours of 300- or 400-level economics courses. (12 hrs) * Total: (18 hrs) _Note:_ Economics majors are required to take Econ 346 (Econometrics) in the Advanced Quantitative Skills section, and this course does not count as one of the four elective 300- or 400-level courses. Economics majors may take Econ 495 to satisfy the integrative course requirement in the Business Core , but this course will not count as one of the four elective 300- or 400-level courses. ### Business Electives * Nine hours at the 300- or 400-level chosen from courses in the College of Business Administration. (9 hrs) * Total: (9 hrs) * * * # Finance * Curriculum in Finance 2431 University Hall 996-2980 Acting Head of the Department: <NAME>. * * * The finance curriculum explores the principles of financial analysis and control of individual business firms. It applies these principles to financial management, the valuation and selection of securities, and the influence of the monetary and banking system on economic activity. ## Curriculum in Finance In addition to the specific coursework below, the student must fulfill certain other course requirements to be awarded the Bachelor of Science in Finance. For additional graduation requirements, information on admission, and academic regulations in the College, see College of Business Administration . ### Requirements for the Major * Fin 310--Investments (3 hrs) * Fin 320--Managerial Finance (3 hrs) * An additional 12 hours of 400-level courses in the Department of Finance. (12 hrs) * Total: (18 hrs) ### Business Electives * Nine hours at the 300- or 400-level chosen from courses in the College of Business Administration. (9 hrs) * Total: (9 hrs) Finance majors should pass Fin 300 with a grade of "C" or better no later than fall semester of their junior year in order to complete the department courses required for the major. Accordingly, the prerequisites of Fin 300 should be completed by the end of the sophomore year. Finance majors are required to take Math 205 (Advanced Mathematics for Business) in the Advanced Quantitative Skills Section. * * * # Information and Decision Sciences * Curriculum in Information and Decision Sciences 2402-04 University Hall 996-2676 Head of the Department: <NAME>. * * * The Department of Information and Decision Sciences offers instruction in the application of mathematical and computer techniques to the analysis of problems of business and management. This involves three major interrelated disciplines: (1) computer information systems, (2) operations management and research, and (3) statistics. Majors in information and decision sciences take courses that give a thorough background in basic mathematics and an up-to-date knowledge of each of the three disciplines. This will enable a graduate of this program to bring an analytical approach to the solution of management problems and to find employment in fields such as systems analysis, operations and production management, computer center operations, and data analysis. The program also provides ideal preparation for graduate study leading to the MBA and other advanced degrees. Students are also referred to Statistics and Operations Research in the _College of Liberal Arts and Sciences._ Students majoring in information and decision sciences are required to take Math 205 in the Advanced Quantitative Skills Section. ## Curriculum in Information and Decision Sciences In addition to the specific coursework below, the student must fulfill certain other course requirements to be awarded the Bachelor of Science in Information and Decision Sciences. For additional graduation requirements, information on admission, and academic regulations in the College, see College of Business Administration . ### Requirements for the Major * IDS 201--Business Computing I (3 hrs) * One of the following computing courses: (3 hrs) * IDS 400--Advanced Business Programming (3 hrs) * IDS 420--Business Systems Simulation (3 hrs) * EECS 270--Introdu <file_sep># SHSU History Department Course Information Summer I 2002 * * * HIS 163 UNITED STATES HISTORY TO 1876 Professor \| Course Information \| Location \| CID \| Section \| Days \| Time ---\|---\|---\|---\|---\|---\|--- Staff \| Course Syllabus \| EB 228 \| 7437 \| 01 \| MoTuWeThFr \| 08:00 - 10:00 <NAME>. \| Course Syllabus \| EB 303 \| 7438 \| 02 \| MoTuWeThFr \| 10:00 - 12:00 <NAME>. \| Course Syllabus \| EB 303 \| 7439 \| 03 \| MoTuWeThFr \| 12:00 - 02:00 HIS 164W UNITED STATES HISTORY SN 1876 Professor \| Course Information \| Location \| CID \| Section \| Days \| Time ---\|---\|---\|---\|---\|---\|--- <NAME>. \| Course Syllabus \| EB 303 \| 7440 \| 01 \| MoTuWeThFr \| 08:00 - 10:00 <NAME>. \| Course Syllabus \| EB 307 \| 7441 \| 02 \| MoTuWeThFr \| 10:00 - 12:00 <NAME>. \| Course Syllabus \| EB 228 \| 7442 \| 03 \| MoTuWeThFr \| 10:00 - 12:00 HIS 265W WLD HIS/DAWN CIV THRU MID AGES Professor \| Course Information \| Location \| CID \| Section \| Days \| Time ---\|---\|---\|---\|---\|---\|--- <NAME>. \| Course Syllabus \| EB 309 \| 7443 \| 01 \| MoTuWeThFr \| 08:00 - 10:00 <NAME>. \| Course Syllabus \| EB 305 \| 7444 \| 02 \| MoTuWeThFr \| 08:00 - 10:00 HIS 266W WLD HIS/RENAIS TO IMPERIALISM Professor \| Course Information \| Location \| CID \| Section \| Days \| Time ---\|---\|---\|---\|---\|---\|--- <NAME>. \| Course Syllabus \| EB 309 \| 7445 \| 01 \| MoTuWeThFr \| 10:00 - 12:00 Staff \| Course Syllabus \| EB 312 \| 7446 \| 02 \| Arranged \| HIS 365W RUSSIAN HISTORY Professor \| Course Information \| Location \| CID \| Section \| Days \| Time ---\|---\|---\|---\|---\|---\|--- <NAME>. \| Course Syllabus \| EB 307 \| 7461 \| 01 "RUSSIAN HISTORY IN FILM" \| MoTuWeThFr \| 08:00 - 12:00 Staff \| \| EB 307 \| 7845 \| 02 \| Arranged \| HIS 369W THE WORLD IN THE 20TH CENTURY Professor \| Course Information \| Location \| CID \| Section \| Days \| Time ---\|---\|---\|---\|---\|---\|--- <NAME>. \| Course Syllabus \| EB 309 \| 7447 \| 01 \| MoTuWeThFr \| 12:00 - 02:00 HIS 377W AMERICA IN MIDPASSGE 1783-1877 Professor \| Course Information \| Location \| CID \| Section \| Days \| Time ---\|---\|---\|---\|---\|---\|--- <NAME>. \| Course Syllabus \| EB 307 \| 7448 \| 01 \| MoTuWeThFr \| 08:00 - 10:00 Staff \| Course Syllabus \| EB 315 \| 7449 \| 02 \| MoTuWeThFr \| 08:00 - 10:00 HIS 379W RECENT AMERICA, 1945 TO PRESNT Professor \| Course Information \| Location \| CID \| Section \| Days \| Time ---\|---\|---\|---\|---\|---\|--- <NAME>. \| Course Syllabus \| EB 305 \| 7451 \| 01 \| MoTuWeThFr \| 10:00 - 12:00 Staff \| Course Syllabus \| EB 312 \| 7452 \| 02 \| Arranged \| HIS 469W CIVIL WAR AND RECONSTRUCTION Professor \| Course Information \| Location \| CID \| Section \| Days \| Time ---\|---\|---\|---\|---\|---\|--- <NAME>. \| Course Syllabus \| EB 307 \| 7454 \| 01 \| MoTuWeThFr \| 12:00 - 02:00 HIS 475W READINGS IN HISTORY Professor \| Course Information \| CID \| Section \| Days \| Time \| Location ---\|---\|---\|---\|---\|---\|--- <NAME>. \| Course Syllabus \| 7456 \| #02 \| Arranged \| \| EB 312 <NAME>. \| Course Syllabus \| 7457 \| 03 \| Arranged \| \| EB 312 HIS 563W SEMINAR IN MILITARY HISTORY Professor \| Course Information \| CID \| Section \| Days \| Time \| Location ---\|---\|---\|---\|---\|---\|--- <NAME>. \| Course Syllabus \| 7458 \| 01 \| MoTuWeThFr \| 10:00 - 12:00 \| EB 315 <NAME>. \| Course Syllabus \| 7637 \| 02 (ON-LINE COURSE) \| Arranged \| \| HIS 576W CONTEMPORARY AMER,1933-PRESENT Professor \| Course Information \| CID \| Section \| Days \| Time \| Location ---\|---\|---\|---\|---\|---\|--- Staff \| Course Syllabus \| 7736 \| 01 \| Arranged \| \| NOTE: ON-LINE COURSE HIS 593W EUROPEAN DIPLOMATIC HISTORY Professor \| Course Information \| CID \| Section \| Days \| Time \| Location ---\|---\|---\|---\|---\|---\|--- Staff \| Course Syllabus \| 7745 \| 01 \| Arranged \| \| NOTE: ON-LINE COURSE HIS 594W EARLY MODERN EUROPE Professor \| Course Information \| CID \| Section \| Days \| Time \| Location ---\|---\|---\|---\|---\|---\|--- Staff \| Course Syllabus \| 7746 \| 01 \| Arranged \| \| NOTE: ON-LINE COURSE HIS 595W LATER MODERN EUROPE Professor \| Course Information \| CID \| Section \| Days \| Time \| Location ---\|---\|---\|---\|---\|---\|--- Staff \| Course Syllabus \| 7747 \| 01 \| Arranged \| \| NOTE: ON-LINE COURSE HIS 597W INDEPENDENT STUDY Professor \| Course Information \| CID \| Section \| Days \| Time \| Location ---\|---\|---\|---\|---\|---\|--- <NAME>. \| Course Syllabus \| 7460 \| 01 \| Arranged \| \| EB 312 Staff \| Course Syllabus \| 7926 \| 06 "HISTORY & FILM" \| MoTuWeThFr \| 09:00 - 12:00 \| Univ Ctr HIS 698W HISTORICAL METHODOLOGY & BIB Professor \| Course Information \| CID \| Section \| Days \| Time \| Location ---\|---\|---\|---\|---\|---\|--- <NAME>. \| Course Syllabus \| 7922 \| 02 \| Arranged \| \| EB 312 Staff \| Course Syllabus \| 7815 \| 03 \| Arranged \| \| HIS 699W THESIS Professor \| Course Information \| CID \| Section \| Days \| Time \| Location ---\|---\|---\|---\|---\|---\|--- <NAME>. \| Course Syllabus \| 7923 \| 02 \| Arranged \| \| EB 312 Staff \| Course Syllabus \| 7818 \| 03 \| Arranged \| \| [HIS]: History [EB]: Estill Classroom Building [MoTuWeThFr]: Monday Tuesday Wednesday Thursday Friday <file_sep>![](http://scriptorium.lib.duke.edu/graphics/quilt-square-a-75.gif) # CIVIL WAR WOMEN _Primary Sources on the Internet_ * * * Diaries, Letters, Documents \| Photographs and Prints * * * As a result of the Duke bibliography Women and the Civil War, we consistantly receive requests from students and teachers who would like to see primary sources on this topic available to th em via the Internet. In response, we have begun to transcribe and scan some of our manuscript collections which document women's experiences in the Civil War. Given the wealth of information about the Civil War already on the Internet, there is a relatively small amount of material that reflects women's lives and experiences during this time period. Below are links to primary sources on the Internet that are directly related to women and the Civil War. We encourage archivists, project staff, and Civil War enthusists to network more women's collections! _Tell us about other sites to add to this list!_ * * * ## _DIARIES, LETTERS, and other DOCUMENTS_ _<NAME>, 1864_ Diary of a 16 year old rebel girl living in Gallatin, Tennessee during Union occupation of the area. Transcription and scanned image of original document held by the Special Collections Library at Duke Unversity. _R<NAME>'Neal Greenhow Papers, 1861-1864_ Letters from Greenhow, a Confederate spy, to <NAME>, Alexander Boteler, and others regarding war activites. Also several newspaper articles describing her imprisionment in 1861 and her death in 1864. Transcriptions and scanned images of original documents held in the Special Collections Library at Duke University. Another site specializing in military history provides information on Greenhow's war contributions as well as a picture and brief biographical caption. _<NAME>, June 14-July 6, 1863_ An excerpt of this Franklin County, PA., woman's diary describing the town of Chambersburg during the Gettysburg campaign. Taken from _The Cormany Diaries: A Northern Family in the Civil War_ , <NAME>, editor, <NAME>, III, assistant editor, (Pittsburg, University of Pittsburg Press, 1982), pp. 328-341. Part of the _Valley of the Shadow project_. _<NAME> Diary August 1, 1864-January 4, 1865_ Passages from the diary of a 10 yr. old Atlanta girl describe the immediate affects of the War on her and her family. Transcription of original diary provided by the Atlanta Historical Center. _At Gettysburg, or What a Girl Saw and Heard of the Battle_ A narrative by <NAME>. Electronic text of a book originally published in 1889. _Civil War Reminiscences by <NAME>_ Transcription of a narrative which gives some general information about Hunsecker's life, but mainly focuses on the events of the Civil War and the affect it had on her community in Franklin County, PA. Part of the _Valley of the Shadow project_. _<NAME> Scott Letter, April 15, 1865_ Transcription of a love letter from <NAME> of "Lower Chanceford" (state unknown), to <NAME>, Chief Carpenter Shop in Washington, D.C. Original held in the Special Collections Department of the University Libraries at Virginia Tech. Part of their on-line collection of _American Civil War Resources_. _Memoir of Alansa Rounds Sterrett, c.1859-1865._ Transcription of original memoir housed in the the Augusta County Historical Society. Al<NAME> was <NAME>' niece and a teacher at Loch Willow Academy during the Civil War. A Northerner, <NAME> married <NAME>, a friend of Hotchkiss' and a Confederate cavalry officer. Part of the _Valley of the Shadow project_. _10th South Carolina Ladies Auxilary_ This is a website for Civil War "re-enactresses" that contains a wealth of primary source information about women during the war. Site includes links to several WPA memoirs of South Carolina women during the war, detailed information about fashion and fabrics of the times, and a bibliography of suggested readings. _The Ladies Union Aid Society of St. Louis_ Produced by a women's Civil War reenacting group, this site provides a history of the LUAS which contains excerpts from original documents related to the creation and work of the Society. Includes references to specific women such as <NAME> and <NAME>, but also illustrates the work of the many unnamed women who aided soldiers. Also has a bibliography for further reading. _<NAME>, 1862_ Memoranda of events and thoughts of woman living in Augusta County, Virginia. Transcription and scanned images of the original manuscript diary held in the Alderman Library at the University of Virginia. Part of the _Valley of the Shadow project_. * * * ## _PHOTOGRAPHS and PRINTS_ The Library of Congress and the National Archives have scanned hundreds of photographs relating to the Civil War. While only a small percentage of these photos actually depict women (see below), other photographs may provide useful supplementary information or illustrations for women-focused projects. For instance, photos show towns where women lived and battles and events often described in women's diaries and letters. Each of the following images specifically include women: ### _From the Library of Congress' American Memory Project_ _Note: Because of the way the American Memory Project photographs are set up, we cannot provide direct links to each of the photos listed. To access the following photos, simplygo to the Library of Congress Civil War Search Page, and search on any of the words in the following picture captions. Or search on words like women , girls , nurses , or lady._ * Port Royal Island, SC. African American preparing cotton for the gin on Smith's plantation in 1861. * Cedar Mt., VA. Family group before the house in which Gen. <NAME> (C.S.A.) died, 1862. * Fugitive African Americans fording the Rappahannock River (VA) in 1862. * Falmouth, Va. Group in front of post office tent at Army of the Potomac headquarters, April 1863 * Stevensburg, Va. Gen. <NAME>, 3d Division, Cavalry Corps, with ladies and staff members on the porch of headquarters, March 1864 * Brandy Station, VA. Officers and a lady at headquarters of the 1st Brigade, Horse Artillary, 1864. * Brandy Station, VA. Col. <NAME>, A.C.S., and a lady seated before his log cabin winterquarters at the Army of the Potomac headquarters in 1864. * Fort Monrow, VA. Officers and ladies on porch of a garrison house, 1864. * Fredericksburg, Va. Nurses and officers of the U.S. Sanitary Commission, 1864 * Washington, D.C. Group before office of the U.S. Christian Commission in 1865. * City Point, VA. Brig. Gen. <NAME>, Chief of Staff, with wife & child at door of their quarters, ca. 1860-1865. * Portrait of <NAME>. <NAME>, officer of the Federal Army, and his wife, * <NAME>, between 1860 and 1865 * Petersburg, Va. Cottage of <NAME>, U.S. Engineers, at Bryant house, 1865 (woman sitting in front of cottage) * Richmond, Va. St. John's Church and graveyard from street, 1865 (inlcudes a girl). * Washington, D.C. The four condemned conspirators (of the Lincoln assasination) Mrs. <NAME>, Payne, <NAME>, with officers and others on the scaffold; guards on the wall, July 1865 * Washington, D.C. Gen. <NAME> reading the death warrant to the conspirators on the scaffold, July 1865 * Washington, D.C. Adjusting the ropes for hanging the conspirators, July 1865 * Washington, D.C. Hanging hooded bodies of the four conspirators; crowd departing, July 1865 * Washington, D.C. Hanging bodies of the conspirators; guards only in yard, July 1865 To Duke Special Collections Library \| To Women and the Civil War Bibliography * * * ![](http://scriptorium.lib.duke.edu/graphics/quilt-square-a-75.gif) _Compiled by <NAME> 6/96_ <file_sep>![](../../../graphics/banners/reg_temp2.gif)![](../page-banner-aci.gif) FALL 2001* This information effective for Fall 2001. Check with instructor the first day of class for any changes. * * * # American Studies [ AMST-080C] ** [ AMST-080D] [ AMST-100] [ AMST-101] [ AMST-102A] [ AMST-114A] [ AMST-123F] [ AMST-125A*] ## * * 80C. Introduction to Asian American Studies Instructor: <NAME> Classroom: Oakes 105 Class Time: MWF 9:30-10:40 am e-mail: <EMAIL> Office: Oakes 207, 459-4725 Office hours: Wed. 2 - 4 p.m., or by appointment ### Course Description: This course introduces students to the major themes informing the history, culture, and politics of Asian Americans. We will critically examine the experiences of Asian Americans from a historically grounded, interdisciplinary perspective and within an international context of diaspora and labor migration and domestic context of race, class, and gender dynamics. Topics will include immigration, labor, war, cultural representations, family life, identities, community development, and political empowerment. Students will learn to think critically, write forcefully, and to challenge thoughtfully the writings, films, and ideas presented in this class. Please see the instructor if you would like to take the course for upper-division credit or if you need any special accommodations. #### Reading List * <NAME>, _Strangers from a Different Shore: A History of Asian Americans_ * <NAME>, _Asian American Dreams: The Emergence of an American People_ * Autobiography by an Asian American from a selected list * Reader of essays on electronic reserve at McHenry Library (password = ______) (Books are available at Bay Tree Bookstore and on reserve at McHenry Library.) #### Course Requirements: * Attendance at lectures and active participation in discussion sections (15% of the grade) * 2 - 4 page book review (15%) * 2 - 4 page film critique (15%) * 2 - 4 page op-ed position paper (15%) * Comprehensive final exam of identification and essay questions (40%). Study questions will be distributed ahead of time from which the actual exam questions will be drawn. #### Course Website: <http://humwww.ucsc.edu/americanstudies/___> This course website will provide outlines for lectures that will be posted the day before the class meets. You are encouraged to print these outlines and bring them to class. PowerPoint presentations given in class will be posted the day after the presentation. I will also post details on the written assignments, final exam questions, and sample papers. You can use the website to obtain e-reserve reading, to send messages to your TA or me, and to find other websites that address topics covered in this course. ### Schedule of Topics, Films, and Reading Assignments: (Be sure to complete reading and viewing assignments before lecture dates. All films will be shown in class that day.) Sep 19 \| Introduction to the Course ---\|--- Sep 21 \| Critical Perspectives in Asian American Studies Read: Hune, "Rethinking Race: Paradigms and Policy Formation;" and Takaki, pp. 3-18 Sep 24-Oct 3 9/24 9/26 9/28 10/1 10/3 \| International Context of Asian Migration Read: Takaki, pp. 19-75 Read: Takaki, pp. 77-131 View: <http://www.cetel.org> Film: "Ancestors in America: Sailors, Coolies, & Settlers" Read: Takaki, pp. 132-176 Read: Takaki, pp. 406-471 Read: Ong, Bonacich & Cheng, "The Political Economy of Capitalist Restructuring and the New Asian Immigration" Oct 5-15 10/5 10/8 10/10 10/12 10/15 \| Labor and Race Relations Read: Takaki, pp. 177-269 Read: Takaki, pp. 270-314 Read: Takaki, pp. 315-354 Film: "Dollar a Day, Ten Cents a Dance" Read: Zia, pp. ix-108 Read: Fong, "Workplace Issues: Beyond Glass Ceilings" Book Review Due at Beginning of Class Oct 17-24 10/17 10/19 10/24 \| War, Race, and Citizenship Read: Takaki, pp. 355-405 View: <http://www.oz.net/~cyu/internment/main.html> Film: "History and Memory" Read: Takaki, pp. 472-491 Oct 26-Nov 5 10/26 10/29 10/31 11/2 11/5 \| Cultural Representations Read: Zia, pp. 109-135 Read: <NAME>, "Cinematic Asian Representation" Film: "Slaying the Dragon" Read: Zia, pp. 252-280; Jun Xing, "A Cinema in the Making" Read: Tajima, "Independent Film Making" View: <http://naatanet.org> Film: "A.K.A. <NAME>" Read: Hiramoto, "Counterprogramming" and "Epilogue" Film Critique Due at Beginning of Class Nov 7-19 11/7 11/9 11/12 11/14 11/16 \| Families, Identities, and Cultures Read: Glenn & Yap, "Chinese American Families" Read: Pang & Shinagawa, "Asian American Pan-ethnicity and Intermarriage" Read: Ragaza, "All of the Above" and Houston, "Between Two Cultures" Film: "Banana Split" or "First Person Plural" Read: Zia, pp. 227-251; Manalansan, "Searching for Community: Filipino Gay Men in New York City" View: <http://www.asianimprov.com> Guest Lecture: <NAME> on Asian American Music Nov 21-28 11/21 11/26 11/28 11/30 \| Political Empowerment Read: Omatsu, "Four Prisons and Movements of Liberation" Read: Zia, pp. 139-223 Read: Zia, pp. 281-319 Read: Lowe, "Heterogeneity, Hybridity, Multiplicity" Op-Ed Position Paper Due at Beginning of Class Dec 4 \| Final Exam (4-7 p.m.) - Bring Blue Books [top of page] ## * * * 80D. Introduction to Chicana/o Cultures: A Multimedia Approach Instructor: <NAME> Tu/Th 4 - 5:45 p.m., Porter 144 ### Please note: This information from a previous quarter ### Course Description This course will introduce students to a range of themes and debates in Chicana/o Studies by focusing on different forms of Chicana/o cultural expression, including literature, music, visual arts, and film. The class requires a good deal of reading as well as other demanding assignments. Students, for example, will be required to study different literary genres; listen critically to historic recordings of Chicana/o folk, rock, and rap music; explore Chicana/o web sites; analyze examples of Chicana/o painting, sculpture, and photography; and criticize a variety of film genres including shorts, documentaries, and feature films. ### Course Materials The following textbooks are for sale at the Literary Guillotine (204 Locust Ave., downtown Santa Cruz) and on reserve at McHenry Library: > Viramontes, <NAME>. _The Moths and Other Stories_. > > Fregosso, <NAME>. _The Bronze Screen: Chicana and Chicano Film Culture._ > > Mendoza, Lydia, Strachwitz, Chris, and Nicolopulos. _<NAME>: A Family Autobiography_. In addition, a course reader (referred to below as CR) is for sale at the UCSC copy center. All assigned films and music recordings are housed at the Media Center, first floor, McHenry Library. ### Course Requirements 1\. Regular attendance and participation. Each day you should come to class ready to discuss all assigned material. Students with no more than three (3) unexcused absences will be excused from the final exam requirement. 2\. Weekly in-class quizzes. Starting with week two, there will be one quiz a week, on either Tuesday or Thursday, for a total of nine (9). Quiz questions will be few in number (3-5), and easy to answer if one has completed course assignments for that day. 3\. Two 5-7 page papers. Both papers are due at the start of class on the assigned days. 4\. A final exam, except for students with no more than three (3) unexcused absences (see #1). ### Assignment Schedule March 28 Introduction 30 The Historical Diversity of Chicana/o Cultures > <NAME>, "Legacies of Conquest," Walls and Mirrors: Mexican Americans, Mexican Immigrants, and the Politics of Ethnicity (CR) > > <NAME>, "Unraveling America's Hispanic Past: Internal Stratification and Class Boundaries" (CR) > > Media assignment: Bring to class something--a photo, a newspaper or magazine clipping, an object-that in some way reflects Chicana/o diversity. #### Print April 4 Stories of Occupied Texas > Selections from Americo Paredes, The Hammon and the Beans and Other Stories, with an introduction by <NAME> (CR) > > <NAME>, "With Pickets, Baskets, and Ballots," From Out of the Shadows: Mexican Women in Twentieth-Century America (CR) > > Media assignment: spend half an hour exploring the Border Studies web site (http://www.humanities-interactive.org/Borderstudies/exhibitindex.html). Be prepared to discuss what you have discovered. 6 Migrant Labor Fiction > <NAME>, "The Salamanders," "On the Road to Texas: Pete Fonseca," "Eva and Daniel," "The Harvest," "Zoo Island," <NAME>ivera: The Complete Works (CR) > > <NAME>, "The Ditch" (handout) > > <NAME>, "Sites of Struggle: Immigration, Deportation, Prison, Exile" (CR) > > Media assignment: Bring to class a newspaper or magazine article about migrant labor. 11 Chicana Short Stories > <NAME>, _The Moths and Other Stories_ > > Media assignment: Come to class ready to say something about one page in _The Moths_. 13 Border Essays > <NAME>a "The Homeland, Aztlan: El Otro Mexico," Borderlands/La Frontera (CR) > > <NAME>, "Queer Aztlan: The Re-formation of Chicano Tribe" (handout) > > Recommended reading: <NAME>, "The Border Patrol State" (CR) > > Media assignment: spend at least half an hour exploring Ruben Martinez's electronic photo essay, "New Americans" (http://zonezero.com/exposiciones/fotografos/newam/default.html). Music 18 Corridos of Border Conflict > Selections from Americo Paredes, "With His Pistol in His Hand": A Border Ballad and Its Hero (CR) > > Reserve listening: Corridos and Tragedias de la Frontera, Disc 1: songs 1-3, 7, 11, 12, McHenry Media Center > > Media assignment: bring to class the lyrics from a corrido that you find particularly interesting. 20 Chicana Recording Stars: The Mendoza Family > Selections from "Lydia Mendoza: A Family Autobiography" (CR) > > <NAME>, "The Flapper and the Chaperone," From Out of the Shadows: Mexican Women in Twentieth-Century America (CR) > > Reserve listening: "Tejano Roots: the Women" > > Media assignment: spend half an hour exploring U.T. Austin's web site, "Border Cultures: Conjunto Music" (http://www.lib.utexas.edu/Libs/Benson/border/ConjuntoIndex.html) 25 Chicano Rock and Roll > Selections from <NAME> and <NAME>, "Land of a Thousand Dances: Chicano Rock 'n' Roll from Southern California" (CR) > > <NAME>, "Cruising Around the Historical Block: Postmodernism and Popular Music in East Los Angeles" (CR) > > <NAME>, "Frontejas to El Vez," Border Matters (CR) > > Reserve listening: Latin Playboys, Latin Playboys and El Vez, Graciasland > > Media assignment: bring to class a cassette tape with at least one Chicana/o rock song that you like or find especially interesting. > > PAPER ONE DUE 27 Hip Hop and the Chicano Grove > <NAME>, "Border Noise: Punk, Hip-Hop, and the Politics of Chicano/a Sound," Border Matters (CR) > > Selections from Brian Cross, "It's Not About a Salary: Rap, Race and Resistance in Los Angeles" (CR) > > In-class viewing of the video for Rage Against the Machine's video "People of the Sun" > > Media assignment: bring to class a cassette tape with at least one rap, or rap-influenced song that you like/find interesting. #### Visual Arts May 2 The CARA Exhibit > Examine the images in and read selected essays from Chicano Art: Resistance and Affirmation (on reserve, McHenry Library) > > Media assignment: bring a piece of art to class. 4 The CARA Exhibit > Examine the images in, and read selected essays from Chicano Art: Resistance and Affirmation (on reserve, McHenry Library) > > Media assignment: spend half an hour exploring the "Chicano Visual Arts Digital Image Collections" (http://cemaweb.library.ucsb.edu). 8 Chicana/o Snapshots > Out of the West: Chicano Narrative Photography (on reserve, McHenry Library). > > Media assignment: Bring to class a favorite photo, perhaps one you have taken yourself. Be prepared to say why you like it. 11 Chicano Cyberspace > Spend 30 minutes exploring each of the following, interactive web sites: > >> Pocho Productions, "Virtual Varrio" (www.pocho.com/varrio.html) >> >> <NAME>, <NAME>, and <NAME>, "The Shame-Man and El Mexican't Meet the Cyber Vato" (http://riceinfo.rice.edu/projects/CyberVato) >> >> <NAME>, "Glass Houses: A Tour of American Assimilation from a Mexican American Perspective /California with a View" (http://www.cmp.ucr.edu/students/glasshouses). #### Film 16 Chicano Movement Shorts > <NAME>, "Introduction" and "Actos of 'Imaginative Re- discovery,'" The Bronze Screen (CR) > > In-class screening of selected documentaries > > Media assignment: spend half an hour exploring either the "Time Line" or "Biographies" sections of the Chicano home page (http://www.pbs.org/chicano/index.html). 18 Union Film Making > In class screening, "Salt of the Earth" > > <NAME>, "The Suppression of Salt of the Earth: How Hollywood, Big Labor, and Politicians Blacklisted a Movie in Cold War America" (CR) > > Media assignment: Examine the list of journal and newspaper articles in the UC Berkeley Bibliography of Chicano/Latino Film (http://www.lib.berkeley.edu/MRC/LatinoBib.html). Bring to class full citations for at least three that look interesting to you. 22 Union Film Making > In class screening of "The Wrath of Grapes" > > Discussion of "Salt of the Earth" and "The Wrath of Grapes" 25 Selena and the films of Lourdes Portillo > In-class viewing: "Corpus" > > Selections from <NAME>, "Selena: Como la Flor" (CR) > > <NAME>, "Nepantla in Gendered Subjectivity," The Bronze Screen > > Reserve viewing: "Selena" > > PAPER TWO DUE May 1 Chicana/o Punks on Film > In-class viewing, "Pretty Vacant" > > <NAME>, "That's My Blood Down There," "Dangerous Crossroads: Popular Music, Postmodernism and the Poetics of Place" (CR) > > Media assignment: make a cassette tape of music inspired by the course. Choose your songs carefully, and be sure to decorate the tape case. At the end of class we will have a party and exchange tapes. [top of page] ## * * * 100\. Key Concepts in American Studies: Postmodernism (Difference, Space, Citizenship) Instructor: <NAME> ### Please note: Information from a previous quarter ### Course Description: This course is designed for students new to the major who want to develop interdisciplinary writing skills and for advanced students (especially seniors preparing for the senior thesis) who want to improve their skills. AMST 100 is writing intensive, drawing on short articles chosen for their suitability for all pathways. The Reader is available at the Campus Copy Center. _A Pocket Style Manual_ by <NAME> is available at BayTree Bookstore. Course TAs will also provide one-on-one tutoring. #### Week One - Postmodernism > Introduction > > > 1/5 > > \| > > T > > \| > > Introduction > > ---\|---\|--- > > 1/7 > > \| > > Th > > \| > > Writing exercises > > #### Week Two - Postmodernism: Difference > <NAME> > "Age, Race, Class, Sex: Women Redefining Difference" (7 pp) > > 1/12 > > \| > > T > > \| > > Close reading of text and 1-paragraph precis due > > ---\|---\|--- > > 1/14 > > \| > > Th > > \| > > 2-pp. exposition due #### Week Three > <NAME> > "Racisms" (15 pp) > > 1/19 > > \| > > T > > \| > > Close reading of text and 1-paragraph precis due > > ---\|---\|--- > > 1/21 > > \| > > Th > > \| > > 2-pp. exposition due #### Week Four > <NAME>-<NAME> > "Navigating the Topology of Race" (9 pp) > > 1/26 > > \| > > T > > \| > > Close reading of text and 1-paragraph precis due > > ---\|---\|--- > > 1/28 > > \| > > Th > > \| > > 4-5 pp. draft of comparative analysis due > > 1/29 > > \| > > F > > \| > > 5-pp. revised draft due #### Week Five - Postmodernism: Space > <NAME> > "The Boundaries of Race: Political Geography in Legal Analysis" (16 pp) > > 2/2 > > \| > > T > > \| > > Close reading of text and 1-paragraph precis due > > ---\|---\|--- > > 2/4 > > \| > > Th > > \| > > 2-pp. analysis due #### Week Six > <NAME> > "Space, power, and knowledge" (9 pp) > > 2/9 > > \| > > T > > \| > > Close reading of text and 1-paragraph precis due > > ---\|---\|--- > > 2/11 > > \| > > Th > > \| > > 4-pp. comparative analysis due #### Week Seven > <NAME> > "Disney World: The Power of Facade/The Facade of Power" (40 pp) > > 2/16 > > \| > > T > > \| > > Close reading of text, l-paragraph precis and 2-pp. exposition due ( Exchange Day \- no class) > > ---\|---\|--- > > 2/18 > > \| > > Th > > \| > > 6-7 pp. draft of comparative analysis due > > 2/19 > > \| > > F > > \| > > 7-pp. revised draft due #### Week Eight - Postmodernism: Citizenship > <NAME> > "Democracy without the Citizen" (12 pp) > > 2/23 > > \| > > T > > \| > > Close reading of text, 1-paragraph precis and 2-pp. exposition due > > ---\|---\|--- > > 2/25 > > \| > > Th > > \| > > 2-pp analysis due > > #### Week Nine > <NAME> > "Federal Indian Identification Policy: A Usurpation of Indigenous Sovereignty in North America" (16 pp.) > > 3/2 > > \| > > T > > \| > > Close reading of text, 1-paragraph precis and 2-pp. exposition due > > ---\|---\|--- > > 3/4 > > \| > > Th > > \| > > 4-5 pp. draft of comparative analysis due > > 3/5 > > \| > > F > > \| > > 5-pp. revised draft due #### Week Ten > Conclusion > > 3/9 > > \| > > T > > \| > > Guests > > ---\|---\|--- > > 3/11 > > \| > > Th > > \| > > Review Discussion #### Finals Week > 3/18 > > \| > > Revised drafts of all three papers due in my box in the Oakes Steno Pool by 4PM > > ---\|--- [top of page] ## * * * 101\. Race and Ethnicity Fall 2001 Instructor: <NAME> ### Preliminary Syllabus ### Course Description: This seminar is designed to introduce students to the study of race and ethnicity in the United States. Students will receive a grounding in various theoretical and methodological perspectives used to analyze race and ethnicity, explore how scholars have used these perspectives to better understand the historical experiences of different ethnic and racial groups, and examine how issues of race and ethnicity inflect current social and political debates. ### Organization: #### Unit I (weeks 1-4): Theoretical Perspectives We will begin by defining terms and follow this discussion with an overview of various theoretical perspectives (sociology, feminism, Marxism, postcolonial studies, critical race theory, etc.) that scholars use to understand race and ethnicity. Readings: * <NAME> and <NAME>, _Theories of Race and Racism_ * Selected articles from the course reader #### Unit II (weeks 5-8): Disciplinary Approaches and Group Perspectives The second part of the course explores how ethnic and racial categories and relations have been consolidated, transformed, and contested in the contexts of conquest, colonization, capitalist development, slavery, immigration, politics, cultural production, etc. We will analyze books devoted to the experiences of different racial and ethnic groups and, in doing so, consider how various disciplinary approaches enhance the study of race and ethnicity. Readings: * <NAME>, _Walls and Mirrors_ * <NAME>, _Race Rebels_ * <NAME>, _Immigrant Acts_ * <NAME>, _The People Named the Chippewa_ #### Unit III (weeks 9 - 10): Contemporary Issues We will conclude by applying the historical and theoretical perspectives we have encountered to contemporary issues. Possible topics include multiracial identity, the prison industrial complex, affirmative action, immigration, and the "culture wars." Readings: Selected articles form the course reader ### Course Requirements: 1) Regular attendance and active participation in all class sessions. This course will be run as a seminar, and, as such, student participation is critical to its success. 2) In-class midterm on theoretical perspectives. 3\. One 3-5 page response paper. Each student will write a response paper on one of the books assigned for unit II. On the day their papers are due, students will help to facilitate the class discussion by presenting a brief summary of their arguments and posing questions to the rest of the class. 3) Group presentation. During the final two weeks of the course, the class will be divided into four groups. Each group will be responsible for presenting material on one of the contemporary issues. 4) Final paper. Each student is required to complete a 8-10 page paper based on her/his group presentation work. [top of page] ## * * * 102A. Gender and U.S. Society Instructor: <NAME> ### Please note: Information is from a previous quarter ### Course Description This course will serve as an introduction to the gendered analysis of U.S. society and culture from theoretical and historical perspectives. We will work from the assumption that both women and men are gendered and will devote particular attention to the ways in which gender intersects with race, ethnicity, class, and sexuality. The course will begin with theoretical perspectives on gender, on the role of gender in history, and on the intersections of gender, race, ethnicity, and class. We will then examine the gendering of work, with an emphasis on gendered work and social change during World War II. Next we will explore gendered images and gendered violence. We will then turn our focus to the complex relationship between gender and sexuality. The course will conclude with a novel by a "gender outlaw" that touches on each of the main topics of the course and underscores the variety of ways in which gender is enforced in U.S. society. You are responsible for all information contained in this syllabus. Please read it over carefully and refer to it throughout the quarter. #### Required Texts These are available at Bay Tree Books: * <NAME>, _<NAME>_ * <NAME>, _<NAME>_ Also required is a Course Reader, available at the UCSC Copy Center. Be sure to pick this up immediately; our first reading is an article in this reader. ### Course Requirements 1\. You are expected to attend class regularly, to read and think about each of the assigned texts, and to participate actively in class discussions. This class will be run as a seminar with much of our time devoted to discussing the readings; class participation will therefore be an important part of your grade/evaluation. If you will be forced to miss class due to illness, please notify me beforehand. If you do miss a class, you are responsible for getting notes, assignments, handouts, etc. from that day's class. 2\. Together with several other students, you will facilitate discussion of the week's reading once over the course of the quarter. This will involve (1) meeting together to formulate two questions for the class to discuss and handing in these questions to me at the beginning of class, (2) writing these questions on the board and introducing them to the class, and (3) leading class discussions. Your discussion questions should focus on the readings. The purpose of these questions is not to stump your fellow classmates, but rather to facilitate scintillating conversations that clarify the texts we have read for that day or week. Ask questions that interest you! You are not expected to be able to provide the answers, but rather to get things rolling. 3\. You will write weekly response papers on the starred () readings. These should be 1-2 pages, typed, and double-spaced. The purpose of these response papers is to encourage active reading; it is a place for you to explore your responses to the readings, to note important themes, to examine issues in the readings that interest you. These should not merely be summaries of the week's readings, but rather thoughtful explorations of some idea or issue in the readings. I want to see you thinking. This exercise is also intended to encourage more active and thoughtful participation in class discussions; therefore, the journal entries must be handed in at the beginning of the class on that particular text or texts (no exceptions). Your journals will not be graded individually, but they are required, and will be an important part of your overall grade/evaluation for the class. Seven response papers are assigned during the quarter; you must successfully complete at least six of these to pass this class. 4\. You will write a short paper (3-4 pages, typed, double-spaced), due April 18, examining the ways in which work in your family of origin was gendered. A handout will describe this assignment in greater detail. 5\. You will write a longer paper (7-8 pages, typed, double-spaced), due on the last day of class, analyzing the role of gender in an autobiography of your choice. A handout will describe this assignment in greater detail and suggest some autobiographies that you may wish to read. 6\. You are expected to bring in and discuss at least one item for "show and tell." This assignment will be explained during the first week of class. ### Course Schedule #### Tuesday, April 2: Introduction: Thinking About Gender > Introduction to Course #### Thursday, April 4: Thinking About Gender in History Reading: <NAME>, "Gender: A Useful Category of Historical Analysis" In-class Exercise: Documents Discussion Facilitation Sign-ups #### Tuesday, April 9: Intersections Reading: <NAME>, "Family, Race, and Poverty in the Eighties" <NAME>, "Recentering Women" <NAME>, "Delicate Transactions: Gender, Home, and Employment among Hispanic Women" <NAME>, "Racial Ethnic Women's Labor: The Intersection of Race, Gender, and Class Oppression" #### Thursday, April 11: Gendered Work I Reading: Milkman, "Gender at Work: The Sexual Division of Labor During World War II" <NAME>, "The 'Industrial Revolution' in the Home: Household Technology and Social Change in the Twentieth Century" <NAME>, "From Servitude to Service Work: Historical Continuities in the Racial Division of Paid Reproductive Labor" Film: "The Life and Times of Rosie the Riveter" (+65 min) #### Tuesday, April 16: Gendered Work II Reading: <NAME>, "Questions of Gender: Deskilling and Demasculinization in the U.S. Printing Industry, 1830-1915" <NAME>, "An 'Other' Side of Gender Antagonism at Work: Men, Boys, and the Remasculinization of Printers' Work, 1830-1920" <NAME> and <NAME>, "Sex and Skill: Notes towards a Feminist Economics" <NAME> and <NAME>, "'Nimble Fingers Make Cheap Workers': An Analysis of Women's Employment in Third World Export Manufacturing" #### Thursday, April 18: Gendered Work III Reading: none for today First Paper Due Films: "Fast Food Women, Sewing Woman" (+14), "The Maids" (+28) #### Tuesday, April 23: Gendered Work and Social Change I Reading: _Rosie the Riveter Revisited,_ to page 150 #### Thursday, April 25: Gendered Work and Social Change II > Reading: Finish _Rosie the Riveter Revisited_ #### Tuesday, April 30: Gendered Images I Reading: <NAME> and <NAME>, "Minority Men, Misery, and the Marketplace of Ideas" <NAME>, "Making Faces: The Cosmetics Industry and the Cultural Construction of Gender, 1890-1930" Riv-Ellen Prell, "Rage and Representation: Jewish Gender Stereotypes in American Culture" Film: "Ethnic Notions" (+57 min) #### Thursday, May 2: Gendered Images II > Reading: none for class. However, over the weekend you should browse around and choose an autobiography to read for your final paper. > > Due today: author and title of the autobiography you will be reading for your final paper > > Films: "Slaying the Dragon" (+60 min) and "And Still I Rise" (+30) #### Tuesday, May 7: Gendered Images III > Reading: none for today; this is a good time to begin reading the autobiography for your final paper. > > Film: "Forbidden City" (+56 min) #### Thursday, May 9: Gendered Violence I > Reading: <NAME>, "'Be Careful About Father': Incest, Girls' Resistance, and the Construction of Femininity," and "'The Powers of the Weak': Wife-Beating-and Battered Women's Resistance" > > In-class Presentation by <NAME> of the Rape Prevention Education Center #### Tuesday, May 14: Gendered Violence II Reading: <NAME>, selection from _A Red Record: Lynchings in the United States_ <NAME>, "The Meanings of Prize Fighting" #### Thursday, May 16: Sexuality I Reading: <NAME>, "'it Jus Be's Dat Way Sometime': The Sexual Politics of Women's Blues" <NAME>, "'Charity Girls' and City Pleasures: Historical Notes on Working-Class Sexuality, 1880-1920" <NAME>, "Gender Systems in Conflict: The Marriages of Mission-Educated Chinese American Women, 1874-1939" In-class: African American women's blues #### Tuesday, May 21: Sexuality II Reading: <NAME>, "Chicano Men: A Cartography of Homosexual Identity and Behavior" <NAME>, "The Bow and the Burden Strap: A New Look at Institutionalized Homosexuality in Native North America" <NAME>, "Gender Treachery: Homophobia, Masculinity, and Threatened Identities" #### Thursday, May 23: Sexuality III Reading: <NAME> and <NAME>, "Oral History and the Study of Sexuality in the Lesbian Community: Buffalo, New York, 1940-1960" <NAME>, "Butch-Femme Relationships: Sexual Courage in the 1950s," "The Bathroom Line," and "The Fern Question" #### Tuesday, May 28: Exchange Day - No Class #### Thursday, May 30: Gender Rebellion I > Reading: _Stone Butch Blues_ to page 153 > > Film: "Two Spirit People" (+20 min) and "She Even Chewed Tobacco" (+40) #### Tuesday, June 4: Gender Rebellion II > Reading: Finish _Stone Butch Blues_ #### Thursday, June 6: Conclusion Reading: To be announced Final paper due at the beginning of class. Don't even think about coming to class late! In-class: Course Evaluations [top of page] ## * * * 114A. Politics and American Culture Instructor: <NAME> Office: Oakes 201, 459-4517 <EMAIL> ### Please note: Information from a previous quarter > "Post-modern order is beginning to resemble Tocqueville's vision of modern despotism: 'an immense, protective power ... fatherlike ... [keeping all] in perpetual childhood ... the citizens quit their state of dependence just long enough to choose their masters....'" \-- _<NAME>_ ### Course Description: Format: Seminar Assignments: Five 4-page papers, topics to be assigned > Weekly small group discussion outside class > Jigsaw classroom preparation Readings: Selections from the following books on reserve at McHenry Library, for sale at The Literary Guillotine, 204 Locust St., 475-1195 ### Course Schedule Oct. 1 - Introduction #### "Watching History" Oct. 6 > <NAME>, _The Other Side: Notes from the New LA, Mexico City, and Beyond_ Oct. 8, 13, 15 (paper due 15th) > <NAME>, _Democracy in America_ #### Reservations about Democracy Oct. 20, 22 > <NAME>, _Apache Reservation: Indigenous Peoples and the American State_ Oct. 27, 29 (paper due 29th) > <NAME> (ed.), _The State of Native America: Genocide, Colonization, and Resistance_ #### Democratic Associations Nov. 3, 5 > <NAME>, _American Civilization_ Nov. 10, 12 (paper due 12th) > <NAME> et al. (eds.), _Women in the Civil Rights Movement: Trailblazers, Torchbearers (1941-1965)_ #### The Politics of Place Nov. 17, 19 > <NAME> (ed.), _Variations on a Theme Park: The New American City and the End of Public Space_ Nov. 24 (paper due 24th) > <NAME>, _Chinese Gold: The Chinese in the Monterey Bay Region_ #### Mediated Democracy and the New World Order Dec. 1, 3 > <NAME>, _Deterring Democracy_ Dec. 8, 10 (paper due 10th) > <NAME> (ed.), _Democracy: A Project by Group Material_ > >> > "Mrs. [<NAME>] Hamer discovered that there were many things 'dead wrong' with the lives of Blacks and whites in Mississippi. 'I used to think ... let me have a chance and whatever this is ... I'm gonna do somethin' about it.' >> >> "Her chance came ..." \-- _Bernice Reagon Johnson_ [top of page] ## * * * 123F. Native American Women Fall 2001 Instructor: <NAME> T/Th 4-5:45 PM, Porter 144 Office Hours: 3-4 T/Th e-mail: <EMAIL> ### Please note: This information from a previous quarter ### Syllabus ### Course Description: This course first examines how Indian women are constructed in the dominant society. It then examines how gender has been constructed in tribal societies. Then it explores the interaction between gender and citizenship as well as examines the linkage between feminism and Indian women's lives. It also looks at the experiences of Indian women in prison. It then explores how Native women resist dominant constructions through biography and two novels. The course crosses national borders and includes examples in Canada and the United States. Course materials (books and a reader) are available in the UCSC Bookstore. * _Inventing the Savage,_ by <NAME> * _Enough is Enough: Aboriginal Women Speak Out,_ by <NAME> * _Gardens in the Dunes,_ by <NAME> * _Watermelon Nights,_ by <NAME> ### Course Requirements: #### Option 1: Midterm (20%) Final exam (20%) or Final Paper (40%) Critical Essays (10%) Attendance (10%) #### Option 2: Midterm (40%) Final Paper (40%) Critical Essays (10%) Attendance (10%) The group critical essay is a well-written and organized (3-5 page) critique of the readings. The paper should compare and contrast the arguments, strengths, and weaknesses of the readings. Each group will present their essay during class. These essays will be distributed to the class. They will be due by noon on Tuesdays and Thursdays. E-mail to <NAME> (<EMAIL>). She will post them on the American Studies web site to be downloaded. Hand in a hard copy to the instructor. If a student does not miss more than two class sessions and successfully completes all the other course requirements, then the final exam is not required. There will be occasional pop quizzes to encourage everyone to complete the readings on time. A student will be dropped from the class after missing three class sessions. ### Course Schedule #### Week One Thursday: _Introduction_ View the film _Pocahontas_ #### Week Two Tuesday: _Indian women and women of color in dominant society_ <NAME> (1990). "The Pocohontas Perplex: The Image of Indian Women in American Culture." <NAME> and <NAME> (eds.), _Unequal Sisters._ New York: Routledge, pp. 15-21. <NAME> (1994). "Trappers' Brides and Country Wives: Native American Women in the Paintings of <NAME>." _American Indian Culture and Research Journal,_ Vol. 18, no. 2, 1-41. <NAME> & <NAME> (eds.) (1994). _Women of Color in U.S. Society._ Philadelphia: Temple University Press, pp. 3-12, 265-289. Thursday: _Native American women, colonization, and sterilization_ <NAME> (1999). "Sexual Violence and American Indian Genocide." _Journal of Religion and Abuse,_ Vol. 1, no., 2, 31-52 "Killing Our Future" (1977). _Akwesasne Notes,_ Early Spring, 4-6. "The Theft of Life" (1977). _Akwesasne Notes,_ September, 30-32. _Imperial Leather_ (Chapter 1). #### Week Three Tuesday: _The Social Construction of Gender in Tribal Societies_ <NAME> (1997). "Native American Women: Changing Statuses, Changing Interpretations." _Writing on the Ranize: Race, Class, and Culture in the Women's West._ Norman: University of Oklahoma Press, 1997, pp. 42-69. Beatrice Medicine (1993). "North American Indigenous Women and Cultural Domination." _American Indian Culture and Research Journal,_ Vol. 17, no. 3, 121-130. Thursday: _Gender, Race, and Citizenship_ Wendy Wall (1997). "Gender and the 'Citizen Indian.'" _Writing on the Range: Race, Class, and Culture in the Women's West._ Norman: University of Oklahoma Press, pp. 202-230. <NAME> (1994). _They Called It Prairie Light: The Story of Chillocco Indian School._ Lincoln: University of Nebraska Press, pp. 1-28, 81-101. #### Week Four Tuesday: _Native American Women and Feminism_ <NAME> (1992). "American Indian Women: At the Center of Indigenous Resistance in North America." _The State of Native America._ Boston: South End Press, pp. 311-345. <NAME> (1995). _Thunder in My Soul: a Mohawk Woman Speaks._ Fernwood Publishing, pp. 26-43. <NAME> (1992). _The Sacred Hoop: Recovering the Feminine in American Indian Traditions._ Boston: Beacon Press, pp. 209-222. Thursday: _Indian women and Chicanas_ <NAME>-Avila (1997) "An Open Letter to Chicanas: On the Power and Politics of Origin." _Reinventing the Enemy's Language,_ eds. Jo<NAME> and G<NAME>. New York: W.W. Norton and Co., pp. 237-247. <NAME>. "Chicana Feminism: In the Tracks of the Native Woman." _Between Woman and Nation: Transnational Feminisms and the State,_ Norma Alarcon (ed.). Duke University Press, pp. 144-157. #### Week Five Tuesday: _Native American women in prison_ _Inventing the Savage_ (pp. 75-191) Thursday: Native American women in prison _Inventing the Savage_ (pp. 192-269) Midterm (in class) #### Week Six Tuesday: _Native American Women and Activism_ _Enough is Enough: Aboriginal Women Speak Out_ (1/2 of book) Thursday: _Enough is Enough Aboriginal Women Speak Out_ (1/2 of book) #### Week Seven > Tuesday: _Watermelon Nights_ (1/4 of book) > > Thursday: _Watermelon Nights_ (1/4 of book) #### Week Eight > Tuesday: _Watermelon Nights_ (1/4 of book) > > Thursday: _Watermelon Nights_ (1/4 of book) #### Week Nine > Tuesday: _Gardens in the Dunes_ (1/4 of book) > > Thursday: _Gardens in the Dunes_ (1/4 of book) #### Week Ten > Tuesday: _Gardens in the Dunes_ (1/4 of book) > > Thursday: _Gardens in the Dunes_ (1/4 of book) > >> Papers Due >> >> Take home final will be handed out. Due the following Monday of finals week at 9 AM in American Studies office. [top of page] ## * * * 125A. Aspects of African American Culture Fall 2001 Instructor: <NAME> ### Preliminary Syllabus ### Course Description: This course explores three modes of African American cultural production (music, film and literature) in their social and historical contexts. We will examine the social conditions that influenced the production of these genres at distinct historical moments and will analyze particular examples of each as windows into aspects of African American life. We will also consider the various strategies African American cultural workers have employed to represent themselves and their people and situate these strategies in the ongoing dialogue about culture in African-American intellectual and activist circles. This course is also intended to introduce students to some of the key questions and issues that drive the study of African American music, film, and literature. ### Organization: The course is divided into three sections, each of which focuses on a particular historical period. Each section is designed to give students a snapshot of the constantly evolving debates about African American culture and to provide an opportunity to analyze specific examples of music, literature, and film from the period in question. #### 1\. The "New Negro" (1920s) > Music: Jazz and Blues > > Film: _Body and Soul,_ Dir: Oscar Micheaux > > Literature: <NAME>, Home to Harlem #### 2\. The Black Arts Movement (1960s, 1970s) > Music: Soul and Funk > > Film: _Sweet Sweetback's Baadasssss Song,_ Dir: Melvin Van Peebles > > Literature: Toni Morrison, _Sula_ #### 3\. African American Postmodernism (1980s, 1990s) > Music: Hip Hop > > Film: _The Watermelon Woman,_ Dir: Cheryl Dunye > > Literature: Octavia Butler, _Parable of the Sower_ ### Readings: * Octavia Butler, _Parable of the Sower_ * <NAME>, _Representing Blackness_ * <NAME>, _Home to Harlem_ * <NAME>, _Sula_ * <NAME>, _Black Noise_ * Course pack of articles and book chapters. ### Assignments: 1) Regular attendance and participation in class discussions. 2) Midterm examination 3) Final examination 4) 8-10 page research paper [top of page] <file_sep>SYLLABUS PACIFIC UNION COLLEGE Department of History HIST 102 A HISTORY OF WORLD CIVILIZATIONS Spring Quarter, 2002 10:00-10:50 MWThF Teacher: <NAME> A. OFFICE HOURS MWThF 10:55 a.m. - 11:55 p.m. MTh 14:00 - 16:00 Irwin Hall 209B (965-6302) E-mail Address: <EMAIL> B. COURSE OBJECTIVES 1\. To acquaint students with the main developments in the world's major civilizations from the fifteenth century to the present. (Readings from political, philosophical and religious writing will supplement the textbook and provide practical examples of how some people have dealt with the perennial problems facing humankind.) 2\. To draw attention to the main characteristics of the major world civilizations--in areas of culture such as art, philosophy, religion, government--and the factors that contributed to their uniqueness. 3\. To address some of the perennial questions humankind has asked and analyze the implications of the answers to these questions. 4\. To acquaint students with the way historians work, the importance of the methodologies used, how these methodologies are similar to and different from other disciplines in the social sciences, and the ways in which the telling or writing of history is affected by the approaches and methods historians use. 5\. To develop the following skills: a. The ability to gather information efficiently and critically; b. The ability to think critically about what is heard or read; c. The ability to form judgments which are consistent with the evidence; d. The ability to communicate, in spoken and written form, those judgments clearly and cogently. C. METHODS 1\. Lectures and/or discussions, normally four times a week. 2\. Reading and note-making by the student: Lectures are guides to, rather than exhaustive analyses of, a topic. Wide and intelligent reading is necessary if the student is to be well-informed. 3\. Tests and Quizzes: These will give students an opportunity to see how well they are meeting the course objectives. 4\. Essays: These will allow the student to analyze and discuss specific topics or questions in a more detailed manner. 5\. Final examination: A final demonstration of the student's progress. D. REQUIREMENTS 1\. Reading: You should aim to spend at least three hours each day reading, making notes and preparing for the appropriate assignments. 2\. Quizzes: these may be given at the beggining of any class (worth 25% of the grade). 3\. Essays: six times during the course 'problems' in history based on primary texts as well as from the books _Sources of World History_ and _Discovering the Global Past_ will be discussed in class. Essays will be set based on the class discussion and the readings. (These essays are worth 20% of the grade.) 4\. Tests: lasting one hour on August 1 & 13 (worth 20% of the grade). 5\. Final Examination: Thursday, August 16, 8:00-10:00. E. REQUIRED READING <NAME> et al., _The Heritage of World Civilizations_ , 5th edition, Macmillan. Cited below as 'Craig' <NAME>, _The Human Record_ , 4th edition, Volume II, Houghton Mifflin. Cited below as 'Andrea' <NAME> et al., _Discovering the Global Past_ , Volume II, Houghton Mifflin. Cited below as 'Wiesner' F. GRADING Students may choose to have their grade calculated in either of the following ways: 1\. Best Test = 20% Best 2 Essays = 20% Best 2 Short Essays = 10% Best 4 Quizzes = 10% Final Examination = 50% 2\. Solely based on the final examination (provided all course work is completed). Students should note that essays may not be handed in late nor the test or examination taken at an alternative time without a valid excuse. The penalty for tardiness will be a 25% reduction of the grade given. Table of Numerical Value of Letter Grades A \| 91-100 \| B- \| 70-75 \| D+ \| 50-55 ---\|---\|---\|---\|---\|--- A- \| 85-91 \| C+ \| 65-70 \| D \| 45-50 B+ \| 80-85 \| C \| 60-65 \| D- \| 40-45 B \| 75-80 \| C- \| 55-60 \| F \| Below 40 G. CLASS SCHEDULE _Section A: INTRODUCTION_ 1 April What is the 'Modern Age'? An Introduction to the Course 3 The World in 1400: An Introduction to 'World Civilization' _Section B: THE BEGINNINGS OF THE 'MODERN AGE'/THE RENAISSANCE_ 8 April Comparisons . . . The Ming Dynasty and the Ottoman Empire _Craig, 544-563, 636-644_ 4 The (European) Renaissance _Craig, 434-446, 453-454_ 5 The 'Age of Exploration': What was 'Discovered'? _Craig, 449-452 & 518-530_ 10 DISCUSSION: The Columbus Question _Wiesner, Chapter 2_ _Section C: THE REFORMATION AGE_ 11 April The Reformation Age _Craig, 452-467, 470-478 & 484-485_ 12 India, Korea, and Japan 1500-1800 _Craig, 558-581, 648-652_ 15 DISCUSSION: The Genius of Asian Culture _Wiesner, Chapter 5_ _Section D: THE AGE OF REASON, AFRICA, AND NEW FORMS OF GOVERNMENT_ 17 April The Scientific Revolution and The Age of Reason _Craig, 662-668_ 18 Africa and the Slave Trade _Craig, Chapter 18 & 532-542_ 19 The Enlightenment _Craig,668-682_ _Section E: THE ENLIGHTENMENT AND THE AGE OF REVOLUTIONS_ 22 Revolution in the Americas _Craig, 688-692, 708-717_ 1 The French Revolution(s) _Craig, 692-708_ 25 DISCUSSION: What is a Good Revolution? _Wiesner, Chapter 6_ 26 TEST 29 The American Civil War: Revolution Over Slavery? _Craig, 726-730 & 764-767_ 1 May The Industrial Revolution _Craig, 730-736, 780-783, 797-798_ 2 Karl Marx and 'Scientific Socialism' _Craig, 736-738 & 792-797_ _Section F: THE ENLIGHTENMENT AND THE AGE OF REVOLUTIONS_ 3 European Nationalism and Imperialism _Craig, Chapter 31 & 921-924_ 6 Africa, Asia, and Imperialism _Craig, Chapter 31 & 32 _ 8 The Changing Role of Women _Craig, 783-791 & 821-824_ 9 DISCUSSION: Exploring Women's Sphere: Women & the Peace Movement _ Wiesner, Chapter 14_ , 10 New Directions in Thought: Freud, Nietzsche, Einstein and Company _Craig, Chapter 29_ _Section G: THE END OF LIBERALISM_ 13 The European 'System' Falls Apart: The Origins of World War One _Craig, Chapter 33_ 8 Consequences of WWI: The Making of the Modern Middle East _Craig, 1066-1074_ _Section H: THE DECLINE OF THE WEST?_ 16 The Great Depression _Craig, 947-949, 964-969_ 17 Totalitarianism: Communism and Fascism _Craig, 949-964_ 20 DISCUSSION: 'Hitler and Stalin: Ideas or Personality?' _Andrea, 394-404_ 22 World War Two: Global Conflict _Craig, Chapter 35_ 23 Decolonization: Rejecting the West, Embracing 'Our' Traditions? _Craig, 1058-1066 & 1074-1085_ 24 TEST 29 DISCUSSION: 'M.K.Gandhi and Ho Chi Minh: Paths to Independence' _Andrea, 438-446_ _Section I: THE GLOBAL VILLAGE_ 30 The Emergence of Superpowers: The Cold War and Aftermath _Craig, 999-1005 & 1013-1031_ 31 From OEEC to EU: Europe Since 1947 _Craig, 1006-1010_ 3 June Is 'Success' Economic Success? Japan, Korea, China, and South-East Asia _Craig, Chapter 37_ 5 Comparisons: Africa and Latin America in the Late Twentieth Century 6 Comparisons: The Middle East and Western Asia in the Late 20th Century 7 Review * * * Back to: Keith Francis's Page <file_sep>## List of Readings for Western Civilization 101, Section 01. The readings assigned on the syllabus with their links are given below, but also included are questions which I hope will show you what I think are the important facts or points you should know about them. These questions form the basics for any class discussion and for questions that would appear on the quizzes. * Book of Job = http://www.fordham.edu/halsall/ancient/job-rsv.html or http://etext.lib.virginia.edu/toc/modeng/public/RsvBJob.html 1. What is the structure of the Book of Job, that is, if your were to outline it, how is it put together? 2. What is Job's question to God? 3. Do you think God gives Job a reasonable and rationale answer to his question? 4. Why at the beginning of the book is Job made to suffer? Does he ever learn of the circumstances that brought about his tremendous suffering, among which, of course, must be listening to his friends' advice? * Plato Apology of Socrates = http://www.perseus.tufts.edu/cgi-bin/ptext?doc=Perseus%3Atext%3A1999.01.0170&query=head%3D%232 or http://eawc.evansville.edu/anthology/apology.htm 1. What is the structure of the Apology of Socrates? That is, what are three parts of the Apology? 2. What are the charges brought against Socrates, that is, what are the formal charges? 3. Do you think it is good strategy on Socrates' part to bring up other complaints about him before he gets around to answering the formal charges? What are these other complaints? 4. What punishment is proposed by Socrates' accusers, and what punishment does he propose? Which punishment do the jurors impose on Socrates? * Life of Augustus = http://www.fordham.edu/halsall/ancient/suet-augustus-rolfe.html or http://www.fordham.edu/halsall/ancient/suetonius-augustus.html 1. How does Suetonius narrate Augustus' life, in strict chronological order or by topics? 2. Name one of Augustus' wives, and give the reason why he married her. 3. Name one of the men to whom Augustus married his only daughter Julia, and give the reason why he chose that man. 4. What kind of relationship did Augustus have with his two Julias, his daughter and his granddaughter? 5. "I found Rome built of sun-dried brick; I leave her clothes in marble." What did Augustus mean by this remark? * Gospel According to Luke = http://bible.gospelcom.net/cgi-bin/bible?passage=LUKE+1 1. What literary form does the Gospel according to Luke have, i.e., what is it? 2. Why did Mary and Joseph have to go to Judea? 3. Why is it significant that David is a direct ancestor of Jesus? 4. Who actually carried out the crucifixion of Jesus? 5. Whom does the Gospel according to Luke blame for the crucifixion, i.e., who continually shouts for Jesus' death, even as Pilate is seeking a way to release him? 6. What happens after Jesus is crucified? * Quran, Suras 1 (Al-Fatihah), 2 (Al-Baqarah), 113 (Al-Falaq) = http://www.unn.ac.uk/societies/islamic/quran/neindex.htm 1. What is the purpose of Sura 1? 2. What literary form does Sura 2 have, i.e., what is it? 3. Why is this Sura called _The Cow_? 4. Sura 2.190-193 deal with Jihad. What is Jihad? 5. What reward awaits good Muslims in Heaven and what punishments await the wicked in Hell? 6. What is the name of the angel who is God's messenger? 7. In Sura 113, where does a good Muslim find safe haven from the evils of the world? * Alcuin's Life of Charlemagne = http://www.fordham.edu/halsall/basis/einhard.html 1. How does Alcuin narrate Charlemagne's life, in strict chronological order or by topics? 2. Did Charlemagne ever learn how to write? 3. What is peculiar about the relationship between Charlemagne and his daughters? 4. What happened on December 25, 800? * Life of Louis IX = http://etext.lib.virginia.edu/toc/modeng/public/WedLord.html 1. Louis IX compares the effects of leprosy and the effects of mortal sin. Which is worse and why? 2. Ostensibly, Joinville is writing a biography of Louis IX. In reality, what period of Louis IX's life is most of the biography devoted to? 3. How successful were Louis IX's crusades? 4. Who is the Old Man of the Mountain? 5. How does Louis IX die, i.e., under what circumstances? 6. What reward, so to speak, did Louis IX merit here on earth after his death? * Machiavelli, The Prince = http://www.fordham.edu/halsall/basis/machiavelli-prince.html 1. What are the resources a prince has to draw upon, if his city is strong? 2. Is it better for a Prince to be loved or feared? 3. From whom will Italy have to be liberated and how? * Lewis, The Splendid Century 1. How different is Louis XIV from Louis IX? 2. Describe Louis XIV's sexual mores. 3. What tremendous act of profligacy did d'Antin commit to impress his king? 4. Who paid for Louis XIV's life style? 5. What was Louis XIV's policy towards the Huguenots? 6. What is St. Cyr? 7. On what type of examination did the question, "Are pretty women more fertile than others?" appear? <file_sep># Literary Resources -- American This page is part of the Literary Resources collection maintained by <NAME> Rutgers -- Newark. Please direct comments and suggestions to <EMAIL>. * * * See also the Ethnicities and Nationalities page. * * * * Mailing lists and calls for papers * Course Syllabi * Voice of the Shuttle -- American Literature \-- The most thorough guide to resources. * General Pages: * American Studies at the University of Virginia \-- Extensive collection of American resources, including a superb collection of annotated links, on-line exhibits from the Museum for American Studies, many hypertext editions of American works, historical maps, the Capitol Project, virtual classrooms, and an extensive site on America in the 1930s. _O si sic omnes!_ * American Studies Electronic Crossroads (Georgetown) -- Superb master index to American studies resources. _O si sic omnes!_ * American Literature on the Web (Akihito Ishikawa, Nagasaki College of Foreign Languages) -- A usefully organized set of links to Americanist sites, with chronologies. * Making of America (Michigan) -- "A digital library of primary sources in American social history from the antebellum period through reconstruction." A searchable database of thousands of books and articles. _O si sic omnes!_ * Teaching American Literature (Georgetown) -- _O si sic omnes!_ A superb collection of resources on American lit, supplementing the T-AMLIT list, including: * Syllabus Library for Teaching the American Literatures * Collaborative Bibliographies in American Literature and Culture * American Authors (Mitsuharu Matsuoka, Nagoya Univ., Japan) -- Very extensive list of links to hundreds of Americanist sites. * American Studies, Black History and Literature (<NAME>ham, Keele) -- Resources and links on African-American culture. * Poetry and Prose of the Harlem Renaissance (J<NAME>, Northern Kentucky Univ.) -- A number of poems by Harlem Renaissance authors. * American Literature: Electronic Texts (<NAME>, Keele) -- A handful of links to other American literature E-text libraries and other sites. * American Women's Literature: * 19th Century American Women Writers Web (UNL) -- E-texts, bibliographies, and contextual materials. * African American Women Writers of the 19th Century (NYPL) -- A big scholarly collection of E-texts. * Scribbling Women (Public Media Foundation) -- "Online resources for teaching American women's literature using dramatizations produced by The Public Media Foundation." Includes links and RealAudio performances. * American Literature (<NAME>, Texas) -- Hypertext editions of Crane, Faulkner, Gilman, Hansberry, Hawthorne, Hughes, Hurston, Irving, Jewett, Melville, Norris, and others. * The Sixties Project (Virginia) -- An extensive site on the Sixties that provides back issues of _Viet Nam Generation_ , information on conferences, bibliographies, filmographies, course syllabi, primary documents, personal narratives, &c. * Poetry: * The Academy of American Poets -- Listening Booth \-- RealAudio files of American poets reading their works. * Modern American Poetry (<NAME>, Univ. of Illinois) -- A large collaborative project on modern American poetry, to accompany Nelson's Oxford anthology. * Anti-Imperialism in the United States, 1898-1935 (<NAME>) -- Impressive hypertext containing dozens of E-texts on imperialism in the early years of the century. * Epistrophy: The Jazz Literature Archive (Univ. of Alberta) -- Impressive site on literature and jazz, with introductions, samples of jazz fiction and poetry, and a few essays. * _Buffalo Americanist Digest_ (Buffalo) -- "An annotated listing of current scholarship in American literature, culture and history." Information on the _Digest_ and annotated book reviews. * Godey's Lady's Book (<NAME>, Univ. of Vermont) -- Excerpts from the 19th-c. women's magazine. * Research Society for American Periodicals (<NAME>) -- Information on the Society, its publications, and its discussion list. * Scanned Originals of Early American Documents (Emory) -- Low-resolution monochrome JPEGs of the Constitution, the Bill of Rights, and the Declaration of Indepdendence. * Covers, Titles, and Tables: The Formation of American Literary Canons (<NAME>, UTA) -- Facsimiles of front matter of anthologies of early American literature from 1878 to the present, with attention to their role in shaping the canon. Well done. * Nineteenth-Century American Children & What They Read (<NAME>) -- A scholarly look at 19th-c. children's reading habits, with original essays and bibliographies. * Postmodernism is/in Fiction (Pomona) -- Original essays and links on Acker, Auster, DeLillo, <NAME>, Gibson, Hagedom, Morrison, Powers, Pynchon, Reed, and Rushdie. Some aren't yet available. * American Literature (<NAME>, Basehor-Linwood High School) -- An extensive course page for an advanced high school survey of American literature from its beginnings to the twentieth century. * Literary Movements (<NAME>, Gonzaga Univ.) -- Extensive collection of information on American authors, including a timeline, bibliographies, and many, many links. Well done, and a good place to start on American literature. * American Poetry: * HTI American Verse Project (Michigan) -- Extensive searchable database of American poetry, mostly from the nineteenth century. * The Academy of American Poets \-- Hypertext biographies and bibliographies on hundreds of American poets, some with exhibits and links. * Library of Congress: * Library of Congress Home Page * American Memory \-- Dozens of collections on American history, literature, and culture. * American Special Collections \-- Information on the collections. * African-American Mosaic \-- Culture and History Exhibit. * The American South: * Documenting The American South (UNC) -- An important archive of documents on the South by Southerners, with searchable full texts by dozens of authors. * Center for the Study of Southern Culture (Ole Miss) -- Information on the Center and its events. * SouthWatch (<NAME>, UNCG) -- Miscellaneous events and essays; distractingly graphics-heavy. * KYLIT (Eastern Kentucky Univ.) -- A site devoted to Kentucky writers, with several dozen biographies and bibliographies. * The Mississippi Writers Page (Ole Miss) -- Brief biographies, portraits, and primary and secondary bibliographies for Mississippi authors. * Mississippi Writers and Musicians (Starkville High School) -- Impressively thorough guide to 20th-c. Mississippi writers, major and minor. Includes list of works, biographical sketches, original essays, reviews, and links. * Center for Regional Studies (Southeastern Louisiana Univ.) -- Information on the Center and links to other resources. * North Carolina Writers' Network \-- Information on the Society, including its conferences, with links. * Native American Literature and Culture: * Native American Literature Online (Syracuse) * Internet Public Library: Native American Authors * The Beats: * Literary Kicks (<NAME>) -- A superb collection of information on Beat poetry, &c. by a dedicated and informed amateur. * boHemiAn Ink \-- Extensive and well-designed site on dozens of "bohemian" authors. Requires frames. * _American Drama_ (Cincinnatti) -- Information on the journal, including tables of contents. Requires frames. * <NAME>: * Abbey's Web (Sweden) -- Extensive and searchable site, including an introduction, biography, selected bibliography (no annotations), articles, quotations, and a mailing list. * <NAME>: * <NAME> Study Journal \-- Bibliography, selected E-texts, links, and information on the journal. Busy graphics are distracting. * <NAME>: * Sherwood Anderson Foundation \-- "A non-profit trust that helps writers." Includes Anderson biography and chronology. * <NAME>: * Asimov Online \-- Miscellaneous information on Asimov, including several lists of his thousands of publications. * <NAME>: * <NAME> Page (Buffalo) -- Biography, bibliography, essays, audio files, and E-texts. * <NAME>: * Random Notes on <NAME> and _The Dream Songs_ (Mason West) * <NAME>: * <NAME>, Forked Tongue (Keele, UK) -- "The story of <NAME> told in the language of his _Devil's Dictionary_ , using hypertext language to create a fiendish translation of the life and works -- and humour -- of this acidic satirist and adventurer." * <NAME>: * <NAME> (<NAME>, Vassar) -- Biography, bibliographies, information on library collections, announcements, calls for papers, and a few links. * <NAME>: * <NAME> (<NAME>, Penn) -- Extensive site by an authority on Buck, containing a biography, photographs, excerpts from her works, a secondary bibliography, and information on the Pearl S. Buck Foundation. * <NAME>: * <NAME>: these words I write keep me from total madness (UNC) -- A selective bibliography of works by and about Bukowski. * buk's page \-- Brief biography, list of works, and ordering information for books. * <NAME>: * <NAME>: King of the Asphalt Jungle (<NAME>, BGSU) -- biographical notes and primary bibliographies and filmographies. * <NAME>: * The W<NAME>. Burroughs Files \-- Bibliography, links, and miscellaneous information. * Truman Capote: * Truman Capote Page (Bohemian Ink) -- Brief bio, filmography, and a few links. * <NAME>: * <NAME> Page (<NAME>) -- Selected bibliography and a few links. * <NAME>: * <NAME> (<NAME>, <NAME>) -- Brief hypertext biography, interviews, and links. * <NAME>: * <NAME> Page (<NAME>, Harvard) -- Biography, bibliographies, quotations, and events. * <NAME>: * <NAME> (<NAME> and students, Berea College) -- A collaborative site on Chesnutt, including many E-texts (some hard to find in print), a biography, a primary bibliography, essays on historical contexts, and links. Well done. * <NAME>: * <NAME> Cooper Society (CMSU) -- Links and information on the Society. * James Fenimore Cooper Society Home Page \-- Extensive site on Cooper's life and works. Very impressive. * <NAME>: * <NAME> Page (<NAME>, UNR) -- Bibliography, notes on archives and collections, and links. * <NAME>: * Red Badge of Courage 100th Anniversary (USAF) -- Links to Crane and Civil War resources. * <NAME>: * <NAME> Page (<NAME>, Keele Univ.) -- Very, very brief introduction with some links and E-texts. * <NAME>: * <NAME> (1821-88): America's First Illustrator of Note, & Victorian American's Most Famous Illustrator \-- Information on the illustrator of works by Dickens, Irving, Poe, Longfellow, Cooper, and others. * H.D.: * H.D. (<NAME>) Home Page \-- Brief biography, primary and selective secondary bibliographies, and a newsletter. * <NAME>: * Thinking About DeLillo's _White Noise_ (<NAME>, Univ. of Basel) -- Interesting and sophisticated interactive pedagogy site, with a series of "tasks" and questions on the novel. Answers are sent to Schweighauser. Requires frames. * Thinking about DeLillo's _Libra_ (<NAME>, Univ. of Basel) -- Interactive pedagogy on the novel, with "tasks" and study questions. Requires frames. * The Don DeLillo Society \-- Information on the Society, with a bibliography and annotated links. * <NAME>: * Dickinson Electronic Archives (<NAME>, <NAME>, and <NAME>, Virginia) -- An extensive and scholarly collection of Dickinson resources. * <NAME> Page (<NAME> and <NAME>) -- An unscholarly but extensive and informative collection of links, E-texts, photographs, and discussions. * Archive of EMWEB Mailing List (BYU) -- Archive of the Dickinson list. * Theodore Dreiser: * The International Theodore Dreiser Society (UNC Wilmington) -- Information on the Society and links to a discussion group. * <NAME>: * Works by <NAME> (<NAME>, DeKalb) -- Links to primary texts on the Web. * <NAME>: * <NAME>bar Homepage (<NAME>, Univ. of Dayton) -- Photographs, biography, E-texts (and audio files), and links. * <NAME>: * R<NAME>ison Webliography (<NAME>, UCLA) -- A thorough list of mostly primary works, with a chronology and links. * <NAME>: * <NAME> (Geocities) -- Extensive set of Emerson links. Like all Geocities sites, irritatingly commercial. * <NAME>: * <NAME> (<NAME>, UMass) -- Short biography, E-texts, paintings, and events. * <NAME>: * <NAME>ner on the Web (Ole Miss) -- Plot summaries, biography, information on Oxford, MS, filmography, links, and events. * The William Faulkner Society \-- Information on the Society, and a few links. * <NAME>: * <NAME>er Newsletter \-- Information on the Harlem Renaissance author. * <NAME>: * <NAME>ald Centennial Home Page (SC) -- Extensive and impressively scholarly set of Fitzgerald resources, including biography, bibliographies, events, a chronology, quotations, and commentary. * Babylon Revisited: A Long Expostulation and Explanation (Thomas A. Larson) -- Full text of an M.A. thesis on Fitzgerald. Includes useful annotated bibliographies. * <NAME>: * <NAME>'s Romantic Afterlife (<NAME>, Sheffield Hallam Univ.) -- Brief biography and critical overview, with a bibliography of primary and secondary works. * <NAME>: * Frost in Cyberspace (<NAME>, <NAME> State Univ.) -- A good selection of Frost material, including a chronology, bibliographies, and original essays. * A Frost Bouquet: An Exhibition in the Tracy W. McGregor Room (Univ. of Virginia) -- A highly illustrated exhibition on Frost's life and works, including facsimiles of drafts and published poems. * The Robert Frost Web Site \-- A brief biography, selected poems, and bibliographies -- a fairly full primary bibliography, and a very selective secondary one. A fan site. * In Quest of <NAME> (Katharena Eiermann) -- A fan site, with many links (often unscholarly) and a selection of poems. * <NAME> (Amherst Common) -- An extensive set of links, though no original content. * The Road Not Taken: <NAME>'s Lesser Known Poems (Shefali Tripathi and Anando Banerjee) -- A pretty good collection of links and E-texts. A fan site, polluted by irritatingly commercial banner ads. * <NAME>: * <NAME> Appreciation Page (SUNY Genesee) -- A fan site, but with useful links. * <NAME>: * <NAME> (<NAME>, UNC Wilmington) -- Scholarly information, including E-texts, bibliographies, and links. * <NAME>: * Shadow Changes into Bone (Mongo BearWolf) -- "The clearinghouse for all things Ginsberg." A big site containing all sorts of Ginsbergiana, including poems, photos, interviews, articles, parodies, reviews, and tributes. * <NAME>: * <NAME> (1856-1931) \-- E-texts, biographical sketches, and links on the notorious biographer and autobiographer. * <NAME>: * <NAME> \-- A good collection of E-texts and information on the life. * <NAME>: * Jose<NAME>eller Page \-- A few links. * <NAME>: * <NAME> (<NAME>) -- A popular introduction to Hemingway's life and works. * <NAME>: * W<NAME>ells home page \-- E-texts and links. * <NAME>ells Society (Gonzaga) -- Information on the Society, with useful links. * <NAME>: * <NAME> (<NAME>, USC) -- E-texts. * <NAME>: * Laura (Riding) Jackson Homepage (UNC) -- Brief biography (with chronology), primary and secondary bibliographies, and links. * <NAME>: * The Henry James Scholar's Guide to Web Sites (R. Hathaway, New Paltz) -- Thorough and informative guide to Web resources, including reviews, E-texts, links, a discussion group, and essays. * The <NAME> Review \-- Information on the _Review_ , with full text available to subscribers through Project Muse. * <NAME>: * <NAME> \-- Hypertext biographical sketch, with contextual information. * Kerouac Speaks \-- "Sounds of <NAME> reading (and singing) his prose." * <NAME>: * <NAME>'Engle -- The WWW Resource \-- A fan site. Like all Geocities sites, irritatingly commercial. * <NAME>: * Philip Levine Page (UNC) -- E-texts and a bibliography. * <NAME>: * The Jack London Collection (DL SunSITE) -- A first-rate collection of information (E-texts, biography, bibliographies, images, miscellaneous documents) on London, well organized and presented. _O si sic omnes!_ * <NAME>: * <NAME>fellow (Auburn) -- E-texts and quotations. * <NAME>: * <NAME> (<NAME>, L<NAME>) -- Brief hypertext biography and bibliography. * <NAME>: * <NAME> (<NAME>) -- Short biography and electronic texts. * The Life and Works of <NAME> \-- News, brief biographies and bibliographies, E-texts, and reviews. * Whales in Literature (Keele, UK) -- A site on, well, whales in literature. * <NAME>: * _The Crucible_ Project \-- Impressive, though geared mostly toward high-school students. * <NAME>: * L. M. Montgomery Institute \-- Information on Montgomery and the Institute. * <NAME>: * <NAME>'s _Beloved_ (G. R. Lucas and students, Univ. of South Florida) -- A class project, containing original essays, a bibliography, and links. Very well done. * <NAME>: * Zembla: Vladimir Nabokov Page (PSU) -- Very attractive and extensive set of biographies, bibliographies, and news. * <NAME>: * <NAME> \-- Attractive site containing miscellaneous information on Nin. * <NAME>: * <NAME>ick Research Homepage (Purdue) -- "a bibliographically-based web site that includes information on both primary and secondary sources reflecting Cynthia Ozick's work." * <NAME>: * Dorothy Parker Page \-- A small collection of Parker's poems. * <NAME>: * <NAME> (1891-1958) (<NAME>) -- An overview, with a timeline and a primary bibliography. * <NAME>: * The Walker Percy Project (UNC-CH) -- Information on the Project and extensive information on Percy. * <NAME>: * Sylvia Plath Links \-- Dozens of links. * <NAME>: * Poe Webliography (<NAME>, <NAME>) -- Extensive and thoroughly annotated guide to Poe resources on the Web, including E-texts and links to more extensive sites. * E. A. Poe Society of Baltimore \-- Extensive information on the Society, bibliographies, short essays, chronologies, links, and an extensive E-text library. * <NAME>'s House of Usher \-- A fan site. * <NAME>: * Chaim Potok HomePage (La Sierra) -- Useful bibliographies and other resources. * <NAME>: * San Narciso College Thomas Pynchon Home Page (Pomona) -- Impressive conceptual site on Pynchon's life and works. * <NAME>: Spermatikos Logos (www.rpg.net) -- Biography, bibliography, essays, quotations, commentary, and links. * The Pynchon Files \-- An excellent and extensive site on Pynchon's life (what little is known) and works. Coverage isn't comprehensive, but plenty of good stuff here, much of it not to be found elsewhere. * Lots of Thomas Pynchon Links (<NAME>) -- A big (but unannotated) list of links on Pynchon. * HyperArts Pynchon Pages (<NAME>) -- Useful starting point for Pynchon links, Web guides, a discussion group, and so on. * <NAME>: * Philip Roth Research Homepage (<NAME>, Purdue) -- Extensive primary and secondary bibliography. * <NAME>: * J. D. Salinger Page \-- Very brief biographical sketch, with useful annotated links. * Bananafish Home: J. D. Salinger Page (<NAME>) -- Includes "a (somewhat complete) bibliography, information on Salinger's beloved (and loved) characters, opinions, anecdotes, and more." * <NAME>: * The Anne Sexton Bibliography (<NAME>) -- An extensive bibliography of primary and secondary works, including not only Sexton's books of poetry but also the first magazine publications of many of her poems. Very handy. * Anne Sexton Home Page (<NAME>) -- Several poems and photographs. * <NAME>: * The Ribald Page: A Tribute to Thorne Smith \-- Like all Geocities pages, irritatingly commercial. * Haunts and By-Paths: A Thorne Smith Tribute Page \-- List of works and links. Irritatingly commercial. * <NAME>: * Gertr<NAME>, including an extensive Gertrude Stein Bibliography (Finland) -- A few links and on-line texts. * <NAME>: * Steinbeck Research Center (SJSU) -- Information on the Center, with a list of Steinbeck's publications, a chronology, photographs of Steinbeck's houses. * <NAME> (<NAME>, Univ. of Southern Mississippi) -- E-texts, reviews, original essays, links, and a selective annotated bibliography of secondary work. * National Steinbeck Center \-- Information on the Center; requires frames and Java. * <NAME>: The California Novels \-- Summaries and publication information on the novels and links. * <NAME>: * <NAME> (<NAME>, Penn) -- Extensive information on Stevens, including selections from Filreis's books, _Modernism from Right to Left_ and _Wallace Stevens and the Actual World_. * Hartford Friends and Enemies of Wallace Stevens (<NAME>, Wesleyan) -- E-texts, audio files, photographs, and links. * <NAME>: * Uncle Tom's Cabin & American Culture (Virginia) -- Electronic text of the novel, nestled among very extensive and intelligent contextual material, including reviews, illustrations, historical information, and even video clips of movie adaptations. Impressive from top to bottom. _O si sic omnes!_ * <NAME>: * Anniina's Amy Tan Page (Luminarium) -- Interviews, reviews, and links. * <NAME>: * The Great Thompson Hunt -- <NAME>, King of Gonzo (<NAME>) -- An appropriately wacky fan site, including biography, bibliographies, and pictures. * <NAME>: * Thoreau, Walden, and the Environment (Thoreau Institute) -- E-texts, biographies, and information on societies devoted to Thoreau and Walden Woods. A good place to start. * The Writings of <NAME> (Northern Illinois Univ.) -- Associated with the Thoreau Edition at Princeton; includes information on the Edition. * Thoreau Reader (<NAME>) -- Guide to Thoreau, including a general introduction, E-texts, a brief guide to some people mentioned in Thoreau's works, and links to other Thoreau sites. * <NAME>: * Mark Twain Resources on the World Wide Web (<NAME>) -- Miscellaneous Twain resources and links. Requires Java- and frames-compatible browser. Polluted by advertising, but otherwise impressive. * Ever The Twain Shall Meet \-- A fan site, with links and E-texts. * <NAME>: * Anniina's Alice Walker Page (Luminarium) -- Extensive information on Walker, including biographical sketch, bibliography, interviews, E-texts, and links. * <NAME>: * <NAME> \-- "Honoring the life and works" of Warren. Biography, bibliographies, filmographies, and links. * <NAME>: * <NAME>on \-- "An overview with biocritical sources." Chronology, bibliography, photographs, and links. Well organized, but like all Geocities sites, irritatingly commercial. * The Edith Wharton Society Home Page (Gonzaga) -- Useful collection of E-texts, links, bibliographies, suggested readings, and tips on teaching. Well done. * <NAME>: * The Whitman Project (<NAME> and <NAME>, Virginia) -- An extensive "hypermedia environment for studying the works of the nineteenth-century American poet Walt Whitman. The archive is a structured database holding digitized images of Whitman's works in their original documentary forms. Whitman's poetical manuscripts, early printed texts -- including proofs and first editions -- are stored in the archive, in full color when possible." * Walt Whitman Home Page (Library of Congress) -- Images from Whitman MSS, including the notebooks. * Mickle Street Review: An Electronic Journal of Whitman and American Studies (Rutgers -- Camden) -- An original journal of Whitman studies. * <NAME>: * <NAME>fe Web Site (<NAME>, UNC Wilmington) -- Biography, bibliography, newsletters, photos, and discussion groups. Requires frames-compatible browser. * <NAME> Memorial \-- Official site on Wolfe's house, with information for visitors and a timeline-cum-bibliography. Requires frames. * <NAME> \-- A brief biography and bibliography, with a few links, on a single page. * * * This page, part of the larger collection of literary resources, is maintained by <NAME>. <file_sep>![Saint Joseph's University Home](saint_josephs_univ.gif) --- - POLITICAL SCIENCE DEPARTMENT - <NAME> - <NAME> > > ![](Images/DrLee.jpg) > <NAME>, a native of Boston, was educated at the Boston Latin School, received his bachelor's degree from Boston College, and earned a Ph.D. in Political Science from the University of Pennsylvania. > He is currently Chairman of Political Science at Saint Joseph's University in Philadelphia where he has also served as President of the Faculty Senate, Dean of the University College, and Director of Graduate Programs. He now serves as Coordinator of the University's Washington Semester and Director of the Legal Studies (Para-Legal) Program. In additional to these responsibilities, Lee serves as advisor for the ETA NU Chapter of the national political science honor society, PI SIGMA ALPHA. The chapter has been awarded grants three times by the national office in recognition of outstanding achievements by its student members. The chapter sponsors an annual distinguished lecture. Past lecturers have included <NAME>, Archbishop of Philadelphia, the Honorable Lawrence Pierce, Judge of the United States Court of Appeals for the Second Circuit, and the Honorable <NAME>, President Judges of the Superior Court of the Commonwealth of Pennsylvania. > > Professor Lee's primary disciplinary specialty is American Constitutional Law. In addition to courses in this area, which include a seminar on religious liberty conducted in moot court format, Lee teaches a section of the general introductory course in American Government and upper division courses on Parties, Interest Groups & Voting Behavior as well as a course on Philadelphia Politics. During the summer, Lee offers, in alternate years, either a three week study tour of Canada (Quebec City, Ottawa, and Toronto) which introduces students to Canadian government and society POL 2391 or a four week study tour of Greece examining issues of law and democracy POL 2041. > - Publications > Lee is the author of four books: _Neither Conservative nor Liberal_ , a study of the Burger Court's decisions on civil rights and liberties, _Wall of Controversy_ , an examination of the different philosophies of Supreme Court judges with regard to First Amendment controversies, and _All Imaginable Liberty_ a study of the historical and legal development of the religious liberty clauses of the Constitution which features articles by some of the nation's leading scholars on the First Amendment, prepared as part of the University's Bicentennial Observance. Dr. Lee has completed a new work on church and state in America which focuses on fourteen significant issues that have shaped church-state relations in America. _ Church-State Relations_ was just published by Greenwood Press in May of 2002. Lee is also editing a volume on the judicial opinions and legal writings of Chief Justice William <NAME> that is part of a larger eight volume series edited by Professor <NAME> of the History Department of Saint Joseph's University for Ohio University Press. It is scheduled for publication in 2003. Currently, Lee is under contract with ABC-CLIO for a book on equal protection issues. i Academic Associations & Activities > Dr. Lee was a founder of the Pre-Law Advisors National Council, and is a past President of the Northeast Association of Pre-Law Advisors, a former Secretary Treasurer of the Association of Graduate Schools at Catholic Colleges and Universities, and past president of the Ethnic Studies Association. He currently edits NAPLA Notes , the oldest journal serving the needs of pre-law advisors and their students and is the author of the section on financial aid in The Handbook for Pre-Law Advisors. For the past six years, Dr. Lee has offered a workshop at the annual meeting of the American Political Science Association on pre-law advising for political scientists. Under the aegis of Freedoms Foundation of Valley Forge, he has offered seminars on constitutional law topics for high school and college teachers and works with the Union League of Philadelphia on citizenship forums for high school students. Working with Dr. <NAME> of Lafayette College, Lee recently offered a one week prototype of a Governor's School in Government and Public Service for students in Chester County. He has served third terms as a Commonwealth Speaker for the Pennsylvania Humanities Council, speaking on issues that include judicial selection, the right of privacy as well as church-state matters. > > Lee also is a member of the Liaison Advisory Board of the Washington Center, the nation's largest provider of internships. Approximately, fifteen students a year from Saint Joseph's participate in the internship, working in a wide variety of placements ranging from the Departments of State, Commerce, Justice, and Defense to the Supreme Court, the Senate Finance Committee, and the embassies of several foreign nations. i Community Activities > Currently, Dr. Lee chairs the Diocesan Appeals Board. The Board hears disputes arising under the contracts between the Archdiocese of Philadelphia and High School teachers in the system. At the national level, Lee is a member of the First Friday Committee, an organization designed to highlight issues of concern to Catholics and has written position papers on ethnic and Catholic issues for national candidates. Lee was a member of the Planning Commission of Haverford Township from 1998 to 2001. He continues to serve as judge of elections in the township. Also, Lee is a former member of the Board of Trustees of the Academy of <NAME>, having served as Chairman of both the Faculty & Education and Planning Committees. i Introductory Courses --- POL 1011 \| i Introduction to American Government & Politics \| view syllabus POL 1091 \| i Introduction to Political Science Research \| view syllabus i Political Theory POL 2041 iiiiiiii(2045) \| i Legal Theory \| view syllabus iAmerican Government and Politics POL 2151 \| i Constitutional Politics \| view syllabus POL 2161 \| i Constitutional Law: Civil Rights and Liberties \| view syllabus i Comparative Politics POL 2391 \| _i_ Canadian Government and Politics \| view syllabus i Seminars POL 2731 \| i Seminar on Freedom of Religion \| view syllabus POL 2801 iiiiiiii2811 \| i Washington Internship I-II \| view syllabus For more information please contact: i \| i Dr. <NAME> ---\|--- Office: i \| i Barbelin Hall, Room 105 Office Hours: \| i Mondays: 10-12 iTuesdays: 2-3 iWednesdays: 10-12, 2-3 iFridays: 2-3 Phone: i \| i (610) 660-1753 (1917) e-mail: i \| i <EMAIL> Return to Political Science Home Page --- Site designed and developed by: <NAME>, Saint Joseph's University Political Science Department Secretary. <EMAIL> --- Last updated: August 2002 <file_sep>![Green World, Courtesy Netscape and Great Globe Gallery](glbmap1.jpg) #### Academic Home Page Dr. <NAME> Department of History East Carolina University Greenville, NC, USA 27858 Curriculum Vitae Philosophy of Teaching Statement Web Pages Edited by Dr. Wilburn E-Mail Dr. Wilburn * * * Find your course below. Select/click on the component of the course you want to reference. #### History of Africa, History 3810 (Fall 2002) * Syllabus * Internet Sites * Journal Assessment Guide * Journal Entry Samples: _A Student's Guide to History_ * Journal Requirements * Journal Table of Contents * Journal Text Assignments * Letters from Africa #### History of the Middle East, History 3670 (Spring 2002) * Syllabus * Internet Sites * Journal Assessment Guide * Journal Entry Samples: _A Student's Guide to History_ * Journal Requirements * Journal Table of Contents * Journal Text Assignments #### Imperialism in Theory and Practice, History 5660 (Fall 2002) * Syllabus * Internet Sites #### World Civilization to 1500, History 1030 (Fall 2000) * Syllabus * Internet Sites * Journal Assessment Guide * Journal Entry Sample: _Books That Changed the World_ * Journal Entry Samples: _A Student's Guide to History_ * Journal Entry Sample: _World History_ * Journal Requirements * Journal Table of Contents * Journal Text Assignments #### World Civilization since 1500, History 1031 (Spring 2000) * Syllabus * Internet Sites * Journal Assessment Guide * Journal Entry Sample: _Books That Changed the World_ * Journal Entry Samples: _A Student's Guide to History_ * Journal Entry Sample: _World History_ * Journal Requirements * Journal Table of Contents * Journal Text Assignments #### World Civilization to 1500, History 1030 (Summer, 2nd Session, 2002) * Syllabus * Internet Sites * Journal Assessment Guide * Journal Entry Sample: _Books That Changed the World_ * Journal Entry Samples: _A Student's Guide to History_ * Journal Entry Sample: _World History_ * Journal Requirements * Journal Table of Contents * Journal Text Assignments #### World Civilization since 1500, History 1031 (Summer, 2nd Session, 2002) * Syllabus * Internet Sites * Journal Assessment Guide * Journal Entry Sample: _Books That Changed the World_ * Journal Entry Samples: _A Student's Guide to History_ * Journal Entry Sample: _World History_ * Journal Requirements * Journal Table of Contents * Journal Text Assignments * * * First Online Edition: 10 March 1995 Last Revised: 13 August 2002 <file_sep> ![](http://academic.brooklyn.cuny.edu/english/black/arthur.jpg) \| # Brooklyn College # <NAME> ### Graduate Deputy & Professor of English ### Office: 2314 Boylan Office Hours: M, T, Th, 3:00-6:00 p.m. (August 19-December 19) Phone: 718-951-5197 Voice Mail: 718-951-4275 E-mail: <EMAIL> For information about graduate studies at Brooklyn College: Graduate Studies in English Graduate Studies (general) Publications ---\|--- <NAME> Book and Manuscript Library, Yale University \| Medieval Club of New York * * * ### Courses English 795.7X \| Seminar in Textual Analysis: Arthurian Legend Transformed (Fall 2000); syllabus ; writing assignments ---\|--- English 5 \| Advanced Exposition and Peer Tutoring (Fall 2000) Comp Lit 21 \| Comparative Medieval Literature (Fall 2001) **Syllabus English 705 X \| Canterbury Tales (Fall 2001) ****Syllabus ; Paper Topics English 791X \| Medieval Arthurian Legends (Spring 2002) ****Syllabus; Bibliography ; ****Research Topics English 706X \| Chaucer's Work Exclusive of The Canterbury Tales (Fall 2002) Syllabus English 794X \| The Short Story (Fall 2002) Syllabus MARS COURSE (NYU)** \| * Arthurian Legend (Spring 2001); syllabus * Selected Bibliography * Paper Topics * * * ### Links General Resources * Library Resources (English) * Other Library Catalogues * Blackboard Discussion Group (password needed) * MLA Style * The Victorian Web * List of Other Useful Sites ## Chaucer Sites * Hanly's Chaucer Scriptorium * Chaucer Metapage * Language and Linguistics * Middle English Audio (General Prologue) Medieval Sites * Bayeux Tapestry * Paston Family Letters * Medieval Sourcebook * Middle English Pronunciation * The Wars of the Roses * Cloisters * NetSERF * Early Manuscripts at Oxford University Arthurian Sites * The Tristan Story in Stained Glass (Nineteenth Century) * Arthurian Images * MS 229 * Alfred, Lord Tennyson's Idylls of the King * Sir <NAME>'s Le Morte Darthur * Camelot * King Arthur * The Alliterative Morte Arthure * The Charrette Project * Sir Gawain and the Green Knight * Arthuriana <file_sep>![](http://www.unlv.edu/images/line.jpg) --- ![](http://www.unlv.edu/images/header-left.jpg) \| ---\|--- ![](http://www.unlv.edu/images/line.jpg) Honors 115.2: Western Experience II ![](bulletcompass.gif) Fall 2000![](globephoto.jpg) MWF 10:30-11:20 ![](bulletcompass.gif) FDH 217 <NAME> ![](bulletcompass.gif) FDH 545 ![](bulletcompass.gif) 895-2600 Office Hours: MWF 11:30-12:30 or by appointment Description: Welcome to Western Experience II. Since this is an Honors course, we're going to approach world literature a little differently than some classes: we're going to concentrate on literature of the twentieth century. Much of the history of the western world is the history of empires and colonies (the United States can be included, of course), and the twentieth century saw massive changes in the ways people viewed imperialism. We'll focus, then, on how the experiences of colonization and decolonization have affected writing and thinking in the last one hundred years. We'll also examine each piece with an eye for the following additional themes: the creation of the self and its relationship with society as well as the alienation of the self in society; the definitions and roles of the hero; the concept of the journey; and various others as they emerge. This class will require a great deal of reading, writing, and participation, but I hope that you won't be intimidated: I've attempted to find readings that are thought-provoking and, I hope, enjoyable. Do not expect to be a passive member of the class. You'll read for almost every class, and frequently you will have to write about that reading. I expect you to do the reading, write about it some of the time, and participate in--and even lead-- class. In addition, you will have two brief essays (3-5 pages each). You may seek my help or the Writing Center's help (see below) at any time. Two quizzes will also be given: one at midterm and one during finals week. Texts: ![](bulletcompass.gif) \| _The Longman Anthology of British Literature, Vol. 2C: The Twentieth Century. _Eds. <NAME> and <NAME>. Longman, 1999. ---\|--- ![](bulletcompass.gif) \| _The Stranger._ <NAME> (trans., Matthew Ward). Vintage, 1989. ![](bulletcompass.gif) \| _Things Fall Apart_. <NAME>. Anchor Books, 1959. ![](bulletcompass.gif) \| _Wide Sargasso Sea_. <NAME> (ed., <NAME>. Raiskin). Norton, 1999. ![](bulletcompass.gif) \| _Foe_. <NAME>. Penguin, 1986. ![](bulletcompass.gif) \| _Hard-Boiled Wonderland and the End of the World._ <NAME> (trans., <NAME>). Vintage, 1993. Grading Breakdown: ![](bulletcompass.gif) \| Short Responses (10) = 20% ---\|--- ![](bulletcompass.gif) \| One Oral Report = 10% ![](bulletcompass.gif) \| Leading Class Discussion = 10% ![](bulletcompass.gif) \| Essay #1 = 20% ![](bulletcompass.gif) \| Midterm quiz = 10% ![](bulletcompass.gif) \| Essay #2 = 20% ![](bulletcompass.gif) \| Final Quiz = 10% Responses: You will write ten one-page responses for readings of your choice; in each response, you must analyze the reading and discuss a meaningful aspect of the reading (theme, character, symbolism, etc.). I do NOT want you to summarize the reading. Short responses must be one page each, typed or LEGIBLY handwritten. Since you're selecting the readings to which you will respond, in effect, you're creating your own due dates. Two caveats, though: (1) Each response is due BEFORE we discuss that particular reading (late responses will NOT be accepted), and (2) you'll need to pace yourself and plan ahead. Early work will be accepted. Responses will be graded on a check system based on both the quality of response and meeting the length requirement. Oral Reports: You'll sign up for topics early in the first week of classes. Don't forget to mark your choice on your copy of the schedule of events. Please see me at least a week before your report to determine the scope of your project. You may see me as often as you would like for guidance. This report is a research project in which you present helpful background information to the class, and you should have a minimum of two sources. You may use any introductions found in our class texts, but do NOT rely on them. Each report must be ten to fifteen minutes in length. You may bring in audiovisual aids (clips, pictures, etc.), but they may not replace more than 25% of your minimum speaking time. Let me know early if you need audiovisual equipment. The reports will be graded on a combination of quality, based on the report's usefulness and relevance to the class, and meeting the minimum requirements in research and length. Leading Class Discussion: During the first week, you'll also sign up for a day of leading discussion. Don't forget to mark your day on your schedule of events. As with the oral report, please see me at least a week in advance to discuss your plans. I'll be happy to offer direction as often as needed before your discussion day. When you lead class, you will be responsible for bringing up issues and asking questions for the entire class period. I'll jump into the discussion only as necessary. Grades will be based on the quality of the questions posed and the organization of the issues. If your efforts spark a good discussion that day, your grade will benefit accordingly. Essays: More information on the essay requirements will be distributed in the upcoming weeks. Please note that late papers will be penalized one letter grade per class day late. Participation: Class participation will affect your grade in the following way: If you offer meaningful, constructive participation often in class, your grade may rise by one mark (e.g., B+ to A-); if you contribute to the class sometimes, no change will be made; if you participate rarely, not at all, or if you ask questions that could, for example, be answered by the nearest dictionary, your grade may drop by a mark (e.g. A- to B+). ![](screechunblocked.gif)Writing Center: The wonderful service that the Writing Center provides is free. It's there for any writer, no matter your skill level: ANY writer can become a better writer. You may take in any writing for the class (except quizzes) for the benefit of having another reader provide you with feedback. You may also use our Online Writing Lab to send your papers to the consultants--from the comfort of your own home or dorm room! The Writing Center is located in FDH 240 (phone 895-3908). I will look MOST FAVORABLY on visits to the Writing Center. (I consider visits to be a form of participation.) Disability Resource Center: If you have a documented disability that may require assistance, you will need to contact the Disability Resource Center for coordination in your academic accommodations. The DRC is located in the Reynold Student Services Complex, room 137, phone 895-0866 (TDD 895-0652) Attendance: Be punctual. You must attend class to hand in responses and to participate. For absences due to... ![](bulletcompass.gif) \| Religious holidays, see the Fall 2000 Class Schedule for procedures. ---\|--- ![](bulletcompass.gif) \| University-sanctioned events, have your coach or activity advisor write a note on university letterhead listing the date(s) you will miss. ![](bulletcompass.gif) \| Medical reasons, bring an excuse written by a doctor on his or her office stationery. Ethics and Plagiarism: You must do your own original work in this class. If you use others' ideas, words, phrasing, and so on (whether on paper or from the Internet), you must document your use. Failure to do so is plagiarism, a form of stealing. If you plagiarize, you will receive an F for the assignment and possibly for the course as well. If you have any questions about whether or not to cite something, just ASK ME. Schedule of Events <NAME>'s Home Page _This page was last updated on Thursday, September 14, 2000 . For comments or questions, please e-mail <NAME>._ <file_sep>* * * L576 (Fall 2000): Digital Libraries Syllabus * * * Course description Digital libraries (DL) are large collections of multimedia information that are usually created with the purpose of supporting learning or knowledge acquisition. The World Wide Web (WWW) is a powerful platform for providing access to multimedia data to a large group of users. Hence, it is no surprise that the WWW is often the platform of choice for the deployment of DLs. The WWW, however, is merely a platform -- it is the responsibility of the DL developer to collect appropriate content, design the information architecture, and develop suitable user-interaction features so that the DL can be used effectively. The overall objective of this course is to expose the student to major issues, concepts, and trends surrounding DLs, with special emphasis on design and implementation of key DL functions. The course will begin with a survey of prominent DL projects and underlying technologies. Then, students will concentrate, for several weeks, on developing a prototype DL (small-scale) by using the WWW and related tools. As part of the DL development students will learn system planning, information organization, user interface principles, and usability evaluation. In the last few weeks of the course, the focus will shift to broader and more advanced issues dealing with extensible markup languages (XML), security, site management and evaluation. Objectives At the end of the course, students will be able to: * Identify and manipulate different multimedia formats appropriate for DL content * Set up WWW-based server and related tools * Plan and gather requirements, organize information, and design sound information architecture * Apply basic knowledge of data types, markup, programming and user interface principles to create a prototype DL * Select and apply procedures for usability evaluation * Describe the recent advances for extending DL functions and securing DL content Requirements for the class: * 5% - Project Part 1: DL Project requirements-specification * 25% - Project Part 2: DL architecture evaluation * 50% - Project Part 3: Completed DL project prototype * 20% - In-class Exam Detailed project guidelines will be handed out well before the project work begins. Students are highly recommended to work in groups. Each project group will select an area of concentration and will set up and manage their own server environment until the end of the semester. The exam will deal with materials covered in the lectures. It will consist of mainly short fact-based questions and a few open-ended questions requiring critical assessment of relevant issues. A review session will be conducted a week before the exam. Grading scale All grades will be assigned according to the SLIS Grading Policy for Master's and Specialist Level Students. This policy was defined by student and faculty members of SLIS's Curriculum Steering Committee and was adopted by the Faculty of the School of Library and Information Science, Indiana University, on November 11, 1996, as an aid in evaluation of student performance: Grade \| Numerical Grade \| Description ---\|---\|--- A \| 4.0 \| Outstanding achievement. Student performance demonstrates full command of the course materials and evinces a high level of originality and/or creativity that far surpasses course expectations. A- \| 3.7 \| Excellent achievement. Student performance demonstrates thorough knowledge of the course materials and exceeds course expectations by completing all requirements in a superior manner. B+ \| 3.3 \| Very good work. Student performance demonstrates above-average comprehension of the course materials and exceeds course expectations on all tasks as defined in the course syllabus. B \| 3.0 \| Good work. Student performance meets designated course expectations, demonstrates understanding of the course materials and performs at an acceptable level. B- \| 2.7 \| Marginal work. Student performance demonstrates incomplete understanding of course materials. C+ C \| 2.3 2.0 \| Unsatisfactory work. Student performance demonstrates incomplete and inadequate understanding of course materials. C- D+ D D- \| 1.7 1.3 1.0 0.7 \| Unacceptable work. Coursework performed at this level will not count toward a graduate degree. For the course to count toward the degree, the student must repeat the course with a passing grade. F \| 0.0 \| Failing. Student may continue in program only with permission of the Dean. Books Required book _Internet & World Wide Web: How to program_ by Deitel, Deitel & Nieto (henceforth DDN ). Prentice Hall, 2000. Highly recommended book _HTML 4 for the World Wide Web_ by Elizabeth Castro. Peachpit, 1998. Useful books _Practical digital libraries_ by <NAME>, 1997\. _Information architecture for the World Wide Web_ by <NAME> and <NAME>. O'Reilly, 1998. _How to setup and maintain a web site_ by <NAME>. Addison-Wesley, 1997\. _PERL & CGI for the World_ by Elizabeth Castro. Peachpit, 1999. Contact information Office hours: Thursday 10:00 AM - 12:00 PM (Rm. 025, SLIS). Appointments for other time slots welcome. Phone: (812) 856-4182 Fax: (812) 855-6166 E-mail: <EMAIL> HTTP server: xtasy.slis.indiana.edu FTP server: shakti.slis.indiana.edu Course outline & calendar * * * Week 1 -- August 30 Digital libraries: An overview Ongoing projects and major issues Course requirements Readings: * Difference between automated and conventional libraries * A brief introduction to copyright law * * * Week 2 -- September 6 Technologies of digital libraries Server environment and hosting options Initial setup of Apache (project server environment) Readings: * Chapter 24 (DDN) * Server installation guide by SLIS UNIX support staff Students should begin to form project groups. The following week each group sets up a project server environment in a UNIX machine maintained at SLIS. * * * Week 3 -- September 13 Server setup by each group Introduction to multimedia data formats Image capture & manipulation Readings: Chapter 5 (DDN) Project work: Requirements specification (Project Part 1) due on week 6; establish basic objectives, user needs, and time-line. * * * Week 4 -- September 20 Multimedia continued: Audio and video Requirements specification and planning Readings: Chapter 21 (DDN) Project work: Preliminary work begins; students login to their project servers and begin to develop initial architecture for their site. * * * Week 5 -- September 27 Information architecture Stylesheets Introduction to Javascript: Dynamic HTML (Position, redirect, etc.) Project work: Add basic style elements and Javascript to project content. Readings: Chapters 14 and 15 (DDN) * * * Week 6 -- October 4 User interface principles for web information systems: Form design CGI and Perl Javascript techniques for UI enhancement I (Event handling and transitions) Readings: Chapters 11, 16 and 17 (DDN) Project work: Add form for collecting usability and use data Requirements-specification report due * * * Week 7 -- October 11 Searching and Indexing I: Unstructured data SWISH indexing and searching implementation Project work: Incorporate searching function in project site * * * Week 8 -- October 18 Javascript techniques for UI enhancement II (Frames, Windows, Popups, and Feedback) Project work: Improve UI by incorporating more Javascript Readings: Chapters 15, 16, and 26 (DDN) * * * Week 9 -- October 25 Searching and Indexing II: Structured data Introduction to relational database design and structured query language (SQL) Oracle DB implementation Readings: Chapter 25 (DDN) Project work: Create a relational db using Oracle * * * Week 10 -- November 1 Searching and Indexing III: Structured data contd. Introduction to middleware tools: ColdFusion and Java Exam review Project: Create web front-end to support searching of relational DB Readings: Chapters 23 and 25 (DDN) * * * Week 11 -- November 8 Review of usability testing procedures In-class exam Project work: Continue work on refining search front-ends. Project architecture (major features and functions) review based on usability testing starts. Usability report form handed out in class. Completed report form (Project Part 2) due on week 13. * * * Week 12 -- November 15 Introduction to security Firewalls, encryption, and secure transactions User id and password based web content protection Project work: Architecture usability testing continues. Students begin to complete the usability report form. * * * Week 13 -- November 29 Advanced DL topics Tracking transactions and tuning the server Extensible markup language (XML) Project work: Refine content and architecture based on usability evaluation. Incorporate transaction analysis in project site. Readings: Chapter 28 (DDN) * * * Week 14 -- December 6 Project work presentation. Project Part 3 due. * * * ` This page is being served by <NAME> \| Update? Please email me` * * * <file_sep>## ISSUES IN MUSIC Spring 2001 _UNIVERSITY OF SOUTH FLORIDA USF TELECOURSES_ NO FIRST DAY MANDATORY ATTENDANCE _Tampa Campus: 14230 MUL MUL 3001 Sec. 502 (3 Credit Hours)_ _Sarasota Campus: 16843 MUL MUL 3001 Sec. 551 (3 Credit Hours)_ Issues in Music Meets USF Liberal Arts Curriculum Requirements for Fine Arts and Non-Western Perspective (African, Latin American, Middle Eastern, or Asian Perspectives [ALAMEA] ) --- Please be aware that this syllabus is subject to change. Please be sure to check the hotline at 974-3063 or this website regularly for changes as they will be posted here as soon as we become aware of them. * * * Course Description: The Issues in Music course content is delivered through a series of 12 one hour televised programs, which consist of musical performances and commentary. Additionally, there are three two-hour class sessions, which take place on campus with the course instructor. Additional contact between student and instructor is facilitated through regular office hours (by telephone or in person). Content of the campus sessions range from introductory materials, instruction (particularly as concerns Aaron Copland's concepts of "What To Listen For In Music"), and to assessment. This course is designed to involve the student in the concert hall experience. Performances by artist faculty consist of significant works of classical, jazz and the music of other cultures. Analysis and discussion of these works accompany performances. Everything is designed to involve the student in a discussion centered around the question, "What is today's music?" No prerequisites. * * * ### _Instructor Information:_ Instructor: Dr. <NAME> Office: School of Music - FAH 223 Office Hours: TBA Email: <EMAIL> Phone: 974-3801 Professor Baker's office; 974-2311 (School of Music) ### _Distance Learning Student Support Office:_ Telecourse Coordinator: <NAME> Office Location: SVC 1072 (map grid: D3) Office Hours: Monday \- Thursday 8:00am -7:00pm; Friday 8:00am -5:00pm Phone: 974-2996 (Telecourses); Listserve: _<EMAIL>_ Please send us your email address so that we may add you to the listserv for this class and keep you informed of any changes to your syllabus. Please ensure you indicate the course title in your message. There will not be any academic content posted on this page. It is a means for Distance Learning Student Support to inform you of any changes of class meetings due to hurricanes etc. * * * Textbook --- ![](book.gif) \| * What to Listen For In Music, by <NAME>. Available in the YOU section of the university bookstore. ISBN# 0451627350 * A packet of composer biographies and essays on musical topics and ONE take home quiz. Cost: approximately $12.00. Available at Pro-Copy: 5209 E. Fowler Ave., Tampa, 988-5900, open 24 hours a day, 7 days a week. For a small shipping fee, Pro-Copy will mail your materials to you when you place a phone order. Ask for materials for Professor Woodbury's _Issues in Music_ course. Broadcast: 12 one-hour programs. See table below for schedule of broadcasts. WUSF-TV and the Education Channel will provide broadcasts for the Issues in Music programs. We strongly encourage you to videotape them as they air if you will not be able to watch the programs at the scheduled time. Please note that the Education Channel programming is available only to Time Warner Cable subscribers in Hillsborough County on channel 18. Missed Videos: If you miss a program, you may view the programs at the University Media Center, 6th floor, LIB 627 on a program/viewing space available basis. Grading Procedures:* _MUL 3001 section 501 (2 credit hours) = 640 total points._ omidterm exam 100 points ofinal exam 100 points oPlus your handwritten notes of the TV programs and the 1 take-home quiz _TV Programs_ #1-6 = 120 points #7-12 = 120 points _ Take Home Quiz =_ 100 points _MUL 3001 section 502 (3 credit hours) = 840 points_ omidterm exam 100 points oAnnotated Bibliography 200 points ofinal exam 100 points oPlus your handwritten notes of the TV programs and the 1 take-home quiz _TV Programs _ _Take Home Quiz_ =100 points #1-6 = 120 points #7-12 = 120 points In order to receive an "S" if taking the course S/U, you _must_ complete all work (even if you have enough points to not take the exam, you must still take it). * _Grading Scale_ --- S = 400 points or above \| S = 600 points or above _Section 501 (2 Credits)_ \| _Section 502 (3 Credits)_ 480 points \- 540 points = A \| 650 points \- 740 points = A 425 points \- 479 points = B \| 570 points \- 649 points = B 380 points \- 424 points = C \| 500 points \- 569 points = C 325 points \- 379 points = D \| 450 points \- 499 points = D Below 325 = F \| Below 450 = F Important: Please do not write your notes on the materials from Pro-Copy, 5209 Fowler Avenue. Tampa Ph: 988-5900. You need to retain the Pro-Copy materials in order to study for your exams. Instead, write your notes on plain paper and make a photocopy of your notes before you turn them in. Obtaining your Grade: Sorry, absolutely no grades are given over the phone or email. Grades are posted in the Distance Learning Student Support office, SVC 1072, usually 1-2 weeks after the exams are taken. If you wish to have your grade mailed to you, please provide the Student Support office with a self-addressed stamped envelope, and your grade will be mailed to you as soon as it is posted. Our address is: Educational Outreach, Distance Learning Student Support, SVC 1072, U.S.F., 4202 E. Fowler Ave., Tampa, FL 33620. Make up exam requests: Please mark your calendar immediately with exam dates so that you know in advance when your exams are scheduled. Upon receipt of the syllabus, if you see a conflict it is your responsibility to inform Dr. Baker as well as the Student Support office immediately of the conflict and to submit a request for a make-up exam with supporting documentation in order for your request to be considered. All requests must be made PRIOR to the scheduled exam. Make-up exams are essay in format so it is highly recommended that you arrange to take your exam at the scheduled time indicated in the syllabus. You will need to provide documentation supporting the reasons for missing exams. Finally, Dr. <NAME> must be notified by the student as to why the exam was missed and when the makeup exam is scheduled. _Tampa Class Meetings_ --- Review and Exam Schedule \| Day and Date \| Time \| Location Orientation \| Wednesday, 1/17 \| 6:30 -8:30pm \| CIS 1046 (map grid: E3) Midterm Review \| Wednesday, 2/21 \| 6:30 -8:30pm \| CIS 1046 Midterm Exam \| Wednesday, 2/28 \| 6:30 -8:30pm \| CPR 103 (map grid E4) LOOK** \| _Take-home quiz is due. Please turn in the original and keep aphotocopy. Notes on programs 1-6 are due. S/U contracts are due also at the Midterm exam._ \| \| Final Review \| Wednesday, 4/11 \| 6:30 -8:30pm \| CIS 1046 \| _T he final review is more informal than the mid-term review. It will be a time to have grades returned to you, discuss final paper project and answer anyquestions you may have. It is still _strongly_ suggested you attend or view. _ \| \| Final Exam \| Wednesday, 4/25 \| 6:30 -8:30pm \| CPR 103 \| _The Annotated Bibliography is due. Turn in a copy and keep a photocopy. Notes on video 7-12 due._ \| \| * * _Sarasota Meetings_ Orientation \| Tuesday \| 1/16 \| 6:30 - 8:30 pm \| Location PMA 213 ---\|---\|---\|---\|--- Midterm Review \| Tuesday \| 2/20 \| 6:30 - 8:30 pm \| Location PMA 213 Midterm Exam \| Friday \| 3/02 \| 2:00 - 4:00 pm \| Location PMA 213 Final Review \| Tuesday \| 4/10 \| 6:30 - 8:30 pm \| Location PMA 213 Final Exam \| Friday \| 4/20 \| 2:00 - 4:00 pm \| Location PMA 213 * * * Be sure to bring several sharpened #2 pencils, an eraser, and a photo I.D. to all exams. 1. If you have a legitimate reason to miss scheduled exams, you can arrange to take the exams in the Office of Student Support. Exams may be scheduled only on Mondays from 5-7pm; Tuesdays from 10-12pm; and Wednesday from 5-7pm.. Call 974-2996 to arrange an appointment to discuss a make up exam. 2. Watch 12 one hour video programs on television and take notes. Your notes on programs 1-6 must be turned in at the Midterm Exam as well as Take Home Quiz. Your notes on programs 7-12 must be turned at the Final Exam. This is a very important requirement of this course. Please turn in your originals and keep a photocopy for yourself!!! 3. Obtain the supplementary packets from Pro-Copy, which contains 1 take-home quiz. Complete and turn in take-home quiz by the mid-term exam. PLEASE TURN IN YOUR ORIGINAL TAKE-HOME QUIZ AND KEEP A PHOTOCOPY FOR YOURSELF! 4. Take midterm and final exams. Be sure to bring several sharpened #2 pencils, an eraser, and a photo I.D. to all exams. 5. Three credit hours students will be required to complete the above requirements as well as write an annotated bibliography, due at the FINAL EXAM. Please see the "FOR THREE CREDIT HOUR COURSE" section on the last page for more details. Students will be responsible for fulfilling ALL the requirements for this course. _ Orientation and Review Meetings:_ Meetings will be taped if you cannot attend the actual meeting. The first 2 meetings are available for viewing in (or overnight checkout from) the office of Distance Learning Student Support in SVC 1072. Attendance is taken at all meetings, and failure to attend class or to view the video of the meetings may affect your grade. It is _very_ important for your success that you attend or view these class meetings. A ttention Students: Issues in Music is shown on WUSF-TV twice per week and it is recommended that you view the programs on a weekly basis. Students should NOT rely on the overnight block feed as their sole source of viewing the programs. Please read the information at the end of the syllabus regarding the overnight blockfeed. It's purpose is to provide you with an additional opportunity to obtain any videos you may have missed during the regular weekly broadcasts. Also, as of today 1/19/01, minor changes have been made to the blockfeed schedule so it is important that you refer back to this syllabus on the web on a regular basis to look for updated information. --- _Video # & Title_ \| _WUSF-TV Dates_ \| _WUSF-TV Times_ \| _ED CH 18 Dates_ \| _ED CH 18 Times_ V-1 Beethoven, Loeffler, Schwantner \| Original: Thurs, 01/11 Repeat: Sun, 01/14 \| 1:00-2:00pm 9:00-10:00am \| Monday, 01/15 \| 3:00-4:00pm V-2 Schubert, Ravel \| Original: Thurs, 01/18 Repeat: Sun, 01/21 \| 1:00-2:00pm 9:00-10:00am \| Monday, 01/22 \| 3:00-4:00pm V-3 Jazz \| Original: Thurs, 01/25 Repeat: Sun, 01/28 \| 1:00-2:00pm 9:00-10:00am \| Monday, 01/29 \| 3:00-4:00pm V-4 Brahms, Duparc \| Original: Thurs, 02/01 Repeat: Sun, 02/04 \| 1:00-2:00pm 9:00-10:00am \| Monday, 02/05 \| 3:00-4:00pm V-5 Piston, Helps, Schumann \| Original: Thurs, 02/08 Repeat: Sun, 02/11 \| 1:00-2:00pm 9:00-10:00am \| Monday, 02/12 \| 3:00-4:00pm V-6 Bernstein, Schnittke, Bach \| Original: Thurs, 02/15 Repeat: Sun, 02/18 \| 1:00-2:00pm 9:00-10:00am \| Monday, 02/19 \| 3:00-4:00pm V-7 Ireland, Debussy, Reller \| Original: Thurs, 02/22 Repeat: Sun, 02/25 \| 1:00-2:00pm 9:00-10:00am \| Monday, 02/26 \| 3:00-4:00pm V-8 Solo Pieces and Beethoven \| Original: Thurs, 03/01 Repeat: Sun, 03/04 \| 1:00-2:00pm 9:00-10:00am \| Monday, 03/05 \| 3:00-4:00pm V-9 Reis, <NAME> \| Original: Thurs, 03/08 Repeat: Sun, 03/11 \| 1:00-2:00pm 9:00-10:00am \| Monday, 03/12 \| 3:00-4:00pm V-10 Loiellet, Prokofiev, Still \| Original: Thurs, 03/15 & 03/22 Repeat: Sun, 03/18 & 03/25 \| 1:00-2:00pm 9:00-10:00am \| Monday, 03/19 \| 3:00-4:00pm V-11 Mertel, Boda, Schmitt, Jones, Woodbury \| Original: Thurs, 03/29 Repeat: Sun, 04/01 \| 1:00-2:00pm 9:00-10:00am \| Monday, 03/26 \| 3:00-4:00pm V-12 Ravel, Mozart \| Original: Thurs, 04/05 Repeat: Sun, 04/08 \| 1:00-2:00pm 9:00-10:00am \| Monday, 04/02 \| 3:00-4:00pm * * * --- Overnight Block Feed for Issues in Music: NOTE: This schedule was revised on 1/19/01. Please follow this schedule and disregard any previous schedules that were posted or printed. On Tuesday, 1/30 please prepare your VHS tape to record Videos #1-5 as the blockfeed will begin at ** 12:00am on Wednesday, 1/31 . The programming will continue until 5:00am. On Tuesday, 3/20 please prepare your VHS tape to record Videos #6-10 as the blockfeed will begin at 12:00am on Wednesday, 3/21. The programming will continue until 5:00am. On Tuesday, 4/03 please prepare your VHS tape to record Videos #11-12 as the block feed will begin at 12:00am on Wednesday, 4/04. The programming will continue until 2:00am. Attention Students: _We recommend that you tape the programs as they are being broadcast on WUSF- TV channel 16 on a weekly basis._ We do NOT recommend that you rely on the block feed/overnight broadcast as your only means of seeing the videos because: A) Your VCR could malfunction B) Your power could go off C) You could forget to set your VCR D) WUSF-TV could have broadcasting difficulties Also, it is not** a valid excuse to request special consideration from the instructor (ie: makeup exam, ) if there is a technical problem with the overnight broadcast. Therefore, tape the programs off the air during the weekly broadcasts, and then if you missed any of the programs, the overnight broadcast/block feed will enable you to view the programs you missed. --- * * * _For the 3 Credit Hour Course (Sections 502 Only!):_ If you are taking this course for 3 hours, in addition to the course requirements listed above, you will be required to write an annotated bibliography. Further discussion and explanation will follow at the first review session. _Annotated Bibliography_ An annotated bibliography in which each source has been examined and the author provides commentary on the source. The commentary usually comes in paragraph or outline form directly under the citation. (See examples) Assignment Create an annotated bibliography of 20 sources and annotate them. The list of sources must include: <span style='font-si <file_sep>## Language and Religion: Topics Course E103 (Section #0040) May 1, 2002 #### http://www.cs.indiana.edu/~port/teach/relg/syll.html Link to Oncourse Click on `IUB' and enter login and password. #### Instructor: Prof. <NAME> #### Assistant Instructor: <NAME> #### Course Goals: 1\. To examine ways in which religion and language influence each other: specialized speech styles (chant, prayer, speaking in tongues, etc), sacred texts and translation thereof, etc. 2\. Learn various ways religions use language to implement religious tasks and religious ideals. 3\. Learn something about unfamiliar religious, although studying the beliefs of specific religions is only a secondary goal. General Procedures > 1\. Be prepared to discuss readings in class. All students will participate in discussions. > 2\. Bring the relevant text materials to class (unless on a webpage). > 3\. The syllabus will be updated on the course webpage from time to time. Other Basic Information * * * ### Weekly Topics * * * Wk 1 . Monday, Jan 7. What is Language? How does it work? > Read: > * 1. _Linguistics for Beginners_ (online text). Read only the sections mentioned below: > >> * _Start page:_ http://www.uni- kassel.de/fb8/misc/lfb/html/text/startlfbframeset.html >> * _0\. Welcome_ >> * _1\. Language and Linguistics and all 6 subchapters_ >> * _2\. Language Universals, all 4 subchapters_ > > * 2. Design Features of Language (Port) > * 3. Communicative _Signs: Icon, Index and Symbol _ (Port) ### Wk 2. Jan 14. Phonetics and Language Change Read: _ Linguistics for Beginners _ (online text) * _3\. History of English_ * _4\. Middle English_ * How to Create New Words * Some Neologisms in English * English Bible translation for 1000 years. _Conclusion_ : Languages inevitably change. In 100 years, it is barely noticeable. In 200 years (think of the _Declaration of Independence_ ) it is easy to see. In 400 years, intelligibility is very seriously impaired (think of the _King James Bible_ and Shakespeare). In 1000 years, quite impossible to understand without lots of training (think of Chaucer). Wk 3. Jan 21. What is a Religion? The case of Shinto. * Homework 1, due Monday Jan 28, midnite. New version posted Jan 24. * Read : > * What is Religion? > * What is Shinto? > * _On Common Ground_. Section of 3 essays on Shinto. For this week, I have prepared the OCG 3 essays about Shinto into a text file (called `` _The Way of the Kami'', ``Shinto Comes to America'_ ' and `` _Purification: Wand or Waterfall'_ '). I still recommend using the OCG CD since it has a variety of pictures as well. I do not plan to do this for the other religion sections, however, since it was quite time consuming to prepare. > > In general, for each religion in Section 2 of OCG, the display has the following list across the top: ` _Files, Resources, Bookmark, Contents, Religions'_ and then the name of the religion in this section, like ` _Shinto_ '. If you click on this last word, you will see the titles of the essays about that religion. Recommended web resources about Shinto. Some have interesting photos. * Shinto pageat `ReligiousTolerance.org'. A nice quick summary of many features. (about 5 pages) * An Introduction to Shinto. by <NAME> (3 pages) * Shinto, with many good pictures if you keep looking but the text is full of English errors and typos. _Conclusion_ : Christianity, Judaism and Islam share many features. All three provide answers to as similar set of questions (about one's fate following death, about what kind of behavior God wants to exhibit, about the origin of life and our world, etc). But not all religions deal with these issues. For example, Shinto addresses quite a different questions. #### Week 4. Jan 28. Religious Speech Styles: Chant and Rhythmic Speech > Read: > * Rhythmic Speech, Chanting and Rhythmic Action by <NAME> (9 pages). This article is an expansion of the lecture materials. The logical progression of the paper is from _periodic patterns _ to _oscillations_ as the basis for them.. From oscillation to the _entrainment or coupling_ of several oscillators (eg, mother's body and child-on-swing), to _self-entrainment_ (coupling one oscillating part of the body with another oscillating part of the body, such as the two hands), to _meter_ as two or more coupled, self- entrained oscillators with _integer ratio frequencies_. _Conclusions_ : Humans _love to talk rhythmically_ and seem almost unable to avoid it. In particular, language employed for religious purposes is frequently chanted, sung or preached in a strongly rhythmical way. Chant appears to be psychologically calming and, when performed in unison, actively symbolizes group solidarity and unity. #### Week 5. Feb 4. Hinduism: Role of Chant in the _Bhagavad Gita_. > Homework 2, due Tues, February 12, midnight. > Readings: * _On Common Ground_ : Portions of the section on Hinduism: Read all of the Introduction (a set of 13 short essays) and also read Hindu Experience , only the 3 sections called Home Alta r, Murti-The Image of God and Lamp Offerings. Be sure to look at the associated photographs too. And read other sections if you are interested. * Child's Intro to Hinduism. This poses a series questions by a hypothetical American-born child of Hindu parents about the religions along with `mother's' short answers (by Gangadhar Choudhary). From the lefthand window, please read the Introduction , and nine of the questions and answers (each on a difft page): Question 1 through Question 9. * `Some simple mantras, if you are just starting out' , by <NAME>. Listen to the short recording of `Om Sri Rama, Jaya Rama, Jaya jaya Rama' http://www.hindunet.org/hindu_pictures/GodandGodesses/god.shtml Recommended sites: * Picture collection of some Hindu gods, selected by RP Week 6-7. ****Feb 11- Feb 20. Buddhism in General and in Tibet. February 13, Midterm1.Study Guide for first midterm. > Readings > * _On Common Ground_ : Given the large amount of material on Buddhism in OCG, you should find OCG/America's Many Religions/Buddhist. At top bar, click on ` Buddhism ' and see 9 essays. Read (1) all of the Introduction only which has 10 short essays within it, from Path of Awakening through Vajrayana. Then, (2) read Issues for Buddhists in Americ a, but only the essays called Two Buddhisms or One and Difficulties of a Monk. * Introduction to Tibetan Buddhism * Mind, Body and Buddha Other recommended sites. * General Information about Tibet * Treatment of Death in Tibetan Buddhism * Other Tibetan Buddhism Sites * Relation to Traditional Tibetan Religion * The Body, Speech and Mind of a Buddha Week 8. Feb 25, 27. Zen Buddhism and Language 1. Language is intrinsically vague, imprecise and ambiguous. 2. Western thinking about the _discrete nature of the world_ is false and misleading. Lecture Notes * Bolinger on imprecision in language. * Linguistic distortion of reality: Defending Zen on language (by R. Port) * Zen notes (Port's lecture notes) * The Koan Page (by R. Port) Required Reading. * `What do Buddhists mean by emptiness?' * `Do thoughts ever stop?' [Or my local copy here.] * `How to sit in Zen.' Recommended * Excerpts from _Tao Te Ching _(4 of 81 Verses) * Zen approach to swordplay (A couple paragraphs from D. <NAME> ` _Zen and Japanese Cultur_ e', 1936) Homework Assignment done in Disc on Feb 28/Mar 1. Week 9 March 4-6, [Break]. Writing and the Great Philosophers; A Start on Islam * History of Writing (Lecture notes from March 4) Week 10, 11. March 18, 20, 25 27. Islam and the Koran > Readings (partial, more to come): > _On Common Ground_ : Under _Islam_ , read the _Introduction_ parts 1-5 (skip 6 on _Sunni vs. Shi'_ a), then read 7 ( _Sufism_ ), 9 ( _5 Pillars_ ), and 12 ( _Resurgence and Migratio_ n). Then under _Issues for Muslim_ s, read paragraphs 1, 2, 5 ( _Prison Ministry_ ) and 6 ( _Struggling against stereotype_ s). > > * Islam Notes > * Sufism > Recommended > >> Introduction to Islam. (a website at ReligiousTolerance.com April 8. Second Midterm Review Sheet for Second Midterm. Week 12. April 1. Christianity in the America Colonies: The Great Awakening (1730-1750) > #### Read : * Christianity Notes * Revivalism Notes * <NAME> ``Sinners in the Hands of an Angry God'' (sermon excerpt) * <NAME> ``Letter about Revival of Religion in Northampton, 1736-1742'' (excerpt) #### Week 13. April 8, 10. Some Modern Protestant Religious Services > Monday, April 8. Second Midterm. Preaching styles, hymns, spontaneous and group prayer. > General lecture source: <NAME> ` _Powerhouse for God'_ (Univ Texas P, 1988) pp. i, ii; 1-7; 23-48 (a church service: `Homecoming Day'); > Read: _On Common Ground_. > Port's Notes on Protestant preaching and religious services > and on Comparison of language views across religions. ### Week 14. April 15, 17. Pentacostal Churches and `Speaking in Tongues'; Bible Translation > Read: Biblical support for `speaking in tongues' (in Revised Standard Version): Acts 2and Mark 16 (especially the last few verses, 11-20) > Lecture source: <NAME>iton `Some Recent Pentacostal Revivals: A Report in Words and Photographs' _Georgia Review 32_ (1978), 579-610. Week 15. April 22, 24. The Bible, Translation and `Literal' Translations > Read (used in discussion sections): > Comparing Bible translations. * <NAME>unger: `It's Impossible to Translate the Bible Literally' * <NAME>unger: `Creating a `Clear, Accurate, Natural' Translation' * Port's notes "The Problem of Translation * Zondervan Bibles, Inc: Scale of Literalness of Translation. * Conclusions Recommended : These readings are part of a collection of good essays on Bible translation by Scott Munger. http://www.gospelcom.net/ibs/niv/munger/ Another good reading is by <NAME>: `When literal is not accurate'. http://www.gospelcom.net/ibs/niv/mct/12.php * Review sheet for Final Exam. * Final Exam 12:30-2:30, Friday May 3 in regular classroom. _Sorry, no early final exams can be given._ * * * RFP . Copyright Indiana University. <file_sep>Computer Science II Syllabus * * * ## Course Syllabus * * * #### 810:059 #### Computer Science II : #### Object-Oriented Programming #### Spring Semester 2002 * * * [ Basics \| Goals \| Requirements \| Evaluation \| Policies \| Machines \| Tentative Schedule ] * * * ### Basics > Instructor: <NAME> > > * Office: 327 Wright > * Phone: 273-5919 > * E-Mail: <EMAIL> > * WWW: http://www.cs.uni.edu/~wallingf/ > > * Click here for my my office hours and schedule > > Resources > > * Required Texts: > * Understanding Object-Oriented Programming with Java, by <NAME> > * The Java Programming Language, by <NAME> and <NAME> > > * Optional Texts: > * Java in a Nutshell, by <NAME> of O'Reilly Publishing > > * Electronic resources: > * The course web page, http://www.cs.uni.edu/~wallingf/teaching/053/ > * The course mailing list, <EMAIL> > > Note that to send messages to the course mailing list, you must send from the mailing address from which you are subscribed. By default, that is your acad.uni.edu e-mail address. If you'd like to be subscribed from some other address, just let me know. * * * ### Course Goals Your skill as a programmer depends largely on how many ways you can think about problems and solutions. At the most abstract level, flexibility allows you to be creative. At a more concrete level, flexibility allows you to learn new _kinds_ of programming languages more effectively. And, at the most concrete level, such flexibility allows you to use individual programming languages more effectively. This course aims to help you develop an in-depth understanding of a new way to think about computer programs: as collections of independent objects that collaborate to achieve some goal. It does so by giving you the opportunity to design, critique, and implement object-oriented solutions in Java. By the end of the semester, you should have a solid grasp of the object- oriented approach to software development. You should: * know the basic features of OO techniques, * know the vocabulary of object-oriented modeling, * be able to analyze a real-world situation in an object-oriented way, * be able to design an object-oriented model containing multiple classes and collaborations, and * be able to implement such a model in Java using OO programming techniques. Among the more general goals that you should have for the course is to learn both low- and high-level patterns of programming that will make you wonderful, intelligent programmers and designers. The course is not a "Java course". As a side effect, though, you will probably become a reasonable Java programmer. Likewise, the course is not organized so that you will be become expert 3:00 AM Java hackers, but that may happen anyway, depending on your programming habits. * * * ### Course Requirements * Class sessions \-- Our class meetings will consist of a mixture of short lecture, discussion, and in-class exercises. Nearly all of our lecture and discussion material will go beyond what you read in your textbooks, so attendance is essential. I expect you to read assigned topics prior to the class session and to participate actively in class. * Homework \-- Over the course of the term, you will complete approximately ten homework assignments. These assignments will involve applying analysis, design, and implementation techniques learned in class. Some assignments will involve writing and some will consist of paper exercises, but many will involve programming. * Exams \-- We will have one exam near the middle of the course and a comprehensive exam at the end of the course. * * * ### Course Evaluation Grades will be determined on the basis of your performance on homework assignments and examinations. Final grades will be based on the following distribution: Item \| Number \| Weight \| Homework \| 10-12 \| 35% \| Midterm exam \| 1 \| 30% \| Final exam \| 1 \| 35% Grades will be assigned using an absolute scale: * 90% or above for an A, * 80% or above for a B, * 70% or above for a C, * 60% or above for a D, and * below 60% for an F. This means that there is no curve. * * * ### Course Policies * I try to accommodate student needs whenever possible, but I can only do so if I know about them. If you ever have to make alternate arrangements for a class session, an assignment, or an examination, please contact me _in advance_. The safest way to make such arrangements is by notifying me via e-mail or phone of your circumstances and of how you can be reached. * My regularly-scheduled office hours are times when I am committed to provide assistance to you. No matter how busy I may appear when you arrive, the office hours are for you. You are welcome -- and _encouraged_ \-- to make use of that time. I am also available by appointment at other times if you cannot make an office hour. * All assignments are due at their assigned date and time. In order to receive partial credit, always submit your best effort at that time. Late work will not be accepted. * I encourage you to work together on homework assignments, as a way to help you understand the problems better and to encounter different points of view about possible solutions. However, unless the assignment explicitly states otherwise, any work you submit must be your own. Discuss ideas, but write your own answers, including all code. You should acknowledge any collaboration explicitly in the work you submit. Undocumented or unacceptable collaboration is considered a form of academic dishonesty. * UNI has an established policy of academic integrity. I will not tolerate plagiarism or any other form of academic dishonesty in this course. See the UNI catalog for details on the university's policy. * * * ### Computing Environment We will use computing resources in this course for two purposes: to communicate with one another and to do programming assignments that explore course topics. Communication will be done by e-mail and by World Wide Web. I will post materials for the course to the 053 web page, and we will make use of other web-based resources when appropriate. We also have a class-wide mailing lists, <EMAIL>, by which we carry on discussion outside the confines of class meetings. Be sure that you remain current in your use of these resources! I leave you on your own to choose and use web browsing and e-mail tools on any platform you like. You will write your programs in the language Java. Numerous Java resources are available on the web, and Java implementations are available for many platforms, including Unix and Windows. My base platform for the course is the CNS Linux system for students. It provides Version 1.2 of the Java Development Kit, a set of tools for compiling and executing Java programs. I will not require you to use an integrated development environment of any sort. On chaos, you can enter Java programs using any text editor with which you are comfortable. Many students find comfort in using the Grasp environment they came to know and love in Computer Science I. Though I am not a Grasp user, I have collected a number of useful tips on how to use Java within Grasp on the course Java page. * * * ### Tentative Schedule The following schedule gives a rough sketch of the topics we will cover and the distinguished dates this semester. It is tentative and subject to change at any time. I will announce any substantive changes in class and give you sufficient notice. \| Week \| Dates \| Topics \| Special Events \| 1 \| 01/15 - 01/17 \| Introduction to OO, Java \| . \| 2 \| 01/22 - 01/24 \| Introduction to OO, Java \| _MLK Day_ \| 3 \| 01/29 - 01/31 \| Object-oriented design \| \| 4 \| 02/05 - 02/07 \| The basics of object-oriented programming \| . \| 5 \| 02/12 - 02/14 \| The basics of object-oriented programming \| . \| 6 \| 02/19 - 02/21 \| The basics of object-oriented programming \| . \| 7 \| 02/26 - 02/28 \| Midterm Exam (Tue) \| _Thursday off_ \| 8 \| 03/05 - 03/07 \| Inheritance \| . \| 9 \| 03/12 - 03/14 \| Inheritance \| . \| \| 03/19 - 03/21 \| _Spring Break_ \| . \| 10 \| 03/26 - 03/28 \| Polymorphism \| . \| 11 \| 04/02 - 04/04 \| Polymorphism \| . \| 12 \| 04/09 - 04/11 \| OOP Patterns \| . \| 13 \| 04/16 - 04/18 \| OOP Patterns \| _Tuesday off_ \| 14 \| 04/23 - 04/25 \| OOP Patterns \| . \| 15 \| 04/30 - 05/02 \| OOP Patterns; Course wrap-up \| . The FINAL EXAM is Wednesday, May 8, from 8:00 AM - 9:50 AM. * * * <NAME> ==== <EMAIL> ==== January 15, 2002 * * * <file_sep># Masterpieces of American Literature English 1600 (Sections 004 & 005) Fall 1996 Instructor: <NAME> Office: IBS5 #220 Office Hours: Monday 2:00-4:00; Wed. 11:00-12:00; also by appointment E-mail Course Description and Objectives: This course serves as an introduction to American writing. It covers a range of literary periods-from the 18th through the 20th centuries-and encompasses a variety of literary forms-novels, poetry, short stories, essays, and autobiography. While the structure of the course outwardly resembles a typical survey, it will be itself a sort of work-in-progress, a dynamic study and exploration not only of the works on the syllabus, but also of our own reading of them. We are not going to reveal the "deep, hidden meaning" in literature. Instead. we will use the tools of close reading and structural analysis to read these texts as sources of ideas and for understanding literature as a cultural practice. In addition to its primary objective, the course will encourage you to cultivate proficiency in critically alert reading, and analytical thinking and writing. The works I selected for this particular syllabus conform to a loose agenda: all are "radical"-root-in some way. They are root or basic texts in American literature; or, paradoxically, they challenge prevailing notions of literature; they promote fundamental personal or social change; and/or their authors move outside prescribed social behavior. I propose we treat the syllabus as a point of departure to investigate an ideology of the radical: What constitutes the radical? Can it ever be mainstream? How does it function in literature? In the culture that produces the literature? In the culture that consumes it? The results of such an open-ended investigation might be less obvious than would first appear. The class is based on discussion rather than on lecture. You are expected to complete each reading assignment on time and to participate in the discussion. The reading and writing schedule is rigorous. Count on spending three hours of work outside class for every hour spent in class. Reading for this class means giving your whole attention to the structure, the style, and the content: an active and thoughtful engagement with the text that enables you to make informed interpretations. Required Texts: * _Charlotte Temple_ , <NAME> (1794) * _A Tour on the Prairies_ , Washington Irving (I 835) * _Great Short Works_ , <NAME> (I809-1849) * _Walden_, <NAME> (I854) * _Final Harvest_ , <NAME> (1830-1886) * _The Squatter and the Don_ , <NAME> (I885) * _The Tragedy of Pudd'<NAME>_, <NAME> (I894) * _Salute to Spring_ , <NAME> (I940) * _On the Road_ , <NAME> (1957) * _Camp Notes and Other Poems_ , Mitsuye Yamada (1986) Recommended: * <NAME>, _A Writer's Reference; or A Pocket Style Manual_ * <NAME>, _A Glossary of Literary Terms_ Course Requirements: * 1\. Academic honesty. * 2\. Attendance and participation. * 3\. Worksheets and unannounced quizzes [25%]. * 4\. Five analytical essays: 2-3 pages; typed, MLA format [50%] * 5\. Final Exam, cumulative [25%]. Note: My policy is not to accept late work. No incompletes will be given. If something arises that affects your work, come and talk to me so we can work on a solution. Calendar: (subject to change) 08/26 Introduction 08/28 Introduction: "A Supermarket in California" (<NAME>insberg, 1956) 08/30 _Charlotte Temple_ 09/02 Labor Day-No Class 09/04 _Charlotte Temple_ 09/06 _Charlotte Temple_ 09/09 _A Tour on the Prairies_ 09/11 _A Tour on the Prairies_ ; Memorial of the Cherokee Citizens, December 18, 1829 09/13 _A Tour on the Prairies_ ; Bryant, "The Prairies" (I834) 09/16 Poe, from _Great Short Works_ 09/18 Poe, from _Great Short Works_ 09/20 Poe, from _Great Short Works_ 09/23 Poe, from _Great Short Works_ 09/25 Thoreau, "Resistance to Civil Government" (called "Civil Disobedience") (I849) 09/27 To Be Announced ( _Walden_) 09/30 To Be Announced ( _Walden_) 10/02 Walden_; Emerson, excerpts from "Thoreau" (1862) 10/04 _Walden_; Emerson, excerpts from "Self-Reliance" (I841) 10/07 _Walden_; Fuller, _New-York Daily Tribune Dispatch_ "Rome, May 27,1849" 10/09 _The Squatter and the Don_ ; The Treaty of Guadalupe Hidalgo (1848) 10/11 _The Squatter and the Don_ 10/14 _The Squatter and the Don_ 10/16 _The Squatter and the Don_ 10/18 _The Squatter and the Don_ 10/21 _The Squatter and the Don_ 10/23 <NAME>, selected poetry and letters 10/25 <NAME> 10/28 <NAME> 10/30 <NAME> 11/01 <NAME> 11/04 <NAME> 11/06 _The Tragedy of Pudd'nhead Wilson_ 11/08 _The Tragedy of Pudd'nhead Wilson_ 11/11 _The Tragedy of Pudd'nhead Wilson_; exerpts from the narratives of <NAME> and <NAME> (1845, 1861) 11/13 _Pudd'nhead Wilson_ 11/15 _Salute to Spring_ 11/18 _Salute to Spring_ 11/20 _Salute to Spring_ 11/22 _Salute to Spring_ 11/25 _On the Road_ 11/27 _On the Road_ 11/29 Thanksgiving Holiday-No Class 12/02 _On the Road_ 12/04 _On the Road_ 12/06 _On the Road_ 12/09 _Camp Notes_ 12/11 _Camp Notes_ FINAL Section 004 (12:00): Wed 12/18 3:30 pm Section 005 (1:00): Thu 12/19 7:30 pm <file_sep># Prof. <NAME> ## Rochester Institute of Technology ![](teachsmall.gif) ### Teaching at RIT ### HISTORY OF SCIENCE ## 0508-444 ### SYLLABUS revised June 21, 1996 by <NAME> Copyright 1995 by <NAME>. Reproduction of the material in this syllabus in any form is prohibited without written permission from the author. Professor <NAME> 06-3303 475-6204 (home) 264-0113 VAX FLWGSH URL http://www.rit.edu/~flwgsh #### BRIEF DESCRIPTION A study of the origins, nature, and development of Western science, and its social, economic, and cultural context. The Content is described in the Course Calendar #### LEARNING OBJECTIVES At the end of this course, if we are successful, you will be able to: 1. To learn the chronological development of science 2. To investigate the development of science as a historical process of change and continuity 3. To appreciate science as a social institution and its relationships with other human institutions 4. To obtain insights into other moral, religious, and philosophical aspects of science as revealed in its history 5. To provide a wider context for science than in professional training, and thus bridge the gap between professional and humanistic studies #### CONTENT The history of science is certainly a vital subject full of surprise turns and twists. It may be the best way to understand how the pervading world view held at any time overwhelmingly influences how we interpret our experience. We will make much of the changing world views. It would be ridiculous to attempt to cover all that is implied in the title of this course. To meet the objectives of the course we will trace the certain specific scientists whose contribution are among the best examples to be found of how science changes and shapes the world views it interacts with. Many more scientists of all the world have contributed to the body of knowledge that we call today "Science." In a 10-week course we cannot hope to discuss even the most important. #### RESOURCES There is no text book for the course. You are expected to use current print material and the World Wide Web (WWW) to search out items that relate specificially to the topics to be discussed and be prepared to discuss them in class. #### REQUIREMENTS 1. Your grade in the course is determined by the number of "points" you accumulate. This allows you to choose what work you do, and what to do if you fall down in one area to raise your grade in another area: * Midterm I 250 points * Midterm II 250 points * Participation 150 points * Research 300 points * Final Exam 300 points Your grade will be determined (strictly!) from the following table: * 1125 - 1250 A * 1000 - 1124 B * 875 - 999 C * 750 - 874 D * BELOW 750 F 2. There will be two midterms and a final. The questions will be based on class presentations and material posted on the WWW. The exam format is explained below in METHOD. All questions on the midterms will be taken from the list of discussion questions. The Final will be somewhat different and it is explained below. 3. A research project is required. #### METHOD * TECHNICAL SKILLS NOT ESSENTIAL - I believe the material should be of interest to all students, and therefore I will try to present it in a way that no student will be handicapped by his or her particular background. Technical material will be presented, but not in a way that requires a scientific or engineering background. Historical, political, and economic questions will be raised, but not in a way that demands considerable acquaintance with these areas * DISCUSSION IN CLASS IMPORTANT \- I want discussion in the classroom. I will come prepared to give a lecture. You will have adequate time to review the material I will present and to prepare yourself to raise questions and criticize my arguments. I appreciate interruptions and diversions; only by your active participation can we bring out the biases hidden in the various assumptions about science in this or any other society * TELECOMMUNICATIONS TECHNOLOGY REQUIRED - A great deal of communication in this course will be by use of the RIT VAX computer or the WWW. You must have an account on the VAX. If you do not have one, get one! I will explain in class what you are to do and will be available to show you how to do anything which may mystify you. Not everyone feels comfortable with computers. I require you to use this system to receive materials for study, discussion questions, and any updates I need to announce. #### EVALUATION Each midterm has 20 questions. All questions will be taken from the discussion questions. The final exam will have 35 questions. The first 20 questions will be taken from Preparation Questions from all sessions. The last 15 questions will be new questions you have not seen before. These questions will be integrative and cover all the material studied in the entire quarter. There will be an important research project which will be a significant part of your grade. There are very strict rules on how the project must be done. #### RULES OF THE GAME 1. Attendance: I may keep track of attendance, at least in the beginning, to learn your names and faces. Your attendance will definitely influence my impression, so you will not want to miss any classes. 2. I can be found in my office during most of the day. In invite you and encourage you to come by and talk to me about anything. If you cant get me at school, leave a message on my telephone answering machine or on my door. 3. I will often need to communicate with you via the RIT VAX computer. If you have an account, tell me your username immediately. If you do not have an account, get one, and inform me. Good luck in the course. ![](guild.gif) ![](tiedye.gif) For a great WWW access provider contact Grady Associates at http://www.rochester.ny.us/Grady.html <NAME> (<EMAIL>) June 21, 1996 <file_sep># BIO 307 COMPARATIVE VERTEBRATE ANATOMY ## FALL 1999 ![](lizard.gif) <NAME>, Ph.D. Phone: 499-4025 Office: KIRK 441 Email: <EMAIL> Web-Page: http://www.science.widener.edu/~coughlin Office Hours: Mon 3-4 PM, Wed 9-10 AM, 12-1 PM, Thur 11-Noon, Fri 11-Noon * * * * CLASS TIMES * REQUIRED TEXTBOOKS * COURSE OBJECTIVE * COURSE REQUIREMENTS * GRADING * SYLLABUS ### * * * CLASS TIMES Lecture: KIRK 212 Mon and Wed 2- 2:50 PM, Friday 12 -12:50 PM Laboratory: KIRK 420 Wed 3 - 4:50 PM and Fri 2 - 4:50 PM ### REQUIRED TEXTBOOKS Lecture: <NAME>. 1998. Vertebrates: Comparative Anatomy, Function, Evolution. 2nd Edition. Wm. C. Brown Publishers. Laboratory: <NAME> and <NAME>. 1998. Comparative Vertebrate Anatomy, A Laboratory Dissection Guide. Wm. C. Brown Publishers. ### COURSE OBJECTIVE The objective of this course is to inform the student of the wide variety of life forms represented by the Vertebrates. In the lecture, the primary material is the evolutionary history of the vertebrates. This is uncovered by examination of the various anatomical systems. Whenever possible, the _functional_ role of differences in _form_ (e.g. morphology) will be discussed. In the laboratory, the emphasis is on an anatomical comparison of lower (represented by the Dogfish Shark) and higher (represented by the cat) vertebrates. Much of the laboratory time will be spent on dissection of these specimens, with additional organisms and laboratory exercises added in throughout the course. By the end of the course, the student will have a solid understanding of the basic anatomy of vertebrates and fundamental knowledge of the relationship of all vertebrate groups. The organ systems to be studied are integumentary, skeletal, muscular, endocrine, neuro-sensory, digestive, respiratory, circulatory and urogenital systems. In addition, emphasis will be placed on the phylogenetic relationship of vertebrates to clarify evolutionary trends in the story of the vertebrates. ![](mammal.gif) ### COURSE REQUIREMENTS There will be three hour-long _lecture exams_ during the course of the semester. These will be non-cumulative and will emphasize evolutionary themes and functional morphology. Questions will be short answer and essay. A cumulative _final exam_ will be essay questions and will emphasize integration of material from throughout the semester. The three non-cumulative _laboratory practicals_ will be strictly on anatomy. These practicals will require the student to identify the anatomical features from the various systems under study. The first laboratory practical covers less material than the later two, so is worth fewer points. Lastly, a paper (details to follow) will be required on a visit to either the dinosaur exhibit at the Philadelphia Academy of Natural Sciences or the Lower Vertebrate (including dinosaurs) exhibits at the American Museum of Natural History in New York City. I will organize a trip the American Museum in October or November using a Widener van. ### GRADING Lecture Exams \| 3 @ 100 points \| 300 ---\|---\|--- Lab Practicals \| I = 75 points, II and III = 100 \| 275 Lecture Final \| \| 135 Field Trip Paper \| \| 40 \| TOTAL \| 750 The grades for the semester will follow the ![](IMG00001.GIF)90% = A, ![](IMG00002.GIF)80% = B, ![](IMG00003.GIF)70% = C, ![](IMG00004.GIF)60% = D, and < 60% = F. In addition, a plus/minus grades will be used for the final grade. Please note that academic honesty is expected at all times. The Science Division strictly enforces the University's policy on cheating and other forms of academic fraud. The student handbook contains a detailed section on the definitions and consequences of academic fraud (Section G of the chapter on Academic Policy). For missed exams, a make-up will only be given for extenuating circumstances that are properly documented. Attendance of both laboratory and lecture are required. Five or more un-excused absences during the semester (total for both lab and lecture) will result a drop in the final grade by one letter grade. Additional multiples of five un-excused absences will result in further letter grade drops. Details of the Science Division grievance procedure can be obtained in the Science Division Office. ## SYLLABUS NOTE: _Changes in this syllabus will be announced both in class and on the web page version of the syllabus. Links are for outlines of lecture topics._ Date \| Lecture Topic \| \| Laboratory Topic ---\|---\|---\|--- Sept 8 W \| Introduction; Evolution (1) \| \| NO LABORATORY 10 F \| Early Chordates (2), Vertebrate Phylogeny (3) Ray TROLL's Evolution Page \| \| Early Chordates & Agnathans (1 -3) 13 M \| Phylogeny of Fishes TREE OF LIFE \| \| 15 W \| Phylogeny of Tetrapods \| \| Integument Lecure (6) and Lab (4) 17 F \| More Phylogeny, Finish Integument (6) \| \| Cranial Skeleton (5) 20 M \| Integument (6) \| \| 22 W \| Development (5) \| \| Cranial Skeleton 24 F \| Cranial Skeleton (7) \| \| Post Cranial Skeleton (5) 27 M \| More Cranial Skeleton \| \| 29 W \| Axial Skeleton (8) \| \| Post Cranial Skeleton Oct 1 F \| \| \| LAB PRACTICAL I (Chapters 1 - 5) 4 M \| Finish Skeleton \| \| 6 W \| Review \| \| Shark Muscles (6) 8 F \| LECTURE EXAM I (Chaps. 1 - 3, 5 - 8) \| \| Cat Muscles (6) 11 M \| Appendicular Skeleton (9) \| \| 13 W \| Finish Appendicular \| \| Cat Muscles 15 F \| Muscle: Form, Function and Locomotion (10) <NAME>'s Swimming Page Bruce Jayne's Locomotion Films \| \| Cat Muscles 18 M \| Muscle cont'd \| \| 20 W \| Muscle cont'd \| \| Sensory Systems (Handout) 22 F \| Muscle cont'd \| \| Nervous System (10) 25 M \| Muscle cont'd \| \| 27 W \| Sensory Systems (17) \| \| Nervous System Oct 29-Nov 1 \| NO LECTURE \| \| NO LABORATORY Nov 3 W \| Nervous System (16) \| \| Nervous System 5 F \| Nervous cont'd \| \| LAB PRACTICAL II (Chaps. 6 & 10, handout) 8 M \| Nervous cont'd \| \| 10 W \| Nervous cont'd \| \| Digestive System (7, handout) 12 F \| LECTURE EXAM II (Chaps. 10, 15-17) \| \| Digestive System 15 M \| Endocrine System (15) \| \| 17 W \| Oral Cavity / Feeding (7) \| \| Digestive System 19 F \| Feeding cont'd \| \| Circulation and Respiration (8) 22 M \| Digestion (13) \| \| 24 W \| More Digestion \| \| Circulation and Respiration 26 F \| NO LECTURE \| \| NO LABORATORY 29 M \| Digestion cont'd \| \| Dec 1 W \| Respiration (11) \| \| Circulation and Respiratoin 3 F \| Circulation (12) \| \| Circ. and Resp. / Urogenital System (9) 6 M \| Circulation cont'd \| \| 8 W \| Circulation cont'd \| \| Urogenital System 10 F \| Urogenital (14) \| \| LAB PRACTICAL III (Chaps. 7 - 9, handout) 13 M \| Review \| \| 15 W \| LECTURE EXAM III (Chaps. 11-14) \| \| Final Exam : Comprehensive Essays on Lecture Material It's Frog's Life A frog telephones the Psychic Hotline and is told, "You are going to meet a beautiful young girl who will want to know everything about you." The frog says, "This is great! Will I meet her at a party, or what?" "No," says the psychic, "Next semester in her biology class". Last Update: 7 September 1999 Email to: <EMAIL> Disclaimer <file_sep>* * * ### History of Psychology: The Dialectics of Social and Cognitive Psychologies * * * ### Topics Week 1: Introduction Week 2: Wundt's Dual Agenda & Mead's Social Psychology Week 3: America post WW1 Week 4: Around the World, post WW1 Week 5: The Gestalt Psychologists in America Week 6: <NAME>, The Practical Theorist Week 7: WWII: The Seeds of the Cognitive Revolution Week 8: The Cognitive Revolution I Week 9: The Cognitive Revolution II Week 10: The Heyday of Experimental Social Psychology Week 11: The Fragmentation of Social Psychology Week 12: Cognition in Cultural Context Week 13: Picking up the Threads Week 14: Student Presentations Week 15: Student Presentations ### Readings #### Week 1: Introduction > <NAME>. (1997). The psychology of history and the history of psychology. In L. Benjamin (Ed.), _A History of Psychology: Original Sources and Contemporary Research_. Boston, MA: McGraw-Hill. pp. 1-21. > > <NAME>. (1997). _Naming the Mind_. New York: Cambridge University Press. Chapter 1: Naming the Mind. > > <NAME>. (1996). _The Roots of Modern Social Psychology_. New York: Blackwell. Chapter 1: Modern Social Psychology: A Characteristically American Phenomenon. #### Week 2: Wundt's Dual Agenda & Mead's Social Psychology > <NAME>. (1996). _The Roots of Modern Social Psychology_. New York: Blackwell. Chapter 2: The Emergence in Germany of Psychology as a Natural and Social Science and Chapter 3: <NAME>: Philosopher and Social Psychologist. > > <NAME>. (1992). The project of an experimental social psychology: historical perspectives. _Science in Context_ , 5 , 309-328. > > <NAME>. (1985). The Origins of the Psychological Experiment as a Social Institution. American Psychologist, 40, 133-140. Web Link > > > <NAME>. (1909). Social Psychology as a Counterpoint to Physiological Psychology. _Psychological Bulletin_ , 6 , 401-408. > > <NAME>. (1929). Psychology in America. _Science_ , 70 , 335-347. > ##### Additional Sources > > George's Page: Brock University's Mead Project #### Week 3: America post WWI > <NAME>. (1919). Behavior and experiment in social psychology. _Journal of Abnormal Psychology_ , 14 , 297-306. > > <NAME>. (1917). Mental tests and the immigrant. _Journal of Delinquency_ , 2, 243-277. > > <NAME>. (1913). Psychology as the behaviorist views it. Psychological Review, 20 , 158-177. > > <NAME>. (1997). _Naming the Mind_. New York: Cambridge University Press. Chapter 6: Behavior and Learning. > > <NAME>. (1986). The individualization of the social and the desocialization of the individual: <NAME>'s contribution to social psychology. In C.<NAME> & <NAME> (eds.), _Changing Conceptions of Crowd Mind and Behavior_ , pp. 97-116. New York: Springer-Verlag. > > #### Week 4: Around the World, post WW1 > <NAME>. (1985). Gestalt Psychology: Origins in Germany and Reception in the United States. In Buxton, C.E. (ed.), _Points of View in the Modern History of Psychology_ , pp. 295-344. New York: Academic Press. > > <NAME>. (1936). <NAME>. In <NAME> (Ed.), _History of Psychology in Autobiography_ , vol. 3, pp. 39-52. Worcester, MA. : Clark University Press. > > <NAME>. (1927). The Historical Meaning of the Crisis in Psychology: A Methodological Investigation. Online at http://www.marxists.org/archive/vygotsky/works/crisis/index.htm > > <NAME>. (1996). _The Roots of Modern Social Psychology_. New York: Blackwell. Chapter 3: The Psychology of the Masses and of Culture. > > <NAME>. & <NAME>. (1985). Models of suggestive influence and the disqualification of the social crowd. In <NAME> & <NAME> (eds.), _Changing Conceptions of Crowd Mind and Behavior_ , pp. xx-xx. New York: Springer-Verlag. > >> ##### Additional Sources >> >> <NAME>. (1995). _Gestalt Psychology in German Culture 1860-1967: Holism and the Quest for Objectivity_. New York: Cambridge University Press. >> >> <NAME>. (2000). _Bartlett, Culture and Cognition_. #### Week 5: The Gestalt Psychologists Come to America > <NAME>. (1986). The influence of Gestalt psychology in America. In M.Henle (ed.) _1879 and All That: Essays in the theory and history of psychology_ , pp. 118-132. New York: Columbia University Press. > > <NAME>. (1984). The Gestalt psychologists in behaviorist America. _American Historical Review_ , 89 , 1240-1263. On campus link. Off campus link. > > <NAME>. (1937). An experimental approach to the study of attitudes. _Sociometry_ , 1 , 90-98. > > <NAME>. (1997). _Naming the Mind_. New York: Cambridge University Press. Chapter 8: section on attitudes. > > ##### Additional Sources >> >> <NAME>. (1995). _Gestalt Psychology and the Cognitive Revolution_. New York: Harvester Wheatsheaf. >> >> <NAME>. (1983). _The Life of a Psychologist_. Lawrence, Kansas: The University Press of Kansas. (The library owns Lois Barclay Murphy's copy). #### Week 6: <NAME>, The Practical Theorist > <NAME>. (1978) <NAME> as metatheorist. _Journal of the History of the Behavioral Sciences_ , 14 , 233-237. > > <NAME>. & <NAME>, & <NAME>. (1939). Patterns of aggressive behavior in experimentally created "social climate". _Journal of Social Psychology_ , 10 , 271-299. > > <NAME>. (1986). "Everything within me rebels". A letter from <NAME> to <NAME>. 1933. _Journal of Social Issues_ , 42 , 39-42. > > <NAME>. (1969). _The practical theorist: the life and work of Kurt Lewin_. New York: Basic Books. Chapters 3,4 &5. > > <NAME>. (1927/1967). On finished and unfinished tasks. In W.<NAME>, (Ed.), _A source book of Gestalt psychology_. New York: Humanities. > > <NAME>. (1946). Forming impressions of personality. _Journal of Abnormal and Social Psychology_ , 41 , 258-290. > > Cartwright, (1979). Contemporary social psychology in historical perspective. _Social Psychology Quarterly_ , 42 , 82-93. > >> Additional Sources >> >> <NAME>. (1988). _A Narrative History of Experimental Social Psychology: The Lewinian Tradition._ New York: Springer-Verlag. #### Week 7: WWII: The Seeds of the Cognitive Revolution > <NAME>. (1986). _The Cognitive Revolution in Psychology_. New York: The Guilford Press. Chapter 4: The Cognitive Revolution: The Rise of a Theoretical Psychology. > > <NAME>. (1950). Computing Machinery and Intelligence. _Mind_ , 49, 433-460. > > <NAME>. (1956). The magical number seven plus or minus two. _Psychological Review_ , 63, 81-97. > > <NAME>. (1986). _The Cognitive Revolution in Psychology_. New York: The Guilford Press. Interview with <NAME>, pp. 198-223. > > <NAME>. (1947-48). Social psychology in the U.S. during the Second World War. _Human Relations_ , 11, 333-352. > >> Additional Sources >> >> <NAME>. _et al_ (1949-1950). The American Soldier (4 vols.) Princeton, NJ: Princeton University Press. #### Week 8: The Cognitive Revolution continued: The New Look > <NAME>. & <NAME>. (1947). Value and Need as Organizing Factors in Perception. _Journal of Abnormal and Social Psychology_ , 42, 33-44. > > <NAME>. (1992) Another look at New Look 1\. _American Psychologist_ , 47 , 780-783. SLC network link. non-SLC connection link. > > <NAME>. (1980). Intellectual Autobiography. In G. Lindzey (Ed.), _History of psychology in autobiography_. (Vol. 7). San Francisco: Freeman. > > <NAME>. (1959). A Review of B. F. Skinner's Verbal Behavior. _Language_ , 35 , 26-58. > > <NAME>. (1986). _The Cognitive Revolution in Psychology_. New York: The Guilford Press. Interview with <NAME>, pp. 338-351. > > <NAME>. & <NAME>. (1985). Notes toward a history of cognitive psychology. In <NAME> (Ed.), _Points of View in the Modern History of Psychology_. New York: Academic Press. > >> ##### Additional Sources >> >> <NAME>. (1983). _In Search of Mind_. New York: Harper and Row. #### Week 9: The Development of the Cognitive Revolution > <NAME>. (1967). Cognitive Psychology. Introduction. > > <NAME>. (1986). _The Cognitive Revolution in Psychology_. New York: The Guilford Press. Interview with <NAME>, pp. 273-284. > > <NAME>. (1976). _Cognition and Reality._ > > Neisser, U. (1978) Memory: What are the important questions? > > <NAME>. (1997). Understanding the cognitive revolution in psychology. _Journal of the History of the Behavioral Sciences_ , 35 , 1-22. #### Week 10: The Heydey of Experimental Social Psychology: The First Generation of Lewinians > <NAME>. & <NAME>. (1959). Cognitive Consequences of Forced Compliance. _Journal of Abnormal and Social Psychology_ , 58, 203-210. > > > <NAME>., <NAME>, <NAME>, <NAME>, <NAME> (1954/1961). Intergroup Conflict and Cooperation: The Robbers Cave Experiment > > <NAME>. (1964). _When Prophecy Fails: A Social and Psychological Study of a Modern Group That Predicted the Destruction of the World. New York : HarperTrade._ > > <NAME>. (Ed.) (1980). _Retrospections on Social Psychology._ Oxford: Oxford University Press. > >> Additional Sources >> >> <NAME>. (1988). _A Narrative History of Experimental Social Psychology: The Lewinian Tradition._ New York: Springer-Verlag. #### Week 11: The Fragmentation in Social Psychology > <NAME>. (1973). Social psychology as history. _Journal of Personality and Social Psychology,_ 8 , 507-527. > > <NAME>. (1984). The myth of the lonely paradigm: A rejoinder. _Social Research_ , 51 , 939-967. > > <NAME>. (1972). _Experiments in a vacuum: The context of social psychology_. New York: Academic Press. > > Nisbett editorial > > <NAME> > > Secord, Journal for Theory > > Feminist critique > >> Additional Sources >> >> <NAME>. (1996). _Critical Social Psychology_. New York: Peter Lang Publishing. #### Week 12: Cognition in Cultural Context > <NAME>. (1990). _Acts of Meaning_. Cambridge : Harvard University Press > > <NAME>. (1990). Cultural psychology: A once and future discipline? In J.J. Berman (Ed.), _Cross-cultural perspectives. Nebraska Symposium on Motivation_. Lincoln: University of Nebraska Press. > > Vygotsky - Valsiner > > <NAME> & Vygotsky paper #### Week 13: Picking up the Threads > <NAME>. (1981). Lessons from the history of social psychology. _American Psychologist_ , 36 , 972-985. > > <NAME>. & <NAME>. (1998) Presenting social representations: A conversation. _Culture and Psychology_ , 371-410. > > <NAME>. (1987). Social representations: a French tradition of research. _Journal for the Theory of Social Behavior_ , 17, 343-369. <file_sep>return to syllabus # Reflections on The Revolution In France In a Letter Intended to Have Been Sent to a Gentleman in Paris ### <NAME> IT MAY NOT BE UNNECESSARY to inform the reader that the following Reflections had their origin in a correspondence between the Author and a very young gentleman at Paris, who did him the honor of desiring his opinion upon the important transactions which then, and ever since, have so much occupied the attention of all men. An answer was written some time in the month of October 1789, but it was kept back upon prudential considerations. That letter is alluded to in the beginning of the following sheets. It has been since forwarded to the person to whom it was addressed. The reasons for the delay in sending it were assigned in a short letter to the same gentleman. This produced on his part a new and pressing application for the Author's sentiments. The Author began a second and more full discussion on the subject. This he had some thoughts of publishing early in the last spring; but, the matter gaining upon him, he found that what he had undertaken not only far exceeded the measure of a letter, but that its importance required rather a more detailed consideration than at that time he had any leisure to bestow upon it. However, having thrown down his first thoughts in the form of a letter, and, indeed, when he sat down to write, having intended it for a private letter, he found it difficult to change the form of address when his sentiments had grown into a greater extent and had received another direction. A different plan, he is sensible, might be more favorable to a commodious division and distribution of his matter. DEAR SIR, You are pleased to call again, and with some earnestness, for my thoughts on the late proceedings in France. I will not give you reason to imagine that I think my sentiments of such value as to wish myself to be solicited about them. They are of too little consequence to be very anxiously either communicated or withheld. It was from attention to you, and to you only, that I hesitated at the time when you first desired to receive them. In the first letter I had the honor to write to you, and which at length I send, I wrote neither for, nor from, any description of men, nor shall I in this. My errors, if any, are my own. My reputation alone is to answer for them. You see, Sir, by the long letter I have transmitted to you, that though I do most heartily wish that France may be animated by a spirit of rational liberty, and that I think you bound, in all honest policy, to provide a permanent body in which that spirit may reside, and an effectual organ by which it may act, it is my misfortune to entertain great doubts concerning several material points in your late transactions. YOU IMAGINED, WHEN YOU WROTE LAST, that I might possibly be reckoned among the approvers of certain proceedings in France, from the solemn public seal of sanction they have received from two clubs of gentlemen in London, called the Constitutional Society and the Revolution Society. I certainly have the honor to belong to more clubs than one, in which the constitution of this kingdom and the principles of the glorious Revolution are held in high reverence, and I reckon myself among the most forward in my zeal for maintaining that constitution and those principles in their utmost purity and vigor. It is because I do so, that I think it necessary for me that there should be no mistake. Those who cultivate the memory of our Revolution and those who are attached to the constitution of this kingdom will take good care how they are involved with persons who, under the pretext of zeal toward the Revolution and constitution, too frequently wander from their true principles and are ready on every occasion to depart from the firm but cautious and deliberate spirit which produced the one, and which presides in the other. Before I proceed to answer the more material particulars in your letter, I shall beg leave to give you such information as I have been able to obtain of the two clubs which have thought proper, as bodies, to interfere in the concerns of France, first assuring you that I am not, and that I have never been, a member of either of those societies. The first, calling itself the Constitutional Society, or Society for Constitutional Information, or by some such title, is, I believe, of seven or eight years standing. The institution of this society appears to be of a charitable and so far of a laudable nature; it was intended for the circulation, at the expense of the members, of many books which few others would be at the expense of buying, and which might lie on the hands of the booksellers, to the great loss of an useful body of men. Whether the books, so charitably circulated, were ever as charitably read is more than I know. Possibly several of them have been exported to France and, like goods not in request here, may with you have found a market. I have heard much talk of the lights to be drawn from books that are sent from hence. What improvements they have had in their passage (as it is said some liquors are meliorated by crossing the sea) I cannot tell; but I never heard a man of common judgment or the least degree of information speak a word in praise of the greater part of the publications circulated by that society, nor have their proceedings been accounted, except by some of themselves, as of any serious consequence. Your National Assembly seems to entertain much the same opinion that I do of this poor charitable club. As a nation, you reserved the whole stock of your eloquent acknowledgments for the Revolution Society, when their fellows in the Constitutional were, in equity, entitled to some share. Since you have selected the Revolution Society as the great object of your national thanks and praises, you will think me excusable in making its late conduct the subject of my observations. The National Assembly of France has given importance to these gentlemen by adopting them; and they return the favor by acting as a committee in England for extending the principles of the National Assembly. Henceforward we must consider them as a kind of privileged persons, as no inconsiderable members in the diplomatic body. This is one among the revolutions which have given splendor to obscurity, and distinction to undiscerned merit. Until very lately I do not recollect to have heard of this club. I am quite sure that it never occupied a moment of my thoughts, nor, I believe, those of any person out of their own set. I find, upon inquiry, that on the anniversary of the Revolution in 1688, a club of dissenters, but of what denomination I know not, have long had the custom of hearing a sermon in one of their churches; and that afterwards they spent the day cheerfully, as other clubs do, at the tavern. But I never heard that any public measure or political system, much less that the merits of the constitution of any foreign nation, had been the subject of a formal proceeding at their festivals, until, to my inexpressible surprise, I found them in a sort of public capacity, by a congratulatory address, giving an authoritative sanction to the proceedings of the National Assembly in France. In the ancient principles and conduct of the club, so far at least as they were declared, I see nothing to which I could take exception. I think it very probable that for some purpose new members may have entered among them, and that some truly Christian politicians, who love to dispense benefits but are careful to conceal the hand which distributes the dole, may have made them the instruments of their pious designs. Whatever I may have reason to suspect concerning private management, I shall speak of nothing as of a certainty but what is public. For one, I should be sorry to be thought, directly or indirectly, concerned in their proceedings. I certainly take my full share, along with the rest of the world, in my individual and private capacity, in speculating on what has been done or is doing on the public stage in any place ancient or modern; in the republic of Rome or the republic of Paris; but having no general apostolical mission, being a citizen of a particular state and being bound up, in a considerable degree, by its public will, I should think it at least improper and irregular for me to open a formal public correspondence with the actual government of a foreign nation, without the express authority of the government under which I live. I should be still more unwilling to enter into that correspondence under anything like an equivocal description, which to many, unacquainted with our usages, might make the address, in which I joined, appear as the act of persons in some sort of corporate capacity acknowledged by the laws of this kingdom and authorized to speak the sense of some part of it. On account of the ambiguity and uncertainty of unauthorized general descriptions, and of the deceit which may be practiced under them, and not from mere formality, the House of Commons would reject the most sneaking petition for the most trifling object, under that mode of signature to which you have thrown open the folding doors of your presence chamber, and have ushered into your National Assembly with as much ceremony and parade, and with as great a bustle of applause, as if you have been visited by the whole representative majesty of the whole English nation. If what this society has thought proper to send forth had been a piece of argument, it would have signified little whose argument it was. It would be neither the more nor the less convincing on account of the party it came from. But this is only a vote and resolution. It stands solely on authority; and in this case it is the mere authority of individuals, few of whom appear. Their signatures ought, in my opinion, to have been annexed to their instrument. The world would then have the means of knowing how many they are; who they are; and of what value their opinions may be, from their personal abilities, from their knowledge, their experience, or their lead and authority in this state. To me, who am but a plain man, the proceeding looks a little too refined and too ingenious; it has too much the air of a political strategem adopted for the sake of giving, under a high-sounding name, an importance to the public declarations of this club which, when the matter came to be closely inspected, they did not altogether so well deserve. It is a policy that has very much the complexion of a fraud. I flatter myself that I love a manly, moral, regulated liberty as well as any gentleman of that society, be he who he will; and perhaps I have given as good proofs of my attachment to that cause in the whole course of my public conduct. I think I envy liberty as little as they do to any other nation. But I cannot stand forward and give praise or blame to anything which relates to human actions, and human concerns, on a simple view of the object, as it stands stripped of every relation, in all the nakedness and solitude of metaphysical abstraction. Circumstances (which with some gentlemen pass for nothing) give in reality to every political principle its distinguishing color and discriminating effect. The circumstances are what render every civil and political scheme beneficial or noxious to mankind. Abstractedly speaking, government, as well as liberty, is good; yet could I, in common sense, ten years ago, have felicitated France on her enjoyment of a government (for she then had a government) without inquiry what the nature of that government was, or how it was administered? Can I now congratulate the same nation upon its freedom? Is it because liberty in the abstract may be classed amongst the blessings of mankind, that I am seriously to felicitate a madman, who has escaped from the protecting restraint and wholesome darkness of his cell, on his restoration to the enjoyment of light and liberty? Am I to congratulate a highwayman and murderer who has broke prison upon the recovery of his natural rights? This would be to act over again the scene of the criminals condemned to the galleys, and their heroic deliverer, the metaphysic Knight of the Sorrowful Countenance. When I see the spirit of liberty in action, I see a strong principle at work; and this, for a while, is all I can possibly know of it. The wild gas, the fixed air, is plainly broke loose; but we ought to suspend our judgment until the first effervescence is a little subsided, till the liquor is cleared, and until we see something deeper than the agitation of a troubled and frothy surface. I must be tolerably sure, before I venture publicly to congratulate men upon a blessing, that they have really received one. Flattery corrupts both the receiver and the giver, and adulation is not of more service to the people than to kings. I should, therefore, suspend my congratulations on the new liberty of France until I was informed how it had been combined with government, with public force, with the discipline and obedience of armies, with the collection of an effective and well-distributed revenue, with morality and religion, with the solidity of property, with peace and order, with civil and social manners. All these (in their way) are good things, too, and without them liberty is not a benefit whilst it lasts, and is not likely to continue long. The effect of liberty to individuals is that they may do what they please; we ought to see what it will please them to do, before we risk congratulations which may be soon turned into complaints. Prudence would dictate this in the case of separate, insulated, private men, but liberty, when men act in bodies, is power. Considerate people, before they declare themselves, will observe the use which is made of power and particularly of so trying a thing as new power in new persons of whose principles, tempers, and dispositions they have little or no experience, and in situations where those who appear the most stirring in the scene may possibly not be the real movers. ALL these considerations, however, were below the transcendental dignity of the Revolution Society. Whilst I continued in the country, from whence I had the honor of writing to you, I had but an imperfect idea of their transactions. On my coming to town, I sent for an account of their proceedings, which had been published by their authority, containing a sermon of Dr. Price, with the Duke de Rochefoucault's and the Archbishop of Aix's letter, and several other documents annexed. The whole of that publication, with the manifest design of connecting the affairs of France with those of England by drawing us into an imitation of the conduct of the National Assembly, gave me a considerable degree of uneasiness. The effect of that conduct upon the power, credit, prosperity, and tranquility of France became every day more evident. The form of constitution to be settled for its future polity became more clear. We are now in a condition to discern, with tolerable exactness, the true nature of the object held up to our imitation. If the prudence of reserve and decorum dictates silence in some circumstances, in others prudence of a higher order may justify us in speaking our thoughts. The beginnings of confusion with us in England are at present feeble enough, but, with you, we have seen an infancy still more feeble growing by moments into a strength to heap mountains upon mountains and to wage war with heaven itself. Whenever our neighbor's house is on fire, it cannot be amiss for the engines to play a little on our own. Better to be despised for too anxious apprehensions than ruined by too confident a security. Solicitous chiefly for the peace of my own country, but by no means unconcerned for yours, I wish to communicate more largely what was at first intended only for your private satisfaction. I shall still keep your affairs in my eye and continue to address myself to you. Indulging myself in the freedom of epistolary intercourse, I beg leave to throw out my thoughts and express my feelings just as they arise in my mind, with very little attention to formal method. I set out with the proceedings of the Revolution Society, but I shall not confine myself to them. Is it possible I should? It appears to me as if I were in a great crisis, not of the affairs of France alone, but of all Europe, perhaps of more than Europe. All circumstances taken together, the French revolution is the most astonishing that has hitherto happened in the world. The most wonderful things are brought about, in many instances by means the most absurd and ridiculous, in the most ridiculous modes, and apparently by the most contemptible instruments. Everything seems out of nature in this strange chaos of levity and ferocity, and of all sorts of crimes jumbled together with all sorts of follies. In viewing this monstrous tragicomic scene, the most opposite passions necessarily succeed and sometimes mix with each other in the mind: alternate contempt and indignation, alternate laughter and tears, alternate scorn and horror. It cannot, however, be denied that to some this strange scene appeared in quite another point of view. Into them it inspired no other sentiments than those of exultation and rapture. They saw nothing in what has been done in France but a firm and temperate exertion of freedom, so consistent, on the whole, with morals and with piety as to make it deserving not only of the secular applause of dashing Machiavellian politicians, but to render it a fit theme for all the devout effusions of sacred eloquence. On the forenoon of the fourth of November last, Doctor <NAME>, a non- conforming minister of eminence, preached, at the dissenting meeting house of the Old Jewry, to his club or society, a very extraordinary miscellaneous sermon, in which there are some good moral and religious sentiments, and not ill expressed, mixed up in a sort of porridge of various political opinions and reflections; but the Revolution in France is the grand ingredient in the cauldron. I consider the address transmitted by the Revolution Society to the National Assembly, through Earl Stanhope, as originating in the principles of the sermon and as a corollary from them. It was moved by the preacher of that discourse. It was passed by those who came reeking from the effect of the sermon without any censure or qualification, expressed or implied. If, however, any of the gentlemen concerned shall wish to separate the sermon from the resolution, they know how to acknowledge the one and to disavow the other. They may do it: I cannot. For my part, I looked on that sermon as the public declaration of a man much connected with literary caballers and intriguing philosophers, with political theologians and theological politicians both at home and abroad. I know they set him up as a sort of oracle, because, with the best intentions in the world, he naturally philippizes and chants his prophetic song in exact unison with their designs. That sermon is in a strain which I believe has not been heard in this kingdom, in any of the pulpits which are tolerated or encouraged in it, since the year 1648, when a predecessor of Dr. Price, the Rev. <NAME>, made the vault of the king's own chapel at St. James's ring with the honor and privilege of the saints, who, with the "high praises of God in their mouths, and a two-edged sword in their hands, were to execute judgment on the heathen, and punishments upon the people; to bind their kings with chains, and their nobles with fetters of iron".* Few harangues from the pulpit, except in the days of your league in France or in the days of our Solemn League and Covenant in England, have ever breathed less of the spirit of moderation than this lecture in the Old Jewry. Supposing, however, that something like moderation were visible in this political sermon, yet politics and the pulpit are terms that have little agreement. No sound ought to be heard in the church but the healing voice of Christian charity. The cause of civil liberty and civil government gains as little as that of religion by this confusion of duties. Those who quit their proper character to assume what does not belong to them are, for the greater part, ignorant both of the character they leave and of the character they assume. Wholly unacquainted with the world in which they are so fond of meddling, and inexperienced in all its affairs on which they pronounce with so much confidence, they have nothing of politics but the passions they excite. Surely the church is a place where one day's truce ought to be allowed to the dissensions and animosities of mankind. * Psalm CXLIX. This pulpit style, revived after so long a discontinuance, had to me the air of novelty, and of a novelty not wholly without danger. I do not charge this danger equally to every part of the discourse. The hint given to a noble and reverend lay divine, who is supposed high in office in one of our universities,* and other lay divines "of rank and literature" may be proper and seasonable, though somewhat new. If the noble Seekers should find nothing to satisfy their pious fancies in the old staple of the national church, or in all the rich variety to be found in the well-assorted warehouses of the dissenting congregations, Dr. Price advises them to improve upon non- conformity and to set up, each of them, a separate meeting house upon his own particular principles.(2) It is somewhat remarkable that this reverend divine should be so earnest for setting up new churches and so perfectly indifferent concerning the doctrine which may be taught in them. His zeal is of a curious character. It is not for the propagation of his own opinions, but of any opinions. It is not for the diffusion of truth, but for the spreading of contradiction. Let the noble teachers but dissent, it is no matter from whom or from what. This great point once secured, it is taken for granted their religion will be rational and manly. I doubt whether religion would reap all the benefits which the calculating divine computes from this "great company of great preachers". It would certainly be a valuable addition of nondescripts to the ample collection of known classes, genera and species, which at present beautify the hortus siccus of dissent. A sermon from a noble duke, or a noble marquis, or a noble earl, or baron bold would certainly increase and diversify the amusements of this town, which begins to grow satiated with the uniform round of its vapid dissipations. I should only stipulate that these new Mess- Johns in robes and coronets should keep some sort of bounds in the democratic and leveling principles which are expected from their titled pulpits. The new evangelists will, I dare say, disappoint the hopes that are conceived of them. They will not become, literally as well as figuratively, polemic divines, nor be disposed so to drill their congregations that they may, as in former blessed times, preach their doctrines to regiments of dragoons and corps of infantry and artillery. Such arrangements, however favorable to the cause of compulsory freedom, civil and religious, may not be equally conducive to the national tranquility. These few restrictions I hope are no great stretches of intolerance, no very violent exertions of despotism. Discourse on the Love of our Country, Nov. 4, 1789, by Dr. <NAME>, 3d ed., pp. 17, 18. (2) "Those who dislike that mode of worship which is prescribed by public authority, ought, if they can find no worship out of the church which they approve, to set up a separate worship for themselves; and by doing this, and giving an example of a rational and manly worship, men of weight from their rank and literature may do the greatest service to society and the world".- P 18, Dr. Price's Sermon. BUT I MAY SAY* of our preacher "utinam nugis tota illa dedisset tempora saevitiae".- All things in this his fulminating bull are not of so innoxious a tendency. His doctrines affect our constitution in its vital parts. He tells the Revolution Society in this political sermon that his Majesty "is almost the only lawful king in the world because the only one who owes his crown to the choice of his people." As to the kings of the world, all of whom (except one) this archpontiff of the rights of men, with all the plenitude and with more than the boldness of the papal deposing power in its meridian fervor of the twelfth century, puts into one sweeping clause of ban and anathema and proclaims usurpers by circles of longitude and latitude, over the whole globe, it behooves them to consider how they admit into their territories these apostolic missionaries who are to tell their subjects they are not lawful kings. That is their concern. It is ours, as a domestic interest of some moment, seriously to consider the solidity of the only principle upon which these gentlemen acknowledge a king of Great Britain to be entitled to their allegiance. This doctrine, as applied to the prince now on the British throne, either is nonsense and therefore neither true nor false, or it affirms a most unfounded, dangerous, illegal, and unconstitutional position. According to this spiritual doctor of politics, if his Majesty does not owe his crown to the choice of his people, he is no lawful king. Now nothing can be more untrue than that the crown of this kingdom is so held by his Majesty. Therefore, if you follow their rule, the king of Great Britain, who most certainly does not owe his high office to any form of popular election, is in no respect better than the rest of the gang of usurpers who reign, or rather rob, all over the face of this our miserable world without any sort of right or title to the allegiance of their people. The policy of this general doctrine, so qualified, is evident enough. The propagators of this political gospel are in hopes that their abstract principle (their principle that a popular choice is necessary to the legal existence of the sovereign magistracy) would be overlooked, whilst the king of Great Britain was not affected by it. In the meantime the ears of their congregations would be gradually habituated to it, as if it were a first principle admitted without dispute. For the present it would only operate as a theory, pickled in the preserving juices of pulpit eloquence, and laid by for future use. Condo et compono quae mox depromere possim. By this policy, whilst our government is soothed with a reservation in its favor, to which it has no claim, the security which it has in common with all governments, so far as opinion is security, is taken away. Thus these politicians proceed whilst little notice is taken of their doctrines; but when they come to be examined upon the plain meaning of their words and the direct tendency of their doctrines, then equivocations and slippery constructions come into play. When they say the king owes his crown to the choice of his people and is therefore the only lawful sovereign in the world, they will perhaps tell us they mean to say no more than that some of the king's predecessors have been called to the throne by some sort of choice, and therefore he owes his crown to the choice of his people. Thus, by a miserable subterfuge, they hope to render their proposition safe by rendering it nugatory. They are welcome to the asylum they seek for their offense, since they take refuge in their folly. For if you admit this interpretation, how does their idea of election differ from our idea of inheritance? And how does the settlement of the crown in the Brunswick line derived from James the First come to legalize our monarchy rather than that of any of the neighboring countries? At some time or other, to be sure, all the beginners of dynasties were chosen by those who called them to govern. There is ground enough for the opinion that all the kingdoms of Europe were, at a remote period, elective, with more or fewer limitations in the objects of choice. But whatever kings might have been here or elsewhere a thousand years ago, or in whatever manner the ruling dynasties of England or France may have begun, the king of Great Britain is, at this day, king by a fixed rule of succession according to the laws of his country; and whilst the legal conditions of the compact of sovereignty are performed by him (as they are performed), he holds his crown in contempt of the choice of the Revolution Society, who have not a single vote for a king amongst them, either individually or collectively, though I make no doubt they would soon erect themselves into an electoral college if things were ripe to give effect to their claim. His Majesty's heirs and successors, each in his time and order, will come to the crown with the same contempt of their choice with which his Majesty has succeeded to that he wears. Whatever may be the success of evasion in explaining away the gross error of fact, which supposes that his Majesty (though he holds it in concurrence with the wishes) owes his crown to the choice of his people, yet nothing can evade their full explicit declaration concerning the principle of a right in the people to choose; which right is directly maintained and tenaciously adhered to. All the oblique insinuations concerning election bottom in this proposition and are referable to it. Lest the foundation of the king's exclusive legal title should pass for a mere rant of adulatory freedom, the political divine proceeds dogmatically to assert* that, by the principles of the Revolution, the people of England have acquired three fundamental rights, all which, with him, compose one system and lie together in one short sentence, namely, that we have acquired a right: (1) to choose our own governors. (2) to cashier them for misconduct. (3) to frame a government for ourselves. This new and hitherto unheard-of bill of rights, though made in the name of the whole people, belongs to those gentlemen and their faction only. The body of the people of England have no share in it. They utterly disclaim it. They will resist the practical assertion of it with their lives and fortunes. They are bound to do so by the laws of their country made at the time of that very Revolution which is appealed to in favor of the fictitious rights claimed by the Society which abuses its name. * Discourse on the Love of our Country, by Dr. Price, p. 34. THESE GENTLEMEN OF THE OLD JEWRY, in all their reasonings on the Revolution of 1688, have a revolution which happened in England about forty years before and the late French revolution, so much before their eyes and in their hearts that they are constantly confounding all the three together. It is necessary that we should separate what they confound. We must recall their erring fancies to the acts of the Revolution which we revere, for the discovery of its true principles. If the principles of the Revolution of 1688 are anywhere to be found, it is in the statute called the Declaration of Right. In that most wise, sober, and considerate declaration, drawn up by great lawyers and great statesmen, and not by warm and inexperienced enthusiasts, not one word is said, nor one suggestion made, of a general right "to choose our own governors, to cashier them for misconduct, and to form a government for ourselves". This Declaration of Right (the act of the 1st of William and Mary, sess. 2, ch. 2) is the cornerstone of our constitution as reinforced, explained, improved, and in its fundamental principles for ever settled. It is called, "An Act for declaring the rights and liberties of the subject, and for settling the succession of the crown". You will observe that these rights and this succession are declared in one body and bound indissolubly together. A few years after this period, a second opportunity offered for asserting a right of election to the crown. On the prospect of a total failure of issue from <NAME>, and from the Princess, afterwards <NAME>, the consideration of the settlement of the crown and of a further security for the liberties of the people again came before the legislature. Did they this second time make any provision for legalizing the crown on the spurious revolution principles of the Old Jewry? No. They followed the principles which prevailed in the Declaration of Right, indicating with more precision the persons who were to inherit in the Protestant line. This act also incorporated, by the same policy, our liberties and an hereditary succession in the same act. Instead of a right to choose our own governors, they declared that the succession in that line (the Protestant line drawn from James the First), was absolutely necessary "for the peace, quiet, and security of the realm", and that it was equally urgent on them "to maintain a certainty in the succession thereof, to which the subjects may safely have recourse for their protection". Both these acts, in which are heard the unerring, unambiguous oracles of revolution policy, instead of countenancing the delusive, gipsy predictions of a "right to choose our governors", prove to a demonstration how totally adverse the wisdom of the nation was from turning a case of necessity into a rule of law. Unquestionably, there was at the Revolution, in the person of <NAME>, a small and a temporary deviation from the strict order of a regular hereditary succession; but it is against all genuine principles of jurisprudence to draw a principle from a law made in a special case and regarding an individual person. Privilegium non transit in exemplum. If ever there was a time favorable for establishing the principle that a king of popular choice was the only legal king, without all doubt it was at the Revolution. Its not being done at that time is a proof that the nation was of opinion it ought not to be done at any time. There is no person so completely ignorant of our history as not to know that the majority in parliament of both parties were so little disposed to anything resembling that principle that at first they were determined to place the vacant crown, not on the head of the Prince of Orange, but on that of his wife Mary, daughter of King James, the eldest born of the issue of that king, which they acknowledged as undoubtedly his. It would be to repeat a very trite story, to recall to your memory all those circumstances which demonstrated that their accepting King William was not properly a choice; but to all those who did not wish, in effect, to recall King James or to deluge their country in blood and again to bring their religion, laws, and liberties into the peril they had just escaped, it was an act of necessity, in the strictest moral sense in which necessity can be taken. In the very act in which for a time, and in a single case, parliament departed from the strict order of inheritance in favor of a prince who, though not next, was, however, very near in the line of succession, it is curious to observe how Lord Somers, who drew the bill called the Declaration of Right, has comported himself on that delicate occasion. It is curious to observe with what address this temporary solution of continuity is kept from the eye, whilst all that could be found in this act of necessity to countenance the idea of an hereditary succession is brought forward, and fostered, and made the most of, by this great man and by the legislature who followed him. Quitting the dry, imperative style of an act of parliament, he makes the Lords and Commons fall to a pious, legislative ejaculation and declare that they consider it "as a marvellous providence and merciful goodness of God to this nation to preserve their said Majesties' royal persons most happily to reign over us on the throne of their ancestors, for which, from the bottom of their hearts, they return their humblest thanks and praises".- The legislature plainly had in view the act of recognition of the first of Queen Elizabeth, chap. 3rd, and of that of James the First, chap. 1st, both acts strongly declaratory of the inheritable nature of the crown; and in many parts they follow, with a nearly literal precision, the words and even the form of thanksgiving which is found in these old declaratory statutes. The two Houses, in the act of King William, did not thank God that they had found a fair opportunity to assert a right to choose their own governors, much less to make an election the only lawful title to the crown. Their having been in a condition to avoid the very appearance of it, as much as possible, was by them considered as a providential escape. They threw a politic, well-wrought veil over every circumstance tending to weaken the rights which in the meliorated order of succession they meant to perpetuate, or which might furnish a precedent for any future departure from what they had then settled forever. Accordingly, that they might not relax the nerves of their monarchy, and that they might preserve a close conformity to the practice of their ancestors, as it appeared in the declaratory statutes of Queen Mary* and Queen Elizabeth, in the next clause they vest, by recognition, in their Majesties all the legal prerogatives of the crown, declaring "that in them they are most fully, rightfully, and entirely invested, incorporated, united, and annexed". In the clause which follows, for preventing questions by reason of any pretended titles to the crown, they declare (observing also in this the traditionary language, along with the traditionary policy of the nation, and repeating as from a rubric the language of the preceding acts of Elizabeth and James,) that on the preserving "a certainty in the _succession_ thereof, the unity, peace, and tranquillity of this nation doth, under God, wholly depend". * 1st Mary, sess. 3, ch. 1. They knew that a doubtful title of succession would but too much resemble an election, and that an election would be utterly destructive of the "unity, peace, and tranquillity of this nation", which they thought to be considerations of some moment. To provide for these objects and, therefore, to exclude for ever the Old Jewry doctrine of "a right to choose our own governors", they follow with a clause containing a most solemn pledge, taken from the preceding act of Queen Elizabeth, as solemn a pledge as ever was or can be given in favor of an hereditary succession, and as solemn a renunciation as could be made of the principles by this Society imputed to them: The Lords spiritual and temporal, and Commons, do, in the name of all the people aforesaid, most humbly and faithfully submit themselves, their heirs and posterities for ever; and do faithfully promise that they will stand to maintain, and defend their said Majesties, and also the limitation of the crown, herein specified and contained, to the utmost of their powers, etc. etc. So far is it from being true that we acquired a right by the Revolution to elect our kings that, if we had possessed it before, the English nation did at that time most solemnly renounce and abdicate it, for themselves and for all their posterity forever. These gentlemen may value themselves as much as they please on their whig principles, but I never desire to be thought a better whig than Lord Somers, or to understand the principles of the Revolution better than those, by whom it was brought about, or to read in the Declaration of Right any mysteries unknown to those whose penetrating style has engraved in our ordinances, and in our hearts, the words and spirit of that immortal law. It is true that, aided with the powers derived from force and opportunity, the nation was at that time, in some sense, free to take what course it pleased for filling the throne, but only free to do so upon the same grounds on which they might have wholly abolished their monarchy and every other part of their constitution. However, they did not think such bold changes within their commission. It is indeed difficult, perhaps impossible, to give limits to the mere abstract competence of the supreme power, such as was exercised by parliament at that time, but the limits of a moral competence subjecting, even in powers more indisputably sovereign, occasional will to permanent reason and to the steady maxims of faith, justice, and fixed fundamental policy, are perfectly intelligible and perfectly binding upon those who exercise any authority, under any name or under any title, in the state. The House of Lords, for instance, is not morally competent to dissolve the House of Commons, no, nor even to dissolve itself, nor to abdicate, if it would, its portion in the legislature of the kingdom. Though a king may abdicate for his own person, he cannot abdicate for the monarchy. By as strong, or by a stronger reason, the House of Commons cannot renounce its share of authority. The engagement and pact of society, which generally goes by the name of the constitution, forbids such invasion and such surrender. The constituent parts of a state are obliged to hold their public faith with each other and with all those who derive any serious interest under their engagements, as much as the whole state is bound to keep its faith with separate communities. Otherwise competence and power would soon be confounded and no law be left but the will of a prevailing force. On this principle the succession of the crown has always been what it now is, an hereditary succession by law; in the old line it was a succession by the common law; in the new, by the statute law operating on the principles of the common law, not changing the substance, but regulating the mode and describing the persons. Both these descriptions of law are of the same force and are derived from an equal authority emanating from the common agreement and original compact of the state, communi sponsione reipublicae, and as such are equally binding on king and people, too, as long as the terms are observed and they continue the same body politic. It is far from impossible to reconcile, if we do not suffer ourselves to be entangled in the mazes of metaphysic sophistry, the use both of a fixed rule and an occasional deviation: the sacredness of an hereditary principle of succession in our government with a power of change in its application in cases of extreme emergency. Even in that extremity (if we take the measure of our rights by our exercise of them at the Revolution), the change is to be confined to the peccant part only, to the part which produced the necessary deviation; and even then it is to be effected without a decomposition of the whole civil and political mass for the purpose of originating a new civil order out of the first elements of society. A state without the means of some change is without the means of its conservation. Without such means it might even risk the loss of that part of the constitution which it wished the most religiously to preserve. The two principles of conservation and correction operated strongly at the two critical periods of the Restoration and Revolution, when England found itself without a king. At both those periods the nation had lost the bond of union in their ancient edifice; they did not, however, dissolve the whole fabric. On the contrary, in both cases they regenerated the deficient part of the old constitution through the parts which were not impaired. They kept these old parts exactly as they were, that the part recovered might be suited to them. They acted by the ancient organized states in the shape of their old organization, and not by the organic moleculae of a disbanded people. At no time, perhaps, did the sovereign legislature manifest a more tender regard to that fundamental principle of British constitutional policy than at the time of the Revolution, when it deviated from the direct line of hereditary succession. The crown was carried somewhat out of the line in which it had before moved, but the new line was derived from the same stock. It was still a line of hereditary descent, still an hereditary descent in the same blood, though an hereditary descent qualified with Protestantism. When the legislature altered the direction, but kept the principle, they showed that they held it inviolable. On this principle, the law of inheritance had admitted some amendment in the old time, and long before the era of the Revolution. Some time after the Conquest, great questions arose upon the legal principles of hereditary descent. It became a matter of doubt whether the heir per capita or the heir per stirpes was to succeed; but whether the heir per capita gave way when the heirdom per stirpes took place, or the Catholic heir when the Protestant was preferred, the inheritable principle survived with a sort of immortality through all transmigrations- multosque per annos stat fortuna domus, et avi numerantur avorum. This is the spirit of our constitution, not only in its settled course, but in all its revolutions. Whoever came in, or however he came in, whether he obtained the crown by law or by force, the hereditary succession was either continued or adopted. The gentlemen of the Society for Revolution see nothing in that of 1688 but the deviation from the constitution; and they take the deviation from the principle for the principle. They have little regard to the obvious consequences of their doctrine, though they must see that it leaves positive authority in very few of the positive institutions of this country. When such an unwarrantable maxim is once established, that no throne is lawful but the elective, no one act of the princes who preceded this era of fictitious election can be valid. Do these theorists mean to imitate some of their predecessors who dragged the bodies of our ancient sovereigns out of the quiet of their tombs? Do they mean to attaint and disable backward all the kings that have reigned before the Revolution, and consequently to stain the throne of England with the blot of a continual usurpation? Do they mean to invalidate, annul, or to call into question, together with the titles of the whole line of our kings, that great body of our statute law which passed under those whom they treat as usurpers, to annul laws of inestimable value to our liberties- of as great value at least as any which have passed at or since the period of the Revolution? If kings who did not owe their crown to the choice of their people had no title to make laws, what will become of the statute de tallagio non concedendo?- of the petition of right? - of the act of habeas corpus? Do these new doctors of the rights of men presume to assert that King James the Second, who came to the crown as next of blood, according to the rules of a then unqualified succession, was not to all intents and purposes a lawful king of England before he had done any of those acts which were justly construed into an abdication of his crown? If he was not, much trouble in parliament might have been saved at the period these gentlemen commemorate. But King James was a bad king with a good title, and not an usurper. The princes who succeeded, according to the act of parliament which settled the crown on the Electress Sophia and on her descendants, being Protestants, came in as much by a title of inheritance as King James did. He came in according to the law as it stood at his accession to the crown; and the princes of the House of Brunswick came to the inheritance of the crown, not by election, but by the law as it stood at their several accessions of Protestant descent and inheritance, as I hope I have shown sufficiently. The law by which this royal family is specifically destined to the succession is the act of the 12th and 13th of King William. The terms of this act bind "us and our heirs, and our posterity, to them, their heirs, and their posterity", being Protestants, to the end of time, in the same words as the Declaration of Right had bound us to the heirs of King William and Queen Mary. It therefore secures both an hereditary crown and an hereditary allegiance. On what ground, except the constitutional policy of forming an establishment to secure that kind of succession which is to preclude a choice of the people forever, could the legislature have fastidiously rejected the fair and abundant choice which our country presented to them and searched in strange lands for a foreign princess from whose womb the line of our future rulers were to derive their title to govern millions of men through a series of ages? The Prin<NAME> was named in the act of settlement of the 12th and 13th of King William for a stock and root of inheritance to our kings, and not for her merits as a temporary administratrix of a power which she might not, and in fact did not, herself ever exercise. She was adopted for one reason, and for one only, because, says the act, "the most excellent <NAME>, Electress and D<NAME> Hanover, is daughter of the most excellent <NAME>, late Queen of Bohemia, daughter of our late sovereign lord King James the First, of happy memory, and is hereby declared to be the next in succession in the Protestant line etc., etc., and the crown shall continue to the heirs of her body, being Protestants." This limitation was made by parliament, that through the Princess Sophia an inheritable line not only was to be continued in future, but (what they thought very material) that through her it was to be connected with the old stock of inheritance in King James the First, in order that the monarchy might preserve an unbroken unity through all ages and might be preserved (with safety to our religion) in the old approved mode by descent, in which, if our liberties had been once endangered, they had often, through all storms and struggles of prerogative and privilege, been preserved. They did well. No experience has taught us that in any other course or method than that of an hereditary crown our liberties can be regularly perpetuated and preserved sacred as our hereditary right. An irregular, convulsive movement may be necessary to throw off an irregular, convulsive disease. But the course of succession is the healthy habit of the British constitution. Was it that the legislature wanted, at the act for the limitation of the crown in the Hanoverian line, drawn through the female descendants of James the First, a due sense of the inconveniences of having two or three, or possibly more, foreigners in succession to the British throne? No!- they had a due sense of the evils which might happen from such foreign rule, and more than a due sense of them. But a more decisive proof cannot be given of the full conviction of the British nation that the principles of the Revolution did not authorize them to elect kings at their pleasure, and without any attention to the ancient fundamental principles of our government, than their continuing to adopt a plan of hereditary Protestant succession in the old line, with all the dangers and all the inconveniences of its being a foreign line full before their eyes and operating with the utmost force upon their minds. A few years ago I should be ashamed to overload a matter so capable of supporting itself by the then unnecessary support of any argument; but this seditious, unconstitutional doctrine is now publicly taught, avowed, and printed. The dislike I feel to revolutions, the signals for which have so often been given from pulpits; the spirit of change that is gone abroad; the total contempt which prevails with you, and may come to prevail with us, of all ancient institutions when set in opposition to a present sense of convenience or to the bent of a present inclination: all these considerations make it not unadvisable, in my opinion, to call back our attention to the true principles of our own domestic laws; that you, my French friend, should begin to know, and that we should continue to cherish them. We ought not, on either side of the water, to suffer ourselves to be imposed upon by the counterfeit wares which some persons, by a double fraud, export to you in illicit bottoms as raw commodities of British growth, though wholly alien to our soil, in order afterwards to smuggle them back again into this country, manufactured after the newest Paris fashion of an improved liberty. The people of England will not ape the fashions they have never tried, nor go back to those which they have found mischievous on trial. They look upon the legal hereditary succession of their crown as among their rights, not as among their wrongs; as a benefit, not as a grievance; as a security for their liberty, not as a badge of servitude. They look on the frame of their commonwealth, such as it stands, to be of inestimable value, and they conceive the undisturbed succession of the crown to be a pledge of the stability and perpetuity of all the other members of our constitution. I shall beg leave, before I go any further, to take notice of some paltry artifices which the abettors of election, as the only lawful title to the crown, are ready to employ in order to render the support of the just principles of our constitution a task somewhat invidious. These sophisters substitute a fictitious cause and feigned personages, in whose favor they suppose you engaged whenever you defend the inheritable nature of the crown. It is common with them to dispute as if they were in a conflict with some of those exploded fanatics of slavery, who formerly maintained what I believe no creature now maintains, "that the crown is held by divine hereditary and indefeasible right".- These old fanatics of single arbitrary power dogmatized as if hereditary royalty was the only lawful government in the world, just as our new fanatics of popular arbitrary power maintain that a popular election is the sole lawful source of authority. The old prerogative enthusiasts, it is true, did speculate foolishly, and perhaps impiously too, as if monarchy had more of a divine sanction than any other mode of government; and as if a right to govern by inheritance were in strictness indefeasible in every person who should be found in the succession to a throne, and under every circumstance, which no civil or political right can be. But an absurd opinion concerning the king's hereditary right to the crown does not prejudice one that is rational and bottomed upon solid principles of law and policy. If all the absurd theories of lawyers and divines were to vitiate the objects in which they are conversant, we should have no law and no religion left in the world. But an absurd theory on one side of a question forms no justification for alleging a false fact or promulgating mischievous maxims on the other. THE SECOND CLAIM of the Revolution Society is "a right of cashiering their governors for misconduct". Perhaps the apprehensions our ancestors entertained of forming such a precedent as that "of cashiering for misconduct" was the cause that the declaration of the act, which implied the abdication of King James, was, if it had any fault, rather too guarded and too circumstantial.* But all this guard and all this accumulation of circumstances serves to show the spirit of caution which predominated in the national councils in a situation in which men irritated by oppression, and elevated by a triumph over it, are apt to abandon themselves to violent and extreme courses; it shows the anxiety of the great men who influenced the conduct of affairs at that great event to make the Revolution a parent of settlement, and not a nursery of future revolutions. * "That King James the Second, having endeavored to subvert the constitution of the kingdom by breaking the original contract between king and people, and, by the advice of Jesuits and other wicked persons, having violated the fundamental laws, and having withdrawn himself out of the kingdom, hath abdicated the Government, and the throne is thereby vacant". No government could stand a moment if it could be blown down with anything so loose and indefinite as an opinion of "misconduct". They who led at the Revolution grounded the virtual abdication of King James upon no such light and uncertain principle. They charged him with nothing less than a design, confirmed by a multitude of illegal overt acts, to subvert the Protestant church and state, and their fundamental, unquestionable laws and liberties; they charged him with having broken the original contract between king and people. This was more than misconduct. A grave and overruling necessity obliged them to take the step they took, and took with infinite reluctance, as under that most rigorous of all laws. Their trust for the future preservation of the constitution was not in future revolutions. The grand policy of all their regulations was to render it almost impracticable for any future sovereign to compel the states of the kingdom to have again recourse to those violent remedies. They left the crown what, in the eye and estimation of law, it had ever been-perfectly irresponsible. In order to lighten the crown still further, they aggravated responsibility on ministers of state. By the statute of the 1st of King William, sess. 2nd, called "the act for declaring the rights and liberties of the subject, and for settling the succession of the crown", they enacted that the ministers should serve the crown on the terms of that declaration. They secured soon after the frequent meetings of parliament, by which the whole government would be under the constant inspection and active control of the popular representative and of the magnates of the kingdom. In the next great constitutional act, that of the 12th and 13th of King William, for the further limitation of the crown and better securing the rights and liberties of the subject, they provided "that no pardon under the great seal of England should be pleadable to an impeachment by the Commons in parliament". The rule laid down for government in the Declaration of Right, the constant inspection of parliament, the practical claim of impeachment, they thought infinitely a better security, not only for their constitutional liberty, but against the vices of administration, than the reservation of a right so difficult in the practice, so uncertain in the issue, and often so mischievous in the consequences, as that of "cashiering their governors". Dr. Price, in this sermon,* condemns very properly the practice of gross, adulatory addresses to kings. Instead of this fulsome style, he proposes that his Majesty should be told, on occasions of congratulation, that "he is to consider himself as more properly the servant than the sovereign of his people". For a compliment, this new form of address does not seem to be very soothing. Those who are servants in name, as well as in effect, do not like to be told of their situation, their duty, and their obligations. The slave, in the old play, tells his master, "Haec commemoratio est quasi exprobatio". It is not pleasant as compliment; it is not wholesome as instruction. After all, if the king were to bring himself to echo this new kind of address, to adopt it in terms, and even to take the appellation of Servant of the People as his royal style, how either he or we should be much mended by it I cannot imagine. I have seen very assuming letters, signed "Your most obedient, humble servant". The proudest denomination that ever was endured on earth took a title of still greater humility than that which is now proposed for sovereigns by the Apostle of Liberty. Kings and nations were trampled upon by the foot of one calling himself "the Servant of Servants"; and mandates for deposing sovereigns were sealed with the signet of "the Fisherman". * Pp. 22-24. I should have considered all this as no more than a sort of flippant, vain discourse, in which, as in an unsavory fume, several persons suffer the spirit of liberty to evaporate, if it were not plainly in support of the idea and a part of the scheme of "cashiering kings for misconduct". In that light it is worth some observation. Kings, in one sense, are undoubtedly the servants of the people because their power has no other rational end than that of the general advantage; but it is not true that they are, in the ordinary sense (by our constitution, at least), anything like servants; the essence of whose situation is to obey the commands of some other and to be removable at pleasure. But the king of Great Britain obeys no other person; all other persons are individually, and collectively too, under him and owe to him a legal obedience. The law, which knows neither to flatter nor to insult, calls this high magistrate not our servant, as this humble divine calls him, but "our sovereign Lord the king"; and we, on our parts, have learned to speak only the primitive language of the law, and not the confused jargon of their Babylonian pulpits. As he is not to obey us, but as we are to obey the law in him, our constitution has made no sort of provision toward rendering him, as a servant, in any degree responsible. Our constitution knows nothing of a magistrate like the Justicia of Aragon, nor of any court legally appointed, nor of any process legally settled, for submitting the king to the responsibility belonging to all servants. In this he is not distinguished from the Commons and the Lords, who, in their several public capacities, can never be called to an account for their conduct, although the Revolution Society chooses to assert, in direct opposition to one of the wisest and most beautiful parts of our constitution, that "a king is no more than the first servant of the public, created by it, and responsible to it" Ill would our ancestors at the Revolution have deserved their fame for wisdom if they had found no security for their freedom but in rendering their government feeble in its operations, and precarious in its tenure; if they had been able to contrive no better remedy against arbitrary power than civil confusion. Let these gentlemen state who that representative public is to whom they will affirm the king, as a servant, to be responsible. It will then be time enough for me to produce to them the positive statute law which affirms that he is not. The ceremony of cashiering kings, of which these gentlemen talk so much at their ease, can rarely, if ever, be performed without force. It then becomes a case of war, and not of constitution. Laws are commanded to hold their tongues amongst arms, and tribunals fall to the ground with the peace they are no longer able to uphold. The Revolution of 1688 was obtained by a just war, in the only case in which any war, and much more a civil war, can be just. Justa bella quibus necessaria. The question of dethroning or, if these gentlemen like the phrase better, "cashiering kings" will always be, as it has always been, an extraordinary question of state, and wholly out of the law- a question (like all other questions of state) of dispositions and of means and of probable consequences rather than of positive rights. As it was not made for common abuses, so it is not to be agitated by common minds. The speculative line of demarcation where obedience ought to end and resistance must begin is faint, obscure, and not easily definable. It is not a single act, or a single event, which determines it. Governments must be abused and deranged, indeed, before it can be thought of; and the prospect of the future must be as bad as the experience of the past. When things are in that lamentable condition, the nature of the disease is to indicate the remedy to those whom nature has qualified to administer in extremities this critical, ambiguous, bitter potion to a distempered state. Times and occasions and provocations will teach their own lessons. The wise will determine from the gravity of the case; the irritable, from sensibility to opp To tell you the truth , my dear Sir, I think the honor of our nation to be somewhat concerned in the disclaimer of the proceedings of this society of the Old Jewry and the London Tavern. I have no man's proxy. I speak only for myself when I disclaim, as I do with all possible earnestness, all communion with the actors in that triumph or with the admirers of it. When I assert anything else as concerning the people of England, I speak from observation, not from authority, but I speak from the experience I have had in a pretty extensive and mixed communication with the inhabitants of this kingdom, of all descriptions and ranks, and after a course of attentive observations begun early in life and continued for nearly forty years. I have often been astonished, considering that we are divided fro <file_sep>![](../images/newfl.gif) \| Majoring in Foreign Languages \| ![](../images/chitwood-1c_small.jpg) ---\|---\|--- TABLE OF CONTENTS Introduction Graduation Requirements > A. Departmental Requirements for the Major in Foreign Languages > (For students entering the University BEFORE FALL, 2001) > A. Departmental Requirements for the Major in Foreign Languages > (For students entering the University AS OF FALL, 2001) > B. University Liberal Studies Program Requirements > C. Eberly College of Arts and Sciences Requirements Interdepartmental Majors and Dual-Degrees Minors (For students entering the University BEFORE FALL, 2001) Minors (For students entering the University AS OF FALL, 2001) Study Abroad Advising Clubs and Honoraries Departmental Scholarships and Awards Placement Test Credit by Exam Departmental Policies Study Tips Back to top of page INTRODUCTION Welcome to the Department of Foreign Languages! Undergraduate course work is offered in foreign literatures and cultures, linguistics, Teaching English as a Second Language, language teaching methods, and foreign languages, including French, German, Italian, Japanese, Latin, Russian, and Spanish. The Department also sponsors and administers the Intensive English Program in Eiesland Hall, where international students may seek instruction in English as a Second Language before matriculating into the university. As a foreign language major or minor, you are greatly enhancing your ability to function effectively in a complex world where a global economy and international relations are playing an increasingly important role. This area of study fits well with almost all types of career options: international studies, political science, history, English, business, economics, journalism, law, etc. In addition to job opportunities dealing with other countries, there are also significant populations of non-English-speaking people in almost all corners of the United States, allowing an individual knowledgeable in a second or third language to have an edge in the job market in this country. Teaching in the public schools, teaching English as a Second Language, government work, social work, working for multi-national companies--all become viable options for people with language skills. We strongly urge our students to combine a degree in foreign languages with another major or minor. This can usually be accomplished without having to go beyond the 128 credit hours needed for graduation, if one plans early and carefully. The Department of Foreign Languages encourages you to take advantage of all of its resources. Advisors are available to help you prepare your plan of study in order to make optimum use of your time and resources. Instructors and coordinators are available to help you do your best in classes. Education largely relies on communication -- two-way communication. You must become an active participant in this education process by telling us as soon as you perceive a need or a problem. Contact your advisor, your teacher, or the language coordinator as soon as you begin to see a problem or have a question. In this manner, you can be assured that all efforts will be taken to help you succeed. This booklet contains information that can help you navigate through your years as a major or minor in the Department of Foreign Languages. The information is accurate as of spring, 2001, but future curriculum revision or resource allocation may necessitate changes at any time. Always check with the departmental office, 205 Chitwood: phone: 304 293 5121 or e-mail: <EMAIL> for updates. The departmental WEB site can also provide you with important information: http://www.as.wvu.edu/forlang. Course numbers given in this booklet include numbers used prior to fall, 2001 and their new counterparts (given in parentheses) used as of fall, 2001. Two sets of Departmental graduation requirements are also listed in this text: one set for students entering the University before fall, 2001, and another set for students entering the University as of fall, 2001. Back to top of page GRADUATION REQUIREMENTS* 1. DEPARTMENTAL REQUIREMENTS FOR THE MAJOR IN FOREIGN LANGUAGES (For students entering the University BEFORE FALL, 2001) The Bachelor of Arts degree in foreign languages offers six areas of emphasis: French, German, Russian, Spanish, Linguistics/TESL, and Foreign Literature in Translation. Depending upon the area of emphasis selected, majors are expected to develop the ability to communicate through reading, writing, speaking, and listening in one or more foreign languages. They should also have knowledge of the culture and literatures related to those languages and have a general understanding of how human languages operate. To be admitted to the major in foreign languages, students must have completed the equivalent of four semesters of elementary and intermediate courses in one language. They also must have completed 58 credit hours with an overall 2.0 grade point average. They must continue to maintain an overall 2.0 grade point average for graduation. Foreign language majors must complete a minimum of 27 credit hours of upper- division work offered in the Department of Foreign Languages. (Upper-division is defined as courses numbered 100 (300) or above.) All majors must take Linguistics 111(311). Only Linguistics/TESL majors may count Language 221(421) as part of their major. Students electing French, German, Linguistics/TESOL, Russian, or Spanish options may NOT use FLIT courses to fulfill the major requirements but may use them for the secondary area of concentration. No undergraduate ESL course may count in the major. Students obtaining a major in Foreign Languages at WVU must complete a minimum residency requirement of 12 upper-division hours on campus in their major language of study, excluding courses numbered 191(493) and courses obtained through credit by exam. The foreign language major must select one of the following major areas of emphasis and complete the courses listed: FRENCH: \| Linguistics 111(311) French l03(301), l04(302), l09(303), and l10(304) At least 9 hours of upper-division French courses 3 hours of upper-division electives in the department ---\|--- RUSSIAN: \| Linguistics 111(311) Russian l03(301), l04(302), l09(303), and 110(304) At least 9 hours of upper-division Russian courses 3 hours of upper-division electives in the department ---\|--- SPANISH: \| Linguistics 111(311) Spanish l03(301), l04(302), l09(303), and 110(304) At least 9 hours of upper-division Spanish courses 3 hours of upper-division electives in the department ---\|--- FLIT: \| Linguistics 111(311) 18 hours of upper-division FLIT courses, approved by the advisor 6 hours of upper-division language courses, approved by the advisor ---\|--- LING/TESL: \| Linguistics 111(311) Linguistics 202(411) and 283(412) Language 221(421) and 292(493) (Readings in Language) 9 upper-division hours in Linguistics or TESL, approved by the advisor 3 hours of upper-division electives in the department. ---\|--- All students majoring in foreign languages must complete either a minor or an approved concentration of course work that complements their major. The requirement for this "secondary concentration" may be met in one of four ways: 1. Completion of twelve hours of upper-division credit, from within or outside the Department of Foreign Languages, with the same division prefix. (e.g. GER, HIST, BUS, PSYCH, FLIT). The courses that constitute the 12-hour secondary concentration are subject to the availability of courses, must be approved by the student's advisor, and may not include courses required for the student's major. 2. Completion of twelve hours of upper-division credit in the major area or from a combination of division prefixes that together focus on a common topic or subject area that complements the major area of study (e.g., French history, French art, French music). The courses that constitute the 12 hours in this option are subject to availability, must be approved by the student's advisor, and may not include courses required for the student's major. 3. Completion of an approved minor. Requirements for minors are set by the academic unit offering them and include a minimum of 15 hours of course work, with a minimum of 9 hours at the upper-division level. 4. Completion of a second major. In order to provide students with a balanced liberal arts education, the Eberly College of Arts and Sciences does not permit students to take more than 60 hours of the 128 hours needed for graduation in their major department. Foreign language majors may exclude from the 60-hour limit Linguistics 111(311), Language 221(421), and language 1-4(101, 102, 203, 204) taken to fulfill the Eberly College of Arts and Sciences language requirement Back to top of page GRADUATION REQUIREMENTS 1. DEPARTMENTAL REQUIREMENTS FOR THE MAJOR IN FOREIGN LANGUAGES (For students entering the University AS OF FALL, 2001) Students may select from among four areas of emphasis for a major leading to a Bachelor of Arts in foreign Languages: French, German, Russian, and Spanish. A major must complete 33 hours of upper-division course work (defined as 100(300)- level or above) and nine hours of electives in the major. As part of the 24 hours of required courses, a capstone experience of three hours must be taken any time after completion of 21 upper-division hours in the major. Students completing a major in foreign languages must fulfill a residency requirement of 15 upper-division hours on campus in their major area of emphasis, excluding courses numbered 493 and courses obtained through credit by examination. To be admitted to the major in foreign languages, students must have completed the equivalent of four semesters of elementary and intermediate courses in one language. They also must have completed 58 credit hours with an overall 2.0 grade point average. Foreign language majors must achieve a minimum grade-point average of 2.25, both overall and in the major, to qualify for graduation. They must also satisfy University Liberal Studies Program and Eberly College of Arts and Sciences requirements and earn a total of 128 hours of credit. The foreign language major must select one of the following major areas of emphasis and complete the courses listed: FRENCH: \| FRCH 103(301), 104(302), 109(303), 110(304), 111(331) or 112(332), 292( 431) or 217(432), 496(capstone), LING 111(311), and 9 hours of upper-division electives in French. ---\|--- GERMAN: \| GER 103(301), 104(302), 109(303), 110(304), 111(331) or 112(332), 131(341) or 211(441), 496(capstone), LING 111(311), and 9 hours of upper- division electives in German. ---\|--- RUSSIAN: \| RUSS 103(301), 104(302), 109(303), 110(304), 105(331) or 106(332), 117(451), 496(capstone), LING 111(311), and 9 hours of upper-division electives in Russian. ---\|--- SPANISH: \| SPAN 103(301), 104(302), 109(303), 110(304),115(330) or 116(340), 131(331) or 132(332) or 133(341) or 134(342), 480 or 481 or 496(capstone), LING 111(311), and 9 hours of upper-division electives in Spanish. ---\|--- Back to top of page B. UNIVERSITY LIBERAL STUDIES PROGRAM REQUIREMENTS In addition to the requirements established by the Department, all foreign language majors must satisfy the prescribed general education requirements set forth by the university. This is called the Liberal Studies Program (LSP). The most updated list of courses fulfilling these requirements can be found at the beginning of the _Schedule of Courses_. Here is a summary of the LSP requirements: 1. Skills Requirements 1. English l(101) 2. English 2(102) 3. One "W" course 4. Three hours of math or statistics (from MATH 3(126), 4(128), 11(180), 14(129), 15(155), 16(156), 23(121), 28(124), 128(150), 131(231), 168(218), Economics 125(225), STAT. 101(211)) 5. (UNIV 101) 2. Program Clusters > 1. Cluster A: Humanities and Fine Arts (12 hours) > > * \--3 disciplines included > * \--2 courses from the same discipline > * \--2 foreign language courses may be used if they cover the same language. Foreign language courses in a student's native language may not be used in this Cluster > * \-- no more than one MDS course > > 2. Cluster B: Social and Behavioral Sciences (12 hours) > > * \--3 disciplines included > * \--2 courses from the same discipline > * \--no more than one MDS course > > 3. Cluster C: Natural Sciences and Mathematics (12 hours) > > * \--2 disciplines > * \--l laboratory > * \--no more than one MDS course. > 3\. Foreign Culture /Minority/Gender Requirement (3 hours) Back to top of page C. EBERLY COLLEGE OF ARTS AND SCIENCES REQUIREMENTS Students must also satisfy the following requirements set forth by the Eberly College of Arts and Sciences: 1. Foreign Language: Two years of study in one language. Courses used to fulfill this requirement are in addition to those used to fulfill the University Liberal Studies Program Cluster A requirement. 2. Fine Arts: Three hours of courses focused on the fine arts, in addition to those used to fulfill the Cluster A requirement. Courses satisfying this requirement are: OLD NUMBERS: Art 30; Classics 102; Communication Studies 187; English 21, 22, 24, 25 35, 36,80, 85, 125, 130, 131, 132, 133, 135, 143, 145, 150, 170, 171, 172, 175; Foreign Literature in Translation 13, 14, 15, 16, 17, 18, 111, 112, 121, 122, 131, 132, 141, 142, 151, 152, 155, 161, 162, 166, 181, 182, 188, 189; Humanities 1, 2, 5, 10, 11, 20; Music 30, 130, 135, 137, 138; Philosophy 15; Religious Studies 142; Sociology and Anthropology 157; Theatre 30, 74, 220, 221, 295,296, 297, 298. NEW NUMBERS: Art 101; Classics 232; English 131, 132, 139, 154, 225, 226, 231, 232, 233, 241, 242, 252, 257, 261, 262, 263, 272; FLIT 113, 114, 115, 116, 117, 118, 205, 206, 211, 212, 225, 226, 231, 232, 241, 242, 251, 252, 261, 266, 273, 274; Humanities 101, 102, 105, 110, 111, 120; Music 170, 171, 172, 174, 175; Religious Studies 242; Sociology and Anthropology 257; Theatre 101, 102, 361, 362, 363, 364, 420. 3. International Studies: Three hours of study of foreign countries or cultures, other than those of Modern Western Europe or Canada, and/or their role and interactions within the contemporary international system. This requirement may be used simultaneously to satisfy LSP requirements, but no course used to satisfy the foreign language requirement may be used to fulfill this requirement. Courses satisfying this requirement are the following: OLD NUMBERS: Communication Studies 135; English 85; Foreign Literature in Translation 16, 17, 152, 166, 171, 189; Geography 2, 143, 144, 210; History 4, 5, 6, 118, 142, 209, 225, 226, 228, 230; Humanities 5, 20; Philosophy 113, 122; Political Science 3, 150, 160, 250, 251, 254, 255, 256, 258, 266, 267, 269; Religious Studies 130, 131, 132; Sociology and Anthropology 5, 51, 155, 156, 222; Technology Education 245. NEW NUMBERS: Communication Studies 316; English 139; FLIT 116, 117, 252, 266, 271, 274; Geography 102, 243, 310; History 104, 105, 106, 218, 242, 409, 425, 428, 430; Humanities 105, 120; Philosophy 350; Political Science 103, 250, 260, 350, 351, 354, 355, 356, 358, 366, 367, 369; Religious Studies 230, 231, 232; Sociology and Anthropology 105, 255, 256, 322; Technology Education 430. Students must complete a total of 128 credit hours for graduation. A Pass/Fail grade is not acceptable for any course satisfying university, college, or departmental requirements. Students may petition for a D/F Repeat if the original course was taken within the first 60 hours of course work at the university. Back to top of page INTERDEPARTMENTAL MAJORS AND DUAL-DEGREES The Department of Foreign Languages cooperates with several departments to provide courses for interdepartmental majors and dual-degree programs: * \--International Studies: Many of the options in this interdepartmental degree program involve courses from the Department of Foreign Languages. Contact <NAME> in the Department of Political Science, 316B Woodburn Hall (phone: 293-3811) for more information. * \--Slavic Studies Program: This interdepartmental major includes courses in Russian, Russian and East European history, political science, and economics. Contact <NAME> in the Department of Foreign Languages, 205 Chitwood Hall (phone 293-5121) for more information. * \--Dual Degree in Business and Foreign Languages: This coordinated five-year program in business and foreign languages provides global opportunities for students seeking both a Bachelor of Arts with a major in foreign languages and a Bachelor of Science in business. Contact <NAME> in the Department of Foreign Languages, 205 Chitwood Hall (phone: 293-5121) for more information. Back to top of page MINOR IN FOREIGN LANGUAGES (For students entering the University BEFORE FALL, 2001) Students may complete an official Eberly College of Arts and Sciences minor in foreign languages. Contact <NAME>, 202 Student Services Center (phone: 293 7476) to apply for the minor. It consists of 15 credit hours of course work and is available in six areas of concentration: French, German, Russian, Spanish, Linguistics, and Foreign Literature in Translation. The requirements are the following: > FRENCH, GERMAN, RUSSIAN, SPANISH: > > * \--103(301) and 104(302) OR 109(303) and 110(304) and 9 upper- division hours* All courses must be in the same language > * \--Linguistics 111(311) may be counted among the 9 hours. > > FOREIGN LITERATURE IN TRANSLATION: > > * \--15 upper-division hours in FLIT courses, including courses in at least two different national literatures.* > > LINGUISTICS: > > * \--Linguistics 111(311), 202(411), 283(412), and six additional approved upper-division hours in foreign languages.* > Do not count these courses toward the minor: any 191(293)-level teaching practicum, ESL 191(293), Language 221(421). FLIT 191(293) courses count only toward the minor in FLIT. Back to top of page MINOR IN FOREIGN LANGUAGES (For students entering the University AS OF FALL, 2001)* The minor consists of 15 credit hours of course work in one of seven areas: French, German, Russian, Spanish, Foreign Literature in Translation (FLIT), Linguistics, and Teaching English as a Second Language (TESL). Students must achieve a minimum grade-point average of 2.25 in the courses for the minor. Requirements for the minor in French, German, Russian, and Spanish include two of the following courses in the target language: 301, 302, 303, 304 and nine additional upper-division hours in the same target language. LING 311 may be substituted for three of the nine additional hours. The minor in Foreign Literature in Translation requires a selection of 15 hours of FLIT classes, nine of which must be on the upper-division level. At least two different national literatures must be represented in the selection. The minor in Linguistics requires LING 311, 411, 412, 511, and 514. The minor in Teaching English as a Second Language (TESL) requires LING 311, 511, 512 or 514, LANG 322, and LANG 421. Students completing a minor in foreign languages at WVU must complete a residency requirement of 6 upper-division hours on campus in their minor area of emphasis. They may not use courses numbered 493 and courses obtained through credit by examination to satisfy the residency requirement. Back to top of page STUDY ABROAD Foreign Study is recognized by the Department of Foreign Languages as an important component of the cultural and linguistic preparation of its students. We encourage students to consider both international programs on campus and study abroad. At present, the Department offers summer programs in France, Germany, Mexico, and Spain. The Department receives many advertisements throughout the year, describing various study-abroad opportunities. It posts these on bulletin boards in Chitwood and Eiesland Halls, but does not endorse any programs outside of West Virginia University. Students planning to do study abroad should work closely with Dr. <NAME>, Jr., Chair of the Department (205 Chitwood Hall) before they leave in order to fill out the Transient Student Form and receive credit for the work they do abroad. The University prohibits students from receiving credit twice for the same work. If students assume they will be placed at a certain level in a study- abroad program and then find that they are placed at a level which they have already passed, they may not receive credit. Back to top of page ADVISING When students enter the university as freshmen, they are designated as _pre- majors_ and are advised in the Advising Center. If pre-majors prefer to be advised in the Department, they may request that their files be sent to the Department of Foreign Languages by contacting <NAME> in 205 Chitwood. When students earn 58 credit hours, they officially may declare their major. Their files are sent to their major department, where they will be advised. In order to declare a major, students should see <NAME> in 202 Student Services Center (phone 293 7476). <NAME> (220 Chitwood) advises all French majors. <NAME> advises all other majors and minors in the Department. It is important to keep in touch with your advisor. Give updates of your address and phone number so that important information can be sent to you. Pre-registration usually begins right after mid-terms. In order to get the classes you need, register as early as possible. Also, if you are having academic problems, talk with your advisor: help may be available early so that you won't have to drop a course or receive a poor grade. Remember, two-way communication can often prevent many problems from becoming disasters! At least one semester before graduation all majors should visit Rose Eavenson in order to do a _Graduation Check_. If there are still requirements outstanding, there will be time to register for them, and graduation will not have to be delayed. All graduating seniors in _all_ foreign language areas of emphasis should also see <NAME> to have their final _Graduation Check_ for departmental requirements. Students may have their _Exit Interviews_ done at the same time. This interview allows students to let us know how they feel about their experiences in the Department. Back to top of page CLUBS AND HONORARIES The Department of Foreign Languages sponsors the following clubs and language practice tables: * \--Russian Club (Advisor: <NAME>) * \--Japanese Activities (Advisor: Asako No) * \--French Table * \--German Table * \--Catalan Table All students are invited to participate. The Department maintains the following Honoraries: * \--Pi Delta Phi (French, Advisor: <NAME>) * \--<NAME> (Russian, Advisor: <NAME>) * \--Sigma Delta Pi (Spanish, Advisor :<NAME>). Back to top of page DEPARTMENTAL SCHOLARSHIPS AND AWARDS Students are also invited to apply for the following competitive scholarships and awards: \--BROUZAS AWARD \| can be given each year to departmental undergraduate students (sophomore and above) who wish to study in our Department or abroad. Students must be West Virginia residents. ---\|--- \--<NAME> AND <NAME> AWARD \| is given to undergraduate majors in our Department. ---\|--- \--<NAME> AND <NAME> AWARD \| is available to undergraduate majors in the Department, preferably to those who plan to teach. Applicants should demonstrate financial need and strong grade point average. The money is for tuition. ---\|--- \--OUTSTANDING GRADUATING SENIOR \| The outstanding graduating senior of the Department is honored at the Eberly College of Arts and Sciences' Awards Reception. Students should have a strong grade point average.. ---\|--- Applications and nominations for these awards are solicited in January and awards are announced at the annual Reception held in April. Back to top of page PLACEMENT TEST As of August, l995, all students who have studied French, German, or Spanish within five years before entry into West Virginia University must take a computerized placement test before registering for a course in one of these languages. The exams are free and are given during freshman orientation, at the beginning of each semester, and during pre-registration. If you successfully pass the course in which you place with a B or better, you will automatically receive credit for all the courses you placed out of without additional charge for tuition on those courses. You may take the exam only once for each language you have studied. The back credit applies only to courses l-4(101, 102, 203, 204). For further information, please contact the Chair's Office. Back to top of page CREDIT BY EXAM Students may take credit by exam for language courses 1-4(101, 102, 203, 204) and 103(301), 104(302), 109(303), and 110(304). If you wish to challenge a course, you may pay $50 and take a credit by exam. If you score at least 70%, you will receive credit for the course. If you score 80% or better, you need only pay the additional $50 for each course below the one which you passed in order to receive the credit. This last option applies only to language l-4(101, 102, 203, 204) courses. Courses beyond 110(304) may not be challenged by exam. With the permission of the chair, individuals pursuing certification may challenge courses required for certification. Back to top of page DEPARTMENTAL POLICIES Tutoring The Department of Foreign Languages recognizes that tutoring can be very beneficial when used responsibly. Tutors can help students identify difficulties, errors, problems, etc. and can provide valuable direction in correcting the above. The purpose of written and oral assignments in any foreign language is essentially two-fold. Such assignments provide students with the opportunity to utilize and practice, with the goal of improving, the language of study. At the same time, these assignments provide the instructor the opportunity to evaluate the students' abilities and progress in the language. For this reason, tutors (whether university-affiliated or private individuals) are prohibited from completing, correcting, or providing any answers on any work for which students will receive a grade. This practice not only hinders the learning process, it is a major breach of academic integrity and honesty (see _The Mountie_ , section 3.1.1.3.2), both on the part of the tutors and the students, and will be prosecuted accordingly. Back to top of page Academic Honesty and Integrity The Department of Foreign Languages expects all students to perform with honesty and integrity in all areas of their academic development. Violations such as, but not limited to, those described below will not be tolerated. 1. Plagiarism (see _The Mountie_ , section 3.1.1.3.1) 2. Cheating and dishonest practices in connection with examinations, papers, and projects (see _The Mountie_ , section 31.1.3.2). NOTE: This includes, but is not limited to, all written and oral assignments. Unless otherwise indicated by the instructor, all such work must be prepared by each student independently; for example, students may not copy one another's homework, and students with tutors (whether university-affiliated or private individuals) may not receive assistance on any work that is to be graded. In short, any work done in collaboration--unless expressly permitted by the instructor--constitutes academic dishonesty. 3. Forgery, misrepresentation, or fraud (see _The Mountie_ , section 3.1.1.3.3). All known incidences of academic dishonesty will be prosecuted to the fullest extent allowable. Back to top of page STUDY TIPS To successfully master a foreign language, one needs to practice, just as one must routinely practice any skill, be it playing the piano or hitting a tennis ball. This means that language study should not occur in a last-minute cram session the night before an exam. Rather, one should work at it each day. As you walk home from class, wash the dishes, or take a shower, talk out loud in the target language. Find friends or create study groups to help you converse. Keep a journal in the target language. Get tapes or listen to songs in the language. The more active exposure you have to the use of the language, the quicker you will improve your skills. One of the worst enemies of language learning is one's own timidity and fear of making a mistake in front of others. Only by actively trying to speak and write, however, will you conquer this obstacle. You are, after all, putting considerable time and resources into this task--why not take full advantage and learn in the optimum manner? Here are some other useful tips that do work: 1. Attend class regularly and do your homework. All instructors in the Department of Foreign Languages have an attendance policy stated in the Syllabus. It is there, not to plague students, but to accent the importance of daily language practice. The Department backs all required attendance policies and _underscores that final grades will be lowered for unexcused absences as stated in the departmental syllabuses. _ 2. Make every effort to actively participate in class discussions. Create study groups with classmates in order to practice outside of class. 3. Make use of the tapes and computer programs offered in the Computer-Assisted Language Learning (CALL) Laboratory, located in Eiesland Hall. 4. The Department does not offer official tutoring services, nor does it set fees. However, instructors and coordinators often have names of majors and graduate students or native speakers who are willing to tutor, either for free or for a fee. A tutor is an excellent tool for reviewing difficult grammar points or for practicing the language. Caution must be taken, however, so that the tutor does not wind up correcting assignments or compositions to the point that cheating becomes an issue. Remember, compositions in a foreign language infer the creation of language as well as the creation of a logical thesis. It is unwise to allow a tutor to "work on" or "perfect" a composition: the composition is no longer _your_ work, and you can be accused of cheating. 5. Do not wait if you think you don't understand something or have a problem. Inform the instructor, the coordinator, or your advisor. We are eager to do all we can to help you succeed. All of us have flexible office hours for precisely such situations. In conclusion, we welcome you to the Department of Foreign Languages, where, through your academic and social pursuits, you will come to know other exciting worlds and cultures. 04/29/02 ![Hit Counter](../_vti_bin/fpcount.exe/forlang/?Page=handbooks/Undergrad_handbook.htm\|Image=4\|Digits=6) Back to top of page * * * ![](../images/newfl.gif)Back to the Department of Foreign Languages Menu <file_sep>\| ![H-Urban Teaching Center](../graphics/btnsyltc154x40.jpg) ![H-Urban Syllabus Archive](../graphics/btnsylsa154x40.jpg) ![H-Urban](../graphics/btnsylhurban154x40.jpg) \| ![Syllabus Archive Selection](../graphics/skysylarchselect.jpg) \| ![H-Urban Syllabus Use & Submission Policy](../graphics/btnsyluse154x40.jpg) ![Comments and Questions](../graphics/btnsylcques154x40.jpg) ---\|---\|--- History of the Urban African American Experience in the 20th Century: From the Great Migration to the "Second Ghetto" ( History - 30 HIST 460 444 or African American Studies - 30 AFAM 460 444) <NAME> <EMAIL> University of Cincinnati College of Evening and Continuing Education Cincinnati, Ohio, USA Spring 2000 --- * * * _Professor Casey-Leininger comments: This course is taught in one weekend, Friday evening through late Sunday afternoon, with significant pre- and post class independent work done by the students. In addition to class discussion, brief lectures, and videos, the class has two field trips that explore Cincinnati's first ghetto and its evolution and its much more massive post-World War II ghetto. Enrollment is limited to juniors and seniors with 3.0 grade point average._ * * * --- ## SYLLABUS ### INTRODUCTION The racial isolation and concentrated poverty of decaying slum-ghettos in American cities have become one of the most visible signs of the failure of American society to deal with our nation's persisting racism. There is also a larger and more successful black middle-class than at any time in American history, but largely living separate lives from the white middle-class except during the work day. This course will examine the complex interactions that have resulted in this situation including public policy choices, private choices made by millions of whites, and the desires of Black Americans for self determination. The course will begin about 1900, when distinct African American ghettos began to emerge in American cities as blacks began leaving the rural south in large numbers for cities throughout the country, but particularly for northern cities - the "Great Migration." It will end at about 1980 by which time massive inner-city slum ghettos ("Second Ghettos") surrounded by more affluent white communities had solidified and the post-Civil Rights black middle-class had emerged. ### COURSE PRE-REQUISITES Eng. 103 or permission of instructor. All weekend courses offered through the Adult Scholars Accelerated Program (ASAP) require that the students enrolled have a strong academic record in order to assure that students can undertake the rigors of significant independent study as well as the intensity of the weekend experience itself. General knowledge of American history, including especially, African American history will be helpful, but all students capable of and willing to do serious academic work will find the course useful. ### ASSIGNED READINGS <NAME> Land of Hope: Chicago, Black Southerners, and the Great Migration, University of Chicago Press, paperback edition, 1991. <NAME> Origins of the Urban Crisis: Race and Inequality in Postwar Detroit, Princeton University Press, 1997. See also H-Urban book review at http://www2.h-net.msu.edu/reviews/showrev.cgi?path=14964881258202. <NAME> Unafraid of the Dark: A Memoir, Anchor Books, 1998. See also book review at http://www.yale.edu/yrb/winter98/review07.htm. ### COURSE REQUIREMENTS Due at first meeting of class, Friday, April 28. Students who have not done these assignments will not be allowed to continue with the class. * Read Grossman, _Land of Hope_ and Sugrue, _Origins of the Urban Crisis_ , before the class meets for the first time on Friday, April 28. * Write a 4-5 page review of Grossman, _Land of Hope_ , to be turned in at the first meeting on April 28. Keep a copy for your use during the class. See below for instructions on how to write a review. 30% of grade. * Prepare discussion notes for three chapters of _Land of Hope_ , as assigned on April 1 to be turned in at the first meeting of the class. Keep a copy for your use during the class. Part of _Land of Hope_ discussion grade, see below. In Class Assignments * Active participation in all phases of the class. 10% of final grade. * Work with a small group of class members to lead a class discussion of the chapters _Land of Hope_ for which you have prepared discussion notes. Your discussion will occur on Friday, April 28 or Saturday, April 29, depending on which chapters you were assigned. 10% of final grade. * In-class writing assignments on Sugrue, _Origins of the Urban Crisis_ and discussion of this book in class. 10% of the final grade * Take Home Final Exam, due by 9 am, Tuesday, May 30. 40% of final grade: * 2-3 page essay on Bray, _Unafraid of the Dark_ * 2-3 page essay on a choice of one of two questions distributed at the end of class on Sunday, April 30. COURSE SCHEDULE (May be adjusted as necessary.) --- Friday, April 28 6:00-6:30 \| Introduction to course ---\|--- 6:30-7:00 \| Class discussion - African Americans in modern American cities 7:00-8:00 \| Lecture - Before the Ghetto: Urban African Americans in the 19th Century 8:00-8:15 \| Break 8:15-9:00 \| _Land of Hope_ breakout groups 9:00-10:00 \| Discussion of _Land of Hope_ , ch. 1-3 Saturday, April 29 9:00-9:15 \| Recap ---\|--- 9:15-10:15 \| Discussion of _Land of Hope_ , ch. 4-6 10:15-10:30 \| Break 10:30-11:30 \| Discussion of _Land of Hope_ , ch. 7-9 11:30-12:00 \| Conclusions - _Land of Hope_ 12:00-1:00 \| Lunch on your own 1:00-3:00 \| Field Trip - The West End: Cincinnati's first "ghetto" 3:00-3:15 \| Break 3:15-4:15 \| Lecture - Public Policy and Racial Segregation, 1900-1940 4:15-4:30 \| Break 4:30-6:00 \| Video and discussion - _Goin' to Chicago_ (71 minutes) 6:00-6:30 \| Summation of day Sunday, April 30 9:00-9:15 \| Recap ---\|--- 9:15-9:45 \| In-class writing assignment - review of Sugrue, _Origins of the Urban Crisis_ 9:45-10:00 \| Break 10:00-11:00 \| Class discussion of _Origins of the Urban Crisis_ 11:00-11:45 \| Making the Second Ghetto in Cincinnati 11:45-12:45 \| Lunch - on your own 12:45-2:45 \| Field Trip - Slum Clearance, Urban Redevelopment and the growth of Avondale's African American Community 2:45-3:00 \| Break 3:00-4:00 \| Lecture - Public Policy and the concentration of poverty and growth of racial isolation in America's inner cities. 4:00-4:15 \| Break 4:15-5:45 \| _Throwaway People_ \- video and discussion 5:45-6:30 \| Summation, directions for take home exam and create questions for take home exam. \| ![Author Index](../graphics/btnsylauthor154x40.jpg) ![Subject Index](../graphics/btnsylsubject154x40.jpg) ![Geographic Index](../graphics/btnsylloc154x40.jpg) --- ![H-Urban](../graphics/skyhurban198x38.jpg) Top \| Teaching Center \| Syllabus Archive \| Comments and Questions \| H-Urban H-Urban Syllabus Use and Submission Policy _Syllabus prepared for archive 24 January 2001._ <file_sep>Spanish Civil War - PRELUDE07 ## Spanish Civil War *![](http://history.acusd.edu/cdr2/WW2Pics/82614sm.GIF) 1931 - Spanish Republic proclaimed April 14 - end of the monarchy no more King Alfonso 13th - moderates & Pres. Azana elected * image at right of map from ILN 1943/04/24 (andbig) _1st dimension_ = a civil conflict * Republicans vs Loyalists (or Liberals vs conservative Nationalists) * but anti-monarcy Republican movement divided from beginning: * socialists, communists, Trotskyite workers party, anarcho-syndicalists (esp. in Barcelona = spontaneous, militant), Basque & Catalonia separatists 1933 elections - won by conservatives * under clerical leader <NAME> * Falange f. - Spanish fascist party * "In an electoral system that heavily favoured coalitions, the decision of the Socialists to go it alone in the elections of November 1933 was a tragic error. It gave power to a right-wing determined to dismantle the Republic's social reforms. Employers and landowners celebrated the victory by cutting wages, sacking workers, evicting tenants and raising rents. The largest party, the Catholic CEDA, wasn't offered power because the Republican president suspected its leader, <NAME>, of harbouring fascist ambitions to establish an authoritarian, corporative state. Thus, the conservative Radical Party ruled. " (Paul Preston 1996) ![](http://history.acusd.edu/cdr2/WW2Pics3/86330sm.GIF) 1934 General Strike * led by the Socialist trade union Union General de Trabajadores (UGT), the anarcho-syndicalist CNT, the communist Alianza Obrera (workers' alliance). * poster at right from Anarchy Archives collection of Spanish Civil War images 1936 elections - social revolutionaries won narrow victory Feb. 16 * Popular Front organized by <NAME>, leader of the Left Republican party, and <NAME>, centrist leader of the socialist party. * began revolution against clericals, landowners * strikes, assass., attacks on church, collectivization of farms July 17, 1936 - revolt of the Morocco garrison ![](http://history.acusd.edu/cdr2/WW2Pics/71610sm.GIF) * Gen. Francisco Franco & army joined conservatives and Catholic CEDA to put down social revolution - became `"`Nationalists`"` * Republican government tried to use fleet to blockade Franco's Foreign Legion from crossing into Spain * Franco breaks blockade with Junkers 52 and Savoia-Marchetti transport planes sent by Hitler and Mussolini * image at right of Franco reviewing troops in 1939 from _Time_ 1972/12/11 by Nov, Republicans in defensive positions - triangle of 3 cities (as well as Basque) * Madrid, Valencia, Barcelona * Stalin sends tanks and planes to aid the cities ![](http://history.acusd.edu/cdr2/WW2Pics/57503sm.GIF) _2nd dimension_ = international conflict * civil war stalemated - then new dimension added * foreign powers intervene * "Little World War" map at right from _Time_ 1937 Italy & Germany = pro-Nationalist France = pro-Republican (under new Leon Blum & Popular Front) * July 1935 7th Comintern declared Popular Front * but French public opinion divided - unable to commit aid ![](http://history.acusd.edu/cdr2/WW2Pics/12216sm.GIF) * instead, joined Britian as neutral Russia = pro-Republican; aid began after Oct. 1936 * Stalin sent arms, pilots * esp. sent political advisors to indoctrinate, take over Republican leadership * Socialist <NAME> becomes premier May 1937 * image at right of Stalin in peasant dress in 1936, from FDRL _3rd dimension_ = ideological conflict ![](http://history.acusd.edu/cdr2/WW2Pics/80324sm.GIF) * International Brigades * young anti-fascist idealists from Eng, France, Italy, Germany * Italian anti-fascist brigade defeated Mussolini's fascist troops at Guadalajara 1937 <NAME> Brigade from U.S. ![](http://history.acusd.edu/cdr2/WW2Pics/80325sm.GIF) * led by Capt. <NAME> - 450 Americans volunteer * called `"`a young communist`"` but mysterious * 1st action - Jarama valley - 127 killed * images at right from Marion Merriman's book ![](http://history.acusd.edu/cdr2/WW2Pics/13953sm.GIF) <NAME>'s photos (image at left is "Moment of Death" \- published in _Life_ magazine 1937/07/12) <NAME>'s novels \- in 1940 pub'd _For Whom the Bell Tolls_ <NAME> - came home disillusioned \- in 1938 pub'd _Homage to Catalonia_ \- about Republican dissension, communist deceit - in 1949 pub'd _1984_ \- about totalitarianism 1937 reached crisis - defense of Madrid ag. 4 converging fascist columns * while a `"`5th column`"` betrayed the Republicans inside the city Germany tests new weapons * Junkers Trimotor bombers, Heinkel fighters, incindiary bombs Guernica bombed Apr. 26, 1937 ![](http://history.acusd.edu/cdr2/WW2Pics/55010sm.GIF) * <NAME>'s modern artwork `"`Guernica`"` was returned in 1981 to the Prado in Madrid after 42 years at the Museum of Modern Art in New York - see Picasso's Guernica Unveiled * 1500 dead, 800 wounded * old town completely destroyed but arms plant and railroad were undamaged, and the symbolic Basque tree and Basque archives were also undamaged * done by German Condor Legion at suggestion of Franco, not Hitler. The Nationalists denied the bombing and attempted to put the blame on the Republicans or the Basques. This is the argument of <NAME> in his 1967 book _Spain, the Vital Years_. * The story written by <NAME> for the London _Times_ April 27 and reprinted in the New York _Times_ April 28 put the blame on the fascists and created the myth of Guernica as the innocent victim of a terrorist bombing: "Guernica was not a military objective.... The object of the bombardment was seemingly the demoralisation of the civil population and the destruction of the cradle of the Basque race." However, <NAME> in his 1961 book _The Spanish Civil War_ , and <NAME> in his 1975 book _The First Casualty_ , argue that it was bombed for tactical military objectives. May 31, 1937 - German warships killed 19 in a bombardment of the Republican coastal town of Almeria, in retaliation for the bombing of the German battleship _Deutschland,_ and in June, after the German cruiser _Leipzig_ claimed it was attacked by Republican submarines, Germany and Italy withdrew from the joint naval patrol that had been established by the Non-Intervention Committee in April. ![](http://history.acusd.edu/cdr2/WW2Pics2/81827csm.GIF) mid-1938 - Stalin decided to stop aid to Republicans * western democracies not helping, Franco winning military battles * Stalin's disillusionment with West would lead to Nazi-Soviet Pact Aug. '39 Jan. 1939 - Barcelona fell Feb. 10, 1939 - Catalonia fell March - Valencia and Madrid fell image at right of Italian soldiers parade in Spain, ILN 1939/03/04 100,000's refugees fled Spain for France, North Africa, Mexico * schoolteacher <NAME> visits Europe, returns to write 1940 play _Everybody Comes to Rick's_ , that becomes the 1942 Hal Wallis film _Casablanca,_ with Bogart playing the fictional American Rick Blaine who once ran guns in Ethiopia and had fought in Spain. ![](http://history.acusd.edu/cdr2/WW2Pics3/casablanca24.GIF) Franco's rule was harsh - imprisoned 1 million after end of war according to Ambass. <NAME>'s memoirs, Franco became a `"`silent ally`"` of U.S. during WWII U.S. recognizes Franco April 3, 1939 _U.S. Response_ : ![](http://history.acusd.edu/cdr2/WW2Pics3/04409med.GIF) Jan. 6, 1937 - Mandatory Spanish Arms Embargo passed * Dallek says FDR wrong - tied himself to inflexible policy of supporting Anglo-French policy of preventing any spreading of local conflicts into world war * FDR also embroiled in Court plan after Feb 5 * image at right of FDR's inauguration Jan. 20, from FDRL (big) May 1 - FDR signs 1937 Neutrality Act 1. mandatory arms embargo with belligerents 2. mandatory travel ban on belligerent ships 3. mandatory loan ban to belligerents 4. mandatory ban on arming of American merchant ships trading with belligerents 5. discretionary cash-and-carry for 2 years (<NAME>'s plan to allow trade with belligerents in non-contraband goods if paid in cash and carried in foreign ships) ### RESOURCES: * images from _llustrated London News_ (ILN), <NAME>. Roosevelt Library (FDRL), _Time_ and _Life_ magazines. See image page for additional images and maps. * Carroll, <NAME>. _The Odyssey of the Abraham Lincoln Brigade: Americans in the Spanish Civil War_. Stanford, Calif.: Stanford University Press, 1994. An account of the Lincoln Brigade of 2800 American volunteers who fought in the Spanish Civil War from January 1937 to October 1938 against Franco, with high casualties and 1/3 dead. * Dallek, Robert. <NAME>. _Roosevelt and American Foreign Policy_. NY: Oxford, 1979. * <NAME> and <NAME>. _American Commander in Spain: <NAME> and the Abraham Lincoln Brigade_. Reno: University of Nevada Press, 1986. * <NAME>. "Viva la Revolucion," _New Statesman & Society_, Feb 16, 1996, v9 p18 (4). This article is critical of the Ken Loach film _Land and Freedom_ that argues "the fight of the brigaders and of the Spanish people was not a fight against Spanish fascism and its German and Italian allies, but rather part of an internecine leftist in which the central enemy was the Communist Party. Despite many merits, Loach's script seems oblivious of two central facts about the Spanish civil war: in its origins, it was a Spanish social war and, in its course and outcome, it was an episode in a greater European civil war that ended in 1945." * <NAME>, "<NAME>" from Christian Science Monitor, July 10, 1984. * The Abraham Lincoln Brigade Archives (ALBA) * Spanish Civil War index from Canadian Forces College ** * * * <- -> \| 1918-38 Timeline page \| more WWII links \| Pictures \| Maps \| Documents \| Bibliography \| revised 2/8/01 <file_sep> ![Dr. <NAME>](images/titlebar.gif) _Professor of La Raza Studies:_ Summary \| Courses Taught \| Committee Work \| Menu * * * SPRING 2000 SYLLABUS INTRODUCTION TO LA RAZA STUDIES LARA 215.01 Schedule No. 26375 1310-1400 p.m. Mondays, Wednesdays & Fridays Gym 213 > Professor<NAME>, Ph.D. > Office: Psychology 422 > Office Hours: Mondays & Wednesdays between 11 am and 12 pm > or by appointment > Office phone: 415.338.6044 > E-mail:<EMAIL> > _BRIEF COURSE DESCRIPTION._ > This course serves as an introduction to the history, methodology, philosophy, and structure of La Raza Studies as an academic endeavor. The emphasis is on the relations between La Raza community and institutions of higher education. This course is required for La Raza Studies majors and minors. It is also an excellent elective for those in other majors who need greater knowledge of this nationis fastest growing population. > This courseis learning strategy includes a mix of faculty lectures, audio- visual presentations, student discussions and small group activities, with a selection of required readings and writings. This course also provides you with a community service learning (CSL) option. > > _OBJECTIVES:_ > * Critically comprehend a number of seminal scientific and humanistic writings on past and present conditions and concerns of La Raza communities in the United States. > * Gain a holistic overview of the multidisciplinary and multiethnic nature of La Raza Studies. > * Develop a fundamental appreciation of the multiple methodological strategies for collecting, and theoretical perspectives for analyzing qualitative and quantitative information on some important issues concerning the various age, class, racial, cultural, geographic, gender and sexual segments of La Raza. > * Improve essential critical thinking, reading, speaking and writing skills. > > _REQUIREMENTS AND POLICIES:_ > REQUIRED PARTICIPATION. The course presentations and discussions are essential for developing the necessary skills and understandings. All are required to attend every class and small group discussion meetings. _Failure to be present and participate in more than four meeting without written explanation can result in failure to pass._ > REQUIRED READINGS. You must read the following books during this course of study: > Bonilla, Frank, <NAME>, <NAME>, and <NAME> Torres. Eds. _Borderless Borders: U.S. Latinos Latin Americans_ , _and the Paradox of Interdependence._ Philadelphia: Temple University Press, 1998. > Castillo-<NAME>. Ed. _Latina: Women's Voices from the Borderlands_. NY: A Touchstone Simon & Schuster, 191995. > <NAME> and <NAME>. _The Latino Studies Reader: Culture, Economy, & Society._ Malden, MS: Blackwell Publishers Inc., 1998. > Delgado, Richard and <NAME>. Eds. _The Latino/a Condition: A Critical Reade_ r. New York and London: New York University Press, 1998. > > REQUIRED WRITING. This course requires three types of writing: an autobiographical essay, article abstracts, and either a research report or community service learning report. Each type of writing earns the number of points noted. > Twelve One-Page Abstracts Of Articles (2 Points Each). Summarizing or abstracting articles of various types and subjects is an academically valuable skill. This assignment will help you develop your ability to summarize and analyze qualitative and quantitative information presented in scientific and humanistic writings. Each week you must submit a one page typewritten abstract (summary) of an article of your choice from the required readings. The first abstract is due on Feb 14 . > One Five-Page Reflexive Autobiographical Essay (10 Points). In order to develop a keener sense of self and a greater reflexive insight into the personal important issues, you must write a four to five (typed double-spaced) page reflexive autobiographical essay titled something like "Where I'm Coming From to La Raza Studies " This is due on Mar 15 . > One Ten-Page Community Service Learning Project or Research Project Report (20) Points). You have the option. You must submit a ten-page (double-spaced) report based on journal fieldnotes documenting your (no less than 20) hours of volunteer work as an intern with an approved La Raza community service agency (attend the CSL Fair), or on a research project. Community service learning is a commitment of La Raza Studies to systematically share our educational resources with the community. The report is due May 15. > REQUIRED ASSESSMENTS. Satisfactory completion of this course requires satisfactorily completing the midterm and final assessment. > Midterm Assessment (20 Points). The midterm assessment includes different kinds of written responses to questions (multiple-choice, fill-ins, true/false, matching, and short essay) that assess your critical understanding of the material presented during the first half of the course. It is designed to assess how well you can recollect, synthesize and summarize the most important information encountered. The midterm assessment is scheduled for Mar 24. > Final Assessment (30 Points). The final assessment is comprehensive and take-home, but otherwise similar to the midterm. The final assessment is due on May 24. > Extra Credit. Extra points may be earned by submitting additional abstracts. > > _FINAL COURSE GRADE._ > The final grade is based on the total number of points accumulated as follows: 100 (or more)= A+ \| 89-92= B+ \| 77-80= C+ \| 65-68= D+ \| 56 (or fewer) = F ---\|---\|---\|---\|--- 97-99= A \| 85-88= B \| 73-76= C \| 61-64= D \| 93-96= A- \| 81-84= B- \| 69-72=C- \| 57-60= D- \| > > * * * > > > > Top of Page > > Go to Previous Page > > > > >> > > > > > <file_sep>JOURNAL OF THE FACULTY SENATE The University of Oklahoma (Norman campus)Regular session - September 8, 1997 - 3:30 p.m. - Jacobson Faculty Hall 102 office: Jacobson Faculty Hall 206 phone: 325-6789 FAX: 325-6782e-mail: <EMAIL> web site: http://www.ou.edu/admin/facsen/ The Faculty Senate was called to order by Professor <NAME>, Chair. PRESENT: Albert, Badhwar, Beasley, Benson, Blank, Dillon, Durica, Edwards, Egle, Eliason, Elisens, Emery, Engel, Friedrich, Fung, Gabert, Gilje, Greene, Gronlund, Gupta, Harper, Hillyer, Hobbs, Holmes, Joyce, Konopak, Laird, Lancaster, Livesey, Murphy, Norwood, Okediji, Pailes, Palmer, Patten, Patterson, Rasmussen, Ratliff, Reynolds, Robertson, Scherman, Shaughnessy, Sipes, St.John, Stoltenberg, Thulasiraman, VanGundy, Vieux, Wahl, Warner, Watts Provost's office representative: Mergler PSA representatives: Elder, Pyle UOSA representatives: Heaton ABSENT: Butler, Schwarzkopf __________________________________________________________________________ TABLE OF CONTENTS Senate Chair's Report: orientation 1 Announcements: Senate members for 1997-98 and schedule of meetings 2 Faculty Senate and General Faculty parliamentarian 2 1996-97 annual council reports 2 Appointments to councils, committees, boards 2 Disposition by administration of Senate actions for 1996-97 2 Resources in Faculty Senate office 2 Search committees, Fine Arts dean and Architecture dean 2 Barnes & Noble booksellers 2 Employee obligations to University 2 Adopt-a-faculty program 2 Post-tenure review 3 Revisions in Continuing Education & Public Service Council charge 5 Election, councils/committees/boards 5 Remarks by President <NAME> 6 __________________________________________________________________________ Senate Chair's Report: orientation In lieu of a chair's report, Prof. <NAME> presented a brief orientation of the Faculty Senate. Copies of the handouts are available from the Senate office. APPROVAL OF JOURNAL The Senate Journal for the regular session of May 5, 1997, was approved. ANNOUNCEMENTS A list of the Faculty Senate members is attached (Appendix I). The new members were introduced at the meeting. The regular meetings of the Faculty Senate for 1997-98 will be held at 3:30 p.m. on the following Mondays in Jacobson Faculty Hall 102: September 8, October 13, November 10, December 8, January 12, February 9, March 16, April 13, and May 4. The Senate Executive Committee elected Prof. <NAME> (Law) as parliamentarian of the Faculty Senate and General Faculty. The compilation of the 1996-97 annual reports of University councils was mailed August27 to the Faculty Senate members and to chairs/directors and deans to make available to the general faculty. Copies are available from the Senate office. The 1997-98 listing of faculty appointments to committees was mailed to the general faculty August 21. The summary record of the disposition by the administration of Faculty Senate actions for September 1996 to August 1997 is attached (Appendix II). The _Chronicle of Higher Education_ , _Academe_ , and the University Budget are available in the Senate office. Prof. <NAME> (Finance) was selected from nominations submitted by the Faculty Senate Executive Committee for the faculty-at-large position on the College of Fine Arts dean search committee. Professors <NAME> (Human Relations) and <NAME> (Art) were selected for the College of Architecture dean search committee. Barnes & Noble Booksellers in Norman would like to stock books of professors who have current books in print. Faculty should have received a form to fill out and return to Barnes & Noble. For further information, contact <NAME> or <NAME> at 579-8800. At their June meeting, the OU regents approved the following policy statement addressing the collection of employee obligations to the University. This statement was developed by an ad hoc committee, which included Faculty Senate representation (see 9/96 Senate Journal, p. 2 and 2/95 Senate Journal, p. 2). Faculty, staff, and student employees of The University of Oklahoma shall be required to pay all outstanding financial obligations due The University of Oklahoma in accordance with the due dates established for such obligations. Faculty, staff, and student employees who do not pay their past due financial obligations as indicated on the billing statement will be subject to the University's collection processes. The administration is directed to establish procedures at the Norman Campus and the Health Sciences Center to provide the means for the University to gain access to the funds to which it is entitled. For information on the adopt-a-faculty program, call <NAME> at 325-2895. Senators were reminded to turn in issues and concerns to the Faculty Senate office. Recommendations of the post-tenure review task force Draft 4.1 of the Post-Tenure Review Policy was distributed to all faculty September 12 and is available from the Senate office. <NAME> (Arts and Sciences) explained that the proposal was developed over the summer by a task force that he chaired and that included Prof. <NAME> (Anthropology), Prof. <NAME> (Music), <NAME> (Business Administration), and <NAME> (Geosciences). Post-tenure review is intended to provide periodic review of faculty performance. The task force looked at what other institutions do and were guided by the American Association for Higher Education (AAHE) publication, which gives a good review of the issues. The general approach was to build upon existing policy by using the existing annual faculty evaluation and adding a formative review. In intervals of five years, faculty who have achieved tenure will review their performance and talk about professional development in the coming years. Prof. <NAME> asked what the stimulus was for post-tenure review and whether it was the provost's perception that career development was not being done in annual reviews. Provost Mergler said units were having trouble moving from annual reviews to developing and growing the faculty. A second reason is many campuses are being mandated externally to have post-tenure reviews. Her choice is to self govern and develop wise policies prior to any mandate. The result is a culmination of practices that might be useful here and will avoid adding another layer. Dean Bell said the task force chose to focus on faculty development as the primary motive. For most faculty, it will be a formative evaluation. That is not happening in some units. For a very small percentage of faculty who are performing in the unacceptable category, the policy will lead to a mandatory professional development plan. If a faculty member is rated as unacceptable two years in a row, then the mandatory review is supposed to help him get his annual evaluation up to acceptable levels. If the 5-year average rating is unacceptable, then the faculty member, Committee A and Chair develop a plan to bring performance up to acceptable. If she does not bring her performance up to acceptable, then the institution can take whatever action it deems necessary, which could be to initiate the abrogation of tenure policy. This proposal does not affect the current abrogation of tenure policy. It does not change the university's need to demonstrate cause. <NAME> asked the senators to discuss the proposal with their colleagues and e-mail questions to him. <NAME> clarified that the proposal affects faculty in the lowest two categories. Dean Bell said that was correct; the composite would have to be a 2.0 or less, which would include the marginal and unacceptable categories. <NAME> raised the question of teaching versus research and the measures used in evaluation. De<NAME> said the task force chose to focus on the composite because it allows faculty to differentiate their effort. The University of Nebraska looks at all categories. Prof. Gilje asked whether the committee considered putting in a reward system for people who do exceptional work. De<NAME> said the committee tried to avoid penalty and reward. Reward is built into the annual evaluation policy and promotion policy. The only penalty in this policy is a professional development plan, and that is only after consistently poor performance. However, some institutions have built in rewards. Prof. Albert asked about the mandatory plan. De<NAME> explained that faculty whose rating is 2.0 or less two years in a row or whose five-year average is 2.0 or less must participate in a development plan. Prof. Albert asked what would happen if they chose not to participate. Dean Bell answered that the administration can decide what it wants to do. Prof. Beesley commented that we should have a reward plan like the federal government or like the automatic increases for promotion. Dean Bell noted that the universities that have a built-in reward also have a built-in penalty. He pointed out that the proposal also offers the option of a voluntary faculty development plan. Prof. Friedrich asked about rewarding faculty whose rating is in the highest category five years in a row. Dean Bell said the committee tried to write a policy that would require minimal time, was built on the annual evaluation process, and would provide a formative look in the future. For some faculty, it will be a very short meeting with Committee A and the Chair. Prof. Patten asked what would happen if the Faculty Senate decided to reject the proposal. He wondered whether the administration would ask the legislature to force OU to accept something. <NAME> said he could not predict that. <NAME> questioned whether the task force reviewed policies of other institutions and considered the effect on race and gender relations. <NAME> said the task force looked at the AAHE document, which is a good compilation of other policies, and tried to find a policy that did not create a lot of extra paperwork. <NAME> asked whether there was an appeal process. Dean Bell answered that the appeal would be at the college level and would be between the faculty member, chair, committee A, and dean. <NAME> added that faculty can appeal anywhere along the process. <NAME> asked how evaluations are handled when a faculty member is in the professional development plan. <NAME> said the plan works out to be a period of about 2.5 years. Annual evaluation would measure performance during that time, and at the end of the 2.5 years, the expectation is the faculty would be performing better than 2.0. Prof. Egle asked about the rationale for selecting 2.0. <NAME> said the committee looked at the previous two years of evaluations and chose a number that would pick up those people who really were having difficulty. Prof. Egle asked why the committee did not opt for the bottom 5%. De<NAME> said it was based on the current evaluation process. If a faculty member's performance is unacceptable or marginal, then he could use some help. There are very few faculty with those ratings. Prof. Ratliff asked for an interpretation of what would happen if someone's composite was above 2.0 but teaching was below that. De<NAME> answered, "Then the plan doesn't happen." The committee could have written the policy to apply to faculty who were below 2.0 in any category but chose to focus on the composite instead. <NAME> asked why we do not care about helping that person. <NAME> responded that he would hope the chair and committee A would be interested in helping; however, the task force wanted to focus on the overall performance. Prof. Ratliff asked what percentage is below 2.0 now. <NAME> replied, "It is relatively small." <NAME> observed that some units do not provide guidance, and composite numbers vary between units. <NAME> commented that the units have been given the numbers for 1995, and she will deliver the 1996 numbers to the Senate soon. <NAME> remarked that if the net is catching such a small number, that might not fulfill the public idea of what this is intended to do. <NAME> said the intent was to look at faculty as whole individuals rather than single out one component. Prof. Livesey asked whether the review cycle could be amended to coincide with the promotion process in order to avoid redundancy. <NAME> explained that annual evaluation and promotion are separate processes here. The review for someone recently promoted probably would not be as lengthy. The task force did not want to build in exceptions. Prof. Dillon announced that a copy of the AAHE document is available in the Faculty Senate office, and other articles are on the Faculty Senate web page. Revisions in Continuing Education and Public Service Council charge Prof. Dillon explained that the Continuing Education and Public Service Council had proposed some revisions in its charge and membership that would remove public service from its charge and eliminate the two outside members (proposal available from the Senate office). The recommendations will be discussed at the next meeting. The council's past chair, <NAME> (Music), and current chair, <NAME> (Educational Psychology), will be present then. ELECTION, COUNCILS/COMMITTEES/BOARDS The Senate approved the following Senate Committee on Committees' nominations to fill vacancies on University and Campus Councils, Committees and Boards. Academic Regulations Committee: <NAME>-Mendoza (Human Relations) to replace <NAME>-Thumann, 1996-99 term Campus Planning Council: <NAME> (Architecture) to replace <NAME>, 1995-98 term Commencement Committee: <NAME> (Music) to replace <NAME>, 1996-98 term Council on Campus Life: <NAME> (Instr. Lead. & Acad. Curr.) to replace <NAME>, 1996-99 term Parking Violations Appeals Committee: <NAME> (Instr. Lead. & Acad. Curr.) to replace <NAME>, 1997-00 term Research Council: <NAME> (History) to replace <NAME>, 1996-99 term--humanities R<NAME>inville Prize for Freshmen Committee: <NAME> (Mathematics) to replace <NAME>, 1996-99 term Patent Advisory Committee: <NAME> (Aerospace and Mechanical Engr.) to replace <NAME>, 1995-98 term University Copyright Committee: <NAME> (Law) to replace <NAME>, 1996-00 term University Libraries Committee: <NAME> (Anthropology) to replace <NAME>, 1996-99 term Remarks by President <NAME> President Boren said he had just been in Tulsa working on the higher education situation. He remarked that the state cannot afford another free-standing comprehensive university. A constructive solution may be coming about. We made some progress this year. Research expenditures on the Norman and HSC campuses went up 8-9%, which is about triple the national average; we will pass the $119 million mark this year. He is trying to create more funds for research and creative activity. The graduate fellowship program will be continued this year. The increase in research has created some space problems. Vice President for Research <NAME> is assessing the research and lab needs, so if we have an opportunity for a bond issue, we will know what to ask for. We had a good year in the legislature. The average faculty increase for this year was 5.5%. For the last two years, faculty salaries have increased 10.5%, double the Big 12 increase. Faculty salaries and fringe benefits have moved up to sixth position in the Big 12, even without the cost of living factor. The percentage of the state budget going to higher education had been declining the past 15 years. We were above 16% but had fallen to 14.9%. In the last two fiscal years, we climbed to 15.5%. The president hopes to continue to get this kind of support from the state legislature. Efforts to cut administrative costs are continuing. Last year, we were the lowest in the state system by 2%. We have lowered costs again from 6.5% to 6.1% and will keep moving in that direction. Any savings will be put into the educational mission. Three more years are left in the fund-raising campaign. We raised about $185 million in the first two years. We have a good chance to exceed our $250 million goal. Most of the funds will go into the educational mission. Many endowed professorships are in the queue waiting for the match from the state regents. The regents agreed to give us the interest and to fill the positions before the match money is transferred. About 25 F.T.E. faculty were added in the last two years, and another 10-15 F.T.E. will be added this year. In five years, we hope to have added 50-70 faculty and improved our student/faculty ratio. We did extremely well in student enrollment in terms of quality and numbers. The test score spread between OU and OSU is growing. Our goal is to level off traditional freshmen at 3000 and emphasize quality. We went up about 8%; we are at about 2900 now. OSU has about 2200 freshmen. President Boren then discussed the challenges this year. Administrative salaries have been frozen three years. We will have to make some adjustments this year to retain administrators. Another critical area of concern is the library. Costs are escalating 20-25%. The library was given $1.1 million this year to avoid cuts in serials and monographs, and $1 million from the Affinity credit card program will go to the library endowment. We are exploring electronic subscriptions to save money, but electronic costs are starting to escalate. A committee composed of <NAME> (Art), <NAME> (Chemistry & Biochemistry), <NAME> (History), <NAME> (Management), <NAME> (Library), and the vice presidents was formed to try to solve the library budget problems. Just as the regents adopted the goal of bringing faculty salaries up to the average of Big 12, so are they receptive to setting goals for the library. They agreed to the goal of passing Kansas with regard to library expenditures and acquisitions. He said he really wants faculty to have a strong role in determining what post-tenure review should be, to allow enough time for input, and to have a post-tenure review that is effective. It remains to be seen if this will give evidence of greater accountability. The Senate has also been asked to consider some proposed revisions in the patent and copyright policies and will be allowed as much time as needed. We must have policies that give our faculty greater incentives in patents and copyrights. The governor has appointed a task force to look at the retirement system situation. OU's representatives are <NAME> (Economics), who will serve as chair, and Russ Driver (Administrative Affairs). OU will look at buying out of OTRS and replacing it with the defined contribution, although a shift is not likely this year. For new hires, OU has guaranteed that the defined contribution will not go below 8% for at least another two years. The OTRS caps are in place for three more years, but the caps are rising. Growth and revenue are up in the state, which will give us a chance for another good appropriation from the legislature. Salary increases are at the top of the priority list. There is strong interest in a higher education bond issue this year of $100-150 million, which would mean $15-20 million for OU. Several areas, all relating to academic programs, need funding, like the Nielsen Hall addition, completion of Holmberg Hall, and the Law library. President Boren thanked those who called legislators and helped with fund- raising activities. Prof. Palmer asked what was going to happen with the Connections building. President Boren said the University bought Connections and Logan apartments to protect OU. We will also buy the white building at Boyd and Elm and the duplex across from the stadium. OU wanted control over the use because of the proximity to campus. For now, we will move Fine Arts costuming to Connections for very little cost. Logan is more problematic because it could contain asbestos. Prof. Fung asked about the decision to have University hospital taken over by Columbia HCA in view of Columbia's recent problems. President Boren explained that we were losing $25 million. We failed to get other hospitals to join or to get any commitment from the legislature. We have not signed the final agreement yet. Columbia changed its leadership and some of its policies. Under the agreement, we have the right to buy them out and to veto any decision. Columbia has to guarantee a floor on the number of faculty/staff and indigent care expenditures. We are continuing to monitor the Athletic Department budget problem. Athletic Director <NAME> has adopted an open policy. He and Associate Athletic Director <NAME> are trying to get their arms around the numbers. The department is doing a good job on the revenue side. ADJOURNMENT The meeting adjourned at 5:30 p.m. The next regular session of the Senate will be held at 3:30p.m. on Monday, October 13, 1997, in Jacobson Faculty Hall 102. ____________________________________ <NAME>, Secretary ____________________________________ <NAME>, Administrative Coordinator \----------------- Appendix I The University of Oklahoma (Norman campus) _1997-98 Faculty Senate _ __ Senators __\| Representing __\| Term ---\|---\|--- <NAME> (Educ. Lead. & Policy St.) **\| Chair \| 1997-98 <NAME> (Economics) \| Chair-Elect \| 1997-98 <NAME> (Health & Sport Sciences) \| Secretary \| 1997-98 <NAME> (Landscape Architecture) \| Architecture \| 1995-98 <NAME> (Architecture) \| Architecture \| 1996-99 <NAME> (Mathematics) \| Arts & Sciences \| 1996-99 <NAME> (Philosophy) \| Arts & Sciences \| 1997-00 <NAME> (Philosophy) \| Arts & Sciences \| 1995-98 <NAME> (Chemistry & Biochem.) \| Arts & Sciences \| 1996-99 <NAME> (Human Relations) \| Arts & Sciences \| 1997-00 <NAME> (Zoology) \| Arts & Sciences \| 1995-98 <NAME> (Mathematics) \| Arts & Sciences \| 1997-00 <NAME> (Botany & Microbiology) \| Arts & Sciences \| 1995-98 <NAME> (Communication) \| Arts & Sciences \| 1997-00 <NAME> (Chemistry & Biochem.) \| Arts & Sciences \| 1995-98 <NAME> (History) \| Arts & Sciences \| 1995-98 <NAME> (Psychology) \| Arts & Sciences \| 1997-98 <NAME> (Human Relations) \| Arts & Sciences \| 1995-98 <NAME> (English) \| Arts & Sciences \| 1996-99 <NAME> (Botany & Microbiology) \| Arts & Sciences \| 1996-99 <NAME> (History of Science) \| Arts & Sciences \| 1997-00 <NAME> (Physics & Astronomy) \| Arts & Sciences \| 1995-98 <NAME> (History) \| Arts & Sciences \| 1996-99 <NAME> (Anthropology) \| Arts & Sciences \| 1997-00 <NAME> (Library & Info. St.) \| Arts & Sciences \| 1997-00 <NAME> (Health & Sport Sciences) \| Arts & Sciences \| 1997-99 St. <NAME> (Sociology) \| Arts & Sciences \| 1996-99 <NAME> (Communication) \| Arts & Sciences \| 1996-98 <NAME> (Finance) \| Business Administration \| 1996-99 <NAME> (Finance) \| Business Administration \| 1997-00 Schwarzkopf, Al (Management) \| Business Administration \| 1997-00 \| \| <NAME> (Educ. Psychology) \| Education \| 1996-99 <NAME> (Instr. Lead. & Acad. Cr.) \| Education \| 1995-98 <NAME> (Educ. Lead. & Policy St.) \| Education \| 1997-00 <NAME> (AME) \| Engineering \| 1995-98 <NAME> (PGE) \| Engineering \| 1995-98 <NAME> (Aerosp. & Mech. Engr.) \| Engineering \| 1996-99 <NAME> (Aerosp. & Mech. Engr.) \| Engineering \| 1997-00 <NAME>. (Computer Science) \| Engineering \| 1995-98 <NAME> (Civil Engr. & Env. Sci.) \| Engineering \| 1997-99 <NAME> (Dance) \| Fine Arts \| 1997-00 <NAME> (Art) \| Fine Arts \| 1995-98 <NAME> (Drama) \| Fine Arts \| 1995-98 <NAME> (Music) \| Fine Arts \| 1997-00 <NAME> (Meteorology) \| Geosciences \| 1997-00 <NAME> (Geology & Geophysics) \| Geosciences \| 1997-00 <NAME> (Geology & Geophysics) \| Geosciences \| 1997-98 <NAME> (Educ. Psychology) \| Graduate College \| 1995-98 <NAME> (Law) \| Law \| 1997-00 <NAME> (Law) \| Law \| 1996-98 <NAME> (Educ. Psychology) \| Liberal Studies \| 1997-99 <NAME> (University Libraries) \| Provost Direct-Library \| 1996-99 <NAME> (Aerospace Studies) \| Provost Direct-ROTC \| 1997-00 \| \| \----------------- Appendix II Record of Disposition By Administration of Faculty Senate Actions _(September 1996-August 1997) _ ____\| Date __\| Item __\| Origin __\| Disposition ---\|---\|---\|---\|--- 1 \| 09-09-96 \| Arts & Sciences dean search committee \| President \| Appointed 2 \| 09-09-96 \| Faculty replacements, councils/committees \| Faculty Senate \| Appointed 3 \| 09-09-96 \| Revisions in Environmental Concerns Committee charge \| Environmental Concerns Com. \| Approved with Faculty Senate changes; 10-17-96 4 \| 09-09-96 \| Internet newsgroup policy \| Task force \| Approved dual news feed; 10-28-96 5 \| 09-09-96 \| Conflict of interest policy \| Provost \| Approved until 12/96; 12-12-96 6 \| 10-14-96 \| Elimination of Fac. Adv. Com. to Pres., Strat. Plan. Com., Univ. Dev. Council \| Faculty Senate \| Under review 7 \| 11-11-96 \| Resolution recognizing Staff Senate's 25th anniversary \| Faculty Senate \| Acknowledged; 12-2-96 8 \| 12-09-96 \| Faculty replacements, councils/committees \| Faculty Senate \| Appointed; 1-2-97 9 \| 12-09-96 \| Faculty evaluation scale changes \| Faculty develop-ment task force \| Approved with revisions; 1-2-97 10 \| 12-09-96 \| Pre-finals week policy revisions \| Provost \| Approved with Faculty Senate changes; 1-2-97 11 \| 12-09-96 \| Campus network rights and responsibilities guidelines \| Information Technology Council \| Under review 12 \| 01-13-97 \| Revisions in Goddard Health Center Advisory Board charge \| Goddard Board \| Under review 13 \| 01-13-97 \| Optional mission statement on business cards \| Faculty Senate \| Approved verbally; 2-6-97 14 \| 03-17-97 \| Course syllabus requirement \| Faculty Senate \| Approved; 4-11-97 15 \| 03-17-97 \| G.A. health insurance subsidy \| Graduate Student Senate \| .5 FTE G.A.s will receive a 50% insurance subsidy 16 \| 03-17-97 \| Faculty compensation survey results \| Faculty Compensation Com. \| 5% average raise given for FY98; 7-31-97 17 \| 05-05-97 \| Revisions in Athl. Coun., Bud. Coun., Cam. Disc. Coun., Coun. on Cam. Life, Equal Oppor. Com., Film Rev. Com., Recr. Serv. Adv. Com. \| Faculty Senate \| Under review 18 \| 05-05-97 __\| Student jury duty, Faculty Handbook revisions \| Provost \| Under review 19 \| 05-05-97 \| Child care center policy revisions \| Faculty Welfare Com. \| Under review 20 \| 05-05-97 \| Faculty replacements, councils/committees \| Faculty Senate \| Appointed; 7-31-97 <file_sep>Myth and Modern Greece 195:344, 489:344 Department of Comparative Literature Modern Greek Studies Program Fall 2001 <NAME> s * * * Requirements: Exams and Papers: You will be asked to write two papers for the course. The first will be a short 6-8 page paper and the second a longer 10-12 page paper. A number of topics will be given to you to choose from but you may submit your own topic for approval (at least two weeks before the due date). There will be no midterm exam. A brief short answer final exam will be given at the end of the semester aiming to verify your reading of the assigned texts. Attendance/Participation: It is very important that you attend all scheduled lectures in order to keep up with the material. However, three absences will be excused. If you have more than three absences, a considerable percentage (15%) will be subtracted from your final grade. Readings The following books are available at Rutgers Bookstore: 1\. "AT THE PALACES OF KNOSSOS" KAZANTZAKIS, NIKOS 2\. "DIGENIS AKRITAS" ANONYMOUS 3\. "THE FOURTH DIMENSION" RITSOS, YIANNIS 4\. "OURS ONCE MORE" HERZFELD, MICHAEL 5\. "PENGUIN DICTIONARY OF CLASSICAL MYTHOLOGY" GRIMAL Apart from the readings listed on the syllabus, further theoretical texts will be given for each session. These may be copies that will be handed out in class or online articles that you may find at: www.rci.rutgers.edu/~marinos. _Class Schedule_ September 05 * Introduction * * * September 10 * "Ours once More" Preface, (Chapter 1) * * * September 12 * Class Canceled due to the terrorist attacks in New York City * * * September 17 * Digenis Akritas (Books 1-3) * Digenis Akritas (Books 4-8) * "Ours Once More" (Chapter 3) * * * September 19 * "<NAME> and his Vision of Greece" <NAME> * <NAME>: Selected Poems * * * September 24 * <NAME>: Selected Poems * <NAME>, "My Friend the Poet. Mount Athos" * * * September 26 * Seferis "Mythistorima" & Selected Poems * T.S. Eliot "Ulysses, Order and Myth" * * * October 01 * Seferis "Mythistorima" and Selected Poems * "Mythologia" Music by <NAME>, lyrics by <NAME> * * * October 03 * "Iphigenia" written and directed by <NAME> * Euripides "Iphigenia At Aulis" (or any other translation of the play) * * * October 08 * "Iphigenia" written and directed by <NAME> * Euripides "Iphigenia in Tauris" (or any other translation of the play) * * * October 10 * <NAME>, "The Return of Iphigenia," "Chrysothemis" from The Fourth Dimension * * * October 15 * <NAME>, "Agamemnon," "Orestis" from The Fourth Dimension * * * October 17 * <NAME>, "Persefone," "Ismene" from The Fourth Dimension * * * October 22 * <NAME>, "Helen," "Phaedra" from The Fourth Dimension * * * October 24 * <NAME>: At the Palaces of Knossos (Chapters 1-12) * FIRST PAPER DUE * * * October 29 * <NAME>: At the Palaces of Knossos (Chapters 13-22) * * * October 31 * <NAME>: At the Palaces of Knossos (Chapters 23-34) * * * November 05 * <NAME>: At the Palaces of Knossos (Chapters 35-43) * * * November 07 * "Eternity and a Day" a film by Theo Angelopoulos * * * November 12 * "Eternity and a Day" a film by Theo Angelopoulos * * * November 14 * "Eternity and a Day" a film by Theo Angelopoulos / Discussion * <NAME> "Eternity and a Day" (film review) * <NAME> (in Jung Lexicon) * * * November 19 * <NAME>areas "The Bath" * * * November 21 * No Class * * * November 26 * <NAME> "<NAME>" (The Presence, Parts A, B)* * Cortazar, "The Idol of the Cyclades"* * * * November 28 * <NAME> "<NAME>" (Part C, The Eternal Wager)* * * * December 03 * Vasilis Vasilikos "The Leaf" (Chapters 1-7)* * * * December 05 * Vasilis Vasilikos "The Leaf" (Chapters 8-12)* * SECOND PAPER DUE * * * December 10 * Ancient Greek Myth in Modern Greek Art (Location of the Class to be announced) * * * December 12 * Review for Final Examination * * * <file_sep>_A History of the Crusades_ History 4332/5332 Department of History University of Central Arkansas Spring Semester, 2000 Tuesday/Thursday, 12:15pm, Main 28 * Dr. <NAME> Office: Main 29 Office Hours: Tuesday/Thursday 11 am or by appointment Telephone: 450-5633 E-mail: <EMAIL> On-line Syllabus: http://www.uca.edu/history/crusades.htm * COURSE DESCRIPTION AND OBJECTIVES: The Crusades are one of the most generally recognized phenomena of the Middle Ages, yet their importance as anything else but a failed example of religious enthusiasm is not nearly as well understood. This course will introduce the student to the crusading movement between 1000 and 1300 as an important facet of a broad movementof European encounter with other civilizations and societies as it was manifested on several frontiers, and which prefigured the Atlantic routes into Africa, Asia and the Americas. Students will study themes of cultural diffusion, conquest and colonization within the context of interactions between the competing societies of western Europe, eastern Europe, northern Africa and west Asia. COURSE REQUIREMENTS: Students are required to attend and participatein class lectures and discussions, to complete all assigned readings, and, as outlined below, complete a research project and series of tests. Grades will be assigned according to the following percentages: 90-100=A; 80-89=B;70-79=C; 60-69=D; 0-59=F 1\. Undergraduate Students: Three Examinations @ 100 = 300 points Term Paper @100 = 150 points Reading Reflections = 50 points 2\. Graduate Students: Three Examinations @100 = 300 points Historiographical Term Paper* =150 points Class Presentation/Lecture = 100 points Reading Reflections = 50 points Undergraduate students will prepare a 10-15 page paper that studies a particular topic pertaining to the Crusades. Graduate students will prepare a 15-20 page review of the historical literature pertaining to a topic related to the Crusades. Note: all research papers must conform to the usages of journals like the _American Historical Review_. Useful for examples is University of Chicago/Turabian style sheet. In no circumstances is the social science/parenthetical style acceptable. All topics and* bibliography must be approved in advance with the instructor. This need for approval applies most especially to internet resources. In addition, all students are required to obtain an e-mail address. Reading reflections will be assigned by e-mail and in class in advance of the day on which the reading will be discussed in class. Replies by e-mail are preferred but hard copies may also be handed in at class by the due date. Instances of cheating or other unethical conduct will result in a mimimum penalty of the grade of zero for the affected assignment. Regular class attendance and participationis required; excessive absences (generally the equivalent of two weeks of class) will result in dismissal from class. The University of Central Arkansas adheres to the requirements of the Americans with DisabilitiesAct. If you need an accommodation under this Act due to a disability, contactthe Office of Disabilities Support Services at 450-3135. Required Readings: 1\. All Students: <NAME>, _The Crusades: A Short History_ (NewHaven: Yale University Press, 1987. Internet Reading Assignments, as indicated below.Please note that the on-line version of this syllabus that contains hyperlinks to web assignments can be found on the History Department website (http://www.uca.edu/history/history.htm) or separately at: http://www.uca.edu/history/crusades.htm For basic overview, see Crusades; other interesting on-line resources: Bibliography of the Military Orders ; Chronology of the Crusades ; Basic Books on the Crusades ; Library of Iberian Resources Online ; Bibliography of the Crusades .2. Graduate Students: In addition to the general reading assignments, graduate students will read one additional monograph, chosen from the course bibliography, for each of the three examination periods. This reading will provide the basis for one essay question on each of the three examinations.Each graduate student will make one presentation/lecture to the class. * * * Course Outline and Reading Assignments January 11: Orientation January 13: European Borders at the End of the First Millennium January 18: The Frontier of Medieval History; <NAME>, The Frontier in Medieval History January 20: The Ideas and Models of Crusading; RS, xxvii-xxx, 37-39 January 25: Eleventh-century confrontations between the Islamic andChristian worlds: Sicily January 27: The Christian-Islamic Confrontation in Iberia Feburary 1: Urban II and the First Crusade: RS, 1-17; Speech at Council of Clermont (Fulcher) ; Clermont According to Robert the Monk February 3: The Expeditions to the Orient: RS, 18-36; Attack Against the Jews of Mainz ; Anna Comnena on the Crusaders February 8: The Conquest of the East: RS, 40-60; Fulk of Chartres on the Capture of Jerusalem February 10: The Organization of the Crusading States: RS, 61-69; Latin Kings of Jerusalem February 15: Review February 17: First Examination February 22: The Second Crusade in the East; RS, 88-107; Summons to the Second Crusade February 24: The Second Crusade in Iberia and Eastern Europe; Term Paper topics due with bibligraphy February 29: Religious warfare and the paradox of the Military Orders:the Knights/Hospitallers of St. John March 2: The Order of the Temple; Bernard of Clairvaux in Praise of the New Knighthood Malcolm Barber on the Templars March 7: Hattin and Alarcos: the crisis of the late twelfth century;RS, 69-87; Roger of Hoveden on the Fall of Jerusalem March 9: The Third Crusade; RS, 109-120 March 14: The Ransoming Orders: Trinitarians and Mercedarians; Captivity in the Middle Ages March 16: The Mendicants and the idea of mission toward Muslims and Jews March 22-24: Spring Break March 28. Victory in Iberia in the 13th century; RS, 139-41;165-66 TERM PAPER DUE March 30: Cultural cohesion, cultural coercion and the consequences of a multi-cultural society. April 4: Review April 6: Second Examination April 11: Victory in Eastern Europe in the 13th Century;RS, 130-32161-64, 212-15; The Teutonic Knights April 13: Cultural cohesion, cultural coercion and the consequences of a multi-cultural society April 18: The lure of Asia: Mendicants, Merchants and the Mongol EmpireRS, 200-3; <NAME> on the Tartars April 20: Trade and Missions in Asia; John of Monte Corvino Reports from China April 25: Catastrophe in Palestine and the later Crusades: 4th,5th, 6th and 7th Crusades; RS, 121-30, 141-61; TheSack of Constantinople ; Summonsto the Fifth Crusade ; Capture of Louis IX April 27: Why did the eastern Crusades fail; what did they accomplish?. Aymeric on Christian Problems in Palestine May 2: The Legend and Legacy of the Crusades: May 4: A Prelude to Imperialism? * * * MAPS * * * Europe and the Mediterranean World in 1092 ![](1090.gif) * * * Europe and the Mediterrean World in 1120 ![](1120.gif) * * * Europe and the Mediterranean World in 1205 ![](1205.gif) * * * Europe and the Mediterranean World in 1270 ![](1270.gif) <file_sep>#### ![Portfolio of Case Studies](portfolio.gif) ### Case Study Abstracts #### <NAME>, University of Iowa Undergraduate American Studies Survey Course Read Full Case Study I'm using WebCT as a tool in teaching an undergraduate course called _American Values_. Our syllabus, schedule, some course-related Web links and some of our readings are located on the WebCT site. Most importantly, we're using the WebCT bulletin board to conduct ongoing conversations outside of class. I've established five bulletin board "forums" and assigned about five students to each. Students are responsible for reading and posting messages only within their own forum. In a few weeks, my students will use the WebCT bulletin board to begin talking informally with about 40 American Studies students in Hong Kong. In late March we will conduct conversations jointly with our Chinese correspondents and with a group of American Studies students in the Netherlands. During this three-week unit we will explore European and Chinese influences on American culture and American cultural influences abroad. I'm interested in seeing how our use of technology in this class affects the quality of student-to-student discussions, how it affects my ability to facilitate those discussions, and how much the international conversations will add to our exploration of American values. * * * #### <NAME>, Cerritos College Undergraduate American History Survey Course Read Full Case Study This case study evaluates the implementation of "Mini-Lectures" into online teaching of history. This method stands as the centerpiece of dissemination of information and student interaction in a survey history course, _Race and Gender in American Culture_. In the design of this distance learning course, the mini-lecture combines three basic methods of instruction: a lecture, a reading assignment of primary sources, and a discussion of the information. Fundamentally, a mini-lecture is a short written document that replaces a lecture given in the traditional classroom. Included within this written document is an additional feature: links to primary sources on the Internet. These links also replicate my avid use of primary sources in teaching history. The final feature of a mini-lecture is a set of discussion questions drawn from the lecture and primary sources. Students are invited to address these questions by submitting comments to the class, using email. Taken as a whole, I make the mini-lecture as the set piece of my course for the expressed purpose of moving away from a "correspondence course approach" to online teaching. My case study is a critique of my implementation of these online "mini-lectures." This evaluation demonstrates that the instructor- centered teaching methods of the lecture and inclusion of links to the Internet have been successful, whereas, the interactive online discussion has not. This case study reflects the positive impact of the innovative technique of the mini-lecture. It also delineates the ways in which I might need to clarify my pedagogical intentions and address practical constraints in teaching an online course. * * * #### <NAME>, Ohio State University Undergraduate American History Survey Course Read Full Case Study My use of multimedia technology has evolved considerably over the last few years. In my survey courses I have relied on multimedia presentation software for several years. I started with PowerPoint and now use powerpoint for linear slide shows and Macromedia authorware when I need more powerful animation or hypertext features. At first I simply transferred transparencies to the computer and now I have recast many issues to take advantage of the technology. The power of the technology has led me to move further away from the traditional historians emphasis on the primacy of print sources. One result of my use of technology is that I now accord art, architecture, and music an equal place in my course. I have experimented with non-linear hypertext narrative structures, but the time and effort to create such materials has prevented more experiments with a more postmodern approach to teaching the survey. I now post the electronic slide shows on my Web site. Students clearly like this and make use of it. * * * #### <NAME>, City College, Loyola University Undergraduate American Literature Course Read Full Case Study I think I'd like to focus my case study on both of the courses I've taught " on-line "--the first (which was my original project-- _Southern Literature_ , taught Spring '97) and the one I am currently teaching ( _Southern Women Writers_ ). In both courses, I've sought primarily to discern how well (or if) the dialogic style of teaching I prefer can be transferred to the Internet. While the first course was designed to work without face-to-face meetings, the second one has made some traditional campus classes integral to the course: we meet every third week and conduct the interim classes on-line, through email and a Web site. In both cases, I am persuaded of the effectiveness of email discussions , based on my own perceptions, the relative quality of the students' work, and their evaluations. One other variable in this experiment in pedagogy is the fact that my students are primarily working adults, which does, I think, make for somewhat more independent learners. * * * #### <NAME>, Bowling Green State University Graduate American Studies Seminar Read Full Case Study Since a number of Crossroads participants will be addressing such nuts and bolts issues as assessment of computer assisted learning, practical issues of using the computer in the classroom, and computer aided research, I would like to take a somewhat different tack. My uses of the computer are in graduate seminars, so the issues are somewhat different from those arising from undergraduate classes, even though in many cases I am using similar techniques ( listproc discussion groups , on-line research , etc) as those being developed in undergraduate classes. I am also interested in the attitude of graduate students toward the computer as a pedagogical tool and the role they see it playing in the future of the University as well as in their own future teaching and research. I would like to devise a survey of graduate students in our PhD program who have been involved in the use of computers, either through taking a course and/or using computers in their own teaching, to compare with students who have had less exposure to technology. My approach will be qualitative and anecdotal more than quantitative, my interest more in the range of attitudes and perceptions than in their numerical occurrences. * * * #### <NAME>, University of Colorado at Boulder Undergraduate American Studies Survey Course Read Full Case Study This case study of an introductory to American Studies courses, _American Culture: 1865 to the Present_ , will focus on two larger questions: 1) How has using the internet as a tool, both inside and outside of class, helped the instructor better achieve the larger goals of this course? and 2) How has creating Web-based elements in this introductory course changed the larger structure and pedagogy of this class? By answering these two questions I will demonstrate that the internet can transform both the teaching, learning, and experience of both the instructor and the students in American Studies courses. The larger challenge I faced in redesigning this introductory American Studies course was how to incorporate the internet as a critical tool that both instructor and students could use to develop a more critical and analytical understanding of American culture and society. How could developing a Web-based component to this course support the instructor's larger pedagogical goals of teaching students how to critically analyze, evaluate, assess, and write about major debates and themes in American culture and society? This is further complicated by the fact that both the instructor and students are at one and the same time learning how to use the internet as a course resource and understand it as a powerful new medium in itself. I will argue that integrating the internet into American Studies courses helps students better understand the multivocality, multicultural, intertextuality, and complexity of American culture and society. Like Randy Bass, I believe that the Web is both a critical tool and resource and a metaphor for understanding the larger connections that bind America's past to its present and future. * * * #### <NAME>, Assumption College Intermediate American History Course Read Full Case Study I will use the _Women and the American Experience_ course which I am offering this semester: Much, though not all, of this course is Web-based. It asks students to begin with fairly straight-forward show-and-tell assignments and moves on to more ambitious research projects, usually involving students working in teams. The course will conclude with student-designed projects which may, but need not, entail the use of hypermedia. * * * #### <NAME>, University of Michigan Upper level American Studies Course Read Full Case Study In my case study I will do a comparative analysis of my use of the web in a course I taught in 1996 and again 1997. I want to focus on several points in this comparison. First, I want to examine how I changed in relation to the different degrees of knowledge and comfort I felt with the technology--and how that affected my own willingness or hesitation to use the web in my course. Second, I will look closely at how I changed the course intitially and subsequently in relation to my use of the web and internet in developing the course assignments. Third, I will look at student response to the web, and examine as well how certain web-based assignments were received and why. Fourth, I want to take a constructively critical position on the kinds of uses I made of the web in this course, in both years, and contrast it with another course taught in 1996, which used the web somewhat differently. * * * #### <NAME>, Southern Utah University Undergraduate American History Survey Course Read Full Case Study My project involves the use of electronic mail and multimedia presentations in the United States history survey courses that I teach at Southern Utah University. Although barely 10% of my students have had extensive (or any!) experience with email, I require everyone to subscribe to a class listserv which is used as an extension of the classroom. Also, for the first time I am actively using a laptop computer and LCD projector for multimedia presentations in classrooms that seat nearly 100 students. * * * #### <NAME>, Kennesaw State University Upper Level American Studies Course Read Full Case Study Our essay will review the experience of team-teaching an interdisciplinary course on 19th-century American women's work that made extensive use of technological tools aimed at creating a late 20th-century version of the conversazione. Our use of technology was intended not only to enhance the learning environment in general pedagogical terms (e.g., to make it more engaging and productive for students) but also to help everyone involved in the class address key interdisciplinary questions, including the following: In what ways has American women's work been shaped by technologies? How did 19th-century American women work to shape technology and, through it, the larger culture? How were 19th-century women's work roles also influenced by aspects of their social identities (e.g., race, social class, ethnicity) that gave them different kinds and degrees of access to technologies? How did 19th-century women take advantage of and/or resist technologies in their daily lives in order to try to exercise agency, both individually and collectively? What kinds of productive "conversational" learning can current technologies (e.g., distance learning broadcasts, computer list-servs) facilitate, and in what ways might such tools help us address the goals of 19th-century women's "conversazione" model for learning, but in new ways? * * * #### <NAME>, University of Wisconsin-Milwaukee Undergraduate American Literature Course Read Full Case Study The course which I will give a case from is one which uses real-time, text- based virtual- reality environments called MUDs or MOOs. In the course, I attempt to create an intentional community online, and to approach the study of certain _American utopian literary texts_ by foregrounding the utopian aspects of this virtual community. I'd like to report on the course and offer some guidelines for creating and sustaining online communities in our classes. Specifically, I'd like to draw some tentative connections between an emerging critical pedagogy of cyberspace and American Studies courses with utopian literature at their core. * * * #### <NAME>, Pembroke Hill School Undergraduate American History Survey Course Read Full Case Study To prepare juniors in high school to meet the challenges of college level courses, it is important both to familiarize them with new media resources and teach them how to utilize those resources to develop their research and writing skills. During the first semester of my _American Civilization History_ survey, I present my students with a series of assignments designed to do just. The series of assignments begins with a brief introduction to search engines and the World Wide Web. We then progress to evaluating Web sites with significant content relevant to American Civilization. The culminating experience is a research paper, either print-based or Web-based, in which the student must utilize primary sources from The Valley of the Shadow Web site to analyze a significant problem in the history of free African Americans in the United States prior to the Civil War. The focus of my case study will be explaining how I have structured this culminating assignment and what student response to the assignment has been. Documentation will include excerpts from student evaluations and samples of student papers. * * * #### <NAME>, Dartmouth College Introductory Women's Study Course Read Full Case Study In Fall 1997, I co-taught the introductory Women's Studies course, _Sex, Gender and Society_ (aka WS 10), with my colleague <NAME>, an art historian and scholar of popular culture, as a Web-based course in one of Dartmouth's new "smart classrooms." This venue included not only state-of-the- art equipment, but a special podium equipped with a Power Mac that allowed us to project our computer desktops, files, cd roms and internet sites onto a large screen. For many of the classes in the course, but not a majority of them, we worked from the course website, or explored other websites and links related to materials in the lectures. * * * #### <NAME>, University of Maryland, College Park Undergraduate American Studies Survey Course Read Full Case Study My case study uses the concept of introducing the new technology as its unit of analysis. Its goal is, on the one hand, to suggest a number of key strategies to alleviate any technophobic anxieties held by students and, on the other hand, encourage maximum enthusiasm among students. The case study will be divided roughly into three sections. The first section analyzes student survey responses regarding their initial reactions to a Web-based Humanities course , their thoughts on dropping the course, and their reasons for staying. The second section examines another student survey, this one asking students which methods and strategies made them more at home in front of the computer, in the lab, and making Web pages. The third section culls the student responses from both surveys and draws up a number of strategies for introducing new technology into the classroom. * * * #### <NAME>, Central Oregon Community College Undergraduate African American Literature Course Read Full Case Study In Spring, 1997, I used a WEB bulletin board in an _African American Literature and Culture_ class to at least temporarily overcome the lack of diversity among my Central Oregon students by connecting to a class at Long Island University for asynchronous "discussion" --over a period of several weeks-- of a shared subject of study-- Spike Lee's film, "Do the Right Thing." Particularly challenging elements of this project were getting students who were not using technology as a standard expectation in such a class to "converse" via this medium, and designing and monitoring a project requiring the students not only to discuss the material on line, but to collaborate on line, across the continent, on group "essays" capping the discussion. The outcome was that my students seemed more comfortable with both the technology and the course material after this project and professed to find it a major cause of their engagement with the course. Since I am currently having less success engaging American literature students with out-of-class electronic discussions, I look forward to reviewing this previous discussion project in order to identify the key elements that need to be adapted for my current classes. ![Annenberg/CPB Project](../annenbrg.gif)The Crossroads Research and Study Project is funded by the Annenberg/CPB Projects. --- <file_sep># Advanced Placement Biology ![](Pics/Electrophoresis.jpg) \| AP Biology is designed to be the equivalent of a college introductory course for biology majors. It is a rigorous, comprehensive course that provides the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with this rapidly changing science. As outlined by the College Board (see below), the course is divided into three major units: Molecules and Cells (25%), Heredity and Evolution (25%), and Organisms and Populations (50%). ---\|--- Requirements Syllabus Assignments Index ![](http://www.fvs.edu/faculty/jmariner/swline.jpg) _Graded Course Requirements_ Students' semester grades are based on the total number of points accumulated relative to the total possible points that could have been earned. Points are earned in the following ways: * 6 Major tests (100 pts each); these will be modeled after the CEEB's AP Biology Examination in both format and scoring. * 2-3 Formal Laboratory Reports (50 pts each). * Periodic homework assignments (10-25 pts each). * Fall semester Final exam (25% of semester grade). An automatic "late credit" grade (maximum of 60%) will be awarded to assigned homework that is completed after the due date except in cases of timely completion of work missed unexpectedly as for illness. Otherwise, it should be noted that assignments are due on the date assigned and that when planned absences (athletic trips, early departures for or late returns from vacations or breaks, etc.) cause a student to miss class when the assignment is due, the assigned work is still due on the due date (or before) to avoid the late penalty. Late major assignments (papers, etc.) will be penalized 10% per calendar day. Students taking a test after it has been marked and returned to the class will not benefit from any scaling adjustment that might have applied to that test. Students knowing in advance that they will miss a test (for athletic trips, doctors appointments, etc.) should make arrangements to complete the test before the absence occurs or before the tests have been scored and returned. _Do not_ expect or depend on opportunities for "extra credit," although there may be a few opportunities of this nature from time to time. For additional details, please see the course _Handbook_ that you received at the beginning of the year. Top of Page Requirements Syllabus Assignments Index ![](http://www.fvs.edu/faculty/jmariner/swline.jpg) # Generalized A.P. Biology Syllabus I. Molecules and Cells ** (25%) A. Biological Chemistry (7%) > 1. review of atoms, molecules, bonding, pH, water > 2. chemistry of carbon and functional groups > 3. biological molecules: carbohydrates, lipids, proteins, nucleic acids > 4. chemical reactions, free-energy changes, equilibrium > 5. enzymes: coenzymes, cofactors, activity rates, regulation > B. Cells (10%) > 1. prokaryotic and eukaryotic cells > 2. plant and animal cells > 3. structure and function of cell membranes > 4. structure and function of organelles, subcellular components of motility cytoskeleton > 5. cell cycle: mitosis and cytokinesis > C. Cellular Energetics (8%) > 1. coupled reactions > 2. glycolysis, fermentation, aerobic respiration > 3. photosynthesis > II. Genetics and Evolution (25%) A. Heredity (8%) > 1. meiosis and gametogenesis > 2. eukaryotic chromosomes > 3. inheritance patterns > B. Molecular Genetics (9%) > 1. RNA and DNA: structure and function > 2. regulation of gene expression > 3. mutation > 4. nucleic acid technology and applications > C. Evolutionary Biology (8%) > 1. early evolution of life > 2. evidence for evolution > 3. mechanisms of evolution > III. Organisms and Populations (50%) A. Diversity of Organisms (8%) > 1. evolutionary patterns > 2. survey of the diversity of life > 3. phylogenetic classification > 4. evolutionary relationships > B. Structure and Function of Plants and Animals (32%) > 1. reproduction, growth, and development > 2. structural, physiological and behavioral adaptations > 3. response to the environment > C. Ecology (10%) > 1. population dynamics, biotic potential, limiting factors > 2. ecosystem and community dynamics: energy flow, productivity, species interactions > 3. succession, biomes > 4. biogeochemical cycles > > > Top of Page Requirements Syllabus Assignments Index ![](http://www.fvs.edu/faculty/jmariner/swline.jpg) Assignments for AP Biology Office Hours are by appointment, but generally occur period 1 (odd days) and period 2 (even days). Extra help is available during the evening study hall Mondays and alternate Wednesdays, 7-10 pm. Text: Biology, 6th ed. by <NAME> Johnson (McGraw-Hill) Study Aid: Essential Study Partner , CD-ROM for Biology, 5e (McGraw-Hill) Date \| Day \| Day \| Assignment ---\|---\|---\|--- May 6 \| 2 \| Monday \| No Class May 7 \| 3 \| Tuesday \| PP: Ch 59 (Reproductive, Patel) May 8 \| 4 \| Wednesday \| PP: Ch 60 (Development, Knowlton) May 9 \| 5 \| Thursday \| Test (Ch 56-60) May 10 \| 6 \| Friday \| Review Day May 13 \| 1 \| Monday \| Review Day May 14 \| 2 \| Tuesday \| APBio Exam (8:00 am) May 15 \| 3 \| Wednesday \| TBA May 16 \| 4 \| Thursday \| TBA May 17 \| 5 \| Friday \| NO Class for all who took AP Exam; Final Exam for others Top of Page Index _Last Update: 07 May, 2002 _ ## <file_sep>## Ur-List 15: Print Bibliographies Return to Category List New additions: ![](images/new.gif) Dedicated Sites ![](images/new.gif) <NAME>: Bibliographic Sources for Study of African Film (Central Oregon Community College) Amazon.com: Earth's Biggest Bookstore (Amazon) The Association of American University Presses Online Catalog (Chicago) <NAME> (assignment): Reading the Visual (Aberystwyth) Documentary - A Reading List (Murdoch U; Toby Miller) ![](images/new.gif) Ethnology and Photography (K oln) Index to UK Anthropological Theses (Oxford) The Internet Public Library (IPL) Library of Congress Catalog (LCWeb) Oxford Union List of Periodicals of Interest to Social Anthropologists (Oxford) Resources for Anthropology and Sociology Librarians and Information Specialists (Old Dominion U) Selected Resources in Anthropology (Cornell Library) Multifaceted Sites Action Without Borders (Idealist) <NAME>: Visual Anthropology Syllabus (Mills) Annual Reviews: Searches from 1984-Present (AnnualReviews) Anthropological Theories: A Guide by Students for Students (U Alabama) Anthropology Internet Page (St. John's U) Anthropology Links from the Department of Anthropology (Delaware) ArchNet (Connecticut) ArtsEdNet: Getty Education Institute for the Arts (ArtsEdNet) (EBIG) Ball, Matthew, syllabus: Ethnographic Film Study (Berkeley; <NAME>) ![](images/new.gif) <NAME> (essay): Telling About Society (Santa Barbara) <NAME>: Visual Anthropology, Syllabus (Florida) ![](images/new.gif) <NAME>: To Shoot or Not to Shoot - That is the Question - Anthropology, Ethnography and the Documentary in Relation to Aboriginal Culture (U Western Sydney - Nepean ) Canadian Anthropology Society (McMaster) ![](images/new.gif) <NAME>. and <NAME>: Reading other Cultures: Anthropological interpretation of Text and Film, Syllabus (London School of Economics) Centered On Anthropology: AnthroGlobe (Kent) Centre for Social Anthropology and Computing: Resources (Kent) ![](images/new.gif) <NAME>: Introduction to Visual Anthropology, Syllabus (Temple) ![](images/new.gif) <NAME>: Visual Anthropology of Modern Japan, Syllabus (Temple) ![](images/new.gif) <NAME>: Recent Publications (Aberystwyth) ![](images/new.gif) <NAME>: The Visual Image - Photography (Aberystwyth) ![](images/new.gif) <NAME>: Cross-Cultural Media, Syllabus (CSU Hayward) ![](images/new.gif) <NAME>: Viewing Diversity, Syllabus (CSU Hayward) ![](images/new.gif) <NAME>: Homepage (Newcastle) Critical Arts: A Journal for Cultural Studies (U Natal) Culture and Communication Reading Room (Murdoch U) ![](images/new.gif) Documentary and Ethnographic Film: A Short Bibliography of Books and Articles in the UC Berkeley Libraries (Berkeley) ![](images/new.gif) "DOX": Documentary Film - Magazine des European Documentary Network (Dox) E-Textualities/E-Literacies/Hypertextualities (Georgetown) ![](images/new.gif) <NAME>: homepage (Southern California) ![](images/new.gif) Finding Anthropology Periodicals (Arizona) Folklife and Fieldwork (American Folklife Center, Library of Congress) Folklife Resources in the Library of Congress (Library of Congress) Forbis, Melissa: "This is _My_ Body" - Gender, Tatooing and Resistance in the United States (Temple) ![](images/new.gif) Galaxy Professional's Guide (Galaxy) General Anthropology Resources (St. John's U Libraries) <NAME>: Photographic Archive of Southeastern Nigerian Art and Culture (Southern Illinois) Guide to Sources in Anthropology (U Illinois at Urbana-Champaign) ![](images/new.gif) <NAME>: Cultures of the World Through Film, Syllabus (U North Texas) High Plains Society for Applied Anthropology (Colorado) ![](images/new.gif) <NAME>: Visual Anthropology, Syllabus (Copenhagen) ![](images/new.gif) <NAME>: Cultural Images of Women, Syllabus (CSU Chico) ![](images/new.gif) <NAME>: Visual Anthropology, Syllabus (Kapi'olan Community College) Index of Native American Resources on the Internet (Hanksville) International Institute for Asian Studies (Leiden) InterNIC: Academic Guide to the Internet: Anthropological Sciences [must register] (Internic) ![](images/new.gif) <NAME>: Homepage (U Bremen) ![](images/new.gif) <NAME>: Comparing Cultures through Film, Syllabus (Union College) <NAME> (Australian National University) Macmillan Computer Publishing (MPC) ![](images/new.gif) <NAME>: Visual Ethnography, Syllabus (Arizona State U) ![](images/new.gif) <NAME>: Visual Communication and Social Advocacy, Syllabus (Pennsylvania) ![](images/new.gif) <NAME>: Photography & Philippine Environmental History, Syllabus (Wisconsin-Madison) ![](images/new.gif) <NAME>: The Documentary, Syllabus (Boston) _On Video's_ Guide to Online and Mail Order Video Resources (CyberPod) ![](images/new.gif) <NAME>, Homepage (Murdoch) ![](images/new.gif) PhotArchipelago: Charted Courses (WebCom) ![](images/new.gif) Reading Photographs: Other Works on Reading American Indian Photographs (Indiana) Resources for Anthropology and Archaeology (Vanderbilt) Selected Internet Resources: Behavioral and Social Sciences: Anthropology (Yale Library) <NAME> (Natal) Social Science Information Gateway (U Bristol) ![](images/new.gif) <NAME>: Visual Anthropology Readings, Syllabus (U Wales, Lampeter) ![](images/new.gif) <NAME>: Visual Anthropology, Syllabus (Texas A&M;) ![](images/new.gif) Studies in Southern African Media: _Anthropol_ Publishers (Murdoch) Tomaselli, <NAME>. (Natal) Traditional Resource Rights Bibliography (Oxford) ![](images/new.gif) <NAME>: Anthropology, Cyberspace, and the Internet, Syllabus (CSU Chico) Visual Anthropology: A Guide to Library Resources (U Adelaide) Visual Anthropology at K oln/Cologne (U Koln) ![](images/new.gif) Visual Anthropology Books from Intervention Press, 1996 (Catalog) Waterloo Electronic Library: Anthropology (U Waterloo) WEDA: Worldwide Email Directory of Anthropologists (Buffalo) World Cultures (Washington State U) Yang, Mayfair: homepage (Santa Barbara) --- <file_sep>#### Mississippi State University #### Department of History #### History 3903 Syllabus ## HISTORIOGRAPHY AND HISTORICAL METHOD Time: 2:00-4:30 p.m., Mondays Room: 253 Allen Hall Instructor: Dr. <NAME> Office: 234 Allen Hall Office Telephone: 325-7086 (Voice Mail) Office Hours: MWF, 10:00-10:50 a.m., and by appointment ( unavailable Tuesdays and Thursdays ) E-Mail: <EMAIL> Course Web Page: www2.msstate.edu/~rdamms/historiography.htm COURSE DESCRIPTION History 3903 is an introduction to historiography (the history of history) and historical writing. It is designed to introduce students to a wide variety of historians and their approaches, and to give students practice in the analysis of historical sources and researching and writing historical papers. The course will be conducted as a seminar. There will be a minimum of lecturing by the instructor. Rather, the emphasis will be on class discussion and independent work by each student. On certain days, we will have guest speakers from the History Department who will talk about their respective fields of research. COURSE REQUIREMENTS 1\. Students are required to complete each reading assignment by the date that it is assigned, and should be prepared to discuss it in class. Class attendance, participation, critiques, and short quizzes or written assignments will count 30% toward the course grade. More than one unexcused absence will result in a one letter grade reduction of the participation grade for each absence. Persistent tardiness and failure to observe established classroom etiquette will not be tolerated. 2\. Students will write a critical book review on a book chosen in consultation with the instructor. Ideally, the book will address the topic of the student's larger research paper. The book review will count 10% toward the course grade. 3\. Students will produce an annotated bibliography of at least 20 items (books, articles, essays, etc.) on the topic of their research paper. The annotated bibliography will count 10% toward the course grade. 4\. Students will write a major research paper of approximately 20 pages on a topic chosen in consultation with the instructor. The paper must be based on primary source material. All paper topics must be cleared in advance with the instructor. Papers on unapproved topics will not be accepted. The research paper (and a complete first draft) will count 50% toward the course grade. REQUIRED READINGS There are four required books, all of which are available at the University Bookstore. Turabian, _A Manual for Writers of Term Papers, Theses, and Dissertations_ , 6th ed. Benjamin, _A Student's Guide to History_ , 7th ed. Spickard, et al., _World History by the World's Historians_. Storey, _Writing History_ GRADING Each course assignment will be graded according to the following scale: A, 90-100; B, 80-89; C, 70-79; D, 60-69; F, 0-59. SCHEDULE OF ASSIGNMENTS (Please note that the schedule of guest speakers is still tentative and subject to change.) 1/8 Introduction: Course Goals and Requirements. 1/15 NO CLASS: <NAME>, Jr. Holiday. 1/22 What Is History and Why Study It? Introduction to Mitchell Memorial Library and its History Resources by Dr. <NAME>. Readings : Benjamin, chs. 1-3; Spickard, ix-xv; Storey, ch. 1. 1/29 Historical Method: Researching and Writing a History Paper. Readings : Benjamin, chs. 4-5, Appendix A; Turabian, chs. 1-5; Storey, chs. 2-10. Assignment : One-page paper proposal due in class (make copies for everyone). 2/5 Historical Documentation: Footnotes, Endnotes, and Bibliographies. Oral Traditions. __Readings : Turabian, chs. 8-9, 12; Spickard, chs. 1-7. Assignment : Critical Book Reviews (one copy) and Oral Reports due in class. 2/12 Guest Speaker: Professor <NAME> on Greek and Roman Historians. Readings : Spickard, chs. 8-9, 12-16; Gilderhus, ch. 2. Assignment : Footnote and Bibliography Exercise due in class (one copy). 2/19 Guest Speaker: Professor <NAME> on African Historiography. Readings : Spickard, chs. 23, 35, 44, 56. Assignment : Preliminary Bibliography of at least 20 items due (copies for everyone). 2/26 Guest Speaker: Professor <NAME> on Chinese Historiography. Readings : Spickard, chs. 10, 11, 22, 37. . 3/6 Philosphies of History: Growth of the West. NO CLASS: Spring Break. Readings : Spickard, chs. 27-34. Assignment : Annotated Bibliography Due (one copy). Oral progress reports on rsearch papers. 3/12 NO CLASS: Spring Break. 3/19 Philosophies of History: Scientific History. Readings : Spickard, chs. 38-43; 45-46; Gilderhus, ch. 3-5. Assignment : Oral Progress Reports on Papers. Detailed Outline and Updated Bibliography due in class (copies for everyone). 3/26 Philosophies of History: Recent Trends. Readings : Spickard, chs. 48-55; Gilderhus, ch. 7, postscript. Assignment : Oral Critiques of Outlines and Bibliographies. 4/2 Paper First Draft. __ Assignment : Group I distributes first complete drafts (copies for everyone). 4/9 Papers. Readings : Group I Papers Assignment : Written (two copies) and Oral Critiques of Group I Papers. Group II distributes first complete drafts (copies for everyone). 4/16 Papers. Readings : Group II Papers Assignment : Written (two copies) and Oral Critiques of Group II Papers. Student course evaluation. 4/23 No Class Meeting: Individual Conferences by Appointment. 4/30 Final Draft Paper. Assignment : Final Paper due in my mailbox in 214 Allen Hall by 5:00 P.M.** * * * Last updated: 11 January 2001 Return to Mississippi State University Home Page Return to History Department Home Page <file_sep>![](bama2.jpg) Department of History ![](_themes/neon2/neoarule.gif) History 203 American Civilization to 1865 Sections 1-12 Fall 1999 ![](_themes/neon2/neoarule.gif) Syllabus Professor: <NAME> Office Hours: MW 3:25-4:25 p.m. (and by appointment) 226 ten Hoor Hall Phone: 348-1870 e-mail: <EMAIL> Teaching Assistants: <NAME>, <NAME>, and <NAME> Office Hours: to be announced on the syllabus of each t.a. 117 ten Hoor Phone: 348-0445 Description and Objectives This course is a survey of American society from the Colonial Era to the Civil War with an emphasis on the role of social life, politics, and economic change. Students will be encouraged to understand and analyze specific controversies and events in the interpretation of American history. Exams and Assignments There will be a midterm and a final. Each of these exams will include a mixture of essay and non-essay questions and will test knowledge and understanding of the text, lecture, and other readings. Makeups _must_ be arranged in advance of the exam date and will be 100 percent essay. Incompletes are not allowed for the final course grade. Attendance Attendance will be rewarded. Students who are borderline on the final course grade and have missed no more than three classes (lectures and sections) will receive a one percent "bump" to a higher letter grade. Those who miss more than three classes will be graded purely on the basis of points. There are no excused absences. Academic Misconduct Policy All acts of dishonesty in any work constitute acts of academic misconduct. The Academic Misconduct Disciplinary Policy will be followed in the event of academic misconduct. Summaries and Discussions To facilitate discussion in section, all students are required to write ten weekly summaries. Each summary will discuss _all_ of the readings for one week. The only readings which do not have to be summarized are the chapters from _America_ by <NAME> and <NAME>. Please note, however, that students will be rewuired to summarize the Declaration of Independence, the Articles of Confederation, and the Constitution of the United States which are reproduced in the appendix of _America_. Every summary will be due at the beginning of lecture each Monday (unless otherwise announced on the syllabus or by the instructor) and can only cover the readings for that week. It will be corrected and returned in the section for that week. The summary must be typed (no smaller than 9 point size type). The text (unless otherwise announced on the syllabus) can not be any longer than 36 lines. Margins should be about one inch on each side. In addition, each summary should include a question at the end to facilitate the discussion. The question should deal with some aspect of one or more of the readings. Each weekly summary will be worth a maximum of 10 points. Points will be deducted if a reading or question for that week is not included. Only the first ten weekly summaries will be counted. Three grades are possible for a weekly summary: good (10 points), fair (7 points), and poor (4 points). A summary cannot be turned in late or made up. It is possible, however, to raise the grade by writing a revised version. The revised version (which _must_ be stapled to a copy of the original) will be due in lecture on Monday of the next week. A grade of a summary cannot be raised more than three points by writing a revision. Grading Requirements 100 pts. Midterm 100 pts. Final 100 pts. ten summaries (10 points each) 150 pts. section grade _______ 450 pts. Bibliography Required Text: <NAME> and <NAME>, _America_ , vol. 1, Brief Fourth Edition (New York, 1997). All of the other required readings (listed below) are in a bound volume, _History 203, Sections 1-12, Course Readings_ , which can be purchased at the University Supply Store (Ferguson Center). Lecture and Readings Schedule August 25: Introduction and Ground Rules. Aguust 30 - September 1: The European Background; Virginia and Massachusetts (REMEMBER THAT THE FIRST SUMMARY IS DUE IN LECTURE ON MONDAY, AUGUST 30). Tindall and Shi, 5-91. <NAME> and <NAME>, _After the Fact: The Art of Historical Detection_ (New York, 1982), 28-53. <NAME>, _The Generall Historie of Virginia_ [1624] in Lyon Gardiner Tyler, ed., _Narratives of Early Virginia, 1606-1625_ (New York, 1930), 294-301. September 6: LABOR DAY (NO CLASS) September 8: Red, White, and Black (The summary for this week is due today instead of Monday). <NAME>, _Red, White, and Black: The Peoples of North America_ (Englewood Cliffs, 1982), 273-298. September 13-15: The Road to the American Revolution Tindall and Shi, 92-146. <NAME>, ed., _Pamphlets of the American Revolution, 1750-1776_ (Cambridge, 1855), 38-59. "Resolutions of the Stamp Act Congress, October 19, 1765" in <NAME>mager, editor, _Documents of American History_ (New York, 1938), 57-58. <NAME>, _Common Sense_ (New York, 1922, reprint of the 1776 edition), ix-x, 1-8, 13-14, 17-29, 32-37, 48-49. September 20-22: The Revolution and the Articles of Confederation. (Please note: the readings to be summarized are the Declaration of Independence and the Articles of Confederation as reprinted in the appendix of Tindall and Shi.) Tindall and Shi, 148-201 (read one fourth of page 201). "The Declaration of Independence," in Tindall and Shi, A1-A5. "The Articles of Confederation," in Tindall and Shi, A6-A13. September 27-29: Federalists Versus Anti-Federalists. (Please note: the readings to be summarized are the Constitution of the United States, as reprinted in the appendix of Tindall and Shi, as well as the other readings for the week. For this week only, the maximum length of the summary is 46 lines). Tindall and Shi, 201-218. "The Constitution of the United States," in Tindall and Shi, A14-A26 (read through first ten amendments ending on A26). <NAME>, <NAME>, and <NAME>, _The Federalist_ (New York, 1888, reprint of 1787-1788 essays), 3-7, 51-60, 322-327. <NAME>, ed., _The Complete Anti-Federalist_ (Chicago, 1981), Vol. 2, 136-143, 377-382, 388-393, 405-408. October 4-6: Jeffersonians v. Hamiltonians. Tindal and Shi, 218-289 (stop reading at first third of page 289). "The Jefferson Controversy," _The Works of Alexander Hamilton_ (New York, 1903), 229-236. "Jefferson's First Inaugural Address," March 4, 1801, Commager, ed., _Documents of American History_ , 186-189. October 7-13: The Age of Jackson, Industrial Revolution. Tindall and Shi, 289-358. <NAME>, _The Concept of Jacksonian Democracy: New York as a Test Case_ (Princeton, 1961), 216-227, 237-242. "Jackson's Veto of the Bank Bill," July 10, 1832, Commager, ed., _Documents of American History_ , 270-274. <NAME>, _The Wealth Creators: An Entrepreneurial History of the United States_ (New York, 1989), 74-89. October 18: MIDTERM. October 20: Voluntary Association and Mutual Aid (The summary for this week is due today instead of Monday.) <NAME>, _Democracy in America_ , vol. 2 (London, 1875), 97-102. <NAME>, _History of Black Americans: From the Emergence of the Cotton Kingdom to the Eye of the Great Compromise of 1850_, Vol. II (Westport, 1975), 239-249. October 25-27: The Ferment of Reform. Tindall and Shi, 359-376, 379-383, 386-391. <NAME>, _American Reformers, 1815-1860_ , (New York, 1978), 54-75. November 1-3: The Rise of Public Education. Tindall and Shi, 376-379. <NAME>, Jr., _The Myth of the Common School_ (Amherst, 1988), 207-235. November 8-10: Slavery. Tindall and Shi, 293-447. <NAME>, _Emancipating Slaves, Enslaving Free Men: A History of the American Civil War_, (Chicago, 1996), 37-60. <NAME>, _Life and Times_ (Hartford, Conn., 1882), 176-187. November 15-17: Abolitionism. Tindall and Shi, 447-463 (stop reading at two thirds of page 463). Hummel, 9-29. "The American Anti-Slavery Socitey: Constitution and Declaration of Sentiments," Commager, ed., _Documents of American History_ , 278-281. "South Carolina Resolutions on Abolitionist Propaganda," Commager, ed., _Documents of American History_ , 281-282. November 22-24: The Status of Women and Women's Rights. Tindall and Shi, 383-386. "The Seneca Falls Declaration of Sentiments and Resolutions," July 19, 1848," Commager, ed., _Documents of American History_, 315-317. <NAME>, "Human Rights Not Founded on Sex" in Wendy McElroy, ed., _Freedom, Feminism, and the State_ , 29-33. <NAME>, "The Cult of True Womanhood," <NAME>, ed., _American Quarterly_ (Summer 1966), 151-174. Novermber 29-December 1: Origins of the Civil War. Tindall and Shi, 463-491. "<NAME>," Commager, ed., _Documents of American History_ , 339-345. Hummel, 105-122. December 6-8: The Civil War. Tindall and Shi, 492-531. <NAME>, "What I saw at Shiloh," _Collected Works of Ambrose Bierce_ (New York, 1909), 234-269. Hummel, 248-263. _FINAL EXAM_ (Friday, December 17, 2:00-4:30 p.m. in this room) ![](_themes/neon2/neoarule.gif) Return to the History Department Homepage Return to History Classes on the Web ![](uahome.gif) <file_sep>THE BSW ACADEMIC EXPERIENCE The Curriculum Policy Statement of the Council on Social Work Education that guides this curriculum appears in the Appendix. An accredited Bachelor of Social Work Degree requires a well-designed, broad liberal arts base similar to that required of many other professional disciplines. In addition, courses are required in the following professional areas: Human Behavior and the Social Environment, Social Policy, Social Research, and Generalist Social Work Practice, including a semester-long internship during the final semester. _The Advising Process_. Students should arrange appointments with the advisor as soon as the advisor is assigned upon the student's declaration of social work as a major. The advisor will maintain a permanent folder as a record of the student's individualized course of study. This record is updated at each semester's advising period or as needed. Advisors post office hours and are available by phone and E-mail. However, it is the student's responsibility to initiate appointments. As indicated in the University catalog, the ultimate responsibility for taking prescribed courses belongs to the student. Students who choose to make independent changes in schedules after having been advised are at risk for late internships and delayed graduations. The advisor's signature is essential for a priority registration Personal Identification Number (PIN) which gives access to the telephone registration system. Priority registration is important in order to gain placement in required classes. _Academic Requirements_. Some basic academic requirements include: * While some social work courses may be used as electives by non-majors, only social work majors may enroll in practice courses and/or the internship. * Social Work does not offer a minor. * A minimum of C is required in each social work course. * No social work course may be repeated more than one time. * No social work course may be attempted until all prerequisites are completed. * All lower division requirements must be met before one may enroll in SW 436 or SW 437, the senior practice courses. * All other course work must be completed before enrolling in the internship (SW 495); permission of faculty is also required. * Since so much of the social work skills and knowledge base must be acquired experientially from interactions with faculty and other students, attendance is a very important issue. Students are allowed four absences for which there will be no penalty (two for those classes that meet only once a week). This includes absences for illness or family situations. Any additional absences for any reason will result in a deduction of two points from the final grade for each absence. Students who for any reason miss more than one third of class sessions in any social work course will fail the course, regardless of their grades. * Many social work courses contain a great deal of experiential learning. Students are expected to be prepared for class by reading all assigned materials prior to the class session. * Social work students are expected to demonstrate college level verbal and written communication skills. Writing skills will be considered in grading of all written assignments. * Critical thinking is basic to social work education. This involves energetic analysis of material, questioning information and positions of others, identifying and examining one's own biases, and assuring that one's conclusions accurately follow the information being considered. * Honesty and integrity are essential elements of the academic environment. Any dishonest behaviors will be addressed by the course professor and MAY result in failure of the course. See the campus M BOOK for a complete statement of the University policy on dishonesty. (A copy of this policy appears in the Appendix.) * No academic credit is given for life experience, including volunteer experiences, employment, or courses from non-accredited schools. _Transfer courses_. Social work courses will be accepted for transfer if (1) the courses were taken at another institution accredited by Council on Social Work Education, * AND (2) the catalog description or syllabus is consistent with the University of Mississippi syllabus. *_senior practice courses and the internship must be taken at the University of Mississippi_ The only exception to the above rules is that SW 315: INTRODUCTION TO SOCIAL WORK may be transferred from community colleges or other regionally accredited institutions, provided the course syllabus is consistent with the University of MS syllabus. The articulation agreement between the Institutions of Higher Learning (College and Universities Board) and the System of Community Colleges requires that certain courses, including Introduction to Social Work, be accepted for transfer. _Permission to take courses at other colleges or universities_. Students who wish to take courses at other schools should discuss with the academic advisor as to whether social work courses can be accepted for transfer. Actual permission to take these and other courses must be obtained from the Office of the Dean of Applied Sciences. WITHOUT SUCH APPROVAL, TRANSFERRED HOURS MAY NOT BE ACCEPTED. It is not permissible to be enrolled at another school at the same time one is enrolled at the University of Mississippi. _Academic Support Services_. The University adheres to the guidelines of the Americans with Disabilities Act. Services are offered through the Office of Disability Services for Students in the Lucius Williams Learning Center on campus, 232-7128. Faculty members are able to make recommendations about possible tutors and support services in the community, such as the Oxford- Lafayette Literacy Council. All faculty members are qualified by education, training, licensure, and experience to engage in personal counseling to address matters that are affecting the academic experience. Faculty will make referrals to other sources on campus if it appears that there is a possible conflict of interest in counseling one's own students or if it appears that the situation will demand more time than the professor has to contribute. To avoid conflicts of interests, counseling will be limited to academic concerns. For personal and confidential counseling, students may also contact Student Health Services, 232-7274, or the Psychology Clinic at 232-7385. _Academic Appeals/Grievance Procedure_. The Department of Social Work supports students' rights to appeal any grade that is believed to have been awarded arbitrarily or unjustly. The Department subscribes to the university's academic appeals procedure that is open to any student who receives a course grade which is believed to have been based on prejudice, discrimination, arbitrary or capricious actions, or other reasons not related to academic performance. Procedures and time tables are carefully detailed in the University M BOOK, as referenced in the appendix to this handbook. The student, who holds responsibility for burden of proof, must first appeal the grade with the course instructor. If agreement is not reached at this level, the appeal may progress through the Department Chair, to the Dean of the School of Applied Sciences. Either the student or the instructor may appeal a decision at the Dean's level by making a written request for a review by an Academic Appeals Committee. The decision of the Academic Appeals Committee is final. A final grade is the instructor's evaluation of the student's work and achievement throughout a semester's attendance in a course. Factors upon which the grade may be based are attendance, recitation, written and oral quizzes, reports, papers, final examinations, and other class activities as required in the course syllabus. The M Book specifies time lines for each phase of the appeal. If either party fails to respond within the allotted time, the disposition of the case made in the last previous step shall be final. THE BACHELOR OF SOCIAL WORK DEGREE REQUIREMENTS (course descriptions appear in the l998 catalog) COURSES \| SEMESTER HOURS** ---\|--- English 101, 102 (or 102, 321) \| 6 English 200, and 205 or 206 or 210 \| 6 Foreign Language (two semesters of one language) \| 6 Natural Science: 6 hours in one subject, chosen from Astronomy, Physics or Physical Science, Biology, Chemistry, Geology; _must include laboratories_ (3 hours must be Biology 102, Human Biology) \| 6-8 History 101, 102, or 105, 106 \| 6 Mathematics: 115 required; other chosen from 120, 121, 123, 261, 262, 267 \| 6 Economics 202 \| 3 Philosophy 203 \| 3 Political Science 101 \| 3 Psychology 201, 311 \| 6 Fine or Performing Arts (same as B.A. or B.S. curriculum) \| 3 Sociology 101; 301; 233 (same as SW 233) or 333 or 431; 413 (Same as AFRO 413) \| 12 Social Work 315, 316, 321, 322, 402, 417, 335, 436, 437, 440, 450, 495, 496* \| 43 University Studies 101 \| 1 Electives (to bring total number of hours to 126) \| No additional minor is required for the B.S.W. degree. A minor in social work is not offered. *These courses are open only to social work majors. _Suggested Electives_. Students may have free reign in choosing elective hours. However, many social work students have found the following courses to be helpful: > Afro-American Studies - AFRO 201-202 - Afro-American Experience I & II > > Basic Computer Courses - CSCI l9l-192 - Personal Computer I & II > > Educational Leadership - EDLD 201 - Career Decision-Making > EDLD 301 - Career and Life Planning > EDLD 309 - Leadership Development Seminar > > Family and Consumer Science - FCS 311 - Nutrition > FCS 321 - Child Care and Development > FCS 325 - Marriage and Family Relations > FCS 535 - Human Sexuality > > General Business - GB 271 - Business Communications > > Health and Safety - HS 191 - Personal and Community Health > HS 203 - First Aid > > History - HS 312 - Women in US History > HS 336 - Women in Southern History > > Philosophy - PHIL 101 -- Introduction to Philosophy > PHIL 102 - Contemporary Philosophical Problems > > Political Science - PSC 316 - State and Local Government Politics > > Psychology Courses - any courses beyond those required in the social work curriculum > > Social Work Electives - SW 325: Social Work in Health Settings > SW 326: Gerontology: Social Welfare Aspects > SW 459, 460: Readings in Social Work (specialized independent study for senior social work majors only, with consent of advisor and instructor). > > Sociology - any courses not required in the social work curriculum > > Women's Studies - WST 201 - Women in Society; WST - 301 - Gender and Culture _Structure of Curriculum and Sequencing of Courses_. The BSW curriculum is purposely structured to provide a strong liberal arts base to support the professional courses. Sequencing of courses is designed to maximize the horizontal and vertical integration of the general education core and the professional core. It is therefore mandatory that courses be taken in appropriate sequence. Minimal flexibility is allowed at the discretion of faculty advisors. Students may use the department's "Sequencing of Courses" and "Checklist of Graduation Requirements" sheets as checking devices to note progress through the curriculum. The student's transcript in the Office of the Registrar is the official record of progress toward graduation. Students should check this transcript periodically, particularly in reference to any grade changes, transferred credits, etc. _Social Work Internship_. The final semester in the BSW experience is the internship, SW 495: SOCIAL WORK INTERNSHIP (9 hours) and its companion seminar SW 496: INTERNSHIP SEMINAR (3 hours). The internship carries a Z or pass-fail grade; the seminar carries a letter grade. After collaborations among students, agency staff, and faculty, assignment of the grade is the responsibility of the Department of Social Work faculty. THE INTERNSHIP IS FOR SOCIAL WORK MAJORS ONLY. Internship settings throughout Mississippi and in Memphis, Tennessee, are chosen based upon the setting's compatibility with the mission, goals, and objectives of the Department of Social Work. The setting must provide an educationally-directed field experience, directed by qualified field instructors who will facilitate the student's learning according to the student-university-agency learning contract. Key points to remember about the internship: * All other degree requirements, including GPA of 2.0 must be met prior to beginning internship. * The field coordinator and faculty liaison will arrange for the placement; students DO NOT initiate their own placements. * Internship is a thirteen-week, forty hour per week experience for a total of 520 hours. * Internships may be completed in any approved setting in Mississippi or in Memphis, TN, with consideration for the professional interests and geographic needs of the student. * Oxford has VERY FEW placement opportunities. Priority for Oxford area is given to physically challenged students, non-traditional students with children, and other local residents. * Having a lease in Oxford is not reason to merit a placement in Oxford. * Malpractice insurance and automobile liability insurance are required (if auto is to be used in internship). Malpractice insurance is available through National Association of Social Workers membership. Acquiring same is explained in SW 450 prior to the internship. The process of arranging for the internship is as follows: * Apply for NASW membership no later than second semester, junior year. (Applications are available in departmental office.) * First semester, senior year, complete application for degree. * Semester prior to internship, in SW 450, file request for field of service and preferred geographic location and submit application for malpractice insurance. * Toward end of semester prior to internship, faculty will arrange for preplacement visit with agency. * Student will make all arrangements about relocation, living, paying of tuition, etc. Process and Procedures during Internship. The internship usually proceeds as follows: * Preplacement visit and signing of contract * First day or week - orientation at the discretion of the agency * Agency staff will model agency activity and procedures * Student will gradually enter into agency activity * Regular conferences with agency field instructor * Three evaluation conferences with field liaison * Student will submit weekly written reports to liaison * Other written assignments as described in Internship Manual * Periodic integrative seminars on campus * Final evaluation and grading <file_sep># HISTORY 21 CLASS SCHEDULE (WINTER 2002) * * * [Return to Syllabus] [Benson's Home Page] [On-line Discussions] * * * ## Schedule History 21 will meet according to the schedule listed below. So that you can get the most out of the lectures and class exercises you need do all the assigned reading listed for each day _before_ the class meets unless otherwise noted. As with all courses at Furman we expect you to plan on spending at two to three hours a day outside of class time on reading and assignments. Included in this should be _at least three hours each week throughout the term_ for your final term project. Please note that the midterm examination and the film showings have been scheduled to begin at 6:00 p.m. These are regular class meetings and attendance is expected. Alternative times may be arranged only after consultation with me and with permission from the Associate Dean's office. Students with disabilities who need academic accommodations should contact the <NAME>, Coordinator of Disability Services, (2998) immediately. After an meeting with the Coordinator, contact me during my office hours. Don't procrastinate: do this EARLY in the term. All required online documents and on-line discussions can be reached by clicking the links on this web page. Date \| Topic \| Assignment ---\|---\|--- Week One: Jan. 7 (Purple, Silver, after class) \| Welcome; What is Historiography? \| After class read James Loewen, Lies Across America, Section 75, pp. 362-366, on reserve in Furman Library. See the syllabus for message posting instructions. Jan. 8 (Purple, before class) \| Recent Historiographical Trends \| Tindall and Shi (T & S), America, xix-xxii; Davidson & Lytle (D & L)., After the Fact, Introduction, Prologue Jan. 9 (Silver) \| Pre-Columbian America and the Encounter \| T & S, 2-28 Jan. 10 (P) \| The First Colonies \| T & S, 29-54; D & L, Chapter One Jan. 11 (S) \| Colonial Cultural Regions \| T & S, 54-95 Week Three: Jan. 14 \| American Identity and English Empire; Discussion of Lambert, Inventing the Great Awakening \| T & S, 105-168; Lambert Essay Due by 8:00 p.m. See syllabus guidelines. Jan. 15 (P) \| The American Revolution \| T & S, 169-193 Jan. 16 \| Confederation and Constitution \| T & S, 193-232; D & L, Chapter Three Jan. 17 \| Founding the Nation \| T & S, 233-266; A topic proposal and preliminary bibliography are due online by 8:00 p.m. Jan. 18 (S) \| The Jeffersonian Age \| T & S, 266-311 Week Four Jan. 21 \| Jacksonian Society and Politics \| T & S, 311-361; D & L, Chapter Four Jan. 22 \| Cultural Change and the Emergence of Reform Movements \| T & S, 362-406; <NAME>, Market Revolution, Chapter 7: "God and Mammon" (On reserve; please make yourself a photocopy to bring to class for discussion.) Jan. 23 \| Mid-term Exam; optional review session during class time. \| Mid- Term Exam: 6:00 p.m. Location T.B.A. Jan. 24 (S) \| Slavery and Antislavery and the Historians \| T & S, 465-506 Jan. 25 (P) \| Slavery Expansion and the Causes of Civil War \| T & S, 431-464, 507-544; Mississippi Secession Declaration Week Five: Jan. 28 (S,P) \| The Civil War Experience; discussion of Watkins \| Discuss Watkins, Company Aytch; T & S, 545-622 (the textbook reading for today is optional) Jan. 29 (S) \| Reconstruction and Gilded Age Regions \| T & S, 593-674; D & L, Chapter Seven Jan. 30 (P) \| The New Industrial America and Worker Rights \| T & S, 675-708; Knights of Labor Broadside; Manifesto of the International Working Peoples' Association; Josiah Strong, Our Country, "Perils--Socialism," excerpts Jan. 31 (S) \| Immigrants, Cities, and the new Social Theories \| T & S, 708-722; 735-751; D & L, Chapter Eight Feb. 1 (P) \| Populism \| T & S, 752-786, 823-855 Week Six: Feb. 4 (S) \| Progressivism \| T & S, 735-751; D & L, Chapter Nine Feb. 5 (P, S) \| Disaster in New York (discussion) \| Discuss McClymer, Triangle Strike and Fire* Feb. 6 (P) \| Imperialism, Wilson, and the Recasting America's Foreign Policy \| T & S, 787-822, 856-893 Feb. 7 \| The Twenties \| T & S, 894-934; Evening showing of The Grapes of Wrath Feb. 8 (P, S) \| Roosevelt and the Depression \| T & S, 934-987; D & L, Chapter Eleven Week Seven: Feb. 11 \| WW II \| T & S, 988-1016, 1026-1054 Feb. 12 \| Truman and the Origins of the Cold War \| T & S, 1041-1096; All final papers due today in class. Feb. 13 (S) \| Suburban Aspirations and a Culture of Conformity \| T & S, 1097-1124 Feb. 14 \| The Civil Rights Movement \| T & S, 1147-1151; 1160-1164, 1169-1181 Feb. 15 \| The Cold War and the Vietnam Crisis \| 1124-1147, 1164-1169, 1181-1191, 1206-1211 Week Seven: Feb. 18 \| New Left Historiography and a Nation in Self-Doubt \| T & S, 1192-1206, 1211-1230; D & L, Chapter Fourteen Feb. 29 \| The Reagan Era and Beyond \| T & S, 1231-1283 ## Assignments and Grading Assignment \| Due Date \| Contribution to Grade ---\|---\|--- Review Essay \| 14 Jan. \| 10 % Paper Topic Proposal \| 17 Jan. \| 2 Mid-Term Examination \| 23 Jan., 6:00 p.m. \| 20 Research Paper \| 12 February \| 20 Online Submissions \| Weeks 1-7 \| 8 Online Engagement and Exchange \| Weeks 1-7 \| 4 In-class discussions, exercises, and participation \| Daily \| 8 Comprehensive Final Examination \| Feb. 22, 9:00 a.m. \| 28 * * * Note: The instructor reserves the right to change any provisions, due dates, grading percentages, and all other items without prior notice. The schedule was last updated on 7 January 2002. * * * <file_sep>Biology 206 Course Information \| \| Spring 2002 Wesleyan University ---\|---\|--- Instructors (Appel & Burke) Grading Goals and Procedures Laboratory Skills Requirements & Policies Attendance Homework Exams Reading \| ![](eve_ppa001.JPEG) \| ![](full_dorsal.jpg) ---\|---\|--- * * * Instructors: --- <NAME> (1st half) ext. 3258 106 Hall-Atwater <EMAIL> Office hours: M 11:00 AM - 12:00 PM Th 1:10-2:00 PM and by appointment \| <NAME> (2nd half) ext. 3518 302 Shanklin <EMAIL> Office hours: Tues, 2:00 - 4:45 PM and by appointment \| > Fourth hour: > W 6.00-7.00 PM 121 SC > Th 8.00-9.00 PM 121 SC > > TA office hours : > **** to be announced * * * Grading > \| > > points > > \| > > date > > \| > > covering > > ---\|---\|---\|--- > > 1\. Exam 1 > > \| > > 100 > > \| > > Feb. 15 > > \| > > Lectures 1-8 > > 2\. Exam 2 > > \| > > 100 > > \| > > Mar. 8 > > \| > > Lectures 9-16 > > 3\. Exam 3 > > \| > > 100 > > \| > > Apr. 12 > > \| > > Lectures 17-25 > > 4\. Homework > > \| > > 50 > > \| > > see syllabus > > \| > > - > > 5\. Exam 4 (final) > > \| > > 150 > > \| > > May 13, 9 a.m. - noon > > \| > > Lectures 25-36 (100 pts); > Lectures 1-36 (50 pts) > > total > > \| > > 500 > > \| > > - > > \| > > - * Sample exam questions will be posted. Review sessions before exams will be arranged. * Homework: There will be 4 problem sets and two writing assignments, which will add up to 50 points (10% of your grade) and assist you in preparing for exams. Homework should be handed in on time, or the grade will be reduced for each day it is late. ## Goals and Procedures > A continuation of Biol/MBB 205, this course will begin with transmission genetics including linkage, recombinational mapping, and chromosomal aberrations, building to more complex topics including genomics, human gene mapping, and developmental genetics. The second half of the course will use the foundation already created to introduce the cellular and genetic basis of development. Following a discussion of the fundamental principles that are used recurringly in developing organisms, we will focus on the mechanisms underlying animal development, beginning with gametogenesis and fertilization, and proceeding through gastrulation and organogenesis. Pattern formation, control of gene expression, cancer, and gene and cell therapy will be among the topics discussed. Laboratory > Biol/MBB 216, the laboratory associated with Biol/MBB 206, is a very important part of the course. Students must enroll for it separately, and are graded separately on the lab component, but both address the same principles. The hands-on, real organism experience will add to your understanding of the same material you are learning in lectures and readings. Skills : * critical reading * problem solving * integrating concepts * experimental design * biology literacy ## Requirements & Policies > 1. Attendance. This is highly recommended. We have noted in the past a high correlation between regular attendance and successful completion of the course. You are responsible for all of the material covered in lectures. > > 2. Homework . Doing the homework assignments is guaranteed to very marginally help your grade (in aggregate, they account for 10% of your grade). More importantly, they are designed to help prepare you for the exams (which together account for 90% of your grade). Therefore we strenuously encourage you not only to complete them but also to check the key, as this is the best preparation you can have for the exams. > > 3. Exams. There will be four exams. All will be closed book. There will be concepts to explain, problems to solve, and short essay questions. Exams will focus on material discussed in class. We will post examples of exam questions. The first three exams will be in-class, the fourth during finals week. > >> Although each exam focuses on the most recent material, the course builds on what you have already learned, and part of the fouth exam covers the entire course. Therefore, you should have a good understanding of previous material in the course. Go over the answer key after each exam, and review any sections you have not mastered. > > If you cannot take an exam for extenuating circumstances, you must talk with your instructor -- if ill, we will need a doctor's note. Any other reasons will need a note of explanation signed by the Dean's Office. > > > _Regrade Policy:_ If you think an error has been made in grading or scoring your exam, you may submit your exam, with written explanation of the error you think was made, to the instructors within seven days of the date it was returned in class. Exams written in pencil cannot be regraded. * * * ## Reading > Textbooks (you should have from Biol/MBB 205) > > * Klug and Cummings _Concepts of Genetics_ (6th ed.) > * Wolfe _Molecular and Cellular Biology_ (1st ed.) > > > Readings on Reserve : > > * Nickla _Student Handbook -- Solutions Manual and Art Notebook for Concepts of Genetics_ (for K&C) > * Drlica _Understanding DNA and Gene Cloning_ (3rd ed.) > * Gilbert _Developmental Biology_ > * Wolpert _Principles of Development_ > * Alberts, et al. _Molecular Biology of the Cell_ (3rd ed.), searchable on-line) > > > Web: See syllabus for assigned web readings. > > --- > > \| > > \| > > * * * > > To Bio206 index page > > \| > > To Biol 216 index page > > ---\|--- > Copyright 2002, Wesleyan University. <file_sep>![wpe1.jpg $4138 bytes$](_borders/top.ht1.jpg) --- Welcome to FNAN 301 \| \| ![](_themes/capsules/capbul1a.gif)\| FNAN 301 SYLLABUS - FALL 2000 ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| CACI Financial Analysis ---\|--- POWERPOINT PRESENTATIONS (Click on the TEXT to download the powerpoint presentations for each chapter. You may want to save them to your hard drive. To print them, you will need Microsoft Office Powerpoint. To take notes using the slides, print them as handouts and either 3 or 6 to a page.) \| ![](_themes/capsules/capbul1a.gif)\| CHAPTER 1 ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| CHAPTER 10 ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| CHAPTER 2 ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| CHAPTER 11 ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| CHAPTER 3 ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| CHAPTER 12 ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| CHAPTER 4 ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| CHAPTER 14 ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| CHAPTER 5 ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| CHAPTER 15 ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| CHAPTER 6 ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| CHAPTER 16 ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| CHAPTER 7 ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| CHAPTER 17 ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| CHAPTER 8 ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| CHAPTER 20 ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| CHAPTER 9 ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| How to Read a Financial Report - link to free book from <NAME> ---\|--- The following table provides the solutions to the Cyberproblems for all chapters except Chapter 1. \| ![](_themes/capsules/capbul1a.gif)\| Chapter 2 Cyberproblem Solution ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| Chapter 10 Cyberproblem Solution ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| Chapter 3 Cyberproblem Solution ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| Chapter 11 Cyberproblem Solution ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| Chapter 4 Cyberproblem Solution ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| Chapter 12 Cyberproblem Solution ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| Chapter 5 Cyberproblem Solution ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| Chapter 14 Cyberproblem Solution ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| Chapter 6 Cyberproblem Solution ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| Chapter 15 Cyberproblem Solution ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| Chapter 7 Cyberproblem Solution ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| Chapter 16 Cyberproblem Solution ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| Chapter 8 Cyberproblem Solution ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| Chapter 17 Cyberproblem Solution ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| Chapter 9 Cyberproblem Solution ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| Chapter 20 Cyberproblem Solution ---\|--- The following table will provide examples, spreadsheets, and the case analysis that is due on December 7 or 8 (depending upon which class you are in), 2000. \| ![](_themes/capsules/capbul1a.gif)\| Overview of Lease Financing and Investment ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| Lease versus Buy Example ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| Lease versus Buy spreadsheet ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| Loan Amortization tutorial ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| XNPV Calculation example ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| MEMO TO READ FOR LEASE CASE ASSIGNMENT ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| LEASE CASE ASSIGNMENT - DUE DECEMBER 7 or 8, 2000 ---\|--- The following table provides the answers to the problems at the end of each chapter. \| ![](_themes/capsules/capbul1a.gif)\| CHAPTER 1 SOLUTIONS ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| CHAPTER 10 SOLUTIONS ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| CHAPTER 2 SOLUTIONS ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| CHAPTER 11 SOLUTIONS ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| CHAPTER 3 SOLUTIONS ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| CHAPTER 12 SOLUTIONS ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| CHAPTER 4 SOLUTIONS ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| CHAPTER 14 SOLUTIONS ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| CHAPTER 5 SOLUTIONS ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| CHAPTER 15 SOLUTIONS ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| CHAPTER 6 SOLUTIONS ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| CHAPTER 16 SOLUTIONS ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| CHAPTER 7 SOLUTIONS ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| CHAPTER 17 SOLUTIONS ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| CHAPTER 8 SOLUTIONS ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| CHAPTER 20 SOLUTIONS ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| CHAPTER 9 SOLUTIONS ---\|--- The following table provides the solutions to the spreadsheet problems for the five chapters in which you should be the spreadsheet problems. \| ![](_themes/capsules/capbul1a.gif)\| Chapter 2 spreadsheet tutorial ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| Chapter 3 spreadsheet tutorial ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| Chapter 7 spreadsheet problem solution ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| Chapter 12 spreadsheet problem solution ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| Chapter 10 spreadsheet problem solution ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| Chapter 20 spreadsheet problem solution ---\|--- \| ![](_themes/capsules/capbul1a.gif)\| Chapter 11 spreadsheet problem solution ---\|--- <file_sep>` # ENGLISH AMERICA:` ## `CURRICULAR MASKS/IMPERIAL PHANTASMATICS` `**` ### `*`<NAME> (<EMAIL>) University of Notre Dame * * ### _CONCESSIONARY NARRATIVES_ __In 1993 I published an essay entitled "Decolonizing the English Past: Readings in Medieval Archaeology and History" in the North-American-based _Journal of British Studies._ The paper questioned the category "medieval English peasant," which had informed my work in economic history for the first decade of my academic research. I argued for the category's construction in India in the later nineteenth century through a two-fold process of adjudicating colonial property rights in India and emplotting constitutional histories as national allegories in England. "Medieval English peasant" worked as the ideological product of "English India," a term used by Sara Suleri to express the literal and figurative intimacies of such dichotomous pairings as national-colonial, colonizer-colonized, colonial,-postcolonial. [1] My essay then tried to imagine how to undo this category. I wished to set its political historiography back in motion in order to write other economic histories. An American editor of a prospective volume on medieval peasant studies, targeted for an English publisher, invited this essay for reprint. I welcomed the opportunity of its traveling more widely. It turned out, however, that a reader for the press, a prominent English medieval historian, would not sign off, unless my essay was pulled from the collection. An editorial dilemma-- with profuse apologies to me, the editor dropped the piece and the book went forward to press. This minor skirmish in academic publishing productively shifted my critical attention from the historicist complications posed by English India to what I will come to call in this paper the performance of "English America" and the politics of its border patrol. [2] I use "English America" as a kind of shorthand for the complex ways in which North American medieval studies, since its so-called "take-off" with the GI Bill after World War II, mimes British imperial phantasmatics and thereby does the work of reproducing an "Englishness" that can then be exported back to England in a vertiginous transnational exchange of imageric power. [3] North American medievalists may protest at this juncture, countering that surely the publication of my essay in the J _ournal of British Studies_ countermands such a claim about circulation. I suggest in turn that its publication was an instance of North American medieval studies mistaking a concessionary narrative. <NAME> has defined a concessionary narrative as one that "goes some way toward recognizing a native point of view and offering a critique of European behaviour, but [it] can only do this by not addressing the central issue" (Hulme: 253). [4] My essay could not be exported back to England because it explicitly violated such a narrative agreement by exposing the production of a category of English India "English medieval peasant" and its historiographic force. [5] This publishing lesson taught me how transnational publishing performs "English America" in specific ways. The fate of one essay in the circulation of that phantasmatic does not much matter. What concerns me more about this performance is its repetition in the History Department curriculum. One of my job responsibilities is defined as teaching the "undergraduate medieval English survey." The "medieval English survey" still persists as a common course offering, often _required_ of undergraduate history majors in North American universities. But what is the performative nature of this survey, and what does it have to do with ensuring British imperial phantasmatics? In other words, what does it mean to read the survey through the phantasmatics of English America? I will take my cue for such a reading from <NAME>, who has written eloquently on the construction of English Studies through the India Service. About curricular process she writes: "Until curriculum is studied less as a receptacle of texts than as activity, that it to say, as a vehicle of acquiring and exercising power, descriptions of curricular content in terms of their expression of universal values on the one hand, or pluralistic, secular identities on the other are insufficient signifiers of their historical reality"(167). [6] My paper troubles the three terms of the survey: the timing of "medieval", the repetition of "English[ness], " and the gaze of a national "survey," which keeps imperialism in a space-off. I get to this trouble through an analysis of the major historiographical investments of the British journal _Past and Present_ , founded in Birmingham by British Marxists in 1952\. I wish to join the North American performance of the medieval English survey with the historiographical phantasmatics conjured by _Past and Present_ in the wake of the loss of the Raj and in the constitution of postcolonial racial politics in Britain from the 1960s to the Thatcher years. During that time, the journal advocated the history of the family and of crime as a major focus of historical study. In what ways, I ask, does the history of the family and crime offer a pastoral space, a shadow in which the historian stands seemingly protected from neo-imperial racial politics? The medieval English survey lies, I hope to show you, in the pastoral shade of this racism: the survey does the melancholic work of holding the impossibility of Englishness at bay. Twisted paths led to my study of this pastoral politics. I will offer a map to them now and invite you to spend some time in the course of this essay at some of the most contested sites. First, I plunge my readers into my pedagogical formation as a teacher of the "medieval English survey" at the University of Notre Dame in Indiana , my first and current teaching position. I endeavor to show how that teaching experience led to a specific meditation on the ideology of a "pastoral" survey. I then turn my attention to a far-reaching pastoral crisis as exemplified in the thematics of the journal _Past and Present_. I trace how the pastoral politics of Robin Hood in the 1950s, an obsessive topic in the early years of publication of _Past and Present_ , bleeds into a pastoral historiography of the family in the 1960s and a pastoral historiography of crime in the 1980s. I contrast this pastoral politics of _Past and Present_ with a counter-politics of the Birmingham School of Contemporary Cultural Studies founded in 1964. The separateness of these two adjoining institutional projects becomes exemplary for me in understanding the pastoral space that can deny the gap in term "English America." (Viswanathan 1991) ### _IN THE SHADOW OF THE FOOTBALL STADIUM:_ _AROUND 1987_ __ The autumn semester 1987 at the Universtity of Notre Dame: I am teaching the medieval English survey. On October 16, 1987, fierce winds of hurricane force devastate over 500,000 trees in the south of England. The British papers talk of "felled giants," how the ancient seven oaks of Sevenoaks, Kent, lay uprooted and dying in the aftermath. That same autumn, the British film maker <NAME> worked on his film entitled _The Last of England_ , which he described as a "dream allegory (in which) the present dreams the past future" (Jarman 1987,188). In the opening voice-over of the film, Jarman alludes to the dead trees and lost ancient woodland: "The oaks died this year. On every green hill mourners stand, and weep for _The Last of England_ " (Jarman 1987, 188) Also in 1987: <NAME>, too, announced the last of England. She said: "There is no such thing as society. There are individual men and women and there are families".(Strathern, 158). Thatcher dreams the collapse of polity into the nuclear family as site of consumption. Only the purchase of commodities can continue to make agency visible in this dream world. Her speech could be easily mistaken as an advertisement for Benneton. Englishness works no longer as an imperial-national culture, a teleological necessity, but rather, now, in the late 1980s, as a transnational "style"--you too can choose it, buy it, wear it, eat it, implant it, grow it in a test-tube, in the shadow of the family tree, naturally. ### _DREAMS 1987_ I dreamt a painful dream that autumn. In the dream I saw some kind of intricate, vivid, shiny metallic pattern, like some shard or crumbled piece of a mask. At first it seemed menacingly indecipherable when, suddenly, it struck me with all the relief of dream-recognition that it was Celtic interlace. That seemed to explain everything! From many years of dream-work I could sense that a crucial piece of a haunting puzzle had fallen into place. I know that my aging great-grandmother had come to die at the house of her daughter, <NAME>, who had left Donegal, Ireland in her teens. The large, hairy, aged woman sitting in the corner of my grandmother's kitchen spoke in a language that made no sense to me, and mine seemed to make no sense to her; our nonsense profoundly frightened me. A solipsistic four-year-old, I had not yet learned that there was more than one language in the world. Not long after my great-grandmother died. We drove a seemingly interminable distance to Brooklyn for the wake. As I climbed the heights to her bier, the nonsense got all mixed up with her deathly silence. Only much later did I learn that my great-grandmother spoke in Gaelic to me, or so the story was told. My dream had dreamed Britain thinking me as a child through the broken migrant histories of my own family. Britain also thought me as a "first-ever in the family at university," as an American graduate student, studying at a Canadian university, who worked on an English archaeological site (Peterborough) for her dissertation. As I taught the survey that autumn, the image of the blue-uniformed borstal boys (as they were called), whom the excavation had contracted from the regional reformatory to do the heavy work of our excavation, haunted me. As we students trowelled, the borstal boys stood in rows laboriously shovelling, not unlike the Egyptian fellahs to be seen in early twentieth-century photographs of British excavations in Egypt. General Pitt-Rivers never lets go, I thought. ### _GHOSTS AND STUDENTS_ __These ghosts from past and present haunted me as I tried to understand the power of the medieval English survey over the students who seemed to sit so complacently in front of me. They came in throngs from pre-law, the London Abroad program; they were government majors,history majors, and English majors and a good number were from ROTC. The students desired that exceptional story that they already knew: law, parliament, monarchy, progress, Pax Britannia. They desired this even though the majority of them were self-identified Irish- Americans who had chosen to come to the university of the "fighting Irish." At that time there existed no Irish Studies Program at the University, no curricular means by which these students could come to understand the co- construction of "Irishness" and "Englishness." <NAME>, who now heads such a program at Notre Dame, calls this persistent, timeless denial of "Irishness" for the "Irish-American" "a kind of self-imposed cultural starvation, almost a hunger strike."[7] Was I teaching cannibals, then, who turned against the abandoning, colonized "mother country" and ate her in the football stadium? Irishness was good to eat! That curricular musing got me to thinking of the space where the "fighting Irish" fight: the football stadium, the libidinal, economic and ideological heart of the Notre Dame campus; a place of enclosure, green and idyllic; a pastoral space. There is my clue, I thought: the space of the survey works like the pastoral, a green, protected space, like the football stadium, where conflict can be repeated and contained. The survey not only assured students of Englishness, but also, that most of civilization still lies shaded under the sturdy, capacious, seemingly eternal canopy of the British oak. Safe, secure, idyllic, the space of the survey promised the reproduction of order, of monarchy, law, parliament, world power, even the "fighting Irish." There was my curricular challenge. Could I work to move the survey out of the cultural shade of the British oak, or is the very notion of a medieval English survey constitutive of such trees, helping to make the British oak visible, just as the British oak, the pastoral, makes the survey visible? [8] ### _AFTER NATURE_ The problem of visibility and performance in the survey continued to haunt me as I made my various awkward adjustments to it over the semesters. In 1991 I thought I might have found the answer to my curricular problems in Marilyn Strathern's study _After Nature: English kinship in the late twentieth century_. Strathern, an anthropologist, traces the historic epistemology of Thatcher's statement ("There is no such thing as society. There are individual men and women and there are families") and considers its cultural implications. She locates in those words a rupture which she describes as "After Nature," meaning an epoch in which individuality no longer reproduces individuality, in which there is no future due to the "demise of the reproductive model of the modern epoch which was "a model not just of the procreation of persons but for conceptualising the future" (Strathern, 193). Somehow Strathern seemed to me to converge oddly on Thatcher. So convinced that "After Nature" marked an epistemic break, Strathern failed to interrogate it as yet one more move in a neo-imperial production with/over the Englishness of national identity. Such odd convergence of left- and right-wing analysis, suggested that another politics might be in question here; politics of race. <NAME> in his study _There Ain't No Black in the Union_ _Jack_ has analyzed just such strange left-right convergences in the emergence postcolonial racial politics of Britain after World War II . [9 ] My guess was that both Thatcher and Strathern would seemingly rather "disappear" "English society," rather than see it rendered vulnerable to or shattered by--what? This question would not let go of my historical sense and I decided to go back to the journal _Past and Present_ , once the "source" of historiography for me during my graduate studies to see if a critical reading of the journal as a symptom and not a source would help me to understand this fear of shattering. ### _PASTORAL_ PAST AND PRESENT __ __I needed to return to _Past and Present_ in an effort to understand what kind of history it performed in the wake of the loss of the Raj and the rise of a new British racism in the 1960s and 70s. Its first issue, as I have mentioned, appeared in February 1952. The editors subtitled it: "a journal of scientific history." In the dysphoria of decolonization and the emerging Cold War, British Marxists looked to the ancient historian Polybius whose belief in the historical discipline could, according to the editorial introduction, help historians in the present to "face coming events with confidence." What struck me about the the medieval contributions to the journal in its first years was the obsession with questions about the historical identity and socioeconomic class of <NAME>. So intense was this debate that the first anniversary volume of fifteen essays culled from the first twenty years of the journal featured five essays, or one-third of the volume, devoted to Robin Hood. What could be better than the fantasy of a medieval English peasant to forestall the intimate shattering that might occur if the postcolonial loss of an imagined national rurality which had come to reside in India were fully avowed? Both academic and popular culture --the BBC series also produced and programmed its famous Robin Hood series at this same time-- melancholically held onto Robin Hood to avoid a sense of historical loss. The editorial obsession with <NAME> at the journal provided me a way into understanding the pastoral politics of English America. I detect in this return of <NAME> to the pages of _Past and Present_ a pastoral move among British historians.[10] Indeed, the project of founding the journal _Past and Present_ was itself a pastoral move, the obsession with <NAME> being one of the medieval effects of the move. The strong desire to locate Robin Hood under the pastoral shade of the medieval past at that moment, in 1952, has everything to do with the culture of decolonization in England. What kind of desire is this desire of English historians for English peasants? Here we have to look at what phantasmatic histories were lost in England with the loss of the Raj. My argument is compressed here for purposes of time and its main point is that England lost an imagined rural past with the loss of India. Put very briefly: to write a progressive history of national freedom in the nineteenth century, English scholars appropriated German scholarship on the Teutonic village community as a guide for imagining Saxon villages as the laboratory for democracy. British scholars in the India Service who grappled to frame tenurial policies in Indian villages then extended the narrow concept of Teutonic village community developed in Anglo-Saxon studies to encompass the Aryan community (Biddick 1995). Publications such as _Village Communities in East and West_ (1871) by <NAME>, a classicist, jurist, and member of the Viceroy's Council in India, helped to produce India as the rural past of England and England as the colony's national future. In a paradoxical way the medieval English village community was invented by the India Service. Back in England, as its countryside grew more industrialized, this imperially informed notion of the peasant village community could lend itself as a Romantic emblem attractive to both liberal and conservatives in Parliamentary debates over colonial land settlements in the mid-nineteenth century. Medieval English peasant studies, so important to English constitutional historians, such as Maitland, returned again, not surprisingly, with force at decolonization, which brought with it the loss of the rural phantasmatic. English historians labored to recover the medieval English village and, in so doing, to work out the problems of continuity and change for an "imperial- national" culture undergoing decolonization. Their historiographic labors bore directly on a work of public culture to refigure the sites at which much nineteenth-century peasant history had been produced. The peasant historiography that emerged in the post-War period in the pages of _Past and Present_ tried to resurrect the lost past by disavowing its loss and putting <NAME> in its place. The pages of _Past and Present_ moved the discourse of the English peasant to a non-place, to the site of <NAME>, who, if he could be given an archival identity and class status, could be made the visible father of a new "English" rural history. This non-place, however, as <NAME> has warned, "forbids history from speaking of society and death--in other words, from being history" (69). How to make this new phantasmatic rurality, which cannot speak death, reproduce itself historiographically? In 1964 <NAME>, a noted agrarian historian and member of the editorial board, made a clarion call in the pages of _Past and Present_ for English family history. English family history would go on to become a historiographic industry. The debates in family history were actually discussions of Englishness and how early it could be detected. Studies such as <NAME>'s _The Origin_ s _of English Individualism: The Family, Property, and Social Transition_ (1979) exemplify the genre. Macfarlane would locate the formation of the distinctive English family in the twelfth century, a century, perhaps not so coincidentally associated with Robin Hood. Ever reactive, albeit in its historiographic unconscious, _Past and Present_ began to take on yet another issue of racial politics in its pages, to construct another site where Englishness could be regarded as distinctive, that is, the history of crime. In the November 1983 issue, just two short years after the "explosions" at Brixton and the publication of <NAME>'s report on the racial uprisings, a report which <NAME> considers "a crucial document in the history of the discourse of the black community. It set the official seal on a definition of the origins and extent of black crime and tied these to what were felt to be distinct patterns of politics and family life, characteristic of black culture" (Gilroy: 104). <NAME>one (1983) wrote a review essay on historical patterns of crime in England. In his concluding remarks he claimed: '"We are infinitely more destructive in war than our ancestors, but in our daily lives the English at least are also, for some reason, still far less prone to casual violence" (22-23). Read this against those "explosions," the "mindless" violence of Brixton, and it is again possible to see how the Englishness of the family and the Englishness of peaceful everyday life lay protected in the white shade of the pages of _Past and Present._ ### _BIRMINGHAM CULTURAL STUDIES_ The pastoral politics of _Past and Present_ did not go unchallenged in public culture. The more Robin Hood, the more cadaverous _Past and Present_ became. The disavowal of loss at the heart of this journal accounts, I think, for its failure to articulate with another Birmingham project, that of Marxist cultural studies as carried out at the Birmingham Center for Contemporary Cultural Studies in the 1960s and 70s. [11] The Center was founded at the University of Birmingham in 1964, a mere twelve years after the founding of _Past and Present_. Its students tracked the study of racism, ethnocentrism, nationalism, and ongoing imperialisms as processes, not events. It attended to migrant and sexual histories, popular music, film, and television. In particular, the Center took a critical stance on how the "family" was being used to stand for a national narrative of England in the 1960s and 1970s, such that the family acted as a pastoral space in which political processes could be converted into natural, instinctive, seemingly invisible processes, acts of national nature. Works produced under the influence of the Center traced how the families of British Blacks came to be labelled as pathological, a source of growing "black criminality." How is it that, in spite of gestures and invocations, the two Birmingham projects did not really articulate, did not join their national and imperial critiques? This question raises the very different positioning of the family in the two projects and it is to that positioning of the family I will now turn. ### _THERE'S NO PLACE LIKE THE HOME MOVIE_ ** (Jarman 1987: 108) To focus on the contest I would like to turn to two films influenced by the Birmingham Cultural Studies school. The films, _Handsworth Songs_ (1986) by the Black Audio Collective and _The Last of England_ (1987) by <NAME> can be used as examples of this counter-pastoral politics (Auguiste 1988;Kruger 1988; Gilroy and Pines 1988). [12] Together these films work like a double-edged blade that exposes the roots of the pastoral family tree of Englishness to migrant and sexual histories. Both films splice family scenes from home-movie footage, to create a counter-pastoral space. _Handsworth Songs_ can be read as a kind of video museum for West-Indian migration into Britain. It tells a history of the Handsworth uprising of 1985 through a diasporan history of West-Indian migration, largely post-war, to Britain. The family footage works diasporically in the film to show not an essentialist West-Indian family of tradition which would deteriorate, become "pathological," upon its arrival in the metropolis. Rather, home-movie footage constitutes the family as a contact zone that articulates with a range of spaces that cannot be easily categorized as public or private and with times that cannot be easily categorized as developmental. The Black Audio Collective nested home-movie footage of a young infant being washed in a tub, a young man and two women in a living room, two young girls with their parents in a living room into an unfolding montage of archival footage ranging from splices of post-War inter-racial dance clubs, disembarking immmigrant Calypso stars, labor parades and rallies along with local footage of community spaces, such as grade-school, nursery, health clinic, factory, reggae clubs, green markets. This material is further folded into studies of black-and-white family photographs of weddings, school days etc. The home-movie footage, family photographs and archival footage of migration and labor history are cut against contemporary BBC footage (stripped of audio) of the Handsworth uprisings, the famous "swamping" speech of Thatcher, and of documentary footage of community-group and neighborhood commentary on the uprisings. The evocation of the family through home-movies in _Handsworth Songs_ refuses any essentialized notion of the family and produces the family instead as a relay in a complicated grid of migrant, labor, racial, and sexual histories. The family itself becomes diasporic within a diasporic film. The voice-over over the last home-footage to be spliced into the film underscores this diasporic staging. We see the last home-movie cut after we hear the story of the death of <NAME>, a victim of police violence, as told by her family. A woman's voice speaks over cuts of the funeral cortege interspliced with family -movie footage of a father, mother and two daughters. The voice- over that accompanies these splices recites the poetic words of a young West Indian woman: "then I slip through the crack to be shamed by the sea, Night- time I am the sea, and if I walk from the shoreline to cast it, it will fill my shoes, washing my journey away." In staging the family as historical journey, _Handsworth Songs_ blacks out the shade of the pastoral tree that would seek to collapse itself into the family tree--to root nation into Englishness. This ideological family tree is cut down in the collage of _Handsworth Songs_. A voice-over that accompanies another splice of home-movies of a living room scene says as much: "There are sands to shift, dry woods to sweep away, and they said to each other, here we will be shoulder to shoulder, and we will survey the world in ascension, and one day the world will come to us." The pastoral is dismantled and its dry timber carried away in order to make the space for different histories and articulations that do not work through the family as an essentialized "natural/national" entity whose purpose is to occlude imperial relations. <NAME> uses home-movie footage in _The Last of England_ not to cut down the pastoral family tree but to show the costs of its politics. He focuses on the pastoral site of the post-war white English suburban family, and through splicing his father's home-movies shows that pastoral suburban site to be one of devastation, an extension of war, terrorism, imperialism, libidinal exclusion. Jarman's family history is in itself an interesting montage of migration and imperialism. On the paternal side, his great-grandfather left Devon to migrate to New Zealand in the mid-nineteenth century. Jarman's father came from New Zealand to Britain supposedly for a brief period in the 1920s but ended up in the RAF for World War II. He was a successful bomber pilot and learned to work a camera on his bombing forays. He hated the English, according to his son, and resented the pantomime of accent and gesture he had to adopt to pass in England. On the maternal side, Jarman's grandparents had made their fortune in the tea trade in Calcutta and returned to England to retire. When Jarman was 10 years old, his father was seconded as a pilot to Pakistan and the family accompanied him. Jarman retained vivid memories of that trip. It is mistake, I think, to read the beautiful color footage of the Jarman home-movies as a site of the pastoral spliced into his unremittingly desolate scenes which insist on the terrorism and desolation of bureacratic and bureacratized life under Thatcher. I think Jarman, instead, is asking us to read the home-movies as the site of enclosure and the open-secret that constitutes violence and secrecy within the suburban enclosure of the family and gives the permission for the extension of this violence beyond the English hedge--an extension that Jarman shows in detail. Jarman does, however, twice stage a pastoral moment in _The Last of England_. Jarman uses these pastoral stagings strategically to shatter the open secret of the pastoral family tree which is also about the good order of English sexuality, that is the Englishness of orderly, heterosexuality. Jarman stages the first pastoral scene with a cut to a painting by Caravaggio entitled Perverse Love. The painting of a beautiful male angel lies on the ground and subsequently a young punk proceeds to masturbate on, fuck and then stomp on the painting. The same punk then moves around the abandoned lot in which the painting lies, in the glare of a brightly burning flare, which seemingly burns up and exposes any lingering shade of the pastoral. Jarman stages yet another pastoral scene that criss-crosses disorderly sexuality with the pastoral space of the Union Jack. A well-suited (yuppy?) drunken disco-goer tries to fuck a masked terrorist of uncertain gender on a bottle-strewn Union Jack. The sexual scene dissipates in drunken frustration. Here, once again, Jarman seems to be exposing and questioning the good order of sexuality that would come under the shade of the pastoral family tree of Englishness. The Black Audio Collective and <NAME>, who filmed as Thatcher claimed "there are individual men and women and there are families" and as Strathern delivered her lectures of "After Nature," were telling different and powerful migrant and sexual histories that foregrounded the family in counter-pastoral spaces. As histories of excluded bodies these counter-pastoral films challenged the politics of visibility which serve as the conditions of possibility for the English model of Nature, Society, Individual. and for a pastoral historiography of Englishness as written in the pages of _Past and Present_. These migrant and sexual montages of _Handsworth Songs_ and _The Last of England_ dispelled the shade of the English family tree. These films provided me with the inspiration to attempt to do the same with the medieval English survey. ### _TEACHING THE SURVEY 1995_ What, then, are North American medievalists to do, who are required to teach the medieval English survey? How can we imagine a pedagogy that short-circuits the performance of English America, walks out of the shade of _Past and Present_ , out of the shadow of the football stadium? I return once again to <NAME> to give these questions one more pass. Not surprisingly, <NAME> had returned yet again in the early 1990s to pose the problem of English America. The Hollywood film _<NAME>ood Prince of Thieves_ (1991) devotes itself to reminding its Anglo-American audience of "Englishness." It is not by coincidence that the first words of <NAME> (<NAME>), who as a Hollywood star is already intertextually interpellated into the American neo- imperial phantasmatic through his starring role in _Dances with Wolve_ s are the following spoken to his Muslim captors: "This is English courage." Shot in England during the Persian Gulf War, in which England served as an ally to the United States, it is not by coincidence that the audience follows the arrows of <NAME> as they make their way to the target through the missile-nose view that had become familiar from CNN coverage of scud-missile attacks in Desert Storm. This scud-archery of <NAME> became the signature special- effect. It appeared in the promotional trailers for the film and were also spliced into the film's music-video "Worth Dying For" (<NAME>) which also concluded the film. The moral order of "Worth Dying For" suggests once again that we are dealing with English medieval studies in North America as a concessionary narrative for the truth of Englishness (Biddick 1995). On the first day of class in the spring semester of 1995, we began with the video "Worth Dying For." We talked about death, the pastoral, and the historical production of Englishness. We ended the semester with a reading of <NAME>'s _The English Patient_ (1992), a story set at a Tuscan villa in the summer of 1945. It weaves back and forth between rewritings of Kipling's _Kim_ and _The Last of the Mohicans_. Ondaatje perceptively calls World War II "the last medieval war" (69). In this mystery story that hovers over the badly burnt, "unidentifiable" "carbon-like" body of an English patient, Ondaatje seems to suggest that there there are no more conditions of possibility for producing Englishness. Writing in 1992, Ondaatje knows, of course, that he is wrong. It is with this misrecognition that I drafted yet again another version of the the "medieval English survey" for the spring semester of 1995. That syllabus is appended below. ENGLAND AND ITS OTHERS A COURSE FOR BELATED TRAVELERS IN AN AGE OF COLONIAL DISSOLUTION HISTORY 413-SPRING 1995 Pasq Center 109-M/W 11:15-12:30 Prof. <NAME> 456 Decio/1-7692 <EMAIL> office hours: WED 2:00-4:00 __ _the trouble with the Engenglish is that their hiss hiss history happened overseas, so they don't know what it means._ __<NAME>, _<NAME>_ (Viking, 1988), p. 343 PROBLEM OF THE COURSE:CHRONOPOLITICS What time is it in the medieval England survey? Are we so sure of the chronology of medieval English history: 410 ACE (the withdrawal of Roman rule), 1066 ACE (the Norman Conquest), and all that? Whom and what do these chronologies repress and how were they constituted? Why were English chronologies so challenged in the twelfth century and again in the late twentieth century? Undergraduate Surveys leave unmarked their chronopolitcs, the politics of time and timing. Chronologies are the effects of constituting,engendering, sexualizing, racializing "historical subjects." To mark and re-articulate the chronopolitics of the medieval English survey, this course will think about various time-telling devices used in the cultural work of time-telling: the prophecies of Merlin, the archives of the Public Record Office, the time-bombs dropped on London in World War II, the home-movies of migrant colonials--these are a few of the time-telling devices we will think about this semester. Why is telling time in the survey so important? Does the time of the medieval England survey course have everything to do (still) with the question" what time is it in the British Empire? " How is the medieval England survey course a site, or itinerary for belated travel in a post-colonial age? Do we need to ask further, _where_ is Greenwich mean time? FORMAT/REQUIREMENTS Hands-on, seminar format. Written exercises, and required research paper (10-12 pp) in lieu of final exam (due May 9, 1995). If you take more than 3 unexcused absences, you forfeit your 15 credits for class participation (15 credits) Grading: (instructions for these assignments will be explained in class) class participation 15 reading report 10 (1 report -5 choices/5 teams/5 pp) exercise 1 10 (group work-group paper/6 pp) exercise 2 10 exercise 3 10 exercise 4 10 final paper 35 (assigned topic on Time,Timing,Translation in _HKB_ ) REQUIRED TEXTS _Course Packet_ LaFortune Copy Center Book Store: Gerald of Wales, _The History and Topography of Ireland_ <NAME> Monmouth, _History of the Kings of Britain_ __<NAME>, _The English Patient_ __<NAME>, _Kim_ <NAME>, _Political Development of the British Isles_ __ _Recommended:_ __<NAME>, _There Ain't No Black in the Union Jack_ __ __ __ _Wed JAN 18: WORTH DYING FOR?_ __ __introduction to course music videos and the problem of English America PART I: TELLING ENGLISH TIME: CARTOGRAPHY/LANGUAGE/ARCHIVE _MON JAN 23: BRITISH HISTORY AS A BORDER PROJECT_ __ __ <NAME>, "DissemiNation: Time, narrative and the margins of the modern nation" (cp) HAND-IN (3 pp) write your migration history and use it to react to Bhabha: "We then have a contested conceptual territory where the nation's people must be thought in double-time; the people are the historical 'objects' of a nationalist pedagogy, giving the discourse an authority that is based on the pre-given or constituted historical origin in the past; the people are also subjects of a process of signification that must erase any prior or originary prsence of the nation-people to demonstrate the prodigious, living principles of the people as contemporaneity: as that sign of the present through which national life is redeemed and iterated as a reproductive process. " (p. 145) _WED JAN 25: Watching the Detectives_ __ __ __(NB: class meets in Special Collections-Hesburgh Library) TEAM I REPORT: <NAME>, "The Antiquarian Enterprise"(cp) Class study of William Camden's (1551-1623) _Britannia_ \-- Special Collections, Hesburgh Library _MON JAN 30: GRAMMARS FOR THE "FOREIGNESS OF LANGUAGES"_ ____ __TEAM 2 REPORT <NAME>, _The Rudiments of Grammar for the English-Saxon_ _Tongue_ (1715) Read the Dedication and Preface (cp) _WED FEB 1: RECORD AS MONUMENT_ ____ _class will meet in LIBRARY LOBBY by CIRCULATION DESK_ __ __Team 3 Report Read _Public Records Office Act_ \--1838(cp) + "The Public Use of the Records" from _First Report of the Royal Commission on Public Records_ , vol 1 (1910), pp. 21-25 (cp) we visit CD 1040 on 11th floor of Hesburgh Library to look at the _Lists and Indices of the Public Record Office_ and visit DA 25 to look at the _Calendars_ EXERCISE 1 (5 pages+ xeroxed source materials) - groups of 5 due FRIDAY FEB 10 (456 Decio) Please look at the _Calendars for Trade and Plantations_ (1704-1782) pick a country, state, island (e.g. Virginia, Barbados), or trading company ( e.g. East India Company) and go through the volume (each member take a share of the volumes) and xerox the entries--put the collage together and read the "map"--then be prepared to say how the archival project of "calendaring" produces an archival map of colonialism __ _RECOMMENDED READING FOR EXERCISE 1 (on reserve)_ __ __PhilippaLevine, _The Amateur and the Professional: Antiquarians and Archaeologists in Victorian England,_ 1838-1886 (Cambridge1986) read chapter: "The role of government" <NAME>, "The 1838 Public Record Office Act and its aftermath: a new perspective," _Journal of the Society of Archivists,_ 7 (1984), 277-285. MON FEB 6-WORTH DYING FOR? _TEAM 4 REPORT_ __ __<NAME>, "The Conquest Reversed: King Alfred and Queen Victoria," in her _Reversing the Conquest: History and Myth in 19th_ _Century British Literature_ (Rutgers, 1990), pp. 175-202+228-232.(cp) for your interest (on Reserve) <NAME> and <NAME>, _The Cult of the Prince Consort_ (Yale 1983) PART II: MEANWHILE BACK IN BRITAIN _TUES FEB 7-viewing of HANDSWORTH SONGS (1986)(Black Audio Collective)_ _WED FEB 8 THE EMPIRE STRIKES BACK_ __ Read: material on _Handsworth Songs (_ cp) <NAME>, "Diaspora, utopia, and the critique of capitalism," in his _There Ain't No Black in the Union Jack: The Cultural Politics of Race and Nation_ (Chicago 1987), pp. 153-222.(on reserve/recommended in bookstore) EXERCISE 2 (group paper-due FRI FEB 17) Reading _Handsworth Songs_ through the course work so far (topic question \+ additional recommended readings to be circulated) PART III: THE EMPIRE STRIKES BACK IN THE 12TH CENTURY _MON FEB 13: THE REPEATING ISLAND_ __ __for all: <NAME>,"Introduction: the repeating island," from his _The Repeating Island: The Caribbean and the Postmodern_ _Perspective_ (Duke, 1992),pp. 1-32(cp) <NAME>, _The Political Development of the British Isles_ (Oxford, 1990), pp. 1-49(required-Book Store) (hereafter called _PDBI)_ __ __ __ _WED FEB 15: WHAT'S EATING GERALD OF WALES (1146-1223)?_ __ __ __lecture: Imagining Colonial Community: an Introduction to the Works of Gerald of Wales read all: _PDBI_ , pp. 50-97. _MON FEB 20: WRITING THE WONDERS OF IRELAND (pt I)_ __ all: <NAME>. "On Ethnographic Authority," in _The Predicament of Culture_ (Harvard, 1988), pp. 21-54 read: Gerald of Wales, THE HISTORY AND TOPOGRAPHY OF IRELAND. pp. 33-91 _WED FEB 22: GERALD OF WALE'S ETHNOGRAPHIC AUTHORITY_ ____ __READ: GERALD OF WALES, IRELAND, PP. 92-125 DISCUSSION: <NAME> meets Gerald of Wales Exercise 3 ( group work) (due Mar 6) <NAME> meets Gerald of Wales _MON FEB 27: IMAGINED EMPIRE_ __ all read: _PDBI_ , pp. 98-141 + <NAME>, "The Beginnings of English Imperialism," _Journal of Historical Sociology_ , 5 (4, 1992), pp. 392-409 lecture: problems in interpreting 12th century EMPIRE _WED MAR 1: WHAT'S EATING GEOFFREY OF MONMOUTH?_ __ __ ____ Read: <NAME>, __ "Introduction: The Predicaments of Belatednes _s," in his Belated Travelers: Orientalism in the Age of Colonial Dissolution_ (Duke, 1994), pp. 1-17 (cp) <NAME>mouth. _History of the Kings of Britain,_ (hereafter HKB)pp. 51-148 MON MAR 6: MIMIC MAN? <NAME>, "Of mimicry and man: the ambivalence of colonial discourse, " _October_ (19 ) (cp) GofM, _HKB,_ pp. 149-211 _WED MAR 8: DOES THE HISTORY HAVE A HISTORY?_ TEAM REPORT 5 <NAME>, "The Context and Purposes of Geoffrey of Monmouth's History of the Kings of Britain," _Anglo-Norman Studies,_ XIII (1992), pp. 99-118 BREAK****BREAK****BREAK***BREAK***BREAK** _MON MAR 20: DO DEAD MEN TELL LIES?_ __ GofM, _HKB <_ pp. 213-284 _WED MAR 22: PAPER WORKSHOP on HKB_ __ __Recommended Readings on Reserve <NAME>, "English monks and Irish reform in the 11th and 12th centuries," _Historical Studies,_ 8 (1971) <NAME>, "Geoffrey of Monmouth as a Historian," in _Church and Government in the Middle Ages_ (Cambridge 1958) <NAME>, _Professional interpreters and the Matter of Britain_ (Cardiff, 1966) <NAME>, "Buchedd a moes y Cymry: The manners and morals of the Welsh," _Welsh Historical Review,_ 12 (1984-85) <NAME>, "Conquering the Barbarians: War and Chivalry in 12th Century Britain," _Haskins Society Journal_ 4 (1993) <NAME>, _The Passage of Dominion: Geoffrey of Monmouth and the Periodization of Insular History in the 12th Century_ (Toronto 1981) __ __ <NAME>, _Racial Myth in English History_ (1982) _MON MAR 27: TECHNOLOGIES OF CONQUEST_ __ all read: _PDBI_ , pp. 142-197 _WED MAR 29: CONSULTATIONS ON DRAFT_ __ __ __ _PART IV: REREADING EMPIRE_ __ __ __ _MON APR 3: THE UNCANNY ENGLISHMAN_ __ __<NAME>, _The English Patient_ (1992)(bookstore), chapters 1-3 _WED APR 5: THE RETURN OF KIP (ling)? cont_ Ondaatje, _English Patient,_ chapters 4-8 _MON APR 10: DO DEAD MEN TELL LIES?_ __ __Ondaatje, _English Patient_ , chapters 9-10 _WED APR 12: ARTHUR, MERLIN, ENGLISH PATIENT_ __ __ _MON APR 17: COLONIZING IMPERIAL TIME_ __ __ __<NAME>, "The Pleasures of Empire," in his _Culture and Imperialism_ (New York 1993), pp. 132-162 <NAME>, _Kim_ , chapters 1-7 _WED APR 19: COLONIZING IMPERIAL TIME cont_ __ <NAME>, "Kipling's "Other" Narrator/Reader: Self-Exoticism and the Micropolitics of Colonial Ambivalence," in his _Belated Travelers_ , pp. 73-91(reserve) Kipling, _Kim_ , chapters 8-12 _MON APR 24: KIM MEETS KIP (LING)_ __ __ __Kipling, Kim, chapters 13-15 <NAME>, The Adolescence of Kim," _Rhetoric of English India_ (Chicago, 1992), pp. 111-131(cp) _WED APR 26: TIME BOMBS: IT'S JUST A SHOT AWAY_ __ exercise 4 (group work) 5 pp: Does KIM grow up into KIP or what reader names Kip's brother? _MON MAY 1: IMPERIAL NOSTALGIA AND THE NOTRE DAME CAMPUS_ __ _WED MAY 3: OPEN-ENDED CONCLUSIONS_ __ __ ## Comments on this paper. <file_sep>![rulincam.gif $2359 bytes$](dept/rulincam.gif) INTRODUCTION TO SOCIOLOGY Spring Semester, 2002 (50.920.207) Professor <NAME> Department of Sociology, Anthropology and Criminal Justice \| Quick Links Course Schedule Do-Your-Own Exercise Sociology Virtual Tour Wadsworth Virtual Tours Department Homepage Prof. Wood's Homepage ---\|--- ![thin_red.gif $205 bytes$](dept/thin_red.gif) _Sociology is the study of society. It focuses on identifying, explaining, and interpreting patterns and processes of human social relations. This introductory course is designed not just to teach you some of the major findings of sociology, but to help you master fundamental sociological skills, including both the ability to think with a "sociological imagination" and to master the basics of computer-based data analysis--skills which have broad applicability in a range of educational and work settings. It is my hope that this hands-on experience of "doing" sociology will both enliven your interest in sociological analysis and help you develop practical skills that you can use in other contexts as well._ Check this Box for Current Announcements The Fall 2002 version of this course will be largely the same, except that there will be a new edition of Discovering Sociology. --- Texts and Data Analysis Software: ![](dept/stark8.jpg) \| <NAME>, _Sociology_ (Wadsworth, 8th edition, 2000). _Stark's is an introductory text that strongly emphasizes the scientific ambitions of sociology. Book Website: (includes online quizzes and other resources for each chapter. Virtual Tours in Sociology _( interactive explorations of sociological materials on the internet).__ ---\|--- <NAME>, _Discovering Sociology: An Introduction Using Explorit_ (1998). With the _MicroCase software that comes with this book, you will master the basics of sociological analysis and be able to explore many issues on your own. You may load the software on your own computer or access the program in the campus computer labs._ _MicroCase Resources (our department's page to support MicroCase across our curriculum)._ \| ![](dept/explorit_coversm.JPG) ---\|--- _This syllabus may be accessed on the internet at_http://www.camden.rutgers.edu/~wood/207syl.htm _. It contains hyperlink connections to readings, online quizzes, virtual tours, assignments, powerpoint slides, film clips and other resources. New resources will be added to this syllabus periodically during the semester, and so you are encouraged to check it regularly. Registration at the New York Times website is required to access some of the readings. _ ![thin_red.gif $205 bytes$](dept/thin_red.gif) Course Requirements: You are expected to attend class regularly, to keep up with the course readings, and to participate, to the extent possible in a large class, in class discussions. You are responsible for all material covered in class, including powerpoint-assisted lectures, films, video clips, and computer-projected exercises in data analysis. Exams \| There will be three closed-book, multiple-choice exams in this course, two during the semester and a final. _Study Guides_ will be handed out before each exam. These three exams will make up 50% of your grade. _ Please note that if is your responsibility to contact me the day of the exam if you are forced to miss it; you will otherwise forfeit your right to take it. __Practice On-Line Quizzes_ are available at the text website. These Chapter Tests provide a useful way of reviewing the text material. Use of these online quizzes is voluntary, but some of the questions will be incorporated into the in-class exams. ---\|--- MicroCase Exercises \| You will be asked to complete five computer-based assignments from the _Discovering Sociology_ workbook, using the _Microcase Explorit_ data analysis software that comes with it and which will also be available on the campus network, accessible from the computer labs (click here for instructions). In addition, there will be a "Do-Your-Own-Exercise" which will ask you to formulate your own hypothesis and test it. The five exercises will count for 20% of your grade; the Do-Your-Own Exercise will count for an another 20%. To get full credit, these assignments must be handed in at the class for which they are assigned, and _must include a printout_ of the data for the final question. Late exercises will be accepted, but will be penalized ten points. You will be responsible for the material taught through the exercises for the exams. Two student assistants, <NAME> and <NAME>, will be available to assist students with using the MicroCase program and doing the various exercises. Periodic lab hours will be announced in class and in the Announcements box at the top of this page. In addition you may email either of them to set up an appointment as well. Sociology Virtual Tours \| In order to learn about sociological resources on the web, you will be asked to complete two "Virtual Tour" assignments. These virtual tours ask you to explore a variety of sociologically-relevant websites, many of them interactive ones where you call up specific information and analyze it, and then submit your results electronically. You must complete the Sociology Virtual Tour: Doing Sociology on the World Wide Web, as well as one of the virtual tours (other than Tour A) at the Wadsworth Virtual Tour site. These two exercises will together count for 10% of your grade. _Please note: electronic submission of your virtual tour answers constitutes a promise that you accessed the sites and found the answers on your own.Plagiarism here or elsewhere will be severely penalized._ Office Hours, Email Communication, and Departmental Policies and Resources Office and Office Hours \| Armitage 323: MWF 8:30-9:00 a.m.; MWF 11:15-12:00, Tues. 1:00-2:30 p.m.,and by appointment. _Feel free to drop by at other times to see if I am in. _Office phone: 856-225-6013; Home phone: 856- 429-1887. ---\|--- Email Address \| <EMAIL> _(a good way to get in touch)_ My Home Page \| http://www.camden.rutgers.edu/~wood/ Department Homepage and Web-Enhanced Curriculum \| http://sociology.camden.rutgers.edu/ (includes a link to our department's Web-Enhanced Curriculum homepage, with policies and guidelines about such issues as plagiarism and citation and resources for MicroCase, recommended websites, and other subjects. Please familiarize yourself with it. It is your responsibility in particular to understand the department's and university's policy and sanctions regarding plagiarism.) Technology and Enhanced Learnin g \| This course is based on the dual convictions that technology can enhance learning and that learning to use technology effectively is a critical job skill for the 21st century. The use of computer technology will be an important part of this course, both in the classroom, where internet usage and powerpoint presentations will be common, and in your coursework outside of class. All out-of-class coursework can be performed in one of the various computer labs on campus. If you use a home computer, it will be necessary to have the Adobe Acrobat and RealPlayer plugins installed; most recent versions of browsers include them. If you need to download either of them, click on the icons below. \| ![](dept/getacro.gif) \| ![](images/REALplayer.gif) ---\|--- Tentative Schedule Wed. Jan. 23 \| Introduction to the Course. Sociology as Science and as Interpretation. ![](dept/powerpointsm.jpg)_Powerpoint Presentation_ ---\|--- Fri. Jan. 25 \| Read: <NAME>, _The Sociological Imagination (excerpt)_ _ _ Discussion of <NAME>'s _Suicide_ , using MicroCase program Mon. Jan. 28 \| Stark Ch. 1: Groups and Relationships, pp. 1-13. _Recommended:Children on the Titanic: Tragedy and Class _![](dept/powerpointsm.jpg) _Powerpoint Presentation_ Wed. Jan. 30 __\| Finish Ch. 1. _Recommended:Ch. 1 Online Chapter Test _![](dept/powerpointsm.jpg) _Powerpoint Presentation_ Fri. Feb. 1 \| The Sociological Perspective and Data Analysis Exercise 1, "The Sociological Perspective," due. Mon. Feb. 4 _Note: video clip access limited to students in this course_ \| Stark Ch. 2, "Concepts for Social and Cultural Theories," pp. 33-46. ![](dept/real.gif)Video clip on "Samurai Baseball" [phone modem users] [cable/T1 users] ![](dept/powerpointsm.jpg) _Powerpoint Presentation_ Wed. Feb. 6 \| Finish Ch. 2 _Recommended:Ch. 2 Online Chapter Test_ ![](dept/powerpointsm.jpg) _Powerpoint Presentation_ __ _Virtual Tour Option: Exploring Key Cultural Concepts on the World Wide Web_ Fri. Feb. 8 \| Video: The Colonel Comes to Japan. Discussion of _globalization_ and _glocalization_. Exercise 2, "Culture and Society," due. Mon. Feb. 11 _Note: video clip access limited to students in this course_ \| Ch. 3, "Micro Sociology," pp. 69-80 <NAME>, "Supply and Demand Among the Faithful," _New York Times_ (March 24, 2001) ![](dept/real.gif) Video Clip on Groupthink and the Challenger Disaster [phone modem users] [cable/T1 users] ![](dept/powerpointsm.jpg) _Powerpoint Presentation_ Wed. Feb. 13 \| Finish Ch. 3 _Recommended:Ch. 3 Online Chapter Test_ ![](dept/powerpointsm.jpg) _Powerpoint Presentation_ Fri. Feb. 15 Exam #1 Study Guide \| Continue discussion of Ch. 3 Introduction to Sociology Virtual Tour (due March 15) Mon. Feb. 18 \| Read Ch. 4, "Macro Sociology" _Recommended: Ch. 4 Online Chapter Test _![](dept/powerpointsm.jpg)_Powerpoint Presentation_ Wed. Feb. 20 \| Continue discussion of Ch. 4; Review for exam. Fri. Feb. 22 \| Exam #1 : closed-book, multiple-choice Mon. Feb. 25 \| Ch. 5, "Biology, Culture and Society" Exams returned and discussed. _Recommended:Ch. 5 Online Chapter Test_ ![](dept/powerpointsm.jpg) _Powerpoint Presentation_ Wed. Feb. 27 _Note: video clip access limited to students in this course_ \| Ch. 6, "Socialization and Social Roles" ![](dept/real.gif) Video clip on military resocialization [phone modem users] [cable/T1 users] ![](dept/powerpointsm.jpg) _Powerpoint Presentation (Oct 12 & 15)_ Fri. March 1 \| Continue discussion of Ch. 6 Exercise 3, "Socialization," due _Recommended:Ch. 6 Online Chapter Test_ _Virtual Tour Option: Social Interaction and Socialization: Web Resources about How People Become Social_ Mon. March 4 _Note: video clip access limited to students in this course_ \| Ch. 7, "Crime and Deviance" ![](dept/real.gif) Video clip on sexual harassment as a stigma contest [phone modem users] [cable/T1 users] ![](dept/powerpointsm.jpg) _Powerpoint Presentatio_ _n_ Wed. March 6 __\| Continue discussion of Chapter 7 _Recommended:Ch. 7 Online Chapter Test Virtual Tour option: Deviance: Criminal Justice Resources on the World Wide Web_ Fri. March 8 \| No class. Eastern Sociological Society meetings. Exercise 5, "Deviance, Crime, and Social Control" due Mon. March 11 \| Ch. 8, "Social Control" <NAME>, "Study Shows Job Corps Works" (New York Times, March 30, 2000) _ Recommended: Chapter 8 Online Chapter Test_ ![](dept/powerpointsm.jpg) _Powerpoint Presentati_ _on_ Wed. March 13 \| Ch. 9, "Concepts and Theories of Stratification," pp. 223-233 ![](dept/powerpointsm.jpg) _Powerpoint Presentation_ Fri. March 15 Study guide for Exam #2 available \| Finish Ch. 9 Resource: Gilbert & Kahl Model of US Class Structure _Recommended: Ch. 9 Online Chapter Test Virtual Tour Option_ : _Learning about Social Inequality on the World Wide Web _ ![](powerpointsm.jpg)_Powerpoint Presentation_ Sociology Virtual Tour due by end of day. Mon. March 25 _Note: video clip access limited to students in this course_ \| ![](ess/dept/real.gif) Excerpts from SEIU, _Stronger Together:_Invisible No More: Quality Home Car e and Janitors for Justice Continue discussion of Ch. 9. Explore the highly-useful website inequality.org. From the homepage, click on, print out and read the article about a recent Congressional Budget Office report, "The Gap Goes On Widening," and "An Apartheid Economy?" in the Opinion section. Also explore the website: People Like Us: Social Class in America for interesting personal stories, games, and video excerpts. Wed. March 27 \| Discussion and review Fri. March 29 \| Exam #2 : closed-book, multiple-choice Mon. April 1 \| Ch. 11, "Racial and Ethnic Inequality and Conflict," pp. 271-279 "Do Races Differ? Not Really, DNA Shows" (New York Times, Aug. 22) _(free registration at New York Times site may be required) _ <NAME>, "For 7 Million People in Census, One Race Category Isn't Enough," _New York Times_ (March 13, 2001) __ ![](dept/powerpointsm.jpg) _Powerpoint Presentation_ Wed. April 3 \| Finish Ch. 11 _Recommended: Ch. 11 Online Chapter Test Virtual Tour Option:_ _Race and Ethnicity: Identity and Group Process in "Real Life" and Cyberspace_ ![](dept/powerpointsm.jpg) _Powerpoint Presentation_ Fri. April 5 \| Continue discussion of Ch. 11. Mon. April 8 \| Video: _The Two Nations of Black America_ Wed. April 10 _Note: video clip access limited to students in this course_ \| Ch. 13, "The Family" <NAME>, "Numbers Show Families Growing Closer as They Pull Apart," _New York Times_ (March 8, 2000) <NAME>, "Europeans Opting Against Marriage," _New York Times_ (March 24, 2002) ![](dept/real.gif) Video clip on gay marriage _Recommended:Ch. 13 Online Chapter Test Virtual Tour Option:_ _Family: Studying a Changing Institution on the World Wide Web _ ![](dept/powerpointsm.jpg) _Powerpoint Presentation_ Fri. April 12 \| Continue discussion of Ch. 13 Mon. April 15 \| Exercise 10, "The Family," due. Class Workshop for Do-Your-Own-Exercise Assignment Wed. April 17 \| No regular class. I will be available for consulting about the Do-Your-Own- Exercise Assignment in my office during class hour. <NAME> and <NAME> will be available in the computer lab at times to be announced. Fri. April 19 \| Ch. 16, "The Interplay Between Education and Occupation" ![](dept/powerpointsm.jpg) _Powerpoint Presentation_ Mon. April 22 _Note: video clip access limited to students in this course_ \| Video: Killing Us Softly 3 (Jean Kilbourne) ![](dept/real.gif) Video clip on history of the women's movement Wed. April 24 \| Continue discussion of Ch. 16 (section on economy and work) Video excerpt from _Jobs: Not What They Used To Be: The New Face of Work in America _ Do-Your-Own-Exercise Assignment due in class or by the end of the day. Fri. April 26 __ \| Continue discussion of Ch. 16 (section on education) _Recommended:Ch. 16 Online Chapter Test_ ![](dept/powerpointsm.jpg) _Powerpoint Presentation_ Mon. April 29 \| Ch. 21, "Social Change and Social Movements" ![](dept/powerpointsm.jpg)_Powerpoint Presentation_ Begin video, People's Century: Skin Deep Wed. May 1 __ \| Continue video: People's Century: Skin Deep SecondVirtual Tour (Wadsworth) due by the end of the day (do not choose Tour A) Fri. May 3 _Note: video clip access limited to students in this course_ Study guide for final exam \| Continue discussion of Ch. 21. Return and discuss Do-Your-Own Exercise. ![](dept/real.gif) News clips on globalization protests in Genoa in 2001: BBC, Deutsche Welle _Recommended:Ch. 21 Online Chapter Test Virtual Tour option:_ _Social Change and Development Virtual Tour: Using the Web to Understand and Promote Global Social Change_ Mon. May 6 \| Summing Up/Review Course evaluation. _Please be sure to attend this final class._ Thurs. May 9 9:00 a.m. \| Final Exam (to be proctored by <NAME>) Return to the homepage of <NAME>** July 8, 2002 <file_sep>### ![](shld1sm.gif)HIS 665 Oral History: Project Development FALL 2002 <NAME>, Jr. Office: Faculty Hall 6B8 Phone: X6571 Office Hours: M-F 8:30-9:30; M-W-F 10:30-11:30; T TH 11:00-12:15 Class Meets: T Th 9:30-10:45 in FH 506 * * * Catalog Description: A detailed, advanced consideration of the planning, development and operation of oral history projects for colleges, libraries, museums, corporations, professional organizations and public schools. * * * Instructor Comment: This course will cover all aspects of oral history including project development, finding interview subjects, research and preparation for interviewing, interviewing techniques, post-interview procedures, transcription, legal aspects, mangement of oral history collections, and the uses of oral history. This course will stress discussion of assigned readings and semester project experiences. * * * Texts: * <NAME> and <NAME>, eds. _Oral HIstory: An Interdisciplinary Anthology_ * <NAME>. _Oral History: An Introduction for Students._ * <NAME>. _The Tape Recorded Interview: A Manual for Field Workers in Folklore and Oral History_. * * * Schedule Aug. 22 Introduction to the Course 27 What is oral History? Video: An Oral Historian's Work Read: Hoopes, Parts I & 2 29 Project Design Sept. 3 Institutional Review Boards 5-17 Interviewing Techniques and Methods Read: Hoopes, Chpts. 6-10 Ives, Chpt. 1 & 2 19 Discussion: Oral History as Source Material Read: Hoopes, chpt. 11; First book for book report 24 Individual Conferences regarding Projects 26 - Oct. 1 Processing Oral History Interviews 3 Discussion: Oral History as the Main "Text" of a Book or Video Read: Second book for book report 8-10 Oral History and the Law Read: <NAME>. _Oral History and the Law_. [On reserve] 15 MID-TERM REPORTS ON PROJECTS At this point, class will meet on Tuesdays to discuss ongoing projects. Dec. 3-5 Oral Reports on Term Projects Course Wrap-Up 11 FINAL EXAMINATION DUE * * * EXAMINATIONS There will be one examination, a final. This will be take home, essay examination. * * * * * * Web Resources ![](oralhistlogo2.jpg) ![](khs_banner.gif) * * * * * * WRITTEN ASSIGNMENT and TERM PROJECT 1\. Book Reviews Each sudent will prepare two book reviews comparable in length and style to reviews in professional journals such the American Historical Review, Journal of American History, or The Public Historian. The first review will be of a book that uses oral history interviews as sources in conjunction with other historical sources and the second will be of a book that uses oral history interviews as the main part of the text. Reviews should be completed before in-class discussions of the use of oral history as a source (September 19) and of the use of oral history as the main body of a book (October 3) and turned the day of the discussion. 2\. Oral Interviews Each student will interview five individuals as part of a coherent project, i.e. the interviews must be of individuals with some unifying principle. A description of the proposed interviews that outlines the unifying principle, the general areas for investigation, the names of individuals to be interviewed, and sources to be used for background should be submitted by October 15. Protocols and other relevant documets should be prepared according to IRB guidelines. Each interview should be approximately 60 - 90 minutes in length, tape recorded audibly, and properly documented. At least one of the interviews will be fully transcribed and edited. A copy of each interview will become part of the Forest C. Pogue Oral History Institute Collection. Each student will present a 20-minute oral report on their interviews on December 3 or 5. * * * GRADING Book Reviews: Written Reviews 50 points each Class Participation: 50 points Term Project 300 points Oral Report 50 points Final Examination 100 points * * * Attendance Policy Regular class attendance is expected of all students. Three unexcused absences are permitted. For every two additional unexcused absences the final grade will be reduced by one letter grade, (i.e. from A to B.) Absences will be excused for the following reasons: participation in a university-sanctioned activity or program; death in the family or other family emergency; serious illness with a doctor's note; jury duty; military obligation; or weather emergency making travel dangerous. Students are also expected to attend the entire class and remain awake. Arriving late, leaving early, or dozing off will count as an unexcused absence, except in highly unusual circumstances. Students are responsible for all material presented in classes they miss or changes in the course schedule that are announced in class whether their absence is excused or unexcused. Students who require special arrangements for exams or in-class presentations must make such arrangements themselves at least one week prior to the exam or presentation. Students with a valid excuse for missing an exam or in-class presentation are responsible for informing the instructor as soon as possible, but no later than the day following the exam or presentation. University policy on class attendance will be followed. * * * Academic Honesty Policy It is expected that each student will only submit their own original work on exams and all written assignments. The College of Humanities and Fine Arts' policy on academic honesty and university policy will be followed. * * * Updated 8-15-2002 TOP Public History Courses Page Public History Home Page <file_sep># American Political & Diplomatic History _Part 1: The Age of Nationalism_ _Honors Seminar_ _Note: This syllabus is still under construction. It may be altered._** History 133 Swarthmore College Prof. <NAME> Fall 1999 This seminar will explore major themes and topics in the political and diplomatic history of the United States from the American Revolution to the Philippine-American War ending in 1902. One might say the narrative we're exploring this semester concentrates on how a nation emerged out of the grips of one empire only to become an empire itself. The meanings of nationalism in American life, the historical impulses toward empire, and the social and political conflicts that defined nineteenth-century American life and culture will be central themes in this course. ### REQUIRED READINGS: * <NAME>, _American Foreign Relations: A History_ , v. 1 To 1920. * <NAME>, _Major Problems in American Foreign Relations_ , v. 1. * <NAME>, _The Creation of the American Republic, 1776-1787_. * <NAME>, _In the Midst of Perpetual Fetes._ * <NAME>, _Manifest Design_. * <NAME>, _Nativism &.Slavery_. * <NAME>, _Affairs of Party The Political Culture of Northern Democrats_. * <NAME>, _A Short History of Reconstruction_. * <NAME>, _American Populism_. * <NAME>, _Angels in the Machinery_. * <NAME>, _New Empire An Interpretation of American Expansion, 1860-1898_. ### COURSE REQUIREMENTS: It goes without saying that every student in the seminar will attend and participate actively in the seminar (Oh, sorry, but I just said that.) _Reading Assignments_ : Students are expected to purchase and read the required readings for each week, complete the minimum reading assignment, and in most cases read all (or nearly all) of the additional reading. Students will also be expected to become acquainted with the material for each week's topics for seminar papers. If we are not prepared to discuss these topics, then additional written assignments will have to be added to the seminar requirements. _Written Assignments_ : You will write at least _four_ papers for this seminar. Papers should be about 4-5 (single spaced) pages (1,200-2,000 words) in length. The quality of your work, not the size of your paper, is our primary concern. A list of topics and readings is included within each week of the syllabus. Seminar papers should be able to critically analyze the arguments of historians, and concisely and convincingly present your own assessment of an important theme or topic in American political or diplomatic history. A good seminar paper will bring the other members of the seminar immediately into the heart of your argument, without excessive narrative or description. It will also present the most convincing evidence you can find to substantiate your interpretation. Seminar papers must include a bibliography of sources used. Seminar papers are due on the class server no later than 24 hours before the seminar meets. Every member of the seminar will be responsible for reading each other's papers carefully prior to the seminar and offering comments on the papers as a part of the seminar session. _Discussion Leadership_ : At least one student each week will be responsible for being the seminar discussion leader. The discussion leader will be responsible for having read book reviews of the major readings for each seminar paper, and for preparing discussion questions that both facilitate discussion for the seminar and also ask the authors of papers to relate their conclusions to the general readings that week. A good discussion leader will try to keep the discussion focused on a particular historical problem, and will be often asked to summarize the seminar discussion at the end of the class. _Examination_ : All students will take a final examination. Final exam date & time: _________________________________ ##### BACKGROUND READINGS: If you need to acquire a solid background on the major events and political and foreign policy developments in any era in American history, then consult the following: <NAME>, et al., _Out of Many: A History of the American People_. [General Reserve] And the following Reference Works: <NAME>, _Encyclopedia of American Foreign Policy_ , 3 vols. (1978). [Ref. JX1407 .E53] <NAME>, ed., _The Encyclopedia of American Political History_ , 3 vols. (1984). [Ref. E183 .E5 1984] <NAME>, Jr., ed., _History of American Presidential Elections_ , 4 vols. (1971) [E183 .S28] <NAME>, Jr., ed., _History of U. S. Political Parties_ , 4 vols. (1973). [JK2261 .S3] Journal Abbreviationss: _AHR American Historical Review DH Diplomatic History JAH Journal of American History JER Journal of the Early Republic RHR Radical History Review RAH Reviews in American History PSQ Political Science Quarterly WMQ William and Mary Quarterly_ Week Topics: Week 1: Theoretical and Historiographical Background _Reading_ : (Read as much as you can in _each section_ , beginning from the top) _Nationalism:_ * Waldstreicher, _In the Midst of Perpetual Fetes_ , pp. 1-14. * <NAME>, _Imagined Communities: Reflections on the Origin and Spread of Nationalism_ (1983), ch. 1, 2, & 4. * <NAME>, _Nations and Nationalism Since 1780_ (1990), ch. 1. * <NAME>, _Nations and Nationalism_ (1983), pp. 1-7, * <NAME>, "Nationalism," _Encyclopedia of American Political History_ (1984), vol 2, 841-62. * <NAME> and <NAME>, _Race, Nation, Class: Ambiguous Idenitities_ (1991), ch. 3-4. * <NAME>, "Nationalism and Difference: The Politics of Identity Writ Large," in _Critical Social Theory_ (1995), 231-282. * <NAME>, "The Historian's Use of Nationalism and Vice Versa," _AHR_ 67 (1962), 924-950. * <NAME>, "A Roof without Walls: The Dilemma of American National Identity," in <NAME>, et al, eds., _Beyond Confederation_ (1987), 333-48. _Political History_ : * <NAME>, _Gender and the Politics of History_ (1988), pp. 41-50. * <NAME>, "Historiography of American Political History," in _Encyclopedia of American Political history : studies of the principal movements and ideas_. (1984), vol 1, 1-25. * <NAME>, "Revisioning U.S. Political History," _AHR_ 100 (1995), 829-53. * <NAME>, "The New Political History in the 1970s," in Kammen, _The Past Before Us_ (1980), 231-51. _Diplomatic History_ : * Paterson, _American Foreign Relations_ , ch. 1 * Paterson, _Major Problems in American Foreign Relations_ , ch. 1. * <NAME>, "The Long Crisis in U.S. Diplomatic History," _DH_ 16 (1992), 115-40. * <NAME> & <NAME>, _Explaining the History of American Foreign Relations_ (1991), 11-35. * <NAME>, "New Directions in the Study of Early American Foreign Relations," _DH_ 17 (1993), 73-96. Week 2: The American Revolution & the Federal Constitution _Minimum Reading_ : * Paterson, _American Foreign Relations_ , ch. 2 * Paterson, _Major Problems in American Foreign Relations_ , ch. 2. * <NAME>, _The Creation of the American Republic_ , ch. 1-4, 9-13, 15. (Skim other chapters). * Forum on Wood's _Creation_ in the _WMQ_ 44 (1987), esp, essays by Bloch, Nash, Rakove, and Wood. [Additional essays include Countryman, Murrin, Maier, Diggins, Wills, & Onuf.] _Additional Reading_ : * <NAME>, "Republicanism: The Career of a Concept," _JAH_ __ 79 (1992), 11-38. * <NAME>, "The Gendered Meanings of Virtue in Revolutionary America," _Signs_ 13 (1987), 37-58. * <NAME>, "The 'Great National Discussion': The Discourse of Politics in 1787," _WMQ_ 45 (1988), 3-32. * <NAME>, "Race and the Constitution," _Social Policy_ 18 (1987), 29-31. * <NAME>, _Original Meanings: Politics and Ideas in the Making of the Constitution_ (1996), 3-22, 366-68. _Paper Topics_ : _Republicanism Versus Liberalism: What was the Ideology of Revolutionary America?_ * This week's seminar readings * <NAME>, "Toward a Republican Synthesis," __WMQ__ 29 (1972), 49-80. * <NAME>, "Republicanism and Early American Historiography," _WMQ_ 39 (1982), 334-56. * <NAME>, "Jeffersonian Ideology Revisted," _WMQ_ 43 (1986), 3-19. * <NAME>, _Liberalism and Republicanism in the Historical Imagination_ (1992), intro, ch 5-6, 12-13. * <NAME>, "Republican Revisionism Revisited," _AHR_ 87 (1982), 629-64 * <NAME>, "The Great National Discussion; The Discourse of Politics in 1787," _WMQ_ 45 (1988), 3-33. [or both of the above in Kraminck, _Republicanism & Bourgeois Radicalism_ (1990).] * <NAME>, "The Virtues of Liberalism," _J_ _AH_ 74 (1987), 9-33. _The Franco-American Alliance_ * <NAME> and <NAME>, ed _., Diplomacy and Revolution: The Franco-American Alliance of 1778_ (1981). Esp. essays by DeConde, Dull, & Kaplan * <NAME>, _The American Revolution and the French Alliance_ (1969). ch. 1, 10-14. * <NAME>, _<NAME> and American Foreign Policy_ (1969). ch. 4-5 * <NAME>, _The Diplomacy of the American Revolution_ (1935), ch. 5. * <NAME>, _Empire and Independence_ (1965), ch. 7. * <NAME> _, <NAME> and The Diplomacy of the American Revolution_ (1980) * <NAME>, _A Diplomatic History of the American Revolution_ (1985), part 3. * <NAME>, _Cambridge History of American Foreign Relations. Vol. 1: The Creation of a Republican Empire_ (1993), ch. 2 _Revolution and Race / Slavery & the Constitution_: * <NAME>, _Promises to Keep_ (1991), ch. 1. * <NAME>, "Slavery and the Constitutional Convention: Making a Covenant with Death," in <NAME>, et al, eds., _Beyond Confederation_ (1987), 188-225. * <NAME>, _Sources of Antislavery Constitutionalism in America, 1760-1848_ (1977), ch. 2-4. * <NAME>, "The Witch at the Christening: Slavery & the Constitution's Origins," in Leon<NAME>, _The Framing and Ratification of the Constitution_ (1987), 167-84. * <NAME>, "The Founding Fathers and Slavery," _AHR_ _77_ (1972), 81-93. * <NAME>, "Republicanism and Slavery: Origins of the 3/5ths Clause," _WMQ_ 28 (1971), 563-84. * <NAME> and <NAME>, "Realignments in the Convention of 1787," _Journal of Politics_ 39 (1977). * <NAME>, _Gabriel's Rebellion_ (1993), ch. 2-4, 7. * <NAME>, _American Slavery American Freedom_ (1976), ch. 18. * <NAME>, _The Concept of Liberty in the Age of the American Revolution_ (1988), ch. 5-7, 12. * <NAME>, ed., _The Antislavery Debate_ (1992). * <NAME> and <NAME>, _Freedom by Degrees_ (1991), ch. 3-4. * <NAME>, "Jefferson and Slavery," & <NAME> & <NAME>, " Strange Career of <NAME>: Race and Slavery in American Memory," in P. Onuf, _Jeffersonian Legacies_ (1993). _Beard's Thesis: The Economic Origins of the Constitution?_ : * <NAME>, _An Economic Interpretation of the Constitution_ (1913). * <NAME>, _Char<NAME> and The Constitution_ (1956). * <NAME>, _We the People: The Economic Origins of the Constitution_ (1958). * <NAME>, "<NAME> & the Constitution," _WMQ_ 17 (1960), 86-102. * <NAME>, "Contract Clause and the Evolution of American Federalism," _WMQ_ 44 (1987), 529-48 * <NAME> and <NAME>, "Economic Interests and the American Constitution: A Quantitative Rehabilitation of C.A. Beard," _Journal of Economic History_ 44 (1984). * <NAME>, "Interests and Disinterestedness," in R. Beeman, et al, eds., _Beyond Confederation_ (1987), 69-109. _Who Were the Federalists and Anti-federalists?_ : * _The Federalist Papers_. * <NAME>, "That Politics May Be Reduced to a Science; James Madison & the Tenth Federalist," (1957) in <NAME>, ed., _The Reinterpretation of the American Revolution_ , 487-503. * <NAME>, _Explaining America_ (1981). * <NAME>, "The Federalist Reaction to Shay's Rebellion," in <NAME>, ed., _In Debt to Shays_ (1993). * <NAME>, "The Political Psychology of The Federalist," _WMQ_ 44 (1987), 485-509. * <NAME>, _Original Meanings_ (1996), ch. 7. * <NAME>, "Men of Little Faith: The Anti-Federalists on the Nature of Representative Government," _William and Mary Quarterly_ 12 (1955), 3-43 * <NAME>, _The Complete Anti-Federalist, vol. 1: What the Antifederalists Were For_ (1981). * <NAME>, "Interests and Disinterestness," in R. Beeman, et al, eds., _Beyond Confederation_ (1987), 69-109. * <NAME>, _The Other Founders: Anti-Federalism and the Dissenting Tradition in America, 1788-1828_ (1999). Week 3: The Age of Federalists and Jefferson - First Party System _Minimum Reading_ : * Paterson, _American Foreign Relations_ , pp. 44-59 * Paterson, _Major Problems in American Foreign Relations_ , ch. 3. * <NAME>, _In the Midst of Perpetual Fetes._ _Additional Reading_ : * <NAME>, _The Elusive Republic: Political Economy in Jeffersonian America_ (1980), ch. 6. * <NAME>, "Gender and the First Party System," in Ben-Atar & Oberg, ed. _Federalists Reconsidered_ (1998), 118-34. * <NAME>, "From Fathers to Friends of the People: Political Personae in the Early Republic, _JER_ 11 (1991), 465-91 _Paper Topics_ : _French Revolution: Impact on American Politics and Diplomacy_ : * <NAME>, "France and American Politics," _PSQ_ 78 (1963), 198-223. * <NAME>, "France and the Origins of American Political Culture," _Virginia Quarterly Review_ 64 (1988), 651-70. * <NAME>, _Visionary Republic_ (1985), ch. 9-11? * <NAME>, _Parades and the Politics of the Streets_ (1997), ch. 4. * <NAME> and <NAME>, _The Age of Federalism_ (1993), ch. 8 * <NAME>, _The Democratic Republicans of New York_ (1967), ch. 16. * <NAME>, _The Jeffersonian Persuasion_ (1978), ch. 8. * <NAME>, _Freedom's Fetters: The Alien and Sedition Laws_ (1956), part 1. * <NAME>, _Entangling Alliances with None_ (1987), ch. 6-7. * <NAME>, _The XYZ Affair_ (1980), ch. 1-3, 7. * <NAME>, _The Quasi-War_ (1966). _Hamilton and the Federalists_ : * <NAME> and <NAME>, _The Age of Federalism_ (1993), ch. 3, 5, 9, 15. * <NAME>, _American Politics in the Early Republic_ (1993), ch. 2, 4-8, 10. * <NAME>, _<NAME> and the Idea of Republican Government_ (1970), * <NAME>, Report on the Subject of Manufactures, in _Papers of Alexander Hamilton_ , vol. 10, 230-340; see also pp. 10-22 * <NAME>, "<NAME>, <NAME>, and the Encouragement of American Manufactures," _WMQ_ 32 (1975), 369-92. * <NAME>, "<NAME> and American Manufacturing," _J_ _AH_ 65 (1979), 971-95. * <NAME>, _Liberty and Property: Political Economy and Policy Making in the New Nation_ (1987). * <NAME>, " <NAME>'s Hidden Sinking Fund," _WMQ_ 49 (1992), 108-16. * <NAME>, "<NAME>: Rousseau of the Right," _PSQ_ 73 (1958), 161-78. * <NAME>, _The Presidency of George Washington_ (1974), ch. 3-8. * <NAME>, _The Whiskey Rebellion_ (1986). * <NAME>, _<NAME>_ , 2 vols. (1957; 1962), vol. 2. * <NAME>, _<NAME>_ (1982). _Jefferson and the Democratic-Republicans_ : * <NAME> and <NAME>, _The Age of Federalism_ (1993), ch. 2, 7, 13. * <NAME>, _The Jeffersonian Persuasion_ (1978), Intro, Part 2. * <NAME>, "Jeffersonian Ideology Revisited," _WMQ_ 43 (1986), 3-19. * <NAME>, _The Elusive Republic: Political Economy in Jeffersonian America_ (1980), Intro, ch. 6-8. * <NAME>, _Capitalism and the New Social Order_ (1984). * <NAME>, _The Democratic Republicans of New York_ (1967). Part 4 & 5. * <NAME>, ed, _The Democratic-Republican Societies, 1790-1800_ (1976), Introduction. * <NAME>, _Democratic-Republican Societies, 1790-1800_ (1942). * <NAME>, _Securing the Revolution: Ideology in American Politics: 1789-1815_ (1972). * <NAME>, _The Jeffersonians Republicans; The Formation of Party Organization_ (1957). * <NAME>, _Liberty Men and Great Proprietors_ (1990), Intro, ch. 8-9. _The First Party System_ : * <NAME>, _The Idea of a Party System_ (1969). * <NAME>, _The Origins of the American Party System_ (1956), part 1 & 2. * <NAME>, _Political Parties in a New Nation_ (1963), ch. 3, 5-6, 8. * <NAME>, "The First American Party System," in W. Chambers & W. Burnham, _The American Party Systems_ (1967), 56-89. * <NAME>, "Party Formation in the United States Congress, 1789-96," _WMQ_ 28 (1971), 523-42. * <NAME>, _Presidents Above Party_ (1984), Introd., chs. 5, 6, 11. * <NAME>, _Origins of American Political Parties, 1789-1803_ (1986). * <NAME>, _Federalists in Dissent_ (1970), ch. 5. * <NAME>, _The Revolution of American Conservatism_ (1965), ch. 1-3, 8-9. _Washington's Foreign Policy (Jay Treaty & Entangling Alliances)_: * <NAME>, _Jay's Treaty_. ch. 1-5, 7, 9, 11, 13 * <NAME>, _The Jay Treaty: Political Battleground of the Founding Fathers_ (1970), Part III. * <NAME>, _The Struggle for Neutrality: Franco-American Diplomacy during the Federalist Era_ (1974). * <NAME>, _To the Farewell Address: Ideas of Early American Foreign Policy_ (1961), 115-36. * <NAME>, _Foreign Policy in the Early Republic_ (1985), ch. 3-5. * <NAME>, ed _., Washinaton's Farewell Address: View From the 20th Century_ (1969), 169-87. * <NAME>, _<NAME> and the Idea of Republican Government_ (1970), ch. 4. * <NAME>, "Intellectual Foundations of Early American Diplomacy,' _DH_ 1 (Winter, 1977). * <NAME>, 'Intellectual Foundations of Early American Diplomacy," _DH_ 1 (Winter, 1977). Week 4: "Empire of Liberty": Expansion in the Age of Jefferson & Jackson _Minimum Reading_ : * Paterson, _American Foreign Relations_ , pp. 41-44, 59-109 * Paterson, _Major Problems in American Foreign Relations_ , ch. 4-7. * <NAME>, _Empire as a Way of Life_ (1980), pp. 56-88. * <NAME>, _The Long Bitter Trail_ (1993), ch. 2-3 _Additional Reading_ : * <NAME>, _Entangling Alliances with None_ (1987), Part 3. * <NAME>, "Jefferson and an American Foreign Policy," in P. Onuf, _Jeffersonian Legacies_ , 370-91. * <NAME>, "The Monroe Doctrine: Domestic Politics or National Decision?," _DH_ 5 (1981), 53-73. * <NAME>, "Indian-White Relations in the New Nation" in _The American Revolution: Its Character and Limits_ , pp. 197-223. * <NAME>, _The Fatal Environment_ (1986), 68-106. * <NAME>, _Iron Cages: Race and Culture in 19 th-Century America_ (1979), ch. 5. * <NAME>, _Exploration and Empire: The Explorer and the Scientist in the Winning of the West_ (1966). _Paper Topics_ : _Indian Policy Before Removal_ : * <NAME>, _Expansion and American Indian Policy, 1783-1812_ (1967). * <NAME>, _License for Empire: Colonialism by Treaty in Early America_ (1982), ch. 7. * <NAME>, _Seeds of Extinction: Jeffersonian Philanthropy and the American Indian_ (1973). * <NAME>, "Indian-White Relations in the New Nation" in _The American Revolution: Its Character and Limits_ (1987), 197-223. * <NAME>, _American Indian Policy in the Formative Years_ , _1790-1834_ (1962). * <NAME>, _The Great Father: The U.S. Government and the American Indians_ (1984), v. 1: Part 1. * <NAME>, _Crown and Calumet: British-Indian Relations, 1783-1815_ (1987), Part 4. * <NAME>, _The Death and Rebirth of the Seneca_ (1969), ch. 6-7. * <NAME>, _A Spirited Resistance_ (1992), ch. 5-9. _Indian Removal_ : * <NAME>, _The Long Bitter Trail_ (1993). * <NAME>, _Fathers and Children_ (1975), ch. 6-7. * <NAME>, _The Politics of Indian Removal_ (1982), ch. 3, 6-8. * <NAME>, _Cherokee Removal: Before and Afte_ r (1991). * <NAME>, _Cherokee Renascence in the New Republic_ (1986), Preface, ch. 14-15, 18-21. * <NAME>, _American Indian Policy in the Jacksonian Era_ (1975). * <NAME>, _The Great Father: The U.S. Government and the American Indians_ (1984), v. 1:ch. 7-9. _Haitian and Latin American Revolutions_ : * <NAME>, _The Americas in the Age of Revolution_ (1996). * <NAME>, _Haiti's Influence on Antebellum America_ (1988). * <NAME>, "George Washington's Policy Toward the Haitian Revolution," _DH_ 3 (1979), * <NAME>, "Jefferson and the Non-Recognition of Haiti," _Proceedings of the American Philosophical Society_ 140 (1996), 22-48. * <NAME>, "Jefferson and Haiti," _Journal of Southern History_ 61 (1995), 209-48. * <NAME>, "America's Response to the Slave Revolt in Haiti," _JER_ 2 (1982), 361-79. * <NAME>, ed., _The American Revolution and the West Indies_ (1975). See articles by Callahan (Cuba), Craton (Bahamas), and Robertson * <NAME>, _The Diplomatic Relations of the United States with Haiti, 1776-1891_ (1941), ch. 1-7. * <NAME>, _The Black Jacobins_ (1938). * <NAME>, _The United States and the Independence of Latin America, 1800-30_ (1941). * <NAME>, _The Latin American Policy of the United States_ (1943), ch. 3-6. * <NAME>, _Beneath the United States: A History of U.S. Policy Toward Latin America_ (1998), ch. 1. * <NAME>, _United States-Latin American Relations, 1800-1850_ (1991). _Political Economy in the New Republic_ : * <NAME>, _The Market Revolution_ (1991). * <NAME> and <NAME>, _The Market Revolution in America_ (1996). * <NAME>, _Iron Cages: Race and Culture in 19 th-Century America_ (1979), ch. 4. * <NAME>, _The Elusive Republic: Political Economy in Jeffersonian America_ (1980). * <NAME>, _Prophets of Prosperity: America's First Political Economists_ (1980). * <NAME>, _Economic Growth of the United States, 1790-1860_ (1961). * <NAME>, _The Transformation of American Law, 1780-1860_ (1977). * <NAME>, _Americanization of the Common Law_ (1975). * <NAME>, _Privilege and Creative Destruction_ (1971). * <NAME>, "Internal Transportation," in Lance Davis, _American Economic Growth_ (1972), 468-547. * <NAME>, _Government Promotion of American Canals and Railroads_ (1960). * <NAME>, "Internal Improvements Reconsidered," _J_ _ournal of Economic History_ 30 (1970), 289-311. * <NAME>, _Economic Policy and Democratic Thought: Pennsylvania, 1776-1860_ (1948). * <NAME>, _Banks and Politics in America_ (1957). * <NAME>, _Insider Lending_ [Banks] (1994). _Monroe Doctrine_ : * <NAME>, _The Making of the Monroe Doctrine_ (1975). * <NAME>, _A History of the Monroe Doctrine_ (1955). * <NAME>, "The Monroe Doctrine and the Truman Doctrine: The Case of Greece," _JER_ 13 (1993), 1-21. * <NAME>, _Entangling Alliances with None_ (1987), ch. 12. * <NAME>, "The Monroe Doctrine: Domestic Politics of National Decision?," _DH_ 5 (1981), 53-73. * <NAME>, _A Hemisphere Apart: The Foundations of United States Policy_ (1990). _War of 1812_ : * <NAME>, _The War of 1812_ (1989). * <NAME> & <NAME>, _Congress Declares War_ (1983) * <NAME>, _Mr. Madison's War_ (1983). * <NAME>, _Jefferson's English Crisis_ (1979)) * <NAME>, _The Republic in Peril_ (1964). * <NAME>, _The Republic Reborn: War and the Making of Liberal America_ (1987). * <NAME>, _To the Hartford Convention_ (1970). * <NAME>, _The Causes of the War of 1812_ (1962). * <NAME>, _The Expansionists of 1812_ (1925). Week 5: Manifest Destiny & Expansionism **** _Minimum Reading_ : * Paterson, _American Foreign Relations_ , ch. 3-4 * Paterson, _Major Problems in American Foreign Relations_ , ch. 8-9. * Hietala, _Manifest Design_. * <NAME>, _Race and Manifest Destiny_ (1981), ch. 11 * <NAME>, _The Fatal Environment_ (1986), ch. 12. _Additional Reading_ : * <NAME>, "Manifest Domesticity," American Literature 70 (Sept. 1998), 582-606. * <NAME>, _Iron Cages: Race and Culture in 19th-Century America_ (1979), ch. 7. * <NAME>, _To the Halls of the Montezumas: The Mexican War in the American Imagination_ (1985), ch. 10. _Paper Topics_ : _Mexican War:_ * <NAME>, _Mexico Views Manifest Destiny_ (1976). * <NAME>, _To the Halls of the Montezumas: The Mexican War in the American Imagination_ (1985). * <NAME>, _The Diplomacy of Annexation; Texas, Oregon. and The Mexican War_ (1973). * <NAME>, Jr., _Reluctant Imperialists: Calhoun, the South Carolinians, and the Mexican War_ (1980). * <NAME>, _Mr. Polk's War: American Opposition & Dissent, 1846-1848_ (1973). * <NAME>, _So Far From God: The U.S. War with Mexico_ (1989). * <NAME>, _<NAME>, Polk: Continentalist, 1843-46_ (1966). _Filibustering: Southern Manifest Destiny_ : * <NAME>, _The Southern Dream of a Caribbean Empire, 1854-1861_ (1973). * <NAME>, "Manifest Destiny's Filibusters," in _Manifest Destiny and Empire_ (1997), 146-79. * <NAME>, "The Slave Power Conspiracy Revisited: United States Presidents and Filibustering, 1848-1861," in <NAME>, ed., _Union & Emancipation_ (1997), 7-28. * <NAME>, "Young American Males and Filibustering in the Age of Manifest Destiny," _JAH_ 78 (1991), 857-86. * <NAME>, _Agents of Manifest Destiny: The Lives and Times of the Filibusters_ (1980). * <NAME>, _The Liberators: Filibustering Expeditions into Mexico, 1848-1862_ (1973). * <NAME>, ""Sons of Washington": Narciso Lopez, Filibustering, and U.S. Nationalism, 1848-1851," _JER_ 15 (1995), 79-108. * <NAME>, "Filibusters and Freemasons: The Sworn Obligation," _JER_ 17 (1997), 95-120. * <NAME>, _The Latin American Policy of the United States_ (1943) * <NAME>, _Filibusters and Financiers: The Story of William Walker and Associates_ (1916). * <NAME>, _American Interest in Cuba_ (1948). * <NAME>, _The Fatal Environment_ (1986), ch. 12. * <NAME>, _When the Eagle Screamed: The Romantic Horizon in American Diplomacy_ (1966) [On order for library] _Political Opposition to & Consequences of Mexican War (Free Soil Party in the North)_: * <NAME>, _Free Soil, Free Labor, Free Men_ (1970), * <NAME>, "The Wilmot Proviso Revisted," _JAH_ 56 (1969), 262-79. * <NAME>, _The Impending Crisis, 1848-1861_ (1976), ch. 1-4. * <NAME>, _Democratic Politics and Sectionalism_ (1967). * <NAME>, _Mr. Polk's War: American Opposition & Dissent, 1846-1848_ (1973). * <NAME>, _Cotton versus Conscience: Massachusetts Whig Politics and Southwestern Expansion, 1843-48_ (1967). * <NAME>, _The Free Soilers: Third Party Politics, 1848-54_ (1973). * <NAME>, _Rehearsal for Republicanism : Free Soil and the Politics of Antislavery_ (1980). * <NAME>, _Ballots for Freedom: Antislavery Politics in the United States, 1837-60_ (1976). _The Pacific & Asia_: * <NAME>, _Empire on the Pacific_ (1955). * <NAME>, _Trade and Diplomacy on the China Coast_ (1964). * <NAME>, _The Making of a Special Relationship: The U.S. and China to 1914_ (1983). * <NAME>, _China Market: America's Quest for Informal Empire_ (1967). * <NAME>, _The Sentimental Imperialists_ (1981). * <NAME>, _Commissioners and Commodores_ (1982). * <NAME>, _The Troubled Encounter: The U.S. and Japan_ (1975). * <NAME>, _America Encounters Japan_ (1963). Week 6: Jacksonian Democracy and the Second Party System **** _Minimum Reading_ : * Baker, _Affairs of Party_. * <NAME>, _The Political Culture of the American Whigs_ (1979), 1-42. * "Round Table: Political Engagement and Disengagement in Antebellum America," _JAH_ 84 (Dec. 1997), 855-909. _Additional Reading_ : * <NAME>, "The New Political History and the Election of 1840," _Journal of Interdisciplinary History_ 23 (1993), 661-82. * <NAME>, "The Evangelical Movement and Political Culture in the North during the Second Party System," _JAH_ 77 (1991), 1216-1239. * <NAME>, "'Politics Seem to Enter into Everything': Political Culture in the North, 1840-1860," in <NAME> and <NAME>, eds., _Essays on American Antebellum Politics, 1840-1860_ (1982), 15-69. _Paper Topics_ : _Ethno-Cultural Interpretation of 19th-Century Politics_ : * <NAME>, _The Concept of Jacksonian Democracy_ (1961), ch. 7-8, 13-14. * <NAME>'s Review of Benson, Concept of Jacksonian Democracy, <A HREF="http://www.jstor.org/fcgi-bin/jst <file_sep>## Civil Rights and Liberties POLS 254 --Spring 2001 Dr. <NAME> * * * ### General Information _Call number:_ 15025_ _Room:_ BSB 381 _Time:_ 10:00-10:50am MWF _Instructor:_ <NAME> _Contact Information:_ I am located in BSB 1122-D. My officer hours are MW 12-1 and by appointment. My office direct line is 312-413-3782. My internet address is <EMAIL> * * * ### Required Readings These materials have been ordered through the UIC Bookstore: * <NAME>, _Constitutional Law and Politics, Volume Two: Civil Rights and Civil Liberties_ (New York: Norton, 2000) * <NAME>, _The Courage of Their Convictions_ (New York: Penguin, 1990) * * * ### Course Description In this course we read the major opinions of the United States Supreme Court that determine the contours of the relationship between the individual and the state. These opinions are interpretations of the United States Constitution. The Bill of Rights (the first ten amendments to the Constitution) is the focus of most of these opinions, and you will see that the First Amendment receives more attention than any other. The Fourteenth Amendment also has special significance for this course. The course begins with about two weeks of historical and social scientific background aimed at helping you understand the nature of the USSC as a political institution. We will discuss what a constitution is, how ours came to be adopted as the outcome of political struggles, and how the role of the judiciary came to be defined within our constitutional system. We will also consider alternative versions of the proper judicial role in constitutional interpretation. For example, you may have heard the term "strict constructionism." This is one view of the way judges should interpret a constitution. We will evaluate that approach and a number of others. We will also look at the way constitutional doctrines have evolved and sometimes changed radically over time and in the eyes of different judges. We will spend a good deal of time reading and talking about freedom of speech and of the press, the freedom to associate with others, religious freedoms and the prohibition on state establishment of religion. We will also talk about property rights. In all these areas, questions arise concerning when and how government can intervene by legislation or other action in areas of our lives to which the constitution has given special protection. Judges, and particularly those on the USSC, are given enormous power to make decisions about where to draw the limits on government power. We will be learning a good deal about how they have done that, and critically evaluating their performance as well. The reading load in this course is substantial. You cannot to do well in the course if you do not read the cases and come to class prepared. Most students who take this course are at least considering law school as an option. If so, all the more reason to work hard. I will take roll, and attendance is part of your participation grade. But attendance is even more significant, because you cannot hope to understand the course material unless you come to class prepared, hear me explain the cases and doctrines, and participate in class discussions. I would advise you to brief the cases you read, but I won't require it. You can show me a sample of your briefs any time. Appendix B of the O'Brien book (p. 1545) tells you how to do it, and I'll discuss it in class as well. Please keep in mind that you are always welcome to visit my office during office hours, by appointment, or if you just happen to stop by and see me there. I won't always be available for impromptu visits, but we can at least set up a time to talk. I believe talking with students one-on-one is critical to the educational process. Don't be discouraged by the size of this university and the abysmal environment of BSB. I am here to help you learn, graduate, and succeed in whatever you choose to do, so please take advantage of what I can offer you. * * * ### Course Requirements * Midterm examination: 30%. This will be an essay exam using a combination of two sorts of questions. Some will ask you to explain doctrines in their political and historical context. Others will be hypothetical questions (i.e., cases that I make up) that ask you to apply what you have learned about doctrines to specific situations. We wil speak more about how much time you will have, the number of questions, etc. * Final examination: 30%. Same format as midterm. * Paper on Peter Irons book: 20%. We will speak more about this later, but we will read and discuss this book after the midterm and everybody will write a paper on it. * Participation: 20%. I will take roll at the start of every class session, so be on time. I will grade you on attendance as well as the quantity and quality of your participation in class discussions. * * * ### Schedule of Readings and Assignments Each week is identified by the Monday of that week. Please note that all reading assignments listed here, which are from the O'Brien book, are to be completed _before_ the first class meeting of the week indicated. Sometimes we may get behind, but the reading schedule always remains the same unless I specifically state otherwise (and I won't). _WEEK:_ 1. January 8: The Supreme Court, judicial review, and constitutional politics. Read Preface, US Constitution, and Chapter 1. 2. January 15: (Monday 1/15 is a holiday.) Law and politics in the Supreme Court: jurisdiction and decision making processes. Read ch. 2. 3. January 22: Economic rights and American capitalism. Read ch. 3 4. January 29: Nationalization of the Bill of Rights. Read ch. 4 pp. 299-348 5. February 5: Nationalization, cont. Read ch. 4 to end 6. February 12: Freedom of expression and association. Judicial approaches to the first amendment; obscenity and pornography. Read ch. 5, parts A and B 7. February 19: Freedom of expression and association, cont. Libel, commercial speech, and freedom of the press. Read ch. 5, parts C, D, and E 8. February 26: Freedom of expression and association, cont. Regulating the broadcast media, fair trial/free speech controversies, and symbolic speech/"speech plus." Read ch. 5, parts F, G, H, and I. 9. March 5: Midterm examination on Monday, March 5. Begin Freedom of religion--the establishment clause. Read ch. 5 pp. 655-759 10. March 12: Spring Break. No classes. 11. March 19: Freedom of religion, cont. Free exercise clause. Read ch. 5 pp. 759 to end. 12. March 26: Search and seizure. Read ch. 7 13. April 2: Self incrimination. Read ch. 8. 14. April 9: The right to counsel and other procedural guarantees. Read ch. 9. 15. April 16: Cruel and unusual punishment. Read ch. 10. Irons paper due Friday, April 23. 16. April 23: Privacy. Read ch. 11. 17. April 30: Finals Week. Our final examination will be on Wednesday from 8:00 to 10:00am in BSB 381. * * * ### Miscellaneous Probably it is unnecessary to say this, but just in case...many of the issues we will be discussing are controversial, and civil potical discussion is in short supply these days. We need to have some clear ground rules for discussion in order to avoid succumbing to "Jerry Springer Syndrome." Here they are: I guarantee that you can express any opinion you like on the subject matter of this course without fearing that it will adversely affect your grade. I will not hold the _content_ of your views against you in any way. In fact, I think controversy is good for class discussion in general, particularly a course like this. There is no "correct" answer or "right" way to think about these issues, and the whole subject matter is ripe for interpretation and disagreement. I don't care if you are a liberal, conservative, anarchist, or whatever. But as to the _manner_ of expression, the story is different. We are all going to exercise our civil liberties in a respectful and intelligent way. We are all going to listen to others express their views, even when we are convinced that they must have been recently deposited on this planet by an alien spacecraft. Simply put, you are free as to the content of your views, but you are restricted in the manner of your expression of those views as I deem necessary to maintain a civil and orderly classroom. OK? Also, please do not allow your pagers or cell phones to ring, eat your lunch, sacrifice small animals, or otherwise distract or horrify your classmates. * * * ### Internet Links There are many fantastic web sites available to help you study any aspect of the law. See the O'Brien book, Appendix A, p 1537, for a list of some of the main ones. Or, if you go to the POLS department home page, using the link below, and then click the "Internet Resources" button at the top of the page, you will go to a page that contains many link to legal sources. But for now, try the Legal Information Institute at Cornell University. You can also go to the web site of the United States Supreme Court itself and read opinions. I will post other links on this web page from time to time. Back to UIC Political Science Home Page Back to Evan McKenzie's Home Page <file_sep> AMERICAN RADICALISM: HISTORY 351 Winter 2002 240 C McKenzie Hall (formerly Grayson) <NAME> 331 Grayson, ext. 6-4015 Office Hours: Tues. 2:00-4:00, Thurs. 9:00-10:00 or by appointment _ mailto:<EMAIL> _ GTF: <NAME> ext. 6-4827 340 U Grayson Hall Office Hours: Noon - 2:00 Tues. <EMAIL> A web version of this syllabus will be at http://darkwing.uoregon.edu/~dapope/351syl--winter02.htm (last update 03/13/02). Check the web version regularly. It will have links to class session outlines, illustrations, useful websites, study questions, etc. Also, there is a "Blackboard" course site for History 351. Log on at http://blackboard.uoregon.edu You can use it to link to this syllabus, and it will also contain course announcements and questions for on-line discussion. History 351 is the second term of a two-term sequence on the history of American radical movement and ideas. This term we will deal with topics in American radicalism since about 1900. History 350 is not a prerequisite. I do not assume that students in this class have any previous course work in American history. If at some point you find yourself unfamiliar with terminology, events, people, etc. mentioned in class or in the reading, don't hesitate to check with me. I should be able to explain it to you or refer you to some brief background reading. Discussion of the topics we cover this term is an important part of the course. The political, social and ethical implications of the material will, I hope, be of personal as well as intellectual interest to you. Because the class is likely to be large, I shall be lecturing a good deal of the time, but I encourage you to ask questions and make comments. Discussion will be most fruitful for all if people keep up with the reading assignments as much as possible. BOOKS You should acquire the following books. They have been ordered at the University Bookstore, and used copies of some are probably available at Smith Family. I will also try to have copies on reserve in the library. <NAME> _Anarchism and Other Essays _ <NAME> _In Dubious Battle _ <NAME> _Long Time Gone: Sixties America Then and Now_ _ _ <NAME> _ Political Protest and Cultural Revolution_ _ _ <NAME>, ed. _American Radicalism _(This book is rather expensive, and we will only use about half of it this term; used copies may be available and I'm putting three copies of it on reserve in Knight Library.) At the bookstore, there will also be some copies of the following books: <NAME>, _The Twentieth Century: A People =s History_ and <NAME>, _Love, Anarchy and <NAME>._ Don't buy either of these right now. They are intended for various paper topic options, which will be described on a separate handout, coming soon. There will be a few reading assignments on electronic reserve on the web. To use electronic reserves for this course, click here. Then search (by Course) for Hist 351. Then click where it says "Click Here for Readings." You'll need to enter a User ID and Password: For this term, enter: winter02 for the User ID rain for the password Then click on the item you want to read. It is in pdf format, which means you need Adobe Acrobat Reader, but almost all computers will have it already. CLASS SESSIONS AND READING ASSIGNMENTS Note: Links to class session outlines will be normally posted on this web page by class time. January 8: Introduction--Some General Themes Read: <NAME>--"American Capitalism's Economic Rewards") on electronic reserve. (See above for e-reserve instructions.) Pope, ed., _American Radicalism_ , Introduction, pp.1-14. Start reading Goldman, _Anarchism..._ , pp.v-xiv, 47-108, 177-240 (pp.1-40 are optional but suggested). Link to study questions on Sombart and others Class outline: Jan. 8 We will talk about defining "radicalism" and about differences between twentieth-century radical movements and earlier ones. We will also pose some of the questions that we will try to respond to during the term: Has American affluence been a barrier to radical success? What is the relationship between reform and radical change? What kinds of organizational forms work best for movements for social change? What is the relationship between political and cultural change? What roles have racism and sexism played in the modern history of American radicalism? Jan. 10-24: The Radical Left in the Early Twentieth Century-- Socialism, Militant Labor, Anarchism and Feminism Finish reading Goldman assignment _(Anarchism and Other Essays._ pp.v-xiv, 47-108, 177-240, with pp.1-40 optional but suggested); Read: Eugene Debs's 1904 article on "The Negro and His Nemesis," his 1906 speech "Arouse, Ye Slaves", and the Canton, Ohio anti-war speech of 1918 that got him jailed; (The three Debs items here are all on the web. Just click on the links.) Pope, ed., _American Radicalism_ , chapter 6, pp.200-231 Link to study questions on early 20th century radicalism Link to web or video review assignment instructions Link to paper topic options and instructions Class outline: Jan. 10 Jan. 15 Jan. 17 Jan. 22 Jan. 24 Jan. 29 A complex of radical movements flourished in the years before World War I. Although we will focus on the life and ideas of <NAME>, America's leading advocate of anarchism, we will also consider the most dramatic example of radicalism within the labor movement, the Industrial Workers of the World, and the Socialist Party of America, which reached its height of political influence in these years. In particular, Goldman=s life provides an opportunity to discuss the relationship between personal life and social change. Some relevant links: Link to Industrial Workers of the World websites Link to current-day Socialist Party website Link to Emma Goldman Papers Project Jan. 29-Feb. 7: The Great Depression and The "Old Left": Strategies, Successes and Failures Read: <NAME>, _In Dubious Battle_ ; Pope, ed., _American Radicalism_ , chapter 7, pp.232-267 <NAME>, "Marxism and the Negro Problem," (1933) on electronic reserve. Link to study questions for readings for this section Link to midterm essays and instructions Class outline for: Jan. 29 Jan. 31 Feb. 5 Feb. 7 Feb. 14 If, as many have claimed, prosperity has doomed radicalism in the United States, why wasn't there a revolution in the Great Depression of the 1930s, when the economy was in shambles for a decade? What _did_ radical movements accomplish in the 1930s? Is it possible that their strategies ultimately strengthened the system they were trying to overthrow? Reading <NAME> =s vivid novel _In Dubious Battle_ will allow us to discuss both the effectiveness and the morality of left-wing strategies and tactics. Some relevant links: Link to _In Dubious Battle_ web page with links to other Steinbeck sites Link to Voices from the Dust Bowl exhibit from the Library of Congress Feb 12: MIDTERM EXAM Link to essay questions and instructions Feb. 14-28: Movements of the Sixties--Social Change and the New Left Read: Bloom, _Long Time Gone_ , (I suggest you read all, but chapters by Wells, Wicker and Martin are optional); Pope, ed., _American Radicalism_ , chapter 8, pp.268-303 Port Huron Statement (1962)of Students for a Democratic Society; <NAME>'s speech to Berkeley Free Speech Movement rally (1964); Black Panther Party Ten-Point Program (1966); National Organization for Women Statement of Purpose (1966). (Port Huron, Savio speech, 10-Point Program, Statement of Purpose are all on the web. Just click on the links.) Study questions on sixties! Class outline for: Feb. 14 Feb. 19 Feb. 21 Feb. 26 Feb. 28 Mar.5 The eruption of protest in the 1960s was one of the more remarkable surprises in American history. In the movement for African American freedom, in opposition to the war in Vietnam and in a host of other struggles, a "New Left" made its mark. But the decade was also notable for a proliferation of radical social movements--struggles of peoples of color, of women, of gay men and lesbians, and many others intersected, often uneasily, with the predominantly white, college-based New Left. Some relevant links: Link to important documents of 1960s women's movement List of links to 1960s radical websites Link to Free Speech Movement Archive March 5-14: Beyond the New Left-Direct Action and New Social Movements since the Sixties Read: <NAME>, _Political Protest and Cultural Revolution,_ chapters 1-3, 5 and 7 required; chapters 4 and 6 optional; Pope, ed., _American Radicalism_ , chapter 9, pp.304-344--article by <NAME> and related material Class outline for: Mar. 5 Mar. 7 Mar. 12 Mar. 14 Final Exam Questions and Instructions! Despite claims that radicalism is dead, social movements at the end of the twentieth century have posed important challenges to the status quo. Epstein's book is a study of non-violent direct action movements by someone who played an active role in them. Gamson is another scholar-activist who looks at some of the internal tensions and paradoxes in the militant AIDS protest group, ACT-UP. We'll examine theories about the kinds of "New Social Movements" and "Identity Politics" that seem to thrive when class conflict is hard to detect and the Marxist left is very weak. Some relevant links: Link to Earth First! Journal Link to Website on radical environmentalist Edward Abbey Link to ACT-UP New York webpage Link to Ruckus Society webpage. Ruckus Society was a leading direct action group at 1999's Seattle protests against globalization and in other direct action movements. COURSE REQUIREMENTS 1\. A brief website or video review (about two pages typed double-spaced). Link to instructions for this assignment. Due Thursday, Jan. 31 at class time. Worth about 15% of course grade 2\. Midterm examination (Tuesday, Feb. 12): Essay plus short identifications. Worth about 20% of course grade. Link to essay questions and instructions. 3 A short paper (4 to 7 pages typed double-spaced): Due Tuesday, March 5 by class time. Link to paper topic options. Paper is worth about 25% of course grade. 4\. Final exam: Two essays plus short identifications. Final is worth about 40% of course grade. The final is scheduled at 7:00 pm Tuesday, March 19. A take-home final option will be offered. Link to Final Exam Questions and Instructions! Grading is not rigidly based on written work. Valuable class participation, improvement during the term, an exceptionally good piece of work on a particular assignment, etc. may all play a role in determining your grade. History 351 Winter 2002 <file_sep> \| HST 510:327: SEC. H6 Summer 2002: July 9 - August 13 T-Th 6:15 to 9:45 PM Frelinghuysen Hall, room B2 http://www.rci.rutgers.edu/~upchurch \| <NAME> Office: Van Dyck, 013 Office hours: T-Th. 5:00 to 5:40 and by appointment <EMAIL> ---\|--- History of Twentieth-Century Europe Final Grades At the beginning of the 20th century Europe was at the height of its political and economic power, as well as in the midst of profound social and cultural change. The democratic and industrial revolutions of the late 18th century had by 1900 radically altered the conditions of life for the mass of the European population. Industrial production had created the world's first consumer societies, and while aristocratic elites still largely controlled the European states, mass opinion and democratic demands strongly influenced political decisions. Competing economic theories were marshaled to support worker and capitalist visions of a just society, while movements for women's emancipation pressed for greater access to political and economic power. From standards of representation in art to theories of the mind, previous intellectual certainties were called into question and fiercely debated. While Japan and the United States had shown that states outside of Europe could master the new industrial and military technology, the European powers had an overwhelming advantage in these areas, as their successful imperialist expansions in the late 19th century made evident. Yet the situation within Europe was far from stable, and many of the economic, political, and social forces that contributed to Europe's rise to world power were also responsible for its near destruction by the mid-point of the century. The European powers were dominant in 1900, yet for most of the last fifty years of the 20th century they remained hostage to competing Cold War armies, and were forced to relinquish their world empires. Even so, Europe managed to regain its prosperity and its political autonomy in the decades after World War II, reinventing many aspects of its political, social, and economic institutions in ways that have proved more durable and lasting than those based on the unbridled national competition that was the hallmark of the first half of the 20th century. The story of Europe's rise, destruction, and reconstruction over the last hundred years is the focus of this course. \- Grading - Attendance and Discussion Participation \- 15% Reaction Papers - 40% Final Exam - 45% \- Attendance and Discussion Participation - A sign-in sheet will be passed around for each class meeting. Because there are only nine class meetings available for lecture and discussion, after the first unexcused absence your grade may be effected. Please discuss any potential schedule problems with me before they arise. All students are expected to participate in discussions, and come to class with questions formulated in the process of writing the reaction papers. \- Reaction Papers - Each student will be required to write a reaction paper for each of the four primary source works used in the class. Reaction papers should demonstrate a knowledge of the book, but they should not simply be a summary of its contents. In these papers you should relate the material in the book to the themes of the course found in the textbook, the lectures, and/or the films. The process of writing these papers is meant to prepare students for the class discussion of the primary source works, and part of this preparation includes formulating two questsions that can be asked within class discussion. Papers should be between two and three pages. \- Guidelines for the First Reaction Paper - \- Guidelines for the Second Reaction Paper - \- Guidelines for the Third Reaction Paper - \- Guidelines for the Fourth Reaction Paper - \- Final Exam - The final exam will consist of identifications and essay questions. Identification terms will be drawn from the key terms listed on the outline for each lecture. You will have a choice of essay questions, each of which will require you to discuss broad themes within the material. Reviews of potential essay themes will addressed in discussions. \- Required Texts - <NAME>, with <NAME>, _The End of the European Era: 1890 to the Present, Fifth Edition_ (New York, Norton, 2002) <NAME>, _A Room of One's Own_ (New York, Harcourt Brace and Co., 1989) <NAME>, _Civilization and Its Discontents_ (New York, Norton, 1989) <NAME>, _Survival At Auschwitz_ (New York, Touchstone, 1996) <NAME>, _Under a Cruel Star: A Life in Prague, 1941-1968_ (New York, Holmes and Meier, 1997) \- Tuesday, July 9 - * * * Introductory Lecture - Overview of Europe at the Start of the 20th Century. \- Thursday, July 11 - * * * _Readings_ : Gilbert, chapter 1, and begin reading Woolf, _A Room of One's Own._ Lecture - Pressures of Imperialism Lecture - Challenges to Bourgeois Culture Video: <NAME>, Metropolis (90 minutes, silent / black and white) \- Tuesday, July 16 - * * * _Readings_ : Gilbert, chapter 3, and continue reading Woolf, _A Room of One's Own._ Lecture - World War I and Its Causes Lecture - The Russian Revolution Video: <NAME> _A Doll's House_ (107 minutes, black and white) \- Thursday, July 18 \- Woolf reaction paper due. * * * _Readings_ : have finished Woolf, _A Room of One's Own._ Lecture: Liabilities of the Versailles Order Lecture: Rise of the Radical Right Discussion: Themes of the class thus far, and Woolf, _A Room of One's Own._ \- Tuesday, July 23 - * * * _Readings_ : Gilbert, chapter 5, and begin Freud, _Civilization and Its Discontents._ Lecture: Soviets: Lenin To Stalin Lecture: Interwar Politics Art Video: The Powers that Be: Art of the post-World War I period, Dada and German Expressionism, (50 minutes) \- Thursday, July 25 \- Freud reaction paper due. * * * _Readings_ : have finished Freud, _Civilization and Its Discontents. _ Lecture: Great Depression Lecture: Nazi Rise to Power Discussion of Freud, _Civilization and Its Discontents_. \- Tuesday, July 30 \- Levi reaction paper due. * * * _Readings_ : Gilbert, chapter 8, and have finished Primo Levi, _Survival at Auschwitz._ Lecture: World War II and the Holocaust Lecture: Breakdown of the Coalition Discussion of Primo Levi, _Survival at Auschwitz._ \- Thursday, August 1 - * * * _Readings_ : Gilbert, chapter 10, and begin Kovaly, _Under a Cruel Star: Life in Prague, 1941-1968._ Lecture: The Division of Europe Lecture: Soviet Block Film: _The Bicycle Thief_ (1949) (90 minutes, black and white) \- Tuesday, August 6 \- Kovaly reaction paper due. * * * _Readings_ : have finished Kovaly, _Under a Cruel Star: Life in Prague, 1941-1968._ Lecture: Decolonization Lecture: The Collapse of Communism Discussion of Kovaly, _Under a Cruel Star: Life in Prague, 1941-1968._ \- Thursday, August 8 - * * * _Readings_ : Gilbert, chapters 12 and 14. Lecture: Western European Integration: From the ECSC to The Maastricht Treaty. Video: People's Century Series: People Power, 1989. Exam Review and Final Discussion. \- Tuesday, August 13 - * * * Final Exam <file_sep>### ![Asian Studies Development Program](/Images/lions.jpeg) * * * [About] [Index] [Search] [Other Links] [Comments/Submissions] ### Cultures of Asia ### Anthropology 255.001 T R 12:00-1: 15 P.M. (3) HP 1030 <NAME> Sociology/Foreign Languages Depts. SC 166 Office Hours: MWF 10:00-11:30 A.M.; TR 1:00-2:00 P.M.; By Appointment Phones: 812-464- 1931 (office); 812-867-6890 (home) _COURSE GOALS:_ This course is designed to acquaint students with the land, peoples, and cultures of Eastern Asia-from Burma to the Philippines and from inner Asia to the Indonesian archipelago--as anthropologists have described them. The focus of the course is on comparing and contrasting four major culture areas--China, Japan, Mongolia and Tibet, and Southeast Asia with the emphasis on Vietnam. _COURSE REQUIREMENTS:_ ASSIGNED READING; TESTS,; ATTENDANCE; GRADES To that end students must read five articles from the optional text which will be put on reserve and three short ethnographies. There will be four, non- cumulative exams which will include a variety of questions, including essays and map exercises. Every student should have access to a good atlas or maps of Asia to supplement the maps provided as handouts. Students will also be provided with study guides for the ethnographies to aid in focused reading in preparation for exams. Each exam will count 20% of the total grade and will be worth 100 points. The grading scale is 90-100=A; 80-89=B; 70-79=C; 60-69=D. You final grade will be based on the average of all your grades. I will take attendance and attendance will be factored into final decision about grades. PROJECT The other 20% of the grade will come from a research project on Vietnam. Students may choose to do research with others in the class or the student may work alone on an aspect of the culture of Vietnam. This research may include any or all of the following: library research in books and journals, internet/WWWeb information, museum visits, museum exhibits, interviews with knowledgeable people, visits to Vietnamese establishments and businesses, movies, records, and videos. The group or individual will present their research to the class in a 15 or 20 minute oral presentation. The presentation must include a complete bibliography and a short summary of the student(s)'s research to give to the teacher and the other students in the class. I will grade the presentation, summary, and bibliography and critique it in written form. You _must_ do your presentation when scheduled unless you have arranged to change the date ahead of time. If you do not, you will receive a zero on the project. Should the class have more than 15 students, students will have two other options. Instead of an oral presentation students may: l)writing a short research paper or 2) doing an interview with a person from Vietnam. Instructions for these options will be given students later. _REQUIRED TEXTS:_ 1\. <NAME>. 1991 _Learning to Bow: Inside the Heart of Japan._ Tickenor and Fields: New York. 2\. <NAME> 1991 _China's Urban Villagers: Changing Life in a Beijing Suburb._ Holt, Rinehart, and Winston: Ft. Worth. 3\. <NAME> and <NAME> 1994 _The Changing World of Mongolia's Nomads._ University of California Press: Berkeley. _OPTIONAL TEXT:_ 4\. <NAME>. 1993 _Asia's Cultural Mosaic: An Anthropological Introduction._ Prentice-Hall: New York. Five chapters from this text are on reserve in the library. They are required reading. You may read them there or you may buy the book. _ASSIGNMENTS:_ You should have read the assignments before coming to class. The dates for all tests except for the final are tentative and may be changed to suit the teacher and students. You _must_ take the final when it is scheduled. The film and video schedule is equally tentative. 1\. _Tues., Aug. 27_ No reading assignment Lecture: Introduction to anthropology, the concept of culture, the way anthropologists work, the idea of Asia, and the work of anthropologists in Asia. 2\. _Thurs., Aug. 29_ Read: Evans, Chpt. I on reserve in library; Feiler, Chpts. I & 2 Lecture: Geography of Japan, its people, and languages 3\. _Tues., Sept. 3_ Read: Evans, Chpt. 14 on reserve in the library; Feiler Chpts. 3 & 4 Film: "The Electronic Tribe" Lecture: Japanese language, writing system, literacy, and early literature. 4\. _Thurs., Sept. 5_ Read: Feiler, Chpts. 5,6,7, &8 Lecture: Japanese history 5\. _Tues., Sept. 10_ Read: Feiler, Chpts. 9,10,11, & 12 Video: "The Family Game" I will not be in class; I have to go to Indianapolis for a meeting; but you are responsible for viewing the video and the material in it. 6\. _Thurs., Sept. 12_ Read: Feiler, Chpts. 13, 14, 15, & 16 Lecture: Making a living and class structure 7\. _Tues., Sept. 17 _ Read: Feiler, Chpts. 17, 18, 19, & 20 Lecture: Family life, socialization, and education 8\. _Thurs., Sept. I 9 _ Read: Feiler, Chpts. 21, 22, & 23 Lecture: World view and religion 9\. _Tues., Sept. 24 _ Read: Feiler, Chpts. 24 & the Epilogue Slides: Japanese art and architecture Lecture: Japanese aesthetics 10\. _Thurs., Sept. 26 _ FIRST EXAM 11\. _Tues., Oct. I _ Read: Chance, Forward, Preface, & Introduction Lecture: The geography and peoples of China 12\. _Thurs., Oct. 3 _ Read: Chance, Chpt. l, 2, & 3 Film: to be announced Lecture: Chinese Languages, writing system, and brief history up to 1949 13\. _Tues., Oct. 8 _ Read: Chance, Chpt. 4 Lecture: Why Communism? Its appeal: China from 1949 to now. 14\. _Thurs., Oct. 10 _ Read: Chance Chpt. 5 Lecture: Peasant life in Guangdong province; making a living 15\. _Tues., Oct. 15 _ Read: Chance, Chpt. 6 Lecture: Peasant Life in Guangdong province; marriage, family, and religion 16\. _Thurs., Oct. 17 _ Read: Chance, Chpts. 7 & 8 Lecture: Urban life in south China 17\. _Tues., Oct. 22 _ Read: Chance, Chpt. 9 Introduction to modern film in China: Film: "The Story of Qiu Ju" 18\. _Thurs., Oct. 24 _ Film: "The Story of Qiu Ju" ? Discussion of film 19\. _Tues., Oct. 29 _ SECOND EXAM 20\. _Thurs., Oct. 31 _ Read: Goldstein and Beall,. Preface, Introduction & Chpt. 1 Lecture: Geography, people, and languages of inner Asia 21\. _Tues., Nov. 5 _ Read: Goldstein and Beall, Chpts. 2 & 3 Film: "Mongolia" Lecture: The pastoral way of life: comparison with Tibet 22\. _Thurs., Nov. 7 _ Read: Goldstein & Beall, Chpts. 4 & 5 Lecture: The culture of Tibet 23\. _Tues., Nov. 12 _ ASSESSMENT DAY--NO CLASSES Read: Goldstein & Beall, Chpt.s 6 & 7 24\. _Thurs., Nov. 14 _ Read: Goldstein & Beall, Chpts. 8 & 9 & Conclusions Student Presentations 25\. _Tues., Nov. 19 _ THIRD EXAM 26\. _Thurs., Nov. 21 _ Lecture: Introduction to Southeast Asia: geography, people, and languages Student Presentations 27\. _Tues., Nov. 26 _ Read: Evans, Chpt. 3, on reserve in library Student Presentations 28\. _Thurs., Nov, 28 _ THANKSGIVING 29\. _Tues., Dec. 3 _ Read: Evans, Chpt. 12, on reserve in library Student Presentations 30\. _Thurs., Dec. 5 _ Read: Evans, Chpt. 15, on reserve in library Student Presentations 31\. _Thurs., Dec. 12_ FINAL EXAM: 12:00 noon-2:00 P.M. _EXPLANATION OF A255 "CULTURES OF ASIA" SYLLABUS_ by <NAME>., 1996 This course serves the following constituencies. 1\. Students may take this course to meet their University Core Curriculum[General Education] requirement for one 3-hour class in "Global Communities". 2\. Sociology students may count two anthropology courses towards their major requirements in sociology. This course would count for a B.A. in Sociology. 3\. Although we offer neither a major or a minor in anthropology, a number of students elect to take all the courses offered in a four-year sequence to get a concentration of 18-24 hours of anthropology classes. These students take A255. 4\. Students with an interest in Asia, including those non-degree-seeking students from the community, who take the course when it is offered at night. These often include students interested in the martial arts or Asian religions. The University of Southern Indiana is a four-year,state university with between 7-8,000 students. It has been growing in enrollments every year and is hard-pressed to keep up Classroom and office space are at a premium. The school runs from 7:30 A.M. to 10:00 P.M. at night and on Saturday. We are on the semester system and have three summer sessions. We have some graduate programs. We are an open-admissions university with a student body that includes many non-traditional students. .Most of our students work and many have heavy family responsibilities, as well. Since money is tight for many of our students, teachers have to be careful not to ask them to buy too many books. Time is also scarce and teachers have to be realistic in their expectations of what students will do outside class. _A SHORT, ANNOTATED BIBLIOGRAPHY OF SELECTED WORKS FROM THE ANTHROPOLOGICAL TREASURE ON ASIA_ The following list contains books that could be used by teachers of undergraduate courses, either as sources for the teacher or texts for students. I chose works in English for non-specialists in the field that are general introductions to a whole country or works that are representative of major ethnic groups or community studies that are typical in some way of the larger country. I left out studies of small, disappearing, or non- representative groups like those on the Ainu of Japan or the hunting and gathering societies of Malaysia or the Philippines even though these are often of interest to anthropologists for theoretical reasons. (For example, the Semai of Malaysia are of interest to scientists whose research explores the possibility of a society in which there is no expression of violence.) Given the rapid pace of change in many parts of Asia, I concentrated on books reporting recent research. The focus of the course "Cultures of Asia" is contemporary peoples and cultures. For that reason some of the classic works in anthropology are left out--classics like: I ) <NAME> and Gregory Bateson's photographic essay, _Balinese Character,_ based on field work done in the 1930ties and published in 1942; 2) <NAME>'s _The Chrysanthemum and the Sword_ , based on research on Japanese character for the Defense Department and published at the end of World War II; 3) Martin Yang's famous study, _A Chinese Village: Taitou, Shantung Province_ , published in 1945; 4) the social anthropologist Edmund Leach's study, done behind Japanese lines during World War II, published in 1954 as _Political Systems of Highland Burma: A Study of Kachin Social Structure;_ 5) Clifford and <NAME>' field work in Java and Bali in the 1950ties, reflected in Clifford Geertz' _Peddlars and Princes_ (1963) or their joint work, _Kinship in Bali_ (1975); 6) <NAME>'s research in urban Japan in the 1950ties in _City Life in Japan: a Study of a Tokyo Ward_ (1958) and rural life in _Shinohata_ (1973); 7) Norma Diamond's _K'un Shen: a Taiwan Village._ Concentrating on recent publications based on research done in the last 15 years, presents a problem, however. Authoritarian regimes, warfare, hostility to non-communist or foreign researchers in general, or hostility to the whole enterprise of social science research on the grounds that such research does not serve state purposes (isn't "useful") and serves colonial/ imperial purposes have closed whole countries to anthropologists for many years. For example research has been difficult or impossible in Myanmar, North Korea, and Vietnam and until recently also in Laos, Cambodia, China, Tibet, and Mongolia. To give an example, the only community studies done by anthropologists in Vietnam date to the Vietnam war. <NAME>'s monograph on a Mekong River delta peasant community, _Village in Vietnam,_ was published in 1964 and his recent publications on the hill tribes of Vietnam are historical treatments. In other words, for some part.s of Asia, there no, or very few, good quality anthropological studies accessible to undergraduate students or their teachers. The following list consists of a small; number of books and monograph.s that would be excellent sources for teachers or possible text.s for undergraduate students. The asterisk () indicates those that might be suitable texts. I. _JAPAN_* _: _ A. General Introductions: 1\. Befu, Harumi 1971 _Japan: an Anthropological Introduction_. Chandler; San Francisco. * I used this as a general introduction to Japan until it went out of print. It's still available in many libraries. The chapters on history, culture and personality, art style are especially useful. He is a well-known Japanese anthropologist married to an American. He has published many articles and other books. 2\. Hendry, Joy 1995 _Understanding Japanese Society. 2nd ed._ Routledge: London. * <NAME> is a social anthropologist who has published extensively on many aspects Japanese life. This work includes chapters on all aspects of culture, including history and popular culture, as well as the usual sections on work, family, and community, etc. A very useful features of this book is that she cites her references at the end of each chapter with suggestions for further reading, including novels and other "light reading". 3\. Lebra, <NAME> 1976 _Japanese Patterns of Behavior._ University of Hawaii Press: Honolulu. * The book arise from Lebra's attempts to teach students something about the culture of Japan and Japanese behavior at the University of Hawaii. Her focus is primarily on "Ethos" or world view and values. She includes chapters of deviance and the _Yakuza._ suicide, and treatment of deviant behavior, topics not covered well in the other books cited. 4\. Hendry, Joy and <NAME> 1986 _Interpreting Japanese Society: Anthropological Approaches._ JASO Occasional Papers #5: Oxford. This monograph contains articles on contemporary Japanese world view, religion, and leisure- time activities. B. Specific Subjects: 5\. Imamura, Anne. 1987 _Urban Japanese Housewives: At Home and in the Community_ University of Hawaii Press: Honolulu. <NAME> is an American sociologist, whose husband is Japanese. She studied the lives of middle-class women in a Tokyo suburb in 1977-78. 6\. Hendry, Joy 1981 _Marriage in Changing Japan: Community and Society_ St. Martin's Press: New York. 7\. Hendry, Joy 1986 _Becoming Japanese: The World of the Preschool Child._ Manchester University Press: Manchester While the topic is education and socialization, it is a great source for those interested in the Japanese world view as well. 8\. <NAME> 1983 _Japan's High Schools._ University of California Press: Berkeley. This is another famous anthropological study of Japanese education from the perspective of high schools. 9\. Feiler, <NAME>. 1991 _Learning to Bow: Inside the Heart of Japan._ Tickenor & Fields: New York. * Feiler is a Japanese-speaking teacher of English who spend a year in a junior high school in Tochigi Prefecture in the town of Sano north of Tokyo in the Middle of Honshu. In the course of reading about his experience, the intense "groupism" of Japanese culture is clear including the tragedies of those who don't fit in (returnees from abroad and the Burakumin/Eta or outcastes). C. Community Studies: 10\. <NAME> 1984 _Changing Japan._ 2nd ed. Waveland Press: Prospect heights, Ill. * Waveland Press publishes many good paperback ethnographies written specifically for undergraduates. Many are reissues of classic works from the 1960ties and 70ties, Some have been updated by the anthropologists and some have not. This book follows a family's fortunes from the rural south as the younger generation gets an education and one becomes a "salaryman" in Tokyo. However, Japanese who read it tell me that it is out of date. Norbeck began his research 30 years ago. 11\. <NAME>. 1986 _Neighborhood Tokyo_. Stanford University Press: Stanford, Cal. I have not seen this work, but it's often cited by other anthropologists. II. _CHINA_ A. Regional Studies: 1\. Parish, <NAME>. And <NAME> 1978 _Village and Family in Contemporary China._ University of Chicago Press: Chicago. China was closed to western sociological and anthropological research in the 70ties, for the most part, so Parish and Whyte studied peasant life and later urban life in Guangdong Province by systematic interviewing of recently arrived peasants, first, and later, urban immigrants to Hong Kong. The books are a useful starting point for teachers, even though they are a little out- of-date. 2\. Whyte, <NAME>. And <NAME> 1984 _Urban Life In China._ University of Chicago Press: Chicago. B. Community Studies: 3\. Chance, Norman 1991 _China's Urban Villagers: Changing Life in a Beijing Suburb._ 2nd ed. Holt, * Rinehart, and Winston: <NAME>. <NAME>, born of American parents in China, grew up in China and was a research collaborator with Chance. Engst experienced the Tiananmen Square massacre and its aftermath. The focus of the book is on peasant life and the changes this commune has undergone since 1949. 4\. Huang, Shiu-min 1989 _The Spiral Road: Change in a Chinese Village through the Eves of a Communist _ * _Party Leader._ Westrow Press: Boulder. The anthropologist studied in the coastal areas of Guangdong and Fujian provinces. He describes the changes in one area through the words of a party leader, a technique anthropologist call the life-history method. 5\. Hinton, William 1983 _Shenfan: Continuing Revolution in a Chinese Village._ Random House: New York. Hinton is also the author of the classic _Fanshen: A Documentary of Revolutionary Change in a Chinese Village._ (Vintage Books: New York) III. _INNER ASIA: MONGOLIA AND TIBET_ 1\. Goldstein, <NAME>. And <NAME> 1990 _Nomads of Western Tibet: the Survival of a Way of Life._ University of California Press: Berkeley. 2\. 1994 _The Changing World of Mongolia's Nomads._ University of Cal Press: Berkeley. * Goldstein and Beall studied both Tibetan and Mongolian pastoral nomads. Their research in Tibet in 1988 and in Mongolia in 1990 was conducted by the method of participant observation. They actually lived with the nomads. Their research in Mongolia spanned the change from Marxist collectives under a regime with strong ties to Russia to a market economy in an independent state. These books are unusual in modern anthropology. Not only are they written for a general audience, the authors provide a visual ethnography in the beautiful color photographs which are fully integrated into the texts. IV. _SOUTHEAST ASIA_ 1\. <NAME> 1990 _Lao Peasants under Socialism._ Yale University Press: New Haven. Evans was allowed to study rural peasant villages and cooperatives near Vientiane from 1982- 1987. 2\. Long, <NAME>. 1993 _Ban Vinai: the Refugee Camp._ Columbia U. Press: New York. Ban Vinai is a refugee camp in northeastern Thailand for Laotians and Cambodians. 3\. <NAME> 1995 _The Balinese._ Harcourt Brace: Ft. Worth. * This paperback is one of the series of case studies in anthropology written for use by under-graduates that used to be published by Holt, Rinehart, and Winston and now is Harcourt and Brace. Lansing first did research in the 1970ties on the arts. Since arts and crafts production were often found in association with temples, he became aware of the ecological role of temples in the management of water and his research went off in another direction. He arranged to have the island-wide world renewal ceremony held only every 100 years filmed in 1979. The film is available as "The Three Worlds of Bali". His 1988 film and water temple and farming is also available as "The Goddess and the Computer". 4\. Sultive, <NAME>., Jr. 1988 _The Iban of Sarawak: The Chronicles of a Vanishing World._ Waveland: Porspect * Heights, Il. This is one paperback from the Waveland series of ethnographies for undergraduate which takes a look at the way in which a tribal population is adapting to a modern world. V. _GENERAL:_ 1\. <NAME>, ed. 1993 _Asia's Cultural Mosaic: An Anthropological Introduction_. Prentice-Hall: New York. This book is a topical introduction to Asia rather than a regional one and includes material on India as well. It is rather complex for a textbook for freshman and sophomore-level courses as a whole. I choose a few select chapters to put on reserve, rather than try to use the whole book. Last updated: 5/18/2000 [About] [Index] [Search] [Other Links] [Comments/Submissions] * * * ASDP Curriculum Online Project < <EMAIL>> <file_sep>![](banner.gif) ### Graduate Courses in European History _Fall Semester, 2001_ HIEU 507 MODERN THEORY: MARX, ARENDT, FOUCAULT, SARTRE Mr. <NAME> In this course we shall examine four major "modern" theorists. These include <NAME>, <NAME>, and <NAME>. At this point I have not yet decided whether the fourth thinker will be <NAME> or <NAME>, although I am leaning to Marx. There is an interesting contrast between Marx and the others, and one focus of the course will be on exploring that contrast. Marx was still a believer in progress: Arendt, Sartre, and Foucault, on the other hand, were "crisis thinkers," who could no longer rely on "the firm basis of traditional values" (as Arendt put it in 1946). Our modus operandi will be to combine a _very_ selective reading in the secondary literature with readings of major works by each writer. Characteristically, each week I shall begin by speaking for 20 minutes or so, in an attempt to situate the reading for that week and to pose some interesting issues. We shall then engage in discussion of the reading. Students should have some background in political theory, intellectual history, philosophy, or philosophically-oriented religious studies. The syllabus for this offering of the course has not yet been set up, although you can find the fall 2000 version in the syllabi section of my personal home page, which is most easily found by searching "<NAME>" in www.altavista.com. There is not yet a definitive reading list, but works from which we shall likely read include Marx, _Early Writings_ , Arendt, _Eichmann in Jerusalem_ and _The Human Condition_ ; Foucault, _Essential Works_ , vol. 1; and Sartre, _Being and Nothingness_. Students who are interested in the class might consider approaching me before August (<EMAIL>); their conversations with me might well have some effect on the syllabus, which I expect to revise in early August. As an interim measure, I recommend four very interesting biographies: <NAME>, _<NAME>: For Love of the World_ ; <NAME>, _<NAME>_ ; <NAME>, _Sartre: A Life_ ; and <NAME>, _The Lives of <NAME>_. (Should you be interested in Heidegger, try <NAME>'s _<NAME>: Between Good and Evil_.) Note also that there exists a _Cambridge Companion to..._ for Marx, Sartre, and Foucault (and Heidegger). These volumes give some entry to philosophical discussion of the writers in question. The course is intended to provide an opportunity for graduate students and advanced undergraduates to explore one or another of these thinkers in depth. Characteristically, the class is taken by students who would like to write a fairly substantial paper on one of the four thinkers, or on some theme that was important for one or more of them. Students write a 20-25 page paper; they are also expected to do the reading, to contribute to discussion, to write up class minutes on occasion, and to offer reports on their reading on occasion. HIEU 519 WAR AND SOCIETY IN THE MIDDLE AGES Mr. <NAME> War was endemic in medieval Europe. It drew participants from every social group, and it affected every part of the population from the princely court to the peasant village. It is a subject rich in source materials and topics for study, and which has important implications for the modern world. The basis of this course is a documentary history of warfare mainly from the eleventh century to the sixteenth which will be organized to illustrate such key elements as arms and armor, fortifications, sieges and battles, recruitment and service, finance and supply, booty and ransom, strategy and tactics, the laws of war, and the representation of military scenes in medieval manuscripts. There will be required one term paper and a final examination. This course is open to undergraduates, as well as to graduate students. There are no requisites, although some exposure to European history in general, and to medieval history in particular, would be useful. HIEU 522 MERRY OLDE ENGLAND? ENGLISH SOCIAL HISTORY, 1500-1800 Mr. <NAME> This course provides a survey of the major themes in English social history. Overall, we will want to understand common people's everyday lives. What kinds of work did they do? Who prospered and why; who didn't? We will look at agriculture, rural community structures, demography, urban life, religious, political, and legal practices, popular culture, and relations between men and women. We will conclude the course by looking at how the various social structures and cultural norms we have studied were or were not affected by the two greatest upheavals of the age: the Protestant Reformation of the 16th century and the civil wars and revolutions of the 17th. We will thus take what we have learned from our structural analysis of English society and use it to explore the meaning of such cataclysms in the lives of ordinary people and communities. Undergraduate student requirements: Each student will write three essays (4-5pp each) analyzing readings and sources. There will also be a take-home final (10-15pp). Readings will cover approximately 200-250 pages per week. Graduate student requirements: See Mr. Halliday. Assigned books may include: <NAME>, _A General View of the Rural Economy of England, 1538-1840_ <NAME>, _The Rise and Fall of Merry England: The Ritual Year, 1400-1700_ <NAME>, _English Society, 1580-1680_ <NAME> and <NAME>, _Poverty and Piety in an English Village: Terling, 1525-1700_ <NAME>, _The History of Myddl_ e <NAME>, ed., _Popular Culture in England, 1500-1850_ HIEU 530 NATIONALITY, ETHNICITY, AND RACE IN MODERN EUROPE Mr. <NAME> In this seminar we will explore how Europeans have conceived, reified, managed, and experienced categories of human identity from 1789 to the present. Insofar as we will be viewing these categories as originally "imagined" or "constructed" we will examine the various materials that have been used to define them and to bring them to life, including not only politics but also the sciences and culture. In turn, we will also be concerned with the substantial power wielded by these categories in modern Europe \-- in the internal affairs of particular European societies, in relations and rivalries among them, and in the management of multi-ethnic empires that extended beyond Europe. Though we will focus primarily on England, France, Germany, and Russia, we will also include readings on other countries of Europe when possible. We will attempt to establish patterns of difference and commonality across Europe in the position and treatment of indigenous ethnic and confessional minorities and of groups of non-European origin (as colonial subjects, immigrants, or domestic minorities). We will address the latest historical scholarship and conclude the seminar with material on the present-day and the effects of the European Union. The syllabus will include several of the following: Benedict Anderson, Imagined Communities; <NAME>, Nationalism; <NAME>, Race: The History of an Idea in the West; <NAME>, Jr., Victorian Anthropology; <NAME>, Orientalism; <NAME>, Citizenship and Nationhood in France and Germany; <NAME>, Racial Hygiene: Medicine under the Nazis; <NAME>, Whitewashing Britain; <NAME>, Heavenly Serbia: From Myth to Genocide; and <NAME>, Mission to Civilize: The Republican Idea of Empire in France and West Africa. Upperclass undergraduates as well as graduate students in history, the humanities, and the social sciences are encouraged to enroll. A basic knowledge of European history is desirable but not required. Each student will be required to submit several one- to two-page papers summarizing readings, and to produce a historiographical essay of 15-20 pages. HIEU 572 GERMAN HISTORY 1500-2000 Mr. <NAME>. <NAME> Mr. <NAME> Although there was no "Germany" in the political sense before the nineteenth century, Germany has a long history. In this experimental course, two professors undertake to bridge what is becoming an unacceptable gap between the early modern history of "the Germanies" and the modern history of Germany. This course will suggest connections, continuities, and ruptures across 500 years by means of selected topics. Some of the topics are: war, death, politics, purification of the body politic (witchcraft and the Holocaust), madness and sexuality, memory, religion, everyday life, and others. Many of the topics will be presented by means of two books, one A treatment of the early modern, the other an examination of the late modern topic. The class will proceed mainly by discussion, and graduate students should be able to use it for colloquium credit. Written assignments will concentrate on the assigned and collateral reading, so that no research paper is contemplated. Our ultimate purpose is to call into question some of the established modes of historical thinking about the past. HIEU 702 COLLOQUIUM ON EARLY MODERN EUROPE Ms. <NAME> This course offers a rigorous and reasonably comprehensive examination of important topics in the history of early modern Europe, circa 1350 to 1750. Each week we will read and discuss a book in English by a modern scholar. Our discussions will be shaped at least in part by e-mail messages from all members of the class sent in advance of our meetings. Each student will write five reviews (about 1,000 words each) of books not on the common reading list and send them to other members of the group. No later than 4 May 2001, you will find the definitive syllabus posted on my office door (Randall 110). HIEU 750 READINGS ON MODERN FRANCE Mr. <NAME> This course will cover, as comprehensively as we can, the recent historiography of France since the late eighteenth century. Gender, collective memory, national identity, state development, colony-metropole inter-face, and visual culture are some of the themes that drive the recent literature. In the typical class, we will cover a common reading, and then students will report on related chapters and articles they read individually. This class is designed for students preparing for a Modern Europe field and for those who want to gain insight into new directions in cultural history. HIEU 802 INTERMEDIATE RESEARCH SEMINAR Mr. <NAME> This course is designed especially for second-year students in European history, who need guidance, discipline, and time in which to finish their Masters' Theses. The class meets regularly to discuss research strategies, to master electronic search engines, to hone writing skills, and to learn the useful art of mutual criticism. The successful student will finish the thesis by the end of this semester. Return to Graduate Course Listings <file_sep>BACK TO MAIN PAGE About Shepherd College Studying History at Shepherd College Is History the Right Major for Me? What Can I Do With a Major in History? History-Related Student Activities History Department Faculty Questions? * * * Regional Map of Shepherdstown * * * Dr. <NAME>, Chair Department of History Shepherd College Shepherdstown, WV 25443 (304) 876-5329 (800) 344-5231 ext. 5329 E-mail: <EMAIL> * * * Go to Top Go to Top Go to Top Go to Top Go to Top Go to Top Go to Top Go to Top Go to Top \| Studying History at Shepherd College * * * Shepherd's location on the banks of the Potomac and in the lower Shenandoah Valley provides a setting especially conducive to historical study. The many Native American names on the landscape provide evidence of the earliest dwellers of the area. The oldest town in West Virginia, Shepherdstown is a living museum of architecture and material culture. <NAME> built and operated the first steamboat here, and the contending forces of the Civil War fought the deadliest battle in American history across the river at Antietam. Three national historical parks are nearby: the Chesapeake and Ohio Canal, <NAME>, and Antietam. Other parks, historical sites, museums, and the major research repositories of the Library of Congress and the National Archives are within a reasonable drive or accessible by commuter train. The department offers a broad range of courses in American, Latin American, European, Asian, and Middle Eastern history. A concentration is availble in the Civil War and Nineteenth Century America. * * * HISTORY History is the exploration of the past as a key to understanding the human condition. Historical study enables students to understand their own and other civilizations and to confront the present and future with intelligence and perspective. Curriculum for a Major in History Specific general studies requirement: PSCI 101 American Federal Government 3 hrs Total hours required for a major 30 Required courses 15 HIST 201 and 202 History of the United States 6 HIST 333 Modern European History 3 HIST 314 Recent United States History OR HIST 404 World History 3 HIST 412 History of Russia Since 1855 OR HIST 420 Modern East Asia 3 Elective courses 15 Any 300- or 400-level history course or PSCI 400 The Supreme Court and Constitutional Law. Curriculum for a Minor in History Total hours required for a minor 24 hrs Required courses 15 HIST 201 and 202 History of the United States 6 HIST 333 Modern European History 3 HIST 314 Recent United States History OR HIST 404 World History 3 HIST 412 History of Russia OR HIST 420 Modern East Asia 3 Any 300- or 400-level history course 9 * * * Concentration in the Civil War and 19th Century America Students who enroll in this concentration complete a 12 credit hour program of specialized courses. Requirements for the Concentration are as follow: A. Required Courses (taken by all History majors) HIST 201 US History to 1865 3 hrs. H1ST 202 US History Since 1865 3 HIST 333 Modern European History 3 HIST 314 Recent United States History OR HIST 404 World History Since l929 3 H1ST 412 History of Russia Since 1855 OR HIST 420 Modem East Asia Since 1800 3 SUBTOTAL 15 hrs. B. Concentration in the Civil War and Nineteenth Century America HIST 304 Civil War America, 1850-1865 3 hrs HIST 307 The Reconstruction Era, 1865-1877 3 HIST 430 Civil War Seminar OR HIST 435 Practicum in Civil War Studies 3 One course from among the following electives: HIST 303 The Early Republic HIST 308 The Old South HIST 405 Introduction to African American History HIST 438 Soldiers and American Society, 1861-1865 3 SUBTOTAL 12 hrs. C. Elective Any 300- or 400- level History course or PSCI 400 The Supreme Court and Constitutional Law 3 hrs. TOTAL 30 hrs. * * * > > > > Course Descriptions HIST 101. HISTORY OF CIVILIZATION: ANCIENT WORLD THROUGH MEDIEVAL PERIOD (3) A survey of ancient and medieval civilization beginning with prehistoric humans, continuing with a study of the ancient Near East, classical Greece, the Roman Republic and Empire, and the Middle Ages with some attention to concurrent developments in the non-Western world. Emphasis is placed on their basic similarities and differences in government, religion, economics, social, cultural, and intellectual (including philosophical) development. HIST 102. HISTORY OF CIVILIZATION: RENAISSANCE AND REFORMATION THROUGH FRENCH REVOLUTION (3) A survey of the Early Modern period and the Enlightenment, including the Enlightened Despots, that culminates in the French Revolution. Emphasis is given to the major changes in government, economics, art, learning, literature, intellectual movements, science, and the Age of Discovery. HIST 103. HISTORY OF CIVILIZATION: FRENCH REVOLUTION AND THE CONGRESS OF VIENNA TO THE PRESENT (3) A survey of the French Revolution and its aftermath, of liberalism, nationalism, industrialization, materialism, and imperialism. The student will investigate 20th-century wars, international organizations, and the Third World. HIST 201. HISTORY OF THE UNITED STATES TO 1865 (3) Survey course examines the basic political, economic, diplomatic, and social forces in the formation and development of the American nation from the Colonial Period through the Civil War. HIST 202. HISTORY OF THE UNITED STATES, 1865 TO PRESENT (3) Course surveys the basic political, economic, diplomatic, and social forces in the rise of the republic from the end of the sectional conflict to a major international role. Moving from Reconstruction to the recent decade, it covers the evolution of the nation from an agrarian to an industrial society. HIST 300. HISTORIC PRESERVATION AND INTERPRETATION (3) Course will familiarize the student with the historic preservation policies and procedures of local, state, and national governments and of the outstanding private efforts in the field. A study of the general principles and methods of interpretation of historic phenomena to the general public will be involved. Extensive out-of-classroom use will be made of the historical resources in the local area for interpretive practice and preservation examples. Prerequisite: HIST 201/202 or consent. HIST 302. AMERICAN COLONIAL HISTORY AND THE REVOLUTIONARY EXPERIENCE (3) Course will examine the motivations and background of European exploration and settlement; the political, social, and intellectual development of the English colonies in America; the imperial role and reaction; the ideological and legal basis of revolution; and the American Revolution and its result. HIST 303. THE EARLY REPUBLIC, 1781-1850 (3) Emphasis will be on the growth and development of the American Republic in the Confederation Period, the early National Era, the so-called Era of Good Feelings, and the Jacksonian Era. HIST 304. CIVIL WAR AMERICA, 1850-1865 (3) A study of the causes of the Civil War and the War itself, with emphasis on the military conflict and on the societies that waged it. The course will examine the economic, social, cultural, and political causes of the War, Union and Confederate political and military leadership, the conduct of military and naval operations, and the relationship between war and society. HIST 305. HISTORY OF THE LOWER SHENANDOAH VALLEY (3) This regional course investigates historical development within the national context. It examines geographical features; early explorations and settlement; the colonial influences in migration, politics, and economy; antebellum matters such as slavery, transportation, and cultural manifestations; the American Civil War; Reconstruction, the farmer's revolt, and industrialization; the limestone and orchard industry; and the 20th-century impact. Some attention is devoted to regional literature as it reflects historical character and biography of major personalities. HIST 307. THE RECONSTRUCTION ERA, 1865-1877 (3) This course will detail the immediate effects and the enduring impact of the American Civil War upon the modern United States in the areas of race, constitutional development, national and state politics, and economy. It will explore post-war adjustments in all sections, the evolution of national policies on major issues, and various interpretations of national reconciliation that culminate in the disputed residential election of 1876. HIST 308. THE OLD SOUTH (3) This course examines the development of the American South from the Colonial period to 1850 as a distinctive section. It traces the origins of the plantation system, the rise of democracy, slavery, the westward movement, and the Southern position on national political issues. It also appraises societal, intellectual, and political conflicts within the section. HIST 309. WEST VIRGINIA AND THE APPALACHIAN REGION (3) Emphasis upon the development of western Virginia and the state of West Virginia. This course will examine the general geographical, political, and economic aspects of the southern Appalachian region. The impact upon the Mountain State of the patterns of settlement, the heritage of sectional conflict, the statehood movement, legal and political developments accompanying the assimilation of the area into the national economy, and national events will be considered. The student will view the current problems of the area and contemporary Appalachian society. HIST 310. THE GILDED AGE AND PROGRESSIVE ERA (3) Course will encompass the domestic development of modern America from the end of Reconstruction through the New Freedom program of Woodrow Wilson. HIST 311. ECONOMIC HISTORY OF THE UNITED STATES (3) This survey course traces the historical development of the American economy from the Colonial Period to the 20th century. Based on the broad social, cultural, and legal context of economic growth, it devotes attention to the major historiographical debates about various phases of United States economic history. HIST 312. AMERICAN HISTORY IN AN ERA OF CRISES, 1917-1945 (3) A survey of important social, cultural, economic, and political trends and events in the United States from World War I to the end of World War II. HIST 314. RECENT UNITED STATES HISTORY, 1945 TO PRESENT (3) A survey of important social cultural, economic, and political trends and events in the United States since the end of World War II. HIST 318. UNITED STATES AND WORLD WAR II (3) Covers the event leading to the war, the major campaigns, and the effects of the war on the home front. Major emphasis is upon military strategy and the campaigns. HIST 320. SUB-SAHARAN AFRICA (3) An interdisciplinary examination of Sub-Saharan Africa, including the great migrations, the genesis of modern Africa in the nineteenth century, the impact of imperialism, and the rise and consequences of nationalism. HIST 329. THE RENAISSANCE AND REFORMATION (3) A study of Renaissance politics, literary and intellectual contributions, and the conditions of social and religious unrest which led to the successes and failures of the Reformation. HIST 330. HISTORY OF EARLY CHRISTIANITY (3) A history of early Christianity with a strong emphasis on its Judaic and Greek roots. Stress will be placed on geographical spread, significant persons, philosophies, governments, and theological concerns (also listed as RELG 330). HIST 331. ANCIENT CIVILIZATION (3) The process by which civilizations develop and the application of this process to the ancient civilizations of the Mediterranean with special emphasis on the Hebrew and the classical civilizations of Greece and Rome. Prerequisite: HIST 101 or its equivalent. HIST 332. MEDIEVAL HISTORY (3) Concerns the development of Western traditions during this formative period of history from the fall of Rome to the Renaissance. Emphasis is placed on the development of the Christian Church and philosophy, the barbarian invasions, the crusade, and the formative beginnings of nation-states. Prerequisite: HIST 101 or its equivalent. HIST 333. MODERN EUROPEAN HISTORY (3) The political, economic, and intellectual achievements and failures of Europe from the time of the French Revolution to the coming of World War I, including the impact of European contact with the non-European world. Prerequisite: HIST 102 or its equivalent. HIST 337. HISTORY OF WOMEN IN EUROPE (3) An examination of issues in the political, intellectual, cultural, social, and economic history of European women from the Middle Ages to the present. HIST 402. DIPLOMATIC HISTORY OF TEE UNITED STATES (3) A survey of the development of the foreign policy of the United States from Colonial times to the present. HIST 404. TEE CONTEMPORARY WORLD SINCE 1929 (3) Concerns political and intellectual events since the Great Depression and their impact on the contemporary scene. HIST 405. INTRODUCTION TO AFRICAN-AMERICAN HISTORY (3) An examination of the African and West Indian background of slave trade; the institution of slavery in antebellum United States; the effects of Civil War and Reconstruction; the pursuit of self-help and democracy and repression; and the black renaissance and revolution. Attention will be devoted to historical development of the African in American cultures other than the United States. Prerequisites: HIST 201 or 202 or their equivalent. Course Outline/Syllabus HIST 407. HISTORY OF ENGLAND TO 1603 (3) A survey of British civilization from the Roman Conquest through the Tudor Age with emphasis on political, economic, social, and cultural developments. HIST 408. HISTORY OF ENGLAND SINCE 1603 (3) A survey of British civilization from the Stuarts to the present, continuing the political economic, social, and cultural developments. Emphasis will be placed on Britain's emerging role in world affairs. HIST 410. HISTORY OF RUSSIA TO 1855 (3) A survey of medieval and early imperial Russia with special emphasis on political, social, economic, and cultural developments. HIST 411. LATIN AMERICAN HISTORY (3) The colonial period, the independence movement, rise of national states, national and international developments to the present. HIST 412. HISTORY OF RUSSIA SINCE 1855 (3) A survey of late imperial and Soviet Russian history with special emphasis on political, social, economic, and cultural developments. Course Outline/Syllabus HIST 413. TECHNIQUES OF RESEARCH (3) An opportunity for independent study and preparation for graduate work. Included are methodology, historiography, and extensive work with source materials. This course is recommended for both history and political science majors. By permission of the instructor. HIST 414. HISTORY OF THE BYZANTINE EMPIRE AND MEDIEVAL ISLAM I A study of the political, religious, and cultural institutions of the Byzantine Empire from Constantine the Great to the end of the Macedonian epoch in 1081, and of the foundations of Islam and the development of its empire to 1055. (3) HIST 415. HISTORY OF THE BYZANTINE EMPIRE AND MEDIEVAL ISLAM II A study of the political, religious, and cultural institutions of the Byzantine Empire, 1081-1453 (from the Comneni emperors to the fall of Constantinople), and of the Persian, Slejuk, and Ottoman Turkish states. (3) HIST 419. HISTORY OF EAST ASIA TO 1800 (3) Examines the histories of China, Japan and Korea from their beginnings to the commencement of their intensive contact with Western nations. The course will balance the historical primacy of China in the region with the political and cultural independence of neighboring states. HIST 420. MODERN EAST ASIA (3) The response of China, Japan, and Korea to the challenge of the West during the nineteenth and twentieth centuries. Course Outline/Syllabus HIST 425, HIST 426. READINGS IN AMERICAN AND WESTERN HEMISPHERIC HISTORY (3 each) Course will be devoted to the extensive reading of standard and classic monographs, biographies, or articles on selected American or Western Hemispheric topics. The specific topics and presiding professor will be announced prior to registration periods. HIST 427, HIST 428. READINGS IN EUROPEAN AND WORLD HISTORY (3 each) Devoted to the extensive reading of standard and classic monographs, biographies, or articles on selected European and World topics. The specific topics and presiding professor will be announced prior to registration periods. HIST 430. CIVIL WAR SEMINAR (3) A special topics seminar which investigates various aspects of the Civil War. The topic will vary from year to year. Each student, in consultation with the seminar director, will write a research paper related to the topic. HIST 435. PRACTICUM IN CIVIL WAR STUDIES (3) Provides practical learning experience in a Civil War or 19th Century related park, museum, library or similar setting. Students will work at least 40 hours in tasks assigned by the co-operating site supervisor and the instructor and, in consultation with the instructor and the site supervisor, will produce a research paper related to some aspect of the site. HIST 438. SOLDIERS AND AMERICAN SOCIETY, 1861-1865 (3) An intensive research and writing course that examines the life of the common soldier during the Civil War and the society to which he belonged. The course includes a research trip to the National Archives and participation in the annual Summer Seminar hosted by the Ge<NAME>re Center for the Study of the Civil War. Go to Top ---\|--- \| <file_sep>\| ![](/gse/images/gse_logo.gif) \| ![](/gse/images/spacer.gif) \| ![](/gse/images/gse_shield.gif) ---\|---\|--- ![HGSE Home](/gse/images/home.gif) ![HGSE News and Views](/gse/images/nv.gif) ![Harvard Home](/gse/images/harvard.gif) \| Search Course Site --- \| Help \| \| ![Handouts](/gse/images/handouts_btn.gif) --- ![Instructors](/gse/images/instructors_btn.gif) ![Syllabus](/gse/images/syllabus_btn.gif) \| Course Title: A188 - Implementing educational change for social justice in Marginalized Settings Today's Date: Tuesday, 27-Aug-2002 14:01:33 EDT * * * --- A-188. Implementing Educational Change (for Social Justice) in Marginalized Settings # Spring 2002 Mondays 4-7pm \| Instructor \| Office Location \| Phone \| Office Hours \| email address ---\|---\|---\|---\|--- <NAME> \| Gutman 461 \| 496-4817 \| Fridays 9-12 \| <EMAIL> Click here for MS Word version of syllabus for printing # Overview: ** Changing schools is hard, changing them to change society is even harder. Teachers work at the same time to reproduce society, to transmit knowledge, worldviews and culture, and also to improve society, to enable their students to have more choices and be freer than their parents. This course is designed on the premise that the hard job of teaching, if it is to be changed and improved to build a just society, needs effective support and understanding from administrators, project managers, activists and policy reformers. This course is for those who want to play a role providing this kind of support to teachers as they try to help students improve their own chances in life and thus change the distribution of social opportunities. The course focuses not just on educational change, or even on educational change for social justice, but on planned change, on change which engages initiatives and participation from States or, less frequently, private organizations. The course challenges the view that change where it most matters, at the school level, simply follows centrally mandated initiatives. The readings in the course argue that to enable teachers to teach differently reformers need to develop a solid appreciation of the complexities of school life, one rooted in a deep understanding of the practice of teaching, of the links between local communities and schools, of the realities of education as seen from concrete schools. The course is structured in three parts: the first makes the case for attention to implementation, discusses the links between educational change and policy change and offers a range of conceptual approaches to understand implementation. The second part explores how choosing a particular point of entry to change schools matters for implementation outcomes and processes. Points of entry include changing the curriculum, supporting the professional development of teachers, changing incentives for teachers, school staff and parents, and empowering parents and communities. The last part of the course explores the process of educational change, with particular attention to the politics of change, including the politics of foreign-funded projects in developing countries, and also the role of leadership and agency in creating space for progressive educational transformations. While the course focuses primarily in educational change in developing countries, there are no a-priory assumptions about the relevancy of mental models and theoretical frameworks to understand change in those settings. There is as much variation between school systems in developing countries, and between schools within developing country systems, as there is between those and schools in early industrialized countries. Some schools and school systems in industrialized countries are highly marginalized, under-resourced, poorly endowed and managed. The challenges of improving schools in these settings are no lesser than the challenges of improving poor schools in low or medium income countries. The course has been designed from the perspective that effective change strategies have to be contextually situated, and therefore that magic bullets or universal prescriptions for how to support school change should be mistrusted. But in the search for templates to understand what strategies might be situationally relevant, to dispose a priori of theories and knowledge drawn from research in different societies is antithetical to the essence of comparative analysis. Therefore, the readings in this class will draw from research conducted in developing and early industrialized societies, from east and west, from north and south. They will be as varied as the experiences that each of you bring to the discussions. This is appropriate for readings and experiences should simply be seen as resources to provoke our conversations and collective explorations in search for ways to sharpen our thinking about how to support teachers so they can teach disadvantaged children in better ways. This course will not teach a doctrine or an ideology about how to make schools better. It is an opportunity for critical dialogue about the ways of reformers when they try to help schools change. The objective of the course is to understand what makes educational change actually happen and reach schools and communities. The course integrates the study of theory with the analysis of real life cases illustrating critical aspects of implementation. Using cases and examples from different countries and continents participants in the course will examine the role of organizational, political and social processes in the implementation of educational programs and policies. The course will give particular attention to issues of school organization, leadership, teacher collaboration, and the relationship between schools and communities. A number of alternative approaches to understand the implementation of educational innovation will be studied. Participants in the class will develop a critical appreciation of the literature preparing a mid- term case and a final research studying the implementation of an educational change program in a country of their choice. Permission of the instructor is required to enroll in this course. The course will meet on Monday from 4-7 pm. Objectives: This course is designed to help students understand why education policies aimed at improving the learning chances for low income children succeed or fail in changing conditions in schools. Specifically the course will: 1. Familiarize course participants with the literature on the implementation of educational change, with particular emphasis on educational innovation and reform in developing countries. 2\. Develop the ability to apply alternative conceptual frameworks to understand the implementation of real cases of educational reform. 3\. Familiarize participants with the theoretical and disciplinary underpinnings of implementation research. 4\. Develop the ability to write a research paper discussing the implementation of an education policy to contribute to the literature in this field. # Requirements: The assignments have been developed as opportunities to exhibit the skills derived from the course objectives. The course requires class participation, writing a mid term paper analyzing a case and writing a final paper analyzing the implementation of an education innovation or reform. The mid term and final paper should be done individually, you may not collaborate with others preparing these assignments. The ideas presented in these papers should be your own. When citing or paraphrasing the work of other authors you should follow appropriate rules of citation. All papers are due in class on the dates indicated below. Plagiarism is a very serious breach of academic conduct at GSE and it is sanctioned severely. Make sure you learn appropriate rules of citation and that you are well aware of the policies governing claiming and giving credit for intellectual work at the school. # In the past, students in this course have found it useful to form a study group to discuss the readings prior to class. To maximize your potential learning gains from these discussions, you are encouraged to form a team with fellow students who have different experiences and backgrounds to your own, if possible people who have lived and worked in places other than those you have lived and worked in. Working with people of different cultural backgrounds will help you develop awareness of the influence of culture in shaping our views of education problems. This awareness and the ability to negotiate differences with your colleagues will help you become a more effective policy analyst working in an international setting. # Assignments. 1. All participants in the course are expected to come to all scheduled classes prepared to discuss the readings (this will contribute 15% to your final grade). 2. Regular attendance, punctuality and active participation are essential to make good progress in the course. Absences will be excused only when caused by illness, family emergency, religious holiday or similarly compelling reasons. In this course regular attendance is not enough to make good progress. You should come to class having done all assigned readings and having given some thought to the issues they raise. Class participation provides the opportunity to practice effective speaking -as well as the ability to listen and reach closure on topics being discussed. It is an opportunity to integrate and share the experience of class participants with the ideas presented in the readings. Comments that are vague, repetitive, unrelated to the current topic or readings, disrespectful of others, or without sufficient foundation will be evaluated negatively. Contributions that highlight key aspects of the readings for the week and that use the readings to explain aspects of the implementation process using examples will be evaluated positively. Contributions that identify tensions, contradictions between different readings, that identify limits of the models advanced by the readings or that propose conceptualizations that integrate alternative approaches or solve some of the identified deficiencies will be evaluated as excellent. 3. Write a case (maximum ten pages, 3000 words) describing an education reform or innovation in which you have a strong interest. Develop a preliminary interpretation of the successes or failures highlighted by this case using some of the literature reviewed in the course up to this point. This case will provide the foundation for your final paper. You should have sufficient information about this case to provide a detailed account of the critical episodes in the life of the project and to identify the intended and unintended outcomes of the reform. This case should illustrate some questions which are particularly important to you. It would be better if this case describes a reform in which you have been directly involved in some capacity. Alternatively you can select a reform which you can study using secondary sources, including published and unpublished records and interviews to key participants in the reform. In writing this case describe what were the policy/program objectives, what process was followed to identify the need for the policy and to design it. Who participated? How did implementation unfold? What took place and with what results? If possible provide a timeline of critical events during the life of the policy/program. Identify actual outcomes vs. intended outcomes. What unintended outcomes are interesting? Highlight three to five questions which are meaningful to you. What would you like to understand about this case? What puzzles you? Half to a third of this paper should provide your explanation of some aspects of this case using the readings covered in the course up to the due date. The case study is due on Monday March 18 and will contribute 25% to your final grade. An A paper is excellent in that it is carefully written, clearly summarizes the central aspects of the case and provides a coherent interpretation of the successes or failures illustrated by the case using the literature reviewed in the course up to this point. An A- paper is similarly excellent but draws only in part on the readings to support an interpretation of the events discussed in the case. A B paper is very good in satisfying the basic requirements outlined above. It may not reflect excellent writing as expected of A level work. The explanation offered to explain the implementation of the case may be partial and without sufficient foundation on the readings covered in the course. A paper with similar characteristics but showing strong analysis of the case would qualify for a B+. A paper with most of these characteristics but minor flaws in logic and analysis would qualify for B-. A C paper shows serious effort to present a case but difficulty in advancing a thesis that interprets the events presented in the case. A D paper will show some serious effort to complete the assignment but be seriously deficient in presenting the basic elements and results of the case or fail to explain the sequence of events presented. An F paper fails to address the basic expectations of the assignment. 3\. Write a paper describing and analyzing the implementation of your case. In this paper you will integrate the readings covered in the course to explain what accounted for the success or failure of this case. This paper should have four sections. The first part will review selected literature on implementation of educational change, you should conclude this review highlighting one or more research questions which you will answer examining your case. You can also derive some hypotheses from this literature to be tested with your case. A thorough review of the pertinent literature covered in the course will be evaluated positively, including additional readings pertinent to the topic you have chosen will be considered excellent. The second part is a presentation of the case itself, you can edit your mid-term write up to better serve the purposes of this research. The third part of the paper will provide evidence and discuss its implications to answer your research questions, you will confirm or disconfirm your hypotheses discussing the data derived from your case. The paper will offer some conclusions in the fourth part framed as contributions to the larger body of literature on implementation of educational change in developing countries. This paper should not exceed 30 doubled-spaced pages. The final paper is due on Monday May 13 and will contribute 60% to your final grade. An A paper is excellent in that it is carefully written, clearly presents the four sections outlined above. An excellent paper offers original analysis and ideas to explain the case or ways to integrate the literature on part 1. An A- paper is similarly excellent but is good, rather than outstanding, in one or two of the four sections. A B paper is very good in satisfying the basic requirements outlined above. It may not reflect excellent writing as expected of A level work. The thesis it advances may not demonstrate originality of thought in integrating the literature, but may be a more direct application of existing hypothesis in the literature to the case. A paper with these characteristics but showing strong logical and analytical argumentation would qualify for a B+. A paper with most of these characteristics but minor flaws in logic and analysis would qualify for B-. A C paper shows serious effort to identify the main ideas presented in the readings relevant to the case but unsatisfactory analysis of the case itself. A D paper will show some serious effort to complete the assignment but be seriously deficient in advancing a thesis or fail to address potential objections to the thesis. An F paper fails to address the basic expectations of the assignment. Petitioning to register in this class: This is a limited enrollment advanced course. Students will be admitted if they have previously taken courses in education policy or organizational theory or if they have had experience managing education programs. If you are interested in taking this course submit a brief statement indicating: 1. Your name, School at Harvard and program. 2. E-mail address. 3. What difference do you expect this course will make for your professional plans. 4. What other courses have you taken or what experience do you have on Education Policy or Management, Implementation or Organizational Theory. 5. What questions are of particular interest to you which you expect this course will help you answer. 6. Write a one paragraph summary of a case of educational change that you might want to explore in the final paper. This may be a case from your experience or a case you will research through secondary sources. This statement should be submitted to me by Monday February 11. A list with the students admitted in the course will be posted in the course web-site (section lectures) by Tuesday February 12\. Office Hours. Sign up sheets for consultation during office hours are posted on the door of Gutman 461 several weeks in advance. Reading List and Schedule: We will use two reading sources for the course: 1\. An online set selected readings. They will be included in the course web- site in http://icommons.harvard.edu/~gse-a188. In addition there will be one set of these readings on reserve. 4. A series of books which will be available on reserve in Gutman and in the Coop. These readings are included in the reading packet, these are books we will use often and they have been ordered for your convenience. The Coop has ordered a limited number of these books and will return them to the publisher a few weeks into the semester, if you intend to purchase these books do so as soon as possible. Course-WebSite. The course web site (http://icommons.harvard.edu/course/gse-a811) will be used to support instruction in a number of ways. In addition to the readings which will be posted at the site, outlines for each lecture will be posted, after the lecture takes place. There is also a site for on-line discussions, which take the form of a threaded discussions. These provided a forum to continue the class discussions and all students are encouraged to participate. Books available on reserve in Gutman and in the Coop. <NAME>. 1999. The Politics of Education Reform. Washington, DC. The World Bank. <NAME>. Change Forces. Probing the Depths of Educational Reform. London. The Falmer Press. 1993. <NAME>. Change Forces. The Sequel. London. The Falmer Press. 1999. <NAME>. 2000. Going to Scale with Education Reform: India's District Primary Education Program, 1995-1999. Washington, DC. The World Bank. <NAME>. 2000. (Ed.) Unequal Schools, Unequal Chances. The challenges to equal opportunity in the Americas. Cambridge, MA. Harvard University Press. <NAME>. and <NAME>. 1997. Informed Dialogue. Using Research to Shape Education Policy Around the World. Westport. Praeguer. <NAME>. et al. 2000\. Schools that learn. New York. Doubleday. <NAME>. and <NAME>. 1995. Tinkering toward utopia. A century of public school reform. Cambridge, MA. Harvard University Press. <NAME>. and <NAME>. 1995. Hope or Despair? Learning in Pakistan's Primary Schools. Westport. Praeguer. You may obtain a copy of _Involving Communities_ by <NAME> by emailing <EMAIL>. It's free of charge. This is required reading for April 18th but don't wait until the last minute. There's no guarantee that they will still have copies by then. Course Readings Course readings are available online by clicking on the blue underlined titles in this syllabus or by looking in the readings folder of the course website. Readings are also available on CD. Please do not print out the course readings in the computer lab. Course Schedule ## Part I \| Policy Reform and Change. Perspectives in the Study of Implementing Educational Change. In this first part of the course we discuss why implementation matters for policy reform and examine the challenges to helping schools change. We also review various theoretical perspectives to studying implementation, including the research and development adoption models, the implementation of innovations approach, the implementation of large scale change, change as organizational learning, restructuring and the recent formulations of fostering organizational ability to deal with complexity on an ongoing basis. # \| ---\|---\|--- Session 1 \| # Monday, February 4 \| What is policy implementation and why should we care?** \| <NAME>. and <NAME>. 1989. _Implementation and Public Policy_. Maryland. University Press of America. Chapter 2\. "A Framework for Implementation Analysis". Pp. 18-44. <NAME>. "Listening and Learning from the Field: Tales of Policy Implementation and Situated Practice" in Hargreaves, A. et al. (eds), International Handbook of Educational Change. Great Britain. Kluwer Academic Publishers. P. 70-84. * <NAME>. 2000. Unequal Schools, Unequal Chances. Chapters 2 and 16. <NAME>. and <NAME> "The policy implementation process". _Administration and Society_. Vol 6 (4). February 1975. Pp. 445-488. \| Session 2 \| # Monday, February 11 \| Implementing Educational Innovations \| <NAME>. Low-cost primary education. _Implementing an innovation in six nations_. Canada. IDRC. Pp. 21-79. ** #### <NAME>. 1996. Planning for innovation in education. Paris. International Institute for Educational Planning. <NAME>. 1998. "Accelerated Schools: A Decade of Evolution" in Hargreaves, A. et al. (eds), _International Handbook of Educational Change_. Great Britain. Kluwer Academic Publishers. Pp. 807-830. <NAME>. and <NAME>. 1995. _Hope or Despair_. Chapter 9. Education and Innovation. Cases and Lessons. Pp. 121-138. \| Session 3 \| Monday, February 25 \| National Education Reforms** \| <NAME>. 1994. "Education and the State: Policy Implementation in India's Federal Polity" _International Journal of Educational Development_. Vol. 14(3): 241-253. * <NAME>. 2000. "Educational policies and equity in Chile" in Reimers, F. (Ed.) 2000. _Unequal Schools, Unequal Chances_. Cambridge, MA. Harvard University Press. Pp. 160-180. <NAME>. and <NAME>. "The implementation of the new educational policy in the Sudan, 1970-85: promise and reality" _Educational Review_. Vol. 41. No. 3. 1989. ** <NAME>. 2000. Going to Scale with Education Reform: India's District Primary Education Program, 1995-1999. Washington, DC. The World Bank. ** * <NAME>. and <NAME>. 2000. "Education and Poverty in Chile: Affirmative Action in the 1990s" in Reimers, F. (Ed.) 2000\. _Unequal Schools, Unequal Chances_. Cambridge, MA. Harvard University Press. Pp. 182-201. * <NAME>. and <NAME>. 1995. _Tinkering Toward Utopia. A Century of Public School Reform_. Cambridge, MA. Harvard University Press. Chapters 1 and 2. Pp. 1-59. \| Session 4 \| # Monday, March 4 \| Supporting school change at different stages and for different purposes \| CIES Conference. Distance Education Class. Read lecture and participate in electronic Threaded Discussion in I-commons. \| \| <NAME>. "The stages of growth in educational systems" in Heyneman, S. and D. White (Eds). 1986. _The Quality of Education and Economic Development_. Washington, DC. The World Bank. <NAME>. 1998. "Developing the Twenty-First Century School: A Challenge to Reformers" in Hargreaves, A. et al. (eds), _International Handbook of Educational Change_. Great Britain. Kluwer Academic Publishers. Pp. 1059-1073. Hargreaves, A. 1998. "Pushing the Boundaries of Educational Change" in Hargreaves, A. et al. (eds), _International Handbook of Educational Change_. Great Britain. Kluwer Academic Publishers. Pp. 281-294. * Senge, P. et al. 2000. _Schools That Learn_. New York. Doubleday. Chapter 1. Orientation (Pp. 3-58). <NAME>. 1998. "Sand, Bricks, and Seeds: School Change Strategies and Readiness for Reform" in Hargreaves, A. et al. (eds), _International Handbook of Educational Change_. Great Britain. Kluwer Academic Publishers. Pp. 1299-1313. \| Session 5 \| Monday, March 11 \| The slow, difficult and painful journey of school change. How does policy matter? **** \| <NAME>. 1998. "Policy and Change: Getting Beyond Bureaucracy" in Hargreaves, A. et al. (eds), _International Handbook of Educational Change_. Great Britain. Kluwer Academic Publishers. Pp. 642-667. <NAME>. "Backward Mapping: Implementation Research and Policy Decisions" in Williams, W. et al. _Studying Implementation. Methodological and administrative issues_. New Jersey. Chatham House Publishers. Pp. 18-35. Palumbo, D. and <NAME>. "The relation of implementation research to policy outcomes" and "Opening up the Black Box: Implementation and the Policy Process" in Palumbo, D. and D. Calista (Eds.) _Implementation and the policy process_. New York. Greenwood Press. Pp. I-38. * <NAME>. and <NAME>. 1997. _Informed Dialogue_. Chapter 3. Why Education Policies are so Difficult to Inform? Pp. 43-70, Chapter 11 'Conducting a Participatory Sector Assessment in El Salvador' Pp. 169-166 and Chapter 12 'Policy Dialogue as Organizational Learning in Paraguay' Pp. 167-176. \| Session 6 \| Monday, March 18 \| Approaches to understanding school change # DUE \| ##### Case Study \| \| <NAME>. and <NAME>. 1998. "'Inside-Out' and 'Outside-In': Learning from Past and Present School Improvement Paradigms" in Hargreaves, A. et al. (eds), _International Handbook of Educational Change_. Great Britain. Kluwer Academic Publishers. Pp. 1286-1298. <NAME>. 2000. "Why is Educational Reform so Difficult?" _Curriculum Inquiry_. 30:1. Pp. 83-103. <NAME>. and <NAME>. 1998. "Educational Change: Easier Said than Done" in Hargreaves, A. et al. (eds), _International Handbook of Educational Change_. Great Britain. Kluwer Academic Publishers. Pp. 297-321. <NAME>. "Seduced and Abandoned: Some Lasting Conclusions about Planned Change from the Cambire School Study" in Hargreaves, A. et al. (eds), _International Handbook of Educational Change_. Great Britain. Kluwer Academic Publishers. P. 163-180. <NAME>. 1998. "The growth of educational change as a field of study: understanding its roots and branches" in Hargreaves, A. et al. (eds), _International Handbook of Educational Change_. Great Britain. Kluwer Academic Publishers. Pp. 13-20. \| NO CLASS \| Monday, March 25 \| Spring Recess \| \| <td width=91 valig <file_sep> <NAME> E-mail: <EMAIL> Office hours: Thurs. and Fri. 3:30-4:30, 202 Brooks Hall ## Syllabus for Anthropology 333: Native American Literatures Summer session I Cabell 319, MTWThF 1:00-3:15 How is Native American Literature defined, and what part should American Indian languages and live verbal performances have to play in this definition? Are our own cultural assumptions that accompany the distinction between contemporary literature and oral tradition warranted, or do these need to be rethought? These are some of the questions addressed in this class. We will read novellas, short stories and poetries. Our reading will be interwoven with experiences of films, poetry-slams, audio-recordings, and Web publications. We will compare the written work of contemporary Native American authors with examples of oral performances by persons living in Native American communities, including performances recorded by local artists, educators, anthropologists, linguists and folklorists. Classes will be divided into short lectures, audio/video experiences, participatory readings, and discussion. Students will write three 3-page essays addressed to the readings and complete a short ethnopoetic analysis of a Native American languge oral narrative of their choosing from a list of availiable online resources. Student grades will be based upon: * three 3-page essays 20% each * ethnopoetic analysis 20% * student participation/reading response 20% Required Reading--Available at the University Bookstore: <NAME>, _Stories that Make the World: Oral Literatures of the Indian Peoples of the Inland Northwest_. University of Oklahoma Press 1995. <NAME>, _Lone Ranger and Tonto Fistfight in Heaven_. Harper Collins 1994. <NAME>vers and <NAME>, _Yaqui Deer Songs/Maso Bwikam: A Native American Poetry_ University of Arizona Press Sun Tracks, Vol. 14. <NAME>. _Saanii Dahataal: The Women Are Singing_. University of Arizona Press 1993. <NAME>. _Reading Takelma Texts_. Bloomington, IN: Trickster Press 1998. Recommended <NAME>. _Wisdom Sits in Places_. University of New Mexico Press. 1996. ## Schedule #### Week I: Contemporary artist: <NAME>'s short stories, poetry, film, and music Tuesday, June 11 In class: Introduction video: _2001 World Heavyweight Championship Poetry Bout: <NAME> vs. <NAME>_ Read selections from _Lone Ranger and Tonto Fistfight in Heaven_ , pp. 1-36, 43-54. Wednesday, June 12 In class: Listen to Alexie reading "Dear <NAME>" Read selections from _Lone Ranger and Tonto Fistfight in Heaven_ , pp. 59-75, 83-103. Thursday, June 13 In class: Watch the motion picture: _Smoke Signals_ Class will meet in Clemons media room 322A. Essay assignment handed out Read selections from _Lone Ranger and Tonto Fistfight in Heaven_ , pp. 104-110, 130-153 Friday, June 14 In class discuss the film, readings, prepare for essays. Read selections from _Lone Ranger and Tonto Fistfight in Heaven_ , pp. 171-223. first paper will be due on Monday, June 17th #### Week II: Storytelling Traditions as Oral Literatures Monday, June 17 Paper due In class: Introduction to Oral literature and storytelling view video: _Running on the Edge of the Rainbow: Laguna Stories and Poems_ , with <NAME>. Read _Stories that Make the World: Oral Literatures of the Indian Peoples of the Inland Northwest_ , "Introduction" Tuesday, June 18 In class: videos of storytelling performances: _Iisaw, Hopi Coyote Stories_ , with <NAME> _The Origin of the Crown Dance: An Apache Narrative and Ba'ts'oosee: An Apache Trickster Cycle_ with <NAME> _<NAME>_ , <NAME>. Class will meet in Clemons media room 322A. Read _Stories that Make the World: Oral Literatures of the Indian Peoples of the Inland Northwest_ , excerpts from "The Text: See from the Inside Looking Out", pp. 39-45, 52-71, 81-90, 108-130. Wednesday, June 19 In class: Storytelling techniques and themes Read: _Stories that Make the World: Oral Literatures of the Indian Peoples of the Inland Northwest_ , "The Texture 'Feel it'" Thursday, June 20 In class: Prepare for papers (assignment handed out) and storytelling experiences Read: _Stories that Make the World: Oral Literatures of the Indian Peoples of the Inland Northwest_ , "The Context: 'You Gotta Go Inside'" Friday, June 21 In class: Student storytelling groups: performances and interpretations. second paper will be due on Monday, June 24th recommended <NAME>, "Stalking with Stories". In _Wisdom Sits in Places_ #### Week III. Poetry: "Contemporary" and "Traditional" Monday, June 24 Paper Due In class: Definitions of Contemporary Poetry, reading Luci Tapahonso Listen to Luci Tapahonso interview, a reading of "Hills Brothers Coffee" and other poems Read: selections from Tapahonso's _Saanii Dahataal: The Women Are Singing_ , pp. ix-10, 5-10, 15-20, 27-32, 43-44, 59-64, 69-76, 85-92. Tuesday, June 25 In class: a Traditional Yaqui poetry Watch _Seyewailo: The Flower World_ Class will meet in Clemons media room 322A. Read: _Yaqui Deer Songs/Maso Bwikam: A Native American Poetry_ , "Yopo Nooki: Enchanted Talk" Wednesday, June 26 In Class: Cultural Context and Poetic Art Read: _Yaqui Deer Songs/Maso Bwikam: A Native American Poetry_ , "Yeu A Weepo: Where it Comes Out" Thursday, June 27 In class: Prepare for papers (assignment handed out) Read: _Yaqui Deer Songs/Maso Bwikam: A Native American Poetry_ , "Senu Tukaria Bwikam: One Night of Songs" Friday, June 28 In class: Drawing comparisons and contrasts Listen to Deer song recording Read: _Yaqui Deer Songs/Maso Bwikam: A Native American Poetry_ , "Maso Me'ewa: Killing the Deer" second paper will be due on Monday, July 1st recommended sermon: _The Elder's Truth: a Yaqui Sermon, <NAME>, <NAME>, and <NAME> #### Week IV. Poetics of Oral Narrative Monday, July 1 Paper Due In class: Text collections in the Americanist tradition Introduction to Ethnopoetics Introduction to using Harry Hoijer's _Chiricahua and Mescalero Apache Texts_ Read: Hymes, Dell. _Reading Takelma Texts_ , pp. 1-22. Tuesday, July 2 In Class: Listen to Audiorecording:"Coyote and Mescal", "He Became an Eagle", Paul Ethelbah. Class will meet in Clemons media room 322A. Recognizing lines, stanzas and larger units Using: selected material from <NAME>, _Chiricahua and Mescalero Apache Texts_ , (originally published 1938) Read: Hymes, Dell. _Reading Takelma Texts_ , pp. 23-52. Wednesday, July 3 In Class: Finding Measured Verse and preparing for ethnopoetic exercise (final assignment given) Using: selected material from <NAME>, _Chiricahua and Mescalero Apache Texts_ , (originally published 1938) Read: Hymes, Dell. _Reading Takelma Texts_ , pp. 53-69. Thursday, July 4 Holiday--no class Friday, July 5 In class: Student exercise workshop Read: working paper: An Ethnopoetic analysis of Paul Ethelbah's "He became an Eagle", Eleanor Culley Student's ethnopoetic projects will be due on Tuesday, July 9th Tuesday, July 9 ethnopoetic analysis due * * * Films an Video's on reserve for this class at Clemons Media Center _2001 World Heavyweight Championship Poetry Bout: <NAME> vs. <NAME>_ , VHS12480. _Smoke Signals_ , DVD02490 _Iisaw, Hopi Coyote Stories_ , with Helen Sekequaptewa, VHS10103 _The Origin of the Crown Dance: An Apache Narrative and Ba'ts'oosee: An Apache Trickster Cycle_ with Rudolph Kane, VHS10102. _Running on the Edge of the Rainbow: Laguna Stories and Poems_ , with Leslie <NAME>, VHS10105. _Seyewailo: The Flower World_ , VHS10101 _Songs of My Hunter Heart: Laguna Songs and Poems_ , with <NAME>, VHS10106. <file_sep>![](../images/Siucsm.gif) # WED 561: RESEARCH METHODS #### Department of Workforce Education and Development Southern Illinois University at Carbondale <NAME> #### ![](../images/rbline.gif) _Course Syllabus_ ![](../images/blueball.gif)Purpose of the Course ![](../images/blueball.gif)General Objectives ![](../images/blueball.gif)Instructional Units ![](../images/blueball.gif)Text and Resource Materials ![](../images/blueball.gif)Assignments and Requirements ![](../images/blueball.gif)Grading ![](../images/blueball.gif)Policies and Standards ![](../images/blueball.gif)Instructor Information ![](../images/blueball.gif)Schedule of Classes _Purpose of the Course_ * * * "Research Methods" is a required course for all students pursuing the Master of Science in Education degree with a major in Workforce Education and Development. The overall purpose of the course is to introduce basic vocabulary, concepts, and methods of educational research. Students learn the language of research, various methods for conducting research, how to identify and synthesize research literature, how to plan a research study that improves the practice of education or training, and how to formally report research findings. The more specific purpose is for students to develop a sample research proposal. Many students have misunderstandings about the nature of WED 561, one result of which is taking the course in the last semester of their graduate program. Then, if the paper isn't finished during the semester, students may have to register for an additional semester. Students are encouraged to take the course during the first half of their graduate program. One is not expected to have a research problem identified before taking the course. Rather, part of the course instruction is designed to assist students in the systematic identification of a research topic. Students should also be aware that the development of a research problem and proposal and the evolution of a research study is best conducted over a period of several semesters rather than being concentrated in a final, hectic semester. _General Objectives_ * * * 1. Understands basic concepts and definitions of educational research. 2. Selects a tentative research problem that will be subsequently developed into a research proposal. 3. Knows and uses library reference sources and services. 4. Understands how to develop Chapter One of the research paper/proposal. 5. Understands how to develop Chapter Two of the research paper/proposal 6. Understands how to develop Chapter Three of the research paper/proposal. 7. Knows APA rules and guidelines related to writing formal research reports. 8. Understands how to develop Chapter Four of the research paper/proposal. 9. Understands how to develop Chapter Five of the research paper/proposal. _Instructional Units_ * * * Each general objective provides the focus for an instructional unit containing multiple specific objectives and assignments designed to facilitate the objectives. Beginning with Unit Four, in-class instruction is directed toward the application of relevant concepts to the preparation of a sample research proposal. One cannot expect to master the subject of educational research in a single semester. And, the schedule format (evening, weekend, or summer) and number of students enrolled affects what can be accomplished in a given course. Students can anticipate completing the first seven units during the course. Units Eight and Nine, however, are optional () and will be instructed to the extent that time permits. Most students should expect to enroll in WED 593 (or 599) and work with their program committee to actually conduct and report the research (i.e., the focus of Units Eight and Nine). New WED Department policies require students to purchase instructional units. The instructor will provide details regarding cost and availability. Unit One: Concepts and Definitions * Unit Two: The Academic Research Problem * Unit Three: Tools for Knowing * Unit Four: Chapter One - Introduction * Unit Five: Chapter Two - Review of Literature and Research * Unit Six: Chapter Three - Research Methods * Unit Seven: APA Editorial Guidelines * Unit Eight: Chapter Four - Analysis and Results* * Unit Nine: Chapter Five - Summary and Conclusions* _Text and Resource Materials_ * * * ![](../images/561_9e.jpg) <NAME>., & <NAME>. (2003). _Research in education_ (9th ed.). Boston: Allyn and Bacon. ![](../images/APA_2001.jpg) American Psychological Association. (2001). _Publication manual of the American Psychological Association_ (5th ed.). Washington, DC: Author. _SIUC Graduate School guidelines for preparation of dissertations, theses, and research papers._ Carbondale, IL: Southern Illinois University, Graduate School. _Assignments and Requirements_ * * * 1. Complete instructional units and related exercises as directed. Come to class prepared. Actively participate in discussion of relevant topics. 2. Complete hands-on "library use exercise" (Unit Three) as directed. Assignment due on ____________________. 3. Prepare a three chapter research proposal in accordance with outline provided in Unit Two (approximately 15 typed pages). 4. A draft of Chapter One is due on ____________________. 5. The completed proposal is due on ____________________. 6. Complete a final examination covering objectives, assignments, and class lectures for Units One through Six _Grading_ * * * A conventional letter grade (A - F) will be assigned based on the following criteria: * 10% - Library exercise * 40% - Final exam * 50% - Research proposal The instructor will explain in class specific grading procedures and how final grades are calculated. Test norms will be provided showing how previous WED 561 students performed. _Policies and Standards_ * * * The majority of students complete assignments satisfactorily and on-time. Out of respect for the majority of students who meet deadlines, one letter grade is deducted for any work turned in late. Attendance is expected. It is recognized, however, that personal and professional needs and responsibilities may sometimes require students to miss a class. Preceding or following an absence, students should contact the instructor to obtain handout materials. Students should also make arrangements with a classmate to obtain notes. A third absence results in one letter grade deduction. A fourth absence results in failure of the course. An INC grade is not a student option; it is given only at the discretion of the instructor. Informal attire is permitted, but please dress in a manner appropriate for a university classroom, including removing hats or caps. Coffee and other drinks may be consumed during class, but no food is to be eaten in the classroom. _Instructor Information_ * * * Dr. <NAME> Department of Workforce Education and Development Mailcode 4605 Southern Illinois University at Carbondale Carbondale, IL 62901-4605 Office: Pulliam Hall 217C Phone: 618-453-1903, FAX 618-453-1909 Email: <EMAIL> Campus Map Student E-mail Addresses * * * ![](../images/back.gif) ![](../images/up.gif) Updated 8.13.02 --- <file_sep>Updated: Tuesday, September 3, 2002 --- ![](assets/banner.jpg) Daly Science 204 \- ph: 408.551.7086 \- f: 408.554.2312 - email: <EMAIL> --- SCU \| ESI \| HHMI \| Ulistac \| Academia \| Archive \| Faculty \| Links \| Resources ---\|---\|---\|---\|---\|---\|---\|---\|--- Santa Clara University Environmental Studies Institute ![](assets/diamond.gif)Institute Overview![](assets/diamond.gif) \| ![](assets/sun.gif) SUMMER \| Latest News from ESI ![](assets/pointer.gif) ESI Recognized in the National Wildlife Federation's Campus Environmental Yearbook! Check out our case here! ![](assets/pointer.gif) Student Reports - Environmental Activism Spring 2002 ![](assets/pointer.gif)Historical Ecology of Santa Clara. A New ESI Project. Please check out the new ESI Historical Ecology project display in the Orradre Reading Room this summer! The project is a work in progress, so don't expect any fancy maps just yet. We will be involved in Library displays from now into the future, so keep an eye out for us as the project progresses next year. If you have any suggestions for future displays, or things you would like to add, please let us know! ![](assets/pointer.gif)NEW FALL CLASS - ENVS 98: Outdoor Leadership Expedition Explore the natural world, gain safety and outdoor technical skills, learn about the environment, and develop leadership skills. Sign up in Daly Science 204, only 10-12 spots available so hurry! check out the syllabus here... (.doc, 25K) ![](assets/pointer.gif)The University has approved two __NEW MAJORS for ESI. Check out the descriptions and course requirements here! ---\|--- ![](assets/hhmi.gif) \| How<NAME> Medical Institute \| http://www.scu.edu/hhmi Check out the information on SCU's new Biotechnology minor here! ![](assets/ulistac.gif) \| Ulistac Natural Area \| http://www.scu.edu/envs/ulistac ![](assets/pointer.gif)Update for August 2002 The next work session at the UNA will be August 24th, 9 a.m. - 1 p.m. ![](assets/graysm.jpg) \| Featured Faculty Paper \| Dr. <NAME>, Political Science Environmental Policy, Land Rights, and Conflict: Rethinking Community Natural Resource Management Programs in Burkina Faso ![](assets/newsletter.gif) \| Quarterly Newsletter \| Spring 2002 (.pdf, 729K) _ _ In this quarter's issue: Genetically Modified Organisms, Electronic Waste, Burrowing Owls... ![](assets/green.gif) \| G rass Roots Environmental Efforts Now! \| Club Page ** ![](assets/globe.gif) \| Featured Website \| GreenBiz.com GreenBiz.com serves as an information clearinghouse on sustainable business practices. The website features a news center for timely news and expert opinions, business toolbox to assist companies, job link for green jobs and careers, and a reference desk providing business resources on the environment. ![](assets/radio.gif) \| ESI Radio Listen to the latest show from ESI Radio:"Geckos and Redwood Logging" \| **![](assets/crosshairs.gif)Interact with ESI![](assets/crosshairs.gif) ![](assets/pointer.gif)Get the Latest ESI News delivered: Join the ESI E-mail List Here! ![](assets/pointer.gif)Comments & Suggestions for ESI? Tell us what you think Here! ![](assets/pointer.gif)Questions for ESI? Ask us here! * * * Since 8/01 ![](http://fastcounter.bcentral.com/fastcounter?2619521+5239049) Visitors to ESI \| EcoBytes News Ticker courtesy of Environmental News Network \| GreenBuzz News Ticker courtesy of GreenBiz.com ---\|---\|--- (C)2002 Environmental Studies Institute, Santa Clara University. Please direct site inquiries to <EMAIL> --- <file_sep>VIS 40 Introduction to Computing in the Arts Fall 1997 Instructor: <NAME> <EMAIL> Lecture Wednesday 5:45 - 7:35 PM Center Hall 105 Office Hours Thursday 12:00-1:00 PM Office Room 351 Visual Arts Facility Lab: Room 228 Visual Art Facility Teaching Assistants: <NAME> <NAME> COURSE OVERVIEW The class consists of a weekly lecture and lab. The lectures will cover the history of computers and computing in the arts, and theories and trends in new media art and digital culture.We will investigate conceptual strategies and creative possibilities for artists working in new media and will examine the immense visual, social, and psychological impact of the "Digital Revolution" on our culture.Thoughout the quarter, we will view a broad range of work by artists who use the computer as a medium, as a tool, as subject matter or all of the above, screening projects on CD-ROMS, the Web and videos as well as other cultural artifacts of the digital age, from games to chat rooms. During weekly labs, students will be introduced to the Silicon Graphics work station and will use some of its basic media and mail tools to develop art projects. Also during labs, students will discuss the required readings and present and critique their art projects. CLASS REQUIREMENTS 1\. Art projects 2\. Assignments and readings 3\. Final exam 4\. Attendance and Promptness GRADING POLICY AND GENERAL RULES All assignments must be turned on time. Failure to complete work on due date will result in a full letter grade reduction for each subsequent class in which project is not turned in . Final projects must be turned in on time to receive credit. No late final projects will be accepted. There is no make-up time for the final exam. ATTENDANCE In the case of an excused absentee, student will provide a written excuse or a doctor's note. Student will be allowed one unexcused absentees for a lecture and one for a lab during the quarter. After this limit, each unexcused absentee will automatically lower student's grade one half a letter grade. At the end of the lectures, students must sign attendance sheet being passed around or held onto by their teaching assistant. Arriving to class late, forgetting to sign attendance sheet or leaving early will be counted as absentee on the student's record. MATERIALS Zip disk for backing up projects. ON-LINE JOURNALS TO SUBSCRIBE TO OR SURF Rhizome Telepolis Ctheory Speed Hotwired RECOMMENDED Art Sites Turbulence Adaweb The Thing * * * Schedule (Please note: this schedule is subject to revision and most likely will be modified during the quarter. Readings and surfing assignments are listed on date they are due.) Works listed under "Screening/Surfing followed by an asterisk means they are available for viewing in the Art and Architecture section of the Geisel Library. * * * 1\. 10/1 : Introduction _Screening:_ <NAME> <NAME>, <NAME>'s Smile ***** <NAME>: konsent klinik (Outside of class: )<NAME>, "Tall Ships" University Art Gallery Mandville Center Tu-Sat 11 AM - 4 PM * * * 2\. 10/8: History and Theory of Computers _Reading_ <NAME>, As We May Think (1945) _Screening/Surfing:_ _UNIX Cheat Sheet_ History of Computers Historic computer images The Virtual museum of Computing Timeline of Events in Computer History * * * 3\. 10/15: The Internet and Hypermedia Project 1: due the week of 10/29 during lab _Reading_ <NAME>, A Preliminary Thesis Toward The Work of Art in the Age of Cyber Technology <NAME>, Speed and Information: Cyberspace Alarm! <NAME>, Surf-Sample-Manipulate: Playgiarism On The Net _Screening/Surfing_ General Internet Information Basic Internet Terms Internet Timeline An Outlined History of the Internet A Beginners Guide to HTML HTML Quick Reference _Hypertext and Hypermedia_ The Surrealism Compliment Generator <NAME> <NAME>, In the Text <NAME>, Coding Tricks <NAME>, The Persistant Data Confidante <NAME>, Face Value Cyberpoetry Interactive Poems <NAME>, Sketch for a New Interactive Fiction;Stratosphere <NAME>, Here <NAME>, Form art * * * 4\. 10/22: Human-computer Interfaces _Reading_ Interview with Jodi <NAME>, Through the Looking Glass; Beyond "User Interfaces" _<NAME>, Consumer Culture and the Technological Imperative: The Artist in Dataspace_ _Screening/Surfing_ : Blind Rom *** Calculators, from ID Interactive Design, 1996 *** Jodi Vertical blanking interval <NAME>,Future Sound of London on Line * * * 5\. 10/29: Interactivity and Interactive Digital Narratives _Reading_ <NAME>: Illusions of Interactivity <NAME>, The Digital Revolution is a Revolution of Random Access _Optional Reading:_ <NAME>, Digital Media and Cinematic Point of View _Screening/Surfing_ <NAME> Rotoreliefs Fluxus on Line <NAME> Myst *** The Residents: Bad Day on The Midway * <NAME> <NAME>, Boy * <NAME>, <NAME> * Ge<NAME>, Slippery Traces and <NAME>, JCJ -Junkman from Artintact 3, ZKM *** Group Z , I Confess * * * 6\. 11/5: Digital Imaging and Digital Photography _Reading_ <NAME>, Intention and Artifice <NAME>, The Labor of Perception _Optional Reading:_ <NAME>, How to Do Things with Pictures _Screening/Surfing_ <NAME>, The Constructor, Self Portrait Early Computer Art, Cybernetic Serendipity <NAME> <NAME> <NAME> (Art)n Laboratory Digital Reserves 7:30 Museum of Contemporary Art, 700 Prospect Street, La Jolla Video screening program: "Surveillance Culture/Surveying Culture" * * * 7\. 11/12: Artificial Intelligence and Artificial Life Final Project _Reading_ <NAME>, The further exploits of AARON, Painter <NAME>, Artificial Life meets Entertainment: Lifelike Autonomous Agents _Optional Reading:_ <NAME>,Viruses Are Good for You;Spawn of the devil, computer viruses may help us realize the full potential of the Net. _Screening/Surfing_ The Turing Test Face Recognition Demo <NAME>, Character Input Smart Chair Smart Cameras Smart Cloths Machine Understanding: Grammatical Analysis Eliza <NAME> <NAME>, Boids <NAME>, Portrait 1, Artintact 2 ***** <NAME> and Laurent Mignonneau projects: A-Volve (A still from project) Ars Electronic 1993: GENETIC ART - ARTIFICIAL LIFE <NAME>, <NAME> * * * 8\. 11/19: The Body and the Machine: Cyborgs and Surveillance _Reading_ <NAME>, The Ironic Dream of a Common Language for Women in the Integrated Circuit: Science, Technology, and Socialist Feminism in the 1980s or A Socialist Feminist Manifesto for Cyborgs Orlan, Artist Statement about work _Optional Reading_ <NAME>, Orlan: Is it art? Orlan and the Transgressive Act Various texts on Surveillance and Technology _Screening/Surfing_ Augmented Reality Orlan (Some images of the surgery) Cyborg Center Stelarc Ping Body Performance <NAME>, the evasys.bodyscan <NAME> , Deep Contact A Room of Ones Own The Visible Human Project bureau of inverse technology (BIT) Is big brother watching you? Video: Spies Above: Someone is Watching You * * * 9.11/26:2001 A Space Odyssey _Reading_ Thanksgiving recipes from Aunt Emma: Thanksgiving football cookies The Family Fun Network - Thanksgiving Recipes * * * 10\. 12/3:Telepresence. VR and other Immersive Environments _Reading_ <NAME>, The Essence of VR Sandy Stone, Will the Real Body Please Stand Up? _Optional Reading_ <NAME>, Mondo 2000 Interview <NAME>, "Rape in Cyberspace" <NAME>, Statement on Beyond (Ideas) _Screening/Surfing_ <NAME>, Beyond (1996) <NAME> Telepresence Research, Inc. The Telegarden <NAME>, Ornitorrinco in Eden Teleporting an Unknown State Construct The Palace Survival Research Laboratories Char Davies * * * Final exam worksheet * * * 11\. Final Exam: Friday December 12 7-10 PM * * * _Optional Reading:_ <NAME>, Art on the CD-ROM Frontier - a Mirage, a Fly in the Eye, or a real thing <NAME>,"The Playboy Interview" The fe.mail data_set <NAME>, Probing into Science [An Investigation] (1995) Nobukiro Shibayama, Bio-Morph Encyclopedia *** Net Animations: <NAME>, Artifact Bullseye art <file_sep>INTERNET RESOURCE LINKS FOR JUS 415: TERRORISM GENERAL INFORMATION LINKS: ![](../images/bullets/greekkey.gif) U.S. Air War College Terrorism Page ![](../images/bullets/greekkey.gif) Navy Postgraduate School Profiles of Terrorist Groups ![](../images/bullets/greekkey.gif) ERRI Counter-Terrorism Archive ![](../images/bullets/greekkey.gif) CDT Terrorism Page ![](../images/bullets/greekkey.gif) Council of Foreign Relations Q&A on Terrorist Groups ![](../images/bullets/greekkey.gif) The Institute (International) of CounterTerrorism ![](../images/bullets/greekkey.gif) The National Security Institute's Terrorism Page ![](../images/bullets/greekkey.gif) The National Security Archive ![](../images/bullets/greekkey.gif) Terrorism Research Center ![](../images/bullets/greekkey.gif) U.S. Defense Dept. Counterterrorism Site ![](../images/bullets/greekkey.gif) U.S. State Dept. Counterterrorism Site ![](../images/bullets/greekkey.gif) ODCCP Classification of Counter-Terrorism Measures ![](../images/bullets/greekkey.gif) Middle East Newsline (Independent) ![](../images/bullets/greekkey.gif) CIA World Factbook ![](../images/bullets/greekkey.gif) C4I.org ![](../images/bullets/greekkey.gif) Terrorists, Freedom Fighters, and Separatists ![](../images/bullets/greekkey.gif) Liberation Movements, Cartels, and Para- states ![](../images/bullets/greekkey.gif) Index of Arm the Spirit Listserv on Guerrilla Groups ![](../images/bullets/greekkey.gif) Ridgeway Center for International Security ![](../images/bullets/greekkey.gif) Center for Strategic and International Studies ![](../images/bullets/greekkey.gif) RAND Corp. Resources on Terrorism ![](../images/bullets/greekkey.gif) Time Magazine Newsfiles on Terrorism ![](../images/bullets/greekkey.gif) Washington Post Full Coverage on National Security ![](../images/bullets/greekkey.gif) Terrorism Related Criminal Justice Links ![](../images/bullets/greekkey.gif) The Virtual World of Intelligence ![](../images/bullets/greekkey.gif) Yahoo Full Coverage on Terrorism SPECIFIC LINKS USED IN ONLINE LECTURES: Lecture #1: _The Criminology of Terrorism _<NAME> and his Essays The Minimanual of Urban Guerilla Warfare Current Anti-Terrorism Laws Recent and Pending Anti-Terrorism Laws CIA War on Terrorism website State Department's Counterterrorism website Air War College's Terrorism Page ERRI Terrorism Archive FBI's CounterTerrorism Authority and FBI's online terrorism Library IACSP Association International Policy Center on Terrorism Presidential Directive 39 Unclassified Document RAND Corp. 2000 Report of Domestic Preparedness to Terrorism Terrorism Research Center U.S. State Dept. Office of Counterterrorism Yahoo Full Coverage on Terrorism http://www.fbi.gov/publications/terror/terroris.htm Sample chapter of Inside Terrorism Lecture #2: _Overview of Counterterrorism _Lecture on Crime Waves ERRI Terrorism Archive IACSP Association International Policy Center on Terrorism Terrorism Research Center U.S. State Dept. Office of Counterterrorism Yahoo Full Coverage on Terrorism Lecture #3: _Enemies of the U.S._ Annual Reports by the State Dept Liberation Movements and Para-States Terrorists, Freedom Fighters, Crusaders, Propagandists, and Mercenaries on the Net UN Office for the Coordination of Humanitarian Affairs Fourth World Documentation Project Independence and Union Movements Arm The Spirit Soman's Revolutionary Socialist Picture Archive Nida'ul Islam Magazine Ethnic Conflict Minorities at Risk Project Human Rights Practices Lecture on Ongoing World Conflicts Lecture #4: _Area Studies_ ABC International News Begin-Sadat Center for Strategic Studies CIA World Factbook Discrimination Against Arab Americans Electronic Embassy Harvard Center for Middle Eastern Studies Library of Congress Country Studies Middle East News Wire Online State Dept. Counterterrorism Office Area Overviews State Department Travel Advisories Univ. of TX Center for Middle Eastern Studies European Roma Rights Center European Internet Regional News Sample Pages of _The European Union_ Sample Pages of _Democracy in Europe_ Sample Pages of _European Democracies_ Asian-American Immigration Moscow Times Regions in Conflict around Afghanistan Africa Intelligence Online Africa Watch African American Immigration Discrimination CNN Special on Algeria's Insurgency Problem Sample Pages of _African Guerrillas_ Sample Pages of _Intro to African Politics_ Discrimination Against Latinos Latin America Database Online News CloseUp Foundation Southern Poverty Law Center Militia Watchdog Links Page Native American Groups Lecture #5: _Urban Terrorism_ Encyclopedia Britannica articles on Ideology Criminal versus Terrorist Profiling Excerpts from <NAME>renshaw's Terrorism in Context Herbert Marcuse Internet Archive Profiling a Terrorist Profiling Osama bin Laden The 1848 German Revolutionaries The Institute The Revolutionary Catechism Sample Chapter of _The End of Ideology_ Suicide Terrorism: An Overview Suicide Terrorism: Development & Characteristics Lecture #6: _Nationalist Terrorism_ This is Baader-Meinhof **Police Arrest Shigenobu Fusako Map of Basque Region <NAME>'s website East Timor's website <NAME> A Case Study of the PKK in Turkey American State Terrorism Amnesty International's Pinochet Page Argentina's Dapper-State Terrorism BBC Special on ETA's Bloody Record Brigate Rosse: Politics of Protracted War in the Imperialist Metropolis CNN Special on Basque Conflict in Spain CNN Special on the Ocalan Trial (PKK) East Timor Action Network ICT Profile of the Red Brigades NarcoTerror.org Spanish Government Intelligence Report on ETA The Nationalism Project Turkish Government Intelligence Report on PKK U.S. Weapons Sales & Military Training in Indonesia Sample chapters of _Rogue State_ Sample pages of _Ethnopolitical Warfare _Sample chapter of _Against Empire_ _ _Lecture #7: _Religious Terrorism_ Dalai Lama Real IRA Theories of the Irish conflict Bloody Sunday Web page of the Tamil Tigers Map of Yugoslavia region Kosovo Liberation Army (KLA) Map of Chechnya region Pro-Chechnya websites Map of West Bank Map of Gaza Strip <NAME>at Hizbollah website Osami bin Laden's fatweh Is The Conflict in Northern Ireland Really Religious? Christian Fundamentalism in Africa CNN Special Report on the Status of Jerusalem Council of Foreign Relations Q &A on Chechnya Council of Foreign Relations Q&A on Sudan Field Manual of the Christian Militia History Guy's Links on Conflict in Northern Ireland LTTE Terrorist Attacks and Related News Overview of the Kashmir Conflict Religious Populations of the World ReligiousTolerance.org TamilNet.com The Arab-Israeli Wars The Jewish Post of New York The Northern Ireland Conflict (1968-present) The Spiritual Meaning of Jihad in the Muslim Religion WebQuest of Balkan Conflicts Yahoo Coverage of Hague War Crimes Tribunal Yahoo's List of Buddhism Links Yahoo's List of Hindu Links Zipple: The Jewish SuperSite Sample chapter of _The Islamic Threat_ Sample pages of _Terror in the Mind of God_ Lecture #8: _Cyber-Terrorism_ Corporate Espionage Dictionary of CyberPunk Slang CardCops FBI 2000 Report on Cybercrime National Infrastructure Protection Center Hacking & Industrial Espionage Muslim Hacker's Club JUS 410 Lecture on CyberSpace Law Cybercrime, Justice, Law and Society Cyberpunk Top 100 Sites Cyberspace and the American Dream Federal Guidelines for Searching & Seizing Computers (1994) Federal Guidelines for Searching & Seizing Computers (2001) InfoSec and InfoWar Portal MSNBC's Hacker Diaries National Cybercrime Training Partnership Prof. <NAME>'s Social Informatics web page U.S. Dept. of Justice Cybercrime Section What is CyberTerrorism? Activism, Hacktivism, and Cyberterrorism: The Internet as a Tool for Influencing Policy EFF Article on CyberSpace and the American Dream Lecture #9: _Eco-Terrorism_ History of Ernst Haeckel Roots of Eco-Feminism Wicca Witchcraft <NAME>'s Public Citizen Sierra Club Audubon Society Greenpeace Sea Shepherds Green Party Luddite movement <NAME> and Eco-Socialism Kropotkin's Ecyclopedia article on anarchism Anarcha-Feminism Animal Liberation Front (ALF) CrimethInc Earth Liberation Front (ELF) Earth First! Solidarity Links EarthShare.org EcoFem.org Ecofeminism Webring Eve Online InContext Journal Infoshop Anarchy Hub Transition Strategies to a Green Society Unabomber Manifesto Lecture #10: _Insurgency_ Africa Watch CNN Special on Algeria's Insurgency Problem CNN Special Report on Bosnia, Kosovo, and Yugoslavia Center for Strategic & International Studies East Timor: Another Somalia in the Making Freedom Fighters, Dissidents, and Insurgents Jane's IntelWeb List of Insurgency Groups Lyco's Infoplease on Indonesia Project on Insurgency, Terrorism, and Security Theoretical Aspects of Insurgency in the Contemporary World US CounterInsurgency Operations in Columbia Lecture #11: _Weapons of Mass Destruction _Center for Infectious Disease Research & Policy Center for Nonproliferation Studies Nuclear Regulatory Commission Chem/Bio/Nuclear Anti-Terrorism site Chemical/Biological Arms Control Institute Dept. of Peace Studies (Bradford) Biological Warfare Against Crops Federation of American Scientists High Energy Nuclear Weapons Archive National Resources Defense Council Stimson Center for a Nuclear-Free World Lecture #12: _Civil Liberties & Domestic Terrorism_ CDT figures on Trends in Terrorism TRAC figures on Trends in Terrorism _ The White Man's Bible_ ABC Domestic U.S. News **ADL's Poisoning the Web: Hate Groups Online CIA World Factbook on U.S. Closeup Foundation Timeline of Domestic Terrorism Lecture on the Philosophic Concept of Liberty Lecture on Hate Groups **Militia Watchdog Links Page Native American Groups Preventing a Reign of Terror: Why Cracking Down on Militias in a Bad Idea Southern Poverty Law Center's Hate Group List Information Resilience and Homeland Security Last updated: 08/19/02 Syllabus for JUS 415 Lecture Notes for JUS 415 MegaLinks in Criminal Justice <file_sep>#!/usr/bin/env python from __future__ import print_function import pymysql import html2text import re conn = pymysql.connect(host='localhost', port=3306, user='root', passwd='', db='syllabus') cur = conn.cursor() cur.execute("SELECT title, chnm_cache, syllabiID FROM syllabi") print(cur.description) print("-----------------------------------------------") # row[0] is title, row[1] is html content for row in cur: try: #print(str(row[2]) + ":" + str(row[0])) # new a file if (int(row[2])%1000== 0): print(row[2]) f = open(str(row[2]) + "_" + row[0].replace(" ", "_").replace("/", "-") + ".md", "w+") # convert html to text content = html2text.html2text(row[1]) f.write(content) f.close() except Exception as e: print(e) cur.close() conn.close() <file_sep>## Electronic Resources for Literature Teachers ##### Compiled by Prof. <NAME> (email: <EMAIL>) and Prof. <NAME> (email: <EMAIL>) Department of English, University of Kansas #### WEBSITE ADDRESS: http://eagle.cc.ukans.edu/~kconrad/eleclit.html ![](book.gif) #### Contents: * Gateways to searching * Sample literature pages * Online journals of interest to teachers of English * Online teaching resources * * * Gateways to searching: http://humanitas.ucsb.edu/shuttle/english.html \--Voice of the Shuttle English literature page http://andromeda.rutgers.edu/~jlynch/Lit \--Literary Resources on the Web http://www.ipl.org \-- Internet Public Library http://www.calvin.edu/library/as/ \--Academic web http://edsitement.neh.gov/ \--"Edsitement," the National Endowment for the Humanities site, with search engine, lesson plans, etc. http://www.georgetown.edu/crossroads/innovation.html \--"Crossroads," with links on teaching and technology and project archives http://edsitement.neh.fed.us/websites-lit.htm \--"Best of Humanities on the Web" http://www.niu.edu/acad/english/literature_links.html \--Northern Illinois's literature website http://www.hmco.com/college/english/heath/lit_links.html \--Heath Anthology site http://www.nyu.edu/gsas/dept/english/links/engdpts.html \--English Departments worldwide Back to top. * * * Sample literature sites: http://www.modcult.brown.edu/people/scholes/wwwhale/title_158.html \--"INSIDE THE WHALE INSIDE: a hypertext journey into the belly of modernism http://www.duke.edu/~mshumate/hyperfic.html \--Hyperizons: Hypertext Fiction http://www.ualberta.ca/ORLANDO/ \--Women's Writing in the British Isles http://xroads.virginia.edu/~HYPER/hypertex.html \--Hypertext projects at U Va http://info.ox.ac.uk/jtap/reports/teaching/web.html \--Internet Teaching http://www.pemberley.com/index.html \--The Republic of Pemberley (Austen) http://www.iath.virginia.edu/dante/ \-- Dante http://www.technoir.net/Jazz/hughes.html \--Langston Hughes biography and poems http://www.iath.virginia.edu/blake/ \-- Blake http://jefferson.village.Virginia.EDU/whitman/works/ \-- Whitman http://pages.ripco.com:8080/~mws/hardy.html \--Hardy http://www.inform.umd.edu:8080/RC/rc.html \--Romantic circles http://orion.it.luc.edu/~acraciu/wrew.htm \--Romantic-era Women Writers http://www.indiana.edu/~letrs/vwwp/ \--Victorian Women Writers http://www.stg.brown.edu/projects/hypertext/landow/victorian/victov.html \--Victorian Web http://marktwain.miningco.com/ \--Mark Twain (commercial site) http://www.luminarium.org/mythology/ireland/ \--Irish Literature, Mythology, and Folklore http://www.2street.com/joyce/ \--"Works in Progress"- <NAME> http://www.cohums.ohio-state.edu/english/organizations/ijjf/jrc/caught.htm \--James Joyce Resource Center http://andromeda.rutgers.edu/~ehrlich/poesites.html \-- Poe Webliography http://www.cwrl.utexas.edu/~mmaynard/Morrison/biograph.html \-- <NAME> biography; part of a University of Texas-Austin English student project. http://daphne.palomar.edu/shakespeare/ \-- Mr. <NAME> and the Internet http://info.ox.ac.uk/jtap/ \--Virtual Seminars for Teaching WWI Literature Back to top. * * * Online journals of interest to teachers of English: http://www.triton.dsu.edu/tlwc/ \-- _Teaching Literature with Computers_ http://english.ttu.edu/kairos/2.1/index_f.html \-- _Kairos_ : Journal for Teaching of Writing in Webbed Environments http://www.syllabus.com/\-- _Syllabus Magazine_ (also holds conferences) Back to top. * * * Online teaching resources: http://www.aln.org/alnweb/index.htm\--Asynchronous Learning Networks (journal and resources--also holds conferences--one coming up in Nov. 1998) http://node.on.ca/ \--The Node http://star.ucc.nau.edu/~mauri/moderate/teach_online.html\--"The Role of the Online Instructor" by <NAME> http://mason.gmu.edu/~montecin/ed-dslrn.htm \--Resources for Computer-mediated Teaching and Learning http://www.mcli.dist.maricopa.edu/tl/ \--Teaching & Learning on the WWW (resources and projects) http://www.iath.virginia.edu/~jmu2m/lawrence/--John Unsworth's web sites for classroom use http://www.georgetown.edu/faculty.html\--Teaching on the Internet at Georgetown University http://www.wam.umd.edu/~mlhall/teaching.html\--Teaching with Electronic Technology (resource list) http://www.tc.cc.va.us/faculty/tcreisd/projects/ecac/\--ECAC: Electronic Communication Across the Curriculum (resource list including listservs, gateway sites, related links) http://edsitement.neh.gov/ \--"Edsitement," the National Endowment for the Humanities site, with search engine, lesson plans, etc. http://www.georgetown.edu/crossroads/innovation.html \--"Crossroads," with links on teaching and technology and project archives TAMLIT Electronic Archives\--Georgetown's online Teaching American Literature resources. World Lecture Hall\--"links to pages created by faculty worldwide who are using the Web to deliver class materials." University of Texas's Online Courses\--list of and links to online courses, many of which are literature courses. English Department Homepages Worldwide\--from A to Z, from NYU. Back to top. * * * To add urls to this site, please email <NAME>. Last updated 25 March 1999. Go to Kathryn Conrad's homepage. <file_sep>![](seclogo.gif) # 2000/2001 Graduate Admissions Handbook ## LETTER FROM THE DEAN We live in a period of continuing and profound change. As we approach the next millennium our society is increasingly more dependent on technology, innovation, and the exploitation of information. How do we address the profound societal intellectual and ethical challenges of the new information age? How do we help maintain our quality of life, so envied among the world's nations, particularly our health and social security systems, in the midst of pressures of reduced government spending? How do we ensure the promotion of our distinctive cultural identity midst pressures to view culture as a commodity in the global trading system? How do we contribute to an understanding of the costs of poverty, unemployment, causes of crime and violence, or the ethical implications of genetic breakthroughs such as the recent cloning achievements that produced Dolly? Advanced training and research are the keys to our understanding of our society, to our ability to engage in activities toward the betterment of our society, and to the search for solutions to fundamental problems. We are members of an institution that is knowledge driven. Research by faculty and graduate students is one of the major components of a graduate education within a university. The purpose of graduate education, therefore, is to engage both in the pursuit of fundamental knowledge (pure research) and in the pursuit of knowledge of direct benefit to society (applied research). A graduate education also develops critical thinking, analytical ability and a responsiveness to society's needs. These goals are achieved through a variety of career paths. A graduate education offers an opportunity for in-depth exploration of a topic and for the acquisition of an understanding of the state of the art in one's chosen discipline. It develops critical thinking and an ability to present cogent arguments, clearly and persuasively. A graduate education also offers an opportunity to engage in original research and scholarship that is on the cutting edge of one's discipline. It allows for the pursuit of studies that will enhance and further our knowledge of social, cultural, political, and economic issues; it affords one to become a member of a community of scholars by participating in national and international networks of scholars. Our graduate students are our country's most valuable resource. You are our future intellectual leaders. Your work in the areas of basic and applied research will help Canada compete in the global economy, facilitate communication among citizens in a multi-ethnic society and improve the quality of our lives. I wish you a productive and happy new academic year. Dr. <NAME> Dean, Graduate Studies ## CITY OF VICTORIA The advantages of Victoria's West Coast setting are almost legendary. Victoria is well known for having Canada's mildest climate - our winters are warm, our summers temperate, and we get little snow and not a whole lot of rain. If you are looking for a better climate than Victoria's, you will have to head south! Located on the southern tip of Vancouver Island, more than 75 kilometres south of the 49th parallel, Victoria is surrounded with mountains, ocean, lakes, wilderness, rain forests, islands and sandy beaches. The City of Victoria is also a culturally rich community with an active arts and entertainment scene. The major cities of Vancouver and Seattle are both just a few hours away. Greater Victoria's recreational opportunities are hard to beat. Whether it is outdoor recreation on the water and beaches, in the mountains and parks, or indoor recreation in the pools, gyms, rinks and meeting places, you are not likely to get bored. Victoria is a size many people consider just right. Large enough to offer the economic, cultural, and recreational opportunities of a big city, Victoria is also small enough to be clean, safe, and easy to get around in. If you have a bicycle, do not leave it behind - this is an ideal cycling city. ## UNIVERSITY OF VICTORIA ### HISTORY The University of Victoria has had autonomous degree-granting status since 1963, but its history spans 98 years and an entire continent. At the turn of the century, local educators called for an extension of available academic facilities and, in response to their request, Victoria College was chartered on July 24, 1902. The College was affiliated with Montreal's McGill University, from 1903 to 1915, and offered first and second year courses in Arts and Science. In 1920 the College became affiliated with the University of British Columbia (UBC) and continued to offer two-year programs. Victoria College expanded rapidly during the 1950's and awarded, still in affiliation with UBC, its first bachelor's degree in 1961. In 1963 Victoria College was invested as an independent degree-granting institution and renamed the University of Victoria. In the years since its formation, the College and University has occupied several sites throughout the city. In 1963 it made its final move to Gordon Head, a 385 acre campus located 5 miles from the city centre and within walking distance to Cadboro Bay. The University of Victoria has a teaching staff of over 500, and approximately 16,000 students (14,000 undergraduate and 2,000 graduate students) enrolled in the faculties of Arts and Science, Business, Fine Arts, Education, Engineering, Law, Human and Social Development, and Graduate Studies. ## FACULTY OF GRADUATE STUDIES The University of Victoria's Faculty of Graduate Studies offers degrees in the following areas: * Anthropology \- MA * Biochemistry and Microbiology \- MSc, PhD * Biology \- MSc, PhD * Business \- MBA * Chemistry \- MSc, PhD * Child & Youth Care \- MA * Computer Science \- MA, MSc, PhD * Earth and Ocean Sciences \- MSc, PhD * Economics \- MA, PhD * Education \- MA, MEd, PhD * Arts in Education ( Art or Music Education) * Communication and Social Foundations (Curriculum Studies, Educational Administration, Language Arts) * Physical Education - MA, MEd, MSc (Coaching Studies, Sports and Exercise Studies) * Psychological Foundations (Counselling, Educational Psychology, Special Education) * Social and Natural Sciences (Mathematics, Science, or Social Studies Education) * Electrical and Computer Engineering \- MASc, MEng, PhD * English \- MA, PhD * French Language and Literature \- MA * Geography \- MA, MSc, PhD * Germanic Studies \- MA * Greek and Roman Studies \- MA * History \- MA, PhD * History in Art \- MA, PhD * Human and Social Development \- MA, MSW, MN (Interdisciplinary programs with streams in Child & Youth Care, Nursing, Social Work, Dispute Resolution and Indigenous Governance, M.A..) * Linguistics \- MA, PhD * Mathematics and Statistics \- MA, MSc, PhD * Mechanical Engineering \- MASc, MEng, PhD * Music \- MA, MMus, PhD (Musicology, Performance, Composition, Musicology with Performance) * Physics and Astronomy \- MSc, PhD * Political Science \- MA * Psychology \- MA, MSc, PhD * Public Administration \- MPA * Sociology \- MA * Theatre \- MA, MFA, PhD * Visual Arts \- MFA * * * ## ADMISSION REQUIREMENTS ### MASTER'S DEGREE #### General All applicants for a Master's degree must have completed an acceptable bachelor's degree from a recognized institution, and have earned the equivalent of a grade average of at least "B" on the last two years' of course work (eg, 30 UVic units; 10 full courses; 60 semester-hour credits). Some departments have set higher standards (please check our tables for details: International applicants; North American Applicants). Evidence is required, in the form of two Assessment Reports from qualified referees, of the applicant's ability to undertake advanced work in the area of interest. Applicants without a bachelor's degree (or its equivalent in another country) cannot be considered for admission. The Graduate Admissions and Records Office determines whether or not a particular institution is "recognized" for the purpose of admission to the Faculty of Graduate Studies. If you have any questions about the status of an institution, contact the Graduate Admissions and Records Officer. When determining whether or not an applicant meets the minimum academic standards, certain courses are not taken into consideration: * Physical Education activity courses * credit granted on the basis of "life" or "work" experience * credit granted from institutions not recognized by the University of Victoria Once such courses have been discounted from an applicant's record, what remains must be equivalent to a bachelor's degree. #### Mature Student Admission Master's degree applicants who do not meet the minimum academic requirement may be considered in the Mature Student category if they meet the following conditions: * they completed a bachelor's degree * four years have elapsed since completion of the degree * four years of professional experience directly related to the area of interest has been undertaken since completion of degree The decision as to whether or not an applicant qualifies to be considered in this category is made by the Director of Graduate Admissions and Records. A separate application is not required. Students admitted in this category cannot receive transfer credit for any courses completed prior to enrolling in the Faculty of Graduate Studies. #### DOCTORAL DEGREE Admission to a Doctoral degree program normally requires completion of a Master's degree from a recognized university. In exceptional circumstances, applicants can be considered for direct admission to a PhD program if they have completed a bachelor's degree with an overall admission grade average of at least first class ("A-"). There is no Mature Student category for doctoral applicants. Admission to a Doctoral program requires evidence that the applicant is capable of undertaking substantial original research. Such capability will be judged from the two assessment reports. #### NON-DEGREE ADMISSION Non-degree graduate students are those taking courses in the Faculty of Graduate Studies, but who are not in a formal degree program. Such students are admitted in one of the following categories. Visiting Students admitted for the purpose of taking specific courses for credit towards a graduate degree at another university. Applicants must be students in good standing in a graduate degree program at a recognized university. This evidence is in the form of a Letter of Permission issued by the applicant's home university. The Letter of Permission must specify the courses requested. A completed application form accompanied by the application fee must be submitted to the Graduate Admissions and Records Office. The Letter of Permission is the only supporting documentation required by the Faculty of Graduate Studies, although academic departments may request additional information. International students will be required to provide transcripts and evidence of English competency. Exchange This is a special kind of "Visiting" category for students currently enrolled in a graduate degree program at a western Canadian university that is a signatory to the Western Deans' or other exchange Agreements. The Western Deans' Agreement form, issued by the student's home university, must specify the courses requested. Incomplete forms will be returned to the student for completion before a decision on admission is made. Documentation required by the Faculty of Graduate Studies varies according to the terms of the agreement. For details consult your exchange office or Graduate Admissions and Records. Students admitted in this category, who provide evidence that they are formally registered and paying fees at their home university, will have their University of Victoria tuition fees waived for the approved courses. Non-degree Other students who wish to take courses on a non-degree basis must apply in the same manner as for admission to a master's degree. All transcripts and assessment reports must be submitted and the same minimum academic standards will apply. #### General Courses completed as a "Visiting" or "Exchange" student cannot be counted towards a degree at the University of Victoria. Transcripts are not automatically sent to the home institution of a "Visiting" or "Exchange" student. They must be requested through the Graduate Admissions and Records Office. The fee for 1999-00 was $5.35 per transcript (includes GST). If a "non-degree" student is later admitted to a graduate degree program, no more than 3.0 units of course work taken as a non-degree student may be considered for transfer to the degree program. None of the fees paid as a non- degree student may be applied to the minimum fees required for a degree program. ### EXAMINATIONS #### GRE (Graduate Record Examination) Individual departments may require the GRE (General, Subject or both). Applicants should contact the department directly for information. #### TOEFL, IELTS (Academic), or MELAB Requirement Applicants whose first language is not English, and who have not completed a recognized degree in an *** English-speaking country nor have resided in an English-speaking country for three years immediately prior to the entry-point applied for, must take the Test of English as a Foreign Language (TOEFL). The minimum acceptable TOEFL score is 550 on the paper-based test or a score of 213 on the computer based test. Scores older than two years are not acceptable. Individual departments may set a higher standard. This requirement will not be waived. A minimum overall Band 7 on each component of the International English Language Testing System - Academic (IELTS) or a score of 85 on the Michigan English Language Assessment Battery (MELAB) will be accepted as an alternative to a TOEFL score of 550. Official test score reports must be sent directly to the University of Victoria by the testing agency. Upon the recommendation of the academic unit offering admission, successful completion of the University Admission Preparation Course (UAPC) offered by the University of Victoria English Language Centre will be accepted in lieu of the above standardized English Competency tests. _ *** Australia, Canada, Ireland, New Zealand, United Kingdom, United States of America, English-speaking countries of the Caribbean. _ ### GMAT (Graduate Management Admission Test) The GMAT is required of all applicants to the MBA program. Contact the School of Business for more information. The School of Public Administration recommends submitting a GMAT score if it will strengthen your application. #### APPLICATION FEE The application fee is $50 Canadian or $35 US. This fee applies to all applicants - including international students. It is non-refundable and will not be credited towards tuition fees. Applications will not be processed unless the application fee is paid. Payment must be in Canadian funds drawn on a Canadian bank, or US funds drawn on a US bank. Reactivations for a new academic session must also be accompanied by the application fee. DO NOT SUBMIT CASH!* Cheques should be made payable to the University of Victoria. _ This fee is subject to change without notice. _ #### SECOND MASTER'S OR DOCTORAL DEGREE The Faculty of Graduate Studies will consider applicants who wish to pursue a second Master's or Doctoral degree provided it is not in the same discipline as the first degree. None of the research or course work from the first degree may count towards the second. #### INTERNATIONAL STUDENTS Please consult International Graduate Student Admission and Application Kit, a brochure can be requested from the Graduate Admission & Records Office. ### DEPARTMENTAL ADMISSION REQUIREMENTS ## APPLICATION PROCESS Thank you for your interest in applying to the Faculty of Graduate Studies at the University of Victoria. If you do not already have application materials you may access them in one of two ways. You may write to: GRADUATE ADMISSIONS AND RECORDS UNIVERSITY OF VICTORIA PO BOX 3025 STN CSC VICTORIA BC V8W 3P2 CANADA Please indicate the department(s) which interest you. Materials will be mailed more quickly if you enclose a self-addressed mailing label. You can also access printable application materials on our World Wide Web site at [http://www.uvic.ca/grar]. This site contains the electronic versions of several graduate publications as well as important deadline and event information. #### GENERAL The following section outlines the basic steps through which your application will pass. Steps 1 to 3 are the sole responsibility of the applicant. Steps 4 to 10 explain the process once your application is received. To assist students through this process, the name and telephone number of the admissions clerk handling the application appears on the letters mentioned in Steps 4, 5, and 6. * STEP 1 The process begins when you complete the application form. The form must be filled in properly and signed. If the application is incomplete, or unsigned, it will be returned to you. This will delay your application. There are important details on the cover sheet of the application form so do not throw it away. All applicants to the Faculty of Graduate Studies must meet the minimum standards required by the Faculty. Check to make sure you meet the requirements before you continue with your application for admission. STEP 2 Submit the form and application fee to the Graduate Admissions and Records Office (the address is printed on all parts of the form). If you do not pay the application fee, your application will not be processed. There are four entry points throughout the year: September, January, May and July. The majority of students start their graduate programs in September. Deadlines for receiving complete applications varies between departments. Applications may be received after deadlines, but it may not be possible to process them in time for consideration. Deadlines for some departments are quite early and some departments do not accept new students for all entry points - please refer to the Departmental Admission Table. STEP 3 Arrange for the supporting documentation listed below to be sent. Documents will not be returned - they become the property of the University of Victoria. Documentation from applicants who are not admitted, or do not take up an offer of admission, will be kept on file for two years. All documents are routinely verified. Evidence of altered or falsified documents will result in the applicant being banned from the university. Information on falsified documents is shared with the Association of Universities and Colleges of Canada. #### Supporting Documentation Transcripts Two copies of your transcripts must be sent from ALL post-secondary institutions you have attended. The university requires a complete academic history. Official transcripts are those which are received in envelopes that have been sealed and enclosed by the issuing institution. Failure to submit all transcripts could delay your application. You are welcome to submit unofficial transcripts in your possession - this will begin the process. However, no final decisions can be made until official transcripts are received DIRECTLY FROM THE INSTITUTION. #### Assessment Reports On the forms provided, you must obtain reports from two professors or other academic authorities who are familiar with your work. These reports are confidential and must be sent directly to the Graduate Admissions and Records Office from the people filling them out on your behalf. If the Graduate Admissions and Records Office receives letters of reference directly from the assessors the assessment report forms will not be required. #### Other Please refer to the table on the previous page for departments that require additional documentation such as a GRE or GMAT score, resume, writing sample, or statement of intent. Departmental brochures may provide more detailed information. If you wish to have a third party (family member, friend, etc) act on your behalf, you must provide us with a signed letter of permission authorizing them to do so. STEP 4 When your application form and fee are received, the data from the form is transferred to our computer database. We will send you a letter indicating that we have received your application. This letter will list the material we have received as well as the documents still required for your file. STEP 5 Once your file is complete, your academic record will be evaluated to determine whether or not it meets the minimum standards required for admission. STEP 6A If your academic record meets the minimum standards, your file will be forwarded to the department for final decision. We will send you a letter advising you of this once it has happened. Remember, meeting the minimum requirements does NOT guarantee admission. Each department receives more qualified applicants than places available in their program. Admission is very competitive and is not based on grade point average alone. STEP 6B If your academic record does not meet the minimum standards required for admission, you will be sent a letter from the Director of Graduate Admissions and Records informing you that your application for admission was unsuccessful. If you want information about what is required for you to upgrade to the minimum level to be considered eligible for admission, contact the Director of Graduate Admission and Records Office in writing. All applicants must satisfy the minimum requirements. Departments are not allowed to consider applications below these standards. STEP 7 Once the department receives your application file, they will make a decision about whether or not to offer you a place in their program. The evaluation process varies from department to department. Some departments respond to individual applications as they are received while others wait until they have all of the applications and deal with them as a batch in a departmental meeting. Once you have been notified that your file has been sent to the department, all inquiries about the status of your application should be directed to the Graduate Advisor in the department. STEP 8 When the department has made a decision, it will notify the Graduate Admissions and Records Office. STEP 9 The official decision letters are sent. THE ONLY OFFICIAL DECISION LETTERS ARE THOSE THAT ARE SIGNED BY THE DIRECTOR OF GRADUATE ADMISSIONS AND RECORDS. Some departments will send preliminary letters that tell you they have recommended admission to graduate study but the final decision comes from the Graduate Admissions and Records Office. Do not make any final plans to come to Victoria until you receive an OFFICIAL admission letter from the Director of Graduate Admissions and Records. STEP 10** If you do not receive registration information with your letter of admission, it will be sent to you approximately 4-6 weeks before the beginning of classes. #### RE-ACTIVATING UNSUCCESSFUL APPLICATIONS Application materials from applicants who are refused, or who do not take up an offer of admission, are kept on file for two years. If you wish to re- activate your application you must submit a written request, a new application fee, and transcripts of any academic work completed since you last applied. #### APPEALS The final academic/professional decision on the admission of applicants who meet the minimum requirements is the prerogative of the department; however, you may ask them to reconsider if you feel that your circumstance warrants special consideration. If your application is refused because it does not meet the minimum academic standard, you may ask the department if it is willing to accept you and if it will make a written appeal to the Graduate Studies' Admissions and Awards Committee on your behalf. Appeals without the support of the department are not considered. * * * ## FEES The fees for graduate students are very different than those assessed for undergraduate study. The following information is provided to assist you in planning your finances for your graduate program. Full details on fees are found in the University of Victoria Calendar. All amounts quoted below are subject to change. Students must read the section on fees in the University of Victoria calendar. If you have questions about tuition or student fees, contact the Graduate Admissions and Records Office. ### TUITION FEES #### Degree Students There is a minimum fee for all graduate degree programs. The unit of payment is a "fee installment". The minimum program fee for a Master's degree is 5 full fee installments (or a combination of full and half installments amounting to a total of 5 full fee installments). The minimum program fee for a PhD degree is 7.5 installments (or a combination of full and half installments amounting to a total of 7.5 fee installments). The rates for 2000-01 are: $966 (full installment) $483 (half installment) Fees are assessed three times per year, usually in September, January and May. If students have not completed their degree by the time the program fee has been paid, they will then be assessed a re-registration fee for each term until the time limit has been reached. The re-registration fee for 2000-01 is: $323 per term Non-Degree Students Non-degree students pay for individual courses on a "per-unit" basis. Fees assessed for work done as a non-degree student are NOT transferable to the minimum program fee if a degree program is subsequently taken. The fee for 2000-01 is: $323 per unit ### STUDENT FEES These fees are charged to all graduate students regardless of their degree program. The rates for 2000-01 are: Graduate Student Society $44 per term Athletics and Recreation $30 per term Universal Bus Pass $44 per term Dental Plan $154 per year Extended Health Plan $94 per year ### CO-OP FEES Students enrolled in a Co-op work term pay a fee for that term (in addition to any applicable tuition fee installments and student fees). The rate for 2000-01 is: $346 per term ### OTHER FEES Some departments require payment of a $100 acceptance deposit. This deposit is non-refundable but it will be credited to the first term fees if the student registers. Some courses are subject to a surcharge. ### PAYMENT OF FEES Fees are assessed by the Faculty of Graduate Studies and paid to Accounting Services. Fee statements are not mailed to students but may be picked up at Accounting Services at the end of the first month of each term. * * * ## AWARDS & FINANCIAL ASSISTANCE The following is a brief introduction to some of the awards and sources of financial assistance available to new students. A full listing of all awards is available through the Office of the Dean of Graduate Studies or on our website at www.uvic.ca/grar/awards.html. ### UNIVERSITY FELLOWSHIPS All new applicants whose applications are COMPLETE by the 15th of February are automatically considered for University Fellowships. The minimum requirement is an average of "A-" (7.00 on the UVic grading scale) over the last two years on their undergraduate and, if applicable, graduate course work. Grade calculations and equivalencies are determined by the Graduate Admissions and Records Office. Normally, awards are available only for those entering in September. Fellowships are held for one year (September to August) and are distributed in 12 monthly payments. The awards for 2000-01 will be $12,400 for Master's students and $13,400 for PhD students. Master's Fellowships are renewable once (to a maximum of 24 months), and PhD Fellowships are renewable twice (to a maximum of 36 months). If a student proceeds directly from a bachelor's degree to a PhD, without receiving a Master's degree, it may be possible to renew the Fellowship to a maximum of 48 months. In order to qualify for renewal, each Fellowship holder must be recommended by their department and have maintained a sessional and cumulative grade point average of not less than 7.00. The competition for University Fellowships is formidable. Fewer than 10% of graduate students hold such an award at any given time. Meeting the minimum standard for consideration does not guarantee that you will be successful in the competition. ### PRESIDENT'S RESEARCH SCHOLARSHIPS Applicants who hold national awards (eg, NSERC, SSHRC, or MRC) will normally be eligible for a further award from the President's Research Scholarship fund. In order to be considered for these awards you must notify your home department and the Office of the Dean of Graduate Studies of your eligibility. These are awards of $2,000 each. They are paid in two equal installments (October and January). <NAME> Research Scholarships Departments are asked to recommend highly qualified students to compete for special President's Research Scholarships named in honour of President Emeritus <NAME>. There are ten awards available annually, valued at $5,000 each. They are paid in three equal installments (September, January and May). ### DEPARTMENTAL TEACHING ASSISTANTSHIPS Teaching Assistantship (TA) arrangements are made directly between the student and the department. Contact your prospective department as soon as possible. ### GRADUATE TEACHING AND RESEARCH FELLOWSHIPS (GTRF) The Faculty of Graduate Studies makes available supplements to students hired by departments as Teaching Assistants, Research Assistants, or to fulfill other academically related duties. The exact amount of the supplement varies, depending on the value of the assistantship and the funds available. GTRFs are awarded in September, January and May, based on recommendations from departments/schools. ### RESEARCH ASSISTANTSHIPS Research Assistantship (RA) arrangements are made directly between the student and the department or supervisor. Contact your prospective department as soon as possible. ### OTHER UNIVERSITY AWARDS There are many other awards available to students based on their performance in the first and subsequent years of graduate study. Details are available through the Office of the Dean of Graduate Studies or on our website at www.uvic.ca/grar/awards.html. ### EXTERNAL AWARDS Information on external awards such as NSERC, SSHRC, Science Council of BC, etc, is available at the financial aid office, awards office, or Office of the Dean of Graduate Studies at your home university. * * * ## SERVICES & RESOURCES ### ACADEMIC RESOURCES #### Centres and Institutes The university is home to a variety of centres and institutes including the: Centre for Earth and Ocean Research; Centre for Forest Biology; Centre for Studies in Religion and Society; Centre on Aging; Institute for Dispute Resolution; Centre for Asia-Pacific Initiatives; Canada Centre for Climate Modelling and Prediction; Canadian Climate Centre; Centre for Advanced Materials and Related Technology; Institute for Integrated Energy Systems; Humanities Centre; Laboratory for Automation, Communication and Information Systems; and Centre for Environmental Health. #### Educational Facilities The university is also home to the Phoenix Theatre, one of the best educational theatre facilities in Canada; the Maltwood Art Gallery; and a state-of-the-art, computer-assisted, multi-media language laboratory. #### Regional Resources There are many specialized libraries, archives and laboratories throughout the Capital Region for specific information. Please consult the entry for the department in which you are interested. Many of the University's programs are enriched by collaboration with the following regional resources: Dominion Astrophysical Observatory (including the Canada-France-Hawaii telescope); Provincial Archives; Royal BC Museum; Victoria Conservatory of Music; Institute of Ocean Sciences; Pacific Geoscience Centre; Bamfield Marine Station. In addition, University of Victoria scientists share in the operation of TRIUMF, an accelerator-based meson facility which was established in 1968 as a joint project of the University of Victoria, University of Alberta, University of British Columbia and Simon Fraser University. ### ATHLETICS & RECREATION The Department of Athletics and Recreational Services provides an extensive range of recreational facilities and services. The McKinnon Building includes a gymnasium, dance studio, weight training room, 25m L-shaped pool, squash courts, fitness testing area, running track and playing fields. The UVic Gordon Head Complex includes a field house, gymnasium, fitness/weight centre, 25m outdoor pool, courts (tennis, squash, racquetball and badminton), and ice rink. Both areas offer change rooms and shower facilities. There are also miles of jogging trails through the woods around campus and along Cadboro Bay. The Outdoor Recreation Center, located at the UVic Gordon Head Complex, has a variety of camping and hiking equipment available for rent and offers ski tickets at student rates during the winter months. In addition, instructional programs, fitness programs, intramural leagues and towel and locker rentals are available. These programs and services are open to all students with a valid student card. A program guide, listing the dates and times of each course and club offered, can be picked up at the beginning of each term in the McKinnon Building or UVic Gordon Head Complex. Students wishing to get involved in intramurals or sports clubs (including soccer, volleyball, ice hockey, basketball, badminton, ultimate and others) are encouraged to contact Athletics and Recreational Services at the McKinnon Building 721-8406, the UVic Gordon Head Complex 472-4000 or the Intramurals Office 472-4035. UVic is an active campus - join in and get involved. ## BOOKSTORES ### University Book Store Textbooks may be purchased at the university bookstore in the campus services building. Book lists are provided and textbooks are arranged by academic departments and course numbers. On your request any available book will be specially ordered. The bookstore also carries school supplies, art supplies, gym strip, cards, university crested clothing and gifts, drugstore items, hosiery and candy. A film developing service, post office and a dry cleaning service are also offered. ### CALENDAR The University Calendar is available on the web at http://web.uvic.ca/calendar/. It may also be purchased at the University Bookstore in person or by mail. Registered students with a current student card can obtain, at the bookstore cash registers, one free calendar each. A refund may be claimed by new students, who have purchased the calendar, when they obtain their student card for the following term. Please call (250) 721-8311 to place your order. ### CAMPUS TOURS In order to experience university life first-hand, you may wish to take an organized tour or walk around the campus on your own or with a friend using a campus map obtainable from the Information Booth in the University Centre Building. A general walking tour, which lasts about one hour and a half, is available at 12:00 pm on Monday and Friday of each week. Tours must be reserved in advance. You will have the opportunity to visit several buildings including the residences, McKinnon athletic complex, Bookstore, Graduate Student Centre, and McPherson Library. Campus tours are conducted by UVic students. For more information call UVic Communications at 721-6248 ### CHILD CARE Three full-time child care centres are housed in Complex A, 3889 Finnerty Road. These centres are staffed by Early Childhood Educators and are licensed to care for children from 18 months to five years of age. They provide a stimulating and nurturing environment for your children. Licensed, out-of-school care is housed in Complex B, 3891 Finnerty Road. It provides a recreational program within a safe, fun and creative environment for children six to 12 years of age. Provincial government subsidies, based mainly on income, may be available to cover a portion of child care fees. If, after a provincial government interview, the payment of child care fees continues to be a problem for student-parents, they should contact the Student Financial Aid Service on campus. All programs are run on a non-profit basis. Inquiries should be made as soon as possible due to space limitations. For further information contact <NAME> 721-8500 or <NAME>, Manager 721-6656. ### COMPUTERS, EMAIL and THE INTERNET Computing Services offers an extensive range of services for students, staff and faculty members. Graduate and undergraduate students may use the computing facilities of the university to complete assignments in many different courses. Research users include faculty members from nearly all academic departments. New applications in computing are continually being developed for teaching and research purposes, and a major objective is to provide adequate support for the computing requirements of academic programs. Computing Services operates laboratories and classrooms equipped with Windows and Apple microcomputers. Many other departments on campus have installed and operate their own systems in support of their specific activities, and these include microcomputers, SUN servers and workstations running UNIX, VAX servers and workstations using VMS, and various special purpose systems for unique applications. A wide range of training, support and consultation services are offered as well. Further information regarding these services is available from the Computer User Services Help Desk in Clearihue A004. Computing Services also operates a Computer Store in Clearihue C143 where Apple, IBM, Microsoft, and other personal computer products are available for sale at discount prices. The main computing facility is located in the Clearihue Building and includes an IBM 2003-116 and several multinode IBM SP systems. Except for scheduled maintenance periods, these systems operate throughout the year on a seven day, 24 hour basis to allow usage of services whenever required. Access to these systems is provided by terminals, microcomputers and workstations distributed throughout the campus utilizing broadband and Ethernet communication facilities. Also, the computers are connected to the University campus network, regional, national and international research networks and commercial Internet. Interactive and batch software services are supported on the IBM 2003-116 server by the VM/ESA and MVS/ESA operating systems and the CMS (Conversational Monitor System) component of VM/ESA. Software resources include C, COBOL, FORTRAN, PL/I, REXX, ADABAS, NATURAL, SCRIPT, SAS, SPSS, TEX, TCP/IP and CMS Pipelines. The IBM SP Systems include language support for C, FORTRAN, REXX, PERL, and packages such as TEX, MATLAB, EMACS, NEWS, FREEWAIS, LYNX, ELM, PICO, PINE, PROCMAIL, ZMODEM, SAS, SPSS, SPLUS and most GNU Software. The SPs also support a free email service for students, faculty and staff. ### COUNSELLING In order to help students to succeed academically, the university provides a free, confidential professional counselling service at 721-8341. Students attending the university are invited to use any or all of the services which include: Students may seek personal counselling for concerns about family, relationships, physical or sexual abuse, anxiety, depression, sexual orientation, health, disability, substance abuse, stress, eating disorders, loss and grief, suicidal thoughts, or any other personal issue. For students who have questions or second thoughts about career goals, services include individual counselling, interest and personality. While Counselling Services does not do course planning (an advisor in your department can help you), assistance is provided to graduate students who are setting or changing educational goals, are concerned about their progress in graduate school, or who encounter difficulties in professional relationships. Students may participate in a number of Personal Development and Career Workshops/Groups such as: Assertion Training, Career Interest Testing, Improving Self-Esteem, Eating Disorders, Public Speaking/Class Participation, Relaxation, Stress Management and Anger Management. The services of the Learning Skills Program include assistance with thesis/dissertation completion for graduate students, groups to improve public speaking skills, study skills courses and individual assistance with learning concerns. The Thesis/Dissertation Completion Program is designed to promote self-management skills such as goal setting, continuous progress, and task completion. Many graduate students have found these services helpful. The Public Speaking Groups (five-session groups) are designed to provide instruction and practice in giving presentations. Teaching assistants might want to check out the special courses and workshops for undergraduate students. If your students are having difficulties with time management, reading, concentration, writing assignments, note-making, or exams, then you might want to refer them to this service. You are invited to drop in and pick up a course syllabus to share with your students. ### DISCRIMINATION AND HARASSMENT The University of Victoria is committed to providing an environment which affirms and promotes the dignity of human beings of diverse backgrounds and needs. Discrimination and harassment, including sexual harassment, are not tolerated. If you think you are being discriminated against or harassed you can seek information and advice from the Office for the Prevention of Discrimination and Harassment on campus at (250) 721-7007 or (250) 721-8488. You can receive information and help on dealing with the issue yourself, having someone intervene for you in an informal way, or on how to request a formal investigation. Do not remain silent, hoping the discrimination or harassment will stop - remember that help is available. The office is located in Room C118, Sedgewick Building. ### FOOD SERVICES A full range of meal and beverage services are provided by the Food Service department in outlets conveniently located across campus. Any member of the University community may choose to participate in the Dining Plus Program which provides incremental bonuses in all food outlets operated by the University. The UVic ID card is used much like a debit card where individuals pay money into their account (established in Food Services) and, depending on the investment amount, receive an appropriate bonus amount. $50 - $199 payment gives a 6% bonus, a $200 - $399 payment gives an 8% bonus, $400+ gives a 10% bonus. To open a Dining Plus account, contact the Housing Food & Conference Services Office in the Craigdarroch Office Building 721-8395. Visit our web site at http://housing.uvic.ca for details. ### GRADUATE STUDENTS' SOCIETY The Graduate Students' Society (GSS) is the body of graduate student representatives elected to work for you. Their primary mandate is "to represent the graduate student body in all matters pertaining to its welfare as a unit or the welfare of individual members". GSS acts as political advocates for graduate student issues and concerns. As associate members of the Canadian Federation of Students, they have a voice on the largest national student body that lobbies for student issues. A little closer to home, they hold monthly meetings wih the Grad Council (student representatives from each department) so they can keep abreast of current issues facing the graduate student community at UVic. GSS offers travel grants and department activity grants to help you finance your academic pursuits. They provide meeting rooms at the Grad Centre for courses, defences and conferences. You and your friends are invited to drop by the Graduate Students' Centre where you can engage in enlightened debates or just hang out and eat yummy food. It is a great place to wind down after class or a long day at the computer. Throughout the year they host special events which are posted in the Grad Centre and in their newsletter, The Unacknowledged Source. Visit their web site at http://info.uvic.ca:70/1/student/gs.. ### HEALTH SERVICES University Health Services offer comprehensive medical services. They can act as the family physician while the student is at university. Office hours are 8:30 am to 4:30 pm weekdays, except Tuesday morning when they open at 9:30 am. Students do not need an appointment and can walk in anytime, until 4:00 pm, and be seen by one of the physicians or nurses. 24-hour emergency coverage is provided by the university doctors as well as hospital care when required - telephone 721-8492 (24 hours). Psychiatric consultation, dermatology, a sports medicine clinic, wart clinic, orthopaedic consultation, physiotherapy, and nutrition consultation are the specialized services available. ### HOUSING Visit our web site at http://housing.uvic.ca for details and rates. #### On Campus Accommodation The university offers three types of on-campus accommodation: residence, cluster and family housing. Residence housing provides single and double room accommodation for 1,200 students in co-educational, non-smoking residence halls. All rooms are furnished with desk, chair, desk lamp, wardrobe, bed and linen for each student. All areas have been desingated as academic halls for those who wish a quieter and more studious atmosphere. Cluster housing provides accommodation for 376 students in 94 separate self- contained units. Each unit consists of four private bedrooms. Living room, dining area, kitchen and washroom facilities are shared by the four occupants. Each bedroom is furnished with bed, linen, desk, chair, chest of drawers and closet. Lounge furniture, dining room table and chairs, stove, two fridges, dishwasher and vacuum cleaner are provided. Dishes, cutlery and cooking utensils are not provided. Cablevision, telephone and mainframe computer hook- up are available. Cluster housing is completely self-contained and no board package is required. These units are for senior and graduate students. Applicants must be 20 years of age as of December 31. Family housing provides accommodation for families in 181 self-contained units. There are 48 one-bedroom apartments, 12 two-bedroom apartments, 115 two-bedroom townhouses and 6 three-bedroom townhouses. Some units have been designed for persons with disabilities. Units are unfurnished. Utilities are not included. Cablevision, telephone and mainframe computer hook-up are available. These units are available to families with or without children. The monthly rents for 1999-2000 were; 1-bedroom apartment, $549, 2-bedroom apartment $642, 2-bedroom townhouse $723 and 3-bedroom townhouse $773. #### Off Campus Housing Registry An off campus accommodation listing service is maintained on the web at http://housing.uvic.ca. Types of accommodation include rooms, rooms with meals, suites, shared accommodation, houses and apartments. ### INTERFAITH CHAPLAIN SERVICES Chaplain Services makes available to the University an interfaith team of Chaplains from the Buddhist, Christians, Muslim, Unitarian and Wiccan faith communities. We network with many other religious traditions to offer pastoral counselling, meditation, spiritual exploration, lifestyle studies, marriage preparation, worship services, weddings, memorial services, retreats, informal discussions on spirituality with faculty and staff. The Champlains are able to link out-of-town students with their faith community and/or assist students to pursue their individual spiritual interests. Eleven Chaplains may be contacted 8:30 am to 4:30 pm weekdays through our office in the CAMPUS SERVICES BLDG. Students are welcome to visit the student drop-in centre where they can browse through up-to-date religious journals, borrow resources, and check the notice board for up-coming discussions and events, study groups and worship services. Contact the Liz Kuhr, Secretary, at (250) 721-8338 or at our email: <EMAIL> for more information. Our newsletter is published four times a year. Check out our website at http://www.stas.uvic.ca/chap/. The Interfaith Chapel is located outside Ring Road adjacent to Parking Lot 6, beside Finnerty Gardens. It offers a large Celebration Hall for services and religious gatherings as well as a quiet meditation room. It is open from 8:00 am to 5:00 pm weekdays. Contact <NAME> at 721-8022 to book the Celebration Hall. ### LIBRARIES The McPherson Library contains about 1.6 million volumes, 4,500 current periodical subscriptions, 1.7 million items in microform, 42,000 records, tapes and compact disks, 28,000 scores and 4,000 films and videos. CD ROM and on-line electronic access to many information databases in Reference and Interlibrary Loan Service is also available. The Curriculum Laboratory, located on the second floor of the MacLaurin Building, serves student teaching requirements in the Faculty of Education with 35,000 volumes as well as a substantial collection of non-book materials. The Diana M. Priestly Law Library, on the main floor of the Begbie Building, contains over 138,000 volumes and 58,000 microforms. More than 60,000 maps and 80,000 aerial photographs are accessible in the Map Library on the main floor of the Cornett Building. The on-line public catalogue contains all material added to the McPherson and Curriculum Lab collections since 1978, and the Diana M. Priestly Law Library since 1988. Materials acquired before these dates are listed in the card catalogues. GATEWAY is an information retrieval system developed by the UVic Libraries that provides user friendly and integrated access to McPherson, Curriculum Lab and the Priestly Law Library, on-line computer catalogues, electronic reference information, and the vast resources of the Internet. GATEWAY access includes the on-line collections of thousands of other libraries around the world; 25 major subject indexes to the contents of journals; full-text databases to newspapers and magazines; and all the search engines and thousands of electronic information pages on the World Wide Web. GATEWAY can be searched on more than 45 terminals in the libraries, and searches can be downloaded to several libraries' printers. Remote access to GATEWAY is available via department and dorm computers on campus, as well as on home computers: http://gateway.uvic.ca A limited number of library study carrels are available to graduate students on a shared, first-come-first-served basis. ### LOCKERS Free lockers are provided for the use of students in a number of buildings on the campus. Students wishing to acquire a locker may do so on a first-come- first-served basis by placing a lock on the selected locker. Use of such lockers is subject to university policies regarding cleaning and responsibility for damage or loss to the contents. In addition, some lockers are available for the specific use of students in Law, Theatre, Visual Arts, and Music. Students may apply for such lockers through the designated administrative office. Gymnasium lockers may be rented annually from Athletics and Recreational Services. ### STUDENT EMPLOYMENT CENTRE The Student Employment Centre is located in the Campus Services Building and is open 8:30 am to 4:30 pm on weekdays. Website: http://www.stec.uvic.ca. Services offered: * individual consultations and group sessions on resume preparation, interview skills and job search strategies * part-time, summer and career employment opportunities targeted to UVic students and graduates on-line through campus work link: NGR (obtain password from Student Employment Centre) * casual jop postings board in the Student Employment Centre * information and postings for on-campus part-time and summer opportunites * information on overseas work opportunities, organizations and programs * listing of local volunteer opportunities * Career Resource Library including employer information files * registration in the Tutoring and Casual Job Inventory * use of typewriters and computers and internet access for job search purposes * career forums (presentations on career-related topics) * assistance following graduation through Alumni Career Services TIP: some summer and career recruitment deadlines occur prior to Christmas. Visit the centre regularly. Don't miss out! Contact <NAME>, Manager for these and other services, at 721-8421. ### STUDENTS WITH A DISABILITY The University of Victoria welcomes applications from qualified students with a disability. Prospective students are advised to contact a student advisor at the Resource Centre for Students with a Disability, room 150, Campus Services Building to discuss their specific needs. Students are also encouraged to discuss with their professors the impact of their disability on their program of studies. The university will attempt to provide suitable arrangements within the limits of resources but cannot guarantee accommodation of all requests for support services. Please be prepared to substantiate your disability to the university if your situation will require special class or examination requirements. The Resource Centre maintains a limited inventory of adaptive equipment for students with a variety of disabilities. Students may also be eligible to receive funding from various government agencies to assist them with the purchase of adaptive equipment or services necessary for their studies. Student advisors may be reached at 721-6361. ## Academic Departments * * * ### ANTHROPOLOGY The Department of Anthropology offers a program leading to the MA degree. It is a general degree requiring a candidate to have a broad knowledge of all subfields of the discipline. The program includes core courses in cultural and social anthropology, archaeology, physical anthropology, and linguistic anthropology. University resources of particular benefit to anthropology students include the Anthropology Department's archaeology, ethnology, physical and comparative faunal laboratories, the interdisciplinary Pacific and Asian Studies program, the University Computing Centre and the McPherson Library which provides one of the best book-student ratios in Canada. Students interested in Northwestern North America will find the important collections and holdings of the Royal British Columbia Museum and Provincial Archives very helpful. ### ADMISSION In addition to the material required by the Faculty of Graduate Studies, the department requires applicants to submit a recent sample of their written work (term paper or honours thesis), and a brief statement outlining the intended program and field of study. Ordinarily, a B+ average (6.00 GPA on the UVic scale) over the last two years of university courses is a minimum requirement for admission to the program. Students with undergraduate majors in other disciplines will be considered for admission provided they have obtained credit for a substantial number of courses in Anthropology. Such an applicant may be advised to register as an unclassified undergraduate student for the one or two years required to obtain a satisfactory background. Completion of these requirements does not guarantee admission into the graduate program and the student would subsequently need to apply to the department for acceptance. ### PROGRAM OF STUDIES The department offers two programs of equal status leading to the MA: a) by course work and a thesis, and b) by course work only. All graduate students follow a common program for the first year. #### Thesis Option Approval to select the thesis option is given after completion of two terms of work and is based on satisfactory progress in developing a thesis proposal. Permission to enter the thesis option is granted only if that thesis proposal, approved by the student's supervisory committee, is on file with the department's Graduate Advisor before the next registration subsequent to the initial two terms. Normally, a thesis will entail specialized research on a topical area chosen in consultation with the student's supervisory committee. #### Non-thesis Option Most students need two years to complete this option. At the end of the program there will be a final oral examination based on three papers prepared as part of the requirements for graduate courses. The three papers will be selected to reflect a variety of interests and approaches. ### FINANCIAL ASSISTANCE The department has a number of eight-month academic assistantships. Last year the assistantships were valued at approximately $3,330 - supplemented by Graduate Teaching Fellowships of up to $3,000. Superior students are also eligible to apply for a Sara Spencer Foundation Research Award in Applied Social Science to defray research costs. The award carries a maximum value of $1,500. ### INQUIRIES: Graduate Advisor, Department of Anthropology, University of Victoria, PO Box 3050 STN CSC, Victoria, BC V8W 3P5 Canada. Telephone: (250) 721-7046 FAX: (250) 721-6215 E-mail: <EMAIL></FONT <file_sep>COLLEGE OF THE HOLY CROSS DEPARTMENT OF HISTORY Research Methods in History FALL 2000 Dr. <NAME> Office: O'Kane 386 Office hours: Wednesday 10:00-12:00 Appointments encouraged at other times Office phone: x3447 Home phone: (617) 479-7709 no calls after 8PM \| Course Schedule Shortcuts * Weeks 1-3 * Weeks 4-6 * Weeks 7-10 * Weeks 11-14 * Start of Semester Message to Enrolled Students ---\|--- PURPOSE AND SCOPE: This course is an introduction to research methods for students in the humanities. Thesis writers, students interested in independent research projects or graduate school will benefit from the exercises and lessons covered in this course. Students will choose their own questions or problems and apply to them the objectives and exercises outlined here. The course will require meticulous and time-consuming attention to detail, but will allow students a break from the more traditional thematic structure of courses and paper-writing at Holy Cross. At least two of our class meetings will be on- site visits to libraries and archives, and it might be necessary during the term to add one or two additional sessions to discuss the reports. I will provide introductions to the week's materials and guide you through the search process. This course will not only make you a more efficient researcher, cutting your search time in half, but also bring to your attention the many and complex sources of materials that undergraduates often are not aware of and fail to use in their research projects. A good portion of the course will be dedicating to learning how to take advantage of electronic resources. Class times will often be divided into two halves: a presentation of the week's materials and challenges and then a work session in students might separate to carry out individual work or present and discuss their own work. DETERMINATION OF GRADE AND REQUIREMENTS: Half your grade will be determined by your participation and attendance. Attendance is crucial in a once-a-week format research seminar format. The other half of your grade will be based on the weekly (approximately 12) projects and exercises. These will vary in weight according to the difficulty and time involved. The final requirement for this course is a draft of your research paper that reflects the course's lessons, and final drafts of some of the reports assigned and revised during the term. It is important for students to remain in contact with me about their projects and consult with me individually throughout the term. Every week you must check the web site for updates and information on assignments. Students will submit their work via email attachment and/or hardcopy but also post all work to the course's network drive (K: drive) Students must: * Dedicate at least seven hours a week to their projects outside of class time, fifteen if your work is part of an additional requirement (thesis, independent study, etc.) * Check their email once each day for feedback and assignments * Submit their work in paper and email attachment or K: drive * Drafts of the main abstract, bibliography, outline, proposal, paper, and to other students via email * Read each other's work when requested and be prepared to comment upon them * Submit work on time * Be prepared to present their work * Accumulate no more than one unexcused absence BOOKS AVAILABLE IN THE BOOKSTORE FOR THIS COURSE: The following books have been ordered by the bookstore. Other readings are on reserve. It is your responsibility to allow sufficient time to access these materials according to the conditions established by the library's reserve room. > * <NAME>. The Oxford Guide to Library Research. Oxford Univ Pr. > * <NAME>. A Manual for Writers of Term Papers, Theses, and Dissertations. 6th Rev edition (March 1996). Univ of Chicago Pr. > * <NAME>. Going to the Sources: A Guide to Historical Research and Writing. 2nd edition (June 1997). <NAME>. > * <NAME>. History in Crisis? Recent Directions in Historiography. 1998. Prentice Hall. > * <NAME>, <NAME> (Contributor), <NAME>, <NAME>. The Craft of Research : From Planning to Reporting. Univ of Chicago Pr. > * <NAME>, <NAME>. Using Computers in History: A Practical Guide. 1996\. Routledge. > * <NAME> and <NAME>. Searching & Researching on the Internet & the World Wide Web. Second Edition. Franklin, Beedle and Associates. > COURSE SCHEDULE: Week 1: [Sept 4] Historiography, Controversy and Sources > Reading : * Read one self-selected chapter from <NAME>, Companion to Historiography. [Reserve] * Wilson, History in Crisis?. Entire. * Brundage, Going to the Sources. Chap. 1. Exercise : For this week's meeting students will have chosen a historical "field" and within that field a specific research question. This project may or may not be connected to other projects such as theses, independent studies, etc. We will discuss these projects in class, refine them and critique them, in the context of any relevant debates or questions specific to student's projects. Students must bring a 5 page proposal draft describing their project. This proposal must include the following sections: Definition of the problem and question, theoretical context, summary of the literature, research and sources, methodology. They will also start work on an abstract of their project. * A guide to writing proposals Week 2: [Sept 11] Organizing the research enterprise, formulating a proposal and a research plan > Reading : * The Craft of Research : From Planning to Reporting. Start reading first half. * Going to the Sources. Chaps. 2-3, 5. * Online reading on preparing the research project Exercise : This session will be dedicated to developing the research aspect of the proposal including some preliminary research steps on the web. Students will develop an improved version of their proposal as well as a research plan, a system for notes and research, and will become familiar with the appropriate software options. Students will begin a research log and outline that they will continue to develop during the semester. * Ongoing work * Guide to the documents required for this course--be ready to explain your system! * Research Plan--Bring a draft! * Web work for this session--do ahead of time! ** Week 3: [Sept 18] PC Software and Web Research--PC Lab Reading** : * <NAME> Lewis, Chaps. 1-5 [Exercises in Chap. 5 might not work exactly as instructed with new version of Excel) * <NAME> Hartman, Searching and Researching, Chaps. 1-7, try to do most of the exercises * The Craft of Research : From Planning to Reporting , keep reading! Exercise : Students will become familiar with Nota Bene/IBID and WP/PROCITE packages. Students will also practice advanced web searching with Netscape and other internet software. * Software for Academic Research and Writing * Ongoing work * Web Page for this Session! * Bring your books to class--meet in Third Floor PC Lab in Stein * Post your document dafts to K Drive Week 4: [Sept 25] Bibliographic Research--PC Lab Reading : * Mann, Chaps. 1-3, 9-13 * Ackermann and Hartman, Chaps. 8-9 * The Craft of Research : From Planning to Reporting , finish reading Exercise : Be prepared to take a quiz on last week's exercises from Ackermann and Hartman. We will also discuss last week's reading and work from the Lloyd- Jones book. We will also reserve a few minutes to review "your system." This session will be dedicated to online searching for reference, secondary, and primary materials through online methods. Students will write a report on the process and their findings. This research and its continuation during the semester will result in a working bibliography that has to be updated weekly on the K Drive and a careful examination of the arguments and sources discussed in selected secondary sources on their research question. * Reading for this Session * Outline of work for this session Week 5: [Oct 2] Reference Materials for Research in History--Dinand Library Reading : * <NAME>. 4-8, 14-16, appendix > Exercise : This session will be held at Dinand library. Students will research and examine different types of reference sources as described in the guide for this week, identifying the most important reference materials in their field. Students will write a report on the process and their findings. * Ongoing work Week 6: [Oct 16] Journals and Journal Indices--Dinand Library Reading : * Steiner and Phillips. Historical Journals: A Handbook for Writers and Reviewers. [Reserve] * Finish all past readings for discussion * Present new documents * Add to Documents: First draft outline of research paper and detailed outline for first chapter (a historiographical introduction on your research question) > Exercise : Students will have identified two journals and studied their entire run. One of the journals will be a history journal within the field they have chose. The second will be an interdisciplinary journal dealing with any region of the third world. The reports will cover the items specified in this week's handout and will be discussed in class this week. * Work for this meeting Week 7: [Oct 23] Newspapers and Specialized Research Tools > Reading : > >> Relevant sections of MANN; review of other readings > Exercise : > > Students will examine the various reference sources for the use of US and foreign newspapers including print and digital indeces. They will identify one newspaper useful to their project, one local newspaper and foreign newspaper. They will examine whatever papers are available at Holy Cross or have been made available through inter-library loan. Week 8: [Oct 30] Primary Documents Search--PC Lab Reading : * Mann, > Exercise : > > Students will research primary sources through three means: examining research guides and other reference materials for accessing documents, identifying specific document collections for their projects, and carrying out some exercise questions. Week 9: [Nov 6] Field Trip to Widener Library, Harvard University Reading : * No reading Exercise : This session will allow students to apply the techniques learned in the previous session in order to continue and extend their research with the materials of a major research collection. Students will write a report on the process and their findings. Week 10: [Nov 13] Visit to Holy Coss Archive Reading : * None > Exercise : > >> Complete research into primary sources for your project. Week 11: [Nov 20] Writing, formatting and organizing the research paper--PC Lab Reading : * Turabian Exercise : > > Bring detailed outline of research project and list of problems pending, and initial draft of paper. Bring in old research papers from previous courses. > Week 13: [Nov 27] The use of primary and secondary Sources in the Research Paper--PC Lab Reading : * Turabian, all relevant sections; Review The Craft of Research Exercise : * Running work ** Week 14: [Dec 4] Use of Statistics in History--My office Reading** : * Review sections from all historiography readings on quantitative history. * Using Computers in History: A Practical Guide , chaps. 6 & 7; Review chaps 1-5. Exercise : We will discuss cases and problems discussedin book. Bring short written discussion of real or potential use of quantitative materials in your projects. <file_sep>![Notre Dame de Namur University logo](../images1/SealLogoNDNUH99.gif) --- \| * Catalog * Introduction * Contents * Undergraduate Programs * Undergraduate Admission * Undergraduate Academic Information * Undergraduate Policies * Graduate Programs * Graduate Admission * Graduate Policies * Student Affairs * Academic Affairs * Directories * Location& Directions * Campus Map * Campus Tour * Index to Catalog * Welcome * Undergraduate * Transfer * Evening Intensive * Special Programs * Graduate Studies * Student Resources * Library **** * President * Administrative Resources * Alumni * News from NDNU * Arts& Lectures * Apply --- Search ![Photo of NDNU student](../images1/CND-LeftBar.jpg) \| Apply \| Tour \| Schedule \| Catalog \| Schools --- Home > Catalog > History \| # History The Department of History & Political Science offers a Bachelor of Arts degree in History. This major familiarizes the student with the political, economic, social, intellectual, and artistic experiences of peoples all over the world, and develops personal skills of research, organization, writing and analysis. Part of the School of Sciences, it is excellent preparation for graduate study in law, education and public administration. The Department offers courses which may be applied toward the interdisciplinary minor in Justice & Peace. \| BACHELOR OF ARTS: HISTORY --- In addition to major requirements, students must meet General Degree Requirements \| Units General Education Requirements \| 47 Prerequisites \| HY004AB \| Western Civilization \| 6 \| Lower-division Social Science Electives \| 6 Major Requirements \| \| United States History \| 6 \| European History \| 6 \| Area Studies (Latin America, Asia, Africa, Middle East) \| 6 HY101 \| Methods & Methodology \| 3 Upper-division History Electives \| 6 Career Development Requirement \| 3 General Electives \| 35 Total University Requirement \| 124 The distribution of units evenly among U.S., European, and Area Studies (6, 6, and 6) is only a recommended, not a required distribution. Because of the large number of general elective units available, the department usually recommends a double major. Waiver Requirements for Teaching Credential: History A degree in History with some additional courses satisfies the Single Subject Waiver Program in History. See Department Chair for complete information on requirements. Minor Requirements: History HY004AB, PS001, PS002, plus 9 upper-division units in History approved by the Department Chair. ### HISTORY COURSES In courses listed as both lower-division and upper-division, a separate syllabus is required for each. The amount of work required for upper-division credit will differ in both quantity and quality from that required for lower- division credit. HY004A Western Civilization (3) Fall Survey of Western Civilization from the prehistoric period to the Renaissance and Reformation. ![Volleyball player](images/0210072.jpg) --- HY004B Western Civilization (3) Spring Survey of Western Civilization from the Renaissance to the contemporary world. HY017 United States History (3) Fall Introduction to American history and political institutions especially designed for international students whose native language is not English. HY101 Methods & Methodology (3) Cross-listed as PS101. See Political Science section. HY102 History of Western Culture (3) Fall Spring Survey of the ideas, people, and movements that have shaped the modern western world. Does not satisfy an upper-division History requirement for History majors. HY105 Our Classical Heritage: Critical Issues in the Greco-Roman Period (3) Brief survey of the ancient world of Greece and Rome. HY106 Women in History [CDiv] (3) Survey of the role and status of women in Western society from the ancient to the modern world. HY108 World History (3) Spring A ** brief survey of major civilization, their evolution and mutual influence. [Special course designed for Intensive Liberal Studies students. Others may take it for credit as well.] HY118 History of Political Thought (3) Fall Analysis of various political philosophies in their specific historic context. Cross-listed as PS118. HY128B Modern Western Thought (3) Survey of the intellectual history of the Western world from the Renaissance to the 20th century. Cross-listed as PS128. HY131 The Renaissance & the Reformation (3) Survey of the cultural, intellectual, and religious transformation of western society during the 14th, 15th, and 16th centuries. HY132 The Enlightenment & the French Revolution (3) Survey of the philosophical and social ideas of the Enlightenment with special reference to their relation to the French Revolution. HY134AB History Culture & Language of France (3) Fall (Evening) Spring (Evening) Cross-listed as CL134AB and FR134AB. See French section. HY136 "Soviet" Russia [Cdiv] (3) History of the Soviet experiment in socialism from the revolutions of 1917 to the present. HY149T Teaching Assistant (1-3) Fall Spring Opportunity for outstanding history majors to earn credit for assisting instructors. HY150 Nazi Germany (3) Investigation of the development of Nazism in Germany with special emphasis upon the historical/cultural roots in the 19th century as well as the personality of <NAME>. Cross-listed as PS150. HY151B Modern Britain (3) Survey of the development of Great Britain as a world power during the 18th, 19th, and 20th centuries. HY152 Sex & Myth in History (3) Survey of Western attitudes toward love and sexuality and their relationship to myth and religion from prehistoric times to present. HY154 History of Totalitarianism (3) Introduction to the concept of totalitarianism and its significance in understanding modern history along with a search into the institutional and ideological structure of totalitarianism. HY155 Revolution & Social Change (3) Study of the historical roots and sociopolitical causes of three major revolutions (the French, Russian, and Chinese) and their consequences for each society's subsequent social development. Cross-listed as SO155. HY156 Novels as History (3) Explorations into the interplay between the "facts of fiction" and the "fiction of facts." Introduction to some of the recent theories on reading novels as valuable and legitimate historical narrative. Selected novels, from different historical settings, will be read and analyzed in light of these theories. HY158 Modern Times (3) Panoramic history of political, social and cultural developments in the 20th century world. Cross-listed as PS158 HY159 History & Politics in Films (3) Introduction to some of the basic concepts and categories in film theory along with an attempt to explore how historical facts and narratives translate into cinematic images. Cross-listed as PS159. HY162 Latin American Area Studies [Cdiv] (3) Spring Reviews geography, history and politics in light of colonialism and independence of the states of Latin American with emphasis on current international relations. Satisfies a former General Education requirement in Intercultural Studies. Cross-listed as PS162. HY165A Colonial America, 1607-1776 (3) Social and political factors affecting the founding and growth of the thirteen American Colonies. Analysis of economic and diplomatic issues leading to the Revolution of 1775. HY165B The New Nation, 1776-1836 (3) Spring Traces the constitutional and political development of the United States from its birth through its formative years. Cross-listed as PS165B. HY166A Civil War & Reconstruction, 1836-1876 (3) Beginning with the infectious Manifest Destiny philosophy, the course explains the polarization of the pernicious slavery issue culminating in fratricidal warfare. HY166B Industrial America, 1876-1932 (3) The rise of big business in capitalistic society provides a backdrop for the emergence of the United States into world affairs. World War I provides the catalyst for retrenchment and "splendid isolation." HY166C Modern America, 1932-Present (3) Fall Causes and results of the Great Depression, World War II, Cold War, Korea and Vietnam are included in this study of 20th century America. Cross-listed as PS166C. HY170 The Constitution (3) History of the US Constitution, article by article analysis, study of outstanding Supreme Court cases related to the document; research in constitution-making processes. Cross-listed as PS170. HY173 Political Psychology (3) Cross-listed as PS173. See Political Science section. HY174 Women Law (3) Fall 01 An introduction to the question of gender relations and the law, with particular emphasis on recent developments in law, and on issues of sexual harassment. Particularly recommended for pre-law students. Cross-listed as PS174. HY180 African Area Studies [Cdiv] (3) Fall Survey of African events in the light of precolonial, colonial and modern developments. Satisfies a former General Education requirement in Intercultural Studies. Cross-listed as PS180. HY181 Islam and the West [Cdiv, IC, FC] (3) Summer A brief survey of the encounters between Islam and the West in four period: the early Age of Islam, the Crusades, the Renaissance, and the recent decades. Cross-listed as PS181. HY184 Asian Area Studies [Cdiv] (3) Satisfies a former General Education requirement in Intercultural Studies. Cross-listed as PS184. See Political Science section. HY189 California History (3) Survey of California history and institutions. Meets state teaching credential requirement. Cross-listed as PS189. HY190 Middle East Area Studies [Cdiv] (3) Studies of the geography, history, politics, economics and culture of the states of the Middle East with emphasis on Islam and its impact on the region; familiarizes the student with a key geopolitical region. Satisfies a former General Education requirement in Intercultural Studies. Cross-listed as PS190. HY199 Independent Study in History (1-3) Individual study or research under the direction of an instructor. See Undergraduate Policies & Procedures section on Independent Study. An annotated list of all history courses, including courses not listed in this Catalog, is available from the Department Office, RH 307. <NAME> University 1500 Ralston Avenue Belmont, California 94002-1997 Tel: (650) 593-1601 Fax: (650) 508-3660 \| \| Office of Admission** Ralston Hall, Second Floor Tel: (800) 263-0545 or (650) 508-3607 Fax: (650) 508-3426 E-mail: <EMAIL> M - Th 9 a.m. - 6 p.m. and F 9 a.m. - 5 p.m. ---\|---\|--- Page maintained by NDNU Web Administrator. Disclaimer \- (C) \- Last Update: January 23, 2002 <file_sep>## Ancient History Courses (Click on the course title to see a sample syllabus for the course.) * * * * 111 Western Civilization: Antiquity to the Seventeenth Century U 5 Ancient civilizations (Near East, Greece, Rome); barbarian invasions; medieval civilizations (Byzantium, Islam, Europe); Renaissance and Reformation. H111 (honors) may be available to students enrolled in an honors program or by permission of dept. Prereq or concur: English 110 or 111. Not open to students with credit for 100.01. This course is available for EM credit. BER/GEC/LAR course. SS Admis Cond course. * 181 World History to 1500 U 5 BER/GEC/LAR course. * 301 Introduction to Ancient Mediterranean Civilizations U 5 Comparative historical analysis of ancient Mediterranean civilizations: emphasis on Greek and Roman societies, urbanism, empires, literature, arts; from the Bronze Age to the Fall of Rome. Balcer, Gregory, and Rosenstein. Not open to students with credit for 110.01. SS Admin Cond course. * 306 Classical Archaeology U 5 Introduction to the principles, methods, and history of archaeological investigation in the ancient Greek and Roman world, illustrated through a selection of major classical sites. Gregory. Not open to students with credit for Classics 240 or Hist Art 240. Cross-listed in Classics and History of Art. GEC course. * 330.01 Ancient & Medieval Jewish Civilization U 5 Course content to be determined. * 500 The Ancient Near East U G 5 The ancient history of Mesopotamia, Egypt, Anatolia, Persia, Israel, and the Levant to the establishment of the Persian Empire; readings from sources in translation. Balcer. * 501 Greek History * 501.01 History of Archaic Greece U G 5 History of Greece from the early Stone Age communities to the end of the Greek-Persian conflicts, 479 B.C.; readings in the sources in translation. Balcer. * 501.02 History of Classical Greece U G 5 History of classical Greece from the foundations of the Delian Confederacy to the death of Alexander III; reading in the sources in translation. Balcer. * 501.03 History of the Eastern Mediterranean during the Bronze Age U G 5 Studies in the civilizations of Minoan Crete and Helladic/Mycenaean Greece in relationship with the Trojans, Hittites, Philistines, Cypriotes, Syrians, and Egyptians. Balcer. 5 cl. * 502 Hellenic Near East U G 5 The cultural history of the Achaemenid and Hellenistic kingdoms from c. 600 to 31 B.C., with emphasis upon Greek and Persian interaction in the Near East. Balcer. * 503 Roman History * 503.01 Roman Republic U G 5 A history of Rome from the founding to the fall of the Roman Republic; readings in ancient sources in translation. Rosenstein. * 503.02 Early Roman Empire, 31 B.C.-A.D. 180 U G 5 The Roman Empire at its height; internal politics, imperial administration, and religion; readings from sources in translation. Rosenstein. * 503.03 Later Roman Empire, A.D. 180-476 U G 5 Decline and fall of the Empire in the West; military, social, economic problems; religious conflicts; emergence of Germanic kingdoms; readings from sources in translation. Gregory. * 504 The Ancient Mediterranean World * 504.01 War in the Ancient Mediterranean World U G 5 An advanced survey of military history from the late Bronze Age to the fall of the Roman Empire in the West. Rosenstein. Wi Qtr. 2 2-hr cl. * 504.02 The Ancient Mediterranean City U G 5 Cities in the ancient Near East, Greece, and Rome, with an emphasis on their physical form and historical importance. Not open to students with credit for 510. * 505.01 Early Byzantine Empire U G 5 History of Byzantium, A.D. 330-843, with emphasis on internal political and religious developments and the relationship between Byzantium and its neighbors. Gregory. * 506 History of Early Christianity U G 5 Christian origins and expansion to 600 A.D.; conflict with Roman Empire; internal dissent; basic institutions; Christian intellectuals; the imperial established church; monasticism; papacy, the barbarians and Christianity. Lynch. * 530.01 History of Ancient Israel U G 5 The rise of the Jewish nation and religion in the Ancient Near East; settlement in Canaan; the Israelite and Judean monarchies until their conquest by Assyria and Babylonia. * 530.02 Second Commonwealth U G 5 The restoration of Jewish statehood following the first Babylonian Exile and the history of Palestinian Jewry and of the Jewish Diaspora down to the 2nd Century A.D. * 708 Studies in Ancient History U G 5 An intensive study of selected problems and sources in ancient history (Near Eastern, Greek and/or Roman); readings in the primary and secondary materials. Balcer, Gregory, and Rosenstein. Prereq: Grad standing or permission of instructor. Repeatable to a maximum of 20 cr hrs. * 709 Methodology in Ancient History U G 5 Introduction to the methodologies and bibliographies fundamental to graduate study of ancient Greek and Roman history through written papers and oral class reports. Minimum of 2 hrs weekly in class; other time in library research. Prereq: Grad standing or permission of instructor. Repeatable to a maximum of 15 cr hrs. * 808 Seminar in Ancient History G 5 Topic to be announced. Balcer, Gregory, and Rosenstein. Prereq: Permission of instructor. Each decimal subdivision repeatable to a maximum of 30 cr hrs. * 808.01 Seminar in Ancient History I This course is Progress ("P") graded. Credit will be awarded upon completion of 808.02. * 808.02 Seminar in Ancient History II Continuation of 808.01. * * * Last modified: May 6, 1998 <file_sep>Syllabus CS 4970-001/5973-002 - Introduction to Intelligent Robotics - Spring 2002 Course Title: Introduction to Intelligent Robotics Instructor: <NAME>, EL 128, 405-325-3150, <EMAIL> Class Hours: Monday, Wednesday, Friday, 11:30-12:20, Sarkeys Energy Center N202A (was: Carson Engineering Center 31) Office Hours: Monday, 1:00-2:00; Wednesday, 2:00-3:00; EL 128 Text Book: Required: _Introduction to AI Robotics_ , <NAME>, 2000, MIT Press. (ISBN 0-262-13383-0) Students should read ahead the chapters that are expected to be covered in the class period. Students should always bring their textbook with them to class, including lectures/discussions, group work days, and exams. Recommended (for Grad Students) : _Writing for Computer Science: The Art of Effective Communication_ , <NAME>, 1997, Springer. (ISBN 981-3083-22-0) Communication: The primary means of transmitting class information to the students will be through announcements during class time, announcements in the Message of the Day file, and web pages. The best way for students to communicate with the instructor is to come to scheduled office hours. If you cannot attend office hours in person, phone calls can be accepted but students present in the office will get priority. Email can also be used but a quick or detailed personal response is unlikely as I get a lot of email and responding to email can be very time consuming. The best way for students to communicate with one another has yet to be determined. Details of all of the communication methods follow: WWW: Information about this class will be found on the class website. The URL is http://www.cs.ou.edu/~hougen/classes/Spring-2002/Robotics/ This page will contain links to the directory of class materials and announcements, the message of the day, and other important information. Email: Students should use the email addresses listed above. Note that I get a lot of email. Do not expect a reply in minutes; one or two days is more likely in most cases. If you have not heard back within five days, please resend your message, if it is still relevant. MOTD: A message of the day will be placed in the class file directory. To automatically view this file on login, students should add the command cat ~hougen/www/classes/Spring-2002/Robotics/materials/MOTD to their `.login` (or other shell start-up) scripts. Expectations and Goals: The prerequisite for this course is instructor permission. You are expected to have a sufficient background in Computer Science to be able to support team projects involving robots. Relevant courses include Computer Science 2413 - Data Structures and Computer Science 2334 - Programming Structures and Abstractions, although other backgrounds are possible. You are expected to have a working knowledge of a high-level object-oriented or imperative language, including a familiarity with its basic data types and control structures. A background in AI such as that provided by Computer Science 4013 - Artificial Intelligence may be useful but is not a requirement. This course will introduce students to the state of the art in Intelligent Robotics and cover the principles involved. Topics: * History of Intelligent Robotics * The Functional Modules Approach * Reactive Robots * Ethology for Roboticists * Architectures and Methodologies * Implementation * Sensing * Hybrid Deliberative/Reactive Robots * Multiple Robots * Navigation * Topological Path Planning * Metric Path Planning * Localization and Mapping Computer Accounts and Software: All students in this class should have a CS account. This will be used for writing programs and sending and receiving materials electronically. All code written for this course MUST run using the compilers or interpreters that will be specified for the assignments. You may do your development work on whatever system you choose but it is your responsibility to ensure that your code runs on the school systems. If you do not have an account, one will be generated for you based on the class roster. I will hand out your account information in class. Requirements: The graded assignments and their contribution to a student's grade are given in the table below. (Subject to change.) Item \| Undergrads \| Grads \| Group Projects Exams Homework Technical Paper Reviews \| 50% 30% 20% \-- \| 40% 25% 15% 20% All homework, exams, and technical paper reviews in this course are to be done alone ; the work submitted by a student must be the student's own. Group work is required for the projects; students will be assigned to groups with specific roles and tasks given to each group member. You may write your programs from scratch or may start from programs for which the source code is freely available on the web or through other sources (such as friends or student organizations). If you do not start from scratch, you must give a complete and accurate accounting of where all of your code came from and indicate which parts are original, which are changed, and which you got from which other source. Failure to give credit where credit is due is academic fraud and will be dealt with accordingly. All work must properly cite sources. For example, if you quote a source in your technical paper review, you must include the quotation in quotation marks and clearly indicate the source of the quotation. Assignments are due at the beginning of lecture (at 11:30) on the due date. Late assignments will be penalized 20% per day late. (All parts of days will be rounded up.) After five days, you will not be able to turn in that assignment for credit. If you are worried about turning in the assignment late and loosing points, turn in the assignment ahead of time. You will be turning in electronic and paper copies of group projects. It is the electronic copy that must be turned in by class time on the day that it is due. The paper copy is due twenty four hours after the electronic copy. The paper copy may be submitted in class or turned in during office hours or by slipping it under my office door. All exams will be open book/open notes. NO electronic devices will be permitted in the testing area. Copying another's work, or possession of electronic computing or communication devices in the testing area, is cheating and grounds for penalties in accordance with school policies. Accommodations: Any Student with a disability should contact the instructor so that reasonable accommodations may be made for that student. <file_sep># Problems and Pitfalls in the History of Technology <NAME>, Natural and Applied Sciences, University of Wisconsin - Green Bay First-time Visitors: Please visit Site Map and Disclaimer. Use "Back" to return here. * * * Until fairly recently, the history of technology received comparatively little attention. As a result, a lot of basic questions are unanswered, and in many cases information has been irretrievably lost. For example, we know the names of the Pharaohs who ordered the building of the Pyramids, but not the names of the persons who planned and organized their construction. ## Incomplete Records ### Tendency to Ignore the Mundane The historical record is incomplete, and that of the history of technology is even more incomplete than most other types of history. One reason is the natural human tendency to ignore the mundane. For example, you may have your grandfather's World War II dress uniform in your attic. If you try to donate it to a museum, you may find that they have more dress uniforms than they can use. What museums would dearly love to get are work uniforms. Soldiers save their dress uniforms when they leave the service; they use their work uniforms to paint the house, change the oil, and eventually throw them away. ### Elitism and disdain for manual labor Elitism and disdain for manual labor have seriously skewed the historical record. For example, there exists a carving of the Persian king Darius on a throne with turned legs, the first indication in history that somebody has invented the lathe, one of the most important tools. We know the name of the king, but not how the lathe was invented, when, or by whom. Until recently, history has been written by the elite, and they have tended to write about the elite. For the most part they gave little attention to technical matters, and in the few cases where they did take an interest, they often did not fully understand what they recorded. The handful of writers who were both socially elite and technically knowledgeable, like the Roman military engineer Vitruvius, are priceless historical sources. ### Secrecy and isolation Fundamental inventions have probably been invented independently in many places, simply because slow communication prevented people from knowing what had been done elsewhere. If an innovation did confer some significant benefit, the inventor was likely to keep the process secret. Effective patent laws did not exist until 300 years ago; before then, the only way to keep a competitive advantage was secrecy. In some cases, the mere existence of a new product offers clues to its manufacture. In other cases, ideas would slowly diffuse as assistants and apprentices learned and passed on the techniques. But in countless cases, inventions went to the grave with their inventors. ### Destruction of Documents Paper burns, parchment rots, stone erodes. Many documents were preserved or copied, countless others were not. Even where we have historical records, we are plagued with uncertain dates, unclear identification of persons, and unclear descriptions. The familiar Christmas story illustrates the vagaries of ancient dating. The story begins not with a date but with: > In the reign of <NAME>, ...... Several centuries later, after Christianity had become dominant, a monk decided it would be a good idea to begin the calendar with the birth of Christ. He correlated the Biblical account with Roman historical records and got the wrong answer. He was off by 4 to 6 years; Christ was born in 4 to 6 B.C. according to most estimates. We do not know the date of the birth of Christ (references to shepherds watching their flocks suggest the spring lambing season), there is no record whatever of Christ's appearance, nor any exact dating of his death. Many historical identities are vague. Unless they were from an elite family (like <NAME>, for example), most people until recently did not have last names, and there are many duplicate names in history. There are, for example, seven Herods in the New Testament. In this case, Herod is their family name, but they have given names as well and we know them as distinct individuals. And this is the state of affairs for the biography of the most discussed person in history. Imagine the uncertainties for the rest of history. Even when we do have records, they were often compiled or copied by people who did not fully understand the subject. Significant facts were often omitted, and errors crept in. The difficulty of preserving and transmitting words was nothing compared to the problems of perpetuating pictorial information. If diagrams were part of the record, they were often distorted. ### Destruction of Artifacts Iron rusts, cloth and leather and wood rot, glass breaks. The amazing thing, visiting any large museum, is not that so much has been lost but that anything is left intact. Chance plays a big role in the preservation of artifacts. Near the turn of the century, Greek sponge divers seeking refuge from a storm in a remote cove decided to try their luck diving once the storm subsided. They found a submerged ancient shipwreck. These same divers were hired to help salvage the wreck, the first modern underwater archeological excavation. Among the artifacts brought up were some lumps of corroded bronze which, when cleaned, turned out to be an ancient geared machine. This device, the Antikythera Device, is the only complex piece of machinery surviving from antiquity. It was apparently an astronomical clockwork device for a temple, made about 80 A.D. If not for the survival of this object, we would have no idea the ancient world was capable of such mechanical sophistication. (With two dozen gears, the device is about as complex as an alarm clock, but nonetheless impressive for an age when all metal parts had to be made by hand.) When we do have artifacts, they are as subject to misinterpretation as documents. Often, we do not know the purpose of an artifact; it may or may not have been practical. Late American Indian sites throughout the U.S. yield geometrical stones called "bannerstones" that have been interpreted as fishing net weights, counterbalances for throwing sticks, and ceremonial objects. The fact is, nobody knows. If by chance we find some of these objects preserved in context as they were used, we may solve the riddle. This, incidentally, is the principal reason professional archeologists detest artifact collectors: they destroy context information. How were ancient artifacts made? In the absence of direct information, there are historians of technology that attempt to reconstruct ancient hunting, stoneworking, metallurgy, pottery making and other technologies using ancient methods and materials. Frequently they find that there is some essential step in the technology that was unsuspected or not preserved in the historical record. ## Fallacies of Reasoning Missing data in the historical record can interfere with understanding history. So can errors of reasoning and hidden biases. Dealing with these fallacies is complex, because in many cases overcorrecting for the fallacy can become a fallacy in its own right. ### Oversimplification Oversimplification is the tendency to reduce complex events to too-simple terms. A common example: why didn't the ancient world develop powered technology? Answer: they had slaves to do all the work. So then why did slavery become entrenched in the American South after the cotton gin made it possible to harvest American cotton efficiently? How come slavery inhibited technology in the ancient world but meshed smoothly with technology in America? Clearly there have to be other factors at work. A good recent example of oversimplification was the Laffer Curve that dominated economic policy during the early Reagan presidency. The theory is that a graph of total government revenue against taxation describes an upside- down U curve. With no taxes, the government has no revenue. If the government takes everything, nobody will bother to work and again revenue will be zero. In between must be a maximum. Reagan's policy makers believed the U.S. was on the downside of the curve and that decreasing taxes would increase revenue (we weren't, and it didn't.) The problem with the Laffer curve is not that it's wrong, but that it's trivial - we know exactly three points on the curve: zero tax, 100% tax, and where we are now. Short of cloning the United States and trying many different tax rates (or having a perfect economic computer model, which is probably even less achievable in practice), we cannot know the shape of the Laffer Curve (it could easily have several maxima and minima), and we have no idea if it has the same shape from one day to the next. However, every intellectual idea of any utility is a simplification. Useful ideas simplify effectively by stripping away nonessentials and unifying things that seem to be disparate. The common criticism of ideas as "simplistic" is bizarre logic: the fact that an idea describes reality simply proves that the idea must be wrong, and the more effective the idea is, the greater the evidence that it must be wrong! An oversimplification is bad if it's erroneous; if it's accurate, then it's not an oversimplification. The Laffer Curve was bad not because it was simple, but because it led to wrong conclusions. Simplicity, in itself, is never a valid reason to reject an idea. Most of the fallacies that follow are variations on oversimplification. ### Determinism or Linear View of History Determinism or a linear view of history is the notion that history follows simple patterns driven by some internal, often unstoppable, force. The concept of Manifest Destiny, widely held by many 19th century Americans, is a good example. It was America's Manifest Destiny, it was claimed, to expand to the Pacific (which we did) and even to absorb Canada and Mexico (which we didn't). Events can have momentum enough to overcome resistance, but it is often impossible to predict beforehand what chain of events or historical trends will triumph. Communism looked ominously unstoppable in the 1940's and 1950's, and Marxist writers were fond of speaking as if Communism was destined to prevail. People who wrote confidently a couple of decades ago of the eventual demise of religion are quite disturbed at the resurgence of Christian and Islamic fundamentalism. It is very hard to avoid believing that our predecessors somehow knew everything was going to lead to us. A cartoon shows a man in a modern business suit surrounded by cavemen. One of the cavemen says "Evolution's been good to you, Sid". People 500 years ago could not foresee us any more than we can foresee what things will be like 500 years from now. And they did not think of themselves as somehow intermediate between the past and the future any more than we do. Economics is a common theme of historical determinists. Many historical determinists are fond of speaking of "epiphenomena" (Greek epi, on). That is, historical events driven by their particular interest are the "real" phenomena of history and everything else is superimposed superficially on that backdrop. For example, an economic determinist might say the Civil War was driven by the growing economic disparities between the industrial North and the agrarian South (true) and that moral outrage over slavery was merely an epiphenomenon (false). The most devastating critique of economic determinism was that by writer <NAME>. He wrote that one reason nobody has ever written a thirteen-volume history of cows is that cows are purely economic creatures, driven solely by material needs. What makes human history interesting is all the times humans are driven by unpredictable, even counter-productive forces. ### Does History Follow Patterns? Another common form of determinism is the notion that history follows predictable patterns. For example, the historian <NAME> was famous for advancing the theory that nations followed a cycle of youth, maturity, and decline. The theory is trivially true in the sense that everything has a beginning, a middle and an end, but the actual history of civilzations is far more complex. China has experienced periods of decline and periods of glory, but through it all, China is still China. Even people who think they're historically literate can fall into subtle variations of historical determinism. One has been termed the Voltairean theory: the end state of humanity will be a liberal, skeptical, agnostic civilization in which religion will be regarded as a quaint superstition. People who subscribe to this theory are sorely perplexed by the rise of the Religious Right in America or the worldwide Islamic revival. A State Department Middle East analyst during the 1980's expressed a desire to study Islam in more detail. He was told "Forget Islam; Marxism is going to dominate peoples' thinking in the Middle East." Unfortunately, somebody forgot to tell the Moslems. The imminent wasting away of religion has been predicted so often that we are entitled to toss that prediction in the proverbial dustbin of history; religion will be a part of civilization and the human psyche for the foreseeable future. Another once-common variant of determinism was the saying "You can't stop progress"; economic development and technological growth were inevitable and unstoppable. Disillusionment over problems created by development and technology have pretty much discredited this notion. However, its social equivalent, "You can't turn back the clock", is as widely believed as ever. The implicit assumption is that history is moving in a preordained direction and any attempt to counter current trends is retrograde. Interestingly enough, it seems to be only in the social sphere that we cannot turn back the clock. Nobody continues driving on a flat tire rather than return the tire to a state of good repair. Most people bathe to return to a state of cleanliness. And the only way to repair a garbled checkbook is to return to where the error took place and fix it. Historians counter determinist theories, especially the more simplistic ones, with the dictum "history has no predictive value", a statement that is about 75 percent true. The fate of ancient Rome may or may not have parallels with the fate of America. Nevertheless, if history had no predictive value whatever, there would be no point in studying it. We live in a universe of patterns. Some things have been repeated often enough in history that we can see patterns; there are institutions that work and institutions that don't. Cultures tend to respond in certain ways to certain kinds of events. One reason the U.S. was so reluctant to become involved in Bosnia was the clear historical pattern that occupying Yugoslavia is easy, subduing it is another matter entirely. ### _Post Hoc ergo Propter Hoc_ _Post Hoc ergo Propter Hoc_ (Latin: after this, therefore because of this) is often called "misplaced causality". It is the fallacy that because one event follows another, the first event must have caused the second. A _Wizard of Id_ cartoon nicely illustrates the fallacy: > Frog: "Kiss me and a handsome prince will appear." > (Woman begins kissing frog.) > Handsome Prince (tapping woman on shoulder): "Why are you kissing that frog?" > Frog (about to be dropped off cliff): "Did I lie to you?" Sometimes, of course, the causal link is pretty clear. In 1400 there were perhaps 100,000 books in Europe; by 1500, after the invention of printing, there were ten million. A 100-fold increase, with its concomitant social effects, is a little hard to miss. In other cases, the two events may both be related to some larger cause. For instance, late in the Roman Empire, many people claimed that the empire was being invaded by barbarians because Rome had given up its traditional faith and adopted Christianity. Did one event cause the other, or were both symptoms of deeper- seated problems? Did the Romans give up their old beliefs, and also lose the will to fight, because they no longer saw anything worth clinging to? When events happen concurrently, it is often hard to tell which is the cause and which the effect. Finally, events may be juxtaposed without any connection. Three of the most famous geniuses of the Renaissance are Michaelangelo (1475-1564), Galileo (1564-1642) and <NAME> (1642-1727). Surely there must be some significance in the fact that each was born the exact year the previous one died. But it's only chance. However, although things often aren't what they seem, most of the time things _are_ what they seem. _Post hoc ego propter hoc_ is often a handy excuse for dismissing inconvenient connections or denying the negative consequences of social changes. We live in a universe of cause and effect. If two events follow in sequence, and there's a plausible mechanism to account for the events, then there likely is some sort of causal connection, and the burden of proof in such a case is on the person who doubts the causal connection. It's only legitimate to explore the possibility things are not what they seem after we've exhausted the possibility that things are what they seem. ### Ethnocentrism Ethnocentrism is the tendency to project our own cultural biases onto history. The belief that slavery impeded technology in ancient times is a good example; we oppose slavery, the ancient world had it, they failed to develop technology, serves them right. Contrary to _<NAME>_ , the Romans never used galley slaves. Stereotypes about the Middle Ages are another example; contrary to common belief, witchcraft trials were rare in the Middle Ages. Because so much in that period revolved around religion, the Middle Ages seem very alien to us. We find the Renaissance much more to our liking. Galley slaves and witchcraft trials were features of the _Renaissance_ , not the ancient world or the Middle Ages. We have taken the ugly features of a period we admire and project them onto other historical periods. One of the most persistent examples of ethnocentrism is the Flat Earth Error, the idea that people in the Middle Ages believed the Earth was flat. The reality is that a knowledge of the spherical Earth was never lost throughout the Middle Ages and was universal among all educated people. Furthermore, leading historians have been writing about this error for over a century and are continually amazed at its persistence. It persists because modern people _want_ to believe the Middle Ages were a time of abject ignorance and superstition. A variant of ethnocentrism that contains elements of determinism as well might be dubbed _chronocentrism_ , the idea that Twentieth Century values are inherently superior to those of the past. That is, our values about gender roles, child rearing, sexual mores, crime and punishment and so on are naturally superior to those of times past. In some cases, like our opposition to slavery and torture, we have good reason to believe we are on solid ground. Also, despite many lapses, we do eventually learn from history. But in many other cases we dismiss older value systems simply because they interfere with what we want to do. Our descendants may see things quite differently from us. What we see as tolerance, other cultures see as moral laziness or cowardice. What we see as pacifism, other cultures may see as physical cowardice. ## Historical Revisionism Now that we are more aware of our biases, it is natural to want to correct them. Historical revisionism is the term for reinterpretation of history, especially long-accepted history. In its healthiest form, it is a means of correcting biases and looking at history from a fresh angle. It is not surprising, for example, that American Indians might see the arrival of Columbus differently from European-descended Americans. We view the opening of the American frontier a lot differently than we did in 1950. In more extreme cases, though, historical revisionism can be the deliberate substitution of one set of biases for another. For example, a controversial doctrine called Afrocentrism holds that the ancient Egyptians were black and that many of the achievements of the Middle East and Greece actually originated among black Africans. None of these claims are substantiated by the historical record. Egyptian wall paintings mostly show people with medium dark skin; in many paintings blacks are easily recognizable and distinct from Egyptians. ### Debunking Debunking is a term originally applied to exposure of misconceptions or errors. However, as practiced today, debunking is mostly junk scholarship. For example, after author <NAME> published his epic work _Roots_ , and especially after it became a celebrated TV series, debunkers swarmed out of the woodwork to point out weaknesses in Haley's genealogy. Actually, Haley himself was quite careful in his book to distinguish between documented evidence and deductions. Debunkers never attack drivel; they attack constructive work like Haley's. Perhaps the most offensive case is the debate over whether or not <NAME> actually reached the North Pole in 1909\. Rival explorer <NAME>, who claimed to have reached the pole in 1908, committed not just one but several outrageous scientific frauds during his career, yet Peary is always the focus of the debunkers. ### Reverse Ethnocentrism Reverse ethnocentrism is the opposite extreme from ethnocentrism: the idea that all the problems of the world originate in Western values and culture. For example, Western corporations have been accused of corrupting other societies through bribery, but in many cultures, it is expected that people in power will use their power to help their allies, and that a favor from someone in power demands a gift. These customs have been in place for centuries; giving a gift to a person of power is not regarded as bribery or unethical. Using power impartially is not considered responsible in those cultures, but an irresponsible waste of authority, and neglect of those who depend on you for protection and assistance. ## Lack of Consensus on Cause and Effect Lack of consensus on cause and effect plagues many aspects of history. Wholly apart from the fallacies above, there are a lot of legitimate differences of opinion on which historical events were causes, which were effects, and whether one cause or effect was more important than another. For example, was the Roman Empire fatally weakened by the barbarian invasions, or did the barbarians invade because Rome was already weakened, or (more likely) was there a feedback mechanism, in which weakness invited invasion, leading to further weakness, still more invasion, and so on? * * * Return to Course Syllabus Return to Course Notes Index Return to Professor Dutch's Home Page _Created 13 January 1998, Last Update 21 August 2000_ Not an official UW Green Bay site <file_sep>HIS 371 / 571, THE HISTORY OF JAPAN FALL SEMESTER 1998 COURSE EVALUATION QUESTIONNAIRE [ BECAUSE OF A TRAFFIC DELAY, THE DEPARTMENT SECRETARY ARRIVED TOO LATE TO CONDUCT THE UNIVERSITY MANDATED COURSE AND INSTRUCTOR EVALUATION QUESTIONNAIRE ON DECEMBER 9TH; PLEASE STOP BY THE HISTORY DEPARTMENT OFFICE TO COMPLETE THE FORM AT YOUR CONVENIENCE. APOLOGIES FOR THE INCONVENIENCE. THE FOLLOWING FORM SHOULD BE BROUGHT TO OUR FINAL CLASS MEETING DURING FINALS WEEK.] 1. The syllabus for the course listed a series of specific learning objectives for HIS 371 / 571, THE HISTORY OF JAPAN. The following statements seek your reaction to this procedure. * The specific objectives listed in the syllabus were WORTHLESS / ADEQUATE / VALUABLE in orienting and guiding my study of the course material. * The specific objectives for the course were achieved FULLY / TO SOME DEGREE / NOT AT ALL. COMMENTS: 2. Students in HIS 371 / 571 were asked to read <NAME>'s _Japan Before Perry_ , <NAME>'s _The Making of Modern Japan,_ <NAME>'s translation of _The Confessions of Lady Nijo,_ <NAME>ene's translation of _Four Major Plays of Chikamatsu_ , Natsume Soseki's _Kokoro_ and Junichiro Tanizaki's _The Makioka Sisters_ ; these served as required reading for HIS 371 / 571. The following statements seek your evaluation of these texts. * _Japan Before Perry_ was WORTHLESS / ADEQUATE / VALUABLE in increasing my understanding of traditional Japanese civilization and culture. * _The Making of Modern Japan_ _Perry_ was WORTHLESS / ADEQUATE / VALUABLE in increasing my understanding of modern Japanese civilization and culture. * _The Confessions of Lady Nijo_ was WORTHLESS / ADEQUATE / VALUABLE in increasing my understanding of the transition between the Aristocratic and the Military-Aristocratic eras in traditional Japanese history. * _Four Major Plays of Chikamatsu_ was WORTHLESS / ADEQUATE / VALUABLE in increasing my understanding of Military-Bureaucratic period Japanese civilization and culture. * _Kokoro_ was WORTHLESS / ADEQUATE / VALUABLE in increasing my understanding of Meiji era Japanese civilization and culture. * _The Makioka Sisters_ was WORTHLESS / ADEQUATE / VALUABLE in increasing my understanding of pre-World-War-II Japanese civilization and culture. * I would RECOMMEND / DISCOURAGE this approach to reading assignments in subsequent offerings of this course. COMMENTS: 3\. Two analytical essays (the first on on _The Confessions of Lady Nijo_ or _Four Major Plays of Chikamatsu_ and the second on either _Kokoro_ or _The Makioka Sisters_ ) were required assignments for the course. Testing was limited to a series of five quizzes spaced throughout the semester. Together with class attendance and the completion of a series of Interest Inventory Journal assignments, these written exercises provided the basis for evaluation in the course. * This evaluation procedure was WORTHLESS / ADEQUATE / VALUABLE in stimulating my study of Japanese history and culture. * This evaluation procedure was WORTHLESS / ADEQUATE / VALUABLE in assessing my knowledge of Japanese history and culture. * The quiz format now in use should be MAINTAINED / CHANGED TO IN-CLASS ESSAY EXAMS / CHANGED TO IN-CLASS OBJECTIVE SHORT ANSWER EXAMS. * The number of quizzes required should be MAINTAINED AT PRESENT LEVELS / MORE FREQUENT / ABANDONED IN FAVOR OF ALTERNATE EVALUATION PROCEDURES. * The essay assignments provided a VALUABLE / ADEQUATE / WORTHLESS opportunity to review and consolidate my understanding of Japanese life and culture. * The Interest Inventory Journal assignments proved a VALUABLE / ADEQUATE / WORTHLESS opportunity to assess, during the entire duration of the course, the breadth and depth of my interests in Japanese culture and history. In retrospect I feel I was able to pursue my identified interests FULLY / TO SOME EXTENT / NOT AT ALL in the course of my study for HIS 371 / 571. I have found my identified interests DEEPENED / ALTERED SUBSTANTIALLY / MODIFIED TO SOME DEGREE by the course of study I have just completed. COMMENTS: THE COURSE INTERNET WEB SITE Evaluate the utility and convenience of the course Internet web site: Accessibility? Value? Organization? Value of instructor email access? How often visited? New skills acquired as a result? Internet resource use encouraged as a result? Suggestions regarding elements to add (or subtract)? 1. Please respond to each of the following statements by circling the appropriate phrase: I am more familiar now than at the beginning of the course with basic terms, personalities and concepts associated with the study of Japanese history. STRONGLY AGREE AGREE NO OPINION DISAGREE STRONGLY DISAGREE I am better able now than at the beginning of the course to evaluate and explain the environmental impact on the historical development of Japanese culture and civilization. STRONGLY AGREE AGREE NO OPINION DISAGREE STRONGLY DISAGREE I am now better able than at the beginning of the course to discuss the developmental process behind and the basic characteristics of social, political, economic, cultural and religious life in both traditional and modern Japan. STRONGLY AGREE AGREE NO OPINION DISAGREE STRONGLY DISAGREE Given an interpretive question regarding a specific period in Japanese history, I am now able to demonstrate a firm grasp of the era's historical significance and to discuss with insight and the use of supporting evidence basic characteristics of social, political, economic, cultural and religious during that time period. STRONGLY AGREE AGREE NO OPINION DISAGREE STRONGLY DISAGREE I now am able to assess insights into traditional and modern Japanese culture gained from reading various selections of literature, poetry and drama, including specifically _The Confessions of Lady Nijo_ and _Four Major Plays of Chikamatsu,_ Natsume Soseki's _Kokoro_ and Junichiro Tanizaki's _The Makioka Sisters_. STRONGLY AGREE AGREE NO OPINION DISAGREE STRONGLY DISAGREE I can distinguish and discuss internally generated aspects of the modernization process present in Japanese life before 1868 and analyze the resulting Japanese reaction to the impact Western-induced modernization in Japan after 1854. STRONGLY AGREE AGREE NO OPINION DISAGREE STRONGLY DISAGREE I am comfortable discussing with illustrative detail the patterns of economic, political, social and cultural modernization emerging in Japan after 1868, accounting in the process for the impact on these patterns of both past Japanese traditions and the process of Westernization. STRONGLY AGREE AGREE NO OPINION DISAGREE STRONGLY DISAGREE I can adequately describe and discuss both the historical process leading to Japanese involvement in World War II and the impact of Japan's "economic miracle" on present day Japanese life and institutions. STRONGLY AGREE AGREE NO OPINION DISAGREE STRONGLY DISAGREE I am now better able to point out and evaluate traditional influences present in modern day Japan and to indicate the impact of the past on contemporary Japanese life and culture than I was at the beginning of the quarter. STRONGLY AGREE AGREE NO OPINION DISAGREE STRONGLY DISAGREE 1. Have your attitudes towards and images of Japan changed as a result of this course? If so, how? Be specific. 2. Describe briefly what you consider to be the most valuable insight you have gained as a direct result of having taken this course. 3. Would you recommend this course to a friend? Why / why not? 4. Did this course meet your expectations and fulfill the purposes you intended when you initially enrolled? In what ways? In what ways did it not? 5. Do you plan to enroll in other courses in East Asian history? in Asian Studies? Are you intending to pursue a minor in Asian Studies? 6. Comment below (use reverse side if necessary) on any other aspect(s) of the course -- content, organization, teaching style, slide presentations, discussion opportunities -- that you feel ought to be retained, replaced or modified. COMMENTS ON THE EVALUATION QUESTIONNAIRE ITSELF WOULD BE APPRECIATED. <file_sep># www.orst.edu Usage Statistics ### OSU Only ## Week of 10/03/98 to 10/09/98 ### Overall Statistics Category\| Total ---\|--- Unique sites served\| 4807 Unique documents served\| 15257 Unique trails followed\| 10722 Total visits\| 20500 ### Accesses per Hour _Figures are averages for that hour on a typical day._ ![](10137h.gif) Hour \| Accesses \| Bytes \| Bits/Sec \| Bytes/Sec ---\|---\|---\|---\|--- 00:00\| 648.71\| 5694678.43\| 12654.84\| 1581.86 01:00\| 228.29\| 1965538.71\| 4367.86\| 545.98 02:00\| 148.14\| 1589245.57\| 3531.66\| 441.46 03:00\| 80.86\| 1142284.71\| 2538.41\| 317.30 04:00\| 52.29\| 1042245.00\| 2316.10\| 289.51 05:00\| 76.86\| 1393195.14\| 3095.99\| 387.00 06:00\| 153.29\| 1947435.43\| 4327.63\| 540.95 07:00\| 525.71\| 4220583.14\| 9379.07\| 1172.38 08:00\| 1244.86\| 11147939.43\| 24773.20\| 3096.65 09:00\| 1629.71\| 15544337.57\| 34542.97\| 4317.87 10:00\| 2007.57\| 16893686.43\| 37541.53\| 4692.69 11:00\| 2043.71\| 18757557.14\| 41683.46\| 5210.43 12:00\| 1878.57\| 16117065.29\| 35815.70\| 4476.96 13:00\| 2082.57\| 20591917.29\| 45759.82\| 5719.98 14:00\| 2316.00\| 21592802.43\| 47984.01\| 5998.00 15:00\| 2651.14\| 20299883.14\| 45110.85\| 5638.86 16:00\| 2137.14\| 17985431.14\| 39967.62\| 4995.95 17:00\| 1324.29\| 11121712.29\| 24714.92\| 3089.36 18:00\| 1040.43\| 9199335.43\| 20442.97\| 2555.37 19:00\| 1142.86\| 10342045.29\| 22982.32\| 2872.79 20:00\| 1075.43\| 8828214.14\| 19618.25\| 2452.28 21:00\| 1044.86\| 9334856.86\| 20744.13\| 2593.02 22:00\| 902.29\| 10892619.43\| 24205.82\| 3025.73 23:00\| 701.00\| 6415563.14\| 14256.81\| 1782.10 ### Accesses per Day ![](10137d.gif) Date \| Accesses \| Bytes \| Bits/Sec \| Bytes/Sec ---\|---\|---\|---\|--- 10/03/98\| 11575\| 110340196\| 245200.44\| 30650.05 10/04/98\| 16574\| 139085413\| 309078.70\| 38634.84 10/05/98\| 36663\| 331874528\| 737498.95\| 92187.37 10/06/98\| 32948\| 310399139\| 689775.86\| 86221.98 10/07/98\| 32364\| 269645148\| 599211.44\| 74901.43 10/08/98\| 33568\| 311846282\| 692991.74\| 86623.97 10/09/98\| 26264\| 235230502\| 522734.45\| 65341.81 ### Totals Item\| Accesses\| Bytes ---\|---\|--- Total Accesses\| 189,956\| 1,708,421,208 Home Page Accesses\| 38,327\| 278,344,965 Visitor Center\| 113\| 457,145 Campus Update\| 166\| 754,049 Student Services\| 69\| 380,958 Main Campus\| 163\| 833,921 Frontiers in Education\| 109\| 695,392 ### Top 25 of 10722 Document Trails Rank\| Trail\| Accesses\| Avg. Minutes ---\|---\|---\|--- 1\| http://www.orst.edu/, /ss/acareg/acareg.htm\| 440\| 0.00 2\| http://www.orst.edu/, /cu/people/ph_query.html\| 337\| 0.00 3\| http://www.orst.edu/, /mc/coldep/coldep.htm\| 286\| 0.00 4\| http://www.orst.edu/, /mc/libcom/libcom.htm, /dept/library/err404.htm\| 236\| 0.06 5\| http://osu.orst.edu/, /ss/acareg/acareg.htm\| 122\| 0.00 6\| http://www.orst.edu/, /cu/people/people.htm, /cu/people/ph_query.html\| 103\| 0.29 7\| http://osu.orst.edu/, /cu/people/ph_query.html\| 96\| 0.00 8\| http://osu.orst.edu/, /mc/coldep/coldep.htm\| 94\| 0.00 9\| http://www.orst.edu/, /cu/atheve/atheve.htm\| 94\| 0.00 10\| http://www.orst.edu/, /students\| 86\| 0.00 11\| /dept/career-services, /dept/career-services/register\| 70\| 0.44 12\| /mc/libcom/libcom.htm, /dept/library/err404.htm\| 69\| 0.04 13\| http://www.osu.orst.edu/, /ss/acareg/acareg.htm\| 61\| 0.00 14\| http://osu.orst.edu/, /mc/libcom/libcom.htm, /dept/library/err404.htm\| 53\| 0.02 15\| https://www.adminfo.ucsadm.orst.edu/PROD/owa/hwgkwbis.P_Logout, /ss/acareg/acareg.htm\| 50\| 0.00 16\| http://www.osu.orst.edu/, /mc/libcom/libcom.htm, /dept/library/err404.htm\| 44\| 0.02 17\| http://www.orst.edu/, /dept/catalogs, /dept/clasked, /dept/clasked/help.htm, /dept/clasked/toc.htm\| 43\| 0.16 18\| /instruct/geo300, /instruct/geo300/cook/Biblioex.html\| 40\| 0.07 19\| http://www.orst.edu/, /ss/financ/financ.htm, /admin/hr/jobs/student.html\| 38\| 0.05 20\| /dept/library/database.htm, /dept/library/iac.htm\| 38\| 3.50 21\| /dept/library, /dept/library/bulletins/oasisacc.htm\| 37\| 0.43 22\| /dept/library/database.htm, /mc/libcom/libcom.htm, /dept/library/err404.htm\| 35\| 4.71 23\| http://www.orst.edu/, /ss/financ/financ.htm, /dept/career-services, /dept/career-services/register\| 34\| 0.38 24\| http://www.osu.orst.edu/, /cu/people/ph_query.html\| 32\| 0.00 25\| http://osu.orst.edu/, /cu/people/people.htm, /cu/people/ph_query.html\| 30\| 0.23 ### Top 25 of 7916 Referring URLs by Access Count ![](10137r.gif) Rank\| URL\| Accesses\| Bytes ---\|---\|---\|--- 1\| http://www.orst.edu/\| 7,869\| 72,283,010 2\| http://osu.orst.edu/dept/library/database.htm\| 3,258\| 40,649,321 3\| http://osu.orst.edu/\| 2,940\| 27,456,296 4\| http://www.orst.edu/mc/libcom/libcom.htm\| 2,400\| 11,267,850 5\| http://search.orst.edu:8765/query.html\| 2,021\| 20,197,456 6\| http://osu.orst.edu/dept/science/\| 1,781\| 9,159,996 7\| http://osu.orst.edu/instruct/hhp231/\| 1,752\| 11,251,050 8\| http://osu.orst.edu/dept/library/subject.htm\| 1,476\| 9,225,739 9\| http://osu.orst.edu/dept/library/\| 1,311\| 10,446,990 10\| http://www.orst.edu/mc/coldep/coldep.htm\| 1,302\| 6,095,574 11\| http://osu.orst.edu/cfdocs/petersoe/guide/cfml/guide_RecordView.cfm\| 1,280\| 4,485,027 12\| http://www.orst.edu/dept/catalogs/\| 1,043\| 12,097,523 13\| http://osu.orst.edu/instruct/hhp231/lab.htm\| 1,001\| 8,480,816 14\| http://osu.orst.edu/mc/libcom/libcom.htm\| 987\| 4,040,093 15\| http://www.osu.orst.edu/\| 814\| 7,285,929 16\| http://osu.orst.edu/instruct/hhp231/index.htm\| 796\| 4,722,432 17\| http://www.orst.edu/dept/library/\| 775\| 5,790,674 18\| http://osu.orst.edu/instruct/hhp231/syllabus.htm\| 730\| 9,000,404 19\| http://osu.orst.edu/mc/coldep/coldep.htm\| 676\| 3,254,502 20\| http://osu.orst.edu/cfdocs/petersoe/guide/cfml/guide_RecordEdit.cfm\| 671\| 2,294,132 21\| http://osu.orst.edu/dept/library/dbtitle.htm\| 619\| 4,420,165 22\| http://osu.orst.edu/dept/career-services/\| 550\| 7,400,742 23\| http://www.orst.edu/ss/financ/financ.htm\| 478\| 4,181,457 24\| http://www.orst.edu/dept/library/database.htm\| 475\| 6,287,657 25\| http://osu.orst.edu/dept/catalogs/\| 457\| 5,659,975 ### Top 25 of 15257 Documents Sorted by Access Count ![](10137t.gif) Rank\| URL\| Accesses\| Bytes ---\|---\|---\|--- 1\| /dept/library/database.htm\| 8,274\| 92,154,175 2\| /dept/library\| 2,806\| 15,862,730 3\| /dept/library/err404.htm\| 2,791\| 7,421,747 4\| /mc/coldep/coldep.htm\| 2,207\| 36,333,430 5\| /instruct/hhp231\| 2,115\| 4,169,821 6\| /mc/libcom/libcom.htm\| 2,056\| 18,640,340 7\| /ss/acareg/acareg.htm\| 2,014\| 17,969,609 8\| /dept/ccee\| 1,845\| 5,352,157 9\| /dept/library/dbtitle.htm\| 1,609\| 34,168,520 10\| /cu/people/ph_query.html\| 1,594\| 7,275,156 11\| /dept/library/fsaccess.htm\| 1,545\| 11,996,783 12\| /dept/career-services\| 1,362\| 8,131,520 13\| /dept/library/subject.htm\| 1,314\| 8,585,483 14\| /dept/library/iac.htm\| 1,298\| 8,226,509 15\| /instruct/hhp231/lab.htm\| 1,081\| 2,524,565 16\| /students\| 993\| 19,326,167 17\| /cfdocs/petersoe/guide/cfml/guide_RecordAction.cfm\| 974\| 234,947 18\| /dept/catalogs\| 899\| 3,437,022 19\| /instruct/hhp231/syllabus.htm\| 785\| 11,458,620 20\| /dept/gencat/bar.html\| 736\| 2,530,312 21\| /dept/gencat/title.html\| 725\| 5,871,689 22\| /cfdocs/petersoe/guide/cfml/guide_RecordView.cfm\| 713\| 2,575,746 23\| /dept/science\| 696\| 3,252,753 24\| /dept/library/govpubs.htm\| 691\| 3,455,053 25\| /ss/financ/financ.htm\| 683\| 3,159,120 ### Top 25 of 4807 Sites by Access Count ![](10137s.gif) Rank\| Site\| Accesses\| Bytes ---\|---\|---\|--- 1\| instruct.library.orst.edu\| 6,600\| 70,237,158 2\| pauling.library.orst.edu\| 5,874\| 57,849,408 3\| cln417-cdcntr.library.orst.edu\| 1,478\| 14,458,991 4\| cln345-cdcntr.library.orst.edu\| 1,459\| 14,007,090 5\| refdesk.library.orst.edu\| 1,434\| 10,838,095 6\| cln419-cdcntr.library.orst.edu\| 1,361\| 12,992,847 7\| cln421-cdcntr.library.orst.edu\| 1,273\| 12,058,839 8\| landona.rcn.orst.edu\| 1,268\| 8,750,696 9\| cln420-cdcntr.library.orst.edu\| 1,249\| 12,931,685 10\| mm4-cdcntr.library.orst.edu\| 1,249\| 12,247,063 11\| mm2-cdcntr.library.orst.edu\| 1,224\| 11,716,357 12\| mm3-cdcntr.library.orst.edu\| 1,177\| 11,088,682 13\| cln265-cdcntr.library.orst.edu\| 1,131\| 10,820,990 14\| cln314-cdcntr.library.orst.edu\| 1,096\| 10,492,040 15\| mm1-cdcntr.library.orst.edu\| 1,079\| 10,282,408 16\| cln418-cdcntr.library.orst.edu\| 954\| 9,462,219 17\| www.orst.edu\| 935\| 129,146,016 18\| cln142-cdcntr.library.orst.edu\| 932\| 9,002,260 19\| cln430-cdcntr.library.orst.edu\| 917\| 8,763,703 20\| cln363-oclcterm.library.orst.edu\| 893\| 8,322,752 21\| cln342-ada.library.orst.edu\| 881\| 8,891,640 22\| slip44.ucs.orst.edu\| 687\| 2,313,732 23\| pscheidt2-1089b-b.cordley.orst.edu\| 649\| 7,338,141 24\| slip7.ucs.orst.edu\| 628\| 2,604,831 25\| hotspare.library.orst.edu\| 551\| 3,381,876 ### Top 25 of 403 user agents by Access Count ![](10137u.gif) Rank\| User Agent\| Accesses\| Bytes ---\|---\|---\|--- 1\| (Win95; I)\| 35,679\| 291,585,215 2\| Mozilla/3.04 (Win16; I)\| 16,031\| 150,711,587 3\| Mozilla/3.0 (Win95; I)\| 15,214\| 114,403,341 4\| Ultraseek\| 12,474\| 128,086,566 5\| Mozilla/4.0 (compatible; MSIE 4.01; Windows 95)\| 12,020\| 104,411,809 6\| Mozilla/4.0 (compatible; MSIE 4.01; Windows 98)\| 9,743\| 66,933,741 7\| Mozilla/3.01 (Win95; I)\| 9,086\| 67,215,172 8\| Mozilla/4.06 (Macintosh; I; PPC)\| 6,390\| 53,690,630 9\| (WinNT; I)\| 6,337\| 45,157,223 10\| (Win95; U)\| 6,248\| 55,629,571 11\| Mozilla/3.01 (Win16; I)\| 4,789\| 45,538,863 12\| (Win95; I ;Nav)\| 4,401\| 33,394,529 13\| Mozilla/2.0 (Win16; I)\| 2,950\| 24,971,010 14\| (Win98; I)\| 2,766\| 22,230,986 15\| Mozilla/3.01Gold (Win95; I)\| 2,457\| 22,403,067 16\| Mozilla/2.0 (compatible; MSIE 3.01; Windows 95)\| 2,026\| 15,701,012 17\| Mozilla/3.0 (Macintosh; I; PPC)\| 1,964\| 31,975,952 18\| Mozilla/3.0Gold (WinNT; I)\| 1,671\| 11,744,592 19\| Mozilla/3.01 (X11; I; HP-UX B.10.20 9000/712)\| 1,309\| 9,060,116 20\| Mozilla/3.0Gold (Win95; I)\| 1,275\| 9,464,452 21\| Mozilla/3.04Gold (Win95; I)\| 1,170\| 10,992,470 22\| Mozilla/4.0 (compatible; MSIE 4.0; Windows 95)\| 1,164\| 9,128,377 23\| Mozilla/2.0 (compatible; MSIE 3.02; Update a; Windows 95)\| 1,146\| 10,065,498 24\| Mozilla/2.0 (compatible; MSIE 3.0; Windows 95)\| 1,124\| 7,980,176 25\| Mozilla/4.0 (compatible; MSIE 4.01; Windows NT)\| 1,095\| 9,893,389 ### Top 25 of 1908 Documents Not Found ![](10137n.gif) Rank\| URL\| Accesses\| Referring URLs ---\|---\|---\|--- 1\| /robots.txt\| 517\| 2\| /instruct/soc204/plazad/lect3.htm\| 103\| http://osu.orst.edu/instruct/soc437/plazad/index, http://osu.orst.edu/instruct/soc204/plazad/cover.htm, http://www.osu.orst.edu/instruct/soc204/plazad/cover.htm, http://osu.orst.edu/instruct/soc204/plazad/cover/html, http://osu.orst.edu/instruct/soc437/plazad/index.htm, http://www.orst.edu/instruct/soc204/plazad/cover.htm 3\| /instruct/ans378f/Lect8.html\| 52\| http://www.orst.edu/instruct/ans378f/ANS378.html#Oct5, http://www.orst.edu/instruct/ans378f/ANS378.html#Sept28, http://www.orst.edu/instruct/ans378f/ANS378.html##lecture, http://www.orst.edu/instruct/ans378f/ANS378.html#Oct8, http://www.orst.edu/instruct/ans378f/ANS378.html#WWW, http://osu.orst.edu/instruct/ans378f/ANS378.html##lecture, http://www.orst.edu/instruct/ans378f/ANS378##lecture 4\| /dept/eop/Count.cgi\| 48\| http://osu.orst.edu/dept/eop/main.html, http://www.orst.edu/dept/eop/main.html 5\| /dept/career-services/main.htm\| 46\| http://www.bus.orst.edu/students/std_org/bap/bap.htm 6\| /WERC\| 45\| http://www.che.orst.edu/activity.htm, http://che.orst.edu/activity.htm 7\| /instruct/soc426/fall98/wk03out.html\| 37\| http://osu.orst.edu/instruct/soc426/fall98/426mtrl.html 8\| /dept/foreing_lan/span311\| 25\| 9\| /hhp231\| 23\| 10\| /instruct/ans378f/Lect6.html\| 22\| http://www.orst.edu/instruct/ans378f/ANS378.html#Sept28, http://www.orst.edu/instruct/ans378f/ANS378.html#Oct5, http://www.orst.edu/instruct/ans378f/ANS378.html##lecture, http://osu.orst.edu/instruct/ans378f/ANS378.html##lecture 11\| /instruct/soc437/plaza\| 19\| http://osu.orst.edu/instruct/soc437/plaza/index/htm 12\| /instrct/hhp231\| 19\| http://pgatour.com/ 13\| /dept/pol\| 19\| 14\| /instruct/ans378f/Lect13.html\| 18\| http://www.orst.edu/instruct/ans378f/ANS378.html##lecture, http://www.orst.edu/instruct/ans378f/ANS378##lecture, http://www.orst.edu/instruct/ans378f/ANS378.html#Oct8 15\| /dept/philosophy/ideas/leopold/im\| 18\| http://osu.orst.edu/dept/philosophy/ideas/leopold/lect-01.html 16\| /instruct/soc426/fall98/wk03rd.html\| 18\| http://osu.orst.edu/instruct/soc426/fall98/426mtrl.html 17\| /dept/liabrary\| 17\| 18\| /dept/hdfs.\| 17\| http://osu.orst.edu/, http://osu.orst.edu/Dept/hdfs/classes/summer/240.htm 19\| /dept/eop/images/mailto.JPEG\| 16\| http://osu.orst.edu/dept/eop/jobsfair.html, http://osu.orst.edu/dept/eop/course.desc.html, http://osu.orst.edu/dept/eop/students.html, http://www.orst.edu/dept/eop/students.html, http://osu.orst.edu/dept/eop/sched.f98.html 20\| /instruct/ans378f/Lect5.html\| 15\| http://www.orst.edu/instruct/ans378f/ANS378.html#, http://www.orst.edu/instruct/ans378f/ANS378.html#Oct2, http://www.orst.edu/instruct/ans378f/ANS378.html##lecture, http://www.orst.edu/instruct/ans378f/ANS378.html#Oct5, http://www.orst.edu/instruct/ans378f/ANS378.html#Sept28 21\| /dept/foreign_lang/span311\| 15\| 22\| /mc/libcom.htm\| 14\| http://ccweb.orst.edu/, http://webmail.orst.edu/, http://dir.yahoo.com/Regional/U_S__States/Oregon/Cities/Corvallis/Education/College_and_University/Public/Oregon_State_University/Libraries_and_Museums/, http://www.orst.edu:80/dept/IS/teams/useser/inssup.htm 23\| /dept/lasells/calendar/9809.htm\| 13\| 24\| /instruct/ans378f/Lect7.html\| 13\| http://www.orst.edu/instruct/ans378f/ANS378.html#Oct5, http://www.orst.edu/instruct/ans378f/ANS378.html##lecture, http://www.orst.edu/instruct/ans378f/ANS378.html#Sept28, http://www.orst.edu/instruct/ans378f/ANS378.html#Oct7, http://www.orst.edu/instruct/ans378f/ANS378.html#Oct1 25\| /instruct/bi370/hixonm/links.htm\| 12\| http://www.orst.edu/instruct/bi370/hixonm/index.htm, http://osu.orst.edu/instruct/bi370/hixonm/ ### Visits Report Total visits: 20500 Average visit: 5.23 minutes Longest visit: 411 minutes #### 10 Example Visits Site\| Minutes\| Trail ---\|---\|--- instruct.library.orst.edu\| 0\| /dept/kcoext/ezine, /dept/kcoext/ezine.txt miller-shirley.ads.orst.edu\| 4\| http://osu.orst.edu/dept/career-services/, /dept/career-services/fair/employer.htm, /dept/career-services/employ.htm, /dept/career-services/employ/faq.htm, /dept/career- services/employ/location.htm, /dept/career-services/fair/employer.htm scf045.scf.orst.edu\| 24\| http://www.orst.edu/, /ss/acareg/acareg.htm, /mc/coldep/coldep.htm, /dept/gencat/coldep/interdis/interdis.htm, /dept/gencat/title.html, /dept/gencat/bar.html, /dept/gencat/coldep/interdis/college_index.html, /dept/gencat/title.html, /dept/gencat/coldep/interdis/college_index.html, /dept/gencat/bar.html, /dept/cla, /dept/cla/programs/programs.html, /dept/sociology, /dept/sociology/graphics/OSU.JPG, /dept/ethnic_studies, /dept/ethnic_studies/assist.htm, /dept/ethnic_studies/faculty.htm, /dept/cla, /dept/cla/programs/programs.html, /dept/sociology, /dept/sociology/graphics/OSU.JPG, /dept/sociology/SOCNotes/news.htm, /dept/sociology/SOCNotes/OSU.JPG, /dept/sociology/soccrses.htm, /dept/sociology/syllabi.htm, /dept/sociology/courses/437syl.htm, /instruct/soc437/plazad/index, /instruct/soc437/plazad/lect1.htm, /instruct/soc437/plazad/index, /instruct/soc437/plazad/lect2.htm, /instruct/soc437/plazad/index, /dept/sociology/courses/324syl.htm, /dept/sociology/fac.htm, /dept/sociology/mitchell.html, /dept/sociology/rgmindex.htm wardripl.cla.orst.edu\| 2\| /dept/anthropology, /ss/acareg/acareg.htm, /dept/admindb/bcc/bccwic.htm scf047.scf.orst.edu\| 6\| http://osu.orst.edu/, /dept/catalogs, /dept/gencat/general.htm, /dept/gencat/images/welcome.JPG, /dept/gencat/front.html, /dept/gencat/catalog.html, /dept/gencat/title.html, /dept/gencat/bar.html, /dept/gencat/css/text_style.css, /dept/gencat/coldep/libarts/libarts.htm, /dept/gencat/bar.html, /dept/gencat/title.html, /dept/gencat/coldep/libarts/college_index.html, /dept/gencat/coldep/libarts/econ/econ.htm, /dept/gencat/title.html, /dept/gencat/coldep/libarts/econ/menu.html, /dept/gencat/bar.html, /dept/gencat/coldep/libarts/econ/dept_info.html, /dept/gencat/coldep/libarts/econ/minor.html, /dept/gencat/coldep/libarts/econ/dept_info.html, /dept/gencat/coldep/libarts/econ/faculty.html, /dept/gencat/coldep/libarts/econ/dept_info.html, /dept/gencat/front.html, /dept/gencat/catalog.html, /dept/gencat/title.html, /dept/gencat/bar.html, /dept/gencat/css/text_style.css r336-k.me.orst.edu\| 8\| http://www.me.orst.edu/groups/, /groups/asm-tms, /groups/asm-tms/menu.html, /groups/asm-tms/main.html, /groups/asm- tms/member.html, /instruct/me481, /instruct/me481/ME481WhatsNew.html, /instruct/me481/Homework/F98/ME481Hmwk1.html, /instruct/me481, /instruct/me481/Homework/ME481Hmwk.html, /instruct/me481/Homework/W98/ME481Hmwk1.html jaws.snell.orst.edu\| 0\| /Dept/crsp, /Dept/crsp/related.html pvlab61p.cof.orst.edu\| 4\| http://www.orst.edu/, /students, 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/admin/stucon/facacdis, /admin/stucon/facacdis.htm cerezob.rcn.orst.edu\| 2\| /instruct/hhp231, /instruct/hhp231/lab.htm, /instruct/hhp231, /instruct/hhp231/waiver.htm, /instruct/hhp231 ### Accesses by Result Code Code\| Meaning\| Accesses ---\|---\|--- 0\| ?\| 2 200\| OK\| 178263 201\| Created\| 0 202\| Accepted\| 0 206\| ?\| 183 301\| Moved Permanently\| 7879 302\| Moved Temporarily\| 1701 304\| Not Modified\| 1928 400\| Bad Request\| 50 401\| Unauthorized\| 72 403\| Forbidden\| 676 404\| Not Found\| 4803 405\| ?\| 1 406\| ?\| 1 500\| Internal Server Error\| 0 501\| Not Implemented\| 0 502\| Bad Gateway\| 0 503\| Service Unavailable\| 0 <file_sep> ![H-Urban Teaching Center](../graphics/btnsyltc154x40.jpg) ![H-Urban Syllabus Archive](../graphics/btnsylsa154x40.jpg) ![H-Urban](../graphics/btnsylhurban154x40.jpg) \| ![Syllabus Archive Selection](../graphics/skysylarchselect.jpg) \| ![H-Urban Syllabus Use & Submission Policy](../graphics/btnsyluse154x40.jpg) ![Comments and Questions](../graphics/btnsylcques154x40.jpg) ---\|---\|--- The Culture of Cities (HUHI 7370) <NAME> University of Texas Dallas, Texas, USA Fall 1994 --- * * * In seminar format, this course offers a collective exploration of the bases, dimensions, and processes that underlay the development of what we too easily term "modern culture" whether in the U.S. or the West more generally. Specifically, we consider the transformation of urban space and place during the epochal era from the late eighteenth through the mid-to late-twentieth centuries. In the process, we critically probe the meanings of both "urban" and "culture" in concrete social and political economic contexts, evaluating alternative formulations and relationships as we search for an integrating understanding. Among the elements of the complex historical interaction we seek to understand are: social class, gender, ethnicity and race, geographic space and sociocultural space, accumulation and display, architecture, institutions, cultural hierarchies (in actuality and symbolically) and relationships, cultural politics and political economics. Among our organizing questions are those that surround notions of mass or class cultures, integration vs. fragmentation, separate spheres, private vs. public spaces, commercial cultures, control vs. freedom, and the futures of both culture and cities. Our realm is the historical; our questions, tools, and theories are interdisciplinary; the boundaries to the inquiry are those we set together in search of "urban culture". Requirements: Regular reading, attendance, and participation in seminar; oral reports to the class; seminar paper in consultation with the instructor. Books Required <NAME>, _Toward an Urban Vision_ (Kentucky, 1975, Johns Hopkins UP, 1991) <NAME>, _Cradle of the Middle Class_ (Cambridge, 1979) <NAME>, _Cultural Excursions_ (Chicago, l99O) <NAME>, _Cheap Amusements: Working Women and Leisure in Turn-of-the- Century New York_ (Temple, 1986) <NAME>, _In Pursuit of Gotham_ (Oxford, 1992) [Optional] <NAME>, _When Ladies Go A-Thieving: Middle-Class Shoplifters in the Victorian Department Store_ (Oxford, 1989) <NAME>, ed., _Inventing Times Square_ (Russell Sage, 1992) <NAME>, _Suburban Lives_ (Rutgers, l99O) <NAME>, _Landscapes of Power_ (California, 1993) * Library reserve reading Week 1. Introduction Film: "The City" (1939; 45 mins.) Week 2. Interpreting Urban Cultures <NAME>, "The City in American Culture," in his _Culture as History_ (Pantheon, 1984), 237-251 <NAME>, "Four Stages of Cultural Growth: The American City," in his _Cultural Excursions: Marketing Appetities and Cultural Tastes in Modern America_ (Chicago, 199O), Ch. 1, 12-28 <NAME>, "The City, Crisis, and Change in American Culture," in _Transitions to the 21st Century_ , ed. <NAME> and <NAME> (JAI Press, 1983), 113-152 <NAME>, Jr., "The Management of Multiple Urban Images," in _The Pursuit of Urban History_ , ed. <NAME> and <NAME> (Edward Arnold, 1983), 383-394 <NAME>, "Civility and Rudeness: Urban Etiquette and the Bourgeois Social Order in Nineteenth-Century America," _Prospects_ , 9 (1984), 143-167 <NAME>, "The City as Teacher," _History of Education Quarterly_ , 9 (1969), 312-325 Also: <NAME>, Ch. VII "Walking in the City" and Ch.IX "Spatial Stories," in his _The Practice of Everyday Life_ (California, 1984), 91-11O, 115-13O <NAME>, "Creating the American Athens: Cities, Cultural Institutions, and the Arts, 184O-1930," _American Quarterly_ , 37 (1985), 426-439 <NAME>, _Marxism and the City_ (Oxford, 1992) Week 3. Wholes and Parts?* <NAME>, _Toward an Urban Vision_ (Kentucky, 1975; Johns Hopkins, 1991) _____, "The Culture of Intellectual Life," and "The Erosion of Public Culture," in his _Intellect and Public Life_ (Johns Hopkins, 1993), 3-15 and 3O-46 Week 4. Parts and Wholes: Social Foundations of Modern Cultural Formations* <NAME>, _Cradle of the Middle Class_ (Cambridge, 1979) <NAME>, "Women, Children, and the Uses of the Streets," _Feminist Studies_ , 8 (1982), 309-335 David Scobey, "Anatomy of the Promenade: The Politics of Bourgeois Sociability in Nineteenth-Century New York," _Social History_ , 17 (1992), 203-227 Also: <NAME>, _The Emergence of the Middle Class: Social Experience in the American City, 176O-19OO_ (Cambridge UP, 1989) <NAME>, _Workers in the Metropolis_ (Cornell, 199O) <NAME>. Katz, <NAME>, and <NAME>, _The Social Organization of Early Industrial Capitalism_ (Harvard, 1983) Film: _Five Points_ (25 mins.) Week 5. Cultures: High and Middle <NAME>, _Cultural Excursions: Marketing Appetities and Cultural Tastes in Modern America_ (Chicago, 199O), Chs. (1), 3, 5, 6, 9, 12, 13 David Scobey, "Anatomy of the Promenade" (as in Week 4) Also: <NAME>, _Culture and the City: Cultural Philanthropy in Chicago, 188Os to 1917_ (Kentucky, 1976) <NAME>, _Highbrow/Lowbrow: The Emergence of Cultural Hierarchy in America_ (Harvard, 1988) <NAME>, _Rudeness and Civility_ (Hill & Wang, 199O) Roy Rosenzweig and <NAME>, _The Park and the People: A History of Central Park_ (Cornell, 1992) <NAME>, _City of Eros: New York City. Prostitution. and the Commercialization of Sex. 1790-1920_ (Norton, 1992) Week 6. Other "Spheres," Other Cultures* <NAME>, "Gender and Public Access: Women's Politics in Nineteenth Century America," in _Habermas and the Public Sphere_ , ed. <NAME> (MIT Press, 1992), 259-288 <NAME>, "The Invisible Flaneur," _New Left Review_ , no. 191(1992), 9O-11O <NAME>, "Policing the Black Woman's Body in an Urban Culture," _Critical Inquiry_ 18 (1992), 738-755 Also: <NAME>, _Women in Public: Between Banners and Ballots, 1825-188O_ (Johns Hopkins, l99O) <NAME>, _Women's Culture: American Philanthropy and Art, 183O-193O_ (Chicago, 1991) <NAME>, _The Sphinx in the City: Urban Life, the Control of Disorder, and Women_ (California, 1992) <NAME>, "Recasting Urban Political History: Gender, the Public, the Household, and Political Participation in Boston and San Francisco during the Progressive Era," _Social Science History_ 16 (1992), 301-333 <NAME>, "City Sex: Views of American Women and Urban Culture, 1869 to 189O," _Urban History Yearbook_ , 18 (1991), 6O-83 <NAME>, "Reconceiving the City: Women, Space, and Power in Boston, 187O-19lO," _Gender and History_ , 6, 2 (August, 1994), 202-223 Week 7. Research time* Proposals for Seminar Papers/Projects Due: Week 7 or 8 Week 8. Other Worlds, Other Cultures <NAME>, _Cheap Amusements: Working Women and Leisure in Turn-of-the-Century New York_ (Temple, 1986) Select from: * <NAME>, "Immigrants, Immigrant Neighborhoods, and Ethnic Identity," _Journal of American History_ , 66 (1979), 603-614 <NAME>, "Middle-Class Parks and Working-Class Play," _Radical History Review_ , 21 (1979), 31-48 <NAME>, "The Triumph of Commerce: Class Culture and Mass Culture in Pittsburgh," in _Working-Class America_ , ed. <NAME> and <NAME> (Illinois, 1983), 123-152 <NAME>, "Encountering Mass Culture at the Grassroots: The Experience of Chicago Workers in the 192Os," _American Quarterly_ , 41 (1989), 6-33 Film: _Coney Island_ (American Experience; 6O mins.) Weeks 9 & 1O. New Worlds, New Cultures* <NAME>, _When Ladies Go A-Thieving: Middle-Class Shoplifters in the Victorian Department Store_ (Oxford, 1989), Introduction, Ch. 1 "Urban Women and the Emergence of Shopping," and Ch. 2 "The World of the Store," 1-12, 13-41, 42-62 <NAME>, "Palace of Consumption and Machine for Selling," _Radical History Review_ , 21 (1979), 199-221 <NAME>, "Transformations in a Culture of Consumption: Women and Department Stores, 189O-1925," _Journal of American History_ , 71 (1984), 319-342 <NAME>, "From Salvation to Self-Realization: Advertising and the Therapeutic Roots of the Consumer Culture, 188O-193O," in _The Culture of Consumption_ , ed. <NAME> and Lears (Pantheon, 1983), 1-38 <NAME>, _In Pursuit of Gotham: Culture and Commerce in New York_ (Oxford UP, 1992), chs. 1, 2, 3, 4, 5, 6 (remainder optional) <NAME>, ed., _Inventing Times Square_ (Russell Sage, 1991), esp. <NAME>, "The Discipline of Amusement," 83-98; <NAME>, "Times Square: Secularization and Sacralization," 2-13; and selections from Pts II, III, IV <NAME>, "Re-Reading Suburban America," _American Quarterly_ , 37 (1985), 368-381 <NAME>, "Sorting Out the Suburbs: Patterns of Land Use, Class, and Culture," _American Quarterly_ , 37 (1985), 382-394 Also: <NAME>, _Land of Desire: Merchants, Power, and the Rise of a New American Culture_ (Pantheon, 1993) <NAME>, Ed., _Consuming Visions: Accumulation and Display of Goods in America, 1880-1920_ (Norton, 1989) <NAME> and <NAME>, "Bold New City or Built-Up 'Burb? Redefining Contemporary Suburbia," in _American Quarterly_ , 46, 1 (March, 1994), 1-3O, and responses by <NAME>, <NAME>, <NAME>, <NAME>, 31-54, and Response by <NAME>, 55-61. <NAME>, ed., _Inventing Times Square_ (Russell Sage, 1991) <NAME>, _The Voice of the City: Vaudeville and Popular Culture in New York, 188O-193O_ (Oxford UP, l99O) <NAME>, _Steppin' Out_ (Greenwood, 1981) Larry May, _Screening Out the Past_ (Oxford UP, 198O) <NAME>, _Amusing the Million_ (Hill & Wang, 1978) <NAME>, _Going Out: The Rise and Fall of Public Amusements_ (Basic, 1993) <NAME>, _Suburban Lives_ (Rutgers, l99O) <NAME>, Jr., _Streetcar Suburbs_ (Harvard, 1962) <NAME>, _Crabgrass Frontier_ (Oxford, 1985) <NAME>, _The First Suburbs_ (Chicago, 1984) Carol O'Connor, _A Sort of Utopia_ (SUNY, 1984) <NAME>, _Bourgeois Utopias_ (Basic, 1987) <NAME> Jr., _The American Family Home_ (North Carolina, 1986) <NAME>, _Moralism and the Mode Home_ (Chicago, 198O) <NAME>, _Expanding the American Dream...Levittown_ (SUNY, 1993) <NAME>, "Urbanism and Suburbanism as Ways of Life," in _American Urban History_ , ed. <NAME> (Oxford, 1973, 2nd ed.), 507-521 Classic works: <NAME>, <NAME>, <NAME>, <NAME> Film: _Proud Towers_ (55 mins.) Week 12. The Private and the Public: Civic Culture(s) Past and Future <NAME>, "Inventing American Reality," _New York Review_ , 3 Dec. 1992, 24-29 <NAME>, Jr., "The Public Invasion of Private Space and...," in _Growth and Transformation of the Modern City_ (Stockholm: Swedish Council for Building, 1979), 171-18O <NAME>,"Rethinking the Public Sphere," _Social Text_ , 25/26 (199O), 56-8O <NAME>, "New York: Sentimental Journeys," _New York Review_ , 17 Jan. 1991, 45-56 <NAME>, "The Face of the City," _Harpers_ , March, 1986, 37-46 <NAME>, "The Hollow Center: U.S. Cities in the Global Era," in _America at Century's End_ , ed. <NAME> (California, 1991), 245 261, 526-528 "Bonus" Book: <NAME>, _Landscapes of Power_ (California, 1991) Optional: * "Public Space: Urbanity, Streets, Costs," _Dissent_ , Fall, 1986, 47O-494 "Whatever Became of the Public Square," HARPERS, July, l99O, 49-6O <NAME>, ed., _Habermas and the Public Sphere_ Also: <NAME>, ed., _Variations on a Theme Park: The New American City and the End of Public Space_ (Hill & Wang, 1992) <NAME>, ed., _The Underclass Debate_ (Princeton, 1993) <NAME>, _City of Quartz...Los Angeles_ (Verso, l99O) <NAME>, _Postmodern Geographies_ (Verso, 1989) <NAME> and <NAME>, _City on the Edge...Miami_ (California, 1993) Film: _Mission Hill and the Miracle of Boston_ (6O mins.) Week 13. Thanksgiving/Research & Drafting time* Week 14. Drafting time Week 15. Presenting papers/Seminar party Papers/Projects Due * Library reserve reading --- ![Author Index](../graphics/btnsylauthor154x40.jpg) ![Subject Index](../graphics/btnsylsubject154x40.jpg) ![Geographic Index](../graphics/btnsylloc154x40.jpg) --- ![H-Urban](../graphics/skyhurban198x38.jpg) Top \| Teaching Center \| Syllabus Archive \| Comments and Questions \| H-Urban H-Urban Syllabus Use and Submission Policy <file_sep>graphics version Department of Plant Biology --- Courses at The Ohio State University Undergraduate Studies Graduate Studies Faculty and Staff Facilities Seminars Symposium Outreach and Alumni Links \| \| ![](../images/guardcell_sphere_small.gif)Summer Quarter 2002 Courses \| ![](../images/guardcell_sphere_small.gif)Autumn Quarter 2002 Courses ---\|--- Projected Course Offerings * * * For Detailed Course Information Click on Field Topic: * General Plant Biology * Molecular Biology and Plant Development * Plant Structural, Developmental and Cell Biology * Biochemistry and Physiology * Seminars/Research/Special * * * Home (text version) Home (graphic version) \| College of Biological Sciences \| OSU Home ---\|---\|--- * * * The Department of Plant Biology will offer the following courses for Summer Quarter 2002: Course: \| Title: \| Credit Hours: \| Instructor: \| Lecture Time: ---\|---\|---\|---\|--- Plant Biology 101 \| Intro to Plant Biology I: Plants, People, and the Environment \| 5 \| \| M,W,F@ 9:30 Plant Biology 101N \| Intro to Plant Biology I: Plants, People, and the Environment \| 5 \| \| M,W @ 6:30 PM Plant Biology 102 \| Intro to Plant Biology II: Plants, People, and the Environment \| 5 \| \| M,W,F @ 9:30 Plant Biology 102N \| Intro to Plant Biology II: Plants, People, and the Environment \| 5 \| \| M,W @ 6:30 PM Plant Biology 293 \| Individual Studies \| 1-5 \| Arranged \| Arranged Plant Biology 693 \| Individual Studies \| 1-5 \| Arranged \| Arranged Plant Biology H783 \| Honors Research \| 3-5 \| Arranged \| Arranged Plant Biology 998 \| Research (Masters) \| 1-18 \| Arranged \| Arranged Plant Biology 999 \| Research (Ph.D.) \| 1-18 \| Arranged \| Arranged For a more detailed listing of section times, click on this link:http://www.ureg.ohio-state.edu/course/summer/ * * * Autumn Quarter 2002: Course: \| Title: \| Credit Hours: \| Instructor: \| Lecture Time: ---\|---\|---\|---\|--- Plant Biology 101 \| Intro to Plant Biology I: Plants, People, and the Environment \| 5 \| Dr. Jensen \| <NAME>, F @ 1:30 Plant Biology 203 \| Plant Growth Physiology \| 4 \| Dr. Raghavan \| M,W,F @ 9:30 Plant Biology 293 \| Individual Studies \| 1-5 \| Arranged \| Arranged Plant Biology 300 \| General Plant Biology (Syllabus: Autumn 2000) \| 5 \| Dr. Sack \| M,W,F @ 12:30 Plant Biology 436 \| Introductory Plant Physiology \| 5 \| Dr. Cline \| MTWR @ 9:30 Plant Biology 604.01 \| Research Methods in Plant Science: Whole Plant \| 4 \| Dr. Knee \| T,R @ 12:30 Plant Biology 623 \| Plant Genetics & Genomics \| 4 \| Dr. Scholl \| M,T,W,R @ 10:30 Plant Biology 630 \| Plant Physiology \| 3 \| Dr. Armstrong \| M,W,F @ 1:30 Plant Biology 650 \| Biological Microtechnique (Syllabus: Autumn 2002) \| 3 \| Dr. Ding \| T,R @ 9:30 Plant Biology 693 \| Individual Studies \| 1-5 \| Arranged \| Arranged Plant Biology 735 \| Plant Biochemistry I \| 3 \| Dr. Sayre \| M,W,F @ 11:30 Plant Biology 998 \| Research (Masters) \| 1-18 \| Arranged \| Arranged Plant Biology 999 \| Research (Ph.D.) \| 1-18 \| Arranged \| Arranged For a more detailed listing of section times, click on this link:http://www.ureg.ohio-state.edu/course/autumn/ * * * Proposed Course Offerings for 2001-2003 (Schedule may be subject to change) Course No. \| Title \| \| 2002 \| \| 2003 ---\|---\|---\|---\|---\|--- \| Su \| Au \| \| Wi \| Sp \| Su 101 \| Intro: Plants, People, Environment I \| \| X \| X \| \| X \| X \| X 102 \| Intro: Plants, People, Environment II \| \| X \| \| \| X \| X \| X 203 \| Plant Growth Physiology \| \| \| X \| \| \| \| H250 \| Frontiers in Plant Biology \| \| \| \| \| X \| \| 300 \| General Plant Biology (Syllabus: Autumn 2000) \| \| \| X \| \| X \| \| 402 \| Plant Development \| \| \| \| \| X \| \| 436 \| Introductory Plant Physiology \| \| \| X \| \| \| X \| 604.02 \| Research Methods in Plant Science: Cells & Tissues (Syllabus: Winter 2002) \| \| \| \| \| X \| \| 622 \| Plant Molecular Biology (Syllabus) \| \| \| \| \| X \| \| 623 \| Plant Genetics & Genomics \| \| \| X \| \| \| \| 625 \| Plant Metabolic Engineering (Syllabus) \| \| \| \| \| X \| \| 630 \| Plant Physiology \| \| \| X \| \| \| \| 631 \| Plant Physiology \| \| \| \| \| \| X \| 643 \| Plant Anatomy (Syllabus: Spring 2001) \| \| \| \| \| \| X \| 648 \| Plant Cell Biology (Syllabus: Winter 2000) \| \| \| \| \| \| \| 650 \| Biological Microtechniques (Syllabus: Autumn 2002) \| \| \| X \| \| \| \| 735 \| Plant Biochemistry I (Syllabus: Autumn 2001) \| \| \| X \| \| \| \| 736 \| Plant Biochemistry II (Syllabus: Spring 2002) \| \| \| \| \| \| X \| H783 \| Honors Research \| \| \| \| \| \| \| 803 \| Seminar in Developmental & Regulatory Plant Bio. \| \| \| \| \| \| X \| 835 \| Advanced Plant Physiology: Reproduction and Dev't \| \| \| \| \| \| \| Last revised: <file_sep> MAT 106 MATHEMATICS CONTENT AND METHODS FOR THE ELEMENTARY TEACHER COURSE SYLLABUS > PROFESSOR: \| <NAME> \| \| DATE: \| Spring 2002 > ---\|---\|---\|---\|--- > HOME PHONE: \| (765) 677-1091 \| \| LOCATIONS: \| > OFFICE PHONE: \| (765) 677-2999 \| \| > OFFICE HOURS: \| By Appointment \| \| > E-MAIL: \| <EMAIL> / <EMAIL> \| \| > > REQUIRED TEXT: \| _Elementary and Middle School Mathematics_ , VandeWalle, <NAME>., (4th Ed.) > ---\|--- > > 1. Course Description: > > A course in mathematics content, methods and materials for elementary education majors. Specific teaching methods and materials are considered. Practice with teaching aids/manipulatives is included. Content learning and methodology will be emphasized which is developmentally and sequentially appropriate to grades K-6. MAT 111 is a prerequisite for EDU 106; this course is taken during the Junior Professional Year. These methods are relative to the NCTM standards which are based on current learning theory and the developmental stages of children. Field experience provided. Emphasis is placed on the Indiana Wesleyan University Teacher Education Knowledge Base Model: "The Teacher as the Decision Maker". It is expected that student will understand their role in becoming a world changer. > > 2. Course Objectives: > > At the completion of this course, the student should be able to: > > 1. Describe and implement the vision of mathematics education put forth in the NCTM Curriculum and Evaluation Standards for School Mathematics. (I, III, V) > 2. Plan, design, and execute lessons that accommodate the individual differences in children's math abilities based on concept of the teacher as a decision-maker. (I, V, VI, VIII) > 3. Develop teaching strategies that incorporate cooperative learning. (I, V, VII, VIII) > 4. Identify the characteristics of a positive classroom environment conducive to tasks and discourse which contribute to learning. (III, VI) > 5. Describe the nature of problem solving and the problem-solving process. State and use many different strategies through logic and reasoning in a contemporary elementary school mathematics program. (I, V, VI) > 6. Describe the relationship between real-world experiences and basic mathematics concepts. (I, V, VI) > 7. Describe the development of number concepts, beginning on the concrete level and moving through the representative and abstract levels. ( I, V) > 8. Model the principles and structures of numeration and place value in lessons for elementary children. (I, V) > 9. State and demonstrate a variety of models used to develop an understanding of addition, subtraction, multiplication, and division. (I, V, VII) > 10. State the relations between the system of real numbers and its subsystems. (I, VII) > 11. Develop the concept of fractions in a meaningful way for children. ( I, V) > 12. Describe the instructional sequence for the development of operations and their properties in mathematics. ( I, V, VII) > 13. Determine the possible outcomes in simple probability exercises after appropriate handling and gathering of data. (I, V) > 14. Understand the metric and U. S. customary systems of measurement and integrate the concepts with topics within mathematics curriculum. (I, V) > 15. Focus on appropriate development of basic geometry and calculate basic formulas. (I, V) > 16. Determine strategies to implement calculator and computer activities which enhance or develop math lessons. > 17. Develop lessons which integrate problem solving effectively and consistently. (I, V) > 18. Implement the Indian Wesleyan University knowledge base model "Teacher as the Decision-Maker." (I, II, III, IV, V, VI, VII, VIII) > 19. Explore the possibilities for mathematics to foster the attributes of a world changer > > 3. Given the guidelines for the NCTM and the Indiana Professional Standard 2c(Mathematics) for teachers of Early and Middle Childhood, this course facilitates the study and implementation with: > > 1. The use of problem solving approaches to investigate and understand mathematical content and formulate problems from everyday and mathematical situations. (I, V, VIII) > 2. The communication of mathematical ideas in written and oral forms by relating everyday language to mathematical language and symbols. (I, V, VII) > 3. The use of models, properties, relationships and patterns to analyze mathematical situations. (I, V) > 4. Mathematics as an integrated whole by studying the interrelationships between various branches of mathematics and recognizing its relevance to the real world. (I, V, VIII) > 5. The concepts: (I) > 1. of number and number relationships > 2. of number systems and number theory > 3. underlying estimation and computation > 4. of measurement, standard and nonstandard > 5. of geometry and spatial sense > 6. of statistics and probability > 6. The exploration and application of patterns and functions. (I) > 7. The application of estimation in working with quantities, measurement, computation, and problem solving. (I, V) > 8. Various kinds of calculators and computers (I, V) > 9. Significant historical and cultural mathematical developments. (I, V) > > This course provides opportunities to demonstrate: > > 1. The identification and modeling of the various teaching strategies used in problem solving in the primary grades. > 2. The use of a variety of concrete manipulative materials for development and exploration of: > 1. pre-numeration concepts > 2. numbers(whole numbers, fractions, decimals, percents, irrational numbers) and their relationship > 3. four basic operations with positive and negative rational numbers > 4. geometric concepts > 5. measurement concepts > 6. logical conjectures and conclusions using words such as "all", "some", "none" > 7. probability, data collection > 3. The use of various kinds of calculators and other technologies as tools for teaching and exploration > 4. Classroom management appropriate for the primary school child that includes: > 1. clear communication of mathematics concepts > 2. various teaching strategies and student grouping > 3. accommodation of various learning styles > 4. decisions based on current knowledge > 5. Curriculum development for the primary grades, its relationship to preschool activities, and its significance in the K-12 curriculum. > 6. Various methods of assessment of student understanding for the purposes of instructional feedback, general mathematical achievement, and program evaluation. > 7. Early in the program and prior to student teaching, students observe and participate in primary grade mathematics classrooms with qualified teachers. A variety of experiences including observing, planning lessons, and instructing elementary mathematics are provided. > > 4. Course Requirements: > > All course requirements are mandatory for student evaluation. > > 1. Communication > 1. Materials Critiques - A one page critique utilizing professional materials documenting the student's competency in the utilization of best current practices in teaching. (Appendix I) Topics to be assigned. > 2. Mathematics Philosophy Statement - The development of a written statement of your philosophy of mathematics education is important proof of your growing knowledge as a pre-service teachers. You should be able to incorporate your knowledge of mathematics theories, professional standards, and processes and practices into a concise written form which clearly states the ways you will teach mathematics to elementary students. Your philosophy should be double spaced and no more than two pages long using 12 point type. (Appendix 5) > 2. Production > 1. Mathematics Teaching Resource Activities - One artifact will be produced for your class presentation. This artifact will demonstrate your ability to produce teaching materials of appropriate content and quality. (Appendix 2) > 2. Mathematics Lesson Plan. Use the lesson plan format in Appendix 4. > 3. Performance > 1. Class Presentation/Assessment - The student will demonstrate mastery of content, methods and strategies of teaching elementary mathematics by individual demonstration of these skills in a classroom setting. (Appendix 3) > 2. Exams - Two exams will be given; a mid-term and a final. Quizzes and examinations will cover content, methods and strategies of teaching elementary mathematics gained from the text, videos, class work and presentations. > > 5. Policies: > > Successful completion of course work is based upon the following: Professional quality of work - completeness, neatness, promptness > 1. Regular attendance and participation in in-class activities. > 2. The standard for Indiana Wesleyan Teacher Education Program is " a professional education course completed with less than a 2.0 (C) must be repeated." > 3. All assignments are due on the date indicated in this syllabus and on the class schedule. All assignments are due at the beginning of the class period. They should be handed to the instructor. Any assignment submitted late will be lowered by FIVE points for each day late. > 4. Attendance at every class is expected. Since class participation is an integral part of the learning process in this course, for each unexcused absence the student's grade will be lowered 2 points. Excused absences are submitted from the Dean's office. Written notification of excused absences must also be submitted prior to the absence by the student to the instructor. > 5. Three tardies (5 min. or more) equal one unexcused absence. > > 6. Course Evaluation: \| \| \| \| Assignment Evaluation: > ---\|---\|---\|---\|--- > 95--100 \| \| A \| \| Four Critiques--25 pts ea. > 92--94 \| \| A- \| \| Math Resource--25 pts > 90--91 \| \| B+ \| \| Performance/Assessment Task--25 pts > 87--89 \| \| B \| \| Math Lesson Plan--25 pts > 85--86 \| \| B- \| \| Math Philosophy--25 pts > 82--84 \| \| C+ \| \| Midterm Exam--100 pts > 78--81 \| \| C \| \| Final Exam--100 pts > 76--77 \| \| C- \| \| > 70--75 \| \| D+ \| \| > 66--69 \| \| D \| \| > 64--65 \| \| D- \| \| > 0--63 \| \| F \| \| > > > Back <file_sep>## ![Clio. The Department of History, University of Pennsylvania](../gifs/main.gif) \| HISTORY 304: Politics and Policy in Twentieth Century America University of Pennsylvania History Department Spring, 1997 Tuesdays, 2:00-5:00pm Dr. <NAME> <EMAIL> Office Hours: M 3-4:30 and by appointment _Course Goals_ : In the 1990s, the United States continues to engage in a debate, which has raged on and off throughout the century, over the appropriate role of the federal government in providing basic sustenance for the disadvantaged. Today, as in the past, this debate raises fundamental questions about equity within a democratic nation. There is little consensus on the causes of disadvantage, or the appropriate responses, or what part of society - the federal government, state governments, or private charities \- should be responding. What constitutes an acceptable minimum standard of living, how race and gender interact with disadvantage, and many other issues remain unsettled in political circles. These questions have a long history, and American answers to them have remained intact in some ways while shifting in other ways. This course will explore the origin and path of this debate, and examine how the welfare state has been shaped as a result. _Course Assignments_ : There are six short paper (2-3 pages) assignments, each of which will count for 7.5% of the overall grade. These papers should respond to a specific reading, either a book or an article, and must be handed in BEFORE the first time the class discusses that book or article. (For example, if you wish to write a paper responding to Linda Gordon's _Pitied But Not Entitled_ , it must be handed in by the start of class on January 28th.) You must do AT LEAST one paper in each section of the class. There is also a term paper (10-15 pages, and 30% of the overall grade), which must be handed in by Friday, April 25th. The nature of this paper and potential topics will be discussed in class. In addition, you are also expected to come to class every week and to be prepared to actively discuss the week's reading assignment. Class discussion will account for 25% of the overall grade. _Course Schedule_ : Jan. 14 Introduction; discussion of poverty, charity, and welfare in the Nineteenth Century. PART ONE: The Progressive Era and the Growth of State Involvement Jan. 21 Davis, _Spearheads for Reform_. Jan. 28 Gordon, _Pitied But Not Entitled_ , pp. 1-143. Feb. 4 Graebner, "Retirement and the Origins of Age Discrimination." Nelson, "Origins of the Two Channel Welfare State." PART TWO: The New Deal and the Creation of a "Semi-Welfare State" Feb. 11 Berkowitz, _America's Welfare State_ , pp. 1-87. Piven and Cloward, _Regulating the Poor_ , pp. 3-119. Feb. 18 Sitkoff, _A New Deal for Blacks_. Feb. 25 Gordon, _Pitied But Not Entitled_ , pp. 145-306. Brinkley, "The New Deal and the Idea of the State." PART THREE: The Welfare State Mar. 4 Piven and Cloward, _Regulating the Poor_ , pp. 123-180. Sugrue, "Crabgrass-Roots Politics." Mar. 11 SPRING BREAK Mar. 18 Chafe, _Civilities and Civil Rights_. Mar. 25 Piven and Cloward, _Regulating the Poor_ , pp. 183-348. Katz, "The War on Poverty and the Expansion of Social Welfare." Apr. 1 Berkowitz, _America's Welfare State_ , pp. 91-197. Katznelson, "Was the Great Society a Lost Opportunity?" PART THREE: The War on Welfare Apr. 8 Massey and Denton, _American Apartheid_ Apr. 15 Reider, _Canarsie_ Apr. 22 Katz, "Reframing the 'Underclass' Debate." Jenks, _Rethinking Social Policy_. _Required Readings_ : <NAME>, _America's Welfare State_ [Johns Hopkins] <NAME>, _Civilities and Civil Rights_ <NAME>, _Spearheads for Reform_ [Rutgers] <NAME>, _Pitied But Not Entitled_ <NAME>, _Rethinking Social Policy_. [HarperPerennial] _ _ <NAME> and <NAME>, _American Apartheid_. [Harvard] <NAME> and <NAME>, _Regulating the Poor_. [Vintage] <NAME>, _Canarsie_ <NAME>, _A New Deal for Blacks_. [Oxford] The books are available at House Of Our Own bookstore, located at 3920 Spruce Street. Bulk Pack contents: <NAME>, "The New Deal and the Idea of the State" in _The Rise and Fall of the New Deal Order, 1930-1980_ , <NAME> and <NAME>, editors. <NAME>, "Retirement and the Origins of Age Discrimination" in Graebner, _A History of Retirement_. <NAME>, "Reframing the 'Underclass' Debate" in _The "Underclass" Debate_ , <NAME>, editor. \---- "The War on Poverty and the Expansion of Social Welfare" in Katz, _In the Shadow of the Poorhouse_. <NAME>, "Was the Great Society a Lost Opportunity?" in _The Rise and Fall of the New Deal Order, 1930-1980_ , <NAME> and <NAME>, editors. <NAME>, "Origins of the Two Channel Welfare State," in _Women, the State, and Welfare_ , <NAME>, editor. <NAME>, "Crabgrass-Roots Politics: Race, Rights, and the Reaction against Liberalism in the Urban North, 1940-1964," _Journal of American History_ 82 (September 1995), pp. 551-578. ---\|--- [Home] [Search] [About] [Contact] [Penn] * * * \| URL: http://www.history.upenn.edu/sp97/204304s97info/syllabus.html (C) 1996 University of Pennsylvania Last modified: 16 January 1997 ---\|--- <file_sep>## ![Colorado State University ](http://www.cs.colostate.edu/CSUlogo- green.gif) Computer Science Department * * * # CS414: Object-Oriented Design (Fall 2001) * * * To get to the webCT pages for this course, click on "Log onto myWebCT" in theWebCT page Only students that have accounts on Lamar or Holly can access the site. If you do not have an account click here for information on how to get an account. Click here for information on how to use webCT. * * * ## Important Notes * Modeling Tools: These tools will be available on the department systems. All models for this class must be created using a wordprocessing/drawing tool or one of the tools below. No hand-drawn models will be accepted. * Together v4.2 * Visio * Rational Rose * The webCT page for the course is set up. * * * Basic Information \| Syllabus \| Grading Information, Tests \| Presentations \| Links to Related Materials \| Programming Project \| Modeling Assignments \| Reading Assignments * * * ## Basic Course Information Description: _The course will focus on object-oriented (OO) requirements and design principles, techniques, and modeling notations. Students will become familiar with OO modeling techniques (using the Unified Modeling Language (UML)), agile ("lightweight") processes, and techniques for transforming design models to code. While there is a significant emphasis on modeling, students will be required to transform models to code implementations in a software development project. Students will also be introduced to concepts related to component-based software development, design patterns, and software architectures._ Prerequisite : This is a STRICT prerequisite: * Successful completion of CS314. Instructor: <NAME>, <EMAIL> Office Hours: * Tuesdays and Thursdays, 10AM-12noon GTA: Dinh Trong Thanh Trung, trung<EMAIL> Office Hours: * Wed, Fri: 1-3PM South Lab, 3rd floor, 601 Howes St. When and Where: Time: Tuesdays, Thursdays 3:35-4:50PM Location: 201 Glover ### TextBooks * Applying The UML and Patterns by <NAME>, second edition , Prentice Hall. The course notes will be based on the second edition, NOT the first edition * Java 2: The Complete Reference by <NAME>, 4th edition, McGraw Hill * * * ## Course Syllabus The following is a _plan_ ; information provided here is subject to change! The following is a tentative course schedule: * Week 1 : Introduction to Agile Processes, Use Cases, Domain Models * Week 2 : Requirements Modeling: Use Cases, Domain Models, System Sequence Diagrams * Week 3 : Modeling System Behavior: Interaction Diagrams, Realizing Use Cases Quiz 1 * Week 4 : Special Topic/Discussion Session 1: Component-Based Development in Java (Guest Speaker - <NAME>) Test 1 * Week 5 : Project inception lockdown, presentations * Week 6 : Advanced domain modeling concepts, Design Class Diagrams, Mapping designs to code Quiz 2 * Week 7 : Design Patterns Test 2 * Week 8 : SSDs, Modeling behavior with Statecharts Quiz 3 * Week 9 : Project iteration 1 lockdown * Week 10 :Design: Architectural Modeling and Patterns Quiz 4 * Week 11 :Special Topic/Discussion Session 2: Agile Modeling and Agile Processes Model and Code Refactoring * Week 12 :Project iteration 2 lockdown * Week 13 :Model and Code Refactoring cont'd Handling Persistence Quiz 5 * Week 14 :Thanksgiving Break * Week 15 :Project presentations * Week 16 :Course wrap-up Review Quiz 6 The Discussion Sessions involve students presenting their views on current software development trends. Students, working in groups of 3 or more, will be asked to research a topic and present their findings. Topics targeted for this semester are: Agile Processes/Modeling and Component Technologies. Guest lectures will be arranged for some of these sessions. The Quizzes will be given in the class or will be available online (see webCT) and should not take longer than 10 minutes to complete. Students will get marks simply for completing the quizzes. Answers will be discussed in the class. The quizzes are intended to gauge student understanding of the concepts and to help students prepare for the tests. ### Modeling Assignments There will be a total of three modeling assignments. Students will work in pairs or groups of 3 on these assignments. Assignments must be handed in at the start of class on due dates. All assignments must be typed. Handwritten assignments will not be accepted. Modeling Assignment Schedule * September 6: Modeling Assignment 1 due * September 18: Modeling Assignment 2 due * October 11: Modeling Assignment 3 due ### Programming Project A course project will be made available during the second week of the semester. Students will initially form groups of 2 to 4 individuals and will develop the project deliverables using an iterative/incremental process. A total of three iterations are mandated (groups can subdivide each of these iterations into subiterations if they deem necessary). Working code with documented designs must be delivered at the end of each iteration. The process for each iteration is mostly defined by the group, but groups will be mandated to use particular development techniques (e.g., pair-programming and testcase- driven code development) or develop specific models. These restrictions will be posted on webCT before the start of each iteration. Time will be scheduled during the semester for "lockdown" sessions. The first lockdown session will focus on completing a first attempt at modeling the requirements and scoping the first iteration. In the class following this lockdown students must present their use cases and domain models and the planned scope of their first iteration. In subsequent lockdowns, groups will focus on getting artifacts in place to produce working implementations for an iteration. In the classes following these lockdowns, groups must hand in working code, and they must present their designs to the rest of the class (this marks the end of an iteration). In the presentation classes groups can negotiate with other groups to create mergers. Marks will be awarded (in "real-time") based on quality of presentations and the level of involvement of each group member in producing the results (groups must state each individual's responsibility in producing the results in their presentations). Individual members of groups can be "fired" (recall that marks will be awarded based on level of involvement; if the lecturer judges that a student has not contributed significantly in the current iteration, the group mark will be adversely affected). The "fired" members can choose to complete the project on their own (a daunting task) or negotiate to join another group. All mergers must be approved by the lecturer. Students can also appeal their "firing" from a group by presenting their cases to the lecturer. The planned schedule of iterations is given below: * Week 5: Inception lockdown and requirements presentations * Week 9: Closing iteration 1: lockdown and presentations * Week 12:Closing iteration 2: lockdown and presentations * Week 15:Closing iteration 3 (final product): lockdown and presentations Once confirmed the schedule will be strict! Groups can choose to deliver less features but they must deliver what they have implemented after the presentations. The small print: _Requirements can change anytime during the process! Also do not assume that you will be working on the product you delivered in the previous iteration in the next iteration. The lecturer has the right to arbitrarily assign groups to work on a product produced by another group. Ofcourse, in such an event you can consult the other group for an explanation of their design but don't bank on getting much of their time - they would be busy working on their next release as well!_ Good Luck! ### Grading Information Marks will be allocated as follows: * Quizzes: 5% * Modeling Assignments: 15% * Programming Project: 30% * Test 1: 10% * Test 2: 10% * Test 3: 30% The following is the planned schedule of tests with topics: * Week 4: Test 1: UP, domain models, use cases; Larman Chapters: 1,2,5-12,25,36,37 * Week 7: Test 2: Contracts, interaction diagrams, realizing use cases, component technologies; Larman Chapters: 13-17, 26 * Thursday Dec. 13, 2001 - Final Exam: 5:50PM-7:50PM * * * ## Reading Assignments (Larman TextBook) Students are required to complete reading the following chapters by the end of the week indicated. Not all the materials will be covered in depth in the class, but students will be tested on the contents of these chapters. * Week 1: Chapters 1-3; 36,37 * Week 2: Chapters 4-9; 25 * Week 3: Chapters 10-13; 26-28 * Week 6: Chapters 14-23 * Week 8: Chapters 30-33 * Week 10:Chapters 29,34 * * * ## Links to Related Materials More links will be added to this section as the need arises. ** * CSU Help Docs: Contains help documents on Unix, WebCT, Java. * OMG UML Resource Page: Contains articles and tutorials on the UML. * UML resource Center: Contains information on the UML including the official standard documents. * Object Management Group (OMG): This group is responsible for developing the UML and other OO industry standards. * AGILE PROCESSES * Agile Modeling: Good source of information on an emerging area. * Extreme Programming: Info on the latest industry process buzz. * Extreme Programming Explained * Scrum Agile Process: Info on the Scrum development process (yet another agile process). * The Crystal Agile Processes: Info on the Crystal Methods (more agile processes ...). * JUnit site: Download the JUnit tool from this site. * Cetus Links:OO: Links to WWW sites on OO frameworks, patterns, C++, and Java. * Patterns Home Page * Software Architecture Information Resources * SEI Software Architecture Site * Alhir's Links to UML stuff : A source of information on the UML. * * * Comments: _<EMAIL>_ _Last modified:_ July 30, 2001 <file_sep> Syllabus \| Assignments \| References \| Lecture Notes \| Grading Policy \| Exam Dates \| Text \| Schedule \| Instructor \| Useful Links ---\|---\|---\|---\|---\|---\|---\|---\|---\|--- ## CSC 311-002 Data Structure ### Spring 1999, Withers 210A, MW 5pm - 6:15pm ### Department of Computer Science ### North Carolina State University http://www.csc.ncsu.edu/faculty/rhee/clas/csc311 Instructor \| Dr. Injong Rhee Office: EGRC 460, Phone: 515-3305 Office Hours: MW 6:15pm - 7:15pm (Withers 220), Tu 4pm-5pm (EGRC 460) Email: <EMAIL> Home page: http://www.csc.ncsu.edu/faculty/rhee \| ![](myPic.gif) ---\|---\|--- TA \| <NAME> Office: Withers 402, desk number 14 Office Hours: Tuesday 9:30-11:00am, Thursday 4-5:30pm Phone: 515-7135 Email: <EMAIL> --- Prerequisites \| C or higher in CSC 210 and CSC 222 (if you have not fulfilled these requirements, please drop the course). Students are expected to be familiar with C++. The knowledge of JAVA is not strictly necessary. Schedule \| Plan (email posted on 3/15/99) ![](new.gif) Text \| Goodrich and Tamassia, Data structures and Algorithms in JAVA. Course Summary \| The purpose of this course is to introduce the principles of data structures that allow one to store and collect data objects with fast updates and queries. The course topics include the following: ![](Bullet8.gif) Overview of Java ![](Bullet8.gif) Running Time ![](Bullet8.gif) Stacks, queues, and linked lists. ![](Bullet8.gif) Sequences ![](Bullet8.gif) Trees ![](Bullet8.gif) Priority queues ![](Bullet8.gif) Dictionaries ![](Bullet8.gif) Sorting ![](Bullet8.gif) Graphs Grading \| The course grade is determined by the total points earned by students during the semester. There are 1000 points distributed as follows. 50 pts. Attendance (5 free missed days allowed, -5 points for each one after them) 300 pts 6 -7 written homework assignments 300 pts 4 programming assignments 150 pts one or two mid term examination (dates TBA in class). Feb 8th in class Solution April 5th in class Sample Test Guideline 200 pts Final Exam. May 10 th 4:10pm - 7pm. Current Grade (up to mid-term 2, program 2, and hw 4). ![](new.gif) Late Policy \| All assignments are due at the beginning of the class on the due day. 10% off from each day late. No credit if more than 5 days late. There is no exception on this policy other than some attenuating circumstances provable only by official documents (e.g., doctor's statement) or approved in advance by the intructor. Course Announcements \| A web page has been set up for the course. This page will be used as a permanent repository for homework, programming assignments, their solutions, lecture notes, and course announcements. Sometimes course announcements are made through email. All students are responsible for retrieving course announcements made by email or through the home page. So frequently check your email and read this home page. I will send email _only_ to your eos email addresses. Most of documents are in the postscript or pdf format. You can dowload a free copy of pdf (acroread) reader, and postscript viewer ( from the Internet. Useful Links \| Java Tutorial Yet another tutorial Difference between C++ and JAVA Lecture Notes \| Introduction (1/4/99) Java Primer (1/6/99) Hello.java (1/6/99) Algorithm Analysis (1/11/99) Handout 1 (1/11/99) Recursive Algorithm Analysis (1/13/99) Recursive Algorithm Analysis II (1/20/99) Queue (2/3/99) , BW; Sequence Tree Priority Queue B&w; version Dictionary Graphs (Definistion, DFS,BFS) MST Shortest Path (Bellman-Ford) ![](new.gif) Assignments \| Homework 1 (due Jan 18th) Solution Program 1 (extended due date: Feb 19th) Homework 2 (due Feb 10th) Solution Homework 3 (due Mar 3rd) Solution Program 2 (due Mar 21st) Note that these progs are code fragments -- never meant to be complete. Random(java) Random(c++) Timing your code in c++ Timing your code in java Homework 4 (assigned 3/15, due 3/29) Solution Program 3 (to be assigned 3/22, due 4/11) Homework 5 (due 4/28) Solution ![](new.gif) Program 4 (due 4/30) ![](new.gif) References** \| <NAME> and <NAME>, _The Java Programming Language,_ The Java Series, Reading, Mass.: Addison-Wesley, 1996. <NAME>, _Java in Nutshell._ O'Reilly, 2nd ed., 1997. <NAME> _Understanding Object-Oriented Programming with Java_ Addison- Wesley, 1998 <NAME>, <NAME>, and <NAME>, _Fundamentals of Data Structures in C++,_ Computer Science Press. <file_sep>[Contents] \| [Comment] \| [Home Page] \| [Index to Home Page] ---\|---\|---\|--- Extended Learning School of Extended and Continuing Education Western Illinois University --- Table of Contents --- * Preface * Meet the Author * Student Information * Instructor * Course Materials * Syllabus: Assignments, Examinations. Grades * Time Limits for Taking and Completing the Course * Withdrawals/Tuition Credit * Questions * Course Progress Record ### Course Materials * Course Lectures and Discussion * Course Materials for Modern Political Theory: Guidelines for Papers, Glossary, Bibliography, etc. * Syllabus: Assignments, Examinations. Grades * Web Sites Linked to _Modern Political Theory_ \--Machiavelli to the Twentieth Century * * * Preface --- * * * This is a Web page for a course on Modern Political Theory that will be taught solely over the World Wide Web and offered in the Spring of 1999. If you peruse these pages you will find lectures, discussions of the subject matter, links to Web pages in Modern Political Theory, a bibliography of relevant books, a glossary, etc. We will also be establishing discussion forums in the form of bulletin boards, email, and chat rooms. We can also rely on the tried and true method of mail and telephone if all else fails (just kidding). This is the second time that I have taught this course solely over the World Wide Web. We will make extensive use of WebCT which should enhance discussion through Chat and Bulletin Boards. I would also welcome suggestions all during the course if you wish to try some different things. This is an experiment in learning and we all need to participarte if it is to be successful. This is a work in progress so I will be updating it as we go along. Welcome to your Independent Study course at Western Illinois University. The materials you are using have been prepared by the university faculty especially for people like you who are unable to attend courses on campus or at extension centers. We hope you will learn a great deal from the readings and find the Course Guide helpful. The information that follows is designed to assist you in studying the material and sucessfully completing the course. Please read it carefully before you begin to study. Meet the Faculty Member --- * * * My name is <NAME>. I am professor of political science, and department chair, at Western Illinois University in Macomb, Illinois. I have been at Western since 1972 and my degree is from the University of North Carolina (UNC). My wife also attended UNC and also teaches political science at Western, with a focus on comparative politics. Our daughter works for the US Navy, is married, and just has return to the US. Our cat's name is Theo. I teach political theory -- modern and classical -- the philosophy of the social sciences at the graduate level, politics and film, American political thought, and the Internet and Political Science. My teaching load has been reduced while I serve as department chair. This will be the first course that I have taught solely on the Web even while I have used computers extensively in my courses. The Internet and the World Wide Web are the most exciting pedagogical and technological advance in education in the twenty years that I have been teaching. The Internet and Web can also offer a real lesson in social and civic responsibility in an age of aggressive individualism. While there is the obvious and disturbing constraint of access to a computer and an Internet provider, for those who are on-line, the Internet offers a corncuopia of information free for the asking. While my main research interest remain democratic theory as it pertains to voting behavior and the Supreme Court, the Web and Internet have become increasingly inportant as a research area. * * * Student Information --- Instructor You have been assigned an instructor, a professor at Western Illinois University, with whom you will be working. His name, campus mailing address, and phone number are indicated below. When you have questions or want to discuss your readings, please write or call him. If you live near the campus, you are encouraged to arrange a visit with him. <NAME> Department of Political Science Morgan Hall Western Illinois University 1 University Circle Macomb, IL 61455 You can reach your instructor at his office telephone--309/298-1055. If there is no answer, you may call the department office at 309/298-1055 and leave a message for him. You can also reach him at this home number of 309-836-3700. You may also reach him at his E-mail address: <EMAIL>. His World Wide Web address is http://www.wiu.edu/users/mfcjh/wiu/home.html * * * Course Materials --- Textbooks * Dolbeare and Medcalf, _American Ideologies Today_ * Wolff, _An Introduction to Political Philosophy_ * Wooton ed. _Modern Political Thought: Readings from Machiavelli to Nietzche_ * * * Course Guide This is your Course Guide. Following its guidelines should be valuable to you throughout the course. For a more complete description see the syllabus. Assignments ### Exams and Papers Exams \-- All exams will be proctored following the procedures established for extension courses. I will give more details on that later. There is no fixed date for taking the exams. It is the responsibility of each student to decide when you are ready and then set it up to have the exam proctored. There is one potential problem in the combining of variable dates for exams and a Web course. Students will clearly be taking exams at different times and they will also be in contact with each other. Prior to taking the exam it is of course quite appropriate to discuss the exam amongst each other. It is not appropriate, it is dishonest, for the student who has not taken the exam to discuss its content with someone who has taken it earlier. You are each on you honor in this regard. Essays and Papers \--There are several options in regards to the paper. If you chose to write two essays, the first essay is due in draft form by May 1st. If you choose to write a research paper you should turn in a one page proposal describing your topic by May 1st. The first draft for the research paper should be turned in by June 15th and the final draft by July 26th . If you do two essays the final draft of the first essay and the second essay should be turned in by July 26th. The Web site review is due prior to the end of the course which is August 1st. 1. First mid-term --- 20% 2. Second mid-term --- 20% 3. Final Exam --- 30% 4. One Research Paper or Two Essays --- 25% 5. Web Site Review -- 5% Exams \--The exams are a combination of identification, short essays and longer essay questions. "Class participation" through email rooms, bulletin board forums, and chat rooms will be considered. Study Guide: For the three exams Just click the link to see the study guide. Essays and Papers: There are two short essays (3 pages each of 750 words), or one longer research paper (6 pages or 1,500 words) required of all students. Web Site Review-- Two pages or 500 words in which you select a Web site in the area of Modern Political Theory and write a short review of its content and merit. Papers \-- There is one essay or research paper (6 pages or 1,500 words) required of all students on topics to be announced Web Site Review \--Two pages or 500 words in which you select a Web site in the area of Modern Political Theory and write a short review of its content and merit (graded on a pass/fail basis). Class participation both in class and over the Web will be considered in the final grade. * * * Examinations There are three exams: * First mid-term 20% * Second mid-term 20% * Final Exam 30% * Two papers 30% The exams are a combination of multiple choice, short answer and essay questions. Class participation both in class and over the web will be considered. * * * Procedures for Taking Exams Be sure to complete all required assignments before applying for the examination. Schedule your examination with an appropriate proctor (see "Supervision" section below.) When you are ready to take the examination, complete the Examination Request Form located in this Course Guide and send it to the Extended Learning office. In arranging for your exam, be sure to allow adequate time for mail delivery of your Examination Request Form and for the exam to arrive at the proctor's address. Two weeks is usually adequate. The examination is mailed directly to the proctor; you are responsible for paying the fee (if any) that the proctor asks for this service. Some instructors request that this office obtain permission to mail examinations, and the instructor may not grant permission until all other written materials have been submitted and graded. Therefore, do not mail your Examination Request Form until two weeks before the expected examination date. Your instructor corrects the examination, assigns points, and informs you of your score on each examination. When you take your examination, be prepared to provide your proctor with positive identification. If your proctor does not know you personally, you will be asked to present this identification. Supervision Students living in the Quad Cities area must take all examinations under the supervision of personnel at the Western Illinois University Regional Center (WIURC) or the Rock Island Arsenal. Call to schedule a time for the examination. WIURC requires 24-hour notice before scheduling an exam. Western Illinois University Regional Center Rock Island Arsenal 3561 60th Street Building 90 Room 2-26 Moline, IL 61265 Rock Island, IL 61299-7480 309/762-9481 309/786-0288 Students living near Macomb must take all examinations in the Extended Learning office, 401 Memorial Hall, WIU. Call 309/298-2496 to schedule a time for the examination. Students living in other locations should arrange for an acceptable proctor to conduct the examination and are responsible for fees assessed. Acceptable proctors include the following individuals: Testing center personnel at community colleges and universities High school principals and counselors School superintendents Education officers of military personnel Education officers of correctional facilities (for incarcerated individuals). Indicating a proctor on your Examination Request Form who does not meet these requirements will cause a delay in processing your examination. Faculty members, relatives, work supervisors, or the immediate employer of the student may not serve as proctors. WIU reserves the right to reject a proposed examination proctor. Examinations will be sent only to the proctor's institutional address and must be proctored at the educational institution. Examinations will not be faxed. Grades Board of Governors' students should note that a grade of D or F does not earn credit in the degreee program. * * * Time Limits Students enrolled in Independent Study courses have a time period extended beyond the academic term in which to complete all coursework. It is important that you understand the mechanics of the reporting system. At the end of the term in which you enroll, a grade is posted on your official transcript. If all of the course requirements are submitted to the instructor by the first day of finals week, a grade of A , B , C , D , or F is recorded. If you have not completed the course requirements, an I (Incomplete) is recorded on your transcript. In all cases, the Registrar's office sends a grade report to you at the end of the term. To remove an I , all coursework must be submitted to the instructor by the deadlines listed below. When the course is completed and the instructor submits a Change of Grade form (which is also signed by the department chairperson and the dean of the college), the I is changed to a letter grade on your official transcript. The Registrar's office notifies you of this change. If coursework has not been received by the dates specified below, however, the Registrar's office changes all remaining Incompletes to a grade of F. You do not receive notification of this grade change. Deadline Dates Fall Semester March 1 Spring Semester August 1 Summer Session December 1 If you are planning to graduate, or need your grade recorded before the extended deadline, remember to allow adequate time for grading of your assignments and exams. It is also advisable to inform your instructor if you have deadlines to meet. * * * Withdrawals/Tuition Credit To receive full credit of tuition, written notice of withdrawal must be received by the Extended Learning office no later than six weeks after the term begins. Students may withdraw from a course without academic penalty upon written request during the first ten weeks of any term provided that 50% of all course requirements have not been completed. An Independent Study Course Withdrawal Form is included in this Course Guide. * * * * * * Questions If during the process of completing this course you encounter problems or have questions, feel free to contact your instructor or the Extended Learning office. Write or call Extended Learning, 401 Memorial Hall, Western Illinois University, Macomb, IL 6l455, 309/298-2496. Office hours are 8:00 a.m. - 4:30 p.m., Monday-Friday. * * * * * * Questionnaire In order to allow the Extended Learning staff to better identify the needs and assess the problems of students enrolled in Independent Study courses, please fill out the Questionnaire found on the last pages of this Course Guide and return it to the Extended Learning office when you complete the course. If you wish, you may submit it to your proctor at the time of your last examination and request that it be returned with your examination. Your cooperation will assist the Extended Learning staff in developing new courses and revising the ones now offered. * * * Course Progress Record You may find it helpful to use this chart to organize and record your progress in the course. Target Assignment # Completion Date Exam # Date Date Sent Received Grade \| \| \| \| ---\|---\|---\|---\|--- \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| * * * ![](/users/mfcjh/wiu/images/colorbar.gif) Course Lectures and Discussion --- Lectures from Machiavelli to the Present \| \| \| \| ![\[Contents\]](/users/mfcjh/wiu/images/cntsicox.gif) [Contents] \| ![\[Index\]](/users/mfcjh/wiu/images/indxicox.gif)[Index] \| ![\[Comment\]](/users/mfcjh/wiu/images/cmnticon.gif)[Comment] \| ![\[Home\]](/users/mfcjh/wiu/images/homeicon.gif)[Home] ---\|---\|---\|--- Last updated 13 January 1999 If you wish to comment: <EMAIL> <file_sep># Introduction to Bioinformatics PHCL 7611 / BIOM 6682 (2 credits) \| Prof. <NAME> ---\|--- Introduction to Bioinformatics \| SoM #2817b CPH Auditorium (except 9/13 and 11/1 in Sabin Auditorium) \| 315-1094 Thursdays, 3:00-4:30pm \| <EMAIL> Office hours by appointment \| http://compbio.uchsc.edu/hunter * * * Course Description \| Syllabus \| Grading \| Course Materials ---\|---\|---\|--- * * * ## Course description A gentle introduction to the theory and practice of bioinformatics and computational biology. Topics include: the analysis of macromolecular sequences, structures, gene expression arrays and management of the biological literature. Goals for the course: The course will familiarize students with the tools and principles of contemporary bioinformatics. By the end of the course, students will have a working knowledge of a variety of publicly available data and computational tools important in bioinformatics, and a grasp of the underlying principles that is adequate for them to evaluate and use novel techniques as they arise in the future. Course Requirements: * There are no formal prerequisites for this course. A familiarity with the concepts of molecular biology and comfort using computers and the internet will be assumed. * Textbook: _Bioinformatics: Sequence and Genome Analysis,_ by David Mount. The book is available in the bookstore. * Access to a computer with an internet connection ### Syllabus 1. What is bioinformatics, and why study it? 1. A whirlwind tour of some major bioinformatics resources on the web 2. An introduction to some computer science and its relationship to bioinformatics 3. How this class works 2. Macromolecular sequence analysis 1. The types and origins of macromolecular sequences 2. The value of aligning sequences to one another 3. Dynamic programming, and other approaches to aligning pairs of sequences 4. Multiple sequence alignment 5. Hidden Markov models of sequence families 6. Searching sequence databases 7. Machine learning and the prediction of sequence characteristics 3. Macromolecular structure analysis 1. The types and origins of macromolecular structures 2. Structure prediction problems 3. Methods for RNA structure prediction 4. Methods for Protein secondary structure prediction 5. Methods for Protein tertiary structure prediction 6. Molecular Dynamics 4. Phylogentic analysis 5. Gene expression array analysis 6. Biological pathway analysis 7. Managing and analyzing the biological literature ## * * * Grading Problem sets: There will be four problem sets, each of which is expected to take you several hours of work. These problem sets are intended to give you hands on experience with the work of computational biology, and should be learning experiences as well as evaluation tools. The bulk of these problem sets will involve going to various web sites and doing things. Final/Project : There will be a take home final exam handed out at the end of the last class on November 15, and due by 5pm Friday, November 16 . If you prefer, you may substitute a course project for the final exam. If you want to do a project, you will have to submit a proposal by October 18. Please see me early in the course if you are interested in doing a project instead of the exam. ### Problem sets Problem sets and solutions will be posted here. Problem set 1 Problem set 2 ### Final The final exam is due November 19 at 9am ## * * * Course materials ### Schedule updates Please check here for changes from the normal schedule. _ * There will be no class on September 13. * Class meets in Sabin Auditorium on November 1. _ ### Lecture Notes Lecture notes will be posted here, generally just before class time. The HTML versions are best for viewing online, and the PDF versions are better for printing (but the files are large, and may take a while to download). To read the PDF files, you may need to download the Adobe Acrobat PDF file reader HTML versions: 8/30/2001 9/6/2001 9/20/2001 9/27/2001 10/4/2001 10/11/2001 10/18/2001 10/25/2001 11/1/2001 11/8/2001 PDF versions: 8/30/2001 9/6/2001 9/20/2001 9/27/2001 10/4/2001 10/11/2001 10/18/2001 10/25/2001 11/1/2001 11/8/2001 ### Web sites This section will grow as the course progresses. Here are pointers to some of the web sites I discuss in class. * Local Resources * Center for Computational Pharmacology * CU Denver/UCHSC Center for Computational Biology * Listings of bioinformatics web sites * Nucleic Acids Research Database Issue 2001 (with Database of Databases ) * Weizmann Institute list of bioinformatics web sites * Kyoto list of bioinformatics web sites * Google bioinformatics entry * Bioinformatics journals, conferences and society * International Society for Computational Biology * Bioinformatics (journal) * Journal of Computational Biology * Pacific Symposium on Biocomputing (Free full text proceedings) * Intelligent Systems for Molecular Biology (ISMB) * RECOMB * Journalistic coverage of bioinformatics (useful for keeping up with commercial developments) * GenomeWeb.com (companion to Genome Technology, free magazine) * Bioinform * NCBI National Center for Biotechnology Information * Entrez * BLAST * Education pages * PDB Protein DataBank, a database of macromolecular structures ### Background For those of you who are taking the course without a background in both molecular biology _and_ computer science, here are background materials that will help you come up to speed in the areas you are less familiar with. #### Computer Science Background I believe that to be successful as a bioinformatician, you need to be able to design and create complex software systems. There is no substitute for experience, so the best training is to write a reasonably large piece of software under the close supervision of an expert. There's nothing like experience to drive home the value of appropriate data structures, correct algorithm choice, clear interfaces and good documentation. In terms of topics, I'd suggest at least (1) data structures, (2) algorithms and (3) software engineering. Here are some introductory books and other resources to get you started down that path: * _Computer Science, an Overview_ <NAME>, 6th edition, 1999\. An excellent introductory textbook, which you can purchase at amazon , or you might want to look for used copies on the net. * _The Structure and Interpretation of Computer Programs _ Hal Abelson and <NAME>. The best textbook on software engineering. Not a gentle introduction, but a great one. The book is now free online. In addition, there is a complete and free set of video lectures by Abelson and Sussman themselves available from ArsDigita university. These lectures were given in 1986, but they are still an excellent introduction to the principles and practices of software engineering. The entire online university is worth exploring: http://aduni.org * Also, a lot of computer science is knowing the best algorithms developed for a wide variety of particular tasks. My favorite reference book for algorithms (and a good investment if you are serious about computer science) is Cormen, Leiserson & Rivest, _Introduction to Algorithms_ McGraw-Hill, 1990 (yes, that's OK) You can purchase it at Amazon or look for a used copy. #### Molecular Biology Background Being a successful computational biologist requires more knowledge of the domain than most applied computer science. Decent biological intuition is crucial to avoid making painful design errors. Biology is taught in a spiral, where one keeps returning to the same topics, each time with increasing levels of sophistication and subtlety. These links will take you around the lowest level of the spiral once: * An Introduction to Molecular Biology for the Computer Scientist Ch.1 of <NAME>. _Artificial Intelligence and Molecular Biology _ MIT Press 1993 * The MIT Biology Hypertextbook <file_sep> COLLOQUIUM IN PUBLIC HISTORY ** Dr. <NAME> - Armitage 354 History Department phone: 225 6080 Fall, 1998 email: <EMAIL> This course is designed to introduce the student to a number of ways in which the discipline of History is applied both by academics and by non-academic practitioners. Through readings and discussions, students develop familiarity with several basic trends in recent historiography, and how they have affected the profession. After a review of some aspects of recent literature on the practice of history, each student will chose a particular public historian, review his or her career and works, and present both an oral and a written evaluation of the author's approach. The student should choose a living author, and should arrange to interview the author in person or by telephone. See below for details on interview. If the interview is arranged in person, it can serve as an introduction to some of the methods of oral history technique, which we will discuss in the course. For the purposes of this syllabus, the evaluation of the individual historian will be called an " _Historiographic Note_. " Each week through weeks 2-9, each student is to submit a single copy of a 3-4 page written commentary on the readings, called a " _Commentary_ " in this syllabus. This section of the course will serve to introduce new graduate students to the colloquium method of instruction. For new and more advanced students, the writing exercises may help sharpen analytic and writing skills. All should gain a picture of some of the current trends in history and public history from these readings, their discussion, and the Commentaries. Guidelines for preparing both the Commentaries and the Historiographic Note are presented later in this syllabus. READINGS <NAME>: _The Modern Researcher_ (5th ed.) Benson, et. al.: _Presenting the Past_ Marty and Kyvig: _Nearby History_ Henderson and Kaeppler: _Exhibiting Dilemmas_ West: _Domesticating History_ Jones and Cantelon: _Corporate Archives_ Stull: _History on the Internet_ Materials from: Current Public History controversies. [These will be distributed in class.] SCHEDULE _WEEK_ _TOPIC/DISCUSSION_ _READING TO BE COMPLETED_ 1. Introduction to the topic 2. History as Scientific Method Barzun and Graff 3. New perspectives: Social sides Benson:as assigned 4\. New perspectives: Nearby History Marty and Kyvig 5. Historic artifacts as documents Henderson and Kaeppler [At this session, each student should submit the name of the historian who will be the topic of his or her Historiographic Note, together with a list of that author's published works, in the order of publication date. Those works to be read for the Historiographic Note should be marked with an asterisk.] 6. Homes as historic texts West 7\. Corporate Archives Jones and Cantelon 8. Contemporary access: Stull 9. Contemporary Public history cases [handout] Sessions 10-14: Student seminar oral presentations of Historiographic Notes on particular historians, as scheduled. GUIDELINES _GUIDELINE FOR COMMENTARIES ON READINGS_ __ R.1.In general the focus in the written Commentary should center on these questions: How do the authors define a good approach to history? What is the underlying central thesis of the work? What are the strengths and weaknesses of the argument as presented? What ideological positions are reflected in the authors' approaches to the past? What insights from the authors are particularly valuable? What limitations do you detect in the authors' approach? R.2. Good style, of course, dictates that you not cover these questions as if they were simple question and answer propositions. You should write a coherent essay addressing these and other aspects of the work you think are pertinent. You should strive to express your own reactions, expressing both your positive and negative responses to the questions in R.1. R.3. The manuscript should be no longer than 3 to 4 pages, double spaced. R.4. You should use a word processor, should double space, and should number your pages. References to page numbers in the works you cite may follow the MLA style if you prefer. _ _ _GUIDELINE FOR THE "EXECUTIVE SUMMARY" OF HISTORIOGRAPHIC NOTE_ E.S.1. When scheduled to make the oral presentation, each student is to bring a one page "Executive Summary" of his or her oral presentation of the Historiographic Note for distribution to the group. Prepare sufficient copies of the Executive Summary for all members of the class. The oral presentation will be limited to 20 to 35 minutes, to be followed by a discussion up to 10 minutes. The Executive Summary should: E.S.2. Succinctly present the chronology of the historian's life: birth, education, career. E.S.3. Present a list of the publications of the author (if any), with those you are discussing in detail marked with an asterisk. E.S.4. Present a paragraph summarizing the historian's ideology, slant, or approach. In this paragraph you should give an indication of the historian's self-image. _GUIDELINE FOR ORAL PRESENTATION 20 TO 35 MINUTES_ O.P.1. Using the Executive Summary, you should make clear for the class what type of historian is the subject of your study. You should be familiar with some of his or her works (written or other) and be prepared to discuss them, and to answer questions about your subject. Those scheduled later in the semester will have the advantage of having completed the oral interview, and should be able to give the class an impression of the historian's personality and character. In one sense, your oral presentation is much like a "briefing" presented at staff meetings of corporate and government organizations. Do not think of your presentation as a lecture. O.P.2. After the presentation, you should be sure to make notes on any questions, comments, suggestions, and ideas received in the class and work to incorporate useful elements in your final written version. Your ability to incorporate suggestions will be part of the judgment on the final written product. _WRITTEN PRESENTATION OF HISTORIOGRAPHIC NOTE_ H.N.1. The final written version of the Historiographic Note is to be submitted in the 14th week; the due date will be announced. The written treatment of the historian chosen should, as a minimum, accomplish the following: H.N.2. Give biographical details, including education and publication interests. H.N.3. The historian's point of view and style of historical work should be examined. In order to explore these questions, the student should present a close examination of two or more of the historian's works. If the historian's work has taken the form of exhibits, displays, programs, or other non-written historical products, those should be analyzed. In particular, such issues as these are appropriate: What is the historian's point of view, on political/social issues? What types of sources does he or she use? How well does the historian measure up to the standards set by Barzun and Graff? What sort of audience/client is the historian writing for? How receptive is the historian to such techniques as: quantification, oral history, artifact/non-paper documents, social perspectives, use of modern tools of the trade including computer, photocopy, tape- recorder, or on-line research? How does the historian interpret the material he or she works with? H.N. 4. As to length, each student must define an appropriate treatment. In general a paper under 8 pages would probably be much too short for such a topic; one over 20 pages would probably be more extensive than necessary. Try to aim at about 10-15 pages for the main body of the paper. Each student is to prepare a direct transcript of at least three pages of the tape to include as an appendix to the paper. You can choose any section of the tape to transcribe. The transcript should indicate the questioner with your initials, the respondent with their initials, and show the date of the interview. You may leave grammar and syntax uncorrected in this transcript. _ _ _WRITTEN MATERIAL IN GENERAL_ Applicable to Commentaries, Historiographic Note, and Executive Summary: W.1. Students should use a word processor. Beginning students may submit initial papers typed. The college computer center provides word processing equipment, and has evening hours. W.2. All material should be double spaced (including block quotes, endnotes, and bibliographic material). W.3. All pages should be numbered. W.4. All material should be error-free. W.5. Style should follow _The Chicago Manual of Style_ , although in the commentaries, MLA style for cited material is acceptable. W.6. _Style or other errors identified in early papers should not occur in later papers._ W.7. You should learn to identify any weaknesses you have in style and to edit your own work so as to correct them. If this is your first graduate course, you should recognize that these standards will be common to the rest of the graduate program. _GUIDELINES FOR INTERVIEW_ It is basic to human nature to be complimented to be interviewed regarding one's life, works, and experiences. Some students find it a good method to call the subject, to describe their purposes, and to arrange to call back or to meet at a more convenient time. Phone interviews should be under 30 minutes; direct interviews under 75. Face to face interviews are far preferable to telephone interviews. Telephone interviews can be readily recorded (with the subject's oral permission on the tape) with an inexpensive jack or suction-cup microphone from Radio Shack. The actual interview can combine Oral History and journalistic interviewing techniques. It is almost essential to tape the interview, which should only be done with the subject's awareness and consent (whether over the phone or in person). One should have a list of questions, but have them open-ended. Several useful questions are these: "Tell me about your background." "How did you become an historian?" "Do you have any particular models as historians that you admire or emulate?" "What factors contributed to your choice of topics?" "Tell me about how you actually go about conducting your research." "How do you visualize your audience?" You should supplement these ahead of time with at least 20 more designed to address the career of the particular historian you are interviewing; if the historian has published, you should have read as much of the historian's materialas you can find and key your questions to that material. If the historian's products take another form (such as exhibits, restoration, organizational work, curatorship, or site preservation and presentation) you should be as familiar as possible with that work. The student should be prepared to summarize for the class lessons learned about the process of interviewing itself, while conducting the interview. Further, specific guidelines and "How-to" points regarding the oral interview will be distributed in class. You should read and follow the guidelines as discussed in Marty and Kyvig, _Nearby History_. Be sure to design and obtain a signature on an oral history release form. Keep the tape, prying out the tabs so that the tape cannot be recorded over. If this is our first experience using a tape recorder in a serious fashion, be sure to familiarize yourself with the working of your equipment prior to the interview. GUIDELINES ON GRADING The course grade will reflect these aspects: Quality of written Commentaries Quality of oral participation in class discussion Quality of oral presentation of Historiographic Note Quality of written Historiographic Note The grade is not calculated by a formula with set proportions. However, the longer Historiographic Note is a major component in the evaluation of your performance in the course. In general, these letter grades on work submitted should convey the indicated meaning and are more or less standard in our graduate program. A = Expected level of performance at graduate level A- = Work is at graduate level with only minor flaws B+ = Work shows good promise of success in graduate level B = Acceptable work B- = Marginally acceptable work C+ and below: Work is not at the graduate level; improvement is required. Note that course grades in this range are assigned to students who do not correct errors or style problems revealed in early papers. Thus errors that lead to B or B- grades on early papers if occurring in later papers will lead to progressively lower grades. Note that two or more absences, excused or not, generally prevent a student from achieving a B- or better grade. This standard is necessary because so much of the learning and work of the course takes place in the class meetings. If you have difficulty with an assignment, or if you do not understand either the assignment or the evaluation of it, please feel free to contact me in the office (by appointment) through email, or at the classroom. <file_sep>### ![](shld1sm.gif)HIS 595 PUBLIC HISTORY <NAME>, Jr. Fall 2000** Office: Faculty Hall 6B9 Phone: (270) 762-6571 <EMAIL> Office Hours: T TH 8:30-9:30; 3:30-4:30; Wednesday 8:30-Noon; 1:00-4:00.. Class Meets: T and TH 2:00-3:15 in FH 201 * * * Catalog Description A comprehensive treatment of the role of history as a discipline, and of the ways in which the historian's skills and insights transfer to a broad range of professions outside academia. It is especially recommended as a foundation course for more specialized study in oral history, museum studies, historic interpretation, and historic preservation. * * * Instructor's Comments The course combines lectures, discussion of assigned readings, field trips, and student projects to introduce the field of public history. It will begin with an investigation of the historical development of American thinking about the past and its commemoration and public presentation. Then it will introduce each of the major subfields within public history and conclude with an overview of the current state of the field and the prospects for its short- term future. * * * * * * Texts: <NAME>, _Lies Across America _ <NAME> and <NAME>, eds., P _ublic History: Essays from the Field _Reserve Reading: _The Practical Historian, Vol 1 -6. _ George Wright Society _Forum_ Volume 11, Number 2; Volume 15, Numbers 2 & 3. <NAME>, editor, _Managing Archives and Archival Institutions _ <NAME>, editor, _Keeping Archives _ <NAME>, _Introduction to Museum Work _ <NAME>, _Keeping Time _ <NAME>, ed., _History and Public Policy _ <NAME>, ed., _Ethics and Public History: An Anthology * * * * * * _Schedule Aug. 22 Introduction to the Course 24-31 What is Public History? Reading: Gardner & La Paglia, pp. 3-56. Loewen, pp. 15-50. Sep. 5-19 Discussion of Lowen, _Lies Across America_ 21-28 Archives Reading: Gardner & La Paglia, pp. 57-74, 157-186. Peterson, Read: Chapter 1 and Glossary of terminology; skim rest of book Bradsher, Read: Forward, Chapters 1 & 2; skim rest of book Oct. 3-5 Historic Preservation Reading: Gardner & La Paglia, pp. 129-140. Drone, "Mr. Lincoln's Neighbors" _GWS Forum_ 11 Potter & Chabot, "Go Learn it on the Mountain" _GWS Forum_ 11 Yamin, "Women's Work" _GWS Forum_ 11 _GWS Forum_ 15 Murtagh, _Keeping Time_ [skim] Field Trip: TBA 10 MIDTERM EXAMINATION 12-19 Museums and Historical Organizations Reading: Gardner & La Paglia, pp. 141-155, 187-201, 233-278, 295-325. Burcaw, Read: Chapters 1-4; skim rest of book Field Trip: TBA 24-31 History in Government and the National Park Service Reading: Gardner & La Paglia, pp. 279-294-345-369. Butowsky, "Rethinking Labor History" in GWS Forum 11 Gossett, "American Battlefield Protection Program" _GWS Forum_ 15 #2 Field Trip to Fort Donelson (tentative) Nov. 2 History and Public Policy; History in Business Reading: Gardner & La Paglia, pp. 217-228, 371-395. Mock, skim 9 Editing and Publishing Reading: Gardner & La Paglia, pp. 87-128. 14-16 Issues and Opportunities in Public History Reading: Gardner & La Paglia, pp. 45-56, 75-86. Karamanski, _Ethics_ , skim. "The American _s with Disabilities Act of 1990, with Bibliography " TPH _II,5 "The Americans with Disabilities Act Revisited" _TPH_ IV,5&6 28-Dec. 7 Presentation of Semester Projects 14 *FINAL EXAM 1:30 pm * * TERM ASSIGNMENTS Each student will complete a public history project during the semester, either individually or as part of team. The project should be chosen after discussion with the instructor and must be approved by the instructor. Conferences to discuss projects will be scheduled during the first week of the semester. Projects done in cooperation with historical agencies or organizations are highly recommended. The project chosen should reflect the individual interests and career goals of the student. It should reflect substantive reading and research in a variety of sources. Interviews and site visits should be used when appropriate. OTHER ASSIGNMENTS 1\. Journal of all field trips. Journal entry should discuss what was done on the trip and evaluate the trip as a learning experience. 2\. Clippings of news articles relevant to public history. Students will collect stories from the news media on public history topics. Material should be from newspapers, general interest news magazines ( _Time_ , _Newsweek_ , _US News,_ etc.) not** from history journals or historical magazines. 3\. Each student will visit ten public history-related web sites and write a brief (1-2 page) review of each. Students may wish to participate in the Public History Listserve H-PUBLIC to acquaint themselves with current professional issues, conferences, and other opportunities. To subscribe send a message to <EMAIL> and, in the text of your message (not the subject line), write: SUBSCRIBE H-PUBLIC firstname lastname, university or other affiliation Those taking the course for graduate credit 4\. Select one of the historic sites critiqued in <NAME>, _Lies Across America._ Assess the substance of Loewen's criticisms of the interpretation at the site and whether they are accurate and fair. If at all possible visit the site. * * * ACADEMIC HONESTY It is assumed and expected that all students will present only their own work on exams, the term paper, and any other assignment. Any student caught cheating will fail the course and al such incidents will be referred to appropriate University officials for further action, including expulsion from the University. Plagiarism, i.e. copying material verbatim (i.e. word-for- word) without attribution is included in the definition of cheating. All students should become familiar with the College of Humanistic Studies policy on academic honesty. The policies of the College of Humanistic Studies on Academic Integrity and Plagiarism and the College's Principles of Academic Conduct will be followed. * * * ATTENDANCE POLICY Regular class attendance, including attending the entire class, is expected of all students. Failure to attend class and to be prepared for class discussion will make it very difficult to pass the course. If you miss class it is your responsibility to get notes from someone else. Students are responsible for any changes in the course schedule, including the date, time, or method of examinations announced in class. Absence when a change was announced will not be accepted as an excuse for missing an examination or a class activity. * * * Grading: Mid-term Exam -- 100 points Final Exam -- 100 points Term Project -- 100 points Internet Reviews -- 50 points Field Trip Journal -- 30points Clippings -- 20 points [one point per clipping] Lowen critique -- 100 points * * * Top Public History Courses Page Public History Home Page Updated 7/28/00Comments to: Bill Mullig<EMAIL> <file_sep># COURSES IN JAPANESE STUDIES ![](images/bar_blue.gif) Click here for the University at Albany Schedule Search Page, which lets you find out which courses are being offered this term. Eaj 101L Elementary Japanese I (5) Eaj 102L Elementary Japanese II (5) Eaj 130 Beginning Business Japanese (3) Eaj 170L Japan: Its Culture and Heritage (3) Eaj 201L Intermediate Japanese I (5) Eaj 202L Intermediate Japanese II (5) Eaj 210L Survey of Traditional Japanese Literature (3) Eaj 212L Modern Japanese Literature in Translation (3) Eaj 301 & 302 (formerly Eaj 300a & b) Advanced Japanese I & II (3,3) Eaj 384/Eaj 384Z History of Japan I ( _same as His 384/His 384Z_ ) (3) Eaj 385/Eaj 385Z History of Japan II ( _same as His 385/His 385Z_ ) (3) Eaj 389 Topics in Japanese Literature and Culture (3) Eaj 410 Readings in Modern Japanese Literature (3) Eaj 411 Readings in Modern Japanese Literature (3) Eaj 423 Practicum in Teaching Japanese (2) Eaj 497 Independent Study in Japanese (1-6) ![](images/bar_blue.gif) Eaj 101L Elementary Japanese I (5) _Meets General Education: CHP, HA_ __ Designed for the acquisition of a basic competence in modern standard Japanese in the areas of speaking, reading and writing. Format will be lecture with drill and discussion. Five class hours a week will be enhanced with a one hour language lab. Not open to students with previous knowledge of the Japanese language. Click here for a view of the most recent syllabus. ** ![](images/marbthin.gif) Eaj 102L Elementary Japanese I (5) _Meets General Education: CHP, HA_ __ Continuation of Eaj 101L. Aural comprehension, speaking, reading and writing will be emphasized. The format will be lecture will drill and discussion, and one hour in the language lab. Prerequisite: Eaj 101L or permission of instructor. Click here for a view of the most recent syllabus. ![](images/marbthin.gif) Eaj 130 Beginning Business Japanese (3) Introduction to the basics of spoken and written Japanese, focusing on daily life and office/business situations. Designed for working professionals, students in business and related fields, and those who plan to work in Japanese companies. ![](images/marbthin.gif) Eaj 170L Japan: its Culture and Heritage (3) _Meets General Education: CHP_ __ Survey of the essential elements of traditional Japanese civilization and their transformation in the post-Meiji era and twentieth century. Focus on the development of basic Japanese social, political, and aesthetic ideas. Conducted in English; no knowledge of Japanese is required. Click here for the course web page. ![](images/marbthin.gif) Eaj 201L Intermediate Japanese I (5) _Meets General Education: CHP, HA_ __ Concentrates on the reading and analysis of language texts. A large amount of time is devoted to the understanding of Japanese grammar and oral practice. The format will be lecture with drill and discussion. Prerequisite: Eaj 102L or permission of instructor. Click here for a view of the most recent syllabus. ![](images/marbthin.gif) Eaj 202L Intermediate Japanese II (5) _Meets General Education: CHP, HA_ __ Continuation of Eaj 201L. The course will concentrate on the reading and analysis of language texts. A large amount of time is devoted to the understanding of Japanese grammar and oral practice. The format will be lecture with drill and discussion. Prerequisite: Eaj 201L or permission of instructor. Click here for a view of the most recent syllabus. ![](images/marbthin.gif) Eaj 210L Survey of Traditional Japanese Literature (3) _Meets General Education: CHP, HA_ __ This course presents a survey of the major genres of traditional Japanese literature: poetry, history, fiction and drama, together with a series of readings from such masterpieces as the Man'yoshu, haiku poetry, the medieval romances, and the plays of Chikamatsu. The course is conducted solely in English; knowledge of Japanese is not required. Click here for a view of course materials. ![](images/marbthin.gif) Eaj 212L Modern Japanese Literature in Translation (3) _Meets General Education: CHP, HA_ __ Survey of prose literature in Japan from the Meiji Restoration (1868) to the present. Emphasis is placed on pre-war writers and their quest for modernity. Click here for the course web page. ![](images/marbthin.gif) Eaj 301 & 302 (formerly Eaj 300a&b) Advanced Japanese I & II (3,3) Acquisition of complex structures through intensive oral/aural and reading/writing practice. Discussion, authentic written materials, videotapes and audio tapes are incorporated. Prerequisite: Eaj 202L or equivalent for Eaj 301; Eaj 301 or equivalent for Eaj 302. Click here for a view of the most recent syllabus. ![](images/marbthin.gif) Eaj 384/Eaj 384Z ( _Same as His 384/His 384Z_ ) History of Japan I (3) This course will cover Japanese history from prehistory through the Nara, Heian, Kamakura, Ashikaga, and Tokugawa periods, ending at the Meiji Restoration of 1868. Focus will be on political and economic trends. Eaj 384Z is the writing intensive version of Eaj 384; only one may be taken for credit. Prerequisite: Junior or senior class standing, or 3 credits in East Asian Studies or History. Click here for a view of the most recent syllabus. ![](images/marbthin.gif) Eaj 385/Eaj 385Z ( _Same as His 385/His 385Z_ ) History of Japan II (3) This course will cover modern Japanese history from the Meiji Restoration of 1868 through the Meiji, Taisho, Showa, and the present Heisei eras. Focus will be on political and economic trends, and Japan's development as a modernized country. Eaj 385Z is the writing intensive version of Eaj 385; only one may be taken for credit. Prerequisites: Junior or senior standing, or 3 credits in East Asian Studies or History. Click here for a view of the most recent syllabus. ![](images/marbthin.gif) Eaj 389 Topics in Japanese Literature and Culture (3) This course will focus on a selected thematic topic or major work of traditional or modern Japanese literature for intensive study. The course is conducted solely in English; knowledge of Japanese is not required, May be repeated for credit when the topic varies. Prerequisite: His 177 or 177Z or Eaj 210L. Click here for a view of the most recent syllabus. ![](images/marbthin.gif) Eaj 410 Readings in Modern Japanese Literature (3) This is an advanced course in Japanese language for students who have completed at least three years of college Japanese. The class will read selected passages from major works of modern Japanese literature. Lecture and discussion will be in Japanese. Prerequisites: Eaj 302 or permission of instructor. Click here for a view of the most recent syllabus. ![](images/marbthin.gif) Eaj 411 Readings in Modern Japanese Literature (3) This is a continuation of Eaj 410. Class will read selected passages from major works of Japanese literature. Lecture and discussion will be in Japanese. Prerequisites: Eaj 410 or permission of instructor. Click here for a view of the most recent syllabus. ![](images/marbthin.gif) Eaj 423 Practicum in Teaching Japanese (2) This course is an introduction to the theory and practice of teaching Japanese as a foreign language, designed for those who contemplate a career teaching Japanese at the secondary or college level. Focus is on attaining practical experience though class observation and a supervised classroom practicum. Prerequisites: Fluency in Japanese; permission of instructor. _S/U_ _Graded._ __ ![](images/marbthin.gif) _Eaj 497 Independent Study in Japanese (1-6) Projects in selected areas of Japanese studies, with regular progress reports; or supervised readings of texts in Japanese. May be repeated once for credit when topics differ. Prerequisite: Eaj 302 or permission of instructor. Home \| Major Requirements \| Course Listings \| China MBA Program \| Faculty Directory \| Department Newsletter \| Study Abroad Programs \| EAS WWW Links \| Career Info \| Alumni Connection \| Journal of Sung-Yuan Studies <file_sep>CSc 4210/6210 Computer Architecture Syllabus Summer Semester, 2000 Computer Number: 1174 (undergrad) / 2124 (graduate) Classroom: 327-G Time: 4:45-7:30 p.m. Mondays and Wednesdays Instructor: Dr. <NAME> Computer Science Department Office: 732 College of Education building Office Hours: 2:30 - 4 p.m. Mondays and Wednesdays web-page: http://www.cs.gsu.edu/~cscmcw e-mail: <EMAIL> Phone: (404) 651-0660 Teaching Assistant : Mr. <NAME> TA's e-mail: <EMAIL> TA's office: 796 College of Education building TA's office hours: 10 - 1 Tuesdays and Thursdays See Attached Calendar FINAL EXAM The Final Exam will be given in the above classroom on Monday, August 7, at 5-7 p.m. TEXT <NAME>. Computer System Architecture. 3rd Ed. Prentice Hall 1993\. (Required.) PREREQUISITES CSc 3210 Computer Organization and Programming (assembly language) plus its prerequisites which include Math 2420 Discrete Mathematics (discrete structures applicable to computer science, number bases, logic, sets, Boolean algebra, graph theory). Note the prerequisite CSc 3210 is required - IF YOU DO NOT HAVE CSc 3210 (OR ITS EQUIVALENT FROM ANOTHER INSTITION) ON YOUR TRANSCRIPT, WITHDRAW FROM THIS COURSE NOW. CONTENT Logic design, combinatorial and sequential circuits, micro-operations, computer organization and design, programming a basic computer, controllers and micro-programmed control, central processing unit, bit slicing, input- output devices, memory. Additionally, as time permits, pipelining, reduced instruction sets (RISC), and VLIW (Very Long Instruction Word). (See the outline for important dates and notices) ATTENDANCE Attendance is vital to success in this class. Roll will be taken during class, and a late student will be counted as absent. If a student is marked absent 2 or more classes in a row then he (or she) may be dropped from this class. Anyone missing approximately 10% of the classes without notifying the professor in advance and obtaining the professor's concurrence may be withdrawn from the course or receive a lower (possibly failing) course grade at the discretion of the professor; anyone receiving V.A. benefits will be reported to the Dean's Office in these circumstances. Students are responsible for all material covered or assigned in class whether or not it is in the text. Students are expected to attend all classes. Religious holidays as identified by the Provost and Academic Vice President are one exception; if this is your case, please identify yourself to me. See p.52 of the GSU General Catalog for more information. HOMEWORK Regular completion of all assignments, especially outside reading and the accomplishment of assignments, is critical to succeed in this course. GRADING** * 4210 Students * 4 Quizzes will constitute one-third of the course grade. * 4 Assignments will constitute one-third of the course grade. * The final exam will constitute one-third of the course grade. * 6210 Students * 4 Quizzes will constitute one-third of the course grade. * 4 Assignments will constitute one-third of the course grade. * The project will constitute one-third of the course grade. * If class is not held on an assignment collection or test date, the collecting or testing will take place on the next day class meets. * Because test dates are scheduled in advance, make-up tests will not be given. In the case of illness, written evidence from an MD physician or a hospital must be submitted on original letterhead stationary. A missed test will receive a grade of 0%. * Assignments are due at the START of class (by the professor's watch) at the professor's desk in the classroom on their due dates. * An assignment turned in after the start of class on its due date may be considered by the professor to be late and late penalty may be applied to that assignment. * A missing assignment will receive a grade of 0. * The nominal grade ranges are: * A is 90 to 100% * B is 80 to 89% * C is 70 to 79% * D is 60 to 69% * F is 0 to 59% * Any scaling is done solely at the discretion of the professor. PLAGIARISM Students may work alone on assignments or in groups, but only within this section of the course. Students working in groups must turn in one assignment for the group and must state on that assignment the names of all the students in the group who contributed to that assignment; the grade for the assignment will be divided among the students in the group. For example, if 3 students in this section worked on an assignment that receives a grade of 18 (out of 25), then each of the three students will receive a a grade of 6 (out of 25). Students who turn in similar assignments without indicating that they collaborated, either within this section or outside of this section, will be assigned a grade of 0 for that assignment. Students must work individually on quizzes and exams without any assistance from persons or things. Any student found to be cheating on an examination will receive a score of 0 for that exam. It is the student's responsibility to protect work from copying. No outside help is permitted. If a book or paper is used, it must be referenced and not copied. Plagiarized work is determined solely by the professor and is graded solely at the professor's discretion. OFFICE HOURS Office hours and the office location are given at the top. To schedule an appointment outside of these hours, contact the instructor with 3 suggested dates and times when you can meet, and be prepared to meet at one of those times. Office hours may be canceled occasionally because of meetings, seminars, talks, conferences, etc. Office hours for the Teaching Assistant will be given in class. CSC 6210 The schedule for CSc 6210 is the same as that for 4210. You will present your project to the class on the date it is due. LATE WORK Unless otherwise specified in class, work will be due on the date given in the attached calendar. Late work will be accepted by the instructor at the instructor's discretion. A late penalty of 10% will be applied for work turned in late, within one week of the original due date. After this, late work will not be accepted. Additional points may be deducted for errors. Late copies of any work due during the last 3 classes will not be accepted so that the grades can be turned in on time. POP QUIZZES may be given to the class, at the instructor's discretion, therefore it is important to attend all classes. These pop quizzes (if any are given) will factor into the quiz/test grade. If you score below an 80% score on a pop quiz, it indicates that you need to dedicate more time to studying the material. Notes: All dates are subject to change. <file_sep>### ![Asian Studies Development Program](/Images/lions.jpeg) * * * [About] [Index] [Search] [Other Links] [Comments/Submissions] # Modern China Syllabus History 346 #### Prof. <NAME> Office: 457 Decio Phone: 239-7693; 232-2642 Course Description: The course will provide a general survey of Chinese history from 1644 (the establishment of the Ch'ing dynasty) to the present. It will highlight China's evolution from a period of strength and unity during the last dynasty to a period of disunity and weakness during the revolutionary period 1911-1949, back to a period of strength under the Communist government from 1949 to the present. Special attention will be given to the problems of economic modernization, the role that foreigners have played in this process, and the relationship of both to cultural development. Requirements: Two midterms, a final, and a short essay. For the essay assignment, please turn to last page of syllabus. For your own security, please make photocopies of all essays handed in. That way if loss occurs for whatever reason, you will not have to endure the agony of a rewrite. Also, keep all essays and exams until the end of the course. Be aware that I despise makeup exams and late papers. Makeup exams will not be given without your having given me a PRIOR notification of your reason for missing the examination and will not be given until appropriate corroborative notification from infirmy, funeral home etc. has been received. I basically do not accept late papers, but if I do, the grades on them will drop by the hours that they are late. Papers should be turned in at the beginning of the class session for which they are due and should not be slipped under my door or into a mailbox on campus. (There is too much danger of loss that way). No fancy folders, covers, etc. -Just a typed title page which is stapled to the body will suffice. Also, be aware that there are NO options for extra credit, so don't even ask about it. Instead, think, read and plan ahead in handling the assigned material. To do well in the course, it is necessary first of all that you attend class and it is therefore assumed that you will attend class regularly, attentively, and punctually. (More than three unexcused absences constitute forfeiture of your participation grade). It is also assumed that you will come to class prepared to discuss the material assigned. Study suggestions for success: 1\. It is assumed that by the end of the course you will be as familiar with K'ang-hsi and <NAME> as with Napoleon or George Washington. The only way this will happen is if you spend some active study time each day working on Chinese names. Practice writing them over and over or make yourself flash cards and review frequently. Study them and learn them as you go because the night before the exam they will all begin looking the same. If asked to do so on an exam, you should be able to produce these names and spell them correctly from the top of your head. 2\. 1 1/2 hours of study each and every day, seven days a week, is far preferable to 40 or 50 hours the week before the exam. Text book materials should probably be read two or three times: Once before they are to be discussed in class, once in review for the mid-term (an in conjunction with the study sheets) and once in preparation for the final 3\. Your final exam will be comprehensive so start preparing for it from the first day of class. Spend a portion at least 20 minutes or 1/2 hour of each of your DAILY study sessions in review. Keep abreast of what you have learned and what you are in the process of learning with each passing day and finally, think about what you read. Be an active studier who engages the material as you go. All problems with regard to the scheduling of the final exam must be resolved by Easter. I need a written petition of your problem and how you want it to be solved. Grades: Grades will be based 30% on the essay, 40% on the midterms, and 30% on the final. Texts: Those of you who took the pre-modern segment of the course may continue to use the Fairbank, Resichauer, Craig, _East Asia: Tradition and Transformation_ as your text. Those of you new to the course at this point, please use Wakeman, _Fall of Imperial China_ as your first text and Sheridan's _China In Disintegration_ as your second. You will all probably want to purchase, Moise, _Modern China_. All of the materials, except those specifically indicated to be in the Kinko's packet, have been place on two- hour reserve in the library so do not feel compelled to buy every book listed below. The following are available in the bookstore as well as library reserve: <NAME>, Jr. _The Fall of Imperial China_ <NAME>, _China in Disintegration_ <NAME>, _Modern China_ <NAME>, _Emperor of China_ <NAME>, _The Death of Woman Wang_ <NAME>, _Born Red_ , (Stanford 0-8047-1369-3) Calendar: January 19: Introduction January 24 & 26: The Ch'ing Dynasty from the Top Reading Assignment: 1\. Fairbank, Reischauer, Craig, _East Asian Tradition_ _Transformation_ (hereafter: FRC), pp. 211-257 2\. Wakeman, _Fall of Imperial China_ , pp. 1-109 3\. <NAME>, _Emperor of China_ , pp. 25-90, 115-140. Recommended: <NAME>, Jr., _The Great Enterprise, The Manchu Reconstruction of Imperial Order in 17th -Century China _ Question: 1\. Was K'ang-hsi an absolute despot? Why or Why not? 2\. What problems did K'ang-hsi face in governing China? Jan. 31 and Feb. 2: Chinese Society from the Bottom Reading Assignment: 1\. FRC, pp. 211-257 (complete) 2\. Wakeman, _Fall_ , pp. 1-109 (complete) 3\. <NAME>, _The Death of Woman Wang._ pp. 1-58, 99-139. 4\. "The Yellow Millet Dream", from _China Yesterday and Today_ , p. 46-47 (Kinkos packet) Question: 1\. How did life at the bottom of Chinese Society contrast with that of the emperor at the top? What were the dangers, both environmental and man-made? Of what did the spiritual or ideological realm of these individuals consist? How did they interact with the gentry? Feb. 7, 9, 14: Crises from Without and Within Reading Assignment: 1\. FRC, pp. 435-483 2\. Wakeman, _Fall_ , pp. 131-162 3\. <NAME>'s letter to Queen Victoria - (Kinkos packet) 4\. The Treaty of Nanking - (Kinkos packet) 5\. <NAME>, _Rebels and Revolutionaries_ , pp. 1-9, 48-95 - (Kinkos) 6\. <NAME>, "One Woman's Rise to Power: Cheng I's Wife and the Pirates." in <NAME>, ed., _Women in China_ pp. 147-162. -kinkos 7\. <NAME>, _Pirates of the South China Coast. 1790-1810._ pp. 1-5, 151-158 - Kinkos 7\. "From the Water Margin" in CHINA Yesterday and Today, pp. 100-102 -(Kinkos packet) 8\. "Swearing of brotherhood" from Romance of Three Kingdoms (Kinkos packet) Recommended: <NAME>, _Reenacting the Heavenly Vision:_ The Role of Religion in the Taiping Rebellion. (Berkeley: China Research Monograph 25, 1982). <NAME>. "The Miao Rebellion 1854-72: Insurgency and the Social Disorder in Kweichow during the Taiping Era." Ph. D Diss. Harvard U. Questions: 1\. Analyze Lin's letter to Queen Victoria. What is he asking? On what grounds is he appealing to her? 2\. According to Perry, what is an ecological approach to rebellion and of what use is it? 3\. What accounts for the prevalence of social disturbances during this period? 4\. What enabled pirates to survive along the Coast of China for nearly a decade? 5\. From where did 19th century rebels draw much of their inspiration? 6\. Are troublemakers always rebels? Feb. 16, 21: Reform and Revolution Reading Assignment: 1\. FRC, pp. 558-598, 619-647, 726-57 2\. Wakeman, _Fall_ , pp. 163-256 3\. <NAME>, "The Emergence of Women at the End of the Ch'ing: The Case of Ch'iu Chin, pp. 39-66, 283-288 in _Women_ _in Chinese Society_ by <NAME> and <NAME>- Kinkos 4\. "The Movement against Footbinding," pp. 245-248 in _Chinese Civilization and Society,_ ed. Patricia Ebrey- Kinkos 5\. "<NAME>'s Conversation with the Emperor, June 1898," in Teng and Fairbank, _China's Response to the West,_ pp. 177-179 (Kinkos) 6\. "The Manifesto of the Tungmenghui, "Ibid., pp. 227-228, (Kinkos) <NAME>, _The Origins of the Boxer Uprising _ Question: 1\. What role did women play in the reforms of the late 1800's and early 1900's? 2\. How was the position of women affected by these reforms? 3\. How did <NAME>-wei argue his case before the emperor; what was the emperor's response; how was this conversation influenced by Confucianism? 4\. What were the arguments for the abolition of foot binding? Feb. 23: First Midterm Examination Feb. 28: Warlords Reading Assignment: 1\. <NAME>, _China in Disintegration,_ pp. 3-106. Skim the section that describes the various warlords. Don't memorize every name, just get a feeling for what kind of people they were. 2\. FCR, pp. 757-762 3\. "The Dog Meat General, " in Ebrey, pp. 277-281 - (Kinkos) Question: 1\. Of what significance was the warlord era? 2\. What were the common goals of warlords, how did they differ from one another? March 2: May Fourth Movement Reading Assignment: 1\. FRC, pp. 763-774 2\. Sheridan, pp. 107-139 3\. _Selected Stories of Lu Hsun:_ "A Madman's Diary," and "The True Story of Ah Q", pp. 7-18, 65-112 - Kinkos Recommended: <NAME>, _The Chinese Enlightenment, Intellectuals and the Legacy of the May Fourth Movement _ Question: 1\. What social criticisms did <NAME> make in his writing? 2\. In what ways did the May 4th Movement advance China on the road to revolution; in what way did it not advance the cause of revolution within China? SPRING BREAK MARCH 7 AND 9 March 14, 16, 21, 23: Nationalists, Communists, Japanese, and War Reading Assignment: 1\. FCR, 797-807 2\. Sheridan, pp. 141-294 (Read quickly for main ideas) 3\. "Spring Silkworms," by <NAME>, in Ebrey, pp. 309-320 (Kinkos) 4\. "The Maoist Phase of the Revolution and the Yenan Legacy," pp. 31-51 from _Mao's China_ , by <NAME>. (Kinkos) 4\. <NAME>, _Red Star Over China_ , pp. 222-238, 252-256, 264-270, 282-288, Optional: "Genesis of a Communist" [This is the most official biography of Mao Tse-tung every produced], pp. 112-154 (Kinkos) March 16 Movie: Enemies Within and Without Question: 1\. What was partisan war? Why were the Communists so skilled at it and the Nationalists so inept? 2\. What measures did the Communists take to overcome the kind of peasant ignorance manifested in "Spring Silkworms?" 3\. What was the Yenan way and the Yenan legacy? How will it subsequently by used as a kind of modernization theory for the industrialization of the PRC? March 28: Land Reform and the Establishment of the PRC Reading Assignment: 1\. <NAME>, _Modern China_ , pp. 124-150 2\. <NAME>, _Fanshen_ , pp. 103-117, 124-38, 157-78. (Kinkos) 3\. Perry, _Rebels and Revolutionaries_ , pp. 202-262. (Kinkos) 5\. "The Marriage Law of the PRC" in CHINA Yesterday and Today, pp. 309-311 (Kinkos) Questions: 1\. According to Perry, do rebels make good revolutionaries? 2\. By what processes was land reform carried out? 3\. How did the Communists gain control of China? 4\. What are the provisions of the marriage law and of what significance is it? 5\. What is the "mass line"? March 30 and Ap. 4: The PRC prior to the Cultural Revolution Reading Assignment: 1\. Moise, _Modern China_ , pp. 151-168 2\. <NAME>, "A New Young Man at the Organization Dept.", in Patricia Ebrey, _Chinese Civilization and Society_ , pp. 348- 368. (Kinkos) 3\. Mao Tse-tung, "The Yenan Forum on Art and Literature," _Selected Readings from the Works of Mao Tsetung_ , pp. 250-286 (Kinkos) Question: 1\. What criticism of Life under the PRC did Wang Meng raise in the story? 2\. How did Wang Meng's story conform or not conform to the guidelines set down in the Yenan Forum? April 6 & 11: The Cultural Revolution Reading Assignment: 1\. Moise, _Modern China,_ pp. 169-211 2\. <NAME>, _Born Red _ Recommended: <NAME>, _Morality and Power in a Chinese_ _village_ (stresses moral reasons for the Cultural Revolution) Anne Thurston, _Enemies of the People _ Question: 1\. What did the Cultural Revolution mean to Gao Yuan? April 13 Second Examination April 18, 20, 25, 27: Recovery and Reform: China in the Age of Deng Xiaoping Recovery and succession The Four Modernization China's International Relations Film: Small Happiness Reading Assignment" 1\. Moise, _Modern China,_ pp. 212-243 2\. <NAME>, "10 Years After Mao,", from _Foreign_ _Affairs, 1986, pp. 37-65,_ in Kinkos packet 3\. <NAME> and <NAME>, _Chinese Lives,_ pp. 8-13, 51- 54, 62-64, 135-139 (Kinkos) 4\. Find at least one article about China in the popular press during the last year or two. Read it and come to class prepared to describe one aspect or facet of change in China since the cultural revolution. Recommended: <NAME>, _The Cultural Revolution and Post-Mao Reforms_ , _A_ _Historical Perspective_ <NAME>, _China Without Mao_ <NAME>, _Chinese Democracy_ Orville Schell, _Discos and Democracy_ , _China in the Throes of_ _Reform_ <NAME>, _Riding the Iron Rooster_ Shapiro/ Heng, _Cold Winds, Warm Winds_ May 2: Taiwan since 1949 Reading Assignment: 1\. <NAME>, _The Rise of Modern China_ , 3rd ed., pp. 759-- 771, 888-900 (Kinkos) 2\. "Reclaiming," by <NAME>, _New York Times,_ Sept. 18, 1988 Recommended: <NAME>, _State and Society in the Taiwan Miracle_ (Sharpe, 1986) <NAME>, _Island China_ Tsai, George. "The Taiwan Straits Crises: Analysis of the China, Taiwan, U.S. Relationship, 1949-1983." Ph.D. diss. Northern Arizona University. 1985 May 4 - Review Essay Assignment Instead of one date on which essays from each member of the class will be due, I will accept a few essays each week and ask you to sign up for the time that best suits your schedule. In nearly every unit of the course, some primary source material (or the closest material to it that I can find) has been assigned. These items will form the basis of your essay or if appropriate, your review. Essays will be due on the class session following the class completion of the respective unit so due dates might vary a day or two form those appearing below depending upon our progress. Below find the various units and the anticipated due dates for the papers written for each. Early in the course, I will pass out a sign-up sheet and ask that you sign up for one essay in one of the slots thereon. Then I will make the final list available to all. 1\. The Ch'ing dynasty from the top - Tues., Jan 31 2\. Chinese Society from the bottom - Tues., Feb. 7 3\. Crises from Without and Within - Thurs., Feb. 16 4\. Reform and Revolution, - Tues. Feb. 28 (Owing to exam on Feb. 23) 5\. Warlords - Thurs. March 2 6\. May 4th - Tues. March 14 (owing to break) 7\. Nationalists, Communists, Japanese, - Tues. March 28 8\. Land Reform - Thurs. March 30 9\. PRC prior to Cultural Revolution - Thurs. Ap. 6 10\. Cultural Revolution - Tues. Ap. 18 (owing to second exam) You are not required to go beyond the regular reading assigned for the course in the preparation of this essay. This is Not designed to be a term paper but rather it is to provide a chance for you to reflect upon and come to grips with some aspect of Chinese civilization covered in this course. The bottom line, however, is that your essays must by ANALYTICAL. They must have point of view or a line of argument that you are going to develop. You must therefore not only figure out what you are going to discuss, but also what is significant about it. You must figure out what it is you want to say about your topic. Or, in other words, your essay must have both a theme and a thesis. Because there is no such thing as a clear thought unclearly expressed, these essays will be graded as a total product: style, grammar, organization, and content will all be taken into account for the final grade. Some tips for successful essay writing: 1\. The first time any personal name is mentioned, give the full name and a brief phrase of identification. For all but the most widely known Chinese such as Mao Tse-tung or Chiang k'ai-shek, full name citations should be used on all occasions. 2\. Write your essays in past tense, active voice. 3\. When recounting incidents of either fact or fiction, tell enough so that the reader can follow what is going on without having read the book or piece himself. Yet, don't simply recount plots in and of themselves. 4\. Quotations break up the flow of a narrative, so keep[ quoted material to a minimum and make quotations as short as possible. Whenever possible, paraphrase and give proper citation. 5\. Avoid weak adjectives and adverbs, especially vague modifers that do not lend specificity to your meaning - words such as quite, very, a great deal, much more, extremely, really. 6\. Avoid the expression "due to" which should be "owing to" or "because." [About] [Index] [Search] [Other Links] [Comments/Submissions] * * * ASDP Curriculum Online Project < <EMAIL>> <file_sep> \| \| \| \| ENGLISH 2403 \| CREATIVE WRITING --- Dr. <NAME> English 2403, Creative Writing , is a highly flexible course generally taught on an individual basis to accommodate student needs and prior experience. During the first week of each term, students will be assigned to Level I (Beginning), Level II (Intermediate), or Level III (Advanced) categories. In addition, for level II and III the main area of interest, i.e., narrative fiction or poetry will be determined. LEVEL ONE OBJECTIVES : A) Rediscovery of an almost child-like delight in using words to reflect one's inner and outer worlds by tapping into the productive, creative, pre-conscious mind (generally identified with the non-dominant brain hemisphere) with its aesthetic talent for wonder, wholeness, subtlety, metaphor, natural rhythm, and the ability to reconcile and juxtapose opposites. B) Practice in joining this primal kind of natural, dynamic, metaphoric, playful, imaginative, intuitive expression with the conscious, critical, analytic, syntactic, formal and grammatical abilities of the dominant brain hemisphere in order to produce simple vignettes, short stories, one-act plays, and poems. C) Introduction to the methods of getting writings published, such as surveying the potential market and proper manuscript preparation. LEVEL TWO OBJECTIVES : Continuation and intensification of Level One objectives with increasing emphasis on specialization in the student's area of particular interest, leading to an appropriate work or works in publishable form. LEVEL THREE OBJECTIVES : Continuation and intensification of Level Two objectives for potentially serious writers and/or poets. EVALUATION : The course grade will be based on the extent to which students complete assignments as well as the quality of their work in light of their individual abilities and initial level of accomplishment. This Guestbook is a way for members of this course to communicate with one another. At least once a week, post personal reactions and reflections related to the chapter(s) you are currently reading and the execises in that chapter or chapters. If there is a relatively brief piece you want to share with others, make it part of your message. If you don't want the whole world to read your comments, be sure to use the private option. 8 January, 1998 Sign My Guestbook View My Guestbook ![Guestbook by GuestWorld](lpagebutton.gif) COURSE SYLLABUS LEVEL I: A) Completion of all the exercises in the text, <NAME> Writing the Natural Way: Using Right-Brain Techniques to Release Your Expressive Powers. B) Completion of your individual writing project. You should expect to spend considerably more time on assignments than suggested in the text. Stop only when you feel that you have accomplished what you set out to do. Revise until you feel you have done your best, but be sure to bring all rough drafts to your weekly meetings. You should expect to spend at least nine hours per week writing. Topics include the following: * 1. Making contact with the secret writer within * 2. Clustering: doorway to your intuitive mind * 3. Becoming a child once more * 4. Words and the brain * 5. Discovering patterns: the trial web * 6. Recurrences: the unifying thread * 7. Rhythm, melody, and harmony in language * 8. Images and archetypes * 9. Metaphor * 10\. Creative tension: juxtaposition of opposites * 11\. Re-vision: the art of revising * 12\. Completing the circle * 13\. Personal project: a short story, a little play, a series of poems * 14\. Personal project * 15\. Personal project You need to complete all the assignments of at least one new chapter per week. If you want to get started in a hurry, go through several chapters in the first few weeks, and slow down as the exercises get more complex and time- consuming. We'll use the final two to four weeks of the term for exploring individual areas of interest and writing the final project. Except for your own rough drafts, all work must be typed or word-processed. If you compose at the computer, be sure to save your work in progress under different file names regularly, otherwise you'll overwrite the drafts. At the end of the term, please hand in clean typed or word-processed copies of ALL your revised writings plus your personal project. CLASS ATTENDANCE FOR ALL LEVELS : This course is taught on an individual basis. Please put your full name into one of the time slots on the sign-up sheet. I expect to meet with you (and your writings!) every week. In addition, I hope to schedule a couple of week end/evening/late afternoon group meetings. I'll let you know in advance. You should do your best to attend at least one of those meetings. TEXT BOOK : <NAME>, _Writing the Natural Way: Using Right Brain Techniques to Release your Expressive Power_. E-mail Dr. Shafer --- Copyright <NAME> 1998 <file_sep>![](../gifs/courses-top.GIF) ## HIST 214.301 - The Emergence of Modern America --- ![](../gifs/calendar-b-sm.GIF) ![](../gifs/contact-b-sm.GIF) ![](../gifs/courses-b-sm.GIF) ![](../gifs/faculty-b-sm.GIF) ![](../gifs/home-r-sm.GIF) \| History 214.301 Fall 2002 Tuesday, 2-5 Syllabus The Emergence of Modern America Instructor: <NAME> Office: College Hall 215A Phone: 898-3183 mkatz@ sas office hours: Monday 3-5 Topic: This seminar focuses on themes in the emergence of industrial society in America from the early 19th century through the 1930s. The readings and discussions should provide you with an introduction to major issues, methods, sources, and interpretations in the study of this topic. A good seminar requires regular attendance from its members; only illness or extraordinary circumstances justify absence. Grades will be based half on written work and half on contributions to the seminar. The seminar has a Blackboard site where notices of changes and other information will be posted. Please consult it regularly. All papers should be submitted through the digital dropbox on Blackboard. "Hard" copies will not be accepted. Also, please do not send them as attachments. If you are unfamiliar with Blackboard or its digital dropbox, please learn how to use them before the first paper is due. Mac users note that Blackboard will accept only files in Word, with a .doc extension, and will not accept files in Appleworks. Assignments: The six types of assignments in this seminar are: (1) assigned reading; (2) seminar leadership; (3) serving as rapporteur for a seminar session; (4) short commentary papers; (5) source reports; (6) possibly a final exercise. (1) Assigned reading: a seminar is pointless unless the participants have read the assigned material with care. I expect you to read one book for each week's discussion. All the books are available in paperback. All will be on reserve in Van Pelt. They are available for purchase at House of Our Own book store on Spruce St. I encourage students to share reactions to the readings before the seminar, questions for discussion, or ideas that occur after class with the rest of the group through the Blackboard site. (2) Leadership of a seminar, or seminars. Two students will be assigned to lead each seminar. They should post questions for discussion on the Blackboard site at least two days before the seminar. They also should meet with me to plan the session. The best time is during my Monday office hours. The discussions should include both specific consideration of the book and the general questions and issues it raises. For most sessions, there will be either a discussion of primary sources or a movie of 1/2 to 1 hour. Here are some ideas for leading the seminar. They are not mutually exclusive. A very good seminar might well employ all of them. (a) choose some quotations from the book to be discussed that illustrate major themes or issues especially well; photocopy these and hand them out at the seminar; use them as the basis for discussion. Better yet, also post them in advance on the list server. (b) Find reviews of the book in both academic and, if possible, publications for a more general audience. Organize some of the discussion around the critical reaction to the book. (c) Break the seminar up into small groups; assign each group a task; have the groups choose a spokesperson to report back to the whole seminar. I strongly encourage the use of "break-out" groups. Seminar sessions generally should include some small group work. Two techniques which students often try do not work very well: debates and role-playing. We can discuss why these seem to fall flat. But be advised to think of other strategies unless you can think of ways to get around the common difficulties with these approaches. (3) Rapporteur: one student will serve as a rapporteur for each session. This means posting a summary of the major issues discussed on the listserver. (3) Commentary papers: students should write 6 2-3 page papers commenting on the week's reading. These should not summarize the book; I assume you all can do that. Rather, the papers should be a reaction to the book: anything that strikes you as particularly interesting, important, outrageous, or worth thinking about. I will keep track of these papers, but they will not be given formal grades. I expect one paper every other week starting with either the first or second reading assignment. These papers are due at the end of the session at which a book is discussed. They are not acceptable later, and they are an integral part of the seminar. To receive credit for the seminar, you must turn them in on time. (4) Source papers: Students will write 3 source papers of 5-7 pages each. Each paper will be based on a different type of source (specified below). All of them should: describe the source; assess its strengths, weaknesses, and utility for the study of history; and discuss some theme raised by it. The reports should take the form of short essays. These are not major research papers. I do not expect you to try to write definitively or even very deeply about any topic. They are exercises to make you think critically and analytically about different sorts of sources and to assure me that you can deal with the primary sources of social history. Thus, for example, if you choose to do a newspaper, you should read only several issues and not try to cover a year, or even a month. Similarly, if you choose a government or agency report, read a few of them, and spend your time thinking about them rather than trying to cover a lot of material. There are ample examples of all the sources in Van Pelt. Please do not ask me where to find them; that's part of the exercise. The three types follow. You can do them in any order you choose, but they are due - and do not ask for an extension - on the following dates: October 8, October 29, November 26. (i) Either a newspaper or an official document (e.g. reports of government agency, such as Board of Education or Department of Welfare). (ii) Personal document (e.g. letters, diaries, autobiographies). (iii) A statistical source. Not the Historical Statistics of the United States. I encourage you to do a paper using the University of Minnesota's IPUMS census data base, which I will explain and illustrate. (6) Final exercise. If there is a final exercise, it will ask students to integrate the reading and discussions. The assignment will be distributed at the last session of the seminar and will be due by 5 p.m. on Monday, December 10. Reading assignments (See attached reading list for bibliographic details.) 1\. The Transformation of The Countryside and the West September 17 Barron September 24 Isenberg October 1 Hahmovitch 2\. Work, Gender, and Ethnicity October 8 Dublin October 15 Peck October 22 Cohen October 29 Sanchez 3\. Social Transformation November 5 Race and space: Grossman November 12 Family: Tolnay November 19 Childhood: Zelizer November 26 Juvenile justice: Schneider December 4 Welfare state: Katz History 214 Fall 2002 Readings <NAME>. Mixed Harvest: _The Second Great Transformation in the Rural North, 1870-1930_. Chapel Hill: University of North Carolina Press, 1997. <NAME>. _Making a New Deal: Industrial Workers in Chicago, 1919-1939_. New York: Cambridge University Press, 1990. <NAME>. _Transforming Women's Work: New England Lives in the Industrial Revolution_. Ithaca: Cornell University Press, 1994. Hahamovitch, Cindy. _The Fruits of Their Labor: Atlantic Coast Farmworkers and the Making of Migrant Poverty, 1870-1945_. Chapel Hill: University of North Carolina Press, 1997. <NAME>. _Land of Hope: Black Southerners and the Great Migration_. Chicago: University of Chicago Press, 1989. Isenberg, <NAME>. _The Destruction of the Bison_. New York: Cambridge University Press, 2000. <NAME>. _In the Shadow of the Poorhouse: A Social History of Welfare in America_. 10th anniversary ed. New York: Basic Books, 1996. <NAME>. _Reinventing Free Labor: Padrones and Immigrant Workers in the North American West 1880-1930_. Cambridge, Eng., and New York: Cambridge University Press, 2000. <NAME>. _Becoming Mexican American: Ethnicity, Culture and Identity in Chicano Los Angeles, 1900-1945_. New York: Oxford University Press, 1995. Schneider, <NAME>. _In the Web of Class: Delinquents and Reformers in Boston, 1810s-1930s_. New York: New York University Press, 1992. Tolnay, <NAME>. _The Bottom Rung: African American Family Life on Southern Farms_. Urbana: University of Illinois Press, 1999. <NAME>. _Pricing the "Priceless" Child: The Changing Social Value of Children_. New York: Basic Books, 1987. * * * Calendar \| Contacts \| Courses \| Graduate \| Undergraduate \| People \| Search \| Home \| UPENN \| ![](../gifs/quill.gif) Webmaster \| URL: http://www.history.upenn.edu (C) 2000 University of Pennsylvania Last modified: ---\|---\|--- <file_sep>![Augsburg Logo](http://www.augsburg.edu/images/logoB_blue.gif) Main \| Course Syllabus \| Reserve Readings \| Learning Analysis Journal Educational Philosophy Paper \| Miscellaneous Course Handouts and Other Items of Interest EDC 480--School and Society Friday evenings 6:00 to 9:30 P.M., 4 January to 5 April 2001 in SVE 17 1.0 course, WEC--Winter Trimester 2002 * * * Instructor: \| \| <NAME>, Ph.D. ---\|---\|--- Office: \| \| SVE 6 (lower level of Sverdrup Hall) Communications: \| \| (612) 330-1647 (office), (612) 330-1339 (facsimile), (email) Course web site: \| \| http://blackboard.augsburg.edu/ Office hours: \| \| Mondays 3:30-4:30 P.M. and WEC Fridays: 2:30-4:30 P.M. Call (612) 330-1130 to make an appointment. Augsburg College Education Department Mission Statement: The Augsburg College Education Department commits itself to developing future educational leaders who foster student learning and well-being by being knowledgeable in their fields, being capable in pedagogy, being ethical in practice, nurturing self-worth, embracing diversity, thinking reflectively, and collaborating effectively. Course Objectives and Orientation: This course will examine social and philosophical forces impacting schools in modern American society. Students in this course will develop and exhibit: _ _Knowledge of_ : \| _Skills in_ : \| _Professional attitudes related to_ : ---\|---\|--- philosophies of education \| applying theory to solve practical problems \| critical self-reflection/examination relevant history of American education \| analyzing social and philosophical forces \| appreciating diverse learning styles current issues impacting public schools \| shaping American education \| establishing a belief that all students can learn future trends in American education \| developing partnerships with parents \| developing a foundation for leadership standards of professional conduct \| \| _ In-class instructional methods will include: Lecture, discussion, demonstrations, simulations, student-led activities, cooperative activities, and media showings. Each activity is crafted with an appreciation for diverse learning styles based on temperament, gender, and cultural/ethnic differences. EDC 480 Course Objectives and Assignments Aligned with Minnesota Standards of Effective Practice Required Texts: * <NAME>. (1992). _The quality school._ New York: Perennial Library. * <NAME>. (1999). _The schools our children deserve: Moving beyond traditional classrooms and "tougher standards."_ Boston: Houghton Mifflin Co. * <NAME>. (1998). _My Ishmael._ New York: Bantam Books. * Additional reserve readings are required. These are on reserve in the library (see listing below). Attendance Policy: Most of the class demonstration sessions and films cannot be made up, it is strongly recommended you attend all class meetings to insure you don't miss any important material. If you must miss a class meeting, please speak with the instructor ahead of time. Students may, with the permission of the instructor, make-up unavoidable absences (e.g., illness or family emergency) by engaging in equivalent learning activities which they must document for the instructor. Other avoidable absences may not be made-up. Honesty Policy: The Augsburg College policy on academic honesty applies to this course. You will be required to acknowledge your compliance with this policy. Compliance procedures will be discussed further in class. Grading Procedure: There are several components to your grade for this course. They include: 1. Course Readings: You have a choice regarding how you will document your learning from Glasser's _The Quality School_ , Kohn's _The Schools Our Children Deserve,_ Quinn's _My Ishmael,_ and the other readings on reserve. You can either (a) prepare edited notes based on what you learn during your reading of the item(s), or (b) participate in a take-home essay examination. 1. Essay/Learning Notes: This involves either preparing typed and edited notes reviewing the concepts and skills covered in the course reading(s) or writing a brief essay about the item(s) read. The notes or essay should be written in such a way as to highlight your careful understanding, reflection, analysis, and evaluation of the concepts discussed in the texts, not simply copying what the book says. As with any written assignment, the notes or essay should display college-level writing skills (full sentences, good grammar, etc.). The notes or essay will be due at the beginning of class on the dates indicated below in the course schedule. Or 2. Essay Exam: Essay examinations covering all of the major concepts from 1) Glasser and Kohn, and 2) Quinn and the reserve readings will be administered. The exams are due at the beginning of class on the dates indicated in the course schedule. In either case, you will be able to earn up to 30 points for these activities. 2. Learning Analysis Journals: Five typed, two page Learning Analysis Journals, in which you reflect on and analyze your experience(s) in K-12 schools using concepts drawn from this course (this will be discussed further in class), worth 6 points each, 3. Educational Philosophy Paper: An 8-10 page documented statement of your educational philosophy and practice, worth 30 points, and 4. Task Management and Participation : If you successfully demonstrate professional-level task management and participate in all class meetings in an informed and enthusiastic manner, you will receive up to ten points, otherwise fewer or no points. (Class participation points can be earned only when a student attends class regularly.) Students may, with the permission of the instructor, make-up unavoidable absences (e.g., illness or family emergency) by engaging in equivalent learning activities which the student must design and document for the instructor. Other avoidable absences may not be made-up. Those students who earn 96 points or more on the exam and other assignments will receive a 4.0 for the course. Similarly: 91-95 pts. = 3.5, 86-90 = 3.0, 81-85 = 2.5, 76-80 = 2.0, 71-75 = 1.5, 66-70 = 1.0, 61-65 = 0.5, & 0-60 = 0.0. About Your Statement of Educational Philosophy and Practice : In order to assist you in critically analyzing and applying the different theories of education to which you have been exposed during your teacher preparation, you will write a statement of your educational philosophy. This paper will be an integration and explanation of your educational philosophy and its implications on your teaching practice. You should not need to invent your own theory of education. This paper should focus on a tight integration of a traditional Western educational philosophy (i.e., progressivism, existentialism, perennialism, and essentialism) and your personal application of this theory in your classroom. An alternate paper might develop the rationale for a new school. This new school proposal needs to be thoroughly grounded in a philosophical perspective and explained in great detail. The school proposal should include: the school's mission statement or vision, curriculum overview, approach to student motivation, approaches to parent and community involvement, approach to assessment and evaluation, and a plan for professional educator development. The plan should also include an annotated budget. Whichever paper you write, it should be approached as a summative critical integration of your teacher preparation program. This paper (if done well) could be the centerpiece of your teaching portfolio. It should display the professionalism and clarity you would like to project in a job interview. Your theories of education will undoubtedly change as you become more experienced, but this experience will force you to make some choices and take a stand. Your continued investigation of education will be enhanced by this road map. This paper will be 8-10 pages in length, typed, double-spaced, and conform to American Psychological Association (APA) style. (APA is the standard professional format for educators. The APA Publication Manual is available in the reference section of the library.) The paper must conform to APA format for bibliographic research, inclusive language, documentation and professional style. Portions or drafts of the paper will be handed-in several times during the term to provide opportunities for feedback at the pre-writing, drafting, revising and editing stages of the writing process. It will be graded in two parts. First your paper will be assessed with regards to its completeness and the clarity of the ideas presented (20 points). Then the paper will be evaluated with regards to its style (correct English usage, thematic focus, APA style, etc., 10 points). Overall, the paper is worth 30 points. Because this class fulfills a writing graduation skills requirement, it is required that you pass the writing assignment in order to pass this course (whether or not you are completing your bachelor's degree at Augsburg College). Several documents which discuss how to develop your paper will be distributed in class and are available at this website. Several in-class activities will also assist you in identifying and developing your educational philosophy. Late Work Policy: Course assignments handed-in on time may be re-done for additional credit if they are deficient in some way. On time means the assignment is handed-in at the beginning of the class meeting indicated on the course calendar--not later that day. Late assignments cannot be re-done for extra credit. Other Student Rights: Students with diagnosed learning disabilities or physical handicaps may have legal rights to course modifications. Please identify yourself to the instructor so that he may assist you in reaching your learning goals. All students have the right to use the Augsburg College Counseling Center and Student Development staff services, as well as to receive tutoring assistance from the Writing Lab. Pre-Course Schedule (this schedule may change due to media availability and other considerations): _Date_ \| _Topic(s)_ \| _Reading Assignment (due by class time)_ ---\|---\|--- 4 Jan._ \| What Makes Excellent Schools? _ \| 18 Jan._ \| The Role of Students* _ \| Glasser, pp. 1-88 _Jan. 21-29_ \| _Travel to Nicaragua (for those students who also signed-up for the CGE travel option)_ \| 1 Feb._ \| The Role of Teachers (Exam or Notes Due) _Minnesota Standards of Professional Conduct case study activity_ \| Glasser, pp. 89-167 15 Feb. \| The Role of Parents * _Philosophy paper outline and early bibliography due_ ___ \| Quinn, pp. 1-145 1 Mar. \| The Role of the Community: Asset Building and K-12 Education * \| Quinn, pp. 146-288 15 Mar. \| Testing...Testing...Testing * _Educational philosophy paper first draft due_ \| Kohn, Forward and Pt. 1 (through pp. 113) 22 Mar. \| The Factory Model of Schools: Implications for School Change * \| Kohn, Part 2 and Appendix A & B (pp. 115-237) 5 Apr. \| Future Trends: What's in Store? (Exam or Notes Due) _Educational philosophy paper final draft due_ \| Callahan, Jordan or Postman chapter \| \| \| Learning Analysis Journals due at these class meetings \| N.B.:* The order and topics may change due to class needs and media availabilities. Your reading and writing assignments are due at the beginning of class on the date assigned. All assignments not previously handed-in are due no later than 4:00 P.M. on Tuesday, 10 April 2001. Any variance from this schedule must be pre-arranged with the instructor. Reserve Readings : (Available at the Reserve Desk, Augsburg Library) The following book chapters and other resources are available on reserve at the Lindell Library. These book chapters are required reading for the course (each student should choose one chapter to read) and should be included in your course notes or in your preparations for examination. * Week 7: Choose one--Callahan, pp. vii-18, 126-147; Jordan pp. 3-109; or Postman, pp. 3-87) * Also on reserve: Educational Philosophy Paper Resources (example papers, outlines, source texts, and other resources) "Do the best you can. And so be judged." <NAME>, father of NBA-great George Mikan * * * Main \| Course Syllabus \| Reserve Readings \| Learning Analysis Journal Educational Philosophy Paper \| Miscellaneous Course Handouts and Other Items of Interest <file_sep>![](cornerlogo.gif) # CCUMC Emerging Technologies ## News and information on selected emerging technologies. The CCUMC Emerging Technologies interest group provides a forum for the study and discussion of technologies which may impact on CCUMC members' futures. CCUMC home page CCUMC Interest Group page Link page to several technologies to watch in the more distant future, as mentioned at the New Orleans conference. These are listed roughly in order of the most actrive publicity on the technologies. Send your suggestions for other emerging technologies to track and for information resources (web preferred) to: <NAME> \- Chair Page updated - August 8, 2002 * Wireless networks and devices ### Key words and Issues Wireless wide, local, and personal area networks (WAN, LAN, PAN) WIFI as 802.11b. The new and faster 802.11a, The compatible faster 802.11g, Bluetooth , interference between Bluetooth and IEEE 802.11b, interference from other sources using the 2.4 GHz spectrum. Zigbee chips ### Info sources: "Technology tussle; The three wireless standards duke it out for technical superiority." Network World Fusion article May 20, 2002, Network World, Inc. "Early users laud 802.11a LANs", Network World Fusion article May 27, 2002, Network World, Inc. "802.11a tips, tricks and traps" Network World Fusion article June 17, 2002, Network World, Inc. "ISSCC: Philips Talks Up Low-Cost, Low-Power Wireless" Infoworld 2-4-2002 article on the "ZigBee" standard for low-voltage, low-power chips for wireless devices. "Taking Control of Your Campus Wireless Spectrum" by <NAME> pdf version of article in EDUCAUSE Review, March/April 2001, Volume 36, Number 2. On guarding the quality of and dealing with interference on the 2.4 GHz band used by both WiFi (IEEE 802.11b) and Bluetooth as well as wireless phones, some wireless video cameras, and other devices. "It's a deafening sound: Bluetooth and wireless Ethernet rush into a noisy head-on collision"** The March 12, 2001 Wireless World column from Info-World on potential conflicts between IEEE 802.11b and Bluetooth which both operate in the same frequency spectrum. For more on Bluetooth, try the Bluetooth SIG website * Video /audio servers ### Issues: Effect on campus networks, quality of service, open source versus proprietary standards for encoding, decoding, streaming. etc. ### Info sources: ZD Net's special report on open source announcements from Real networks. from ZDNet July 2002 (See also several related articles linked from this web page. ) Digital Video: Internet2, Killer App or Dilbert's Nightmare? by <NAME> EDUCAUSE Review, May/June 2001, Volume 36, Number 3 Available on-line as a PDF from EDUCAUSE * Video-data projectors; Remote control systems ### Projector issues: Smaller, brighter, cheaper, cost of lamps, standardization of lamps, DLP versus other technologies, compatibility with HDTV such as 1080i and 720p., new connectors and control. ### New trends: Port replicators and connections via Cat-5 cabling (RJ-45 connectors included on projectors). Digital (DVI) connectors, mainly for computers with flat-panel displays. Component video connectors (YPbPr) in addition to the usual RGB for handling DTV. Monitoring and control through IP (Internet Protocol). Higher resolutions (such as SXGA-native or better) at lower prices. Wireless technology in projectors. ### Side issues; The move of high-end electronic control systems (Crestron, AMX) toward web- based systems and IP (Internet Protocol). Cable length and control limitations for DVI. Returning to push-buttons; the advent of a number of lower-cost remote control systems. ### Info sources: NEC introduces 3 new wireless projectors The annoucement is titled. "NEC Gives Users Real-Time Wireless Data Transmission With New Mobile Projectors" Panasonicalso introduced their newest wireless projector The annoucement is titled. "Panasonic Announces New Ultra-Portable Projectors Including Advanced Wireless Unit" The Projector Central site has a very useful projector database that lists the specifications and other useful information for most data/video projectors old and new. Here is a page showing the various DVI connectors. The Digital Display Working Group came up with the DVI specification. * Portals for campus networks ### Info sources: "The Power of Portals; More colleges create Web services that can be customized to help students and professors" By <NAME>, Chronicle of Higher Education, August 9, 2002 issue "Portals in Higher Education What Are They, and What Is Their Potential" by <NAME> and <NAME> EDUCAUSE Review, July/August 2000 Available on-line as a PDF from EDUCAUSE * Hi-resolution document cameras ### Issues: Digital output versus analog, better resolution but slower refresh, full- motion at the higher digital resolution is a future trend, 3 chip versus 1 chip cameras, quality versus cost. Here is a good introductory info source from Infocomm at AVavenue.com Buying guide 2000: Document cameras, Digital versus analog * Internet II ### Issues Faster access, greater bandwidth, cost and who will pay, limited access ### Info sources: http://www.internet2.edu/ http://www.internet2.edu/html/about.html "These new technologies will enable completely new applications such as digital libraries, virtual laboratories, distance-independent learning and tele-immersion. A primary goal of Internet2 is to ensure the transfer of new network technology and applications to the broader education and networking communities." "Frequently asked questions" page. http://www.internet2.edu/html/faqs.html Internet 2: Making the Connection by <NAME> and <NAME> Syllabus Magazine \- March 2001. Older issues of Syllabus are archived at the following location. Syllabus magazine archive. Written on the Web; The 'Sexy' Technology; INTERNET2 , Matrix Magazine, February 2001. by <NAME> Matrix magazine - check the archives for the web version of this article. * HDTV and DTV ### Issues: Formats and compatibility ### Info sources: FCC information sources on DTV FCC is the Federal Communications Commission Although DTV is only one area of study, the FCC also has an office studying emerging (and converging) technologies. The FCC Technological Advisory Council Pctechguide.com has an excellent introduction, and technical overview for digital video including HDTV (despite sometimes annoying ads) * DVD ### General issues: Region codes, recorders (DVD-R, DVD+R, DVD-RW, DVD-RAM, etc.), compatibility with HDTV, CSS code cracking and copying, CSS preloaded on DVD-R general disks. "General" versus "authoring" drives and media. Production issues. Less expensive standalone DVD-R recorders. ### Info sources: A nice review of what is required for DVD creation from recipe4dvd.com. Also has excellent set of links. Standalone DVD-R recorders from Panasonic and Pioneer Panasonic DMR-E20 DVD Recorder Pioneer PRV-9000 Pro DVD-Video Recorder PDF of the Pioneer PRV-9000 spec sheet An excellent introduction, overview, and technical info source to DVD from pctechguide.com. Frequently asked questions (FAQ) from DVD Review. More than you ever wanted to know about DVD. * H.323 video conferencing over IP ### Issues: Web based H.323 versus older H.320 and other standards, Quality of Service versus cost. ### Info sources: http://www.packetizer.com/iptel/h323/ http://www.packetizer.com/iptel/h323/products.html * Digitized collections ### Issues: Collection development and wider access ### One example: OhioLINK's Digital Media Center http://www.ohiolink.edu/media/dmcinfo/ "The Digital Media Center (DMC) will provide widespread access to images, sounds, video, numeric data, and other types of media information for the community and the world. " http://dmc.ohiolink.edu/ Examples of content: 40,000 AMICO images - from more than 25 museums in North America 3000 Saskia images LANDSAT 7 Satellite Images Physics film clips * * * <file_sep> --- ![Faculty Page](fac.gif) COURSE SYLLABUS - PS 336 (01) - Fall 2000 Politics of Western Europe Mondays, Wednesdays and Fridays 1:00-1:50 PM INSTRUCTOR: Prof. <NAME> OFFICE: 015 Diloreto Hall OFFICE PHONE: 832-2969 E-MAIL: <EMAIL> OFFICE HOURS: Monday 9-10 AM Wednesday 9-10 AM, 11 AM-12 PM Friday 9-10 AM, 11 AM-12 PM And by appointment COURSE DESCRIPTION In this course we will examine the major political systems of Western Europe, focusing our attention on their evolution since the end of the Second World War in 1945. We will begin by broadly tracing the evolution of recent European history, placing current politics into their larger historical context. Political science approaches to analyzing political and governmental systems will be reviewed. Following this foundation, the bulk of the course will examine historical and modern politics and government in five European nations: the United Kingdom, France, Germany, Italy, and the Netherlands. Particular attention will be paid to Italy, as a case study for examining the issues of democracy, the Cold War, political culture, and the challenges of European integration. The course will conclude with a detailed analysis of an issue that will be discussed throughout the semester \- efforts to build a European Union. This represents one of two contrasting themes of the politics of Western Europe since 1945: efforts at European integration, frequently in conflict with national political cultures and institutional forces. Course lectures and discussions will draw on current events, so reading news sources like _The New York Times_ or _The Economist_ is encouraged. Class participation is expected and encouraged. My hope is that this class will not only teach you about Western Europe, but also give you a better perspective on our own political system. Don't hesitate to ask questions if something is unclear. TEXTS _(Available at The Other Bookstore and Campus Bookstore)_ <NAME>, editor. _Western European Government and Politics_ (Longman, 1997). The major text for the semester, offering a detailed account of politics in six European nations (we will not cover Spain in detail). <NAME>. _The Art of Comparative Politics_ (Allyn and Bacon, 1997). An introduction to the theoretical approaches used in comparing political systems. <NAME>. _Making Democracy Work: Civic Traditions In Modern Italy_ (Princeton, 1993). A detailed examination of the Italian system of regional governments, focused on the impact of "civic culture" on governmental performance. <NAME>. _Democracy, Sovereignty and the European Union_ (St. Martin's Press, 1996). An examination of the institutions and politics of the European Union from the viewpoint of its implications for democracy and national sovereignty. COURSE REQUIREMENTS In Class Exam - October 13 30% of grade Research Paper 30% of grade -1st Outline Due October 25 -Paper Due November 29 Oral presentation on research paper 10% of grade Final Exam - December 20, 2 PM 20% of grade Class Participation 10% of grade The in class and final exams will be essay style, supplemented by short answer questions and identifications. The topic of the research paper is open. YOU WILL NEED TO HAVE YOUR TOPIC APPROVED BY THE INSTRUCTOR, and are encouraged to consult on outlines and submit rough drafts for review. The paper should be at least 15 pages in length, and should demonstrate substantial library research. It should be constructed around a hypothesis and a supporting argument with evidence; it is not enough to write a simple descriptive treatment. An example of such a hypothesis would be the following: "The inability of Italy to achieve a stable party government is due to its political culture of autonomous regions". Your paper would focus on trying to prove this claim by mounting arguments and evidence. YOU WILL WRITE THE BEST PAPER BY STARTING EARLY. You will also be expected to give an 8-10 minute presentation on the major argument of your paper. The presentation will be graded on content, organization and clarity. LATE WORK WILL BE PENALIZED unless due to UNAVOIDABLE emergencies, in the judgment of the instructor. Attendance and reading of assigned materials is expected. Students who need course adaptations or accommodations because of documented disability, or who have emergency medical needs, or who need special arrangements in case the building must be evacuated should see me as soon as possible. OUTLINE OF LECTURES AND READING ASSIGNMENTS --- September 6 \| Introduction and Overview of Course September 8,11,13 \| Europe Since 1945 - Events and Issues Analyzing Political Systems \- Methods and Controversies _Readings_ : Curtis, Chapter 1 Lane, Chapters 1-6 September 15,18,20,22,25,27 \| Politics of the United Kingdom: A Maturing Welfare State Labour's "Third Way" The Challenge of Europe _Readings_ : Curtis, Chapter 2 September 29; October 2,4,6,9,11 \| The Politics of France: Divided Loyalties Presidency vs. Legislature A Revolutionary Heritage? _Readings_ : Curtis, Chapter 3 October 13 \| IN CLASS EXAM October 16,18,20,23,25,27,30 \| The Politics of Italy: The Challenge Of Integration The Impact of The Cold War Building Effective Democracy _Readings_ : Curtis, Chapter 5 Putnam, Chapters 1-6 PAPER OUTLINE DUE OCTOBER 25 November 1,3,6,8,10,13 \| The Politics of Germany: A Legacy of Division Building A New Economy The Challenge Of A European Role _Readings_ : Curtis, Chapter 4 November 15,17,20 \| The Politics of the Netherlands: Consociational Democracy Multiparty Politics _Readings_ : Curtis, Chapter 7 (Note: _NO CLASS_ on 11/22,24 - _Thanksgiving Recess_ ). November 27,29; December 1,4,6,8 \| The European Community: History and Development Institutions and Issues _Readings_ : Curtis, Chapter 8 Newman, Chapters 1-8 RESEARCH PAPERS DUE NOVEMBER 29 December 11,13,15 \| The Future of Europe: Summary and Review ORAL PRESENTATIONS ON RESEARCH PAPERS December 20, 2 PM \| FINAL EXAM ![Faculty Page](fac.gif) \| ![P.S. Home Page](home.gif) ---\|--- --- <file_sep>INTRODUCTION TO TEACHING ELCF 152 SYLLABUS Amplification of Course Assignments Dr. Makedon Office: ED223 Tel. (773) 995-2003 Office Hours: M, W, F 10-10:50 a.m. T 4-4:50 p.m. Credit Hours: 2 Course Description: This course is a general introduction to the teaching profession. Topics covered include motivation, status, and preparation of teachers; educational careers; requirements for teacher certification; supply and demand; social expectations; professional organizations; policies governing education at the local, state, and federal levels; educational finance; elementary, middle school, and secondary school curricula; computers in education; multicultural and international education; and effective teaching practices and educational research. Students are engaged in discussions of their view of teaching vis a vis textbook readings and field observations; and asked to think critically, and make classroom presentations about specific educational issues. Each student is expected to complete ten observation hours in elementary and secondary schools, and cultural centers, and complete a field observation report. Course Objectives: 1\. Understand some of the basic tenets of the teaching profession, including entry, retention, and advancement requirements; status and motivation of teachers; professional organizations; and policies governing educational practice at the local, state, and federal levels. 2\. Become aware of existing teaching practices in the United States and abroad, including the organization of elementary, middle school, and high school curricula; learning "outcomes;" and the implementation of computer education. 3\. Gain first-hand familiarity through field observations of teaching roles, goals, methods, and curricula in public elementary and secondary schools, and related educational facilities, including writing of field observation reports. 4\. Understand the multicultural dimensions and mandates of American public schools, including addressing the learning needs of a diverse student body 5\. Develop the ability to think critically about current educational issues by analyzing advantages and disadvantages of certain educational approaches during class discussions and presentations, . In this course, we will not cover in any significant detail either the historical or philosophical foundations of education. Historical and Philosophical Foundations of Education, which are substantial, are examined in a separate course, CI 200, "History and Philosophy of American Public Education." Course Requirements: I. Attendance .............................................. 10% II. Field Observation Requirements: School or Cultural Observation Report................. 10 TB test Result & Field Hours sign-in form ............ 10 III. Quizzes: 10 multiple choice @ 2 points each .......... 20 IV. Mid Term Examination: Essay Type....................... 20 V. Classroom Presentations: Choose between: A. Position Project, or B. Simulation Project........ 10 VI. Final Examination: Multiple Choice Questions........... 20 A detailed amplification of all of the above requirements may be found in Makedon (please see "Required Texts," below). Criteria for Grading: 90-100 A 80-89 B 70-79 C 60-69 D below 60 F Required Texts: 1\. <NAME> and <NAME>, Foundations of Education, 6th ed. Boston: Houghton Mifflin, 1999. Incompletes Policy Only students who are receiving a grade of C or better (=70 points minimum) are eligible for an incomplete at the time they request it. This means they should have accumulated at least 70 points even to be considered for an Incomplete, except in extenuating circumstances, such as, hospitalization, or the like, where the student had no control over the situation. Students should have had an excellent attendance record, and a valid reason of why they should be offered an incomplete, before one can be assigned. The instructor does not consider the need to read over the required reading assignments, or more time to complete any of the other class requirements, as valid reasons. Recommendation Letters As a general rule, recommendation letters will not be completed by the instructor before the student has completed all requirements for the course, and has been assigned a final grade. Attendance Policy: For each hour a student has been absent, he/she loses 1 point. To have an absence excused, a student must have a legitimate excuse, including a written statement from a health professional, qualified employer, and the like. Students who walk in class after attendance has been taken, will be marked "tardy." Three tardy marks are equivalent to 1 absence point. Students who are tardy should notify the instructor at the end of the class period of their presence, so that they will not be marked absent. Students should attend class for at least 30 minutes per 50 minutes of class time to be marked as either tardy or present. Otherwise, they will be marked "absent." For example, students who leave right after attendance is taken will be marked absent. According to the Official Academic Regulations regarding Class Attendance in the Undergraduate Catalogue, students with more than 4 hourly absences from class may be dropped from the course by the instructor. Rules Regarding Classroom Decorum: 1\. No eating in the classroom. 2\. No children are allowed to attend. Please find alternative child care facilities for your child(ren). 3\. Noone who is not officially registered is allowed to attend. 4\. No form of disruptive behavior will be tolerated. Students who break the above rules may be asked to leave the classroom. Schedule of Readings and Requirements: Key regarding "program strands:" SN=Special Needs; MC=Multiculturalism; MS=Middle Schools; T=Technology 1\. REVIEW OF THE SYLLABUS 2\. PERSONAL INTRODUCTIONS 3\. SIGNING UP FOR SCHOOLS 4-5. ORNSTEIN, CH 1 "MOTIVATION, STATUS, AND PREPARATION OF THE TEACHER" MAKEDON, "IS TEACHING A SCIENCE OR AN ART?" QUIZ #1 5-6. CH 2 "THE TEACHING PROFESSION" MAKEDON, "TEACHING AS AN AUTONOMOUS PROFESSION: TEACHER TRAINING IN A NEW KEY" QUIZ #2 7-8. CH 14 "CURRICULUM AND INSTRUCTION"............................... MS, T MAKEDON, "COMPUTERS AND PAIDEIA" ..................................... T _______, "PLAYFUL GAMING" QUIZ #3 _______, MIDDLE SCHOOLS BIBLIOGRAPHY: EXTRA CREDIT ARTICLE REVIEW.... MS 9-10. CH 15 "INTERNATIONAL EDUCATION" QUIZ #4 .............................. MC 10\. LIBRARY VISIT: RESOURCES AND RESEARCH ON EDUCATION 11-12. CH 6 "GOVERNING AND ADMINISTERING PUBLIC EDUCATION" QUIZZES #5, 6 DEADLINE FOR CULTURAL CENTER HRS & OBSERVATION REPORT 13-14. CH 7 "FINANCING PUBLIC EDUCATION" QUIZZES #7,8 15\. MID TERM EXAMINATION REVIEW QUIZ #9 16\. MID TERM EXAMINATION 17\. EXPLANATION OF MID TERM EXAM RESULTS QUIZ #10 18\. CH 8 "LEGAL ASPECTS OF EDUCATION" QUIZ #11 19-20. CH 10 "SOCIAL CLASS, RACE, AND SCHOOL ACHIEVEMENT" QUIZ #12......... SN MAKEDON, "IS ALICE'S WORLD TOO MIDDLE CLASS? RECOMMENDATIONS FOR EFFECTIVE SCHOOLS RESEARCH." QUIZ #13 20-21. CH 16 "SCHOOL EFFECTIVENESS AND REFORM IN THE UNITED STATES" MAKEDON, "REFORM AND THE TRADITIONAL PUBLIC SCHOOL" _______, "RECOMMENDATIONS FOR EDUCATIONAL REFORM" _______, "THE TOWERING TENACITY OF STUDENT SOCIAL CLASS: HOW EFFECTIVE CAN EFFECTIVE SCHOOLS BE?" QUIZ #14 DEADLINE FOR: (A) SCHOOL OBSERVATION REPORTS (B) ALL OBSERVATION SIGN IN SHEETS 22-24. PROJECT PRESENTATIONS (POSITION, SIMULATION) QUIZZES #15, 16 25\. CH 9 "CULTURE, SOCIALIZATION, AND EDUCATION"............................ MC MAKEDON, "POLITICS OF TEACHING AS A SCIENCE" QUIZZES #17, 18 26-27. CH 11 "PROVIDING EQUAL EDUCATIONAL OPPORTUNITY" QUIZZES #19, 20 ..... MC 28\. REVIEW FOR THE FINAL EXAMINATION 29\. FINAL EXAMINATION S E L E C T E D B I B L I O G R A P H Y <NAME>. The Realization of Anti-Racist Teaching. New York: Falmer Press, 1986. Broudy, <NAME>. The Uses of Schooling. New York: Routledge & K. Paul, 1988\. Counts, <NAME>. Dare the School Build a New Social Order? New York: Arno Press, 1969. <NAME>. On What is Learned in School. Reading, Mass.: Addison-Wesley, 1968\. <NAME>. Can the School Build a New Social Order? New York: Elsevier Scientific Pub. Co., 1974. <NAME>. Outside In: Minorities and the Transformation of American Education. New York: Oxford University Press, 1989. <NAME>. The World We Created at Hamilton High. Cambridge, Mass.: Harvard University Press, 1988. <NAME>. Landscapes of Learning. New York: Teachers College Press, 1978\. Hannan, <NAME>. Never Tease a Dinosaur: Tales of a Man in a Woman's World Told by a Male Elementary Schoolteacher. New York: Holt, Rinehart & Winston, 1962\. <NAME>. Diary of a Harlem Schoolteacher. New York: Grove Press, 1969. <NAME>. Notes from a Schoolteacher. New York: Simon & Schuster, 1985\. Itzkoff, <NAME>. Cultural Pluralism and American Education. Scranton, Pa.: International Textbook Co., 1969. La Forge, <NAME>. Counseling and Culture in Second Language Acquisition. New York: Pergamon, 1983. <NAME>. Schoolteacher: A Sociological Study. Chicago: University of Chicago Press, 1975. <NAME>. "Reform and the Traditional Public School: Toward a Typology of Conservative to Radical School Reforms." Illinois Schools Journal, vol. 72\. no. 1, December 1992, pp. 15-22. \------- "The Politics of Teaching as a Science." ERIC Clearinghouse on Teacher Education, July 1992. ERIC Document No. ED 342 724. \------- "Is Alice's World Too Middle Class? Recommendations for Effective Schools Research." ERIC Clearinghouse on Educational Management, May 1992. ERIC Document No. ED 346 612. \------- "Recommendations for Educational Reform." ERIC Clearinghouse on Educational Management, February 1992. ERIC Document No. ED 340 143. \------- "Teaching as an Autonomous Profession: Teacher Training in a New Key" ERIC Clearinghouse on Teacher Education, February 1992. ERIC Document No. ED 337 415. \------- "The Towering Tenacity of Student Social Class: How Effective Can Effective Schools Be?" ERIC Clearinghouse on Educational Management, January 1992\. ERIC Document No. ED 343 843. \-------- "Computers and Paideia: The Cultural Context or 'Compupaideia' of Computer Assisted Learning." ERIC Clearinghouse on Information Resources, September 1991. ERIC Document No. ED 331 481. \-------- "Is Teaching a Science or an Art?" Proceedings of the Midwest Philosophy of Education Society. Ed. <NAME>. Muncie, Indiana: Ball State University, 1991, pp. 231-246. Also published in ERIC Clearinghouse on Teacher Education, August 1991. ERIC Document No. ED 330 683. \-------- "Playful Gaming." Simulation and Games, vol. 15, no. 1, March 1984, pp. 25-64. This was a special issue on the philosophy of play, which, as the editor noted in the introduction, was stimulated in part by this article. Read, Herbert E. Education Through Art. London: Faber & Faber, 1943. <NAME>, <NAME>, and <NAME>. Preschool in Three Cultures: Japan, China, and the United States. New Haven: Yale University Press, 1989. Waller, <NAME>. The Sociology of Teaching. New York: Russell & Russell, 1961. Wolf, <NAME>. The Education of a Teacher: Essays on American Culture. Buffalo, N.Y.: Prometheus Books, 1987. --- <NAME> Chicago State University _Copyright (C) 1999 <NAME>_ Return to the Top ![](http://webs.csu.edu/cgi-bin/count.cgi/pagecounterELCF152.dat) _visits since 08/31/99_ <file_sep>For a published version of this course syllabus, see _Radical History Review_ 64 (Winter 1996), 19-30. ![](52pic1.jpg) ## HISTORY OF MANHOOD IN AMERICA, 1750-1940 History 52 Swarthmore College Prof. <NAME> Spring1999 This course is designed to allow students to explore the meanings of manhood and the various constructions of masculine identity in America between the late-18th century and the beginning of the 20th century. The negative images (opposites) against which manhood has been constructed, such as womanhood, boyhood, dependency, slavery, and racial and class difference, will be examined. Topics include politics, work, family, sexuality, race, war and violence, sports, drinking, and the myth of the self-made man. It is a course on the cultural and social history of gender in America. ## REQUIRED READINGS: The following books are required readings and available at the College Bookstore: <NAME>, _American Manhood_. * <NAME> and <NAME>, eds., _Meanings for Manhood_. * <NAME>, _Secret Ritual and Manhood in Victorian America_. * <NAME>, _Honor and Violence in the Old South_. * <NAME>, _Manliness and Civilization_. * <NAME>, _Work Engendered: Toward a New History of American Labor_. * <NAME>, _Gay New York._ * <NAME>, _The Manly Art: Bare-Knuckle Prize Fighting in America._ ## COURSE REQUIREMENTS: _Reading and Class Participation_ : Students are expected to attend all class meetings, including films and guest lectures scheduled outside of class. The following is the History Department policy on attendance: "Students are required to attend all classes for the successful completion of the course. Unexcused absences will result in a lower grade." Students are encouraged to complete the assigned readings before every class meeting, and be prepared for discussion. Students should have all the reading completed before a discussion meeting. _Short Papers_ : _Two_ short papers (6-8 pages) will be written over the course of the semester. The essays will be based primarily on the optional reading list, but should also try to integrate the class lectures, discussion, and assigned readings. The short paper will allow students to do in-depth studies of topics for which the course can only provide a rudimentary exposure. Students can decide among a choice of topics based on the optional reading list. The short papers are not designed to be research papers, but rather analytical essays integrating assigned and optional readings. (A handout will be distributed outlining the expectations and topics for the short papers.) First Paper Due: February 22. Second Paper Due: April 19. _Document Discovery and Analysis_ : Each student will write a brief paper (3-4 pages) on an historical document that they discovered that was relevant and revealing for the history of masculinity in America between 1750 and 1940. A copy, or a brief synopsis, of the document must be appended to the paper. Students will then analyze the gendered meanings inherent within the document and relate it to the material covered during this course. Students will be evaluated based on the originality, creativeness, and ingenuity in finding a document, and on their historical analysis of that document. Assistance will be given in locating sources of possible documents. _Examinations_ : There will be an in-class midterm examination and a final examination on the date and time scheduled by the College Registrar. The exams will be based on the assigned readings, class lectures and discussions. ## CLASS SCHEDULE: Abbreviations: (O) Optional Book at Bookstore; (H) Handout; (R) Reserve; (RB) Reserve Binder; * Primary source document (WEEK 1) Jan. 18 INTRODUCTION TO THE COURSE Jan. 20 MANHOOD AND THE STUDY OF GENDER _Required Reading_ : * Rotundo, _American Manhood_ , Introduction, Ch. 1 * <NAME> and <NAME>, eds., _Meanings for Manhood_ , Introduction, and Ch. 12 - <NAME>, "On Men's History and Women's History," pp. 205-211. (R) Jan. 22 MANHOOD IN COLONIAL & REVOLUTIONARY AMERICA _Required Reading_ : * <NAME>, _Death and Rebirth of the Seneca_ , pp. 21-48 (R) * <NAME>, "Taking the Trade: Abortion and Gender Relations in an 18th-Century New England Village" _William and Mary Quarterly_ 48 (1991), 19-49 (R) * <NAME>, "Shipwrecked; or Masculinity Imperiled: Mercantile Representations of Failure and the Gendered Self in Eighteenth-Century Philadelphia," _Journal of American History_ 81 (June 1994), 51-80 (R) * <NAME>, "The Gendered Meanings of Virtue in Revolutionary America," _Signs_ 13 (1987), pp. 37-58 (R) _Optional Reading_ : * * <NAME>, _The Autobiography of <NAME>_. (O) (WEEK 2) Jan. 25 INDUSTRIALIZATION & CAPITALISM: MEN, WOMEN, AND WORK _Required Reading_ : * <NAME>, _The Republic Reborn_ , pp. 109-130. (R) * <NAME>, "The Modernization of Mayo Greenleaf Patch," _New England Quarterly_ (1982), 488-516. (R) _Optional Reading_ : * <NAME>, _The Wages of Whiteness: Race and the Making of the American Working Class_. (O) Jan. 27 THE DILEMMAS OF 19TH-CENTURY WHITE MANHOOD _Required Reading_ : * <NAME>, _Secret Ritual and Manhood in Victorian America_.. * <NAME>, "The Madness of Separate Spheres : Insanity and Masculinity in Victorian Alabama," in Mark Carnes and Clyde Griffen, eds., _Meanings for Manhood_ , pp. 53-66. (R) _Optional Reading_ : * <NAME>, _Confidence Men and Painted Women_. (R) Jan. 29 DISCUSSION (WEEK 3) Feb. 1 SLAVERY AND AFRICAN AMERICAN MANHOOD _Required Reading_ : * <NAME>, "Freedom's Yoke: Gender Conventions Among Antebellum Free Blacks." _Feminist Studies_ (1986), 51-76 (R) * <NAME>, "I's a Man Now: Gender and African American Men." in Catherine Clinton and <NAME>, eds. _Divided Houses: Gender and the Civil War_ , 76-91 (R) * <NAME>, "The Sexualization of Reconstruction Politics," _Journal of the History of Sexuality_ 3 (1993), 402-416 (R) _Optional Reading_ : * * <NAME>, _Narrative of the Life of Frederick Douglass, A Slave_. (O) * <NAME>, "The Mask of Obedience: Male Slave Psychology in the Old South." _American Historical Review_ (1988), 1228-1252. (R) Feb. 3 WHITE SOUTHERN MANHOOD _Required Reading_ : * <NAME>, _Honor and Violence in the Old South_. Feb. 5 DISCUSSION (WEEK 4) Feb. 8 MEN AND WOMEN IN THE WEST _Required Reading_ : * <NAME>, _A Family Venture: Men and Women on the Southern Frontier_ , ch. 2, 5. (R) * <NAME> and <NAME>, "Women and Their Families on the Overland Trail," in _A Heritage of Her Own_ , pp. 246-61. (R) Feb. 10 FILM: _IN THE WHITE MAN'S IMAGE_. Feb. 12 DISCUSSION (WEEK 5) Feb. 15 URBAN MANHOOD BEFORE THE CIVIL WAR _Required Reading_ : * <NAME>, _City of Eros: New York City, Prostitution, and the Commercialization of Sex, 1790-1920_ , pp. 76-91. (R) * <NAME>, "Unregulated Youths: Masculinity and Murder in the 1830s City." _Radical History Review_ (1992). (R) Feb. 17 BOYHOOD, YOUTH, AND REFORM MOVEMENTS _Required Reading_ : * Rotundo, _American Manhood_ , Ch. 2 & 3\. * <NAME>, "Sons of the Fathers: Temperance Reformers and the Legacy of the American Revolution," _Journal of the Early Republic_ 3 (Spring 1983). (R) * <NAME>, "Davy Crockett as Trickster" in _Disorderly Conduct_ , pp. 90-108 (R) _Optional Reading_ : * * <NAME>, _Ten Nights in a Bar-Room, And What I Saw There_. (R) Feb. 19 DISCUSSION (WEEK 6) Feb. 22 IMAGES OF MANHOOD IN THE AMERICAN RENAISSANCE > _(FIRST SHORT PAPER DUE)_ _Required Reading_ : * <NAME>, _The Feminization of American Culture_ , ch. 9. (R) _Optional Reading_ : * * <NAME>, _The Confidence Man_. (O) Feb. 24 WAR, VIOLENCE, AND THE AMERICAN MALE _Required Reading_ : * <NAME>, _Fathers and Children_ , ch. 5. (R) * <NAME>, _The Vacant Chair: The Northern Soldier Leaves Home_ , pp. 3-18, 55-69, 115-33. (R) _Optional Reading_ : * <NAME>, _The Great Adventure: Male Desire and the Coming of World War I_. (R) Feb. 26 DISCUSSION (WEEK 7) Mar. 1 LATE 19TH-CENTURY "CRISIS" IN MASCULINITY? Mar. 3 _MID-TERM EXAMINATION_ Mar. 5 NO CLASS Spring Break Mar. 8-12 (WEEK 8) Mar. 15 TURN-THE-CENTURY TRANSITION IN WHITE, MIDDLE-CLASS MASCULINITY _Required Reading_ : * <NAME>, _Manliness and Civilization_ , ch. 1-3. * <NAME>, "Reconstructing Masculinity from the Evangelical Revival to the Waning of Progressivism: A Speculative Synthesis," in Carnes and Griffen, _Meanings for Manhood_., 183- 204. (R) * <NAME>, "Suburban Men and Masculine Domesticity" in Carnes and Griffen, _Meanings for Manhood_ , pp. 111-127. (R) Mar. 17 STRENUOUS, PASSIONATE MANHOOD _Required Reading_ : * <NAME>, _Manliness and Civilization_ , ch. 4-5, Conclusion. * Rotundo, _American Manhood_ , ch. 10 & 11\. * <NAME>, _Him/Her/Self: Sex Roles in Modern America_. Ch. 3 "Men and Manliness." (R) _Optional Reading_ : * * Theodore Roosevelt, _The Strenuous Life: Essays and Addresses_. (R) Mar. 19 DISCUSSION (WEEK 9) Mar. 22 LABOR AND IMMIGRANT MEN _Required Reading_ : * Baron, _Work Engendered_ , pp. 1-190. _Optional Reading_ : * Baron, _Work Engendered_ , ch. 10, 12-13. * <NAME> and <NAME>, eds., _The Black Worker: A Documentary History_ , vol. 1. (R) Mar. 24 PROFESSIONS AND THE EXCLUSION OF WOMEN _Required Reading_ : * Rotundo, _American Manhood_ , Ch. 8 & 9\. * <NAME>, "Institutionalizing Masculinity: The Law as a Masculine Profession." in Carnes and Griffen, _Meanings for Manhood_ , pp. 133-151. (R) * <NAME>, _"Doctors Wanted, No Women Apply": Sexual Barriers in the Medical Profession, 1835-1875_ , ch. 1, 4. (R) Mar. 26 FILM: _LOS MINEROS_. (WEEK 10) Mar. 29 NO CLASS -- (Work on Second Paper) Mar. 31 DISCUSSION Apr. 2 WOMEN, COURTSHIP, AND SEX: MALE-FEMALE SEXUALITY _Required Reading_ : * Rotundo, _American Manhood_ , ch. 5 & 6\. * <NAME>, "The Spermatic Economy: A 19th Century View of Sexuality." in <NAME>, ed. _The American Family in Social-Historical Perspective_ , 374-402. (R) * <NAME>, "'Lost Manhood' Found: Male Sexual Impotence and Victorian Culture in the United States." _Journal of the History of Sexuality_ (1993). (R) _Optional Reading_ : * * <NAME>, ed., _Austin & Mabel: The Amherst Affair. . ._ (R) * <NAME> and <NAME>, "Men and Romantic Love: Pinpointing a 20th-Century Change," _Journal of Social History_ 26 (1993), 769-795. (R) (WEEK 11) Apr. 5 FAMILY LIFE: MARRIAGE AND DIVORCE _Required Reading_ : * Rotundo, _American Manhood_ , ch. 7. * <NAME>, "Divorce and the Legal Redefinition of Victorian Manhood" in Carnes and Griffen, _Meanings for Manhood_. (R) * <NAME>, _The Black Family in Slavery and Freedom, 1750-1925_ , pp. 45-47, 50-52, 59-75. (R) Apr. 7 FAMILY LIFE: FATHERHOOD _Required Reading_ : * <NAME>, "Rendering Aid and Comfort: Images of Fatherhood in the Letters of Civil War Soldiers from Massachusetts and Michigan," _Journal of Social History_ 26 (1992), 5- 31. (R) * <NAME>, "Suburban Men and Masculine Domesticity" in Carnes and Griffen, _Meanings for Manhood_ , pp. 111-127. (Reread) _Optional Reading_ : * <NAME>, _Fatherhood in America_. (R) * <NAME>, "Evangelical Child-Rearing in the Age of Jackson: Francis Wayland's View on When and How to Subdue the Willfulness of Children," _Journal of Social History_ (1975), 21-43. (R) Apr. 9 DISCUSSION (WEEK 12) Apr. 12 MALE-MALE INTIMACY _Required Reading_ : * Rotundo, _American Manhood_ , Ch. 4 "Youth and Male Intimacy." * <NAME>, "Abolitionists and the 'Language of Fraternal Love.'" in Carnes and Griffen, _Meanings for Manhood_ , pp. 85-95. (R) * <NAME> Duberman, "'Writhing Bedfellows': Two Young Men from Antebellum South Carolina's Ruling Elite Share 'Extravagant Delight'," in Duberman, _About Time: Exploring the Gay Past_ , pp. 5-14. (R) _Optional Reading_ : * <NAME>, "'Our Eyes Behold Each Other: Masculinity and Intimate Friendship in Antebellum New England." in Peter Nardi, ed., _Men's Friendships_ (1992). (RB) Apr. 14 HOMOSEXUALITY AND GAY MANHOOD _Required Reading_ : * <NAME>, _Gay New York_ , esp. Introduction, ch. 2-7, 10-12, Epilogue. _Optional Reading_ : * * <NAME>, _The Story of a Life_. (O) * <NAME>, Jr., "Christian Brotherhood or Sexual Perversion? Homosexual Identities and the Construction of Sexual Boundaries in the World War One Era." _Journal of Social History_ 19 (1985). (R) Apr. 16 DISCUSSION (WEEK 13) Apr. 19 SPORTS AND RECREATION > _(Second Short Paper Due)_ _Required Reading_ : * <NAME>, _The Manly Art: Bare Knuckle Prize Fighting in America_ , ch. 4, 6, epilogue. (R) _Optional Reading_ : * <NAME>, _Subduing Satan: Religion, Recreation, and Manhood in the Rural South, 1865-1920_. (O) Apr. 21 RELIGION _Required Reading_ : * <NAME>, "The Son of Man and God the Father: The Social Gospel and Victorian Masculinity," in Carnes and Griffen, _Meanings for Manhood_ , pp. 67-78. (R) * <NAME>, "The Black Church: Manhood and Mission." _Journal of the American Academy of Religion_ 3 (1972). (R) * <NAME>, "'The Women Have Had Charge of the Church Work Long Enough': The Men and Religion Forward Movement of 1911-1912 and the Masculinization of Middle-Class Protestantism," _American Quarterly_ 41 (September 1989). (R) _Optional Reading_ : * * <NAME>, _The Damnation of Theron Ware_. (O) * Ted Ownby, _Subduing Satan: Religion, Recreation, and Manhood in the Rural South, 1865-1920_. (O) Apr. 23 DISCUSSION (WEEK 14) Apr. 26 THE MALE REVOLT AGAINST THE BREADWINNER Apr. 28 CONCLUSIONS: MASCULINITY IN THE LATE 20TH CENTURY Apr. 30 NO-CLASS -- FILM TO BE SCHEDULED DURING THE WEEK <file_sep>## Department of Mathematics California State University, Long Beach # Policy File ### Table of Contents: Jump: I (Voting) \| II (Committees) \| III (Positions) \| IV (Additional Policies) . Math Home Page \| Policies TOC \| Math Site TOC . * * * (Numbers after comma in headings refers to the page number in the printed version.) ### Article I: VOTING POLICIES #### 1\. Department Meetings, 1 1.1. Presiding Officer, 1 1.2 Announcements of Meetings, 1 1.3. Quorum at Department Meetings, 1 \| 1.4 Conducting Business with No Quorum, 1 1.5. Rules of Order at Department Meetings, 1 ---\|--- #### 2\. Eligibility to Vote, 1 2.1. General Eligibility, 1 2.2. Staff Voting Rights, 1 \| 2.3. Mailing of Ballots, 1 ---\|--- #### 3\. Mail Ballots, 1 3.1. Authorizing Mail Ballots, 1 3.2. Ballot Form, 2 3.3. Issuing Mail Ballots, 2 3.4. Mandatory Mail Ballots, 2 3.5. Pro and Con Arguments, 2 \| 3.6. Time Allowed for Mail Ballots, 2 3.7. Proxy Votes, 2 3.8. Valid Ballots, 2 3.9. Destruction of Ballots, 3 ---\|--- #### 4\. Meetings of Election Committee Open, 3 #### 5\. Decision Rules, 3 5.1. Blank Ballots, 3 \| 5.2. Votes Required for Passage, 3 ---\|--- #### 6\. Procedures for Elections, 3 6.1. Election of One Person, 3 \| 6.2. Election of Two or More Persons, 3 ---\|--- ### Article II: COMMITTEES ( I II III IV ) (top) #### 1\. Appointed Committees, 4 1.1. Applied Math Committee, 4 1.2. Calculus Committee, 4 1.3. Colloquium Committee, 4 1.4. Curriculum Committee, 5 1.5. Education Committee, 5 \| 1.6. Election Committee, 5 1.7. Graduate Committee, 6 1.8. Scholarship Committee, 6 1.9. Statistics-Probability Committee, 6 1.10 Computer Committee, 6 ---\|--- #### 2\. Elected Committees, 7 2.1. Executive Committee, 7 2.2. Grade Appeals Committee, 7 2.3. RTP Committee, 8 \| 2.4. Department Professional Leave Committee, 8 2.5. Tenure-Track Search Committee, 8 ---\|--- ### Article III: POSITIONS (top) 1\. Course Directors, 9 2\. Curriculum Coordinator, 9 3\. Graduate Advisor, 9 4\. Library Representative, 10 5\. Math Education Coordinator- Credential . . Advising, 10 \| 6\. Math Education Coordinator- Student . . Teachers/Interns, 10 7\. Secretary of the Math Faculty, 11 8\. Undergraduate Advisor, 11 9\. Mathematics Education Resource Center . . (MERC) Director, 11 ---\|--- ### Article IV: ADDITIONAL POLICIES ( I II III IV ) (top) 1\. Assigned Time Policy, 12 2\. Temporary Faculty Appointments, 12 3\. Credit/No Credit (CR/NC), 12 4\. Evaluation of Department Chair, 12 5\. Evaluation of Part-Time Faculty, 13 6\. Evaluation of Tenured Faculty \- Post Tenure.Review (PTR), 13 7\. Final Examinations, 13 8\. Graduate Courses, 14 9\. Independent Study, 14 10\. Interpretation of Policy, 14 11\. Masters Comprehensive Examination, 14 12\. Masters Thesis Policies, 15 13\. Ratification by the Department of Curriculum Motions , 16 14\. Retreat Rights, 16 15\. Summaries of Student Evaluations/Grades, p16 \| 16\. Summer Session and Winter Session Assignments, 17 17\. Syllabus Policy, 17 18\. Tenure-Track Appointments, 17 19\. Withdrawal Policy, 18 20\. Due Process Policy for Situations Involving.Academic Judgments not Resulting in a Final.Grade, 18 21\. Class Meetings, 18 22\. Textbook Selection, 18 23\. Student-Teacher Evaluations, 19 24\. Funding of Faculty Travel, 19 25\. Restriction on Class Size Beyond Enrollment Limit., 19 26\. Retention, Tenure, and Promotion (RTP) Policy., 19 27\. Faculty on FERP or PRTB, 19 ---\|--- * * * . Top \| I. Voting \| II. Committees \| III. Positions \| IV. Additional Policies \| End . ## Article I: VOTING POLICIES #### 1\. Department Meetings (top) 1.1. Presiding Officer The Presiding Officer at Department Meetings shall be the Department Chair or the Chair's designee. 1.2 Announcements of Meetings A department meeting, including its agenda, must be announced at least three (3) working days in advance. 1.3. Quorum at Department Meetings A quorum at a Department meeting shall consist of a majority of the tenured and probationary faculty members of the Department who have full-time assignments in the Department at the time of the meeting. All faculty members of the department who are eligible to vote (as defined in section 2) and present at the meeting shall be counted toward a quorum. 1.4 Conducting Business with No Quorum In the absence of a quorum, but with the Presiding Officer and at least five (5) other voting members present, the following business may be conducted: a. Minutes of previous meetings may be corrected and/or approved; b. A motion may be made on any issue that was on a previously distributed agenda for that meeting. Such a motion may be made and amended, but the main motion may only be voted on by mail ballot. A majority vote of the eligible voters present is required to authorize the ballot; c. Nominations may be made and/or closed for any department or College position or committee. 1.5. Rules of Order at Department Meetings Department meetings shall be conducted in accordance with Robert's Rules of Order Newly Revised, except where Department policy specifies otherwise. #### 2\. Eligibility to Vote (top) 2.1. General Eligibility The voting membership of the Department on all matters to be decided at a Department meeting or by a mail ballot, except those specified by Department, College, University, or Collective Bargaining policy, shall consist of tenured and probationary faculty who have at least a half-time assignment in the Mathematics Department (including assigned time and student teacher supervision) and Mathematics Department faculty members who are on Pre- retirement Reduction in Time-Base (PRTB) or on the Faculty Early Retirement Program (FERP). 2.2. Staff Voting Rights Permanent or probationary staff are allowed to vote on all questions relating to physical plant and equipment, in particular Department offices, office equipment, and the buildings in which the Department is housed. Full- and part-time staff vote equally. 2.3. Mailing of Ballots All ballots will be mailed to the home or forwarding address of eligible faculty who are on leave, unless they have made prior written request not to be provided ballots. #### 3\. Mail Ballots (top) 3.1. Authorizing Mail Ballots 3.1.1. Department Meetings a. If a quorum is present, then for any main motion on the floor a mail ballot may be authorized by a majority vote of those eligible to vote on that issue who are present and voting; b. If a quorum is not present at a properly announced department meeting, a mail ballot may be authorized by those present in accordance with 1.4 (b) above. 3.1.2. Authorization by Policy A mail ballot that is authorized by any Department policy shall be considered authorized by the Department. 3.1.3 Curriculum Committee and Graduate Committee Motions For any motion that is passed by the Curriculum Committee or the Graduate Committee and that requires a mandatory mail ballot as defined in 3.4, a mail ballot shall be considered authorized by the Department. 3.1.4. Executive Committee A mail ballot may be authorized on a given issue by a two-thirds vote of the Executive Committee, provided the issue was on a previously distributed agenda for the meeting at which the issue is to be considered. 3.1.5. Petition by Faculty A mail ballot shall be authorized upon receipt by the Department Chair of a petition signed by at least 20% of the tenure-track faculty who are eligible to vote on that issue, provided the petition contains a full statement of the ballot motion. A petition cannot be used to authorize a mail ballot on the same or equivalent motion, or part thereof, previously decided by the Department at a Department meeting or by mail ballot in the same academic year. 3.1.6. Unauthorized Ballots A ballot that has not been authorized according to one of the above sections shall be null and void. 3.2. Ballot Form In this document, a "ballot item" shall mean any one motion or one election to a position(s) on a single committee, or to a single office. A ballot sheet may contain more than one ballot item. a. Each ballot item for an election shall include spaces for a number of write-in candidates equal to the number of positions to be filled; b. In ballot items involving alternatives, such as alternative actions or candidates for position(s) on a committee or council, the choice of "None of the above;" must be included as the last choice of the ballot item. This requirement does not apply to "Yes-No" or "Approve-Disapprove" types of ballot items; c. The decision rule for each ballot item shall be stated on the ballot; d. The ballot shall include a statement of the date and time when the ballot is due. A ballot that does not meet all of the above requirements shall be null and void. 3.3. Issuing Mail Ballots a. All mail ballots shall be issued in a timely manner by the Secretary of the Math Faculty, or in the Secretary's absence by the Department Chair or the Chair's designee; b. When an election is to be held or a motion is to be voted on by mail ballot, ballots shall be distributed to mailboxes of eligible voters in the department office. For those faculty members on leave or Early Retirement ballots shall be mailed to their home or leave address. 3.4. Mandatory Mail Ballots The following matters must be decided by the method of issuing a mail ballot to all eligible voters: a. elections to all standing elected Department committees or offices; b. motions that substantially affect the requirements of any degree or option thereunder that is offered by the Department; c. all motions regarding policies or issues that affect the reappointment, tenure, promotion, salary, facilities, other monetary benefits, or honors of the faculty; d. any main motion that requires other than a majority of the votes cast for passage. 3.5. Pro and Con Arguments For each mail ballot item, eligible voters, including those on leave or Early Retirement, shall be given notice and opportunity to have their written pro and con arguments attached to the ballot when distributed. Such arguments must be submitted in final form ready for distribution within five (5) working days of the notice. This requirement does not apply to elections to committees or College Council or approval of Department positions. 3.6. Time Allowed for Mail Ballots The due date for a mail ballot shall be at least seven (7) calendar days from the date of its issuance. 3.7. Proxy Votes Proxy votes will not be allowed. 3.8. Valid Ballots For a ballot to be valid, the ballot envelope must be signed by the voter and delivered to the Department ballot box or received by the Department by the due date and time. If there are two (or more) ballot envelopes by the same voter in the same election and/or on the same motion, neither (none) of these ballots shall be counted unless there is clear indication on the ballot envelope which one is to be counted. 3.9. Destruction of Ballots All ballots cast in a departmental vote or election shall be retained by the Secretary of the Math Faculty for thirty (30) working days after the results of the election have been announced and may be destroyed thereafter. #### 4\. Meetings of Election Committee Open (top) Election Committee meetings, including those at which votes are counted, shall be open to all eligible voters. #### 5\. Decision Rules (top) 5.1. Blank Ballots A blank ballot item (as defined in 3.2) will not be counted as a vote cast on that issue or in that election. 5.2. Votes Required for Passage a. The requirement for passage of any mail ballot issue or any election to any position is a majority of the votes cast by eligible voters unless a Department, College, University, or Collective Bargaining policy provides otherwise; b. A majority of the votes cast is required for passage of ballot motions regarding policies or issues which affect the reappointment, tenure;, promotion, salary, facilities, other monetary benefits, or honors of the faculty; c. A voting rule other than "majority of the votes cast" may be imposed on any substantive motion requiring an affirmative-negative vote or equivalent wording (as opposed to a choice among alternatives) by a two-thirds vote of the eligible voters present and voting at a Department meeting at which a quorum is present; d. This Policy File may be amended by a majority of the votes cast. #### 6\. Procedures for Elections (top) Except where otherwise specified by a higher authority, departmental elections to committees or positions shall be subject to the following procedures: 6.1. Election of One Person a. The candidate receiving the highest number of votes shall be elected unless that candidate fails to receive a majority of the votes cast or is tied with another candidate; b. If there is only one candidate and that candidate fails to receive a majority, a second ballot shall be issued bearing that candidate's name; if the candidate again fails to receive a majority, the Department Chair shall reopen nominations; c. If there are at least two candidates and no candidate receives a majority or there is a tie, there shall be a run-off election between the top two candidates, or among all candidates tied for first if there are more than two. If no candidate is elected after the first run-off election, then a second run-off election will be held following the same procedure. If after two run- off ballots no candidate is elected, then the Department Chair shall reopen nominations for that position. 6.2. Election of Two or More Persons a. When two or more people are to be elected to the same office, those candidates who receive the highest number of votes and who receive a majority of the votes cast shall be elected. In the event that not all vacancies are filled on the first ballot (because of failure to receive a majority or because of a tie vote), there shall be a run-off election among the candidates who receive the next highest number of votes on the original ballot. If there are more candidates (excluding those already elected) than positions to be filled after the first ballot, the number of candidates in the run-off election shall be one greater than the number of positions remaining to be filled (except that, if two or more candidates are tied for the last place on the run-off ballot, they shall all be included). Otherwise the run-off shall include all candidates who were not already elected. If not all positions are filled after the first run-off election, then a second run-off election will be held following the same procedure; b. If, after two run-off ballots, there still remain unfilled position(s), then the Department Chair shall reopen nominations for those positions. . Top \| I. Voting \| II. Committees \| III. Positions \| IV. Additional Policies \| End . ## Article II: COMMITTEES ## 1\. Appointed Committees (top) All appointments to the following committees shall be for one academic year, and shall be made during the preceding Spring Semester after the election of all elected committees. All committee appointments by the Department Chair shall be subject to approval by the (current) Executive Committee. If a new chair is taking office in the fall semester for which appointments are being made, then all of the appointments by the Chair are to be made by the Chair- designate if on duty during the spring semester in question, otherwise by the current, outgoing Chair. #### 1.1. Applied Math Committee (top) 1\. Membership. Five to seven full-time faculty members appointed by the Department Chair. The Committee will elect a Chair from among its members. 2\. Duties and Functions. a. Recommends texts and maintains updated department course outlines for Math 370A and 370B; b. Recommends texts for other applied math courses as required; c. Makes recommendations to the Curriculum Committee or Graduate Committee regarding courses devoted largely to applied mathematics; d. Considers and makes recommendations to the Curriculum Committee concerning changes in the Applied Math Option and the Minor in Applied Math and to the Graduate Committee concerning changes in the Masters Option in Applied Math; e. Provides liaison with departments that are served by courses in applied mathematics. #### 1.2. Calculus Committee (top) 1\. Membership. The Committee shall consist of three to seven tenure-track faculty members. If there are fewer than three volunteers for the Committee in any academic year, then the Committee will not be formed for that year. Any tenure-track faculty member who requests to serve shall be appointed to this Committee, except that if more than 7 members wish to serve, then 7 members will be selected at random from those wishing to serve. The Committee shall elect a Chair from among its members. 2\. Duties and Functions. a. Recommend to the Curriculum Committee changes in the content of Math 122, 123, and 224; b. Maintain updated department course outlines for Math 122, 123, and 224; c. Review the current text(s) for Math 122, 123, and 224 at least once each academic year in order to inform the faculty of errors, omissions etc. and of any suggested changes in emphasis; d. As required, prepare the course packet for the General Education Governing Committee's (GEGC) review of the courses MATH 122 and MATH 123 for GE recertification and submit the packet to the department Curriculum Committee. e. Upon the signed petition of at least 12 full-time faculty members of the Department, review texts for Math 122, 123, and 224 for possible future adoption; i. The Committee shall carefully review at least five texts including the currently adopted text; ii. Following this review, the Committee shall select a text to be used for all sections of Math 122 in the first regular semester following the selection, all sections of Math 122 and 123 in the next semester or Summer Session, and all sections of 122, 123, and 224 in the subsequent semester or Summer Session. It also shall be used for all sections of 122, 123, and 224 until a different text is adopted by this method; iii. The Calculus Committee text selection will be put to a vote of those tenure-track faculty who have taught Math 122, 123 or 224 at least once in the last five years (including Summer Session) or who are scheduled to teach Math 122, 123 or 224 in the following semester or Summer Session. The ballot choice shall be the Committee text selection and the current text. #### 1.3. Colloquium Committee (top) 1\. Membership. Three full-time faculty members appointed by the Department Chair. The Committee shall elect a Chair from among its members. 2\. Duties and Functions. a. Contacts faculty at CSULB and at other universities and colleges to arrange for speakers for colloquium talks; b. Prepares the schedule of colloquium speakers; c. Coordinates with other departments concerning joint colloquia; d. Makes recommendations to the Department Chair concerning the allocation of honorarium funds for colloquium speakers. #### 1.4. Curriculum Committee (top) 1\. Membership. The Curriculum Coordinator, if that position has been filled, and five additional tenure-track faculty members appointed by the Department Chair and one non-voting student member selected by the Mathematics Student Association. The Curriculum Coordinator shall serve as chair. If the Curriculum Coordinator position has not been filled for an academic year or semester, the Committee shall elect a Chair from among its appointed members. No faculty member except the Curriculum Coordinator may serve more than three academic years consecutively. 2\. Duties and Functions. Considers and makes recommendations to the Department concerning all aspects of the undergraduate program, such as: a. new courses; b. deletions of or changes in existing courses; c. degree requirements; d. options and new degrees; e. catalog changes; f. other matters referred to the Committee by the Department or Department Chair. 3\. Agendas and Minutes. a. The Committee Chair will prepare and circulate agendas of all meetings to all full-time faculty; b. The Committee will elect a Secretary from among its members. The Secretary will prepare minutes of all meetings and distribute them to all full-time faculty. 4\. Subcommittees. The Committee may form ad hoc subcommittees for any special purpose. Members of the ad hoc subcommittee may be drawn from among the full- time members of the mathematics faculty. The ad hoc subcommittees report their recommendations directly to the Curriculum Committee. #### 1.5. Education Committee (top) 1\. Membership. The Math Education Coordinators- Credential Advising and Student Teacher/Interns, if the position(s) has (have) been filled, and three to five additional members appointed by the Department Chair. The Committee shall elect a Chair from among its members. 2\. Duties and Functions. a. Recommends texts and maintains updated department course outlines for Math 110 and 111; b. Recommends texts and maintains updated department course outlines for other mathematics education courses as required; c. Makes recommendations to the Curriculum Committee or Graduate Committee regarding courses devoted largely to mathematics education; d. Considers and makes recommendations to the Curriculum Committee concerning changes in the Mathematics Education Option; e. Evaluates applicants for student teaching and recommends their acceptance or rejection. #### 1.6. Election Committee (top) 1\. Membership. The Secretary of the Math Faculty and two additional full-time faculty members appointed by the Department Chair. The Secretary of the Math Faculty shall serve as Chair of the committee. The Department Chair may appoint a temporary alternate member in the absence of at least two regular members for a ballot that must be counted immediately. 2\. Duties and Functions. a. Counts all ballots authorized by the Department; b. Reports the count of the ballots, declares the outcome in accordance with existing Department voting policy and certifies the results of the election to the full-time faculty of the Department by issuing a formal memorandum which shall state for each issue or election: i. the number of votes cast; ii. the number of votes cast for each candidate or alternative on the ballot; iii. the decision rule applied and the number of votes required to pass or be elected; iv. the number of invalid ballots (including blank ballot items) and the reason each was not valid; and v. the outcome of the ballot, except as in 2(e). c. The Committee Chair retains all ballots cast for thirty (30) working days, excluding Summer Session, after the results are announced (in accordance with Article I, section 3.9); d. If the decision rule stated on a ballot issued by the Secretary of the Math Faculty is challenged by any eligible voter in writing to the Department Chair before the due date of the ballot, the ballots shall not be counted until the challenge has been resolved by the Executive Committee, with the Department Chair voting only in case of a tie among the members who vote; the majority decision shall be final and binding. No challenge of a decision rule may be made after the votes have been counted; e. If there is a question by the Committee in deciding the outcome of a ballot, pursuant to 2(b), it may by majority vote refer the question to the Executive Committee. In that case, the outcome of the ballot shall be decided by majority of the votes cast by Executive Committee members, with the Department Chair voting only in case of a tie. #### 1.7. Graduate Committee (top) 1\. Membership. The Graduate Advisor, if that position has been filled, and three to six additional tenure-track faculty members appointed by the Department Chair with the approval of the Executive Committee. The Graduate Advisor will serve as Chair of the Committee. If the Graduate Advisor position has not been filled for an academic year or semester, the Committee shall elect a Chair from among its appointed members. No faculty member except the Graduate Advisor may serve more than three academic years consecutively. 2\. Duties and Functions. Considers and makes recommendations to the Department concerning all aspects of the graduate program, such as: a. new courses; b. deletions of or changes in existing courses; c. degree requirements; d. options and new degrees; e. catalog changes; f. approval of thesis proposals; g. applicability of undergraduate courses to graduate degrees; h. other matters referred to the Committee by the Department or the Department Chair. 3\. Agendas and Minutes. a. The Committee Chair will prepare and circulate agendas of all meetings to all full-time faculty; b. The Committee will elect a Secretary from among its members. The Secretary will prepare minutes of all meetings and distribute them to all full-time faculty. #### 1.8. Scholarship Committee (top) 1\. Membership. Three full-time tenured or probationary faculty members appointed by the Department Chair. The Committee shall elect a Chair from among its members. 2\. Duties and Functions. a. Solicit, screen and evaluate applicants for the Mary Smoke Memorial Scholarship and any other scholarships to be awarded by the Mathematics Department. b. Determine the recipients of all scholarships referred to in (a). c. Recommend students to be recognized as the outstanding BS and MS department graduates for the academic year. d. Advise the Department Chair on all matters related to scholarship and other awards to students. #### 1.9. Statistics-Probability (top) 1\. Membership. Three to five full-time faculty members appointed by the Department Chair. The Committee shall elect a Chair from among its members. 2\. Duties and Functions. a. Recommends texts and maintains updated department course outlines for Math 180, 380, 381, and 382; b. Recommends texts and maintains updated department course outlines for other probability and statistics courses as required; c. Makes recommendations to the Curriculum Committee or Graduate Committee concerning courses devoted largely to probability and/or statistics; d. Considers and makes recommendations to the Curriculum Committee concerning changes in the Option in Statistics. #### 1.10. Computer Committee (top) 1\. Membership. Three to six faculty members appointed by the Department Chair. The Committee shall elect a Chair from among its members. 2\. Duties and Functions. a. Advise the Department Chair on purchases of hardware and software needed for department computer labs. b. Make recommendations to the appropriate committees on proposals for incorporation of computers into the department curriculum. c. Review requests from faculty for individual computer equipment and software and make recommendations to the Department Chair concerning purchase by the department. ## 2\. Elected Committees (top) The following committees shall be elected before the end of the spring semester preceding the academic year in which they will function. Except for the Executive Committee, the members shall be elected for one-year terms. #### 2.1. Executive Committee (top) 1\. Membership. The Department Chair and five additional members elected from among the tenured faculty for staggered two-year terms. The Department Chair shall serve as Committee Chair. 2\. Calling Meetings. Meetings of the Committee may be called by the Department Chair. A meeting must be called if requested by a written petition of any three of the elected members. 3\. Duties and Functions. a. Makes all decisions concerning: i. all matters pertaining to the hiring of full-time faculty, except appointment with tenure, including but not limited to approved probationary tenure-track positions and temporary full-time positions (see "Tenure-Track Appointments" in Article IV); ii. non-reimbursed (by faculty allocation) assigned time proposals, except those for established Department positions; and iii. other matters that the Department refers to the committee. b. Decides challenges to the decision rule and outcomes of ballots whenever such questions are referred to the Committee by the Election Committee, pursuant to Sections 1.6.2. d and e. c. Elects the Secretary of the Math Faculty in the Spring preceding the academic year of service from among the tenure-track members of the department; d. Prepares a Department Chair evaluation form, distributes it to the full-time faculty of the department, and collects the completed forms and gives them to the Department Chair in accordance with the policy, Evaluation of Department Chair, Article IV; e. Interprets Department policy in accordance with Article IV, Interpretation of Policy; f. Advises the Department Chair on other matters that he/she refers to the Committee. 4\. Agendas and Minutes. a. The Department Chair will prepare and circulate agendas of all meetings (except meetings devoted exclusively to faculty hiring) to all full-time members of the Department; b. The Committee will elect a Secretary from among its members. The Secretary will prepare minutes of all meetings and distribute them to all full-time faculty. 5\. Executive Sessions. The Executive Committee may hold all or part of an announced meeting in executive session, in which only members of the committee and invited guests shall be present, provided the following three conditions are met: i. the issues to be discussed were on the agenda of the meeting; ii. members of the department are given reasonable opportunity to express their opinion on the issues before any final action is taken; iii. a majority of the committee members agree that the issues are of a sensitive nature requiring confidentiality. > The minutes of the Executive Committee shall include the issues discussed during the executive session and the actions taken, but need not reveal confidential discussion or exact voting results. #### 2.2. Grade Appeals Committee (top) 1\. Membership. Four members elected from the tenured faculty, not including the Department Chair, and one undergraduate student member selected by the Mathematics Student Association. The Committee shall elect a chair from among its faculty members. 2\. Replacement of Committee Members. a. If there are peremptory challenges of one or more faculty members of the Committee, or if the instructor in the grade appeal is a member of the Committee, then the Department Chair shall appoint replacements for those members, to serve only for that grade appeal. b. If there is a peremptory challenge of the student member of the Committee, then the Department Chair shall request the Mathematics Student Association to appoint a replacement for the student member for that grade appeal. 3\. Duties and Functions. Considers formal grade appeals in accordance with the policies and procedures established by the College and the University. #### 2.3. RTP Committee (top) 1\. Membership and Eligibility. a. The RTP Committee shall consist of at least three (3) but no more than four (4) tenured faculty holding the rank of Professor. A majority of the votes cast by the tenured and probationary faculty of the Department is required for election; b. If the Mathematics Department is unable to elect a full RTP Committee, additional members from outside the Mathematics Department shall be elected in accordance with the College RTP document; c. If a member cannot complete his/her term, and the Committee size falls below three (3), then the Department will promptly elect a replacement. 2\. Duties and Functions. a. The Mathematics Department RTP Committee shall be responsible for such reviews and recommendations as may be required by College and University policy, for i. probationary faculty; ii. temporary full-time faculty (Lecturers); and iii. candidates for tenure and promotion. In making recommendations regarding retention, tenure, and promotion, the Department RTP Committee shall act in accordance with the Mathematics Department RTP Policy (Article IV, Section 26). b. Makes recommendation regarding Retreat Rights and Retreat Rights with tenure in the Department of Mathematics for persons appointed to administrative positions; #### 2.4. Department Professional Leave Committee (top) 1\. Membership. Three tenured faculty elected by the probationary and tenured faculty of the department. Faculty applying for a difference-in-pay leave shall not serve on this committee. 2\. Duties and Functions. Pursuant to provisions of the M.O.U. and the University Sabbatical Leave Policy, review difference-in-pay leave requests, evaluate the difference-in-pay leave applications submitted, and forward its recommendations to the College Dean. (The committee's review shall consider questions related to the quality of the proposed difference-in-pay leave.) #### 2.5 Tenure-Track Search Committee (top) 1\. Membership. Following the decision to seek a tenure-track position, an ad hoc Search Committee shall be formed to conduct the required search for that position. The Committee shall consist of five (5) tenured faculty. The Executive Committee shall appoint two (2) members knowledgeable in the specialty of the position being sought. The remaining three (3) members shall then be elected by the department. The Search Committee shall elect a chair from among its members. 2\. Role of the Department Chair. If not an elected or appointed member of a search committee, the Department Chair may choose to be an ex officio, non- voting member of that search committee. 3\. Duties and Functions. a. Prepare the Position Description which is to be submitted with the position request. b. Prepare the Recruitment and Advertising Plan and submit it, via the Dean, to the Office of Affirmative Action. c. Prepare the Description of Screening and Selection Process and submit it, via the Dean, to the Office of Academic Personnel. d. Advertise the position in the appropriate venues and oversee the receipt and filing of all application materials. e. Screen all applicants and determine the pool of finalists. Invite finalists for campus visits and conduct formal interviews. f. Arrange informal meetings with the candidates which are open to all department faculty. g. After soliciting input from all department faculty, recommend a ranking of the finalists to the Dean. 4\. If a Search Committee of five members cannot be formed for a particular tenure-track position, the Department Chair shall suspend the search for that position. . Top \| I. Voting \| II. Committees \| III. Positions \| IV. Additional Policies \| End . ## Article III: POSITIONS Appointments for the following positions shall be made during the preceding Spring Semester. If a new chair is taking office in the fall semester for which appointments are being made, then all of the appointments by the Chair shall be made by the Chair-designate if on duty during the spring semester in question, otherwise by the current, outgoing Chair. The terms of office shall be for one year. Prior to making the appointments to positions for which assigned time is authorized, the Department Chair shall determine the total number of units of assigned time that will be available and, with the approval of the Executive Committee, the number of units (if any) and the distribution by semester for each position. In case the total number of units of assigned time is inadequate to support all positions, the Department Chair, with the approval of the Executive Committee, will determine which assigned-time positions will be filled and which will be left vacant. #### 1\. Course Directors (top) 1\. Method of Appointment. The Department Chair shall appoint a Course Director for each of the lower division courses: > Math 001, 010, 101, 103, 112, 114, 115, 117, 119A, 119B, 120, 233, and 247. 2\. Duties and Functions. a. Selecting a text and writing a course outline for the selected text consistent with the catalog description of the course and with the content, level, and emphasis of the course intended by the department. The course outline will specify the sections in the text to be covered, the order in which they should be covered, an approximate timeline for the course, and other advice deemed appropriate. The selected text and adherence to the course outline will be recommended for full-time faculty teaching the course and required for part-time faculty teaching the course; b. Writing a standard course outline (independent of a specific text) consistent with the catalog description of the course and with the content, level, and emphasis of the course intended by the department; c. As required, prepare the course packet for the General Education Governing Committee's (GEGC) review of the course for GE re-certification and submit the packet to the department Curriculum Committee. d. Conferring with departments using the course and communicating recommendations received from concerned departments to the Mathematics Department Chair and/or the Curriculum Committee; e. Articulating with other colleges and universities to determine which courses would be acceptable for transfer credit as equivalent courses. Questions concerning the course outlines and/or the text selections may be referred to the Curriculum Committee by the Department Chair. #### 2\. Curriculum Coordinator (top) 1\. Method of Appointment. The Department Chair shall appoint a tenure-track faculty member as candidate for Curriculum Coordinator. 2\. Duties and Functions. a. Serves as Chair of the Department Curriculum Committee: schedules, prepares agendas for and presides over meetings and maintains records of committee actions; b. Advises the Department Chair concerning class scheduling: the number of sections, time and day distribution, frequency of offering, etc., with reference to curricular requirements; c. Solicits faculty teaching preferences and, in consultation with the Department Chair, assigns faculty to classes; d. Assists the Department Chair, as required, in revising schedules and reassigning faculty during and after VRR and enrollment periods for special sessions; e. Maintains records of enrollments and faculty assignments; f. Assists the Department Chair, as required, in proofreading catalog and bulletin materials to maintain accuracy. 3\. Assigned Time. This position may be supported by assigned time if recommended by the Department Chair and approved by the Executive Committee. #### 3\. Graduate Advisor (top) 1\. Method of Appointment. The Department Chair shall appoint a tenure-track faculty member as candidate for Graduate Advisor. 2\. Duties and Functions. a. Advise all candidates for the Masters degree in Mathematics concerning degree requirements, including prerequisites, course requirements, advancement to candidacy, and thesis or comprehensive examination. Maintain at least three scheduled office hours per week at times convenient to students for this purpose in addition to normally scheduled hours; b. At least once each semester, review graduate student files and monitor their degree progress, correspond with students as necessary to insure their progress; c. Review and approve graduate student's programs and recommend their advancement to candidacy when they are eligible; d. Advise the Department Chair on the selection of Teaching Assistants and Graduate Assistants; e. Schedule and supervise the administration of the graduate comprehensive examinations; f. Supervise and assist in the evaluation of Teaching Assistants; g. Serve as chair of the Graduate Committee; h. Assist the Department Chair with other matters relating to the graduate program as required; i. Maintain records relating to the duties of this position as a guide to subsequent appointees; j. Notify all instructors of graduate courses covered by the policy, Graduate Courses, in Article IV, of the requirements of that policy, prior to the first day of instruction of each semester. 3\. Assigned Time. This position may be supported by assigned time if recommended by the Department Chair and approved by the Executive Committee. #### 4\. Library Representative (top) 1\. Method of Appointment. The Department Chair shall appoint a tenure-track faculty member as Library Representative. 2\. Duties and Functions. Recommends purchase of mathematics books, periodicals and audio-visual materials for the Library. In performing this function, the Library Representative: a. works with the Library staff as needed; b. solicits recommendations from the Math Department faculty; c. maintains the Mathematics Department library files. #### 5\. Math Education Coordinator- Credential Advising (top) 1\. Method of Appointment. The Department Chair shall appoint a candidate for Math Education Coordinator- Credential Advising. 2\. Duties and Functions. a. Serve as Major Advisor to all mathematics majors and minors who are candidates for the secondary credential, giving academic advice and advice on state laws concerning credential requirements; maintain at least three scheduled office hours per week at times convenient to students for this purpose, in addition to normally scheduled hours; b. Process applications for admissions to the Credential program; c. Serve as Advisor for the Fifth Year Credential Program; d. Serve as Advisor for Liberal Studies students for those seeking a Mathematics concentration; e. Serve as Advisor for students seeking Single Subject or Multiple Subject Supplementary Authorization; f. Evaluate transcripts of students seeking a single subject credential in mathematics; g. Assist students and recent graduates in obtaining teaching positions; h. Assist local school districts in obtaining mathematics teacher aides; i. Maintain a general record of procedures, deadlines, requirements contact persons, etc. related to the duties of this position as a guide to subsequent appointees. 3\. Assigned Time. This position may be supported by assigned time if recommended by the Department Chair and approved by the Executive Committee. #### 6\. Math Education Coordinator- Student Teachers/Interns (top) 1\. Method of Appointment. The Department Chair shall appoint a candidate for Math Education Coordinator- Student Teachers/Interns. 2\. Duties and Functions. a. Evaluate transcripts and process applications for admissions to teaching and internship program; b. Select and contact school districts, and schools to place student teachers; c. Assign student teachers to school districts; d. Select qualified university supervisors in consultation with the Department Chair. Maintain updated lists of the above personnel; e. Assign university supervisors to student teachers and interns; f. Confer with master teachers and administrators in the schools and with university supervisors as required; g. Coordinate distribution of information and forms for student teachers, interns, university supervisors and master teachers; h. Arrange and teach seminars for student teachers and interns; i. Assist students and recent graduates in obtaining teacher positions; j. Maintain a general record of procedures, deadlines, requirements contact persons, etc. related to the duties of this position as a guide to subsequent appointees. 3\. Assigned Time. This position may be supported by assigned time if recommended by the Department Chair and approved by the Executive Committee. #### 7\. Secretary of the Math Faculty (top) 1\. Method of Appointment. The Executive Committee shall elect a Secretary of the Math Faculty during the spring semester preceding the academic year of the appointment from among the tenure-track members of the Department. The term of office is one year. 2\. Duties and Functions. a. Prepare and distribute the minutes of Department meetings, including the list of all members present to all full-time faculty; b. Prepare and distribute to eligible faculty all ballots authorized by the Department; c. Notify the appropriate committee chair of motions referred to that committee by the Department. In the absence of the Secretary of the Mathematics Faculty at a Department meeting, the Department Chair (or designee chairing the meeting) shall appoint a secretary pro tem, who shall assume all of the above duties for that meeting. #### 8\. Undergraduate Advisor (top) 1\. Method of Appointment. The Department Chair shall appoint a tenure-track faculty member as candidate for Undergraduate Advisor. 2\. Duties and Functions. a. Coordinate the Department's undergraduate advising program; b. Maintain a file of all relevant requirements and procedures and be prepared to answer questions concerning this information, serving as a resource for the entire Department; c. Maintain at least three scheduled office hours per week at times convenient to students for this purpose, in addition to normally scheduled hours; d. Maintain current articulation agreements with community colleges; e. Keep an up-to-date information brochure available for students; f. Contact Math majors as needed to inform them that they must meet with their advisors to file an approved program; g. Help keep advisors up-to-date on all current advising information. The Undergraduate Advisor will maintain a general record of procedures, deadlines, requirements, contact persons, etc., related to the duties of this position. This record will serve as a guide to subsequent appointees. 3\. Assigned Time. This position may be supported by assigned time if recommended by the Department Chair and approved by the Executive Committee. #### 9\. Mathematics Education Resource Center (MERC) Director (top) 1\. Method of Appointment. The Department Chair shall appoint a tenure-track faculty member as candidate for Mathematics Education Resource Center Director. 2\. Duties and Functions. a. Schedule the operating hours of the MERC and maintain a complete log of all persons who use the MERC facilities; b. Recruit, select, schedule, supervise, and attend to payroll-related tasks for all MERC Student Lab Assistants; c. Oversee the inventory of all computer hardware, printers, and other equipment in the MERC; d. Maintain and organize software in the MERC; e. Obtain and update site licenses for the MERC; f. Maintain computer hardware in the MERC; g. Facilitate use of MERC equipment by faculty; h. Research possible hardware sources and organize equipment installation in the MERC; i. Work with Academic Computing and other Colleges to optimize use of computers on campus. 3\. Assigned Time. This position may be supported by assigned time if recommended by the Department Chair and approved by the Executive Committee. . Top \| I. Voting \| II. Committees \| III. Positions \| IV. Additional Policies \| End . ## Article IV: ADDITIONAL POLICIES ## 1\. Assigned Time Policy (top) 1\. Proposals for assigned time assignment other than those prescribed elsewhere in this Policy File shall be submitted to the Department Chair prior to the twelfth week of the semester preceding the semester of the proposed assignment. The Executive Committee shall approve or disapprove each assignment for the following semester. 2\. Each semester the Department Chair may assign up to two faculty members 3 units of assigned time each for research in mathematics or mathematics education and up to two faculty members 3 units of assigned time each for study in fields related to mathematics or mathematics education. All tenured and probationary faculty members of the department who are full-time for the entire academic year are eligible except those ruled ineligible under terms specified in (a) or (b) below. A faculty member may not have both a research assignment and study assignment in the same semester. The Department Chair shall post a list of the recipients of assigned time awards under this policy each semester. The assignments shall be made in accordance with the following principles. a. The Chair will offer the research assignments to faculty members from among the eligible members. In each semester, research assignments will be offered first to those who have not previously accepted a research assignment, and then to those who have received a prior research assignment, with those having the smaller number of prior research assignments going first (this includes Assigned Time Code 22b assignments for Spring 2000 or later). A faculty member who is offered a research assignment shall have one week from the date of offering to submit a proposal for work to be accomplished. If the faculty member fails to submit the proposal on time the offer will be withdrawn. A faculty member who receives a research assignment must make a written report at the end of the semester of the assignment with copies to the executive committee on research accomplished under the assignment. In addition, the faculty member who receives a research assignment must deliver to the department at least one colloquium presentation relative to the research assignment during the semester of the assignment. Failure to make the written report or to deliver the colloquium talk will make that member ineligible for future research assignments under this policy. The written report is to be retained in the department files and the Department Chair may use this report to determine whether the faculty member should receive future research assignments under this policy. b. The Chair will offer study assignments to eligible faculty on the basis of seniority of service. A faculty member who is offered a study assignment shall have one week from the date of offer to submit a written proposal for work to be accomplished. If the faculty member fails to submit the proposal on time the offer will be withdrawn. A faculty member who receives a study assignment must give two colloquium presentations relative to the study assignment to the department during the semester of the assignment or in the semester immediately following the one of the assignment. Failure to give these colloquium talks will make that member ineligible for future study assignments under this policy. ## 2\. Temporary Faculty Appointments (top) 1\. Lecturers. Minimum qualifications for a full-time Lecturer position shall be a Doctorate in Mathematics, Applied Mathematics or Statistics. 2\. Part-Time Faculty. Minimum qualifications for a Part-Time faculty member position shall be a Masters Degree in Mathematics, Applied Mathematics or Statistics. 3\. Teaching Associates. Minimum qualifications for a Teaching Associate position shall be a Bachelors Degree in Mathematics, or the equivalent, and active enrollment in a Masters degree program at CSULB. 4\. Borrowed Faculty. Qualifications for full-time faculty from another department to teach in the Mathematics Department shall be those stated above in "2\. Part-Time Faculty." Evaluation of qualifications shall be by the Department Chair in consultation with the Executive Committee if necessary. The phrase "Minimum qualifications" in (1), (2) and (3) is intended to mean the degree requirements only. It is understood that there may be other qualifications, in addition to the degree, which will depend on the position to be filled. Paragraphs 1 - 4 above shall be the requirements for all temporary positions for teaching courses with prefix "MATH." Qualifications for temporary positions to teach courses with prefix "MTED" and "EDSS" within the Mathematics Department shall be determined by the Department Chair in consultation with the Executive Committee and the Education Committee. ## 3\. Credit/No Credit (CR/NC) (top) With the exception of English courses, no upper-division courses used to fulfill a major requirement, and no course in the Department of Mathematics, may be taken CR/NC by any student whose declared degree objective is the Bachelor degree in Mathematics or any of its options. This policy shall not preclude a student from obtaining credit for a lower division course in the Department of Mathematics through Credit By Examination. ## 4\. Evaluation of Department Chair (top) A first-year Department Chair will be evaluated by the full-time faculty in both the Fall and Spring of his/her first year and thereafter in the Spring semester of each subsequent academic year as Department Chair. The evaluation will be by a form prepared, distributed and collected by the elected members of the Executive Committee and given to the Chair. ## 5\. Evaluation of Part-Time Faculty (top) 1\. Periodic evaluations of part-time faculty other than Teaching Assistants, when required, shall be made by the Department Chair. Such evaluations shall include consideration of student evaluation data if available, course syllabi and, if conducted, class visitations. 2\. Part-time faculty in their first semester shall be visited in class at least once by the Department Chair or his/her designee, with at least three working days' prior notification. Other part-time faculty may be visited at the discretion of the Department Chair with the same notification. A written report of each class visit shall be given to the visited instructor, within two working days of the visit. The instructor shall have the right to discuss this report with the Department Chair. Visited instructors shall have the right to a second visitation at their request, during the same semester if possible, to be handled the same as the first. 3\. Reports of class visitations shall be retained by the Department Chair until the next periodic evaluation of the person visited, and shall thereafter be destroyed. (The evaluation itself, which may be based in part on the class visitation report, is forwarded to the Dean of the College.) 4\. Each instructor evaluated shall be given a copy of his/her proposed evaluation at least five working days before it is forwarded to the Dean, and shall have the right to meet with the Department Chair to <file_sep># Latin American Politics Syllabus ## LATIN AMERICAN POLITICS ## PS 25 ## Fall, 1996 ## Instructor: <NAME> ##### [Description] [Goals][Texts] [Reading Schedule] [Project] ##### [Electronic Resources] Phone: (317) 361-6031 E-mail: <EMAIL> Office hours: TBA Office: Baxter Hall, Rm. 205 Course Description This course will explore a variety of issues in Latin American politics, especially the role of the political economic forces of market reform and civilian rule in the region, but also examining themes such as urbanization and popular protest, environmental degradation, the drug trade, and corruption, and attempt to identify the forces, both internal and external, which shape these political issues. Chile and Mexico will be the countries examined most thoroughly in the readings; however, we will examine most of the other Latin American nations and students will be encouraged to discuss and investigate other countries from the region. Course Goals These are the basic course objectives: (1) to appreciate some of the contemporary political problems affecting the region while gaining Latin American perspectives on political trends and movements; (2) to analyze certain political, social and economic trends that affect the region as a whole; (3) to examine the particular ways that some of these issues manifest themselves within specific countries; (4) to investigate and to write a term paper on a political issue affecting the region or a particular country; to improve your research and writing skills. Texts The following texts are required for this course and should be available in the Bookstore: (1) _Modern Latin America, Third Edition_ , by <NAME> and <NAME>. (2) _Capital, Power, and Inequality in Latin America_ , edited by <NAME> and <NAME>. (3) _The Latin American City_ , by <NAME>. (4) _The Heart That Bleeds: Latin America Now_ , by <NAME>. (5) _Chile's Free Market Miracle: A Second Look_ , by <NAME> and <NAME>. (6) _The Paradox of Revolution: Labor, The State, and Authoritarianism in Mexico_ , by <NAME>. There will also be a few other readings on reserve, which will be indicated in the course schedule. Evaluation. Class discussions provide an opportunity not only to explain or expand on questions raised by the readings, but also to explore other points of view and issues or experiences not covered in the readings. Plan to attend each class prepared to discuss the readings and to analyze politics in the region on the basis of the perspectives discussed or criticized in class. Participation will constitute 10% of your final grade. There will be a take-home mid-term exam distributed in class on September 28. A final exam is scheduled for December 14. The remainder of your grade will be based on a research project, which is explained at the end of the syllabus. Your final grade will be broken down thus: Class participation: 20% Mid-Term Exam (October 7): 10% Final Exam (TBA): 20% Research design (September 27): 10% First draft of research paper (November 11): 10% Final draft (December 4): 30% * * * Assigned Readings Week 1 September 2 Introductory Lecture. Read in class: <NAME>, _The Heart That Bleeds_ , "Introduction." September 4 The Making of Latin America. _How did the experience of colonialism shape Latin American politics and economics? How did it shape the region demographically?_ Skidmore and Smith, _Modern Latin America_ , "Prologue" and Ch. 1, "The Colonial Foundations, 1492-1880s." September 6 Skidmore and Smith, Ch. 2, "The Transformation of Modern Latin America, 1880s-1990s." Week 2 September 9 Latin America in the World. _How has the international context affected Latin American politics? Is Latin America developing under "neocolonialism?" How should we characterize the relations between the United States and Latin America?_ Skidmore and Smith, Ch. 11, "Latin America, The United States, and the World." September 11 <NAME>, "The Global Context of Contemporary Latin American Affairs," in Halebsky and Harris, eds., _Capital, Power, and Inequality in Latin America_. September 13 The Caribbean and Central America. _How has being located in the U.S.'s "back yard" affected these regions? What are the obstacles to peace, democracy, or development in these regions? Can the experiences of Central America or the Caribbean be applied to other parts of Latin America?_ Skidmore and Smith, Ch. 8, "Cuba: Late Colony, First Socialist State," and Ch. 9, "The Caribbean: Colonies and Mini-States." Week 3 September 16 Skidmore and Smith, Ch. 10, "Central America: Colonialism, Dictatorship, and Revolution." September 18 <NAME>, ""Managua, 1990," and "Panama City, 1992." September 20 Peru: Poverty and Political Violence. _What are the causes of poverty in Peru? What are the prospects for reducing the levels of violence?_ Skidmore and Smith, Ch. 6, "Peru: Soldiers, Oligarchs, and Indians." Week 4 September 23 <NAME>, "Lima, 1993." September 25 Transitions from military rule. _What have been the various ways that the military has withdrawn from government in Latin America? Has the military surrendered power? What are the implications of impunity for building democratic governments in the region? Are the post-military states strong or weak? How did the experience of military rule shape the political economy of the region?_ <NAME>, "Demilitarization and Democratic Transition in Latin America," in Halebsky and Harris. September 27 RESEARCH DESIGN DUE AT THE BEGINNING OF CLASS. Skidmore and Smith, Ch. 3, "Argentina: From Prosperity to Deadlock." Week 5 September 30 <NAME>, "Buenos Aires, 1991." October 2 Skidmore and Smith, Ch. 5, "Brazil: Development for Whom?" October 4 <NAME>, "Rio, 1993." MID-TERM DISTRIBUTED. Week 6 October 7 MID-TERM DUE AT THE BEGINNING OF CLASS. Rural Latin America. _How is life in the countryside changing in Latin America? Why? What political and economic forces affect rural life? How are people responding?_ <NAME>, "Rural Latin America: Exclusionary and Uneven Agricultural Development," in Halebsky and Harris. October 9 Urban Latin America. _How is life in the city changing in Latin America? What political, economic, and social forces affect urban life?_ <NAME>, _The Latin American City_ , Ch. 1,and <NAME>, "Urban Transformation and Survival Strategies," in Halebsky and Harris. October 11 Gilbert, Chs. 2-3, and <NAME>, "Bogota, 1989." Week 7 October 14 Gilbert, Ch. 4, <NAME>, "Subcontracting and Employment Dynamics in Mexico City" (on reserve), and <NAME>, "Mexico City, 1990." October 16 Gilbert, Chs. 5-6. October 18 Gilbert, Chs. 7-8. Week 8 October 21 MIDSEMESTER BREAK October 23 Neoliberalism. _Why have most Latin American economies become market-oriented? Does increasing reliance on the market to regulate economic relations contribute to democracy in the region? How do particular countries differ in the means by which they adapt to market conditions and in the ends they pursue? Does market liberalization necessarily bring political democratization?_ <NAME>, "The Contemporary Latin American Economies: Neoliberal Reconstruction," in Halebsky and Harris, and <NAME>, "La Paz, 1992." October 25 <NAME>, "What Washington Means by Policy Reform" (on reserve), and <NAME>, "Lima, 1990." Week 9 October 28 The Chilean Experience. Skidmore and Smith, Ch. 4, "Chile: Socialism, Repression, and Democracy." October 30 Collins and Lear, _Chile's Free Market Miracle: A Second Look_ , Part One: "Chile and Neo-Liberalism." November 1 Collins and Lear, Part Two: "Neo-Liberalism and the Economy." Week 10 November 4 Collins and Lear, Part Three: "Social Policy." November 6 Collins and Lear, Part Four: "Land and the Environment." November 8 Collins and Lear, Part Five: "Conclusion," and the Epilogue by <NAME>. Week 11 November 11 FIRST DRAFT OF PAPER DUE AT THE BEGINNING OF CLASS. <NAME>, "Economic Restructuring, Neoliberal Reforms, and the Working Class in Latin America," in Halebsky and Harris. November 13 The Mexican experience. Skidmore and Smith, Ch. 7, "Mexico: The Taming of a Revolution," and Alma Guillermoprieto, "Mexico City, 1990." (Recommended, but not required: <NAME>, _The Paradox of Revolution_ , Ch. 1.) November 15 Middlebrook, Chs. 2-3 Week 12 November 18 Middlebrook, Chs. 4-5. November 20 Middlebrook, Ch. 6. November 22 Middlebrook, Ch. 7. Week 13 November 25 Middlebrook, Ch. 8. November 27 THANKSGIVING BREAK November 29 THANKSGIVING BREAK Week 14 December 2 Drugs and Politics in Colombia. Alma Guillermoprieto, "Medell in, 1991," and "Bogota, 1993." December 4 FINAL DRAFT OF PAPER DUE AT THE BEGINNING OF CLASS. Civil society in Latin America. _What new political forces in Latin America emerged in the period of military rule? Why? Will they retain their autonomy under civilian governments? What are the prospects for democracy in the region?_ <NAME>, "The Riddle of New Social Movements: Who They Are and What They Do," in Halebsky and Harris. December 6 <NAME>, "Latin American Women and the Search for Social, Political and Economic Transformation," in Halebsky and Harris. Week 15 December 9 <NAME> and <NAME>, "Latin America's Indigenous Peoples: Changing Identities and Forms of Resistance," in Halebsky and Harris. December 11 <NAME>, "Whither the Catholic Church in the 1990s?" in Halebsky and Harris, and <NAME>, "Rio, 1991." December 13 <NAME>, "Latin America and the Social Ecology of Capitalism," in Halebsky and Harris. FINAL EXAM: To Be Announced. * * * RESEARCH PROJECT As indicated at the beginning of the syllabus, 50% of your grade will be based on a research paper to be written for the class. The final paper should be 10-15 pages, typed and double spaced. You must include references to at least 8 resources. The project is broken down into four stages. First, you should write a research design, which will be worth 10% of your grade and is due on September 27. The research design allows you to define your topic and to explain how you intend to research it. You should write two or three pages, in which you tell us what your topic is, why you think it is important, define your terms, and specify the research questions you will need to answer in order to address your topic. You should also include a preliminary reference list, with at least 3 resources. Next, on October 18, you will give an oral progress report on your research. This presentation will be evaluated as part of your class participation grade. Be prepared to explain your topic and your research strategy, and to summarize your findings to date. The third stage of the project is your first draft, due on November 11 and worth 10% of your grade. The _revised_ and final draft of the paper will be due on December 4, and will be worth 30% of your grade. Please note that the revisions you make will be considered when grading the final draft. In other words, a "B" on the first draft does not guarantee a "B" on the final draft; if you turn in an unrevised draft, your grade will reflect the effort you put into improving your work. TOPICS: It will be impossible to cover every issue of interest in the 15 weeks of this course, and there are likely to be many issues that you are interested in that we will not be able to examine in class. You may therefore choose any topic that interests you. Our requirements will be that you choose a topic on Latin America that is sufficiently focussed to fit into a paper of only 10-15 pages, that it be about contemporary Latin American politics, and that it is doable. The following are intended as suggestions or guidelines for you, although you may certainly choose from this list. 1\. What were the origins of the Women's movement in Chile, and how did it affect the transition to democracy? 2\. How influential is the Protestant Church in Brazilian politics (or in Guatemala, or Ecuador, or whatever country interests you)? 3\. What were the causes and consequences of the cholera epidemic for Peru (or another Latin American country)? 4\. What have been the consequences of the "Drug War" (perhaps especially U.S. participation in the Drug War) for Colombia (or Peru, or Ecuador)? 5\. What were the "IMF riots"? How do economic stabilization programs help Latin American countries, and how do they harm them? 6\. Why have the large debtor nations of the region failed to coordinate their policies before their creditors? Or what are the obstacles to economic integration in the region? 7\. Has the era of Latin American dictatorships come to an end? You may wish to compare two countries to answer this, such as Brazil and Paraguay, Chile and Argentina, Haiti and El Salvador, or Peru and Panama. Or alternatively, has the era of Latin American guerrillas come to an end? Again comparing two countries, such as Guatemala and El Salvador, Peru and Colombia, or Mexico and Uruguay. ELECTRONIC RESOURCES Some of you may find using the World Wide Web or the Internet useful in your research. Included here are a few resources which may be useful. Some of them are in Spanish, but not all. More links will be added here as I come across them. (Thanks are due to <NAME> for finding many of these sources.) Please bear in mind that almost _anyone_ can publish on the Internet, so there is no quality control there; you must consider the reliability of the source when you cite Internet or Web sources. Because of this issue, for each electronic resource you use in your paper, you must also use one scholarly resource, i.e., an article from a scholarly journal such as _Latin American Research Review_ or _Comparative Politics_. Chilean Government http://www.segegob.cl/secregob_english/text/pcch/index.html La Epoca, a Chilean newspaper http://www.reuna.cl/laepoca/ Uruguay's academic network http://www.rau.edu.uy/ Government of Argentina, Executive Branch http://www.presidencia.ar/admin.html Latin American research database at UT Austin http://lanic.utexas.edu/la/region/arl/ Amnesty International http://www.amnesty.org/ WWW Virtual Library: Latin American Studies Armando F. MastrapaHome Page JOINT LIBRARY HOME PAGE Ejercito Zapatista de Liberacion Nacional Latin American Resources at UT Latin America on the Net - Government and Politics spec0317.html FirstNews - Internet in Spanish - Culture and Contemporary Society CubaWeb Ejercito Zapatista de Liberacion Nacional Latin American Resources at UT Latin America on the Net - Government and Politics Chiapas Para el Mundo... <NAME>'s Chiapas Page <NAME> <file_sep>jhistory.96 by date # jhistory.96 by date * Most recent messages * Messages sorted by: [ thread ][ subject ][ author ] * Other mail archives Starting: _Tue 02 Jan 1996 - 09:29:27 EST_ Ending: _Tue 31 Dec 1996 - 00:00:-35370 EST_ Messages:** 1045 * H-Net Announcement for 1996 _KRushing-UTC_ * WWW: From Jackson to Lincoln at Morgan Library (fwd) _KRushing-UTC_ * Jhistory Digest _<NAME>_ * 1995 Books and articles _<NAME>_ * Re: 1995 Books and articles _Alfred E Cornebise_ * Re: 1995 Books and articles _Alfred E Cornebise_ * RE: 1995 Books and articles _<EMAIL>_ * RE: 1995 Books and articles _<NAME>_ * Re: 1995 Books and articles _<NAME>_ * H-SHEAR: H-Net list on Early American Republic _KRushing-UTC_ * Re: 1995 Books and articles _Dr. <NAME>_ * CIS censorship--The whole story (fwd) _KRushing-UTC_ * Re: 1995 Books and articles _Accessible Archives_ * IRE Call for Papers _<NAME>_ * Call for papers: Graduate Conference (fwd) _KRushing-UTC_ * Dictionary of American Biography. _<NAME>_ * Re: Dictionary of American Biography. _<NAME>_ * Re: Dictionary of American Biography. _<NAME>_ * thesis research _<NAME>_ * Re: thesis research _Shirley A Biagi_ * Re: thesis research _Shirley A Biagi_ * Re: thesis research _Genevieve G McBride_ * Re: thesis research _<NAME> McBride_ * <NAME> _<NAME>_ * Re: thesis research _Shirley A Biagi_ * Re: thesis research _Shirley A Biagi_ * Re: <NAME> _Shirley A Biagi_ * Re: thesis research _harperc_ * origin of the term "journalism" _<EMAIL>_ * Re: <NAME> _<NAME>_ * Re: <NAME> _<NAME>_ * Re: <NAME> _<NAME>_ * Cites on Brinkley _Ed Adams_ * Economics of early American newspapers _<NAME>_ * Re: Cites on Brinkley _james foust_ * Re: Cites on Brinkley _<NAME>_ * Re: Economics of early American newspapers _Ed Adams_ * Re: Economics of early American newspapers _Joyce Tracy_ * Re: Economics of early American newspapers _Joyce Tracy_ * Re: Economics of early American newspapers _<NAME>_ * Re: JHISTORY digest 19 _<NAME>chell_ * McCarthy _<NAME>_ * Conference on Mississippi River: Memphis, March 14-16, 1996 (fwd) _KRushing-UTC_ * Cites on Brinkley -Reply _<NAME>_ * New List (fwd) _KRISTINA ROSS_ * Re: JHISTORY digest 19 _BARBARA CLOUD_ * Re: Economics of early American newspapers _<EMAIL>_ * Re: Economics of early American newspapers _Yungho Im_ * Re: Economics of early American newspapers _Genevieve G McBride_ * Re: Economics of early American newspapers _<NAME>_ * H-NET review: <NAME>, _KRushing-UTC_ * Re: Powerful radio signals _Phillip J Tichenor_ * state sites (A-M) (fwd) _Genevieve G McBride_ * state sites (N-Z) _Genevieve G McBride_ * state e-lists (fwd) _Genevieve G McBride_ * H-NET review: <NAME>, _Genevieve G McBride_ * Re: Economics of early American newspapers _<NAME>_ * AJHA panel proposal _<NAME>_ * H-Net Guide to WWW sites January 20, 1996 _KRushing-UTC_ * Re: AJHA panel proposal _<EMAIL>_ * Re: state sites (A-M) (fwd) _Joyce Tracy_ * Re: state sites (A-M) (fwd) _Joyce Tracy_ * Economics of Early American Newspapers _<NAME>_ * <NAME>, Am. Journalist: QUERY (fwd) _Genevieve G McBride_ * journalism and am history - conclusion _Victoria Camron_ * Initial infographics? _<NAME>_ * Am. Women Foreign Policy Commentators, 1939-41: QUERY (fwd) _Genevieve G McBride_ * CFP: Mid-America History Conference, Kansas, Sept 1996 _KRushing-UTC_ * Re: 19CWWW Newsflash! (fwd) _KRushing-UTC_ * NCC Washington Update, vol. 2, no. 2, January 25, 1996 (fwd) _KRushing-UTC_ * Re: AJHA panel proposal _<NAME>_ * Comprehensive list of magazines _Liz Watts_ * Re: AJHA panel proposal _<NAME>_ * Re: AJHA panel proposal _<NAME>_ * Re: Comprehensive list of magazines _<EMAIL>_ * NARA's new online resources (fwd) _KRISTINA ROSS_ * Re: Comprehensive list of magazines _<NAME>_ * Re: Comprehensive list of magazines _<NAME>_ * Re: Comprehensive list of magazines _<NAME>_ * CFP: American Journalism Historian Association _KRushing-UTC_ * Hello _<NAME>_ * Re: Hello _<NAME>_ * Re: Hello _<NAME>_ * NCC Washington Update, v2#3 Jan 31, 1996 _KRushing-UTC_ * Re: AJHA panel proposal _<NAME>_ * Review Jhistory _<NAME>_ * RE: Review Jhistory _<EMAIL>_ * British Library Newspaper Scanning _<NAME>_ * NCC Washington Update, vol.2, no. 4, Feb 8, 1996 _KRushing-UTC_ * Harold ("Bud") <NAME> _<NAME>_ * British Library Newspaper Scanning -Reply _<NAME>_ * Re: British Library Newspaper Scanning _BARBARA CLOUD_ * Re: British Library Newspaper Scanning _BARBARA CLOUD_ * Margaret Sanger Project Intership _KRushing-UTC_ * Jhistory new members _<NAME>_ * <NAME>" Nelson Obituary _Nancy L Roberts_ * Harold "Bud" Nelson Obituary _Nancy L Roberts_ * Karakasidou-Cambridge UP dispute: documents on www (fwd) _KRushing-UTC_ * Query _<NAME>_ * <NAME> _<NAME>_ * RE: <NAME> _<EMAIL>_ * Re: <NAME> _<NAME>_ * RE: <NAME> _<EMAIL>_ * Re: <NAME> _<NAME>_ * Re: <NAME> _<NAME>_ * RE: <NAME> _<NAME>_ * Re: <NAME> _W.B.Eberhard_ * New York Sun _<NAME>_ * Re: <NAME> _<NAME>_ * Re: Query _BARBARA CLOUD_ * Re: Query _BARBARA CLOUD_ * <NAME> _DAVID DAVIES_ * NCC Washington Update, vol. 2, #5, Feb 15, 1996 _KRushing-UTC_ * new technologies _Jay Hamburger_ * Re: New York Sun _Doug Ward_ * Re: Query _<NAME>_ * Re: new technologies _<NAME>_ * Re: new technologies _<NAME>_ * Re: new technologies _peter mayeux_ * Re: new technologies _Genevieve G McBride_ * Re: Query _Genevieve G McBride_ * Online book reviews? _Andris Straumanis_ * Creating On-Line Teaching Materials: U Virginia, June 1996 _KRushing-UTC_ * Re: Online book reviews? _<NAME>_ * Re: <NAME> _<NAME>_ * Online book reviews? -Reply _<NAME>_ * Re: Online book reviews? _<NAME>_ * Re: Online book reviews? _<NAME>_ * Re: Online book reviews? _harperc_ * Re: Online book reviews _Genevieve G McBride_ * Re: Online book reviews? _W.B.Eberhard_ * Re: Online book reviews _<EMAIL>_ * Re: Online book reviews? _<NAME>_ * On-line reviews _<NAME>_ * Re: Online book reviews? _<NAME>_ * Jhistory New Members _<NAME>_ * Re: Online book reviews? _Genevieve G McBride_ * Women and history _<NAME>_ * Re: Online book reviews? _W.B.Eberhard_ * Re: Online book reviews? _<EMAIL>_ * Re: H-USA: new H-Net list for international study of USA _K. Rushing_ * NCC Washington Update, vol.2, #6 _K. Rushing_ * Media in America exam copy _<NAME>_ * Re: Media in America exam copy _<NAME>_ * 1996, 1896 _<NAME>_ * Re: Media in America exam copy _<NAME>_ * Re: 1996, 1896 _<EMAIL>_ * Jhistory New Members _<NAME>_ * Re[2]: Media in America exam copy _<NAME>_ * <NAME> _<EMAIL>_ * Re: new technologies _<NAME>_ * (no subject) _<NAME>_ * Re: <NAME> _<NAME>_ * Re: <NAME> _<NAME>_ * Re: JHISTORY digest 49 _D<NAME>, UNIVERSITY OF TENNESSEE_ * <NAME> _<NAME>_ * <NAME> _<NAME>_ * <NAME> more _<NAME>_ * <NAME> more _<EMAIL>_ * Re: Jhistory New Members _<NAME>_ * <NAME> and "Conversational Space" _<NAME>_ * The National Tribune (fwd) _KRISTINA ROSS_ * Re: <NAME> and "Conversational Space" _BARBARA CLOUD_ * new technology & humans... _<EMAIL>_ * Re: <NAME> and "Conversational Space" _W.B.Eberhard_ * News: Short-term Visiting Fellows in Australia _KRushing-UTC_ * WWW > Center for Environmental Journalism page _KRushing-UTC_ * Address Correction: Short-Term Fellowships at U. of Melbourne _KRushing-UTC_ * Re: <NAME> and "Conversational Space" _<NAME>_ * NCC Washington Update, vol. 2, # 7, March 5, 1996 _K.RushingUTChattanooga_ Re: <NAME> and "Conversational Space" _<NAME>_ * New H-Net network: H-JAPAN _K.RushingUTChattanooga_ Announcing New H-Net network: H-JAPAN _K.RushingUTChattanooga_ Women's history CD-ROM _<NAME>_ * King Report: new scholarly books for Feb.9,16,23, 1996 _KRushing_ * Bibliographical Helps (commercial site) _KRushing-UTC_ * Web Pages; New member _<NAME>_ * Prostitutes _<NAME>_ * judges needed _<EMAIL>_ * International Film Meeting: The Cold War (fwd) _KRISTINA ROSS_ * Re: judges needed _<NAME>_ * Re: SWINTON SPEECH QUERY (fwd) (fwd) _<NAME>_ * Re: SWINTON SPEECH QUERY (fwd) (fwd) _<NAME>_ * Re: judges needed _<EMAIL>_ * NCC Washington Update, Vol. 2, #8, March 11, 1996 _K.RushingUTChattanooga_ Re: SWINTON SPEECH QUERY (fwd) (fwd) _<NAME>_ * Re: SWINTON SPEECH QUERY (fwd) (fwd) _<NAME>_ * End of tenure? (fwd) _KRISTINA ROSS_ * Re: SWINTON SPEECH QUERY (fwd) (fwd) _<NAME>_ * Re: SWINTON SPEECH QUERY (fwd) (fwd) _<NAME>_ * Fwd: Obituary: <NAME> (1897-1996) (fwd) _<EMAIL>_ * The Steering Committee _<NAME>_ * Re: The Steering Committee _W.B.Eberhard_ * Re: The Steering Committee _Ira Don Self_ * Re: The Steering Committee _KRushing_ * Re: The Steering Committee _KRISTINA ROSS_ * Jhistory New Members _<NAME>_ * WWW: LC's American Memory collection _K.RushingUTChattanooga_ jhistory threatened? _<NAME>_ * Re: jhistory threatened? _<NAME>_ * Re: jhistory threatened? _<NAME>_ * Re: jhistory threatened? _BARBARA CLOUD_ * Re: jhistory threatened? _BARBARA CLOUD_ * Directory _BARBARA CLOUD_ * Directory _BARBARA CLOUD_ * Re: jhistory threatened? _<NAME>_ * Re: jhistory threatened? _<NAME>_ * women's studies _Tracy Gottlieb_ * Re: women's studies _<NAME>_ * Re: women's studies -Reply _Tracy Gottlieb_ * RE: women's studies _<EMAIL>_ * Re: jhistory threatened? _<NAME>_ * Re: jhistory threatened? _Ira Don Self_ * Re: women's studies -Reply _<EMAIL>_ * Re: The Steering Committee _BARBARA CLOUD_ * Re: The Steering Committee _BARBARA CLOUD_ * NCC Washington Update, Vol. 2, #9, March 20, 1996 _KRushing_ * OAH convention _<NAME>_ * New AJ is in the mail. (fwd) _W.B.Eberhard_ * Impact _<NAME>_ * Re: New AJ is in the mail. (fwd) _<NAME>_ * Re: Impact _Genevieve G McBride_ * Re: Impact _<NAME>Bride_ * Re: Impact _<NAME>_ * Culture in Cyberspace _<NAME>_ * Re: Impact _<NAME>_ * OAH convention _<NAME>_ * Re: OAH convention _<EMAIL>_ * Great Plains _<EMAIL>_ * Re: Impact _<EMAIL>_ * Re: Impact _<EMAIL>_ * H-Net Job Guide Index, March 22, 1996 _K. Rushing_ * Movietone News Online _K. Rushing_ * Re: women's studies _<NAME>_ * Commercialization _<NAME>_ * Articles about Jhistory; New Members _<NAME>_ * Re: women's studies -Reply _<NAME>_ * On-Line Digital Library _K. Rushing_ * Re: OAH convention _<NAME>_ * Editors and Publishers _<NAME>_ * Re: Editors and Publishers _<NAME>_ * NCC Washington Update, Vol. 2, #10, March 27, 1996 _K. Rushing_ * Icebreakers; Jhistory Secretary Wanted _<NAME>_ * re: publishers and editors _<NAME>_ * Origins of "boob tube" _KRISTINA ROSS_ * Re: Origins of "boob tube" _<NAME>_ * Re: Origins of "boob tube" _<NAME>_ * Re: Origins of "boob tube" _<NAME>_ * RE: Origins of "boob tube" _<EMAIL>_ * RE: Origins of "boob tube" _<NAME>_ * RE: Origins of "boob tube" _KRISTINA ROSS_ * RE: Origins of "boob tube" _<NAME>_ * Origins of "boob tube" _<NAME>_ * . _<EMAIL>_ * . _<EMAIL>_ * Origins of "boob tube" -Reply _<NAME>_ * Re: Origins of "boob tube" _<NAME>_ * Re: Origins of "boob tube" _<EMAIL>_ * CFP: American Conference for Irish Studies _K. Rushing_ * RE: Origins of "boob tube" _<NAME>_ * Call for Papers _K. Rushing_ * Call for Papers _K. Rushing_ * Re: Icebreakers; Jhistory Secretary Wanted _<NAME>_ * Follow-up to Tichenor & "boob tube" _KRISTINA ROSS_ * H-NET JOB GUIDE INDEX March 29, 1996 _K. Rushing_ * Jhistory New Members _<NAME>_ * Icebreakers _<NAME>_ * NEH Public Programs announces Sept 16 Deadline _K. Rushing_ * United Press _<EMAIL>_ * Re: United Press _<NAME>_ * Re: United Press _<NAME>_ * "Parson" Brownlow _K.RushingUTChattanooga_ JHISTORY digest 79 -Reply _<NAME>_ * If GM had tech support... _<NAME>_ * 1996 Mid-America Conference on History (fwd) _K. Rushing_ * Re: "Parson" Brownlow _K. Rushing_ * CONF: American Media Communities, Berkeley 4/20/96 _<NAME>_ * H-Net Job Guide Index April 5, 1996 _K. Rushing_ * CONF: Plessy centennial _K. Rushing_ * Hanover College puts historical texts on WWW _K. Rushing_ * Conference announcement _K. Rushing_ * Conference announcement _<EMAIL>_ * Jhistory New Members _<NAME>_ * Icebreakers _<NAME>_ * Re: Icebreakers _<NAME>_ * Re: women's jhistory group? _<NAME>_ * Re: women's jhistory group? _<NAME>_ * women's research group _<NAME>_ * Call for papers (fwd) _K.RushingUTChattanooga_ Re: Jhistory New Members _SungHo Jeon_ * Re: Jhistory New Members _SungHo Jeon_ * CFP: Plessy Conference at Howard, Nov. 1996 _K. Rushing_ * RE: women's research group _<EMAIL>_ * Journalistic Tradition _<NAME>_ * Morgues _<NAME>_ * Re: Morgues _<NAME>_ * Re: Morgues _W.B.Eberhard_ * Journalistic Tradition -Reply _<NAME>_ * Re: Journalistic Tradition -Reply _<NAME>_ * Re: Journalistic Tradition -Reply _<NAME>ENEY_ * Re: Journalistic Tradition -Reply _<NAME>_ * Re: Journalistic Tradition -Reply _<NAME>_ * Re: Journalistic Tradition -Reply _<NAME>_ * Re: Morgues _<NAME>_ * Re: Morgues _<NAME>_ * NCC Washington Update, vol. 2, #12, April 12, 1996 _K. Rushing_ * Re: Morgues _<NAME>_ * Re: Morgues _<NAME>_ * Re: typo in response to Eberhard _<NAME>_ * Re: Morgues _<NAME>_ * Party Line Phones _<NAME>_ * Re: Party Line Phones _<NAME>_ * Re: Party Line Phones _<NAME>_ * Re: Party Line Phones _<NAME>_ * Icebreakers _<NAME>_ * RE: Party Line Phones _<EMAIL>_ * CFP: Columbia U. Graduate Student Conference on Freedom in America _K. Rushing_ * Jhistory New Members _<NAME>_ * Icebreakers (new!) _<NAME>_ * Icebreakers (new!) _<EMAIL>_ * Re: your mail _<NAME>_ * Book review _<NAME>_ * newspaper list: please post _<NAME>_ * newspaper list: please post (fwd) _<NAME>_ * Re: your mail _<NAME>_ * Re: your mail _<NAME>_ * _Chicago Inter-Ocean_: Query _K.RushingUTChattanooga_ New Member _<NAME>_ * Intro and question _<EMAIL>_ * Jhistory New Members _<NAME>_ * <NAME> on C-Span _UTC Comm Dept_ * Icebreakers _<NAME>_ * Re: Icebreakers _KRISTINA ROSS_ * Re: Intro and question _<NAME>_ * CFP: Mid-American Conf. _K. Rushing_ * 2nd CFP: SHGAPE at AHA, January 1997, NYC _K. Rushing_ * Re: Boilerplate query _<EMAIL>_ * Re: Boilerplate query _<NAME>_ * Fwd: Re: Research on Jews in antebellum South (fwd) _<EMAIL>_ * Re: new technology & humans... _<EMAIL>_ * Fwd: Re: Research on Jews in antebellum South (fwd) _<EMAIL>_ * SHGAPE Conference in Ohio _UTC Comm Dept_ * SUMSEM: New Media/Advanced Methods for Historical Research, _<NAME>_ * <NAME> _<EMAIL>_ * Re: <NAME> _<NAME>_ * Re: Intro and question _<EMAIL>_ * Re: CFP: Mid-American Conf. _<EMAIL>_ * Re: Icebreakers _<EMAIL>_ * Re[2]: Intro and question _<EMAIL>_ * Re: Jhistory New Members _<EMAIL>_ * Re[2]: Icebreakers _<EMAIL>_ * Re[2]: Boilerplate query _<EMAIL>_ * Re[2]: Boilerplate query _<EMAIL>_ * Re: 2nd CFP: SHGAPE at AHA, January 1997, NYC _<EMAIL>_ * Re: Fwd: Re: Research on Jews in antebellum South (fwd) _<EMAIL>_ * Re[2]: new technology & humans... _<EMAIL>_ * Re: Fwd: Re: Research on Jews in antebellum South (fwd) _<EMAIL>_ * Re: SUMSEM: New Media/Advanced Methods for Historical Resear _<EMAIL>_ * Re[2]: Joseph Wanhope _<EMAIL>_ * Re: Joseph Wanhope _<EMAIL>_ * NCC Washington Update, vol 2, #13, April 25, 1996 _UTChattanooga Comm Dept_ * MDS "coursepacks" and "fair use" of copyright materials for class _UTChattanooga Comm Dept_ * Anarchist publications _<NAME>_ * Re: Anarchist publications _<EMAIL>_ * Re: Anarchist publications _<NAME>_ * Re: Anarchist publications _Shirley A Biagi_ * Re: Anarchist publications _Sh<NAME> Biagi_ * Re: Anarchist publications _<NAME>_ * Re: Anarchist publications _Genevieve G McBride_ * <NAME> _<NAME>_ * Laptops and Travel _UTChattanooga Comm Dept_ * Laptops and Travel _<EMAIL>_ * Edupage, 28 April 1996 (fwd) _KRISTINA ROSS_ * Re: Jhistory New Members _<NAME>_ * <NAME> _<NAME>_ * <NAME> _<EMAIL>_ * Re: <NAME> _<NAME>_ * Re: Charlotte Bronte _<NAME>_ * Icebreakers _<NAME>_ * Re: Charlotte Bronte _<NAME>_ * Re: NCC Washington Update, vol 2, #13, April 25, 1996 _<EMAIL>_ * Re: MDS "coursepacks" and "fair use" of copyright materials _<EMAIL>_ * Re[2]: Anarchist publications _<EMAIL>_ * Re[2]: Anarchist publications _<EMAIL>_ * Re: <NAME> _<EMAIL>_ * Re: <no subject> _<EMAIL>_ * Re: Laptops and Travel _<EMAIL>_ * Re: Edupage, 28 April 1996 (fwd) _<EMAIL>_ * Re: <NAME> _<EMAIL>_ * Re: <NAME> _<EMAIL>_ * Re[2]: Jhistory New Members _<EMAIL>_ * Re: Icebreakers _<EMAIL>_ * Re[2]: <NAME> _<EMAIL>_ * Re[2]: <NAME> _<EMAIL>_ * H-Net Job Guide Index, April 26, 1996 _UTennChattanooga-CommDept_ * Federal Court on Course packs _UTennChattanooga-CommDept_ * Macabre media event in the making _KRISTINA ROSS_ * Course Help _Jean Folkerts_ * <NAME> _<NAME>_ * Re: <NAME> _<NAME>_ * Re: <NAME> _<NAME>_ * NCC Washington Update, vol 2, #14, May 2, 1996 _UTennChattanooga-CommDept_ * H-Net Job Guide Index May 3, 1996 _UTennChattanooga-CommDept_ * <NAME> _<EMAIL>_ * Q re <NAME> _<NAME>_ * Re: <NAME> _<NAME>_ * Jhistory Meeting at AEJ; New Members _<NAME>_ * Re: Q re <NAME> _<NAME>_ * Re: Q re <NAME> _<NAME>_ * Re: <NAME> _<NAME>_ * Re: <NAME> _<NAME>_ * NCC Washington Update, vol 2, #15, May 8, 1996 _UTChattanooga Comm Dept_ * New Journal for Representation in Media and Culture _UTChattanooga Comm Dept_ * CFP: Economic and Business History Society _UTChattanooga Comm Dept_ * LANDON REPORT: Contents for Journal of Popular Culture 29.1 _UTChattanooga Comm Dept_ * Wanted! More icebreakers _<NAME>_ * mottos, Newseum _<NAME>_ * Re: mottos, Newseum _<NAME>_ * Re: mottos, Newseum _<NAME>_ * New Member; Ice _<NAME>_ * unsubbing _<NAME>_ * IRE/AEJMC Research Paper Winners _<NAME>_ * Icebreakers _<NAME>_ * Icebreakers _<NAME>_ * News: Norlands Conference\ _UTChattanooga Comm Dept_ * Horus Links _UTennChattanooga-CommDept_ * Re: Baseball and Sports History (fwd) _Genevieve G McBride_ * Re: Baseball and Sports History (fwd) _<NAME> McBride_ * Re: Baseball and Sports History (fwd) _<NAME>_ * Re: Baseball and Sports History (fwd) _<EMAIL>_ * Re: Baseball and Sports History (fwd) _<EMAIL>_ * Grant suggestions for grad student _KRISTINA ROSS_ * Re: New AJ is in the mail. (fwd) _<NAME>_ * Re: New AJ is in the mail. (fwd) _W.B.Eberhard_ * Re: New AJ is in the mail. (fwd) _<NAME>_ * Re: Jhistory New Members _<NAME>_ * Icebreakers _<NAME>_ * Ken Burns testimony to Congress re NEH (fwd) _UTChattanooga Comm Dept_ * NCC report 2-16 _UTChattanooga Comm Dept_ * CFP: SAWH _UTChattanooga Comm Dept_ * CFP: 'Lead,Blood and Tears': A Conference on Women and the Civil , _UTChattanooga Comm Dept_ * Call for papers: Civil War Symposium (fwd) _UTChattanooga Comm Dept_ * Re: Icebreakers _<NAME>_ * <NAME> _<NAME>_ * Re: <NAME> _catherine cassara_ * H-NET JOB GUIDE INDEX May 24, 1996 _KRushing_ * Workshop: Using the World Wide Web _KRushing_ * News: Summer Oral History Institute: Columbia U. July 7-19 _UTChattanooga Comm Dept_ * CFP: Modernism and Technology--Hagley Museum March 7, 1997 _UTChattanooga Comm Dept_ * Jhistory _<NAME>_ * Book Reviews: Call for Reviewers _<NAME>_ * Re: Book Reviews: Call for Reviewers _<EMAIL>_ * Icebreakers _<NAME>_ * Re: Jhistory _BARBARA CLOUD_ * Re: Jhistory _BARBARA CLOUD_ * Re: Icebreakers _<NAME>_ * Evaluation _UTChattanooga Comm Dept_ * New York Evening World _<NAME>_ * New York Evening World _<EMAIL>_ * Re: New York Evening World _<NAME>_ * Re: No Subject _<EMAIL>_ * NEW: MediaPub - Media Publishing Mailing List _KRushing_ * H-Net Growth Patterns: spring 1996 _KRushing_ * cfp: Southern Histocical Assoc. Atlanta, Nov 1997 _KRushing_ * Journalism Jargon (fwd) _BARBARA CLOUD_ * Re: Journalism Jargon (fwd) _Genevieve G McBride_ * Re: Journalism Jargon (fwd) _Genevieve G McBride_ * Re: Journalism Jargon (fwd) _Ira Don Self_ * Re: Journalism Jargon (fwd) _<NAME>_ * Web Database of World-Wide Online Newspapers _<NAME>_ * Re: Journalism Jargon (fwd) _<NAME>_ * Re: Journalism Jargon (fwd) _<EMAIL>_ * Icrebreakers, new members _<NAME>_ * Re: New York Evening World _<NAME>_ * Re: New York Evening World _<NAME>_ * Re: Icrebreakers, new members _<NAME>_ * Re: Journalism Jargon (fwd) _BARBARA CLOUD_ * Re: Journalism Jargon (fwd) _BARBARA CLOUD_ * Re: Icrebreakers, new members _<NAME>_ * Re: cfp: Southern Histocical Assoc. Atlanta, Nov 1997 _<NAME>_ * H-Net Job Guide index for 5/31/96 _UTChattanooga Comm Dept_ * carey's call for jeducation reform _<NAME>_ * Re: Alsop Book _<NAME>_ * Re: carey's call for jeducation reform _<NAME>_ * Re: carey's call for jeducation reform _W.B.Eberhard_ * RCPT: Re: cfp: Southern Histocical Assoc. Atlanta, _<NAME>_ * National Association of Broadcasting _<NAME>_ * Re: National Association of Broadcasting _<NAME>_ * Re: National Association of Broadcasting _<NAME>_ * RCPT: Re: cfp: Southern Histocical Assoc. Atlanta, _<EMAIL>_ * carey _<NAME>_ * Call for Papers (fwd) _UTChattanooga Comm Dept_ * RCPT: Re: cfp: Southern Histocical Assoc. Atlanta, _<NAME>_ * New discussion list on history of computing(fwd) _KRISTINA ROSS_ * Book on Joseph Alsop _<NAME>_ * Re: Book on Joseph Alsop _<NAME>_ * RCPT: Re: Book on Joseph Alsop _<NAME>_ * NCC Washington Update, vol.2, #18, June 4, 1996 _UTChattanooga Comm Dept_ * New H-Net list: H-AfrArts, study of African expressive culture _UTChattanooga Comm Dept_ * new: Electronic Journal of Australian and New Zealand History _UTChattanooga Comm Dept_ * News: Emma Goldman Web Site _UTChattanooga Comm Dept_ * News: Labor Beat Web page and List (x H-Labor) _UTChattanooga Comm Dept_ * CFP: Military History of the West _UTChattanooga Comm Dept_ * RCPT: Re: Book on Joseph Alsop _<NAME>_ * RCPT: Re: Book on Joseph Alsop _<NAME>_ * RCPT: Re: cfp: Southern Histocical Assoc. Atlanta, _<NAME>_ * Re: Icebreakers, new members _<NAME>_ * Icebreakers _<NAME>_ * New York Times Magazine Pictures _<NAME>_ * carey _BARBARA CLOUD_ * Re: New York Times Magazine Pictures _harperc_ * Re: New York Times Magazine Pictures _harperc_ * carey _<NAME>r._ * Re: Jhistory New Members _<EMAIL>_ * Icebreakers _<NAME>_ * Re: New York Times Magazine Pictures (fwd) _<NAME>_ * re: nyt "history" of photography _<EMAIL>_ * Call for book reviewers #2 _<NAME>_ * "Neil, the government wouldn't tap the phones of American Reporters" _<NAME>_ * Announcement of H-ArfLitCine _H-Net Help_ * CFP: Interdisciplinary 19th Century Studies _Kriste Lindenmeyer_ * Re: Call for book reviewers #2 _<EMAIL>_ * Re: Call for book reviewers #2 _<NAME>_ * Icebreakers _<NAME>_ * Jhistory New Members _<NAME>_ * FWD: Women's historians vs. Detroit Free Press _<NAME>_ * Washington Post WWW has first chapters of many new books _<NAME>, H-Net Director_ * Editor Wanted--ARNOVA _<NAME>_ * NCC Washington Update, vol. 2, #20, June 20, 1996 _UTennChattanooga-CommDept_ * <NAME> _<NAME>_ * Jhistory in Vermont; New Members _<NAME>_ * Call for Panel Participants: SHA, racial ideologies _KRushing_ * NCC Washington Update, vol. 2, #21, June 27, 1996 _<NAME>, H-Net Director_ * American Journalism _W.B.Eberhard_ * Re: American Journalism _Accessible Archives_ * H-NET JOB GUIDE INDEX June 28, 1996 _<NAME>, H-Net Director_ * Call for Papers (fwd) _<NAME>_ * Icebreakers _<NAME>_ * New Members; Icebreakers _<NAME>_ * H-ARETE = new H-Net list on Sport Literature _KRushing_ * Re: Icebreakers _<NAME>_ * Re: Great Plains _<EMAIL>_ * Re: Great Plains _<EMAIL>_ * Women and the Greenback Party: Query _KR-UTC_ * jobs for history majors _KR-UTC_ * CFP: Oral History Association Conference _KR-UTC_ * University Press Books: first chapters on-line [free] _KR-UTC_ * Re: Upcoming Conference Info (fwd) _Dr L. Montgomery_ * PBS "NewsHour with <NAME>" transcripts on-line _KR-utc_ * Jhistory new member; icebreakers _<NAME>_ * Gatekeeper _<NAME>_ * Re: Gatekeeper _<NAME>_ * Re: Gatekeeper _<NAME>_ * Gatekeeper _<NAME>_ * Re: Gatekeeper _<NAME>, Loyola College_ * H-Net Job Guide Index, July 8, 1996 _KR-utchatt_ * IIPJM -- Hemingway, the journalist, conference -- and others-- in , _Dr L. Montgomery_ * Re: Gatekeeper _<NAME>_ * Icebreakers _<NAME>_ * cfp: new edition of Historical Statistics of US needs advisors _KR-UT Chatt_ * American "cultural imperialism" on net? Harvard conference report _KR-UT Chatt_ * MIT harassed over publication of PGP book (fwd) _KR-UT Chatt_ * Re:Article Call on History of Investigative Journalism _<NAME>_ * NCC Washington Update, vol 2, #22, July 10, 1996 _KR-UT Chatt_ * Department of Labor History Web Page _KR-utc_ * New Member; Icebreakers _<NAME>_ * Social Security Death Index _KRutc_ * Yank, the Army Weekly _<EMAIL>_ * NCC Washington Update, vol. 2, # 23, July 12, 1996 _KR-utc_ * Great corrections wanted! _<NAME>_ * Re: Great corrections wanted! _<NAME>_ * More first-chapters-on-line _KRutc_ * H-Net Job Guide index July 15, 1996 _KRutc_ * Icebreaker _<NAME>_ * Re: Yank, the Army Weekly _W.B.Eberhard_ * NCC Washington Update, vol. 2, # 24, July 18, 1996 _KR-utc_ * News: Journals of Interest _KRutc_ * News: CFPs _KRutc_ * CBS during WWII (fwd) _KRISTINA ROSS_ * State Humanities Councils: email addresses _KR-utc_ * New Members, Icebreakers _<NAME>_ * How I used the Internet to plan research trip to Britain [x _KRutc_ * re: How I used the Internet to plan research trip to Britain [x _<NAME>_ * re: CBS during WWII (fwd) _<NAME>_ * Fulbright Opportunity at Victoria Univ., New Zealand _KRutc_ * CFP: History of Women's Sexuality, JWH _KRutc_ * US National Archives finding aids on-line _KRutc_ * H-Net Job Guide Index 7-22-96 _KRutc_ * Jhistory meeting at AEJ _<NAME>_ * Icebreakers _<NAME>_ * Re: Icebreakers _<NAME>_ * Re: Icebreakers _<EMAIL>_ * Re: Jhistory meeting at AEJ _<NAME>_ * Re: Icebreakers _<EMAIL>_ * New on-line journal -- Media History Monographs _<NAME>_ * Re: News coverage of modern civil rights movement _<NAME>_ * Re: News coverage of modern civil rights movement _<NAME>_ * Re: CBS during WWII (fwd) _<NAME>_ * NCC Washington Update, vol. 2, # 25, July 25, 1996 _k-UTChatt_ * H-NEXA = new H-Net list on Sciences & Humanities _k-UTChatt_ * CFP: Southern Historical Association _k-UTChatt_ * Grants for research in advertising _k-UTChatt_ * Hagley Grants and Fellowships _k-UTChatt_ * Jhistory Icebreakers; New Members _<NAME>_ * H-Net Job Guide Index July 29, 1996 _k-UTChatt_ * e-copyright on www _k-UTChatt_ * Icebreaker _<NAME>_ * H-Net policy forbids the posting of any flame or libel. _k-UTChatt_ * libel posting _<NAME>_ * libel posting _<NAME>_ * Re: libel posting _k-UTChatt_ * <a href="0611.ht <file_sep>import re import os from fuzzywuzzy import fuzz from shutil import copyfile def checkFont(line): line=re.sub(' ','',line) line = re.sub('\n', '', line) if(line.startswith("*")): return True if(line.startswith("#")): return True return False def getTitle(path, title): num_lines = sum(1 for line in open(path)) # print("line number", num_lines) count = 0 with open(path, "r") as ins: for line in ins: count += 1 font = checkFont(line) if count/num_lines < 0.1 and font == True: # line=line.decode("utf-8") line=line.lower() # print("ratio: ", fuzz.token_set_ratio(title,line)) # print(line) if fuzz.token_set_ratio(title,line) > 90: # print(count,"-------------") print("path:",path) print("title:" ,title) # print(line) # try: # new_path = 'training_dataSet' + path.replace('/Users/ziyunzhong/nlpProject/larger5kb_Md_File','') # copyfile(path, new_path) # except: # pass listing = os.listdir("/Users/ziyunzhong/nlpProject/larger5kb_Md_File") dirpath = "/Users/ziyunzhong/nlpProject/larger5kb_Md_File/" for i in listing: title = i.lower() title = re.sub('\d+\_','', title) title = re.sub('\_syllabus\_','',title) title = re.sub('\_',' ', title) title = re.sub('\-',' ',title) title = re.sub('\.',' ', title) title = re.sub('\,',' ', title) title = re.sub('\s\s+',' ',title) title = re.sub('md','',title) title = re.sub('\d','',title) title = re.sub('^\s','',title) title = re.sub('\s+\w\s+','',title) title = re.sub('^\w\s+','',title) title = re.sub('\s$','',title) if len(title.split(' ')) > 2: path = dirpath + i try: getTitle(path, title) except Exception as e: print(e) <file_sep>SYLLABUS INTRODUCTION TO AMERICAN INDIAN HISTORY HIST 3368C Fall 2002 T,TH 11-12:15 p.m. Dr. <NAME> This course seeks to promote an understanding of the role played by the aboriginal peoples of North America in the historical evolution of the United States. Among the subjects to be covered through lectures and discussions: initial migrations and cultural development; impact of European contact and conquest; assimilation, acculturation, and adaptation; removal and reservation life; 20th century adjustments. The course will consist of readings, lectures, discussions, critical film viewing, and writing assignments. Grading will be based on all written work, midterm and final examinations, and class participation. GOALS Students in the course will be expected to have a good understanding of the following concepts and processes by the end of the semester: * Current theories on the origins of the aboriginal Western Hemisphere populations * Cultural diversity of North American Indian populations at the time of European contact * Varieties of contacts and relationships between Indians and Europeans * Development and implementation of U.S. government policies toward Indians * Indian resistance and accommodation strategies * Cultural attitudes toward Indians in American society Readings & Films: Text: \| <NAME> and <NAME>, _Major Problems in American Indian History_ , 2nd ed. ---\|--- Required Supplemental: \| <NAME>, _In the Days of Victorio: Recollections of a Warm Springs Apache_. <NAME>, _The Lone Ranger and Tonto Fistfight in Heaven._ Movies: \| _Ulzana's Raid. Smoke Signals_ NOTE : This syllabus and calendar are intended to provide you with all the information necessary to successfully keep up with the course. Unless expressly stated in class, the guidelines established herein are final. WRITING ASSIGNMENTS There will be three writing assignments during the semester. Two consist of 4-5 page reviews of the required books and films. These are to be reviews, not merely reports. The object of the review is to convey not merely what the items being reviewed are about but why they written and/or created the way they were, and how they relate to each other. Consequently, the following elements should be addressed: * Clearly state the theme and scope of the book and film being reviewed--what are they about; what are the major arguments? * Why are you reviewing these works together? Compare and contrast the subjects of the related book and movie in order to give your reader a clear idea of the interrelationships, both thematic and artistic between book and film. * Discuss the organization and contents of the book--is it chronologically or thematically organized; is the organization effective (does the book make sense or is it confusing), and why or why not? In the case of the films, what is the time frame within which the film takes place and does the narrative flow of the film make it understandable? * Analyze the use of sources: In the case of the book, what is the nature of the evidence used in the book, does the author or editor recognize any biases, are specialized terms properly defined and statement of facts documented? In the case of the films, is the language and design (costumes, sets, scenery) appropriate to the time and place of the action portrayed, are characters clearly defined and representative of the culture(s) and time? * Assess the value of the works--how do the book and films contribute to your body of knowledge; who might form an appropriate audience for these works? The review should be no more than 1000 words long and should be formatted as follows: * Typed (reasonably clean of "typos" and grammatical mistakes), double spaced, one-inch margins on all sides on all pages, stapled at the upper left-hand corner; * In the case of the book: title of the work, author, place of publication, press, date at the top of the first page; * In the case of the films: title of the movie, director, writer(s), studio(s), date of release, format viewed (VHS, DVD, edited, uncut); * Skip four lines and begin the review; on the left margin at the end of the review your name, skip a line, the semester and class time (e.g. Spring 1995, 9 am). Failure to observe these rules will result in a lower grade. The third writing assignment is a essay review of one Web site dedicated to some aspect of American Indian studies. This review is to be 7-10 pages long and examine the site with regard to the following factors: * _Scope_ : what is the site about? * _Content_ : How does the material contained in the site address the scope? * _Objectivity_ : Is the site argumentative, fact oriented, emotional---how is the material presented? * _Sources_ : What type of information is the site grounded in? Primary, secondary, mix; are the sources employed clearly identified? * _Presentation_ : How is the site organized? How easy is it to find your way around it? How effective is the blend of text and visual/audio materials? * _Internet_ : How effectively is the site linked to others? * _Rating_ : Thumbs up/thumbs down? Five stars/no stars? What is your overall impression of the site? Why would you recommend/not recommend the site to someone interested in its subject matter? ASSESSMENT Aside from the reviews and report noted above, students will be graded on their performance in two tests, one at the midpoint of the semester and a final exam, weekly quizzes of readings, and on class participation. Class participation will be measured in terms overall attendance and contribution to discussions. Course: \| Midterm = 15% Final = 20% weekly chapter quiz 10 out of 12 passing = 20% reviews 2 @ 10% = 20% essay review = 20% class participation = 5% Total = 100% ---\|--- CLASS POLICIES The following policies will be enforced rigorously. Exceptions will be made only in documented cases of hardship or catastrophe: Withdrawal : Withdrawals made after the "automatic W" date will carry with them the appropriate grade. That is, if you withdraw while holding an F average, your semester grade will be an F. Anyone holding a D or above will be granted a W. It is your responsibility to withdraw from class. Anyone who has stopped attending class but appears on the final grade roster will receive a grade. Incomplete : An incomplete will not be issued in the course except under the conditions noted above. Failure to show up for an examination does not constitute grounds for issuance of an I. Deadlines : Deadlines are final. Work turned in after a deadline will be subject to a one-half grade reduction per class-day late. It is your responsibility to have all work in on time and to show up on examination dates and times. Make-ups : THERE WILL BE NO MAKE-UP EXAMINATIONS , except for the midterm, and only upon presentation of a doctor's note or similar evidence of a catastrophic event. All midterm make-up exams will take place on the last day of the semester- no exceptions. Attendance : Students are expected to come to class. Attendance is taken to substantiate presence in case some unforeseen situation should make such data relevant. More than 4 absences will result in an automatic "0" for class participation. Office hours : Aside from announced and posted hours, I will be more than happy to make special arrangements to see you. If, on a written assignment or test, I request that you see me during office hours, make sure you do it. Failing to meet with me when I so request will have significant consequences. Scholastic dishonesty : Cheating is not acceptable. The instructor reserves the right to issue a failing grade for the course for any act of willful dishonesty, such as plagiarism, purchasing the preparation of a paper that should be the student's own work, and use of unauthorized materials during an examination. The instructor also reserves the right to impose any lesser penalty for inadvertent infractions of these rules. This policy is based on current SWT _Student Handbook_ section on scholastic dishonesty. Classroom Environment : Students are expected and encouraged to have intelligent and reasoned opinions on all course topics, and to participate in discussions and debates. Students are also expected and required to respect the opinions of others and to maintain civility and courtesy toward fellow class members and the instructor. Students with disabilities : Students with special needs (as documented by the Office of Disability Services) must identify themselves at the beginning of the semester. Computer Lab : Use of the History Department computer lab is strongly encouraged. The department's fully equipped lab includes both Macs and PCS. There is scanning equipment available and all machines have Internet access. Aside from the general department homepage, which includes sources for historians, please check my homepage at LINKS for sites specifically relevant to my courses. Please remember the most important rule of all, IGNORANCE IS NO EXCUSE. If you have a question, ASK! * * * INTRODUCTION TO AMERICAN INDIAN HISTORY HIST 3368C Fall 2002 T, TH 11-12:15 p.m. Dr. <NAME> Office: TMH 216; Phone: 5-2149; E-mail: <EMAIL> Office Hours: T,TH 10-10:50, 1:15-1:50, and by appointment Wk 1: 8/29 \| Orientation ---\|--- Wk 2: 9/3-5 \| Topic: Before History; text chap. 2, essay "The Indians' Old World," pp. 29-44. Docs: chap. 2, nos. 1,2,3,4,5 Wk 3: 9/10-12 \| Topic: North America and European contact; text chap. 3, essay "Early Native North American Responses to European Contact," pp. 63-77. Docs: chap. 3, nos. 2,3,4,5,6 URL for Web site to be reviewed due. Wk 4: 9/17-19 \| Topic: Spanish Imperialism; text chap. 4, essay "The Staff of Leadership: Indian Authority in the Missions of Alta California," pp. 115-32. Docs: chap. 4, nos. 1,2,4, chap. 8, nos. 1,2 Wk 5: 9/24-26 \| Topic: English and French Imperialism; text chap. 5, essays "The Role of Native American Women in the Fur Trade Society of Western Canada," and "Changing Conditions of LIfe for Indian Women in Eighteenth- Century New England," pp. 143-60. Docs: chap. 5, nos. 1,2,3 Wk 6: 10/1-3 \| Topic: The American Revolution; text chap. 6, essay "The Right to a Name: The Narrangansett People and Rhode Island Officials in the Revolutionary Era," pp. 182-97. Docs: chap. 6, nos. 2,3,4,5 Wk 7: 10/8-10 \| Topic: Life under American Rule; text chap. 7, essay "American Indians on the Cotton Frontier," pp.207-17. Documents: chap. 7, nos. 3,4,5,6 Review essay due Wk 8: 10/15-17 \| Topic: The Impact of American Westward Expansion; text chap. 8, essay "Indian and White Households on the California Frontier," pp. 257-74. No quiz Midterm: 10/17 Wk 9: 10/22-24 \| Topic: Confederate and Union Indians?; text chap. 9, essay "Deadly Currents: <NAME>'s Decision of 1861," pp. 285-99. Docs: chap. 9, nos. 1,2,4,6 Wk 10: 10/29-31 \| Topic: The end of the Indian Wars; text chap. 10, essay "'We Will Make It Our Own Place': Agriculture and Adaptation at the Grande Ronde Reservation, 1856-1887," pp. 333-46. Combined book-movie review due: _In the Days of Victorio-Ulzana's Raid_ Wk 11: 11/5-7 \| Topic: A new way of life; text chap. 11, essay "Ojibwe Children and Boarding Schools," pp. 360-71. Docs: chap. 11, nos. 2,4,5 Wk 12: 11/12-14 \| Topic: The Indians' New Deal; text chap. 12, essay "The Eastern Cherokees and the New Deal," pp. 397-409. Docs: chap. 12, nos. 1,3,4 Wk 13: 11/19-21 \| Topic: Toward a New American Indian Consciousness; text chap 14, essay "The Roots of Contemporary Native American Activism," pp. 472-84. Docs: chap. 14, nos. 1,2,3,4 Wk 14: 11/26 \| Combined book-movie review due: _The Lone Ranger and Tonto Fistfight in Heaven-Smoke Signals_ Wk 15: 12/3-5 \| Topic: Post-Civil Rights Movement Realities; text chap 15, essays "Contemporary Indian Economies in New Mexico," pp. 499-503; "Grandmother to Granddaughter: Generations of Oral Hisotry in a Dakota Family," pp. 514-19. Docs: chap. 15, nos. 2,3,4 Final Exam \| Thursday, Dec. 12, 11:30-2 p.m. <file_sep> Professor E.Chávez History 1301 - Sections 10237 and 14946 - Syllabus - Fall Semester 1999 Course Schedule Textbooks Course Requirements General Information Final Exam Grade Distribution General Information: Professor's Office: Liberal Arts 314 Phone: 747.6591 E-mail: <EMAIL> My office hours: M-W-F 11:30a.m.-12:30 p.m. Teaching Assistants: <NAME> , <NAME> , <NAME> . The History T.A.'s office is located in Room 223 of the Liberal Arts Building. Each of my Teaching Assistant's office hours are different, and they usually post their office hours on the door of the History T.A. office. The History T.A. office phone number is 915.747.7056. Back to the top of this page History 1301: The United States to 1865 This is a general survey of U.S. history to1865. My major objective in this course is to discuss the various forces that created the American Republic. Consequently, we will explore the diverse peoples-- American Indians, African Americans, Mexican Americans, and European Americans-- who forged this nation. The course themes are the following: the struggle for power among the various groups that inhabit the Americas, the construction of community and identity, the limits of community, and contradiction in U.S. history. I have decided to designate most Fridays as a discussion day. On that day be prepared to discuss the readings for the week. I have been known to call on people. Be ready to dazzle your fellow students and me with your brilliance. I must also remind you that plagiarism of any form, which is presenting someone else's ideas as your own, will not be tolerated. If anybody is caught committing this egregious offense they will fail the assignment and run the risk of failing the class and being expelled from the university. I ask that you respect your fellow students and me. If you are compelled to talk while in class--DON'T. I find this habit annoying and just plain rude. I will not tolerate class disturbances of any kind. This means cell phones, beepers, game boys or other video games (yes, students have done this!!!) are prohibited. If you do not comply with these rules I will ask you to leave the room. Finally, I must remind you that this class starts when I walk in the lecture hall, therefore you should be ready to pay attention and take notes when I start talking. I urge you to take notes--you won't be able to remember what was said if you don't, and a good deal of the exams are based on class content. Return to top of this page Course Requirements: There will be one take-home midterm and a take-home final. You will receive the questions for both of these assignments a week before they are due. The midterm questions will be distributed on October 6and will be due October 15, while the final will be available on December 1 and must be turned in no later than December 13. For both exams you must integrate material from the readings and the lectures. In addition, two papers based on the assigned readings are required. The first paper will be due September 13. Paper number two will be an essay on some aspect of the novel Beloved. It will be due November 5. All assignments must be either typed or done on a word processor. Computers for your use are available at various campus locations. Late assignments will be penalized; each day a paper is tardy, 10 points will be deducted. Return to the top of this page Grade Distribution: Exams: 25% each; Beloved paper: 25%; 1st paper: 15%; Attendance and Participation: 10%. Required Texts: <NAME>, <NAME>, <NAME>, America: A Concise History, Volume 1: To 1877. <NAME>, Reading the American Past: Selected Historical Documents, Volume 1: To 1877. <NAME>, The World Turned Upside Down: Indian Voices From Early America. Ed<NAME>, How Did American Slavery Begin? Toni Morrision, Beloved. Return to the top of this page. Schedule Week 1: August 25 & 27 Introduction; the Indian World Readings: Henretta et al., Chapter 1; Johnson,Chapter 1; Calloway, Chapter 1. Week 2: August 30-September 3 Europe Readings: Henretta et al., Chapter 2, Johnson, Chapter 2; Calloway, Chapter 2. Week 3: September 8-10. The Clash of Cultures; the Middle Ground Readings: Henretta, et al., Chapter 3; Johnson, Chapter 3; Calloway Chapter 3. Week 4: September 13-17 1st Paper due. Colonial Society; Origins of Slavery Readings: Henretta, et al., Chapter 4 & Johnson Chapter 4; Calloway, Chapter 4. Countryman, Introduction, Chapters 3-5. Week 5: September 20-24 The Great Awakening & the Seven Years War Readings: Henretta, et al., Chapter 5, Johnson, Chapter 5, Calloway, Chapter 5. & Corresponding Documents. Week 6: September 27-October 1 A People in Revolution Readings: Henretta, et al., Chapter 6; Johnson Chapter 6; Calloway, Chapter 6. Week 7: October 4-8 The Creation of the American Republic Readings: Henretta, et al. Chapter 7; Johnson, Chapter 7. Morrison, pp. 4-73. Week 8: October 11 & 13 Midterm due. Jeffersonian Vision; Capitalism and a New Social Order Readings: Henretta, et al., Chapters 8 & 9; Johnson, Chapters 8 & 9; Morrison, pp. 74-147. Week 9: October 18-22 "Jacksonian Democracy v. the Rise of Capitalism. Readings: Henretta, et al., Chapter 10 & 11; Johnson Chapters 10 & 11; Morrison, pp. 148-209. Week 10: October 25 - 29 American Freedom/American Slavery: Film: <NAME> on Beloved. Readings: Henretta, et al. Chapter 13; Johnson, Chapter 13; Morrison, pp. 210-275. Week 11: November 1-5 The Second Great Awakening ; American Reformers ; Beloved paper due. Readings: Henretta, et al., Chapter 12; Johnson, Chapter 12. Week 12: November 8-12 Race and Manifest Destiny, U.S.-Mexico War Readings: Henretta, et al., Chapter 14 ; Johnson, Chapter 14. Week 13: November 15 -19 The Crisis of the 1850s Readings: Henretta, et al., Chapter 15; Johnson, Chapter 15. Week 14: November 22 & 24 Secession Week 15: November 29-December 3 The Civil War Week 16: December 6 Are we still fighting the Civil War? Your final is due no later than 5 p.m. on December 13. Click here top return to the top of this page Click here to return to the History 1301 course page. Click here to return to the Virtual Office of professor Chavez. Click here to return to the main home page. <file_sep>## Syllabus for Biology 420 - Field Biology ### DATE Spring 2001. ### TIME Spring break, plus the weekends on either side. 3 Semester hours credit. ### INSTRUCTOR Dr. <NAME>, Assistant Professor of Biology. Office hours: M, W, F 9:30-11:30 AM, or by appointment. Room Joh 115B. Email: <EMAIL> ### TEXT none ### HISTORY We did it! See the details here: * Chronology: An outline of daily activities. * Top ten reasons we're glad we went * Top ten reasons you're glad you didn't go * Awards * Wildlife and Plants * Photo gallery ### RESOURCES * GPS stuff * Trail Map\--the paper one we were supposedly following. * GPS coordinates of trails at Sitting Bull Falls (Excel file) * Smithsonian Institution's primer on GPS \--pretty basic; start here. * The Aerospace Corporation's primer on GPS\--a little more technical, but not overwhelming. * <NAME> and <NAME>'s GPS Information Website\--a mountain of information on all things GPS * Required stuff * Health Form (Word document) * Stuff to take with you * Individual Equipment list * College Equipment list * Destination stuff * Carlsbad Weather * Chihuahuan Desert * Chihuahuan Desert at DesertUSA * National Parks Service * Carlsbad Caverns National Park * Guadalupe Mountains National Park * New Mexico State Parks * Bottomless Lakes State Park * Brantley Lake State Park * Living Desert State Park ### COURSE DESCRIPTION The field study of biotic communities. Involves outdoor camping and study of various sections of the United States. This course may be repeated. Either lecture, lab or field work may be performed on any given day, depending on the weather and other factors. There are many issues involved in offering this course: 1. I'm thinking of the American Southwest--New Mexico. This is comfortable territory for me, and, besides, Florida will be overrun with students intent on other pursuits. Carlsbad Caverns and other natural areas we'll be sure to hit. 2. This would take all of spring break PLUS the weekends on each end for travel. 3. We will camp out in tents with sleeping bags, cook stoves, etc. 4. Besides the normal tuition for 3 credit hours, there will be an additional cost for vehicle rental, food, gas and camping fees. 5. A deposit will be required up front. We need this to confirm people's intent to take the class. We can't plan the class, buy food, etc., then have all but 2 drop out the day before we leave. 6. We must have a minimum number of 6 people to make the course run. If you are interested, try to convince others to come as well. 7. I haven't set a maximum number yet, though I don't think that will be a problem. In future, the maximum will be 8. 8. I am thinking we will spend a lot of time in the field hiking, etc. and learning to identify species (mostly animals, but plants where I am able). We will then try to execute one simple field experiment from which we can collect data for ONE lab report, to be due by the end of the semester. There will be quizzes, written and in the field, on identification. 9. This course satisfies the field course requirement in biology. 10. I'll let those interested know additional details as they become available. 11. The primary goal will be to have fun! (while learning) 12. Planning meetings will be held in the weeks leading up to departure. ### COURSE OBJECTIVES 1. To become familiar with the flora and fauna of non-local habitats via identification during hikes and other travels. 2. To develop an understanding of the ecological dynamics of a non-local ecosystem. 3. To generate and perform an ecological experiment in the field, including planning, execution, data collection and analysis, and formal writing. 4. To learn cooperation with others in a field situation. ### Prerequisite Bio 315 or 402 or consent of instructor. ### REQUIREMENTS * Attendance and participation in lectures, field trips and exams. * Completion and return of the Health Form. * Deposit of required funds in the Business Office. * Good physical fitness--lots of hiking is involved ### TESTING AND GRADING CRITERIA TBA Item \| Value each \| Total points ---\|---\|--- Quizzes (2) \| 20 \| 40 Lab Report \| 60 \| 60 Chronology \| 10 \| 10 TOTAL \| \| 110 Quizzes * One quiz on major plants; sight identification in the field. * One quiz on non-bird vertebrates; general and species. Bird List (next time) * Minimum of 20; 1 pt extra credit for each thereafter. Lab report * A formal lab report must be written in accordance with the Guide to Lab Reports * To analyze your data, try using Dr. Jones' Guide to Descriptive Statistics using Excel, or my primer on the T-test.. Grades * Grades will be assigned on a standard ten point scale: A > 90% > B > 80% > C > 70% > D > 60% > F. Any form of academic dishonesty, including plagiarism, will result in official action and penalties in accordance with college policy. *syllabus subject to change with notice* * * * [ 11/15/00 jrc] <file_sep>![](../../images2/BENZENE.GIF) # General Chemistry II V25.0102 Spring 2001 ## Prof. <NAME> ### 1018A Main Building (212) 998-8418 #### Office Hours: M, T, W 12:00-1:00 p.m. * * * * * * V25.0102\| \| General Chemistry II ---\|---\|--- \| Course Schedule and Outline\| Lectures:\| Section 001\| Time:T, Th 8:00-9:15 a.m.\| Room:200 Cantor ---\|---\|---\|--- \| Section 002\| Time:T, Th 9:30-10:45 a.m.\| Room:200 Cantor \| \| \| DATE\| DAY \| CHAP.\| TOPIC ---\|---\|---\|--- Jan. 16\| T \| 11 \| Intermolecular Forces, Liquids, and Solids Jan. 18\| Th \| 11 \| Intermolecular Forces, Liquids, and Solids Jan. 23\| T \| 13 \| Properties of Solutions Jan. 25\| Th \| 13 \| Properties of Solutions Jan. 30\| T \| 13 \| Properties of Solutions Feb. 1\| Th \| 14 \| Chemical Kinetics Feb. 6\| T \| 14 \| Chemical Kinetics Feb. 8\| Th \| 14, 15 \| Chemical Kinetics; Chemical Equilibrium Feb. 13\| T \| 15 \| Chemical Equilibrium Feb. 15\| Th \| 15 \| Chemical Equilibrium Feb. 16\| F \| \| Exam 1 (chaps. 11, 13-15) Feb. 20\| T \| 16 \| Acid-Base Equilibria Feb. 22\| Th \| 16 \| Acid-Base Equilibria Feb. 27\| T \| 16 \| Acid-Base Equilibria Mar. 1\| Th \| 17 \| Additional Aspects of Equilibria Mar. 6\| T \| 17 \| Additional Aspects of Equilibria Mar. 8\| Th \| 17 \| Additional Aspects of Equilibria \| \| \| _Spring Recess (Mar. 12-16)_ Mar. 20\| T \| 17 \| Additional Aspects of Equilibria Mar. 22\| Th \| 19 \| Chemical Thermodynamics Mar. 27\| T \| 19 \| Chemical Thermodynamics Mar. 29\| Th \| 19 \| Chemical Thermodynamics Mar. 30\| F \| \| Exam 2 (chaps. 15-17, 19) Apr. 3\| T \| 19 \| Chemical Thermodynamics Apr. 5\| Th \| 20 \| Electrochemistry Apr. 10\| T \| 20 \| Electrochemistry Apr. 12\| Th \| 20 \| Electrochemistry Apr. 17\| T \| 20, 21 \| Electrochemistry; Nuclear Chemistry Apr. 19\| Th \| 21 \| Nuclear Chemistry Apr. 24\| T \| 21 \| Nuclear Chemistry Apr. 26\| Th \| 21 \| Nuclear Chemistry May 9\| W \| \| Final Exam (chaps. 11, 13-17, 19-21) General Information Registration: To receive credit for this course, you must register and attend three (3) sections. The purpose of each is discussed below. The sections are: * a lecture section (sects. 001-002) * a recitation section (sects. 003-021) * a clinic section (sects. 022-046) _(also known as "workshops")_ None of these are optional! A laboratory requirement is fulfilled by registering for and attending the _General Chemistry II Laboratory_ (V25.0104) course (a separate, 2-credit course). Materials: The _required materials_ for this course are: * Textbook - _Chemistry: The Central Science,_ 8th Ed., by Brown, LeMay, and Bursten * Scientific Calculator - Your calculator must be capable of evaluating logarithms, performing exponentiation, and calculating trigonometric functions. It must have at least an eight-digit display and you must be able to switch between scientific notation and decimal notation. Most standard scientific calculators have these features and they are priced as low as $20. The _recommended materials_ are: * Solutions to Red Exercises (to accompany _Chemistry: The Central Science_ ), by Wilson Lectures: Since this is the second semester of General Chemistry, most of you are no doubt already aware of the purpose of the lecture class. As during the last term, (slightly) abridged copies of the lecture notes will be sold by Unique Copy on Green Street. For those of you new to my course, let me explain that I provide these lecture notes because the large class sizes forces me to use a computer display rather than a blackboard and you cannot copy everything as fast as it appears. However, a LOT more is said in lecture than appears on the handout, there are BIG margins on the handout, and you SHOULD write notes in them. If you don't, you'll have less information when you study and you might need that extra information when exam time arrives. Taking notes will keep you more alert during lecture too. The notes do not replace the lecture. If you do not attend the lecture, you will miss material and it is therefore less likely that you will excel in the course. Last semester, our coverage of the material differed slightly from the text for certain topics. You can expect more of that this term, especially in the equilibrium chapter (though the difference is one of "convention" - the book is chemically/physically correct for that topic and you should still read it). You are responsible for everything covered in lecture, according to the methods and the conventions used in the lecture, as well as for all material in the text unless I specifically tell you to omit a portion of the text. Where the notes differ from the text, follow the notes. The lectures are very large in this course. This should be no surprise to you since this is a very big university. The large lecture environment requires self-discipline on your part. If you talk to your neighbor during the lecture, I will probably never notice, so that you'll "get away with it." Your neighbors will certainly notice though, and it will make it difficult for them to listen to the lecture. If you have ever been annoyed by people distracting you during the lecture, please keep that in mind and save your conversation for after class. The Course Web Page: There will be a page for this course within the NYU World Wide Web site. The URL to use is http://www.nyu.edu/classes/inorg An account with the NYU Academic Computing Facility (ITS) has been established for each student in the course so that you will be able to access an appropriate computer even if you do not own one. The web page will contain the syllabus (i.e., this document), the names of the recitation instructors and contact information, the homework assignment list, numerical answers to the most recent homework assignment, links to www sites that may help you with the course, and, most importantly, a list of class announcements. In this last item, I will post information about the course that you need to know, such as what is available on reserve at Bobst, which lecture notes are available, which sets of homework answers are available, etc. I'll keep it up to date and it will be a lot easier to access the page than to find me, so you really ought to use it. A note about e-mail: I do not object to receiving e-mail. However, e-mail does not replace face-to-face conversation, it is not appropriate for all types of questions/requests, and I do not enjoy typing lengthy answers. There are definitely occasions when communication by e-mail is the most convenient mode (for both of us) and there are times when it is not. For example, I will not send nor discuss grades by e-mail. If you want my sympathy or need a favor, ask in person. Before sending a message, ask yourself if you would mind receiving such a message. After considering these guidelines, if for a particular situation you still think e-mail is the best option, then my address for this course is <EMAIL> Recitations: While most questions can be asked in the lecture class, those requiring extensive answers or those that are not of interest to the majority of the class should be posed during the recitation section. Questions about homework problems are also appropriate for recitations. It is a good idea to write out your questions as they occur to you so that you do not forget to ask them when you have the opportunity. The recitation will include a 10 minute quiz (except during exam weeks). Like last semester, the quizzes will be partly problem solving and partly in multiple choice format. When you do calculations you must show your work. Partial credit will be awarded where merited. Transfers between recitation sections will be discouraged and will require written permission from me (<NAME>). There will be no transfers allowed during the first three weeks of the semester. If after trying your section for three class meetings you present a reasonable request for transfer, I will consider it. Taking a quiz in another section to replace a missed quiz or to avoid missing a quiz will also require written permission from me. Unauthorized transfers or quizzes will result in no credit. Most of the recitation sections are already filled to capacity and these restrictions are necessary to preserve the "small class" format. Clinics: The workshops or clinics are intended to be another "small class" environment, with a less formal and more interactive atmosphere than is found in recitations. The specific format of the clinic is left up to the individual instructors. I would like the clinics to employ "cooperative learning". That means that your section should be broken into small groups. The members of a group openly discuss the assigned problems and solve them together. The instructor serves as a moderator and expert. However, if your instructor and the majority of your section prefer another format, that is ok. Follow the format selected by your instructor. If you don't like it, talk to the instructor about it. If you need to transfer, the rules are the same as for the recitations: no transfers for three weeks and permission is required. As you probably know, clinic attendance and participation are worth up to 40 points toward your grade. That number of points can mean the difference between at least one, and often two, letter grades. To attend and participate is definitely worth your while. The emphasis on participation is to remind you that the instructors should not, and will not, grant full credit for a class meeting unless you make some contribution to the class. Raise your hand and ask questions or answer questions; get involved. You'll get more than just the points if you do! A clinic week starts on Friday and ends on the following Thursday. If you need to make up a clinic (max. of two makeups) then you must arrange to do so during the same clinic week. If you don't do that, you'll need medical documentation or you will forfeit the points for that week. Clinics start on Friday, Jan. 26 and end on Thursday, April 26. There will be no clinic held during the week following an exam (Feb. 16-22, Mar. 30-Apr. 5). Problem Sets: Homework will be collected and credit will be given for answering the problems. It will not be corrected for errors because your instructor will not have time to do so. As during the Fall semester, numerical answers to the homework problems will be shown on the course webpage. This is so that you can decide if your answer is correct or not. If it is not correct, and you do not know how to correct it, ask about that problem in your next recitation class. Do not try to obtain copies of the complete solutions because, while they might make perfect sense once you see them, you will not gain anything from the problem unless you work it out yourself. The homework is worth 20 points of your grade. In most cases, that is one letter grade range. It is valuable pointwise and it is the only way for you to learn the skills necessary to demonstrate to us on quizzes and exams that you understand chemistry. Homework assignments and due dates will be given at the first lecture and will appear on the course webpage (if due dates are changed, the webpage will be updated). Missed Quizzes and Exams: A quiz or a midterm exam missed for medical reasons will not count against you if you provide verifiable documentation written on a physician's stationery. All such documentation must be given to Prof. Halpin. Recitation instructors will not accept these documents and cannot excuse your absence without my approval. Any piece of documentation should include your name and the dates to which it applies as part of the physician's entry. You should add to the document exactly what sort of work you missed (i.e., exam or quiz) and which recitation section you attend. A mid-term exam cannot be "made-up" at all (no makeups!) and quizzes may be replaced only during the same week (and with permission), but for excused absences your grade will be calculated so that the missed work does not detract from your grade. No more than one (1) midterm exam may be missed. If you miss both midterms or if you miss the final exam (and have medical documentation) you will be given a grade of incomplete (I). You can then replace the missing work when the course is given in the summer (late June thru early August) or in Spring 2002. If you miss a clinic due to illness, you must make it up if it is possible to do so. The only way that you would not be able to do so would be if you were ill from the day of your clinic right through to the end of that clinic week and had documentation to prove it. If your return to classes before a clinic week ends, then make up the clinic that you missed. No kidding!!! Do not come to me 2 weeks later and tell me that you didn't know that you had to make up a clinic! I will simply refer you to this paragraph of the syllabus. If you have a Wednesday recitation and miss a quiz, or if you know in advance that you will miss a Friday recitation, then you can obtain written permission from Prof. Halpin to take the quiz, for that occasion, in another section. If you need to attend a different clinic for one week, you may obtain permission from <NAME> or <NAME> (in 1001 Main) to attend an alternate section at which you must get written verification from the instructor that you attended and participated. Conduct: When I catch a student cheating they receive an automatic F for the course and they are reported to the dean of their school. This happened in the Fall 1997, Spring 1998, and Spring 2000 terms. The only sure way to avoid this is: do not cheat. Most students would not even consider cheating. However, if you are thinking about it, consider the consequences. Students with Disabilities: If you have a documented disability, you can arrange to take quizzes and/or exams at the Center for Students with Disabilities, on the 4th Floor of 240 Greene Street. It is your responsibility to make arrangements with that office and with me before the first quiz or exam. Religious Holidays: If you have a religious obligation that prevents you from attending, I recognize your right to miss class. The procedure for a quiz or exam missed because of a religious commitment is similar to that for medical excuses, except that you can write the documentation. Please specify the date of the absence, the reason (i.e., what holiday), and give the section number for your recitation. Clinics missed for religious reasons must be made-up. Therefore, you should speak with <NAME> or <NAME> (1001 Main) in advance and they will arrange an alternate clinic for you to attend that week. Grading: You will be graded according to a fixed point scale. There are no curves, there is no reason to compete with your colleagues, and you _might_ all get _A_ 's if the grades are high! The point values for the course components are: QUIZZES\| ..........\| 60 points ---\|---\|--- HOMEWORK\| ..........\| 20 points CLINICS\| ..........\| 40 points EXAM 1\| ..........\| 90 points (Fri., Feb. 16)\| \| EXAM 2\| ..........\| 90 points (Fri., Mar. 30)\| \| FINAL EXAM\| ..........\| 100 points (Wed., May 9)\| \| TOTAL\| ..........\| 400 points The grading scheme will be: 370-400\| ..........\| A ---\|---\|--- 350-369\| ..........\| A- 330-349\| ..........\| B+ 305-329\| ..........\| B 285-304\| ..........\| B- 265-284\| ..........\| C+ 240-264\| ..........\| C 220-239\| ..........\| C- 200-219\| ..........\| D < 200\| ..........\| F I reserve the right to lower the cutoff numbers (making it easier), but I will not raise them. However, don't count on them changing at all. * * * _last updated 9:25 pm, Wednesday, Jan. 10, 2001_ ![](../../images2/Return.gif) <file_sep># Byzantine Studies Conference #### (Presented courtesy of the University of South Carolina) ## Welcome to the Byzantine Studies Conference WEB Page ### The following information is available: * Programs and Calls for Papers for BSC Conferences . * BSC Constitution * BSC Officers * Minutes of BSC Governing Board Meetings * Minutes of BSC Business Lunch Meetings * U.S. National Committee on Byzantine Studies * Discussion Lists Related to Byzantine Studies * WEB Sites of Interest to Byzantinists * * * ## Programs, Calls for Papers, Registration Information for BSC Conferences 1. Information for 2002 (Ohio State Univ., Columbus, OH) 2. Program/Registration Information for 2001 (Notre Dame University, South Bend, Ind.) 3. Program for 2000 (Harvard University, Cambridge, Mass.) 4. Program/Registration Information for 1999 (College Park, MD) 5. Call for Papers for 1999 (College Park, MD) 6. Program for 1998 (Lexington, KY) 7. Registration information for 1998 (Lexington, KY) -5I> Program for 1997 (Madison) 8. Program for 1996 (Chapel Hill) 9. Program for 1996 (New York) 10. Program for 1994 (Ann Arbor) 11. Program for 1993 (Princeton) * * * ## BSC Constitution * * * ## BSC Officers * BSC Officers for 1997-1998 * BSC Officers for 1996-1997 * BSC Officers for 1995-1996 * BSC Officers for 1994-1995 * BSC Officers for 1993-1994 * * * ## Minutes of Governing Board Meetings * Minutes for 1996-1997 (Chapel Hill) * Minutes for 1995-1996 (New York) * Minutes for 1994-1995 (Ann Arbor) * Minutes for 1993-1994 (Princeton) * * * ## Minutes of Business Lunch Meetings * Minutes for 1996-1997 (Chapel Hill) * Minutes for 1995-1996 (New York) * Minutes for 1994-1995 (Ann Arbor) * Minutes for 1993-1994 (Princeton) * * * ## U.S. National Committee on Byzantine Studies * National Committee Send email to <NAME>, President * * * * ## Discussion Lists of Interest to Byzantinists. * BYZANS-L * LT-ANTIQ * BYZANCE * NUMISM-L * MEDIEV-L * ANCIEN-L * CLASSICS * * * ## WEB Sites of Interest to Byzantinists. * Society for Late Antiquity * Byzantine Sites (Dumbarton Oaks) * Byzantine Studies Conference (South Carolina) * Byzantium (Halsall) * Survey of Byzantine History * Late Roman/Byzantine/Barbarian Genealogy (Hull) * Antiquity/Byzantium/Late Latin (Regensburg) * Byzantine Architecture * Art and Architecture of the Byzantine East (syllabus) (Willamette) * Early Christian and Byzantine Architecture (Vermont) * Byzantine Architecture Project (Princeton) * Constantinople: <NAME> (Princeton) * Split: Diocletian's Palace (N. Carolina) * Gagos, van Minnen, Late Antique Egypt (Michigan) (Duke) * Jerusalem in Late Antiquity (Jerusalem) * Macedonia during the Byzantine Period (Vergina) * Consuls and Emperors * Perpetual Jewish/Roman Calendar (UWM) * Ethnohistory Database (Catalogues of Barbarian Peoples) * Berger Collection of Ancient and Byzantine Coins * Byzantine Coins * De imperatoribus romanis (Late Roman and Byzantine Emperors) (Salve Regina) * Late Roman/Byzantine/Barbarian Genealogy (Hull) * Christianity - The Byzantine Empire (Michigan) * Ecumenical Patriarchate (Greece) * Kaegi, Byzantium and Early Islamic Conquests (Elton, review) (BMMR) * Bibliography on Women in Byzantium (Guoma-Peterson) (Wooster) * * * Send email to <NAME>, President Send email to <NAME>, Webmaster * * * ![\[USC Home Page\]](icons/uschome.gif) \| This page updated 30 July 1998 by <NAME> URL http://www.sc.edu/bsc/index.htm Copyright 1996, the Board of Trustees of the University of South Carolina. ---\|--- * * * [USC HOME PAGE] <file_sep>Statecraft from Machiavelli to Kissinger and Beyond MPP 660 Spring 1999 <NAME> Office Location: SOL 103 Office Hours: Mon. & Weds 10:00 a.m. - noon Tues. & Weds. 5: 00 p.m. - 6:00 p.m. Phone: 310-317-7602 or 310-317-7691 Fax: 310-317-7494 E-mail: <EMAIL> or <EMAIL> MPP 660 Class Location: SR2 Class Time: Monday 1:00 p.m. - 5:00 p. m. Purpose of Course Our purpose is to examine the critical slices of modern history that encompass dramatic challenges to the internal and international order of political regimes. When new nations come into being, and established nations go out of existence, when revolutions and wars occur, when leaders become demagogues, then we have the opportunity to examine the greatness and the frailty of statesmanship, diplomacy, and peace-keeping efforts. We focus on the nineteenth and twentieth centuries because they fundamentally transformed what Machiavelli referred to as "old modes and orders" and introduced the novel phenomenon of modern mass democracy and modern totalitarianism. Within this framework, we observe the revolutionary emergence of the nation-state and, at the same time, the strongest challenge to the centrality of the nation-state in the form of transnational appeals to class, race, and ethnicity. We begin with Machiavelli, long recognized as the "founder" of the modern nation-state, the main actor in the modern scheme of politics, and the defender of the morality of necessity in relations among nations. We then examine the French Revolutions of the nineteenth century and the totalitarian movements of the left and right in the twentieth century. These revolutions and movements have defined both domestic and international politics across the globe. In addition to examining traditional original written and printed material, we also examine the impact of the audio and visual media on the conduct of international politics by such figures as Hitler, Churchill, Roosevelt, Kissinger, Reagan, and Thatcher. This is particularly important in the twentieth century because these new modes of communicating offer the political leaders an unprecedented opportunity to influence the ordinary citizen. There are a set of questions that define the course. Why did the original (1789) and subsequent (1848) revolutions occur and why did the promise of political and economic freedom collapse into dictatorial rule and administrative centralization? What made socialism and fascism so seductive to the academic intelligentsia and political activists in the nineteenth and twentieth centuries? Were these revolutions primarily on behalf of economic, political, or religious freedom, and who opposed these demands for fundamental change and why? On what grounds were the revolutions justified? To what extent were the thoughts and deeds of the American Revolution on behalf of personal liberty and constitutional democracy appealed to by the various sides in the European theater over the last two centuries? Why did such "reflective activists" as <NAME>, <NAME>, and <NAME> consider the 1789 Revolution to be unique and why did they think it contained the secrets of future politics? What did Tocqueville think led to the election of Napoleon as the first president of the French republic and what did he do to protect liberty from revolutionary socialism and military dictatorship. Why did all three choose the revolutions in France as their context for discussing the fate of liberty in the modern world? Was the totalitarianism of the twentieth century unique or can its origins be located in the heart of the western tradition? In other words, was totalitarianism a derailment or a fulfillment of "western values?" __ How do Churchill and Roosevelt locate the twentieth- century crisis in terms of the larger picture of the values of western civilization? How did Lenin, Hitler, and Stalin take advantage of the modern sense of egalitarian justice to advance their cause? Do you think that Hannah Arendt's thesis concerning Eichmann and the banality of evil makes sense? Course Requirements and Calendar 1\. Attendance and Participation: 20%. 2\. Conceptual Presentations: 40%. Each participant can expect to deliver at least four conceptually-oriented presentations on specifically assigned material. This material will include regularly assigned readings as well as recommended material not listed in the syllabus. This could well include reviews of audiotapes, videotapes, and CD's. The overall purpose of these presentations is _not_ to simply describe a critical event or what an author, law, policy etc., states; rather, the point is to inform and to interpret the material, stimulate discussion, and to relate the assigned material to the larger goals of the course. A brief outline of your remarks should be circulated to other participants preferably one class meeting prior to delivery. 3\. Research Paper: 40%. Each participant shall choose a topic--cleared by me no later than 22 March-- that addresses an important writer or public figure or critical event concerning statecraft and diplomacy, or discusses an international public policy issue of historical or contemporary importance. The paper must be informed by the original literature covered in class and the literature can include audiotapes, videotapes, and CD's. Put differently, the paper must meet the following two tests: it could not have been written without taking this class and yet it does not simply duplicate what is done in class. The paper should be 12-14 pages in length, and conform to standards appropriate for submission to a professional journal. A draft outline shall be presented during the 5 April class session. The deadline for submission of the final version of the paper is 5 pm on 12 April and no late papers will be accepted. Please proof-read and spell-check your work. 4\. Please consult the Academic Catalog for registration, withdrawal, and other deadlines. *Required and Recommended Reading Available for Purchase in the Bookstore** <NAME>, _The Art of War_ (Da Capo) <NAME>, _The Prince_ (Bantam) <NAME>, _Reflections on the Revolution in France_ (Regnery) <NAME>, _The Old Regime_ (Anchor) <NAME>, _Recollections_ (Transaction) <NAME>, _Marx-Engels Reader_ (Norton) <NAME>, _State and Revolution_ (Penguin) <NAME>, _Origins of Totalitarianism_ (Harcourt Brace) Recommended* <NAME>, _Eichmann in Jerusalem_ (Penguin) <NAME>, _Hitler and Stalin_ (Vintage) Recommended* <NAME>, _<NAME>_ (Houghton Mifflin) <NAME>, _Churchill_ (Holtamol) _Audio and Visual and Print Library_ Consult the growing collection of material available in the library of the School of Public Policy. _Weekly Outline_ _Week 1_ _Being Crafty, Being Naughty, Being Bold, Being Virtuous, and Being Right_ _The Melian Dialogue_ : International Relations and the Facts of Life _Pericles's Funeral Oration_ : Domestic Politics and the Facts of Death Lincoln in Life and Death: Reflections by Elihu Root and Karl Marx Recommended Listening: <NAME>er, _Downing Street Years_ _Weeks 2 & 3_ _The Machiavellian Formula: Helping Friends and Harming Enemies_ _The Prince_ : The Creation of Regimes and the Preparation for War (Two Assignments) _The Art of War:_ Military History and Political Necessity (Seven Assignments) Neal Wood's _Introduction_ (Two Assignments) Recommended Viewing: A&E Biography of <NAME> _Weeks 4 & 5_ _The French Revolution of 1789: Burke's Warning about "Absolute Politics"_ _Reflections on the Revolution in France_ : ** "manifesto of a counter revolution" (Eight Assignments) Chronology of a Crisis (Three Assignments) Recommended Viewing: A&E Biography on Mahatma Gandhi _Week 6_ _The French Revolution of 1789: Toqueville's Affection for Decentralization_ A. _Ancien Regime,_ I & II: "Why did the storm...break in France?" (Six assignments) B. _Ancien Regime,_ III: Was the revolution a "foregone conclusion?" (Five Assignments) Recommended Viewing: A&E Biography of Eleanor Roosevelt _Week 7_ _The French Revolution of 1848: Tocqueville on the absence of Statesmanship_ _Recollections_ : the "social question" had come to predominate French politics Parts I & II (Five Assignments), Part III (Five Assignments) and Author's Introduction (One Assignment) Recommended Viewing: A&E Biography of Disraeli Recommended Listening: Ronald Reagan, The Great Speeches, Vol. I _Weeks 8 & 9_ _Marx, Engels, and Lenin: Class Struggle and the End of History_ _Revolutionary Program and Strategy_ : overturn private property _Society and Politics:_ the forging of alliances _The Later Engels:_ dialectical materialism explained Lenin's _State and Revolution:_ when to fight and when to negotiate (Twenty- two Assignments) Recommended Viewing: A&E Biography of <NAME> Recommended Listening: Ronald Reagan, The Great Speeches, Vol. II _Weeks 10 & 11_ _Hitler and Fascist Totalitarianism: Machiavelli in the Twentieth Century?_ Hitler's _Mein Kampf:_ "there is no such thing as principles of foreign policy" Speeches of <NAME>--video <NAME>'s _Eichmann in Jerusalem_ : "the banality of evil" Trial of <NAME>--video (Eleven Assignments) Recommended Viewing: A&E Biography of <NAME> Recommended Listening: FDR, Nothing To Fear _Weeks 12 & 13_ _Churchill: the Retrieval of Statesmanship_ <NAME>'s _Churchill A Life_ Speeches of <NAME>--video Churchill in His Own Voice--audio (Eleven Assignments) Recommended Viewing: A&E Biography of <NAME> _Week14_ _Draft Presentations of Research Papers_ _Week15_ _Submission of Research Papers_** <file_sep>## Syllabus for Principles of Biology 241 ### Course Description Course Requirements Grading Policy Instructor Information Instructor Office Hours Lecture/Lab Schedule #### Contact Dr. <NAME> by email Return to Biology Department Homepage Return to the Winona State University Homepage Instructor: Dr. <NAME> Office: Pasteur 215G Telephone: 507-457-5277 Email: <EMAIL> FAX: 507-457-5681 Back to Top of Page ### Catalog Description: Principles of Biology 241-3 S.H. First of a two course sequence intended for biology majors. Introduces the basic life processes at the molecular, cellular, tissue and organismal levels. Lecture and Laboratory. Back to Top of Page ### Course Requirements: To receive credit for this course, a student must: 1. Demonstrate appropriate understanding of the course content as manifest in performance on the examinations and written assignments as detailed under Grading Policies. Course content will include the lecture by <NAME> on October 12 beginning at 7 p.m. 2. Regularly attend laboratory sessions and demonstrate understanding of the laboratory content as manifest in performance on the laboratory assignments as detailing under Grading Policies. Back to Top of Page ### Grading Policy for Principles of Biology 241 (Fall 1999) #### Grades in this class will be determined on a non-competitive basis. It is possible for every student to earn an "A" grade. The instructor will add the scores earned on the best four (4) of the five (5) hourly exams (50 x 4 = 200 possible points), the scores earned on the semifinal and final exams (100 x 2 = 200 points), all of the lecture quiz and other scores (up to 100 points) and the best 10 of the possible laboratory scores (5 points attendence + 5 points performance for each lab) plus the two lab exams (2 x 50 = 100 points). The instructor reserves the right to raise or lower the grade of any student up to 25 points based on the students safety in the lab, class participation, attendence, preparation or effort. Final grades will be determined by evaluation of the total points earned by each student according to the following schedule of grades. * Students earning 90% or more of the points earned by the top student in the class will receive the grade of "A". * Students earning 80% or more of the points earned by the top student in the class will receive the grade of "B". * Students earning 70% or more of the points earned by the top student in the class will receive the grade of "C". * Students earning 60% or more of the points earned by the top student in the class will receive the grade of "D". * Students earning less than 60% of the points earned by the top student in the class will receive the grade of "F". Because only the best four of the five hourly exams will be counted, there will be no makeup exams in this class. Because only the best 10 laboratories will be counted, there will be no makeup laboratories. All students must take the two lab exams and the semifinal and final exams to successfully complete this class. There will be no makeup quizzes or assignments. The semifinal exam is scheduled for Monday the 25th of October at 10:00 a.m. and the final exam will be given Wednesday, 15 December from 8:00 to 10:00 a.m. Cheating, whether seeking or giving inappropriate assistance during an exam, quiz or other graded assignment will result in a score of "0" for both parties involved. A second incident will result in a course grade of "F". Back to Top of Page ### Schedule for Dr. <NAME> Time\| Monday\| Tuesday\| Wednesday\| Thursday \| Friday ---\|---\|---\|---\|---\|--- 8-10\| Lecture Prep\| 241 Lab\| Lecture Prep\| Office Hours\| Lecture Prep 10-11\| 241 Lecture\| 241 Lab\| 241 Lecture\| Office Hours\| 241 Lecture 11-12\| Lunch\| 241 Lab\| Office Hours\| Office Hours\| Office Hours 12-1\| 241 Lab\| Lunch\| Lunch\| Lunch\| Lunch 1-2\| 241 Lab\| Office Hours\| Office Hours\| Office Hours\| Faculty Mtg 2-4\| 241 Lab\| 241 Lab\| Office Hours\| Office Hours\| Faculty Mtg \| \| \| \| \| Back to Top of Page ## Lecture/Lab/Exam Schedule for Principles of Biology 241 Week\| Date\| Lecture Topic\| Chapter\| Quiz/Exam\| Laboratory ---\|---\|---\|---\|---\|--- 1\| Mon 23 Aug\| Intro to the course\| \| \| No Lab 1\| Tue 24 Aug\| No Lecture\| \| \| No Lab 1\| Wed 25 Aug\| Themes in biology\| Chapter 1\| \| 1\| Fri 27 Aug\| Chemistry\| Chapter 2\| \| 2\| Mon 30 Aug\| Intro to Lab 1\| Chapter 3\| \| Scientific Investigations (p. 1) 2\| Tue 31 Aug\| No Lecture\| \| \| Scientific Investigations (p. 1) 2\| Wed 1 Sept\| Water\| Chapter 3\| \| 2\| Fri 3 Sept\| Organic Chemistry\| Chapter 4\| Quiz 1 Covers Web Notes on "Intro", "Chemistry", "Water" \| 3\| Mon 6 Sept\| Labor Day\| No Class\| No Class\| No Labs 3\| Tue 7 Sept\| No Lecture\| \| \| No Labs 3\| Wed 8 Sept\| Biochemistry\| Chapter 5\| \| 3\| Fri 10 Sept\| Exam 1\| \| Exam 1\| 4\| Mon 13 Sept\| Intro to Lab 8 Biochemistry\| Chapter 5\| \| Start Fast Plants (p. 189) 4\| Tue 14 Sept\| No Lecture\| \| \| Start Fast Plants (p. 189) 4\| Wed 15 Sept\| Biochemistry\| Chapter 5\| \| 4\| Fri 17 Sept\| Metabolism\| Chapter 6\| Quiz 2 Covers "Organic" & "Biochem"\| 5\| Mon 20 Sept\| Intro to Lab 2\| \| \| Enzymes (p. 33) 5\| Tue 21 Sept\| No Lecture\| \| \| Enzymes (p. 33) 5\| Wed 22 Sept\| Cells\| Chapter 7\| \| 5\| Fri 24 Sept\| Membranes\| Chapter 8\| Quiz 3 Covers Metabolism and Cells\| 6\| Mon 27 Sept\| Intro to Lab 3\| Chapter 9\| \| Microscopes and Cells (p. 57) 6\| Tue 28 Sept\| No Lecture\| \| \| Microscopes and Cells (p. 57) 6\| Wed 29 Sept\| Membranes\| Chapter 8\| \| 6\| Fri 1 Oct\| Exam 2\| \| Exam 2 Covers Biochemistry, Metabolism, Cells, Membranes\| 7\| Mon 4 Oct\| Intro to Lab 4\| Chapter 8\| \| Diffusion and Osmosis (p. 81) 7\| Tue 5 Oct\| No Lecture\| \| \| Diffusion and Osmosis (p. 81) 7\| Wed 6 Oct\| Respiration\| Chapter 9\| \| 7\| Fri 8 Oct\| Photosynthesis\| Chapter 10\| Quiz 4 Covers Diffusion & Respiration\| 8\| Mon 11 Oct\| Intro to MitochondriaLab\| \| \| MitochondriaLab on the Web 8\| Tue 12 Oct\| Dawkins Lecture 7-8 p.m. Somsen 103\| \| \| MitochondriaLab on the Web 8\| Wed 13 Oct\| Cell Communication\| Chapter 11\| \| 8\| Fri 15 Oct\| Exam 3\| \| Exam 3 Covers Diffusion, Respiration & Photosynthesis\| 9\| Mon 18 Oct\| Mitosis\| Chapter 12-13\| \| Lab Mid Term Exam Covers all labs to date 9\| Tue 19 Oct\| No Lecture\| \| \| Lab Mid Term Exam Covers all labs to date 9\| Wed 20 Oct\| Meiosis\| Chapter 14\| \| 9\| Fri 22 Oct\| Intro to FlyLab Mendelian Genetics\| \| Quiz 5 Covers Mitosis & Meiosis\| 10\| Mon 25 Oct\| SemiFinal Exam\| \| Semi Final Exam Covers all lectures through Wed the 20th of October\| FlyLab on the Web 10\| Tue 26 Oct\| No Lecture\| \| \| FlyLab on the Web 10\| Wed 27 Oct\| Video Lecture 1\| Read Chapter 15\| \| 10\| Fri 29 Oct\| Video Lecture 2\| Read Chapter 16\| \| 11\| Mon 1 Nov\| Intro to Lab 7 Chromosomes and Genes\| Chapter 15\| \| Mitosis and Meiosis (p. 161) 11\| Tue 2 Nov\| No Lecture\| \| \| Mitosis and Meiosis (p. 161) 11\| Wed 3 Nov\| Chromosomes and DNA\| Chapter 15\| \| 11\| Fri 5 Nov\| Genes and DNA\| Chapter 16\| Quiz 6 Quiz Canceled\| 12\| Mon 8 Nov\| Intro to Lab 8 Genes and DNA\| Chapter 16\| \| Fast Plants (p. 189) 12\| Tue 9 Nov\| No Lecture\| \| \| Fast Plants (p. 189) 12\| Wed 10 Nov\| Repeat SF Exam\| Repeat SF Exam\| Repeat SF Exam Exam covers same material as first SF Exam\| 12\| Fri 12 Nov\| Holiday\| No Class\| No Class\| 13\| Mon 15 Nov\| Intro to Lab 6 Genes and DNA\| Chapter 16\| \| Photosynthesis (p. 135) 13\| Tue 16 Nov\| No Lecture\| \| \| Photosynthesis (p. 135) 13\| Wed 17 Nov\| Transcription & Translation\| Chapter 17\| \| 13 \| Fri 19 Nov\| Exam 4\| Chapters 14, 15, 16\| Exam 4 Covers Mendelian Genetics Chromosomes & Genes DNA & Genes\| 14\| Mon 22 Nov\| Intro to TranslationLab Transcription & Translation\| Chapter 17\| \| TranslationLab on the web 14\| Tue 23 Nov\| No Lecture\| \| \| TranslationLab on the web 14\| Wed 24 Nov\| Thanksgiving \| \| \| 14\| Fri 26 Nov\| Thanksgiving \| \| \| 15\| Mon 29 Nov\| Intro to Lab 11 Evolution\| Chapter 22\| \| Hardy-Weinberg (p. 273) 15\| Tue 30 Nov\| No Lecture\| \| \| Hardy-Weinberg (p. 273) 15\| Wed 1 Dec\| Evolution\| Chapter 22\| \| 15\| Fri 3 Dec\| Population Genetics\| Chapter 23\| Quiz 7 Canceled! Hurrah!\| 16\| Mon 6 Dec\| Origin of Species\| Chapter 24\| \| Lab Final, Covers FlyLab, Fast Plants, Mitosis & Meiosis, Photosynthesis, TranslationLab, Hardy-Weinberg 16\| Tue 7 Dec\| No Lecture\| \| \| Lab Final, Covers FlyLab, Fast Plants, Mitosis & Meiosis, Photosynthesis, TranslationLab, Hardy-Weinberg 16\| Wed 8 Dec\| Review\| \| \| 16\| Fri 10 Dec\| Exam 5\| \| Exam 5, Covers Translation, Evolution, Population Genetics, Species\| 17\| Wed 15 Dec\| Final Exam 8 a.m. in Stark 103\| \| Final Exam, Covers Mendelian Genetics Chromosomes & Genes DNA & Genes Translation, Evolution, Population Genetics, Species\| \| \| \| \| \| \| \| \| \| \| Back to Top of Page Video Taped Lectures #1 and #2 Video taped lectures on the topics of "Darwinian Evolution" (the Richard Dawkins lecture from October 12, 7-8 p.m. in Somsen 103) and QQQ are available for viewing in the Phelps/Howell B3. Students will be held responsible for the content of these two lectures. Back to Week 10 Lectures and Labs <file_sep>![](banner.gif) ### Undergraduate Courses in European History _Spring, 2001_ IN ORDER TO REGISTER FOR A HISTORY SEMINAR (401 or 402), YOU MUST COME TO RANDALL HALL 102 AND PARTICIPATE IN THE LOTTERY HELD NOVEMBER 6-7, 2000. HIEU 100, SCT. A INTRODUCTORY SEMINAR Mr. <NAME> "Siberia in Russian History and Culture" Although often thought of as a useless and uninhabitable wasteland, Siberia has had an enormous impact on Russian civilization in both concrete and abstract ways. In this seminar, we will examine many of the roles this eastern region has played from the time of its conquest by Russia to the present. Topics will include: Siberia as a place of exile and imprisonment; Russian views of Siberian native peoples and cultures; Siberia as frontier of Russian settlement and land of opportunity; the region's natural resources, technological change, and Siberia's role in ecological-environmental movements; and Siberian motifs in film and literature. The seminar is intended to acquaint students with the study of history: the questions historians ask, how they think, and the types of sources they can use to find answers. The seminar requires no prior knowledge of Russian history or culture, and will serve as an introduction to the subject. Many of the readings will be primary sources: novels, short stories, government documents, memoirs, ethnographic literature, films, and so on. Students will be expected to read from 150 to 200 pages per week. Participation in class discussions will account for 40% of the course grade. Short, informal essays of a page or less may be assigned to stimulate discussion. In addition, each student will turn in two more formal and carefully written papers of 5-7 pages each on the readings. Each of these will account for 30% of the semester grade. There are no examinations. Partial reading list: * <NAME>, The House of the Dead * <NAME>, On the Edge of the World * <NAME>, short stories * Drawing Shadows to Stone: The Photography of the Jesup North Pacific Expedition, 1897- * 1902 * <NAME>, Bratsk Station (excerpts) * <NAME>, In the Soviet House of Culture: A Century of Perestroikas * <NAME>, Farewell to Matyora * <NAME>, In the Past Night: The Siberian Stories (excerpts) * <NAME>, The Gulag Archipelago (excerpts) * <NAME>, Entering the Circle: Ancient Secrets of Siberian Wisdom Discovered by a * Russian Psychiatrist * Films will likely include "<NAME>" and "Urga (Close to Eden)." HIEU 100, SCT. B INTRODUCTORY SEMINAR Mr. <NAME> "Elizabeth and her England" Elizabeth is hot! Films, novels, even management gurus have explored and exploited her. This course will examine the queen and the person behind the label "Gloriana". Each week will take us into a different aspect of Elizabeth and the Elizabethans: politics, religious controversy, diplomatic and military struggles, social history, and the history of art and literature. In addition to reading historical works, we will look at paintings, music, poems, speeches, and plays from her era. The latter part of the course will examine why Elizabeth is still so interesting to us, how various images of her have been made and used in fiction and film, and what, as historians, we should make of these images. Assigned books may include: * S<NAME>, Elizabeth I: The Competition for Representation * <NAME>, The Armada * <NAME>, The Word of a Prince * <NAME>, Dissing Elizabeth * <NAME>, The Age of Elizabeth * <NAME>, Elizabeth I The course will conclude with at least one novel and one or more films or operas. We will also visit the Special Collections room in Alderman Library to examine original materials from Elizabeth's reign. Students will be asked to write a paper using these materials. As a small seminar, students will be expected to engage the material actively and to be ready to challenge one another in discussion. Readings will average 200 pp. per week. All students will make presentations in class. Two papers (8-10 pp.) will be required. This course will fulfill the second writing requirement. HIEU 202 WESTERN CIVILIZATION SINCE 1600 Mr. <NAME> This course is a survey of the history of Europe since the beginning of the seventeenth century. Among the themes that will be explored are the enlightenment and the development of the concept of human rights, the rise of the nation-state, the revolution in science and technology, the expansion of the European power overseas, the secularization of society, modern revolutions and ideologies (the French and the Russian Revolutions, liberalism, communism, fascism), and everyday life in early modern and modern Europe. This is an introductory course that assumes no prior knowledge in European history. Students will attend lectures two times a week as well as a discussion section. Course requirements will include a midterm, a final examination, a short (5-7 page) essay, and conscientious participation in discussion sections. HIEU 204 ROMAN REPUBLIC AND EMPIRE Ms. <NAME> A survey of the political, social, and institutional growth of the Roman Republic, with close attention given to its downfall and replacement by an imperial form of government; and the subsequent history of that imperial form of government, and of social and economic life during the Roman Empire, up to its own decline and fall. Readings of ca. 120 pages a week; midterm, final, one seven-page paper. Readings will be drawn from the following: * Sinnegan and Boak, A History of Rome (text) * Plutarch, Makers of Rome * Suetonius, The Twelve Caesars * Tacitus, Annals of Imperial Rome * Cicero, Selected Political Speeches * Apuleius, The Golden Ass * R. MacMullen, Roman Social Relations * and a xerox packet HIEU 208 MODERN EUROPE Mr. <NAME> This course is intended for students who have not had any or much modern European history. The aim of the course is to introduce students to the great issues of modern European history since the era of Napoleon, such as the Industrial Revolution, nationalism, socialism, the origins of World War I, the fascist regimes, the Holocaust, post-World War II democracy, etc. The instructor will make a special effort to bring women and gender into the history of modern western civilization. The geographical emphasis will be on Western Europe though developments in Eastern Europe will not be neglected. The class has two fifty-minute lectures a week and a discussion section. Students must enroll in both parts. The readings will consist of a textbook and four or five more specialized books. Students will be asked to read about 100-120 pages a week. There will be a mid-term, a final exam, and two five-page papers. HIEU 212 THE EMERGENCE OF MODERN BRITAIN, 1688-2000 Mr. <NAME> This course surveys the history of Britain from the Glorious Revolution to our own time. The making and remaking of this nation state over three hundred years will be shown in its connections with the history of Europe, and the wider story of the making of the modern world. We shall seek to understand the interactions of politics, war, art, science, literature, music, sport, technology, commerce, industry, finance, emigration and immigration, violence and civility. Handel and the Beatles, the discovery of the steam engine and of the structure of DNA, the American Revolution and the Second World War, <NAME> and <NAME>, will all equally concern us. Reading will average around 120 pages per week. Your grade will be based on two midterms (each 20%) and one final (40%), and participation in section discussion (20%). This is an introductory course for which there are no prerequisites, and within which students from other departments are welcome. HIEU 216 HISTORY OF RUSSIA SINCE 1917 Mr. <NAME> An introductory survey of the history of Russia (broadly defined) from 1917 to the present. Briefly, our goal in the course is to explore the rise and fall of a distinct form of civilization -- a polity, society, culture and empire \-- known as "Soviet Communism." Why did that "civilization" arise in Russia, and what is "Russia" now that Soviet Communism is dead? To answer these questions, lectures and readings will focus on the social and cultural as well as the political history of the region. Major topics include: the revolutions of 1917; the Russian Civil War; Lenin's New Economic Policy; Stalinism; the Great Fatherland War and post-war reconstruction; the origins and phases of the Cold War; de-Stalinization and the limits of reform (Khrushchev to Gorbachev); the crisis of late Communism (the Brezhnev years); and finally, the disintegration of the USSR and the rise of the Russian Federation (the Yeltsin Presidency). The course assumes no prior training in Russian history. Requirements include active participation in weekly discussion sections, a midterm exam, a final exam, and several short papers on required course readings. Readings (in English) of about 150 pages per week will include primary and secondary sources. Possible texts include: <NAME>, <NAME>; <NAME> and <NAME>, The Communist Manifesto; <NAME>, Behind the Urals; <NAME>, One Day in the Life of <NAME>; and <NAME>, A Vision Unfulfilled. HIEU 240 HISTORY OF POLAND IN THE 19TH AND 20TH CENTURY Mr. Wojciech Roszkowski The course will cover major twists and turns of Polish history from the decline of the Old Polish-Lithuanian Commonwealth, through partitions and national risings of the 19th century, the Second Republic, World War Two, Communist Poland and recent systemic transformation. Its aim is to give basic understanding of the complexity of Polish identity at the end of the 20th century. Main course reading: * Davies, Norman, God's Playground. A History of Poland (Clarendon Press) Additional readings: * Davies, Norman, Heart of Europe. A Short History of Poland (Oxford University) * Wandycz, Piotr, The Lands of Partitioned Poland, 1975-1918 (University of Washington) * <NAME>'Abernon, The Eighteenth Decisive Battle of the World: Warsaw 1920 (London 1931) * <NAME>., Poland in the 20th Century (Columbia University) * <NAME>, Timothy, Polish Revolution. Solidarity (Jonathan Cape) * Rakowska-Harmstone, Teresa (ed.), On the Road Back to Europe (Indiana University, in print), if not ready \-- excerpts by <NAME> and <NAME> Course grades are determined on the grounds of * Class discussion and quizzes 20% * Mid-term exam 30% * Final exam 50% (For extra credit students are invited to write an 8-10 page paper on a chosen topic related to the Polish history of the 19th and 20th century) HIEU 302 GREEK AND ROMAN WARFARE Mr. <NAME> A survey of the military history of the classical world from Homeric times to the fall of the Roman Empire in the West. Topics include Homeric warfare, the Greek phalanx, Greek trireme warfare, the Macedonian phalanx, rise and evolution of the Roman legion, Roman military equipment, Roman imperial army, defense of Roman frontiers, and Roman military decline in late antiquity. Themes include influence of social and cultural factors on methods of warfare, relationship of technology to warfare, and the birth and development of tactics and strategy. Familiarity with the outlines of Greek and Roman history is useful. Requirements: reading of c. 200 pages a week, midterm, and final exam, and two seven-page papers. Ancient readings--all in translation--include selections from: * Homer * Thucydides * Xenophon * Arrian * Polybius * Livy * <NAME> * Josephus * Ammianus Marcellinus * Modern readings include: * <NAME>. The Origins of War. * <NAME>, The Western Way of War: Infantry Battle in Classical Greece. * <NAME>, Alexander the Great and the Logistics of the Macedonian Army. * <NAME>, The Making of the Roman Army. * <NAME>, The Grand Strategy of the Roman Empire. * <NAME>, The Fall of the Roman Empire. HIEU 312 MEDIEVAL CIVILIZATION Mr. <NAME> An introduction to the varieties of medieval life and thought through a reading and discussion of important texts. These will include a chronicle of the first millennium, an account of the construction of Canterbury cathedral church, a description of the pilgrim's road to Santiago, a treatise on the art of dying, an argument in defense of chivalry, the romance of Tristan and Isolde, and selections from the writings of Chaucer, Machiavelli, and Erasmus. There will be required one term paper of 10-15 pages on a topic related to the material of the course, and a final examination. HIEU 321 MEDIEVAL AND RENAISSANCE ITALY Mr. <NAME> The object of this course is to investigate the political, social and cultural history of Italy during the age of the Renaissance. The survey will begin with a consideration of unique Italian political institutions and urban culture in northern and central Italy; it will finish with a reconsideration of the end of Italian cultural dominance and of the legacy of Renaissance culture. The course will be a combination of lecture and discussion. Grades will be based on one hour exam (100 points), a report one of several proposed topics with the sources provided (100 points), discussion sections (100 points), and a final exam (200 points). Readings for the course will average about 150 pages per week--including the materials for the short reports. It will include * Brucker, <NAME> * Welch, <NAME>. Art & Society in Italy 1350-1500 * <NAME>, ed. A History of Italy (selections) * A selection of primary sources made available on the web. HIEU 334 SOCIETY AND THE SEXES IN EUROPE I Ms. <NAME> This course examines changing constructions of gender roles and their consequences--social, economic, political, religious, cultural, psychological --for women and men from late antiquity (4th century CE) through the sixteenth century, with particular emphasis on the latter part of this period. The textbook is Bridenthal, Koonz and Stuard (eds.), Becoming Visible: Women in European History (3rd ed.). We shall analyze closely several primary works selected from the following list: * Augustine, Confessions * Dhuoda, Handbook for William * The Letters of Abelard and Heloise * <NAME>, Tristan * <NAME>, Treasure of the City of Ladies * The Book of Margery Kempe * <NAME>, The Book of the Courtier * <NAME>, Autobiography * Teresa of Avila, Life * Articles by modern scholars complement general and primary source readings. Conducted mainly in the conversational mode, Society and the Sexes I provides students with valuable experience in initiating and leading discussions. The weekly reading load ranges between 150 and 200 pages. Several papers of different types and lengths (enough to fulfill the Second Writing Requirement), one midterm, and a final examination are required. Note: Students with no previous exposure to European history or literature are encouraged to consult the instructor about the advisability of enrolling in this course. HIEU 338 REVOLUTIONARY FRANCE, 1770-1814 Ms. <NAME> This course will examine the social, cultural, intellectual, and political history of France from the end of the Old Regime through the Napoleonic Empire. The origins, development, and outcome of the French Revolution will be our main focus. Attention will also be given to the impact of events in France on other western nations and to the legacy of the French Revolution in terms of such modern concepts as human rights, nationalism, welfare, feminism, democracy, and revolution itself. Throughout the course, we will emphasize the different and often conflicting ways in which historians have interpreted the meaning and consequences of this critical moment of upheaval. Class meetings will combine lecture and discussion of weekly readings, including Darnton, The Great Cat Massacre; Lefebvre, The Coming of the French Revolution; Tocqueville, The Old Regime and the French Revolution; Hufton, Women and the Limits of Citizenship; and numerous primary sources, from revolutionary festival programs to Al-Jabarti's chronicle of Napoleon in Egypt. The requirements of the course are on one 4-page paper, one 8-page paper, a midterm exam, and a final. HIEU 342 MOBILIZING THE MASSES: PROPAGANDA IN THE MODERN AGE, Mr. <NAME> 1914-1960 (crosslisted as MDST 345) One of the defining features of the twentieth century was the use of mass propaganda by states and political interest groups. This course will examine the ways in which various types of propaganda (including texts, images, and sound) were used to mobilize populations in modern Europe, from the First World War through the early Cold War. We will look at both the reasons behind the increased use of mass propaganda techniques (the age of "total war," mass politics, and ideological motivations), and how new technologies, such as film and radio, were used in propaganda campaigns. Although the course will look at the use of propaganda across Europe, particular attention will be given to the so-called "propaganda states"--the Soviet Union and Nazi Germany. Familiarity with twentieth century European History (HIEU 208 or 345) is useful, but not required. Students without a background in European history may wish to contact the instructor before the first class meeting. The format of this course will be a combination of lecture and discussion. We will look at examples of propaganda from a number of genres, including texts, film, music, and posters. Grades will be based on a mid-term, a final, several short written assignments, and one 8-10 page research paper, as well as participation in class discussions. Class readings will average about 100-150 pages a week--students will also be expected to view several films outside of class. HIEU 355 ENGLISH LEGAL HISTORY OF 1776 Mr. <NAME> This course surveys the history of English law from the medieval period to the 18th century. During class meetings mixing lecture and discussion, we will concentrate on how social and political forces transformed the major categories of law: property, trespass, torts and contracts, corporations, family law, constitutional and administrative law, and crime. Law will thus be understood as a variety of social experience and as a manifestation of cultural change, not simply as an autonomous realm of thought and practice. We will look at the evolution of the jury, competition between jurisdictions, and the development of the legal profession. We will conclude by examining the transmission and transformation of English ideas and practices in America before the Revolution. Assigned books will include <NAME>, An Introduction to English Legal History and Eileen Spring, Law, Land, and Family. Much of our discussion will focus on notes, reports, and yearbook entries of individual cases. All students will be expected to participate in discussions of these documents. Readings will range from 100 to 300 pages per week. Students will write two short essays (circa 5 pages) and take a mid-term and a final exam. HIEU 361 REFORM AND REVOLUTION IN RUSSIA, 1855-1917 Mr. <NAME> This course will explore political, social, and economic upheaval in Russia from the end of the Crimean War to World War I and the revolutions of February and October 1917. Special focus will be on the "Great Reforms"; industrialization, urbanization, and labor; the fate of the agricultural economy and peasantry; the question of social identities and Russia's "missing middle class"; revolutionary terrorism; and the 1905 revolution and the experiment in liberal politics. Secondary sources will include <NAME>, The Great Reforms; Orlando Figes, A People's Tragedy, The Russian Revolution, 1891-1924; <NAME>, Thou Shalt Kill: Revolutionary Terrorism in Russia, 1894-1917 _._ Primary sources will include <NAME>, Village Life in Late Tsarist Russia; <NAME>, ed., The Russian Worker; <NAME>, The Years: Memoirs of a Member of the Russian Duma, 1906-1917, and some short literary works. The format will be mostly lectures, though several classes will be devoted to discussion of books. Grades will be based on a midterm, two short papers, and a comprehensive final examination. At least one of the papers will require students to interpret a memoir or literary source in light of the historical events and processes discussed. There are no prerequisites for the course, although previous experience in European or Russian history is helpful. HIEU 375 THE EVOLUTION OF THE INTERNATIONAL SYSTEM, 1815-1954 Mr. <NAME>. Schuker This course traces the evolution of great-power politics from the post- Napoleonic peace settlement in 1815 to the Russo-American Cold War in the 1950s. Readings and lectures will emphasize developments in the European state system in the 19th century, when Europe remained the locus of world power, and will expand to include the United States, Japan, and other extra-European nations as those nations gained weight in the international system. The course begins with discussion of how demographic, agricultural, and industrial development influenced transnational relationships. It then covers the systems of Metternich and Bismarck, the revolutions of 1848 and role of nationalism in transforming the map of Europe, the significance of the "Eastern Question," continental and overseas imperialism, the causes and consequences of the two world wars, the Cold War between the Soviet Union and the United States, and preliminary steps toward European recovery and economic unity. Twentieth- century topics will accord due weight to the growing importance of finance and economics in determining diplomatic outcomes, as well as to the role of technology in changing the nature of warfare. The class will meet for one-and-one quarter hour lectures twice a week. Students will be provided both with a basic reading list and with suggestions for further reading on each topic. Students will be asked to write a short but polished bibliographical essay on some major topic covered during the term, as well as to take a three-hour final exam. An optional midterm will be offered if there is sufficient student demand. There are no formal prerequisites, but familiarity with the basic outlines of European, American, or world history in the nineteenth and twentieth century will prove helpful. HIEU 380 ORIGINS OF CONTEMPORARY THOUGHT Mr. <NAME> The course examines some important topics in intellectual history from Darwin's Origin of Species (1859) onward. The course does not claim to survey the intellectual history of the period in question. Instead it focuses on a few important themes--themes that I take to be important for understanding the historical background to current theoretical reflection. The themes that we shall consider include: (1) the decline of belief in the notion of a single, progressive historical process, a notion that dominated much of nineteenth- century thought; (2) the rise of the notion of a pre-rational or irrational unconscious, which paralleled doubts concerning the rational ordering of the world in general; (3) the emergence of "aestheticism" and of "crisis thought"; and (4) the emergence of new views of interpretation and of science. The overall theme is the presence of, and challenges to, the notion that there is a rationality embedded in the world. Reading (in order of use) includes: <NAME>, The Origin of Species (Penguin), <NAME>, "The Birth of Tragedy" and "The Genealogy of Morals", trans. Golffing (Doubleday), <NAME>, Prophets of Extremity: Nietzsche, Heidegger, Foucault, Derrida (California), Nietzsche, The Portable Nietzsche, ed. and trans. Kaufmann (Penguin), <NAME>, The Interpretation of Dreams (Discus Avon), and Freud, Civilization and Its Discontents (Norton). We shall do selections from <NAME>, Being and Time, trans. <NAME> (State University of New York Press, 1996), and possibly from <NAME>, The Structure of Scientific Revolutions. There will be a small class packet, costing about $10.00, and a few pages for you to photocopy on your own. Course Requirements: weekly "think questions," midterm, synthesizing term paper, final exam. The term paper and final carry heavy weight. HIEU 401, SCT. A HISTORY SEMINAR Mr. <NAME> "Religion and Modernity: What to believe when the world keeps changing?" This class explores the various ways in which religious belief systems have engaged with "Modernity." This engagement has often been viewed as a conflict between Tradition and Progress, Truth and Relativism, Faith and Reason, Church and State, Religion and Science, or Authority and Freedom. The spectrum of responses to modern culture within religious communities since the Enlightenment and French Revolution has ranged from the extreme of either adapting beliefs to meet the needs of the present, to that of completely rejecting the present and its values. The aim of this seminar is to probe the content of these conflicts using the tools of the historian. Students should be prepared to choose a paper topic that engages with some aspect of the Religion-Modernity relation. Students will be responsible for preparing one or two very short presentations on common readings, choosing a seminar topic, preparing a bibliography, doing the necessary research and presenting it before the class, and finally, submitting a finished piece of historical research in the form of a 25-30 page paper. The course will begin with four weeks of readings in the literatures pertaining to Secularization, Religion and Science, Fundamentalism, and Ecumenicalism (200-300 pages per week for the first four weeks); these readings are intended to provide students with an orientation to the major issues, literatures, and theoretical approaches to the topic, thereby assisting students in formulating interesting and feasible projects of their own. The topic should be one that is narrow enough to be reasonably researched within the timeframe of the course; it should also be conceived in such a way that it clearly fits within the current literatures relevant to the topic Religion and Modernity. A successful paper will satisfy the history seminar and second writing requirements. Students interested in this course are encouraged to contact me by email for a detailed syllabus, a list of possible topic areas, and a bibliography. Tentative Readings: * <NAME>, Religion in the Modern World: from Cathedrals to Cults * <NAME>, The Secularization of the European Mind in the Nineteenth Century * <NAME>, The modern schism: three paths to the secular * Anonymous. "The Church and Science," in The Rambler May (1860): 68-82 * <NAME>, Religion in an age of science * <NAME>, Science & religion : an introduction * <NAME>, Defenders of God: the Fundamentalist Revolt against the Modern Age * <NAME> and <NAME>. The Glory and the Power : the Fundamentalist Challenge to the Modern World * <NAME> and <NAME>. The ecumenical movement : an anthology of key texts and voices * <NAME>, "The Paradigm of Modernity, Orientated on Reason and Progress," in Christianity: Essence, History, and Future: 650-789. HIEU 401, SCT. B HISTORY SEMINAR Mr. <NAME> "Protest and Propaganda, 1500-1800" This seminar examines and compares the popular literatures of Germany, France, and England from the Reformation through the eighteenth century. Original pamphlets form the core of the reading, providing examples of protest literature from ordinary people and of propaganda from various kinds of institutional or establishment authors. In effect, the course introduces one of the most characteristic forms of expression in early modern Europe, the pamphlet, and asks what we can learn about the societies and the cultural movements that tried to mobilize political, religious, social, moral, and traditional sentiments for rapid change or, in other cases, to block change. After a few weeks of common reading, students will plunge into the riches of Alderman Library, using our pamphlet collections to examine the culture, politics, and religion of Germany, France, or England. Students who have adequate French or German will find ample opportunity to extend their competence, but English pamphlets are also full of interest and will provide plenty of research material for those whose linguistic abilities are restricted. Each student will compose a major research paper of 20-30 pages, and the class will discuss each one in detail. Immersion in such popular sources brings a new vividness and delight to historical research. Prerequisites: Like other history seminars, this one presupposes a basic general survey knowledge of European history, such as is provided by Western Civilization or other courses on the period 1500-1800. Schedule: This course meets once a week and requires close attention in order to finish a major research paper on time. Common Reading: * <NAME>, Conflicting Visions of Reform: German Lay Propaganda Pamphlets, 1519-1530 * <NAME>, ed. and tr., The French Wars of Religion: Selected Documents * <NAME>, Pamphlets & Public Opinion: The Campaign for a Union of Orders in the Early French Revolution * Watt, Tessa, Cheap Print and Popular Piety [in England], 1550-1640 * <NAME>. Small books and Pleasant Histories. Popular Fiction and its Readership in Seventeenth Century England HIEU 401, SCT. C HISTORY SEMINAR Mr. <NAME> "State and Society in Nazi Germany" Although it perished in flames over fifty years ago, Hitler's Third Reich continues to interest professional historians and the general public. Television networks and newspapers carry stories about Nazi gold and recount how victims of the Third Reich are taking legal action against German corporations in American courts. The past may once again be prologue as war crimes are being committed by a variety of groups in the former Yugoslavia. This course attempts to strip away rhetoric and grapple with one of the fundamental issues of Nazi Germany \-- the relationship between Nazi state and the German people. In the immediate aftermath of the Second World War, scholars and the general public blamed war crimes on a few Nazi fanatics and criminal organizations such as the SS. They absolved the average German of responsibility for most of the unsavory policies of the Third Reich. Students will be encouraged to move beyond this simplistic explanation and explore connections between high and low politics. How did individuals and groups interact with the Nazi regime? Did they share common goals? How did the Nazi regime and a particular social group accommodate each other? How did individuals and groups express dissent, and did their opposition have an impact on the regime? Assigned readings are designed to expose students to a variety of methodological approaches and scholarly debates. They are intended to provoke class discussion and help students focus their own ideas. Readings for weeks four through six are intentionally short to allow students time to prepare a research topic. The book review due on the eighth week of class should discuss a monograph that is central to each student's paper topic and discuss many of the issues that his or her paper will have to confront. It should be viewed as a step in the production of the final paper rather than a separate assignment. Oral presentations should be regarded in a similar light and are intended to serve as a forum that students can use to exchange ideas and help each other. A twenty-five page paper that employs standard footnoting and bibliographical citation methods will be due at the final class meeting. HIEU 401, SCT. D HISTORY SEMINAR Mr. <NAME> "Contact: European Encounter with the Outside World, 1450-1800" From the Portuguese voyages around Africa to India, through Columbus' discovery of the New World to Cook's explorations in the Pacific, for Europeans the period 1450-1800 was a time of great expansion, with their horizons widening to include contact with almost every other culture in the world. The relationship between Europe and the non-European cultures varied widely over this period, from exploration to conquest, incorporating social, cultural, religious, and political aspects. In addition to the efforts of explorers, conquerors, missionaries and colonists to under the peoples they encountered, information and myths about non-European cultures had a profound impact on European culture and thought, influencing the course of European philosophy, religion, political science, biology, linguistics, and the nascent field of anthropology. Whether they went abroad in the world like Hernan Cortes and <NAME> or stayed at home like <NAME> and Jean-<NAME>, Europeans could not escape having their world views changed dramatically by this contact. This class is designed to help students write a 25-page paper of original research on some aspect of European encounters with other cultures. During the first few weeks, students will become acquainted with the methods used to analyze contact between cultures by reading and discussing the best historical work in the field. Then students will choose their own topics for research, studying either an example of European encounter with a non-European culture or some topic on the issue of the impact of non-European cultures on European culture and society. To help with the process of writing, rough drafts will be presented to the class for suggestions and comments before the final draft is due. This course fulfills the Second Writing Requirement, and no knowledge of foreign languages if required. Course readings will include part or all of either <NAME>' Journals and Other Documents or Hernan Cortes' Letters from Mexico, Tzvetan Todorov's The Conquest of America: The Question of the Other, and/or Inga Clendinnen's Ambivalent Conquests: Maya and Spaniard in Yucatan, 1517-1570, P. <NAME> and <NAME>' The Great Map of Mankind: British Perceptions of the World in the Age of Enlightenment, and 2-3 scholarly articles, such as <NAME>'s "Knowledge and Empire," and <NAME>, "Maps, Knowledge, and Power." HIEU 404 INDEPENDENT STUDY IN EUROPEAN HISTORY Staff In exceptional circumstances and with the permission of a faculty member any student may undertake a rigorous program of independent study designed to explore a subject not currently being taught or to expand upon regular offerings. Independent Study projects may not be used to replace regularly scheduled classes. Enrollment is open to majors or non-majors. HIEU 513 MEDIEVAL FRANCE Mr. <NAME> A documentary history of the medieval origins of modern France based on a study of selected texts. A variety of sources dealing with kingship, ecclesiastical power, university life and culture, cathedral architecture, language and literature, and the city of Paris, will be read and discussed in order to show how medieval Francia was assembled out of diverse parts, and what the significant steps were which led to the formation of the nation state. There will be required one term paper of 10-15 pages on a topic related to the material of the course, and a final examination. Students who join this course should have a reading knowledge of French. HIEU 562 RUSSIA SINCE 1917 Mr. <NAME> A seminar on Russian/Soviet history from 1917 to the present. Reading and discussion of major secondary works and selected primary sources. Topics include: the revolutions of 1917; the Civil War; the New Economic Policy; Stalin's revolution "from above"; the Great Terror; the Great Fatherland War and post-war reconstruction; the origins and phases of the Cold War; de- Stalinization and the limits of reform (Khrushchev to Gorbachev); the crisis of late Communism (the Brezhnev years); and finally, the disintegration of the USSR and the rise of the Russian Federation. Although there are no prerequisites, the course is intended for graduate students and advanced undergraduates. Requirements include about 250 pages of reading per week; active participation in class discussions; two 5-page book reviews; and a 15-page historiographical essay. (This course fulfills the second writing requirement.) <file_sep>![ETSU Logo](ETSUlogo_white_150.gif) \| # East Tennessee State University ---\|--- # EMPLOYMENT OPPORTUNITIES AN EQUAL OPPORTUNITY/AFFIRMATIVE ACTION EMPLOYER EMPLOYS ONLY U.S. CITIZENS AND ALIENS AUTHORIZED TO WORK IN THE UNITED STATES![Horizontal Line](http://www.etsu.edu/humanres/blesepa.gif) Faculty positions must remain open for a minimum of 30 days. If you have questions concerning the availability of positions previously posted, please contact the Office of Human Resources at (423) 439-4457 (voice only) and (423) 439-4710 (TDD). ![Horizontal Line](http://www.etsu.edu/humanres/blesepa.gif) ### FACULTY POSITIONS --- ### Deadline Date \| ### Open Positions Open until filled (Posted 7/19/02) \| College of Nursing - Instructors, Assistant/Associate/Professors - ( 230630 , 113570 , 124200 , 123830 , 204550 , 595600 and other grant based positions). Tenure track and temporary faculty positions. Faculty desiring to teach acute care, administration, and psychiatric/behavioral health nursing, and faculty with active clinical research programs are especially sought. Positions immediately available for part-time teaching and rural practice/teaching, including Hancock County. Applicants with other interest areas and minority candidates are encouraged to apply. _Qualifications_ : tenure track candidates (academic focus) must have MSN, practice experience, and doctorate in nursing or related field; teaching experience and scholarship record are preferred; exceptional candidates completing the doctorate may be considered. Tenure track candidates (clinical focus) must have MSN, practice experience, and advanced practice certification. Clinical non- tenure track candidates (fixed term, renewable) must have MSN and practice experience; teaching experience preferred for some positions. Temporary positions , contingent on funding, require MSN, practice experience; some require advanced practice certification; exceptional candidates completing the MSN may be considered; candidates must have MSN before start of employment. Send vitae and addresses of four references to Dr. <NAME>, Associate Dean, College of Nursing, ETSU, Box 70617 , Johnson City, TN 37614 - 1709. Phone: ( 423 ) 439 - 5626 ; E-mail: <EMAIL>. Open until filled (Posted 6/27/02) \| Academic Affairs - Teaching and Learning Center - Director - INTERNAL SEARCH. _Essential functions_ : responsible for operating the center, including a variety of activities to promote the specific purposes of the Teaching and Learning Center: provide opportunities for collegial exchange, instructional support, consultation and professional development; provide identification of and coordination of resources; provide greater visibility for resources and support available to faculty; provide effective leadership in planning, oversight and assessment of university faculty improvement activities; serve as a clearinghouse for present and future teaching and learning activities. Specific activities include providing consultation upon request to faculty about their teaching, arranging faculty development activities focused on pedagogy, developing training in peer evaluation, developing support systems for part-time faculty, staffing the Instructional Development Committee, planning and conducting the New Faculty Orientation, and developing regular communications with faculty. The director has considerable latitude for developing the programming and direction of the center. _Appointment and Qualifications_ : the position is open to tenured faculty at ETSU and is a one-year appointment renewable up to three years. The Teaching and Learning Center is a joint project of the ETSU Faculty Senate and the Division of Academic Affairs. The director receives released time for nine semester hours (60%) for both fall and spring semesters plus a stipend for summer administrative work. Applicants should have at least three years of successful teaching experience, good rapport with colleagues, interest in and commitment to professional development for faculty, and a basic level of skills in information technology and instructional technology. Experience in developing and delivering programs for training and/or professional development is preferred. Review of applications will begin July 25 and continue until the position is filled. The desired starting date is August 15, 2002. Send a letter of application, curriculum vitae, and a statement describing interest and qualifications to <NAME>, Vice Provost for Public Service, ETSU, Box 70353 , Johnson City, TN 37614 - 1702. Materials and inquiries may be submitted <EMAIL>. Open until filled (Posted 5/8/02) \| College of Education - Department of Curriculum and Instruction - Clinical Instructor - ( 2 - 11710 ). The department seeks a full- time clinical instructor to supervise field-based clinical experiences for undergraduate and graduate pre-service students and student teachers. _Essential functions_ : instruction, mentoring, evaluation, and assessment of student performance in various field-based clinical experiences; maintenance of student records and data collection related to performance assessment; participation in departmental, college and university professional activities. _Qualifications_ : master's degree or higher; elementary and/or secondary certification; five years of teaching experience. Salary is $35,000 plus benefits, non-tenure track. Contact Dr. <NAME>, Chair, Search Committee, Department of Curriculum and Instruction, ETSU, Box 70684 , Johnson City, TN 37614 - 1709. Open until filled (Posted 5/8/02) \| College of Education - University School - Instructors - Two Positions Available - (123390, 123200). Temporary one-year teaching positions involving mentoring of pre-service educators and professional presentations in a year-round K-12 laboratory school. Seeking creative, innovative, and energetic teachers who can successfully use diverse strategies with students of varying abilities and backgrounds. (1) Tenth Grade English, English elective and Journalism; (2) High School Science and Environmental Science. Qualifications: master's degree and the appropriate Tennessee license (or qualified for reciprocity in Tennessee) by July 1, 2002; five years of successful teaching experience and ability to sponsor or coach extracurricular activities preferred. Positions to begin July 8, 2002. Submit a letter of intent, application, copy of teaching license, copies of transcripts, and a resume with three references to Dr. <NAME>, University School, ETSU, Box 70632, Johnson City, TN 37614-1702. Open until filled (Posted 4/15/02) \| College of Education - Department of Curriculum and Instruction - Assistant Professor, Educational Media and Educational Technology - SEARCH EXTENDED - ( 122120 ). Position contingent upon state funding. The department continues to seek a full-time tenure track faculty member for the Educational Media and Educational Technology Program. _Essential functions_ : teaching in the school library media program, recruiting and advising graduate students in that program, directing and conducting research; and participating in departmental, college, and university service. _Qualifications_ : doctorate in library and information science, education media, education technology or an appropriately related field (ABD will be considered if terminal degree is received before date of employment or within one year of employment). Library experience in an education setting is preferred. Position will be available July 01, 2002. Review of applicants will begin immediately and continue until position is filled. Send letter of application, current vita, transcripts, and three letters of recommendation to Dr. <NAME>, Chair, Search Committee, Department of Curriculum and Instruction, ETSU, Box 70684 , Johnson City, TN 37614 - 1709 . Email: <EMAIL> Open until filled (Posted 4/15/02) \| College of Education - Department of Curriculum and Instruction - Assistant Professor, Reading Education - SEARCH EXTENDED - ( 123840 ). Position contingent upon state funding. The reading education position will be a nine-month appointment. The person seeking to fill this position must hold a doctor of philosophy in reading and five years of teaching experience at the elementary or secondary level. The person will be responsible for teaching undergraduate and graduate courses in reading, advising undergraduate and graduate students, as well as conducting scholarly and creative work. Review of applicants will begin immediately and continue until position is filled. Send letter of application, current vita, transcripts, and three letters of recommendation to Dr. <NAME>, Chair Search Committee, Department of Curriculum and Instruction, ETSU, Box 70684 , Johnson City, TN 37614 - 1709 . Email: <EMAIL> August 30, 2002 (Posted 4/2/02) \| College of Arts and Sciences - Department of Biological Sciences - Assistant Professor, Plant Biologist - ( 121810 ). The department invites applications for a tenure track assistant professor position, beginning January 1, 2003. Teaching duties include an advanced course in plant development, plant biology, and participation in general biology majors sequence. Will be responsible for developing active research program to include B.S. and M.S. students. _Qualifications_ : Ph.D. required by start date, post-doctoral experience preferred; research specialization in any area of plant biology using modern research approaches; plant development especially encouraged; demonstrable commitment to teaching and research required. Applicants with broad botanical training are especially encouraged. Our departmental web page is http://www.etsu.edu/biology. Send curriculum vitae, transcripts, statements of teaching and research interests, and three letters of recommendation by August 30 , 2002 to Dr. Cecilia McIntosh, Search Committee, Biological Sciences Department, ETSU, Box 70703 , Johnson City, TN 37614 - 1710. Phone: ( 423 ) 439 - 5838 ; Fax: ( 423 ) 439 - 5958 ; E-mail: <EMAIL>. Open until filled (Posted 3/15/02) \| College of Nursing - Department of Professional Roles/Mental Health Nursing \- Chair - ( 124210 ). The position sought is for Chair of the Department of Professional Roles/Mental Health Nursing, a department which provides courses in theory, research, nursing roles, management, and mental health in outstanding BSN, MSN, and DSN programs. _Essential functions_ : duties involve leadership in curriculum; strategic planning; faculty mentoring and evaluation; outcome evaluation related to these areas; as well as management of departmental functions, participation on the college administrative team, and other related duties as needed. _Qualifications_ : must possess a doctorate in nursing or related field, and a master's in nursing, an ability to both lead and participate in collaborative, team- oriented activities; a willingness to mentor others; a consistent record of research and publication; experience in a leadership position in nursing education; and experience in curriculum development and management are required. A strong record of external funding is preferred. Send letter of interest, curriculum vita, and four references to Dr. <NAME>, c/o Dean's Office, College of Nursing, ETSU, Box 70617 , Johnson City, TN 37614 - 1709. Open until filled (Posted 3/7/02) \| College of Arts and Sciences - Department of Foreign Languages - Assistant Professor - ( 213620 ). Assistant Professor of Spanish, tenure track, August 2002. To teach courses in Spanish language (additional languages helpful). Specialty in Applied Linguistics or Second Language Acquisition preferred. Duties include teaching methods course and coordination of basic Spanish courses. Research and service expectations. Near-native or native fluency. The department, currently with seven full-time regular faculty members, teaches Spanish, French, German and Japanese. Departmental website at http://www.etsu.edu/cas/language/main.htm. _Qualifications_ : Ph.D. in Spanish by hiring date. Review of applications will begin immediately and continue until the position is filled. Submit letter, CV, and dossier to Dr. <NAME>, Chair, Department of Foreign Languages, ETSU, Box 70312 , Johnson City, TN 37614 - 1701. Phone: 423 - 439 - 6896 ; Fax: 423 - 439 - 4448 ; E-mail: <EMAIL>. Open until filled (Posted 2/25/02) \| College of Arts and Sciences - Department of Social Work - Associate Professor/Professor/Program Director - (123920). Beginning August 2002, tenure track position associate professor/professor/program director, if credentials and experience are appropriate to serve as director of established BSW program with 150 majors. Credit toward tenure is negotiable. BSW-level teaching areas are open. Possible MSW teaching level if proposed MSW program begins Fall 2003. _Qualifications_ : MSW degree, two years post master's experience, and Ph.D. in social work or related field; significant professional service activities, and a record of research/ scholarship. Review of applications will begin immediately and will continue until the position is filled. Submit full curriculum vitae and the names, phone numbers, and e-mail addresses of three references to <NAME>, Chair, Search Committee, Department of Social Work, ETSU, Box 70645, Johnson City, TN 37614-1702. Phone: (423) 439-5349; e-mail: <EMAIL>. Refer to ETSU website http://www.etsu.edu. Open until filled (Posted 2/12/02) \| College of Arts and Sciences - Department of Psychology - Chair - (121220). The department invites applications for the position of Chair. _Essential functions_ : responsible for leadership and advancement of the undergraduate and graduate programs as well as establishing strong relationships with administration that will aid in the progress of the department. _Qualifications_ : must possess a Ph.D. in psychology (research specialization is open) and experience commensurate with a rank of full or associate professor; evidence of excellence in leadership, teaching, service, and research is required for this position. The department is comprised of eight full-time faculty members as well as a number of adjunct faculty, and offers a master's degree in both general and clinical psychology. The James H. Quillen College of Medicine is under the auspices of East Tennessee State and has been highly ranked nationally in its primary care and rural medicine education programs. Further information concerning East Tennessee State University and the department of psychology is available at www.etsu.edu/psychology/ . Applications will be accepted until April 15, 2002, or until the position is filled. Position contingent on state funding. Minorities, women, veterans and people with disabilities are encouraged to apply. Send a letter of application, curriculum vitae, representative publications, and three letters of reference to Chair, Search Committee, Department of Psychology, ETSU, Box 70649, Johnson City, TN 37614-1702. Open until filled (Posted 2/1/02) \| College of Public and Allied Health - Department of Health Related Professions - Assistant/Associate Professor (B.S.A.H. Degree), Director of Imaging Sciences - (110470). The university invites applications/ nominations for a tenure track position of assistant/associate professor in the Department of Health Related Professions. The individual will become an integral part of the ongoing development of the Imaging Science Programs in the Bachelors of Science in Allied Health. _Qualifications_ : master's degree (doctorate preferred) and certification in nuclear medicine or sonography required. The preferred candidate will hold certification in radiography by the ARRT; proficiency in curriculum development, supervision, instruction, evaluation, and counseling; five years full-time professional experience in the imaging sciences; a minimum of three to five years of experience as an instructor in an accredited imaging science program, a bachelors of science degree in imaging sciences, program director experience; and demonstrated expertise in allied health program development. A description of the ETSU Department of Health Related Professions can be found at http://www.etsu.edu/cpah/hrelated/index.htm. Review of applications will begin March 1, 2002. The search will continue until the position is filled. Send letter of application, vita, and the names, addresses and telephone numbers of at least three references to Office of Human Resources, ETSU, Box 70564, Johnson City, TN 37614-1707. Open until filled (Posted 1/08/02) \| College of Public and Allied Health - Department of Communicative Disorders \- Clinical Track, Speech-Language Pathology - Part- time, 12-month position (2-11810/5-34095). The position begins May 2002. Supervision of graduate student practicum and provision of clinical services as needed. _Qualifications_ : M.A./M. S., CCC-SLP, Tennessee state licensure. Experience with clinical supervision and with school-aged children preferred. Salary commensurate with qualifications and experience. The department is a graduate only program that offers M.S. degrees in speech-language pathology or audiology. Review of applications will begin immediately and continue until the position is filled. Send vita, three letters of recommendation and official transcripts to <NAME>, M.S., Search Committee, Department of Communicative Disorders, ETSU, Box 70643, Johnson City, TN 37614-0643. Phone: (423) 439-4535; e-mail: <EMAIL>. Open until filled (Posted 12/21/01) \| College of Education - Department of Physical Education, Exercise and Sports Sciences - Assistant Professor - Position Contingent upon State Funding - (2-11730). Generalist position to teach undergraduate and graduate courses in park and recreation management. Previous teaching experience at the University level desired. Ability to teach at least three of the following areas: introduction to, programming in, and administration of leisure service programs, interpretation of cultural and natural resources, natural resource management, recreation for special populations, and outdoor/adventure skills. Previous recreation leadership experience desired. Ability to develop and lead extended outdoor experiences a must. Additional responsibilities include directing student research and internships; conducting scholarly research; advising students, and serving the university and the profession. The candidate must exhibit a commitment to teaching excellence. Earned doctorate in park and recreation management or closely related field. Will consider ABD if the degree will be awarded before August 15, 2002. Candidates should submit a letter of application, a current curriculum vitae, a transcript from their doctoral-granting institution, and a list of four current references. Review of applicants will begin February 1, 2002 and continue until the position is filled. Pending availability of funds, the contract will begin August 2002. Contact Dr. <NAME>, Chair, PEXS Department, ETSU Box 70654, Johnson City, TN 37614-1701. E-mail: <EMAIL>. Open until filled (Posted 11/28/01) \| College of Arts and Sciences - Department of Mathematics - Assistant Professor - (2-11400). The department invites applications for a tenure track position in applied mathematics at the assistant professor level beginning in August 2002. Responsibilities of this position include teaching at the undergraduate and graduate levels, directing masters' theses, and maintaining an active research program. We are particularly interested in candidates with research experience in computational mathematics, operations research, or optimization. Successful applicants must have earned a doctorate in mathematics or a closely allied field by August 2002. Applicants must also demonstrate clear evidence of strong teaching ability and research potential. The department offers B.S. and M.S. degrees. ETSU, a member of the state university system, has approximately 12,000 students. Position contingent upon state funding. Review of applications will begin on February 15, 2002 and continue until the position is filled. For more information, visit our web page at http://www.etsu.edu/math. Send a letter of application, an AMS cover sheet, a current vita, and three letters of reference, one of which must address teaching to Dr. <NAME>, Search Committee Chair, Department of Mathematics, ETSU, Box 70663, Johnson City, TN 37614-1701. Open until filled (Posted 11/14/01) \| College of Arts and Sciences - Department of Communication - Assistant Professor, Speech Communication - (124170). One tenure track assistant professor position beginning August 2002. The successful candidate will have an earned doctorate, will teach undergraduate and graduate speech communication courses, direct thesis, help support the general mission of the Department of Communication and the university through service activities, and conduct a program of research/creative activity. Candidates with expertise in one or more of the following areas will be given special consideration: health communication, research methods, business/ professional communication, organizational communication, and leadership. An ability to teach argumentation and debate a plus. The successful candidate will also be expected to provide leadership for the university's oral intensive program. The speech communication division is administered by the Department of Communication, which has more than 400 undergraduate majors and a newly established graduate degree program. Review of applications will begin February 2002. Position contingent upon state funding. Send vita and the names, telephone numbers, and addresses of three references to Dr. <NAME>, Chair of the Speech Search Committee, Department of Communication, ETSU, Box 70667, Johnson City, TN 37614-1701. Open until filled (Posted 10/30/01) \| College of Applied Science and Technology - Department of Computer and Information Sciences - Assistant Professors - (2-11210). Two tenure track faculty positions available August 2002 pending funding. Consideration will be given to candidates with a Ph.D. or masters in computer science or a related field with appropriate experience. Preference will be given to candidates with, or nearing completion of, the Ph.D. in computer science. While candidates in all areas of computer science and information technology will be considered, the following areas are particularly desirable: (1) web design/creation and internet application development; (2) operating systems and architecture; and (3) software engineering. A demonstrated interest in and promise of excellence in teaching a broad range of undergraduate and graduate courses is important. Good written and oral English skills and evidence of, or potential for, research, service and scholarly activity appropriate for tenure track appointment are required. Review of applications will begin immediately and continue until the positions are filled. Send resume, graduate transcripts, a letter specifying areas of teaching interests, and three letters of recommendation to Faculty Search Committee, Department of Computer and Information Sciences, ETSU, Box 70711, Johnson City, TN 37614-1710. Open until filled (Posted 10/30/01) \| College of Applied Science and Technology - Department of Technology - Assistant and Associate Professors - (2-11255). Accepting applications for five tenure track positions, four faculty assistant professors and a program director at the rank of associate professor, available August 2002 pending funding. B.S. and M.S. programs include visualization, multi-media, hypermedia and product design. The program is located in attractive and extremely well equipped new facilities. We are seeking colleagues with vision and a commitment to teaching and creative or applied research. The position of program director requires management expertise applicable to planning, managing and evaluation of the academic program and the Niswonger Digital Media Center. Minimum qualifications include M.S. or M.F.A. with skills appropriate for one or more of the programs. Good organization, written and oral communication skills are required. Review of applications will begin immediately and continue until the positions are filled. Visit our web site at http://avl.etsu.edu. Send a letter of application, transcripts, resume, examples of work and three references to Dr. <NAME>, Niswonger Digital Media Center, ETSU, Box 70701, Johnson City, TN 37614-1710. Open until filled (Posted 10/30/01) \| College of Nursing - Instructors, Assistant/Associate/Professors - (230630, 113570, 205180, 120370, 124090, 206600, 124200, 123830, 204550, and grant based positions). The College of Nursing, a part of the Division of Health Sciences, offers MSN and BSN programs with over 850 majors; a DSN program is pending. The college is also well known for its strong emphasis on faculty practice and community-based education, outstanding record in external funding, and interdisciplinary programs. New opportunities, changing and expanding programs, and practice opportunities have created positions for talented faculty. Faculty are especially sought for the following anticipated positions: administration, acute care, psychiatric/behavioral health, faculty with active clinical research programs. Qualified applicants with other areas of interest are invited to explore opportunities. Minority candidates are encouraged to apply. _Qualifications_ : tenure track candidates (academic focus) must have MSN, practice experience, and doctorate in nursing or related field; teaching experience and scholarship record are preferred; exceptional candidates completing the doctorate may be considered. Tenure track candidates (clinical focus) must have MSN, practice experience, and advanced practice certification. Clinical non-tenure track candidates (fixed term, renewable) must have MSN and practice experience; teaching experience preferred for some positions. Temporary positions , contingent on funding, require MSN, practice experience; some require advanced practice certification; exceptional candidates completing the MSN may be considered; candidates must have MSN before start of employment. Applicants must demonstrate ability to communicate effectively in written and spoken English, and be eligible for RN licensure in Tennessee. Review of applicants will begin immediately and continue until positions are filled. Rank commensurate with experience and qualifications. Send vitae and names and addresses of four references, or requests for more information to Dr. Nancy Alley, Associate Dean, College of Nursing, ETSU, Box 70617, Johnson City, TN 37614-1709. Phone: (423) 439-5626; E-mail: <EMAIL>. Open until filled (Posted 10/15/01) \| College of Nursing - Associate Dean, Practice and Research - (216920). Talented individual sought to serve as the Associate Dean for Practice and Research. This individual will report directly to the Dean of Nursing, and will oversee the college's efforts to expand research, scholarship, and grant activity; and lead the college's active faculty practice, which includes nine nurse-managed primary care centers. The Associate Dean for Practice and Research is responsible for providing leadership in all aspects of faculty practice including compliance, personnel, strategic planning, evaluation, and integration of teaching, research, and service into the practice sites. Five clinic directors and the business manager report to the associate dean. This individual supervises the Director of Research Services, promotes research and scholarship among faculty, and monitors and facilitates grants management within the college. _Qualifications_ : must hold a terminal degree in nursing or related field, a Master of Science in Nursing, and meet the requirements for appointment at the level of associate professor or professor, including an active record of scholarship, grants, and publications; and possess exceptional interpersonal and organizational skills. Preference will be given to the candidate holding advanced practice certification and a history of active practice. Send letter of interest, along with a curriculum vitae and the names, addresses, and telephone numbers of at least four references to Dr. <NAME>, Chair, Search Committee for Associate Dean for Practice and Research, College of Nursing, ETSU, Box 70617, Johnson City, TN 37614-1709. Open until filled (Posted 9/11/01) \| College of Public and Allied Health - Department of Public Health - Assistant/Associate Professors - (121670, 121790, 121910). Three tenure/tenure track positions at the rank of assistant/associate professor available August 2002. The Department of Public Health offers a CEPH- accredited Master of Public Health, Bachelor of Science and interdisciplinary graduate certificates in health care management and gerontology. Through these programs, we offer concentrations in community health, health administration, school health and patient education. The department has established strong ties with the colleges of medicine and nursing, and emphasizes community-based research. _Essential functions_ : the successful candidat <file_sep>#### HISTORY 355 ## EUROPE IN THE NINETEENTH CENTURY ## FALL 2001 To Student Web Pages ** Instructor : <NAME> Office : Wynne 104b Office telephone : 395-2218 ![](darwin.jpg) Office hours : MWF 2-3:40 and by appointment. (Note: I will not be on campus Tuesdays and Thursdays.) E-mail : <EMAIL> (Image of Charles Darwin courtesy of http://www.sc.edu/library/spcoll/nathist/darwin/darwin.html) ## Contents Course Description Required Texts Course Objectives Class Schedule Course Requirements Class participation Grading Attendance Policy Honor Code and Plagiarism Bibliography _Course Description_ : The political, economic, social and intellectual development of Europe from the Congress of Vienna to the eve of the Great War. Return to Table of Contents _Texts_ : <NAME>. _A History Of Modern Europe, vol. 2: From the French Revolution to the Present._ W. W. Norton, 1996. University of Chicago Readings in Western Civilization, vol. 8: _Nineteenth- Century Europe:_ _Liberalism and its Critics_ , edited by <NAME> and <NAME>. Chicago: University of Chicago Press, 1988. Return to Table of Contents _Course Objectives_ : The goal of this course is for students to develop the following: 1. A better understanding and appreciation of history and historical enquiry by means of an in-depth study of events in nineteenth-century Europe. 2. An ability to think critically, analytically and systematically about complex historical events and issues. 3. An ability to organize different types of source materials, relate them to each other by means of critical analysis, and use them to isolate essential themes and issues of nineteenth-century European civilization. 4. An appreciation of the variety of disciplines and approaches necessary to gain an understanding of the past. 5. A sense of how nineteenth-century Europe relates to the broader development of modern Western civilization. 6. A greater ability to express oneself clearly and concisely on paper, as well as an ability to articulate pertinent observations and questions orally. 7. A general familiarity with the origins, course and significance of a crucial period in European history. 8. A greater understanding of the human condition and experience by examining the dilemmas and challenges faced by men and women in societies experiencing rapid change. Return to Table of Contents _Class Schedule_ : Week 1 (Aug. 28-31) > _Introduction: Course Information and Requirements._ > _Europe in 1815._ > > Readings: Merriman, 579-600. > Handout. Week 2 (Sept. 3-7) > _The Congress of Vienna and the Concert of Europe._ > _Liberalism in France and England._ > Readings: Merriman, pp. 600-637. > Chicago Readings, pp. 1-40. > > Note: The drop deadline is Sept. 4. Week 3 (Sept. 10-14) > _Challenges to the Concert System._ > _Metternich, Austria and the Rise of German Nationalism._ > Readings: Merriman, pp. 638-668. > Chicago readings, pp. 41-62. > Handout. > > First document analysis due by Friday, 5 p.m. Week 4 (Sept. 17-21) > _The Industrial Revolution_ > Readings: Merriman, pp. 669-714. > Chicago readings, pp. 62-82. > Handout. Week 5 (Sept. 24-28) > _The Dawn of Industrial Society._ > _MID-TERM_ \- Friday, Feb. Sept. 28. > > Readings: Merriman, pp. 715-749. > Chicago, pp. 92-100. Week 6 (Oct. 1-5) > _The Revolutions of 1848 I._ > _The Revolutions of 1848 II._ > Readings: Merriman, pp. 819-843. > Chicago, pp. 202-241. > > Critique of document analysis due by Wednesday. Week 7 (Oct. 8-12) > _Napoleon III and the Second Empire in France._ > _The Crimean War._ > Readings: Merriman, 751-765. > Chicago, pp. 100-121, 188-201. > Handout. > > Note: The withdrawal deadline is March 17. Week 8 (Oct. 17-19). > Oct. 15-16 (Fall Break). > _The Unification of Italy._ > > Readings: Merriman, pp. 765-778, 844-865. > Handout. Week 9 (Oct. 22-26) > _Bismarck and the Unification of Germany._ > _Karl Marx and the Rise of Socialism._ > > Readings: Merriman, 865-901. > Chicago, pp. 174-188. > Handout. Week 10 (Oct. 29-Nov. 2) > _The Second Industrial Revolution._ > _Review_ > > Readings: Merriman, 787-806, 927-943. > Chicago, pp. 266-279, 282-287, 461-469. > > Second document analysis due by Monday, 5 p.m. Week 11 (Nov. 5-9) > _Great Britain in the Reform Era_ > _The Third Republic in France._ > > Readings: Merriman, 778-786, 806-819, 943-958. > Chicago, pp. 366-374. > Handout. > > Mid-term due on Friday, Nov. 9, by 5 p.m. Week 12 (Nov. 12-16) > _Bismarck and the German Empire_ > _The Habsburg Empire and Russia._ > > Readings: Merriman, 902-927. > Chicago, pp. 356-366, 419-425, 433-438. > Handout. > > Web pages due by Friday, 5 p.m. Week 13 (Nov. 19-20) > _The New Imperialism._ > > Merriman, pp. 959-1002. > Chicago, pp. 538-544. > > Thanksgiving Break, Nov. 21-25. Week 14 (Nov. 26-30) > _Society and Culture, 1815-1914_ > > Readings: 1003-1038 > Chicago, pp. 544-569. > > Critiques of web pages by Monday, 5 p.m. Week 15 (Dec. 3-7) > _Bismarck and the Alliance System._ > _Europe on the Brink._ > _Review_ > Readings: Chicago, pp. 501-538. > To be announced. > > Final update of web pages must be complete by Monday (Dec. 3), 5 p.m. FINAL EXAM: Monday, Dec. 10, 3-5:30 p.m. Return to Table of Contents _Course Requirements_ : Two mid-term exams, a comprehensive final exam and a research project/web page are the written requirements for this course. Failure to complete any of the requirements will be regarded as a failure to complete the course, and will result in a failing grade for the entire course (not a '0' for that particular assignment). In addition, each student will prepare two written critiques, one of another student's initial document analysis, the other of a student's web page. These critiques will not be graded, but failure to hand them in on time will result in a loss of 7 points from the final grade in each case. All assignments received in the seven days after the due dates indicated on the weekly schedule will be marked down up to one full grade. Absolutely no assignments will be accepted after 5 p.m. on the seventh day. Exams must be taken when scheduled. Make-up exams will be scheduled only by prior consent of the instructor, and only for compelling reasons (as determined by the instructor). If a student, without gaining prior consent, is unable to take an exam because of sudden illness or some other extraordinary event, the instructor must be notified immediately. If I cannot be reached directly or by phone, you must leave a message with the History Department. A doctor's note or other written documentation must accompany a student's request for a make-up exam. Exams : The first mid-term exam will contain short answer identifications. The second exam will be a take-home exam consisting of two essays. The final exam will contain short answer identifications and two essays, one of which will be comprehensive in nature. Class time will be set aside before each exam as indicated on your weekly schedule, but the exams may contain other material not covered in these sessions. The exams will be designed to test acquaintance with the lectures and the assigned readings. Taking careful notes on the readings and in class, therefore, is strongly recommended. The instructor will be looking for evidence of general knowledge, an organized and analytical approach to that knowledge, and an ability to combine the raw materials of the course -- text, lectures, discussions, and documentary sources -- into pertinent and meaningful insights. The instructor will also be evaluating your ability to communicate those insights. Points will be taken off for run-on sentences, grammatical errors, spelling errors, poor punctuation, illegible handwriting or any other problems that, in the opinion of the instructor, affect comprehension of the student's work. Strive above all for clarity. The first mid-term will be fifty minutes long, the final will be three hours. Research Project : The research project for this course is to design a web page centered on a particular primary source from the time period covered. In preparation for the web page, students will complete two position papers. They will then construct the web page, and be given an opportunity to revise the web page before it is evaluated by me for grading purposes. The details will be explained in class and in handouts. This will involve the preparation of an initial document analysis, the construction of the web page, and the final revision of the web page before it is evaluated by me for grading purposes. The details will be explained in class and in handouts. This overall assignment will involve explaining the historical context of a document's formation, analyzing the text of the document itself, determining the historical significance of the document's content and ideas, and compiling an annotated bibliography of the best historical research on the document and its significance. For research ideas, begin in all cases with the required texts and sourcebook. All students should meet with me as early as possible about their choice, because all the assignments must focus on the same document or set of documents. The first document analysis will be distributed to other students in the class, each of whom will prepare a written critique due as indicated in the weekly schedule. The latter assignment will not be graded, but failure to complete it will result in a deduction of seven points from the final grade. Each student will also provide a critique of a web page, subject to the same procedure. You will each have an opportunity to revise your web pages accordingly, before I assign a final grade. The final grade will be for all of these assignments as a whole. Because these assignments will be graded as a totality, the greatest rewards will go to those who use each opportunity to improve on their previous efforts. The document analyses and first critique must be printed on a word-processor in a standard 10 or 12 pitch font (such as courier or times roman). They should be double-spaced, with a title page, and one-inch (and no more than one-inch) margins. The text (not including bibliography and title page) of the first document analysis each should be no less than 2 and no more than 4 full pages in length. The second should be no less than 4 and no more than 5 full pages in length. The content analysis portion of your final web page must contain a minimum of five full pages of text (not including the text used for links, targets or internal links, captions, sub-headings, bibliography, notes, or supplementary material, like thumbnail biographies). This amounts to approximately 1250 words. If you import biographical or other materials from other web sites or sources, you must indicate that the material is derived from an outside source, and may not count that as part of your own text for fulfilling the minimal length requirements as indicated above. It is best, to avoid confusion, to leave such materials in their original locations, and insert a link. So, if you're doing a word count using Word, you need to strip out all materials that are not part of the content analysis to get an accurate reading. Your name, the course name and number, and the date must be on the title page of all written assignments. Each assignment must include a bibliography of all sources cited. Bibliography and endnote citations must conform to the proper style for the liberal arts, as defined in the departmental style sheet (http://web.lwc.edu/academic/las/history/HDPTSTS2.htm), or in the latest edition of Kate Turabian, _A Manual for Writers of Term Papers, Theses and Dissertations_ , Chicago, 1987. Do not use MLA, APA or any alternative style current in other disciplines. Unless you wish to see the instructor fly into a blind rage, do not even think of using parenthetical notes on any assignment other than the take-home. The web page critiques may be transmitted to me electronically, or on disk, but must conform to standards of good presentation (as determined by me), and be submitted by the due dates indicated. The web pages themselves should be turned in on a floppy or zip disk (no CDs), upon which should be written your name, class, e-mail address, and the title of your html file. The type of material that must be documented (i.e. cited in endnotes) includes: controversial or distinctive arguments and opinions, facts that are not a matter of broad general knowledge, statistics, all quotes, and paraphrases or summaries of an author's argument. All direct quotes over two lines in length must be indented and single-spaced as described in Turabian. It is imperative that you document source material, but the argument or thesis of your paper must be in your own words: excessive use of quotes or lengthy paraphrasing of sources will not be accepted, and leads easily to the grievous sin of plagiarism. On plagiarism, see below. The citation of at least six different sources is a minimal requirement for the paper. In addition to the assigned texts, which you must use, you must utilize at least two other sources from the library, one of which must be a primary source (in translation) from the period. While you may use encyclopedias or other reference works for background information, these are not an acceptable substitute for a more substantial outside source, and should never be cited in the notes or listed in the bibliography. One of the remaining sources for your analysis must be an Internet source, appropriately cited and linked on your web page. Use material only from reputable web sites (like universities). Never use Internet sources the origins of which are murky or unknown to you. Double-dipping (submitting a paper for this course that is substantially the same as a paper submitted for any other course, past or present) is not permitted. Return to Table of Contents _Class participation_ : Class participation is an essential part of this course. In most weeks, the last class period will be set aside for discussion of the readings. Students must arrive prepared to discuss the weekly assignments. In order to ensure this, I will designate at the beginning of each discussion class two or more students who will be graded for their contributions to the discussion that day. Any students so chosen who have not read the material or who are absent without prior clearance from me will receive a failing grade for that day's discussion. I will rotate the selections so that everyone gets a more or less equal chance to be "on call". Voluntary contributions from students not designated by this system will of course be considered positively, especially when they demonstrate acquaintance and engagement with the reading. Your overall grade for class participation will not be figured numerically into your final score, but will weigh heavily nonetheless. It will be used to decide borderline cases, offset negative trends like absences, or, if judged to be of significantly higher or lower quality than your written work, possibly bump you to a higher or lower grade. If I judge this system to be producing inadequate results, I reserve the right to require other written or oral assignments to facilitate discussion, and to use these assignments in the determination of final grades. Knowing, as you do, how sick and sadistic history professors are, it is in each and everyone's direct interest to make the discussions work. Return to Table of Contents _Grading_ : The mid-term, the final, and the research project (the document analysis and web page) are worth 100 points each. Your grade will be determined by the total number of points you gain out of a maximum of 400. I do not grade on a curve. Attendance, evidence of progress or lack thereof in the course of the semester, and class participation, will be used to decide half grades and borderline cases (which, experience shows, means most students). Serious attendance problems or misconduct in class can result in a lowering of grade. The grading scale is as follows: _Score_ _Grade_ 388-400 \| A+ ---\|--- 372-387 \| A 360-371 \| A- 348-359 \| B+ 332-347 \| B 320-331 \| B- 308-319 \| C+ 292-307 \| C 280-291 \| C- 268-279 \| D+ 252-267 \| D 240-251 \| D- Below 240 \| F _Extra-Credit Assignments_ : Extra-credit assignments may be arranged with the instructor. These assignments must be approved in advance by the instructor on or before October 19, and will not be accepted unless so approved. They are worth a maximum of 40 points. Under no circumstances will an extra-credit assignment be accepted as substitute for any other written requirement in the course. An extra-credit assignment can only elevate a student into a higher grade bracket (for example, from a B to an A) if the student has scored the higher grade on at least one of the three major exams or as an overall grade on the document analyses. The assignment must take the form either of an analytical book review (not a book summary) 3-5 pages in length, or an analytical research paper (with a thesis) 5-7 pages in length, and must utilize sources not assigned in this course. The topic and sources must be substantially different from any used in the document analyses. Style of text, footnotes, bibliography and title page must conform to the guidelines of Turabian. If you decide to do an extra-credit assignment, it must be turned in no later than November 16 for you to receive credit. Return to Table of Contents _Attendance Policy_ : Class attendance is a requirement of this course. Repeated unexcused absences will lead to a reduction of grade. Unexcused absences totaling 25% or more will result in an automatic F for the course. The instructor will excuse a student only under the most extraordinary circumstances. Chronic lateness will also be penalized, since it presents a class disturbance. If a student arrives after roll is taken, it is the student's responsibility to place his or her name on the class roll no later than the end of that class period. Failure to do so will result in an unexcused absence. Return to Table of Contents _Honor Code and Plagiarism_ : Students are expected to observe the honor code. All work for this course must be pledged. Students found to have cheated on an exam or to have plagiarized material in a paper will be subject to the maximum penalty under college rules. For those in doubt about the definition of plagiarism, it consists of copying passages from a source without both attribution and quotation. If you have reproduced the language of your source, you have committed plagiarism whether or not you have cited the source and the page number. This includes passages that a student may have modified: for example, changed verb tenses, omission or replacement of occasional words, reshuffling of phrases, sentences or paragraphs, combining of different plagiarized sources. Writing a bad paper in your own words is far better than writing a good one using the words of someone else. One suggestion for avoiding inadvertent echoing of your texts and sources: close all books when writing, and consult them only for specific facts or direct quotes. Also, proofread your paper with plagiarism specifically in mind. For more on plagiarism, see the departmental style sheet. _Tape-recording and Class Decorum_ : Tape-recording of lectures is not permitted. Students who are excused from class by the instructor must make arrangements with the instructor or with other students to cover the material missed. Students who skip class without permission are responsible for making their own arrangements with other students (not with the instructor) for the material covered in class. Students are expected to observe class decorum. Students engaging in behavior bothersome to other students or to the instructor (for example, eating or drinking, talking in class or the use of personal stereos) will be asked to leave and marked as absent. Food and drinks are not permitted in the classroom. Return to Table of Contents _Bibliography_ : Materials to be used by all students: <NAME>. _A History Of Modern Europe, vol. 2: From the French Revolution to the Present_. <NAME>. Norton, 1996. University of Chicago Readings in Western Civilization, vol. 8: _Nineteenth- Century Europe:_ _Liberalism and its Critics_ , edited by <NAME> and <NAME>. Chicago: University of Chicago Press, 1988. Other references: Consult the bibliographies in the required texts, the library catalog and the instructor for the outside references to be used in your research paper. Return to Table of Contents Return to the Department Syllabus Page (Fall 2001) Return to the Department of History and Political Science Homepage <file_sep> Seminar in Critical Thinking: Science in Society CCT611 Spring 1999 Professor: <NAME>, Critical and Creative Thinking Program Email: <EMAIL>; Phone: 617-287-7636 Office: Wheatley 2nd flr Room 143.09 (near Counseling & School Psychology) Class Time: M 6.45-9.15; Office/Phone Conference Hours: M 2.30-3.30, Tu 4.15-6.15 Course Website: http://omega.cc.umb.edu/~ptaylor/611-99.html General email: Emails sent to PT with "for CCT611" in the subject line will be forwarded to all in the course. Course description Critical thinking about the diverse influences shaping the life sciences. Topics include evolution and natural selection; heredity, development and genetic determinism; biotechnology and reproductive interventions. We interpret episodes in science, past and present, in light of scientists' historical location, economic and political interests, use of language, and ideas about causality and responsibility. You address the course material on a number of levels: as an opportunity to learn the science and interpretive approaches; as models for your own teaching; and as a basis for discussions about practices and philosophies of education, construed broadly as a project of stimulating greater citizen involvement in scientific debates. Sections to follow** * Assessment and Requirements * Texts and Materials * Schedule of classes * Bibliography Additional Notes on Teaching/Learning Interactions: * Overview of course themes * Learning through dialogue around written work * Before, during and after class--Critical thinking about course readings and discussions * Communication before, during, and after class * Stages in developing individual projects * Details about the Assessment system * Basic course protocols/expectations * Additional notes on writing, revising, freewriting, group process, etc. Assessment and Requirements Your grade will be based on the components below, which are described in more detail in the course packet and weekly handouts. For each of the two parts of the grade, completion of "basic work" (= 80% of assignments) gives you an automatic B+. To have a chance--but not a guarantee--of getting a higher grade, "additional work" is taken into account (see course packet for details and rationale). Written assignments and presentations, 2/3 A. Project: This should concern critical thinking about the influences shaping some aspect of the life sciences, past or current. A sequence of 5 assignments (initial description, annotated bibliography, narrative outline, class presentation, complete draft, and 2000-3000 word final report) is required. B. Journal excerpts (see E. below) (submitted 5 times during weeks 2-12 = 5 assignments). C. Clippings packet: A compilation of items from current magazines, newspapers, and websites (= 1 assignment). Participation and contribution to the class process, 1/3. D. Prepared participation and attendance at class meetings. E. Journal with weekly responses/notes on readings, class discussions, clippings, websites, and study questions. Collected for perusal mid-semester & end. F. Minimum of two in-office or phone conferences on your project and other written work. G. Optional* End-of-semester Portfolio demonstrating the development of your work (for "additional work" grade only). Texts and Materials* Course reader (xerox packet) in installments from PT. Get a three ring binder to hold the packet and other xeroxed handouts. On reserve in Healey library: Folders of additional readings Binder of newspaper clippings Binder of previous students' assignments Additional information about classes, assignments, and other tasks will be provided in regular handouts (which will also be posted on the course website). You need a workbook/journal to carry with you at all times and an organized system to store loose research materials (e.g., a 3 ring workbinder with dividers and pockets, an accordion file, or file folders). Additional cases and lesson plans (part of a text in development) will be linked to the course website. Recommended texts: \- as a guide to writing and revising: Elbow, P. (1981). _Writing with Power_. New York: Oxford Univ. Press (also on reserve). \- as a guide on technical matters of scholarly writing: Turabian, K. L. (1996). _A Manual For Writers of Term papers, Theses, and Disertations._ Chicago: Univ. of Chicago Press (also in library's reference section). Schedule Of Classes Class 1 (2/1) Frame-setting Introduction to key terms, Angles of Illumination (a.k.a. Critical Heuristic) and Intersecting Processes, and to the tension between them. Activities: Cause(s) of flu; Autobiographical Intersecting Processes; Critical Incident Questionnaire Additional readings (after class): Taylor, "Building on construction." Class 2 (2/8) A. The course as a teaching/learning community Activities: Establishing base support group processes/procedures; Freewriting & sharing on possible individual projects Additional readings (after class): Elbow, _Writing with Power_ , chapters 2, 3, 13 B. Language I: Biological stories and their structure Case: How did we get here?--Origin stories Martin, "The egg and the sperm: How science has constructed a romance." Lewin, "The storytellers." Activity: Plot the structure of Genesis, chapter 1, or Hrdy, "An Initial Inequality." Additional readings (on reserve): Landau, "Human Evolution as Narrative." Beldecos, et al. "The importance of feminist critique for contemporary cell biology." Fausto-Sterling, "Society writes biology" 2/15 No class (Presidents' Day) Class 3 (2/22) Language II: Categories destabilized by scientific developments Case: What is a mother? <NAME>. "When is a mother not a mother?" Activities: Reports on gender bias in biology texts; Unstable language in newspaper clippings Additional reading (on reserve): <NAME>. "Unnatural selection/Gene Therapy." Class 4 (3/1) Language III: Changes in meanings of key words in relation to changes in society Case: What is nature/natural?--Changes in meanings of "nature" in relation to changes in society. <NAME>. (1976). "Nature." Activities: interpretation of biological similies for society in newspaper clippings; interpretation of slides of images of society and nature in the West since the middle ages; interpretation of <NAME> "far side" cartoons Additional reading (on reserve): Williams, "Ideas of Nature." <NAME>., _Nature's Economy_ , chapters 1 & 2. Berger, "Why Look at Animals?" Class 5 (3/8) Multiple layers of a scientific theory (argument, analogy, metaphor, and defences) Case: How did Darwin try to convince people of Natural selection as the mechanism of evolution? -- Darwin, _On the Origin of Species,_ Introduction & Chaps. 1, 3, part of 4. Activity: Close reading and reconstruction of Darwin's exposition of his theory of natural selection. Additional reading (on reserve): Lakoff and Johnson. "Concepts We Live By." *A* Asmt due: Thesis question and paragraph description of proposed project 3/15 No class (Spring break) Class 6 (3/22) Styles of causal explanation & their relation to ideas about social action Case: What causes a disease?--the consequences of hereditarianism in the case of pellagra Chase, "False Correlations = Real Deaths." Activities: Interpreting parent-offspring height patterns. Additional reading (after class; on reserve): Harkness, "Vivisectors and vivshooters." Class 7 (3/29) Causes & social action II: Metaphors of control and co-ordination Case: How are characters produced (Transmission vs. development) and development organized? Activities: Game of development. Gilbert, "Cellular Politics." Additional readings (on reserve): Sapp, "The Struggle for Authority in the Field of Heredity." Fausto-Sterling, "Life in the XY Corral", 319-326. To fill in your biology re: development & embryology -- Gilbert, "An introduction to animal development." To fill in your biology re: Mendelian genetics -- Luria, et al. "The Rules of Heredity." After class reading: Goodwin, _How the Leopard Changed Its Spots_ , vii- xiii,18-41,77-114,169-181, 238-243. Class 8 (4/5) Causes & social action III: Determinist vs. constructionist explanations of intelligence Case: To whom is this plausible that genes could determine characters like intelligence? <NAME>. "Mental Traits." Activities: Construction exercise Additional readings (on reserve): Winn, "New views of human intelligence." Lewontin, "Race and Intelligence." Horgan, "Eugenics revisited." *A* Asmt due: Annotated bibliography of reading completed or planned for your project. Class 9 (4/12) Causes & social action IV: selectionist vs. constructionist explanations of evolutionary/ historical processes Case: Social messages using natural selection Taylor, "Natural Selection: A heavy hand." Activities: Analysis of textbook natural selection; Interpretation of video clip(s). Additional reading (on reserve): Moore, "Socializing Darwinism." 4/19 No class (Patriots' Day) *A* Asmt due by mail to 41 Cornell St, Arlington, MA 02474: Narrative Outline of Project Report Class 10 (4/26) Work-in-progress Presentations on Student Projects Class 11 (5/3) Scientists working within a field of economics, politics & moral responsibility Case: The breeding of hybrid corn Lewontin, "Agricultural Research & the Penetration of Capital." Activity: Publicly funded research and private gains Additional readings (on reserve): <NAME> Kimmelman, "Mendel In America." Lappe and Collins. "The Green Revolution Is the Answer." A Asmt due: Complete Draft of Project Report Class 12 (5/10) The "directed autonomy" of science with respect to social influences Case: The rise of biotechnology Activity: Diagramming intersecting processes Yoxen, "The Life Industry." Additional reading (on reserve): Rowling, "Introduction." Class 13 (5/17) Taking Stock of Course: Where have we come and where do we go from here? (Historical Scan and other activities) *A* Asmt due: Final version of Design Project *A* Optional asmt due: Portfolio Bibliography <NAME>., et al. (1989). "The importance of feminist critique for contemporary cell biology." _Feminism and science_. ed. N. Tuana. Bloomington: Indiana University Press, 172-187. <NAME>. (1980). "Why Look at Animals?," in _About Looking_. New York: Pantheon Books, ** 1-26. <NAME>. (1977). "False Correlations = Real Deaths," in _The Legacy of Malthus_. NY: Knopf, 201-225. <NAME>. 1859 [1964]). Introduction & Chapters 1, 3, part of 4. In _On the Origin of Species_. Cambridge, MA: Harvard University Press, 1-43,60-96. <NAME>. (1981). _Writing with Power_. New York: Oxford University Press, chapters 2, 3, 13 <NAME>. (1987). "Society writes biology/ biology constructs gender." _Daedalus_ 116(4): 61-76. <NAME>. (1989). "Life in the XY Corral." _Women's Studies Int. Forum_ 12: 319-326 only. <NAME>. (1988). "Cellular Politics." In _The American Development of Biology_ , ed. <NAME>, <NAME>, and <NAME>. Philadelphia, PA: University of Pennsylvania Press, 311-345. <NAME>. (1995) "An introduction to animal development." in _Developmental Biology_. Sunderland, MA: Sinauer Associates, 1-34 <NAME>. (1994). _How the Leopard Changed Its Spots_. New York, Charles Scribner's Sons, vii-xiii,18-41,77-114,169-181,238-243. <NAME>. (1994). "Vivisectors and vivshooters: Experimentation on American prisoners in the early decades of the twentieth century," ms. <NAME>. (1993). "Eugenics revisited," Scientific American (June): 122-128, 130-131. <NAME>. (1981). "An Initial Inequality," in _The Woman That Never Evolved_. Cambridge, MA: Harvard University Press, 20-23. <NAME>. and <NAME>. (1980). "Concepts We Live By." In _Metaphors we live by_. Chicago, IL: University of Chicago Press, 3-6, 87-105, & 156-158. <NAME>. (1984). "Human Evolution as Narrative." _American Scientist_ 72 (May-June): 262-268. <NAME>. and <NAME>. (1986). "The Green Revolution Is the Answer." In _World Hunger Twelve Myths_. New York, NY: Grove Press, Inc., 48-66 . <NAME>. (1987). "The storytellers," in _Bones of contention: Controversies in the search for human origins_. New York, Simon & Schuster, 30-46 <NAME>. (1976). "Race and Intelligence (and Jensen's reply, and Lewontin's reply to that)." In _The IQ Controversy: Critical Readings_ , ed. N. J. Block and <NAME>. NY: Pantheon, 78-112. <NAME>. (1982)."Mental Traits." In _Human Diversity_. New York: Freeman Press, 88-103. <NAME>. (1982). "Agricultural Research & the Penetration of Capital." _Science for the People_ (January/February): 12-17. <NAME>, <NAME>, and <NAME>. (1981). "The Rules of Heredity." In _A View of Life_. Menlo Park, CA: <NAME>, 219-245. <NAME>. (1991). "The egg and the sperm: How science has constructed a romance based on stereotypical male-female roles," Signs _16_ (3): 485-501. Moore, J. (1986). "Socializing Darwinism: Historiography and the Fortunes of a Phrase," in <NAME> (Ed.), _Science as Politics_. London, Free Association Books, 39-80. <NAME>. and <NAME> (1988). "Mendel In America: Theory & Practice, 1900-1919," in <NAME>, <NAME> and <NAME> (Eds.), _The American Development of Biology_. Philadelphia, PA: University of Pennsylvania Press, 281-310. <NAME>. (1990). "When is a mother not a mother?" _The Nation_ , 31 Dec., 840-6. <NAME>. (1987). "Introduction," in _Commodities: How the world was taken to market_. London: Free Association Books, 7-21. <NAME>. (1983). "The Struggle for Authority in the Field of Heredity." _Journal of the History of Biology_ 16 (3): 311-318, 327-342. <NAME>. (1995). "Building on construction: An exploration of heterogeneous constructionism, using an analogy from psychology and a sketch from socio-economic modeling." _Perspectives on Science_ 3(1): 66-98. <NAME>. (1998). "Natural Selection: A heavy hand in biological and social thought." _Science as Culture_ 7(1): 5-32. <NAME>. (1976). "Nature," in _Keywords._ NY: Oxford University Press, 184-189. <NAME>. (1980). "Ideas of Nature." In _Problems of Materialism and Culture_. London: Verso, 67-85. <NAME>. (1990). New views of human intelligence. New York Times Magazine, Part 2\. 16-17, 28-29. <NAME>. (1985). _Nature's Economy_ , Cambridge U. P., chapters 1 & 2. <NAME>. (1984, c. 1983). "The Life Industry," in _The Gene Business, Who should control biotechnology_? New York : Harper & Row, 1-56. <NAME>. (1986). "Unnatural selection/Gene Therapy." In _Unnatural Selection?_ London: Heinemann, 1-17. Updated 3 Feb. '99 <file_sep>INFOBITS> IAT INFOBITS -- February 1998 # INFOBITS> IAT INFOBITS -- February 1998 Date: Wed, 25 Feb 1998 14:19:36 -0500 From: <NAME> <<EMAIL>> To: <EMAIL> Subject: IAT INFOBITS -- February 1998 IAT INFOBITS February 1998 No. 56 ISSN 1071-5223 About INFOBITS INFOBITS is an electronic service of the Institute for Academic Technology's Information Resources Group. Each month we monitor and select from a number of information technology and instruction technology sources that come to our attention and provide brief notes for electronic dissemination to educators. ...................................................................... Collaboratories -- Doing Science in a Virtual Lab Finding Experts/Colleagues Online College Education Key to Office Workers' Success Universal Access to Technology in Education Interview with Cyberspace Pioneer Metadata Project Holds Promise ...................................................................... COLLABORATORIES -- DOING SCIENCE IN A VIRTUAL LAB A collaboratory, a term coined in 1989 by computer scientist William Wulf, is a "center without walls" allowing users to "perform their research without regard to geographical location-interacting with colleagues, accessing instrumentation, sharing data and computational resources, [and] accessing information in digital libraries." In "The Virtues (and Vices) of Virtual Colleagues" (TECHNOLOGY REVIEW, vol. 101, no. 2, March/April 1998, pp. 52-59), Nancy Ross-Flanigan explores the benefits derived when scientists can run experiments using remote connections to data gathering instruments, can have shared access to research results, and can communicate online with colleagues and mentors. Ross-Flanigan points out that there are some downsides to working in an electronic environment: lack of trust, difficulty in team building, increased information overload. [See also "Balkanization of the Global Village," IAT Infobits, December 1996, No. 42, http://www.iat.unc.edu/infobits/bitdec96.html#4] Collaboratories have been set up to help institutions with limited resources partner with major research universities to share expensive equipment. Some collaboratories allow scientists to mentor individual students or provide expert advice to K-12 classrooms. The complete article and links to the collaboratory projects described in the article are available on the Web at http://web.mit.edu/techreview/www/articles/ma98/ross-flanigan.html Technology Review [ISSN 0040-1692] is published six times a year by the Association of Alumni and Alumnae of the Massachusetts Institute of Technology, 201 Vassar St., W59-200, Cambridge, MA 02139 USA; tel: 617-253-8250; fax: 617-258-5850; Web: http://web.mit.edu/techreview/ To subscribe, contact Technology Review, P.O. Box 489, Mount Morris, IL 61054 USA; tel: 800-877-5230; fax: 815-734-5237; email: <EMAIL>; Web: http://web.mit.edu/techreview/www/freeissue.html Annual subscriptions are available for $19.95 (U.S.); $25.95 (Canada); $37.95 (foreign air delivery to all other countries). ...................................................................... FINDING EXPERTS/COLLEAGUES ONLINE Collaboratories are not the only virtual communities where thinkers and researchers congregate. Founded in 1988, the non-profit Edge Foundation, Inc., was established "to arrive at the edge of the world's knowledge, seek out the most complex and sophisticated minds, put them in a room together, and have them ask each other the questions they are asking themselves." To eavesdrop on the latest Edge conversations, check out their Web site at http://www.edge.org/ Want to start online dialogue with others in your field but don't know how to contact them? Locating email addresses for others in academe can be a time-consuming, frustrating task, despite the proliferation of email address directories available on the Web. (See http://www.iat.unc.edu/guides/irg-08.html#2 for examples of directories.) Many higher education institutions now provide online faculty directories that include email addresses. To locate schools that have a Web presence, try <NAME>'s extensive list of college and university Web pages. The list has not been updated recently, nevertheless, with over 3,000 entries from around the world, it is the most comprehensive list of its kind. Alphabetical listing: http://www.mit.edu:8001/people/cdemello/univ.html Geographical listing: http://www.mit.edu:8001/people/cdemello/geog.html ...................................................................... COLLEGE EDUCATION KEY TO OFFICE WORKERS' SUCCESS A recent study by the Educational Testing Service (ETS) refutes the conventional image of a future American workforce divided into two groups: high-paying, high-technology jobs and low-paying, low-skilled jobs. <NAME> and <NAME>, co-authors of the study's report, "Education for What? The New Office Economy," found that in the 1990s office workers make up 41 percent of the U.S. workforce and account for 50 percent of all earnings. The study also confirms that college education is a key factor in securing a place in the growing office economy: between 1959 and 1995, 75 percent of college-educated workers held the high-paying elite professional and managerial jobs that promise greater job growth and earnings potential. A brief summary of the report is available on the Web at http://www.ets.org/aboutets/oficecon.html Free copies of the report are available from ETS, Communications Services, MS 50-D, Rosedale Road, Princeton, NJ 08541 USA; tel: 609-734-5050. ETS is the world's largest private educational measurement institution. The non-profit organization develops and administers achievement, occupational and admission tests, such as the SAT for the College Board. For more information, contact Corporate Headquarters, Educational Testing Service, Rosedale Road, Princeton, NJ 08541 USA; tel: 609-921-9000; fax: 609-734-5410; email: <EMAIL>; Web: http://www.ets.org/ ...................................................................... UNIVERSAL ACCESS TO TECHNOLOGY IN EDUCATION Recent articles and reports stress that universal access to technology in schools is vital for preparing students for future challenges in the workplace and society. In "Creating a Level Playing Field for Campus Computing: Universal Access" (SYLLABUS, vol. 11, no. 6, February 1998, pp. 12, 14, 29, 44), <NAME> describes universal access in higher education and outlines the major issues that are preventing the realization of it: who pays, its impact on student enrollments, faculty resistance to change, and the freedom from imposed standards in academe. An excerpt from the article is available on the Web at http://www.syllabus.com/feb98_mag.html In the CEO Forum's "School Technology and Readiness (StaR) Report: From Pillars to Progress" it was reported that "while 3% of American schools [of the 80,000 public schools surveyed] are effectively using technology in the classroom, almost 60% of America's schools have inadequate and outdated technology." Using the "Four Pillars" of education and technology outlined by the Clinton/Gore administration (hardware, connectivity, digital content, and professional development), the CEO Forum created an assessment tool (School Technology and Readiness Chart) for school leaders to "gauge whether their school is preparing its students for the 21st century." Copies of the report can be obtained from the CEO Forum by calling 202-393-1010. The complete report is also available on the Web at http://www.ceoforum.org/report97/ [HTML format] and http://www.ceoforum.org/report97/report97.pdf [PDF format]. The CEO Forum on Education and Technology was founded in the Fall of 1996 to "help ensure that America's schools effectively prepare all students to be contributing citizens and productive workers in the 21st Century. To meet this objective, the Forum will issue an annual assessment of the nation's progress toward integrating technology into American classrooms through the year 2000." For more information, contact: The CEO Forum on Education and Technology, 1001 G Street, NW, Suite 900 East, Washington, DC 20001 USA; tel: 202-393-2260; fax: 202-393-0712; email: <EMAIL>; Web: http://www.ceoforum.org/ Syllabus [ISSN 1089-5914] is published ten times a year by Syllabus Press, Inc., 345 Northlake Drive, San Jose, CA 95117-1261 USA; tel: 408-261-7200; fax: 408-261-7280; email: <EMAIL>; Web: http://www.syllabus.com/ Annual subscriptions are available for $24 (individual/North America); $75 (institution/North America); $75 (individual/outside North America); $135 (institution/outside North America). Subscriptions in the U.S. are free to individuals who work in colleges, universities, and high schools. A free subscription application is available at http://www.syllabus.com/syllsub.html ...................................................................... INTERVIEW WITH CYBERSPACE PIONEER Asked about the use of computers in the classroom, <NAME> said, "We need to change our pedagogical model to one that enhances students' opportunities to get out and really experience things." As co-founder of the Electronic Frontier Foundation and of Lotus Corporation, Barlow is no enemy of technology, but has strong opinions on the appropriate applications of it in learning and training in schools and in the corporate sector. An interview Barlow granted, after delivering a speech at the 1997 Educom conference, is recorded in "A Confederacy of Apprentices" (TRAINING, vol. 35, no. 1, January 1998, pp. 44-48, 50). The full text of the article is available this month on the Web at http://www.trainingsupersite.com/publications/magazines/training/article1.htm Training [ISSN 0095-5892] is published monthly by Lakewood Publications, Inc., Lakewood Building, 50 S. Ninth St., Minneapolis, MN 55402 USA; tel: 612-333-0471; fax: 612-333-6526; Web: http://www.trainingsupersite.com/TSS_Link/lakeset.htm Annual subscriptions are available for $79 (U.S.); $89 (Canada); $100 (all other countries). ...................................................................... METADATA PROJECT HOLDS PROMISE According to <NAME>, in "No One Is Making Money in Educational Software" (COMMUNICATIONS OF THE ACM, vol. 41, no. 2, February 1998, pp. 11-15), finding educationally appropriate materials is a "classic time-consuming, hit-or-miss activity for teachers." He points out that the metadata system developed as part of Educom's Instructional Management Systems (IMS) initiative [http://www.imsproject.org/] holds great promise for solving this problem with regard to Web-based materials. Metadata is "data about data" which "allows the user to locate, evaluate, access, and manage online available learning resources." The University of North Carolina at Chapel Hill is a member of the IMS initiative, and Dr. <NAME>, IAT Director of Research and Evaluation, is in charge of the IMS Metadata project. For more information on the Metadata project, see the project's homepage at http://www.imsproject.org/metadata/index.html and Dr. Wason's papers in the IAT's technical publications area at http://www.iat.unc.edu/publications/tech.html Communications of the ACM [ISSN: 0001-0782] is published monthly by the Association for Computing Machinery (ACM), One Astor Plaza, 1515 Broadway, New York, New York 10036 USA; tel: 212-869-7440; fax: 212-944-1318; email: ac<EMAIL>; Web: http://www.acm.org/ Subscriptions are included with membership in the ACM. Annual subscriptions for non-members are $144 (print version), $173 (print and online versions), $115 (online version). Subscribers outside North America can get expedited airmail delivery for an additional $35/year. ...................................................................... To Subscribe IAT INFOBITS is published by the Institute for Academic Technology. The IAT is a national institute working to place higher education at the forefront of academic technology development and implementation. As a part of the University of North Carolina at Chapel Hill, the IAT strives to facilitate widespread use of effective and affordable technologies in higher education. To subscribe to INFOBITS, send email to <EMAIL> with the following message: SUBSCRIBE INFOBITS firstname lastname substituting your own first and last names. Example: SUBSCRIBE INFOBITS <NAME> INFOBITS is also available online on the IAT's World Wide Web site at http://www.iat.unc.edu/infobits/infobits.html (HTML format) and at http://www.iat.unc.edu/infobits/text/index.html (plain text format). If you have problems subscribing or want to send suggestions for future issues, contact the editor, <NAME>, at <EMAIL> Article Suggestions Infobits always welcomes article suggestions from our readers, although we cannot promise to print everything submitted. Because of our publishing schedule, we are not able to announce time-sensitive events such as upcoming conferences and calls for papers or grant applications; however, we do include articles about online conference proceedings that are of interest to our readers. While we often mention commercial products, publications, and Web sites, Infobits does not accept or reprint unsolicited advertising copy. Send your article suggestions to the editor at <EMAIL> \----------------------------------------------------------------------- Copyright 1998, Institute for Academic Technology. All rights reserved. May be reproduced in any medium for non-commercial purposes. <file_sep>### The Fate of the Twentieth Century Spring 1998 Syllabus Lectures Wednesday and Friday 1:00 - 2:00 P.M. - 112 Gregory Hall** * * * Narrator: <NAME> <EMAIL> 300A Gregory Hall Office Hours: Wednesday, 2:00-3:00 and by appointment Teaching Assistants <NAME> <EMAIL> 437A Gregory Hall \| <NAME> <EMAIL> 437A Gregory Hall \| <NAME> <EMAIL> 437 Gregory Hall ---\|---\|--- * * * * * * This course on the "Fate of the Twentieth Century" emerges out of a year-long history faculty seminar (AY 95/96) sponsored by NEH, in which eighteen faculty members studied the meaning and main processes by which they felt the century would be remembered. By turning that seminar into a lecture course the department is offering students the views of seventeen experts on the seminal events and changes of the past 100 years and an opportunity to find and argue their own interpretation of what the century has left us. Warning: this is not a narrative history of twentieth-century world history. Please drop this course if you want that. This is a compilation of multiple different and sometimes contradictory "takes" on the century; making sense of this approach is one of your responsibilities as a class member. Required Books available in all the bookstores: 1. The guiding textbook is Eric Hobsbawm's _The Age of Extremes_. It has a clear point, is well written, but is unfortunately not comprehensive. If you desire more orientation you should also see Michael Adas et al, eds., _Turbulent Passage_. 2. <NAME> and <NAME> (eds.) _Imagining the Twentieth Century_ the scrapbook that emerged out of the faculty seminar. 3. In addition, we will have two novels, a travel report, and a memoir that can be understood as documents of the twentieth century: <NAME> _The Poor Christ of Bomba_ (Heinemann) <NAME> _Behind the Urals_ <NAME> _Jasmine_ <NAME> _All Quiet on the Western Front_ 4. And we will see two movies, _The Battle of Algiers_ and _Apocalypse Now_. Viewing times to be announced. #### Licenses to Interpret Each student will receive in their first discussion section a "license to interpret" which assigns them to one of the five principal interpretations by which our experts have framed the century. These"liceses" will be assigned by alphabetic order of last names and they will define the main arguments license holders will seek in readings, assingments, lectures, and discussion sections for the first half of the course (up to the mid-term). Licenses must be brought to each lecture and they will be periodically checked for attendance; they must be presented at the mid-term and the final exam. The licenses are design as "takes" on the century to help the class evaluate what is distinctive or new in the century and what kinds of processes have motored change throughout the century; they are not complete interpretations of everything in the century. Thus, no one interpretation cancels out another. While students must engage the interpretive issues indicated by your license, they may, in the end, not agree with their centrality. Class discussions will be guided by the interpretative themes and studies will be expected to move beyond their license. In other words, the liceses exist to spur, not to delimit discussions. "Licenses to interpret" will be (a) _In what ways was the 20th Century the Century of the State_? The nation-state emerged as humankind's most effective political and cultural expression and spread globally to provide values and standards for global human relationships and economic exchange. The nation-state has become the most important social formation and the most important social allegiance of the twentieth century. (Last names A-D) (b) _In what ways was the 20th Century the Century of Mobilization_? The growing politicization and increasing mobilization of common folk across the globe, the self-enfranchisemnt of the formerly disenfranchised, and the economic empowerment of labor is what most distinguishes this century. The political mobilization of people according to any number of social, ethnic, class, and gender identities has most distinguished the twentieth century. (Last names E-J) (c) _In what ways was the 20th Century the Century of Markets and Technology_? From the "second industrial revolution" of the 1890's to today's mass markets for electronic gear in remote parts of the Third World, the driving economic force that has shrunk the globe has been the expansion of commerce and the development of new technologies in communications, medicine, energy, and war. (Last names K-L) (d) _In what ways was the 20th Century the Century of Global Culture_? As the centruy began, Western cultural forms came to expert a global hegemony over communities and groups. War and commerce accelerated the domination of the West. In the second half of the century, movements of ideas, goods, and people around the world have fashioned an emerging transitional culture in which national and state boundaries matter less and less. This process was the most significant development in the century. (Last names M-R) (e) _In what ways was the 20th Century the Century of the Individual_? The century began with strong notions of loyalty to family and clan, tribe and ethnicity the world over, the century has closed off with a glorification of the individual, a post-modern assertion of personal values and responsibility and an atomization of competing forms of social allegiance and economic obligation. (Last names S-Z) #### Assignments and Gradings: _Attendance_ The format of this course demands attendance of lectures and discussion sections. You will be required to reconstruct and evaluate ideas from the lectures in essays and exams. Unlike other courses, however, you will see and hear most lecturers only once. The many faces and voices you will experience in History 212 this semester not only increase the value of this course, but also its pace. You will be able to keep up only if you attend every class meeting. To emphasize the importance of class attendance and keeping up, recorded absences from three meetings will drop your course grade by one-half grade, six meetings will drop your course grade by one full mark, etc. For each day an assignment is overdue it counts as an absence from class. _Course information and discussion/feedback_ Reading assignments are listed with the lecture topics (which wll not always exactly correspond to the readings); two required feature films are scheduled, both of which are available on video in the event you cannot come to the evening screening times. While the exact nature of the assignments have yet to be determined and the due dates may change, the course grade will be determined by the following (assignment sheets will be distributed in your discussion sections): a) An interview with your oldest-surviving family-member on the events and accomplishments and failures they judge of greatest importance in the twentieth century (4-5 page essay, due week of Feb. 8th) [15%; Assignment Sheet] b)An essay that argues for one of the licenses as it can be used to demonstrate the historical messages from two of the following three assigned works ( _Poor Christ of Bomba, All Quiet on the Western Front_ , or _Behind the Urals_ ). (5 pages, due the week of March 8) [15%; Assignment Sheet] c) A mid-term examination based on text and lecture material.[15%] d) A small essay to be assigned (due week of April 26). [10%] e) Final examination (cumulative: essay format plus identifications) [20%] f) Discussion section participation (discussions, quizzes, in-class assignments, debates, etc. TAs will inform you of the weighting of these components). [25%] By participation, we mean coming to class with a good understanding of the week's lectures and assignments and a willingness to voice ideas and questions that arise from your reading. Attending class without speaking will result in a below average (i.e. D or grade) in participation. _Criteria for grading essay work_ * A = An essay that reads easily, is well organized and demonstrates the author's familiarity with the main arguments/interpretations found in the literature and with convincing data, examples, illustrations, episodes, personalites, etc. that are used to 'document' the main arguments/interpretations. * B = An essay in which an overall organization is apparent and is neatly presented but where arguments or data are incompatible (or not an accurate reflection of the literature on the subject) or in which arguments are set out without adequate proof, or in which relevant data is summarized extremely well but without arguments being adequate. * C = an essay written without any clear organizing principles and/or in which the author may either present only some of the arguments or some of the data and in which the author demonstrates a familiarity with the literature on the subject. * D = an essay that does not answer the set question, offers a version of lecture notes only, does not provide 'data' to support points made and is generally difficult to follow. * F = an essay that does not answer a set question, does not reflect a comprehension of the issues or arguments under discussion, and does not reflect the author's understanding of lecture material presented on the subject or readings. The Department of History adheres to the guidelines on academic integrity contained in the _Code on Campus Affairs and Handbook of Policies and Regulations Applying to All Students_. Cheating and plagiarism will be penalized in accord with the penalties and procedures indicated in the _Code on Campus Affairs_. All students are responsible for familiarizing themselves with the definition of these infractions of academic integrity. Copies of the _Code on Academic Affairs_ can be consulted in the offices of the History Department and may also be obtained at the Illini Union information desk. * * * #### Lecture and reading schedule 1/20 \| Stewart & Fritzsche \| Introduction. "What is the Twentieth Century?" "Whose Century is it?" ---\|---\|--- 1/22 \| Fritzsche \| <NAME>'s Twentieth Century (The more of Hobsbawm you can read, the better off you will be, but certainly read pp. 1-17) 1/23 \| \- 1/24 \| weekend Reading: _The Poor Christ of Bomba_ 1/27 \| Stewart \| Spirit of the Age - 1890-1920 "Prelude to Contemporary History" "History of the Future" "Merry-Go-Round" in _Imagining the Twentieth Century_ , pp. 21, 23 1/27 \| Arnstein \| The role of the Nation-State in the Twentieth Century "Redrawing the Globe" _Imaginingthe Twentieth Century_ , p. 132 1/30 \| \- 1/31 \| weekend reading: _All Quiet on the Western Front_ 2/3 \| McKay \| Imperialism, Industrialization, and the West "World's Fair", "First Car" _Imagining the Twentieth Century_ , pp. 55, 17 2/5 \| Lynn \| World War I as Turning Point in the Century "Disillusions" _Imagining the Twentieth Century_ , p. 25 _Age of Extremes_ , pp. 21-53 week of 2/8 \| first assignment due in section 2/10 \| Stewart \| Creations of the"other"; The Exotic as the Ideological foundation for Economic Empire "Imperialism" "Icons of Empire" "Anachronism" _Imagining the Twentieth Century_ pp. 29, 83, 15 2/12 \| Fritzsche \| Spirit of the Age - 1920-1950 Treasure and Trauma of Modernism _The Age of Extremes_ , pp. 54-84, 178-98 2/13 - 2/14 \| weekend reading: _Behind the Urals_ 2/17 \| Koenker \| The Russian Revolution and World Communism "Lenin's Light Bulb" _Imagining the Twentieth Century_ , p. 30 2/19 \| Barrett \| The International Left in the 20th Century _The Age of Extremes_ , pp. 109-41 "The Spanish Civil War", "No Work" _Imagining the Twentieth Century_ , pp. 47, 49. 2/26 \| Fritzsche \| The Machine Age _The Age of Extremes_ , pp. 85-108 "Machines & Work" _Imagining the Twentieth Century_ , p. 111 3/3 \| Fritzsche \| The Holocaust and Modernity "The Holocaust," "Cold War," _Imagining the Twentieth Century_ , pp. 66.86 _The Age of Extremes_ , pp. 142-177 3/5 \| Oberdeck \| Spirit of the Age - 1950-1980 Making the Postmodern "Movie Audience," "Suburbs," _Imagining the Twentieth Century_ pp. 81,100 Week of 3/8 \| _Second Assignment due_ in discussion section 3/10 \| Reagan \| The Struggle for the Body "Women's War," "Jersey Shore," "Barbie," "The Pill," _Imaginging the Twentieth Century_ pp. 61, 31, 79,163 3/12 \| Leff \| The Great Depression and the Welfare State _The Age of Extremes_ , p. 85-108 SPRING BREAK \| 3/24 \| Koenker \| Women and Emancipation:For What, For Whom, For When? _The Age of Extremes_ pp. 403-460 3/26 \| Prochaska \| From the Battle of Algiers to the Algerian Revolution "Decolonization," "Terrorism," "Ghandi," _Imagining the Twentieth Century_ pp. 89, 136, 32 3/31 \| no class 4/2 \| Crummey \| The global environment as recasting of International order "Amazonia," "Water," "Plastics," _Imagining the Twentieth Century_ , pp. 142, 141,113 4/7 \| Schroeder \| The Twentieth Century in International Politics: Worst of Centuries? _The Age of Extremes_ , pp. 403-499 "United Nations," "Lost Patriots," _Imagining the Twentieth Century_ , pp. 138, 134 4/9 \| Doak & Fritzsche \| Debate on Identity and Community 4/10-4/11 \| weekend reading: <NAME>, _Jasmine_ 4/14 \| Stewart \| Transnationality and the New Order of Inbetweeness "Creating Race," _Imagining the Twentieth Century_ p. 125 4/16 \| Fu \| Human Rights as International Order "Human Rights," "Black Over White," _Imagining the Twentieth Century_ , pp. 128, 90 4/21 \| Hannauer \| Spirit of the Age - 1980-1998 From the end of the world, to the end of history, to the end of society? _The Age of Extremes_ , pp 558-85 4/23 \| Ganaway \| TBA week of 4/26 \| third assignment due in section 4/28 \| Shouba \| TBA 4/30 \| Trice \| TBA 5/5 \| Fritzsche & Stewart - Shouba, Trice, & Ganaway \| Summing Up <file_sep>![](utepmainmandalla.gif) ![](uteptitle.gif) Professor E.Chavez History 1301 - Sections 10237 and 14946 - Syllabus - ** Fall Semester 1999 Course Schedule \| Textbooks \| Course Requirements ---\|---\|--- General Information \| Final Exam \| Grade Distribution * * * **General Information: Professor's Office: Liberal Arts 314 Phone: 747.6591 E-mail: <EMAIL> ** My office hours: M-W-F 11:30a.m.-12:30 p.m. Teaching Assistants: <NAME> , <NAME> , <NAME> . The History T.A.'s office is located in Room 223 of the Liberal Arts Building. Each of my Teaching Assistant's office hours are different, and they usually post their office hours on the door of the History T.A. office. The History T.A. office phone number is 915.747.7056. ** Back to the top of this page * * * History 1301: The United States to 1865 This is a general survey of U.S. history to1865. My major objective in this course is to discuss the various forces that created the American Republic. Consequently, we will explore the diverse peoples-- American Indians, African Americans, Mexican Americans, and European Americans-- who forged this nation. The course themes are the following: the struggle for power among the various groups that inhabit the Americas, the construction of community and identity, the limits of community, and contradiction in U.S. history. I have decided to designate most Fridays as a discussion day. On that day be prepared to discuss the readings for the week. I have been known to call on people. Be ready to dazzle your fellow students and me with your brilliance. I must also remind you that plagiarism of any form, which is presenting someone else's ideas as your own, will not be tolerated. If anybody is caught committing this egregious offense they will fail the assignment and run the risk of failing the class and being expelled from the university. I ask that you respect your fellow students and me. If you are compelled to talk while in class--DON'T. I find this habit annoying and just plain rude. I will not tolerate class disturbances of any kind. This means cell phones, beepers, game boys or other video games (yes, students have done this!!!) are prohibited. If you do not comply with these rules I will ask you to leave the room. Finally, I must remind you that this class starts when I walk in the lecture hall, therefore you should be ready to pay attention and take notes when I start talking. I urge you to take notes--you won't be able to remember what was said if you don't, and a good deal of the exams are based on class content. Return to top of this page ** * * * Course Requirements : There will be one take-home midterm and a take-home final. You will receive the questions for both of these assignments a week before they are due. The midterm questions will be distributed on October 6 and will be due October 15 , while the final will be available on December 1 and must be turned in no later than December 13. For both exams you must integrate material from the readings and the lectures. In addition, two papers based on the assigned readings are required. The first paper will be due September 13. Paper number two will be an essay on some aspect of the novel _Beloved_. It will be due November 5. All assignments must be either typed or done on a word processor. Computers for your use are available at various campus locations. Late assignments will be penalized; each day a paper is tardy, 10 points will be deducted. Return to the top of this page Grade Distribution :** Exams: 25% each; _Beloved_ paper: 25%; 1 st paper: 15%; Attendance and Participation: 10%. * * * ****Required Texts : <NAME>, <NAME>, <NAME>, _America: A Concise History, Volume 1: To 1877._ <NAME>, _Reading the American Past: Selected Historical Documents, Volume1: To 1877_. <NAME>, _The World Turned Upside Down: Indian Voices From Early America._ <NAME>, _How Did American Slavery Begin?_ __ <NAME>, _Beloved_ __. Return to the top of this page. * * * Schedule Week 1: August 25& 27 Introduction; the Indian World _Readings_ __: Henretta et al., Chapter 1; Johnson,Chapter 1; Calloway, Chapter 1. Week 2: August 30-September 3 Europe _Readings_ __: Henretta et al., Chapter 2, Johnson, Chapter 2; Calloway, Chapter 2. Week 3: September 8-10. The Clash of Cultures; the Middle Ground _Readings_ __: Henretta, et al., Chapter 3; Johnson, Chapter 3; Calloway Chapter 3. Week 4: September 13-17 1 st Paper due. Colonial Society; Origins of Slavery _Readings_ __: Henretta, et al., Chapter 4 & Johnson Chapter 4; Calloway, Chapter 4. Countryman, Introduction, Chapters 3-5. Week 5: September 20-24 The Great Awakening & the Seven Years War _Readings:_ __Henretta, et al., Chapter 5, Johnson, Chapter 5, Calloway, Chapter 5. & Corresponding Documents. Week 6: September 27-October 1 A People in Revolution _Readings_ __: Henretta, et al., Chapter 6; Johnson Chapter 6; Calloway, Chapter 6. Week 7: October 4-8 The Creation of the American Republic _Readings:_ __Henretta, et al. Chapter 7; Johnson, Chapter 7. Morrison, pp. 4-73. Week 8: October 11 & 13 Midterm due. Jeffersonian Vision; Capitalism and a New Social Order _Readings_ _:_ Henretta, et al., Chapters 8 & 9; Johnson, Chapters 8 & 9; Morrison, pp. 74-147. Week 9: October 18-22 "Jacksonian Democracy v. the Rise of Capitalism. _Readings_ _:_ Henretta, et al., Chapter 10 & 11; Johnson Chapters 10 & 11; Morrison, pp. 148-209. Week 10: October 25 - 29 American Freedom/American Slavery: Film: <NAME> on _Beloved_. _Readings_ : Henretta, et al. Chapter 13; Johnson, Chapter 13; Morrison, pp. 210-275. Week 11: November 1-5 The Second Great Awakening ; American Reformers ; _Beloved_ paper due. _Readings_ : Henretta, et al., Chapter 12; Johnson, Chapter 12. Week 12: November 8-12 Race and Manifest Destiny, U.S.-Mexico War _Readings_ : Henretta, et al., Chapter 14 ; Johnson, Chapter 14. Week 13: November 15 -19 The Crisis of the 1850s _Readings_ __: Henretta, et al., Chapter 15; Johnson, Chapter 15. Week 14: November 22 & 24 Secession Week 15: November 29-December 3 The Civil War Week 16: December 6 Are we still fighting the Civil War? Your final is due no later than 5 p.m. on December 13 . Click here top return to the top of this page Click here to return to the History 1301 course page. Click here to return to the Virtual Office of professor Chavez. Click here to return to the main home page. <file_sep>_Advanced Placement Summer Institute Descriptions_ * * * PD APFA 690 \| AP Teacher: Art Studio \| Syllabus ---\|---\|--- An institute designed to prepare high school teachers to develop a curriculum that will prepare their students to take the Advanced Placement Language and composition examination and to discuss and develop effective pedagogical techniques that address the different aspects of Studio Art. Instructional goals are to encourage creative as well as systematic investigation of formal and conceptual issues; emphasize making art as an ongoing process that involves the student in formed and critical decision-making; and develop technical skills and familiarize students with the functions of the visual elements. This institute requires participants to develop an AP curriculum individualized for his/her school teaching situation. * * * PD APSC 690 \| AP Teacher: Biology \| Syllabus An institute designed to prepare high school biology teachers to teach AP Biology n their high schools. The institute will focus on the review and reinforcement of basic concepts and principles in the field of biology, including biological chemistry, cells, energy flow, molecular genetics, heredity, evolution, ecology, taxonomy, and biological diversity, especially in the plant and animal kingdoms. This institute requires participants to develop an AP curriculum individualized for his/her school teaching situation. * * * PD APMT 690 \| AP Teacher: Calculus AB \| Syllabus An institute designed to prepare high school mathematics teachers to teach AP Calculus courses in their highs schools, to review and reinforce calculus methods, to help the teachers to understand and to teach the non-routine and abstract problems of calculus, and to integrate graphing calculators in the teaching of calculus. This institute requires participants to develop an AP curriculum individualized for his/her school teaching situation. * * * PD APSC 690 \| AP Teacher: Chemistry \| Syllabus An institute designed to prepare high school teachers to develop a curriculum that will prepare their students to take the Advanced Placement Language and Composition examination and to discuss and develop effective pedagogical techniques for teaching various types of prose passages, and to practice evaluation of student writing. This institute requires participants to develop an AP curriculum individualized for his/her school teaching situation. * * * PD APLL 690 \| AP Teacher: English Language & Comp \| Syllabus An institute designed to prepare high school teachers to develop a curriculum that will prepare their students to take the Advanced Placement Language and Composition examination and to discuss and develop effective pedagogical techniques for teaching various types of prose passages, and to practice evaluation of student writing. This institute requires participants to develop an AP curriculum individualized for his/her school teaching situation. * * * PD APLL 690 \| AP Teacher: English Literature & Comp \| Syllabus An institute designed to prepare high school teachers to develop a curriculum that will prepare their students to take the Advanced Placement Literature and Composition examination and to discuss and develop effectively pedagogical techniques for teaching poetry, fiction, and drama, and to practice evaluation of student writing. This institute requires participants to develop an AP curriculum individualized for his/her school teaching situation. * * * PD APLL 690 \| AP Teacher: Foreign Language \| Syllabus An institute designed to prepare high school teachers of French, German, and Spanish I implementing a curriculum that will prepare their students for the Advanced Placement French, German, Latin or Spanish examinations and to discuss and develop pedagogical methods and techniques for teaching specific skills. This institute requires participants to develop an AP curriculum individualized for his/her school teaching situation. * * * PD APSS 690 \| AP Teacher: U.S. History \| Syllabus An institute designed to prepare high school United States History teachers to teach AP United States History in their high schools and to provide students with (a) the analytical skills and factual knowledge necessary to deal critically with the problems and materials in United State History. The institute will also focus on helping students develop the skills necessary to arrive at conclusions on the basis of an informed judgment, and the skills to present and reasons and evidence clearly and persuasively in essay format. This institute requires participants to develop an AP curriculum individualized for his/her school teaching situation. * * * PD APSC 690 \| AP Teacher: Physics B \| Syllabus An institute designed to prepare high school physics teachers to teach AP Physics in their high schools and to review and reinforce the basic concepts and principles of physics, including mechanics, heat, kinetic theory, thermodynamics, electricity, magnetism, waves, geometric optics and modern physics. Laboratories and student projects will be emphasized. This institute requires participants to develop an AP curriculum individualized for his/her school teaching situation. * * * PD APSS 690 \| AP Teacher: Psychology \| Syllabus An institute designed to prepare high school psychology teachers to teach AP Psychology in their high schools. This institute will teach teachers how to introduce students to the discipline of psychology by emphasizing the history of psychology as a science, the different theoretical approaches that underlie explanations of behavior, and the contemporary research methods used the psychologists. This institute requires participants to develop an AP curriculum individualized for his/her school teaching situation. * * * Direct questions and comments to <EMAIL>. Copyright (C) 1999 by Truman State University, Kirksville, Missouri. All Rights Reserved. <file_sep># AN 370 Archaeology of Mesoamerica Fall Term 1999 ![](fshead.jpg) \| _The head of a serpent on the Temple of Quetzalcoatl in the Citadel, Teotihuac an_ ---\|--- # Syllabus and Reading List Updated 10/14/99 4:56 p.m. ## Method of reading and taking notes Readings should be done regularly. They are marked with the book symbol ![](book.gif). The reading assignments should be completed up to but not beyond the week indicated for discussion that week. By the beginning of week _x_ , you should have completed all assignments before the WEEK _x_ indicator seen on the left of the page. Readings on reserve are marked "( reserve )". To save students time coming into the library. I will color the "reserve" mark red if the reading is not yet ready and green when it is ready. There should be three copies available for people to read. The items that are beyond the coming week mark may be changed as the syllabus is not yet complete. Look at the date of the update above to see if you have read the latest version. After some of the readings there are comments, marked with a ? , that we may take up in class as possible interpretations of the data. You do not have to be able to answer the questions in the comments, but you should be able to discuss the subject. ### Abbreviation: AMP Weaver, <NAME>. (1981) _The Aztecs, Mayas, and Their Predecessors._ New York: Academic Press. ## Archaeological research methods applied to Mesoamerica Evaluate the different approaches to archaeology that have been taken at different periods of time. ### Early discoveries of the ancient civilizations ![](book.gif) <NAME>. (1841) Chapter 17 _In_ Incidents of Travel in Central America, Chiapas, and Yucatan. Vol 2, Pp. 289-307. New York: Dover. (reserve) ![](book.gif) Stephens, <NAME>. (1841) Chapter 18 _In_ Incidents of Travel in Central America, Chiapas, and Yucatan. Vol 2, Pp. 308-324. New York: Dover. (reserve) ? Did Stephens show respect for the discoveries that were made? What was the basic goal of archaeological exploration in his time? Can we say that archaeology existed in 1850? ### Popular reaction and fantastical interpretations of the ancient civilizations. ![](book.gif) <NAME>, Erich (1970) Chapter 9, The Mysteries of South America and Other Oddities. _In_ Chariots of the Gods. Pp. 97-107. New York: Bantam.( reserve) ? Note the methods used by this pseudo-archaeologist. Note how the reader is convinced of the truth of what is claimed. Archaeology is scientific. Its conclusions are based on observations of material things. These material things must be available for examination by anyone, or the reports of their existence must be unimpeachable. Inferences, a type of theory in archaeology, must be falsifiable by observation of these material things. Inferences must be compatible with all that is archaeologically known about the culture.? How well is the Chariot theory proven? WEEK 2 \- 9/14 ### The difference between the true pre-history of Mesoamerica and fantastical interpretations ![](book.gif) Picture and drawing of the sarcophagus lid in the tomb of the Temple of Inscriptions. Look at the details of this piece of sculpture. Do you see what von Daniken sees? Go to the Maya resources for clues to the meaning of the symbols. Parts of Linda Schele's analysis should be read when it becomes available in the library. ## Mesoamerica the cradle of civilization in North America ### Summary of changes in knowledge from 1980 to 1993 ![](book.gif) Pages 481-487 in AMP. ### Geography, climate, and early arrivals ![](book.gif) Pages 1 - 6 in AMP ### The pre-projectile-point occupation ![](book.gif) Monte Verde Excavation: or Clovis Police Beat a Retreat ![](book.gif) Chilean Field Yields New Clues to Peopling of Americas, New York Times, August 5, 1998. ### Paleoindian occupation ![](book.gif) Pages 7-12 in Chapter 1, Humans find Mesoamerica, in AMP. ### The food producing revolution in Mesoamerica ![](book.gif) Chapter 2, Humans become farmers, in AMP. WEEK 3 \- 9/21 ## The Early Preclassic period ### The early and middle Preclassic in West and Central Mexico ![](book.gif) Pages 25-52 in AMP. ### The Olmec on the Gulf Coast ![](book.gif) Olmec Art of Ancient Mexico ![](book.gif) Imagenes de Vestigios Arqueologicos: Cultura Olmeca There are a lot of beautiful pictures on this page, but you may have to download them via a high-speed network such as the one at the university. ![](book.gif) Pages 52-65 in AMP. WEEK 4 \- 9/28 ![](book.gif) Pages 110-119, 130-132 in Palenque: Hanab-Pakal's Tomb, Chapter 3 in _The Code of Kings: The language of Seven Sacred Maya Temples and Tombs_. by <NAME> and <NAME>. (<NAME>,1998). ( reserve) Note: The first copies of the reprints were lost and a second set was sent to the library by campus mail on 9-24-99. Please read this when the reserve indicator turns green. ### Tracing connections in the middle Preclassic. Zoque roots? ![](book.gif) Pages 65-76 in AMP. ## The Late Preclassic, a time of urbanization and the formation of complex civilization ### The Late Preclassic at Teotihuacan. The formation of Mesoamerica's first city ![](book.gif) Pages 77-93 in AMP. ### The Late Preclassic in the Oaxaca (pronounced Wahaka) valleys ![](book.gif) Pages 98-108 in AMP. WEEK 5 \- 10/5 ### The development of Mayan culture ![](book.gif) Pages 108-140 in AMP. ### Late Preclassic developments in Tlaxcala and West Mexico ![](book.gif) Pages 93-97 in AMP. ## Ancient Mesoamerican writing and science ![](book.gif) Pages 141-160 in AMP. WEEK 6 \- 10/12 ## The Classic Period in Central Mexico. High cultural achievements ### The influence of Teotihuacan ![](book.gif) Pages 161-205 in AMP. ![](book.gif) Introduction in Archaeology of Teotihuacan. ![](book.gif) Iconography of the Facades at the Feathered Serpent Pyramid: General ![](book.gif) Looters' Tunnel at the Feathered Serpent Pyramid WEEK 7 \- 10/19 ### The Classic Period in the rest of Central Mexico. ![](book.gif) Pages 205-237 in AMP. ![](book.gif) Monte Alban WEEK 8 \- 10/26 ## The Classic Maya ![](book.gif) Pages 237-249 in AMP. ### Tikal and the struggle for power in the Peten ![](book.gif) Pages 249-268 in AMP. ### The Rivers in Belize ![](book.gif) Pages 268-273 in AMP. WEEK 9 \- 11/2 ### The eastern region: Copan and Quirigua. Important inscriptions. ![](book.gif) Pages 273-297 in AMP. ### The southeast periphery ![](book.gif) Pages 297-303 in AMP. ### The western Maya sites ![](book.gif) Pages 303-333 in AMP. WEEK 10 \- 11/9 ### The so-called "collapse" of the Maya ![](book.gif) Pages 333-335 in AMP. ## The northern lowland Maya ### Southern Campeche and Central Yucatan ![](book.gif) Pages 335-344 in AMP. ### Northern Yucatan ![](book.gif) Pages 344-352 in AMP. WEEK 11 \- 11/16 ### The Putun and Itza Maya ![](book.gif) Pages 353-382 in AMP. ## The Early Postclassic Period. Legendary history, commerce, and war ### The Toltecs of central Mexico ![](book.gif) Pages 383-405 in AMP. WEEK 12 \- 11/23 ### The spread of Toltec culture to the north and south ![](book.gif) Pages 405-420 in AMP. ### Toltec Maya ![](book.gif) Pages 420-423 in AMP ## The Late Postclassic ### The Late Postclassic Maya ![](book.gif) Pages 425-434 in AMP. ### The Tarascans ![](book.gif) Pages 434-438 in AMP. WEEK 13 \- 11/30 ### Aztec society: social structure, law and justice, religion, economics, politics ![](book.gif) Pages 438-479 in AMP. WEEK 14 \- 12/7 <file_sep># BIOGEOGRAPHY-- ## Diversity and Distribution of Plants and Animals ### Biology/Geology 445 (G. SMITH, Winter, 1999) * * * The goal of this course is to learn about causes of evolution and extinction as revealed by patterns of distribution of animals and plants on the earth. Lectures and discussions will address problems in molecular, morphological, and ecosystem evolution in relation to the history of continents, tectonic plates, oceans, and climate of the past. Time: Tues, Thurs 10:10 B 11:30. Place: 1139 N.S. Text: Brown and Lomolino, 1998, _Biogeography_ , Sinaur #### INTRODUCTION (Chapter 1, 2) 1. Overview: Questions, issues, and methods in the history of ecological and evolutionary biogeography, as exemplified by the works of: 2. Lyell, Darwin, Wallace, Hooker, Sclater, Gray, Willis, Gleason, Matthew, Liebig, Merriam, Dansereau, Cain, MacArthur, Wilson, Pianka, Connell, <NAME> (ecological approach). 3. Simpson, Mayr, Darlington, Croizat, Brundin, Rosen, Nelson and Platnick (systematic approach). #### PRINCIPLES OF ECOLOGICAL BIOGEOGRAPHY (Chapter 3) 4. Physical factors that limit plant and animal ranges: solar energy, seasonal temperature distribution, moisture distribution, soils, topography, wind; ocean currents, light, salinity, depth/pressure. 5. Biotic processes that limit geographic ranges (Chapter 4): niches (Hutchinson), productivity, food, predation, competition, facilitation, (Vandermeer; Werner), demography, genetics. 6. Visit to Matthai Botanical Gardens: Plant exercise--plant life forms in relation to habitat and climate. 7. Distribution of Communities, Biomes, Ecosystems (Ch. 5) 8. Tectonics and Paleobiogeography: volcanism, mountain building, topography, hydrography, ocean vents, biomes and geological barriers on continents and in oceans (Ch. 6). 9. Paleoclimate and organisms through the ages: Paleozoic, Mesozoic, Cenozoic, Pleistocene, Holocene. How old are the tropics? Causes and Effects of Pleistocene glaciation and seasonal climates (Ch.7). #### ECOLOGY AND GEOGRAPHY OF HABITATS; DISPERSAL 10. Speciation and extinction; Species selection; extinction (Chapter 8) 11. Dispersal--Niches, life history, reproduction, immigration, emigration, migration, range size, and interactions with diverse barriers--dispersal agents, fruits, seeds, spores, e.g., Hawaiian ferns (Wagner); molecular phytogeography, North American Miocene fruiting trees; African alpine Senecio and Lobelia (Knox). 12. Endemism and patterns (Chapter 9) Animal examples, e.g. freshwater fish and snails (Taylor); amphibians and mammals (Darlington); crickets (Alexander et al.); Hemiptera (Polhemus), spiders. #### PALEOECOLOGY AND BIOGEOGRAPHY 13. Changes in temperature and moisture distribution in the past 3 million years. The marine record and the DSDP. Continental patterns. How much of the observed pattern is correlated with glaciation? Causal models (Milankovitch; Imbrie; Bartlein). 14. Responses of Quaternary continental plants: temperature, latitude, altitude, and lapse rate (Pielou). Independence of species movements (Davis). 15. Continental animals; Great American Interchange (Vrba; McFadden). #### DISCUSSION, REVIEW, MIDTERM #### GEOGRAPHY AND EVOLUTION 16. Evolutionary processes in space and time: Speciation modes. 17. The pace of life: Rates of evolutionary and ecological processes such as species formation and extinction (Punctuated equilibrium vs. variable rates (Gould and Eldredge; Gingerich; Bennett). 18. Exhibits Museum: Exercise--time and evolution. #### VICARIANCE BIOGEOGRAPHY (Chapter 11, 12) 19. Phylogenetic analysis, and historical biogeography; cladistic methods, area cladograms (Nelson and Platnick). 20. Marine examples of vicariance: Plate tectonics, sea level change; Panamanian vicariance and the molecular clock (Rosenblatt; Collins) coordinated stasis and metapopulation biology (Brett; Ivany). 21. Continental examples of vicariance: Gondwanan floras and faunas (Lars Brundin). Water as barriers; freshwater as islands. #### ISLAND BIOGEOGRAPHY (Chapters 13,14) 22. Island examples of vicariance: Indo-Malay (Wallace) and Caribbean (Rosen). 23. Island biogeography, the Theory: Area effect; Immigration, Extinction, and species density (MacArthur and Wilson); Critique-- Equilibrium vs non-equilibrium assumptions (Simberloff). 24. The Great Basin #### SPECIES DENSITY GRADIENTS (Chapter 15) 25. Latitudinal patterns in plants and animals. (Latitude is not a variable). 26. Pianka's hypotheses: time, climate, latitude, stability, productivity, competition, predation. 27. Rosenzweig's hypotheses: heterogeneity and niches. 28. Species density gradients: productivity, intermediate disturbance (Huston) 29. Ecology and diversity, cont. (Hubbell; Ricklefs and Schluter; Tilman) 30. Mammal evolution, geography, and climate (Vrba); North America(Van Valkenburg and Janis); multivariate models (Badgley). #### EXTINCTION AND CONSERVATION 31. Extinction (Lawton and May; Ehrlich) 32. Conservation (Soule; Quammen) (Chapter 16). 33. Continental Patterns #### REVIEW, #### REPORTS ON STUDENT RESEARCH PAPERS #### FINAL EXAM #### ADDITIONAL READINGS: <NAME>., and <NAME>. 1989. Orbital variations, climate, and paleoecology. Trends in Ecology and Evolution 4: 195-199. <NAME>. 1997. Evolution and Ecology, the Pace of Life. Cambridge University Press. <NAME>., <NAME>, and <NAME>. 1978. Hierarchical linear modeling of the tempo and mode of evolution. Paleobiology 4:120-134. <NAME>. 1996. Macroecology; Chicago <NAME>., and <NAME>. Biogeography. Mosby. <NAME>. 1988. Vertebrate Paleontology and evolution. Freeman. <NAME>. 1982. A non-equilibrium theory for the rate control of speciation and extinction and the origin of macroevolutionary patterns. Syst. Zool. 348-365. <NAME>. 1952. Manual of phytogeography. Junk. <NAME>. 1958. Panbiogeography. Publ. by the Author. <NAME>. 1957. Zoogeography. Wiley. <NAME>. 1859. On the Origin of Species by Means of Natural Selection, or the Preservation of Favoured Species in the Struggle for Life. J. Murray. <NAME>. 1976. Pleistocene Biogeography of Temperate deciduous Forests. Geoscience and Man 13:13-26. <NAME>., and <NAME>. 1981. Extinction. Random House. <NAME>. 1982. Pleistocene forest refuges, fact or fancy? In Prance, G. (ed.) Biological Diversification in the Tropics. Columbia. <NAME>. 1960. Latitudinal Variation in Organic Diversity. Evolution, 14:64-81. <NAME>. 1989. Dynamic Biogeogaphy. Chapman and Hall. <NAME>. 1986. Evolution and the fossil record: patterns, rates, and processes. <NAME>. 65:1053-1060. <NAME>., and <NAME>. 1990. Effects of different resource additions on species diversity in an annual plant community. Ecology 71:213-225. <NAME>. 1964. The geography of the flowering plants. Harper. <NAME>., and <NAME>. Punctuated Equilibrium <NAME>. et al. 1996. Spatial response of mammals to late-Quaternary environmental fluctuations. Science 272:1601-1606. <NAME>. 1995. Biological Diversity. Cambridge. <NAME>., and <NAME>. (eds) 1986. Island biogeography of mammals. Biol. J. Linn Soc. 28(1 & 2). <NAME>. 1991. Extinctions, a paleontological perspective. Science 253:754-757. <NAME>. 1988. Genetics and demography in biological conservation. Science 241, (Sept. 16). <NAME>. [South American/African fish patterns]. Ann Missouri Botanical Gardens. Lyell, C. Principles of Geology. <NAME>. 1972. Geographical Ecology. Princeton <NAME>. and <NAME>. 1967. The Theory of Island Biogeography. Princeton. Lawton, and <NAME>. 1997. Extinction. Oxford. <NAME>. [North American freshwater fish patterns.] <NAME>. 1963. Animal Species and Evolution <NAME>. [Pliocene Great American Interchange] <NAME>. and <NAME>. 1981. Systematics and biogeography: Cladistics and vicariance. Columbia Univ. Press. New York. <NAME>. 1979. Biogeography. Wiley. Pielou, After the Ice Age <NAME>. 1996. Song of the Dodo. Scribner. <NAME>., and <NAME>. 1972. Plate tectonics and Australasian palebigeography. Science June 30. <NAME>. and <NAME>. 1993. Species diversity in ecological communities. Univ. Chicago Press. <NAME>. 1985. Geological hierarchies and biological congruence in the Caribbean. Ann. Missouri Bot. Garden 72:636-659. <NAME>. 1996. Species Diversity in Space and Time. Cambridge <NAME>., and <NAME>. Island Biogeography and conservation theory and practice. Science Jan. 23, Sept. 10. <NAME>. 1944. Tempo and Mode of Evolution. Columbia. <NAME>. 1953. Major Features of Evolution. Columbia. <NAME>., and <NAME>. 1986. What do genetics and ecology tell us about the design of natural reserves? Biol. Cons. 35. <NAME>. 1980. The theory of speciation via the founder principle. Genetics 94. <NAME>., and <NAME>. 1993. (North American Mammals) In Ricklefs and Schluter. <NAME>. 1993. Turnover Pulses, The Red Queen, and Related Topics. American Journal of Science, 293A:418-452. <NAME>. 1976. The geographical distribution of animals. Vol. I, II. Harper. <NAME>. 1961. The nature of the taxon cycle in the Melanesian ant fauna. American Naturalist 95:169-193. <NAME>. 1976. Ice retreat and revegetation of the western Great Lakes area. In W.C. Mahaney (ed.)Quaternary Stratigraphy of North America, 119-132. Dowden, Hutchison, and Ross. <file_sep>\| POS334-L: THE RACE AND ETHNICITY BOOK REVIEW DISCUSSION LIST (faster download) Home \| Index \| Schedule \| Archive \| Syllabus \| New Books \| Publication \| Subscribing \| Host Archives: \| A-D \| E-L \| M-R \| S-Z \| --- \| ##### \| <NAME> Department of Political Science Illinois State University <EMAIL> \| ![](PICS/drct_mh.gif) \| Course WebCT site (registered students) ---\|---\|--- ##### POS334-L is a discussion list constructed for the Race, Ethnicity and Social Inequality seminar (formerly numbered POS302) held each spring semester at Illinois State University. Subscription to the list is open to all faculty and students at any University or College. The discussion on the list consists of book reviews and commentaries on book reviews submitted by the subscribers. The purposes of the list are to provide an audience for the work of the students in the seminar, to provide the seminar with an external source of opinion and insight on the readings under discussion, and to provide all subscribers with an public forum for the discussion of contemporary books on race, ethnicity, and social inequality. The list is hosted by theMatrix center at Michigan State University. Graduate and Undergraduate students are especially encouraged to submit book reviews to the list and to participate in the discussions. Faculty are encouraged to use this list with their classes. The discussion list is open for reviews of books on race and ethnicity at any time, including books that are not on the class schedule. * * * The Discussion List: * Subscribing and Unsubscribing to POS334-L * Book Review Archives \| A-D \| E-L \| M-R \| S-Z \| * The Rules of Discussion ### The Course: * Course Syllabus (Spring, 1995) * Course Syllabus (Spring, 1996) * Course Syllabus (Spring, 1997) * Course Syllabus (Spring, 1998) * Course Syllabus (Spring 1999) * Course Syllabus (Spring 2000) * Course Syllabus (Spring 2001) * Final Papers (Spring 1995) * Final Papers (Spring 1997) * Final Papers (Spring 1998) * Publication about this course * Supplemental student evaluations, Spring 1995 * Supplemental student evaluations, Spring 1997 * Supplemental student evaluations, Spring 1998 * Supplemental student evaluations, Spring 1999 * Supplemental student evaluations, Spring 2000 * Buy your books on-line: \| \| Search Now: \| ---\|--- \| ![In Association with Amazon.com](http://www.associmg.com/assoc/us/logos2000/ap-search- logo-126x32.gif?tag-id=pos334ltheracean) Click here to order books from Amazon.com and Amazonl will make a 5% contribution to the ISU\IWU Habitat for Humanity Collegiate Home \| ![In Association with Amazon.com](http://www.associmg.com/assoc/us/home- btn-120x90.gif?tag-id=pos334ltheracean) ## Book Review Archive > Abelmann, Nancy and <NAME>. Blue Dreams > Anderson, Elijah. Streetwise ![](new.jpg) > <NAME> and <NAME>. Col or Conscious > Asante, Molefi. The Afrocentric Idea > Banks, William. Black Intellectuals > > <NAME>. The Bakke Case (Spring 02) > Barber, Benjamin. Jihad vs. McWorld > Barrera, Mario. Beyond Aztlan > Beckner, Chrisanne. 100 African-Americans Who Shaped America > Bell, Derrick. And We are not Saved; Faces at the Bottom of the Well; Gospel Choirs > <NAME>. In Defense of Affirmative Action > > > > Billingsley, Andrew. Black Families in White America > > > > Bordewich, Fergus. Killing the White Man's Indian > <NAME>. Alien Nation > <NAME>. Black Lies, White Lies > <NAME>. Unequal Protection > <NAME>. Black American Witness > <NAME>. Out Of The Barrio > <NAME>. The Color Bind ![](new.jpg) > > <NAME> . _No Equal Justice _ . _ _ _**_ ![](new.jpg) > Collins, <NAME>. Black Feminist Thought > <NAME>. The Return Of The Native > <NAME>. The Rage Of A Privileged Class > > > <NAME>. Hold Your Tongue > <NAME>, Mary. Lakota Woman > <NAME>. Plural, But Equal > <NAME>. Women, Culture And Politics > Dalton, <NAME>. Racial Healing > <NAME>. The Coming Race War? > Deloria, Vine and Lytle, Clifford. The Nations Within > Deloria, Vine. Red Earth White Lies; Custer Died for Your Sins > Dionne, E.J. Why Americans Hate Politics > D'Souza, Dinesh. Iliberal Education; The End of Racism > Duneier, Mitchel. Slim's Table > <NAME>. Race Rules > Terry Eastland. Ending Affirmative Action > > > Edsall, Thomas and Mary. Chain Reaction > Ezorsky, Gertrude. Racism and Justice ![](new.jpg) > > <NAME>. Jr. The Case for Same-Sex Marriage (Spring 2001) > Farber, <NAME>. and <NAME>. _Beyond All Reason_ > Fleisher, <NAME> and Thieves > <NAME>. Jesse: The Life and Pilgrimage of Jesse Jackson > Frankenburg, Ruth. The Social Construction of Whiteness > <NAME>. Americans No More > Gilder, George. Men and Marriage > > <NAME> _We Wish to Inform You That Tomorrow We Will be Killed With Our Families_ _ _ ![](new.jpg) > > > Glazer, Nathan. We Are All Multiculturalists Now > <NAME>. The Tyranny Of The Majority > Hacker, Andrew. Two Nations > > Hart , <NAME> _,Undocumented in L.A._ __ ![](new.jpg) > Henry, <NAME>. III. In Defense Of Elitism > Herrnstein, <NAME>. and <NAME>. The Bell Curve > Hochschild, Jennifer. Facing Up To The American Dream > <NAME>, How the Irish Became White > <NAME>. Our America > Jackson, <NAME>r. Legal Lynching > <NAME> and <NAME>. Enlightened Racism > Kahlenberg, <NAME>. The Remedy > <NAME>. The End of Equality > <NAME>. Race, Crime, and the Law > Kotlowitz, Alex. There Are No Children Here > Kozol, Jonathan. Amazing Grace Savage Inequalities Ordinary Resurrections (Spring 2001) > Lauffer, Armand. Careers, Colleagues and Conflicts > <NAME>. The Mask of Benevolence > > > Lorde, <NAME>: A New Spelling of My Name > > > Massey, Douglas and <NAME>. American Apartheid > > > McCall, Nathan. Makes Me Wanna Holler > <NAME>. The New Politics of Poverty > > > Moynihan, <NAME>. Family and Nation > Orfield and Ashkinaze. The Closing Door > <NAME>. The Ordeal Of Integration > Payne, <NAME>. Getting Beyond Race > Phillips, Kevin. The Politics of Rich and Poor > Porter, <NAME>. Forked Tongue > Portes, Alejandro and <NAME>. Immigrant America > > <NAME>. _Canarsie_ > > <NAME> **. _The Debt_ (Spring, 2001) > > <NAME> _The Wages of Whiteness _ > <NAME>. Blaming The Victim > Schlesinger, <NAME>. The Disuniting of America > > > Shipler, <NAME>. A Country of Strangers > <NAME>. Women and Children Last; Battling Bias > Simon, <NAME>., <NAME>, and <NAME>. The Case For Transracial Adoption > Simpson, <NAME>. The Tie That Binds > Skrentny, <NAME>. THE IRONIES OF AFFIRMATIVE ACTION > Sleeper, Jim. Liberal Racism > Sniderman, <NAME>. and <NAME>. The Scare of Race; Reaching beyond Race > <NAME>. Race and Culture (C-span interview) (real audio) > <NAME>. The Content of Our Character;A Dream Deferred > Swain, <NAME>. Black Faces, Black Interests > Sy<NAME>. A Nation Of Victims > Tagaki, Dana. Retreat From Race > Thernstrom, Stephen and Abigail, America in Black and White > <NAME>. Malign Neglect-Race, Crime, and Punishment in America > Urofsky, <NAME>. Affirmative Action On Trial > (oral arguments and opinions in the case) > > > > Wachtel , Paul. _Race in the Mind of America_ (Spring, 2001) > West, Cornell. Race Matters > <NAME>. Tragic Failure > <NAME>. The Myth of Political Correctness > Wilson, <NAME>. The Truly Disadvantaged; When Work Disappears > <NAME>. The Arrogance of Faith > > \| \| > > Search Now: > > \| > ---\|--- > > \| > ![In Association with Amazon.com](http://www.associmg.com/assoc/us/logos2000/ap-search- logo-126x32.gif?tag-id=pos334ltheracean) > Click here to order books from Amazon.com and Amazonl will make a 5% contribution to the ISU\IWU Habitat for Humanity Collegiate Home \| ![In Association with Amazon.com](http://www.associmg.com/assoc/us/home- btn-120x90.gif?tag-id=pos334ltheracean) > > Featured Reviews: Authors who have appeared in our class: > Fleisher, <NAME> and Thieves > Payne, <NAME>., Getting Beyond Race > Wilson, <NAME>. The Myth of Political Correctness Original Interview with Lawrence Mead: > Mead, Lawrence,The New Politics of Poverty Books that students really liked: > Kotlowitz, Alex,There Are No Children Here > Kozol, Jonathan, Amazing Grace > Payne, <NAME>., Getting Beyond Race * * * ### Subscribing and Unsubscribing to POS334-L: To subscribe, unsubscribe, or to change subscription options, send the following commands (as a single line of text), _TO: <EMAIL>_ (do not send these commands to POS334-L) Command \| Function ---\|--- _SUBSCRIBE POS334-L Your Name _ \| to subscribe UNSUBSCRIBE POS334-L \| do not put your name here SET POS334-L DIGEST \| to receive postings in a daily digest * * * ### Our Host: POS334-L is hosted by MATRIX, a center dedicated to the development and evaluation of Internet-based communications, research and teaching resources in the Humanities and Social Sciences, at Michigan State University. Matrix hosts discussion networks and a World Wide Web site for H-NET: Humanities and Social Sciences Online. Please visit the H-NET Web site . For more information about H-NET please contact <EMAIL>. * * * ### #### FORMAT AND CONTENT OF REVIEWS: Messages sent to the list ( <EMAIL> ) will be automatically sent out to all subscribers. Please limit such messages to one of two formats: 1) a book review, or 2) a commentary on one or more of the reviews. As a general rule reviews should be between 1,000 and 2,500 words. A schedule for the book reviews is at the end of this message. It indicates the first day of a two-week period for submitting a book review. Please try to send reviews of these books within the two week time period. Reviews of books not on the schedule may be sent at any time. The subject field of the message should contain the word REVIEW followed by the name of the author of the book, and your last name in parentheses. e.g.: subject: REVIEW: <NAME> (Lyle) The discussion list archive is indexed by the message subject headings, so please adhere to the subject-field convention. The text of the message should begin with a full citation of the work and the name and affiliation of the reviewer and the date. A suggested format is shown below: <NAME>, ILLIBERAL EDUCATION: THE POLITICS OF RACE AND SEX ON CAMPUS (The Free Press, 1991). Reviewed by:<NAME> 2/19/96 #### FORMAT AND CONTENT OF COMMENTARIES: The POS334-L aims for serious and thoughtful academic discussion, it is not a forum for stating personal opinions. PLEASE REFRAIN FROM SENDING SHORT SPONTANEOUS REACTIONS TO A BOOK OR REVIEW TO THE LIST. Commentaries should be at least 100 words in length and should reflect a reading of the work or other works of the author. Note that automatic replies to messages sent from the list will normally go directly to the original sender, messages to the list must be addressed to <EMAIL> #### MODERATION: Many of these works are controversial and the subject matter concerns a topic that sometimes provokes heated exchanges in other settings. Rather than having a formal set of standards for decency and good taste, the members of the class at Illinois State will act as referees, upon majority vote of the class, I will kick anyone off the list whose messages do not contribute to its general educational purposes. Please remember at all times that many of the people on this list are students, that students are people, that they are trying to learn, and that they will make mistakes and say things that are wrong. We learn from our mistakes. It is just as important not to take offense as it is not to be offensiv e. * * * II. BOOK REVIEW SCHEDULE: Section 1: > Sleeper,Jim. _Liberal Racism _ ISBN: 0670873918 > <NAME> _Two Nations : Black and White, Separate, Hostile, Unequal_ ISBN: 0345405374 > Feb 12 > > <NAME>, _Faces at the Bottom of the Well_ ISBN: 0465068146 > <NAME>. _Getting Beyond Race_ ISBN: 0813368588 > Feb 19 Section 2: ) > <NAME> _Amazing Grace_ ISBN: 0060976977 > Kotlowitz, Alex. _There Are No Children Here_ ISBN: 0385265565 > Feb 26 > > <NAME> _Savage Inequalities : Children in America's Schools_ ISBN: 0060974990 > <NAME>., <NAME> _The Case for Same-Sex Marriage _ ISBN: 0684824043 > Mar 5 > > <NAME>. _Racism and Justice_ ISBN 0-8014-9922-4 > <NAME>. _Affirmative Action On Trial_ ISBN: 0700608303 > (alternative: Howard Ball , _The Bakke Case_ (order from amazon.com) > Mar 12 Section 3: > <NAME> _We Wish to Inform You That Tomorrow We Will be Killed With Our Families_ ISBN: 0312243359 > <NAME>. _The Coming Race War?_ ISBN: 0814718779 > Mar 26 > > <NAME>. _Custer Died for Your Sins_ ISBN: 0806121297 > <NAME>. _Killing the White Man's Indian_ ISBN: 0385420366 > Apr 2 > > <NAME>. _Forever Foreigners or Honorary Whites?_ 0813526248 > <NAME> _, Undocumented in L.A._ ISBN 0-8420-2649-5 > Apr 9 Section 4: > <NAME>, Jr _The Disuniting of America_ ISBN: 0393318540 > <NAME> _Race and Culture : A World View_ ISBN: 0465067972 > Apr 16 > > <NAME> _The Debt : What America Owes to Blacks ISBN_ : 0525945245 > <NAME> _. The Color Bind_ ISBN: 0520213440 > Apr 23 > > <NAME> _Race in the Mind of America :_ ISBN: 0415920019 > <NAME> and <NAME> _. Enlightened Racism_ ISBN:0=8133-1419-4 > May 1 _(Note: Each Illinois State student will be assigned one book from each section, graduate students will pick one additional book. The date refers to the week the reviews on each book should be posted, with commentaries then and the following week.) . _ * * * ### Publication: <NAME>, "Bringing the World into the Classroom," _P S: Political Science and Politics _ XXVIII (4), 723-725. XXVIII (4), 723-725. * * * ###### created by: <NAME> 02/07/02 02/07/02 <file_sep># Arts of China # Spring 2001 <NAME> Office: M-4-458B Office Phone: 287-5742, 287-5730 for messages Office Hours: M/W 8:00-8:30 and 1:00-2:00, and by appointment This course surveys China's major artistic traditions, beginning with its earliest history. Topics will include ritual bronzes, sculpture, ceramics, and major genres of painting. The course material will be focused on the central problem of culture and class identity: how culture, and more specifically art objects and style, are used to shape class identity and power. To look at objects more profitably, we will discuss the religious and cultural beliefs that help shape the making of art objects. This course satisfies the international diversity requirement. I assume no background in art history or Chinese history. I do expect, however, that you do all of the readings, attend class lecture and take notes, participate in discussion, and that you ask questions in class if something is not clear. This will be a difficult class if you do not keep up with the course material, and I urge you to review your notes periodically. ### Grading: Student evaluation will be based upon three exams, one 5-minute presentation, a few ungraded homework assignments, and class participation. For the exams, you will be asked to identify slides of art objects, giving the artist's name, site name, dating information, and so forth, as well as discuss the objects in a meaningful way. I will expect that you have both done the reading and taken notes from class lectures. Exam questions will address both the visual qualities of art objects and their social context. In general, there are no make-up exams (given the complexity of slide exams, you really must be there for the exam.) If you should have some insurmountable problem, I will need a written explanation plus documentation such as a doctor's note. Students must take the exams and do the presentation to pass this course. Class participation comprises one ungraded group presentation, several ungraded homework assignments, and in-class discussions based upon readings. While the homework and presentation are not graded, I will assign them a point value. You must get 23 of 28 points to pass the course, and the group presentation is mandatory. As part of your class participation, I take attendance daily. This policy is not meant to penalize students in times of illness or family crisis: please see me or telephone to alert me to a problem. I take attendance at the beginning of the class period; if you arrive late, you should come tell me at the end of the period. More than six absences will result in failing the class. Students must take the exams and do the presentation to pass this course. ### Grade Composition: Exam #l 20% Exam #2 25% Exam#3 35% Presentation/Debate 10% Class Participation 10% ### Course Materials <NAME>. _Art in China._ <NAME>. _The Arts of China._ <NAME>. _The Chinese Nail Murders_ Reading Packet In addition, you will need an Asian brush of any sort, a can or cup, a section of newspaper, I or 2 sheets of Asian paper and some liquid sumi ink. Books are sold in the Book Store, Quinn Administration Building. Reading Packets are sold at the Copy Store, Wheatley Building 01/078. You have two textbooks on Chinese art in order to bring out the diversity content of this course. Clunas's book is organized to highlight social features in the making and consumption of art objects. This book thus foregrounds issues of class, gender, and culture. It does little, however, to discuss the aesthetic qualities of art objects. It is also not in chronological order, which makes this book difficult for students first encountering Chinese art. Sullivan is the more traditional survey book. It is arranged chronologically, and it talks about the visual qualities of art objects as its primary theme. When reading for this class, read the Sullivan selection first, then the Clunas. You will find that they differ in their opinions about what is important about an art object, how to interpret certain famous works, and why we should be studying art objects. We will not explore all of the objects discussed in the readings, but how the two authors discuss each object will broaden your understanding of the objects we do discuss. ### Incompletes These are only allowed under exceptional circumstances, and they are never granted automatically. This means that if you think you qualify for an incomplete, you must request one from me. The basic requirements for an incomplete are: 1) you must be passing the course, 2) there must be only one significant assignment outstanding, and 3) you must have an insurmountable problem that prevents you from completing the course. ### Classroom Etiquette This class begins promptly, though some allowance is made for severely inclement weather. Students should be on time, or they will miss announcements and course material. (If there is a problem, please come see me.) Please do not bring food to class, as this is distracting to me and fellow students. If you wish to bring something, bring enough for everyone in the class. Beverages are fine. ### Pointers for this Class Class lectures tend to have a lot of information, some of which is not repeated in the textbooks. I urge you to take notes during lecture, and it may help to also draw yourself quick sketches of the images you see in order to jog your memory later. Non-native speakers of English may find using a tape recorder to tape the lectures helpful. You should keep up with the work assigned, especially the reading. I expect that you have done the reading for the class period in which it is assigned. # Three Kingdoms and Six Dynasties Period # (Period of Disunity) ### 2/16. Foreign Rulers, Patronage, and Cultural Adaptation Reading: Sullivan, Arts of China, Chapter 6; Clunas, Art in China: pp. 89-97. In Photocopy Packet: <NAME>, Buddhism in Japan, With an Outline of its Origins in India (University of Pennsylvania Press, 1964), pp. 18-30. 2/19. President's Day ### 2/21. Discussion: Buddhist sculpture ln the reading you did for 2/19, look particularly at how the two authors explain the changes in style that occur at Yungang (Yun-kang). ### 2/23. Figure Painting Read in your textbooks about the Six Principles of Painting formulated by Xie He (Hsieh Ho) (Sullivan, p. 88; Clunas, p. 46). What are they and what do they mean? ### 2/26. Discussion: The Chinese Nail Murders *Homework #t and #2 due ### 2/28. Exam Review ### 3/2. Exam # Sui and Tang (T'ang) Dynasty ### 3/5. Empire and Culture Reading: Sullivan, Arts of China: Chapter 7, pp. 114-128; Clunas, Art in China, pp. 103-112. ### 3/7. Development of the Handscroll Format Reading: Clunas, Art in China, pp. 45-53 (top). ### 3/9. Discussion: Emperor Minghuang's Flight to Shu and Visual Analysis Reading, in Photocopy Packet: <NAME>, Chinese Painting Style, (University of Washington Press, 1982), p. 5-19, 24 (wash)-39. Bring this to class. # Five Dynasties and the Northern Song (Sung) Dynasty ### 3/12. The Great Mountain Landscape Reading: Sullivan, Arts of China: Chapter 8, to page 163; Clunas, Art in China, p. 53-58. Homework #3 handed out ### 3/14. Sung Empiricism and Landscape ### 3/16 have one day to cancel ### 3/19-3/23. Spring Break ### 3/26. Huizong' s (Hui-tsung' s) Court and Bird-and-Flower Painting Reading: Arts of China, Chapter 8, pp. 163-166; Clunas, Art in China, pp. 57-58. ### 3/28. Discussion: Guo Xi' s (Kuo Hsi' s) Early Spring Reading, in Photocopy Packet: Kuo Ssu, "Comments on Landscapes," excerpts, from Osvald Siren, Chinese Painting: Leading Masters and Principles, Part I Volume I (New York: The Ronald Press, 1956), 220-226. Homework #3 due # Southern Song (Sung) Dynasty ### 3/30. The Lyrical Landscape Reading: Sullivan, Arts of China: pp. 167-169; Clunas, Art in China: pp. 58-63. ### 4/2. * Paint in class. Goal: develop familiarity with Sung Dynasty texture strokes. Ungraded, and no talent or experience necessary. You do, however, need to bring the art supplies listed at the beginning of this syllabus. ### 4/4. Exam #2 Yuan Dynasty ### 4/6. Mongol Adaptations to Chinese Culture Reading: Sullivan, Arts of China: pp. 177-189: Clunas, Art in China: pp. 63-66. ### 4/9. Painting as Political Protest Reading: Sullivan, Arts of China: pp. 184-185, 188-189; Clunas, Art in China: pp. 145 (lower paragraph)-149. ### 4/11. Confucian Duty Versus Taoist Retreat: the Case of Zhao Mengfu (Chao Meng-fu) Reading, in photocopy packet: Brmg photocopy packet to class <NAME>, The Great Painters of China. (New York: Harper and Row, 1980), pp. 233-239; <NAME>, Hills Beyond a River: Chinese Painting of the Yuan Dynasty. 1279-1368 (New York and Tokyo: Weatherhill, 1976), pp. 38-43; <NAME>, Symbols of Eternity: the Art of Landscape Painting in China (Stanford: Stanford University Press, 1979), pp. 94-8. ### 4/18. The "Four Great Masters of the Yuan Dynasty " Reading: Sullivan, Arts of China: pp. 189-193; Clunas, Art in China: pp. 150-153. Reading, in photocopy packet: Bush, Susan, and Shih, Hsio-yen, Early Chinese Texts on Painting (Cambridge: Harvard University Press, 1985), pp. 269-70, 280, 285-6. (Comments on painting by <NAME> [Ni Tsan] and <NAME> [Wu Chen]) Yuan Presentations Assignments Handed Out: Students will work in teams to present a formal analysis of a Yuan painting. * You must attend 4/20 in order to work out your presentation with your partner, and attend both presentation days. # Ming Dynasty ### 4/27. Native Rule and Court Painters Reading: Sullivan, Arts of China: Chapter 10, to p. 206; Clunas, Art in China: pp. 66-72 ### 4/30. Ming Literati Reading: Sullivan, Arts of China: p. 206-209; Clunas, Art in China: pp. 153-160 Homework #4 and #5 handed out ### 5/2. Town Professionals Reading: Sullivan, Arts of China: pp. 209; Clunas, Art in China: pp. 175-181 ### 5/4. <NAME> (Tung Ch' i-ch' ang) and the Codification of Traditions Reading: Sullivan, Arts of China: p. 209-212; Clunas, Art in China: pp. 160-162 Reading: In Photocopy Packet: <NAME>, The Painter's Practice: How Artists Lived and Worked in Traditional China (Columbia University Press, 1994), pp. 33-50. Class trip to the Museum of Fine Arts, Boston. Meet in the West Lobby at 2:00. # Qing (Ch'ing) Dynasty ### 5/7, 5/9. Foreign Rulers and Painted Protest, Revisited Reading: Sullivan, Arts of China, 223-226, 230-235; Clunas, Art in China, pp. 162-165 ### 5/11. Orthodoxy, the Marketplace, and Western Techniques Reading: Sullivan, Arts of China, 228-229, 236-228; Clunas, Art in China, pp. 72-87,165-169 ### 5/16. Debate: Literati Painters Versus the Professionals Final Exam: during Final exam period <file_sep>Ph.D. Program in Political Science, CUNY Professor <NAME> P SC 82601 Office: 5205 GC Spring 2002 Phone (Hunter College): Monday 4:15-6:15, 5382 GC (212) 772-5507 e-mail: <EMAIL> Office hours: Mon., 3-4 PM <EMAIL> http://urban.hunter.cuny.edu/~apolsky/ American Political Development _Course Description_ The study of American political development offers scholars a vehicle for exploring many dimensions of politics, state formation, and political life in the United States. Accordingly, during the past two decades proponents of various analytical approaches have embarked upon historical research. From a formal theory perspective, history offers a rich source of cases that may be used to test various propositions. Scholars who pursue the rational choice version of new institutionalism have drawn upon historical evidence to explore a number of significant concepts, including structure-induced equilibrium and endogeneity. Practitioners of other approaches likewise have turned to the past to better explain how the political system operates today. The descriptive-narrative new institutionalists offer single-case longitudinal and comparative studies to demonstrate the impact of past decisions on later institutional, political, and policy development. This research has yielded concepts like path dependence that have become a standard component in accounts of institutional development. At the same time, scholars of American political ideas and culture have traced the impact of debates, narratives, and rhetoric on politics. American political development, in short, has become the terrain upon which the different major approaches to the study of American politics (and political phenomena more generally) engage each other and break down many of the standard categories within the American politics field. The results range from positive cross-fertilization to sharp and sometimes angry debate. In this seminar we will examine a number of approaches to the study of American political development. Note that unlike a history course, this one is not organized chronologically. Rather, each session will be devoted to the discussion of a different analytical approach. It is to be expected that there will be some overlap in historical coverage; indeed, that overlap is desirable, because it will help us understand how different approaches draw upon different kinds of evidence and illuminate different aspects of the same phenomenon. I have selected readings that I regard as "productive": that is, they have either generated significant discussion or have given rise to further research that employs the same analytical tools. Students will be encouraged to consider how the material we cover in the course might be used as a springboard for their own research, up to and including doctoral dissertations, in American politics and other fields. _Course Requirements_ 1\. Complete assigned readings before class meetings and prepare seven two- page summaries. I have limited the number of pages in assigned readings to keep the reading assignment manageable, though of course you may disagree with my notion of what that means. The syllabus is also on-line at http://urban.hunter.cuny.edu/~apolsky/. Over the course of the semester you are required to submit seven typed summaries of assigned readings. These summaries will be due at the start of the class session at which the reading will be discussed. I do not accept late summaries for any reason. I often ask certain students in advance to be ready to lead the discussion of specified readings and to raise questions about an author's method and use of evidence. It makes sense to write summaries of readings you are designated to discuss. As indicated below, the course grade is based in part on the summaries. 2\. Attend class regularly and participate. Contribution to the class discussion will be considered in the calculation of the final grade for the course. (See below under grading.) 3\. Complete the final exam. We will decide together whether the final exam will be an in-class exercise or a take-home exam. Either way, you must complete the exam by the scheduled date. I will grant an extension only for documented, valid reasons, and I will give you only as much time as you were incapacitated. Students who do not complete the final exam will not be able to pass the course and will not be given an incomplete grade. 4\. Complete the research paper. As an 800-level research seminar, this course requires a substantial research paper of standard journal-article length (20-25 pages). I encourage you to select a topic that reflects both the course content and your major interest in political science. For example, if comparative politics is your major, you may wish to do a paper comparing some aspect of American political development to that of another nation; if you are primarily interested in international relations, consider doing a paper on the development of American foreign policy or on how international events have shaped domestic American development; etc. The research paper may use existing secondary literature to explain some aspect of American political development or may rely upon original research using archival and other sources. To get a sense of how research in American political development is presented, I recommend you review journals like _Studies in American Political Development_ or _Journal of Policy History_. I will require that you identify a topic and prepare a preliminary bibliography by a specified date during the semester. Failure to do so will, again, make you ineligible for an incomplete grade in the course. The schedule of topics below contains many bibliographic citations that may serve as a useful starting point for your research. Late in the term students will give an oral presentation to the seminar in which they will state the central theoretical problem or question that guides their research, identify the specific historical outcome(s) they seek to explain, present a "causal story" that connects causal factors to the outcome(s), and indicate their plan for carrying out the research needed to investigate the posited causal connection. All papers must be completed by the end of the summer vacation period and submitted to me by September 1, 2002. _Grading_ Grading for the course will be based on the following: Class participation and preparation: 25% Final exam: 25% Research paper: 50% The class participation grade will be based upon the summaries and participation. Timely completion of seven summaries establishes a base participation grade of A-. If you submit fewer than seven, the base participation grade drops to B; if you submit fewer than four, to C+. The participation grade will also reflect your active, thoughtful contribution to the discussion. As indicated above, you must maintain "satisfactory progress" in the course in order to complete it in good standing or to be eligible for an incomplete grade. You cannot attend sporadically, fail to submit summaries, fail to identify a paper topic or present it to the class, tell me you are unprepared for the final exam, and then expect to receive an incomplete. It is my goal to ensure that you have finished all in-semester course requirements and made a serious start on your research paper before the summer, and to have you complete the course by September 1, 2002. _Books for Purchase_ The titles listed here are available through the Hunter College Bookstore, operated by Barnes and Noble, located at Lexington Avenue and 68th Street. Note that these books are also on reserve at the Graduate School library. Less expensive used copies of several titles are available on-line through Amazon.com. Additional required readings have been compiled in a course pack available from Campus Coursepaks, Inc. I will explain how this may be purchased at the first class. One copy of the course pack has been placed on library reserve, too, but I strongly recommend that you buy it. <NAME>, _Why Parties? The Origin and Transformation of Political Parties in America_ (Chicago: University of Chicago Press, 1995). <NAME>, _Sectionalism and American Political Development: 1880-1980_ (Madison: University of Wisconsin Press, 1984). <NAME>, _Uneasy Alliances: Race and Party Competition in America_ (Princeton: Princeton University Press, 1999). <NAME>, _Belated Feudalism: Labor, the Law, and Liberal Development in the United States_ (New York: Cambridge University Press, 1991). <NAME>, _The Rise of the Therapeutic State_ (Princeton: Princeton University Press, 1993). <NAME>, _Building a New American State: The Expansion of National Administrative Capacities, 1877-1920_ (New York: Cambridge University Press, 1982). <NAME>, _Defining the National Interest: Conflict and Change in American Foreign Policy_ (Chicago: University of Chicago Press, 1998). Schedule of Class Topics and Assignments Required readings are preceded by a double asterisk. You should read them in the order in which they are listed. Additional readings for each topic (listed alphabetically) are intended as a guide to further research. These readings may be linked to the assigned reading by common methodology or substantive focus. _February 4th. Introduction and Overview: The New Institutionalisms._ <NAME>, "Politics and the Past: History, Behavioralism, and the Return to Institutionalism in American Political Science," in <NAME>. Monkkonen, ed., _Engaging the Past: The Uses of History Across the Social Sciences_ (Durham, NC: Duke University Press, 1994), pp. 113-53. [course pack] <NAME>, "The State to the Rescue? Political Science and History Reconnect," _Social Research_ 59 (4) (Winter 1992): 719-37. [course pack] <NAME>, "Path Dependence, Sequence, History, Theory," _Studies in American Political Development_ 14:1 (Spring 2000): 109-112. <NAME>, <NAME>, and <NAME>, eds., _Bringing the State Back In_ (New York: Cambridge University Press, 1985). <NAME>, "The Theoretical Core of the New Institutionalism," _Politics and Society_ 26:1 (March, 1998) 5-34. <NAME>, "The Doleful Dance of Politics and Policy: Can Historical Institutionalism Make a Difference?" _American Political Science Review_ 92:1 (March 1998): 191-198. <NAME> and <NAME>, "The New Institutionalism: Organizational Factors in Political Life," _American Political Science Review_ 78 (3) (1984): 734-49. <NAME> and <NAME>, _Rediscovering Institutions: The Organizational Basis of_ _Politics_ (New York: Free Press, 1989). <NAME>, ed., _The Constitution and American Political Development: An Institutional Perspective_ (Urbana: University of Illinois Press, 1991). <NAME>, "Increasing Returns, Path Dependence, and the Study of Politics," _American Political Science Review_ 94 (2) (June 2000): 251-67. <NAME>, "When Effect Becomes Cause: Policy Feedback and Political Change," _World Politics_ 45 (July 1993): 123-63. <NAME>, <NAME>, and <NAME>, eds., _Structuring Politics: Historical Institutionalism in Comparative Analysis_ (Cambridge: Cambridge University Press, 1992). <NAME> and <NAME>, "Common Ground: History and Theories of American Politics," in <NAME> and <NAME>, eds., _The Dynamics of American Politics: Approaches and Interpretations_ (Boulder: Westview Press, 1994), pp. 83-104. _February 11th. Approach Building in an Established Discipline: Politics and State Formation in the Modern United States._ Skowronek, _Building a New American State_ , chaps. 1-3, 5-6, 8, Epilogue. <NAME> and <NAME>, _Rude Republic: Americans and their Politics in the Nineteenth Century_ (Princeton: Princeton University Press, 2000). <NAME>, "The State in the United States During the Nineteenth Century," in <NAME> and <NAME>, eds., _Statemaking and Social Movements: Essays in History and Theory_ (Ann Arbor: University of Michigan Press, 1984), pp. 121-58. <NAME>, _The Forging of Bureaucratic Autonomy: Reputations, Networks, and Policy Innovation in Executive Agencies, 1862-1928_ (Princeton: Princeton University Press, 2001). <NAME>, _The Federal Machine: Beginnings of Bureaucracy in Jacksonian America_ (Baltimore: Johns Hopkins University Press, 1975). <NAME>, _Spreading the News: The American Postal System from Franklin to Morse_ (Cambridge, MA: Harvard University Press, 1995). <NAME> and <NAME>, "Congress and America's Political Development: The Transformation of the Post Office from Patronage to Service," _American Journal of Political Science_ 43:3 (July 1999): 792-811. <NAME>, "Building the Impossible State: Toward an Institutional Analysis of Statebuilding in America, 1820-1930," in <NAME>, ed., _Institutions in American Society: Essays in Market, Political, and Social Organizations_ (Ann Arbor: University of Michigan Press, 1990). <NAME>, _The Roots of American Bureaucracy, 1830-1900_ (Cambridge : Harvard University Press, 1982). <NAME>, _The People's Welfare: Law and Regulation in Nineteenth- Century America_ (Chapel Hill: University of North Carolina Press, 1996). <NAME>, "`Revolutions Can Go Backwards': The American Civil War and the Problem of Political Development," _Social Science Quarterly_ 55 (3) (December 1974): 753-67. <NAME>, _The Making of an American Senate: Reconstitutive Change in Congress 1787-1841_ (Ann Arbor: University of Michigan Press, 1996). _February 20th (Wednesday) and 25th. Geography is Destiny: Sectionalism, Political Economy, and Political Development._ Bensel, _Sectionalism and American Political Development_., chaps. 1-3, 7-9. Trubowitz, _Defining the National Interest_. <NAME> and <NAME>, _Southern Paternalism and the American Welfare State: Economics, Politics, and Institutions in the South, 1865-1965_ (New York: Cambridge University Press, 1999). <NAME>, _The Political Economy of American Industrialization, 1877-1900_ (New York: Cambridge University Press, 2001). <NAME>, _Yankee Leviathan: The Origins of Central State Authority in America, 1859-1877_ (Cambridge: Cambridge University Press, 1990). <NAME> and <NAME>, "Sectional Differences in Partisan Bias and Electoral Responsiveness in US House Elections, 1850-1980," _British Journal of Political Science_ 21 (April 1991): 247-56. <NAME>, "A Party System Perspective on the Interstate Commerce Act of 1887: The Democracy, Electoral College Competition, and the Politics of Coalition Maintenance," _Studies in American Political Development_ 6 (Spring 1992): 163-205. <NAME>, "Sectionalism and Policy Formation in the United States: President Carter's Welfare Initiatives," _British Journal of Political Science_ 26 (3) (July 1996): 337-68. <NAME>, "Industrial Concentration, Sectional Competition, and Antitrust Politics in America, 1880-1980," _Studies in American Political Development_ 1 (1986): 142-214. <NAME>, _Roots of Reform: Farmers, Workers, and the American State, 1877-1917_ (Chicago: University of Chicago Press, 1999). <NAME>, _From Cotton Belt to Sunbelt: Federal Policy, Economic Development, and the Transformation of the South, 1938-1990_ (New York: Oxford University Press, 1991). <NAME>, "Sectionalism and Racial Politics: Federal Vocational Policies and Programs in the Predesegregation South," _Social Science History_ 21:3 (Fall 1997): 399-453. _March 4th. The Impact of Political Culture: Values, Boundaries, and Causes_ <NAME>, "Political Culture and American Political Development: Liberty, Union, and the Liberal Bipolarity," _Studies in American Political Development_ 1 (1986): 1-49. [course pack] <NAME>, "Beyond Tocqueville, Myrdal, and Hartz: The Multiple Traditions in America," _American Political Science Review_ 87 (3) (September 1993): 549-66. [course pack] <NAME> and <NAME> (forum), "Structure, Sequence, and Subordination in American Political Culture: What's Tradition Got to Do with It?" _Journal of Policy History_ 8 (4) (1996): 470-84. [course pack] <NAME>, "Liberalism and the Course of American Social Welfare Policy," in <NAME> and <NAME>, eds., _The Dynamics of American Politics: Approaches and Interpretations_ (Westview Press, 1994), pp. 132-59. [course pack] <NAME>, _The Consent of the Governed: The Lockean Legacy in Early American Culture_ (Cambridge: Harvard University Press, 2001). <NAME>, _The Transformation of Political Culture: Massachusetts Parties, 1790s-1840s_ (New York: Oxford University Press, 1983). <NAME>, "Political Culture and American Political Development: Liberty, Union, and the Liberal Bipolarity," _Studies in American Political Development_ 1 (1986): 1-49. <NAME>, _The Liberal Tradition in America: An Interpretation of American Political Thought Since the Revolution_ (San Diego: <NAME>, 1962). <NAME>, _American Politics: The Promise of Disharmony_ (Cambridge: Harvard University Press, 1981). <NAME>, _The Cultural Pattern in American Politics: The First Century_ (New York: <NAME>, 1979). <NAME>, _The Democratic Wish: Popular Participation and the Limits of American Government_ , rev. ed. (New Haven: Yale University Press, 1998). <NAME>, "Thinking Big: Can National Values or Class Factions Explain the Development of Social Provision in the United States?: A Review Essay," _Journal of Policy History_ 2 (4) (1990): 425-38. <NAME>, "Why is Government So Small in America?" _Governance_ 8 (3) (July 1995): 303-34. _March 11th. Parties and American Political Development: Self-Interest, Ambition, and Ideas._ Aldrich, _Why Parties?_ , chaps. 1-5. <NAME>, "A Chapter in the History of American Party Ideology: The 19th Century Democratic Party, 1828-1892," _Polity_ 26 (4) (Summer 1994): 729-68. [On reserve] <NAME>, "Continuities of Democratic Ideology in the 1996 Campaign," _Polity_ 30 (1) Fall 1997): 167-86. [On reserve] <NAME>, <NAME>, and <NAME>, "The Electoral Connection in the Early Congress: The Case of the Compensation Act of 1816," _American Journal of Political Science_ 40 (1) (February 1996): 145-71. <NAME>, _<NAME> and the American Political System_ (Princeton: Princeton University Press, 1984). <NAME> and <NAME>, "The Partisan Paradox and the U.S. Tariff, 1877-1934," _International Organization_ 50 (2) (Spring 1996): 301-24. <NAME>, _Party Ideologies in America, 1828-1996_ (New York: Cambridge University Press, 1998). <NAME>, _The Origins of the Republican Party, 1852-1856_ (New York: Oxford University Press, 1987). <NAME>, _Votes Without Leverage: Women in American Electoral Politics, 1920-1970_ (New York: Cambridge University Press, 1998). <NAME>, _The Idea of a Party System: The Rise of Legitimate Opposition in the United States, 1780-1840_ (Berkeley: University of California Press, 1969). <NAME>, _The Rise and Fall of the American Whig Party: Jacksonian Politics and the Onset of the Civil War_ (New York: Oxford University Press, 1999). <NAME> and <NAME>, "The Political Economy of Voting Rights Enforcement in America's Gilded Age: Electoral College Competition, Partisan Commitment, and the Federal Election Law," _APSR_ 93 (1) (March 1999): 115-31. <NAME>, _Presidents, Parties, and the State: A Party System Perspective on Democratic Regulatory Choice, 1884-1936_ (New York: Cambridge University Press, 2000). _March 18th. Positive Theory Meets the Past._ <NAME>, "Political Stability and Civil War: Institutions, Commitment, and American Democracy," in <NAME> et al., _Analytic Narratives_ (Princeton: Princeton University Press, 1998), pp. 148-93. [On reserve] <NAME>, "Interests, Institutions, and Positive Theory: The Politics of the NLRB," _Studies in American Political Development_ 2 (1987): 236-299. [On reserve] <NAME> III and <NAME>, "Stacking the Senate, Changing the Nation: Republican Rotten Boroughs, Statehood Politics, and American Political Development," _Studies in American Political Development_ 6 (Fall 1992): 223-71. [On reserve] <NAME>, "If Politics Matters: Implications for a `New Institutionalism,'" _Studies in American Political Development_ 6 (Spring 1992): 1-36. [course pack] <NAME> and <NAME>, "Suppressing Shays' Rebellion: Collective Action and Constitutional Design under the Articles of Confederation," _Journal of Theoretical Politics_ 11:2 (April 1999): 233-260. <NAME>, _Institutions, Institutional Change and Economic Performance_ (Cambridge: Cambridge University Press, 1990.) <NAME>, _Budget Reform Politics: The Design of the Appropriations Process in the House of Representatives, 1865-1921_ (New York: Cambridge University Press, 1989). <NAME>, _The Strategy of Rhetoric: Campaigning for the American Constitution_ (New Haven: Yale University Press, 1996). _Spring Recess._ _April 1st. The Layering of Institutional Logics: Law and Labor in American Political Development._ Orren, _Belated Feudalism_. <NAME>, "Unions, Courts, and Parties: Judicial Repression and Labor Politics in Late Nineteenth-Century America," _Politics and Society_ 26:3 (September, 1998): 391-422. <NAME>, _The State and Labor in Modern America_ (Chapel Hill: University of North Carolina Press, 1994). <NAME>, _Law and the Shaping of the American Labor Movement_ (Cambridge: Harvard University Press, 1991). <NAME>, _Pure and Simple Politics: The American Federation of Labor and Political Activism, 1881-1917_ (New York: Cambridge University Press, 1998). <NAME>, _Labor Visions and State Power: The Origins of Business Unionism in the United States_ (Princeton: Princeton University Press, 1993, 1994). <NAME>, _Old Labor and New Immigrants in American Political Development: Union, Party, and State, 1875-1920_ (Ithaca: Cornell University Press, 1986). <NAME>, _Workers' Paradox: The Republican Origins of New Deal Labor Policy, 1886-1935_ (Chapel Hill: University of North Carolina Press, 1998). <NAME>, "The Primacy of Labor in American Constitutional Development," _American Political Science Review_ 89 (2) (June 1995): 377-88. <NAME>, _Capital, Labor, and State: The Battle for American Labor Markets from the Civil War to the New Deal_ (Lanham, MD: Rowman and Littlefield, 2000). <NAME>, _The State and the Unions: Labor Relations, Law and the Organized Labor Movement in America, 1880-1960_ (New York: Cambridge University Press, 1985). _April 8th. Crisis, Discourse, and the Creation of Partisan Regimes._ <NAME>, _Building a Democratic Political Order: Reshaping American Liberalism in the 1930s and 1940s_ (Cambridge University Press, 1996), Introduction and chaps. 1-2. [On reserve] <NAME>, "A Theory of American Partisan Regimes," paper presented at the 2001 APSA Annual Meeting, San Francisco, CA. [course pack] <NAME> and <NAME>, "Regimes and Regime Building in American Government: A Review of the Literature on the 1940s," _Political Science Quarterly_ 113 (4) (1998-1999): 689-701. [On reserve] <NAME>, "Regime Changes and Interstate Conflict, 1816-1992," _Political Research Quarterly_ 51:2 (June, 1998): 385-410. <NAME> and <NAME>, _State and Party in America's New Deal_ (Madison: University of Wisconsin Press, 1995). <NAME>, _Crisis and Leviathan: Critical Episodes in the Growth of American Government_ (New York: Oxford University Press, 1987). <NAME>, "Interest Groups and Political Time: Cycles in America," _British Journal of Political Science_ 21 (July 1991): 257-84. <NAME> and <NAME>, "Reagan and Jackson: Parallels in Political Time," _Journal of Policy History_ 1 (2) (1989): 181-205. <NAME> and <NAME>, "Cycling Through American Politics," _Polity_ 23 (Fall 1990): 1-21. <NAME>, "Party, Bureaucracy, and Political Change in the United States," in _Political Parties and the State_ (Princeton: Princeton University Press, ), pp. 61-97. <NAME>, "Notes on the Presidency in the Political Order," _Studies in American Political Development_ 1 (1986): 286-302. <NAME>, _The Politics Presidents Make: Leadership from <NAME> to <NAME>_ (Cambridge: Harvard University Press, 1993). <NAME>, "Party Constraints on Leaders in Pursuit of Change," _Studies in American Political Development_ 7 (1) (Spring 1993): 151-76. _April 15th. Party and Race in American Political Development._ Frymer, _Uneasy Alliances_. <NAME>, _Reconstructing Reconstruction, The Supreme Court and the Production of Historical Truth_ (Durham, NC: Duke University Press, 1999). <NAME>, _Race, Money, and the American Welfare State_ (Ithaca: Cornell University Press, 1999). <NAME> and <NAME>, _Issue Evolution: Race and the Transformation of American Politics_ (Princeton: Princeton University Press, 1989). <NAME> and <NAME>, "Race and Social Welfare Policy: The Social Security Act of 1935, " _Political Science Quarterly_ 112:2 (Summer 1997): 217-236. <NAME>, _Cold War Civil Rights: Race and the Image of American Democracy_ (Princeton: Princeton University Press, 2000). <NAME>, _American Crucible: Race and Nation in the Twentieth Century_ (Princeton: Princeton University Press, 2001). <NAME>, _The Color of Politics: Race, Class, and the Mainsprings of American Politics_ (New York: New Press, 1997). <NAME>, _The Civil Rights Era: Origins and Development of National Policy, 1960-1972_ (New York: Oxford University Press, 1990). <NAME>, _Making Americans: Immigration, Race, and the Origins of the Diverse Democracy_ (Cambridge: Harvard University Press, 2000). Desmond King, _Separate and Unequal: Black Americans and the US Federal Government_ (New York: Oxford University Press, 1995). <NAME> with <NAME>, _The Unsteady March: The Rise and Decline of Racial Equality in America_ (Chicago: University of Chicago Press, 1999). <NAME>, _Divided Arsenal: Race and the American State During World War II_ (New York: Cambridge University Press, 2000). <NAME>, _Shifting the Color Line: Race and the American Welfare State_ (Cambridge: Harvard University Press, 1998). <NAME>, _Race, Reform, and Rebellion: The Second Reconstruction in Black America, 1945-1990_ (Jackson, MS: University Press of Mississippi, 1991). <NAME>, _The Color of Welfare: How Racism Undermined the War on Poverty_ (New York: Oxford University Press, 1994). <NAME>, "Party, Coercion, and Inclusion: The Two Reconstructions of the South's Electoral Politics," _Politics and Society_ 21 (1) (1993): 37ff. <NAME>, Jr. and <NAME>, _American Politics and the African American Quest for Universal Freedom_ (New York: Longman, 2000). <NAME> and <NAME>, "Federalism and the Demise of Prescriptive Racism in the United States," _Studies in American Political Development_ 9 (1) (Spring 1995): 1-54. _April 22nd. State-Building Reconsidered: Political Development in the Modern Era._ <NAME> and <NAME>, "Rebuilding the American State: Evidence from the 1940s," _Studies in American Political Development_ 5 (2) (1991): 301-39. [On reserve] <NAME>, _From the Outside In: World War II and the American State_ (Princeton: Princeton University Press, 1996), chaps. 1 and 7. [course pack] <NAME>, _Politics and Jobs: The Boundaries of Employment Policy in the United States_ (Princeton: Princeton University Press, 1992), chap. 2 "Creating an American Keynesianism," pp. 27-61. [On reserve] <NAME>, "State Formation and the Decline of Political Parties: American Parties in the Fiscal State," _Studies in American Political Development_ 8 (2) (Fall 1994): 195-230. [On reserve] <NAME>, _Beyond the Broker State: Federal Policies toward Small Business, 1936-1961_ (Chapel Hill: University of North Carolina Press, 1996). <NAME>, _The Growth of American Government: Governance From the Age of Cleveland to the Present_ (Bloomington: Indiana University Press, 1995). <NAME>, _Party Decline in America: Policy, Politics, and the Fiscal State_ (Princeton: Princeton University Press, 1996.) <NAME>, _Neither Dead Nor Red: Civilian Defense and American Political Development During the Early Cold War_ (New York: Routledge, 2001). <NAME>, _Forged Consensus: Science, Technology, and Economic Policy in the United States, 1921-1953_ (Princeton: Princeton University Press, 1998). <NAME>, _A Cross of Iron: <NAME> and the Origins of the National Security State, 1945-1954_ (New York: Cambridge University Press, 1998). <NAME>, _The Breakdown of Democratic Party Organization, 1940-1980_ (New York: Oxford University Press, 1985, 1989). <NAME>, _The Decline of American Political Parties, 1952-1988_ (Cambridge: Harvard University Press, 1990). _April 29th. Multiple Orders, Discursive Forces, and Policy Development._ <NAME> and <NAME>, "Beyond the Iconography of Order: Notes for a `New Institutionalism,'" in <NAME> and <NAME>, eds., _The Dynamics of American Politics: Approaches and Interpretations_ (Boulder: Westview Press, 1994), pp. 311-30. Polsky, _The Rise of the Therapeutic State_ , chapters TBA. <NAME>, _Toward a Planned Society: From Roosevelt to Nixon_ (New York: Oxford University Press, 1976). <NAME>, ed. _The Political Power of Economic Ideas: Keynesianism Across Nations_ (1989). <NAME>, "Ideas, Institutions, and Policy Patterns: Hardrock Mining, Forestry, and Grazing Policy on United States Public Lands, 1870-1985," _Studies in American Political Development_ 8 (2) (1994). <NAME>, _The Political Failure of Employment Policy, 1945-1982_ (Pittsburgh: University of Pittsburgh Press, 1990). <NAME>, _Poverty Knowledge: Social Science, Social Policy, and the Poor in Twentieth-Century U.S. History_ (Princeton: Princeton University Press, 2001). <NAME> and <NAME>, eds., _States, Social Knowledge, and the Origins of Modern Social Policies_ (Princeton: Princeton University Press, 1996). _May 6th and May 13th. Student Presentations._ _May 20th. Final Exam (in class or take-home due)._ Supplemental Topics: Below I have listed several other topics that have attracted significant attention in recent scholarship on American political development. Because there is some overlap with the topics we cover in the seminar, you also should be sure to review the additional readings listed above. _Social Change: Economics, Politics, Social Movements, and the Constitution of Interests._ <NAME>, _The Limits of Agrarian Radicalism: Western Populism and American Politics_ (Lawrence: University Press of Kansas, 1995). <NAME>, _Alternative Tracks: The Constitution of American Industrial Order, 1865-1917_ (Baltimore: Johns Hopkins University Press, 1994). <NAME>, _The Populist Moment: A Short History of the Agrarian Revolt in America_ (New York: Oxford University Press, 1978). <NAME>, "Ideas, Interests, and Institutions," in Lawrence C. Dodd and <NAME>, eds., _The Dynamics of American Politics: Approaches and Interpretations_ (Boulder: Westview Press, 1994), pp. 366-92. <NAME>, _Citizen Worker: The Experience of Workers in the United States with Democracy and the Free Market during the Nineteenth Century_ (New York: Cambridge University Press, 1994). <NAME>, _Goldbugs and Greenbacks: The Antimonopoly Tradition and the Politics of Finance in America, 1865-1896_ (New York: Cambridge University Press, 1997). <NAME>, _A Muted Fury: Populists, Progressives, and Labor Unions Confront the Courts, 1890-1937_ (Princeton: Princeton University Press, 1993). <NAME>, _Radicalism in the States: The Minnesota Farmer-Labor Party and the American Political Economy_ (Chicago: University of Chicago Press, 1989). <NAME>, _Chants Democratic: New York City and the Rise of the American Working Class, 1788-1850_ (New York: Oxford University Press, 1986). _Building the American Welfare State._ <NAME>, _Bold Relief: Institutional Politics and the Origins of Modern American Social Policy_ (Princeton: Princeton University Press, 1998). "Conference Panel: On Theda Skocpol's _Protecting Soldiers and Mothers: The Political Origins of Social Policy in the United States_ ," _Studies in American Political Development_ 8 (1) (1994): 111-149 <NAME>, "Organizational Repertoires and Institutional Change: Women's Groups and the Transformation of U.S. Politics, 1890-1920," _American Journal of Sociology_ 98 (4) (January 1993): 755ff. <NAME>, _The People's Lobby: Organizational Innovation and the Rise of Interest Group Politics in the United States, 1890-1925_ (Chicago: University of Chicago Press, 1997). <NAME> and <NAME>, "Beyond `State vs. Society': Theories of the State and New Deal Agricultural Policies," _American Sociological Review 56_ (April 1991): 204-220. <NAME>, _Creating a National Home: Building the Veteran's Welfare State, 1860-1900_ (Cambridge: Harvard University Press, 1997). <NAME>, "The Political Origins of America's Belated Welfare State," in <NAME>, <NAME>, and <NAME>, _The Politics of Social Policy in the United States_ (Princeton: Princeton University Press, 1988). Theda Skocpol, _Protecting Soldiers and Mothers: The Political Origins of Social Policy in the United States_ (Cambridge: Harvard University Press, 1992). _Gender in American Political Development_ <NAME>, _After Suffrage: Women in Partisan and Electoral Politics before the New Deal_ (Chicago: University of Chicago Press, 1996). <NAME>, "The Domestication of Politics: Women and American Political Society, 1780-1920," _American Historical Review_ 85 (3) (June 1984): 620-47. <NAME>, _Why Movements Succeed or Fail: Opportunity, Culture, and the Struggle for Woman Suffrage_ (Princeton: Princeton University Press, 1996). <NAME>, "Nationalism and Suffrage: Gender Struggle in Nation-Building America," _Signs_ 21 (3) (Spring 1996): 707-727. <NAME>, _Angels in the Machinery: Gender in American Party Politics from the Civil War to the Progressive Era_ (New York: Oxford University Press, 1997). <NAME>, _Selling Suffrage: Consumer Culture and Votes for Women_ (New York: Columbia University Press, 1999). <NAME>, "In the Nation's Image: The Gendered Limits of Social Citizenship in the Depression Era," _Journal of American History_ 86:3 (December 1999): 1251-1279. <NAME>, _Woman Suffrage and the Origins of Liberal Feminism in the United States, 1820-1920_ (Cambridge: Harvard University Press, 1997). <NAME>, _Splintered Sisterhood: Gender and Class in the Campaign Against Woman Suffrage_ (Madison: University of Wisconsin Press, 1997). <NAME>, _Birth Control Politics in the United States, 1916-1945_ (Ithaca: Cornell University Press, 1994). <NAME>, "Political Style and Women's Power, 1830-1930," _Journal of American History_ 77 (Dec. 1990): 864-885. <NAME>, "Dividing Social Citizenship by Gender: The Implementation of Unemployment Insurance and Aid to Dependent Children, 1935-1950," _Studies in American Political Development_ 12:2 (Fall 1998): 303-342. <NAME> and <NAME>, "Womanly Duties: Maternalist Politics and the Origins of Welfare States in France, Germany, Great Britain, and the United States, 1880-1920," _American Historical Review_ 95 (October 1990): 1076-1108. <NAME>, _The Wages of Motherhood: Inequality and the Welfare State, 1917-1942_ (Ithaca: Cornell University Press, 1995). Gretchen Ritter, "Gender and Citizenship After the Nineteenth Amendment," _Polity_ 32:3 (Spring 2000): 345-376. <NAME>, _Women in Public: Between Banners and Ballots, 1825-1880_ (Baltimore: Johns Hopkins University Press, 1990). <NAME>, _<NAME> and the Nation's Work: The Rise of Women's Political Culture, 1830-1900_ (New Haven: Yale University Press, 1995). Theda Skocpol and Gretchen Ritter, "Gender and the Origins of Modern Social Policies in Britain and the United States," _Studies in American Political Development_ 5 (1) (1991): 36-93. <NAME>, _The Politics of Women's Rights: Parties, Positions, and Change_ (Princeton: Princeton University Press, 2000). _Developmental Patterns in the Constitution and Law_ <NAME>, _Peaceful Revolution: Constitutional Change and American Culture from Progressivism to the New Deal_ (Cambridge: Harvard University Press, 2000). <NAME>, "Law and American Economic Development," _Journal of Policy History_ 6 (4) (1994): 439-67. <NAME>, _Free Speech, "The People's Darling Privilege": Struggles for Freedom of Expression in American History, 2000_ (Durham: Duke University Press, 2000). <NAME>, _Rethinking the New Deal Court: The Structure of a Constitutional Revolution_ (New York: Oxford University Press, 1998). <NAME>, _The Transformation of American Law, 1780-1860_ (Cambridge: Harvard University Press, 1977). <NAME>, _Enterprise and American Law, 1836-1937_ (Harvard University Press, 1991). <NAME>, "Promotion and Regulation: Constitutionalism and the American Economy," _Journal of American History_ 74 (December 1987): 740-68. <NAME>, "The Supreme Court's `Return' to Economic Regulation," _Studies in American Political Development_ 1 (1986): 91-141. _Yale Law Journal_ 108:8 (June 1999) [Special issue on Bruce Ackerman's _We the People_.] <NAME>, _Constitutional Construction: Divided Powers and Constitutional Meaning_ (Cambridge: Harvard University Press, 1999). _The Electoral Realignment Debates._ <NAME>, _Critical Elections and Congressional Policy Making_ (Palo Alto: Stanford University Press, 1988). <NAME>, "Civil Rights Liberalism and the Suppression of a Republican Political Realignment in the United States, 1972-1996," _American Sociological Review_ 65:4 (August 2000): 483-505. <NAME>, _Critical Elections and the Mainsprings of American Politics_ (New York: Norton, 1970). <NAME> and <NAME>, eds., _The American Party Systems: Stages of Political Development_ (New York: Oxford University Press, 1967, 1975). <NAME>, <NAME>, and <NAME>ingale, _Partisan Realignment: Voters, Parties, and Government in American History_ (Sage, 1980). <NAME>, _The Making of the New Deal Democrats: Voting Behavior and Realignment in Boston, 1920-1940_ (Chicago: University of Chicago Press, 1989). <NAME>, _The Supreme Court and Partisan Realignment: A Macro- and Microlevel Perspective_ (Boulder, CO: Westview Press, 1992). <NAME>, _Race, Campaign Politics, and the Realignment in the South_ (New Haven: Yale University Press, 1997). <NAME>, _The Collapse of the Democratic Presidential Majority, Realignment, Dealignment, and Electoral Change from <NAME> to <NAME>_ (Boulder, CO: Westview Press, 1996). <NAME>, "The Realignment Synthesis in American History," in McCormick, _The Party Period and Public Policy_ (New York: Oxford University Press, 1986), pp. 64-88. <NAME>, "The Concept of a Critical Realignment, Electoral Behavior, and Political Change," _American Political Science Review_ 89 (1) (March 1995): 10-22. <NAME>, _The American Political Nation_ (Stanford: Stanford University Press, 1991). <NAME>, _Changing Patterns of Voting in the Northern United States: Electoral Realignment 1952-1996_ (University Park: Penn State University Press, 1998). <NAME>, _Dynamics of the Party System: Alignment and Realignment of Political Parties in the United States_ (Washington, DC: Brookings, 1973, 1983). _The Progressive Period_ <NAME>, _The Lost Promise of Progressivism_ (Lawrence: University Press of Kansas, 1994). <NAME>, "Federalism and the Progressive Era: A Structural Interpretation of Reform," _Journal of American History_ 64 (2) (September 1977): 331-57. <NAME>, _The Wages of Sickness, The Politics of Health Insurance in Progressive America_ (Chapel Hill: University of North Carolina Press, 2001). <NAME>, "Building a Democratic Majority: The Progressive Party Vote and the Federal Trade Commission," _Studies in American Political Development_ 9 (2) (Fall 1995): 331-85. <NAME>, "Prelude to Progressivism: Party Decay, Populism, and the Doctrine of 'Free and Unrestricted Competition' in American Antitrust Policy, 1890-1897," _Studies in American Political Development_ 13:2 (Fall 1999): 288-336. <NAME>, "The `Welfare Rights State' and the `Civil Rights State': Policy Paradox in the Progressive Era," _Studies in American Political Development_ 7 (2) (1993): 225-274. <NAME> and <NAME>, "The Progressive Party, Social Reformers, and the Politics of `Direct Democracy,'" _Studies in American Political Development_ 8 (2) (1994). <NAME> and <NAME>, _Progressivism and the New Democracy_ (Amherst: University of Massachusetts Press, 1999). <NAME>, _The Corporate Reconstruction of American Capitalism, 1890-1916: The Market, the Law, and Politics_ (Cambridge: Cambridge University Press, 1988). <NAME>, "Periodization and Historiography: Studying American Political Development in the Progressive Era, 1890s-1916," _Studies in American Political Development_ 5 (Fall 1991): 173-213. <NAME>, _Bureau Men, Settlement Women: Constructing Public Administration in the Progressive Era_ (Lawrence, KS: University Press of Kansas, 2000). _Business and State Formation_ <NAME>, "Capitalist Response to State Intervention: Theories of the State and Political Finance in the New Deal," _American Sociological Review_ 56 (October 1991): 679-89. <NAME> and <NAME>, "Capitalists Did Not Want the Social Security Act: A Critique of the `Capitalist Dominance' Thesis," _American Sociological Review_ 56 (February 1991): 124-131. <NAME>, _The Corporate State and the Broker State: The Du Ponts and American National Politics, 1925-1940_ (Cambridge: Harvard University Press, 1990). <NAME>, "From Normalcy to New Deal: Industrial Structure, Party Competition, and American Public Policy in the Great Depression," _International Organization_ 38 (Winter 1984): 41-94. <NAME>, _Golden Rule: The Investment Theory of party Competition and the Logic of Money-Driven Political Systems_ (Chicago: University of Chicago Press, 1995). <NAME>, _Selling Free Enterprise: The Business Assault on Labor and Liberalism, 1945-60_ (Champaign, IL: University of Illinois Press, 1995). <NAME>, _New Deals: Business, Labor, and Politics in America, 1920-1935_ (New York: Cambridge University Press, 1994). <NAME>, "Arranged Alliance: Business Interests in the New Deal," _Politics and Society_ 25 (1) (March 1997): 66-116. <file_sep>![The Conservation Course Syllabus Pages](syllabus.gif) Course \| History of Technology 3 ---\|--- Date offered \| Fall, 1998 Location \| Ontario, CA Instructor \| <NAME> Institution \| Sir Sandford Fleming College HISTORY OF TECHNOLOGY III Course Outline Course Number: \| 1380215 ---\|--- Fall Semester, 1998 \| Sir Sandford Fleming College Collections Conservation & Management Program , Semester 1 Community Development & Health \| Course Format: \| On-site delivery, 1 hour lecture Hours: \| 15 Wednesdays \| 1 - 2 p.m. Faculty: \| <NAME>, Office # 371G E-mail address: <EMAIL> Office Hours: Tuesday \| 11 - 12 Wednesday \| 12 -1 Vocational Outcomes: This course has been designed to comply with standards and ethics prescribed by IIC-CG (CAC), CAPC, and ICOM Committee for Professional Museum Training. Generic Skills Outcomes: Communications: 1\. Communicate clearly, concisely and correctly in the written, spoken, and visual form that fulfils the purpose and meets the needs of the audience. 2\. Reframe information, ideas, and concepts using the narrative, visual, numerical, and symbolic representatives which demonstrate understanding. Computer Literacy: 3\. Use a variety of computer hardware and software on other technological tools appropriate and necessary to the performance of tasks. Interpersonal Skills: 4\. Manage use of time and other resources to attain personal and/or project related goals. 5\. Take responsibility for her or his own actions and decisions. Analytical Skills: 6\. Collect, analyze and organize relevant and necessary information from a variety of sources. 7\. Create innovative strategies and/or products that meet identified needs. General Education Goal Area: Successful completion of History of Technology I, II and III is equivalent to one General Education credit. Course Description: This course examines the history of the materials and technology used to create artifacts of paper and textiles. The origin of these organic materials and their fabrication into museum objects will be studied. Corequisites: one Prerequisites: 380213 History of Technology 1 1380214 History of Technology 2 Aim : The aim of this course is to enable students to understand the history and development of technology and material culture. Learning Outcomes : Upon completion of the course, the learner has reliably demonstrated the ability to: 1. assess the origins and characteristics of the materials used to fabricate paper and textile objects. 2. examine the origins, history and development of the technologies and manufacturing processes used to fabricate paper and textile objects. 3. research objects, materials and technologies of paper and textiles using a variety of media and methods. Learning Sequence : Hrs/Wks Units/Dates \| Topic, resources, learning activities \| Learning Outcome \| Assessment ---\|---\|---\|--- Week 1 Sept. 8 - 11 \| Introduction and course overview \| \| Week 2 Sept. 14 - 18 \| Origins of Paper - traditional Eastern papermaking methods \| 1, 2 \| Mid Term Test Week 3 Sept. 21 - 25 \| Traditional Eastern image making techniques \| 1, 2 \| Mid Term Test Week 4 Sept28-Oct2 \| Early Western papermaking, sources of fibres, method of production \| 1, 2 \| Mid Term Test Week 5 Oct. 5 - 9 \| Modern Western papermaking, papyrus and other non-traditional papers \| 1, 2 \| Mid Term Test Week 6 Oct. 13 - 16 \| Western image making techniques \| 1, 2 \| Mid Term Test Week 7 Oct. 19 -23 \| Boxmaking Workshop \| 1 \| Week 8 Oct. 26 - 30 \| INDEPENDENT STUDY WEEK \| \| Week 9 Nov. 2 - 6 \| Mid Term Test - papermaking and image making \| 1, 2 \| Mid Term Test (30%) Week 10 Nov. 9 - 13 \| Fibres of Antiquity - cellulosic sources, collection, processing \| 1, 2 \| End of Term Test Week 11 Nov. 16 - 20 \| Fibres of Antiquity - proteinaceous sources, collection, processing \| 1, 2 \| End of Term Test Week 12 Nov. 23 - 27 \| Technology of Fabric Structure Workshop - guest workshop instructor \| 2, 3 \| End of Term Test Week 13 Nov30-Dec4 \| Spinning and Weaving \| 1, 2 \| End of Term Test Week 14 Dec. 7 - 11 \| Dying and Finishing \| 1, 2 \| End of Term Test Week 15 Dec. 14 - 18 \| End of Term Test - textiles Sample Kit of Paper and Textiles and Sample Kit Documentation \| 1, 2 3 3 \| End of Term Test (30%) Sample Kit (20%) Sample Kit (20%) Learning Resources : Hodges, Henry, Artifacts, London: <NAME>, 1994 Humphries, Mary, Fabric Glossary/Fabric Reference, Upper Saddle River, N.J.: Prentice Hall, 1990 (and sample swatches for the above) Suggested Text:: <NAME> - The History and Techniques of an Ancient Craft, New York: Dover, 1978 Assessment Plan : Students will be provided with opportunities for self-assessment and faculty assessment through a variety of research and reflective methods including research assignments and examinations. The intention of the various assessment activities is to evaluate the students' mastery of the theoretical aspects of the history of technology and material culture. The following work will be graded and these marks will comprise the final grade for the course: ITEM \| VALUE IN PERCENTAGE \| DUE DATE ---\|---\|--- Mid Term Test on Papermaking and Image Making \| 30% \| Nov. 4/98 Information Paper on Media and Processes of Image Making \| 20% \| Nov. 11/98 End of Term Test in Textiles \| 30% \| Dec. 16/98 Sample Kit of Paper and Textiles \| 10% \| Dec. 16/98 Sample Kit Documentation \| 10% \| Dec. 16/98 Students must earn a pass (50%) on each learning outcome in order to receive a passing grade. PLA options and contact for this course : Individual process to be determined by consultation. <NAME>, Faculty, Office #371 G Academic Responsibilities : 1\. Written assignments must be: * typed or word-processed * double spaced * proofed for spelling and grammatical errors * enclosed with a single cover sheet which includes student name, title of the assignment and date of submission * stapled in the top left hand corner (unbound) * include a bibliography (where appropriate) * use a recognized method of citation (eg: MLA or Chicago) 2. Re-writes: Faculty may request a re-write of a submission if the criteria for assessment have not been met. Late penalties will apply if the assignment is not re- submitted the following day. 3. Penalties for Late Submissions: All assignments must be completed in order for students to achieve a passing grade Late assignments receive the following penalty: * marks will be deducted at the rate of 10% per day for three days after which assignments are marked at zero * faculty are not obliged to provide feedback on assignments marked at zero oral presentations and/or practical tests or projects for evaluation must be delivered on the day scheduled. A "no-show" will be graded at zero, unless adequate explanation is provided. 4. Academic Integrity: Plagiarism is a serious breach of academic integrity and the college has a strict policy on this issue (see Academic Regulations). * It is a student's responsibility to ensure that all written submissions include an appropriate method of in-text citation as well as an accompanying bibliography. * Seminar and oral presentations should be supported by a bibliography and sources should be referred to during the presentation. 5. Make-up Tests: In valid circumstances (ill health, personal crisis), a student may be given a make-up test to compensate for one missed in class-time. Students must contact the instructor within seven days of the original test in order to request a make-up. 6. Extensions and GDFS : * An extension may be granted to an individual student based on need and circumstance. Medical grounds should be substantiated. * The revised due date will be recorded and signed by both parties * The entire class may be given an extension, at the discretion of faculty. * Incomplete a Grade Deferred marks at the end of the semester must be negotiated between student and faculty (see Academic Regulations). Note: these are a privilege to be granted under special circumstances, not used in order to compensate for poor planning. 7. Site Work: Students must agree to work within the parameters of the guidelines established for site work. Failure to comply, may result in the termination of project and suspension of the privilege of access. #### * * * ![ \[CoOL\] ](/icons/sm_cool.gif) [Search all CoOL documents] [Feedback] This page last changed: March 04, 2001 <file_sep>![](earth3.gif) ## Peoples and Cultures of the East IS 324, 001-- Spring 1998 --Monday and Wednesday, 1:30 to 2:45 --Peck Building 2304 Course Description Over time our world has become less clearly divided by geo-political boundaries; and disparate peoples and cultures have found themselves participating in the same political, social, and economic institutions. The geographical situation of the United States makes it quite as much a participant in the Pacific Rim as in the Atlantic community. Yet history, language, and culture have inclined Americans to look eastward rather than westward. The result has been widespread ignorance of and indifference toward Asia. As understandable as this tendency may have been in the past, it is no longer appropriate for a nation that seeks to participate fully in the developing economy of Asia or for individuals commencing careers that will inevitably compel them to think in terms of a global society and economy. This course is designed to offer an introductory inquiry into the roots and manifestations of Asian cultures. It can assist students in understanding their contemporaries from the East and in identifying concerns other than those that have been emphasized in the West. A goal of this course is greater understanding that may lead to more effective communication across cultural boundaries. Comprehensive coverage of Eastern cultures is no more possible in a single course than would be comprehensive coverage of Western cultures. This semester major emphasis is given to the cultures of East Asia because of the interests and expertise of the participating faculty. However, the course will also examine India as a significant source of Asian ideas. The course covers historical, philosophical, and religious foundations of Asian civilizations and examines products of those foundations in areas such as ethics, politics, medicine, and music. Participating Faculty Professor <NAME>, Department of Philosophical Studies PB 2207, tel.: 692-2257, e-mail: <EMAIL> Office hours: Professor <NAME>, Department of Historical Studies PB 2336, tel.: 692-3685, e-mail: <EMAIL> Office hours: 9:00 to 10:30, M W and F and by appointment Textbooks _East Asia: A New History_ by <NAME> [EA] , available in Textbook Rental. _Eastern Ways to the Center: An Introduction to the Religions of Asia_ by <NAME> and <NAME> [EWC] , available in Textbook Rental. _The Analects of Confucius_ [C] , available for purchase in the Bookstore. Course Requirements Students are expected to attend class and to complete reading assignments. Readings and lectures are complementary, and students should give attention to both. Grades will be based on a map examination (10%), the mid-term and final examinations (30% each), the paper (20%), and two unannounced quizzes (5% each). Excessive absences (three or more) will be considered in calculating course grades. Quizzes and examinations may be made up only if a student is hospitalized, has a death in the immediate family, or is authorized to be off campus for a University-scheduled event. Head colds, preparation for other classes, or anxiety attacks do not justify make up exams. The faculty will give students suggestions regarding the two major examinations to assist in preparation. The paper is to be an analysis of _The Analects_ of Confucius as a foundation of East Asian culture. Read the book carefully early in the term. It is a short transcription of some of the sayings of Confucius and addresses moral conduct as the basis of political and social harmony. The paper should focus on one of the following themes: (1) the extent to which contemporary East Asian culture is appropriately described as Confucian, (2) a comparison of Confucian ideas and teaching methods with those of Socrates, or (3) a comparison and contrast of Asian and Occidental cultures and an assessment of the importance of Confucianism in explaining differences. The paper must be typed, double-spaced. It should be no less than five and no more than seven pages in length. The paper will be graded on the basis of the clarity and accuracy of your analysis of Confucius and the perceptiveness of your comparisons. Your paper should be checked for spelling and grammar, elements that will be considered in assigning a grade to the paper. Students who have concerns regarding their writing skills are urged to seek help in the Writing Center on the first floor of the Peck Building. A good manual of style that includes rules of punctuation is _A Manual for Writers of Term Papers, Theses, and Dissertations_ by <NAME>. Copies are available in the Bookstore. A copy of this syllabus is posted on Professor Pearson's web page at http://www.siue.edu/~spearso. Necessary changes in the schedule and additional materials may be posted there through the semester, but they will also be distributed in class. Each student is responsible for information, handouts, and assignments made in class. Schedule of Classes, Lectures, Assignments, Examinations, etc. Monday, January 12 (Professor Pearson) Introduction to the course; distribution of syllabi; checking enrollments Geographical and historical framework Wednesday, January 14 (Professor Pearson) South Asia: an overview Monsoonal Asia Prehistoric Asia Assigned readings: EA , ch. 1; EWC , Introduction Monday, January 19 No class; Dr. <NAME>, Jr. Holiday Wednesday, January 21 (Professor Kim) Ancient India Hinduism film: Religion in India Assigned reading: EWC, ch. 1 Monday, January 26 (Professor Kim) Indian Buddhism Assigned reading: EWC , ch. 2 Wednesday, January 28 (Professors Pearson and Kim) Medieval India Islam in Asia Assigned reading: C (read entire text in preparation for paper) Monday, February 2 (Professor Pearson) Mughal India India under British rule Wednesday, February 4 (Professor Pearson) MAP EXAMINATION Indian Independence Monday, February 9 (Prof<NAME>) Gandhi Indian Subcontinent since independence Film: Gandhi Wednesday, February 11 (Prof<NAME>) Contemporary South Asia Monday, February 16 (Professor Pearson) Introduction to East Asia China's geography History of ancient China Assigned reading: EA , chs. 2-3 Wednesday, February 18 (Professor Pearson) Tang Dynasty China Ming and Qing Dynasty China Assigned reading: EA , chs. 4-5 Monday, February 23 (<NAME>) Confucianism Assigned reading: C and EWC , ch. 3 Wednesday, February 25 (Professor Pearson) Daoism and other philosophies Monday, March 2 (Professor Pearson) Chinese Medicine film: The Mystery of Qi Wednesday, March 4 MID-TERM EXAMINATION Monday, March 9 (Prof<NAME>) China and the West in the nineteenth and twentieth centuries Nationalism, Guomindang, and Sino-Japanese War Assigned reading: EA , CHS. 8, 14, 17 Wednesday, March 11 (<NAME>) Mao Zedong and the People's Republic film: The Mao Years Assigned reading: EA , ch. 20 Monday and Wednesday, March 16 and 18 SPRING BREAK; NO CLASSES Monday, March 23 (Professors Kim and Pearson) China since Mao Socialism with Chinese Characteristics Wednesday, March 25 (<NAME>) History of Japan to 1840: I film: Japan: the Electronic Tribe Assigned readings: EWC , ch. 4 and EA , chs. 10-11 Monday, March 30 (<NAME>) History of Japan to 1840: II film: Japan: the Legacy of Shogun Assigned reading: EA , ch. 12 Wednesday, April 1 (<NAME>) Japan's response to the West Assigned reading: EA , chs. 13, 15 Monday, April 6 (<NAME>) Film: Japan: the Sword and the Chrysanthemum Wednesday, April 8 (<NAME>) Japanese thought and life Monday, April 13 (<NAME>) Film: Japan 2000 Wednesday, April 15 (<NAME>) Post-World War II Japan Assigned reading: EA , ch. 21 Monday, April 20 (<NAME>) PAPER DUE Asia's newly industrialized countries Wednesday, April 22 (<NAME>) Film: Big Business and the Ghost of Confucius Monday, April 27 (<NAME>) Southeast Asia's emerging economies Wednesday, April 29 (<NAME>) The United States and Asia Assigned reading: EWC , Conclusion Thursday, May 7, 12:00 to 1:40 FINAL EXAMINATION ![](wan2.jpg) Now relax and visit the Beijing Museum of Art <file_sep> ![](COAspin1.gif)![](ENDtitle.jpg) --- College of Architecture University of Oklahoma END 2423 - HISTORY OF THE BUILT ENVIRONMENT II prerequisites: END 2413 A Survey of the built environment from the Middle Ages through the early twentieth century, stressing the integral nature of the built environment and the cultural milieu. Buildings, urban patterns and ideas will be emphasized. Examples will range from the recognized standards to the commonplace. <NAME>, Associate Professor of Architecture 168 <NAME>; 325-2276; <EMAIL> Office Hours: MW 9:00-11:00; Tu 1:00-2:00 or by appointment** * * * TEXTS Required: A History of Architecture: Rituals and Settings <NAME> Oxford University Press, New York: 1995 Recommended: Understanding Architecture <NAME> Icon Editions, Westview Press, Boulder, Colorado: 1993 A Visual Dictionary of Architecture <NAME> <NAME>, New York: 1995 A Short Guide to Writing about Art <NAME> <NAME> & Co., Glenview, Illinois: 1989 10 Steps in Writing the Research Paper <NAME>, <NAME> and <NAME> Barron's Educational Series, Inc., Hauppauge, NY: 1994 * * * SYLLABUS Week 1 INTRODUCTORY Reading Assigned: Text, Chapters 1 & 16 January 11 Introduction 13 Review 15 Edges of Medievalism: Premises & Principles Week 2 EDGES OF MEDIEVALISM Reading Assigned: Text, Chapter 17 Paper Assigned: Description January 18 <NAME> King Holiday 20 Examples (Chap.16 questions due) 22 Discussion Week 3 THE RENAISSANCE: IDEAL AND FAD Reading Assigned: Text, Chapter 18 January 25 27 29 Week 4 SPAIN AND THE NEW WORLD Reading Assigned: Text, Chapter 19 February 1 3 5 Week 5 ISTANBUL AND VENICE Reading Assigned: Text, Chapter 20 February 8 10 12 DESCRIPTION DUE Week 6 THE POPES AS PLANNERS: ROME Reading Assigned: Text, Chapter 21 Paper Assigned: Comparison February 15 17 19 FIRST EXAM Week 7 ABSOLUTISM ANDS BOURGEOISIE: EUROPE 1600-1750 Reading Assigned: Text, Chapter 22 February 22 24 26 Week 8 ARCHITECTURE FOR A NEW WORLD Reading Assigned: Text, Chapter 23 March 1 3 5 Week 9 ARCHITECTURAL ART AND THE LANDSCAPE OF INDUSTRY Reading Assigned: Text, Chapter 24 March 8 10 12 COMPARISON DUE Week 10 SPRING BREAK (March 13-21) Week 11 THE AMERICAN EXPERIENCE Reading Assigned: Text, Chapter 25 Paper Assigned: Evaluation March 22 24 26 SECOND EXAM Week 12 VICTORIAN ENVIRONMENTS Reading Assigned: Text, Chapter 26 March 29 31 April 2 Week 13 THE TRIALS OF MODERNISM Reading Assigned: Text, Chapter 27 April 5 7 9 EVALUATION DUE Week 14 ARCHITECTURE AND THE STATE: INTERWAR YEARS Reading Assigned: Text, Chapter 28 April 12 14 16 Week 15 THE ENDS OF MODERNISM Reading Assigned: Text, Chapter 29 April 19 21 23 Week 16 DESIGNING THE FIN-DE-SIECLE April 26 28 30 May 5 FINAL EXAM 1:30-3:30 * * * EVALUATION You will be evaluated in this course on the basis of your performance of the work of the course. The work of the course includes: Class Participation: including weekly question submissions and quizzes and exercises which may or may not be announced in advance of class (20% Assigned Reading 2 one hour exams and the final examination (40%) 3 Short papers(40%) I assume you all to be mature adults of personal and scholarly integrity who are here to learn. This means that you have a strong desire to do the work of the course to the best of your ability. In turn, I have the responsibility to present the work of the course to you as clearly and sensibly as possible. If, at ANY time, you do not understand what you are being asked to do or to know, please ask me to clarify the assignment. While I always think I have defined the work in an unambiguous way, past experience has taught me that some of you will interpret what I have said differently from the way in which I intended. It as ALWAYS better to discover these differences before the work is complete than after. Many of you will be reluctant to ask for further explanation in class. Get over it. I can GUARANTEE that at least one other person (usually more) has the same question and, rather than thinking you dumb, they will be extremely grateful that you asked. I will certainly not think you dumb but rather an intelligent and conscientious student. Or, at least, one with a reasonable concern for his or her grade. In this context, please remember that grades do not measure what you know or can do. They measure what you know or can do in relation to what I think you should know or be able to do. In this sense any grade is not an absolute but a communication between me and you. When I evaluate your tests and papers, I do not take points off, I add them on. It is important to me that you understand what the letter grades used in the course mean. C is the base-line grade. On an objective, 100 point scale, it means that at least 70% of the information you have given is correct. It means you have satisfied all the requirements in an acceptable manner. This is not bad work. It is the basic expectation of the course. B indicates above average work (80-90%). It means that you have shown qualities of thought and/or performance that exceed basic expectations. A indicates exceptional work (90-100%). It means that you have shown qualities of thought and/or performance that far exceed basic expectations. (We do well to remember that there is relatively less exceptional work in the world.) D indicates below average work (60-70%). This means that you have not satisfied all requirements in an acceptable manner. F indicates work well below average (less than 60%). It means that you have failed to satisfy all the requirements in an acceptable manner. If, at any time, you have questions about requirements, expectations or grades, please come and see me. My office hours are set aside to answer your questions and to help you with your work as the assignments progress. You will find that questions arise after you begin the writing assignments and, if this is not the night before the paper is due (a serious mistake, by the way), you will learn more and improve your performance if you discuss your concerns with me. If you cannot come by during office hours, please contact me to make an appointment at another time. If you have any disability which would prevent your satisfying the requirements of the course, please see me as soon as possible so that accommodation can be arranged. ![](assign.jpg)![](slides.jpg) ![](email1.jpg)![](email2.jpg) <file_sep>## Syllabus for EDUC673/SARS 523 # Multilingual Education in South and Southeast Asia ### Spring Semester, 2003 #### Thursday, 2:00--4:00 Room: TBA <NAME>, Instructor --- * * * This course focuses on bi- and multilingual education systems in South and Southeast Asia, with particular emphasis on the role of English in those systems. For Southeast Asia, therefore, the focus is on former British colonies where English still plays a significant role in the educational system, such as in Singapore (and to a lesser extent, Malaysia). In Indonesia, where 80% of the population are mother-tongue speakers of languages other than Bahasa Indonesia, the focus will be on the role of Bahasa Indonesia as L2 in this system. For South Asia, the focus will be on the `conflict' between English and other languages, such as Hindi, Urdu, or Sinhala. Attention will be paid to the history of education in the area, educational policy, language policy, indigenous types of multilingualism and indigenous models of multilingual education, proficiency assessment, and the measurement of educational outcomes. --- ### ## Spring, 2001 Schedule of Lectures and Readings --- Dates, Topic(s), Required Readings, Other Readings Readings will be assigned, with some required texts and a course packet. Images such as maps and other handouts, will be posted on this website, and only rarely distributed in class. (The two National Geographic Maps (South Asia and Southeast Asia) will be ordered from NG for the Bookstore to distribute if they are available.) I will set up an email list for the class and post messages to you about readings and ``handouts". Bibliographies and other Readings. --- Maps and other graphic materials ## Highly Recommended Resources: 1. Various authors: Coursepak (available from copy vendor). 2. <NAME>, _The Craft of Research_ , Chicago 1995\. 3. Khubchandani, <NAME>. _Language, education, social justice_ Poona : Centre for Communication Studies, 1981. P41 .K487 4. <NAME>, <NAME>, <NAME>, and <NAME> (eds.) _Language, society, and education in Singapore : issues and trends._ Singapore : Times Academic Press, 1998, P381.S56 L36 1998 5. <NAME>. _Linguistic Culture and Language Policy_ , Routledge, 1996 (hb) or 1998 (pb: isbn: 0-415-18406-1). 6. <NAME>. and <NAME>, _Language and Society in South Asia_ , <NAME>, 1981. ## Other Recommended Resources: 1. <NAME>. Indonesian('s) Authority. To appear in a collection of essays on language and ideology, ed. Paul Kroskrity for the School of American Research 2. <NAME>. and <NAME>: _Southeast Asia: Languages and Literatures, a select Guide._ Hawaii 1989 3. National Geographic Society, _Peoples of South Asia_ (map) 4. _CIEFL Bulletin_ , the journal of the Central Institute of English and other Foreign Languages, Hyderabad. (PE 1068 I4 C44) 5. National Geographic Society, _Peoples of Southeast Asia_ (map) 6. <NAME>. _Linguistic Diversity and National Unity:_ Language Ecology in Thailand. Chicago 1994. ## Suggested Library Electronic Resources The electronic resources are located on the Library Database page. These are databases that contain references to articles and other scholarly resources that will be helpful for locating information on topics covered in this course. Each database also has an About/Help description that should answer most questions about how to search the database. If you experience difficulties, either contact a reference librarian or the South Asia Bibliographer, <NAME>. A large number of the journals indexed by these databases will be held by the library. However, Interlibrary Loan services can obtain items not held by the library in a timely manner, but request for materials should not wait until the last minute. Items can be requested via a interlibrary loan form. _MLA Bibliography :_ MLA International Bibliography, produced by the Modern Language Association of America, is an internationally comprehensive index to literary and related studies, linguistics, and folklore. MLA indexes articles in over 4000 journals, essays in collective volumes, dissertations, books, and titles in series. The print volumes go back to 1921 and the database covers from 1963 to the present. MLA tutorial from Yale. _BAS Online_ : The online Bibliography of Asian Studies (BAS), referencing western-language monographs, articles and book chapters on all parts of Asia published since 1971 is available via library subscription. For how to subscribe, and other information, please go to the ciation for Asian Studies. _Academic Index_ : Expanded Academic ASAP provides indexing and abstracting for more than 1550 scholarly and general interest journals, plus The New York Times; as well as full text or full image coverage of more than 500 titles. English language only. Sources Journals, magazines, and the New York Times. The following journal titles are indexed in the Expanded Academic Index ASAP. Document types vary: citation only, abstract, and full-text. Dates Covered Covers 1980 to the present. Indexing for most publications starts in the 1990s. For help with Academic Index, use the Library's help file. Language and Language Behavior Abstracts Subject: Linguistics, literacy, language acquisition, speech and hearing, and language research. Sources Indexing and abstracts for over 2,000 serials published worldwide, coverage of monographs, recent books, technical reports, occasional papers, enhanced dissertation listings from Dissertation Abstracts International, and bibliographic citations for book reviews that appear in journals abstracted for LLBA. See also Journal List Index Dates Covered Covers 1973 to the present. Print Counterpart (backfiles); Language and Language Behavior Abstracts, [ Van Pelt Library : P1 .L15], 1967-1984.Linguistics and Language Behavior Abstracts, [ Van Pelt Library : P1 >l15], 1985-1993. Periodicals Content Index Subject: Humanities and social sciences. The scope is international, including journals in English, French, German, Italian, Spanish and other Western languages. Sources : Journals. A Title List of journals indexed is available. Dates Covered: From the beginning of each title to 1990/1991. Help Documents: Features and General Search (Vendor Supplied); Getting Started with PCI (MSWord) Sociological Abstracts Subject: Covers sociology, case work, demographics, policy studies, political science, family studies, feminist studies, and social security programs. Sources Includes citations and abstracts from Sociological Abstracts and Social Planning/Policy & Development Abstracts. Indexes over 2000 journals from 35 countries, plus relevant dissertations, national and international conference papers, selected books and book chapters, book and other media reviews. See Journal List Index Dates Covered Covers 1963 to the present. Updated bimonthly. Help Documents: OVID Technologies Field Guide for Sociofile; Getting Started with Sociological Abstracts (MsWord); Convert OVID BRS/Tagged Records to various Bibliographic Formats Print Counterpart:** (backfiles) Sociological Abstracts, [Van Pelt Library: HM 1 .S67], 1952/53 - present; Social Planning/Policy & Development Abstracts (SOPODA), (title varies)[Van Pelt Library: HV 40: S643], 1979 - 1993. * * * ## Writing Assignments and Other Tasks Students will be expected to do two projects: a short writing assignment and a long writing project concerned with a topic related to multilingual education in South/Southeast Asia. * For the longer project, a 10-15 page paper on some aspect of the material covered in the course is required. This assignment will be due in stages, the final product due the last week of class. (To understand the requirements for this writing project, see Helpful Hints.) * The _smaller_ assignment will involve interviewing a native speaker of a South/Southeast Asian language, focusing on the person's multilingualism and hsr. multilingual educational experience . The results will be presented in class, with a short write-up to be handed in. For some background on what is meant by repertoires and bilingualism in the South/Southeast Asian context, see Schiffman _LCLP_ Chap. 2., or look at this URL on the subject of register and repertoire. ## Deadlines There will be DEADLINES for these various projects, and schedules to be adhered to. * * * * * * ## Dates, Topic(s), Required Readings, Other Readings * * * <EMAIL>, last modified January 11, 1999. fname: syllabus.html <file_sep> ![](Rotund.gif) \| ![](h_bar.gif) History 102: Western Civilization Syllabus ---\|--- * * * Required Reading: Text: Perry, et al., _Western Civilization: Ideas, Politics & Society_ Primary Readings Description: History 102 is a study of the development of western institutions, ideas and cultures from about 1500 to the present. Tests: There will be two in-class tests and a three-hour comprehensive final exam. All tests and the final will include objective (e.g., multiple choice, fill in the blank, etc.) and subjective (essay, identification) components. In addition to the scheduled tests, there will also be any number of short answer quizzes on the reading assignments. The quizzes are designed to familiarize the student with the types of objective questions which will appear on the major tests. Writing: You will also write two short essays on the primary readings. The first paper (3-5 pp., typed, double spaced) will be an analysis of one of the primary readings. The second paper will be an analysis of _two or more of the primary readings_. Each essay should not merely recount the narrative of the reading selection but should place the reading in the context of what you learn in class and your text about western civilization. In other words, how does this reading add to your knowledge of western civ? If you were trying to explain the history of western civilization, would you use this selection? Why or why not? For the first assignment, papers not meeting the standards of a college- level essay can be re-written. There will be NO rewrites for the second paper. You are encouraged to confer with me if you need help with this assignment. Student papers are to be typed, double-spaced. Each paper should have a cover sheet with the student's name, the title of the essay, and the following text: > I, ______________________ [signature], certify that this is a college- level paper. I have proofread it completely and corrected any spelling or grammatical errors. I have organized the material and tried to present it in as clear a manner as possible. I have used my own words throughout the paper and have limited the use of direct quotes from the sources to a minimum of one per page. I have enclosed all such direct quotes in quotation marks and have indicated the source of all quotes and paraphrases. I have attached a bibliography page listing all sources other than the online primary readings and my text. I understand that severe penalties will be assessed for sub- standard writing, use of other writers' words instead of my own and failure to meet the deadline set for this assignment. Grading: Your grade is based on 1000+ points. Each test will count 200 points; the first paper will count 100 points; the second will count 200 points. The final exam will count 300 points. Quizzes will count 1 point for each question. The final total of points will depend on the number of quizzes. NOTE: No grades will be dropped; missed quizzes cannot be made up but will not count if you have a valid excuse, and you must take at least three quizzes. In addition, NO STUDENT WILL BE GIVEN A PASSING GRADE WHO DOES NOT COMPLETE BOTH IN-CLASS TESTS, BOTH PAPERS, AND THE FINAL EXAM. Provided you have a valid excuse, make-ups for the two tests will be given on the Reading Day following the final class session. All make-up tests will consist entirely of essay questions. Grade Scale: (%) A+....97-100 \| B.....83-86 \| C-....70-72 ---\|---\|--- A.....93-96 \| B-....80-82 \| D+....67-69 A-....90-92 \| C+....77-79 \| D.....63-66 B+....87-89 \| C.....73-76 \| D-....60-62 F.....00-59 Attendance and Exclusion: Attendance is very important to your success in this class. I will deduct points for each unexcused absence. Valid excuses are generally limited to illness or death in the family, AND MUST BE PRESENTED IN WRITING WITH A THIRD PARTY SIGNATURE ON THE DAY THE STUDENT RETURNS TO CLASS. Failure to attend and participate may result in the Dean, upon my written recommendation, excluding you from the course with a grade of "W." You may also be excluded from the course (with a grade of "W") by the Dean of the College upon my recommendation if I feel you are not making adequate progress in the course. This procedure is not used after the last day for dropping a course. Please check with me at any time if you think your progress is unsatisfactory. The Honor Code: Students at UVA-Wise govern themselves through an honor system which dates back to the nineteenth century. While the system itself is primarily student-administered, I am a strong supporter of the code and will not tolerate violations in the form of lying, cheating, stealing, or plagiarism. The constitution of the UVAW Honor System is found in the student handbook, The Source. Communication: You are all encouraged to communicate with me at any time during the semester. Feel free to drop by my office (Zehmer 219) during office hours. Call for an appointment at other times (376-4573); or you may wish to drop me a line via email (<EMAIL>). Please don't wait until the last minute if you fall behind. Office Hours: M: 12:30-2:00 PM W: 10:00 AM-12:00 Noon TTH: 11:00 AM-12:30 PM Others by appointment Note: 22 March is the last day a student may drop the course without receiving a failing grade. Go to Calendar. * * * <file_sep>* * * # Info Net Economics -- Syllabus Econ 495 (Department of Economics, LSA) University of Michigan Winter 1994 (Mondays 4:00-5:30 pm, 171 Lorch Hall) Instructor: <NAME> Office Hours: Wednesdays 1-3 pm, or by appointment) Contacts: <EMAIL>, 764-7438 TA: Jon Bakija Office Hours: Tuesdays and Wednesdays, 11:30-12:30 pm, 106 Lorch * * * This page and presentation of information is Copyright (C) 1994, 1995 by <NAME> (<EMAIL>). All rights reserved. * * * ## Jump to other pages: * Class schedule * Readings and resources * Written assignments * Due dates * Peer reviewer assignments * Submitted student papers * Project ideas * Internet and Web resources * Hypermail archive of interesting items * (Usenet) News group for this class \-- use for discussion of interesting topics * * * ## Introduction Welcome to the syllabus page for Econ 495, _Information Networks Economics_. This page contains all of the official information and requirements for the course. There are links to other pages with a class schedule, assignment due dates, paper ideas, Internet tools, and reading resources. This is an honors seminar on economic issues surrounding the development of an information network infrastructure. The focus will be on the emergence of integrated services, broadband public switched networks. We will consider a variety of old and new media through this lens, with an emphasis on convergence and the driving forces of new technologies. Some of the questions we will address: Why do networks develop, and will current voice, video and data networks converge into a single, integrated information "superhighway"? Should the government guide network development, or even pay directly for the national information infrastructure? How should scarce network bandwidth, information services and information itself be priced? Who owns information, and how can intellectual property be protected? Most of the resources for this course will be found on the Internet. Your written work must be submitted over the network, and will be in the form of hypertext documents that can be published on the network. ## Writing This is also an ECB upper-level writing course, whether or not you have elected it as such. There will be a significant amount of writing, and some class time will be devoted to writing. There is also a TA for the seminar, whose primary responsibility will be to evaluate and assist you with your writing. The ECB offers writing assistance. As an undergraduate, you have the right to a 30 minute session with an ECB writing specialist _every week_ of every semester. All of you should be taking advantage of that: even the best writers can improve substantially, and good writing is one of the single most important skills in almost any profession. The best writers know that nothing helps more than having another good writer read your work and make suggestions. Please take your drafts and revised drafts to ECB. In addition, from time to time either the TA or I may specifically refer you to ECB for extra assistance. ## Toolkit You will need to become familiar with some Internet resource discovery tools, and with writing and editing in HTML (Hypertext Markup Language). A number of introductory documents, resource centers, and reference materials for using the Web and HTML are collected for you here. ## Requirements 1. This is a seminar. The most important requirement is that you come prepared to discuss each week's topic. 2. Two short discussion memos (plus at least one revision of each), and two peer reviews. The first memo is due 23 January; the second memo is staggered throughout the term. 3. A term paper and a peer review: proposal due 13 February; detailed outline due 13 March; due 10 April; revision due 24 April. All written assignments must be submitted electronically, as HTML documents (except for peer reviewer comments); memos and term papers will be posted on the class server for everyone to read. Peer reviews are due one week after the first draft is submitted. The revised draft is due one week after the peer review. Click here to see a more detailed discussion of the assignments. Here are the due dates. ## Materials and Starting Points The two most important resources for you to start with are WWW servers maintained by me and Prof. <NAME>. Mine contains over 350 links to Telecom Information Resources on the net; Hal's contains all of the interesting materials on the Economics of the Internet that he has found on the net. I have collected a number of interesting articles and commentaries from various electronic mailing lists and other places. They are collected in a Hypermail archive where you can look through them by subject, author or date. This is a good place to browse to get some ideas about various policy and economic debates taking place. Here is a page with some fun things. ## Topics and Schedule * Class schedule * Readings and resources * * * <NAME> / University of Michigan / <<EMAIL>> Last modified: Fri Aug 25 07:56:05 1995 <file_sep> POLITICS AND COMMUNICATION: THE MEXICAN MASS MEDIA AS AN ECOSYSTEM Instructors: <NAME> (<EMAIL>) and <NAME> (<EMAIL>) * * * ![](brodie/images/plazabut.jpg) * * * INTRODUCTION: The problems and opportunities that human ecology addresses arise because there are various aspects of our natural and social heritages which we care about and which are at risk. Good and successful stewardship requires holistic and interdisciplinary approaches to such problems and opportunities -- every one with a stake in the outcome needs to have a voice in process.The mass media play decisive roles in determining whose voices are heard and how. This course is a study of the relationships between cultural traditions and power systems which structure the mass media and determine whose images of the future are viewed and in what style -- whose voices are heard and how. We will look at art, design and political realities in public forums such as plazas, churches, newspapers, and television. We will use historical case studies to understand contemporary political realities. Students will learn how to create Internet homepages. As a class we will create an Internetweb site based on course themes: * How do the mass media persuade, manipulate, and coerce? * How can mass media be used to liverate the oppressed? What would a useful and accessible "readers guide" to mass media in Mexico or the U. S. or elsewhere look like? How might it be presented on the Internet? * How was the Internet crucial to the success of the Zapatista revolt in Chiapas? * How has the experience of public space been changed through out history as Mayan ceremonial centers were deconstructed and transformed into Spanish plazas? * How are aesthetic and political traditions of the plaza informing the virtual world of the Internet? No Spanish is required for this course but people with varying levels of language skill will have ample opportunities to practice them. This is an introductory to intermediate course that is well suited to students with strong interests in arts and design or in public policy issues. COURSE GOALS: To develop skills in critically analysing how power is exercised in political economies in general and other Latin American contexts in particular. To develop design skills in visual analysis and production, in particular, in design for the Internet. To develop skills in interdisciplinary inquiry and collaborative production processes. READINGS: Readings will include a variety of short handouts taken from histories [<NAME>, <NAME>], classic texts {e. g. <NAME>, <NAME>, and Marshal McLuhan] and materials from current periodicals and Internet publications. CLASS FORMAT: Class format will vary considerably and include lecture, discussion, small group activities, and computer work. OUTLINE: 1 Introduction and Syllabus Review 30 min Initial Discussion of Viewpoints and Metaphors through Virgin of Guadalupe, Plaza de Toros, Central Plaza, Zapata and the Zapatistas 30 min How to use Macs, Netscaping the Internet 30 min Assignment: Find specific information on the Internet -- a treasure hunt 2 Alternative Models of Understanding and Explanation 30 min History of the Internet with examples dealing with Chiapas 30 min Netscaping details, Basic use of Adobe Pagemill 90 min Elements of Design 30 min 3 Politics in the Shadow of the Pyramid: Mayan and Aztec politics and communication 60 min Principles of Design 30 min 4 Initial Annotated Bibliography and Internet References DUE 60 min Working Parameters, Review of Pagemill and Creating Links in Pagemill 90 min Work time 30 min 5 VIDEO: The Virgin and the Bull 60 min Basic color theory Feedback from Gray re: Bibliographies 30 min 6 Bibliography as HTML document DUE - 60 min Intro to Fractal Paint and managing internet graphics 90 min Work time 30 min 7 Squaring the Triangle: Soldiers, Priests, Plazas and Peasants 60 min Basic Typography 30 min 8 Film: El Bruto 60 min 9 Discussion of Criteria for critique of Dimension 30min Critique of Sites (Diario del Yucatan, CNN, Hotwired) 30min Exercise: Develop a conceptual sketch of dimension 30min 10 Working Critique of each students dimension 120min Discussion of article 30min Midterm Review 30min 11 Audience, Community, and Political Economy 30min Organization of POLCOM site: metaphors, links and user issues 60min Midterm review 12 Organization of metaphors, links,<NAME> performance, and analysis of modernism, media, and art 60 min 13 Reviewing graphic templates and dimension mission statements. Optional time: Worktime and review of Toffler manifesto 14 Humberto Suaste on: What is Mexican about Mexican Art? and Guest Review of Website 15 Review of sketches for plaza metaphor. Mythmaking as ideology: Images from the Maya to Siqueiros, Riviera , and Orozco . 16 Markets and Malls: Mythmaking as advertising: how the mass media constructs cultural ideology: Discussion of Esther Parada article 60min Pagemill: Forms and Imagemaps 30min Fractal Design Painter: Type Effects 30min WorkTime 60 min 17 Return to Overview of Metaphors, Themes and Theories Discussion of Internet communities, politics, and Chiapas 18 Review and Production of Website 19 Final Critique of Dimensions and Website 20 Course Analysis and Celebration GR ADING: Each student will design a Dimension for the Website that includes cultural/social analysis and graphic design -- a dimension might be defined, for example, in terms of a specific medium (Television), a specific style (ranchera music), a political movement or event (the revolt in Chiapas), a specific cultural community (e. g. contemporary Mayans), or landscape which is represented in different ways through mass media (e. g. Calakmul Biosphere Reserve). Worth 50% of final grade. Everybody should participate fully in class activities and in on-line newsgroup--mailing list discussions. Worth 25% of final grade Each student will do production work for the Website as part of class collaboration (e. g.develop templates, develop documenation on some feature of the Web in Mexico, et cetera). Worth 15% of the final grade. The HTML Bibliography document due at the start of the 6th class is worth 10% of the final grade. SYLLABUS AND SCHEDULE: The syllabus and course schedule is tentative and should be updated when indicated by the instructors. COMPUTER LABTIME: A consistent, weekly, minimum lab time of 3 sequential hours per week will be necessary. This will be a time during the week for the student to use the computer lab to work on web pages or net research outside of class time. An attendance sheet is located in the computer lab to sign in on. The instructors keep office hours as well as lab times. ACADEMIC INTEGRITY: The following forms of academic dishonesty will result in referral to the student's advisor and possible suspension of computer laboratory privileges: changing EDS computer systen configurations, repeated overdue checkout of library books related to the class, abuse of equipment, lack of respect demonstrated towards other students or their work, disruptive behavior in class, lack of cleanliness in computer lab,intentional presentation of others work as your own, and refusal to follow computer lab procedures. THE ELECTRONIC DESIGN STUDIO: * Each student will leave each workstation in clean condition and neat order. * It is recommended that each student purchase a Syquest removable hard drive. Each drive costs $35 to $40 and may be purchased through the instructors. * Students will not access the the electronic material of other students without permission. * Unsupported and unlicensed programs and utilities should not be placed on COA drives. * The last person to leave a work session is responsible for: turning off all computers and peripherals, turning off all lights, and locking the door. * The software program supported this semester will be Microsoft Word, HotMetal Pro, Pagemill, Fractal Design Painter, Netscape Navigator 2.0. The student may use the other programs available on the hard drive, but classtime will not be spent covering their use. * The student is free to load any software they choose on to their removable hard drive cartridge. * Coffee and other drinks may be brought into the electronic design studio, however food is not allowed. Great care should be taken not to place drinks where they might come in contact with computer equipment. MATERIALS:Some materials are supplied as part of the lab fee. These materials will not last all semester. It is expected that the student purchase sufficient materials to complete all the projects for the course. Full color dye-sublimation prints are $5.00 each. Inkjet color prints are $.50 each.Poster size print prices are located in the GIS lab. Laserprints are free. GRADING POLICY:To achieve excellence, the student must go beyond the scope of the written assignment through intellectual and intuitive thought portrayed in his/her work. The student should also demonstrate sensitive craftsmanship and the sharpening of his/her critical facilities through extensive participation in the creative process, and through self and group evaluations. In addition to the above, the grade and/or evaluation will be affected by class attitude and faculty evaluation of student growth throughout the course. The product of this course will be a web site that will be accessible from anywhere on the planet and represents College of the Atlantic, therefore we all need to commit ourselves to excellence. ALL REQUIREMENTS MUST BE COMPLETED IN ORDER TO RECEIVE A GRADE AND/OR EVALUATION. COA At a Glance \| Admission/Financial Aid \| Academic Program \| Summer Programs Campus Life \| Faculty & Staff \| Offices & Facilities \| Alumni \| News & Events Associated Programs \| What's New \| Home College of the Atlantic * 105 Eden St. * Bar Harbor, ME 04609 Phone: (207) 288-5015 * Fax: (207) 288-4126 Admissions/Financial Aid only: 800-528-0025 e-mail: <EMAIL> <file_sep> Columbia University \| Department of East Asian Languages and Culture ---\|--- Professor <NAME> \| 412 Kent Spring 1988 \| Office Hours: Th 12:00-1:30 EAAS V3613 Buildings and Cities in Japanese History * * * TIME: Tu/Th 10:35-11:50 Spring 1998 PLACE: Kress Room, Starr East Asian Library TA: Kerry Ross _Course Description_ This course has two purposes. The first is to give you a basic acquaintance with Japanese practices of architecture and city-building from their beginnings until the 17th century, by which time they had pretty much assumed the stable forms that in the modern period would come to be known as "traditional." This aim will be accomplished in the first eight weeks of the course, up until the spring break. The format of this part of the course will be of the usual sort, with assigned readings that we will discuss each session, plus two quizzes and a midterm exam. The second purpose of the course is to work as a group to create a Web site on "traditional" Japanese architecture as it evolved in the 16th and 17th centuries. This will occupy us for the remaining six weeks of the course. I have no idea yet exactly how we will do this, and assume that the project will evolve as we work at it; it will be a group effort. _Prerequisites_ There are no formal prerequisites for the course, but I would hope that each of you come with either some background in Japan and its history, or some background in architecture or urban history. _Requirements_ For the period before spring break, there will be quizzes and a midterm exam to test your mastery of the facts of Japanese architectural and urban history. For the creation of the Web site after the spring break, you will be expected to be an active participant in the design of the site, and in the research and writing of the material for it. _Readings_ The basic background textbook for the course is <NAME>, _Japanese Culture: A Short History_ , which is available for purchase at Labyrinth Bookstore. <NAME> and <NAME>, _What is Japanese Architecture?_ , has also been ordered, but appears to be temporarily out of stock at the publisher. Xerox copies of the assignments from this work will be provided until it arrives. All assigned readings are available on reserve in the East Asian Library in Kent Hall. In addition to the reading assignments, there will be slide-tape presentations that you can view on your own in the East Asian Library. * * * SYLLABUS * * * #1. Tu, Jan. 20. The Geographical Determinants of Japanese Building No assignment. * * * #2. Th, Jan. 22. The Earliest Japanese Buildings READING: Varley, Japanese Culture, ch. 1. Nishi, _What Is Japanese Architecture?_ , pp. 54-55 MAP QUIZ: Be prepared to draw a map of Japan and identify the following: the four main islands (Hokkaido, Honshu, Shikoku, Kyushu); the cities of Nara, Heian (Kyoto), Kamakura, Edo (Tokyo), Osaka, and Nagasaki; and Mt. Fuji. * * * #3. Tu, Jan. 27. The Primal Act of Building in Japan READING: <NAME>, _From Shinto to Ando: Studies in Architectural_ _Anthropology in Japan_ (Academy Editions, 1993), pp. 95-103. Starr reserve NA1555 .N587 1993 * * * #4. Th, Jan. 29. The Pattern of Ritual Renewal SLIDE-TAPE MODULE: "The Grand Shrine of Ise: Shinto Takes Shape"(Also available in text version from Smith home page.) READING: Varley, ch. 2. Tsunoda, _Sources of Japanese Tradition_ , 23-32 (pb, I / 21-30). Nishi, pp. 40-41. * * * #5. Tu, Feb. 3. Buddhist Architecture on Japanese Soil SLIDE-TAPE MODULE: "Prince Shtoku's Temple: The Riddles of Horyuji" READING: Nishi, pp. 12-15. <NAME>, "The Lessons of Horyuji," _Japan Echo_ , 13/1 (Spring 1986), pp. 8-15. [FOLDER] * * * #6. Th, Feb. 5. Todaiji and the Shosoin READING: Nishi, pp. 16-17, 20-21. Tsunoda, _Sources of Japanese Tradition_ , I / 91-105. * * * #7. Tu, Feb. 10. The Capitals of Nara and Heian READING: Varley, ch. 3 Nishi, pp. 56-59 <NAME>, "Kyoto as Historical Background," in John W. Hall and Jeffrey P. Mass, eds., _Medieval Japan:_ _Essays in Institutional History_ (Yale Univ. Press, 1974), pp. 3-38. QUIZ: ID questions on Varley, chs. 1-3. * * * #8. Th, Feb. 12. Living Space in the World of Genji READING: Varley, ch. 4 Nishi, pp. 64-67 <NAME>, _The World of the Shining Prince_ , ch. II ("The Setting"), esp. pp. 44-50. * * * #9. Tu, Feb. 17. Medieval Ideas of Dwelling and Landscape READING: Varley, ch. 5 "An Account of My Hut" [ _Hojoki_ ], in Donald Keene, comp., _Anthology of Japanese Literature_ , pp. 197-212. <NAME> and <NAME>, _Japanese Gardens_ (McGraw-Hill, 1981), pp. 151-171. ASSIGNMENT: Draw as detailed a plan as possible of Kamo no Chomei's ten-foot square hut as described in the _Hojoki_ , labelling it with your thoughts on the significance of the various elements. * * * #10. Th, Feb. 19. The Japanese Garden READING: <NAME> and <NAME>, _Japanese Gardens_ (McGraw- Hill, 1981), pp. 55-77, 172-189. * * * #11. Tu, Feb. 24. Samurai Culture READING: Varley, ch. 6 QUIZ: ID questions on Varley, chs. 3-6. * * * #12. Th, Feb. 26. The Shoin "Style" READING: Nishi, pp. 70-77 Ito Teiji, "The Development of Shoin-Style Architecture," in John Hall and Toyoda Takeshi, eds., _Japan in the_ _Muromachi Age_ (Univ. of California Press, 1977), pp. 227-39. [FOLDER] * * * #13. Tu, March 3. The Teahouse and Sukiya Design READING: Nishi, pp. 78-81, 105-119 EXERCISE: Construct a paper model of the Taian Teahouse (for which materials will be handed out), then study the model carefully to see how the teahouse actually works. * * * #14. Th, March 5. The Age of the Castle READING: <NAME>, ed., They Came to Japan--An Anthology of European Reports on Japan, 1543-1640, pp. 131-141, 260-268. <NAME>, "The Castle Town and Japan's Modern Urbanization," in <NAME>. Hall and <NAME>, eds., _Studies in the Institutional History of Early Modern Japan_ (Princeton UP, 1968), pp. 169-188. Starr reserve DS871 .H29 Nishi, pp. 94-101. * * * #15. Tu, March 10. To be announced: probably Review Session * * * #16. Th, March 12. MIDTERM EXAM MIDTERM: The midterm will cover all the material assigned in the course so far, and will include identification questions on basic terms of Japanese history and architecture, plus slide identifications from the slide modules. * * * The remainder of the course after the Spring Break will be devoted to the construction of a WWW site on classical Japanese architecture by the members of the course. Stay tuned for details. <file_sep>![](http://kudzu.ipr.sc.edu/uscpos.gif) Office of Institutional Planning and Assessment University of South Carolina Columbia Act 629 - Summary Reports on Institutional Effectiveness Fiscal Year 1999 - 2000 College Hospitality, Retailing, and Sport Management Retailing Mission Statement: Retailing includes all aspects of fashion merchandising and retail administration including, but not limited to: personnel and department management Of, small business ownership, store operations, Internet retailing, visual merchandising, store design, product development, retail buying, and international retailing. The mission of the Department of Retailing is to prepare graduates for careers in the Retailing industry and retailing related fields which offer upward mobility via management positions. Goal Statement: The goal of the Department of Retailing of the University of South Carolina is to become one of the top five retailing programs (in Retail Management, Fashion Merchandising, and Information Management) in the country excelling in teaching, research, and service. Intended Outcomes/Objectives 1. Students will proceed through an educational program that will insure quality and completeness. 2. Only students who can reasonably be expected to succeed in an undergraduate program in retailing will be allowed to proceed in the program. 3. Students will be satisfied with the learning opportunities afforded to them by the department. 4. Course requirements will reflect the current and anticipated needs of the profession or occupation. 5. Students will be provided the best possible undergraduate experience in retailing in the Southeast. Assessment Criteria and Procedures 1. All students will complete a curriculum that insures breadth in the form of a general education requirements in addition to Major requirements. 2. A minimum of "C" will be obtained for all Major courses and no course will be repeated more than twice. 3. All students will complete an introductory retailing course (RETL 265 or RETL 268) before being allowed to proceed to upper division courses in order to insure proper preparation for advanced subject matter. 4. Average scores on student teaching evaluations of undergraduate courses will be 4.0 or higher (on a scale of I to 5). 5. All students will be assured access to teaching faculty in order to ask questions and resolve conflicts. 6. All students will have an academic advisor and mentor who will meet with the student a minimum of once a semester to review the student's progress and future plans. 7. All students will complete an internship as a requirement to graduate. Implementation 1. Standards for general education requirements are set by the College of Hospitality, Retailing and Sport Management and enforced through a Senior check system involving both the assistant chair and the associate dean. 2. The quality of the undergraduate teaching faculty is under the purview of the Department Chair who sees that minimum qualifications for all faculty are met. 3. Minimum progression requirements are supervised by the Chair in coordination with individual faculty members. 4. Course evaluations are implemented by the College of Hospitality, Retailing and Sport Management and results presented to individual faculty and included as part of the departmental annual faculty review procedures. 5. Academic office hours are required by both College and Departmental regulations and are monitored by the Chair of the Department. 6. Student academic advisors are assigned and monitored by the Chair to insure that all majors have been advised a minimum of once each semester. Registration of a student is blocked for the following semester until the advisement activity has been verified. 7. Statistical data on entering students is maintained by the Office of Institutional Planning and Assessment and made available to the Department on an annual basis. 8. All faculty are evaluated by performance criteria related to teaching, research, and service. Assessment Results 1. Educational Quality and Completeness All students in the College of Hospitality, Retailing and Sport Management are required to complete a set of course requirements in English, History, Foreign Language, Science, Mathematics, Humanities and Social Sciences prior to graduation. To insure quality of instruction in the Major, all core retailing courses are taught by permanent Retailing faculty. 2. Course Progression and Grade Requirements All undergraduate students are required to meet the minimum progression of the Department. Overall grade point requirements and grade point deficit actions are monitored and acted upon by the College of Hospitality, Retailing and Sport Management. 3. Student Satisfaction 1. Student Course Evaluations The average course evaluation for the college is consistently above 4.0 on a 5.0 scale for the past five years. These results are consistent with the high quality of our teaching faculty, and with our commitment to providing the best undergraduate retailing program available in the Southeast. 2. Academic Advisement/Mentorship All faculty are required to post office hours on their course syllabus or beside their office doors and to be available in their office a minimum of one hour for each hour of class taught. Furthermore, all undergraduates are assigned to a faculty advisor when entering the department. Although students are free to change advisors; under normal circumstances one faculty member will be the student's mentor and advisor for his/her entire undergraduate career. All faculty are involved in this advisement process and no professional or student advisors are used. Students must meet with their advisor a minimum of once per semester. Failure to do so results in the inability of the student to register for the following semester's classes. * * * [USC Homepage] [IPA Homepage] [Accountability] [Institutional Effectiveness Reports] [USC Columbia 2000] Last update: 5 July 2000 This page administered by <NAME>. This page copyright (C) 2000, The Board of Trustees of the University of South Carolina. URL http://kudzu.ipr.sc.edu/IEReports/Cola2000/retail.htm <file_sep>Modern American Social History ** ## Modern American Social History <NAME> Office Hours: Spring 2002 T, R: 1 pm - 2 pm Weds.: 10 am - 4 pm or by appointment The goal of this course is to reconceptualize American History since 1877 according to a number of ways of perceiving history. Historians seek to understand how and why Americans have acted in the past 125 years by applying different methodological and interpretive frameworks. In this course we will be examining 5 such frameworks: 1) Gender, 2) Myth, 3) Generation (age and time), 4) Race, and 5) Power. Required Reading: * Kasson, Buffalo Bill's Wild West * Edwards, Gendered Strife and Confusion * Stansell, American Moderns * Packer, Blood of the Liberals * Johnson, Blowback Study Groups Tentative Weekly Schedule I. What's Gender Got to Do With It? Weeks 1 & 2: Jan. 15-24 * Readings: Gendered Strife and Confusion * TBA * Movies: G.I. Jane, Glory* II. The Long Ride of the Marlboro Man Weeks 3 & 4: Jan. 29 - Feb. 7 * Readings: Buffalo Bill's Wild West * TBA * Movies: Oklahoma, Cannibals, The Musical III. Thoroughly Modern --- Your Great-Grandmother's Version Weeks 5 & 6: Feb. 12-21 * Readings: American Moderns * TBA * Movies: Modern Times, Reefer Madness IV. Getting on the Bus and Going Somewhere Weeks 7 & 8: Feb. 26 - March 7 MID-TERM DUE FEBRUARY 26, MY OFFICE, 5 PM * Readings: Blowback * TBA * Movies: Get On the Bus, TBA ***********************SPRING BREAK!!!!!!!!!!!!!************************** V. (Still) Killing Me Softly Weeks 9 & 10: March 26 - April 4 * Readings: Blood of the Liberals * TBA * Movies: Bulworth, Kiss of the Spider Woman VI. The Way I See It, Part 1. Weeks 11 & 12: April 9 - April 18 * April 9: In-Class Prep-time for Group Presentations * April 11: In-Class Prep-time for Group Presentations * April 16: Presentations: Group 1. * April 18: Presentations: Group 2. VII. The Way I See It, Part 2 Weeks 13-14: April 23 - May 2 * April 23: Presentations: Group 3. * April 25: Presentations: Group 4. * April 30: Presentations: Group 5. * May 2: Wrap-Up FINAL DUE TUESDAY, MAY 7, MY OFFICE, 5:00 PM Requirements: Discussion: Your active participation in class is essential. In order to participate actively you will need to complete the readings and watch the movies before class. How can you know how far into the readings we should be or which movies you should watch for any given class (the syllabus, after all, is divided into two-week clumps)? Here is my generalized vision of how each two-week period will proceed: on the first day of each two-week period (Tuesday) I will give you an overview of the history of the theoretical/methodological/interpretive terrain we are about to explore, and how it has shaped our understanding of American history. On the second day of each two-week period (Thursday) we will explore (in your groups and collectively) your insights/questions/ arguments/disagreements, which means you should have read at least half of the required reading, and watched one movie (please watch the movies in the order they are listed). On the third day of each two-week period (Tuesday), a group of students will lead us in a discussion of how the remainder of the readings fits in with/answers questions about/complicates what we've previously discussed (which means you should have read the remaining readings). On the fourth day of the two-week period (Thursday) we will tie our whole two weeks worth of conversations/debates together using the second movie to frame the discussion (which means you should have watched the second movie). Discussion is worth one-fourth of your total class grade. Group Work: As I mentioned above, each of you will be part of a group which will lead a discussion tying together our conversations/debates with the readings. You will assign yourself to a group the first week of class by sending me an email (each person must send his or her own email) identifying which "framework" (see the opening paragraph of this syllabus for clarification) you wish to focus on for the duration of the course. On a first-come, first-served I will then put you in groups. As a group you will be responsible for 4 activities: * 1) Facilitating a class discussion based on the book I have identified with your chosen framework. I expect your facilitation to be creative (as opposed to boring) and thorough: the object of these "expercises" ("experiences" + "exercises") is to allow you to really grapple with issues you are interested in and get us to help you think about them, using the texts (readings and movies) as evidence for our consideration in connection with your chosen issues. I will expect you to turn in notes on your reading/movie viewing/discussions with your group mates, a written general overview of what you desired to learn/accomplish, and a written evaluation of your own and the class's performance/reaction to your leadership. * 2) Facilitating your own learning about American history by interrogating our texts and discussions in ways that elucidate the issues you have associated with your group's focus AND teaching the rest of us how those issues can further our understanding of American history. * 3)Presentating your final project to the class. As a group you are responsible for 1) tying all of your individual projects together thematically and explaining why it helps us (and how/if it limits us) to examine history from your chosen framework, and 2) presenting your individual reseach and conclusions to the class in ways that situate your work in both your group's framework and American history in general. * 4)Producing a webdocument which combines your group's individual papers in a cohesive (complete with introduction, transitions, and conclusion) narrative that demonstrates to readers how looking at history from your chosen framework can help us understand American history. The combined average of the grades you get for those four group activities will constitute one-fourth of your total grade for the class. Midterm Exam: This will be a three-to-five page paper (specific topic TBA) in which you explore some of the issues we have discussed in class and read about, explaining both your understanding of the issues and your analysis of how they are related and how we might adjust our perspectives of them to facilitate our/cultural understandings. Your mid-term exam will be worth one- fourth of your grade. Final Exam: Your final project has two components, written and oral. Your individual written portion will constitute your individual final exam grade. The written "web-paper" should be 3 to 5 pages long and describe a specific aspect of American history between Reconstruction and the present from the perspective of your focus (e.g. gender, myth, generation, race, power). It should contain, in both its introduction and conclusion, analysis which links it to the other individuals' papers in your group, and explicitly addresses relationships between how you look at history from your chosen framework, and the kinds of history you are able to tell from that framework's perspective. The final exam will be worth one-fourth of you grade for the class. If you have questions, feel like a bit of conversation, or need someplace to vent, my door is always open. Unless otherwise indicated, I expect you to see all movies on you own at Andrews Audio Visual Center. * * ![](kauke.jpg) ![](kpage18.jpg) Last updated: August 29, 2000 (C) <NAME> <file_sep> ![ HHHHHH HHHHHH HHHHHH HHHHHH HHHHHH HHHHHH HHHHHH HHHHHH HHHHHHHHHHHHHHHH HHHHHHHHHHH HH H EEEE TTTTT Humanities HHHHHH H H H E T OnLine HHHHHH H H H EEE T Web Site HHHHHH H HH H E T HHHHHH H HH H EEEE T H-OIEAHC](/graphics/Logo.H-NetBare.GIF) ## Colonial America History 343 <NAME> Fall, 1994 4115 Humanities TuTh 9:30-10:45, 5322 Social Science Tel: 263-1956, -1800 (Dept.) Sections: 301 - Th 1:20-2:10, 2121 Humanities Office hours: Tu 8:15-9:15, 302 - Th 2:25-3:15, 2261 Humanities Th 11:00-12:00, and by appt. Class email: <EMAIL> Email: <EMAIL> <EMAIL> The following books are required reading, but they can be fun too. <NAME>, et al., <NAME> World <NAME>, Captain Kidd and the War Against the Pirates <NAME>, Betrayals <NAME>ughan, American Genesis A packet of required materials entitled: Common Histories: A Reader for History 343 is available at the Humanities Copy Center, 1650 Humanities Building. All additional assignments come from this packet. The College Library has placed the books and packet on three-hour reserve. Writing-Intensive Course History 343 is a writing-intensive course aiming to promote your compositional skill as well as enhance your knowledge of colonial America. You will pen something almost every week, although most assignments will be quite brief. Written Assignments The major written assignments consist of two 5-page papers and a final examination. Papers must be typed and double-spaced; they are due at the beginning of class on the Tuesdays indicated. Please note that you have two options for each paper, due on different dates; you may choose your option but may not turn in two options for one paper. Minor assignments are due in the Thursday sections; they too must be typed, double-spaced. Pages 4-5 below list the paper topics, minor assignments, and due dates. Rewrite Policy You may rewrite any written assignment except the final exam. To begin, you must first talk with me about such details as the new due date and the kinds of changes to be made. You must inform me of your decision to rewrite by the end of the next class session after I return the original version. You will ordinarily receive one week to rewrite, but I am flexible about negotiating extensions for good cause. The old draft (plus any separate sheet of comments) must accompany the new version. Rewriting cannot lower your grade (nor can changing your mind about handing in a revised paper), but it does not by itself guarantee a higher one; you must substantially rework the essay, following my comments and initiating your own improvements too. Grading Simplicity itself. The two major papers, the final exam, and class participa- tion count 25% of the final grade. Class participation will be evaluated on a combination of attendance and quality of discussion (which is not identical to quantity). The minor assignments will be ungraded, but failure to turn them in will lower your class participation grade. Date Lecture Program and Assignments Sept. 1 The American Environment 6 The Amerindians of the Eastern Woodlands 8 Two Latin Empires Reading: <NAME>, Changes in the Land, 54-81; Roger Williams, Key into the Language of America, 94-102, 122-45, 159-67, 182-91; "Two Land Deeds" Minor assignment: #1 13 England on the Eve of Colonization 15 Yom Kippur - no lecture or sections; UW schedule adjustment 20 Planting Virginia 22 Rachel and Leah Reading: <NAME>, American Genesis; William Strachey, comp., "The Lawes Divine, Morall and Martiall" Minor assignment: #2 27 The City on a Hill First Paper Due - Option 1 29 The Expansion of New England Reading: <NAME>, A Glimpse of Sions Glory, 237-75; "The Examination of Mrs. <NAME> at the court at Newtown" Minor assignment: #3 Oct. 4 New Netherland First Paper Due - Option 2 6 The Beginnings of the English Empire Reading: <NAME>, Holland on the Hudson, 214-63; <NAME>, Council Minutes, 186-281 Minor assignment: #4 Date Lecture Program and Assignments Oct. 11 Two Proprietaries 13 The English West Indies Reading: <NAME>, <NAME>, 27-238; Alexander Exquemelin, The Buccaneers of America, 77-113; [Daniel Defoe], A General History ... of the Most Notorious Pirates, 130-41 18 Tobacco Roads 20 Times of Trouble Reading: Carr et al., <NAME>'s World, 1-182 Minor assignment: #5 25 The Society of the Godly 27 Coven and Covenant in New England Reading: <NAME>, Worlds of Wonder, 71-116; S[amuel] D[anforth], New-England Almanack for ... 1686; [Dorothy Cotton], "The Nature and Disposition of the Moon, in the Birth of Children" Minor assignment: #6 Nov. 1 The African Element 3 War in the Woodlands Reading: <NAME> and <NAME>, "Labor and the Shaping of Slave Life in the Americas"; <NAME>. Greene, Diary of <NAME>, 285-330; Olaudah Equiano, The Life of Olaudah Equiano, or Gustavus Vassa, the African, 65-110 Minor assignment: #7 8 The Glorious Revolution Second Paper Due - Option 1 10 The Revolutionary Settlement Reading: <NAME> Trade & Empire, 39-59; Robert Toppan and <NAME>, eds., Edward Randolph, III, 78-91; VII, 373-84, 507-517; Leo F. Stock, ed., Proceedings ... of the British Parliaments ..., II: 1689-1702, 177-211 15 Smoke and Oaks, Loaves and Fishes Second Paper Due - Option 2 Date Lecture Program and Assignments 17 Money and Migrants in Eighteenth-Century Society Reading: <NAME>, A Midwife's Tale, 72- 101; <NAME>, In Pursuit of Profit, 35- 75; <NAME>, ed., <NAME>'s Letterbook, 1771-1774, 1-31, 161-62 22 Material Culture 24 Thanksgiving Vacation - Thank a Semi-Separatist 29 God's Kingdom in Eighteenth-Century America Dec. 1 Reason and Revelation Reading: <NAME>, Seasons of Grace, 180-95; <NAME>, Under the Cope of Heaven, 131- 61; <NAME>, "Sinners in the Hands of an Angry God"; <NAME>, ed., "Emotion in Colonial America: Some Relations of Conversion Experience in Freetown, Massachusetts, 1749-1770" Minor Assignment: #8 Dec. 6 Rule Britannia 8 Colonial Politics Reading: <NAME>, Inventing the People, 174-208; <NAME>, "The Candidates; or, the Humours of a Virginia Election" Minor Assignment: #9 13 The Imperial Wars 15 Ends and Beginnings Reading: <NAME>, Betrayals; "Journal of Stephen Cross of Newburyport," 334-57, 12-21 22 Final Examination (12:25 P.M.) Paper Topics In writing these essays, you should draw on the lectures, discussions and class readings, making specific statements firmly rooted in the evidence, using quotations whenever applicable, and evaluating the arguments of all "authorities" (including me!). You may of course draw on materials from outside the course but are not required to. You may choose another topic if the suggested ones bore, fatigue or disorient you, but you must consult with me before so proceeding. PAPER 1: Option 1 - Due Sept. 27. Taking into account Amerindian and Anglo- American notions of "property" and "possession," explain how contests over land and landholding affected the early settlement of Virginia and Massachusetts. Option 2 - Due Oct. 4. Define what constitutes an "orderly society" and discuss the difficulties early settlers of both Virginia and Massachusetts experienced in creating one. PAPER 2:** Option 1 - Due Nov. 8. Explain how slavery operated as a labor system in colonial British America by analyzing the tasks slaves performed, the way in which slaves carried out their duties, the goals masters wanted slaves to achieve, and the methods masters used to control their work force. Option 2 - Due Nov. 15. Discuss England's North American colonial policy during the period 1660-1715. Final Examination The final examination will consist of an essay written during the exam period. You will receive the question at least one week before the exam, and may use a single page of notes during the exam. Minor Assignments #1-3: Summarizing an Argument - #1, due Sept. 8: In one sentence NOT EXCEEDING 50 words (the 51st word and its successors face a terrible fate), summarize as fully as possible Cronon's primary argument. #2: due Sept. 22: In like manner, summarize Vaughan's primary argument. Make two copies of your summary, one with your name (for me) and the other without (for another student). #3: due Sept. 29: Put your name on the anonymous summary you received and in the margins evaluate both its writing and content. SET 2: Analyzing a Source - #4, due Oct. 6: In one or two sentences NOT EXCEEDING 50 words total (see above for implied threat), explain what the court records reveal about women's lives in New Amsterdam during the mid-1640s. #5, due Oct. 20: In like manner, analyze agricultural production on <NAME>'s farm based solely on the information in his inventory (pp. 176-82). Make two copies of your summary as previously. #6, due Oct. 27: Put your name on the anonymous analysis you received and in the margins evaluate both its writing and content. SET 3: Devising a Definition - #7, due Nov. 3: In one sentence NOT EXCEEDING 50 words (or else ...), define "slavery." #8, due Dec. 1: In like manner, define "revival." Make two copies of your summary as previously. #9, due Dec. 8: Put your name on the anonymous definition you received and in the margins evaluate both its writing and content. A PROCLAMATION Regarding Late Papers Whereas it may come to pass that one or more individuals, whether through dilatoriness, dereliction, irresponsibility, or chutzpah, may seek respite and surcease from escritorial demands through procrastination, delay, and downright evasion; And whereas this unhappy happenstance contributes mightily to malfeasance on the part of parties of the second part (i.e., students, the instructed, you) and irascibility on the part of us (i.e., me); Be it therefore known, understood, apprehended, and comprehended: That all assignments must reach us, or be tendered to the Department Receptionist, on or by the exact hour announced in class, and that failure to comply with this wholesome and most generous regulation shall result in the assignment forfeiting one half letter grade for each day for which it is tardy (i.e., an "A" shall become an "AB"), "one day" being defined as a 24-hour period commencing at the announced hour on which the assignment is due; and that the aforementioned reduction in grade shall continue for each succeeding day of delay until either the assignment shall be remitted or its value shrunk unto nothingness. And let all acknowledge that the responsibility for our receiving papers deposited surreptitio (i.e., in my mailbox or under my door), whether timely or belated, resides with the aforementioned second-part parties (i.e., you again), hence onus for the miscarriage of such items falls upon the writer's head (i.e., until I clutch your scribbles to my breast, I assume you have not turned them in, all protestations to the contrary notwithstanding). Be it nevertheless affirmed: That the greater part of justice residing in mercy, it may behoove us, acting entirely through our gracious prerogative, to award an extension in meritorious cases, such sufferances being granted only upon consultation with us, in which case a negotiated due date shall be proclaimed; it being perfectly well understood that failure to observe this new deadline shall result in the immediate and irreversible failure of the assignment (i.e., an "F"), its value being accounted as a null set and less than that of a vile mote. And be it further noted that routine disruptions to routine (i.e., lack of sleep occasioned by pink badgers dancing on the ceiling) do not conduce to mercy, but that severe dislocations brought on by Acts of God (exceedingly traumatic events to the body and/or soul, such as having the earth swallow one up on the way to delivering the assignment) perpetrated either on oneself or on one's loving kindred, do. And we wish to trumpet forth: That our purpose in declaiming said proclamation, is not essentially to terminate the wanton flouting of didactic intentions, but to encourage our beloved students to consult with us, and apprehend us of their difficulties aforehand (i.e., talk to me, baby), so that the cruel axe of the executioner fall not upon their Grade Point Average and smite it with a vengeance. To which proclamation, we do affix our seal: Information provider: Unit: H-Net program at UIC History Department Email: <EMAIL> Posted: 8 Jul 1994 * * * ![H-Net Humanities & Social Sciences OnLine](/footers/graphics/logosmall.gif) Contact Us Copyright (C) 1995-2002, H-Net, Humanities & Social Sciences OnLine Click Here for an Internet Citation Guide. --- <file_sep>AALL \- Korean \- Courses \- Language Program The Korean Language Program Self-Placement KOR 001 KOR 002 KOR 063 KOR 064 KOR 125 KOR126 KOR 183 KOR 184 --- Overview ![](../images/webcover.jpg) The Duke Korean program is developed on the basis of the instructional model that emphasizes communication and content learning as effective means to acquire language, while it also aims to work on developing students' awareness of some crucial linguistic characteristics of Korean. From the beginning, you will practice your new language by conversing about basic information and simulating typical daily transactions. In the intermediate course, you will develop interpretive and expressive abilities through the discussion of readings and the processes of writing experiential texts. You will read traditional folk tales and shorts texts about pre-modern Korea. The third year course gives you an opportunity to learn more about modern and contemporary Korea as well as to expand your language ability. You will read, research and discuss about the turbulent transitions in Korean history; from monarchy to democracy, from agricultural to modern industrial society. We accommodate students coming from various backgrounds and experience levels. Students with prior learning experience at home and in college are encouraged to get a jump start with the second year course, thereby achieving a higher level of language ability. The first year course is designed to allow absolute beginners to receive appropriately paced instruction in basic language use and foundational grammar. KOR 001 Elementary Korean-I syllabus Self-Pl acement This course is for students who have no prior knowledge of Korean or have minimal proficiency in Korean. The course focuses on: 1.developing oral and aural proficiency for survival communication; 2.mastery of the Korean writing system for rudimentary reading and writing; 3.learning foundational grammar for simple sentence building. Class sessions utilize oral communication practices through information gap activities, role plays, and listening comprehension exercises. Outside class, students complete worksheets to review new materials and to practice reading and writing in Hangul (Korean script). back to top KOR 002 Elementary Korean-II syllabus Self-Pl acement This course is the continuation of 001. It can also be taken by students who have some basic prior knowledge of Korean and can write and speak in simple sentences.The course focuses on: 1.attaining oral and aural fluency to function in daily communication situations; 2.developing reading and writing skills for functional literacy; 3.learning foundational grammar for complex sentence building. Class sessions are devoted to learning new structures and doing listening comprehension and interactive activities to practice the new structures in communicative contexts. For readings, authentic but accessible texts such as Aesop's fables in Korean translation are used. Assignments to be done outside class include composition of paragraph-length writing as well as grammar exercises. back to top KOR 063 Intermediate Korean I syllabus Self-Pl acement This course is the continuation of KOR 001/002 sequence. It can also be taken by students entering with knowledge of the Korean writing system and oral profiency to take part in typical daily interactions. The course focuses on developing and enriching literacy skills in Korean, especially abilities for: 1.reading narrative and descriptive texts; 2.writing narrative and descriptive texts of one-to-two page lengths; 3.conversing fluently and appropriately on everyday topics in different situations; 4.gaining analytical knowledge of the structure of the Korean language. The course draws on various narrative texts as well as descriptions of traditional Korean games, newspaper headlines and captions, songs and TV commercials for integrated practices of reading, writing, speaking and listening skills. Students will develop their expressive abilities through the process of writing--drafting, revising, and editing. More controlled but fun exercises are also provided to develop students' control of grammar. back to top KOR 064 Intermediate Korean II syllabus Self-Placement This cours e is the continuation of KOR 063, and focuses on improving skills for: 1.reading expository texts and extended narratives; 2.writing descriptive and informative texts; 3.verbal communication on a range of topics; 4.expanding analytical knowledge of the structure of the Korean language. In addition to integrated practices of comprehension and production skills, the course provides opppotunity to learn about Korean history upto the modern times. Readings are selected from books written for middle school Korean students about historical figures, and lecturettes are given about the life and custom of pre-modern periods. Students will continue to write on assigned topics to expand their expressive abilities. Some class time will be devoted to working on students' control of grammar. back to top KOR 125 Advanced Korean I syllabus Self-Pl acement This course is the continuation of the intermediate Korean sequence (KOR 063/064). It can also be taken by students entering with sufficient proficiency in spoken and written Korean. The goal of the course is to develop skills in these areas: 1.reading authentic texts written for mature audiences; 2.writing expository or argumentative essays; 3.participating in public discourse; 4.communicating with greater accuracy and grammatical complexity. Readings are selected from magazinss, newspapers and books on topics ranging from food to education to gender issues. Students are encouraged to engage in interpretive and critical reading of the texts. They write and give oral presentations on topics or issues related to the readings. Part of class meetings is spent on practicing chosen parts of the grammar book. back to top KOR 126 Advanced Korean II syllabus Self-Pl acement This course is also a continuation of the intermediate Korean sequence (KOR 063/064). It can be taken without taking KOR 125 with a permission from the instructor. The course will focus on: 1.advancing reading and writing skills; 2.learning the social and historical background necessary to understand contemporary Korean; 3.learning basic Chinese characters and developing knowledge of Sino-Korean vocabulary. Major readings include two Pansori novels from classic Korean folk literature: "Shimchung," on parent-child relationship, and "Choonhyang" on romantic love. Readings and discussion of Korean history concern the colonial period under the Japanese rule, and the industrialization and democratization of the modern Korean nation. Some basic Chinese characters are taught to help students construct a conceptual basis of Sino-Korean vocabulary that constitutes 70% of Korean vocabulary. back to top KOR 183 Topics in Korean I subject to funding from the Korea Research Foundation. Self-Pl acement This course is a continuation of the advanced Korean sequence (KOR 125/126). It focuses on developing students' interpretive and expressive abilities through reading and discussions of essays, short stories, and newspaper articles. The course is taught in Korean by a visiting professor from Korea. back to top KOR 184 Topics in Korean II subject to funding from the Korea Research Foundation. Self-Pl acement This course is the continuation of KOR 183. It continues to work on developing students' interpretive and expressive abilities through reading and discussions of essays, short stories, and newspaper articles. The course is taught in Korean by a visiting professor from Korea. back to top welcome \| major & minor \| languages \| aall courses \| study abroad \| faculty & staff ![Back to AALL](homebat2.jpg) Back to AALL Duke Home <file_sep># Syllabus EDU 250 - History and Philosophy of Education _Instructor_ \| _Course Information_ \| _Course Description_ ---\|---\|--- _Course Objectives_ \| _Textbooks_ \| _Course Requirements_ _Evaluation_ \| _Course Outline_ \| _Bibliography_ * INSTRUCTOR: Dr. <NAME>, Associate Professor * Office: S304 * Office Hours: M-F. 11:00-12:00 noon Other times by appointment * Phone: Office: 815-740-3212 Home: 773-233-0954 COURSE DESCRIPTION: This course examines the historical and philosophic foundations of education in our socially and culturally diverse country. The thoughts of influential educators are introduced. The principles and ideas underlying educational policies are examined. The student is challenged to build a philosophy of education by identifying the ideologies behind educational systems, curricula and goals. Current curricular approaches to character education will be examined. Students will learn to integrate character education into all they do as a future teacher. COURSE OBJECTIVES: After this course, students will be able to: 1. synthesize the main contributions to education made by significant groups in the past 2. identify individuals in history who have made major contributions which affect current educational practices 3. demonstrate an awareness of the importance of the individual person in the field of education 4. identify the components involved in developing an educational philosophy and relate them to philosophy in general, one's personal philosophy and one's classroom teaching 5. explain the importance of teaching character education throughout the curriculum, giving examples of practical instructional strategies, methods and techniques and curricular materials that can be used 6. formulate their personal educational philosophy which will serve as a basis for their teaching citing the sources for their ideas TEXTBOOKS: Murphy, Madonna. Character Education in America's Blue Ribbon Schools. Lancaster, PA.Technomic, 1998. <NAME>, editor. Selected Readings in the History & Philosophy of Education. College of St. Francis, 1998. SUPPLEMENTAL READING - Select One: <NAME>. The Marva Collins Way: Returning to Excellence in Education, Tarcher Inc., 1988. <NAME>: The Best Teacher in America. New York: Holt & Company, 1988. COURSE REQUIREMENTS: 1. Each student is expected to come to each class meeting ready to discuss the readings assigned for that session. Attendance and class participation contribute to the final grade. 1. Students will successfully write discussion question for each articles read which will will help the class to reflect on the reading. 1. There will be periodic assessments on the readings and class assignments. Students will be allowed to choose among alternative modes of assessment in order to show their mastery of the concepts of that section. These can be projects, games, simulations, presentations, short papers, computer assignments or short quizzes. 1. Students will work in a cooperative group to 1) research one historical figure in Education and present a short presentation on that person and 2) lead the class discussion of the reading from this educator's writings. Presentations should be 10 minutes in length and should be presented on the day indicated on the syllabus and then followed by a 20 minute class discussion. Presentations should contain the following information: biographical and historical data and the importance of this person's contribution to education. You are encouraged to be inventive and creative with your presentation: Consider assuming the personality of the educator, interviewing the person, have a panel discussion, present a small play or role-play, conduct a sample lesson or video tape the presentation. The group will work on discussion questions which will stimulate interpretive and evaluative thinking and discussion regarding the reading. A group grade will be given based on evidence that all members have contributed and worked together well as a group and that the presentation had content, creativity, organization was delivered well using visuals, handouts or hands on activities. 1. Each student will write a short paper (4-6 pages) in which they will describe their philosophy of education. We will learn in class how to organize this paper around the framework given by the author of our text. An excellent paper will describe the method used to organize the paper in the thesis paragraph and then follow that method in developing the paper. Students will want to include how they will teach character education in their particular class assignment. The paper should be personalized but also well cited using the words of the educators we have read this semester. It should include a bibliography. This can then be included in their portfolio. EVALUATION & GRADING POLICY: Attendance & Class Participation \| 10% of grade ---\|--- Daily Questions \| 10% of grade Assignments/Worksheets/Quizzes \| 50% of grade Philosophy of Education Paper \| 15% of grade Cooperative Group Presentation \| 15% of grade SEE GRADINGRUBRICS FOR MORE INFORMATION ATTENDANCE POLICY: Students are expected to attend all classes and to participate in class discussions, group activities, projects and field trips. Any student who must miss a class session should contact the Instructor before the class meeting. Students are responsible for all material covered in that session. Students should get a class "buddy" who will collect any handouts given in that class for them. Attendance is considered in the calculation of the student's final grade. It is the student's responsibility to submit class assignments on time, whether or not they attend the class. ALL assignments must be submitted when due. They will then be returned at the next class meeting. Any late assignments will automatically be lowered one grade for being late and will be returned to the student at the end of the course. Assignments may be faxed to the instructor if a student cannot attend class (815) 740-4285. PROFESSIONAL AND ACADEMIC INTEGRITY: Students should refer to the "Guidelines on Academic Integrity" in the USF catalog regarding their obligations for honesty in carrying out academic assignments. In addition, anyone entering the teaching profession must be an educator with moral values and outstanding character. Students are expected to be honest in all their classwork. In order to correctly acknowledge the use of other's ideas in your class assignments, correct citation must be given. Students may use whatever format with which they are familiar; however education is considered a social science and educational journals usually use the APA format or the University of Chicago Manual of Style. Students may acknowledge the source in the text, use footnote or endnotes, but citation must appear. A bibliography is expected in all research papers. It is not appropriate to cite from Educational Digest as this is a journal which summaries journal articles. It is better to read the original article. COURSE INSTRUCTIONAL METHODOLOGIES: As this course seeks to prepare future teachers, a variety of instructional methodologies will be employed in order to expose students to different methods of teaching while also teaching the content. These methods will include lectures, class discussions, cooperative groups, projects, class presentations, audiovisuals, and on site observations and interviews. In order to adequately integrate the history and the philosophy of education, the course will be divided into two distinct parts. In the first part, influential ideas from significant historical individuals will be examined. In the second part, the philosophic applications of these ideas will be examined. * COURSE OUTLINE: * 1\. Introduction to the course History & Philosophy of Education - The value of reading primary sources - Why study the history of education? - Writing interpretive questions Readings: Murphy, p.1 * 2\. Education in Ancient Civilizations - Egypt, China - What is a philosophy of education? Murphy: Confucius * 3\. Greek Education - Socrates: Meno Readings: Murphy: Meno * 4\. Plato's Republic What shall be taught? Readings: Murphy p. 5-8, 9-14 * 5\. Aristotle, Politics & Nich. Ethics Readings: Murphy: Aristotle p. 15-16, * 6\. Roman Education - Quintillian Readings: Murphy: Quintillian p. 24-32Assessment 1 * 7\. Christian & Medieval Education -Jesus & St. Augustine - The role of the teacher in a philosophy of education Readings: Murphy: Jesus & Augustine, 33-44 * 8\. St. <NAME> - The Rise of the University Murphy: Aquinas 47-53, * 9\. The Renaissance -Erasmus Murphy:Erasmus 62-70 * 10\. The Reformation & Humanism -Luther, <NAME> & <NAME>, Luther 71-78 * 11\. Educational Pioneers - <NAME> - The view of the student in a philosophy of education - Cooperative Group Presentations Begin Assessment 2 Murphy p. 89-98, 97-104 * 12\. Comenius & Pestalozzi - How shall it be taught? Murphy 80-88, 105-111 * 13\. The Enlightenment Froebel & <NAME> 112-118, 121-123 * 14\. American Education - The Colonies Murphy 124-130 * 15\. American Education - the Founding Fathers \- <NAME>, <NAME> 134-147 * 16\. The Common School & Horace Mann - What is the purpose of education? Murphy 148-161 * 17\. The One Room School House - Field Trip to One Room School House Murphy 162-173, Assessment 3 * 18\. Development of High Schools & Colleges Murphy 174-189 * 19\. Reforming American Education -The Progressive Movement - <NAME> 190-198 * 20\. African American & Native American Contribution to Education -<NAME> & <NAME> p. 199-219 * 21\. Education of Women, History of Private Education -<NAME>, <NAME> 220-236 * 22\. Field Trip to Montessori School Murphy 237-243 * FALL/SPRING BREAK Begin to read Teacher Biography * 23\. Education in the 20th & for the 21st Century Murphy 244-251 * 24\. A Nation At Risk Murphy 252-256 * Assessment 4 * 25\. What is philosophy? Developing your philosophy of education? * 26\. History of Character Education - VIDEO: Character Education in Action. Murphy, Chapter 1 * 27\. The Case for Values Education - Debate \- Should Values be taught in public schools Murphy, Chap. 2 * 28\. What values should the school teach? - Difference between social, human, cultural and religious values - Video \- The Three C's of Education Murphy, Chapter 3, Bring in a School Mission Statement * 29\. The Components of Good Character - Character Development and the Four Temperaments Murphy, 79-90, Murphy pages Chap. 4 * 30\. The Comprehensive Model of Character Education Murphy ,Chapter 1. - Parents, Teachers, and Society as Moral Educators \- Video: Great Teachers - Begin teacher biography discussion groups Assessment 5: Interview with teacher * 31\. Creating a Moral Community in the Classroom \- The Class Meeting Murphy, Chapters 5, & 8 * 32\. Moral Discipline, and other Discipline Programs Murphy, Chapters 7 * 33 Blue Ribbon Schools Research Murphy Article 4-16-98 What are we trying to teach? - Teaching Values through the Curriculum Murphy, 9 * 34\. No Class - Finish Teacher Biography * 35\. How are you teaching? - The Value of Cooperation in Education Readings: Murphy 6 * 36\. The Importance of Work Well-done Readings: Murphy 6 Assessment 6 Teacher Biography Report Paper * 37\. Values Clarification Methods Moral Dilemmas and Discussions - Filmstrip: Teacher Training in Values Education: The Moral Discussion Murphy, Chap 8. * 38\. Teaching Controversial Issues, Sex Education & Drug Education Quiz 3 Readings: Murphy 4, ; 19 * 39\. Teaching Caring Beyond the Classroom - Video - Teaching Values in Schools Readings: Murphy 15,16 & 17 * 40\. Creating a Positive Moral Culture in the School Readings: Murphy 7 Assessment 7 - Educating for Character * 41\. Evaluating the effectiveness of your school \- Do the students live respect and responsibility? - Working together to create a better world Readings: Murphy 9 * Philosophy of Education papers due FINALS WEEK The Marva Collins Story (movie) BIBLIOGRAPHY AND WORLD WIDE WEB RESOURCES Gutek, Gerald.Cultural Foundations of Education: A Biographical Introduction. New York: Macmillan Publishing Co., 1991. Gutek, Gerald.Philosophic and Ideological Perspectives in Education. Englewood Cliffs, N.J.: Prentice Hall, 1988. Ornstein, Allan and <NAME>. Foundations of Education, 5th ed. Boston: Houghton Mifflin Company, 1992. <NAME> and <NAME>. Lives in Education: A Narrative of People and Ideas, 2nd ed. New York: St. Martins Press, 1994. <NAME>. Philosophies of Education: An Introduction. Lexington, MA: D.C. Heath & Co., 1974. CHARACTER EDUCATION BIBLIOGRAPHY <NAME>. The Book of Virtues.N.Y.: Simon & Schuster, 1993. <NAME>. Moral, Character, and Civic Education in the Elementary School. New York: Teacher College Press., 1991. Educational Leadership, Vol 43, No. 4. The Schools' Role in Developing Character. ASCD, VA., 1986. <NAME>. Character Building: A Guide for Parents and Teachers Dublin: Four Courts Press, 1984. <NAME>. Why Johnny Can't Tell Right from Wrong.N.Y.: Simon & Schuster, 1992. <NAME>. Raising Good Children. New York: Bantam Books, 1983. <NAME>. Moral Development and Character Education: A Dialogue, Berkeley: McCuthan, 1989. <NAME> and <NAME>. Reclaiming Our Schools: A Handbook on Teaching Character, Academics and Discipline. New York: Macmillan, 1993. CHARACTER EDUCATION CURRICULAR PROGRAMS Childs, Eleanore, <NAME>, <NAME> and <NAME>. Heartwood: An Ethics Curriculum for Children Westford, PA.: The Heartwood Institute, 1992. Eyre, Linda and Richard. Teaching Your Children Values. New York: Simon & Schuster, 1993. <NAME>. Talk-Time: A Method for Teaching VALUES in the Classroom. Burlingame, CA:California Educational Publications, 1993. GRADING RUBRICS GUIDELINES FOR CLASSROOM PARTICIPATION EVALUATION COOPERATIVE GROUP PRESENTATIONS GRADING RUBRICS A = Accurate and extensive research of content Higher level, thought provoking and excellent questions, stimulating discussion Excellent use of visuals, powerpoint, handouts or hands-on activities Presented on time and within the time frame allotted Excellent group cooperation evidenced B Accurate and good research of content Very good questions, good discussion generated Good use of visuals, powerpoint, handouts or hands-on activities Presented on time but not within the time frame allotted, or visa versa Good group cooperation and participation C Research of content from the textbook Factual discussion questions No visuals, handouts or hands-on activities Not presented on time not within the time frame allotted Some group cooperation D Inaccurate content Poor discussion questions No visuals, handouts or hands-on activities Not presented on time not within the time frame allotted Lack of evidence of group cooperation RUBRICS FOR GRADING THE PHILOSOPHY OF EDUCATION PAPER A Well organized, excellent content and ideas Includes a thesis paragraph, a body and a summary paragraph Well written, correct grammar, spelling and punctuation, typed Includes character education integrated within their curriculum Personalized and creative Well cited within the body Includes a bibliography. B Not organized according to the framework but with very good content Missing either a thesis paragraph, a body or a summary paragraph Some errors in grammar, spelling and punctuation, typed Includes character education integrated within their curriculum Personalized and creative Missing some citations or incorrectly cited Includes a bibliography. C Organized but not in depth content Missing either a thesis paragraph, a body or a summary paragraph Some errors in grammar, spelling and punctuation Did not include character education curriculum Not that personalized, mostly from the textbook ideas Missing citations Missing a bibliography or incorrectly written. D Not well organized not much content Missing either a thesis paragraph, a body or a summary paragraph Not well written, errors in grammar, spelling and punctuation Did not include character education curriculum Not that personalized, mostly from the textbook ideas Missing citations Missing a bibliography. <file_sep>History of Christianity I History 3320 Spring Semester, 2002 Dr. <NAME> Office: Main 29D (Office Hours are Tuesday/Thursday at 11 am and 1: 30 pm, or by appointment) Telephone: 450-5633 or 450-3158 e-mail: <EMAIL> Required Reading <NAME>, _The Medieval Church: A brief history_ Internet Primary Documents as assigned below. Course Requirements There will be THREE examinations, worth 100 points each, that collectively will comprise 65% of the course grade (20+20+25). An additional 25% will be earned from a term paper. This assignment consists of a research paper of approximately 10-15 pages on any significant Christian individual, movement or group that functioned between the fourth and the fifteenth centuries. The paper will, in addition, contain footnotes and a bibliography constructed in accordance with the University of Central Arkansas, Department of History Style Sheet. A minimum of ten sources must be cited, of which at least two have to be monographs, and two articles in scholarly journals. Ten per cent of the grade will be based upon quizzes, class participation and oral reports. In addition, students are requested to obtain a UCA e-mail account. Aims and Objectives History of Christianity I introduces the student to some of the important personages, institutions, ideas, movements and conflicts that are associated with the development of Christianity as an historical movement within the Roman Empire and then during the European Middle Ages. Chronologically, the course spans the first fifteen centuries of the Christian era. The student will come to understand how religion and society intersect. Course Policies Class attendance is required; students who accumulate more than four absences are liable to dismissal from class. Late arrivals and/or early departures count as a class absence. Cell phones and paging devices must be turned off during class. Instances of academic dishonesty will bear the penalty of a zero grade on the assignment or activity in question. The University of Central Arkansas adheres to the requirements of the Americans with Disabilities Act. If you need an accommodation under this Act due to a disability, contact the Office of Disabilities Support Services at 450-3135. * * * Syllabus and Assignments January 15: Orientation January 17: Christianity: Jewish or Gentile? _Medieval Christianity_ (hereafter MC), xi-xiv January 22: The Christian Church in Roman Society, MC, 1-18 January 24: Conversion/Assimilation Tertullian on Pagan Learning January 29: The Persecutions; The Martyrdom of Ignatius January 31: The Eras of Constantine and Theodosius Constantine's Laws for Christians; Ambrose to Theodosius February 5: The Ascetic Reaction; Life of Paulus, the first hermit February 7: Christological Debates; Decrees from the Council of Nicaea February 12: The Latin Fathers: Jerome and Augustine; The City of God (excerpts) NOTE: TERM PAPER TOPICS DUE ** February 14: The Early Popes, MC, 23-29 Leo I on Petrine Doctrine February 19: First Examination February 21: Christianity and the Conversion of Germanic Peoples; MC, 35-53; Letters of Gregory I February 26: Separating the Eastern and Western Churches February 28: Byzantine Christianity; MC, 19-23; Iconoclasm Decrees of 754 March 5: The Benedictines; MC, 29-34; Rule of St. Benedict ; Text (prologue, chapts. 2, 3, 5, 7, 21-23) March 7: The Evangelization of Northern Europe, MC, 54-64 March 12: The Carolingian Church; MC, 64-96; Coronation of Pepin March 14: The Church in the Age of Feudalism, MC, 97-115; Council of Charroux: The Peace of God, 989 ; Foundation of Cluny March 19: The Gregorian Reform; MC, 116-135; Electoral Reform of 1059 March 21: Church-State Controversies, MC 136-150; Papal Decrees Against Lay Investitute April 2: Review NOTE: OPTIONAL ROUGH DRAFTS OF TERM PAPERS DUE April 4: Second Examination April 9: Reformation of the Twelfth Century, MC, 183-196 April 11: The New _Monastic_ Orders; MC, 197-208; A Description of Clairvaux April 16: The New Orders _of Canons Regular_ ; MC 208-213 April 18: Canon Law and the Curia; MC 168-182, 273-302; Fourth Lateran Council -- Selected Canons April 23: Urban Religion: Mendicants and Dissidents; MC, 216-238; Bernard Gui on the Albigensians; Testament of St. Francis April 25: Caritative Movements: Brodman on the Mercedarians April 30: Crusade versus Mission in the Thirteenth-Century Church; A Christian-Muslim Debate in the 12th Century NOTE: TERM PAPERS DUE (Papers handed in after April 30 will be assessed a penalty of one-half letter grade for every day that the paper is late. There will be NO exceptions.) May 2: Christianity and the Universities; MC, 239-255, Aquinas on the Existence of God May 7: Church and State in the Fourteenth Century; MC, 303-335; Unam Sanctam ; The Great Schism May 9: Dissent and Renewal in the Late Medieval Church, MC, 336-345 May 16: Final Exam, 2 p.m. <file_sep>ANDERSON COLLEGE - SPRING 2002 Syllabus for HIS 322: History of England Since 1688 1. Course description: HIS 322 is a survey of the political, social, economic, and cultural development of England from the Glorious Revolution of 1688 to the present. The course gives 3 semester hours credit and is offered only once every two years. Prerequisite: completion of two 3-semester hour 100- or 200-level history courses or permission of the instructor. HIS 322 is designed for juniors and seniors majoring in History, though interested students from other majors are welcome. For the course to count towards the B.A. degree in History, the student must earn a grade of _C_ or better. 2. Instructor: Dr. <NAME>, Professor of History Office: 219 Watkins Teaching Center; telephone: 231-2096 E-mail: <EMAIL> Office hours: 11:00-11:50 MWF; 3:45-5:00 MWTh; other times by appointment 3. Course objectives: Upon successful completion of the course, students will have demonstrated knowledge of key events, personalities, institutions and ideas that have shaped the development of England from the seventeenth century to the present, and the underlying environmental, social, economic political, religious, intellectual and cultural forces that gave rise to them. They will have also shown the ability to read and interpret historical sources intelligently, to engage in college-level historical research, and to express themselves effectively orally and in writing. 4. Assessment: The grade a student receives at the end of the semester will be based on the following means of assessment (percentage of course grade shown in parentheses): a. _Class attendance and participation_ (10%). A daily grade based on class attendance, evidence of preparation, and participation in discussion. Ten points will be deducted for each unexcused absence. History majors are required to attend a minimum of two meetings of the Anderson College History Club. b. _Quizzes_ (10%). Short (10-15 minute) announced or unannounced quizzes on the current lecture topic and/or reading assignment are possible at any class meeting. c. _Oral reports_ (10%). Each student will present a 15-20 minute oral report on a selection from Blakeley & Collins, _Documents in British History_. Each report will be accompanied by a typewritten outline and bibliography distributed to class members prior to the presentation. d. _Two unit tests_ (15% each). Twice during the semester, there will be a 75-minute test covering a five-week unit of study. Tests will typically consist of (1) a group of no more than five questions that can each be answered in one paragraph and (2) a single question which calls for an essay several pages long. e. _Paper_ (20%). Students will submit a paper, at least 1500 words in length, typewritten, and with complete MLA documentation; topic TBA f. _Final exam_ (20%). At the end of the semester there will be a two-hour final exam consisting of a third unit test and a comprehensive essay. 5. Grading policies and student feedback: a. In all history courses at Anderson College, letter grades are assigned on the following numerical scale: A=90-100; B=80-89; C=70-79; D=60-69; F=0-59. b. Students are encouraged to schedule a personal conference with the instructor prior to mid-term to assess their progress and discuss any problems they may be experiencing in the course. 6. Content outline: HIS 322 is organized into three five-week units of study: I. From the Glorious Revolution to the Industrial Revolution, 1689-1820 (weeks 1-5): Roberts & Roberts, chapters 16-21; Blakeley & Collins, documents 1-28 __ II. From the Napoleonic Wars to the Great War, 1815-1914 (weeks 6-11): Roberts & Roberts, chapters 22-26; Blakeley & Collins, documents 29-56 III. From the Great War to the Present, 1914-2002 (weeks 12-16): Roberts & Roberts, chapters 27-31; Blakeley & Collins, documents 57-78 7. Method of instruction: HIS 322 combines lecture, student reports, and discussion. 8. Calendar of topics and assignments: Week 1 (Jan. 15/17) Topic: The Legacy of Revolution, 1689-1714 Reading: R&R chap. 16; B&C docs. 1-3 Week 2 (Jan. 22/24) MLK Service Day - Tu. Jan. 22 (no class) Topic: Early Georgian England, 1714-1760 Reading: R&R chap. 17; B&C docs. 4-12 Week 3 (Jan. 29/31) Topic: Early Georgian England, 1714-1760 (cont'd.) Reading: same as Week 2 Week 4 (Feb. 5/7) Topic: The Age of George III Reading: R&R chaps 18-21; B&C docs 13-28 Week 5 (Feb. 12/14) Topic: The Age of George III (cont'd) Reading: same as Week 4 Week 6 (Feb. 19/21) First Unit Test - Tu. Feb. 19 Topic: The Age of Reform, 1815-1846 Reading: R&R chap. 22; B&C docs. 29-34 Week 7 (Feb. 26/28) Topic: The Age of Reform, 1815-1846 (cont'd.) Reading: same as Week 6 Week 8 (Mar. 5/7) Topic: The Victorian Age Reading: R&R chaps. 23-25; B&C docs. 35-49 Week 9 (Mar. 12/14) Topic: The Victorian Age (cont'd.) Reading: same as Week 8 Week 10 (Mar. 19/21) Spring Break Week 11 (Mar. 26/28) Topic: Late Victorian & Edwardian Britain, 1886-1914 Reading: R&R chap. 26; B&C docs. 50-56 Second Unit Test - Th. Mar. 28 Week 12 (Apr. 2/4) Topic: World War I and its Aftermath, 1914-1921 Reading: R&R chap. 27; B&C doc. 57 __ _ _ Week 13 (Apr. 9/11) Topic: Between the Wars, the 1920s and 30s Reading: R&R chap. 28; B&C docs. 58-66 Week 14 (Apr. 16/18) Paper due - Tu. Apr. 16 Topic: World War II, 1939-1945 Reading: R&R chap. 29; B&C docs. 67-69 Week 15 (Apr. 23/25) Topic: Britain Since 1945 Reading: R&R chaps. 30-31; B&C 70-78 Week 16 (Apr. 30/May 2) Topic: Britain Since 1945 (cont'd.) Reading: same as Week 15 Final Exam - Thurs. May 2, 12-2 pm 9. Books: Students should purchase the following titles. (Prices quoted are for new copies; cheaper used copies are sometimes available.) a. <NAME> & <NAME>, _A History of England. Volume II: 1688 to the Present. _Fourth edition. Prentice Hall. $50.75. b. <NAME> & <NAME>, _Documents in British History. Volume II: 1688 to the Present. _Second edition. McGraw-Hill. $42.75. 10. Computer usage: All written work prepared outside of class must be produced by means of computerized word processing. Students are also encouraged to make use of scholarly resources accessible by computer. 11. Course policies: a. _Attendance_. Attendance will be recorded at the beginning of each class meeting. To be counted present each day, a student must arrive at class on time and remain for the entire period. In keeping with College policy, absence from more than three times the number of scheduled class sessions per week, whether excused or unexcused, will result in a grade of _F_ unless the student withdraws from the course or requests an incomplete. b. _Make-ups_. Students are responsible for arranging to make up work missed on account of absence from class. Make-ups for unit tests must be taken within one week of the test date. Unit tests missed on account of excused absences may be made up without penalty; those missed on account of unexcused absences may be made up but will be penalized by a 30% deduction of points the first time, and a 40% deduction the second time. Make-ups will not be given for quizzes: if the absence was excused, a later quiz grade (designated by the instructor) will be counted twice; if the absence was unexcused, the grade will be recorded as a zero. c. _Excused absences_. An excused absence is one which results from a verifiable debilitating illness or injury, a death in the immediate family, participation in a college-sponsored activity documented by a memo from the appropriate Anderson College faculty or staff member, or any other circumstances judged by the instructor to have been beyond the student's control. d. _Academic dishonesty_. The College's policies on academic dishonesty, outlined in the Student Handbook, will be strictly enforced. Students should be especially aware of what constitutes plagiarism. "When a student submits work for credit that includes the words, ideas or data belonging to or produced by others, the source of that information must be acknowledged through complete, accurate, and specific footnote or in-text references, and, if verbatim statements are included, through quotation marks as well" (Handbook). Failure to make such acknowledgment, whether intentional or not, will be construed as plagiarism. 12. Learning facilities and resources: a. Johnston Memorial Library: location of reserve reading materials, reference works, periodicals, circulating general collection; access to online resources; photocopiers available. b. Academic Services Center (Watkins 102): location of writing and tutoring labs. c. Academic Computing Center (Watkins 104): location of computers with printer and access to the Internet. d. Vandiver Multimedia Lab (Vandiver 001): location of computers with access to the Internet. <file_sep> History of the Far East** Lecture Notes and Linked Images * * * _L ECTURE SCHEDULE & ASSIGNED READINGS_ January 8/10/12: Traditional China and the "International" Problematic of Modern China Notes on Ming China Maps of Pre-Qing China Traditional Women's Issues: Footbinding January 15/17/19: Traditional Japan: The Balance of Power between Aristocrats & Samurai January 15 Martin Luther King Jr. Day > Map of Japan > > Portraits of Aristocrats and Shoguns January 22/24/26: Late Traditional China: The Manchu (Qing) Dynasty (1644-1911) Reading Questions for Sources of Chinese Tradition > > > > Map of Qing China >>>> >>>> Portraits of Qing Emperors >>>> >>>> Jesuit Missionaries to China: <NAME> >>>> >>>> Father <NAME> <NAME> >>>> >>>> Painting of the Forbidden City January 29/31/Feb. 2: Late Traditional/Early Modern Japan: The Tokugawa Period 16th-century Japanese Paintings of "Southern Barbarians" Arquebuses in Action: Paintings of the Seige of Osaka Castle Scenes from Kabuki Geisha and Woodblocks of the Floating World February 5/7/9: The Coming (Intrusion?) of the West: China Reading Questions on Sources of Chinese Tradition, chs. 28-29 Canton Factories Commissioner Lin Destroys Opium Scenes from the Opium War <NAME> China in the Western Imagination: The Qing Court and Kowtowing The Summer Palace February 12/14: The Coming of the West: Japan Reading Notes for Sources of Japanese Tradition, chs. 22-24 Study Guide for the First Exam February 16: First Exam February 19/21/23: The Emergence of Modern Japan: The Meiji Period (1868-1912) February 26/28/March 2: Self-Strengthening, Reform, and Revolution in China March 5/7/9: Reform and Revolution in China, cont. > REPORTS > March 7: <NAME>: Tiananmen Square > March 9: <NAME>: The Empress Dowager March 12/14/16: Spring Break March 19/21/23: Imperial Japan in the Early 20th Century > REPORTS > March 19: <NAME>: The Emergence of Modern China > March 21: <NAME>: Footbinding > March 23: <NAME>: Education in Japan March 26/28/30: East Asia in WWII > REPORTS > March 26: <NAME>: The Shaolin Temple > March 28: <NAME>: Footbinding > March 30: <NAME>: Human Rights in Tibet > > _STUDY GUIDE FOR EXAM_ April 2: Second Exam April 4/6: The Cold War in East Asia > REPORTS > April 4: Stacey Krim: Religion in the Taiping Rebellion > April 6: Terra Steinbeiser: Opium Trade in China April 9/11/13: Postwar Japan > REPORTS > April 9: <NAME>: Mao's Cultural Revolution > April 11: <NAME>: Okinawa April 16/18/20: The People's Republic of China > REPORTS > April 16: <NAME>: Samurai > April 18: <NAME>: Undecided > April 20: <NAME>: US-China Relations/Page Steed: Women in 20th century Japan April 23/25/27: Deng Xiaoping's New China > REPORTS > April 23: <NAME>: East Asian Family Structure > April 25: <NAME>/<NAME> > April 27: Reading and Study Day for Final Exam ** > > _TAKE HOME FINAL EXAM POSTED HERE_ April 30: Term Papers Due/Review for the Final > REPORTS** > April 30: <NAME>: Mongol Empire or Taiwan/<NAME> \| ![](logo.gif) \| ![](main_p.gif) \| ![](button~1.gif) ---\|---\|--- * * * <file_sep>Gay & Lesbian Philosophy Course, University of Maryland at College Park ![](symbol-pinktriangle.gif) # Gay & Lesbian Philosophy ## Phil 407, Fall, 1999 ### University of Maryland, College Park This web site contains course information and links to lesbian and gay archives and other resources on the Web. ## Menu * _Class Time and Place_ * _Instructor_ * _Catalog Course Description_ * _CORE Cultural Diversity Requirement_ * _Course Content_ * _Disclaimer_ * _Textbooks_ * _Course Work_ * _Electronic Submission of Papers and Examinations_ * _E-Mail and Listservs_ * _Educational Philosophy and Grading_ * _Course Syllabus_ * _Audio-Visual Assignments_ * _Further Readings_ * _Queer Film Directory_ * _Building a Queer Film Collection at UMCP_ * _Links to other Gay/Lesbian web sites_ * _Class Lecture Notes_ * Fall 1999 Lectures * Spring 1997 Lectures * Fall 1996 Lectures * Fall 1995 Lectures * _Archive of Examinations, Assignments, and Study Guides_ * Exemplary Solved Midterm * Exemplary Solved Final Exam NEW * _Queer Picture Gallery_ In addition you can find _special or urgent announcements_ concerning the course. ![](rainbow.gif) The Rainbow flag has become a recognized symbol of the Gay & Lesbian Community, expressing its pride. "The six colors of the rainbow represent the diversity of the lesbian and gay community, a community that encompasses people from all backgrounds, races, and national origins and that spans the panopoly of faiths and experience." The Rainbow flag also has come to be known as the Diversity flag--one around which all people can rally who prize and celebrate the rich and wonderful diversity humanity presents. Class Meeting Location and Times Tu-Th 12:30-1:45 P.M. 1115 Skinner [ Note that this is a change from that listed in the "Fall Schedule of Classes", Second Edition. ] _Return to Main menu_ Instructor: Dr. <NAME>, Professor of Philosophy and Distinguished Scholar-Teacher 1102-B Skinner 301-405-5696 (Office) 540-477-2492 (Home) <EMAIL> Office Hours: Tuesdays 2-3 P.M., Thursdays 11:15 A.M.-12:15 P.M.; and by appointment. I usually am around on Wednesdays. My Program Administrator, <NAME> ( _hp26 &umail.umd.edu;_; 301-405-5691), keeps my calendar when I am unavailable. Appointments can be scheduled with him. _Return to Main menu_ Catalog Description: An examination in historical and social context of personal, cultural and political aspects of gay and lesbian life, paying particular attention to conceptual, ontological, epistemological, and social justice issues. _Return to Main menu_ CORE Diversity Credit: PHIL 407 is approved as a CORE Human Cultural Diversity Course. CORE Diversity Courses have been requested to incorporate the following notice into course syllabuses: > You [may] have chosen this course as part of your CORE Liberal Arts and Sciences Studies Program, the general education portion of your degree program. CORE Human Cultural Diversity courses are designed to ensure that you will examine experiences, perspectives, and values different from those that are dominant in the United States or Europe. A faculty and student committee approved this CORE Human Cultural Diversity course because it will introduce you to ideas and human experiences often overlooked in the curriculum. Please take advantage of the opportunities this course offers you." _Return to Main menu_ Course Content: The course is organized around two axes: (i) The history of gays and lesbians in 20th Century America, focusing on the changing social circumstances gays and lesbians have faced. (ii) Examination of the ontological thesis made prominent by Foucault that homosexuality is a social construct rather than an independent essence. Differing views on, and the epistemological implications of, this controversial thesis will be examined. But the thesis is an instance of a much more general thesis of social constructivism as a replacement for essentialist notions of objectivity and associated views about knowledge (epistemology). Thus the course constitutes a sustained philosophical case- study examination of these overarching social constructivist ontological and epistemological theses. Within these two organizing axes, the course has three main foci: (a) To expose students to the history, subculture, status, treatment, and accomplishments of gays and lesbians, including an appreciation of the distinctive contributions gays and lesbians have made to the larger heterosexual cultural milieu. (b) To examine philosophical issues surrounding gays and lesbians in our culture. These include the ontological status of homosexuality and of gay and lesbian identities; the epistemologies of stereotyping and of the closet; philosophies of sexual dissidence; social dimensions of knowledge including the role of subcultures; the objectivity of psychiatric classifications of sexual disorders; hermeneutical aspects of religious condemnation of homosexuality; issues of social justice raised by gay liberation and AIDS; and the extent to which the gay/lesbian subculture can serve as a role model for the moral and aesthetic improvement of the dominant heterosexual culture. (c) To explore implications of the social constructivist thesis such as whether acceptance of gays and lesbians threatens the continuation of distinctive gay and lesbian subcultures and identities and whether such "mainstreaming" is worth the resulting loss in diversity and associated costs to either gays and lesbians or the larger society. _Return to Main menu_ Disclaimer Gays and lesbians are sexual minorities stigmatized for their sexual behaviors and orientations and for their nonconformity to gender-role stereotypes. Minority subcultures tend to be defined around the basis for stigmatization and discrimination, and many of the characteristic features of stigmatized subcultures center round the focus of stigmatization. This is so in the case of gays and lesbians: The characteristic institutions of the Gay subculture and Gay subcultural identities tend to center on matters of sexuality. The characteristic institutions of the Lesbian subculture and Lesbian cultural identities tend to center round issues of gender including gender roles and traditional gender-based power inequities. (These are the dominant foci of the two related subcultures; both subcultures are concerned, with different priorities, with sexuality and gender.) This means that any course on Gay and Lesbian culture and history must focus extensively on issues of sex and gender. As <NAME> says, "Gay life without the sex is just a themepark." Any attempt to minimize these two aspects does violence to the Gay and Lesbian subcultures and is inappropriate in a CORE Diversity course whose focus is understanding the history and culture of Gays and Lesbians. Some of the readings for the course have sexually explicit materials. Sexual behavior will be discussed in class. On occasion sexually explicit materials may be used in class sessions. In all such cases, the use is never gratuitous and I attempt to be explicit what the educational motive and purpose of the material is. Also, an important aspect of Gay subculture has been the redefinition of sexuality and its relationships to love, emotional attachment, etc. Thus for Gays many sexual activities have nothing to do with "making love." Euphemisms such as "making love" have built-in heterosexual biases that many Gays reject. Instead gays tend to use sexually explicit terms such as "cock-sucking" since that language has no connotation of sex being associated with love or emotional bonding or of heterosexist notions about sexuality or reproductive associations. Similarly, many Gays reject the use of clinical terms such as "fellatio" since these terms come from a medical/psychiatric literature that has been used to marginalize and stigmatize Gays sexually. It has become standard practice in the academic discipline known as _Queer Studies_ to use standard gay sexual terminology as technical vocabulary (just as "queer" itself is used as a technical term to include gays, lesbians, bisexuals, trans-gendereds, etc.). Within the Lesbian community there also is concern with what terms are most appropriate for describing lesbian sexual activity (see, for example, the terminology group discussion in the Lesbian film _Go Fish_ ). These practices from Queer Studies will be followed in the course. Some students initially may be uncomfortable with the extent to which sex is considered in the course or to the use of sexually-explicit terminology (including words some view as "vulgar") in class discussions. Most students quickly become comfortable as they see that the subject matter demands it and that one cannot understand Gay history and culture otherwise. This is very much in keeping with the goals of the CORE Diversity program which is to "examine experiences, perspectives, and values different from those that are dominant in the United States or Europe" [see "Core Diversity Credit" above]. However, occasional enrolled students are not able to make the accommodation. Such students probably should not take the course. _Return to Main menu_ Textbooks: _Required:_ <NAME>, _Gay New York: Gender, Urban Culture, and the Making of the Male Gay World 1890-1940_ (New York: Basic Books, 1994) <NAME>, _Sexual Dissidence_ (New York : Oxford University Press, 1991). <NAME>, _The Matter of Images: Essays on Representations_ (London: Routledge, 1993) <NAME>, _At Your Own Risk: A Saint's Testimony_ (Woodstock, NY: Overlook Press, 1991) <NAME>, _The Opera Queen: Opera, Homosexuality, and the Mystery of Desire_ (New York: Vantage Books, 1993) <NAME> & <NAME>, _Boots of Leather, Slippers of Gold: The History of a Lesbian Community_ (New York: Penguin, 1993) <NAME>, _Gay Ideas_ (Boston: Beacon, 1992) <NAME>, _Reviving the Tribe: Sexuality and Culture in the Ongoing Epidemic_ (New York: Harrington Park Press, 1996). _Recommended:_ <NAME>, _Gays/Justice: A Study of Ethics, Society, and Law_ (New York: Columbia, 1988) Additional selections are from materials on reserve in McKeldin Library, materials available via computer, and some handouts. Films are available at Non-Print Media Services in Hornbake Library, 4th floor. Duplicate copies of McKeldin reserve materials are in the CHPS Office, 1102 Skinner, and may be checked out for 2 hours. _Return to Main menu_ Course work: _Timely reading of assignments_ My lecture notes for this and earlier versions for other semesters are archived on the class web site. These contain detailed discussions of the readings emphasizing key themes and ideas and showing how they relate to each other. They are intended to be a study-guide and should be read along with the assigned readings. Often in class I will use film clips and class discussion based on them as vehicles for bringing out the same ideas and connections in a manner that is more engaging than mere lecture. The archived notes are an alternative presentation, indicating how I would have presented things in a traditional lecture format. _Keep a journal_ of how course materials affects your understanding, perception, and appreciation of gays and lesbians, their sub-culture and their history. The journal will be submitted to make sure you are journaling conscientiously. But since its purpose is to help you in your exploration of gay and lesbian culture it will be more valuable if you feel free to be candid in expression of your reactions and feelings. Thus its contents will not be graded. Think of it as a diary of your interaction with gay and lesbian culture this semester. The journal must be submitted to pass the course. _AudioVisual Reports:_ There is one film that will be viewed in class which you must view on your own if you miss that class: * Before Stonewall There are two films all students must view outside of class: * The Celluloid Closet * The Gang's All Here. In addition you are required to view four other films of your own choosing ouside of class: * a film focusing on gays * a film focusing on lesbians * a film focusing on minority gays or lesbians * a film focusing on the Gay/Lesbian AIDS experience. A number of recommended films are listed in the Syllabus. _The Celluloid Closet_ book (PN 1995.9 H55R8 1987) and movie (PN 1995.9 H55C4 1986) are full of suggestions. <NAME>, _Images in the Dark: An Encyclopedia of Gay and Lesbian Film and Video_ (Philadelphia: TLA Publications, 1994) is the best guide to Queer Filmography. A more recent source is <NAME>, _The Ultimate Guide to Lesbian & Gay Film & Video _ (New York: Serpant's Tail, 1996). Neither are in the library but copies may be consulted in Dr. Suppe's office (1102 Skinner). A comprehensive guide to gay and lesbian films is to be found at http://www.popcornq.com Another excellent source is http://www.reel.com/reel.asp (under browse by category, select "gay/lesbian), which will take you to a gay/lesbian page with a variety of sub-category links on the upper right-hand corner of the page). and a number of reviews of gay and lesbian films are at http://www.inform.umd.edu/EdRes/Topic/Diversity/Specific/Sexual_Orientation/FilmReviews/ With special grants from the Vice President's Office and the Campus Diversity Initiative, the Nonprint Media Center at Hornbake and I have been developing an extensive collection of Gay and & Lesbian feature films. It is the most extensive such film collection at any university or college. Check out the collection's Web Site: http://carnap.umd.edu/queer/GL_Film_Collection_UMCP.html. You are to write brief summaries of each film you watch and discuss the relevance of the film to course themes and content. (Maximum 500 words per entry.) One of the reports is to be given as a 5 minute oral report, the rest to be handed in. See the Syllabus for specific deadlines. You also are required to _listen to/watch an opera_ (see Syllabus Week 6 for details). As an alternative, you may attend a live performance of an opera such as the Washington Opera or a Maryland Opera Studio performance of "Postcard from Morocco" (October 8, 10, 13, 15) on campus. A brief report of your opera experience should be included with the film reports that are handed in. _Regular attendance and participation in class discussions_ : In particular, there is very extensive use of film clips and audio visuals during class. These often serve as the basis for class discussions. Although my lecture notes are archived on the web site, the film clips used in class cannot readily be made up. _Midterm exam_ \--open-book, open-note, take-home _One 10 page term paper._ [The term paper is an opportunity for you to explore some aspect of course material or Gay and Lesbian culture that you are especially interested in. Consulting with the instructor (in person or via e-mail) about your topic well in advance of the due date is strongly recommended.] _Final examination_ \--open book, open note, take-home _Extra Credit:_ A paper analyzing a book on gays/lesbians/bisexuals or by a gay or lesbian or bisexual person. Your analysis should summarize the main foci and themes of the book and discuss how it relates to the main themes in PHIL 407. Suggested length: 1000 words. The course has been planned on the standard collegiate assumption that _in 400 level courses_ students with average reading abilities should expect to spend 2-3 hours out of class _for each credit hour_ per week. Viewing/listening to audio-visuals are likely to increase the time required for the course. A note on the Exams: Since all exams are take-home open-note, open-neighbor, memorizing material is unimportant. Also, the exams will be designed as study- review vehicles for helping you synthesize and understand course material. Thus if you are up on the readings and assignments, there is no need to prepare additionally for the exam. _Click here for detailed instructions for optional and required written course assignments._ _Return to Main menu_ Electronic Submission of Papers: _Papers and exams_ are to be submitted in both hard copy and on a 3.5" High Density disk. The idea is that I will add my comments to the file version on disk, and then you can read or print out a version of the paper containing my comments. I am equipped to handle just about any standard word processors in Macintosh, Windows, or DOS formats including the following: _AmiPro, AppleWorks, Claris Works, Framemaker (MIF), MacWrite, Microsoft Word, Microsoft Works, MultiMate, Nisus, OfficeWriter, Professional Write, RTF, SunWrite, WordPerfect., WordStar, WriteNow_ -even _XYwrite_. If you plan to use a word processors not listed here check with me first. The exams and assignments will be available on the course web site. That means that you can download them as manipulable text into your own wordprocessor, then do the exam or assignement without recopying any thing. A number of computers are located in the west-wing hallway in the Philosophy Department. As a student enrolled in PHIL 407 you are entitled to use those computers for e-mail, web use, and word-processing. Whatever your word-processor and computer platform you must use a HIGH- DENSITY disk. _Return to Main menu_ E-mail and Listervs: There is a Web Site for the course. The site will be accessed through http://carnap.umd.edu/queer/GL_Home_page.html Some course materials will be available on it. In addition it will have links to various Gay and Lesbian archives, web sites sites and data bases around the world. You can access it through Web browsers such as Netscape or Mosaic from any networked computer in the world. This can be done in WAM Labs or from your own machine if it has a direct or modem connection to the net. You may either read the materials on a computer screen or download them for reading on your own computer or from hard copies you print out Exams and assignments will be down-loadable from the class web site. All students are eligible to have e-mail accounts and are required to do so. Instructions for obtaining a free WAM account are at http://www.helpdesk.umd.edu/faqs/unix/wam/wam-acct-signup.shtml. Alternatively, Take a photo-ID and proof of current connection to the University ( registration card) to room1400 in the Computer and Space Sciences Building on a weekday between 8 and 6. A listserv for PHIL 407 has been established. This will allow students in the class an opportunity to exchange ideas about course material, have discussions, seek help, etc. It functions very much like an Internet newsgroup or electronic bulletin board, although it is restricted to just members of this class. You will receive all posts to the listserv as e-mail, and when you post (send e-mail) to the listserv group all members of the class having e-mail will receive your post as e-mail. You will be asked to supply me with your e-mail address. Detailed instructions how to use the listserv will be handed out in class. Important course information will be disseminated via the listserv. Thus students are responsible for regularly reading its messages. You will find the listserv especially valuable when I am out of town and during take-home exams. Finally, you can use e-mail to contact the instructor with questions, etc. pertaining to the course or course materials, outside of class and office hours. AT UMCP there is an undergraduate lesbian, gay, bisexual, and transgendered (LGBT) student organization. _Information is available at http://www.inform.umd.edu/StudentOrg/lgba._ Contact them to learn how to get on their Listserv. Information about the UMCP Graduate Lambda Coalition (GLC) is available at http://www.inform.umd.edu/Student/Campus_Activities/StudentOrg/glc/. They, too, have a Listserv that can be joined. _Return to Main menu_ Some comments on Educational Philosophy and Grading. In my opinion there is no place for busy work in a university course. All work requested of students should have a pedagogical or learning pay off. This includes examinations. In my opinion it is never justified to give an exam or quiz solely for the purpose of determining a grade. Rather exams should be vehicles for learning and providing students with personalized feedback. A good exam is itself a vehicle for learning (that is why I give open-book, open-note, take-home exams), for diagnosis of what the student does and does not understand, and providing useful feedback, clarification, and comments that further facilitate learning. A course grade should reflect the ultimate mastery of course material, concepts, and intellectual skills, rather than being some commentary on the process whereby one came to such learning. Thus if a student makes lots of errors on exams, but effectively uses the feedback on the exams to master the material, and that mastery manifests itself in end-of-semester performance, then it seems to me the grade should reflect that level of mastery rather than be downgraded because the path to mastery involved mediocre performance on the earlier exams. Practically this means the following: If the final exam and term paper are superior to the midterm, the midterm grade will be thrown out. On the other hand, if there is a drop in performance at the end of the semester with no clear pattern of growing mastery over the semester, your grade will be an average of the midterm, final, and term paper, each counting a third of the grade. Under most realistic circumstances grading on the basis of curves or predetermined quotas for the numbers of As, Bs, etc. is both statistically invalid and pedagogically unjustified. In many respects the distribution of As and Bs should be a reflection of the quality of teaching. Gifted students who try tend to do well regardless of the quality of teaching whereas for most students the quality of teaching should affect the distribution of grades. I like to teach and my goal is to get each student to overachieve. Thus I am happiest when lots of students earn high grades in my classes. There is no grade inflation when excellent effort by students and outstanding teaching combine to produce real mastery of course material and the distribution of grades reflects that mastery. Grades will be assigned on the basis of A "excellent" mastery of the material, B "good" mastery, C "basic understanding", D "marginal understanding", and F general lack of understanding. The final course grade will be my best determination of your mastery of course material on this scale, though failure to make a good-faith effort on your journal (but not evaluation of its content) could lower your grade and the journal must be submitted to pass the course. Some students may have learning disabilities or special circumstances that interfere with learning. I am happy to spend lots of time helping students who need special attention. For me, the most rewarding aspect of teaching is making a difference in individual student's learning and university experience. Don't hesitate to give me that opportunity. _Return to Main menu_ Urgent Course Announcements The mid-term exam has been postponed one week from what originally was scheduled. It will be distributed Thursday, October 7 and due Tuesday, October 12. In-class film reports on one of the four discretionary films will be given Tuesday, October 5, and Thursday, October 14. _Return to Main menu_ <file_sep>\| ![](../Images/SmallCLTlogoButton.gif) --- ![](../SpacerGifs/Spacer-60x8.gif) \| ARTICLES _ CATEGORIES_ * Classroom Research **** * Cooperative Learning * Copyright * Critical Thinking * Distance Learning * Diversity: Race, Ethnicity, and Gender * Evaluating and Assessing Students * Evaluating Teaching * Learning * Learning Styles * Relations with Students * Syllabus * Teaching * Writing ![](../SpacerGifs/Spacer-8x24.gif) Classroom Research Kirkley, <NAME>. "Do It Yourself Faculty Development: Classroom Research for Beginners." _The Journal of Staff, Program, & Organizational Development_ 10 (winter 1992): 203-207. Copyright <NAME>. "Scholarly Fair Use." _Change_. 31.6, November/December 1999, 53-60. Top Diversity: Race, Ethnicity, and Gender <NAME>. Academic Culture: "The Hidden Curriculum." _Teaching Excellence; Toward the Best in the Academy_. 3.6, 1991-1992. Bennefield, <NAME>. "Tales from the Boondocks." _Black Issues in Higher Education_. October 28, 1999. Border, <NAME>. "Deconstructing Bias and Reconstructing Equitable Classrooms." _Teaching Excellence; Toward the Best in the Academy_. 8.6, 1996-1997. <NAME>. "Making a Difference; Service-Learning as an Activism Catalyst and Community Builder." _Cultivating the Sociological Imagination: Concepts and Models for Service-Learning in Sociology_. AAHE; 1999. <NAME>. "Teaching Controversial Issues." _Teaching Excellence; Toward the Best in the Academy_. 5.1, 1993-1994. Chesler, <NAME>. "Perceptions of Faculty Behavior by Students of Color." _CRLT Occasional Papers_. 7, University of Michigan, 1997. <NAME>. "Tales Told Out of School: Women's Reflections on Their Undergraduate Experience." _Teaching Excellence; Toward the Best in the Academy_. 3.4, 1991-1992. Davis, <NAME>. "Diversity and Complexity in the Classroom: Considerations of Race, Ethnicity, and Gender." _Tools for Teaching_. Jossey- Bass, 1993. <NAME>. "Difficult Dialogues; Enhancing Discussions about Diversity." _College Teaching_. 43.2. McGlynn, <NAME>. "Motivating the Disengaged Student: Part One: Challenging Passivity and Resistance to Learning." _Hispanic Outlook_. August, 1999. <NAME>, <NAME>hen Barrett. "Undergraduate Women in Science and Engineering : Providing Academic Support." _CRLT Occasional Papers_. 8, University of Michigan, 1997. Scott, <NAME>. "Including Multicultural Content and Perspectives in Your Classroom." _Teaching From a Multicultural Perspective_. 12. Sage Publications, 1994. <NAME>. "Impediments to Teaching a Culturally Diverse Undergraduate Population." _Teaching Excellence; Toward the Best in the Academy_. 2.4, 1990-1991. <NAME>. "Class in the Classroom." _Teaching Excellence; Toward the Best in the Academy_. 10.2, 1998-1999. Top Evaluating and Assessing Students <NAME>. "Doing Assessment as if Learning Matters Most." _AAHE Bulletin_. 51.9, May 1999. Angelo, <NAME>., <NAME>. "Minute Paper." _Classroom Assessment Techniques; A Handbook for College Teachers_. Jossey-Bass, 1993. Astin, <NAME>., et. al. "Principles of Good Practice for Assessing Student Learning." _AAHE Assessment Forum_. <NAME>, <NAME>. "Assessing Critical Thinking Across the Curriculum." _Assessing Students' Learning_. 1998: 33-46. Center for Excellence in Learning and Teaching. "An Introduction to Classroom Assessment Techniques." 1994. <NAME>., <NAME>. "Improving Multiple-Choice Tests." _Center for Faculty Evaluation and Development_. September 1986. Davis, <NAME>. Evaluating Students' Written Work. " _Tools for Teaching_. <NAME>. "Evaluating Student Performance." _Mastering the Techniques of Teaching_. Jossey-Bass, 1995. <NAME> and <NAME>. "Establishing Criteria and Standards for Grading." _Effective Grading: A Tool for Learning and Assessment_. Student Assessment of Learning Gains Instrument. <NAME>. "Developing and Applying Grading Criteria". _Engaging Ideas_. Top Evaluating Teaching <NAME>. "Developing an Effective Faculty Evaluation System." _Center for Faculty Evaluation and Development_. January 1996. Center for Excellence in Learning and Teaching. "Designing a Teaching Portfolio." December 1999. http://www.psu.edu/celt/portfolio.html Dalhousie University. "The Step-by-Step Creation of a Teaching Dossier." December 1999. http://www.dal.ca/~oidt/taguide/TheStep.html <NAME>, <NAME>, <NAME>. "The Format and Content of a Portfolio." _The Teaching Portfolio: Capturing the Scholarship in Teaching_. AAHE, 1991. <NAME>. "Department Level Assessment: Promoting Continuous Improvement." _Idea Center_.1999. <NAME>. "Peer Review of Teaching; 'From Idea to Prototype'." _AAHE Bulletin_. November 1994. <NAME>. "The Teaching Portfolio." _CRLT Occasional Paper_ s. 11. U of M Ann Arbor, 1998. <NAME>. "Course Evaluations: The Roles and Needs of Students, Faculty Members, and Administrators." _ADE Bulletin, Fall 2000, no 126_. Murdoch University. "Guidelines for Presentation of a Teaching Portfolio." December 1999. http://wwwadmin.murdoch.edu.au/hr/traindev/teachportfolio.html <NAME>. "Teaching Portfoloios: A Positive Appraisal." _ACADEME_. January/February, 2000. University of Victoria. "The Teaching Dossier." December 1999. http:/learn.terc.uvic.ca/teaching.html. Virginia Tidewater Consortium for Higher Education. "Changing Practices in Evaluating Teaching." _Teleconference Resource Materials_. March 24, 2000. Top Learning <NAME>. "Spectators and Gladiators: Reconnecting the Students with the Problem." _Teaching Excellence; Toward the Best in the Academy_. 2.7, 1990-1991. <NAME>. "Risky Business: Making Active Learning a Reality." _Teaching Excellence; Toward the Best in the Academ_ y. 4.3, 1992-1993. "Deep Learning, Surface Learning." _American Association for Higher Education Bulletin_. 45.3, April 1993, 10-13. Department of Education, United States. _Involvement in Learning: Realizing the Potential of American Higher Education_. October 1984. <NAME>. "Interdisciplinary Teaching and Learning." _Teaching Excellence; Toward the Best in the Academy_. 10.3, 1998-1999. Education Commission of the States. "What Research Says About Improving Undergraduate Education." _American Association for Higher Education Bulletin_. 48, April 1996, 5-8. <NAME> and Calvin. "Writing to Learn." _Essays on Teaching Excellence; Toward the Best in the Academy_. 9.4, 1997-1998. <NAME>, <NAME>, <NAME>. "Mentoring in the Classroom: Making the Implicit Explicit." _Teaching Excellence; Toward the Best in the Academy_. 6.1, 1994-1995. <NAME>. "Active Learning Beyond the Classroom." _Teaching Excellence; Toward the Best in the Academy_. 7.1, 1995-1996. <NAME>., <NAME>. "Content Tyranny." ASEE Prism. October 1998. Wilhite, Myra, <NAME>. "Learning Outside the Box: Making Connections Between Co-Curricular Activities and the Curriculum." _Teaching Excellence; Toward the Best in the Academy_. 10.5, 1998-1999. Top Cooperative Learning Bredehoft, <NAME>. "Cooperative Controversies in the Classroom." _College Teaching_. 39.3, 1991. "Collaborative Learning: Rationale." _Teach-niques. No. 6, Center for Teaching_. University of Iowa. <NAME>. "College Writing & Cooperative Learning: Implications for Writing across the Curriculum." _Cooperative Learning & College Teaching_. 5.2, 1995. <NAME>. "Cooperative Learning: Why Does it Work?" _Cooperative Learning & College Teaching_. 1.1, 1990. "Doing Cooperative Learning: Preparing the Students." October 1999. http://www.wcer.wisc.edu/nise/cl1/CL/doingcl/start.htm Duch, <NAME>., <NAME>, <NAME>. "Problem-based Learning: Preparing Students to Succeed in the 21st Century." _Essays on Teaching Excellence, Toward the Best in the Academy_. 9.7, 1997-1998. Johnson, <NAME>., <NAME>, <NAME>. "Integrated Use of All Types of Cooperative Learning." _Active Learning: Cooperation in the College Classroom_. Edina, MN: Interaction Book Company, 1991. <NAME>. "Collaborative Learning: Reframing the Classroom." _Teaching Excellence, Toward the Best in the Academy_. 2.3, 1990-1991. <NAME>. "Peer Learning, Collaborative Learning, Cooperative Learning." _Teaching Tips, 10th ed_. Boston: Houghton Mifflin Co., 158-166. Michaelsen, <NAME>. "Three Keys to Using Learning Groups Effectively." _Essays on Teaching Excellence, Toward the Best in the Academy_. 9.5, 1997-1998. <NAME>. "Effective Group Management." Office of Teaching and Learning. "Cooperative Learning." _Teaching Idea Packet 5_. Wayne State University, April 1999. Plank, <NAME>. "The Process and Product of Collaborative Activities or Three Men and an Egg." _The Penn State Teacher II: Learning to Teach; Teaching to Learn_. Pennsylvania State University, December 1999. http://www.psu.edu/celt/PST/KMPcollaborative.html <NAME>., <NAME>, <NAME>. "Definitions of Seventeen Cooperative Learning Stuctures and Procedures." _The Handbook for the Fourth R III: Relationship Activities for Cooperative and Collegial Learning_. Columbia, MD, 1993. <NAME>. "Cooperation in the College Classroom." _Cooperative Learning and College Teaching_.1995. <NAME>. "Cooperative Learning and Problem Solving." _Cooperative Learning and College Teaching_. 1995. Smith, <NAME>. Cooperative Learning Awareness Workshop. <NAME>. "Cooperative Learning: Effective Teamwork for Engineering Classrooms." _IEEE Education Society Newsletter_. April 1995. Smith, <NAME>. "The Craft of Teaching Cooperative Learning: An Active Learning Strategy." _Frontiers in Education Conference Proceedings_. Sec. 16C1, 1989. <NAME>., <NAME>. and <NAME>. "Cooperative Learning: Advice for Starting Out." Active Learning: Cooperation in the College Classroom. Edina, MN: Interaction Book Company, 1991. "Teaching with Collaborative Activities and Small Groups." The Penn State Teacher II: Learning to Teach; Teaching to Learn. Pennsylvania State University, December 1999. Center for Excellence in Learning and Teaching. http://www.psu.edu/celt/PST/KMPcollaborative.html Top Critical Thinking American Society for Microbiology. "Development of Critical-Thinking Skills in the Microbiology Curriculum, Remodeling the Course." 1991 _General Meeting_. May 5, 1991. <NAME>, <NAME>. "Assessing Critical Thinking Across the Curriculum." _Assessing Student Learning. New Directions for Teaching and Learning_. 34, San Francisco: Jossey-Bass, 1988. <NAME>. "Critical Thinking and Cooperative Learning: A Natural Marriage." _Cooperative Learning & College Teaching_. 4.2, 1994. <NAME>, <NAME>. "Critical Thinking: Toward Research and Dialogue." _Using Research to Improve Teaching_. New Directions for Teaching and Learning. 23, San Francisco: Jossey-Bass, 1985. <NAME>. "Building Confidence and Community in the Classroom." _Teaching Excellence, Toward the Best in the Academy_. 3.1, 1991-1992. <NAME>. "Guided Peer Questioning: A Cooperative Learning Approach to Critical Thinking." _Cooperative Learning and College Teaching_. 5.2, 1995. Kurfiss, Joanne. "Critical Thinking by Design." _Teaching Excellence, Toward the Best in the Academy_. 1.2, 1989-1990. Lochhead, Jack, <NAME>. "Teaching Analytical Reasoning Through Thinking Aloud Pair Problem Solving." _Developing Critical Thinking and Problem-Solving Abilities_. New Directions for Teaching and Learning. 30. San Francisco: Jossey-Bass, 1987. Millis, <NAME>. "Increasing Thinking Through Cooperative Writing." _College Teaching & Cooperative Learning_. 4.3, 1994. Millis, <NAME>., <NAME>, <NAME>. "Stacking the DEC to Promote Critical Thinking: Applications in Three Disciplines." _Cooperative Learning & College Teaching_. 3.3, 1993. <NAME>. "Leading the Seminar: Graduate and Undergraduate." _Teaching Excellence, Toward the Best in the Academy_. 8.1, 1996-1997. Necheles-Jansyn, <NAME>. "Building Critical Thinking Skills in an Introductory World Civilizations Course." _Perspectives_. January 1989. <NAME>. "Critical Thinking Requires Critical Questioning." _Teaching Excellence, Toward the Best in the Academy_. 10.7, 1998-1999. Wales, <NAME>., <NAME>. "Teaching Decision-Making with Guided Design." _Center for Faculty Evaluation & Development_. November 1982. Weiss, <NAME>. "But How do we get them to Think?" _Teaching Excellence, Toward the Best in the Academy_. 4.5, 1992-1993. Top Distance Learning Boettcher, <NAME>., <NAME>. "Distance Learning: A Faculty FAQ." _Microsoft in Higher Education_. 1 Sept.1999: 6 pg. 21 Sept. 1999 http://www.microsoft.com/education/hed/online/distlfaq.htm. <NAME>, <NAME>. "You Don't Have to Go the Whole Distance." _T.H.E. Journal_. September 1999, 115-120. <NAME>. "The e-Learning Taboo: High Dropout Rates in Online Courses." _Syllabus_. June 2001, v 14 no 11. <NAME>, <NAME>, <NAME>, <NAME>. "How to Design a Virtual Classroom, 10 Easy Steps to Follow." _T.H.E. Journal_. September 1999, 96-109. <NAME>. "The Origins of Distance Education and Its Use in the United States." _T.H.E. Journal_. September 1999, 54-67. Merisotis, <NAME>., <NAME>. "What's the Difference? Outcomes of Distance vs. Traditional Classroom-Based Learning." _Change_. May/June 1999. <NAME>. "Fusion and the Knowledge Age." _NACUBO Business Officer_. January 1998, 36-42. <NAME>. "Seven Tips for Highly Effective Online Courses." _Syllabus_. June 2001, v 14 no 11. <NAME>, Paula, <NAME>. "Reassessing the Assessment of Distance Education Courses." _T.H.E. Journal_. September 1999, 70-76. Top Learning Styles <NAME>. "Tailoring Assessment to Student Learning Styles". _AARP Bulletin_ vol 53 no 7, March 2001. "Exploring Psychology, Learning Styles." McGraw Hill Company. 21 June 1999 http://www.dushkin.com/connectext/psy/ch06/learnsty.mhtml <NAME>. "Resources in Science and Engineering Education." 3 May 1999 http://www2.ncsu.edu/unity/lockers/users/f/felder/public/RMF.html <NAME>. "Index of Learning Styles." Resources in Science and Engineering Education. 3 May 1999, http://www2.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.htm <NAME>. "Learning Styles and Strategies". Resources in Science and Engineering Education. 3 May 1999, http://www2.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm <NAME>. "Matters of Style." Resources in Science and Engineering Education. 3 May 1999, http://www2.ncsu.edu/unity/lockers/users/f/felder/public/Papers/LS-Prism.htm <NAME>. "Reaching the Second Tier." Resources in Science and Engineering Education. 3 May 1999, http://www2.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Secondtier.html <NAME>., <NAME>. "Student Learning Styles and Their Implications for Teaching. CRLT Occasional Papers. 10, University of Michigan, 1998. O"<NAME>. "Using Learning Styles to Adapt Technology for Higher Education." CTL Learning Styles Site. 1999 29 April 1999 http://www- isu.indstate.edu/ctl/styles/articles.html Top Relations with Students Brookfield, <NAME>. "Building Trust with Students." The Skillful Teacher: One Technique, Trust and Responsiveness in the Classroom. San Francisco: Jossey-Bass, 1990. <NAME>. "Knowing Your Students Better: A Key To Involving First-Year Students." CRLT Occasional Papers. 9, University of Michigan, 1997. <NAME>. "Student Involvement: Active Learning in Large Classes." Teaching Large Classes Well. New Directions for Teaching and Learning. 32, San Francisco: Jossey- Bass, 1987. McGlynn, <NAME>. "Incivility in the College Classroom: Its Causes and Cures." Hispanic Outlook. 1999. McKeachie, <NAME>. "Motivating Students for Your Course and for Lifelong Learning." Teaching Tips: Strategies, Research, and Theory for College and University Teachers. Boston: Houghton Mifflin Co., 1999. McKeachie, <NAME>. "Problem Students (There's Almost Always at Least One!)." Teaching Tips: Strategies, Research, and Theory for College and University Teachers. Boston: Houghton Mifflin Co., 1999. <NAME>. "Insubordination and Intimidation Signal the End of Decorum in Many Classrooms: Professors See Rise in Uncivil Behavior by Students--From Talking during Lectures to Physical Assaults." Faculty on the Front Lines: Reclaiming Civility in the Classroom. 1999. <NAME>. "Stimulating Student Thought and Interest." Improving Your Classroom Teaching. 7, Newbury Park, CA: Sage Publications, 1993. Top Syllabus <NAME>., <NAME>. "Writing a Syllabus." Center for Faculty Evaluation and Development. September 1992. Davis, <NAME>. "Preparing or Revising a Course." Tools for Teaching. San Francisco: Jossey- Bass, 1993. McGlynn, <NAME>. "Incivility in the College Classroom: Its Causes and Cures." Hispanic Outlook. September 1999, 26-28. <NAME>. "Designing an Effective Course Syllabus." Top Teaching Angelo, <NAME>. "A 'Teacher's Dozen': Fourteen General, Research- Based Principles for Improving Higher Learning in Our Classrooms." AAHE Bulletin. April 1993. Chickering, <NAME>., <NAME>. "Seven Principles for Good Practice in Undergraduate Education." AAHE Bulletin. March 1987, 9-10. <NAME>, <NAME>, Ann Sweet. "Every Student Teaches and Every Teacher Learns: The Reciprocal Gift of Discussion Teaching." Education for Judgement. 1991. <NAME>. Teaching and Learning in the Next Century. "For Your Consideration." University of North Carolina at Chapel Hill, Center for Learning and Teaching Bulletin. 1.1, September 1988. <NAME>. "The Dreaded Discussion: Ten Ways to Start." Improving College and University Teaching. 29.3, 109-114. <NAME>., <NAME>. "The Challenge of the Large Lecture Class: Making it More Like a Small Seminar." The Teacher. March 1998, 7 pg., 30 March 1998 http://www.apsanet.org/PS/March/hensley.html Kozma, Robert. "Learning with Lectures." CRLT Occasional Papers. 6, University of Michigan, 1993. <NAME>. "Good Teaching: The Top Ten Requirements." The Teaching Professor. 12.6, June/July 1998. McKeachie, <NAME>. "Lecturing." Teaching Tips: Strategies, Research, and Theory for College and University Teachers. Boston: Houghton Mifflin Co., 1999. <NAME>, <NAME>. "What is Good Teaching?" ASEE Prism. September 1998. <NAME>. "What is Good College Teaching?" The Teaching Professor. 4.1, January 1990. Top Good Teaching <NAME>. "Characteristics of Constructive Feedback." A Handbook for Faculty Development. Washington D.C.: The Council for the Advancement of Small Colleges, 1975. 223-225. <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, eds. Quick Hits: Successful Strategies for Award Winning Teachers. Indianapolis: Indiana University Press, 1994. Johnson, <NAME>. "Increasing Student Involvement." First Steps to Teaching Excellence in College. Madison, WI: Magna Publications, 1990. National Center for Research to Improve Post Secondary Teaching and Learning. "Personal Growth as a Faculty Goal for Students." Accent on Improving College Teaching and Learning. University of Michigan, 1990. <NAME>. "Elements of Effective Teaching Supported by Research." Center for Teaching and Learning. Univ. of North Carolina, Chapel Hill. Top Technology and Teaching <NAME>, <NAME>, <NAME>. "The Web-Based Mathematics Course." Syllabus. November/December 1998, 62-65. <NAME>. "In Response?Designing an Online Journal." T.H.E. Journal. February 1999, 52-55. Braught, <NAME>., <NAME>, <NAME>. "Collecting Homework on the Web." Syllabus. October 1998, 49-51. Chickering, <NAME>., <NAME>. "Implementing the Seven Principles: Technology as Lever." AAHE Bulletin. October 1996, 3-6. <NAME>. "Anatomy of an Online Course." T.H.E. Journal. February 1999, 49-51. Davis, <NAME>. "Instructional Media and Technology." Tools for Teaching. San Francisco: Jossey- Bass, 1993 Diotalevi, <NAME>. "Copyrighting Cyberspace: Unweaving a Tangled Web." Syllabus. January 1999, 44-46. <NAME>. "Designing Successful Internet Assignments." Syllabus. February 1999, 52-53. <NAME>. "Preserve and Transform: Integrating Technology into Academic Life." http://www.tltgroup.org Vol. 12, No. 5, October 1999. <NAME>. "Wiring the Ivory Tower." Businessweek Online. 17 August 1999. http://www.businessweek.com/1999/99_32/b3641118.htm <NAME>. "Training Instructors in New Technologies." T.H.E. Journal. March 1999, 67-69. Wilson, <NAME>, <NAME>. "Using CD-ROM Technology to Teach the Process of History." Syllabus. February 1999, 54-55. Top First year faculty <NAME>. "The First Year Faculty Experience". _Focus Online_. November/December 1999, vol 9.2. <NAME>. "Lessons Taught, Lessons Learned." _Focus Onlin_ e. September/October 2000, vol 10.1 <NAME>. "Developing New Faculty: An Evolving Program." To Improve the Academy. vol 19. Visual Support Materials Center for Teaching and Learning. "Why Use Visual Support Materials?" Univ. of North Carolina, Chapel Hill. Top Writing <NAME>, <NAME>, <NAME>. "Microtheme Strategies for Developing Cognitive Skills." New Directions for Teaching and Learning: Teaching Writing in All Disciplines. 12. San Francisco: Jossey-Bass, December 1982, 27-38. <NAME>, <NAME>. "Writing Assignments-Pathways to Connections, Clarity, Creativity." College Teaching. 40.2, 43-47. <NAME>. "Writing For Learning--Not Just For Demonstrating Learning." <NAME>. "Another Look at WAC and the Writing Center." The Writing Center Journal. 16.2, Spring 1996. <NAME>. "Using Writing to Teach Many Disciplines." Improving College and University Teaching. 31.3, Summer 1983, 121-128. <NAME>. "Portfolios Across the Curriculum." Haswell, <NAME>. "Minimal Marking." College English. 45.6. October 1983, 600-604. Herrington, <NAME>. "Assignment and Response: Teaching with Writing Across the Disciplines." A Rhetoric of Doing Essays: Essays on Written Discourse in Honor of James L. Kinneavy. Carhondale: SIV Press, 1992, 244-260. Peak, <NAME>., <NAME>. "On Assigning and Assessing Students' Prose: A Discipline-Based Approach. Forthcoming in Journal of Criminal Justice Education. <NAME>. "Video Visits: An Innovation for Learning about Portfolios." The Quarterly. 19-25. <NAME>. "Writing Across the Curriculum in Historical Perspective: Toward a Social Interpretation." College English. 52.1, January 1990, 52-73. <NAME>. "Responding to Student Writing." College Composition and Communication. 33.2, May 1982, 148-156. Waldo, <NAME>. "Inquiry as a Non-Invasive Approach to Cross-Curricular Writing Consultancy." Administrative Issues in Writing Across the Disciplines. Waldo, <NAME>. "Toward Discipline-Based Writing Across the Curriculum." Walvoord, <NAME>. "The Future of WAC." College English. 58.1, January 1996, 58-79. Top ![](../SpacerGifs/Spacer-8x24.gif) TCLT Home Page \| Programs \| Funding \| Teaching Resources \| Calendar This site created and maintained by the Thompson Center for Learning and Teaching. Copyright (C) 2000\. Regents of the University of Michigan. <file_sep>### ![](Images/rainbow.GIF) ### The Political Economy of Development (POLI 464) ### ![](Images/rainbow.GIF) Strong economic performance has become an important goal for many nations. Despite attempts to achieve long-term economic growth, it has evaded many countries. Some economies have grown rapidly over the last 30 years, while others have languished, subjecting a large portion of their populations to grinding poverty. What explains this wide variance in economic performance? Economists have as yet only explained roughly half of the variance. Having recognized that traditional models only account for half of the variance, research is now beginning to center on political factors. This class explores both the theory and empirical evidence that connects politics to economic development. * * * Course Requirements:![](Images/afraid.gif) Students will be required to write and then present 3 short papers . Papers will be turned in on the Tuesday of each week (by 12:00 pm) so that they can be disseminated to the rest of the class for discussion. Each paper is worth 30% of the grade with overall class participation accounting for the remaining 10%. * * * Books:![](Images/books1.gif) The following books are available at the Rice University bookstore: <NAME>. (1971). Polyarchy. New Haven and London, Yale University Press. <NAME>. (1995). Embedded autonomy. Princeton, N.J., Princeton University Press. <NAME>. (1968). Political order in changing societies. New Haven, Yale University Press. <NAME>. and <NAME>. (1996). Internationalization and domestic politics. Cambridge Studies in Comparative Politics. Cambridge, Cambridge University Press. <NAME>. (1990). Institutions, institutional change and economic performance. Cambridge, Cambridge University Press. <NAME>. (1997). The Paradox of Plenty: Oil Booms and Petro-States. Berkeley, University of California Press. <NAME>. (1997). Open-Economy Politics. The Political Economy of the World Coffee Trade. Princeton, Princeton University Press. * * * ### Introduction The Economist (1992). Economic growth: explaining the mystery. The Economist : p. 19. Economist, T. (1996). "Economic growth. The poor and the rich." The Economist(May 25th 1996): 23-25. * * * ### Defining Democracy <NAME>. (1971). Polyarchy. New Haven and London, Yale University Press. <NAME>. (1975). Capitalism, socialism and democracy. New York, Harper and Row. Chapters 20-23, pp. 232-296 <NAME>., <NAME>, et al. (1996). "Classifying Political Regimes." Studies in Comparative International Development 31 (2): 3-36. <NAME>. (1980). "Issues in the comparative measurement of political democracy." American Sociological Review 45 : 370-390. _Optional Reading_ <NAME>. (1989). Polity III: Political Structures and Regime Change, 1800-1995 [computer file]. Boulder, Colorado, Center for Comparative Politics [producer]. <NAME>. and <NAME> (1975). Patterns of authority: a structural basis for political inquiry. New York, Wiley. <NAME>. (1993). Freedom in the world. New York, Freedom House. <NAME>. (1991). On Measuring Democracy: its consequences and concomitants. New Brunswick, Transaction Publishers. * * * ### Development and Democracy <NAME>. (1959). "Some social requisites of democracy: econmic development and political legitimacy." American Political Science Review 53 (March): 69-105. <NAME>. (1994). "The Social Requisites of Democracy Revisited." American Sociological Review 59 (1): 1-22. <NAME>. and <NAME> (1997). "Modernization: Theories and Facts." World Politics 49 (2). <NAME>. (1988). "Democracy and economic development: modernization theory revisited." Comparative Politics 21 (October): 21-36. <NAME>. (1984). "Will more countries become democratic?" Political Science Quarterly 99 (2): 193-218. <NAME>. (1970). "Trasitions to Democracy. Toward a dynamic model." Comparative Politics(April 1970): 337-363. _Optional Reading_ <NAME>. (1973). "On the relation of economic development to democratic performance." American Journal of Political Science 17 (August). <NAME>. (1986). Democracy and development. Development strategies reconsidered. <NAME>. New Brunswick, Transaction Books. * * * ### Development and Authoritarianism <NAME>. (1955). "Economic growth and income inequality." American Economic Review 45 : 18-30. <NAME>. (1968). Political order in changing societies. New Haven, Yale University Press. Especially Chapters 1-4. _Optional Reading_ de <NAME>. (1964). Industrialization and democracy. Glencoe, IL, The Free Press. <NAME>. (1959). Labor and economic development. New York, Wiley. <NAME>. and <NAME> (1976). No easy choice. Cambridge, Harvard University Press. * * * ### External Forces and their Political Consequences <NAME>. (1973). The Development of Underdevelopment. The Political Economy of Development and Underdevelopment. <NAME>. New York, Random House : 109-120. <NAME>. (1970). Associated-Dependent Development: Theoretical and Practical Implications. Authoritarian Brazil. A. Stepan. New Haven and London, Yale University Press : 142-176. <NAME>. (1979). Industrial change and political change: a European perspective. The new authoritarianism in Latin America. D. Collier. Princeton N.J., Princeton University Press : 319-362. <NAME>. (1979). Dependent Development. The Alliance of Multinational, State, and Local Capital in Brazil. Princeton, Princeton University Press. p. 3-101. <NAME>. (1980). "Dependency Theory: Contnuities and Discontinuities in Development Studies." International Organization 34 (4): 605-628. _Optional Reading_ <NAME>. (1978). "Beyond Asymmetry: critical notes on myself as a young man and some other old friends." International Organization 32 (1): 45-50. <NAME>. (1973). Modernization and bureaucratic-authoritarianism. Berkeley, Institute of International Studies. 51-111. <NAME>. (1979). Three Mistaken Theses Regarding the Connection between Industrialization and Authoritarian Regimes. The New Authoritarianism in Latin America. <NAME>. Princeton, Princeton University Press : 99-165. * * * ### Post-Imperialism <NAME>., <NAME>, et al. (1987). Postimperialism. International Capitalism and Development in the Late Twentieth Century. Boulder, Lynne Rienner Publishers. pp. 1-19, 19-41, 107-131, 203-227. <NAME>. (1974). "Multinationals and Developing Countries: Myths and Realities." Foreign Affairs 53 (1): 121-134. <NAME>. (1996). Postimperialism. Concepts and Implications. Postimperialism: New Research for the New Milennium, Dartmouth Colleg, Hanover, New Hampshire. <NAME>, et al. (1978). "Cross-National Evidence of the Effects of Foreign Investment and Aid on Economic Growth and Inequality." American Journal of Sociology 84 : 651-684. <NAME>. and <NAME> (1997). "National Structures and Multinational Corporate Behavior: Enduring Differences in the Age of Globalization." International Organization 51 (1). _Optional Reading_ <NAME>. (1969). Imperialism, the highest stage of capitalism. Peking, Foreign Language Press. * * * ### International Sources of Domestic Politics <NAME>. (1978). "The Second Image Reversed: the International Sources of Domestic Politics." International Organization 32 (4): 881-911. <NAME>. and <NAME>. (1996). Internationalization and domestic politics. Cambridge Studies in Comparative Politics. Cambridge, Cambridge University Press. Especially Chapters 1-6, 9-10. <NAME>. (1962). Economic backwardness in historical perspective, a book of essays. Cambridge, Belknap Press of Harvard University. _Optional Reading_ <NAME>. (1988). "Classes, sectors, and foreign debt in Latin America." Comparative Politics 21 (1): 1-20. <NAME>. (1987). "Political cleavages and changing exposure to trade." American Political Science Review 81 (December): 1121-1138. <NAME>. (1985). Small states in world markets. Ithaca, Cornell University Press. <NAME>. (1987). "Trade and Democratic Institutions." International Organization 41 (2): 203-225. * * * ### Politics of the Open Economy (Rational Choice) <NAME>. (1997). Open-Economy Politics. The Political Economy of the World Coffee Trade. Princeton, Princeton University Press. _Optional Reading_ <NAME>. (1981). Markets and States in Tropical Africa. Berkeley, University of California Press. <NAME>., <NAME>, et al. (1993). "Forum on the Work of <NAME>." World Development 21 : 1033-1081. * * * ### Politics of the Open Economy Reversed (Structural Approaches) <NAME>. (1997). The Paradox of Plenty: Oil Booms and Petro-States. Berkeley, University of California Press. <NAME>. (1978). The evolution of the international economic order. Princeton, N.J., Princeton University Press. Skim. Optional Reading <NAME>. (1974). The Modern World System: Capitalist Agriculture and the Origins of the European World-Economy n the Sixteenth Century. New York, Academic Press. <NAME>. (1977). "Wallerstein's World Capitalist System: A theoretical and Historical Critique." American Journal of Sociology 82 : 1075-1090. * * * ### Globalization and the Future of the State <NAME>. (1996). "The Rise of the Virtual State." Foreign Affairs 75 (4): 45-61. <NAME>. (1984). Cities and the wealth of nations. New York, Vintage Books. <NAME>. (1995). Beyond Sovereignty: Territory and Political Economy in the Twenty-First Century. Toronto, University of Toronto Press. Chapter 1 Economist, T. (1997). "Bearing the weight of the world market." The Economist (December 6, 1997): 88-89. <NAME>. (1996). Pop Internationalism. Cambridge, The MIT Press. pp. 1-33. Optional Reading <NAME>. (1995). The end of the nation state. New York, The Free Press. <NAME>. (1992). Global Shift. The internationalization of economic activity. New York, The Guiford Press. * * * ### Salvaging the State <NAME>. (1995). Embedded autonomy. Princeton, N.J., Princeton University Press. _Optional Reading_ <NAME>., <NAME>, et al., Eds. (1985). Bringing the state back in. Cambridge, Cambridge University Press. <NAME>. (1990). Governing the market: economic theory and the role of government in East Asian industrialization. Princeton, Princeton University Press. <NAME>. (1985). Politics against markets. Princeton, Princeton University Press. * * * ### Institutions and Economic Performance <NAME>. (1990). Institutions, institutional change and economic performance. Cambridge, Cambridge University Press. <NAME>. (1993). "Dictatorship, democracy, and development." American Political Science Review 87 (3): 567-576. <NAME>. (1982). The rise and decline of nations. New Haven, Yale University Press. pp. 1-74 _Optional Reading_ <NAME>. (1990). The state and the economy under capitalism. London, Harwood Academic Publishers. * * * ### Empirical Evidence on Democracy and Economic Growth <NAME>. and <NAME> (1993). "Political regimes and economic growth." Journal of Economic Perspectives 7 (3): 51-71. <NAME>. and <NAME> (1994). "The Political Economy of Growth: A Critical Survey of the Recent Literature." The World Bank Economic Review 8 (3): 351-371. <NAME>. (1994). "Empirical Linkages Between Democracy and Economic Growth." British Journal of Political Science 24 : 225-248. <NAME>. and <NAME> (1993). "Private Investment and Democracy in Latin America." World Development 21 (4): 489-507. <NAME>. and <NAME> (1990). "The effects of democracy on economic growth and inequality: a review." Studies in Comparative International Development 25 (1): 126-157. _Optional Reading_ <NAME>. and <NAME> (1992). "A sensitivity analysis of cross-country growth regressions." American Economic Review 82 (4): 942-963. <NAME>. and <NAME> (1993). "What we have learned about policy and growth from cross-country regressions?" American Economic Review 83 (2): 426-430. <NAME>. (1988). "The institutional framework and economic development." Journal of Political Economy 96 (3): 652-62. * * * ### Democracy and Inequality Review--<NAME>. and <NAME> (1990). "The effects of democracy on economic growth and inequality: a review." Studies in Comparative International Development 25 (1): 126-157. <NAME>. and <NAME> (1994). "Distributive Politics and Economic Growth." The Quarterly Journal of Economics 109 (2): 465-490. <NAME>. and <NAME> (1985). "Political Democracy and the Size Distribution of Income." American Sociological Review 50 (August): 438-457. <NAME>. (1988). "Democracy, Economic Development, and Income Inequality." American Sociological Review 53 (February): 50-68. <NAME>. and <NAME> (1992). "Growth, distribution, and politics." European Economic Review 36 : 593-602. <NAME>. and <NAME> (1996). "Income distribution, political instability, and investment." European Economic Review 40 : 1203-1228. <NAME>. (1997). Democracy and inequality: tracking welfare spending in Singapore, Taiwan, and South Korea. Inequality, democracy, and economic development. <NAME>. Cambridge, Cambridge University Press. <NAME>. (1979). "Human rights and economic realities: tradeoffs in historical perspective." Political Science Quarterly 94 (3): 453-473. _Optional Reading_ <NAME>. (1990). "Political Rights and Income Inequality: a cross-national test." American Sociology Review 55 (October): 682-693. <NAME>. and <NAME> (1996). "A new data set measuring income inequality." The World Bank Economic Review 10 (3): 565-91. <NAME>. and <NAME> (1995). "Income Inequality and Democratization Revisited: Comment on Muller." American Sociological Review 60 (December): 983-989. <NAME>. (1995). "Income Inequality and Democratization: Reply to Bollen and Jackman." American Sociological Review 60 (December): 990-996. <file_sep>![](http://scriptorium.lib.duke.edu/graphics/quilt-square-a-75.gif) # WOMEN and the CIVIL WAR ### _Manuscript sources in the Special Collections Library at Duke University_ * * _Civil War Women: Primary Sources on the Internet provides links to manuscript collections at Duke which have been scanned and transcribed as well as links to other Civil War women's archival documents which are available in cyberspace. _ * * * The following list describes original manuscript collections, held in Duke University's Special Collections Library, which document women's experiences during the Civil War. A few of the collections are available via the Internet and have been hot-linked. Researchers are encouraged to consult the Duke Libraries on-line catalog for more detailed information about the collections listed here or contact our Reference Desk for information on ordering copies from any of the collections listed. The Special Collections Library also houses numerous published sources such as religious tracts, broadsides, magazines and newspapers that provide valuable information about women's lives during the Civil War. Researchers should consult with the Women's Studies Reference Archivist or other reference staff to find out more about identifying and locating these materials. ### _African American/Slave Women during the Civil War Era_ Most of the collections listed below document women's experiences during the Civil War from the perspectives of white women. Since few black women knew how or had the opportunity to read or write before the Civil War, there is very little documentation about their lives which exists in their own words. Learning about black women's experiences during this time period is not impossible, but requires using different types of documentation and research methodologies. Plantation records, slave letters, and the diaries and letters of white women can be used to explore various aspects of African American women's lives during the Civil War period. For ideas of possible topics and collections consult the bibliography _Retrieving African American Women's History_ or talk with a reference archivist Ambler-Brown Family Papers, 1780-1865. <NAME>, <NAME>. and Fauquier Co., Va. Diary of <NAME>, 1862-1863 (17 pp.) comments on major Civil War battles, civilian morale and hardships, and depridations by Union troops. <NAME> Papers, 1862-1870. Pittsylvania Co, Va. Personal letters from a Confederate soldier mention death of a female slave. Bedinger-Dandridge Family Papers, 1763-1957. Shepherdstown, <NAME>a. Large collection of family papers contains correspondence among the women during the war. <NAME>, 1861-1863. <NAME>. Diary of Va. woman concerned with local events of Civil War such as troop activity, civilian life, and economic conditions. <NAME> Papers, 1832-1888. Fayetteville, N.C. Personal and business correspondence of family of planters and lawyers includes considerable correspondence among the women of the family. Topics include personal affairs, religious discussions, prophecy, stories of hardships and anxieties related to the Civil War. (MICROFILM AVAILABLE) <NAME> Papers, 1806-1921. <NAME>. Correspondence, diaries, and records document New Englander's duties as a nurse at U.S. Sanitary Commission convalescent camps during the war and her efforts to establish free schools for blacks and whites in Wilmington, N.C. directly following the war. (MICROFILM AVAILABLE) <NAME> Papers, 1846-1888. Santa Luca, Ga. War correspondence of Briant is chiefly from her husband-to-be but includes account of the impressment of a local Jew's merchandise for the army by women. Rhoda S. Briggs Letters, 1852-1874. Elsworth, N.Y. Letters to Briggs from friends and relatives, mostly women, in Bloomington, Ill., Rochester, N.Y., and elsewhere discussing social and family matters and containing Northern reactions to the Civil War. <NAME>, 1860-1865. Bastrop, La. Chronicles the day-to-day life on a cotton plantation and the relationship of the Carrs with friends and neighbors. (MICROFILM AVAILABLE) <NAME> <NAME>, 1862-1865. Huntsville, Al. Describes Federal raids on and occupation of Huntsville and comments on local people and trouble with slaves occasioned by the presence of Federal troops. <NAME> Papers, 1811-1925. Huntsville, Al. Papers of a lawyer, senator, Confederate diplomat, and planter from Huntsville Al., includes Civil War correspondence among the women in the family and the diaries and scrapbooks, 1859-1905, of his wife, <NAME>. Confederate Veteran Papers, 1786-1933. Nashville, Tn. Correspondence, unpublished articles, and other materials written for a periodical published between 1893 and 1932, includes information on the prison experience of women in Kansas City; <NAME>, Capt. C.S.A; ballad of <NAME>; <NAME> after the war; and a book review of Women of the South in War Time. Corpening Family Papers, 1780-1922. Burke and Caldwell Cos., N.C. Letters from Ann Corpening Ramsaur who lived in Cherokee Co., N.C. during the war describes raids by deserters and Union men and subsequent plans for the family to move away from the area. Cronley Family Papers, 1806-1944. Wilmington, N.C. Fragments of diaries kept by <NAME> and her mother, who are vocal abolitionists, during the war, along with two memoirs of family experiences during the Civil War. <NAME>ham Papers, 1857-1874. Laurens, S.C. Letters relating to the collection of money for the Mount Vernon Ladies Association of the Union. <NAME> Papers, 1851-1881. <NAME>. Correspondence between women of large family from Lowell, Mass., reflect dynamics of family divided by the Civil War. Letters home from daughters Eunice and Ellen, who moved to Mobile, Ala. in the 1850s and whose husbands joined the Confederate militia, record the reactions of newly transplanted Northerners to the South before and during the outbreak of the Civil War. Later letters from Eunice, whose second husband is a black sea captain, describe their life in the Grand Caymen Islands. <NAME> Papers, 1559-1963. Charleston, S.C. Papers of a literary family from Charleston, S.C. include the diaries, 1862-1866, and scrapbooks, 1853-1882, of <NAME>. (Note: Dawson's diaries were largely edited and published in 1913 as A Confederate Girl's Diary.) (MICROFILM AVAILABLE) <NAME> Papers, 1816-1968. Broadway, Va. Family letters, clippings, poetry and diaries, 1829-1870, which reflect Civil War hardships, care of the sick and wounded, Negro soldiers and freedmen, and economic difficulties after the war. <NAME> Papers, 1865-1868. Charleston, S.C. Letters from Fludd to her friend, Mrs. Jolliffe, describe Fludds experiences and trials during and at the end of the war, including watching the surrender of Fort Sumter from "the lofty house of a relative," living in Camden, S.C. when Sherman's army passed through, torture and slander of various relatives, and the family's destitute state at the end of the war. Fludd sympathizes with the "respectable old families of the country" and blames her privation and that of others to the Freedman's Bureau. <NAME>, 1863-1872. Adams Co., Miss. Daughter of plantation owner, entries concern Civil War and Foster's opinion about the righteousness of the Southern cause and the effect of the war on her home and local blacks. <NAME> Papers, 1864-1903. Beaufort, S.C. Gage's wife, <NAME>, kept a journal, 1864-1866, that include the minutes of the Freedmen's Home Relief Association in 1864 as well as descriptions of her experiences teaching in schools for the ex-slaves after the war. <NAME> Papers, 1841-1943. Portland, Me. Diaries, 1860-1865, of <NAME> who left Maine with her sister, Adelthia, to teach freedmen in Beaufort, S.C. around 1864. Letters from Adelthia to Gould describe their teaching experiences. Amelia eventually marries Gould in 1865. Includes 1856-1880 diary and scrapbook of Susan McDowell. (MICROFILM AVAILABLE) Rose O'Neal Greenhow Papers, 1860-1864. Richmond, Va. Civil War letters from Greenhow, an agent and spy in the Confederate Service, to <NAME> and <NAME> reporting the progress of her work. Greenville Ladies' Association Minutes, 1861-1865. Greenville, S.C. Portions of minutes of an organization to aid Confederate soldiers. <NAME> Diary and Account book, 1854-1867. Irving College, Tenn. Gwyn's diary, chiefly 1862-1864, describes how the Civil War disrupted life on a large farm, documents the relationships among the women in this small community, and makes numerous references to Confederate and Union troops who visited the farm. Constant C. Hanks Papers, 1861-1865. <NAME>. Letters of Union soldier include note of an inspection tour by <NAME> in 1863 and comments on the work of the U.S. Sanitary Commission. Hinsdale Family Papers, 1712-1973. Raleigh, N.C. Contains the papers of Ellen Devereux Hinsdale and several other Hinsdale women which document activities in various women's clubs. Includes record books from the Ladies Hospital Aid Association of Rex Hospital in Raleigh which contains information on fundraising drives, social events, and sewing bees. <NAME> Papers, 1827-1878. Milledgeville, Ga. Legal correspondence of judges include information on war relief work by local women. <NAME> Papers, 1861-1867. Sampson County, NC. Military correspondence and papers of Confederate general includes petitions from women asking for protection of lives and property. <NAME> Papers, 1863-1865. Charleston, SC. Personal correspondence between CSA private and his fiancee includes discussion of the lack of necessities and luxuries among Confederate women. <NAME> Papers, 1859-1908. Winston-Salem, N.C. Narrative of <NAME> describes journey of young women from the Salem Female Academy to Fauquier Co, Va., to nurse the sick of the 21st North Carolina Infantry, the hospital and care of the sick at Thoroughfair Gap and Manassas. <NAME> Papers, 1769-1883. Shenandoah Co., Va. Includes minutes, 1864, of the Association for the Relief of Maimed Soldiers in New Market. Ladies Volunteer Aid Society of the Pine Hills Minutes, 1861. Chapel Hill, La. Minutes recording the organization and meetings to support companies of soldiers from the area. (MICROFILM AVAILABLE) <NAME> Papers, 1848-1904. Gainesville, Ga. Letters relating mainly to Reconstruction include an 1888 letter providing information on <NAME> who served in the Confederate Army under the disguise of LT. <NAME>. (MICROFILM AVAILABLE) Lucas-Ashley Family Papers, 1830-1909. Va. and Fla. Includes letters of mother to daughter during Civil War which discuss family news, illnesses, news and opinions about the war, accounts of wounded Confederate soldiers in town, funeral, mail problems, and civilian hardships in Charlottesville, Va. <NAME> Papers, 1849-1920. Columbia, S.C. Personal diaries, poetry, scrapbooks, and correspondence of teacher and writer contains much information on Southern literature and the effects of the Civil War on literary efforts and remuneration. <NAME> Papers, 1865-1866. New York, N.Y. Author of Women of the War (1866), an account of northern women's service during the Civil War. Collection consists chiefly of letters from and about the women featured in the book who served as nurses or in a related capacity. <NAME> Papers, 1784-1936. <NAME>. The papers of a family of prominent educators in the South includes considerable correspondence among the women in the family as well as the journals of Isabel Mordecai, 1858-1861, in Charleston, S.C.; a secretary's report, 1861, of the Sick Soldiers Relief Society, in Raleigh, N.C.; and correspondence with <NAME>, a former slave. Munford-Ellis Family Papers, 1777-1942. Richmond and Lynchburg, Va. Personal and family letters of the daughters of <NAME>unford contain information of the details of household economy and general conditions during the Civil War. A scrapbook, 1861-1871, of Lizzie Ellis Munford contains Confederate verse and momentos. Letters of <NAME> span from 1840 to 1877 and contain accounts of war activities and social changes resulting from the Civil War. <NAME> Papers, 1852-1895. Highstown, N.J. Letters to Norton from <NAME> documenting their friendship, attempts to administer relief services to wounded soldiers during the Civil War, and Barton's post-war speaking engagements on behalf of the American Red Cross. <NAME> Papers, 1767-1915. Louisburg, N.C. Letter before and during the Civil War from <NAME> to her husband, as well as her 1869 diary, give and excellent picture of home life on the Texas frontier. Also includes a daybook kept by <NAME>'s wife during the war. <NAME> Papers, 1859-1864. Nelson Co., Va. Correspondence during Civil War reflects difficulties of a young wife left to manage farm and family. Mrs. <NAME> Papers, 1861-1865. St. Louis, Mo. Reminiscences concerning friction between Union and Confederate sympathizers in Mo., and Rainwater's journey to meet her wounded husband who was a Confederate officer. <NAME> Papers, 1802-1918. Lynchburg, Va. Letters, 1855-1871, from Sabra S. Tracy, a Vermont schoolteacher who married Ramsey, a Virginia minister, document their courtship, marriage, and life of a Northerner in the South during the Civil War. <NAME> Papers, 1843-1933. Rutland Co., Vt. Letters of a banker's wife to her sons stationed in the Vermont Infantry concern personal matters and document Mrs. Ripley's efforts to raise supplies for the U.S. Sanitary Commission and her activities in Centre Rutland, Vt. to support the war efforts. Contrast with letters home from Ripley's daughter while she was living in London, 1864-1873. <NAME> Papers, 1845-1879. Fredricksburg, Va. Includes letters from Confederate women offering supplies. <NAME> Papers, 1856-1865. New York, N.Y. Russel moved his family from Massachusetts to Tennessee in 1864 to run a liberated plantation with ex-slaves. Letters from his daughter Lucy to her Aunt Ellen describe her experiences teaching blacks there. <NAME> Papers, 1857-1904. Granville and Onslow Cos., N.C. Correspondence, 1860-1865, relates to life and events during the Civil War and includes some legal and financial papers, passes, clippings, and miscellaneous items. <NAME> Papers, 1807-1893. Charleston, S.C. Civil War materials relating to gifts of the Spartanburg ladies to the soldiers. <NAME> Scrapbook, 1861-1863. Savannah, Ga. Presumably kept by a woman, scrapbook is comprised of newspaper clippings documenting the first years of war and includes large selection of poems and various articles about women's role in the Confederacy, such as General Butler's controversial proclamation on (against) women in New Orleans and Confederate spy Rose O'Neal Greenhow. <NAME> Papers, 1849-1901. Georgetown, D.C. Literary correspondence with <NAME>, editor of the New York Ledger, concerning the publication of E.D.E.N. Southworth's stories discusses Southworth's hatred of Confederates. (MICROFILM AVAILABLE) <NAME> Papers, 1852-1884. Springfield, Mass. Personal correspondence of Stebbins who taught in Mississippi before and after the Civil War, and who also operated her own school in Springfield. Contains information on subjects taught, remuneration of teachers, merits of Northern and Southern teachers in Southern schools. <NAME> Papers, 1865. New Bern, N.C. Letter from a Northern teacher in a Negro school describing the African Church in which she is teaching and the close observation of their activities by Southerners. <NAME>, 1848-1889. Augusta, Ga. Lengthy and reflective diaries of Georgia plantation mistress detail relations between white men and Negro women, Civil War military activity, Union occupation of the South, the state of the Southern society after the war, labor and servant problems, financial losses and poverty. (Note: The diaries have been published as The Secret Eye, however, they have been edited and many entries in the manuscripts are not included in the published version.) (MICROFILM AVAILABLE) <NAME> Papers, 1855-1904. Greene Co., Tenn. Correspondence contains testimonials of Thompson's services to the Federal government documenting her duty in hospitals where she nursed wounded soldiers, her spying activities during the Civil War, and her lectures after the war. Tillinghast Family Papers, 1765-1971. Fayetteville, N.C. Various Civil War experiences of the Tillinghast women. Journal, 1861, of Emily Tillinghast describes homelife during the early months of the Confederacy. Long letter (56 pp.) of Sarah Ann Tillinghast describes making clothes for the local infantry and activities of the Union soldiers. An account by Robina Tillinghast gives her reaction to Sherman's march through Fayetteville. Ge<NAME>. West Papers, 1785-1910. Polk Co., Ga. Letters of Josephine West and her friends concern social life just before the Civil War and the difficulties of managing slaves during the Civil War. <NAME>, 1864. <NAME>. Diary of an opinionated 16 year old rebel farm girl near Gallatin, Tenn., describes the Yankee occupation of surrounding areas, projects to educate former slaves, her own school life and social visits. <NAME> Papers, 1864. Banks Co., Ga. Letters concerning the evacuation of women from Cass Station, Ga., to Atlanta, to Athens, and finally Banks Co. <NAME> Woodruff Papers, 1768-1865. Charleston, S.C. Correspondence between Woodruff and several other single self-supporting middle class women documenting the variety of teaching positions held by the women at schools and academies and with private families as well as the struggles of teaching during the Civil War. Also included are Civil War courtship letters which begin in 1865 and detail Sherman's march through S.C. Yonce Family Papers, 1827-1893. Wytheville, Va. Letters written by the Yonce sisters show the reactions of Southern women to the war, particularly Sophia, who writes from Gladsboro, N.C., about how her whole life is affected by this 'wicked war' and how hard it is to keep up the farm without her husband. * * * Women's Studies Bibliographies \| Duke Special Collections Library \| Duke Libraries * * * ![](http://scriptorium.lib.duke.edu/graphics/quilt-square-a-75.gif) Ginny Daley Last Revised 6/96 <file_sep># Physics 433/ Philosophy 433 # Physics and Philosophy of Space and Time * * Welcome to the Physics and Philosophy of Space and Time course web page. This course is offered Spring Semester 1998. Here we will provide information about the course as well as materials. Both lecture materials and other background materials will be provided as the course developes. * * * ### *Note that we intend to make extensive use of this web page. Please refer to it on a regular basis for occasional extra materials, lecture notes, and hand-outs. This web page is the only source for the contents of the manuscript The Evolution of the Concepts of Space and Time. The web page address is * * http://chandra.bgsu.edu/~gcd/ppst.html * * * Course Instructors:** * <NAME>, Professor of Physics, Department of Physics and Astronomy, 173 Oveman Hall; Office Hours by appointment; Telephone: 372 8108; you may also visit my web page. * <NAME>, Professor of Philosophy, Department of Philosophy, 325 Shatzel Hall, Office Hours by appointment: Telephone: 372 8372 ## Course Information ## Course materials: * Selected sections of The Evolution of the Concepts of Space and Time, a manuscript by Professors Bradie and Duncan. * Hand-outs on various space and time topics will be provided. * When possible, links in this web page to the lectures and selected hand-outs will be made as the term proceeds. * A bibliography of some key references will be provided. ## Course Objectives: This course is an introduction to the philosophy and physics of space and time. Among the topics to be covered are Zeno's paradoxes, the dispute between Newton and Leibnitz on the nature of space and time, the relationship between geometry and physics, a survey of the foundations of the theory of the special theory of relativity, the geometrization of gravitation by Einstein's general theory of relativity and gravitation. The emphasis is on a discussion of the conceptual foundations and a tracing of the evolution of the concepts of space and time from the pre-socratics to the present day. The treatment is essentially non-mathematical with some inclusion of mathematical concepts needed to fill out the development. Among the more philosophical issues, we will examine the relation of models to reality, the role of convention in scientific theories, questions of evidence and testability of scientific models, and questions of determinism and causality. ### Course Syllabus Meeting Date\| Lecture Topic\| Supporting Materials \| Jan. 13\| Introduction\| B & D Chapter 1, B & D Chapter 2 ---\|---\|--- Jan. 15\| Zeno I \| B & D Chapter 3 Jan. 20\| Zeno II \| B & D Chapter 3 Jan. 22\| Zeno III \| B & D Chapter 3, Infinities Jan. 27\| Zeno IV \| B & D Chapter 3 Jan. 29\| Plato's Universe\| B & D Chapter 4 Feb. 3\| Aristotle's Universe\| B & D Chapter 5 Feb. 5\| Newton I\| B & D Chapters 6 , B & D Chapters 7 Feb. 10\| Newton II\| B & D Chapter 7 Feb. 12\| Newton III\| B & D Chapter 7 Feb. 17\| Leibnitz I\| B & D Chapter 8 Feb. 19\| Leibnitz II\| B & D Chapter 8 Feb. 24\| Absolute vs Relational Theories Feb. 26\| Alternative Geometries Mar. 3\| Space, Geometry, and Convention Mar. 5\| Gauss' 'Experiment'\| Mar. 10\| Spring Break-no class Mar. 12\| Spring Break-no class Mar. 17\| Mach's Critique of Newton\| B & D Chapter 8 Mar. 19\| Space, Time, and Events\| B & D Chapter 9 Term Paper I Due Mar. 24\| Primacy of Light\| B & D Chapter 10 Mar. 26\| Special Relativity: Foundations\| B & D Chapter 11 Mar. 31\| Speical Relativity: Effects\| B & D Chapter 12 Apr. 2\| Geometrization of Special Relativity\| B & D Chapter 13, Lecture notes Apr. 7\| The Principle of Equivalence\| B & D Chapter 14, Lecture notes Apr. 9\| Geometrization of Gravity I\| B & D Chapter 14, Term Paper 2 Refs. Apr. 14\| Geometrization of Gravity II\| B & D Chapter 15, Lecture notes Apr. 16\| Black Holes\| B & D Chapter 15 Curvature Field Eqns,Black Holes Apr. 21\| Introduction to Cosmology\| Second Term Paper Topics Apr. 23\| Introduction to Quantum Phenomena Apr. 28\| Quantum and Gravity: Challenges Apr. 30 \| Future Developments in Space and Time\| Term Paper II Due May 6\| Exam Week\| FINAL EXAM DATE: May 8, 1:15-3:15 p.m. May 8\| Exam Week \| \| \| \| \| \| \| \| \| \| \| * * * ## Requirements for the course: A knowledge of mathematics at least at the level of high school. Knowing calculus is a plus. Any further study in mathematics would be helpful, but not necessarily a requirement. ## Grading: There will be two term papers. The first will be due on March 19 and will cover material from the first half of the course. The second paper will be due April 30 and will cover material from the second half of the course. We will hand out term paper topics at a later date, as well as discuss our requirements on the content of the papers. There will be a number of weekly homework exercises - one or two problems that will test your understanding of the materials. These will be distributed on Thursdays and collected the following Tuesday. The course grade will be determined from the performance on these two papers along with an assessment of the student's class participation. You are expected to attend class regularly and be prepared to discuss the assigned reading material. The class participation factor may raise your grade but will not lower it. <file_sep>COMM 444/544 Third Parties in Dispute Resolution: Mediation and Facilitation Instructor Information and Course Description <NAME>, Ph.D. Professor and Chair, Department of Speech Communication Adjunct Professor of Forest Resources Director, Peace Studies Program Oregon State University Corvallis, OR 97331-6199 USA Ph: 541.737.2461 -------- Fax: 541.737.4443 email: <EMAIL> Office: 104 Shepard Hall Office Hours: MW 1400-1600, Tu 900-1100 This course deals with methods of third party intervention with an emphasis on mediation and facilitation. The course takes an academic approach to the study of mediation but includes practical applications and experiences. The course initially addresses mediation theory. Following that, the course will focus on mediation in specialized settings. To the extent possible, practitioners in some of these settings will meet with the class (guest speakers). This course includes a number of "role plays," offering you the opportunity to serve at least once as a mediator, once as an observer/evaluator, and twice as a disputant. Course "Rules of the Road" 1. Attendance. This course emphasizes discussion; it needs your active participation! Excessive absence results in the loss of "second chance" privileges (more than 10% of the class). Please plan on attending class; the disputes need you! 2. Readings. Reading exercises our brain and cuts down on MTV viewing time, so it must be good! Everyone will read: <NAME>. (1996). The Mediation Process, 2nd ed. San Francisco: Jossey-Bass. A set of articles in a Valley Library reserve reading packet (to be determined). COMM 544 students will read: <NAME>., & <NAME>. (1994). The Promise of Mediation. San Francisco: Jossey-Bass. 3. Assignments. COMM 444 students will complete one exam, a final project (mediation or facilitation case, arbitration decision evaluation, mediation training design/assessment, etc.), and write two or three papers. COMM 544 students will take the exam, write three papers, and complete a final project. The two required papers are a mediator evaluation-self paper and a mediator evaluation-observer paper. The other paper, optional for COMM 444 and required for COMM 544, includes options such as a mediation theory/research critique (article, research report, book), interview of a professional or community mediator, or evaluation of a mediation program. Please type or "word process" your papers. Although I evaluate your work based on substance, pay attention to style: proofread and spell-check your paper, and number your pages. 4. "Second Chance" opportunities and late papers. If you maintain excellent attendance (defined as no more than 170 minutes or one class- equivalence of absence), you may re-write or re-do papers, the exam, and project, even into the next term. Written work should be turned in on time. I accept late papers, but for each week a paper is late, it will lost 10% of its "weight" (one day equals one full week). If you miss class when you are assigned to mediate or observe, you will have to evaluate the mediator from the disputant role at 75% of the paper's original value. The exam must be completed when it is scheduled. Late work is evaluated whenever I can get to it and cannot be "re-done." Late papers/exams cannot be re-written or re-taken. I tend to apply more rigorous grading standards to very late papers. 5\. Grades. Requirements differ for "B" and "A" grade goals. To earn a specific grade you must not simply "do" the work; you must write work of a quality appropriate for that grade. Grade Goal Med. Critique Med-S Paper Med-O Paper Exam Project Commit 444: A \| 10 \| 15 \| 15 \| 25 \| 30 \| 05 ---\|---\|---\|---\|---\|---\|--- 444: B,C,D \| xx \| 15 \| 15 \| 35 \| 30 \| 05 544 (Grad) \| 10 \| 15 \| 15 \| 25 \| 30 \| 05 The commitment grade denotes my assessment of your commitment to and involvement in the course. Please note that I use the +/- grading system. Your course grade is computed by multiplying the value of the grade received for each assignment (i.e., 12 for an A+, 10 for an A-, 8 for a B, 2 for a D, etc.) by that assignment's weight and summing the results for all assignments. For example, the weighted grades for a student who received all B's would sum to a total of 8, or B. 6. Grade Standards. Evaluation of performance and achievement involves judgments of quality. Please note that I view quality of work as significantly different from (and more important than) quantity of effort. The A range is for excellent to outstanding performance and superior achievement. The B range denotes good to very good performance and substantial achievement. The C range indicates standard, acceptable, average performance and achievement. The D range is for substandard performance and marginal achievement. An F is given for unsatisfactory performance and achievement. An I is given only for documented emergencies or other extraordinary circumstances. An Incomplete is not a "dead" or finals week option as a stress management tool. 7. Walker's schedule. Office hours are Mondays and Wednesdays 1400-1600, Tuesdays from 900-1100, and I welcome appointments. Please note that I am a department chair; have natural resource management training and facilitation projects currently underway in Minnesota and Texas; teach another class ("environmental conflict resolution") this term; am speaking at a number of conferences (e.g., Colorado and Arizona), and am trying to complete a number of essays and a book. In other words, like you, I have a busy schedule. I'll do my best to be accessible. By the way, I am much more responsive to email than the telephone. 8. Weekly Seminar. For COMM 544 students (COMM 444 students are welcome, too) will meet in a weekly discussion group, the time to be arranged. Attendance will be optional. These meetings will focus primarily on the graduate student reading material, e.g., the Baruch Bush & Folger book. Tentative Scenic Route (aka - course syllabus) 28 March (Week One). Course introduction. The nature of conflicts and disputes. Various forms of third party intervention. Mediation and negotiation. Distributive negotiation, integrative negotiation, and mediation. Fundamentals of mediation. READ: Moore, Chapters 1 and 2. 04 April (Week Two). The stages (or phases) of mediation. Mediator qualifications and skills. Communication in mediation. READ: Moore, 3, 4, 5, 6, 7. 11 April (Week Three). Mediation styles and power. Mediation ethics (and confidentiality). READ: Moore, Chapters 8, 9, 10, 11, 15, and Resource A. 18 April (Week Four). The nature of facilitation. Comparing mediation and facilitation. ROLE PLAY 1. READ: TBA. 25 April and 02 May (Weeks Five and Six). Mediation (and possibly facilitation) in contexts. Options include: Family mediation. Divorce mediation. Primary/secondary school mediation. Workplace/organizational mediation and (grievance) arbitration. Labor-management mediation and arbitration. Commercial mediation and arbitration. Public policy mediation. Natural resource mediation and facilitation. Community facilitation. ROLE PLAY 2 (25 April) and ROLE PLAY 3 (02 May) 09 May (Week Seven). The Lone Exam. 16 May and 23 May (Weeks Eight and Nine). Mediation (and possibly facilitation) in contexts. Options include: Family mediation. Divorce mediation. Primary/secondary school mediation. Workplace/organizational mediation and (grievance) arbitration. Labor-management mediation and arbitration. Commercial mediation and arbitration. Public policy mediation. Natural resource mediation and facilitation. Community facilitation. ROLE PLAY 4 (16 May) and ROLE PLAY 5 (tentative, 23 May). 30 May (Week Ten). Mediation and facilitation project presentations. 06 June (Week Eleven). Mediation and facilitation project presentations (2000-2200). DUE DATES: Mediation Critique 18 April Mediation Self and Mediation Observer papers due one week after you mediate or observe Mediation course exam 09 May Mediation Project 07 June by 1700 <file_sep>## COURSES IN CHINESE STUDIES--300- and 400-level Chinese Studies 100 Level and Chinese Studies 200 Level also available. ![](images/bar_blue.gif) Click here for the University at Albany Schedule Search Page, which lets you find out which courses are being offered this term. Eac 301 & 302 (formerly Eac 300a and b) Advanced Chinese I & II (3, 3) Eac 310 Classical Chinese I (3) Eac 311 Classical Chinese II (3) Eac 344 ( _same as Phi 344 & Rel 344_) Chinese Philosophies (3) Eac 357 ( _same as His 357 & Wss 357_) Chinese Women and Modernity (3) Eac 379/Eac 379Z ( _same as His 379/His 379Z_ )History of China I (3) Eac 380/Eac 380Z ( _same as His 380/His 380Z_ )History of China II(3) Eac 389 Topics in Chinese Literature and Culture (2- 3) Eac 410 Readings in Vernacular Literature (3) Eac 458 ( _same as His 458_ ) New Orders in Asia (3) Eac 470Z _(same as Gog 470Z)_ Modernization in Post-Mao China (3) Eac 497 Independent Study in Chinese (1-6) ![](images/marbthin.gif) Eac 301 & 302 (formerly Eac 300a and b) Advanced Chinese I & II (3, 3) A survey of a wide variety of materials written in modern Chinese, including selections from the works of major 20th- century writers, newspaper articles from both Taiwan and mainland China, and readings from the Great Proletarian Cultural Revolqtion. Students will view and study at least one full-length Chinese movie. Equal emphasis is placed on enhancing reading, writing and oral communication skills. Class is conducted entirely in Chinese. Prerequisites: Eac 202L or equivalent for Eac 301; Eac 301 or equivalent for Eac 302. Click here for the most recent Eac301 syllabus, and here for the most recent Eac302 syllabus. ![](images/marbthin.gif) Eac 310 Classical Chinese I (3) Introduction to the literary Chinese language and classical Chinese culture through readings of simple texts selected from early classics, including the Chuangtzu and Records of the Grand Historian. Prerequisite: Eac 202L. ![](images/marbthin.gif) Eac 311 Classical Chinese II (3) Continuation of Eac 310. Prerequisite: Eac 310. ![](images/marbthin.gif) Eac 344 ( _same as Phi 344 & Rel 344)_ Chinese Philosophies (3) Introduction to Chinese philosophies from the Chou period to contemporary thought. Only one of Eac 344, Phi 344 & Rel 344 may be taken for credit. Prerequisite: junior or senior class standing. ![](images/marbthin.gif) Eac 357 ( _same as His 357 & Wss 357_) Chinese Women and Modernity (3) Chinese women and their search for and encounter with modernity will be the focus of this class. What have been the concerns of Chinese women? What forms have women's movements taken in the Chinese context? What has been the role of women in creating a modern Chinese state and society? These and other questions will be examined over the course of the semester. ![](images/marbthin.gif) Eac 379/Eac 379Z ( _same as His 379/His 379Z_ ) History of China I (3) This course offers a general survey of Chinese history to 1644, with emphasis on political, economic, and social developments. Eac 379Z is the writing intensive version of Eac 379; only one may be taken for credit. Prerequisite: Junior or senior standing, or 3 credits in East Asian Studies or History. Click here for a view of the most recent syllabus. ![](images/marbthin.gif) Eac 380/Eac 380Z ( _same as His 380/His 380Z_ ) History of China II (3) A topical study of modern Chinese history with emphasis on the strengths and weaknesses of the traditional state and the solutions which the Chinese developet in response to foreign aggression and internal disintegration. Eac 380Z is the writing intensive version of Eac 380; only one may be taken for credit. Prerequisite: Junior or senior standing, or 3 credits in East Asian Studies or History. Click here for a view of the most recent syllabus. ![](images/marbthin.gif) Eac 389 Topics in Chinese Literature and Culture (2- 3) A selected topic in Chinese literature or culture for students with some knowledge of China. May be repeated for credit when topic varies. Prerequisites: Eac 170 or permission of instructor. Click here for a view of the syllabus for EAC389Q. Click here for a view of the syllabus for EAC389R. Click here for a view of the syllabus for EAC389S. ![](images/marbthin.gif) Eac 410 Readings in Vernacular Literature (3) Extensive readings in Chinese vernacular literature in classical and modern periods. Lecture and discussion conducted in Chinese. Prerequisite: Eac 202L. ![](images/marbthin.gif) Eac 458 ( _same as His 458_ ) New Orders in Asia (3) This class examines the international orders in place in Asia from the days of nineteenth-century imperialism to the search for a twenty-first century post- Cold War order. The focus will be on political, cultural, and economic interactions among the three main East Asian powers: China, Japan, and the US. ![](images/marbthin.gif) Eac 470Z _(same as Gog 470Z)_ Modernization in Post-Mao China (3) _Meets General Education: WI_ __ This course examines some of the issues associated with modernization in contemporary China. The course focuses on the period since the death of Mao Zedong (1976), and is particularly concerned with the social, spatial, and political ramifications of China's entry into the global economy, and the post-Mao experiment with market socialism. Only one of Gog 470Z & Chi 470Z may be taken for credit. Prerequisite : any of the following: Eac 160M/G or 170L, or Gog 102G/M or 220M. Click here for a view of the most recent syllabus. ![](images/marbthin.gif) Eac 497 Independent Study in Chinese (1-6) Projects in selected areas of Chinese studies, with regular progress reports. Supervised readings of texts in Chinese. May be repeated once for credit when topics differ.** Prerequisite: two 300- level Chinese courses or equivalent, or permission of instructor. Home \| Major Requirements \| Course Listings \| China MBA Program \| Faculty Directory \| Department Newsletter \| Study Abroad Programs \| EAS WWW Links \| Career Info \| Alumni Connection \| Journal of Sung-Yuan Studies <file_sep>### ![Asian Studies Development Program](/Images/lions.jpeg) * * * [About] [Index] [Search] [Other Links] [Comments/Submissions] # China from Differing Perspectives Syllabus for Freshman Seminar: Prof: <NAME> Office: 457 Decio Phone: 239-7693 Purpose: The goal of this course is to explore China through the differing perspectives of the contemporary observer (in this case, the journalist, novelist, or resident scholar) and the historian in order to understand how each has experienced. perceived, and portrayed his experience of China. Besides discussing what each author has to say about China, our investigation will also focus upon the strengths and weaknesses of each type of writing and the kinds of source materials employed by each author. Films will constitute a part of the discussion as well. The purpose is to create a setting wherein both literary analysis and critical skills can be sharpened. Format: The course will meet on Tuesday and Thursday from 1:15 to 2:30 p.m. and will be run primarily as a discussion session. Therefore, completion of the reading; assignments before the session during which they are to be discussed is crucial to your success in the course. The course in divided into 6 units with the first unit consisting of two parts and two essay possibilities. Short essays of between 4 and 6 pages will be assigned at the end of each. You are to write essays on your choice of 4 out of the first 5 suggested possibilities. Everyone is required to complete the essay project for the fifth unit and everyone is required to submit a final paper at the end of the sixth unit. In most instances a unit will end with our class discussion during the Thursday session. Essays for a given unit will be due the following day and are to be slipped under my office door no later than 5:00 p.m. on Friday afternoon. Periodically, in class quizzes or essays will also be required. There will, however, be no make-ups allowed on the in class activities, so class attendance is of vital importance to your overall success in the course. Your grade will be based 25 percent upon the final paper, 50% upon the written essays, and 25% upon class discussion, participation, and in class assignments. All written work must be handed in on time. Later papers will NOT be accepted (unless in cases of extreme exigency, and the professor's prior approval has been secured). So think, read, and plan ahead. Essays are to reflect your own synthesis of and response to the course. The penalty for plagiarism is an "F" in the course. Essays should be double-spaced and written on one side only of a standard sized sheet of paper. Follow the format used in one of the style and writing manuals such as _The Little Brown Handbook_ or Strunk and White's _Elements of Style_ , but instead of binding your essays into a folder or cover, simply staple them in the upper left hand corner. Avoid all purchased folders or covers. Accidents can happen and losses do occur. To insure your safety in the course, photocopy every essay before turning it in to avoid problems should the loss of an essay occur. Also, save all class materials until the end of the course and the receipt of your final grade. Cooking. This year we will experience the food of China firsthand as we as a class prepare and eat a Chinese meal. You will be asked to round up the cooking utensils needed for your particular assigned dish and to share the cost of the meal. We will start out on the basis of a $5.00 contribution due during the next class. If, the cost of the meal turns out to be less than that amount, you will receive a refund. Texts: Each of the readings for the course has been placed on library reserve. Those pieces still in print are available in the campus store and are listed below. All other materials no longer available in print and not available in the bookstore must be obtained from the reserve section of the library. <NAME>. _The Good Earth_ <NAME>, _The Family_ <NAME>, _A Single Pebble_ (Knopf) <NAME>, _To Change China_ (Penguin) <NAME> _Red Star Over China_ (Bantam) <NAME>, _Son of the Revolution_ (Random) <NAME>, _Fanshen_ (Random) Calendar: Aug. 26, 28: Introduction Aug. 26 Introduction and first reel of film "Misunderstanding China" Aug. 28: Second half of movie "Misunderstanding China" Discussion about how one understands a foreign culture. Assignment: Begin reading _The Good Earth_. UNIT I: Peasants and the Staff of Life Sept. 2 and 4: Peasants as viewed by the foreign author <NAME> Assignment: By Tuesday, Sept. 2, have read at least the first half of _the Good Earth_ and more if possible. Come to class on Sept. 2 with a one to two paragraph description of one of the customs or practices described in the novel that shocked or surprised you. Describe what the practice was, why it shocked you, and why this might have been acceptable or natural within a Chinese context. Be prepared to read your paragraph out loud to the class. Sept. 4 - Tour of the Library: Report directly to the Library Sept. 9 and 11: Peasant Life as Viewed from the Inside Assignment: William Hinton, _Fanshen_ , pp. 103-117, 124- 138, 157-178. Sept. 11: Film Small Happiness Sept. 12: First Essay due at 5:00 in room 457 Decio Unit I: Part 2 The Staff of Life Sept. 16 - discussion of the characteristics of Chinese food and explanations of how each dish is to be prepared. Sept. 18 - Meal Preparation Sept. 19 - Second Essay due in 457 Decio UNIT : The Elites and the Arts of the Brush Sept. 23 and 25; Writing and Painting as Twin Arts Sept. 23 - Lecture on Chinese Painting Sept. 25 -Movie "City of Cathay, Kaifeng" Assignment: Begin reading _The Family_ by Pa Chin. For Background information for historical context of novel, _China_ _in Disintegration_ , pp. 107-139. Sept. 30 and Oct. 2: Gentry Culture. Discussion of _The Family_. Class reports on which character elicited your greatest sympathy and why. Assignment: _The Family_ Oct. 3 - Essay due UNIT III: China and the West OCT. 7 and 9: The Novelist's Perspective Assignment: <NAME>, _A Single Pebble _ Oct. 14 and 16: The Historian's View Assignment: In <NAME>, _To Change China_ , read "Todd and Bethume: Overcome all Terrors", pp. 205-277. "Opening China for 'Gas Wagons'" by <NAME>, in _Asia_ 24: 548-551 (1924). This will be distributed in class Oct. 18; Essay Due. Essay must have been written on computer Fall Break UNIT IV: China at War Oct. 28 and 30: War from the Eyes of General Joseph Stilwell Oct. 28 - Background to the War in China Oct. 30 - Movie "Enemies Within and Without" Assignment: _The Stilwell Papers_ by <NAME>, ed. by Theod<NAME>, (excerpts will be handed out in class). <NAME>, _To Change China_ , article "Chennault, Stilwell, Wedemeyer: A compass for Shangri-la," pp. 228-278 <NAME>, _China in Disintegration_ , pp. 57-65, 107-138 (background information) Nov. 4 and 6: The War form the Eyes of the Historian Nov. 6: Prof. <NAME> on the Burma Road Assignment; <NAME>, "China's Flying Freighters", _Sat. Evening Post_ , Aug. 1, 1942 (It will be distributed in class). Nov. 7 - Essay due UNIT V; The Kuomintang, the Communists, and the Journalists Nov. 11 - <NAME> on the CCP Nov. 13 - <NAME> on the CCP Assignment: <NAME>, _Red Star Over China_ , pp. 264-303 <NAME>, _China Fights Back_ , pp- 150-201 Nov. 18 and 20: Critiquing the critics EVERYONE MUST DO THIS EXERCISE Assignment: This week you are to go to the library, find an article by one of the wartime correspondents or journalists listed below, that was written between 1937 and 1947. You are to photocopy the article and to write a three to four page critical analysis of it in which you inform the reader of what the article is about, to whom it was written, and what the author's perspective on the subject is. You will be asked to make in class reports on your findings. The photocopied article must be submitted along with your essay. List of Journalists: <NAME> <NAME> <NAME> <NAME> <NAME> (<NAME>) <NAME> <NAME> <NAME> <NAME> <NAME> Nov. 21 - Essay due. In class reports will be given on Nov. 18 and 20. UNIT VI: China Today - Understood or Misunderstood? Nov. 25 and Dec. 2 - A Contemporary Perspective on the Cultural Revolution Assignment: <NAME>, _Son of the Revoution_ , pp. 40-80, 101-208 Dec. 4,9, 11 - Perspectives on China Today Assignment: To Be Announced EVERYONE MUST DO THIS EXERCISE. Your final project is to be an interview with one of the Chinese teachers or students on campus. Your purpose will be to ascertain what life in China is like today or what life in America is like for a Chinese. More details will be provided in class. Questions to bear in mind: How do the accounts of journalists contribute to both the understanding and the misunderstanding of China? [About] [Index] [Search] [Other Links] [Comments/Submissions] * * * ASDP Curriculum Online Project < <EMAIL>> <file_sep>#### King's College Department of History ## HISTORY 345 MODERN BRITAIN ### MR. <NAME> FALL 2000 ## OVERVIEW and OBJECTIVES of the COURSE ### <NAME> From some of the earliest periods of recorded history there has been a place in those records for the story of Great Britain and its people. Through time the history of the people of the "tight, little island" has been closely interwoven in the story of all nations and peoples. Institutions of government as well as concepts of law and jurisprudence; archetypal forms of literature and classic art, architecture, and music; social conventions as well as scientific principles; industrial advancements and modern technologies as well as socio-economic philosophies - all of these and more are a part of the history and legacy of Great Britain. It is a story of queens and kings, commoners and colonials. It is a story whose geography encompasses Glasgow, Belfast, and London as well as Cardiff and Dover and beyond "the isles" to Boston, Calcutta, and Hong Kong. Our task is to explore that rich and varied story of Britain from the time of the Glorious Revolution of 1688 to the era of Lady Thatcher and Tony Blair. The examination of political, economic, social, and cultural forces will characterize our analysis and critique. The principal areas of our study: the development of a stable and responsive governmental structure; the establishment of the world's first truly industrial economy; the growth of British empire and world power; the unique character of the Victorian era; the emergence of the welfare state in the 20th century; the end of empire and the chaotic character of the contemporary period. ## COURSE REQUIREMENTS ### TEXTBOOK <NAME> and <NAME>, _The Age Of Aristocracy, 1688-1830_. Lexington, MA: D.C. Heath, 1996\. Seventh Edition. (referred to below as A of A) <NAME>, _Britain Yesterday and Today, 1830 to the Present_. Lexington, MA: D.C. Heath, 1996. Seventh Edition. (referred to below as BYT) ### SUPPLEMENTAL READING ASSIGNMENTS Various readings will be assigned during the semester to complement the text and lecture. These readings will be distributed in class. They are to be completed prior to discussion of the material in class lectures. ### SUPPLEMENTAL INTERNET RESOURCES To assist in gathering a knowledge and understanding of many issues in the text as well as in classroom discussions and as an adjunct to your own research I have posted a Modern Britain Website which you might wish to access and use as is appropriate. Access: MODERN BRITAIN 1688-2000 (www.kings.edu/hbfedric/britweb.html) ### WRITTEN RESEARCH ASSIGNMENTS Two (2) written research papers will be assigned. Guidelines for each assignment will be distributed as appropriate. Exploration of various research resources including the library and the Internet will be encouraged in the completion of these assignments. Students will be expected to demonstrate proficiency in applying the writing and critical thinking developed in CORE 110 and CORE 100. All students will be expected to submit papers in typed or word processed form. Handwritten work will NOT be accepted. Research assignments submitted more than a week after the deadline date without prior approval - highest grade possible "C". Failure to submit any and all work on or before the last class day - automatic grade "F" on the work. ### CONTEMPORARY SUBJECTS RESEARCH ASSIGNMENT AND REPORT After the mid-semester a research assignment will be made on a subject or subjects of contemporary significance. Guidelines will be distributed as appropriate. The nature of the assignment will be a combination of oral and written presentation. ### TESTS There will be three (3) written tests given during the semester including the final examination. The first two tests will be announced in class at least ten (10) days in advance. The third (final) examination will be given according to the Registrar's examination schedule. The tests will be based on the lectures and assigned reading materials. The general structure of the tests will be essay. Each test will be non-comprehensive and will review the most recent materials covered. ### CLASSROOM and DISCUSSION LIST PARTICIPATION Regular participation - asking or responding to questions, volunteering one's own ideas or arguments, sharing evidence - is expected from each student. Participation will be weighed positively in the overall semester grade evaluation as a growth/development factor. ### ATTENDANCE You are expected to attend classroom lectures/discussions on a regular basis. The rules of the College regarding class attendance will be followed strictly. You are responsible for all materials discussed in lectures and classroom discussions. MAXIMUM ALLOWABLE ABSENCE of THREE (3) - excused OR unexcused. Three consecutive absences or a pattern of absence over a three week period will initiate an Excessive Absence Report to the College Registrar. It is to be correctly assumed that it will be impossible to receive a grade which is higher than the percentage of days attended without significant reasons. Absence on the day of a scheduled test will not be excused unless a serious reason has been explained to me (in advance, if possible) and arrangements for a make-up test are made within five (5) class days of the scheduled test. It is YOUR RESPONSIBILITY to arrange the make-up with me. It should not be presumed that absence on a test day will automatically permit a re-test. ### SEMESTER GRADE EVALUATION The determination of the final semester grade will be based on the successful completion of all requirements for the course using numerical values as follows: Tests : Test I, II, III - 60% total (20% each) Written Research Assignments \- 30% total (15% each) Contemporary Subjects Research Assignment \- 10% The professor's grading scale to be used is as follows: A+ = 98 A = 95 A- = 92 B+ = 88 B = 85 B- = 82 C+ = 78 C = 75 C- = 72 D+ = 68 D = 65 F = 59 ### OFFICE CONTACT / OFFICE HOURS Learning is not achieved only within the confines of a classroom. To that end be advised of the following: * Personal consultations are welcome and encouraged. Submission of "rough drafts" of writing assignments is highly desirable as is consultation regarding research for writing assignments and/or test reviews. * Office: Hafey-Marian Hall, Room 310 * Office Hours: Monday, Wednesday, and Friday 11:00 A.M. - 12:00 Noon Tuesday, Thursday 2:00 P.M. - 3:00 P.M. Other times may be arranged by mutually convenient appointment. * Contact may also be made by phone/voice mail (Ext. 5744) Messages may be left with the Faculty Assistants (Ext.5702) Or by E-Mail <EMAIL> ## COURSE TOPICAL OUTLINE: General Suggested Text Readings (subject to change by instructor) ### SECTION I * The Revolution Settlement of 1688: Chapters 1 & 2, A of A \- The Old Order Changeth? \- Unfinished Business \- The Whig Ascendancy: King William and Queen Anne * The English People 1688-1714: Chapter 3, A of A \- The Social Hierarchy: A Sense of Place \- The Landed Classes, The Nouveau Riche, and The Poor: How Did They Live * An Age of Stability 1714-1760: Chapter 4, A of A \- Hanoverian England \- The Whig Oligarchy and Cabinet Government * Politics and Empire in the Reign of George III: Chapter 5 (pp.119-131) & Chapters 7 & 8, A of A \- George III: An "English" King \- The Colonial Revolution: Economic and Constitutional Considerations \- Pitt the Younger and the Democratic Movement (refer to Chapter 10, A of A: pp.218-229) ### SECTION II * Britain Goes To Work: Chapter 9, A of A \- More Potatoes; More People \- The Industrial Revolution: From Cottages to Factories \- Social and Cultural Change * Conflict: External and Internal: Chapters 11, 12, & 13, A of A \- The French Revolution and The Napoleonic Wars \- The War of 1812 \- The Reform Act of 1832 Chapters 1, 2, & 3, BYT \- Chartism and the Anti-Corn Law League * The Age of Victoria: Economic and Social Considerations: Chapter 5, BYT \- Victoria of Hanover and Albert of Saxe-Coburg \- The Great Exhibition of 1851 \- The Cult of Responsibility and Respectability: "I Will Be Good" \- City Life and the Working Poor * The Age of Victoria: Political Considerations: Chapters 7 & 8, BYT \- The Liberal Party \- The Reform Bills of 1867 and 1884 \- Disraeli and Gladstone * "The Sun Never Sets on the British Empire": Chapters 6 & 10, BYT \- The Self-Governing Dominions \- India \- The Scramble for Africa and the "New" Imperialism ### SECTION III * Edwardian England: A Time of Crisis: Chapter 12, BYT * Britain, World War I, and The House of Windsor: Chapters 13 & 14, BYT \- The Triple Entente \- Total War: the Home Front \- The Irish Question 1916-1922 * Post War Britain 1918-1939: Chapters 15 & 16, BYT \- Economic Challenges \- The Labour Party \- "The Remains of the Day" * Britain and World War II: Chapters 17, 18, & 19, BYT \- Rise of Totalitarianism and Appeasement \- The Age of Churchill at Home and Abroad \- Atlee, Austerity, and The Welfare State * Contemporary Britain: Chapters 20, 21, & 22, BYT \- The Collapse of Empire \- "My Beautiful Laundrette": The Sixties and Seventies \- The Era of Lady Thatcher \- Tony Blair and The "Reform" of the Welfare State <NAME> History Department King's College Last Updated August 1, 2000 <file_sep>UNDERGRADUATE SEMINAR ON IMMIGRATION AND POLITICS IN WESTERN EUROPE Fall, 2001 V42.0300 V53.0595 <NAME> Professor of Politics Office: 58 W. 10th St. (CES) Office Hrs: Wed 1:00-2:30 998-2609 998 3838 (CES)/998 8531(Politics) e-mail: <EMAIL> <NAME> Librarian for West European and Social Studies Bobst, Rm. 610 e-mail: <EMAIL> The purpose of this course is to train undergraduates who are interested in European studies in approaches to research, and in the sources and uses of research materials on Europe. The theme "Immigration and Immigrants in Western Europe" will provide the framework around which the readings and discussion will center. Focusing on a common theme will help reveal the range of research questions and strategies pursued by scholars from diverse disciplines in the social sciences and humanities while also allowing for substantive exploration of an issue that has become central to social relations and political competition in contemporary Western Europe. This focus will provide us with abundant material that is both cross-disciplinary and comparative. Class-time will be divided between the discussion of assigned readings intended to introduce interesting methodological and substantive examples of research on a series of subjects within the literature on immigrants and the introduction of library resources available to help conduct such research. In this seminar we will explore immigration and patterns of immigrant incorporation in Western Europe. Since the early 1960s immigration has transformed European countries into a multi-racial and multi-ethnic societies. We will first explore how public policy contributed to this transformation, how it was structured by different concepts, traditions and laws on citizenship, and how it was related to transformation of the party system and the emergence of the extreme right in Western Europe. We will then analyze the impact of this transformation on attempts by European states first to maintain control of their frontiers, and then to incorporate immigrants into the national community. Finally, we will analyze the emergence of "identity politics" in Western Europe. We will explore the impact of immigration on a wide range of public policies, as well as society and identity. Course Requirements Students are expected to cover all assigned readings in advance of class and be prepared to discuss them during the seminar. For Weeks II,V,VII,VIII,IX,X,XII two students will be responsible for acting as discussion-leaders. By the Monday before each of these classes _each_ member of the seminar must transmit to each of the discussion-leaders-- via e-mail/news-group-- their reactions, comments and questions about the reading. The essay should also relate these comments to the student's own research interests. Each student should focus on one or two articles and/or book- chapters, and post their comments and reviews on the "newsgroup" site. Each essay should be about 500 words (two double-spaced pages). Each essay will be worth 15 points, and the total number of points will become part of each student's grade at the end of the semester. The discussion-leaders will then be responsible for synthesizing, summarizing and presenting these comments around the following questions: (a) What is/are the central question(s) addressed by the authors? (b) What, if any, hypotheses are explored in this research? (c) What are the main argument(s) developed by the authors? (d) On the basis of what kinds of research and evidence have the authors developed their studies? (e) What do you see as the strengths and shortcomings of this research? (f) What conclusions would you reach about the subject for this week on the basis of these studies. The principal requirement of this course will be a research paper due on Wednesday, December 19th. A two-page outline of the research paper must be submitted to the instructors by October 3rd. Papers (20-25 pages in length-- including bibliography and footnotes ) will be evaluated in terms of 1) the research question(s) posed; 2) the relationship between the research question and the research process; 3) evidence of the research process as demonstrated through the literature review, bibliography, and notes (MLA citation style; and 4) the insights produced by the entire process. The final grade will be based on the final research paper (70%) and on written comments reported on the "newsgroup" site, as well as on class discussion. (30%). Outline of the Semester (AFC is on the second floor of Bobst/ ERC is on the B level computer center of Bobst.) I. September 5* Schain and Snoeyenbos Welcome, Introduction II. September 12 Schain Formulating research questions on immigration and the transformation of West European politics: migration and incorporation-- how the issues have been formulated. Readings: >Leedy and Ormrod, Practical Research, 7th Edition, Chs. 1-3. >Baily, "Cross-Cultural Comparison and the Writings of Migration History: Some Thoughts on How to Study Italians in the New World". >Hansen, Citizenship and Immigration in Post-War Britain, Ch. 1 >Joppke, "Immigration Challenges to the Nation-State," in Joppke, Challenge to the Nation-State, Chapter 1. >Schain, review of Joppke, Challenge to the Nation-State. >Sassen, Guests and Aliens, Introduction III. September 19 Snoeyenbos ( Bobst: AFC West* ) Questions of researchable topics -- how to choose/develop a suitable topic \-- and introduction to research methods >Introduction to library research: BobCat, Library of Congress Subject Headings (LCSH), introduction to print periodical indexes, primary vs secondary sources >Introduction to electronic library research: RLIN bibliographic file and citation databases, CD-ROM searching IV. September 26 Snoeyenbos ( Bobst: AFC Seminar Room ) Introduction to electronic library research: CD-ROM, RLIN, DIALOG training V. October 3 Schain ( _Outline due_ ) Analyzing the problem and refining the question: Why are there changing patterns of migration? Readings: >Leedy and Ormrod, Ch. 4. >Tilly, "Migration in Modern European History" >Moch, Moving Europeans, ch. 1; chs. 4-5 (excerpts) >Noiriel, "Difficulties in French Historical Research on Immigration" in Horowitz and Noiriel, Immigrants in Two Democracies ><NAME>, "The Politics of Immigration to Britain: East-West Migrations in the Twentieth Century," in Baldwin-Edwards and Schain, The Politics of Immigration in Western Europe ><NAME>, Fences and Neighbors, Chs. 1 and 2. >Anderson, Imagined Communities: Reflections on the Origin and Spread of Nationalism, pp. 9-21 >Zolberg, "Contemporary Transnational Migrations in Historical Perspective," in Mary Kritz, editor, US Immigration and Refugee Policy . VI. October 10 Snoeyenbos ( Bobst: ERC Room* ) Scholarly research on the Internet. VII. October 17 Schain ( _Preliminary bibliography due, not less than 20 items_ ) The Politics of Migration and research design: Interpreting the role of the state, patterns of immigrant integration and the political impact of immigration Readings: >Leedy and Ormrod, Ch. 5 and 6. >Fuchs, American Kaleidoscope, Introduction and Chs. 1-3. >Hargreaves, Chapter 5. >King, Making Americans: Immigration, Race and the Origins of the Diverse Democracy, Ch. 2 >Miller, "The Political Impact of Foreign Labor: A Re-evaluation of the Western European Experience" >Body-Gendrot and Schain, "National and Local Politics and the Development of Immigration Policy in the United States and France," In Horowitz and Noiriel. >Zolberg, "Matters of State: Theorizing Immigration Policy" VIII. October 24 Snoeyenbos ( Bobst: ERC Room ) A. Documents: US, UN, IGO/NGO, EU--visit to NYU Law Library B. Research within the disciplines: History and Politics--all formats, History vs Politics IX. October 31 Schain Analyzing the impact of immigration-- quantitative methodologies: Racism, anti-racism and Racialization of the Immigration Issue Readings: >Leedy and Ormrod, Chs. 9-11 >Money, Fences and Neighbors..., Chs. 4 and 5 >Nelkin and Michaels, "Biological Categories and Border Controls: The Revival of Eugenics in Anti-Immigration Rhetoric" >King, Making Americans, Ch. 3 >Kincheloe, Steinberg and Gresson III, Measured Lies: The Bell Curve Examined, Chs. 1, 16 and17 >Lamont, "The Rhetorics of Racism and Anti-Racism in France and the United States" X. November 7 Schain Immigration and multiculturalism: a Focus on qualitative methodologies Readings: >Leedy and Ormrod, Chs. 7 and 8. ><NAME>, "How can we be European? Multicultural questions in transatlantic perspective" >Huntington, "The Erosion of American National Interests," Foreign Affairs, October, 1997 >Schain, "The Politics of Multiculturalism in France and the United States" >Sassen, "The de facto Transnationalizing of Immigration Policy," in Joppke, Challenge to the Nation-State, Ch. 2 >Hollifield, Immigrants, Markets, and States, Ch. 2. XI. November 14 Schain and Snoeyenbos ( Bobst: AFC Seminar Room ) A. Immigration and the rise of the Extreme Right in Western Europe: What can we conclude from scholarly work. Reading: > Leedy and Ormrod, Ch. 12. >Schain, Zolberg and Hossay, "The Radical Right in Western Europe: A Framework Essay" >Kitschelt, The Radical Right in Western Europe, Ch. 1. >Schain, "The Immigration Debate and the National Front," in Keeler and Schain, Chirac's Challenge >Schain, Review of Kitschelt The Radical Right in Western Europe in Comparative Political Studies, June, 1997 >Betz, Radical Right-Wing Populism in Western Europe, Chs. 1,3,6. >Minkenberg, The New Right in Comparative Perspecive: the USA and Germany, Chs. II and IV. >Judt, "The Social Question Redivivus," Foreign Affairs, September-October, 1997 B. Doing research on the extreme right --history and politics XII. November 21 Special Luncheon Meeting Schain and Snoeyenbos A. Immigration and new understandings of Citizenship Readings: >Soysal, Limits of Citizenship, Chs 8 and 9. >Brubaker, Citizenship and Nationhood in France and Germany, Introduction and Conclusion. >Feldman, "Reconfiguring Citizenship in Western Europe" in Joppke, Challenge to the Nation-State, Ch. 7. >Schuck, "The Re-Evaluation of American Citizenship,"in Joppke, Challenge to the Nation-State, Ch. 6. ><NAME>, Migrants and Citizens: Demographic Change in the European State System, Ch. 6 >Examination questions from the Naturalization Study Guide (distributed in class) B. Anthropology and Religion resources--all formats XIII. November 28 Schain and Snoeyenbos Presentations: Students will present first drafts of their research paper to the group for discussion and commentary. Copies of the paper should be made available to everyone by Monday morning. XIV. December 5 Schain and Snoeyenbos Presentations: Students will present first drafts of their research paper to the group for discussion and commentary. Copies of the paper should be made available to everyone by Monday morning. XV. December 12 Schain and Snoeyenbos Presentations: Students will present first drafts of their research paper to the group for discussion and commentary. Copies of the paper should be made available to everyone by Monday morning. December 19 (Wednesday) Papers are due!!! <file_sep>![](../titlebar.jpg) ![](../overnews.gif) Syllabus #2 Introduction to American Literature Spring 1990 Professor <NAME> All readings are in _The Heath Anthology of American Literature_ Date Reading 1/18 First day of class 1/23 "To the Reader," pp. xxxiii-xxxix Native American Traditions: pp. 3/7, 22-40, 59-60 1/25 The Spanish and the New World: pp. 7-10, 67-99 (Columbus, The Virgin of Guadalupe, Cabeza de Vaca), 120-131 (Villagra), 52-55 (The Coming of the Spanish and the Pueblo Revolt, Hopi), 431-440 (The Pueblo Revolt and the Spanish Reconquest) 1/30 English Settlements: pp. 10-21, 146-159 (<NAME>), 173-176 (Richard Frethorne); 210-221, 225-226 (<NAME>), 176-188 (<NAME>), 221-225 (William Bradford) 2/1 Some Puritan Writers: 317-342 (<NAME>), 512-516, 544-555, 540-544, 555-566 (<NAME>) 2/6 Puritan Poetry: 256-261, 272-277 (<NAME>), 308, 312, 342-346, 350-357, 360- 363, 373-374 (<NAME>) 2/8 Social and Cultural Tensions: 448-469, 581-590 (Elizabeth Ashbridge), 590-592, 604-610 (<NAME>), 756-762 (Delgado), 751-756, (Aupaumut), 641-646, 670- 677 (18th Century women poets) 2/13 Political Tensions and Visions: 774-776, 56-59 (Iroquois), 936-937, 940-955 (Paine), 957-964, 969-974, 978-981, 990-994 (Jefferson), 1007-1018 (Federalist), 821-822 (Franklin) 2/15 Who (What) Are Americans? 728-735 (Occum), 694-712 (Vassa), 712-715, 718, 720- 725 (<NAME>), 685-694 (Hall), 890-899, 906-907 (Crevecoeur), 1952-1963 (Vallejo) 2/27 Franklin: 776-783, 790-794, 823-867, 872-888 3/1 Exam 3/6 Constructing an American Mythology, I: 1214-1216, 1280-1294, 1299-1307 (Coo per), 1308-1322 (Sedgwick), 1451-1466 (Copway), 1760-1772 (Boudinot, Seattle) 3/8 American Mythology, II: 1024-1026, 1032-1039 (Murray), 1153-1163 (Rowson), 1238-1239, 1248-1260 (Irving), 1580-1582, 1604-1608, 1610-1611, 1617-1618, 1624- 1626 (Fuller) 3/13 Poe: 1322-1325, 1394-1395, 1403-1406, 1410-1411, 1391-1392, 1357-1362 (Eleonora), 1333-1357 ("Ligeia," " The Fall of the House of Usher"), 1325-1332 ("Ms. Found in a Bottle") 3/15 Versions of Transcendentalism: 1499-1528, 1467-1470 (Emerson), 1626-1630 (Fuller) 3/20 A Slave Narrative: <NAME>: 1637-1676 3/22 Douglass: 1676-1704; Abolitionist Writing: 1781-1791 (<NAME>, 1792-1795 (<NAME>), 1813- 1818 (<NAME>) Spring Vacation 4/10 Abolitionist Writing: 1825-1834 (Angelina Grimke), 1964-1981 (<NAME>. Thoreau), 1915-1923, 1932-1933 (<NAME>); begin reading Stowe selection 4/12 Anti-Slavery Narratives: 2307-2358 (H. B. Stowe), 1723-1736, 1742-1750 (Harriet Jacobs) 4/17 Versions of Nature: 2286-2297, 2304-2307 (C. Kirkland), 1590-1595, 1598-1601 (M. Fuller), 1981-1991, 1998-2016 (H. D. Thoreau), 2895- 2896, 2861-2862 (Dickinson) 4/19 Hawthorne: 2065-2082 ("My Kins- man, <NAME>"), 2082-2092 ("Young <NAME>"), 2112- 2132 ("Rappaccini's Daughter") 4/24 Varieties of Narrative: 1899-1906 (<NAME>), 2596-2613 (<NAME>), 2614-2621 (<NAME>od- dard), 2628-2637 (Harriet Wilson) 4/26 Melville: 2400-2464 ("Bartleby the Scrivener"; from "The Encantadas", "The Paradise of Bachelors and the Tartarus of Maids") 5/1 Many Poetic Traditions: 2638-2644, 2663-2671 (Aztec and Inuit), 2671- 2691 (Songs and Ballads), 2692-2697 (Bryant), 2702-2705, 2706-2707 (Longfellow) 5/3 Whitman: 2709-2712, 2788, 2727- 2778, 2790-2791 5/8 Dickinson: Poems and letters to be assigned Student Reaction Journal What follows is an excerpt from <NAME>'s journal. A student in Professor Lauter's Introduction to American Literature course, Rebecca wrote this entry in reaction to reading <NAME>. The creation of a new home is a dynamic process, and it has fed an argument between my parents for as long as I can remember. I think my mother is similar to Kirkland in that she followed my father to the "frontier" of the back woods of Maine. My dad was not concerned so much with increasing his status or becoming upwardly mobile; rather his case was almost the opposite. He seemed to be isolating himself from a society that had failed him in some way and he was creating something that was completely his own. The story in a sense was more my father's than my mother's. I know that she was often lonely, and left on unstable grounds. The house was never completely finished for fifteen years, and she never had the satisfaction of starting her life again knowing that there was a 'home' established and there for her to return to. My father set out to build a new house for us in the woods when I was three. I remember distinctly clearing the land, and the confusion that surrounded the process; the deafening sound of chainsaws, the grinding of the backhoe as it tore up stumps, and the drizzle of rain down my back on the days when the brush had to be burned. My sister Leah and I helped peel the logs that served as beams, and I remember hearing the crunching sound that the insects made as they bored their way through those same logs during the summer that the house was framed. I remember my mother crying because we were living in a shell that had poly for walls and a barrel stove for heat. She never had control, she couldn't predict when the helplessness would be over, it didn't match her dreams, and the reality of that life was almost more than she could bear. Anything that she tried to do to help wasn't good enough for my father's perfectionist standards, and it left her screaming in frustration in her idleness. We would go to old antique barns and junk yards looking for windows with wavy glass that we could salvage. We found a few prizes amongst all the clutter; two tall arched windows that later served as the focal points in the living room and my parents' bedroom. Leah and I used to draw castles and unicorns on the bare sheetrock that were our walls for so many years, and the studs that supported those walls served as shelves for everything from dishwashing detergent to rainbow-painted rocks that surrounded our folding formica dining room table. My mother set her loom with determination in the middle of it all and wove wall hangings to cover the roughness. My father's workshops down the hill from the house grew in dimension, and all the junk that he wouldn't throw away because he would "need it someday" expanded to cover the ground around them. Steel barrels, cinder blocks, old window frames, printer rollers, grey and splintered planks, shingles, wire, copper pipe, outlets, boxes of assorted nails, nuts and screws, machine parts, and many things I couldn't identify, all piled up against my mother's nerves and sense of beauty and order. It was always very embarrassing to give a friend directions to our house and then have them drive up our driveway, see my father's shops and turn around and drive out because they didn't think we lived there. My mother did the best that she could with the inside of the house, though, and she succeeded in turning it into a home full of interesting things to look at. I always loved it when I would bring kids home from school and watch their faces and hear them say, "Oh, wow, this place is really neat" as they stared out of a wall of windows into the depths of the green forest. The house is one with its surroundings. When you walk into it from the north door, you are immediately looking out of tall windows facing south made of antique glass, and what you see outside reflects what you see inside. Natural wood, earthy hues, and open rooms surround you. The design is simple, but original. It's shaped like an L, with the inside of the angle facing south to catch the sun. There's only one level, and the ceilings are highest by the windows. My sister and I share a bedroom, and the only other enclosed rooms are my parents' bedroom and one bathroom. It's nearly finished now and I can't imagine my family ever living anywhere else. The house and the land in many ways _are_ the family. I have a hard time imagining myself in a house of my own someday, and being in the same position that my mother was once in--trying to establish a home for a family. That's why it is amazing to me that at one time women were often in the position where they had little choice but to follow their husbands across the frontier to build a house and then have to deal with the frequent decision made by the husband to pick up and leave what they had started, at any time, to seek out a better opportunity. It leaves me wondering: a better opportunity for who? I will not marry a man who thinks that he is the only self that has a valid and justified voice. --- Contents, No. III ![](../usersnav.gif) <file_sep>![](fgculogo1.gif) \| ![](../EHMCSHeader3.gif) \| ![](../EMCSlogo-small.jpg) ---\|---\|--- ## ![](contline.GIF) # MLS4625C # Clinical Biochemistry ## ![](contline.GIF) ## Spring, 2001 Instructor \| Office Location \| Telephone \| Office Hours* ---\|---\|---\|--- <NAME>, Ph.D. \| BHG 223 \| 590-7483 \| M 1:00 pm - 3:00 pm W 9:00 am - 12:00 pm Additional office hours are available by appointment This syllabus is designed to keep you updated with course requirements and expectations. Included in the syllabus are the course goals, objectives for learning, various reference sources and information about the course grading. Powerpoint presentations for lectures, as well as other miscellaneous material, may be accessed via the Web Board _COURSE DESCRIPTION_* --- Students study the relationship and application of clinical biochemistry to the diagnosis, prognosis, and treatment of human disease. Lecture and laboratory integrate theoretical principles and the application of analytical techniques of carbohydrates, proteins, lipids, enzymes, electrolytes, nitrogen metabolites, inborn errors of metabolism, therapeutic drug monitoring, and toxicology. _COURSE GOALS_ --- This course will introduce the student to the theories and techniques of clinical biochemistry. In addition, the course will expose the student to the knowledge, skills and abilities required to build confidence in the practice of clinical biochemistry. Achievement of these goals will lead to the production of an accomplished and well-rounded clinical biochemistry professional. _COURSE EXPECTATIONS_ --- This course of study is structured in such a way as to provide you the opportunity to understand and learn the art and science of clinical biochemistry. Learning and understanding of materials taught will be made possible by attending class, following directions and instructions, asking questions and participating actively in the learning process. To complete the course requirements and pass the course successfully, you will have to be fully committed to the learning process. To this end, you must adhere to course policies and requirements. _COURSE POLICIES AND REQUIREMENTS_ --- Attendance: Tardiness, leaving class, or not being present in class reduces your learning opportunity and consequently affect your grade. Absences may result in missed laboratory exercises and lost opportunity to obtain needed information. All of these will result in point deductions. However, unusual circumstances resulting in tardiness and absences will be considered on a case by case basis by the instructor. The circumstance must be communicated to the instructor as soon as possible in the cases of tardiness or within twenty-four hours from the class time missed in cases of absence. You will have to negotiate make-up work with the instructor in the cases of excused absences. Assignments: Assignments such as reading and laboratory reports must be completed _before_ class. The Laboratory Policies handout may be accessed by following this link. Management of resources: You must prioritize class time, follow instructions, and ask questions when you do not understand. Academic integrity: The instructor abides by the FGCU policy on academic integrity. Grading: Based upon the following scale: > A= 100-90% > B= 89-80% > C= 79-70% > D= 69-60% > F= <60% _Lecture:_ \| 65% \| _Laboratory:_ \| 35% ---\|---\|---\|--- \| 30% Two Exams; 15% each \| \| 35% Laboratory Exercises \| 15% Unannounced Quizzes \| \| \| 20% Comprehensive Final Exam* \| \| Note: a minimum score of 70% is required on the comprehensive final exam for an overall course grade of B or higher. The +/- grading system will _not_ be used. _COURSE OBJECTIVES_* --- Course objectives may be accessed by following this link _COURSE TEXTS_ --- _Clinical Chemistry: Principles, Procedures, Correlations, 4th Ed._ ; Bishop et al., 2000; Lippincott, Williams & Wilkins _Clinical Chemistry Laboratory Manual_ ; Naser and Naser; 1998; Mosby _WEB SITES OF INTEREST_ --- * American Society for Clinical Laboratory Science * American Society for Clinical Pathologists * American Association for Clinical Chemistry _TENTATIVE COURSE SCHEDULE_ --- Class meets Tuesday and Thursday from 8:00 am to 10:15 am _Week_ \| _Tuesday_ \| _Thursday_ ---\|---\|--- 1 \| Tue-Jan-09 Introduction to the course Essentials review (1-3): Basics, Safety, QC \| Thu-Jan-11 Techniques and instrumentation - start (4) 2 \| Tue-Jan-16 Techniques and instrumentation - finish (4) Immunoassays and probes (5) Automation (6) \| Thu-Jan-18 Amino acids and proteins (8) 3 \| Tue-Jan-23 Laboratory 3: Total protein and albumin \| Thu-Jan-25 Enzymes - start (9) Laboratory 13: Alkaline phosphatase 4 \| Tue-Jan-30 Laboratory 3: Serum protein electrophoresis \| Thu-Feb-01 Enzymes - finish (9) _Laboratory 13 write-up due_ 5 \| Tue-Feb-06 _Laboratory 3 write-up due_ Laboratory 11, 12: CK, LDH \| Thu-Feb-08 Carbohydrates (10) Laboratory 2: Glucose 6 \| Tue-Feb-13 Laboratory 11, 12: CK and LD isoenzymes \| Thu-Feb-15 _Laboratory 2 write-up due_ Exam #1 7 \| Tue-Feb-20 _Laboratory 11, 12 write-up due_ Lipids and lipoproteins (11) \| Thu-Feb-22 Laboratory 14: Cholesterol, Triglycerides, HDL 8 \| Tue-Feb-27 Electrolytes (14) Laboratory 9: Na, K, Cl, CO 2 \| Thu-Mar-01 _Laboratory 14 write-up due_ Trace elements (15) Laboratory 7: Mg 9 \| Tue-Mar-06 _Laboratory 9 write-up due_ ABGs, pH, buffers (16) \| Thu-Mar-08 _Laboratory 7 write-up due_ Porphyrins and hemoglobin (13) Laboratory - Watson-Schwartz Test 10 \| Tue-Mar-13 Spring Break - no classes \| Thu-Mar-15 Spring Break - no classes 11 \| Tue-Mar-20 Nonprotein nitrogen (12) Laboratory 4, 6: BUN, Uric acid \| Thu-Mar-22 _Watson-Schwartz laboratory write-up due_ Renal function (21) Laboratory 5: Creatinine and clearance 12 \| Tue-Mar-27 _Laboratory 4, 6 write-up due_ Liver function (17) Laboratory - SGOT, SGPT \| Thu-Mar-29 _Laboratory 5 write-up due_ Laboratory 15: Total and direct bilirubin 13 \| Tue-Apr-03 _SGOT, SGPT laboratory write-up due_ Exam #2 \| Thu-Apr-05 _Laboratory 15 write-up due_ Vitamins (28) 14 \| Tue-Apr-10 Endocrinology - start (18) \| Thu-Apr-12 Endocrinology - finish (18) Laboratory 8: Calcium, Phosphorus 15 \| Tue-Apr-17 Thyroid function (19) \| Thu-Apr-19 _Laboratory 8 write-up due_ TDM, Toxicology (25, 26) Laboratory 19: EtOH, Salicylate, Cholinesterase 16 \| Tue-Apr-24 Tumor markers (27) Pancreatic Function (22) GI function (23) \| Thu-Apr-26 No Class 17 \| Finals Week _Laboratory 19 write-up due_ Jeopardy Final exam \| ![](contline.GIF) College of Health Professions \| ![](fgcuhome.gif) \| Department of Environmental Health, Molecular and Clinical Sciences ---\|---\|--- <file_sep>THE OTHER EUROPE: MODERN EASTERN AND CENTRAL EUROPE 311-31300 Introduction The countries of Eastern and Central Europe experienced a revolutionary transformation. The experiment in the construction of a Moscow sponsored communist utopia collapsed. The region's numerous and varied nation states now follow independent paths of development reflective of each nation's own unique history, different levels of economic modernization, assorted social relations and diverse cultural traditions. The geo-political term "Eastern Europe" does not stand as the only regional designation. Several states (Czech Republic, Slovakia, Hungary and Poland) identify themselves as part of "Central Europe," thus, the regional description used for this course includes both Eastern and Central Europe. The declaration of independence by former republics of the Soviet Union has increased the number of nation-states within the Eastern and Central European sphere. The disintegration of Yugoslavia also raised the number of independent nation-states in the region. We shall also examine the important role played by the former German Democratic Republic (East Germany). This course will concentrate on developments and events in the post-World War Two period. We shall begin with a general historical and cultural overview predating the principal period of study. We shall include a closer examination of Jewish life and institutions and the immigration of many varied peoples from Eastern and Central Europe and their status, culture and influence in both America and Europe. The post-1945 period will be initially examined in light of common patterns of governance, ideology, politics, economics, society and culture which bound the region together. We will then concentrate on the development of independent dissident activities, ideas, social change, cultural movements and individuals which challenged the monolithic authoritarian models throughout the region. This course will conclude with a reflection upon contemporary events and transformations in Eastern and Central Europe and an evaluation of what the future may bring for this region based upon recent historical and cultural legacies. Books The following books are required for this course and may be purchased at the college bookstore: <NAME>, _The National Idea in Eastern Europe_ not req. <NAME>, _Eastern Europe in the Twentieth Century and After_ <NAME>, _How We Survived Communism and Even Laughed_ <NAME>, _Global Studies: Russia, the Eurasian Republics and Central/Eastern Europe_ <NAME>, Shtetl: _The Life and Death of a Small Town and the World of Polish Jews_ <NAME>, _The Unbearable Lightness of Being_ <NAME>, _Historical Atlas of East Central Europe_ <NAME>, _From Stalinism to Pluralism_ Internet Sites Eastern-Central Europe: the Multicultural Arena http://www.omnibusol.com/easteurope.html Slavophilia - Slavic and East European Resources http://slavophilia.net/ Current News Central Europe Online http://www.centraleurope.com Central Europe Review http://www.ce-review.org Kyiv Post http://www.thepost.kiev.ua Radio Free Europe/Radio Liberty http://www.rferl.org/ Historical Research Cold War http://web.UVic.CA/hrd/history.learn-teach/coldwar.htm History Index http://www.ukans.edu/history/VL University of Illinois http://www.uiuc.edu/unit/reec University of Pittsburgh http://www.ucis.pitt.edu/reesweb Building a Civil Society Civil Society International http://www.friends-partners.org/ Soros Foundation http://www.soros.org/main.html Requirements 1. Each student is required to take two interpretive essay examinations. Essays will be conceptual in nature and will test student comprehension and analysis of the material covered in class and the readings. Take careful notes of lectures and discussions. Review essay questions and objective terms will be distributed one week prior to the examinations. The final examination will include a comprehensive essay. 2. A research paper (10-12 typed pages) is required. A topic will be selected jointly by the student and professor. The paper will then follow several stages: 1.) a thesis statement and bibliography; 2.) an outline; 3.) completion of the paper with possibility of revision. The paper format will follow guidelines presented in <NAME>'s A Student's Guide to History http://www.bedfordbooks.com/history/research/get.htm?page=research_frame.htm 3. The semester project will include the following: > a.) A historical and statistical summary of one nation-state or national minority selected jointly by the student and professor. > b.) Brief analytical critiques of the Hoffman, Drakulic and Kundera books. > c.) Review of films relevant to the course and three internet sites listed in the syllabus. 4. Class participation in thoughtful discussion of assigned readings, topics and creative collaborative group projects is important. 5. Regular attendance is expected of all students. College policy allows only three unexcused absences. Absences will adversely affect the comprehension of course material and one's grade. 6. Carefully read the sections of the syllabus regarding the writing of essays, papers and plagiarism. Grading All work must be completed to earn a passing grade. Examination #1 20% Examination #2 and Final 30% Research paper 25% Semester project and class participation 25% 100% Miscellaneous 1. Video presentations both in and out of class should be viewed with a critical and attentive eye, for they reinforce themes and topics covered in class. 2. You should try to attend presentations outside of class that relate to the course. We will also probably organize a field trip to observe and participate in the culture of neighboring East European communities. 3. Make-up examinations (for those with a valid excuse) will be given at the professor's convenience. 4. Please stop by during scheduled office hours or by appointment (274-1587 or <EMAIL>) to discuss course material or life in general. TOPICS AND READING ASSIGNMENTS Students are responsible for completing the assigned readings and being prepared to engage in qualitative discussion. 1. \| .Jan \| 18 \| Introduction and course overview. Historical Roots and Cultural Diversity: The Early History of East Central Europe. Geography, Imperial Consolidation and Social- Economic Conditions. Bring Magocsi, Historical Atlas to class. pp.1-75 ---\|---\|---\|--- 2. \| .Jan \| 25 \| Multi-national and Minority Tensions and the Rise of Nationalism. Independence Movements of the Late Nineteenth and Early Twentieth Centuries. World War I and the Creation of a New Eastern and Central Europe. Migration to America: Daily Life, Values and Connections with the "Old Country." Crampton, Eastern Europe, Chapter 1 Magocsi, pp. 76-124 Begin reading Hoffman, Shtetl 3. \| Feb. \| 1 \| Inter-war Politics and Tribulations. A Turn to the Right. Country Reports and Evaluations. The Research Paper: Topics, Concepts and Process. Crampton, Chapters 2-11 Magocsi, pp. 125-151 Continue reading Hoffman 4. \| Feb. \| 8 \| The Second World War: Nazi Germany, the USSR and the West, Alliances and Conflicts. The Jews of Eastern and Central Europe and the Holocaust. Discussion and Evaluation of Hoffman, Shtetl. Finish reading Hoffman Crampton, Chapter 12 Magocsi, pp.152-159 Stokes, From Stalinism to Pluralism, Readings 1-6 Research Topic is Due 5. \| Feb. \| 15 \| Ideology, Power and Eastern/Central Europe's Collapse Under Soviet Domination. The Stalinist Strategy Towards Socialist Transformation. Social and Economic Restructuring. The Communist Political System and the Military. Crampton, Chapters 13, 14 Magocsi, pp. 160-176 Stokes, Readings 7-8 Begin Reading Drakulic, How We Survived Communism Thesis Statement and Bibliography is Due 6. \| Feb. \| 22 \| Industrialization, Modernization and the Command Economy. The Creation of a "Modern" Socialist Society and Culture and Traditional Values as a Form of Resistance. Crampton, Chapter 15 Examination 7. \| Feb \| 29 \| Yugoslavia and the Challenge of Titoism. De-Stalinization, Rehabilitation and Popular Rebellion. Crampton, Chapter 16 Stokes, Readings 12-18 8. \| Mar \| 6 \| SPRING BREAK Finish reading Drakulic, How We Survived Communism And Even Laughed. Begin reading Kundera, The Unbearable Lightness of Being. Work on your Research Paper. 9. \| Mar \| 14 \| Marxist Alternatives and "Liberal" Socialism. Women's Rights, Roles and Status in Eastern and Central Europe. Gender Relations, Social Services and Consumerism. Discussion of the Drakulic book. Crampton, Chapter 17 Goldman, Article 15 10. \| Mar \| 21 \| Hungarian History and Stages of the Hungarian Revolution. Guest Speaker. The Hungarian Economic Experiment: the New Economic Mechanism and Goulash Socialism. East German and Bulgarian Conservatism vs. Socialism with a Human Face. Finish reading Kundera 11. \| Mar \| 28 \| Czechoslovakia and the Prague Spring. Discussion of Kundera, Unbearable Lightness of Being. The Brezhnev Doctrine: the Re-assertion of Soviet Control and the Romanian Maverick. Crampton, Chapter 18 Stokes, Readings 19-21 12. \| April \| 4 \| The Human Rights Movement. The Industrial Worker's State in the Growing Global Age of High Technology and the Information Revolution. Development and Environmental Destruction. Poland's Historical Legacy and the Solidarity Movement. Crampton, Chapters, 19,20 Stokes, Readings 22-29, 31, 34-39 Research Papers are Due 13. \| April \| 11 \| <NAME> and Parallel Society in the 1980s: Religious and Ethnic Currents. The Return of Politics and the Role of Gorbachev's glasnost and perestroika. The Revolutionary Student Youth Movement. Crampton, Chapter 21 Stokes, Readings 32-33, 40-41, 52-53 14. \| April \| 18 \| Rocking the State: Music as Dissent and Frank Zappa as Hero. The Revolutions of 1989 and Beyond. Ukrainian and Baltic - Lithuania, Latvia, and Estonia - Independence: Eastern and Central Europe Redefined. Crampton, Chapter 22 Goldman, Articles 10, 19 Stokes, Readings 42-47 Semester Project is Due 15. \| April \| 25 \| The Disintegration of Yugoslavia and the New Balkan Wars. Peace, Diversity and Conflict in the Other Europe. A New Europe in a New World Order? Reflections upon the Past, Present and Future. Crampton, Chapter 23 Goldman, Articles, 14, 16-18 16. \| May \| 1 \| Final Examination Week. Good Luck! * * * <NAME> Muller 427 274-1587 <EMAIL> http://www.ithaca.edu/faculty/wasyliw \| Office Hours: MWF 10:00-10:45am, 12:00 - 12:45pm T / TH 1:00-2:00 and by appointment ---\|--- <file_sep>Cowell 152---Bicycle Transportation Engineering---S97 Syllabus ### Cowell 152---Bicycle Transportation Engineering Spring 1997 Syllabus Instructor: <NAME> Location: Cowell 223 Time: Mon Wed 3:30-4:40 (plus on-road times, to be arranged) Credits: 3 First meeting: Wednesday 2 April. Web site: http://www.cse.ucsc.edu/~karplus/bike/cowell-152/index.html This 3-credit course focuses on the bicycle as transportation---design of safe, effective bicycle facilities and programs. We'll cover topics such as * accident statistics, * traffic law, * facility design standards, * bike parking, * transit, * education, * enforcement, * planning. Students do on-bike field studies and a final project. This course will be a study of transportation policy and engineering as it concerns bicyclists. There are no academic prerequisites, but students are expected to be seriously interested in bicycles as transportation and to be able to write coherently. The on-bike field component of the class requires competent cycling skills, but special provisions can be made for students with disabilities that do not permit them to cycle. The course will consist of reading, classroom discussion, observations in the field, and individual or group reports on specific issues in the local area (the reports may be observation studies, opinion surveys, plans for new projects, analyses of existing conditions, and so forth). I am compiling a list of possible projects\--students and non-students are welcome to add to the list. Ideally, papers will be submitted electronically so that they can be published on the World-Wide Web. I intend to teach the Effective Cycling Road 1 course before the field studies. Passing the EC Road 1 written and road tests is required before undertaking a field study and is a requirement for passing the course. (Note: special arrangements can be made for disabled students unable to bicycle.) Students will be evaluated on class participation and the final project report ---possibly on some homework, if I can figure out some meaningful exercises. Attendance in class and for the on-road field trips is required. Missing more than 1 class will require special arrangements for make-up work in order to pass. Students are required to turn in notes on the reading, to ensure that they read actively. The notes will be evaluated primarily for their existence, not for their content, though thoughtful comments on the reading are more interesting to me than rote copying and are likely to elicit favorable comments in the evaluation. Students will also be expected to read and participate in various local and international e-mail discussions, particularly * <EMAIL> * <EMAIL> and maybe also * <EMAIL> * <EMAIL> * <EMAIL> * <EMAIL> I don't anticipate having any exams, though I reserve the right to add some if it seems pedagogically appropriate. Class will meet twice a week. In addition there will be at least four required 2- to 3-hour on-bike safety skills or field study meetings, whose scheduling will depend on student schedules. Most likely times are weekends or Friday afternoons. Students will be expected to ride their own bicycles for the field studies, though special provisions could be made for students who are medically unable to ride bicycles. The primary reading materials will be * <NAME>'s Bicycle Transportation: A handbook for Cycling Transportation Engineers. This is the only book the comes close to be a possible textbook in the field. The book is at times too dogmatic--Forester has a very strong opposition to special bikeways and has some convincing arguments, but he tends to belabor the point. (Note: Forester objects to my use of the word "dogmatic" in describing his text---his objection is well-founded, but I have not come up with a better word yet.) Forester's book is for sale at Literary Guillotine, 204 Locust Street. * Caltrans's Highway Design Manual, Chapter 1000. This manual is the most commonly used guide for traffic engineers and bikeway planners in California, and is the most comprehensive and most recently updated of the various government guides to bikeway designs. It provides a very different view of the issues than Forester's book. Chapter 1000 is on-line, but without the pictures. Chapter 1000 will be provided as part of a course reader, available from the campus copy center in the Communications Building. * <NAME>'s Guide to Bicycle Funding in California, which lists forty local, state, and federal funding sources and gives a description of the process for applying for each. This book is not required, but is recommended for anyone seriously interested in bike planning or advocacy in California. More projects are shaped by funding than by any other single influence. <NAME>'s guide is available directly from the Planning and Conservation League. * <NAME>'s Street Smarts. This cheap pamphlet is the best quick guide to safe cycling practices, and will be required reading before the field observations are attempted. I have ordered copies directly from the publisher, Bicycling magazine, and will provide them to the class at cost. * Effective Cycling Road 1 student notebook This student notebook is a required part of the Effective Cycling course and are available only to certified Effective Cycling Instructors. I will provide them at cost to the class. * Seidler Productions' Effective Cycling video. This video teaches some emergency bike handling skills and the basics of traffic engineering. It is part of the Effective Cycling course and viewing of it is required before the on-road practice or road test. If necessary, I will put my copy on reserve at the McHenry Library Media Center, but I hope everyone will see it in class. * Some of <NAME>'s 3 bike-education videos filmed in Santa Cruz (and possibly others) will be shown for discussion on bike-education efforts. I will try to make these available at McHenry Library also, but do not have my own copies. * California Vehicle Code, either hardcopy or ` http://www.leginfo.ca.gov/calaw.html ` The on-line version is quicker to search for specific laws, but harder to carry around. In planning this course, I asked on the Internet for information about such courses anywhere in the world, and found only one---<NAME>'s Human- Powered Transportation, a 4-unit senior elective in Civil Engineering at the University of Washington in Seattle. I have read his syllabus, class handouts, and post-class assessment. By May 1995, he had offered the course three times to a total of 19 students (such tiny classes!), and determined that four units was too few (students were spending over 200 hours on the class, which would be appropriate for a 6--7-unit class). I will attempt to cut Moritz's class approximately in half, though I don't know with what success---I've cut out all the material related to pedestrians, but added some bike safety training, to make field studies safer. The biggest difference in student effort will have to come from a difference in the scale of the projects. Here is a week-by-week outline of what I hope the course will cover, including a tentative reading schedule (BT refers to Forester's Bicycle Transportation): 1. Course overview: goals, structure, e-mail discussion groups, discuss possible projects. Elementary safety training: read Street Smarts, see Effective Cycling video, practice riding skills. Some historical perspective (BT, Chap. 3). 2. Bicycle accidents: theory and statistics (BT, Chaps. 1,2,4,5) 3. Bicycle law (relevant portions of California Vehicle Code and BT, Chaps. 7,23,28). [Probable guest lecturer: <NAME>] 4. Effects of cyclists on traffic, bicycle traffic flow, bicycle speed (BT, Chaps 6,8,9,10,11, possibly supplemented with material from Whitt and Wilson's Bicycling Science. [Probable guest lecturer: <NAME>] 5. Facility design standards (Caltrans Highway Design Manual, Chap. 10, BT: Chaps 13,24,25,26) 6. Facility design continued---field studies. Choose projects. 7. Bikes and transit, bike parking (BT: 19,20,27, Santa Cruz bike-parking ordinance, policies of northern California transit agencies, SCCRTC bike parking grant program, maybe advertising material by manufacturers of bike parking devices). Possible field observations. Start serious work on final projects. 8. Education programs: Jeanne LePage's videos, new materials from the League of American Bicyclists' Effective Cycling Program, possible presentation by Community Traffic Safety Coalition. (BT 12,15, 29) 9. Other government roles: Law Enforcement (BT 23); planning: possible presentation by <NAME>, SCCRTC bike coordinator (BT 18, 21, 22); funding (portions of Guide to Bicycle Funding) 10. Finish projects, allow for overrun of class discussions. * * * <NAME> Computer Engineering University of California, Santa Cruz Santa Cruz, CA 95064 USA <EMAIL> (408) 459-4250 life member (LAB, Adventure Cycling, American Youth Hostels) Effective Cycling Instructor #218 <file_sep>HISTORICAL AND PHILOSOPHICAL FOUNDATIONS OF AMERICAN PUBLIC EDUCATION ELCF 200 SYLLABUS Amplification of Course Assignments Dr. Makedon Office: ED223 Tel. (773) 995-2003 Office Hours: M, W, F 10-10:50 T 4-4:50 Credit Hours: 3 Course Prerequisite: ELCF 152 Course Description: Philosophical foundations include an examination of a variety of philosophies of education, including idealism, perennialism, pragmatism, marxism, existentialism, romanticism, perspectivism, and <NAME>' philosophy of education. Historical foundations include brief examinations of ancient Egyptian and Greek education, medieval education, post-medieval, and the Age of the Enlightenment. Our examination of American education includes the colonial period, the rise of the common (public elementary) schools, antebellum and postbellum periods, the history of special/vocational education, the twentieth century, rise of the public high school, and the effects of the civil rights movement on education. Each student must complete ten clock hours of field experience in public schools and cultural centers, and write a field observation report. Finally, students will be exposed to relevant research sources on the Internet, which they will be asked to consider when completing their course assignments (please see below). Course Objectives: 1\. Gain a basic understanding of the relationship between philosophical theories and educational policy, including the formulation of educational goals, teaching methods, and curricula 2\. Recognize some of the major philosophical influences on public elementary and secondary education in the United States 3\. Develop the ability to think critically, including analyzing educational issues from a variety of philosophical perspectives 4\. Gain a basic understanding of the history of American education, including cultural influences from abroad 5\. Develop the ability to analyze public education from a variety of cultural perspectives from ancient times to the present Course Requirements: I. Attendance .............................................. 10% II. Field Observation Requirements: School or Cultural Observation Report................. 10 TB test Result & Field Hours sign-in form ............ 10 III. Quizzes: 10 multiple choice @ 2 points each .......... 20 IV. Mid Term Examination: Essay Type....................... 20 V. Classroom Presentations: Choose between Position, Role Play, and Personal Philosophy................... 10 VI. Final Examination: Multiple Choice Questions........... 20 A detailed amplification of all of the above requirements may be found in Makedon (please see "Required Texts," below). Criteria for Grading: 90-100 A 80-89 B 70-79 C 60-69 D below 60 F Required Texts: 1\. Makedon, Alexander. History and Philosophy of Education, Instructional Packet. Chicago, Il.: Abacus Publishing, 1998. Incompletes Policy Only students who are receiving a grade of C or better (=70 points minimum) are eligible for an incomplete at the time they request it. This means they should have accumulated at least 70 points even to be considered for an Incomplete, except in extenuating circumstances, such as, hospitalization, or the like, where the student had no control over the situation. Students should have had an excellent attendance record, and a valid reason of why they should be offered an incomplete, before one can be assigned. The instructor does not consider the need to read over the required reading assignments, or more time to complete any of the other class requirements, as valid reasons. Recommendation Letters As a general rule, recommendation letters will not be completed by the instructor before the student has completed all requirements for the course, and has been assigned a final grade. Mid-term Make Up Policy Only students with written medical or job-related excuses may take the mid- term exam at a date other than the one announced in class. All students with such written excuses taking the mid-term examination at another date must: (a) show proof of such written excuses before being allowed to take the mid-term examination; and (b) take the mid-term examination on the same date and at the same time, usually 1 week after the regular exam date. Date of the mid-term make-up exam will be announced by the instructor in class. Attendance Policy: For each hour a student has been absent, he/she loses 1 point. To have an absence excused, a student must have a legitimate excuse, including a written statement from a health professional, qualified employer, and the like. Students who walk in class after attendance has been taken, will be marked "tardy." Three tardy marks are equivalent to 1 absence point. Students who are tardy should notify the instructor at the end of the class period of their presence, so that they will not be marked absent. Students should attend class for at least 30 minutes per 50 minutes of class time to be marked as either tardy or present. Otherwise, they will be marked "absent." For example, students who leave right after attendance is taken will be marked absent. According to the Official Academic Regulations regarding Class Attendance in the Undergraduate Catalogue, students with more than 6 hourly absences from class may be dropped from the course by the instructor. Rules Regarding Classroom Decorum: 1\. No eating in the classroom. 2\. No children are allowed to attend. Please find alternative child care facilities for your child(ren). 3\. Noone who is not officially registered is allowed to attend. 4\. No form of disruptive behavior will be tolerated. Students who break the above rules may be asked to leave the classroom. Schedule of Readings and Requirements: 1\. INTRODUCTION 2\. PERSONAL INTRODUCTIONS 3\. REVIEW OF REQUIREMENTS 4\. REVIEW OF PHILOSOPHY OF EDUCATION WINGO CH 1 "PHILOSOPHY & EDUCATION" (IN PACKET) 5\. REVIEW OF THE HISTORY OF EDUCATION 6-8. PHILOSOPHY OF EDUCATION: CH 6 "<NAME>" 9-11. CH 8 "THE PROTEST OF THE PERENNIAL PHILOSOPHY" 12-14. CH 10 "THE EXISTENTIALIST PROTEST" 15-17. CH 9 "THE MARXIST PROTEST" 18\. REVIEW OF PHILOSOPHIES OF EDUCATION IN WINGO DEADLINE FOR CULTURAL CENTER OBSERVATION REPORT 19\. LIBRARY VISIT: RESOURCES AND RESEARCH IN HISTORY & PHILOS OF EDUCATION 20-21. <NAME>, "THE TALENTED TENTH" IN PACKET 22-23. PLATO THE MENO (LECTURE) BEGIN SCHOOL OBSERVATIONS 24\. ROMANTICISM: ROUSSEAU, PESTALOZZI, FROEBEL, HORACE MANN, MONTESSORI (LECTURE) PERSPECTIVISM: MAKEDON, "HUMANS IN THE WORLD: INTRODUCTION TO THE EDUCATIONAL THEORY OF RADICAL PERSPECTIVISM" (IN PACKET) 25-28. CLASSROOM PRESENTATIONS 29\. HISTORY OF EDUCATION: ANCIENT EGYPTIAN EDUCATION: SIMPSON, "LITERATURE OF ANCIENT EGYPT: THE SCRIBAL TRADITION" IN PACKET 30\. ANCIENT GREEK EDUCATION: MARROU, "EDUCATION IN HOMERIC TIMES," "OLD ATHENIAN EDUCATION," LECTURE 31\. MEDIEVAL EDUCATION: ULICH, "THE MIDDLE AGES," LECTURE 32\. LECTURE ON POST-MEDIEVAL EDUCATION: RENAISSANCE, PROTESTANT REFORMATION, SCIENTIFIC REVOLUTION, INDUSTRIAL REVOLUTION 33\. AGE OF THE ENLIGHTENMENT: COMPAYRE, "THE FRENCH REVOLUTION" LECTURE 34\. AMERICAN EDUCATION: CHURCH CH 1 "THE DISTRICT SCHOOL" 35\. CHURCH CH 3 "THE COMMON SCHOOL MOVEMENT" 36\. CHURCH CH 4 "THE SEARCH FOR A NEW PEDAGOGY" 37\. CHURCH CH 5 "FAILURE OF THE COMMON SCHOOL IN THE SOUTH" DEADLINE FOR: (A) SCHOOL OBSERVATION REPORTS (B) SCHOOL AND CULTURAL OBSERVATION SIGN IN SHEETS 38\. CHURCH CH 7 "TRAINING OF THE HAND: RISE OF SPECIAL EDUCATION" 39\. CHURCH CH 10: "HIGH SCHOOL IN THE PROGRESSIVE ERA" 40\. CHURCH CH 14 "CHANGING DEFINITIONS OF EQUALITY OF EDUC OPPORTUNITY" 41\. EXTRA CREDIT (Instructor will announce in class the Internet URL locations of several of these articles): MAKEDON, "STOLEN LEGACY, BLACK ATHENA, AND PINK ELEPHANTS: THE SOCIAL PSYCHOLOGY OF TRUTH CLAIMS" ________ "NOTHING BETTER THAN SUPER TRUE: EDUCATION, POPULAR CULTURE, AND THE SUPERMARKET TABLOID" ________ "REINTERPRETING DEWEY: SOME THOUGHTS ON HIS VIEWS OF SCIENCE AND PLAY IN EDUCATION" _________"IS TEACHING A SCIENCE OR AN ART?" _______, "FREEDOM EDUCATION: DEWEY'S AND SARTRE'S THEORIES OF FREEDOM" _______, "REINTERPRETING DEWEY: SOME THOUGHTS ON HIS VIEWS OF PLAY AND SCIENCE IN EDUCATION" _______, "PLAYFUL GAMING" _______, "PLATO, PAIDEIA, POLITICS, AND THE PAST" _______, "COMPUTERS AND PAIDEIA" 42\. REVIEW FOR THE FINAL EXAMINATION 43\. FINAL EXAMINATION S E L E C T E D B I B L I O G R A P H Y Adler, <NAME>. The Paideia Proposal. New York: Macmillan, 1982. <NAME>. The Education of Blacks in the South, 1860-1935. Chapel Hill: University of North Carolina Press, 1988. Aristotle. Aristotle on Education: Being Extracts from the Ethics and Politics. Ed. & tr. <NAME>. Cambridge: Cambridge University Press, 1967. <NAME>. Education in the Forming of American Society. Chapel Hill: University of North Carolina Press, 1960. Ballard, <NAME>. The Education of Black Folk: The Afro-American Struggle for Knowledge in White America. 1st ed. New York: Harper & Row, 1973. <NAME>. Idealism in Education. New York: Harper & Row, 1966. <NAME>. A Cultural History of Western Education: Its Social and Intellectual Foundations. 2nd ed. New York: McGraw Hill, 1955. <NAME>., ed. Enlightenment and Social Progress: Education in the Nineteenth Century. Minneapolis: Burgess, 1971. <NAME>. Education in the United States: An Interpretive History. New York: Free Press, 1976. <NAME>. The Transformation of the School: Progressivism in American Education, 1876-1957. 1st ed. New York: Knopf, 1961. Cubberley, <NAME>. The History of Education. Houghton Mifflin, 1948\. Curti, <NAME>. The Social Ideals of American Educators. Paterson, N.J.: Littlefield, Adams and Co., 1959. <NAME>. Democracy and Education: An Introduction to the Philosophy of Education. New York: The Free Press, 1916. DuBois, <NAME>. "The Talented Tenth." In August Meier, ed., The American Negro: His History and Literature (New York: Arno Press, 1969), pp. 31-75. <NAME>. Outside In: Minorities and the Transformation of American Education. New York: Oxford University Press, 1989. <NAME>. Pedagogy of the Oppressed. Tr. <NAME>. New York: Herder & Herder, 1970. Giroux, <NAME>. Teachers as Intellectuals: Toward a Critical Pedagogy of Learning. Granby, Mass.: Bergin & Garvey, 1988. <NAME>. The Dialectic of Freedom. New York: Teachers College Press, 1988\. Gutek, <NAME>. Education and Schooling in America. 2nd ed. Englewood Cliffs, N.J.: Prentice Hall, 1988. Hofstadter, Richard and <NAME>. The Development of Academic Freedom in the United States. New York: Columbia University Press, 1955. Hogan, <NAME>. Class and Reform: School and Society in Chicago, 1880-1930. Philadelphia: University of Pennsylvania Press, 1985. Hutchins, <NAME>. The Conflict in Education in a Democratic Society. 1st ed. New York: Harper, 1953. <NAME>. Crusade against Ignorance: Thomas Jefferson on Education. Ed. <NAME>. New York: Teachers College, 1961. Karier, <NAME>., ed. Shaping the American Educational State, 1900 to the Present. New York: Free Press, 1975. Katz, <NAME>. The Irony of Early School Reform: Educational Innovation in Mid-Nineteenth Century Massachusetts. Cambridge, Mass.: Harvard University Press, 1968. Kneller, <NAME>. Existentialism and Education. New York: Philosophical Library, 1958. Knowles, <NAME>. The Adult Education Movement in the United States. New York: <NAME>, and Winston, 1962. <NAME>, <NAME>, and <NAME>. Philosophy in the Classroom. 2d ed. Philadelphia: Temple University Press, 1980. <NAME>. Humans in the World: Introduction to Radical Perspectivism. Forthcoming, Peoples Press, 1999. \---------"Stolen Legacy, Black Athena and Pink Elephants: The Social Psychology of Truth Claims." Forthcoming in the 1999 issue of Proceedings of the Midwest Philosophy of Education Society \--------- "Nothing Better than Super True: Education, Popular Culture, and the Supermarket Tabloid." Forthcoming in the 1999 issue of Proceedings of the Midwest Philosophy of Education Society \--------- "Response to 'Intellectual Warfare'." Illinois Schools Journal Spring, 1998, vol. 77, no. 2, pp. 78-84. \--------"Plato. Paideia, Politics and the Past: Response to 'Reflections on the History of African Education'."Illinois Schools Journal Spring, 1998, vol. 77, no. 2, pp. 23-51. \--------"What Multiculturalism Should Not Be." Proceedings of the Midwest Philosophy of Education Society 1995 & 1996\. Ed. <NAME>. Chicago, Illinois, 1997, pp. 172-86. \------"Humans in the World: Introduction to the Educational Theory of Radical Perspectivism." Proceedings of the Midwest Philosophy of Education Society, 1991 and 1992. Ed. <NAME> and <NAME>. Oakland, Michigan: College of Education, Oakland University, 1993, pp. 297-310. Also published as ERIC Document No. ED 368-628. ______"Reinterpreting Dewey: Some Thoughts on His Views of Play and Science in Education." Proceedings of the Midwest Philosophy of Education Society 1991 and 1992. Ed. <NAME> and <NAME>. Oakland, Michigan: College of Education, Oakland University, 1993, pp. 93-102. Also published as ERIC Document No. ED 361 214. ______"Reform and the Traditional Public School: Toward a Typology of Conservative to Radical School Reforms." Illinois Schools Journal, vol. 72. no. 1, December 1992, pp. 15-22. ______"Is Teaching a Science or an Art?" Proceedings of the Midwest Philosophy of Education Society. Ed. <NAME>. Muncie, Indiana: Ball State University, 1991, pp. 231-246. Also published as ERIC Document No. ED 330 683. ______"Playful Gaming." Simulation and Games, vol. 15, no. 1, March 1984, pp. 25-64. ______"Freedom Education: Toward a Synthesis of <NAME>'s and <NAME>'s Theories of Freedom and Education." Proceedings of the Midwest Philosophy of Education Society. Ed. <NAME> and <NAME>. Ames, Iowa: College of Education, Iowa State University, 1977, pp. 34-43. Also published as ERIC Document No. ED 345 986. <NAME>. The Education of Man: Educational Philosophy. <NAME> & <NAME>. Notre Dame, Ind.: University of Notre Dame Press, 1967\. Marrou, <NAME>. A History of Education in Antiquity. Tr. <NAME>. New York: New American Library, 1956. McCaul, <NAME>. The Black Struggle for Public Schooling in Nineteenth Century Illinois. Carbondale: Southern Illinois University Press, 1987. Mill, <NAME>. <NAME> on Education. Ed. <NAME>. New York: Teachers College Press, 1971. Monroe, <NAME>. History of the Pestalozzian Movement in the United States. New York: Arno Press, 1969. <NAME>. A History of Education. New York: The Ronald Press, 1946. Park, Joe. <NAME> on Education. Columbus: Ohio State University Press, 1963. Pestalozzi, <NAME>. Pestalozzi. Ed. <NAME>. Westport, Conn.: Greenwood Press, 1974. Plato. The Dialogues of Plato. Tr. <NAME>. New York: Random House, 1937. <NAME>. The Great School Wars, New York City, 1805-1973: A History of the Public Schools as Battlefield of Social Change. New York: Basic Books, 1974\. Rust, <NAME>. Alternatives in Education: Theoretical and Historical Perspectives. Beverly Hills, Calif.: Sage Publications, 1977. Scheffler, Israel. The Language of Education. Springfield, Ill.: C.C. Thomas, 1960\. Spring, <NAME>. The American School, 1642-1985: Varieties of Historical Interpretation of the Foundations and Development of American Education. New York: Longman, 1986. <NAME>. Discussions with Teachers. <NAME>. London: Rudolf Steiner Press, 1967. <NAME>. The Education of Nations: A Comparison in Historical Perspective. Cambridge, Mass.: Harvard University Press, 1961. <NAME>. The Training of the Urban Working Class: A History of Twentieth Century American Education. Chicago: Rand McNally, 1978. Wesley, <NAME>. NEA: The First Hundred Years: The Building of the Teaching Profession. 1st ed. New York: Harper, 1957. <NAME>. Philosophies of Education: An Introduction. Boston: Heath, 1974. --- Return to the Top <NAME> Chicago State University _Copyright (C) 1999 <NAME>_ ![](http://webs.csu.edu/cgi-bin/count.cgi/pagecounterELCF200Syllabus.dat) _visits since 09/01/1999_ <file_sep>![wku logo](long484x56.gif) * * * ANTH 335 Old World Prehistory Dr. <NAME> Fall 2001 Course Syllabus * * * NOTE: The printed and amended course syllabus that is distributed in class is the ultimate authority for this class and supersedes information posted in this on-line syllabus. * * * Instructor Dr. <NAME> <EMAIL> Office (FAC 280) 745-5094 Lab (Rock House) 745-6511 Office Hours: MWF 10:00-11:00, F 12:05-1:05 and by appointment Course Objectives Old World Prehistory surveys archaeological evidence of prehistoric cultural developments in eight culture areas: Near East, Aegean and Mediterranean, Lower Nile, tropical Africa, temperate Europe, Indian subcontinent, southeast Asia, and China. Although the record of material culture in the Old World extends back two million years, particular emphasis is placed on Neolithic, Copper Age, Bronze Age, and Iron Age periods. It was during these times that significant cultural changes - domestication, sedentism, complex society - occurred. We will focus on four things for each culture area: environmental characteristics, chronological units employed by archaeologists, diagnostic features of the culture complex, and examples of early civilizations. When possible, we will examine explanations for major cultural changes in each culture area. Upon successful completion of this course, students will * learn the temporal frameworks used in the study of Old World prehistory. * understand the environmental milieu of several culture areas and recognize the relationship between landscapes and cultural adaptations in prehistory. * become familiar with cultural components that distinguish each culture area. * learn about the origins of and explanations for sedentism, food production, and complex society in the Old World. * understand the cultural contributions made by prehistoric peoples of the Old World. * prepare a detailed research paper about a specific topic of Old World prehistory. * consider the future of Old World archaeology. This course fulfills General Education Categorical Requirement F. Course Materials The required text is People of the Earth by <NAME> (9th or 10th edition). Additional course materials and assignments are accessible on the course web site at http://www.wku.edu/~appleda/oldworld/front.html Videos related to course content are shown periodically throughout the semester. General Expectations The educational endeavor is a two-way street. To insure a productive and stimulating learning environment, students and instructors must meet certain expectations. It is my expectation that students will attend class regularly, prepare for each class, exactly follow directions for completing assignments, complete assignments on time, participate meaningfully and respectfully in class, ask questions, monitor their performance, and seek assistance before matters get out of hand. Students are expected to make themselves aware of the provisions set forth in this syllabus. Students are expected to bring the syllabus to every class meeting and to make any adjustments to the syllabus announced during class. Students are strongly encouraged to review the information in the syllabus on a regular basis. Students should expect from me organized presentations, current information on the subject, thoughtful evaluation of assignments, timely return of graded assignments, access during office hours, and guidance in completing course requirements. Please come see me if you have any concerns during the semester. Attendance Policy The University attendance policy states that "registration in a course obligates the student to be _regular_ and _punctual_ in class attendance" (WKU Catalog 1999-2001:29; emphasis added). Punctual arrival to class is expected. Students who arrive to class late are expected to find out what they missed. Class attendance is tracked with sign-in sheets. Students are responsible for making sure they sign the attendance sheet each day. Students who forget to sign the sheet will be recorded as absent. In order for an absence to be excused, all of the following requirements must be met. 1. The excuse must be a legitimate reason for missing class. Legitimate excuses include serious illness, death in the family, University-sanctioned activities, out-of-town job interview, jury duty, and religious holidays. Non-legitimate reasons for missing class include but are not limited to chauffeuring friends, airplane reservations, family celebrations, meetings with other professors or advisors, work, and unsanctioned University activities. 2. Written documentation must be given to the instructor and will be kept on file. 3. Written documentation must be submitted at the next class meeting after the absence. If you are absent from class, it is your sole responsibility to find out in a timely manner what you missed. You are responsible for learning the material you missed. It is not possible to make up some missed class work like videos. Though your grade will not be lowered for unexcused absences, they will likely contribute to poor academic performance in this course. In addition, excessive unexcused absences make students ineligible for earning extra credit, as explained elsewhere in the syllabus. Full attendance on exam days is expected. Students who know they will be absent on an exam date for a legitimate reason (University-sanctioned activity, out-of-town job interview, jury duty, religious holiday) must provide written documentation and make arrangements including a written request at least three days before the scheduled test to take the exam early. Early exams will be scheduled at the instructor's convenience. Make-up exams are typically a different format from the regular exams. All make-up exams will be given on Tuesday, December 11 between 10:30-12:30. Make ups for missed exams are given only if all of the following requirements are met. 1. The instructor is notified by the student (not someone else) at least 24 hours prior to the exam time. 2. The absence occurs for a legitimate and unplanned reason, such as serious illness, death in the family, or auto accident. 3. The absence is documented in writing. Students who cease attending class are expected to complete withdrawal forms in the Office of the Registrar. If you don't attend class, don't complete all the course requirements, and don't withdraw by the scheduled date, you will fail the class. Assignments Following is a list of assignments for the course. Each is described in more detail elsewhere in the syllabus and on the course web site. Students should keep track of their grades on the assignments and track their progress toward their target grades. > Assignment Due Date Points Grade > > Midterm Exam 1 Sep 21 150 points ............ > Midterm Exam 2 Oct 19 150 points ............ > Midterm Exam 3 Nov 16 150 points ............ > Research Paper Dec 7 100 points ............ > Final Exam Dec 11 150 points ............ > > TOTAL 700 points Though it is unlikely, the instructor reserves the right to add or eliminate assignments during the course of the semester. If this is necessary, students will be given prior warning during class. Grading Procedures Numerical grades are given for each assignment. If curving is necessary, it will be done on individual assignments. Curving usually involves adding points to the numerical grade. Letter grades are not given for individual assignments. The final course grade is calculated by dividing the points earned (including any extra credit points) by the total points possible (excluding extra credit). This percentage is then translated into a letter grade based on a 10% scale (A=90-100%, B=80-89%, etc). Final course grades will not be curved. In some cases, students with borderline percentages (e.g., 59%, 69%, 79%, 89%) are given the higher grade based on class attendance, class participation, improvement, and/or attitude. Tests and Testing Policies Four exams (three midterms and a final) are scheduled over the semester. Exams cover material presented in lecture, readings, and movies. While midterm exams are not comprehensive per say, it is assumed that students will build and draw upon a foundation of material from previous tests. Each in-class test is worth 150 points and consists of two parts. One part is an in-class subjective test composed of map, identification, and short-answer questions. The other part is a take-home essay(s) that will be distributed about one week prior to the in-class test date and will be due at the beginning of class time on the in-class test date. Late take-home essays will not be accepted. Review material is posted on the course web page about one week prior to each exam. Students are expected to arrive on time for tests. To insure that you arrive on time, I suggest you set two alarm clocks (one battery operated), have a friend call you, and leave home early enough to beat traffic and find a parking place. In the case that a student is excessively late in arriving to take a test, the instructor reserves the right to deny that student the opportunity to take the test with no possibility of a make-up exam. If a student arrives late to an exam and other students have already completed and turned in their tests, then the tardy student will not be permitted to take the exam and will not be given a make-up exam. To insure security during tests, students will be instructed to place all their materials in a closed book bag under their desks. Students wearing ball caps must remove them or turn them backwards. Once a student starts an exam, he/she cannot leave the testing room for any reason until the exam is turned in. Students cannot get into their book bags during the test, unless permission is granted by the instructor. Students with disabilities who require accommodations (academic adjustments and/or auxiliary aids or services) for this course must contact the Office for Student Disability Services, Room 445, Potter Hall. The OFSDS telephone number is 745-5004 V/TDD. Please do not request accommodations directly from me without a letter of accommodation from the Office for Student Disability Services. Arrangements must be made at least three days in advance of each exam. Students who know they will be absent on an exam date for a legitimate reason (University-sanctioned activity, out-of-town job interview, jury duty, religious holiday) must make arrangements at least three days before the scheduled test to take the exam early. Written documentation of the reason for missing the test and a written request for an early exam must be submitted. Early exams will be scheduled at the instructor's convenience. Make-up exams are typically a different format from the regular exams. All make-up exams will be given on Tuesday, December 11 between10:30-12:30. Make ups for missed exams are given only if all of the following requirements are met. 1. The instructor is notified by the student (not someone else) at least 24 hours prior to the exam time. 2. The absence occurs for a legitimate and unplanned reason, such as serious illness, death in the family, or auto accident. 3. The absence is documented in writing. Exams are typically handed back during the first class session following the test. Students who are absent when exams are returned and who want to pick up their exams must do so during the instructor's office hours. Videos Several videos related to course material are scheduled over the semester. Full attendance on video days is expected, and missed videos cannot be made up. Students are expected to record notes during and after each video. The entire class will discuss the video content and relate it to lecture material and readings. Students are responsible for video information on the exams. Web Notes Since there is not enough lecture time to cover all important topics related to the prehistory of each culture area, additional notes are posted on the course web site. This information relates to environmental background, culture history, and early civilizations in each culture area. Students are responsible for all web notes as they are essential supplements to the lectures and readings. Research Paper Each student will complete a research paper on an Old World prehistory topic of his/her choice. The research must be based on scholarly sources related to a specific topic. Papers will be 14-16 pages in length with AAA citations. Suggested topics and details for completing the research paper are posted on the course web site. Due Dates Two of the skills I expect that students will acquire in college are time management and responsibility. Therefore, I expect that all assignments will be turned in at the beginning of class on the days they are due. Be warned that I will not accept or grade assignments that are submitted after the due dates. If you can't be in class on a day when an assignment is due, you need to submit the assignment early or have someone turn it in for you on time. Students who need to submit assignments early and can't find me on campus may slide the assignments under my office door. Under unusual circumstances, students may petition for an extension of the due date for an assignment. Extensions will be considered only if all of the following requirements are met. 1. A written request for an extension, explaining a legitimate reason why extra time is needed, must be submitted to the instructor. (Computer failure, work schedules, extracurricular activities, and an overload of work in other classes are examples of non-legitimate reasons for requesting an extension.) 2. The student must meet with the instructor at least three days before the due date to submit and discuss the written request. If the extension is granted, a new date will be established. 3. The student must complete the assignment by the new due date. Academic Dishonesty "The maintenance of academic integrity is of fundamental importance to the University. Thus it should be clearly understood that acts of plagiarism or any other form of cheating will not be tolerated and that anyone committing such acts risks punishment of a serious nature" (WKU Catalog 1999-2001:28). Academic dishonesty, including cheating and plagiarism, will be dealt with in accordance with University policy. "Students who commit any act of academic dishonesty may receive from the instructor a failing grade in that portion of the coursework in which the act is detected or a failing grade in the course without possibility of withdrawal" (WKU Catalog 1999-2001:28). Sanctions may also be brought against the perpetrator. Students are responsible for understanding what constitutes cheating and plagiarism; the University descriptions are provided below. "No student shall receive or give assistance not authorized by the instructor in taking an examination or in the preparation of an essay, laboratory report, problem assignment or other project which is submitted for purposes of grade determination" (WKU Catalog 1999-2001:28). "To represent written work taken from another source [book, journal, web site, lecture, lab, or other source whether it is prepared by the instructor, a guest speaker, or a classmate] as one's own is plagiarism. Plagiarism is a serious offense. The academic work of a student must be his/her own. One must give any author credit for source material borrowed from him/her. To lift content directly from a source without giving credit is a flagrant act. To present a borrowed passage without reference to the source after having changed a few words is also plagiarism" (WKU Catalog 1999-2001:28). Students must take special care to exactly quote and/or accurately paraphrase each source that is cited in any written assignment, including research papers, outlines, annotated bibliographies, and take-home tests. Extra Credit In certain circumstances, students are permitted to earn extra credit points in order to achieve at their desired level. Extra credit is not intended as a means of recouping lost points due to poor class attendance and/or failure to complete all assignments. Extra credit work is done in the Anthropology Lab at the instructor's convenience. A student will be afforded this opportunity only if he/she fulfills all of the following requirements. 1. The student has no more than three unexcused absences over the course of the semester. 2. The student completes all assignments. 3. The student makes a written request to do extra credit. I want to know four things: what your target grade is, what your current grade is, why you are not achieving at your desired level, and what you plan to do (other than extra credit) to improve your performance. Also include your name, the date, and the course number. 4. The student submits the written request and speaks with the instructor during office hours. Note-taking Policies An accurate and complete set of lecture notes is important for performing well in this class. Many topics covered in class are not in the text book, so lecture is the only source for information on such topics. Suggestions for taking good notes include pre-reading, pre-class preparation, listening for clue words, taping lectures, comparing notes with other students and/or the text book, rewriting and reorganizing notes, and asking the instructor for clarification in class or during office hours. See the instructor for more specific note-taking strategies. Tape recording of lectures for the purpose of improving note-taking is permitted only when a written request is made to the instructor and when prior consent is given by the instructor. The instructor considers lecture material (like any other course material) to be intellectual property. Students who enroll in this class are entitled to use this material for their personal education. Students are not to sell lecture notes, web notes and other class materials to other students or to note-taking services, online or otherwise; such action constitutes copyright infringement and will be prosecuted. Course Schedule The course is divided into four units. There will be a test on each unit. Every attempt will be made to adhere to the following schedule, but the instructor reserves the right to make adjustments as necessary. Changes to the course schedule will be announced in class. _UNIT 1: INTRODUCTION , NEAR EAST, MEDITERRANEAN AND AEGEAN_ _ _ 1 Aug 20-24 Introduction Chapters 1, 8, 14 2 Aug 27-31 Near East Chapters 9, 15, pp. 473-480 Aug 27 Drop/Add Ends 3 Sep 3 Holiday Sep 5-7 Near East Chapters 9, 15, pp. 473-480 4 Sep 10 -14 Med/Aegean Chapters 10, pp. 480-492 5 Sep 17-19 Med/Aegean Chapters 10, pp. 480-492 Sep 21 Midterm Exam _ _ _UNIT 2: LOWER NILE, TROPICAL AFRICA_ 6 Sep 24-28 Lower Nile Chapters 11, 16 7 Oct 1-3 Lower Nile Chapters 11, 16 Oct 5 Holiday 8 Oct 8-12 Tropical Africa Chapters 11, 16 9 Oct 15-17 Tropical Africa Chapters 11, 16 Oct 19 Midterm Exam Oct 15 Last Day to Withdraw _UNIT 3: TEMPERATE EUROPE, INDIAN SUBCONTINENT_ __ 10 Oct 22-26 Temperate Europe Chapters 10, 20 11 Oct 29-Nov 2 Temperate Europe Chapters 10, 20 12 Nov 5-9 Indian Subcontinent pp. 436-449 13 Nov 12-14 Indian Subcontinent pp. 436-449 Nov 16 Midterm Exam _UNIT 4: SOUTHEAST ASIA, CHINA, CONCLUSIONS_ 14 Nov 19 Southeast Asia Chapter 12, pp. 449-458 Nov 21-23 Holiday 15 Nov 26 -30 Southeast Asia Chapter 12, pp. 449-458 China Chapters 12, 18 16 Dec 3-7 China Chapters 12, 18 Conclusions 17 Dec 11 Final Exam 10:30-12:30 Make-up Exams 10:30-12:30 Syllabus Modifications The instructor reserves the right to modify anything in the syllabus, with prior warning via an in-class announcement, during the course of the semester. Students are responsible for being apprised of any such modifications and for recording such modifications on their syllabi. * * * Return to Old World Prehistory Home Page * * * Visit the Western Kentucky University Home Page, Western Online Page composed by <NAME>, <EMAIL> Last updated on August 21, 2001 All contents copyright (c), 2001. Western Kentucky University. <file_sep>## Traditional China History 340K Fall 2001 MWF 11:00-11:50 a.m. Burdine 208 Professor: <NAME> Office: Garrison Hall, Room 405 Office hours: Wednesday, 2-5 p.m. office phone: (512) 475-7258 e-mail: <EMAIL> Teaching Assistant: <NAME> Office: Office hours: MW 12:00-1:30 p.m. e-mail: <EMAIL> ### Description: This course offers a cultural history of traditional China from some of the earliest historical records (about 1200 B.C.) up through the late imperial period (about 1800 A.D.). We will cover the major historical events, developments, and trends -- social, political, economic, military, philosophical, literary, and cultural. The main focus of the course will be on primary sources. We will read (in translation) the most important writings from the Chinese tradition. These include Shang dynasty oracle bone inscriptions (used for divination), early Chinese philosophy (including Daoism, Confucianism, and Buddhism), dynastic histories, historical biographies, novels, satires, poetry, songs, ritual manuals, diaries, scientific treatises, philological studies, and political debates. We will take an interdisciplinary approach, integrating history with literary studies, philosophy, and anthropology, in order to better understand these texts in their historical context. ### Grading: The grade will be based on in-class quizzes and class participation (30%), mid-term and final examinations (30%), and a final paper (40%) (or two written essays -- 20% each, 40% total). ### Readings: #### Required <NAME>, _A History of Chinese Civilization_ , 2nd ed. (Cambridge: Cambridge University Press, 1996). _Chinese Civilization: A Sourcebook_ , ed. <NAME>, 2nd rev. and exp. ed. (New York: Free Press, 1993). _Sources of Chinese Tradition_ , vol. 1, _From Earliest Times to 1600_ , ed. William Theodore de Bary et al., 2nd ed. (New York: Columbia University Press, 1999). _The Columbia Anthology of Traditional Chinese Literature_ , ed. <NAME> (New York : Columbia University Press, 1994). _The Analects of Confucius_ , trans. <NAME> (New York: Vintage Books, 1989). _Lao-Tzu: Te-Tao Ching: A New Translation Based on the Recently Discovered Ma- Wang-Tui Texts_ , trans. <NAME> (New York: Ballantine Books, 1989). <NAME>, _Writing with Style: Conversations on the Art of Writing_ , 2nd ed. (Upper Saddle River, N.J.: Prentice Hall, 2000). #### Recommended: <NAME> and <NAME>, _The Elements of Style_ , 4th ed. (Boston: Allyn and Bacon, 1999). ### Schedule #### Week 1 (8/29, 31): Introduction; Early China _History of Chinese Civilization_ , chap. 1, "Introduction," pp. 1-34. ##### Primary sources _Sources of the Chinese Tradition_ , chap. 1, "The Oracle Bone Inscriptions of the Late Shang Dynasty," pp. 3-23. #### Week 2 (9/5, 7): Early China (cont.) ##### Background reading _History of Chinese Civilization_ , chaps. 1 "The Archaic Monarchy" and 2 "The Age of the Principalities," pp. 35-61. ##### Primary sources _Sources of Chinese Tradition_ , chap. 2, "Classical Sources of Chinese Tradition," pp. 24-40. _Columbia Anthology_ , chaps. 2 "Two Bronze Inscriptions of the Western Chou," 3 "The Book of Changes of the Chou People," and 4 "Two Early Commentaries on the Classic of Changes," pp. 4-16. _Lao-Tzu: Te-Tao Ching: A New Translation Based on the Recently Discovered Ma- Wang-Tui Texts_ , trans. <NAME> (New York: Ballantine Books, 1989), pp. 3-89. #### Week 3 (9/10, 12, 14): Thought in Early China ##### Background reading _History of Chinese Civilization_ , chaps. 3 "The Formation of the Centralized State," pp. 62-82. ##### Primary sources _Sources of Chinese Tradition_ , chap. 3 "Confucius and the Analects" and 4 "Mozi: Utility, Uniformity, and Universal Love," pp. 41-76. _The Analects of Confucius_ , trans. <NAME> (New York: Vintage Books, 1989), Books 1-8 and 18, pp. 83-138 and 218-223. #### Week 4 (9/17, 19, 21): Thought in Early China (cont.) ##### Background reading _History of Chinese Civilization_ , chap. 4 "The Heritage of Antiquity," pp. 83-100. ##### Primary sources _Sources of Chinese Tradition_ , chap. 5, "The Way of Laozi and Zhuangzi," pp. 77-111. _Sources of Chinese Tradition_ , chap. 6, "The Evolution of the Confucian Tradition in Antiquity," pp. 112-189. #### Week 5 (9/24, 26, 28): The First Empire ##### Background reading _History of Chinese Civilization_ , chaps. 5 "The Conquering Empire" and 6 "Causes and Consequences of Expansion," pp. 101-148. ##### Primary sources _Sources of Chinese Tradition_ , chap. 7, "Legalists and Militarists," pp. 190-224. _Chinese Civilization: A Sourcebook_ , chap. 11 "Penal Servitude in Qin Law." #### Week 6 (10/1, 3, 5): The Han Empire and Political Thought ##### Background reading _History of Chinese Civilization_ , chaps. 7 "The Rise of the Gentry and the Crisis in Political Insitutions" and 8 "The Civilization of the Han Age," pp. 149-169. ##### Primary sources _Sources of Chinese Tradition_ , chaps. 8, "The Han Reaction to Qin Absolutism," pp. 227-234, chap. 9, "Syncretic Visions of State, Society, and Cosmos," pp. 235-282, chap. 10, "The Imperial Order and Han Syntheses," pp. 283-352, chap. 11, "The Economic Order," pp. 353-366. _Chinese Civilization: A Sourcebook_ , chaps. 12, "The World Beyond China," pp. 54-56, 16 "Wang Fu on Friendship and Getting Ahead," pp. 69-71, 17 "Women's Virtues and Vices," pp. 72-76, and 19, "Local Cults," pp. 80-82. #### Week 7 (10/8, 10, 12): Daoism and the Learning of the Mysterious ##### Background reading _History of Chinese Civilization_ , chap. 9, "Barbarians and Aristocrats," pp. 171-201. ##### Primary sources _Sources of Chinese Tradition_ , chap. 12, "The Great Han Historians," pp. 367-374. _Sources of Chinese Tradition_ , chap. 13, "Learning of the Mysterious," pp. 377-391. _Sources of Chinese Tradition_ , chap. 14, "Daoist Religion," pp. 392-414. #### Week 8 (10/15, 17, 19): Buddhism in China ##### Background reading _History of Chinese Civilization_ , chap. 10, "The Medieval Civlization," pp. 202-232. ##### Primary sources _Sources of Chinese Tradition_ , chap. 15, "The Introduction of Buddhism," pp. 415-432. _Sources of Chinese Tradition_ , chap. 16, "Schools of Buddhist Doctrine," pp. 433-480. _Sources of Chinese Tradition_ , chap. 17, "Schools of Buddhist Practice," pp. 481-536. #### Week 9 (10/22, 24, 26): Cultural Life in the Tang ##### Background reading _History of Chinese Civilization_ , chaps. 11 "The Aristocratic Empire," 12 "The Transition to the Mandarin Empire," and 13 "From the Opening-up to the World to the Return to the Sources of the Classical Tradition," pp. 233-296. ##### Primary sources _Sources of Chinese Tradition_ , chap. 18, "Social Life and Political Culture in the Tang," pp. 539-586. #### Week 10: The Song Golden Age ##### Background reading "New World" and "The Civilization of the Chinese 'Renaissance,'" chaps. 14 and 15 of _History of Chinese Civilization_ , pp. 297-348. ##### Primary sources 10/29: Essays and memorials on political reform: <NAME> (1007-1070), "Essay on Fundamentals" and "On Parties"; <NAME> (1033-1107), "Memorial to the Emperor Renzong"; <NAME> (1032-1085), "Ten Matters Calling for Reform" and "Remonstrance Against the New Laws"; <NAME> (1020-1077), "Land Equalization"; <NAME> (1009-1066), "The Land System." In _Sources of Chinese Tradition_ , pp. 587-609. 10/31: More essays on reform: <NAME> (1021-1086), "Memorial to Emperor Renzong," "Memorial on the Crop Loans Measure," and "In Defense of Five Major Policies"; <NAME> (1037-1101), "Memorial to Emperor Shenzong"; <NAME> (1019-1086), "A Petition to Do Away with the Most Harmful of the New Laws"; <NAME> (1130-1200), "Wang Anshi in Retrospect." In _Sources of Chinese Tradition_ , pp. 609-626. 11/1: Essays on the writing of history: selections from Liu Zhiji (661-721), Du You (735-812), <NAME>, <NAME> (1039-1112), <NAME>ian (1137-1181), <NAME> and <NAME>, <NAME>, <NAME> (1108-1166), and <NAME> (1254-?). In _Sources of Chinese Tradition_ , pp. 652-666. #### Week 11: The Southern Song; The Yuan Conquest Dynasty ##### Background reading _History of Chinese Civilization_ , chaps. 16 "The Sinicized Empires" and 17 "The Mongol Invasion and Occupation," 352-383. ##### Primary sources 11/5: Selections from Zhu Xi (1130-1200), _Complete Works of Master Zhu_ , in _Sources of Chinese Tradition_ , pp. 697-714. 11/7: Selections from Zhu Xi, _Great Learning by Chapter and Phrase_ , _The Mean by Chapter and Phrase_ , and proposals and proclamations. In _Sources of Chinese Tradition_ , pp. 720-751. 11/9: Xu Heng, "Five Measures Required by the Times,"On _Elementary Learning_ and _Great Learning_ ," "Straight Talk on the Essentials of the _Great Learning_ ," and the examination debate, in _Sources of Chinese Tradition_ , pp. 764-778. #### Week 12: Founding of the Ming Dynasty ##### Background reading "Reconstruction and Expansion" and "Political, Social, and Economic Changes," chaps. 18 and 19 of _History of Chinese Civilization_ , pp. 385-422. ##### Primary sources 11/12: Founding of the Ming: Ming Taizu, "August Ming Ancestral Instruction"; selections from the Ming _Code_ , _Commandments_ , and _Great Pronouncements_. In _Sources of Chinese Tradition_ , pp. 779-799. 11/14: Documents on school curriculum and women's education, in _Sources of Chinese Tradition_ , pp. 807-827. 11/16: Selections from Ming novels: Anon., _Romance of the Three Kingdoms_ , chaps. 45 and 46; Wu Cheng'en (?), _Journey to the West_ , chap. 7. In _Columbia Anthology_ , 947-980. #### Week 13: Middle and Late Ming ##### Background reading "The Beginnings of Modern China and the Crisis at the End of Ming China" and "Intellectual Life in the Ming Age," chaps. 20 and 21 of _History of Chinese Civilization_ , pp. 423-462. ##### Primary sources 11/19: Term paper due (in class). ** <NAME> (1472-1528), selected writings; <NAME> (1527-1602), selected writings. In _Sources of Chinese Tradition_ , pp. 842-855 and 865-874. 11/21: Morality books; the Donglin Academy. In _Sources of Chinese Tradition_ , pp. 899-916 and 916-923. 11/23: Thanksgiving Holiday: no class. #### Week 14: Late Ming and the West; Early Qing Dynasty ##### Background reading "The Conquest and the Foundation of the Manchu Regime" and "The Enlightened Despots," chaps. 22 and 23 of _History of Chinese Civilization_ , pp. 463-497. ##### Primary sources 11/26: Christianity in China: <NAME>, Introduction and chap. 1, "A Discussion on the Creation of Heaven, Earth, and All Things by the Lord of Heaven, and on the Way He Exercises Authority and Sustains Them," in _The True Meaning of the Lord of Heaven_ , pp. 57-97 (English translation is on odd- numbered pages). <NAME> (d. 1630), Preface to _The True Meaning of the Lord of Heaven_ ; <NAME> (1562-1633), "Memorial in Defense of Western Teaching"; <NAME> (1597-1669), "I Cannot Do Otherwise." In _Sources of Chinese Tradition_ , vol. 2, pp. 142-152. 11/28: Criticisms of Chinese Institutions: Huang Zongxi (1610-1695), selections from _Waiting for the Dawn: A Plan for the Prince_ , in _Sources of Chinese Tradition_ , vol. 2, pp. 3-17. 11/30: Selections from Ming and Qing literature: Anon., _Gold Vase Plum_ (late 16th c.), ch. 12; <NAME> (1640-1715), _Strange Tales from the Make-Do Studio_. In _Columbia Anthology_ , pp. 981-997 and 786-804. #### Week 15: Middle Qing ##### Background reading "Intellectual Life from the Middle of the Seventeenth Century to the End of the Eighteenth Century," chap. 24, _History of Chinese Civilization_ , pp. 497-529. ##### Primary sources 12/3: Han Learning: Dai Zhen (1724-1777), "Letter to Shi Zhongming Concerning Scholarship" and "Letter in Reply to Advanced Scholar <NAME>"; <NAME> (1738-1801), "Virtue in the Historian," "Virtue in the Writer," and "Women's Learning." In _Sources of Chinese Tradition_ , vol. 2, pp. 41-60. 12/5: Mid-Qing Statecraft: <NAME> (1696-1771), "On Substantive Learning," "On Universal Education," "On Women's Education," "On the Duties of an Official," and "On Governance by Local Elites," in _Sources of Chinese Tradition_ , vol. 2, pp. 156-168. 12/7: Qing novels: <NAME> (1701-1754), _The Scholars_ , ch. 3; <NAME> (1718?-1764), _Dream of Red Towers_ , chaps. 23 and 80. In _Columbia Anthology_ , pp. 1007-1019 and 1020-1035. #### Final Examination: Thursday, December 13, 9:00 am - 12:00 noon (in classroom -- Burdine 208 ) <file_sep>![](af_glbe.gif) \| # HST 3357 AFRICAN HISTORY TO 1880 ---\|--- Instructor: Dr. <NAME> Office: JO 4.208 Office Hours: Tu/Th 8:30-9:30; Th. 6-7 p.m. and by appointment Email: <EMAIL> Home page: http:www.utdallas.edu/~nblyden Phone: 972-883-6354 Course Outline and Format This course will introduce students to the history of Africa , concentrating on Sub-Saharan Africa, and will serve as a survey. During the course of the semester several themes will be explored, examined and discussed. Each student should come out of this course having a general background to African history, and with some knowledge of issues they might further want to explore. Among the issues and themes to be encountered, will be diversity of African culture, medieval African empires, African contact with Europe, slavery and the slave trade, and New World settlements in Africa. The course will take a thematic and chronological approach and students will be exposed to different viewpoints. Though the course will be biased in favor of Sub-Saharan Africa, the history of other parts of Africa will also be touched upon. Course Requirements A midterm paper (30%), final paper (30%), quizzes (20%), and weekly class participation and attendance (20%) will make up the course grade. Late papers will not be accepted without a valid excuse (documented illness or death). Make up quizzes will not be allowed. We will have structured discussion sections where students will be expected to raise questions and issues on the reading material, as well as analyze the documents. Each student will be required to do all the readings for the course, attend class regularly and participate in class discussions. Texts The following are the required texts for the course. Other supplementary readings of both primary and secondary readings will be assigned as necessary. Achebe, Chinua, _Things Fall Apart_ Collins, Robert _Problems in African History_ Davidson, Basil _African Civilization Revisited_ McEvedy, Colin, _The Penguin Atlas of African History_ Niane, D.T. _Sundiata: An epic of Old Mali_ Reynolds, Edward, _Stand the Storm: A History of the Atlantic Slave Trade_ COURSE SYLLABUS August 26: Introductions and introduction to course FILM: AFRICA: A VOYAGE OF DISCOVERY, Part 1 "Different but equal" August 30: Africa and African History <NAME>, _African Civilization Revisited,_ Introduction <NAME>, _The Penguin Atlas of African History_ , p. 16-23 September 2: Africa and Egypt (discussion) <NAME>, _Problems in African Histor_ _y_ Problem I (pp. 1-19, 32-52) September 7:Ancient Africa Davidson, pp. 47-69 <NAME>, _The Penguin Atlas of African History,_ p. 24 -32 September 9: Ancient Africa <NAME>, _The Penguin Atlas of African History,_ p. 34-39 FILM : AFRICA, Part 2: "Mastering a Continent" September 14 : Bantu QUIZ 1 Map Quiz: _The Penguin Atlas of African History,_ p. 131 <NAME>, _Problems in African History_ _,_ Problem II (pp. 55-85, 95-98) (discussion) September 16 NO CLASS September 21:Early West African cultures <NAME>, _The Penguin Atlas of African History,_ p. 44-55 Davidson, pp. 75-80 FILM: AFRICA: Part 3 "Caravans of Gold" September 23: Medieval empires: Ghana Davidson, pp. 85-87 <NAME>, _The Penguin Atlas of African History,_ p. 44-55 September 28: Medieval empires: Kingdom of Mali QUIZ 2 (discussion) _ __Sundiata:An epic of old Mali_ (entire book) <NAME>, _The Penguin Atlas of African History_ , p. 56, 60-65 September 30: : <NAME>, pp. 88-102 FILM: Keita: Heritage of a griot October 5: Early Civilizations: <NAME>, _The Penguin Atlas of African History,_ p. 80, 84-87 Davidson, pp. 103-124 FILM: AFRICA: Part 4 "Kings and Cities" October 7: <NAME>, pp. 75-85 <NAME>, _Problems in African History,_ Problem III (pp. 135-142) October 12: Slavery in Africa Give Midterm Topics <NAME>, _Stand the Storm: A History of the Atlantic Slave Trade_ , Intro. & Ch. 1 October 14: (discussion) <NAME>, _Problems in African History,_ Problem VI (253-295) October 19: Women in slavery <NAME>, _Problems in African History,_ Problem V (183-186,194-212) October 21: The Coming of Europe MID-TERM PAPER DUE <NAME>, _The Penguin Atlas of African History,_ p. 66-77 <NAME>, pp. 201-232 FILM: Black Sugar: Slavery from an African Perspective October 26: Slavery and the slave trade <NAME>, _Stand the Storm: A History of the Atlantic Slave Trade,_ Ch. 2 & 3 <NAME>, pp. 232-236 October 28: The Atlantic Slave trade QUIZ 3 (discussion) <NAME>, _Stand the Storm: A History of the Atlantic Slave Trade,_ Ch. 4 Bas<NAME>, pp. 237-241 <NAME>, _Problems in African History,_ Problem V (187-193) November 2 :The Atlantic Slave trade: Antislavery and abolition <NAME>, _Stand the Storm: A History of the Atlantic Slave Trade,_ Ch.5 & 6 November 4: Return to Africa: "Freed slave colonies in West Africa" in _The Cambridge History of Africa,_ Vol. 5 John Flint (handout) Davidson, pp. 410-412 November 9: Impact of the Slave Trade (discussion) <NAME>s, _Stand the Storm: A History of the Atlantic Slave Trade_ , Ch.6 & 7 November 11: East Africa <NAME>, _The Penguin Atlas of African History,_ pp. 62, 102-109 Davidson, pp. 125-146 November 16: East Africa Davidson, pp. 146-166, 352-357 FILM: The Africans: Part 1 November 18: Southern Africa (discussion) <NAME>, _The Penguin Atlas of African History,_ p. 98-101 Davidson, pp. 167-194, 326-339 November 23: 19th Century Africa Give final topics <NAME>, _The Penguin Atlas of African History,_ p. 88-97 Davidson, pp. 361-409 FILM: AFRICA, Part 5: "The Bible and the Gun" NOVEMBER 25 - 27 THANKSGIVING HOLIDAY November 30: Europe in Africa QUIZ 4 (discussion) Chinua Achebe, _Things Fall Apart_ December 2: Partition of Africa <NAME>, _The Penguin Atlas of African History,_ p. 110-119 FILM: AFRICA; Part 6 "This Magnificent African Cake" December 6: FINAL PAPER DUE <file_sep>![Undergraduate Program in History, UPENN](../gifs/ugradprog2.GIF) ## Concentration in Urban History --- ![Announcements](../gifs/announce-sm.GIF) ![Advising](../gifs/advising-sm.GIF) ![Courses](../gifs/courses-b-sm.GIF) ![Major](../gifs/major-sm.GIF) ![Concentrations](../gifs/concentrations- sm.GIF) ![Minor](../gifs/minors-sm.GIF) ![Activities](../gifs/activities- sm.GIF) ![Awards](../gifs/awards-sm.GIF) ![](../gifs/students-b-sm.GIF) ![Transfer Credit](../gifs/transfer-sm.GIF) \| REQUIREMENTS The concentration in urban history requires a total of six courses, including the following: Students must take three of the following history courses: > 153 - Urban Crisis 361 - American Politics and Society 367 - Philadelphia, 1700-2000 452, 328, 341, 455, 456, 458 Students must also take either a seminar course in the urban history area, or do a thesis on a topic in urban history. In that latter case, the topic must be approved by one of the advisors. Courses in other departments** for students in the urban history program: Sociology* 11, 102, 282 Urban Studies 101, 102, 103, 200, 203, 210, 250, 254, 255, 272, 450, 452, 470, 471, 472 Political Science 136 (previously 106) Finance 230 Public Policy and Management 206 Afro-American Studies 230 Art History 483 Any major-related course not on this list must be approved by your faculty advisor. Students must also satisfy basic major requirements. FACULTY ADVISORS* <NAME>, <NAME> Urban History Courses: * = satisfies pre-1800 requirement Fall 2002 214.301 - The Emergence of Modern America (Katz) (seminar) 214.401 - Faculty Student Democratic Collaborative Action Seminar (Harkavy) (seminar) Spring 2002 153 - Urban Crisis: American cities since World War II (Siskind) 155 - Introduction to Asian American History (Azuma) 205.601 \- Urban Culture in the Middle East (Schad) Fall 2001 204.301 - The Golden Age of Philadelphia: 1750-1840 (Carter) 367 - Philadelphia 1700-2000 (Sugrue) Spring 2001* 155 - Introduction to Asian American History (Azuma) Fall 2000 > 204.301 - Researching Philadelphia (seminar) > 204.302 - Recent Domestic U.S. History (seminar) > 204.304 - City & Suburb in US History > 214.402 - Emergence of Modern America (seminar) > 361 - American Politics and Society > 608.200 - Proseminar in Urban Studies (seminar) Summer 2000 (CGS) > 204.900 - City and Suburb in US History Spring 2000 > 153 - Urban Crisis (spring 99 syllabus) > 155 - Asian American History > 177 - Afro-American History > 202.304 - Comparative Industrialization (seminar) > 204.302 - The Color Line in Modern America (seminar) > 204.305 - Ragtime: US 1900-1910 (seminar) > 214.401 - Urban University Community Relations (seminar) > 405 - Church & Urban Challenge Fall 1999 > 201.205 - The City in Early Modern Europe * > 204.402 - Schools and Work: Past, Present, Future > 204.303 - Rise and Fall of New Deal Order > 367 - Philadelphia, 1700-2000 Spring 1999 153 - Urban Crisis 214 - Urban University Community Relations ![Calendar](../gifs/calendar-r-sm.GIF) ![Contacts](../gifs/contact-r-sm.GIF) ![Faculty & Staff](../gifs/people-r-sm.GIF) ![Graduate Program](../gifs/grad- r-sm.GIF) ![Search](../gifs/search-r-sm.GIF) ![Home](../gifs/home-r-sm.GIF) * * * Calendar \| Courses \| Announcements \| Graduate \| Undergraduate \| People \| Search \| Home \| UPENN \| ![e-mail](../gifs/quill.gif) E-mail Advisor \| http://www.history.upenn.edu/undergrad/urban-hist.html &COPY; 2001 University of Pennsylvania Last modified: April 19, 2001 ---\|---\|--- <file_sep>COURSE SYLLABUS --- MHRM Fall \|\| MHRM Spring \|\| \|\| MHRM Summer MLER Fall \|\| MLER Spring \|\| \|\| MLER Summer Fall BA/LER \|\| Spring BA/LER \|\| \|\| Summer BA/LER SPRING 2002 Master of Human Resource Management Course Number \| Description Graduate 38:533:542:01 \| HR Decision-Making: Data-Based Decisions Professor <NAME> This is an applied course intended to introduce students to the statistical tools used for decision-making in the business context and in the research process. The goal is to help students become intelligent consumers of information provided by research and statistics. Throughout the course there is an emphasis on both conceptual understanding and the development of practical "how-to" skills. This class is designed to provide an introduction into the process of conducting research and conducting statistical analyses of data relevant to HRM. Statistics and the inferences drawn from them requires reasoning and logic. It is important to understand both how and why an analysis is performed. Thus, this course is designed to focus on the conceptual side of statistics. It is also important to understand some of the assumptions, limitations, or strengths that come along with a particular procedure. View the syllabus View the book list 38:533:566:01 \| Law of Employment Relations Professor <NAME> View the syllabus View the book list Midterm Grades 38:533:580:01 \| Human Resource Strategy Professor <NAME> Class participants will prepare a team report based on one of the three integrative case studies found on pages 682-735 of the Schuler and Jackson textbook. Teams will prepare a written report due on April 17. Teams will make a presentation based on their work during class on April 24 and distribute one-page executive summaries of their key presentation points for the entire class. In addition, each class member will select a topic based on one of the chapter headings in the textbook, i.e., an area of application of HR such as performance appraisal, training and development, compensation, etc. View the syllabus View the book list 38:533:634:01 \| Developing Human Capital Professor <NAME> In the first half of the course we will focus on development. The second half will focus on performance appraisal. Through a combination of lecture, case studies and exercises we will explore options and best practice models of appraisal and development. View the syllabus View the book list 38:533:636:01 \| Designing Work and Governance Systems Professor <NAME> The focus of this course is to familiarize students with the basic production systems including manufacturing, service, and professional organizations, the transformations that have been taking place in these systems in the U.S., and the impact of these systems on the design of work. Includes the involvement of employees in quality circles and team decision-making at the job level, labor-management cooperation and works councils at the administrative level, and codetermination and employee ownership at the strategic level of organizations. Includes concepts of job and work systems design in the context of underlying theories of organizational design and individual behavior. Highlights the emergence of teams, team management, and team effects. Considers the implications of work systems and worker governance for other HR functions and the effect of the resulting HR systems on firm performance. Looks at worker participation in both union and non-union work environments. Provides and overview of the development of unions and the roles they play in organizations and society as a whole. Considers the ethical questions raised by work design. View the syllabus View the book list 38:533:665 \| Managing The Global Workforce View the syllabus View the book list 38:533:590 \| Human Resource Strategy II:Business Functional Areas Professor <NAME>. In order for a human resource manager to effectively function as a business partner you will need to have knowledge of the various business functional areas. This knowledge becomes crucial when identifying how the HR function can optimally add value at the plant, division and/or firm level. Additionally, HR managers will find themselves working in settings with unique characteristics. The environment will impact the way in which the HR function is developed and deployed. For instance, the HR issues and corresponding strategy within a unionized manufacturing setting may be different from a R & D facility View the syllabus View the book list \| SPRING 2002 Master of Labor and Employment Relations Labor Studies and Employment Relations Graduate 38:578:541 \| Women and Work Professor <NAME> This course will explore the ways in which work and labor markets are gendered in their histories, spaces and modes of discipline. Specifically, we will examine the various duties and representations of women in the world of work. What is women's work? What are the assumptions that we have about women's work? What are the specific issues, barriers and problems faced by women in the labor market? What are the relations, intersections and modalities of race, class, sex, sexuality and gender that are manifested in labor histories, labor practices and the workplace? What role do gender relations play in workplace organization, politics, hierarchies and discipline? We will examine these questions by taking up various themes that are prevalent in the world of women and work and by exploring case studies and perspectives from the United States and other parts of the world. Currently, in the period of globalized economies and transnational labor flows, it is particularly important to think through gendered divisions of labor within the larger, international contexts, and to explore paradigms such as the new international division of labor, gendered pay gaps and glass ceilings through the prism of global, transnational and international economic practices, and through the everyday lives of women working within various global and local sites.View the syllabus 38:578:562 \| International/Comparative Labor Professor <NAME>. On the eve of the 21st century, we are witnessing an amazing expansion of capitalism around the world. Freer trade and currency flows are causing nations to become more tightly integrated with each other. As a result, nation-states have less control over their economies than ever before. What impact do the changing economic conditions have on national industrial relations? Do we see the emergence of a global/ international industrial relations system and the withering away of national systems? Do governments loose control over industrial relations? Who will govern industrial relations in the 21st century? This course aims to provide an introduction to the comparative analysis of the institutions and processes of industrial relations at the international, national, enterprise, and workplace levels. We introduce the principal models of industrial relations systems in various countries and the main problems facing them in the new century, and then in the second half of the term we turn to look at the industrial relations actors in comparative perspective: trade unions, state and employers. View the Syllabus 38:578:610 Index:72619 \| Corporate Governance and Financial Analysis Professor <NAME> View the Syllabus \| SPRING 2002 Undergraduate: Bachelor in Labor and Employment Relations 37:575:363 \| Labor Unions and the World Economy Instructor: <NAME>, Labor unions worldwide are dealing with economic integration, the impact of technological innovations, new forms of work organization, employee diversity and the always-present employer resistance to unionization. The student of the labor movement should recognize the potential for very broad inquiry in this area given the enormous amount of academic, business, and union literature on the subject. View the syllabus 37:575:395 \| Perspectives on Labor Studies Professor <NAME>. This course will trace the intellectual and historical evolution of theory and research on Industrial Relations/Labor Studies. Industrial Relations is a relatively new social science discipline dealing with the phenomenon of 'work', with roots going back to the Webbs in Britain and to the intellectual origins of the New Deal in America. This course treats industrial relations from a disciplinary perspectives and explores how different social sciences such as sociology, economics, law or political science have influenced our thinking and how industrial relations as a discipline has contributed to the broader social science understanding of work, employment and society. View the syllabus 37:575:450 \| Senior Seminar in Labor Studies Prof. <NAME> View the syllabus 37:575:491 \| Organizational Behavior <NAME> Organizational behavior affects almost all areas of society. In this introductory course, you will learn how individual, group and organizational processes interact to shape behavior. Topics such as organizational culture, decision-making, job performance and feedback, motivation, leadership, stress management and group dynamics will be covered. Course content will be taught through lecture, group exercises and projects, and case problems. View the syllabus \| SUMMER Master of Human Resource Management Course Number \| Description Graduate \| SUMMER Master of Labor and Employment Relations Labor Studies and Employment Relations Graduate 38:578:550 \| Professor <NAME> Labor Law View the Syllabus \| Summer 2002 BA/LSER 37:575:230 \| Human Resource Issues <NAME> View the Syllabus 37:575:491 \| Special Topics: Working Women and the Law Professor <NAME> View the syllabus \| COURSE SYLLABUS --- FALL 2002Master of Human Resource Management 38:533:540 \| HR Decision Making: Financial Decisions Professor <NAME>, W 4:30pm - 7:10pm, Room 106, Livingston Campus, Index #08649 38:533:540 \| HR Decision Making: Financial Decisions Professor <NAME>, Th 7:20pm - 10:00pm, Room 102, Livingston Campus, Index #13755 38:533:565 \| Economics & Demographics of Labor Markets Professor <NAME>, Th 7:20pm - 10:00pm, Room 103, Livingston Campus, Index #08650 38:533:541 \| HR Decision-Making:Accessing Data for Decisions Professor Joe McCune, Th 4:30pm-7:10pm, Livinston Campus, Index #10478 38:533:541 \| HR Decision-Making:Accessing Data for Decisions Professor Joe McCune, Saturday, 10/26-12/14,no class 11/30, Room 103, 9:00am - 12:00pm, Livinston Campus, Index #12549 38:533:566 \| Employment Law Professor <NAME>, T 4:30pm-7:10pm, Room 106, Livinston Campus, Index #08651 38:533:665 \| MANAGING THE GLOBAL WORKFORCE Professor Schuler This course introduces you to the impact of global conditions on the management of human resources at home and abroad. It discusses the expansion of international trade and the growth of US multinational operations abroad. It teaches you to "read" the human resource systems of other nations and to understand the forces creating variations in HR systems across nations (for example, national culture, stage of development, external labor markets, roles of government, employers, and unions). It focuses on assessing the effect of these systems on (a) decisions to locate operations in other nations and coordinate them and (b) how to develop and implement HR strategies and practices in multinational firms operating in these environments. It teaches you to recognize the basic patterns in human resource management systems across developed and developing nations. It considers, globalization, multinational and expatriate human resource management issues in the context of overseas subsidiaries, joint ventures and the multinational corporation. View the syllabus \| Fall 2002 Master of Labor and Employment Relations 38:578:500 \| Introductory Seminar in Labor and Employment Relations Profesor <NAME>, M 4:30pm - 7:10pm Room 166,Labor Education Center, Index #10498 38:578:556 \| Employee Involvement And New Work Organization Professor <NAME>, Th 7:20pm - 10:00 pm, Room 166, Labor Education Center, Index #14341 View the Syllabus or View the Course Schedule 38:578:560 \| Collective Bargaining Professor <NAME>, M 7:20pm - 10:00pm Room 130/131, Labor Education Center, Index#10499 38:578:598 \| Independent Study in Labor Studies Index #08423, By Arrangement 38:578:599 \| Independent Study in Labor Studies Index #06922, By Arrangement 38:578:610 \| Topics: Transforming Organizations Professor <NAME>, W 7:20pm 10:00pm, Room 166, Labor Education Center, Index #14342 38:578:612 \| Labor & Employment History Professor <NAME>, W 4:30pm - 7:10pm, Room 166, Labor Education Center, Index #08533 38:578:690 \| Graduate Internship in Labor and Employee Relations Index #06657, By Arrangement 38:578:701/702 \| Research in Labor Studies Index #06731, By Arrangement 38:578:800 \| Matriculation Continued Index #07034, By Arrangement Fall 2002: Undergraduate: Bachelor in Labor and Employment Relations 37:575:100 \| Introduction to Labor Studies W, 6:10 p.m. - 9:00p.m. Auditorium/102, Index #11516, <NAME>, Labor Education Center View the Syllabus 37:575:101 \| Introduction to Labor Studies M, 11:30 a.m. - 12:50 p.m. and W 11:30 a.m. - 2:10 Tillett Hall Room 116 Index # 03949, 03950, 03951, 03952, 03953, 05712, 05713 <NAME>, Livingston Campus 37:575:201 \| Development of the Labor Movement (Section I) Th, 6:30 p.m. - 9:20 p.m.Room 133 Index # 03954 (Distance Learning/ Freehold), Poor, Teresa, Labor Education Center 37:575:201 \| Development of the Labor Movement (Section II) Th, 6:30 p.m. - 9:20 p.m. Room 205 Index # 15031 Science & Engineering Resources Center, <NAME>, Busch Campus 37:575:202 \| Development of The Labor Movement II MW, 1:10p.m. - 2:30p.m. Hickman Hall Room 216, Index # 13716, Bensman, David, Douglass Campus 37:575:230 \| Human Resource Issues in the Workplace (Section I) M, TH, 9:50a.m. - 11:10a.m., Tillett Hall Room 207, Index # 10500, Staff, Livingston Campus 37:575:230 \| Human Resource Issues in the Workplace (Section II) M, 7:40p.m. - 10:30 p.m. Hickman Hall Room 201, Index # 12076, Darcel,Lowery , Douglas Campus 37:575:230 \| Human Resource Issues in the Workplace (Section III) M, 7:40p.m. - 10:30 p.m. Hickman Hall Room 211, Index # 15030, Way,Sean, Douglas Campus 37:575:302 \| Comparative Social and Labor Legislation Th, 1:10 p.m. - 4:10 p.m., Thompson Hall, Room 206, Index # 11519, Bielski, Monica, Douglass Campus 37:575:303 \| Black Workers in American Society T, 4:30p.m. - 7:30 p.m., Davison Hall Room 122, Index # 08541, <NAME>, Douglass Campus 37:575:305 \| Theories of the Labor Movement T, Th, 4:30 p.m. - 5:50 p.m., Room 130/131, Index # 13720, <NAME>, Labor Education Center 37:575:308 \| Dynamics of Work & Work Organizations W, 7:40 p.m. - 10:30 p.m., Art History Room 100, Index #11526, Appelbaum, Eileen, Labor Education Center View the syllabus or Course Schedule 37:575:309 \| Working Women in American Society T, 1:10 p.m. - 4:10 p.m., Thompson Hall, Room 206, Index #11527, <NAME> , Douglass Campus View the syllabus 37:575:310 \| Labor Relations in Professional Sports T, 6:10 p.m. - 9:00 p.m., Auditorium/102, Index # 13075, <NAME>, Douglass Campus 37:575:314 \| Collective Bargaining Th, 6:10 p.m. - 9:00 p.m., Auditorium/102, Index # 03955, Cipparulo, Rose, Labor Education Center 37:575:315 \| Employment Law Th, 6:10 p.m. - 9:00 p.m., Food Science Building, Room 109, Index #12351, Burton,John, Douglass Campus 37:575:338 \| Occupational Safety & Health Saturday, 9:00 a.m. - 11:55 a.m., Room 130/131, Index #10983, <NAME>, Labor Education Center View the syllabus 37:575:395 \| Perspectives on Labor Studies (Section I) W, 9:50 a.m. - 12:50 p.m., <NAME>, Room 209-B, Index # 08758 (Prerequisite), <NAME>, Douglas Campus 37:575:395 \| Perspectives on Labor Studies (Section II) T, 6:10 p.m. - 9:00p.m., Room 130/131, Index # 13721 (Prerequisite), <NAME>, Labor Education Center 37:575:490 \| Internship in Labor Studies Education Index #06044 By Arrangement 37:575:492 \| Topics: Inequality M, 6:10 p.m. - 9:00p.m., (7,8)Hickman Hall, Room 202, Index # 13724, <NAME>, Douglass Campus 37:575:493 \| Topics: Immigration Rights and Immigrant Workers W, 4:30 p.m. - 7:30 p.m., Room 130/131, Index # 13725, <NAME>, Labor Education Center 37:575:494 \| Independent Study in Labor Studies Index #03956 By Arrangement 37:575:495 \| Independent Study in Labor Studies Index #03957 By Arrangement 37:575:496 \| Independent Study in Labor Studies Index #05714 By Arrangement 37:575:497 \| Independent Study in Labor Studies Index #05715 By Arrangement 37:575:498 \| Honors in Labor Studies Index #03958 By Arrangement <file_sep>\| \| \| \| \| College Catalog\| \| General Provisions\| \| Organization of the Curriculum \| \| ---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|--- ## The Africana Studies concentration <NAME>, Chair The Africana Studies concentration offers an interdisciplinary program for the study of Africans and peoples of African descent. Students examine AfroAmerican culture as an integral part of American culture and receive an introduction to intellectual traditions and practices in Africa and the African diaspora through core courses in literature, history, and sociology. Students choose additional courses through a variety of other disciplines in the arts, the humanities, and the social sciences. In addition to completing the required coursework, concentrators must participate in the senior seminar. Required, a minimum of 24 credits as follows: 1\. Africana Studies 211 Foundations of Africana Studies 2\. Two 4-credit courses required, chosen from the following: * Economics 215 Labor Economics * English 229 The Tradition of African American Literature * History 227 African-American History * Music 250 Topics in Music and Culture: The Music of Black Americans 3\. Elective courses (8 credits) chosen from the following: * American Studies 275 Topics in American Culture American Studies 495 Seminar in American Studies Anthropology 242 African Cultures * Anthropology 255 Urban Society * Art 195 African Art * Art 253 Exhibition Seminar: Edward S. Curtis-Fixing the Image of the Native American * Classics/Anthropology/Art 248 Greek Archaeology and Art * Classics/Anthropology/Art 250 Roman Archaeology and Art * Classics/History 255 History of Ancient Greece * Classics/History 256 History of Rome * Education 101 Educational Principles in a Pluralistic Society Education 210 Perspectives on Educational Issues English 225 African and Other Literatures in English * English 229 The Tradition of African American Literature * English 329 Studies in African American Literature * English 360 Studies in African and Other Literatures in English * French 305 Contemporary Francophone Cultures * History 211 "New Worlds," 1450-1750 * History 214 The American Civil War and Reconstruction * History 227 African-American History * History 261 Southern Africa * History 315 Civil Right Movement, 1942-1972 * History 316 The Civil Right Crusade: Its Achievements, Limitations, and Historical Legacy * History 323 The Atlantic World * Music 216 The Jazz Tradition in America * Music/Anthropology 268 Regional Studies in World Music Political Science 262 African Politics * Political Science 307 Contemporary Political Theory Political Science 319 Advanced Seminar in Constitutional Law and Politics Religion 240 The Bible and Liberation * Sociology 270 Women, Men, and Society Sociology 275 Race and Ethnicity in America * Sociology 290 The Black Community * Sociology 375 Cities and Racial Conflict * Theatre 202 Dramatic Literature II * Varying content requires the approval of the concentration committee. Special topic courses (195, 295, 395) and other variable content courses may be counted toward core course requirements with approval from the Africana Studies adviser: e.g., RUS 295 The Theme of the African in Russian Literature and Culture (offered in Fall 2000). Students may petition the Africana Studies concentration to have a course included in their elective requirements if it meets the following criteria: * The subject matter of the course as evidenced by the syllabus integrates issues of race with reference to Africans or peoples of African descent. * The subject matter of the course as evidenced by the syllabus explores in some detail theoretical and methodological approaches to Africa and the African diaspora as intellectual configurations. 4\. Senior Seminar 495 211 Foundations of Africana Studies (1) 4 credits+ This interdisciplinary course introduces issues and themes related to the experience of people and communities of the African diaspora. The readings are particularly intended to foster critical thinking about "race," "identity," and "communities of meaning"; and to introduce the political implications of constructing narratives about the African diaspora. Prerequisites: second-year standing or permission of the instructor. <NAME>. 495 Senior Seminar (2) 4 credits An interdisciplinary seminar for students completing the concentration in Africana Studies. Topics vary with broad application of methodological skills and theoretical orientations. Prerequisites: Africana Studies 211, one core course from category 2, and four additional credits from core or elective courses (categories 2 or 3), or permission of instructor. STAFF. * * * More Links: * * * Copyright (C) 2001 Grinnell College\| Grinnell, IA 50112-1690 \| 641-269-4000\| Privacy policy and additional information. \| Comments? Click here! --- <file_sep>*University of Southern Maine, Gorham Maine * * Electronic Literacy and Education Syllabus Description and Rationale Special Features Goals Ground Rules Grades Readings ![](br_sqs1.GIF) > January > >> 16 Orientation >> 23 Messenger >> 30 Conferencing February > 06 Conferencing Continued > 13 E-Resources > 27 Evaluating E-Resources > March > >> 06 Online Learning > 13 Search Strategies > 20 Search Strategies Continued > > April > >> 03 Streaming and all that Jive > 10 Web Basics > 17 Spring break > 24 Tables and Graphs > > May > >> 01 Web Publishing Return to Top** * * * * * * * * * Description and Rationale This course offers professional educators a hands-on experience in electronic literacy. Topics include email, evaluating online resources, medial literacy, multimedia learning , search strategies, and web site construction. Special Features: > > * connections to the Maine Department of Education's learning outcomes >> * friendly, relaxed instruction >> * online tutorials, multiple activities, practical information >> Goals: > > * use electronic resources in the classroom >> * improve Internet skills >> * construct personal and educational www sites with Netscape's Communicator >> * _More Specifically,_ >> >> * _use_ online tutorials to develop and refine electronic literacy skills >> * _use_ address books >> * _use_ message boards, listserv groups, and newsgroups >> * _improve_ search strategies >> * _use_ e-resources including libraries, encyclopedias, museums, full text sites, newspapers, and online experts >> * _evaluate_ electronic curriculum >> * _use_ multimedia resources such as audio and video clips, movies, MP3s, digital cameras, web cams, scanners. >> * _design and publish_ a web site >> * _teach_ students to evaluate e-information, find and use multimedia information, construct web sites to share information >> "Golden" Rules > > * classes will be held in Bailey 304 >> * home access to the Internet >> * prior experience with a computer >> Grades: > Weekly Assignments (60% of your grade) > > * one tutorial >> * one e-reading >> * one homework assignment >> * minimum of three web evaluations >> > > Design and Publish a Web Page __ (40% of your grade evaluated on pass/fail basis). Readings: > All readings are electronic. ## Syllabus ## January 16 Workshop : Orientation. E-Resources _Focus Question :_What are we going to be doing this semester? What are examples of E-resources? How do address books work? In-Class _Tutorial:_![](lumiere.GIF) (Choose One) ![](new.gif) Web at a Glance http://www.learnthenet.com/english/web/000www.htm Internet Overview http://www.screen.com/start/guide/overview.html ![](new.gif)Net Lingo http://www.netlingo.com/right.cfm Email Tips http://everythingemail.net/email_help_tips.html Electronic Mail http://www.screen.com/understand/email.html > _Readings:_ Required (Choose One) > > ![](new.gif)Standards for Technological Literacy > http://www.pdkintl.org/kappan/kdug0103.htm > ![](new.gif)Digital Chaperones for Kids > What is the Internet? > http://info.isoc.org/internet/ > ![](new.gif)Internet Projects > http://www.schoolworld.asn.au/projects.html > Recommended > > Is Privacy Possible in the Digital Age? > http://www.msnbc.com/news/498514.asp > ![](new.gif)Internet Study > http://www.edisonresearch.com/internet5sum.htm > Beyond the Information Revolution > http://www.theatlantic.com/issues/99oct/9910drucker.htm > Electronic Scholarship > http://www.pdkintl.org/kappan/kvan9911.htm > _Links:_ (Review Three) > > Straight and Narrow > > ![](new.gif) Helping Children Cope with Terrorism > http://www.nasponline.org/NEAT/terrorism.html > ![](new.gif)Great Children's Author Sites > http://teacher.scholastic.com/professional/websitings.htm > > Maine Schools Online > http://www.twmaine.com/meschool.htm > National Education Association > http://www.nea.org/ > Education Week ![](ed_choice.gif) > http://www.edweek.org/ > Using the Internet for Teaching and Learning > http://languagecenter.cla.umn.edu/lc/surfing/InetTandL > History of Education Site ![](ed_choice.gif) > http://www.washingtonpost.com/ > Teaching and Learning on the Net > http://www.cudenver.edu./~mryder/itc/net_teach.html > US Department of Education > http://www.ed.gov/ > > Slightly Different > ![](new.gif) Free Case Review > http://www.freecasereview.com/ > ![](new.gif)Surf Control > http://www.surfcontrol.com/ > Rolling Stone Gallery > http://rollingstone.tunes.com/sections/gallery/text/search.asp?afl=rsn?afl=goto > Salon Magazine ![](ed_choice.gif) > http://www.salonmagazine.com/ > American Heritage Magazine ![](ed_choice.gif) > http://www.americanheritage.com/ > Yosemite Park > http://www.yosemitepark.com/ > Travelscape > http://www.travelscape.com/ > Bigfoot.Com > http://www.Bigfoot.com/ > Edmunds > http://www.edmunds.com/ > CBS Sportsline > http://www.cbs.sportsline.com/ > > A Bit More Entertaining > > ![](new.gif) CIA for Kids > http://www.cia.gov/cia/ciakids/ > ![](new.gif)Ripley's Believe it or Not > http://www.ripleysf.com/ripley/exhibits/exhibits.html > ![](new.gif)<NAME>'s Media News > http://www.poynter.org/medianews/index.cfm > Design > http://www.si.edu/ndm/dfl/ > Sublime Anxiety > http://www.lib.virginia.edu/exhibits/gothic/open.html > Bread Recipe > http://www.breadrecipe.com/ > Real Beer Page > http://www.realbeer.com/ > The Bingo Bugle Newsletter > http://www.bingobugle.com/ > Ask a Master Plumber > http://www.clickit.com/bizwiz/homepage/plumber.htm > ![](new.gif)Forest City Chevrolet > http://www.forestcityauto.com/ > > _Homework:_ (Choose One) > > 1\. Review a school web site. Answer the following questions: > >> Content and Purpose: Who is the site primarily aimed at? Is the purpose of the site clearly stated? Is the site a comprehensive source of information about the school and a good example of a home page? >> >> Design: What is the first impression of the site? Do the graphics detract from its content? Does the presentation and organization of the site give it authority? >> >> Ease of Use : Does the site allow the option of graphics or text- only? Is the site is equally workable in Internet Explorer or Netscape? Is searching relatively simple? Are there any barriers to access? It is possible to move into files without loading graphics? > > > 2\. Browse the E-Resources at Education World > 23 Workshop: Netscape's Messenger > > Focus Question: How do I send/read/file e-mail messages using Netscape's 4.7 Messenger? > > In class > > _Tutorials:_ (Choose One) > > ![](new.gif)E-mail Tips > http://everythingemail.net/email_help_tips.html > ![](new.gif)Electronic Mail > http://www.screen.com/understand/email.html > > _Readings:_![](ldv214b.jpg) > Required E-Mail Communication and Relationships (Sample) http://www.rider.edu/users/suler/psycyber/emailrel.html > > > _Links:_ (Review Three) > > Straight and Narrow > > Maine Department of Education Data > http://www.state.me.us/education/data/homepage.htm Graduation Rates in Maine http://www.state.me.us/education/enroll/grads/historical/gradtrend.htm Maine Retention Rates http://www.state.me.us/education/enroll/retexpl/retexpl.htm > > Slightly Different > > Merriam-Webster OnLine > http://www.m-w.com > U.S. News Onlin > http://www.usnews.com/usnews/home.htm > Phi Delta Kappan Online > http://www.kiva.net/~pdkintl/kappan/kappan.htm > British Library > http://www.bl.uk/ A Bit More Entertaining > ![](new.gif) Emeril Live > http://www.emerils.com/emerilshome.html > ![](new.gif)My Simon > http://www.mysimon.com > ![](new.gif)Sporting News > http://www.msnbc.com/news/spt_summary.asp > _Homework:_ > Using an e-mail system of your choice, send a message to a classmate (userids and addresses will be made available). Forward the message you received to another classmate. Use the reply function. Save and delete the mail you received. Set up an address book and a distribution list. > 30 Workshop: Conferencing Over the Internet > > _Focus Question:_ How do I join discussion groups on the Internet? What are the similarities and the differences between listserv and news groups? What is meant by electronic conferencing? What are educational applications of educational conferencing? ![](wheel.GIFcopy) _In Class_ > _Tutorials:_ (Choose One) > Netiquette > http://www.indiana.edu/~ecopts/ectips.html > > _Readings:_ (Choose One) ![](new.gif)The Web the Way it Was http://www.wired.com/news/culture/0,1284,34006,00.html ![](new.gif)Anatomy of a Weblog http://www.camworld.com/journal/rants/99/01/26.html Chatting onLine http://chatting.about.com/internet/chatting/mpchat.htm Social Relationships in Electronic Forums http://www.december.com/cmc/mag/1996/jul/kling.html ![](new.gif)Children's Online Privacy Protection Act http://www.ftc.gov/opa/1999/9910/childfinal.htm _Links:_ ( Review Three) Straight and Narrow Look Smart![](ed_choice.gif) http://www.looksmart.com/ ![](new.gif)Northern Light![](ed_choice.gif) http://www.northernlight.com/ ![](new.gif)About.com http://www.about.com/ Library of Congress![](ed_choice.gif) http://lcweb.loc.gov/homepage/lchp.html Odyssey in Egypt http://www.website1.com/odyssey/ National Library of Education ![](ed_choice.gif) http://www.ed.gov/NLE/ ![](new.gif)Stream Search ![](ed_choice.gif) http://www.ss.com/newshome.asp Slightly Different ![](new.gif) OnLine Activities http://teacher.scholastic.com/activities/index.htm ![](new.gif)World Maps http://www.epals.com/emaps/newemaps.e?seesf=8935436 Twenty Below http://20below.mainetoday.com/ Instant City Weather http://weather.about.com/science/weather/library/blcurrnt.htm ![](new.gif)Pencil News ![](ed_choice.gif) http://www.msnbc.com/local/pencilnews/default.asp ![](new.gif)Think Quest http://www.thinkquest.org/ Map Machine http://www.nationalgeographic.com/resources/ngo/maps/ Quotations Page http://www.starlingtech.com/quotes/ National Geographic's Lewis and Clark http://www.nationalgeographic.com/features/97/west/ Digital Impact http://www.digitalimpact.com/indexflash.html ![](new.gif)CyberU http://www.cyberu.com/ ![](new.gif)Instant Messenger http://www.newaol.com/aim/netscape/adb00.html QuizCenter http://www.scrtec.org/track/tracks/f00278.html OnLine Behavior http://www.behavior.net/index.htm A Bit More Entertaining CNET.com ![](ed_choice.gif) http://home.cnet.com/ ![](new.gif)Seeing Stars in Hollywood http://www.seeing-stars.com/index.shtml ![](new.gif)The Week In Pictures http://www.msnbc.com/modules/theweekinpictures/ Amazon.Com.Books http://www.amazon.com Morgan Stanley Group http://www.ms.com/ Godiva http://www.godiva.com/ ![](new.gif)CoolPuzzles.com http://www.coolpuzzles.com/ USA Today http://www.usatoday.com/ ![](new.gif)All Posters.Com http://www.allposters.com Cool Site of the Day http://www.coolsiteoftheday.com/ TerraQuest http://www.terraquest.com/ Song Anthologies![](new.gif) http://toltec.lib.utk.edu/~music/songindex/ _Homework:_ (Choose One) 1\. Open Dejanews Browse several news groups. Read several messages. Would you characterize them as sincere ? Antagonistic? Meaningful? Playful? Informative? Explain . 2\. Locate a listserv/discussion group of interest to you and subscribe to it. 3\. Unlike email, instant messages appear as soon as they are sent. Join an instant messenger service such as Netscape's Instant Messenger , AOL Instant Messenger , Excite's Messenger or Microsoft's Messenger Service February 06 Conferencing Continued Focus Question:What are the educational benefits of electronic conferencing? In Class Soca Surprise _Tutorial:_ (Choose One) Six Nasty Tricks From the Net http://www.cnet.com/internet/0-3805-8-4591040-1. html?tag=st.cn.1.tlpg.3805-8-4591040-1 _Readings: (Choose_ One) ![](new.gif)Videoconferencing http://www.kn.pacbell.com/wired/vidconf/description.html _Links:_ (Review Three) Straight and Narrow > ![](new.gif) Maine Memory Index > http://www.mainememory.net > Look Smart > http://www.looksmart.com/ > Northern Light > http://www.northernlight.com/ > About.com > http://www.about.com/ > Library of Congress > http://lcweb.loc.gov/homepage/lchp.html > Odyssey in Egypt > http://www.website1.com/odyssey/ > Twenty Below > http://20below.mainetoday.com/ > Slightly Different > > ![](new.gif) Free handwriting Fonts > http://handwritingfonts.virtualave.net/helpa.html > ![](new.gif)Instant City Weather > http://weather.about.com/science/weather/library/blcurrnt.htm > Pencil News > http://www.msnbc.com/local/pencilnews/default.asp > Think Quest > http://www.thinkquest.org/ > Map Machine > http://www.nationalgeographic.com/resources/ngo/maps/ > Quotations Page > http://www.starlingtech.com/quotes/ > National Geographic's Lewis and Clark > http://www.nationalgeographic.com/features/97/west/ A Bit More Entertaining > ![](new.gif) CNET.com > http://home.cnet.com/ > ![](new.gif)Seeing Stars in Hollywood > http://www.seeing-stars.com/index.shtm > ![](new.gif)The Week In Pictures > http://www.msnbc.com/modules/theweekinpictures/ > ![](new.gif)MP3.Com > http://www.mp3.com/ > ![](new.gif)Classical Music Archives > http://www.classicalarchives.com/ > > _Homework: ( Choose One)_ > >> 1\. Subscribe to at least five newsgroups. Sample postings. Post/reply if interested. >> >> 2\. Get a head start on learning about e-books. Spend time at E-books in the classsroom. > Download free e-books software at Overdrive >> >> 3\. Design your own activity. >> >> 4\. Create a handout for parents that outlines tips for chat room safety. >> >> 5\. Read Let's Chat. Suggest strategies for using chat rooms in classrooms. >> >> 6\. Respond to the article, Can Intimacy be Found Online? > > 13 Workshop: E-Resources > > ![](michelangelo.GIF) > > > _Focus Question:_ What are the types of information that can be found on the Internet? > _In Class_ > > _Tutorials: (Choose One)_ Finding Information on the Internet: A TUTORIAL > http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/FindInfo.html > Searching and Researching on the Internet and the World Wide Web > http://www.webliminal.com/search/index.html > Researching Companies Online > http://home.sprintmail.com/~debflanagan/index.html _Readings:_ > Required > > ![](new.gif) E-Books: Just Another Imprint? http://www.wired.com/news/technology/0,1282,40584,00.html > ![](new.gif)Be a Web-Savvy Researcher > http://www.llrx.com/features/savvy.htm#fn1 > ![](new.gif)What Makes a Hacker Hack? > http://zdnet.com.com/2100-1105-831095.html > Recommended > No "There" There > http://www.theatlantic.com/issues/2000/08/koppell.htm > Detecting Internet Fraud ( Choose one link) > http://www.virtualchase.com/quality/alert.html > Has the Internet killed the novel? > http://www.randomhouse.com/atrandom/kurtandersen/debate.html > Internet debate generates hot air! > http://www.salon.com/books/log/1999/05/17/debate/index.html > Are we ready for the library of the future? > http://www.salonmagazine.com/21st/feature/1997/12/02feature.html > <NAME>." The news pushers." _U.S. News & World Report_ . March 17, 1997 v122 n10 p76(1) Article A19203855 > Evaluating Web Sites: Criteria and Tools > http://www.library.cornell.edu/okuref/research/webreview.html > Evaluating quality on the net > http://www.tiac.net/users/hope/findqual.html > > _Links: (Review_ Five) > > Bibliographic Searches > Ursus > http://ursus.maine.edu > Library of Congress > http://lcweb.loc.gov/homepage/lchp.html > Columbia University Libraries WWW Information System > http://www.cc.columbia.edu/cu/libraries > Internet Public Library > http://ipl.sils.umich.edu/ > Smithsonian Institution Research Information System > http://www.siris.si.edu/ > > Research Tools > ![](new.gif)Getting Grants > http://www.libraryspot.com/features/grantsfeature.htm > Information Please > http://www.infoplease.com/ > Research it > http://www.iTools.com/research-it/research-it.html > Elements of Style > > http://www.columbia.edu/acis/bartleby/strunk > > Interactive E-Mail Services > > Ask an Expert http://njnie.dl.stevens-tech.edu/askanexpert.html > The AskERIC Virtual Library > http://ericir.syr.edu > > > Popular Magazines: Full Text-Articles > ![](new.gif)Town Hall (Conservative Columnists) > http://www.townhall.com/columnists/ > ![](new.gif)Magazines Online > http://www.magazinesatoz.com/ > E-Zines > > http://www.zinebook.com > > Full-Text Resources > > ![](new.gif) New York Review of Books > http://www.nybooks.com/archives/ > Links to Electronic Book and Text Sites http://www.awa.com/library/omnimedia/links.html > > An Annotated Directory of Internet Resources > http://www.academicinfo.net/infosci2.html#Pubs > Great Books Online > http://www.bartleby.com/index.html > > Specialty Sites > > ![](new.gif) Maps > http://www.nationalgeographic.com/resources/ngo/maps/ > ![](new.gif)Birds of America > http://employeeweb.myxa.com/rrb/Audubon/ > ![](new.gif)Supreme Court Collection > http://supct.law.cornell.edu/supct/ > Educational Associations and Organizations > http://www.ed.gov/EdRes/EdAssoc.html > Discipline Help > http://www.disciplinehelp.com/ > Booklist > http://www.ala.org/booklist/ > A Research Site for Legal Professionals > http://www.virtualchase.com/ A Guide to the Best Writer's Software for Every Kind of Writing > http://www.angelfire.com/ny/writesoftware > Library of Congress Online Exhibits > http://lcweb.loc.gov/exhibits/ > Fine Arts Museums of San Francisco > http://www.thinker.org/ > A List of Federal Agencies on the Internet > http://www.lib.lsu.edu/gov/fedgov.html > Banned Books on Line > http://www.cs.cmu.edu/People/spok/banned-books.html > Pictures and Sounds > http://www.lycos.com/lycosmedia.html > The On-Line Books Page > http://www.cs.cmu.edu/Web/books.html > Argus > http://www.clearinghouse.net/ > Hungry Mind Review: An Independent Book Review > http://www.bookwire.com/hmr/Review/recom.html > <NAME>'s Children's Literature: > > http://www.carolhurst.com/index.html > > Digital Textbooks ![](new.gif)Wise Up http://www.wizeup.com/ ![](new.gif)Book City http://www.ebookcity.com Alternative Publishing Sources ![](new.gif) Happy Hacker http://www.happyhacker.org/ ![](new.gif)Mighty Words http://www.mightywords.com/index.jsp _Homework: (Choose One)_ 1\. Develop a lesson plan that will require your students to do at least one of the following: * evaluate information for its relevance * accurately identify assumptions * construct plausible inferences * identify relevant points of view * distinguish significant from insignificant information 2 . Using online resources, plan an overnight trip for your class to the Children's Museum in Boston. 3. You want to promote the use e-resources in your classroom. How will you do it? 27 Workshop: Evaluating Internet Resources ![](01cf.GIF) _Focus Question:_ What's the best way to evaluate electronic information? In-Class _ Tutorial _( Sample) http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/FindInfo.html _ Readings: (Choose_ One) Evaluating Web Sites: Criteria and Tools http://www.library.cornell.edu/okuref/research/webeval.html < font face <file_sep> Department of History \| Fall 2002 ---\|--- Course descriptions will be linked as they are turned in. Please hit your reload button, if you have visited this page before, to get the most up to date information. \| Disclaimer: This online version of our schedule of courses is intended to be an accurate reproduction of the printed edition of the official university document. If there are any discrepancies between the two versions, the printed form is to be considered definitive. Click to go to: Off-Campus Courses Graduate Courses** _* Denotes General Education Courses_ _Any information marked in red is a change that has happened since the schedule book was printed._ * * * *110. WESTERN CIVILIZATION TO 1500 (3). An examination and interpretation of major historical developments in the Ancient Near East, Classical Greece and Rome, and Medieval Europe. --- 5680 \| 110-1 \| WESTERN CIVILIZATION TO 1500 \| Hawke \| MWF 1100-1150 \| DU276 5681 \| 110-2 \| WESTERN CIVILIZATION TO 1500 \| Hawke \| MW 330-445 \| DU228 5682 \| 110-3 \| WESTERN CIVILIZATION TO 1500 \| Bowers \| TTH 200-315 \| DU422 * * * *111. WESTERN CIVILIZATION: 1500-1815 (3). An examination and interpretation of the major historical changes which took place in Europe between the time of the Renaissance and the age of the French Revolution. 5683 \| 111-1 \| WESTERN CIVILIZATION: 1500-1815 \| Wagner \| MWF 900-950 \| DU424 * * * *112. WESTERN CIVILIZATION SINCE 1815 (3). An examination and interpretation of the European historical developments since the French Revolution which have molded the world as we know it today. 5684 \| 112-1 \| WESTERN CIVILIZATION SINCE 1815 Syllabus \| Przydgrodzki \| MW 200-315 \| DU422 5685 \| 112-2 \| WESTERN CIVILIZATION SINCE 1815 Syllabus \| Richardson \| M 600-840 \| DU228 5686 \| 112-3 \| WESTERN CIVILIZATION SINCE 1815 \| Wingfield \| TTH 1100-1215 \| DU422 * * * *140. ASIA TO 1500 (3). The political and cultural history of India, China, and Japan with discussion of the origins, development, and importance of major Asian Religions. May not be taken pass/fail. 5688 \| 140-1 \| ASIA TO 1500 \| Andrew \| MW 200-315 \| DU406 * * * *141. ASIA SINCE 1500 (3). Major developments in Asia since the arrival of the Europeans, with emphasis on the changes in Asian civilizations resulting from European technology, political ideas, and economic relations. May not be taken pass/fail. 5689 \| 141-1 \| ASIA SINCE 1500 \| Atkins \| MWF 900-950 \| DU406 * * * *171. THE WORLD SINCE 1500 (3). The human community in an era of global integration. The impact of industrialization and imperialism, the migration of populations and capital, and revolutionary changes resulting from the dissemination of ideologies, diseases, weapons, and advanced forms of transportation and communication throughout the world. In accordance with their expertise and interests, individual instructors will emphasize particular themes and regions of the world to illustrate global trends. 5690 \| 171-1 \| The World since 1500 Syllabus \| Conley \| MWF 1000-1050 \| DU406 5691 \| 171-2 \| The World since 1500 \| Arnold \| MWF 100-150 \| DU406 * * * *260. AMERICAN HISTORY TO 1865 (3). Central developments in American history from Old World backgrounds through the Civil War. 5692 \| 260-1 \| AMERICAN HISTORY TO 1865 \| Schmidt \| MWF 1000-1050 \| DU140 5693 \| 260-2 \| AMERICAN HISTORY TO 1865 \| Fogleman \| TTH 930-1045 \| DU140 5694 \| 260-3 \| AMERICAN HISTORY TO 1865 \| Godfrey \| TTH 1230-145 \| DU446 * * * *261. AMERICAN HISTORY SINCE 1865 (3). Central developments in the history of the United States since the end of the Civil War. 5695 \| 261-1 \| AMERICAN HISTORY SINCE 1865 Syllabus \| Kyvig \| MWF 1100-1150 \| DU140 5696 \| 261-2 \| AMERICAN HISTORY SINCE 1865 \| Mogren \| MWF 1200-1250 \| DU140 5697 \| 261-3 \| AMERICAN HISTORY SINCE 1865 \| Hagaman \| MWF 100-150 \| DU446 5698 \| 261-4 \| AMERICAN HISTORY SINCE 1865 \| Bowers \| TTH 1100-1215 \| DU140 5699 \| 261-5 \| AMERICAN HISTORY SINCE 1865 Syllabus \| Feurer \| TTH 1230-145 \| DU140 5700 \| 261-6 \| AMERICAN HISTORY SINCE 1865 \| Hauser \| TTH 200-315 \| DU140 5701 \| 261-7 \| AMERICAN HISTORY SINCE 1865 \| Hauser \| TTH 330-445 \| DU446 5702 \| 261-8 \| AMERICAN HISTORY SINCE 1865 \| Whisenhunt \| W 600-840 \| DU446 6579 \| 261-9 \| AMERICAN HISTORY SINCE 1865 * NEW CLASS * \| Reithmaier \| M 300-540 \| DU440 Perm \| 261H-P1 \| AMERICAN HISTORY SINCE 1865 \| Mogren \| MWF 1200-1250 \| DU140 * * * 301\. HISTORY OF ANCIENT GREECE (3). A survey of ancient Greece beginning with the Bronze Age. Minoan-Mycenaean civilization, Hellenic civilization and the Classical Age, through Alexander the Great and the Hellenistic World. 5703 \| 301-1 \| HISTORY OF ANCIENT GREECE \| Hawke \| W 600-840 \| DU246 * * * 305\. EUROPE IN THE EARLY MIDDLE AGES (3). Survey of the formation of Medieval Europe from the decline of the ancient world to the late-10th-century revival. 5704 \| 305-1 \| EUROPE IN THE EARLY MIDDLE AGES CANCELLED \| Staff \| MWF 1000-1050 \| DU246 perm \| 305H-P1 \| EUROPE IN THE EARLY MIDDLE AGES CANCELLED \| Staff \| MWF 1000-1050 \| DU246 * * * 313\. GERMANY SINCE 1815 (3). Against the background of the age of absolutism and of revolution, the course surveys the Napoleonic era, the rise of Prussia, nationalism and unification, power politics, imperialism, two world wars, and national socialism and its aftermath. 5705 \| 313-1 \| GERMANY SINCE 1815 Syllabus \| Spencer E. \| MWF 900-950 \| DU422 * * * 320\. THE CATHOLIC CHURCH SINCE 1545 (3). History of the Roman Catholic Church in Western Europe from the Council of Trent to the Second Vatican Council. Topics include the Council of Trent, sacramentalism, the Inquisition, dechristianizaiton, and religious revival. 5706 \| 320-1 \| THE CATHOLIC CHURCH SINCE 1545 \| Haliczer \| TTH 930-1045 \| DU322 * * * 323\. HISTORY OF SCIENCE TO NEWTON (3). Science in the ancient Near East; Hellenic and Hellenistic science; the Arabs; medieval science; the Copernican revolution; the new physics; and the new biology. PRQ: At least sophomore standing. 5707 \| 323-1 \| HISTORY OF SCIENCE TO NEWTON \| Wagner \| TTH 1100-1215 \| DU418 * * * 337\. HISTORY OF RUSSIA: 1682-1917 (3). A history of Russia from the rise of the westernized Russian state to the destruction of the monarchy in 1917. Emphasis on the development, consequences and significance of a westernized state and society in Russia. 5708 \| 337-1 \| HISTORY OF RUSSIA: 1682-1917 \| Worobec \| MW 330-445 \| DU446 perm \| 337H-P1 \| HISTORY OF RUSSIA: 1682-1917 \| Worobec \| MW 330-445 \| DU446 * * * 340\. ANCIENT INDIA (3). Indian civilization from prehistory to the beginnings of European colonialism. Emphasis on the growth of Hindu political , social, philosophical, and artistic traditions; kings and commoners, castes and tribes, gods and temples. Attention will also be paid to the Buddhist and Islamic traditions. 5709 \| 340-1 \| ANCIENT INDIA \| <NAME>. \| TTH 330-445 \| DU418 * * * 344\. HISTORY OF ANCIENT CHINA (3). The formation of Chinese society and civilization from its origin to the 10 th century A.D. 5710 \| 344-1 \| HISTORY OF ANCIENT CHINA \| Andrew \| MW 330-445 \| DU418 * * * 352\. POPULAR CULTURE IN JAPAN (3). The history of popular arts and culture in Japan, from the flowering of Genroku culture in the 17th century to the present, with an introduction to theories of popular culture (mass culture theory, culture industry, feminism, postmodernism) and issues of aesthetics. Topics include popular theater (kabuki and puppet theater), graphic art and advertising, cultural appropriations from the West, popular music and cinema, manga (comics) and anime (animation), and fantasy and apocalyptic themes. 5711 \| 352-1 \| POPULAR CULTURE IN JAPAN \| Atkins \| MWF 1100-1150 \| AB102 * * * 363T. U.S. SPORT HISTORY (3). C 5713 \| 363T-1 \| U.S. SPORT HISTORY \| Djata \| TTH 200-315 \| DU446 * * * 368\. HISTORY OF CHICAGO (3). A survey of the history of Chicago, emphasizing the city's social structure, its economic, political, and cultural development, and the changing meaning of locality and community. 5714 \| 368-1 \| HISTORY OF CHICAGO \| Posadas \| TTH 330-445 \| DU176 * * * 377\. AMERICAN ENVIRONMENTAL HISTORY (3). History of the ecosystems of the United States, 1600 to the present, and of the 20th century conservation and environmental movements. Topics include Indian ecology, farming and ecology, and the urban environment. 5715 \| 377-1 \| AMERICAN ENVIRONMENTAL HISTORY \| Mogren \| MWF 900-950 \| DU418 perm \| 377H-P1 \| AMERICAN ENVIRONMENTAL HISTORY \| Mogren \| MWF 900-950 \| DU418 * * * 381\. COLONIAL LATIN AMERICA (3). Spanish and Portuguese colonial empires in America from their foundation through the wars for Latin American independence. This course has been approved as a General Education course in the Social Sciences. 5716 \| 381-1 \| COLONIAL LATIN AMERICA \| Hanley \| MWF 1100-1150 \| DU446 * * * 400\. STUDENT TEACHING (SECONDARY) IN HISTORY/SOCIAL SCIENCES (12). Student teaching for one semester. Assignments to be arranged with the department's office of teacher certification. PRQ: HIST 496 and permission of the department's office of teacher certification. perm \| 400-P1 \| STUDENT TEACHING (SECONDARY) IN HISTORY/SOCIAL SCIENCES \| Bowers \| TBA \| * * * 402\. GENDER AND SEXUALITY IN HISTORY (3). Evolution of gender and sexual identity, roles, and occupations in the industrializing world. Topics include the production of femininities and masculinities, sexual difference, interpersonal desire, kinds of friendship, romantic love, sexual ethics, and sexual orientation in history. 5717 \| 402-1 \| GENDER AND SEXUALITY IN HISTORY \| Wingfield \| TTH 930-1045 \| DU418 * * * 421\. THE CATHOLIC AND PROTESTANT REFORMATIONS (3). Examination of the religious reforms and institutional breaks, Catholic and Protestant, official and heretical, which ended the medieval unity of Christendom. 5718 \| 421-1 \| THE CATHOLIC AND PROTESTANT REFORMATIONS CANCELLED \| Kinser \| TTh 1100-1215 \| DU424 * * * 461\. THE AMERICAN REVOLUTION AND NEW NATION: 1763-1815 (3). An examination of the period 1763-1815, dealing with the causes, the character and the results of the American Revolution, the confederation period and the Constitution, the presidencies of Washington, Adams, Jefferson, and Madison, the First Party System, and the War of 1812. 5719 \| 461-1 \| THE AMERICAN REVOLUTION AND NEW NATION: 1763-1815 \| Fogleman \| TTH 1230-145 \| DU406 * * * 465\. INDUSTRIAL AMERICA 1870-1901 (3). Impact of industry and the city on vital aspects of American life and society, with emphasis on the response of farmers, workers, politicians and intellectuals to the problems of an emerging urban-industrial society. 5720 \| 465-1 \| INDUSTRIAL AMERICA 1870-1901 \| Schmidt \| MWF 1200-1250 \| DU424 * * * 468\. AMERICA SINCE 1960 (3). An analysis of social, economic, political, cultural, and intellectual trends from the Kennedy years through the post-Cold War era. Topics include the civil rights movement, the Kennedy-Johnson foreign policies toward Cuba and East Asia, the Great Society programs, the Vietnamese civil war, the "counterculture," Nixon and Watergate, the Reagan years, and the Persian Gulf conflict and the 1990s. 5721 \| 468-1 \| AMERICA SINCE 1960 Syllabus \| Kyvig \| MW 200-315 \| DU446 6656 \| 468-2 \| AMERICA SINCE 1960 NEW \| Parot \| TH 6-840 \| DU418 * * * 471\. WORKERS IN U.S. HISTORY, 1787-PRESENT (3). Role of workers in U.S. history from the early national period to the present. Emphasis on working class formation, labor conflict, and power relations in developing capitalist economy, how class, race and gender shaped workers' experiences; rise and decline of labor unions; the role of law and government in limiting or expanding workers' power. 5722 \| 471-1 \| WORKERS IN U.S. HISTORY, 1787-PRESENT CANCELLED \| Feurer \| M 600-840 \| DU418 * * * 482\. MEXICO SINCE 1810 (3). The quest for independence--political, economic, and cultural--with particular attention to the revolution of 1910-1920. 5723 \| 482-1 \| MEXICO SINCE 1810 \| Gonzales \| MWF 1000-1050 \| LC120 * * * 485\. MODERN LATIN AMERICAN REVOLUTIONS (3). Major social revolutions of the 19th and 20th centuries, with emphasis on Mexico, Cuba, and Central America. Social, economic, and political causes, ideology, international influences, and current areas of con 5724 \| 485-1 \| MODERN LATIN AMERICAN REVOLUTIONS \| Hanley \| MWF 1200-1250 \| DU418 * * * 491\. INTRODUCTION TO HISTORICAL RESEARCH (3). An introduction to the craft of the professional historian. All sections of the course are organized as seminars, and the participants will engage primarily in writing and presenting a paper based on their own research. Extensive library/archival work is necessary. PRQ: History majors only; senior standing and consent of department. HIST 491 may be taken for credit only once. Please visit the History Department Office, Zulauf 715, for permits. perm \| 491-p1 \| INTRODUCTION TO HISTORICAL RESEARCH \| Hanley \| M 300-540 \| FO352 perm \| 491-p2 \| INTRODUCTION TO HISTORICAL RESEARCH \| Feurer \| T 600-840 \| FO352 perm \| 491-p3 \| INTRODUCTION TO HISTORICAL RESEARCH \| Schmidt \| W 300-540 \| FO352 perm \| 491h-p1 \| INTRODUCTION TO HISTORICAL RESEARCH \| Hanley \| M 300-540 \| FO352 perm \| 491h-p2 \| INTRODUCTION TO HISTORICAL RESEARCH \| Feurer \| T 600-840 \| FO352 perm \| 491h-p3 \| INTRODUCTION TO HISTORICAL RESEARCH \| Schmidt \| W 300-540 \| FO352 * * * 496\. HISTORY AND SOCIAL SCIENCE INSTRUCTION IN GRADES 6-12 (3). Crosslisted as ANTH 496X, ECON 496X, GEOG 496X, POLS 496X, PSYC 496X, and SOCI 496X. The organization and presentation of materials for history and social science courses at the middle school, junior high, and senior high school levels. PRQ: Admission to the history or social science teacher certification program and permission of department's office of teacher certification. Perm \| 496-P1 \| HISTORY AND SOCIAL SCIENCE INSTRUCTION IN GRADES 6-12 \| Bowers \| T 600-840 \| DU406 * * * 498A. SPECIAL TOPICS IN HISTORY (3). Perm \| 498A-P-1 \| Ancient Greece \| Hawke \| W 600-840 \| DU422 * * * 498D. SPECIAL TOPICS IN HISTORY (3). Perm \| 498D-P1 \| Catholic Church \| Haliczer \| TTH 930-1045 \| DU322 * * * 498E. SPECIAL TOPICS IN HISTORY (3). Perm \| 498E-P1 \| Imperial Russia \| Worobec \| MW 330-445 \| DU446 taught concurrently with HIST 337-1 for graduate credit. * * * 498J. SPECIAL TOPICS IN HISTORY (3). 5725 \| 498J-1 \| Tpcs: Korean War \| Atkins \| MW 200-315 \| DU424 * * * * * * Off-Campus Courses 325\. WAR IN THE MODERN WORLD (3). History of warfare in the Westernworld from the age of Frederick the Great to the present. --- 9209 \| 325-DE1 \| War in Modern World \| McGlothlen \| M 630-915 \| Hoffman Estates \| * * * 371\. AMERICAN FRONTIER (3). History of the West, emphasizing frontier expansion; political, economic, and sociocultural change; and the West as myth and reality. 9210 \| 371-DE1 \| American Frontier \| Blackwell \| W 630-915 \| Hoffman Estates \| * * * 425\. WORLD WAR II (3). Military history of World War II, with emphasis on the struggle against Nazi Germany. 9211 \| 425-QE1 \| World War II \| Richardson \| T 630-915 \| Rock Valley College \| * * * 469\. THE VIETNAM WAR (3). History of the American involvement in Vietnam between 1940 and 1975 that examines the evolving circumstances and policies leading to the American defeat. 9212 \| 371-DE1 \| Vietnam War \| Knol \| TH 630-915 \| Naperville \| * * * 498\. TOPICS: FRONTIER IN AMERICA (3). This class is taught concurrently with HIST 371-DE1 for graduate credit. 9213 \| 498M-DE1 \| American Frontier \| Blackwell \| W 630-915 \| Hoffman Estates \| * * * 498\. TOPICS: MODERN WARS (3). This class is taught concurrently with HIST 325-DE1 for graduate credit. 9214 \| 498R-DE1 \| War in the Modern World \| McGlothlen \| M 630-915 \| Hoffman Estates \| * * * Graduate Courses 500\. INTERNSHIP IN HISTORICAL ADMINISTRATION (3-6). Work experience in history-related institutions, such as archives, museums, and historical societies and sites, and editing projects. Students present reports on their activities and participate in seminars and colloquia led by specialists in the field. May be repeated to a maximum of 15 semester hours, but no more than 6 semester hours may apply to the master's degree. PRQ: Consent of department. --- Perm \| 500-P1 \| INTERN IN HIST ADMI \| Mogren \| Tba \| \| * * * 510\. READING SEMINAR IN U.S. HISTORY (3-6). Intensive reading and discussion over a selected field in U.S. history, designed to acquaint the student with the literature and problems of the field. Any one area may be repeated to a maximum of 12 semester hours when subject varies. PRQ: Consent of department. Perm \| 510A-P1 \| Read Sem Early America Immigration & Ethnicity \| Posadas \| W 600-840 \| FO354 \| Perm \| 510B-P1 \| Read Sem Early America US Environment \| Mogren \| T 600-840 \| FO354 \| Perm \| 510B-P2 \| Read Sem Early America Immigration & Ethnicity \| Posadas \| W 600-840 \| FO354 \| Perm \| 510C-P1 \| Read Sem Early America US Environment \| Mogren \| T 600-840 \| FO354 \| Perm \| 510C-P2 \| Read Sem Early America Immigration & Ethnicity \| Posadas \| W 600-840 \| FO354 \| * * * 540\. READING SEMINAR IN EUROPEAN HISTORY (3). Intensive reading and discussion over a selected field of European history from the medieval period to modern times, designed to acquaint the student with the literature and problems of the field. Any one area may be repeated to a maximum of 12 semester hours when the subject varies. PRQ: Consent of department. Perm \| 540A-P1 \| Read Sem Mod Eur Popular Religion \| Worobec \| M 600-840 \| FO352 \| Perm \| 540B-P1 \| Read Sem Mod Eur Popular Religion \| Worobec \| M 600-840 \| FO352 \| * * * 570\. READING SEMINAR IN RUSSIAN AND EASTERN EUROPEAN HISTORY (3). Designed to acquaint student with the literature and problems of the field. Specified areas announced in _schedule of classes. _HIST 570A and HIST 570B may each be repeated to a maximum of 12 semester hours, HIST 570C to a maximum of 6 semester hours, when the subject varies. PRQ: Consent of department. Perm \| 570A-P1 \| Read Sem Mod Eur Popular Religion \| Worobec \| M 600-840 \| FO352 \| * * * 595\. SEMINAR IN COLLEGE TEACHING OF HISTORY (1). Introduction to the teaching of history at the college level through a weekly seminar for beginning history graduate assistants, students entering the Ph.D. program, and any other students planning careers as professional historians. Discussion of professional preparation for entry into academic careers as well as alternatives to such careers. S/U grading. Perm \| 595-P1 \| SEMINAR IN COLLEGE TEACHING OF HISTORY \| Staff \| TH 600-700 \| FO 352 \| * * * 599\. MASTER'S THESIS (1-6). Open only to students engaged in writing a thesis for the M.A. program. May be repeated to a maximum of 6 semester hours. PRQ: Consent of graduate adviser in history. Perm \| 599-P1 \| Master's Thesis \| Staff \| TBA \| \| * * * 610\. RESEARCH SEMINAR IN U.S. HISTORY (3-6). Selected problems in U.S. history. Specific topics announced in _Schedule of Classes._ Any one area may be repeated to a maximum of 15 semester hours. PRQ: Consent of graduate adviser in history. Perm \| 610A-P1 \| Master's Thesis \| Djata \| TH 600-840 \| FO237 \| Perm \| 610B-P1 \| Master's Thesis \| Djata \| TH 600-840 \| FO237 \| Perm \| 610C-P1 \| Master's Thesis \| Djata \| TH 600-840 \| FO237 \| <file_sep>History 4004 SEXUALITY IN AMERICAN HISTORY Spring 2002 Tues, Thurs: 2:00-3:15 532 Major Williams Hall Instructor: Dr. <NAME> Office: 415 Major Williams Hall Phone: 231-8367 E-mail: <EMAIL> Office Hours: Tues, 3:30-4:30, Thurs, 9:30-10:30, and by appointment Class Webpage - access via the Blackboard 5 portal at http://www.learn.vt.ed Course Description \| Course Requirements ---\|--- Required Readings \| Course Schedule Computer Requirements _Course Description_ This class will explore the ways in which the meaning and place of sexuality in American life have changed from the colonial era through the present. Our questions will span a range of concerns. How have ideas about physical contact and emotional intimacy changed over the past 400 years? What were the Puritans really like in private? How Victorian were the Victorians? How wild were the flappers? We will also explore more political issues. How and why have different authorities in American society regulated sexual behavior and beliefs? What makes for periods of sexual reform and revolution? How have the realities of gender, race and class influenced ideas about sexuality, morality, and power? History 4004 is a writing-intensive seminar designed primarily for history majors. The formal prerequisites include: History 2004 (Methods), one other history class, and junior or senior standing. The instructor may waive these requirements for qualified students at her discretion. return to top Required Readings All books are available from the University Bookstore, Volume Two Bookstore, and the Tech Bookstore. Many are also available from online booksellers. All books (except for Major Problems) are also on reserve at Newman Library. * <NAME>, ed., Major Problems in the History of American Sexuality * <NAME>, Intimate Frontiers: Sex, Gender, and Culture in Old California * <NAME>, Charlotte Temple * <NAME> (aka <NAME>), Incidents in the Life of a Slave Girl * <NAME>, Gay New York * <NAME>, Sex in the Heartland * Online Readings: \- accessed through the "Assignments" link on the class web page (see top of syllabus for URL), or through "personal reserve" on my office door. return to top Computer Requirements This class requires access to an up-to-date computer and the web - both for e-mail communication and for use of the course webpage. Course Webpage You can access the course website through the Blackboard 5 portal at: _http://www.learn.vt.edu._ Logging-in with your Virginia Tech PID and password will give you direct access to the class web-page, "Hist 4004 - Sexuality in American History" Supplemental reading materials (noted on the syllabus as "Online Reading") will be posted on the course webpage. I _strongly_ suggest printing the articles out before you read them. That way you can take notes in the margins and refer to them in class. If you have problems with web access, one copy of each article will also be kept on "personal reserve" in the pocket on my office door. If you borrow a hardcopy, please return it promptly so that other members of the class will have access to it. Announcements, discussion schedules, and relevant handouts will also be posted on the web. Get in the habit of checking the site on a regular basis. Communication If you wish to communicate with me via e-mail, please be sure to type "Hist 4004" in the subject header line. Otherwise, I will delete the message without reading it. I will communicate with you periodically via e-mail as well. If you check your e-mail through an account other than your Virginia Tech account (ie: Hotmail or Yahoo), make sure you configure your Virginia Tech e-mail account to forward your mail. Otherwise you will miss out on important announcements. Finally, some things are best discussed in person rather than electronically. If you have a complicated or sensitive problem to discuss, please feel free to come and introduce yourself to me. I am always available during my office hours as well as after class. return to top Course Requirements Attendance and Participation The primary format for this course will be student-centered discussion of course readings. Your active and informed participation will therefore be crucial for the success of this class. It is especially important that you carefully read and review the designated readings before the class meetings for which they are assigned. The readings for each class session vary in length. I've tried to break up the books so that there is not too much assigned for any given day, but you may want to look over the schedule and pace yourself accordingly. There will also be a few short assignments (including The Vagina Monologues \- see below) that will be folded into your class participation grade. Finally, a few ground rules for discussion. We will be talking about what many people may consider to be "sensitive" topics. The beauty of studying history is that we can think and talk about things like sexuality without having to divulge personal information. I expect that we will have some lively and heated debates about how Americans in the past viewed this core aspect of personal identity and meaning. But as we grapple with the difficult questions that will surely arise, we will all need to make an effort to treat each other, and each others' contributions to the class discussions, with respect. Discussion Leaders Each of you will be expected to lead (or co-lead, depending on the final size of the class) the classroom discussion once this semester. Class sessions will generally alternate between instructor-led and student-led discussions. Discussion leaders are expected to be especially familiar with the readings for the day, and should meet with each other beforehand to compose a brief set of questions and identify key themes to guide our discussions. The available dates and topics for discussion are: * Thurs, Jan 31 - Sexuality in the British Colonies * Thurs, Feb 7 - Gender Conflict and Social Reform in the Early 19th Century * Thurs, Feb 14 - Sexuality and Race in 19th-Century America * Thurs, Feb 21 - The Sexual Frontier in Old California * Thurs, Mar 14 - Birth Control, Abortion, and Sterilization * Thurs, Mar 21 - Working-Class Women and Modern Sexuality * Thurs, Mar 28 - The Making of the Gay Male World * Tues, Apr 9 - Sexual Containment and the Cold War * Thurs, APR 18 - The Sexual Revolution of the 1960s * Thurs, APR 25 - Sexual Boundaries at the Dawn of the 21st Century I will distribute a sign-up list for leading discussions on Thurs., Jan. 24th. Think about which week and topic you would like to choose before coming to class that day. Reaction Papers To help you articulate your ideas both in class and out, you will each be required to turn in 8 short (1-2 pages, double-spaced) reaction papers over the course of the semester. The reaction papers provide an opportunity for you to think critically about the readings for each week - and to come to terms with the significance and meaning of the readings. Simple summaries will not suffice. Nor will emotional or gut-level responses (although your personal perspective will certainly inform your analysis). Instead, you may use these papers to evaluate the strengths and weaknesses of that week's readings, to respond to the major arguments made by the different authors, to critically examine the theoretical and methodological frameworks of the reading assignments, and/or relate them to other readings from the course. You will have 12 opportunities to write a reaction paper (see course schedule), but you only need to turn in 8. Again, pace yourself wisely - and don't leave them all for the end! Reaction papers are due at the beginning of class on the dates designated and should address a sizable portion of the assigned readings for that particular week. Papers should be concise, well- written, and carefully proofread. No late papers will be accepted. The Vagina Monologues <NAME>'s play, The Vagina Monologues, will be performed on campus Feb, 8, 9, and 10 in the Haymarket Theater, Squires Student Center, as part of national V-Day activities against violence against women. Everyone in the class is required to see this provocative play and to write a short (1 page) response to it. You're welcome to go as a group or individually. We will discuss it in class on Tues, Feb 12th. Historiographical Review All members of the class are required to complete a 12-15 page historiographical review (double-spaced, ca. 3750 words) on a topic of your choice. For those of you not familiar with this term, a historiographical review combines summaries of books with an analysis of the arguments posed by different historians, evaluations of their methodologies and use of evidence, and discussions of what these books reveal about major historical themes and debates. A historiographical paper is not a "book report," nor is it a research paper. It is, instead, a review of selected literature in one particular area of study (ie: sexuality in colonial America; Victorian sexuality; race and sex, etc.), where one considers both the books and the authors as in conversation with each other. This assignment is designed to give you the opportunity to gain in-depth historical knowledge in a specific area of interest, to teach you to read critically and analytically, and to help you articulate your insights and ideas in writing in a clear and professional manner. Ultimately, by the end of the semester you will be a better reader and a better writer. This is a full-semester writing assignment that will require thought and time to complete. I've established a number of deadlines to help keep you on track. You will need to choose a topic by Thurs, Feb 7th, and provide an annotated bibliography (of at least 3 books, or 2 books plus a number of scholarly articles) by Tues, Feb 26th. You may use the topics we cover in class as guidelines, or come up with one of your own. I strongly suggest mining footnotes, as well as the bibliographies at the end of each chapter in Major Problems, for reading suggestions. The first draft of your paper will be due in class on Thurs, APR 4th. The final draft will be due on the last day of class, Tues, APR 30th. More detailed guidelines and instructions will be distributed over the course of the semester. Grades Grades for the course will be based on the following formula: Attendance and Participation \| 25% ---\|--- Discussion Leader \| 10% Reaction Papers (8 out of 12) \| 20% Annotated Bibliography \| 5% First Draft of Historiographical Paper \| 15% Final Draft of Historiographical Paper \| 25% Honor Code Students are expected to familiarize themselves with and adhere to the Virginia Tech Honor Code on all assignments for this course. Although I strongly encourage students to work together in study and review groups, all work submitted for a grade must be your own. return to top * * * COURSE SCHEDULE Week 1: Does Sexuality Have a History? --- Jan 15 \| _Introduction to the Course_ \| \| Jan 17 \| _Theoretical Foundations and Vocabulary_ \| \| Major Problems, pp. 1-9 \| \| Week 2: From Theory to Practice Jan 22 \| _Social Constructionism, Essentialism, and Evidence of Sexuality_ \| \| Major Problems, pp. 10-25 \| \| __Assignment Due__ : Evidence of sexuality in the early 21st century \| \| Jan 24 \| _Sexual Meanings in Early American History_ \| \| Major Problems, Chap 2 (pp. 26-68) \| \| _Reaction Paper #1 Due_ \| \| Week 3: Sexuality and Colonial Life Jan 29 \| _Sexuality in the Spanish Colonies of North America_ \| \| Hurtado, Intimate Frontiers (1-44) \| \| Jan 31 \| _Sexuality in the Anglo-American Colonies_ \| \| Major Problems, Chap 3 (pp. 70-105) \| \| Online Reading \- <NAME>, "The Serpent Beguiled Me," from Good Wives: Image and Reality in the Lives of Women in Northern New England, 1650-1750 (New York: Vintage Books, 1980), pp. 89-105 \| \| _Reaction Paper #2 Due_ \| \| Week 4: Sexual Standards and Gender Conflict in the Early 19th Century Feb 5 \| _The Sexual Morays of Antebellum Life_ \| \| Charlotte Temple, entire book \| \| Feb 7 \| _Gender Conflict and Sexual Reform_ \| \| Major Problems, Chap 4 (pp. 107-141) \| \| Online Reading \- <NAME>, "Beauty, the Beast, and the Militant Woman" from American Quarterly 23 (1971): 562-584. \| \| _Reaction Paper #3 Due_ \| \| _Assignment Due - Topic for historiographical paper_ \| \| Week 5: Sexuality and Power Feb 12 \| _The Vagina Monologues - Contemporary Sexuality Revisited_ \| \| _Response to The Vagina Monologues due_ \| \| Feb 14 \| _Slavery, Race, and Sexuality_ \| \| Major Problems, Chap 5 (142-186) \| \| Incidents in the Life of a Slave Girl, entire book \| \| _Reaction Paper #4 Due_ \| \| Week 6: Life on the Sexual Frontier Feb 19 \| _Crossing Borders_ \| \| Hurtado, Intimate Frontiers, pp. 45-113 \| \| Feb 21 \| _Power and Intimacy on the Frontier_ \| \| Hurtado, Intimate Frontiers, pp. 115-141 \| \| _Reaction Paper #5 Due_ \| \| Week 7: Sexuality and the Victorian Ideal Feb 26 \| _Love and Intimacy in 19th-Century America_ \| \| Major Problems, Chap 6 (pp. 187-237) \| \| _Reaction Paper #6 Due_ \| \| _Assignment Due - Annotated bibliography for historiographical paper_ \| \| Feb 28 \| class canceled \| \| Spring Break - Mar 2-10 \| \| Week 8: The Politics of Bodily Self-Determination Mar 12 \| _Free Love and Censorship in Late Victorian America_ \| \| Major Problems, Chap 7 (pp. 238-271) \| \| Online Reading \- <NAME>, "<NAME>, <NAME>, and Conflict over Sex in the United States in the 1870s," Journal of American History 87.2 (Sep 2000), 403-434 \| \| Mar 14 \| _Birth Control, Abortion, and Sterilization_ \| \| Online Reading \- <NAME>, "Voluntary Motherhood: The Beginnings of the Birth-Control Movement," from Woman's Body, Woman's Right: Birth Control in America (1976. New York, Penguin Books, 1990), 93-113 \| \| Major Problems, Chap 9 (pp. 308-336) \| \| _Reaction Paper #7 Due_ \| \| Week 9: Heterosexuality and the Modern Age Mar 19 \| _"It"_ \- in-class video \| \| Mar 21 \| _Working-class Women and Modern Sexuality_ \| \| Major Problems, Chap 8 (pp. 273-307) \| \| Online Reading \- <NAME>, "Policing the Black Woman's Body in an Urban Context," Critical Inquiry 18 (Summer 1992), 738-755) \| \| _Reaction Paper #8 Due_ \| \| Week 10: Gay Male Life in the Modern Age Mar 26 \| _Homosexual Identities_ \| \| Gay New York, Part I (pp. 33-127) \| \| Mar 28 \| _The Making of the Gay Male World_ \| \| Gay New York, Part II (pp. 131-267) \| \| _Reaction Paper #9 Due_ \| \| Week 11: Gay Sexuality and Culture Apr 2 \| _The Politics of Gay Culture_ \| \| Gay New York, Part III (pp. 271-361) \| \| Apr 4 \| _"The Celluloid Closet"_ \- in-class video \| \| _Assignment Due - First draft of historiographical paper_ \| \| Week 12: Sexuality and the Cold War Apr 9 \| _Sexual Containment_ \| \| Major Problems, Chap 11 (pp. 367-403) \| \| Online Reading \- <NAME>, "Explosive Issues: Sex, Women, and the Bomb," from Lary May, ed., Recasting America: Culture and Politics in the Age of Cold War (Chicago: Univ. of Chicago Press, 1989), pp. 154-170) \| \| _Reaction Paper #10 Due_ \| \| Apr 11 \| class canceled \| \| Week 13: The Sexual Revolution Apr 16 \| _The Calm Before the Storm_ \| \| Sex in the Heartland, Intro, Chaps 1-4 (pp. 1-135) \| \| Apr 18 \| _A Revolutionary Shift?_ \| \| Sex in the Heartland, Chaps 5-Epilogue (pp. 136-218) \| \| _Reaction Paper #11 Due_ \| \| Week 14: Sexuality in Late-20th-Century America Apr 23 \| _Sex Can Be Dangerous to Your Health_ \| \| Major Problems, Chap 13 (pp. 445-483) \| \| Apr 25 \| _Expanding Sexual Boundaries at the Dawn of the 21st Century_ \| \| Major Problems, Chap 14 (pp. 484-515) \| \| _Reaction Paper #12 Due_ \| \| Week 15: Coming to Terms With the History of American Sexuality Apr 30 \| _End-of-the-Semester Wrap Up_ \| \| _Final Draft of Historiographical Paper Due_ return to top <file_sep> ![](earthspn.gif) # WORLD REGIONAL GEOGRAPHY ![](earthspn.gif) _Instructor:_ <NAME> _Course #:_ G &ES; 105 _Office:_ 107D X2384 _Office Hours:_ 10:30-11:30pm MWF & 4-5pm TR ![](RunningMonkey.gif) _Text:_ World Regional Geography by Lydia Pulsipher & Goode's World Atlas, 20th edition_ _Course Objectives:_ Students will know and understand: 1\. The meaning and significance of place: a. by describing the same place at different times in its history b. describing why places have specific physical and human characteristics in different parts of the world 2\. The processes that shape places: a. by describing how forces from within Earth influence the character of place b. by describing the role of climate in shaping places c. by describing how culture affects the characteristics of place d. by describing the ways in which the character of a place relates to its economic, political and population characteristics e. by describing how places are made distinctive and meaningful by human activities that alter physical features 3\. How multiple criteria can be used to define a region: a. by describing the physical or human factors that constitute a region b. by describing how changing conditions can result in a region taking on new character c. by describing why regions once characterized by one set of criteria may be defined by a different set of a criteria 4\. The distribution of major physical and human features of the world: a. by identifying the locations of countries, their capitals, and other cultural features b. by identifying the locations of major topographical features _Evaluation:_ These criteria will be assessed based upon unit tests, map quizzes, and class participation. Six tests will cover each of six units as outlined below. Each will be worth 15% of the student's final grade. A map quiz (see map packet for schedule and study guide) will be given on a designated day for each region. Map quizzes will be worth 15% of the final grade. Participation, which presumes regular attendance, includes question and answer with the instructor as well as participation in classroom activities. This will be worth 10% of the final grade. _ SPECIAL NOTE:_ There are no make up tests or quizzes at any time. I will drop the lowest test grade and the lowest map quiz grade. If you miss a test or a quiz it automatically becomes your drop grade. If you miss more than one test then you must take the comprehensive final exam (which will be worth 45% or three test grades). There are no exceptions. If you miss more than one map quiz then you will have to absorb the "0" mark. It is in your best interest to take all of the tests and quizzes so that a poor showing on one of them does not adversely affect your grade. Do not waste your drop grades!!! _Unit Test Dates:_ 1) January 31st: Chapters 1 & 4 2) February 16th: Chapters 2 & 5 3) March 05th: Chapter 3 4) March 30th: Chapters 6 & 7 5) April 18th: Chapters 8 & 9 (except the section on Japan) 6) May 04th: Chapters 10 & 11 (this includes the section on Japan from ch. 9) _Map Quiz Dates:_ 1) January 22nd Europe 2) Februar 2nd Northern Eurasia 3) Februar 9th North America 4) Februar 19th Middle America 5) Februar 28th South America 6) March 19th SubSaharan Africa 7) March 26th North Africa/Southwest Asia 8) April 2nd South Asia 9) April 9th East Asia 10) April 20th Southeast Asia 11) April 27th Pacific _Course Outline:_ I. Definition of Geography A. Approaches to the Study of Geography 1\. Techniques 2\. Topical or Systematic Approach 3\. Regional or Area Studies Approach a. Identifying Regions b. Conceptualizing Formal Regions 1) Homogeneity 2) Spatial System 3) Cultural Construction 4) Scale c. Classifying Regions by scale 1) Culture Realms 2) Culture Regions 3) Cultural sub-Regions B. Using your Atlas 1\. Gazetteer 2\. Types of Maps II. Each unit includes two macro-regions, or cultural realms, and I will follow a similar pattern in presentation for each one. After each lecture quiz is given, I will introduce the new unit. Then, on the first day that each macro-region is studied, a map quiz on selected place names will be given. Within each unit, a representative physical or environmental characteristic will be covered, and/or a representative human-based, or cultural, characteristic will be presented. The study of each area will culminate in a multi-media presentation depending on the availability of appropriate materials. It is essential that students maintain an excellent attendance record since all materials for the course are presented in class in conjunction with the atlas. Please bring your atlas to every class meeting. _QUIZ PACKET AND SCHEDULE_ Do not miss a quiz! It is to your advantage that you take all quizzes in that they prepare you for material on the lecture quizzes, and they assist in understanding class material. Do not miss a quiz because there are absolutely no make-up quizzes. I will drop the lowest quiz score to determine your quiz grade. If you miss a quiz you must take it as a dropped grade. All quizzes will be on place locations for the major culture realms of the world. _Map Quiz Areas:_ 1\. Europe (From Iceland to Greece and Poland to Portugal) 2\. Northern Eurasia (Former Soviet Union: from Estonia to Belarus to Moldavia to Armenia to Turkmenistan to Russia) 3\. Anglo-North America (United States and Canada) 4\. Middle America (Mexico, Central America, Caribbean Basin) 5\. South America (From Columbia to Argentina) 6\. Sub-Saharan Africa (Africa: from the Sahara Desert southwards) 7\. North Africa/Southwest Asia (Saharan Africa to Turkey to Afghanistan and back to the Arabian Peninsula) 8\. South Asia (Pakistan to Bangladesh to Sri Lanka) 9\. East Asia (China, Mongolia, Taiwan, Hong-Kong, and the Koreas) 10\. Southeast Asia (Myanmar/Burma to Indonesia to the Philippines) 11\. Pacific (Japan, Australia, New Zealand and Pacific Island Groups) At the beginning of class we will have a short oral quiz, whereby I pass out a blank map (just like the one on the web site) and ask you to identify 10 place names from the list by placing the number in the correct location. Duplicate numbers and numbers that cross boundaries are wrong. Quizzes are strictly marked. You can prepare for the quizzes by looking up the place names in advance and transferring them to the blank maps. Please do not use red or pink ink when taking the quiz, and do not write the name of the place on the quiz map. If you need any help, please see me. _PLACE NAMES LIST_ 1\. Europe: countries and capitals, Atlantic Ocean, North Sea, Baltic Sea, Gulf of Bothnia, Irish Sea, Mediterranean Sea, Adriatic Sea, Aegean Sea, Bay of Biscay, English Channel, Straits of Gibraltar, Alps, Pyrenees, Carpathian Mountains, Thames, Seine, Rhine, Danube, Po Rivers, Sicily 2\. Northern Eurasia: countries and capitals, Atlantic, Arctic and Pacific Oceans, Barents Sea, Sea of Okhotsk, Sea of Japan, Caspian, Black, White, and Baltic Seas, Gulf of Finland, Ural, Caucasus, Tien Shan Mountains, Volga, Lena, Ob, Dnieper Rivers, Kamchatka Peninsula, Siberia, St. Petersburg. 3\. Anglo-North America: countries and capitals, States and Provinces, Great Lakes, Hudson Bay, Pacific, Atlantic & Arctic Oceans, Gulf of Mexico, Rocky, Appalachian Mountains, Mississippi, Missouri, Ohio, Mackenzie Rivers, St. Lawrence Seaway, Mojave Desert. 4\. Middle America: countries and capitals, Pacific and Atlantic Oceans, Caribbean Sea, Lago de Nicaragua, Gulf of Mexico, Golfo de Panama, Istmo (Isthmus) de Tehuantepec, Sierra Madre Oriental, Sierra Madre Occidental, Sierra Maestra, Puerto Rico, Panama Canal, Yucatan Peninsula, Baja Peninsula, Rio Grande (major river), Lesser Antilles, Greater Antilles 5\. South America: countries and capitals, Pacific and Atlantic Oceans, Caribbean Sea, Drake Passage, Estrecho de Magallanes (Straits of Magellan), Andes Mountains, Brazilian Highlands, Guiana Highlands, Patagonia, Pampas, Lake Titicaca, Amazon, Parana, Orinoco Rivers, Atacama Desert 6\. Sub-Saharan Africa (south of the Tropic of Cancer): countries & capitals, Atlantic and Indian Oceans, Gulf of Guinea, Mozambique Channel, Red Sea, Lake Victoria, Niger, Congo (Zaire), Nile Rivers, Ethiopian Plateau, Drakensberg Mountains, Sahara and Kalahari Deserts 7\. North Africa/Southwest Asia: countries and capitals, Indian Ocean, Mediterranean, Red, Black, Caspian, Arabian Seas, Persian Gulf, Gulf of Aden, Gulf of Oman, Straits of Hormuz, Atlas and Hindu Kush Mountains, Plateau of Iran, Nile, Tigris, Euphrates, Jordan Rivers, Suez Canal, Mecca, Istanbul, Sahara Desert, Ar Rub' al Khali 8\. South Asia: countries and capitals, Indian Ocean, Arabian Sea, Gulf of Mannar, Palk Strait, Bay of Bengal, Himalaya, Karakoram, Hindu Kush Mountains, Western Ghats, Eastern Ghats, Nilgiri Hills, Deccan Plateau, Indus, Ganges, Brahmaputra Rivers, Mumbai (Bombay), Calcutta, Chennai (Madras), Karachi, Great Indian Desert (Thar), Mt. Everest. 9\. East Asia: countries and capitals, Gulf of Tonkin, South China, East China & Yellow Seas, Sea of Japan, Taiwan Strait, Korean Peninsula, Tibetan Plateau, Himalaya, Tien Shan Mountains, Yangtse and Huang Ho Rivers, Gobi Desert, Hong Kong, Shanghai, Great Wall, Shikoku, Honshu, Hokkaido, Kyushu, Pacific Ocean, Chunchon, Kyongju 10\. Southeast Asia: countries and capitals, Indian & Pacific Oceans, Gulf of Tonkin, South China Sea, Andaman, Philippine, Celebes, Java and Sulu Seas, Gulf of Thailand, Straits of Malacca, Annamese Cordillera, Mekong, Irrawaddy, Chao Phraya Rivers, Mindanao, Kalimantan, Java, Sumatra, Borneo 11\. Pacific: Japan/Tokyo, Australia/Canberra, New Zealand/Wellington, Papua New Guinea/Port Moresby, Fiji/Suva, Tasmania, Great Sandy Desert, Murray River, Great Dividing Range, Sydney, Melbourne, Perth, Outback, Great Victoria Desert, North Island, South Island, Auckland, Christchurch, Kyushu, Shikoku, Hokkaido, Honshu, Kobe/Osaka, Kyoto, Pacific Ocean, Indian Ocean, Sea of Japan, Tasman Sea, Hawaii ![](writeus.gif)<EMAIL> ##### ![](om.gif) Return to Carol's index page.... ![](earth.gif) ### Go to Department of Geography and Environmental Studies Homepage ![](buton5.gif) ###### This homepage last updated 2/01 <file_sep>Ling 001 Background concepts \| ![](prev.gif)![](up.gif)![](next.gif) ---\|--- Today we'll cover some basic ideas that underly work in linguistics, to help you understand the approach to language that we'll be taking in this course. * * * What is language? The word "language" is used in many different ways. For most linguists, language __ is the pattern of human speech, and -- what most distinguishes linguistics from the everyday use -- the (implicit) systems that speaking and listening rely on. Other phenomena come to be called "language" because of more or less close connections or analogies to this central case: writing, sign languages, computer languages, the language of dolphins or bees. The ordinary-language meaning of the word reflects this process of extension from a speech-related core. Notice the range of meanings in this dictionary entry: [language] --- 1. \| a. \| Communication of thoughts and feelings through a system of arbitrary signals, such as voice sounds, gestures, or written symbols. \| b. \| Such a system including its rules for combining its components, such as words. \| c. \| Such a system as used by a nation, people, or other distinct community; often contrasted with dialect. 2. \| a. \| A system of signs, symbols, gestures, or rules used in communicating: _the language of algebra_. \| b. \| _Computer Science_ A system of symbols and rules used for communication with or between computers. 3. \| \| Body language; kinesics. 4. \| \| The special vocabulary and usages of a scientific, professional, or other group: " _his total mastery of screen language \-- camera placement, editing -- and his handling of actors_ " (<NAME>) 5. \| \| A characteristic style of speech or writing: _Shakespearean language_. 6. \| \| A particular manner of expression: _profane language_ ; _persuasive language_. 7. \| \| The manner or means of communication between living creatures other than humans: _the language of dolphins_. 8. \| \| Verbal communication as a subject of study. 9. \| \| The wording of a legal document or statute as distinct from the spirit. _American Heritage Dictionary, 4th ed._ Note that the phenomena named by the extended senses are quite different from one another. Writing is a system of transcription for speech. * Sign languages used by the Deaf are an expression of the same underlying human capabilities as spoken language, but in a different medium (gesture rather than sound). * Computer languages are artificial systems with some formal analogies (of debatable significance) to the systems underlying human speech. * * * The central role of spoken language, as seen by the first definition in the dictionary entry, is also reflected by the source of the equivalent word in various languages. One common strategy is simply to use the word tongue to express the concept "language": it's one of that organ's most obvious functions in modern humans. * French _langue_ * source of English _language_ as well * Spanish _lengua_ * Greek _glossa_ * Russian _jazyk_ * Irish _teanga_ * Hebrew _l ashon_ * Hausa _harsh ee_ * a Chadic language of Nigeria and Niger * and of course English _tongue_! Another typical source is a word related to a verb such as speak or say , the basic linguistic act; or a noun meaning speech or word(s) , what language consists of. * German _Sprache_ * cf. _sprechen_ "to speak" * Dutch _taal_ * related to English _tale_ * Sanskrit _bh aSa_ * cf. _bh aS-_ "speak" * Mandarin Chinese _y u (yan)_ * also "talk; words, speech" * Japanese _kotob a_ * also "word" * Korean _mal_ * also "words, speech" * Hawaiian _' olelo_ * also "to say" * Alsea _yul_ * also "to speak"; a native language of Oregon * Kashaya _cahno_ * also "to utter" and "word"; a native language of California The core of the field of linguistics has always been the analysis of spoken linguistic structure, and this course will introduce the basic concepts of this disciplinary core. However, there's a lot of intellectual, practical and human interest in other aspects of the study of language, and we'll mention these as well when it's appropriate. * * * What's a dialect? In common parlance, "dialect" implies a nonstandard variety of a language. This can be seen in the first definition below, which uses "language" for the standard variety. (Cf. definition 1c for "language" above.) [dialect] --- 1. \| a. \| A regional or social variety of a language distinguished by pronunciation, grammar, or vocabulary, especially a variety of speech differing from the standard literary language or speech pattern of the culture in which it exists: _Cockney is a dialect of English_. \| b. \| A variety of language that with other varieties constitutes a single language of which no single variety is standard: _the dialects of Ancient Greek_. 2. \| \| The language peculiar to the members of a group, especially in an occupation; jargon: the dialect of science. 3. \| \| The manner or style of expressing oneself in language or the arts. 4. \| \| A language considered as part of a larger family of languages or a linguistic branch. Not in scientific use: _Spanish and French are Romance dialects_. _American Heritage Dictionary, 4th ed._ For linguists, however, no one actually speaks an entire "language"; rather, every utterance occurs in some (social and geographical) dialect of a language. * Different dialects are mutually intelligible varieties of a language. * Different languages are not mutually intelligible with one another. Nonstandard dialects lack prestige, but not logic or communicative function. A dialect may be socially stigmatized, just like a particular word or usage may be; but that says nothing about its linguistic status. * * * Beliefs about language Attitudes toward dialects bring up the fact that linguists and laypeople often have different views toward linguistic issues. There are plenty of valid controversies about language. Some questions are entirely political: * should governments try to accommodate speakers of minority languages? * how important is it to maintain rigorous standards of usage? * is it bad to borrow words from another languages rather than inventing native ones? Other questions are factual, though they have immediate practical consequences: * does bilingual education work? * what are the consequences of oral education for deaf children? * to what extent can ordinary citizens understand legal contracts? * how well do computer speech recognition systems work? Still other questions are mainly interesting to those who care about language itself: * are Korean and Japanese derived from the same ancestral language? * how much of linguistic structure is an innate faculty of the brain, and how much emerges from the experience of communication? Reasonable and informed people can and do disagree about these and innumerable other linguistic issues. Particular arguments may be illogical, or particular claims may be false, as in any debate, but our state of knowledge leaves room for a range of opinions. * * * On the other hand, there are some disagreements about language where one side is just wrong, as wrong as those who believe that the Earth is flat or that it was created out of nothing in 4004 BCE. These include plenty of misconceptions about language among otherwise reasonable people, simply because they have never really learned how language works. * Non-standard dialects are less logical than standard dialects. * Languages degrade over time. * The language that you speak determines the way you think. In this course we'll see why these myths are, in fact, provably wrong. For more examples, see The sci.lang FAQ. * * * " Grammar" When beginning the study of linguistics, it's important to understand what linguists normally mean by the word _grammar_. The following distinction is crucial. Prescriptive grammar : Rules of proper usage that distinguish "good" grammar from "bad" grammar. An example according to this perspective: 1. Good: * He doesn't know. 2. Bad: * He don't know. The perceived problem with #2, of course, is that verbs in standard English generally require the agreement suffix _-(e)s_ when the subject is third person singular, i.e. _does_ rather than _do_. (Not all verbs do this, however: Even in standard English, so-called modal verbs such as _can_ , _will_ , _should_ , etc. never take this agreement suffix. So clearly subject-verb agreement is not necessary for the language to function! Many languages dispense with it entirely, such as Swedish and Chinese.) * * * Descriptive grammar : What native speakers know about their language in order to make use of it. A similar example according to this perspective: 1. Grammatical (depending on dialect, style, etc.): * He doesn't know. * He don't know. 2. Ungrammatical (regardless of style): * *He not know. * *He known't. * *Not know he. (The asterisk means "ungrammatical" in the linguistic sense, i.e. inconsistent with the native speaker's knowledge and use of the language.) For a linguist, the sentences in #1 both illustrate a fundamental property of English, called do-support : when most verbs take the negative word _not_ , they require addition of the verb _do_ because the main verb is not permitted to bear the negation itself. > The same thing happens in questions: > > *Do you know them? > Know you them?** Compared to this rather odd and interesting restriction -- it's unknown in most languages -- the question of whether or not the agreement suffix _-(e)s_ is present seems quite boring from a scientific point of view. * * * It's often said that nonstandard dialects are inferior to the standard dialect (usually called "language" in this context) because they are less logical, or simplified versions of the standard. In fact, the rules by which nonstandard dialects work are often more logical or more complex than those of standard dialects. An example of greater logic : > The nonstandard reflexive pronouns hisself _,_ theirselves use the possessive pronoun just like _myself, yourself, ourselves_ do. \| my hat \| my self ---\|---\|--- \| your hat \| your self \| his hat \| his self \| her hat \| her self \| our hats \| our selves \| your hats \| your selves \| their hats \| their selves > Standard himself _,_ themselves irregularly use the object pronoun form in two (or three) instances. \| _my_ hat \| see me \| my self ---\|---\|---\|--- \| _your_ hat \| see you \| your self \| his ** hat \| see _him_ \| him self \| _her_ hat \| see _her_ \| her self \| _our_ hats \| see us \| our selves \| _your_ hats \| see you \| your selves \| their hats \| see _them_ \| them selves An example of greater complexity : > A nonstandard double negative ( _I don't see nothing_ ) is actually the agreement with the negative marker _not_ modifying entire clause. > > When the subject of the sentence needs to take this copied negation, the order is reversed, since the _not_** has to occur to the left of the agreeing word. > >> Ca _n't_ _nobody_ hold me down. > * _Nobody_ ca _n't_ hold me down. > * _Nobody_ can hold me down. _(ungrammatical in this dialect)_ > > If necessary, _ain't_ is added as a kind of negative support (similar to standard do-support). > >> Ai _n't_ _nobody_ saw me. > __ _Nobody_ saw me. _(ungrammatical in this dialect)_ > > By the way, many "standard" languages use double negatives all the time, including French, Spanish, and Russian. > >> I do _n't_ see _nothing_. >> >> Je _ne_ vois _rien_. > _No_ veo _nada_. > _Nichevo_ _ne_ vizhu. * * Arbitrary correctness For the most part, judgments about what type of language is "right" and what type is "wrong" is an accident of history. The following example illustrates how arbitrary it can be at times. <NAME>, in _Columbia Magazine_ , 11/83, points out that there is a historical tendency for the _-ed_ ending to drop in commonly used terms that start out as phrases of the form _Verb-ed Noun_ : _Newer (reduced) Form_ \| _Older (full) Form_ ---\|--- \| skim milk \| skimmed milk ice cream \| iced cream popcorn \| popped corn roast beef \| roasted beef wax paper \| waxed paper \| ice tea \| iced tea \| whip cream \| whipped cream cream corn \| creamed corn Many of these terms are now standard without the _-ed_ , such as _ice cream_ , and they sound odd in the older form. For example, Mr. Burns on "<NAME>" is known for his old-fashioned way of talking, as illustrated by the use of _-ed_ in places where it has generally been abandoned. "I feel like such a free spirit, and I'm really enjoying this so-called ... _iced_ cream. " \| ![](burns.gif) ---\|--- _Montgomery Burns in The Simpsons Episode 1F05, Bart's Inner Child_ Other phrases have not achieved this status yet, and sound distinctly informal without _-ed_ , such as _cream corn_. But in linguistic structure, they are identical; the relative status depends not on "logic" or "grammatical correctness" in any meaningful sense, but rather on what has achieved social acceptability. Here's a current example. I have noticed lately that CD's and DVD's are often sold in box sets rather than boxed sets , though both terms are common. Two web searches on Google, a year apart, found evidence of an increasing preference for "box set": \| _January 2001_ \| _January 2002_ ---\|---\|--- " box set" \| 144,000 hits \| = 59% \| 333,000 hits \| = 66% " boxed set" \| 98,700 hits \| = 41% \| 172,000 hits \| = 34% I personally find the phrase _box set_ rather odd -- I expect to see "a set of boxes" \-- but clearly many other speakers of the language have a different point of view. Either term has ample precedent in English ( _skim milk_ , _creamed corn_ ); I just haven't gotten used to this particular phrase yet. Given the usual trend, and the preference reflected in the web search, _box set_ is likely to win out. I'll just have to get used to it, as others in the past had to get used to _ice cream_ when they had grown up saying _iced cream_. Those who don't adjust will eventually sound like Mr. Burns. * * * It's instructive to think of attidutes toward language usage as a kind of fashion. ![](ElizabethPor.gif) \| Some styles are hopelessly outdated. Speaking today in Elizabethan English, such as asking your roommate Hast thou bought the detergent?, would be absurd. ---\|--- Other styles are appropriate today, if not in every circumstance. Whom did you see? is good, but formal, modern English. It would be silly to ask your friend, Whom did you see at the frat party? \| ![](elizabeth_II_crown.jpg) ---\|--- ![](amidala.jpg) \| Still other styles are complete fantasy. Similarly, some standards of usage have no basis in English grammar, such as the prohibition on split infinitives. (This prohibition was based on the fact that a Latin infinitive is a single word, e.g. _amare_. Since Latin was consider the "ideal" language, the silly conclusion was that English two-word infinitives such as _to love_ should be treated as if they were one word as well!) ---\|--- Importantly, however, particular styles are appropriate for some contexts but not for others \-- depending on whether you're accepting an Oscar, chatting on a talk show, or battling evil. ![](hilary_swank.jpg) \| ![](oprah_bette.jpg) ---\|--- ![](lucy_liu.gif) Similarly, you have to adopt different speaking styles \-- and different grammatical usages -- depending on the situation, audience, and purpose of communication. None of these is necessarily "better" than the others from a linguistic point of view, but one style will usually be the most appropriate in any given circumstance. * * * Changing fashions Linguists like to poke fun at prescriptivists by citing some historical objections that are hard to understand today. This is a bit unfair, since of course the examples are selected from cases where complaint and ridicule failed to stem the tide of change. One might also cite a set of linguistic innovations that died out instead of taking over. On the other hand, people generally feel compelled to speak out against a particular usage just in case it is spreading. In 1837, the Englishman Captain <NAME> ridiculed the following American usages, which all seem perfectly reasonable today (though some, especially _stoop_ , do retain a certain informal character). \| fix \| instead of \| prepare ---\|---\|---\|--- \| strike \| \| attack \| great \| \| splendid \| right away \| \| at once \| stoop \| \| porch In books like _Words and Their Uses_ ** (1870) and _Everyday English_ (1880), American Richard <NAME> objected to > "words that are not words, ... a cause of great discomfort to all right thinking, straightforward people." His examples of "non-words" included: > reliable (1850) > telegraph (1794) > donate (1845, U.S.) > jeopardize (1828, though once in 1646) > gubernatorial (1734 and 1809, both in U.S.) These were relatively new creations at the time (as indicated by first recorded uses shown), and thus did not have the level of acceptance they do today -- since they're quite well established now. > In 1828, <NAME> wrote the following about _jeopardize_ : > >> "This is a modern word used by respectable writers in America, but synonymous with _jeopard_ , and therefore useless." > > Now it's the shorter word that's useless, or rather unused. > > In fact, while well attested from 1374-1654, _jeopard_ was already marked obsolete in Samuel Johnson's dictionary of 1755\. Vesey said this about _jeopard_ in 1841: > >> "it is quite out of use," and its attempted revival "indicates rather a spirit of research than good taste." White also objects to words that are really words, but are "constantly abused": _Good_ \| _Bad_ \| _Comments_ ---\|---\|--- pitcher \| jug \| remainder \| balance \| overtake \| catch \| earth \| dirt \| "dirt means filth, and primarily filth of the most offensive kind." leading article \| editorial \| wharf \| dock \| "docks must be covered" send \| transmit \| oversee \| supervise \| condemn \| repudiate \| home \| residence \| recover \| recuperate \| killed \| executed \| "a perversion" settle \| locate \| "insufferable" convince \| persuade \| "vulgar" good \| splendid \| "coarse" jewels \| jewelry \| "of very low caste" ? \| caption \| "laughable and absurd" iced cream \| ice cream \| _(remember Mr. Burns?)_ Note that Marryat and White, only 33 years apart though on opposite sides of the Atlantic, have quite different views regarding the use of spendid. Also, both verbs convince and persuade** are perfectly acceptable now, but prescriptivists require _convince that_ but _persuade to_. Again, these perspectives are essentially arbitrary. You certainly have to pay attention to the prevailing standards in order to use language in a way that will be considered "standard" or prestigious, but the details themselves are a matter of fashion. syllabus schedule \| ![](prev.gif)![](up.gif)![](next.gif) ---\|--- _<EMAIL>_ <file_sep># Selected Bibliography of Stage Lighting Literature * * * * Auerbach, Bruce, editor. _Practical Projects for Teaching Lighting Design, A Compendium_. New York: USITT. 1990. Practical lab projects which can be used in a lighting class. * Bellman, <NAME>. _Lighting the Stage, Art and Practice_ , 2nd edition. 1974. Detailed basic college/university text. Includes units on both the technical and artistic aspects of stage lighting. There are appendixes on projected scenery and lighting the arena and thrust-apron stage. * <NAME>. _The Art of Stage Lighting_ , 2nd ed. London: Pitman. 1976 A very good British text. * Bergman, <NAME>. _Lighting in the Theatre_. Stockholm: Almqvist & Wiksell International. 1977 A survey of the history and development of theatrical lighting. * <NAME> and <NAME>. _Theatre Lighting from A to Z_ Seattle: University of Washington Press. 1992. A dictionary approach to stage lighting. * <NAME>. _Modern Theatre Lighting_. New York: Harper. 1957 A basic college/university text. * <NAME>. _Lighting and the Design Idea_. Fort Worth: Harcourt Brace College Publishers. 1997. A college level text, from the lighting professor at the University of Wisconsin, which emphasizes art over equipment. * Fuchs, Theodore. _Stage Lighting_. New York: B. Blum. 1963 The first stage lighting text (originally published in 1929); much information still of value. Available in reprint. * <NAME>. _Stage Lighting for Amateurs_ , 4th ed. London: J. Garnet Miller Ltd. 1955. British practices used in amateur theatre. * <NAME>. _Theatre Lighting: A Manual of the Stage Switchboard_. New York: DBS Publications. 1970 (1930) Lighting as practiced on the early 20th century productions of David Belasco. * <NAME>. _Light on the Subject, Stage lighting for directors and actors and the rest of us_. New York: Lime Light Editions. 1989. A non-technical introduction to stage lighting for directors and actors. Contains units on lighting instruments, the hook-up, the focus, the light plot, lighting control, areas and angles, levels and cues, the cue sheet and tracking sheet, concept, color, crew, and manners. * <NAME>. _A Process for Lighting the Stage_. Boston: Allyn and Bacon. 1990. An advanced college/university text. British practice. * <NAME>. _A Method of Lighting the Stage_ , 4th edition. New York: Theatre Arts Books. 1958. An early, basic college/university text by the father of lighting instruction in the Unived States. Contains units on lighting the acting area, blending and toning, lighting the background, and creating special effects. The technical elements are now some what out-of-date. * McCandless, Stanley. _A Syllabus of Stage Lighting_. Self published. 1956. An advanced lighting text. * <NAME>. _Stage Lighting in the Boondocks_. Contemporary Drama Services (Arthur Meriwether Inc. Education Resources). 1981 Theatrical lighting in non-theatre settings using "improvised" equipment. * <NAME>. _Concert Lighting: Techniques, Art, and Business_. Boston: Focal Press. 1989. A very readable manual written by one of the leading lighting designers in the concert field. * <NAME>. _Photometrics Handbook_. Shelter Island, NY: Broadway Press. 1992. Published photometric data (intensity and beam spread), pulled from manufacturers' spec sheets, for "obscure" lighting equipment. * <NAME>. _The Lighting Art, The Aesthetic of Stage Lighting Design_ , 2nd edition. Englewood Cliffs, NJ: Prentice Hall. 1994. An advanced college/university lighting text. * <NAME>. _Stage Lighting_ , rev. ed. New York: D. Van Nostrand Company. 1979. The most readable semi-text about the actual working of the business; good illustrations. British practice. * <NAME>. _Stage Lighting Design: The Art, the Craft, the Life_. Design Press. 1997 A rewrite of Pilbrow's earlier text. * <NAME>. _The ABC of Stage Lighting_. New York: Drama Book Publishers. 1992 A dictionary approach to British practice. * <NAME>. _The Stage Lighting Handbook_ 3rd edition. New York: Theatre Arts Books/Metheun. 1987 A basic book of British practice from the president of Strand Lighting. * <NAME> and <NAME>. _The Magic of Light_. Boston: Little, Brown and Company in association with Theatre Arts Books. 1972. Excellent volume with Ms Rosenthal's career and design philosophy plus plots for the original Broadway productions of _Plaza Suite_ and _Hello Dolly!_. * Rubin, <NAME>. and <NAME>. _Theatrical Lighting Practice_ New York: Theatre Arts Books. 1954 An analysis of American theatrical lighting in the 1950s. Contains chapters on collegiate practices, commercial indoor productions (drama, musicals, dance, opera), arena productions (musical, drama, ice shows), open-air productions, puppetry, and television. Now out of print. * <NAME>, Ulf. _Stage Lighting Controls_. Oxford: Focal Press. 1997. An indepth study of the evolution, design, and operation of an electronic, computer assisted lighting control systems. * Shelly, <NAME>. _A Practical Guide to Stage Lighting_. Boston: Focal Press. 1999. A "nuts and bolts" examination of some of the tools and methods used by the lighting designer. * Warfel, <NAME>. and <NAME>. _Color Science for Lighting the Stage_. New Haven: Yale University Press. 1981. Contains color maps and CIE color co-ordinates for Cinegel, Cinemoid, Dura 60, Geletran, GPC, Lee, Roscocolar, Roscolene, and Roscolux. * Warfel, <NAME>. _The New Handbook of Stage Lighting Graphics_. New York: Drama Book Publishers. 1990 An indepth study of lighting design documentation: i.e. light plots, hook-up charts, focus sheets. * <NAME>. _Lighting Design Handbook_. New York: McGraw-Hill,Inc. 1990. An excellent survey of current American lighting practice. Includes units on musical (opera, dance, revues, operetta, musical comedy) and nonmusical (proscenium, arena, thrust stage, dinner theatre, avant-garde) theatre. There are additional units on photographic, concert, architectual, and industrial lighting. Stage Lighting Home Page * * * E-mail questions and comments to <NAME> at <EMAIL>. Posted: January 8, 2001 (C) 2001 by <NAME>, Northern State University, Aberdeen, SD 57401 <file_sep>![Header: Washington State University - Soil Physics & Environmental Biophysics](SPhysicsheader.gif) *Soils 414/514 - Environmental Biophysics Spring 2002 Instructor: <NAME> 251 <NAME>, 335-3661 Office Hours: M10:10-11am and by appointment (please note: I rarely will be in my campus office during other times) Off-campus office: Decagon Devices, 950 NE Nelson Ct., 332-0261 ext. 44, (I will typically be in my off-campus office) <EMAIL> _(_ _email_ _is a great way to contact me!)_ TA: Nu Nu Wai 235-A Johnson Hall Phone: 335-7817 Dept. of Crop and Soil Science. email: <EMAIL> Office Hours: Tu/Thur 9:10-10 AM Course Format : Two 50-minute lecture periods: M and W, 9:10-10:00am _Location: _ Pullman (Johnson 120). While not required, it is recommended that the associated lab class (415/515) be taken simultaneously. Course Prerequisites _:_ 414 - Upper division standing in biological, physical, or earth sciences, or engineering 514 - Graduate standing in biological, physical, or earth sciences, or engineering Text: <NAME> and <NAME>. 1998. _An Introduction to Environmental Biophysics, 2 nd ed._ Springer Verlag, New York. Course Objective** Students will use physical principles and reasoning to describe microenvironments of living organisms and energy and mass transfer between organisms and their environment. Within this objective, more specific _course goals_ include: * Increased understanding of microclimates and their effect on organisms; * Learning to _understand and work with_ mathematical expressions to make estimations where measured values are lacking; * Learning to use microclimatic variables and transfer laws and associated mathematical expressions to estimate transfer of energy, water, and gases between organisms and the environment. Topic Outline I. _Principles of_ and _mathematical expressions for_ physical microenvironment variables \- Temperature \- Water (vapor and liquid) \- Wind \- Radiation II. Simple models of energy and mass exchange \- Overview of transport laws \- Conduction and diffusion \- Convection and turbulence III. Applications \- Soil temperature and heat flow \- To animals \- To plant leaves, canopies Evaluation of Learning: _Quizzes_ : Approximately seven (7) announced quizzes (15 to 30 min long) will be given over the semester, including one in the scheduled final exam period (TBA). Because an important part of the class is learning how to _choose and use_ the relevant equations, students will be allowed to bring one 3 x 5 index card to each quiz containing equations relevant to material covered (in other words, _understanding_ and _use_ of equations is emphasized, not memorization!). _Homework_ : Due to the abundance of new terms and equations in each section, homework will be given frequently. These assignments will consist of problems to be solved using the principles and relations in past and current course material, as well as discussion questions designed to draw relationships between the subject material and our every day lives. The homework will be checked but not graded other than for participation. Each assignment will be worth 1 point. The homework total will carry the same weight as one quiz (below). In some cases the problems may include a computer exercise, given by the instructor or available on the Internet. The problem portion of the assignments should be submitted neatly on paper. SHOW ALL WORK when solving problems. The major goal of the problem sets is to give you practice working with the concepts and relationships described in class. (The online discussion portion of the assignments does not need to be printed out.) Your time spent on these assignments will greatly aid in your understanding of the fundamentals. _Class attendance_ is considered to be an essential component of this course. Class participation is encouraged, especially if questions and comments reflect thought and preparation of the material. _514 Requirements_ : In addition to the homework and quizzes discussed above, students enrolled in 514 are also required to complete and present (written and oral) an independent research project. 514 students are required to meet an additional hour (arranged time) approximately weekly to plan and discuss the research projects, including related literature and skills necessary to carry out the research. \- The project will involve data analysis or modeling relevant to the student's own field of interest. A journal-quality written report of the project and results is due to the instructor by April 21. A 10 minute professional-quality oral presentation of the work and findings will be given to the group taking the 500-level version. More details will be provided in a separate handout. \- Students who are also enrolled in 515 may combine research projects for the two classes so that the project can involve both field data collection and modeling/analysis. _Final Grade Determination:_ 414 \- Grades will be based on the scores of the quizzes plus completion of the homework. 514 \- The research project and presentation will account for 20% of the final grade. The remaining portion of the final grade will be based on the scores of the quizzes plus completion of the homework (80%). Students with Disabilities: Reasonable accommodation will be made for students who have a documented disability. Please notify the instructor during the first week of class of any accommodation needed for the course. Late notification may mean that the requested accommodation cannot be made. _* Crosslisted as Env.Sci. 414, and also through the Botany Program at Univ. of Idaho_ Questions/Comments? ![](grey1.gif) _Return to Soils 414 homepage_ Dept. of Crop and Soil Sciences Washington State University Pullman, WA 99164-6420 * * * Copyright (C) Washington State University Disclaimer _Modified 1/08/01_ _<NAME>_ <file_sep>![](../../../graphics/banners/reg_temp2.gif)![](../page-banner-aci.gif) FALL 2001 This information effective for Fall 2001. Check with instructor the first day of class for any changes. * * * # History #### [HIS-008] [HIS-010] [HIS-026] [HIS-080F] [HIS-124] [HIS-150B] [HIS-194U] [HIS-196W] [HIS-208B] ## * * * 8\. U.S. and Japanese Films of World War II Fall 2001 Instructors: <NAME>, <NAME> Go to: http://humwww.ucsc.edu/history/history8 [top of page] ## * * * 10\. Theories of History / Theories of Society Fall 2001 Instructor: <NAME> Go to: http://ic.ucsc.edu/~traugott/hist10/ [top of page] ## * * * 26\. Memories of World War II in the U.S. and Japan Fall 2001 Instructors: <NAME>, <NAME> Go to: http://humwww.ucsc.edu/history/history26 [top of page] ## * * * 80F. Cinema and History in Europe: The First One Hundred Years Instructor: <NAME> ### Course Description: This course will survey the history of cinema in Europe from its invention in the 1890s to the present. Each week will highlight one of the major moments or movements in the history of cinema as well as one or more outstanding directors. Emphasis will be placed on the historical context of selected films and of the national film industries that produced them, as well as on innovations of style and technique. The course has no prerequisites and is open to everyone. Course requirements: participation in discussion sections, two five-page papers, and a final examination. The syllabus below will undergo some revision, and, of course, we will not attempt to view in class all of the films listed (though we will see clips from almost all of them). We'll see one complete film each week, and we may supplement the regular lectures with some special night screenings to accommodate longer films. #### 1\. The Birth of Cinema: France And Italy, 1895-1905 Films: _Exiting the Factory, Arrival of a Train at La Ciotat,_ and _Demolition of a Wall_ (c.1895) by the Lumi ere brothers _A Trip to the Moon_ (1902) and _An Impossible Voyage_ (1904) by <NAME> _Cabiria_ (1915) by <NAME> Reading: <NAME> and <NAME>, _Film History, an Introduction,_ pp. 1-28 <NAME>, _Republic of Images: a History of French Filmmaking,_ pp. 1-47 <NAME>, "First Takes: A Hundred Years Ago at the Movies," _The New Republic_ (June 12, 1995) <NAME>, "Style and Medium in Motion Pictures," in _Film: An Anthology,_ ed. Daniel Talbot #### 2\. The Haunted Screen: Germany and Scandinavia, 1919-1932 Films: _The Cabinet of Dr. Caligari_ (1919) by <NAME> _Nosferatu_ (1922) and _The Last Laugh_ (1924) by <NAME> _Metropolis_ (1925) and _M_ (1931) by <NAME> _The Joyless Street_ (1925) and _Pandora's Box_ (1928) by <NAME> _Berlin, Symphony of a Great City_ (1928) by <NAME> _The Outlaw and His Wife_ (1917) by <NAME> _The Passion of Joan of Arc_ (1928) and _Vampyr_ (1932) Reading: Thompson & Bordwell, pp. 56-58, 63-69, 105-127 <NAME>, "Nosferatu," in _Raritan_ (1990) <NAME>, "Caligari," in _Film: An Anthology_ <NAME>, _The Cabinet of Dr. Caligari_ #### 3\. Cinema and Revolution: The Soviet Union, 1924-1934 Films: _Aelita, Queen of Mars_ (1924) by <NAME> _Potemkin_ (1926) and _October_ (1927) by <NAME> _The End of St. Petersburg_ (1927) by <NAME> _Earth_ (1930) by <NAME> _The Man With the Movie Camera_ (1929) by <NAME> Reading: Thompson and Bordwell, pp. 128-154 <NAME>, "Potemkin," in _Great Directors,_ ed. Leo Braudy #### 4\. Poetic Realism and Heroic Paganism: France and Germany, 1929-1944 Films: _Zero for Conduct_ (1933) and _L'Atalante_ (1934) by <NAME> _A Day in the Country_ (1936) and _The Rules of the Game_ (1939) by <NAME> _Le Quatorze Juillet_ (1934) by <NAME> _Quai des brumes_ (1938), _Le Jour se l eve_ (1939), and _The Children of Paradise_ (1944) by <NAME> _Triumph of the Will_ (1936) and _Olympia_ (1938) by <NAME> Reading: Thompson & Bordwell, pp. 322-343, 304-313, 320 <NAME>, _Republic of Images,_ pp.214-242 <NAME>, "A Day in the Country" <NAME>, "The Period Paris of Rene Clair," _TLS_ (May 6, 1977) <NAME>, "Fascinating Fascism," in _Movies and Methods,_ ed. <NAME> <NAME>, "The Ministry of Illusion," _Film Comment_ #### 5\. Neorealism: Italy, 1944-1960 Films: _Rome, Open City_ (1944), _Paisan_ (1946), and _L'Amore_ (1948) by <NAME> _Bicycle Thieves_ (1948) and _Umberto D_ (1951) by <NAME> _I Vitelloni_ (1958) by <NAME> _Il Grido_ (1957) by <NAME> _Rocco and His Brothers_ (1960) by <NAME> Reading: Thompson & Bordwell, pp. 313-320, 415-420, 502-504 <NAME>, "<NAME>: Miracle Worker," _Film Comment_ (November-December 1993), pp.42-47 #### 6\. A Mirror for England: British Cinema, 1930-1960 Films: __ _The 39 Steps_ (1935) and _The Lady Vanishes_ (1938) by <NAME> _Fires Were Started_ (1943) by <NAME> _I Know Where I'm Going_ (1944) by <NAME> _Great Expectations_ (1948) by <NAME> _Odd Man Out_ (1949) by <NAME> _Kind Hearts and Coronets_ (1949) by <NAME> _Time Without Pity_ (1958) by <NAME> _Look Back in Anger_ (1958) by <NAME> Reading: Bordwell & Thomson, 265-273, 553-556 <NAME>, "Reeds and Trees," _Film Comment_ (July-August, 1994), pp.14-23. #### 7\. New Wave: France, 1955-1970 Films: _The Earrings of Madame de..._ (1954) by <NAME> _Lola_ (1961) by <NAME> _Breathless_ (1960) by <NAME> _The 400 Blows_ (1960) and _Jules and Jim_ (1961) by <NAME> _Elevator to the Gallows_ (1959) by <NAME> _My Night at Maud's_ (1969) by <NAME> _Les Biches_ (1969) by <NAME> Reading: <NAME>, _Republic of Images,_ pp.327-353 Thompson & Bordwell, pp. 522-531 <NAME>, "Les Auteurs Terribles," interview with <NAME>, in _Film Comment_ (November-December 1992), pp. 24-35 <NAME>, "La Belle Dame Sans Merci," in _Film Comment_ #### 8\. Cinematic Modernism, 1950-1980 Films: _The Discreet Charm of the Bourgeoisie_ (1972) by <NAME> _Blow-Up_ (1966) by <NAME> _Persona_ (1968) by <NAME> _The Spirit of the Beehive_ (1980) by <NAME> Reading: Thompson & Bordwell, pp. 495-500, 504-506, 514-515 <NAME>, _"Persona,"_ and <NAME>, _"Persona:_ The Film in Depth," in _Great Directors_ <NAME>, _"Blow-Up:_ From the Word to the Image," in _Great Directors_ #### 9\. Cinema Paradiso? Films: _The Double Life of Veronique_ (1990) and _Red_ (1994) by <NAME> _Cinema Paradiso_ (1989) by <NAME> Reading: <NAME>, "To Save the World: Kieslowski's THREE COLORS Trilogy," _Film Comment_ (November-December, 1994), pp. 10-20 <NAME>, "The Decay of Cinema," _The New York Times Magazine_ (February 25, 1996), pp. 60-61 [top of page] ## * * * 124\. Revolution in France Fall 2001 Instructor: <NAME> Go to: http://ic.ucsc.edu/~traugott/hist124/ [top of page] ## * * * 150B. History of China: Qing China 1644 - 1911 Instructor: <NAME> Office: Merrill 111 Phone: 459-4041 E-mail: <EMAIL> ### Course Description: This course will examine the history of late imperial China in the Qing dynasty (1644-1911). Whenever possible, we will look at what Chinese people have said about themselves in fiction, poetry, philosophical discourse, and memoir. Using visual images and artifacts as well as written documents, we will explore Chinese society as it was understood by inhabitants of the Chinese empire and by outsiders, and trace its transformation over time. We will pay particular attention to the daily life of ordinary people, but will not neglect the forces that helped to shape that life: intellectual and religious beliefs, the imperial state, village and urban economic activity, ethnic conflict, gender relations, family and kinship practices, and millenarianism and rebellion. The final section of the course will focus on the crisis of social and political arrangements in the late imperial state, the effects of foreign imperialism and peasant rebellion in the nineteenth century, and the collapse of China's dynastic system in 1911. In addition to attending class and discussion sections, students will write two five-page essays on assigned topics and complete a map quiz, a midterm, and a final. #### Readings include: * Spence, _The Search for Modern China_ * Cheng and Lestz, _The Search for Modern China: A Documentary Collection_ * Kuhn, _Soulstealers: The Chinese Sorcery Scare of 1768_ * Mann, _Precious Records: Women in China's Long Eighteenth Century_ * Cohen, _History in Three Keys: The Boxers as Event, Experience, and Myth_ A required course reader also will be provided. [top of page] ## * * * 194U. China Since the Cultural Revolution: Histories of the Present Instructor: <NAME> Office: Merrill 111 Phone: 459-4041 E-mail: <EMAIL> ### Course Description: This seminar will explore histories of the present in China, focusing on several intervals of intense political upheaval (the Cultural Revolution of 1966-76 and the popular movement of 1989) and more extended intervals of rapid change (the economic reforms of the past two decades). We will analyze the tensions that led to the Cultural Revolution and trace its tumultuous development. Then we will examine the construction of collective historical memory of the Cultural Revolution, drawing upon the writings of Chinese novelists, essayists, and historians. We will look at Chinese society during the post-Mao reforms, exploring the social, economic, and political factors in the appearance and suppression of the 1989 popular demonstrations. Finally, we will trace the development of new class, gender, and ethnic relations over the past decade. We will meet twice a week. Since discussion is the heart of this course, you should complete the assigned readings before each class session and come prepared to share your opinions, observations, and questions. Prior to each class meeting, you will be expected to turn in a 1-2 page typed summary of the readings and your reactions to them. You will also research and write a brief bibliographic essay and a paper of 20-25 pages on a topic of your choice related to the course. At various points during the quarter, each student will present her or his research and serve as critic for another student's research. Your final grade will be based upon participation in class discussion, the informal written summaries, your class presentations, and your research paper. Several films will be shown in conjunction with this course. Since the class size is limited and everyone's participation is important, I ask that you notify me in advance if you must miss any class session. Readings will be drawn from (but not be limited to) the following: * MacFarquahar, _The Origins of the Cultural Revolution_ (excerpts) * Schram, _Chairman Mao Talks to the People_ (excerpts) * Gao, _Born Red_ * Chen, _Colors of the Mountain_ * Rofel, _Other Modernities_ * Chan et al., _Chen Village Under Mao and Deng_ * Calhoun, _Neither Gods Nor Emperors_ * Weston and Jensen, _China Beyond the Headlines_ * Schein, _Minority Rules_ (excerpts) * Litzinger, _Other Chinas_ (excerpts) A course reader will also be provided. [top of page] ## * * * 196W. Studies in World History: Settler Colonial Nationalisms Instructor: <NAME> Office: Merrill 112 Phone: 459-2287 (messages: 459-2855) e-mail: <EMAIL> ### Course Description: In this seminar in world history, we will examine settler colonial nationalisms. European colonial rule took a variety of different forms: exploitation colonies, settler colonies, and plural societies. For our purposes, we can divide settler colonies into two types: contested and uncontested. Unlike the New World and Oceania, where indigenous populations suffered devastating decline soon after contact, the relative demographic balance between indigenous and Euro-American societies in the contested settler colonies of Ireland, temperate Africa, and Palestine tended to favor indigenes. It is these societies that are the object of concern in this seminar. In an effort to get beyond the manichaean formulations that otherwise inhibit their study - colonizer and colonized, white and black, modern and traditional - this course explores the social roots of politics in settler colonies in comparative historical perspective. Common readings will focus on the cases of Ireland, Algeria, South Africa, and Israel/Palestine. Readings: For the first six weeks, we will read materials in common in an effort to develop a common language of inquiry and shared framework of analysis. Students are encouraged to consider the parallel and shared histories of both settlers and natives using the tools of social and cultural analysis, through an examination of the following topics: the land question, metropolitan/settler relations, strategies of control, popular culture, and nationalisms. Written work: For the first six weeks, students will do the assigned worksheet each week. In addition, they will do one short paper on a topic to be assigned. In the final four weeks, students will select a term paper topic with the consent of the instructor, present a oral report on their research, submit the first draft for criticism, then revise the paper and submit the final draft. [top of page] ## * * * 208B. Graduate Seminar: Readings in American History, 1800 to 1900 Instructor: <NAME> (<EMAIL>) ### Course Description This course has two interconnected purposes. It aims to introduce the student to ways that scholars have identified and analyzed some salient issues and trends in the history of the nineteenth-century United States. Simultaneously, it showcases disputes among historians and changes that have taken place over time in the ways that historians have grappled with such historical topics. ### Course Requirements All students are expected to attend all meetings of the seminar and to complete all verbal, reading, and written assignments on time. During the course of the quarter, each student will write five brief essays (each approximately 5 pages in length) discussing the readings assigned in a given week. Students who write for a given week will also be expected to take a leading role in that week's seminar discussion. #### Assigned Texts (all paperback) * <NAME>, _Evangelicals and Politics in Antebellum America_ (Tennessee, 1997) * <NAME>, _Women and the Work of Benevolence: Morality, Politics, and Class in the Nineteenth Century United States_ (Yale, 1992) * <NAME>, _To 'Joy My Freedom: Southern Black Women's Lives and Labors after the Civil War_ (Harvard, 1997) * <NAME>, _A Shopkeeper's Millennium: Society and Revivals in Rochester, New York,_ 1815-1837 (Hill & Wang, 1978) * <NAME>, _The Challenge of Interracial Unionism, 1878-1921_ (North Carolina, 1999) * <NAME>, _Masters of Small Worlds: Yeoman Households, Gender Relations, and the Political Culture of the Antebellum South Carolina Low Country_ (Oxford, 1995) * <NAME>, _That Noble Dream: The "Objectivity Question" and the American Historical Profession_ (Cambridge, 1988) * <NAME>, _Colony and Empire: The Capitalist Transformation of the American West_ (Kansas, 1994) * <NAME>, _The Work of Reconstruction: From Slave to Wage Laborer in South Carolina, 1860-1870_ (Cambridge, 1994) * <NAME> and <NAME>, eds., _The Market Revolution in America: Social, Political, and Religious Expressions, 1800-1880_ (Virginia, 1996) In addition, a course packet will be available in class during the first week of the quarter. ### Class Schedule #### Week 1: Introduction <NAME>, _That Noble Dream: The 'Objectivity Question' and the American Historical Profession_ (Cambridge, 1988), entire. <NAME>, "Social History," in Eric Foner, ed., _The New American History Temple,_ 1997), pp. 231-56. #### Week 2: Slavery and the Antebellum South <NAME>, "The Slavery Experience," in _Interpreting Southern History_ (Louisiana, 1987), ed. <NAME> and <NAME>, pp. 121-161. <NAME>, "Slavery and Development in a Dual Economy: The South and the Market Economy," in _The Market Revolution in America,_ pp. 43-73. <NAME>, _Roll, Jordan, Roll: The World the Slaves Made_ (Pantheon, 1974), pp. 3-7. <NAME>, _The Black Family in Slavery and Freedom_ (Pantheon, 1976), pp. 3-37, 303-320. <NAME>, _Masters of Small Worlds: Yeoman Households, Gender Relations, and the Political Culture of the Antebellum South Carolina Low Country_ (Oxford, 1995) #### Week 3: Economic Change in the Antebellum North "Introduction," in _The Market Revolution in America,_ pp. 1-20. <NAME>, "The Consequences of the Market Revolution in the American North," in _The Market Revolution in America,_ pp. 23-42. <NAME>, _A Shopkeeper's Millennium: Society and Revivals in Rochester, New York, 1815-1837_ (Hill & Wang, 1978). #### Week 4: Women's History <NAME>, "U. S. Women's History," in Foner, ed., _The New American History_ (1997), pp. 257-84. <NAME>, "Beyond the Search for Sisterhood: American Women's History in the 1980s," _Social History,_ 10 (1985): 299-321. <NAME>, "Separate Spheres, Female Worlds, Woman's Place: The Rhetoric of Women's History," _Journal of American History,_ 75 (1988): 9-39. <NAME>, "Native American Women and Agriculture: A Seneca Case Study," originally published in _Sex Roles: A Journal of Research,_ 3 (1977). <NAME>, _Women and the Work of Benevolence: Morality, Politics, and Class in the Nineteenth Century United States_ (Yale, 1992). #### Week 5: Labor History <NAME>, "Comrades and Citizens: New Mythologies in American Historiography," _American Historical Review,_ 90 (1985): 614-38. <NAME>, "The New Labor History and the Powers of Historical Pessimism," originally published in the _Journal of American History,_ 75 (1988): 115-36. <NAME>, "A New Agenda for American Labor History: Gendered Analysis and the Question of Class," _Perspectives on American Labor History: The Problems of Synthesis_ (Northern Illinois, 1989), pp. 217-34. <NAME>, "White Slaves, Wage Slaves, and Free White Labor," in _The Wages of Whiteness: Race and the Making of the American Working Class_ (Verso, 1991), pp. 65-95. <NAME>, _The Challenge of Interracial Unionism, 1878-1921_ (North Carolina, 1999) #### Week 6: The Crucible of Culture <NAME> and <NAME>, "Ethnicity and Immigration," in Foner, ed., _The New American History_ (1997), pp. 353-74. <NAME>, "From _The Uprooted_ to _The Transplanted:_ The Writing of American Immigration History, 1951-1989," in <NAME>, ed., _From 'Melting Pot' to Multiculturalism: The Evolution of Ethnic Relations in the United States and Canada_ (Bulzoni, 1990), pp. 25-54. <NAME>, "Introduction: The Invention of Ethnicity," in Sollors, ed., _The Invention of Ethnicity_ (Oxford, 1989), pp. ix-xx. <NAME>, "Class, Culture, and Immigrant Group Identity in the United States: The Case of Irish-American Ethnicity," in _Immigration Reconsidered: History, Sociology, and Politics,_ ed. Virginia Yans-McLaughlin (Oxford, 1990), pp. 96-129. #### Week 7: The Meaning of Politics <NAME>, "On Class and Politics in Jacksonian America," in _Reviews in American History,_ 10 (1982): 45-63. <NAME>, "The Civil War Synthesis in American Political History" (1964), in _The Partisan Imperative: The Dynamics of American Politics Before the Civil War_ (Oxford, 1985), pp. 3-12. <NAME>, "The Causes of the American Civil War: Recent Interpretations and New Directions," in Foner, _Politics and Ideology in the Age of the Civil War_ (Oxford, 1980), pp. 15-33. <NAME>, "Women and Politics in the Era before Seneca Falls," _Journal of the Early Republic,_ 10 (1990): 368-82. <NAME>, _Evangelicals and Politics in Antebellum America_ (Tennessee, 1997) #### Week 8: The Destruction of Slavery and Reconstruction <NAME>, "Reconstruction Revisited," in _Reviews in American History,_ 10 (1982): 82-100. <NAME>, "From Emancipation to Segregation: National Policy and Southern Blacks," in <NAME> and <NAME>, _Interpreting Southern History_ (1987), pp. 199-253. <NAME>, "Class and State in Postemancipation Societies: Southern Planters in Comparative Perspective," _American Historical Review,_ 95 (1990): 75-98. <NAME>, _The Work of Reconstruction: From Slave to Wage Laborer in South Carolina, 1860-1870_ (Cambridge, 1996) #### Week 9: The South after Reconstruction <NAME>, "Economic Reconstruction and the Rise of the New South, 1865-1900," in <NAME> and <NAME>, eds., _Interpreting Southern History (_ 1987), pp. 254-307. <NAME>, _To 'Joy My Freedom: Southern Black Women's Lives and Labors after the Civil War_ (Harvard, 1997) #### Week 10: Western History <NAME>, "Western History," in Foner, ed., _The New American History_ (1997), pp. 203-30. <NAME>, "Beyond the Last Frontier: Toward a New Approach to Western American History," _Western Historical Quarterly,_ 20 (1989): 409-27. <NAME>, "Significant to Whom? Mexican Americans and the History of the American West," _Western Historical Quarterly,_ 24 (1993): 519-39. <NAME>, "La Tules of Image and Reality: Euro-American Attitudes and Legend Formation on a Spanish-Mexican Frontier," from <NAME> and Adela de la Torre, eds., _Building with our Hands: Directions in Chicana Scholarship_ (California, 1993). <NAME>, _Colony and Empire: The Capitalist Transformation of the American West_ (Kansas, 1994). [top of page] <file_sep>![Kenyon College homepage](../../../KC1.gif) Department of Religion <NAME> * * * * Links for Buddhism * Selected handouts * Pictures * Syllabus: Religious Studies 260 Buddhist Thought and Practice Prof. <NAME> Spring 1999 Ascension 310 MWF 1:10-2:00 (Per. 6) E-mail ADLERJ Ascension 225 PBX 5290 / Home 427-4535 Office hours: MWF 3-4, TTh 2-3 Buddhism has been one of the major connective links among the varied cultures of South, Southeast, and East Asia for over two millennia, and in this century it has established a solid presence in Europe and North America. This course will survey the history, doctrines, and practices of Buddhism in South Asia, Tibet, and East Asia. Readings will be in both primary texts and secondary sources, and will be supplemented by films and slides. The format will be a combination of lecture and discussion. ![Mikaeri Amida](Images260/amida.JPG) Reading: * <NAME>, _An Introduction to Buddhism: Teachings, History and Practices_ * <NAME>, _The Experience of Buddhism: Sources and Interpretations_ * <NAME>, _The Buddhist World of Southeast Asia_ * <NAME>, trans., _The Lotus Sutra_ * <NAME> and <NAME>, eds., _Buddhism and Ecology: The Interconnection of Dharma and Deeds_ * <NAME>, the Fourteenth Dalai Lama, _The World of Tibetan Buddhism: An Overview of its Philosophy and Practice_ * <NAME>, _How to Raise an Ox: Zen Practice as Taught in Zen Master Dogen's Shobogenzo_ > <NAME> : "The Tathagatha Amida [Buddha] Looking Back." Emphasizing Amida's infinite compassion, this National Treasure from Zenrinji temple in Kyoto shows him looking back for any stragglers to take to the Pure Land. (Click on image for larger view -- 214 kb.) Course Requirements and Grading: 1. _Participation_ (15%). Regular attendance, timely completion of reading assignments, active participation in class discussions, and one short conference with me in my office no later than Friday, January 29. Grading criteria are as follows: > Aregular attendance, regular participation > B regular attendance, occasional participation > C too many absences OR too little participation > D too many absences AND too little participation > F more serious problems > > _Option_ : To supplement the _class discussion_ portion of your participation grade, you may turn in, at any time but a maximum of one per week, written reactions to, reflections on, or questions about the assigned reading. These will be graded 1 (credit), 2 (good), or 3 (excellent) and will be returned within a week. 2. _Midterm exam_ (15%), consisting of short, objective questions. 3. _Two take-home essays_ (30%), 3-5 pages each. Topics will be distributed in class one week before they are due. 4. _Panel discussion_ (15%). Discussion of the articles in **_Buddhism and Ecology_ will be led by panels of three students. Each panel will meet with me a few days before their presentation. 5.** _Final exam_ (25%), consisting of short identifications (like the midterm) and one or two 3-4 page essays. > _Option_ : If you have received B+ or better on both take-home essays and the midterm exam, and if you have a topic that you would like to pursue further, you may write a 6-10 page research paper (typed, double-spaced, plus bibliography) instead of taking the final exam. You must clear your topic with me before Friday, April 9 and turn in a preliminary bibliography by Friday, April 16. The paper will make use of at least two books or articles outside of assigned class readings, and will be due the day of the final exam. * * * CLASS SCHEDULE 1. 1/18-22 The Buddha [![](../../../Courses/star.gif) indicates panel discussion topics] ![T'ang dynasty Buddha $China$](Images260/tang- buddha.jpg) > > Reading: Harvey, _Introduction_ , ch. 1 > Strong, _Experience_ , ch. 1 > Film: "Footprint of the Buddha" 2-3. 1/25-2/5 The Dharma > > Reading: Tucker/Williams _Buddhism and Ecology_ , pp. 131-148 (Chapple) > Harvey, chs. 2-3 > Strong, ch. 3 > Tucker/Williams, __ pp. 3-18 (Lancaster) ![](../../../Courses/star.gif) ![Burmese monks](Images260/burmonks.jpg) 4. 2/8-12 The Sangha > > Reading: Harvey, ch. 4 (to p. 89); ch. 10, ch. 11 (pp. 244-257) > Strong, ch. 2 > Tucker/Williams, __ pp. 351-376 (Sponberg) ![](../../../Courses/star.gif) 5. 2/15-19 Theravada in Southeast Asia > > Reading: Swearer, _Buddhist World_ , pp. 5-110, 141-146, 152-161 > Tucker/Williams, __ pp. 21-44 (Swearer) ![](../../../Courses/star.gif) ![empty circle](Images260/enso.jpg) 6. 2/22-26 Mahayana: Emptiness > Mon., 2/22: Midterm exam > >> Reading: Harvey, pp. 89-94; ch. 5 > Strong, ch. 4 > Tucker/Williams, __ pp. 71-88 (Ingram) ![](../../../Courses/star.gif) 7. 3/1-5 _Upaya_ (expedient means) and Universal Buddha-nature > > Reading: Watson, _The Lotus Sutra_ , pp. ix-xxii, chs. 1-4, 7, 10-16, 20-22, 25. > If you wish, you may read either the verse or the prose section of each chapter. < < SPRING VACATION >> ![Manjusri](Images260/Manjusri1.jpg) 8. 3/22-26 ****Mahayana Devotion > > Reading: Harvey, ch. 6 (to p. 133); ch. 8 > Strong, ch. 5 (to p. 196) > Tucker/Williams, __ pp. 327-349 (Eckel) ![](../../../Courses/star.gif) 9. 3/29-4/2 Buddhist Ethics ![](../../../Courses/star.gif) > Mon., 3/29: Essay 1 due > >> Reading: Harvey, ch. 9 > Tucker/Williams, __ pp. 177-184 (Loori) > Dalai Lama, _The World of Tibetan Buddhism_ , pp. 57-90 > > Film: "The Awakening Bell" (on Thich Nhat Hanh) 10. 4/5-9 Vajrayana [Click ![](Images260/Kalachakra.gif) for picture of Kalachakra Sand Mandala] > > Reading: Dalai Lama, _The World of Tibetan Buddhism_ , pp. 93-156 11-12. 4/12-23 East Asian Buddhism (China, Japan, Korea) > Mon., 4/19: Essay 2 due > >> Reading: Harvey, pp. 148-169 (history), 257-279 (meditation) > Strong, ch. 8 > Tucker/Williams, pp. 89-109 (Odin) ![](../../../Courses/star.gif) > pp. 111-128 (Parkes) ![](../../../Courses/star.gif) > Film: "Land of the Disappearing Buddha" 13. 4/26-30 Zen Buddhism ![Ch'an/Zen](Images260/chan2.gif) > Reading: Cook, _How to Raise an Ox_ , chs. 1, 2, 4; pp. 95-99 (Fukan Zazengi), 115-125 (Hotsu Mujo Shin), 133-150 (Raihai Tokuzui), 205-210 (Kajo) > Tucker/Williams, __ pp. 165-175 (Habito) ![](../../../Courses/star.gif) 14. 5/3-7 Western and Global Applications > > Reading: Tucker/Williams, __ pp. 187-217 (Barnhill) ![](../../../Courses/star.gif) > pp. 291-311 (Gross) ![](../../../Courses/star.gif) > pp. 313-324 (Rockefeller) Final exam: Thursday, May 13, 9-11:30 a.m. * * * ![Back](../../../Images/L-arrow2.gif) <file_sep>## SI 575 Community Information Corps Seminar ## Professor <NAME> ## Fall 2001 # Syllabus Last revised 11/28/01 (PR). Meets Fridays 12-1:30 in 311 West Hall (Informal lunch at 11:30) CIC Project listings Schedule CourseTools (for discussion and other nice features: access restricted) This 1-credit seminar course offers reading, reflection, and social networking experiences for students who are engaged in projects or considering careers as public interest informationists, (i.e., organizing information flows in support of communal and public needs). Many students will enroll concurrently in some kind of project work, either through a Directed Field Experience (DFE), an independent study, or a workshop course. We will read about and discuss theories of community, civil society, and the role of the non-profit sector, and draw connections with project work (reading and reflection). There will also be frequent opportunities to learn about other students' projects and to meet some of the national leaders of the community information movement (social networking) and possibly travel to relevant conferences and workshops. At the end of this course, students who are interested in pursuing careers in the community information movement should have enough information and connections to begin a job search in this area. This seminar also serves as a focal point for the School of Information's Community Information Corps, a loosely organized interest group of faculty, doctoral and master's students, and outside "friends". Several faculty are planning to attend frequently, and students who do not wish to sign up for credit are welcome to come for those sessions that they find interesting. You are encouraged to participate for multiple semesters (you can take it for credit up four times); while we'll keep revisiting similar themes, there will be minimal overlap in the readings and guests. The faculty coordinator will rotate as well, leading to slightly different emphases in different semesters. Early in each semester, there will be announcements about project opportunities with faculty and Directed Field Experience opportunities. Students will be encouraged to reflect on their project experiences in the class. Academic credit for these projects, however, will _not_ be arranged through this class. DFEs will be administered through Karen Jordan. Workshop courses have their own course numbers. Other projects will be arranged as independent study directly with the supervising faculty member. ## Pre-requisites None. ## Objectives After participating in SI 575, you should be able to: * connect day-to-day grassroots activities with big ideas about citizenship, opportunity, and the public good in an information society. * find a job or internship as a public informationist. ## The Big Ideas * Community, social capital, public goods, and collective action * Democracy and citizenship * Inequality, diversity, and identity * The institutional landscape of public interest information work * The impact of infrastructure Throughout our examination of these ideas, we will keep returning to implications for the roles of information professionals. We will keep returning to these big ideas each semester, but usually with somewhat different readings and guests to guide our exploration. ## Readings Readings will be handed out in class, or available on the Web. You will need to read materials before class so that we can have lively discussion (see reaction paper assignments below). ## Assignments and Due Dates This is a 1-credit class. Class meets for an hour and a half each week. You should spend, on average, about two and a half hours each week outside of class, doing the following: * 24 hours before each class where readings will be discussed, post a 1-page reaction through Course Tools (I recommend that you compose this separately and then cut and paste it to Course Tools; some people have had their work disappear if they compose for a long time using the web interface in course tools). * for any 2 of the guests during the semester, post brief comments in the Course Tools discussion area after the guest's visit. * If you're involved in complementary project work, once or twice during the semester you'll be asked to present a 10 minute status report to the rest of the class. * At the end of the semester you'll be required to hand in a 4-5 page reflection paper tying your project work to the themes and activities discussed in class. If you're not doing a project, this paper will simply reflect on what you've learned. ## Travel and Social Networking If you find a conference that's worth going to and that you think will help you in assessing job prospects or developing project ideas for future semesters, you can ask me for travel funds. ## Grading This class must be elected pass/fail (satisfactory/unsatisfactory). This is not a class that lends itself to conventional grading. ## Office Hours Thursdays 10-11AM and Fridays 1:30-2:30PM. It's a good idea to call in advance or send email, as there are a few days when I'll have to miss office hours. <EMAIL> 647-9458 314 West Hall ## Session Schedule This schedule is likely to be juggled significantly after the semester begins. Please consult the online version for the latest. _Date_ \| _Topic_ \| _Guest_ \| _Project Status Report_ \| _Readings_ ---\|---\|---\|---\|--- Sep 7 \| Intro-- summer reports and fall previews \| \| * <NAME>, report on summer internship at Benton Foundation * <NAME> and <NAME>, report on summer internship at Imagining America \| start reading the CTCNet manual Sep 14 \| More summer work reports \| \| * <NAME>, report on summer circuit-riding at NEW * <NAME>, report on summer internship at cyberstate.org * <NAME>, report on summer internship at Washtenaw County Library \| Sep 21 \| Why We Do This Work \| \| \| Sep 23, 5:00PM \| Potluck dinner at Prof. Atkins house; discussion on "Why We Do This Work" at 5:30PM, over dinner \| \| \| _Common Fire_ , by Daloz, Keen, Keen, and <NAME> Sep 28 \| CTCs \| <NAME>, ThinkDetroit \| * <NAME>, entrepreneur's report on new social venture, DotCom Detroit \| CTCNet startup manual <NAME> and <NAME>: Into the Mix: Ten Thoughts for Your New Community Technology Center Community Computing Centers for Employment and Education Oct 5 \| Working with Diverse Communities \| <NAME>, TentCity Tech Center, Boston \| * Krissa Rumsey report on CTCNet conference \| <NAME>: "The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children" Oct 12 \| Technology for Advocacy \| <NAME>, Organizers' Collaborative, Cambridge, MA \| * <NAME> report on Circuit Riders conference * Megan Kinney's report on Circuit Riders Conference \| special session: Oct. 17, 10AM-noon \| 411 West Hall (Ehrlicher Room) \| Cheryl Keen, author of Common Fire \| \| Oct 19 \| No Class; participate in CPSR annual meeting instead \| \| \| Oct 26 \| The Domestic Institutional Landscape: Non-profits and their funding \| \| \| _Making Nonprofits Work: A Report on the Tides of Nonprofit Management Reform_ , <NAME> Nov 2 \| Digital Libraries and other uses of information technology at Native American Tribal Colleges \| <NAME>, Director of Technology Development & Operations, American Indian Higher Education Consortium \| \| About the speaker The AIHEC web site Nov 9 \| Civic Extension for the Information Age \| \| \| excerpt from Boyte and Kari, _Building America: The Democratic Promise of Public Work_; Civic Extension whitepaper (not in coursepack; will be provided when available) Nov 16 \| Community Networks \| <NAME>, Grand Rapids Community Media Center \| * <NAME> and <NAME>, Online Hate and Muslim Youth \| Nov 23 \| Thanksgiving Break-- No Class \| \| \| Nov 30 \| Recruiters: tech assistance for non-profits, and community networking \| <NAME>odoro, director of training, Michigan NPower; <NAME>, Executive Director, Albion Economic Development Corporation and <NAME>lerk, City of Albion \| none \| www.forks.org Dec 7 \| Wrapup \| \| \| \| \| \| \| future date TBA \| The International Institutional Landscape \| Vikas Nath, UNDP (invited) \| \| KnowNet Initiative Web site International Environment and Development jobs site Early winter speaker ideas: * <NAME>: on-line advocacy * Social Entrepreneurship Vanessa Kirsch; Fast Company article? <file_sep># ASTRONOMY 236 - A Brief History of Matter in the Universe SPRING 2002 _Time and Place_ : T, Th 9:30-10:45 in 6515 Sterling Hall _Web Page_ : www.astro.wisc.edu/~ewilcots/astro236 _Instructor_ : Professor <NAME> 5524 Sterling Hall 262-2364 <EMAIL> _Office Hours_ : T,Th 11-12, or by appointment _Texts_ : The only required text is _Galileo's Commandment: An Anthology of Great Science Writing_ , editied by <NAME>.I will also hand out a number of articles in class throughout the semester, and these will also be required reading.There will be a number of supplementary texts held on reserve in the Astronomy library and/or in the Physics library (the Astronomy library has limited hours).These include: _Geochemistry_ (<NAME>), _Astronomy & Astrophysics_ (<NAME> & <NAME>), _Moons and Planets_ (<NAME>), and _Introduction to Geochemistry_ (<NAME>. Krauskopf & <NAME>).You should consider these texts to be resources to get a bit more information or at least a different perspective from what is presented in class.They may also serve as reference material for some of the writing assignments.The course content will largely be contained in lecture material, the Bolles book, and the articles handed out in class. _Writing in Astronomy 236:_ As you know this course fulfills the University's Communications-B requirement.The rules and regulations of such courses are that the students turn in at least 30 pages of writing over the course of the semester.This includes drafts that get reviewed by the instructor.The course assignments are designed to fulfill the requirements of the Comm-B designation while improving your compositional skills and enhancing your knowledge of the history of matter in the Universe.The readings and writing assignments are also designed to introduce you to a variety of different styles of scientific writing.There will be four major writing assignments _Writing Fellows:_ This course takes advantage of the Student Writing Fellow Program.Writing Fellows are competitively chosen undergraduates who help students develop their writing skills.They are trained in how to critically evaluate writing and respond helpfully, and they will work with you individually outside of class to help you improve the clarity and effectiveness of your writing.But, Writing Fellows _do not_ grade your papers or teach you course-specific content. Here?s how it works.The Writing Fellows will work with you on two different assignments.In each case you will submit a polished draft of your paper to me on the assigned due date.I will pass it along to the Writing Fellows who will carefully read your paper, make comments on your draft, and then meet with you individually for a conference to discuss your writing and suggestions for revision.These conferences are required.You will then revise your paper and submit both the original draft and the revised version on the specified revision due date.Please include a cover letter briefly explaining how you responded to each of your Writing Fellow?s comments. A ?polished draft? represents your best effort at the assignment.They should be double-spaced and _have a complete set of references_. It is of quality comparable to what you would turn in for grading.Polished drafts are not outlines, rough drafts, or even a first draft.Proofread carefully to remove any grammatical errors. We?ll be using the writing fellows on the 1st and 4th assignments of the semester. _Writing Assignments:_ _Writing Assignment #1_ \- "Public Opinion". This assignment is based (in part) on a true story.Assume that the State Board of Education votes that students will no longer be responsible for learning about the Big Bang because "its not real science" and its "just a theory."Your job is to write an op-ed piece for the newspaper arguing for or against the Board's position.Your response should clearly state what science is, how the development of our understanding of the Big Bang fits or does not fit that definition.You should also review the body of knowledge and how it either does or does not support the Big Bang.Your positions should be clearly supported with references.Remember that your audience is the general public that would read the newspaper and you don't know whether or not they will support the Board's decision. Your paper should be 3-4 pages long. _Writing Assignment #2_ \- "Writing for non-Scientists". Pick a topic covered in this course an write an article on the topic for a popular magazine.Feel free to pick a topic we have not yet discussed.Assume your audience to be college-educated, but not scientific (all those English majors running around out there).You will be assessed on the content and the effectiveness of reaching the targeted audience.The length should be 5 pages.If you?ve written less than 4, you need more content.If you've written more than 6, you're probably be too verbose.I'll have a list of suggested topics once the time gets closer. _Writing Assignment #3_ \- "Writing for the Journals". We have a week long lab exercise in this course which will probably concentrate on the analysis of the composition of a sample of rocks and minerals.Your assignment is to do the lab and write up your results as if you were writing for a scientific journal such as _Science_ or _Nature_. Remember that your audience will be other scientists.The paper should about 3-4 pages long. _Writing Assignment #4_ \- "The Proposal". Academics spend huge amounts of time writing proposals, the most significant of which request funding from the Federal government to support our scientific research.Astronomers, geologists, physicists, and chemists get a good deal of their support from the National Science Foundation.The heart of any proposal is the research statement, a document that effectively demonstrates the author?s familiarity with their area of research, and poses and justifies, in a persuasive manner, a question or series of questions to be answered by the funded research.The questions should, of course, be important to furthering our understanding of the specific field.The statement then goes on to clearly explain how the research will answer the questions raised in the proposal.Your assignment is to write the research statement of a proposal to the National Science Foundation.You may chose your own topic, but it must be closely related to the course content and it must be approved by me in advance.You are limited to 8 pages, and keep in mind that it will be difficult to write a good proposal in less than 5-6 pages.You should concentrate on: demonstrating your knowledge of the subject (call this part review), understanding what the important unanswered questions are and why they are important, and giving an overview of how we might go about answering the questions.About half of the paper should be review, another third should be the identification of the unanswered questions and the last bit should be how you?d try to answer the questions. _Exams:_ There will be an in-class midterm on March 14 and a comprehensive final schedule for Sunday May 12 at 2:45pm. _Grading:_ Midterm: 10% Final Exam: 15% Paper #1: 20% Paper #2: 15% Paper #3: 15% Paper #4: 20% Miscellaneous: 5% _Syllabus:_ Reading assignments for each week are listed in italics.All selections are from _Galileo's Commandment_ unless otherwise noted.A (p) indicates a paper to be distributed in class.Parentheses indicate reading that is optional but recommended. ## Part One - The Atom & The Elements ### Week 1-Reading: Lucretius, Butterfield, Boyle, Lavoisier, (Brownlow Chapter 1) Jan 22 (1) - Introductions/Overview Jan 24 (2) - Historical Perspective: Lucretius to Quantum Mechanics _Week 2 - Reading: Duncan, Curie, Oppenheimer, Levi_ Jan 29 (3) - Structure of the Atom: The Nucleus Jan 31 (4) - Structure of the Atom & The Definition of the Elements ## Part Two - Origin of the Elements Week 3 - Reading: Hubble & Humason(p), Penzias & Wilson(p), Hoyle, Smoot, Galileo (Silk Chapters 3-8, Ferris Chapters 8-11) Feb 5 (5) - The Size and Expansion of the Universe Feb 7 (6) - The Big Bang Week 4 - Reading: Hoyle, Bania et al. (p), Hogan(p), Bahcall(p), Srianand et al.(p), Hogan(p), (Silk Chapter 3-8, Ferris Chapters 8-11) Feb 12 (7) - The Big Bang continued Feb 14 (8) - The Origin of H & He _Week 5 - Reading: Cannon, (Brownlow Chapter 1) _ Feb19 (9) - Tests of Big Bang Nucleosynthesis Feb21 (10) - Galaxy Formation ## Polshed Draft of Paper #1 Due in class on February 21 ### ### Week 6 - Reading: Rutherford, Heisenberg, (Zeilek & Gregory Ch 13, 16, 17) Feb 26 (11) - Nucleosynthesis and Stellar Evolution Feb 28 (12) - Nucleosynthesis and Stellar Evolution ## Part Three - From There to Here ### ### Week 7 - Reading: Arnett & Bazan(p),Henning & Salama(p) , (Zeilik & Gregory Ch 16-17,20) Mar5 (13) - Nucleosynthesis and Stellar Evolution Mar7 (14) - The History of the Milky Way ## Revised Version of Paper #1 Due in class on March 7 ### ### Week 8 - Reading: Maxwell, Henning & Salama(p), Gilmore & Wyse(p) Mar 12 (15) - The History of the Milky Way Mar 14 (16) - Midterm Exam (in class) ### Week 9 - Reading: TBD Mar 19 (17) - Molecules in Space Mar 21 (18) - Star Formation ### Week 10 - Reading: McPhee, Cameron(p), Russell(p), Thommes et al.(p), Chapman(p), Tegler & Romanishin(p), (Brownlow Ch 7-9), (Hartmann Ch 10) Apr2 (19) - Molecules and Star Formation Apr4 (20) - Formation of the Solar System ## Paper #2 Due in class on April 2 ### Week 11 - Reading: Schonbachler(p), Sephton(p), McSween(p), Cooper et al.(p), Nicolussi et al , <NAME>(p) , (Hartmann Ch 4-5) Apr9 (21) - Meteorites Apr 11(22) - The Outer Solar System ### Week 12 - Reading: None! Apr 16 (23) - Rock Lab Apr 18 (24) - Rock Lab ### Week 13 - Reading: Moon Origin(p), Melosh(p), Apr 23 (25) - Formation of the Moon Apr 25 (26) - Composition of the Inner Solar System ## Paper #3 (Rock Lab Write-Up) Due in class on April 23 Polished Draft of Paper #4 Due in class on April 25 ### Week 14 - Reading: <NAME>, Sullivan, Wegener, Argon(p), Wedding Ring(p), Perfit(p), (Brownlow Ch 7-9), Krauskopf & Bird Ch 17, 18) Apr 30 (27) - Origin of Igneous Rocks May 2 (28) - Evolution of Mantle and Crust ### Week 15 - Reading: Herodotus, (Krauskopf & Bird Ch 17, 18, 21), (Brownlow Ch 7-9) May 7 (29) - Evolution of the Earth?s Mantle and Crust May 9 (30) -- Overview ### May 12 (31) - Final Exam - Revised Version of Paper #4 Due <file_sep> Kent State University: Online Syllabi --- \| American Social and Intellectual History 41070 \| \| Choose a page to view. \| ![](Return.gif) ---\|--- Page: Syllabus \| Sections: 001 `History 41070/51070/61070 American Social and Intellectual History, 1789-1860 (give or take a few years) Fall 1999 Instructor: <NAME> Office: Department of History, 305 Bowman Office Hours: MW 12-2; F12-1, and by appointment Office Telephone: 672-9404 Departmental Telephone: 672-2882 E-mail: <EMAIL> Course Meeting Time: MWF 2:15 - 3:05 (lectures and discussion); graduate students will arrange another meeting time Classroom: Bowman Hall 208 Course Description: This course explores the changing and sometimes contentious relationship between society and thought in the United States from 1790 to 1876. Through the analysis of a wide variety of historical evidence (including philosophical, scientific and social treatises, literary texts, and material/visual culture) and the contextual consideration of secondary sources, students will acquire skills in historical analysis and critical interpretation, as well as a thorough grounding in the implications of authorship and readership that reveal the "invisible" boundaries recoverable through examination of theories of race, ethnicity, gender, and class. This course fulfills the undergraduate diversity requirement, and is a writing intensive class. Course Requirements: Undergraduate Students: Students are expected to be prepared for each class and to participate fully in class discussion (10%). The midterm examination will be handed out on 25 October and will be due on 1 November (30%). The research requirement of this course consists of the components of a 10-15 page typewritten essay on a topic chosen by the student and approved by the instructor. The essay could take several forms, historiographical, research, exhibition with rationale, intellectual or cultural biography, analysis of a text, painting, or artifact. No matter the approach or evidence, the essay should be focussed and relate to the larger themes of the course. The components are: A 1-2 page typed proposal, with a 1-page bibliography of primary and secondary sources, is due on or before 29 September (10%). A rough draft of the essay is due on or before 12 November (20%). The final version of the essay is due on or before 10 December (40%). Graduate Students: Students are expected to be prepared for each class and to participate fully in class discussion. In addition, graduate students will meet with the instructor every other week for an extra hour of discussion (to be scheduled) (20%). The research requirement consists of the components of a 20-25 page typewritten essay on a topic chosen by the student and approved by the instructor. The essay could take several forms, historiographical, research, exhibition with rationale, intellectual or cultural biography, analysis of a text, painting, or artifact. No matter the approach or evidence, the essay should be focussed and relate to the larger themes of the course. The components are: A 1-2 page typed proposal, with a 1-page bibliography of primary and secondary sources, is due on or before 29 September (10%). A rough draft of the essay is due on or before 12 November (20%). The final version of the essay is due on or before 10 December (50%). History 41070/51070/71070 Fall 1999 Page 2 Course Reading List Books (available at the University Bookstore): Appleby, Recollections of the Early Republic Cmiel, Democratic Eloquences: The Fight Over Free Speech Emerson, Representative Men: Seven Lectures (ed. Delbanco) Faust, Mothers of Invention Johnson, A Shopkeeper's Millennium Johnson and Wilentz, The Kingdom of Matthias: A Story of Sex and Salvation Painter, Sojourner Truth: A Life, a Symbol Twain, The Gilded Age: a Tale of Today In addition, students will choose a work of fiction written between 1820 and 1860. Books available through the Department of History: Child, <NAME>. The American Frugal Housewife, dedicated to those who are not ashamed of economy (Boston: <NAME>, & Co., 1832) McGuffey, <NAME>, McGuffey's Sixth Eclectic Reader (1844) <NAME>. New Guide to Health; or, Botaic family physician, containing a complete system of practice on a plan entirely new; with a description of the vegetables made use of, and directions for preparing and administering them to cure disease (Boston: printed for the author by <NAME>e, 1832) Articles: Cayton, <NAME>. "The Making of an American Prophet: Emerson, his Audiences, and the Rise of the Culture Industry in Nineteenth-Century America," American Historical Review 92:2 (June 1987): 597-620 <NAME>. "Religious Reading and Readers in Antebellum America," Journal of the Early Republic 15 (Summer 1995): 241-72 "Pictures of Health: Illness and Healing in New England, 1790-1860," The Magazine Antiques (July 1999) <NAME>. "The Cult of True Womanhood," American Quarterly (1966): 151-74 Primary Documents (handed out by instructor or available through the Internet): America's First Look into the Camera: Daguerreotype Portraits and Views, 1839-1864 [http://memory.loc.gov/ammem/daghtml/daghome.html] An American Ballroom Companion: Dance Instruction Manuals, Ca. 1490-1920 [http://memory.loc.gov/ammem/dihtml/dihome.html] Branson, Levi. First Book in Composition, Applying the Principles of Grammar to the Art of Composing: Also, Giving Full directions for Punctuation, Especially for the Use of Southern Schools. Raleigh: Branson, Farrar & Co., 1863. ) [http://metalab.unc.edu/branson/branson.html] Confederate States of America, Surgeon-General's Office. General Directions for Collecting and Drying Medicinal Substances of the Vegetable Kingdom. Richmond, VA: Surgeon General's Office, 1862. ) [http://metalab.unc.edu/surgeon/surgeon.html] Godey's Lady's Book [http://www.rochester.edu/godeys] Grimes, Stan<NAME>. Grimes' Phrenological Chart Harper's Weekly (available through Kentlink) Historic American Sheet Music, 1850-1920 [http://memory.loc.gov/ammem/award97/ncdhtml/hasmhome.html] Hymns for the Camp (Raleigh: Strother and Marcom, Printers, 1862) [http://metalab.unc.edu/hymns/hymns.html] <NAME>. Reminiscences of School Life; and Hints on Teaching (Philadelphia: A.M.E. Bok Concern, 1913) [http://metalab.unc.edu/jacksonc/jackson.html] Journals and Map, Lewis and Clark Expedition [www.pbs.org/lewisandclark/] History 41070/51070/71070 Fall 1999 Page 3 Course Schedule Week 1 Introduction (30 August, 1-3 September) Introduction to the Course A Word about Research Method and Theory Reading: begin Appleby Week 2 The Early Republic (6, 8, 10 September) 6 September Labor Day-No Class 10 September No class due to dissertation defense (this course will be replaced with a field trip to Hale Farm and Village later in the semester) Reading: continue Appleby; graduate students begin Cmiel Week 3 The Early Republic (continued) (13, 15, 17 September) 17 September Library Research Seminar: meet in Electronic Classroom, Library, 3rd Floor Reading: finish Appleby; graduate students finish Cmiel; Lewis and Clark Expedition Week 4 Market Revolution (20, 22, 24 September) Reading: Johnson Field Trip to be scheduled Week 5 Thinkers (27-29 September, 1 October) 29 September Proposals Due Reading: Emerson (undergraduates should select two lectures to read; graduate students should read the book in its entirety); Cayton Week 6 Popular Culture (4, 6, 8 October) Reading: Grimes; Historic American Sheet Music; America's First Look into the Camera; select a dance manual from the period in An American Ballroom Companion Week 7 Utopia (11, 13, 15 October) Reading: Johnson and Wilentz; begin Painter Week 8 Education (18, 20, 22 October) Reading: McGuffey's Eclectic Reader; Branson; Child; Jackson-Coppin; finish Painter Week 9 Education (25, 27, 29 October) 27 October No class-Midterm 29 October No class-Midterm Reading: continue from Week 8 Week 10 Medicine (1, 3, 5 November) 1 November Midterm due Reading: Child; Thomson; Pictures of Health; General Directions for Collecting and Drying Medicinal Substances of the Vegetable Kingdom Week 11 Household Fictions (8, 10, 12 November) 12 November Rough Drafts Due Reading: select one work from the American Renaissance; read an issue of Godey's Lady's Book; Welter; graduate students read Nord History 41070/51070/71070 Fall 1999 Page 4 Week 12 A House Divided (15, 17, 19 November) Reading: begin Faust; read an issue of Harper's Weekly; Hymns for the Camp Week 13 A House Divided (continued) (22, 24, 26 November) 24 November Thanksgiving-NO CLASS 26 November Thanksgiving-NO CLASS Reading: continue Faust Week 14 Reconstructing a Nation (29 November, 1-3 December) Reading: finish Faust Week 15 The Gilded Age (6, 8, 10 December) 10 December Research Paper Due Reading: Twain -------------------------------------------------------------------------------- ` <file_sep>## Money and Capital Markets B FIN 375 * * * \| Course Description --- Required Text Course Policies Course Schedule \| _Instructor:_ Dr. <NAME> _Office:_ BA 332 _Office Hours:_ Monday and Wednesday, 11:00 a.m.-12:00 p.m., 2:20-3:30 p.m. _Phone:_ 442-4245 _Fax:_ 442-3944 _E-mail:_<EMAIL> --- * * * _Course Description:_ Finance 375 provides students with an overview of the U.S. financial system, with an emphasis on debt markets. After studying the flow-of-funds in the economy and the operation of U.S. capital markets, we will examine various theories of the term structure of interest rates. We will then explore bond pricing and volatility methods in depth, and gain exposure to various fixed income derivative instruments. Throughout the semester, students will work on a variety of problem sets and assigned readings. In addition, students will each complete two cumulative examinations and several individually prepared financial analyses. Throughout, students will gain exposure to financial analysis resources such as MS Excel and @Risk. _Required Text:_ 1. Fabozzi, _Bond Markets, Analysis and Strategies_ , (2000) Prentice-Hall. 2. Finance Department Faculty, _Handbook for Finance Students, 1999-2000_ 3. Class notes and readings at Shipmates, occasional handouts in class and at Copies Plus. _Recommended Course Reading_ : _The Wall Street Journal_ _Course Policies:_ _A. Personal Responsibility Policy:_ 1. Each student is responsible for understanding the contents of-and complying with-this syllabus. The Handbook for Finance Students, 1999-2000 is the second part of this syllabus. Refer to this syllabus or the Handbook if you have a question on any matter of departmental or course policy. 2. Students must be prepared at all times to contribute informed input to the class discussion. 3. All assignments are due at the beginning of class on the stated dates. 4. Class attendance is required. Do not come late. Students not in attendance remain fully responsible for information transmitted and activities occurring during that class period. _B. Ethics and Professional Standards Policy_ 1. Honesty in your academic work will develop into professional integrity. True professionals do not plagiarize, cheat, or lie. In Finance 375 you are assumed to be a person of high integrity unless you demonstrate otherwise. 2. The examinations and individual assignments that you submit in this course must be entirely your own work. Ethical violations will result in a grade of "E" for the course and referral to the campus judicial board. See the Handbook for Finance Students, 1999-2000 for specific instructions. _C. Guidelines for Grade Determination:_ \| 1. \| Schedule deliverables and examinations: \| ---\|---\|--- \| a. \| Three computer application projects (15 pts each) \| 45 points \| b. \| Two examinations: (midterm = 15 points; final = 20 points) \| 35 2. \| Class participation, occasional quizzes, impromptu assignments \| _20_ \| \| 100 points 3. \| Disruptive or unprofessional behavior will result in a substantial grade penalty, the magnitude of which is entirely at the professor's discretion. \| _Course Schedule_ _A. Class is cancelled the following days:_ 1. Friday, Septemeber 10 (<NAME>) 2. Monday, September 20 (<NAME>) 3. Friday, October 8 (Financial Management Association national meeting) 4. Friday, November 26 (Thanksgiving) _B. Class will be held on the dates listed, with the following topics, readings, and deliverables ():_ 1\. September 8 \| Course Introduction and Skills Review* \| ---\|---\|--- 2\. September 13, 15, 17 \| The Financial Environment \| 3\. September 22, 24 \| Flow of Funds \| 4\. September 27, 29 \| Interest Rates and Inflation \| 5\. October 1, 4 \| The Term Structure of Interest Rates \| 6\. October 6, 11 \| Bond Pricing \| Fabozzi, Ch. 2 7\. October 13, 15, 18 \| Bond Pricing \| Fabozzi, Ch. 2 * Wednesday, 10/13 \| _DUE: Computer Application Project #1_ \| 8\. October 20, 25, 27, 29 \| Duration and Convexity \| Fabozzi, Ch. 4 * Wednesday, 10/22 \| _Midterm Examination_ \| 9\. November 1, 3, 5 \| Introduction to Options, Futures, Swaps \| Class notes 10\. November 8, 10, 12 \| Fixed Income Derivatives: Futures \| Fabozzi, Ch. 21 11\. November 15, 17, 19 \| Fixed Income Derivatives: Options \| Fabozzi, Ch. 22 * Monday, 11/15 \| _DUE: Computer Application Project #2_ \| 12\. November 22, 24, 29 \| Fixed Income Derivatives: Swaps \| Fabozzi, Ch. 23 13\. December 1, 3, 6 \| Collateralized Mortgage Obligations (CMOs) \| Fabozzi, Ch. 12 14\. December 8, 10, 13 \| Equity-linked Debt \| Fabozzi, Ch. 16 * Monday, 12/13 \| _DUE: Computer Application Project #3_ \| * Finals Week \| _Final Examination (day and time to be announced)_ \| _C. Disclaimer:_ It is expected that the class will follow the schedule above, although it may be necessary from time-to-time to change topics. There will be no incompletes (grades of "I") given, so it is important that all students remain continuously up-to-date with their work. * * * Back to Course Materials Index \| Back to Top * * * _Page created by <NAME> on August 9, 1999. (Instructional Web Project, Center for Excellence in Teaching and Learning) Page last updated August 9, 1999 by <NAME>._ <file_sep> ![](home.gif) Home ![](wrldbk.gif) Cover Story ![](schedule.gif) Events ![](encarta.gif) History Makers ![](microfon.gif) Consultants and Speakers ![](news.gif) ![](mail.gif) \| ![](ck.gif) ![Cultural Knowledge](cktitle.gif) # COVER STORY * * * [HOME][CLASSIFIED][BUSINESS HIGHLIGHTS] [CONSULTANTS/SPEAKERS][HISTORY MAKERS][CULTURAL EVENTS] * * * [Previous Stories] # Language as a Weapon "Who is to say that robbing a people of its language is less violent than war?" --<NAME> In this issue of The Cultural Knowledge Newsletter, I pay tribute to our Native American brothers from the Navajo Nation, which includes parts of Arizona, New Mexico and Utah. They--like millions of brown-skinned "Americans" whose ancestors co-existed in the Southwest long before an invading European contingent stepped foot on this continent--also know about "linguistic prejudice." Their experience in this country as true "Americans," has something in common with us mestizos--the direct descendants of the Spanish Conquistadores and Mexican Indians. Other than sharing physiological similarities such as skin color and height, perhaps the most significant feature that sets us apart from individuals who migrated here from Europe, has to do with linguistics. Our native languages as well as our physical characteristics make us different from the majority population whose linguistic origins came from another continent. In spite of our linguistic differences, we have contributed in many ways to the growth and development of our country--at peace and at war. And, at different time periods in the history of our nation, people who choose to preserve their identity through their cultural values traditions, customs and language, fall out of grace with those who have lost theirs. But, we will talk about that some other time. During World War II, a former military serviceman fervently sought a way to help the US devise a code to transmit and receive messages by telephone and wire, that the Japanese military could not break. <NAME>, who came to northern Arizona on a covered wagon with his missionary parents, firmly believed that using Navajo men who had proficiency in their native tongue and English, could deceive the Japanese. His early formative years living among the Navajo provided him with the best cross-cultural education, by playing games and learning how to speak the language of his friends. He became so proficient in Navajo that in 1901 at age nine, he served as interpreter when he accompanied his father and two elderly Navajo leaders to Washington, D.C. to talk with President <NAME>. His interest and concern for fair treatment of the Navajo and the Hopi prompted the young boy's father to appeal directly to Roosevelt for help. At the time, the US considered the land where the Navajo lived, public domain. As a result of that meeting, Roosevelt agreed to withdraw that area from sale or settlement; several months later, he went further by issuing an executive order designating that land a reservation, known today as the Leupp Extension. The idea of using Navajo males to serve in the military as Communications Personnel has an interesting background. After <NAME> had finished his military service during World War I, he went to college and graduated with a degree in civil engineering. He went to work in Los Angeles as a civil engineer soon after completing his studies. During this time, he gave lectures about the Navajo culture and described his experiences as a young boy. Meanwhile, he kept reading about the US military's inability to come up with a fail-safe secret code for transmitting and receiving messages by voice and wire during combat. He felt an obligation to his country even though he had already served his tour of duty in World War I. Feeling frustrated and eager to find a solution, he decided to get in touch with the US Marines to describe his proposal to use Navajo young males as communications personnel. He had no doubts that his plan would work and make a difference for our men in combat. His chance came on February 1942, when he met with <NAME> <NAME>, Area Signal Officer of Amphibious Corps, Pacific Fleet, headed by <NAME> <NAME>. This meeting took place at Camp Elliott, just north of San Diego. <NAME> felt confident that the use of Navajo as a code language by the Marine Corps in voice transmission--radio and wire-- would work. Moreover, he assured them that no one could break security. He now needed to prove his theory worked by actually showing the Marine Corps commanders how it worked. With the approval of the top commanders at Camp Elliott, <NAME> took four Navajo males from Los Angeles, plus another one stationed in San Diego, to Camp Elliott on February 28, 1942 to put on a demonstration for the Marine Corps. In the test, two Navajos went into a room with six typical messages written in English used during military combat operations. These two men then transmitted the assigned messages in Navajo to the other two Navajos in a different room, who back-translated them into into English. Repeatedly, the Navajos showed that they could take voice or written messages in English, translate them into Navajo, transmit them in Navajo and then send those same messages back in English. Some very important military officers witnessed the simulated test, including Colonel We<NAME>ward, of the Division of Plans and Policies, the staff agency who would later make the final decision to recruit Navajo men to begin working on the project. With both <NAME> and Colonel Woodward acknowledging the positive results, <NAME> prepared the necessary papers to submit their recommendations to the Commandant of the US Marine Headquarters in Washington, D.C., in March of 1942. Initially, Major <NAME> had recommended the Marine Corps recruit two hundred Navajos who would become "Code Talkers." But, the Marine Commandant limited the number of the first group to 30. Meanwhile, <NAME> put in for a waiver that would allow him to enlist in the Marine Corps in spite of his age and previous military service. He got clearance and ended up with the rank of Staff Sergeant, recruiting young Navajos for the Marine Corps and later training them in the code after finishing boot camp at Camp Pendleton. With the approval of the Navajo Tribal Council, the Marine Corps began locating and recruiting young Navajo men at Window Rock, Arizona, the capital of the Navajo Nation, in May of 1942. The Code Talkers had so much success throughout various campaigns in the Pacific that they became indispensable as communications specialists. According to <NAME> in his beautiful tribute, Warriors: Navajo Code Talkers, "the way the code was set up, even an untrained Navajo who knew the language couldn't make out what was said. Besides the alphabet words, they learned the 413 code names in a word test." To give you a better idea of the training involved before assignments to combat areas, these Navajo Code Talkers had no easy task at hand. During their initial training at Camp Pendleton, recruits took 176 hours of instruction in communications procedures and equipment over a period of four weeks. They had a syllabus that covered a variety of subjects such as printing and message writing, the Navajo vocabulary, voice procedure, Navajo message transmission, wire laying, pole climbing and organization of Marine Infantry regiment, among other things. Because no words in Navajo existed for common military terms used in combat, the Code Talkers resorted to a very simple approach, which reflects their traditional way of seeking harmony with Mother Earth. Instead they came up with an oral code, taking familiar words from their native tongue, such as humming bird to designate a fighter plane, iron fish for a submarine, as well as using clan names for different Marine units. Also, these men had to come up with alternate terms in code for letters frequently repeated in the English language, consequently these letters had three variants that the Code Talkers used accordingly. To complicate matters even more, all Code Talkers had to memorize both the primary and alternate code terms while the basic material was printed for use in training in the United States. In addition, the Code Talkers could not take the vocabulary lists with them into combat areas to prevent the enemy from getting hold of them and compromising the entire project. They even faced danger from their own fellow countrymen, who mistook them for Japanese soldiers impersonating Marines in combat uniforms! Yet, they performed admirably everywhere they went and received praise from commanders at all levels. In The Navajo Code Talkers, <NAME> cites <NAME>, commanding officer of the Special and Services Battalion of the First Amphibious Corps at Camp Goettage, who sent the following message on May 7, 1943: "As general duty Marines, these people are scrupulously clean, neat, and orderly. They quickly learn to adapt themselves to the conditions of the services. They are quiet and uncomplaining and in eight months I have received only one complaint--a just one. In short, Navajos make good Marines, and I should be very proud to command a unit composed entirely of these people." <NAME>, who served in World War II in the First Marine Division's Headquarters and Service Battalion, learned that one of the units in his battalion--the Division Signal Company--had Navajo Code Talkers. "By the end of the war, Code Talkers had been assigned to all six Marine Divisions in the Pacific and to the Marine Raider and Parachute units as well. They took part in every Marine assault, from Guadacanal in 1942 to Okinawa in 1945." Until he came to Window Rock, Arizona in July 1971 to do research for the Marine Oral History Program, Kawano knew little about the Navajo culture. Because of his interest in the Navajo Code Talkers, he became official photographer of the Navajo Code Talkers Association. "Window Rock and the Navajo people were an entirely new experience for me, for not only had I no real knowledge of or an association with Native Americans, it was the first time I had ever been in an environment such as that in Arizona. It was an exciting and interesting experience, for I saw that the Navajo are beautiful and proud people who cherished and relished their traditions and customs despite the many years of effort on the American government to direct them into Anglo ways." I offer the following testimonials from two Marine Code Talkers: "Throughout the war against the Japanese in the Pacific, we Code Talkers had to brush up on our codes at every opportunity. When the fighting got bad, words would fail us for a second; it was a good thing we [Navajo] have so many sounds in our language."--<NAME>, 4th Marine Division, Marshall Islands, Saipan, Tinian, Iwo Jima. "When I was inducted into the service, one of the commitments I made was that I was willing to die for my country--the U.S., the Navajo Nation and my family. My [native] language was my weapon." <NAME>, 4th Marine Division, Roi Atoll, Marshall Islands, Kawajalein Atoll. I could add much more to this interesting, informative and amazing historical episode involving young men who lived in an isolated area, away from the many conveniences that others enjoyed--and took for granted--in populated areas all over the United States. They proved themselves in every way conceivable, proving their worth, intelligence, bravery, loyalty, sacrifice and patience, during a very critical period in our history. I have no doubt that had Philip Johnston not persisted in his belief that the Navajo language could serve as a communications system that no one could decipher, World War II would have had a different outcome. Finally, let me leave you with a thought, a phrase that I heard on Nova, broadcast by the Public Broadcasting Service, on KUAT-Channel Six, our local educational television channel : "Language is the mirror of humanity...and only by studying its reflections can we understand its contributions." (October 5, 1995 Tucson, Arizona) Written by <NAME>, President, Cross Currents, International, Cross-Cultural Marketing Communications, 295 N. Meyer, #2, Tucson, Arizona 85701 June 1996c Tel.: (520) 882-2855 Fax: (520) 882-2855. Sources for this article: <NAME> and the Navajo Code Talkers, Syble Lagerquist; Warriors: Navajo Code Talkers. Photographs by <NAME>, Foreward by Carl Gorman, Code Talker and Introduction by <NAME>, USMC; The Navajo Code Talkers, <NAME>; Braided Lives: An Anthology of Multicultral American Writings, Minnesota Humanities Commission. * * * [HOME][CLASSIFIED][BUSINESS HIGHLIGHTS] [CONSULTANTS/SPEAKERS][HISTORY MAKERS][CULTURAL EVENTS] * * * Questions and Comments: <EMAIL> (C) 1996-99 Cultural Knowledge, all rights reserved. ---\|--- <file_sep>## UNIVERSITY OF RICHMOND ![](../images/UR_logo_tiny.gif) COURSE INFORMATION History 327-01 (Undergraduate Credit) Spring, 2000, MW 2:45 to 4:00 p.m., Ryland Hall 215. This class meets from January 10 through April 19; the final examination is on April 29. Graduate students should request the graduate student version of the syllabus for information about additional requirements. Instructor: <NAME>, Jr., Professor of History Office: Ryland Hall 107, 289-8334 Office Hours: 11:15 to Noon, M, T, W,TH, and other times by appointment E-mail: <EMAIL> Homepage: http://www.richmond.edu/~ebolt AMERICAN DIPLOMATIC HISTORY SINCE 1945 This course is the third part of a three-semester sequence on the diplomatic history of the United States. All three courses offer a topical and international approach to American history, emphasizing the history of our foreign relations. Students examine American diplomacy in this course as historians, starting with the impact of World War II and emphasizing such topics as containment, the national security state, the Cold War and detente, and Third World challenges to our global interests. Attention will also be given to the ending of the Cold War and to recent changes in world order since 1989. Class sessions will feature lectures, discussion of common readings, and some use of non-print media. Students are introduced to documents and other primary sources through common reading of documents and use of the library. Students will read scholarly articles in _Diplomatic History_ and will be introduced to new reference sources in the library. Critiques are required after the reading of one common book (Immerman) and one approved self-selected book available in the library. Students will be introduced to and encouraged to utilize relevant sources on the Internet. Additional instructions will be furnished for all assignments noted above and in the following paragraphs. Purchase the following texts from the University Bookstore; they will be used as common reading and for discussion and analysis in the order in which they are listed. <NAME>, _The Specter of Communism: The United States and the Origins of the Cold War, 1917-1953_ (1994) <NAME>, _Black Diplomacy: African Americans and the State Department, 1945-1969_ (1999) <NAME>, _<NAME>: Piety, Pragmatism, and Power in U.S. Foreign Policy_ (1999) <NAME>, editor, _Shadow on the White House: Presidents and the Vietnam War, 1945-1975_ (1993) There will be a mid-term examination and a final exam, each of which will include essay/discussion and identification questions. The final exam will be comprehensive, covering the entire course, but it will emphasize material since the mid-term exam. All students will demonstrate critical thinking in written critiques of Richard Immerman's book and a self-selected book from bibliographies to be furnished on my homepage. The final course grade for undergraduates is the result of averaging grades earned on the mid-term exam (25%), the final exam (30%), the two book critiques (15% each), and on one additional paper (15%). In the additional paper, the student will critically compare two scholarly articles in _Diplomatic History_ or review, summarize, and comment on one self-selected section of _Foreign Relations of the United States_. A ten-point scale is used in evaluating your work. Below are the numerical ranges and grade point values for each letter grade used. 97-100 A+ 4.0 \| 93-96 A 4.0 \| 90-92 A- 3.7 ---\|---\|--- 87-89 B+ 3.3 \| 83-86 B 3.0 \| 80-82 B- 2.7 77-79 C+ 2.3 \| 73-76 C 2.0 \| 70-72 C- 1.7 67-69 D+ 1.3 \| 63-66 D 1.0 \| 60-62 D- 0.7 _Each student is expected to attend all meetings of this class. Absence from more than three classes will adversely impact upon the course grade_. Students are not excused from the mid-term exam except in case of personal illness or death in the immediate family. Excuse from the final exam, under University regulations, is handled only by your dean. _The instructor joins the Honor Councils in calling attention to two concerns._ First, the official pledge shall be used on all forms of testing and written/oral work. You are expected to write the following pledge in full and to sign your name: "I pledge that I have neither received nor given unauthorized assistance during the completion of this work." _Unpledged exams will not be evaluated._ Secondly, the following definition of plagiarism is contained in the Honor Code: "the deliberate presentation, oral and/or written, of word, facts, or ideas belonging to another source without proper acknowledgement." _Unpledged reviews will not be evaluated._ Students are encouraged to request a conference with the instructor in regard to any aspect of the course. Office location, phone number, and regular office hours are indicated above. If you need to contact me at home, please call 288-7581. You may leave a message on either phone, or when phoning the office, you may speak directly with one of the History Department secretaries. I am normally available for conferences at times other than the scheduled office hours. You may find that using e-mail is the most effective means of contact. PLEASE NOTE: This course is NOT a Field-of-Studies: Historical Studies (FSHT) course in the University of Richmond's General Education curriculum. Return to Course Index Page Go to Schedule of Classes and Assignments <file_sep> ![H-Urban Teaching Center](../graphics/btnsyltc154x40.jpg) ![H-Urban Syllabus Archive](../graphics/btnsylsa154x40.jpg) ![H-Urban](../graphics/btnsylhurban154x40.jpg) \| ![Syllabus Archive Selection](../graphics/skysylarchselect.jpg) \| ![H-Urban Syllabus Use & Submission Policy](../graphics/btnsyluse154x40.jpg) ![Comments and Questions](../graphics/btnsylcques154x40.jpg) ---\|---\|--- The City in American History (History 364) <NAME> Case Western University Cleveland, Ohio, USA Fall 1989 --- * * * ## SYLLABUS ### Course Objectives This course is designed to introduce the student to the history of American cities from the first European explorations to the present. Lectures and readings will consider the role of cities and the triumph of urbanization in America from the colonial period to the present, emphasizing the nature of life in colonial, frontier, industrial and contemporary cities. We will pay close attention to the economic reasons for the creation, location, growth, and decline of cities in the United States. We will also give special attention to the history of urban planning and design. The course is also designed to give students familiarity with significant primary sources and documents (including maps, plans and photographs as well as texts) and with Metropolitan Cleveland as itself a document in urban history, and to provide experience in discussing and writing about cities. ### Required Reading: 1. <NAME>, The Peopling of British North America (Vintage). 2. <NAME>, The Cholera Years (U. of Chicago Press). 3. <NAME>, <NAME> (Penguin). 4. <NAME>, How The Other Half Lives (Dover) 5. <NAME>, Jr. Streetcar Suburbs (Harvard U. Press). 6. <NAME>, Power and Society: Greater New York at the Turn of the Century (Columbia Univ. Press). 7. <NAME>, Black Chicago (U. of Chicago Press) 8. <NAME>, Los Angeles: The Architecture of Four Ecologies (Penguin) Additional short documents will be distributed from time to time. ### Requirements: The required work for the course will include two or three short essays or exercises on the readings and on questions related to the economics of urbanization, a final paper on a topic related to the course, and mid-term and final examinations. Regular attendance and well-prepared participation in class discussions will also be expected. Several of the lectures will emphasize slide presentations; these form an integral part of the course and may be the subject of examination questions. Toward the end of the course the class will devote an entire day to a tour of the Cleveland area, planned, organized, and narrated by the members of the class. Each member of the class will prepare a portion of this tour. ### Grades: The short essays and exercises wall count for about 15% of the original grade, the final paper will count for 20%, the mid-term will count for 25%, and the final will count for 35%. Active participation in class discussion will count for at least 5%. ## TOPICS ### I. THE COLONIAL CITY #### August 28 -- Approaches to The History of Cities #### August 30 -- The Peopling of British North America * Begin Bailyn, _The Peopling of British North America_ #### Sept. 1 -- City and Town in the Early British Empire #### Sept. 3 -- Labor Day Holiday #### Sept. 4 -- Colonial Towns and Town Planning * <NAME>, "Modell of Christian Charity" #### Sept. 8 -- Eighteenth-Century Towns and the Atlantic Economy #### Sept. 11 -- The Absence of Towns in Virginia * Documents on the Chesapeake and the back country. * Complete Bailyn, _The Peopling of British North America_ * First Exercise Due #### Sept. 13 -- The Strange Career of Ebeneezer McIntosh * Documents on towns in the American Revolution. #### Sept. 15 -- No Class ### II. THE MERCANTILE CITY #### Sept. 18 -- Cities and Regions in the National Economy * Documents and data on towns and trade. * Begin Rosenberg, _The Cholera Years_. #### Sept. 20 -- City Form in the Early Nations: Dock, Warehouse, Counting House, Shop, Frontier Town #### Sept. 22 -- The People of the Northern Cities #### Sept. 25 -- Slavery in the Cities * Documents on southern cities and their slaves. #### Sept. 27 -- Class and Diversity: Mercantile Society * Complete Rosenberg, _The Cholera Years_. #### Sept. 29 -- Disease and Politics: Governing the Mercantile City #### Oct. 2 -- Grids, Rails, Graveyards, and Parks: The Shape of the Mercantile City * Documents on town planning. #### Oct. 4 -- Mid-Term Examination ### III. THE INDUSTRIAL CITY #### Oct. 6 -- Completing the Urban Network * Warner, _Streetcar Suburbs_ , pp. 21-31. * Hammack, _Power and Society_ , ch. 2. #### Oct. 9 -- Cities and Industry * Begin reading Alger, _Ragged Dick_. #### Oct. 11 -- City People: Labor * Riis, _How the Other Half Lives_ , ch. 11, 12, 20. #### Oct. 13 -- Industrial City People: The Immigrants * Riis, _How The Other Half Lives_ , ch. 3, 5, 9, 10, 13. #### Oct. 16 -- Fall Break #### Oct. 18 -- Industrial City People: Inequality and Opportunity * Complete Alger, _Ragged Dick_. #### Oct. 20 -- Industrial City People: Diversity * Hammack, _Power and Society_ , ch. 3. #### Oct. 23 -- Industrial City Housing: Slums * Riis, _How The Other Half Lives_ , ch. 1, 2, 4, 6, 8, 10, 14, 24, 25, appendix. #### Oct. 25 -- Industrial City Housing: Suburbs * Warner, _Streetcar Suburbs_ , ch. 4-6. #### Oct. 27 -- Frederick Law Olmsted's Industrial City * Solutions: Parks, Boulevards, Suburbs #### Oct. 30 -- City Politics: Mayors and Interest Groups * Hammack, _Power and Society_ , ch. 4, 5. #### Nov. 1 -- City Politics: Parties and Voters * Hammack, _Power and Society_ , ch. 6. * Tour Plans and Explanations Due #### Nov. 3 -- No Class #### Nov. 6 -- Controlling the Industrial City: Intervention * Riis, _How the Other Half Lives_ , ch. 2, 7, 11, 15-25. * Hammack, _Power and Society_ : ch. 9. #### Nov. 8 -- Controlling the Industrial City: Laissez-Faire * Warner, _Streetcar Suburbs_ , ch. VI, VII. * Hammack, _Power and Society_ , ch. 8. #### Nov. 10 -- Society, Politics, and Power * Hammack, _Power and Society_ , ch. 1, 10. * Second Exercise Due ### IV. THE METROPOLITAN REGION #### Nov. 13 -- The Old Metropolis: Turn-of-the-Century Views #### Nov. 15 -- The New Metropolitan Region: Technology and Economic Change * Banham, _Los Angeles_ , ch. 4. #### Nov. 17 -- No Class #### Nov. 20 -- The Rise of the Metropolis: Planning Traditions * Banham, _Los Angeles_ , ch. 7. * Documents on urban and regional planning in the twentieth century. #### Nov. 22 -- Metropolitan People: Communities of Constraint * Spear, _Black Chicago_. * Banham, _Los Angeles_ , ch. 8. #### Nov. 24 -- Thanksgiving Holiday #### Nov. 26 -- Tour of Cleveland #### Nov. 27 -- Metropolitan People: Communities of Choice * Banham, _Los Angeles_ , ch. 2, 5, 7. #### Nov. 29 -- Metropolitan Culture: From Baseball to Art * Banham, _Los Angeles_ , ch.10; * documents to be provided. #### Dec. 1 -- Controlling the Metropolis: City Politics * Documents to be provided. #### Dec. 4 -- Controlling the Metropolis: Regional Politics * Documents to be provided. #### Dec. 6 -- The Way We Live Now? * Banham, _Los Angeles: The Architecture of Four Ecologies_ #### Dec. 8 -- Cleveland: Comeback City or Standard Metropolitan Region? * Final Paper Due #### December -- FINAL EXAMINATION --- ![Author Index](../graphics/btnsylauthor154x40.jpg) ![Subject Index](../graphics/btnsylsubject154x40.jpg) ![Geographic Index](../graphics/btnsylloc154x40.jpg) --- ![H-Urban](../graphics/skyhurban198x38.jpg) Top \| Teaching Center \| Syllabus Archive \| Comments and Questions \| H-Urban H-Urban Syllabus Use and Submission Policy <file_sep>## Notre Dame Archives ### FXN 020 #### Previous : FXN019 _ CFXN Xaverian Brothers. Northeastern Province: Manuscripts CFXN 25-28 Series : Formation, Spirituality, Vocations CFXN 25-26 Subseries : Formation CFXN 26/01-76 Subseries : Novitiate CFXN 26/03 Folder : St Joseph Novitiate, Newton Highlands, MA 1962-1970 _ * * * * CFXN 26/03 _Document_ : Novitiate Newsletter 1967,1969 * CFXN 26/03 _Document_ : Novitiate Fund Reports 1962,1963 * CFXN 26/04 _Folder_ : St Joseph Novitiate, Newton Highlands, MA 1961-1970 * CFXN 26/04 _Document_ : Correspondence re: Maintenance- St Joseph Novitiate 1961-1970 * CFXN 26/05 _Folder_ : St Joseph Novitiate, Newton Highlands, MA 1964,1970 * CFXN 26/05 _Document_ : Correspondence re: Wills, Bequests- Newton Highlands 1964,1970 * CFXN 26/06 _Folder_ : St Joseph Novitiate, Newton Highlands, MA 1961,1980 * CFXN 26/06 _Document_ : News Clippings re: Working Boys Home and Novitiate 1961,1980 * CFXN 26/06 _Document_ : Financial Reports- St Joseph Novitiate, Newton 1965-1975 * CFXN 26/07 _Folder_ : New Sacred Heart Novitiate, Leonardtown, MD- Opening 1959/0509 * CFXN 26/08 _Folder_ : Sacred Heart Novitiate, Fort Monroe, VA- Summer School 1928 * CFXN 26/09 _Folder_ : Xaverian Vestition Hymn nd * CFXN 26/10-41 _Group_ : Northeast Province Psychological Testing- Classified 1961-1981 * CFXN 26/42-74 _Group_ : Juniorate Candidates- Records- Classified 1960-1962 * CFXN 26/75 _Folder_ : Correspondence re: Psychological Testing Programs 1961-1970 * CFXN 26/75 _Correspondent_ : McCarthy, <NAME>. 1961-1970 * CFXN 26/76 _Folder_ : PSYCHOLOGICAL CHARACTERISTICS OF CANDIDATES TO XAV 1970 * CFXN 26/76 _Subject_ : Xaverian Candidates- Psychological Characteristics 1970 * CFXN 26/76 _Author_ : McCarthy, <NAME>. 1970 * CFXN 26/77-80 _Subseries_ : Xaverian College * CFXN 26/77 _Folder_ : Xaverian College, Silver Spring, MD 1959-1974 * CFXN 26/77 _Document_ : Report on Xaverian College 1961 * CFXN 26/77 _Document_ : Booklets- General Information re: Xaverian College 1965-1970 * CFXN 26/77 _Document_ : Questionnaire- Xaverian College Religious & Scholastic 1965-1967 * CFXN 26/77 _Document_ : Agreement re: Extension Work in First 2 College Years 1967/0514 * CFXN 26/77 _Document_ : Chart of Organization- Xaverian College nd * CFXN 26/77 _Title_ : THEOLOGY PROGRAM AND SYLLABUS 1959 * CFXN 26/77 _Document_ : Report- Evaluation of Xaverian College 1969 * CFXN 26/77 _Document_ : Information Bulletin- The Scholasticate Program 1968 * CFXN 26/77 _Document_ : Survey Report- Xaverian College 1969 * CFXN 26/77 _Document_ : Brochure- George Meany Center for Labor Studies 1974 * CFXN 26/78 _Folder_ : Xaverian College, Silver Spring, MD 1961-1970 * CFXN 26/78 _Document_ : Reports- Xaverian College, Silver Spring, MD 1961-1970 * CFXN 26/78 _Document_ : Resolutions- Xaverian College, Silver Spring, MD 1961-1970 * CFXN 26/78 _Document_ : Minutes- Xaverian College, Silver Spring, MD 1961-1970 * CFXN 26/78 _Subject_ : Xaverian College Expansion- Silver Spring, MD * CFXN 26/78 _Subject_ : Financial Reports- Xaverian College- Silver Spring, MD * CFXN 26/79 _Folder_ : Xaverian College, Silver Spring, MD 1961-1970 * CFXN 26/79 _Document_ : Correspondence- Xaverian College, Silver Spring, MD 1961-1970 * CFXN 26/79 _Subject_ : Scholasticate Program in Theology * CFXN 26/80 _Folder_ : Xaverian College, Silver Spring, MD 1973-1980 * CFXN 26/80 _Document_ : The Machinest- Newspaper 1973/0104 * CFXN 26/80 _Document_ : Brochure- George Meany Center for Labor Studies * CFXN 26/80 _Document_ : George Meany Ctr for Labor Stds- Catalog of Courses 1979-1980 * CFXN 26/80 _Document_ : Postcards- George Meany Center for Labor Studies * CFXN 26-27 _Subseries_ : Vocations * CFXN 26/81 _Folder_ : SELECTION OF READINGS FROM ANNUAL VOCATION WEEK BOOKLT 1951-1960 * CFXN 27/01-10 _Group_ : Vocation Week- Annual Booklets 1967-1965 * CFXN 27/11 _Folder_ : Vocations- Xaverian Brothers- Printed Material 1951-1980 * CFXN 27/12 _Folder_ : Formation Programs- Overview 1961,1963 * CFXN 27/12 _Title_ : MIND OF THE CHURCH ON FORMATION OF TEACHING BROTHERS 1961 * CFXN 27/12 _Author_ : <NAME> 1961 * CFXN 27/12 _Title_ : OUR FORMATION PROGRAM AND HOW TO IMPROVE IT 1963 * CFXN 27/12 _Author_ : <NAME>., FSC 1963 * CFXN 27/13 _Folder_ : Formation Programs 1961,1970 * CFXN 27/13 _Title_ : SUGGESTED SPIRITUAL ADVANCEMENT PROGRAM nd * CFXN 27/13 _Document_ : Spiritual Advancement Program- Introduction c1961 * CFXN 27/13 _Title_ : ONGOING FORMATION WORKSHOP- ST JOSEPH PROVINCE 1977/0319 * CFXN 27/14 _Folder_ : Vocations- Xaverian Brothers 1951-1961 * CFXN 27/14 _Document_ : Vocation Bulletins- Incomplete 1951-1961 * CFXN 27/14 _Title_ : THEOLOGY OF VOCATIONS- QUALITIES DESIRED IN CANDIDATES nd * CFXN 27/14 _Document_ : Program- Annual Vocation Meetings 1956/07 * CFXN 27/14 _Document_ : Vocation Office Newsletter nd * CFXN 27/15 _Folder_ : Formation- Senior Brothers' Retreats 1980-1984 * CFXN 27/15 _Document_ : Program- Senior Retreat- Xaverian Brothers 1980/07 * CFXN 27/15 _Document_ : Directors and Day-Order- 1980 Retreat 1980 * CFXN 27/15 _Document_ : Program- Second Annual Senior Brothers' Retreat 1981/06 * CFXN 27/15 _Document_ : Programs- 1983 Retreat 1983 * CFXN 27/15 _Document_ : Papers- 1984 Senior Brothers' Retreat 1984/06 * CFXN 27/15 _Document_ : Correspondence- End of Joint-Province Senior Retreat 1986/0203 * CFXN 27/16 _Folder_ : XAVERIAN BROTHERS HANDBOOK FOR VOCATION MODERATORS 1954 * CFXN 27/17 _Folder_ : CATECHISM OF VOCATION TO THE RELIGIOUS TEACHING BROS. 1927 * CFXN 27/18-27 _Subseries_ : Investiture, Habit, Experimentation * CFXN 27/18 _Folder_ : CEREMONIAL- Reception of Habit, Profession of Vows 1953 * CFXN 27/19 _Folder_ : Investiture- Ceremony 1961-1969 * CFXN 27/19 _Document_ : Booklet- Profession and Investiture Ceremony 1967/0908 * CFXN 27/19 _Title_ : RITE OF RECEPTION INTO THE RELIGIOUS LIFE nd * CFXN 27/19 _Document_ : Recommendations re: Investiture 1965 * CFXN 27/19 _Document_ : Souvenir- Profession and Investiture Ceremonies nd * CFXN 27/19 _Document_ : Memo re: First Profession, Entrance into Novitiate 1969/0807 * CFXN 27/19 _Correspondent_ : <NAME> 1969/0807 * CFXN 27/20 _Folder_ : Profession of Vows- Ceremony c1966-1980 * CFXN 27/20 _Document_ : Address Given on Occasion of Vestition & Profession 1966/0908 * CFXN 27/20 _Author_ : Cushing, <NAME> 1966/0908 * CFXN 27/20 _Document_ : Booklet- Ceremony of Profession of Vows of Religion 1966/0815 * CFXN 27/20 _Document_ : Booklets- Religious Profession Ceremonies c1970-1980 * CFXN 27/21 _Folder_ : Experimentation- The Habit, Formal Attire 1967/08,12 * CFXN 27/21 _Title_ : IMPLICATIONS OF THE HABIT AS SEEN BY XAVERIAN BROTHERS 1967/08 * CFXN 27/21 _Title_ : ATTITUDES TOWARD XAVERIAN DRESS AND OTHER ISSUES 1967/12 * CFXN 27/22 _Folder_ : REPORT- XAVERIAN CLOTHING EXPERIMENT II nd * CFXN 27/23 _Folder_ : Experimentation- Community, Apostolate, etc. 1966-1974 * CFXN 27/23 _Document_ : Remarks- Commissions on Apostolic Works & Experiments 1968/0316 * CFXN 27/23 _Correspondent_ : <NAME> 1968/0316 * CFXN 27/23 _Document_ : Reports- Commission on Experimentation 1968/04,05 * CFXN 27/23 _Document_ : Experimental Community- Proposal Submitted nd * CFXN 27/23 _Document_ : Correspondence re: Experimentation and Revision 1966-1974 * CFXN 27/24 _Folder_ : Experimentation- Community, Apostolate, etc. 1966-1973 * CFXN 27/24 _Document_ : AN EXPERIMENT IN COMMUNITY nd * CFXN 27/24 _Author_ : <NAME>, CFX; <NAME>, CFX; <NAME>, CFX; <NAME>, CFX; <NAME>, CFX; <NAME>, CFX; <NAME>, CFX; <NAME>, CFX; <NAME>, CFX; <NAME>, CFX nd * CFXN 27/24 _Title_ : Paper re: Experimental Community nd #### Next : FXN021 <file_sep>HIEU 380 ORIGINS OF CONTEMPORARY THOUGHT <NAME>, University of Virginia, Spring 2001 Cabell Hall 311, 2:00-3:15 pm Tuesdays and Thursdays c:\wpdocs\0syllabi\38001des.yes COURSE DESCRIPTION AND REQUIREMENTS _ _ Note: For full information about this course, you need to have in your possession both this handout and the handout headed "Syllabus." You should read both handouts carefully. INSTRUCTOR CONTACT INFORMATION : _Office Location_ : 221 Randall Hall. _Office Hours_ : Tu Th 3:30-4:30, and by arrangement. You should not feel confined to my scheduled office hours. An efficient means of arranging appointment times is by e-mailing me, at _<EMAIL>_ ; it is best to e-mail me a day or two in advance. Often, I can arrange meetings at other times than the official hours (often, Wednesday and Friday afternoons are good times to see me, but check in advance). Note: On occasion I shall have to cancel office hours because of other obligations. It is helpful, therefore, to contact me ahead of time even if you plan to come during regularly scheduled hours. I cannot _guarantee_ my presence at any particular scheduled office hour, unless you have alerted me that you will be coming to see me then. __ _ _ _Telephone Numbers_ : _Office_ : 924-6414 (voicemail after several rings if there is no answer). _Home_ : 971-8744 (answering machine after several rings). You shouldn't hesitate to phone me at home: I prefer working there to working in Randall Hall. If we are otherwise occupied we generally don't answer the phone; but avoid 5 pm-8 pm, and don't phone later than midnight (although, if you do, it doesn't matter, since the phone won't be heard anyway). _E-mail_ : <EMAIL>. _Instructor home page_ : http://www.people.virginia.edu/~adm9e _ _ _Course home page_ : http:/toolkit.virginia.edu/HIEU380. Some class handouts will be available via the toolkit (and via my personal home page). But you should not expect to pick up _all_ class handouts in that way. SUBJECT MATTER: The course examines some important topics in intellectual history from Darwin's _Origin of Species_ (1859) onward. The course does not claim to survey the intellectual history of the period in question. Instead it focuses on a few important themes--themes that I take to be important for understanding the historical background to current theoretical reflection. The themes that we consider include: (1) the decline of belief in the notion of a single, progressive historical process, a notion that dominated much of nineteenth-century thought; (2) the rise of the notion of a pre-rational or irrational unconscious, which paralleled doubts concerning the rational ordering of the world in general; (3) the emergence of "aestheticism" and of "crisis thought"; and (4) the emergence of new views of interpretation and of science. The overall theme is the presence of, and challenges to, the notion that there is a rationality embedded in the world. Aim and Style: The primary aim of the course is to impart some understanding of the intellectual positions advanced by the thinkers whom we shall be reading. A lesser aim is to explain why they arrived at those positions. The explanations that I offer will usually be rather "internalist" in character, emphasizing dialogue and conflict within intellectual traditions. I shall also take note of "externalist" explanations for intellectual persistence and change, pointing, for example, to sociological and psychological influences, although I often find such explanations trivial. I am interested in describing contexts external to texts or intellectual traditions only insofar as those contexts are relevant to understanding the texts that we shall be directly reading. I do not deal with the texts as a means of illuminating non-intellectual contexts. COURSE REQUIREMENTS IN GENERAL: Emphasis will be on the student's own reading of the works with which we shall be dealing. The idea is that by the end of the semester you should be able to present, and argue the case for, your own well-considered ideas concerning the thinkers and themes covered, instead of simply regurgitating lecture notes. So, you will need to (a) read carefully and attentively; (b) correct your initial understanding of the reading in the light of what is said in class; (c) revise and review; and (d) come up with some ideas of your own concerning the material. I want to have the sense, when I read what you write for me, that you have read the material and _thought it out for yourselves_ (with whatever assistance you can get from lectures, discussion with other students, and the like). You should not assume that the course will resemble in its approach other courses you may have taken in the history department, or elsewhere at UVa. COURSE REQUIREMENTS IN DETAIL: (1) To give a focus to the reading and to stimulate intelligent comments and questions, I assign weekly "think" questions (TQs) during most of the semester. These are based on the reading and require informal one-paragraph answers. They are marked on a pass-fail basis. _It is absolutely crucial that the reading be done on time, so that you read it before I explicate it in class._ If you do the reading only after I have discussed it, you will never know the material _for yourself_ , and it will show. Note : I shall normally _not_ accept substitute TQs more than one (1) lecture period past the time when the skipped TQ was supposed to be handed in. (2) There will be a midterm test , 50 minutes long, which will be given in class period 14, on Tuesday, March 6, 2001. Consider it as counting for 15% of the grade. However, in fact the midterm is likely to be decisive for your grade only in cases of ambiguity. For example, if at the end I have given you a B/B+ as a tentative grade (based on an equal weighting of requirements [3] and [4]), your midterm grade may come into play in helping me to decide which of those two grades to give. (3) _This is an important class requirement:_ The following assignment serves as a substitute for the traditional "term paper" requirement. Toward the end of the semester students will make up a "restricted term paper" for the course, of not more than six single-spaced typewritten pages. Pages should be numbered. Turn off right-justification. (By a "restricted term paper" I mean a term paper that does not require new reading or research, but instead requires you to reflect more deeply on what you have already read.) _Requirement (c), and (d), below, are far weightier than (a) and (b) in determining the final grade; (c) and (d), further, are about equal in importance._ You are to pose a question or questions (most likely only one) designed to cover the material of the course, and answer the question or questions in as concise, integrated, and original a way as possible. The question or questions chosen should provide an opportunity for displaying an understanding of the course as a whole. The "restricted term paper" will be marked on a letter-grade basis. I consider this paper to be about as important as the final exam in determining the grade: that is, very important. _To allow the marking and return of these papers before the end of classes_ , the due date is Wednesday, April 18, 2001, by noon, under the door of my office, 221 Randall Hall. For reasons of fairness, this is a _rigid_ deadline, and exceptions will be granted only under unusual circumstances. Also, _students are expected to retain a copy of their paper, and of their working notes and drafts, until the middle of next semester_. __ Note : A few students with prior background may wish to write a traditional term paper (focusing on a specialized topic) instead of the "restricted term paper." Any such student should discuss the matter with the instructor. Topics need to be cleared in advance. However, the vast majority of students find that the "restricted term paper" requirement better suits their needs and time constraints. (4) There will be a 2 1/2-hour closed-book closed-notes examination; it will be held on Saturday, May 5, 2001, from 2 to 4:30 pm. _This is_ _an important class requirement. Thus, a pretty good term paper followed by a messed-up final will have consequences for the grade._ (5) The "restricted term paper" and the final exam count about equally for the final grade. The midterm test may marginally influence the grade when there is some doubt in my mind as to what, exactly, it should be. The number and quality of the "think questions" also have some marginal influence on the grade. __ _ _ _Graduate Students_ : Graduate students are very welcome to sit in on the class (if there is space), but they are generally not supposed to say anything during the class. Sometimes graduate students audit the class, while pursuing some well defined term paper project under a graduate number. CONCERNING PREREQUISITES: After taking a 300-level course taught by me, sometimes students have complained because I did not set any prerequisites for the course. In fact, _no specific prerequisite courses_ are needed: people who are entirely ignorant of the subject matter can do very well in it, as long as they can write reasonably well and think in a precise and critical way. (For example, chemistry majors, math majors, engineers, and others who don't know the subject matter can do quite well in the course, as long as they can write reasonably well and aren't under the misapprehension that this is a gutless humanities course that does not require systematic effort.) Needed are: (a) the ability to discern the argument or arguments in what one is reading; (b) the ability to read critically; (c) diligence; and (d) attention to detail. HONOR REQUIREMENT: It is acceptable, and is in fact encouraged, for students to discuss course material among themselves. It is also acceptable for students to discuss possible topics for the "restricted term paper" among themselves. I do not consider such discussion to constitute an honor violation, even though it may well aid you in your work. In cases of doubt you should ask, and in general you should follow a policy of full disclosure. (Of course, I urge you _very strongly_ to discuss with me your ideas for a restricted term paper topic: I can often provide good advice.) BOOKS (available at UVa Bookstore; copies will also be on reserve in Clemons): <NAME>, _The Origin of Species_ (Penguin) [There is also a Mentor paperback of the book. The Penguin edition is preferred, but other editions are acceptable.] <NAME>, _The Birth of Tragedy_ (Penguin). Other editions are acceptable. Walter Kaufmann's translation of _BT_ is good. Golffing's translation, in _" The Birth of Tragedy" and "The Genealogy of_ _Morals "_ (Doubleday) sometimes diverges seriously from the original. <NAME>, _Prophets of Extremity: Nietzsche, Heidegger, Foucault, Derrida_ (California) <NAME>, _The Portable Nietzsche_ , ed. and trans. Kaufmann (Penguin) <NAME>, _On the Genealogy of Morals_ (Hackett). This is a new edition, and it appears to be superior to all previous English versions of _GM_. But Kaufmann's translation is also good, and, once again, one can live with Golffing's translation if you have it already. <NAME>, _The Interpretation of Dreams_ (Discus Avon) Sigmund Freud, _Civilization and Its Discontents_ (Norton) <NAME>, _Basic Writings_ , revised and expanded ed. (Harper Collins). Note that this is the revised and expanded edition, not the first edition. <NAME>, _The Structure of Scientific Revolutions_ (Chicago). Chicago has recently published a new edition, with an index, but the 2d, rev. enl. edition of 1970 remains perfectly acceptable. (Note that we may not be able to devote much time to this book.) The books have been ordered at the University of Virginia Bookstore. Most are also being placed on reserve in Clemons Library for your convenience. OTHER READING: Class Packet, The Copy Shop, 5-B Elliewood Avenue, 295-8337. [The packet costs $17.50. For your convenience one copy will be placed on reserve in Clemons.] In addition, there is a relatively small amount of in-copyright material that students will have to photocopy for themselves, from Mandelbaum, _History, Man, and Reason_ , Nietzsche, _The Will to Power_ , Sigmund Freud, _Standard Edition_ , vol. 2 ("Anna O."), and Heidegger, _Being and Time_. I list the specific pages in a separate handout headed "Additional Reading." <file_sep>JOURNAL OF THE FACULTY SENATE The University of Oklahoma (Norman campus)Regular session - May 5, 1997 - 3:30 p.m. - Jacobson Faculty Hall 102 office: Jacobson Faculty Hall 206 phone: 325-6789 FAX: 325-6782e-mail: <EMAIL> web site: http://www.ou.edu/admin/facsen/ The Faculty Senate was called to order by Professor <NAME>, Chair. PRESENT: Albert (1), Baker (3), Benson (0), Blank (1), Bremer (1), Civan (2), Dillon (1), Durica (0), Egle (3), Elisens (3), Emery (0), Fiedler (0), Fung (0), Gana (0), Gilje(0), B.Greene (3), E.Greene (3), Harris (1), Holmes (0), Horrell (2), Hughes (1), Hutchison (0), Kinzie (2), Konopak (1), Laird (2), Lancaster (1), Murphy (1), Norwood (0), Patten (0), Patterson (0), Reynolds (1), St.John (2), Sipes (1), Tepker (0), VanGundy (2), Wenk (0), Williams (3) Provost's office representative: Mergler PSA representatives: Iselin, Spencer ABSENT: Gupta (3), Hillyer (3), Hobbs (1), Joyce (2), C.Knapp (2), <NAME> (3), Palmer (2), Ramsey (2), Shaughnessy (2), Smith (4), Stoltenberg (1), Thulasiraman (2), Wahl(2), Wallach(4) [NOTE: During the period June 1996 to May 1997, the Senate held 9 regular sessions and no special sessions. The figures in parentheses above indicate the number of absences.] __________________________________________________________________________ TABLE OF CONTENTS Announcements: Schedule of Senate meetings for 1997-98 and list of new senators 2 Summary of Speakers Service program 2 Faculty retirees 2 Regent <NAME> 2 Library journal subscriptions 2 Senate Chair's Report: Senate accomplishments 4 Election, councils/committees/boards 5 Committee revisions 5 Student jury duty 5 Day care center 6 Election, Senate Secretary and Chair-Elect 7 Election, Senate standing committees 7 Presentation of Certificates of Appreciation 8 Resolution of Appreciation to Prof. <NAME> 8 __________________________________________________________________________ APPROVAL OF JOURNAL The Senate Journal for the regular session of April 14, 1997, was approved. Announcements The regular meetings of the Faculty Senate for 1997-98 will be held at 3:30p.m. in Jacobson Faculty Hall 102 on the following Mondays: September 8, October 13, November 10, December8, January 12, February 9, March 16, April 13, and May 4. Summary of the activities of the Speakers Service for the past year: The Faculty Senate office assumed responsibility for coordinating the program for 1996-97 and arranged a record number of programs. From May 1996 to April 1997, 57 faculty and staff were scheduled for 84 programs to 42 organizations throughout the state. These speakers from OU gave programs to groups such as high school honors classes, business and civic clubs, and church discussion groups in communities ranging from Walters to Pryor. The Faculty Senate and the University sincerely appreciate the members of the Speakers Service who share their expertise and knowledge with the people of Oklahoma. The Faculty Senate thanks the following faculty who retired during the past academic year for their dedication and contribution to our community: Marvin Baker (Geography), <NAME> (Philosophy), <NAME> (Industrial Engineering), <NAME> (Chemistry & Biochemistry), <NAME> (Zoology), <NAME> (Journalism & Mass Communication), <NAME> (Educational Psychology), <NAME> (Psychology), and <NAME> (Geology & Geophysics). Prof. Tepker introduced Mr. <NAME>, Chair of the OU Board of Regents, and welcomed him to the meeting. Library journal subscriptions Professors <NAME>, Acting Director of Information Management and Delivery (Library), <NAME> (Psychology), Chair of the University Libraries Committee, and <NAME>, Director of Access Services (Library), were present to answer questions about library journal subscriptions (see 4/97 Senate Journal, page 3). Prof. Weaver-Meyers reported that in the last ten years, serials prices have gone up 138%, but the library budget has not kept pace. The library has been able to keep from cutting serials titles by spending less money on books. Many other libraries have been cutting serials titles in recent years. The cost of serials has increased from $1.8 million in 1992/93 to $2.6 million in 1996/97. Next year, the cost would be $3 million if we continue the current subscriptions. The library is trying to solve the problem by substituting electronic access. Chemistry and Engineering have been asked to substitute electronic formats for titles that cost over $2000. Site licenses will be purchased to various document delivery vendors, and users will be provided free access. Other universities that have undertaken this have found costs run one-third to one-half the subscription cost. Some advantages of electronic access are that it provides access to more titles for less money, allows access from home or office, is becoming more available and will be the common future format, and the cost is based on usage, not time on the shelf. Next year, Zoology, Mathematics, Physics & Astronomy, and Botany & Microbiology will be targeted. Areas selected are those with a substantial number of titles priced at $2000 or more and can be provided cost effectively through electronic format. Some of the disadvantage of electronic access are the potential loss of archival access and lack of on-site paper format, particularly for undergraduates. In addition, it is not cost effective for reasonably priced titles and may be subject to cost increases for copyright. This is a temporary solution to escalating serials prices because the cost savings probably will not continue. Some of the savings will be applied to the continuing subscription increases. <NAME> asked whether journals can be purchased individually or whether the subscription is for a package. Prof. Weaver-Meyers said any article in any journal can be purchased, but some publishers are limiting electronic access to some titles. Prof. Holmes said he thought the question was whether we have to buy a package of journals from a vendor or could request only certain journals when we hire a document delivery vendor. <NAME> answered that a site license gives us a negotiated reduced rate on articles. We pay a set rate for gateway access and a pre-negotiated $6.50 per article for the copyright. Prof. Patten asked whether it was possible to block access to journals that are not cost-effective. He commented that some faculty think the data being collected on journal usage are skewed. Prof. Weaver-Meyers said there are ways to block access. Within the current time frame, there is no practical way to de-skew the data being collected. The longer the library compiles information, the better the data will be. Prof. Sipes noted the large access charges for some articles. He asked about a way to control how many times a journal is accessed. Prof. Weaver-Meyers said she is checking with vendors to find out what kind of blocking software they are developing. Prof. Sipes said he is concerned what the budget would look like without a cap. Prof. Weaver-Meyers said it is possible to spend more for document delivery than paper formats, but other universities have found that is not the situation. Prof. Blank asked how many other universities are collecting data. Prof. Weaver-Meyers said Louisiana State University is the only one with long-term data (since 1992). The University of Kansas and the University of Nebraska are embarking on this kind of project. Noting that the data are not statistically valid, Prof. Sipes asked about monitoring provisions. Prof. Weaver-Meyers said the library has been looking at jounal usage just since October, and extensive information is being collected. Prof. Stolt pointed out that until recently, there was no other option when the paper subscription was cut. When asked about text documents, <NAME>- Meyers said they are delivered by facsimile right now; by fall the library hopes to be able to provide those documents electronically. Prof. Lancaster asked about the FAX resolution. Prof. Weaver-Meyers said the library is getting some new high resolution FAX machines. Prof. Hutchison explained that certain fields will need high resolution color printers. Prof. Weaver-Meyers pointed out that one of the physics professors prefers electronic format for some journals because it provides access to full data bases. Prof. Durica said electronic format does not provide access to the whole journal, just subject headings or abstracts. Prof. Weaver-Meyers mentioned that some journals will only be available in electronic format in the future. Prof. Patten asked whether we need more money to subsidize our holdings. He suggested that this is only a temporary panacea because publishers will respond by increasing costs. Prof. Weaver-Meyers proposed some other strategies: faculty could refuse to sign over the copyright to the publisher and could quit publishing articles in expensive journals. Prof. Patten said he has to publish in certain journals, and they demand that he sign over his copyright. Prof. Weaver-Meyers said all faculty could refuse to sign over the copyright, go to publishers who guarantee low prices, and set up a board to take control. Prof. Albert asked for further information about the funding problem. Prof. Weaver-Meyers said it is a cumulative problem. For the last two years, the library received an increase of about $400,000 each year. If the library continues to ask for enough to sustain current subscription prices, it will be asking for an annual increase of over $1 million. <NAME> said she had given the library permission to run a deficit this year. The library has had a 15-20% increase each year for the past five years. Prof. Blank said it is ironic that OU is spending millions of dollars to help the Athletic Department, while our library is ranked 64th out of 65 research libraries in terms of library expenditures. Prof. Murphy asked about the fraction of subscriptions that would go electronic and whether cost was the major factor. Prof. Weaver-Meyers answered that the library is targeting departments that have expensive titles. About 10% of the titles, which represents about 60% of the funds, will be electronic. Chemistry and Engineering were asked to review the list of expensive titles and recommend which ones could be provided electronically. Prof. Lancaster explained that in biological sciences, the expensive journals contain a lot of photos that cannot be delivered well electronically. Prof. Weaver-Meyers responded that Physics & Astronomy, Zoology, Mathematics, and Botany & Microbiology should experiment for a year. As of January, electronic access will be substituted for the journals Chemistry and Engineering have identified. The other four units will formulate a list of journals to be canceled as of January 1999. Prof. Durica pointed out that some journals fall under the Chemistry budget but are used by other units. He asked whether there would be any attempt to poll other departments. Prof. Weaver-Meyers answered no, but they will have electronic access. It is not the library's aim to make it harder for faculty to get research done, but there is a limit to what we can afford. Senate Chair's Report, by Prof. <NAME> <NAME> summarized the year by saying the Faculty Senate is a highly productive and professional organization. This year, the Senate undertook the Conflict of Interest policy and came up with a better balance between University and individual interests. The Senate also voted in new standards for faculty evaluation. Some sensitive, important discussions were begun on the post-tenure review issue. Several computer issues were examined: Internet, e-mail, campus rights and responsibilities, and dual news feeds. To a great extent, a balance was struck between faculty and administrative interests. In the case of e-mail, the decision was made to wait to adopt a policy and request further study by General Counsel. The Senate addressed committee charges like Equal Opportunity, Environmental Concerns, and Goddard. The Faculty Senate Executive Committee had candid discussions with the administration and spoke for the primacy of the academic mission. In the first joint meeting of the Executive Committee, President and Athletic Director, the Executive Committee emphasized that the Athletic Department cannot continue to take money from the general budget. The Senate stood for academics in the endorsement of pre-finals week and the syllabus requirement. Finally, the Senate's recommendation that the mission statement be optional on business cards was approved. Prof. Tepker said he was closing out this year with some degree of pride and relief. ELECTION, UNIVERSITY AND CAMPUS COUNCILS, COMMITTEES, BOARDS The Senate approved the Senate Committee on Committees' nominations for end- of-the-year vacancies on university and campus councils, committees, and boards (Appendix I). A number of vacancies also will be filled by the President's office. COMMITTEE REVISIONS The Senate Committee on Committees proposed some revisions in committees at last month's meeting (see 4/97 Senate Journal, page 2 and Appendix I). Prof. Dillon explained that the Committee on Committees was trying to streamline the committee structure. The Equal Opportunity Committee would be replaced by a joint Faculty Senate/Presidential task force. Parallel changes would be made in the Athletics Council and Budget Council concerning the review of the Athletic Department budget, and gender equity would be added to the Athletics Council charge. Faculty for the Campus Disciplinary Council would come from a committee instead of being drawn from the Faculty Appeal Board. The Film Review Committee and Recreational Services Advisory Committee would be collapsed into the Council on Campus Life. <NAME> proposed that the first paragraph read as follows (additions in bold; deletions in italics): Eliminate the EQUAL OPPORTUNITY COMMITTEE and recommend a joint Faculty Senate/Presidential task force to study the status of recruitment and retention of women and minorities and the compliance of the recruitment and retention procedures with the Equal Opportunity Policy of the University of Oklahoma. The task force will give a report to the Faculty Senate _to make recommendations_ during the 1997-98 academic year. He remarked that the Committee on Committees' recommendation was too vague, would give too much power to the task force, and would not make the task force accountable to the Faculty Senate. He read some news releases from the web about affirmative action policies and said the Faculty Senate should not relinquish control. Prof. <NAME> said he believes we should give the same due consideration to equal opportunity as we do to gender equity in sports. <NAME> remarked that before the Senate assumes there is a divisive issue, the body should pay attention to the words. There is nothing in the committee recommendation that commits us to affirmative action policies, and there is nothing in Prof. Fiedler's motion to abolish affirmative action policies. There is a certain symbolic importance to the issue, but there are no words that are binding or enforceable. <NAME>'s amendment was approved on a voice vote. The committee recommendations as amended were approved on a voice vote. STUDENT JURY DUTY <NAME> explained that the proposed revisions in the _Faculty Handbook_ concerning student jury duty would include language that would comply with a recently passed statute (see 4/97 Senate Journal, page 2 and Appendix II). The Senate Executive Committee recommended approval but intended to ask General Counsel to clarify certain details. For example, what accommodation would be required for a long four-month trial. The revisions were approved on a voice vote. DAY care center <NAME> explained that some concerns had been expressed about the difficulty of getting enrollment in the OU day care center. About 30% of the children are members of the Norman community. The Faculty Welfare Committee recommended a proposal, which the Executive Committee modified slightly. _Background_ : The University of Oklahoma built its day care center, Children's World, and then leased it to a private contractor to operate for twenty years. Since it opened, Children's World has accepted children of OU faculty, staff, and students and of the Norman community. As of February 1997, 30% of the children enrolled were members of the Norman community, 38% were children of OU students, 17% were children of OU staff, and only 14% were of OU faculty. At this time, Children's World has a waiting list hundreds of names long. Some OU faculty and staff members have had their children's names on the waiting list for more than a year and not succeeded in getting them enrolled. _Proposal_ : Children's World shall notify members of the Norman community who have children enrolled at Children's World, but who are not employed by the University of Oklahoma, that as of August 1, 1997, Children's World will begin to give priority to the children of OU employees and students. To the extent necessary to provide care for those OU faculty, staff, and student children on the waiting list, members of the Norman community who are not employed by or enrolled at the University will have lower priority on an annual basis at the time of enrollment. Prof. Tepker said the proposal was designed to require the center to give notice that a child may have lower priority for the next year; it does not mean bumping a child mid-year. Prof. Benson asked why the center was opened up to the community originally. Prof. Tepker said there was a concern about filling the center. When asked about protecting student priority, Prof. <NAME>, Faculty Welfare Committee Chair, said students, faculty, and staff have equal priority. The intent of the proposal is to give priority to people affiliated with the University. Prof. Sipes asked about the possibility of expanding the center and determining how many on the waiting list were affiliated with OU. Prof. Kinzie asked for more information about the 20-year lease. Prof. Tepker said it was his understanding that the lease was up for re-negotiation this year. Prof. Ayres said the University is the governing body and re-negotiates certain aspects of the lease each year, but the center is managed by a private business. Prof. <NAME> questioned whether the University could be subject to a lawsuit. Prof. Tepker said he viewed this as an expression of Senate sentiment; General Counsel will have to take into account any prospective liability. Prof. <NAME> asked how employed or enrolled OU employees and students would have to be to have priority. Prof. Ayres said she did not know those details. Prof. Durica pointed out that the non-profit center is also full, so there is a need for more day care. Prof. Patten noted that the Campus Planning Council is looking at the safety of that non-profit facility. If it is shut down, the pressure will grow on the University's center. Prof. Hutchison recommended approval of the proposal and requested the Faculty Welfare Committee to look into these questions, so issues could be addressed with facts in hand in the future. Prof. Benson urged the Senate to vote against the proposal. He said it is not clear whose interests we are taking into account. Children who already are in the center should retain their priority; the cap should be for any new children. <NAME> commented that under the current policy, if a child is enrolled in the center, subsequent children in the family have priority. Prof. Dillon said the Executive Committee was concerned about bumping children already in the center. Prof. Ayres said another concern was that the Norman community should not be allowed enrollment for an indefinite number of years when there is a waiting list for the OU community. <NAME> commented that the center could be considered a part of the benefits package for OU employees. Prof. Benson said his concern was how to bring it about. Prof. Williams asked if there had been any discussion about how to expand the facility, given it is self-supporting. Prof. <NAME> observed that it is not self-supporting because the tuition does not pay for the cost of the building. The recommendation was approved on a voice vote. Election of Senate Secretary and Chair-Elect for 1997-98 Prof. <NAME> (Health and Sport Sciences) was elected Secretary, and Prof. <NAME> (Economics) was elected Chair-Elect of the Senate for 1997-98. ELECTION TO SENATE STANDING COMMITTEES Prof. Fiedler asked how the names are picked for the Executive Committee. Prof. Tepker said by custom, the chair-elect selects the slate. Prof. Dillon said she asked the current Executive Committee and Committee on Committees for input. Prof. Fiedler asked whether the nominees could say what they think is important to do next year. Prof. Dillon responded that the issues that will come before the Executive Committee next year are post-tenure review, funding of athletics, faculty evaluation, and conflict of interest, so she put together a slate of people who are knowledgeable in those issues. She also tried to get a diverse committee and people with different perspectives. Prof. Fung said he had suggested that she have representation from engineering and law because of the issues coming up. Prof. Tepker thanked the outgoing Executive Committee members for their contributions and suggestions. The following faculty were elected to fill vacancies on Senate standing committees: _Executive Committee_ To replace <NAME>, <NAME>, and <NAME>, 1997-98 term. <NAME> (Associate Professor and Chair of Philosophy) <NAME> (Associate Professor of Law) <NAME> (Associate Professor of Aerospace and Mechanical Engineering) _Committee on Committees_ Continuing members: <NAME> (Chemistry and Biochemistry) and <NAME> (Petroleum and Geological Engineering). To replace <NAME> and <NAME>, 1997-00 term: <NAME> (George Lynn Cross Research Professor of Zoology) <NAME> (Associate Professor of Educational Leadership and Policy Studies) To complete E. L. Lancaster's 1997-99 term: <NAME> (Professor and Director of Music) _Committee on Faculty Compensation_ Continuing members: <NAME> (Finance), <NAME> (Anthropology), and <NAME> (Accounting). To replace <NAME> and <NAME>, 1997-00 term: <NAME> (Professor of Electrical Engineering) <NAME> (George Lynn Cross Research Professor of Mathematics) _Committee on Faculty Welfare_ Continuing members: <NAME> (Accounting), <NAME> (History), and <NAME> (Social Work). To replace <NAME> and <NAME>, 1997-00 term: <NAME> (Professor of Law) _ _ <NAME> (Professor and Director of Finance) _ _ Presentation of Certificates of Appreciation Certificates of Appreciation were presented to the following outgoing senators who completed full three-year terms (1994-97): <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, and <NAME>. Certificates were also presented to the other senators whose terms were expiring and to the outgoing members of the Senate Executive Committee. RESOLUTION OF APPRECIATION TO PROFESSOR <NAME> The Faculty Senate unanimously approved the following resolution of appreciation to Prof. <NAME>, outgoing Senate Chair: WHEREAS: __ * California had actor <NAME> standing tall for freedom of speech, Oklahoma has constitutionalist <NAME>' Tepker standing tall for Internet free for all; __ * Conventioneer Tepker recognizes that simple, when it comes to business cards, is indeed better; __ * Sports fan Tepker understands that just as the NIKE logo belongs to NIKE, not the shoe salesman, the OU logo belongs to OU, not the Athletic Department; __ * Baseball fan Tepker tirelessly lobbied to move the faculty staff picnic from football day to baseball day; __ * Mediator Tepker negotiated the treacherous waters of the Faculty Senate minutes; __ * Legislator Tepker conflicted the administration on conflict of interest; __ * Lawyer Tepker never came to conclusions but never failed to give us citations on both sides; __ * Professor Tepker showed his devotion to the classroom by teaching a full load during his term as chair; __ * Legal scholar Tepker flawlessly negotiated the Latinesque verbiage of the symbiotic relationship between Ultrastructural and Physiological Symbiosis Between Gymnodinium Acidotum Dinophysceae and Chroomonas Sp. (Cryptophyceae); __ * Leader Tepker conducted the Faculty Senate as an open forum, fostering debate and allowing consensus to emerge from within us; __ * Orator Tepker advocated faculty governance with eloquence, passion and zeal. BE IT RESOLVED * The University of Oklahoma Faculty Senate expresses its appreciation to Professor <NAME> for his dedication to the ideal of governance, for his commitment to the freedom of inquiry, and for his belief in the worth of the individual and the value of the collective. Prof. <NAME> presented a certificate of appreciation and an engraved clock to Prof. Tepker. Prof. Dillon then assumed the office of 1997-98 Senate Chair. ADJOURNMENT The meeting adjourned at 5:05 p.m. The next regular session of the Senate will be held at 3:30p.m. on Monday, September 8, 1997, in Jacobson Faculty Hall 102. ____________________________________ <NAME>, Secretary ____________________________________ <NAME>, Administrative Coordinator \-------------- Appendix I FACULTY SENATE NOMINEES FOR END-OF-YEAR VACANCIES ONCOUNCILS/COMMITTEES/BOARDS (SPRING 1997) ACADEMIC PROGRAMS COUNCIL (three-year term): <NAME> (Interior Design) <NAME> (Meteorology) ACADEMIC REGULATIONS COMMITTEE (three-year term): <NAME> (Botany & Microbiology) <NAME> (Mathematics) ATHLETICS COUNCIL (three-year term): <NAME> (Regional & City Planning) <NAME> (Sociolgy) BASS MEMORIAL SCHOLARSHIP COMMITTEE (two-year term): <NAME> (Economics) BUDGET COUNCIL (three-year term): <NAME> (English) <NAME> (Music) CAMPUS DISCIPLINARY COUNCILS (two-year term): <NAME> (Music) <NAME> (Political Science) <NAME> (Law) <NAME> (Law) <NAME> (Health & Sport Sciences) <NAME> (Anthropology) CAMPUS PLANNING COUNCIL (three-year term): <NAME> (Zoology) <NAME> (Univ. Libraries) CAMPUS TENURE COMMITTEE (three-year term): <NAME> (Art) <NAME> (English) CONFLICT OF INTEREST ADVISORY COMMITTEE: <NAME> (Political Science) to complete <NAME>'s 1996-12/97 term CONTINUING EDUCATION AND PUBLIC SERVICE COUNCIL (three-year term): <NAME>-Serrano (Univ. Libraries) <NAME> (Regional & City Planning) COUNCIL ON CAMPUS LIFE (three-year term): <NAME> (Human Relations) EMPLOYMENT BENEFITS COMMITTEE (four-year term): <NAME> (Botany & Microbiology) ENVIRONMENTAL CONCERNS COMMITTEE (three-year term): <NAME> (Instr. Lead. & Acad. Curr.) EQUAL OPPORTUNITY COMMITTEE (three-year term): Virginia Milhouse (Human Relations) FACULTY APPEALS BOARD (four-year term): <NAME> (Political Science) <NAME> (Social Work) <NAME> (Zoology) <NAME> (Communication) <NAME> (Modern Lang., Lit. & Ling.) <NAME> (Meteorology) <NAME> (Geology & Geophysics) <NAME> (Zoology) FACULTY APPEALS BOARD (four-year term) [continued]: <NAME> (Human Relations) <NAME> (Geography) <NAME> (Communication) <NAME> (English) <NAME> (Educ. Lead. & Pol. St.) to complete David Jaffe's 1995-99 term FACULTY AWARDS AND HONORS COUNCIL (three-year term): <NAME> (Music) FILM REVIEW COMMITTEE (two-year term): <NAME> (Philosophy) GODDARD HEALTH CENTER ADVISORY BOARD (three-year term): <NAME> (Library & Info. St.) <NAME> (Zoology) HONORS COUNCIL (three-year term): <NAME> (Geography) INFORMATION TECHNOLOGY COUNCIL (three-year term): <NAME> (Educ. Psychology) <NAME> (Univ. Libraries) LEGAL PANEL (three-year term): <NAME> (Law) <NAME> (Law) PARKING VIOLATION APPEALS COMMITTEE (three-year term): <NAME> (Mathematics) PATENT ADVISORY COMMITTEE (three-year term): <NAME> (Law) PUBLICATIONS BOARD (three-year term): <NAME> (Instr. Lead. & Acad. Curr.) RESEARCH COUNCIL (three-year term): <NAME> (Meteorology) [physical sciences] <NAME> (Botany & Microbiology) [biological sciences] <NAME> (Accounting) [other] <NAME> (Chem. Engr. & Matr. Sci.) [engineering] RITA LOTTINVILLE PRIZE FOR FRESHMEN COMMITTEE (three-year term): <NAME> (ILAC) <NAME> (Music) ROTC ADVISORY COMMITTEE (three-year term): <NAME> (Political Science) <NAME> (Computer Science) SPEAKERS BUREAU (three-year term): Theod<NAME> (Interior Design) STUDENT CODE REVISION COMMITTEE (one-year term): <NAME> (Dance) UNIVERSITY LIBRARIES COMMITTEE (three-year term): <NAME> (Zoology) <NAME> (Botany & Microbiology) UNIVERSITY RECREATIONAL SERVICES ADVISORY COMMITTEE (two-year term): <NAME> (Music) UNIVERSITY SCHOLARS SELECTION COMMITTEE (three-year term): <NAME> (Mathematics) <file_sep>![](uabanner.gif) EARTH SYSTEM SCIENCE SYLLABUS - SPRING SEMESTER, 2001 > > A Brief History of This Course \| ![](grey_beveled.gif) >> ---\|--- >> Notes on Reading Assignments \| ![](grey_beveled.gif) >> Notes on Internet Exercises \| ![](grey_beveled.gif) >> Notes on Writing Assignments \| ![](grey_beveled.gif) >> Notes on Grading Policy \| ![](grey_beveled.gif) >> Great Expectations \| ![](grey_beveled.gif) > > BACK TO EARTH SYSTEMS SCIENCE HOME PAGE >> >> BACK TO DR. STEPHEN K. BOSS HOME PAGE >> >> INSTRUCTOR: Dr. <NAME>, Department of Geology, University of Arkansas >> >> OFFICE HOURS: 202 Ozark Hall, Wednesday, 2:00 \- 5:00 pm _OR BY APPOINTMENT_ >> >> Phone: 575-7134 or 575-3355 >> >> e-mail: <EMAIL> >> >> _WEEK 1 - WHERE DO WE BEGIN?_ 1/17 \| Wed \| EL SENDERO LUMINOSO (THE SHINING PATH) ---\|---\|--- \| \| An Introduction to Earth Systems Science \| \| Read: * The Earth System (from NASA Earth Science Strategic Enterprise) * Earth System Science Education (from Universities Space Research Association) * Shaping the Future of Earth Science Education (Part 1) (from the American Geophysical Union) * Shaping the Future of Earth Science Education (Part 2) (from the American Geophysical Union) * One Earth, One Future (p.1 - 15 only) (from National Academy of Sciences) \| \| 1/19 \| Fri \| INTO THE ABYSS \| \| Appreciating Deep Time \| \| Read: * A Geologic Time Scale (from the University of Arkansas) * Discussion of the Geologic Time Scale (from the University of Calgary \- Canada) * Another Geologic Time Scale (from the Univ.of Calif. Museum of Paleontology) * Names on the Geologic Time Scale (from the Universiy of British Columbia) * A Metaphor for Geologic Time (from the American Geological Institute) * An Alternative Geologic Time Scale (from Liberty University) \| \| 1/22 \| Mon \| 60 MINUTES \| \| Internet Exercise: Geologic Time Scale & Earth History \| \| WRITING ASSIGNMENT #1: A Personal Metaphor of Geologic Time > > _WEEK 2 - IN THE BEGINNING..._ 1/24 \| Wed \| WE ARE STARDUST ---\|---\|--- \| \| Formation of the Earth \| \| Read: * Overview of the Solar System (from the University of Tennessee \- Knoxville) * The Origin of the Solar System (from the University of Arizona) * Origins of the Earth (Creation Myths) (from the Indigenous Peoples' Survival Fundation) * The Origin of Earth (from the University of California Museum of Paleontology) * Impact Cratering on Earth (from the Geological Survey of Canada) * Notes on Earth (from <NAME>'s Nine Planets at the University of California at Santa Barbara) \| \| 1/26 \| Fri \| THIRD ROCK FROM THE SUN \| \| Differentiation of the Earth & Evolution of Earth Systems \| \| Read: * The Interior of the Earth (from the University of Tennessee \- Knoxville) * Geological Differentiation (from the University of Tennessee \- Knoxville) * Early Earth Differentiation (from Massachusetts Institute of Technology) * Spheres of Influence (from the University of Michigan) 1/29 \| Mon \| BRAVE NEW WORLD \| \| Internet Exercise: Tools and Jewels for Earth Systems Research \| \| WRITING ASSIGNMENT #2: The Learning Curve > > _WEEK 3 - THE WANDERERS_ >> >> 1/31 \| Wed \| IMMOVABLE OBJECTS MEET IRRESISTIBLE FORCES >> ---\|---\|--- >> \| \| Origin of Plate Tectonics >> \| \| Read: >> >> * This Dynamic Earth (from the United States Geological Survey) >> * Plate Tectonics (from the Hartebeesthoek Radio Astronomy Observatory) >> * Plate Tectonics (from the University of Tennessee \- Knoxville) >> * Evidence for Plate Tectonics (from the University of Tennessee \- Knoxville) >> * Consequences of Plate Tectonics (from the University of Tennessee \- Knoxville) >> * Mantle Convection (from CalTech University) >> * Mantle Convection - The Movie (from Los Alamos National Laboratory) >> >> \| \| >> 2/02 \| Fri \| WALTZ OF THE CONTINENTS >> \| \| Features of Plate Boundaries >> \| \| Read: >> >> * Divergent Plate Boundaries (from the University of New Brunswick, Canada) >> * Convergent Plate Boundaries (from the University of New Brunswick, Canada) >> * Transform Plate Boundaries (from the University of New Brunswick, Canada) >> * Volcanoes (from Michigan Technological Universtiy) >> * Volcano World (from the University of North Dakota) >> * Earthquakes (from University of California at Santa Barbara) >> * A Global Isochron Chart (from the Geological Survey of Canada) >> * Eartquakes Versus Volcanoes (from Atascadero Junior High School, California) >> >> 2/05 \| Mon \| SLIP SLIDING AWAY >> \| \| Internet Exercise: Dynamic Earth >> \| \| WRITING ASSIGNMENT #3: Reconstructing Plate Motions _WEEK 4 - THE HEAT IS ON_ 2/07 \| Wed \| SUNRISE, SUNSET ---\|---\|--- \| \| The Radiation Balance of Earth \| \| Read: * Radiation Background (from NOAA) * Earth's Radiation Budget (from NASA's Studying Earth's Environment from Space) * Earth's Radiation Budget (from the Space Science Engineering Center, University of Wisconsin) * Earth's Radiation Budget (from Rutgers University, New Jersey) * Planetary Albedo (from the Big Bear Solar Observatory, California) \| \| 2/09 \| Fri \| DEBITS & CREDITS \| \| Influences on Earth's Radiation Budget \| \| Read: * Clouds (from NASA's Goddard Institute for Space Studies) * Radiation, Clouds, & Atmospheric Water (from NASA) * Global Energy Balance (from the Space Science Engineering Center, University of Wisconsin) * Solar and Earth Radiation (from Goddard Space Flight Center) * Earth Radiation Budget Experiment (from Langley Research Center) * What causes the seasons? (from National Data Buoy Center) 2/12 \| Mon \| STARVE A COLD, FEED A FEVER \| \| Internet Exercise: Radiation Balance of the Earth \| \| WRITING ASSIGNMENT #4: Understanding Annual Variation in Solar Radiation _WEEK 5 - WINDS OF WAR_ 2/14 \| Wed \| A BREATH OF FRESH AIR ---\|---\|--- \| \| Introduction to Earth's Atmosphere \| \| Read: * Structure of the Atmosphere (from the Univ. of Calif. Santa Cruz) * Atmospheric Circulation (from Iowa State University) * Atmospheric Circulation (from the Univ. of Calif. Santa Cruz) * Forces and Winds (from the WW2010 Project University of Illionis) \| \| 2/16 \| Fri \| BLOWIN' IN THE WIND \| \| Atmospheric Circulation \| \| Read: * Ocean Surface Winds (from Research & Data Systems Corp.) * What is Scatterometry? (from Jet Propulsion Laboratory) * Ocean Surface Winds (from National Environmental Satellite, Data, and Information Service) * NSCAT, QuikSCAT and SeaWinds (from Jet Propulsion Laboratory) 2/19 \| Mon \| AN ILL WIND THAT BLOWS NO GOOD \| \| Internet Exercise: Observing Earth's Atmosphere \| \| WRITING ASSIGNMENT #5: Analysis of Global Winds _WEEK 6 - HOT & COLD RUNNING WATER_ 2/21 \| Wed \| WATER, WATER EVERYWHERE... ---\|---\|--- \| \| Introduction to the Hydrosphere \| \| Read: * Hydrologic Cycle (from the Environment Canada) * The Hydrologic Cycle (from the WW2010 Project University of Illionis) * Water Reservoirs (from St. Louis University) * Hydrologic/Water Cycle (from the University of North Dakota) \| \| 2/23 \| Fri \| AS THE WORLD TURNS \| \| Ocean Circulation \| \| Read: * A Primer on Ocean Currents (from Woods Hole Oceanographic Institution) * The Ocean (from NASA) * Ocean Structure & Circulation (from Iowa State University) * Glossary -Wind Driven Circulation (from the University of Tokyo \- Japan) * Fact-sheet Thermohaline Circulation (from University of Bern \- Switzerland) * Climate Change Fact Sheet 22 (from United Nations Environment Programme) * Ocean Planet:Staying on Top (from Goddard Space Flight Center) * Rubber Duckies (from AGU) * Increase of Landfalling Major Hurricanes (from Colorado State University) 2/26 \| Mon \| "THERE IS A RIVER IN THE OCEAN..." \| \| Internet Exercise: Observing Ocean Dynamics \| \| WRITING ASSIGNMENT #6: Mapping Ocean Currents _WEEK 7 - THINGS THAT GO BUMP IN THE NIGHT_ 2/28 \| Wed \| GREEN SLIME ---\|---\|--- \| \| An Introduction to the Biosphere \| \| Read: * The Origin of Life on the Earth (from the University of Glasgow) * Origin of Life Q & A (from the University of Glasgow) * Beginnings of Life on Earth (Reprinted by permission of American Scientist, magazine of Sigma Xi, TheScientific Research Society) * Life on Earth before 3,800 Million Years Ago (from NASA) * Biosphere (from NASA's Global Change Master Directory) * Climate Change Fact Sheet #21 (from United Nations Environment Programme) * What is Biodiversity? (from the Global Change Research Information Office) \| \| 3/02 \| Fri \| SCUM OF THE EARTH \| \| Microbes and Earth Systems \| \| Read: * Microbes Deep Inside the Earth (from Scientific American) * Bizarre Life Forms Beneath Earth's Surface (from National Science Foundation) * Origin of Deep Subsurface Bacteria <font color="#000000" size="1 <file_sep>## Topics in African American Family History ### Prof. <NAME> * * * From: <NAME>, INTERNET:<EMAIL> DATE: 6/5/97 10:20 AM AfAm 345/History 345/Wm Studies 345 Wednesdays 1:00-4:00 Fall 1997 <NAME> Office Hours: PAC 416, x2497 Mondays 10:00-11:30 PAC 416 CAAS 232, x3579 Tuesdays 2:45-4:30 CAAS 232 Email: <EMAIL> and by appointment In this upper level seminar, we will explore selected topics in African American family history from the formation of families during slavery to the current debates about the structure of black families in urban ghettos. Throughout the semester we will discuss different models for understanding African American family history and the various debates that have characterized the interpretation of that history. The course will examine the conditions under which black families had to function during different historical periods, how families adapted to difficult circumstances, the diversity among families within the African American community, and the affect of larger demographic, political and social changes on African American families. Throughout the semester we will focus on the project of undertaking historical research on the family. What types of sources exist for writing histories of African American families? How can we uncover the historical voices of peoples who have often been silenced? Can we generalize from one person's experience to a more inclusive history of family development? This is a work-intensive course. Each student is required to write a significant research paper of 20-25 pages. There is also a reasonable amount of reading each week. The readings have been chosen with three goals in mind: 1) To introduce students to the history of African-American families; 2) To familiarize students with the major historiographical debates in the field; and 3) To demonstrate the various kinds of research methodologies that can be used to study family history (from quantitative demographic studies to qualitative case studies of single families). Course Requirements: 1. Attendance at the weekly class meetings and participation in class discussions is mandatory. If you must miss a class, you are expected to turn in a 4-5 page paper based on the readings for that week. If you miss more than one class without a medical excuse, you will be dropped from the class list. 2. Each student will be assigned two weeks during the semester to write short papers (no more than three pages) on the readings. These papers are due the Monday before class meets at 4:30 p.m. I will make copies for the class which will be available by Tuesday morning. All students are expected to read the papers on that week's topic before coming to class on Wednesday afternoon. These papers will serve as the launching point for our discussion. Students not writing 3-page papers are required to submit a reading response at the beginning of each class. These responses should be your informal reactions to the readings and should be no more than one page. They might focus on the connections between the readings, issues the readings raised for you, or questions that you felt the readings did not address or answer. Guidelines for these papers will be handed out in class. 3. The main requirement for the class is the 20-25 research paper on a topic of your choice related to African-American family history. These papers must be based on primary source research. As a class we will discuss how to do historical research and how to find secondary and primary sources on a given topic. Part of one of our class meetings will take place at Olin Library, where students will be introduced to the tools available for doing primary source research. In addition, there will be a variety of deadlines associated with the research paper throughout the semester: October 15: A prospectus for your research paper is due in class. This should be a short statement of the you topic you will explore in your paper. We will discuss the prospectus more in class. November 5: A bibliography for your paper (including both secondary and primary sources) is due in class. December 3: Drafts of research papers are due in class. All students are required to give a short oral presentation about their research in class either on December 3 or December 10. December 17: Final drafts of research papers are due by 10:00 a.m. COURSE READINGS The following books are available at Atticus and are on reserve at Olin: <NAME>, <NAME>: A Mother and Her Family in Urban America (1996) Mamie <NAME>, Lemon Swamp and Other Places: A Memoir (1983) <NAME> Gates, Colored People (1994) <NAME>-Santegelo, Abiding Courage: African American Migrant Women and the East Bay Community (1996) Paule Marshall, Brown Girl, Brownstones (1951) <NAME>, The Color of Water: A Black Man's Tribute to his White Mother (1996) There is also a course reader, which is available at the CAAS (items in the reader are designated with a * on the syllabus) <NAME>, Labor of Love, Labor of Sorrow has also been ordered as an optional textbook for the course. Students who have little background in African American history may want to read Jones for historical context COURSE OUTLINE September 10: Introduction In our first class, we will discuss theoretical approaches to family history and the debates about the black family that dominate the field. Students will be asked to read and discuss several short pieces including: "The Moynihan Report" (1965), excerpts <NAME>, "African American Families: A Historical Note" in McAdoo, Black Families, pp. l 5-18 <NAME>, "Value Premises Underlying Black Family Studies and Black Families" in The Strength of Our Mothers, pp. 3-11 September 17: Creation of the Black Family During Slavery: Family Structure and African Continuities <NAME>, "Beginnings of the Afro-American Family" in Black Women in American History, Vol. 3, pp. 785-813* <NAME>, The Black Family in Slavery and Freedom, Chapter 8, pp. 327-360* <NAME>, "Interpreting the African Heritage in African American Family Organization" in The Strength of Our Mothers, pp. 123-141* <NAME>, "Sapphire? The Issue of Dominance in the Slave Family, 1830-1865" in Black Women in American History, Vol. 2, pp. 369-384* September 24: The Costs of Slavery: The Role and Place of Families <NAME>, To Have and To Hold: Slave Work and Family Life in Antebellum South Carolina, (Introduction, Chapter 2, Chapter 4, Conclusion), pp. xix- xxii, 32-78, 141-184 [4 copies on reserve at Olin] <NAME>, "The Threat of Sale: The Black Family as a Mechanism of Control" in Born a Child of Freedom, Yet a Slave, pp. 37-63* <NAME>, "Distress and Discord in Virginia Slave Families, 1830-1860" in In Joy and Sorrow, pp. 103-124* <NAME>, "Soul Murder and Slavery: Toward a Fully Loaded Cost Accounting," in U.S. History as Women's History, pp. 125-146* October 1: Emancipation: Building the Family as Institution <NAME>, <NAME> and <NAME>, "Afro-American Families in the Transition from Slavery to Freedom" in Black Women in American History, Vol. 1, pp. 85-117* <NAME>, "'There's a Better Day A-Coming': The Transition from Slavery to Freedom," in Stolen Childhood, pp. 141-167* <NAME>, "Making Freedom Pay: Freedpeople Working for Themselves, North Carolina, 1865-1900," Journal of Southern History, 60 (May 1994): 229-262* <NAME>, "Slavery, Sharecropping and Sexual Inequality" in We Specialize in the Wholly Impossible, pp. 281-302* October 8: Black Families from the 1890s through the 1920s <NAME>, Lemon Swamp and Other Places: A Memoir (entire) <NAME>, "Black Families and the Black Church: A Sociohistorical Perspective" in Cheatham and Stewart, Black Families: Interdisciplinary Perspectives, pp. 33-40* <NAME>, "For the Good of Family and Race: Gender, Work and Domestic Roles in the Black Community, 1890-1930," Signs 15 (Winter 1990): 336-349* Film: Daughters of the Dust (time and place to be announced) October 15: The Impact of Migration on African-American Families <NAME>, "The Arduous Transition to the Industrial North" in Ensuring Inequality, pp. 72-95* <NAME>, excerpt from The Black Family in Slavery and Freedom, pp. 453-456* <NAME>-Santangelo, Abiding Courage: African-American Migrant Women and the East Bay Community (entire) October 22: The Black Immigrant Experience: Caribbean Families in the United States <NAME>, "West Indian Families in the United States" in Cheatham and Stewart, Black Families: Interdisciplinary Perspectives, pp. 301-317* <NAME>, "The Caribbean Connection" in Climbing Jacob's Ladder, pp. 262-274* <NAME>, Brown Girl, Brownstones (entire) October 29: The Growth of the Black Middle-Class in the 1960s and Beyond <NAME>, Colored People <NAME>, "From Working Class to Middle Class" in Climbing Jacob's Ladder, pp. 277-287 <NAME>, "Out There Stranded? Black Families in White Communities" in McAdoo, Black Families, pp. 214-233 Film: A Raisin in the Sun (Time and Place TBA) November 5: Discovering "Deviancy": Black Families, Public Policy and The Creation of an Urban "Underclass" in the 1960s <NAME>, "Social Policy and Black Family Structure" in Survival of the Black Family, The Institutional Impact of U.S. Social Policy, pp. 11-34* <NAME>, "The Origins of the Underclass," Part I, The Atlantic, June 1986, pp. 31-55* <NAME>, "Southern Diaspora: Origins of the Northern 'Underclass'" in The Underclass Debate, pp. 27-54* <NAME>, "Poverty and Family Composition Since 1940" in The Underclass Debate, pp. 220-253* November 12: Family Life in the "Underclass": A Look at the 1960s and the 1990s <NAME>, "Sex Roles and Survival Strategies in the Urban Black Community," in The Black Woman Cross-Culturally, pp. 349-368* <NAME>, <NAME>: A Mother and Her Family in Urban America (entire) 10\. November 19: Beyond Traditional Types of Families "'One Big Family'": Community and the Social Networks of Gay Black Men" and "'One of the Children': Being a Gay Black Man in Harlem" in One of the Children: Gay Black Men in Harlem <NAME>, The Color of Water (entire) November 26: NO CLASS December 3: Student Presentations of Research December 10: Student Presentations of Research >Dear Dr. Romano, >Thanks very much for remembering H-Women w/your syllabus. Is it possible >for you to re-send it to me in ASCII Text, or can that be done on your end? >Will try sending your binary text to Melanie Shell at the website, but am >not sure she can receive it either. > >Thanks very much for your trouble. > ><NAME> ><EMAIL> >H-WOmen Web Page Co-Editor * End Part 2 / Begin Part 3 ===================== Name: AfAm_Family_History Topics in African American Family History AfAm 345/History 345/Wm Studies 345 Wednesdays 1:00-4:00 Fall 1997 <NAME> Office Hours: PAC 416, x2497 Mondays 10:00-11:30 PAC 416 CAAS 232, x3579 Tuesdays 2:45-4:30 CAAS 232 Email: <EMAIL> and by appointment In this upper level seminar, we will explore selected topics in African American family history from the formation of families during slavery to the current debates about the structure of black families in urban ghettos. Throughout the semester we will discuss different models for understanding African American family history and the various debates that have characterized the interpretation of that history. The course will examine the conditions under which black families had to function during different historical periods, how families adapted to difficult circumstances, the diversity among families within the African American community, and the affect of larger demographic, political and social changes on African American families. Throughout the semester we will focus on the project of undertaking historical research on the family. What types of sources exist for writing histories of African American families? How can we uncover the historical voices of peoples who have often been silenced? Can we generalize from one person's experience to a more inclusive history of family development? This is a work-intensive course. Each student is required to write a significant research paper of 20-25 pages. There is also a reasonable amount of reading each week. The readings have been chosen with three goals in mind: 1) To introduce students to the history of African-American families; 2) To familiarize students with the major historiographical debates in the field; and 3) To demonstrate the various kinds of research methodologies that can be used to study family history (from quantitative demographic studies to qualitative case studies of single families). Course Requirements: 1. Attendance at the weekly class meetings and participation in class discussions is mandatory. If you must miss a class, you are expected to turn in a 4-5 page paper based on the readings for that week. If you miss more than one class without a medical excuse, you will be dropped from the class list. 2. Each student will be assigned two weeks during the semester to write short papers (no more than three pages) on the readings. These papers are due the Monday before class meets at 4:30 p.m. I will make copies for the class which will be available by Tuesday morning. All students are expected to read the papers on that week's topic before coming to class on Wednesday afternoon. These papers will serve as the launching point for our discussion. Students not writing 3-page papers are required to submit a reading response at the beginning of each class. These responses should be your informal reactions to the readings and should be no more than one page. They might focus on the connections between the readings, issues the readings raised for you, or questions that you felt the readings did not address or answer. Guidelines for these papers will be handed out in class. 3. The main requirement for the class is the 20-25 research paper on a topic of your choice related to African-American family history. These papers must be based on primary source research. As a class we will discuss how to do historical research and how to find secondary and primary sources on a given topic. Part of one of our class meetings will take place at Olin Library, where students will be introduced to the tools available for doing primary source research. In addition, there will be a variety of deadlines associated with the research paper throughout the semester: October 15: A prospectus for your research paper is due in class. This should be a short statement of the you topic you will explore in your paper. We will discuss the prospectus more in class. November 5: A bibliography for your paper (including both secondary and primary sources) is due in class. December 3: Drafts of research papers are due in class. All students are required to give a short oral presentation about their research in class either on December 3 or December 10. December 17: Final drafts of research papers are due by 10:00 a.m. COURSE READINGS The following books are available at Atticus and are on reserve at Olin: <NAME>, <NAME>: A Mother and Her Family in Urban America (1996) Mamie Garvin Fields, Lemon Swamp and Other Places: A Memoir (1983) <NAME> Gates, Colored People (1994) <NAME>-Santegelo, Abiding Courage: African American Migrant Women and the East Bay Community (1996) Paule Marshall, Brown Girl, Brownstones (1951) <NAME>, The Color of Water: A Black Man's Tribute to his White Mother (1996) There is also a course reader, which is available at the CAAS (items in the reader are designated with a * on the syllabus) <NAME>, Labor of Love, Labor of Sorrow has also been ordered as an optional textbook for the course. Students who have little background in African American history may want to read Jones for historical context COURSE OUTLINE September 10: Introduction In our first class, we will discuss theoretical approaches to family history and the debates about the black family that dominate the field. Students will be asked to read and discuss several short pieces including: "The Moynihan Report" (1965), excerpts <NAME>, "African American Families: A Historical Note" in McAdoo, Black Families, pp. l 5-18 Niara Sudurkasa, "Value Premises Underlying Black Family Studies and Black Families" in The Strength of Our Mothers, pp. 3-11 September 17: Creation of the Black Family During Slavery: Family Structure and African Continuities <NAME>, "Beginnings of the Afro-American Family" in Black Women in American History, Vol. 3, pp. 785-813* <NAME>, The Black Family in Slavery and Freedom, Chapter 8, pp. 327-360* <NAME>, "Interpreting the African Heritage in African American Family Organization" in The Strength of Our Mothers, pp. 123-141* <NAME>, "Sapphire? The Issue of Dominance in the Slave Family, 1830-1865" in Black Women in American History, Vol. 2, pp. 369-384* September 24: The Costs of Slavery: The Role and Place of Families <NAME>, To Have and To Hold: Slave Work and Family Life in Antebellum South Carolina, (Introduction, Chapter 2, Chapter 4, Conclusion), pp. xix- xxii, 32-78, 141-184 [4 copies on reserve at Olin] <NAME>, "The Threat of Sale: The Black Family as a Mechanism of Control" in Born a Child of Freedom, Yet a Slave, pp. 37-63* <NAME>, "Distress and Discord in Virginia Slave Families, 1830-1860" in In Joy and Sorrow, pp. 103-124* <NAME>, "Soul Murder and Slavery: Toward a Fully Loaded Cost Accounting," in U.S. History as Women's History, pp. 125-146* October 1: Emancipation: Building the Family as Institution <NAME>, <NAME> and <NAME>, "Afro-American Families in the Transition from Slavery to Freedom" in Black Women in American History, Vol. 1, pp. 85-117* <NAME>, "'There's a Better Day A-Coming': The Transition from Slavery to Freedom," in Stolen Childhood, pp. 141-167* <NAME>, "Making Freedom Pay: Freedpeople Working for Themselves, North Carolina, 1865-1900," Journal of Southern History, 60 (May 1994): 229-262* <NAME>, "Slavery, Sharecropping and Sexual Inequality" in We Specialize in the Wholly Impossible, pp. 281-302* October 8: Black Families from the 1890s through the 1920s <NAME>, Lemon Swamp and Other Places: A Memoir (entire) <NAME>, "Black Families and the Black Church: A Sociohistorical Perspective" in Cheatham and Stewart, Black Families: Interdisciplinary Perspectives, pp. 33-40* <NAME>, "For the Good of Family and Race: Gender, Work and Domestic Roles in the Black Community, 1890-1930," Signs 15 (Winter 1990): 336-349* Film: Daughters of the Dust (time and place to be announced) October 15: The Impact of Migration on African-American Families <NAME>, "The Arduous Transition to the Industrial North" in Ensuring Inequality, pp. 72-95* <NAME>, excerpt from The Black Family in Slavery and Freedom, pp. 453-456* Gretchen Lemke-Santangelo, Abiding Courage: African-American Migrant Women and the East Bay Community (entire) October 22: The Black Immigrant Experience: Caribbean Families in the United States <NAME>, "West Indian Families in the United States" in Cheatham and Stewart, Black Families: Interdisciplinary Perspectives, pp. 301-317* <NAME>, "The Caribbean Connection" in Climbing Jacob's Ladder, pp. 262-274* <NAME>, Brown Girl, Brownstones (entire) October 29: The Growth of the Black Middle-Class in the 1960s and Beyond <NAME>, Colored People <NAME>, "From Working Class to Middle Class" in Climbing Jacob's Ladder, pp. 277-287 <NAME>, "Out There Stranded? Black Families in White Communities" in McAdoo, Black Families, pp. 214-233 Film: A Raisin in the Sun (Time and Place TBA) November 5: Discovering "Deviancy": Black Families, Public Policy and The Creation of an Urban "Underclass" in the 1960s <NAME>, "Social Policy and Black Family Structure" in Survival of the Black Family, The Institutional Impact of U.S. Social Policy, pp. 11-34* <NAME>, "The Origins of the Underclass," Part I, The Atlantic, June 1986, pp. 31-55* <NAME>, "Southern Diaspora: Origins of the Northern 'Underclass'" in The Underclass Debate, pp. 27-54* <NAME>, "Poverty and Family Composition Since 1940" in The Underclass Debate, pp. 220-253* November 12: Family Life in the "Underclass": A Look at the 1960s and the 1990s <NAME>, "Sex Roles and Survival Strategies in the Urban Black Community," in The Black Woman Cross-Culturally, pp. 349-368* <NAME>, <NAME>: A Mother and Her Family in Urban America (entire) 10\. November 19: Beyond Traditional Types of Families "'One Big Family'": Community and the Social Networks of Gay Black Men" and "'One of the Children': Being a Gay Black Man in Harlem" in One of the Children: Gay Black Men in Harlem <NAME>, The Color of Water (entire) November 26: NO CLASS December 3: Student Presentations of Research December 10: Student Presentations of Research * End Part 3 ============================= Return to H-Women Home Page. * * * [an error occurred while processing this directive] <file_sep> Syllabus \- University of Virginia - Spring 1998 Net Resources Gender and Media in South Asia Instructor: <NAME>. Email: <EMAIL> Course number: Drama 283 Location/Time: Cabell 241 / T & Th. 9:30-10:45 The interplay and contradiction between the images and the reality of gender identity in South Asia continues to raise concerns of representation. This course deals with the construction of gender identities, and explores some essentializing categories--traditional vs. modern, oppression vs. liberation-- that have been used to understand the position of women (and men) in South Asia. One way of doing this is by examining the way in which media--both visual and print--has treated gender, and the extent to which it has been able to disseminate the "truth" or capture the "real lives" of women in the economic and social sphere. In sum, this course highlights how images and representations of gender illustrate a South Asian understanding of itself. Requirements Class participation (20 %) Midterm (30 %) * Final - A 10-page paper on any issue that is discussed in class. The students will have to refer to relevant films, newspapers, and magazines for this paper (50 %) This will also include a class presentation of the final paper. Readings * <NAME>. The subject is woman. New Delhi, Sanchar Publishing House, 1990. * <NAME>ambi ed. _Women's oppression in the public gaze: an analysis of newspaper coverage, state action and activist response._ Bombay, Research Center for Women's University, 1994 * <NAME> & <NAME> eds. Whose News? The Media and Women's Issues. Delhi, Sage Publications, 1994 * <NAME> & <NAME>. Affirmation and Denial: Construction of Feminity on Indian Television. Delhi, Sage Publications, 1990. * <NAME>. Mirror Image: The Media and the Women's Question. Bombay, Centre for Education and Documentation, 1988. Classes -- January 15 : Introduction: problematizing gender and media Jan. 20 : Women in media Reading: <NAME>, _The subject is woman._ New Delhi, Sanchar Pub. House, 1990 <NAME> & <NAME>, "public modernity in India," CR [ CR = Clemons Library Reserve materials] Jan. 22 : Why media? Reading: <NAME>, "Media and Culture in Indian Society: Conflict or Co- operation?" CR <NAME>, "Communications and the cost of modernity." CR Jan. 27 : The visual medium: cinema women, nation, and the outsider in Indian cinema film clippings: mother India; coolie; saaz (based on Lata Mangeshkar and Asha Bhonsle) Jan. 29 : Discussion of the films and readings Readings: <NAME>, "woman in Indian films - a paradigm of continuity & change;" <NAME>, "melodrama and the negotiation of morality in mainstream hindi films." <NAME>, "The woman: vamp or victim" <NAME>, "hype and heroines: is the new..." Feb. 3 : The public and the private Film: Bandit Queen Feb. 5 : Discuss the film Readings: <NAME>, "From reverence to rape," pp. 505-534, CR <NAME>, "The Bandit Queen," Manushi, no. 84, Sept.-Oct. 1994, CR Feb 10 : S. Asian women filmmakers abroad <NAME> What do you call an Indian woman who's funny?" VHS8431 Interview with <NAME>, Newstrack, April 1992 Feb. 12 : Documenting success stories film: Kamala and Raji: working women of SEWA Feb. 17 : Zooming into the private Dadi's family Feb. 19 : Discuss the documentaries Readings: SEWA: Women in Movement, CR Feb. 24 : Television in a new avatar Newstrack: Jan. 1990, "Media: unmuzzling Doordarshan and AIR" Newstrack: May 1992, "Media Revolution: Glasnost at last" Readings: <NAME>, "The rise of national programming: the case of Indian television." CR <NAME>, "Mediating Modernity" CR Feb. 26 : Construction of feminity on television Reading: <NAME> and <NAME>, Affirmation and Denial <NAME>, "Introduction: Feminist Cultural Television Criticism - Culture, Theory and Practice," "Conclusion: Consumption and Resistance - The Problem of Pleasure." CR March 3 : Is the media bias? Readings: "re-marketing the whore," "hidden face of patriarchy," "struggling for space," "action for change" <NAME>, "television in theory," CR * Mid-term will be distributed in class March 5 : Reading between the lines: newspaper coverage Reading: Whose News? Dowry, Rape, the Shah bano Controversy Newstrack: August 89 "final push over the edge," TOI Sesquicentennial * mid-term papers due SPRING BREAK March 17 : Newspaper coverage (continued) Female Foeticide, Roop Kanwar Tragedy March 19 : Magazine scene India Today, Cosmopolitan, Stardust, Manushi, (Kanwal to send magazines) Reading: "Birthing Terrible Beauties," EPW, vol. 26, no. 43, 1991 March 24 : Dalda 13: First woman photo-journalist in India March 26 : Women in media Newstrack: June 1990: <NAME>, <NAME> Newstrack: Oct. 1991: Shobha De Sept. 1992: <NAME> PRESENTATIONS IN CLASS March 31 : Urvashi Butalia, "English textbooks, Indian Publishers." CR April 2 : Advertizing a "product." Reading: <NAME>, "Applauding Servility: Images of women in advertisements." Nandini Prasad, "Commercial advertising and portrayal of women." CR Read Times of India sesquicentennial publication of advertisements. April 7 : Radio: A woman's place on the air? April 9 : Changing Media history through women's history April 14 : Students will present their papers April 16 : - do- April 21 : - do- April 23 : - do- April 28 : Summing up: Communication and the public sphere Reading: <NAME>, "Structural transformations of the public sphere." CR Back to the top * * * Back to Teaching Resources <file_sep>## SI 575 Community Information Corps Seminar ## Professor <NAME> ## Winter 2002 # Syllabus Last revised 03/19/02 (PR). Meets Fridays 12-1:30 in 311 West Hall (bring your lunch!) Schedule email list: si.cic.discuss (I have deliberately not made it a link, so that automated programs won't be able to figure out the full address and send us SPAM. It's <EMAIL>). Right now, si.cic.discuss includes si.cic.students and selected faculty members. If people on si.cic.students complain about too much mail, we may change who receives si.cic.discuss messages. This 1-credit seminar course offers reading, reflection, and social networking experiences for students who are engaged in projects or considering careers as public informationists, (i.e., organizing information flows in support of communal and public needs). Many students will enroll concurrently in some kind of project work, either through a Directed Field Experience (DFE), an independent study, or a workshop course. We will read about and discuss theories of community, civil society, and the role of the non-profit sector, and draw connections with project work (reading and reflection). There will also be frequent opportunities to learn about other students' projects and to meet some of the national leaders of the community information movement (social networking) and possibly to travel to relevant conferences and workshops. At the end of this course, students who are interested in pursuing careers in the community information movement should have enough information and connections to begin a job search in this area. This seminar also serves as a focal point for the School of Information's Community Information Corps, a loosely organized interest group of faculty, doctoral and master's students, and outside "friends". Several faculty will be dropping in, and students who do not wish to sign up for credit are welcome to come for those sessions that they find interesting. You are encouraged to participate for multiple semesters (you can take it for credit up to four times); while we'll keep revisiting similar themes, there will be minimal overlap in the readings and guests. The faculty coordinator will rotate as well, leading to slightly different emphases in different semesters. Early in each semester, there will be announcements about project opportunities with faculty and Directed Field Experience opportunities. Students will be encouraged to reflect on their project experiences in the class. Academic credit for these projects, however, will _not_ be arranged through this class. DFEs will be administered through Karen Jordan. Workshop courses have their own course numbers. Other projects will be arranged as independent study directly with the supervising faculty member. This semester, there will be a lot more opportunities for students to shape our activities. Read on to hear more. ## Pre-requisites None. ## Objectives After participating in SI 575, you should be able to: * connect day-to-day grassroots activities with big ideas about citizenship, opportunity, and the public good in an information society. * find a job or internship as a public informationist. ## The Big Ideas * Community, social capital, public goods, and collective action * Democracy and citizenship * Inequality, diversity, identity, and power * The institutional landscape of public interest information work * The impact of infrastructure Throughout our examination of these ideas, we will keep returning to implications for the roles of information professionals. We will keep returning to these ideas each semester, but usually with somewhat different readings and guests to guide our exploration. ## Readings Readings will be handed out in class, or available on the Web. You will need to read materials before class so that we can have lively discussion (see reaction paper assignments below). ## Assignments and Due Dates This is a 1-credit class. Class meets for an hour and a half each week. You should spend, on average, about two and a half hours each week outside of class, doing the following: * Before and after each class where an article is discussed, join in the email discussion of the article * Participate in the email discussions about guests and other topics that arise * Do your share of the work required to keep this communal enterprise going, in whatever roles you feel comfortable taking on (see section below on student roles) * At the end of the semester you'll be required to hand in a 4-5 page reflection paper reflecting on what you've learned. This will be due on April 19. ## Student Roles There are a number of ways for you to get involved in the running of the Community Information Corps. Find one or more roles that you're comfortable with and sign up! * Lead the discussion of an article-- usually a team of two students, with as much help from the professor as you'd like to have (see notes in schedule) * Host a visitor (invite; orient speaker; select and distribute materials for students to read in preparation; arrange a social event; introduce speaker; organize on-line discussion that arises following)-- usually a team of 2-3 students (see notes in schedule) * Organize the ACT/CIC presence at the SI ExpoSItion late in the semester-- (<NAME> and <NAME>) * Develop a better CIC Web presence-- (<NAME>, <NAME>) * Present your CIC-related project work (DFE, job, volunteer position, or project with professor) at the ACT/CIC booth at the SI ExpoSItion, or in class * Help other students find a job (summer or permanent) by sharing leads that you've identified * Organize a social activity * Organize the making of this year's copy of the CIC Photo Directory (<NAME> and <NAME>anartnurak) * Organize the making and distribution of vests for new members (<NAME>) ## Grading This class must be elected pass/fail (satisfactory/unsatisfactory). This is not a class that lends itself to conventional grading. ## Office Hours Tuesdays 3-4PM and Fridays 1:30-2:30PM. It's a good idea to call in advance or send email, as there are a few days when I'll have to miss office hours. <EMAIL> 647-9458 314 West Hall ## The CIC Lab We have room 232D as a base for student and faculty projects. Enjoy the great location while you can: we'll probably have to move to SI North in the fall. There is a phone (615-8258) for incoming calls and outgoing local calls. There is no voice mail. Who should use the lab? Anyone who self-identifies as a CIC member should use the lab, especially to organize CIC activities or work on a CIC project. See the section below for guidelines about what counts as a CIC project. There are more people who use the lab at least occasionally than there are computers in the lab, so you may not always get to use the same computer. If you need space to leave things, you should be able to claim a file drawer or a bookshelf. Talk to people who have been using the lab in prior semesters to negotiate such a space. If the lab gets crowded, it may become necessary to give priority to CIC project work over other SI classwork uses of the lab. So far, that hasn't been necessary, and several students have made it their primary work space. ## CIC Projects A CIC project is one that: * involves analyzing and/or organizing flows of information AND * promotes the production of public goods and/or reduction of inequality A CIC project may be organized by faculty, with student participation through DFE, independent study, PEP workshop course, hourly pay, or GSRA. Some ongoing faculty-led projects include: * Who's That? Building Social Capital in groups through photo directories. (Resnick) * NPTechAssist recommender service for Non-Profit technology assistance providers. Working with NPower Michigan. (Resnick) * CoTelCo (Cogburn) * How Libraries and Librarians Help: Context Centered Methods for Evaluating Public Library Efforts at Bridging the Digital Divide and Building Community (Durrance) * Environmental scan on knowledge management for the W.K. Kellogg Foundation (Atkins) * CHICO (Frost) * IT and the future of higher education (Atkins and Dudestadt) A CIC project need not involve faculty, however. For example, a DFE or internship or even a job or volunteer activity might qualify, if the student can articulate how it meets the criteria above. For projects that are not faculty led, it is up to the students to identify the relevant projects they are involved in, and to bring them to the attention of other students and faculty at appropriate times. Two appropriate times are student status reports in the CIC seminars and the ACT/CIC presence at the ExpoSItion. <NAME> has identified the following DFE opportunities as of potential interest to CIC students: * Community Residence Corporation http://intel.si.umich.edu/cfdocs/si/dfe/dfe-viewer.cfm?RecordID=210 * Legal Services Technology Network http://intel.si.umich.edu/cfdocs/si/dfe/dfe-viewer.cfm?RecordID=207 * Arab Community Center (ACCESS) http://intel.si.umich.edu/cfdocs/si/dfe/dfe-viewer.cfm?RecordID=196 * Another Ann Arbor http://intel.si.umich.edu/cfdocs/si/dfe/dfe-viewer.cfm?RecordID=171 In addition, Kathleen Teodoro of NPower Michigan and <NAME> of NPower Seattle are "interested in having a student review the existing web-hosted tools that handle (1) file sharing and (2) conferencing. We're interested in which tools might be useful tools for nonprofit boards. We might then pursue a relationship with one vendor or decide to host something ourselves." This could potentially be a job or DFE for the right student. Other students may have ideas for other opportunities, especially with community technology centers. Send email to the si.cic.discuss email list saying what you're looking for. ## The CI Fellows Program The Community Information Fellows Program is a competitive fellowship for graduates of the School of Information who plan to take public interest jobs. It provides money, mentoring, and a network. Apply while you're still a student. For more details see the web page. Note that the terms of the fellowship may be somewhat different this year, and that some of the procedures may change. Please check the site again when it gets closer to the Feb. 15 deadline for applications. (We're also not sure yet whether we'll have funding, but we're hoping.) ## Support for Summer Jobs Last year we were able to supplement summer salaries for public interest jobs and internships. We hope to have money to do that again this year. For info on last year's program, see the web page. Watch for more information on this year's program in the coming months. ## Travel and Social Networking If you find a conference that's worth going to and that you think will help you in assessing or developing job prospects or developing project ideas for future semesters, you can ask me for travel funds. That's right. We have funds to pay for you to travel. You'll have to * justify why this conference is appropriate as a learning or networking opportunity for you as a public informationist; * be frugal to keep expenses down; * share a trip report with your classmates when you get back Please take advantage of this great opportunity! ## About ACT and Its Relationship to CIC ACT, the Alliance for Community Technology (www.communitytechnology.org), conducts a number of catalytic activities at the nexus of academia, community serving organizations and social investors. These activities include environmental scanning, convening discussions and framing emerging issues such as the potential role of open source software and ASPs for non-profit organizations, incubating innovative projects such as digital libraries for Native American Tribal Colleges. developing new knowledge about community technology through research, and training the next generation of public interest and community informationists. This last activity, grooming the next generation, is where CIC fits in. CIC is the identifier for the suite of ACT activities involving students. For obvious reasons, the CIC name is somewhat more prominent inside SI, while the ACT name is more prominent in external relations with with organizations that may have less direct contact with students. ACT is the overall entity; CIC is a part of ACT. ## Session Schedule This schedule is likely to be juggled significantly after the semester begins. Please consult the online version for the latest. _Date_ \| _Topic_ \| _mini-event_ \| _Guest_ \| _Session Leaders_ \| _Readings_ ---\|---\|---\|---\|---\|--- Jan 11 \| Intro to CIC, ACT, and the Seminar; project opportunities \| \| \| \| Jan 18 \| Public Goods \| task sign-ups \| \| <NAME> <NAME> \| <NAME>, _The Economies of Online Cooperation: Gifts and Public Goods in Cyberspace,_ Chapter 9 in <NAME>. and Kollock, P., eds. _Communities in Cyberspace_ Jan 20 \| POTLUCK DINNER at Prof. Resnick's house, 5-8PM \| \| You! \| \| Jan 25 \| Civil Society \| photo directory making \| \| <NAME> <NAME> \| Walzer, M. _The Idea of Civil Society_ Jan 29 \| Kellogg e-philanthropy grantees meeting reception; 4:15PM Ehrlicher Room \| \| \| \| Feb 1 \| Identities \| Megan Kinney report on Networking for Good conference \| \| <NAME> <NAME> \| <NAME>. _Not only for Myself: Identity, Politics and the Law._ Pp. 9-58. Feb 8 \| \| \| \| \| Feb 15 \| Community Based Research \| \| Ann Bishop, University of Illinois \| <NAME> <NAME> \| Feb 22 \| Student Networking: The job hunt \| \| \| \| March 1 \| NO CLASS-- VACATION \| \| \| \| March 8 \| Geographic Information Systems: how non-professionals are using these tools \| <NAME>: Broadway Park Cultural Landscape Restoration \| <NAME> \| <NAME>, <NAME> \| March 15 \| No regular class. 3-5PM public session with visiting CIC Mentors and Fellows (details TBA) \| \| \| \| March 22 \| NPower Michigan: current problems brainstorming session (Class is on: Professor Resnick out of town) \| status report: <NAME> on ASP pilot \| <NAME> \| <NAME> <NAME> \| March 29 \| Social Entrepreneurship \| \| <NAME>, Ashoka \| Michele Sweetser \| April 5 \| Evaluation: how can we tell if our work is working? \| status report: <NAME>'s project on tools for evaluation \| conference phone call with <NAME> from TOP \| Carol Treat Morton, <NAME> \| April 12 \| Closing session: looking back, planning ahead \| Carol Treat Morton, All Saints CTC <NAME>, SistaGirls.org \| \| \| TBD \| Universal Access to Telecommunications Services \| \| \| <NAME> \| <NAME>. _Universal Service: A Historical Perspective and Policies for the Twenty-First Century_ \| Community Technology Centers and CyberPower \| \| ?<NAME>illiams? ?<NAME>? \| <NAME>, <NAME> \| <NAME> and <NAME>. _Social Capital and Cyberpower in the African American Community: A Case Study of a Community Technology Center in the Dual City._ http://www.communitytechnology.org/cyberpower/ Other events: * CIC Fellows and Mentors retreat (current CIC members invited to parts of it). March 15-16. * SI ExpoSItion, April 5. * March 22-23 prospective students visit <file_sep>![Distance Education Clearinghouse University of Wisconsin Extension, its partners and other U.W. institutions](graphics/banner55.jpg)![University of Wisconsin Extension](graphics/uwex.gif) Last Update: August 13, 2002 --- ![Skip to Main Body](graphics/rt.gif)![Index](graphics/90bindex.jpg)![Search](graphics/90bsearch.jpg)![Features](graphics/90bfeature.jpg)![New Items](graphics/90bnewitems.jpg) \| ![This is the Main Body](graphics/t.gif)![Jump to Table of Contents](graphics/t.gif) # Journals and Readings Some journals are available entirely online whereas others provide links to further information available in print. At the bottom of the alphabetical list of titles are additional resources for Bibliographies and Online Journal Collections. Journals and Newsletters * American Journal of Distance Education AJDE is an internationally recognized journal of research and scholarship in the field of American distance education. It is designed for use by teachers in schools, colleges, and universities; trainers in corporate, military, and professional fields; adult educators; researchers; and other specialists in education, training, and communications. Edited by <NAME>. * Association for the Advancement of Computing in Education AACE produces several print publications and provides online information about titles such as: WebNet Journal, Journal of Interactive Learning Research (JILR), and the International Journal of Educational Telecommunications (IJET). AACE is an international, educational, and professional organization. * CADE : Journal of Distance Education/Revue de l'enseignement a distance The Journal of Distance Education is an international publication of the Canadian Association for Distance Education (CADE). Its aims are to promote and encourage Canadian research and scholarly work in distance education and provide a forum for the dissemination of international scholarship. Original material is published in either English or French. * The Chronical of Higher Education Distance Education Section This World Wide Web site is a service of The Chronicle of Higher Education. Published weekly. The Chronicle is a news source for college and university faculty members and administrators. A subscription to The Chronicle includes free access to all of this Web site and to daily electronic-mail updates. * DEOSNEWS This monthly electronic journal complements The American Journal of Distance Education by promoting distance education scholarship, research, and practice.The Distance Education Online Symposium was established in 1991 by The American Center for the Study of Distance Education at Penn State. * Distance Education: An International Journal The aim of the journal is to engender and disseminate research and scholarship in distance education, open learning and flexible learning systems. Published twice a year, in May and October, by Open and Distance Learning Association of Australia (ODLAA). * Distance Education Systemwide Interactive Electronic Newsletter (DESIEN) Each issue offers original articles which emphasize distance education themes or focus items. News, updates, conference information, and contributions by subscribers are also regularly included. * Educause Publications EDUCAUSE Information Resources provide access to collections of materials related to managing and using information resources in higher education. These include materials developed by EDUCAUSE and other organizations. * The Electronic Journal on Information Systems in Developing Countries (EJISDC) An international forum for practitioners, teachers, researchers and policy makers to share their knowledge and experience in the design, development, implementation, management and evaluation of information systems and technologies in developing countries. * European Journal of Open and Distance Learning Presents a forum for discussion of ODL issues at all educational levels and in all training contexts. * Interactive Educational Multimedia A forum for intellectual debate about training using information and communication technologies and the application of virtual environments in education, the publication of multimedia materials, the cognitive processes and associated learning, and the empirical results of its study. * International Review of Research in Open and Distance Learning (IRRODL) The purpose of IRRODL is to disseminate scholarly knowledge in open and distance learning theory, research, and best practice to distance education practitioners and scholars worldwide. * The Internet and Higher Education The Internet and Higher Education is a quarterly journal designed to reach those faculty, staff, and administrators charged with the responsibility of enhancing instructional practices and productivity via the use of Information Technology (IT) and the Internet. * Journal of Asynchronous Learning Networks (JALN) The Journal of Asynchronous Learning Networks (JALN) contains research articles that describe original work in ALN, including experimental results, as well as major reviews and articles that outline current thinking. * Journal of Distance Learning Administration The Journal of Distance Learning Administration is a peer-reviewed electronic journal offered free each quarter. The Journal welcomes manuscripts based on original work of practitioners and researchers with specific focus or implications for the management of distance education programs. * Journal of Interactive Media in Education (JIME) JIME has developed a journal review environment in which submitted articles and open peer review are tightly integrated with each other, and central to the journal's operation. Published by the Knowledge Media Institute of the Open University. * Journal of Library Services For Distance Education The Journal of Library Services for Distance Education is a peer-reviewed e-journal. International in scope, this scholarly e-journal will publish refereed articles focusing on the issues and challenges of providing research/information services to students enrolled in formal post-secondary distance education. * NetWorking Networking is a biweekly bulletin dedicated to disseminating news and information about activities and developments in distance education and learning technologies at Canadian colleges, universities, and organizations, published by the NODE Learning Technologies Network. * Online Chronicle of Distance Education & Communication The Online Chronicle of Distance Education and Communication is the electronic source for information about distance education produced by Nova Southeastern University. It appears quarterly and provides an information exchange related to distance education and online communication. * SatNews Online Magazine Contains information on the commercial satellite industry. Other features include links to other satellite websites; information on satellite companies, satellites & operators; a calendar of industry events; financial & technical analysis; telecommunications facts and figures, and more. * SyllabusWeb SyllabusWeb is a free service from Syllabus Press, publishers of Syllabus magazine and producers of the annual Syllabus conference. This site contains information on technologies used to enhance education. * Technological Horizons in Education (T.H.E.) Journal Online News on the world of computers & related technologies, focusing on applications that improve teaching & learning for all ages. * Training and Development Magazine Training & Development is an official publication of the American Society for Training & Development, a not-for-profit association of professionals in the field of human resource development, workplace learning, and performance improvement. * The Turkish Online Journal of Distance Education-(TOJDE) International in scope, this e-journal publishes refereed articles focusing on the issues and challenges of providing theory, research/ information services to students enrolled in any level of distance education on open learning applications. * The Virtual University Gazette This free electronic newsletter for distance learning professionals from geteducated.com covers the Internet University movement. It offers stories on industry/university collaborations, emerging trends and issues related to online learning at the adult and continuing education levels, and more. * Virtual University Journal Virtual University Journal provides a unique international vehicle for the publication of papers relating to research, innovative thinking and/or practice in the field of distance learning. Bibliographies * Bibliography on Computer Based Assessment and Distance Learning A fully searchable collection of over 500 references maintained by <NAME>, University of Ancona * Distance Education Articles Developed as part of the Faculty Services section of the UT TeleCampus of the University of Texas. All references have links to full text articles on the web and focus on online teaching and learning. * Bibliography from degree.net In addition ot the general reference books such as those by <NAME>, Petersons, and others, this listing includes some specific references to areas such as financial aid and medical schools. * Bibliography from the Education Coalition TEC's recommendation for books in the areas of Distance Learning, Education, Training, Technology and Funding. All references are available for online purchase. * Recommended Reading for Internet Educators This list from Online Class has a K-12 focus. It includes books and other references for teachers interested in using the Internet in the classroom. Books are available for online purchase. * TeleEducation NB Studies: Distance Education and Trends From the collection at TeleEducation NB this listing contains numerous studies in distance education. Each reference has a brief annotation and all are accessible online. Articles-Distance Education This collection of full text articles has been selected by Dr. <NAME>, Executive Director of TeleEducation NB, New Brunswick, Canada. The articles are selected because of their particular concern on the effectiveness of distance education and its impact. Collections of Online Journals * ICDL Literature Database The literature database of the International Centre for Distance Learning (ICDL) contains bibliographic information on over 12,000 books, journal articles, research reports, conference papers, dissertations and other types of literature relating to all aspects of the theory and practice of distance education. * Publications on the Web: Journals, Magazines, and Newsletters Collection Developed by the Center for Instructional Technology at the University of North Carolina, this is a list of scores of journals, magazines, and newsletters covering educational technology, multimedia development, computers and computer programming, the Internet, and related topics that can be accessed, in whole or in part, on the World Wide Web. Links are also included to newspapers and other publications that may be of interest to faculty and staff. * Electronic Journals Journals listed include articles related to learning technologies, communications and culture. From the University of Colorado at Denver, School of Education. * New Jour; the New Journal and Newsletter Announcement List for new serials on the Internet. * Internet Public Library; all manner of books and other texts that are freely available over the Internet. Browsable and searchable by author, title, or Dewey Subject Classification. --- * * * Suggestions or additions for the page? Please contact us. Can't find what you are looking for? Try our search options. If you have trouble accessing this page, require this information in an alternative format or wish to request a reasonable accommodation because of a disability contact <EMAIL> * * * ![ ](graphics/smpyr.gif) Distance Education Clearinghouse www.uwex.edu/disted Managed and produced by the University of Wisconsin-Extension (C)Copyright 2002. Board of Regents. University of Wisconsin \| ![Skip Table of Contents Links](graphics/t.gif)![This starts the Table of Contents list of links](graphics/t.gif) ![Introducing Distance Education](graphics/bar_intro.gif) * Definitions * Glossaries * Overviews * Other Distance Education Sites ![Keeping Current](graphics/bar_current.gif) * Today's Distance Education Headlines * Conferences and Events * Organizations and Associations * Journals and Readings ![Programs and Courses](graphics/bar_programs.gif) * Catalogs * Certificate Programs * Virtual Universities ![Technology](graphics/bar_tech.gif) * Delivery Methods * Technology Selection * Technical Support ![Teaching and Learning](graphics/bar_teaching.gif) * Faculty and Teaching * Instructional Design * Case Studies * Student Readiness ![Research](graphics/bar_research.gif) * Evaluation * Statistics * History, Trends and Forecasts ![Policies and Guidelines](graphics/bar_policies.gif) * Accessibility * Legislation * Funding Resources and Grants * Intellectual Property and Copyright ![Distance Education Community](graphics/bar_decommunity.gif) * Higher Education * K-12 * Business and Industry * Military and Government * Health * International Issues * Job Opportunities ![Learning Environment](graphics/bar_learning.gif) * Library Support * Training * Electronic Discussion Groups ![Especially for Wisconsin](graphics/bar_wisconsin.gif) * Statewide Distance Education Resources * University of Wisconsin-Extension Conferencing * UW Learning Innovations ![Who We Are](graphics/bar_who.gif) * About Us * Some of Our Other Sites * Contact Information ![End of Page](graphics/t.gif) <file_sep>MODERN WAR Syllabus \| \| <NAME> ---\|---\|--- HIS 3307 020 \| Office 8/2403; Phone 620-2886 Summer 2000 \| Office hours 11-12:30 MW, or by appt. _"You may not be interested in war, but war is interested in you."_ Trotsky War is most often studied by either its practitioners or its bitter enemies. The first give us technical details and neat battle plans; the second show us the dead and mutilated, in soul or body. However, war is an integral part of history. It is conducted (or avoided) by human beings in societies whose political, cultural and economic characteristics affect their military institutions and practices. We will examine the development of the theory, nature, and practice of modern war, with particular emphasis on the viewpoint of the ordinary person involved in a war. Goals: Students who successfully complete the course will have (1) increased their knowledge and understanding of the interconnections between war and society in the past two centuries; (2) used their knowledge of the past to deepen their understanding of contemporary military events; and (3) by reading about modern wars through the eyes of ordinary people, developed a sense of what it was like to live then and there, as opposed to here and now. Grades: Grades will be based on book and map quizzes (25%), a mid-term (25%), a film review (15%), and a final (30%). Class attendance and participation is expected, and will count for 5% of the final grade. The plus-minus system will be used. Students who plagiarize or cheat in any way will earn an F. If you are unsure about the definition of plagiarism, see the definition provided in _Clifford's Advice._ REQUIRED BOOKS: <NAME>, _The Patterns of War Since the 18 th Century_ [Patterns in assignments below] <NAME>, _The Diary of a Napoleonic Foot Soldier_. <NAME>, _What They Fought For_. <NAME>, _Eye-Deep in Hell: Trench Warfare in World War I_. <NAME>, _With the Old Breed: At Peleliu and Okinawa_. <NAME> with Phan Thanh Hao, _Even the Women Must Fight: Memories of War from North Vietnam_. A historical atlas is strongly recommended (we will have map quizzes) but optional; the bookstore will stock _Hammond's Historical Atlas_. BOOK AND MAP QUIZZES: For each of the five outside reading books, students will be required to prepare a 2-3 paragraph discussion question, which may be e-mailed in advance or brought to class on the day that book is to be discussed. The questions are very broad; however, your answers should include specific examples from the reading. No late submissions will be accepted. There will also be two map quizzes. No makeups will be given. The top 5 of the seven grades will be counted, with this exception: failure to turn in a book discussion question will be counted as a 0 that may not be dropped. CLASS PARTICIPATION: The structure of the summer six-week session makes attendance particularly important: every class session is the equivalent of a week during the regular term. You should therefore make every effort to attend every class. During each session we will be engaged in several different ways of coming to grips with the subjects at hand, and one of those is discussion. You cannot discuss intelligently if you have not read the material _before_ the discussion - and remember that a significant question is often a major contribution to discussion. One regular feature will be a weekly discussion of current military events. You can prepare for these discussions by reading a good newspaper or newsmagazine, or listening to NPR. You will find some useful sites linked from our class web page. FILM REVIEW: Each student must review a film about World War II, and write a 3-4 page typed, double-spaced history-oriented review. The review should include the basic information about the film (title, date, director, lead actors) and a brief account of subject matter, but the bulk of the paper should consist of analysis and critical review. We will spend time in class discussing how to view and analyze a film historically. Choose your film from the list that will be handed out in class; any substitutions must have prior approval. CLASS SCHEDULE AND ASSIGNMENTS: 8 May - Introduction and background to war in the 18th century. 10 May - Origins of modern war? From the American through the French Revolution. Read Patterns, chapter 1. 15 May - Origins of modern war? Napoleon, technology, professionalism, and the development of modern strategic thought. Read handout on Clausewitz; Patterns, pp. 43-68; Walter, _Diary of a Napoleonic Foot Soldier_. Discussion question: What was <NAME> fighting for? 17 May - Map Quiz # 1. American Civil War. Read Patterns, pp. 68-94. 22 May - Lessons of the Civil War: war and peace at the turn of the century. Read Patterns, pp. 94-133, McPherson, _What They Fought For_. Discussion question: Which do you think had the greatest effect on the last two years of the war: the issue of slavery or the sheer duration of the war? 24 May - Mid-term exam. History and film: World War I. [29 May - Memorial Day holiday] 31 May - World War I. Read Patterns, chapter 4; Ellis, _Eye-Deep in Hell_. Discussion question: World War I soldiers are usually described as having developed a sense of alienation from the home front and from the cause of the war. Why such a difference from Civil War soldiers? 5 June - World War II. Read Patterns, chapters 5-6; Sledge, _With the Old Breed_. Discussion question: Was Sledge's war worse than that of the Anzacs of World War I? 7 June - Movie reviews due. War in the Nuclear Age. Read Patterns, chapter 7. 12 June - No class. 14 June - Map Quiz # 2. Insurgency, Counter-Insurgency, and "Low Intensity warfare": From Vietnam to Kosovo. Read Turner, _Even the Women Must Fight_. Discussion question: Reflect on women's roles in war: is the experience of North Vietnamese women particular to that time and place, or is there something in common with women in other wars we have studied? _Questions? Email or phone 620-2886._ FINAL EXAM : Take-home, due by 5 pm Friday, 16 June. <file_sep>_Latin America and the United States_ History 329.01 Fall Semester 2000 \| <NAME> ---\|--- * * * Carnegie 310 \| Office: Carnegie 401 ---\|--- Tuesday & Thursday, 2:15-4:05 \| Phone: 269-4886 Office Hours: Not yet Determined \| E-mail: <EMAIL> * * * To see reading for a specific week, choose: Which Week? Week 1: August 26 Week 2: September 6 Week 3: September 13 Week 4: September 20 Week 5: September 27 Week 6: October 4 Week 7: October 11 Week 8: October 25 Week 9: November 1 Week 10: November 8 Week 11: November 15 Week 12: November 22 Week 13: November 29 Week 14: December 6 Course Description \| Required Texts \| Readings \| Assignments \| Grading * * * _Description_ : As the saying goes, Latin America lies too far from God and too close to the United States. This proximity has affected Latin American economics, demographics, culture, and politics. The seminar will begin with an overview of US-Latin American relations from the Monroe Doctrine to the Bay of Pigs. We will then concentrate on the twentieth century. Students will then write a research paper using primary documents available here at Grinnell. These papers could focus on any one of a number of issues that were central to US-Latin American relations. In addition to common readings, students will be asked to complete some short written assignments that are designed to help them complete their term paper.(See Assignments) Class participation is an integral part of the course, so attendance is mandatory. --- Return to Top _Required Books:_ > Dorfman & Mattelart, _How to Read Donald Duck_ > > Joseph, Legrand & Salvatore, _Close Encounters of Empire_ > > <NAME>, _The Revolutionary Mission_ > > <NAME>, _Beneath the United States_ > > <NAME>, _Talons of the Eagle_ --- _Readings_ should be completed prior to the class meeting for which they are listed. The Syllabus below specifies the reading for each week. To see reading for a specific week, choose: Which Week? Week 1: August 26 Week 2: September 6 Week 3: September 13 Week 4: September 20 Week 5: September 27 Week 6: October 4 Week 7: October 11 Week 8: October 25 Week 9: November 1 Week 10: November 8 Week 11: November 15 Week 12: November 22 Week 13: November 29 Week 14: December 6 Please note that most of the readings are available for purchase. Many are also on reserve. When you do the reading, keep in mind the question posed in the syllabus (see below). For purposes of discussion, be prepared to define (1) the authors main point, (2) the type of evidence used to make that point, (3) your assessment of whether the evidence and argument convincingly sustain the conclusions, and (4) the relationship to other works we have read. --- Return to Top _Assignments_ : For each class meeting, you will be expected to have done the assigned reading and to be prepared to discuss it. Over the course of the semester you will also be asked to complete four short assignments. One will be done for class on August 29, the second will be due September 26, the third will be due October 12, and the last will be due November 16. Keep these latter dates in mind as the semester proceeds. You will need to begin work on the third and fourth assignments well ahead of time. Do Not Let the Due Date Surprise You. These assignments are designed to help you choose a research topic and turn that topic into a research project. This research project will form the basis of the Research Term Paper that makes up the bulk of your grade. It is due December 8 at noon. When you prepare the papers you might want to consult the Guide to Writing a College Paper from the University of Chicago Writing Program. Those documents will give you a sense of my expectations in terms of writing. I am preparing a couple of pages that might help you revise your papers to meet my expectations. I strongly advise you to check them out once they are ready. --- _Grading_ : Class participation--including 3 presentations (30%), 4 Short Assignments (20%), Research Paper (50%) --- Return to Top _Part 1. An Overview of US-Latin American Relations (weeks 1-4)_ Thursday, 24 August \| \| Why has the US had such influence in Latin America? \| Week 1 ---\|--- Introduction to the Course Tuesday, 29 August \| \| A view of the trees. --- Microfilm Assignment Thursday, 31 August \| \| Out to the forest. --- Smith, _Talons of the Eagle,_ pp. 1-113. Return to Top Tuesday, 5 September \| \| How did the Cold War Change US-Latin American Relations? \| Week 2 ---\|--- Smith, _Talons of the Eagle,_ pp. 117-216. You might also want to get a start on Thursday's reading. Thursday, 7 September \| \| Why does history matter in the present context? --- Smith, _Talons of the Eagle,_ pp. 219-370. Return to Top Tuesday, 12 September \| \| A Different Point of View. \| Week 3 ---\|--- Schoultz, _Beneath the United States,_ pp. 1-124. Thursday, 14 September \| \| Why did the United States find it so difficult to "civilize" Latin America? --- Schoultz, _Beneath the United States,_ pp. 125-219. Return to Top Tuesday, 19 September \| \| How have things changed? \| Week 4 ---\|--- Schoultz, _Beneath the United States,_ pp. 220-386. Thursday, 21 September \| \| Some Case Studies. --- No Class so you can work on the FRUS Assignment. Return to Top _Part 2. Case Studies (weeks 5-8)_ Tuesday, 26 September \| \| Presentation of the Case Studies. \| Week 5 ---\|--- FRUS Assignment presentations. Thursday, 28 September \| \| How Might Culture Matter? --- Dorfman & Mattelart, _How to read Donald Duck._ Return to Top Tuesday, 3 October \| \| Can Foreign Business Transform Culture? \| Week 6 ---\|--- O'Brien, _The Revolutionary Mission,_ pp. 1-106. Thursday, 5 October \| \| What are the sources of conflict? --- O'Brien, _The Revolutionary Mission,_ pp. 109-202. Return to Top Tuesday, 10 October \| \| What influence have US corporations had? \| Week 7 ---\|--- O'Brien, _The Revolutionary Mission,_ pp. 205-330. Thursday, 12 October \| \| What are your key sources? --- No Class. Bibliography Assignment Due. Read Joseph, _et al._ , _Close Encounters of Empire,_ pp. 3-104. Return to Top Fall Break, October 14th to the 22th Tuesday, 24 October \| \| What influence has culture had? \| Week 8 ---\|--- Joseph, _et al._ , _Close Encounters of Empire._ We will read some of the empirical studies depending on the interests of the class. Thursday, 26 October \| \| Is there something special about the US and Latin America that makes culture particularly important? --- Joseph, _et al_ , _Close Encounters of Empire._ We will read one or two more of the empirical studies in addition to pp. 497-556. Return to Top _Part 3. Research Projects (weeks 9-14)_ Tuesday, 31 October \| \| Project Presentations. \| Week 9 ---\|--- Readings will be assigned by presenters. Thursday, 2 November \| \| Project Presentations. --- Readings will be assigned by presenters. Return to Top Tuesday, 7 November \| \| Project Presentations. \| Week 10 ---\|--- Readings will be assigned by presenters. Thursday, 9 November \| \| Individual Project Meetings --- Return to Top Tuesday, 14 November \| \| Individual Project Meetings \| Week 11 ---\|--- Thursday, 16 November \| \| Individual Project Meetings --- Return to Top Tuesday, 21 November \| \| See the Argument Assignment. \| Week 12 ---\|--- Thursday, 23 November \| Thanksgiving, _NO CLASS_ Return to Top Tuesday, 28 November \| \| Draft Review for Doggett, Stockham, Majerle & Carroll \| Week 13 ---\|--- Thursday, 30 November \| \| Draft Review for Perales, Fairchild, Nisbett & Martinez --- Return to Top Tuesday, 5 December \| \| Draft Review for Hoest, Lehr, Abel, & Omvig \| Week 14 ---\|--- Thursday, 7 December \| \| No Class. Paper Due Friday December 8 at noon. --- Return to Top _There is no Final Exam, Only the Final Paper_ --- Return to Top \| Return to <NAME>'s Web Page ---\|--- Last Modified: 20 August 2000 <file_sep># World-Wide Web Access Statistics for www.engr.uark.edu _Last updated: Thu, 26 Oct 2000 01:00:09 (GMT -0500)_ * Daily Transmission Statistics * Hourly Transmission Statistics * Total Transfers by Client Domain * Total Transfers by Reversed Subdomain * Total Transfers from each Archive Section * Previous Full Summary Period ## Totals for Summary Period: Oct 25 2000 to Oct 26 2000 Files Transmitted During Summary Period 34169 Bytes Transmitted During Summary Period 420316128 Average Files Transmitted Daily 17084 Average Bytes Transmitted Daily 210158064 * * * ## Daily Transmission Statistics %Reqs %Byte Bytes Sent Requests Date ----- ----- ------------ -------- \|------------ 97.28 96.80 406886765 33240 \| Oct 25 2000 2.72 3.20 13429363 929 \| Oct 26 2000 * * * ## Hourly Transmission 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the theories and research paradigms that comprise the science of psychology. Topics include an historical overview of the field, the structure of the modern profession, and selected current areas of application and inquiry. Prerequisite: Graduate student in psychology or permission of instructor. > > < http://www.udayton.edu/~psych/DJP/histsys/syllabus.html > Reading > (B) <NAME>. (Ed.). (1997) _A history of psychology: Original sources and contemporary research_ (2nd ed.). Boston, MA: McGraw-Hill. > (H) <NAME>. (1995). _History of psychology_ (3rd ed.). New York, NY: McGraw Hill. > > < http://elvers.stjoe.udayton.edu/history/history.htm > Objectives > 1\. Students will be use historical theories and data to define the major psychological terms and concepts. > 2\. Students will use historical theories and data to explain the behavioral, cognitive, and social processes that underlie psychological actions. > 3\. Students will use historical research methods and resources to write a paper that analyzes the historical development of an area of psychological science. Instructor > <NAME>, Ph.D. > SJ-309, 229-2170 > Office Hours: TTH 10:30 a.m.-12:00 p.m. and by appointment. > Email: _<EMAIL>_ > > > < http://www.udayton.edu/~psych/DJP/home.html > ** * * * ** ### IMPORTANT! ### Notes for each lecture are available from this website as Adobe Acrobat(C) files. To view and print the notes you will need the Adobe Acrobat(C) Reader. This free software, along with instructions for downloading and installation, is available from Adobe's website. ### ![](../gifs/getacro.gif) * * * Schedule 08/27 Orientation and Introduction (H: pp. 1-11) 08/29 Psychology in Ancient History (H: pp. 12-31) 09/03 Renaissance Science and Philosophy (H: pp. 32-51; B: pp. 34-48) 09/05 Post-Renaissance Philosophy (H: pp.51-77; B: pp. 48-61) 09/10 Post-Renaissance Science (H: pp. 78-113; B: pp. 69-71, 77-87) 09/12 <NAME>--Part 1 (H: pp. 114-129; B: pp. 145-157) 09/17 <NAME>--Part 2 (H: pp. 129-139; B: pp. 158-167) 09/19 _EXAM 1_ (19%) 09/24 Wundt's Legacy I: Edward Titchener (H: pp. 140-158; B: pp. 173-176, 188-202) 09/26 Wundt's Legacy II: <NAME> (H: pp. 158-175; B: pp. 584-606) 10/01 19th Century German Psychology: Part 1, Part 2 (H: pp. 176-213, B: pp. 127-144) 10/03 NO CLASS 10/08 Gestalt Psychology I (H: pp. 214-238; B: pp. 530-544) 10/10 Gestalt Psychology II (H: pp. 239-255; B: pp. 545-556) 10/15 _EXAM 2_ (19%) 10/17 Early History of Clinical Psychology (H: pp. 256-279; B: pp. 93-97, 564-569) 10/22 Psychoanalysis (H: pp. 279-292; B: pp. 104-119) 10/24 Psychoanalysis and Modern Clinical Psychology (H: pp. 292-307; B: pp. 493-498, 510-524) 10/29 Darwin, Galton and Cattell (H: pp. 308-338; B: pp. 209-210, 231-239, 287-295) 10/31 <NAME> (H: pp. 338-365; B: pp. 245-248, 263-265) 11/05 The Centers of American Functionalism: Chicago and Columbia (H: pp. 366-395; B: pp. 306-309, 340-345) 11/07 NO CLASS 11/12 _EXAM 3_ (19%) 11/14 Measuring Mental Abilities I (H: pp. 396-422; B: pp. 226-231) 11/19 Measuring Mental Abilities II (H: pp. 422-445; B: pp. 615-618, 633-645) 11/20 <NAME> and <NAME> (H: pp. 446-489; B: pp. 396-419, 345-353) 11/26 Neobehaviorism I (H: pp. 490-509; H: pp. 441-450) 11/28 NO CLASS-Happy Thanksgiving! 12/03 Neobehaviorism II (H: pp. 509-534; B: pp. 462-466, 472-487) 12/05 Epilogue (H: pp. 535-542) 12/11 _EXAM 4_ at 2:00 p.m. -3:50 p.m. (19%) NOTE: A research paper (24%) is due no later than 12/03. (Details) Important Dates > 09/16 Last day to withdraw without record. > 11/13 Last day to withdraw with W. Course Requirements/Grading Policies > The course grade is based on four short-answer exams--each covering a different portion of the course--and a research paper. Each exam and the paper is scored on a 100-point scale and a weighted average (see schedule) is computed in order to determine your final grade: 91-100 (A), 87-90 (A-), 84-86 (B+), 81-83 (B), 77-80 (B-), 71-76 (C), <71 (F). Attendance Policy and Responsibility > Please inform me by e-mail if you wish to be excused from a class. I will permit up to two unexcused absences; any more will affect your course average. You are expected to take all exams and submit assigned written material _on the scheduled dates._ If this does not occur (e.g., in the case of an emergency), you must petition in writing to make up the exam(s) or assignment(s). Any make-up is counted as late; hence, stricter grading criteria will be applied. Academic Dishonesty Policy > Academic dishonesty is defined as any attempt by a student to obtain, or to assist another student to obtain, a grade higher than honestly earned. An occurrence of academic dishonesty (e.g., cheating, plagiarism, grade alteration, deception) will result, minimally, in the student's failing the test or assignment. Students with Special Needs > Test-taking and note-taking accommodations will be arranged for students who need them. If you have special needs, please inform me as soon as possible. Course/Instructor Evaluation > On a class day near the end of the semester, you will be asked to complete (anonymously) the University's "Course Evaluation Form." The results are confidential; only the Department Chairperson and the Instructor are permitted to see the results--and only after the final grades have been submitted. Please treat the evaluation seriously. Your opinions are extremely important to us. Caveat > Although you should consider the information provided on this syllabus as accurate, changes in dates, assignments, and policies are sometimes necessary. > [ Home \| Syllabus \| Web Site ] ![](../gifs/rainbow.gif) > ![](../gifs/spinmill.gif) _Last updated on August 26, 2002_ <file_sep>## CSC 221 - Course Syllabus - Fall 2001 _ _ ### Course Schedule Course Links ### 221-001 Lecture MW 2:00 - 2:50 DO 202 221-200 Lab W 9:00 - 10:40 BR 165 221-201 Lab W 12:00 - 1:40 BR 165 221-202 Lab M 3:15 - 4:55 BR 165 INSTRUCTOR Dr. <NAME> E-mail: <EMAIL> Office hours (BR 128): MWF 11:00-12:00, TR 1:00-2:00. Drop-ins are welcome anytime. Phone: 962-3247 COURSE DESCRIPTION CSC 221 is the second course in the three course programming sequence: CSC 121, CSC 221, CSC 332. These courses are currently taught using the Java programming language and a Windows environment. The prerequisite for CSC 221 is CSC 121 and the corequisite is CSC 133 (Discrete Structures). Topics in CSC 221 include searching and sorting, recursive algorithms, file input and output, reusable classes and packages, inheritance and polymorphism, and graphical user interfaces and event-driven programming. This corresponds to chapters 10-16 of our textbook. Note 1: Students may declare a major in Computer Science after completion of CSC 121, 133, and 221 with a grade point average of at least 2.5 on these 3 courses and with an overall grade point average of at least 2.0. (effective for students entering Fall 2000) Note 2: A grade of "C" or better is required for taking courses for which CSC 221 is a prerequisite. REQUIRED TEXTBOOK <NAME>, _An Introduction to Object-Oriented Programming with Java_, Second Edition, WCB/McGraw-Hill, 2001. COURSE REQUIREMENTS AND GRADING CRITERIA Each student must be registered for the lecture section (MW 2:00 - 2:50, DO 202) and one of the three labs (W 9:00 - 10:40, W 12:00 - 1:40, or M 3:15 - 4:55). All labs meet in BR 165. Students are required to attend the lab that they are signed up for except under exceptional situations and then when prior arrangements have been made with Dr. Berman. The lecture section will determine 58% of the course grade and the lab section 42% of the course grade as itemized below. Thus, to succeed/excel in the course, a student must succeed/excel in both lecture and lab section. * Lecture Section Programming concepts will be presented and discussed in the lecture section. This includes algorithms, Java syntax and semantics, program design, and discussion of programming projects and labs. Exams and quizzes will take place in the lecture section. You should come to lecture prepared by having read the sections that are listed for that day on the class schedule. Sample programs may also be linked to the course schedule. Check the schedule at least once a week for updates. * Quizzes Quizzes will serve as milestones between exams and provide valuable feedback to you and Dr. Berman. There will be 8 short quizzes. Each quiz will be given near the end of the class period and last about 10 minutes. Quizzes will occur every third lecture period between exams and will cover material from previous lectures and/or labs. Make-up quizzes will not be given, but your lowest quiz grade will be dropped. Your graded quiz will be returned the next lecture period. Each quiz will be worth 20 points. The average of your 7 quiz grades (multiplied by 5 to put it on a 100 point scale) will count 10% of your course grade. * Exams There will be three 50-minute exams. Tentative dates are given in the course schedule. Each exam will count 12% of your course grade. Make-up exams will not be given. If a student misses one exam, the grade on the final exam will substitute for it. If a student does not miss any exams, the final will substitute for the lowest exam grade (if the final is higher). If a student has already missed an exam, subsequent missed exams will result in zeroes. * Final Exam The final exam will be comprehensive and counts either 12% of your course grade, if the final exam grade is lower than your lowest exam, or 24% of your course grade, if the final replaces your lowest exam grade. The final exam may not be used to replace your quiz, lab, or program grades. * Lab Section Your lab section will be used for hands-on programming activities. These activities may be structured or unstructured, individual or collaborative, and may vary between the three lab sections. You should come to lab with your Java book(s) and notes and be ready to write code for the entire period. Bring floppy disk(s) to lab to put your work on, on be sure to back up your work on your home computer. * Lab Participation You are expected to stay for the entire lab period and remain focused on the assigned tasks. Hopefully, you will feel that the lab is a non-threatening environment where you can work to improve your programming ability. Dr. Berman realizes that there is a wide range in programming abilities and encourages all students to work to do better. Strong programmers who complete the task at hand may be asked to peer tutor their weaker classmates and/or work on other programs. Lab participation (i.e. attendance, following directions, etc.) will count 6% of your course grade. * Lab Activities During most lab periods you will be given a mini-project to work on. Generally, labs will be collaborative in nature, i.e. you can talk to your classmates, get help from the lab assistant and Dr. Berman. However, there will be some lab quizzes that must be completed without assistance. Lab quizzes will be announced the week before. Each lab activity will be graded and the average will count 18% of your course grade. * Programming Projects There will be two individual programming projects and two team projects. Some lab time may be devoted to the projects, however you will generally be expected to work on the projects outside of class, either in BR 202 or Schwartz Hall or on your home computer. Programming projects will count 18% of your course grade. Specific instructions concerning due dates, late programs, assessment criteria, etc., will be given when the programs are assigned. * Course Grade A modified 10-point scale will be used to compute your course grade. Numeric Score Letter Grade Quality Points ==================================================== 93.3 - 100 A 4.00 90.0 - 93.2 A- 3.67 86.7 - 89.9 B+ 3.33 83.3 - 86.6 B 3.00 80.0 - 83.2 B- 2.67 76.7 - 79.9 C+ 2.33 73.3 - 76.6 C 2.00 70.0 - 73.2 C- 1.67 66.7 - 69.9 D+ 1.33 63.3 - 66.6 D 1.00 60.0 - 63.2 D- 0.67 00.0 - 59.9 F 0.00 Honor Code It is the responsibility of every student to follow the UNCW Academic Honor Code (see Section V of your Student Handbook). You violate the honor code when you represent someone else's work as your own. Individual programming assignments may be discussed at a conceptual (i.e. design and algorithms) level with other students but implementation details and coding must be your own. Team programming assignments must be completed without collaboration with other teams. Copying of programs is prohibited and will result in disciplinary action (see your Student Handbook). Copying includes digital copies, hand copies, as well as representing a slight modification of someone else's code as your own work. Learning Strategies You are expected to take an active role in your learning in this course. This includes regular attendance, paying attention in class, reading the textbook, and completing all course requirements. You are encouraged to study with your classmates outside of class. Programming assignments usually require a lot more time than expected, so start early and work some every day. The following resources are available at UNCW: * UNCW Labs You may work on your programs in BR 202 and Schwartz Hall (open 24 hours). * Tutors The Computer Science Department will keep a list of tutors for this class. To view the list go to the Computer Science Department web site: www.uncwil.edu/csc, and follow the links. * Lab Assistants A student lab assistant is assigned to each lab section. Students with Disabilities If you have a disability and need reasonable accommodation in this course, you should inform the instructor of this fact in writing within the first week of class or as soon as possible. If you have not already done so, you must register with the Office of Disability Services in Westside Hall (extension 3746) and obtain a copy of your Accommodation Letter. You should then meet with your instructor to make mutually agreeable arrangements based on the recommendations of the Accommodation Letter. ![](back.gif) <file_sep>Millersville University, Faculty Senate * * * ### Attachment A ### Faculty Senate Minutes #### 5 December 1995 * * * TO: \| \| \| Members of the Faculty Senate ---\|---\|---\|--- \| \| \| FROM: \| \| \| <NAME>, Economics Department \| \| \| RE: \| \| \| Special Permission to Release Course--ECON327: Women and Global Economics Development from the Moratorium on New General Education Courses \| \| \| DATE: \| \| \| November 30, 1995 As suggested by the Provost at the Faculty Senate meeting held on November 7, 1995, special permission to release the above course from the moratorium has been approved by the Social Sciences Curriculum Committee on November 9, 1995 and the Undergraduate Course and Program Review Committee on November 28, 1995. The next stage is for the Faculty Senate to approve releasing the course from the moratorium. This course was already approved by the Faculty Senate in the first meeting of the 1995 Fall semester. Hence, I would appreciate if the Faculty Senate approves releasing this course from the moratorium. Thank you. Attachments de * * * ### Undergraduate Course and Program Review Committee TO: \| \| \| Dr. <NAME> Economics Department ---\|---\|---\|--- \| \| \| FROM: \| \| \| <NAME> Chair, Undergraduate Course and Program Review Committee \| \| \| RE: \| \| \| Release of Econ 327: Women and Global Economic Development from Moratorium on new General Education Courses \| \| \| DATE: \| \| \| November 28, 1995 This is to inform you that the Undergraduate Course and Program Review Committee, in its November 28, 1995 meeting, unanimously approved the motion that Econ 327 (Women and Global Economic Development) be released from the Moratorium on new General Education courses. As you remember, the Undergraduate Course and Program Review Committee had approved this course as a new Perspectives course in its April 15, 1995 meeting. Thank you for your presentation at the Committee meeting. Encl: cc: <NAME>, Chair, Faculty Senate <NAME>, Director, Academic Advisement * * * TO: \| \| \| Dr. <NAME> Chair/Undergraduate Program and Review Committee <NAME> ---\|---\|---\|--- \| \| \| FROM \| \| \| <NAME> Associate Professor/Economics Department McComsey Hall \| \| \| RE: \| \| \| SPECIAL REQUEST to Lift Moratorium on ECON 327: Women and Global Economic Development Course \| \| \| DATE: \| \| \| November 15, 1995 Please refer to the minutes of the Faculty Senate meeting held on November 7, 1995 on pages 3878-3879. I have followed the procedure as suggested by the Provost. The Social Sciences Curriculum Committee, at their meeting on November 9, 1995, unanimously approved to release the above course from the moratorium (item 7). The next stage is for the Undergraduate Program and Review Committee to approve to release the above course from the moratorium placed by the Administration. Hence I would appreciate your placing this item on the agenda for the next meeting. Thank you. de Attachments (2) * * * Social Science Curriculum Committee Meeting Minutes November 9, 1995 The Social Science Curriculum Committee met at 3:00 p.m. on thursday, November 9, 1995. Members present include: Brady, Geiger, Haferkamp, Kruse, Risser, Suliman, and Suziedelis (for Fischel). 1\. Dr. <NAME> was unanimously elected to be the committee's convener. 2\. A discussion on whether people presenting or supporting proposals to the committee should be present during discussions and voting of the committee on their proposals followed. A consensus was reached that the committee will discuss proposals and vote in committee and with noncommittee people not in attendance. 3\. The African American Studies minor proposal. Discussion centered on the appropriateness of wording in the proposal referring to independent study credit. Because of budget considerations, requiring independent study may not be feasible for all minors. A Brady/Risser motion to approve the proposal if all references to independent study are removed from the proposal was adopted unanimously. 4\. PSYC 336, Psychology of Human Adjustment. A Risser/Geiger motion to approve PSYC 336 as a writing (w) course was adopted unanimously. 5\. EDW 5--, Geography Education Tools and Skills (K-12). A Geiger/Risser motion to approve EDW 5--, as a workshop for high school teachers to be taught during summer 1996 was adopted unanimously. 6\. Program change for Geography Majors. A Suliman/Riusser motion to require all students to earn a grade of "C" or higher in all of their Geography courses to graduate with a BA or BSE degree in Geography was adopted unanimously. 7\. ECON 327, Women and global Economic Development. This course was approved by the Economics Department on November 15, 1991; the Social Sciences Curriculum Committee on April 14, 1992; and the Undergraduate Curriculum and program Review Committee on April 25, 1995. A Geiger/Risser motion to release ECON 327 from the moratorium on the approval of new courses for general education credit was adopted unanimously. 8\. Change in the number of BUAD 301, Legal Environment of Business. A BRady/Risser motion to change the number of BUAD 301 to BUAD 202 was adopted unanimously as a minor change needing no further approval. * * * TO: \| \| \| Members of the Social Sciences Curriculum Committee (School of Humanities & Social Sciences) ---\|---\|---\|--- \| \| \| FROM: \| \| \| S.N. Leela, Economics Department \| \| \| RE: \| \| \| ECON 327, Women and Global Economic Development \| \| \| DATE: \| \| \| November 8, 1995 The above course was approved by the Faculty Senate at their second meeting in September 1995. Concurrently, the President put a moratorium on all courses since the beginning of the Fall Semester, 1995. In other words, the above course cannot be taught unless special permission is granted by the President. At the Faculty Senate meeting held on November 7, 1995, the Provost was approached to grant permission to include the above course in the Economic Department's offerings. The justification is as follows: A. This course is an integral part of the Women's Studies minor program. B. I attended the workshop to develop perspectives in Women's Studies early in the 1990's. C. It took almost three years for me to develop the course and have it approved by the Faculty Senate. D. I will be retiring at the end of the Fall Semester, 1995. The Department has advertised to fill my position. The advertisement calls for specialty in Women's Studies. (See Attachment A.) If the University wants a strong Women's Studies minor program inclusion of ECON 327 is most important. The Provost mentioned that in order to have this course released from the moratorium, such a request hads to go through the respective channels. Hence, I am requesting the Curriculum Committee approve my request to release this course. If approved, this request may be sent to the Undergraduate Course and Program Review Committee for their approval. Thank you. Enclosure de * * * FACULTY JOB DESCRIPTION DEPARTMENT \| \| \| Economics ---\|---\|---\|--- \| \| \| RANK: \| \| \| Assistant Professor, Full-time, Tenure-Track \| \| \| QUALIFICATIONS: \| \| \| Ph.D. in Economics preferred; ABD required and completion of doctorate required by October 1, 1997. Documented evidence of teaching ability required. Required fields of specialization: Economic Development and Quantitative Economics. Desirable additional fields are women's Studies and Development and/or History of Economic Thought. TEACHING AND PROFESSIONAL RESPONSIBILITIES Academic year workload--24 credit hours (full-time). No more than three preparations per semester. Hold a minimum of five office hours per week on no fewer than three different days. Prepare course outline and syllabus, develop course and lesson plans, engage in the selection of textbook and other teaching aids necessary to the instruction of courses. Teach pertinent course subject using lectures, demonstrations, class discussion, and other appropriate modes of educational delivery. Lead and monitor classroom instruction which promotes an educational and learning process keeping with faculty academic freedom and responsibility. foster student development. Participate in co-curricular activities such as department colloquia and honors seminars. Maintain equipment. Serve as academic advisor to students and be available to faculty and students for consultation for questions in your area of expertise. CONTINUING SCHOLARLY GROWTH: Pursue on an ongoing basis the continuance of scholarly growth, both within and outside the subject discipline, in the academic profession. Engage in scholarly/creative activities and make results available for critical peer review. Examples may include but are not limited to publications in refereed journals, books, development of experimental programs; delivering papers at professional association meetings at regional and national levels; regional and national awards, holding office in professional organizations; presentations, participating in panels at regional and national meetings of professional organizations; grants acquisitions; editorship of professional journals;program related projects; consulting; research project and publication record; additional graduate work; and contributing to the scholarly growth of one's peers. SERVICE: Foster education for service by contributing professionally to department and university governance outside the classroom for the university and community at large, in a participatory, developmental, or advisory capacity. Examples include but are not limited to: quality of participation of program, department, school, and University committees; APSCUF activity contributing to Unviersity governance; development of new courses, programs, colloquia, lectures and consultations; voluntary membership in professional and community-based organizations reasonably related to the discipline; lectures, consultations, consulting with local and area agencies and organizations; support and participate in student organization activities. * * * UNDERGRADUATE COURSE PROPOSAL Millersville University A copy of this form should accompany the proposal through all stages of approval and should cover each copy of the proposal. Number and title: ECON 327: Women and Global Economic Development Credit Hours: 3 Spokesperson: <NAME> Building: McComsey Phone: X3576/3679 Semester offered as an experimental course: Fall 1995 Enrollment: 20 Semester to be first offered if approved: Fall 1995 YES \| NO \| (Check appropriate boxes) ---\|---\|--- X \| \| General Education course \| \| (CQ) Communications or mathematics quantitative problem-solving component \| \| (L) Science laboratory course \| \| (W) Writing course (QARC) Quantitative/Analytical Reasoning Component course X \| \| (P) Perspectives course \| \| Upper-level writing requirement (Second-semester composition course) Approval Status--to be completed by chairpersons of the appropriate council(s) and committee(s). Committee or Council Name \| Date Received \| Chairperson, Building and Phone \| Action and Date ---\|---\|---\|--- Economics Department \| Nov. 12, 1991 \| <NAME>, McComsey 203 \| Approved Nov. 15, 1991 Social Science Curriculum \| \| <NAME>, McComsey, X3566 \| Approved 4-14-92 UCPRC \| 4-21-94 \| <NAME>, Adams, X3257 \| Approved 4-25-95 GENERAL EDUCATION Perspectives Course Approval Application Instructions: Complete this form for each course that is to be evaluated for credit within the General Education Perspectives block. Please type your responses within the allotted space. What is the current status of this course? \| Existing General Education Course ---\|--- \| Existing course, but not counted within General Education X \| New course (This form must accompny the course proposal.) What is the recommended class size for quality interaction? 10 \| minimum number of students ---\|--- 20 \| maximum number of students How will this course be taught? X \| individual faculty member--consultation with faculty in other departments ---\|--- \| a team of faculty members What major complex problems will be identified, critically analyzed and resolved? X \| social ---\|--- X \| cultural X \| scientific \| aesthetic Course identification: Departmental Prefix: ECON Number: 327 Title: Women and Global Economic Development Credit Hours: 3 Prerequisite(s): ECON 101 or ECON 102, ANTH 121 or SOCY Catalog Description: Analysis of development theories from a multi-cultural perspective and an examination of the role of women in international development with specific case studies drawn from women's lives in Third World countries (India, China, etc.) 4\. raise issues pertaining to the discriminatory practices followed by administrative bureaucracies in Third World countries, e.g. judicial system, employment criteria, etc.; 5\. suggest alternative models to measure the contribution of women to the development of the society based on anthropological, sociological, and economic data. Course Requirements 1\. There will be two examinations of 25 points each, and an oral report of 20 poiknts on a topic pertaining to either a political, sociological or economic subject, e.g., the dowry system in India and economic consequences on the family structure; the one-child-family law in China and the psychological impact on the family. 2\. A research paper of 30 points of not less than 10 type-written pages will be a major requirement. The term paper should include identification of the problem followed by an indepth analysis, summary and conclusions. The paper should include a well documented bibliography and a statistical analysis. The topic for the paper should be discussed with the instructor and a tentative draft should be submitted for suggestions and clarifications prior to the submission of the final paper. Texts Required 1\. <NAME>, ed. _Persistent Inequalities: Women and World Development._ Oxford University Press, N.Y.: 1989. 2\. <NAME>, _Women: A World Survey._ World Priorities, Washington, D.C.: 1985. 3\. In addition, case studies and guest lecturers. Other Required Readings to be Kept on Reserve 1\. Carroll, <NAME>. _Women, Religion and Development in the Third World._ Praeger: New York: 1993. 2\. _The World's Women 1970-1990: Trends and Statistics._ United Nations: New York: 1991. 3\. _Women in Development--World Bank Study._ World Bank Publication: Washington, D.C.: 1990. 4\. <NAME>. _Women in Third World Development._ Westview Press: Boulder, CO: 1984. 5\. Sapru, R.K., _Women and Development._ Ashish Publishing House: New Delhi, India: 1989. 6\. <NAME>. _Women in Politics._ World Watch Paper No. 3, December 1973, World Watch Institute: Washington, D.C. 5\. Women in Labor Force. An indepth analysis of participation of women in varied economic activities, sexual division of labor, their incomes, etc. A discussion of the development models from socio-economic perspective, the drawbacks and suggestions for improvements. Readings: Section III from text: Required readings No. 3, 4, 10, and 11. Case studies from India, Pakistan and Sri Lanka and other Third World countries will be discussed. 6\. Conclusion: Future prospects for women in Third World countries. Discussion of the various legislation enacted in some third World countries, and the role of United Nations on the plight of Women, the Human Development Reports, etc. Resources: Staff Adequate. Currently Dr. Leela teaches a course on Economic Development (Ec. 326). Guest lecturers from faculty in other disciplines are available. Library Adequate. Some videotapes to be ordered. Sakata. _Women of South Asia: A Guide to Resources._ Krouse International Publications: Millwood, NY: 1980. Silvard, <NAME>. _Women: A World Survey: World Priorities._ Washington, D.C. 1985. <NAME>. _China, Demographic Billionaire._ Population Reference Bureau, Volume 38. Number 2: Washington, D.C. 1983. <NAME> (rf.). _Persistent Inequalities: Women and World Development._ Oxford University Press: NY. 1990. <NAME>, N.J. _Women in a Developing Society: India._ South Asia Books: Columbia, Missouri. 1983. <NAME>. _Women, Poverty and Resources._ Sage Publications: New Delhi/Newbury Park/London, 1989. Reading List <NAME> (1986) "Economic and Social Status of Women in Asia Today," _INSTRW Working Paper 101._ Santo Domingo UN/SNSTRW. <NAME> (1987), "Gender and Class in the Economic Growth Process in South Asia." _Committee on South Asian Woman Bulletin_ 5(3-4): 3-14. (1987) _Rethinking Development._ Sage Publications: Beverly Hills, California. <NAME> (1987) _China's Changing Population._ Stanford University Press: Stanford, California. <NAME>. (1984) "The Meaning of Development for Women" and "Development and Women"--Chapters 1, 1 in _Women in the Third World in Development._ Westview Press: Boulder, Colorado. <NAME>. and Tsui, <NAME> (1990) "The International Family Planning Movement." _Population Reference Bureau_ Vol. 45, No. 3, November 1990. Washington, D.C. <NAME>, Resnick, Stephen and <NAME> (1989) "For Every Knight in Shining Armor, There's a Castle Waiting to be Cleaned: A Marxist-Feminist Analysis of the Household." _Rethinking Marxism._ Vol. 2 No. 4, pp. 69-89. <NAME>. (1981) "The Unahppy Marriage of Marxism and Feminism" in Sargent 1981, p. 1-42, _Women and Revolution._ South End Press: Boston, MA. <NAME> (1989) "I Want to Learn to Help Other People." _Third World Women Speak Out,_ p. 87-98. New York, Praeger. <NAME> (1983) _Development, as if Women Mattered or Can Women Build a New Paradigm?"_ Institute for Social Studies Trust. New Delhi, India (1985) "The Household Trap: Report on a Field Survey of Female Activity Patterns." <NAME> and <NAME>, eds. _Tyranny of the Household_ Asia and the Pacific." _Development._ Vol. 1, pp. 92-94, 1990. <NAME>. "Women in Mao's China." _Development._ Vol. 4, pp. 55-59, 1984. <NAME>. "Women and Structural Transformation." _Economic Development and Cultural Change._ January, 1986. <NAME>. "Capitalism and Subsistence, Rural Women in India." _Development._ Vol. 4, pp. 18-25, 1984. <NAME>. "On the Global Assembly Line, Women and Multinationals." _Development._ Vol. 4, pp. 31-35, 1984. <NAME>. "Women in Development and women's Studies: Agenda for the Future." _Working Papers on Women in International Development, No. 55_ Michigan State Unviersity, 1983. <NAME>. "Regional Patterns of Female Participation in the Labor-Force of Urban Women." _The Professional Geographer._ Vol. 34, pp. 42-49, 1982. <NAME>. "Labor Market Discrimination Against Women in Idnia." _Working Papers on Women in International Development, No. 57._ Office of Women in International Development: Michigan State University, 1984. <NAME>. "Caste, Class and Gender: Women's Role in Agricultural Production in India." _Working Papers on Women in International Development, No. 57_ Office of Women in International Development: Michigan State University, 1984. <NAME>. "Women Executives in India." _Management International Review._ Vol. 2, pp. 53-60, 1980. "Special Issues on Women and Development." _Development Research Digest._ Institute of Development Studies: Sussex, England. 1982. <NAME>. "The Preliminary Study to the Life Expectancy at Birth for China's Population." _Paper prepared for the International Seminar on China's 1982 Population Census._ Beijing, 1984. "Women's Studies International: A Supplement to the Women's Studies Quarterly." Special Issue on _Focus on India._ The Feminist Press: Old Westbury, NY. April, 1984. <NAME>. "Employment Opportunities and Constraints from Women from Here to 2000." _Development._ Vol. 1, pp. 13-15, 1990. Return to Faculty Senate Home Page Return to MU Home Page <file_sep> ![ HHHHHH HHHHHH HHHHHH HHHHHH HHHHHH HHHHHH HHHHHH HHHHHH HHHHHHHHHHHHHHHH HHHHHHHHHHH HH H EEEE TTTTT Humanities HHHHHH H H H E T OnLine HHHHHH H H H EEE T Web Site HHHHHH H HH H E T HHHHHH H HH H EEEE T H-TEACH](/graphics/Logo.H-NetBare.GIF) ## Historiography Discussion Thread for H-Teach Date: Mon, 11 Apr 94 10:28:47 EDT From: <NAME> <<EMAIL>> Last year I taught our required Methods course for the first time. The syllabus seemed itself methodologically sound: An orderly trip through the major aspects of research, accompanied by group projects in which teams prepared presentations on specific historical subjects. Around halfway through the course I decided it wasn't working. Students were simply accumulating data on How to Do History, much as they were accumulating data to recite in the group presentations. They were gaining no insight into the central element in my own activity as a historian. I threw the rest of the syllabus away and simply gave them a series of passages: Narrative sources at first, like Gregory of Tours and Bede; then more varied sources like wills or court records; then visual sources like a scene from the Tres Riches Heures. They were to write a paper a week. I told them to look as closely and attentively as possible and describe what they saw; to tell me everything that particular artifact suggested about the society that produced it; to ask one good question of that artifact and answer it; any of these things. The important thing was to learn how to see, think creatively, and write well. In class we discussed what they'd written. This was interspersed with rambling presentations on my part, e.g. showing what a contemporary street map of an English town can suggest about the medieval development of that town; asking how an art restorer goes about his or her work; etc. By the end of the course I was so confused and discouraged that for the first time in years I declined to ask the students to evaluate the course. In retrospect I suspect it was better than I imagined. An abnormally high percentage of these students have now taken my medieval and/or Renaissance classes and two are now registered for the interdisciplinary Med-Ren concentration. I don't know what this means. <NAME> * * * Date: Mon, 11 Apr 1994 08:40:26 -0700 (PDT) From: <NAME> <<EMAIL>> Numerous people on this list have inquired about successful methods of teaching historical methods, historiography and the like to undergraduates. I am both an academic reference librarian and adjunct professor of history. As adjunct prof, once a year I teach the History dept's "Historical Methods and Analysis" class here at Western Washington U, where the main concern is having the students write one competent paper. My formula is based on teaching principles of "audience," "authority," and "evidence." I think I have had a reasonable amount of success, and would attribute this success to a different approach. As outlined in the article, "Running Backwards From the Finish Line," Library Trends 39 (Winter, 1991):223-37, to successfully teach students the three "R"s of Inquiry, "reading, writing, and research," early in the course, you need to assure the students that they know more than they think they do; in addition, students, faced with a steep learning curve, need a crutch. The "crutch" gives me the opportunity to introduce the concepts of audience, authority, and evidence. Rather than making students write papers from scratch, where they do have a huge learning task, i.e., coming up to speed on the topic, and learning how to write like a historian, both nearly impossible in a ten-week quarter, instead I let them select from a pool an "op-ed" pieces, the "crutch," usually from the NYT, which they are supposed to turn into a paper. The focus of the course is 20th cent US intellectual and social history. Since the op-ed piece is written for a popular "audience," to redesign it for a scholary one, students need to jump through all the hoops necessary to achieve the "authority" of writing for an audience of professional historians, and in the process of course must appropriately attend to "evidence." (And, for the doubters, inspite of the fact that for this exercise students are using a "crutch," experience suggests that in subsequent courses they write much more competently from "scratch.") As a rule, these op-ed pieces liberally allude to, but do not document, historical facts and concepts. The class is held in a classroom in our Library, and the Library is treated as a "lab". In the process of chasing down these historical allusions, suitably documenting them, discussing problems in class, and so on, students do acquire a measure of competence, but more importantly, I believe, a measure of CONFIDENCE that they can take risks without fear and not be set up to fail. Necessarily this account does not do justice to the task, but it might wet somebody's curiosity. If you have any questions, do not hesitate to get in touch. (I have a video of a student showing a class how he wrote a successful paper.) <NAME> Wilson Library Western Washington University Bellingham, WA 98225-9103 Internet: <EMAIL> * * * Date: Tue, 12 Apr 1994 13:49:51 -0500 (CDT) From: <EMAIL> At Carleton, we have a course on historiography that is required of all junior history majors. Faculty members take turns teaching the course, which has been in our curriculum for about ten years. The major purpose of the course is to give students an orientation to important approaches to history now in use or recently in use. We spend a week on Marxist historiography, a week on the Annales school, a week on the revival of narrative history, a week on gender history, etc. Some topics are used year after year (the Annales school, e.g.) while some depend on the interests of the person teaching the course. I did a week on global history last fall, for example, and used <NAME>ley's recent book _Old World Encounters_. A key feature of the course is that we invite in a historian whose work the students are reading. In the term just past, the visitor was <NAME> of UW-Green Bay, author of works on E.P. Thompson and the British Marxist tradition. <NAME> Carleton College <EMAIL> * * * Date: Tue, 12 Apr 1994 12:24:33 -0600 (CST) From: "<NAME>" <<EMAIL>> In message Mon, 11 Apr 1994 10:02:51 CDT, <NAME> <<EMAIL>> writes: Last year I taught our required Methods course for the first time. [Halfway through,] I threw the rest of the syllabus away and simply gave them a series of passages: Narrative sources at first, like Gregory of Tours and Bede; then more varied sources like wills or court records; then visual sources like a scene from the Tres Riches Heures. They were to write a paper a week. I told them to look as closely and attentively as possible and describe what they saw; to tell me everything that particular artifact suggested about the society that produced it; to ask one good question of that artifact and answer it; any of these things. The important thing was to learn how to see, think creatively, and write well. By the end of the interdisciplinary Med-Ren concentration. I don't know what this means. * * * I think it means that you engaged them both intellectually and creatively. You hit their forebrains, left brains and right brains. Too bad you didn't let them give you the A+ evaluations that course sounds like it deserved. Keep up the good work. <NAME> Ph.D. Candidate 1717 Old Fort Dr. Department of History Tallahassee FL 32301 Florida State University 904-656-6552 (voice and data) <EMAIL> * * * Date: Thu, 14 Apr 1994 15:55:22 -0500 (CDT) From: <EMAIL> In reply to <NAME>'s query of April 12 about Carleton's required historiography course for junior history majors, I would say that the primary purpose of the course is to help majors become better readers of works of history. It does not try to develop a history of historical thought or to canvass and critique all major schools and approaches. Certain constraints shape what we do. First, some of our newly declared majors resist the notion of history as interpretation; they enjoy learning colorful facts about past events. Some move into history because they disliked the complex methodological apparatuses they encountered in other departments, and apparently think of history as method-free. The more sophisticated new majors understand that history is more than "just the facts" and may be quite intrigued by interpretive debates; but they don't quite know how to orient themselves to all this and may lack skills at analyzing the argument and assumptions of a historian. Second constraint is that we take turns teaching the course. It is nobody's baby to develop and revise over a period of years. This I am afraid has kept the aims quite modest: it is essentially a course on how to read. The course operates as a discussion seminar. We throw at the students a succession of books or important articles. The students usually have a rough idea that this writer works in the Marxist tradition or that one does gender history, but we don't give background lectures on what is distinctive about the Annalistes or what Marxist historians are about or anything like that. We try to get them to tease out the author's approach and assumptions, to identify the defining features of the book whatever its specific topic might be. The course thus focuses more on concrete examples than on generalizations about schools of interpretation or the history of historical thought. Works that we use more or less regularly include Mattingly's The Armada, Darnton's The Great Cat Massacre, Davis's The Return of Martin Guerre, papers by E.P. Thompson such as "Time, Work-Discipline, and Industrial Capitalism" and "The Moral Economy of the English Crowd," and excerpts from Novick's That Noble Dream. I think we may start using the new book by Appleby, Hunt, and Jacob, Telling the Truth about History. We also use a number of articles recently published in the journals that exemplify current thinking. The list obviously shows the shaping hand of Europeanists in our department and the formative influence for many of us of the kind of social history that flourished in the 1960s and 70s. The list is changing as younger members of the department, mostly non-Europeanists, take their turn as instructors. <NAME> Carleton College <EMAIL> * * * Date: Thu, 14 Apr 1994 14:25:14 +0100 From: <NAME> <<EMAIL>> University of Wolverhampton UK <EMAIL> It seems to me that a lot depends on the level of the course. When I started teaching many years I was a great enthusiast for bringing in historiography at the lowest level. The way I did it was a disaster - much as described by someone else and the worse thing was the student who came at the end and said he loved history but I had put him off for life. Rather than abandon the idea of introducing students to importance of historiography, however, I persisted and developed a small introductory seminar package to front an introductory European history survey course that I think works very well. Week 1 involves a discussion of a list of books and articles to try to identify what was a primary and a secondary source. The discussion always starts at a very elementary level but could get quite sophisticated as students speculated about the nature of book. We start with a simple one that tripped everyone up about the second world war - published in 1980s - obviously secondary they say - but was he there, is it memoirs, a diary, what would it be if it was Churchill's History of the Second World War?. Week 2 involves a discussion of the introduction to Ge<NAME>'s Debate on Europe where he sets out the various influences affectuing how historians work. This is a very simple and straightforward account of the role of class, nationality, religion, time etc. plus he forgets some important things which gives the studnts some extra space. This book is a must. When Rude died last year <NAME> wrote that it was his best book. I wouldn't go this far but it is a superb discussion of the historiography of European history in the years 1815-1848. During this seminar I make a deliberate point of banning the use of the term bias in favour of interpretation but promise to confront bias later. But I also ensure that we have a discussion of the question of whether all interpretations are equally valid and especially whether the solution is that the truth lies in the middle - I found the holocaust a good example to warn people against this view. Week 3 involves a deliberate return to analyse sources to try to see both what they might tell us and how interpretations might differ. I deliberately used an orla source - a folk song and contrasted it with an official government report of witnesses - British 1842 Report on Women and Children in the Mines. This enables a discussion to take place both about the way the evidence was constructed at the time and reactions to it later. Most first year students start by assuming that an official report has more credibility than a folk song but the report in question is merely oral evidence written down. Week 4 involves a discussion of the crucial issue of interpretation and bias. I begin with a series of photos of the same thing cut in different ways and then ask the students to interpret them. As the cut of the photo changes so their interpretation changes. Then we discuss which photo shows what happened? The brightest ones see without help that even the photograph taken by the photographer was itself an interpretation since a selection had to be made. We then move to a discussion of chapter 1 of E.H.Carr's What is History. Here he discusses what is a fact. The first part helpfully shows why facts do not speak for themselves but the second part of the chapter explicitly warns against assuming that all interpretations are equal. He uses the nice analogy of the mountain - depending on where we stand the mountain has a different shape but this does not mean it has no shape or a multiplicity of shapes. We then try to discuss the way in which we can distinguish between the validity of different types of interpretations and when a differnence of interpretation becomes bias. Week 5 - at the end of this week the students are asked to submit an assignment based on 1. summarising Carr's arguments in 1000 words. 2. Writing a 750 word comparison of extracts from the introduction to E.Hobsbawm's Age of Revolution; P.Stearns, Europeran Society in Upheaval and D.Thompson, Europe Since Napoleon - as examples of marxist, conservative and liberal interpretations as well as different types of history etc. I tell the students that each one represents one of these historiographical traditions as well as reflecting different nationalists, timing etc. but deliberately do not tell the students which are which. Finally the studnets are asked to say in 250 words how Carr helps them and whether they agree with him. The first chapter contains the famous advice 'study the historian before you study his work'. Being at an intrudctory level I try to mark this generously and encourage the students who will know nothing of the historians to make informed speculations or look for evidence. But I insist that they do not have to read widely beyond the extracts since the point is largely to read between the lines. What Carr calls listening for the buzz. What does this achieve? I have used this with first year European history groups for many years and believe that in this way it does introduce students to the problems in a way they find manageable. It will not be what one would do at a post-graduate level but here the students are more sophisticated and aware and not so easily put off. As the course subsequently progresse with more traditional seminars it is then possible to build on this introdution to develop the ideas of different historiographical traditons around key issues like the French Revolution, 1848 or whatever. * * * Date: Tue, 18 Oct 94 08:27:56 CST From: <NAME> <<EMAIL>> Judy, for the historiography section of your course, I would highly recommend several books which my beginning MA students here have found interesting, challenging, and (in the second case) positively exciting. The first is <NAME>, "The Noble Dream: The `Objectivity Question' and the American Historical Profession (Cambridge, 1988 paper) and <NAME> and <NAME>, "After the Fact: The Art of Historical Detection" (McGraw-Hill, 1992; third edition paper). The first is a work of intellectual history but one that is very well organized. The vocabulary troubles some of the students who puzzle over words such as "comity" and "adumbrate"--but I tell them that this is just part of growing up intellectually and that when I began graduate school and was troubled by such words, I just quietly looked them up, lest I embarrass myself (they complain aloud; times have changed). This is, in my judgment, the best book currently available on the history of history in the United States. _After the Fact_ is an exciting interdisciplinary look at problems in American history/historiography but mainly talks about the methods historians can and have used--including psychohistory, textual analysis, use of models and other forms of social scientific analysis, photographic evidence, etc. etc. Much of the book reads like a detective story. It was designed originally to be used in a US Survey course as an adjunct to a textbook, though I think it has been used mainly in methods and historiography classes. Our students here from beginning History majors to graduate students all love it. Good luck. <NAME>, Department of History Murray State University Murray, KY 42071 (502) 762-6582 or 762-2232 e-mail <<EMAIL>> * * * For those interested in getting a first cut on a variety of "new" fields (always a dubious proposition), which fall under the broad category of "new Social History", see <NAME>, ed., New Perspectives on Historical Writing (University Park, Pa., 1992). I used this with great success one week in my graduate class on history theory this term. Of course, <NAME>, et.al., Telling the Truth about History, is the most recent narrative of the development of the profession. * * * Judy, A recent book you might try is _Telling the Truth About History_ by <NAME>, <NAME>, and <NAME> (Norton, 1994). <NAME> Sun0.elon.edu Elon College * * * Date: Thu, 20 Oct 1994 09:39:10 -0500 (CDT) From: <EMAIL> Another book on recent developments in historical thought to consider with Novick's _That Noble Dream_ is the new book by <NAME>, <NAME>, and <NAME> entitled _Telling the Truth about History_. It is not out in paperback yet but soon will be. I have been using the book this fall and my students find it easier going than Novick. It is a lot shorter, for one thing. Yet its scope is quite broad: it discusses the scientific revolution and the authority of science in modern intellectual life, the recent questioning of scientific authority, and the way history as a discipline has been thrown into some disarray by the declining authority of the scientific model. It also discusses issues of national identity and multiculturalism in the American context. Appleby et al. come down more in the epistemological center than does Novick. They consider but ultimately step back from the rejection of objectivity. Those interested in Novick's critique of objectivity might find Tom Haskell's critique of Novick interesting too. It appears in _History & Theory_, vol. 29 (1990, no. 2). Haskell argues that Novick rhetorically trashes objectivity but in practice scrupulously follows traditional canons of objective analysis. Haskell also suggests that Novick's definition of objectivity is peculiar, not the one that in fact reigns among practicing historians. <NAME> <EMAIL> * * * Date: Wed, 2 Nov 94 01:35 CST From: "GEORGE M. KREN" <<EMAIL>> The course we teach here (Kansas State Univ) in historiography is similar to that described by <NAME>. In the first part of the course students read and discusss several historiographical works: Breisach, HISTORIGRAPHY which serves as a text to cover the history of historical writing P Novick THAT NOBLE DREAM for its review of American historical writing, as well as introducing questions about objectivity and relativism. <NAME>, THE GERMAN CONCEPTION OF HISTORY which is above all useful for it's discussion of the origin and development of historicism, as well as the i pact of Nazism on historical writing--the chapters on Troeltscha and Meinecke are particularly valuable <NAME>, FREUD FOR HISTORIANS which provides a critical but sympathetic discu ssion of psychohistory <NAME>, HISTORY AND THE NEW LEFT which discusses the new left and Madison in the 60's and gives a concrete setting to the issues of historical writing and studying in the 60's Students also read <NAME>'s essay on graduate study (in DECODING THE PAST), a psychohistorical investigation of graduate study which suggests that both student and teacher at times act out a unstated agenda. and for writing I have found <NAME>, WRITING FOR SOCIAL SCIENTISTS of unestimable value. (Students also buy Kate Turabian's MANUAL FOR WRITRS for the nuts and bolts of footnoting etc. The second part of the courses consists of a discussion of papers previously Xe roxed and distributed to all members of the class. These vary from semester to semester--this time around they include papers on Spengler, Women's history, the Annales, the Historikerstrei, <NAME> and <NAME>. <NAME>, Eisenhower Hall, Dept of History, Kansas State University, Manhattan, KS 66506 * * * Date: Tue, 1 Nov 1994 09:44:53 -0600 (CST) From: <NAME> <<EMAIL>> Barbara -- We seem to have the greatest difficulty around the area of religion (Xianity is "true religion" others are "magic" and "superstition," etc. I find myself -- for the first time in an undergraduate classroom -- acknowledging my own Xian beliefs in order to stress that I as historian, if I am to understand my subjects, must avoid judging their beliefs because that blocks understanding. My usual trite example when pushed by them is that it's much more useful to understand even a Hitler and certainly why he was able to sway so many people than simply to judge him). I try to focus on issues of perspective and the ways in which "history" has been used in the past (Bruni's revision of the founding date of Florence when the city is under attack from non-republics [aka a simplified version of the Baron thesis] is a recent case in point].... Another example: I stress the changing views of the meaning of "Greece" and Periclean Athens: beginning with bits of Charles Kahn's old video on "The Golden Age," and wearing a regimental tie as he does (I'm female) I announce that I still can't adopt his perspective because I'm standing at a differnt point, 25 years later. I retell (using the overhead projector) the part of the Agamemnon he has just massacred, by showing the chorus' (Aeschylus'?) very different view of the Trojan War and Agamemnon's return. Then I go on to show how the stress he lays on Athenian democracy under Pericles wasn't Thucydides's view or that of subsequent thinkers... how most referred to the Roman Republic when they wanted to justify some form of quasi-representative government. How even American writers of the colonial period often stressed the dangers of democracy, the need for slaves to maintain a politically active citizenry, etc. In other words, we try to give them both the tradition and to show how useful that tradition has been from some perspectives. To revise the tradition where necessary. And always, always, to emphasize perspective. <NAME> History Washington University in St Louis <EMAIL> PS. I taught with an anthropologist (another course) last year and was astonished to hear him use the term "primitive" without discussion or analysis.... Hope this helps. * * * Date: Sat, 29 Oct 1994 22:58:07 -0500 From: <EMAIL> Subject: Presentism in students Having just graded the semester's second set of Western Civ exams, I find myself wondering yet again how to combat the fallacy of presentism so prevalent among students. How do the rest of you deal with the understandable but unhelpful inclination on their part to judge--and, too often this means condemn as "primative," "ignorant," "stupid," etc.--the customs, attitudes and ideas of the ancient and medieval worlds? Reminding my classes about their 20th century perspective is obviously not enough. Has anyone got any "tricks" that will drive the point home? <NAME> (<EMAIL>) * * * Skip Knox Boise State University Boise, Idaho cogito ergo spud: I think, therefore I yam * * * Date: 1 Nov 1994 02:33:31 U From: "<NAME>" <<EMAIL>> I, too, have been pagued and disturbed by my students' recurring assertions that the Greeks are more advanced than the Mesopotamians, the Romans conquered other peoples due to their superior intellect and, most often, that monotheistic religions, especially Christianity, are more effective and complex than polytheistic religions. Unfortunately, the most effective argument I've found to convince them is "It's just not right to phrase it that way." It disturbs me even more that my students find arbitrary rules the most effective argument, since I'm convinced they still think the various cultures we study are all naturally progressing toward modern America. However, I guess getting them to talk correctly is better than nothing. Aren't we dealing with two phenomena here? One is the tendency of students (and others) to think modern culture is wonderful, in which case the antidote to their dismissive judgment of the past is to point out that we live in a house made of the thinnest plate glass. The other is simple fact that Western historical thinking tends to be linear. Things from the past contribute to other things in the future. We teach introductory history, at least in part, to show students that the world they live in is a product of many centuries of development. For that reason, I don't have any problem with their thinking that the Greeks were more advanced than the Mesopotamians--provided they don't think that makes them better than the Mesopotamians. Nor would I presume to attempt to convince my students that Christianity and polytheism were morally equivalent. But I like to think that they can begin to learn to deal gently with the past, giving the dead credit for their achievements and trying, at least, to understand them as they understood themselves. Surely getting them to talk correctly--by pointing out that it's the historian's job to describe and to analyze, not to judge, and by being scrupulously even-handed in one's own lectures--is a prelude to encouraging them to think correctly? <NAME> Hillsdale College <EMAIL>sd<EMAIL> * * * Date: Tue, 1 Nov 1994 20:02:11 -0500 From: <EMAIL> This problem is a bit easier for us teaching the modern era. The Western faith in progress represents a key component of 19th century "scientific" thought, after all. By shifting students' focus to the artistic and intellectual rebellion against such faith or by spending time on the cultural impact of events like World War I, it is relatively easy to show students the mistake that "presentism" represents (a mistake we all easily fall into). * * * Date: Wed, 02 Nov 94 13:13:23 CST From: <NAME> <<EMAIL>> To <NAME> in particular--what is a historiographical essay and why is it so dreaded by many? The biggest problem which beginning MA students here have with historiogrphical essays is understanding what historiography is (as well as how to spell it!). I tell them that historiography is, in short, the history of history. This means that the primary sources for a historiographical essay are the works written by historians and others about an event, i.e. their interpretations of the event. Such interpretations would be normally considered secondary sources if one were doing a research essay on the event itself. Some very good students find themselves excited by a particular controversy and want to look at the many different points of view on it so they can unravel "what really is the truth." OK, say I, but remember that in a HISTORIOGRAPHICAL essay, the focus must be on what others say, not your own unraveling of the mystery. You must analyze the views of others; these, and not the event itself, must be the primary subject of the essay, of the analysis and of your judgments. I hope this doesn't sound too silly. It is a real point of confusion for some. Have I helped any? <NAME>, Department of History Murray State University Murray, KY 42071 (502) 762-6582 or 762-2232 e-mail <<EMAIL>> * * * Date: Fri, 4 Nov 1994 17:24:05 -0500 (EST) From: Prof <NAME> <<EMAIL>> Jody: On the "great historiographical question" suggest you check out Gilderhus' introductory but important HISTORY AND HISTORIANS 2nd edition (1994). Two chapters on speculative and analytical interpretations worth a quick glance. Always glad to see colleagues interested in fundamental issues of history. Cheers to you and the gang at MSU <NAME> * * * Date: Sun, 26 Feb 95 14:01 EST From: lr20 <<EMAIL>> My department's undergraduate committee is discussing the possibility of creating a required course for history majors on the methods and skills of history. We have found that most of our majors are not adequately prepared when they arrive at the required "capstone" course (proseminar in history writing), in which they are expected to write a sizable paper based upon primary sources. Our idea is to create a new methods/skills course as a prerequisite for the capstone seminar. The new course would be taken in second semester sophomore year or first semester junior year. Thusfar we've been thinking about a course with many short writing assignments, not a long paper. Among the topics and skills that might be included: identifying an historical argument, the questions historians ask, context, modes of historical writing, types of evidence, library skills, analyzing primary sources, interpretation, maybe a little historiography, scholarly citation. A major question is whether such methods and skills can be taught apart from a particular geographical/chronological content; i.e., can we devise an effective course that would include students whose areas of concentration range from African history to East Asian to Latin American to European to U.S., etc? One approach might be to work through the skills generically, with examples and exercises drawn from all areas of history. Another would be to structure the course around a "big" theme--revolutions, for example, then divide the course into three parts, each focusing on a different revolution. Perhaps there are still other possibilities. Another big question is proper size for such a course. How large can it be and still be effective? We would appreciate advice about what works and doesn't work from folks who have ever taught (or taken) such a course. Syllabi and/or reading lists would be particularly helpful. If you do not think your responses would interest the whole list, send directly to me (<NAME>): e-mail: <EMAIL> regular mail: Department of History, University of Maryland, College Park MD 20742 * * * Date: Sun, 26 Feb 95 17:26:47 EST From: <EMAIL> We've been developing a course at York for second year students, tentatively entitled The Historian's Craft. It is designed to provide a framework in which most subject specializations can be taught. It essentially combines a little simple historiography, some sessions on historical writing, the uses of computers in history, how to read primary sources, basic research methods, etc. We may use Lowenthal's _The Past is a Foreign Country_ as the primary text, supplemented by books appropriate to the instructor's interests (2 instructors per course). <NAME>, History, Atkinson College, York U, Toronto * * * Date: Mon, 27 Feb 1995 10:33:56 -0500 (EST) From: MAJ <NAME> <<EMAIL>> AT THE US NAVAL ACADEMY WE DO THIS IN THE SOPHOMORE YEAR (EITHER 1ST OR SECOND SEMESTER) THE COURSE IS CALLED HH262--PERSPECTIVES IN HISTORY. IT INTRODUCES THE MAJOR TO HISTORIOGRAPHY AND RESEARCH METHODS. TOPICS VARY. FOR EXAMPLE, THIS SEMESTER WE HAVE 6 SEMINARS WITH THE FOLLOWING TOPICS: SPORT AND CULTURE IN AMERICA; WORLD WAR II IN THE PACIFIC; WORLD WAR II IN EUROPE; VICHY FRANCE; IMPERIAL JAPAN; HISTORY OF THE US NAVY. NEXT SEMESTER WE WILL OFFER: SPORT AND CULTURE IN AMERICA; HISTORY OF SOUTH AFRICA; HISTORY OF THE US MARINE CORPS; TRADITION AND REVOLUTION IN MODERN CHINA. EACH SEMINAR IS LED BY A DIFFERENT PROF. <EMAIL> * * * Date: Sun, 26 Feb 95 14:01 EST From: lr20 <<EMAIL>> My department's undergraduate committee is discussing the possibility of creating a required course for history majors on the methods and skills of history. We have found that most of our majors are not adequately prepared when they arrive at the required "capstone" course (proseminar in history writing), in which they are expected to write a sizable paper based upon primary sources. Our idea is to create a new methods/skills course as a prerequisite for the capstone seminar. The new course would be taken in second semester sophomore year or first semester junior year. Thusfar we've been thinking about a course with many short writing assignments, not a long paper. Among the topics and skills that might be included: identifying an historical argument, the questions historians ask, context, modes of historical writing, types of evidence, library skills, analyzing primary sources, interpretation, maybe a little historiography, scholarly citation. A major question is whether such methods and skills can be taught apart from a particular geographical/chronological content; i.e., can we devise an effective course that would include students whose areas of concentration range from African history to East Asian to Latin American to European to U.S., etc? One approach might be to work through the skills generically, with examples and exercises drawn from all areas of history. Another would be to structure the course around a "big" theme--revolutions, for example, then divide the course into three parts, each focusing on a different revolution. Perhaps there are still other possibilities. > > Another big question is proper size for such a course. How large can it be > and still be effective? > > We would appreciate advice about what works and doesn't work from folks who > have ever taught (or taken) such a course. Syllabi and/or reading lists would > be particularly helpful. If you do not think your responses would interest > the whole list, send directly to me (<NAME>): > > e-mail: <EMAIL> > > regular mail: Department of History, University of Maryland, College Park > MD 20742 > > Editor's note: please do consider sending responses to the whole list: > this sounds a topic very much of interest to H-Teach members. SWTucker * * * Date: Mon, 27 Feb 1995 09:51:28 -0600 From: <NAME> <<EMAIL>> Re previous post: Date: Sun, 26 Feb 95 14:01 EST From: lr20 <<EMAIL>> My department's undergraduate committee is discussing the possibility of creating a required course for history majors on the methods and skills of history. We have found that most of our majors are not adequately prepared when they arrive at the required "capstone" course (proseminar in history writing), in which they are expected to write a sizable paper based upon primary sources. Our idea is to create a new methods/skills course as a prerequisite for the capstone seminar. The new course would be taken in second semester sophomore year or first semester junior year. I do not have the experience requested, but I have considered such a course for our students and recommend at least looking at History: A workbook of skill development, by <NAME> and <NAME>, published by New Viewpoints. I met Salevouris at an NEH seminar twenty years ago and was very impressed with him, and I think I might try this workbook for a sophomore course in methodology. <NAME> Simpson College <EMAIL> * * * Date: Mon, 27 Feb 1995 11:08:30 -0500 (EST) From: <EMAIL> To those looking for info on history methods courses, try the most recent issue of the OAH Department Chairs _Newsletter_. I edited the issue on just such courses at Ball State and Western Washington. <NAME>, History, Ball State U * * * Date: Mon, 27 Feb 95 10:58:52 EST From: <NAME> <<EMAIL>> Here at Kennesaw State College, all history and history education majors are required to take, hopefully by the end of their sophomore year, "History 275: An Introduction to Local History and Methodology." The instructors use the book AFTER THE FACT to introduce methodology to students. Students also are required to visit various local historical archives (one of the perks of being in the Atlanta area). The major requirement of the course is a research paper based on primary sources on a local history topic. Focusing on local history topics helps students pick subjects for which they can literally almost exhaust the sources. Just last year, a Kennesaw State History 275 student won a National Archives (East Point, GA branch) essay contest for a paper on the Atlanta viaduct based on papers from the Archives and the Atlanta History Center. We have found the combination of methodology and local history to be an effective way to stimulate student interest and move away from traditional, greatly overdone research topics. <NAME> * * * Date: Mon Feb 27 09:28:31 CST 1995 From: <EMAIL> My colleague <NAME> and I are also in the process of developing an introductory course for history majors, to be taken in the sophomore year, and for the same reason: too many of our upper level students were unprepared for advanced work, even in their final semesters. We will be working on the details during the summer, and Eric will offer the course for the first time during Fall 1995. We too are still working out how best to approach it, whether to tie it to some topic course, or simply do it as a straight methods approach to historiography, specialized fields, documentation, schools, etc. Based on my own personal experience and that of my students, I think we can no longer afford to pretend that our students absorb an understanding and knowledge about the profession and its practice through osmosis. Whether it is the fact that they do not read as much as past generations of college students, or that they had social studies rather than history in high school, or that we're just trying to cram too much material into our courses, they`re getting to upper level courses without appropriate knowledge and skills. Like Leslie, I hope others are doing the same thing, and will contribute their ideas or experience to this discussion. I look forward to lots of interaction on this. P.S. Having a sophomore course laying the foundation for the senior courses should make assessment easier and more useful, which is another good reason for doing this. <NAME> University of Wisconsin-Stevens Point <EMAIL> * * * Date: Mon, 27 Feb 1995 22:42:05 -0500 From: <NAME> <<EMAIL>> Re previous posts including: I do not have the experience requested, but I have considered such a course for our students and recommend at least looking at History: A workbook of skill development, by <NAME> and <NAME>, published by New Viewpoints. I met Salevouris at an NEH seminar twenty years ago and was very impressed with him, and I think I might try this workbook for a sophomore course in methodology. <NAME> Simpson College <EMAIL> I also have no experience teaching such a course, but I have used bits of the above Furay and Salevouris in history majors' class and find it helpful. <NAME>, Morehouse College <EMAIL> "Never argue with a man who is convinced the earth is flat. You have thought about why it is round for maybe five minutes. He spends every waking minute thinking up arguments that it is flat and, he believes if only he could convince everyone, then the problems of the world would be solved" Bud Foote * * * Date: Tue, 28 Feb 1995 1:01 pm EST (18:01:17 UT) From: <NAME> <<EMAIL>> At SUNY Fredonia, we have been using the Fury and Salevouris Workbook for several years in a sophomore methods course, and it has been very successful as the core of our program - not popular, even feared by insecure students until they have mastered it, but usually appreciated thereafter. * * * Date: Tue, 28 Feb 1995 11:03:51 -0800 (PST) From: <NAME> <<EMAIL>> [Re previous post, exerpts to follow:] My department's undergraduate committee is discussing the possibility of creating a required course for history majors on the methods and skills of I've been teaching such a course off and on for twenty years, and nearly every semester in recent years. We require two undergraduate seminars of our majors: History 300, which introduces the methods and skills of history, and which we urge them to take at the end of their sophomore year or beginning of their junior year; a proseminar, which is their culminating experience and taken in their senior year. A major question is whether such methods and skills can be taught apart from a particular geographical/chronological content; i.e., can we devise an My experience says yes, and that it is advantageous to do so. I emphasize that the purpose of the course is to focus on the historian, not the particular subject matter, and I keep them focused on the historian throughout. Thus, the course can be taught by instructors from a variety of specializations and can be worthwhile for students regardless of their special interests. I require a term research project and permit them to chose a topic of interest to themselves, but require that the topic be one for which primary sources are easily available, because I want to them spend their time working with the sources and not finding them. I also veto topics that I know little about, because I want to be able to provide constant guidance as their projects develop. They do a series of papers on this topic, and I stress the process as much as the final result. Their second seminar, the culminating experience, is focused on a topic, preferably one of interest to the students. We usually run four sections of each every semester, so there are always choices for topic of the culminating experience course; for the proseminar, we usually have two in American history, one in European history, and one in world history that permits individual research on any region. Another big question is proper size for such a course. How large can it be and still be effective? Undergraduate seminars are limited to a maximum enrollment of 20, but my experience has been that I can enroll up to 25 and end up with about 15. Fifteen is ideal. My syllabus follows. I've occasionally inserted comments in square brackets to explain why I do certain things that may otherwise seem curious. * * * HISTORY 300 SEMINAR IN HISTORICAL ANALYSIS Section 2: 7:00-9:45 p.m., Mondays, Burk 204 Spring 1995 <NAME> Course Overview: Unlike most history courses, which focus on past events, this course focuses centrally on the work of historians--the nature and location of sources for historical research, written and oral presentation of research findings, and criticism of others' work. You will each practice these skills. We shall also briefly explore the development of history as a field of knowledge, from its beginnings in the ancient world, through its emergence as a profession, to twentieth-century developments in historical analysis. As you complete the assignments, you will find opportunities to apply the skills you have learned in Segment I of General Education: written and oral communication, critical thinking, and quantitative reasoning. If you have not completed Segment I, please see me to discuss your situation. Course Requirements: During the first six weeks of the semester, you will prepare a paper for every class meeting; after that, there will be one inclass examination, dealing with the history of history. You will also present your research project in both in writing and orally, and you will criticize the research projects of two other students, orally and in writing. These requirements have the following weight in determining course grades: Date Requirement Percent of Course Grade Research Project: 2/6: #1--Preliminary Statement of Research Interest ungraded 2/27: #3--Preliminary Research Plan 5 3/13: #5--Survey of Secondary Works 10 3/20: #6--Survey of Primary Sources 10 4/24: #7--First Draft of Paper (3 copies) 5 5/1-5/15: Oral Presentation, Research Project 5 5/22: #9--Revised (Final) Draft of Paper 20 (Total, research project (55) Other Required Written Work: 2/13: #2--Review of Hofstadter, ch. 1-3 5 3/6: #4--Comparative Review 15 4/17: In-class Examination (history of History) 15 5/1-5/15: #8--Critique (oral & written, 3 copies) 5 Class Participation 5 Do not cut class just because you do not have a paper that is due; cutting only compounds your problems. Plagiarism is the presentation of another person' s work as your own. It may well be the most serious academic transgression possible; it will result in a course grade of F and will be reported to the University disciplinary officer. Office Hours and Related Information: Office hours: 3:30-5:00 p.m., Mon. and Wed.; noon-1:45 p.m., Tue. Office: Psychology 411 Office phone: 338-7561 E-mail: <EMAIL> Call me to arrange other times; if I'm not there, leave a message. I'll probably call back during my office hours, so leave a number where you can be reached at those times. If you want to leave a written message for me, do not put it under my office door; instead, take it to PSY 405, the history department office, and put in my mailbox. Virtual Office-hours: I usually check my e-mail every day and will usually respond immediately. Don't hesitate to write if you have a question or concern about class. Recommended Reference Works: You will want the following books in your personal library if you are serious about writing. <NAME>, Jr., and <NAME>, The Elements of Style. Kate L. Turabian, A Manual for Writers of Term Papers, Theses, and Dissertations. A good dictionary; I prefer the Oxford American Dictionary, but any good one will do. Required Readings (available at the bookstore): <NAME>, The Age of Reform. <NAME>, A Student's Guide to History. Other required readings will be available in on reserve or in class. Optional Readings (also at in the bookstore): <NAME> and <NAME>, The Heritage and Challenge of History. CLASS SCHEDULE Note that all the reading assignments and most of the written assignments fall before the middle of the semester, leaving the last half free for research and writing on the term paper. Keep up with the assigned reading, as we shall follow this schedule very closely. Jan. 30: Introduction to the Study of History Introductions; course overview and course objectives; history as a field of study; the role of the historian. FILM: Indians, Outlaws, and Angie Debo [This is a very good film for getting the students to talk immediately about things as the historian's purpose in beginning a particular study, the use of sources, and the historian's thesis.] Planning a research project: selecting a topic; exploring the secondary literature; developing a thesis question; locating appropriate primary sources. Feb. 6: SUBMIT 1ST PAPER (prelim. statement of research interest) Feb. 6: Using the Internet in Historical Research Introduction to e-mail, INVESTIGATOR, GOPHER, MELVYL, CARL, America: History and Life; meet in HSS 383\. If you have not yet done so, complete the library requirement. REQUIRED READING: Benjamin, chs. 1-4, appendix A Jan. 31, Feb. 1, 6, 7, 8, 13, 14, 15: Individual consultation with instructor on research project: Sign up in class on January 30 or February 6. Feb. 13: SUBMIT 2ND PAPER (review of Hofstadter, chs. 1-3) Feb. 13: Using an Archive Tour of one of the archives in the area, location and directions to be announced on February 6; archival research procedures. TO DO: Investigate libraries and archives relevant to your research project. Feb. 27: SUBMIT 3RD PAPER (preliminary research plan) Feb. 27: Interpreting the Past; Revising Past Interpretations Identifying the historian's thesis; evaluating the historian's evidence; revision as a central part of historical analysis; example: Hofstadter's Age of Reform, chs. 1-3; other examples from major interpretations in American history. REQUIRED READING: Two articles, to be announced on Feb. 13. Mar. 6: SUBMIT 4TH PAPER (comparative review) Mar. 6: Evaluating and Using Primary Sources Using documents, oral histories, statistics, and artifacts as sources; case studies. REQUIRED READING: <NAME>, "<NAME>'s `Prediction' to Frank Cobb: Words Historians Should Doubt Ever Got Spoken," Journal of Ameri- can History 54 (1967): 608-617--ON RESERVE. Mar. 13: SUBMIT 5TH PAPER (survey of secondary works) Mar. 13: Presenting Research Findings; Organizing written and oral presentations of findings; when to quote, when to summarize; citing sources; examples. REQUIRED READING: Benjamin, chapter 5; Turabian. Mar. 20: SUBMIT 6TH PAPER (survey of primary sources) Mar. 20, 27, Apr. 3: The History of History The development of history as a field of knowledge, from the ancient world to the present; relation of history to the other social sciences. REQUIRED READING: examples from past historians, available in class RECOMMENDED READING: Conkin and Stromberg, Part I. Apr. 17: EXAMINATION on the history of History Apr. 24: SUBMIT 7TH PAPER (first draft of research paper) Apr. 24: Careers in History What have SFSU graduates done with a history major other than teach? What should you be doing now to prepare for using your history degree in a career? Presentation by <NAME> of the Career Center. May 1: SUBMIT 8TH PAPER (critique of two student papers) May 1, 8, 15 (and perhaps May 22): PRESENTATION AND CRITIQUE OF RESEARCH FINDINGS May 22: SUBMIT 9TH PAPER (revised draft of research paper) REQUIRED WRITTEN WORK All required papers should be done on a word-processor, double-spaced, with one-inch margins on all sides. (If you don't yet use a word-processor, take one of the orientation courses in the first two weeks of the semester; if this is a problem, discuss it with the instructor promptly.) For this class, staple each paper in the upper left-hand corner; do not put your paper in a binder. There is no need for a separate title page; instead, begin at the top of the page with your name and the title of assignment. Citations should be footnotes, numbered consecutively from first to last; if your word-processing program will not do footnotes, see me to discuss that situation. Follow all rules of citation in Turabian. There should be no errors of grammar or spelling; word processors have a spelling checker, so use it. Papers will be evaluated for both content and composition, and errors in form will be penalized; review and apply what you learned in your required composition courses (English 114 and 214 or equivalents). For each paper, I have specified a minimum and maximum length. I doubt that you can do an adequate job in less space than the minimum, but I'm willing to be persuaded; the maximum is intended to restrain your enthusiasm and to keep the assignments in proportion. If you go beyond that limit, edit your work down to that maximum. Always keep a copy of any paper you submit to an instructor. Late Papers: Papers are late if they are not submitted on the day they are due. Papers that are missing at the end of the semester are graded as F. If I am not in my office, submit late papers in the history department office (PSY 405) so they can be put into my mailbox; do not put late papers under the door of my office. All late papers will be penalized by reducing the grade by one level (e.g., from A to A-) unless you present a written excuse based on a medical, family, or work-related emergency. Papers more than a week late may be penalized further. 1ST PAPER (due Feb. 6 or earlier): Preliminary description of research interest. What would you like to explore in your research project? This will be ungraded; its purpose is get you to focus your interest and let me to make suggestions. Length: 1-2 pages. 2ND PAPER (due Feb. 13): Review of chapters 1-3 of Hofstadter's The Age of Reform. Identify the subject matter, thesis, evidence, and methodology. The title of this paper is Review. The first item following the title should be a complete bibliographic citation (see Turabian) of the book being reviewed. For examples, look at the reviews in the American Historical Review (available in the library or the history seminar room). The purpose of this paper is for you to practice identifying these elements in a historian's work. Length: 2- 3 pages. (5% of course grade) [This paper, on the first 3 chapters of Hofstadter, counts virtually nothing toward the final grade. I require it as a means of making they read and think carefully about those three chapters, because I then use those chapters as the basis for a discussion on how to read a work by an historian--how to identify the purpose, how to read footnotes and critique the use of sources, how to identify the relation of a specific work to other works, and, most of all, how to identify the author's thesis. I also use this to warn the students about the dangers of extending an interpretation beyond the point where the sources permit, using the article by Collins on the supplementary reading at the end 3RD PAPER (due Feb. 27): Present a preliminary research plan for your research project. Indicate the topic you intend to explore; insofar as you know at this point, present a brief summary of what historians have said about the subject; indicate the question or questions you hope to answer by your research. Attach a preliminary bibliography. The purpose of this paper is to focus your research project and to produce drafts that may form part of your introduction and bibliography. Length: 1-2 pages not including bibliography. (5% of course grade) 4TH PAPER (due Mar. 6): This paper will be a comparative review, similar to that by Ridge. In this paper, you will compare Hofstadter's treatment of progressivism in The Age of Reform, chapters 4-5, with the treatment of urban reform provided by <NAME> in "The Changing Political Structure of the City in Industrial America." Journal of Urban History 1 (1974): 6-38, which is available on reserve. Organize the heading as for the 2nd paper, but include full bibliographic citations for both items being reviewed. In your paper, summarize each author's thesis, consider their methodologies and evidence, and compare the two interpretations of political change in the early 20th century. Length: 4-7 pages. (15% of course grade) 5TH PAPER (due Mar. 13): Use MELVYL to compile a list of five or more books by historians that may be related to your topic. Use America: History and Life or CARL to compile a list of five or more articles in scholarly journals that may be related to your topic. In your paper, first analyze one of the works (preferably the one you think is most significant). How does it address your subject? What evidence does it employ? Is there a distinctive methodology ? What is the author's thesis? What questions does it raise for your research ? Does it change your thinking about your research? Second, present an annotated bibliography of three or more secondary works (books or articles) that you know are relevant to your research project. Finally, attach the list of five books and five articles; you may simply attach the print-out from your computer. Part of the purpose of this paper is to give you experience in conducting a literature search, to refine your research topic by examining the work of previous historians, and, in the process, to draft more of your introduction and bibliography. Length: 2-3 pages of analysis, 1-2 pages of bibliography, 1 page list of books and articles. (10% of course grade) 6TH PAPER (due Mar. 20): Survey some of the primary sources relevant to your project and available in the Bay Area. Treat one of these sources in some depth, preferably the one you anticipate will be your most important primary source (e.g., a manuscript collection, an autobiography, a newspaper). You may not have completed all your research into this source at this time, but tell me what you have learned about it so far. How reliable is it? How comprehensive is it? Does it seem likely to provide information that will permit you to answer the questions you developed in the 3rd paper? Does this source raise questions for you that you will need to explore in other sources? Include an annotated bibliography of all the primary sources that you have explored so far. Part of the purpose of this paper is to focus your research into primary sources and, in the process, to draft more of your bibliography. Length: 2-3 pages of analysis, 1-2 pages of bibliography. (10% of course grade) EXAMINATION (Apr. 17): This in-class examination will cover only the history of history, based on the in-class readings, class lectures, and discussions. It will be in two parts: part I will provide seven or so items (people, quotations, works, concepts), of which you will select five to identify (one page or so of a blue book per item); part II will provide two or more broadlyphrased essay topics, of which you will chose one as the basis for an essay. (15% of course grade) 7TH PAPER (3 copies due on Apr. 24): This is the penultimate written phase in your research project--the first draft of your paper. The paper must be based largely on primary sources, and should include footnotes and a bibliography. Organize your paper in the following sequence: (1) introduction, in which you indicate your topic (a refinement of your 3rd paper), introduce the conclusions of one or more historians on the topic (a refinement of your 5th paper), and indicate the thesis question(s) you are exploring (based on your 3rd, 5th, and 6th papers), all in about 2-3 pages; (2) analysis based on primary sources (an expansion of your 6th paper), about 5-7 pages in length; (3) a summary of your conclusions, briefly relating your analysis to your thesis question, to the work of previous historians, and, perhaps, posing questions for future research, all in about 1 page; and (4) an annotated bibliography (based on your 5th and 6th papers), 1-2 pages. (5% of course grade) 8TH PAPER (3 copies due on May 1): See instructions below, for critiques. 9TH PAPER (due May 22 or sooner): Revise your 7th paper in the light of the critiques (mine and other students') and class discussion of it. This paper is optional; if you submit no revision by May 22 (or fail to make other arrangements for submitting it), the grade assigned to paper #7 will also be recorded for #9 (and will account for 25% of your course grade). Length: please don't go over 12 pages plus 2 pages of bibliography. When you submit this paper, include with it your 7th paper. (20% of course grade) REQUIRED ORAL PRESENTATIONS Oral presentation of information is used by historians almost as much as written forms. At professional meetings, historians present th <file_sep>![](../geogres/gifs/roba09l.gif) \| ### GEG 101 ONLINE! # SCHEDULE ### Spring 2002 <NAME> Harper College ---\|--- [home] [site map] [syllabus] [schedule] [assignments] [study guide] [lectures] [map quiz tutorial] [discussion forum] [glossary] [news forum] [online resources] [e-mail] [announcements] [evaluation] [style sheet] [review] WEEK: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17 Week/Dates \| What you should be doing: ---\|--- # 1 Jan. 22-26 Introduction \| * Read Syllabus * Familiarize yourself with the course websites and textbook (sitemap) * Study for map quiz 1 [inmenu.htm] and take the quiz if you want * Read lecture: Welcome * Read lecture: Course Materials * Begin reading and studying: Study Guide Introduction * Begin lecture: Introduction * Post first entry on the Discussion Forum * Begin thinking about your News Forum Assignments. # 2 Jan. 27-Feb. 2 Introduction and Sub-Saharan Africa \| * Finish reading and lectures for Introduction * Check out the Discussion Forum * Begin lecture: Sub-Saharan Africa * Begin reading and studying Sub-Saharan Africa * Study for map quiz 2 [ssamenu.htm] and take the quiz if you want # 3 Feb. 3-9 Sub-Saharan Africa \| * Check out the Discussion Forum * Finish lecture: Sub-Saharan Africa * Finish reading and studying Sub-Saharan Africa * News Forum Assignment #1 is due. # 4 Feb. 10-16 North Africa and Southwest Asia \| * Harper closed Tuesday, Feb. 12 for Lincoln's birthday * Check out the Discussion Forum * Read lecture: North Africa and Southwest Asia * Read and Study North Africa and Southwest Asia * Study for map quiz 3 [nwmenu.htm] and take the quiz if you want # 5 Feb. 17-23 Middle America \| * Check out the Discussion Forum * Read lecture: Middle America * Read and Study Middle America * Study for map quiz 4 [mmmenu.htm] and take the quiz if you want * News Forum Assignment #2 is due. # 6 Feb. 24 - Mar. 2 South America \| * Check out the Discussion Forum * Read lecture: South America * Read and Study South America * Study for map quiz 5 [smmenu.htm] and take the quiz if you want * See Class announcements for information on exam 1 # 7 Mar. 3-9 Exam and Quizzes: Unit 1 \| * Check out the Discussion Forum * Take Exam 1 and map quizzes 1-5 by Sat. Mar. 9 # 8 Mar. 10-16 South Asia \| * Check out the Discussion Forum * Read lecture: South Asia * Read and Study South Asia * Study for map quiz 6 [ssmenu.htm] and take the quiz if you want. # 9 Mar. 17-23 Southeast Asia \| * Check out the Discussion Forum * Read lecture: Southeast Asia * Read and Study Southeast asia * Study for map quiz 7 [semenu.htm] and take the quiz if you want * News Forum Assignment #3 is due.. # 10 Mar. 24-30 East Asia \| * Harper closed Friday and Saturday, March 29 and 30 * Check out the Discussion Forum * Read lecture: East Asia * Read and Study East Asia * Study for map quiz 8 [eamenu.htm] and take the quiz if you want April 1-6 \| * Spring Break # 11 April 7-13 Australia and New Zealand and the Pacific Realm \| * Check out the Discussion Forum * Read lectures: Australia/New Zealand and The Pacific Realm * Read and Study Australia/New Zealand and The Pacific Realm * Study for map quiz 9 [aumenu.htm and pamenu.htm ] and take the quiz if you want * News Forum Assignment #4 is due. * Check class announcements for information on Exam 2 # 12 April 14-20 Exam and Quizzes: Unit 2 \| * Check out the Discussion Forum * Take Exam 2 and map quizzes 6-9 by Saturday, April 20. * Last day to withdraw from course: Saturday, April 20. # 13 April 21-27 Europe \| * Check out the Discussion Forum * Read lecture: Europe * Read and Study Europe * Study for map quiz 10 [eumenu.htm] and take the quiz if you want # 14 April 28 - May 4 Russia \| * Check out the Discussion Forum * Read lecture: Russia * Read and Study Russia * Study for map quiz 11 [rumenu.htm] and take the quiz if you want * News Forum Assignment #5 is due. # 15 May 5-11 North America \| * Check out the Discussion Forum * Read lecture: North America * Read and Study North America * Study for map quiz 12 [namenu.htm] and take the quiz if you want # 16 May 12-18 Study! \| * Check out the Discussion Forum * Finish Assignments * Check class announcements for information on Exam 3 and the comprehensive final * You may want to take Exam 3 this week. # 17 May 20-23 Final Exam \| * Take Exam 3 and map quizzes 10-12 by Wednesday, May 22. * Take the Comprehensive Final Exam by Wednesday, May 22. <file_sep>Take your Race, Ethnicity in Crime and Social Justice course online today! Home / FAQs / Online Degrees / Certificate Courses / Admission Policies / Class Rooms / Request Info. _Canyon College_ ![online Race, Ethnicity in Crime and Social Justice course](http://www.canyoncollege.edu/college/logo3.gif) CJ580: Race, Ethnicity in Crime and Social Justice SYLLABUS Instructor: Prof. <NAME> Office hours: Online Course Instructor email:<EMAIL> Textbook: _Multicultural Law Enforcement_ , Second Edition (2002) by <NAME>, <NAME>, <NAME>, <NAME>. NJ: Prentice-Hall, ISBN 013033409X. \| ![](http://www.canyoncollege.edu/cc/crim~jus2/cj580/grapics/textbook_syllabus.jpg) Online Bookstore ---\|--- Course Description This course analyzes the relationships between race, ethnicity, and crime in the justice system, and the effect that social policy has on racial and ethnic inequality. The theories of ethnic and racial justice are also presented in relationship to their effect on crime and criminal justice. Extensive readings, cases, briefs, and Internet resources focus on the issues of cultural sensitivity, privilege, intimidation, flashpoint encounters, and the influence of prejudice on organizations and people. _Community policing_ is also covered for how it can be configured to incorporate changing for diversity. Law enforcement is used only as an example of how multiculturalism can impact public service agencies. Student participation is expected via email, bulletin board forums, and online quizzes. This course requires a working familiarity with computers, possession of a personal computer, an Internet connection, and an email account. By registering for this course, students are expected to have their own equipment, access, and proficiency to browse the Internet, send and receive emails, attach documents (Microsoft Word required-Microsoft Works is not sufficient) to emails, and participate in-group discussions. There is no face- to-face contact in this course. Learning Objectives: * To obtain familiarity with the legal, ethical, and practical aspects of cross-cultural contacts * To appreciate the impacts of diversity and multiculturalism on the justice system and society * To gain a practical understanding of how police agencies can respond both internally and externally to demographic changes * To gain insights into the theories and frameworks for understanding how prejudice and discrimination affect organizations and individuals Attendance and Participation: Students are expected to be mature enough to discipline themselves and know when they are having attendance problems. They are expected to check in initially and weekly by email after the course starts. There is a week's deadline for all course requirements, and not doing weekly assignments (as explained on the course schedule) promptly results in recording of a virtual absence point. Online Exams: (50% of grade) Exams are a fairly important part of this course. There will be two major exams: a midterm and a final with 1 or 2 announced online quizzes, which count as the other (50% of your grade). Grading System: All assignments are given a letter grade with the following scale applied: A = 94 \| A- = 91 \| B+ = 88 ---\|---\|--- B = 83 \| B- = 80 \| C+ = 77 C = 74 \| C- = 70 \| D+ = 66 D = 61 \| F = 57 or less \| Lecture List CJ580 and 8 Week Course Schedule Note: Lecture numbers below do not necessarily correlate with the assigned reading chapter assignment number e.g., chapter 5 may not go with lecture 5 listed below. Therefore, scroll to the bottom of this page to see the course schedule to know, which lecture listed below is to be read during the week or that corresponds with the assigned weekly reading. Click on the lecture below to be taken to that specific lecture. LECTURES: 1. The Definition and Meaning of Prejudice 2. Overview Physical Anthropology & Black History 3. Discrimination Law 4. Agency Racism/Oversight/Regulation 5. Hate Crimes & Their Enforcement 6. The Role of Community Policing 7. Social Class and Community Analysis 8. Understanding Discrimination against Gays and Lesbians 9. Understanding Discrimination against Immigrants 10. Illegal Immigration and Crime 11. Understanding Discrimination against Asian Americans 12. Understanding Discrimination against African Americans 13. Understanding Discrimination against Hispanic/Latino Americans 14. Understanding Discrimination against Arab Americans 15. Understanding Discrimination against Indigenous Peoples/Native Americans 16. Ageism and Age Discrimination 17. 10 Most Important Events in Black History 8-Week Course Calendar: Week One \| Definitions & Explanations of Prejudice, History of Official Discrimination, Law, Hate Crime, Bias Crime \| Read: Shusta ch 1-3 and Online Lectures 1-4 Take Online Practice Quiz ---\|---\|--- Week Two \| Oppression of Difference Critical Race Theory Intersections of Race/Class/Gender \| Read: Shusta chs 4-5 and chs 11-13 and Online Lectures 4-5 Take Online Quiz 1 Week Three \| Cultural Sensitivity, Semantics, Semiotics, Language Barriers \| Read: Shusta ch 14-15 and Online Lectures 6-7 Week Four \| Contacts with Specific Groups- Sex and Gender MIDTERM EXAM \| Read: Online Lectures 8-10 Week Five \| Contacts with Specific Groups - African- & Asian- Americans \| Read: Shusta chs 6-7 and Online Lectures 11-12 Week Six \| Contacts with Specific Groups - Latino/Hispanic Americans \| Read: Shusta ch 8 and Online Lecture 13 Take Online Quiz 2 Week Seven \| Contacts with Specific Groups - Arab & Middle Eastern Americans \| Read: Shusta ch 9 and Online Lecture 14 Week Eight \| Contacts with Specific Groups - Native Americans FINAL EXAM \| Read: Shusta ch 10 and Online Lectures 15-16 MORE ABOUT ONLINE COURSES DO NOT PRINT OUT all or most of the online lectures and other materials at the instructor's website. They are intended to be read online or downloaded to a PDA. What I have posted on the Internet is essentially an e-book, totaling over 1GB in file size. They are often updated, so it does little good to print them all out in advance and put them in a binder. It is also foolish to try and print out all the content at the hyperlinks to external sites at the bottom of each lecture. _You'd be printing for days_. I will try to announce content updates and changes as they happen, but the preferred method for reading in this course is online, taking advantage of all the embedded hyperlinks, dynamic Internet resources, Javascript applets, and other interactive media that is typical of an online course. Please make a habit of hitting the Refresh or Reload icon on your web browser to make sure you are viewing the latest version of a page at this site, or set your browser settings to refresh automatically. You definitely need to know how to Refresh a page's content to make sure you're looking at the most recent version of a post. The ideal student in a web-based course will have the following characteristics: * They will be independent learners, capable of looking at problems critically and finding solutions to them with a minimum of assistance. * They will be disinclined to procrastinate. Anyone who gets behind in their work in a web- based course will find it very difficult to catch up. * They will be computer literate, and able to negotiate problems with their computer hardware and software as well as network connection when they occur. They will need very little hand holding in this area. * They will have sufficient time to devote to the course and its requirements, although that time may involve unconventional or irregular intervals. * They will have good communication skills, so that inquiries to the instructor will be specific and not require clarification and inevitable delay to obtain an answer. * They will be able to take advantage of the research resources available to them via the Internet and whatever library they may have access to. Quizzes and exams will not be proctored, but require entering the login and password given the student by the main campus. You are on your honor that you, and only you, are the one taking the course and taking the exams. Security login names and passwords assigned to individual students may change throughout the course, or other methods may be used to ensure honesty. Only a small number of answers can be looked up in the lectures because students will find that, even with the help of sample exams, _online quizzes and exams are extremely difficult_ and require going beyond memorization. <file_sep>HIST 103 WORLD CIVILIZATIONS I: to 1000 SPRING 2002 Dr. <NAME> \| Office: 203 Brock Hall Phone: 755-4581 E-mail: <EMAIL> Home page: http://www.utc.edu/~asteinho \| Class Hours: Section 02 MWF 11:00-11:50 Section 03 MWF 12:00-12:50 Office Hours: MWF 10:00-10:50 and by appointment ---\|--- Course Description This is a lecture and discussion course that offers a global perspective on the past, from prehistoric times to about the year 1000 c.e. Our goal is to examine major developments in the evolution of societies and cultures across the globe, paying particular attention to the larger contexts of these developments and the structures ( _e.g._ economic, military, political, religious) that promoted interactions between people of different societies. In taking this approach, we aim to place the contemporary world into a richer -- and therefore more meaningful -- historical context. The rise and development of "complex" societies, especially in the Middle East, Indian Subcontinent, China, Mediterranean basin, and Western Europe, figure as our primary focus this semester. We will pay special attention to the cultural, religious, political, social, and economic traditions that emerged here and their subsequent transformation due to the passage of time and intercultural contact. Such developments promoted the emergence of what we call the "classical" societies of the Ancient World, whose values and cultural creations continue to exercise an enormous influence on today's world. The final portion of the course probes the decline and reworking of the classical world, not only in the successor empires of Rome, but also in India and the Far East. A major emphasis of the course lies in the development of analytical skills through reading, thinking and writing about the past. In part, this will take place through the lectures and discussions. The lectures comment on the material in the textbook (Bentley), provide additional information not presented in the text, and provoke you to think about the problems of "doing" history. This development will also occur through regular engagement with the sources of the past. Through the "history workshops" and paper assignment, you will grapple directly with the past. Namely, you will analyze primary sources and use them as evidence to ask -- and answer -- historical questions. Every class will provide you chances to raise questions about course material. An analysis paper and three tests will help me to assess your comprehension and understanding of the course's major themes. They also provide the primary means for you to demonstrate progress in thinking and writing about the world's history. Required Reading (available for purchase at the bookstore or via the internet) * <NAME> and <NAME>, _Traditions and Encounters: A Global Perspective on the Past,_ Volume A ( = B/Z in the Course Calendar). * <NAME> and <NAME>, _The Human Record: Sources of Global History_ , vol. 1, 4th edition (= A/O in the Course Calendar; all references refer to the _document_ number, not the page number). * Internet readings, available via my home page (use the link at the top of this page). Course Requirements * Regular attendance at lectures. You should plan to complete the readings for the particular day on which they appear in the course calendar (below); this will enable you to follow the lectures and ask useful questions. Lectures assume that you have the knowledge presented in those readings. * Completion of history workshop assignments. An essential part of the class is learning how to "make history" by working with the evidence of the past. You will have a special preparation for each history workshop (HW), which you must write up and submit. There will be ten such assignments over the semester and you may drop one of these without penalty. Under certain circumstances, you may be allowed to make-up a missed assignment of this type. (Total points: 150.) Evaluation of History Workshop Preparation. * Attendance at and participation in all history workshops (see below). You may miss only _one_ of these discussions without prior excuse. I will deduct 15 points for the second through fourth subsequent absence. If you are absent five or more times, you will receive no points for the workshop. In order to be counted as present, you must have that day's assigned readings with you (150 points). * A primary source analysis using selected texts from the Andrea/Overfield reader or via the internet. Specific instructions for this assignment will be distributed on 25 February. The paper is due on 8 April. (200 points). * Three in-class examinations, the first two will be worth 150 points each, the last (given on reading day) 200 points. All examinations will include identifications, maps, and essays. There are, thus, a total of 1000 possible points. An "A" grade will be 900 points and above a "B" 800-899, a "C" 700-799; and a "D" 600-699. Additional Policies You must complete all papers and tests in order to receive a passing grade in this course (workshop assignments will be handled in a slightly more lenient fashion). Late assignments will not be accepted except under special conditions, which must be approved in advance of the due date. I also reserve the right to alter the means of evaluation if I sense that the class as a whole is not keeping up. This may be in the form of quizzes. Make-ups exams will be administered only with documented proof of an acceptable condition (death in family, arrest warrant, hospitalization, etc.). All requests (and documentation) for a make-up exam must be presented within twenty-four (24) hours of the exam date. I do not award the grade of "I" (incomplete) for this course except under the most exceptional circumstances. Everyone receives a grade based on what s/he has earned as of the date of the final exam. _Your decision to enroll and stay in this course means that you accept the terms of this syllabus. This includes attending class regularly. It is your responsibility to make certain that you do so. I can not excuse absences for lack of planning or for your choice to schedule alternative activities during regularly scheduled classroom time._ If you are having trouble or wish at any point to discuss a point of interest or concern, please contact me as soon as possible, either during office hours or via E-mail. I can also meet you at other mutually convenient times by special appointment. _ATTENTION: If you are a student with a disability and think that you might need special assistance or a special accommodation in this class or any other class, call the Office for Students with Disabilities/College Access Program at 755-4006 or come by the office, 110 Frist Hall. Examples of disabilities might include blindness/low vision, communication disorders, deafness/hearing impairments, emotional/psychological disabilities, learning disabilities, and other health impairments. This list is not exhaustive._ COURSE CALENDAR ** Week I: Introduction 1/7 Course Introduction 1/9 The Origins of Complex Societies; B/Z 7-28. 1/11 Order and Power in the Middle East; B/Z 31-54. Week II: Early Complex Societies in the Middle East 1/14 Society and Religion 1/16 Empire and Economy 1/18 _HW1: The Ancient Middle East_ ; A/O Prologue (entire), Documents 2 and 4. HW Prep: Write the responses to Doc 2, Q 1-6 (on p. 13) and Doc 4, Q 1-6 (p. 22). Week III: Early Complex Societies, cont. 1/21 <NAME>, Jr. Holiday (No Class) 1/23 Harappan Society and Aryan India; B/Z 57-79. 1/25 _HW2: Vedic India_ ; A/O 11. HW Prep: 1) Who is the author of Doc 11? 2) What is the form (genre) of Doc 11? What characteristics does this form have? 3) When was Doc 11 written? Plus: Q1-Q5. Week IV: Early Complex Societies, cont. 1/28 Civilization in East Asia: The Yellow River Basin; B/Z 79-102. 1/30 Civilization in the Americas andOceania; B/Z 103-24. 2/1 _First Exam_. Information for First Exam. Week V: Classical Societies, Southwest and Southern Asia. 2/4 Classical Societies; The Persian World; B/Z 126-52. 2/6 State and Society in the Persian Empires. 2/8 _HW3: Classical Hinduism and Buddhism_ ; A/O 16, 17, 19. HW Prep: D16 -- 1) What is the source of this text? What do we know about it? Q 1, 3, 4, 7 -- D17: Q1, 2, 4, 5; D19: Q2, 3, 4, 5 (for Q 5 you will need to read the intro to D18). Week VI: Classical Societies, India and China. 2/11 Imperial India; B/Z 177-198. 2/13 _HW4: Ordering the Chinese Empire_ ; A/O 23-25. HW Prep: D23 - Q1,3,4,6; D24 - Q 2-5; D25 Q1-5. 2/15 From Warring States to Han Dynasty: China; B/Z 153-76. Week VII: Classical Societies, China and the Mediterranean. 2/18 Society and Culture in Classical China. 2/20 The Greek Polis and its Citizens; B/Z 199-209, 214-223. 2/22 _HW5: The Crisis of Classical Greece_ ; A/O 28, 29 and 30. HW Prep:D29: Q1-3 \--- D30: Q1, Q3, and Q4. Week VIII: Classical Societies: The Mediterranean World 2/25 From Hellas to Hellenism; B/Z 209-213. _Distribute Writing Assignment Instructions_ Model Analysis Paper (using HW5 texts) 2/27 Rome: Republic and Early Empire, B/Z 225-48. 3/1 _HW6: Imperial Rome_ ; Quintilian, _Education of an Orator_ (internet) and Juvenal, _Satires _ (internet). HW Prep: Answer the questions that appear on the documents themselves. Week IX: The Roman Experience 3/4 Romans and Christians. 3/6 The Silk Roads and the Decline ofClassical Civilizations; B/Z 249-73. 3/8 _Second Exam_. Information for the Second Exam Week X: Spring Break 3/11-3/15 No Class. Week XI: The Post-Classical Era, Byzantium 3/18 Civilization in the Post-Classical Era; B/Z 279-302. 3/20 Byzantium: Politics and Society. 3/22 _HW7: Byzantine Christianity;_ A/O 82, 86, and Justinian, _Regulating Church Ritual_ (Internet). HW Prep: For A/O 82 answer Q 2,3, 4. A/O 86, Q1 and Q3. Questions for the Justinian text appear at the beginning of the document. Week XII: The Post-Classical Era, Islam 3/25 Muhammad and the Birth of Islam; B/Z 303-26. 3/27 _HW8: Islam,_ In-Class Video. 3/29 Official Holiday (no class). Week XIII: Post-Classical India and South Asia 4/1 Order and Economy in the Sub-Continent; B/Z 355-78. 4/3 India and the Indian Ocean Basin. 4/5 _HW9: Religion in Post-Classical Asia_ ; A/O 42-44. HW Prep: D42: Q 1-2; D 43: Q 1, Q 6; D 44: Q 1, Q4. Week XIV: Post-Classical East Asia 4/8 The Revival of Empire in China; B/Z 327-54. Analysis Paper Due. 4/10 A Chinese World? The Chinese and their Neighbors. 4/12 _HW10: Economic Development and Cultural Production in China_ ; A/O 70 and 71. HW Prep: D 70: Q 1, 5; D 71: Q 1, 2, 4. Week XV: Post-Classical Western Europe 4/15 Western Christianity: Monks and Popes; B/Z 379-400. 4/17 The Search for Order: The Franks and Charlemagne. 4/19 Invasion and its Consequences in Western Europe. Week XVI: The Post-Classical World 4/22 Course Conclusions. FINAL EXAM: Section 02 and 03: TUESDAY, APRIL 23, 9:30-11:30 A.M. Place: GROTE 131. Information for the Final Exam _(NOTE: Thisis not the standard exam time for these class times, but rather an exceptional arrangement for this course this semester. Also note that the exam takes place in Grote and not Brock!!)_ General Remarks on the Analysis Papers. <file_sep># ![](./images/analogo.gif) Web Server Statistics for the CLA Language Center * * * Analysed requests from Sat-04-Jan-1997 16:04 to Wed-31-Dec-1997 23:59 (361.3 days). Total successful requests: 411,541 Average successful requests per day: 1,139 Total successful requests for pages: 125,195 Average successful requests for pages per day: 347 Total failed requests: 10,508 Number of distinct files requested: 2,987 Number of distinct hosts served: 33,512 Total data transferred: 1,219 Mbytes Average data transferred per day: 3,453 kbytes ( Go To : Monthly Report: Daily Summary: Hourly Summary: Domain Report: Directory Report: File Type Report: Request Report) * * * ## Monthly Report ( Go To : Top: Daily Summary: Hourly Summary: Domain Report: Directory Report: File Type Report: Request Report) Each unit (`![+](./images/bar1.gif)`) represents 600 requests for pages, or part thereof. month: pages: #reqs: -------- ----- ----- Jan 1997: 7251: 8602: ![+++++++++++++](./images/bar8.gif)![](./images/bar4.gif)![](./images/bar1.gif) Feb 1997: 10380: 12732: ![++++++++++++++++++](./images/bar16.gif)![](./images/bar2.gif) Mar 1997: 5351: 6791: ![+++++++++](./images/bar8.gif)![](./images/bar1.gif) Apr 1997: 11965: 41645: ![++++++++++++++++++++](./images/bar16.gif)![](./images/bar4.gif) May 1997: 10770: 42422: ![++++++++++++++++++](./images/bar16.gif)![](./images/bar2.gif) Jun 1997: 7404: 32878: ![+++++++++++++](./images/bar8.gif)![](./images/bar4.gif)![](./images/bar1.gif) Jul 1997: 6214: 23607: ![+++++++++++](./images/bar8.gif)![](./images/bar2.gif)![](./images/bar1.gif) Aug 1997: 7871: 31234: ![++++++++++++++](./images/bar8.gif)![](./images/bar4.gif)![](./images/bar2.gif) Sep 1997: 13214: 44211: ![+++++++++++++++++++++++](./images/bar16.gif)![](./images/bar4.gif)![](./images/bar2.gif)![](./images/bar1.gif) Oct 1997: 20911: 83440: ![+++++++++++++++++++++++++++++++++++](./images/bar32.gif)![](./images/bar2.gif)![](./images/bar1.gif) Nov 1997: 13228: 48046: ![+++++++++++++++++++++++](./images/bar16.gif)![](./images/bar4.gif)![](./images/bar2.gif)![](./images/bar1.gif) Dec 1997: 10636: 35933: ![++++++++++++++++++](./images/bar16.gif)![](./images/bar2.gif) * * * ## Daily Summary ( Go To : Top: Monthly Report: Hourly Summary: Domain Report: Directory Report: File Type Report: Request Report) Each unit (`![+](./images/bar1.gif)`) represents 500 requests for pages, or part thereof. day: pages: #reqs: --- ----- ----- Sun: 7242: 22833: ![+++++++++++++++](./images/bar8.gif)![](./images/bar4.gif)![](./images/bar2.gif)![](./images/bar1.gif) Mon: 21470: 72990: ![+++++++++++++++++++++++++++++++++++++++++++](./images/bar32.gif)![](./images/bar8.gif)![](./images/bar2.gif)![](./images/bar1.gif) Tue: 22699: 73707: ![++++++++++++++++++++++++++++++++++++++++++++++](./images/bar32.gif)![](./images/bar8.gif)![](./images/bar4.gif)![](./images/bar2.gif) Wed: 22792: 75814: ![++++++++++++++++++++++++++++++++++++++++++++++](./images/bar32.gif)![](./images/bar8.gif)![](./images/bar4.gif)![](./images/bar2.gif) Thu: 22650: 72751: ![++++++++++++++++++++++++++++++++++++++++++++++](./images/bar32.gif)![](./images/bar8.gif)![](./images/bar4.gif)![](./images/bar2.gif) Fri: 20147: 66786: ![+++++++++++++++++++++++++++++++++++++++++](./images/bar32.gif)![](./images/bar8.gif)![](./images/bar1.gif) Sat: 8195: 26660: ![+++++++++++++++++](./images/bar16.gif)![](./images/bar1.gif) * * * ## Hourly Summary ( Go To : Top: Monthly Report: Daily Summary: Domain Report: Directory Report: File Type Report: Request Report) Each unit (`![+](./images/bar1.gif)`) represents 250 requests for pages, or part thereof. hr: pages: #reqs: -- ----- ----- 0: 1986: 5994: ![++++++++](./images/bar8.gif) 1: 1581: 4745: ![+++++++](./images/bar4.gif)![](./images/bar2.gif)![](./images/bar1.gif) 2: 1432: 3794: ![++++++](./images/bar4.gif)![](./images/bar2.gif) 3: 1445: 3662: ![++++++](./images/bar4.gif)![](./images/bar2.gif) 4: 1341: 3609: ![++++++](./images/bar4.gif)![](./images/bar2.gif) 5: 1630: 4530: ![+++++++](./images/bar4.gif)![](./images/bar2.gif)![](./images/bar1.gif) 6: 1745: 4928: ![+++++++](./images/bar4.gif)![](./images/bar2.gif)![](./images/bar1.gif) 7: 2484: 7503: ![++++++++++](./images/bar8.gif)![](./images/bar2.gif) 8: 6459: 21835: ![++++++++++++++++++++++++++](./images/bar16.gif)![](./images/bar8.gif)![](./images/bar2.gif) 9: 9090: 30206: ![+++++++++++++++++++++++++++++++++++++](./images/bar32.gif)![](./images/bar4.gif)![](./images/bar1.gif) 10: 9765: 33091: ![++++++++++++++++++++++++++++++++++++++++](./images/bar32.gif)![](./images/bar8.gif) 11: 9893: 33205: ![++++++++++++++++++++++++++++++++++++++++](./images/bar32.gif)![](./images/bar8.gif) 12: 9847: 32822: ![++++++++++++++++++++++++++++++++++++++++](./images/bar32.gif)![](./images/bar8.gif) 13: 10102: 33643: ![+++++++++++++++++++++++++++++++++++++++++](./images/bar32.gif)![](./images/bar8.gif)![](./images/bar1.gif) 14: 9477: 32254: ![++++++++++++++++++++++++++++++++++++++](./images/bar32.gif)![](./images/bar4.gif)![](./images/bar2.gif) 15: 9549: 33366: ![+++++++++++++++++++++++++++++++++++++++](./images/bar32.gif)![](./images/bar4.gif)![](./images/bar2.gif)![](./images/bar1.gif) 16: 8647: 28872: ![+++++++++++++++++++++++++++++++++++](./images/bar32.gif)![](./images/bar2.gif)![](./images/bar1.gif) 17: 6330: 20637: ![++++++++++++++++++++++++++](./images/bar16.gif)![](./images/bar8.gif)![](./images/bar2.gif) 18: 5151: 16974: ![+++++++++++++++++++++](./images/bar16.gif)![](./images/bar4.gif)![](./images/bar1.gif) 19: 4851: 15758: ![++++++++++++++++++++](./images/bar16.gif)![](./images/bar4.gif) 20: 4266: 13492: ![++++++++++++++++++](./images/bar16.gif)![](./images/bar2.gif) 21: 3110: 10632: ![+++++++++++++](./images/bar8.gif)![](./images/bar4.gif)![](./images/bar1.gif) 22: 2823: 9040: ![++++++++++++](./images/bar8.gif)![](./images/bar4.gif) 23: 2191: 6949: ![+++++++++](./images/bar8.gif)![](./images/bar1.gif) * * * ## Domain Report ( Go To : Top: Monthly Report: Daily Summary: Hourly Summary: Directory Report: File Type Report: Request Report) Printing all domains with at least 1 request, sorted alphabetically. pages: %pages: #reqs: %reqs: domain ----- ------ ------ ------ ------ 47184: 37.69%: 164953: 40.08%: [unresolved numerical addresses] 215: 0.17%: 273: 0.07%: [unknown] 11: 0.01%: 40: 0.01%: .ae (United Arab Emirates) 2: : 2: : .am (Armenia) 47: 0.04%: 177: 0.04%: .ar (Argentina) 79: 0.06%: 218: 0.05%: .arpa (Old style Arpanet) 142: 0.11%: 276: 0.07%: .at (Austria) 551: 0.44%: 1447: 0.35%: .au (Australia) 2: : 2: : .ba (Bosnia-Herzegovina) 1: : 1: : .bb (Barbados) 190: 0.15%: 491: 0.12%: .be (Belgium) 7: 0.01%: 19: : .bg (Bulgaria) 3: : 10: : .bh (Bahrain) 2: : 6: : .bm (Bermuda) 1: : 1: : .bn (Brunei Darussalam) 5: : 22: 0.01%: .bo (Bolivia) 249: 0.20%: 506: 0.12%: .br (Brazil) 1: : 1: : .bs (Bahamas) 2: : 6: : .bw (Botswana) 938: 0.75%: 2529: 0.61%: .ca (Canada) 169: 0.13%: 493: 0.12%: .ch (Switzerland) 27: 0.02%: 62: 0.02%: .cl (Chile) 16: 0.01%: 48: 0.01%: .cn (China) 21: 0.02%: 70: 0.02%: .co (Colombia) 11384: 9.09%: 30327: 7.37%: .com (Commercial, mainly USA) 42: 0.03%: 54: 0.01%: .cr (Costa Rica) 1: : 5: : .cy (Cyprus) 44: 0.04%: 91: 0.02%: .cz (Czech Republic) 860: 0.69%: 2255: 0.55%: .de (Germany) 150: 0.12%: 373: 0.09%: .dk (Denmark) 12: 0.01%: 25: 0.01%: .do (Dominican Republic) 3: : 3: : .ec (Ecuador) 49110: 39.23%: 166861: 40.55%: .edu (USA Educational) 41: 0.03%: 69: 0.02%: .ee (Estonia) 6: : 10: : .eg (Egypt) 209: 0.17%: 595: 0.14%: .es (Spain) 1: : 9: : .et (Ethiopia) 463: 0.37%: 1176: 0.29%: .fi (Finland) 419: 0.33%: 998: 0.24%: .fr (France) 3: : 16: : .ge (Georgia) 217: 0.17%: 707: 0.17%: .gov (USA Government) 47: 0.04%: 158: 0.04%: .gr (Greece) 3: : 3: : .gt (Guatemala) 28: 0.02%: 64: 0.02%: .hk (Hong Kong) 20: 0.02%: 32: 0.01%: .hr (Croatia) 39: 0.03%: 53: 0.01%: .hu (Hungary) 19: 0.02%: 49: 0.01%: .id (Indonesia) 47: 0.04%: 110: 0.03%: .ie (Ireland) 152: 0.12%: 401: 0.10%: .il (Israel) 26: 0.02%: 77: 0.02%: .in (India) 11: 0.01%: 42: 0.01%: .int (International) 43: 0.03%: 137: 0.03%: .is (Iceland) 371: 0.30%: 722: 0.18%: .it (Italy) 6: : 13: : .jo (Jordan) 292: 0.23%: 687: 0.17%: .jp (Japan) 59: 0.05%: 123: 0.03%: .kr (South Korea) 1: : 1: : .kw (Kuwait) 1: : 1: : .ky (Cayman Islands) 6: : 27: 0.01%: .kz (Kazakhstan) 11: 0.01%: 28: 0.01%: .lt (Lithuania) 19: 0.02%: 90: 0.02%: .lu (Luxembourg) 22: 0.02%: 74: 0.02%: .lv (Latvia) 130: 0.10%: 498: 0.12%: .mil (USA Military) 2: : 2: : .mk (Macedonia) 10: 0.01%: 19: : .mt (Malta) 1: : 2: : .mu (Mauritius) 104: 0.08%: 271: 0.07%: .mx (Mexico) 119: 0.10%: 203: 0.05%: .my (Malaysia) 6155: 4.92%: 19740: 4.80%: .net (Network) 26: 0.02%: 82: 0.02%: .ni (Nicaragua) 431: 0.34%: 1133: 0.28%: .nl (Netherlands) 401: 0.32%: 887: 0.22%: .no (Norway) 64: 0.05%: 190: 0.05%: .nz (New Zealand) 1: : 5: : .om (Oman) 301: 0.24%: 1010: 0.25%: .org (Non-Profit Making Organisations) 1: : 1: : .pa (Panama) 27: 0.02%: 57: 0.01%: .pe (Peru) 6: : 19: : .ph (Philippines) 3: : 11: : .pk (Pakistan) 50: 0.04%: 101: 0.02%: .pl (Poland) 100: 0.08%: 256: 0.06%: .pt (Portugal) 20: 0.02%: 44: 0.01%: .ro (Romania) 145: 0.12%: 310: 0.08%: .ru (Russian Federation) 993: 0.79%: 2519: 0.61%: .se (Sweden) 74: 0.06%: 231: 0.06%: .sg (Singapore) 20: 0.02%: 41: 0.01%: .si (Slovenia) 19: 0.02%: 24: 0.01%: .sk (Slovak Republic) 14: 0.01%: 24: 0.01%: .su (Former USSR) 1: : 1: : .sv (El Salvador) 53: 0.04%: 117: 0.03%: .th (Thailand) 41: 0.03%: 87: 0.02%: .tr (Turkey) 24: 0.02%: 69: 0.02%: .tw (Taiwan) 13: 0.01%: 20: : .ua (Ukraine) 797: 0.64%: 2164: 0.53%: .uk (United Kingdom) 887: 0.71%: 3048: 0.74%: .us (United States) 39: 0.03%: 115: 0.03%: .uy (Uruguay) 3: : 17: : .ve (Venezuela) 1: : 1: : .ye (Yemen) 7: 0.01%: 7: : .yu (Yugoslavia) 59: 0.05%: 96: 0.02%: .za (South Africa) * * * ## Directory Report ( Go To : Top: Monthly Report: Daily Summary: Hourly Summary: Domain Report: File Type Report: Request Report) Printing all directories with at least 10 requests, sorted alphabetically. Printing directories to depth 1. pages: %pages: #reqs: %reqs: directory ----- ------ ------ ------ --------- 276: 0.22%: 370: 0.09%: /actfl_iall/ 210: 0.17%: 210: 0.05%: /ari/ 76: 0.06%: 1179: 0.29%: /bill/ 0: : 94: 0.02%: /bin/ 5714: 4.56%: 20093: 4.88%: /carla/ 0: : 99: 0.02%: /cgi-bin/ 12: 0.01%: 18: : /classifiedads/ 3398: 2.71%: 9407: 2.29%: /cscl/ 11: 0.01%: 63: 0.02%: /documentation/ 42973: 34.32%: 162592: 39.51%: /elsiehome/ 9: 0.01%: 10: : /esl/ 1231: 0.98%: 1402: 0.34%: /espanol/ 6: : 82: 0.02%: /examples/ 47: 0.04%: 312: 0.08%: /folwellhome/ 679: 0.54%: 1328: 0.32%: /fr_it/ 200: 0.16%: 417: 0.10%: /french/ 2601: 2.08%: 2744: 0.67%: /german/ 5504: 4.40%: 40237: 9.78%: /gsd/ 414: 0.33%: 414: 0.10%: /guestbook/ 27: 0.02%: 27: 0.01%: /iall/ 1: : 862: 0.21%: /images/ 131: 0.10%: 178: 0.04%: /jiantest/ 24738: 19.76%: 101276: 24.61%: /lc/ 358: 0.29%: 2308: 0.56%: /lcdb/ 395: 0.32%: 460: 0.11%: /lingworld/ 62: 0.05%: 544: 0.13%: /marlene/ 891: 0.71%: 1197: 0.29%: /mwall/ 17: 0.01%: 21: 0.01%: /nfusersguide/ 6: : 28: 0.01%: /norpix/ 966: 0.77%: 3422: 0.83%: /norwegian/ 518: 0.41%: 538: 0.13%: /onlinereserve/ 1: : 17: : /pwim/ 0: : 2566: 0.62%: /spaces/ 2076: 1.66%: 11901: 2.89%: /span_port/ 148: 0.12%: 6421: 1.56%: /vitae/ 51: 0.04%: 69: 0.02%: /wcb/ 139: 0.11%: 139: 0.03%: /weblogs/ 18: 0.01%: 20: : /webstar_docs_and_info/ 7042: 5.62%: 7042: 1.71%: /wig/ 0: : 46: 0.01%: [no directory] 24118: 19.26%: 31232: 7.59%: [root directory] 24: 0.02%: 24: 0.01%: languagecenter.cla.umn.edu/ 35: 0.03%: 35: 0.01%: www.folwell.umn.edu/ * * * ## File Type Report ( Go To : Top: Monthly Report: Daily Summary: Hourly Summary: Domain Report: Directory Report: Request Report) Printing all extensions with at least 10 requests, sorted alphabetically. #reqs: %reqs: extension ------ ------ --------- 324: 0.08%: (directories) 3580: 0.87%: (no extension) 41: 0.01%: .aam 436: 0.11%: .aas 283: 0.07%: .acgi 213: 0.05%: .admin 16: : .aiff 2491: 0.61%: .au 87: 0.02%: .cgi 34: 0.01%: .dir 246: 0.06%: .exe 437: 0.11%: .fcgi 6007: 1.46%: .fm 1112: 0.27%: .frame 262253: 63.72%: .gif 2357: 0.57%: .htm 122514: 29.77%: .html 2582: 0.63%: .jpg 4692: 1.14%: .map 233: 0.06%: .me 106: 0.03%: .mov 12: : .quicksend 13: : .ra 10: : .shtml 842: 0.20%: .txt 75: 0.02%: .var 500: 0.12%: .zip * * * ## Request Report ( Go To : Top: Monthly Report: Daily Summary: Hourly Summary: Domain Report: Directory Report: File Type Report) Printing all requested files with at least 10 requests, sorted by number of requests. #reqs: %reqs: file ----- ------ ---- 14003: 3.40%: /elsiehome/default.html 11383: 2.77%: /elsiehome/lc/pictures/grass.gif 11281: 2.74%: /default.html 9943: 2.42%: /elsiehome/directory.gif 9890: 2.40%: /elsiehome/lc/pictures/hometop2.gif 9564: 2.32%: /elsiehome/lc/pictures/sound.gif 7637: 1.86%: /elsiehome/lc/surfing/gifs/grass.gif 7266: 1.77%: /lc/surfing/gifs/line.gif 7250: 1.76%: /lc/surfing/pictures/top.gif 7161: 1.74%: /elsiehome/lc/surfing/pictures/top.gif 7146: 1.74%: /elsiehome/lc/surfing/gifs/line.gif 6869: 1.67%: /lc/surfing/gifs/grass.gif 6713: 1.63%: /lc/pictures/grass.gif 5932: 1.44%: /main.html 5818: 1.41%: /toc.html 5536: 1.35%: /wig/ftp.html 5463: 1.33%: /lc/pictures/sound.gif 4115: 1.00%: /elsiehome/lc/pictures/top.gif 4102: 1.00%: /lc/surfing/spanish.html 3830: 0.93%: /elsiehome/lc/pictures/sign.gif 3623: 0.88%: /elsiehome/directory.map 3487: 0.85%: /carla/rus_db.html 3316: 0.81%: /lc/pictures/hometop2.gif 3314: 0.81%: /directory.gif 3155: 0.77%: /elsiehome/carla/rus_db.html 2757: 0.67%: /elsiehome/lc/surfing.html 2668: 0.65%: /lc/surfing.html 2628: 0.64%: /elsiehome/lc/surfing/gifs/horse.gif 2539: 0.62%: /elsiehome/lc/surfing/spanish.html 2424: 0.59%: /lc/surfing/gifs/earth.gif 2403: 0.58%: /carla/gifs/spacetrans.gif 2387: 0.58%: /carla/gifs/carlalogo.gif 2385: 0.58%: /carla/gifs/uofmheader.gif 2370: 0.58%: /lc/surfing/gifs/horse.gif 2331: 0.57%: /lc/surfing/gifs/es.gif 2272: 0.55%: /lc/pictures/hometop.gif 2260: 0.55%: /lc/surfing/french.html 2250: 0.55%: /carla/gifs/barblack.gif 2235: 0.54%: /carla/gifs/carlabutton.gif 2204: 0.54%: /lc/surfing/gifs/news.gif 2203: 0.54%: /lc/pictures/elsie.gif 2203: 0.54%: /lc/pictures/button.gif 2161: 0.53%: /elsiehome/lc/pictures/bargreen.gif 2143: 0.52%: /lc/pictures/top.gif 2077: 0.50%: /gsd/default.html 2035: 0.49%: /elsiehome/lc/surfing/gifs/earth.gif 1973: 0.48%: /elsiehome/carla/gifs/uofmheader.gif 1970: 0.48%: /elsiehome/carla/gifs/spacetrans.gif 1966: 0.48%: /elsiehome/carla/gifs/carlalogo.gif 1904: 0.46%: /elsiehome/carla/gifs/barblack.gif 1866: 0.45%: /elsiehome/lc/surfing/french.html 1865: 0.45%: /elsiehome/carla/gifs/carlabutton.gif 1861: 0.45%: /elsiehome/lc/surfing/gifs/es.gif 1794: 0.44%: /elsiehome/lc/surfing/gifs/news.gif 1766: 0.43%: /gsd/icons/yl_sqdi.gif 1759: 0.43%: /gsd/back/back.gif 1755: 0.43%: /elsiehome/lc/surfing/russian.html 1741: 0.42%: /gsd/inlines/goldline.gif 1737: 0.42%: /lc/surfing/russian.html 1686: 0.41%: /gsd/images/dofgsdlogo.gif 1636: 0.40%: /gsd/subtitles/programs.gif 1620: 0.39%: /gsd/subtitles/finaid.gif 1614: 0.39%: /gsd/subtitles/people.gif 1607: 0.39%: /gsd/icons/yl_di.gif 1593: 0.39%: /gsd/subtitles/courses.gif 1586: 0.39%: /spaces/0.125.gif 1567: 0.38%: /gsd/icons/email1.gif 1547: 0.38%: /gsd/images/resources.gif 1529: 0.37%: /gsd/subtitles/r_programs.gif 1460: 0.35%: /gsd/subtitles/dept.gif 1458: 0.35%: /gsd/subtitles/uni.gif 1425: 0.35%: /gsd/subtitles/other.gif 1413: 0.34%: /lc/surfing/gifs/fr.gif 1408: 0.34%: /elsiehome/lc/surfing/gifs/fr.gif 1365: 0.33%: /elsiehome/lc/surfing/gifs/redsquare.gif 1298: 0.32%: /lc/pictures/bargreen.gif 1092: 0.27%: /vitae.fm 1054: 0.26%: /directory.map 1035: 0.25%: /gsd/images/headersm.gif 1030: 0.25%: /german/default.html 968: 0.24%: /lcdb/lcbooks.fm 941: 0.23%: /elsiehome/lcdb/pictures/grass.gif 926: 0.23%: /lc/surfing/gifs/redsquare.gif 920: 0.22%: /elsiehome/lcdb/pictures/top.gif 896: 0.22%: /carla/dbform.html 875: 0.21%: 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/lc/surfing/gifs/isra_ico.gif 53: 0.01%: /norwegian/gifs/aaron-n-anna.gif 52: 0.01%: /lc/newslett <file_sep># ![](leaf0.gif)Politics in Canada <NAME>, Department of Political Science, University of Florida 1997 Canadian National Election Study The 1997 CNES page includes a description of the study, frequencies, and instructions on how to download the survey data. A Nation Divided A Multimedia lecture on the 1997 election. \| Semester in Canada Programs SUNY Plattsburgh has programs in Montreal, Quebec, Ottawa, and Toronto. Oregon State has a program in Vancouver. ---\|--- This page is provided to assist students in exploring sites related to Canadian politics. [Canadian News Media], [Canadian Political History], [Federal Government Institutions], [Parties and Elections], [Provinces and Territories], [Canadian Political Science Association], [Other Indices], [Other Classes on the Net], [Other University of Florida Sites] This course was offerred as CPO 4133 in Spring 1997. Prospective students should complete the introductory course in Comparative Politics (CPO 2001). This course satisfies a Social and Behavioral Science (S) and an International Studies and Diversity (I) General Education requirement. Click here to see the Spring 1997 course syllabus. * * * ## Canadian News Media * The Globe and Mail * The (Halifax) Daily News Worldwide * The Hill Times * Toronto Star * Le Soliel * Southam * Southam Newspapers from across Canada * Special Reports from the Montreal Gazette \| * CBC Website * CBC Radio on The Internet * CBC The National: Special Report - The Americanization of Canada * CBC The National Online * CBC Newsworld Online * Royal Canadian Air Farce * CPAC \| * Maclean's Magazine * Canadian Online Explorer * PointCast Canada * Canadian Newspaper Association media links ---\|---\|--- * * * ## A Glance at Canadian Political History * History Page from the Government of Canada Fact Sheets * Canadian Confederation from the National Library of Canada * Canadian Constitutional Documents * Prime Ministers of Canada * Women in Canadian History * Women in Canadian Legislatures (from National Library of Canada) * Ontario History * British Columbia History Association * Map of Canada * Reference Page of Canada from Washington Post * Canadian Institute of International Affairs * Canadian Institute of Strategic Studies * <NAME> Canadian International Peacekeeping Training Centre * Multimedia lecture: Contested visions of nationalism in Canada * * * ## Federal Government Institutions * ![](flag0.gif)Government of Canada - Contents * On-Line Tour of Canada's Parliament - Introduction * Tour Of Parliament \- House of Commons - Introduction * Tour of Parliament \- Senate * The Supreme Court of Canada * Statistics Canada * Open Government * Champlain: Canadian Information Explorer * The Canadian House of Commons * Canadian Government departments * Canadiana \-- The Canadian Resource Page * Elections Canada * Department of Foreign Affairs and International Trade * Department of National Defence and Canadian Forces * Royal Canadian Mounted Police * Strategis--Industry Canada Online * National Film Board * Canadian Embassy - Washington * Canadian Intergovernmental On-Line Information Kiosk * Export Development Corporation * Multimedia lecture: Legislative Politics: Are MPs nobody? * * * ## Political Parties and Elections * Liberal Party * Bloc quebecois * Reform Party * New Democratic Party * Progressive Conservative * 1995 Quebec Referendum on Sovereignty * A Nation Divided: A Multimedia Lecture on the 1997 Election * Parties and Elections Page (from Simon Fraser University) * 1997 Canadian National Election Study * * * ## Provinces and Territories ![](bc.gif) British Columbia \| ![](alberta3.gif) Alberta \| ![](sask-fla.gif) Saskatchewan ---\|---\|--- ![](manit3.gif) Manitoba \| ![](ont3.gif) Ontario \| ![](que3.gif) Quebec ![](nb3.gif) New Brunswick \| ![](ns3.gif) Nova Scotia \| ![](pei3.gif) Prince Edward Island ![](newf.gif) Newfoundland and Labrador \| ![](yukon3.gif) Yukon \| ![](nwt3.gif) Northwest Territories * * * ## Canadian Political Science Association Sites * Canadian Journal of Political Science * Canadian Political Science Association WWW Server * * * ## Indices and Reciprocal Links * Yahoo Canada * National Library of Canada--Canadian Information By Subjects * University of British Columbia Library Index of Canadian Politics * Canadian Government Internet Links (from Simon Fraser University) * Canadian Studies Program at the University of Central Florida * Center for the Study of Canada (SUNY Plattsburgh) * This Center sponsors the Quebec Summer Seminar for faculty who are either teaching or writing about Quebec. The 1997 Seminar will be held in Montreal and Quebec City from Tuesday, June 10 to Monday, June 16. * SUNY Plattsburgh also sponsors Study Abroad Programs for students. * Canadian Film Distribution Center On-Line Video Catalog * Association for Canadian Studies in the United States * Association for Canadian Studies * International Development Research Center * Maple Square Internet Directory * NETLiNkS! OH Canada Resource Site * Canuck Site of the Day! * International Relations and Security Network * * * ### Other Political Science Classes on the Net * ![](usa-bell.gif)American Federal Government * ![](votemark.gif)Political Behavior * The Canadian State (University of Calgary) * Political Science Personal Homepages * Political Science Cyberclasses * * * ### Other University of Florida Sites ### ![](alachuax.gif) * Department of Political Science * College of Liberal Arts and Sciences * Honors * Career Resource Center * University of Florida Home Page * * * . * * * Thanks for visiting the homepage for this class. Last updated: 3 July 1997 Please direct suggestions and questions to <NAME> (<EMAIL>) Copyright (C) 1997 University of Florida <file_sep># _Syllabus_ _ Course Description _ \| _Miscellaneous_ ---\|--- _ Objectives _ \| _Requirements_ _Textbook_ \| _Bibliography_ _Course Outline _ \| _Back_ _Instructional Methods_ \| _ Home_ * * * GENERAL PSYCHOLOGY - PSY 100 Syllabus MISSOURI SOUTHERN STATE COLLEGE Joplin, Missouri School of Education and Psychology Department of Psychology www.mssc.edu/psych/cochran/psyhome.htm INSTRUCTOR Dr. <NAME> 132 <NAME> Office (417) 625-9776 <EMAIL> OFFICE HOURS: > _Spring Semester 2002_ - First six weeks of semester > >> Monday 8:00 - 9:30 am / 10:20 - 11:00 am > Tuesday 8:00 - 9:30 am / 10:20 - 11:00 am > Wednesday 8:00 - 9:30 am / 10:20 - 11:00 am > Thursday 8:00 - 9:30 am / 10:20 - 11:00 am > Friday 8:00 - 9:30 am / 10:20 - 11:00 am > > > _Spring Semester 2002_ - Last 9 weeks of semester > >> Monday 9:00 - 11:00 am > Tuesday 9:00 - 11:00 am / 12:00 - 1:00 pm > Wednesday 9:00 - 11:00 am > Thursday 9:00 - 11:00 am / 12:00 - 1:00 pm COURSE DESCRIPTION: Introductory course stressing the importance of the psychological mechanisms underlying all human behavior. Satisfies the CORE Curriculum requirement. TEXT: <NAME>. (1998). Introduction to Psychology: Exploration and Application. 8th ed. ACCOMMODATIONS FOR SPECIAL NEEDS: If you are an individual with a disability and require an accommodation for this class, please notify the instructor or the Disabilities Coordinator, at the Learning Center (625-9516). COURSE OBJECTIVES By the end of the course, the student will: 1\. define psychology and explain what makes it a science. 2\. describe the three steps of the scientific method. 3\. define the role of theory in scientific inquiry and describe hypothesis formation. 4\. describe the various methods of research and give strengths and weaknesses for each. 5\. describe major theories and research findings related to learning and memory, motivation and emotions, abnormal behavior, states of consciousness, and other selected areas of psychology (e.g., social psychology, health psychology, biological basis of behavior). 6\. apply terminology used by psychologists as it relates to course content. By the end of the course, the student will demonstrate problem solving and critical thinking skills by: 7\. identifying problems in research. 8\. recognizing fallacies in reasoning. 9\. discussing and evaluating controversies within psychology (e.g., nature- nurture issue, definition of intelligence, forced psychotherapy). 10\. explaining how principles discussed in class can be utilized in dealing with personal, social, and political issues. By the end of the course, the student will demonstrate skills related to the use of science and technology by: 11\. discussing scientific concepts and methods as used in psychology. 12\. discussing the consequences of science and technology on the behavior of humans. By the end of the course, the student will demonstrate skills for functioning in social institutions by: 13\. responding to questions regarding the factors influencing behavior in social situations. 14\. discussing major issues in social behavior as related to the structure and processes of groups and the diversity of cultures. COURSE OUTLINE I. Nature of Psychology A. Definitions B. Subfields and occupations of psychologists II. Research Methods in Psychology A. Nonexperimental methods 1. correlational methods 2. naturalistic observation 3. archival 4. case study 5. survey B. Experimental method III. Learning and Memory A. Classical theories B. Contemporary theories IV. Basic processes of Human Behavior (two or more of the following will be covered) A. Biological Mechanisms B. Sensation-Perception C. States of Consciousness D. Motivation-Emotion V. Individual Human Behavior (three or more of the following will be covered) A. Development B. Personality C. Social D. Intelligence E. Abnormal F. Health and Coping G. Sexuality INSTRUCTIONAL METHODS: The method of instruction will include lecture, discussion, multimedia presentations, and group discussions/assignments. Some written work requiring research in the library may be assigned. Students may also complete writing assignments that may include in-class writing assignments, written exam questions, and/or a class journal. QUALITY STANDARDS: Except for in-class assignments, no hand written work will be accepted. All work must be typed or completed with a word processing program. Projects are to be submitted on the assigned date or a penalty will be assessed. If there is a problem meeting a due date, arrangements should be made in advance with the professor. __In the event that a major examination is missed, students will be required to provide documentation of an excused absence before permission to take the exam will be granted.__ NOTE - _All cellular phones should be turned off or in vibrate mode before class begins!_ REQUIREMENTS _Examinations_ \- Three exams consisting of objective items will be completed by the student. _Final Examination_ \- The final exam will be comprehensive and consist of objective items to be completed by the student. __Content Engagement__ \- Quizzes will be administered periodically via the internet on the reading assignment or the previous week's discussion. Students may keep their ten highest scores from among those given to apply toward their final grades. __No make-up quizzes will be given under any circumstance if not taken within the specified timeframe.__ Quizzes are open-book and open-note; however, to be completed without help from other individuals. Only your personal integrity will insure this aspect of your learning experience. __Class Participation__ \- Class participation will be measured by postings to the Discussion Board. This grade will be determined, not necessarily by the number of postings per student, but, by the quality of the postings. For some discussions, we will have a guest discussant from another college or university. ALL students are expected to engage in these discussions. * _NOTE_ \- After taking an online quiz, you will immediately be given your grade and it will be recorded in your grade record available to you at all time on the website. Students are encouraged to check their grades on _Blackboard_ (the password protected area of the website) frequently to make sure that all quiz scores were recorded. Once a quiz has been removed from the website, there will be no makeup for that quiz if your grade did not automatically record. Should this occur, bring it to Dr. Cochran's attention immediately. Also, save all of your email correspondence and work until the end of the semester. It is a safeguard for you should there be a decrepancy in your grade or some other matter. MISCELLANEOUS _Student Recommendations_ \- Students often need recommendations for various reasons (jobs, admission to graduate school, teacher education programs, etc.). Dr. Cochran will be happy to help you by preparing an objective recommendation. However, please do not ask Dr. Cochran to provide a recommendation before the tenth week of class unless you have had him in a previous class/semester. Adequate time must be given to observe the quality of your work and your responsibility as a student. Occassionally, some students find it necessary to bring small children with them for various reasons. According to school policy, students must clear this with Dr. Cochran before bringing a child to class. Under no circumstances is a child to be left unattended in the hallsor building while attending a class. _Manual of Style_ \- The Publication Manual of the American Psychological Association (5th ed.) is the accepted format for the fields of education and psychology. _Web site_ \- Dr. Cochran maintains an extensive web site that will benefit you in many ways. If for some reason you must miss class, you will frequently be able to retrieve many of the materials used in class. Assignment information, syllabi, project help, exam reviews, quiz announcements, opportunities for extra credit, and many other resources may be found. Students are encouraged to become thoroughly familiar with their course website and check it frequently for updates and changes. _Attendance_ \- For classes that meet on-campus: Statistical analyses across all of Dr. Cochran's on-campus classes revealed that there is a highly significant negative correlation between attendance and final grade in the course (N > 400; r = - .78). This is especially true for evening classes that meet only one time weekly (the correlation is robust ( N = 38; r = -.95); and PSY 100 - General Psychology classes (N = 24; r = -.90). This simply means that the more abscences students have, the lower their final grade will usually be. On the contrary, students who have fewer abscences tend to have much higher final grades. _Contacting Dr. Cochran_ \- When the need to contact Dr. Cochran arises, please consider the following options (preferrably in this order): email, phone, visit to office. Also, please refrain from sending jokes, humorous emails or websites, poems, stories, etc. The number of emails Dr. Cochran receives on a daily basis is phenomenal. Non-essential correspondence will only delay the response to more importance and essential correspondence. Also, when you have questions that do not require an immediate response, try posting them on the Discussion Board first. It is likely that other students will be able to help resolve your question/problem without contacting the professor. Dr. Cochran monitors the discussion board and if erroneous information if posted, he will post a correction and/or contact the individual(s) to clarify the issue. Such activity is an important part of the learning experience and could be considered to replace in-class discussion. COURSE GRADING MODEL 100 points Quizzes (Taken from 10 highest quiz scores @ 10 points each) 100 points Class Participation or Disscussion Board (Internet Students) 100 points Exam #1 100 points Exam #2 100 points Exam #3 100 points Final Exam ( _NOTICE_ : All internet students must present a _legal,_ picture I.D. before allowed to take the Final Exam!) 600 points TOTAL POINT ACCUMULATION FOR GRADE ASSIGNMENT 540 - 600 = A Outstanding 480 - 539 = B Above Average 420 - 479 = C Average 360 - 419 = D Minimum Passing 359 or below = F Failing BIBLIOGRAPHY <NAME>. Cognitive Psychology and its Implication. <NAME>. Seeing Young Children: A Guide to Observing and Recording Behavior. <NAME>. Infants, Children, and Adolescents. <NAME>. Theories of Development: Concepts and Applications. <NAME>. Adolescence and Youth: Psychological Development in a Changing World. <NAME>. Introduction to Psychology. <NAME>. & <NAME>. Educational Psychology: Windows on Classrooms. <NAME>. & <NAME>. At the Threshold: The Developing Adolescent. <NAME>., <NAME>., & <NAME>. Educational Psychology: A Classroom Perspective. <NAME>. Psychology in Teaching, Learning, and Growth. <NAME>. & <NAME>. Child Psychology: A Contemporary Viewpoint. <NAME>. An Introduction to the History of Psychology. <NAME>. The Physiology of Psychological Disorders. <NAME>. Exploring Human Sexuality. <NAME>. Successful Nonverbal Communication: Principles and Applications. Lefrancois, <NAME>. Of Children. Lefrancois, <NAME>. Psychological Theories and Human Learning. Lefrancois, <NAME>. Psychology. <NAME>. Library Research in Psychology: A Student Manual of Information Retrieval and Utilization Skills. <NAME>. The Adolescent: Development, Relationships, and Culture. <NAME>. Essentials of Behavioral Research. <NAME>. Educational Psychology: Theory and Practice. Small, M.Y. Cognitive Development. <NAME>. Educational Psychology <NAME>. Memory and Cognition in its Social Context. * * * ![Assignments](min38.jpg)![Extra Credit](min40.jpg) ![Reading List](min39.jpg)![Helpful Info](min41.jpg) ![HOME](home.jpg)![](mssclant.jpg) <file_sep>Directory \| Site Map \| Linfield Home \|Alumni\| Current Students \| Faculty and Staff --- # ![Linfield](../images/clearlogo.gif)Department of History \| ![ ](../../images/spacer.gif) ---\|--- Courses Degree Requirements Faculty Honors and Awards History Studies Abroad Opportunities Resources History Home \| ## History 476: History of Soviet Russia ---\|--- ### Course Description A survey of the history of the Soviet Union, beginning with the February 1917 Revolution and continuing up to the present. Major emphasis is placed on the role of personalities and strong leadership in the Soviet Union, along with changing gender roles, evolving political, social, and economic issues, and the influence of artists and dissidents on Russian society. ### Course Materials These include a basic textbook, three supplementary texts, and a novel. Assignments for these are given below. 1. Dziewanowski, _M.K. A HISTORY OF SOVIET RUSSIA._ This is the basic textbook for the class and readings in it are distributed by chapter across the entire fourteen weeks. 2. <NAME>, and <NAME>. _THE RUSSIAN REVOLUTION AND BOLSHEVIK VICTORY._ This is a collection of primary and secondary source readings on the Russian Revolution and its aftermath. You should begin reading it immediately and to research it for your first out-of-class essay. 3. <NAME>. _THE SOVIET UNION._ This is a description of the land, people, and party of the Soviet Union, and it includes useful information on the institutions of Soviet government and society. Readings begin the first week of class and continue to ----, thence to resume on ---- and to continue to the end of the course. 4. <NAME>. _STALIN AND HIS TIMES._ This book discusses the life of Stalin and his leadership of the Soviet Union from 1928 to1953. It is to be used for background and information and for the mid-term examination. 5. <NAME>. _DARKNESS AT NOON._ This book was written by a man who converted to communism in Germany during the troubled years of the Weimar Republic and who spent a period of time in the Soviet Union after escaping Nazi persecution in 1932. Koestler later became disillusioned with communism and his fictional recreation of the purge trials of 1937 proved to be one of the most powerful critiques of Stalinism ever produced. It is to be used in writing the second out-of-class essay, due on ----. 6. Documentary films have been scheduled throughout the course. Titles are listed below in the weekly calendar. 7. You are encouraged to read other works on the history of the Soviet Union and to follow recent and contemporary developments in the newspaper and television press and in periodical publications. ### Course Requirements 1. Two out-of-class examinations, each worth a maximum of 100 points. The first examination is due on ---- and the second on ----. Instructions on how to proceed with these examinations are appended to the end of the syllabus. Papers should be presented in proper form (see Appendix I at the end of the syllabus). 2. A one-hour in-class mid-term examination, worth a maximum of 100 points, scheduled for ----. The weekly discussions should be used as study guides for these examinations. 3. A two-hour final examination, worth a maximum of 150 points, based on the weekly discussion sessions and the course readings. 4. Regular class attendance and participation. You are advised not to miss class unless it is absolutely necessary. Your attendance is worth a maximum of 50 points and participation in class discussions is worth a maximum of 100 points. 5. No early examinations or make-ups, please. ### Grading Policies Grades will be awarded on a scale of A to F. Approximate numerical equivalents are listed below. \| Percentage \| Grade ---\|--- 94 to 100 \| A 90 to 93 \| A- 87 to 89 \| B+ 84 to 86 \| B 81 to 83 \| B- 77 to 80 \| C+ 72 to 76 \| C 68 to 71 \| C- 65 to 67 \| D+ 60 to 64 \| D below 60 \| F ### LECTURE AND DISCUSSION TOPICS #### Section I: From the Russian Revolution to Stalin The basic reading assignments for this section are from the textbook by McClellan (RUSSIA: A HISTORY OF THE SOVIET UNION) and from the supplement by Medish (THE SOVIET UNION). The first out-of-class essay, based on Suny and Adams, THE RUSSIAN REVOLUTION AND BOLSHEVIK VICTORY is due on ----. #### Week 1: Course Introduction Reading Assignment: Dziewanowski, HISTORY, Chapters 1-5 * Introduction--syllabus, readings, requirements * The Marxian Paradigm in the USSR * The Imperial Past * The Menshevik/Bolshevik Split * Nicholas & Alexandra Discussion: Was the Russian Empire fatally flawed or might it have been rescued? #### Week 2: An Overview--the Revolution and it's aftermath Reading Assignment: Dziewanowski, HISTORY, Chapter 6; Medish, THE SOVIET UNION, Chapter 1. * Film: "The World Turned Upside Down" (1st reel) * Film: "The World Turned Upside Down" (2nd reel) * Why war? * The Provisional Government * Lenin Discussion: Was Lenin inspired by personal experiences or was he an authentic class warrior? #### Week 3: The February and October Revolutions Reading Assignment: Medish, Chapter 3, pp. 59-91. * The February Revolution * Trotsky * The October Revolution * Film: "Lenin" * The Key to Revolution Discussion: Were Lenin's tactics the decisive factor in the Revolution? #### Week 4: Civil War and Bolshevism Reading Assignment: Dziewanowski, HISTORY, Chapter 7; Medish, Chapter 3 * The Treaty of Brest-Litovsk * Bolshevism * Anti-Bolshevism * Film: "Potemkin;" & the civil war * War Communism Discussion: What was the critical moment of the October Revolution and what assured its success? First out-of-class examination due ----. #### Section II: Stalin and the Soviet Reign of Terror The basic readings for this section include chapters from McClellan, THE SOVIET UNION; Medish, RUSSIA; Adams, STALIN AND HIS TIMES; and Koestler, DARKNESS AT NOON. The mid-term examination is scheduled for ----. #### Week 5: Economics and Political Life Reading Assignment: Dziewanowski, HISTORY, Chapters 9, 10, 11; Medish, Chapter Four, pp. 92-126. * The New Economic Policy * A permanent revolution? * A new Soviet society * Film: "Leningrad" * The Comintern & Foreign Policy Discussion: To what extent did the NEP dictate the course of the Revolution during the 'twenties? #### Week 6: The Stalinist Revolution Reading Assignment: Dziewanowski, HISTORY, Chapters 12 & 13; Medish, Chapter Five, pp. 127-158. * Film: "Stalin & Russian History, 1871-1927" * Rapallo * Industrialization and collectivization * Foreign policy issues * The Five-Year Plans Discussion: What personality traits did Stalin reveal during the power struggle with Trotsky? #### Week 7: The Great Terror Reading Assignment: Dziewanowski, HISTORY, Chapter 14; Koestler, DARKNESS AT NOON. * Film: "Stalin and Russian History, 1928-53" * The 17th Party Congress * Purge trials * Bukharin * The Reshaping of the Party Discussion: What rationale can be found for the Stalinist reign of terror? Was it justified? #### Week 8: Nationality Policy and A CulturalRevolution Reading Assignment: Dziewanowski, HISTORY, Chapters 15 & 16 * The Borderlands * The Soviet Nation * Cultural Revolution * Stalin & Hitler * The Great Shift in Policy Discussion: What options could Stalin exercise in foreign policy? #### Week 9: The Approach of War Reading Assignment: Dziewanowski, HISTORY, Chapters 17 & 18 * Trouble in International Politics * The Munich Conference * The Nazi-Soviet Pact and the War * Film: "The Cold War: the Early Period" * Examination Discussion: How did the Great Patriotic War affect the Russian people? What was its impact on the leadership of the Soviet Union? ### Section III: Khrushchev and a New Power Equation #### Week 10: The Cold War Reading Assignment: Dziewanowski, HISTORY, Chapter 19; Medish, Chapters 6 & 7 * Diplomacy and the shape of the post-war world * Central Europe * NATO vs. Warsaw * Women and social roles in an era of conservatism * The Greater World of Communism Discussion: What was the West's view of the Cold War and how did it differ from that of the USSR? #### Week 11: A Power Struggle and the Triumph of Khrushchev Reading Assignment: Dziewanowski, HISTORY, Chapter 20; Medish, Chapters 7 & 8 * Beria & the death of Stalin * Film: "Khrushchev" * Stalin dies again * The Thaw and refreeze * Stalin in History Discussion: What contributions to easing the tensions of the Cold War did Khrushchev make? #### Week 12: Internal Affairs and the Rule of the Troika Reading Assignment: Dziewanowski, HISTORY, Chapters 21 & 22; Medish, Chapters 9 & 10, pp. 219-272 * Education and women * Artists and Intellectuals * The Cuban Missile Crisis * Collective leadership * Khrushchev's Fall Discussion: What major issues were addressed in the internal reform movement after 1964? #### Section IV: Gorbachev and a New Revolution Readings for this section include McClellan, RUSSIA; Medish, SOVIET UNION; and newspaper and periodical literature pertaining to the Soviet Union. #### Week 13: Brezhnev & Foreign Policy Reading Assignment: Dziewanowski, HISTORY, Chapter 23; Medish, Chapter 11 * Party Congresses * The Arts and dissidence * The Empire * The West * The End of an Era Discussion: What goals were the Russians reaching for in their foreign policy during the 'sixties and 'seventies? #### Week 14: <NAME> and Perestroika Reading Assignment: Dziewanowski, HISTORY, Chapter 24; Medish, Chapter 12 * New foreign policy issues * Chernenko: a catalyst? * Gorbachev * Glasnost & Perestroika * Yeltsin Discussion: Were the goals of Glasnost and Perestroika compatible with communism? #### Week 15: The Fall of the Russian Empire Reading Assignment: Dziewanowski, HISTORY, Chapter 25. * Politics & economics in a new age * Stalin dies again * National minorities to the barricades * A Gorbachev Revolution? * A Gorbachev Political Obituary Discussion: Will communism survive in Russia? A two-hour final examination is scheduled for ----. #### Instructions for the out-of-class examinations The first examination, due ----, is based on the readings in the Dziewanowski textbook and the Suny/Adams anthology, THE RUSSIAN REVOLUTION AND BOLSHEVIK VICTORY. Please follow the instructions carefully. Write a 3 to 5 page research examination on the question below: * Trace the development of the Bolshevik Revolution. To what extent did it evolve from a movement to a Revolution? When did it become a Revolution? Why? Discuss. Draw material from the textbook and from a minimum of three articles from each section of the Suny/Adams anthology (for a total of nine articles). Please feel free to use outside sources for your examination. If you choose to do so, be sure to document your use with the proper footnotes or endnotes. The second examination, due ----, is based on material from Dziewanowski, Medish and Adams. Write a 3-5 page paper on the question below: * Some Russian people argue that Russian needs a strong ruler and that Stalin suited their needs perfectly. On the basis of your reading and class discussions, do you agree or disagree? Discuss. Draw material from Dziewanowski, HISTORY, Medish, SOVIET UNION, and Adams, STALIN AND HIS TIMES. Please feel free to use outside sources for your examination. If you choose to do so, be sure to document your use with the proper footnotes or endnotes. Preparation for the mid-term and final examinations The mid-term and final examinations will consist of a choice of two essay questions chosen from the questions that are discussed in class on Friday of each week. The first paragraph of each essay should respond directly to the question you are addressing and should how you intend to answer it. You should then write on three or four important points that will convince the reader that your interpretation of the circumstances and events associated with your topic is valid. Present factual information to validate your points and place those facts in an appropriate time frame. Take care not to put events in improper sequences and make sure that you have your facts straight. Devote a paragraph to the negative side of your interpretation. What major problems does your interpretation pose and how might they be solved? What conclusion can you draw from your appraisal of the history that your are discussing? Take into account the circumstances and events that you have discussed, offer an assessment of the problem that the question poses, and give the reader some advice on what lessons might be drawn from it. Write legibly and try to eliminate spelling and grammatical errors. Linfield College Department of History 900 SE Baker Street, McMinnville, OR 97128 503-883-2479 <EMAIL> <file_sep>Computer Law Prof. <NAME> Spring 2001 --- This is an advanced course on the law governing computer software. A major focus of the course will be on intellectual property protection for computer software, with some discussion of intellectual property on the Internet as well. The course will also touch on contract and tort problems in the licensing of software and digital information, and antitrust issues in the computer industry. The course is designed for students with some knowledge of intellectual property law who wish to do in-depth work in the application of intellectual property law to computer technology. No background in computer science is required, although students should be willing to be exposed to some of the technical details of how programs are written. At least one prior course in intellectual property law (or consent of the instructor) is required. The text for the class is <NAME>, <NAME>, <NAME> & <NAME>, Software and Internet Law (Aspen Law and Business 1st ed. 2000). The text is available in at the bookstore. In addition, students may find a general intellectual property statutory supplement helpful, although it is not required. One such supplement, Merges _et al._ , Intellectual Property in the New Technological Age: 2000 Statutory Supplement , is available at the bookstore as well. [Those of you who took Introduction to Intellectual Property in the fall should already have a copy of this book]. Finally, because computer law is a rapidly changing field, we maintain an update Web page for the book at http://www.law.berkeley.edu/institutes/bclt/pubs/swbook/. You should treat this Web page as part of the regular reading assignment, and check it when you do your reading for each class. There are two requirements for the class. The first is a final exam. It will be an essay exam, and will cover general knowledge of the legal subjects discussed in class, your ability to identify and analyze legal problems, and policy considerations. Second, students are responsible for class participation. Students are expected and encouraged to participate in all sessions of the class. The course will be graded primarily on the basis of the final exam. Overall class participation will be graded on a "check-plus", "check", "check-minus" basis, with emphasis on quality rather than quantity of participation. Pluses or minuses will be used as tiebreakers to raise or lower your grade in borderline cases. The class meets Monday and Wednesday from 11:10 a.m. to 12:25 p.m. My scheduled office hours are Monday and Wednesday from 2:30 to 4:00 p.m. in Room 347, in Boalt's North Addition. In addition, you should feel free to stop by any other time I am in my office, or to call and schedule an appointment. My office phone number is 643-2670. Finally, you can e-mail me at <EMAIL> Computer Law --- Date \| Topic \| Reading Assignment January 15 \| KING DAY -- NO CLASS \| January 17 \| Introduction; Course Mechanics \| [Menell, Merges, Samuelson & Lemley pp. 1-29 background reading if desired] January 22 \| Economics of Computer Markets; Trade Secrets I \| * MMSL pp. 30-45, 49-61 January 24 \| Trade Secrets II \| * MMSL pp. 61-96 January 29 \| Copyright I \| * MMSL pp. 97-149 January 31 \| Copyright II \| * MMSL pp. 149-186 February 5 \| Copyright III \| * MMSL pp. 186-212 February 7 \| Copyright IV \| * MMSL pp. 213-257 February 12 \| Copyright V \| * MMSL pp. 213-257 February 14 \| Copyright VI \| * _A &M; Records v. Napster_ February 19 \| PRESIDENTS DAY -- NO CLASS \| February 21 \| Copyright VII \| * MMSL 891-903; 912-920 * _Universal City Studios v. Reimerdes_ February 26 \| Patent I \| * MMSL pp. 259-312 February 28 \| Patent II \| * MMSL pp. 312-326; 364-368 March 5 \| Patent III \| * MMSL pp. 326-349 March 7 \| Patent IV \| * MMSL pp. 349-364 * Cohen & Lemley, _Patent Scope and Innovation in the Software Industry_ March 12 \| Trademarks I \| * MMSL pp. 369-392 March 14 \| Trademarks II \| * MMSL pp. 799-835 March 19 \| Trademarks III \| * MMSL pp. 835-859 March 21 \| SCPA and _Sui Generis_ Protection \| * MMSL pp. 393-437 March 26 \| SPRING BREAK -- NO CLASS \| March 28 \| SPRING BREAK -- NO CLASS \| April 2 \| Contracts and Licensing I \| * MMSL pp. 439-470 April 4 \| Contracts and Licensing II \| * MMSL pp. 470-517 April 9 \| NO CLASS \| April 11 \| NO CLASS \| April 16 \| Contracts and Licensing III \| * MMSL pp. 517-537 April 18 \| Attend Digital Music Roundtable \| April 23 \| Antitrust I \| * MMSL pp. 539-568 April 25 \| Antitrust II \| * MMSL pp. 568-594 April 30 \| Antitrust III \| * MMSL pp. 594-615 May 1 \| Antitrust IV \| * MMSL pp. 615-641 Date TBA \| Review Session \| <file_sep># Management Information Systems * * * #### Analysis of IT Industries > North American and global economic, political and legal factors affecting the organization, growth and performance of IT industries, including trade in services, privatization, strategic alliances, technology transfer, standards, and government regulations. Syllabus. Calendar. Lecture notes. Assignments. Student work. Links to related materials. By <NAME>, George Mason University. #### Application Program Development I > Requirement analysis,input/process/output, algorithm development using pseudocode, use of CASE tools, and program testing. Structured and object- oriented design. Syllabus, calendar, assignments, exams, and links to related materials. By <NAME>, Saint Cloud State University. #### Business Data Communications > Technical concepts, strategic use of telecommunication in business, and managerial issues surrounding development and operation. Syllabus, calendar, lecture notes, assignments, grades, student work, and links to related materials. By <NAME>, Penn State University. #### Business Data Processing > Business applications and implementation of information technology. Syllabus. Calendar. Assignments. Grades. Links to related materials. By <NAME>, Oregon State University. #### Business Information Systems > Course. Syllabus, calendar, lecture notes, assignments, exams, grades, and links to related materials. By <NAME>, Penn State University. #### Business Use of the Internet > Graduate-level. Syllabus, calendar, and links to related materials. By <NAME>, Thomas College. #### Computer Literacy and Windows 95 > Self-paced. Basic nomenclature of the computer, using Windows 95 as the operating system. Syllabus, calendar, assignments, and grades. By <NAME>, Metropolitan State College of Denver. #### Computer Systems and (Without) Programming > Information systems development and changes that result from new technology and changing business needs. Syllabus, assignments, student work, and links to related materials. By <NAME> and <NAME>, Vrije Universiteit, The Netherlands. #### Decision Support Systems > Knowledge-management approach. Syllabus, lecture notes, discussion forums, Powerpoint slides, and links to related materials. By <NAME>, University of Kentucky. #### Discrete Event Systems Simulation > Course. Syllabus, calendar, lecture notes, assignments, grades, and links to related materials. By <NAME>, University of Baltimore. #### Emerging Technologies > Course. Syllabus, calendar, lecture notes, assignments, and links to related materials. By <NAME>, Thomas College. #### Global Issues in Information Technology > Telecommunications, Internet, computer-based workgroups, and network-based production and logistics management systems in multinational and transnational organizations. Syllabus, calendar, lecture notes, assignments, student work, and links to related materials. By <NAME>, Weber State University. #### Impact of New Information Resources: Multimedia and Networks > Social impact of technology. Syllabus, assignments, student work, and links to related materials. By <NAME>, University of California, Berkeley. #### Information Systems for Managers > Future directions and challenges. Syllabus. Calendar. Lecture notes. Assignments. Exams. Student work. Links to related materials. By <NAME>, University of Southern Queensland. #### The Information Society > Course. Syllabus, calendar, lecture notes, assignments, exams, and links to related materials. By Ewan Sutherland, University of Wales, Lampeter, UK. #### Information Technology > Management of information technology for individual productivity and organizational competitive advantage. Syllabus, calendar, lecture notes, and assignments. By <NAME>, <NAME>, and <NAME>, Nanyang Business School, Singapore. #### Information Technology and Telecommunications > Graduate-level. Syllabus. By <NAME>, University of San Francisco. #### Information Technology for Management > Improvement of productivity and promotion of competitive positions in the marketplace. Syllabus, calendar, lecture notes, assignments, student work, and links to related materials. By <NAME>, Weber State University. #### International Issues in Telecommunications > Course. Syllabus, calendar, lecture notes, guest speakers, assignments, exams, and links to related materials. By <NAME>, George Mason University. #### Internet for Business > The Internet as a business phenomena and tool. Students create a Web site for a proposed business. Syllabus, assignments, calendar, and links to related materials. By <NAME> Brhel, <NAME>ers College. #### Introduction to Information Systems > Graduate-level. Syllabus, lecture notes, student work, and links to related materials. By <NAME>, York University, Canada. #### Introduction to Management Information Systems > Computer and information systems concepts, some of the most popular software tools currently available. Syllabus. Calendar. Assignments. Links to related materials. By <NAME>, University of Texas - Austin. #### Knowledge Engineering > Expert systems, artificial neural networks, genetic algorithms, hypertext/hypermedia, Internet/intranet. Syllabus, calendar, assignments, student work, and links to related materials. By <NAME>, Christian Brothers University. #### Management Information Systems > Course. Lecture notes, assignments, exams, and supplemental readings. By <NAME>, Carnegie Mellon University. #### Management Information Systems > Database management, knowledge management, intellectual capitalism, extracting business value, computer systems, operating systems, internet systems, creating www pages, legal issues of the web, portals, ecommerce, intranets, extranets, and Y2k. Syllabus. Lecture notes. Assignments. Exams. Grades. Links to related materials. By <NAME>wen, University of California at Santa Barbara, California. #### Management of Information Technology > Course. Course syllabus, overview, and assignments. By <NAME>, Southern Methodist University. #### Managing Electronic Commerce > Online retailing, banking, and publishing. Syllabus, calendar, lecture notes, assignments, exams, and links to related materials. By <NAME>, University of Rochester. #### Managing Information Systems > Course. Syllabus. By <NAME>, Park College - Columbus Resident Center. #### Programming Language: Visual C++ > Course. Syllabus, calendar, lecture notes, assignments, and links to related materials. By <NAME>, Thomas College. #### Riding the Information Superhighway > Internet tools (graphical browser and UNIX shell). Business implications. Syllabus, calendar, lecture notes, and assignments. By <NAME>, California State University, San Marcos. #### Small Systems Technology \- NT 4.0 Workstation Certification > Principles of operation of PCs, basics of PC support and maintenance, and aggressive preparation for Microsoft certification exam 70-073, Windows NT 4.0 Workstation. Can be taken for no credit by a diligent WWW distance learner. Syllabus. Calendar. Lecture notes. Assignments. Exams. Grades. Links to related materials. By <NAME>, Kent State University. #### Spreadsheet Applications > Building templates, combining spreadsheets, designing macros, using financial and statistical functions, preparing graphs, and manipulating data by using sorts and queries. Syllabus. Calendar. Assignments. Grades. Links to related materials. By <NAME>, Saint Leo College. #### Spreadsheets with Excel 97 > Self-paced. Creating and editing workbooks, command structures, graphics, and formulas. Syllabus, calendar, assignments, and grades. By <NAME>, Metropolitan State College of Denver. #### Strategic Information Systems Management > An executive perspective on strategic management in an organisation. Syllabus, calendar, and assignments. By <NAME>, University of Dublin, Trinity College, Ireland. #### Strategic Management for High Technology Industries > Graduate-level. Industry, firm, and product analysis at a strategic level in the context of high technology industries. Hypercompetitive situations. Syllabus, calendar, lecture notes, assignments, student work, and links to related materials. By <NAME> and <NAME>, University of Texas at Austin. #### Systems Analysis I > System development case assignments involving a fictitious company. Syllabus, calendar, lecture notes, assignments, grades, and links to related materials. By <NAME>, Kent State University. #### Systems Analysis and Design > Information systems that meet the demands of end users. Methods, tools, and techniques. Alternative approaches to IS development; methods to gather user requirements; process and data-oriented modeling tools used to understand, communicate, and document organizational requirements; database design; user interface design; distributed systems; software inspection techniques. Syllabus. Calendar. Assignments. Grades. Links to related materials. By <NAME>, Oregon State University. #### Systems Analysis and Design > Management's role in the development process. Initial stages of the systems development life cycle. Syllabus, calendar, lecture notes, assignments, and exams. By <NAME>, California State University, San Marcos. #### Systems Design and Implementation > Responsive and long-lasting software. Syllabus, calendar, lecture notes, assignments, exams, and student work. By <NAME>, University of Colorado at Boulder. #### Systems Development Methodologies > Lecture materials and student presentations on RAD, Neural Net, Object- Oriented, WWW Application, and Project Management methodologies in PowerPoint. Syllabus. Calendar. Lecture notes. Assignments. Exams. Grades. Student work. Links to related materials. By <NAME>, Kent State University. #### Various Case Studies > Case studies on innovation and project management, commerce on the Web, and other topics. Syllabus. By various professors, Southern Methodist University. * * * Go Back To Homepage <file_sep>\| > .... part of The Social Studies Web \- Teacher Explorer Center at the UNO ---\|--- ![Social Studies Education](../Images/logos/TopHead.gif) ## ![UNO](../Images/logos/SsLogo.gif) American History Lesson Plan Links American History Association Teaching Page and Links (See Teaching Concerns) 1\. Discovery Channel Lesson Plans Reviews of previous programs 2\. Planet K-12 Lesson Plans PlanetK-12 is dedicated to providing an innovative, interactive environment which empowers educators, administrators and parents. As a free service of the Philips Multimedia Center, PlanetK-12 offers a comprehensive array of online services and resources designed to help those that help kids learn. 3.The Awesome Library's history page The Awesome Library organizes your exploration of the World Wide Web with 12,000 carefully reviewed resources. 4\. Lesson Plans incorporating Debates 5. Primary Sources and Activities with links to Standards and Benchmarks 6. McRel Lesson Plans and Activities \| Social Studies 53 links sto other lesson plan sites. ## ![](../Images/Icons/bluedot.gif)Lesson Plans ### ![](../Images/icons/butred.gif)Academy Social Studies Curriculum Exchange Elementary School (K-5). 50 lesson plans for primary grade students. ![](../Images/icons/butred.gif)Academy Social Studies Curriculum Exchange Intermediate School (6-8). 80 lesson plans appropriate for grades 6-8. ![](../Images/icons/butred.gif)Academy Social Studies Curriculum Exchange High School (9-12). 95 lesson plans suitable for the high school level. ![](../Images/icons/butred.gif)Academy Miscellaneous Curriculum Exchange Elementary School (K-5). 36 miscellaneous lesson plans for students in grades k-5. ![](../Images/icons/butred.gif)Academy Miscellaneous Curriculum Exchange Intermediate School (6-8). 25 miscellaneous lesson plans for the middle school. ![](../Images/icons/butred.gif)Academy Miscellaneous Curriculum Exchange High School (9-12). 14 miscellaneous lesson plans for the 9-12 grades. ![](../Images/icons/butred.gif)Age of Imperialism (Lesson Plan). _The Age of Imperialism_ represents one chapter of An On-Line History of the United States, a new program for high school students that combines an engaging narrative with the broad resources available to students on the Internet. Teachers can use this chapter with its accompanying Internet based lesson plans in place of a standard textbook or they can use it to supplement existing social studies materials. A unit test and answer key are included. ![](../Images/icons/butred.gif)American Revolutionary War: Thematic Unit. This thematic unit was created by <NAME> who currently teaches a self-contained emotional support room, grades 5-8. The unit provides lesson plans for 15 days. ![](../Images/icons/butred.gif)Amistad Case. The National Archives and Records Administration presents the Amistad Case, a Supreme Court case in 1839 that involved a group of illegally-captured Africans who had seized their captors' ship and killed the captain. The subject has taken on new interest by the release of a major Hollywood movie. The site includes hand-written documents from the case and Teaching Activities designed to correlate to national standards for history, civics and government. ![](../Images/icons/butred.gif)Ancient China. The site, developed by <NAME>, provides middle school teachers with a wide selection of lesson plans, activities, and projects for teaching about Ancient China. ![](../Images/icons/butred.gif)Ancient Greece. Don Donn of the Corkran (Maryland) Middle School has designed a complete unit with 17 daily lesson plans and unit test for sixth graders. The unit has two parts: The Early Greeks and Classical Greece. ![](../Images/icons/butred.gif)Ancient Greek Olympics in the Classroom. Lin and <NAME>, two Maryland (U.S.A.) middle school teachers, have developed this four-day unit which includes lesson plans for teachers and activities for students. ![](../Images/icons/butred.gif)Ancient Mesopotamia. A complete unit, with 12 daily lessons, activities, and unit test for 6th-grade Ancient History Teachers. The unit was developed by <NAME> of the Corkran (Maryland) Middle School. ![](../Images/icons/butred.gif)<NAME> in the World, 1929-1945 Teacher Workbook. The Workbook is provided by The Friends of <NAME> in Utah and the Intermountain West Region. It includes lesson plans and activities for grades 5-8, lesson plans and activities for grades 7-12, readings and overviews, timelines, and a glossary. ![](../Images/icons/butred.gif)AskAsia. Developed by The Asia Society in cooperation with several partners, AskAsia offers high-quality, carefully selected resources for the classroom. Click on For Educators and then on Instructional Resources to find lesson plans, readings, and a resource center locator. All lessons, images, and maps in this area have been copyright-cleared and can be downloaded to use in the classroom. Lesson plan topics include: Global, Asia-General, Asian American, Central Asia, China, India, Indonesia, Japan, Korea, Middle East, Taiwan, and Vietnam. ![](../Images/icons/butred.gif)AskERIC Lesson Plans: Social Studies. A rich source of lesson plans for Anthropology, Civics, Current Events, Economics, Geography, Government, History, Psychology, Sociology, State History, U.S. History, and World History and Cultures. ![](../Images/icons/butred.gif)Awesome Library Social Studies Lesson Plans. A large number of links to a variety of lesson plans representing all areas of the K-12 social studies curriculum. ![](../Images/icons/butred.gif)Beast Within: An Interdisciplinary Unit on the Holocaust Included in the unit are lesson plans which can be used in Social Studies, English, Science,and Mathematics. ![](../Images/icons/butred.gif)Beyond the Playing Field: <NAME>, Civil Rights Advocate. The site, provided by the National Archives and Records Administration, features nine primary sources (letters, telegrams and photos) with accompanying lesson plans related to the documents. The lesson plans include objectives, materials, procedures and follow up. Also included are _Robinson Quotes_. ![](../Images/icons/butred.gif) Big Sky Lesson Plans. More than 100 K-12 lesson plans from Big Sky for American History, Economics, Geography, Government, and other social studies areas for you to try in your classroom. ![](../Images/icons/butred.gif)Blue Web'n Learning Sites Library. Provided by Pacific Bell, the Library includes 17 units and lesson plans. Scroll to _Browse the Content Table_ and find _History & Social Studies_. ![](../Images/icons/butred.gif)CEC Lesson Plans. The site, sponsored by the Columbia Education Center based in Portland, Oregon, features a large assortment of lesson plans created by teachers for use in their own classrooms. Click on Elementary (K-5),Intermediate (6-8), and High School (9-12) to find lesson plans to fit your needs. ![](../Images/icons/butred.gif)Celebrating Our Nation's Diversity. Lesson plans designed by the U.S. Census Bureau around the theme of diversity. Elementary and junior-senior high school editions. Includes a bookbag of materials needed for these lessons. ![](../Images/icons/butred.gif)Celebrations: A Social Studies Resource Guide For Elementary Teachers. The site, developed by students at Utah State University, features lesson plans for 50 holidays and celebrations. Included are April Fool's Day, Cambodian New Year, Chinese New Year, Christmas, Cinco de Mayo, Columbus Day, Day of the Dead, Halloween, Hanukkah, Kwanzaa, Martin Luther King Day, Mexican Independence, Ramadan, Rosh Hashanah, and Thanksgiving. ![](../Images/icons/butred.gif)Center for Civic Education Lesson Plans. Sample lesson plans for upper elementary, middle and high school levels. Can be used in U.S. History and government classes for teaching about the Constitutional Period. ![](../Images/icons/butred.gif)Chinese Historical and Cultural Project Curriculum (Golden Legacy). The CHP provides lesson plans for a variety of topics. These include New Beginnings (Immigration, Chinatowns), Survival (Railroad Building, New Almaden Mine, Agriculture), Daily Life (Clothing, Bound Feet, Queues, Names), Traditions (Celebrations, Symbolism, Lunar Calendar), Education System (Writing System, Abacus, Tangrams, Folktakes & Games, Puppetry) and Lasting Legacy (Postage Stamps, Conclusion). ![](../Images/icons/butred.gif)Civil War Lesson Plan. A lesson plan for an upper elementary or middle school unit on the Civil War. It also contains links to other Internet sites that can provide valuable cross-curricular materials for you and your students. ![](../Images/icons/butred.gif)CNN Lesson Plans and Multimedia Resources. This site contains lesson plans for middle and high school teachers to use with CNN's TV Newsroom Program. Teachers can tape the program while they sleep (1:30a.m.-2a.m., M-F). Each episode usually presents five or six brief news stories with no commercials. For a CNN Newsroom companion Classroom Guide with discussion questions and other activities distributed by email between 2 a.m. and 4 a.m. eastern time (US) each classroom day, click on Classroom Guide. ![](../Images/icons/butred.gif)Connections+ by McRel. Connections+, provided by the Mid-continent Regional Educational Laboratory (McREL), is a non-profit organization dedicated to improving the quality of education for all students. It consists of Internet resources--lesson plans, activities and curriculum resources. Social studies teachers can select from among these topics: Behavioral/Social Studies, Civics, Economics, Geography, History, and Multi-Inter-disciplinary for links to lesson plans and activities. ![](../Images/icons/butred.gif)Consider the Source: Historical Records in the Classroom. A146-page book from the New York State Archives and Records Administration which features reproductions of 22 historical records and related lesson plans and activities. This site provides teachers with three sample lesson plans from the book which include: 1825 Erie Canal Broadside (grades 4-8), Survey of Industrial Discharges and Sewage (grades 5-12), and The Vietnam-era document (grades 7-12). Information on how to order the complete book is available. ![](../Images/icons/butred.gif)Constitution Day. The National Archives and Records Administration presents activities and information about the U.S. Constitution. Additional Information about the Constitution, a lesson plan related to the ratification of the Constitution, and biographies of each signer are also available online. ![](../Images/icons/butred.gif)Core Knowledge Lesson Plans and Units. Created by teachers throughout the country, they feature (1) World Civilization plans (Ancient Egypt; the Aztecs, Incas and Mayas; Africa; Ancient Greece and Rome; Islam; the Renaissance; French Revolution) and (2) American Civilization plans (Native Americans; the Thirteen Colonies; Independence; Westward Expansion; Civil War). Although written for K-6, they can be adapted for other levels. Additional plans for pre-schoo through grade 8 can be found at Lesson Plans from National Core Knowledge Conferences. ![](../Images/icons/butred.gif)Creating a Classroom Newspaper. The _Calgary (Canada) Herald_ provides unit and lesson plans for creating a classroom newspaper. The site shows how to integrate journalism into various curricula including social studies. Suitable for grades 6-12. ![](../Images/icons/butred.gif)Create a New World Project. A lesson plan to promote understanding and appreciation for the diverse perspectives of students from various cultures and creeds. Students are given the charge to write the laws, and influence social customs as they create a new world for humanity. Recommended for high school, grades 9-12. ![](../Images/icons/butred.gif)Critical Thinking Discussion Lesson Plans. The site, designed by <NAME> in cooperation with the National Center for Education Statistics, presents a series of graphs with open-ended questions for student discussions. ![](../Images/icons/butred.gif)Crossroads A K-16 American History Curriculum. The Sage Colleges (Troy, NY) and the Niskayuna School District (Niskayuna, NY) received a three-year grant from the U.S. Department of Education to develop a seamless K-16 curriculum in American history. The curriculum, called Crossroads, is composed of thirty-six units equally distributed among elementary, middle, and high school grade levels. Lesson plans and student worksheets are included. ![](../Images/icons/butred.gif)Curriculum of U.S. Labor History for Teachers. A curriculum guide sponsored by the Illinois Labor History Society. The guide features thirteen lesson plans which integrate labor history into the U.S. History curriculum from the Colonial Period to the Present. Objectives, procedures, and documents are included for each lesson plan. ![](../Images/icons/butred.gif)A Day in the Life of Children: Then and Now. Students compare and contrast a day in their lives with a day in a child's life in history in order to explore the relationships between rights and responsibilities. The site was developed by <NAME> and is appropriate for the elementary and middle school level. ![](../Images/icons/butred.gif)Dear <NAME>. During the Great Depression, thousands of young people wrote to First Lady Eleanor Roosevelt for help. They asked for clothing, money, and other forms of assistance. This site presents some of these letters, <NAME>'s response, and lesson plans for integrating this material into the middle and high school course of study. ![](../Images/icons/butred.gif)Decoding the Past: The Work of Archaeologists. Three hands-on lesson plans provided by the Smithsonian Institution enabling middle school and high school students to simulate the work of archaeologists. ![](../Images/icons/butred.gif)Destino Chile: A Curriculum Guide. Developed by a team of teachers who went to Chile as part of a Fulbright Hays group during the summer of 1997, the site includes information and lesson plans. ![](../Images/icons/butred.gif)Discovery Channel School Index of Lesson Plans. The Index includes social studies lesson plans for every ASSIGNMENT DISCOVERY and TLC ELEMENTARY SCHOOL program available for purchase or copyright cleared. Features lesson plans for programs dealing with Economics, Geography and Cultures, and U.S. History. ![](../Images/icons/butred.gif)EcEdWeb. Lesson plans and curriculum materials from EcEdWeb, the Economic Education Website, whose goal is to provide support for economic education from K-12 to the college level. Teacher guides, lesson plans, and activities are featured. ![](../Images/icons/butred.gif)EconomicsAmerica. Sponsored by the Pennsylvania Partnership for Economic Education, the site provides lesson plans and activities for students at the elementary and secondary school levels. ![](../Images/icons/butred.gif)Economics and Geography Lessons for 32 Children's Books. Developed by <NAME> and <NAME>, and sponsored by the Council on Economic Education in Maryland and the Maryland Geographic Alliance, the site provides lesson plans suitable for grades 1 through 5. Included are objectives, vocabulary, materials, and teacher background. ![](../Images/icons/butred.gif)Education World Lesson Plans: Social Studies. More than 200 social studies lesson plans, K-12, selected by Education World. ![](../Images/icons/butred.gif)Environmental Education: Cornell's Solid Waste Activities. Help your students clean up America. Lesson plans and activities for K-3, 4-6, 7-8, 9-12. The site contains background information on solid waste and a glossary of terms. ![](../Images/icons/butred.gif)GEM: The Gateway to Educational Materials (Lesson Plans) This is a searchable (keyword and subject) database for lesson plans in many curriculum areas including Social Studies. ![](../Images/icons/butred.gif)Geography Educators' Network of Indiana (Lesson Plans). Over 20 lesson plans teachers can printout and which are suitable for elementary and secondary school classrooms. ![](../Images/icons/butred.gif)Geography Lessons and Activities. Sponsored by the National Geographic Society, the site provides lessons, units, and activities designed to bring good geography into the classroom. Click on Kindergarten-4th grade,5th-8th grade and 9th-12 grade to find the lesson plans and activities of your choice. ![](../Images/icons/butred.gif)Geography Lesson Plans and Teaching Tips from Nystromnet. The site contains quizzes, lesson plans for the primary, intermediate and high school levels, geography literacy games, and links to additional lesson in cyberspace. ![](../Images/icons/butred.gif)Geography Lesson Plans. The Geographic Education and Technology Program of Florida State University has lesson plans for studies of various parts of the world (organized by continent). ![](../Images/icons/butred.gif)George Washington Biography Lesson. This Biography Lesson is written at the fifth grade level and contains over a dozen images, an interractive quiz and a time line that is user-activated. Teachers will also find a lesson plan, background notes, and discussion questions. ![](../Images/icons/butred.gif)Global Education Lesson Plans. The lessons, developed by the Peace Corps for students in grades 3-12, help teachers integrate global education into daily activities. ![](../Images/icons/butred.gif)Going to a Museum? A Teacher's Guide. Are you planning a trip with your class to a museum? This site features a compilation of resources in a variety of subject areas for classroom visits to several specific museums. The site provides a Field Trip Planning Guide, Sample Lesson Plans, and Other Internet Resources. To find social studies lessons, click on Social Studies Lesson Plans. ![](../Images/icons/butred.gif)Historical and Cultural Geography Lesson Plans 1997 (K-12). <NAME> (Texas) Christian University provides teachers with lesson plans presented by grade levels and which also incorporate the Internet. More lesson plans can be found at Historical and Cultural Geography Lesson Plans 1998 (K-12). ![](../Images/icons/butred.gif)History Channel Classroom Materials. Materials and activities intended to accompany The History Channel Classroom programs. Teachers may print the pages for classroom use. ![](../Images/icons/butred.gif)IBM Lesson Plans and Internet Activities. The site features lesson plans and activities that encourage students in grades 3-12 to use the Internet to do research. Plans have been provided for many curricular areas. Social studies lessons include the three branches of government, information found on maps, Olympic fever, and the U.S. Presidents. Updated monthly. An archive of previous Internet activities is provided. ![](../Images/icons/butred.gif)Ideas News Letter. The Ideas News Letter is a publication of the Wisconsin Council for the Social Studies which contains lesson plans and "quick tips" of interest to classroom teachers. ![](../Images/icons/butred.gif)Inaugural Classroom: The Presidential Inauguration in American Democracy. Lesson plans dealing with the American Presidential Inauguration and its role in American democracy provided by Ge<NAME>, Teacher of Social Studies, North Hagerstown High School. A few of the topics included at the site are: Washington, Jefferson, Adams, Jackson, McKinley, FDR and Clinton. ![](../Images/icons/butred.gif)In Congress Asssembled: Continuity and Change in the Governing of the United States. This unit includes four lessons using primary sources to examine continuity and change in the governing of the United States. The lesson plans are suitable for senior high school students. ![](../Images/icons/butred.gif)Japan Lesson plans. Lesson plans for K-12 Teachers. To see all of them, select the _"Browse" button_. Plans contain objectives, materials, suggested classroom time, procedures, extension ideas, teacher background information, and student worksheets. ![](../Images/icons/butred.gif)<NAME> Day Study Guide.The study guide contains lesson plans for K-12 with resources and activities for teachers. Lessons may be used throughout the school year to link environmental issues to a variety of social studies curriculum areas. ![](../Images/icons/butred.gif)Judges in the Classroom. This Web page was developed under the auspices of the Washington State courts. Although the lesson plans found here were designed to help judges teach in K-12 classrooms, they can be adapted by social studies teachers with an interest in teaching about the law and the Bill of Rights. The site features judicial lesson plans for Elementary Classrooms, Middle School Classrooms, and High School Classrooms. ![](../Images/icons/butred.gif)Learning Guides for Home and School from EdSITEment. EdSITEment provides links to twenty online humanities learning guides appropriate for senior high school social studies students. The learning guides include lesson plans that draw directly on the resources available through EDSITEment, with step-by-step directions for their use. ![](../Images/icons/butred.gif)Lesson Plans and Activities from Houghton Mifflin. Click on browse activities by theme for a list of K-8 plans. Included are lesson plans for Ancient Civilizations, Community, School, Survival, Travel, and USA. ![](../Images/icons/butred.gif)Lesson Plans and Activities (Social Studies) by McRel. The Mid-continent Regional Educational Laboratory (McREL) offers social studies teachers links to K-12 lesson plans in a wide variety of areas. ![](../Images/icons/butred.gif)Lesson Plans and Classroom Activities from Maya Quest. Bring Central America and the Mayas to your classroom through the plans and activities at this site. Some of the topics featured are: Hieroglyphics, Archaeology, and Warfare and Politics. A Maya bibliography and a search engine are included. ![](../Images/icons/butred.gif)Lesson Plans/Classroom Activities for Archaeology themes. Plant a time capsule or plan an archaeological dig. These lesson plans from _MayaQuest_ will help you plan fun, hands-on learning activities for grades 5-8 ![](../Images/icons/butred.gif)Lesson Plans/Classroom Activities for Hieroglyphics themes. Teach your middle school students about culture with these lesson plans about hieroglyphics. ![](../Images/icons/butred.gif)Lesson Plans for Teaching About the Americas. Provided by RETANET, the lesson plans were written by secondary teachers and are organized around these topics: Latin America Overview, Mexico, Indigenous Issues, African American and Carribean Issues, Immigration, Geography, and Miscellaneous Subjects. ![](../Images/icons/butred.gif)Lewis and Clark: A Film by <NAME> (PBS). A companion site to <NAME>' new film, which aired on November 4 and 5, 1997, features a timeline of the Lewis and Clark expedition, a collection of related links, an extensive bibliography; and over 800 minutes of unedited, full-length RealPlayer interviews with seven experts featured in the film (transcripts also available). Teachers can find classroom resources which feature Lesson Plans and Activities. ![](../Images/icons/butred.gif)Library in the Sky Lesson Plans. Links to lesson plans in a variety of social studies areas including: Current Events, Economics, General Social Studies, Geography, Government, Helping Others, History, Integrated Curriculum, Multicultural, Multidisciplinary, and News Standards. In case you don't find what you're looking for and want to search their site for a lesson plan, click on Search Tips. ![](../Images/icons/butred.gif)Making Multicultural Connections Through Trade Books Lesson Index. The site features multicultural tradebooks for elementary aged children provided by the Montgomery (Maryland) County Public Schools. In some instances specific lessons are included to illustrate how the tradebook can be used as a classroom activity. Bibliographical information and a very brief synopsis are also provided for each book. ![](../Images/icons/butred.gif)Media Lesson Plans. Plans include: Magazine Ads and You the Teenager, Propaganda Techniques, and Television and Violence. ![](../Images/icons/butred.gif)Mock Trials. Teachers can find lesson plans about law related education for the elementary, middle school and high school levels and information about mock trial competition at this site. Click on Napoleon Mock Trial for a lesson plan developed by <NAME>, Chilliwack Senior Secondary School Chilliwack, B.C., Canada. The plan encourages students to judge the actions of Napoleon Bonaparte. Was he a great leader and patriot, or was he a power-hungry dictator? ![](../Images/icons/butred.gif)Mock Trial: The Titanic The site was designed for teachers and students to participate in a mock trial involving the tragic story of the Titanic. The Teacher's Guidewill help prepare the class for the trial by covering such issues as Assignment of Roles, Timing of the Trial, Legal Issues and Skills. ![](../Images/icons/butred.gif)Money Equivalents Activities (K-3) Activities prepared by the Bank Street College of Education to help teach children the value of money and its different denominations. Included are coins that may be printed and cut out. Other activities at this site are Budget Plan where teachers can print out a Daily Time Budget for use in their classes and Spend or Save, a fun, printable game to help students understand the rewards of a savings plan. ![](../Images/icons/butred.gif)More Social Studies Activities from Houghton Mifflin. Provides activities for geography, history, citizenship, economics, cultures and general social studies. Primarily for the elementary school level. ![](../Images/icons/butred.gif)Mr. Donn's Ancient History Page. Designed for middle school students, the site features lesson plans, work sheets, time lines, clip art, and maps for Archeology, Early Man, Mesopotamia, Egypt, Greece, Rome, China, India, Africa, Inca/Maya/Aztecs/ and others. ![](../Images/icons/butred.gif)Mr. Donn's United States History Page. Units, Lesson Plans, Activities and Resources for Native Americans, Thirteen Colonies, Revolutionary War, Civil War, Cold War, and Map Skills. ![](../Images/icons/butred.gif)Multicultural Pavilion Teacher's Corner. The site provides relevant K-12 resources. These include theMulticultural Activity Archives which features a series of four classroom lessons. ![](../Images/icons/butred.gif)Native Americans. 19 thematic Units for elementary pupils designed by <NAME> of the Lennox (California) School District. Lesson plan topics include CavePainting, Chumash Village, Sand Painting, Teepee Lesson, Nature Names, and more. ![](../Images/icons/butred.gif)Nebraska Social Science Resources Home Page. The site, sponsored by the Nebraska Department of Education, provides a range of useful materials and references. Click on Lesson Plan Search for a search engine that will lead to lesson plans developed by teachers. ![](../Images/icons/butred.gif)New Deal Network Classroom Lesson Plans. Featured at the site are lesson plans for these New Deal topics: TVA: Electricity for All, Dear Mrs. Roosevelt, and Rondal Partridge NYA Photographer. Also included are classroom activities, online resources relating to the New Deal, and a document and image library. ![](../Images/icons/butred.gif)New York Times Learning Network. Among its contents is a Daily News Quiz, a Daily Lesson Plan, a Lesson Plan Archive, and Teacher Resources. ![](../Images/icons/butred.gif)Planning a Renaissance Faire A sixth grade teacher (Mrs. Mainzer) provides sugggestions for creating an interdisciplinary unit, The Renaissance Faire, to culminate the study of the Middle Ages. Topics include: List of Renaissance Characters, Renaissance Craft Booths, Madrigal Dinner Menu, Renaissance Character Report Written By Sixth Grade Students, Scenes From The Renaissance Faire, and Interdisciplinary Renaissance Unit Preparation for teachers. ![](../Images/icons/butred.gif)Primary Sources and Activities. Secondary school teachers can find reproducible primary documents from the holdings of the National Archives of the United States with accompanying lesson plans correlated to the National History Standards. Lesson plans include: (1) <NAME>: Beyond the Playing Field (2) The Zimmermann Telegram, 1917 (3) Constitutional Issues: Separation of Powers--<NAME>'s attempt to increase the number of Justices on the Supreme Court (4) Constitutional Issues: Watergate and the Constitution and (5) The Amistad Case. Additional links to primary source documents are also included. ![](../Images/icons/butred.gif)Primary Sources Network (PSN). Funded by a U.S. Department of Education Technology Innovation Challenge Grant, the goal of the project is to improve student learning by using technology to integrate primary sources into classroom curricula. To find sample lesson plans appropriate for the high school level, select Manufacturing Units. For a variety of on-line museum primary source artifacts for you to use for different purposes in your classroom, select Gallery of Artifacts. For teaching units that integrate the use of the Internet, select Curriculum. ![](../Images/icons/butred.gif)Revolutionary War: Teacher's Corner. Classroom activities for teaching about the American Revolution. ![](../Images/icons/butred.gif)San Francisco: The City By The Bay. A curriculum guide originally designed by the San Francisco Unified School District as supplementary curriculum material for teachers. The guide contains lesson plans which include: African Americans in the Early History of San Francisco, Chinese Immigration and Angel Island-Ellis Island Of the West, Hmong Story Cloths, Japanese Immigration and Cultural Traditions, Sourdough Bread - The Lore of the West, The North Beach Area, Russian Immigration- Yesterday and Today, El Barrio de la Mision. ![](../Images/icons/butred.gif)School Kits on the United Nations. Table of Contents and Sample Units for teaching about the U.N. for primary, middle and secondary school students are featured. Ordering information for complete units is provided. Kits are also available in Spanish and French. ![](../Images/icons/butred.gif)School Library Media Monthly Activities. AskERIC presents monthly ideas for social studies assignments using reference materials in the school library. ![](../Images/icons/butred.gif)Sixth Grade Ancient History Page. Units, lesson plans, and activities for ancient Mesopotamia, Egypt, Rome, China, Africa, India, and Aztecs. Other topics at this site include: Canada, Map Skills, Holidays, and more. ![](../Images/icons/butred.gif)Smithsonian Institute Lesson Plans: Social Studies. The site includes these lesson plan titles: Decoding the Past: The Work of Archaeologists, Japan: Images of a People, Winning the Vote: How Americans Elect Their President, and Teaching from Objects and Stories: Learning about the Bering Sea Eskimo People. ![](../Images/icons/butred.gif)Social Studies Lesson Plans from the University of Iowa. The University of Iowa College of Education presents lesson plans for grades 9-12 that are organized in terms of the ten themes devised by the National Council for the Social Studies. Each plan consists of purpose, goals, materials, procedures, assessment, extensions and resources. ![](../Images/icons/butred.gif)South Carolina ETV's Holocaust Forum A forum on the Holocaust to provide teachers in grades 7-12 access to a variety of resources for teaching students about this tragic chapter from human history. To find 11 lesson plans, 34 student handouts, two series of taped interviews, a bibliography, and related sites to other curriculum resources, click on South Carolina: Lessons from the Holocaust.. ![](../Images/icons/butred.gif)Special Units and Themes. The North Canton (Ohio) Elementary School has prepared 25 thematic units for the elementary school level. Social studies units include: 1800's, Communities, Farm Unit, Government Studies, Map Skills, Native American Unit, Revolutionary War, and The Titanic. ![](../Images/icons/butred.gif)Stock Market Project and Lesson Plans. Welcome to the _Good News Bears Stock Market Project_ ,an interdisciplinary project specifically designed for middle school students and teachers. Includes lesson plans that can be used independently of the project in U.S. history and economics classes. ![](../Images/icons/butred.gif)Teachers First (Lesson Plans). Prepared by the Network for Instructional TV, Inc., the site offers a variety of lesson plans for the social studies teacher. Click on _Classroom Resources_ to find lesson plans for Current Events, Economics, U.S. History, and World Cultures. Also available is a Keyword Search tool. ![](../Images/icons/butred.gif)Teacher's Guide to the Holocaust. The site, provided by the College of Education, University of South Florida, features student activities, teacher resources, and lesson plans for studying about the Holocaust. ![](../Images/icons/butred.gif)Teachers Helping Teachers. A forum where teachers share lesson plans and teaching tips. Includes links to other educational resources. Updated weekly. ![](../Images/icons/butred.gif)Teachers.Net Lesson Plans Exchange. The site features a variety of lesson plans submitted by teachers. To find lesson plans for History and for Social Studies, click on _Select category_ under _Browse lessons by category_. ![](../Images/icons/butred.gif)Teachers.Nick.Com.(Nickelodeon's Web Site for Educators with Nick News) The purpose of this site is to inform pre-school, elementary, and middle school teachers about Nickelodeon's daily educational television shows (5:30-6:00am). The site includes a Monthly Program Calendar with accompanying lesson plans. ![](../Images/icons/butred.gif)Teacher Talk Forum:Social Studies. Collection of electronic social studies lesson plans provided by the Center for Adolescent Studies at the School of Education, Indiana University, Bloomington. The plans cover a variety of topic areas including global issues, mock trial, oral history, environmental education and mass media. ![](../Images/icons/butred.gif)Teaching Information Processing Skills: Sample Collaborative Unit Lesson Plans. Presented by the Metropolitan Nashville Public Schools, the site features sample unit lesson plans for teachers and library media specialists for Grades K-4, 5-8, and 9-12. ![](../Images/icons/butred.gif)<NAME>'s Advanced Placement United States History Page. This Web site, produced by <NAME> a history teacher at Orange (Ohio) High School, offers teachers a syllabus for teaching advanced placement U.S. History and additional resources including: lesson plans, United States History for Grade 8, Projects, an A.P. U.S. History "Chat" Room, Weekly Reading Assignments, and Sample Unit Test Questions. ![](../Images/icons/butred.gif)Training a Class in Discussion Skills. A series of activities developed by <NAME> of the University of Arkansas, Little Rock, to train students in discussion skills. Appropriate for middle level and high school classes. ![](../Images/icons/butred.gif)Unicef Teacher's Guide. The guide contains teaching activities for students in grades 1-9 that helps them gain a better understanding of the causes of conflicts, both on a personal level and a global scale-and how to resolve them peacefully. A Spanish version of the Teacher's Guide is also available. ![](../Images/icons/butred.gif)U.S. Government Lesson Plans (9-12). <NAME>, a Maryland high school teacher, features 18 weeks of lesson plans and activities which teachers can adapt to U.S. government and other social studies classes. ![](../Images/icons/butred.gif)United States History Lesson Plans. <NAME>, a teacher at Orange (Ohio) High School has gathered lesson plans for a U.S. History course. The plans are arranged by topic: Colonial Period, The American Revolution, The U.S. Constitution, The Shaping of America (1789-1841), The Civil War, The Gilded Age, The Innocent Years, World War I, The 1920's, The Age of FDR, and Continuity and Change (1945-1972). Also included are links to other sites which feature collections of lesson plans and a General Information section. ![](../Images/icons/butred.gif)Using Oral History. Using excerpts from the American Memory Collection (American Life Histories, 1936-1940 collection), students study social history topics through interviews that recount the lives of ordinary Americans. Based on these excerpts and further research in the collections, students develop their own research questions. They then plan and conduct oral history interviews with members of their communities. The site contains teacher and student materials. ![](../Images/icons/butred.gif)Using Primary Resources. Suggestions for student activities which can help teachers enhance their social studies curriculum using authentic artifacts, documents, photographs, and manuscripts from the Library of Congress Historical Collections and other sources. ![](../Images/icons/butred.gif)Utah Centennial Studies. The purpose of the Utah Centennial Studies project was to provide teachers with creative, innovative lessons on a wide variety of Utah history topics and issues. This site contains 20 lesson plans written or adapted by <NAME> and <NAME> and suitable for social studies teachers at various grade levels. ![](../Images/icons/butred.gif)Web-Linked Lesson Plans and Activities. Sponsored by McGraw-Hill School Division, the site features social studies lesson plans for online pupil activites for U.S. history, world history, and geography suitable for pupils in grades 1-6. Worksheets are included. ![](../Images/icons/butred.gif)What Do Maps Show? Step-by-step lesson plans for four geography and map reading lessons suitable for elementary and middle school levels. Includes three reproducible maps to create a map packet for each pupil. ![](../Images/icons/butred.gif)Women in World History Curriculum.Intended primarily for teachers, teenagers, and their parents, the site includes a Lesson of the Month and a Heroine of the Month. ### ![](../Images/Icons/rwbball.gif) Return to Top of Page * * * ## ![](../Images/Icons/bluedot.gif)Teaching Strategies ### ![](../Images/icons/butred.gif)CalWeb Pages (California Web Project). Project uses the resources of the Internet and World Wide Web to show the results of California students work as they create a home page containing their own original research and information. The site contains a search engine enabling you to search by: school name; county; city or community; school district; and grade level. ![](../Images/icons/butred.gif)Create Your Own Online Activities for Your Students (Filamentality) Pacific Bell Knowledge Network's Filamentality offers step-by-step procedures for creating a hotlist page, a treasure hunt, and a web-based activity page. Each page is accompanied by a description and an online example. For online help, tutorials, and guidelines for creating your own Web documents, click on Beyond the Son of Filamentality. ![](../Images/icons/butred.gif)Honor Level System Discipline by Design. Features techniques for classroom control and discipline which include "11 Techniques for Better Classroom Discipline," "Discipline Techniques that Backfire," "Four Stages of Discipline," and "Four Steps for Better Classroom Discipline." ![](../Images/icons/butred.gif)K-12 History on the Internet Resource Guide. Everything you always wanted to know about how to put students online in your social studies classroom. Includes links to Internet sites that can be used to enhance students' online educational experiences as well as to stimulate interactive class activities using e-mail. ![](../Images/icons/butred.gif)Teacher's Edition Online. Designed by teachers for teachers, this site offers lesson plans, teaching tips, and ideas for classroom management in all curriculum areas. You can also request a free e-mail newsletter. ![](../Images/icons/butred.gif)Teacher Talk. An on-line publication for preservice, secondary school teachers developed by the Center for Adolescent Studies at the School of Education, Indiana University, Bloomington. Features lesson plans and ideas for classroom management and building rapport with all types of pupils. ![](../Images/icons/butred.gif)WebQuest Page. The site highlights new and innovative ways to bring the Internet into the K-12 curriculum. Links are provided to training materials and sample web activities. ![](../Images/icons/butred.gif)General * AskERIC Lesson Plans : Social Studies ...a gopher menu of lesson plans for Social Studies * AskERIC Virtual Library ...an Internet site of selected resources for education and general interest, adding sound, video, and multimedia resources. Some of the contents include: * Lesson Plans (700+), including * The Discovery Channel/The Learning Channel Educator's Guides * CNN Newsroom Guides * Newton's Apple * Access to the ERIC Database and full-text ERIC Digests * AskERIC InfoGuides (topical guides to Internet and ERIC resources) * Goals 2000 Information and Government Resources * Archives of education-related listservs, including LM_NET, K12ADMIN, and KIDSPHERE. * Remote access to other Internet sites * Big Sky Lesson Plans ...a Gopher menu of lesson plans provided by Big Sky Telegraph in conjunction with Columbia Educational Center * Blue Web'n Application Library ...a comprehensive list of activities, lesson plans, projects, resources and references for most subjects * Classroom Compass - Science and Math ...a collection of ideas, activities, and resources for teachers interested in improving instruction in science and mathematics. * CNN Lesson Plans ...a Gopher menu of CNN lesson plans * Collaborative Lesson Archive ...a simple archive of lesson plans for grades K-12 * Core Knowledge Home Page ...lesson plans, articles, and many other resources to help teachers use the _Core Knowledge Sequence_ in the classroom and school * Creating Lesson Plans ...a links page of lesson planning procedures, guidelines, and samples provided by Honolulu Community College * The DEN ...Interactive Online Activites * The Education Connection and Public Radio ...a links page of public radio-related topics * Free Exemplary Lesson Plans ...from ERIC * Filamentality ...Pacific Bell's service for teachers to create web pages and design web- based learning activities VERY useful!! Global School Net's Internet Projects Registry ...projects gleaned form across the internet, consisting of projects from GSN and other organizations such as IEARN, IECC, NASA, GLOBE, Academy One, TIES, Tenet, TERC, as well as countless outstanding projects conducted by classroom teachers all over the world Going to a Museum? A Teacher's Guide ...a simple, unfinished page of lesson plans and resources for field trips to museums * Gryphon House Books - Learning Activities ...free activities from Gryphon House Books, connected to their useful Homepage! * Integrated Theme Units from _Instructor Magazine_ ...Innovative strategies and ideas for every subject area -- in grades K-6 -- from classroom teachers and curriculum experts * Interdisciplinary Lesson Plans - Science, Math, and Technology ...lesson plans designed by teachers to take full advantage of Internet resources and teach standard concepts in mathematics and sciences in new and exciting ways * Internet Lesson Plans ...a simple listing of lesson plans for several subjects (no references listed -- just a bunch of links...) * IT <file_sep>H O M E * * * ## German-American Teaching Resources and Units * * * ### Contest * National German-American Heritage Month Contest for High School Students (Materials and contest from the GM Bookchest) ### Teaching Resources * All About Saint Nicholas, Web page by <NAME>; contains a history, story, and poem * Brothers in the Storm: The Story of the Sudetenland (information about the video) * Deutsche Kultur in Amerika, syllabus by Dr. <NAME>, IUPUI * The Dream Spinner: A Film Saga of the Germans in Missouri\- Gottfried Duden and followers (information about the video) * Elderhostels: Teaching and Learning with Americans of German Descent, article by Eberhard and <NAME> * German-American Internet Scavenger Hunt * German-Americana, Web site by <NAME>; contains lots of references and resources * German-Canadians. A Scattering of Seeds: The Creation of Canada. Film series on the contribution of immigrants to Canada. This Internet site contains introductory matter and includes teaching units. There are three episodes relating to German-Canadians: 1. The Impossible Home: <NAME> and his German Roots \- Episode 9 2. Copyright: <NAME> (photographer; German-Jewish immigrant) \- Episode 30 3. For the Love of God: The Mennonites and <NAME> \- Episode 4 * The German Fairy Tale Road (This is a collaborative project with its focus on the fairytales of the Grimm Brothers.) * German Immigrant Culture in America, syllabus by Dr. <NAME> * German Immigrants in the USA: What became of the Revolutionaries of 1848? * German Language School Conference, the national umbrella organization for private German language schools to assist these schools providing quality education * Germantown, Pennsylvania, by Betty Randall * Germany and America in the 20th Century: A Hypertext Timeline * Goethe Institute -- Index to Distance Education Courses * Inter-nationes Materials for Schools (all levels) - in English or German. Not specifically designed for German-American studies, but many useful resources such as language maps. * Kickapoo High School German Links * 19th-Century Christmas: Aspects of the Antebellum Christmas * Teaching German Americana with Assistance from the Web, article by <NAME> and <NAME> * zur Oeveste Letters (German ed.), letters with historical context from a German-American, Indiana farmer to his relatives in Germany. ### Teaching Units * Auswanderung aus Europa - Einwanderung in die USA: A project by the Graf Zeppelin Gymnasium, Friedrichshaven and the North County High School in Baltimore; all in German * Projekthauptseite * Fortlaufend aktualisiertes Recherche-Werkzeug zum Thema "Revolution 1848/49"; all in German * Freiheit ohne Grenzen \- die Revolution 1848/49 im Dreilaendereck (Deutschland, Schweiz, Frankreich) mit Schuelerwettbewerb; ein Project des Kant Gymnasiums in Weil am Rhein; all in German * German-Americans and Their Contributions to the American Mainstream Culture: German Names and Words * "German Names in the Hoosier Mainstream Culture," by <NAME>, German student at Carmel High School, Winner of the 1997 Indiana German Heritage Society's Student Essay Competition * German Immigration and Famous German-Americans: German-American Day Teaching Unit * Teacher's Guide * Video Checklist * Extra Credit Projects * Quiz * German Immigrants: Their Contributions to the Upper Midwest The Library of Congress, American Memory Fellows Program * Learning About Our World: Germany * Unit 10. December Celebrations * Unit 16. America, Here We Come * Unit 19. Emigration and Immigration * How Well Do You Know The Amish? Activities, games and quizzes by <NAME> * Historische Epochen * History's Influence on German-American Culture, a teaching unit by <NAME> * Die Russlanddeutschen (currently in German only, English version is planned) * Schuelerergebnisse * * * ![return](/images/return.gif) Return to Max Kade/SGAS Home Page * * * Created: 17 December 1997, ARK Updated: 05 February 2002, WJP Comments: <NAME>, <EMAIL> This home page sponsored and maintained by IUPUI University Libraries. URL: http://www.ulib.iupui.edu/kade/teaching.html \| ![University Library Logo](../images/ulib.gif) IUPUI University Library \| ![IUPUI logo](../images/iupuilogo.gif) IUPUI Home Page ---\|---\|--- <file_sep>Commonwealth Environmental History Note: This course serves graduate students who wish to have environmental history meet departmental requirements as comparative history. Participation is limited to 2-3 students, all by invitation; see instructor for further information. Alternatively, students may consider European environmental history. * Introduction * Comparative Prehistories (Choose one) * <NAME> and <NAME>, eds., _The Environment in British Prehistory_ * <NAME>, _The Prehistory of New Zealand_ * <NAME>, _The Archeology of the Dreamtime_ * <NAME>, _The Peopling of Southern Africa_ * <NAME>, _The Future Eaters_ * <NAME>, _The Development of Denmark's Nature Since the Last Glacial_ * <NAME>, _New Zealand Prehistory_ * British Isles (Choose two) * <NAME>, _The Making of the English Landscape_ * <NAME>, _The History of the Countryside_ * <NAME>, _An Historical Geography of England Before A.D. 1800_ * <NAME>, ed., _A New Historical Geography of England After 1600_ * Imperial Narratives * <NAME> and <NAME>, eds., _Ecology and Empire. Environmental History of Settler Societies_ * <NAME>, _Green Imperialism_ * ______, Climate, Ecology, and Empire_ * <NAME>, _Empire of Nature_ * _____, ed., _Imperialism and the Natural World_ * <NAME>, _The Problem of Nature: Environment, Culture, and European Expansion_ * <NAME>, "The International Perspective," in _Wilderness and the American Mind_ ,3rd ed * Imperial Science (Choose one) * <NAME>, _Scientist of Empire: Sir <NAME>, Scientific Exploration, and Victorian Imperialism_ * <NAME>, _Voyage of the Beagle_ * <NAME>, _Science and Colonial Expansion_ * <NAME>, _Nature's Government: Science, Imperial Britain, and the "Improvement" of the World_ * <NAME>, _Science in the Service of Empire: Joseph Banks, the British State, and the Uses of Science in the Age of revolution_ * <NAME>, _Garadens of Empire: Botanical Institutions of the Victorian British Empire_ * India (Choose two) * <NAME> and <NAME>, _This Fissured Land. An Ecological History of India_ * <NAME>, _The Unquiet Woods. Ecological Change and Peasant Resistance in the Himalaya_ * <NAME>, ed., _History of Forestry in India_ * <NAME> al, eds., _Historic Land Use and Carbon Estimates for South and Southeast Asia 1880-1980_ * <NAME>, _The Man-Eaters of Kumaon_ * <NAME>, _Modern Forests. Statemaking and Environmental Change in Colonial Eastern India_ * Australia (Choose two) * <NAME>, _A Land Half Won_ * <NAME>, _Spoils and Spoilers_ * <NAME>, _They All Ran Wild_ * _____, _A Million Wild Acres_ * _____, _Forest and Sea. Australia's Changing Environment_ * <NAME>, _Hunters and Collectors_ * <NAME>, _The Fatal Impact: An Account of the Invasion of the South Pacific 1767-1840_ * <NAME>, _Island Continent_ * <NAME>, _The Making of the South Australian Landscape_ * <NAME>, _The Historical Geography of Modern Australia: The Restive Fringe_ * _____, _Plains of Dreams, Rivers of Destiny_ * New Zealand (Choose one, plus Crosby essay) * <NAME>, "New Zealand," in _Ecological Imperialism_ * <NAME>, _Tutira. The History of a New Zealand Sheep Farm_ * <NAME>, _Exotic Intruders_ * <NAME>, _Man Against Nature_ * <NAME>, _Steepland Forests: A Historical Perspective of Protection Forestry in New Zealand_ * Africa (Choose two) * <NAME>, _The Kruger National Park_ * <NAME> and <NAME>, _Environment and History: The Taming of Nature in the USA and South Africa_ * <NAME> and <NAME>, eds., _Conservation in Africa: People, Politics, and Practices_ * _Journal of South African Studies 15_ (2) (1989): Special Issue on the Politics of Conservation in Southern Africa * <NAME>, _At the Hand of Man_ * Canada (Choose one) * R.<NAME> and <NAME>, _Lost Initiatives: Canada's Forest Industries, Forest Policy and forest Conservation_ * <NAME>, _Timber and Trauma: 75 Years with the Federal Forest Service, 1899-1974_ * <NAME>, _The Canadian Identity_ * <NAME>, _Timber Colony: A Historical Geography of Early 19th Century New Brunswick_ * Forestry (Choose one) * <NAME>, _Cyprus_ * <NAME>, _A Brief History of Forestry_ * <NAME>, _Forestry in British India_ * <NAME>, _A History of English Forestry_ * <NAME>, _Forest Policy in New Zealand: An Historical Geography 1840-1919_ * <NAME>, _The Forests of India_ , 3 vols * <NAME>, _History of Forestry in Australia_ * Travel * <NAME>, _Arabian Sands_ * <NAME>, _In Patagonia_ * ______, _The Songlines_ * <NAME>, _Spinsters Abroad: Victorian Lady Explorers_ * <NAME>, _The Man-Eaters of Tsavo_ * <NAME>, _The Worst Journey in the World_ * <NAME>, _Flame Trees of Thika_ * * * <file_sep>## SYLLABUS: WWS 513/POP 507 Qualitative Research Methods ### Spring Term 1997 Princeton University \| \| ![](http://www.princeton.edu/~sociolog/ images/metredball.gif)Professor <NAME> ---\|---\|--- Woodrow Wilson School \| \| Office: 205A Notestein Graduate Program \| \| Hours: Weds. 2:00-4:00 <NAME>, T/Th 10:40-12:10 \| \| Phone: (609) 258-1390 ### The Syllabus ![](http://www.princeton.edu/~sociolog/ images/metredball.gif)_(click on the red ball)_ ![](http://www.princeton.edu/~sociolog/ images/metredball.gif)I. Seminar description \| ![](http://www.princeton.edu/~sociolog/ images/metredball.gif)II. Seminar requirements ---\|--- ![](http://www.princeton.edu/~sociolog/ images/metredball.gif)Week 1: Qualitative methods: Introduction \| ![](http://www.princeton.edu/~sociolog/ images/metredball.gif)Week 2: Doing qualitative research: Ethnographic fieldwork ![](http://www.princeton.edu/~sociolog/ images/metredball.gif)Week 3: Doing qualitative research: Preliminaries \| ![](http://www.princeton.edu/~sociolog/ images/metredball.gif)Week 4: Doing qualitative research: Interviews ![](http://www.princeton.edu/~sociolog/ images/metredball.gif)Week 5: Doing qualitative research: Other methods \| ![](http://www.princeton.edu/~sociolog/ images/metredball.gif)Week 6: Fieldnotes ![](http://www.princeton.edu/~sociolog/ images/metredball.gif)13 March 1997: Mid-term paper due \| ![](http://www.princeton.edu/~sociolog/ images/metredball.gif)SPRING BREAK ![](http://www.princeton.edu/~sociolog/ images/metredball.gif)Week 7: The quantification of qualitative research \| ![](http://www.princeton.edu/~sociolog/ images/metredball.gif)Week 8: Theoretical and ethical concerns ![](http://www.princeton.edu/~sociolog/ images/metredball.gif)Week 9: DQR: Gender considerations \| ![](http://www.princeton.edu/~sociolog/ images/metredball.gif)Week 10: Writing and qualitative research ![](http://www.princeton.edu/~sociolog/ images/metredball.gif)Week 11: Ethnographic experience, part 1 \| ![](http://www.princeton.edu/~sociolog/ images/metredball.gif)Week 12: Ethnographic experience, part 2 ### I. Seminar description *This seminar examines qualitative methods used in social science research, focusing primarily on participant-observation, on asking questions, on writing fieldnotes, and on the transformation of these primary field data into written ethnographic documents. Other methods considered include the quantification of ethnographic data through the use of computer programs, decision tree modeling, and time allocation studies. Seminar readings on specific research methods will contribute to the formulation of a research project to be carried out during the semester. Recent literature on the theoretical and ethical aspects of these methods will also be considered in the context of these projects. ### II. Seminar requirements 1. Participation in the discussion of class readings is an important part of the seminar. Students will be responsible for the assigned readings, for taking part in class discussions, and for presenting an oral summary of their research project. (25%) 2. An 8-10 page mid-term paper that integrates a discussion of class readings with research project preliminaries such as research question formulation, site and informant selection, methodology, interview questions, and human research impact statements is due on 13 March 1997. (20%) 3. A paper based on this research project, 20-25 pages (double-spaced, not including references, tables, etc.), will be due on 13 May 97. Topics are open but projects might focus on local constructions of ethnic or religious identity, on interpretations of recent welfare changes by particular groups, or on the life histories of particular individuals associated with an aspect of social change in the community. A meeting for discussion and approval of the research project topic should be made by the 3rd week of class and a human subjects impact statement along with a project summary and tentative interview questionnaire are due by the 4th week. (35%) 4. A research notebook should be kept during the course of the semester with bi-weekly entries about your research project, both as you are formulating it (which can include comments on the readings, seminar remarks, etc.) and as you are conducting research (as a field notebook). This would include notes taken during field interviews, transcribed interviews, data interpretations and analyses, and other relevent materials (20%) () Books are available at the University Store and on reserve, along with journal articles, at the Woodrow Wilson School library. ### III. Seminar Schedule ### Week 1: Qualitative methods: Introduction * <NAME>. "Cases, causes, conjunctures, stories, and imagery." In: _What is a Case? Exploring the Foundations of Social Inquiry_ , <NAME> and <NAME>, eds. Cambridge: Cambridge University Press, pp. 205-216, 1992. * <NAME>. "Thick description: Toward an interpretive theory of culture." In: _The Interpretation_ _of Cultures_. New York: Basic Books, pp. 3-30, 1973. * <NAME>. "On fieldwork. " _Journal of Contemporary Ethnography_ 18:123-132, 1989. * *<NAME>., and <NAME>. "What is ethnography?" In: _Ethnography: Principles in Practice_ (), 2nd ed. London: Routledge, pp. 1-22, 1995.** * <NAME>. "The evidence of experience. " _Critical Inquiry_ 17(4): 783-787, 1991. ### Week 2: Doing qualitative research: Ethnographic fieldwork * <NAME>. _The Nuer_. New York: Oxford University Press, pp. 7-15, 1940. * <NAME>. "Small N's and community case studies. " In: _What is a Case? Exploring the Foundations of Social Inquiry_ , <NAME> and <NAME>, eds. Cambridge: Cambridge University Press, pp. 139-158, 1992. * <NAME>. "The development of the `participant observation' method in sociology: Origin, myth and history. " J _ournal of the History of the Behavioral Sciences_ 19:381-386, 1983. * <NAME>. "On the evolution of Street Corner Society. " In: J _ourneys Through Ethnography_. Boulder CO: Westview Press, pp. 11-72, 1996. ### Recommended: * <NAME>. "From the door of his tent: The fieldworker and the inquisitor. " In: _Writing Culture: The Poetics and Politics of Ethnography_ , <NAME> and <NAME>, eds. Berkeley: University of California Press, pp. 77-97, 1986. ### Week 3: Doing qualitative research: Preliminaries * <NAME>. "Approaches to ethnographic research. " In: _Ethnographic Research_ , <NAME>, ed. London: Academic Press, pp. 63-85, 1984. * <NAME>., and <NAME>. "Research design. " In: _Ethnography: Principles in Practice_ , 2nd ed. London: Routledge, pp. 23-53, 1995. * <NAME>. and <NAME>. "Tools of research. " In: _Anthropological Research_ , Cambridge: Cambridge University Press, pp. 67-102, 1978. ### Week 4: Doing qualitative research: Interviews * *<NAME>, Learning How to Ask (). Cambridge: Cambridge University Press, 1986** * <NAME>., and <NAME>. "Insider accounts: listening and asking questions. " In: _Ethnography: Principles in Practice_ , 2nd ed. London: Routledge, pp. 124-156, 1995. ### Note * 27 February 1997: Research project summary, questionnaire, and human subjects statement due * 5 March 97: ORPA submission deadline ### Week 5: Doing qualitative research: Other methods * <NAME>. _Ethnographic Decision Tree Modelling_. Newbury Park: Sage Publications, pp. 1-21, 1989. * <NAME>., and <NAME>. "Consumption. " In: _Observing the Economy_ , London: Routledge, pp. 174-197, 1989. * <NAME>. "Time allocation in a Machiguenga community. " _Ethnology_ 14(3):301-310, 1975. * <NAME>. and M.T. Spanish. "Focus groups: a new tool for qualitative research. " _Qualitative Sociology_ 7(3):253-270, 1984. ### Week 6: Fieldnotes * *<NAME>. <NAME>, and <NAME>. _Writing Ethnographic Fieldnotes_ (), Chapters 2-4. Chicago: University of Chicago Press, 1995.** * <NAME>, Pretexts for ethnography: On reading fieldnotes. _Fieldnotes: The Making of Anthropology_ , <NAME>, ed. Ithaca: Cornell University Press, pp. 71-91, 1990. * <NAME>. Chinanotes: Engendering anthropology. In: _Fieldnotes: The Making of Anthropology_ , pp. 343-355, 1990. ### 13 March 1997: Mid-term paper due ### SPRING BREAK ### Week 7: The quantification of qualitative research * Emerson, R. et al. Processing fieldnotes: Coding and memoing. In: _Writing Ethnographic Fieldnotes_ , pp. 142-168, 1995. * <NAME>, and <NAME>. Quality into quantity: On the measurement potential of ethnographic fieldnotes. In: _Fieldnotes: The Making of Anthropology_ , pp. 161-186, 1990. * <NAME>., and <NAME>. How the microcomputer is changing our analytical habits. In: _New Technology in Sociology_ , <NAME>, <NAME>, and <NAME>, eds. New Brunswick: Transaction Publishers, pp. 47-55, 1989. * Weaver, Anna, and <NAME>. _Microcomputing and Qualitative Data Analysis_. Aldershot UK: Avebury, pp. 1-29, 1994. ### Week 8: Theoretical and ethical concerns * <NAME>. Ethics in relation to informants, the profession and governments. In: _Ethnographic Research_ , pp. 133-153, 1984. * <NAME>. "Ethnographic representation, statistics and modern power. " _Social Research_ 61(1):55-88, 1994. * <NAME>. Culture to culture: ethnography and cultural studies as critical intervention. In: _Yearning: race, gender, and cultural politics_. Boston: South End Press, pp. 123-133, 1990. * <NAME>. "You still takin' notes?" Fieldwork and problems of informed consent. _Social Problems_ 27:284-297, 1980. ### Week 9: DQR: Gender considerations * <NAME>. Gendered participation: Masculinity and fieldwork in a south London adolescent community. In: _Gendered Fields: Women, Men, and Ethnography_ , D. Bell et al., eds. London: Routledge, pp. 215-233, 1993. * <NAME>. When gender is not enough: Women interviewing women. _Gender and Society_ 1:172-207, 1987. * <NAME>. Can there be a feminist ethnography? In: _Women's Words_ , <NAME> and <NAME>, eds. New York: Routledge, 1991. ### Week 10: Writing and qualitative research * <NAME>. Difference, distance, and irony. In: _The Ethnographic Imagination: Textual Construction of Reality_. New York: Routledge, pp. 157-174, 1990. * *<NAME>. _Writing for the Social Sciences_ (). Chicago: University of Chicago Press, 1986.** * <NAME>. Introduction. In: _Writing Culture: The Poetics and Politics of Ethnography_. Berkeley: University of California Press, pp. 1-26, 1986. ### Recommended: * <NAME>. et al. Writing an ethnography. In: _Writing Ethnographic Fieldnotes_ , pp. 169-210. ### Week 11: Ethnographic experience, part 1 * *<NAME>. _In Search of Respect: Selling Crack in El Barrio_. () Cambridge: Cambridge University Press, 1995.** ### Week 12: Ethnographic experience, part 2 * *<NAME>. _Call to Home: African Americans Reclaim the Rural South_. () New York: Basic Books, 1996. ### Back to the Sociology Department! ![](http://www.princeton.edu/~sociolog/ images/metredball.gif)webdesign <file_sep> --- \| \| \| Spring 2002 PSY 1303: Introduction to Psychology --- 10:00 \-- 11:15 am, Tue/Thurs \| Section 20710, Room N-611 Office hours: Open -- please drop by \| Office 1009-S Professor: Dr. Vaden-Goad \| Phone 713-221-8958 (Please leave clear messages) Fax: 713-221-8144 \| email: _V_ _<EMAIL> _ webpage: _ uhddx01.dt.uh.edu/~vaden/homepage.htm_ \| _Date/Time last edited: 01/11/02 05:21 PM_ Prerequisite \| Enrollment in or completion of ENG 1301 ---\|--- Co-Enrollment \| All students in this class must be enrolled also in English 1301, 21804, 1:00-2:15 pm, Dr. <NAME> (N412) Course \| A survey of the essential subject areas, major theories and approaches to the scientific study of behavior and mental processes. Texts \| <NAME>., & <NAME>. (2000). _Psychology_ (6th ed.). Upper Saddle River, NJ: Prentice-Hall, Inc.. <NAME>., & <NAME>. (2000). _Psychology in context: Voices and perspectives_ (2nd ed.). Boston, MA: Houghton Mifflin. E-Group \| \| Subscribe to intropsyc --- enter email address \| Powered by groups.yahoo.com/group/intropsyc Exams \| There will be six short exams, spaced evenly throughout the course. Each exam will be scheduled immediately following the completion of the set of topics scheduled to be covered on the exam (so plan well and get your reading done as the semester proceeds). You may drop the lowest of these short exams, but you must take each exam. If you miss an exam, you will make up that exam during the final exam class period. During the final exam period, you may re-take any of the exams that you would like and substitute the later test grade. If you are happy with your grades you have going into the final period, you do not need to take more exams (motivation!!). There are three important points highlighted in this course that our style of exam-taking reflect: (1) that you learn how to think about psychology by reading and discussing well-written material; (2) that you learn how to access information about psychology from good, college-level sources, and (3) that _you_ master the material. The UHD _Academic Honesty Policy_ will be enforced (PS 03.A.19). ADA \| UHD adheres to all applicable federal, state, and local laws, regulations, and guidelines with respect to providing reasonable accommodations for students with disabilities. Students with disabilities should register with Disabled Student Services (713-221-8430; 409-S) and contact me in a timely manner to arrange for appropriate accommodations Research \| You will also have the chance to participate in various research projects. Each time you participate, you will receive extra points to add to your exam grades. Particular events in the community can count towards extra points also (maybe there is an important lecture or film in town, etc.). I will let you know! Journal \| You are to keep a journal during the semester -- making one entry per week. I will let you know when the journals are due. Six journal entries will be graded during the semester, and one entry will be dropped. An entry is defined as one article plus a written description of its relevance to the course and readings. Click here for a complete description. 15 % of course. Textbook Website \| www.prenhall.com/wade (then, click on our textbook) Hints \| Here is my philosophy on exams and grading at the college level: I expect you to make a decision _early_ in the semester regarding what grade you would like to make in this course. Then, you need to do what is necessary to achieve it. You may need to go to the reading lab, for example. You may need to meet with me often, or meet with the Supplemental Instruction Leader. Early in the semester, begin to access what you need. Courses like this are more difficult than they seem because there are numerous new words and concepts. In order to learn and succeed, you will have to (1) take good notes in class, (2) take notes AS you read each chapter in the book, and (3) use the other university services that you need (reading lab, writing lab). Also, arrange to study with a "study buddy"\-- someone from the class who wants to make the same sort of grade you want to make (matching by motivation is a good idea). You also should (1) buy a _study calendar_ , (2) schedule your reading (being realistic), and (3) stick to your plan. Let me know if you are not doing as well as you would like to do, and I will help you devise a plan to do better. Do not let the semester "get away" from you! This semester, we have a supplemental instruction leader, <NAME>. She will meet with you after class, and help you learn more about the course at deeper levels. We are hoping that will make a difference! If you make a D or an F on any exam , please make an appointment with me so you can make a _more workable plan_ for doing better. I enjoy helping you. Please come by... Attendance \| Due to the fact that students' grades are much higher if they attend class, I will regularly take attendance. You will be given a score that is based on 100 points minus 3 points for each class missed (there are 28 classes). This score will be 5% of your final grade and is intended to give your grade a little "boost" (and it often has in the past!). This system does not require you to come, but it does help you if you choose to come more often. Office Visit \| During the first 3 weeks of class, please drop by my office for a "get acquainted visit." I would like to find out what your interests and plans are. This visit will count as 3 extra credit bonus points on your first exam! Bring your "About Me" form and we will discuss it. Supplemental Instruction Leader \| <NAME>![](images/mailbox_bird.gif) Grades \| 80% exam average 15% journal entries (6 entries - 1 = 5) 5% attendance (100 - 3 points for each class missed = grade) 90-100 \| A \| Study Skills Guides (click here) Taken from St. John's University, MN 80-89 \| B 70-79 \| C 60-69 \| D <60 = F Course Goals \| 1\. Develop an understanding for what the field of psychology represents. 2\. Learn a new vocabulary associated with psychology--become "literate" in psychology by reading well-written college-level material. 3\. Realize that the psychologists you read will have developed particular perspectives on human thinking and behavior, and those perspectives are based on research. 4\. Begin developing your _own perspective_ with regards to how individuals and other organisms come to think and behave. Shifts in your perspectives should come from your readings and class discussions. 5\. Learn to "read-with-questions" \-- to read critically and question beneath the level of the "text." 6\. Set goals that are reasonable, and meet them (all of us!). 7\. Find something special and personally meaningful in the course this semester. 8\. Enjoy the "highs" of learning, and be glad that the semester ends! (lots of hard work...need a rest). Topic Syllabus Chapter # \| Topic Title \| Readings/Topics** ---\|---\|--- 1 \| Introduction to Psychology \| W: 1-31 S: 192-197 (New Hope for Binge Eaters) 2 \| How Psychologists Do Research \| W: 33-63 S: 55-58 (Always Running: Gang Days in LA) Test 1 \| Study Chapter Topics 1, 2 and all notes/readings \| Multiple Choice and Short Essay 4 \| Neurons, Hormones, and the Brain \| W:99-137 S: 3-6 (Carnal Acts: Living With Multiple Sclerosis) Other Media: Brain Videos 5 \| Body Rhythms and Mental States (sleep and dreams lecture) \| W: 139-177 S: 50-54 (Asleep in the Fast Lane) S: 64-67 (Practical Clinical Hypnosis) 6 \| Sensation and Perception \| W: 179-223 S: 40-44 (To See or Not to See) S: 35-39 (Deafness: An Autobiography) S: 44-48 (A Natural History of the Senses) S: 30-34 ( Moving Violations) Test 2 \| Study Chapter Topics 4, 5, 6 and all notes/readings \| Multiple Choice and Short Essay 7 \| Learning and Conditioning \| W: 225-262 S: 74-77 (Positive Reinforcement in Animal Training) S: 78-82 (Voices from the Future: Our Children Tell Us About Violence in America) S: 83-86 (Ganas: Using Teamwork and Goal-Setting in the Classroom) 8 \| Behavior in Social and Cultural Context \| W: 263-304 S: 284-289 (C.P Ellis) S: 290-296 (Influence) S: 297-300 (Black Men and Public Space) S: 311-313 (Random Acts of Kindness) Test 3 \| Study Chapter Topics 7, 8 and all notes/readings \| Multiple Choice and Short Essay 9 \| Thinking and Intelligence \| W:305-346 S: 171-174 (The Spatial Child) S: 175-180 (Assessment of Children) S: 162-165 (Talented Teenagers) 10 \| Memory \| W: 347-390 S: 88-93 (Witness for the Defense: A Mole and a Stutter -- Tyrone Briggs) S: 94-99 (Witness for the Defense: The All-American Boy -- Ted Bundy) 11 \| Emotion \| W: 391-420 S: 188-191 (Dying to Be Bigger) 12 \| Motivation \| W: 421-456 S: 183-187 (Still Me) S: 188-191 (Dying to Be Bigger) Test 4 \| Study Chapter Topics 9, 10, 11, 12 and all notes/readings \| Multiple Choice and Short Essay 13 \| Theories of Personality \| W: 457-496 14 \| Development Over the Life Span \| W: 497-544 S: 143-146 (Shame) S: 147-150 (Shaping Up Absurd) Test 5 \| Study Chapter Topics 13, 14 and all notes/readings \| Multiple Choice and Short Essay 15 \| Health, Stress, and Coping \| W: 545-574 S: 263-266 (From Vietnam to Hell) S: 273-276 (Positive Illusions) 16 \| Psychological Disorders \| W: 575-616 S: 221-226 (The Accident That Didn't Happen) S: 227-231 (I Have Dissociative Identity Disorder) S: 235-242 (I Feel Cheated by Having This Illness) 17 \| Approaches to Treatment and Therapy \| W: 617-649 S: 249-254 (Group Therapy with Persons with Schizophrenia) Test 6 \| Study Chapter Topics 15, 16, 17 and all notes/readings \| Multiple Choice and Short Essay Final Exam (or, Substitution Re-Takes) \| Thursday, May 2, 10:00 am--12:30 pm \| You may re-take any/all of the earlier exams that you like and substitute the better grade. If you are happy with your grade, you are not obligated to do more. <file_sep># A HISTORY OF WORLD CIVILIZATIONS (HIST 101) SYLLABUS Winter Quarter, 2002 Section 02 10:00-10:50 MWThF Teacher: <NAME> ### A. OFFICE HOURS \| Monday \| Tuesday \| Wednesday \| Thursday \| Friday ---\|---\|---\|---\|---\|--- 8:00 \| \| \| \| \| 9:00 \| \| \| \| Chapel \| 10:00 \| Office \| \| Office \| Office \| Office 11:00 \| Office \| \| Office \| Office \| Office 12:00 \| \| \| \| \| 1:00 \| Office \| \| Office \| Office \| 2:00 \| \| \| \| \| 3:00 \| \| \| \| Meetings \| 4:00 \| \| \| \| Meeting \| 5:00 \| \| \| \| \| Office Address: Irwin Hall 209B Telephone: 6302 [On Campus]; (707) 942-1518 [Off Campus] E-mail Address: <EMAIL> ### B. COURSE OBJECTIVES 1\. To acquaint students with the main developments in the major civilizations of the world from their beginnings to the fifteenth century. (Readings from political, philosophical and religious writing will supplement the textbook and provide practical examples of how some people have dealt with the perennial problems facing humankind.) 2\. To draw attention to the main characteristics of the major world civilizations--in areas of culture such as art, philosophy, religion, and government--and the factors which contributed to their uniqueness. 3\. To address some of the perennial questions humankind has asked and analyze the implications of the answers to these questions. 4\. To acquaint students with the way historians work, the importance of the methodologies used, how these methodologies are similar and different to other disciplines in the social sciences, and ways in which the telling or writing of history is affected by the approaches and methods historians use. 5\. To develop the following skills: * a. The ability to gather information efficiently and critically; * b. The ability to think critically about what is heard or read; * c. The ability to form judgments which are consistent with the evidence; * d. The ability to communicate those judgments clearly and cogently in spoken and written form. ### C. METHODS 1\. Lectures and/or discussions, normally four times a week. 2\. Reading and note-making by the student: Lectures are a guide to, rather than an exhaustive analysis of, a topic. Wide and intelligent reading is necessary if the student is to be well-informed. 3\. Tests and Quizzes: These will give students an opportunity to see how well they are meeting the course objectives. 4\. Essays: These will allow the student to analyze and discuss specific topics or questions in a more detailed manner. 5\. Final examination: A final demonstration of the student's progress. ### D. REQUIREMENTS 1\. Reading: You should aim to spend at least six hours each week reading and making notes. Some of this time should be spent reading the books mentioned in the next section. 2\. Tests: lasting one hour on October 23 and November 17 (worth 20% of the grade). 3\. Quizzes, usually given on a Friday (worth 10% of the grade). The quizzes will be taken in groups .Rules: the members of the groups should remain the same for the whole quarter; the group may discuss the answers to the quiz question and come to a consensus but each individual is responsible for his or her own answers; students who 'coast' -- i.e. do no prepare for the quiz and rely on the other members of the group -- will have the score for the particular quiz discounted. 4\. Primary Source Reading: Seven times during the quarter 'problems' in history based on primary texts--mainly from the books _Sources of World History_ , Volume 1 and _Discovering the Global Past_ , Volume 1--will be discussed in class. Essays will be set based on the class discussion and the reading. (Worth 30% of the grade.) 5\. Final Examination: Monday, December 10, 9:45-11:45 REQUIRED READING <NAME> et al., _The Heritage of World Civilizations_ , 5th edition, Macmillan. Cited below as 'Craig' <NAME>, _Sources of World History_ , 2d edition, Volume 1, West. Cited below as 'Kishlansky' <NAME> et al., _Discovering the Global Past_ , Volume 1, Houghton Mifflin. Cited below as 'Wiesner' ### F. GRADING Students may choose to have their grade calculated in either of the following ways: 1. --- Best Three Essays \| 30% Best Two Quizzes \| 10% Best Test \| 20% Final Examination \| 40% 2\. Solely on the basis of the final examination (provided all course work is completed). Students should note that essays may not be handed in late nor the test or examination taken at an alternative time without a valid excuse; no form of cheating will be excused either. The penalty for lateness is a 25% reduction of the grade given; cheating will result in an 'F' for the particular assignment (and, possibly, the whole course). \| A \| 91-100 \| B- \| 70-75 \| D+ \| 50-55 ---\|---\|---\|---\|---\|---\|--- \| A- \| 85-91 \| C+ \| 65-70 \| D \| 45-50 \| B+ \| 80-85 \| C \| 60-65 \| D- \| 40-45 \| B \| 75-80 \| C- \| 55-60 \| F \| Under 40 ### G. CLASS SCHEDULE ### Section A: INTRODUCTION 7 January Introduction to the Course: Why Study History? 9 What is 'World Civilization'? _Craig, pp.1-4 & 32-35; 684-687_; 10 Essay Writing for the Social Sciences _Kishlansky, pp.xiii-xx _ ### Section B: THE BEGINNINGS OF CIVILIZATION 11 The Civilizations of the Ancient Near East _Craig, pp.4-14 & Kishlansky, pp.2-18 _ 14 The Civilizations of India and China _Craig, pp.15-27 _ 16 Reassessing 'Civilization': Africa and America _Craig, pp.27-30, 172-178 _ 17 Discussion--The Role of Law in a Civilization: Hammurabi and Moses 18 How To (The Methodology of History and the Social Sciences) ### Section C: THE MAJOR PHILOSOPHIES OF THE ANCIENT WORLD 23 Chinese Philosophy _Craig, pp.36-45_ 24 Indian Philosophy _Craig, pp.45-51, 132-133, 276-277_ 25 The Hebrews, the Israelites, the Jews: Monotheism _Craig, pp.51-56, 66-67 _ 28 Greek Philosophy _Craig, pp.56-64 _ 30 Discussion--Explaining Suffering and Evil: The Upanishads, the Buddha, Job, and Zoroaster ### Section D: THE PERIOD OF EMPIRES IN THE ANCIENT WORLD 31 The Origins of Greek Civilization _Craig, pp. 72-78 _ 1 Feb. Greece: The Helladic and Hellenistic Periods _Craig, pp. 78-109 _ 4 From Roman Republic to Roman Empire _Craig, pp. 134-152 _ 6 TEST 7 Rome: Empire, Christianity, Decline _Craig, pp. 152-171 _ 11 Discussion--The 'Rise' of Christianity: <NAME>, 'Heretics', Constantine, Augustine, Benedict of Nursia, and the Scandinavians 13 The Persian Empire: Iran, India and 'Inner Asia' _Craig, Chapter 4 _ 14 The Diversity of African Civilization _Craig, pp. 176-197 _ 15 China: Empire and Dynasties _Craig, Chapter 7 _ 18 Discussion--What is Good Government? Aesop, Aristotle, Sun-tzu, Ssu-ma Ch'ien, and Asoka ### Section E: THE INTERACTION OF THE WORLD'S CIVILIZATIONS 20 China: Imperial Culture and the Mongol Empire _Craig, Chapter 8 _ 21 Discussion--The Role of Women in Society: Plato, Irene of Byzantium, Lady Murasaki, and Catherine of Siena 22 Japan: Feudalism, Buddhism and the 'Middle Ages' _Craig, Chapter 9 _ 25 The Impact of Islam: 'Iran' and India in the Pre-Islamic Age _Craig, Chapter 10_ 27 The Impact of Islam: The Creation of an Islamic Empire _Craig, pp. 294-307_ 28 The Birth of 'Europe': Invasion, Feudalism, and Settlement _Craig, Chapter 12_ 1 Mar. Discussion--Characteristics of a Good Ruler: Augustus, Charlemagne, <NAME>, and Timur-i-Lang 4 TEST 6 The Culture of Islamic Civilization _Craig, pp. 307-313, Chapter 14, pp. 878-879 _ 7 The 'Middle Ages' in Europe: The Problem with Definitions 8 The High Middle Ages in Europe: Culture _Craig, Chapter 13_ ; _Wiesner, Chapters 11 & 14 _ 11 Discussion--Travel, Discovery, and Culture: Fa-hsien, Ibn Battuta, and <NAME> 13 Sub-Saharan Africa up to European Contact _Craig, Chapter 18 _ 14 Mesoamerica and 'South' America Just Before the Europeans, _Craig, Chapter 15_ ; _Wiesner, Chapter 8 _ 15 The Story So Far: A Comparative Perspective Review Session * * * Back to: Index of Links for HIST 101 Page <file_sep>![next](/usr/share/latex2html/icons.gif/next_motif.gif) ![up](/usr/share/latex2html/icons.gif/up_motif_gr.gif) ![previous](/usr/share/latex2html/icons.gif/previous_motif_gr.gif) Next: About this document ... # Math 150 - Discrete Mathematics Spring 2001 MWF 8:00 - 8:50 MC 414 Instructor: Dr. <NAME> Office: MC 521 Office Hours: MTWF 10:00-10:50, or by appointment Phone: (608) 796-3659 (Office); 787-5464 (Home) e-mail: <EMAIL> WWW: http://www.viterbo.edu/personalpages/faculty/MLukic Course Description (from the catalog) A course surveying topics utilized in computer science. Topics include problem-solving, logic, computer arithmetic, Boolean algebra and linear mathematics. Required of Math teaching majors. Prerequisites: acceptable score on placement exam, a grade of C or higher in one year of high school algebra, or a grade of C or higher in 001. Recommended for general education requirements-B.S. degree. Offered as needed. Text <NAME>, <NAME>, <NAME>, <NAME>, _Discrete Mathematics_ , Third Edition, Addison-Wesley, 1997. Core (General Education) Skill Objectives: 1. Thinking Skills: (a) Students will use reasoned standards in solving problems and presenting arguments. 2. Communication Skills: Students will ... (a) ...read with comprehension and the ability to analyze and evaluate. (b) ...listen with an open mind and respond with respect. (c) ...access information and communicate using current technology. 3. Life Value Skills: (a) Students will analyze, evaluate and respond to ethical issues from an informed personal value system. 4. Cultural Skills: Students will ... (a) ...understand culture as an evolving set of world views with diverse historical roots that provides a framework for guiding, expressing, and interpreting human behavior. (b) ...demonstrate knowledge of the signs and symbols of another culture. (c) ...participate in activity that broadens their customary way of thinking. 5. Aesthetic Skills: (a) Students will develop an aesthetic sensitivity. Specific Course Goals: Those happen to coincide with some of the NCTM (National Council of Teachers of Mathematics) ``standards'' for mathematics education. We have: The students shall ... 1. ...develop an appreciation of mathematics, its history and its applications. 2. ...become confident in their own ability to do mathematics. 3. ...become mathematical problem solvers. 4. ...learn to communicate mathematical content. 5. ...learn to reason mathematically. General Education Course Objectives: 1. Thinking Skills: Students will ... (a) ...develop algorithmic skills; (b) ...learn combinatorial techniques and solving combinatorial problems; (c) ...explore sets, relations, and functions; (d) ...study some basic concepts of Graph Theory. For example, consider the most efficient way for a mailman to deliver the mail in a certain part of a city. (e) ...study _matching problems_. For example, assigning bus operators to routes, or a basketball coach must assign a player to guard each player on the opposing team in such a way as to minimize the opponent's total score. (f) ...study _network flows_ problems. For example, a long-distance telephone company must move messages from one city to another. The number of of telephone calls that the company can handle at a given time is limited by the capacity of its cable and its switching equipment. (g) ...learn basic counting principles, Binomial Theorem, and Pascal's Triangle. (h) ...apply those basic combinatorial concepts in solving some probability problems. (i) ...study recurrence relations, difference equations, and generating functions. (j) ...learn some fundamentals of mathematical logic and learn to recognize valid and invalid reasoning. 2. Communication Skills: Students will ... (a) ...collect a portfolio during the course and write a reflection paper. (b) ...turn in written solutions to occasional problems. (e) ...learn to use the Internet resources and present the findings in class. 3. Life Value Skills: Students will ... (a) ...develop an appreciation for the intellectual honesty of deductive reasoning. (b) ...listen with an open mind and respond with respect. (c) ...understand the need to do one's own work, to honestly challenge oneself to master the material. 4. Cultural Skills: Students will explore the importance and the historical development of the topics covered in the course. 5. Aesthetic Skills: Students will ... (a) ...develop an appreciation for the austere intellectual beauty of deductive reasoning. (b) ...develop an appreciation for mathematical elegance. Content: This course is aimed at the students who major/minor in Mathematics Education. Course Philosophy and Procedure Two key components of a success in the course are regular attendance and a fair amount of constant, every-day study. You should try to make sure that your total study time per week at least triples the time spent in class. Grading will be based on three in-class exams (![$ 100$](img1.gif) points each), a cumulative final exam (![$ 200$](img2.gif) points), class participation, take-home problems, projects, group practice exams and portfolios. My grading scale is A=90%, AB=87%, B=80%, BC=77%, C=70%, CD=67%, D=60%. Americans with Disability Act: If you are a person with a disability and require any auxiliary aids, services or other accommodations for this class, please see me and <NAME> in Murphy Center Room 320 (796-3085) within ten days to discuss your accommodation needs. This syllabus is tentative and may be adjusted during the semester. * * * * About this document ... * * * ![next](/usr/share/latex2html/icons.gif/next_motif.gif) ![up](/usr/share/latex2html/icons.gif/up_motif_gr.gif) ![previous](/usr/share/latex2html/icons.gif/previous_motif_gr.gif) Next: About this document ... __ _2001-01-11_ <file_sep>![Crossroads logo](http://crossroads.georgetown.edu/logo_sm.gif) \| \| ![Curriculum](http://crossroads.georgetown.edu/cur_sm.gif) ![Technology & Learning](http://crossroads.georgetown.edu/tech_sm.gif) ![Reference & Research](http://crossroads.georgetown.edu/ref_sm.gif) ![horizontal red rule](http://crossroads.georgetown.edu/redrule.gif) ![Communities](http://crossroads.georgetown.edu/com.gif) Interroads Discussion List ---\|---\|--- A Question about Methodology Essay by <NAME>, American University of Bulgaria Interroads Table of Contents 3\. This thread contains an essay by <NAME> Invited Responses from: Blair Budianta Mintz Stowe List Responses from: Carner Finlay Stowe Zwick Linke Lauter Horwitz Lauter (2) Kaenel Counterresponse from<NAME> Postscripts from: Lauter Horwitz Stowe Morreale Addenda: Syllabus, The Americas: Identity, Culture and Power ( Mintz ) Syllabus, Introduction to American Studies (Lauter) \| The American University in Bulgaria (AUBG) was founded five years ago to bring an American style liberal arts education to central and south eastern Europe and the countries emerging from the breakup of the Soviet Union. It currently enrolls nearly 600 students from over a dozen countries and offers majors in Business Administration, Economics, Political Science, Journalism and Mass Communication, Computer Science, English, History, and South East European studies. <NAME> received his PhD in American and Soviet history from Georgetown University in 1993 and began teaching at AUBG in the fall of 1994\. His first book, on the Communist party in the state of Maryland, is forthcoming from the University of Illinois press and he is currently working on the history of Comintern organizing in the maritime industries. He is also the chair of the American Studies committee which was created to design and (pending University approval) implement an American Studies major for AUBG. A Question about Methodology In the course of creating an American Studies program my committee and I considered such questions as the credit hours needed for a new venture, the cost of library materials, available faculty, and compatibility of American Studies with AUBG's primary mission. Most of these questions had relatively easy answers, one question which did not was the need to articulate a guiding methodology for the new major. Early discussions of the subject were not encouraging and at one point the committee even came close to convincing itself that crafting an interdisciplinary major was impossible. Once past this impasse, however, the committee decided on the following solution to the problem which appears below incorporated into the description of the introductory class. AMS 234 Introduction to American Studies - Introduces the student to the interdisciplinary study of the United States by exploring a single theme, or era, in American history from a wide range of perspectives. The introductory course will be structured as a series of mini-courses, each taught by a separate faculty with independent tests and assignments. The introductory course takes its shape from the methodology to be applied to American studies at AUBG. Rather than borrowing specialized methodologies from the social sciences or literary criticism, as is common practice in the United States, American Studies at AUBG will focus on comparison of form and pattern. All methods of study - history, literature, rhetoric, economics - seek to find patterns in human behavior and culture to render the subject understandable. Each mini-course will use the specific techniques and methodology of its particular discipline to reveal part of the pattern of American life; the students, with the assistance of the instructors will look at the ways each separate pattern overlaps, complements, or extends the other discrete patterns. By comparing the patterns that each perspective reveals the students will gain a much broader perspective and understanding of America than is possible by studying a single subject area. The proposed methodology may appear somewhat old fashioned but this is, in part, deliberate. The primary purpose of American Studies at AUBG will be to enhance our students' understanding of American culture and society and to serve as second or "double major." Given this mission and our resource base we decided to structure the major around history, literature and language study, in keeping with the structure of American Studies in the 1950s. Considering the current questions surrounding the nature of American studies in the United States some of us here wonder if the discipline as a whole might not profit by a return to its roots. The committee and I would be very interested in any comments or advice that the subscribers to Interroads would be willing to offer. Below are two examples of how the introductory course could be structured. America and the Civil War Section One - History of the Civil war, exploration of the main causes, events and consequences of the war. <NAME> Section Two - The Civil War and American literature, a discussion of the shift of American literature away from its European influences into the modern era, with attention to such writers as <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, and <NAME>. <NAME> Section Three - <NAME> and American Rhetoric, examines the ways Americans communicate with each other and how the war profoundly shifted those techniques. <NAME> Section Four - Business development and the War, consideration of how American business entered the take-off stage of economic development shortly after the end of the war and reflects on 19th century business ethics as an extension of combat. <NAME> Religion and Its Impact on American Life Section One - A brief survey of the religious foundations of American society and the history of the diverse religions which exist in America. Vernon Pedersen Section Two - The Effect of Faith on American Literature. Section considers the writings of <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, and others. Jonathan Fairbanks Section Three - Religion as Business, discussion of the laws concerning religious establishments and the use of religion to generate profits. Kate Wilkinson Section Four - Biblical influences in 19th and 20th century American rhetoric and political discourse. Included will be Sumner, <NAME>, <NAME>, <NAME>, <NAME>, <NAME> and the discursive practice known as "signifying." <NAME> <NAME> American University of Bulgaria Email: <EMAIL> \| ---\|---\|--- * * * Communities \| Curriculum \| Technology & Learning \| Reference & Research Crossroads home page \| About Crossroads \| What's New \| Visitors' Book This section last updated September 1997. Please send comments to Crossroads Webstaff. <file_sep>![](rutgers.gif) Camden College of Arts & Sciences Department of Philosophy and Religion # Spring 2001 History of Philosophy II (Modern) 730:302 Instructor: <NAME> Office: \| 461 Armitage Hall ---\|--- Office Hours: \| F 9:00 - 10:00, MWF 12:15 - 1:15, and by appointment Phone: \| 856-225-6233 Fax: \| 856-225-6544 Email: \| <EMAIL> Secretarial Office \| 445 Armitage 856-225-6136 M-F 8:30 - 4:30 Mailing Address \| Department of Philosophy and Religion \| Rutgers University \| 311 N. 5th St. \| Camden, N.J., 08102 Contents of this page: * Texts * Grades * Tentative Reading Schedule * Homework Assignments TEXTS: No textbooks need to be bought for this course. All of our readings are available on the web (or from me). I) <NAME>, _Meditations on First Philosophy_ http://philos.wright.edu/DesCartes/Meditations.html http://www.utm.edu/research/iep/text/descart/des-med.htm Descartes, _Meditations on First Philosophy_. Hackett Publishing Co., 1998. II) <NAME>, _An Enquiry Concerning Human Understanding_ http://www.utm.edu/research/hume/wri/1enq/1enq.htm http://eserver.org/18th/hume-enquiry.html http://coombs.anu.edu.au/Depts/RSSS/Philosophy/Texts/Enquiry1-5.html Hume, _An Enquiry Concerning Human Understanding_. Hackett Publishing Co.,1993. III) <NAME>, _Prolegomena to Any Future Metaphysics_ http://www.utm.edu/research/iep/text/kant/prolegom/prolegom.htm http://eserver.org/philosophy/kant-prolegomena.txt Kant, _Prolegomena to Any Future Metaphysics._ Hackett Publishing Co., 1977 _._ IV) <NAME>, _Introduction to the Philosophy of History_ http://home.mira.net/~andy/history0.htmhttp://www.ets.uidaho.edu/mickelsen/texts/Hegel%20-%20Philosophy%20of%20History.htm Hegel, _Introduction to the Philosophy of History_. Hackett Publishing Co., 1988. V) <NAME>, _The Gay Science_ http://www.cwu.edu/~millerj/nietzsche/gayscience.html VI) <NAME>, "Existentialism as a Humanism" http://www.marxists.org/reference/archive/sartre/works/exist/sartre.htm VII) <NAME>, _On Liberty_ http://www.fordham.edu/halsall/mod/jsmill-lib.html VII Russell, _The Problems of Philosophy_ http://www.voyageronline.net/~daniel/bertrand.htm RECOMMENDED TEXTS (Not Required):: <NAME>, _A New History of Philosophy. Volume Two: From Descartes to_ _ Searle. _ Harcourt College Publishers, 2000. <NAME>, _The Big Questions_. _A Short Introduction to Philosophy_. Harcourt, Brace, Javonovich (HBJ). <NAME> and <NAME> (eds.), _Philosophical Classics: From Plato to_ _ Derrida_. Prentice Hall. GRADES : (See NOTES below.) Midterm \| 25% ---\|--- Final Exam \| 30% Oral Presentation \| 10% Term Paper \| 20% Homework \| 10% Attendance & Participation \| 5% Tentative Reading Schedule Read the assigned material BEFORE class. Be prepared, for each reading, to answer these questions: 1) What is the author's central thesis? 2) What argument is (and /or could be) given for this thesis? 3) How can the argument or the thesis be criticized? 4) What is your own position on the issue and what reasons do you have for it ? 5) What else, if anything, is of interest in the reading? (Come to class with questions as well as answers.) Please note that we will proceed at our own pace, and that modification in the schedule may be made as we go. Jan 17 Introduction Jan 19 Introduction Jan 22 Descartes, _Meditations_ Jan 24 Descartes, _Meditations_ (cont'd) Jan 26 _Meditations_ Jan 29 _Meditations_ Jan 31 _Meditations_ Feb 2 Hume, _Enquiry Concerning Human Understanding_ Feb 5 Hume, _Enquiry_ (cont'd) Feb 7 Hume, _Enquiry_ Feb 9 _Enquiry_ Feb 12 _Enquiry_ Feb 14 Kant, _Prolegomena to Any Future Metaphysics_ Feb 16 Kant, _Prolegomena to Any Future Metaphysics_ (cont'd) Feb 19 Kant, _Prolegomena_ Feb 21 Kant, _Groundwork of the Metaphysics of Morals_ (excerpts) Feb 23 Hegel, _Introduction to the Philosophy of History_ Feb 26 Hegel, _Introduction_ Feb 28 Hegel, _Introduction_ Mar 2 Nietzsche, _The Gay Science_ Mar 5 Nietzsche, _The Gay Science_ Mar 7 Review Mar 9 Midterm Exam Mar 12 - Mar 16 Spring Recess. (No classes.) Mar 19 Nietzsche LAST DAY TO DROP A COURSE (without petitioning SSC) Mar 21 Mill, _Utilitarianism_ Mar 23 Oral Presentations Mar 26 Mill, _Utilitarianism_ Mar 28 Mill, _On Liberty_. Mar 30 Oral Presentations April 2 Mill, _On Liberty_ April 4 Sartre, _Existentialism as a Humanism_ April 6 Oral Presentations April 9 Sartre, _Existentialism_ April 11 Sartre, _Existentialism_ April 13 Oral Presentations April 16 Russell, "Why I am not a Christian" April 18 Russell, _Problems of Philosophy_ April 20 Oral Presentations April 23 Russell, _Problems of Philosophy_ April 25 Russell, _Problems_ April 27 Oral Presentations April 30 Review Final Exam: Friday, May 4, from 9:00 A.M - 12:00 P.M, in our regular classroom. Notes on Grades Midterm and Final Exam. These will be closed-note and closed-book exams. The final will be cumulative. The exams will be partly essay-style, with questions based on our readings, class discussions, and the oral presentations. Oral Presentation Sign up by January 31 for a date on which to give your oral presentation. (See the Reading Schedule for available dates.) Note that your paper is due one week before your oral presentation and that an outline or draft of the paper is due two weeks before your oral presentation. Your presentation should last approximately 10 minutes and should consist of a presentation of the issue, the central thesis, and the main arguments that are found in your Term Paper. Use notes, or your paper itself, if you wish, but DO NOT READ your presentation. You will be graded on style and content. (Do not mumble. Make eye contact. Use handouts or other visual aids. Present good reasons for your view. Be clear and consistent. Anticipate and address plausible objections.) Expect one of the following grades: 95 Truly Outstanding Presentation 85 Fairly Good Presentation 75 There is a noticeable problem in style or content. 65 There is more than one problem in style or content. 0 No presentation Term Paper The term paper is due one week before your oral presentation is to be given. An outline or draft of the paper _must_ be submitted one week before your paper is due. This outline or draft must also be approved by me. The paper should be approximately eight (plus or minus two), double-spaced pages with reasonable margins and font size. Essential to the paper is a statement of your own view of the issue raised and your reasons for it, as well as a defense of your thesis against some good objection. . I suggest the following procedure: a) Select a short article or book excerpt; b) Describe and evaluate the central theses and arguments of the author; c) State your own view and your main reasons for it; d) defend your view against some good objection. An optional paper may be turned in by April 16. The topic of the paper _must_ be explicitly approved by me, and a rough draft or detailed outline of the paper must be turned in to me, at least one week before you submit the paper. This paper will increase your midterm exam score by 0 to 10 percentage points. A revised version of your paper may be submitted by April 30. This will increase your paper grade by 0 to 10 points. Substantial improvements in the paper must be made to receive any extra credit for this. NOTE: Plagiarism will result in a failing grade for the course and a referral to the Dean of Students' office. Dismissal from the college is a penalty the Dean may impose. Homework. These are short writing assignments (typically one or two paragraphs), due at the _beginning_ of the next class meeting. (You may email or fax your homework to me prior to the beginning of class.) You may skip any two of these, but one point will be deducted from your course grade for each assignment (beyond the first two) not done. There is no limit to the number of points you can lose for this. Your answer to these assignments may be used as a basis for class discussion. (They may be read out in class.) Attendance and Participation. Please attend every class and be prepared to contribute to the class discussion of the readings. You may miss five classes without penalty. After that, one point will be deducted from your course grade for each unexcused absence. Absences are excused for medical reasons (for example), but you must provide a note. Check with me before you miss class or immediately after your return; otherwise, your absence will be unexcused. One point will be lost for lack of preparation. (Each time you are called on in class and haven't a clue, one point will be deducted from your course grade.) There is no limit to the number of points you can lose for unexcused absences or lack of preparation. Homework Assignments 1. How, if at all, do you know that you are not now dreaming? How (if at all) did Neo know that he had "awakened" from the matrix? 2. What are Descartes' reasons for doubting mathematical truths (in Meditations I)? How, if at all, would you resolve those doubts? 3. What is it that Descartes cannot doubt (in Meditations II)? Explain why you agree or disagree. 4. Briefly describe you own idea about what God is. For what reasons do you believe that God does, or does not, exist? 5. State Descartes' main argument in Meditation III for the existence of God. State and assess one good objection to his argument. 6. How, in your view, is your mind related to your body? State and reply to one good objection to your view. 7. State (a) Descartes' argument for the real distinction between mind and body or (b) Descartes' explanation of the phantom limb phenomenon, in Meditation VI. Explain why you agree or disagree with his views. 8. How, if at all, is it possible for you to have knowledge of something that you have not experienced? 9. What is the basis of our knowledge of matters of fact not now perceived or remembered, according to Hume? State and evaluate one good objection to his view. 10\. What is the source and content of our idea of causality (and of a necessary connection between cause and effect), according to Hume? State and evaluate one good objection to his view. 11. What is the conflict between liberty and necessity and how does Hume attempt to resolve it? What is your view about this issue? 12. Briefly explain Kant's distinction between (a) synthetica and analytic judgments and (b) a priori vs. a posteriori knowledge. How, in outline, is it possible for us to have synthetic a priori knowledge in mathematics? 13. What is the difference between a judgment of perception and a judgment of experience, according to Kant? What is the role of the categories here? How does Kant criticize Hume's views about causality? 14. Briefly explain Kant's distinction between the ideas of pure Reason and the pure concepts of the Understanding. Explain how Kant resolves the third antinomy. 15. What is it that is good is good in itself, or good without qualification, accoarding to Kant? State and illustrate the categorical imperative. State and assess one good objection to Kant's views. 16. Does the world or human history have a point? Explain your answer. What difference does it make to you? 17. What is the goal of the world and by what means is it achieved, according to Hegel? State and assess one good objection to this. <file_sep># Readings in European History I EUH 6935 AD 081 \| Dr. <NAME> ---\|--- Time: Wednesday 1:30-4:15 \| Office: Building 8, room 2533 Room: 45/2807 \| Office phone: 630-2886 3 Credit hours \| Office hours: M 11-12, T 3-4, R 11-12 www.unf.edu/~pkaplan/readings.html \| <EMAIL> > ### The Course > >> > What is "Western Civilization," why do we teach it, and how do we do so? By the end of this two-course sequence, class participants should be substantially prepared to teach in undergraduate history programs. The course echoes the structure of the undergraduate "Core" classes, but provides a much deeper background in the subject areas covered and the ways historians have dealt with them. > > ### Format > >> > The class meets once a week; students are expected to come to class having done the assigned reading, and prepared to discuss what they have read. Class time will be devoted to discussing the major issues of the periods or topics covered in the Core classes for that week. We will also devote time to considering major pedagogical issues associated with teaching Western Civilization, including syllabus construction, teaching strategies, fostering discussion, and assessment. > > ### Requirements and Evaluation > >> Class participation (20%): _All students_ will be required to do the readings for each class as described below, and will be expected to report on and discuss what they have read in class each week. > >> Book reviews (20%): _All students_ will be required to submit 2-page reviews of 4 of the secondary texts they read for the class (one of the reviews may be of a movie). These reviews will discuss the substance of the argument, as well as the format and utility of the texts. Students may not review the Western Civilization textbooks or primary readings. >> >> Reading analysis (10%): _All students_ must submit an essay of 5 pages analyzing a primary text that would be used in a Western Civilization class. The essay should consider a significant aspect of the work which would be relevant to a discussion of that work among undergraduates. The essay should be submitted in the week to which that reading is relevant; copies of the essay should be printed (or the file should be sent via Bb) to be handed out to the other students in the class. >> >> Syllabus preparation (30%): _All students_ must submit, by the end of the semester, a detailed syllabus with lesson notes for a stand-alone section of Core I. The notes and plan should include discussion of readings and audio- visual materials to be used. >> >> Classroom experience (20%): _All students_ will be expected to sit in on all of the lectures of Dr. Kaplan's or Dr. Halsall's Core I class. In addition, at least once in the semester, students must attend at least one class of a different instructor (including Dr. Reid or one of the adjunct instructors, with their permission) and write a brief analysis of the format, organization, and use of materials of that class. >> >> _Teaching students_ will be expected to report each week on their sections of the previous week. > _Non-teaching students_ will be required to sit in on one class of each of the teaching students, and write a brief analysis of the format, organization and use of materials of that class. The report will be given to the teaching student and discussed with her/him before it is submitted; the teaching student will have the opportunity to add comments or a response. > _Non-teaching students _ will also be expected to be part of a pool of substitutes for friday sections; arrangements should be made with the teaching students, based on their needs. > > ### Readings > >> All students will be required to own a copy of a Western Civilization textbook and to read the sections relevant to each week's Core class. Students who are teaching sections may use either Noble et al., _Western Civilization: The Continuing Experiment_ , if they are teaching for Dr. Kaplan, or Sherman and Salisbury, _The West in the World_ , if they are teaching for Dr. Halsall. If they are not teaching, they must use a different textbook (choose the most recent edition; ask to borrow one from Dr. Kaplan's collection). Some of the more popular texts are: >> >>> * <NAME> et al., _Western Civilization: Ideas, Politics & Society_ >>> * <NAME> et al. _Civilization in the West_ >>> * <NAME>, _The Making of the West. Peoples and Cultures. Voume I: to 1740_ >>> * <NAME>, _Western Civilization. Volume I to 1715_ >>> * <NAME> et al., _The Western Heritage_. >>> >> >> In addition, each student will be expected to read one substantial work for each class, and be prepared to report on it: describe its outline, the topics it covers, any substantial or controversial argument it makes, and how it might be useful to presenting the material to undergraduates. A written handout will be beneficial to the rest of the students. In addition, the student should use it to inform her or his participation in discussion. The work may be chosen from the works listed on the schedule; students who choose to read a work not on the list should clear it with Dr. Kaplan in advance. <file_sep>HE306 Types of Fiction Section 6001 Spring, 2001 Professor Mace Office: Sampson 233 Office Phone : 35215 Home Phone : 410-741-5118 (Before 10:00 p.m. please) e-mail: <EMAIL>![](dickens25.jpg) Office Hours : M W F 10:55-11:45; 1:30-2:20; 3:30-4:30; Tuesday 9:45-11:45; 1:30-4:30 and by appointment. In HE306 we will examine the definition and conventions of the novel. First, we will review the critical debate over the origins of this genre in the eighteenth century. Next, we will discuss the elements of novel and will explore how these have changed over the last three hundred years. Texts <NAME>, _Oroonoko_. Ed. <NAME>. Norton Critical Editions, 1997. Char<NAME>. _Jane Eyre_. Second Edition. Ed. <NAME>. Norton Critical Editions, 1987. <NAME>, _Great Expectations_. Ed. <NAME>. Norton Critical Editions, 1999. <NAME>, _Light in August_. Random House, 1990. <NAME>. _The Shipping News_. Scribner Paperback, 1993. <NAME>. _Wide Sargasso Sea_. Ed. <NAME>. Norton Critical Editions, 1999. <NAME>, _The Castle of Otranto._ Ed. <NAME> and <NAME>. Oxford, 1996. Course Policies Format of Papers : I expect you to type on the computer all paper proposals and final drafts. Other assignments (including quizzes, tests, and rough drafts) may be handwritten. Please double space your papers, number the pages, and put approximately one-inch margins on all sides. I will not accept handwritten final drafts, nor will I make allowances for papers handed in late because of computer, printer, or typewriter problems. Writing Assignments : You will write two four- or five-page papers. After you have decided on a topic, you will write a short proposal (not more than a page) in which you will briefly discuss your audience, your thesis, and your plan of organization. You will also write one response paper and one summary of a piece of criticism; a list of requirements for these assignments will appear shortly. Finally, you will have frequent reading quizzes and a final examination. You must hand all papers in on time. I will deduct a grade for each class a paper is late. Remember that the minimum requirement for passing this course is to hand in all required essays. Final Grade: Essay One (final draft) 25% Essay Two 25% Response Paper 5% Critical Summary 10% Final Examination 10% Participation 10% Quizzes 15% You will be allowed to revise the first major paper for a better grade if you so desire. I will average the original grade and the new grade together to decide what goes in my records. I will also drop the lowest quiz grade. Extra Instruction: I encourage you to seek extra instruction during office hours if you need help. Students receiving a grade of C- or lower on any essay must make an appointment for extra instruction as soon as possible after getting the essay back. Tentative Class Schedule Monday, 8 January: Course introduction and discussion of the forms of and history of the novel. Assignment for Wednesday, 10 January : Read <NAME> _Oroonoko_ pp. 5-34. Write down one question about the reading and be prepared for a quiz. Links related to <NAME> and _Oroonoko_ : Bibliography on Oroonoko Tour of Restoration London Biography of <NAME> Wednesday, 10 January: More on the novel. Introduction to _Oroonoko_. Assignment for Friday, 12 January : Finish Behn _Oroonoko_. Write down one question about the reading. Friday, 12 January: Discussion of databases for finding articles. Discussion of _Oroonoko_. Assignment for Wednesday, 17 January: Read Horace Walpole, _Castle of Otranto_ , pp. 6-59. Write down one question about the reading. Monday, 15 January: <NAME> King Holiday. NO CLASS! Wednesday, 17 January: Discussion of Horace Walpole, _Castle of Otranto_. Assignment for Friday, 19 January: Read _Castle of Otranto_ pp. 60-115. Write down one question about the reading. Walpole Links: The Gothic: Materials for Study Text and Information about Castle of Otranto Strawberry Hill Walpole and Strawberry Hill (Norton) Friday, 19 January: Finish _Castle of Otranto_. Assignment for Monday, 22 January: Read Charlotte Bronte, _Jane Eyre_ pp. 1-51. Write down one question about the reading. Bronte links: Bronte Sisters Web The Bronte Sisters Monday, 22 January: Introduction to _Jane Eyre_. Assignment for Wednesday, 24 January : Read _Jane Eyre_ pp. 51-103. Write down one question about the reading. Wednesday, 24 January: Discussion of Jane Eyre. Assignment for Friday, 26 January: Read _Jane Eyre_ pp. 103-142. Write down one question about the reading. Friday, 26 January: Discussion of _<NAME>_. Assignment for Monday, 29 January : Read _Jane Eyre_ pp. 142-193. Write down one question about the reading. Monday, 29 January: Discussion of _<NAME>_. Assignment for Wednesday, 31 January : Read _Jane Eyre_ pp. 193-241. Write down one question about the reading. Wednesday, 31 January : Discussion of _<NAME>_. Assignment for Friday, 2 February: Read _Jane Eyre_ pp. 241-298. Write down one question about the reading. Friday, 2 February: Discussion of _<NAME>_. Assignment for Monday, 5 February: Read _Jane Eyre_ pp. 298-361. Write down one question about the reading. Monday, 5 February: Discussion of _<NAME>_. Assignment for Wednesday, 7 February: Read _Jane Eyre_ pp. 361-398. Write down one question about the reading. Wednesday, 7 February: Last class on _Jane Eyre_. Assignment for Friday, 9 February: Read Jean Rhys, _Wide Sargasso Sea_ pp. 3-52. Write down one question about the reading. Links for Jean Rhys: resources on Rhys Friday, 9 February: Introduction to _Wide Sargasso Sea_. Assignment for Monday, 12 February: Read _Wide Sargasso Sea_ pp. 52-112. Write down one question about the reading. Monday, 12 February : Discussion of _Wide Sargasso Sea_. Assignment for Wednesday, 14 February: Read <NAME>, _Great Expectations_ pp. 9-55. Write down one question about the reading. Some Links for Dickens: <NAME>'s Charles Dickens Page <NAME>, An Overview (Victorian Web) Wednesday, 14 February : Discussion of _Great Expectations._ Assignment for Friday, 16 February: Read _Great Expectations_ pp. 55-96. Write down one question about the reading. Friday, 16 February: Discussion of _Great Expectations_. Assignment for Wednesday, 21 February: Read <NAME>, _Great Expectations_ pp. 96-148. Write down at least one question about the reading. Monday, 19 February: Holiday! Wednesday, 21 February: Discussion of _Great Expectations_. Assignment for Friday, 23 February: Read _Great Expectations_ pp. 148-187. Write down one question about the reading. Friday, 23 February: Discussion of _Great Expectations._ Assignment for Monday, 26 February: Read _Great Expectations_ pp. 187-226. Write down one question about the reading. Monday, 26 February: Discussion of _Great Expectations_. Assignment for Wednesday, 28 February: Read _Great Expectations_ pp. 227-273. Write down one question about the reading. Wednesday, 28 February: First Essay Assigned. Discussion of _Great Expectations_. Assignment for Friday, 2 March: Read _Great Expectations_ pp. 273-322. Write down one question about the reading. Friday, 2 March: Discussion of _Great Expectations_. Assignment for Monday, 5 March : Read _Great Expectations_ pp. 322-359. Write down one question about the reading. Monday, 5 March : Final discussion of _Great Expectations_. Assignment for Wednesday, 7 March: Write a proposal for the first essay. Read <NAME>, _Light in August_ pp. 3-56. Write down one question about the reading. Wednesday, 7 March: Proposal for the first essay due. Introduction to Faulkner _Light in August_. Assignment for Friday, 9 March: Read _Light in August_ pp. 57-101. Write down one question about the reading. Links for Faulkner: <NAME>ner on the Web Friday, 9 March : Discussion of _Light in August_. Assignment for Monday, 19 March : Read _Light in August_ pp. 102-169. Write down one question about the reading. Monday, 12 March through Friday 16 March: Spring Break! Monday, 19 March: Discussion of _Light in August._ Assignment for Wednesday, 21 March: Read _Light in August_ pp. 170-219. Write down one question about the reading. Wednesday, 21 March: Discussion of _Light in August_. Assignment for Friday, 23 March: Read _Light in August_ pp. 220-255. Write down one question about the reading. Friday, 23 March: Discussion of _Light in August._ Assignment for Monday, 26 March: Read _Light in August_ pp. 256-286. Write down one question about the reading. Complete first essay. Monday, 26 March: ***Essay One Due* Discussion of _Light in August_. Assignment for Wednesday, 28 March: Read _Light in August_ pp. 287-339. Write down one question about the reading. Wednesday, 28 March: Discussion of _Light in August._ Assignment for Friday, 30 March: Read _Light in August_ pp. 340-391. Write down one question about the reading. Friday, 30 March: Discussion of _Light in August_. Assignment for Monday, 2 April: Read _Light in August_ pp. 392-442. Write down one question about the reading. Monday, 2 April: Discussion of _Light in August_. Assignment for Wednesday, 4 April: Read _Light in August_ pp. 443-493. Write down one question about the reading. Wednesday, 4 April: Discussion of _Light in August_. Assignment for Friday, 6 April: Read _Light in August_ pp. 493-507. Write down one question about the reading. Friday, 6 April: Last class on _Light in August_. Assignment for Monday, 9 April : Read <NAME>, _The Shipping News_ pp. 1-55. Write down one question about the reading. Links for Proulx: A Guide to <NAME> Proulx biography from her publisher Atlantic Interview with <NAME> in 1997 Monday, 9 April: Final essay assigned. Discussion of _The Shipping News_. Assignment for Wednesday, 11 April: Read _The Shipping News_ pp. 56-111. Write down one question about the reading. Wednesday, 11 April: Discussion of _The Shipping News._ Assignment for Friday, 13 April: Read _The Shipping News_ pp. 112-172; write down one question about the reading; Write a proposal for the final essay. Friday, 13 April: Proposal for the final essay due. Discussion of _The Shipping News_. Assignment for Monday, 16 April: Read _The Shipping News_ pp. 173-223. Write down one question about the reading. Monday, 16 April: Discussion of _The Shipping News_. Assignment for Wednesday, 18 April: Read _The Shipping News_ pp. 224-271. Write down one question about the reading. Wednesday, 18 April: Discussion of _The Shipping News_. Assignment for Monday, 23 April: Read _The Shipping News_ pp. 272-337. Write down one question about the reading. Friday, 19 April: Videotape of a novel we have read. Assignment for Monday, 23 April: Work on your final essay. Monday, 23 April: Final class on _The Shipping News_. Assignment for Wednesday, 25 April: Complete your final essay. Wednesday, 25 April: *Final Essay Due* Class evaluation. Discussion of the final examination <file_sep>## CLIO'S DIGITAL FORGE ## _Workshop 2_ : #### Early American History and Culture, 1500s-1865 . <NAME>, Associate Professor of History, <NAME>ton College of New Jersey #### ![](borsquar.gif) #### ![](ecole1.jpg) #### <NAME>, "The Connecticut River Near Northampton," 1836. {Courtesy of <NAME> and her magnificent CGFA Website} #### ![](borsquar.gif) #### {Last revised: 14 March 1999} #### PLEASE NOTE: THE IMAGES INCLUDED IN THESE PROJECTS ARE FOR EDUCATIONAL USE ONLY; THEY ARE NOT TO BE USED OR REPRODUCED IN ANY WAY FOR COMMERCIAL USE. ![](borsquar.gif) #### 2-1.Visual Essays & Images for Teaching American History/Studies to 1789 #### 2-2.American Values in Historical Perspective: The Heritage of Thinking. A primary source reader in two parts: American Values to 1789 American Values, 1789-1865 #### 2-3. All RSC Gilmore-Lehne'sCourse Syllabi & Resources. { New--Spring, 1999 DRP: American History} Early American History {to 1789; 1789-1865} Communications History; Global History (to/since 1450 C.E.) {New--Spring, 1999 Communications in U.S. Civilization} #### ![](borsquar.gif) . ## . _2-1. VISUAL ESSAYS & IMAGES FOR TEACHING AMERICAN HISTORY & AMERICAN_ _STUDIES to 1789_ \----{7 Web pages} NEW ENGLAND TO 1789: REGIONAL HISTORY AND CULTURAL LIFE ### PAGE ONE ### PAGE TWO** * * * ### THE MID-ATLANTIC TO 1789: REGIONAL HISTORY AND CULTURAL LIFE . PAGE ONE ### PAGE TWO * * * ### THE SOUTH TO 1789: REGIONAL HISTORY AND CULTURAL LIFE . PAGE ONE ### PAGE TWO * * * #### AMERICA IN THE EUROPEAN IMAGINATION TO THE 1760s {caution for younger children} . ![](borsquar.gif) ## 2-2. _AMERICAN VALUES IN HISTORICAL PERSPECTIVE: THE HERITAGE OF AMERICAN THINKING_ ### _\--A primary source reader for teaching American History & American Studies to 1865_ ## Table of Contents. PART ONE: TO 1789 {7 Web pages of Texts & 3 of Notes} ### PERIOD 1. 1606-1763: FORMING PROVINCIAL BRITISH SOCIETIES & MENTALITIES Page One: A. THE SOUTHERN REGION ### Page Two: B. NEW ENGLAND AND THE MID-ATLANTIC REGIONS ### Page Three: B. (ctd.) NEW ENGLAND AND THE MID-ATLANTIC REGIONS ### PERIOD 2. 1763-89: VALUES & BELIEFS IN A NEW WORLD REPUBLIC ### Page Four: FUNDAMENTAL PRINCIPLES OF REPUBLICANISM ### Page Five: (ctd.) FUNDAMENTAL PRINCIPLES OF REPUBLICANISM ### Page Six: SHARED AND CONFLICTING VALUES, 1763-1789 ### Page Seven: (ctd.) SHARED AND CONFLICTING VALUES, 1763-1789 ![](borsquar.gif) ## Table of Contents. PART TWO: 1789-1865 {4 Web pages of Texts & 2 of Notes} ### PERIOD 3. 1789-1826 ### SHARED AND CONFLICTING VALUES IN A NEW WORLD REPUBLIC, 1789-1826 ### PERIOD 4. 1826-1865: Struggling Toward A Biracial Republic: Renegotiating Basic Premises During The Great Transformation, 1826-1865 . ### Section A. DIALOGUES ABOUT AN AMERICAN PATH OF ECONOMIC DEVELOPMENT ### Section B. DECLARATIONS CONCERNING CULTURAL DEVELOPMENT ### Section C. PLURALISM AND CONFLICTING VALUES ON THE MEANING Of AMERICA: REMOVAL, "FREEDOM," & SLAVERY . ![](borsquar.gif) ## 2-3. <NAME>: Course Syllabi & Resources A1. Syllabus forHIST 4653 DRP: AMERICAN HISTORY {Secs. 1/2} Spring, 1999 A2. HIST 4653Requirements A3. Syllabus for GIS 3670 IMPACT OF COMMUNICATIONS IN CONTEMPORARY AMERICA Spring, 1999 A4. GIS 3670Requirements. * * * B1. Syllabus forHIST 2158 AMERICAN HISTORY & CIVILIZATION TO 1789 Fall, 1997 B2. HIST 2158Requirements * * * C1. Syllabus forHIST 2159 U.S. 1789-1865: Forging an American Civilization Spring, 1998 ### C2. HIST 2159Requirements ### C3. Resources in U.S. History and Civilization, 1789-1865 {Just beginning} ### C4. Bookmarks Files: General, 1787-1865; . Chronological, 1787-1865 . * * * #### D1. Syllabus for HIST 2332 Communications in U.S. Civilization, 1585-1997 Fall, 1997 #### D2. HIST 2332 Requirements * * * #### E1. Syllabus for GIS 3670 Impact of Communications in Contemporary America Spring, 1998 #### E2. GIS 3670 Requirements * * * #### F. Syllabus for HIST 3304 Global History to 1450 C.E. {Syllabus & Requirements} Spring, 1997 * * * #### F1. Syllabus for HIST 3306 Global History since 1450 C.E. Fall, 1997 #### F2. HIST 3306 Requirements. ![](borsquar.gif) .. Return to _Clio's Digital Forge_ Homepage --- ## to link to our other WEBSITE: ## _The Global History Consortium's World Wide Website_ ![](borsquar.gif) . I would very much appreciate suggestions, comments, etc. You may send me an E-mail message directly:Clio's Digital Forge <EMAIL> <NAME>, Associate Professor of History, The Richard Stockton College of New Jersey, Pomona, NJ 08240 <file_sep>![Undergraduate Program in History, UPENN](../gifs/ugradprog2.GIF) ## Courses Offered in World History --- ![Announcements](../gifs/announce-sm.GIF) ![Advising](../gifs/advising-sm.GIF) ![Courses](../gifs/courses-b-sm.GIF) ![Major](../gifs/major-sm.GIF) ![Concentrations](../gifs/concentrations- sm.GIF) ![Minor](../gifs/minors-sm.GIF) ![Activities](../gifs/activities- sm.GIF) ![Awards](../gifs/awards-sm.GIF) ![](../gifs/students-b-sm.GIF) ![Transfer Credit](../gifs/transfer-sm.GIF) \| The world history requirement is intended to expose students to an area of non-Western history. If you are concentrating in world history, along with the major requirements, you are required to take at least 6 courses in your concentration, 4 of which (including one seminar) should be above the 200-level. You should consult with your faculty advisor each semester during pre-registration regarding the best courses for you to take the following semester. Two major-related courses from other departments (ex. ANTH, ENGL, PSCI) may be used, and these must be approved in writing by your faculty advisor. You can also consult our example of a successful American history major worksheet. Then fill out your own. Courses which fulfill the world history requirement: * = satisfies pre-1800 requirement Fall 2002 003 - Asia in a Wider World (Waldron)* 010 - America and the World Columbus Made, 1400-1700 (Farriss)* 024 - Middle East Civilization (Leichty)* 076 - Africa Since 1800 (Cassanelli ) 081 - The Middle East Since 1800 (Kashani-Sabet) 086 - Gandhi's India (Fuller) 090 - Pre-Modern Japan (Hurst)* 096 - Late Imperial China (Staff) 107 - Comparative Capitalist Systems (Drew) 110.601 \- Wonders of the Ancient World (Kondratieff) 120 - Korean History Before 1860 (Hejtmanek)* 146 - Comparative Medicine (Feierman) 160 - Strategy, Policy and War (Waldron) * 190 - Introduction to Africa (Barnes) 206.301 -The Text and The Citizen: Reading and Writing as Politics (Milligan) (seminar) 206.302 - Janpanese Imperialism (Kane) (seminar) 206.303 - Gender in Modern South Asia (Lindberg) (seminar) 206.304 - The Opium War 1839-1842 (Zheng) (seminar) 206.305 - Religion and Colonialism in Modern South Asia (Fuller) (seminar) 206.306 - Revolutionary Movements in Latin America (Corral) (seminar) 206.401 - Nationalism and Communal Identity in the Middle East (Sharkey) (seminar) 206.601 \- U.S. Empire and Globalization (Ricks) (seminar) 206.602 \- Modernity and History in the Islamic World (Norton) ( seminar) 391 - Korean War (Hejtmanek/Hurst) (seminar) 395 - East Asian Diplomacy (Dickinson) 400.303 - World Honors Seminar (Safley) 403.401 - Asia in a Wider World (Waldron)* 407 - Gender in Latin America (Farnsworth-Alvear) (seminar) Summer 2002 Session I 070 - Colonial Latin America (Pushkal) 205 - Islam and the West, 600-2000 (Halevi) Session II 205 - The Comparitive History of Genocide (von Joeden- Forgey) 206 -Living with the Bomb (Kane) 12 Week Session 204 - Vietnam and America (Wilkens) Spring 2002 011 - The World: History and Modernity (Forgey) 071 - Latin American History 1791-Present (Corral) 075 - Africa Before 1800 (Bogosian ) * 085 - India Before Modernity (Caton) * 091 - Modern Japanese History (Dickinson) 097 - China in the Twentieth Century (Sommer) 121 - Korean History After 1860 (Hejtmanek) 159 - Technology, Policy, and War (Waldron) * 206.301 - History of Women in China (Sommer) 206.302 - East Asian Economic History (Hejtmanek) 206.303 - History of the Arab-Israeli Conflict (Kashani-Sabet) 206.304 - War in History (Waldron) 312 - Latin American Religion (Farriss) 409 - Revolutionary Movements in Latin America (Corral) 431 - The World at War (Childers) 480 - Middle East in the Twentieth Century (Kashani-Sabet) 489 - Africans Abroad: Emigrants, Refugees, and Citizens in the New African Diaspora (Cassanelli ) Fall 2001 010 - America and the World Columbus Made, 1400-1700 (Farriss)* 024 - Middle East Civilization (Leichty)* 076 - Africa Since 1800 (Cassanelli ) 083 - Diplomacy in the Middle East (Kashani-Sabet) 086 - Gandhi's India (Ludden) 090 - Pre-Modern Japan (Hurst)* 096 - Late Imperial China (Sommer) 110.601 \- Wonders of the Ancient World (Kondratieff) 120 - Korean History Before 1860 (Hejtmanek)* 160 - Strategy, Policy and War (Waldron) * 177.601 \- Afro American History (Staff) 190 - Introduction to Africa (Barnes) 206.301 - Divided Korea Since 1945 (Hejtmanek) (seminar) 206.302 - African Intellectual History (Cassanelli) (seminar) 206.303 - Topics in Latin American History (Corral)(seminar) 206.304 - War in History (Waldron) (seminar) 216.301 - Chinese Cultural Revolution (Sommer) (seminar) 395 - East Asian Diplomacy (Dickinson) 347.601 \- Comparative Women's History (Chandra) 400.303 - World Honors Seminar (Peters) 409 - History of Modern Mexico (Corral) 480 - Middle East in the Twentieth Century (Kashani-Sabet) 490 - Cultural Contacts Between Judaism and Islam (Langerman) (seminar) Summer 2001 Summer Session I 097-910 China in the Twentieth Century (Sommer) Summer Session II 011-920 The World: History and Modernity (Caton) CGS 12 Week Session 205-900 Comparative History of Genocide (Forgey) Spring 2001 011 - The World: History & Modernity* 071 - Latin America 1791 - Present 075 - African History Before 1800* 085 - India Before Modernity* 097 - China in the 20th Century 121 - Korean History After 1860 141 - History of Jewish Civilization III 147 - Islamic History to 1517* 159 - Strategy, Policy and War * 201.303 The Crusades: War and Coexistence (seminar)* 204.304 Latino History (seminar) 205.301 Korea in the Choson Dynasty (seminar) 205.601 Middle East and the West in Early Modern Age (seminar) 206.301 Japanese Imperialism (seminar) 206.302 African History and Politics (seminar) 206.303 Comparative Industrializations (seminar) 216 - Nationalism in the Middle East (seminar) 480 - Modern Middle East 20th c. (seminar) 490 - 20th c. Jewish Thought (seminar) Fall 2000 > 003.403 - Asia in a Wider World * > 009.302 - Diasporic Identities (Bristol) > 010 - The World 900-1750 * > 024 - Middle East Civilizations * > 076 - Africa since 1800 > 081 - Modern Middle East > 086 - Gandhi's India (Ludden, WATU) > 106.301 - Rise and Fall of the British Empire > 106.302 - Women in the Middle East and North Africa > 106.303 - Divided Korea, 1945-present > 107 - Comparative Capitalist Systems > 107.601 - Comparative Capitalist Systems > 110 - Wonders of the Ancient World * > 120 - Korean History Before 1860 * > 146 - Comparative Medicine > 156 - History of Jewish Civilization I * > 202.302 - World in Revolt: 1968 (seminar) > 205.601 - Empire in the Early Modern Middle East (seminar)* > 206.301 - War in History (seminar) > 206.302 - Social Movements in Latin-America (seminar) > 206.303 - Topics in Asian Diplomacy: Living with the Bomb (seminar) > 276 - Japan: Ages of the Samurai* > 295 - Independent Study Pre-1800 * 296 - Independent Study After 1800 380 - Modern Jewish Intellectual & Cultural History > 388 - Hunger, Poverty, & Market Economics > 400.302 - Non-American Honors Seminar (seminar) > 403/003 - Asia in World History > 407 - Gender in Latin America (seminar) Summer 2000 (CGS) > 011 - World History, 1500 \- present > 097 - China in the 20th Century Spring 2000 > 009 - Comparative Political Cartoons > 011 - The World: History & Modernity > 071 - Latin America (Spanish section optional) > 075 - Africa to 1800 * > 080 - Early Modern Middle East(syllabus)* > 091 - Modern Japan > 097 - Twentieth Century China > 106 - Feminism in the Americas > 147 - Islamic History to 1517 * > 188 - Hunger, Poverty and Market Economies > 201.301 - Jewish Messianism (seminar)* > 201.302 - Crusades (seminar)* > 201.303 - Jewish-Christian Encounters in the Middle Ages (seminar) * > 203.301 - Comparative Slavery (seminar)* > 205.301 - Pre-colonial West Africa (seminar)* > 206.303 - Middle East (seminar) > 206.304 - Oral History (seminar) > 206.601 - Oral History (seminar) > 206.401 - Chinese women's History (seminar) > 216.301 - War and Nationalism in Asia (seminar) > 317 - New World Indians * > 398.302 - Junior Honors Seminar > 398.302 - Junior Honors Seminar* > 401.302 - Senior Honors Seminar* > 402.302 - Senior Honors Seminar > 403 - Forces of Change in S. Asia > 431 - World at War Fall 1999 010 - World History * 076 - Africa since 1800 081 - Modern Middle East 086 - Gandhi's India (D. Ludden, WATU) 096 - Late Imperial China * 102.302 - Rise & Fall of the British Empire 106.302 - Revolutionary Ideas, Ideologies of Revolution in the Modern Middle East 106.301 - Conspiracies in History 106.303 - Picturing Asia 107 - Comparative Capitalism 140 - History of Jewish Civilization * 160 - Strategy, Policy and War (Waldron) * 202.302 - World in Revolt 206.303 - US Empire and the Third World (D. Ludden, WATU) 216.301 - Chinese Cultural Revolution 390 - Palestine & Israeli Conflict (seminar) 395 - East Asian Diplomacy 587 - Iberian Colonialism * Summer 1999 070 - Colonial Latin America * 086 - Gandhi's India 097 - China in the 20th Century 206 - Feminism and Nationalism Spring 1999 > 011 - The World: History and Modernity > 071 - Latin America, 1791 to the Present > 075 - African History before 1800 * > 091 - Modern Japanese History > 097 - China in the 20th Century > 106 - Picturing Asia > 146 - Comparative Medicine > 147 - Islamic History to 1517 * > 156 - Jews and Judaism in Antiquity * > 188 - Markets, Hunger, and Human Rights > 206.301 - Colonialism in the Middle East (seminar) > 206.302 - Ghandi, King, and Mandela (seminar) > 206.303 - African Intellectual History (seminar) > 216.301 - Independence in Latin America (seminar) > 389 - Debates in African Studies > 390 - Palestine and Arab/Israeli Conflict > 431 - A World at War Courses from Previous Semesters > 009 - Writing about History * > 010 - The World 900-1750 * > 011 - The World 1750-Present > 024 - Middle East Civilizations * > 071 - Latin American Survey 1791-Present > 075 - Africa to 1800 * > 076 - Africa since 1800 > 081 - History of the Middle East since 1800 > 086 - Gandhi's India > 090 - Pre-modern Japan * > 091 - Modern Japanese History > 096 - Social History of China from Empire to People's republic * > 097 - China in the twentieth century > 098 - Modern East Asia > 105 - Freshman seminar * > 106 - Freshman Seminar > 115 - Freshman General Honors seminar * > 116 - Freshman General Honors seminar > 140 - Ancient Jewish Civilizations * > 146 - Comparative Medicine > 147 - Islamic History to 1517 * > 156 - Scramble for Africa > 159 - Strategy, Policy, and War > 160 - Technology, Strategy, and War > 178 - East Asia and the American Experience > 205 - Major Seminar (all sections) * > 206 - Major Seminar (all sections) > 215 - General Honors Seminar * > 216 - General Honors Seminar > 285 - Intro to African Studies > 295 - Independent Study * > 296 - Independent Study > 300 - Washington Seminar, East Asian Diplomacy > 305 - Health and Healing in Africa > 312 - Religion in Latin America > 386 - Middle East and Russia > 387 - World Food Crisis > 390 - Palestine and Arab/Israeli Conflict > 395 - East Asian Diplomacy > 407 - Gender in Latin America > 409 - Social Movements in Latin America > 431 - A World at War > 465 - Feminism in the Americas > 477 - Water, Politics and Conflict > 478 - Family and Modernity in Europe and the Middle East > 479 - The Middle East in the Nineteenth Century > 480 - Middle East in the Twentieth Century > 481 - Conference on the Modern Middle East > 482 - India's Ancient History * > 487 - Religious Imagination in Colonial Africa in the 19th and 20th Centuries > 488 - Culture of the British Empire ![](../gifs/calendar-r-sm.GIF) ![Contacts](../gifs/contact-r-sm.GIF) ![Faculty & Staff](../gifs/people-r-sm.GIF) ![Graduate Program](../gifs/grad- r-sm.GIF) ![Search](../gifs/search-r-sm.GIF) ![Home](../gifs/home-r-sm.GIF) * * * Calendar \| Courses \| Announcements \| Graduate \| Undergraduate \| People \| Search \| Home \| UPENN \| ![e-mail](../gifs/quill.gif) E-mail Advisor \| http://www.history.upenn.edu/undergrad/courses-world.html &COPY; 2001 University of Pennsylvania Last modified: April 19, 2001 ---\|---\|--- <file_sep>### Women and Gender in the Ancient Near East #### Near Eastern Studies 291 201/Women's Studies 483 201 Summer Half-Term (28 June-15 August) NOTE: This syllabus is from a class that ended on 18 August1995; I've left it on-line so that it might be of use to someone teaching a class on a similar topic. Class meets TTh 9:00AM-12:00 noon Instructor: <NAME> _Updated 7 September 1995_ June 29: -Introduction: The Study of Women and Gender in the Ancient Near East: Why and How July 6: -Gender in the Archaeological Record * Readings: <NAME> and <NAME>, _Engendering Archaeology_ (Oxford: Blackwell, 1991) * READ: pages 3-54, 388-411 * On reserve: GN 799.W66 E541 1991 July 11: -Women and the Formation of Early States * Reading 1: <NAME> "Women in a Men's World: Images of Sumerian Women," in <NAME> and <NAME>, _Engendering Archaeology_ (Oxford: Blackwell, 1991) * READ: pages 366-387 * On reserve: GN 799.W66 E541 1991 * Reading 2: <NAME> "Gender Bias in Archaeology," in Leonie Archer [and others], editors, _Women in Ancient Society_ (New York: Routledge, 1994) * READ: pages 1-23 * On reserve: HQ1127.W631 1994b * Reading 3: <NAME>, editor, _Women's Earliest Records_ (Atlanta: Scholars Press, 1989) * READ: pages xiii-xviii, 1-4, 47-51 [introductory sections] * On reserve: HQ1137.M628.W651 1989 July 13: -Gender in Egypt: Image, Body and "Sexuality" * Reading 1: <NAME>, _Women in Ancient Egypt_ (Cambridge MA: Harvard, 1993) * READ: pages 11-20, 176-190 * On reserve: HQ 1137.E3.R631 1993 * Reading 2: <NAME>, _Sexual Life in Ancient Egypt_ (London: KPI, 1987) * READ: pages 7-51 [bearing in mind in-class cautions] * On reserve: HQ18.E3.M3611 1987 * Reading 3: <NAME> "Some Images of Women in New Kingdom Literature and Art," in <NAME>, editor, _Women's Earliest Records_ (Atlanta: Scholars Press, 1989) * READ: pages 104-121 [article and discussion] * On reserve: HQ1137.M628.W651 1989 * Reading 4: <NAME> and <NAME>, _Atlas of Ancient Egypt_ (New York: Facts on File, 1980) * READ: pages 30-55 [good general reference for Egyptian history] * On reserve: DT56.9.B341 July 18: -Women in Egypt I: Goddesses, Queens and Priestesses * Reading 1: <NAME>, _Women in Ancient Egypt_ (Cambridge MA: Harvard, 1993) * READ: pages 21-55, 142-156 * On reserve: HQ 1137.E3.R631 1993 * Reading 2: <NAME>, "The God's Wife of Amun in the 18th Dynasty in Egypt" in _Images of Women in Antiquity_ (London: Routledge, 1993) ) * READ: pages 65-78 * On reserve: HQ 1127.I431 1993 * Reading 3: <NAME> and <NAME>, _Atlas of Ancient Egypt_ (New York: Facts on File, 1980) * READ: pages 30-55 [good general reference for Egyptian history] * On reserve: DT56.9.B341 July 20: -Women in Egypt II: Trade, Literacy and Private Life * Reading 1: <NAME>, _Women in Ancient Egypt_ (Cambridge MA: Harvard, 1993) * READ: pages 56-110 * On reserve: HQ 1137.E3.R631 1993 July 25: -Women in Egypt III: Other Worlds and States * Reading 1: <NAME>, _Women in Ancient Egypt_ (Cambridge MA: Harvard, 1993) * READ: pages 111-141 * On reserve: HQ 1137.E3.R631 1993 * Reading 2: <NAME>, _Ancient Egyptian Literature_ (Berkeley: University of California, 1973-1980) * READ: Volume 1, pages 15-17, 63-76, 215-233, Volume II, pages 25-29, 181-193 * On reserve: PJ 1943.L68 v. 1-2 July 27: NO CLASS: TAKE-HOME MID-TERM EXAM August 1: Field Trip to Kelsey Museum of Archaeology * Reading 1: Bernadette Menu, "Women and Business Life in the First Millennium B.C." in Barbara S. Lesko, editor, _Women's Earliest Records_ (Atlanta: Scholars Press, 1989) * READ: pages 193-207 * On reserve: HQ1137.M628.W651 1989 August 3: -Women in Mesopotamia I: Women in the Law Codes and Outside the Law * Reading 1: <NAME>, "Third Millennium Mesopotamia," <NAME>, "Western Asia in the Second Millennium" and "Western Asia in the First Millennium" in Barbara S. Lesko, editor, _Women's Earliest Records_ (Atlanta: Scholars Press, 1989) * READ: pages 47-51, 141-143, 213-214 [introductory sections] * On reserve: HQ1137.M628.W651 1989 * Reading 2: <NAME>, "Independent Women in Ancient Mesopotamia?" in Barbara S. Lesko, editor, _Women's Earliest Records_ (Atlanta: Scholars Press, 1989) * READ: pages 145-165 * On reserve: HQ1137.M628.W651 1989 * Reading 3: <NAME>, _The Ancient Near East: A New Anthology of texts and Pictures_ (Princeton: Princeton University Press, 1958-1975) * READ: Volume I, pages 132-167 (Mesopotamian Legal Texts), Volume II, pages 70-82 (Mesopotamian Legal Documents) * On reserve: PJ 409.P961 v.1-2 August 8: -Women in Mesopotamia II: Religious, Economic and Political involvements * Reading 1: <NAME>, "Non-Royal Women in the Late Babylonian Period: A Survey" in <NAME>, editor, _Women's Earliest Records_ (Atlanta: Scholars Press, 1989) * READ: pages 215-243 * On reserve: HQ1137.M628.W651 1989 * Reading 2: <NAME>, "Women and Witchcraft in Ancient Assyria" in _Images of Women in Antiquity_ (London: Routledge, 1993) * READ: pages 34-45 * On reserve: HQ 1127.I431 1993 * Reading 3: <NAME>, _The Ancient Near East: A New Anthology of texts and Pictures_ (Princeton: Princeton University Press, 1958-1975) * READ: Volume I, pages 31-86 (Akkadian Myths), Volume II, pages 104-112 (Historical texts about Nabonidus and his mother), pages 195-217 (Sumerian Literary Texts) * On reserve: PJ 409.P961 v.1-2 August 10: -Women in Syria/Palestine: Ugarit, the Hebrew Bible and the Archaeological Record (PAPERS DUE) * Reading 1: <NAME>, "Introduction to Ancient Israel" in Barbara S. Lesko, editor, _Women's Earliest Records_ (Atlanta: Scholars Press, 1989) * READ: pages 261-264 * On reserve: HQ1137.M628.W651 1989 * Reading 2: <NAME>, "Women and the Domestic Economy of Early Israel" in Barbara S. Lesko, editor, _Women's Earliest Records_ (Atlanta: Scholars Press, 1989) * READ: pages 265-281 * On reserve: HQ1137.M628.W651 1989 * Reading 3: <NAME>, "Women's Religion in Ancient Israel" in Barbara S. Lesko, editor, _Women's Earliest Records_ (Atlanta: Scholars Press, 1989) * READ: pages 283-302 * On reserve: HQ1137.M628.W651 1989 August 15: Women and Gender in the Ancient Near East: Conclusions Exam Review * Reading 1: <NAME>, editor, _Women's Earliest Records_ (Atlanta: Scholars Press, 1989) * READ: pages 303-317 [conclusions] * On reserve: HQ1137.M628.W651 1989 August 18: FINAL EXAM, 10:30 AM - 12:30 PM All readings on reserve at the Undergraduate Library <file_sep>![](http://www.cob.ohio-state.edu/welcome.gif) ## Corporate Finance / Bus-Fin 721 * * * INSTRUCTOR:<NAME> OFFICE: 328 <NAME> CLASS TIME: MONDAYS & WEDNESDAYS, 5:30-7:30 CLASSROOM: HAGERTY 220 OFFICE HOURS: MONDAY 3:30-5:20 PM (OR APPT.) E-MAIL: <EMAIL> * * * * Course Overview * Prerequisites * Teaching Philosophy * Resources You Will Need * Other Helpful Resources * Course Requirements * Course Policies * Course Outline and Schedule * Week1-Careers in Finance * Week2-Overview of Finance * Week3-Financial Markets and Instruments * Week4-Computing Cashflows * Week5-Time Value of Money * Week6-NPV Rule * Week7-Applied Capital Budgeting * Week8-Risk and Return * Week9-Capital Structure * Week10-Cost of Capital * Week11-Mergers & Acquisitions * Career Assignment * How to View Course Slides in Harvard Graphics * How to View Multimedia Module * * * ## Overview The goal of this undergraduate course in corporate finance is to give you a basic understanding of financial decision-making within a corporation. Good financial choices are essential to success in the marketplace and I want to train you to make those decisions well. This will help you considerably whether you are pursuing a career in finance or one in another business area such as marketing, logistics, accounting or human relations where you will need to understand what is driving basic financial choices in your company. In addition, I have planned a set of group activities which will help you develop your writing, case analysis and presentation skills. Much of finance is highly theoretical and is currently challenging some of the brightest minds in mathematics. While I admire these theoreticians, I have a personal bias towards the practical. For this reason, we are going to focus on many of the basic financial choices that companies make regarding their capital expenditures, acquisitions and borrowing. At the same time we will cover some important elements of the modern theory of finance which recently brought Nobel prizes to <NAME>, <NAME> and <NAME>. These theoretical ideas are intuitive and will help you make better financial decisions. Many of the principles of the course can be applied in your own personal investments and in small, entrepreneurial businesses. However, the course is not directed towards these applications. This is an exciting time to be studying finance. Finance is still developing, leaving plenty of opportunities for enterprising young managers to create value in the real world with the right financial choices. Even though corporate downsizing has been carrying much of the day, the job market in finance this year has been strong. There are more people looking for well- trained finance students in the marketplace than can be satisfied. If you enjoy the material and would like to pursue a career in finance or are already in the major, I recommend that you take the follow-up courses in Investment Analysis, the Stock Market and International Finance. * * * ## Prerequisites The prerequisites for the class are Bus-Fin 620 (Business Finance) and Acct 211 (Introduction to Accounting). ### Teaching Philosophy My goal is to see you learn. Grades are a carrot that encourage learning. While I will not hesitate to give a poor grade when your performance indicates that you have not learned the material, I want to see everyone do well. Thus, I will do my best to help you understand the material and to do well on the exams. I realize that you have a busy schedule and often face difficulty in getting in enough time to study. This makes it all the more important to get involved while you are here. We are going to have fun but expect to work hard. This course covers a lot of material and has a lot of assigned work, so if you don't keep up, you may be overwhelmed at exam time. I work people hard because I want my students to get good jobs. Thus, if you are dedicated to learning finance this is the course for you. And your hard work will be likely rewarded with entry in a good graduate school or a solid job in finance, consulting or accounting. ### Resources You will Need * <NAME>, _Principles of Corporate Finance,_ McGraw-Hill, 1991. * Headphones to listen to multimedia programs (can use Walkman type headphones) * Course packet at Cop-EZ in Ohio Union. This packet contains copies of most class notes, answers to all homework problems and several old exams (used in a course that was a little more basic than BUS-FIN 721). * Access to a financial calculator such as an HP-12C which can compute present and future values of streams of cash flow. You will need this on the mid-term exam. ### Other Helpful Resources * _Study Guide to Accompany Principles of Corporate Finance_ by <NAME> and <NAME> (McGraw-Hill). This is a very helpful aid that shows you how to solve problems and gives lots of practice problems in order that you may sharpen your skills. * _Dictionary of Finance and Investment Terms,_ Barrons. This is a helpful book which allows you to find out what a specific term in finance means when you find yourself mystified when reading the text or the papers. * Internet List of Educational Resources in Finance * The Wall Street Journal. We will discuss current financial news in most classes. Knowing what's going on will help you in class and will help you in your work also. * Lewis, Scott, _<NAME>_ , 1990. An entertaining discussion of the missteps of Salomon Brothers in the mortgage-backed securities market and in pushing bonds on unsuspecting clients. * Burrough, Bryan and <NAME>, _Barbarians at the Gate_ , 1990\. If you didn't catch it on HBO. This book gives you a good picture of how the big boys play on Wall Street. Discusses the leveraged buyout of RJR/Nabisco by Kohlberg, Kravis and Roberts with lots of emphasis on the personalities and issues involved. * * * ## Course Requirements ### Reading The textbook is mandatory reading. You will be tested on material appearing in assigned chapters in the textbook, even though all of this material is not covered in class. ### Group Work Much of your course grade will be based on group assignments as specified below. By the second week of the class you are to join a group with a four to six members and give me a list of your group members and a group name that captures the essence of your group personality (e.g. Risky Business, Boozing Bean Counters). If you are not able to join a group, you will be classified as a free agent and should turn in a sheet of paper listing your name and your status. I will then form groups with all of the remaining free agents. ### Case Assignments Thirty percent of your course grade will be based on group case assignments. Your group must turn in an analysis of questions for each case. In addition, each group will present part of their analysis of a group assignment some time in the semester. Case assignments are due at the start of class on the dates scheduled for case discussion. The main purpose of the cases is for you to learn how to apply theoretical financial concepts to real problems which firms have faced. All case assignments must be typed and should be no more than seven pages in length. Late papers will not be accepted under any conditions. ### Career Assignment As mentioned above I want to see you get a rewarding job in finance. This requires that you understand what jobs are out there and how to position yourself. Thus, I want to help you start to prepare yourself now for your job search. It will not be long before you are buying your job-market outfit and finding yourself in a cold sweat for no obvious reason. Some of you will be going to graduate school or already have a job staked out. But for those of you who don't, I am here to help. First, I am going to talk about what careers are available in finance. Second, I am going to assign a four to seven page paper in which you describe your career aspirations. In this paper, I want you to profile your skills and personal values and identify a job which matches your profile. Then I want you to research and describe what this job involves. To help you do this I will provide books, names of contacts in the business community (if you are interested) and a computer software package on CD-ROM called Career Paths in Finance. This package helps you figure our what types of jobs you would enjoy, what these jobs are like, what they pay and how to prepare yourself for them. ### Exams There will be a mid-term exam and a final exam. While the final is not cumulative, the material builds on itself as the course progresses. There will be review sessions and review software provided before each exam. ### Homework Assignments Problem sets will be assigned throughout the course. This homework will not be collected, but it is essential that you work problems in order to understand the material and perform well on the exams. For your own sake, please resist the temptation to simply look at solutions to the problems without having worked them yourself. Answers to these problems are given a course packet at Cop-ez in the Ohio Union. * * * ## Course Policies ### Grading (Total: 1000 points) Case Assignments: 300 Career Assignment: 100 Midterm Exam: 300 Final Exam: 300 I consider class participation in borderline cases. I will curve the course grades based on performance if the class average is below 70% (this is not likely). Otherwise a straight scale will be used with the +/- system (e.g. 94-100 = A, 90-93 = A- etc.). ### Academic Misconduct Cheating on exams and other academic misconduct is grounds for failing the course and additional sanctions. In accordance with Faculty Rule 3335-5-487, all instances of alleged academic misconduct will be reported to the Committee on Academic Misconduct, which recommends appropriate sanctions to the Office of Academic Affairs. ### Problems in Groups I am a real believer in the group project format because it helps you learn how to be part of a team. It is important then for you to work hard to make sure that your group does good work. You are responsible for efforts to motivate other group members to do their part. Don't do all the work yourself; try to participate if you are shy; and try not to dominate the group if you are not so shy. Most importantly, be a responsible group member. If members of your group are shirking their duties bring that to my attention early. I will try to work with the group to solve the problem. In the event that problems persist and a group member is uncooperative or unduly difficult, the group may divorce that member, provided that the problem was brought to my attention early and that real efforts were made to solve the problem. This will cause the divorced group member to receive a zero on all group assignments * * * ## Course Outline and Schedule ### Week 1 Sep 21 Introduction to the course Discussion of syllabus Getting acquainted Career paths in finance Assignments (1) Handout for paper on your career goal distributed. (Due October 3) (2) View CD-ROM on Career Paths in Finance. Harvard Graphics Notes File: Careers in Finance for OSU Undergrads ### Week 2 Sep 26, 28 Overview of Finance Four basic concepts in finance The objectives of the firm What do financial managers do? What are the markets Assignments (1) Read Chapter 1 (2) Go through computer module on Chapter 1. Turn-in Sheet of paper which identifies people in your group and your group name. If you are not in a group identify yourself as a free agent. Harvard Graphics Notes File: Overview of Finance ### Week 3 Oct 3, 5 Financial Markets and Instruments Stocks and bonds Changes in capital structure Derivatives Asset-backed securities Globalization of financial market Financing a global business Assignments (1) View Wall Street Journal Video Guide to Money and Markets (2) Butler Lumber case assignment distributed (3) Read Chapter 14, Solve Quiz 1, 2, 3, 4, 5 Turn in Paper on your career goals (October 3) Harvard Graphics Notes File: Financial Markets and Instruments, Derivatives and Asset-backed Securities, International Finance. ### Week 4 Oct 10, 12 Computing Cash Flows and Present Value Review of income statement Review of balance sheet Computing cash flows Foundations of the NPV rule Imperfect capital markets Assignments (1) Read class notes on computing cash flows (2) Read Chapter 2 (3) Work Chapter 2 Quiz: 2, 3, 5, Q &P; 1, 4, 9 Harvard Graphics Notes File: Computing Cashflows ### Week 5 Oct 17, 19 Time Value of Money, How to Calculate Present Values Groups will present Butler Lumber Analysis DCF analysis Valuing perpetuities and annuities APR and EAR Review for midterm Assignments (1) Read Chapter 3 (2) Solve Quiz 4-12 (answer to #12 should be $380,331), Q & P 4, 5, 6, 8, 11, 13, 14, 15, 18 assume that cash flows come at a constant rate through year Turn in Assignment on Butler Lumber (Oct 17) Harvard Graphics Notes File: Time Value of Money ### Week 6 Oct 24, 26 Midterm Exam (Oct 24) Why the NPV rule Dominates other Criteria Payback rule Discounted payback Average accounting return Internal Rate of Return Assignments (1) Read Chapter 5 (2) Solve Chap 5: Quiz 2-6, 9, Q &P; 1, 7, 8 (3) United Metal case distributed to groups Harvard Graphics Notes File: Capital Budgeting I ### Week 7 Oct 31, Nov2 Applied Capital Budgeting Finding correct cash flows Preparing a pro forma statement Deciding on new capital projects Integrating corporate strategy Assignments (1) Read Chapter 6 (2) Solve Quiz 3, 4, 5, Q &P; 3, 6, 8, 12, 14 Turn in United Metal assignment (November 2) Group presentations Harvard Graphics Notes File: Capital Budgeting II ## Week 8 Nov 7,9 Risk and return Capital market history Are bonds and CD's a good investment? Security return distributions A look at the Wizard of Omaha Assignments (1) Read Chapters 8 (except sect. 8-4) and 9 (except sect. 9-5) (2) Solve Chapter 8: Quiz 5, 6 Q &P; 3, 8, 10 Chapter 9: Quiz 1, 4, 5 / Q&P; 3, 4 Harvard Graphics Notes File: Risk and Return, <NAME> ## Week 9 Nov 14, 16 Capital Structure Modigliani and Miller Taxes and Debt Limits to the use of debt Agency costs of debt Bankruptcy costs of debt Assignments (1) Read Chapters 17, 18 (2) Solve Chapter 17: Quiz 1,2,3,4; Q &P; 1,4,5 (3) Solve Chapter 18: Quiz 1, 2, 4, 6, 7, 8, Q&P; 1, 3, 10, 11, 13 (4) American Home Products case assignment distributed. Harvard Graphics Notes File: Capital Structure ## Week 10 Nov 21, 28 Cost of Capital How to apply the cost of capital APV WACC Assignments (1) Read Chapter 19 up through page 467. (2) Solve Chapter 19: Quiz 1, 3, 5, 6, Q &P; 1, 3(a), 3(b), 4, 10 Hint: What IO makes this a zero NPV project? What would the expected return be if this were the initial cost? Turn in AHP assignment (November 28) Group presentations on case Harvard Graphics Notes File: Integrating risk into capital budgeting ## Week 11 Nov 30, Mergers and Deal-making Dec 2 Discussion of Final Exam Assignments (1) Read Chapter 33 (2) Solve Quiz 1,2,3,6, Q &P; 3,10 (3) View video on <NAME> in class Harvard Graphics Notes Files: Overview of Mergers and Structuring Mergers & Acquisitions Final Examination** * * * # Career Assignment In this class, you are in the process of building your knowledge and understanding of finance. I want you to use this knowledge wisely in your future career. To help you explore where and how you plan to use your education, this assignment asks you to assess your abilities and think about your future directions. You will be graded on the diligence of your work rather than on whether I happen to like the direction that you see for yourself. Understanding yourself and where you would like to go will help you significantly when the interview season starts in earnest. People who know what they want and why they deserve it generally tend to do better on the job market. Assignment: Prepare a paper that is four to seven pages in length (double spaced) which explains your career aspirations. This paper should have a section in which you profile your own skills, values (as they are relevant to your career choice) and personal strengths/weaknesses (as you see them). Then the paper should have a section in which you choose a job type (e.g. financial analyst on Wall Street, stock broker, MIS professional at a mutual fund) that fits your personal profile well. Next, write a section which describes what this job involves in the way of work, environment, pay and personal satisfaction. Why would you like to have this job? Why are you (or will be) qualified for this job? And where would you be likely to work if you took this type of job? A good way to start to write this paper is to sit down in a quiet place for an hour or so without distractions with a pad of paper and write out answers to the following questions: (1) What am I really good at?, (2) What have I liked in previous jobs and what have I disliked?, (3) What people do I admire and why? What about them do I admire?; (4) What do I really want out of a job (money, recognition, interesting problems to solve, helping others etc.)? Resources: A good way to start the process of writing this paper is to go through a CD-ROM called Careers Paths in Finance and an Internet Finance Career Site. This program runs on a Macintosh and allows you to do a personal profile and conduct informational interviews with people who work in investment banking, commercial banking and corporate finance. To get into the program check out the CD-ROM from closed reserve in the Page Hall Library. Then sit down at any Macintosh in Room 3 and insert the CD-ROM into the CD holder. Then click on the "Bullwinkle" disk. From there, click on the folder called "Instructional Materials." Then click on the folder called "Career Paths in Finance." Then click on the middle blue icon which says something like "Pathsfin95b." Another resource worth consulting (on reserve in Page Hall) is the Business and Finance Career Directory, Gale Publishing, 1994. You can also search for articles related to your area of interest in business periodicals, use the career center and contact people in the business community who already work in the area you are interested in. * * * ## How to View Class Notes in Harvard Graphics Class notes are available off of the Internet in Harvard Graphics for Windows 3.0 (prs) files. You can download these to your hard disk and view them with a copy of Harvard Graphics. Most class notes can be viewed at your leisure on DOS computers in Room 3 Hagerty Hall. The notes are also provided in your reading packet at EZ-Copies. To use the notes follow these steps: * Sit down at any DOS-based computer at the front of the room and make sure that it is running Windows. Click on the folder which says Harvard Graphics. Click on the upward pointing arrow (shown below) which says "Connect to Harvard Graphics." * Close this folder by clicking on the tiny rectangle in the upper left hand corner of the box and selecting close. Then click on the folder which says "Finance". You will see the screen below. * From this screen double click on any icon that you like. So, if you wanted to review the notes on Financial Markets you would click on the icon called "Financial Markets and Instruments" in the second row. If you get a message which says "Cannot find font" you failed to follow step 1. * The effect of clicking on an icon is to load a file into Harvard Graphics. To view the file click on the "screen show icon" highlighted in the upper left hand corner of the image shown below and hit space bar to page through the notes. * * * ## How to View Multimedia Module in Finance I have prepared a multimedia module which covers the second week of the course called "An Overview of Finance." Multimedia is the wave of the future in education and this module represents an experiment that I would like you to try out. The module covers introductory concepts and has a number of test questions like those on the first midterm related to these concepts. To use this module follow these directions in Room 3 Hagerty Hall: * Sit down at any DOS-based computer at the front of the room. Then click on the folder in Windows which says "Finance". You will see the screen below. * From this screen double click on the very first icon called "Overview of Finance". You need to be wearing headphones. * If you hear no sound try putting your headphones into a different output jack. Also try rebooting for the "Soundblaster" option. See monitor at front of room if trouble persists. <file_sep>![Mankato State University](MSULogo.gif) ### ACCOMMODATING STUDENTS WITH DISABILITIES ### FACULTY / STAFF HANDBOOK **** * * * ** ### _TABLE OF CONTENTS*_ > Foreword > > Definitions > > General Requirements > > Campus Resources > > Disability Services Office > > Accommodations > > Alternative Testing > > Texts on Tape > > Notetaking Services > > Interpreter Services > > Word Processing/Scribe > > Assistive Technology > > Learning Center > > Ex.C.E.L. Student Support Services > > Syllabus Announcement > > Acknowledgment > > ADA Bulletin: MnSCU Supplement, Tips for Academic Programs > > Curriculum Requirements > > Academic Modifications > > Support Services > > Acknowledgment > > Key Points in Relating to Students with Disabilities-- > What Professors Can Do > > Before Classes Start/Early in Term > > During the Term > > Students with Visual Impairments > > Students with Hearing and Speech Impairments > > Students with Mobility Impairments > > Students with Attention Deficit Disorder > > General > > Acknowledgment > > Types of Learning Disabilities > > Abstract Reasoning > > Arithmetic Deficit > > Auditory Processing > > Constructional Dyspraxia > > Dyscalculia > > Dysgraphia/Visuo-Graphic Disorder > > Dyslexia > > Language Comprehension > > Long-Term Memory Deficit > > Long-Term Retrieval > > Processing Speed > > Reading Deficit > > Reasoning Deficit > > Short-Term Memory Deficit > > Short-Term Retrieval > > Spatial Organization > > Spelling Dyspraxia > > Visual Processing > > Writing Deficit > > Related Disabilities > > Attention Deficit > > Hyperactivity > > Hypoactivity > > Social Skills and Study Skills > > Possible Accommodations > > Abstract Reasoning Deficit > > Arithmetic Deficit > > Auditory Processing Deficit > > Constructional Dyspraxia > > Dyscalculia > > Dysgraphia > > Dyslexia > > Language Comprehension Deficit > > Long-Term Memory Deficit > > Long-Term Retrieval Deficit > > Processing Speech Deficit > > Reading Deficit > > Reasoning Deficit > > Short-Term Memory Deficit > > Short-Term Retrieval Deficit > > Spatial Organization Deficit > > Spelling Dyspraxia > > Visual Processing Deficit > > Writing Deficit > > Hypoactivity > > Attention Deficit Disorder/Attention Deficit with Hyperactivity > > Social Skills and/or Study Skills Deficit > > Suggestions for Working with Adults with Learning Disabilities > > Instructional Strategies for Reading > > Instructional Strategies for Mathematics > > Instructional Strategies for Written Language * * FOREWORD Mankato State University affirms that it will provide access to programs, services and activities to qualified individuals with known disabilities as required by Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act of 1990 (ADA) unless doing so poses an undue hardship or fundamentally alters the nature of the program or activity. When an individual asks for an accommodation, the University will require the individual to provide recent documentation of the disability. Information in this guide will be made available in alternative format, such as large print or cassette tape, upon request. 6/3/97 * * * DEFINITIONS Disability means, with respect to individuals: A. A physical or mental impairment that substantially limits one or more of the major life activities of such individuals; B. A record of such an impairment; or C. Being regarding as having such an impairment. If an individual meets any one of these three tests (A or B or C above), he or she is considered to be an individual with a disability for purposes of coverage under Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act of 1990 (ADA). Major life activities means functions such as caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working. Record of such an impairment includes those individuals who have recovered from a physical or mental impairment that previously substantially limited them in a major life activity, or who have been misclassified as having a mental or physical impairment. Being regarded as having such an impairment applies when individuals are treated as if they have an impairment that substantially limits a major life activity, regardless of whether they, in fact, do have an impairment. Qualified individual with a disability means an individual with a disability who, with or without reasonable modifications to rules, policies, or practices, the removal of architectural, communication, or transportation barriers, or the provision of auxiliary aids and services, meets the essential eligibility requirements for the receipt of services or the participation in programs or activities provided by Mankato State University. Documented disability means the disability has been verified by an appropriate source and documentation has been provided to the Disabilities Services Office as part of the process of self-identification. Self-identification means students identify themselves as having a disability, provide documentation, and make arrangements for appropriate accommodations. Auxiliary aids or services include, but are not limited to, note takers, interpreters, assistive devices such as FM listening systems, taped textbooks, captioned videos, Brailled material, large print material, etc. Learning disabilities is a catchall term for a heterogeneous group of impairments that are hidden and involve significant problems in receiving, processing, transmitting or sequencing information. A learning disability is not mental retardation; a person with a learning disability is of average or above average intelligence. 6/3/97 * * * GENERAL REQUIREMENTS No qualified individual with a disability shall, on the basis of disability, be excluded from participation in or be denied the benefits of any academic, research, occupational training, housing, health insurance, counseling, financial aid, physical education, athletics, recreation, transportation, other extra-curricular, or other program or activity at Mankato State University. Qualified individuals with a disability shall be given an opportunity to participate in or benefit from our services, programs, and activities on a footing equal to that afforded others so as to gain the same opportunity as that given to others. The services, programs, and activities shall be administered in the most integrated setting possible and appropriate to the needs of qualified individuals with disabilities. The University is not required to provide to individuals with disabilities personal devices, such as eyeglasses or hearing aids; wheelchairs; readers for personal use; or services of a personal nature including assistance in eating, toileting, or dressing. **Academic Adjustments Programs shall make modifications to academic requirements as accommodation for qualified students with documented disabilities as necessary to assure that requirements do not discriminate against students with disabilities or have the effect of excluding students solely because of disability. Programs are not required to make modifications to academic requirements if it can be shown the modification would result in a substantial change in an essential element of the program. Examples of modifications include substitution of degree requirements and adaptation of the manner in which specific courses are taught. Accommodations Students with disabilities shall be provided with appropriate accommodations to assure that their evaluations represent their achievement in the course of study rather than reflecting the effects of their disability. Examples of accommodations include extended time on tests, readers, note takers, use of adaptive equipment, interpreters, etc. Accommodations do not give students with disabilities an unfair advantage over non-disabled students, but minimize the effects of their disabilities to the greatest degree possible. Faculty members receiving requests from students for accommodation are encouraged to contact the Disabilities Service Office for assistance. Communications All programs shall take appropriate steps to ensure that communications with students and members of the public with disabilities are as effective as communications with others. In some instances, a notepad, note taker, and written materials may be sufficient to permit effective communications; however, in other circumstances they may not be sufficient. A qualified interpreter may be necessary, or an auxiliary aid from the Disabilities Services Office may be needed. Deference to the request of the individual with a disability is desirable because of the range of disabilities, the variety of auxiliary aids and services, and different circumstances requiring effective communication. Where a program communicates by telephone with students and/or members of the public, TTY's or equally effective telecommunication systems shall be used to communicate with individuals with hearing or speech impairments. (TTY's are teletypewriters that are used by individuals who are deaf or have speech impairments.) Those programs not having a TTY may use the Minnesota Relay Service. The Relay Service is a telephone service that connects individuals who are deaf, who have speech impairments, or who are hard of hearing with individuals who are able to hear. To access the Relay Service, dial 1-800-627-3529, and tell the communications assistant what type of call you wish to make (collect, calling card, third party billing). Give your number and the number you are calling. The communications assistant will relay your messages to the person whom you are calling via a TTY and relay responses back to you verbally. You should speak as though speaking directly to the person whom you are calling. The Minnesota Relay Service is available 24 hours a day, seven days a week. Offices having TTY's shall train staff in how to receive and place calls using it. Contracting with External Organizations Programs contracting with other organizations to provide services and activities to program participants retain responsibility for assuring that the contractor provides services and activities in a nondiscriminatory manner. Media Relations All publicity regarding campus-sponsored events shall contain statements that: (1) auxiliary aids and services will be provided upon request, (2) a date by which requests for accommodations must be made, and (3) the telephone number and name of person to contact to request accommodation. The following is the suggested statement: "To request accommodation of a disability, please contact (name, department, address, phone number) at least 72 hours prior to the day of the event." Medical Inquiries As a general rule, programs may not make medical inquiries of students or members of the public as a condition of eligibility for or participation in any program, activity, or service. Programs that believe medical inquiries are necessary are encouraged to contact either the Disability Services Office or the ADA Coordinator's Office. Off-Campus Events Individuals with disabilities may not be denied the opportunity to participate in an off-campus service, program, or activity because of their disability. The services, programs, and activities shall be administered in the most integrated setting possible and appropriate to the needs of qualified individuals with disabilities. Reasonable modifications in policies, practices and procedures that deny equal access to people with disabilities must be made unless those modifications result in a fundamental alteration in the program. Printed Materials All printed materials (catalogs, program brochures, course syllabi, etc.) shall be accessible to students with disabilities, i.e., they must be available in alternative format such as large print, audio tape, etc. The following notice shall be printed on all materials, "Information in this publication (or brochure) will be made available in alternative format, such as large print or cassette tape, upon request." Programs receiving requests for materials in alternative format shall immediately contact the Disabilities Services Office for assistance. Public Events Announcements of public events shall contain this statement, "To request accommodation of a disability, please contact (name, department, address, phone number) at least 72 hours prior to the day of the event." Programs receiving requests are encouraged to contact the Disabilities Service Office for assistance. Events shall be scheduled in a setting that provides accessible seating in an integrated setting to accommodate wheelchair users, persons with other mobility impairments, and persons with vision or hearing impairments. Transportation Programs arranging transportation for students and members of the public to attend off-campus services, programs, and activities shall arrange for transportation that is accessible to individuals with disabilities when needed. Announcements of off-campus activities shall contain this statement, "To request accommodation of a disability, please contact (name, department, address, phone number) at least 72 hours prior to the day of the event." Programs receiving requests for accessible transportation shall contact the Disabilities Service Office for assistance. Videos and Films** Minnesota Statute requires that all videos or films purchased, including educational videos and films, must be either open- or closed-captioned. (Open- captions are similar to subtitles used in foreign films; the captions are permanently displayed on the tape. Closed-captions are subtitles that can only be received by a television having a special chip that receives the closed- caption signal. All televisions 13 inches or larger manufactured after July, 1993, feature built-in decoders.) MSU has three televisions with built-in decoders available in the Educational Resource Center in the Library. It is not financially feasible to retrofit the videos already on-hand in the library and in the departments, but the University must provide accommodation to students who are deaf or hard-of-hearing upon request. Departments and/or faculty members receiving requests from students for accommodation for showing of videos shall contact the Disabilities Service Office for assistance. As programs order new videos for their collections, they shall request videos with captioning. Not all production companies will be able to comply with the request; however, that shall first be determined before ordering a video without captioning. 6/11/97 * * * #### CAMPUS RESOURCES Disability Services Office (DSO) The Disability Services Office is located in Armstrong Hall 117 and can be reached at #2825. This office houses documentation of disability for students, provides verification of disability for faculty, provides accommodations, offers direct services to students such as taped texts, notetakers, interpreters, technology access, acts as a liaison to other offices, issues temporary handicapped parking permits, submits requests for waivers and substitutions of classes, issues permission for early registration and generally coordinates services for students with disabilities. Accommodations Common accommodations include: > testing accommodations (alternative testing) > > extra time > > quiet room > > test read to the student > > scribe provided for the student > > taped tests > > taped text books > > either taped on campus or through Reading for the Blind and Dyslexic > > notetakers > > early registration > > interpreter services > > word processing/scribing > > verification of eligibility for handicapped parking permits Alternative Testing A three part NCR form is available in either the Learning Center (LC) or the Disability Services Office for implementing testing accommodations. The student has the responsibility for getting the form, filling out the top part and giving it to the faculty member for approval and signature. One part is returned to the Alternative Testing Coordinator in the Learning Center at least 3 days before the test. The faculty member should keep a copy of the form and the third part is kept by the student. The procedures agreed upon on the form will be carried out under the direction of the test coordinator. Texts on Tape Students with disabilities that make it difficult for them to comprehend what they are reading can get textbooks on tape. Professionally read textbooks are available through Reading for the Blind and Dyslexic, but when a book is unavailable through this source, it is taped in the DSO by student workers. When a book is taped locally, it is necessary to have an extra copy of the book and an accurate syllabus, so the student will receive the tapes in a timely manner. The DSO will contact the bookstore to borrow a copy of the book to be taped and, if it is unavailable there, will contact the instructor for help in obtaining a copy. Notetaking Services A student who qualifies can access notetaking services by applying for a notetaker in the DSO. Information will then be communicated to the faculty member who is teaching the class and he/she will be asked to announce that a notetaker is needed. Students interested in being notetakers should go to the DSO to fill out the appropriate forms. Notetakers are student employees and are paid for the time they are taking class notes. The DSO provides NCR paper for the notetaker. Students for whom notes are being taken are expected to attend class and take notes to the best of their ability. Interpreter Services The sign language interpreter will accompany deaf students to class. The interpreter will introduce himself/herself to the instructor at the first class meeting and discuss classroom routines. The interpreter will be seated in the front of the classroom so the student has a clear view of the instructor and interpreter. The interpreter's job is to facilitate communication between student and instructor. The interpreter is not a class member. Speak to the interpreter as if you were speaking directly to the student. Word Processing/Scribe Students who are unable to write or type their own material may use the services of a scribe/word processor. The scribe/word processor will transcribe what the student says to written form as it is dictated. Assistive Technology In recent years, the Disability Services Office has acquired equipment specifically for the use of students with disabilities. Most of this equipment is located in the DSO office and may be checked out for student use. The equipment, its location and use includes: Portable FM systems: Students with hearing impairments may check a system out to take to class. The instructor is asked to wear a small battery pack and microphone when lecturing. The amplified sound then goes directly into the earphones of the student. Located in DSO AH 117. 4-track tape players: These players are used to play the special DSO books on tape from Reading for the Blind Learning and Dyslexic and can be checked out by the quarter. Located in DSO, and Learning Center ML 0132. Talking calculator: For use of students with low vision or who are blind. Located in DSO. Large number calculator: For use of students with low vision. Located in DSO. Franklin Speller: Used to spell check words and hear Learning the correct pronunciation. Located in Learning Center. Arkenstone Reader: Used by students with low vision or who are blind. The Arkenstone will Learning scan and read back text. Located in the Library Learning Center. Omni 3000: Used by students with print disability. Learning (primarily learning disabilities). The Omni 3000 will scan and read text but requires more vision to access and is not suitable for students with low vision. Located in the Learning Center. Dragon Dictate: Voice recognition software. A user can dictate to the machine which will then print what has been dictated. Located in the Learning Center. Jaws: A speech synthesis program that works with text only. Installed with other equipment in the Library and the Learning Center. Equipment is added and upgraded on a continuing basis. If you have questions about what is available or if you have suggestions for assistive technology to be purchased, please contact the DSO. Learning Center Located in the lower level of Memorial Library (ML 0132) the Learning Center (LC) serves as a central resource to all students. While its primary function is to provide tutoring for MSU students, the Center also conducts study skills, evaluations and workshops, specialized tutoring for standardized tests, advising and is staffed with trained and certified peer tutors. The Center also provides special support to students with disabilities. As noted above, some assistive technology is available in the LC and most of the alternative testing is provided through the Center. The services provided by the Learning Center are free to students. Ex.C.E.L. Student Support Services Ex.C.E.L. Student Support Services (WI 355) is a federally funded program that is part of TRIO and has disability as one of its eligibility criteria. Students who qualify may receive services through this office. It is the intent of this office to retain and graduate students and foster a campus climate conducive for learning. Services include tutoring, advising, counseling, registration information and other activities designed to assist students. * * * SYLLABUS ANNOUNCEMENT On the first day of class each quarter, faculty members are urged to invite students who may need accommodations because of a disability to visit them in their offices to discuss their instructional needs. Too often students wait until they are in academic trouble before seeking assistance; more students may seek help if the first gesture comes from the professor. The invitation should be issued carefully so that a disabled student does not feel he/she must identify his or her needs in front of the class, or, in the case of an apparent disabled student, she/he is suddenly conspicuous to the whole class. The announcement might be a general invitation extended to the class as a whole; possibly as part of the announcement of office location and office hours. Then, the decision of whether or not to self-identify and to seek assistance is left to the individual student. An alternative to a general announcement in class is to put a written invitation to visit with the professor regarding accommodations of disabilities in the course syllabus. Suggested language is: If you are a student with a documented disability who will need academic accommodations, please see me as early in the quarter as possible to discuss what is appropriate. * * * ACKNOWLEDGMENT The following section "ADA Bulletin: MNSCU Supplement" has been prepared by the ADA/Disability Office in the Department of Employee Relations for MnSCU. It will provide guidance in meeting ADA requirements in the curriculum, providing academic modifications, and in providing support services for students with disabilities. * * * ADA BULLETIN MNSCU SUPPLEMENT December, 1996 > TIPS: ACADEMIC PROGRAMS CURRICULUM REQUIREMENTS: 1\. Reasonable modifications to an academic program must be made for students with disabilities under the ADA. For example, if you require two years of a foreign language for all bachelor's degrees, you must provide an alternative for persons who are hearing impaired or who have auditory processing disabilities. You might consider offering computer languages or American Sign Language as substitutes. You may also consider a course on the history of a foreign country as a substitute for a language course, particularly for someone with a speech impairment. 2\. Some degree programs require at least one class in physical education. This would create a barrier for persons with limited mobility or use of their upper limbs, and would be discriminatory. (Please note that we are not talking about a student with a disability majoring in physical education, but a student in another field who is required by the college to fulfill a general requirement for physical education.) In this instance, you may consider exempting the student from the course, or offering an adaptive course such as aquatics. 3\. If a student with a disability will be taking courses requiring the use of a computer, you may have to provide adaptive equipment to overcome a barrier. For example, a visually impaired student may not be able to access or transcribe information via computer unless that computer is equipped with a Braille keyboard and a voice response system. A person who has limited or no use of the upper limbs may need a more sensitive keyboard or a voice-activated computer. 4\. For students with speech impairments or who do not speak because of a disability, courses that require oral presentations are an obstacle. See if written or visual presentations can be substituted. 5\. Information regarding accommodations must be accessible to persons who are hearing impaired, visually impaired and even those with mobility impairments who may not have access to information bulletin boards. 6\. One of the most difficult things for students with disabilities to accomplish is going through a bureaucratic maze. The more people, locations, complex communication and paperwork involved, the more likely it is that a person with a disability will be confronted with barriers. While one office may have forms in Braille, or someone who can provide direct assistance, another may not. While you may have a TTY line for general information or registration, various academic offices may not. Reducing the bureaucracy may help eliminate unforeseen barriers. * * * ACADEMIC MODIFICATIONS: 1\. When you offer students the opportunity to add/drop courses, it is often done within a narrow time frame. Students with disabilities must not only have access to this timely information, but must be able to negotiate the process. It may be the case that a faculty member, whose signature is required for add/drop, may have an inaccessible office, or a student with a visual impairment may need assistance to receive and complete the forms. If it does not impose an undue administrative burden, it may be necessary to extend add/drop deadlines for students with disabilities who encounter barriers in the process. 2\. Time limits for completing courses for graduation (e.g., five years) may pose an obstacle to students with disabilities. Some disabling conditions may require a student to be hospitalized for periods of time. Some conditions may be exacerbated by fatigue or stress. In both of these instances, a student may have to take longer to complete a course of study. You are required under the ADA to modify your policies to ensure they do not discriminate on the basis of disability. Granting an extension of time to complete studies may be a reasonable modification to your policy, as is extending time to complete a given course for a student who has been ill due to a disability, or unable to attend classes in inclement weather. However, you are not required to take any action that would fundamentally alter the nature of your program. 3\. Often, faculty will establish a maximum number of classes per course that can be missed before a student receives a failing or lowered grade. This is reasonable for the majority of the student body, but may not be for some individuals with disabilities. Some students may require bed rest or hospitalization during a semester. Others may be ready to attend classes but unable to use transportation routes in severely inclement weather. You are required under the ADA to make reasonable modifications to these standards for students with disabilities on a case by case basis. Some individuals would qualify, others would not. Again, modifications that fundamentally alter the nature of a program are not required. 4\. When providing general information on academic policies and procedures, you must ensure that the information is accessible to persons with a wide range of disabilities. Besides posting these standards, you should consider having copies available in large print, Braille or on audio tape. Information should be posted in a wheelchair accessible area. Some individuals with hearing impairments may need to have a session with faculty at which a sign language interpreter is present, to ensure a clear understanding of these complex issues. Remember that the ADA's nondiscrimination mandate extends to all faculty and staff at your college or university. Everyone needs to be informed of the requirements of the law, as well as the specific efforts you have made to ensure compliance. People in positions of authority need to be as well informed as administrative staff. * * * SUPPORT SERVICES: 1\. Sometimes standards need to be modified to fit the needs of students with disabilities. Generally, the grade point average expected of other students should be expected of students with disabilities. The ADA is not designed to ensure equal results but to provide equal opportunities of access. Some obstacles to access programs and services may be the academic standards established within each course. If you require written papers, you may need to modify this for certain students with severe learning disabilities. These students may better be able to express a theme and discuss issues in an oral presentation. 2\. Some courses require concise and accurate notetaking, for which a student receives a portion of the full course grade. Students with auditory processing problems and students with hearing impairments may not be able to meet this standard. Similarly, they, along with students with speech impairments, may be unable to make oral presentations. A reasonable modification could be to write an additional essay on a topic, or to present a model, drawing, etc., based on the subject matter covered. 3\. For students with impaired hearing (including those who need the services of an in-class sign language interpreter) providing a notetaker may also be a necessary modification to the academic expectations. Some schools do provide notetakers to individual students; others offer copies of the instructor's notes. Remember, whatever additional services you decide to provide, you may not pass the cost along to the person with a disability. 4\. Some colleges use student volunteers or work-study students as in-class interpreters. This is perfectly acceptable under the ADA. However, you must ensure that these students are qualified sign language interpreters - a person who knows "some" ASL is not a qualified interpreter. 5\. Both multiple choice and essay exams may impose a burden on students with specific disabilities, and may have to be modified. Some individuals with visual impairments, and some with learning disabilities, are unable to track answers from a test paper to an answer sheet. Others are unable to write extensive essays. In addition, without adaptive equipment, some persons with limited upper body movement may not be able to write responses. Lastly, many individuals require time extensions to complete exams. Here is a list of some of the most frequent modifications and support services you may have to make to your academic program: > Oral presentations > > Tape recorded classes > > Notetakers > > Sign language interpreters > > Extended timed exams > > Additional instruction time > > Readers * * * ACKNOWLEDGMENT This is to acknowledge that some of the material in the following section was taken from "What Professors Can Do" from the manual Teaching College Students with Disabilities: A Guide for Professors by Dr. <NAME>, <NAME>, <NAME>, and Dr. <NAME>. Where appropriate, this material has been adjusted and/or other information added to make the section more applicable to the Mankato State environment. The entire manual, Teaching College Students with Disabilities: A Guide for Professors, is in the Affirmative Action/ADA Coordinator's Office and is available for review upon request. * * * KEY POINTS IN RELATING TO STUDENTS WITH DISABILITIES > > > WHAT PROFESSORS CAN DO Before Classes Start/Early in Term 1\. Put a statement in your syllabus inviting students with disabilities to meet with you concerning appropriate accommodations and/or during the first class invite any students who may need accommodations because of a disability to visit you in your office to discuss individual instructional needs. 2\. Encourage students with disabilities to be in contact with the Disability Services Office. 3\. Become familiar with the services and technology available to students with disabilities and give them the appropriate information. 4\. If requested, help find a notetaker for the student as early in the term as possible. 5\. Be sure the student knows what is expected of him/her with reading, written assignments and tests. 6\. Make appropriate individual adjustments such as alternative assignments, seating, testing accommodations, etc. 7\. Discuss available resources. (such as notetakers, FM System, texts on tape) During the Term 1\. Be flexible with the content and format of tests. Be willing to allow alternative testing arrangements if documentation indicates this is appropriate. Forms for alternative testing are available through the Disability Services Office or the Learning Center. 2\. Encourage the student to stay in contact with you. 3\. Arrange for other students in the class to help, or refer the student to the Learning Center or the Disability Services Office for tutoring, texts on tape, notetakers, etc. 4\. Allow special seating for students with disabilities if it is indicated. 5\. Let students with disabilities know it is acceptable to tape lectures. 6\. Discuss problems with the student such as frequent absences, work not turned in on time, inappropriate behavior, etc. 7\. Be supportive and encouraging. Let students know you are willing to talk with them about their progress. Students with Visual Impairments 1\. Make sure required materials can be made available in large print, on tape or in Braille. 2\. State aloud what you write on the board or show on the overhead projector. Students with Hearing and Speech Impairments 1\. Give lectures loudly and slowly making sure your mouth is not covered when you speak. Face the class as much as possible. Try not to stand behind the student or walk back and forth in front of the class. 2\. Write all important material on the board or overhead and be sure it is written clearly. If you have a beard or mustache, be sensitive to students who may not understand you because they read lips. 3\. Be patient. Check privately with the student about whether she/he has understood you if you are in doubt. 4\. Hand out typed or printed notes. 5\. If asked, use an amplification system. 6\. Repeat classmates' questions if the student can not hear them. 7\. If the interpreter is in your class, discuss the way your class is conducted with her . The interpreter is in class to facilitate communication between professor and student. Students with Mobility Impairments 1\. Ensure that the class, lab, building, field trip, etc. is in an accessible location. 2\. Make sure that classroom and lab furniture are appropriate for wheel chair users. If not, call the Disability Services Office to help facilitate finding appropriate accommodations. 3\. Admit students with mobility impairments to class with no penalty if they are occasionally late. Students with Attention Deficit Disorder 1\. Although not always students with learning disabilities, many of the strategies used for those students work with students with attention deficit disorder. 2\. Ensuring the student understands the requirements of the course is very helpful since organization is often a problem. 3\. Allow alternative testing in a quiet room whenever possible. This service is available through the Disability Services Office and the Learning Center. 4\. Discussing deadlines and flexibility in meeting deadlines is appropriate for students with attention deficit disorder. General 1\. Be supportive of students with disabilities but, when possible, treat them as you would any other student. 2\. Make adjustments to allow the student an equal opportunity to learn. Remember, identical treatment is not "equal" treatment. 3\. Make adjustments in your evaluation of students with disabilities, by giving them a chance to demonstrate that they have mastered the material. Do not, however, accept work of lower quality or give unearned grades based only on effort. 4\. Avoid doing things for students they can and want to do on their own. 5\. Do not ask for documentation. Documentation is confidential material and is on file in the Disability Services Office. Confirmation of the appropriateness of accommodations asked for can be sent to you from the Disabilities Services Office upon request. 6\. Do not single out students with disabilities for special attention during class. 7\. Do not avoid everyday words such as "see", "hear" and "walk" with students with disabilities. 8\. If students with disabilities come to talk to you about taking your class, do not discourage them but be forthright about your expectations. Let the students use that information to make up their own minds - they usually know their own strengths and limitations. 9\. Discuss possible accommodations with the student. He/she will know what accommodations work. If you have concerns or questions about what is asked for, call the Disability Services Office and ask for verification of the appropriateness of the accommodation. * * * ACKNOWLEDGMENT The following section on learning disabilities is reprinted with permission and is taken from a training program "Accommodations for Students with Learning Disabilities: A Training Program" by <NAME> and <NAME>. Candia of St. Philip's College in San Antonio, Texas. The entire training package is in the Disabilities Services Office and available for review upon request. * * * TYPES OF LEARNING DISABILITIES Below is a list of specific learning disabilities and many of their functional limitations. Although the lists are extensive, they are by no means the only functional limitations that students with a specific learning disability will exhibit. Thus, it should be remembered that no two students with the same disability will exhibit the same functional limitations. DISABILITY: > Abstract Reasoning FUNCTIONAL LIMITATION(S): > > Difficulty/Inability to make inferences; >> >> Difficulty/Inability to generate creative solutions to problems; >> >> Difficulty/Inability to transfer generalizations; >> >> Difficulty/Inability to understand relationships. > > DISABILITY: > Arithmetic Deficit FUNCTIONAL LIMITATION(S): > > Difficulty with mathematical reasoning; >> >> Difficulty/Inability to understand numerical concepts; >> >> Difficulty/Inability to read and comprehend math word problems; >> >> Difficulty/Inability to understand math terminology (vocabulary); >> >> Difficulty/Inability to align numbers; >> >> Number reversals; >> >> Difficulty/Inability to process math facts rapidly; >> >> Difficulty with concepts of time and money. > > DISABILITY: > Auditory Processing FUNCTIONAL LIMITATION(S): > > Difficulty/Inability to take information in through the sense of hearing and/or in processing this information; >> >> Difficulty/Inability to discriminate between similar sounds; >> >> Difficulty/Inability to spell; Difficulty/Inability to take notes; >> >> Difficulty/Inability in listening and remembering instructions; Trouble/Inability to hear sounds over background noise; Difficulty/Inability to learn foreign languages; >> >> Fatigue when trying to listen to a talk or lecture; >> >> Difficulty/Inability to hear sounds in the correct order; >> >> Has problems taking phone messages. DISABILITY: > Constructional Dyspraxia FUNCTIONAL LIMITATION(S): > > Difficulty/Inability to sequence letters, numbers, words, sentences, paragraphs, steps, etc.; >> >> Difficulty/Inability to work math problems in correct order; >> >> Difficulty/Inability to tell a story or joke in the proper sequence; >> >> Difficulty/Inability to construct written papers in correct order; Poor speller. DISABILITY: > Dyscalculia (math) FUNCTIONAL LIMITATION(S): > > Lack of any inherent ability to understand and perform mathematical functions. > > DISABILITY: > Dysgraphia/Visuo-Graphic Disorder (writing) FUNCTIONAL LIMITATION(S): > > Extremely poor handwriting; handwriting frequently appears to be very immature; >> >> Difficulty with the physical act of writing; >> >> Will almost always print, since cursive writing requires a great deal more eye - hand coordination. DISABILITY: > Dyslexia (reading) FUNCTIONAL LIMITATION(S): > > A secondary disability connected to a visual or auditory processing disorder; >> >> Difficulty/Inability to perform any task in which reading is an essential component (such as reading textbooks, articles, exams, notes etc.); >> >> Difficulty/Inability to interpret charts, graphs, and other visual aids; > Slow reading rate; >> >> Difficulty/Inability to read new words; >> >> Poor comprehension and retention of reading material. DISABILITY: > Language Comprehension FUNCTIONAL LIMITATION(S): > > Difficulty with vocabulary; >> >> Difficulty/Inability to answer factual questions; >> >> Difficulty/Inability to concentrate during lectures; >> >> Poor or low reading comprehension; >> >> Difficulty with oral language; >> >> Low knowledge in content areas; >> >> Poor written expression; >> >> Difficulty/Inability to use prior knowledge to perform activities; >> >> Understands what he/she hears, not necessarily what was said. >> >> DISABILITY: > Long-Term Memory Deficit FUNCTIONAL LIMITATION(S): > > Inconsistent when learning new information/facts (might remember one day and not the next); >> >> Difficulty remembering rote facts. >> >> DISABILITY: > Long-Term Retrieval FUNCTIONAL LIMITATION(S): > > Difficulty/Inability to process and recall information through associations (events, related ideas and concepts and names); >> >> Difficulty/Inability to recall information on tests; >> >> Difficulty/Inability to pair and retain visual and/or auditory information; >> >> Difficulty/Inability to retrieve words; >> >> Difficulty/Inability to memorize poems, speeches, parts of plays. >> >> DISABILITY: > Processing Speed FUNCTIONAL LIMITATION(S): > > Slow and/or uneven automatic processing speed; >> >> Difficulty/Inability to complete assignments within imposed time constraints; >> >> Difficulty/Inability to take timed tests; >> >> Difficulty/Inability to make comparisons rapidly between and among bits of information. DISABILITY: > Reading Deficit FUNCTIONAL LIMITATION(S): > > Slow or uneven reading rate; >> >> Difficulty/inability to read new words; >> >> Poor comprehension and retention of reading material. DISABILITY: > Reasoning Deficit FUNCTIONAL LIMITATION(S): > > Trouble thinking in an orderly, logical way; >> >> Difficulty/Inability to prioritize and sequence tasks; >> >> Difficulty/Inability to apply a learned skill to a new task. >> >> DISABILITY: > Short-Term Memory Deficit FUNCTIONAL LIMITATION(S): > > Difficulty/Inability to remember steps, in sequential order; >> >> Difficulty/inability to retain information and/or concepts long enough to understand; >> >> Difficulty/Inability to remember problems and retain numerical information (such as - multiplication tables, dates, etc.); >> >> Difficulty/Inability to follow directions; >> >> Difficulty/Inability to take notes; >> >> Difficulty/Inability to answer oral questions. DISABILITY: > Short-Term Retrieval FUNCTIONAL LIMITATION(S): > > Difficulty/Inability to repeat back auditory information immediately after hearing the information; >> >> Difficulty/Inability to re- create visual information immediately after presentation of the information; >> >> Difficulty/Inability to remember directions long enough to complete tasks; >> >> Difficulty/Inability to retrieve information read at the beginning of a reading assignment (even reading assignments as short as a math word problem); >> >> Difficulty/Inability to retrieve information long enough to take notes on the subject being presented. DISABILITY: > Spatial Organization FUNCTIONAL LIMITATION(S): > > Problems perceiving the dimensions of space; >> >> Difficulty/Inability to see things in right order; >> >> Trouble distinguishing left from right, north from south, up from down, ahead from behind. DISABILITY: > Spelling Dyspraxia FUNCTIONAL LIMITATION(S): > > A secondary disability connected to a visual or auditory processing disorder; >> >> Difficulty/Inability to spell words correctly on a consistent basis. >> >> DISABILITY: > Visual Processing FUNCTIONAL LIMITATION(S): > > Difficulty/Inability to take in information through the sense of sight; >> >> Difficulty/Inability to process visual information; >> >> Trouble/Inability to see a specific image within a competing background, such as picking a sentence out of a page of text; >> >> Trouble/Inability to see the difference between two objects; >> >> Difficulty/Inability to "fill-in" computerized exam forms; >> >> Difficulty/Inability to copy information from the board; >> >> Difficulty/Inability to comprehend maps, charts, graphs; >> >> Difficulty with geometry; >> >> Difficulty/Inability to "see" mistakes; >> >> Difficulty/Inability to align numbers on paper; >> >> Difficulty/Inability to work math problems on scrap paper and then to transfer the numbers accurately to exam sheet; >> >> Trouble/Inability to see how far away or near an object might be; >> >> Fatigue when trying to read. >> >> DISABILITY: > Writing Deficit FUNCTIONAL LIMITATION(S): > > Difficulty/Inability to get thoughts on paper; >> >> Difficulty/Inability to write sentences, paragraphs, and/or papers; >> >> Difficulty/Inability to take notes in class; >> >> Difficulty/Inability to spell words correctly on a consistent basis; >> >> Difficulty/Inability to sequence sentences and paragraphs. This handout includes essential information from Project T.A.P.E. College of Education, Northern Illinois University. * * * RELATED DISABILITIES Although the following disabilities interfere with the learning process, they are not in and of themselves learning disabilities. However, they are disabilities that frequently occur concomitantly with learning disabilities and they too require accommodations under the law. DISABILITY: > Attention Deficit FUNCTIONAL LIMITATION(S): > > Difficulty/Inability to concentrate for long periods of time; >> >> Easily distracted; >> >> Difficulty/Inability to organize work and/or budget time; >> >> Problems staying at a desk or task for long periods of time. DISABILITY: > Hyperactivity FUNCTIONAL LIMITATION(S): > > Constantly in motion; >> >> Inability to attend to anythi <file_sep>![](images/crse_banner_syllabus.gif) ![](images/dot_clear.gif)\| \| ![](images/syllabus/course_title.gif) \| ![](images/image_syllabus.jpg) ---\|--- ### HSTAA 432 \| \| ### History of Washington State and the Pacific Northwest Prof. <NAME> University of Washington History Department\| \| <EMAIL> Office: 302 SMITH, Box 353560 (206)543-2573 ![](images/syllabus/head1.gif) SCHEDULE OF TOPICS Introduction to Pacific Northwest History Contacts and Contests: Non-Indians and Resources, 1741-1900 The American Northwest:Urban and Industrial Growth, 1846-Present GRADING AND ASSIGNMENTS COURSE OVERVIEW: ![](images/syllabus/head2.gif) Although these lessons are available to anyone interested in them, they have been written primarily for undergraduates&#0151both on campus and enrolled in Distance Learning&#0151at the University of Washington in HSTAA 432, History of Washington State and the Pacific Northwest. As such, the lessons are not intended to serve as a comprehensive overview of regional or state history; rather, they are quite explicitly intended to be used in conjunction with other sources of information. Some students using the lessons will also be reading <NAME>, _The Pacific Northwest: An Interperetive History_ , rev. ed. (Lincoln: University of Nebraska Press, 1996), a textbook overview of regional history, so the lessons have been developed so as not to overlap too much with Schwantes. They are more thematic and conceptual than the textbook, and are meant to delve deeper into certain areas while glossing over other topics covered by Schwantes. Reflecting their origins as lectures in courses taught in Seattle for students who come primarily from the Puget Sound basin, the lessons also focus more on western Washington than on other parts of the region. Finally, the lessons reflect my own personal research interests and teaching strategies. I welcome comments and suggestions for additions and revisions. <NAME>, Professor Department of History University of Washington July 1998 ![](images/syllabus/head3.gif) #### Unit 1: Whose Washington? Whose Northwest? LESSON 1: Who Belongs in the Pacific Northwest? LESSON 2: To Whom Does the Pacific Northwest Belong? ![](images/syllabus/part1.gif) #### Unit 2: European Exploration, Imperial Rivalry, and the Maritime Fur Trade, 1741-1806 LESSON 3: European Rivalry for the Pacific Northwest LESSON 4: Americans Enter the Rivalry #### Unit 3: Fur Traders, Indians, and Anglo-American Rivalry for the Northwest, 1806-1846 LESSON 5: Natives and the Maritime Fur Trade LESSON 6: The Continental Fur Trade LESSON 7: The Changing World of Pacific Northwest Indians LESSON 8: Settlement of the Oregon Boundary Question, 1818-1846 #### Unit 4: Settlers, Indians, and the Americanization of the Pacific Northwest, 1834-1900 LESSON 9: Settlers and Societies in California and Oregon LESSON 10: Lines on the Land LESSON 11: Overview of American Indian Policy, Treaties, and Reservations in the Northwest LESSON 12: Indian Reservations, Resistance, and Changing U.S. Indian Policy since 1850 ![](images/syllabus/part2.gif) #### Unit 5: Cities, Hinterlands, and Extractive Industry LESSON 13: Cities and Hinterlands: The Modern Northwest LESSON 14: Industrialization, Technology, and Environment in Washington LESSON 15: Industrialization, Class, and Race: Chinese and the Anti-Chinese Movement in the Late-19th-Century Northwest LESSON 16: Mastering Nature: The Rise of Seattle, 1851-1930 #### Unit 6: The Northwest as a Political and Economic Colony, 1880-1940 LESSON 17: Reform and the Pacific Northwest LESSON 18: The I.W.W. in Washington LESSON 19: Economic and Political Change Between the Wars, 1919-1939 #### Unit 7: World War Two and 20th-Century Diversity in the Pacific Northwest LESSON 20: World War Two as Turning Point in Northwest Race Relations LESSON 21: African Americans in the Modern Northwest LESSON 22: Asian Americans in the Modern Northwest #### Unit 8: Cold War and the Age of the Environmental Movement LESSON 23: The Impact of the Cold War on the Pacific Northwest: An Overview LESSON 24: The Impact of the Cold War on Washington: Hanford and the Tri-Cities LESSON 25: The Impact of the Cold War on Seattle: The 1962 World's Fair LESSON 26: Spokane's Expo '74: A World's Fair for the Environment LESSON 27:Extinction in Ecotopia: Environment and Identity in the late 20th Century Pacific Northwest CSPN Home \| CSPN Course \| Overview \| Syllabus \| Assignments (C)1998 <NAME>, unless otherwise noted. ![](images/dot_clear.gif)\| This project was completed in part with help from the Following University of Washington Units: UWired The Center for Advanced Research and Technology in the Arts and Humanities (CARTAH) The Special Collections Division, University of Washington Libraries The University Archives and Manuscripts, University of Washington Libraries The University of Washington Libraries System ---\|--- <file_sep># 24.601 TOPICS IN MORAL PHILOSOPHY FALL 1997 Instructor: <NAME> Office: E39-315 3-4453 <EMAIL> Tuesdays, 2-5 pm, 24-112 This graduate seminar will focus on Kant's practical philosophy. We will aim to cover a large amount of Kant's philosophy in some detail, including the basis of his whole critical philosophy in his general metaphysics of the human person, the various aspects of his moral philosophy, his political philosophy, his philosophy of religion, and his philosophy of history. We will pursue two principal aims: first, we will attempt to develop the most accurate interpretation of Kant's view, on the basis of an extensive, careful study of the texts; second, we will attempt to assess Kant's views, to see how plausible they are, and what can be learned from them. In pursuing these aims, we will also look at some recent scholarly works on Kant, examining both their interpretations of Kant's views, and their evaluations of them. I have ordered a number of Kant's works for the bookstore, all of which are strongly recommended. 1. _Critique of Pure Reason_ , tr. <NAME> (Macmillan, St Martin's Press) 2. _Foundations of the Metaphysics of Morals_ , tr. Lewis White Beck (MacMillan, Library of Liberal Arts) 3. _Critique of Practical Reason_ , tr. Lewis White Beck (MacMillan, Library of Liberal Arts) 4. _Kant: Political Writings_ , ed. <NAME>, tr. <NAME> (Cambridge University Press) 5. _The Metaphysics of Morals_ , tr. <NAME> (Cambridge University Press) 6. _Religion within the Limits of Reason Alone_ , tr. T.<NAME> and <NAME> (Harper & Row) You may use other translations if you wish. For example, instead of 2., you may use _Groundwork of the Metaphysic of Morals_ , tr. <NAME> (Harper & Row). Or, instead of 2. and 5., you could use <NAME>, _Immanuel Kant: Ethical Philosophy_ (Hackett), which contains the _Groundwork_ and certain parts of _The Metaphysics of Morals_ (the other important parts of _The Metaphysics of Morals_ are in Reiss, _Kant: Political Writings_ ). Work assignments: 1. An in-class report, to be scheduled. 2. A term paper (15-20 pages or so), due after Thanksgiving break. 3. A revised version of the same paper, due at the end of the semester. ## Reading: Works of Kant All English translations of Kant published since <NAME>'s 1929 translation of the _Critique of Pure Reason_ are tolerably accurate. None is ideal. You may use whatever translation you want. (For Kant's practical philosophy, the best would be the new volume in the Cambridge Edition of the Works of Immanuel Kant, _Practical Philosophy_ , ed. <NAME>, tr. Mary Gregor (Cambridge University Press, 1996), if only it did not have quite so many misprints.) We will be paying at least some attention to all of the following main works of Kant: * 1781: _Critique of Pure Reason_ , 1st (A) edition * 1785: _Groundwork for the Metaphysics of Morals_ * 1787: _Critique of Pure Reason_ , 2nd (B) edition * 1788: _Critique of Practical Reason_ * 1790: _Critique of Judgment_ * 1793: _Religion within the Limits of Reason Alone_ * 1797: _Metaphysics of Morals_ In addition, we will be looking at some of his useful shorter writings: * 1784: "Idea for a Universal History from a Cosmopolitan Point of View" * 1784: "What is Enlightenment?" * 1793: "On the common saying: That may be correct in theory, but it is of no use in practice" * 1795: "Towards Perpetual Peace" These shorter writings are collected together in a couple of volumes: both in <NAME>, ed., _Kant On History_ (Library of Liberal Arts, 1956), and in <NAME>, ed., _Kant: Political Writings_ (2nd edition, Cambridge University Press, 1991). There are also some useful points in Kant's _Lectures on Ethics_ of 1775-80, which are translated by Louis Infield (Hackett, 1980). We will also be looking briefly at Kant's most famous target: * 1748: <NAME>, _Treatise of Human Nature_ Other important works that influenced Kant include <NAME>, _The Social Contract_ and _Discourse on the Origins of Inequality_ , and the works of other British moralists besides Hume, especially Hobbes, Shaftesbury, Hutcheson, and <NAME> (Kant reveals no knowledge of the works of Butler or Price). Useful volumes here are: <NAME>, _The British Moralists: 1650-1800_ , two volumes (Oxford University Press, 1969; reprinted Hackett, 1991); J.J. Rouseau, _The Basic Political Writings_ , trans. Donald Cress (Hackett, 1987); and <NAME>, _Moral Philosophy from Montaigne to Kant_ , 2 vols. (Cambridge University Press, 1990). ## Schedule of Topics and Reading References to the _Lectures on Ethics_ are to the translation by <NAME> (Hackett). All other references to Kant's works are to the page numbers of the original German edition published in Kant's lifetime. Where there were two different original editions, these are distinguished by the prefixes "A" and "B". Except for the _Critique of Pure Reason_ , I also give references to the volume and page numbers of the edition of Kant's collected works edited by the Royal Prussian (later German) Academy of Sciences (Berlin: <NAME>, later <NAME> & Co., 1900- ). This edition is generally known as the _Akademie-Ausgabe_ ; these references are distinguished by the prefix "Ak". Almost all editions and translations of Kant give the pagination of either the _Akademie-Ausgabe_ or the original editions in the margins. Readings marked with an asterisk () are especially important. 1. The _Critique of Pure Reason_ : the idea of the critical philosophy; a priori reason and empirical understanding * _Critique of Pure Reason_ , Preface and Introduction, A vii-xxii/ B vii-xliv and A 1-16/ B 1-30 * _Critique of Pure Reason_ , "Metaphysical Deduction", A 50-83/ B 74-116 2. Kant's transcendental idealism: the metaphysics of the human person * * _Critique of Pure Reason_ , Transcendental Aesthetic, A 19-49/ B 33-73 * _Critique of Pure Reason_ , Postulates of Empirical Thought, A 218-35/ B 265-94 * _Critique of Pure Reason_ , Phenomena and Noumena, A 235-60/ B 294-315 * _Critique of Pure Reason_ , Paralogisms, A 338-405/ B 406-32 3. Kant's theory of the will and of practical reason * Hume, _Treatise of Human Nature_ , II.ii.3 * _Metaphysics of Morals_ , Preface and Introduction, iii-xii and 1-30 (Ak. 6: 206-221) * _Theory and Practice_ , Section 1, 201-32 (Ak. 8: 275-289) * _Critique of Practical Reason_ , Chapter 1, paragraphs 1-8, and Chapter 2, 3-71 (Ak. 5: 3-41) and 100-126 (Ak. 5: 57-71) 4. Kant on the motive of duty and moral feeling * * _Groundwork_ , Preface and Section 1, iii-xvi and 1-24 (Ak. 4: 387-405) * _Critique of Practical Reason_ , Chapter 3, 126-159 (Ak. 5: 71-89) * _Religion within the Limits of Reason Alone_ , Book I (Ak. 6: 1-50) 5. The derivation of the Categorical Imperative: Universal Law * Hume, _Treatise of Human Nature_ , III.ii.1 * * _Groundwork_ , Section 2, 25-96 (Ak. 4: 405-445) 6. The Categorical Imperative: Humanity, Autonomy, Kingdom of Ends * * _Groundwork_ , Section 2 (continued) * _Metaphysics of Morals_ , Introduction to the Doctrine of Virtue, iii-x and 1-59 (Ak. 6: 375-413) 7. Applying the Categorical Imperative: perfect and imperfect duties; duties to the self and duties to others * _Metaphysics of Morals_ , The Doctrine of Virtue, parts I and II, 63-160 (Ak. 6: 417-474) * _Lectures on Ethics_ , pp.116-57, 185-212, 224-35, 252-253. 8. Kant on political philosophy * * _Theory and Practice_ , Section 2, 232-70 (Ak 8: 289-306) * * _What is Enlightenment?_ (Ak. 8: 33-42) * _Metaphysics of Morals_ , The Doctrine of Right, Introduction, and Part II: Public Right, 31-52 and 161-235 (Ak. 6: 229-242 and 311-356) * _Towards Perpetual Peace_ (Ak. 8: 343-386) 9. How is pure practical reason possible? Kant's doctrine of transcendental freedom * * _Groundwork_ , Section 3, 97-128 (Ak. 4: 446-463) * _Critique of Pure Reason_ , 2nd Analogy, A 189-211/ B 232-56 * _Critique of Pure Reason_ , 3rd Antinomy, and its Resolution, A 444-451/ B 472-479 and A 532-558/ B 560-586 * _Critique of Practical Reason_ , "Of the Deduction of Pure Practical Reason", 72-100 (Ak. 5: 42-57) * _Critique of Practical Reason_ , "Critical Elucidation of the Analytic", 159-191 (Ak. 5: 89-106) 10. Kant on God and immortality * * _Critique of Practical Reason_ , Dialectic of Practical Reason, 192-266 (Ak. 5: 107-148) * _Critique of Pure Reason_ , Ideal of Pure Reason, A 567-642/ B 595-670 * _Critique of Pure Reason_ , Canon of Pure Reason, A 804-31/ B 832-59 * _Critique of Judgment_ , paragraphs 86-91 (Ak. 5: 442-85) 11. Kant's theory of religion * _Religion within the Limits of Reason Alone_ , Books II-IV (Ak. 6: 51- 202) 12. Kant on history and anthropology * _Idea for a Universal History_ (Ak. 8: 15-32) * _Theory and Practice_ , Section 3, 270-84 (Ak. 8: 307-313) Back to Ralph Wedgwood's Home Page <file_sep>Art of the Western World Summer 2002 Session A NO MANDATORY FIRST DAY ATTENDANCE _UNIVERSITY OF SOUTH FLORIDA_ _USF TELECOURSES_ Lakeland Ref. #57119 ART ART 4930 SEC 151 (3 CREDIT HOURS) Sarasota Ref. #57468 ART ART 4930 SEC 591 (3 CREDIT HOURS) Midterm Review Sheet Final Review Sheet Please be aware that this syllabus is subject to change. Please be sure to check the hotline or this web site regularly for changes, as they will be posted here as soon as we become aware of them. **Syllabus updated 05/20/2002 --- Instructor: Ms. <NAME> Office Location: Ms. Jeffrey does not have an on campus office. The best way to reach her is through email. Email: <EMAIL> The best way to reach this instructor is by sending an email. If you are unable to use email and need to reach the instructor, please contact <NAME>, Coordinator for assistance at (813) 974-6194. Adrienne McCain can also assist you at (813) 974-6192. Distance Learning Student Support Information: Coordinator: <NAME> Email:<EMAIL> Office Location: SVC 1072 (map grid: D3) Office Hours: Monday - Thursday 8:00 am -7:00 pm Friday 8:00 am -5:00pm Phone: (813) 974-2996; 974-3063 ( 24 Hour Info Line) Listserv:*<EMAIL> Please type <EMAIL> in order to be included in the listserv for this class. The listserv lets you self-subscribe, thus allowing us better resources for contacting you with changes that may occur in the syllabus. If you would like to join a study group so that you may meet with other students registered in your Telecourse, then please visit: http://www.outreach.usf.edu/telecourses/forms/ouforms.htm for a study group application and more information. Please fill out the form completely and return it to SVC 1072. * * BROADCAST TIMES: WUSF-TV Channel 16 Wednesdays from 3:00-5:00pm starting 05/22 and Saturdays from 3:00-5:00am , starting 5/25. It is recommended that you tape the programs off the air. Any missed videos may be viewed in the University Media Center. Rental options are listed below. This channel is available to students residing in all counties where WUSF-TV is broadcast. WUSF-TV is shown on campus cable channel 7. CABLECAST TIMES: "Art of the Western World" is also cablecast on the Education Channel, Ch. 18 available to Hillsborough County residents with Time Warner cable only. It will be shown on Mondays and Fridays from 5:00 - 6:00pm starting 05/13. VIDEO RENTALS: This Telecourse may be rented from RMI Media Productions by calling 1-800-745-5480. The cost to rent the videos is approximately $55.00. Visit their web site at http://www.rmimedia.com/ COURSE OBJECTIVES: The focus of this course will be to explore the purpose and processes of art making in a historical context and to take a comprehensive broad look at the art produced in the Western world since the Greeks. Grades will be based on evidence of understanding of major philosophies and trends as well as the implications of these concepts in the development of contemporary society. Attendance at reviews will be necessary to insure success on exams. TEXTBOOKS: <NAME>, et al., _Art of the Western World_ , Study Guide, New York, 1989 _(required)_ <NAME> and <NAME>, _The Visual Arts: A History_ , Englewood Cliffs, 1995 _(optional)_ Since there is not a Tampa section of this course, the books will _not_ be available at the bookstore on campus. However, you may purchase them at the Bookcenter for USF on the corner of Fowler Ave. and McKinley Drive. Call 977-3077 for additional information. Students may order the books on line through the Lakeland bookstore by going to the following website: http://www.polk-usf.bkstr.com/ READING ASSIGNMENTS: Topics covered in each program will follow the list in the Study Guide. Each unit consists of 2 one-hour programs. It is important to read the appropriate Study Guide chapter and the applicable sections 1 in the Honour-Fleming text. * * * MEETINGS: Please note that the orientation and reviews will be held on the Lakeland Campus ONLY. Students may attend the live review in Lakeland if desired. Sarasota students will be connected to Lakeland via studio classroom for the live orientation and review sessions. Tampa students may watch the taped orientation and review sessions which are available for viewing or overnight checkout from SVC 1072. *Tampa students may take the exam in SVC 1072 by contacting 974-2996 to set up an appointment. In Tampa, exams are scheduled during office hours Mon-Thurs 8:00am - 7:00pm, Friday 8:00 am 5:00pm. Lakeland Orientation \| Friday \| 05/17 \| 12:00 - 2:00pm \| Room 1280 ---\|---\|---\|---\|--- Lakeland Midterm Review \| Friday \| 05/31 \| 12:00 - 2:00pm \| Room 1280 Lakeland Midterm Exam \| Friday \| 06/07 \| 6:00 - 8:00pm \| Room 1279 Lakeland Final Review \| Friday \| 06/14 \| 12:00 - 2:00pm \| Room 1280 Lakeland Final Exam \| Friday \| 06/21 \| 6:00 - 8:00pm \| Room 1279 Sarasota Orientation \| Friday \| 05/17 \| 12:00 - 2:00pm \| PMA 217 ---\|---\|---\|---\|--- Sarasota Midterm Review \| Friday \| 05/31 \| 12:00 - 2:00pm \| PMA 217 Sarasota Midterm Exam \| Friday \| 06/07 \| 2:00 - 4:00pm \| PMA 210 Sarasota Final Review \| Friday \| 06/14 \| 12:00 - 2:00pm \| PMA 215 Sarasota Final Exam \| Friday \| 06/21 \| 2:00 - 4:00pm \| PMA 210 _Essay Make-Up Exam Policy_ Please mark your calendar immediately with exam dates so that you know in advance when your exams are scheduled. If you see a conflict immediately upon receipt of the syllabus, it is your responsibility to inform the Office of Student Support of the conflict and to submit a request for a make-up exam with supporting documentation in order for your request to be considered. All requests must be make prior to the scheduled exam. Generally, make-up exams are essay in format so it is highly recommended that you arrange to take your exam at the scheduled time indicated in the syllabus. REVIEWS: Two review lectures will be given. Reviews will be designed to define and clarify the issues, concepts, and information presented in the aired video programs and reading assignments. Study sheets for exams will be handed out at review sessions and are included as links at the beginning of the syllabus. EXAMS: Two exams will be administered during the course. The midterm exam will cover segments 1-10. (Video 1-5) The final exam will cover segments 11-18. (Video 6-9) Exams may include slide identification, fill in the blank, short answer and multiple choice. HOW TO OBTAIN GRADES: Grades will be posted in the Student Support office, SVC 1072, within one week of the scheduled exam for Tampa students. Lakeland and Sarasota students should see Toni Moment (863) 667-7000 or <NAME> (941) 359-4231 respectively for grades. Grades will _not_ be given over the telephone. If you wish to have your grade mailed to you, please provide the office with a self-addressed stamped envelope and mail it to: <NAME>, Distance Learning Student Support Office, USF, SVC 1072, 4202 E. Fowler Ave., Tampa, FL 33620. Please include your name, your SSN, and which course(s) you are enrolled in. NOTE: Much controversy has been made about the teaching of traditional Western philosophies and histories during the last 20 years or so. Feminists and other groups have documented the fallacies and misconceptions of this approach to history. I urge you to thoroughly enjoy and enrich yourselves with the information given in this course but at the same time I encourage you to look and read other histories outside the boundaries of the traditional Western paradigm. * * * Art of the Western World WUSF-TV, Ch. 16 Television Schedule Education Channel Schedule (on Time Warner cable in Hillsborough County) VIDEO# \| TITLE \| WUSF-TV Broadcast Dates \| WUSF-TV Broadcast Times \| Education Channel Cablecast Dates \| Education Channel Cablecast Times ---\|---\|---\|---\|---\|--- V-1 \| The Classical Ideal \| (O) Wed 05/22 (R) Sat 05/25 \| 3:00 \- 4:00pm 3:00 - 4:00am \| Monday 05/13 \| 5:00 - 6:00pm V-2 \| A White Garment of Churches: Romanesque and Gothic \| (O) Wed 05/22 (R) Sat 05/25 \| 4:00 \- 5:00pm 4:00 - 5:00am \| Friday 05/17 \| 5:00 - 6:00pm V-3 \| The Early Renaissance \| (O) Wed 05/29 (R) Sat 06/01 \| 3:00 \- 4:00pm 3:00 - 4:00am \| Monday 05/20 \| 5:00 - 6:00pm V-4 \| The High Renaissance \| (O) Wed 05/29 (R) Sat 06/01 \| 4:00 \- 5:00pm 4:00 - 5:00am \| Friday 05/24 \| 5:00 - 6:00pm V-5 \| Realms of Light: The Baroque \| (O) Wed 06/05 (R) Sat 06/08 \| 3:00 \- 4:00pm 3:00 - 4:00am \| Monday 05/27 \| 5:00 - 6:00pm V-6 \| An Age of Reason, An Age of Passion \| (O) Wed 06/05 (R) Sat 06/08 \| 4:00 \- 5:00pm 4:00 - 5:00am \| Friday 05/31 \| 5:00 - 6:00pm V-7 \| A Fresh View: Impressionism and Post-Impressionism \| (O) Wed 06/12 (R) Sat 06/15 \| 3:00 \- 4:00pm 3:00 - 4:00am \| Monday 06/03 \| 5:00 - 6:00pm V-8 \| Into the Twentieth Century \| (O) Wed 06/12 (R) Sat 06/15 \| 4:00 \- 5:00pm 4:00 - 5:00am \| Friday 06/07 \| 5:00 - 6:00pm V-9 \| On Our Own Time \| (O) Wed 06/19 (R) Sat 06/22 \| 3:00 \- 4:00pm 3:00 - 4:00am \| Monday 06/10 \| 5:00 - 6:00pm Overnight Blockfeed of _Art of the Western World_ on WUSF-TV, Channel 16: This is an opportunity to tape the entire Telecourse. On Monday, 05/20 set your VCR to record because the blockfeed for videos 1-3 will begin at 2:00am on Tuesday, 05/21 and will continue until 5:00am. On Monday, 05/27 set your VCR to record because the blockfeed for videos 3-5 will begin at 2:00am on Tuesday, 05/28 and will continue until 5:00am. On Monday, 06/03 set your VCR to record because the blockfeed for videos 6-9 will begin at 2:00am on Tuesday, 06/04 and will continue until 6:00am. Attention Students: We recommend that you tape the programs as they are being broadcast on WUSF-TV on a weekly basis. We do NOT recommend that you rely on the block feed/overnight broadcast as your only means of seeing the videos because: A) Your VCR could malfunction B) Your power could go off C) You could forget to set your VCR D) WUSF-TV could have broadcasting difficulties Also, it is not a valid excuse to request special consideration from the instructor (ie: makeup exam,) if there is a technical problem with the overnight broadcast. Therefore, tape the programs off the air during the weekly broadcasts, and then if you missed any of the programs, the overnight broadcast/block feed will enable you to view the programs you missed. * MISSED PROGRAMS:** You are encouraged to videotape the programs so that you can watch the programs at a time more convenient for you. You may view the programs at the University Media Center, 6th floor, LIB 627 if you should miss a few of the programs, phone 974-4182 (Tampa campus), on a program/viewing space available basis. UMC HOURS: Mon - Thurs, 8:00am - 11:00pm; Fri & Sat, 8:00am - 8:00pm; Sunday, 1:00pm- 9pm. Guidelines for viewing: A.) A valid, current USF ID is required. B.) You may view no more than 25% of the coursework this way. C.) While the video may be available, playback equipment may not be, or vice versa. * * * Art of the Western World The following essay is paraphrased and taken from the preface to _HomoAestheticus, Where Art Comes From and Why_ by <NAME>. One of the most striking features of human societies throughout history and across the globe is a prodigious involvement with the arts. Even nomadic people who own few material possessions usually decorate what they do own; embellish them, use elaborate poetic language for special occasions; and make music, sing, and dance. All known societies practice at least one of what we in the West call "the arts," and for many groups engaging with the arts ranks among their society's most important endeavors. This universality of making and enjoying art immediately suggests that an important appetite or need is being expressed. General readers, not familiar with the arcane discourses of today's art world, may not be aware of the recent changes in consciousness that go by the general label of "postmodernism." In the larger society, "modernist" art (what used to be called "modern art"\- everything from the works of French impressionists to the stuff that is not immediately recognizable as art and what most people would dismiss as something one's child could make just as well) has scarcely been assimilated. Indeed, even the art of the Old Masters remains unfamiliar and foreign to the great mass of society. Thus the squabbles of a bunch of artists and intellectuals may seem to be of little consequence. These arguments encapsulate, however, a larger debate that is occurring in late twentieth century America, the debate between those who wish to preserve the two thousand year old heritage of Western, Greco-Roman, Judeo-Christian civilization and those who consider this heritage to be seriously inadequate. A growing movement criticizes the traditional Western interpretation of art and culture, with its Eurocentric bias, for its neglect or outright oppression of non-Western cultures (who are increasingly visible and vocal in multicultural society) and of women. Defenders of Western civilization rightly fear that its very preservation and future at stake, and wonder what a society that does not esteem symphonies, museums, and the wisdom of "the Great Books" could possibly offer in their place. No wonder that some of the most conservative defenders of the status quo overreact and attempt to stifle all but the most innocuous and familiar forms and themes. Looking at the arts today we find a confused state of affairs. The buying and selling of artworks is a billion-dollar business and thousands of people throng to major art exhibitions, however the arts remain more perplexing than insightful to the majority of those people. Some believe it is rare, valuable made by geniuses and sanctified by its presence at museums. Some others insist that it is a kind of pretentious folderol that most people quite obviously manage to live without. Still others believe art to be something that should disturb, challenge, provoke, and ultimately challenge people to liberate themselves from stagnant tradition. Contemporary philosophers of art admit that they cannot define their subject anymore. "We entered a period of art so absolute in its freedom that art seems but a name for an infinite play with its own concept." (<NAME> 1986.) The establishment may be hyper defensive because it is not easy to justify the relevance of art in a society where it costs so much, and where art competes with educational, health, and environmental claims on finite funds. Because of the grand, somewhat forbidding garments that art has accumulated over the centuries, it is difficult, when asked what is art that it should take priority over hospitals, and schools, to discern if there is anything really there, or if so what the naked creature underneath might really be. Many practitioners of arts are united in their dissatisfaction with the "high art" view. Upon critical and careful examination we have discovered that what has been orthodox, and established as sacred has often masked repression and narrow-minded elitism. Postmodern thought has opened a door to a new consideration of the place that art has had or might have in human life. Still, despite this fresh air, it must be acknowledged that many have found sustenance and even transcendence in their experiences of the fine arts and have good reasons to remain convinced that these sources and occasions are real and valuable. Repudiation of the whole Western civilization is a harsh and rash response to admitted social inequities, so that post modernist remedies that recommend flushing the baby away with bath water can well seem even more misguided than malady. Over the past century a distancing between people and art has occurred. To earlier generations art was a divine and mysterious visitation. Today it becomes further and further detached. Yet acquaintance with the arts at other times and places reminds us that they have been overwhelmingly integral to people's lives. Even when we are told that "beauty" and "meaning" are socially constructed and relative terms insofar as they have been used by the elite to exclude or belittle others, most of us still yearn for them. It is the theory of some that art would be viewed as an evolution of human behavior that is natural and intrinsic and that it is fundamental to humankind. Artist and art teachers may find a biological justification for the intrinsic importance of their vocation quite welcome and everyone, particularly those who feel a loss or absence of beauty, form, meaning, value, and quality in modern life, should find this biological argument interesting and relevant. Social systems that disdain or discount beauty, form mystery, meaning, value and quality-whether in art or in life-are depriving their members of human requirements as fundamental as those for food, warmth, and shelter. * * * <file_sep>* * * ### GRADUATE DIVISION OF RELIGION SPRING 2001 COURSE OFFERINGS * * * RLAR 737K Topics in Asian Religions: Christian Missions in China (representation, idolatry, and the body) (same as RLHT 738K) Reinders M 9:00-12:00 Max: 8 Content: When a religion "spreads" or "moves" to another culture, missionaries have to make decisions about what elements of their religion are essential and what can be left behind. Converts have to figure out what elements of their own culture are consistent or inconsistent with the imported religion. These fundamental negotiations are not only matters of theological confession, but also involve the deep structures of cultural difference, representations of distant cultures, and the assimilation and discipline of bodies. With just a few exceptions, no other group of people went to China in such large numbers, lived among the Chinese, spoke the language, argued in the streets, and wrote so much about their experiences. Missionaries introduced "the West" to China, and introduced "China" to the West. Whatever your opinion of their motivation, they went to save souls--not to buy and sell like traders, not to posture with the ruling elite like diplomats, not to point a gun like soldiers, and not to leave after a month like tourists. The study of missions thus gives us a uniquely well-articulated view into the real processes of inter-religious negotiation and the nature of cultural difference. This course will explore aspects of missions, through a case study of Christian missions in China. Comparative perspective will come from shorter case studies of Christian missions in Japan, Korea, and India, and of Buddhist missions in China and America. The larger theoretical issues include: \--"nativization," "indigenization," or "accommodation" from foreign and native perspectives, \--issues of interpretation and representation associated with missions, and the critical role of the body, \--translation debates--how to translate "God" in Chinese--and views of the Chinese language, \--the dynamics of interactions between distant cultures, on the ground and in more general terms, \--the construction of other religions as "idolatry" \--transplanting into China the categories and memory of Western religious history, e.g. the Reformation, the Golden Calf, Paul's missions. \--a comparative, historical theory of missions? Texts: May include: <NAME>, _The Memory Palace of Matte<NAME>_ ; <NAME>, _The True Meaning of the Lord of Heaven_ (Tianzhu shiyi); <NAME>, ed., _Christianity in China From the Eighteenth Century to the Present;_ <NAME>, _China and Christianity: The Missionary Movement and the Growth of Chinese Antiforeignism, 1860-1870;_ one of a selection of missionary biographies; selections from missionary journals and publications, including archival work. Particulars: Consistent with my emphasis on writing as an ongoing process, throughout the semester students will write reactions, comments, and reviews, and read each others' work. Your research paper should be on Christian missions in China, but it could be a comparative paper involving another case study (e.g missions to India, etc.) There will also be a brief exam on terminology early in the semester. * * * RLE 733 Love & Justice Jackson W 2:30 - 5:30 Max: 12 Content: Few concepts are more central to ethics than love and justice, but none is more subject to varying interpretation than these two. The course seeks to clarify several philosophical and theological accounts of love and justice, with particular emphasis on how they interrelate. Is love ideally indiscriminate and/or sacrificial and therefore antithetical to justice? Is justice a single virtue equally binding on all human beings? Does God possess either virtue? How are we to conceive (and act on) such related values as rationality, creativity, human rights, and civil liberties? These will be some of the central concerns of our common reflection. Readings are selected from a broad range of perspectives, spanning historical, racial, and gender diversity. Readings include works by Plato, Augustine, Aquinas, Niebhur, Rawls, West, Shklar, and Nussbaum. This course is designed for graduate students and presupposes some knowledge of ethical theory; it is, however, open to advanced undergraduates and Candler students. Particulars: Substantial readings per week, class participation, and two 12-15 page papers. * * * RLE 735 Feminist Ethics Bounds Th 6:30-9:30 Max: 12 Content: This course provides an advanced introduction to contemporary feminist religious and philosophical ethics. There will be 4 problem areas shaping the course: 1)what have been the key questions motivating feminist ethicists (a genealogy of feminist ethics)?; 2)how has feminist ethics engaged the intersecting forces of class, race, ethnicity, gender, and sexuality?; 3)what is the significance of the current debates within feminist theory over the relative merits of postmodernism and critical theory?; 4)what is the relationship of feminist religious and philosophical ethics? Texts: Readings will include works by Benhabib, Butler, Fraser, Haraway, Harrison, Levitt, Townes, Young. Particulars: Each student will participate once as 1)discussion leader (with preparation of a short 3-page position paper to be distributed the week before); 2)respondent (with preparation of a 1-page position paper to be distributed before class; and 3)class recorder. A proposal, outline, and final research paper is also required. * * * RLHB 720H - Exegetical Seminar on Song of Songs Buss M 1:00-4:00 Max: 12 Content: The seminar will be devoted to the Song of Songs, with limited attention to procedural issues, including linguistic ones. Particulars: One half of the seminar will be devoted to two topics: (1) the relation of the Song to the Book of Hosea and (2) the relation of the Song to love songs elsewhere, including some of India that are especially close in content and (apparently) in social role and some that are different. Students who wish to write their annual paper as part of this seminar will omit this half of the seminar; of course, they can listen to reports emanating from it. * * * RLHB 750 Israelite History Hayes Tu 1:00-4:00 Max: 12 Content: This seminar will meet weekly and focus on selected issues pertaining to the history of ancient Israel. It presupposes a general knowledge of ancient history and especially of Middle Eastern history during biblical times. Particulars: There will be weekly assignments for all participants in the seminar, rather than a single research paper or final examination. * * * RLHB 792 - Issues in Hebrew Bible Studies Newsom Th 1:00-4:00 Max: 12 Content: This seminar, offered every other year, takes up a rotating series of classic and current issues in the study of the Hebrew Bible. For Spring, 2001, the issues will be focused on issues of textuality and interpretation. Possible units include hermeneutics of biblical texts, the textualization of ritual, comparison of texts across cultural boundaries, the problem of divergent text histories, and issues in the recovery of antecedent texts from composite works. Faculty from across the department will participate in various of the units. Texts: Readings will include both particular studies from the discipline of Hebrew Bible and theoretical materials of an interdisciplinary nature. Particulars : Students will present a series of reading reports and case studies but no major paper. * * * RLHT 721R Seminar in Aquinas (same as HIST 586K) Reynolds W 9:00-12:00 Max: 8 Content : This seminar will focus on <NAME>'s concept of the nature, methods and purpose of theology. Topics include theology as a science, theological epistemology, the limits of reason, and theological language (the "divine names"). The seminar will also consider the cultural and institutional background of Thomas's work. Texts : The central texts of the seminar are from Thomas's Summa theologiae. Texts for philosophical, cultural and historical background include: <NAME>, Toward Understanding St Thomas; <NAME>, Saint Thomas and his Work; <NAME>, History of Christian Philosophy in the Middle Ages; and <NAME>, The Scholastic Culture of the Middle Ages. Students may follow the primary sources in English translation or in the original Latin. (If they have Latin, they should use it, but they don't need to know Latin to take the course.) Particulars: The central method is the course is close reading and discussion of rather small sections of Thomas's Summa. In addition, each student chooses a topic in Thomas or an historically related field (such as the University of Paris), prepares a bibliography of secondary literature on this topic over the last 15 years, summarizes one article and one book from this list, and presents these summaries to the rest of the group. Assessment will be based partly (20%) on these summaries but mainly (80%) on a final paper based on primary sources. * * * RLHT 735K- Topics in American Religious History: Cultures of Death Laderman Th 10:00-1:00 (Same as HIST586L and ILA 790X) Max: 6 Content: This seminar will explore religious history by focusing on death, and particularly the various cultures of death that have emerged on the American social landscape. We will cover both familiar cultural forms of expression, such as the Puritan way of death and the popularity of spiritualism, as well as more unusual forms, such as the material culture of cemeteries and the hip hop genre identified as "requiem rap." Texts: <NAME>, "Radical Spirits: Spiritualism and Women's Rights in Nineteenth-Century America"; <NAME>, "Carried to the Wall: American Memory and the Vietnam Veterans Memorial"; <NAME>, "Obituaries in American Culture"; <NAME>, "The Sacred Remains: American Attitudes Toward Death, 1799-1899"; <NAME>, "The Undertaking: Life Studies From the Dismal Trade"; <NAME>, "Dead Elvis: A Chronicle of a Cultural Obsession"; <NAME>, "The American Way of Death Revisited"; David Stannard, "The Puritan Way of Death" Particulars: Students will be expected to do the reading, lead seminar sessions, and present on research in progress, which will include bringing in primary material for analysis and discussion. * * * RLHT 735L Topics in American Religious History: Muslim Identities in America Martin Th 2:30 - 5:30 Max: 12 Content: The offering of this seminar reflects the interest of the academy, and increasingly of Emory, in issues of identity and diversity among American Muslims, a situation that has been described as "a pluralism within a pluralism" by one American Muslim leader. In keeping with Emory's current academic year theme of "Year of Reconciliation," this first offering of the seminar will focus on the growing diversity of the American Muslim communities, the impact of the globalization of Islam and the American social milieu on Islam in America, and the role of both traditional (e.g., pilgrimage to Mecca) and modern (internet and media) possibilities for establishing a common identity among Muslims, with a special focus on Atlanta and the Southwest. The seminar will begin with a discussion of the philosophical issues raised by Columbia University philosopher <NAME> in his 1992 article in _Critical Inquiry_ , "What is a Muslim? Fundamental Commitment and Cultural Identity." We will then read and discuss an interdisciplinary variety of recent works on the social, economic, legal, cultural and religious history and development of African American and immigrant Muslim communities and their interruptions with each other within the North American ethos. Some of the authors and public figures we read will be invited to meet with the seminar, in person or possibly in televideo conference. Texts: During the course of the semester, students will collaborate to build a comprehensive bibliography of library, internet and other materials that would belong in a contemporary archive. Select works about Islam in America will be read, analyzed and, and critiqued in seminar. Special effort will be made to discover writings in the fields of law, economics, the social sciences, gender studies and other fields that increasingly pertain to issues of Muslim identity in America, in addition to the now standard works by such scholars as <NAME> and <NAME> on Islam in American religious history. Particulars: The seminar will meet and discuss select texts for the first six weeks or so. In the second stage of the semester, students will meet individually with the instructor (occasionally in special gatherings with guest speakers) as they prepare and write their research projects. This second phase will also be a time for field work in the Atlanta area. After the first of April, the seminar will resume meeting to hear presentations of student research papers. Thus, aggressive and well-prepared class participation as well as the final paper will constitute the main obligation of students in fulfilling the requirements of the seminar. * * * RLHT 738K Topics in the History of Religions: Christian Missions in China (representation, idolatry, and the body) (same as RLAR 737K) Reinders M 9:00-12:00 Max: 4 * * * RLL 701B Akkadian Walls W 2:30-4:30 Max: 12 Content: Basic study of the language and grammar of Akkadian. * * * RLNT 711H Luke-Acts: Exegesis of the Acts of the Apostles Holladay W 1:00-4:00 MAX: 12 Content: The focus of the seminar is exegetical: it provides an opportunity for close reading of the Greek text of Acts, giving attention to text-critical questions, especially the distinctive readings of the Western text, but also to historical and literary dimensions of the text. Attention is also given to the history of scholarship on Acts. Particulars: Sessions will be devoted to translation and discussion of the Greek text, reports on assigned readings and topics, and presentations of student research projects. * * * RLNT 745 Greco-Roman Backgrounds to the New Testament Brown Tu 10:00-1:00 Max: 12 Content: This seminar will serve as an intensive introduction to the literature and material culture of the Greco-Roman period. To that end, the course will focus on primary sources as a means of evaluating and understanding the various components of ancient culture. Secondary sources will be utilized to expand upon primary readings and to provide resources for further study. Texts: Outside of the primary texts, the following is a sampling of texts that will be used: <NAME>, _Literary Texts And The Roman Historian_ ; <NAME>, _Reading Papyri, Writing Ancient History_ ; <NAME>, _Food And Society in Classical Antiquity_ ; <NAME> and <NAME>, _Inventing Ancient Culture_ ; and <NAME>, _the Greco-Roman World of the New Testament._ Particulars: The seminar will explore methods and strategies for historical reconstruction and evaluation drawing largely upon the readings. Students will be evaluated on class participation (including one presentation) and one major paper. Students will be encouraged to explore and employ one strategy of historical reconstruction of their choice--developing a proposal, conducting research, and analyzing and interpreting the research. * * * RLPC 710G After Violence: Futuring the End of Victimization Smith Tu 1:00-4:00 (same as ILA 790U) Max: 8 Content: "Willing the well-being of victim and violator in the context of the fullest possible knowledge of the nature of the violation . . . holds the possibility of breaking the chain of violence." In such terms <NAME> formulates her prescription for 'curing violence' in her book on "relational" theology, _The Fall to Violence_. Other course texts emphasize the causes of violence instead of (or alongside of) its cures. Focal for the course are systemic, structural, and institutional forms of victimization and violence that persist in human affairs from the mundane to the cataclysmic. A central consideration will be the theory of chronic scapegoating, mimetic desire, and sacred violence developed by <NAME> (Stanford _emeritus_ ) and currently under research and critique by members of the Colloquium on Violence and Religion (COV&R; see website). A key framework for the course is the idea of "futuring": assume that a visionary goal--here, for example, managing systemic violence--has been achieved at some point in the future however hopeless its actual achievement may seem under current conditions. Then speculate: How was that achievement possible? From the vantage point of projected future achievements, hypothesize: What theories and practices await development from within the current state of affairs to enable a shift toward that goal? Summary considerations in the course will include: What are next steps along a trajectory toward that ventured future, "after violence"? Texts: _Required:_ <NAME>, _Violence Unveiled: Humanity at the Crossroads_ <NAME>, _Victimization: Examining Christian Complicity_ <NAME>, _Terror in the Mind of God: The Global Rise of Religious Violence_ <NAME>, _For Your Own Good: Hidden Cruelty in Child-Rearing/the Roots of Violence_ <NAME>, ed. _The Girard Reader_ <NAME>, _Engaging the Powers:Discernment & Resistance in a World of Domination_ _Suggested:_ <NAME>, ed. _Sourcebook for Earth's Community of Religions_ <NAME>, ed., _Embracing the Other: Philosophical, Psychological, and Historical Perspectives on Altruism_ <NAME>, _Perspectives on Pacifism: Christian, Jewish, and Muslim Views on Nonviolence and International Conflict_ <NAME>, _The Fall to Violence: Original Sin in Relational Theology_ Video: "A Conversation on Christian Nonviolence," <NAME>, Lecture (cf. his tract "The Nonviolent Eucharist") "It's Always Possible"; <NAME> on Transforming One of the Largest Prisons in the World (India Vision Foundation, New Delhi) "<NAME>," Ann & <NAME>, narr. <NAME>; SF: Dorsan Corp. "Vectors in Understanding and Healing Our Society's Violence," Lecture/Workshop, <NAME>, Emory Ethics Center, Mar. 26, 1996 "Violence, Victims and Christianity," <NAME>, The D'Arcy Lecture, Oxford Univ., Nov. 5, 1997 "Violence Unveiled:The Gospel at Work in History," Video Lecture Series; Bailie and Rohr "Waging Peace, 1996," The Carter Center, Atlanta (cf. United States Institute of Peace) "Working It Out: Blacks and Jews on the College Campus," National Coalition Building Institute, Washington, D.C. (cf. NCBI-Atlanta/Emory chapters "Prejudice Reduction" workshops) Particulars: (1) 2 class presentations on required readings (above); (2) a midterm practicum or media presentation (sample practicums available in course; multimedia resources available on campus; see course syllabus); (3) a final term paper incorporating elements of the above or major themes of the course. * * * RLPC 710K - James: Psychology, Pragmatism, and the Religious Life Snarey M 2:30 - 5:30 Max: 12 Content: We will examine carefully and critically the psychological, religious, and philosophical perspectives of physiologist-psychologist- philosopher <NAME>. The course aims to forge a conversation between his psychological, philosophical, and theological reflections. Texts: _The Principles of Psychology; The Varieties of Religious Experience; Pragmatism_ Particulars: Active participation in seminar discussions; at least two seminar presentations; a final 15 page paper. * * * RLR 725 - Comparative Sacred Texts: Exegesis and Contemporary Politics of India and Israel <NAME> Goldman Th 10:00 -1:00 Max:12 Content: This course will focus on religion and nationalism in the reading of sacred texts in two different cultures. Both of these cultures gained independence at around the same time (1947 and 1948 respectively), and both are struggling with the nature of secular and religious identity. Both have been the focus of religiously motivated violence in the last decade, and have seen the ascendancy of conservative religious groups (Hindu and Jewish) into mainstream politics. Both construct their identity over and against the Muslim outsider. Our question for the graduate seminar will be: How are religious texts read in these highly charged religious and political contexts? What lessons can be learned from Israel about India, and from India about Israel? How do these contexts affect the formation of religious identity, and the practices of religious reading in each culture? Texts: Primary Sources: _The Tanakh, The Talmud, The Rg Veda, The Upanisads, The Ramayana_ Secondary Sources may include: <NAME>, _Messianism, Zionism, and Jewish Religious Radicalism_ <NAME>, _Judaism, Human Values, and the Jewish State_ <NAME>, _Modern Israel and Ancient Israel_ <NAME>, _Parallels Meet_ <NAME>, _Israel's Fateful Hour_ <NAME>, _Old Wine, New Flasks: Reflections on Science and the Jewish Tradition_ Larson, _India's Agony of Religion_ <NAME>, _The Saffron Wave_ Dalmia and <NAME>, _Representing Hinduism_ <NAME>, _"Whatever Happened to the Vedic Dasi?" In Rethinking Women_ <NAME>, _Women and the Hindu Right: A Collection of Essays_ <NAME>, ed., _Jewels of Authority: Women, Text, and Tradition in Hindu India_ * * * RLSR 775 Contemporary American Religion Eiesland Tu 9:00 -12:00 (Same as SOC 790C) Max: 9 Content: This graduate seminar introduces students to current quantitative and qualitative research on the demographics, organizational forms, and diversity of religion in the United States. The course will use three contemporary theoretical axes in the sociology of religion, i.e., debates surrounding secularization theories, social movement theories, and organizational theories, for developing frameworks for interpreting data on religion. Texts: <NAME>, _The Restructuring of American Religion_ ; <NAME>, <NAME>, <NAME>, and <NAME>, eds. _Sacred Companies_ ; <NAME> and <NAME>, _Gatherings in Diaspora_ ; <NAME>, _Religion and Personal Autonomy_ ; extensive reading packet. Particulars: Full seminar preparation and participation. Students will present seminar discussion papers at least once during the course. Students will make a second presentation either on 1) original research in contemporary American religion, e.g., ethnographic field study, or 2) an overview and evaluation of current research in an area of interest in contemporary American religion, e.g., new age religiosity, Messianic Jews, African-American Islam. Students will be expected to develop the second presentation into a major term paper (20-25 pages). * * * RLTS 753H Emotions and Passions Saliers Tu 5:00-8:00 Max: 12 ** Content: Beginning with key figures, philosophical and theological, who define certain "classical" approaches to human subjectivity, this seminar explores the centrality of emotions, passions and feelings in religious practice and experience. We will examine the claim: "the language of religious faith is the language of the human heart." Drawing on resources and methods of interpretation from both analytic and phenomenological traditions, especially from recent work in philosophical psychology, the seminar traces complex relationships between belief, knowledge, religious practices and human subjectivity in a select range of texts. Texts: *Special attention will be given to Augustine's Confessions, <NAME>' Treatise on Religious Affections, Kierkegaard's Edifying Discourses, Scheleirmacher's Speeches, and selected religious poets (Donne, Herbert, Eliot, <NAME>, and others). Other resources from Plato, Aristotle, Aquinas, Spinoza, Hume, Wittegenstein, <NAME> and recent articles. * * RLTS 710 Theological Problems: Theological Anthropology Farley F 9:00-12:00 Max: 12 Content: This seminar will explore some of the classical paradigms for interpreting the human condition. We will focus our attention on the variety of ways Christian thinkers have described bondage and freedom including, e.g. fallenness, woundedness, transformed desire, etc. Texts: May include: Dorotheus of Gaza, _Discourses and Sayings_ ; Athanasius, _Life of Anthony; On the Incarnation_ , Origen, _On First Principles_ , <NAME>, _On Virginity_ , Augustine, _On Music_ , Teresa of Avilla, _The Interior Castle_ , <NAME>, _Showings_ , <NAME>, _Religious Affections_. Particulars: Short papers on selected readings, term paper putting these texts in conversation with contemporary theology and experience. #### Fall 2000 Course Offerings #### Spring 2000 Course Offerings #### Fall 1999 Course Offerings #### Spring 1999 Course Offerings * * * ### Return to Graduate Division of Religion Main Page \| Ph.D. Programs * * * ### ![](EmoryHome-Main.gif) Return to Emory Home Page Search \| Index \| Help _Copyright (C) Emory University_ Last updated October 27, 2000 Please send any comments or suggestions to <NAME> <file_sep>WATU-affiliated Writing Seminar, Fall 2001 ## WATU-affiliated Writing Seminar: # Language and Popular Culture, LING 057. Fall Semester, 2001 <NAME>, Instructor T-Th 9:00-10:30, Room: WMS Room 28 Office Hours and FAQ ![](line3.gif) \| ![](http://lrrc3.plc.upenn.edu/popcult/metaphor/vismetaf.jpg) \| *The purpose of this WATU-affiliated writing seminar is to examine representations of human (and non-human) language as they appear in popular media such as the film, television, cartoons, advertising, and other popular genres. Popular (mis-)conceptions of what human language is like will be contrasted with more scientific conceptions of language based on the knowledge constructed in linguistics, psychology, cognitive science, anthropology, and other disciplines. We will also focus on attitudes about language(s) and their speakers, as reflected in popular culture. Students will do expository writing about this material. This course counts for 1/2 of the writing requirement. FAQ Readings will be assigned, with some required texts and a course packet. Viewings of media will either be pre-assigned or viewed in class. Still photographs (advertisements, cartoons, other print stills) will be available in the coursepak or on this web page: http://ccat.sas.upenn.edu/~haroldfs/popcult/images. ---\|--- # Schedule of Meetings and Topics --- Daily and Weekly outline of topics, readings, discussions, viewings, in-class work. ## Required texts: * * 1. A Coursepack with selections from Various authors (available from Campus Copy). 2. Booth, Colomb and Williams, The Craft of Research , Chicago 1995. 3. <NAME>. _English with an Accent. Language, Ideology, and Discrimination in the United States._ Routledge (paper) 1997. --- ## Other Highly Recommended Resources: * Lexis and Nexis search engine is a huge index of newspaper references to various things, e.g. stories about your topic. * Bibliographies, especially about Film, the topic of Foreign Branding, Sociolinguistic issues, can be found here * Library (Van Pelt and Annenberg) resource page on film resources such as collections of film criticism, review indices, bibliographies, etc. * A couple of websites that have many filmscripts to download: * Here's one. * Here's another * Introductory textbook on the subject of Qualitative Methods in Sociolinguistics by <NAME>. (Also on reserve in Rosengarten Reserve Room.) * * * * * * # Writing Assignments and Other Tasks --- This is a WATU-affiliated course, so students will be expected to do a number of writing projects and other assignments concerned with the topic of popular conceptions of language: 1. There will be DEADLINES for assignments, and penalties for lateness. See Deadlines Summary Page here. 2. Grading for this course will be weighted as follows: 10% will be based on the first project ("Three New Words"), 25% will be based on the "short" paper (3 to 5 pages), 50% weight will be given to the long project (film), and 15% for class participation. 3. Throughout the course there will be opportunities for writing both in class and before class that will not be graded for _form_ but for content. 1. Requests to do In-class Writing about particular issues will be assigned on the spur of the moment, and will be graded for content (ideas, issues) not on their _form_. 2. See the following general statement about students' responsibilities in this class. 3. FAQ ## 1\. New Words Search \| The first mini-task is to bring to class (due-date Thursday of second week) _three examples_ of new words found in popular culture but not yet in any dictionary. For details of this assignment, look here. ## 2\. Print Medium Project The second assignment is a smaller (5+ pages) project involving a print-medium conception of (foreign or non-standard) language (such as print advertising or cartoons). This will be about 5 pages in length, not counting illustrations. If time permits, _some_ of these projects can be presented in class for extra credit. For resources specifically on advertising, comics, comic books, funny papers, and for examples of good papers from previous years, see the adjacent box: \| * Comics * Honor and the Borks. * Balch Institute `exhibit' on ethnicity in the comics * The Balch Institute also has an on-line exhibit on Ethnic Images in Advertising. * <NAME> has written about what she calls 'Mock Spanish;' here are a number of things that illustrate this. Mock Spanish * For the _format_ of all writing assignments (papers) see this page. * Here's an example of an excellent paper on foreign branding done last year in this class. * Here's a questionnaire you can ask yourself to get some ideas about what your paper should focus on. * Here are some print-medium representations of "anthropomorphism" (animals behaving like humans) of various sorts. ## 3\. TV/Movie Project There will be one MAJOR project, based on linguistic material (standard or non-standard, human or non-human) depicted or represented in electronic visual media such as movies or television. (Science fiction representations of human and non-human language as well as pseudo-scientific representations (or even tongue-in-cheek representations) of animal communication are especially germane here.) This assignment will consist of work in stages, with proposals, outlines, consultation, review, rewriting, rewriting, and rewriting. It will be due in stages, the final product due the last week of class. \| * To understand the requirements for this writing project, see Helpful Hints. * For _frequently asked questions_ see FAQ * For the _format_ of all writing assignments (papers) see this page. * For ideas about how to cite material from webpages and electronic sources, look here. * Here are examples of some good papers from previous years of this course. * Here are some examples of media representations of animals "speaking" in various ways. A WATU Assistant will be available to work with you in the preparation of your written projects, and I will also consult with you on occasion. The WATU office also has people available on a drop-in basis, and other resources are available to help students learn how to do expository writing. ![](http://ccat.sas.upenn.edu/~haroldfs/grafix/buttons/animdead.gif) --- There will be DEADLINES for these various projects, and schedules to be adhered to. See quick summary of deadlines here. * * * ### Summary of Links to this page, Documents Linked to this Page, and/or this Site: --- * Schedule of Meetings and Topics * Links to various images, sound-files, etc. * Link to digitized movie files on various servers (for _Dances with Wolves, Amistad,_ etc.) * Expository writing and other kinds of writing * Coursepak contents: Various authors * Other Highly Recommended Resources to Read * General statement about student Responsibilities * Lexis and Nexis search engine * Film Resources page * First Assignment: Three new words in the English language. * Smaller Project on print media. * Comics Page * Honor and the Borks. * Balch Institute `exhibit' on ethnicity in the comics * Jane Hill's article on `Mock Spanish' * Helpful Hints on Writing Research Papers . * Required format for writing assignments. * Examples of good papers from previous years of this course. * A few samples of popular representations of animals speaking including the Tacobell commercial with dog `speaking' Spanish * DEADLINES for various projects** * Quick summary of deadlines * * * * * * <EMAIL>, last modified May 19, 2000. fname: syllabus.html <file_sep>![](greenlin.jpg) # Intellectual History, Cultural History, # and History of Science ![](greenlin.jpg) Note: Special Studies (399), Special Topics (410/510), and some other regular topics courses (415/515, 416/516, 420/520, 421/521) often also cover themes in this area. *339 The Environment and History Introduction to the theme of the environment in the study of history and the history of environmental ideas, from the 16th century to the present, with special focus on the impact of science, philosophy, literature, and history on our understanding of the environment. Designed as an introductory course for students of all majors. 387 Science in Society: Historical Perspectives (4) Examines the interplay between two different aspects of science: science understood as a system of knowledge and science understood as the social institutions (disciplines, laboratories, etc.) by which that knowledge is produced and transmitted. Explores ways in which the scientific endeavor has affected and been affected by the political, social, and cultural milieu in which it is carried out. Primary focus is on modern Europe and America. A background in science is welcome, but not expected. Syllabus available online. 412/512 Topics in African/Caribbean History and Culture (4) An in-depth exploration of selected topics in African and/or Caribbean cultural history. Special attention will be given to thematic issues of broad application to the understanding of cultural interaction, continuity, and change. 424/524 Topics in Chinese Thought and Religion (4) Chinese intellectual history, including popular thought as well as elite philosophy. The subject matter will vary from term to term. (Maximum number of credits is 12; 4 credits each for three courses with different topics). 427/527 Topics in History of Science (4) An in-depth investigation of a selected theme in the history of science and its cultural, social, or political relations. The subject matter will vary from term to term; topics include: science and religion, science under Nazism, science and Modernism, Darwinism and social Darwinism, the Scientific Revolution, and changing physical world pictures. Some previous study in history is recommended; a background in science is welcome, but not required or expected. Topic for winter 2001: Images of Nature and Systems of Belief. *430/530, 431/531, 432/532 U.S. Cultural History (4, 4, 4) The relation of cultural attitudes, values and belief to the American historical experience. Hst 430/530: 1600-1860, European legacy and Native Americans; Puritanism and mission; race, class and ethnicity in Colonial America; American Enlightenment and Revolution; Cultural Nationalism in the New Republic; Industrial Ethic and Pastoralism; Jacksonian Democracy and the Cult of the Self-Made Man; Manifest Destiny and Native Americans; Slavery and African-American Culture; Protestant Evangelicalism, Social Reform, Abolitionism, and Feminism. Hst 431/531: 1860-1945, Cultural Civil War and Reconstruction; Age of Incorporation, Labor Reform, and Utopian Thought; Populism and the Crisis of the 1890s; Progressive Purity Reform and Intellectual Ferment; Two Cultures of the 1920s; Depression Realism and Radicalism; World War II and the Judeo-Christian Consensus. Hst 432/532: Anti- Communist, Nationalist, and Anticorporate Insurgence in the 1950s; Antiwar, Racial, Counterculture, and Feminist Ferment in the Protest Era; New Age and Postmodernist Thought; Populist Conservatism and Traditional Values, 1980-. Recommended prerequisite: 430: Hst 201 or 332\. 431: Hst 202, 333, 335, or 336; 432: Hst 336. *433/533, 434/534 Colonial American and U.S. Social and Intellectual History (4, 4) 433/533: 1600-1860. 434/534: 1860-present. Each term will examine three or four aspects of American social and intellectual history -- such as race, class, religion and philosophy, ideology and politics, community, region, or labor. Prerequisites, Hst 433: Hst 201, Sophomore Inquiry (American Studies), or consent of instructor; Hst 434: Hst 201, Sophomore Inquiry (American Studies), or consent of instructor. 440/540, 441/541 American Environmental History (4, 4) Hst 440/540: A survey of North American history to 1900 from an environmental perspective with special reference to the development of environmental thought, interdisciplinary topics in environmental history, and the history of ecological thinking. Hst 441/541: A survey of North American history since 1900 from an environmental perspective with special reference to conservation and environmentalism, interdisciplinary topics in environmental history, political action, and contemporary environmental thought. 446/546 Topics in the History of American Professions (4) Historical analysis of the roots and development of the intellectual, economic, social, and political opwer and authority of representative professions in America and the West. Topics include: Foundations of American Medicine, American Medicine in the Twentieth Century,American Lawyering, American Technology. Course may be repeated for credit with different topic. *459/559, 460/560 European Intellectual History (4, 4) A lecture course that examines major developments in European thought. Each term, a selected theme will be explore through the writings of several authors, in an investigatation of the relationship between ideas and their social context. Hst 459/559: through ca. 1700; Hst 460/560: ca. 1700 to the present. Syllabus for Hst 460/560 available online. Prerequisites: Hst 101, 102. 467 Latin American Culture and Society (4) Topics include historico-cultural disputes, elite cultural movements, literary, artistic, and intellectual currents, popular culture, external influences, race relations, miscegenation, sectoral relations, gender relations, and modernization. Prerequisites: Hst 330, 331, or Sophomore Inquiry (Latin America) 478/578, 479/579 Russian Cultural and Intellectual History (4, 4) Analysis of primary sources. Hst 473/573: 19th century intelligentsia. Hst 474/574: 20th century mass culture -- films, novels, sport, and music. ![](greencub.jpg) Return to course offerings home page ![](greencub.jpg) Return to Department of History home page ![](greencub.jpg) Information about Portland State University * * * Contact <NAME> , Department Secretary for more information at (503) 725-3917 or write: History Department Portland State University P.O. Box 751 Portland, OR 97207-0751 FAX (503) 725-3953 Comments or questions may be addressed to Prof. <NAME> , Department of History, Portland State University. _Last Updated: September 21, 2000_ <file_sep> \| # Islamic Philosophy, Scientific Thought, and History NOTE: To view the full Encyclopaedia Britannica articles noted on this page one must be a paid subscriber or access the articles through a library that has a subscription. ## Table of Contents General Essays Islamic Philosophy Islam and Science History of Islam ## General Essays * Islamic Scientists and Philsophers A variety of introductory articles on Muslim scientists and philosophers before the European Renaissance, written by Dr. <NAME>. ## Islamic Philosophy * Islamic Philosophy Website This website has a large number of high quality online books and articles dealing with the major Islamic philosophers and their ideas. Unquestionably the best source for Islamic philosophy on the web. ![](images/new.1.gif) (November 6, 2001.) * Dictionary of Islamic Philosophical Terms ![](images/new.1.gif) (November 6, 2001.) * Major Points in Islamic Philosophy, written by an American non-Muslim teacher of Philosophy, <NAME>ost, this article deals with a few of the issues that Muslim philosophers were concerned with. (Fixed Feb. 5, 1999) * Al-Kindi (d. 873 CE) was an important Muslim mathematician and philosopher. * Background and scope of philosophical interest in Islam and the Teachings of al-Kindi (d. 870), from the Encyclopaedia Britannica, discusses the philosophical milieu out of which Islamic philosophy arose and then outlines the main philosophical positions held by Ya'qub ibn Is'haq al-Kindi. * The Teachings of Abu Bakr ar-Razi (d. 10th century AD), from the Encyclopaedia Britannica, outlines the main points of al-Razi's philosophy, a philosophy that in part was influenced by the Mu'tazilites. Razi, in general, was critical of religion and rejected prophecy. * The Teachings of al-Farabi, an article from the Encyclopaedia Britannica, covers a number of significant aspects of the philosophy of Abu al-Nasr al-Farabi (d. circa 950 AD), among them being the following: political philosophy and the study of religion, his interpretation of Plato and Aristotle, the analogical relationship between religion and philosophy, and the impact of al-Farabi on Isma'ili theology. * Avicenna (980-1037) (as he is known in the West, while his actual name was Abu '<NAME>) is the title of a substantial entry in the Catholic Encyclopedia devoted to one of the greatest Muslim philosophers. * Al-Ghazali, Causality, and Knowledge by <NAME>, of the University of Notre Dame. This paper is among the papers included in the Paideia Project On-Line, which archives the papers presented at the Twentieth World Congress of Philosophy, held in Boston, Mass., U.S.A., August, 1998. * <NAME>-Ghazali (d. 1111 CE) is a scholarly article by <NAME> from the _History of Islamic Philosophy._ Al-Ghazali was deeply erudite philosopher, theologian, scholar of law, and a mystic (Sufi). * Ibn Rushd's _On the Harmony of Religion and Philosophy_ This is a translation of part of Ibn Rushd's (Averroes)(1126-1198 CE) _Kitab fasl al-maqal_. In it the following problems are discussed: the creation of the universe, the advent of prophets, fate and predestination, divine justice and injustice, and the Day of Judgment. * Ibn Rushd, known in the West as Averroes. This article about him was taken from the Encyclopaedia Britannica. (Offline as of April 17, 2000) * Averroes the article on Ibn Rushd in the Catholic Encyclopedia. ![](images/new.1.gif) * Ibn Rushd, by Dr. <NAME>. ## Islam and Science * Islam and Modern Science is the title of a lecture delivered at MIT by the eminent Muslim scholar, <NAME>. * Comprehensive Links for Islamic Law and Ethics, paying particular attention to medical ethics. Annotated at the library of the School of Nursing at the Higher Colleges of Technology (HCT) in the United Arab Emirates. * Islamic Medicine Edited by <NAME>, M.D., a Muslim physician and scholar, this is a collection of highly informative essays by a variety of physicians and scholars. Of particular interest to scholars are the chapters from the 9th century CE. text _Adab al-Tabib,_ by al-Ruhawi, translated by <NAME> in the journal _Transactions of the American Philosophical Society,_ Vol. 57, Part 3, 1967, as "Medical Ethics of Medieval Islam with Special Reference to Al-Ruhawi's Practical Ethics of the Physician." One chapter from _Adab al-Tabib_ is Statement on the Procedures and Policies by which the Physician Must Conduct Himself in His Daily Life; additional chapters include topics such as edible matter, beverages, sleeping and being awake, psychic events; and habits. (Back on-line 4/27/98) Another chapter in the book _Islamic Medicine_ is Islamic Medical Ethics. This chapter, written by <NAME> (the editor of the volume), comprises discussions of the Islamic perspective on various contemporary medical issues such as 'the right to live and die' (including euthanasia), 'organ transplants,' 'abortion,' 'bio-technical reproduction' (surrogate motherhood), and 'AIDS.' (Back on-line 4/27/98) * Sex Education: An Islamic Perspective is an on-line book edited by the Muslim physician, <NAME>. Most of the articles in the book were written by Dr. Athar. Among its contents are the following articles: "Sex Education, Teenage Pregnancy, Sex In Islam And Marriage," "Role Of The Muslim Physician In Sex Education," "Sex Roles In Muslim Families In The U.S," "Gender Relations Attitude - Survey Of Muslim Youth And Parents," "Sex Education Questions From Muslim Youth," "Candid Talk," and "A Case Against Pornography." * Extensive Annotated Links on Islam and Medicine compiled at the Higher Colleges of Technology health sciences and nursing library, The United Arab Emirates. ## Islamic History * Historically Related Maps of the Muslim World Collected by Prof. <NAME> at the University of Pennsylvania, this is the best collection of its kind on the web. (Link fixed, November 12, 2001.) * The History of Islam by Professor <NAME> of Georgetown University. Originally a ten page article published in the _Encyclopedia of Politics and Religion,_ ed. <NAME>; then put online by Congressional Quarterly, Inc. ![](images/new.1.gif) * The Religion of Islam, consisting of an overview of its basic principles and early history, written by the Islamic scholars at ISL software. * A Brief History of Islam Written by the Islamic scholars of ISL software, this history briefly surveys the major dynasties of the Muslim world. * Islam and Islamic History in Arabia and the Middle East This is a well-written survey in some detail (more than the previous link) and organized according to dynasty. * The Islamic World to 1600, an on-line book developed by the Department of History at the University of Calgary, is a well-done but largely political history of the Muslim world until 1600. * Early Islamic History, major events from the birth of the Prophet to 1492. * A Brief Chronology of Muslim History Although there is much more to Islamic history than military and political history, these are the histories that have tended to capture people's attention, rather than cultural history. Hence, this particular link deals almost entirely with military and political history from the 6th to the 20th century. * The Abbasid Construction of the Jahiliyya: Cultural Authority in the Making, by <NAME>, of the Department of Arabic and Unit for Culture Research of Tel Aviv University. This article was published in the scholarly journal _Studia Islamica_ , 1996/1 (February), pp. 38-49. ### History of Islam During the Lifetime of the Prophet and the Rightly Guided Caliphs * Map of Arabia During the Advent of Islam * Companions of the Prophet is an alphabetical listing of biographies of a number of "companions" _(sahaba)_ of the Prophet, namely those who physically saw him and were believers during his lifetime. These particular biographies come from two Islamic contemporary sources: the book, _Companions of the Prophet,_ by <NAME> and the Islamic database, Alim Online. In particular, see the biographies of the following companions: Abdullah Ibn Mas'ud 'Abd al-Rahman Ibn Awf Abu Dharr al-Ghifari Abu Musa al-Ash'ari Abu Hurayrah Abu al-Darda 'A'ishah bint Abi Bakr Asma bint Abi Bakr Mu'adh ibn Jabal Sa'd ibn Abi Waqqas <NAME> * New Light on the Story of Banu Qurayza and the Jews of Medina This article, written by <NAME> and published in 1976 in the scholarly _Journal of the Royal Asiatic Society of Great Britain and Ireland,_ refutes the validity of the Muslim story of the massacre of the Banu Qurayza, a Jewish tribe of Medina. * The Rightly-Guided Caliphs The four "rightly-guided" caliphs were the first four leaders of Islam to succeed the Prophet Muhammad in his role as head of the Islamic community. This concise overview was written by the National Muslim Student Association of the USA and Canada. ### History of the Islam in the Middle East after the Rightly Guided Caliphs * Civil War and the Umayyads, written by <NAME>, is a political history that begins with the death of the Prophet and covers both the period of the Rightly Guided Caliphs (632-661 CE) and that of the Ummayad Dynasty (661-750 CE). * The Abbasid Dynasty, a political history written by <NAME>, covers the dynasty that ruled the Middle East during the years 750 to 1258 CE. * A History of Aleppo and Damascus in the Early Middle Ages, 635-1260 C.E., a lecture at the University of Kyoto by Professor. <NAME>. (Fixed 10.1.98) ### History of Islam in East, Central, South, and Southeast Asia * Contested Borders in the Caucasus is an on-line book edited by Professor <NAME> and consisting of essays by various scholars dealing with the recent political history of the Caucasus. Most significant for students of modern Islamic history are chapter six, Russia, Iran and Azerbaijan: The Historic Origins of Iranian Foreign Policy, chapter seven, Iran's Role as Mediator in the Nagorno-Karabakh Crisis, and chapter eight, Turkey's Policies in Transcaucasia. * The Origins of the Kazaks and Uzbeks is an article by the eminent historian Zeki Velidi Togan and translated by <NAME>. * Islam in China briefly discusses the history of Chinese Islam from 650 CE to 1980 CE. * Concise History of Islam in India (711-1775 CE) written by the Pakistani Student Association at Rensselaer Polytechnic Institute. * Islam in Peninsular Malaysia, gives an overview of the origins of Malaysian Islam, its spread, and the effects of European colonization. ### History of Islam in Africa * Islam in Africa In this article, Professor '<NAME> of Ahmadu Bello University in Nigeria discusses the early history of Islam in Africa, from the year 615 CE until the early eighth century CE. * The Spread of Islam in West Africa In this article, Professor '<NAME> begins with the 8th Century CE and discusses the history of Islam in the ancient empires of Western Sudan: Ghana, Mali, Songhay, Kanem-Bornu, and Hausa-Fulani land. * Africa and Islamic Revival: Historical and Contemporary Perspectives is the text of a lecture delivered by <NAME>, one of the chief scholars of African Islam. * The Islamicization of the Hara Plateau and Its Muslim Shrines This article, by the scholar <NAME>, discusses an important chapter in the history of Islam in the Ethiopian-Somali "Horn of Africa." (Fixed as of 10/1/98) * Discussion of African Islamic History This link consists of correspondence between a number of scholars of Africa concerning materials for the teaching of Islam in Africa. ### The Academic Study of Islamic History * The Middle East in the 20th Century Stanford University professor <NAME>'s class site. It includes a syllabus, lecture notes, images, historical documents, and maps. #### Comprehensive Islamic History Sites * Studies of Countries with Significant Muslim Populations, researched by the U.S. Library of Congress as part of its Area Studies on-line handbook. These multi-dimensional studies often contain very useful historical surveys of the country in question. * Encyclopaedia of the Orient is a well-designed and useful reference covering mainly the Middle East and North Africa. * Internet Islamic History Sourcebook created by Prof. <NAME> of Fordham University. A wide-ranging site emphasizing concerns of modernist and late-modernist historians. It is especially noteworthy for the large amount of scanned English texts published before 1923 (and therefore copyright free). * World History Textbook Review This link consists of critical reviews written by scholars of the Middle East Studies Association (MESA) concerning various Middle East and World History textbooks. The reviews focus on the treatment of Islam and the Middle East in these textbooks. * Converting Between Islamic and Western Dates In Islamic texts dates are written using a lunar calendar beginning with the _hijra_ (the emmigration or flight) of the Prophet Muhammad from Mecca to Medina. This is called the Hijri calendar and is designated by the abbreviation AH, in contrast to the Western solar calendar currently used in academia in the United States, which refers to the era beginning with the birth of Jesus as the Common Era and which is abbreviated by CE. The reason why a calculation beyond simple addition or subtraction must be made in order to determine the CE date if one knows the AH date (and vice versa) is because the lunar year is ten or eleven days less than the solar year. While the lunar Hijri calendar is used in the Sunni and pre-modern Iranian Shi'i world, Modern Iran uses a solar Hijri calendar that is 621 years less than the Western solar calendar. Converting between these two calendars is simply a matter of subtracting 621 from a CE date or adding 621 to a solar Hijri date. Nevertheless, converting between the lunar Hijri calendar and the solar Western calendar requires a somewhat more complicated calculation. Hence we have provided this link, which performs the required calculation. Readers interested in more information about the Islamic calendar should consult the article entitled "Islamic Calendar" in the _Oxford Encyclopedia of the Modern Islamic World._ ---\|--- #### Return Home <file_sep># Detailed Discussions for BSEE and BS Comp. Eng. Curriculum Reform for the 2002-2004 Catalog Talks in Chronological Order * February 15, 2000, <NAME>, "Increasing the Place of Information, Signals, and Systems Early in the Curriculum" PDF * February 29, 2000, <NAME>, "EE464H/K Senior Laboratory" PDF * April 14, 2000, <NAME>, "Summary of Ideas for the BSEE Degree in the 2002-2004 Catalog" presented to the ECE Visiting Committee PDF \- PowerPoint * September 5, 2000, <NAME>, "BSEE and BS Comp. Eng. Degrees: Ideas for the 2002-2004 Catalog" presented to EE302 Honors Section PDF \- PowerPoint * October 24, 2000, <NAME>, "Summary of Faculty and Student Discussions for the BSEE Curriculum for the 2002-2004 Catalog", presented to the ECE Department PDF \- PowerPoint * November 7, 2000, "Computer Engineering: Proposed Changes for 2002-2004 and Beyond," presented to the ECE Department PDF \- PowerPoint * December 1, 2000, <NAME>, "Proposal for the BSEE Curriculum for the 2002-2004 Catalog," presented to the ECE Faculty PDF \- PowerPoint * December 1, 2000, <NAME>, "Proposed Changes for 2002-2004 and Beyond," presented to the ECE Faculty PDF \- PowerPoint * * * ## Table of Contents * 1.0 Introduction * 2.0 Ideal Skills * 3.0 Topics for Today's EE * 4.0 Topics for Tomorrow's EE * 5.0 Major Sequence * 6.0 Suggested Proposals for a New BSEE Curriculum * 7.0 Technical Areas * 8.0 Basic Sequence * 9.0 Visiting Committee Comments * 10.0 Agenda for the February 15, 2000, Meeting * 11.0 Agenda for the February 29, 2000, Meeting * 12.0 Agenda for the February 9, 2001, ECE Faculty Meeting * 13.0 Committee * Appendix A: Discussion about EE316 * Appendix B: Proposals for EE321 * Appendix C: Proposals for EE338 (EE438) * Appendix D: Discussion about EE313 * Appendix E: Discussion about EE411 * Appendix F: Discussion about EE302 * Appendix G: ABET, University, and College Requirements * * * This document attempts to summarize the ideas presented during formal and informal discussions about ideas for a BSEE curriculum for the 2002-2004 catalog. The formal discussions in Spring 2000 included four BSEE curriculum reform meetings and an ECE Visiting Committee (technical advisory board) meeting. In parallel with the discussions involving the BSEE curriculum, discussions involving the BS Comp. Eng. curriculum for the 2002-2004 catalog were being moderated by Prof. <NAME>. The ideas for the revised BSEE degree that have received some consensus have been assembled in Section 6.0 Proposals for a New BSEE Curriculum. Based on those proposals, we have created a four-year schedule of courses and a two-year schedule of courses for transfer students. ## 1.0 Introduction We are considering ways to improve the BS degree in Electrical Engineering curriculum. We plan to take a top-down and a bottom-up approach. We are not considering the Computer Engineering curriculum, as that is the responsibility of another committee headed by Prof. <NAME>. A variety of innovative technologies has attracted past generations of students into electrical engineering: * early 1980s: home computers, MTV, voiceband data modems, bulletin boards * late 1980s: PCs, analog cell phones, audio CD players, bulletin boards * early 1990s: laptops, digital cell phones, video CDs, Internet Browsing * late 1990s: palm pilots, Internet cell phones, DVD players, AC3 players, ADSL modems, cable modems, Internet multimedia These technologies contain an increasing amount of communications, signal processing, and networking capabilities. These technologies are also increasingly digital, and software is making up a larger and larger part of the digital subsystems. Analog, radio frequency, and optical subsystems are needed to interface the digital subsystems to the physical world. The shrinking area, volume, and power consumption of consumer electronic products, as well as the continued exponential increase in clock speeds on programmable processors, are largely due to advances in devices and semiconductor manufacturing. A balanced understanding of the theory and practice of devices, circuits, systems, software, electromagnetics, technical communication, and business practice would prepare our BSEE students for success. 1.1 _BSEE Curriculum in the 1998-2000 Catalog_ In the 1998-2000 catalog, the BSEE degree requires a total of 128 hours of coursework. A minimum of 60 hours of EE courses must be taken: 51 hours of required EE courses and 9 elective hours for a technical area. These 60 hours of EE courses can be categorized as follows: _Topic_ \| _Percentage_ \| _Credit Hours_ \| _Courses_ \| analog circuits and systems \| 40% \| 24.3 \| 3/5 EE302 + 2/3 EE313 + EE411 + 1/2 EE321 + EE321K + EE338 + EE338K + EE351K + EE362K \| specialization \| 18% \| 11.0 \| 1/2 EE464H/K + 3 technical area electives \| analog devices/electromagnetics \| 10% \| 6.0 \| EE325 + EE339 \| technical communication \| 9% \| 5.6 \| EE155 + EE333T + 4/10 EE464H/K \| digital logic/microprocessors \| 8% \| 5.0 \| 1/6 EE302 + EE316 + 1/2 EE319K \| programming \| 8% \| 4.5 \| EE312 + 1/2 EE319K \| discrete-time processing/data acquisition \| 4% \| 2.5 \| 1/3 EE313 + 1/2 EE321 \| business practice \| 2% \| 1.1 \| 0.2333 EE302 (ethics) + 1/10 EE464H/K (ethics) \| Total \| 100% \| 60.0 \| 1.2 _1998-2000 BSEE Curriculum Based on Analog Circuits_ In the BSEE curriculum in the 1998-2000 catalog, nearly half of the 60 EE credit hours are spent on analog devices, circuits, systems, and electromagnetics. Six of the required analog circuits courses plus senior design project form a pre-requisite chain that takes six semesters to complete: EE302 -- > EE411 --> EE313, EE338, EE321 --> EE338K --> EE321K --> EE464H/K This long pre-requisite has two disadvantages: 1. it may delay students from taking technical area electives that rely on EE338K until the senior year, and 2. it may prevent transfer students from finishing the BSEE degree in less than three years. The first disadvantage has a dramatic impact on two technical areas: Electronics Materials and Devices, and Integrated Electronics. Concerning the latter disadvantage, about one-fifth of the undergraduate students entering the Department of ECE each year are transfer students from institutions other than UT Austin, as explained next. The second disadvantage is described next. 1.3 _Transfer Students_ Transfer students from institutions other than UT Austin accounted for 18.9% of the new students enrolled in the ECE Department during the 1999-2000 academic year. During Summer 1999, Fall 1999, and Spring 2000 semesters, 106 students from institutions other than UT Austin transferred to the ECE Department: 11 freshmen, 59 sophomores, 24 juniors, and 12 seniors. These classifications depend on the total number of transferred hours: freshman 0-29, sophomore 30-59, junior 60-89, and senior 90+. In Fall 1999, 463 new freshmen enrolled. When considering changes to the BSEE curriculum, two key concerns for transfer students are: 1. smooth transition into the BSEE degree, and 2. expedience in finishing the BSEE degree Transfer students may not always have learned the necessary calculus, science, and/or programming knowledge to sufficient depth to make a smooth transition into the BSEE degree. In EE411 Circuit Theory during the Spring 2000 semester, Prof. <NAME> gave a background evaluation test of basic calculus and science knowledge (quiz #1) and a test on introductory circuits material (quiz #2). Quiz #2 tested the material in the first two weeks of the course (Ohm's law, KVL, KCL for circuits with one loop). On average, transfer students performed a letter grade lower than non-transfer students on the first two quizzes, as shown below. \| _Student Status_ \| _Students_ \| _Quiz 1 Average_ \| _Quiz 1 Std. Dev._ \| _Quiz 2 Average_ \| _Quiz 2 Std. Dev._ \| Non-transfer \| 85 \| 62% \| 14% \| 80% \| 22% \| Transfer \| 41 \| 55% \| 13% \| 73% \| 22% To help make the transition more smooth, the ECE department publishes suggestions for transferring into the ECE department from Austin Community College. Concerning expedience in finishing the BSEE degree under the 1998-2000 catalog, the biggest obstacle encountered by a transfer student is the following pre-requisite chain of required EE courses: EE302 --> EE411 --> EE313, EE338, EE321 --> EE338K --> EE321K --> EE464H/K In satisfying this pre-requisite chain, a transfer student would need to spend a minimum of three years at UT. One workaround for the long pre-requisite chain has been to allow transfer students to take a special section of EE411 Circuit Theory as their first EE course. Those students would either take EE302 in parallel with EE411, or opt out of EE302. Although this workaround reduces the time spent at UT to two years if the transfer student attends both summer sessions, this workaround has two disadvantages: 1. The special section of EE411 has to cover 1.5 semesters of analog circuits material in 1 semester, which makes the transition into the BSEE degree more difficult. 2. A special section of EE411 has to be developed, maintained, and taught. In revising the BSEE curriculum, we will try to keep the unique needs of transfer students in mind. 1.4 _ABET, IEEE, and University Guidelines_ The ABET, IEEE, and University guidelines for a BSEE degree are given in more detail in Appendix G and summarized below. A summary of ABET Guidelines follows: * incorporate engineering standards and realistic constraints that include most of the following considerations: economic; environmental; sustainability; manufacturability; ethical; health and safety; social; and political. * one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline * one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study IEEE Guidelines suggest that BSEE students have knowledge of * probability and statistics * differential and integral calculus * basic and engineering sciences necessary to analyze and design complex electrical and electronic devices * software * systems containing hardware and software components * advanced mathematics, typically including differential equations, linear algebra, complex variables, and discrete mathematics. The University's basic education requirements comprise the following: * English and writing * English 306, Rhetoric and Composition * English 316K, Masterworks of Literature * Completion of two additional courses that have a substantial writing component, at least one of which must be upper-division. * Foreign language * Either two years in a single foreign language in high school or two semesters in a single foreign language in college * Social science * Six semester hours of American government, including Texas government * Six semester hours of American history * Three additional semester hours of social science * Natural science and mathematics * Three semester hours of mathematics * Six semester hours in one area of natural science * Three additional semester hours in natural science, mathematics, or computer science * Fine arts/humanities * Three semester hours of fine arts or humanities ## 2.0 Ideal Set of Skills for Success in Industry 2.1 _Question_ What are the five ideal skills that a graduating BSEE student should possess for success in industry? * 6 nominations * Technical communication (DEHLRV) * 4 nominations * Ability to work as part of a team (DELR) * Ability to learn new topics independently: searching library and Web (DERV) * 3 nominations * Understanding of the product development cycle, which includes specification, design, testing, and manufacture (DER) * 2 nominations * Business principles: marketing, budgeting, etc. (DL) * General programming skills (HV) * Familiarity with software tools in their respective areas, e.g. Matlab and Spice (HV) * 1 nomination * Management of personal finance, health and family (L) * Management skills (L) * General understanding of hardware tools and products (V) * Engineering mathematics (H) * Engineering electromagnetics: radiation and wave propagation (H) 2.2 _Discussion_ Concerning technical communication, the committee members are very satisfied with the current content and scope of the required technical communication courses EE155, EE333T, and EE464H/K. The technical communication program is headed by <NAME>. <NAME> points out that the new name for EE333T Technical Communication will be EE333T Engineering Communication in the 2000-2002 catalog. <NAME> also suggests that we might consider integrating more technical communication in other EE courses besides EE155, EE333T, and EE464H/K. EE302 has already implemented this integration to some extent. Concerning technical communication, the committee members have suggested to move EE155 to the freshman or sophomore years so that they can get an earlier perspective on the field of electrical engineering. EE155 already helps students to explore different technical fields to help them choose the direction for their career, and hence, their technical area(s) for the BSEE degree. <NAME> believe that moving EE155 earlier in the curriculum is fine, but suggests that English 306 be an explicit pre-requisite. <NAME> points out that "I make a pitch to the potential presenters that this course is a platform for them to 'showcase' their companies to students who will soon be graduating." Moving EE155 to the freshman or sophomore years would require a change in this emphasis. Concerning teamwork, students work in teams of two in the laboratory courses. On rare occasion in EE464H, students work in teams of 3 or 4; however, EE464K students must work in teams of 2. The only required course in which students work in teams of more than 2 is EE302. Concerning understanding of the product development cycle, our current required courses do not cover all aspects of the cycle. EE464H/K currently covers the design process. EE464H students may specify their own project, whereas EE464K projects are specified by the instructors. EE464H/K does not cover testing and manufacture. Concerning general programming skills, the required courses in the 1998-2000 catalog train students to program in assembly language and C in EE319K, and C++ in EE312. The required courses do not teach algorithms, data structures, and software engineering (specification, development, and testing). The required courses also do not cover Matlab as a programming language. Therefore, a programming course beyond EE312 should be a required course. Concerning how programming is taught, <NAME>, <NAME>, and <NAME> suggest a bottom-up approach. The first class would start with gates then memory elements and ALUs and finally assembly language. We could call this new course EE306 Introduction to Computing. The second class would cover with C and Matlab as imperative programming languages. C is really a key high-level implementation language for software developed for embedded microcontrollers and digital signal processors and for fast implementations of functions for desktop computing. Matlab is to control, signal processing, imaging, and communication algorithm designers as Spice is to analog/RF circuit designers. * Potential Impact on EE312: with EE306 as a pre-requisite, EE312 could become a course that teaches procedural programming in C. It could cover functions, arrays, data pointers, basic algorithms, and recursion. At present, EE312 is an object-oriented programming in C++ course. We recognize that this is a controversial proposal to someone with a top-down philosophy who may believe that replacing C++ by C is a step backward. * Potential Impact on EE319K: with EE306 as a pre-requisite, <NAME> writes: "My proposed changes in 319K are to introduce software engineering for small systems, or embedded systems, if you wish. I guess that the freshman course [EE306] will shorten 319K by about 3 chapters. I would add 3 chapters to 319K: 1. abstraction - use of object-oriented and generic programming, 2. synchronization - use of semaphores and messages, and 3. measurement - use of profiling and cycle counting, in a simulator. I believe these would be of considerable use to any engineers since many will probably write software for microcontrollers, or be in contact with someone who does." Concerning familiarity with software tools in their respective areas, e.g. Matlab and Spice, <NAME> has suggested that Spice be integrated into a sophomore EE course. In addition, Francis suggested that sophomores be trained in C and Matlab. 2.3 _Proposals_ * Technical Communication : move EE155 to the freshman or sophomore year. * Teamwork : have EE464H/K students work in teams of four, which could be subdivided into two teams of two (D), or in teams of three with a designated technical leader. * Programming : require a programming course beyond EE312 (V) * Business : require a junior/senior course in Engineering Economics, which would be required by EE464H/K, e.g. EE366 Engineering Economics I. Now, EE464H/K students could write a business plan provided that lectures on the topic were added in EE464H/K (RH). * Tools : convert EE312 into a procedural programming course, e.g. in C and perhaps Matlab. Leave object-oriented programming, e.g. in C++, to one or more of the subsequent courses. ## 3.0 Most Important EE Topics to Cover for Today's EE 3.1 _Question_ What are the five most important topics to cover in an EE curriculum? * 5 nominations * Circuit theories -- e.g. KVL, KCL, BJT and MOS circuits (DHLRV) * Solid state electronics -- e.g. how semiconductor devices work (DHLRV) * 4 nominations * Digital systems and programming skills -- e.g. Boolean algebra (DHLR) * E&M; theories -- e.g. Electrostatics, Maxwell's eqn. (EHLR) * Linear systems and signal processing (DERV) * 2 nominations * Fourier and Laplace analysis (ER) * Probability and random processes -- e.g. noise, branch prediction (EH) * Algorithms and data structures (DV) * 1 nomination * Sampling Theorem -- e.g. convert between analog and digital signals (E) * Basic abstraction and design concepts (V) 3.2 _Discussion_ <NAME> points out that in the ECE Department, * EE: 30% of the students, 70% of the faculty * CE: 70% of the students, 30% of the faculty Can a four-year degree adequately prepare a person to be productive at a company without additional training? The consensus was "no". Companies train new hires, and often require annual professional development and training. The issue of abstraction is a serious one because of Moore's Law. Moore's Law states that the number of transistors on a single chip doubles every 18 months. Hence, the complexity of design and testing is growing exponentially. During a four-year degree, for example, this complexity would increase by a factor of 6. Design abstraction is the key to handle this complexity, yet design abstraction is not covered in any of the required courses. Abstraction is a basic tenet of object-oriented programming. 3.3 _Proposals_ * Algorithms : Make a programming course beyond EE312 required ## 4.0 Most Important EE Topics to Cover for Tomorrow's EE 4.1 _Question_ What are the five most important technical topics that an EE who graduates in the next 5-10 years will need to know? Technology is exploding and becoming increasingly multidisciplinary. I am expecting this list to be quite different from the answer to the previous top- down question concerning the current five most important technical topics an EE should know. * 4 nominations * Networking (EHLR) * Multimedia signal processing: speech, audio, image, and video processing (EHRV) * 3 nominations * Wireless communications (EHR) * 2 nominations * Computer science: software engineering, computer architecture, and operating systems (HL) * Design: principles, abstraction, complexity and processes (EV) * 1 nomination * Algorithms: adaptive, learning, optimization, EM (V) * Simulation: CAD tools, statistics/estimation (V) * Practical limitations of current technologies (V) * Biomedical engineering: man-machine interfaces (E) * Mixed analog, RF, digital design (L) * New materials (L) * Post-silicon era devices (L) * Optics (H) 4.2 _Discussion_ None. 4.3 _Proposals_ * Design : Add optimization to the curriculum. For example, quadratic optimization is sometimes covered in EE362K. ## 5.0 Major Sequence 5.1 _Question_ As <NAME> points out, students have been complaining that seven required analog circuits and electronics courses are too many. 58% of the undergraduate students are in computer engineering. Most of them are in digital hardware design or software and simply do not need seven circuits courses. The seven circuits courses follow: EE302 Introduction to Electrical and Computer Eng. EE411 Circuit Theory EE321 Electrical Engineering Lab I EE321K Electrical Engineering Lab II EE338 Electronic Circuits I EE338K Electronic Circuits II EE464K Senior Design Course This listing is in order of the middle digit, even though EE338 is a pre- requisite for EE321 and EE338K is a pre-requisite for EE321K. Please offer a proposal that might improve this situation. 5.2 _Discussion_ Concerning EE302 and EE464H/K, <NAME> points out that EE302 is about 60% analog circuits. The early EE302 course covered less circuit material. EE464K is not inherently a circuits course, although many of the assigned projects are circuits-based. About 1/3 of our students now take EE464H Honors Senior Design Course, in which the students can define their own projects. Very few EE464H projects involve analog circuit design. If we desire less circuits in 464K, then we just need to develop the appropriate projects and make sure the labs can support them. <NAME> points out that new engineers at an engineering firm do not know that the information they need is available on the Internet. <NAME> believes that a good place to enforce this reality is in EE464H/K Senior Design Project. In the 1998-2000 catalog, six of the required analog circuits courses plus senior design project form a pre-requisite chain that takes six semesters to complete: EE302 -- > EE411 --> EE313, EE338, EE321 --> EE338K --> EE321K --> EE464H/K 5.3 _Proposals_ <NAME> proposes to * eliminate EE321 and EE321K as required courses * combine EE338 and EE338K into one course * revise EE302 and EE312 to make a comprehensive overview of ECE, that is a one-year long course * revise EE316 and EE411 to be a follow-on one-year course to this introductory sequence <NAME> proposes to * keep EE302, EE411, and EE464 as required courses * keep EE321 and EE321K * make EE338, EE338K, and PHY355 electives * require a Digital Signal Processing course * reduce the number of required courses and increase the number of electives <NAME> proposes to * keep EE302 optional * keep EE411 required * make EE321 and EE321K optional * combine EE338 and EE338K * make EE464H/K optional * remove PHY303L/PHY103N (Lab) <NAME> proposes to * broaden EE302 * make EE411 a thorough basic course on circuit theory * keep EE464K but possibly broaden the range of topics: perhaps we could have several sections for people with different interests. <NAME> proposes the following to help strength the continuous variable math skills of the BSEE student: * add several lectures and homework sets in EE302 reinforcing calculus skills, matrix algebra, and phasors and complex arithmetic. * add Laplace transforms and/or frequency analysis to EE411. * make M340L Matrices and Matrix Calculations a pre-requisite for EE313, which would help in explaining eigenfunctions in EE313 (the pre-requisite for M340 L is one semester of calculus). * replace one of the two Technical Electives with an Approved Math Elective. * suggest to the area committees to add a math course in each technical area (the Information Systems technical area already lists M365C Real Analysis). The committee also proposes to * make EE362K broader to include modern feedback systems from robotic, biomedical, networked, and mechatronic systems. * <NAME> points out that his second EE362K lecture example is mechatronic (a piezoelectric positioner and control) and that many examples in newer textbooks have many examples related to robotics. * change the pre-requisites of EE464H/K to be * EE366 Engineering Economics I * EE333T Engineering Communication _In the 2000-2002 catalog, EE333T Technical Communication has been renamed to EE333T Engineering Communication_ * An advanced laboratory elective: EE321, EE440, EE345L, EE345S, or EE374L * Senior standing * remove the distinction between the basic and major sequences. * the application to major sequence was initiated in 1982 when the undergraduate ECE enrollment exploded from 1500 to 2000 as a way to regulate the total enrollment * students are accepted to the major sequence (upper division courses) after completing the majority of the basic sequence courses while maintaining a 2.5 GPA * until Spring 2000, admission to major sequence was the only way to ensure that an undergraduate ECE student had finished a certain amount of courses that were pre-requisites for the upper division courses; as of Spring 2000, this pre-requisite check is now performed on a per course basis by the ECE Undergraduate Office by means of an automated script * the ECE Department is the only engineering department at UT that requires undergraduates to apply to the major sequence. * we propose that the notion of basic and major sequences be replaced with lower and upper division courses, which would be compatible with the rest of UT Austin ## 6.0 Suggested Proposals for a New BSEE Curriculum The following proposals have received consensus at three open meetings held in January and February of 2000. The key ideas are: * divide the required EE courses into six parallel tracks * allow students to choose two technical areas instead of one * introduce a new technical area in circuit design The parallel tracks (circuits, systems, digital, programming, electromagnetics, and writing) could allow students to enter into their technical areas earlier and transfer students to finish the BSEE degree earlier. If a transfer student has already completed the non-engineering requirements for graduation, then the transfer student could finish the BSEE degree in as little as two years (four long semesters plus two summer semesters). The engineering course requirements are 16 required EE courses, 6 technical area elective courses, and 2 other technical elective courses. From a faculty perspective, the decoupling of courses into parallel tracks could make it easier for the various curriculum area committees to make changes to courses. The six tracks of required courses follow: * _Required Courses Track #1_ (Analog Circuits): EE302 (Lab) -- > EE411 --> EE438 (Lab) * EE302 * EE411 lists M427K as a co-requisite, which covers Laplace transforms in special sections as of Spring 2000. For Fall 2000, Laplace transforms has been added to M 427K according to the Syllabus for M 427K. * EE438 would be EE338 plus a laboratory (proposed modifications to EE338) * _Required Courses Track #2_ (Systems): EE313 -- > EE351K, EE362K * EE313 could add M340L as a pre-requisite * EE351K could add a pre-requisite of M427K * EE362K could add M427K, M340L, and EE313 as pre-requisites, and replace the pre-requisite of EE338K with EE438; and * EE351K and EE362K do not depend on each other as is the case in the 1998-2000 catalog. * _Required Courses Track #3_ (Microprocessors): EE306 (Lab) -- > EE319K (Lab) * EE306 could be a new course that is a bottom-up treatment of computer architecture from gates to assembly language programming * EE319K would list EE306 and EE312 as pre-requisites * _Required Courses Track #4_ (Programming): EE312 -- > EE322 (Lab) * EE312 Programming I could cover the C programming language take a bottom-up approach, and build on EE306 * EE312 Programming I and EE322 Programming II would teach students to analyze algorithms but not to design them. They could cover control structures, program organization, elementary data structures, validation of software, coding techniques, and software development tools. EE312 could be primarily in C, and EE322 could be primarily in object-oriented C++. Programming would likely be in Visual C++ on a PC. * _Required Courses Track #5_ (Electromagnetics): PHY303L -- > EE325 --> EE339 * Request that a special EE section of PHY303L be taught that emphasizes electromagnetics and optics as well as Heisenberg uncertainty and relativity, but does not cover circuits or electronics * EE325 could add PHY303L as a pre-requisite * EE339 has no change * _Required Courses Track #6_ (Writing): EE155, EE333T -- > EE464H/K (Lab) * EE155 could require English 306 and could be taken by a first-year or second-year student * EE333T could require English 316 and junior/senior standing * EE464H/K could require EE155, EE333T, EE366, an advanced laboratory course (EE321, EE440, EE345L, EE345S, or EE374L), and senior standing * rename EE464H from Electrical Engineering Honors Projects to Honors Senior Design Project * rename EE464K from Electrical Engineering Projects Laboratory to Senior Design Project There is some overlap between the tracks: * EE411 is a pre-requisite for EE325 and EE313. * EE313 is a pre-requisite for EE438. * EE438 is a pre-requisite for EE362K. * EE306 is a pre-requisite for EE312. * EE312 is a pre-requisite for EE319K. Nonetheless, the parallel tracks would allow students to access EE electives sooner and enable transfer students to graduate faster: * First-year students could take the courses in the Circuits, Microprocessor, and Software tracks * Second-year students could take the required courses in all of the tracks * Third-year students could finish the required EE courses in the tracks and take several electives * Fourth-year students could take several electives plus senior design project Other electrical engineering courses required for the BSEE degree follow: * EE366 Engineering Economics I _Add a co-requisite of EE351K. During the 1999-2000 academic year, the EE department taught one section in the Fall (by <NAME>). As many as four sections per year would need to be added to implement the course as a required course (one Fall, two Spring, and one Summer). Three professors other than <NAME> have expressed interest in teaching a section._ * Technical Area #1: three EE electives * Technical Area #2: three EE electives * Advanced Laboratory: EE321, EE440, EE345L, EE345S, or EE374L _This course may also be counted as a technical area elective_ Other required courses: * Sciences: CH301, PHY303K/PHY103M (Lab) _PHY303L is listed under the electromagnetics track above_ * Math: M408C, M408D, M427K, M340L _Request that the math department use Matlab in M340L_ * Humanities: E306, E316, GOV310L, GOV312L, HIS315L * Four other electives: Fine Arts/Humanities, Social Science, Technical, Free _<NAME> points out that since the ECE department has a throughput of 120 students per semester, we might negotiate with the non-engineering departments to tailor some of their courses to engineering, e.g. engineering ethics or history of science and technology._ A new technical area in Circuit Design is proposed that would consist of EE316, EE321, EE321K, and EE338K. In addition, EE316 could be added as a technical area elective in Computer Engineering (Group 2) and Integrated Electronics since it is a pre-requisite for EE360M and EE360R, respectively. See Appendix A: Discussion about EE316. We suggest making PHY355 optional and add it to two Technical Areas: Electromagnetic Engineering, and Electronic Materials and Devices. Some of the material in PHY355, such as quantum physics and Heisenberg uncertainity, are covered in EE 339. The proposed changes * add 2 required courses (EE306, EE322) * make 6 required courses electives (PHY103N, EE316, EE321, EE321K, PHY355, EE338K) * replaces the engineering science elective with EE366 * changes EE338 to EE438. Three of the freed courses become a second technical area. Based on these proposals, the 49 credit hours of required EE courses and 18 hours of technical area electives for the BSEE degree would cover the following topics: \| _Topic_ \| _Percentage_ \| _Credit Hours_ \| _Formula_ \| specialization \| 30% \| 20.0 \| Advanced Lab + 1/2 EE464H/K + 5 technical area electives \| analog circuits and systems \| 24% \| 16.5 \| 1/2 EE302 + 2/3 EE313 + EE411 + 3/4 EE438 + EE351K + EE362K \| digital logic/microprocessors \| 10% \| 6.5 \| 1/6 EE302 + EE306 + EE319K \| programming \| 9% \| 6.0 \| EE312 + EE322 \| analog devices/electromagnetics \| 9% \| 6.0 \| EE325 + EE339 \| technical communication \| 8% \| 5.6 \| EE155 + EE333T + 4/10 EE464H/K \| business practice \| 6% \| 3.9 \| 1/6 EE302 (ethics) + 1/10 EE464H/K (ethics) + EE366 (economics) \| discrete-time processing/data acquisition \| 4% \| 2.5 \| 1/6 EE302 + 1/3 EE313 + 1/4 438 \| Total \| 100% \| 67.0 \| ## 7.0 Technical Areas 7.1 _Question_ What changes would you make to the technical areas? 7.2 _Discussion_ The technical areas will likely be impacted by decisions about the major sequence. In the previous section, the consensus proposal creates a new technical area called Circuits that consists of EE316, EE321, EE321K, and EE338K. The consensus proposal also adds PHY355 as an elective in the technical areas of Electromagnetic Engineering, and Electronic Materials and Devices. Since the Fall of 1996, about 2/3 of the ECE students have either majored in computer engineering or have chosen the computer engineering technical area. During the same time, about 1/6 of the ECE students have chosen one of three telecommunications technical areas. 7.3 _Proposals_ * Add an advanced math course in each technical area to encourage BSEE students to strengthen their math skills. In the 1998-2000 catalog, the Information Systems Technical Area listed M365C Real Analysis as a technical elective. * Other suggestions will largely depend on the choices made in the previous section. ## 8.0 Basic Sequence \| _Class_ \| _Amount of Material_ \| _Decade of Syllabus_ \| _Relevance to all EEs_ \| _Any Redundant Material_ \| _Course Rating_ \| _Instructor Rating_ \| EE302 \| Just right (DHLR) \| 1980s \| Yes (HR) Make optional (L) Too narrow (EV) \| No \| 3.65 \| 3.65 \| EE411 \| Too much (EV) Just right (LR) \| 1980s \| Yes (HL) No (E) \| Yes, with EE302 \| 3.80 \| 3.55 \| EE312 \| Should cover more (V) \| 1990s \| Yes (EL) Medium (H) \| No \| 3.00 \| 3.05 \| EE313 \| Too much (E) \| 1980s \| Yes (EH) \| No \| 3.60 \| 3.69 \| EE316 \| Redundant with itself \| 1980s \| Yes (DL) Medium (H) No (E) \| Yes, with EE302 \| 3.33 \| 3.03 \| EE319K \| \| 1990s \| Yes (DEL) Medium (H) \| No \| 3.18 \| 3.24 The Course Ratings and Instructor Ratings represent the average of these ratings given on the Student Evaluation from Fall 1996 to Summer 1999 semester, inclusive, with the exception of EE313 which has only been taught since Fall 1998. The average was only computed for adjunct, instructional, tenure-track, and tenured faculty. Teaching assistant ratings were not included. The average overall instructor rating for the College of Engineering is 3.9 (out of 5.0). ## 9.0 Visiting Committee Comments After discussion with representative students and faculty, the committee expressed concern that classroom performance by professors and instructors is not receiving the emphasis that it deserves to ensure the continued improvement in the quality of the Department. The quality of the teaching process appears to vary widely from one course or section to the next, ranging from excellent in some cases to negligible or non-existent in others. This appears to go beyond the expected "normal distribution" of teaching talent, to the point that some courses are of negligible benefit to anyone. It appears that the system of punishments and rewards existing within the Department, and the College of Engineering as well, fail to encourage classroom excellence on a par with, for example, research activities. Further, it appears that the Chairman has precious few tools with which to promote teaching excellence among the ECE faculty (or to discourage the opposite). As representatives of industry, the traditional consumer base of the Department's products, the members consider this a very serious matter. We expect UT ECE graduates to have the knowledge and skills that are implied by their transcript. We urge the Department to devote effort to finding ways to bring the reward system into a balance that will support continued growth of UT in the rankings, and that will ensure that students receive the support required to master their studies. The committee heard other, more specific concerns expressed by students and faculty: 1. The EE and CE curricula may not be laid out in a truly "logical sequence of learning." 2. The CE curriculum is too much like the EE curriculum. Students would like to begin to specialize earlier in the curriculum. 3. There is interest in adding a third specialty option, referred to as "generalist." Indeed, several other departments whose curricula were reviewed had more than two specialty options. 4. There is a general lack of sufficient orientation service to give students the knowledge required to choose their major, their specialty and their elective courses intelligently. The other Universities that offer more curriculum flexibility supplement it with adequate counseling. 5. The number of Teaching Assistants is currently inadequate. 6. There is an interest in having more co-ops. 7. There is the feeling that the EE155 Seminar Course should be offered earlier in the program. 8. There is the concern that some Professors and Instructors do not maintain office hours rigorously enough. 9. On a more subjective note, there is a sense that the students do not feel that the faculty really cares if they learn the material, that loyalty to the Department is low, and that the camaraderie among students is not as high as in other highly-ranked universities. As such, the Visiting Committee (VC) recommends that the ECE department evaluates the 10 points discussed above and provide the VC with a proposed plan for addressing these issues. ## 10.0 Agenda for the February 15, 2000, Meeting The focus of the meeting on February 15, 2000, was to discuss what courses belong in the basic sequence and what content should be in them. The consensus was that the basic sequence courses should be EE302, EE306, EE411, EE312, EE313, and EE319K. The suggestion at the two previous meetings to make EE316 an elective for the BSEE degree received consensus for the third time. The agenda for the meeting follows: 1. 5 minutes: Agenda for the meeting and summary of previous discussions: <NAME> 2. 5 minutes: The importance of abstraction: <NAME> 3. 15 minutes: Increasing the place of Information, Signals, and Systems early in our EE (CE/SE) curriculum: <NAME> (Slides) 4. 15 minutes. Discussion concerning EE302 5. 15 minutes: Summary of the content in EE316: <NAME> 6. 15 minutes. Discussion of ideas for updating EE316 7. 15 minutes: Ideas for a new EE306 and EE312 sequence: <NAME> 8. 15 minutes. Discussion of EE306 and EE312 and its impact on EE319K and EE316 9. 15 minutes: Ideas for changes to EE411: <NAME> 10. 15 minutes. Discussion of ideas for EE411 and its impact on EE338 (438) and EE321 11. 15 minutes: Ideas for changes to EE313: <NAME> 12. 15 minutes. Discussion concerning EE313 Gustavo's talk also presented ideas on how to improve the continuous variable math skills of the BSEE students, esp. matrix algebra, complex arithmetic, and optimization. ## 11.0 Agenda for the February 29, 2000, Meeting The focus for this next meeting was to consider the required EE courses in the "major" sequence: * current courses needing discussion: EE438, EE351K, EE362K, advanced laboratory, and EE464H/K * proposed courses to be added that will need discussion: programming course beyond EE312, and EE366 * courses not needing discussion: EE325, EE333T, EE339, EE155 The scheduled agenda follows: * 2:00 - 2:15 PM: Agenda for the meeting and summary of previous discussions: Evans * 2:15 - 2:25 PM: Ideas for a new laboratory for EE438: Buckman * 2:25 - 2:35 PM: Discussion concerning a new laboratory for EE438 * 2:35 - 2:45 PM: Ideas for the Advanced Laboratory choices: Evans * 2:45 - 2:55 PM. Discussion concerning the Advanced Laboratory choices * 2:55 - 3:05 PM: Ideas for EE464H/K: Hallock * 3:00 - 3:15 PM: Discussion concerning EE464H/K * 3:15 - 3:30 PM: Break * 3:30 - 3:40 PM: Summary of the programming sequence (EE312, EE322, EE360C): Chase * 3:40 - 3:50 PM: Discussion concerning the programming sequence * 3:50 - 4:00 PM: Summary of the content of EE366: Baughman * 4:00 - 4:10 PM: Discussion concerning making EE366 a required course * 4:10 - 4:20 PM: Ideas for improving EE362K: Womack * 4:20 - 4:30 PM: Discussion of ideas for improving EE362K * 4:30 - 4:40 PM: Ideas for improving EE351K: <NAME> * 4:40 - 4:50 PM. Discussion concerning ideas for improving EE351K ## 12.0 Agenda for the February 9, 2001, ECE Faculty Meeting The focus of this next meeting was to vote on specific proposals for both BSEE and BS Comp. Eng. curriculums. The agenda follows. * Agenda item #1 Proposal: We propose to make the BS major in Computer Engineering a separate degree. This will require approval on The University and the Texas Higher Education Coordinating Board. Comment: The biomedical engineering department was approved after about 1.5 years of effort. So, if we were to seek approval for a separate computer engineering degree, then the effort would likely finish sometime during the Fall of 2002 semester. * Agenda items #2 and #3, Amending the BSEE and BSCE curriculums. Please note, curricula package for the 2002-2004 catalog described at http://www.ece.utexas.edu/~bevans/eereform/index.html Since a number of the specific items in the proposed BSEE and BSCE curriculums are in common, it will be more efficient to discuss these items for both BSEE and BSCE simultaneously. However, any decision (i.e., vote) regarding an item will be made independently for each curriculum. * a. We propose to have 15 technical areas. There are ten technical areas associated with EE fields and five technical areas associated with CE. fields. A BSEE student would either choose both technical areas from the EE areas or one technical area from the EE areas and one technical area from the CE areas. A BSCE student would either choose both technical areas from the CE areas or one technical area from the CE areas and one technical area from the EE areas. A student would choose three classes in a technical area. A class can only be counted for one technical area. The proposed set of technical area courses is described at http://www.ece.utexas.edu/~bevans/eereform/catalog/techareas.html Floor open to amendments on technical areas. votes taken. * b. We propose the following with respect to the non-ECE courses required for the BSEE and BSCE. curricula: * 1\. CH 301 would no longer be required, but would become a technical elective. * 2\. The basic physics courses, PHY 303K, PHY 103M, PHY 303L, and PHY 103N, would remain required. We propose that PHY 355 Modern Physics would no longer be required but become a technical area elective. * 3\. The Engineering Science Elective, an artifact from older ABET requirements, was either EM 314 mechanics, ME 320 Thermodynamics, or ME 353 Economics. We propose to replace the Engineering Science Elective with EE 366 Economics I. * 4\. The required math courses remain the same as the 2000-2002 catalog * M 408C, M 408D, M 427K, and M 325K for CE curriculum * M 408C, M 408D, M 427K, and M 340L for EE curriculum * 5\. The other required non-engineering classes remain the same (1 fine arts/humanities elective, 1 social sciences elective, 2 history courses, 2 government courses, and 2 English courses). Floor open to amendments for "outside ECE course requirements", votes taken. * c. For both the BSEE and BS Comp. Eng. curricula, we propose the following new foundation course for first-year students: EE 306 Introduction to Computing. Bottom-up introduction to computing; bits and operations on bits; number formats; arithmetic and logic operations; digital logic; the Von Neumann model of processing, including memory, arithmetic logic unit, registers, and instruction decoding and execution; introduction to structured programming and debugging; machine and assembly language programming; the structure of an assembler; physical input/output through device registers; subroutine call/return; trap instruction; stacks and applications of stacks. Prerequisite: None. Three lecture hours and one recitation hour a week for one semester. Comment: A similar class has been adopted in the first-year for the BS in Biomedical Engineering degree (BME 303). EE 306 was taught in Fall 2000 and is being taught in Spring 2001 as an EE 379K class. Floor open to amendments regarding EE306 requirement, votes taken. * d. Building on EE 306, we propose that the BSEE and BS CE. curricula have two programming courses, EE 312 and EE 322: EE 312. Introduction to Programming. Programming skills for problem solving; programming in C; elementary data structures; asymptotic analysis. Prerequisite: [EE 306 or BME 303] with a grade of at least C. Three lecture hours and one recitation hour a week for lone semester. EE 322. Data Structures. Programming with abstractions; programming in C++; data structures; templates; algorithm analysis. Prerequisite: EE 312 with a grade of at least C. Comment: The two foundation courses, EE 302 and EE 306, and the proposed required courses the follow them, serve the following similar roles: EE 302 -> EE 411 -> EE 438 implementation of circuits in hw lab -> EE 313 abstraction from circuits to systems EE 306 -> EE 312 -> EE 319K implementation of software in hw lab -> EE 322 abstraction from procedural programming to object-oriented programming Floor open to amendments on "high-level programming sequence", votes taken * e. Also building on the EE 306 and EE 312 sequence, we propose that the pre-requisite for EE 319K Introduction to Microcontrollers be changed to EE 312. Because of the foundation laid by EE 306 and EE 312, EE 319K can have a richer starting point. Some of the material in the current EE 345L Microprocessor Applications and Organization can be shifted to EE 319K. We propose the following course abstract for EE 319K: EE 319K Introduction to Microcontrollers. Basic computer structure; instruction set; addressing modes; assembly language programming; subroutines; arithmetic operations; programming in C; C functions; basic data structures; input/output; and survey of several microcontrollers. Prerequisite: EE 312 with a grade of at least C. Floor open to amendments on EE319K prerequisite change, votes taken. * f. We propose to add a one-hour lab to EE 338 Electronic Circuits I to make it EE 438. The one-hour lab would consist of about one-third of the labs in EE 321 Electrical Engineering Lab I. Floor open to amendments on EE338 to EE438 change, votes taken. * g. The 2000-2002 BSEE curriculum allows a student to choose any one of the following three courses to fulfill an advanced laboratory pre-requisite for EE 464: EE 321K, EE 345M, or EE 345S. With the shifting of some material from EE 345M to EE 345L and with the shifting of some material from EE 321K to EE 321, we propose for the BSEE curriculum only that 1. the new list of possible advanced laboratory courses be changed to EE 321, EE 345L, and EE 345S 2. the new list of possible advanced laboratory courses also include EE 374L Applications of Biomedical Engineering and EE 440 Microelectronics Fabrication Techniques 3. the choice of the advanced laboratory course may also be counted as a technical area elective. Comment: The BSCE curriculum proposes to require EE 345L, which would satisfy the advanced laboratory pre-requisite for EE 464. The BSCE curriculum does not count the "advance" lab as one of the technical area electives. Floor open to amendments on advance lab requirements, votes taken. * h. In discussing curriculum reform, we spent a lot of time prioritizing the courses that every BS in Computer Engineering would need to know. Because two of the five technical areas in Computer Engineering-- Software Development and System Software-- are so remote from solid state devices and electromagnetics, we propose for the BS Computer Engineering curriculum only that EE 325 and EE 339 would not be required for the degree. EE 325 would become a technical elective, and EE 339 would become a technical area elective. EE 325 and EE 339 would remain required in the BSEE curriculum. Comment: Even though EE 325 would not be required for Computer Engineering, about 70% of the Computer Engineers would take EE 325 as a technical elective because EE 325 is required for Computer Engineering students who choose any of the following technical areas: Electromagnetic Engineering, Electronic Materials and Devices, and VLSI Design. In addition, 40% of Computer Engineers choosing Biomedical Engineering, 25% of those choosing Electronics, and 50% of those choosing Power Systems would need to take EE 325 to satisfy pre- requisites. Comment: Even though EE 339 would not be required for Computer Engineering, about 50% of the Computer Engineers would take EE 339 as a technical area course because it is required for Computer Engineers taking the VLSI Design technical area. EE 339 is also a technical area course in the following technical areas: Electronics, Electronic Materials and Devices, and Embedded Systems. Floor open to amendments on EE325/EE339 requirement for BSCE, votes taken * i. In discussing curriculum reform, we spent a lot of time prioritizing the courses that every BSEE student would need to know. Due to the impact of EE 306, the BSEE curriculum committee believed that many but not all EEs need EE 316: EE 316. Digital Logic Design. Boolean algebra; analysis and synthesis of combinational and sequential digital logic; applications to computer design. Prerequisite: [EE 306 or CS 310] with a grade of at least C. We propose that EE 316 be a technical elective for the BSEE curriculum and required for the BS Computer Engineering curriculum. Comment: EE 316 addresses the implementation of finite state machines in digital hardware using gates. For EEs, a key topic to understand is state. Analysis of finite state machines is covered in EE 306. Finite state machines are implemented in software in EE 319K. EE 313 introduces state-space descriptions, which are covered in detail in EE 362K. Comment: EE 316 also covers the analysis and design of sequential and combinatorial logic. EE 306 covers the analysis of sequential and combinational logic. The EE 302 instructors in the Fall 2000 semester found out how well the students learned the material on digital logic in EE 306. Comment: It turns out that none of the courses in the ten EE technical areas relies on EE 316. EE 316 is important in computer engineering, as it is required for three of the five Computer Engineering technical areas (these are the three technical areas that together form the Computer Engineering technical area under the 2000-2002 catalog). Under the 2000-2002 catalog, with only one choice of technical area, about 40% of the BSEE students are choosing Computer Engineering as their technical area and hence would be required to take EE 316 under the 2002-2004 catalog. With BSEE students being able to choose two technical areas, we expect this percentage to increase. All BS Comp. Eng. students (which make up more than half of the undergraduate ECE students) would be required to take EE 316. Floor open to amendments on EE316 requirement for BSEE degree, vote taken. * Floor open to additional amendments from faculty, votes taken. * Agenda item #4 final vote, up-or-down on BSEE curriculum as revised by successful amendments * Agenda item #5 final vote, up-or-down, on BSCE curriculum as revised by successful amendments * Adjourn. ## 13.0 Committee Members The committee coordinating the faculty discussion on the BSEE degree for the 2002-2004 catalog consists of the following faculty: * Mr. <NAME> (D) <EMAIL> * Prof. <NAME> (V) <EMAIL> * Prof. <NAME>, Chair (E) <EMAIL> * Prof. <NAME> (H) <EMAIL> * Prof. <NAME> (L) <EMAIL> * Prof. <NAME> (R) <EMAIL> The following students have been participating in the discussion of the ideas for a new BSEE curriculum: * Ms. <NAME>, BSEE, Materials and Devices Technical Area, senior, <EMAIL> * Mr. <NAME>, BS Computer Engineering, sophomore, <EMAIL> * Mr. <NAME>, BSEE, Telecommunications and Signal Processing, sophomore, <EMAIL> * Mr. <NAME>, BSEE, Solid State Technical Area, senior, <EMAIL> * * * Last updated 06/09/02. Mail comments about this page to <EMAIL>. <file_sep>History of Public Administration Thought and Current Directions Syllabus Autumn, 2001 Professor: <NAME> \| Time: Tuesday, 9-12 a.m. ---\|--- Office: 310 Fisher Hall \| Location: 300B Fisher Hall Phone: 292-9577 \| Office Hours: Thursday 9:30-11:30 Seminar Listserver \| Past Listserver Emails **** Introduction \| Objectives \| Readings \| Assignments \| Grading ---\|---\|---\|---\|--- Tips on Critiquing the Readings \| Tips on Writing Paper \| Important Journals \| Short Schedule \| Detailed Schedule ### _Introduction_ (top) This course traces the intellectual currents in the historical field of public administration and its more contemporary companions of public policy and public management. There are three primary crosscutting perspectives. There is, first, an historical perspective which is concerned with the chronology and currency of ideas. Just as important are the historical events propelling the development of the field both in its intellectual and pragmatic manifestations. A second perspective is cultural. This perspective illuminates how concepts are reflections of a distinctive set of values, ideology, and customs as well as preferred modes of reasoning. In this vein, understanding the epistemology and ontology of the field is key. The third perspective is analytical with an emphasis on the authority, justification, value, and "workability" of ideas; i.e., how they shape our thinking, both normatively and empirically and both intellectually and pragmatically. ![](autumn.gif) ### _Objectives_ (top) The purpose of this course is to introduce doctoral students to the historic intellectual conversations about the nature and scope of American public administration, public management, and public policy. This introduction will facilitate the ability to: > a. develop a "cognitive map" of the major contributors and their intellectual relationships; > > b. identify the major issues and questions in the field and some of the answers that have already been given; > > c. develop the ability to think critically, synthetically, and to develop new theory; > > d. learn the craft of writing academic papers. ![](autumn.gif) ### _Readings_ (top) Required: The following books are available at the SBX bookstore located on High Street: Shafritz and Hyde (4th Ed.). _Classics of Public Administration_. (S &H) Perry, <NAME>. (Ed.) (2nd Ed.). _Handbook of Public Administration._ (HPA) Additional readings are available in Fisher Hall Student Lounge (FH) in the bottom drawer of the file cabinet. If you are going to make photocopies, please keep the original copies free of tears, folds and 'rabbit-eared' pages so that the next person has a clean copy from which they can work. The readings are sorted by date. I have also identified the call number for the books which generated the larger readings. Just click on the selections for which the title of the work has been made into a hyperlink. This will allow you to borrow those books from the library without incurring the cost of photocopying these larger readings. #### ![](autumn.gif) ### _Assignments_ _ **_ (top) There are three assignments in this class. 1\. The first assignment is to be prepared to discuss all of the articles assigned for the class. Most of the the readings tend to be quite short but, nonetheless, compact and intense. Class discussion will bring out the subtleties, connections to other works, and the relevance and power of these ideas for modern practice. I have made past summaries of readings available to you. If you are interested in how others have read and critiqued the class assignments or if you need help in fully understanding the readings, feel free to download these past summaries. (More instruction on uploading and downloading files are provided below). Summaries should be made available by Sunday night to the class so that we have enough time to read, think about, and formulate our questions before class. Each summary should consist of two parts. The first part should be a brief description of the main points of the reading. This will allow the reader to quickly identify the main contribution of the work. Please limit your use of direct quotes except where necessary. The second part should be a critique of the work. Review Appendix 1, below, for advice on how to write up a critique of your assigned readings. The main goal is, again, to identify what theoretical contributions are necessary for us to move forward on this issue. Please do not read the paper when you report out to the class. To make the copies available to your colleagues, email a copy of your review in RTF format to everyone in the class (including the prof). Also, please upload a copy to our working library of reviews. Please read this document on how to transfer files using email and FTP: (RTF) and (PDF). _Where to Upload Your Review and Download Others' Reviews_ The location is: Host: www.ppm.ohio-state.edu (172.16.31.10) Directory: /Webserver/WebFolder/ppm/~landsbergen/Classes/Int. History/Restricted/Reviews/ Userid: Supplied in class Password: Supplied in class _Using Email to Exhange Your Files:_ Here are our email addresses: <NAME> \| <EMAIL> ---\|--- <NAME> \| <EMAIL> <NAME> \| <EMAIL> <NAME> \| <EMAIL> <NAME> \| <EMAIL> <NAME> \| <EMAIL> <NAME> \| <EMAIL> 2\. The second assignment is to develop a 'theoretical eye' by looking at a current issue and identifying its latent theory and/or what theoretical questions may be important to dealing with that issue. We have two such assignments, one for the second week of the quarter (October 2) and one for the tenth week of the class (November 27). Please use the same approach as identified above to transfer files to the rest of the class. 3\. The third assignment is to write a manuscript which traces the intellectual development of an important issue or field of specialization within public administration. The primary requirement is that this topic be of interest to you (which usually means that it may have some relationship to your future dissertation topic). For example, one could trace the development of computers, budgeting or management science and public policy and management. The purpose of this assignment is for you to begin gaining mastery over a particular subject area in public policy or management. This is a first and important step in beginning your dissertation work and ultimately, your professional development as an academic. Appendix 2 gives some suggestions on how you might proceed with this assignment. __ I strongly encourage you to talk to me or your classmates frequently about your ideas or doubts. If you do not contact me, I will be contacting you. This is an iterative, non-linear process, so start learning how to do it. Here are the due dates: > 1\. _October 2_ \- One paragraph description of your topic including an explanation of the issue, why it is important to study, how it fits in within your longer career goals; your plan on breaking the writing down into smaller, more manageable chunks (including dates), and the target journal (and secondary and tertiary journals should your article be rejected at the primary target journal). > > 2\. _November 6 _ \- Rough draft of complete manuscript > > 3\. _November 27_ \- Final Paper \- Including final plans for submitting the article for publication. > > > > #### ![](autumn.gif) ### _Grading_ (top) 25% Classroom Participation 75% Final Paper ### ![](autumn.gif) Schedule ### (Click here for Detailed Schedule) _ _September 25 _ _ (top) _I. Welcome and Introduction to the Course_ October 2 (top) _II. Intellectual Foundations and Current Issues_ ___ _October 9 (top) _III. The Golden Years of Public Administration - Towards a Science of Public Management_ _ _October 16 (top) _IV. Early Challenges to the Orthodoxy_ _ _October 23 (top) _V. The Orthodoxy in Retreat_ _ _October 30 (top) _VI. Broadening and Deepening of Public Administration: The Influence and Inclusion of the Disciplines (Theory)_ _ __ _November 6 (top) _VII. Broadening and Deepening of Public Administration: The Influence and Inclusion of the Disciplines (Policy Analysis) __ _November 13 (top) _VIII. Broadening and Deepening of Public Administration: The Influence and Inclusion of the Disciplines (Management) __** _November 20 ** (top) _IX. Broadening and Deepening of Public Administration: The Influence and Inclusion of the Disciplines (Law)_ _ _November 27 (top) _X. Current Directions - Current Issues*_ <file_sep>The University of Texas at Austin Fall semester 1997 Government 320L/MES 323K Prof. <NAME> Unique numbers: 33270, 36485 Office: Burdine 422 Burdine 116: Tu Th 11-12:30 Office hrs: Tu 1:30-3, Th 10-11 or by email # Arab-Israeli Politics Course Content * Class discussions over the Internet * Simulation game * Required texts: * Course requirements: * Role profiles (500 words) * Annotated bibliogaphies * Simulation game participation * Debriefing Paper (800 words) * Schedule of Topics and Readings Back to Arab-Israeli Politics home page 18 July 1997 Department of Government, College of Liberal Arts, University of Texas at Austin. Questions, Comments, and Suggestions to <EMAIL> * * * Course Content This is a course about politics and clashing value systems, not history, but first you will need to learn the history and learn why you are learning the historical facts that are presented. You will also discover that "Arab- Israeli" politics really involves several levels: 1) conflicts between Arabs and Israelis in Palestine/Israel, 2) conflicts between the state of Israel and various Arab states in the region, 3) conflicts, muted since the end of the Cold War but still present, between powerful states outside the region who are sucked into the first two sets of conflicts, 4) conflicts within the American community over the nature of our commitment to Israel and how to reconcile it with other national interests, 5) conflicts within the Israeli body politic over relationships with their Arab neighbors, and 6) conflicts between Arab states and within the various Palestinian communities over their relationships with Israel. This course is designed to enhance your understanding of these domestic, regional, and international factors in the "Arab-Israeli" conflict. Some of these conflicts may divide you as well as the protagonists in the Middle East. You will be expected to develop an understanding and empathy with the protagonists, whatever your own views on the subject may be. You will learn to appreciate the clashes in values that may accompany conflicting political perspectives. You may deepen your own appreciation of some of the moral dilemmas underlying political choices. Irrespective of your own convictions, you will be expected to develop your critical faculties, in order to be able to detect "bias" or "spins" in narratives of the Arab-Israeli conflict and in the daily press, whether in the form of "news" reports or editorial opinion. In the guise of "objective" narrative and "scientific" analysis crucial facts may be omitted, or others emphasized that reinforce the views of some protagonists against others. To detect the omissions or get a feel for the balance or lack of balance in a supposedly objective report, you will need to acquire a good command of the history of conflict between Arabs and Jews over territories named "Palestine" and "Israel." How far back? Your textbook (Smith) starts off with Biblical times (circa 1400 BC). Smith's book was attacked by some reviewers on the ground that Zionism emerged as a cultural and political movement only in the late nineteenth century. Table of contents * * * ### Class discussions over the Internet While we will try to discuss various points of view in class, you are also expected to express some of your views and perceptions in "chat," our electronic discussion forum. This forum is protected by a password, so that it is very much like our classroom. Make a comment and it will be seen only by other members of the class, your TA, and your professor. Your contributions will count toward your class participation grade. You will all be given computer accounts on September 11 (and the password earlier, for Netscape users), so that you can get practice using the Internet in plenty of time for our electronic simulation game. Table of contents * * * ### Simulation game The best way to develop your empathy and critical understanding of the various protagonists is through hands-on experience. You will therefore all be involved in a simulation game of diplomatic interaction among the major players of the Arab-Israeli conflict. We will be joining classes of students from other universities, including the American University in Cairo. We willl be sending computer messages back and forth among ourselves and between our players and theirs. Each of you will represent a particular actor in the conflict. The instructor will try to take account of your personal preferences in selecting the role. The richest experience, for those of you who already have strong convictions and seek to develop empathy for conflicting perspectives, may be to play the role of one of your "enemies." But most of you probably just want to learn something about the Middle East and have no particularly entrenched views. No prior experience or course work is required. Whatever your previous knowledge of the Middle East, expect to spend a fair amount of time on this course preparing position papers and exchanging messages through our computer-conferencing system. No prior experience with computers is needed to complete your work satisfactorily, but you will need to type. You will enhance your computer literacy and learn how to use the Internet as a research tool. Table of contents * * * ### Required texts: You will be expected to purchase (or share): <NAME>, Refugees into Citizens (NY: Council on Foreign Relations, 1997) <NAME>, The Arab-Israeli Conflict (NY: St. Martin's, 1995) <NAME>, Palestine and the Arab-Israeli Conflict 3rd edition (St. Martin Us Press, 1996). Recommended: <NAME>, The Second Republic: Politics in Israel (Chatham House, 1997) <NAME>, The Sampson Option, New York: Vintage, 1991 <NAME> and <NAME>, The Foreign Policies of Arab States 2nd edition (Westview, 1991) <NAME> and <NAME>s, The Israel-Arab Reader, Penguin1995 -very strongly recommended for in-depth documentation. <NAME>, Peace Process (Brookings pb, 1993) <NAME>, Building a Palestinian State (Indiana UP, 1997) <NAME>, A History of the Israeli-Palestinian Conflict (U of Indiana Press, 1994) You should read either The New York Times, The Washington Post, or the Christian Science Monitor regularly, and/or use our UT Clarinet news resources. The Jerusalem Post and the Jerusalem Dawn (Al-Fajr), available in PCL, also provide useful and timely insights, respectively from Israeli and Palestinian perspectives, and you may subscribe in class to Middle East International ($10 for 6 or 7 issues to be received in the course of the semester). You also have free access, with the class password, to some copyrighted resources. Table of contents * * * ### Course requirements: Grading Midterm 20% Role Profile Paper 10% Annotated bibliography 5% Game participation 10% Debriefing paper 10% Class Participation 15% (includes computer "chat" participation) Identifications Test 15% Final take-home essay 15% Important Dates MID-TERM EXAM: Thursday, October 9. ROLE PROFILE PAPER: due Tuesday, Oct. 14. ANNOTATED BIBLIOGRAPHY: due Tuesday, Oct. 14. GAME BEGINS: Tuesday, Oct. 21. GAME ENDS: Thursday, Nov. 20. INDIVIDUAL DEBRIEFING PAPER: due Tuesday, Nov. 25. IDENTIFICATIONS TEST: Thursday, Dec. 4. FINAL EXAMINATION ESSAY (take home): due Thursday, Dec. 4, in class. Table of contents * * * Role profiles (500 words) You will be expected to do some research on the character you are representing in the game. You will pay special attention to his or her statements and positions with respect to Middle East foreign policies and strategies in general, and the Arab-Israeli conflict in particular. Here are the sorts of information to look for: TITLE: Check to make sure your assigned title is correct, if you were given a name. ROLE NAME: given in handout or to be researched in light of your title. PHYSICAL DESCRIPTION: Optional and please be very brief if you happen to come up with something. BACKGROUND BIOGRAPHICAL INFORMATION (do the best you can): Place of birth: Date of birth: Schooling: Career pattern: Present post: DISCUSSION OF POLITICAL GOALS AND STRATEGIES: (Very important, and you can do it for the country even if you don't have much personal information). How they developed and how they relate to your topic at hand, the Arab-Israeli conflict and peace process. ROLE DESCRIPTION: your duties and responsibilities, political position and power should be analyzed. POLITICAL ALLIES AND OPPONENTS: Specify your principal allies and adversaries within the simulation. GREATEST CONTRIBUTIONS (optional): Major past accomplishments of which the other players should be made aware. ROLE PLAYING NOTES (optional): Character-related information that is significant for the simulation, eg. foibles and desires, reputation. MEANINGFUL QUOTATIONS (optional): These might indicate some of the actor's views relevant to the simulation. SOURCES (very important for grading purposes): give sources in your annotated bibliographies, and pay attention to the quality of the evidence. (See your syllabus for suggestions on electronic sources; you may also try the PCL reference room) You will be expected to write a collective role profile of about 500 words. You will present one copy in class on October 15, and you will also transmit it to our collection of role profiles on the Internet. (We will explain in class to you the mechanics of signing into our computer system and sending messages). Table of contents * * ### Annotated bibliogaphies You will also present annotated bibliographies of the sources you used to prepare the role profile. You will present one copy in class on October 14, and you will also transmit it to our archive of annotated bibliographies on the Internet. The bibliography should consist of 5 to 10 useful sources about your character. They may be general background about your character's concerns (such as Jersualem, water, settlements, compensation for refugees, the future political status of Palestine, etc.) as well as biographic information or a sample of your character's speeches. The sources may be articles, books, or electronic files. Electronic sources can be documented with their URL (http://......). You should make a brief critical summary of each source. Make sure that the electronic verson of your annotated bibliography has an informative subject header, such as the name of your character or a substantive subject heading. You may break your bibliography down into separate items corresponding to your sources. For your bibliography and general information, you may access many useful materials, including translations of the foreign press, over the Internet. You may not even need to go to the library, just use our course home page internet resources and surf the net for a tremendous amount of information! Or look at the supplementary bibliography on our home page. If you do go to the PCL, you may also consult such newspapers as The New York Times, The Jerusalem Post, the Egyptian Gazette, and The Economist, as well as recent issues of the Journal of Palestine Studies, Washington Report on Middle East Affairs, Middle East Policy, Middle East Reports, The Middle East Journal, Middle East Insight, Foreign Affairs, Foreign Policy, The Link, and (most useful of all) Middle East International. In the periodical room of the PCL you may consult translations of various Middle Eastern newspapers and speeches of political leaders on microfiche. Ask the periodical librarian for suggestions and instructions on how to use the microfiches (JPR series of translations of speeches and newspaper articles by Foreign Broadcasting Information Service, FBIS--now also available online for UT students via the World News Connection). For briefings on the military strengths and weaknesses of the various protagonists, consult the annual reports of the Institute of Strategic Studies (London) and other materials (SIPRI, for example) available in the reference room of PCL. You may find lots of up-to-date material in the Middle East Center's library. The Center is on the 6th floor of the West Mall Bldg. Table of contents * * * ### Simulation game participation You will be expected to sign on and participate in the simulation game at least once every other day (including weeekends) from October 21 to November 20. Table of contents * * * ### Debriefing Paper (800 words) You will then be expected to write a second paper of no more than 800 words, due Tuesday, Nov. 25, (hard copy in class, electronic version to the "debriefing" file) presenting your impressions of the game, what you learned from it, and how "realistically" you thought other characters performed in the game. Try to avoid play-by-play descriptions and summaries of what happened. You will be graded for your originality and perceptiveness and also for your ability to document your insights. You should footnote required readings and research you did in connection with the course when comparing "real life" with what went on in the game. A good paper will have a lead idea and develop a well documented argument. Table of contents * * * ### Schedule of Topics and Readings (on Reserve, UGL): Aug. 28 : Getting started: discussion of simulation game procedures and requirements. The importance to the United States of resolving the Arab-Israel conflict. Impact of the Second Gulf War (1990-91). Readings: 1) Get familiar with our WWW home page for Gov 320L/MES 323K. You may access it via and then click on Government courses and then Gov 320. 2) Start reading <NAME>, The Arab-Israeli Conflict and finish it by September 12. Sept 2 : Conceptual themes: issues of national self-determination, dialogue, and perspective ("bias"). Sept. 4 : The Middle East context: a strategic area, unstable and "penetrated" political systems, diplomatic paralysis, and local arms races. Sept. 9 : Arab and Jewish nationalisms: an overview. Readings: <NAME>, Palestine and the Arab-Israeli Conflict, pp. 1-37 Laqueur and Rubin, The Israel-Arab Reader, pp. 599-611, or http://www.israel-mfa.gov.il/peace/basicref.html read #19, Israel-Palestinian Declaration of Principles, Sept. 13, 1993. Sept. 11 : The Status of Palestine: Thrice-Promised Land 1915-1922. Readings: Smith, pp. 38-67. Laqueur and Rubin, The Israel-Arab Reader, p.16, The Balfour Declaration. Sept. 16 : The Issue of Autonomy: British dilemmas over Palestine: conflicting commitments concerning political representation, land, and people. Readings: Smith, pp. 68-111,Cairo Agreement of 4 May 1994, and "Oslo 2" (September 28, 1995), summarized in Rabin's speech to Knesset, Oct. 5, 1995. You may also want to read other more documents from the Israeli foreign ministry's home page of basic references, such as the Hebron accords of January 17, 1997, including attached notes. Also you may download a map outlining the areas A and B from which the Israeli army is redeployed. Sept. 18 : Class in Computer Lab, Burdine 120: to receive your course accounts and learn about our e-mail system. Readings: Arian, The Second Republic, pp. 103-140 (about Israeli political parties and elections) or http://www.israel-mfa.gov.il/news/elect596.html and finish T.<NAME>, The Arab-Israeli Conflict Sept. 23 : Issues of Internal Security and Terrorism--"Gun Zionism" and the Emergence of Israel Readings: Smith, pp. 112-151; recommended: <NAME>, A History, pp. 273-335, <NAME> Remembered Sept. 25 : Issues of Refugees and Self-Determination Readings: Arzt, pp. 1-62 Sept. 30 : The Issue of Regional Security: Recalling the Arab-Israeli Conflict, 1949-56. Readings: Smith, pp. 152-177. Oct. 2 : From War to War, 1956-1967 Readings: Smith, pp. 178-205; Laqueur and Rubin, The Israel-Arab Reader, pp. 217-218: UN Security Council Resolution 242. Optional: browse through the home page of the USS Liberty Oct. 7 : Review Session and introduction to computer conferencing Oct. 9 : Midterm exam: to consist of two parts: 1) 10 identification questions (eg. what/when was the Madrid Conference and what was its significance? ....Golan Heights?..(you would also need to put this one on a blank map we will give you) for 50% of the grade, and 2) an essay question. Oct. 14 : Costs of Diplomatic Paralysis: the 1973 War. Step by step vs. comprehensive solutions? Readings: Smith, pp. 206-241. Role profiles and annotated bibliographies due: hard copies in class. Please also post them in the computer system as instructed. You may use our WWW home page form or e-mail. Oct. 16 : Regional Insecurity and Lebanon: the American expeditions of 1958 and 1982. Readings: Smith, pp. 242-280 Oct. 21 : The Intifada, the Transformation of the PLO, and the Gulf Crisis: Pressures for Peace. (Game begins today) Readings: Arzt, pp. 63-79; Smith, pp. 281-313; Palestinian Declaration of Independence Oct. 23 : The Israeli-Palestinian Peace Process. Continuing Peace with Jordan? Readings: Smith, pp. 313-341; optional: Israel-Jordan Treaty (Oct. 26, 1994). Oct. 28 : Syria and the Golan Readings: Compare the Israeli settlers' history of the Golan Heights with that of the Encyclopedia Britannica (requires your student ID number). Oct. 30 : The political issue of mutual recognition: what is autonomy -- what is self-determination? Readings: Arzt, pp. 83-100; Noam Chomsky, A Painful Peace (1996) or The Israel-Arafat Agreement (1993) Nov. 4 : The refugee and settlement issues Readings: Arzt, pp. 101-123; Applied Research Institute, Jerusalem, Recent Israeli Settlement Activity, read one of the 8 cases, including maps Nov. 6 : Water Reading: <NAME>, Water Disputes in the Jordan Basin Region; optional: <NAME>, Water and power (Cambridge University Press, 1995) Nov. 11 : Jerusalem Readings: An official Israeli view: Basic Law and links to legal background paper. A Palestinian view: The Status of Jerusalem Reconstructed Maps ofJerusalem (PCL, 1984) and <NAME>oma=<NAME>im Nov. 13 : U.S. foreign policy: oil and domestic constraints Readings: optional: <NAME>, They Dare Speak to Speak Out, 25-49, and visit AIPAC and Washington Report, April/May 1997, pp. 43-44. Nov. 18 : Arms control and nuclear proliferation Readings: optional: <NAME>, The Sampson Option Nov. 20 : Summing up the peace process: Palestinian self-determination and Israeli security? Game ends today with plenty of news! Nov. 25 : Game debriefing: debriefing paper due Nov. 27 : Thanksgiving holiday Dec. 2 : Prospects for Peace? Your last chance to participate in class discussion! Dec. 4 : Identifications Test Final take-home essay due Table of contents * * * <file_sep>![Rome Center](../images/romecntr.jpg) \| ![Courses and Programs](../images/courses- top.gif) ---\|--- ![Rome Center Menu Bar](../images/courses-left.gif) \| ## Studies Catalog _2002-2003_ ### Course Syllabi * * * A ll courses carry three semester hours' credit. _The University reserves the right to cancel a course due to insufficient enrollment or the unavailability of a suitable professor._ Students should bear in mind that 300-level courses presume prior contextual background or understanding, so they should not register for courses for which they may be unprepared. * * * ClSt 306 / FnAr 336 _An Introduction to Greek Art_ FALL Prof. <NAME> _Objectives_ This course synthetically discusses the origins and the evolution of Greek Art against a relatively broad background with reference to the surviving evidence - literary and archaeological. Special attention is given to the connections established by the Greeks with their Mediterranean neighbours across time and space as well as to the complex processes leading to the "formation" of a Greek Art. Reference will also be made to the impact of Greek art and culture over later cultures of our world. The course aims to stimulate critical ability, visual sensitivity and an interest for considering the visual arts as a primary "tool" in the process of reconstructing and understanding cultures of the past. _Methodology_ Every lesson will be richly illustrated by original slides from the instructor's collection; some of them will include readings from ancient written sources in translation. In all cases class discussion and active participation in classwork are to be considered crucial and are highly valued and encouraged by the instructor. Moreover, since the wealth of points and comparisons discussed in class can only in part find a substitute in the required readings for the course, class attendance is strongly recommended. After the first mid-term, the students will choose, under the instructor's guidance, the topic for an individual project in writing (a brief essay or a book report for the equivalent of 4-to-6 typed pages) ideally reflecting a personal interest within the scope of the course. _Syllabus_ References, unless otherwise stated, are to <NAME>, Greek Art. * Lesson 1 Greek Art today - an introduction. Geography and resources of the Greek lands. The Greek-speaking ancestors of the Greeks in the 2nd millennium B.C. (pp. 9 to 18) * Lesson 2 Life and art in the Bronze-Age citadels of Greece. Economy, resources, techniques and crafts. The Mycenaeans and their Mediterranean neighbours. (reading of abstract from <NAME>'s Pre-Classical ) * Lesson 3 The collapse of the Mycenaean kingdoms, 12th century B.C. The rise of Greek villages and their economy; the role of pottery. Athens in the "Dark Ages" of Greece. (pp. 19 to 28) * Lesson 4 The dawn of Greek architecture; village, sanctuary, and temple in the 8th century B.C. Overseas contacts of the Greeks. The rise of pan-Hellenic sanctuaries at Olympia and Delphi. (pp. 29 to 40) * Lesson 5 The Greeks and their art in the Mediterranean world of the 7th century B.C. Corinth, Athens, and their artistic markets. (pp. 40 to 54) * Lesson 6 The "formalization" of artistic types: _temple_ and _statue_ in Greece and overseas in the 7th century B.C. (pp. 54 to 58) * Lesson 7 Archaic Greek Art: sculpture and architecture on the Greek mainland and in the East, 600 to 500 B.C. (pp. 59 to 79) * Lesson 8 The world of Greek pottery in the Archaic Period: potter, painter, techniques, styles. The lost treasure of Greek easel- and wall-painting. (pp. 79 to 98) * Lesson 9 Art in continental Greece, 500 to 450 B.C.: temples in Egina and Olympia, with their sculptural decoration. The evolution of vase-painting in Athens. (pp. 102 to 114) * Lesson 10 The reconstruction of the Athenian Acropolis under Pericles: layout, architectural designs and sculptural decoration. The Propylaea and other buildings. (pp. 115 to 125) * Lesson 11 The Parthenon, its masters and its impact over Greek art. Art in Greece 450 to 400 B.C. (pp. 125 to 131; suggested reading from <NAME>, Art and Experience in Classical Greece, pp. 71 to 97) * Lesson 12 Art, artists, and art criticism in Greece, 4th century B.C.; an overview. (pp. 131 to 144) * Lesson 13 Aspects of post-classical Greek art; courts and kingdoms as art centers. The Roman conquest of the Greek world. The legacy of Greek art; a brief overview. (pp. 223 to 235) _Grading_ The final grade for this course will be calculated in accordance with the following percentages: * First mid-term (open book/open notes test) ............10% * Second mid-term..................................................30% * Project ................................................................10% * Active class participation ......................................10% * Final test ............................................................40% Please note that the first and second mid-term exams will take place six weeks apart. * * * ClSt 307 / FnAr 337 / RoSt 307 _An Introduction to Etruscan and Roman Art_ SPRING Prof. <NAME> _Objectives_ This course synthetically discusses both of the most relevant cultures flourishing in the Italian peninsula in ancient times, seeing art and its trends against the background of contemporary history. Due to the relative lack of adequate written sources, the Etruscans will be largely discussed on the basis of the abundant archaeological evidence and through the effects of their interaction with Mediterranean and Italian neighbours. Though briefly, there will also be mentioned the complex problems related with their origins and with the interpretation of their "lost" language. The Etruscan impact over early Rome, the rise of the Roman republic and its growth into a world-wide empire will be discussed against the rich background supplied from sources of all sorts. On the other hand, the impact of Greek culture over Rome as well as the rise of a genuinely Roman artistic tradition will be referred to from different viewpoints. The course tries to stimulate critical ability, visual sensitivity and an interest for considering art in its historical context, as an essential "clue" to reconstruct and understand the cultures of the past. _Methodology_ Every lesson will be richly illustrated by original slides from the instructor's collection. In all cases class discussion and active participation in classwork are strongly encouraged. Since the wealth of materials discussed in class can only in part find a substitute in the required readings, class attendance is strongly recommended. After the first mid-term, each student will choose, under the instructor's guidance, the topic for an individual project in writing ideally reflecting a personal interest within the scope of the course; such projects - in the format of a brief essay or book report for the equivalent of 4 to 6 typed pages - are to be completed two weeks prior to the end of the semester. _Syllabus_ References are to <NAME>, Etruscan Art, London, 1997, and to George <NAME>, Roman Art, New York, 1975 * Lesson 1 The Italian peninsula in Late Bronze / Early Iron Age. Central Italy: geography, land, resources. "Villanovans" and early Etruscans: social organization, economy, artifacts, ritual life. (Spivey, pp. 7-16, 25-39) * Lesson 2 The archaeological evidence from the Etruscan sites of Latium and Tuscany, 10th to 7th centuries B.C. The advent of mound-burials in Cerveteri and elsewhere. (Spivey, pp. 81-93) * Lesson 3 The Etruscans and their Mediterranean neighbours. Cities, trades, art and cross-cultural relationships in the Etruscan world. (Spivey, pp. 17-24, 40-52) * Lesson 4 The "golden age" of the Etruscan cities and their influence across the Tiber over Rome and Latium. (Spivey, pp. 53-66, 119-123) * Lesson 5 A visual archive on the world of the Etruscans: the painted tombs of Tarquinia. (Spivey, pp. 66-76, 100-119) * Lesson 6 The collapse of the Etruscan power in Italy and beyond; the rise of the Roman Republic. (Spivey, pp. 183-197 and class notes) * Lesson 7 Rome and its conquests in Italy and beyond, 4th to 2nd centuries B.C. The Roman contribution to engineering and architecture. (reading from <NAME> - Italy before the Empire ) * Lesson 8 Art in Roman Italy at the threshold of the Empire. The art-market for Rome. Aspects of portraiture and of architectural design. (Hanfmann, pp. 15-19, 24-26, 63-65, 88-91, and related illustrations) * Lesson 9 Rome and the Roman world under Augustus and his dynasty. (Hanfmann, pp. 82-83, 102-107, 248-249, 268-285 and related illustrations) * Lesson 10 A walk through the heart of ancient Rome (Theatre of Marcellus, Capitol, Via Sacra, Forum Vetus, Temple of Venus Genetrix, Imperial Fora). (Hanfmann, pp. 59-60, 66, 68-69, and related illustrations) * Lesson 11 Towards a "new art:" trends in painting, sculpture, and architecture, 50-100 A.D. (Hanfmann, pp. 27-30, 76, 108-109 and related illustrations) * Lesson 12 Roman art under Trajan and Hadrian, 98-138 A.D. (Hanfmann, pp. 69-72, 72-73, 79, 96, 110-112, 286-287) * Lesson 13 The age of crisis and the collapse of the Empire: an overview. The legacy of Roman Art. (Hanfmann, pp. 31-33, 123-126, 262-265 and related illustrations) _Grading_ The final grade for this course will be calculated in accordance with the following percentages: * First mid-term (open book/open notes test) ............10% * Second mid-term.................................................30% * Project ...............................................................10% * Active class participation .....................................10% * Final test ............................................................40% Please note that the first and second mid-term exams will take place six weeks apart. * * * ClSt 334 / Anth 334 _An Introduction to Classical Archaeology_ FALL Prof. <NAME> _Objectives_ With special attention to the cultures of the Ancient Mediterranean, the course is meant to offer a fuller appreciation of modern archaeology with its scientific methodologies for the recovery, the interpretation and the presentation of the surviving evidence. Well beyond "mass-myth" and misconceptions, the course discusses fieldwork, finds, sites and museums - as we see them today - as "tools" for research and knowledge and in connection with the very complex problems met in the conservation of the evidence. The course also relates archaeology to several sciences and to modern education, trying to highlight the relevant reciprocal connections and/or contributions. To reflect also the long-lived interest shown by human groups for their own (and at times for other people's) past, the second part of the course (Lessons 9 to 12) will offer an overview of the changing approach of different societies to the past; this will be seen in ancient Greece and Rome, in specific moments of the European Middle Ages and of the Italian Renaissance, and in the following centuries up to the 1800's. In this part of the course, students will have a chance to consider little-known aspects in the evolution of our interest for the relics and some "values" of our heritage. Moreover, as a fragment of the history of science, the growth of archaeology as a discipline will be synthetically followed. _Methodology_ To present with adequate clarity the material, each lesson will be richly illustrated by original slides from the instructor's collection as a visual stimulus for discussion in class. Taking into consideration the complex scope of the course, active participation in classwork is to be considered crucial and will be highly encouraged and valued by the instructor. Moreover, since no reasonably-sized printed source is available in English to cover the range of topics under discussion, the students are expected to rely on adequate class notes; the instructor will be obviously available to discuss and enrich such notes whenever necessary. On specific topics (marked "+ &+" in the syllabus), abstracts in English from printed sources will be made available by the instructor. For a variety of reasons, not the least of which is the length of classes, the instructor strongly recommends class attendance. After the first mid-term, the students will choose, under the instructor's guidance, the topic for an individual project in writing (a brief essay or a book report for the equivalent of 4-to-6 typed pages) ideally reflecting a personal interest within the scope of the course. _Syllabus_ * Lesson 1 Archaeology as a discipline: a tentative definition. The archaeology of the classical world (11th c. B.C. to 5th c. A.D.) as a specific field. Reality and popular "myth" in the perception of archaeology. The interaction of man / environment and its traces for the archaeologist. * Lesson 2 The search for (and the production of) durable documents as the chore-task of archaeological research. Before excavation: methods, techniques and tools for archaeology. Typical situations in fieldwork. (+ &+) * Lesson 3 Modern archaeology vs. "treasure hunting:" interdisciplinary approaches to the past. Field conservation and its contribution to the appreciation and survival of the evidence. Complex cases from Italian sites. * Lesson 4 Object - Type - Class: basic concepts for archaeological interpretation. Circulation and cultural interaction through space and time. Economy, history, and cultural anthropology in archaeological research. (+&+) * Lesson 5 Presenting the evidence on site: problems, methods, aims. Research, education and leisure in post-modern societies. The presence of the past in historical towns. Issues in the protection of the heritage. * Lesson 6 The role of museums in the conservation of the evidence: the long path from soil to showcases. Issues in the museum profession. The economic relevance of the past: the "heritage industry" as a global phenomenon. (+&+) * Lesson 7 Museography and museology for archaeological collections: examples from Europe and the U.S.A. Education and communication through museum displays. * Lesson 8 The Athenian acropolis as _the_ case study in the recovery, interpretation, conservation, and presentation of an archaeological site. "Ruins" and their limits: visible remains and history. "Symbolic values" and heritage. * Lesson 9 The Greeks and their past: the birth of an archaeology. Past and identity in the words of the Greeks. Greece and Rome: conquest, cultural interaction and plundering. The Roman Empire as a "global market" for heritage. * Lesson 10 The "end of the classical world" and its survival through the Middle Ages. Of "filthy ruins" and "hidden books." The "rediscovery" of Rome and the "loss" of Athens under the Turks. (+ &+) * Lesson 11 The "rebirth:" Renaissance and classical heritage through an archaeologist's eye. Artists and "ruins" in Rome and beyond. The ancestry of modern museums: collecting and collections in Rome and Florence. * Lesson 12 The dawn of modern archaeology: exploration, discovery and collecting to the end of the 19th century. The marbles of the Acropolis in London: the Elgin "affaire" and other cases in the growth of archaeology. (+&+) * Lesson 13 Closing the circle: archaeology yesterday and today. What future for archaeology: trends and contradictions? The management of the past: revivals, nostalgia and learning. _Grading_ The final grade for this course will be calculated in accordance with the following percentages: * First mid-term (open book/open notes test) ............10% * Second mid-term..................................................30% * Project ................................................................10% * Active class participation ......................................10% * Final test ............................................................40% Please note that the first and second mid-term exams will take place six weeks apart. * * * ClSt 340 / Anth 340 / RCS 340 _Classical Archaeology: The Idea of the Temple in Greek Architecture_ SPRING Prof. <NAME> _Objectives_ The course aims to relate the architectural type of "temple" to more than its visible form, with reference to various sources -- historical, literary, and archaeological. Through space and time, the course reviews the birth of cult- places in the Greek lands, far before the creation of the earliest known temples. While following the growth of an entirely Greek idea of temple, special attention is given to the interaction of Greek communities with their Mediterranean neighbours and both ritual and social functions of cult-places are explored. Insofar as _design_ and _styles_ are concerned, they are discussed side-by- side with the limitations and the achievements of ancient technology and engineering in Greece and beyond. The appreciation of the exceptional creations of Greek temple-architecture, especially in the 5th century B.C., will therefore benefit by an analysis going beyond purely stylistic aspects. In general, the course tries to stimulate critical ability, visual sensitivity, and an interest for appreciating architecture in its historical and technological context, with attention for its functional roots. _Methodology_ The architectural evidence is reviewed through passages from the last available edition of the standard handbook of the late Prof. <NAME> ( The Architecture of Ancient Greece, New York, 1975) to be used along with readings from other sources and notes from classwork. In all cases class discussion and participation in classwork are strongly encouraged. All lectures will be richly illustrated by original slides from the instructor's collection. Since the wealth of materials discussed in class can only in part find an equivalent in the required readings, class attendance is highly recommended. After the first mid-term, each student will choose, with the instructor's guidance, the topic for an individual project in writing, ideally reflecting a personal interest within the scope of the course; such projects - in the format of a brief essay or book report for the equivalent of 4 to 6 typed pages - are to be completed two weeks prior to the end of the semester. _Syllabus_ * Lessons 1 & 2 Greek Temples: their image today and their forerunners in the ancient Mediterranean. The Mycenaean ancestry of Greek religion: a brief review. Greek sites from the late Bronze Age: an overview. (Dinsmoor, pp. xv-xxiv, 17-24 and class notes.) * Lesson 3 Settlements and cult-places in the "Dark Ages" of Greece, 11th to 9th c. B.C. Techniques and materials of early Greek architecture. Sanctuaries in Sparta and Samos. Temples and temple-models. (Dinsmoor, pp. 36-50.) * Lesson 4 Greece and Greek culture in the 8th c. B.C.: an overview. The "colonial enterprises" of Greek cities. The rise of pan-hellenic cults and sanctuaries. (Reading from abstract of M.I. Finley's The Ancient Greeks, 1982, pp. 36-53.) * Lesson 5 Ritual function and spatial arrangements in open-air cult-places. Samos and Olympia before 600 B.C. Carpentry and architecture in temples of the 7th c. B.C. (Dinsmoor, pp. 50-58 & class notes.) * Lesson 6 Formalizing a concept: the rise of a "Doric" style in Greek temple- construction. Temples in Corfu and Corinth. The beginnings of Ionic temples in the Mediterranean East: temples in Samos and Ephesos. (Dinsmoor, pp. 58-64, 69-75, 123-136.) * Lesson 7 Origins, tools, techniques, and materials for stone-construction and their adoption in religious architecture. (Seminar class; class notes indispensable.) * Lesson 8 The Western Greeks and their approach to religious architecture: the case of Selinus in Sicily and Paestum in southern Italy. (Dinsmoor, pp. 78-84, 92-96.) * Lesson 9 Architectural design, composition, and decoration in the early 5th c. B.C.: the sanctuary of Aphaia on the island of Aegina. (Dinsmoor, pp. 105-107 & class notes.) * Lesson 10 Destruction and reconstruction in Athens. A new design for Zeus in Olympia. (Dinsmoor, pp. 147-153 & class notes.) * Lesson 11 Redefining styles and orders: the reconstruction of the Athenian acropolis after 447 B.C. (Dinsmoor, pp. 159-179, 199-205.) * Lessons 12 & 13 Developments of temple architecture after the 5th c. B.C. Changing attitudes in religious architecture and cult. The legacy of Greek temples in Western architecture. (Dinsmoor, pp. 185-195, 154-159, 216-236 & class notes.) _Grading_ The final grade for this course will be calculated in accordance with the following percentages: * First mid-term (open book/open notes test) ............10% * Second mid-term..................................................30% * Home Project........................................................10% * Active class participation ......................................10% * Final test ............................................................40% Please note that the first and second mid-term exams will take place six weeks apart. * * * ClSt 395 / RoSt 395 _Topography of Ancient Rome_ On-Site FALL & SPRING Prof. <NAME> _Required Texts:_ * <NAME>, Blue Guide: Rome, 7th ed. (London, 2001) * <NAME>, Rome: Oxford Archaeological Guide (Oxford, 1998) _Purpose:_ The aim of the course is to acquaint students with ancient remains and with some of the principal archaeological museums of one of the western world's greatest cities. _Procedure:_ The course will proceed chiefly through lectures on site. The only exceptions will be the first meeting and the dates of the three examinations, all in classroom GL1. Since the course involves _inspection of physical evidence_ as well as reading assignments, attendance is crucial. Students should note that travel is _not_ an excuse for absence either from lectures or from the three examinations. _Grading:_ Three equally-weighted non-comprehensive examinations will determine the final grade. For each test, students must be prepared to identify slides, words or phrases and to write two essays from a choice of three or four topics. Essays will constitute 60% and identifications 40% of the grade on each test. The scale will be as follows: 90 to 100 = A, 80 to 89 = B, etc. _Office Hours:_ Room 116 on Tuesdays and Thursdays from 1200 to 1300 hours and by appointment. _Schedule of Readings and Sites:_ * Week 1 Introduction in GL1: Claridge, pp. 1-14; Macadam, pp. 45-53. * Week 2 Archaic Roman Forum: Claridge, pp. 60-118; Macadam, pp. 45-53, 78-95. * Week 3 Capitoline Hill: Claridge, pp. 229-241; Macadam, pp. 59-72. * Week 4 Later _Forum Romanum_ : Claridge, pp. 60-118; Macadam, pp. 78-95. * Week 5 First Test. * Week 6 _Forum Boarium_ : Claridge, pp. 253-61; Macadam, pp. 245-248. * Week 7 _Forum Holitorium_ : Claridge, pp. 242-253; Macadam, pp. 240-243. * Week 8 Largo Argentina and Pantheon: Claridge, pp. 201-208, 215-220; Macadam, pp. 118-122, 126-127. * Week 9 The Imperial Palatine: Claridge, pp. 119-145; Macadam, pp. 95-106. * Week 10 Second Test. * Week 11 Imperial _Fora_ and Flavian Amphitheater: Claridge, pp. 147-173, 276-283; Macadam, pp. 106-112, 115-188. * Week 12 Roman Walls, Bridges, and the Tiber Island: Claridge, pp. 226-228; Macadam, p. 243. * Week 13 Roman Baths (at Caracalla's): Claridge, pp. 319-321; Macadam, pp.235-237. * Select Saturday _Ostia Antiqua_ : Macadam, pp. 368-380. * Week 14 Third Test. Before each site visit, students should consult Claridge especially for all items posted on the bulletin board across from the _portineria._ Moreover, the library will have <NAME>'s New Topographical Dictionary of Ancient Rome, <NAME>'s Guida Archeologica di Roma, and an illustrated guide to Ostia on reserve to help students prepare for each visit and the three tests. In addition, entries in reference works such as the Oxford Classical Dictionary, The Princeton Encyclopedia of Classical Sites, or Grant and Kitzinger's Mediterranean Civilizations will prove helpful about individuals and monuments discussed in the lectures. * * * * * * _Comments common to all Prof. Auteri's syllabi_ _Student Contact Hours:_ Thursday or by appointment _REQUIRED COURSE WORK_ * Students may need to allocate 3-5 hours each week outside of class time to master the material of the course. It is essential to keep up with the course material. Students will be asked to solve problem sets. These can be done in groups of 2-3 students and presented orally in class if asked. * The lectures will emphasize the major topics and hopefully clarify what appears in the reading assignment. * Problems will be used liberally to illustrate the major concepts. The basic readings should be done prior to the lecture to maximize your understanding. Since material not covered in the readings will often be discussed in the lectures, attendance should be considered necessary (i.e. mandatory) to derive full benefit from the course. _Miscellaneous_ * The final exam will include all course material covered throughout the entire semester. It is the student's responsibility to attend all exams. * A "make-up" final exam will be provided in the event of illness only with a doctor's excuse. There will not be a make-up mid-term exam. * Honor and Civility: While the basic medium for the class is the traditional lecture, there will be ample opportunity for questions, experiments, and discussion. Even in the midst of disagreement, the classroom will be constrained by traditional views on civility and manners. Civility refers to politeness and manners when interacting with other people. You can show respect for your fellow classmates and the teacher by arriving on time and treating each other with respect even when you may disagree over issues under discussion. _Course Participation Guidelines_ Participation in discussions in the classroom is a vital part of student learning. Students will be graded on the quality and quantity of their input. The following guidelines wIll generally be followed: * Excellent Performance -- A range * initiates information relative to topics discussed. * accurately exhibits knowledge of assignment content * demonstrates excellent listening by remaining on track with classroom discussion as demonstrated by relevant comments and questions * brings up questions that needs to be further explored * clarifies points that others may not understand * draws upon practical experience or personal opinion, as appropriate * offers relevant and succinct input in class * actively participates in cases and classroom exercises * demonstrates ability to apply, analyze, evaluate, and synthesize course material * prepares all assignments on time, thoughtfully * Good Performance -- B range * regularly participates in discussion * shares relevant information * gives feedback to classroom discussions * consistently demonstrates knowledge of reading assignments * demonstrates ability to analyze and apply course material * demonstrated willingness to attempt to answer questions * prepares most assignments on time with some thoughtfulness * Fair Performance -- C range * participates in group discussion when solicited * demonstrates some knowledge of course material * offers clear, concise information relative to class assignment * offers input, but tends to reiterate the intuitive * attends class regularly * prepares most assignments on time with some thoughtfulness * Poor Performance -- D range * occasional input, often irrelevant, unrelated to topic or fails to participate, even when specifically asked in full class or group discussions * reluctant to share information * does not follow the flow of ideas * drains energy from the class * behaves towards others in a disruptive fashion (i.e., sarcastic comments) to those who participate regularly * does not attend class regularly * fails to prepare assignments on time or with thought * Unacceptable Performance -- F range * practically never provides unsolicited input * input tends to be irrelevant, unrelated to topic or shows a lack of preparation * reluctant to share information * does not follow the flow of ideas * drains energy from the class * behaves towards others in a disruptive fashion (i.e., sarcastic comments) to those who participate regularly * does not attend class regularly * does little more than take up space in the room * fails to prepare assignments on time or with thought _Additional Suggestions_ Students should always remember that participation grades are highly subjective and depend entirely on the professor's interpretation of your efforts. It is imperative that students make proactive efforts to control their participation grade. In addition to the requirements listed above, it is highly recommended that every student take the time to introduce himself/herself to the professor multiple times early in the semester. Students should make an effort to be certain that the professor knows who they are and how much they are working toward a good grade! _GRADING_ The following distribution will be used to allocate a letter grade to all exams, papers, and assignments _Grade Raw Score_ (%) 93 - 100 A 86 - 92 B+ 80 - 85 B 74 - 79 C+ 69 - 73 C 65 - 68 D+ 61 - 64 D less then or equal to 60 F Please be advised that Loyola University Chicago does not allow instructors to assign final course grades of "A-", "B-" or "C-". _ADMINISTRATIVE DETAILS_ * Course withdrawal and audit statuses are options for any student in this course. Regulations governing both ultimately lie with the Registrar's Office. However, students are encouraged to consult with the instructor before undertaking either initiative. Audit status is only granted to students who regularly attend the class and participate in all but the evaluation process. A course may not be converted to audit after the regular change of registration period. A student who wishes to audit a course must register for the course as if the course were being taken for regular credit. During the change of registration period, the student must obtain an audit form from the office of the assistant director / registrar in Rome, complete it and return it to the same office. * !!! Students having difficulty with the course are encouraged to contact me for assistance when difficulties emerge. Please do not wait, as difficulties will tend to compound. !! * Strict adherence to all college policies will be observed. * * * Econ 201 _Introduction to Economics I (Micro)_ FALL & SPRING Prof. <NAME> _Course Objectives:_ This is a principle course aimed at introducing the basic economic concepts of decision-making at a micro level. In other words, we will study decisions and problems faced by individuals or firms, instead of a whole economy. Then objectives of the course are 1. to familiarize the student with the basic concepts and methods of microeconomics -- the study of how consumers and producers make their decisions and interact in markets, under conditions of perfect and imperfect competition. 2. to enable the student to apply these concepts and methods to policy issues . One important set of policy issues is whether, when and how markets may fail and whether, when they fail, government intervention may be needed to correct those failures. 3. to lay the groundwork for future study: in the next term, for the study of macroeconomic issues such as unemployment, inflation and long-run economic growth; and more generally for such courses as managerial accounting and management decision-making, as well as economics courses in finance, labor, international economics and managerial economics, which require mastery of basic microeconomic concepts. _Textbook:_ PRINCIPLES OF MICROECONOMICS by <NAME> and <NAME>, ISBN: 0-07-021991. _Study Guide_ (optional): Microeconomics Study Guide (0-07-021994-X) _Miscellaneous_ Student evaluation in this course will consist of assignments, mid-term exams, "class participation" and a final exam with a percentage grade distribution as follows: * Assignments......... 20% * Participation............ 5% * Midterm Exam 1... 20% * Midterm Exam 2... 20% * Final Exam........... 35% _COURSE OUTLINE_ * Thinking Like an Economist: Chapter 1 The scarcity principle, The cost-benefit principle, Reservation prices, Opportunity cost, Rationality, Economic naturalism Appendix: Equations, graphs and tables * Pitfalls for Decision Makers: Chapter 2 Opportunity cost vs. sunk cost, Average vs. marginal, Fixed and variable cost * Comparative advantage and exchange: Chapter 3 Comparative advantage, The Production Possibilities Curve, Specialization, exchange and international trade. * Supply and Demand: Chapter 4 The principle of Equilibrium, Price controls, Markets and social welfare, The efficiency principle, Shifts in the demand and supply curves * Demand: Chapter 5 Utility: one good, two goods, Budget line, Rational spending rule, Effects of income and other prices on demand, Price elasticity of demand and expenditure * MIDTERM 1 * Supply: Chapter 6 Perfect competition and the supply curve: from firms to market, Short run analysis, Profit maximization, Elasticity of supply * Efficiency and exchange: Chapter 7 Market equilibrium and efficiency, Total economic surplus (or Social welfare): Consumer surplus plus producer surplus, Revisiting price controls, Taxes and efficiency * The invisible hand: Chapter 8 Role of economic profit, The invisible hands theory, The invisible hand in regulated market: the market for the New York taxicab medallions, Market equilibrium and social optimum * Monopoly and imperfect competition: Chapter 9 Imperfect competition and market power, Monopolist's profit maximization, Failure of the 'Invisible hand', Price discrimination * MIDTERM 2 * Strategic decision making: Chapter 10 Theory of games, Prisoners' dilemma: cartel instability, advertising games, Sequential games: credible threats and promises * Externalities: Chapter 11 External costs and benefits, The Coase theorem, Property rights and the tragedy of commons * Economics of information: Chapter 12 The importance of information, The role of middleman, Asymmetric information: the Lemons problem, Adverse selection * Labor markets: Chapter 13 Competitive labor market, Monopsony, Equilibrium in labor markets * FINAL EXAM * * * Econ 323 / IntS 323 _International Economics_ FALL Prof. <NAME> _Prerequisites:_ * Junior Standing * Principles of Economics I (Micro) * Principles of Economics II (Macro) _Recommended:_ * Microeconomics _Course Objectives:_ The goal of this course is to present an introduction to the theory of international trade, trade policy, exchange rates and balance of payments. Economic integration and open-economy policy issues will also be discussed. Concepts covered during the course will enliven classroom discussions considering current economic events. We will try to answer the following questions: * Why countries gain from international trade * Why we have trade restrictions * How exchange rates are determined * What is the EU? _Required Course Text:_ <NAME> Obstfeld, International Economics _Miscellaneous_ Student evaluation in this course will consist of assignments, one mid-term exam, "class participation" and a final exam with a percentage grade distribution as follows: * Assignments......... 20% * Participation........... 15% * Midterm Exam ...... 20% * Final Exam........... 45% _COURSE SCHEDULE & READINGS _ * Weeks 1 & 2 * I. INTERNATIONAL TRADE THEORY * Labor Productivity and Comparative Advantage: The Ricardian Model * Specific Factors and Income Distribution * Week 3 * Resources and Trade: The Heckscher-Ohlin Model * The Standard Trade Model * Economies of Scale, Imperfect Competition, and International Trade * International Factor Movements * Weeks 4 & 5 * II. INTERNATIONAL TRADE POLICY * The Instruments of Trade Policy * The Political Economy of Trade Policy * Trade Policy in Developing Countries * Strategic Trade Policies in Advanced Countries * Weeks 6 - 9 * III. EXCHANGE RATES AND OPEN-ECONOMY MACROECONOMICS * National Income Accounting and the Balance of Payments * Exchange Rates and the Foreign Exchange Market: An Asset * Money, Interest Rates, and Exchange Rates * Price Levels and the Exchange Rate in the Long Run * Output and the Exchange Rate in the Short Run * Fixed Exchange Rates and Foreign Exchange Intervention * Weeks 10 - 13 * IV. INTERNATIONAL MACROECONOMIC POLICY * Optimum Currency Areas and the European Experience * * * Econ 326 / IntS 326 _Comparative Economic Systems_ SPRING Prof. <NAME> _Prerequisites:_ * Junior Standing * Principles of Economics I (Micro) _Course Objective:_ This course will analyze and explain economic systems using standard supply, demand, and cost analysis, along with property rights. It will focus on how organizational arrangements combine with economic policies in distinct natural and historical settings to influence economic performance and welfare. _Required Course Text:_ <NAME>, Comparative Economic Systems _Miscellaneous_ Student evaluation in this course will consist of a project, one mid-term exam, "class participation" and a final exam with a percentage grade distribution as follows: * Project............... 20% * Participation........... 15% * Midterm Exam ...... 20% * Final Exam........... 45% _COURSE SCHEDULE & READINGS _ * Weeks 1 & 2 * A. Introduction to Comparative Economic Systems: Property Rights * <NAME>, "Toward a Theory of Property Rights," _American Economic Review,_ May, 1967. (On Library Reserve.) * Introduction to Property Rights ( Carson, Chapter 1, Appendix): * Property Rights and Ownership * Property Rights and Exclusion * Property Rights and Efficiency * A Brief Introduction to Property Rights and Socialism * Appendix * Week 3 - 5 * B. The Role of the State * The Traditional Soviet-type Economy (Carson, Chapter 2) * The Notion of Planning * Centralization vs. Decentralization * Organization and Motivation * Political Rights and the Role of Government in a Market Economy (Carson, Chapter 3) * The Political Dimension of an Economic System * Social Insurance * Expansion of the Public Sector in Market Economies * Industrial Policy in a Mixed Economy * Per-Capita GNP in Developed, Transition, and Rapidly Growing Asian Economies * Weeks 6 - 9 * C. Capitalism in an Historical Context * Roots of Modern Economic Systems (Carson, Chapter 4) * An Hypothesis of Historical Development * Pre-Capitalist Economies * The Emergence of Markets and of Nation States * Two Views of the Evolution of Modern Capitalism (Carson, Chapter 5) * Marx on the Evolution of Modern Capitalism * The Excess Supply of Labor under Capitalism * Schumpeter's Theory of Capitalist Development * On the Symmetry between Soviet-type and "Free Market" Economies * Weeks 10 - 13 * D. The Transition from an STE to a Market Economy * Varieties of Socialism and Pretransition Efforts to Reform Soviet-type Economies (Carson, Chapter 6) * The Socialist System Envisaged by Marx and Engels * Basic Forms of Socialism * Efforts to Reform Soviet-type Economies * Reasons for Reform Efforts and Reform Failures * Perestroika * Concluding Comments: The Outcome of Perestroika * The Problem of Transition from a Soviet-type to a Market Economy (Carson, Chapter 7) * Introduction: The Nature of the Transition Problem * Sequencing of Reforms in Gradual Transition * Gradual Transition vs. "Big Bang" * The Effect of Freeing Prices in a Transition Economy * The Soft Budget Constraint and the Nature of Financial Markets in Transition Economies * Conclusion: The Current Status of Transition * * * * * * FnAr 114 _Painting I_ On-Site & In-Studio FALL & SPRING _Artist_ <NAME> _General Description_ Since this course deals with painting, and since it is given in Rome, it will take into consideration the rich background of the City layered as it is with Ancient, Medieval, Renaissance, and Baroque. Before we begin we will have a discussion, first - of materials, then - of the elements of design because we should be aware of Line, Shape, Texture, Value, Volume, and Color. These are not difficult to understand, but they will be important if the student is to try to render what will be before his/her eyes. Students are encouraged to bring whatever drawing materials they like to use. If a student has not had much experience, a sketchbook 8.5" x 11" and a soft ebony pencil are sufficient to begin. Other materials can be experimented with later. We will discuss the various properties of painting in Watercolor, Acrylic, and Oil, both on paper and on canvas. It is best to work on a modest scale not larger than 11" x 14" for drawings and not larger than 18" x 24" for paintings, although once paintings are dry they can be rolled ( a bulky cumbersome portfolio can be a problem when traveling ). <file_sep>Last Update: Sep. 22, 1998 Electronic address of this document: http://zippy.ph.utexas.edu/~rcorrado/survival/ How to contribute to this document. * * * # Survival Guide to Physics at UTAustin If your first few days here have left you feeling herded like a longhorn, you're not alone, we still feel that way. What's the inside scoop? This guide sets out to expose a bit of it. The guide consists of the collected opinions of many grad students and of course we're right about everything. We've left our names off the document for the simple reason that many more people than just the authors themselves contributed the opinions written here. We're also afraid that we'll be hunted down, chained to our desks and never allowed to graduate. This guide depends on you to provide feedback and make sure it's accurate and up to date. If you thought it was a good idea, then congratulations, you have inherited ownership of the project. It is the effort of a handful of individuals, not any organization, which means it won't happen again next year unless someone new decides to pick it up. If something about UT physics bugs you, then make a note of it and pass it on to us. If all this seems like too much to think about in this heat then go over to the Crown & Anchor or the Posse East for a few cold ones. It helps and surely much of this document was conceived over quite a number of pitchers. In the words of the almighty telephone enrollment exchange (TEX), "Good bye, and good luck." ## This Guide has been organized into the following sections: ## 1. Survey of UT Grad Physics. * Course Load * Teaching Assistantships * Degree Requirements * Getting into a Research Program * Advice (and where to get it) ## 2. Core Classes and Your Best Bets for Fall 1998. * Classical Mechanics * Quantum Mechanics I * Classical Electrodynamics I * Statistical Mechanics ## 3. Professors. ## 4. Research Groups. * * * * * * # 1\. Survey of UT Grad Physics Now that you're a grad student here, what does that mean? We'll try to give a time-worn interpretation of all of the rules and bureaucracy you're quickly being hit by. ## Course Load The university requires you to be registered for three courses (9 credit hours), but two real physics classes really are quite enough, especially if they're core classes and you're teaching three sections of a lab at the same time. So how do you fill up the rest of your schedule? Take a "seminar course" (nudge nudge, wink wink, he says knowingly). These are worth 3 credits (but not much else) and give you a chance to find out what research is being done these days. Attendance is quite optional (the prof in charge just gives everyone credit anyway), so you don't really even have to go to a seminar if you don't want to. We suggest that you do go to a few seminars (at least the colloquium) each week, even if they're not the one you registered for. Two seminars worth registering for are the 398T course (Supervised Teaching, which you'll have to take at some point your first year here) and the Technical Seminar (taught under 392T). These require more work than the other seminars: 398T requires attendance and participation, but again, you have to take it anyway, and you'll meet people in it; the Technical Seminar requires attendance, but you get a letter grade (an A could be nicer than a CR to you). Good luck getting past Udagawa if a surge in your adrenaline level has compelled you to sign up for three meaty courses. In fact he's right - you shouldn't take three real classes. It's a good idea to make your two classes cores the first semester, though. You don't want to have a full schedule later on, when you're trying to do research and prepare your qualifying seminar. If you feel that you'd benefit from it and decide to take it, register for the 381M, Mathematical Methods I course with the CAM unique number. You'll see why when we discuss the degree requirements. ## Teaching Assistantships So not only are you in a precarious academic situation, but now you have to (Aaarggggghhhhh!) get up in front of a class of (occasional) adolescents and teach them some physics. Our advice: take things wisely and not too seriously. It's alright to feel a sense of duty to be a successful teacher; it's also a rewarding occupation, mentally, if not financially. You also wouldn't want to deny your students the same quality of education you hope to receive yourself here at UT. However, the reality is, you are being paid for 20 hours/week and you have your own classes to worry about. The only way to make the best of this situation without shortchanging either yourself, your students, or the department, is to keep a firm perspective and plan your duties ahead. Oh yeah, the document that spells out your duties as a Teaching Assistant here at UT is the Manual for TAs & AIs. Some helpful practices: * If you are a lab TA, go to the weekly TA meeting. If you don't, you'll probably be fired, but you also want to make sure you understand what is going on in the lab. Your extensive physics background may not have prepared you for some of the peculiarities of the equipment that you may find. Read the lab manual and learn how to do each experiment; it doesn't take that long. Your students will be impressed when your mere presence causes their experiment to work. * While you're at the TA meeting, make sure that you discuss grading methodology with the more experienced TAs. Your head TA and faculty supervisor are assigned to help you and can be useful as mentors. We've estimated that, in just about every case, new TAs spend about 20-25% more time doing their job than does a TA with just a year of experience. Find out what grading methods work and which ones don't and you might save yourself several hours each week. * Keep up with your grading! The department suggests practicing a one-week turnaround time for lab reports (prompt grading of other types of assignments is also desirable), doing this will benefit you as well. Be advised that most laboratory grades are due _before_ finals week. You do not want to have to grade several hundred lab reports while you're studying for your own finals. * On the other hand, don't be afraid to put your own work ahead of your grading once in a while. If you're been assigned all of the problems in the current chapter of Jackson, then do your grading after you've turned the problem set in. Just be smart: don't make a habit of doing this and make sure you catch up with the grading quickly. * The 20 hour workload assigned to you is definitively accurate. If you are spending more time than this on your TA appointment, then you need to re-evaluate your methods. Consult your fellow TAs on the issue for guidance. * DO NOT COUNT ON SUMMER APPOINTMENTS! Make sure you've put that application in at Taco Bell or the Quikmart, because there are only around 15-20 appointments available for around 120 TAs in the summer. You may also need relevant job experience for after you've completed your PhD. * Try to get a GRA as soon as possible. Just as it is not a completely healthy situation to take classes and teach at the same time, it's downright frightening to think about taking classes, teaching 20 hours a week, and working for an advisor who expects to see you in the lab or at your desk every waking moment. The ability to support you with a GRA (especially over the summer) should be an important criterion when considering advisors. It should also be a motivation for trying to find an advisor as soon as you can. * Summer Tuition Fellowships : In the case that you do find a summer appointment as a TA, AI, GRA, or RESA appointment, you are required register for a certain minimum number of credit hours during your appointment. You can ask Norma what the specific requirement is for your appointment. While you're at it, tell Norma that you want to fill out an application for a Summer Tuition Fellowship; you just might get back the money you lay out on tuition later in the summer. An important recent development is the evaluation of general physics proficiency that all TAs must pass. This has been adopted as an assurance that undergraduates will receive the best education possible from our department. Failure to become certified will mean that you will be required to do homework problems from the freshman engineering physics class on the material that you should be better prepared in. Our advice is that you get certified at your first opportunity to do so; therefore prepare for the exam. The homework is multiple choice and not what you should be spending your time on. Also, remember that, while Prof. Moore is responsible for assigning problems to you and making sure that you are complying with the requirements, he is only your boss if you are appointed as a grader or computer assistant for him. If you are a lab TA and the assignment he gives you is not a multiple choice homework assignment like those assigned in the freshman course, if it looks curiously like you're being asked to prepare an assignment for use in a course, don't be afraid to stand up for yourself. Your duties regarding the general proficiency requirement are not supposed to go beyond preparing you for coaching and your other duties; if they aren't doing that, then complain to Prof. Gentle or to the Graduate/TA Welfare Committee. ## Degree Requirements Official university documents can tend to be obfuscating disasters. Here we'll try to boil down _exactly_ what requirements you must have satisfied before: 1) qualifying for candidacy, and 2) getting your PhD. ### Doctoral Candidacy To be admitted to doctoral candidacy, you must have completed the following requirements within 27 months of admission (generally by the end of your third November here, if you came in during the Fall term): 1. You must pass the four "core" courses, Quantum Mechanics I, Classical Electrodynamics I, Classical Mechanics, and Statistical Mechanics with a grade-point average of B+ (3.3) or better. 2. You must show evidence of exposure to modern methods of experimental physics through a senior-level course, participation in an experimental research program, or by taking the graduate course (380N) in experimental physics 3. After having completed the above requirements, you must present a seminar on a proposed research topic followed by an oral examination. There are some intricate details in completing these requirements. First of all, there is some leeway in achieving the B+ average in the core classes. As long as you have at least a B- in all of the cores, you can substitute your grade in the 380N Experimental Physics course for a low grade in one of the core classes if it improves your average. If you repeat a core class, only your best grade is used to calculate your average. Don't expect that the core classes are curved around a B+, though. Scores can come out curved low as well as high. In rare cases, however, the chairman will demand that a professor change grades to better approximate a B+ average. A suitable advanced undergraduate laboratory will satisfy the experimental physics requirement, though Prof. Udagawa has the final word on the issue. However, working with an experimentalist as an RA might not get you out of this requirement, again Udagawa will have the last word. If you have to take the Experimental Physics course, definitely do it during the summer session (just make sure that you have some sort of appointment, because you do not want to pay out-of-state tuition if you can avoid it). There is room for foul play here. If you are trying to get into a particular experimental group (maybe even get an RA'ship), doing a 380N project for them is a way to make yourself indispensable. What you supposedly can't do is a 380N project for a group if you already work there, but let's just say they don't always notice. Your advisor may have his or her own ideas on what degree of accomplishment you should have reached by the time you give your qualifying seminar, but as far as the department is concerned, you aren't expected to have produced anything original. The purpose of the qualifying seminar is to demonstrate your ability to perform research in your chosen area of specialization, not to show that you have made a significant contribution to that area; unfortunately even dissertations don't always do that. By the time you give your qualifier, you should have a problem in mind which you intend to focus your research efforts on; your seminar should discuss what you know about that problem, your proposal for a novel way to approach the solution of that problem, and any progress you may have made to date. The professors on your qualifying committee will generally use the oral exam part of the qualifier to test you on the material covered in your talk, but be warned that their questions can be more general. This is a difficult requirement, however, and you will want to begin preparation as early as possible. ### PhD Requirements Once you've satisfied the above requirements for candidacy, you must prepare an approved program of work as part of your application for candidacy. At the time this Guide is being written (check with Udagawa), there are two options within the guidelines for the program of work: Beyond the requirements for candidacy, you must also take at least four advanced courses in physics (a list of approved courses appears below) with a grade of B- or above. In addition, three courses are required to constitute "supporting work", with the following options: * Option I : Two advanced courses in physics which are outside of your area of specialization and one course outside the department. * Option II : One advanced course in physics which is outside of your area of specialization and two courses outside the department. The advanced courses within the supporting work count toward the required four. Two of the three supporting work courses can also be taken on a credit/NC basis. The outside the department courses can be undergraduate courses as long Prof. Udagawa approves. Approved Advanced Courses --- 380L Plasma Physics I \| 380M Plasma Physics II 380N Experimental Physics \| 381N Advanced Methods of Mathematical Physics 382M Fluid Mechanics \| 385T Advanced Topics in Statistical Mechanics 387L E&M; II \| 389L Quantum Mechanics II 387M Relativity I \| 387N Relativity II 392K Solid State I \| 392L Solid State II 392T Nonlinear Dynamics \| 396J Introduction to Elementary Particle Physics 395 Atomic&Molecular; Physics \| 395K Nonlinear Optics and Lasers 396K Quantum Field Theory I \| 396L Quantum Field Theory II The online Course Catalog has a list of the currently offered advanced classes. Note that 381M, Mathematical Methods I, is neither a core class nor an advanced class. Well, it just so happens that it is taught as part of the Computational and Applied Mathematics (CAM) interdisciplinary program, so it can count as an out of department supporting course if you take it with the CAM unique number. There are other physics courses which are also offered under CAM or other department headings; check the course schedule carefully. ## Getting Into a Research Program First, the general situation: If you haven't realized it by now, you are completely on your own. There is no official process at all which helps you become associated with and supported by a faculty member. You simply have to start knocking on doors to learn what people are doing and if they have room for new students. You might want to bring along a resume/curriculum vitae. If you are interested in someone in particular, find out the names of post-docs and grad students who already work for her or him, then go to them to gather details on the work being done and the atmosphere in which it is done. Frankly there are a few professors who are lousy to work with. Some are too busy to work with you, others have few resources and no means of supporting their students with GRAs, and others may outright fire you without warning. Choosing an advisor is an important decision and you should be careful and get many second opinions. We suggest that you begin considering your options for an advisor immediately. In our opinion, an optimal situation is one in which you begin approaching professors during your second semester here and begin working (on at least a trial basis) with someone over your first summer. On rare occasions, you might even find summer support this way. Even if you're not certain what it is that you want to do, talk to the graduate students and professors in the fields you are at least interested in. For your benefit, this document includes a brief discussion of the opportunities associated with the major research groups in the department. Links to any Web-based information supplied by these groups have been included. Getting into a group can involve some delicate maneuvering. In some cases you should plan to offer some time, as much as a semester or longer, volunteering. As one professor put it, "If you become indispensable, we'll keep you around." For some groups or fields not even this may get you in. As mentioned above, for experimentalists, another good way to get to know a group is to do a project in 380N, Experimental Physics. Theorists have the least funding and theory students are often the ones who become career TA's and AI's. ## Advice (and where to get it) Some important official people to remember: * <NAME>, the graduate coordinator. Norma will probably be the person at UT with whom you interact with the most your first year here. She will also be one of the friendliest amongst the faculty and staff. She can help you with much of the bureaucracy surrounding your TA appointment and academic affairs, as well as fill you in on the housing and shopping available to you in Austin. * <NAME>, the administrative coordinator. Olga takes care of administrative issues, such as financial matters associated with your TA appointment and in-state tuition entitlements. She'll be the one who explains to you why you didn't get paid before November for an appointment that began at the end of August. * <NAME>, the graduate advisor. Prof. Udagawa will advise you on all of the courses you take until you are approved for PhD candidacy. Prof. Udagawa is the person who must approve your course of work when you apply for candidacy, so you should probably pay attention. However, it's a level playing field, you're free to register for anything you want. Just make sure you take the required courses by the appropriate deadlines. * <NAME>, the chairman. Prof. Gentle is the boss man for all you TA-types. Some of you may know him from his recent short term as graduate advisor. He's pretty friendly, but we don't know as yet if he's as slippery as Gleeson. Things will tend to be easier for you (at least you probably won't find any suprises) if you do your own homework, by reading any relevent university documentation or talking to other students, before you consult the official sources above or otherwise, when you're trying to find out something important of an academic nature or regarding your employment. We recommend that you consider all avenues for advice when you need it, and urge that you seek the advice of the grad students who've been through all of this once. Many of them have been packed into RLM 9.222, as will some of you; go there if you need to bitch about your paycheck (or lack of one), or need directions to the Austin Plasma Center (where you can sell blood plasma) or Pharmaco (where you earn money as a guinea pig). * * * * * * # 2\. Core Classes and Your Best Bets for Fall 1998 Your performance in the core classes is an extremely big part of your survival out here at UT, as such you should choose the professors you take them from wisely. Here we have listed some suggested references to use in the core classes, as well as a brief discussion of the professors who teach them. The online version of this document allows you to click on a professor's name to get to their listing in the Professors section. We urge you to read over both the recommendations and the comments regarding each professor before making a final decision as to which classes you register for. * * * ## Classical Mechanics Goldstein's book hasn't yet been defeated as the classic text for this course, although it is now out of date. Landau and Lifshitz has been used as the assigned text in some recent courses. It's terse, but is a good reference for the basics, and has many worked-out problems. Expect to see non-standard texts assigned for this course, such as the homegrown book by <NAME> and <NAME>, which is a quite reasonable text, or a book which is more up- to-date on developments in integrable systems and chaos, such as Tabor's _Integrability and Chaos in Dynamical Systems_ , which is good, but riddled with typos and other errors. Recommendations: Try to take Classical Mechanics from Morrison if at all possible. This means take it this semester, if you can. In general, avoid Schieve and Matzner and see the comments below on Berk. Drummond is no longer really considered a reasonable choice. ### Classical Mechanics Professors * Fall 1998: * <NAME>. * <NAME>. * Past Semesters: * <NAME>. * <NAME>. * <NAME>. * <NAME>. * * * ## Quantum Mechanics I Most students are happy with the modern perspective contained in Sakurai's book. Landau and Lifshitz and Cohen-Tannoudji's texts are thorough and very useful for seeing worked problems, but neither are ever the main texts. Merzbacher is often the assigned text, but even the professor assigning it won't follow it very closely; avoid it. When Arno Bohm teaches the course, he assigns his own book, which isn't as bad as his teaching. Recommendations: Dicus comes strongly recommended. Many professors have taught this in the past, so there isn't much in the way of regularity; among them we recommend Fischler, Fitzpatrick, and Udagawa. ### Quantum Mechanics I Professors * Fall 1998 * <NAME>. * Past Semesters * <NAME>. * <NAME>. * <NAME>. * <NAME>. * * * ## Electromagnetic Theory I There is room for surprise here. Typically, you should prepare to spend your nights and weekends with Dr. <NAME> during your tenure in this course, but Fitzpatrick covers a bit more reasonable set of material, so you will spend your nights and weekends with his course notes . The "standardized" syllabus omits chapters 2-5 of Jackson (the material on the static Maxwell equations), but Fitzpatrick manages to treat the subject matter in a relativistically motivated manner, covering subjects usually left to a second semester. Recommendations: You should definitely take the class from Griffy if you have a chance, since his E&M; class is a classic. In general, Fitzpatrick and Udagawa are good as well, but you will want to avoid Horton and Matzner. ### Electromagnetic Theory I Professors * Fall 1998 * <NAME>. * Past Semesters * <NAME>. * <NAME>. * <NAME>. * <NAME>. * <NAME>. * * * ## Statistical Mechanics <NAME>'s textbook seems to be preferred by quite a few students, but expect to use Reichl's book when she's teaching the course. It is a rather good reference, but the second edition is published by Wiley and they're gouging students for about $95 per copy! The book by Pathria is also well recommended, and never underestimate the power of Landau and Lifshitz. Tajima has recommended the text of Toda _et al_ in the past, but you will probably find him teaching out of Huang. Recommendations: Berk's gotten a bad rap in the past, but seems to be getting better. We're very interested in hearing from anyone who take his course this semester. ### Statistical Mechanics Professors * Fall 1998 * <NAME>. * Past Semesters * <NAME>. * <NAME>. * <NAME>. * <NAME>. * * * ## Your Best Bets for Core Classes in Fall 1998 The best bet is that you take Quantum Mechanics , since students seem to be pretty generous in their praise of Dicus' QM in previous semesters. Udagawa's Electromagnetic Theory has always been a solid course, so it's probably a better choice than the other options. Berk's classes seem to have improved, so the adventurous might consider his Statistical Mechanics course, which we haven't seen him teach in recent history. Unless you really need to take Classical Mechanics , we suggest you avoid taking it from either Drummond or Schieve. As always, you should limit yourself to only one or two core classes. * * * * * * # 3\. Professors. Here we've covered all of the core class professors for this semester and most of the others who we'd expect to see teaching a graduate course in the near future. We've concentrated on their classroom teaching, which is not necessarily indicative of their abilities as mentors. <NAME>: Previous writeups on Berk in this Guide have been extremely negative, as in "[He] assumes students already know the material, and probably isn't willing to slow down any...avoid at all costs," amongst other rather direct statements. Such criticism, however, couldn't go unoticed for long and he is apparently quite aware of these statements. Interestingly enough, students in other departments seem to hold him in high regard for his teaching ("the best Professor of Physics I ever had," "I am an aerospace engineering graduate student, and I learned a great deal in Prof. Berk's class"), one must decide for oneself whether or not this means that physics students are just a sad lot that must be whipped into shape, or if we're spoiled by having extremely good teachers amongst our faculty, or if it means something else entirely. Recent students have reported that the coverage and grading was quite reasonable and that, at least in retrospect, Berk's course was pretty good. <NAME>: His Quantum Mechanics textbook does a good job unifying theory and experiment by presenting many experimental results. Unfortunately, Bohm seems to try to teach all of his classes out of it, even when the subject isn't Quantum I and requires more advanced topics. As a result, his Quantum Field Theory class was a disaster back when it went by the name Relativistic Quantum Mechanics. He does, however, often spend half a lecture trying to answer a student's question. The main complaint of students is the slothful pace he sets for his courses. <NAME>: An extremely knowledgeable individual and an excellent teacher. Anything he teaches will be well prepared and well delivered. His problem sets aren't too hard, but don't let that allow you to relax before one of his tests. His Advanced Mathematical Methods classes are particularly worth taking, though don't expect to see much in the way of physical applications, these are math courses for the physicist. <NAME>: According to students in his Computational Physics class, Choptuik is great: "outstanding and a cool guy." Expect that he will try to get a lot of work out of you during the semester, but it will be relevant material and you'll learn by it all. Given his numerical bent, we might expect to see some numerical assignments in his Relativity class, so beware if you consider yourself a computer illiterate. <NAME>: Occasionally clumsy on the blackboard (he's not that bad) when he's trying to do calculations in detail, but overall a _very_ good instructor. His particle physics course is excellent, when it is actually being taught. His quantum course is pretty good too. Seems to grade around a pretty wide B+, which can be good or bad depending on your perspective. <NAME>: To directly quote a student who took one of his Classical Mechanics courses, "Drummond is a very friendly guy." He is eager to answer questions and prefers teaching through discussion, rather than lectures. This has, in his recent Classical Mechanics classes, lead to strong complaints about a lack of interest and lack of preparation on Drummond's part. His problem sets and exams tend to be easy, to the point that one must get extremely good raw scores to obtain a satisfactory grade in the course. Sometimes the exams are take-homes, which can be nice, but you probably will never figure out the grading policy. Unfortunately, if you can't put up without having a syllabus or a well-defined exam schedule, you will not be at all happy. <NAME>: His courses are well-prepared and interesting. His teaching manner is rather straightforward and if you ask lots of questions he'll answer in good detail, so keep asking questions. His lectures are also rather entertaining, so you'll stay awake to hear the subtle details of the subject that he'll keep pointing out. <NAME>: An articulate lecturer who cares enough about his teaching that he TeXs up a well-thought set of lecture notes for every course that he teaches. He is friendly and approachable, and assigns a very reasonable amount of homework. His tests are often ridiculously long, but he is fair in his grading, so this isn't really a problem. Unfortunately, he's taken this as an excuse for having midterms outside of class, usually at quite unreasonable hours, e.g., Friday night from 8-10 PM. <NAME>: Our beloved ex-chairman is articulate and cares about his teaching. However, this doesn't stop him from being occasionally not well prepared and disorganized. He does offer insight and illustrations of the course material, and is also a nice guy, but you will see very beefy problem sets. <NAME>: Griffy's E &M courses are simply excellent. He is well prepared and has a lot of insight to offer. Also, expect to see a lot of discussion of practical applications of the general principles covered in his courses. How to beat police radar with aluminum foil and using the Hubble Space Telescope as a spy satellite were two recent topics. <NAME>: He is a very knowledgeable individual and, although he does seem to try, is not a very effective teacher. The main complaint is that he fails to emphasize the important details of the material he's covering, so many students fail to gain very much insight into the material covered, unless they already know the subject well, in which case his lectures can, in fact, contribute greatly to their knowledge. He occasionally lapses into bouts of reading directly from Jackson, so even the more motivated students can quickly lose interest. Those who are highly self-motivated and can teach themselves may be better suited to this style of instruction. Horton is very approachable, however, and welcomes students' questions. <NAME>: Take anything you can from Hazeltine. He's articulate and just plain sharp. In the past few years he has taught only undergraduate and graduate plasma physics. <NAME>: An extremely rigorous and demanding professor who has crawled through the muddy details of every imaginable facet of physics and expects the same of students. Reports of 20 hours per weekly assignment are common; he teaches a tough class, but you will learn something by it all. His Quantum Mechanics II course is extremely well prepared and shouldn't be missed. If you feel up to it, sign up, but the grades are not free. <NAME>: Marder's most recently taught the year-long Condensed Matter sequence. He does not give out a take-home any more but replaces it instead with a very reasonable in-class midterm and final (grades based on 60% HW, 20% mid-term, 20% final). His homework can be a bit time consuming, but is quite interesting. One has to expect some computational work as well. He hands out copies of his (not yet finished) book which he follows pretty much. He emphasizes the meaning of the physics and refers to the details in the handouts rather than putting it all on the board. He is very approachable by e-mail and during office hours. Lots of people think that he's an excellent teacher and enjoy his courses. <NAME>: He is not at all an inspiring lecturer, so attendance to his classes tends to drop off sharply long before the end of the semester. His demeanor outside of class is much better, but this does not make up for lectures which can consist of copying formulae incorrectly out of Jackson. Beware of Jackson problems on his E &M midterms. <NAME>: Excellent teacher in the sense of presenting information in an interesting and thorough manner. If you have questions you would like answered outside of class, limit your visits to office hours and make sure your questions are good ones. Expect lots of homework and unsolvable problems on his midterms. The homework makes an important contribution to the class, however, so if the grader is not returning assignments on time, complain bitterly. If the grader loses an assignment, kill that grader. <NAME>: Very well organized, thorough and interesting, but his tests could be a little more relevant to the course being taught. Niu is also helpful to students outside of class and welcomes office visits. <NAME>: Has written her own book for Statistical Mechanics and will obviously use it, but unfortunately more or less reads from it. There is almost none of the additional insight which usually comes from the professor's own lectures. Beware of her all or nothing grading approach. Concentrate on solving problems completely on her exams, since the partial credit you'll get is negligible. Also expect that there will be several results you will almost need to have memorized to get right. Watch out if you're off by factors of two and memorize the precise definition of every critical exponent. The key is to work on the problems in her book that she didn't assign as homework and to follow the methods she presents. Prefers to give her midterms (typically 3 of them) outside normal class hours, occasionally at night. <NAME>: An infuriatingly aloof lecturer ("the [eigenvalue for a spin-1/2 system] is 3/2 hbar, I looked it up"); be prepared for some frustration with the hieroglyphics he writes on the board and the way he calls every Greek letter "sigma." It is clear that he understands subjects like classical and statistical mechanics well, but he tends to be less than effective in conveying that knowledge. Expect that what he says aloud will be more accurate than anything he writes on the board. The word on the street is "avoid if at all possible, and even when not possible." Some people think that "he's not that bad," so who are we to complain? <NAME>: A prominent professor who knows much, but seems to harbor some disdain for chalk and slate, preferring instead to engage in discourses on the nature of quantum mechanics. Be alert for deep insights couched in murky metaphors. This can be interesting, but it's tough to learn more than qualitative features without some initiative on your part. Homeworks are pretty easy. He's generous with grades and the department has actually lowered them before. <NAME>: Often presents very good lectures. Homeworks are reasonable and relevant. Some dislike the monotonic oratorical style, but this is something you have to decide for yourself. His fluid mechanics course is well recommended. <NAME>: Recently, he's taught a reasonable graduate course in remedial Mathematical Methods and a more-or-less dubious course in Computational Physics. According to some, his lectures in his Statistical Mechanics course this Spring seems to be well organized, but don't expect satisfactory answers to your questions. According to others, he in poorly prepared and egotistical, "I would rather eat ground glass than spend one more day in the same room as him." "I can't believe a word that man says!" <NAME>: A fastidious lecturer who sets a reasonable work-load. He occasionally gets mired in 10 minute searches for signs that didn't work out and is not afraid to erase the last 15 minutes of board work as being "totally wrong," but on the whole is well organized (some people disagree with this). The notes you take turn out to be quite good in retrospect (some people disagree with this too), which is fortunate since they are the primary source for exam material. Watch for the famous "binary grading" \- all or nothing (though he assures us that's not true!), as well as the thick accent. * * * * * * # 4\. Research Groups. It should go without saying that the best way of finding out what physics a research group is doing is to go look at some of the papers their professors and students have written recently. In some cases, you can browse their Web pages (for which links are provided below). We'll try to give you the scoop on your chances of getting into (and later funded by) the groups that we're most familiar with. Center for Nonlinear Dynamics, Prof. <NAME>, Director This is the nationwide #1 group in the specialty of Nonlinear Dynamics/Chaos, according to the 1996 _America's Best Graduate Schools_ , published by US News & World Report, and they've earned it. Experimental students in this group are often recruited while they are still undergrads, though there is still a reasonable chance of getting into the group if you are undecided when you get here. The group is well funded and another experimentalist has just joined the group. Students on the experimental track typically TA for two years and then become GRAs around the time that they qualify. Funding in theory is, as a general symptom, not so promising, but there are currently some theorists hired as GRAs, so it's not out of the question. Center for Particle Physics and High Energy Physics Laboratory , Prof. <NAME>, Director The Center for Particle Physics has shifted its focus recently, from being a purely theoretical group to one with a significant experimental component, in the form of the High Energy Physics Laboratory. Most of the theorists here are willing to take on large numbers of students and the experimentalists need students, so it's quite possible to find work here to do. While the experimentalists here have money, funding here for theorists is not particularly good, being completely non-existent for several of its members. A majority of the students here remain on the career TA track. Center for Relativity, Prof. <NAME>, Director Imminent retirements will concentrate the research activities of this group on purely computational areas; it's likely that any future faculty hirings will also involve computational physics. The group is small and selective, but NSF funding for the current computational projects is very reasonable. Students should still, however, expect to TA for several years before a chance at a GRA arises. Femtosecond Spectroscopy, Prof. <NAME>, Director A rapidly growing group with good GRA funding prospects. Browse their web pages for more info. Currently provides one of the only stable prospects for doing experimental plasma physics in our department, albeit with table-top devices rather than tokamaks. Fusion Research Center, Prof. <NAME>, Director The current crop of students up there don't seem to want to tell us much about the FRC, but you can look at the Research Opportunities in the FRC web page. If you find out what the story is, please let us know. Gas-Surface Dynamics Group, Prof. <NAME>, Director This small group does some nice surface physics and probably could use some students. Funding is probably also possible and we've heard that "<NAME> is just about the best advisor a student could have." Ilya Prigogine Center for Statistical Mechanics, Prof. <NAME>, Director, Prof. <NAME>, Acting Director A small group with close to a full complement of students, but there are probably some opportunities here. Funding is available, in many cases only partial appointments are made, so you can probably expect to TA well after you qualify. Despite the name, they don't do just Stat. Mech. There are faculty working in several areas of theoretical quantum chaos, but also others working on projects less worthy of note. Institute for Fusion Studies, Prof. <NAME>, Director This group is occupied with the theoretical study of plasma physics and associated fluid dynamics. A strong component of this is in computational physics. They tend to be quite selective in accepting students, but are currently well funded; almost all students are supported once they've qualified. The IFS currently has several openings for students. Laser Cooling and Trapping, Prof. <NAME>, Director The Heinzen group is a hard working, well funded group that is curently doing some fascinating experiments in the field of quantum control and ultracold collisions in atomic gases. They have one of the few working Bose-Einstein condensate machines in the world. The students in the lab say that the research is exciting, but you had better expect to work between forty and sixty hours a week if you are considering joining the group. Molecular Structure Investigation by Electron Diffraction and Spectroscopy, Prof. <NAME>, Director There are opportunities to work on several extremely interesting projects here. Funding opportunities are currently excellent and Manfred is very involved with and accessible to his students. Nonlinear Laser Spectroscopy, Prof. <NAME>, Director There are two graduate research assistantships available to start immediately. These positions are in the nonlinear Raman lab, two-photon excitation and probing of excited rare gas manifolds, or supersonic beam studies of rare gas dimers and clusters. Currently has two graduate students, one working on Raman spectroscopy and one working on nanoparticles. Supersonic beam, multiple photon and linear accelerator experiments are currently not staffed; there are opportunities here. Funding has improved with the receipt of a Welch grant and Keto has mentioned buying things rather than building to save time. Students do generally fix broken equipment themselves but this is now more flexible than in the past. Fixing equipment tends to lengthen the amount of time students take to graduate but does give them tremendous hands-on experience, something that recent graduates that went into the semiconductor industry have found helpful. Quantum Optics Group, Prof. <NAME>, Director A full group, but one who's always looking for more good students. Funding is very promising and the experiments done here are amazing, check their web pages and visit their lab for more information. Relativistic Heavy Ion Physics (RHIP) We have no idea what goes on in this group. Maybe you can get some idea from their web pages, whenever they're completed. If you are a student who knows something about the group please let us know so that this listing can be updated. Scanning Probe Microscopy and Superconductivity, Prof. <NAME>, Director Well funded and we expect that there is room for new students, here or with another of the electron microscopists in the department. Surface Physics/Thin Film Magnetism Research, Prof. <NAME>, Director All of the students here are qualified and, with only one exeption, supported by GRAs. Theory Group, Prof. <NAME>, Director Since there is a certain amount of prestige associated with this bunch, it is probably the toughest nut to crack. The group is also relatively saturated with students. Support is currently provided to all students who have qualified. There are no guarantees that it will help, but prospective students should register as early as their first year for whatever these guys are teaching, especially since courses in field theory and strings aren't offered every semester. Going to their seminars and brown bag talks is a good way to find out what they're doing and to be seen. These statments apply to all research groups, but we were urged to reiterate these points here. * * * ## How to Contribute to this Guide This web page is maintained by _<NAME> (<EMAIL>)_. Please direct all contributions, comments, complaints, etc. to him. All contributions will be kept in the strictest confidence. <file_sep>Lecture Thirty One The Christian Coalition (Part II) Antecedents ** As I suggested last time, the Moral Majority was a precursor to the Christian Coalition. The Moral Majority had it's origins in the Thomas Roads Baptist Church in Lynchburg, Virginia where <NAME> was the pastor. Falwell first came to national attention through his television ministry "The Old Time Gospel Hour." Building on a base of support among conservative evangelicals, Falwell proposed to launch a Moral Majority "to take back" America and restore it to its Christian roots. In many ways, the the Moral Majority was a pioneering organization, using sophisticated direct mail, telephone polls, and other marketing tools to become one of the best known para-church bodies of all time. A Madison Avenue agency was even employed by <NAME> to help sharpen the Moral Majority's message, and to broaden its appeal in the hopes of bringing moral renewal to America. But Falwell did not stop there. In addition to restoring the ethical foundation of the nation via the Moral Majority, Falwell (who was a college drop-out) also believed that God was leading him to start a new university. (This is something God seems to do with some frequency; witness Oral Roberts University, Bob Jones University, <NAME> Bible College, among others.) Its purpose, he asserted, would be to train the "champions for Christ" that would be needed to renew America, and reverse her spiritual decline. With the establishment of Liberty College (soon to be University), Falwell began to have himself introduced as "Dr. <NAME>." He also began to market himself as the founder and chancellor of Liberty University, one of the fastest growing universities in America. Many of these students were the first in their families to go to college--as might be expected given the constituency of the more conservative evangelicals--and they provided many of the foot soldiers who manned the ranks of the Moral Majority. But for all the hype, publicity, and money generated, the Moral Majority was ultimately a failure. According to <NAME>, national polls showed that while 51% of Evangelical Christians had heard of the Moral Majority, negative feelings toward the group outweighed the positive by 3 to 2, and only one in seven ever contemplated joining the organization. These negative feelings proved difficult to overcome. In time, they were such an impediment that Falwell found he could not fully meet the financial demands of "The Old Time Gospel Hour," the Moral Majority, and a growing University. As a result, he was forced to pull the plug on the Moral Majority, and to concentrate his energy and resources on keeping the television network and Liberty University solvent. Today, there is abundant evidence that the financial crunch continues for <NAME>. His television programs are filled to overfollowing with offers of videos, tape cassettes, scholarships to Liberty University, and correspondence courses. All of these offers are designed to bring in new financial resources to fund Falwell's empire. The700 Club and The Christian Coalition <NAME> is yet another tel-evangelist with great ambitions. His 700 Club is a rival to Falwell's "Old Time Gospel Hour," and tended to appeal to the growing Pentecostal movement, whereas Falwell readily identified himself with a resurgent Fundamentalism. Robertson--not to be outdone--and recognizing a good idea when he saw one--organized his on effort to reshape American political and cultural life. This new entity would be called the Christian Coalition. To direct the Christian Coalition, Robertson recruited a newly minted Ph.D from Emory University named <NAME>. Reed grew up in Toccoa, Georgia and was a very partisan Newt Gingrich Republican eager to find a way to overthrow the ascendency of the Democratic Party in the South and in the nation. A veteran of numerous political campaigns--including those of <NAME>--Reed was hired by Robertson, and charged with creating an institution that has had, and continues to have a profound impact on American political and cultural life. The Christian Coalition's 1.7 million members have come to represent a potent political force in American life. Not only can the Christian Coalition generate hundreds of thousands of cards and letters to Congress on a given issue, their voter guides distributed at election time, and their phone banks, are a major reason for the success of the Republican party in the 1994 mid- term elections. And their influence continues. If you visit the Coalition's home page on the World Wide Web, you will see just how this influence in exercised. Each issue of concern to the Christian Coalition is spelled out in "Congressional Scorecard," as well as how a particular congressman voted. Under the page "Legislative Affairs" "action alerts" are posted for particular issues of concern, the uncommitted congressmen or senators are listed, and the Coalition's troops are provided with suggested language for letters and messages to these pliable politicians so that intense pressure can be brought to bear. While the Christian Coalition began as a largely Pentecostal and Protestant movement, it does not intend to remain that way. Under Reed's leadership, the Coalition is pursuing a strategy in which it is making a concerted effort to reach Roman Catholics, and to enter into an alliance with them. One step taken recently to this end was the organization of a "Catholic Coalition" under the control and auspices of the Christian Coalition. These efforts are paying dividends. In New York, the archdiocese under the leadership of <NAME> O'Connor has distributed Christian Coalition voter guides. Less certain, is the Christian Coalition's views of Jews. <NAME>--for instance--has been accused on a number of occasions of anti-semitism. When confronted with anti-semitic quotes from Robertson's book _The New World Order_ , Robertson's defenders have argued that Robertson himself does not harbor prejudice for Jews. Instead, these remarks are attributed to a ghost writer who was not adequately vetted. Regent University Like Falwell, Robertson has also established a university to "train mature young men and women for the challenge of representing Christ in their professions." This institution began with 77 students and was called the Christian Broadcast Network University, but in a marketing decision, the name was changed to Regent University. Today it has 1400 students in schools of law, divinity, business, education, counseling, government, and communication. As the Harvard Theologian, <NAME>, explains in an article entitled "The Warring Visions of the Religious Right" in this month's issue of _The Atlantic Monthly, _ a "regent" is "one who represents the sovereign in his absence, and 'for us at Regent University, a regent is one who represents Christ, our Sovereign, in whatever sphere of life he or she may be called to serve Him." (For examples of how this plays out in the educational process see: the Course Syllabus for Value 680 in the School of Business, or the Course Syllabus for Value 580, or the Syllabus for Management 645) As Cox points out, Regent University is fast becoming a focal point for those who would seek to better understand the religious right. It embodies a profound shift that is occuring in American evangelicalism where _eschatology_ (the doctrine of the end times) is concerned. Since the late nineteenth century, evangelicals or fundamentalists have tended to see this second coming as being pre-millennial. In other words, Jesus Christ will return before the establishment of his Kingdom, but before he comes things must get much worse. This dominant point of view about the end-times, however, is undergoing a revision. A shift is occuring back towards post-millennialism which was the dominent view in the early nineteenth century. It assumes that before Christ can come again, society and the earth must be "prepared for his appearance." If things are headed to hell in a hand bucket, there is no need to lobby Congress for anything. But if Christians can labor to bring about the Kingdom, then there is justification for groups like the Christian Coalition to enter the political realm, and seek to bring about change. Dominion Theology Clearly, that is happening with the Christian Coalition and Regent University. It is now widely assumed by persons in positions of power within the Coalition and the University that Christians are called upon to assume power "in order to build a more righteous and God-fearing society." Indeed, some are advocates of Dominion Theology which hold that since God gave man dominion over the creation in Genesis 1:28, they are to have dominion over "the world's major institutions," and that "they should rule the earth until Christ comes again. To many, it conjures up images of the "entire nation run at all levels by the faithful," and that appears to be the vision that "inspired Robertson to rename his university "Regent." Certainly, Robertson seems to suggest as much in his writings. Regent University is to be a "Kingdom institution' in which people will be taught how to "enter into the priviledge they have as God's representatives on earth." In _The New World Order_ , he writes: "There will never be world peace until God's house and God's people are given their rightful place of leadership at the top of the world. How can there be peace when drunkards, communists, atheists, New Age worshippers of Satan, secular humanists, oppressive dictators, greedy moneychangers, revolutionary assassins, adulterers and homosexuals are on top?" These views are troubling because of how much they sound like another prominent figure in the Dominion Theology movment: <NAME>. Rushdoony has called for the death penalty to be imposed on "adulterers, homosexuals, blasphemers, astrologers, witches, and teachers of false doctrine." He has also called for the reestablishment of the institution of slavery since it is taught in the Bible. (For a collection of writings by advocates of Dominion--or Reconstuction theology as it is sometimes called-- click here) Robertson claims not to be an advocate for such extreme views, but he clearly sympathizes with them to some degree. Conclusion Although <NAME>'s Christian Coalition, the 700 Club, and Regent University continue to prosper, they should not continue to be ignored. While precedent would suggest that they will go the way of the Moral Majority, history does not always repeat itself. If <NAME> is correct in his analysis of Robertson and company, they bear watching. ![](/~matthetl/terry.stamp.jpg) ![](/~matthetl/relee.stamp.gif) ![](/~matthetl/steeple.stamp.jpg) ![](/~matthetl/sunrise.stamp.gif) <file_sep># Slavery and Society in Ancient Rome # Syllabus CLST 376 (x-list ANCH 376 and HIST 376) \| Instructor: <NAME> Place: Logan Hall 392 E-Mail: <EMAIL> \| Fall 2001 Time: Tues-Thurs: 10:30-12:00 ---\|---\|--- Course Description Textbooks Course Requirements Provisional Schedule of Classes Books on Reserve ### Course Description From the perspective of our modern world, we look upon the ownership of human beings as an odd practice and certainly as an evil one. But the sad fact is that the domination and control of human beings for whatever purposes the owners might wish has been a rather widespread practice in most societies in the world's history. In this course we shall be looking at one of the few societies that is justifiably categorized as a 'slave society' in the sense that its economic, social, and even political institutions were critically shaped by the institution of slavery: the society of imperial Rome. In order to understand the background to the development of slavery in the Roman world, we shall first consider the development of the unusual type of slavery (usually labelled 'chattel' slavery) that was typical of Roman society -- a system in which the slave was treated as a commercial commodity. We shall trace the origins of this peculiar type of slavery in the world of the Greek city states, whose economic and political development preceded that of Rome by a number of centuries. Consideration of the historical case of slavery in the Greek world will provide us with a base-line against which to compare the development of slavery in the Roman empire. Even in a limited and well-defined social and historical context such as that of the Roman empire, however, the institution of slavery was so complex that we will only be able to 'scratch the surface' in our understanding of it. The instructor will attempt to give as even a coverage as possible to the major aspects of slavery during the time of the Roman empire. The main themes of Roman slavery with which this course will concern itself are: the development of the slave system, how the system was maintained, and the problems faced by a society and a state that depended on chattel slaves for its wealth and power. We shall also attempt to understand the ways in which the holding of slaves affected values and attitudes in this world -- including those of slaves who rejected their status and resisted it in many different forms, including outright warfare. Finally, we shall try to understand how and why the system of chattel slavery changed during the transition from the Roman empire to the kingdoms of the early mediaeval period in western Europe. As the instructor will repeatedly emphasize, a huge absence in the records from Roman times is the almost complete lack of testimony from the slaves themselves. This is a critical void in the evidence that must always be borne in mind when we are considering any of the claims made by modern-day historians about slavery in this period. ### Textbooks #### Reader <NAME>, _Greek and Roman Slavery_ , London-New York, Routledge, 1994 (paperback) ### Texts <NAME>, _Slavery and Society at Rome_ , Cambridge, Cambridge University Press, 1994 (paperback) <NAME>, _Ideas of Slavery from Aristotle to Augustine_ , Cambridge, Cambridge University Press, 1996 (paperback) <NAME>, _Slavery and Social Death: A Comparative Study_ , Cambridge, Mass., Harvard University Press, 1983 (paperback) <NAME> (translation and introduction), _Spartacus and the Slave Wars_ , New York, St. Martin's Press, 2001 ### Important Supplementary Website for this Course The following site contains the assigned readings for the course, supplementary bibliographies that can be used in connection with writing your essays, and some of the illustrations used in connection with the lectures * Assigned readings, supplementary bibliographies, and illustrations Important Websites on the History of Slavery * Slave Narratives: Texts of primary source documents including important slave narratives from the ante-bellum South * More Slave Narratives: More autobiographical accounts of the lives of slaves in the ante-bellum South; part of a large on-line data base that is being compiled on the history of the Old South * The Nottingham Centre for the History of Slavery: a site that targets new research specifically on slavery on Greek and Roman antiquity, as well as on other historical epochs. ### Course Requirements #### 1\. Research Paper (30%) (a) One requirement for completion of the class (in addition to the examinations, see below) is the submission of a written research paper. To begin, you should choose a specific aspect of slavery on which you would wish to pursue some independent research. Since there are aspects of slavery in the Roman world which, though very important, are not very well documented, you should clear your idea/choice of subject with the instructor as soon as possible. The instructor will then assist you with some bibliography and suggest some ways in which you might begin your research. (b) Since slavery is a social institution that transcends the precise Roman case that we shall be considering, one important way of pursuing an historical analysis is to consider the main characteristics of Roman slavery when they are compared with other slave systems known in the world's history. In order to understand aspects of slavery that were peculiar to Roman society, perhaps the best tactic is to use the method of comparative history. Take the particular subject that you have selected to investigate on slavery in the Roman world (e.g., slave rebellions and wars, slave labor, female slaves, servile status, family life, freedmen, religion, latifundist or plantation agriculture, philosophies or justifications of slavery,or the slave trade) and take one good comparative case from another slave system in world history. Try to show what the main similarities and differences are between the Roman case and the comparative case that you have selected. Your textbook _Slavery and Social Death_ by <NAME> should be helpful here, since Patterson is attempting to discover the basic general characteristics that were common to many different slave systems. Finally, you should try to give some explanations about why the two systems you are considering (the Roman one and the case that you are using for comparison) exhibit important differences. Advice on Writing the Term Paper: #### 2\. Midterm Examination (30%): A midterm examination will be set according to the schedule below. Details concerning the format and coverage will be explained in class. #### 3\. Final Examination (40%): A final examination will be set during Final Examination Period. As with the midterm examination, details concerning the format will be explained in class. ### Provisional Schedule of Classes The following outline is _provisional_. Since the class will proceed at a pace that will take into account various problems and questions raised by the subject matter, the running order of subjects will be modified as necessary. Thurs. Sept. 6:\| Introduction ---\|--- Tues. Sept. 11: Thurs. Sept. 12:\| The Greek City States: Origins of Chattel Slavery The Greek City States: the World of the Slaves Tues. Sept. 18: Thurs. Sept. 20: \| The Greek City States: Ideas and Ideology Hellenistic Systems of Servitude Tues. Sept. 25: Thurs. Sept. 27: \| Rome: The Origins of Large-Scale Slavery Ways of Becoming a Slave Tues. Oct. 2: Thurs. Oct. 4: \| Rome and the Slave Trade Becoming Free: Roman Manumission Tues. Oct. 9: Thurs. Oct. 11: \| Freedmen and the Urban Economy Rural Servitude: Latifundist Agriculture Tues. Oct. 16: Thurs. Oct. 18: \| Resisting Slavery: the Sicilian Slave Wars MIDTERM EXAMINATION Tues. Oct. 23: Thurs. Oct. 25: \| Resisting Slavery: Spartacus Resisting Slavery: Spartacus Tues. Oct. 30: Thurs. Nov. 1: \| Slavery: Ordinary Resistance Dangerous Slaves; Slaves and Politics Tues. Nov. 6: Thurs. Nov. 8: \| Slaves and the Law/Punishment The Familia Urbana Tues. Nov. 13: Thurs. Nov. 15: \| Running the Empire: the Emperor's Slaves Images of Freedmen: Trimalchio Tues. Nov. 20: Thurs. Nov. 22: \| Images and Beliefs/TERM PAPERS DUE THANKSGIVING Tues. Nov. 27 Thurs. Nov. 29 \| Realities: Family and Sexuality Transformation: Slavery in the Provinces Tues. Dec. 4: Thurs. Dec. 6: \| Transformation: Christianity and Slavery Transformation: Late Antiquity and Feudal Europe ### Books on Reserve (Rosengarten Library: Van Pelt Library) The following books have been placed on day reserve. They are fundamental and commonly used books, and should therefore be available to all students in the class on a regular basis. Reference will be made to them under the heading 'supplementary readings' on the textbook readings handout out in class. #### Roman Slavery: M. <NAME>, _Ancient Slavery and Modern Ideology_ , Harmondsworth, Penguin, 1980 <NAME>, _Slaves and Masters in the Roman Empire: A Study in Social Control_ , New York-Oxford, Oxford University Press, 1987 <NAME>, _Slavery and Rebellion in the Roman World, 140 B.C. - 70 B.C._ , Bloomington, Ind.-London, Indiana University Press, 1989 <NAME>, _Slavery in Ancient Greece_ , Ithaca NY, Cornell University Press, 1988 <NAME>, _Roman Slave Law_ , Baltimore, Johns Hopkins University Press, 1987 <NAME>, _The Slave Systems of Greek and Roman Antiquity_ , Philadelphia, 1955 #### Comparative Slavery: <NAME>, _Slave Life in Rio de Janeiro, 1808-1850_ , Princeton, Princeton University Press, 1987 <NAME>, _African Slavery in Latin America and the Caribbean_ , New York, Oxford University Press, 1985 <NAME>, _Unfree Labor: American Slavery and Russian Serfdom_ , Cambridge-London, Harvard University Press, 1987 <NAME>, _American Slavery, 1617-1877_ , New York, Hill & Wang, 1993 <NAME> ed., _Bullwhip Days: The Slaves Remember: An Oral History_ , New York, Oxford University Press, 1988 <file_sep>~ # Welcome to Astronomy 106 23 Sep 2000 All astro LABS BEGIN monday, August 28 #### Time: \| Lecture 9:10-10:05 MWF in Room C112, MatSci Bldg \| #### Instructor: \| Dr. <NAME> \| #### Office Hours: \| MWF 8-9, & TBA, Room 348 Optics Bldg \| #### Phone: \| UAH:824 2860 MSFC:544 1652 E-mail: <EMAIL> \| #### Teaching Assistants: \| ![](yuki.gif) <NAME> Office Hours: MWF 10:30-12 Office: OB 432 824-3138 <EMAIL> \| ![](langdon.gif) <NAME> Office Hours: TuTh 4-6 <EMAIL> \| ![](nate.gif) <NAME> Office Hours: Mon 4-6 <EMAIL> \| #### Text: \| Universe, 5th edition <NAME>, III, W.H. Freeman and Company, NY \| ![](./U5.gif) #### COURSE DESCRIPTION: Exploring the Cosmos, parts I and II, is designed to give you an overall look at the history of astronomy, the techniques and equipment used to make astronomical observations, the life cycle of stars, the theories of the evolution of our solar system and galaxy, and the theories of the our entire universe. Part I of this course will cover chapters 1-8 and 17-24, which include the basics of our view of the sky, telescopes, the nature of light, our solar system, and the life cycle of stars all the way to black holes. Part II will cover the remaining chapters, which include the evolution of galaxies, clusters and superclusters, basic cosmology, and a survey of our solar system's bodies. These courses are meant primarily for non-science majors, though they are also the introductory courses for physics students with an astrophysics interest. Students will be expected to perform only basic algebraic and mathematical calculations to support various theories; no high level mathematics is required. (Basic Algebra is a course pre-requisite!) While learning about the solar system and the stars, you will learn physical relationships between quantities such as temperature, pressure, brightness, distance, speed, angle, etc. You will also learn to interpret data to make informed decisions about astronomical theories, particularly in the laboratory exercises which accompany the lecture. The laboratory exercises will also include a simple observing project which will be due later in the semester. Other than that project, there are few observational requirements for this course. However, the graduate students teaching the laboratory and I are all available to conduct viewing exercises as required. There are small telescopes in the astronomy laboratory that you may check out from the lab instructor or from me. If you know of an upcoming astronomical event or would just like the opportunity to look through a scope at whatever might be visible, please make your request known and we'll schedule a viewing. If you wish to be notified of any last-minute observing activities, send me an email message so that I may add you to my viewing list. Also, the Von Braun Astronomical Society has an observatory and planetarium on Monte Sano Mountain which is open quite often to the public for planetarium shows and general observing. Visit their website at www.vbas.org for more information #### HOMEWORK: Homework assignment due dates are listed below with assignments due at the beginning of class, folded, stapled, with your full name written legibly on the outside. Many homework problems are based on information contained in the "boxes" within the chapters. Late homework may be submitted TO ME with a penalty of 25% per day late; written excuses required from an appropriate authority for no penalty. #### RETURNS: Homework assignments will be returned in class within two class periods. All homework will be available before an exam. If you are absent when assignments are returned, you can retrieve them from a box outside my office. Exams will also be returned in class within two class periods or can be picked up from me during office hours after the second class period; I do not leave exams in the box outside my office. #### SOLUTIONS: After the due date, solutions to the homework assignments will be posted on the main syllabus web page as gif files. The solutions are good study aids as I often supply more information than necessary to answer the question. This is my way of "going over the homework". #### EXAMS: My exams reflect the homework, examples that I work in class and discussions in lecture and in your book. Exam grades may be scaled to give a class average of 75%, should the class average be lower than this. If you don't come to class and/or don't do homework, you will find it difficult to pass the exams! No early exams. Notification of absence for an exam must be made within 24 hours of exam time. There is an answering machine on my office phone for this purpose. Makeup exams, which may be oral or more difficult, will only be given for absences with a written excuse from the dean. #### LABORATORY: The laboratory will be taught by a graduate student and/or experienced undergraduates. The grade will be averaged with your class grade as shown above. Many students do well enough in the lab to raise their overall class grade. ATTENDANCE IS MANDATORY TO PERFORM THE EXPERIMENTS; LAB REPORTS BASED ON EXPERIMENTS THAT YOU DID NOT PERFORM WILL NOT BE ACCEPTED. ## TENTATIVE LAB SCHEDULE #### PREFLIGHTS/WARM-UPS/QUIZZES I am trying out a new teaching style that tries to use the WWW as a fast- response feedback loop. Before each Wed/Fri class, a Quiz will be posted on the WWW, which must be completed before 8:00 AM on the day that it is assigned. PLEASE do not try to take the quiz after the deadline time, I will not be able to accept it. These quizzes will form the basis of the following lecture. A web site describing this approach can be found at the JiTT Website. #### GRADING: The final grade will be derived from: * Exam #1----------15% * Exam #2----------15% * Final Exam---------20% * Labs-------------25% * Quizzes-----------10% * Homework---------15% I use an absolute scale for letter grades: * 90-100 = A * 80--90 = B * 70--80 = C * 60--70 = D * 00--60 = N/C Note that beginning in 2000, the "F" grade is replaced with a "N/C" for all 100-level physics courses. That is, failing will no longer reduce your GPA, but it will be treated as if you had withdrawn. #### TENTATIVE LECTURE SCHEDULE: \| WEEK\| DATE \| CHAP\| TOPIC \| QUIZ \| HOMEWORK\| SOLUTIONS \| 1\| Aug 23\| 1\| The Universe\| \| [1]: 2,3,6,10,12,16,20,21,23,24\| \| 1\| Aug 25\| 2\| The Heavens \| Quiz 01\| \| 2\| Aug 28\| 2\| The Heavens \| \| [2]: 5,6,8,9,10,13,21,24,28,30\| \| 2\| Aug 30\| 2\| The Heavens \| Quiz 02\| \| Chap 1 \| 2\| Sep 01\| 3\| Eclipses \| Quiz 03\| [3]:** 1,2,3,9,11,14,15,20,22,27\| \| 3\| Sep 04\| \| * Holiday \| \| \| \| 3\| Sep 06\| 3\| Eclipses \| Quiz 04\| \| Chap 2 \| 3\| Sep 08\| 4\| Gravitation \| Quiz 05\| [4]: 3,4,6,10,12,14,16,17,22,27 \| \| 4\| Sep 11\| 4\| Gravitation \| \| \| Chap 3 \| 4\| Sep 13\| 4\| Gravitation \| Quiz 06\| \| \| 4\| Sep 15\| 5\| Light&Matter;\| No Quiz\| [5]: 4,5,7,10,11,14,18,21,25,28\| Chap 4 \| 5\| Sep 18\| 5\| Light&Matter;\| \| \| \| 5\| Sep 20\| 6\| Telescopes \| Quiz 08\| \| Chap 5 \| 5\| Sep 22\| \| *TEST 1\| \| \| \| 6\| Sep 25\| 6\| Telescopes \| \| [6]:* 3,4,6,7,12,13,15,18,19,21\| \| 6\| Sep 27\| 6\| Telescopes \| Quiz 09\| \| \| \| 6\| Sep 29\| 7\| Solar System\| No Quiz\| \| \| 7\| Oct 02\| 7\| Solar System\| \| [7]: 1,2,7,9,12,13,14,16,18,19\| Chap 6 \| 7\| Oct 04\| 8\| Living Earth\| No Quiz\| [8]: 3,5,6,7,10,11,12,13,18,19 \| 7\| Oct 06\| \| * Holiday \| \| \| \| 8\| Oct 09\| 8\| Living Earth\| \| \| Chap 7 \| 8\| Oct 11\| 17\| Vagabonds \| Quiz 12\| [17]: 5,8,9,11,12,15,19,22,25,26 \| \| 8\| Oct 13\| 17\| Vagabonds \| No Quiz\| \| Chap 8 \| 9\| Oct 16\| 18\| Our Star \| \| [18]: 2,6,8,13,14,17,21,25,26,31\| \| 9\| Oct 18\| 18\| Our Star \| Quiz 14\| \| Chap 17 \| 9\| Oct 20\| 18\| Our Star \| No Quiz\| \| \| 10\| Oct 23\| 19\| Nature of Stars\| \| [19]: 2,5,8,9,10,14,19,20,25,34\| Chap 18 \| 10\| Oct 25\| 19\| Nature of Stars\| No Quiz\| \| 10\| Oct 27\| 19\| Nature of Stars\| No Quiz\| \| Chap 19 \| 11\| Oct 30\| \| *Test 2* \| \| \| \| 11\| Nov 01\| 20\| Birth of Stars\| No Quiz\| [20]: 3,6,7,8,12,14,15,17,19, 24 \| \| 11\| Nov 03\| 20\| Birth of Stars\| No Quiz\| \| 12\| Nov 06\| 21\| Evolution of Stars\| \| [21]: 2,3,5,9,11,13,14,17,24,25 \| \| 12\| Nov 08\| 21\| Evolution of Stars\| Quiz 21\| \| \| 12\| Nov 10\| 22\| Death of Stars\| Quiz 21\| \| Chap 20 \| 13\| Nov 13\| 22\| Death of Stars\| \| [22]: 3,4,7,9,12,14,17,18,24,26 \| \| 13\| Nov 15\| 22\| Death of Stars\| NoQuiz\| \| Chap 21 \| 13\| Nov 17\| 23\| Neutron Stars \| NoQuiz\| [23]: 2,3,4,12,13,15,17,18,23,27 \| 14\| Nov 20\| 23\| Neutron Stars \| \| \| Chap 22 \| 14\| Nov 22\| \| * Holiday \| \| \| \| 14\| Nov 24\| \| * Holiday \| \| \| 15\| Nov 27\| 23\| Black Holes \| \| [24]: 4,6,10,11,12,14,15,16,20,22\| Chap 23\| \| 15\| Nov 29\| 24\| Black Holes \| No Quiz\| \| \| 15\| Dec 01\| 24\| Black Holes \| NoQuiz\| \| 16\| Dec 04\| 30\| SETI \| \| \| Chap24 \| 16\| Dec 06\| \| Study Day \| \| \| \| 16\| Dec 11\| \| Final Exam\| \| 8:00-10:30\| * * * _Last Modified Aug 28, 2000_ <file_sep># World-Wide Web 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<file_sep> Favorite HRD Resource Links ![](bobbiapproved_sm.gif) --- Dr. <NAME> Towson University <EMAIL> Human Resource Development Career Opportunities Copyright Just for Fun Computing Software Tips Learning Tips Portfolios Presentations Web Page Design and Online Resources Writing Faculty Development Resources. --- \|Joan's Home Page\| \|Towson University\| \|HRD Graduate Program\| ### Human Resource Development * American Society for Training and Development (ASTD) * Maryland Chapter of ASTD * International Society for Performance Improvement * HRD Wheel - What are the areas in Human Resource Development? * Paychex - templates for Human Resource solutions for small- and medium-sized businesses. Employee handbooks, Management manuals, Poster kits, Policy templates, Legal updates. * Family Medical Leave Act Advisor (FMLA) * U.S. Gov. Equal Employment Opportunity Commission (EEOC) * American's With Disabilities Act (ADA) * Salary Scales for HR positions * Writing Job Descriptions in HR * Training \- a one-stop shopping experience for anyone involved in training. * Matching Requests for Proposals\- Matching Business Needs to Solutions * Window on the World, Inc \- Tips for Global Business * The Leadership Challenge Top of Page ### Specialized Links _Career Opportunities_ * Towson University Career Center * The Power of U \- global online network for careers, connecting the most progressive companies with the most qualified career-minded individuals. * Job Web * Keeping up with the Times- Fast Company * Job Listings, Salaries, and Internship sites - WetFeet.com * Find a Tele-Mentor * Matching Training Jobs With Training Needs Top of Page #### _Copyright_ * Fair Use Guidelines for Educational Multimedia * The Law of Cyberspace for Non-Lawyers Top of Page #### _ Computing Software Tips (classes on software, tutorials)_ * Student Computer Resource Center at Towson University * Computing and Network Services (CANS) Guides * Getting Started on the Internet * Using PPT in Writing Top of Page _Just for Fun_ * _Cartoons Related to HRD_ * _More Extensive Emoticons_ Top of Page #### _ Learning Tips_ * Critical Thinking * Search Engines * Learning to Learn * Memory Techniques and Mnemonics * Learning Style Type Indicator Inventory (pseudo Myers Briggs) * Learning Style Type Indicator Profiles * Learning to be Self-Directed Top of Page #### _ Portfolios_ * Professional _-_ Why create one, How to organize one, What to include * Coursework\- What to include for HRD students at Towson University Top of Page #### _ Presentations_ * Making Your First Technical Presentation a Hit * Making Effective Oral Presentations * Surviving the Group Project: A Note on Working in Teams * Using PowerPoint Presentations in Lectures Top of Page #### _Web Page Design and Online Resources_ * Home Page Basic Template for Students * Tips, Tricks, How to, and Beyond for Web Page Design * Designing More Detailed Web Pages * Posting Your Student Web Page at Towson University * Netiquette * Advanced Netiquette * Web Access and Disabilities * Assessing Your Web Site for Disability Access * Articles and Resources for Distance Learners * Evaluating Resources on the Web * Writing for an Intranet * Sample of E-learning- Click on Preview this course. * Computer Based Training Industry Standards\- AICC * E-Learning Management Systems * What are Primary Resources? Top of Page #### _Writing_ * How to Annotate a Reference * APA Style Manual * Guide to Effective Writing Top of Page #### _ Faculty Development Resourses _ * Syllabus A: Generic Syllabus for Course Development * Syllabus B: Customized Syllabus for Specific Faculty * Generic Faculty Training Materials * Planning Effective Writing Assignments * Learning to Learn * Learning to be Self-Directed * Research Site Top of Page * * * [Joan's Home Page] <file_sep># HISTORY 5360: THE EARLY MIDDLE AGES ![](theodora.jpg) This course examines the history of the early middle ages, chronologically from about A.D. 300 to 900\. Major themes and topics will include: the later Roman empire, the establishment of the barbarian kingdoms, the growth of the Christian church, and the emergence of the Carolingian empire. While a considerable amount of lecture time will be devoted to political history, the course focuses primarily on the social, economic and cultural aspects of early medieval life. REQUIRED TEXTS: <NAME>. _The World of Late Antiquity_. New York, 1989 (rpnt.). <NAME>. _Before France and Germany_. Oxford, 1988. <NAME>. _The Carolingian Empire_. Toronto, 1978. Bede. _Ecclesiastical History of the English People_. Trans. by <NAME>- Price. Harmondsworth, 1975. Gregory of Tours. _History of the Franks_. Trans. by <NAME>. Harmondsworth, 1974. Einhard, _The Life of Charlemagne_. Trans. by <NAME>. Ann Arbor, 1960. Suggested additional books: <NAME>. _Egypt in Late Antiquity_. Princeton, 1993. <NAME>. _Power and Persuasion in Late Antiquity_. Madison, 1992. Liebeschuetz, J.H.W.G. _Barbarians and Bishops_. Oxford, 1991. Boethius. _The Consolation of Philosophy_. Trans. by <NAME>. Harmondsworth, 1969. <NAME>. _The English Settlements_. Oxford, 1989. McKitterick, Rosamond. _The Frankish Kingdoms under the Carolingians_. London & New York, 1983. <NAME>. _The Republic of St. Peter_. Philadelphia, 1984. <NAME>. _Living in the Tenth Century_. Trans. by <NAME>. Chicago, 1991. Week Topic 1 Prelude to the crisis of the third century. A. Roman society in the third century. B. The imperial office and the army. Reading: Brown, _The World of Late Antiquity_ , pp. 7-48. Suggested: Bagnall, _Egypt in Late Antiquity_. 2 Diocletian, Constantine and the later Roman imperial system. A. Military and administrative reforms. B. Tax and currency reforms. C. Economy and society. 3 Christianity and paganism in late antiquity. A. Early Christianity. B. Hellenism and popular religion. C. The impact of Constantine's conversion. D. Monasticism. E. Persecution of religious minorities. Reading: Brown, _World of Late Antiquity_ , pp. 49-113. Suggested: Brown, _Power and Persuasion in Late Antiquity_. 4 The western Roman empire and the barbarians in the fourth and fifth centuries. A. The barbarian world of the later fourth century. B. _Laeti_ and _foederat_ i. C. Huns, Visigoths and Hadrianople. D. Hospitalitas: from quartering to conquest. E. The generalissimi: Stilicho, Aetius. Reading: Brown, _World of Late Antiquity_ , pp 115-135; Geary, _Before France and Germany_ , pp. 3-75. Suggested: Liebeschuetz, _Barbarians and Bishops_ , pp. 1-85. 5 The eastern empire. A. The eastern empire in the fifth century. B. The age of Justinian. C. Islam. Reading: Brown, _The World of Late Antiquity_ , pp. 137-203. Suggested: Liebeschuetz, _Barbarians and Bishops_ , pp. 89-153; Boethius, _The Consolation of Philosophy_. 6 Merovingian Gaul in the sixth century. A. Clovis. B. Merovingian society. C. The Merovingian church. D. A long Roman twilight. Reading: Geary, _Before France and Germany_ , pp. 77-149; Gregory of Tours, _History of the Franks_. 7 The later Merovingian kingdoms. A. Clothar II and Dagobert I. B. Society and economy. C. The mayors of the palace. Reading: Geary, _Before France and Germany_ , pp. 151-231. 8 Italy and Spain after Justinian's death. A. The Lombard invasion. B. International politics in the late sixth century. C. Gregory the Great. D. The Moorish conquest of Spain. Suggested: Noble, _The Republic of St. Peter_ , pp. 1-60. 9 Britain in the fifth and sixth centuries. A. Roman Britain, the Saxon shore and _laeti_. B. the _Scotti_. C. Settlement of Brittany. D. The mission of Augustine. Reading: Bede, _Ecclesiastical History of the English People_. Suggested: Myres, _The English Settlements_. 10 The Anglo-Saxon kingdoms to about 900. A. The Christianization of the English. B. Mercia and Northumbria. C. The Viking settlement and the age of Alfred. 11 The early Carolingians. A. Pepin of Heristal. B. <NAME>. C. Boniface. Suggested: McKitterick, _The Frankish Kingdoms under the Carolingians_ , pp. 1-105. Noble, _The Republic of St. Peter_ , pp. 61-183. 12 The age of Charlemagne. A. Charlemagne and the church. B. Carolingian legislation and society. C. The question of feudalism. Reading: Fichtenau, _The Carolingian Empire_. Einhard, _Life of Charlemagne_. 13 The later Carolingians. A. L<NAME>ious. B. The Treaty of Verdun. Suggested: McKitterick, _The Frankish Kingdoms under the Carolingians_ , pp. 106-337. 14 The early tenth century. A. New invasions. B. Rural society and the great royal monasteries. Suggested: Fichtenau, _Living in the Tenth Century_ , pp. 135-241. 15 Final Exam EXAMS AND TERM PAPER: EXAMS: (2) Mid-Term & Final (each exam counts for 1/3 of course grade), they include a mix of three or four essay questions and possibly some shorter identifications. TERM PAPER: (1/3 of course grade) students enrolled in HIS. 536 will write a short term paper of about 10 to 12 pages; those enrolled in HIS. 736 will write a longer paper. Consult Kate <NAME>, _Manual for Writers of Term Papers, Theses, and Dissertations_ (rvsd. 1987) for proper format for footnotes and bibliography. POLICIES AND EXPECTATIONS 1\. Students are expected to attend all lectures, read all assignments, and submit all written work on time. 2\. If you must miss class, it is your responsibility to find out the substance of missed lectures; DO NOT ASK to see my lecture notes. 3\. Incompletes are not automatic. In those extraordinary circumstances where a grade of "I" is granted, students will be asked to make a commitment as to a completion date. 4\. Work for extra credit is not allowed. 5\. If you plagiarize, you will fail the course and may be expelled from Wayne Sate University. To plagiarize is to use someone else's specific words and sentences--or to use someone's ideas, arguments or train of thought--without acknowledging the author or source. The following rules have been adapted from the WSU History Department's "Model Statement on Plagiarism: A. Put word for word quotations in quotation marks and cite the author or source. B. If you paraphrase or summarize a passage, cite the author. C. All theories, interpretations and terms should be attributed to their authors. D. It is not necessary to document commonly accepted facts. E. In general, do not cite my lectures as a source. F. When in doubt, cite, or ask me for guidance. ![](thnbatle.jpg)Return to Anderson's Home Page <file_sep>![](umkcbanner.jpg) Courses Under-Graduate Level Courses Also see Graduate Level Courses below 100 Elements of Economics (3) \| Syllabus \| General Catalog ---\|---\|--- 101 Essentials of American Capitalism (3) \| Syllabus \| General Catalog 201 Introduction to Economics I 3) \| Syllabus \| General Catalog 201 Introduction to Economics I (3)-Wagner \| Syllabus \| General Catalog 202 Introduction to Economics II (3) \| Syllabus \| General Catalog 204 Principles Of Economics (5) \| Syllabus \| General Catalog 300CM Cluster Course: Mexico, Central America and the Human Condition (3) \| Syllabus \| General Catalog 301 Macroeconomic Analysis (3) \| Syllabus \| General Catalog 302 Microeconomic Analysis (3) \| Syllabus \| General Catalog 302 Microeconomic Analysis (3) - Hubbell \| Syllabus \| General Catalog 304 American Economic History (3) \| Syllabus \| General Catalog 308 Current Economic Problems (3) \| Syllabus \| General Catalog 312 Theory of Economic Development (3) \| Syllabus \| General Catalog 320 Environment, Resources and Economic Growth (3) \| Syllabus \| General Catalog 323P Administration in the Service Industry (4) \| Syllabus \| General Catalog 328 Introduction to Economic Statistics (3) \| Syllabus \| General Catalog 331 Money and Banking (3) \| Syllabus \| General Catalog 342CB Cluster Course: Ethical, Social & Economic Hist American Capitalism (3) \| Syllabus \| General Catalog 343P Resource Acquisition and Distribution in the Hospitality Industry (4) \| Syllabus \| General Catalog 353 Financial Analysis and the Economy (3) \| Syllabus \| General Catalog 364WI Contemporary Industrial Society (3) \| Syllabus \| General Catalog 387 Human Resources and Employment (3) \| Syllabus \| General Catalog 395 Current Economic Issues (1) \| Syllabus \| General Catalog 395A Economic System of Pre-Columbian Society (1) \| Syllabus \| General Catalog 395B The Economics of Law (1) \| Syllabus \| General Catalog 395C The Economics of Energy (1) \| Syllabus \| General Catalog 395D The Economics of Health and Nutrition (1) \| Syllabus \| General Catalog 395E The Economics of Aging (1) \| Syllabus \| General Catalog 395F The Economics of Minorities (1) \| Syllabus \| General Catalog 395G The Economics of Poverty (1) \| Syllabus \| General Catalog 395H The Economics of the Arts (1) \| Syllabus \| General Catalog 397A The Economics of Public Process & Private Choice I (1) \| Syllabus \| General Catalog 397B The Economics of Public Process & Private Choice II (1) \| Syllabus \| General Catalog 405 European Economic Systems (3) \| Syllabus \| General Catalog 406WI History of Economic Thought (3) \| Syllabus \| General Catalog 408 The Twentieth Century: Crisis in Eco History / Changing Eco Anlysis (3) \| Syllabus \| General Catalog 412 Economic Development (3) \| Syllabus \| General Catalog 414 Problems in Latin American Development (3) \| Syllabus \| General Catalog 416 Law and Economics (3) \| Syllabus \| General Catalog 421 Mathematical Economics (3) \| Syllabus \| General Catalog 423P Legal & Social Issues of the Hospitality Industry (4) \| Syllabus \| General Catalog 425 Intermediate Economic Statistics (3) \| Syllabus \| General Catalog 431 Monetary Theory and Policy (3) \| Syllabus \| General Catalog 433P Commercial Economics Aspects of the Hospitality Industry (4) \| Syllabus \| General Catalog 435 Public Finance (3) \| Syllabus \| General Catalog 436 Fiscal Policy (3) \| Syllabus \| General Catalog 437 State and Local Government Finance (3) \| Syllabus \| General Catalog 438 Economic Policy (3) \| Syllabus \| General Catalog 440 International Trade and Finance: Microeconomics (3) \| Syllabus \| General Catalog 442 International Trade and Finance: Macroeconomics (3) \| Syllabus \| General Catalog 448 Socialist Economic Systems (3) \| Syllabus \| General Catalog 450R Regional Economics (3) \| Syllabus \| General Catalog 451WI Institutional Economic Theory (3) \| Syllabus \| General Catalog 457 Economic Forecasting (3) \| Syllabus \| General Catalog 458 Urban Economics (3) \| Syllabus \| General Catalog 460 Industrial Organization (3) \| Syllabus \| General Catalog 461 Public Utility Economics (3) \| Syllabus \| General Catalog 465 The Economics of Health and Medicine (3) \| Syllabus \| General Catalog 466 Economics of the Arts (3) \| Syllabus \| General Catalog 470 The Political Economy of Agribusiness (3) \| Syllabus \| General Catalog 480 Managerial Economics and Operations Analysis (3) \| Syllabus \| General Catalog 486 Labor Economics (3) \| Syllabus \| General Catalog 487 Labor Organizations in the Changing Economy (3) \| Syllabus \| General Catalog 490 Readings In Economics (1-3) \| Syllabus \| General Catalog 491 American Economic History for Teachers (3) \| Syllabus \| General Catalog 492 Microeconomics for Teachers (3) \| Syllabus \| General Catalog 493 Macroeconomics for Teachers (3) \| Syllabus \| General Catalog 494 International Economics for Teachers (3) \| Syllabus \| General Catalog 495 Colloquium in Economics (3) \| Syllabus \| General Catalog 497 Internship (3) \| \| General Catalog 499 Seminar in Economics (3) \| Syllabus \| General Catalog H203 Introduction to Economics - Honors (4) \| Syllabus \| General Catalog H387 Human Resource & Employment - Honors (3) \| Syllabus \| General Catalog H412 Economic Development-Honors (3) \| Syllabus \| General Catalog H437 State and Local Government Finance-Honors (3) \| Syllabus \| General Catalog \|\| Back to Top \|\| Graduate Level Courses 501 Advanced Macroeconomic Analysis (3) \| Syllabus \| General Catalog ---\|---\|--- 502 Advanced Microeconomic Analysis (3) \| Syllabus \| General Catalog 504R American Economic History (3) \| Syllabus \| General Catalog 505 Advanced Comparative Economic Systems (3) \| Syllabus \| General Catalog 506 Advanced History of Economic Thought (3) \| Syllabus \| General Catalog 508 Controversial Issues in Recent Economic Literature (3) \| Syllabus \| General Catalog 512 Advanced Economic Development (3) \| Syllabus \| General Catalog 513 Economic Trends and Growth (3) \| Syllabus \| General Catalog 521 Mathematical Economics (3) \| Syllabus \| General Catalog 525 Econometric Methods (3) \| Syllabus \| General Catalog 529 Readings in Quantitative Economics (3) \| Syllabus \| General Catalog 531 Monetary Theory and Policy (3) \| Syllabus \| General Catalog 535 Theory of Public Finance (3) \| Syllabus \| General Catalog 537 State and Local Government Finance (3) \| Syllabus \| General Catalog 540 Advanced International Trade & Finance Microeconomics (3) \| Syllabus \| General Catalog 542 Advanced International Economics - Macroeconomics (3) \| Syllabus \| General Catalog 548 Advanced Socialist Economic Systems (3) \| Syllabus \| General Catalog 550 Regional Economics (0-3) \| Syllabus \| General Catalog 551 Advanced Institutional Theory (3) \| Syllabus \| General Catalog 553 Economic Policy and Managerial Control (3) \| Syllabus \| General Catalog 557 Urbanization and Social Theory (3) \| Syllabus \| General Catalog 558 Advanced Urban Economics (3) \| Syllabus \| General Catalog 560 Industrial Organization (3) \| Syllabus \| General Catalog 564 Evolution of Industrial Society (3) \| Syllabus \| General Catalog 589 Graduate Seminar in Labor Economics (3) \| Syllabus \| General Catalog 590 Special Topics (1-3) \| Syllabus \| General Catalog 591 Research and Planning Seminar (3) \| Syllabus \| General Catalog 599 Research and Thesis (1-6) \| Syllabus \| General Catalog \|\| Back to Top \|\| Interdisciplinary Doctoral Courses 601 Colloquium in Advanced Macro-Economics (3) \| Syllabus \| General Catalog ---\|---\|--- 602 Colloquium in Advanced Micro-Economics (3) \| Syllabus \| General Catalog 625 Colloquium in Econometrics (3) \| Syllabus \| General Catalog 688 Colloquium on Political Economy (3) \| Syllabus \| General Catalog 690 Special Doctoral Readings in Economics (1-3) \| Syllabus \| General Catalog 699 Doctoral Dissertation (1-12) \| Syllabus \| General Catalog \|\|Back to Top \|\| \|\|Department of Economics \|\|News \|\|Degree Programs \| Faculty&Staff \|\|Associates\|\|CFEPS \|\| CEI \|\| Economics Club \|\| Journal \|\| Links \|\| School of Arts & Science \|\|School of Arts & Science \|\|UMKC Home Department of Economics 211 Haag Hall University of Missouri-Kansas City 5100 Rockhill Road Kansas City, Missouri 64110 Send e-mail to, <EMAIL> <file_sep>![Undergraduate Program in History, UPENN](../gifs/ugradprog.GIF) ## Courses Offered in American History --- ![Announcements](../gifs/announce-sm.GIF) ![Advising](../gifs/advising-sm.GIF) ![Courses](../gifs/courses-b-sm.GIF) ![Major](../gifs/major-sm.GIF) ![Concentrations](../gifs/concentrations- sm.GIF) ![Minor](../gifs/minors-sm.GIF) ![Activities](../gifs/activities- sm.GIF) ![Awards](../gifs/awards-sm.GIF) ![](../gifs/students-b-sm.GIF) ![Transfer Credit](../gifs/transfer-sm.GIF) \| If you are concentrating in American history, along with the major requirements, you are required to take at least 6 courses in your concentration, 4 of which (including one seminar) should be above the 200-level. You should consult with your faculty advisor each semester during pre-registration regarding the best courses for you to take the following semester. Two major-related courses from other departments (ex. ANTH, ENGL, PSCI) may be used, and these must be approved in writing by your faculty advisor. You can also consult our example of a successful American history major worksheet. Then fill out your own. > Courses which fullfil the American history requirement: > * = satisfies pre-1800 requirement Fall 2002 020 - History of the U.S. to1865 (Beeman) 021.601 \- US Hist 1865 to present (Mannino) 118 - American Civilization II (Hammarberg) 136 - Chicano History of the U.S. (Kropp) 161 - American Capitalism (Licht) 164 - Recent American History (Igo) 168 - History of American Law (Natalini) * 171 - American South 1860-Present (Hackney) 176 - Afro American History (Engs)* 177.601 \- Afro American History (Staff) 203.301 - Cultural Encounters in Early America (DuVal) (seminar) * 204.301 - The American West (Kropp) (seminar) 204.302 - History of Washington & the District of Columbia (Carter) (seminar) 204.303 - Children and Childhood in Modern America (Kahan) (seminar) 204.401 - Re-Reading the Holocaust (Wenger) (seminar) 204.601 \- The Rise and Fall of the New Deal (Siskind)(seminar) 204.602 \- Ethnicity: Immigration in America (Tapper(seminar) 204.305 - History and Memory in American Culture (Kropp) (seminar) 214.301 - The Emergence of Modern America (Katz) (seminar) 214.401 - Faculty Student Democratic Collaborative Action Seminar (Karkavy) (seminar) 327 - American Cultural History to 1865 (St. George) 345 - U.S. Women to 1865 (Brown) 354 -American Expansion into the Pacific (Azuma) 355 - Classic Texts in American Popular Culture (Zuckerman) 373.601 \- America in the 1960's (Wilkens ) 400.301 - American Honors Seminar (Zuckerman) 441 - North American Colonial History (Richter)* 451 - War and Diplomacy (Kuklick) 484.401 - African American Intellectual History (Kerr-Ritchie) (seminar) Summer 2002 Session I 204 - American Consumer Culture (St. George) 363 - The Civil War and Reconstruction (Engs) Session II 021 - History of the U.S. - 1865 to Present (Ryan) 12 Week Session 203 - U. S. Legal History: Colonial Period to Present Mannino) Spring 2002 021 - History of the U.S. - 1865 to Present (Licht) 153 - Urban Crisis: American cities since World War II (Siskind) 155 - Introduction to Asian American History (Azuma) 169 - History of American Law (Berry) 176 - Afro American History (Randolph) * 177 - Afro American History 1876-Present (Adams) 179 - History of California thru the Era of WW II (Carter) 223 - The Wartime Internment of Japanese Americans (Azuma) 203.301 - Slavery, Rebellion, and Revolution in the Atlantic World (Scully) 203.302 - Early American Cultural History (St. George) 204.301 - History of Law and Social Policy (Berry) 204.302 - The Politics of Social Knowledge in Modern America (Igo) 204.303 - U.S. Environmental History (Kropp) 204.304 - History of African American Health and Disease (Randolph) 204.401 - Latino History in the United States (Sagas) 214.301 - Resurgence and Rebirth: American Religion (Gordon) 214.401 - Urban University-Community Relations (Karkavy) 346 - Women in American History (Peiss) 348 - Popular Culture in the U.S. 1865-Present (Kropp) 363 - Civil War and Reconstruction (Engs) 442 - American Revolution (DuVal) * 443 - American National Character (Zuckerman) 463 - The History of American Education (Katz) Fall 2001 009.601 \- Writing About the New World (Waleson) 020 - History of the U.S. to1865 (Beeman) 021.601 \- US Hist 1865 to present (Bokovoy) 109 - The American West (Hammarberg) 150 - The American Jewish Experience (Wenger) 154.601 \- US Cities (Siskind) 162 - Topics in American History (Staff) 164 - Recent American History (Igo) 168 - History of American Law (Berry) * 171 - American South 1860-Present (Hackney) 176 - Afro American History (Randolph)* 177.601 \- Afro American History (Staff) 203.301 - Gentlemen & Rogues, Good Wives & Wenches (Scully) (seminar) * 204.301 - The Golden Age of Philadelphia: 1750-1840 (Carter) (seminar) * 204.302 - Memory and Meaning in Jewish History (Wenger) (seminar) 204.303 - Sexuality in Modern America (Peiss) (seminar) 204.304 - Self and Society in the United States (Igo)(seminar) 204.305 - History and Memory in American Culture (Kropp) (seminar) 214.301 - Topice in American History (Staff) (seminar) 323 - Material Life in America (St. George) 355 - Classic Texts in American Popular Culture (Zuckerman) 367 - Philadelphia 1700-2000 (Sugrue) 373.601 \- The 1960s in America (Ziskind ) 374 - Japanese American History (Azuma) 388 - Hunger, Poverty and Market Economy (Ludden) 400.301 - American Honors Seminar (Hackney) 441 - North American Colonial History (Richter)* 451 - War and Diplomacy (Kuklick) 455 - Topics in American History (Staff) 467 - History of Law and Social Policy (Berry) (seminar) Summer 2001 Summer Session I 020-910 History of the US to 1865 (Bokovoy) 070-910 Colonial Latin America (Bristol) Summer Session II 021-920 US History 1865-Present (Ryan) CGS 12 Week Session 204-900 The American West (Bokovoy) 373-900 America in the 1960s (Wilkens) Spring 2001 > 020.601 \- US History to 1865 (Bokovoy) * > 021 - U.S. History 1865-Present > 155 - Intro to Asian American History > 169 - History of American Law > 172 - Native Peoples of Eastern North America* > 176 - Afro-American History, 1550-1880 > 204.301 American Labor History (seminar) > 204.302 Books that Shaped American History (seminar) > 204.303 History of Law and Social Policy (seminar) > 204.305 The American West (seminar) > 204.401 Schools and Work (seminar) > 204.402 Sex and Gender in Modern American (seminar) > 211.301 French Enlightenment (seminar) > 214.301 Resurgence and Rebirth: American Religion in the Twentieth Century (seminar) > 223 - Japanese/American Internment (seminar) > 346 - Women in American History > 363 - Civil War & reconstruction > 373 - America in the 1960s > 398 - American History Honors Seminar > 442 - American Revolution* > 443 - American National Character > 453 - Jefferson & Jackson America Fall 2000 > 009.302 - Diasporic Identities (Bristol) > 009.305 - Writing About Freedom > 009.601 - Writing About the New World * > 20 - US History to 1865 * > 021.601 - US History Since 1865 > 104.301 - Human Nature and History > 104.302 - The Sixties (seminar) > 109 - The American West > 161 - American Capitalism > 164 - Recent US History > 168 - History of American Law to 1877 * > 171 - American South 1861 - Present > 176 - African American History > 203.301 - The Non-Political World of <NAME> (seminar) * > 203.302 - Policing Words and Behavior in Early America (seminar) * > 203.601 - Witches,Heretics, & Revivalists: Religion & Culture in Early America (seminar)* > 204.301 - Researching Philadelphia (seminar) > 204.302 - Recent Domestic U.S. History (seminar) > 204.304 - City & Suburb in American History (seminar) > 204.305 - Origin of the Republican Party (seminar) > 204.306 - 20th Century American Culture (Bokovoy) (seminar) > 204.602 - Women, Race, and Disease in the US (seminar) > 204.603 - African-American Biography and Autobiography, 1890-Present (seminar) > 214.301 - Media and Politics (seminar) > 214.402 - Emergence of Modern America (seminar) > 223 - Asian American Women's History (Kim) > 293 - Independent Study Europe Pre-1800 * > 294 - Independent Study Europe After1800 > 345 - Women in America, 1607-1865 * > 355 - Classic Texts in American Popular Culture (Zuckerman) > 361 - American Politics & Society (Sugrue) > 373.601 - The Sixties in America (Santow) > 400.301 - American History Honors (seminar) > 451 - War & Diplomacy > 468 - History of American Medicine (seminar) Summer 2000 > 021 - United States History, 1865 to Present > 177 - African-American History, 1861 to Present > 204.900 - City and Suburb in US History (seminar) > 204.910 - Republican Origins: The Evolution and Ascent of the Republican Party, 1850-1877 (seminar) Spring 2000 > 009.301 - Comparative Political Cartoons > 009.304 - Writing About Jazz > 020 - US to 1865 (Scully) * > 021 - US post 1865 > 093 - Performing History > 153 - Urban Crisis (spring 99 syllabus) > 155 - Asian American History > 164 - Recent US History (Wilkens) > 177 - Afro-American History > 201.304 - Women in the Atlantic World * > 203.301 - Comparative Slavery (seminar)* > 203.302 - Natives & Newcomers: Cultural Encounters in Early America (sem)* > 203.303 - Lewis and Clark (seminar) fall 1997 syllabus > 204.301 - American Intellectual History (seminar) > 204.302 - The Color Line in Modern America (seminar) > 204.303 - Sports in America (seminar) > 204.304 - Social Movements & Culture in American History (seminar) > 204.305 - Ragtime: US 1900-1910 (seminar) > 204.601 - (seminar) > 204.602 - (seminar) > 206.304 - Oral History (seminar) > 214.301 - Religion in American History (seminar) > 214.302 - Emancipation and Its Aftermath (seminar) > 214.401 - Urban University Community Relations (seminar) > 223.401 - Korean/American Experience (seminar) > 230 - Law & Social Change (seminar) > 286 - Topics in American Literature (seminar) > 331 - American Diplomacy since 1776 > 346 - Women in American History > 363 - Civil War and Reconstruction > 373 - The Sixties > 398.301 - American Junior Honors > 398.301 - American Junior Honors* > 401.301 - American Senior Honors* > 401.301 - American Senior Honors > 405 - Church & Urban Challenge (seminar) > 431 - World at War > 441 - American Colonial History* > 443 - American National Character Fall 1999 > 020 - US History to 1865 * > 103.301 - American Revolution in American Culture * > 113 - Cultures in Contact in the Atlantic World* > 164 - Recent US History > 170 - American South * > 179 - California History > 202.306 - Cold War (seminar) > 204.303 - Vietnam > 204.402 - Schools and Work: Past, Present, Future > 204.303 - Rise and Fall of New Deal Order > 204.304 - Violence in America > 204.305 - Researching Philadelphia > 204 - Sports in America > 206.303 - US Empire > 206.601 - War in the Pacific > 214.401 - Community Partnerships > 345 - American Women * > 355 - American Popular Culture (Zuckerman) > 367 - Philadelphia, 1700-2000 > 400.301 - Honors > 451 - War & Diplomacy Summer 1999 > 020 - History of the United States to 1865* > 021 - United States History, 1865 to Present > 164 - Recent United States History > 203.900 - American Colonial History * > 204.910 - Politics of Immigration > 346 - US Women's History from 1865 > 355 - American Popular Culture Spring 1999 > 009.301 - Legacy of the Vietnam War > 009.302 - Speechmaking in America > 009.304 - Writing About Ethnicity > 021 - US History 1865-Present > 148 - Film and History > 153 - Urban Crisis > 155 - Intro to Asian American History > 163 - American Social History > 165 - The American Identity > 169 - History of American Law > 171 - American South 1861-Present > 204.301 - Research Methods in American History > 204.302 - Comparative Social Reform > 204.303 - History of Law & Social Policy > 204.305 - Creating American History > 204.306 - American Intellectual History > 204.307 - Sexuality and Gender in America > 214.301 - Alternative Americas > 214.302 - Blasphemy in America > 214.303 - History and Human Nature > 214.401 - Urban University and Community Relations > 286 - Topics in American Literature > 346 - Women in American History > 363 - Civil War and Reconstruction > 431 - A World at War > 442 - American Revolution * > 443 - American National Character * > 453 - Jeffersonian & Jacksonian America > 506 - Readings in US History 1860-present ### Previous Semesters: > 004- Americans and their civilizations from 1861 003 - Americans and their civilizations 1600-1860 * 009 - Writing about history (some sections) * 009 - Writing about history 020 - History of the US to 1865* 021 - History of the US 1865 to the present 103 - Freshman seminar (all sections) * 104 - Freshman Seminar (all sections) 113 - Freshman General Honors Seminar* 114 - Freshman General Honors seminar 123 - Written History * 130 - Human Nature and History 145 - Sociology of Sex: Comparative Approach 153 - Urban Crisis: American Cities since WWII 155 - Intro to Asian American History 161 - American Capitalism 163 - American Social History 164 - Recent American History 165 - The American Identity 168 - History of American Law to 1688* 169 - History of American Law 1877 -present 170 - The American South to 1860* 171 - The American South 1861-Present 176 - Afro American History to 1876 * 177 - Afro American History 1876 to the Present 203 - Major Seminar (all sections) * 204 - Major Seminar (EACH SPECIFIC ONE) 213 - General Honors Seminar * 214 - General Honors Seminar (EACH SPECIFIC ONE) 217 - Urban University Community Relationships 223, 253, 263 * 280 - Jazz History and Its Place in American Life 293 - Independent Study * 294 - Independent Study 345 - Women in American History 1607-1865 * 346 - Women in History 1965 to the Present 355 - Classic Texts in American Popular Culture 361 - American Politics and Society 363 - Civil War and Reconstruction 365 - The South in the National Experience 373 - The 1960s in America 398 - Junior Honors 398 - Junior Honors * 400 - Senior Honors * 400 - Senior Honors 401 - Senior Honors 401 - Senior Honors * 405 - The Church and the Urban Challenge 431 - A World at War 432 - America and the Great Depression 441 - American Colonial History* 442 - America in the era of the Revolution, 1763-1800* 443 - American National Character 451 - United States War and Diplomacy 453 - Jeffersonian and Jacksonian America 455 - Urban Social Structure 458 - History, Policy and Planning 460 - Discovery and Creation of the American Landscape > > 463 - History of American Education ![Calendar](../gifs/calendar-r-sm.GIF) ![Contacts](../gifs/contact-r-sm.GIF) ![Faculty & Staff](../gifs/people-r-sm.GIF) ![Graduate Program](../gifs/grad- r-sm.GIF) ![Search](../gifs/search-r-sm.GIF) ![Home](../gifs/home-r-sm.GIF) * * * Calendar \| Courses \| Announcements \| Graduate \| Undergraduate \| People \| Search \| Home \| UPENN \| ![e-mail](../gifs/quill.gif) E-mail Advisor \| http://www.history.upenn.edu/undergrad/courses-america.html &COPY; 2001 University of Pennsylvania Last modified: April 24, 2001 ---\|---\|--- <file_sep>Political Science 178 R. <NAME> Spring 2002 Room: WW-409; Ph: 288-6840 TuTh 11:00-12:15 Office Hours: TuTh: 9:45 - 10:45; 12:45 - 1:45 Room: WW-153 3:45 \- 4:45; and by appointment Email: <EMAIL> WORLD CONFLICT AND SECURITY COURSE OBJECTIVES : This course is intended to introduce the student to the theories, concepts, and issues underlying conflict and security in the contemporary world. The course will examine classical and modern perspectives on war and peace, the sources and causes of civil wars and regional conflict, and the prospects for arms control and world peace-keeping operations. COURSE REQUIREMENTS : Attendance is required. Points will be deducted for failure to attend on a regular basis. There will be a Midterm Examination (30 points), a Final Examination (40 points), and two Tests (15 points each). The Midterm and Final will consist of analytical essay questions. The Tests will consist of True/False, Multiple Choice, and short questions based on the readings. Test dates are provided below: Test One: Tuesday, February 26 Test Two: Tuesday, April 23 Midterm: Tuesday, March 5 Final: Tuesday, May 7, 1 \- 3 PM [ _Note_ : Tests dates are subject to change. Make-up tests may involve penalties and will be given only under exceptional circumstances.] GRADING SYSTEM : A = 94-100 C = 74-78 AB = 89-93 CD = 69-73 B = 84-88 D = 64-68 BC = 79-83 F = below 64 BOOKS : \- <NAME>, Editor, _Conflict After the Cold War_ , Macmillan 1994. [RB] \- <NAME> & <NAME>, Editors, _World Security_ , St. Martins Press (3rd Edition) 1998 [K&C] \- <NAME>, _Understanding International Conflicts_ , <NAME>ley Longman (3rd Edition) 2000 [JN] \- <NAME>, _Inside Terrorism_ , Columbia University Press, 1998 [BH} \- <NAME>, et al, _Nonproliferation Primer_ , M.I.T. Press, 1995 [RF] COURSE SYLLABUS & READINGS I \- THEORIES OF CONFLICT & SECURITY 1. The New World of Conflict & Security AIs There an Eduring Logic of Conflict in World Politics?@ JN: 1-11 <NAME>, "World Interests and the Changing Dimensions of Security," K&C: 1-17 <NAME>, "The End of History?" RB: 5-16 <NAME>, AThe Obsolescence of Major War,@ RB: 128-139 <NAME>, "Why We Will Soon Miss the Cold War," RB: 17-32 2. Classical Perspectives on War and Peace AThe Peloponnesian War@ JN: 11-19 Thucydides, "The Melian Dialogue," RB: 37-41 <NAME>, ADoing Evil in Order to Do Good,@ RB: 42-46 <NAME>, "Society and Anarchy in International Relations," RB: 110-120 3. Realist and Idealist Perspectives <NAME>, "Realism and Idealism," RB: 51-67 <NAME>, "The Origins of War in Neorealist Theory," RB: 68-74 <NAME>, "Hegemonic War and International Change," RB: 75-86 <NAME>, "Power, Culprits and Arms," RB: 87-98 <NAME> and <NAME>, "Power and Interdependence," RB: 121-127 4. Defense, Deterrence and Collective Security ABalance of Power and World War I@ JN: 54-77 AThe Failure of Collective Security and World War II@ JN: 81-104 AThe Role of Nuclear Weapons@ JN: 131-140 5. The Morality and Laws of War AEthical Questions and International Politics@ JN: 19-26 AMoral Issues@ JN: 140-143 II. CIVIL WARS AND REGIONAL CONFLICT ISSUES 1. Ethnicity, Nationalism and Civil War <NAME>, "The Causes of Internal Conflict," K&C: 180-199 <NAME>, "Nations and Nationalism," RB: 324-334 <NAME>, APossible and Impossible Solutions to Ethnic Civil Wars,@ RB: 348-365 <NAME>, AThe Troubled History of Partition,@ RB: 366-374 <NAME>, "Competing Nationalisms: Secessionist Movements and the State," in _Harvard_ _International Review_ , Summer 1997. [Handout] 2. International Intervention and New Age Conflict ASovereignty and Intervention@ JN: 147-155 <NAME>, AThe Delusion of Impartial Intervention,@ RB: 537-547 <NAME>, "The Imperial Impulse: Russia and the Near Abroad," K&C: 78-95 <NAME>, AThe Clash of Civilizations,@ RB: 207-224 <NAME>, AJihad Vs. McWorld,@ RB: 558-567 3\. Low Intensity Conflcts: Insurgency, Terrorism, Proxy Wars <NAME>, _Inside Terrorism_ , BH: Selected sections Lectures/Handouts III. ARMS CONTROL, PEACE-KEEPING & ENVIRONMENTAL SECURITY 1. Proliferation of Weapons of Mass Destruction <NAME>, _Non-Proliferation Primer_ , 1-125 <NAME>, "Nuclear Proliferation and Nonproliferation in the 1990s," K&C: 135-159 <NAME>, "The Spread of Nuclear Weapons: More May be Better,@ RB: 451-462 2. The International Trade in Arms <NAME> & <NAME>, "Fanning the Flames of War: Conventional Arms Transfers in the 1990s," K&C: 160-179 4. The United Nations and Peace-Keeping Forces <NAME> and <NAME>, "Evolution of UN Peacekeeping and Peacemaking," K&C: 200-228 5. Environmental & Demographic Security <NAME>, "International Environmental Cooperation as a Contribution to World Security," K&C, 317-341 <NAME>, "The War Over Water," RB: 483-492 Char<NAME> & <NAME>, "Global Violence Against Women," K&C: 229-248 <NAME>, "Environmental Changes as Causes of Acute Conflict," RB: 493-508 <NAME>, "Demographic Challenges to World Security," K&C: 366-385 GRADE SCALE The following chart indicates approximately how Letter Grades correspond to the Numerical Range of Points obtained in the individual and cumulative examinations and quizzes. Letter Out of Out of Out of Out of Out of Out of Grade 15 30 45 60 75 100 A 14.5 - 15 28.5 \- 30 42.5 - 45 56.5 - 60 70.5 - 75 94 - 100 AB 13.5 - 14 27 - 28 40 \- 42 53.5 \- 56 66.5 - 70 89 - 93 B 12.5 - 13 25 \- 26.5 37.5 - 39.5 50.5 - 53 63 - 66 84 - 88 BC 11.5 - 12 23.5 \- 24.5 35.5 - 37 47.5 - 50 59 - 62.5 79 - 83 C 11 22 - 23 33.5 \- 35 44.5 - 47 55.5 - 58.5 74 - 78 CD 10 - 10.5 20.5 \- 21.5 31 - 33 41.5 \- 44 51.5 - 55 69 - 73 D 9.5 19 - 20 28.5 \- 30.5 38.5 - 41 48 - 51 64 - 68 F Below 9 Below 18 Below 28 Below 38 Below 47 Below 63 <file_sep># ![Other Team Projects](_derived/other.htm_cmp_canvas110_bnr.gif) ![](_themes/canvas/acnvrule.gif) --- \| \| 1999 Summer Academy Team Projects Babson College <NAME>; <EMAIL> The Babson team at the AAHE Summer Academy will plan Babson's effort to improve undergraduate writing -- including proposing a working team and designing a process to facilitate faculty and student peer sharing within and across institutions, to share rubrics, to improve assessment of writing, to increase the use of portfolios, and to contribute to developing baseline standards for undergraduate writing. California State University, Stanislaus <NAME>; <EMAIL> In summer 1999, we wish to develop the learning goals and a curricular outline for a new Honors program, Honors 2000. During the planning processes over the past two years, we concluded that our current honors program does not meet the needs of the students, nor does it have sufficient academic rigor. Moreover, we are committed to a program being accessible and of interest to students in all majors, to students of varying ages and levels of experience, and to students taking courses at our off-campus centers. We wish to design Honors 2000 as a centerpiece of our academic programs, founded on the values of academic excellence and our commitment to students working with faculty and with each other to explore and share ideas as a community of scholars. We want Honors 2000 students to participate in high-level coursework that helps them develop skills in information competence, research, critical thinking, academic writing, and other areas central to their individual major or discipline. We also want students to participate in co-curricular activities that enrich their academic experience and the life of the campus. This year's Summer Academy will enable our team to design the program that meets these goals. C entral Michigan University <NAME>; <EMAIL> Our primary objective is to learn from other institutions about how they systematically address faculty development activities and objectives, and to gain information regarding the construction and implementation of their faculty development centers. At CMU we have long discussed the need for a faculty development center to help meet the needs of our faculty both in the classroom and in their research and creative activities. We have numerous on- going faculty development activities, but there is very little coordination and continuity. A number of the topics listed for consideration at the Fourth Annual Summer Academy are also of interest to our faculty and administration and relate to the topic of a faculty development center. Some of the suggested topics that have particular relevance include outcomes assessment, teaching portfolios, learning communities, problem-based learning, service-learning, faculty reward systems, and technology-based instruction. The primary focus of our project is to develop a faculty development plan that will help sustain faculty creativity in the classroom and in the area of scholarship. We hope to create a plan that helps faculty increase their activity with individual students, e.g. expanded faculty-student research, incorporating service- learning into student programs, authentic outcomes assessment. We need a plan that provides an appropriate faculty reward system that recognizes contributions to undergraduate education. Concordia College <NAME>; <EMAIL> Concordia College has initiated a curriculum review to ensure that the college is still succeeding with our institutional mission in the face of a changing world and changing student needs. There is a consensus that our community could benefit from this process to build ownership in the curriculum. The faculty has designed a two-year review process, facilitated by five "leadership teams." Each team includes an administrator, seven faculty members, and two students. The task of the first leadership team was to study "who are our students, and what should they know?", and to clarify the vision of how our mission statement is carried out in the educational program. We, the second leadership team, are charged with examining assessment results from our institution and exploring curricular models from other institutions. Our findings will then be shared and used to sketch out an outline for the college's curriculum. Our group proposes to use the Summer Academy to explore a variety of curricular models and components and identify which ones should be considered for Concordia's curriculum. We feel that we could both benefit from the interaction with the Summer Academy participants and from the opportunity to work on our project as a team. Del Mar College <NAME>; <EMAIL> While at the Summer Academy, we plan to explore the theories and practices concerning learning communities and develop a plan for encouraging and implementing them at Del Mar College. Our first priority is to investigate types and models of learning communities. We will also want to spend time delineating the roles of those who will be involved in this project, from faculty to student service personnel and administrators. In addition, we will need to devise methods of educating faculty and staff and generating enthusiasm and support for the development of learning communities. We will then need a scheme for implementing these communities, including plans for assessment measures, faculty development, and administrative support. DePaul University <NAME>; <EMAIL> and <NAME>; <EMAIL> One part of DePaul's five-year U.S. Department of Education Title III grant is devoted to advising issues. In October 1998, the DePaul Advising Project was formed, comprising 38 faculty, staff, and students. That group is working through six subcommittees, which are charged to produce reports by June 1999 (holistic advising, technology, first-year programs, assessment and evaluation, advisor development and rewards, and communication). Representatives of the Project will be part of our team. The recommendations of those subcommittees will form the core of the charge to this summer's Academy team from DePaul. George Mason University <NAME>; <EMAIL> The George Mason team is composed of faculty members who teach in either its integrative studies program in New Century College or its new general education honors program in the College of Arts and Sciences. The primary objective of the project is to develop a cross-unit team that will build an inter-unit working relationship. The goals of the inter-unit relationship will be to share faculty and student development opportunities, exchange learning experiences and learning initiatives, and undertake curricular development and quality enhancements. Both programs are instrumental in building student community at George Mason University as well, and team members will develop ideas for enhancing such community. The long-term goal of the project is to use the inter-unit team as means for continued sharing and exchange, as well as for undertaking faculty development initiatives university-wide. Georgia State University <NAME>; <EMAIL> The Summer Academy team proposes that the University consider modifying its core curriculum by structuring elements of computer-based instruction into courses for all students. Furthermore, the team recommends that the University consider requiring that all majors have a course, or sequence of courses, that provide computer instruction appropriate to its discipline. These structural changes should satisfy Southern Association of Colleges and Schools (SACS) requirements and help to advance student learning. The Georgia State team will return to campus with the following implementation plan. First, we will have identified departments whose courses could be structured for computer-based instruction. We will provide to the curriculum committees of these departments a request to consider having their faculty provide computer-based instruction in their required core courses. To assist this process we will prepare supporting grants for instructional technology and faculty development for use in the 2000-2001 academic year Indiana University - Purdue University \- Indianapolis (IUPUI) <NAME>; <EMAIL> This project would link two important initiatives - first semester learning communities and the connection between student life and academic affairs. We have clearly articulated the major learning outcomes for the seminars and we have made excellent progress to date on incorporating campus academic resources (resident faculty, librarians, academic advisors, peer mentor program, and information technology) in support of the seminar which introduces entering students to the expectations and opportunities of university learning. The goal for this project is to identify ways to connect the resources and personnel of student life in direct support of the learning outcomes of the first year seminar The Metropolitan Community Colleges <NAME>; <EMAIL> The Metropolitan Community Colleges' 1999 Summer Academy Team, building upon the work begun by the 1997 and 1998 teams, will develop an overall strategy and specific plan for internalizing the vision statement. 1) Identify conditions necessary for institutionalizing the vision, revisiting last summer's work and addressing enablers and barriers. 2) Revise the proposed vision statement based on feedback from the district leaders we have identified as our resource group, from the district Strategic Planning Committee, and from the district General Education Task Force. 3) Obtain feedback on the revised vision statement from AAHE advisors and other colleges attending the Summer Academy. 4) Review and revise the vision statement approval process. 5) Plan fall 1999 inservice session. 6) Develop a strategy for creating a web page to communicate current progress on district initiatives. Missouri General Education Steering Committee <NAME>; <EMAIL> At the 1998 Summer Academy, four institutions from Missouri came to define a common set of general education outcomes. These outcomes could build on sets already defined at their institutions and hopefully serve as a starting point for the development of a core set for the state's general education transfer core to be revised in the 1998-99 Academic Year. While the team's work was not directly embraced by the General Education Steering Committee created to develop the general education core, four of its members were asked to join the Steering Committee, with two of these being named co-chairs. In the intervening year, the Steering Committee has accomplished a great deal. It has: 1) surveyed the state's institutions to ascertain problems with the current general education transfer core, 2) benchmarked other statewide transfer core curricula, 3) developed a rationale for general education, 4) defined a set of good practice principles for general education, 5) begun work on goals for general education and broad competencies for the achievement of those goals. The General Education Steering Committee proposes to undertake several challenging tasks at the Summer Academy: 1) complete work on the statewide general education goals and competencies, 2) define a process for validating that each Missouri institution's general education program meets the statewide goals and competencies, 3) perfect the Committee's general education transfer core and assessment methodology proposal, 4) finalize the design of a statewide student/faculty conference to be convened in the fall of 1999 to consider the Committee's proposal. Mount St. Mary's College <NAME>; <EMAIL> We would very much benefit from coming together in the Academy format to receive expert input and guidance on how to infuse service-learning components into each of our respective courses. The group is interdisciplinary, but share the common interest and desire to accomplish this course redesign. As much as possible, we would like this intensive experience to significantly take us toward a maximally completed product (short of actual community site selection, although with urban partnership center representation, this may also be discussed). Syllabus design is therefore a forefront in our minds as a task to accomplish. As a team, we would also like to examine previous work in the field that supports the value of service-learning as a teaching-learning process. And, because the participating faculty are quite varied in their level of prior experience in service-learning, a review and discussion of its merits and application would be helpful. Northwest Missouri State University <NAME>; <EMAIL> For two years now, Northwest's Student Success Task Force has worked hard to build a comprehensive and coherent system of processes that orient, place, and mentor undergraduate students to enhance their success. (Success is defined as timely graduation or transfer to a specialized program at another institution with maximum intellectual and personal development.) The Task Force, with over 40 members, draws together students, faculty, and staff from virtually every University process with a stake in student success. What is unique about this effort is that it brings together in one cross-functional team all of the players who figure in success of undergraduate students. For the first time, University community members are able to see how their part of the process fits with the others and to shape what they do to complement better the efforts of other units. In addition, they are able to identify opportunities for improvement and work together to bring them about. Pennsylvania State University <NAME>; <EMAIL> After listening to a description of service-learning and public scholarship a reporter for the school newspaper asked, "how can students get involved?" That is our question. Our goal is to develop a shared understanding of the many means by which students at Penn State can become involved in public scholarship. We define public scholarship as the application of discovery in the arts and sciences, which comprise the foundation of the academic community, to issues of consequence in the lives of people-both within the campus environment and beyond. Our project will focus on the development of campus wide, local and community structures to support faculty, staff, student and community development in public scholarship and that will identify and nurture collaborative efforts among public scholarship stakeholders. Rowan University <NAME>; <EMAIL> A team representing five of Rowan's six colleges, the Executive Vice President/Provost and the Director of the Faculty Center propose to work on a faculty development process to facilitate the development and delivery of more interdisciplinary courses and programs. This faculty development process will focus on the examination of interdisciplinary curriculum planning, student- centered instructional strategies and colleague coaching. This team will also serve as a pilot group that will use identified student-centered instructional strategies in the courses they currently teach and will employ colleague coaching to provide one another support as they explore and implement the new student-centered strategies. At the end of the pilot period, the individuals in the pilot group will identify a colleague to add to the group. The additional participants will then study interdisciplinary curriculum planning, student-centered instructional strategies and coaching processes having the pilot group members as mentors. Sinclair Community College <NAME>; <EMAIL> The overall goal of Sinclair's Parallel College project is to better align the services of the college with the needs of the community it serves. During the past two years, a team known as the Pathfinders has been working to support the goal of alignment. As the college enters the third year of it's NSF Institution-wide Reform grant, the Pathfinders team will work to systematize an enabling process. This work will be accomplished by integrating a number of institutional change drivers into a comprehensive Parallel College Process that will enable Sinclair to respond to the rapidly changing requirements of students, employers, and the community at large. The results of the Institution-wide Reform initiative will be higher-quality educational services, in less time, and at a lower cost. Specifically, during the Summer Academy, the team will focus on three objectives: 1) determine how the Parallel College Process can be fully integrated into the organizational structure at Sinclair; 2) develop a systematic way to identify, classify, and address barriers to innovation; 3) provide input to the team plans for the coming academic year. Towson University <NAME>; <EMAIL> Given the projected enrollment growth for Towson University and program expansion that has already occurred and will continue into the next three to five years, the university is focusing on the new faculty of the future. Towson University expects 25% of the current tenured faculty to retire in the next five years. Out of a total 464 tenured faculty, 45 have already retired in the last two years. As retirements occur, the university is reexamining the type of faculty it will need in the future based on its reexamination of the undergraduate curriculum in many disciplines. New program initiatives at graduate and undergraduate levels are moving toward an interdisciplinary focus. This calls for faculty with different expertise and competencies. Some professionals in the field are looking for career changes and are interested in teaching in higher education institutions, but do not see it as a lifelong career, and thus have expressed interest in full-time teaching, but in nontenure-track positions. With few new state positions available, it will be necessary to convert part time faculty positions to full time nontenure track so as not to further exacerbate the imbalance of full time to part time faculty. The university will be engaged in new ways to hire qualified faculty for the next decade. This project will help to: -redefine and rationalize faculty teaching loads -create new types of faculty contracts and positions -reduce the ratio of part-time to full-time faculty. What roles should full-time nontenure track faculty play in the governance structure of the university? In what responsibilities other than teaching should they be participating? University of Cincinnati <NAME>; <EMAIL> Since 1819, UC has grown from a small medical college to a Research I university. That growth has come in part through planned expansion of programs and faculties, but it has also come through the amalgamation of UC with previously independent colleges in the area. In its present form, the university has multiple missions, from open access to doctoral education to community outreach. The results of those origins and of our diverse missions are that 1) organizationally we are more a loose confederation of units than a coherent whole; 2) we often compete against each other for scarce resources instead of collaborating; 3) we often present intercollegiate barriers to our own students; and 4) our culture works against our changing that organization in ways that will better serve students. Four of the university's colleges recently accomplished a breakthrough in establishing a "dual admission" policy in which access students admitted to the three two-year colleges are guaranteed later matriculation in the College of Arts and Sciences if they achieve certain academic goals in their first two years. But that is just the beginning. he proposed project would bring together deans from several of the undergraduate colleges, a representative from our enrollment management division, and a representative from the faculty senate to try to expand this breakthrough in a politically palatable way. Ultimately, we would like to create an institution that is better integrated in its organization, culture, academic vision, and overall mission. University of Maryland <NAME>; <EMAIL> We have been working hard to enhance undergraduate education for all students at the University of Maryland and believe the next set of tasks we need to address are ways to more actively involve undergraduates as researchers and teachers. We have several programs that promote undergraduate research-Senior Summer Scholars, Undergraduate Research Assistant Program, R<NAME>. McNair Scholars, and Gemstone-and some departmental/investigator initiatives. Our Summer Academy team will explore how the University of Maryland can do more than just talk about involving increasing numbers of undergraduates in research and as creators of knowledge. We agree with the assertion in the Boyer report that "the ecology of the university depends on a deep and abiding understanding that inquiry, investigation, and discovery are the heart of the enterprise, whether in funded research projects or in undergraduate classrooms." Undergraduates can also play an important role as facilitators of learning and transmitters of knowledge in a variety of ways. In discussions in the office of Undergraduate Studies, glimmers of a five-part model have emerged that might conceivably be a useful starting point for our exploration and development of undergraduate teaching opportunities. We envision some structure for undergraduate teaching being implemented and presented to undergraduates early in their careers. This structure could complement our enhanced work with undergraduate research. Our work at Summer Academy IV will involve further refining our ideas for expanding research and teaching opportunities for undergraduates. We will also formulate plans for assessing the effectiveness of the various programs and interventions, and for disseminating them much more widely to the campus community so that more students and faculty/staff can be well-informed about opportunities for participation. University of Michigan - Dearborn <NAME>; <EMAIL> Background: A team of faculty from the Department of Natural Science and the School of Education have planned to offer a sequence of science courses for elementary education teachers. The objective is to teach science as it should be/must be taught in Michigan public schools. A local school district has requested that we offer such a sequence based on the science modules they use. The request is also to start this offering beginning this coming Fall term. Project: Using the modules for 5th and 6th grade science, we will develop a sequence of 6 courses (2 life science, 2 planetary/earth science, 2 physical science) to complement already existing introductory courses on methods. We also plan to consider how this sequence for in-service teachers can be modified for our pre-service teachers. At a minimum, we plan to develop course syllabi for the first course in each sequence. We hope to discuss specific lessons and to identify additional supporting information for the in- and pre- service teachers. Related tasks such as sequence of course offering, space considerations, teaching assignments, etc. will be part of the project. Valdosta State University <NAME>; <EMAIL> Our goal this year will be to focus upon the freshman-year experience within the context of the learning community. Student orientation should serve as an immediate introduction to this community and we are currently working toward a radical transformation of traditional practices. The freshman-year experience is being constructed around two newly developed freshman-level courses, a proactive program of learning support intervention, and a greatly increased use of technology to enhance learning and improve communication within the learning community. Weber State University <NAME>; <EMAIL> In 1996 Weber State University became an open access institution with the creation of two tiers, university (students meeting entrance requirements) and college (students who do not). While we have experienced success with college tier students, we have concerns regarding our support for these students. The transition to semesters included a new, higher mathematics requirement increasing the number of college tier students significantly. Statistics show that many students electing developmental mathematics withdraw or fail from Math 0960, First-Course in Algebra. Despite our efforts with Orientation and First-Year experience, we believe that many college tier students do not avail themselves of the support available through tutoring, SSI, academic advising, and other structures. We plan to create a four-pronged support mechanism for college tier students. This will combine the efforts of Tutoring, Developmental Education in Math and English, and Academic Advising with a Mentoring Program we will design. We are hopeful the close interaction of these four entities can create a support structure for student success. This effort will be an excellent opportunity for Student Affairs and Academic Affairs to join in an effective, ongoing partnership. Youngstown State University <NAME>; <EMAIL> Youngstown State's mission will be to continue working on the development and implementation of "Investigative Approaches in the Natural Sciences" (NSF SMET grant). Our specific objectives for the Summer Academy are the following: complete a formal assessment/evaluation of the first pilot section (AS 600- Explorations in the Sciences) offered in Spring 1999 by Biology and Environmental Sciences; integrate the pedagogy for the Biology and Chemistry modules to be used in the second pilot section this Fall (1999); integrate the pedagogy for the Geology and Physical Geography modules to be used in the third pilot section to be offered in the Winter 2000 term; develop an implementation plan for the three module system when the university converts to semesters in Fall 2000. ![](_themes/canvas/acnvrule.gif) ![Team Members](_derived/newpage1.htm_cmp_canvas110_hbtn.gif) ![Application](_derived/applicat.htm_cmp_canvas110_hbtn.gif) ![Schedule](_derived/schedule.htm_cmp_canvas110_hbtn.gif) ![Presentation](_derived/presenta.htm_cmp_canvas110_hbtn.gif) ![Assignments](_derived/assignments.htm_cmp_canvas110_hbtn.gif) ![Other Team Projects](_derived/other.htm_cmp_canvas110_hbtn_p.gif) ![Links](_derived/links.htm_cmp_canvas110_hbtn.gif) ![Search](_derived/search.htm_cmp_canvas110_hbtn.gif) ![Discussions](_derived/discuss.htm_cmp_canvas110_hbtn.gif) ---\|---\|--- For questions or comments contact <NAME> Last updated: July 03, 1999. --- <file_sep>#feature POS-Onehot import re from nltk import tag def get_datafile_tags(): #filename with open("10013_Syllabus_for_HY_390_--_Hitler_&_Nazi_Germany.txt","r") as fp: readfile = fp.read() text=re.sub(r'\s+', ' ',readfile) #print(text) #for word in text: str=text.split() #print(str) tagged_sent=tag.pos_tag(str) return (tagged_sent) #print(get_datafile_tags()) def get_posList(): pos_list=[] data=get_datafile_tags() #data = [('Syllabus', 'NNP'), ('for', 'IN'), ('HY', 'NNP'), ('390', 'CD')] for i in range(0,len(data)): pos_list.append(data[i][1]) #print(data[i][1]) i=i+1 return pos_list def get_wordList(): word_list=[] #data = [('Syllabus', 'NNP'), ('for', 'IN'), ('HY', 'NNP'), ('390', 'CD')] data =get_datafile_tags() #print(data) for j in range(0,len(data)): word_list.append(data[j][0]) #print(data[i][1]) j=j+1 return word_list poslist=[] wordlist=[] poslist=get_posList() wordlist=get_wordList() #defind the order of POS_tag POS_tags = ['CC','CD','DT','EX','FW','IN','JJ','JJR','JJS','LS','MD','NN','NNS','NNP','NNPS','PDT','POS','PRP','PRP$','RB','RBR','RBS','RP', 'SYM', 'TO', 'UH', 'VB', 'VBD', 'VBG', 'VBN','VBP','VBZ','WDT','WP','WP$','WRB','$','#','"','"','(',')',',','.',':'] # define a mapping of chars to integers char_to_int = dict((c, i) for i, c in enumerate(POS_tags)) int_to_char = dict((i, c) for i, c in enumerate(POS_tags)) # integer encode input data integer_encoded = [char_to_int[char] for char in poslist] #print(integer_encoded) # one hot encode onehot_encoded = [] for value in integer_encoded: tag = [0 for _ in range(len(POS_tags))] tag[value] = 1 onehot_encoded.append(tag) print(onehot_encoded) #word+encoded def word_encoded_pair(): out = [] for i in range(0, len(wordlist)): #print(i) out.append((wordlist[i], onehot_encoded[i])) return out #print(word_encoded_pair()) #nltk.help.upenn_tagset() with open('10013_Syllabus_for_HY_390_--_Hitler_&_Nazi_Germany_POS.txt','wt') as f: print(word_encoded_pair(),file=f) <file_sep> ![](http://www.uc.edu/cece/arch.gif) \| #### College of Evening and Continuing Education ## Faculty Handbook * * * _Gateway to Lifelong Learning_ ---\|--- EVENING COLLEGE DIVISION INFORMATION About the Evening College Division Administrative Staff The College Mission Academic Council Academic Area Coordinators Organizational Chart FACULTY BENEFITS AND SERVICES Sick Leave Medicare Retirement Photo I.D. Badge Parking Tuition Remission Bookstore Tangeman University Center Library Cincinnati Faculty Club Athletic Facilities CLASS MANAGEMENT Syllabus Class Attendance Official Withdrawal Unofficial Withdrawal Pre/Corequisites Student Data Cards Evaluation of Instruction Faculty Absences CURRICULUM General Education GRADING Class Lists Grade List System of Grading Final Exams Make-up Exams \| SUPPORT SERVICES AND OFFICE PROCEDURES Faculty Service Desk Faculty Resource Room and Mailboxes Faculty News and ComLine Classrooms Duplicating Computer Scored Exams Audio Visual Equipment Library Reserve Procedures Textbook Orders Complimentary Copies Safety and Security GENERAL INFORMATION Smoking Restaurants and Vending Inclement Weather Outreach Sites NEW FACULTY ORIENTATION Teaching Fellows of the College AFFIRMATIVE ACTION (Students and Faculty) Sexual Harassment Disability Services Nondiscrimination Policy FACULTY GRIEVANCE Procedure STUDENT RIGHTS Students' Rights to Privacy Student Grievance Policy APPENDICES Academic Fresh Start Policy and Procedures ---\|--- This handbook outlines policies and procedures relevant to faculty of the Evening College Division of the College of Evening and Continuing Education. Please take time to read it carefully, and keep it for future reference. If you have any questions about the information in this handbook, please contact your academic director, academic area coordinator, or the Evening College Division staff. We will be happy to assist you in any way possible. *ABOUT THE EVENING COLLEGE DIVISION * * The Evening College Division is one of the largest urban evening colleges in the country. We are proud of that fact, and equally proud of the breadth and quality of our course offerings. A great deal of the credit for our success belongs to our excellent faculty. We are pleased that you are a member. The Evening College Division offers programs leading to associate and baccalaureate degrees, certificates and course opportunities in numerous diverse fields of study. The College of Evening and Continuing Education _Bulletin_ contains complete information about these programs. During recent years, the Evening College Division has granted about 400 degrees (associate and baccalaureate) annually. Approximately 4,500 students enroll each autumn quarter; additional students enroll throughout the academic year. The Evening College Division cannot offer full-time or tenured faculty positions. All our faculty are considered part-time. Many of our faculty have full-time teaching appointments in other colleges at UC. Most, though, are drawn from the community at large. Our goal in hiring is for our faculty to have at least a master's degree and increasingly we are enlarging our emphasis on hiring terminal degrees. The University of Cincinnati is accredited by the North Central Association of Colleges and Secondary Schools, is a member of the National Commission on Accrediting, and is recognized by the Ohio State Department of Education. It also has professional accreditation in many specialized fields. THE COLLEGE MISSION** The College of Evening and Continuing Education provides a _gateway_ to the educational resources of the University of Cincinnati for adults and other nontraditional students. * _We create programs that meet when and where students need them _ including evenings and weekends, on-and off-campus in traditional and nontraditional formats. * We offer a variety of baccalaureate and associate degrees, as well as credit and noncredit programs, that respond to the traditional and contemporary needs and interests of our varied constituencies. * We encourage the university faculty, as well as the professional, business, and civic communities, to transform ideas and challenges into high quality lifelong education opportunities. * We assi st students in identifying and achieving educational goals by providing a full range of specialized support services and by serving as their advocate throughout the university. We value t he personal fulfillment and professional development that come from lifelong learning and the significant contributions of a diverse college community. ACADEMIC COUNCIL The academic council is composed of representatives elected by the faculty of the Evening College Division. It has the authority to act for the faculty between business meetings on all academic matters of the Evening College Division. The dean of the college serves as chairperson of the council. Serving the faculty as elected members of the academic council are: ** ACADEMIC AREA COORDINATORS An academic area coordinator (AAC) serves as liaison between the college administration and the faculty of his/her area. The AAC assists the academic director in curriculum review and development, and in faculty recruitment and orientation. Most AACs have full-time faculty appointments elsewhere at UC. \| _Area_ \| Coordinator ---\|--- Accounting/Finance 410/430 \| <NAME> Addictions Studies/059 \| <NAME> Arts/Visual & Performing 060/325/741 \| <NAME> Biological Science 047 \| <NAME> Business Technology 413 \| <NAME> Chemistry 035 \| <NAME> Communication 619 \| <NAME> Criminal Justice 078 \| <NAME> Economics/Statistics/Business Law 080/417/420 \| <NAME> Engineering 031/032/257/260/267 \| <NAME> Freshman Composition 001 \| <NAME> History/Classics/Geography/Political Sci.. 075/370/007/041 \| <NAME>- Schmidt Horticulture 043 \| <NAME> Human Resources/Management/Marketing 415/455/460 \| <NAME> Information Technology 441 \| <NAME> Legal Assisting 335 \| <NAME> Literature 001 \| <NAME> Mathematics 025 (under 261) \| <NAME> Mathematics 025 (261 and over) \| <NAME> Philosophy/ReligiousStudies 065/067 \| <NAME> Psychology 055 \| <NAME> Sociology/Anthropology/Social Work/Urban Plan 090/091/058/088 \| <NAME> Writing/Journalism 001/440 \| <NAME> FACULTY BENEFITS AND SERVICE * * * SICK LEAVE An Evening College Division faculty member who is unable to attend to his/her duties because of personal illness, injury, exposure to contagious disease which could be communicated to others, or because of illness, injury or death in his/her immediate family, may utilize accumulated sick leave to cover absence from duty. _Accrual_ Time worked is based upon actual contact hours (with a contact hour representing 50 minutes) rather than on credit hours. The Evening College Division uses a base of 10 weeks per quarter. State regulations provide that for part-time personnel, sick leave is accrued at a rate of 4.6 hours for each 80 hours worked. In contrast to a full-time faculty member, who accrues 1.25 days of sick leave per month, a part-time faculty member in the Evening College Division teaching a 3 credit hour course accrues 18 percent of the full-time amount, that is, 1.25 x .18, or .225 days per month. (In general, each credit hour taught is credited as 6 percent of full-time.) Total sick leave accrual for the academic year is the amount accrued during the autumn, winter, spring and summer quarters. Sick leave is cumulative. The sick leave policy became effective July 1 of 1977. NOTE: Full-time faculty and unclassified employees of the university do not accrue sick leave for supplemental or overload assignments, including teaching in CECE. _Use of Sick Leave_ If the faculty member has sufficient accrued sick leave to cover the absence, he/she will be paid in full. If not, his/her compensation for that quarter will be reduced accordingly. Full-time employees who use accrued sick leave on a given day will not be charged additional sick leave for an Evening College Division class they are scheduled to teach that day. If accrued sick leave is used for Evening College Division classes only, it will be charged at the rate of1/2 day for each evening. _Payment to Substitute_ If the faculty member chooses to charge the absence due to illness against accrued sick leave, the substitute must sign a University Contract verifying remuneration and dates of service. Payment to the substitute will be made at a rate of $35 per credit hour. MEDICARE Federal legislation extends the hospital insurance portion of the FICA tax (Medicare) to employees of state and local governments hired after 3/31/86. The Medicare tax rate for employees is presently 1.45 percent of your monthly income with an equal contribution by the university. Mandatory coverage for newly hired UC employees is retroactive to April 1, 1986. Retirement contributions and optional tax deferred annuities that provide shelters for federal and Ohio income tax purposes are considered wages subject to FICA taxes. Student employees of the university are ineligible for Medicare coverage, and, consequently, are exempt fromthe tax. Note: all employees of the State of Ohio continue to be exempt from Social Security tax, the retirement segment of the FICA tax. RETIREMENT Part-time faculty members participate in the State Teachers Retirement System (STRS). Members=contributions (9.3% of the gross salary) will be deducted automatically from lecturers' compensation. The university contributes 14.0% of earnings. Members' contributions will be refunded upon written request if their Ohio public service ends. Call benefits (513) 556-6381 for more information. _Student_ lecturers are exempted from the Public Employees Retirement System (PERS) if they are enrolled and attending classes during the current academic term at the state institution in which they are employed. If you will no longer be teaching for the college, please notify the college in writing. PHOTO I.D. BADGE** _To take advantage of most services and benefits you will need a UC Faculty Photo I.D. Badge._ (You will automatically receive a CECE Faculty I.D. card at the beginning of the academic year, but you are urged to obtain and carry a UC Faculty Photo I.D. Badge as well.) For safety and security reasons,UC's Department of Public Safety strongly recommends that faculty members obtain a UC Faculty Photo I.D. Badge. To obtain one, please do the following: * Complete a UC Photo I.D. Badge Request card, obtained at the Faculty Support Desk. * Take this completed card, along with a photo I.D. such as a driver's license, to the West Campus Key Control and I.D. Badge Office in the lobby of Four Edwards Center. (Call (513) 556-4946 for office hours.) Your UC Faculty Photo I.D. Badge will be prepared while you wait. * * Note: Student lecturers will receive a CECE Faculty Identification Card, and they should obtain a UC Student Photo I.D. Badge, but they are not eligible for a UC _Faculty_ Photo I.D. Badge. PARKING Evening College Division faculty with valid N-series decals can park on the main campus drives , Zone AA,Zone AE and Stratford Lot. N-series decals are valid from 4 p.m. to7 a.m. Monday-Friday, and all day on weekends with a cash receipt purchased from the booth attendant. Faculty should enter at the Main Gateon Clifton Avenue. Faculty may also choose to purchase an evening lot decal per quarter. Daily cash parking is available in all garage facilities. Cash parking for most surface lots is available after 3 p.m. Please be aware that garage attendants are on duty in garages until 10 p.m. Exiting after 10 p.m. requires payment to a coin unit. To obtain a decal, complete an application form at the Faculty Support Desk in 2510 French Hall. You will be notified when your decal is ready. There is a fine for replacing any UC decal which is lost or stolen. We suggest that you put your new decal in a holder on your dashboard, rather than on your windshield, so you can move it from car to car as necessary. Please keep Parking Services apprised of any vehicle or license changes. Short-term parking to facilitate pick up and delivery of grade lists, duplication orders, etc. is also available to Evening College Division lecturers. By entering the University Avenue entrance and displaying an N-series decal, you can receive a 15 minute pass to park in any white parking stall. For a current list of parking costs and fees or for additional information, call Parking Services in the 4 Edwards Center at (513) 556-2283. TUITION REMISSION Faculty member only is entitled to tuition remission for three credit hours during each quarter in which you teach. Tuition remission is accrued and must be used within 12 months of accrual. Student lecturers are not entitled to tuition remission. COMMUNIVERSITY Faculty are entitled to a 50 percent reduction in the cost of one course in _Communiversity_. Some restrictions apply; see the _Communiversity_ catalog. BOOKSTORE DISCOUNTS You are entitled to the following discounts with a UC Faculty Photo I.D. Badge: * 15 percent discount on all purchases at the UC Bookstore. * 20 percent discount on all regularly priced merchandise at Lance's Campus Store. * 10 percent discount on all purchases at DuBois Bookstore. Some restrictions apply. UC Bookstore will cash first party checks (up to $100) for you. TANGEMAN UNIVERSITY CENTER You are entitled to all the privileges of the Tangeman University Center (TUC) including access to the game room and discounts on tickets to cultural events. Please carry your UC Faculty Photo I.D. Badge. LIBRARY You are entitled to quarter-long loan privileges at Langsam Library, and at most other UC libraries. You may reserve books and other materials for your students. See "Library Reserve Procedures" section. Note: All UC libraries require you to show your UC Faculty Photo I.D. Badge. CINCINNATI FACULTY CLUB You are eligible to join the Cincinnati Faculty Club located in the Faculty Center opposite the UC Bookstore. For your convenience, the Faculty Club is open for lunch from 11 a.m.-3 p.m. and in the evenings for dinner from 5 p.m.-7 p.m. Monday through Friday. For more information/reservations, call (513) 556-4154. ATHLETIC FACILITIES You are entitled to use the university swimming pool, weight room, squash and racquetball courts, and other athletic facilities. Call (513) 556-0604 for scheduling information. Carry your UC Faculty Photo I.D. Badge when you use UC athletic facilities. *CLASS MANAGEMENT * * CLASS SCHEDULING The college must meet the challenge of scheduling courses each quarter and coordinating days and times. When scheduling classes, the college attempts to accommodate faculty and students. Although normal times of CECE classes are from 6:30-9:10 p.m.; days and/or times are subject to change when scheduling conflicts occur. Also, the college reserves the right to cancel classes when appropriate. SYLLABUS The course syllabus is an important guide for the instructor, the student and the college. The outline below will help you prepare a comprehensive syllabus. There are also several sample syllabi in the appendices. If you establish a policy, be sure to state it clearly on the syllabus. You have the right to establish such policies as long as they do not conflict with existing UC or CECE policies. _Note: You must submit a copy of your course syllabus to the Evening College Division Office at the beginning of each quarter._ University of Cincinnati College of Evening and Continuing Education _Faculty Information_ > Faculty Member's Name > Telephone Numbers > Office Hours (if applicable) _Course Information_ Course Title and Number Year and Quarter Meeting Day and Time Location Textbook--title, author, publisher, edition, publication date Pre- and Corequisites Course Objectives Course Format Course Schedule--class dates, exam dates, material covered, assignments, etc. Grading Criteria and Procedures _Administrative Information_ Attendance Policy Withdrawal Policy Incomplete Grade Policy Audit Policy CLASS ATTENDANCE Regular class attendance and class participation are important determinants of student success. Generally, the college expects each student to attend every session of each course for which he/she is registered, and, if absent, to be held accountable for work missed. However, each faculty member has the right to establish and enforce attendance requirements for his/her course. OFFICIAL WITHDRAWAL - "W" Students may drop a course during the first 21 calendar days of any quarter on their own initiative. No instructors signature is required on the drop/add form, and the course is deleted from the student=s academic record. From the 22nd through the 58th calendar day of the quarter, student may withdraw over the signature of their instructor, who must assign a grade of AW or AF. (For Evening College courses only, instructors do not always sign, and a A# denoting a drop may be printed on the final grade roster which the instructor may change to a AW or AF.) After the 58th calendar day of the quarter, no course withdrawals will be considered except where unusual circumstances exist. Exceptions alowing course withdrawal after the 58th day require the signed approval of the Dean=s representative in the student's home college in addition to the instructor's signature and grade. UNOFFICIAL WITHDRAWAL - "UW" When a student registered for undergraduate credit has never attended a class or has stopped attending without explanation, the instructor has several options. If the instructor assigns either a AUW or an AF, the student received 0 (zero) quality points in computing the grade point average. If the grading box is left blank, no grade is recorded. For undergraduates, an AI has no affect on the GPA for one quarter, but thereafter carries 0 (zero) quality points. PRE/COREQUISITES Students are expected to be aware of course pre/corequisites as they appear in the college _Bulletin_. Please announce them at the first class meeting, and include such information on your course syllabus. Ordinarily, students who lack the pre/corequisites should not be allowed to continue in the course and you are within your rights to ask them to withdraw. If you choose to allow the student(s) to remain in the course, you should make it clear to them that they have full responsibility for the consequences of their decision. Do not modify the course or make special concessions to accommodate the student(s). STUDENT DATA CARDS/SHEETS Student Data Cards/Sheets are available at the Faculty Service Desk for faculty who want a record of background information about their students. Instructors usually ask their students to complete the cards during the first class meeting. It is important to inform students that completing the cards is voluntary. Suggestion: For your convenience and the convenience of your students, you might want to prepare a student telephone roster. Ask students to indicate on the Student Data Card/Sheets whether they wish to be included. Type a list of names and phone numbers of those who wish to be included. Have copies made and distribute them to the class. Students are often pleased to have a way to contact each other. If you want to disseminate information to students between class sessions, you can start a telephone chain by calling the first student on the roster. EVALUATION OF INSTRUCTION The Evening College Division uses a questionnaire called the Student Evaluation of Teaching. It is intended to help the college maintain its high quality of instruction, and to provide an opportunity for the faculty member to obtain feedback from students. _Each faculty member is required to process evaluation forms for each regular course taught._ Evaluation packets will be placed in faculty mailboxes near the end of the quarter. Please administer the evaluation as directed. Results of evaluations are made available to students, administrators and faculty. FACULTY ABSENCES Since most Evening College Division classes meet once a week, each session represents a sizeable proportion of the instructional material, as well as a significant financial investment for students. It is important for each faculty member to make every effort to insure that class meets as scheduled. If you are unable to attend class, contact your Academic Director immediately. It it is after 5 p.m. call Faculty Service (513) 556-1139. CURRICULUM * * * GENERAL EDUCATION The General Education Program proposes a common set of requirements to be shared by all degree programs at the University of Cincinnati. These requirements expose students to the main areas of traditional knowledge, as well as to current issues of our day. The courses are designed to teach critical thinking and at least one communication skill oral, written or visual. The General Education Program includes three sets of specific requirements: a freshman English and mathematics requirement, a distribution requirement and a capstone requirement. The College of Evening and Continuing Education will begin a phased implementation of General Education beginning Autumn Quarter, 98-1. All incoming freshmen, and transfer student who are granted fewer than 90 credit hours for prior college work, must fulfill 9 credits in English Composition, 9 credits I mathematics (any CECE math can be used except 104), a minimum of four general education-approved courses across 3-4 distribution areas, and a 3-6 hour capstone experience. Transfer students who are granted 90 hours or more of advanced standing will be required to complete 9 credits in English Composition, 9 credits in mathematics, a minimum of two general education-approved courses across 3 distribution areas, and a 3-6 hour capstone experience. Each year, we will evaluate our situation and continue to add requirements until we are in full compliance with the UC General Education initiative. When in full compliance, each CECE baccalaureate degree student will complete 9 credit hours of English, 9 hours of mathematics, 33 credit hours across 8 distribution areas, and a 3-6 credit hour capstone experience. (See General Education description for a definition/description of distribution areas.) General Education-approved courses are identified in _Learning Opportunities_. A complete listing of UC General Education-approved courses can be found on the Internet at the following address: www.UC.edu/gened _To have your course approved as a General Education course, you must submit a detailed description of what you do (or, intend to do) in your course. A rather extensive review takes place both at the college and university level. Faculty are encouraged to develop/propose courses for approval as general education courses. The college provides a small stipend as an incentive. If interested, please speak with your academic director._ In the future, all CECE baccalaureate students will be required to take 11 General Education courses (33 hours), and a Capstone course (36 hours) in addition to a full year of English and math. Those courses which are approved as General Education courses will be in high demand by students. We expect this demand to change the pattern of course selection by our students. GRADING * * * CLASS LISTS During the first few weeks of the quarter, preliminary class lists will be placed in your mailbox. Each of these lists will indicate enrollment as of a given date. It is wise to call the roll from these preliminary lists. If a student's registration is in doubt, refer the student to the Information/Registration Center. During the fourth week of the quarter, an official class list will be placed in your mailbox. By the time this list is generated, all registrations should be completed. Any student who is not on the list must clarify the matter with the Office of Student Records before returning to class. Do not admit to class a student whose name is not on the official class list, unless he/she has other proof of registration. All class lists are for your use; they need not be returned to the Evening College Division Office. GRADE LIST During the week before final exams, you will receive a grade list. This is the document on which you record and submit students' grades. For students who withdrew after the third week, the symbol # will appear in the grade column. You should assign a W (withdrawal passing) or an F (withdrawal failing) for these students. Since the grade lists are printed one week before the withdrawal period ends, some # notations may not appear. If you assign a W grade to a student who did not withdraw officially, the grade will be changed to UW by the Office of Student Records. When you have completed the grade list, you must _sign_ at the bottom. Keep the professor's copy for your records and take the remaining copies to the Faculty Service Desk. _You must submit your completed grade list by noon on Monday following exam week_. If a grade list is not submitted on time, each student will receive no grade. (If No Grade Reported--Students Contact Instructor). Similarly, any student whose grade is not recorded on the grade list will receive no grade. The registrar leaves the record blank. Note: On the Thursday following exam week, the Registrar's Office mails grade reports to students. These grade reports are the university's only communication to students regarding their grades. Please mention to your students that Evening College Division policy prohibits staff members from telling students what grades they have received. SYSTEM OF GRADING As of 9/98 you will be able to use the +/- system of grading. (Please see Appendix Q for Guidelines) This should make grading in many of our courses much easier. The I grade (incomplete)is given only under documented circumstances like illness, over burdening job situations, etc. It is not administered if a students is performing poorly and simply wishes to take the course again without paying. To remove the incomplete, the student needs to fulfill incomplete assignments decided upon by the instructor prior to issuance of the I grade. A new form will include a section for statement of the reason for the incomplete. The grade of N no longer exists. An IP is issued to mean IN PROGRESS. Courses for which this grade can be issued must be on file with the registrar. Please check to make sure that any course for which you wish to issue this grade has been approved to do so. The grade of Y has been changed to UW, Unofficial Withdrawal. This grade is used if a student has either never attended class or has disappeared without officially withdrawing or has been approved for an I. If a W is on the grade sheet and a student has not withdrawn officially, it will be changed by the registrar to a UW. REGRADING: If for some reason a faculty member cannot complete assignment of a grade, the AD will identify faculty from this university to assist in assigning a grade. It is strongly suggested that no student be allowed to add a class after the second week of class unless there are extenuating circumstances. In this event the circumstances should be discussed with the academic director. After 9/98, a faculty member can change a grade after one year. A grade change is only issued for fulfilling an incomplete or correcting a clerical error. After one year, the Academic Director must approve the grade change. No grade changes can be made after four years. You should make this new policy clear to your students. _Grade_ _Description Quality Points_ A Excellent 4.00 \| B Good 3.00 \| C Satisfactory 2.00 \| D+ 1.33 \| I Incomplete 0 \| P In pass/fail \| UW Unofficial Withdrawal None ---\|---\|---\|---\|---\|---\|--- A- 3.67 \| B- 2.67 \| C- 1.67 \| D Poor 1.00 \| I/F Incomplete to Fail (1 yr) \| T Audit None \| W Withdrawal (Official) None B+ 3.33 \| C+ 2.33 \| \| F Fail 0 \| I/P In Progress \| U Unsatisfactory \| W Withdrawal (Official) None If no grade is reported the registrar leaves the record blank. FINAL EXAMS It is a violation of UC and CECE policy to schedule the final exam early and skip the final class meeting. MAKE-UP EXAMS** The Evening College Division provides proctored make-up exam sessions on several Saturday mornings each quarter. The dates of the sessions are listed on the Lecture/Examination Schedule. The procedure for make-up exams is outlined below. * The faculty member must bring the exams to the Faculty Service Desk by noon on Friday before the make-up exam session. The faculty member will be given an envelope for each exam for each student. He/she should fill in all the blanks on each envelope and insert the exam. * Proctors will be available on Saturday mornings. Contact the Faculty Service Desk for exact times. * Make-up exams will be administered by the college only on the scheduled dates. Any other arrangements must be made privately between instructor and student. * On Monday following the make-up session, a note will be placed in the faculty member's mailbox, indicating that the exams are ready to be picked up. * If a student fails to take the make-up exam within two sessions of the time it is delivered to Faculty Service Desk, the exam will be returned to the faculty member. * When a student completes the requirements of the course, the instructor must submit a Change of Grade form (available at the Faculty Service Desk). If no grade is reported the registrar leaves the record blank *SUPPORT SERVICES AND OFFICE PROCEDURES * * FACULTY SUPPORT DESK The Faculty Support Desk (513) 556-1139 is located in 2510 French Hall. Faculty members use the desk to deliver and pick up materials and to make inquiries. Forms of all types are available here. FACULTY RESOURCE ROOM The college has set aside a room on the second floor of French Hall (Room 2609) especially for use by the Evening College faculty. This room provides the following: Mailboxes Forms Computer/internet Phone (local) Work surfaces Reference materials TV & VCR Meeting area Bulletin Board Coffeemaker Refrigerator Text cabinet Access the room 24 hours a day, seven days a week by using your university I.D. Badge (swipe card). MAILBOXES Faculty mailboxes are located on the walls of the Faculty Resource Room (2609 French Hall) and are assigned, in alphabetical order, to all faculty members teaching in a given quarter. Your mail is inserted in the cubicle above your name tag. _It is extremely important that you check your mailbox before your class meets each week_. Practically every office-initiated communication directed to faculty and students is placed in these mailboxes; thus, it is our primary communication channel. COMLINE This quarterly publication is the primary means the college uses to communicate news, announcements and important dates to faculty and students. _ComLine_ is mailed to homes the second week of the quarter. You will also receive a copy of the _ComLine_ in your mailbox. To place announcements in either publication, contact <NAME>, (513) 556-9178. CLASSROOMS The Scheduling Office will assign a room for your class based on the class size and special needs of the course. If there are problems with your room, please contact the Scheduling Office (513) 556-9183. In case of a room change, a sign will be posted to direct the students to the new location. Call the Faculty Support Desk if your class meets in a location other than the regularly scheduled classroom, as when you have planned a field trip. This will help us inform students who were not aware of the plan, and enable us to locate the class in an emergency. (513) 556-1139 NOTE: If your classroom is locked, Campus Security will respond to unlock it. Call (513) 556-1111, or use one of the blue HELP PHONES located throughout campus. DUPLICATING** The Faculty Support Desk can arrange to have class materials typed and/or duplicated. * Use the Duplication Order request form, available at the Faculty Support Desk. Please adhere to the duplication schedule printed on the form. Working days include Monday-Friday only. Orders received after 3 pm will be logged in the next day. * Materials from clear 8.5x11 or 8.5x14 originals can be reproduced and/or typed. Stencils, offset masters and dittos cannot be used. * Only materials pertaining to your Evening College Division class, such as syllabus, handouts and exams, can be duplicated. * Material covered by copyright laws cannot be duplicated without permission from the publisher. The letter giving you permission to have the material duplicated must be attached to the duplication order. * The beginning of the quarter, mid-term and final exam weeks are the busiest. Any additional time you can give will be appreciated. * Ordinarily your completed order will be placed in your mailbox. In the case of large or confidential orders, however, a note will be placed in your mailbox directing you to the Faculty Support Desk. COMPUTER SCORED EXAMS Many faculty members use exams which can be graded by computer. There is no minimum class size requirement and provisions can be made for combining objective tests with some combination of essay questions. _Procedure_ * Prepare an answer key using a No. 2 pencil which will be used to set the computer with the correct answers. _Do not_ mark anything in the space for student name and ID number. Obtain the User Form and answer sheets at the Faculty Support Desk. * Ask your students to bring two No. 2 pencils to the exam. This is the only kind of pencil which can be used on computer answer sheets. * Complete the User Form as appropriate for your examination. * Deliver your key, the User Form and the students' answer sheets to the Computer I/O Office located in the lower level of Beecher Hall (one floor below the level of the Cashier's Office). You can enter through the rear entrance to Beecher or from the bridge to Tangeman University Center. * During the week of final exams, graded exams will not be delivered to the Faculty Support Desk Wednesday-Friday. On those days, you must pick up your graded exams at the Computer I/O Office. _Output_ You will receive a computer printout along with the key and answer sheets. Please recognize that the program supplies a ranking _score_. It is your responsibility to assign _grades_. On Side 2 of each answer sheet, the date and the number of correct answers will be listed. The computer printout will provide you with exam grades (scores) and an item (question) analysis. 1\. General Statistics > a. Name and Date > b. Parts Scoring > c. Questions omitted/graded > d. Raw Score Statistics (mean, variance, standard deviation) > e. Percentage Score Statistics (mean, variance, standard deviation) 2\. Response Statistics > a. A list in descending order of raw scores, percentage scores, rank, percentile, student's name, ID, percentile deviation from mean, Z-score. > b. The number of students choosing each answer in the top and bottom 27 percent. This also gives two index scores, one of discrimination and the other of difficulty. > c. Histogram of weighted percent scores. > d. Histogram of raw scores. > e. A list in ascending order of ID's. > f. Alphabetical listing by last name. A comparable analysis is also provided with the last exam should you elect to use grade accumulation. AUDIO-VISUAL EQUIPMENT Multimedia Services equipment loan and delivery is located on the 4th floor (main) floor of the Langsam Library. The center has audio-visual equipment available for the use of Evening College Division faculty members. To secure equipment, use the following procedures: * Contact Media Services by phone (513) 556-1980, mail (M.L 0033), or in person. Make your request as soon as you know what you will need. Equipment must be requested no later than one business day in advance, before noon. * Specify the equipment required, the time needed, and the location of your classroom. * Large items will be transported and set up by Media Services. Small items, such as tape recorders and carrousels, must be transported by the faculty member. * In the event of equipment failure, contact Media Services immediately so that the equipment can be repaired or replaced. Media Services will instruct any faculty member in the operation of audio- visual equipment. Projectionists are not available to operate the equipment in the classroom. During autumn, winter and spring quarters Media Services is open as follows: * Monday - Thursday 8 a.m.-10 p.m. * Friday 8 a.m.-4 p.m. During quarter breaks Media Services is open: * Monday - Thursday 8 a.m.-5 p.m. * Friday 8 a.m.-4 p.m. Summer quarter hours may vary. For further information call Media Services Operations Coordinator at (513) 556-1907. NOTE: For information about films and videos call the Film Library at (513) 556-1899. LIBRARY RESERVE PROCEDURES The Evening College Division is served primarily by the Langsam Library (formerly Central Library), but several other UC libraries (e.g., Math, DAAP) offer similar services. Faculty are required to present a UC Faculty Photo I.D. Badge. Following is a list of guidelines for the preparation and submission of reserve requests at Langsam. If these guidelines are observed, the Library will insure that the majority of reserve items requested will be available on the first day of classes. Reserve requests are processed in the order received. _Request Forms._ Requests must be submitted on multi-copy request forms supplied by the Circulation Desk. _Initial Submittal._ To allow for technical processing, recalls, searches, etc., please submit reserve requests according to the following time schedules: * For materials owned by the university libraries, allow three weeks before the beginning of class. For these materials, Library of Congress call numbers, as assigned by the University of Cincinnati Libraries, must be supplied. * For materials which are not owned by the university libraries allow six to eight week before the beginning of classes. * For out of print materials or materials which must be purchased from foreign countries allow at least eight weeks before classes begin. __ _Loan Periods._ The instructor specifies the loan period on which he/she wishes the reserve items to circulate. The following loans are offered: * Two Hour Loan. The material may be used for two hour periods, in the library only. * Overnight Loan. The material may be used for two hours in the library during the day. It may also be charged out for overnight use, beginning three hours before the library closes. It must be returned to the circulation desk the following day, three hours after the library opens. * One Day Loan. The material may be charged out anytime for one day. It must be returned to the circulation desk the following day, three hours after the library opens. * Three Day Loan. The material may be charged out anytime for three days. It must be returned to the circulation desk on the fourth * day, three hours after the library opens. NOTE: All reserve items are held in the closed reserve area to provide maximum security. Library personnel will do their best to protect items on reserve, but the library cannot be held responsible for damaged or lost items. I <file_sep>PEPPERDINE UNIVERSITY SCHOOL OF PUBLIC POLICY THE WORLD LEADERSHIP ROLE OF THE UNITED STATES SYLLABUS MPP 661 Fall, 2000 Wednesdays, 8:00 a.m. - 12:00 p.m. <NAME> Telephone Extension: 7691 Telephone Off-Campus: (323) 969-9116 or (909) 621-6825 FAX: (323) 851-3499 Course Introduction: After the victory of World War II, the United States could have demanded that the devastated nations became its taxpayers. Instead, it gave its own taxes for the rebuilding of the territory and economies of foreign friends and former foes. This nation's strength in war and morality in peace were unprecedented in human history. The United States then became engaged in a Cold War (sometimes very hot) that lasted almost a half-century. Now that the 20th century is done it is recognized throughout the world by current friend and foe alike as the Century of America. Without the United States, it would have been known as the Century of Nazism or the Century of Communism, whichever of the two powers would have won the final battle, not that it would have made much difference since either way it would have been the Century of Slavery. In 1961 during a private Oval Office discussion between President Kennedy and <NAME>, President Kennedy said that foreign policy "is the only important issue for a President to handle, isn't it? I mean who (cares) if the minimum wage is $ 1.15 or $ 1.25 in comparison to something like this?" That remark may make many federal officers close their eyes and shudder as they prefer to put the federal government in areas not delegated to them, but President Kennedy was merely putting President <NAME>'s beliefs into the conversational dialogue of his own times. Since the dismemberment of the Soviet Union, the foreign policy of the United States appears to have become erratic, moving without a sense of destination. Currently, many leading politicians want to continue to cut our defenses while many other leading politicians have adopted the 1972 George McGovern slogan of "Come Home, America." Many business interests have passion for expanding contracts, even in nations ruled by totalitarians. Their moral justification is that such international trade will bring about human rights and democracy in the host countries. Should our federal government continue to encourage such quests in selected countries? If these trends are maintained, will the 21st Century be known as the Century of World Liberty? Or the Century of the People's Republic of China? Or the Century of the Islamic Fundamentalist Revolution? Or the Century of Russia's hegemony? Or will it be known by the name of a power that is currently submerged or yet unborn? Course Description: This course will examine the most critical current questions of U.S. foreign policy. The term "national interest" is now the criterion on which many say they measure those foreign policy areas in which we should become engaged, but what does the term mean? Do we judge national interest on pragmatism or morality or by some kind of undefined balance between the two? Is Bosnia in our national interest? Kosovo? Iraq? The Republic of China on Taiwan? Cuba? Burkina Faso? What is the proper answer to the question, "Should the United States be the policeman of the world?" What did President Clinton have in mind when he said, "The United States should not become involved as a partisan in a war"? Is the United States to be engaged as a non-partisan in wars? Are our armed forces best used for military engagements or as a uniformed Peace Corps? Is the United States currently spending too much, enough, or too little on our military? Was the Strategic Defense Initiative foolish or visionary? In this new century will you see the richest goal of mankind achieved. all the peoples of the world living in liberty? Or will you find yourselves living in times dominated by the ultimate victory of tyrants? Course Objectives: This course will strive for conclusions on current and future U S. foreign policies through examining the magnitude and significance of United States foreign policies during the administrations of U.S. presidents born in the 20th Century, (to quote President Kennedy in his Inaugural Address, "tempered by war, disciplined by a hard and bitter peace, proud of our ancient heritage, and unwilling to witness or permit the slow undoing of those human rights to which this nation has always been committed today at home and around the world.") Although we will discuss the foreign policies of Presidents Kennedy, Johnson, Nixon, Ford, Carter, Reagan, Bush and Clinton, our focus and emphasis will be on what U.S. foreign policy should be in 2000, forward. Grading: Involvement in discussion: 50% (Not absolute) Quality, not length, of final paper: 50% (Not absolute) The paper will be based on the following premise: a new United States President is elected, and that President-elect's campaign has been based on domestic policy (which has been true since 1992) with only tacit remarks about foreign policy. This President has little interest or experience in international affairs; The new President appoints you as Secretary of State and asks you to submit a paper regarding the directions he should take in foreign policy. There is no required list of books to read but, rather, a suggested reading list. Office Hours: Wednesday afternoon after class, or another day/time on request. Course Outline: Current events will dictate a good deal of the order in which we will discuss our foreign policies. Although all the following subjects will be covered, they will not necessarily be in the order listed below. The following is the order we will follow if current events do not dictate changes in sequence: CLASS 1 The U.S. Constitutional Responsibilities Regarding Foreign Affairs Domestic Affairs vs. Foreign Affairs and Defense. Presidential vs. Congressional Authority over Foreign Affairs. Recent Presidential Involvement in Foreign Affairs. Recent Congress' regarding Foreign Affairs. Current International Events Over-View for the remainder of the 106th Congress and the coming 107th Congress. 28 Minute Film of the United States Information Agency (Shown Only in Foreign Countries) "The Five Cities of June" Narrated by <NAME>. (Some of the films to be exhibited were made for the United States Information Agency and never seen in the United States. They were produced for foreign audiences to help achieve U.S. foreign policy objectives. The role of information and communications in service to U.S. foreign policy objectives will be discussed throughout the course.) CLASS 2 Recent Foreign Policy Debates: Kosovo Pakistan and India Elian Gonzalez from Cuba Sierra Leon Ballistic Missile Defense CLASS 3 U.S. Policy Regarding the People's Republic of China The Republic of China on Taiwan Hong Kong and Macau Tibet The Spratly Islands and the South. China Sea CLASS 4 There will be a speech to attend on campus, in which we will discuss global foreign policy. The lecture-session will go from 8:00 am to 10 am. We will then go back to class for continued discussion. CLASS 5 Presidents Kennedy's and Johnson's Continuing Effect on Foreign Affairs including a 90 Minute film of the United States Information Agency for Foreign Distribution: "Years of Lightning, Day of Drums" Narrated by <NAME> CLASS 6 President Nixon's Continuing Effect on Foreign Policy The Presidency - The Congress The Paris Peace Accords including President Clinton's Diplomatic Recognition of Vietnam Detente Regarding the Soviet Union The China Initiative Watergate's Effect on Foreign Policy The War Powers Resolution Personal Notes The Vietnam War, Cambodia, Laos The Media How the Media Influences Foreign Policy Hotel Journalism "The Christmas Bombing" Videotape regarding the Media CLASS 7 Presidents Ford and President Carter's Continuing Effect on Foreign Policy The Mayaquez, Pardoning of Draft Evaders, Human Rights, Nicaragua, Iran, Panama Canal, Camp David Accords U.S. Foreign Policy Regarding Europe, the European Union, Russia, Commonwealth of Independent States, Yugoslavia, NATO Treaty Obligations (The Births and Deaths of SEATO and CENTO), The Foreign Policy Role and the Definition of Propaganda Continuation of Videotape regarding the Media CLASS 8 U.S. Foreign Policy Regarding the Mideast Israel/Arab States "The Peace Process" "Land for Peace" Negotiated Settlements Islamic Fundamentalism Iran Iraq Videotape regarding the Decade of the 1960s CLASS 9 The Philippines, Japan, Korea, India, Pakistan, Afghanistan, Mongolia, Burma. Presidents Reagan and Bush's Continuing Effect on Foreign Policy. U.S. Support of U.K. in Falklands War, Lebanon, Grenada, Terrorism, The Philippines, Attack on Libya, Iran-Contra, Romanian Uprising, the Dismemberment of the Soviet Union, U.S.-Panama, Persian Gulf War Videotape regarding the Decade of the 1970s CLASS 10 U.S. Foreign Policy Regarding the African Continent of 53 Countries Continuing Wars and Totalitarians The New Democracies U.S. Foreign Policy Regarding Latin America Mexico A Continent of 34 Democracies The Cuban Exception Foreign Policy Implications of Next Tuesday's Elections. CLASS 11 Discussion of Foreign Policy Implications of Yesterday's Elections. Terrorism Afghanistan The Logan Act CLASS 12 International Organizations United Nations Organization Organization of African Unity Organization of American States ** CLASS 13 The Third World Foreign Aid - Agency for International Development Integration of Foreign and Domestic Policies Any Areas of President Clinton's Foreign Policy Not Yet Covered CLASS 14 Future U.S. Foreign Policy The Ultimate Foreign Policy: Space Exploration NASA 19 Minute Film, "The Pursuit of Immortality" Narrated by <NAME> CLASS 15 General Discussion <file_sep> ![Crossroads logo](../logo_sm.gif) \| \| ![Technology & Learning](../tech_sm.gif) ![Reference & Research](../ref_sm.gif) ![Communities](../com_sm.gif) ![horizontal red rule](../redrule.gif) ![Curriculum](../cur.gif) ---\|---\|--- ## <NAME> ## University of Iowa** ### Course Syllabus Integrated with the American Studies Crossroads Project * * * #### History of Disability <NAME> <EMAIL> Graduate Seminar Spring, 1998 The primary purpose of this course is to assist you in carrying out a research project in the history of disability. To begin, we will read some of the major texts in disability studies and discuss the central propositions of this new field: that disabled people form a minority group which faces pervasive discrimination; that disability is socially and culturally constructed and changes over time; and that disability is a primary signifier of relations of power. We will discuss the common representational uses of disability, and we will consider how a disability analysis challenges our understanding of key aspects of American history, such as (to name just a few) nativism and immigration restriction, citizenship and civil rights, evolutionary theory and eugenics, and the interrelated ideas of nature, normality, and progress. After this introduction to the field, which is designed to introduce you to a range of topics and methodological approaches, you will pursue an individually designed research project. This may be a new project or a continuation of previous work (but do let me know if it is the latter). Final papers will be 20 to 30 pages and based on research in both primary and secondary sources. The reading schedule is very heavy early in the semester. You are expected to come to class prepared to critically analyze the assigned readings. _In addition, for each class during weeks 2-7_ , you will write a 1-2 page description of a potential research project related to the topic under discussion that week, appropriately limited and defined for a semester project, as well as the types of source material that might be available locally. All books and most articles are on reserve at the library. The following are also available at Prairie Lights: <NAME>, _No Pity: People with Disabilities Forging a New Civil Rights Movement_ (Times Books/Random House, 1993). Thomson, <NAME>, _Extraordinary Bodies: Figuring Physical Disability in American Culture and Literature_ (Columbia University Press, 1997). Thomson, <NAME>, _Freakery: Cultural Spectacles of the Extraordinary Body_ (New York University Press, 1996). Mitchell, <NAME>., and <NAME>, eds., _The Body and Physical Difference: Discourses of Disability_ (University of Michigan Press, 1997). <NAME>., _Forbidden Signs: American Culture and the Campaign Against Sign Language_ (University of Chicago Press, 1996). <NAME>, _Enforcing Normalcy: Disability, Deafness, and the Body_ (Verso Press, 1995). <NAME>., _The Cinema of Isolation: A History of Physical Disability in the Movies_ (Rutgers University Press, 1994). Reading Schedule: > Week 1, 1/20: Introduction. > > > Week 2, 1/27: Disability studies: an introduction to the field. > > <NAME>, No Pity, pp 1-73. > > <NAME>, _Extraordinary Bodies_ , pp 6-51. > <NAME>, "Antidiscrimination laws and Social research on Disability: The Minority Group Perspective." > _Behavioral Sciences and the Law_ 14 (1996): 41-59. > <NAME>, _Politics of Disablement_ , pp 1-11 and 25-42. > > > > Week 3, 2/3: The cultural construction of deafness. > <NAME>, _Mask of Benevolence_ , pp 1-49 (reserved reading list under 158:101). > <NAME>, _Forbidden Signs_ , pp 1-55 (introduction, chapters 1-2) (reserved list 158:101). > <NAME>, _Everyone Here Spoke Sign Language_ , pp 50-67, 75-94. > <NAME>, _Deaf in America_ , pp 1-55. > > Week 4, 2/10: Lives less valued: eugenics, euthanasia, assisted suicide. > <NAME>, _The Surgical Solution_ , pp 30-127 (chapters 3-8). > <NAME>, "<NAME> Daughter," in _The Flamingo's Smile_ , pp306-316. > <NAME>, "Defining the Defective: Eugenics, Aesthetics, and Mass Culture in Early-Twentieth Century America," > in Mitchell, _Discourses of Disability_ , pp 89-101. > <NAME>, "No Less Worthy a Life," _No Pity_ , pp 258-288. > <NAME>, "Abortion and Disability: Who Should and Who Should Not Inhabit the World," in Davis, > _The Disability Studies Reader_ , pp 187-200. > <NAME>, "<NAME>, Assisted Suicide and Social Prejudice," _Issues in Law and Medicine_ 3 (1987): 141-168. > > Week 5, 2/17: The concept of normality. > <NAME>, _Enforcing Normalcy_ , pp 1-49 (chapters 1-2). > <NAME>, _Forbidden Signs_ , pp 108-148 (chapters 4-5). > <NAME>, "Norms, Discipline, and the Law," _Representations_ 30 (Spring 1990): 138-161. > <NAME>, _The Taming of Chance_ , pp 1-10, 160-179 (chapters 1, 19-20). > <NAME>, "<NAME>," in Donley and Buckley, _The Tyranny of the Normal: An Anthology_ , pp 356-61. > > Week 6, 2/24: Freakery. > <NAME>, _Extraordinary Bodies_ , pp 55-80 (chapter 3). > In Thomson, _Freakery_ : > <NAME>, "The Social Construction of Freaks," pp 23-37. > <NAME>, "The Careers of People Exhibited in Freak Shows," pp 38-54. > <NAME>, "Of Men, Missing Links, and Non-Descripts," pp 139-157. > Trent, "Defectives at the World's Fair" (handout - 10 pages). > <NAME>, _Freaks: Myths and Images of the Secret Self_. NY: Simon and Schuster, 1978. (pages TBA). > <NAME>, "Planet of the Normates," book review essay in _American Anthropologist_ 100 (March 1998): 177-180. > > Week 7, 3/3: Policy studies. > <NAME>, _Disabled Policy_ , pp 1-78. > <NAME>, _Disability as a Social Construct: Legislative Roots_ , all read introduction, plus one other chapter to > report on to the group. > <NAME>, "A Historical Preface to the Americans with Disabilities Act," _Journal of Policy History_ 6, No. 1 (1994), 96-119. > > Preliminary proposals due (2 pgs). > > Week 8, 3/10: Representations of Disability in film. > <NAME>, "Screening Stereotypes: Images of Disabled People," _Social Policy_ 16 (1985): 31-37. > <NAME>, _The Cinema of Isolation_. All read introduction, plus one other chapter to report on to the group. Watch > one of the movies described in the chapter you read. Optional: if you wish to bring a video to class to show a five minute > excerpt, I will bring a VCR. > I encourage you to attend at least part of the conference on cinema and disability to be held on campus March 26-28. > > Preliminary bibliography of primary and secondary sources due. > > Spring Break > > Week 9, 3/24: Revised proposals with annotated bibliography of primary and secondary sources due. > Discussion of sample documents: each student will distribute copies of a document that presents an interesting question of > interpretation, to be read and discussed by the group. > > Week 10, 3/31: No class: individual conferences as needed. > > Week 11, 4/7: Progress reports and problem solving. Discussion of sample documents (see week 9 above). > > Week 12, 4/14: No class: individual conferences as needed. > > Week 13, 4/21: Presentations. First drafts due -- bring a copy to exchange with another student for > > > critique, and a copy for the instructor. > > Week 14, 4/28: Critiques of drafts due - bring two copies. Discussion of critiques. > Presentations. > > Week 15, 5/5: Presentations. > > Final papers due Wednesday 5:00 PM of finals week. --- * * * Communities \| Curriculum \| Technology & Learning \| Reference & Research Crossroads home page \| About Crossroads \| What's New \| Visitors' Book This section last updated August 2000. Please send comments to Crossroads Webstaff. <file_sep>### ![](nestitle.jpg) ## GRADUATE COURSES ### NES 500 > Introduction to the Professional Study of the Near East (Abraham Udovitch and staff) > A departmental colloquium designed to introduce students to reference and research tools, major trends in the scholarship of the field, and the faculty of the department. ### NES 501, 502 > Introduction to Islamic Scholarly Tradition (<NAME>) > A hands-on introduction working with and around Arabic texts. ### NES 504 > Introduction to Ottoman Turkish (<NAME>) > An introduction to the writing system and grammar of Ottoman Turkish through close reading of graded selections of printed texts from tghe late Ottoman and early Republican era. ### NES 506 > Ottoman Diplomatics: Paleography and Diplomatic Documents (<NAME>. Hanioglu) > Introduction to Ottoman paleography and diplomatics. Documents will be in _divani_ and _rik'a_ scripts. ### NES 507 > Readings in Talmudic Literature : Sources of Jewish Law and Rabbinic Authority > Critical study of selected texts from the Babylonian and Palestinian Talmuds. ### NES 521, 522 > Readings in Classical Arab Historians and Biographers (<NAME> or Abraham Udovitch) > Extracts from the major genres of medieval Arabic writing relevant to Islamic history. Special attention is given to historical, geographical, and biographical literature. ### NES 523 > Judaeo-Arabic (<NAME>, Abraham Udovitch) > An introduction to the reading of Arabic texts written by medieval Jews in the Hebrew script. ### NES 529 > Readings in Modern Arabic Literature (Samah Selim) > ** ### NES 531, 532 > Readings in Classical Arabic Literature (<NAME>) > The course is based on selections of poetry and prose. Problems of narrative, poetics, and the like may be discussed according to the interests of the class. ### NES 539, 540 > Studies in Persian Literature (<NAME>) > The course studies different genres, periods, and authors, both classical and modern, with an emphasis on various techniques of literary analysis. ### NES 541, 542 > Readings in Ottoman Turkish (<NAME>, <NAME>) > The syllabus varies with the interests of the students and instructor. ### NES 543, 544 > Ottoman Diplomatics (Sukru Hanioglu) > The syllabus varies with the interests of the students and instructor. ### NES 553 > Islamic Religion and Thought (Hossein Modarressi) > Readings of texts illustrative of various issues in Muslim religious and secular thought. The texts are selected in accordance with student needs. ### NES 555 > Islamic Law and Institutions (Hossein Modarressi) > A study of the origins of the shari'ah and its development throughout the Islamic period, with emphasis on aspects relevant to the social and economic history of the medieval Islamic world. The rise and development of the principal political, administrative, legal, and religious institutions of Islam. ### NES 557,558 > Problems in Islamic History (<NAME> or <NAME>) > Studies in Islamic history with reading of relevant source material. The theme varies with the interests of instructor and students. ### NES 561, 562 > Studies in Modern Arab History (<NAME>) > Study of selected topics in the history of the Arab East and of North Africa from the 18th century to the present. ### NES 564/HIS 534 > Islamic Africa before 1900 : Problems in Social and Cultural History (<NAME>) > The impact of Islam upon pre-Islamic institutions, the evolution of Islamic institutions (jihad, almsgiving, prayer, and others) in the African milieu ### NES 571 > Problems in Early Ottoman History (<NAME>) > The origins and development of the Ottoman state, with emphasis on the characteristic features of its cultural, economic, and social life. ### NES 572 > Problems in Ottoman History (<NAME>) > Topics vary from year to year, but the course concentrates on issues in Ottoman institutional, intellectual, and political history, _circa_ 1600-1800. ### NES 573 > Problems in Late Ottoman and Modern Republican History (<NAME>) > Select topics in the intellectual, diplomatic, and political history of the Ottoman Empire and Early Republican Turkey from 1800 to the present. ![](shorange.gif) ### LIST OF OTHER APPROPRIATE COURSES > ### NES 333 > >> Islamic History, 600-1050 (<NAME>) > > ### NES 434 > >> The Ottoman Empire, 1300-1800 (<NAME>) > > ### HIS 500 > >> Introduction to the Professional Study of History (<NAME>, <NAME>) > > ### HIS 509 > >> Introduction to the Historical Study of Underdevelopment , the Atlantic System since 1500 (<NAME>, <NAME>) > > ### POL 515 > >> The Judicial Process in Democratic Systems (<NAME>) > > ### REL 502 > >> Interpretation and Historical Understanding (<NAME>) ![](shorange.gif) ### Reading Courses > These can be set up by individual students with appropriate faculty. > Some recent examples are: > >> ### NES 705 >> >>> Early Islam (<NAME>) >> >> ### NES 707 >> >>> Nationalist Movements from Bosnia to Central Asia: 19th and 20th Centuries (S ukru Hanioglu) ![](shorange.gif) > Visitors to the Department may teach regular departmental courses or special courses reflecting their expertise and interests. Recent examples of the second category are: > >> Cairo (<NAME>) >> >> Topics in International Relations: the Arab-Israeli Conflict (Yehoshafat Harkabi) >> >> History of Palestine and Palestinian Identity (<NAME>) >> >> Modern Arab Political Thought (Sadiq Al-Azm) > > <file_sep># Human Rights as Moral History Draft Syllabus <NAME> This European history course provides a basic undergraduate introduction to the post-1945 regime of humanitarian norms and law. But, more fundamentally, it aims to take a step back and to place that system of belief in historical, ideological, and moral context. The emphasis is on analysis rather than on advocacy. The course is therefore dedicated to four main topics: 1) long-term origins; 2) short-term origins; 3) evolution through the present; and 4) moral defenses and ideological criticisms. The first three topics structure the course and the fourth arises throughout. Thematically, the course is meant to consider rival candidates for the historical roots of human rights, with special focus on the religious background; competing proposals to secure a philosophical justification for the emerging body of norms; and the moral and/or ideological purposes that the movement may serve. Where did it come from? Where is it going? Course Requirements : Attendance and Participation (10%) Two 5-6 pp. papers (25% each) Final Examination (40%) Papers handed in after the due date will be graded down by one letter grade per day. # Assigned Texts The essential and mandatory course text is <NAME> and <NAME>, _International Human Rights in Context_ , 2nd ed. (2000). This is supplemented by many other readings. The following books are available for purchase. <NAME>, _The Problem of Slavery in Western Culture_ (1966) <NAME>, _The Structural Transformation of the Public Sphere_ (1962) <NAME>, _Dark Continent: Europe 's Twentieth Century_ (1998) The other texts (noted with an asterisk below) are available in the course sourcebook. All readings are also on reserve. Schedule of Lectures and Readings** : Introduction 1 Premises of the Course <NAME>, _A History of European Morals_ , excerpts <NAME>, _The Cultural Study of Law_ , excerpts ## PART I: ## PREHISTORY OF THE HUMAN RIGHTS MOVEMENT The Origins of Universalism and the Notion of Humanity 2 Judeo-Christianity and the Value of the Human Person 3 The Enlightenment and Cosmopolitanism <NAME>, "The Ideas of Natural Law and Humanity in World Politics" <NAME>, _The Structural Transformation of the Public Sphere_ , selections The Immorality of Cruelty and the Protection of Bodies 4 How Cruelty Became Wrong and the Body Became Sacrosanct <NAME>, _Ordinary Vices,_ chap. 1, "Putting cruelty first" __ <NAME>, "Bodies, Details, and the Humanitarian Narrative" <NAME>, _Discipline and Punish_ , sections The Origins of the Concept of Rights 5 Medieval and Early Modern Political Theories <NAME>, "The 'Modern' Theory of Natural Law" __ Rights in Modern Liberalism 6 Democratic Revolutions and the Rights of Man 7 The Problematic Distinction between Political and Social Rights U.S. Constitution, "Bill of Rights" __ "Declaration of the Rights of Man and Citizen" Olympe de Gouges, "Declaration of the Rights of Woman and Citizen" Constant, "Ancient and Modern Liberty" Humanitarianism in the Nineteenth Century: Ideology and the Case of Antislavery 8 Abolitionism: Religious Origins and Political Effects 9 The Underside of the Humanitarian Defense of Rights <NAME>, _The Problem of Slavery_ , excerpts <NAME>, "On the Jewish Question" <NAME>, "Capitalism and the Origins of Humanitarian Sentiment" __ The Later Nineteenth Century 10 The Law of War as Catalyst 11 The Hague Regulations and the International Committee of the Red Cross The Hague Regulations for the Conduct of War <NAME>, _Dunant 's Dream_, excerpts <NAME>, "First in the Field" ## PART II: ## INTERWAR, WARTIME, AND POSTWAR ## ORIGINS OF HUMAN RIGHTS The Interwar Collapse of Liberalism 12 The Contest of Ideologies and the Interwar Minorities Regime _ _ <NAME>, _Dark Continent_ , begin Wartime 13 The Holocaust 14 The Wartime Revival of Rights Talk <NAME>, _Dark Continent_ , finish <NAME>, _The Rights of Man and Natural Law_ , sections <NAME>, ed., _Human Rights: An Int 'l Symposium_, sections, esp. B. Croce essay Postwar Justice 15 The Origins of the Concept of Crimes against Humanity and the Nuremberg Trials <NAME>, _Prelude to Nuremberg_ , excerpts <NAME>, "Opening Address for the United States" FILM: _Judgment at Nuremberg_ Founding Documents 16 Origins of the Universal Declaration 17 Raphael Lemkin and the Genocide Convention # "Universal Declaration of Human Rights" __ "Convention for the Prevention of Genocide" <NAME>, "Lemkin's Word" Geneva Conventions <NAME>, "The Perplexities of the Rights of Man" ## PART III: ## THE HUMAN RIGHTS REGIME Human Rights in the United Nations 17 The Covenants and the U.N. Bureaucracy 18 The Cold War and Human Rights <NAME>, _International Human Rights_ , relevant sections The Rise of NGOs 19 Amnesty International 20 Others Steiner, relevant sections <NAME> and <NAME>, _Activists beyond Borders_ , sections The Erosion of Sovereignty? 21 The Implications of Human Rights for Sovereignty and Realism 22 Humanitarian Intervention Steiner, relevant sections Additional Protocols to Geneva Conventions International Justice 23 The History of International Jurisdiction 24 ICTY, ICTR, ICC: The Emergence of International Tribunals Steiner, relevant sections <NAME>, "A World Court that Could Backfire" Present and Future 25 Rights and the Ideological Politics of Neo-Liberalism Steiner, relevant sections <NAME>, "Human Rights: The Midlife Crisis?" <file_sep>Archive-name: martial-arts/faq/part2 Last-modified: 11 August 2002 Posting-Frequency: twice per month Go back to Part One. Go on to Part Three. # rec.martial-arts FAQ - Part 2 of 3 16\. What are the different Arts, Schools, Styles? 1. Aikido \| 2. Baguazhang \| 3. Brazilian JiuJitsu ---\|---\|--- 4. Bushidokan \| 5. Capoeira \| 6. Cha Yon Ryu 7. Cuong Nhu \| 8. Daito Ryu Aiki-Jujustu \| 9. Gatka 10. Hapkido \| 11. Hwa Rang Do \| 12. Iaido 13. Judo \| 14. Jujutsu \| 15. Kajukenbo 16. Kali/Escrima/Arnis \| 17. Karate \| 18. Kendo 19. Kenjutsu \| 20. Kenpo (Amer.) \| 21. Kempo (Kosho Ryu) 22. Kempo (Ryukyu) \| 23. Kobudo \| 24. Krav Maga 25. Kyudo ### in Part 3 of 3: 24. Lua \| 25. MMA/NHB \| 26. Moo Do ---\|---\|--- 27. Muay Thai \| 28. Ninjutsu \| 29. Praying Mantis 30. ROSS \| 31. SAMBO \| 32. Sanshou 33. Savate \| 34. Shogerijutsu \| 35. Shuaijiao 36. Silat \| 37. Tae Kwon Do \| 38. Taijiquan 39. Wing Chun \| 40. Wushu/Gongfu \| 41. Xingyiquan 42. Yoseikan Budo * * ## 16) What are the different Arts, Schools and Styles? This is a question with many, many answers -- some could say that there are as many styles as there are martial artists. So, we'd like to introduce some Schools and Styles that will give you a basic familiarity with the world of martial arts. The Arts are listed alphabetically. Important note: This information is true to the best of the knowledge of those who wrote the descriptions of the various arts. If your style has only a small write up or none at all and you have enough information on it to make a good FAQ entry, write it up in the form shown below and send it to mcweigel.cs.cmu.edu. If you have a question about a particular style or its writeup, one option is to look in the next section for who contributed to the art's writeup, and send e-mail to them. Otherwise, comment to <EMAIL>. ### 16.1) Aikido (Contributors: <NAME> - <EMAIL>, <NAME> - <EMAIL>) #### Intro: Aikido emphasizes evasion and circular/spiral redirection of an attacker's aggressive force into throws, pins, and immobilizations as a primary strategy rather than punches and kicks. #### Origin: Japan. #### History: Aikido was founded in 1942 by Morihei Ueshiba (1883-1969). Prior to this time, Ueshiba called his art "aikibudo" or "aikinomichi". In developing aikido, Ueshiba was heavily influenced by Daito Ryu Aikijujitsu, several styles of Japanese fencing (kenjutsu), spearfighting (yarijutsu), and by the so- called "new religion": omotokyo. Largely because of his deep interest in omotokyo, Ueshiba came to see his aikido as rooted less in techniques for achieving physical domination over others than in attempting to cultivate a "spirit of loving protection for all things." The extent to which Ueshiba's religious and philosophical convictions influenced the direction of technical developments and changes within the corpus of aikido techniques is not known, but many aikido practitioners believe that perfect mastery of aikido would allow one to defend against an attacker without causing serious or permanent injury. #### Descriptions: The primary strategic foundations of aikido are: (1) moving into a position off the line of attack; (2) seizing control of the attacker's balance by means of leverage and timing; (3) applying a throw, pin, or other sort of immobilization (such as a wrist/arm lock). Strikes are not altogether absent from the strategic arsenal of the aikidoist, but their use is primarily (though not, perhaps, exclusively) as a means of distraction -- a strike (called "atemi") is delivered in order to provoke a reaction from the aggressor, thereby creating a window of opportunity, facilitating the application of a throw, pin, or other immobilization. Many aikido schools train (in varying degrees) with weapons. The most commonly used weapons in aikido are the jo (a staff between 4 or 5 feet in length), the bokken (a wooden sword), and the tanto (a knife, usually made of wood, for safety). These weapons are used not only to teach defenses against armed attacks, but also to illustrate principles of aikido movement, distancing, and timing. #### Training: A competitive variant of aikido (Tomiki aikido) holds structured competitions where opponents attempt to score points by stabbing with a foam-rubber knife, or by executing aikido techniques in response to attacks with the knife. Most variants of aikido, however, hold no competitions, matches, or sparring. Instead, techniques are practiced in cooperation with a partner who steadily increases the speed, power, and variety of attacks in accordance with the abilities of the participants. Participants take turns being attacker and defender, usually performing pre-arranged attacks and defenses at the lower levels, gradually working up to full-speed freestyle attacks and defenses. #### Sub-Styles: There are several major variants of aikido. The root variant is the "aikikai", founded by Morihei Ueshiba, and now headed by the founder's grandson, Moriteru Ueshiba. Several organizations in the United States are affiliated with the aikikai, including the United States Aikido Federation, the Aikido Association of America, and Aikido Schools of Ueshiba. Other major variants include: * the "ki society", founded by <NAME>, * yoshinkan aikido, founded by <NAME>, * the kokikai organization, headed by <NAME>, * "Tomiki aikido" named after its founder, <NAME>. ### 16.2)Baguazhang (Pa <NAME>) (Contributors: <NAME> - <EMAIL>, <NAME> - <EMAIL>) #### Intro: Baguazhang is one of the three orthodox "internal" styles of Chinese martial art (the other two being Taijiquan and Xingyiquan). Translated, Bagua means "Eight Trigram". This refers to the eight basic principles described in the ancient metaphysical treatise the Yijing (I-Ching), or "Book of Changes". Bagua is meant to be the physical manifestation of these eight principles. "Zhang" means "palm" and designates Baguazhang as a style of martial art which emphasizes the use of the open hand over the closed fist. Baguazhang as a martial art is based on the theory of continuously changing in response to the situation at hand in order to overcome an opponent with skill rather than brute force. #### Origin: Northern China. #### History: Although there are several theories as to the origins of Baguazhang, recent and exhaustive research by martial scholars in mainland China concludes without reasonable doubt that the art is the creation of one individual, <NAME> (or <NAME>). Dong was born in Wen'an County, Hebei Province about 1813. Dong practiced local martial arts (which reportedly relied heavily upon the use of openhand palm strikes) from his youth and gained some notoriety as a skilled practitioner. At about 40 years of age, Dong left home and travelled southward. At some point during his travels Dong became a member of the Quanzhen (Complete Truth) sect of Taoism. The Taoists of this sect practiced a method of walking in a circle while reciting certain mantras. The practice was designed to quiet the mind and focus the intent as a prelude to enlightenment. Dong later combined the circle walking mechanics with the boxing he had mastered in his youth to create a new style based on mobility and the ability to apply techniques while in constant motion. Dong Haiquan originally called his art "Zhuanzhang" (Turning Palm). In his later years, Dong began to speak of the Art in conjunction with the Eight Trigrams (Bagua) theory expoused in the Book Of Changes (Yijing). When Dong began teaching his "Zhuanzhang" in Beijing, the vast majority of his students were already accomplished martial artists in their own right. Dong's teachings were limited to a few "palm changes" executed while walking the circle and his theory and techniques of combat. His students took Dong's forms and theories and combined them with their original arts. The result is that each of Dong's students ended up with quite different interpretations of the Baguazhang art. Most of the various styles of Baguazhang found today can be traced back to one of several of Dong Haiquan's original students. One of these students was a man called <NAME>. Yin studied with Dong longer than any other and was one of the most respected fighters in the country in his time (he was the personal bodyguard to the Dowager Empress, the highest prestige position of its kind in the entire country). Yin Fu was a master of Luo Hanquan, a Northern Chinese "external" style of boxing before his long apprenticeship with Dong. Another top student of Dong was <NAME>, originally a master of Shuaijiao (Chinese wrestling). Zheng taught a great number of students in his lifetime and variations of his style are many. A third student of Dong which created his own Baguazhang variant was <NAME>. Liang was Dong's youngest student and was probably influenced by other of Dong's older disciples. Although Baguazhang is a relatively new form of martial art, it became famous throughout China during its inventor's lifetime, mainly because of its effectiveness in combat and the high prestige this afforded its practitioners. #### Description: Baguazhang is an art based on evasive footwork and a kind of "guerilla warfare" strategy applied to personal combat. A Bagua fighter relies on strategy and skill rather than the direct use of force against force or brute strength in overcoming an opponent. The strategy employed is one of constant change in response to the spontaneous and "live" quality of combat. Bagua is a very circular art that relies almost entirely on open hand techniques and full body movement to accomplish its goals. It is also characterized by its use of spinning movement and extremely evasive footwork. Many of the techniques in Bagua have analogs in other Northern Chinese systems;however, Bagua's foot work and body mechanics allow the practitioner to set up and execute these techniques while rapidly and smoothly changing movement direction and orientation. Bagua trains the student to be adaptable and evasive, two qualities which dramatically decrease the amount of physical power needed to successfully perform techniques. The basis of the various styles of Baguazhang is the circle walk practice. The practitioner "walks the circle" holding various postures and executing "palm changes" (short patterns of movement or "forms" which train the body mechanics and methods of generating momentum which form the basis of the styles' fighting techniques). All styles have a variation of the "Single Palm Change" which is the most basic form and is the nucleus of the remaining palm changes found in the Art. Besides the Single Palm Change, other forms include the "Double Palm Change" and the "Eight Palm Changes" (also known variously as the "Eight Mother Palms" or the "Old Eight Palms"). These forms make up the foundation of the Art. Baguazhang movements have a characteristic circular nature and there is a great deal of body spinning, turning and rapid changes in direction. In addition to the Single, Double and Eight Palm Changes, most but not all styles of Baguazhang include some variation of the "Sixty-Four Palms." The Sixty-Four Palms include forms which teach the mechanics and sequence of the specific techniques included in the style. These forms take the more general energies developed during the practice of the Palm Changes and focus them into more exact patterns of movement which are applied directly to a specific combat technique. #### Training: Training usually begins with basic movements designed to train the fundamental body mechanics associated with the Art. Very often the student will begin with practicing basic palm changes in place (stationary practice), or by walking the circle while the upper body holds various static postures (Xingzhuang). The purpose of these exercises is to familiarize the beginning student with the feeling of maintaining correct body alignment and mental focus while in motion. The student will progress to learning the various palm changes and related forms. The Sixty-Four Palms or other similar patterns are usually learned after some level of proficiency has been attained with the basic circle walk and palm changes. Some styles practice the Sixty-Four Palms on the circle while other styles practice these forms in a linear fashion. All of the forms in Baguazhang seek to use the power of the whole body in every movement, as the power of the whole will always be much greater than that of isolated parts. The body-energy cultivated is flexible, resilient and "elastic" in nature. In addition to the above, most styles of Baguazhang include various two- person forms and drills as intermediate steps between solo forms and the practice of combat techniques. Although the techniques of Baguazhang are many and various, they all adhere to the above mentioned principles of mobility and skill. Many styles of Baguazhang also include a variety of weapons, ranging from the more "standard" types (straight sword, broadsword, spear) to the "exotic." An interesting difference with other styles of martial arts is that Baguazhang weapons tend to be "oversized," that is they are much bigger than standard weapons of the same type (the extra weight increases the strength and stamina of the user). #### SUBSTYLES: Each of Dong Haiquan's students developed their own "style" of Baguazhang based on their individual backgrounds and previous martial training. Each style has its own specific forms and techniques. All of the different styles adhere to the basic principles of Baguazhang while retaining an individual "flavor" of their own. Most of the styles in existence today can trace their roots to either The Yin Fu, Zheng Dinghua Or Liang Zhenpu variations. Yin Fu styles include a large number of percussive techniques and fast striking combinations (Yin Fu was said to "fight like a tiger," moving in swiftly and knocking his opponent to the ground like a tiger pouncing on prey). The forms include many explosive movements and very quick and evasive footwork. Variations of the Yin Fu style have been passed down through his students and their students, including Men Baozhen, Ma Kuei, Gong Baotian, Fu Zhensong and Lu Shuitian. Zheng Dinghua styles of Baguazhang include palm changes which are done in a smooth and flowing manner, with little display of overt power (Zheng Dinghua's movement was likened to that of a dragon soaring in the clouds). Popular variants of this style include the Gao Yisheng system, Dragon style Baguazhang, "Swimming Body" Baguazhang, the Nine Palace system, Jiang Rongqiaok style (probably the most common form practiced today) and the Sun Ludang style. The Liang Zhenpu style was popularized by his student <NAME> (who was the president of the Beijing Baguazhang Association for many years and who did much to spread his art worldwide). ### 16.3) Brazilian JiuJitsu (Contributor: <NAME> - <EMAIL>) #### Intro: Possibly the premier ground-fighting martial art. Made famous by <NAME> in the early UFCs in the mid-1990's, it specializes in submission grappling when both fighters are on the ground. Techniques include positional control (especially the "guard" position), and submissions such as chokes and arm locks. #### Origin: Brazil. #### History: In the mid-1800's in Japan, there were a large number of styles ("ryu") of jiu-jitsu (sometimes spelled "jujitsu"). Techniques varied between ryu, but generally included all manner of unarmed combat (strikes, throws, locks, chokes, wrestling, etc.) and occasionally some weapons training. One young but skilled master of a number of jiu-jitsu styles, Jigoro Kano, founded his own ryu and created the martial art Judo (aka Kano-ryu jiu-jitsu) in the 1880's. One of Kano's primary insights was to include full-power practice against resisting, competent opponents, rather than solely rely on the partner practice that was much more common at the time. One of Kano's students was <NAME>, who was also known as Count Koma ("Count of Combat"). Maeda emigrated to Brazil in 1914. He was helped a great deal by the Brazilian politician <NAME>, whose father <NAME> had emigrated to Brazil himself from Scotland. In gratitude for the assistance, Maeda taught jiu-jitsu to Gastao's son <NAME>. Carlos in turn taught his brothers Osvaldo, Gastao Jr., Jorge, and Helio. In 1925, Carlos and his brothers opened their first jiu-jitsu academy, and <NAME> was born in Brazil. At this point, the base of techniques in BJJ was similar to those in Kano's Judo academy in Japan. As the years progressed, however, the brothers (notably Carlos and Helio) and their students refined their art via brutal no-rules fights, both in public challenges and on the street. Particularly notable was their willingness to fight outside of weight categories, permitting a skilled small fighter to attempt to defeat a much larger opponent. They began to concentrate more and more on submission ground fighting, especially utilizing the guard position. This allowed a weaker man to defend against a stronger one, bide his time, and eventually emerge victorious. In the 1970's, the undisputed jiu-jitsu champion in Brazil was <NAME>. He had taken the techniques of jiu-jitsu to a new level. Although he was not a large man, his ability to apply leverage using all of his limbs was unprecedented. At this time the techniques of the open guard and its variants (spider guard, butterfly guard) became a part of BJJ. Rolls also developed the first point system for jiu-jitsu only competition. The competitions required wearing a gi, awarded points (but not total victories) for throws and takedowns, and awarded other points for achieving different ground positions (such as passing an opponent's guard). After Rolls' death in a hang-gliding accident, <NAME> became the undisputed (and undefeated!) champion, a legend throughout Brazil and much of the world. He has been the exemplar of Brazilian Jiu-Jitsu technique for the last two decades, since the early 1980's, in both jiu-jitsu competition and no-rules MMA competition. Jiu-jitsu techniques have continued to evolve as the art is constantly tested in both arenas. For example, in the 1990's Roberto "Gordo" Correa, a BJJ black belt, injured one of his knees, and to protect his leg he spent a lot of practice time in the half-guard position. When he returned to high-level jiu- jitsu competition, he had the best half-guard technique in the world. A position that had been thought of as a temporary stopping point, or perhaps a defensive-only position, suddenly acquired a new complexity that rapidly spread throughout the art. In the early 1990's, <NAME> moved from Brazil to Los Angeles. He wished to show the world how well the Gracie art of jiu-jitsu worked. In Brazil, no- rules Mixed Martial Art (MMA) contests (known as "vale tudo") had been popular since <NAME> first opened his academy in 1925, but in the world at large most martial arts competition was internal to a single style, using the specialized rules of that style's practice. Rorion and Art Davie conceived of the Ultimate Fighting Championship. This was a series of pay-per-view television events in the United States that began in 1993. They pitted experts of different martial arts styles against each other in an environment with very few rules, in an attempt to see what techniques "really worked" when put under pressure. Rorion also entered his brother <NAME>, an expert in Brazilian Jiu-Jitsu, as one of the contestants. Royce dominated the first years of the UFC against all comers, amassing eleven victories with no fighting losses. At one event he defeated four different fighters in one night. This, from a fighter that was smaller than most of the others (at 170 lbs, in an event with no weight classes), looked thin and scrawny, and used techniques that most observers, even experienced martial artists, didn't understand. In hindsight, much of Royce's success was due to the fact that he understood very well (and had trained to defend against) the techniques that his opponents would use, whereas they often had no idea what he was doing to them. In addition, the ground fighting strategy and techniques of BJJ are among the most sophisticated in the world. Besides the immediate impact of an explosion of interest in BJJ across the world (particularly in the US and Japan), the lasting impact of Royce's early UFC dominance is that almost every successful MMA fighter now includes BJJ as a significant portion of their training. Description: Brazilian Jiu-Jitsu is primarily a ground-fighting art. Most techniques involve both fighters on the mat. There is a heavy emphasis on positional strategy, which is about which fighter is on top, and where each person's legs are. Positions are stable situations, from which a large variety of techniques are available to both fighters. The primary positions include: * Guard: The person applying the guard is on the bottom with his back on the ground; his legs are wrapped around his opponent's hips (who is said to be "in the guard"). * Side control: Chest-on-chest but without the legs being entangled. * Mount: On top of his opponent (who "is mounted"), sitting on his chest, with one leg on either side of his torso. * Back mount: Behind his opponent, with his feet hooked around his opponent's hips and upper thighs. Specific techniques taught are designed either to improve one's position (for example, to "pass the guard", by going from being "in the guard" to getting around the opponent's legs, resulting in side control); or else as a finishing submissions. Most submissions are either chokes (cutting off the blood supply to the brain) or arm locks (hyperextending the elbow, or twisting the shoulder). Belt ranks start at white belt, and progress through blue, purple, brown, and then black. It generally takes about 2-3 years of training multiple times per week to be promoted to the next belt rank. However, there is no formal rank test. Instead, rank is about the ability to apply jiu-jitsu techniques in a competitive match. A student generally needs to be able to reliably defeat most other students at a given rank in order to be promoted to the next rank. Given the jiu-jitsu roots, and the interest in competition, occasionally related techniques are taught. In each case, other specific martial arts focus on these sets of techniques more than BJJ, and they generally just receive passing mention and rare practice in BJJ training. For example, takedowns tend to be similar to Judo and western wrestling; leg locks (such as in Sambo) are not encouraged but sometimes allowed. Some schools teach street self-defense or weapon defense as well; this instruction tends to be much more like old- style Japanese jiu-jitsu with partner practice, and rarely impacts the day-to- day grappling training. Also, many dedicated BJJ students are also interested in MMA competition, and attempt to practice their techniques without a gi, and sometimes with adding striking from boxing or Muay Thai. #### Training: Most training has students wearing a heavy ("jiu-jitsu" or "Judo") gi/kimono, on a floor with padded mats. A typical class involves 30 minutes of warm ups and conditioning, 30 minutes of technique practice with a willing partner, and 30 minutes of free sparring training, against an opponent of equal skill who attempts to submit you. Most of the training is done with all students on the mat. For example, training usually beings with both students facing each other from a kneeling position. Competition is also encouraged. For a jiu-jitsu tournament, competitors are divided by age, belt rank, and weight class. Time limits are generally five to ten minutes, depending on belt rank. Matches start with both competitiors standing, on a floor with a padded mat. A tap out from submission ends the match. If time runs out without a submission, points determine the winner: * 2 points: Takedown from standing; Knee-on-stomach position; or Scissor, sweep, or flip, using legs (from bottom position to top) * 3 points: Passing the guard * 4 points: Mount; or Mount on back (with leg hooks in) Many BJJ students are also interested in open submission grappling tournaments (different points rules, usually no gi), or Mixed Martial Arts (MMA). Most BJJ instructors encourage such competition, and often assist in the training. However, typically BJJ classes wear a gi, start from the knees, and prohibit strikes. #### Sub-Styles: None. However, note that Brazilian Jiu-Jitsu is sometimes taught under slightly different names. In Brazil it is generally known simply as "jiu-jitsu". Members of the Gracie family often call it "Gracie Jiu-Jitsu", and in fact this name probably pre-dates the now more-generic BJJ for labelling the art when outside of Brazil. (This probably would have become the generic name for the art, but R<NAME> trademarked the phrase for his academy in Torrance, CA. A later lawsuit between Rorion Gracie and Carley Gracie was resolved to permit Gracie family members to use that phrase when teaching their family's art of jiu-jitsu. However, the generic term "Brazilian Jiu-Jitsu" is now preferred for referring to the art independent of instructor.) Also, the Machado brothers (cousins of the Gracies) sometimes call their style "Machado Jiu-Jitsu". Any of these names refer to basically the same art. ### 16.4) Bushidokan (Contributor: <NAME> - <EMAIL>) Bushidokan is an eclectic art of recent origin, founded by <NAME> in the late 1960's. Harrison has studied Judo and Shorin-Ryu karate extensively. The Bushidokan Art is a combination of Okinawan karate, judo, and some JJ, with the primary emphasis on karate. The karate portion of Bushidokan's training is quite similar to Shotokan - definitely Okinawan in ancestry. Bushidokan is best suited for those interested in effective street self-defense, tournament fighting, and fairly rugged physical conditioning. Beginning students learn seven basic stances, seven basic strikes (six linear, one circular), seven basic blocks (one of which is circular) and seven basic kicks. Many of the self-defenses taught incorporate techniniques not included in the "basic" seven, thus exposing the student to a greater variety. These include a number of throws, a few soft (redirecting) blocks, and several wrist/hand locks. Two basic self-defense strategies - a direct counter and an indirect counter - are taught for each type of attack. Sparring is introduced as students progress, but is always optional, and ranges from "no contact" to "full contact". ### 16.5) Capoeira (Contributor: <NAME> - <EMAIL>, "Lagartixa" (Gecko) - <EMAIL>) #### Intro: This is a very acrobatic, very energetic Brazilian martial art. #### Origin: Angola and Brazil #### History: Capoeira is the common name for the group of African martial arts that came out of west Africa and were modifed and mixed in Brazil. These orginal stlyes included weapons, grappling and striking as well as animal forms that became incorpated into different components and sub styles of the popular art. In the 1500's, black slaves from Africa were used in Brazil to build the empire of the sugar cane. These slaves lacked a form of self-defense, and in a way quite parallel to Karate, they developed a martial-art with the things they had in hand, namely, sugar cane knives and 3/4 staffs. Being slaves, they had to disguise the study of the art, and that is how the dance came into it. In the early 1800's Capoeira was outlawed in Brazil, especially in its "home state" of Bahia, where gangs utilized it as their personal fighting style against police. Capoeira was born in the "senzalas", the places where the slaves were kept, and developed in the "quilombos", the places where they used to run to when they fled from their enslavers. #### Description: Capoeira consists of a stylized dance, practiced in a circle called the "roda", with sound background provided by percussion instruments, like the "agogo", the "atabaqui", etc. The "Berimbau" is a non-percussion instrument that is always used on rodas. Capoeira relies heavily on kicks and leg sweeps for attacks and dodges for defenses. Is not uncommon to not be taught any kind of hand strike of parry, though arm positioning for blocks is taught. The "ginga" (meaning "swing), the footwork of Capoeira, consists in changing the basic stance (body facing the adversary, front leg flexed with body weight over it, the other leg stretched back) from the right leg to the left leg again and again. Capoeira also puts a heavy emphasis on ground fighting, but not grappling and locks. Instead, it uses a ground stance (from the basic stance, you just fall over your leg stretched back, flexing it, and leaving the front leg stretched ahead), from which you make feints, dodges, kicks, leg sweeps, acrobatics, etc. Hand positioning is important but it's used only to block attacks and ensure balance, though street fighting "capoeiristas" use the hands for punches. When fighting, it is rare to stop in one stance, and in this case, you just "follow" your opponent with your legs, preventing him from getting close, or preparing a fast acrobatic move to take advantage when he attacks. The rest of the time, you just keep changing stances, feinting, and doing the equivalent of boxing "jabs". #### Training: After a thorough warm-up, standing exercises are done, with emphasis on the "ginga", the footwork characteristic of the art, and on the basic kicks: "bencao", a front-stomping kick, "martelo", a roundhouse kick, "chapa", a side-kick, "meia-lua", a low turning kick, "armada", a high turning kick, "queixada", an outside-inside crescent kick. Then walking sequences are done, with the introduction of sommersaults, backflips and headstands, in couples and individual. Some more technical training follows, with couples beginning a basic and slow "jogo", and then the whole class forms and goes for "roda" game for at least 30 minutes. Capoeira conditions and develops the muscles, especially the abdominal muscles. #### Sub-Styles: Regional: Capoeira in a more artistic, open form, giving more way to athletic prowess and training. The newer, faster, more popular style created by mestre Bimba (the guy who was responsible for the legalization of capoeira and the founder of the first academy). Breakdancing evolved from this style, and 90% of all breakdancing moves come directly from capoeira. This is a faster game, less a fight and more of a showing off. Flourishes, high kicks, and aerial, acrobatic maneuvers are the hallmark of the regional game, which is usually played to the beat of the berimbau known as Sao Bento Grande. Angola: a more closed, harder style that is closest to the original African systems that came to Brazil. The "traditional" capoeira, the game is accompanied by a specific beat of the berimbau by the same name. Angola games are generally slow and low to the ground, and incorporate a lot of trickery, sweeps and takedowns, and physically grueling movements that require great strength and balance. Iuna: Iuna is not really a style of capoeira. Rather, it refers to a rhythm of the berimbau that is played when somebody dies or when mestres (masters) play alone. There is no singing when iuna is played, and only masters allowed to play during iuna. ### 16.6) Cha Yon Ryu (Contributor: <NAME> - <EMAIL>) #### Intro: An eclectic, fairly new martial art. #### History: The Cha Yon Ryu ("Natural Way") system was founded in 1968 by <NAME> of Houston, Texas, who remains Director of the system. Grand Master Kim, who holds upper dan rankings in both tae kwon do and hapkido chose to incorporate into the Cha Yon Ryu system techniques and forms from several different martial arts. #### Description: Tae Kwon Do contributes kicking techniques, strong stances and direct, linear strikes and blocks, as does Shotokan Karate. With the study of movements from Okinawa te (Okinawa), the Cha Yon Ryu practitioner starts to add techniques with some angularity to his/her repertoire, and eventually progresses to the fluid, circular movements of Ch'uan Fa Gongfu. Hapkido is the martial art from which are drawn defenses against chokes, grabs and armed attacks, as well as various throwing and falling techniques. #### Training: The Dojang Hun (Training Hall Oath) Seek perfection of character Live the way of truth Endeavor Be faithful Respect your seniors Refrain from violent behavior #### Sub-Styles: None ### 16.7) Cuong Nhu (pronounced "Kung New") (Contributors: <NAME> and <NAME> - <EMAIL> and http://www4.ncsu.edu/unity/users/r/rafirst/cooldojo/) Cuong Nhu is another eclectic, fairly new martial art, founded in 1965 by Master Ngo Dong in Vietnam. The first US school opened in Gainesville FL in 1971\. Cuong Nhu is an integrated martial art blending hard aspects ("cuong" in Vietnamese) from Shotokan Karate, Wing Chun Gongfu, and American Boxing, with influences from the soft ("nhu" in Vietnamese) arts of Judo, Aikido, and Taiji, in addition to Vovinam, a Vietnamese martial art using both hard and soft techniques. In keeping with its inclusive nature, Cuong Nhu instruction extends beyond the traditionally martial to public speaking, poetry, paintint, and philosophy. There is a strong emphasis on developing self control, modesty, and a non-defeatist attitude. Beginning students focus on the hard, linear arts, mostly modified Shotokan Karate techniques and katas. Experienced students add movements from more advanced softer, circular arts such as Aikido and Taiji. All levels get some exposure to the entire range of styles. Training emphasizes moral and philosophical development, and students discuss the "Code of Ethics" and selections from Cuong Nhu philosophy in class. As with other styles, belt color indicates rank as certified by regional testing. There are approximately 70 Cuong Nhu dojos in the US. For more information or the location of a school near you, the Cuong Nhu Oriental Martial Arts Association (CNOMAA) can be reached at (904) 737-7094 or http://www.cuongnhu.com. ### 16.8) <NAME> (Contributors: <NAME>/<NAME> - <EMAIL> #### Intro: A prominent sub-style of Jujutsu #### History: <NAME> is an old Jujutsu style presumably founded my Minamoto, Yoshimitsu in the eleventh century. Originally, it was only practised by the highest ranking Samurais in the Takeda family in the Kai fiefdom in northern Japan. Feudal overlord Takeda, Shingen died in 1573, and his kinsman Takeda, Kunitsugu moved to the Aizu fiefdom, where he became Jito - overseer of the fief. Kunitsugu introduced Daitoryu Aikijujutsu at the Aizu fiefdom, where the secret fighting art only was taught to the feudal lords and the highest ranking samurais and ladies in waiting. The feudal system was broken down after 1868 when the Meiji restoration begun. Saigo, Tanomo (1829-1905), the heir to Daito-ryu gave the system to Takeda, Sogaku (1859-1943) and instructed him to pass it on to future generations. Takeda, Sogaku first used the term "Daito-ryu Aikijujutsu" in the beginning of the twentieth century and taught the art of it to many students. Takeda, Sogaku taught Daito-ryu from the beginning of the twentieth century until his death in 1943 two of his best known students were Ueshiba, Morihei, founder of Aikido and Choi, Y<NAME>, founder of Hapkido. Other prominent 20th century Daito-ryu masters include Horikawa, Kodo (1894-1980); <NAME> (1895-1979); <NAME> (1931-), the current director of the Daitoryu Aikijujutsu Takumakai; <NAME> (1902-); <NAME> (1916-1993), son of Takeda, Sogaku; <NAME> (1945-); and <NAME> (1925-), who is often considered the most progressive teacher of Daitoryu Aikijujutsu. #### Description and Training: The way of teaching Daitoryu comes from Takeda, Sogaku's students in the same manner as the understanding, feeling and character of the techniques. Daito- ryu Aikijujutsu has four levels of techniques: Shoden (Lowest), Chuden (advanced), Okuden (highest) and Hiden (secret techniques). Shoden The training in Daito-ryu starts with Shoden, where the student learns ukemi (falling and rolling), taisabaki (moving the body), tesabaki and ashisabaki (movements of the hands and feet and legs), defense against grappling, and continues with defense against punches, kicks and weapons, as for instance short and long staffs (tanbo, jo and chobo) and knives and swords (tanto and katana). There are techniques that can be done from standing, sitting or lying positions. The first transmission scroll Hiden Mokuroku describes the first 118 jujutsu techniques from the Shoden level. Chuden These are advanced jujutsu techniques with large soft movements as known from Aikido. The actual aiki training consists of a combination of these techniques and those from Shoden. At this level of training it is allowed to use some amount of force, several steps and large movements. Okuden When doing Okuden all movements should be as small as possible. Breathing, reflexes, circles and timing are used instead of muscles; the techniques are small and fast, and it is not necessary to hold an attacker in order to throw him. The reflexes of the attacker are used against him. He gets a soft shock, similar to an electric shock activating his reflexes, and it becomes easy to manipulate the body of the attacker so it is felt as an extension of one's own. Hiden These are the secret techniques. The real aiki consists always of soft techniques that only work properly when the whole body and proper breathing is used. The attacker is touched easily, you are as glued to him, and the techniques are so small that even experienced budokas cannot see what is happening. However, the most fascinating part of Daito-ryu Aikijujutsu is that it is unnecessary to use physical power for incapacitating the attacker his own force is turned against him. ### 16.9) Gatka (Contributor: <NAME> - <EMAIL>) #### Intro: A Sikh martial art. #### Origins and History: Gatka is the martial art of the Sikhs, and is tied in with the religion Sikhism. It's a weapons-based martial art, which was imparted to the Sikhs in the time of Guru Hargobind Ji (the sixth Guru of the Sikhs) by the Rajputs (Hindu warriors of northern India) in the 16th century, in gratitude for their release from imprisonment by the fledgling Sikh army of that time. The Sikhs at that time opposed the Mughal Empire, which violently oppressed both Sikhs and Hindus in the name of Islam. The Tenth Master of the Sikhs, Guru <NAME>, was an extremely proficient martial artist. He continued to encourage the Sikhs to train seriously in the martial arts, and in 1699 founded the Khalsa, a special Order, to which all Sikhs would thereafter aspire to joining. The Khalsa was subject to strict military and personal discipline, and were enjoined to, inter alia, always carry 5 items with them: the Kanga (a small wooden comb), Kachhehra (long drawers instead of a loincloth), Kara (a steel bracer worn on the right wrist), Kesh (uncut hair) and Kirpan (curved sword). The Khalsa was enjoined to train to fight, and to vigorously resist the oppression of any religious community, including Sikhs and Hindus. The wearing of the kirpan represented the martial character of the Khalsa, and all Sikhs, men, women and children, were encouraged to resist their Mughal oppressors, and to train diligently in gatka. Gatka was used succesfully by the Sikhs throughout the 16th and 17th centuries, in numerous battles against the Mughal forces. Eventually, the Sikhs succeeded in deposing the Mughal overlords, and in creating a new, tolerant rulership in the Punjab (the "Land of Five Rivers", a region in modern-day India and Pakistan). Gatka is, and has always been, taught as a spiritual exercise in Sikhism. Sikhism requires its followers to become absorbed in honouring the Name of God, and this is taught through the ecstatic exercise of gatka. Sikhism and gatka are inextricably intertwined, in many ways. #### Description: Gatka actually refers to the soti, a wooden stick used in training, which is equipped with a basket hilt. The entire martial art is based on the correct use of a vast array of melee (hand-to-hand) weapons. The foundation of the art is the panthra, a basic form and methodology for moving the feet, body, arms and weapons correctly, in unison. Gatka is normally taught with rhythmic accompaniment, and the object is to achieve fluid, natural and flowing movement, without hesitation, doubt or anxiety. The attacking and blocking methods are all based upon the positions of the hands, feet and weapon(s) during the panthra dexterity exercise. Many weapons are taught with special methodologies, in addition to the panthra exercise. There are set of unique "chambers" and other techniques, which are unique to certain weapons, such as the khanda (two-edged sword), the tabar (axe) and the barcha (spear). The most common weapon used by gatka exponents today is the lathi (a stick of varying length), but all of the other traditional weapons are still taught. A common combination in that hands of gatka practitioners of today and in the past is the sword and shield. The panthra exercise is a flowing, non-stop movement, and there are no specific "techniques" as such in gatka. Rather, the methods of attacking and defending are the same, and the application depends on the circumstances at the time. The panthra exercise is practised at the same time as the "Jaap Sahib" prayer is being sung. Also, a three-beat-per-cycle is played by a drummer at the same time. This assists in developing natural and flowing co- ordination. #### Training: Most gatka groups train in a religious or semi-religious situation, such as in a gurdwara (a Sikh place of worship) or in a Sikh cultural centre or school. However, in recent years a number of "Akhara" (regiment or gymnasium) organisations have been founded, with the express purpose of teaching and disseminating the skill of gatka. Gatka students always train with "both hands full", as this is both an excellent exercise for matching the two halves of the body and is emphasised as ideal for combat. Gatka emphasises the superiority of having something in both hands, whether it's two sticks, or a stick and a sword, or a sword and a shield or any other combination. At an advanced level, gatka is always tailored to the practitioner. Hence the gatka practitioner will eventually focus all of his effort on training his or her abilities with a chosen weapon or combination of weapons. #### Competition: Gatka was never originally intended as a competitive sport. However, recently a number of modern gatka organisations have introduced competition. Normally, these are based on a "best of two" or a "best of Five" hits contest between two practitiners. #### How to find an instructor: The best traditional gatka practitioners outside the Punjab are known by word of mouth only. However, some organisations have recently begun teaching their own variation of gatka, in schools and clubs, in the same way as any other martial art. These organisations usually advertise, too. However, their gatka may differ significantly from the traditional form of the art, either by accident or design. It may be fruitful to consult your local gurdwara (Sikh temple) officials in order to find a reputable gatka instructor who is willing to teach you. Discretion (most gatka experts disdain being the centre of attention) and courtesy will be indispensable in finding yourself a willing instructor in the art. ### 16.10) HapKiDo (Contributors: <NAME> - <EMAIL>, <NAME> - <EMAIL>, <NAME> - <EMAIL>) #### Intro: This Korean art is sometimes confused with Aikido, since the Korean and Japanese translation of the names is the same. #### Origin: Korea #### History: Hapkido history is the subject of some controversy. Some sources say that the founder of Hapkido, Choi, Yong Sul was a houseboy/servant (some even say "the adopted son") of Japanese Daito Ryu Aikijujutsu GrandMaster Takeda, Sokaku. In Japan, Choi used the Japanese name Yoshida, Tatsujutsu since all immigrants to Japan took Japanese names at that time. Choi's Japanese name has also been given as Asao, Yoshida by some sources. According to this view, Choi studied under Takeda in Japan from 1913, when he was aged 9, until Takeda died in 1943. However, Daito Ryu records do not reflect this, so hard confirmation has not been available. Some claim that Choi's Daito Ryu training was limited to attending seminars. Ueshiba, Morihei, the founder of Aikido, was also a student of Takeda (this is not disputed). Hapkido and Aikido both have significant similarities to Daito Ryu Aikijujutsu, so it would seem that Hapkido's link to it is real, regardless of how and where Choi was trained. Choi returned to Korea after Takeda's death and began studying Korean arts and teaching Yu Sool or Yawara (other names for jujutsu), eventually calling his kwan ("school") the Hapki Kwan. Ji, Han Jae, began studying under Choi and eventually started his own school, where he taught what he called Hapkido, after the grandmaster's school. Along the way, Hapkido adopted various techniques from Tang Soo Do, Tae Kyon, and other Korean kwans (schools). Korean sources may tend to emphasize the Korean arts lineage of Hapkido over the Aikijujutsu lineage, with some even omitting the Aikijujutsu connection. However, as noted above, the connection can be seen in the techniques. Ji now calls his system Sin Moo Hapkido. He currently lives and teaches in California, as does another former Choi student, Myung, <NAME>, who is GrandMaster of the World Hapkido Federation. Some other Choi Hapkido students are still living. Chang, Chun Il currently resides in NY, and Im, Hyon Soo who lives and teaches in Korea. Both of these men were promoted to 9th dan by Choi. One of the first Hapkido masters to bring the art to the western culture was Han, Bong Soo. In the 1970's and 80's Hapkido was taught as the style of choice to elite South Korean armed forces units. #### Description: Hapkido combines joint locks, pressure points, throws, kicks, and strikes for practical self-defense. More soft than hard and more internal than external, but elements of each are included. Emphasizes circular motion, non-resistive movements, and control of the opponent. Although Hapkido contains both outfighting and infighting techniques, the goal in most situations is to get inside for a close-in strike, lock, or throw. When striking, deriving power from hip rotation is strongly emphasized. #### Training: Varies with organization and instructor. As a general rule, beginners concentrate on basic strikes and kicks, along with a few joint locks and throws. Some of the striking and kicking practice is form-like, that is, with no partner, however, most is done with a partner who is holding heavy pads that the student strikes and kicks full power. Advanced students add a few more strikes and kicks as well as many more throws, locks, and pressure points. There is also some weapons training for advanced students - primarily belt, kubatan, cane, and short staff. Some schools do forms, some do not. Some do sparring and some do not, although at the advanced levels, most schools do at least some sparring. Many Hapkido techniques are unsuitable for use in sparring, as their use would result in injury, even when protective gear is used. Thus, sparring typically uses only a limited subset of techinques. There is generally an emphasis on physical conditioning and excercise, including "ki" exercises. #### Sub-Styles: [more info needed] ### 16.11) Hwa Rang Do (Contributor: <NAME> - <EMAIL>) #### Intro: Hwa Rang Do is a comprehensive martial arts system whose training encompasses unarmed combat, weaponry, internal training and healing techniques. Translated, Hwa Rang Do means "the way of flowering manhood". #### Origin: Korea #### History: For the ancient history of the Hwarang, please refer to the Ancient Korean History section of http://www.hwarangdo.com/hrd1.htm. In March 1942 present day founder of Hwa Rang Do, Dr. <NAME> and his brother, <NAME> was introduced to the Buddhist monk Suahm Dosa by their father, who was a personal friend of the monk, and they began their formal training aged 5 & 6\. The brothers lived and trained as the sole students with the monk mostly in weekends and during school vacations but also trained in other martial arts when they were unable to train under Suahm Dosa. Influences include Boxing, Yudo, Komdo, and Tang Soo Do. In addition the Lee Brothers attained Master level of Dae Dong Ryu Yu Sul (modern name - Hapkido) from its founder Choi Yong Sool in October 1956. In April 1960 Dr. <NAME> created and founded his martial art by combining Suham Dosa's techniques with the other systems he had trained. He choose the name Hwa Rang Kwan to describe his system and this also marked the first time the Hwa Rang was used publicly in connection with unarmed Korean martial arts. There is no way of knowing if the techniques Suahm Dosa taught the brothers actually was the martial art of the Silla Hwa Rang, or another form of monk martial art. In 1967, at the request of President Park, Dr. <NAME> organized the unification of the Korean martial arts and directed the Unified Korean Martial Arts Exposition on May 27, 1968 at the Jang Chung Sports Arena in Seoul. Since it was difficult for all martial art organization leaders to agree on methods of administration, this organization was also disbanded shortly after the exposition. Following the dissolution, Dr. <NAME> Lee concentrated his efforts solely on the development of his martial art to the exclusion of all other martial arts. He renamed it Hwa Rang Do translated to mean "The Way of the Flowering Manhood". (Do - represents "the way" or the "martial art"). Also this marked the first time the character for "Way" was used in connection with the Hwa Rang and the unarmed martial arts. In 1968, Head Grandmaster Joo Sang Lee introduced Hwa Rang Do to the United States of America. Dr. Joo Bang Lee became the system's supreme grandmaster upon Suahm Dosa's death in 1969. He immigrated to America in 1972 and founded the World Hwa Rang Do Association and since then Hwa Rang Do has spread all over the world. Today Dr. Joo Bang Lee presides over the World Hwa Rang Do Association, Hwa Rang Do World Headquarters in Downey, California (USA). #### Description: Hwa Rang Do is a combination of UM (soft/circular movement) and YANG (hard/linear movement). The Mu Sul (martial aspects) of Hwa Rang Do can be further explained in four distinct - though interconnecting - major paths of study. NAE GONG - deals with developing, controlling, and directing one's Ki, or internal energy force, through breathing and meditation exercises in conjunction with specific physical techniques. WAE GONG - Wae gong includes more than 4000 offensive and defensive combative applications. Combining elements predominantly tense and linear in nature with those soft and circular, these techniques mesh to form a natural fighting system. This phase includes full instruction in all hand strikes and blocks (trapping and grabbing as well as deflection applications, using the hands, wrist, forearm, elbows, arms and shoulders), 365 individual kicks, throws and falls from any position and onto any surfaces, human anatomical structure as it pertains to combat applications (knowing and utilizing the body's weak points to effectively control the opponent, regardless of their size), joint manipulation and breaking, finger pressure-point application, prisoner arrest, control and transport, grappling applications, forms, offensive choking and flesh-tearing techniques, defense against multiple opponents, breaking techniques, counter-attacks, and killing techniques. MOO GI GONG - involves the offensive and defensive use of the over 108 traditional weapons found within 20 categories of weaponry. By learning these various weapon systems, the practitioner can most effectively utilize any available object as a weapon as the situation demands. SHIN GONG - is the study, development, and control of the human mind in order to attain one's full potential and mental capabilities. Techniques are taught to achieve an increase in one's total awareness, focus, and concentration levels. Included are instruction in : controlling one's mind; development of the "sixth sense"; memory recall; the study of human character and personalities; practical psychology; visualization; the art of concealment and stealth as utilized by special agents (Sulsa); as well as advanced, secretive applications. Hwa Rang Do teaches both the martial art (mu-sul) and healing art (in-sul). If one is able to injure or worse, then he/she should know how to heal as well, once again maintaining harmony through balance of opposites. First aid applications, revival techniques are taught in conjunction with the traditional full studies of acupuncture, Royal Family acupressure, herbal and natural medicines, and bone setting. #### Training: A typical training session includes Meditation (beginning and end of class). Total body stretching and warm-up exercises. Basic punching and kicking practice. Ki power exercises. "Basic-8" combination drills (which vary by belt rank). Two-man countering techniques (vary by belt rank). Open session which may include: sparring, tumbling, grappling, sweeps, or advanced techniques. Self-defense techniques. Cool down exercises. Hwa Rang Do code of ethics. For further information, please refer to http://www.hwarangdo.com and/or write to: > World Hwa Rang Do Association > 8200 E. Firestone Blvd., > Downey, Ca 90241 > (310) 861-0111 #### Sub-styles: None ### 16.12) Iaido (Contributor: <NAME> - <EMAIL>) #### Intro: The Art of drawing the sword for combat. #### Origin: Japan #### History: This art is very old, and has strong philosophical and historical ties to Kenjutsu. It was practiced by Japanese warriors for centuries. #### Description: The object is to draw the sword perfectly, striking as it is drawn, so that the opponent has no chance to defend against the strike. #### Training: Usually practiced in solo form (kata), but also has partner forms (kumetachi). #### Sub-Styles: Muso Shinden Ryu, Muso Jikishin Ryu, and others. ### 16.13) Judo (Contributors: <NAME> - <EMAIL>, <NAME> - <EMAIL>) #### Intro: Judo is a sport and a way to get in great shape, but is also very useful for self-defense. #### Origin: Japan #### History: Judo is derived from Jujutsu (see Jujutsu). It was created by Professor <NAME> who was born in Japan in 1860 and who died in 1938 after a lifetime of promoting Judo. Mastering several styles of jujutsu in his youth he began to develop his own system based on modern sports principles. In 1882 he founded the Kodokan Judo Institute in Tokyo where he began teaching and which still is the international authority for Judo. The name Judo was chosen because it means the "gentle way". Kano emphasised the larger educational value of training in attack and defense so that it could be a path or way of life that all people could participate in and benefit from. He eliminated some of the traditional jujutsu techniques and changed training methods so that most of the moves could be done with full force to create a decisive victory without injury. The popularity of Judo increased dramatically after a famous contest hosted by the Tokyo police in 1886 where the Judo team defeated the most well-known jujutsu school of the time. It then became a part of the Japanese physical education system and began its spread around the world. In 1964 men's Judo competition became a part of the Olympics, the only eastern martial art that is an official medal sport. In 1992 Judo competition for women was added to the Olympics. #### Description: Judo is practiced on mats and consists primarily of throws (nage-waza), along with katame-waza (grappling), which includes osaekomi-waza (pins), shime-waza (chokes), and kansetsu-waza (armbars). Additional techniques, including atemi- waza (striking) and various joint locks are found in the judo katas. Judo is generally compared to wrestling but it retains its unique combat forms. As a daughter to Jujutsu these techniques are also often taught in Judo classes. Because the founder was involved in education (President of Tokyo University) Judo training emphasizes mental, moral and character development as much as physical training. Most instructors stress the principles of Judo such as the principle of yielding to overcome greater strength or size, as well as the scientific principles of leverage, balance, efficiency, momentum and control. Judo would be a good choice for most children because it is safe and fun. #### Training: Judo training has many forms for different interests. Some students train for competition by sparring and entering the many tournaments that are available. Other students study the traditional art and forms (kata) of Judo. Other students train for self-defense, and yet other students play Judo for fun. Black belts are expected to learn all of these aspects of Judo. #### Sub-Styles: Because Judo originated in modern times it is organized like other major sports with one international governing body, the International Judo Federation (IJF), and one technical authority (Kodokan). There are several small splinter groups (such as the Zen Judo Assoc.) who stress judo as a "do" or path, rather than a sport. Unlike other martial arts, Judo competition rules, training methods, and rank systems are relatively uniform throughout the world. ### 16.14) Jujutsu (Contributor: <NAME> - <EMAIL>ippo.herston.uq.oz.au) #### Intro: Old, practical, fighting art. A parent to Judo, Aikido, and Hapkido. #### Origin: Japan #### History: The begining of Ju-jutsu can be found in the turbulent period of Japanese history between the 8th and 16th Century. During this time, there was almost constant civil war in Japan and the classical weaponed systems were developed and constantly refined on the battle field. Close fighting techniques were developed as part of these systems to be use in conjunction with weapons against armoured, armed apponents. It was from these techniques that Ju-jutsu arose. The first publicly recognised Ju-jutsu ryu was formed by <NAME> in 1532 and consisted of techniques of sword, jo-stick and <file_sep>![](../../../graphics/banners/reg_temp2.gif)![](../page-banner-aci.gif) FALL 2001 This information effective for Fall 2001. Check with instructor the first day of class for any changes. * * * # Sociology #### [SOCY-169] [SOCY-184] ## * * * 169\. Social Inequality Instructor: <NAME> In this class we will study inequality and stratifcation in post-WWI America. The focus will be on cultural representations of inequality and social stratification, through, primarily, film and video. Our main objective this quarter is threefold: a) to understand the broad contours of inequality and social stratification research in sociology, b) to locate the contour sociological research about stratification to different historical periods in the post-war era, and c) to analyze the realm of "popular" culture in relation to sociological research. [top of page] ## * * * 184\. Hunger and Famine ### Please Note: This syllabus from Spring 2000 quarter Instructor: <NAME> Office: Room 320, College 8 e-mail: <EMAIL> Phone: 459-5503 (O); 650-367 8272 (H); 650-245-6769 (Mobile) Office Hours: 2 p.m. - 4 p.m., Tuesdays and Thursdays Famine, mass death from starvation, has been recorded throughout human history. In the twentieth century, this most terrible form of hunger became uncommon in the industrialized world, but famines still occurred in Asia and Africa. Even in parts of the industrialized world, at the beginning of the twenty-first century, persistent hunger and poverty continue to be widespread. Recent findings suggest that famine can be prevented; and in some parts of the world, there has been marked progress in the reduction of poverty. Nevertheless, hunger and poverty remain widespread in Africa, Asia, and the USA. ### Course Description In this course we will examine key writings on hunger and famine and use them to explore film and newspaper representations of these issues. We will debate some questions, including "democracy can prevent famine," and "global institutions should prevent famine and hunger." #### Books and Reader * <NAME>., and <NAME>. (1989). _Hunger and Public Action._ Oxford: Clarendon Press. * <NAME>. (1997). _Famine Crimes: Politics and the Disaster Relief Industry in Africa._ Indian University Press, James Currey. * <NAME>. (1998). _Toward an End to Hunger in America._ Washington DC: Brookings Institution. * A Reader will be available in class during Week 2. #### Films Films will include: * _Consuming Hunger_ \- about television coverage of famine in Ethiopia. * _When Ireland Starved_ \- Irish famine of 1850s. * _Isle of Flowers_ \- Brazilian film about the poverty which requires people to search garbage dumps for food. * _Hunger in America_ \- classic late 1960s documentary describing poor Mexican Americans in Texas, tenant farmers in Virginia, Navajos in Arizona, and African American sharecroppers in Alabama. * _Distant Thunder_ \- film of World War II Bengal famine by famous Indian film-maker <NAME>. * _A Woman's Place_ \- women's initiatives in six countries. #### Activities and Evaluation 1. Personal project: choose a country or region. Collect newspaper articles and journal papers about hunger, famine, poverty in your chosen area. Analyze what these papers say, using ideas from the course. Write an essay describing what you have found. 2. Debates in weeks 4 and 10. You will need to take part in one of the debates - either doing research and/or making the case for or against one of the motions. 3. In-class tests week 3 and week 9. If you come to class and do the readings, the tests should be straightforward. ### Weekly Readings and Activities #### 1\. Introduction What the course is about - how it is organized Films: _Isle of Flowers_ \- Brazilian film about the poverty which requires people to search garbage dumps for food. Vt5480 13 min _Challenge to End Hunger_ (Food First 87) #### 2\. Eating and Hunger > <NAME>., and <NAME>. (1989). _Hunger and Public Action._ Oxford: Clarendon Press. Chapter 3. > > <NAME>. (2000). "Understanding Famine and Hunger." Chapter 3 in <NAME>., and <NAME>. _Poverty and Development into the 21st Century._ Oxford: Oxford University Press. > > FAO (1999). _The State of Food Insecurity in the World._ Summary. (http://www.fao.org). > > <NAME>. (1994). "Diseases of Diet in Affluent Countries." In Harriss- White, B., and Hoffenberg, R. _Food: Multidisciplinary Perspectives._ Oxford and London: Blackwells. > > <NAME>. (1994). "Eating and Being: What food means." In Harriss-White, B., and Hoffenberg, R. _Food: Multidisciplinary Perspectives._ Oxford and London: Blackwells. > > <NAME>. (1994). "Food Symbolism, Gender Power and the Family." In Harriss-White, B., and Hoffenberg, R. _Food: Multidisciplinary Perspectives._ Oxford and London: Blackwells. > > NYT Fight Food. _New York Times Magazine._ Film: _When Ireland Starved_ Discussion of projects #### 3\. Analysis of famine > <NAME>., and <NAME>. (1989). _Hunger and Public Action._ Oxford: Clarendon Press. Chapters 1, 2, and 4. > > <NAME>. (1997). _Famine Crimes: Politics and the Disaster Relief Industry in Africa._ Indian University Press, James Currey. Chapter 1. > > <NAME>. (1994). "Not Enough Food: Malnutrition and Famine." In Harriss- White, B., and <NAME>. _Food: Multidisciplinary Perspectives._ Oxford and London: Blackwells. Film: _Consuming Hunger_ \- about television coverage of famine in Ethiopia In class test #### 4\. Famine > <NAME>., and <NAME>. (1989). _Hunger and Public Action._ Oxford: Clarendon Press. Chapters 5 and 6. > > <NAME>. (1997). _Famine Crimes: Politics and the Disaster Relief Industry in Africa._ Indian University Press, James Currey. Chapters 2 to 4. Discussion of projects Debate: "Democracy can prevent famine" #### 5\. Preventing famine > <NAME>., and <NAME>. (1989). _Hunger and Public Action._ Oxford: Clarendon Press. Chapters 7 and 8. > > <NAME>. (1997). _Famine Crimes: Politics and the Disaster Relief Industry in Africa._ Indian University Press, <NAME>. Chapters 7 - 11 > > <NAME>. (1999). The Value of Democracy. Lecture given in Korea, February. _Development Outreach._ Summer. _Distant Thunder_ \- film of World War II Bengal famine by famous Indian film- maker <NAME> #### 6\. Chronic Hunger and Poverty: progress in some places, global debate In some parts of the world, including South Korea, Cuba, Sri Lanka, and Kerala (India), there appears to have been marked progress in the reduction of hunger and poverty. What can we learn from these cases? > <NAME>., and <NAME>. (1989). _Hunger and Public Action._ Oxford: Clarendon Press. Chapters 9 and 10, 12, and 13. > > UNDP (1999). Human Development Indicators. Selected tables from _Human Development Report 1999_ (http://www.undp.org). _Hunger in America_ \- classic late 1960s documentary describing poor Mexican Americans in Texas, tenant farmers in Virginia, Navajos in Arizona, and African American sharecroppers in Alabama #### 7\. Hunger in the US > <NAME>. (1998). _Toward an End to Hunger in America._ Washington, DC: Brookings Institution. Ch 1-3. _A Woman's Place_ \- women's initiatives in six countries (UCB). Project discussion #### 8\. Preventing hunger in the US > <NAME>. (1998). _Toward an End to Hunger in America._ Washington, DC: Brookings Institution. Chapters 4 - 9. > > <NAME>. (1999). "Devising New Math to Define Poverty: Millions more would be poor in fresher census formula." _New York Times._ October 18. Film: _Legacy of Malthus?_ #### 9\. Attacking hunger and poverty > World Bank (2000). Draft _World Development Report: Attacking Poverty._ Chapters 1 and 2. (http://www.worldbank.org/wdr/) > > <NAME> critique (part of an online discussion of the draft _World Development Report)._ Oxfam film on Grameen Bank In class test #### 10\. Projects Presentation of projects Final debate: "Global institutions should prevent hunger and famine" [top of page] <file_sep>Course Syllabus for... # RURAL SOCIOLOGY 101 Introduction to Sociology Fall 2002 Statler Auditorium Tuesday and Thursday, 10:10 - 11:00 a.m. Discussion Sections Arranged * * * ![](http://instruct1.cit.cornell.edu/courses/rsoc101/eyes.gif) ... ![](http://instruct1.cit.cornell.edu/courses/rsoc101/eyes.gif)... ![](http://instruct1.cit.cornell.edu/courses/rsoc101/eyes.gif)... ![](http://instruct1.cit.cornell.edu/courses/rsoc101/eyes.gif)... Course Web Site: http://courseinfo.cit.cornell.edu/courses/RS101/ Course List Serve: <EMAIL> To subscribe, send an e-mail message to <EMAIL>. In the body of the message: Subscribe RS101-L first name last name. * * * ## COURSE REQUIREMENTS ### ![](http://instruct1.cit.cornell.edu/courses/rsoc101/apple.gif) COURSE INSTRUCTOR: * <NAME> * 333 Warren Hall * 255-1688 * <EMAIL> * Office Hours: T & TR, 11:00 - 12:00 noon ### ![](http://instruct1.cit.cornell.edu/courses/rsoc101/apple.gif) ![](http://instruct1.cit.cornell.edu/courses/rsoc101/apple.gif) TEACHING ASSISTANTS: (Name, Phone, E-mail, Office, Sections, Office Hours) * <NAME>, 5-2155, <EMAIL>, 132 Warren Hall, Sections * <NAME>, 5-2065, <EMAIL>, 336 Warren Hall, Sections * <NAME>, 5-2065, <EMAIL>, 335 Warren Hall, Sections * <NAME>, 5-2155, <EMAIL>, 132 Warren Hall, Sections * <NAME>, 5-2155, <EMAIL>, 132 Warren Hall, Sections * <NAME>, 5-9672, <EMAIL>, 133a Warren Hall, Sections ### DISCUSSION SECTION TIMES AND LOCATIONS: 1\. Mo 10:10 a.m., 232 Warren Hall, TA: 2\. Mo 11:15 a.m., 232 Warren Hall, TA: 3\. Mo 12:20 p.m., 232 Warren Hall, TA: 4\. Mo 2:30 p.m., 232 Warren Hall, TA: 5\. Tu 9:05 a.m., 232 Warren Hall, TA: 6\. Tu 11:15 a.m., 232 Warren Hall, TA: 7\. Tu 11:15 a.m., 250 Caldwell Hall, TA: 8\. We 11:15 a.m., 232 Warren Hall, TA: 9\. We 12:20 p.m., 232 Warren Hall, TA: R 10\. R 11:15 a.m., 261 Warren Hall, TA: 11\. R 11:15 a.m., 232 Warren Hall, TA: 12\. Tu 12:20 p.m., 232 Warren Hall, TA: ### COURSE DESCRIPTION: This course is designed to provide a general introduction to the discipline of sociology. It is intended for students who have not previously taken a course in sociology. The course provides an acquaintance with basic concepts sociologists use to explain and understand the social world, and provides interpretation and data on key social issues that face the nation and the world. ### COURSE OBJECTIVES: * 1\. To provide students with knowledge about the classical origins of sociology, as well as examples of contemporary social scientific research; * 2\. To introduce students to key sociological theories and concepts; * 3\. To introduce students to analytical approaches for achieving a critical understanding of social phenomena. ### REQUIRED READINGS: * <NAME>. 2001. The Elementary Forms of Religious Life; translated by <NAME> abridged with an introduction and notes by <NAME>. Oxford, NY: Oxford University Press. * <NAME>. 2000. Wadsworth Classic Readings in Sociology (Second Edition), Stamford, CT: Wadsworth. * <NAME>. 1993. Always Running, La Vida Loca: Gang Days in L.A. Willimantic, CT: Curbstone Press. * <NAME>. 1997. Illusions of Opportunity: The American Dream in Question. New York: W.W. Norton. * <NAME>. 2001. The White Architects of Black Education: Ideology and Power in America, 1865-1954. New York: Teachers College Press. * <NAME>. 1998 [1905]. The Protestant Ethic and the Spirit of Capitalism. Third Roxbury Edition. Los Angeles: Roxbury Publishing Comapny. * Recommended: North, Douglass C. 1961. The Economic Growth of the United States, 1790-1860. <NAME>, NJ: Prentice Hall. ### REQUIREMENTS: #### A. Examinations. Three examinations (two preliminaries and one final). The two preliminaries will be administered in regular fifty-minute class periods, and will consist of closed-end questions (e.g., multiple choice) and open-end questions (essay questions). The final is take home and consists solely of essay questions. Students will be given the exam questions during the final week of class, and must return answers to their respective T.A.s no later than noon on the last day of study period, December 11. For each day that the final exam is late, one letter will be subtracted. So, for example, if an exam is turned in on December 12, the highest grade that student could obtain is a B. No exams will be accepted after December 13. #### B. Attendance. Students are expected to attend all lectures, movies, and discussion sections. The lectures will not merely summarize the readings, and the discussion sections will not be devoted to only reviewing the lecture and/or reading material. Group discussion and verbal engagement is a critical learning pathway in the social sciences. Since discussion grades will be based partly upon attendance and the material covered in section, it is essential that students attend these sections. Situations may occasionally arise that will make it impossible for a student to attend his/her own section. A student may attend another section if he/she obtains prior approval of that section's T.A. #### C. Discussion Sections. Each student is assigned to a discussion section, which is led by a graduate teaching assistant. The discussion sections meet once a week. Discussion sections are designed to stimulate discussion and debate focused around a basic purpose of the course: using sociology to understand the major forces that are shaping the modern world. You and your classmates are actively encouraged to develop skills using sociological concepts through discussions with others about how societies are changing, why they are changing, and the positive and negative implications of these changes. Students are required to read the section and lecture readings prior to attending section. #### D. Extra Credit. Students have the option of pursuing one of two extra credit projects. First, students may analyze school survey data collected by the course instructor, and write a three to five page typed, double-spaced report. The data are available on the course WWW page in three formats (SPSS, SAS and Excel), and can be downloaded and processed on a personal computer. Data codebooks are available from Beverley Wells in room 134 Warren Hall. To obtain extra credit, students are expected to perform bivariate analyses on one dependent variable that measures suicide: thoughts about suicide, suicide plans, or suicide attempts. This project will be further described in lecture, but it should be noted that students unfamiliar with statistical analysis may have difficulty pursuing this option. The course is not designed to teach statistics. Second, students may initiate an independent social science research project. This could be, for example, field observation of a social movement. Three requirements are necessary to obtain credit for this option. First, the project must engage core concepts from the course. Second, the student must provide documentation of primary or secondary data gathering and write a three to five page typed, double-spaced final report. The final report must set out a research question (or hypothesis), describe how the research activity engages the research question, and then discuss the conceptual/theoretical implications of the research. Extra credit reports, along with accompanying documentation, must be turned into the student's teaching assistant on or before the final section meeting. #### E. Core Concepts Sociology is a science organized around concepts. Therefore, a central task of the course is defining, applying and reformulating scientific concepts. A list of core concepts will be mained on the course web page, and this list will be supplemented and modified as the course proceeds. When studying for class examinations, students are well advised to consult this list, and to gain familiarity with the concepts. ### Grading: * Prelim 1 - 25 percent * Prelim 2 - 25 percent * Final Exam - 30 percent * Discussion Section - 20 percent * TOTAL - 100 percent * Extra Creidt - 10 percent Each student in this course is expected to abide by the Cornell University Code of Academic Integrity. Any work submitted by a student in this course for academic credit will be the student's own work. #### Review Sessions Review sessions will precede both prelims and the final exam. The time and place will be announced in lecture and in section and be posted on the RS101 home page. ### Rural Sociology 101 Calendar: * August 29 - COURSE INTRODUCTION [No Sections] * September 3, 5 - Weber, pages 1-36; Watkins, Introduction; Section: Classic, Mills, The Promise of Sociology September 10, 13 - Weber, pages 67-122, Section: Rodriguez, Preface, chapters 1-3 * September 17, 19 - Schwarz, chapters 1-3, Section: Rodriguez, chapters 4-7 * September 24, 26 - Schwarz, chapter 4-6, Section: Rodriguez, Epilogue, chapters 8-10 * October 1, 3 - Schwarz, chapters 7-9, Section: Classic, Mills The Power Elite October 8, 9 - Hirschl, Section: Classic, Marx and Engels October 17 - Watkins, chapters 1-3, Section: Classic, Moss Kantor October 22, 24 - Watkins, chapters 4-6, Section: Classic, DuBois October 29, 31 - Watkins, chapters 7-9, Conclusion, Section: Classic, Kozol November 5, 7 - Durkheim, Introduction, Book 1, chapters 1-4, Section: Classic, Merton November 12, 14 - Durkheim, Book II, chapters 1-4, Section: Classic, Meade November 19, 21 - Durkheim, Book II chapters 8, 9; Book III chapters 1,2, Classic, Goffman November 26 - Durkheim Conclusion, Section: Classic, Bernard December 3, 5 - No Required Reading, Section: No Required Reading * December 11 - FINAL EXAM DUE Classic Readings in Sociology 1\. M 10:10 a.m., 232 Warren Hall, T.A. 2\. M 11:15 a.m., 232 Warren Hall, T.A. 3\. M 12:20 p.m., 232 Warren Hall, T.A. 4\. M 2:30 p.m., 232 Warren Hall, T.A. 5\. T 9:05 a.m., 232 Warren Hall, T.A. 6\. T 11:15 a.m., 232 Warren Hall, T.A. 7\. T 11:15 a.m., 250 Caldwell Hall, T.A. 8\. W 11:15 a.m, 232 Warren Hall, T.A. 9\. W 12:20 p.m., 232 Warren Hall, T.A. 10\. R 11:15 a.m., 261 Warren Hall, T.A. 11\. R 11:15 a.m., 232 Warren Hall, T.A. 12\. T 12:20 p.m., 232 Warren Hall, T.A. ![](http://instruct1.cit.cornell.edu/courses/rsoc101/homejump.gif) Return to the RS101 Home Page. . . ![](http://instruct1.cit.cornell.edu/courses/rsoc101/book1.gif) Notes . . . ![](http://instruct1.cit.cornell.edu/courses/rsoc101/arrow1.gif) Return to the top of this syllabus . . . <file_sep>![ershome1.gif](../pictures/ershome1.gif) \| # Earth and Resource Science Academics ---\|--- Independent Study / Internships * Start planning for the spring/summer internships and independent studies now. See your advisor and check out our home page @ _www.flint.umich.edu/ers_ to view the possibilities. --- ## Regularly Scheduled Courses When you select Regularly Scheduled Courses you will be taken to the U of M-Flint Course Schedule web site. When you arrive there please select the semester you are interested in. Then you have to select the letter of the courses you are interested in. The Earth and Resource Science Department has three different curriculums: Environmental Studies (ENV), Physical Geography (GEO) and Resource Planning (RPL). These will be the courses you are looking for. --- ## Course Descriptions Below you will find the list of courses offered by the Earth and Resource Science Department. If you would like a description of the course just click on the course and you will be taken to the course catalog. Also, you can get information on the most recent syllabus for the course. --- Return to ERS Home Page ### This is a list of the courses offered: Courses in Environmental Studies --- 100. Introduction to Environmental Science. 289. Environmental Issues and the 21st Century. 291. Supervised Study of Environmental Issues. 370. Field Problems. 380. (241).Environmental Chemistry. 389. (380).Directed Research in Environmental Studies. Courses in Physical Geography (GEO) 115. World Regional Geography. \| Syllabus 116. Human Geography. 150. Physical Geography I. 151. Physical Geography II. 202. Minerals, Rocks, and Fossils. 203. Introduction to Spatial Analysis. 215. Cultural Landscapes. 216. Modern Geography. 265. Geology of Michigan. 272. Principles of Hydrology. 282. Weather, Climate, and Oceanography. 285. Environmental Hazards and Natural Disasters. 303. Surveying and Mapping. 304. Remote Sensing of the Environment. 331. Geomorphology and Soils. 340. Wetlands, Lakes and Streams. 365. Regional Geology of North America. 370. Field Problems. 372. Biogeography. 381. Field Camp I. 382. Plant Geography. 404. Advanced Remote Sensing of the Environment. 431. Advanced Geomorphology. 441. Geophysical Exploration. 451. Applied Geomorphology. 471. Groundwater Geology. 472. Watershed Risk Management. \| Syllabus 476. Environmental Planning. 482. Seminar in Biogeography. 489. Geoscience Teaching Practicum. 490. Resource Science Departmental Seminar. 495. Honors Thesis I. 496. Honors Thesis II. 497. Professional Development. 498. Research in Geoscience. 499. Independent Study. Courses in Resource Planning (RPL) 215. Cultural Landscapes. 311. Urban Planning and Administration. 312. Resource Planning and Management. 360. Analytic Methods in Resource Planning. 370. Geographic Information Systems I. \| Syllabus 371. Geographic Information Systems II. 470. Geographic Information Systems Practicum. 472. Water Resource Policy and Regulation. 476. Environmental Planning. 485. Environmental Emergency Management. 486. Environmental Site Assessment. 495. Resource Planning Workshop. Return to ERS Home Page <file_sep>History 4320 The Old South Spring 2002 ![Dog Trot Cabin](http://www.mcm.edu/~pacer/dtshed.jpg) Instructor: Dr. <NAME> Office Hours: MWF 9-10; TR 10:30-11:30; OR BY APPOINTMENT Office: Old Main 205 Office Phone: 793-3865 e-mail: <EMAIL> ### * * * ### Contents Course Description \| Required Texts \| Course Objectives ---\|---\|--- Class Schedule \| Course Requirements \| Grading Attendance Policy \| Make-up Policy \| Debates Note on Materials to be Turned In \| Web Page Project \| Academic Honesty Persuasive Speech Instructions \| Back to Dr. Pace's Page OPPOSING VIEWPOINTS IN SOUTHERN HISTORY WEB PROJECT ### * * * ### Course Description: A study of the southern distinctiveness from colonial times to 1865, including an examination of the plantation system, race, slavery, religion, gender, Native Americans, cultural continuity, and geographical dimensions. Themes include the growth of southern nationalism, social history, and a discussion of the origins of a distinctive South. Back to Table of Contents * * * ### Required Texts: * <NAME> and <NAME>, _The American South: A History_ (3 rd Edition) VOLUME I _._ * <NAME>, _Black Southerners, 1619-1869_. * <NAME> and <NAME>, eds. _The Confessions of Edward Isham: A Poor White Life in the South._ * <NAME>, _The Cotton South_. Back to Table of Contents ### * * * ### Course Objectives: 1\. To build an understanding of the people, ideas, culture, economy, and customs that collectively made the antebellum South a unique region in our country's history. 2\. To be able to communicate effectively thoughts and ideas about the Old South in both written and oral formats. 3\. To be able to use different forms of historical information, apply critical analysis to this information, and show evidence of this analytical ability in both written exams, oral presentations, and through web-page design. Back to Table of Contents * * * ### Course Schedule: Week 1 (January 14-19): Assignment: Cooper/Terrill, Prologue, Map Essay, Ch. 1; Olmsted, Ch. 1 Week 2 (January 21-25): Assignment: Cooper/Terrill, Chs. 2-4; Olmsted, Ch. 2 Week 3 (January 28-February 1): Assignment: Link., Chs. 5-7; Olmsted, Ch. 3 DEBATE TOPIC: Which best defined the Old South, immigration settlement patterns or geography? (A vs. B) Week 4 (February 4-8): Assignment: Cooper/Terrill, Chs. 10-11; Olmsted, Ch. 4-5 DEBATE TOPIC: Which crop was more important to the antebellum South, cotton or corn? (C vs. D) Week 5 (February 11-15): Assignment: Olmsted, Ch. 6-7; DEBATE TOPIC: Which crop was more important to the antebellum South, tobacco, sugarcane, or rice? (A vs. B vs.C) Week 6 (February 18-22) Assignment: Olmsted, Ch. 8-9; Web Page Critique DEBATE TOPIC: Was slavery really a profitable institution? (A vs. C) Week 7 (February 25-March 1): Assignment: Web Page Critique DEBATE TOPIC: Who was more zealous: defenders of slavery or abolitionists? (B vs. D) Week 8 (March 4-8): Assignment: Review all reading assigned weeks 1-7 MONDAY (3/4): REVIEW FOR MIDTERM WEDNESDAY (3/6): MIDTERM PT. I FRIDAY (3/8): MIDTERM PT. II SPRING BREAK (MARCH 11-15) Week 9 (March 18-22): Assignment: Read Cooper/Terrill, Ch. 12; _Black Southerners_ (all); Web Page Critique DEBATE TOPIC: Was southern hospitality truly "hospitable?" (A vs. D) Week 10 (March 25-29): NOTE: NO CLASS ON FRIDAY (3/29)--EASTER HOLIDAY Assignment: Continue _Black Southerners_ ; Web Page Critique Week 11 (April 1-5): NOTE: NO CLASS ON MONDAY (4/1)--EASTER HOLIDAY Assignment: Finish _Black Southerners;_ Begin _Confessions of Edward Isham_ DEBATE TOPIC: Was Southern honor truly "honorable?" (B vs. C) Week 12 (April 8-12): Assignment: Continue _Confessions of Edward Isham_ Week 13 (April 15-19) : Assignment: Continue _Confessions of Edward Isham_ ; Web Page Critique DEBATE TOPIC: What best defined Southern society--culture or environment? (A vs. B) Week 14 : (April 22-26): Assignment: Finish _Confessions of Edward Isham_ Web Page Critique DEBATE TOPIC: Is the culture of modern-day West Texas better defined as "Southern" or "Western"? (C vs. D) Week 15 (April 29-May 3): Assignment: Web Page Critique DEBATE TOPIC: Additional topic will be added if necessary). Week 16 (May 6): Assignment: Monday (5/6): Review for Final; Web Page Critique (if necessary) Return to Table of Contents * * * ### Course Requirements: Midterm: March 6 and 8 Reading reviews and discussion In-Class debates Web page creation Final Examination _Note that these assignments are required as part of your passing this class. Failure to complete any of these assignments will result in automatic failure, regardless of your overall average._* Return to Table of Contents * * * ### Grading: Your final grade in the course will be determined as follows: Attendance \| 50 points ---\|--- Midterm \| 200 points Persuasive Speech \| 200 points Participation \| 100 points Web Page Project \| 200 points Final Exam \| 250 points The following grading scale will be observed for the semester: 930-1000 \| A ---\|--- 900-929 \| A- 880-899 \| B+ 830-879 \| B 800-829 \| B- 780-799 \| C+ 730-779 \| C 700-729 \| C- 680-699 \| D+ 630-679 \| D 600-629 \| D- Return to Table of Contents * * * ### Attendance Policy: Attendance in the class is REQUIRED. Because much of the information in this class comes from lectures, absences will place the student significantly behind, therefore, attendance records will be kept. If a student arrives after roll is taken, _it is the student's responsibility to make sure his or her presence has been recorded AT THE END OF THAT DAY'S CLASS_. Only official University absences are recognized as excused. Unexcused students missing tests can not take a make-up. If a student has more than three (3) unexcused absences, he or she will receive a "0" on the attendance grade. IT IS THE STUDENT'S RESPONSIBILITY TO KEEP TRACK OF ALL DOCUMENTATION OF EXCUSED ABSENCES AND TO BE ABLE TO PRODUCE THEM FOR THE INSTRUCTOR UPON REQUEST. Unexcused absences on debate days will also result in a lowering of the student's participation grade. Return to Table of Contents * * * ### Make-up Policy Make-up exams will be administered only when students can show a valid reason for their absence (this means confirmation from either a doctor or from the dean). Students must schedule the make-up exam with the instructor within one week of the original exam. _Failure to make such arrangements will result in failure of the course._ Back to Table of Contents * * * ### DEBATES: In southern colleges during the antebellum period, students gained a large portion of their educations with Literary Debating Societies. Almost every southern college had at least two of these societies organized and run completely by the students. These societies had weekly meetings lasting from two to four hours each. At each meeting a topic was chosen for debate and at least one student was selected to argue the "pro" and another to argue the "con." With this method of learning, educated southern men became especially adept at making strong arguments to support their positions in places of power like state legislatures and the US Congress. It has been said often that more education took place in these literary societies than in the classroom in southern colleges. This semester, we are going to attempt a facsimile of this old educational tradition in our classroom. First we will divide the class into three to four societies. During several weeks of the semester, there will be a question open for debate and every student will take one turn during the semester representing their society in arguing the question. On Fridays of a debate week, the class time will be set aside for two students, previously selected, to argue the major points of the question, one student taking the pro, the other taking the con (click here to see persuasive speech instructions ). The instructor will decide which student takes which side of the argument. Each student will make a five- to ten-minute presentation based on research he or she has done on the topic (I have articles and article suggestions for all of these topics, so come see me for research advice). Other members of that students' society are encouraged to help the student with other sources and arguments in advance of the debate (remember, the entire team or society will benefit if their arguments are the strongest). After the presentations, the entire class is encouraged to join the debate (in an orderly fashion). The instructor will serve as a moderator. At the end of the period, just as in the old societies, the class will vote for which society "won" the debate. The instructor will also have two votes he can use at his discretion. In addition, the professor will occasionally invite other historians and guests to attend these debates. These guests will also be able to ask questions and will have a vote for the winner. At the end of the semester, the society with the most "wins" will get twenty points added to their final grade. The society that comes in second will get ten points added, and the society that comes in third will get five points added. Students will be graded on their presentations. Grading criteria will include content, research, strength of argument, communication skills, and overall presentation. All students will receive a participation grade for adding to the debate on any given Friday. Absences on debate days will be duly noted and should only occur if absolutely necessary. If a student misses more than one debate, he or she will be required to complete extra assignments as provided by the instructor to make up for that missed debate. Failure to make up these assignments will result in a reduction of BOTH the participation and debate grades for that student. This should be a fun and informative project for all of us, so work hard and you will see great results. Back to Table of Contents * * * ### Web Page Project All students will design a web page based on their persuasive speech. The page should contain the following information: 1) Title--A brief title that describes the issue of the page. 2) Text--the text of the argument, as presented in class (but make sure you have added ideas and information that came up in the debate--without this addition, your grade will suffer). 3) References--At least three scholarly secondary sources and at least three primary sources documented according to Turabian style (if you do not know what this is, ask). 4) Links--Links to other web pages or sites that have information related to the topic. Students may also put any graphics on the site that they believe to be in the public domain. Make sure to include the graphic files on the disk along with the hatml file. If you are uncertain, ask. If you do not know how to create a web page, don't worry, I'll go over it in class, and will work with you. The web assignment is due two weeks after the student presents his/her speech in class. Turn in the assignment on a 3.5" disk, a zip disk, a CD, or as an e-mail attachment. If sent by e-mail, you must receive a reply from me before you consider it turned in. It must be e-mailed in time for you to receive the reply _before_ the due date. Five points will be deducted for every day (including weekends and holidays) the assignment is late. Computer problems, lost disks, or failure to back up one's work will not be considered valid excuses for being late. **If your web design includes multiple pages, make sure that the links include only the file name, as I will place all files in the same folder on the server. If you are not sure what this means, ask. Evaluation: In addition to creating a web page, all students are required to review and critique all web pages for the class. This critique will include the following information: Content of page (level of research, reference list, persuasiveness of argument, etc.) Design of page (aesthetics, ease of use, etc.) These critiques will be sent to the page creator and to the instructor via e-mail. If you do not have an e-mail account, get one. I will need every student's e-mail address before the first week of school is over. Students will not be graded on these critiques, but if they fail to complete them, their own web page grade will be lowered. The instructor will announce in class when each critique is due (usually within one week of the page being posted on the McMurry server). After the student has received critiques from the instructor and his/her classmates, he/she can submit an updated web page for extra points on the web page grade (maximum increase--10 points). No revisions will be accepted after the last day of class before finals. Return to Table of Contents * * * ### Note on Materials to be Turned In: All materials to be turned into the instructor must be on a 3.5" disk, a zip disk, a CD, or they may be sent as an e-mail attachment. Students are required __ to have _at least two back-ups of all material to be turned in._ In the unlikely event that the instructor loses or misplaces your work, _it is your responsibility to provide a new copy within a day of the instructor's request for such an item._ Computer glitches, translation problems, printers problems, and the like _will not be considered acceptable excuses for not having a backup. If a student fails to produce a new copy of said item within a day, it will be assumed that the item was never completed in the first place, and the student will automatically fail the class. BACK UP ALL WORK TWICE, SO THAT THIS UNFORTUNATE CIRCUMSTANCE WILL NOT VISIT YOU!!!_ Return to Table of Contents * * * ### Academic Honesty All work for this class is to be the student's own work. Plagiarism will not be accepted, and cheating will not be tolerated. "Literary Society" members may help each other on gathering resources for their debates, but speeches and web pages must be completed by each student on his/her own. Evidence of cheating on these projects will result in failure of the class. Additionally, cheating on exams, through use of crib notes or any other means, will result in failure of the class. Return to Table of Contents * * * <file_sep>HIS 202 SYLLABUS, <NAME> Section A, Spring 2002 _Course Information_ HIS 202 - United States History 2 - American political and social development from the Reconstruction Era to the present. Continuation of HIS 201. Lectures, readings, class discussion. 3 semester hours. Meets MWF, 1:00-1:50, in Watkins Teaching Center, Room 214 _ _ _Instructor Information_ _ _ <NAME>, Ph.D. ** Assistant Professor of History Office: 119 Watkins Teaching Center Office Hours: MW 3:30-5, TTH 12:30-1:30, 3:30-4:30, or by appointment Office Phone: (864) 231-5796 Home Phone: (864) 261-8668 (Please do not call before 9 a.m. or after 9 p.m.) Email: <EMAIL> _Course Objectives_ The purpose of the Modern America survey course is to present the complex story of the American people from the Reconstruction Era to the present. One cannot hope to do justice to all of the subjects of such a body of knowledge in just one semester. Nonetheless, one can, at the least, provide students with a foundation of basic knowledge about the American past. Students will also be given an opportunity to learn the craft of historians. They will be asked to critically read material, to analyze the historical period we study, and to produce history themselves in the form of a researched term paper. This is a lecture and class discussion course. Class discussion will be an important component of the course, and the instructor will periodically ask questions which will invite student participation. The lectures will be informative and thoughtful and will encourage introspection and discussion among students attending the class. Students may wish to form small informal study groups outside of class to provide further opportunities for discussion and study. Students should feel free to ask questions during class. Such questions will help us provide more detail and understanding about the topics being examined. Upon completion of this course, the student should be able to: 1. Articulate the basic chronology of Modern American History. 2. Demonstrate an understanding of important themes in Modern American History and their significance for the period. 3. Demonstrate library and/or archival research skills for conducting historical study. 4. Develop written critical analyses of historical material through essays and a term paper. _Course Expectations and Grading Criteria_ Grading will be based upon four elements: class attendance and participation, in class examinations and a term paper based on original research by the student. These components will be weighted as follows: Class Attendance and Participation 10% Grading Scale: A = 90 - 100 Midterm Exam 30 % B = 80 - 89 Term Paper 30 % C = 70 - 79 Final Exam _30 %_ D = 60 - 69 100% F = 59 or less 1. _Attendance_ will be taken regularly and you must attend class unless you have a compelling excuse which you discuss with the instructor before your absence. The instructor will follow the college=s attendance policy as described in _Anderson College Academic Catalog, 2001 - 2002_ (p. 130). Students who have more than nine absences will automatically receive an _F_ grade for the course. Each class session will be _interactive_. You must read and think before you come to class, then _participate_ in class discussions. A list of assigned readings for each week of the semester is included in this syllabus. Students are expected to read the materials assigned for each class date before coming to class. These readings, along with class lectures, activities, and discussions, will be important for developing the foundation students will need to successfully demonstrate mastery of course material. This being the case, it behooves students to keep up with assigned readings and to attend class regularly. 2. _Two examinations_ will be given during the semester, a midterm exam and a final exam. The exams will be comprised of several short answer questions and one long essay question. Through these exams, students will demonstrate mastery of the course material by identifying and explaining the larger significance of important themes in American history. Students will never be asked to memorize dates, nor to simply recall memorable facts about selected people from America=s past. Rather, students will be asked to demonstrate a base of knowledge regarding important themes or events in Modern American History. For the essay question on each exam, students will be expected to choose one of four broad questions related to an important part of the American experience and develop a well written essay. The midterm examination will be given on Friday, Feb. 22 nd during the regular class period, while the final exam will be given on the date assigned for this class by the college, Thursday, May 2 nd, 3-5 p.m. If students are unable to attend an examination it is their responsibility to contact the instructor to make arrangements to satisfy the exam requirement. 3. Students are also expected to write a _term paper_ during the semester. The paper topic is to be selected from a list of suggested themes that can be found later in the syllabus. Students are expected to use original sources, that is, materials written by people who actually participated in an event at the time it occurred. Students are also be expected to read scholarly sources that should be cited in footnotes or endnotes. These sources can be discovered by drawing upon your textbooks= bibliographies, the ASuggestions for Further Reading@ found at the conclusion of each chapter of the course=s core text, _American Passages_ , through library research, and by consulting the instructor. Internet sources, while useful for finding historical information, often lack the detail necessary for scholarly work and are not an adequate substitute for reading scholarly books and journal articles. Therefore, students should not rely solely on internet sites as references for this paper. Again, references should include original documents, books and journal articles. The paper topic should be selected by Monday, Feb. 11th. At that time students will hand in a one or two page abstract of what they propose to write about, along with a preliminary bibliography. The final paper will be a minimum of five pages, maximum of ten pages in length, typed and double-spaced. The paper will be due on Friday, April 5th , and while papers will be accepted after the due date they will be reduced one letter grade. _Required Textbooks_ __ _ _ <NAME> et. al. _American Passages: A History of the United States, Volume II_. (New York: Harcourt College Publishers, 2000). __ <NAME>. _Federal Law and Southern Order: Racial Violence and Constitutional Conflict in the Post-Brown South_. (Athens: University of Georgia Press, 1992). <NAME>. _Behind the Mask of Chivalry: The Making of the Second Ku Klux Klan_. (New York: Oxford University Press, 1995). <NAME>. _Race Relations in the Urban South, 1865-1890_. (Athens: University of Georgia Press, 1996). _ _ <NAME>. _Rehearsal for Reconstruction: The Port Royal Experiment_. (Athens: University of Georgia Press, 1999). __ _ _ _ _ _Class Schedule and Readings_ Please note that the number of pages of required reading vary somewhat each week. The schedule given alerts students to the dates on which the instructor will cover material related to particular sections of the course texts. Students may wish to Aread ahead@. It is advisable that students consider their overall workload and pace their reading accordingly to assure that they have completed the appropriate readings before coming to class Week 1 - Jan. 11 _ Introduction to the Course_ Week 2 - Jan. 14, 16, & 18 _ Reconstruction Era_ _ _ Readings: Ayers, 518-531, 535-566 Rose, Read two chapters for the period after 1865 Week 3 - Jan. 21, 23, & 25 _Gilded Age_ Readings: Ayers, 575-608 Rabinowitz, read Part 1 B pay attention to chapter 1 Week 4 - Jan. 28, 30, & Feb. 1 _Urban Growth and Expansion_ Readings: Ayers, 611-642, 645-676 Week 5 - Feb. 4, 6, & 8 _Progressivism in the Era of Theodore Roosevelt_ _ _ Readings: Ayers, 679-706 Rabinowitz, read Part 2 B pay attention to the two chapters which discuss the development of segregation and disfranchisement Week 6 - Feb. 11, 13, & 15 _Progressivism and the Origins of World War I_ _ _ Paper Abstract & Preliminary Bibliography Due Monday, Feb. 11th __ _ _ Readings: Ayers, 715-746, 749-762 Week 7 - Feb. 18, 20, & 22 _World War I and the 1920s_ _ _ Midterm Exam - Friday, Feb. 22 __ _ _ Readings: Ayers, 762-786 Week 8 - Feb. 25, 27, & Mar. 1 _Twenties and the Ku Klux Klan_ Readings: Ayers, 789-820 Read MacLean, paying attention to the opening two chapters which discuss the growth and organization of the Athens, Georgia Ku Klux Klan. Week 9 - Mar. 4, 6, & 8 _Great Depression and New Deal_ _ _ Readings: Ayers, 823-852, 861-894 Week 10 - Mar. 11, 13, & 15 _World War II_ _ _ Readings: Ayers, 897-928 No Class Mar. 16-24 - Spring Break Week 11 - Mar. 25 & 27 _Postwar America_ No Class Friday, Mar. 29 (Good Friday) Readings: Ayers, 931-960 Week 12 - Apr. 1, 3, & 5 _Eisenhower Years_ _ _ Term Paper Due Friday, April 5th __ _ _ Readings: Ayers, 962-994 Belknap, read section on Eisenhower, paying attention to the chapter on the Little Rock Crisis <file_sep>## Cheg 258 - Computer Methods for Chemical Engineers ### Syllabus Press here to see the course syllabus. The class list is also available. * * * ### Office Hours Instructor * <NAME>. Office hours are 4:00 - 5:00 pm MWThF, Room 179 Fitzpatrick Hall. email: <EMAIL> Graduate Instructor * <NAME>. Office hours are Tuesdays and Thursdays 2:00-3:00 pm, Room 151 Fitzpatrick Hall. email: <EMAIL> Teaching Assistant / CHEG 258 Web Administrator * <NAME>. Office hours are Wednesdays and Fridays 3:00-4:00 pm, Lab A68 Fitzpatrick Hall. email: <EMAIL> Teaching Assistants * <NAME>. Office hours are Tuesdays and Thursdays 1:00-2:00 pm, Room 151 Fitzpatrick Hall. email: <EMAIL> * <NAME> Office hours are Mondays and Wednesdays 11:30-13:00, Room 122 Cushing Hall. email: <EMAIL> * * * ### On-Line Help * Matlab Help . * Unix Help . * Matlab Primer . * * * ### Last Year's Notes (1999) * Last Year's Notes . * * * ### Class Notes * Jan. 19, 2000 \- Introduction * Jan. 21, 2000 \- What are Numerical Methods? * Jan. 24, 2000 \- Numerical Errors * Jan. 24, 2000 \- Matlab Tutorial * Jan. 26, 2000 \- Overflow, Underflow, and Ill-Conditioned Problems * Jan. 28, 2000 \- Systems of Equations * Jan. 31, 2000 \- PLU Factorization * Feb. 2, 2000 \- Condition Numbers, Norms, and Errors * Feb. 4, 2000 \- Linear Regression * Feb. 7, 2000 \- The Normal Equations * Feb. 9, 2000 \- QR Factorization * Feb. 11, 2000 \- Degenerate Matrices * Feb. 14, 2000 \- Singular Value Decomposition * Feb. 16, 2000 \- Elementary Statistics and Probability * Feb. 18, 2000 \- Error Propagation * Feb. 21, 2000 \- Error Propagation in Complex Functions * Feb. 23, 2000 \- The Covariance Matrix * Feb. 25, 2000 \- Error Propagation in Linear Regression * Feb. 28, 2000 \- Regression Error and Analysis * Mar. 1, 2000 \- First Hour Exam * Mar. 3, 2000 \- Undersampling and the Bootstrap * Mar. 6, 2000 \- Root Finding in Non-Linear Equations * Mar. 8, 2000 \- Newton's and Secant Methods * Mar. 10, 2000 \- Systems of Non-Linear Equations * Mar. 13, 2000 - Mid-Semester Break * Mar. 15, 2000 - Mid-Semester Break * Mar. 17, 2000 - Mid-Semester Break * Mar. 20, 2000 \- One-Dimensional Optimization * Mar. 22, 2000 \- Multi-Dimensional Optimization * Mar. 24, 2000 \- Constrained Optimization * Mar. 27, 2000 \- Numerical Quadrature * Mar. 29, 2000 \- Gaussian Quadrature * Mar. 31, 2000 \- Second Hour Exam * Apr. 3, 2000 \- Romberg Iteration * Apr. 5, 2000 \- Quadrature Error Estimation * Apr. 7, 2000 \- Adaptive Quadrature * Apr. 10, 2000 \- Multidimensional Quadrature and Mapping * Apr. 12, 2000 \- Monte Carlo Integration * Apr. 14, 2000 \- Ordinary Differential Equations * Apr. 17, 2000 \- Numerical Stability * Apr. 19, 2000 \- Implicit Integration Methods * Apr. 21, 2000 - Good Friday - Easter Holiday * Apr. 24, 2000 - Easter Monday - Easter Holiday * Apr. 26, 2000 \- Higher Order Integration Methods * Apr. 28, 2000 \- Adaptive Step Size Algorithms and the Shooting Method * May. 1, 2000 \- Matrix Methods for Linear ODE's * May. 3, 2000 \- Sturm-Liouville Boundary Value Problems * * * ### Homework Assignments These are links to the homeworks organized by due date. Click on a highlighted date to access the homework due that day. January 2000 S M Tu W Th F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 February 2000 S M Tu W Th F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 March 2000 S M Tu W Th F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 April 2000 S M Tu W Th F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 May 2000 S M Tu W Th F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 * * * ### Example Problem Index * Cheg 258 Example Index * * * ### Examinations * Hour Exam 1 Wednesday Mar 01, 2000 08:30 - 09:20 AM * Hour Exam 2 Friday Mar 31, 2000 08:30 - 09:20 AM * Hour Exam 3 Monday May 08, 2000 08:00 - 10:00 AM * Past Exams * * * ### Final Project * Final Project (2000) * Solution * * * ### Past Final Projects * Final Project (1999) * Final Project (1998) * Final Project (1996) * Final Project (1994) * * * ### Grade Reporter #### To find out your grade, send mail to <NAME>. (email: <EMAIL>) * Sample Grade Report * * * Back to ND Home Page Back to Cheg Home Page <EMAIL> <file_sep>![Fox Professing](../images/foxlogo.gif) \| \| Home \| Critical Psychology \| Psychology/Law/Justice \| Politics Academic Papers \| Opinion Columns \| Personal/Political Essays \| Course Materials \| Links ---\|--- Search \| # Law & Inequality LES 404 This course satisfies the Legal Studies Program requirement of a law- related interdisciplinary liberal arts course. It is also cross-listed in SOA, WMS, and POS. * 1996 Syllabus * Useful Links Questions? Contact me at <EMAIL> * * * * * * * * * * * * ## Course Syllabus 1996 \| Course Objectives \| \| ---\|---\|--- Texts \| \| Group Project \| 30% of course grade \| Three Papers \| 55% \| Class Participation & Attendance \| 15% \| Self-Evaluation Paper \| Ungraded but Required \| _Grading:_ _All assignments must be completed to receive course credit!_ Graduate Student Requirements \| \| Tentative Course Outline \| \| ## *_ * * Course Objectives_** Our primary focus in this interdisciplinary legal studies course is the persistence in the United States of inequality based on class, race, and gender. We examine the legal system from a critical perspective, incorporating material from law, history, sociology, and other disciplines. This is not a "how to do it" technical course. Instead, _Law and Inequality_ is designed to increase your ability to critically analyze issues related to inequality and to present your views clearly, logically, and systematically, supporting your conclusions through reasoned analysis. Much of the material we will read and discuss is controversial. It is designed to present empirical evidence and value-based arguments that challenge our ordinary views of American law and society. What is the nature and extent of inequality in the United States today? How and why has the legal system historically favored the rich and discriminated against poor and working people, racial minorities, and women? To what extent can the legal system be used to achieve social change? And--an increasingly important question today-- why do so many people insist that inequality is no longer a problem? Make sure you understand the requirements in this syllabus and in related handouts. The class format, requirements, topics, and grading system are somewhat flexible. Suggestions, comments, and general discussion about the course or other matters are welcome during my office hours or at other times. ## * * * _Texts_ _Race, Class, and Gender in the United States: An Integrated Study_ (3rd ed.). <NAME>. New York: St. Martin's Press, 1995. _The Affirmative Action Debate._ <NAME> (Ed.). Reading, MA: Addison- Wesley, 1996. Additional articles on library reserve. Daily newspaper. ## *_ * * General Expectations and Class Participation_ Class discussion is the heart of this course, both in small groups and in the larger class. You should come to class prepared to ask questions about what you have read, to evaluate the material, and to express your own reasoned views on controversial issues. Your participation should demonstrate that you have carefully read the material and thought about its implications. Many of the controversial value questions we discuss have no "right" or "wrong" answers. The personal views you express in class or in papers do _not_ affect your grades, so please feel free to say what you really think and to disagree with the books, with me, and with other students. However: it is important to support your views thoughtfully, demonstrating an understanding of the issues. Rather than simply dismissing viewpoints that conflict with your own, you should evaluate such viewpoints and analyze the issues they raise. Listen to what others have to say and try to understand their perspective. General class participation counts 15% of your grade. If you find it difficult to get a word in or if you are not used to participating, talk to the instructor. Perhaps we can structure things so that you're more comfortable. If you tend to dominate discussions, please give others a chance. Although participation is important, quantity is less important than quality. You cannot participate if you are not in class. Regular attendance is required to enable productive discussions. _Repeated_ absence results in a lower grade for participation. _Frequent_ absence results in a failing grade for the course. Regular attendance with minimal participation in discussion receives a C for participation. You are responsible for all material and schedule changes discussed in class. College students generally are expected to work about two hours outside class for every hour in class. Thus, you should plan to average eight hours a week on outside assignments for this four-credit course. ## _ * * * Group Project_ Each student will take part in a group project focused on economic class and ideology; racism; and/or sexism. The project culminates in a class presentation at the end of the semester. Your group has a great deal of leeway in how to approach this. For example, you might produce a written report identifying a problem and advocating a solution, or model legislation, a broadcast-quality video, or an Internet World Wide Web site. Your focus can be either national (e.g., "Racial Issues in the Presidential Campaign") or local (e.g., "Sexism at UIS" or "The Consequences of Class Differences in Springfield"). The class will be divided into three or four groups early in the semester. Each group will decide how to approach its issue, taking into account course readings, current events locally and nationally, and your own interests. Each group will meet with me to finalize its plans. I expect you to meet with your group outside class throughout the semester, do library and other research, coordinate your work with others in your group, present a clear position in class, and respond to questions and critiques raised by others. The group will provide occasional progress reports in class throughout the semester. By September 30 , each group will submit a brief outline showing how you are organizing your work (what you intend to do, who is responsible for what, etc.). After your class presentation, each group member will complete a Group Project Peer Evaluation Form to evaluate the work of the other group members. Each student in the class will complete a Presentation Evaluation Form , evaluating the presentation as a whole. The project counts 30% of the course grade . Half your grade is based on your own work on the group project, and half on your group's efforts as a whole: for example, were major topics covered, without obvious gaps or excessive overlap? Was the outside research comprehensive? Did group members succeed in working together? Was the presentation interesting? If you do not have the time, interest, or patience to work outside class on a group project with other students, you should not take this course. ## _ * * * Papers_ You will write three substantive papers throughout the semester. In addition to the instructions here, follow the General Guidelines For Papers handout for content and form. ### _ * * * __Class Inequality and Sexism Papers_ Write two brief papers (between 500 and 750 words) reacting to, and analyzing, material in Rothenberg's text*. Topics: Class Inequality Due no later than September 30 (15%) * Sexism Due no later than November 25 (20%) Clearly identify the reading(s) you are analyzing. The paper should demonstrate or prove a main point explicitly indicated in your first paragraph. Do _not_ summarize the readings, merely express agreement or disagreement, or comment superficially on a variety of topics. Instead, develop a single theme as you analyze issues that relate to the course, express and justify your own views, and explain why alternative views are wrong. For example, do not simply agree with an author that inequality is bad, or say that people should teach children not to discriminate, or claim that an author's article is either brilliant or ridiculous. Instead, pinpoint the controversy; this often relates to the author's ideological perspective on the underlying problem's origins and possible solutions. The ideal paper is an analytical, persuasive, and personal discussion of a single controversial point in the readings. I am _not_ asking you to be "objective"--I want to know what _you_ think--but you do have to be fair in presenting and analyzing alternative perspectives as you reflect upon, and justify, your own. Make sure, also, that you do not simply repeat comments made in class. Although these papers are brief, _they are not easy to do_. They typically require that you revise several drafts in order to narrow your focus. ### *_ * * __Racism/Affirmative Action Paper_ Due October 28. 20% of course grade. Write an essay (between 5 and 8 pages) in which you analyze the issue of affirmative action as portrayed in George Curry's _Affirmative Action Debate_. In assessing this book, you should also take into account related material in Rothenberg, class discussion, and current news coverage of race-related issues. In terms of the paper's focus, follow the General Guidelines for Papers and the instructions listed above for the Class Inequality and Sexism papers--but assess the Curry book as a whole, not just a single reading in it. ## _ * * * Graduate Students_ Graduate students are expected to meet all regular requirements at a graduate level of competence. In addition, graduate students must write a research paper or complete an alternative project, which you should discuss early in the semester with the instructor. Other course modifications may be made as appropriate. ## _ * * * Self-Evaluation Paper_ Your self-evaluation paper, due December 16, provides an opportunity for you to assess your work in this course and to reflect on what you have learned about the subject matter and about yourself. The typed paper should be at least 500 words. Evaluate your learning with respect to the course as a whole and each course component: attendance, class participation, assigned reading, papers, and group project. You should (a) reflect on what you have learned, critically examining your strengths and weaknesses in each area using specific examples; (b) give yourself a grade using the criteria described below; and (c) explain the reasons for your grade. Although I will not grade the evaluation, it is required. A thoughtful, thorough, honest self-evaluation can make the difference in the case of borderline grades. ## _ * * * Grading_ Teachers at UIS are required to assign grades. This is a difficult, frustrating, and sometimes destructive task. I am glad to provide evaluative feedback in the form of written comments and one-to-one conferences, but reducing a subjective evaluation to a single letter is a gross oversimplification. Grading fosters excessive competition at the expense of real learning, and makes distinctions among you for the benefit of social institutions over which you have little control. Although the significance of any single grade is often minimal, I know that worrying is inevitable when your overall GPA affects graduation honors, admission to postgraduate education, and careers. To reduce your anxiety, I strongly encourage you to take the course on a Credit/No Credit basis. If you do so, instead of a grade your transcript will indicate Credit (for undergraduates receiving at least a C and for graduate students getting at least a B) or No Credit. Remember, though, that in order to receive a C, all work must be completed in satisfactory fashion, with regular attendance. For those of you who want me to grade you instead, I take the task seriously and try to avoid grade inflation. Grades on assignments reflect my honest appraisal of your work so that you can assess your progress. I use the grading system described in the UIS catalog, modified by pluses and minuses: A = Excellent B = Good C = Fair D = Marginal But Passing U = Unsatisfactory Final course grades are based on the weighted average of all assignments, though I may give less weight to a single grade that is much lower than your others. Students who work hard to meet all course expectations, read carefully, attend class and participate regularly, and routinely produce good work normally receive a B. _If you have questions or concerns about your grades, please see me._ ## _ * * * Tentative Course Outline_ _(Fall 1996! This will change for 1998!)_ R: Chapters in Rothenberg's Race, Class, and Gender in the United States _AA: Chapters in Curry's_ Affirmative Action Debate 8/26 \| Course Introduction \| ---\|---\|--- 8/28 \| Law, Inequality, and Justice \| R: Book Introduction Part III/#1 Part V/Introduction Bring today's newspaper 9/2 \| NO CLASS \| 9/4 \| VIDEO: Paula Rothenberg Lecture: The Politics of Difference and the Pedagogy of Inclusion \| R:Part II/Introduction Part VI/Introduction 9/9 \| DECIDE ON PROJECT GROUPS \| 9/11 \| CLASS INEQUALITY \| R:Part III/Introduction, #2,7 Part VI/#7 9/16 \| Ideology and Class \| R: Part I/Introduction, #7,8 Part VI/#1 AA: Chapter 7 9/18 \| VIDEO: Roger And Me \| 9/23 \| Property, Rights, Responsibility \| Library Reserve: Local 1330 vs. US Steel 9/25 \| Poverty and the Law \| Library Reserve: The Poor and the Supreme Court 9/30 \| GROUP PROGRESS REPORTS \| DUE: CLASS INEQUALITY PAPER 10/2 \| RACISM \| R: Part I/#2 Part IV/Introduction, #1-7,9-11,19-22 10/7 \| Prejudice, Discrimination, Stereotypes, Language \| R:Part I/#1 Part II/#1,3,4,5 Part VI/#2,8 10/9 \| VIDEO: Ethnic Notions \| 10/14 \| Law and History \| R: Part V/#1-5,8-12,15-17,19,20 10/16 \| Race and Economics _The Affirmative Action Debate_ \| R:Part III/#5,6 AA: Chapters 1,2 10/21 \| Continue discussion \| AA:Chapters 3,4,5 10/23 \| Continue discussion \| AA:Chapters 6,8 10/28 \| GROUP PROGRESS REPORTS \| DUE: RACISM/AFFIRMATIVE ACTION PAPER 10/30 \| SEXISM \| R: Part I/#3,4,5,6 Part II/#2,6,7 11/4 \| Sexism and Economics \| R:Part III/#3,4 11/6 \| Sexism and Law \| R: Part V/#6,7,13,14,18,21,22 11/11 \| Sex Roles, Stereotypes, and Violence Against Women VIDEO: Dreamworlds \| R:Part IV/#8,12,13,14,15,17 Part VI/#3,4,5,8,9 11/13 \| Feminism \| R:Part VII/#4,5,7 11/18 \| Continue discussion \| 11/20 \| Sexual Orientation and the Law \| R: Part IV/#13,16,18 Part V/#23,24 Part VI/#6 Part VII/#6 11/25 \| Continue discussion \| DUE: SEXISM PAPER 11/27 \| NO CLASS \| 12/2 \| GROUP PRESENTATION \| 12/4 \| GROUP PRESENTATION \| 12/9 \| GROUP PRESENTATION \| 12/11 \| GROUP PRESENTATION \| 12/16 \| Summing Up \| DUE: SELF-EVALUATION PAPER** ## * * * Links * Law-related links on the Legal Studies Program's website * Radical/progressive political links (includes oppression, feminism, rights, and other course-related issues) * My papers & publications frequently touch on issues of law and justice * Reading Lists * Power, Oppression, Law, & Social Change * Family, Sex Roles, Feminism * Societal Trends up to top * * * Home \| Search Critical Psychology \| Psychology/Law/Justice \| Politics Academic Papers \| Opinion Columns \| Personal/Political Essays Course Materials \| Links * * * Page updated January 6, 2002 <EMAIL> http://people.uis.edu/dfox1 <file_sep>![](histimages/t-rex.gif) \| ## DECIPHERING EARTH HISTORY ### <NAME> ### Whipple Coddington Professor of Geology ### 213A Mudd ![](histimages/e-mail2.gif) ![](histimages/ln011.gif) #### TEXT #### <NAME>., 1999, The Earth Through Time. 6th Edition: Saunders College Publishing, Fort Worth, TX. 568+ p. Textbook Website #### LABORATORY MANUAL ![](../Images/dcphr5.jpg) #### <NAME>., <NAME>. and <NAME>., 1996, Deciphering Earth History : A Laboratory Manual with Internet Exercises: Contemporary Publishing Company of Raleigh, Raleigh, NC. 302 p. #### Laboratory THURSDAY 1:00-4:00 Mudd 218 #### LABORATORY SCHEDULE #### Laboratory Instructor: Mr. <NAME> ![](histimages/ln011.gif) #### WEEK 1 : 4-8 February 2002 Readings: Levin Chapter 1, one of the following (your choice) articles on Scientific Method * An Introduction to the Scientific Method - University of Rochester * The Scientific Method \- University of California: Riverside * The Scientific Method \- Okanagan University College and * <NAME>'s The Ionian Enchantment #### 4 February: The Basis of Scientific Inquiry - Hypothesis Generation vs. Mythology ###### LECTURE NOTES #### 6 February: The Science of Historical Geology #### 8 February: Time & Geology (Review GE141 Chernikoff Chapter 8) ###### LECTURE NOTES & REVIEW ![](histimages/ln011.gif) #### WEEK 2 : 11-15 February 2002 Readings: Levin Chapter 3 & 4, and the following: * Nova's The Dating Game * The U.S. Geological Survey's Radiometric Time Scale * Roger Wiens' Radiometric Dating: A Christian Perspective * <NAME> and <NAME>'s Fossils, Rocks, and Time #### 11 February: Time & Geology (Review GE141 Chernikoff Chapter 8) #### 13 February: The Sedimentary Rock Archive ###### LECTURE NOTES #### 15 February: Rocks, Fossils, and Time: Life Through Time ###### LECTURE NOTES ![](histimages/ln011.gif) WEEK 3 : 18-22 February 2002 Readings: Levin Chapter 4 and * NOAA's Primer to Paleoclimatology * The University of Chicago's Paleogeography Map Project * The University of California's Museum of Paleontology Evolution Exhibit * The California Academy of Science's BioForum #### 18 February: Rocks, Fossils, and Time: Proxies of the Past ###### LECTURE NOTES 20 February: Rocks, Fossils, and Time: Evolution ###### LECTURE NOTES 22 February: NO CLASS - LAB MANUAL: Exercise 21 DUE 1 March 2002 ##### Plate Tectonics was discussed and covered in GE 141. A working knowledge of the concepts is anticipated. Hence, if you don't recall the concepts and principles underlying these two topics, you can consult <NAME>'s _Geology_ textbook (Chapter 12), Levin's _The Earth Through Time_ (Chapter 5), or review the notes provided in the links. ![](histimages/ln011.gif) #### WEEK 4 : 26 February - 2 March 2002 Readings: Levin Chapter 6 and * <NAME>'s Darwin and the Evolution of the Universe #### 25 February: NO CLASS - Geological History of Your Community Project 27 February: Rocks, Fossils, and Time: Evolution 1 March: Solar System Genesis and Evolution of the Atmosphere ###### REVIEW & NOTES ![](histimages/ln011.gif) #### WEEK 5: 4-8 March 2002 Readings: Levin Chapters 6 & 7 and * The Geology of Grand Teton National Park, Wyoming, U.S.A. #### 4 March: The Oldest Rocks - The Archean ###### LECTURE NOTES 6 March: The Oldest Biota - The Archean ###### LECTURE NOTES 8 March: The Proterozoic Eon - A Revolution in Earth Processes ###### LECTURE NOTES ![](histimages/ln011.gif) #### WEEK 6 : 11 - 13 March 2002 Readings: Levin Chapter 7 and * <NAME> & <NAME> Snowball Earth * <NAME> Radiation of the First Animals 11 March: Glaciation, Snowball Earth, and the Proterozoic ### 13 March: EXAMINATION #1 #### Consult:How To Study #### 15 March: NO CLASS ![](histimages/ln011.gif) #### WEEK 7 : 18-22 March 2002 #### Readings: Levin Chapter 8 #### 18 March: NO CLASS 20 March: Proterozoic Biota ###### LECTURE NOTES #### 22 March: Early Paleozoic Events ###### LECTURE NOTES ![](histimages/ln010.gif) ## SPRING BREAK ![](histimages/ln010.gif) #### WEEK 8 : 1-5 April 2002 Readings: Levin Chapters 9 & 10 and * The Geology of the Grand Canyon 1 April: The Alteration of a Continent and Planet Earth ###### LECTURE NOTES 3 April : Late Paleozoic Geology ###### LECTURE NOTES #### 5 April: Evolutionary Innovations of the Paleozoic ###### LECTURE NOTES ![](histimages/ln011.gif) #### WEEK 9 : 8-12 April 2002 Readings: Levin Chapter 10 and * UCMP's Burgess Shale * Milwaukee Public Museum's Virtual Silurian Reef #### 8 April: Terrestrialization and Evolution of Plant Kingdom ###### LECTURE NOTES 10 April: Consequences of Terrestrialization ###### LECTURE NOTES 12 April: EXAMINATION #2 #### Consult:How To Study ![](histimages/ln011.gif) #### WEEK 10 : 15-19 April 2002 Readings: Levin Chapter 11 and the following Virtual Field Trips * The Geology of the Dorset Coast * The Hartford Basin * Big Bend National Park 15 April: Evolution and Diversification of Kingdom Animalia: Vertebrates ###### LECTURE NOTES #### 17 April: Diversification of Vertebrates & Ecosystem Sophistication 19 April: Geology of the Mesozoic ###### LECTURE NOTES ![](histimages/ln011.gif) WEEK 11 : 22-26 April 2002 Readings: Levin Chapters 11 & 12 #### 22 April: Mesozoic Mountain Building ###### LECTURE NOTES 24 April: Life of the Mesozoic: Recovery from Mass Extinction ###### LECTURE NOTES #### 26 April: Life of the Mesozoic: Reptile Diversification and Innovation ![](histimages/ln011.gif) WEEK 12 : 29 April - 3 May 2002 Readings: Levin Chapters 12 & 13 and the following * PBS's Doomsday Asteroid * The Smithsonian's Blast from the Past * The University of California's Museum of Paleontology What Killed the Dinosaurs? April 29: K-T Boundary Event: Mass Extinction ###### LECTURE NOTES 1 May: Mass Extinction and Biotic Recovery 3 May: Cenozoic Geology: Tertiary ###### LECTURE NOTES ### 3-5 MAY - REQUIRED FIELD TRIP #### WEEK 13 : 6 - 10 May 2002 Readings: Levin Chapter 13 #### 6 May: Cenozoic Geology: Tertiary ###### LECTURE NOTES #### 8 May: The World of the Cenozoic: The Quaternary ###### LECTURE NOTES NOTE: Poster Presentation Day & Time CHANGE THURSDAY 9 May: STUDENT POSTER PRESENTATIONS During Scheduled LABORATORY ![](histimages/ln011.gif) ### FINAL EXAMINATION ### Saturday 18 May @ 3:30 ### NOTE the ROOM CHANGE TO AREY 5 ### Consult: How To Study ### STUDY GUIDE ![](histimages/ln011.gif) \| #### ATTENDANCE POLICY \| #### TERM PAPER & PRESENTATION ---\|--- #### GRADING POLICY \| #### LABORATORY POLICY ![](histimages/ln011.gif) You are visitor ![](/cgi-bin/Count.cgi?df=GE142.dat) to this site since 13 December 1999. #### This site was last modified on: Thursday, 09-May-2002 16:58:45 EDT ![](histimages/ln011.gif) ###### (C) Copyright 1998-2002 by <NAME>. All rights reserved. No part of these lecture notes may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the author. ![](../Images/BACKTeac.gif) <file_sep>![](title2.gif) [ home ] Government and Politics 409-J Seminar on Technology and Emerging Issues Meeting: Tues., 3:30 - 6:15 Professor: <NAME> Office: 3114-M Tydings Hours: Tues., Thurs., 10:30-11:45 Required Books (all paperbacks) Kaku, _Visions_ Mander and Goldsmith, _The Case Against the Global Economy_ Shrader-Frechette and Westra, _Technology and Values_ Recommended Books (all paperbacks) Baird, _Cyberethics_ Bertman, _Hyperculture_ Bettig, _Copyrighting Culture_ Brin, _The Transparent Society_ Bright, _Life Out of Bounds_ Cairncross, _The Death of Distance_ Etzioni, _The Limits of Privacy_ Kneen, _Farmageddon_ Kurzweil, _The Age of Spiritual Machines_ Kurzweil, _The Age of Intelligent Machines_ Moore, _Intellectual Property_ Rifkin, _The Biotech Century_ Ryan, _Knowledge Diplomacy_ Shiva, _Stolen Harvest_ Shulman, _Owning the Future_ Strange, _Mad Money_ Sykes, _The End of Privacy_ Jan. 30: Course overview - Evolution and human societies - Importance of institutions and values - Science, technology, and engineering defined - Diffusion of technology -The transforming impact of technology on society - Technology and globalization. Feb 6: Technological innovations and revolutionary change - Origins of the Agricultural Revolution - The Industrial Revolution - A nascent post-industrial revolution - Technology and insecurity - Diffusion of digital and telecommunications technologies - Technology and globalization. Assignment: Kaku, Chapts. 2,3; Shrader-Frechette, Part One. Feb. 13: Patterns of technological innovation - Autonomous technology? - Does technology drive history? - Innovations and human values - Markets, Politics, and technological innovation - A need for technology assessment - Patterns of innovation in biotechnology. Assignment: Kaku, Chapts. 7-9; Shrader-Frechette, Chapts. 2.3, 2.4, 2.5, 3.2. Feb. 20: Biotechnology and human values - Sequencing the human genome - Genes and privacy - Genetic screening - Cloning life forms - Creating new kinds of humans - Extending the life span - Creating unicorns. Assignment: Kaku, Chapts. 10-12; Shrader-Frechette, Chapt. 4.8; Rifkin, The Biotech Century. Feb. 27: Genetically modified organisms - A post-industrial revolution in farming - Hard tomatoes and tasteless peaches - The economics and morality of terminator genes - Genetically modified organisms in the environment - The politics of Frankenfoods - Military applications of biotechnology. Assignment: Shrader-Frechette, Chapt. 4.9; <NAME> Mar. 6: The information revolution and intellectual property - Technology and the changing nature of patents and copyrights - Society's needs vs. Creator's rights - Patenting nature - Cross-cultural perspectives on intellectual property - Are all forms of intellectual property equal? - International politics and intellectual property. Assignment: Shulman, Owning the Future; Bettig, Copyrighting Culture; Ryan, Knowledge Diplomacy; Shiva, Stolen Harvest. Mar. 13: Surveillance technologies and freedom - The public interest and individual privacy - Data bases and E-mail - surveillance cameras - Medical records and privacy. Assignment: Shrader-Frechette, Chapt. 4.4; Kaku, Chapts. 4,5; Brin, The Transparent Society; Etzioni, The Limits of Privacy; Baird, Cyberethics. Mar.27: Advanced information systems - Prospects for intelligent machines - Self- replicating robots - Robots and artificial intelligence - Will people become obsolete? - Road-kill on the information highway - Cyberterror and cyberwar. Assignment: Kaku, Chapt. 6; Kurzweil, The Age of Intelligent Machines; Kurzweil, The Age of Spiritual Machines. Apr. 3: Technology and the acceleration of life - a mediated world - Speed and politics - Electronic democracy. Assignment: Bertman, Hyperculture. Apr. 10: Technology and globalization - From international to global relations - Growing economic interdependence - Promises and perils of economic globalization - World financial markets - A seamy side of globalization - A race to the bottom? - Who regulates a global economy? Assignment: Mander and Goldsmith, Chapts. 1, 2, 4, 14, 31; Strange, Mad Money. Apr. 17: Technology and ecological globalization - Trade and the environment - People and products in motion - Bioinvasion - Globalization and the spread of disease. Assignment: Mander and Goldsmith, Chapts. 7, 8, 12, 13, 19, 20, 21; Bright, Life Out of Bounds. Apr.24: Toward a global culture? - Growth of global telecommunications - Break dancing in Mecca - The death of distance - Cultural impact of the internet - Universal human rights? - A local or global community? Assignment: Mander and Goldsmith, Chapts. 6, 22, 33, 34, 40, 43; Cairncross, The Death of Distance; Barber, Jihad Vs. Mcworld. May 1, 8, 15: Research Presentations. <file_sep>![](banner.gif) ### Graduate Courses in European History _Fall Semester, 1999_ HIEU 503 GREECE IN THE FOURTH CENTURY Ms. <NAME> This is an advanced course in Greek history (in discussion-seminar format) that examines in detail the period from the end of the Peloponnesian War in 404 B.C. to the defeat of the Greek city-states at Chaeronea in 338. It is particularly concerned with the social and economic, as well as the political, history of the fourth century; this means that the focus will be chiefly on Athens rather than on the other city-states or the "nation-state" of Macedon. The major aim of the class will be to write a twenty- to twenty-five page research paper (to be submitted in draft first); in addition to this there will be five two-page exercises on evidence and method due throughout the term. The course fulfills the second writing requirement. Readings will be drawn from the following: Xenophon, _Hellenica_ , (A History of My Times), trans. R. Warner) _Greek Political Oratory_ (trans. A.N.W. Saunders, Penguin, 1970) <NAME>, ed. _Demosthenes and Aeschines_ (Penguin, 1975) <NAME>, _From the End of the Peloponnesian War to the Battle of Ipsos_ (sourcebook; Cambridge, 1985) <NAME>, _Mass and Elite in Classical Athens_ (Princeton, 1989) Plutarch, _The Rise and Fall of Athens_ and _The Age of Alexander_ Aeneas Tacticus, _How to Survive Under Siege_ (trans. D. Whitehead, Oxford, 1990; recommended) Diodorus Siculus vols. 6 and 7 (Loeb; recommended) a photocopied course packet HIEU 507 MODERN THEORY: MARX, ARENDT, FOUCAULT, SARTRE Mr. <NAME> In this course we shall examine four major "modern" theorists, namely, Karl Marx, <NAME>, <NAME>, and <NAME>. There is an interesting contrast between Marx and the others, and one focus of the course will be on exploring that contrast. Marx was still a believer in progress: Arendt, Sartre, and Foucault, on the other hand, were "crisis thinkers," who could no longer rely on "the firm basis of traditional values" (as Arendt put it in 1946). Our modus operandi will be to combine a _very_ selective reading in the secondary literature with readings of major works by each writer. Characteristically, each week I shall begin by speaking for 20 minutes or so, in an attempt to situate the reading for that week and to pose some interesting issues. We shall then engage in discussion of the reading. Students should have some background in political theory, intellectual history, philosophy, or philosophically-oriented religious studies. The syllabus has not yet been set up; consequently, there is not yet a definitive reading list. Works from which we shall likely read include Marx, _Early Writings_ , Arendt, _Eichmann in Jerusalem_ and _The Human Condition_ ; Foucault, _Essential Works_ , vol. 1; and Sartre, _Being and Nothingness_. Students who are interested in the class might consider approaching me before August and preferably before June (<EMAIL>); their conversations with me might well have some effect on the syllabus, which I expect to revise in early August. The course is intended to provide an opportunity for graduate students and advanced undergraduates to explore one or another of these thinkers in depth. Characteristically, the class is taken by students who would like to write a fairly substantial paper on one of the four thinkers, or on some theme that was important for one or more of them. Students write a 20-25 page paper; they are also expected to do the reading, to contribute to discussion, to write up class minutes on occasion, and to offer reports on their reading on occasion. HIEU 516 THE MEDIEVAL CHURCH Mr. <NAME> A documentary history of the organized church in the Latin west from the beginnings to the sixteenth century. The sources of the faith, liturgical practice, the sacraments and the monopoly on salvation, heresy and inquisition, the church as an economic enterprise, the religious orders, episcopal government, papal monarchy, canon law, and ecclesiastical architecture will be among the topics for reading and discussion. Requirements: one essay on a subject related to the work of the course, and a final examination. Open to undergraduates and graduate students. No requisites. HIEU 530 NATIONALITY, ETHNICITY AND RACE IN 19TH- AND 20TH-CENTURY EUROPE Mr. <NAME> In this seminar we will explore how Europeans have conceived, reified, managed, and experienced categories of human identity for the past two centuries. Insofar as we will be viewing these categories as originally "imagined" or "constructed" we will examine the various materials that have been used to define them and to bring them to life, including not only politics also the sciences and culture. In turn, we will also be concerned with the substantial power wielded by these categories in modern Europe -- in the internal affairs of particular European societies, in relations and rivalries among them, and in the management of multi-ethnic empires that extended beyond Europe. Though we will focus primarily on England, France, Germany and Russia/USSR, we will also include readings on other countries of Europe when possible. We will attempt to establish patterns of difference and commonality across Europe in the position and treatment of indigenous ethnic and confessional minorities and of groups of non-European origin (as colonial subjects, immigrants, or domestic minorities). We will address the latest historical scholarship and conclude the seminar with material on present-day Europe. Major works included in the syllabus are <NAME>, _Nationalism_ , <NAME>, _Race: The History of an Idea in the West_ ; <NAME>, Jr., _Victorian Anthropology_ ; <NAME>, _Citizenship and Nationhood in France and Germany_ ; <NAME>, _The Nation as Local Metaphor_ ; <NAME>, _Racial Hygiene_ ; and <NAME>, _Whitewashing Britain_. We will also read shorter selections by scholars such as <NAME>, <NAME>, <NAME>, <NAME>, and <NAME>. Upperclass undergraduates as well as graduate students in history, the humanities and the social sciences are encouraged to enroll. A basic knowledge of European history is desirable but not required. Each student will be required to submit several one- to two-page papers summarizing readings, and to produce a historiographical essay of 15-20 pages. HIEU 558 THE BRITISH EMPIRE Mr. <NAME> This is a seminar course which will examine the history of the British Empire, from its foundations in the Seventeenth century to the era of Decolonization, and including both its European center, and its American, Asian, African, and Pacific peripheries. It aims to provide you with a mental map of the pattern of British expansion over the long term, to introduce you to both old and new historiographical approaches, and to the reading of primary sources. Your grade will be based on your participation in the seminar, and on a 25-page research paper. While there are no formal prerequisites, it is intended for graduate and for advanced undergraduates who are ready to undertake work at a high level. HIEU 702 COLLOQUIUM ON EARLY MODERN EUROPE Mr. <NAME> This course provides a rigorous and comprehensive introduction to fifteen important topics in the history of early modern Europe, ca. 1350-1750. While the required reading is in English and cannot touch on all aspects of each national literature from the Baltic to the Mediterranean, lists of supplementary reading will guide those who want suggestions in areas that we cannot all cover in class. Oral reports will acquaint the class with books or disputes that we will not have time to examine in detail. Students will write five book reviews of about 1000 words each, drawn from the list of assigned or collateral reading. Each student will also make one presentation to the class of about ten minutes, introducing or summarizing a recommended book. Required reading will be drawn from the following books: <NAME>, _The Western Church in the Late Middle Ages_ <NAME>, _Popular Culture in Early Modern Europe_ <NAME>, _From Humanism to the Humanities_ <NAME>, _Wealth and the Demand for Art in Italy, 1300-1600_ <NAME>, _The Civilization of Europe in the Renaissance_ <NAME>, _The European Reformation_ <NAME>, _The Beginning of Ideology: Consciousness and Society in the French Reformation _ <NAME>, _The World of Catholic Renewal, 1540-1770_ <NAME>, _From Renaissance Monarchy to Absolute Monarchy: French Kings, Nobles, and Estates _ <NAME>, _The Papal Prince_ <NAME>, _The Nature of the English Revolution_ <NAME>, _European Society, 1500-1700_ <NAME>, _The Revolution of 1525_ <NAME>, _Agrarian History of Western Europe, 800-1800_ <NAME>, _The Fall of Natural Man: the American Indian and the Origins of comparative ethnology_ Pagden, Anthony, _Lords of all the World: Ideologies of Empire in Spain, Britain and France c.1500-c.1800_ Pagden, Anthony, _European Encounters with the New World from Renaissance to Romanticism_ <NAME>, _The New World and the Old_ <NAME>, et al., _The Thirty Years War_ , 2nd ed. <NAME>, _Transitions to capitalism in early modern Europe_ <NAME>, _Economy of Europe in an Age of Crisis, 1600-1750_ <NAME>, _World Trade since 1431: Geography, Technology, and Capitalism_ <NAME>, _The Modern World-System_ <NAME>, _The Prospect Before Her: A History of Women in Western Europe, 1500-1800._ <NAME>, _Man and Nature in the Renaissance_ <NAME>, _The Scientific Revolution_ <NAME>, _The Enlightenment_ <NAME>, _What is Enlightenment?_ <NAME>, _The Cheese and the Worms: The Cosmos of a 16th-Century Miller_ <NAME>, _Shaman of Oberstdorf. <NAME> and the Phantoms of the Night_ <NAME>, _The Return of Martin Guerre_ <NAME>, _Wallington's World_ <NAME>, _The Great Cat Massacre_ HIEU 704 COLLOQUIUM IN THE COMPARATIVE HISTORY OF EUROPE, 1890-1990 Mr. <NAME> This course is part of the new, required sequence for graduate students in modern European history. Open to others with the consent of the instructor. "Discussion of major topics in the history of 20th century European history within a seminar setting." HIEU 802 MASTER'S ESSAY RESEARCH Mr. <NAME> This course is intended to bring students to the point of finishing their Master's Theses. Weekly meetings concentrate on the careful definition of useful topics, library research methods and exercises, theoretical and technical writing problems, and on mutual criticism of written results. There is no set required reading, but all students will have to find and read a few master's theses in their area of interest to get a sense of what such a thesis is. With due application, second-year students should be able to finish their theses during the semester. <file_sep>## Science and Society in 20th Century America ### HPSSS571, Fall 2000 -- MW 11:20 to 12:50, CB 431 The Rhode Island School of Design, Providence RI <NAME> \-- Syllabus http://www.cs.brown.edu/~rbb/risd/S571.syllabus.html* See also the S571 Reference Page Briefly: This course examines and raises questions about the roles and representations of scientific knowledge and practice in the political/social/cultural history of the past century. During the semester, we will focus on two significant "projects" with natural science at their core: The Manhattan Project, which aimed at and succeeded in producing a "practical military weapon" in the form of an atomic bomb; and, The Human Genome Project, the aims of which include the identification of all the 100,000 genes in human DNA, the determination of the sequences of the 3 billion chemical base pairs that make up human DNA, the development of technologies to analyze and store this information. In examining these Projects, we'll be interested in understanding not only the science that facilitate(d) these activities, but the relationships between individuals and institutions, between science, history and politics, that constituted these activities as well. We'll be especially interested in thinking and learning about these relationships by examining diverse representations of scientific theory and practice in contemporary literatures and arts. Attention will also be paid to considering the moral and political responsibility of the educated layman as well as the scientific expert, and the way different theories of social and political responsibility are inscribed in representations of scientific theory and practice. Requirements: : The basis for our discussions in this course will be readings, and related writing assignments. Students are expected to read critically a variety of texts (philosophical, sociological and scientific) and to contribute to class discussions. In addition to short assignments, students will, before the Thanksgiving holiday, complete a 8-10 page essay that analyzes one or several representations of either nuclear or biological science (the representation may be drawn from the arts or the sciences), and there will be a final exam. Why This Course?: College and university courses dealing with science generally fall into rather distinct and exclusive disciplinary categories. Science departments offer courses in the knowledge and techniques that ground and facilitate scientific practice, or at least the education and training of scientific professionals of various sorts. History departments offer courses about the history of ancient and modern science, and most often these aim to survey a period of several hundred years and present the achievements of science in the context of an investigation of "Great Experiments" or "Great Men/Women" or the classic texts of science. Philosophy departments offer courses in the philosophy of science, which generally analyze scientific language and what (if anything) is signified by the use of the term "scientific" (e.g. in the phrases "scientific knowledge", "scientific explanation", etc.). But as the HPSS department at RISD is not especially concerned with training scientists, philosophers, or historians, we're free to ask whether/how these different approaches refer to the same enterprise or set of activities in using the word "science", and what that enterprise and/or set of activities is all about. Our emphasis will be on the interpretation of different representations of science and scientific knowledge, and the relations between them, without worrying about disciplinary allegiance, and we'll use these comparisons and contrasts to arrive (I hope) at both a broader and deeper understanding of the complex relations between science and society. ### Books Required Texts: (available in paperback editions at the RISD Bookstore) * <NAME>. We Have Never Been Modern (Harvard University Press, 1993). * <NAME>. et al (eds.) The American Atom: A Documentary History of Nuclear Policies from the Discovery of Fission to the Present, 2nd edition (University of Pennsylvania Press, 1991, 1984) * Hales, <NAME>. Atomic Spaces: Living on the Manhattan Project (University of Illinois Press, 1997) * Selden, Steven. Inheriting Shame: The Story of Eugenics and Racism in America (Teachers College Press, 1999) * Lewontin, Richard. Biology as Ideology: The Doctrine of DNA (Harperperennial Library, 1993) * Kevles, Daniel and <NAME>. The Code of Codes: Scientific and Social Issues in the Human Genome Project (Harvard University Press, 1992) Recommended Texts: (available in paperback editions at the RISD Bookstore) * <NAME>. The Making of the Atomic Bomb (Touchstone Books, reprint edition, 1995). * Judson, <NAME>. The Eighth Day of Creation (Cold Spring Harbor Laboratory, expanded edition, 1996) These and additional books and articles will eventually be on reserve at the RISD library. Our web site will include additional readings and reference material. ### Weekly Schedule Week #1 (September 13): Introduction to the course From Snow's "The Two Cultures" to the Sokal Hoax, the relationship between social and scientific studies in the US has always been a matter of some controversy. We'll discuss different views of this relationship in the last half of the 20th century, and establish a context for this course, as well as the study of science in higher education. Assignment: Sketch or otherwise represent your current views about the relationship between science and society, either in diagramatic. pictorial, or expository form. This assignment is due in class on the 25th. Week #2 (September 18 & 20): Science and/in/for/against Society Bruno Latour's We Have Never Been Modern and competing answers to the question "What is Science?" A brief look at the origins and representations of modern science, and the consequences of this history for our received notions of the role of science in contemporary life. Required Reading: Latour, chapters 1-2. Week #3 (September 25 & 27): The discovery of nuclear fission, 1897-1939 We'll review the physics and technology that led to the discovery of fission, as well as the mechanism of fission itself. We'll look at the discoveries, calculations and experiments, with attention to the characteristics of scientific knowledge as well as the assumptions implicit in the way that knowledge is inscribed and communicated. Required Reading: Cantelon, et al., pp. 1-20. Week #4 (October 2 & 4): The Manhattan Project I: The first self-sustaining nuclear chain reaction + the formation of the Manhattan Engineer District = the origins of the Manhattan Project. The choices of Oakridge, Los Alamos, and Hanford, and the interplay between the scientific and the social in the early 1940s. Required Reading: Hales, chapters 1-4. Week #5 (October 9 & 11): The Manhattan Project II The science of daily life on the Manhattan Project, and questions about the relationship between historical and scientific representations of the process of science. Required Reading: Hales, chapters 6-10. Week #6 (October 16 & 18): The Manhattan Project III July 16, 1945 (5:29 a.m.) and questions about understanding and representing "Trinity", "The Bomb", "the New World", etc. Reflections on/of Latour. Required Reading: Catelon, et al, pp. 21-67; Hales, chapter 11. Week #7 (October 23 & 25): Transition to Genetics Where was biology during the discovery of nuclear fission? A brief history and science of genetics and the discovery of DNA, 1865 - 1953. Two views of the background to the HGP. Required Reading: Selden, chapters 1-3. Assignment: Essay topic proposal due. Week #8 (October 30 & November 1): The Human Genome Project I The historical politics and/or political history of genetics. Tracing Eugenics in the US and thinking about the place of genetic concepts in contemporary social theories and thoughts. Required Reading: Selden, chs. 4 and 7.; Kevles and Hood, ch. 2. Week #9 (November 6 & 8): The Human Genome Project II What is the Human Genome Project (really), and how does it blend scientific, technological and social efforts? Views from the scientific community and questions about how ethical issues are inscribed in and/or described by science. Required Reading: <NAME>, chs. 3-7. Week #10 (November 13 & 15): The Human Genome Project III Current developments in the HGP, and continuing questions of scientific and social responsibility as the Project yields "results". Looking at both professional and popular representations of the HGP and reflecting on how best to represent Latour's "networks". Required Reading: Kevles and Hood, chs. 9 and 11. Week #11 (November 20): The Faces of Contemporary Genetics The latest issue of Nature Genetics carries a lead editorial about the recent decision, in the UK, to allow the Association of British Insurers (ABI) to use the results of a genetic test for Huntington's Disease to determine whether or not to grant applicants life insurance policies in excess of 100,000 pounds. The second editorial summarizes an article in the journal concerning the reconstruction of the path(s) of human evolution using molecular techniques to analyze the Y chromosome. We'll discuss these editorials, the events they report, and their significance as representations of contemporary genetics. In-class reading Nature Genetics, November 2000, selected editorials. Week #12 (November 27 & 29): Science and Society Revisited We'll return to concerns raised by Latour's first and second chapters, and examine his remarks in chapters 3 and 4 in light of our studies of the Manhattan Project and the HGP. We'll begin with Latour's comment (p. 87): "For each state of Society there exists a corresponding state of Nature." Recommended Reading: Latour, chs. 3 and 4 Essays must be turned in no later than Wednesday the 29th, in class. Week #13 (December 4 &: 6): Situating Science and Society (again) We'll spend this week preparing for the final exam, with discussions inspired by students' essays. December 11th: Final Exam ### Contact information My office at RISD is 206 Carr House, and my scheduled office hour is Monday 10-11 a.m. and Wednesday from 6-7 p.m. I am most easily reached by e-mail (<EMAIL>) or at my office at Brown (502 CIT, 863-7619), and I am happy to schedule additional office hours if requested. * * * (C) 2000 <NAME> <file_sep>Course Prefix and Number: [Prefix] [Number] Semester and Year effective: [Semester/year eff] <NAME> DISTANCE EDUCATION CHECKLIST Course Prefix \| Course Number \| Course Title \| Units ---\|---\|---\|--- [Prefix] \| [Number] \| [Course Title] \| [Units] (Use this form as an aid to developing your distance education course. Attach to course outline) CATEGORIES FOR CONSIDERATION \| YES \| NO \| N/A ---\|---\|---\|--- Laboratory \| \| \| Computer Assisted Instruction \| \| \| Video Lesson Viewing (library checkout or leasing of tapes) \| \| \| Telecourse broadcast viewing \| \| \| Orientation sessions \| \| \| Individual meetings \| \| \| Study sessions (Student directed) \| \| \| Review sessions (Faculty directed) \| \| \| Examination sessions \| \| \| Field trips \| \| \| Telephonic communication \| \| \| e-mail or Internet \| \| \| Teleconferencing \| \| \| Back-up delivery system \| \| \| Funding \| \| \| Special tools and/or equipment needed for new (revised) course \| \| \| (7/98) dist_ed.wpt FULLERTON COLLEGE CURRICULUM COMMITTEE DISTANCE EDUCATION Requirements for Distance Education Courses (Existing and Future courses) In the methodology section of the course outline, please include the following: * Face-to-face meeting Include orientation, examination previews, tests * Regular student contact Include how often the student is to contact the instructor and the consequences for failure to stay in continuous contact with the instructor * Weekly lecture notes Explain the manner in which the students and instructor will maintain contact * Weekly discussion session Explain how the discussion question(s) will be posted and what the student's responsibility will be in response to the posted question(s) * Weekly student assignments Explain how the students will obtain their assignments and how they will communicate that they have received them * Class assignments and testing Enumerate the examinations that will be required and how and when the students will take them * Individual student support In the course syllabus, include the formal weekly office hours and how the student may make contact with you * Texts and non-text resources Distance Education course outlines should include in the text section, any text, videos or other non-text resources that you will be using for the course. See the attached bibliographic format for video, audio, and url. * Student evaluation of the class All students will be given an evaluation survey. The same survey is used for all courses. The results are of the survey are tabulated and distributed to the managers of Tele/Internet courses and the faculty. (If this is a new course, please follow the procedures in the Curriculum Handbook for developing the course outline and include the above topics.) FULLERTON COLLEGE CURRICULUM COMMITTEE DISTANCE EDUCATION CITING NON-BOOK RESOURCES A film or video recording (cassette or disc) usually begins with the title, underlined, and includes the director, the distributor, and the year. You may include other data that seem pertinent - such as the names of the writer, performers, and producer - between the title and the distributor. _It's a Wonderful Life_. <NAME>. Perf. <NAME>, <NAME>, <NAME>, and <NAME>. 1946. Videocassette. Republic, 1988. _Medicine at the Crossroads_. Prod. 13/WNET and BBC TV. Videocassette. PBS Video, 1993. Audio recordings: A rough rule of thumb is that entries for popular music begin with the performer, and classical music, with the composer. However, MLA seems to allow entry under "desired emphasis," which could be, for example, conductor or narrator. (Compact Disc is assumed form; others are so stipulated.) <NAME>. _Romances for Saxophone_. English Chamber Orch, Cond. <NAME>. Audio cassette. CBS, 1986. Sting, narr. _Peter and the Wolf_. Op. C7. By <NAME>. Chamber Orch. Europe. Cond. <NAME>. Deutsch Grammophon, 1990. Electronic Text citations should include the following: 1. Name of author (if any) 2. Title of the text (underlined) 3. Publication information for the printed source 4. Publication medium (Online) 5. Name of the repository of the electronic text (e.g. Oxford Text Archive) 6. Name of the computer network (Internet) 7. Date of access 8. (Optional) Electronic address preceded by the word "Available" <NAME>. _Hamlet. The Works of W<NAME>_. Ed. <NAME>. Stratford Town Ed. Stratford-on-Avon: Shakespeare Head, 1911. Online. Dartmouth Coll. Lib. Internet. 26 Dec. 1992. _Octavian_. Ed. <NAME>. Early English Text Soc. 289. London: Oxford UP, 1986. Online. U. Of Virginia Lib. Internet. 6 Apr. 1994. Available FTP: etext.virginia.edu. See _MLA_ for further examples. 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/faculty/crovella/paper-archive/TR-95-010/img40.gif 0.04 0.00 98 1 \| /faculty/crovella/paper-archive/TR-95-010/img41.gif 0.04 0.03 10165 1 \| /faculty/crovella/paper-archive/TR-95-010/img42.gif 0.04 0.01 4737 1 \| /faculty/crovella/paper-archive/TR-95-010/img43.gif 0.04 0.01 4809 1 \| /faculty/crovella/paper-archiv <file_sep>Labor-Rap by by thread # Labor-Rap by by thread * Most recent messages * Messages sorted by: [ date ][ subject ][ author ] * Other mail archives Starting: _Fri 03 Jan 1997 - 13:41:50 MDT_ Ending: _Wed 30 Jul 1997 - 19:13:19 MDT_ Messages: 416 * The Second Wave of General Strike _Kim Scipes_ * The Second Wave of General Strike _Kim Scipes_ * faculty jobs, labor studies _<NAME>_ * Call for Solidarity Action for Korean Workers General Strike _Kim Scipes_ * Ebonics Explained _<NAME>_ * Re: Ebonics Explained _<NAME>_ * AFL-CIO & the Fate of Social Security _<NAME>_ * CONST: Additional List Managers. (fwd) _<NAME>_ * What You Can Do To Help Korean Workers _Yoshie Furuhashi_ * From KCTU-Intl: Korean General Strike - Onto the 14the Day _Yoshie Furuhashi_ * From KCTU-Intl: Korean General Strike - Onto the 14the Day _Yoshie Furuhashi_ * From KCTU-Intl: Korean General Strike - Onto the 14the Day _Yoshie Furuhashi_ * Korea Alert (fwd) _<NAME>_ * Re: Eisenscher/Sawicky _<NAME>_ * Re: Eisenscher/Sawicky/Feuer _Yoshie Furuhashi_ * The Undertime Tax (1/2) _<NAME>er_ * The Undertime Tax (2/2) _<NAME>_ * The Undertime Tax (2/2) _<NAME>er_ * Paper _<NAME>_ * (Fwd) M-I: Oregon dockers _<NAME>_ * M-I: Workplace support for Liverpool _<NAME>_ * Multiple "Choice" Quiz _<NAME>_ * Re: Multiple "Choice" Quiz _<NAME>_ * Bishops support Wheeling-Pitt pickets(fwd) _<NAME>_ * Worth sharing _<NAME>_ * Human rights violations in Peru _<NAME>_ * TAKING THE RISK OUT OF DEMOCRACY _<NAME>_ * Appeal - Three peasants killed by the police in Chiapas _<NAME>_ * Labor-intellectuals/foreign operations _Kim Scipes_ * Re: Labor-intellectuals/foreign operations _Goodwork_ * Re: Labor-intellectuals/foreign operations _Goodwork_ * Re: Labor-intellectuals/foreign operations _Kim Scipes_ * Re: Labor-intellectuals/foreign operations _<NAME>_ * Re: Labor-intellectuals/foreign operations _<NAME>_ * CHRISTMAS MASSACRE IN BOLIVIA _PO_ * CHRISTMAS MASSACRE IN BOLIVIA _PO_ * Re: Labor-intellectuals/foreign operations _<NAME>_ * Re: Labor-intellectuals/foreign operations _<NAME>_ * AFL-CIO foreign operations _<NAME>_ * Re: AFL-CIO foreign operations _<NAME>hashi_ * Re: AFL-CIO foreign operations _Yoshie Furuhashi_ * Re: Save Overtime Pay After 8 Hrs. Work _<NAME>_ * labor/academic article _<NAME>_ * labor/academic article _<NAME>_ * Human rights violations in Peru _PO_ * Re: Save Overtime Pay After 8 Hrs. Work _<NAME>_ * Kaiser nurses contract (fwd) _<NAME>_ * Re: Save Overtime Pay After 8 Hrs. Work _<NAME>_ * UCLA Labor Teach-In February 20-21 _<NAME>_ * UCLA Labor Teach-In February 20-21 _<NAME>_ * Re: Response to my 1/6 post on Social Security _<NAME>_ * AMNESTY USA - HE WHO PAYS THE PIPER CALLS THE TUNE! _Aaron_ * Time and a half and tooth fairies, too _<NAME>_ * Re: Time and a half and tooth fairies, too _<EMAIL>_ * Re: Time and a half and tooth fairies, too _<EMAIL>_ * Re: Time and a half and tooth fairies, too _<NAME>_ * Re: Time and a half and tooth fairies, too _<NAME>_ * Re: Time and a half and tooth fairies, too _<NAME>_ * A provocative fable? _<NAME>_ * Job Description _<NAME>_ * iu conference on humanities (fwd) _<NAME>_ * Markets, Privatization, and the Role of Government _<NAME>_ * SSSP _<NAME>_ * Re: SSSP _<NAME>_ * Re: SSSP _<NAME>_ * Re: SSSP _<NAME>_ * NAFTA - Plant Closures Impacts _<NAME>_ * Re: NAFTA - Plant Closures Impacts _<NAME>_ * California to privatize welfare? _<NAME>_ * California to privatize welfare? _ROBERT SAUTE_ * Re: California to privatize welfare? _<NAME>_ * Re: California to privatize welfare? _<NAME>_ * Re: California to privatize welfare? _<NAME>_ * Re: California to privatize welfare? -Reply _<NAME>_ * Re: California to privatize welfare? _<NAME>oley_ * March 1st Oakland Welfare Rights March _<NAME>_ * March 1st Oakland Welfare Rights March _<NAME>_ * Worth Considering _<NAME>_ * On-line Labor Bookstore _<NAME>_ * Re: <NAME> _Goodwork_ * Wheeling Pitt Contributions _<NAME>_ * Release: corporate welfare (fwd) _Franklin Wayne Poley_ * RE: Release: corporate welfare (fwd) _<NAME>_ * Markets _<NAME>_ * Worth Considering _<NAME>_ * Full-time Organizer Wanted _<NAME>_ * Re: Full-time Organizer Wanted _anzalone/starbird_ * Re: Full-time Organizer Wanted _<NAME>_ * Panels, Socialist Scholars Conference _ROBERT SAUTE_ * Panels--Socialist Scholars Conference _Ira Shor_ * Apologies for Techno-Goof _Ira Shor_ * Gral. strike in Swatsiland _PO_ * Black Liberation Radio _<NAME>_ * UCLA Labor Teach-In Feb 21-22 _<NAME>_ * Re: UCLA Labor Teach-In Feb 21-22 _anzalone/starbird_ * Re: UCLA Labor Teach-In Feb 21-22 _anzalone/starbird_ * Job Opportunities _<NAME>_ * Request for Solidarity Message from KCTU _<NAME>_ * woody guthrie quote _<NAME>_ * File: "GANZ SYLLABUS" _<NAME>_ * Of Possible Interest _<NAME>_ * Re: Corporate Ethics??? (fwd) _<NAME>_ * Re: FW: Wage Slaves _<NAME>_ * Re: FW: Wage Slaves _<NAME>_ * Union Pension Funds and Corporate PACs _<NAME>_ * Re: Union Pension Funds and Corporate PACs _ROBERT J.S._ * Re: Union Pension Funds and Corporate PACs _<NAME>_ * Re: Union Pension Funds and Corporate PACs _<NAME>_ * UVA teach-in _<NAME>_ * Re: call for ideas regarding "corporate campaigns" _<NAME>_ * Re: FW: Wage Slaves (and the Liberation of Labor). _Franklin Wayne Poley_ * Tentatile Agenda for UCLA Labor Teach-In Feb 21-22 _<NAME>_ * Re: Corporate Ethics??? (And the Final Liberation of Labour). (fwd) _<NAME>_ * "Certification" for socially responsible production _<NAME>_ * Re: "Certification" for socially responsible production _<NAME>_ * Re: "Certification" for socially responsible production _<NAME>ol_ * Re: "Certification" for socially responsible production _anzalone/starbird_ * Re: "Certification" for socially responsible production _TODD MATTHEWS_ * Re: work transfer/NCR _<NAME>_ * Final UCLA Teach-In Agenda Feb 20-21 _<NAME>_ * Re: FIGHT THE INTERNET TAX:Time to 'Blow Our Whistles' on the Net. _<NAME>_ * UC Conf On Privatization _<NAME>_ * Re: UC Conf On Privatization _anzalone/starbird_ * World Banquet _<NAME>_ * re: <NAME> works for Guess Inc. _<NAME>_ * re: <NAME> works for Guess Inc. _<EMAIL>_ * Hours of Work Policy Brief _<NAME>_ * Re: Hours of Work Policy Brief _<EMAIL>_ * Re: Hours of Work Policy Brief _<NAME>_ * Re: your mail _<EMAIL>_ * Timor - Appeal for solidarity assistance _<NAME>_ * Re: <NAME> works for Guess Inc. _<EMAIL>_ * Urgent Mumia Call (fwd) _<NAME>_ * AFL-CIO, Union Mergers, & AA Pilots _<NAME>_ * Action! Motown '97 _<NAME>_ * Re: Big Labor Buttons at DIA _<NAME>_ * Critique of "Moderates" _<NAME>_ * UVA teach-in _<NAME>_ * [Fwd: OPED] _<NAME>_ * Re: Don't Unionize Workfare (fwd) _<NAME>y_ * SF Conf On UC Privatization 4/12/97 _<NAME>_ * Re: SF Conf On UC Privatization 4/12/97 _<NAME>_ * ILWU Local 6 Sponsors IWD Actions _<NAME>_ * Ford Motor Co. and the Nazi War Efforts _<NAME>_ * History: Labor Radio _<NAME>_ * [Fwd: please post - High Cost of High Tech] _meisenscher_ * AFL-CIO Establishes "Union City" Plan _<NAME>_ * Re: AFL-CIO Establishes "Union City" Plan _Kim Scipes_ * NLRB Decision on Unit Inclusion of Volunteers _<NAME>_ * AFL-CIO Action on Environmental Standard _<NAME>_ * Is Jet Lag the Price of Relevance? _<NAME>_ * AFL-CIO to Launch Senior Summer _<NAME>_ * Re: AFL-CIO Central Labor Councils and Community Alliances... _<EMAIL>_ * Palestinian students/academic freedom--Gaza Petition _<NAME>_ * Re: AFL-CIO Establishes "Union City" Plan _<NAME>_ * Constitutional Implications of AFL-CIO Policy. (fwd) _<NAME>_ * Re: Constitutional Implications of AFL-CIO Policy. (fwd) _<NAME>_ * Re: Constitutional Implications of AFL-CIO Policy. (fwd) _anzalone/starbird_ * Polling Data On Labor's Standing _<NAME>_ * article of interest: part time/contingent workers _<NAME>_ * article of interest: part time/contingent workers _<NAME>_ * article of interest: part time/contingent workers _<NAME>_ * article of interest: part time/contingent workers _<NAME>_ * New Discussion Forum _<NAME>_ * Overtime and labour costs _<NAME>_ * March 8 forum: BETTER TIMES _<NAME>_ * Teach-in: Campaign to Organize Strawberry Industry _<NAME>_ * Report/Comments on UVA Teach-in _<NAME>_ * shorter work week _<NAME>_ * Re: shorter work week _<NAME>_ * The Dictatorship of the Proletariat-Imminent! _<NAME>_ * Organizing Jobs Available at Yale University _<EMAIL>_ * Anti-union memo from Borders Books (fwd) _<NAME>_ * RE: Anti-union memo from Borders Books (fwd) _<NAME>_ * Overworked and Underemployed _<NAME>_ * IBT launches MacDonald's drive _<NAME>_ * The Labor Spy Racket ('90s version) _<NAME>_ * Re: Workers" Bill of Rights (fwd) _<NAME>_ * Re: Constitutional Implications of AFL-CIO Policy. (fwd) _Franklin Wayne Poley_ * WCFL: Labor's Squandered Communications Resource _<NAME>_ * Globalization and the IMF _<NAME>_ * Re: Workers" Bill of Rights (fwd) _anzalone/starbird_ * [Fwd: UNION BUSTING AT HOLT LABOR LIBRARY!] _meisenscher_ * Re: [Fwd: UNION BUSTING AT HOLT LABOR LIBRARY!] _anzalone/starbird_ * Duncan Article on WCFL _<NAME>_ * Labour Welfare Party Update. _<NAME>_ * [PEN-L:8888] Call for Volunteers for The Budget Game (Building _<NAME>_ * Technology, Reserach Agenda, & Income Inequality _<NAME>_ * Re: Technology, Reserach Agenda, & Income Inequality _anzalone/starbird_ * books for cuban scholars _<NAME>_ * Re: Mondragon etc. (fwd) _<NAME>_ * Support Struggling Garment Workers on your Campus _UNITE! L.A. 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These pages are regenerated with updated information every 24 hours. If this page is more than 24 hours old you should force your browser to reload a new page by pressing the reload button (Netscape) or refresh button (Internet Explorer). Syllabus Info! If syllabus information is available for a section, the section number will appear as a selectable link. --- HIST 1311 HIST OF U.S. HISTORY INSTRUCTIONAL FEE $5.00 001 5wk 42718 MTWR 1030-1230pm 115 UH Grammer 47 of 146 seats taken HIST 1312 HIST OF U.S. HISTORY INSTRUCTIONAL FEE $5.00 001 5wk 48911 MTWR 800-1000am 110 UH Haynes 79 of 146 seats taken HIST 2302 HIST OF CIVIL 001 5wk 44128 MTWR 1030-1230pm 110 UH Northrup 41 of 146 seats taken HIST 2313 HIST OF ENGLAND 001 5wk 48527 MTWR 800-1000am 115 UH Stillwell Jr 24 of 146 seats taken HIST 3300 INTRO HIST RES 501 11wk 50586 TR 600-750pm 025 UH Richmond 19 of 91 seats taken HIST 3349 RECENT US DIPLO 001 5wk 46431 MTWR 800-1000am 102 UH Repko 34 of 64 seats taken HIST 3363 TEXAS TO 1850 501 11wk 53023 MW 600-750pm 103 UH Saxon 30 of 64 seats taken HIST 3389 WORLD WAR TWO 501 11wk 52842 TR 800-950pm 014 UH Richmond 27 of 64 seats taken HIST 4191 CONF COURSE 020 5wk A3815 TBA Reinhardt HIST 4388 MIDDLE EAST 001 5wk 49342 MTWR 1030-1230pm 103 UH Stillwell Jr 26 of 64 seats taken HIST 4391 CONF COURSE 007 5wk A4995 TBA Green 012 5wk A0116 TBA Bolsterli 020 5wk A0326 TBA Reinhardt HIST 4394 HON THESIS/PROJ 609 11wk A4818 TBA Jalloh HIST 5304 AMER SOUTHWEST 001 5wk 47751 MTWR 1030-1230pm 321 UH Haynes 5 of 20 seats taken HIST 5391 INDEPENDNT STDY 605 11wk A9770 TBA Francaviglia 620 11wk A9902 TBA Reinhardt 622 11wk A8290 TBA Richmond 624 11wk A3358 TBA Saxon HIST 5395 NON-T CAPSTONE 020 5wk A9199 TBA Reinhardt HIST 5644 ARC INTERNSHIP 624 11wk A0105 TBA Saxon HIST 6391 INDEPEN STUDY 005 5wk A2250 TBA Francaviglia 026 5wk A4016 TBA Stillwell Jr _Questions? - clickhere_ --- <file_sep>## Karcher (Temple University) ### General Information ### Abstract The syllabus is designed to take full advantage of the multicultural resources offered by the Heath Anthology. Beginning with Native American Traditions and ending with Whitman and Dickinson, reading assignments have been grouped together in a dialogic format to allow for comparing the divergent cultural values, experiences, and perspectives of Native Americans and Europeans; Spanish and English colonizers; Puritan, Spanish, and African captives; Catholics, Puritans, Quakers, and Enlightenment philosophes; African Americans and whites; abolitionists and non-abolitionists; men and women. The syllabus also invites comparisons among various art forms (Native American ritual poetry, slave songs, and Anglo- American formal poetry from the Puritan era through Dickinson; Native American and Mexican American oral tales and Anglo- American short stories in the legendary, romantic, and realistic modes; sermons, essays, autobiographies, captivity narratives, slave narratives, and orations). ### Population Discussion (mostly), with occasional lectures (e.g. at important historical turning points where new concepts have to be introduced, or when dropped threads from the previous week's discussion need to be picked uP) Class size: 35 students; Class level: sophomore to senior (the course is required for English majors and is supposed to be a prerequisite to higher-level literature courses, but due to schedules and availability, many end up taking it late in their course work; the course is also required for education majors and is taken by many others as a humanities elective; in general about 50% of the class consists of English majors) ### Bibliography Required Text: Heath Anthology of American Literature, I Bibliography of useful texts : On the Zuni, I have used Ruth Benedict's Patterns of Culture (besides Chapter 4 on the Zuni, her discussion of the Kwakiutl potlatch in Chapter 6 is useful for illuminating aspects of the Tlingit and Tsimshian trickster tales, since all three are Pacific Northwest cultures with similar features). Also helpful on the Tlingit is the essay by <NAME>, "Contending with Colonization: Tlingit Men and Women in Change," in Eleanor Leacock and Mona Etienne, eds., Women and Colonization: Anthropological Perspectives. On the Navajo Changing Woman story, Raymond Friday Locke's T he Book of the Navajo is helpful. On Native American traditional literature in general, <NAME>'s essay "The Sacred Hoop" (available both in her book by that title and in her MLA volume (Studies in American Indian Literature) provides a very useful framework. On the trickster tales, <NAME>-Abrahams's "'A Tolerated Margin of Mess': The Trickster and His Tales Reconsidered," and the extract from Levi- Strauss, both reprinted in <NAME>, ed., Critical Essays on Native American Literature , are almost indispensable. On the slave songs, <NAME>'s The Victim as Criminal and Artist, Chapter 3, provides an excellent starting point. See also Lawrence Levine's chapter on the spirituals in Black Culture and Black Consciousness. On <NAME> and <NAME>, the excellent introductions by Sandra Zagarell and <NAME> are very helpful. ### General Pedagogy: For this course, students are required to write two papers of 5-7 pages each. In addition, they are assigned five or six take-home quizzes in which they are to explicate three pre-selected passages from the readings for the coming class period; on the last of these quizzes, they are free to choose either a poem by Dickinson or a comparable section of a poem by Whitman to explicate. There is also a final essay examination. ### Readings & Pedagogy ### Introduction A lecture providing an overview of the course, a review of the debates over the canon that culminated in the Heath Anthology, and a discussion of the attacks on so-called "PC" (on which I invite comments by students) ### Unit #1 Native American Traditions (2 sessions): Readings for Unit #1: Native American Traditions-- Winnebago, Pima, Zuni: pp. 3-7 ("Colonial Period"), 22-40 ("Native American Traditions," "This Newly Created World," "Emergence Song," "Talk Concerning the First Beginning"); 2641-63 ("Native American Oral Poetry," "Sayatasha's Night Chant"); Native American Traditions-- Navajo, Tlingit, Tsimshian : pp. 40-52 ("Changing Woman and the Hero Twins"); 59-66 ("Raven and Marriage," "Raven Makes a Girl Sick") \| \| ---\|--- Writing and Pedagogy for Unit #1: See the attached list of quizzes and paper topics for the first half of the semester. ### Unit #2 Spanish Colonizers and Native Americans (2 sessions): Readings for Unit#2: Spanish Explorers, Captives, Conquerors: pp. 7-10 ("Colonial Period"); 67-69 ("Literature of Discovery"); 69-80 (Columbus: Journal of the First Voyage to America), 89-99 (Cabeza de Vaca: Relation); 120-31 (Villagra: History of New Mexico) ; Spanish Colonizers and Native Americans: 52-55 ("Coming of the Spanish and Pueblo Revolt," Hopi); 431-32 ("Pueblo Revolt and Spanish Reconquest"); 433-40 (Otermin, "Letter on Pueblo Revolt") ; 756-61 (Report by Delgado) ; 80-88 ("Virgin of Guadalupe") \| ---\|--- Writing and Pedagogy for Unit #2: See the attached list of quizzes and paper topics for the first half of the semester. ### Unit #3 English Colonists in Virginia and New England: (3 sessions) Readings for Unit #3: English Colonists in Virginia and the Puritan Mission in New England: pp. 10-21 ("Colonial Period"); 146-59 Smith : True Relation, General Historie , "Description of New England," "Advertisements"); 172-76 (Frethorne, Letters) ; 188-99 (Winthrop: "Modell of Christian Charity"); Puritan Colonists and Native Americans: pp. 210-32 Bradford : Of Plymouth Plantation ); 317-42 Rowlandson : Narrative of Captivity); Puritan Poetry: 256-60, 272-73, 276 Bradstreet : "Prologue," "Author to Her Book, "Before the Birth," "To My Dear Husband," "Letter to Her Husband," In Memory of My Grandchild"); 295-97 "Bay Psalm Book" and "New-England Primer" ), 304 (Psalm 23); 308, 309 (New England Primer: Alphabet, Verse) <NAME> 342-46, 363-65, 366-67, 373-74 ("Huswifery," "Upon Wedlock," "Prologue," "Meditation 26") \| ---\|--- Writing and Pedagogy for Unit #3: See the attached list of quizzes and paper topics for the first half of the semester. ### Unit #4 Colonial Period (5 sessions) Readings for Unit#4: Colonial Period 1700-1800-- Varieties of Eighteenth-Century Religious Experience, Puritan and Quaker: 448- 69 ("Colonial Period); 512-16, 545-66 Edwards : "Personal Narrative," "Sinners in the Hands of an Angry God"); 604-10 Woolman : "Some Considerations on the Keeping of Negroes"); Who (What) Are Americans?--Revolutionary Ideals and their Contradictions: 890-91, 895-907 Crevecoeur : "Letters from an American Farmer" #3, #9); 957-64, 965-71 Jefferson : Declaration of Independence ; Notes on the State of Virginia , Queries 6, 11, 14 [xerox handout], 18); 1042-43, 1059-61, 1067-68 Freneau : "To Sir Toby," "The Indian Burying Ground"; Who (What) Are Americans?--African American Voices: 694- 712 Vassa/Equiano : Interesting Narrative); 712-15, 718, 720-24, 727- 28 Wheatley : "On Whitefield," "On Being Brought from Africa," "To University of Cambridge," "Phillis's Reply," "To Washington," Letter to Occom), 685-94 Prince Hall : "Petition," "Charge to African Lodge"); Who (What) Are Americans?--Native American Voices: 728-35 Occom : "Short Narrative"); 1752-53 ("Issues and Visions"); 1753-60 Apes : "An Indian's Looking-Glass for the White Man"); 1760-69 Boudinot : "Address to the Whites"), 1769-72 Seattle/Suquamish: Speech); Who (What) Are Americans?--<NAME>, Embodiment of the American Dream: 776-80, 823-81 Franklin , Autobiography ) \| ---\|--- Writing and Pedagogy for Unit #4: See the attached list of quizzes and paper topics for the first half of the semester. ### Unit #5 Transition to the Nineteenth Century (1 session) Readings for Unit#5: Myths, Tales, and Legends: 1214-16 ("Myths, Tales, and Legends"); 1216-22 Schoolcraft : "Mishosha"); 1228-36 (Hispanic Cuentos: "La comadre Sebastiani," "Los tres hermanos"); 1238-39, 1248-60 Irving : "<NAME> Winkle") \| ---\|--- Writing and Pedagogy for Unit #5: See the attached list of quizzes and paper topics for the first half of the semester. The first paper is due after this session. ### Unit #6 Versions of Transcendentalism (2 sessions) \| ---\|--- Writing and Pedagogy for Unit #6: See the attached list of quizzes and paper topics for the second half of the semester. ### Unit#7 Women's Rights and Representations of Women (5 sessions) Readings for Unit#7: Women's Rights: 1825-26, 1886-90 (S. Grimke : Letters on the Equality of the Sexes, #8); 1580-82, 1604-26 Fuller : Woman in the 19th Century); 1893-95, 1897-99 (Stanton: "Declaration of Sentiments"); 1899-1902, 1903-1904, 1907-1908 Fern : "Hints to Young Wives," "Soliloquy of a Housemaid," "Working- Girls of NY"); 1908-13 Sojourner Truth ); Varieties of Narrative and Representations of Women: 2063-65 ("The Flowering of Narrative"); 1322-25, 1333-44, 1362-64 Poe : "Ligeia,""Oval Portrait"); Varieties of Narrative and Representations of Women: 2065-69, 2101-2132 Hawthorne : "The Birth-mark," "Rappaccini's Daughter"); Varieties of Narrative and Representations of Women: 2286-2307 Kirkland : A New Home); 2596-2613 Cary : "Uncle Christopher's"); Varieties of Narrative and Representations of Women: 2400-2404, 2431 note 1, 2438-64 Melville : Encantadas Sketch #8, "Paradise of Bachelors and Tartarus of Maids") \| ---\|--- Writing and Pedagogy for Unit #7: See the attached list of quizzes and paper topics for the second half of the semester. ### Unit #8 Multiple Perspectives on Slavery (4 sessions) Readings for Unit #8: Slavery and Rebellion: 1781-91 Walker , Appeal to the Colored Citizens of the World) ; 1858-71 Higginson , "Nat Turner's Insurrection"); Slavery through the Eyes of Slaves: 1637-1704 Douglass : Narrative); 2671-74, 2676-79 (Slave Songs: "Lay Dis Body Down," "Steal Away," "There's a Meeting," "Many Thousand Go," "Go Down, Moses," "Didn't My Lord"); Women and Slavery : 1723-50 Jacobs , Incidents in the Life of a Slave Girl ); 1795-98, 1809-12 Child : "Preface" to Appeal, "Slavery's Pleasant Homes"); A Fictional Perspective on Slavery: 2464- 2522 Melville : "<NAME>") \| ---\|--- Writing and Pedagogy for Unit #8: See the attached list of quizzes and paper topics for the second half of the semester. ### Unit #9 The Emergence of American Poetic Voices (2 sessions) Readings for Unit #9: Emergence of American Poetic Voices- \- Whitman : 2638-40 ("Emergence"); 2709-12, 2778-88, 2790-91, 2793- 98, 2810-17 (Whitman, "Sleepers," "There Was Child," "In Paths Untrodden," "Out of the Cradle," "When Lilacs Last"); Emergence of American Poetic Voices-- Dickinson : 2838-44 and Poems # 219, 258, 280, 315, 328, 341, 435, 465, 520, 569, 632, 712, 754, 1129 \| ---\|--- Writing and Pedagogy for Unit #9: Students must choose either a poem by Dickinson or a section of a poem by Whitman to explicate in a mini-paper of 1-2 pages. ### Quizzes ### Quiz #1 (Take Home) Carefully analyze THREE of the following passages. I do not want you merely to paraphrase them, but rather to explain their significance as key statements of personal or cultural beliefs or as key passages for understanding the meaning or function of the work. Pay close attention to the language and imagery. Where appropriate, comment on the cultural information embedded in these quotations. You may also comment on the relationships you see between the texts represented here. Be sure to identify each passage and to relate it to the work's main themes. 1\. "'Although I knew very well that the hilltop was not a place for flowers, since it is a place of thorns, cactuses, caves and mezquites, I was not confused and did not doubt Her. When I reached the summit I saw there was a garden there of flowers with quantities of the fragrant flowers which are found in Castile; I took them and carried them to the Queen of Heaven and She told me that I must bring them to you, and now I have done it, so that you may see the sign that you ask for in order to do Her bidding, and so that you will see that my word is true.'" 2\. "The missionary did not like the ceremonies. He did not like the Kachinas and he destroyed the altars and the customs. He called it idol worship and burned up all the ceremonial things in the plaza." 3\. "What grieved us most were the dreadful flames from the church and the scoffing and ridicule which the wretched and miserable Indian rebels made of the sacred things, intoning the alabado and the other prayers of the church with jeers." 4\. "Finally, to such an extreme do the iniquities reach that are practiced against the Indians by governors and alcades mayores, as well as by the judges of residencia, that, losing patience and possessed by fear, they turn their backs to our holy mother, the Church, abandon their pueblos and missions, and flee to the heathen, there to worship the devil, and most lamentable of all, to confirm in idolatries those who have never been illumined by the light of our holy faith, so that they will never give ear or credit to the preaching of the gospel. Because of all this, every day new conversions become more difficult, and the zealous missionaries who in the service of both Majesties are anxiously seeking the propagation of the gospel, most often see their work wasted and do [not] accomplish the purpose of their extended wanderings." ### Quiz #2 (Take-Home) Carefully analyze THREE of the following passages. I do not want you merely to paraphrase them, but rather to explain their significance as key statements of personal or cultural beliefs or as key passages for understanding the meaning or function of the work. Pay close attention to the language and imagery. Where appropriate, comment on the cultural information embedded in these quotations. You may also comment on the relationships you see between the texts represented here. Be sure to identify each passage and to relate it to the work's main themes. 1\. "God's excellency, his wisdom, his purity and love, seemed to appear in every thing; in the sun, moon and stars; in the clouds and blue sky; in the grass, flowers, trees; in the water, and all nature; which used greatly to fix my mind. I often used to sit and view the moon, for a long time; and so in the day time, spent much time in viewing the clouds and sky, to behold the sweet glory of God in these things: in the mean time, singing foth with a low voice, my contemplations of the Creator and Redeemer. And scarce any thing, among all the works of nature, was so sweet to me as thunder and lightning. Formerly, nothing had been so terrible to me. I used to be a person uncommonly terrified with thunder: and it used to strike me with terror, when I saw a thunder-storm rising. But now, on the contrary, it rejoiced me. I felt God at the first appearance of a thunder-storm." 2\. "The use of this awful subject may be for awakening unconverted persons in this congregation. This that you have heard is the case of every one of you that are out of Christ. That world of misery, that lake of burning brimstone is extended abrod under you. There is the dreadful pit of the glowing flames of the wrath of God; there is hell's wide-gaping mouth open; and you have nothing to stand upon, nor any thing to take hold of; there is nothing between you and hell but the air; it is only the power and mere pleasure of God that holds you up." 3\. "To consider mankind otherwise than brethren, to think favours are peculiar to one nation and exclude others, plainly supposes a darkness in the understanding. For as God's love is universal, so where the mind is sufficiently influenced by it, it begets a likeness of itself and the heart is enlarged towards all men. Again, to conclude a people froward, perverse, and worse by nature than others (who ungratefully receive favours and apply them to bad ends), this will excite a behavior toward them unbecoming the excellence of true religion." 4\. "Brother, you say there is but one way to worship and serve the Great Spirit. If there is but one religion, why do you white people differ so much about it? Why not all agreed, as you can all read the book? "Brother, we do not understand these things. We are told that your religion was given to your forefathers and has been handed down from father to son. We also have a religion which was given to our forefathers and has been handed down to us, their children. We worship in that way. It teaches us to be thankful for all the favors we receive, to love each other, and to be united. We never quarrel about religion." ### Quiz #3 (Take-Home) Carefully analyze THREE of the following passages. I do not want you merely to paraphrase them, but rather to explain their significance as key statements of personal or cultural beliefs or as key passages for understanding the meaning or function of the work. Pay close attention to the language and imagery. Where appropriate, comment on the cultural information embedded in these quotations. You may also wish to draw comparisons with earlier readings for the course. Be sure to identify each passage and to relate it to the work's main themes. 1\. "Having emerg'd from the Poverty and Obscurity in which I was born and bred, to a State of Affluence and some Degree of Reputation in the World, and having gone so far thro' Life with a considerable share of Felicity, the conducing Means I made use of, which, with the Blessing of God, so well succeeded, my Posterity may like to know, as they may find some of them suitable to their Situations, and therefore fit to be imitated. That Felicity, when I reflected on it, has induc'd me sometimes to say, that were it offer'd to my Choice, I should have no Objection to a Repetition of the same Life from its Beginning, only asking the Advantage Authors have in a second Edition to correct some Faults of the first." 2\. "Revelation had indeed no weight with me as such; but I entertain'd an Opinion, that tho' certain Actions might not be bad because they were forbidden by it, or good because it commanded them; yet probably those Actions might be forbidden because they were bad for us, or commanded because they were beneficial to us, in their own Natures, all the Circumstances of things considered. And this Persuasion, with the kind hand of Providence, or some guardian angel, or accidental favourable Circumstances and Situations, or all together, preserved me (thro' this dangerous Time of Youth and the hazardous Situations I was sometimes in among Strangers, remote from the Eye and Advice of my Father), without any wilful gross Immorality or Injustice that might have been expected from my Want of Religion." 3\. "In order to secure my Credit and Character as a Tradesman, I took care not only to be in Reality Industrious and frugal, but to avoid all Appearances of the contrary. I dressed plainly; I was seen at no Places of idle Diversion; I never went out a-fishing or shooting; a Book, indeed, sometimes debauch'd me from my Work; but that was seldom, snug, and gave no Scandal; and to show that I was not above my Business, I sometimes brought home the Paper I purchas'd at the Stores, thro' the Streets on a Wheelbarrow. Thus being esteem'd an industrious thriving young Man, and paying duly for what I bought, the Merchants who imported Stationery solicited my Custom, others propos'd supplying me with Books, and I went on swimmingly." 4\. "It was about this time that I conceiv'd the bold and arduous Project of arriving at moral Perfection. I wish'd to live without committing any Fault at any time; I would conquer all that either Natural Inclination, Custom, or Company might lead me into. As I knew, or thought I knew, what was right and wrong, I did not see why I might not always do the one and avoid the other. But I soon found I had undertaken a Task of more Difficulty than I had imagined: While my Care was employ'd in guarding against one Fault, I was often surpriz'd by another. Habit took the Advantage of Inattention. Inclination was sometimes too strong for Reason. I concluded at length, that the mere speculative Conviction that it was our Interest to be compleatly virtuous, was not sufficient to prevent our Slipping, and that the contrary Habits must be broken and good Ones acquired and established, before we can have any Dependance on a steady uniform Rectitude of Conduct. For this purpose I therefore contriv'd the following Method." ### Quiz #4 (Take-Home) Carefully analyze THREE of the following passages. I do not want you merely to paraphrase them, but rather to explain their significance as key statements of personal or cultural beliefs or as key passages for understanding the meaning or function of the work. Pay close attention to the language and imagery. Be sure to identify the context and to relate each passage to the work's main themes. 1\. "I remember the first time I ever witnessed this horrible exhibition. I was quite a child, but I well remember it. I shall never forget it whilst I remember any thing. It was the first of a long series of such outrages, of which I was doomed to be a witness and a participant. It struck me with awful force. It was the blood-stained gate, the entrance to the hell of slavery, through which I was about to pass." 2\. "Slavery proved as injurious to her as it did to me. When I went there, she was a pious, warm, and tender-hearted woman. There was no sorrow or suffering for which she had not a tear. She had bread for the hungry, clothes for the naked, and comfort for every mourner that came within her reach. Slavery soon proved its ability to divest her of these heavenly qualities. Under its influence, the tender heart became stone, and the lamblike disposition gave way to one of tigerlike fierceness." 3\. "These words sank deep into my heart, stirred up sentiments within that lay slumbering, and called into existence an entirely new train of thought. It was a new and special revelation, explaining dark and mysterious things, with which my youthful understanding had struggled, but struggled in vain. I now understood what had been to me a most perplexing difficulty--to wit, the white man's power to enlave the black man. It was a grand achievement, and I prized it highly. From that moment, I understood the pathway from slavery to freedom." 4\. "This battle with Mr. Covey was the turning-point in my career as a slave. It rekindled the few expiring embers of freedom, and revived within me a sense of my own manhood. It recalled the departed self- confidence, and inspired me again with a determination to be free. The gratification afforded by the triumph was a full compensation for whatever else might follow, even death itself. He only can understand tht deep satisfaction which I experienced, who has himself repelled by force the bloody arm of slavery. I felt as I never felt before. It was a glorious resurrection, from the tomb of slavery, to the heaven of freedom." 5\. "We were linked and interlinked with each other. I loved them with a love stronger than any thing I have experienced since. It is sometimes said that we slaves do not love and confide in each other. In answer to this assertion, I can say, I never loved any or confided in any people more than my fellow- slaves, and especially those with whom I lived at Mr. Freeland's. I believe we would have died for each other. We never undertook to do any thing, of any importance, without a mutual consultation. We never moved separately. We were one; and as much so by our tempers and dispositions, as by the mutual hardships to which we were necessarily subjected by our condition as slaves." 6\. "I was afraid to speak to any one for fear of speaking to the wrong one, and thereby falling into the hands of money-loving kidnappers, whose business it was to lie in wait for the panting fugitive, as the ferocious beasts of the forest lie in wait for their prey.... It was a most painful situation, and, to understand it, one must needs experience it, or imagine himself in similar circumstances. Let him be a fugitive slave in a strange land--a land given up to be the hunting- ground for slave-holders--whose inhabitants are legalized kidnappers--where he is every moment subjected to the terrible liability of being seized upon by his fellowmen, as the hideous crocodile seizes upon his prey!--I say ... let him feel that he is pursued by merciless men-hunters ... in the midst of plenty, yet suffering the terrible gnawings of hunger,--in the midst of houses, yet having no home,--among fellow-men, yet feeling as if in the midst of wild beasts, whose greediness to swallow up the trembling and half-famished fugitive is only equalled by that with which the monsters of the deep swallow up the helpless fish upon which they subsist,--I say let him be placed in this most trying situation,--the situation in which I was placed,-- then, and not till then, will he fully appreciate the hardships of, and know how to sympathize with, the toil-worn and whip-scarred fugitive slave." ### Quiz #5 Carefully analyze THREE of the following passages. I do not want you merely to paraphrase them, but rather to explain how they illuminate the meaning of the work. Pay close attention to the language and imagery. Be sure to identify the context and to relate each passage to the work's main themes. 1\. "As master and man stood before him, the black upholding the white, Captain Delano could not but bethink him of the beauty of that relationship which could present such a spectacle of fidelity on the one hand and confidence on the other. The scene was heightened by the contrast in dress, denoting their relative positions. The Spaniard wore a loose Chili jacket of dark velvet; white small clothes and stockings, with silver buckles at the knee and instep; a high-crowned sombrero, of fine grass; a slender sword, silver mounted, hung from a knot in his sash; the last being an almost invariable adjunct, more for utility than ornament, of a South American gentleman's dress to this hour. Excepting when his occasional nervous contortions brought about disarray, there was a certain precision in his attire, curiously at variance with the unsightly disorder around; especially in the belittered Ghetto, forward of the main-mast, wholly occupied by the blacks. "The servant wore nothing but wide trowsers, apparently, from their coarseness and patches, made out of some old topsail; they were clean, and confined at the waist by a bit of unstranded rope, which, with his composed, deprecatory air at times, made him look something like a begging friar of St. Francis." 2\. "His attention had been drawn to a slumbering negress, partly disclosed through the lace-work of some rigging, lying, with youthful limbs carelessly disposed, under the lee of the bulwarks, like a doe in the shade of a woodland rock. Sprawling at her lapped breasts was her wide-awake fawn, stark naked, its black little body half lifted from the deck, crosswise with its dam's; its hands, like two paws, clambering upon her, its mouth and nose ineffectually rooting to get at the mark; and meantime giving a vexatious half-grunt, blending with the composed snore of the negress. "The uncommon vigor of the child at length roused the mother. She started up, a distance facing Captain Delano. But as if not at all concerned at the attitude in which she had been caught, delightedly she caught the child up, with maternal transports, covering it with kisses." 3\. "Among other things, he was amused with an odd instance of the African love of bright colors and fine shows, in the black's informally taking from the flag-locker a great piece of bunting of all hues, and lavishly tucking it under his master's chin for an apron." 4\. "As he saw his trim ship lying peacefully at her anchor, and almost within ordinary call; as he saw his household boat, with familiar faces in it, patiently rising and falling on the short waves by the San Dominick's side; and then, glancing about the decks where he stood, saw the oakum-pickers still gravely plying their fingers; and heard the low, buzzing whistle of the hatchet polishers, still bestirring themselves over their endless occupation; and more than all, as he saw the benign aspect of nature, taking her innocent repose in the evening; the screened sun in the quiet camp of the west shining out like the mild light from Abraham's tent; as charmed eye and ear took in all these, with the chained figure of the black, clenched jaw and hand relaxed. Once again he smiled at the phantoms which had mocked him, and felt something like a tinge of remorse, that, by harboring them even for a moment, he should, by implication, have betrayed an almost atheist doubt of the ever- watchful Providence above." 5\. "But to kill or maim the negroes was not the object. To take them, with the ship, was the object." 6\. ". . . the negro Babo showed him a skeleton, which had been substituted for the ship's proper figure-head, the image of <NAME>, the discoverer of the New World; . . . the negro Babo asked him whose skeleton it was, and whether, from its whiteness, he should not think it a white's. . . ." 7\. "As for the black--whose brain, not body, had schemed and led the revolt, with the plot--his slight frame, inadequate to that which it held, had at once yielded to the superior muscular strength of his captor, in the boat. Seeing all was over, he uttered no sound, and could not be forced to. His aspect seemed to say, since I cannot do deeds, I will not speak words. Put in irons in the hold, with the rest, he was carried to Lima. During the passage Don Benito did not visit him. Nor then, nor at any time after, would he look at him. Before the tribunal he refused, When pressed by the judges he fainted. On the testimony of the sailors alone rested the legal identity of Babo. "Some months after, dragged to the gibbet at the tail of a mule, the black met his voiceless end. The body was burned to ashes; but for many days, the head, that hive of subtlety, fixed on a pole in the Plaza, met, unabashed, the gaze of the whites; and across the Plaza looked towards St. Bartholomew's church, in whose vaults slept then, as now, the recovered bones of Aranda; and across the Rimac bridge looked towards the monastery, on Mount Agonia without; where, three months after being dismissed by the court, <NAME>, borne on the bier, did, indeed, follow his leader." ### Quiz #3a Carefully analyze THREE of the following passages, paying close attention to the language and imagery. I do not want you merely to paraphrase them, but rather to explain their significance as key statements for understanding the meaning of the work as a whole. Be sure to identify each passage and to set it in its context. If you wish, you may also draw comparisons with previous readings. 1\. "It was the fatal flaw of humanity, which Nature, in one shape or another, stamps ineffaceably on all her productions, either to imply that they are temporary and finite, or that their perfection must be wrought by toil and pain. The Crimson Hand expressed the ineludible gripe, in which mortality clutches the highest and purest of earthly mould, degrading them into kindred with the lowest, and even with the very brutes, like whom their visible frames return to dust. In this manner, selecting it as the symbol of his wife's liability to sin, sorrow, decay, and death, Aylmer's sombre imagination was not long in rendering the birth-mark a frightful object, causing him more trouble and horror than ever Georgiana's beauty, whether of soul or sense, had given him delight." 2\. "What mean you, foolish girl? Dost thou deem it misery to be endowed with marvellous gifts, against which no power nor strength could avail an enemy? Misery, to be able to quell the mightiest with a breath? Misery, to be as terrible as thou art beautiful? Wouldst thou, then, have preferred the condition of a weak woman, exposed to all evil, and capable of none?" 3\. "But at length, as the labor drew nearer to its conclusion, there were admitted none into the turret; for the painter had grown wild with the ardor of his work, and turned his eyes from the canvas rarely, even to regard the countenance of his wife. And he would not see that the tints which he spread upon the canvas were drawn from the cheeks of her who sate beside him." 4\. "There was blood upon her white robes, and the evidence of some bitter struggle upon every portion of her emaciated frame. For a moment she remained trembling and reeling to and fro upon the threshold, then, with a low moaning cry, fell heavily inward upon the person of her brother, and in her violent and now final death-agonies, bore him to the floor a corpse, and a victim to the terrors he had anticipated." ### Exams ### Final Examination This exam will consist of TWO ESSAY QUESTIONS, to be chosen from the following list. Try to show as much breadth as possible in your choice of questions. In questions that involve comparisons, choose texts that allow you to draw contrasts as well as comparisons (e.g. across cultures or historical periods, between races or genders, between different literary forms). You should discuss a total of SEVEN different authors or texts between the two essay questions. At least TWO of your authors or texts should be from the first half of the course. Be specific in supporting your generalizations with references to texts, though not of course quotations. 1\. Choosing FOUR representative texts, two of which should be Native American and two of which should be Spanish and/or English, compare and contrast the religious and cultural values they reflect. 2\. Choose FOUR of the following, and compare and contrast the perspectives they offer on what Christianity has meant to different peoples at particular historical moments. Be as specific as possible in your references to the relevant texts: the Hopi; the Virgin of Guadalupe; <NAME>; the Hispanic "cuentos"; <NAME>; <NAME>; <NAME>; <NAME>; <NAME>; <NAME>/<NAME>; <NAME>; <NAME>; Chief Seattle; <NAME>; <NAME>; the slave spirituals. 3\. "What is an American?" Choose FOUR authors representing different answers to this question. One of your authors should be Crevecoeur. Refer to specific texts, and discuss them in as much detail as possible. 4\. From the beginning the "American dream" (or the dream of a "New World") has been articulated and experienced very differently by different classes and ethnic groups, and sometimes within the same ethnic group by men and women, or by those who celebrated and those who questioned the dominant view. Choose FOUR authors or texts to illustrate these differences. 5\. In 1845 <NAME> wrote, "Though . . . freedom and equality have been proclaimed only to leave room for a monstrous display of slave-dealing and slave-keeping; . . . still it is not in vain that the verbal statement has been made, 'All men are born free and equal.'" Do you agree? Choose at least THREE writers, including Jefferson, and discuss the uses to which they have put the Declaration of Independence. 6\. <NAME>'s ideal of the self-made man and Emerson's ideal of self-reliance have been central to American ideology. Explain how Franklin and Emerson defined these concepts, and discuss the ways in which they have been applied or redefined by TWO of the following: Thoreau, Fuller, Douglass, Jacobs, Whitman, Dickinson. 7\. Compare and contrast the cultural purposes and literary styles of FOUR of the following: (1) a Native American trickster tale; (2) a Hispanic "cuento"; (3) a story by Irving, Poe, or Hawthorne; (4) any of the three Melville stories we have read; (5) either Cary's "Uncle Christopher's" or Kirkland's "A New Home--Who'll Follow?" 8\. Compare and contrast the narrative point of view used in THREE of the following: (1) "The Birth-mark" OR "Rappaccini's Daughter"; (2) "Benito Cereno"; (3) "Ligeia" OR A New Home--Who'll Follow OR "Uncle Christopher's." What effect does the narrative point of view have on the reader in each case? How does each author use point of view to influence the reader's interpretation of the story? 9\. Compare and contrast the poetry of FOUR of the following: <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>. You should consider such points as: the subject matter and purpose of the poetry; the verse form; the language and imagery used; the way in which the poet presents herself/himself (i.e. the poetic persona). You will not be able to do justice to this question unless you remember specific poems well enough to illustrate your generalizations with quotations. [If you have read other poets in the anthology besides the ones listed you may include ONE example from these poets among your four choices.] 10\. Compare and contrast the perspectives on slavery provided by FOUR of the following: <NAME>; <NAME>. <NAME>; <NAME>; <NAME>/<NAME>; <NAME>; <NAME>; <NAME>; <NAME>; "Slavery's Pleasant Homes"; "<NAME>." 11\. Compare and contrast the perspectives on women's lives or on the issue of women's rights provided by FOUR of the following: <NAME>; <NAME>; <NAME>; <NAME>; <NAME>; <NAME>; "The Birth-mark" OR "Rappaccini's Daughter"; A New Home--Who'll Follow?; "Uncle Christopher's"; "The Paradise of Bachelors and the Tartarus of Maids" OR the "Hunilla" sketch from The Encantadas. 12\. Compare and contrast the attitudes toward nature displayed by Hawthorne's scientist characters in "Rappaccini's Daughter" and "The Birth-mark" with those reflected in the Navajo "Changing Woman" story and the Zuni "Talk Concerning the First Beginning." ### Instructions for Final This exam will consist of TWO ESSAY QUESTIONS, to be chosen from a list of 10 to 12 possibilities. Try to show as much breadth as possible in your choice of questions. You should use the examination as an opportunity to demonstrate the extent to which you have conscientiously read and digested the assigned works. If you have missed or done badly on any quizzes, you may significantly improve your grade by demonstrating mastery on the exam of the texts covered by those quizzes. (Conversely, if your exam merely rehashes your papers and makes no attempt to discuss works on which you have missed quizzes, it will exhibit the gaps in your class preparation.) In questions that involve comparisons, choose texts that allow you to draw contrasts as well as comparisons (e.g. across cultures or historical periods, between races or genders, between different literary forms). You should discuss a total of SEVEN different authors or texts between the two essay questions. At least TWO of your authors or texts should be from the first half of the course. Be specific in supporting your generalizations with references to texts, though not of course quotations. (If you plan to discuss poetry on your exam, however, it would be a good idea to memorize some lines, since it is difficult to be specific about poetry without quoting it.) Remember that the principles for writing a good essay exam are the same as for writing any other paper. An introduction should set up your essay and formulate its thesis, a conclusion should wrap it up, and your thesis should guide the development of your argument throughout. Obviously stylistic elegance cannot be expected on an exam, but your essays should still be clear, focused, and properly organized. The best way to study for this exam is to reflect on what have been the main themes we have pursued in class discussions, or the kinds of linkages we have noted among groups of texts; to make up questions for yourselves along the same lines; and to note which texts (and within the texts, which incidents or examples) would be appropriate to discuss in answer to each question. If you find yourselves unable to recall the details of a text that would be an important one to include in answering a particular question, reread it. Plan to spend approximately two hours writing your exam. A hastily written exam is nearly always superficial. If necessary, you will be allowed some extra time to finish, but do not count on being able to stay all day. Good luck! ### Paper Topics ### Paper #1 Write a coherent, insightful paper taking a comparative approach to the authors we have covered through Schoolcraft and Irving. This assignment requires no extra research; instead it enables you to reflect more deeply on the material we have covered and to explore texts and issues that interest you in more depth than we have been able to do in class. It also allows you to sample other selections in the Heath, if you so desire. Be as SPECIFIC as possible: focus on specific texts, and illustrate your generalizations with examples or quotations. When you use quotations, introduce them with proper transitions, and analyze them as you do on quizzes in order to make your interpretations of them clear; do not regard quotations as self-explanatory. Orient your paper toward an audience of reasonably intelligent strangers who have not sat in on class discussions or read the assigned works. Depth and originality of analysis, organization, coherence, clarity, stylistic smoothness, and mechanics will all be factors in determining the grade. (See the accompanying Checklist of Criteria for Evaluating Papers). Here are some possible topics. You do not have to confine yourselves to the ones listed but should consult with me beforehand about alternatives. 1\. Compare and contrast Anglo-American (or European) with Native American value systems; and/or compare and contrast the "history" each group tells of how it came to settle the land. Possible comparisons might be: \--the Zuni "Talk Concerning the First Beginning" or the Navajo "Changing Woman" story with Bradford's Of Plymouth Plantation or Rowlandson's Captivity Narrative or Cotton Mather's "Life of <NAME>" (from the Magnalia) or Edwards's "Sinners in the Hands of an Angry God" and "Personal Narrative" \--the Hopi, Villagra, and Otermin versions of the Pueblos' conquest and subsequent revolt (if you choose this, be prepared to add significantly to what was said in class discussion) \--the Hopi "Coming of the Spanish" with Rowlandson's Captivity Narrative or Bradford's accounts of the Plymouth colony's relations with Native Americans or Smith's and Frethorne's accounts of Indian attacks in Virginia. 2\. Choosing particular poems by Native Americans, African Americans, Puritans, and 18th-century whites (e.g. Philip Freneau or the women poets of the era), compare and contrast the functions poetry fulfilled for each and the relationship in each case between cultural function and literary form and language. 3\. Compare and contrast the Spanish and English conquerors' aims, ideologies, religious beliefs or motivations, and relations with Native Americans. Possible comparisons might be: \--De Vaca's and Rowlandson's narratives of captivity (you may also wish to use the "Gentleman from Elvas" and the Roger Williams or <NAME> selections) \--<NAME>aca's, <NAME>'s, and Bradford's narratives \--Columbus' Journal and <NAME>'s various writings or Bradford's Of Plymouth Plantation \--<NAME>'s "Report" or <NAME>'s Life of Junipera Serra and Cotton Mather's "Triumphs of Reformed Religion: Or, The Life of John Eliot" from the Magnalia Christi Americana 4\. The Tlingit and Tsimshian tricksters, the Virgin of Guadalupe, Pocahontas, Cathar<NAME>'s Magawisca in the Hope Leslie selection, Cooper's Natty Bumppo in the selections from The Pioneers and The Last of the Mohicans, and historical whites who have "gone Indian" (e.g. de Vaca) can be seen as different kinds of mediating figures, existing "betwixt and between" categories. Choose three or more from this list and explore the similarities and differences among them. You should also consider the cultural functions and purposes each of these mediating figures might serve. 5\. Who (What) Are Americans? Write a different version of Crevecoeur's letter, taking into account some of the readings by Native, African, and Hispanic Americans and by women (if you are looking for other examples of women's voices besides Bradstreet, Wheatley, and Rowlandson, you may wish to sample the writings of <NAME>, <NAME>, or the women poets of the Revolutionary era). 6\. Using several of the following, discuss the contradiction slavery posed to the ideals of the American Revolution and/or of Christianity: Jefferson, Crevecoeur, Woolman, Franklin's "On the Slave Trade," Vassa, Wheatley, and Prince Hall. 7\. Using some of the following, discuss the contradiction that Indian wars and the seizure of Native American land posed to the ideals of the American Revolution: Jefferson, Franklin's "Remarks Concerning the Savages of North America" or his "Narrative of the Late Massacres," Irving's "History of New York," and the selections by <NAME>, <NAME>, and Chief Seattle. 8\. What is the American Dream? Drawing on some of the following, trace the changes this dream has undergone over time and suggest who may have been left out of the dream at various points: Smith, Frethorne, <NAME>, Winthrop, Bradford, Crevecoeur, Jefferson, Woolman, Franklin, Occom, <NAME>, <NAME>, <NAME>, <NAME>. 9\. Compare and contrast the versions of Christianity represented in several of the following: the Virgin of Guadalupe story, Rowlandson's Captivity, Edwards's "Sinners in the Hands of an Angry God" or "Personal Narrative," Woolman's Journal or "Considerations on the Keeping of Negroes," Elizabeth Ashbridge's "Some Account" of her life, Occom's "Short Narrative of My Life," Wheatley's or Jupiter Hammon's poems, Delgado's "Report," Francisco Palou's Life of Junipero Serra. 10\. Compare and contrast Schoolcraft's "Mishosha" or "The Forsaken Brother," one of the Hispanic cuentos, and Irving's "Rip Van Winkle" or "The Legend of Sleepy Hollow." Be sure to consider the different cultural purposes served by each, including the differences between an orally transmitted folk tale, a literary version of a folk tale, and a short story drawing on "folk" traditions. LENGTH: 5-7 pp. (longer papers will be acceptable) ### Paper #2 Write a coherent, insightful paper taking a comparative approach to the authors we have covered from Emerson through Dickinson. This assignment requires no extra research; instead it enables you to reflect more deeply on the material we have covered and to explore texts and issues that interest you in more depth than we have been able to do in class. It also allows you to sample other selections in the Heath, if you so desire. Be as SPECIFIC as possible: focus on specific texts, and illustrate your generalizations with examples or quotations. When you use quotations, introduce them with proper transitions, and analyze them as you do on quizzes in order to make your interpretations of them clear; do not regard quotations as self-explanatory. Orient your paper toward an audience of reasonably intelligent strangers who have not sat in on class discussions or read the assigned works, but avoid extensive plot summary. Depth and originality of analysis, organization, coherence, clarity, stylistic smoothness, and mechanics will all be factors in determining the grade. (See my Checklist of Criteria for Evaluating Papers). Here are some possible topics. You do not have to confine yourselves to the ones listed but should consult with me beforehand about alternatives. 1\. Examine Emerson's doctrine of "Self-Reliance" in relation to one or more of the following, and evaluate its strengths and limitations: \--Thoreau's "Resistance to Civil Government" \--Fuller's Woman in the Nineteenth Century \--<NAME>'s Letters on the Equality of the Sexes \--<NAME>'s "Soliloquy of a Housemaid" and "Working-Girls of NY" \--<NAME> Appeal \--Douglass's Narrative \--<NAME>'s Incidents in the Life of a Slave Girl 2\. Choose three writers from the following list, and compare and contrast their perceptions of the relationship between the individual and society: Emerson, Thoreau, Fuller, <NAME>, Walker, Douglass, Jacobs. 3\. Apply <NAME>ke's and/or <NAME>'s analysis of "the woman question" to one or more of the following: \--Hawthorne's "The Birth-mark" and/or "Rappaccini's Daughter" \--Poe's "The Oval Portrait" and/or "Ligeia" \--Melville's "The Paradise of Bachelors and The Tartarus of Maids" and/or the Hunilla Sketch from The Encantadas \--<NAME>'s "The Prescription" \--<NAME>'s A New Home--Who'll Follow \--<NAME>'s "Uncle Christopher's" \--<NAME>'s Incidents in the Life of a Slave Girl \--Lydia Maria Child's "Slavery's Pleasant Homes" \--<NAME>'s poems (selections of your choice) 4\. Compare and contrast the perspectives that two or three of the following provide on the relationship between privileged women and their marginalized or ostracized counterparts (prostitutes, workers, slaves): \--<NAME>'s Letters on the Equality of the Sexes \--<NAME>'s Appeal to the Christian Women of the South \--<NAME>'s Woman in the Nineteenth Century \--<NAME>'s "Soliloquy of a Housemaid" and "Working Girls of NY" \--Lydia Maria Child's "Slavery's Pleasant Homes" \--<NAME>'s Uncle Tom's Cabin \--<NAME>'s Incidents in the Life of a Slave Girl \--<NAME>'s Our Nig: Or, Sketches from the Life of a Free Black 5\. Compare and contrast the perspectives that Douglass and Jacobs provide on the institution of slavery, as it affected men and women. 6\. Compare and contrast the rhetorical styles of Frederick Douglass and David Walker, the audience(s) each is addressing, and the messages each is offering. OR compare and contrast the perspectives on slave rebellion offered by Douglass's Narrative, Walker's Appeal, and <NAME>'s account of "Nat Turner's Insurrection." 7\. Apply one or more of the following works to an analysis of Melville's "Benito Cereno": \--<NAME>'s Appeal \--Douglass's Narrative \--<NAME>'s "Address to the Slaves of the USA" \--<NAME>'s "Toussaint L'Ouverture" \--<NAME>'s "Nat Turner's Insurrection" 8\. Compare and contrast the perspectives that Child's "Slavery's Pleasant Homes" and Melville's "Benito Cereno" provide on slavery. You may wish to consider the different literary techniques each story uses (including narrative point of view), the purposes these techniques serve, and the audience(s) to which each is addressed. 9\. Compare and contrast Poe's "Ligeia" (or any Poe story of your choice) and Cary's "Uncle Christopher's" as horror stories. You should include some discussion of the way in which each author creates atmosphere and mood, and some analysis of what makes each a horror story according to your definition of the genre. If you wish, you may include Hawthorne's "Young Goodman Brown" in the comparison, or substitute it for one of the others. 10\. Compare and contrast Melville's "The Paradise of Bachelors and The Tartarus of Maids" and Cary's "Uncle Christopher's," focusing on some of the following points: the perspective each provides on the effects of patriarchal (and/or capitalist) ideology; the causes to which each story attributes the dehumanization and sterility it depicts; the kinds of contrasts each story sets up between oppressor and oppressed; the narrative point of view; the role of landscape and setting; the use of symbolism and metaphor. 11\. Choose two or three works from the following list, and compare and contrast their literary styles: Hawthorne's "The Birth-mark" OR "Rappaccini's Daughter" (OR another Hawthorne story of your choice); Poe's "Ligeia" (OR another Poe story of your choice); Kirkland's A New Home--Who'll Follow?; Cary's "Uncle Christopher's"; Melville's "The Paradise of Bachelors and The Tartarus of Maids" OR "Benito Cereno" OR the Hunilla Sketch from The Encantadas 12\. Compare and contrast Whitman and Dickinson as poets, focusing on one or more of the following: their poetic styles (including imagery); their creation of a distinctively American poetic style and language; their poetic personas (including the relationship between gender and persona); their treatment of death or of grief and loss; their treatment of sexuality (this is a complex subject and demands sensitivity to the covert sexual imagery in Dickinson as well as to the interplay between overt sexuality and coverty homosexuality in Whitman). You should feel free to sample the rich selection of Whitman and Dickinson poems in the anthology. 13\. In the section "The Emergence of American Poetic Voices," the Heath includes Native American oral poetry, slave songs, folk songs of different white communities, and formal poems by Bryant, Longfellow, Whitman, and Dickinson. You may also wish to sample the poems by Emerson, Poe, Whittier, and <NAME> in earlier sections. Choosing particular poems or songs by Native Americans, African Americans, white communities, and poets in the formal tradition, compare and contrast the functions poetry fulfilled for each group and the relationship in each case between cultural function and literary form and language. <file_sep>* * * ![](%20ugalogo.gif) The Department of Mathematics Education EMAT 4600/6600. <NAME> * * * COURSE SYLLABUS * * * Course: EMAT 4600/6600 Problem Solving in Mathematics Instructor: > <NAME> > 105 Aderhold Hall, (Office in Rm 110-F) > Telephone: 542-4552 > Internet Address: Http://jwilson.coe.uga.edu > E-mail address: <EMAIL> Office hours : I maintain an open door policy for office hours. I come to the office early each morning and if I am not tied up in a meeting or talking to another student I am available to you. Prerequisites for EMAT 4600/6600: MATH 2210 or permission of the instructor. Comment for Middle School Teachers. Middle school teachers have in the past been recommended for this course. It appears not to be a "good fit." Please talk with me and other students in the class before you panic and flee. We will work with you to make the course a positive experience. Course Description This course will concentrate on solving, or attempting solve, mathematics problems. How can one implement problems solving goals and activities in mathematics instruction without first becoming a problem solver? The emphasis is on exploration of various mathematics contexts to learn mathematics, to pose problems and problem extensions, to solve problems, and to communicate mathematical demonstrations. The problems will come from many sources and contexts. The primary ground rule is that the problem situations can be investigated with pre-calculus mathematics. We will use problem contexts to pose problems, explore mathematical relationships, examine the use of resources -- media, technology, references, or colleagues \-- to engage in mathematics problem solving. Inquiry, investigation, exploration will be significant descriptors of what we want to accomplish. Contextual Teaching and Learning (CTL) > This course and others will be part of the University of Georgia implementation of the concepts of Contextual Teaching and Learning (CTL). From the USOE Web Site on CTL, we have the following description: > > Contextual teaching and learning is a conception of teaching and learning that helps teachers relate subject matter content to real world situations and motivates students to make connections between knowledge and its applications to their lives as family members, citizens, and workers and engage in the hard work that learning requires. Contextual teaching and learning strategies: > > * emphasize problem-solving; > * recognize the need for teaching and learning to occur in a variety of contexts such as home, community, and work sites; > * teach students to monitor and direct their own learning so they become self-regulated learners; > * anchor teaching in students diverse life-contexts; > * encourage students to learn from each other and together; and > * employ authentic assessment. > * > > General Information about CTL > >> Mathematics Education Department CTL Site >> >> > USOE CTL Web Site >> >> UGA CTL Site See: > The mathematics of irrigation systems. > > Geology surface mapping. > > Pollution Cleanup > > Golf Course Maintenance > > _Contextual Teaching and Learning (CTL) Report:_ North Georgia Hydro * * * Course Assignments There is no textbook. Course assignments and materials (especially problems sets) are mostly available on this Web Site ( http://jwilson.coe.uga.edu/EMT725/EMT725.html ). Material will also be given via handouts , via class demonstrations , and via use of references. Occasionally, a problem or problem context will come up during the class discussions, either from class members or when the discussion jogs my memory of a repressed problem. Obviously, students are encouraged to locate appropriate problems from other materials of interest to them. Using the Web Site, handouts, references, and ingenuity, each student will define and accumulate a mathematics problem resource. The resource may be a Web Site created by the student, or it may be a looseleaf notebook, or it may be some combination of media or other organization. The substance of the resource is the student's organization of problem material, solutions, comments, and instructional notes. I will help you create a Web Site if you want it. However, a resource (notebook) can be assembled without any use of technology or the internet except to have access to the problems. ## Objectives To explore problem solving in mathematics as > . . . a curricular goal > > . . . an instructional strategy > > . . . the essential core of mathematics > > . . . a process for doing mathematics To develop a "can do" approach to mathematics problems solving. To understand and describe mathematics problem solving as more process than product. To become a mathematics problem solver. To use technology to solve mathematics problems. To use problem contexts to create mathematics demonstrations. To use Contextual Teaching and Learning concepts. To use problem solving to construct new ideas of mathematics for yourself. To engage in mathematical investigations. To engage in some independent investigations of mathematics topics from the secondary school curriculum or appropriate for that level. To communicate mathematics ideas that arise from mathematics investigations. To consider ways to assess problem solving performance. Attendance You are expected to attend class. (Why is it necessary in 2001 for faculty to have to make such a statement?) If you have to miss for reasons other than illness, see me prior to the absence. If you are ill, your first priority is your health and the health of others. See me afterward and we will work with you. Absences without good reason is grounds for withdrawal from the course. Grades and Requirements Grading is a necessary part of what we do and it is my intention to base grades on performance in meeting the requirements of the course. This performance includes the following: > 1\. Attendance > > 2\. Participation > >> \-- working with others > > \-- class discussions > > \-- investigations > > > 3\. The "resource" or notebook > > >> * Problems with solutions, comments for use in class, modifications of problems, extensions >> * Some organization to the resource that makes sense >> * A CTL section >> * Notes > > > > 4\. Final assignment. > >> This will be in lieu of a final examination and in large part will draw heavily from material you and I select from your resource. These items do not have the security inherent in criteria on some set of examinations. I do not believe the usual "tests" are appropriate. Rather, with some discussion to understand what we are about, "tests" might, for example, be replaced by an open assignment for exploration. Classroom Most of our sessions in will be in Room 111/113. This room is equipped with a demonstration computer that I plan to use quite a bit. Computers in Room 111/113 and elsewhere will be available for our use. (Note: It is possible that you could avoid any use of a computer or a TI-81 calculator during this course, but why would you want to?) * * * UGA Academic Honesty Policy > The University of Georgia seeks to promote and ensure academic honesty and personal integrity among students and other members of the University Community. A policy on academic honesty has been developed to serve these goals. All members of the academic community are responsible for knowing the policy and procedures on academic honesty. * * * Back to EMAT 4600/6600 Page * * * <file_sep>![](../../../Shared/mellon3logo.png) \| ---\|--- # Notes from: NERCOMP Instructional Management Systems Workshop ### Index to notes ## Program * Introduction and Overview * IMS - Setting the Course for Distributed Learning * Vendor and School Alliances * Choosing the Right Tool for the Job: WebCT offers a rich set of Web-based course management tools for UMass faculty * CourseInfo at the Yale School of Medicine - Different (Key)Strokes for Different Folks * Teaching to Extend the Classroom with Lotus LearningSpace * Home-grown solutions * Yale * Harvard * Assessment ## Additional information * Tri-College Questions * How are faculty using these products in the classroom? * What features do faculty find are important? What do they find limiting? * Copyright issues, especially for graphics. Any policies to protect faculty and the colleges? What constitutes fair use? * Can instructional management systems handle font encodings other than latin scripts (Double Byte languages like Korean and Chinese and Japanese), font encodings like KOI8 for Russian, Right to left languages like Hebrew? * Where does the course material reside? Do we host the site (and therefore have some control and ability to modify the program) or do they host the site and we send all material to them? * What was the selection processes and criteria used in looking at the products? * What were people hoping to get out of CourseInfo and what did they get? * Have any tried hooking in the systems with their administrative database systems? Have any tied their IMS into their main campus authentication systems. (That is, are they managing a whole new account base, or using existing accounts and passwords?) * How have the faculty taken to the systems? * How have students taken to the systems? * Greetings from former members of the Tri-college community ### Program #### Introduction and Overview <NAME>, Director of Academic Computing Services, Wesleyan University <NAME> recently established an Instructional Services Special Interest Group (IS SIG) as part of the North East Regional Computing Program (NERCOMP). IS SIG will address issues related to the use of technology in instruction, including: * electronic classrooms * instructional management systems * discipline-specific support * media * "content" development A _moderated_ mailing list for IS SIG has been established to distribute information on instructional services, such as: * announcements (talks, jobs, new sites, etc.) * conference reports * reviews (books, articles, web sites, software, and hardware) * surveys (short 3-4 question surveys on specific topics) To add your name to the IS SIG mailing list you can either sign-up on the web or send email to <EMAIL> with the body of the message saying subscribe nercomp-is. [Author's note: As of October 11, 1999, there has been very little traffic on this list.] * * * #### IMS - setting the course for distributed learning <NAME>, Executive Director, IMS; Associate VP for Information Technology, Sonoma State University Mark described the university of the future as a distributed learning organization in which: * Faculty can refocus class time on quality interaction with the students and use technology to handle the factual part of learning and skills development. * The development of classes will be separated from course delivery. The Open University (OU) currently uses this model. Their courses are developed by faculty development teams at a cost of approximately $1-2 million per course and are taught by separate teaching teams. * Residential universities and colleges will continue to provide socialization skills to 18 year olds. * Universities will also need to provide certification of competencies for mature students in an efficient manner. IMS was founded as part of an EDUCAUSE (formerly Educom) initiative to spur innovation in the distributed learning marketplace. It is a coalition of 35 investors (companies) and 200 developers (colleges and universities) who are working to develop standards to enable the development of a nonproprietary, Internet-based infrastructure for distributed learning. To accomplish this goal, IMS: * collects requirements from all sectors * develops specifications for the interoperatability of all systems and content * facilitates the development of prototypes * actively promotes the adoption of specifications as international standards * provides development support IMS recently completed the IMS Meta-data specification for describing learning resources. This information can be used to help people locate appropriate learning materials on the Web. The top level of the IMS meta-data tags is: \| General \| Basic library catalog information, such as author and title ---\|--- Life Cycle \| In development, beta testing, etc. Meta-Meta Data \| Information about the meta-data, such as who created it Technical \| What operating system it runs under, memory and system requirements, etc. Educational Use \| Learning objectives, pedagogy, etc. Rights Management \| Who owns the material, how you can use it, etc. Relation \| Linkages to related material Annotation \| Users' comments on the material; similar to peoples' comments on books at amazon.com Classification \| Mappings to other cataloging systems, such as the Library of Congress IMS is also looking at developing specifications for: * assessment (question) interoperability * inter-campus security * e-commerce * repository services * collaborations * groups * conformance testing to enable developers to determine how well their systems meet the specifications * portable student profiles * * * #### Vendor and School Alliances _Presentations by three schools using one of the following commercial products: WebCT, CourseInfo, and Lotus LearningSpace._ #### Choosing the Right Tool for the Job: WebCT offers a rich set of Web- based course management tools for UMass faculty <NAME>, Manager of Computing Instruction and Faculty Support, University of Massachusetts at Amherst UMass supports WebCT as one of several instructional management systems. They have a support staff of 8 full time employees and 10 graduate and undergraduate students who work with faculty on a one-on-one basis. Adoption of WebCT has been slow because many UMass students still do not have access to computers and/or the Internet. Since late Spring 1997, only a dozen WebCT courses, ranging in size from 8 to over 300 students, have been developed. They have found that developing WebCT courses and modules takes at least as much time and effort as developing traditional courses and materials. UMass faculty who have integrated WebCT into their courses have had positive student experiences. One example involved a faculty member in the University Without Walls who feels that WebCT has enabled her class to create a "place" where she can meet with the students regardless of their separation in place and time. She uses WebCT bulletin boards, e-mail, and chat rooms to encourage communications among students and the faculty between their monthly face-to-face meetings. Although the students had access to similar tools prior to the availability of WebCT, they didn't use them as much because the tools were difficult to access and use. WebCT addresses these problem by integrate all of these tools into a single, simple-to-use environment accessible via the Web. In addition, it made new forms of interaction possible, such as allowing students to share their work with each other, performing online midterm evaluations, taking quick course polls, and threaded class discussions. UMass faculty have found that students actively participate in online course activities at a higher rate when participation in the activity is factored into their grade. They have also found that discussion groups are most effective when faculty actively participate and model the types of behavior and communication they want from their students. To learn more about WebCT: * sample UMass WebCT-based courses ( log on as guest using the password guest ), * create your own test course on WebCT's servers using their free four month trial offer, and * UMass' online WebCT support site for faculty and students * * * #### CourseInfo at the Yale School of Medicine - Different (Key)Strokes for Different Folks <NAME>, Reference Librarian and Instructional Technology Coordinator, Cushing/Whitney Medical Library, Yale University Student demand for easy access to course materials from off campus led to the introduction of instructional management systems at Yale Medical School. The students initially approached the faculty and asked them to make their course materials available online, but when the faculty did not respond, they escalated their request to the administration. Yale Medical School started using CourseInfo in Fall of 1997. Their big success story is on online community they created for the students in an off- campus primary care clerkship in which the students work off-campus, often in remote locations with poor library access. They use Course Info to let everyone know who is in the course, to provide information on how to use the site. In addition, because many students are in locations with limited access to libraries, the course provides an electronic syllabus with access to full- text articles using OVID and JumpStart. CourseInfo allows the instructor to provide the students with the same level and quality of instruction regardless of their work location and it allows everyone to have equal access to the required reading. Faculty at Yale Medical School have been slow to adopt CourseInfo because of the time investment required to put courses online. Even the faculty who put material online often stop adding new material starting around mid- semester because of time pressures. Another significant limitation is that the medical school has no dedicated support staff to work with faculty who want to put their courses online. The only support comes from the library, which offers scanning services and limited one-on-one training and troubleshooting. Overall, the students are happy with the system. However, their two biggest complaints are that they would like to see more course offer materials online (currently only about 22% of the courses use CourseInfo) and they would like the courses that provide online materials to do so consistently throughout the semester. Please contact <NAME>, if you are interested in looking at any of the Yale Medical School courses that use CourseInfo. * * * #### Teaching to Extend the Classroom with Lotus LearningSpace <NAME>, Executive Director, TLT Center and the Institute for Technology Development, Seton Hall University <NAME>, Chief information Officer, Seton Hall University Several years ago, a survey of faculty at Seton Hall indicated that the number two problem on campus was the lack of access to or problems with technology. To address this problem, the university developed a new strategic plan for a ubiquitous computing environment in which all students and faculty receive a university-owned laptop. They allocated $15 million over 5 years to this project. IBM was selected as the sole vendor because they could provide everything (laptops, the network, and software) for $15 million. All of their computers and the network equipment are leased from IBM. Because the average expected life cycle of leased equipment in 2-4 years, this approach allows them to update their network equipment more frequently without having to approach the university administration for additional funding. Seton Hall uses Lotus LearningSpace because that is IBM's instructional management system. They encountered a large number of problems when they ran a pilot project using Lotus LearningSpace in Spring 1997. When they went into production in Summer 1998, the demand was greater than anticipated and approximately 200 classes serving 2000 students were put online. The day before classes started nothing was working, so IBM parachuted in machines and technical support staff to get them up and running. Seton Hall offers good support for faculty putting courses online, and they have approximately 60 student workers and two full-time staff who spend 90% of their time working on faculty projects. The features of Lotus LearningSpace that they have found most useful include: * the ability to replicate (create a copy) of course materials on any computer. This feature is especially important in Seton Hall's mobile computing environment in which everyone has a computer that they can use anywhere whether it is connected to the network or not. The speakers also noted that this feature distinguishes Lotus LearningSpace from all other instructional management systems. * an online media center , where multimedia resources can be stored. * courserooms where class discussions can take place. Separate discussion groups can be created to allow students to work individually or in groups. Faculty members have access to all of the discussions, and they can view each student's contributions to all discussion groups, which may be useful for determining his/her participation in online activities. * profiles , which contain a grade book as well as student information and biographies. * powerful assessment features for creating tests that include various types of questions, including multiple choice, open-ended, and matching. In addition, faculty can specify when tests are available, set time limits for completion, and control the number of times each student may take the test (once or multiple times). * the ability to restart a course (or copy and restart a course), which causes the system to go through all of the class material and remove all student conversations and annotations. * the learning curve for Lotus LearningSpace is modest , and it does not require a knowledge of HTML. The speakers noted that Lotus LearningSpace is an effective pedagogical tool for distributed learning, dialogic learning, and reflective and critical thinking, but that it is not useful for authentic and complex learning, and public accountability, and it dictates a linear pedagogical style. Lotus LearningSpace is primarily targeted at the corporate workplace so there are times when there is a mismatch with the university's needs. Most of he problems seem to be caused by Lotus Notes, which is the backend database for Lotus LearningSpace. Lotus Notes is non-trivial to administer, and it requires at least one full-time support person. In addition, Lotus Notes is an enterprise-wide solution so the entire organization must adopt it for institutional workflow, e-mail, and bulletin boards. Please take a look at Seton Hall's Lotus LearningSpace to see how they are using this product. * * * ## Home-grown solutions #### Yale <NAME>, Director of Instructional Computing, Yale University <NAME>, Instructional Technology Group, Yale University <NAME>, Instructional Comp Support Specialist, Yale University About 1.5 years ago Yale's Faculty of Arts and Sciences was trying to decide whether to purchase a commercial instructional management systems or build their own. The factors that they considered were: * longevity - will the company still be around in several years? * customization - how well does the system accommodate unanticipated needs? * cost - purchase price, development, and support * scalability * security - Yale is very security conscious. They want each person to have a single login and password that is Kerberos compliant. * ease of use Security and ease of use where the two main factors that lead to their decision to develop their own system. Prior to the development of the new system, Yale offered faculty a variety of services (Web pages, electronic handouts and drop boxes, news groups, and electronic syllabi), but these services were all on different machines and had different interfaces, so faculty tended not to use them. The new system provides all of the above features via a single Web interface that is easy to use. By October 1999, they will also have support for creating forms and quizzes, and, in the longer term, they plan to add support for a multimedia data store, and collaborative workgroups. Their code is written as Java servlets, and <NAME> is the primary systems developer. Yale has two full-time instructional designers for the 750 faculty in the Faculty of Arts and Science. They offer their faculty three forms of training. First, they offer workshops in a computer classroom, but most faculty do not attend. Most often they offer this type of training to a group of teaching assistants from a particular department. Second, they work one- to-one with faculty members. They have found this approach to be the most successful because they can't get faculty to come to the classes. Third, they have documentation for their system, but they said that it needs to be improved. My notes on their usage statistics are a bit confusing. At the start of the presentation, <NAME> said that in Fall 1998 110 courses in the Faculty of Arts and Sciences (includes all undergraduates) had Web sites and another 400 had an electronic presence (i.e., course mailing lists, newsgroups, or electronic drop boxes). Later, <NAME> said that 52 classes used their system in Fall 1998 and 81 classes in Spring 1999. If you have questions about this system, please contact the speakers via e-mail. * * * #### Harvard <NAME>, Manager of Instructional Computing Group, Harvard University Harvard developed their own instructional management system called Web Site Creator because they found that templates were too restrictive for their needs. In particular, templates make it difficult to capture many pedagogic goals and to use the Web in innovative ways. In addition, the staff believes that it is important to "teach the faculty to fish," and they feel that teaching them reusable skills is the best way to accomplish that goal. Web Site Creator is based on the KISS (keep it simple, stupid) principle. Each member of the Faculty of Arts and Sciences is provided with an online "furnished room" based on a standard Unix account and they can do whatever they like with it. Web Site Creator offers 3.5 tiers of support: * Each course is given space (50 M bytes) in an instructional Web server. * Faculty have access to a set of easy-to-use interactive tools, including a calendar, online discussion lists (provided by Web Crossing), slide carousels, and so on. * Faculty have frequent access to comprehensive training and consultation. For example, at the beginning of each term, the Instructional Computing Group offers one hour training/consultation blocks to faculty every day. * Formative evaluation, which allows the instructor to get feedback on the course during the semester. Paul indicated that that course Web sites are primarily used for: * communication, * course administration, and * offering enhanced content Last year, Harvard collected statistics on the use of course Web sites: Class size \| % with Web sites ---\|--- less than 10 \| 9.1 10-29 \| 18.8 30-99 \| 45.7 100-249 \| 69.5 250+ \| 84.6 They observed that small classes tend not to use Web sites. Paul's explanation was that communication and course administration are not very useful in small classes so the sites are only useful if the instructor has some enhanced content to offer. However, it is very time consuming to develop enhanced. Paul also noted that the larger classes are more likely to have Web sites because these classes typically have teaching assistant support, and the instructor can delegate them the responsibility for creating and maintaining the Web site. Harvard also collected statistics on when new material was added to course Web sites. Like Yale Medical School, they observed a significant drop off in the addition of new material to the course Web sites towards the end of the term. Web Site Creator is written in Perl and javascript, but they are not likely to make it publicly available because it is very integrated into their server structure. Take a look at the Harvard Instructional Computing Group site to learn more about Web Site Creator. * * * #### Assessment <NAME>, Executive Director, TLT Center and the Institute for Technology Development, Seton Hall University <NAME>, Chief information Officer, Seton Hall University Last year, Seton Hall conducted an evaluation to assess the impact of mobile computing on freshmen entering in Fall 1998 to look at their satisfaction with the learning environment and the student learning outcomes. In their examination of students' baseline proficiency with computers, they found that a majority of the incoming students could complete the follow tasks with ease: * searching the Web * sending and retrieving e-mail * creating, editing and modifying text When they surveyed faculty to see how they were using instructional technology in their courses, they found that the primary use was for communication. Long and Landry noted that Web-based courses offer a unique opportunity to capture the ephemera of teaching, namely faculty materials, students' reactions via chat rooms ands e-mail, and student work. They noted that each class can be an experiment in which faculty can put forth a hypothesis, collect data, and reason about it. However, they noted that good teaching is elusive, so how will we be able to tell whether technology helps. They proposed using Chickering and Gamson's Seven principles for good practice in undergraduate education as guides: 1. contact between student and the professor 2. cooperation among students 3. active learning 4. prompt feedback 5. time on task 6. high expectations 7. respect diversity of talents and learning styles Seton Hall has established an Institute for Technology Development. (ITD) [I wasn't able to access the ITD site on 9/1/99, but I did find a similar site for the Institute for Technology Assessment .] ITD offers a variety of services including: * technology assessment at the institutional level, including a complete set of assessment instruments, statistical analysis, profile research, national benchmarking, an assessment resource handbook, on-site or virtual consultation, and a visiting scholar lecture series on classroom assessment, institutional benefits, and a panel on practices. * Lotus LearningSpace faculty training and support * student technology assistants * discipline-based faculty consulting * ubiquitous computing consulting As part of their technology assessment activities, Seton Hall is developing a national repository of information on assessing the impact of technology on teaching and learning at the institutional level. They would like other schools to use their assessment tools and share their data with them. ### Additional information #### Tri-College Questions #### How are faculty using these products in the classroom? For the most part, the speakers indicated that the majority of faculty are not using these systems. Those who are typically are using them for communication. * * * What features do faculty find are important? What do they find limiting? For the faculty at UMass , the important features of an instructional management system include: * asynchronous communication (bulletin boards - especially threaded discussions, e-mail) * synchronous communication (chat, whiteboards) * on-line quizzes * an easy way to manage and put course content online * access control (password protection) * student progress tracking * an online grade book * using HTML to create course content * a course calendar They noted that although the current version of WebCT supports drop boxes and shared files, these features are difficult to use. However, they said these problems will be fixed in the next release. <NAME> observed that Lotus LearningSpace is an effective pedagogical tool for distributed learning, dialogic learning, and reflective and critical thinking. They found that it was not useful for authentic and complex learning, and public accountability, and it dictates a linear pedagogical style. Given Seton Hall's mobile computing environment (a laptop for every student and faculty member), the ability to replicate course materials is an essential feature. Replication allows faculty and students load a course onto their laptops, work on it without being connected to the Internet, and later synchronize their personal copy with the version on the server. Currently, Lotus LearningSpace is the only instructional management systems that supports replication. Another useful feature is the ability to restart a course by having the system go through and remove student conversations and annotations. Lotus LearningSpace's most significant limitation is that it's primary target is the corporate workplace so there are times when there is a mismatch with the university's needs. Most of he problems seem to be caused by Lotus Notes, which is the backend database for Lotus LearningSpace. Lotus Notes is non- trivial to administer, and it requires at least one full-time support person. In addition, Lotus Notes is an enterprise-wide solution so the entire organization must adopt it for institutional workflow, e-mail, and bulletin boards. A member of the audience pointed out that the password protection feature of most of these systems makes it difficult, if not impossible, for students to look at a course's online materials while they are trying to decide which classes to take. The speakers noted that Lotus LearningSpace provides a public front end that allows access non-class members to access the course description and WebCT allows external pages to link to the course syllabus. * * * Copyright issues, especially for graphics. Any policies to protect faculty and the colleges? What constitutes fair use? None of the schools that gave presentations have a policy addressing copyright issues. All of them stated that "they are not the police" and it is not their job to actively look for copyright violations. All of the sites use password protection to ensure that only registered students can view the online material, and they view what goes on in these spaces as a private exchange among the instructor and the students. The only time they investigate a possible copyright violation is if someone registers a complaint. UMass will be posting information on copyright on their site in the near future, but they do not have a copyright policy. Harvard 's policy is to publish material online, ask permission, and take down the material if a problem arises. Until last week Wesleyan University required the faculty or their departments to obtaining copyright permission for materials on reserve in the library. Now, the library is responsible for obtaining copyright permission for all of the materials in the electronic reserves, regardless of whether the library already owns the materials. This service will be extended to include paper reserves starting in Spring 2000. They have spoken with a number of their colleagues at other schools that offer electronic reserves and have heard that most of the requests for copyright permission have been denied. Most of these requests have been to clearinghouses, so Wesleyan plans to go directly to the publishers. * * * Can instructional management systems handle font encodings other than latin scripts (Double Byte languages like Korean and Chinese and Japanese), font encodings like KOI8 for Russian, Right to left languages like Hebrew? WebCT currently supports English, Dutch, Finnish, French, and Spanish for course use, and English, Dutch, French, and Spanish for developer's use. Support for the following languages is planned for the future: Chinese, German, Greek, Hungarian, Italian, Japanese, Korean, Portuguese (Portugal and Brazil), Russian, and Swedish. Lotus LearningSpace does not provide support for other languages, but you can buy add-on software from a third party vendor. The speaker from Yale Medical School had only developed pages in English and was not aware of CourseInfo 's support for other languages. * * * Where does the course material reside? Do we host the site (and therefore have some control and the ability to modify the program) or do they host the site and we send all material to them? In all of the systems that were discussed, the course material resides on the college's servers. * * * What was the selection processes and criteria used in looking at the products? <NAME> from UMass recommends a very good Web site by Dr. <NAME> (Douglas College, New Westminster, B.C.) for people interested in a comparative analysis of course management tools. As mentioned above, about 1.5 years ago Yale's Faculty of Arts and Sciences was trying to decide whether to purchase a commercial instructional management systems or build their own. The factors that they considered were: * longevity - will the company still be around in several years? * customization - how well does the system accommodate unanticipated needs? * cost - purchase price, development, and support * scalability * security - Yale is very security conscious. They want each person to have a single login and password that is Kerberos compliant. * ease of use Security and ease of use where the two main factors in their decision to develop their own system. Yale Medical School wanted a system with a strong assessment component because they do not have any formal exams and the students wanted some way to self-assess their progress and performance. They went with CourseInfo because they felt it had the best assessment features. As noted above, replication is an essential feature at Seton Hall where all students and faculty have their own laptop computers. Currently, Lotus LearningSpace is the only instructional management system that supports this feature. * * * What were people hoping to get out of CourseInfo and what did they get? As mentioned above, Yale Medical School selected CourseInfo because of its assessment features, and they are very happy with this choice. * * * Have any tried hooking in the systems with their administrative database systems? Have any tied their IMS into their main campus authentication systems. (That is, are they managing a whole new account base, or using existing accounts and passwords.) None of the schools directly hooked up to their administrative databases or their campus authentication systems to their course management systems. Yale Medical School manually uploads the account names and passwords from their central system so students conceptually have a single account name and password. * * * How have the faculty taken to the systems? On the whole, faculty at all schools have been slow to embrace instructional management systems. Almost all of the speakers indicated that their faculty were reluctant (or slow) to change their teaching style. Some of the reasons cited include: the emphasis on research over teaching, the amount of time required to create online materials, the lack of adequate support to help faculty with online course development, and, in some cases (e.g., UMass), the fact that not all students have access to computers and the Internet. Time pressures remain an important factor even when faculty have made an effort to put course materials online. For example, Yale Medical School and Harvard observed that the majority of the faculty stop adding new material starting around the middle of the semester. Most schools have found that larger courses tend to be the first to use these systems because the instructor can delegate the responsibility for creating and maintaining the class Web site to one of the teaching assistants assigned to the course. A similar pattern arises when looking at attendance at tutorials on instructional management systems. Again, faculty attendance is typically low and many instructors have their teaching assistants attend for them. In most cases the faculty who have integrated instructional course management systems into their courses have had positive student experiences. Each speaker had at least one success story as discussed above. * * * How have students taken to the systems? As discussed earlier, instructional management systems were introduced at Yale Medical School in response to student demand to have online access to course materials. Overall, the students are happy with the system. However, their two biggest complaints are that they would like to see more course offer materials online (currently only about 22% of the courses use CourseInfo) and they would like the courses that do provide online materials to do so consistently throughout the semester (due to time pressures, most faculty stop posting new material around the middle of the semester). #### * * * #### Greetings from former members of the Tri-college community Two former members of the Tri-college community were at the workshop. They came up and introduced themselves during the first break, and they asked me to pass along their greetings to their former colleagues. They are: * <NAME>, Director of Information Technology, Amherst College * <NAME>, Assistant Coordinator for Information Services, Five Colleges, Inc. Information supplied by: <NAME> Maintained by: <NAME> <file_sep>* * * ### ECE 438 DIGITAL IMAGE PROCESSING SYLLABUS ![](http://www.ee.siue.edu/~sumbaug/images/bfly.jpg) ![](http://www.ee.siue.edu/~sumbaug/images/bfly_ed4.jpg) ![](http://www.ee.siue.edu/~sumbaug/images/bfly_warp.jpg) * * * Professor: Dr. <NAME> Office: Engineering Building, Room EB3037 Phone: 650-2524, 2948 e-mail: <EMAIL> Textbook: _Computer Vision and Image Processing: A Practical Approach Using CVIPtools_ , SE Umbaugh, Prentice Hall PTR, 1998 Prerequisite: ECE 351 and programming experience, or consent of instructor Class Format: Two lectures and 1 lab per week, two tests, quizzes and term project Goals and Objectives: Introduce the student to analytical tools and methods which are currently used in digital image processing as applied to image information for human viewing. Then apply these tools in the laboratory in image restoration, enhancement and compression. * * * ### COURSE OUTLINE * Introduction, 4 Lectures, Chapter 1 * Image Analysis, 4 Lectures, Chapter 2 * Image Transforms, 6 Lectures, Chapter 2 _TEST #1_ * Image Enhancement, 4 Lectures, Chapter 4 * Image Restoration, 4 Lectures, Chapter 3 * Image Compression, 4 Lectures, Chapter 5 _TEST #2_ _PROJECT DUE -- 16th week_ * * * Project will be some application of image enhancement, restoration or coding/compression technique to digital image(s). Software will be written in the C programming language to implement the image processing method. GRADING : Test #1 - 20%, Test #2 - 20%, Quizzes - 20%, Lab Exercises - 20%, Project - 20% _Note: There will be 6 or 7 pop-quizzes, 5 will be used in the grade. They will be closed book/notes and about 5 minutes, and will be on the second class meeting of the week. They will cover the reading for that week._ ** ## ECE 438 LECTURE SCHEDULE WEEK \| TOPICS \| READING \| LABORATORY \| 1 \| Overview, human visual system \| pp. 1-24, 293-298 \| Chap. 6, Introductory Lab \| 2 \| HVS, image model \| pp. 24-36 , pp. 375-388 \| Chap. 6, Introductory Lab \| 3 \| Image analysis, preprocessing \| pp. 37-53 \| #1, p. 399 \| 4 \| Preprocessing, CVIPtools \| pp. 53-61 \| #2, p. 401 \| 5 \| Discrete transforms, fourier \| pp. 97-106, pp. 401-403 \| #3. p. 401 \| 6 \| discrete cosine, walsh-hadamard \| pp. 106-113 \| #4: 1,2,3, p. 404 \| 7 \| filtering, wavelet transform \| pp. 113-130 \| #5 p. 404, Chap. 6 \| 8 \| _Review and TEST #1_ \| \| \| 9 \| Image enhancement, gray scale mods, histogram mod \| pp. 197-219 \| #6, p. 406 \| 10 \| Enhancement: pseudocolor, sharpen. smooth _Project Proposal Due_ \| pp. 219-237 \| #7, p. 406 \| 11 \| Image restoration: degradation model, noise removal, inverse filters, \| pp. 151-174 \| Project \| 12 \| Freq. filters, geometric transforms, \| pp. 174-195 \| Project \| 13 \| image compression: system model, fidelity criteria, lossless methods \| pp. 237-258 \| Project \| 14 \| image compression: lossy methods \| pp. 258-292 \| Project \| 15 \| _Review and TEST #2_ \| \| Project \| 16 \| Demo term project to professor and TA _Project Paper Due_ \| \| ## ECE 438 Image Processing - Semester Project Semester Project: The project will consist of designing, implementing, and analyzing the results for an image processing problem. You can work alone or with a partner. The project will be selected by the students, subject to approval by the professor. A paper will be written describing the project and discussing what was learned during the project. The final paper should be about 8 to 15 pages, typed and double-spaced; include images ! In the paper include an appendix containing program listing(s). The students will give a short presentation of their project in the lab to the class, the professor, and the lab instructor. Grading:** The project is worth 20% of your term grade, broken down as follows: * Overall Project.. 10% * Paper...................... 5% * Presentation......... 5% _Possible Project Topics:_ * FFT, WHT, PCT or DCT filtering/compression - butterworth, etc. * Histogram modification - apply and compare different methods * Histogram specification - program to enhance portions of an image, e.g. blow up in size and improve contrast * image restoration - blurred images, noisy images, inverse filtering, statistical modeling and recovery * image encoding - DPCM, transform applications (DFT, FFT, WHT, DCT, Hotelling), Huffman codes. * other related topics of your choice * NOTE: If you do not have any specific images that you want to use, take a look at the image database directories JFK, NASA and UFO. Week What is due * 10 Brief, 1 page max., project proposal * 16 Project paper due. Short demonstration to professor and lab instructor about project - show images in lab and discuss _Suggested Project Process:_ * 1) Find an area of interest from the lab or from class. * 2) Define experiment(s) you wish to pursue * 3) Define C function(s) to implement related to project * 4) Code and debug your function(s) * 5) Test your functions on some real images * 6) Process images/do the experiments * 7) Compare and contrast your results to other similar results from using CVIPtools functions, or research results in library from similar experiments - Analyze results using appropriate metrics, tabulate or plot, etc. * 8) Write report, include images * 9) Demonstration to the class ## ECE 438 Digital Image Processing Lab Outline \| Week \| TOPICS - reading: Chapters 6 and 8, CVIPtools \| 1&2 \| Introduction to C programming language and SUN-based image acquisition/processing system and CVIPlab via thresholding program \| 3 \| arithmetic/logic operations \| 4 \| Image geometry operations \| 5 \| Fourier Transform exercise \| 6 \| Image enhancement: spatial convolution masks \| 7 \| Transform part II: filtering \| 8 \| (Test #1) \| 9 \| Histogram modification I: stretch, shrink, slide \| 10 \| Histogram modification II: unsharp masking Project proposal due. \| 11-15 \| Work on project -- application of image enhancement or coding/compression. Will be written in the C programming language. \| 16 \| Demo project to Professor and lab TA ECE 438 - Example Past Term Projects * Hadamard-ordered Walsh transform on 16x16 blocks for compression * FFT for frequency domain digital filtering * Fast walsh transform for compression compared to 0,1st,2nd order-hold * Zooming algorithm using Lagrange method of interpolation * Huffman encoding for compression * 2-D to 3-D gray-level intensity mapping * 3-D rotation and translation * Removal of blur from uniform linear motion * High frequency enhancement techniques on UFO/JFK photos: * Local- based on statistics, - based on neighborhood histogram EQ * Histogram stretch * Global histogram EQ * Unsharp masking * Convolutions, high-pass filters * Sharpen, roberts, sobel colored edge, bitplane * Histogram equalization and image coloring enhancement for X-ray images * Histogram EQ and direct histogram specification using VGA/mouse drivers * Global vs. Local Histogram EQ * FFT and FWT on 16x16 blocks for filtering * Arithmetic coding for compression * Differential coding 1-D and 2-D * Homomorphic filtering * DCT for compression - JPEG algorithm ** Brief Bibliography Books** * 1\. Digital Image Processing - R.C.Gonzalez & P.Wintz * 2\. Robot Vision - B.K.P.Horn * 3\. Computer Vision - D.H.Ballard & C.M.Brown * 4\. Syntactic Pattern Recognition : An introduction -R.C.Gonzalez and M.G.Thomason * 5\. Pattern Recognition - A Statistical Approach - <NAME> and <NAME> * 6\. Digital Image Processing - <NAME> * 7\. Fundamentals of Digital Image Processing - <NAME> * 8\. Digital Picture Processing - <NAME> and <NAME> * 9\. Pattern Classification and Scene Analysis - <NAME> and <NAME> * 10\. Object Recognition by Computer - <NAME> * 11\. Digital Pictures - <NAME> and <NAME> * 12\. Vision in Man and Machine - <NAME> * 13\. Pattern Recognition Statistical, Structural and Neural Approaches, <NAME>, <NAME> & Sons NY * 14\. Digital Image Processing and Computer Vision, <NAME>, Wiley * 15\. Artificial Intelligence: An Engineering Approach, <NAME>, McGraw-Hill * 16\. Algorithms for Graphics and Image Processing, <NAME>, Computer Science Press, call no.: T385.P381982 * 17\. Handbook of Pattern Recognition and Image Processing, <NAME> and <NAME>, Academic Press * 18\. The Image Processing Handbook, <NAME>, CRC Press SIUE Library call #: TA1632.R881992 (reference) ** Journals** * 1\. IEEE Transactions on Pattern Analysis and Machine Intelligence * 2\. IEEE Transactions on Computers * 3\. Pattern Recognition * 4\. Computer Vision, Graphics and Image Processing * 5\. IEEE Transactions on Medical Imaging * 6\. Computerized Medical Imaging and Graphics * 7\. IEEE Transactions on Image Processing * 8\. IEEE Engineering in Medicine and Biology * 9\. IEEE Transactions on Signal Processing * 10\. IEEE Transactions on Neural Networks * 11\. IEEE Transactions on Geoscience and Remote Sensing * 12\. Photogrammetric Engineering and Remote Sensing * 13\. International Journal of Remote Sensing * 14\. Journal of Visual Communication and Image Representation ** 15\. Numerous Conference Proceedings from the following professional groups:** * IEEE - Institute of Electrical and Electronic Engineers * SPIE - The International Society for Optical Engineering * SMPTE - The Society of Motion Picture and Television Engineers * PRS - Pattern Recognition Society ** <file_sep>[an error occurred while processing this directive] The Drama of World History - Friends Seminary (New York), 1995 * * * From: <NAME> New York University 635 East Building New York, NY 10003 Friends Seminary in New York City has a two year world history course offered to 9th and 10th graders. Enclosed is the syllabus I prepared for the first year. The Drama of World History Setting the Stage 1. What: The Historian's Job 2. Where: Distance is in the Eye of the Beholder 3. When: Time is a Cultural Concept 4. Who: What does it mean to be human? Act One: Origins of the Human Community: Learning to Cooperate (From early times to 3500 BCE) 1. Setting the Stage 1. Creation: How did it all begin? 2. Evolution: How did we get to be Human? 3. Africa, Birthplace of human life 2. Gathering and Hunting: Humans Share the Resources 3. Settling Down: Revolutionary Changes brought by Agriculture 4. Nomadic Herdsmen: An Alternate Lifestyle Act Two: Surplus, Specialization and Cities (The third millennium BCE) 1. Setting the Stage 1\. Why should we cooperate with strangers? 2\. What is so special about river valleys? 3\. Technology: Foods, plows and irrigation 4\. Characteristics of urban life B. Sumer: City-states in Mesopotamia 1. Knowledge as a Key to Power: Writing 2. Courtiers and Courtesans court Divinities 3. Africa: The Nile River Valley Civilization 4. 'The Gift of the Nile" 5. In contact with gods and the dead 6. Orizins of Bureaucratic rule D. India: the Harappan Civilization 1. Baked bricks and sophisticated cities 2. Who was behind the city planning? 3\. The Great Bath and ritual purity? E. Aegean: Minoan Hegemony 1. Contacts and Control 2. The Factory system: Transforming nature into commodities 3. The Middle Kingdom: Settlements along the Yellow River 4. Sage Rulers 5. The Mandate of Mien 6. The Importance of Written Chinese 7. On-going contact with ancestors G. Summary: The Advantages of Cooperation & Interdependence Act Three: Nomadic Migrations and Invasions (2nd millennium BCE) 1. Setting the Stage: The Nomadic Herdsmen on the Move 1. The cast: Indo-Europeans and Semites 2. Pushes and Pulls from steppes to cities 3. The role of technology: The Chariot Revolution 2. Nomadic Invasions in Mesopotamia 1\. Setting the Stage: Patterns of Invasions 2\. Myths reflect tension between Temple and Palace 3\. Power shifts from temple to palace 4\. Law: Key to internal control 5\. Military: Key to control of the border C. Nomadic Invasions into the Nile Valley 1. The Hyksos 2. Bureaucrats become empire builders 3. Seeking one God 4. Kingdoms of Kush: Kerma & Napata 5. Covenant and Conquest of the Hebrews E. The Aryans in India 1. The Vedic Age 2. Power shifts from Warriors to Priests 3. The Epic Age: Vira at play in Mahabharata F. The Middfe Kin~~dom under the Shang and Chou 1. The Shang: tinifiers from within 2. The Chou: Gentlemen rule G. Achaeans and Dorians move into Hellas 1. The Trojan War: A case study in conquest 2. The Dorians and the Dark Age 3. Changing Status of Gods and Goddesses 4. What about the Women? H. Who is peopling the Americas? 1. Migrations into the Americas 2. The Olmec: Mother Civilization of Mesoamerica I. Interaction and Change: Who conquered whom? Act Four: The Axial Age (Middle of the first millennium BCE) 1. Setting the Stage: The times are out of joint 2. The Axial Age in the West Asia 1. Setting the Stage: Empire Building, Assyrian Style 2. The Hebrew Prophets: Monotheism, ethics and law 3. Zarathustra: I)ualism and war 3. The Axial Age in India 1\. Setting the Stage: Brahmin Domination leads to the Upanishads 2\. Play your role: Dharma, the Ramayana and caste 3\. Don't play 1. Mahavira: Ahimsa and Tolerance 2. The Buddha: Snuffing out Desire 3. The Axial Age in the Middle Kingdom 1. Setting the Stage: The Era of Warring States & The Art of War 2. Confucius: Harmony in Hierarchy 3. Flowing in Harmony with the Tao 4. Order and Security with the Legalist 5. The Axial Age in Hellas 6. Setting the Stage: 4. The Economic Base of Humanism 5. New Loyalties: Citizenship and the Polis 6. Arete and the Athlete: Make competitions not war 7. The Ionian Philosophers 8. Arete, Spartan Style 9. Arete, Athenian Style F. Have we learned how to tame the warrior? Act Five: Establishing a Synthesis (The First millennium BCE) 1. Setting the Stage: Characteristics of Empires 2. Persia: Empire Builder in West Asia 3. The Hellenistic Synthesis 1. The Hellenic View of the Persian War 2. The Hellenic Golden Moment 3. Arete and Hubris: From Delian League to Athenian Domination 4. Greek Philosophers Face the Break-up of the Polis 5. Alexander of Macedonia's Conquest 6. The Hellenistic Synthesis:Hellenic? Persian? African? Indian? 4. The Conquest of Ideas in India 1. The Mauryan Empire 1. Chandragupta relies on the Arthasastra 2. Ashoka: Experiments of a Buddhist ruler 2. The Hindu Synthesis a Caste: A place for everyone & everyone in place b. The Four Goals of Life: Something for everyone c. The Four Stages of Life: For everything a season d. The Bhagavad Gita: Putting it all together E. The Middle Kingdom defines itself as the People of Han 1. Establishing Order: Ch'in Style 2. The Han Synthesis 3. Evaluating the Han Empire 4. Law and the Military triumph in the Mediterranean World 5. Rome enters the drama 6. Reason for Roman expansion 7. How military success transforms the Republic 8. The Augustan Synthesis: Roman, Persian and Hellenistic 9. Meroe: Synthesis of Egyptian and Nubian styles 10. The cycle of empires: Why don't empires last? Act Six: Interacting Worlds (First millennium CE) 1. Setting the Stage: Ideas, Goods and Diseases Travel 2. Routes over land & sea span Eurasia 3. The Spread of People 1. Diaspora of the Jews 2. Migrations in Africa 3. Germanic peoples follow pattern of invasions and conquest 4. Kushans move into the Indian subcontinent 5. A river valley civilization develops along the Niger 4. The Spread of Ideas 1. The Spread of Buddhism a. Mahayana Buddhism b. Along the trade routes to the Middle Kingdom c. Reconciling Non-self and Filial Piety 2\. Indian influences in Greater India 3\. From Jesus to Christendom 1. The Life of Jesus: Whom do they say that I am? 2. The Good News & the Church 3. Spreading the faith 4. Islands reflect their mainland civilizations 5. Stirring on the British Isles 6. The Japanese Archipelago enters the drama 7. Aspects of Mesoamerican civilization 8. Cultural Diffusion around the world Act Seven: The Flowering of Human Culture (300 CE to 1000 CE) 1. Setting the Stage: Make art, not war 2. The Golden Age in India 1. Kushan and Gupta. rulers bring peace 2. Artistic and Scientific achievements 3. God and gods in Hinduism 3. The Flowering of the Byzantine Empire 1. Byzantium: Entrepot of the world 2. A wider synthesis: Roman, Hellenistic, and Christian 4. The Islamic Achievement 1. From Mohammed to Dar al-Islam a. Mohammed, the seal of the Prophets b. Creating unity among Muslims c. The Community splits d. The Ummayid Caliphate 2\. The Abbasid Caliphate 3\. The flowering of Islamic learning 4\. Islamic traders in the Afrasian world E. Cultural brilliance in the Middle Kingdom 1. The Sui and the Grand Canal 2. The Tang 3. The Song: Trade, prosperity & poetry 4. Assimilation and innovation in Southeast Asia 5. Refections and innovation from the Japanese archipelago 6. Aesthetic expressions 7. Buddhism in Japan 8. Family, clan and feudal life 9. Cultural achievements in Mesoamerica 10. Teotihuacan: sacred, cosmic, political and trading center 11. Flowering of the Maya 12. Community Solidarity in Africa 13. Setting the Stage 14. Kingdom of Ghana 15. Is there an "African" Worldview? 16. Church and Manor in Europe Act Eight: The Afrasian World System (1000 to 1500 CE) 1. Setting the Stage: New Waves of Invaders and Ideas 2. The Turks follow the pattern of invasion and conquest 1. Seljuk victories 2. Saladin and Islamic unity 3. Sultanates in T;ldia 3. The Mongols follow the pattern of invasion and conquest 1. Setting the Stage 2. Genghis Khan and the Mongols on the Move 3. The Yuan Dynasty 4. A biological invasion: The Plague 5. Invaders in Western Eurasia 1. Anglos & Saxons follow pattern of invasion and conquest 2. What Crusaders experience 3. Discovering a Classical heritage 4. Borrowings: Hellenistic ideas, Crossbows, Canons and Credit 6. Traders in West Africa 1. Camel, caravan, gold and salt 2. Mali and Songhai Return to H-WORLD's home page.** * * * [an error occurred while processing this directive] <file_sep># George Mason University School of Business Administration Course Syllabus ## MIS 491 Leveraging the Information Superhighway--A Business Perspective ## Spring Term 1995 Tuesdays 1920-2130 * * * Class Venues: George Mason University and American Management Systems, Inc., Fairfax Instructors: <NAME> (RUTH), Professor of Technology Management and <NAME>, Graduate Research Associate, Office: Room 463 Robinson Phone: 703-993 1789 (O) 536 4121 (FAX) Office Hours: By appointment Network Assistance : <NAME> (NJOHANSS); <NAME> (MACLARO) <NAME> (KTAN); <NAME> (GPOPLAWS); <NAME> (AOGUDOVA) all on _OSF1_ Organizational Sponsors: American Management Systems, Inc., GMU Center for Science, Trade and Technology Policy, GMU International Center for Applied Studies in MIS, The Internet Society, GMU Instructional Development Office Individual Sponsors: Ms. <NAME> and Mr. <NAME>, American Management Systems, Inc.; Dr. <NAME>, Director, CSTTP; Dr. Stephen Ruth, Director, ICASMIS; Mr. <NAME>, Executive Director, The Internet Society, Drs. <NAME> and <NAME>, co-directors, IDO Course Description: This course places the student squarely in the middle of a trillion dollar annual global business-- the communications industry--and takes aim at a significant and still unanswered question: "How can businesses extract major profit and efficiencies from the so-called Information Superhighway?". An article in Fortune disclosed that the metropolitan DC region has over 1,400 companies that work directly in this industry, nearly as many as in Silicon Valley and far more than in the technology corridor flanking the Boston area. So learning the issues surrounding the leveraging of international networking has more than just academic importance--it may have an effect on your job search. This is a difficult and challenging course. We will be using many of the newest techniques and technologies to navigate the networks. But navigation is only a small part of this course. We must do more than simply sight-see. Businesses demand, and this course demands, that networks be harnessed to productive use. Therefore we will be concentrating on extracting value--using the Internet and many other networks for research, data bases, sources of new information, improving current business practices, etc. We will be using the network nearly every day in this course. ### The Learning Process: Practice, Study, Teamwork and Discovery Practice \--Throughout the course we will be practicing with network services and capabilities. Most of this practice will be an individual task but there will be help from a large team of skilled users whom you can call on when there is a problem. There are vast help resources on the network too, from user's groups to files of Frequently Asked Questions (FAQ's). It will be imperative to success in the course that each member of the class develop the needed skills--and that takes a lot of practice. Study \--The course requires mastery of the basic concepts of telecommunications. This will be attained through the use of the Stamper text. Each week one or two chapters must be completed and chapter questions answered and submitted. A detailed course workbook is also to be maintained by each student. This loose leaf notebook contains lecture notes, insights from outside reading, Internet transaction comments, articles from newspapers and journals, etc. Teamwork \-- Under the right conditions, networks can facilitate teamwork. Several class projects will aim to deliver specific course results by active collaboration of students in focused team tasks. The emphasis on these tasks will be the network as a medium to deliver results faster and better than traditional approaches allow. So, even though many of the teams will not be meeting much face-to-face to plan their group project (much of the interaction should be on the net), the results could be superior to the normal approach. Discovery \--It is becoming clear that the old models of teaching are not going to be sufficient in today's environment. The student is not simply a vessel that needs to be filled with facts. Learning is better facilitated through discovery than through piling on of statistics and theories. In this course there will be several features that aim to facilitate the discovery process: 1\. Classes will not always be held in classrooms--there will be considerable open ended discussion on the network. 2\. The methods of delivery will require many media--not just a lecture. We will be using television, audio cassettes, CDROM's--possibly video uplinks to get the material to you. Hypertext links to weekly notes and comments will be a routine method of communicating and all students will be expected to use this capability to remain current on changing aspects of the course. 3\. The methods of communicating with the instructors will also be varied. In addition to traditional office hours at GMU campus there will also be "virtual" offices set up so that students can discuss individual and group issues using the media that are suitable for that purpose. 4\. Assignments will be given primarily through the hypertext-based system specially set up for the course. Syllabus, weekly notes, student exercises, notes, some discussion groups, etc. will all be accessable on a round the clock basis through GMU's OSF1 system. 5\. Examinations will be open ended questions that require integration of course concepts rather than repeating memorized facts. Detailed note keeping will still be an essential part of the discovery process. This is a unique course and a unique venue. It takes place at the facilities of one of the industry leaders in innovative approaches to business problems. It is sponsored by AMS, the Internet Society, ICASMIS, IDO and George Mason University's new Center for Science, Trade and Technology Policy. It features guest speakers from government, business and education. Like any course in the School of Business Administration, this one requires careful preparation of assignments, high quality research and an individual commitment to a high standard of work. The challenge for the students in this class will be to maintain focus and to take full advantage of the abundant resources offered. ### Objectives : Four topic objectives will be integrated into this course: _Extensive Experience in a Wide Range of Networking Tools and Techniques._ During the first weeks of the course a series of tasks will be assigned to enable each member of the class to become deeply familiar with the tools of local networks and particularly with the capabilities, and limitations, of the worldwide Internet. These tasks will not be toy problems and a few trivial examples--we will endeavor to make a powerful connection to the network--a connection that will greatly facilitate the learning needed in the rest of the course. _Overview of Crucial Business Issues in Telecommunications_ Throughout the course, the assigned readings and the speakers will introduce some of the key challenges facing businesses in attempting to harness this technology to their advantage. _Domestic and International Competitiveness Issues_ The third objective is to give a sense of the international dimensions of this subject. We will examine the impact of global standards, international treaty agreements, the role of the PTT's and many other topics. _Integration of Telecommunications Concepts into Other Information Technology Decisions_ Throughout the course there will be emphasis on the common threads that unite Telecommunications with other IT topics that have been presented in your studies so far. For example, the emergence of Asyncronous Transfer Mode (ATM) as a common transmission mode involves business decisions concerning MIS, data base integrity, security, etc. and involves cost and benefit tradeoffs like any other significant IT decision. Assignments: The selection of assignments is based on providing each student with the breadth needed to take advantage of the rich array of resources offered but, most important, to offer a challenging academic experience. There is no other course quite like this offered at the university \--so deciding on assignments requires a non-traditional approach. The first half of the course stresses mastery of the telecommunications basics and extensive use of a wide range of network resources. Weekly assignments require keeping up to date and turning in answers to assigned questions at regular intervals. During the second half the emphasis will be on the research component of the course, with each person aiming at an individual or group topic in addition to keeping up with the weekly lectures and directed readings. The speakers emphasize industry practice and the texts plus occasional extra readings give a good overview of the concepts that surround human engineering and data communications. One complements the other. Course Grade: The grade will be based completion of a series of four tasks that my students sometimes refer to as the Labors of Hercules. 1\. There will be an exam consisting of ten questions with answers due at intervals during the course. (25%). Exam questions will be integrative and will cover lectures and readings. 2\. A research paper related to course-related materials (30%) is due at the end of the course. The topic selected must be worked out jointly between the student and the professor and a detailed outline will be required in late March. 3\. A demanding set of about a dozen Internet projects will be assigned throughout the course (25%) 4\. Finally, 20% of the grade will be based on the completion of the assigned questions, objective and essay, at the end each chapter of the Stamper text. Objective questions are to be answered on Scantron forms and discussion questions in your notebooks. Answers are due one week after the assignment; that is, Chapter 1 and 2 questions are due on February 7th. All these questions can be answered on your own time in a stress-free environment but must be completed on time. Based on others' experience about 4-5 hours per week will be required for this, perhaps more. The course notebook will also contribute to this grade. _A Caution:_ For students who are accustomed to courses where all tasks are clearly set out within the confines of a book or workbook this course will be initially unsettling. Students will be given as much help as possible in using facilities, locating MOSAIC or Netscape servers, establishing research topics, learning to use the Internet, etc. However, the reason for the course's continuing popularity, according to over one hundred students who have experienced it, is that general guidance is given and the student is set at liberty to find the most expeditious way to complete tasks. For example, students will need to use autodidact materials to learn how to leverage the Internet, MOSAIC, Gopher, etc. There will be five student assistants available on the network to help (an unusually large help staff) but they can only answer specific questions based on your use of the net. Similarly, the end of chapter questions in the textbook are straightforward and can be worked on independently. Since some assignment or task is due nearly every week it is absolutely crucial that each person in the course immediately establish regular study habits and a commitment to spend the required time needed to be successful in this course. How Much Time is Required for This Course? Depending on your previous background, this course will require between 8 and 12 hours per week outside of class, about average for an upper level elective course. For some, even more time may be required. For a few, much less. Surprisingly, the students who are already proficient in data communications or computer principles are frequently not as successful in this type of course as those who are learning for the first time. The key is mastering all facets of the course and studying each in its appropriate context. Completing Assigned Work On Time: It will be the responsibility of each student or group to submit assigned work on time. For group projects work must be shared equally. It is acceptable to submit work early, in case of an anticipated absence, for example. * * * ### Course Schedule Date Assignment Guest Speakers/Topics * 1/24 Professor Ruth: Introduction to a New Learning Paradigm: A Business Telecommunications Perspective Mr. Aclaro: Internet exercises: Pine, OSF1, UNIX * 1/31 S 1-2 Professor Ruth: Overview of Networking Principles Mr. Aclaro: Class exercises on the Information Superhighway-the "dirty dozen" * 2/7 S 3; Professor Ruth: Leveraging Information Highways Mr. Aclaro: Advanced Network Services; Part 1 Class Web server operational * 2/14 S 4; Professor Ruth: Human Engineering-Interface Issues Mr. Aclaro: Advanced Network Services; Part 2 * 2/21 S 5-6 Guest: Dr. <NAME>, AMS Topic: Doing Business on the Information Superhighway: a Fortune 1000 Perspective Professor Ruth: The Negroponte Switch and Other Key Ideas in Telecommunications Class SLIP conection operational * 2/28 S 7-8; Guest: Dr. <NAME>, Associate Professor of Marketing, George Mason University Topic: Winners and Losers in the Telecommunications Marketplace: a View from the Year 2000 Initial review of notebooks * 3/7 Guest: Ms. <NAME>, AMS Topic: Business Issues in EDI * 3/14 S 9-10; Spring Break * 3/21 No class--individual consultations on term project * 3/28 S 11-12 Guest: Mr. <NAME>, Columnist, Systems Integrator, International Business Issues in Data Communications: A Report from the G7 (Mr. Rash will be covering the Brussels G7 talks from a telecommunications perspective for the Washington Post) * 4/4 S 13-14 Dr. <NAME>, George Mason University: Taming the Electronic Frontier Professor Ruth : The Sociology of Data Communications * 4/11 S 15-16 Guest: Mr. <NAME>, Bell Atlantic Topic: New Bottom Line Issues in Telephony * 4/18 S 17 Guest: Ms. <NAME>, AMS, Electronic Communications at AMS Guest: Mr. <NAME>, AMS, Multimedia and Evolution of the User Interface * 4/25 S 16-17 Mr. <NAME>, AMS, and Mr. <NAME>, <NAME>. Topic: Leveraging the New Training Technologies * 5/2 Final review of notebooks. Note: Responses to objective questions for Stamper chapters are to be submitted not later than one week after they are assigned; hence, on February 7th, Chapter 1 and 2 questions are due. Key Dates: 2/28 Internet Projects 1-6 completed; course notebooks collected (to be returned following week); 3/7 Exam questions 1-3 due; 3/21 Preliminary outline of research paper due; 3/28 Exam questions 4-6 due; 4/4 Final outline of research paper due; 4/18 Internet projects 7-12 completed; 5/2 Exam questions 7-10 due; course notebooks collected (to be returned following week); 5/9 Research paper due * * * ### Required Texts: * Stamper, Business Data Communications, Third Edition, 1995, <NAME> (S) * <NAME>, The Essential Guide to OS1, 1995 * Optional Texts (Suggest at least one of the following): * Eddings, How the Internet Works, ZD Press 1994 * Ellsworth, Education on the Internet, Sams, 1994 * <NAME>, Riding the Internet Highway, 1994 * Fraase, The PC Internet Tour Guide, Ventana Press, 1994 * Hahn and Stout, The Internet Yellow Pages, Osborne, Mc Graw Hill, 1994 * Hedke, Using Computer Bulletin Boards, MIS Press, 1994 * Hardy, Internet Mailing Lists, PTR Prentice Hall, 1994 * Internet Unleashed, SAMS Publishing, 1994 * Kehoe, Zen and the Art of Internet, Prentice Hall, 1994 * Levine and Young, Internet for Dummies, IDG Books, 1994 * Levine and Young, More Internet for Dummies, IDG Books, 1994 * Maxwell and Grycz, New Riders' Official Internet Yellow Pages, NRP 1994 * Krol, The Whole Internet Users Guide and Catalog, O'Reilly, 1994 * Notess, Internet Access Providers, Mecklermedia, 1994 * Pocket Guides to the Internet, Mecklermedia, 1994 * Sachs and Stair, Hands-On Internet, PTR Prentice Hall, 1994 * Tolhurst, et al, Using the Internet, QUE, 1994 * * * Network Project 1: Using the Network--Getting Started: First take about an hour or two to practice some of the tasks in Rais Chapters I-III, IV, and IX- XI. Practice with Pine and demonstrate that you can do the following basic functions: save, write, reply, send attach and create distribution lists. Take extensive notes in your notebook. Then take an hour to get used to what most students find a very enjoyable part of the network--network news groups. Let Rais guide you through the TIN procedure and get registered on a few News groups of your preference. (You can also contact <NAME> on the net at MRAIS for a little extra help if necessary) . Then read the attached article from the Washington Post. "It's Easy to Navigate an On Line Field Trip to Capital Hill". There are almost twenty addresses you can call on. Try them all. When you have finished (be sure to take detailed notes in your notebooks) write a 500 word paper discussing your results. Project is due February 6th. * * * last updated: 1/25/95 by _<EMAIL>_ <file_sep># Sociology 2032: Gender, Race, and Class Seminar _ Battered women, work, and welfare: A research seminar _ Fall Semester 2000: Wednesdays, 2:30 pm to 4:55 pm, 2J51 Posvar Hall (formerly FQUAD) Dr. <NAME> Office: 2J28 Posvar Hall (formerly FQUAD) Office Hours: Mondays and Wednesday 11:00 am to 12:00 noon and by appointment Office phone: 412-648-7595 Email address/electronic office hours: Talk Back To Dr. Brush Return to Dr. Brush's home page. * * * ## Course Description This is a research-oriented course on battered women, work, and welfare. Seminar participants will use readings, consultations with guest speakers, and our collective resources to contribute to a qualitative project on the costs of taking a beating in the context of welfare reform. The shared readings will include: * Current research reports and publications. * Methodological and theoretical readings on battering, work, and welfare. Discussions and written work will address the theories, methods, and substantive examples from the readings, but the main focus will be on participating in the research project and writing up results. * * * ## Course Requirements and Grading ### Discussion participation Graduate study means learning to learn from every possible source -- from your readings, your peers, your life experience, your professor, your research. Participating in seminar discussions is one of the best ways to learn. You are expected to contrib ute your questions and insights to the class. The culture of the seminar will, I hope, be a congenial one for self-expression. I will work to maintain such a culture by swiftly countering displays of contempt and by practicing principles of pedagogical eq uity to the extent possible. I cannot help you learn if you don't participate in discussion, however. Doing excellent written work is not enough to demonstrate adequate performance in graduate school. So show a little backbone, organize yourselves in what ever way you need in order to ensure broad participation in the discussion, and whatever you do, don't suffer in silence. Say anything you can defend against reasoned argument. Treat your colleagues' contributions with respect (which means taking them ser iously and challenging them as well as extending basic courtesy). This should go without saying, but attendance at each seminar meeting is required. More than one absence that is not due to extraordinary circumstances will result in a lowered grade. In addition to participating in seminar discussions, everyone enrolled in this seminar is expected to complete the following assignments: ### Abstracts (10 percent of final grade) Before 9:00 am on Wednesdays (that is, the day of the seminar meeting), submit to the seminar distribution list an analytical abstract of not more than 300 words. Summarize the purpose, framework, sources, findings, and significance of the reading. Com ment succinctly on what you found most interesting, important, puzzling, infuriating, fundamental, etc. about the readings. Distributed over email in a timely manner, these abstracts will not only help you organize your response to the readings but will a lso serve as a guide for discussions. Altogether, these short written assignments contribute ten percent to your final grade. Submit three abstracts over the course of the term. ### Critical reviews and class presentations (40 percent of final grade) Each student must write a publication-length (800 words) formal review of the text for one week. Most disciplinary journals include examples (I suggest you look over the most recent issue of Contemporary Sociology, the journal of reviews f or sociology, _American Journal of Sociology_ , or Gender & Society, the journal of Sociologists for Women in Society). Your review should respond to the text in an evaluative way by placing the work in scholarly context, assessing th e methods and findings of the research, and identifying controversies. You will present your review and be responsible for facilitating discussion in the first hour of our session in that particular class. Your presentation should set out what you see as the _context, key concepts, and controversies_ from the readings. At the minimum, presenters should identify particularly problematic passages in the text and help the group engage with them, either by providing and then eliciting alternate readings of the text, contextualizing the debates implicit or explicit in the text, or preparing specific questions for discussion. ### Final project and presentation (45 percent of final grade) During the final session (or perhaps two) of the semester, you will present the results of your portion of the research project to the seminar group. The final written version of this work is due at the last class session. You must submit a draft of yo ur text to another seminar participant for comments (see below). This is your opportunity to present your own work in a supportive-yet- critical setting. The presentation and written project together count for 45 percent of your grade. ### Comments on literature reviews (5 percent of final grade) Each participant will be responsible for reading, and providing written and oral comments on, the draft project text of one fellow participant. This will be your opportunity to provide supportive-yet-critical feedback to your colleagues at a crucial st age in the development of their projects. You will receive drafts by the third-to-last class session and must return comments by the beginning of the following class to allow time for revisions. You may also serve as commentator on final presentations. Ha nd in your colleague's comments with the final version of the paper. These comments count toward five percent of your grade. Grades will be assigned on the following scale: A: Truly exceptional and outstanding work B: Solid, acceptable graduate-level work B- or below: Below acceptable level for graduate work ## Schedule of Meetings All texts should be available at the Book Center. Most are also available on reserve in Hillman library. Course participants will work individually and collectively to design, conduct, document, and interpret a qualitative research project on battering, work, and welfare, and will contribute data and analysis to a Reporting of Findings. During the first three to four weeks of the term, seminar participants will read and evaluate similar research, consult with guest speakers, and generate precise research questions. During the following three weeks, they will decide on the research design, subjects, procedures, and instruments they will use. An IRB application will also be submitted before this point in the semester. The next three weeks will be devoted to data collection and entry and to trouble-shooting (seminar meetings may be abbreviated as participants devote time to the research). Two weeks of analysis and interpretation will be followed by the final two weeks of write- up, including both documentation of the research process and drafts of individual contributions to the Report of Findings. * 30 August -- Organizational meeting. * 6 September -- Read Raphael. * 13 September -- Read Murphy. * 20 September -- Read Brandwein. * 27 September -- Read Dobash & Dobash. * 4 October -- Read Law & Policy special issue. * 11 October -- Read Violence Against Women special issue. * 18 October to November 15 -- Readings from packet. * 22 November -- No meeting -- Thanksgiving Recess. Don't let the turkeys get you down. * 29 November -- Rough draft of final project due to commentator by Friday, 3 December. * 6 December -- Presentations or informal meetings to work on final projects. Comments due. * 13 December -- Presentations. Final projects due. Return to Dr. Brush's home page. <file_sep>## Notes on Garnsey & Saller I. A Mediterranean Empire (pages 5-19). A. Setting (5-8). 1. Does Rome's location explain her rise to power? Some ancient writers believed this. 2. Strabo thought the Western or European Mediterranean was geographically superior. 3. But he ignored urbanization; Italy produced insufficient grain to feed its cities. a. 30% of Italian population lived in cities. 4. Augustus "pacified" Spain, and north to the Danube. a. But his dreams of conquering the far East were largely unfulfilled. b. Economic motives: Spain had mineral resources, Britain (they thought) had none. c. So Britain escaped Roman attention for a while (annexed, 43 AD). 5. Middle Eastern frontier saw continual fighting. a. Trajan (AD 96-117) conquered the Dacians and pushed east. b. <NAME> (161-169) and Septim<NAME> (193-211) also had eastern conquests. B. Rome, Italy, & the Political Elite (8-12). 1. Roman Population: from @ 200,000 grows to @ 1,000,000 by Augustus' time. 2. Rome was a "parasite" city, supported by taxes and public land in theprovinces. 3. Provincials slowly infiltrated the Senate, Equites, even the Principate. a. Claudius (41-54 AD) was progressive, wanted some Gauls to be senators. b. But few or no Gauls actually made it into the Senate under the Julians (31 BC to 69 AD). c. Gauls could become equites (knights) or commanders of auxiliary troops (but not of legions). 4. Little progress in this area is known from 69-161 AD. 5. Known cases of provincial senators under <NAME> (161-180) are exceptional, not the rule. 6. Septimius Severus increased role of equites in military command at expense of senators. a. But basically Romans and Italians were in charge of the empire. b. Most provincials sought political power at the local, not the imperial level. C. Civilization and its limits (12-19). 1. Augustus worked to improve relations between Rome and Greece. 2. See the new attitude in Greek writers, especially Dionysius of Halicarnassus and Strabo. a. Strabo contrasts "civilized" Greeks and Romans, as cultivators, to wild provincial mountain-men. b. Celts (mainly Gauls and Britons) were also seen as crazed drunkards. 3. Imposition of Roman civilization was viewed as a means, but not the purpose, of conquest. 4. In the mid-2nd century AD, Aelius Aristides (a Greek from the Black Sea region) praised the spread of Roman civilization, especially in so far as it allowed Greek culture to flourish. a. Roman vs. non-Roman is assimilated to the old Greek vs. barbarian dichotomy. 5. But few provincials were (full) Roman citizens before Caracalla's citizenship decree of 212 AD. 6. Danubian provinces increase in importance through 3rd cent. AD, esp. as source of military power. a. This culminates in Maximinus, first of the Balkan emperors (after 235 AD). b. Hence 235 AD is the cut-off point for this book. 7. <NAME>, another Greek from the Black Sea, was governor of Pannonia (i.e. the Danubians): a. The Danubian rise to power at Rome eventually drove him back to his native province. b. He characterizes them as uncivilized barbarians. 8. Tacitus' biography of his father-in-law Agricola, governor of Britain 78-84 AD, shows familiar themes: a. Power of local tribes is broken through the attractions of Roman civilization, urbanization. 9. Were Britain and Gaul truly assimilated to and integrated with Roman society? a. Only insofar as this was necessary for domination to succeed. b. Only southern Gaul was truly integrated with Italy; the rest of Gaul & Britain were not fully urbanized. 10. Conclusion: throughout the Imperial period to 235 AD, the alterity or "otherness" of provincials persisted. II. Government without Bureaucracy (pages 20-40). A. Introduction (20-21). 1. Rome had no professional class of imperial administrators. 2. There was no overall tax system; local tax structures were retained in the provinces. B. Central and Provincial Administration (21-26). 1. Most provinces were governed by a proconsul and a quaestor. 2. Augustus governed provinces by virtue of his own proconsular imperium. a. Often, he did so through his legates. 3. Smaller provinces and Egypt were governed by equestrians (prefects) under Augustus. 4. Judges in the provinces were called juridici. ** a. These are found in Italy in late 2nd AD. b. This shows Italy becoming just another imperial province. 5. Equestrian officials were also called procurators; there were three types: a. Procurators replacing prefects in pacified provinces, mid 1st AD on. b. Procurators as financial agents ("prefects of Augustus"). c. Procurators as tax and customs officials. 6. Equestrian political careers usually began with military offices, esp. with cavalry. 7. Equestrian prefectures at Rome: a. The Fire Brigade. b. The Grain Supply. c. The Praetorian Guard (bodyguards of the emperor - usually 2 prefects). 8. The central treasury at Rome: was public property divisible from the emperor's property? a. Most control was in the hands of his freedmen and equites. b. The princeps could draw on the treasury to administer his provinces. c. So practically the division was uncomfortably slight. 9. The role of the council of the emperor's advisers was central. a. Some members were senators, which was acceptable to all. b. Some emperors relied mainly on freedmen, slaves, and women, which aroused anger. Examples: Claudius, Nero, Commodus. 10. Gradually a hierarchy for imperial offices developed. 11. Did these hierarchies mean the emperor did not have discretion on appointments? a. No. The emperor did decide who got ahead. 12. Conclusion: the Roman empire was more bureaucratic under the Principate. a. But the bureaucracy was small and amateurish. b. Officials were responsible directly to the emperor. C. Cities (26-28) 1. Why did the Romans encourage urbanization of the provinces? a. Because cities were easiest to administer at the local level. 2. Two types of city: colony ( colonia ) and municipality ( municipium ). 3. Colonies were originally just that - composed of Roman citizens. a. Later this became an honorary title. 4. Municipia had more independence than colonies - their own gov't structures. a. In provincial municipia, only local elites had Roman citizenship. 5. "Italian rights" ( ius italicum ) means a city is exempt from land tax. 6. Not all cities of the Empire were colonies or municipalities: a. Greek poleis could keep their own constitutions mostly intact for local affairs. b. Cives foederatae (federated cities) had treaties with Rome. c. Cives immunes (tax-exempt cities) had exemption from taxes. d. Cives liberae (free cities) were mostly autonomous - but these were rare. D. Cities and Villages (28-32). 1. What distinguished a city from a village? a. Villages were dependents of the nearest city, and subject to exactions. b. Villages had little or no local government, public buildings. c. Evidence: petitions by villages for city status. 2. Rome would force local populations to move into urban centers. 3. Some cities did not function as such, and slipped back to village status. 4. Others retained city status on the basis of long past power and population. a. Example: Thebes in Boeotia, a decrepit town with city status in the Imperial period. 5. Egypt was a special case. It had urban centers, but no cities until early 3rd AD. a. The administrative & tax structures of the Ptolemies were retained. 6. Similarly in Africa (the province), where much land belonged to the emperor. a. Both Africa and Egypt were major grain producers. 7. Promotion to city status could be for several reasons. a. Hadrian promoted Carthaginian towns as a favor to local nobles. b. Promotion (e.g. Tyre) or demotion (e.g. Antioch) could result from taking sides in a conflict. E. Functions of Cities (32-34). 1. Assisting Roman officials or armies when necessary. 2. Local public buildings, aqueducts, police work. 3. "Liturgies" were expenditures/services performed by wealthy citizens. a. Many local burdens depended upon liturgists. b. This kept local gov't weak, and the rich in control. c. Liturgies are not the same as taxes; they confer prestige and power. F. Emperor, governor, cities (34-40). 1. How much did Rome interfere in the financial affairs of the provincial cities? a. City "curators" reported to Rome, but are mostly a mystery. b. Control was not primarily by more bureaucracy, but by stricter oversight. 2. In the Republic, provincial governors could command armies. a. This ended with Augustus (he takes credit for his generals' victories). 3. How much judicial power did provincial governors have? a. This is disputed, but it definitely was in decline after the Republic. b. Appeal to Roman courts was possible for certain privileged groups. c. Sometimes the emperor issued direct orders (mandata) to the governor. d. But most governors were less closely supervised than Pliny was by Trajan. 4. Decline of governor's power is consequence of more monarchical principate. a. The Senate became a bunch of cooperative, undistinguished toadies. 5. Provincial governors routinely inspected the accounts of local gov'ts. a. But Pliny did so unusually thoroughly for Bithynia. 6. New local taxes and new public building projects required the emperor's approval. 7. How much did provincial governors or the emperor interfere in local administration? a. In ensuring that pledges for public projects were made good. b. In regulating the liturgical system and eligibility for liturgies. 8. But these cases are at the request of the local elites. a. In general, interference is surprisingly slight. b. Even so, "real civic independence was unattainable within the Roman Empire." 9. In Greece, various constitutions were left in place. a. But public assemblies, e.g. the Athenian ekklesia, were banned. 10. Tax collectors were perhaps the most intrusive imperial element. VI. The Social Hierarchy (107-125). A. Traditional social categories were disturbed with the civil wars of the 1st BC. 1. But the Augustan principate restored rigid social distinctions. B. Sources on social structures in the imperial period: 1. Literary sources are of many genres, but all written by elites. 2. Inscriptions, of which there are many, are often uninformative. C. Class analysis (109-112). 1. A Marxist analysis may impose anachronistic social categories on antiquity. 2. But this book will use Marxist modes to some extent. 3. Focus is on how social inequalities arise and are perpetuated. 4. Ruling elites controlled property, legislation, and the division of labor. 5. Most wealth was in land, which tended to stay in the family. a. The nouveau riches were mostly former slaves, not free entrepreneurs. 6. Also, veterans could enter local propertied class after their service. a. Veterans were often settled on confiscated lands. 7. Where no earlier legal system existed, Roman law was imposed. a. This benefited the local aristocracy. 8. Most of the poor were farm workers; but many slaves were also used in agriculture. a. There were various forms of debt-slavery in the imperial period. b. This is true, although one type (nexus) had been abolished in early Rome. 9. Even free tenant farmers had a hard time of it. a. Their debt to the owner led to exploitation. b. The imperial government sometimes enforced their cooperation. 10. Some peasants who owned land managed to flourish despite difficulties. D. Orders (or formal social classifications; 112-118). 1. The senatorial order was a small circle of several hundred families. a. Augustus decreased number of senators from c. 1,200 to c. 600. b. He also raised the property qualification to one million sesterces. c. Augustus emphasized the hereditary aspect of the senatorial order. 2. The equestrian order (the equites, or knights) was second in rank. a. It had two requirements: first, property of 400,000 sesterces. b. Second, two generations of free birth (since 19 AD, Tiberius' law). 3. In the imperial period, equestrians become more important and more diverse. a. A subset were imperial administrators, and very influential. b. Others, the majority, were just local notables. c. Status-conscious Romans developed titles to distinguish among these types. 4. A third order was the decurions, or town councillors. a. They had the right to participate in local gov't councils. b. The level of wealth required for membership in this class varied with location. 5. Decurions, like the other elites, were supposed to be morally upright, and not "in trade". a. But exceptions were made by necessity. b. They were guarantors of imperial taxes. 6. Free born versus freed: how important was the distinction? a. Freedmen had less chance for upward social mobility. b. But with time, a freedman ancestor became irrelevant. 7. How important was citizen vs. non-citizen? a. More important at Rome itself, less so in the provinces. b. In 212 AD, Caracalla made almost all free persons in the Empire citizens. 8. Honestes ("elites") vs humiliores ("humbler people") - a social distinction. a. Honestiores are the three top social orders, plus the veterans. b. Humiliores are the rest. c. This replaces the increasingly irrelevant free/freedman and citizen/non citizen distinctions. 9. There was no such thing as a "middle class" - only mass and elites. 10. Slaves - legally, they are property and not persons. a. They are subject to physical and sexual abuse, familial break-up. b. Master's right of life and death persisted until Hadrian. 11. The badges of rank. a. Clothing, e.g. the broad purple stripe of the senatorial class. b. Seating in the theater. 12. Legal inequalities connected to rank. a. Humiliores were liable to summary flogging, etc., by magistrates. b. Their testimony was formally of lesser weight in court. E. Status (118-123) 1. Status is not the same as rank. a. Rank has legal definition; status is less tangible. 2. There were fine distinctions within the three upper orders. 3. But this section mainly concerns distinctions among the rest of the people. 4. Urban dwellers had higher status than rural. 5. Likewise, urban household slaves had more status than mill workers. a. Slaves with more status could acquire property ( peculium** "hoard"). b. Eventually, they could buy their freedom. 6. Freedmen could become very rich, but were always looked down upon. a. Even those freedmen closest to the emperor were vilified by conservative elites. 7. Many Roman aristocrats believed that the "servile nature" lived on in freedmen. 8. A new rank was invented to honor distinguished freedmen: Augustalis. a. It brought certain privileges analogous to those of the equestrians. 9. Conspicuous consumption was one way of asserting status. a. Sumptuary laws never took hold. 10. Patrons and Clients. a. The patron was a wealthy and powerful individual. b. His clients sought his help in legal and financial matters. c. In return, they supported his political agenda and enhanced his prestige. 11. The Salutatio ("greeting") of the patron by the clients was another display of status. a. Clients lined up at his house according to their own importance. b. His status was measured by their number. 12. When powerful freedmen began to have large numbers of clients, traditionalists were very upset. F. Social mobility (123-125). 1. In general, there were surprisingly many opportunities for social mobility in imperial Rome. a. But there were certain limitations as well. 2. Senatorial families died out quickly, for some reason. a. As much as 70% disappear within a few generations. b. This leaves many openings for provincial aristocrats. c. They are c. 25% of senators by the late 1st AD, over 50% in the early 3rd AD. 3. It was relatively easy to get into the equestrian class, given the necessary wealth. a. Getting positions of power in the Imperial administration was tougher, of course. b. This could be a step towards entry into the senatorial class. 4. Army service was another route to increased social status and rank. a. Service in the Roman army conferred automatic citizenship. b. Veterans got discharge pay and could become landowners and local council members. c. Officers got substantial benefits, and could rise to the equestrian class or (rarely) beyond. 5. Slaves and ex-slaves were the most numerous and best urban entrepreneurs. a. A slave who earned a lot for his master could plan on manumission and perhaps a legacy. 6. Conclusion: controlled social mobility kept the Roman system of inequality stable. * * * Syllabus \| 110Tech \| Reed Classics \| Reed Library \| Reed \| Perseus * * * (C) <NAME> 1996 All Rights Reserved. <file_sep>Sociological Theory <NAME> \| ### Reading Guide Syllabus Section I: What is Sociological Theory? \| \| ![](../ess/dept/collins_and_makowsky_coversm.JPG) ---\|---\|---\|--- <NAME>, _The Discovery of Society_ , Introduction 1\. The key thing that Collins and Makowsky are trying to explain in this introduction is why it took so long for sociology to develop, and why obstacles to sociology's acceptance and development continue to exist. They note that the development of sociology has involved "a long and arduous effort" and that while sociology "is not an impossible science, it is a very difficult one." Why is this? Why did it take so long for sociology to emerge as an independent science? Why did sociology emerge when and where it did (in nineteenth century Europe)? What "illusions" had to be overcome in order for sociology to come into being? What were the key discoveries that helped people overcome these illusions? Be prepared to discuss these questions. 2\. What is the importance of the fact/value distinction for sociology? 3\. What are C&M talking about when they refer to psychological reductionism and the misconceptions that a too-literal identification with the physical sciences can engender? Why do they consider these illusions? ![](comte2.gif) \| <NAME>, Ch. 1: The Prophets of Paris ---\|--- Chapter 1 introduces you to two rather eccentric Frenchmen who played an important role in laying out an early vision for sociology: Saint- Simon and Comte. Here are some discussion questions to consider. 1\. Collins and Makowsky quote at length on pp. 22-23 from what has become known as Saint-Simon's "Parable of the Idlers." What was the key sociological point Saint-Simon was making in this passage? 2\. What do Collins and Makowsky mean when they say that Saint-Simon developed what came to be known as the "ideology of industrialism"? 3\. What did Comte's _positivism_ consist of? 4. What were the key elements of his theory of society and social change? 5\. Why do Collins and Makowsky consider Comte's legacy so mixed? ![](../images/turnerbook.jpg) \| <NAME>, "Toward a Social Physics: Reducing Sociology's Theoretical Inhibitions," in _Classical Sociological Theory: A Positivist's Perspective_ (1993) ---\|--- This carefully-argued and controversial chapter is not an easy read, but it lays out the issues well and provides a sophisticated perspective on sociological theory from a positivist perspective. There's almost as much to be gained by reading between the lines as from the text itself, so read it carefully and make notes on what you don't understand. Be thinking about the relationship between Turner's position and Comte's. 1\. What is Turner's view of the existing state of sociological theory? Why is he so critical? What does he mean when he says that sociologists "have lost the early vision of our first masters" and that sociologists "all too frequently achieve statistical significance on insignificant matters?" 2\. What are the characteristics of each of the "theoretical strategies" in sociology that Turner identifies? Why does he criticize the first four and defend the fifth? What assumptions about the social world and about theory does Turner make? Do they seem valid dto you? 3\. What "inhibitions" does Turner see to his brand of theorizing and how does he criticize them? Do you agree with his position? 4\. What makes Turner's position a _positivist_ one? What makes such a position controversial? <NAME> and <NAME>, "Social Thought and Sociological Theory," in _The Emergence of Sociological Theory_ (1981) The Turner and Beeghley chapter is not easy reading either, but it supplements the previous reading usefully. I have assigned it in order to explore what sociological theory consists of, and to what goals theorists should aspire. Here are several things to be looking for: > > 1) The first concerns the building blocks of theories: concepts, classifications, and propositions. These are the formal constituent elements of all theories, and you should understand what they involve and how they relate to each other. You should be familiar as well with the three types of theoretical explanation (classification, causal modeling, axiomatic) that Turner and Beeghley discuss. >> >> 2) The second involves the _kind_ of theory sociologists should aspire to. Here Turner and Beeghley go out on a limb, taking a quite controversial view in their endorsement of axiomatic explanations. As we will discuss in class, this view places them in the tradition of _positivism_ , which argues that the social sciences should emulate the natural sciences as much as possible. Try to think about the pros and cons of this point of view. Understand what Turner and Beegley mean in their final sentence about how sociology in their view has "lost the vision of its early masters" and what they expect a "theory of the social universe" to look like. >> >> 3) A third issue involves the fact that August Comte originally coined the term "social physics" for sociology. What was the significance of this? ![](kuhn.jpg) \| <NAME>, An Introduction to <NAME>, _ _The Structure of Scientific Revolution__ (1962) ---\|--- 1\. The key thing to keep in mind when reading this summary of Kuhn's book is that Kuhn is criticizing what he perceives to be the dominant (positivist) view of what science is and how it progresses. What is the view of science that Kuhn is disputing? Why does he find this view inadequate? 2\. What is Kuhn's alternative view of science and scientific progress? In understanding this view, it is important to understand the following key concepts: paradigm normal science anomaly extraordinary science scientific revolution Try to draw out the basic meaning of these concepts as clearly and concretely as possible. 3\. What are the basic characteristics of scientific revolutions? What is Kuhn trying to show by making an analogy to political revolutions? What examples can you think of scientific revolutions? 4\. Try to think about what relevance Kuhn's discussion has for sociology. Does sociology fit Kuhn's model of what science is and how it progresses? What implications does Kuhn's analysis have for the study of sociological theory? <file_sep>Professor <NAME> Library 179 385-3902 email: <EMAIL> URL: http://www.idbsu.edu/history/nmiller #### The History of the Balkan Peoples, 1453-1918 The countries of the Balkan peninsula include Greece, Bulgaria, Albania, Romania, Croatia, Slovenia, Bosnia, Serbia, and Macedonia. Most of them share the long historical experience of belonging to the Ottoman empire. Between 1800 and 1878, many of them achieved independent statehood; since then, the struggle to consolidate and maintain independence has dominated their history. This course will consider the history of this region from 1453 to 1918, the period in which the region was dominated by the Ottoman empire. It will evaluate Ottoman rule in the Balkan peninsula, the collapse of Ottoman authority, and the rise of independent nation-states. I hope that the course will prepare you to better understand the turbulent politics of the Balkan states today. Perhaps it will allow us to throw off some of our preconceptions about the strange region once known as the "Near East." I have been working on a World Wide Web home page for the past several months. In it, I have established links to quite a few resources for the study of Eastern Europe. Given what is currently available on the web, its focus is on the present. So, although the page probably will not be of help to students in their studies and paper-writing for this class, it is worth taking a look at for those interested generally in the Balkans and Eastern Europe. The URL is listed at the top of this syllabus. Required books : <NAME>, The Ottoman Empire and Islamic Tradition <NAME>, ed. The Muslims of Bosnia-Hercegovina: Their Historic Development from the Middle Ages to the Dissolution of Yugoslavia Charles and <NAME>, The Establishment of the Balkan National States, 1804-1920 <NAME>, Broken April Requirements : See attached sheets Your grade in the course will be determined by tests and other written assignments. Although I will not take roll and do not count attendance in calculating grades, I consider your presence and participation mandatory. That means arriving on time, leaving when class is over but not before, and reading the week's materials before you arrive for class. 1\. There will be 100 points available to all class levels 2\. Everyone will be required to take a midterm and a final. 3\. Each of you must turn in weekly commentary, or journal, on the readings, to be described below. This will be worth a cumulative total of 10 points, given at the end of the semester. 4\. For specific requirements of each level, see accompanying sheets 5\. If you cannot complete an assignment on time, call me before it is due. Otherwise, I will subtract 2 points per day for each day it is late. Journals : With the listing of weekly topics and readings below, there are questions or themes pertaining to the weeks readings which you should address in a notebook. I am not asking for well-written essays. Instead, commentary on the reading and brief consideration of the questions at hand will suffice. Hand it in in class each Wednesday, and I will have them ready for you to pick up by Thursday afternoon. From week 14, there will be no need for you to maintain this journal. Class Schedule : _Week 1 (August 30)_ : The Balkans and the Ottoman Conquest Readings: Itzkowitz, 3-36 What were the sources of strength of the Ottoman empire as it conquered Anatolia and the Balkan peninsula? _Week 2 (September 6)_ : Ottoman Administration of the Balkans Readings: Itzkowitz, 37-61; Pinson, 22-41; Karpat, "Millets and Nationality," (Reader, 1-15); Vryonis, "The Greeks under Turkish Rule" (Reader, 30-37) Did non-Turkish and non-Muslim groups survive under Ottoman governance? How did such groups protect their own cultures? _Week 3 (September 13)_ : The Eastern Question and the Era of National Revolutions Readings: Itzkowitz, 63-109; Jelavich, 3-52; Geanakoplos, "The Diaspora Greeks: The Genesis of Modern Greek National Consciousness" (Reader, 38-56); Petrovich, "The Role of the Serbian Orthodox Church in the First Serbian Uprising" (Reader, 57-80) What role did western developments (the Enlightenment, the French Revolution, the Napoleonic Wars) play in the emergence of national revolutionary movements in the Ottoman Empire? How did the Serbian Orthodox Church influence the Serbian revolutionary movement? _Week 4 (September 20)_ : New States: Greece and Serbia Readings: Jelavich, 53-83; "Serbia" (Reader, 81-90); Psomiades, "The Character of the New Greek State" (Reader, 91-99) What problems and opportunities faced the newly formed states of Greece and Serbia after they achieved autonomy? Compare them. _Week 5 (September 27)_ : The Ottoman Reform Era Readings: Jelavich, 99-114; Lewis, "The Ottoman Reform" (Reader, 100-127) Why did the Ottoman rulers determine that reform was necessary for their empire? Did the reforms succeed? _Week 6 (October 4)_ : Romania Readings: Jelavich, 84-98, 114-27; "Land and Peasants in the Early Nineteenth Century" (Reader, 128-146) What unique problems beset the Romanian independence movement and the Romanian state? _Week 7 (October 11)_ :The Ottoman Empire and the Eastern Crisis Readings: Jelavich, 141-57 What were the sources of the Eastern Crisis of 1875-1878? What were the consequences of the crisis? _Week 8 (October 18)_ : Bulgaria Readings: Jelavich, 128-40, 158-69; "Reforms of Midhat Pasha" (Reader, 147-151) Why did Bulgaria obtain independence later than the Serbs, the Greeks, and the Romanians? _Week 9 (October 25)_ : MIDTERM EXAM (2 hours) _Week 10 (November 1)_ : Focus on Bosnia Readings: Pinson, 54-128 What are the historical sources of conflict in Bosnia? _Week 11 (November 8)_ : Balkan States to 1914 Readings: Jelavich, 170-206; "The Theater of the Servian- Bulgarian War" (Reader, 152-186); "Nationalism in Action: Program of the Society of National Defense" (Reader, 187- 218) Characterize the nationalism of the "National Defense" organization. Comment on the nature of the Balkan Wars of 1912-1913. _Week 12 (November 15)_ : Topic: TBA Film, TBA _Week 13 (November 22)_ : Albania Readings: Kadare, Broken April; Jelavich, 222-34 Are Albanians all of one religion? What divisions do we find in Albanian society? _Week 14 (November 29)_ : The First World War and the Peace Settlements in the Balkans Readings: Jelavich, 207-21, 284-327 _Week 15 (December 6)_ : The Balkans Past and Present Readings: Todorova, "The Balkans from Discovery to Invention"; <NAME>, "The Balkan Crises: 1913 and 1993" (Reader, 219-248) _Week 16 (December 13)_ : FINAL EXAM (2 hours) HY 381 <file_sep>## Introductory Psychology Summer 2001 Syllabus #### Text: Zimbardo, Weber & Johnson Psychology 1\. Introduction and Overview (Heidi & Jennifer) Tuesday, June 26 Chapter 1 The introduction will focus on the issues psychology addresses, with particular attention to "real world" applications. The lecture will then address issues of history of the discipline and current perspectives. Outside Readings 2\. Psychological Research (Heidi & Jennifer) Thursday, June 28 Appendix A We will focus on the methods of research (hypothesis, design results), types of designs (correlational vs. experimental) and methods of measurement (questionnaires, ratings by coders, biological data, etc.) The use and misuse of statistics, as well as ethical issues, will be addressed. Outside Readings 3\. Neuropsychology (Heidi) Monday, July 2 Chapter 2 Introduction to the structure of the brain, including specialization of areas and lateralization. Outside Readings 4\. Field Trip to the Lucas Center (Heidi) Tuesday, July 3 In this class students will be introduced first hand to the latest in brain imaging techniques. 5\. Biological Basis of Behavior (Heidi) Thursday, July 5 Chapter 2 The emphasis will be on the synapse and synaptic transmission, and how these processes translate into observable behavior. We will discuss action potentials as well as drug effects on synapses. Outside Readings 6\. Physical and Cognitive Development (Jennifer) Monday, July 9 Chapter 4 We will discuss physical milestones as well as cognitive development, with emphasis on the approach of Jean Piaget. Outside Readings 7\. Social development through the lifespan (Jennifer) Tuesday, July 10 Chapter 4 Discussion of attachment and social support, with emphasis on lifespan perspectives such as socio-emotional selectivity. Outside Readings 8\. Sensation and Perception (Heidi) Thursday, July 12 Chapter 5 We will discuss encoding, relaying, and interpreting information, as well Gestalt principles, visual illusions, and types of processing. Outside Readings 9\. Learning (Danny) Monday, July 16 Chapter 6 The emphasis here will be on conditioning -- both classical and operant. We will discuss contingencies, schedules of reinforcement, and extinction in relation to operant conditioning. A real-world application is provided by the idea of learned helplessness. Outside Readings 10\. Memory (Heidi) Tuesday, July 17 Chapter 6 An overview of long and short-term memory, using H.M. as an example. We will discuss encoding, organization and retrieval of memories, as well as how these processes relate to eyewitness testimony and recovered memories. Outside Readings 11\. Midterm Review (Danny, Heidi & Jennifer) Thursday, July 19 In this class we will tie together to last several topics, offering summaries and reviews, and encourage discussion of topics students found particularly challenging/interesting. 12\. Midterm Exam Monday, July 23 13\. Cognitive Processes and Judgment (Danny) Tuesday, July 24 Chapter 7 A an overview of judgement and decision making strategies, with a focus on judgement errors, irrational behavior, and preference reversals. Outside Readings 14\. Motivation (Jennifer) Thursday, July 26 Chapter 8 We will focus on achievement and attributional style. Discussion of the effects of "depressive" attributional style on future motivation. Discussion of intrinsic vs. extrinsic motivation, and the ways in which motivation can be undermined. Outside Readings 15\. Emotion, Stress & Health (Heidi) Monday, July 30 Chapter 9 Follow up the motivation discussion by also covering health and its relationship to attribution and social support, using the work of <NAME> and <NAME> on breast cancer patients. Outside Readings 16\. Personality (Jennifer) Tuesday, July 31 Chapter 10 Overview of major personality theories and assessment tools used to determine individual differences. Outside Readings 17\. Social Psychology (Jennifer) Thursday, August 2 Chapter 12 Discussion of norms, errors and biases, and the power of the situation. Discussion of conformity and obedience. Outside Readings 18\. Social Psychology Continued (Jennifer) Monday, August 6 Chapter 12 Discussion of interpersonal behavior (liking, aggression, negotiation, stereotyping and prejudice, etc.) Outside Readings 19\. Field Research (Jennifer) Tuesday, August 7 In this class students will head out to conduct a number of classic social psychology experiments on influence and attitude change and then discuss the findings. Outside Readings 20\. Psychopathology (Heidi) Thursday, August 9 Chapter 13 Discussion of definitions of abnormality, uses if assessment and types and features of disorders. Outside Readings 21\. Abnormality in Social Contexts (Jennifer) Monday, August 13 Chapter 13 Discuss the role of social and cultural values in determining what is "abnormal," the effects of popular stereotypes of the mentally ill. Outside Readings 22\. Therapy (Heidi) Tuesday, August 14 Chapter 14 Definition and overview of each type, discussion in how beliefs about etiology determine the approach of therapy. Issues of matching treatments to problems. Outside Readings 23\. Final Review (Danny, Heidi & Jennifer) Thursday, August 16 24\. Final Exam Go Back to Psyc 1 Homepage. <file_sep>## Syllabus for Principles of Biology 241 (Fall 2000) ### Course Description Course Requirements Required Textbooks Grading Policy Instructor Information Instructor Office Hours Lecture/Lab Schedule #### Contact Dr. <NAME> by email Return to Biology Department Homepage Return to the Winona State University Homepage Instructor: Dr. <NAME> Office: Pasteur 215G Telephone: 507-457-5277 Email: <EMAIL> FAX: 507-457-5681 Back to Top of Page ### Catalog Description: Principles of Biology 241-3 S.H. First of a two course sequence intended for biology majors. Introduces the basic life processes at the molecular, cellular, tissue and organismal levels. Lecture and Laboratory. Back to Top of Page ### Course Requirements: To receive credit for this course, a student must: 1. Demonstrate appropriate understanding of the course content as manifest in performance on the examinations and written assignments as detailed under Grading Policies. 2. Regularly attend laboratory sessions and demonstrate understanding of the laboratory content as manifest in performance on the laboratory assignments and exams as detailing under Grading Policies. ### Required Textbooks: Students are required to possess the following textbooks, lab manuals and other materials: 1. Campbell et al. (1999), _Biology, 5th Edition_ 2. <NAME> Carter (1999), _Investigating Biology, 3rd Edition_ 3. Biology LabsOnLine Back to Top of Page ### Grading Policy for Principles of Biology 241 (Fall 2000) #### Grades in this class will be determined on a non-competitive basis. It is possible for every student to earn an "A" grade. The instructor will add the scores earned on the best four (4) of the five (5) hourly exams (50 x 4 = 200 possible points), the scores earned on the semifinal and final exams (100 x 2 = 200 points), all of the lecture quiz and other scores (up to 100 points) and the best 10 of the possible laboratory scores (5 points attendence + 5 points performance for each lab) plus the lab final exam (50 points). The instructor reserves the right to raise or lower the grade of any student up to 25 points based on the student's safety in the lab, class participation, attendence, preparation or effort. Final grades will be determined by evaluation of the total points earned by each student according to the following schedule of grades. * Students earning 90% or more of the points earned by the top student in the class will receive the grade of "A". * Students earning 80% or more of the points earned by the top student in the class will receive the grade of "B". * Students earning 70% or more of the points earned by the top student in the class will receive the grade of "C". * Students earning 60% or more of the points earned by the top student in the class will receive the grade of "D". * Students earning less than 60% of the points earned by the top student in the class will receive the grade of "F". Because only the best four of the five hourly exams will be counted, there will be no makeup exams in this class. Because only the scores on the best 10 laboratories will be counted, there will be no makeup laboratories. All students must take the lab final exam and both the semifinal and final lecture exams to successfully complete this class. There will be no makeup quizzes or assignments. The semifinal exam is scheduled for Wednesday the 1st of November at 10:00 a.m. and the final exam will be given Wednesday, 13th of December from 8:00 to 10:00 a.m. Cheating, whether seeking or giving inappropriate assistance during an exam, quiz or other graded assignment will result in a score of "0" for both parties involved. A second incident will result in a course grade of "F". Back to Top of Page ### Schedule for Dr. <NAME> Time\| Monday\| Tuesday\| Wednesday\| Thursday \| Friday ---\|---\|---\|---\|---\|--- 8-10\| Lecture Prep\| 241 Lab\| Lecture Prep\| Office Hours\| Lecture Prep 10-11\| 241 Lecture\| 241 Lab\| 241 Lecture\| Office Hours\| 241 Lecture 11-12\| Lunch\| 241 Lab\| Office Hours\| Office Hours\| Office Hours 12-1\| 241 Lab\| Lunch\| Lunch\| Lunch\| Lunch 1-2\| 241 Lab\| Office Hours\| Office Hours\| Office Hours\| Faculty Mtg 2-4\| 241 Lab\| 241 Lab\| Office Hours\| Office Hours\| Faculty Mtg \| \| \| \| \| Back to Top of Page ## Lecture/Lab/Exam Schedule for Principles of Biology 241 Week\| Date\| Lecture Topic\| Chapter\| Quiz/Exam\| Laboratory ---\|---\|---\|---\|---\|--- 1\| Mon 28 Aug\| Intro to the course Intro to the Lab\| \| \| Downloading Lab Bring your laptop 1\| Tue 29 Aug\| \| \| \| Downloading Lab Bring your laptop 1\| Wed 30 Aug\| Themes in Biology\| Chapter 1\| \| 1\| Fri 1 Sept\| Chemistry\| Chapter 2\| \| 2\| Mon 4 Sept\| Labor Day\| \| No Class\| No Lab 2\| Tue 5 Sept\| \| \| \| No Lab 2\| Wed 6 Sept\| Water\| Chapter 3\| Quiz 1 Covers Web Notes on "Intro", "Chemistry" \| 2\| Fri 8 Sept\| Organic Chemistry\| Chapter 4\| \| 3\| Mon 11 Sept\| Intro to Lab Biochemistry\| Chapter 5\| \| Microscopes and Cells (p. 57) Bring your lab manual 3\| Tue 12 Sept\| \| \| \| Microscopes and Cells (p. 57) Bring your lab manual 3\| Wed 13 Sept\| Exam 1\| \| Exam 1 Covers Intro, Chemistry, Water and the CD assignments\| 3\| Fri 15 Sept\| Biochemistry\| Chapter 5\| \| 4\| Mon 18 Sept\| Intro to Lab Biochemistry\| Chapter 5\| \| Image Analysis Lab Bring your laptop 4\| Tue 19 Sept\| No Lecture\| \| \| Image Analysis Lab Bring your laptop 4\| Wed 20 Sept\| Biochemistry\| Chapter 5\| Quiz 2 Covers "Organic" & "Biochem"\| 4\| Fri 22 Sept\| Biochemistry\| Chapter 5\| \| 5\| Mon 25 Sept\| Intro to Lab 2 Metabolism\| Chapter 6\| \| Enzymes (p. 33) Bring your lab manual 5\| Tue 26 Sept\| No Lecture\| \| \| Enzymes (p. 33) Bring your lab manual 5\| Wed 27 Sept\| Metabolism\| Chapter 6\| Quiz 3 Covers Biochemistry \| 5\| Fri 29 Sept\| Metabolism\| Chapter 6\| \| 6\| Mon 2 Oct\| Intro to Lab 3 Cells\| Chapter 7\| \| RasMol Lab Bring your laptop 6\| Tue 3 Oct\| No Lecture\| \| \| RasMol Lab Bring your laptop 6\| Wed 4 Oct\| Exam 2\| \| Exam 2 Covers Organic,Biochemistry, Metabolism,\| 6\| Fri 6 Oct\| Cells\| Chapter 7\| \| 7\| Mon 9 Oct\| Fall Break Day\| No Class\| \| No Lab 7\| Tue 10 Oct\| No Lecture\| \| \| No Lab 7\| Wed 11 Oct\| Membranes\| Chapter 8\| Quiz 4 Covers Cells \| 7\| Fri 13 Oct\| Respiration\| Chapter 9\| \| 8\| Mon 16 Oct\| Intro to the Diffusion Lab Respiration\| Chapter 9\| \| Diffusion and Osmosis (p. 81) Bring your lab manual 8\| Tue 17 Oct\| \| \| \| Diffusion and Osmosis (p. 81) Bring your lab manual 8\| Wed 18 Oct\| Respiration\| Chapter 9\| Quiz 5 Covers Membranes\| \| \| 8\| Fri 20 Oct\| Respiration\| Chapter 9 9\| Mon 23 Oct\| Mitosis\| Chapter 12\| \| MitochondriaLab on the Web Bring your laptop Bring the LabsOnLine materials 9\| Tue 24 Oct\| No Lecture\| \| \| MitochondriaLab on the Web Bring your laptop Bring the LabsOnLine materials 9\| Wed 25 Oct\| Exam 3\| \| Exam 3 Covers Cells, Membranes, Respiration\| 9\| Fri 27 Oct\| Mitosis and Meiosis\| Chapter12 Chapter 13\| \| 10\| Mon 30 Oct\| Intro to Mitosis and Meiosis Lab Mendelian Genetics\| \| \| Mitosis and Meiosis (p. 161) Bring your lab manual 10\| Tue 31 Oct\| \| \| \| Mitosis and Meiosis (p. 161) Bring your lab manual 10\| Wed 1 Nov\| SemiFinal Exam\| \| Semi Final Exam Covers all lectures through Mitosis Does not include Mendelian Genetics 10\| Fri 3 Nov\| Mendelian Genetics\| Chapter 14\| \| 11\| Mon 6 Nov\| Intro to Lab Topic 9 Chromosomes and Genes\| Chapter 15\| \| Mendelian Genetics: Drosophila (p. 219) Bring your lab manual 11\| Tue 7 Nov\| No Lecture\| \| \| Mendelian Genetics: Drosophila (p. 219) Bring your lab manual 11\| Wed 8 Nov\| Chromosomes and DNA\| Chapter 15\| repeat SF exam\| 11\| Fri 10 Nov\| Veteran's Day\| \| No class\| 12\| Mon 13 Nov\| Intro to FlyLab on the Web Genes and DNA\| Chapter 16\| \| FlyLab on the Web Bring your laptop Bring the LabsOnLine materials 12\| Tue 14 Nov\| No Lecture\| \| \| FlyLab on the Web Bring your laptop Bring the LabsOnLine materials 12\| Wed 15 Nov\| Genes and DNA\| \| Quiz 6 Mendelian Genetics\| 12\| Fri 17 Nov\| Genes and DNA\| \| \| 13\| Mon 20 Nov\| Intro to the Photosynthesis Lab Photosynthesis\| Chapter 10\| \| Photosynthesis (p. 135) Bring your lab manual 13\| Tue 21 Nov\| No Lecture\| \| \| Photosynthesis (p. 135) Bring your lab manual 13\| Wed 22 Nov\| Thanksgiving Break\| \| No Class\| 13 \| Fri 24 Nov\| Thanksgiving Break\| \| No Class\| 14\| Mon 27 Nov\| Intro to Hardy-Weinberg Lab Transcription & Translation\| Chapter 17\| \| Hardy-Weinberg Lab (p. 273) Bring your lab manual 14\| Tue 28 Nov\| No Lecture\| \| \| Hardy-Weinberg Lab (p. 273) Bring your lab manual 14\| Wed 29 Nov\| Transcription and Translation \| Chapter 17\| \| 14\| Fri 1 Dec\| Transcription and Translation \| Chapter 17\| \| 15\| Mon 4 Dec\| Intro to Evolution\| Chapter 22\| \| Lab Final Exam 15\| Tue 5 Dec\| No Lecture\| \| \| Lab Final Exam 15\| Wed 6 Dec\| Evolution of New Species\| Chapter 24\| \| 15\| Fri 8 Dec\| Exam 4\| \| Exam 4 Covers Mitosis, Meiosis, Mendelian Genetics, Chromosomes, DNA and genes, Genes to Proteins, Population Genetics, \| 16\| Wed 13 Dec\| Final Exam 8-10 a.m. \| \| Final Exam 8-10 a.m. Covers Mitosis, Meiosis, Mendelian Genetics, Chromosomes, DNA and genes, Genes to Proteins, Population Genetics, Intro to Evolution, Evol of New Species \| \| \| \| \| \| \| \| \| \| \| Back to Top of Page <file_sep>![](images/IDE_3d2.gif) * * * \| ![](images/gld_bul2.gif)IDE Home --- ![](images/blank_06.gif) \| ![](images/gld_bul2.gif)DE Overview \| ![](images/gld_bul2.gif)Policy Perspectives \| ![](images/gld_bul2.gif)Student Information \| ![](images/gld_bul2.gif)Faculty Development ![](images/gld_bul2.gif)UMUC Home ![](images/gld_bul2.gif)USM Home IDE is supported and administered by University of Maryland University College on behalf of the University System of Maryland ![](images/blank_38.gif) \| # Three Models of Distance Education * * * # \| ## Descriptions ### Descriptions - Model A - Distributed Classroom Interactive telecommunications technologies extend a classroom- based course from one location to a group of students at one or more other locations; the typical result is an extended "section" that mixes on-site and distant students. The faculty and institution control the pace and place of instruction ### Descriptions - Model B - Independent Learning This model frees students from having to be in a particular place at a particular time. Students are provided a variety of materials, including a course guide and detailed syllabus, and access to a faculty member who provides guidance, answers questions, and evaluates their work. Contact between the individual student and the instructor is achieved by one or a combination of the following technologies: telephone, voice-mail, computer conferencing, electronic mail, and regular mail. ### Descriptions - Model C - Open Learning + Class This model involves the use of a printed course guide and other media (such as videotape or computer disk) to allow the individual student to study at his or her own pace, combined with occasional use of interactive telecommunications technologies for group meetings among all enrolled students. * * * ## Characteristics ### Characteristics - Model A * class sessions involve synchronous communication; students and faculty are required to be in a particular place at a particular time (once a week at a minimum) * number of sites varies from two (point-to-point) to five or more (point-to-multipoint); the greater the number of sites, the greater the complexity -- technically, logistically, and perceptually * students may enroll at sites more convenient to their homes or work locations than the campus * institutions are able to serve small numbers of students in each location * the nature of the experience mimics that of the classroom for both the instructor and the student ### Characteristics - Model B * there are no class sessions; students study independently, following the detailed guidelines in the syllabus * students may interact with the instructor and, in some cases, with other students * presentation of course content is through print, computer disk, or videotape, all of which students can review at a place and time of their own choosing * course materials are used over a period of several years, and generally are the result of a structured development process that involves instructional designers, content experts, and media specialists; not specific to a particular instructor ### Characteristics - Model C * presentation of course content is through print, computer disk, or videotape, all of which students can review at a place and time of their own choosing, either individually or in groups * course materials (for content presentation) are used for more than one semester; often specific to the particular instructor (e.g., a videotape of the instructor's lectures) * students come together periodically in groups in specified locations for instructor-led class sessions through interactive technologies (following the distributed classroom model) * class sessions are for students to discuss and clarify concepts and engage in problem-solving activities, group work, laboratory experiences, simulations, and other applied learning exercises. * * * ## Faculty Role/Experience ### Faculty Role/Experience - Model A * faculty typically do not change their role significantly from the one they assume in the traditional classroom; however, the use of technology does require adaptability in the manner of presentation * faculty generally find it necessary to reduce the amount of material presented to allow additional time for relational tasks and management of the technology; increased familiarity with the technology and the environment mitigates this to some extent * faculty usually find it necessary to increase the amount of planning time for each class; advance planning and preparation increases presenter self-confidence, reduces unnecessary stress, and enables faculty to conduct classes with ease ### Faculty Role/Experience - Model B * faculty member structures and facilitates the learning experience, but shares control of the process with the student to a great extent * must become familiar with the content in the print and other materials prior to the beginning of the semester to develop the detailed syllabus and, if appropriate, plan for effective use of the interactive technologies such as computer conferencing and voice-mail * tutors students one-on-one; faculty member is more available to facilitate individual student's learning because of freedom from preparing and delivering content for weekly (or more frequent) class sessions ### Faculty Role/Experience - Model C * faculty member structures and facilitates the learning experience, but shares control of the process with the student to some extent. * role change encourages faculty to focus on the instructional process and to take advantage of the available media * must become familiar with the content in the print and other materials and plan for effective use of the interactive sessions, which draw upon these resources * identifies additional resources to support student learning * tutors students one-on-one; faculty member is more available to facilitate individual student's learning because of freedom from preparing and delivering content for weekly (or more frequent) class sessions. * * * ## On-Site Students' Experience ### On-Site Students' Experience - Model A * because the faculty member is physically present in the space, on-site students generally have an experience similar to that of the traditional classroom * may be less tolerant of technological problems and challenges than distant students, because they are unlikely to perceive a personal benefit resulting from the use of technology * may resent having to "share" their class with other sites ### On-Site Students' Experience - Model B * students to not attend class, which gives them ultimate flexibility in structuring their time; they are responsible for organizing their work and time to meet course requirements and deadlines * students must be highly motivated; they need good organizational and time management skills, the ability to communicate in writing, initiative, and a commitment to high standards of achievement ### On-Site Students' Experience - Model C * with fewer class sessions, all students (on-site and distant) gain flexibility * the periodic classes help students to structure their work, but the format requires greater discipline and maturity on the part of students than one with weekly (or more frequent) class sessions * interactive focus of group sessions can serve to diminish perceived disadvantages of students who are not in the same location as the instructor * * * ## Distant Students' Experience ### Distant Students' Experience - Model A * tend to feel somewhat isolated and cut off from the "real" class unless the faculty member makes a concerted effort to include them * often form a close working group with students at the same location * usually find the mediated experience (even two-way video) to be different from face-to-face communication because the mediation affects perception and communication in some obvious and many subtle ways. * will make allowances for problems with the technology if they perceive a personal benefit (access to instruction otherwise unavailable; site close to home or work) * * * ## Technologies Supporting Class Sessions ### Technologies Supporting Class Sessions - Model A * two-way interactive video (compressed or full-motion) -or- * one-way video with two-way audio -or- * audioconferencing -or- * audiographic conferencing ### Technologies Supporting Class Sessions - Model B * none, since there are no class sessions ### Technologies Supporting Class Sessions - Model C * two-way interactive video (compressed or full-motion) -or- * one-way video with two-way audio -or- * audioconferencing -or- * audiographic conferencing * * * ## Technologies Supporting Out-of-Class Communication ### Technologies Supporting Out-of-Class Communication - Model A * telephone * mail * fax * computer (for e-mail and conferencing; access to library and other on-line resources; submission of assignments) ### Technologies Supporting Out-of-Class Communication - Model B * mail * telephone * voice-mail * computer (for access to library and other on-line resources, e-mail, conferencing, and the submission of assignments) ### Technologies Supporting Out-of-Class Communication - Model C * telephone * computer (for access to library and other on-line resources, e- mail, conferencing, and for submission of assignments) * mail * * * ## Opportunities for Interaction ### Opportunities for Interaction - Model A * all students have opportunity for verbal interaction during class with instructor and each other; on-site students have visual interaction with instructor and other students in class; off-site students may have opportunity for visual interaction with instructor ad other students; depending upon technology used * on-site students can interact with instructor before and after class * out-of-class interaction by telephone; by computer conferencing, voice-mail, or other means if available ### Opportunities for Interaction - Model B * instructors provide information in the syllabus about how and when students can contact them; there is typically wide variation in the amount of student-initiated communication with the instructor * instructors provide detailed comments on students' written assignments * when voice-mail and/or computer conferencing is available, instructors provide a structure for interactive discussions by posing topics or providing some other stimulus for discussion ### Opportunities for Interaction - Model C * all class sessions are designed for interaction with instructor and other students; they are frequently problem-solving sessions, because the time does not have to be devoted to lecture or other mans of presenting content * individual interaction between students and faculty member on an as-needed basis by telephone, mail, e-mail, or voice-mail * * * ## Support Services Needed ### Support Services Needed - Model A * access to technical support at each location; fully trained technician/trouble-shooter at origination site * site assistant at each location to handle logistics and materials distribution/collection * access to fax machine, telephone, and photocopier ### Support Services Needed - Model B * significant administrative structure is crucial to support both the students and the instructors * a system for proctoring exams that retains some measure of flexibility for students but meets institutional needs for exam security ### Support Services Needed - Model C * access to technical support at each location; fully trained technician/trouble-shooter at origination site * site assistant at each location to handle logistics and materials distribution/collection * access to fax machine, telephone, and photocopier * * * Return to Models of Distance Education Menu --- * * * \| (C) 1997 Institute for Distance Education, USM E-mail: <EMAIL> ---\|--- <file_sep>### ![Asian Studies Development Program](/Images/lions.jpeg) * * * [About] [Index] [Search] [Other Links] [Comments/Submissions] # INTRODUCTION TO HUMAN POPULATION Sociology 222b, Spring 1993 Department of Sociology and Anthropology Bowdoin College Meeting times: MWF 11:00-12:00 Location: Cleaveland 123 Instructor: <NAME> Office: 2nd Floor, Ashby House Ext: 3636 Office hours: MW: 3-4:15 PM ; T: 1:30-3:00 and by appointment This course will introduce students to the study of human populations from a sociological perspective. The course will deal only very superficially with demographic methods and I assume no previous training in statistics. Although we will touch on the consequences of population change, especially as we discuss population policies, the course will focus on the processes of population change -- fertility, mortality and migration -- and on the reasons for demographic change. We will read a number of classic and more recent readings from the population field, as well as selected critiques of population research and policies. _Required Books and Readings: _ The following books are available in the college bookstore: Population Reference Bureau (1992). _World Population Data Sheet._ <NAME> and <NAME> (1991). _Population Handbook_. Wash DC: Population Reference Bureau. <NAME> (1989), "Two hundred years and counting: the 1990 census," _Population Bulletin_ 44 (1), April. _The Annals of the Academy of Political and Social Science_ v 510 (July, 1990). Special volume: World Population: Approaching the year 2000. (In syllabus, this volume is abbreviated "Annals".) <NAME> (1987). _Society and Family Strategy_. Albany: SUNY Press. Knodel, John, <NAME> and <NAME> (1987). _Thailand's Reproductive Revolution._ Madison: University of Wisconsin Press. <NAME> (1989), "Africa's expanding population: old problems, new policies," _Population Bulletin_ 44 (3), Nov. <NAME> (1987). _Reproductive Rights and Wrongs: The Global Politics of Population Control and Contraceptive Choice._ NY: Harper & Row. <NAME> and <NAME> (1992). _China's Family Planning Program: Challenging the Myths_. Wash DC: Population Crisis Committee, Country Study Series #1. In addition, there are other required readings which are on reserve at the Hawthorne-Longfellow Library and the Ashby House Reading Room (hours: M-F 8:30-5:00; Sun-Thurs 7-10 PM). These readings are marked with an asterisk () within the syllabus. _Course Requirements and Grading _* 1) Class participation (10%) 2) Each student is responsible for leading one discussion on an assigned reading OR 2 substantive reaction papers, each about 2 pages long (to be turned in BEFORE the scheduled class discussion) (15%) 3) there will be two assignments involving demographic methods and/or table interpretation (each 5%) 4) Term paper (8-10 pages), due last day of classes, on a topic chosen by student, approved by professor (25%) 5) Mid-term exam (20%) 6) Final exam, 22 May (20%) _Schedule and Reading Assignments _ INTRODUCTION AND METHODS Week 1 (25,27,29 Jan): Introduction to course and topic Reading: Coale, Ansley (1974), "The history of the human population," _Scientific American_ 231 (3): 40-51. <NAME> (1986), "World population in transition," Population Bulletin 41 (2), pp- 1-17 Week 2 (1,3,5 Feb): Methods, Sources of data Reading: <NAME> and <NAME> (1991). _Population Handbook_. Wash DC: Population Reference Bureau. <NAME> (1989), Two hundred years and counting: the 1990 census," Population.Bulletin 44 (1), April. Exercise using methods due Monday, 8 February. MORTALITY Week 3 (8,10,12 Feb): MW: Frameworks for studying mortality Reading: <NAME> and <NAME> (1984), "An analytical framework for the study of child survival in developing countries," _Population and Development Review_ (Supplement to v. 10: Child Survival: Strategies for Research), pp. 25-45. F:History of disease and mortality in the west Reading: <NAME> (1982), "Epidemiological transition," in J. Ross, ed. _International Encyclopedia of Population_. v. 1 NY: Free Press, pp. 172-183. <NAME> and <NAME> (1985), "Famines in historical perspective," _Population and Development Review_ 11 (4): 647-659, 665-669. (RECOMMENDED): Preston, Samuel and <NAME> (1991). _Fatal Years: Child mortality in late nineteenth century America_. Princeton: Princeton University Press, Chapter 1 "The social and medical context of child mortality in the late 19th century." Week 4 (15,17,19 Feb): Western mortality history, case studies* Reading: Ravenholt, RT (1990), Tobacco's global death march," _Population and Development Review_ 16 (2): 213-240. <NAME> (1992), "Flu pandemic," _New York Times Magazine_ November 29, 1992, pp. 28-31, 55, 64-67. (Recommended): <NAME> (1985), "Smallpox and epidemiological-demographic change in Europe: the role of vaccination," _Population Studies_ 39 (2): 287-308. Week 5 (22,24,26 Feb): Third World mortality and disease experiences* Reading: <NAME> (1981), "Sex bias in the family allocation of food and health care in rural Bangladesh," _Population and Development Review_ <NAME> "Lifeboat ethics: Mother love and child death in Northeast Brazil" _Natural History_ 98 (10): 8-16. Caldwell, in Annals Week 6 (1,3,5 March): Third World mortality and disease, cont'd Reading: <NAME> "Africa's expanding population: old problems, new policies," _Population Bulletin_ pp-18-23. * Galway, Katrina, <NAME> and <NAME> (1987). _Child Survival: Risks and the Road to Health._ IRD/Westinghouse, selections (pp- 10-21, 31-38) (RECOMMENDED): <NAME> (1990), "The demo-economic impact of the AIDS pandemic in sub-Saharan Africa," _World Development Review_ 18: 1599-1619. F (5 March): Mid-term exam * FERTILITY Week 7 (8,10,12 March): Fertility decline in the west: Theoretical frameworks Reading: Stern, Mark (1987). _Society and Family Strategy_., Chapter 1. Bulatao and Lee: A framework for the study of fertility determinants" in Bulatao and Lee, eds _Determinants of Fertility Decline in Developing Countries_. NY: Academic Press. v.1, pp. 1-26. SPRING BREAK Week 8 (29, 31 March; 2 April): Fertility decline in the west.* Reading: Stern, _Society and Family Strategy_ , Intro, 3,4,5,6 Knodel, John and <NAME>, Etienne (1979), "Lessons from the past: population implications of historical fertility studies," _Population and Development Review_ 5 (2): 217-245. Friday, 2 April: No class. Week 9 (5,7,9 April): Fertility changes in Third World* Reading: Knodel, John, et al uctive Revolution. Concentrate on chapters 1,3,4,6,8 & 10, but I recommend you read the whole book. Palloni, in Annals Week 10 (12,14,16 April): Demographic changes in the Third World Reading: Menken and Phillips, in Annals Goliber, Thomas "Africa's expanding population: old problems, new policies," _Population Bulletin_ , pp. 5-18; 23-30; 37-45. RECOMMENDED: Bledsoe, in Annals RECOMMENDED: <NAME> (1986), "The politics of reproduction in a Mexican village" Signs 11 (4):710-724. MIGRATION Week 11 (19, 21, 23 April): Migration issues* Reading: Massey, in Annals <NAME> (1966), "A theory of migration" Demography 3:47-57. <NAME> (1992), "Blacks vs browns,ll Atlantic Monthly October, pp. 41-68. RECOMMENDED: <NAME> (1984), "Migration in historical perspective," _Population and Development Review_ 10 (1): 1-18. POLICY ISSUES Week 12 (26,28,30 April): Population policy: China* Reading: <NAME> and <NAME> (1992). China's Family Planning Program: Challenging the Myths. Wash DC: Population Crisis Committee, Country Study Series #1. <NAME> (forthcoming), "Controlling births and bodies in village China," _American Ethnologist_ F: video: One Child Week 13 (3,5,7 May): Population policy: Issues* Reading: <NAME> (1987). _Reproductive Rights and Wrongs_. NY: Harper and Row. Parts 1, 2 and 4. <NAME>. (1986), "Demographic factors in resource depletion and environmental degradation in east African rangeland," _Population and Development Review_ 12 (3): 441-452. (RECOMMENDED): <NAME> and <NAME> (1983), "The role of population in resource depletion in developing countries," _Population and Development Review_ 9 (4): 609-625. W: video *Term papers are due last day of classes. [About] [Index] [Search] [Other Links] [Comments/Submissions] * * ASDP Curriculum Online Project < <EMAIL>.Edu> <file_sep>## American Literature #### These sites include criticism, texts, bibliographies and/or biographies of American writers (from the United States and Canada) and their literature. Includes Native American and African American authors and literature. ### General American Literature Sites The Academy of American Poets \| The Listening Booth is the highlight of this site. Listen to some of America's greatest poets read their art. ---\|--- African American Literature \| Numerous bibliographies on such topics as "documenting the history of African American literature in books," reference works, literary criticism, magazine, journal and newspaper articles, dissertations, and audio tapes. American Drama \| The journal of the American Drama Institute. Features complete tables of contents, bibiliography, and abstracts for all issues of the journal (they will soon put full text online), playwright interviews, and links to theatre resources on the internet. American Literature Hypertexts \| Full texts of numerous American Literature classics. Lots of Mark Twain and some others as well. American Literature since 1865 \| An online syllabus of a general literature class at the University of Virginia. Includes texts, lectures, and an extensive online gallery. The Canadian Literature Archive \| A repository for information about Canadian writers, novelists, poets, playwrights, essayists, literary organizations, magazines, publications, books, texts and library archives. A joint project of St. John's College, the English Department of the University of Manitoba and the Archives at the Dafoe Library at the University of Manitoba. Documenting the American South \| DAS is a database that provides primary materials offering Southern perspectives on American history, literature, and culture to teachers, students and researchers. Includes "First-Person Narratives of the American South, 1860-1920"; "North American Slave Narratives, Beginnings to 1920"; and "Library of Southern Literature, Beginnings to 1920". Humanities Text Initiative American Verse Collection \| American Female Poets - Editor:<NAME>, Publisher: Lindsay and Blakiston, City:Philadelphia, Penn., Date:1853. Includes many poets you've never heard of and a couple that you have (<NAME>, <NAME>). Biographies and poetry. The Michigan State University Celebrity Lecture Series \| A collection of lecture pieces by some of today's most influential and respected authors (as well as a few other "celebrities".) The web at its best - puts you in the lecture hall. Visit this site to hear <NAME>, <NAME>, and <NAME>, among others. Includes bibliographies of each author. Native American Literature \| Dibaajimowinan idash Aadizookaanag - An excellent exploration of Native American myth and folklore. Unfortunately, many of the links don't work (last revised 1/97) but the ones that do give rare online texts of native narratives, traditional stories and picture- stories. ### Author Sites <NAME> \| Biographic, bibliographic, and scholarly information on her life and work._ ---\|--- <NAME> \| Etext of _The Awakening and Selected Short Stores._ <NAME> \| <NAME>: Man, Myth, & Legend - includes biography, analysis, readings, and bibliographies. <NAME> \| Part of the Bartleby Archive. A collection of 59 poems. <NAME> \| Includes a library of texts, biographies, essays, geography, screenplay and movie information, a glossary, and a newsletter. <NAME> \| The University of South Carolina's F. Scott Fitzgerald Centenary. Includes a chronology, an online museum, some of his short stories with original text and jacket images, essays and articles, voice and film clips, and more. <NAME> \| "Dedicated to enhancing our understanding and appreciation of Hawthorne's writings and life." Includes text, criticism, and biographical information. <NAME> \| The Walker Percy Project - Includes essays & interviews, a multimedia gallery, scholarly resources, educational activities, online archives, etc. This is a hefty site that will please any Percy reader/scholar. <NAME> \| Frazuh's Edgar Allan Poe Collection - A few of his works in full text, not in stanza or paragraph form. The best part is the background music; read _The Raven_ while listening to the _Xfiles_ theme song. <NAME> \| The Edgar Allan Poe Society of Baltimore - Includes a biography, bibliography, and links to etext. <NAME> \| An excellent site for primary source materials and critical analysis. <NAME> \| <NAME> in His Times - focuses on how Twain and his works were "created and defined, marketed and performed, reviewed and appreciated." Includes a large collection of primary source material. <NAME> \| <NAME>'s Huckleberry Finn: Text, Illustrations, and Early Reviews. "This collection offers a complete early edition of Huckleberry Finn, the 174 illustrations from the first edition, and the obscene illustration that appeared in the sales prospectuses. Also included: dozens of early reviews from newspapers and magazines across the country; early ads; the London and American first edition covers; and a 1930 article by <NAME> describing his experiences illustrating Huckleberry Finn." <NAME> \| Walt Whitman Notebooks - Library of Congress site which contains the texts and some news clips concerning the now recovered Whitman butterfly journals. <NAME> \| _Leaves of Grass_ by <NAME> - includes biographical notes, text, and index. BACK to Literature Home Page ---\|---\|--- <file_sep>![](../graphics/deptlogo2.jpeg) \| # CS 1003 COMPUTER LITERACY ---\|--- Course Syllabus \| Weekly Assignments \| Projects ---\|---\|--- # Spring 2002 There are two sections of this class: Section 1 \-- Meets on Monday/Wednesday 8:30-10:20 in MSCS 108 Section 2 \-- Meets on Tuesday/Thursday 9:00-10:50 in MSCS 108 Instructor: _<NAME> _ Computer Science Department 216 Math Sciences Oklahoma State University Phone : 744-5675 E-Mail Address : <EMAIL> Office Hours : Monday 10:30-11:20 Tuesday: 1:00-2:30 Wednesday 10:30-11:20 2:30-4:00 Thursday 1:00-4:00 Friday 9:00-11:20 1:00-3:00 Others by appointment. ![](../graphics/line10.gif) ### Required Texts and Labs:** * Exploring Microsoft Office 2000 Professional, Volume 1 - Revised Printing (2001) and Volume 2 (1999), <NAME> and <NAME>, Prentice Hall. These both come in a package. * Laboratory assignments. These cover information on the computer system you will be using in the labs and about the Internet and also on FrontPage in order to build a Web page. The first lab assignment will be handed out in class on the first day of class. Other lab assignments will be available for purchase from the Cowboy Copy Center (located in the Student Union). ![](../graphics/line10.gif) ### Prerequisites for This Course: None. ![](../graphics/line10.gif) ### Course Objectives: * Learn to use the Windows 2000 graphical user interface (GUI) * Navigate the Internet using Netscape * Using e-mail * Learning to obtain, copy, and move files * Build your own Web page * Gain a working knowledge of Microsoft Word 2000 * Gain a working knowledge of Microsoft Excel 2000 * Gain a working knowledge of Microsoft Access 2000 * Gain a working knowledge of Microsoft PowerPoint 2000 * Integrate the Various Programs Together ![](../graphics/line10.gif) Style/Mode of Teaching: This is a laboratory class. The instructor will explain a new lab assignment at the beginning of the each class time. You will then be able to work on that lab during the time of the rest of the class. The instructor and a Teaching Assistant will be available to help you with any problems that you may have with the assignment. If you are having some problems, you may also come to see me during my office hours. The weekly lab assignments and the projects will be listed on the Web at http://www.cs.okstate.edu/cs1003/. Just click on the Weekly Assignments or the Projects options. ![](../graphics/line10.gif) ### Graded Materials: Laboratory Assignments* (28 @ 15 points).............. \| 420 ---\|--- Unannounced Quizzes (6 @ 10 points)................... \| 60 Projects (4 @ 30 points)........................................ \| 120 Total..................................................................... \| 600 NOTE: There will be 30 Lab Assignments. You may drop two of them. ![](../graphics/line10.gif) ### Laboratory Assignment Due Dates: You will work on one different assignment each day you are in class. The two that you do one week will be due on the first day of class for the next week. Those in the Monday/Wed. class will turn in their labs from the first week on Monday of the second week, etc. Those in the Tues/Thurs. class will turn in their labs from the first week on Tuesday of the second week, etc. Whatever is covered in one week will be due the next week. Laboratory assignments may be turned in up to one week late, but they lose a certain amount of points after the first week. The labs are considered late if they are not turned in on the Monday or Tuesday at class time of the week when they are due. This is the point schedule: On time........................... \| 0% off --Lab is worth 15 pts ---\|--- Up to 1 week late........... \| 15% off --Lab is worth 10 points More than 1 week late \| 100% off --Lab is worth 0 points ![](../graphics/line10.gif) ### Grading Policy: Grades will be assigned based on point totals as follows: A: \| 600 \| - \| 540 ---\|---\|---\|--- B: \| 539 \| - \| 480 C: \| 479 \| - \| 420 D: \| 419 \| - \| 360 F: \| 359 \| - \| below ![](../graphics/line10.gif) ### Examinations: There are no examinations in this course. However, there will be quizzes given during the course. See information on quizzes. ![](../graphics/line10.gif) ### Hardware/Software Requirements: All hardware and software needed for this course are available in MSCS 108 as well as other computer labs around campus. Students can use their computers at home if the software is the same. Sometimes other versions of Microsoft Products that are not the 2000 version that we will be using are not always compatible and will cause students problems. ![](../graphics/line10.gif) ### Class Attendance: Attendance is not required, but is strongly encouraged. Students are responsible for all material covered in class. It is always easier to learn the material by both seeing and hearing a demonstration on the topic and then doing an assignment on the topic. Since explanations are given about the lab assignments at the beginning of the class time, it is important to be on time to class. If you are ill or there is some other reason that you cannot attend a class, please notify the instructor. ![](../graphics/line10.gif) ### Quizzes: Quizzes will be unannounced. They will be given after an assignment for the day has been covered in class. You will be able to use your labs, books or the computer to answer the questions to the quizzes. Quizzes cannot be made up if they are missed. --- ![](../graphics/line10.gif) ### Projects: Projects will be assigned during the semester. They will be given to you in class after you have finished learning some particular area. * The first one will consist of finding information on the Internet that you will later use for the rest of the projects. * The second project will consist of writing a two to three page paper on the topic that you researched on the Internet. This will be at the end of the Word labs. * The third one will include adding a chart to your report. This will be an Excel chart that will be added to a Word document. This will be at the end of the Excel labs. * The fourth one will be a PowerPoint project. It will be putting together a presentation from the written document in the second project. Projects are due at the beginning of the class period on the date that they are due. You will lose 5 points a day on projects not turned in on time. After 5 days, the projects will NOT be accepted. Your final project will be due at the time when your final exam for this class is scheduled. These are: Section 1 (Monday/Wednesday class) Wednesday, Friday, May 10 10:30-12:20. Section 2 (Tuesday/Thursday class) Wednesday, May 8 at 8:30-10:20. ![](../graphics/line10.gif) ### Collaboration Policy: _ Laboratory assignments_ _and Projects_ : Discussion of any kind is allowed. After discussion each student must write up his/her own solution. Copying another student's work is not allowed. Giving another student your work is considered cheating as well. Students who do not comply with the described collaboration policy will receive a final grade of 'F' for the course. Furthermore, the case will be reported to the appropriate institutional officials. --- ![](../graphics/line10.gif) ### Disabilities Act : If you feel that you have a disability and need special accommodations of any nature whatsoever, the instructor will work with you and the Office of Disabled Student Services, 315 Student Union, to provide reasonable accommodations to ensure that you have a fair opportunity to perform in this class. Please advise the instructor of such disability and the desired accommodations at some point before, during, or immediately after the first scheduled class period. ![](../graphics/line10.gif) ### Important Dates for Spring 2002 Semester DROP/ADD DATES \| ---\|--- Last Day to Add a course (Nonrestrictive) \| Friday, January 18 Last Day to Add a Course (Restrictive) \| Friday, January 25 Last Day to Drop a course with no grade \| Friday, January 25 Last Day to Drop a Course with a "W" \| Friday, April 12 Last Day to Withdraw from all courses with a "W" \| Friday, April 12 Last Day to Withdraw from all courses with "W" or "F" \| Friday, April 26 Prefinals Week \| April 29 - May 3 Finals Week \| May 6 - May 10 HOLIDAYS \| University Holiday \| Monday, January 21 Spring Break \| March 18 through March 22 Nonrestrictive means any student can add a class Restrictive mans student must have the faculty member's permission. There must also be space in the room. Faculty member does NOT automatically have to add student. <file_sep> Networking Tools for ISD EDIT 574 course development --- Fall 99 \| \| \| 2 Credits Instructor: <NAME> E-mail: <EMAIL> Phone: 703-993-2388 Office: RA306 Office hours: R by appointment Virtual Office Hours (via NetMeeting and Tapped In) TBA _Methodology:_ This two credit hour course is designed to assist students in exploring and developing expertise with the various aspects of using computer networking tools and developing ways in which these tools can be integrated into the instructional design process. Synchronous and asynchronous discussions, on- line resources, and hands-on activities will be utilized in order to help students develop a working knowledge of computer networking. _Course Objectives_ As a result of this course, participants will be able to: * develop general knowledge of networking operating systems * develop general knowledge of networking hardware components * trouble shoot typical network problems associated with publishing and managing network instruction * articulate what networking processes are relevant to the instructional design process * communicate using synchronous and asynchronous telecommunications * share network resources * demonstrate basic web-site administration _Resources_ How Networks Work, Fourth Edition, <NAME> & Les Freed, Que Corporation, 1998. Networking for Dummies, 4 th Edition, Doug Lowe, IDG Books, 1999 Reading packet available in the Johnson Copy Center Various web-sites as indicated in the syllabus _Course Requirements:_ * Participation in class sessions is mandatory, as discussions and shared experiences are important parts of the course. The class schedule may change as the course progresses; changes will be posted on the course website and in GMU's Townhall. * Each student is expected to complete all readings and class exercises, as well as in-depth contribution to all discussions and presentations. * Obtaining and regularly using a GMU network account. _Assignments_ * Portfolio (20 %) Electronic portfolio of pertinent class activities, resources, etc. * Scenario Papers (20 %) Series of five e-papers analyzing how SiSiCi is applied in a particular scenario. E-papers are to be placed in the class electronic drop box when due. * In-class Activities (20 %) Most competencies will be introduced and practiced in class. * On-line Discussion (10%) Discussions of list serve questions or Town Hall postings * Presentation (30 %) Small group participation (2 or 3) and presentation of one of the following tools: * NetMeeting * Tapped In * IRC * Instant Messaging * CuSeeMe * LAN resource sharing Each presentation will include the following: minimum of a two-week participation using the chosen tool, tool evaluation and discussion initiation on Town Hall and a class presentation including a classroom activity using the tool and how it relates to SiSiCi. \| \| \| Topics \| \| Readings and Assignments \| \| Date \| \| \| \| \| \| 9/2 \| \| Syllabus Computer basics SiSiCi LAN Overview Accounts Login Synchronous communications Email Town Hall \| \| Ch 1-12 in Derfler & Reed Introduction and Ch 1 & Ch 5 in Lowe Setup your home mail to access GMU and leave on server Review "computer basics" web sites if needed Subscribe and respond to posted list serve question. Visit the class folder on Town Hall Read "Scenario #1" and post discussion to TH Write Scenario Paper #1 \| \| 9/9 \| \| Synchronous communications Asynchronous communications Netmeeting Tapped In Communicating by wire Mixing computer & telephones Scenario Paper #1 Due \| \| Begin organizing portfolio Read Ch 13 & 14 in Derfler & Freed Read Ch 2 in Lowe Barron & Orwig (reading packet) pp 83-99 http://www.helmig.com/ http://classweb.gmu.edu/classweb/jwilliam/tech_bookmarks.htm Write Scenario Paper #2 Post to TH Post to list if needed \| \| 9/16 \| \| NOS overview Network model Windows 95/98 Peer to peer Windows NT/Novell Client/server Scenario Paper #2 Due \| \| Hunt pp 205-237 (reading packet) Ch 8 in Lowe Ch 17 & 18 in Derfler & Reed Wu & Irwin pp 225-235 (reading packet) http://www.mmt.bme.hu/~kiss/docs/unix/unix-history.html http://www.dmoz.org/Computers/History/OperatingSystems/Unix/ http://www2.shore.net/~jblaine/vault/plh.html http://www.internetvalley.com/archives/mirrors/davemarsh-timeline-1.htm Begin writing Scenario Paper #3 Post to TH \| \| 9/23 \| \| Local vrs. Network Welcome to the 'hood Unix Network drives History and development of the Internet \| \| http://www.raisio.se/support/basic/primer.shtml Wu & Irwin pp 236-240 Pp 172-193 Derfler & Freed Post to TH \| \| 9/30 \| \| Unix Folder and file sharing Internet Architecture Scenario Paper #3 Due \| \| http://www.zdnet.com/devhead/stories/articles/0,4413,1600802,00.html Lowe pp 190-191 http://www.bgsu.edu/departments/tcom/compression.html Post to TH \| \| 10/7 \| \| FTP File compressions Web page basics Presentations \| \| Ch 19-21 Derfler & Freed Post to TH \| \| 10/14 \| \| Printer sharing and troubleshooting Intranets Enterprise Networking DL's top 10 w/printer race Field trip to network rm. moved to 10/21 Presentations Due Scenario Paper #4 Due \| \| Pp 146-164 Derfler & Freed NEW! Chapter 3 in Lowe Post to TH \| \| 10/21 \| \| Network Security Logins,accounts,passwords, NTFS revisited Field trip to Server Authentication/Encryption, Virtual Private Networks, Firewalls, and proxies revisited Presentations Due \| \| Ch 15,16 Derfler & Freed Lowe ch 11, 13, ch 21 Post to TH \| \| 10/28 \| \| NICs Network cabling LAN Links New Do it yourself network Scenario Paper #5 Due \| \| Derfler & Freed Part 5 Lowe ch 17, 18, 21,22,26 \| \| 11/4 \| \| Remote LAN access Broadband Home Services On-line Evaluation GMU Evaluations Portfolios Due \| \| \| Computer basics: http://www.iserv.net/~alexx/glossary.htm http://eastnet.educ.ecu.edu/schofed/lset/6042/basics/index.htm http://www.uic.edu/depts/adn/cc-fss/basics.html http://www.zdnet.com/devhead/stories/articles/0,4413,1600802,00.html http://www.albion.com/netiquette/index.html ![](transparent.gif) \| ![](transparent.gif) \| ![](transparent.gif) \| ![](transparent.gif) \| ![](transparent.gif) \| ![](transparent.gif) \| ![](transparent.gif) <file_sep>### _University of Pennsylvania_ ## THE UNDERGRADUATE PROGRAM IN PHILOSOPHY * * * * The Major * Honors * The Minor * The Curriculum * Administrative Miscellany * * * Introduction Philosophy seeks to illuminate fundamental aspects of the world, of our relation to and knowledge of the world, and of our own nature as rational, purposive, and social beings. The study of philosophy aims at an appreciation of the ways this enterprise has been, is, and might be approached. Such approaches are many and varied. They differ not merely in the accounts they offer but, more importantly, in the questions they deem significant and the terms in which their answers are couched. A philosophical education is in large measure intended to furnish some grasp of what is involved in developing and defending questions and positions of a general and fundamental nature. Philosophy is not then a practical subject; philosophical expertise does not especially suit one for any particular office or occupation. Nonetheless, a number of generally applicable intellectual skills and habits are cultivated through its study. A student of philosophy is practiced in the close reading of texts, in the extraction from them of positions and arguments, and in the construction and criticism of lines of reasoning. While the chief value of studying philosophy is intrinsic, the development of these skills helps equip one for any profession in which creative thought and critical discrimination are called for. Penn's philosophy majors have gone on to advanced study and careers in any number of areas, including medicine, business, journalism, and government. A major in philosophy provides particularly good preparation for law school. * * * Major Requirements The Philosophy Department offers Majors, A General Major in Philosophy, a Major in Humanistic Philosophy, and a Major in Philosophy and Science. Philosophy divides into a number of areas--epistemology and philosophy of science, logic, metaphysics, moral and political philosophy, and aesthetics. None of these areas of philosophy can be pursued in complete isolation from the others. Thus all three Majors include a distribution requirement satisfaction of which ensures familiarity with central issues from different areas of philosophy. Philosophy is not a cumulatively obtained body of knowledge. Philosophers of each generation continue to learn from the classical works of older philosophical traditions. Thus each of the three Majors includes a distribution requirement in the history of philosophy. Questions concerning what courses meet which distribution requirements should be addressed to the Undergraduate Chairperson. Finally, all three Majors include a level requirement to guarantee that students do not confine their studies to introductory courses. Transfer students especially should note that at least eight courses toward any of the Majors, including all the distribution requirements and the 300-level course requirements, must be taken from regular or vising members of the Philosophy Department at the University. * * * The General Major in Philosophy 12 courses in Philosophy Distribution Requirements: * Phil 3 - History of Ancient Philosophy * Phil 4 - History of Modern Philosophy * Phil 5 - Logic * One course in epistemology * One course in metaphysics * One course in ethics or political philosophy Level Requirements: At least four (4) courses above 201 including two (2) courses at (not above) the 300-level. General majors may petition the Department through the Undergraduate Chairperson to count as many as two courses offered outside of the Philosophy Department toward twelve courses of the General Major. These courses should be related to the student's philosophical interests and may not be used to satisfy either the distribution or the level requirements. * * * The Major in Humanistic Philosophy 16 Courses: 8 courses in philosophy and 8 courses in other humanities. Distribution Requirements in Philosophy: * Phil 3 - History of Ancient Philosophy * Phil 4 - History of Modern Philosophy * Phil 5- Logic * Two courses in ethics or political philosophy * One course in epistemology or metaphysics Level Requirements in Philosophy: At least three (3) courses above 201, including one (1) at (not above) the 300-level. The eight course units outside of the Philosophy Department should include at least 4 courses in a single department. The courses outside of philosophy should complement the student's work philosophy. Courses commonly selected for this purposes include political theory courses and constitutional law courses from the Political Science Department, intellectual history courses from the History Department, and religious thought courses from the Religious Studies Department.. The selection of the eight courses outside of philosophy must be approved by the Undergraduate Chairperson in Philosophy. * * * The Major in Philosophy and Science 16 Courses: 8 courses in Philosophy and 8 courses (course units) in science, mathematics, or history of science. Distribution Requirement in Philosophy: * Phil 4 - History of Modern Philosophy * Phil 5 - Logic * One course in ethics and political philosophy * Two courses in philosophy of science or philosophy of mathematics * One course in metaphysics or epistemology Level Requirement in Philosophy: At least three (3) courses above 201, including one at (not above) the 300-level. The eight courses outside of philosophy may be either the social sciences, the natural sciences, mathematics, or history and sociology of science. At least four of these courses should be in a single department. The selection of these courses must be approved by the Undergraduate Chairperson in Philosophy. * * * The Honors Program Eligibility To be eligible for the honors program a student must: * be a senior major in philosophy; * have a B+ (3.33) average in courses being counted toward the major; * have complete the distribution requirements for the major and two course above 201, including one course above 301. Application Eligible students apply for admission to the honors program at the beginning of the term they plan to write their senior thesis. Application is made to the Undergraduate Chair in philosophy by submitting a written prospectus of 500-750 words. Students are encouraged to consult with any member of the Philosophy Department in developing a prospectus. However, thesis advisors are assigned by the Undergraduate Chair in consultation with the members of the Department. No one may enroll in Phil. 301 without the signature of the Undergraduate Chair. Phil. 301 does count toward the completion of the major but may not be used to satisfy distribution or level requirements. Students enrolled in 301 are urged to work out a schedule for consultation and a timetable for completion o the thesis with their advisors. The Thesis The senior thesis is an essay which is normally around 6,000-7,500 words in length (25-30 double-spaced pages). Both the thesis advisor and the Undergraduate Chair must receive copies of a typed final draft of the thesis at least ten days prior to the final examination period. At this time the Undergraduate Chair in consultation with the thesis advisor appoints another member of the Department to be a second reader. The second reader and the advisor conduct an oral examination of the honors candidate on the thesis. On the basis of the thesis and the examination, the advisor and the second reader decide whether to award honors. The advisor alone decides the grade for 301. These will be evaluated for clarity of expression, cogency of argument, scholarship, and originality. SUBMISSION OF A THESIS DOES NOT GUARANTEE THE AWARD OF HONORS. * * * The Minor in Philosophy 6 courses in Philosophy Distribution Requirements: One course in three of the following four areas: * logic/philosophy of science * epistemology/metaphysics * ethics/political philosophy/aesthetics * history of philosophy Level Requirements: At least two philosophy courses above 201. A course may simultaneously satisfy a level and a distribution requirement. * * * The Curriculum A few words of explanation concerning the Philosophy's Department's courses are in order. Some disciplines--mathematics and physics are the clearest and most extreme examples--are mastered in an orderly, sequential manner. Advanced courses presuppose knowledge, methods, results, and techniques presented in more discipline. Apart from advanced logic courses, advanced philosophy courses tend not to assume much by way of prior knowledge. Such prerequisites as there are can usually be readily acquired by dint of some extra reading. Advanced philosophy courses do presuppose possession in some measure of the intellectual skills mentioned in the Introduction. Your study of philosophy will be enhanced if you do not delay plunging into advanced courses after completing two or three introductory courses. Philosophy majors and prospective majors are urged to complete Phil. 4 and Phil. 5 early in their studies. These two courses are required by all three Major Programs and present material frequently drawn on and elaborated in advanced courses. Courses numbered 00001 through 0199 are introductory courses. Apart from Phil. 6, none of these course assumes any prior acquaintance with philosophy. Courses numbered 200-3999 are advanced undergraduate courses. They have a prerequisite of two introductory courses in philosophy, a prerequisite which may be waived by the instructor. Courses numbered 302-399 are especially designed fro philosophy majors. These topical courses cover in depth important issues which arise in central areas of philosophy and are often taught in a seminar format. One 300-level course is offered every term; they have been rotating among the areas of ethics, epistemology, and metaphysics. Courses numbered 400-499 are courses for undergraduate and graduate students. Generally speaking, completion of three undergraduate courses with a grade of B or better should prepare you for these courses. You may, however, wish to consult with the instructor of a 400-level course before enrolling in it. 500-level courses are graduate seminars. Undergraduates must obtain the instructor's permission before registering for these courses. Such permission is routinely and enthusiastically granted to advanced undergraduates. Phil 201 is the Department's directed reading course. Students wishing to undertake individually supervised study should make arrangements directly with a faculty member or consult with the Undergraduate Chairperson concerning the choice of a supervisor for a project. The Philosophy department offers a number of course in the College of General Studies in addition to regular course offerings in the School of Arts & Sciences. CGS courses carry regular SAS credit and may be used to satisfy the distribution requirement of the Majors. Most CGS courses in philosophy are taught by the Department's graduate students. Some philosophy courses also contribute to the new undergraduate major, PPE: Philosophy, Politics, and Economics. A description of the Department's course for the succeeding term is available in the Department office by pre-registration period of the preceding term. * * * Administrative Miscellany Majoring in Philosophy Application for the Major is made on forms available in the student's school office (CAS Advising or CGS). After applying for admission to one of the philosophy Majors, applicants must make an appointment with the Undergraduate Chairperson. Students will not be admitted to a Major in philosophy in the absence of this consultation. While the Undergraduate Chairperson is the official advisor for all philosophy majors, majors, are encouraged to consult with any member of the Department they choose for academic advising. Keeping in touch Philosophy majors are urged each September to report their current campus address, local phone number, and intended year and term of graduation to the Department office. Each term majors are advised to consult with the Undergraduate Chairperson concerning changes in their proposed plan of study. It is particularly important that the Undergraduate Chairperson be informed of changes of Philosophy Majors, e.g., a switch from General Major to Philosophy and Science. Should you transfer from Philosophy to another major field, take a leave of absence, or withdraw from CAS, we would appreciate your informing the Department office. Graduation Graduating seniors are strongly urged to complete the Certification for Graduation form with the Undergraduate Chairperson early in the term in which they plan to graduate. Early consultation eliminates unpleasant, disconcerting, and expensive surprises later. Problems and Petitions Philosophy majors may petition the Department for exemption from any of the requirements of a Major. Petition forms are available in the Department office. Petitions should be submitted to the Undergraduate Chairperson. The Undergraduate Chairperson is authorized to act on routine petitions. Examples of routinely granted petitions include petitions to count a course outside of philosophy toward the General Major and petitions to replace one 300-level course with a 400-level course toward satisfaction of the level requirement. Examples of routinely denied petitions include petitions for exemption from the logic requirement and petitions to count courses outside of philosophy toward the distribution requirements. A student may appeal any decision of the Undergraduate Chairperson to the entire Department. A written record is kept of petitions and the action taken on them. Only written records of agreements made with students concerning their Major Program will be honored. Any suggestions, commendations, complaints, or grievances concerning the Department's undergraduate program should be addressed to either the Chairperson or the Undergraduate Chairperson. Submatriculation Submatriculation in Philosophy enables students to earn an M.A. in Philosophy while completing a B.A. Application for submatriculation should be filed by mid-January in the year prior to the year one expects to receive the submatriculation, a student must have completed at the time of application at least two philosophy courses above 301, and must have a grade point average of 3.5 in all completed philosophy courses above 301. The application for this submatriculation program should include two letters of recommendation from faculty members who have instructed the applicant in philosophy courses above 301. Applications for submatriculation are carefully scrutinized by the Philosophy Department. Students interested in submatriculation should see the Undergraduate Chairperson for further details concerning application to the program. Graduate School Our undergraduate Major Programs are not designed as preparation for graduate study in philosophy, but any of them can serve that end. The best preparation for graduate study in philosophy is a well-rounded liberal arts education with significant concentration of work outside of philosophy. Students considering graduate study in philosophy are advised to consult with the Undergraduate Chairperson or any faculty member about a course of studies suitable for that purpose. Clusters For purposes of meeting the cluster requirement, philosophy courses numbered above 201 are non-introductory courses. Phil. 5 and Phil. 6 may be used to meet the natural science cluster requirement. With occasional exceptions, other philosophy courses may be used only toward a humanities cluster. Transfer Credit The Philosophy Department routinely grants transfer credit for equivalents of Phil. 1 (Introduction to Philosophy), Phil. 7 (Critical Thinking), Phil 73 (Applied Ethics), and Phil. 72 (Biomedical Ethics). Frequently transfer credit is also given for Phil 2 (Ethics), Phil. 3 (Ancient Philosophy), Phil. 4 (Modern Philosophy), and Phil. 5 (Logic). Transfer Credit is rarely given for intermediate or advanced philosophy courses, those numbers above 201. Students should apply to the Undergraduate Chair for transfer credit. Applicants should provide as much information about the course as possible, at minimum a catalog description. A syllabus is particularly helpful. Examinations, assignments, texts, and class notes are also helpful. Examinations, assignments, texts, and class notes are also useful. Normally, transfer credit will be given only for courses instructed by someone with a Ph.D. in philosophy. Students planning to transfer summer school courses from other institutions should apply for transfer credit before enrolling in the course. The same applies to students studying abroad, especially in programs not sponsored by the University. Transfer credit is given at the discretion of the Department and is NOT automatic. Copies of Transfer Credit Application Procedures are available in the Philosophy Department office. Who and Where The Philosophy Department Office is located at 433 Logan Hall, Philadelphia, Pennsylvania, 19104. All faculty members and teaching assistants associated with the Department have mailboxes there. The members of the Department and the graduate student instructors all have offices on the fourth floor. Office telephone numbers and office hours are posted in the Department Office. So are announcements of special Department sponsored Department lectures. The current Chairperson of the Department is Professor <NAME>. The current Undergraduate Chairperson is Professor <NAME>. The current Graduate Chairperson is Professor <NAME>. * * * ![](http://www.sas.upenn.edu/Icons/back_button.gif) Back to the Department of Philosophy Homepage _Last Modified 1999.11.29_ <file_sep>Bemidji State University, Biology 4100/6920 History & Philosophy of Biology Spring 1999, Thursday Evenings 6:00-8:00 pm, Sattgast 201 _"The duty of the historian is to restore to the past the options it once had."_ <NAME> * * * ![Click image to see more of Ray Troll's work](EVanim.gif) * * * ### Instructor: * <NAME> _(link to my workpage with complete contact information and current schedule)_ * 214 Sattgast Hall, 755-2795 * E-mail: <EMAIL> * Spring 1999 Schedule ### Course Description: This course provides a broad survey of the history and philosophy of biology, particularly those aspects of biology most directly related to natural history and organismal biology. Issues related to medicine and biomedical ethics will be given tangential coverage but are not central to the course. The course is reading intensive and you can count on a minimum of four hours (150-200 pages) of reading outside of class each week. Note also that the assigned reading is "front-loaded," with a much heavier burden earlier in the semester. I did this intentionally to allow more time for synthesis and speculation and to lighten your loads late in the semester. I encourage you to get a head start on the readings over break if at all possible (see syllabus link to study questions for Mayr 1-146). ### Required Texts: * <NAME>. 1982. ![](http://barnesandnoble.bfast.com/booklink/serve?sourceid=42834&ISBN=0674364465) The growth of biological thought. Harvard University Press. * <NAME>. & <NAME>. 1998. ![](http://barnesandnoble.bfast.com/booklink/serve?sourceid=42834&ISBN=0198752121) The philosophy of biology. Oxford University Press. * Murphy, M.P. & O'Neill, L.A. 1997. ![](http://barnesandnoble.bfast.com/booklink/serve?sourceid=42834&ISBN=0521599393) What is life? the next fifty year: speculations on the future of biology. Cambridge University Press. * Occasional supplemental readings will also be assigned when appropriate ### Websites and additional materials: * List of key terms & concepts \-- developed and expanded over semester * List of some seminal works and useful reviews [ Note: you may want to download and print a copy of this list for annotation during class discussions.] * A chronology of significant biological events * Online texts of classic works in genetics \-- a great resource! * Adaptationist stories website \-- interesting, but not especially rigorous * Evolution and Creationism, a overview of issues and evidence. * Internet Encyclopedia of Philosophy * Molecules for Modern/Cellular Biology, a great site from Carnegie Mellon University featuring 3D animations of key biomolecules (requires download of the free Chime Netscape Plug-in. ### Course overview and objectives: * to provide a summary of key events in the history of biology and to begin to understand how those events were related to prevailing social contexts * to identify and grapple with some key conceptual issues in biology including * the Panglossian paradigm (adaptationist interpretations) * fitness tautologies * optimization and constraint * units and levels of selection * teleology, teleonomy, and apparent design * the mythogenic function of biology * evolutionary epistemology * to speculate about the future of biology (see our third text) * to facilitate and encourage engagement of core assumptions of contemporary biological sciences * to explore ethical issues posed by emerging biotechnologies ### Expectations and Evaluation: * I expect: 1. assigned readings will be read prior to meetings -- weekly discussions and assignments will be based on reading and will assume that readings have been completed 2. you to take responsibility for your own learning -- ask questions about material you do not understand! * Your grade will be based on how effectively each of the following criteria are met: 1. Participate in all (30%) and coordinate two (10% each) weekly sessions 2. A 2-3 page reaction paper based on a group-selected topic from our readings from Mayr (15%) 3. A 2-3 page reaction paper based on a group-selected topic from our readings from Hull & Ruse (15%) 4. A final critical essay (3-5 page) addressing issues raised during the course (individually selected in consultation with me - 20%) * Coordinators are responsible for developing and distributing a list of study questions one week in advance of the relevant session (see example by following Week 1 link on syllabus). Coordinators are also expected to provide a brief verbal introduction to the to the week's topic and to keep the discussion focused and on-track. * * * Some time between grade school and graduate school we move (hopefully) from spoon-fed learning to self-directed inquiry. Has a topic we've discussed piqued your curiousity? Use the links below to follow up on your interests (see final essay assignment). You can begin with _Metacrawler_ to instantly see what might be out there on the web, then come back and click the _Search PALS_ banner to see what we have in our library. Finally, you can use the _BarnesandNoble.com_ link to find and buy a paperback on the topic. Happy reading! ![](metacrwl.gif) ![](srchpals.gif) ![](http://barnesandnoble.bfast.com/booklink/serve?sourceid=42834&categoryid=searchby) ![](barnes.gif) --- ![](barnes21a.gif) \| Keyword Title Author \| \| * * * Course Syllabus (Note: we will assign session coordinators at our first meeting) --- Week\| Topic/Focus\| Reading Assignment\| Coordinator(s) Week 1 \| Overview & Introduction \| None \| Dann Week 2 \| Biology in Context Study Questions \| Mayr 1-146 \| Dann Week 3 \| Taxonomy & Systematics Study Questions \| Mayr 147-297 \| Diane & Chris Week 4 \| Pre-Darwinian Evolutionary Ideas Study Questions \| Mayr 300-393 \| Russ & Amy Week 5 \| <NAME> Study Questions \| Mayr 395-534 \| Scott & Mike Week 6 \| The Modern Synthesis Study Questions \| Mayr 535-627 Mid-Term Reaction Essay Topic \| Amy & Susan Week 7 \| Theories of the Gene Study Questions \| Mayr 629-828 (Reaction Paper I Due) \| Dana & Brian Week 8 \| Adaptation & Development Study Questions \| Hull & Ruse 1-146 \| Scott & John Week 9 \| Units & Levels of Selection Study Questions \| Hull & Ruse 147-347 \| Diane & Dave Week 10 \| Human Nature/Evol. Epistemology Study Questions \| Hull & Ruse 369-488 \| Russ & Mike Week 11 \| Human Genome Project Study Questions \| Hull & Ruse 489-586 \| Dana & Matt Week 12 \| Progress & Complexity Study Questions \| Hull & Ruse 587-668 Select Reaction Paper Topic \| Susan & Dave Week 13 \| Design & Creationism Study Questions \| Hull & Ruse 669-764 (Reaction Paper II Due -- optional) \| Brian Week 14 \| What is life? Study Questions \| Murphy & O'Neill 1-66 \| Matt & John Week 15 \| New Physics, New Biology? Study Questions \| Murphy & O'Neill 67-130 \| Sean & Chris Week 16 \| Do the laws of nature evolve? \| Murphy & O'Neill 131-180 (Final Essays Due \| Sean * * * ### BEMIDJI STATE UNIVERSITY STATEMENT OF ACADEMIC INTEGRITY Students are expected to practice the highest standards of ethics, honesty, and integrity in all of their academic work. Any form of academic dishonesty (e.g.,. plagiarism, cheating, misrepresentation) may result in disciplinary action. Possible disciplinary actions include failure for part or all of the course, as well as suspension from the University. * * * <file_sep>![spacer](holder1.gif) \| ### Vernon College ### Distance Learning ### GOVT 2301 ## American Government I ## Syllabus \| ![VC Seal](25ok9b.gif) ---\|---\|--- \| ![separator line](vrjcbar3.gif) ![spacer](holder1.gif) \| \| Department:\| ![spacer](holder1.gif)\| Social Sciences ---\|---\|--- Credit Hours:\| \| 3 Hours per Week:\| \| Lecture: 3 ![spacer](holder1.gif) Lab: 0 ![spacer](holder1.gif) Combined: 3 \| ![separator line](vrjcbar3.gif) ![spacer](holder1.gif) \| Catalog Description \| ![spacer](holder1.gif) \| Required Background \| ![spacer](holder1.gif) \| Texts and Reference Materials \| ![spacer](holder1.gif) \| Method of Instruction \| ![spacer](holder1.gif) \| Course Content \| ![spacer](holder1.gif) \| Learner Outcomes \| ![spacer](holder1.gif) \| Assessment ---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|--- \| ![separator line](vrjcbar3.gif) ![spacer](holder1.gif) \| Catalog Description ---\|--- \| > Surveys the theory of politics and government in America at the national, state, and local levels with special attention to Texas. Includes political theory, the U.S. and Texas constitutions, democracy, federalism, political parties and ideologies, and civil liberties. > Prerequisites: Passing score on TASP in reading and writing or grade of C or better in the following courses: READ 0302 or 0305 and ENGL 0302 or 0305. Top \| ![separator line](vrjcbar3.gif) ![spacer](holder1.gif) \| Required Background ---\|--- \| > High school graduate, successful completion of GED, or concurrently enrolled high school student. Recommend that a student transferring to a four-year institution take HIST 1301 and HIST 1302 prior to enrolling in GOVT 2301 and GOVT 2302. Top \| ![separator line](vrjcbar3.gif) ![spacer](holder1.gif) \| Texts and Reference Materials ---\|--- \| > The following materials are required for this class: > > Textbooks (available in the Vernon College Bookstore): > > * Burns, <NAME>, et. al., _Government by the People_ (National Version, 2001-2002 Edition. Upper Saddle River, NJ: Prentice Hall, Inc., 2002. > * Halter, <NAME>. _Government and Politics of Texas: A Comparative View_ (Third Edition). New York: McGraw-Hill, 2002 Software Required > * A current browser with e-mail capability, Windows 95 or 98, and a word processing program. > > Note: Microsoft Word 97 or WordPerfect 6.1 are good choices for a word processing program. Documents sent as e-mail attachments must be prepared using one of these programs. Do not use Microsoft Works. > > The College does not provide an Internet account for this class. Students must already be connected with an Internet provider. > > Top > \| ![separator line](vrjcbar3.gif) > > ![spacer](holder1.gif) \| Method of Instruction > ---\|--- > \| > >> 1. Lectures by instructor and guests >> 2. Class discussion >> 3. Use of appropriate multimedia materials > > Top > \| ![separator line](vrjcbar3.gif) > > ![spacer](holder1.gif) \| Course Content > ---\|--- > \| > >> \| \| TOPICS\| Textbook and Chapter >> ---\|---\|--- >> 1.\| Fundamentals of the American > Political Systems \| Burns: 1, 4-6 & 22 > Halter: 1,4 & Epilogue >> 2.\| American Political Heritage > 1\. U.S. Constitution > 2\. Texas Constitution \| > Burns: 1 & 2 > Halter: 2 & 11 >> 3.\| The Federal System\| Burns: 3 >> 4.\| American Political Ideologies > and Parties \| Burns: 4 & 7 > Halter: 3 & 5 >> 5.\| Civil Liberties and Civil Rights\| Burns: 16-18 > > Top > \| ![separator line](vrjcbar3.gif) > > ![spacer](holder1.gif) \| Learner Outcomes > ---\|--- > \| > >> The purpose of this course is to prepare each student to be able to: >> 1. Understand the democratic method of governing in the American political system; and recognize the significant similarities and differences between this system and others. >> 2. Be able to explain activities of various types of participants in the American political system, including candidates, public officials, voters, and influencers: and be able to effectively participate in the American political system, including: > A. Voting > B. Selecting a political party > C. Seeking political office > D. Conducting political campaigns >> 3. Be aware of the responsibilities and rights of American citizens. >> 4. Demonstrate familiarity with the concepts essential to an understanding of the U.S. and Texas governments; and be able to intelligently read, listen to, and view mass media reports about politics and public policy. >> 5. Define selected terms of political science and use them effectively in written and oral communications. >> 6. Describe the philosophy, historical origins, and development of the U.S. and Texas constitutions. >> 7. Understand the strengths and weaknesses of unitary, federal, and confederal systems of government. >> 8. Describe and contrast the powers exercised by the U.S. and Texas governments. >> 9. Explain and provide examples of the specific civil liberties and civil rights guaranteed to an individual residing in the United States. >> 10. Develop and utilize critical thinking skills to evaluate political ideologies and public policies. >> 11. Use computers, printed materials, and oral communications to obtain pertinent information and to analyze key issues related to American politics and government. > > Top > \| ![separator line](vrjcbar3.gif) > > ![spacer](holder1.gif) \| Assessment > ---\|--- > \| > >> Each student will demonstrate mastery of the stated learner outcomes both by passing examinations administered and by reporting on independent research conducted during the term. > > Top > \| ![separator line](vrjcbar3.gif) > > ![spacer](holder1.gif) \| Internet Course Information > > Distance Learning Home Page > > Public Notice > > ![Vernon College Home Page](home.gif) > > _last updated July 11, 2001_ > > _disclaimer_ > > _copyright 2001-2002 Vernon College_ > ---\|--- <file_sep>### ### Psychology and the Holocaust: _Psychology 383 Syllabus (Winter 1995)_ ** * * * <NAME>** Olin 111, x4379, e-mail: NLUTSKY. Web Home Page: http://www.carleton.edu/curricular/PSYC/lutsky/lutsky97.html * * * Organization and Requirements: The seminar will examine the Holocaust and its relationship to the broad field of psychology. What roles did social scientific thinking, psychology, and psychologists play in the Holocaust? What does psychology contribute to our understanding of the Holocaust, of the behaviors and experiences of victims and perpetrators of evil? How has psychology tried to make sense of the Holocaust, and how has psychology been influenced by the Holocaust? What are our obligations as citizens of the world in which the Holocaust and other acts of genocide have occurred? This seminar is a group and interdisciplinary effort. I expect that each of us will take responsibility for the conduct of each class meeting. Please read carefully, consider topics and readings seriously before class, identify and develop questions for class discussion, and participate in class discussion actively, thoughtfully, and critically. Each seminar participant will be especially responsible for shepherding one class discussion during the term, and he or she will be expected to do some additional reading on the topic of the day. Please meet with the instructor prior to the class to discuss your session. Everyone in the class will also be expected to read parts of one of the works listed for January 31 on "Clinical and Other Studies of Perpetrators." Finally, the course will require a major paper on a topic related to Psychology and the Holocaust. This paper will be due Monday, March 7, at 11:30AM. We will discuss these papers during the week of March 7. Your final grade will be based on the quality of your class contributions, your discussion leadership, and your final paper. Please remember that I would value talking with you about course-related issues outside of class time and invite you to stop by my office to do so. * * * Required Books: * <NAME>. (1992). _Ordinary Men_. Harper Collins. * <NAME>. (1958). _Survival in Auschwitz_. Collier. * <NAME>. (1986). _The Nazi Doctors_. Basic Books. * <NAME>. (1987). _The Holocaust in History_. Meridian. * <NAME>. (1988). _Racial Hygiene_. Harvard. * <NAME>. (1991). _Maus II_. Pantheon. * <NAME>. (1989). _The Roots of Evil_. Cambridge. * * * Course Topic and Reading Schedule : * Th 1/5 Introduction to the seminar. * T 1/10 Background. <NAME>. (1987). _The Holocaust in History_ , pp. 1-202. <NAME>. (1991). _Maus II_. * Th 1/12 Science, psycholology, and racial hygiene. <NAME>. (1988). _Racial Hygiene: Medicine Under the Nazis_ , pp. 1-176. * T 1/17 Science, psychology, and racial hygiene. <NAME>. (1988). _Racial Hygiene: Medicine Under the Nazis_ , pp. 177-250. <NAME>. (1994). _The Nazi Connection: Eugenics, American Racism, and German National Socialism_ , pp. 13-52. * Th 1/19 Psychiatry and medicine in Nazi Germany. <NAME>. (1966). _A Sign for Cain_ , pp. 150-186. <NAME>. (1986). _The Nazi Doctors_ , pp. 3-18, 45-144, 152-225, 418-465. * T 1/24 Psychology in Nazi Germany. <NAME>. (1992). _The Professionalization of Psychology in Nazi Germany_ , pp. 1-20, 39-82. <NAME>. (1985). _Psychotherapy in the Third Reich_ , pp. 3-30, 87-135. * Th 1/26 Class session with <NAME>, Convocation speaker. * Fr 1/27 <NAME> convocation, 10:50. * T 1/31 Clinical and other studies of perpetrators. <NAME>. (1972). _The Mind of Adolf Hitler_. <NAME>. (1977). _The Psychopathic God Adolf Hitler_. <NAME>. (1991). _The Architect of Genocide: Himmler and the Final Solution_. Are<NAME>. (1963). _Eichmann in Jerusalem_. <NAME>. (1950). _The Psychology of Dictatorship_. <NAME>. (1947). _22 Cells in Nuremberg_. <NAME>. (1972). _Licensed Mass Murder: A Socio-Psychological Study of Some SS Killers_. * Th 2/2 Psychologies of the Holocaust I.: The Authoritarian Personality. <NAME>., <NAME>., <NAME>., & <NAME>. (1950). _The Authoritarian Personality_ , pp. 1-27. <NAME>. (1965). The Authoritarian Personality and the Organization of Attitudes, pp. 477-526. <NAME>. (1993). The Authoritarian Character from Berlin to Berkeley and Beyond, pp. 22-43. * T 2/7 Psychologies of the Holocaust II.: Obedience to Authority. <NAME>. (1965). Some Conditions of Obedience and Disobedience to Authority, pp. 57-75. <NAME>. (1974). _Obedience to Authority_ , pp. 1-12. <NAME>. (1986). Genocide from the perspective of the obedience experiments, pp. 179-220. * Th 2/9 Psychologies of the Holocaust II.: Obedience to Authority. <NAME>. (1992). _Ordinary Men_ , pp. 1-189. * T 2/14 Psychologies of the Holocaust III.: The Roots of Evil. <NAME>. (1989). _The Roots of Evil_ , pp. 3-169. * Th 2/16 Altruism in the Holocaust. <NAME>. (1993). Many Paths to Righteousness: An Assessment of Research on Why Righteous Gentiles Helped Jews, pp. 372-401. <NAME>., & <NAME>. (1988). _The Altruistic Personality: Rescuers of Jews in Nazi Europe_ , pp. 49-79, 113-141. * T 2/21 Resistance in the Holocaust. <NAME>. (1990). Der Ordinare, pp. 47-77. <NAME>. (1994). Conscience in Revolt, <NAME>, pp. 42-45. Ruhm Von Oppen, B. (1980). The Intellectual Resistance, pp. 207-218. <NAME>. (1991). Resistance and Opposition: The Example of the German Jews, pp. 65-74. * Th 2/23 Victims. <NAME>. (1958). _Survival in Auschwitz_. <NAME>. (1988). _A Cup of Tears: A Diary of the Warsaw Ghetto_ , excerpts. * T 2/28 Legacies. <NAME>. (1989). The Holocaust Survivor and Psychoanalysis, pp. 3-21. <NAME>. (1989). Holocaust Survivors and their Children, pp. 23-48. <NAME>. (1993). Evidence of Evil, pp. 68-81. <NAME>. (1993). _Denying the Holocaust_ , pp. xi-29. * Th 3/2, T 3/7, Th 3/9 Paper Discussions. * * * October 1, 1997 <file_sep>AFRICA AND LATIN AMERICA Spring, 2001 First Study Guide For the Exam on February 23rd 2001 _DISCLAIMERS_ : This study guide is _NOT_ intended to be exhaustive. Some of the exam questions may come from material that has (inadvertently) been left off of this guide. Furthermore, the following guide is _NOT_ a list of sample questions. The following points and questions are merely designed to provide study assistance. I do _not_ intend to ask questions directly from this guide (although that may happen). Many of the questions below are far too sweeping to serve as good (or fair) exam questions. Nevertheless, I will draft my questions from the points below, as well as directly from the texts, and will take the short completion part of the exam from the same sources. As you already know, I do not expect you to memorize the minutiae of the texts, although when information is repeated, or when it serves to provide large explanations, you should be attentive. Introduction and Overview: What is _cynicism_? How does it limit our understanding of things? What are some of the primary _MYTHS_ of Africa? * Myth of "savage Africa" * Myth of "race" * The _foreign policy myth_ \--that African countries are either "with us" or "against us" What are some of the primary (and, often, misleading) IMAGES of Africa? * The image of _anarchy_ and _political dysfunction_ * The image of Africa as a _destitute region_ Defining several key concepts: * What is _politics_? * What is _power_? * What is _authority_? * What is _the state_? * What is _democracy_? * What is "high politics"? What is "deep politics"? * What is a "kleptocaracy"? African Geography, Geology and Climate: Geologically (and very briefly!), how would you characterize the African continent? * Land mass and size * Rivers * Climates and Vegetation * Rainfall * Soils * Agricultural patterns How have sub-Saharan African countries done in _per capita food production_? What is _transhumance_? How has the tsetse fly affected settlement patterns in sub-Saharan Africa? Why? What are some of the major _minerals_ produced in Africa, and what (briefly) are their respective impacts on the economies of sub-Saharan Africa? * Gold * Copper * Iron ore * Diamonds * Oil * Others? What are some of the major _diseases_ in sub-Saharan Africa, and what is their impact on health? * Yaws * River blindness * Schistosomiasis * Yellow Fever * Malaria * Dengue Fever * Ebola Zaire * Sleeping Sickness * AIDS * Others? What are some of the problems with _drawing maps_? What are some of the key problems with the political maps of Africa? What are the major sub-Saharan African "races"? What is the _African language_ spoken by the most people? What _other languages_ are most widely spoken in Africa? What are the key _subsistence_ types in Africa (you should be able to describe them)? * Foraging * Herding * Planting-- "agriculture" What are some of the key _agricultural crops_ used for subsistence? Material Raised in the Slide Presentation: Where is <NAME>am? What sort of City is it? What major cultural influences does it evince? Who was <NAME>? What did he stress in his attempts at nation building? Briefly describe the appearance (as you saw in the slides) of Nairobi? Where is it? How does it compare with Dar es Salaam? What are some of the key political problems (very briefly stated) of Kenya? Tanzania? Who was <NAME>? Who was <NAME>? Who is <NAME>? How does Harare compare with Dar es Salaam and Nairobi? Who is <NAME>? Briefly characterize his politics. Where is the _Serengeti_? What sorts of _animals_ are found on the _Serengeti_? What is the _Ngorongoro Crater_? _Describe the_ Great Rift Valley? What special adaptation have _lions_ made near _Lake Manyara_ , in the Great Rift Valley? African Arts: According to the text, what are the _two_ "sweeping characteristics" of art? What is unique about African dance? What is the _most popular style of "pop music_" in sub-Saharan Africa today? What are the _two primary African sculpture techniques_? What are some of the materials used? How do _masks_ relate to African art? What is the role of the _dramatic tale_ in African culture? How has it come to be known in North America? Why is it, according to the Bohannan and Curtin text, that some Africans do _not_ appreciate African art? How can it be said that _African art has deeply affected Western art_? Examples? African Families: Why do families exist? What purpose (according to the text) do they accomplish? What is polygyny? * What affect is it said to have on birth rates? * Does it necessarily denigrate the status of women? * What are some of the key problems that it is said to cause? * How does it differ from concubinage? * How does polygyny affect the age at which people marry? Explain? What is _bridewealth_? * How does it differ from dowry? * How might it be said to support the rights of women? What is _widow inheritance_? * How might it be said to be positive? * What is a "true levirate"? African Land and Labor: What has traditionally been the _fundamental characteristic of land ownershi_ p in sub-Saharan Africa? In other words, what single characteristic, more than any other, has determined land tenure patterns? What factors have determined _land use_ by individuals in most sub-Saharan African cultures? What _chronic shortage_ in sub-Saharan Africa, more than any other, ultimately determined land use patterns? According to our class discussion, what is the _chief motivating factor_ for individuals in a subsistance economy? What about in a modern, industrialized (merit-based) economy? Why has it been said by some Western managers that Africans are not, all other things being equal, dependable workers? African Politics: Who was <NAME>, and with what phenomenon was she associated? Where? When? What is millenarianism? Messianism? What was the cult of Mumbo? The Maji-Maji Rebellion? The Mau-Mau Uprising? What were some of the deep colonial legacies that affected subsequent African politics? * " Westminster" vs. French models * Strong presidencies * Single-party * Military dictatorships * Breakdown of state structures and the advent of "stateless societies." " High politics" vs. "deep politics." Background to the African state * " Royal" kingdoms with strong kings and lineage-based systems * Age sets * Use of tribute and taxation Background to the African stateless society * Two authority centers in opposition or cooperation * The establishment of a _modus vivendi_ and the use of "moots." * The tendency to reach compromises rather than make decisions. How does the African stateless society resemble international law? What problems were created when colonial authorities appointed traditional African leaders as colonial leaders? Use of oracles, ordeals and contests in traditional African law. How were these used in Western systems? What is the role of "self-help" in traditional sub-Saharan African law? What was the problem that this invited? African Trade: What are some of the primary problems associated with a "subsistence economy?" What was the role of trade in traditional African societies prior to colonization? What are trade diasporas, and how have they affected Africa? What are some of the primary roles of market places in sub-Saharan Africa? How are market places organized and scheduled in many sub-Saharan African societies? How did colonial control initially impact market places in Africa? What were some of the media of exchange (kinds of "money") in pre-colonial Africa? What is meant by "reciprocity" in the market place? African Religion: Most African religions have a monotheistic character. What does this mean? What were/are the "Zionist Churches?" What do we mean when we say that most Western religions in Africa are syncretic? In African religions, what is the usual source (or cause) of evil? How is it addressed? What question immediately occurs, in a religious vein, to a traditional African when something undesirable happens to him/her? What is the "flawed premise" in the belief of witchcraft? What sorts of positive things can be stimulated by allegations of witchcraft? To repeat...what are messianism and millenarianism? Chiliasm? Time in an African Context: What is subjective about the passage of time? How might we say that African concepts of time differ from Western concepts? How do different concepts of time differentially affect societies? African History (A Brief Overview): What are the distinctions between "high" and "low" conceptions of culture, and how might these impact our Western view of African culture? Is technology a clear basis for comparing African and European societies in historical perspective? Why, or why not? Where did the earliest African states appear, and why? What is said to be the basis of the age-old confrontation between nomads and sedentary peoples? <NAME> described the "pure nomad" as...? What advantage did nomads have over sedentary peoples? How did they tend to lose it? How did the rise of Islam affect the history of sub-Saharan Africa? * Trade and military conquest * The creation of intense "zones of inter-communication" * Settlement (Northeast Africa) Where did early African empires tend to be located? Why? What were some of the early African empires? What were some of the reasons that Spain and Portugal were such aggressive traders and colonizers after 1500? What maritime developments affected the "opening" of the African coast to trade during this period? How did traditional African slavery differ from the seizing, transport and use of African slaves in the Western Hemisphere? Why were African slaves seen as useful in the Western Hemisphere? How was the slave trade sustained in Africa? What economic mechanisms were used? What was the gun-slave cycle? What was meant by the term manumission? What was meant by the term miscegenation? Why might there have been more miscegenation and manumission (and less racism) in Brazil than in the United States? How did the slave trade impact the socio-economic development of Africa? Why? What was the primary motive of the European colonial powers as regarded their African colonies? What is meant by the term metropole? Explain the two primary presumptions regarding the management of the European colonies, conversionism and trusteeship. What were some of the different European patterns of governance? What were some of the problems with the infrastructure (road networks, rail lines, etc.) that was built in sub-Saharan Africa by the colonial powers? How did the shifting nature of European demand for commodities affect the African colonies? How did migratory labor change traditional African social patterns? What are the four periods after independence discussed in the text? What is nationalism? * What are some of its positive (or developmental) elements? * What are some of its negative elements? * How is nationalism very different in post-independence Africa? What is the population of Africa, and how is it affected by AIDS? Was sub-Saharan Africa adequately prepared for political independence? Why, or why not? What are some of the key causes in the rise of political violence in contemporary sub-Saharan Africa? How did the end of the Cold War affect sub-Saharan Africa? * Single-party state * Economy and foreign aid * Health of some of the states What was the premise of "African socialism," and how has it fared? _East along the Equator_ : The discussion questions and notes are sufficient. To see them, click Here Kiswahili Vocabulary: Habari? "News?" This is a basic greeting, asked like making a statement. Twende "Let's go!" Hatari "Danger" Asante (and...Asante sana) "Thank you." "Thank you very much." Jambo, Hujambo, Sijambo A basic greeting: "Bad news?" "No bad news. Haba na haba hujaza kibaba "Little by little the kibab bowl will fill," or "don't rush things, they will happen all in good time." Ujamaa To return to the syllabus, click Here ![Hit Counter](_vti_bin/fpcount.exe/dzirker/?Page=AfLat%20Study%20Guide1.html\|Image=4) <file_sep>_Guidelines and Criteria for Courses in the General Studies_ ****_Curriculum_ Courses in the General Studies Curriculum are elements of an integrated system. Some courses provide essential skills in the communication of thought or in the manipulation of quantitative data while others develop aesthetic appreciation. Still others impart a knowledge of history, language, literature, and the natural and social worlds. The General Studies Curriculum is designed to provide a foundation both for further study and for personal enrichment. The basis for the General Studies Curriculum is Act No. 94-202: To amend Section 16-5-8, Code of alabama 1975, to provide for a uniform articulation agreement among all instutions of higher education and a statewide general studies curriculum; to provide for the computation of grade point averages of certain transferred students; (pp. 257-58) Key provisions of this act include: > This committee (articulation and general studies committee), utilizing whatever resources and task forces it deems appropriate, shall develop no later than September 1, 1998, a statewide freshman and sophomore level general studies curriculum to be taken at all colleges and universities. Nothing herein shall be interpreted as restricting any institution from requiring additional general studies courses beyond the statewide general studies curriculum. > This committee shall also develop and adopt no later than September 1, 1999, for the freshman and sophomore years, a statewide articulation agreement for the transfer of credit among all public institutions of higher education. Under this articulation agreement, all applicable credits transferred from a two-year institution to a four-year instituion shall fulfill degree requirements at the four-year institution as if they were earned at the four- year institution. The committee shall further examine the need for a uniform course numbering system, course titles, and descriptions. (p. 260) Interpretation (i.e., what the General Studies and Articulation Committee expects) > All colleges and universities must offer the general studies curriculum mandated by the committee. > > All colleges and universities must submit courses to the committee for inclusion in the general studies curriculum. > > The general studies curriculum consists of 60 semester hours of transferrable credit. General guidelines and criteria for courses in the General Studies Curriculum are: 1. Courses must be collegiate-credit courses at the freshman or sophomore level (i.e., 100 or 200 level); 2. Courses must be broad in scope, present major intellectual or aesthetic ideas, and not be specialized or vocational in purpose; 3. Courses must present the essential characteristics and basic processes of inquiry and analysis in the discipline; 4. Courses must encourage the development of critical thinking skills and require students to analyze, synthesize, and evaluate knowledge; 5. Courses must consider the subject in its relation to other disciplines and its application to human concerns. _Syllabus Requirements_ Courses must have a syllabus that includes at least the following elements: 1. Course Alpha Listing, Number, and Title (e.g., HIS 100 - World History); 2. Accurate Course Description; 3. Course Textbook, Manuals, or Required Materials; 4. Course Prerequisites (if applicable); 5. Course Objectives; 6. Detailed Course Outline of Topics and Schedule Including Major Assignments, Projects, Examinations, Evaluations, etc.; 7. Procedures for Assessment of Student Achievement; 8. Grading Policy (e.g., how is final course grade determined?). _General Studies and Articulation Committee_ CHAIRPERSON > JOE MORRIS > Jefferson State Community College > 2601 Carson Road > Birmingham, AL 35215-3098 > (205) 856-7885 > FAX (205) 856-7928 VICE CHAIRPERSON > <NAME> > > Auburn University > 208 <NAME> > Auburn University, AL 36849 > (334) 844-5771 > FAX (334) 844-5778 SECRETARY > <NAME> > > Alabama Commission on > Higher Education > P O Box 302000 > Montgomery, AL 36130-2000 > (334) 242-2139 MEMBERS <NAME> > University of Alabama > (205) 348-5972 <NAME> > Alabama A & M University > (205) 851-5750 <NAME> > Southern Union State Community College > (334) 745-6437 <NAME> > Bishop State Community College > (334) 690-6416 <NAME> > Jacksonville State University > (205) 782-5881 <NAME> > University of South Alabama > (334) 460-6111 <NAME> > University of North Alabama > (205) 760 4529 <NAME> > Alabama State University > (334) 229-4231 _UA Representatives_ Academic Discipline Committee \| Name \| Academic Discipline Committee \| Name ---\|---\|---\|--- Written Composition \| Dr. <NAME> \| Literature \| Dr. <NAME> Foreign Languages \| Dr. <NAME> \| Music and Music History \| Dr. <NAME> Theatre and Dance \| Prof. <NAME> \| Art and Art History \| Dr. <NAME> Speech \| Dr. <NAME> \| Philosophy and Religious Studies \| Dr. <NAME> Area/Ethnic Studies \| Dr. <NAME> \| Mathematics \| Dr. Paul Allen Biological Sciences \| Dr. <NAME> \| Geology, Physical Geography and Earth Science \| Dr. <NAME> History \| Dr. <NAME> \| Anthropology, Sociology, and Human Geography \| Dr. <NAME> Psychology \| Dr. <NAME> \| Economics \| Dr. <NAME> _Discipline Committee Charipersons_ COMMITTEE \| COMMITTEE CHAIR \| COLLEGE \| PHONE # ---\|---\|---\|--- Physics, Physical Science, Astronomy \| Dr. <NAME> \| Jefferson State Community College \| (205) 856-7799 Chemistry \| Dr. <NAME> \| Bevill State Community College \| (205) 648-3271 History \| Dr. <NAME> \| Auburn University \| (334) 844-4000 Economics \| Dr. <NAME> \| Auburn University \| (334) 844-4000 Anthropology, Sociology, Human Geography \| Dr. <NAME> \| Shelton State Community College \| (205) 759-1541 Psychology \| Dr. <NAME> \| Central Alabama Community College \| (205) 234-6346 Political Science \| Dr. <NAME> \| Chattahoochee Valley Community College \| (334) 291-4900 Biological Science \| Dr. <NAME> \| Auburn University \| (334) 844-4000 Geology, Physical Geography, Earth Science \| Dr. <NAME> \| University of South Alabama \| (334) 460-6101 Area/Ethnic Studies \| Dr. <NAME> \| Lawson State Community College \| (205) 925-2515 Mathematics \| Dr. <NAME> \| University of Alabama \| (205) 348-6010 Philosophy & Religious Studies \| Dr. <NAME> \| University of Alabama in Huntsville \| (205) 895-6120 Speech \| Dr. <NAME> \| University of Alabama \| (205) 348-6010 Theater & Dance \| Dr. <NAME> \| University of Alabama \| (205) 348-6010 Music & Music History \| Dr. <NAME> \| Enterprise State Junior College \| (334) 347-2623 Foreign Language \| Dr. <NAME> \| University of Alabama \| (205) 348-6010 Literature \| Dr. <NAME> \| Troy State University \| (334) 983-6556, Ext 390 Written Composition \| Dr. <NAME> \| University of Alabama \| (205) 348-6010 Art and Art History \| Dr. <NAME> \| The University of Alabama at Birminham \| (205) 934-4011 <file_sep>### ![Asian Studies Development Program](/Images/lions.jpeg) * * * [About] [Index] [Search] [Other Links] [Comments/Submissions] # East Asian Humanities ### Asian Studies 102 Instructor: Prof. <NAME> Chairman, Dept. of Oriental Languages and Literatures Class: Guggenheim 201 Office: McKenna 18 Office hours: Th 11-12 and by appointment Required texts: _Course Reader,_ available at Campus Coin Copies, Norlin Library, plus the following books <NAME>, tr. _The Analects of Confucius _ <NAME>, _Three Ways of Thought in Ancient China _ <NAME>, tr. _Chinese Poems _ <NAME>. _The Golden Peaches of Samarkand: A Study of T'ang Exotics _ <NAME>, Sansom. _Japan: A Short Cultural History _ <NAME>, tr. _The Tale of Genji_ , abridged ed. <NAME>. _The World of the Shining Prince _ Kawabata Yasunari, _Snow Country_ (tr. Seidensticker) This course is an introductlon to the humanistic concerns and creations of pre-modern China and Japan. We will study selected aspects of Chinese and Japanese religion, literature, and art. The focus will be on representative works and significant developments, not on comprehensive coverage. Students enrolled in the course should expect to devote considerable time and energy to the reading and concurrent imaginative re-creation necessary for engaging themselves with the varied realities conceived by people who lived long ago and far from us. General requirements: 1\. Attendance and mindfulness at class lectures and at least two of the four guest lectures. This will affect your final grade, so do not imagine that your absence or inattention will not be noticed, it will!). 2\. At least two map quizzes, on dates to be announced. 3\. Mid-term exam, Wednesday March 20. 4\. Final exam, Thursday May 5, 7:30-10:30 a.m. There may occasionally be brief quizzes or short writing assignments during the semester, _Lecture Topics and Schedule of Readings_ Lectures in this course are not a rehash or paraphrase of the readings, For the most part, they shall present new information related to the topic of the assigned reading. Hence, it is important that you complete each reading assignment by the class meeting noted below. The lectures and readings are designed to complement each other: neither will suffice without the other. W 1/13 Introductory F 1/15 Geographical and historical overview, China READ: Dawson, "Western Conceptions of Chinese Civilization" (in _Reader) _ Schafer, "The Middle Kingdom" ( _Reader)_ M 1/18 No class; M. L. King Day W 1/20 The Chinese language READ: Schafer, "Hallowed Ways" and "A Heritage of Words" ( _Reader)_ F 1/22 The "Classics"; the earliest collection of poetry READ: Waley, _Chinese Poems_ , 15-31 M 1/25 The pre-history and presumptions of "Confucianism" READ: Waley, _Analects_ , 3-79 ("Introduction") W 1/27 Confucian concepts I READ: _Analects_ , 83-131 (Books I-VII) F 1/29 Confucian concepts II READ: _Analects,_ 132-145, 153-192 (Books VIII-IX, XI-XIV) M 2/1 Confucian concepts III READ: Waley, _Three Ways of Thought_ , 83-147 ("Mencius") W 2/3 Taoist perspectives I RF~D: _3 Ways_ , 3-42 ("Chuang Tzu") F 2/5 Taoist perspectives II READ: _3 Ways_ , 43-79 ("Chuang Tzu") M 2/8 Inventing culture-heroes and sage-kings READ: Bodde, "Myths of Ancient China" ( _Reader)_ W 2/10 The establishment of empire READ: _3 Ways,_ 151-196 ( "The Realists") F 2/12 Conceptions of history; official historiography READ: Schafer, "Royal Sons of Heaven" and "A Cosmic Plan" ( _Reader)_ M 2/15 Han literature READ: _Chinese Poems,_ 38-68 W 2/17 The introduction & early development of Buddhism; Taoist revelations READ: Kroll, "Spreading Open the Barrier of Heaven" ( _Reader)_ F 2/19 Early medieval ("Six Dynasties") poetry READ: _Chinese Poems_ , 68-102 M 2/22 Further developments in medieval Buddhism and Taoism READ: _Chinese Poems,_ 105-111 Chan, "The Zen (Ch'an) School of Sudden Enlightenment" ( _Reader_ ) J 2/24 Aspects of T'ang culture I READ: _Golden Peaches_ , 1-7 ("Introduction") and 7-39 (Ch.1: "The Glory of T'ang") F 2/26 Aspects of T'ang culture II READ: _Golden Peaches_ , 40-57 (Ch.2: "Men") and 58-78 (Ch.3: "Domestic Animals") M 2/29 Aspects of T'ang culture III READ: Rroll, "The Dancing Horses of T'ang" ( _Reader)_ 3/2 Aspects of T'ang culture IV READ: _Golden Peaches,_ 79-91 (Ch.4: "Wild Animals") and 92-104 (Ch.5: "Birds") F 3/4 Aspects of T'ang culture V READ: _Golden Peaches,_ 139-154 (Ch.9: "Foods") and 155-175 (Ch.10: "Aromatics") M 3/7 Aspects of T'ang culture VI READ: _Golden Peaches_ , 222-249 (Ch.15: "Jewels"), 265-268 (Ch.18: "Sacred Objects"), and 269-275 (Ch.l9: "Books") W 3/9 T'ang literature I READ: _Chinese Poems_ , 102-105 F 3/11 T'ang literature II READ: _Chinese Poems,_ 111-143 M 3/14 T'ang literature III READ: _Chinese Poems,_ 143-174 3/16 T'ang literature IV READ: "The Story of Ying-ying" ( _Reader)_ F 3/18 Contributions to science READ: Needham, "Science and China's Influence on the World" ( _Reader_ ) M 3/21 _Mid-term examination_ W 3/23 Geographical and historical overview, Japan READ: Sansom, _Japan_ , 22-36 (Ch.2: "Early Myths and Chronicles") F 3/25 discussion 3/26 -- 4/3 Spring break M 4/4 The Japanese language READ: _Japan,_ 46-63 (Ch.3: "The Indigenous Cult") Miller, "Writing Systems" ( _Reader)_ W 4/6 The earliest collection of poetry; native verse READ: "Man'yoshu" ( _Reader)_ F 4/8 Reorganizing the civilization; fascination with T'ang China READ: Morris, _World of the Shining Prince_ , 17-30 (Ch.l: "The Heian Period") and 31-55 {Ch.2: ~'The Setting") M 4/11 Heian literature I READ: _The Tale of Genji_ (in entirety by the end of __ this week) W 4/13 Helan literature II READ: _Genji_ F 4/15 Heian literature III READ: _Genji_ M 4/18 Aspects of Heian culture I READ: _Shining Prince_ , 103-135 (Ch.4: "Religions") and 153-182 (Ch.5: "Superstitions") W 4/20 Aspects of Heian culture II READ: _Shining Prince_ , 183-210 (Ch.7: "The Cult of Beauty") and 211-261 ("The Women of Heian and their Relations with Men") F 4/22 The Middle Ages; new faiths READ: _Japan,_ 270-296 (Ch.14: "The Growth of Feudalism") and 327-347 (Ch.16: ("Kamakura Religion, Art, and Letters") "An Account of My Hut"(Reader) M 4/25 New developments in literature and art READ: _Japan,_ 471-493 (Ch.22: "Genroku") "The Narrow Road of Oku" ( _Reader_ ) "Haiku by Basho and his School" ( _Reader_ ) W 4/27 Modernizing the past I READ: Kawabata, _Snow Country_ (in entirety by next Monday) F 4/29 Modernizing the past II READ: _Snow Country_ M 5/2 Modernizing the past III READ: _Snow Country_ Th 5/5 _Final examination. 7:30 10:30 a.m._ On Friday Jan, 15, Jan, 22, Feb, 5, and Feb, 12 there will be guest lectures by visiting scholars on various topics of Ming/Ch'ing or 20th-century Chinese literature, All lectures will be at 4:00 p,m,, in ~ellems lg9. Please plan to attend at least two of these four talks, Asian Studies 102 East Asian Humanities Supplemental Reader C O N T E N T S 1\. Syllabus 2\. Maps: China and Central Asia; Early Chou; Middle Chou; Late Chou; The First Empire: Ch'in; The Han Empire; The Three Kingdoms; The T'ang Empire; T'ang China circa 742; China in the Nineteenth Century 3\. <NAME>. "Western Conceptions of Chinese Civilization" 4\. <NAME>. "The Middle Kingdom" 5\. Idem. "A Heritage of Words" 6\. Idem. "Hallowed Ways" 7\. Idem. "Royal Sons of Heaven" 8\. Idem. "A Cosmic Plan" 9\. <NAME>. "Myths of Ancient China" 10\. <NAME>. "Spreading Open the Barrier of Heaven" 11, Wing-tsit Chan. "The Zen (Ch'an) School of Sudden Enlightenment" 12\. <NAME>. "The Dancing Horses of T'ang" 13\. <NAME>, tr. "The Story of Ying-ying" 14\. <NAME>. "Science and China's Influence on the World" 15\. <NAME>. "Japanese Writing Systems" 16\. <NAME> tr. committee. "Selections from _Man'yoshu_ " 17\. <NAME>, tr. "An Account of My Hut" 18\. Idem, tr. "Selections from _The Narrow Road of Oku_ " 19, <NAME>, tr. "Haiku by Basho and his School" Last updated: 06/19/2000 [About] [Index] [Search] [Other Links] [Comments/Submissions] * * * ASDP Curriculum Online Project < <EMAIL>> <file_sep>### ![Asian Studies Development Program](/Images/lions.jpeg) * * * [About] [Index] [Search] [Other Links] [Comments/Submissions] # East Asia II History 425 #### <NAME> Spring 1994: 6:00-8:45 p.m. Mondays Fairmont State College 121 Hardway Bldg. _COURSE REQUIREMENT_ S I. _Required Reading _ A. <NAME>., _A_ _Brief_ _History_ _of_ _Chinese_ _and Japanese_ _Civilizations_ , 1989, HBJ. (Chapters 14_25). B. Selected supplemental articles to be distributed throughout the semester to accompany or complement text. II. _Req_ u _irements _ A. Three 100 point. exams (4 chapters each) with 80% short answer (no multiple choice etc.) and 20% essay. All supplemental readings will be included. _300 Points _ B. Twelve 10 question quizzes (one on each chapter). The lowest two scores will be dropped, so any missed quizzes cannot be made up. _100 points _ C. One 8_10 page research paper, preferably on a topic related to your own major. You should coordinate this assignment with your book review. _300 points _ D. One 1000 word book review of a teacher_approved, course related outside reading. It is preferable to select a book related to your own major (e.g., health care, education, technology, political scienceetc.3 _100 points _ III. _Grading_ 90__100.. .....A (720 points) 80___89.. .....B (640 points) 70___79.. .....C (560 points) 60___69.. .....D (480 points) IV. _Attendance _ Since there is a chapter quiz each week, and tests are derived from readings and classroom notes, you are expected to attend each se,~sion. Please note that readings for the next week will be distributed weekly and that we will have class after each hour exam. V. _Office Hours_ 9:00-10:00 MWF 8:00_ 9:00 TTh 5:30 - 6:00 M 104 Hardway Bldg 367_4669 History 425 (East Asia II) <NAME> Syllabus Fairmont State College <NAME> Jan. 17 Introduction/explanation of requirements _The_ _Last_ _Emperor_ (film clips) and discussion Jan. 24 Schirokauer, "China Under the Manchus," pp. 329_53. (Quiz/lecture) Selected slides of the art of the era Readings: Schirokauer (trans.) "China's Examination Hell" pp. 50_58. "Footbinding" _Annual_ _Editions _ Jan. 31 Schirokauer, "Tokugawa Japan" pp. 355_81 (Quiz/lecture) Readings: "Intimacy: A General Orientation in Japanese Religious Values" pp. 433_49. Film: _The_ _Age_ _of_ _Shoguns _ Feb. 7 Schirokuaer, "The Intrusion of the West: China" pp. 385-407. (Quiz/lecture) Readings: "Commissioner Lin and the Opium War" pp. 73_81. "The Protestant Mission and the Opium War" pp. 145_61. "Science and China's Influence on the World" pp. 268_77 and 293_305. "Relax While the Enemy Exhausts Himself" pp.37_41. "Sacrifice the Plum Tree for the Peach Tree" pp. 72_6. Feb. 14 Schirokauer, "The Intrusion of the West: Japan" pp. 409_29. (Quiz/lecture) Reading: "The Fall of the Tokugawa Bakufu" pp. 209_27. Feb. 21 Test (Chapters 14_17) Film: "The Meiji Revolution" _Pacific_ _Centur_ y series Feb. 28 Schirokauer, "The Emergence of Modern Japan: 1874_1894" pp. 431_49. (Quiz/lecture) Selected art slides Film: <NAME> in The _Barbarian_ _and_ _the_ _Geisha_ (selected clips for discussion) Mar. 7 Schirokauer, "Self_Strengthening in China: 1874_1894" pp. 451_68 (Quiz/lecture) Slides of the Summer Palace Film: "Trading" _The_ _Heart_ _of_ _the_ _Dragon_ series BOOK REVIEWS DUE Mar 14 Spring Break History 425 (East Asia II) Joanne Van Horn Syllabus....page 2 Mar 21 Schirokauer, "End of the Old Order and Struggle for the New: China, 1895_1927" pp. 470_97 (Quiz/lecture) Slides of Shanghai's Bund Film: "From the Barrel of a Gun" _Pacific_ _Century_ series Reading: Lu Xun _A_ _Madman's_ _Diary_ pp. 22_71. _The_ _Soong_ _Dynasty_ (selected passages about Madame Sun Yatsen and Madame Chiang Kai Shek) Mar 28 Schirokauer, " The Limits of Success: Japan, 1895_1931" pp. 499_524 (Quiz/lecture) Reading: <NAME>, _The_ _Wild_ _Goose_ (1 chapter) Film: _Rashomon_ (selected clips) Apr. 4 Test (Chapters 18_21) Film: "Writers and Revolutionaries" _Pacific_ _Century _ Apr. ll Schirokauer, "Nationalist China, Militarist Japan, and the Second World War" pp. 526_50 (Quiz/lecture) Film: _The_ _Xian_ _Incident_ (part I) RESEARCH PAPERS DUE Apr. 18 Shirokauer, "The Aftermath of the Second World War in East Asia" pp. 553_75. (Quiz/lecture) Film: "Reinventing Japan" _Pacific_ _Century_ series " MacArthur's Children" (clips) Reading: The 1947 Japanese Constitution (discussion) Apr. 25 Shirokauer, "Contemporary Japan" pp. 577_98 (Quiz/lecture) Film : "Inside Japan, Inc" _Pacific_ _Century_ series Readings: "Christmas Cakes and Wedding Cakes" pp. 79_107 "An Ethnography of Dinner Entertainment in Japan" pp. 108_20 (Befu) May 2 Schirokauer, "The New China" pp. 600_28. (quiz/lecture) Film: "The Future of the Pacific Basin" _Pacific_ _Century_ Reading: "The World's Biggest Boom" pp.26_32. May 9 Test (Chapters 22_25) [About] [Index] [Search] [Other Links] [Comments/Submissions] * * * ASDP Curriculum Online Project < AS<EMAIL>> <file_sep>Courses in the Lewis Department of Humanities Most courses in the Humanities program meet graduate requirements for Humanities general education (identified by an H in the course lists), for Communication (identified by a C), or for both. For more information about courses in various Humanities disciplines, please use the sub-menu at the top of this page. For information about schedules for the forthcoming semester, see the three tables below: * courses organized by course discipline and name * evening and night courses organized by day and time * daytime courses organized by day and time In the schedules below, The "Campus" listed is either the Main Campus (M), the Rice Campus in Wheaton (R), or the virtual campus on the Internet (I). Schedule for Spring 2001 (By Discipline & Course Name) Area \| Num \| Title \| Instructor \| Campus \| Days \| Start \| Stop ---\|---\|---\|---\|---\|---\|---\|--- AAH \| 120 \| History of World Architecture II \| Harrington \| M \| MWF \| 1100AM \| 1150AM 494 \| Senior Seminar in Architectural History \| Harrington \| M \| T \| 0625PM \| 910PM COM \| 431 \| Intermediate Web Design \| TBA \| M \| W \| 0625PM \| 0910PM ENGL \| \| Communication \| Dabbert \| M \| TBA \| TBA \| TBA 051 \| Listening Comprehension \| TBA \| M \| TR \| 1125AM \| 1240AM 052 \| Syntax of Academic English \| Dabbert \| M \| TR \| 1000AM \| 1115AM 053 \| Research paper \| Dabbert \| M \| TR \| 1125AM \| 1240PM 101 \| Writing in the University \| Pulliam \| M \| TR \| 1125AM \| 1240PM 111 \| Writing in the Univ for Nonnative Students \| Pulliam \| M \| TR \| 1125AM \| 1240PM 301 \| Introduction to Linguistics \| Pulliam \| M \| TR \| 0150PM \| 0305PM 339 \| Short Fiction \| Quiroz \| M \| MWF \| 1250PM \| 0140PM 342 \| Theater in Chicago \| Feinberg \| M \| TR \| 1125AM \| 1240PM 343 \| Film Analysis \| Fojas \| M \| TR \| 1125AM \| 1240AM 348 \| Poetry [online syllabus] \| Coogan \| M \| TR \| 0500PM \| 0615PM 360 \| Chicago in Literature \| Vukmirovich \| M \| MW \| 0500PM \| 0615PM 428 \| Verbal and Visual Communication \| Pulliam \| M, I \| M \| 0625PM \| 0910PM 525 \| Research and Usability Testing [online syllabus] \| Feinberg \| M \| T \| 0625PM \| 0910PM 530 \| Online Design [online syllabus] \| Broadhead \| M, I \| W \| 0625PM \| 0910PM 532 \| Rhetoric of Technology \| Coogan \| M, I \| R \| 0625PM \| 0910PM FREN \| 202 \| Intermediate French II \| Sergis \| M \| MW \| 0315PM \| 0430PM HIST \| 305 \| Latin America: 1810-present \| Power \| M \| TR \| 0150PM \| 0305PM 337 \| American Century: 1898-1975 [online syllabus] \| Misa \| M \| MWF \| 1000AM \| 1050AM 337 \| American Century: 1898-1975 [online syllabus] \| Misa \| M \| MWF \| 0900AM \| 0950AM 346 \| American Women \| Power \| M \| TR \| 1000AM \| 1115AM 346 \| America and Vietnam \| Root \| M \| MW \| 0315PM \| 0430PM 350 \| US Urban History [online syllabus] \| Barrett \| M \| MW \| 0500PM \| 0615PM 340 \| Rise of Global Economy [online syllabus] \| Misa \| M \| MWF \| 1100AM \| 1150AM HUM \| 102 \| Industrial Culture \| Root \| M \| MW \| 0150PM \| 0305PM 102 \| Industrial Culture \| Power \| M \| TR \| 1125AM \| 1240PM 102 \| Industrial Culture \| Ladenson \| M \| TR \| 1125AM \| 1240PM 104 \| Age of Darwin [online syllabus] \| Schmaus \| M \| MW \| 0150PM \| 0305PM 104 \| Age of Darwin \| Ongley \| M \| MW \| 0500PM \| 0615PM 104 \| Age of Darwin \| Fojas \| M \| TR \| 0150PM \| 0305PM 106 \| Life Stories \| Vukmirovich \| M \| MW \| 0315PM \| 0430PM PHIL \| 311 \| Great Philosophers (Nietzsche) \| Snapper \| M \| MWF \| 0900AM \| 0950AM 335 \| Theory of Knowledge \| Ongley \| M \| MW \| 0150PM \| 0305PM 362 \| Philosophy of law \| Davis \| M \| MW \| 0315PM \| 0430PM 342 \| Philosophy of Mind [online syllabus] \| Schmaus \| M \| MWF \| 1100AM \| 1150AM 342 \| Philosophy of Mind [online syllabus] \| Schmaus \| M \| MWF \| 1250PM \| 0140PM 361 \| Political and Social Philosophy \| Ladenson \| M \| TR \| 0500PM \| 0615PM SPAN \| 102 \| Elementary Spanish II \| Stein \| M \| TR \| 1000AM \| 1115AM 202 \| Intermediate Spanish II \| Stein \| M \| TR \| 1125AM \| 1240PM Schedule for Spring 2001: Evening & Night Classes (By Day and Time) Days \| Start \| Stop \| Campus \| Area \| Num \| Title \| Instructor ---\|---\|---\|---\|---\|---\|---\|--- Mon \| 0625PM \| 0910PM \| M, I \| ENGL \| 428 \| Verbal and Visual Communication \| Pulliam Mon-Wed \| 0500PM \| 0615PM \| M \| ENGL \| 360 \| Chicago in Literature \| Vukmirovich 0500PM \| 0615PM \| M \| HIST \| 350 \| US Urban History [online syllabus] \| Barrett 0500PM \| 0615PM \| M \| HUM \| 104 \| Age of Darwin \| Ongley Tue \| 0625PM \| 910PM \| M \| AAH \| 494 \| Senior Seminar in Architectural History \| Harrington 0625PM \| 0910PM \| M \| ENGL \| 525 \| Research and Usability Testing [online syllabus] \| Feinberg Tue-Thur \| 0500PM \| 0615PM \| M \| ENGL \| 348 \| Poetry [online syllabus] \| Coogan 0500PM \| 0615PM \| M \| PHIL \| 361 \| Political and Social Philosophy \| Ladenson Wed \| 0625PM \| 0910PM \| M \| COM \| 431 \| Intermediate Web Design \| TBA 0625PM \| 0910PM \| M, I \| ENGL \| 530 \| Online Design [online syllabus] \| Broadhead Schedule for Spring 2001: Daytime Classes (By Day and Time) Days \| Start \| Stop \| Campus \| Area \| Num \| Title \| Instructor ---\|---\|---\|---\|---\|---\|---\|--- Mon-Wed \| 0150PM \| 0305PM \| M \| HUM \| 102 \| Industrial Culture \| Root 0150PM \| 0305PM \| M \| HUM \| 104 \| Age of Darwin [online syllabus] \| Schmaus 0150PM \| 0305PM \| M \| PHIL \| 335 \| Theory of Knowledge \| Ongley 0315PM \| 0430PM \| M \| FREN \| 202 \| Intermediate French II \| Sergis 0315PM \| 0430PM \| M \| HIST \| 346 \| America and Vietnam \| Root 0315PM \| 0430PM \| M \| HUM \| 106 \| Life Stories \| Vukmirovich 0315PM \| 0430PM \| M \| PHIL \| 362 \| Philosophy of law \| Davis MWF \| 0900AM \| 0950AM \| M \| HIST \| 337 \| American Century: 1898-1975 [online syllabus] \| Misa 0900AM \| 0950AM \| M \| PHIL \| 311 \| Great Philosophers (Nietzsche) \| Snapper 1000AM \| 1050AM \| M \| HIST \| 337 \| American Century: 1898-1975 [online syllabus] \| Misa 1100AM \| 1150AM \| M \| HIST \| 340 \| Rise of Global Economy [online syllabus] \| Misa 1100AM \| 1150AM \| M \| PHIL \| 342 \| Philosophy of Mind [online syllabus] \| Schmaus 1100AM \| 1150AM \| M \| AAH \| 120 \| History of World Architecture II \| Harrington 1250PM \| 0140PM \| M \| ENGL \| 339 \| Short Fiction \| Quiroz 1250PM \| 0140PM \| M \| PHIL \| 342 \| Philosophy of Mind [online syllabus] \| Schmaus TBA \| TBA \| TBA \| M \| ENGL \| \| Communication \| Dabbert Tue-Thur \| 1000AM \| 1115AM \| M \| ENGL \| 052 \| Syntax of Academic EnglishTD> \| Dabbert 1000AM \| 1115AM \| M \| HIST \| 346 \| American Women \| Power 1000AM \| 1115AM \| M \| SPAN \| 102 \| Elementary Spanish II \| Stein 1125AM \| 1240AM \| M \| ENGL \| 051 \| Listening Comprehension \| TBA 1125AM \| 1240PM \| M \| ENGL \| 053 \| Research paper \| Dabbert 1125AM \| 1240PM \| M \| ENGL \| 101 \| Writing in the University \| Pulliam 1125AM \| 1240PM \| M \| ENGL \| 111 \| Writing in the University for Nonnative Students \| Pulliam 1125AM \| 1240AM \| M \| ENGL \| 343 \| Film Analysis \| Fojas 1125AM \| 1240PM \| M \| ENGL \| 342 \| Theater in Chicago \| Feinberg 1125AM \| 1240PM \| M \| HUM \| 102 \| Industrial Culture \| Power 1125AM \| 1240PM \| M \| HUM \| 102 \| Industrial Culture \| Ladenson 1125AM \| 1240PM \| M \| SPAN \| 202 \| Intermediate Spanish II \| Stein 0150PM \| 0305PM \| M \| ENGL \| 301 \| Introduction to Linguistics \| Pulliam 0150PM \| 0305PM \| M \| HIST \| 305 \| Latin America: 1810-present \| Power 0150PM \| 0305PM \| M \| HUM \| 104 \| Age of Darwin \| Fojas * * * Website design and implementation by <NAME>, Director of IIT Programs in Technical Communication <file_sep>\| ![](images/Later%20Middle%20Ages.gif) _Syllabus_ \| ---\|---\|--- ![](images/writer1.jpg) \| _Syllabus Links_ Description Books Grading Policies Readings _Later Middle Ages Home_ _Study Aids _Study, Writing, and Research Aids _Index Historiae_ _Email Prof. Berkhofer_ \| \| \| ![](images/rosewin.jpg) --- The Cathedral of Notre-Dame in Paris, view of northern rose window. ![](images/writer2.jpg) \| \| \| \| \| ![](images/sunhorizontal.jpg) \| COURSE DESCRIPTION : The transformation of Europe from an isolated, agricultural, and poor society to a powerful, wealthy and expansionist one. Designed to stress the formation of European identity and attitudes, the course begins with the traditional social order inherited from the earlier Middle Ages and then examines how that order is reformed from the twelfth to the fifteenth century. Topics include the commercial revolution, the growth of religious self-expression, the search for political order, and conflict after the transformative crises of the fourteenth century. COURSE FORMAT : This course will be conducted through a combination of lectures and discussions. Discussions will focus on primary source materials. Students are required to attend all class meetings and come to discussions having already read and though about the texts. Students will also write an original research paper based on primary source materials. Return to Top. REQUIRED BOOKS : Froissart, Jean, Chronicles, rep ed. (Penguin, 1978) Herlihy, David, The Black Death and the Transformation of the West, (Harvard, 1997) <NAME>, Medieval Europe: A Short History, 8th ed. (McGraw-Hill, 1998) <NAME>, ed., Heresy and Authority in Medieval Europe (Pennsylvania, 1980) <NAME>., trans., Chronicles of the Crusades (Penguin, 1963) <NAME>, ed., Sources of Medieval History, 6th edition (McGraw Hill, 1999) Note: You will have to purchase two blue books for the exams. Return to Top. EXAMS : There will be two exams, each covering the lectures, sources, and books to date. The in-class exam will be held on Oct 11 and the final exam on Tuesday, Dec. 4 from 5:00-7:00pm. The exams will be in essay format, including some short identification questions. The in-class exam will count 25% of the course grade and the final will count 25% of the course grade. PAPERS : Students will write a research (minimum 10 page) paper on a subject they determine in consultation with the instructor, which will be due at the start of the class on Tuesday, November 20th. I will suggest paper topics and hand out instructions later. You are responsible for maintaining a copy of your paper after submitting the original (make a duplicate copy before turning it in). The paper will count for 25% of the total course grade. DISCUSSION : Attendance is a required part of the course; students consistently failing to attend class without a valid, university-approved written excuse may receive an "F" for the course at the instructor's option. Discussions will focus on the assigned source readings for that day. Vigorous participation (as contrasted with attendance) will count for 25% of the course grade. Students will also help lead discussion on source readings in rotation. Return to Top. HONOR CODE : Students are expected to uphold the Western Michigan University standards of Academic Conduct. In particular, no form of cheating or plagiarism will be tolerated (see the Undergraduate Catalogue, 270-273; if you wish further clarification consult the instructor.) Persons violating these standards of conduct in any assignment or exam in this class will receive a minimum penalty of a grade of zero (0) for the assignment, and may receive an "F" for the course at the instructor's option. Know your rights and responsibilities! Students with Disabilities: You should register your disability with Disabled Student Resources (2112 Faunce, 387-2116). You should discuss any accommodation you need with them and they will give you a form listing the approved accommodations to give to me to sign. Make-Up Exams, Late Papers, Incomplete Work: Students must complete all written work to receive a passing grade. Not taking an exam or failing to turn in the paper will result in an automatic "F" for the course. Make-up exams will be given only for valid, university-approved written excuses, at the instructor's discretion. Make-up exams must be taken as soon as possible after the original test, preferably the day the student returns to class, at a time chosen by the instructor (usually my office hours). Unexcused late papers will be penalized two full letter grades per day they are late (e.g., a "B" paper will become a "D" paper). Computer and Intellectual Property Policy: All students must be able to navigate the course website. See the instructor if you have difficulties. Students will not reproduce any portion of course materials (including notes on lecture) without the instructor's express written permission. Return to Top. Lecture Topics and Reading Assignments Complete weekly readings _before_ coming to lecture each week. Sources should be read _before_ the class in which we discuss them. UNIT I: The Traditional Social Order before 1100 Aug 28 The Three Orders: Feudal Society Imagined Familiarize yourself with the syllabus, books, and website. Aug 30 Those Who Fight: Feudal Revolution Tierney, ch. 11 no. 34 and homage handout Background Reading: Hollister, ch. 8, 119-38 Sep 4 Those Who Pray: Gregorian Reform Tierney, ch. 12, nos. 37-8. Sep 6 Those Who Work: Manorial Regime Tierney, ch. 25, no. 79 Background Reading: Hollister, ch. 8 (finish) and ch. 12, 225-34 UNIT II: Reordering Europe, 1100-1300 Sep 11 Commercial Revolution and Townsfolk Tierney, ch. 15, nos. 47-8 Sep 13 The Crusades Tierney, ch.13 (entire) Student-Led Discussion #1 Background Reading: Hollister, ch. 9, 161-72 and ch. 10. Sep 18 Knighthood, Chivalry, Romance Sep 20 Chivalric Ideals Tierney, chs. 16-17 (entire) Student-Led Discussion #2 Background Reading: Hollister, ch. 9, 172-88 and ch. 14, 272-80. Sep 25 New Spirituality and Heresy Sep 27 Cathars and Waldensians Peters, 103-65 Student-Led Discussion #3 Background Reading: Hollister, ch. 11, 206-17 Oct 2 Challenge of Marketplace, Money Tierney, ch. 15, nos. 49-51 Oct 4 Religion and Learning in 13th Century Tierney, ch. 20, no. 65 Background Reading: Hollister, ch. 11, 217-24 and ch. 12, 235-44. Oct 9 The Way of Charity and of Power Peters, 165-215 Instructor-Led Discussion and Exam Review Oct 11 TEST #1 Oct 16 Kings and Counselors, 1215-1295 Tierney, ch. 24, no. 77 Oct 18 Joinville's Life of St. Louis in Shaw, Chronicles of the Crusades (entire) but read start and end (163-194, 317-53) more carefully. Student-Led Discussion #4 Background Reading: Hollister, ch. 13. UNIT III: Disorder and Distress Oct 23 Church vs. State, 1295-1309 Oct 25 The House of God and St. Peter Background Reading: Hollister, ch. 12, 244-7. Oct 30 Southern France and Towns Note: Discussion Leaders consult Instructor today, read handouts Nov 1 The Inquisition Peters 235-64, Handout on "Ordo Judiciarius" Student-Led Discussion #5 (Note: Special Format) Background Reading, Hollister, ch. 16, 360-1 (Pierre Clergue insert) Nov 6 Crisis of 14th Century Tierney, ch. 28, nos 88-9 and ch. 29 Nov 8 Herlihy, Black Death and Transformation of the West (entire) Student-Led Discussion #6 Background Reading: Hollister, ch. 16, 352-8. UNIT IV: The Search for a New Order Nov 13 Late Medieval Church, 1309-1500 Nov 15 Popular Religion Peters, 265-309 and Tierney, ch. 31 (entire) Student-Led Discussion #7 Background Reading: Hollister, ch. 15, 329-335. Nov 20 Hundred Years War, part 1, Tierney ch. 28, no. 90 PAPER DUE at start of class Background Reading: Hollister, ch. 15, 335-42. Thanksgiving Break Nov 27 Froissart, Chronicles, 9-15, 33-4, 37-96, 146-98, 211-51, 263-74, 309-48. Student-Led Discussion #8 Nov 29 Waning of Middle Ages and Review, Tierney ch. 35. Background Reading: Hollister, skim rest of chs. 15-16. Dec 4 FINAL EXAM, Tuesday Dec 4, 5-7 pm Return to Top. All Contents (C) <NAME>, 2001 Last Revised: August 12, 2001 <file_sep># The Student Course Review, December 1997 Edition ## Review of courses offered Spring Semester, 1997 Welcome We would like to thank you for using The Student Course Review. The purpose of the course review is to provide you with comments and feedback from other students about classes offered at Pomona. We cannot stress enough the importance that this course review should not be solely relied upon for course selection. Please use this compilation as a supplement, not substitute, to asking your advisor and other students about courses. The course review is a work in progress; in order to improve it we need students' feedback. Suggestions about the survey questions are particularly welcome. Please e-mail any suggestions you have to: <EMAIL> or any editors Thank you, <NAME> and <NAME> Co-Editors in Chief <NAME> Committee Chair <NAME> Academic Affairs Commissioner and Supervisor Advisor: <NAME> Important Note: Comments about courses are from only a portion of students in classes and thus may not be representative of student opinion as a whole. Please note carefully the number of reviews received for a specific course. Some classes are not represented because courses with three or less responses were not published. We encourage all students to complete their surveys and remind their professors to distribute the reviews as more responses mean a more comprehensive review. In addition we did not review classes such as general chemistry and biology. Qualitative reviews are assigned according to the following: *** Extremely Accessible Above Average * Average (office hours only) ** Below Average * Far Below Average Student Course Review Committee Members: <NAME>, <NAME>, <NAME>, <NAME>, Gretchen Langmaid, <NAME>, <NAME>, <NAME> * * * Anthropology, Art, Art History, Astronomy, Biology, Chemistry, Classics, Computer Science, Dance, Economics, English, French, Geology, German, History, Interdisciplinary, Japanese, Mathematics, Media Studies, Music, Philosophy, Physics, Politics, Psychology, Religious Studies, Russian, Science, Technology & Society, Sociology, Spanish, and Theatre. * * * ## Anthropology Course Title: Anthropology 102 - Applied Anthropology Professor: <NAME>. Surveys Received: 8 1. How many hours of work per week, outside of lecture, did you spend on this course? 4.1 hours 2. Was this course lecture or discussion oriented? Discussion 3. How willing was the professor in helping you outside of class? *** 4. Was the professor enthusiastic about teaching this course? Yes: 8 No: 0 5. Please use three adjectives to describe the professor? Interesting, outstanding, intelligent, and enthusiastic. 6. What was your favorite aspect of this course? The Professor and his teaching style. 7. What was your least favorite aspect of this course? Nothing! 8. Would you advise a friend to take this course? Yes: 8 No: 0 9. If a friend asked you about this course, what would you tell her/him? One of the best classes I've taken at Pomona. The professor was phenomenal. Discussions and reading were both interesting. 10. Did the course: 1. fulfill the expectations presented in the syllabus and course catalog? Yes: 8 No: 0 2. meet your expectations with respect to the amount of material learned? Yes: 8 No: 0 11. Please give the course an overall grade. A+ Course Title: Anthropology 153 - History of Anthropological Theory. Professor: <NAME>. Surveys Received: 7 1. How many hours of work per week, outside of lecture, did you spend on this course? 3.7 hours 2. Was this course lecture or discussion oriented? Both 3. How willing was the professor in helping you outside of class? 4. Was the professor enthusiastic about teaching this course? Yes: 6 No: 1 5. Please use three adjectives to describe the professor? Enthusiastic, friendly, academic and frustrated. 6. What was your favorite aspect of this course? Small size. Readings. 7. What was your least favorite aspect of this course? The material. Professor was difficult to understand. 8. Would you advise a friend to take this course? Yes: 0 No: 7 9. If a friend asked you about this course, what would you tell her/him? Lectures were boring. Take this class at another school. Material is not interesting. 10. Did the course: 1. fulfill the expectations presented in the syllabus and course catalog? Yes: 5 No: 2 2. meet your expectations with respect to the amount of material learned? Yes: 3 No: 4 11. Please give the course an overall grade. C+ Course Title: Anthropology 189 - Immigrant Health Issues in the Southwest U.S. Professor: <NAME>. Surveys Received: 10 1. How many hours of work per week, outside of lecture, did you spend on this course? 3.6 hours 2. Was this course lecture or discussion oriented? Discussion. 3. How willing was the professor in helping you outside of class? * 4. Was the professor enthusiastic about teaching this course? Yes: 9 No: 0 5. Please use three adjectives to describe the professor? Open-minded, helpful, intelligent, caring, and enthusiastic. 6. What was your favorite aspect of this course? Discussion. The field trip. The Professor. 7. What was your least favorite aspect of this course? Too little structure. Nothing. 8. Would you advise a friend to take this course? Yes: 10 No: 0 9. If a friend asked you about this course, what would you tell her/him? Any class taught by this prof is worth taking. You learn a lot and the material is interesting. 10. Did the course: 1. fulfill the expectations presented in the syllabus and course catalog? Yes: 10 No: 0 2. meet your expectations with respect to the amount of material learned? Yes: 10 No: 0 11. Please give the course an overall grade. A Go to the November 1999 Edition: Anthropology Courses Go to the May 1999 Edition: Anthropology Courses Go to the December 1998 Edition: Anthropology Courses Go to the May 1998 Edition: Anthropology Courses Go to the May 1997 Edition: Anthropology Courses ## Art Course Title: Art 10 - Introductory Painting Professor: <NAME>. Surveys Received: 12 1. How many hours of work per week, outside of lecture, did you spend on this course? 3 2. Was this course lecture or discussion oriented? Studio and discussion 3. How willing was the professor in helping you outside of class? 4. Was the professor enthusiastic about teaching this course? Yes: 12 No: 0 5. Please use three adjectives to describe the professor? Challenging, calm, involved, helpful 6. What was your favorite aspect of this course? Freedom to experiment; learning to use oils; small class size meant more student/teacher interaction 7. What was your least favorite aspect of this course? Took a lot of time; critiques were nerve-wracking; would liked to have learned more about individual artists 8. Would you advise a friend to take this course? Yes: 12 No: 0 9. If a friend asked you about this course what would you tell her/him: Very challenging and ultimately rewarding, sometimes frustrating, Mr. Williams is great. 10. Did the course: 1. fulfill the expectations presented in the syllabus and course catalog Yes: 12 No: 0 2. meet your expectations with respect to the amount of material learned Yes: 12 No: 0 11. Please give the course an overall grade (A, A-, B+, etc.) A Course Title: Art 15 - Introductory Ceramics Professor: <NAME>. Surveys Received: 14 1. How many hours of work per week, outside of lecture, did you spend on this course? 18 2. Was this course lecture or discussion oriented? Discussion 3. How willing was the professor in helping you outside of class? * 4. Was the professor enthusiastic about teaching this course? Yes: 14 No: 0 5. Please use three adjectives to describe the professor? Enthusiastic, demanding, patient, knowledgeable, creative 6. What was your favorite aspect of this course? Throwing, "being able to make things I can use" learning about glazes 7. What was your least favorite aspect of this course? Sculpture and hand building, restrictions on the wheel, the time commitment 8. Would you advise a friend to take this course? Yes: 14 No: 0 9. If a friend asked you about this course what would you tell her/him: Fun and interesting, but it requires a lot of time 10. Did the course: 1. fulfill the expectations presented in the syllabus and course catalog Yes: 14 No: 0 2. meet your expectations with respect to the amount of material learned Yes: 13 No: 1 11. Please give the course an overall grade (A, A-, B+, etc.) A Course Title: Art 20 - Introduction to Photography Professor: <NAME>. Number of Surveys Received: 13 1. The number of hours per week, outside of lecture, spent on this course? 7 2. Was this course lecture or discussion orientated? Both 3. How willing was the professor in helping you outside of class? 4. Was the professor enthusiastic about teaching the course? Yes: 9 No: 2 5. Would students advise a friend to take this course? Yes: 11 No: 2 6. Adjectives used to describe the professor... zealous, approachable, quirky, caring, enthusiastic, demanding, dedicated, absent-minded 7. Favorite aspects of the course... "freedom in assignments" "taking pictures" "making art" "personal experimentation with the subject" "being able to explore what I love in a new way" 8. Least favorite aspects of the course... "tedious hours in the lab" "technical problems" "didn't get enough hands on instruction" "need for large amounts of money to get a good grade" 9. Students would tell friends interested in the course... "very interesting, very enlightening, due mostly to the professor" "lots and lots and lots of work" "take the class if you want to learn photo, not because of the class itself" 10. Did the course: 1. fulfill the expectations presented in the syllabus and course catalog? Yes: 12 No: 1 2. meet the expectations with respect to the amount of material learned? Yes: 11 No: 1 11. The course received an overall grade of... B+ Course Title: Art 20 - Introduction to Photography Professor: <NAME>. Surveys Received: 15 1. How many hours of work per week, outside of lecture, did you spend on this course? 6 2. Was this course lecture or discussion oriented? Discussion 3. How willing was the professor in helping you outside of class? * 4. Was the professor enthusiastic about teaching this course? Yes: 15 No: 0 5. Please use three adjectives to describe the professor? Motivated, helpful, friendly 6. What was your favorite aspect of this course? The relaxed atmosphere, the chance to experiment and have fun with photography, taking photos 7. What was your least favorite aspect of this course? Processing photos takes so much time; "wish we had spent more time learning specific techniques." 8. Would you advise a friend to take this course? Yes: 15 No: 0 9. If a friend asked you about this course what would you tell her/him: It's a lot of fun, very rewarding if you put in the time, professor very helpful 10. Did the course: 1. fulfill the expectations presented in the syllabus and course catalog Yes: 15 No: 0 2. meet your expectations with respect to the amount of material learned Yes: 15 No: 0 11. Please give the course an overall grade (A, A-, B+, etc.) A Course Title: Art 24 - Introduction to Computer Graphics Professor: <NAME>. Number of Surveys Received: 15 1. The number of hours per week, outside of lecture, spent on this course? 6 2. Was this course lecture or discussion oriented? both 3. How willing was the professor in helping you outside of class? * 4. Was the professor enthusiastic about teaching this course? 15 yes 5. Would students advise a friend to take this course? 9 yes, 4 no 6. Adjectives used to describe the professor... friendly, disorganized, artistic, animated, dedicated, laid-back, talented 7. Favorite aspects of the course... "using Photoshop" "creating nifty image composition" "sharing our work with others in class" "when the prints come out really neat" 8. Least favorite aspects of the course... "Pinkel didn't really know about the software herself" "no structure" "time consuming" "not enough computer equipment to use" 9. Students would tell friends interested in the course..."The assignments are really neat and you learn about the different programs" " the work is demanding" " you learn a lot of useful and fun skills" "readings did not really apply to course" 10. Did the course: 1. fulfill the expectations presented in the syllabus and course catalog? 8 yes, 6 no 2. meet your expectations with respect to the amount of material learned? 8 yes 6 no 11. The class received an overall grade of... B Course Title: Art 110 - Advanced Painting Professor: <NAME>. Surveys Received: 5 1. How many hours of work per week, outside of lecture, did you spend on this course? 10 2. Was this course lecture or discussion oriented? Studio and some discussion 3. How willing was the professor in helping you outside of class? ** 4. Was the professor enthusiastic about teaching this course? Yes: 4 No: 5. Please use three adjectives to describe the professor? Concerned, challenging, open-minded 6. What was your favorite aspect of this course? Growth and process in painting, learning to be self-reliant, painting 7. What was your least favorite aspect of this course? Sometimes frustrating, not always helpful 8. Would you advise a friend to take this course? Yes: 4 No: 1 9. If a friend asked you about this course what would you tell her/him: A nice mix of theory and practice; not an easy class; requires individual responsibility and time commitment 10. Did the course: 1. fulfill the expectations presented in the syllabus and course catalog Yes: No: 1 2. meet your expectations with respect to the amount of material learned Yes: 4 No: 1 11. Please give the course an overall grade (A, A-, B+, etc.) A- Course Title: Art 111 - Topics in 20th Century Painting Professor: <NAME>. Surveys Received: 4 1. How many hours of work per week, outside of lecture, did you spend on this course? 2 2. Was this course lecture or discussion oriented? Discussion 3. How willing was the professor in helping you outside of class? 4. Was the professor enthusiastic about teaching this course? Yes: 4 No: 0 5. Please use three adjectives to describe the professor? Helpful, dedicated, comfortable, interesting 6. What was your favorite aspect of this course? Working on paintings, stimulating readings and discussions 7. What was your least favorite aspect of this course? Fear of criticism, hard to paint for 3 hours straight 8. Would you advise a friend to take this course? Yes: 3 No: 0 9. If a friend asked you about this course what would you tell her/him: Reading materials were difficult but interesting; you learn about all different styles of painting. 10. Did the course: 1. fulfill the expectations presented in the syllabus and course catalog Yes: 4 No: 0 2. meet your expectations with respect to the amount of material learned Yes: 4 No: 0 11. Please give the course an overall grade (A, A-, B+, etc.) A- Course Title: Art 116 - Advanced Ceramics Professor: <NAME>. Surveys Received: 5 1. How many hours of work per week, outside of lecture, did you spend on this course? 17 2. Was this course lecture or discussion oriented? Discussion 3. How willing was the professor in helping you outside of class? * 4. Was the professor enthusiastic about teaching this course? Yes: 5 No: 0 5. Please use three adjectives to describe the professor? Dedicated, kind, enthusiastic, super 6. What was your favorite aspect of this course? Throwing pots; "seeing my technical abilities improve"; everything! 7. What was your least favorite aspect of this course? Putting in so much time, high lab fee 8. Would you advise a friend to take this course? Yes: 5 No: 0 9. If a friend asked you about this course what would you tell her/him: Everyone should take this course; it'll take over your life, but it's worth it. 10. Did the course: 1. fulfill the expectations presented in the syllabus and course catalog Yes: 5 No: 0 2. meet your expectations with respect to the amount of material learned Yes: 5 No: 0 11. Please give the course an overall grade (A, A-, B+, etc.) A Course Title: Art 122 - Advanced Photography Professor: <NAME>. Number of Surveys: 9 1. The number of hours per week, outside of lecture, spent on this course? 7 2. Was this course mostly lecture or discussion orientated? Both 3. How willing was the professor in helping you outside of class? 4. Was the professor enthusiastic about teaching the course? Yes: 9 No: 0 5. Would students advise a friend to take this course? Yes: 7 No: 0 6. Adjectives used to describe the professor? demanding, dedicated, didactic, talented, energetic 7. Favorite aspects of the course... "learning to make color prints" "critiques and field trips" "computer stuff" "the lighting studio" 8. Least favorite aspects of this course... "lots of reading" "long hours" "unproductive class time" " expenses" 9. Students would tell friends interested in this course... "if you're serious about photography take it" " its very interesting but we never got to the heart of what makes a picture good" "lectures are at times unfocused and boring" "it takes time to complete projects but the end results put a smile on your face" 10. Did the course: 1. fulfill the expectations presented in the syllabus and course catalog? Yes: 9 No: 0 2. meet expectations with respect to the amount of material learned? Yes: 8 No: 1 11. This course received an overall grade of... A- Go to the November 1999 Edition: Art Courses Go to the May 1999 Edition: Art Courses Go to the December 1998 Edition: Art Courses Go to the May 1998 Edition: Art Courses Go to the May 1997 Edition: Art Courses ## Art History Course Title: Art History 51B - Introduction to Art History II Professor: <NAME>. Surveys Received: 20 1. How many hours of work per week, outside of lecture, did you spend on this course? 4 2. Was this course lecture or discussion oriented? Lecture 3. How willing was the professor in helping you outside of class? 3 4. Was the professor enthusiastic about teaching this course? Yes: 19 No: 1 5. Please use three adjectives to describe the professor? Knowledgeable, enthusiastic, funny, dry 6. What was your favorite aspect of this course? Gorse's energetic lectures, seeing all the art, a good introduction to art history 7. What was your least favorite aspect of this course? Discussion groups, one professor lectures and another grades, memorization 8. Would you advise a friend to take this course? Yes: 15 No: 5 9. If a friend asked you about this course what would you tell her/him: Don't expect a good grade, don't take it just to fill a PAC, only worth the time if you are an Art History major. 10. Did the course: 1. fulfill the expectations presented in the syllabus and course catalog Yes: 18 No: 1 2. meet your expectations with respect to the amount of material learned Yes: 16 No: 3 11. Please give the course an overall grade (A, A-, B+, etc.) B Course Title: Art History 163 - Hellenistic and Roman Art Professor: <NAME>. Surveys Received: 2 1. How many hours of work per week, outside of lecture, did you spend on this course? 3 2. Was this course lecture or discussion oriented? Lecture 3. How willing was the professor in helping you outside of class? NA 4. Was the professor enthusiastic about teaching this course? Yes: 2 No: 0 5. Please use three adjectives to describe the professor? Interesting, patient, repetitive, unfair 6. What was your favorite aspect of this course? The art itself 7. What was your least favorite aspect of this course? The professor, hard to understand without an Art History background 8. Would you advise a friend to take this course? Yes: 1 No: 1 9. If a friend asked you about this course what would you tell her/him: Sometimes confusing, but pretty interesting; unfair grading, dry reading 10. Did the course: 1. fulfill the expectations presented in the syllabus and course catalog Yes: 1 No: 1 2. meet your expectations with respect to the amount of material learned Yes: 1 No: 1 11. Please give the course an overall grade (A, A-, B+, etc.) C Course Title: Art History 174 - Italian Baroque Art Professor: <NAME>. Surveys Received: 10 1. How many hours of work per week, outside of lecture, did you spend on this course? 3 2. Was this course lecture or discussion oriented? Both (leaning toward discussion) 3. How willing was the professor in helping you outside of class? 4. Was the professor enthusiastic about teaching this course? Yes: 9 No: 0 5. Please use three adjectives to describe the professor? Energetic, knowledgeable, witty, thoughtful 6. What was your favorite aspect of this course? Lectures and discussions are always interesting; professor is enthusiastic 7. What was your least favorite aspect of this course? Dense readings, difficult grading on papers 8. Would you advise a friend to take this course? Yes: 10 No: 0 9. If a friend asked you about this course what would you tell her/him: Lectures were very interesting, especially if you really like art history; no grade inflation in this class; you can pursue topics you are interested in 10. Did the course: 1. fulfill the expectations presented in the syllabus and course catalog Yes: 9 No: 0 2. meet your expectations with respect to the amount of material learned Yes: 9 No: 0 11. Please give the course an overall grade (A, A-, B+, etc.) A- Course Title: Art History 186H - Museum History and Philosophy Professor: <NAME>. Surveys Received: 6 1. How many hours of work per week, outside of lecture, did you spend on this course? 4 2. Was this course lecture or discussion oriented? Discussion 3. How willing was the professor in helping you outside of class? 5 4. Was the professor enthusiastic about teaching this course? Yes: 6 No: 0 5. Please use three adjectives to describe the professor? Interesting, fun, provocative, knowledgeable 6. What was your favorite aspect of this course? Field trips and discussions with museum staff 7. What was your least favorite aspect of this course? Long class periods and overwhelming amount of writing assignments 8. Would you advise a friend to take this course? Yes: 5 No: 0 9. If a friend asked you about this course what would you tell her/him: It's a great course, and a good introduction to real world issues, best if you have a strong art history background. 10. Did the course: 1. fulfill the expectations presented in the syllabus and course catalog Yes: 6 No: 0 2. meet your expectations with respect to the amount of material learned Yes: 6 No: 0 11. Please give the course an overall grade (A, A-, B+, etc.) A- Course Title: Art History 186JBK - Issues in African American Art Professor: <NAME>. Surveys Received: 8 1. How many hours of work per week, outside of lecture, did you spend on this course? 3 2. Was this course lecture or discussion oriented? Discussion 3. How willing was the professor in helping you outside of class? 4. Was the professor enthusiastic about teaching this course? Yes: 8 No: 0 5. Please use three adjectives to describe the professor? Intelligent, opinionated, fair, interesting, strict 6. What was your favorite aspect of this course? Interesting discussions, the final project 7. What was your least favorite aspect of this course? The amount of reading, professor intimidating 8. Would you advise a friend to take this course? Yes: 7 No: 1 9. If a friend asked you about this course what would you tell her/him: It's interesting and thought provoking; you develop critical thinking skills, but it's a lot of work 10. Did the course: 1. fulfill the expectations presented in the syllabus and course catalog Yes: 8 No: 0 2. meet your expectations with respect to the amount of material learned Yes: 8 No: 0 11. Please give the course an overall grade (A, A-, B+, etc.) B+ Go to the November 1999 Edition: Art History Courses Go to the May 1999 Edition: Art History Courses Go to the December 1998 Edition: Art History Courses Go to the May 1998 Edition: Art History Courses Go to the May 1997 Edition: Art History Courses ## Astronomy Course Title: Astronomy 3 - Life in the Universe Professor: <NAME>. Surveys Received: 18 1. How many hours of work per week, outside of lecture, did you spend on this course? 5 2. Was this course lecture or discussion oriented? Discussion 3. How willing was the professor in helping you outside of class? * 4. Was the professor enthusiastic about teaching this course? Yes: 18 No: 0 5. Please use three adjectives to describe the professor? Friendly, flexible, enthusiastic, intelligent, "she brought me socks when she thought I'd forget" 6. What was your favorite aspect of this course? Lots of student participation, enthusiastic professor, covering a lot of material 7. What was your least favorite aspect of this course? Sometimes covered too much material so superficial, not very well organized 8. Would you advise a friend to take this course? Yes: 15 No: 2 9. If a friend asked you about this course what would you tell her/him: Student-led, but sometimes that can be frustrating; amazing; teaches you a new way of learning 10. Did the course: 1. fulfill the expectations presented in the syllabus and course catalog Yes: 16 No: 2 2. meet your expectations with respect to the amount of material learned Yes: 15 No: 3 11. Please give the course an overall grade (A, A-, B+, etc.) A- Course Title: Astronomy 110 - Astrophysics Professor: <NAME>. Surveys Received: 4 1. How many hours of work per week, outside of lecture, did you spend on this course? 3 2. Was this course lecture or discussion oriented? Lecture 3. How willing was the professor in helping you outside of class? * 4. Was the professor enthusiastic about teaching this course? Yes: 4 No: 0 5. Please use three adjectives to describe the professor? Enthusiastic, competent, friendly 6. What was your favorite aspect of this course? The presentations and research projects 7. What was your least favorite aspect of this course? The papers 8. Would you advise a friend to take this course? Yes: 4 No: 0 9. If a friend asked you about this course what would you tell her/him: A lot of work; you should definitely take it if you want to get a picture of real astronomy. 10. Did the course: 1. fulfill the expectations presented in the syllabus and course catalog Yes: 4 No: 0 2. meet your expectations with respect to the amount of material learned Yes: 4 No: 0 11. Please give the course an overall grade (A, A-, B+, etc.) A Go to the May 1999 Edition: Astronomy Courses Go to the December 1998 Edition: Astronomy Courses Go to the May 1998 Edition: Astronomy Courses ## Biology Course Title: Biology 162 - Microbiology Professor: Seligman Number of Surveys: 18 1. The number of hours of work per week, outside of lecture, spent on this course? 4 2. Was this course lecture or discussion oriented? Lecture with some discussion 3. How accessible was the professor? 4. Was the professor enthusiastic about teaching the course? 18 yes 5. Would students advise a friend to take this course? 17 yes, 1 no 6. Adjectives used to describe the professor... enthusiastic, funny, easy going, accessible dedicated, energetic, lively, knowledgeable 7. Favorite aspects of the course... "lectures on current topics in microbiology" "well-tailored to cover the basics but also hit the hot topics" "pathogens" "the cool stuff about microbes" "teacher" 8. Least favorite aspects of this course... "group presentations" "tests challenging" "no lab" "we didn't spend enough time on most stuff" 9. Students would tell friends interested in this course... "The professor makes the material interesting, and you learn a lot about the topic" "Seligman is a funny and engaging lecturer" "need to know how to read scientific articles" "it's a hard class and you need a really strong background in biology-including genetics, cellular, and molecular" 10. Did the course: 1. fulfill the expectations presented in the syllabus and course catalog? 17 yes 2. meet your expectations with respect to the amount of material learned? 17 yes 11. The course received an overall grade of...A/A- Go to the November 1999 Edition: Biology Courses Go to the May 1999 Edition: Biology Courses Go to the December 1998 Edition: Biology Courses Go to the May 1998 Edition: Biology Courses Go to the May 1997 Edition: Biology Courses ## Chemistry Course Title: Chemistry 158B - Physical Chemistry Professor: <NAME> Number of Surveys: 12 1. The number of hours per week, outside of lecture, spent on this course? 8 2. Was this course lecture or discussion oriented? lecture 3. How willing was the professor in helping you outside of class? *** 4. Was the professor enthusiastic about teaching this course? 12 yes 5. 5) Would students advise a friend to take this course? 7 yes, 4 no 6. 6) Adjectives used to describe the professor? enthusiastic, helpful, nervous, hard-working, well-intentioned, energetic, inexperienced 7. 7) Favorite aspects of the course... "kinetics that tie in w/general chem" "the office hours" "being introduced to theory behind some g-chem" "teacher was very affable" "learned a great deal" 8. Least favorite aspects of the course... "the homework takes a long time" "statistical mechanics" "lectures were a little boring" 9. Students would tell friends interested in this course... "hard work" "lectures are good, problem sets are difficult" "but exams are bearable" "its p-chem so you know what you are getting into" "difficult material but interesting overall" 10. Did the course: 1. fullfill the expectations presented in the syllabus and course catalog? 12 yes 2. meet your expectations with respect to the amount of material learned? 10 yes, 2 no 11. The class received an overall grade of... B+ Course Title: Chemistry 184 - Bioinorganic Chemistry Professor: <NAME>. Surveys Received: 13 1. The number of hours of work per week, outside of lecture, spent on this course: 2 2. Was this course lecture or discussion oriented? Lecture 3. How willing was the professor in helping you outside of class? * * * * 1/2 4. Was the professor enthusiastic about teaching this course? Yes: 13 No: 0 5. Adjectives used to describe the professor... friendly, helpful, amusing, funny, enthusiastic, intelligent, fair, approachable, somewhat disorganized 6. Favorite aspects of the course... "The professor" "The book" "The material" "No final exam" 7. Least favorite aspects of the course... "The time that class met" "Oral presentations" "The sometimes disorganized nature of the lecture." 8. Would you advise a friend to take this course? Yes: 13 No: 0 9. Students would tell friends interested in this course... "A great and practical class" "Reading material was very good." "Lectures are sometimes boring." 10. Did the course: 1. i. fulfill the expectation presented in the syllabus and course catalog? Yes: 12 No: 1 2. ii. meet your expectations with respect to the amount of material learned? Yes: 11 No: 2 11. The course received an overall grade of...A-/B+ Go to the November 1999 Edition: Chemistry Courses Go to the May 1999 Edition: Chemistry Courses Go to the December 1998 Edition: Chemistry Courses Go to the May 1997 Edition: Chemistry Courses ## Classics Course Title: Classics 125 - Greek Religion Professor: <NAME>. Surveys Received: 9 1. The number of hours of work per week, outside of lecture, spent on this course... 4 1/2 2. Was this course lecture or discussion oriented? Both 3. How willing was the professor in helping you outside of class? * * * * 4. Was the professor enthusiastic about teaching this course? 9 yes 5. Adjectives used to describe the professor... enthusiastic, knowledgeable, interesting, informed, unconventional, lenient, animated 6. Favorite aspects of the course... "Interesting topics" "Discussion" "Lectures" "No final exam" 7. Least favorite aspects of the course... "The homework" "Apathetic students" "Readings get long" "Weekly papers" 8. Would you advise a friend to take this course? 8 yes 9. Students would tell friends interested in this course... "Lectures and reading material were generally very interesting." "You have to keep on your toes because papers are due weekly." 10. Did the course: 1. fulfill the expectation presented in the syllabus and course catalog? 9 yes 2. meet your expectations with respect to the amount of material learned? 9 yes 11. The course received an overall grade of... A- Go to the November 1999 Edition: Classics Courses Go to the May 1999 Edition: Classics Courses Go to the December 1998 Edition: Classics Courses Go to the May 1998 Edition: Classics Courses ## Computer Science Course Title: Computer Science 140 - Algorithms Professor: <NAME>. Surveys Received: 16 1. How many hours of work per week, outside of lecture, did you spend on this course? 9 2. Was this course lecture or discussion oriented? Lecture 3. How willing was the professor in helping you outside of class? * 4. Was the professor enthusiastic about teaching this course? Yes: 15 No: 0 5. Please use three adjectives to describe the professor: Knowledgeable, Demanding, Inexperienced (at teaching Algorithms) 6. What was your favorite aspect of this course? "Interesting material covered." "Learned a lot." "Take-home exams." "Homework." 7. What was your least favorite aspect of this course? "Workload huge." "Homework." "Not enough Computer Science." 8. Would you advise a friend to take this course? Yes: 12 No: 3 9. If a friend asked you about this course what would you tell her/him? "Lectures good." "Reading unnecessary." "A lot of overlap with other courses." "Prof. might get better at teaching the course a few more times." "Be prepared to do a lot of work." 10. Did the course: 1. fulfill the expectations presented in the syllabus and course catalog? Yes: 13 No: 2 2. meet your expectations with respect to the amount of material learned? Yes: 14 No: 2 11. Please give the course an overall grade (A, A-, B+, etc.): B+ ## Dance Course Title: Dance 1 - Ballet I Professor: <NAME>. Surveys Received: 1. How many hours per week, outside of lecture, did you spend on this course? 0-1 hrs. 2. Was this course lecture or discussion oriented? dance (N/A) 3. How willing was the professor in helping you outside of class? 4. Was the professor enthusiastic about teaching this course? YES 5. Please use adjectives to describe the professor? encouraging, involved, energetic, friendly, not intimidating 6. What was your favorite aspect of this course? learning ballet, no lectures, improvement 7. What was your least favorite aspect of this course? writing journals, book work, sometimes slow-paced 8. Would you advise a friend to take this course? YES 9. If a friend asked you about this course what would you tell them: the professor encourages your improvement without making you feel self conscious; good for beginners, but not if you've had ballet before; lectures were great, presentation was great, reading material was "so-so" 10. Did the course: 1. fulfill the expectations presented in the syllabus and course catalog YES 2. meet your expectations with respect to the amount of material learned YES 11. Please give the course an overall grade (A, A-, B+, etc.) A- Course Title: Dance 1 - Introduction to Modern Dance Professor: <NAME>. Surveys Received: 1. How many hours per week, outside of lecture, did you spend on this course? 1/2-3 hrs. 2. Was this course lecture or discussion oriented? Discussion 3. How willing was the professor in helping you outside of class? 4. Was the professor enthusiastic about teaching this course? YES 5. Please use adjectives to describe the professor? fun, friendly, understanding, encouraging, exciting, enthusiastic 6. What was your favorite aspect of this course? free and group dancing, improvisation, no written work, the professor was really fun, routines 7. What was your least favorite aspect of this course? some of the readings, music, and videos were boring, the presentations by other students were long and boring, some lectures were too long, research papers, long class period 8. Would you advise a friend to take this course? YES 9. If a friend asked you about this course what would you tell them: The professor integrates dance and life very well; it is a great way to relieve stress; it fulfills a PAC, so there is reading and essay writing; the value I found in the course was primarily in what it taught me about myself and others 10. Did the course: 1. fulfill the expectations presented in the syllabus and course catalog. YES 2. meet your expectations with respect to the amount of material learned. YES 11. Please give the course an overall grade (A, A-, B+, etc.) A- Course Title: Dance 10B - Modern Dance Technique and Theory Professor: <NAME>. Surveys Received: 1. How many hours per week, outside of lecture, did you spend on this course? 1-2 hrs. 2. Was this course lecture or discussion oriented? N/A (performance) 3. How willing was the professor in helping you outside of class? 4. Was the professor enthusiastic about teaching this course? YES 5. Please use adjectives to describe the professor? enthusiastic, encouraging, fun, lively, friendly 6. What was your favorite aspect of this course? improvisation, open mindedness, exploring movements constantly, the professor's energy, dancing 7. What was your least favorite aspect of this course? fatiguing, repetition of stretches, journals, bad time (4:30-6:15) 8. Would you advise a friend to take this course? YES 9. If a friend asked you about this course what would you tell them: great way to fulfill the PAC; expect to do a lot of stretching; the improvisation is a lot of fun; an essential for everyone because it teaches you how to handle your body 10. Did the course: 1. fulfill the expectations presented in the syllabus and course catalog YES 2. meet your expectations with respect to the amount of material learned YES 11. Please give the course an overall grade (A, A-, B+, etc.) A- Course Title: Dance 11B - Modern Dance Technique Professor: <NAME>. Surveys Received: 1. How many hours per week, outside of lecture, did you spend on this course? 1-2 hrs. 2. Was this course lecture or discussion oriented? dance (N/A) 3. How willing was the professor in helping you outside of class? 4. Was the professor enthusiastic about teaching this course? YES 5. Please use adjectives to describe the professor? helpful, enthusiastic, caring, dedicated 6. What was your favorite aspect of this course? improvisation, variety of dances, the enthusiasm 7. What was your least favorite aspect of this course? monotonous warm-up dance, required to attend so many, dance concerts 8. Would you advise a friend to take this course? YES 9. If a friend asked you about this course what would you tell them: great course for beginning dancers; focuses heavily on ballet or other dance techniques; fun yet demanding course 10. Did the course: 1. fulfill the expectations presented in the syllabus and course catalog YES 2. meet your expectations with respect to the amount of material learned YES 11. Please give the course an overall grade (A, A-, B+, etc.) A-/B+ Course Title: Dance 51 - Ballet II Professor: <NAME>. Surveys Received: 1. How many hours per week, outside of lecture, did you spend on this course? 0-1 hrs. 2. Was this course lecture or discussion oriented? Dancing 3. How willing was the professor in helping you outside of class? * 4. Was the professor enthusiastic about teaching this course? YES 5. Please use adjectives to describe the professor? talented, friendly, knowledgeable, enthusiastic, excellent 6. What was your favorite aspect of this course? Vicki's wonderful feedback, the professor, challenging combinations 7. What was your least favorite aspect of this course? size of the class, writing a journal entry about every class\ 8. Would you advise a friend to take this course? YES 9. If a friend asked you about this course what would you tell them: Vicki is the best ballet teacher I've ever had; I feel like I really improved over the semester 10. Did the course: 1. fulfill the expectations presented in the syllabus and course catalog YES 2. meet your expectations with respect to the amount of material learned YES 11. Please give the course an overall grade (A, A-, B+, etc.) A+/A Course Title: Dance 70 - Regional Dances of Mexico Professor: <NAME>. Surveys Received: 1. How many hours per week, outside of lecture, did you spend on this course? 1-3 hrs 2. Was this course lecture or discussion oriented? discussion (performance) 3. How willing was the professor in helping you outside of class? * 4. Was the professor enthusiastic about teaching this course? YES 5. Please use adjectives to describe the professor? enthusiastic, knowledgeable, funny, friendly, concerned, patient, prompt, attractive, charismatic, understanding, considerate, laid back 6. What was your favorite aspect of this course? learning new cultural dances, the professor, the professor's stories, performing dances 7. What was your least favorite aspect of this course? reserve readings, hard tests, lengthy intense readings, physically tiring, long class period 8. Would you advise a friend to take this course? YES 9. If a friend asked you about this course what would you tell them: Dances are fun, the professor is the best; <NAME> brought to his lecture real life appreciation of the dances and always wanted us to understand at least the culture; very performance oriented; reading materials were not organized 10. Did the course: 1. fulfill the expectations presented in the syllabus and course catalog YES 2. meet your expectations with respect to the amount of material learned YES 11. Please give the course an overall grade (A, A-, B+, etc.) A Course Title: Dance 140 - Elementary Composition/ Improvisation Professor: <NAME>. Surveys Received: 6 1. How many hours of work per week, outside of lecture, did you spend on this course? 3 2. Was this course lecture or discussion oriented? Dance and discussion 3. How willing was the professor in helping you outside of class? * 4. Was the professor enthusiastic about teaching this course? Yes: 6 No: 0 5. Please use three adjectives to describe the professor? Enthusiastic, challenging, creative, encouraging 6. What was your favorite aspect of this course? Creativity of the class, open-ended dance improvs 7. What was your least favorite aspect of this course? Critiques, "nothing" 8. Would you advise a friend to take this course? Yes: 6 No: 0 9. If a friend asked you about this course what would you tell her/him: "helps you develop your own style and know yourself;" "everyone should take it." 10. Did the course: 1. fulfill the expectations presented in the syllabus and course catalog Yes: 5 No: 1 2. meet your expectations with respect to the amount of material learned Yes: 6 No: 0 11. Please give the course an overall grade (A, A-, B+, etc.) A Go to the November 1999 Edition: Dance Courses Go to the May 1999 Edition: Dance Courses Go to the December 1998 Edition: Dance Courses Go to the May 1998 Edition: Dance Courses Go to the May 1997 Edition: Dance Courses ## Economics Course Title: Economics 51 - Macroeconomics Professor: <NAME>. Surveys Received: 27 1. How many hours of work per week, outside of lecture, did you spend on this course? 2.9 hours 2. Was this course lecture or discussion oriented? Lecture 3. How willing was the professor in helping you outside of class? * 4. Was the professor enthusiastic about teaching this course? Yes: 24 No: 1 5. Please use three adjectives to describe the professor? Funny, intelligent, disorganized, and monotonous. 6. What was your favorite aspect of this course? Class was occasionally interesting. Textbook. The material is useful to learn. 7. What was your least favorite aspect of this course? Lectures, exams, grade based on just a few tests and assignments. 8. Would you advise a friend to take this course? Yes: 19 No: 6 9. If a friend asked you about this course, what would you tell her/him? The lectures are boring, but you learn a lot. Reading is more useful than lectures. 10. Did the course: 1. fulfill the expectations presented in the syllabus and course catalog? Yes: 25 No: 2 2. meet your expectations with respect to the amount of material learned? Yes: 24 No: 3 11. Please give the course an overall grade. B+ Course Title: Economics 51 - Macroeconomics Professor: <NAME>. Surveys Received: 57 1. How many hours of work per week, outside of lecture, did you spend on this course? 3.6 hours 2. Was this course lecture or discussion oriented? Lecture. 3. How willing was the professor in helping you outside of class? 4. Was the professor enthusiastic about teaching this course? Yes: 57 No: 0 5. Please use three adjectives to describe the professor? Friendly, knowledgeable, energetic, funny, patient, helpful, organized, and thorough. 6. What was your favorite aspect of this course? The professor. Lectures. Debates. Learning economics well. 7. What was your least favorite aspect of this course? The homework. Exams were difficult. Textbook. Nothing. 8. Would you advise a friend to take this course? Yes: 54 No: 3 9. If a friend asked you about this course, what would you tell her/him? Lectures are interesting. The prof makes econ very clear. The book is straightforward. 10. Did the course: 1. fulfill the expectations presented in the syllabus and course catalog? Yes: 56 No: 1 2. meet your expectations with respect to the amount of material learned? Yes: 55 No: 2 11. Please give the course an overall grade. A- Course Title: Economics 52 - Microeconomics Professor: <NAME>. Surveys Received: 28 1. How many hours of work per week, outside of lecture, did you spend on this course? 2.7 hours 2. Was this course lecture or discussion oriented? Both, but primarily lecture. 3. How willing was the professor in helping you outside of class? 4. Was the professor enthusiastic about teaching this course? Yes: 28 No: 0 5. Please use three adjectives to describe the professor? Energetic, enthusiastic, friendly, interesting, and entertaining. 6. What was your favorite aspect of this course? The Professor. Real-life examples which made econ easier to understand. 7. What was your least favorite aspect of this course? Tests were difficult. Readings. Homework. Dry subject. 8. Would you advise a friend to take this course? Yes: 26 No: 2 9. If a friend asked you about this course, what would you tell her/him? The teacher is good. The material is boring and often confusing. Really interesting lectures. 10. Did the course: 1. fulfill the expectations presented in the syllabus and course catalog? Yes: 28 No: 0 2. meet your expectations with respect to the amount of material learned. Yes: 25 No: 1 11. Please give the course an overall grade: A- Course Title: Economics 105 - National Income Theory Professor: <NAME>. Surveys Received: 28 1. 1\. How many hours of work per week, outside of lecture, did you spend on this course? 4.8 hours 2. 2\. Was this course lecture or discussion oriented? Lecture. 3. How willing was the professor in helping you outside of class? 4. 4\. Was the professor enthusiastic about teaching this course? Yes: 28 No: 0 5. Please use three adjectives to describe the professor? Funny, intelligent, clear, enthusiastic, and outgoing. 6. What was your favorite aspect of this course? Excellent lectures. The professor. Econ Simulation Game. 7. What was your least favorite aspect of this course? Homework. Tests. Term paper. 8. 8\. Would you advise a friend to take this course? Yes: 25 No: 2 9. If a friend asked you about this course, what would you tell her/him? The exams are hard. The professor's lectures are good. You should like econ to take this class. 10. Did the course: 1. fulfill the expectations presented in the syllabus and course catalog? Yes: 27 No: 1 2. meet your expectations with respect to the amount of material learned? Yes: 27 No: 1 11. Please give the course an overall grade: A- Go to the November 1999 Edition: Economics Courses Go to the May 1999 Edition: Economics Courses Go to the December 1998 Edition: Economics Courses Go to the May 1998 Edition: Economics Courses Go to the May 1997 Edition: Economics Courses ## English Course Title: English 64 - Elements of Creative Writing Professor: <NAME>. Surveys Received: 13 1. How many hours of work per week, outside of lecture, did you spend on this course? 3 2. Was this course lecture or discussion oriented? Discussion 3. How willing was the professor in helping you outside of class? * 4. Was the professor enthusiastic about teaching this course? Yes: 13 No: 0 5. Please use three adjectives to describe the professor? Enthusiastic, encouraging, creative, insightful 6. What was your favorite aspect of this course? Writing, sharing other people's writing, the professor 7. What was your least favorite aspect of this course? Presenting my own work, not enough constructive criticism, "nothing" 8. Would you advise a friend to take this course? Yes: 13 No: 0 9. If a friend asked you about this course what would you tell her/him: fun; interesting; you get out what you put in 10. Did the course: 1. fulfill the expectations presented in the syllabus and course catalog Yes: 13 No: 0 2. meet your expectations with respect to the amount of material learned Yes: 12 No: 1 11. Please give the course an overall grade (A, A-, B+, etc.) A-/B+ Course Title: English 66 - Literary Translation Professor: <NAME>. Surveys Received: 4 1. How many hours of work per week, outside of lecture, did you spend on this course? 3 2. Was this course lecture or discussion oriented? Discussion 3. How willing was the professor in helping you outside of class? ** 4. Was the professor enthusiastic about teaching this course? Yes: 4 No:0 5. Please use three adjectives to describe the professor? Patient, knowledgeable, confident 6. What was your favorite aspect of this course? Learning about different aspects of translation, individual attention, "reviewing our translations in class" 7. What was your least favorite aspect of this course? Long class sessions, professor sometimes overly opinionated 8. Would you advise a friend to take this course? Yes: 4 No: 0 9. If a friend asked you about this course what would you tell her/him: time consuming, but rewarding 10. Did the course: 1. fulfill the expectations presented in the syllabus and course catalog Yes: 4 No: 0 2. meet your expectations with respect to the amount of material learned Yes: 4 No: 0 11. Please give the course an overall grade (A, A-, B+, etc.) A-/B+ Course Title: English 67 - Intro to Literary Interpretation Professor: <NAME>. Surveys Received: 15 1. The number of hours of work per week, outside of lecture, spent on this course... 4 2. Was this course lecture or discussion oriented? Discussion 3. How willing was the professor in helping you outside of class? * * * * 4. Was the professor enthusiastic about teaching this course? Yes: 15 No: 0 5. Adjectives used to describe the professor... energetic, outgoing, flexible, intelligent, helpful, fair, patient, Anglophyllic 6. Favorite aspects of the course... "The readings" "Lots of discussion" "Watching movies" "The variety of the readings" "Literary interpretation" 7. Least favorite aspects of the course... "Repetitiveness" "Attending class" "Reading <NAME>" "Poetry papers" "Too much time spent on each reading" "Discussions diverged from the material" 8. Would you advise a friend to take this course? Yes: 12 No: 3 9. Students would tell friends interested in this course... "This is a good course if you don't mind slowing down and analyzing the readings." "This class is definitely not an easy A, but it is generally interesting." "Sometimes the pace was slow" "Interesting discussions and reading" 10. Did the course 1. fulfill the expectation presented in the syllabus and course catalog? Yes: 14 No: 1 2. meet your expectations with respect to the amount of material learned? Yes: 13 No: 2 11. The course received an overall grade of... B+ Course Title: English 67 - Introduction to Literary Interpretation Professor: <NAME>. Surveys Received: 17 1. How many hours of work per week, outside of lecture, did you spend on this course? 5 2. Was this course lecture or discussion oriented? Discussion 3. How willing was the professor in helping you outside of class? ** 4. Was the professor enthusiastic about teaching this course? Yes: 16 No:1 5. Please use three adjectives to describe the professor? Open-minded, approachable, enthusiastic, encouraging 6. What was your favorite aspect of this course? Readings, discussions 7. What was your least favorite aspect of this course? Lots of writing, class discussions were sometimes very slow 8. Would you advise a friend to take this course? Yes: 13 No:4 9. If a friend asked you about this course what would you tell her/him: readings were interesting, but not too challenging; a good introductory class 10. Did the course: 1. fulfill the expectations presented in the syllabus and course catalog Yes: 15 No: 2 2. meet your expectations with respect to the amount of material learned Yes: 14 No: 3 11. Please give the course an overall grade (A, A-, B+, etc.) A- Course Title: English 91 - Major British Authors II Professor: <NAME>. Surveys Received: 14 1. How many hours of work per week, outside of lecture, did you spend on this course? 5 2. Was this course lecture or discussion oriented? Discussion 3. How willing was the professor in helping you outside of class? 4. Was the professor enthusiastic about teaching this course? Yes: 14 No: 0 5. Please use three adjectives to describe the professor? Demanding, knowledgeable, patient, interesting 6. What was your favorite aspect of this course? Class discussions; course very intense 7. What was your least favorite aspect of this course? Long assignments, peer reviews, too many papers in too short a time, hard midterms 8. Would you advise a friend to take this course? Yes: 14 No: 0 9. If a friend asked you about this course what would you tell her/him: readings are sometimes tedious, but the professor is engaging; your writing will improve 10. Did the course: 1. fulfill the expectations presented in the syllabus and course catalog Yes: 14 No: 0 2. meet your expectations with respect to the amount of material learned Yes: 13 No: 1 11. Please give the course an overall grade (A, A-, B+, etc.) A- Course Title: English 95 - Major American Authors II Professor: <NAME>. Surveys Received: 32 1. How many hours of work per week, outside of lecture, did you spend on this course? 4 2. Was this course lecture or discussion oriented? Discussion 3. How willing was the professor in helping you outside of class? 4. Was the professor enthusiastic about teaching this course? Yes: 32 No: 0 5. Please use three adjectives to describe the professor? Enthusiastic, analytic, knowledgeable, clever, expressive 6. What was your favorite aspect of this course? Interesting l <file_sep>Moores School of Music University of Houston SYLLABUS MUSI 6397: Music Technology Seminar "New Technologies in Music" (section no. 11103) a graduate elective in music theory / history 11-12 MWF, Fall 2001 Moores Computer Lab, rm. 214 Dr. <NAME> \| MSOM 148 \| (713) 743-3318 \| email: <EMAIL> \| Web site: http://www.uh.edu/~tkoozin/ ---\|---\|---\|--- Syllabus \| Manuals on Reserve \| Links to Examples \| Assignment 1 \| Assignment 2 \| More Examples Student Projects Course Description : Use of multimedia resources in research, composition, and pedagogy, with emphasis on creating music applications for Web delivery and CD-ROM. Student project topics will include preparation of music theory and history research for the Worldwide Web, use of the Web as a performance medium, and techniques for creating an "enhanced" CD. A graduate music theory elective, also available as a music history elective by permission. Prerequisites : Graduate standing in music; basic familiarity with computer applications for graphics and music notation. Knowledge of MIDI and HTML useful but not required. Recommended software (purchase not required) MS _Word_ (word processing), _Dreamweaver_ (web editor), _Photoshop_ (graphics), _Finale_ or _Sibelius_ (music notation), _Qbase_ (MIDI sequencing), Macromedia _Director_ (multimedia authoring), Macromedia _Flash_ (web multimedia), _MediaCleaner_ (media processing) _ _ Selected media development topics > Overview of multimedia applications for music theory, history and composition > Creating documents for the Worldwide Web > Introduction to object-oriented programming > Text formats > Creating and editing graphics > Special problems in creating musical graphics > Digital audio and MIDI applications > Scripting languages: HTML, _Lingo_ > Authoring platforms: _Director > _ _Shockwave_ and other streaming methods; MP3 audio, _QuickTime > _ Animation techniques for musical examples > > _ > _ Selected project topics > > Presenting music theory and history research on the Worldwide Web > Developing aural skills software > Creating a CD-ROM resume > Using the Worldwide Web as a performance medium > > Required study materials will be available on-line, on disk in the computer lab, and on reserve in the Music Library. > > Students are encouraged to obtain several "Zip" disks and to acquire their own space on a server. Grading and Policies** : > Class participation: \| 40% > ---\|--- > Midterm Project: \| 30% > Final Project: \| 30% > Three absences are allowed for any reason. No absences will be "excused" beyond that number. Fifth absence lowers final grade by an additional minus. Sixth absence results in being dropped from the course (resulting in a W or F as appropriate). > > Assignments are due on the appropriate day at the start of class. Please obtain phone numbers/email addresses of classmates to get information in case of absence. No late assignments will be accepted. > > _Students are expected to be in class and on time, with lab assignments completed._ * * * Manuals on Reserve: (top) > _Dreamweaver > __BBEdit > WebSavant (QuickTime _ tutorials on CD-ROM) > > _Photoshop > __Finale > __SoundEdit 16 > __MediaCleaner_ > > _Director Studio_ > _ Director_ (3 parts, plus "Getting Started") > _ xRes_ > _ Extreme 3D_ * * * Some Links to Interesting Examples: (top) > Moores School \| http://www.uh.edu/music/ \| ![](Port.jpg) > ---\|---\|--- > Dr. Koozin's page \| http://www.uh.edu/~tkoozin/ > The New Grove \| http://www.grovemusic.com/index.html > MTO Journal (Koozin's Article) \| http://smt.ucsb.edu/mto/issues/mto.99.5.3/toc.5.3.html > Cambridge Journals \| http://journals.cambridge.org/ > Rhythm and Meter Bibliography \| http://www.music.indiana.edu/som/courses/rhythm/biblio.html > <NAME> \| http://www.stockhausen.org/ > set theory \| http://www.arts.ilstu.edu/~staylor/setfinder/index.html > \| http://www.azstarnet.com/~solo/setheory.htm > Plainchant data base \| http://publish.uwo.ca/~cantus/ > For Children \| http://www.nickjr.com/index.jhtml > Non-Musical \| http://www.shockwave.com/sw/home/ * * * A First Assignment: Text Formatting (top) * Begin with a text document on a musical topic. A term paper from a previous music course would be suitable. Edit the document using MS Word. * Plan to enhance this document in several steps. Try to visualize an ideal design, which might include hyperlinks, use of graphic images, and audio. * Convert the text document to an HTML document. * Experiment with some interesting formatting features: font styles, indents, tables, etc. * * * Assignment 2: A Media-Enchanced Web Page on a Musical Topic. (top) Projects will be submitted for a grade. Employ all the following elements: An HTML document on a musical topic with text, table, graphics, sound, and navigation links. Strive for interesting content, elegant design and practical functionality. * Format: HTML generated with _Dreamweaver_ or other means. * Table: any functional application of a simple table * Graphics: Photoshop optimized for web, embedded in HTML document \- music notation screen shot \- Scan \- Original art work (graphic diagram, etc.) * Sound \- Use SoundEdit 16 to convert from audio CD to AIFF and trim excerpt \- Use MediaCleaner to convert from AIFF to MP3 \- Use sample HTML from Chopin example provided (Thanks fot the help, Cyrill!). * Links: internal and external An excerpt from a larger work in progress is acceptable, but all work submitted should be polished. Due dates: > Wednesday, September 19: All materials ready to show and discuss in class. > Wednesday, September 26: All materials uploaded to server and linked to a class index. **** * * * More examples : (top) > Chopin example (MP3 audio) > A scanned score excerpt (Gif image) > A video performance clip and scanned score graphic (QuickTime movie and GIF image) Some models for web page design: > <NAME>'s online study of Stravinsky's _Agon:_ http://www.uh.edu/%7Etkoozin/projects/Jacobi/6306final.html > Two of my projects, The Moores School - http://www.uh.edu/music/ and Arts a la Carte - http://www.artsalacarte.com/ <file_sep>Professor <NAME> Spring 2002 HIST 434-1: Russian Revolution Meeting time and place: MW 3:30-4:45 p.m. DU 418 Office address/phone: Zulauf 702, 753-6821 (voice mail) Office hours: MW 1:00-3:00 p.m.;TH 1:30-3:00 p.m.; F 11:30 a.m. - 1:00 p.m.; and by appt. Email: <EMAIL> _CourseDescription:_ This course looks at Revolutionary Russia over the course of a couple decades, beginning in 1900 with the twilight of the Old Regime and ending in 1932 with the conclusion of the First Five-Year Plan. Students will study the 1905 Revolution, the two revolutions of 1917, the Civil War, and the revolutionary experiments of Bolshevism in the 1920s and early Stalinism from 1927 to 1932. Emphasis will be placed on gender, class, and culture. Students will learn about the gendered language of war, revolution, and experimental socialism, the roles that peasants, workers, soldiers, and women of various classes played in the revolutionary period as well as the major changes that these groups experienced. They will also be introduced to cultural expressions of revolutionary change. _Formal Requirements and Procedures:_ There will be an "in-class" midterm examination ( March 6 ) and a take- home final essay examination due at 6:00 p.m. on May 6 (the final will be comprehensive). Students are also required to write three short papers of approximately 1,500 words each (see description below). They will be expected to do their readings faithfully and to participate in class discussions, which will be a regular feature of the course. Oral participation is the only way that the professor can gauge whether a student has done the reading and comprehended it. _Assigned Readings_ (in chronological rather than alphabetical order) : * <NAME>. _A People's Tragedy: A History of the Russian Revolution_. ISBN 014024364x. * _The Portable Twentieth-Century Russian Reader_. ISBN 0140151079. * Steinberg, <NAME>., ed. _Voices of Revolution, 1917_. ISBN 0300090161. * <NAME>, and <NAME>, eds. _In the Shadow of Revolution: Life Stories of Russian Women from 1917 to the Second World War_. ISBN 0691019495. * <NAME>. _The Baba and the Comrade: Gender and Politics in Revolutionary Russia_. ISBN 0253214300. * <NAME>. _Peasant Rebels under Stalin: Collectivization and the Culture of Peasant Resistance_. ISBN 0195131045. _Writing Assignments:_ The first writing assignment ( due February 27 ) requires students to write an analytical essay based on the Introduction and Part 1 of <NAME>. Steinberg, ed. _Voices of Revolution, 1917_. Students are asked to reconstruct the ways in which various lower-class groups - peasants, workers, and soldiers - expressed their differing notions of revolution \- social, political, and economic change -, values, and desires for the future. How did they use language? What did they mean by freedom, tyranny, state authority, democracy, class, citizenship, and socialism? Did women express themselves differently from men? What role did religion play in their world view? Can you discern differences in tone of language? The second and third writing assignments are conventional book reviews, one of <NAME>, _The Baba and the Comrade_ ( due April 15 ), and the other of <NAME>, _Peasant Rebels under Stalin_ ( due April 29 ). A review presents a critical overview of the book, detailing its main arguments, methodological approaches, use of sources, structure, contribution to the field, and weaknesses/strengths in argumentation and evidence. The introduction to a book is critical in providing information about many of these items, including the book's contribution to the field, although you need to read the entire book to get at all the main arguments, including sub- arguments, as well as any problems with evidence and argument. Papers will be graded on both content and style. They are to be approximately 1,500 words (double spaced) each and are due at class time on the specified day unless the paper is early or the instructor, in being notified in advance of the deadline, has authorized a late submission. In all other cases, assignments received within one week of the deadline will be penalized one letter grade. Assignments received two weeks late will be penalized two letter grades. The first page of the paper should have the student's ID number rather than name in the top right hand corner followed two lines below by the paper's title (in the case of the first assignment) or a full bibliographic citation of the book (in the case of a book review). The title or bibliographic citation should be centered on the page. All pages must be numbered. Plagiarism, the representation of the words or ideas of others as one's own, is fraud. To avoid plagiarism writers are obliged to give credit to others consulted. In a discussion of a section of a book or a book review page numbers from the book under review must follow direct quotations (the latter are identified by quotation marks) in parentheses. Any words borrowed from the text, even if they are few in number, must be enclosed in quotation marks. If other sources are consulted and ideas borrowed from those sources, either footnotes or endnotes must be used to acknowledge both direct quotations and paraphrases of the ideas of other authors. Page citations and notes not only protect against charges of plagiarism, they also demonstrate that additional support exists for the argument being presented and thus make the work more convincing. If there is any question about how to handle borrowed words or ideas, it is the student's responsibility to seek the professor's guidance. _Grading:_ The short papers are worth15 percent each (for a total of 45 percent), the midterm 15 percent, and the final examination 20 percent of the final grade. The remaining 20 percent will derive from class participation. _Class Schedule:_ January 14 Introduction: Handouts January 16 The Old Regime January 21 Martin Luther King Day - no class January 23 The Old Regime continued Figes, Preface, Chapters 1 & 2; Brown: Chekhov, "The Bishop" January 28 Russian Peasantry Figes, Chapter 3; Brown: Tolstoy "Alyosha the Pot;" Gorky, "Recollections of Leo Tolstoy" January 30 Revolutionary Tradition Figes, Chapter 4 February 4 1905 Revolution Figes, Chapter 5 February 6 1905 Revolution continued February 11 Constitutional Experiment and Political Retrenchment Figes, Chapter 6; Brown: Bely, "From Petersburg" February 13 Stolypin Reforms February 18 World War I Figes, Chapter 7 February 20 February 1917 Figes, Chapter 8 February 25 Provisional Government (to June) Figes, Chapter 9 February 27 Discussion of Steinberg, Introduction and Part 1 (including photographs) Paper on Steinberg, Part I, due March 4 Provisional Government (June-October) Figes, Chapter 10 March 6 Midterm Exam March 9-17 Spring Break March 18 Discussion of Steinberg, Part 2 March 20 October Revolution Figes, Chapter 11 March 25 Discussion of Steinberg, Part 3 March 27 Civil War Figes, Chapters 13 & 14 April 1 Civil War in Autobiography Discussion of Fitzpatrick and Slezkine, Introduction and Part I April 3 Civil War in Literature Discussion of Brown: Mandelshtam, "Theodosia;" Babel, "My First Goose," "How it was Done in Odessa," "My First Fee;" Platonov, "The Potudan River" April 8 New Economic Policy Figes, Chapters 15, 16, & Conclusion April 10 Power Struggle Brown: Olesha, "Envy" April 15 Discussion of Wood, _The Baba and the Comrade_ Review of Wood due April 17 Nationality Policy April 22 Stalinism and First Five-Year Plan April 24 Fitzpatrick and Slezkine, Part II April 29 Discussion of Viola, _Peasant Rebels under Stalin_ Review of Viola due May 1 The End of the Revolution May 6 Final Exam: The take-home exam is due by 6:00 p.m. in Zulauf 702. <file_sep> ![ HHHHHH HHHHHH HHHHHH HHHHHH HHHHHH HHHHHH HHHHHH HHHHHH HHHHHHHHHHHHHHHH HHHHHHHHHHH HH H EEEE TTTTT Humanities HHHHHH H H H E T OnLine HHHHHH H H H EEE T Web Site HHHHHH H HH H E T HHHHHH H HH H EEEE T H-POL](/graphics/Logo.H-NetBare.GIF) ## Varieties of Populism in America Date: Mon, 14 Nov 1994 08:46:06 -0600 Subject: SYLLABUS: Varieties of Populism In America (x SHGAPE) From: <NAME> <<EMAIL>> This syllabus was provided by <NAME> of Yale University. He invites comments, additional citations, questions, etc. Many thanks to him for sending it. Underlining of book and journal titles disappeared when I converted his text file to ASCII, but I don't think you'll have any problem identifying where they should go. * * * Fall 1994 <NAME> Th, 1:30-3:20 p.m. HGS 300F History 441A (0) 432-1396 53 Wall St., Bsmt 3 (H) 389-9184 Office Hours: Th, 10-12 Email: <EMAIL> JUNIOR SEMINAR: VARIETIES OF POPULISM IN AMERICA, 1892-1992 With our political culture in crisis, citizens and intellectuals have turned intently to a reexamination of our nation's political traditions. This work encompasses social theory, philosophy, and even theology. Yet it shares a common hope that we can uncover and recover that which is best in our heritage. Populism--roughly defined as the call for the empowerment of ordinary people in all areas of life--is, arguably, one of those noble traditions that Americans should draw on to reinvigorate our public sphere. At the very least, populism has been one of the most powerful social and ideological currents shaping our past and current prospects. It is a tradition, or set of traditions, that demands reckoning. That is the fundamental purpose of the course. Toward that end, we will meet in a seminar format where the main responsibility for intellectual inquiry, and hence discussion, will rest with the students. The other major purpose of the course is to learn and practice, in a collective environment, some of the basic skills of historical research and writing. The end product will be a substantial primary-source based paper on a topic of your choice on the general theme of populism. You should leave the seminar with significant preparation for your senior essay. Evaluation will be based equally on your written work over the semester, your final research paper, and your class participation. WRITTEN ASSIGNMENTS: 1. 15-25 page research paper, due Sunday, December 18th. 2. Development of research paper: a) Preliminary research topic proposal, 3. Annotated bibliography of primary and secondary sources, c) Rough draft, d) Two primary source investigations. See due dates in syllabus. 4. 1-2 page weekly position papers on assigned readings. READINGS: The following books are available at the Yale Co-Op Bookstore as well as on reserve at Cross Campus Library. Books marked with a star are required. In addition, a required packet with the remaining readings is available at Minitprint, 13 Broadway. <NAME>, Handbook for Research in American History, 2nd edition, revised (1994) <NAME>, <NAME>: Agrarian Rebel (1938) <NAME>, The Populist Moment: A Short History of the Agrarian Revolt in America (1978) <NAME>, Women and American Socialism, 1870-1920 (1981) <NAME>, Visions of the People: Industrial England and the Question of Class, 1848-1914 (1991) <NAME>, Behind the Mask of Chivalry: The Making of the Second Ku Klux Klan (1994) <NAME>, Voices of Protest: <NAME>, <NAME>, and The Great Depression (1982) <NAME>, Canarsie: The Jews and Italians of Brooklyn against Liberalism (1985) <NAME>, Boiling Point: Republicans, Democrats, and the Decline of Middle-Class Prosperity (1993) <NAME> and <NAME>, eds., The New Populism: The Politics of Empowerment (1986) <NAME>, Citizen Klansmen: The Ku Klux Klan in Indiana, 1921-1928 (1991) COURSE SCHEDULE* WEEK 1, September 1 INTRODUCTION "The Omaha Platform," in Norman Pollack, ed., The Populist Mind (1967), pp. 59-66 <NAME>, "A Pox on Populists," Newsweek, October 7, 1991, p. 76 Michael Kinsley, "Populist, Shmopulist," Washington Post, December 2, 1993, p. A21 <NAME>, "Roots: The Perotist Tradition," The New Republic, July 27, 1992, pp. 44-45 WEEK 2, September 8 WHAT'S THIS ALL ABOUT, AND WHY DOES IT MATTER? <NAME>, "Populism: A Semantic Identity Crisis," Virginia Quarterly Review 48 (1972): 501-518 <NAME>, "Populism and the NEA," Telos, #89(Fall 1991): 115-120 <NAME>, "The Anticapitalist Origins of the United States," Review 13(Fall 1990): 465-497 <NAME>, "Populism: In Search of Context," Agricultural History 64(1990): 26-59 Woodward, <NAME>, 1-243 WEEK 3, September 15 NO CLASS--YOM KIPPUR Please read ahead, though, for next week's heavy load. WEEK 4, September 22 DEMOCRACY GAINED, AND LOST FOREVER Goodwyn, The Populist Moment <NAME>, "On Goodwyn's Populists" Marxist Perspectives 1(Spring 1978): 166-173 <NAME>, "Populism, Socialism, and the Promise of Democracy," Radical History Review #24(Fall 1980): 7-40 Gene Clanton, "'Hayseed Socialism' on the Hill: Congressional Populism, 1891-1895," Western Historical Quarterly 15 (April 1984): 139-162 WEEK 5, September 29 GENDER, SOCIALISM, AND POPULISM AT THE TURN OF THE CENTURY Buhle, Women and American Socialism, xiii-xix, 49-144, 214-287 <NAME>, "'Helping Papa and Mamma Sing the People's Songs': Children in the Populist Party," in Wava O. Haney and Jane B. Knowles, eds., Women and Farming (1988), pp. 319-337 <NAME>, "Political Activism and Community Building Among Alliance and Grange Women in Western Washington, 1892-1925," Agricultural History 67 (Spring 1993): 197-213 * PRELIMINARY RESEARCH TOPIC PROPOSAL (2 pages) *** WEEK 6, October 6 WHO IS TRULY PAROCHIAL?: FASCISM, ANTI-SEMITISM, AND THE INTELLECTUAL CONFRONTATION WITH POPULISM** <NAME>, "The Agrarian Myth and Commercial Realities" and "The Folklore of Populism," in The Age of Reform: Bryan to F.D.R. (1955), 23-93 <NAME>, "The Revolt Against the Elite," (1955)in Daniel Bell, ed., The Radical Right (1963), 162-183 <NAME>, "The Populist Heritage and the Intellectual," in The Burden of Southern History, 3rd ed. (1993) [1959], pp. 141-166 <NAME>, "The Political Uses of Conspiracy: The Case of Kansas Populism," unpublished paper * PRIMARY SOURCE INVESTIGATION DUE (2 pages) *** WEEK 7, October 13 DREAMS OR NIGHTMARES?: RACE AND 19TH-CENTURY POPULISM GUEST: <NAME>, Harvard University <NAME>, "Populist Dreams and Negro Rights: East Texas as a Case Study," American Historical Review 75 (December 1971): 1435-1456 <NAME>, "The Demise of the Colored Farmers' Alliance, Journal of Southern History 41 (May 1975): 187-200 <NAME>, Blacks and the Populist Revolt: Ballots and Bigotry in the 'New South' (1977), pp. 130-138 <NAME>, "The Populists After Dark," in The Wool-Hat Boys: Georgia's Populist Party (1984), pp. 78-90 <NAME> and <NAME>, "Texas Populists and the Failure of Biracial Politics," Journal of Southern History 55 (November 1989): 659-692 <NAME>, "Black History and the Vision of Democracy," in <NAME> and <NAME>, eds., The New Populism: The Politics of Empowerment (1986), pp. 198-206 <NAME>, "The Colored Farmers' Alliance and the Single Tax," unpublished paper WEEK 8, October 20 COMPARATIVE PERSPECTIVES Joyce, Visions of the People <NAME>, "A Common Heritage: The Historical Memory of Populism in Europe and the United States," in Boyte and Riessman, The New Populism, 30-50 <NAME>, "The Politics of Populism: Germany and the American South in the 1890s," Comparative Studies in Society and History 31 (April 1989): 340-362 WEEK 9, October 27 A TORTURED SOUL, OR THE TRUE REALITY OF AMERICAN POPULISM? GUEST: <NAME> Woodward Woodward, <NAME>, 244-end <NAME>, "Biography and the Biographer," in Thinking Back: The Perils of Writing History (1986), pp. 29-42 WEEK 10, November 3 JUST ORDINARY GUYS UNDER THOSE HOODS?** MacLean, Behind the Mask of Chivalry Moore, Citizen Klansmen, 1-43, 184-191 * PRIMARY SOURCE INVESTIGATION DUE (2 pages) *** WEEK 11, November 10 THE LUNATIC FRINGE, OR THE DESPERATE VOICES OF AVERAGE AMERICANS?** Brinkley, Voices of Protest <NAME>, "Outlawing Teenage Populism: The Campaign Against Secret Societies in the American High School, 1900-1960," Journal of American History 74(June 1987): 411-435 * ANNOTATED BIBLIOGRAPHY OF PRIMARY AND SECONDARY SOURCES ** WEEK 12, November 17 MIDDLE AMERICA--CONTRA WHOM?** Rieder, Canarsie <NAME>, "<NAME> King Jr. and the Promise of Non-Violent Populism" Journal of African Civilization, 9 (December 1987) <NAME>, "A People Not a Class: Rethinking the Political Language of the US Labor Movement," in <NAME> and <NAME>, eds., Reshaping the US Left: Popular Struggles in the 1980s (1988), pp. 257-286 <NAME>, Descent into Discourse: The Reification of Language and the Writing of Social History (1990), pp. 120-125 WEEK 13, November 24 * FALL BREAK *** WEEK 14, December 1 HOPE AGAINST HOPE** Phillips, Boiling Point <NAME>, "Meet Ross Perot: The Lasting Legacy of Capraesque Populism," Cultural Critique (Fall 1993): 91-119 Sean Wilentz, "Pox Populi: Ross Perot and the Corruption of Populism," The New Republic, August 9, 1993, pp. 29-36 <NAME>, "What <NAME> and <NAME> Would Say About the American Political Economy Today," Public Administration Review 52 (January-February 1992): 70-76 Cornel West, "Populism: A Black Socialist Critique," in Boyte and Riessman, The New Populism, 207-212 <NAME>, "Right-Wing Populism and the Revolt Against Liberalism," in The True and Only Heaven: Progress and its Critics (1991), pp. 476-532 * ROUGH DRAFT DUE Wednesday, December 7th at 12:00 noon; will be returned December 9th by noon ***** * FINAL PAPER DUE DECEMBER 18th ***** * * * ![](http://h-net.msu.edu/~pol/graphics/tbar.polh-pol.gif) Return to H-POL's Home Page. ![H-Net Humanities & Social Sciences OnLine](/footers/graphics/logosmall.gif) Contact Us Copyright (C) 1995-2002, H-Net, Humanities & Social Sciences OnLine Click Here for an Internet Citation Guide. --- <file_sep>\| POS334-L: THE RACE AND ETHNICITY BOOK REVIEW DISCUSSION LIST (faster download) Home \| Index \| Schedule \| Archive \| Syllabus \| New Books \| Publication \| Subscribing \| Host Archives: \| A-D \| E-L \| M-R \| S-Z \| --- ![](PICS/0226018164_01_MZZZZZZZ.gif) ![](PICS/156639595X_01_MZZZZZZZ.gif)![](PICS/bakke.jpg)![](PICS/0345383044_01_MZZZZZZZ.gif) ![](PICS/0465068146_01_MZZZZZZZ.gif) ![](PICS/0465024130_01_MZZZZZZZ.gif) ![](PICS/0385420366_01_MZZZZZZZ.gif)![](PICS/0060976918_01_MZZZZZZZ.gif)![](PICS/0688151310_01_MZZZZZZZ.gif)![don't judge a book by its cover](PICS/0520206878_01_MZZZZZZZ.gif)![](PICS/0679724877_01_MZZZZZZZ.gif)![](PICS/0814718779_01_MZZZZZZZ.gif)![](PICS/0806121297_01_MZZZZZZZ.gif) ![](PICS/0684863847_01_MZZZZZZZ.gif)![don't judge a book by its cover](PICS/0226170314_01_MZZZZZZZ.gif)![](PICS/0195107179_01_MZZZZZZZ.gif)![](PICS/0299147746_01_MZZZZZZZ.gif)![](PICS/0871136503_01_MZZZZZZZ.gif)![](PICS/0312243359_01_MZZZZZZZ.gif)![](PICS/0345405374_01_MZZZZZZZ.gif)![](PICS/0842026495_01_MZZZZZZZ.gif)![](PICS/0385479433_01_MZZZZZZZ.gif)![](PICS/0684824299_01_MZZZZZZZ.gif)![](PICS/0415918251_01_MZZZZZZZ.gif)![](PICS/0691029571_01_MZZZZZZZ.gif)![](PICS/0465098290_01_MZZZZZZZ.gif)![](PICS/0375701842_01_MZZZZZZZ.gif)![](PICS/0385265565_01_MZZZZZZZ.gif)![](PICS/0060976977_01_MZZZZZZZ.gif)![](PICS/0060974990.01.MZZZZZZZ.gif)![](PICS/0679740708_01_MZZZZZZZ.gif)![](PICS/0813368588_01_MZZZZZZZ.gif)![](PICS/188717897X_01_MZZZZZZZ.gif)![](PICS/0674093615_01_MZZZZZZZ.gif)![](PICS/1859842402_01_MZZZZZZZ.gif)![](PICS/0394722264_01_MZZZZZZZ.gif)![](PICS/0393318540_01_MZZZZZZZ.gif)![](PICS/0679734546_01_MZZZZZZZ.gif)![](PICS/0814781020_01_MZZZZZZZ.gif)![](PICS/0140263780_01_MZZZZZZZ.gif)![](PICS/0674145798_01_MZZZZZZZ.gif) ![](PICS/0465067972_01_MZZZZZZZ.gif) ![](PICS/006097415X_01_MZZZZZZZ.gif) ![](PICS/0060168234_01_MZZZZZZZ.gif)![](PICS/0684844974_01_MZZZZZZZ.gif)![](PICS/0415920000_01_MZZZZZZZ.gif)![](PICS/0679749861_01_MZZZZZZZ.gif)![](PICS/0688106293_01_MZZZZZZZ.gif)![](PICS/0226901319_01_MZZZZZZZ.gif)![](PICS/0679724176_01_MZZZZZZZ.gif)![](PICS/books02.gif) \| ##### \| <NAME> Department of Politics and Government Illinois State University <EMAIL> \| ![](PICS/drct_mh.gif) \| Course WebCT site (registered students) ---\|---\|--- ##### POS334-L is a discussion list constructed for the Race, Ethnicity and Social Inequality seminar (formerly numbered POS302) held each spring semester at Illinois State University. Subscription to the list is open to all faculty and students at any University or College. The discussion on the list consists of book reviews and commentaries on book reviews submitted by the subscribers. The purposes of the list are to provide an audience for the work of the students in the seminar, to provide the seminar with an external source of opinion and insight on the readings under discussion, and to provide all subscribers with an public forum for the discussion of contemporary books on race, ethnicity, and social inequality. The list is hosted by theMatrix center at Michigan State University. Graduate and Undergraduate students are especially encouraged to submit book reviews to the list and to participate in the discussions. Faculty are encouraged to use this list with their classes. The discussion list is open for reviews of books on race and ethnicity at any time, including books that are not on the class schedule. * * * The Discussion List: * Subscribing and Unsubscribing to POS334-L * Book Review Archives \| A-D \| E-L \| M-R \| S-Z \| * The Rules of Discussion ### The Course: * Course Syllabus (Spring, 1995) * Course Syllabus (Spring, 1996) * Course Syllabus (Spring, 1997) * Course Syllabus (Spring, 1998) * Course Syllabus (Spring 1999) * Course Syllabus (Spring 2000) * Course Syllabus (Spring 2001) * Course Syllabus (Spring 2002) * Final Papers (Spring 1995) * Final Papers (Spring 1997) * Final Papers (Spring 1998) * Publication about this course * Supplemental student evaluations, Spring 1995 * Supplemental student evaluations, Spring 1997 * Supplemental student evaluations, Spring 1998 * Supplemental student evaluations, Spring 1999 * Supplemental student evaluations, Spring 2000 * Buy your books on-line: \| \| Search Now: \| ---\|--- \| ![In Association with Amazon.com](http://www.associmg.com/assoc/us/logos2000/ap-search- logo-126x32.gif?tag-id=pos334ltheracean) Click here to order books from Amazon.com and Amazonl will make a 5% contribution to the ISU\IWU Habitat for Humanity Collegiate Home \| ![In Association with Amazon.com](http://www.associmg.com/assoc/us/home- btn-120x90.gif?tag-id=pos334ltheracean) ## Book Review Archive > <NAME> and <NAME>. Blue Dreams > <NAME>. Streetwise ![](new.jpg) > <NAME> and <NAME>. Col or Conscious > Asante, Molefi. The Afrocentric Idea > Banks, William. Black Intellectuals > > <NAME>. The Bakke Case ![](new.jpg)** > Barber, Benjamin. Jihad vs. McWorld > Barrera, Mario. Beyond Aztlan > Beckner, Chrisanne. 100 African-Americans Who Shaped America > <NAME>. And We are not Saved; Faces at the Bottom of the Well; Gospel Choirs > <NAME>. In Defense of Affirmative Action > > > > <NAME>. Black Families in White America > > > > <NAME>. Killing the White Man's Indian > <NAME>. Alien Nation > <NAME>. Black Lies, White Lies > <NAME>. Unequal Protection > Caldwell, Earl. Black American Witness > <NAME>. Out Of The Barrio > <NAME>. The Color Bind ![](new.jpg) > > <NAME> . _No Equal Justice _ . _ _ __ ![](new.jpg) > Collins, <NAME>. Black Feminist Thought > <NAME>. Creating Equal (Spring '02) > > > > <NAME>. The Return Of The Native > <NAME>. The Rage Of A Privileged Class > > > <NAME>. Hold Your Tongue > <NAME>, Mary. Lakota Woman > <NAME>. Plural, But Equal > <NAME>. Women, Culture And Politics > Dalton, <NAME>. Racial Healing > <NAME>. The Coming Race War? > Deloria, Vine and Lytle, Clifford. The Nations Within > Deloria, Vine. Red Earth White Lies; Custer Died for Your Sins > <NAME>, Guess Who's Coming to Dinner Now? (Spring '02) > > > > <NAME>. Why Americans Hate Politics > D'Souza, Dinesh. Iliberal Education; The End of Racism > Duneier, Mitchel. Slim's Table > <NAME>. Race Rules > Terry Eastland. Ending Affirmative Action > > > Edsall, Thomas and Mary. Chain Reaction > Ezorsky, Gertrude. Racism and Justice ![](new.jpg) > > Eskridge <NAME>. Jr. The Case for Same-Sex Marriage ![](new.jpg) > Farber, <NAME>. and <NAME>. _Beyond All Reason_ > Feagin,<NAME>., <NAME>. Living With Racism (Spring '02) > > > > Fleisher, <NAME> and Thieves > <NAME>. Jesse: The Life and Pilgrimage of <NAME> > Frankenburg, Ruth. The Social Construction of Whiteness > <NAME>. Americans No More > Gilder, George. Men and Marriage > > <NAME> _We Wish to Inform You That Tomorrow We Will be Killed With Our Families_ _ _ ![](new.jpg) > > > Glazer, Nathan. We Are All Multiculturalists Now > Guinier, Lani. The Tyranny Of The Majority > Hacker, Andrew. Two Nations > > Hart , <NAME> _,Undocumented in L.A._ __ > Henry, <NAME>. In Defense Of Elitism > Herrnstein, <NAME>. and <NAME>. The Bell Curve > Hochschild, Jennifer. Facing Up To The American Dream > Ignatiev, Noel, How the Irish Became White > Isay, David. Our America > Jackson, Jesse, Jr. Legal Lynching > Jhally, Sut and <NAME>. Enlightened Racism > Kahlenberg, <NAME>. The Remedy > Kaus, Mickey. The End of Equality > <NAME>. Race, Crime, and the Law > Kotlowitz, Alex. There Are No Children Here > Kozol, Jonathan. Amazing Grace Savage Inequalities Ordinary Resurrections (Spring 2001) > Lauffer, Armand. Careers, Colleagues and Conflicts > <NAME>. The Mask of Benevolence > > > <NAME>: A New Spelling of My Name > > > Massey, Douglas and <NAME>. American Apartheid > > > McCall, Nathan. Makes Me Wanna Holler > McWhorter, <NAME>. Losing the Race (Spring '02) > > > > Mead, Lawrence. The New Politics of Poverty > > > Moynihan, <NAME>. Family and Nation > Orfield and Ashkinaze. The Closing Door > <NAME>. The Ordeal Of Integration > Payne, <NAME>. Getting Beyond Race > Phillips, Kevin. The Politics of Rich and Poor > Porter, <NAME>. Forked Tongue > Portes, Alejandro and <NAME>. Immigrant America > > <NAME>. _Canarsie_ > > <NAME> **. _The Debt_ (Spring, 2001) > > <NAME> _The Wages of Whiteness _ > <NAME>. Blaming The Victim > Schlesinger, <NAME>. The Disuniting of America > > > Shipler, <NAME>. A Country of Strangers > Sidel, Ruth. Women and Children Last; Battling Bias > Simon, <NAME>., <NAME>, and <NAME>. The Case For Transracial Adoption > Simpson, <NAME>. The Tie That Binds > Skrentny, <NAME>. THE IRONIES OF AFFIRMATIVE ACTION > Sleeper, Jim. Liberal Racism > Sniderman, <NAME>. and <NAME>. The Scare of Race; Reaching beyond Race > <NAME>. Race and Culture (C-span interview) (real audio) > <NAME>. The Content of Our Character;A Dream Deferred > Swain, <NAME>. Black Faces, Black Interests > <NAME>. A Nation Of Victims > Tagaki, Dana. Retreat From Race > Thernstrom, Stephen and Abigail, America in Black and White > Ton<NAME>. Malign Neglect-Race, Crime, and Punishment in America > > <NAME>. _Forever Foreigners or Honorary Whites?_ (Spring 2001) > Urofsky, <NAME>. Affirmative Action On Trial > (oral arguments and opinions in the case) > > > > Wachtel , Paul. _Race in the Mind of America_ ![](new.jpg) > West, Cornell. Race Matters > <NAME>. Tragic Failure > <NAME>. The Myth of Political Correctness > Wilson, <NAME>. The Truly Disadvantaged; When Work Disappears > <NAME>. The Arrogance of Faith > > \| \| > > Search Now: > > \| > ---\|--- > > \| > ![In Association with Amazon.com](http://www.associmg.com/assoc/us/logos2000/ap-search- logo-126x32.gif?tag-id=pos334ltheracean) > Click here to order books from Amazon.com and Amazonl will make a 5% contribution to the ISU\IWU Habitat for Humanity Collegiate Home \| ![In Association with Amazon.com](http://www.associmg.com/assoc/us/home- btn-120x90.gif?tag-id=pos334ltheracean) > > Featured Reviews: Authors who have appeared in our class: > Fleisher, <NAME> and Thieves > Payne, <NAME>., Getting Beyond Race > Wilson, <NAME>. The Myth of Political Correctness Original Interview with <NAME>: > Mead, Lawrence,The New Politics of Poverty Books that students really liked: > Kotlowitz, Alex,There Are No Children Here > Kozol, Jonathan, Amazing Grace > Payne, <NAME>., Getting Beyond Race * * * ### Subscribing and Unsubscribing to POS334-L: To subscribe, unsubscribe, or to change subscription options, send the following commands (as a single line of text), _TO: <EMAIL>_ (do not send these commands to POS334-L) Command \| Function ---\|--- _SUBSCRIBE POS334-L Your Name _ \| to subscribe UNSUBSCRIBE POS334-L \| do not put your name here SET POS334-L DIGEST \| to receive postings in a daily digest * * * ### Our Host: POS334-L is hosted by MATRIX, a center dedicated to the development and evaluation of Internet-based communications, research and teaching resources in the Humanities and Social Sciences, at Michigan State University. Matrix hosts discussion networks and a World Wide Web site for H-NET: Humanities and Social Sciences Online. Please visit the H-NET Web site . For more information about H-NET please contact <EMAIL>. * * * ### #### FORMAT AND CONTENT OF REVIEWS: Messages sent to the list ( <EMAIL> ) will be automatically sent out to all subscribers. Please limit such messages to one of two formats: 1) a book review, or 2) a commentary on one or more of the reviews. As a general rule reviews should be between 1,000 and 2,500 words. A schedule for the book reviews is at the end of this message. It indicates the first day of a two-week period for submitting a book review. Please try to send reviews of these books within the two week time period. Reviews of books not on the schedule may be sent at any time. The subject field of the message should contain the word REVIEW followed by the name of the author of the book, and your last name in parentheses. e.g.: subject: REVIEW: <NAME> (Lyle) The discussion list archive is indexed by the message subject headings, so please adhere to the subject-field convention. The text of the message should begin with a full citation of the work and the name and affiliation of the reviewer and the date. A suggested format is shown below: <NAME>, ILLIBERAL EDUCATION: THE POLITICS OF RACE AND SEX ON CAMPUS (The Free Press, 1991). Reviewed by:<NAME> 2/19/96 #### FORMAT AND CONTENT OF COMMENTARIES: The POS334-L aims for serious and thoughtful academic discussion, it is not a forum for stating personal opinions. PLEASE REFRAIN FROM SENDING SHORT SPONTANEOUS REACTIONS TO A BOOK OR REVIEW TO THE LIST. Commentaries should be at least 100 words in length and should reflect a reading of the work or other works of the author. Note that automatic replies to messages sent from the list will normally go directly to the original sender, messages to the list must be addressed to <EMAIL> #### MODERATION: Many of these works are controversial and the subject matter concerns a topic that sometimes provokes heated exchanges in other settings. Rather than having a formal set of standards for decency and good taste, the members of the class at Illinois State will act as referees, upon majority vote of the class, I will kick anyone off the list whose messages do not contribute to its general educational purposes. Please remember at all times that many of the people on this list are students, that students are people, that they are trying to learn, and that they will make mistakes and say things that are wrong. We learn from our mistakes. It is just as important not to take offense as it is not to be offensiv e. * * * II. BOOK REVIEW SCHEDULE: Feb 10: > <NAME>, _Racist America: Roots, Current Realities & Future Opportunities_; ISBN: 0415925320. > McWhorter, <NAME>. _Losing the Race: Self-Sabotage in Black America_ ; ISBN: 0060935936. Feb 17: > <NAME>. _Liberal Racism _ ISBN: 0670873918 > <NAME> and <NAME>. _Living with Racism: The Black Middle Class Experience_ ISBN: 080700925-3 Feb 24: > <NAME>, _Guess Who's Coming to Dinner Now? Multicultural Conservatism in America_ ISBN: 0814719392 > > <NAME>. _Getting Beyond Race _ ISBN: 0813368588 Mar 3: > <NAME>, <NAME>. _Ensuring Inequality: The Structural Transformation of the African-American Family_ ISBN: 0195100786 > <NAME>. _The Bridge over the Racial Divide_. ISBN: 0520222261 Mar 10: > <NAME> and <NAME> _. Enlightened Racism _ ISBN:0813314194 > <NAME>. _ No Equal Justice _ISBN 1-56584-473-4 Mar 24: > <NAME>. _The Bakke Case_ ; ISBN: 0700610464 > <NAME>. _Affirmative Action On Trial_ ISBN: 0700608303 Mar 31: > <NAME> . _The Color Bind_ ISBN: 0520213440 > <NAME>. _Creating Equal: My Fight Against Race Preferences_ ISBN: 1893554384 Apr 7: > Rubinowitz, <NAME>. and <NAME>, _Crossing the Class and Color Lines_. ISBN: 0226730891 > <NAME> _Virtually Normal : An Argument about Homosexuality_ ; ISBN: 0679746145 Apr 14: > <NAME> _We Wish to Inform You That Tomorrow We Will be Killed With Our Families _ ISBN: 0312243359 > <NAME>. _Jihad vs. McWorld _Reprint edition; ISBN: 0345383044 Apr 21: > <NAME>. _Custer Died for Your Sins_ ISBN: <file_sep>## EE 128/COMP 111 Spring 2002 # Operating Systems: Syllabus <NAME>, Adjunct Professor \| <EMAIL> ---\|--- <NAME>, Teaching Assistant \| <EMAIL> * * * ### Course overview Operating Systems form the core of all contemporary software environments, from supercomputers to handheld digital assistants. An operating system, a low-level software entity, forms the link between a computer's physical parts (the hardware) and abstract systems and applications (the software) -- such as compiling C programs and reading e-mail. This course intends to present and explain all the major concepts that underlie a correct, reliable, and versatile multi-tasking OS. The emphasis will be on modern personal computers and single-processor workstations and servers, the types of computers you encounter daily in school and work. There will be some coverage of multiprocessor and embedded systems as well. While we will not trudge through all the details of a particular OS or write an OS from scratch, we will frequently tie the concepts to real-world examples, including actual source code, technical articles, and layman news articles. You will get overviews through bi-weekly lectures, and get direct practice through frequent written homework assignments, monthly tests, weekly question & answer section meetings, and most importantly, 5 hands-on programming-intensive laboratory assignments. Assignments will involve parallel tracks of C and Java programming. C will be used early on to showcase direct interaction with the Unix kernel C API, and Java will be used extensively and throughout to practice general concepts such as networking and multi-threading in a standardized, OS-independent environment. ### Rationale As any book on Operating Systems will explain, there are many reasons to learn in depth about operating systems even if you will never become one of the few OS engineers in industry. Knowing how a system works makes you a better user and systems administrator. You will be able to configure, install, and fix software without relying on technical support or a techie friend, and make better informed technology purchasing decisions. Mastering OS concepts will also help you become more versatile engineer and programmer. The top engineers always understand several levels above and below the level they're working on. Exposure to the innards of an OS forces you to master complexity and modular design; learn how robust algorithms can be implemented in highly parallel, resource-competetive environments; and analyze and balance the engineering tradeoffs inherent in any complex system. ### Goals We will try to take away the natural reticence to "looking under the hood" and de-mystify what's really going on when you save a file, load a web page, or watch helplessly as your computer crashes with the Blue Screen of Death. Furthermore, we hope to breed excitement, enthusiasm, and savvy about systems for exploration in your future career or as a hobby. In the process, we will help you become more seasoned programmers and software designers by expanding your vocabulary of languages, APIs, protocols, and design patterns. ### Required Text ![](cover-tiny.jpg) \| _Applied Operating System Concepts_ <NAME>, <NAME>, <NAME> HardCover - 840 pages <NAME> & Sons, Inc. (2000) ISBN: 0-471-36508-4 ---\|--- ### Course plan #### Module 0 To motivate the material, we will look at a very brief historical evoluation of OSes, the major current players, and their capabilities. #### Module 1 We will begin the main track by touring the Unix shell user environment as it provides a relatively direct view of the facilities directly provided by the operating system. We will implement usable command substitutes to demonstrate system programming. At the same time, we will introduce Java, the Java Virtual Machine (JVM), and basic object-oriented constructs. #### Module 2 Once the capabilities of the Unix OS have been demonstrated, we will look deeper into the actual implementations within the kernel. After outlining the system call interface (the entry point into the kernel) we will spend substantial time studying the process model: scheduling, priority, creation/tear-down, hierarchy, and threading. Working knowledge of Java will be assumed and will be used to practice these constructs. Device I/O will be introduced as necessary. #### Module 3 Now that the heartbeat of the system has been established, we will examine how the system balances the demands of intercommunication amongst processes and between processes and the hardware: mutexes, semaphores, message queues, pipes, and interrupt handling. I/O will be further included as needed. #### Module 4 Next we will study how the OS handles the dynamic memory requirements of processes and provides an easy-to-use, vast, and flat memory model to all processes efficiently and without conflict: the Virtual Memory system. #### Module 5 Longer-term (stable) memory allows processes and users to save and resume their work: the next fundamental component is the filesystem. We will see how the OS can support heterogenous file formats, even combining remote and local filesystems, in a seamless, consisent format. We will also examine how a local filesystem is layered on a raw disk paritition and locking at the file level. #### Module 6 The filesystems will provide a segue to fill out our look at I/O systems. We will see how the OS handles vast differences in bandwidth/latency between fast (clocked) components and slow (mechanical) components as well as resolving multiple simultaneous requests for the same device. We will examine and simulate caching and scheduling algorithms and see how a reliable, fast storage hierarchy is built. #### Additional As time allows, we will gain some broader perspective of computer systems. Most likely we will look at networked OS coordination through standard Internet utilities such as ftp and rsh, and some general, introductory distributed issues such as time synchronization (xntpd). If possible we will also look at the peculiar demands of very small (embedded) OSes and very large (redundant disk/multi-processor systems.) ### Tools You should be well-versed in E-mail and browsers as described below. You should be able to operate the GNU tools and editors as a basis to learn more. You should expect to become very familiar with Unix shell, gcc, jikes, jdb, and java. * GNU C tools (gcc, gmake, gdb) -- compile, link, & debug Unix system programs * GNU Emacs editor -- code development * Jikes: the IBM open-source Java compiler -- compile Java programs * java, jar, jdb -- run, archive, and debug Java programs * Unix shell -- explore & learn Unix OSinterface, manage account * E-mail -- to distribute timely information * Web browser -- to do occasional research and on-line reading, access course website, submit programs, read and download course materials. ### Prerequisites Intro: COMP-11 and Data Structures: COMP-15; Familiarity with using Emacs/C compiler on Unix Curiosity about Systems ### Administrative Details and Course Schedule --- #### _Note: information is subject to change (always accompanied by announcements). A printed copy may become outdated especially with respect to the schedule._ Lectures \| Tuesdays & Thursdays, 5:10-6:30 PM. Halligan Hall Room 108. Lectures start strictly on time. There will be a very short break in the middle. While I do not mind if you are a few minutes late here or there, leaving early is disruptive and strongly discouraged. If you come, please stay for the duration or let me know ahead if you must leave early. You are responsible for all material presented in lecture. \| Homework \| Approximately eight written assignments; comprises 20% of grade. Mostly written exercises including short answer, quantitative analysis, technical explanation, and a few short programs that must compile and run. \| Exams \| Two 45-minute quizzes. One 80-minute midterm. One 2-3 hour final. The quizzes and midterms are on the 3rd class of each month: \| Feb. 12 \| 5:10-5:55 \| Check-up quiz ---\|---\|--- Mar. 12 \| 5:10-6:30 \| Mid-term Apr. 23 \| 5:10-5:55 \| Final-primer quiz \| May 7 \| 5:00-7:00 \| Final Grading \| Homework: 15%; Quizzes: 7.5% each; Midterm: 15%; Final: 30%; Labs: 25% Disregarding outliers, grading will be on a curve. Expect to turn in all work and show general understanding of all major topics to receive a B. High accuracy and completeness on written assignments & tests, as well as programming assignments showing robustness or innovative ideas will be required to earn an A. Class participation, effort, and attitude will not be formally tracked, but will be noted and definitely taken into consideration in borderline cases. It can only help! Sections \| Attendance is not enforced but is highly recommended. Sections are loosely structured and students are responsible for bringing their questions, particularly about approaching homeworks and labs. About 1/3 of the time will be spent going over prepared problems. Section is an important place to develop a working relationship with your TA so that he can understand your strengths and weaknesses and better help you. Office Hours \| We will have a total of about eight office hours per week. Prof. Bromberg will most likely hold his hours just before class 3:00-4:30 Tue and Thu. The remainder are TBA. We will survey best times at the 1st class meeting. On-Line Help \| In order: check the course website, e-mail course staff: <EMAIL>. We will be checking our e-mail constantly and can usually reply within a day. There is no such thing as a stupid question so please be forthcoming. There _is_ such a thing as an un-researched question: we are not inclined to repeat material from lecture, section, the slides & assignment handouts, and elsewhere on the course website. Quite often answers to questions will be generalized and echoed to the entire class so your questions just might save someone's day. Required Text \| _Applied Operating System Concepts_ <NAME>, <NAME>, <NAME> HardCover - 840 pages <NAME> & Sons, Inc. (2000) ISBN: 0-471-36508-4 Academic Honesty \| Plain and simple. Discuss as many concepts as you would like with your peers and mentors to reach understanding; help each other debug projects, especially compile-time errors. Write up your own solutions and prose. Don't study the solution of another before you are done. Copying of code or prose is from others is not only self-defeating and easy to detect (even in programming, everybody's style is different), it invokes undergraduate-wide policies on academic dishonesty. Please see these policies for details. Facilities \| Halligan Hall Sun workstation labs. Details TBA. Accounts \| You should already have a Unix account and be able to login to the Sun clusters. E-mail EECS staff if you need any help with your account. Web Site** \| Please frequent http://www.eecs.tufts.edu/g/ee128 for updates. * * * Course Schedule --- Date \| Topics \| Preparatory Reading \| Assigned \| Due \| Jan 17, 2002 Course begins \| Logistics - Course Structure, Content, Expectations - OS purpose & defn - History Sketch - Current OSes \| This syllabus; AOS Ch. 1 \| Homework #1: Looking at OSes \| -- Jan 22 \| Unix environment - shells, processes, utilities - OS architecture - Java basics - C review \| AOS Ch. 3.1-3.2; Unix & Java reading TBA \| -- \| -- Jan 24 \| System-call API - #includes - make - man pages - Java packages - Java architecture \| AOS Ch. 3.3-3.10; Unix & Java reading TBA \| -- \| In-class survey: your profile & interests Jan 29 \| Process Intro - Scheduling - Life-cycle - C Multiprogramming \| AOS Ch. 4.1-4.4; Additional C notes TBA \| \| Homework 1 due Jan 31 \| Interprocess Communication - C Implementation \| \| \| Lab #1 due: Charting Unix, Sipping Java Feb 3 \| Threads: User/kernel - multithreading models - Solaris \| \| \| Feb 7 \| Threads: Java \| \| \| Homework 2 due Feb 12 \| Scheduling algorithms - fairness - starvation \| \| \| Quiz #1: 5:10-5:55 Feb 14 \| Synchronization - critical sections - hardware support \| \| \| Feb 19 \| Monitors - classical problems - Java synchronization \| \| \| Feb 21 \| Deadlocks - definition - model - handling \| \| \| Feb 26 \| Deadlocks - avoidance - detection - recovery \| \| \| Feb 28 \| Memory management - swapping - allocation - paging \| \| \| Mar 5 \| Virtual memory - page table structure - demand paging - replacement \| \| \| Mar 7 \| Virtual memory - examples - cache maintenance - performance \| \| \| Mar 12 \| Filesystems - user-view - abstract node layer - local vs. remote \| \| \| Midterm: 5:10-6:30 Mar 14 \| Local filesystems - disk implementation - directory structure - allocation \| \| \| Mar 26 \| Local filesystems - free-management - performance - recovery \| \| \| Mar 28 \| Remote filesystems - servers/daemons - locking/delays - AFS/NFS \| \| \| Apr 2 \| I/O system - intro - hardware - API \| \| \| Apr 4 \| I/O Kernel subsystem - I/O request handling - performance \| \| \| Apr 9 \| Network structures - types - communication protocols \| \| \| Quiz #2: 5:10-5:55 Apr 11 \| Networks - robustness - design - examples \| \| \| Apr 16 \| Distributed communication - sockets - RMI - CORBA \| \| \| Apr 23 \| Distributed coordination - event ordering - mutual exclusion \| \| \| Apr 25 Last day \| Summary - Where to go next - Suggestions for further research \| \| \| Lab #5 due: Java filesystem Page accesses: _Last modified: Wed Jan 08 EDT 2001_ * ### Main Page * ### Announcements and News * ### TA hours * ### Syllabus * ### Lecture Slides, Section, & Homeworks * ### Additional Hints & Reference * ### Q & A Archive: Assignment Questions * ### Submit Assignment * * * ### EECS Department Administration Tufts EECS Home --- COMP 111 Course Catalog Entry * * * Last Updated: Mon Apr 8 2002 * * * <file_sep>## CIS 752 Multimedia Presentations ### Spring 2002 Instructor: \| Dr. <NAME> ---\|--- Time: \| W 6:00-8:05pm Location: \| 5207 Boylan Hall Office: \| 0317 Ingersoll Office Hours: \| M 11:15am-12:15pm; W 4:30-5:30pm; or by appointment Email: \| <EMAIL> Web Page: \| http://acc6.its.brooklyn.cuny.edu/~lscarlat ### Course Description Design and implementation of multimedia presentations. Topics include hardware and software aspects of multimedia systems, standards of multimedia storage, compression techniques, authoring fundamentals, multimedia development and the Internet, and current research topics in multimedia-based applications. Students will build a multimedia application using prescribed authoring software. Prerequisite: Computer and Information Science 622X or a course in data structures* * waived for PIMA students in Fall 2002 ### Course Objectives This course has two goals. The first is to teach theoretical foundations of multimedia presentations.Supplementing our discussion of basic multimedia types and their issues, we will cover concepts of usability engineering and principles of sound user interface design. From this, students should develop an appreciation and understanding of computer human interaction, and the ability to apply it to the development of multimedia presentation systems. The second goal is to give students practical experience designing and developing multimedia presentations. Students will learn to use Macromedia Director, Lingo, and the web for rapid prototypting and development. At the conclusion of this class, students will have produced a multimedia application that demonstrates their skills. ### Textbooks We will be using the following textbooks for this course: * <NAME>, Usability Engineering , <NAME>, New York, 2002. * <NAME>, Director 8 Demystified , Peachpit Press, Berkeley, CA, 2000. ### Course Materials You will also need at least one floppy disk (100 MB Zip prefered) for saving your work. _Please be sure to bring it to class so that you can save what you do in class._ ### Course Requirements Your grade will be based on the following criteria: * Term Project - 50% Over the course of the semester, you will develop an interactive multimedia presentation that aims to teach a specific topic or concept to a specified audience. You will apply the usability engineering principles learned in class, producing several deliverables (and making two presentations) which will be graded seperately, as described in the project guidelines. You _must_ use Macromedia Director to develop your application, _no exceptions_. * Presentations - 10% You will be asked to present your term project twice to the class: first in a design review, second in a final presentation on the last day of class. The purpose of these presentations is to provide you with valuable feedback. _You must make these presentations on the dates indicated on the schedule!_ * Exams - 40% I will also give you two exams to test your understanding of concepts and issues. The midterm will be a closed book/notes exam given in class; the final will be a take-home exam. In both cases, you _must_ do your own work on this exam. _Cheating, copyright infringement, and plagiarism will not be tolerated._ You must hand in the exam either on or before the due date. ### Computer Facilities If you are registered for this class, you have been assigned a unix account. Go to the Atrium Computer Laboratory in the Plaza Building (1306) to activate your account. You will need this account for posting your web page. Director 8 is installed on the machines in our classroom. This is where you will probably do most of your work. Director 8 is also available in the Atrium classroom B (Plaza 1100b). If you prefer to work at home or at another location, that's fine as long as you are still able to make the scheduled presentations. _Be sure to regularly test your application in the classroom, to make sure you can present it!_ ### Advice Think of me as your cranky client. There may be times when you disagree with what I say. You may think that some things are a matter of opinion, or that you are right and I am wrong. Just remember that I am the one giving out the grades. When I make a suggestion, be sure to listen, because it may have an impact on your final grade. Start your assignments and your project early. That way if you have trouble, you can get help in time to finish your assignment by the due date. This will also help you to avoid a last-minute crunch in the lab. Don't be afraid to ask questions. If you don't understand something, it's likely that your classmates don't understand it either. Raise questions in class. If you need further explanation, come see me during office hours. If you can't make my office hours, send me email. Be sure to do this before you get hopelessly lost. Work with other students. I do not mean that you should copy each other's work (which will not be tolerated). Rather, you should learn from one another. If you can't figure out how to make something work, see how your colleague did it. It is also useful to discuss different ways of approaching a problem. Please let me know as soon as possible if you anticipate any problems with this class. If alerted to them early on, I may be able to accommodate your needs. ### Schedule Please note that this schedule is approximate, and subject to change. Readings from Usability Engineering are marked with UE ; readings from Director 8 Demystified are marked with D8. Readings represent the material covered in the class that day. Assignments are _due_ on the day indicated. See project guidelines for a description of the assignments. Date \| Topic \| Readings \| Assignment Due ---\|---\|---\|--- 1/30/02 \| Introduction: Usability Engineering and Macromedia Director \| UE Ch. 1, D8 Ch. 1 \| 2/6/02 \| Requirements analysis; Making a Director Movie \| UE Ch. 2, D8 Ch. 2 \| Project selection 2/13/02 \| Activity design; Multimedia in Director \| UE Ch. 3, D8 Ch. 3 \| Requirements analysis 2/20/02 \| _Today is Monday at Brooklyn College_ 2/27/02 \| Information design; Shockwave and web publishing \| UE Ch. 4, D8 Ch. 5 \| Activity design 3/6/02 \| Multimedia information: Images, Audio, Video; Creating and importing multimedia in Director \| UE Ch. 4, D8 Ch. 6 \| 3/13/02 \| Interface design theories, principles, and guidelines; Interactive Lingo \| D8 Ch. 4 \| Animation 3/20/02 \| Design Review \| \| Functional design 3/27/02 \| _Spring Break_ 4/3/02 \| Interaction design; Lingo \| UE Ch. 5, D8 Ch. 8 \| 4/10/02 \| Midterm Exam \| UE Ch. 1 - 5 4/17/02 \| Prototyping; Lingo development \| UE Ch.6, D8 Ch. 9 - 10 \| 4/24/02 \| Usability evaluation; Deeper into Lingo \| UE Ch. 7, D8 Ch. 11, 12, 16 \| 5/1/02 \| Documentation; Lingo debugging \| UE Ch. 8, D8 Ch. 17 \| Usability evaluation 5/8/02 \| Emerging interaction paradigms; Advanced Lingo \| UE Ch. 9, D8 Ch. 14, 16 \| User guide 5/15/02 \| Usability in the real world; Object-oriented Lingo and Xtras \| UE Ch. 10, D8 Ch. 19, 21 \| 5/22/02 \| Final Presentations \| \| Final Exam; Final project <file_sep>#### You may return to the course syllabus or to the class sessions page. ### Vast and vulnerable networks An overview of the economic, political, and information networks into which Iberian peoples and officials had inserted themselves and an analysis of the opportunities and difficulties inherent in such global activities. Special attention to the pull of its "periphery" on Portugal. Reading: Bakewell, pp. 210-215, 296-297, and ch. 13 to p. 338; Russell-Wood, ch. IV. 1. In what ways did the exchange of plants, animals, and peoples between the Americas and Afroeurasia in the late fifteenth and the sixteenth centuries affect the social and cultural environments of Europeans, Asians, Africans, and American Indians? 2. Why did an active silver trade develop between Mexico and Manila? 3. Why were Roman Catholics generally more successful than Protestants in converting non-Europeans between the sixteenth and eighteenth centuries? 4. Why, despite intense missionary efforts by Christians, was Islam the most rapidly expanding religion in Afroeurasia between 1500 and 1800 (and in terms of numbers of converts, in the world during this period)? 5. What was required to mine, process, and transport American silver? 6. Why were the systems of mine labor different in Mexico and Peru? 7. What were the environmental consequences of the tremendous expansion of silver production in Mexico and Peru? 8. What accounts for the centrality of mining and sugar production in the economic importance of the Americas to Europe? 9. What factors led to significant increases in European demand for sugar? 10. If official corruption was so widespread, as is often claimed, how was it possible for the Castilian government to organize huge administrative enterprises like the Atlantic fleet system or the expulsion of the Moriscos? 11. Why did the Castilian and Portuguese governments so often encourage monopoly practices in production and trade? 12. What was the impact on Castilian and Portuguese territories of the taxes needed to maintain Habsburg political and military commitments? 13. Why didn't the Castilian and Portuguese royal governments collect their taxes directly? 14. Why didn't the Castilian and Portuguese royal governments pay more attention to the economic impact of their fiscal policies? 15. Why did the government of the Portuguese ruler Joao (John) III give ever greater attention to Brazilian developments? 16. Why did the English have to resort to the weak strategy of pirate attacks on the Habsburgs' American dominions? 17. Why did so much of the defensive military organization in Castilian and Portuguese America have to be undertaken by local groups? Why didn't such fragmented military leadership lead to the loss by Castilian and Portugal of their American dominions? 18. Why was the price of African slaves climbing in the seventeenth century when the cost of many of other products was stagnant or declining? 19. What factors led to the financial crisis of the final years of the reign of king Joao III (r. 1521-1557) of Portugal? 20. What impact did the developing Catholic Reformation have on the social and cultural environments of European Portugal? What impact did this religious reform movement have on Portuguese territories in East Africa and Asia? 21. What impact did the activities of Inquisition tribunals have on the social and cultural environments of Portugal? 22. Why did the Society of Jesus (the Jesuits), one of the best-known products of the Catholic Reformation, develop a policy of toleration for Christians of Jewish origin, in the face of a good bit of Iberian official and popular hostility toward them? 23. Why were political and military developments in Morocco of importance to the Portuguese Crown? 24. The Portuguese Crown in the mid sixteenth century faced problems on three international fronts. Why did the Crown not have adequate resources to act on all these fronts at the same time? 25. Why did the Portuguese Crown increasingly withdraw from direct trading activities? 26. Why would the Portuguese in South India act in ways that would stimulate the hostility of Hindus and Mappila Muslims? 27. Why did the viceroy Dom <NAME> fail in his mid sixteenth-century efforts at military reform in Portuguese India? 28. Why was the Portuguese _carreira_ system chronically short of ships? 29. In light of the Ming government's prohibition of overseas trade, why were Portuguese merchants and officials interested in southeastern China? 30. Why would Portuguese traders become involved with the Wako of the South China Sea? 31. Why were Jesuit missionaries able to gain a relatively open entrance to Japan in the mid sixteenth century? 32. Why did trade with Japan take on such a great importance within overall Portuguese activity in Asia in the second half of the sixteenth century? 33. Why did expansion of Portuguese activity and territorial control virtually cease after 1570? 34. What factors created opportunities for the Portuguese in Burma? 35. Why would the Portuguese have been particularly concerned about the Sultanate of Aceh (Atjah)? 36. Why was there such a great demand for Indian textiles as far away as West Africa and eastern Indonesia? How were Indian producers able to supply such a vast market? Mail questions now. Please include your name and e-mail address in the body of your message. * * * All contents copyright (C) 1995-99. <NAME> All rights reserved. Revised: 28 July 1999 URL: http://www.isu.edu/~owenjack/spemp/reading.21.html <file_sep>## Master of Arts in Humanities Penn State Harrisburg _ _ * * * * Nature of the Program * Admission to the Program * Advising * Other Resources \| * The Students and their Careers * Financial Aid * Troubleshooting * The Master's Production \| * The Faculty * Program Requirements * Library Resources * Answering Questions/ Solving Problems ---\|---\|--- * * * NATURE OF THE PROGRAM: > The Humanities Graduate Program is interdisciplinary. It emphasizes critical theories and interpretive approaches that transcend disciplinary boundaries, as well as providing advanced study within various humanities disciplines. The Program offers graduate-level study in the fields of art history, communications, history, literature, music history, philosophy, and writing, along with interdisciplinary topics. Drawing on the perspectives of the various arts and disciplines and on a variety of theoretical approaches, the Program's faculty assist students in developing important analytical, synthetic, and interpretive skills. > > Graduate students in this Program acquire an ability to interpret several kinds of "texts" (both literary and non-literary works); investigate them using standard reference tools; situate them aesthetically, critically, and socially; and write about them in scholarly and sophisticated ways. They learn to relate works from different genres to one another, to a pertinent critical or theoretical perspective, or to a significant issue. <TOP OF PAGE> * * * THE STUDENTS AND THEIR CAREERS: > Graduate study in the humanities can prepare students for careers in teaching, communications, business, government, and the arts, as well as for further study in the liberal arts. The intellectual content and expressive skills it cultivates are advantageous in many professions. > > Students come to the Program from many backgrounds and for a range of purposes. Most are returning after spending some time in other pursuits since college; most attend part-time. Others arrive directly from undergraduate work. Many are teachers, seeking permanent certification through an interdisciplinary degree that expands their pedagogical and personal repertoire. Some intend to begin or change careers; others wish to develop further expertise, prepare for doctoral study, or satisfy strong personal interests. Many Program alumnae/i have returned to their schools prepared to teach a wider range of courses and subjects; others have gone on to doctoral or professional programs; become faculty at universities and community colleges; worked as journalists, public relations specialists, and corporate art directors; practiced various fine and performing arts; become directors of colleges' cultural programming; and followed still other pursuits. <TOP OF PAGE> * * * THE FACULTY > The Program's disciplinary and interdisciplinary breadth is evident in the activities of its faculty. Their varied yet overlapping interests, both creative and academic, support interdisciplinary teaching and research and a wide range of student projects. The faculty's specialties focus mainly on the modern era and Western civilization, but encompass some earlier periods and other cultures as well. The School's American Studies faculty provides additional expertise on U.S. history, art and architecture, literature, music, folklore, and anthropology; see the separate American Studies Graduate Program publications for details. > > In the following list of faculty and their specialties, an asterisk () indicates a member of the Graduate Faculty, eligible to chair a master's production supervisory committee. > > _<NAME>_ (Ph.D., Rutgers), Professor of English, is a scholar, poet, and playwright. His books include _Ngugi wa Thiong'o: Texts and Contexts_ and _The World of Ngugi wa Thiong'o_ (Africa World Press), _A Literary Leviathan: <NAME>'s Masterpiece of Language_ (Bucknell University Press), _Poetry, Mysticism, and Feminism: from th' nave to the chops_ (Spectacular Diseases), and _Anima/l Wo/man and Other Spirits_ (Spectacular Diseases). He is a translater of contemporary Russian, Gikuyu and Tigrinya poetry, including a book of translations of the Eritrean poet, Reesom Haile, forthcoming for The Red Sea Press. In 1994, he directed Ngugi wa Thiong'o: Texts and Contexts, the largest conference ever held on an African writer. He is co-chair of "Against All Odds: African Languages and Literatures into the 21st Century" conference to be held in Asmara, Eritrea, January 11-17, 2000. > > * _<NAME>_ (M.F.A., Tulane), Assistant Professor of Humanities and Communications, has written, produced and directed dramatic and documentary television productions, independent films, training scripts, and original screenplays. He is the author of two books, several articles and plays, and has been a jury member for the American Film Festival. He teaches courses in scriptwriting, film, and dramatic form. > >> * _<NAME>_ (Ph.D., Pennsylvania), Associate Professor of Humanities and English, was founding editor of the international _William Carlos Williams Review_. Her research in modern poetry, twentieth century American literature, and contemporary fiction has yielded essays published in a number of journals and books. She teaches graduate courses in poetry, fiction, and drama. > > * _<NAME>_ (Ph.D., Illinois), Associate Professor of Humanities, German, and Comparative Literature, specializes in poetry, and Gender Studies. He has published two books on German and American poetries, and numerous articles on Apollinaire, Flaubert, Schiller, <NAME>, <NAME>, and Men's Studies. While being an expert in twentieth century American, German, and French literatures, particularly poetry, he is also working in the fields of Multiculturalism, and Holocaust Studies. As an international scholar he has shared his work most recently at conferences in Israel and Spain. Dr. Heep teaches a large variety of graduate and undergraduate courses in four departments and in three languages. He is currently directing a dissertation on twentieth century German literature. > >> * _<NAME>_ (Ph.D., <NAME>), Associate Professor of Humanities and History, studies the history of psychoanalysis and psychological interpretations of history and biography. Her current research is on government-sponsored studies of Germany during the Second World War. She teaches graduate courses on cultural and intellectual history and historical interpretation and writing. > >> * _<NAME>_ (Ph.D., Maryland), Assistant Professor of Humanities and Literature, utilizes Cultural Studies and feminist theory to examine early British culture. She explores both the role of clothing in Shakespeare's time, and the role of Shakespeare in our own. Her courses include studies of British and Irish history and literature. >> >> * _<NAME>_ (Ph.D., Minnesota), Associate Professor of Humanities and Literature, is a scholar of British literature who investigates Victorian culture and novels and the works of nineteenth and twentieth century women writers. She has published articles on Charlotte Bronte, <NAME>, <NAME>, <NAME>askell and <NAME> and has completed a book about the representation of working-class women in the mid-Victorian industrial novel. She is particularly interested in feminist criticism of narrative forms and the relationships between literature and history. > > * _<NAME>_ (Ph.D., New School), Assistant Professor of Philosophy and Humanities, studies the interrelationship between the history of philosophy and literature and the interaction between twentieth century postmodern philosophical approaches and the philosophies of the past, especially Plato, Descartes and Nietzsche. He has offered a graduate course on Shakespeare's Political Philosophy. > > * _<NAME>_ (Ph.D., Syracuse), Professor of Humanities and Music, is Director of the School of Humanities. His areas of expertise include European and American music, music by women composers, Civil War songs, and nineteenth century musical theater, topics on which he has published a number of articles. He has a book forthcoming on Blackface minstrelsy. He has taught courses in music history, music theory, and major musical genres and forms as well as interdisciplinary humanities. > >> * _<NAME>_ (Ph.D., Yale), Associate Professor of Humanities and Philosophy, studies existentialism and phenomenology; modern Continental philosophy; philosophy of art; and Eastern and feminist philosophy. He has published examinations of Merleau-Ponty, Sartre, and philosophical issues in works of literature and in health care. His graduate course topics include aesthetics and feminist philosophy. > > * _<NAME>_ (Ph.D., Purdue), Assistant Professor of Humanities and English Education, has taught American literature, women's literature, Asian American, African American, Native American, and Chicana literature, as well as linguistics, composition theory, and methods of teaching secondary English. She has published numerous articles, including studies of <NAME>, <NAME>, <NAME>, <NAME>, and <NAME>. Her essays on the pedagogy of writing have appeared in _College Teaching_ , _The National Writing_ _Project Voice_ , and _The Clearinghouse_. Her research continues to focus on American women writers. > >> _ >> >> _* _<NAME>_ (M.F.A., Maryland Institute College of Art), Assistant Professor of Education and Humanities, is an artist with an extensive exhibit record and an expert on Discipline Based art education. Much of her current art work expresses concern with feminist and environmental issues. Her many art courses include traditional studio offerings and interdisciplinary courses in criticism and art history. > >> * _<NAME>_ (Ph.D., Virginia) Associate Professor of Humanities and Communication, has taught and written on aesthetics, African-American autobiography, eastern philosophy, and other topics in the humanities. He is the author of _The Art of Living: Aesthetics of the Ordinary in World Spiritual Traditions_ (SUNY 1995); _Obscenity, Anarchy, Reality_ (SUNY 1996); and _Act Like You Know: African-American Autobiography and White Identity_ (University of Chicago 1998). He writes for the opinion pages of _The Philadelphia Inquirer_ and other papers. > >> * _<NAME>_ (Ph.D., Kent State), Associate Professor of Speech Communication, is a scholar of American Theatre with areas of expertise in feminist theatre and African-American drama. Her publications focus on issues of race, class, and gender in American theatre and, most recently, she has coedited _Strange Fruit: Plays on Lynching by American Women_ (Indiana University Press, 1998), a pioneering anthology that investigates the representation of racial violence in plays by black and white women. Dr. Stephens teaches courses in theatre and women's studies. > >> * _<NAME>_ (M.F.A., Colorado; Ph.D., California at Berkeley), Associate Professor of Humanities and Art, has published works on Renaissance and Baroque art and on methods of interdisciplinary humanities scholarship. He is writing a book on Caravaggio and late Renaissance natural philosophy. He has experience as a professional photographer and painter. He teaches graduate courses in art history. > > * _<NAME>_ (Ph.D., Purdue), Assistant Professor of Humanities and English, specializes in eighteenth and nineteenth century American gothic fiction. She has published articles that examined the gothic novels of Charles <NAME> from a neo-historicist perspective, a perspective which specifically questions assumptions of power and culture. She has also published studies on works by women writers. She is currently working on a book-length study of the pseudonymous gothic thrillers of Louisa May Alcott. This study investigates how the literary double-life of an author renowned for her moralistic children's novels redresses cultural and gender expectations in nineteenth-century America. She teaches courses in the gothic novel, women writers, the literature of fantasy, and American literature. > >> * _<NAME>_ (Ph.D., Temple), Assistant Professor of Humanities and Communication Studies, is a scholar working in the areas of communication theory and history. His areas of expertise and approach in the discipline include communication aesthetics, communication philosophy, and neurophysiological affectations in media reception. He has published works about advertising history, communication research methodology, and mental imagery formation. In addition, he is a writer and director of commercial media and exhibits his fine art photography in several galleries. He is currently writing a qualitative examination of American advertising imagery in World War II. His general course offerings include topics in advertising, public relations, and the mass media. > >> * _<NAME>_ (Ph.D., Rutgers), Associate Professor of Humanities and Writing, has published on a range of contemporary American novelists--the African-American writers, <NAME> and <NAME>, two essays on Philip Roth, and an essay on John Updike, which has been republished in _Rabbit Tales: Poetry and_ _Politics in Updike's Rabbit Novels_ (1998). His edition of <NAME>'s manuscript novel, _<NAME>._ (1998) has been published by the University Press of Mississippi and was favorably reviewed in the _Sunday New York Times Book Review_. An essay on Chesnutt is forthcoming in _College Literature_ as is his first poem accepted for publication in fourteen years. His current teaching interests are broadly in American fiction, with a special interest in African-American fiction. In addition, he has become passionately interested in ancient Greece, particularly in constructions of gender. > > Humanities students may also take courses in the American Studies Program. American Studies faculty include: > >> _ >> >> <NAME>_ (Ph.D., Pennsylvania), Associate Professor of Social Science and American Studies, works in ethnographic studies, intellectual history, national character studies, and cross-cultural studies. He has written two books, _Goodmen: The Character of Civil War Soldiers_ , and _Life by the Moving Road: An Illustrated History of Greater Harrisburg_ and is currently co-editor of a series of sourcebooks in American Studies for Scholarly Resources. > >> _ >> >> <NAME>_ (Ph.D., Indiana), Coordinator of the American Studies Program and Distinguished Professor of Folklore and American Studies, has published many books including _Following Tradition: Folklore in the Discourse of American Culture_ , _Grasping Things: Folk Material Culture and Mass Society_ , _American Folklore Studies: An Intellectual History_ , and _Old- Time Music Makers of New York State_. > >> _ >> >> <NAME>_ (Ph.D., Columbia), Assistant Professor of American Studies and History, teaches American history, American Indian studies, and women's studies. She has worked on the publication of the William Penn papers and contributed articles to _Women and History_ and _Pennsylvania History_. > >> _ >> >> <NAME>_ (Ph.D., Pennsylvania), Professor of History and American Studies, is an authority on Pennsylvania artists, architecture, and decorative arts; his three books on the topics are required reading in the field. He also leads summer-tour courses on Pennsylvania German culture and decorative arts, historic gardens, artists of the Hudson Valley, and colonial capitals, to name a few. He has a book on the bungalow colonies of the Catskills entitled _Borscht Belt Bungalows_ (Temple University Press), and lectures widely on the Catskills in American culture. <TOP OF PAGE> * * * ADMISSION TO THE PROGRAM: > Applicants must hold a baccalaureate degree from an accredited college or university before entering the Program; they should have earned a grade-point average of 2.5 or better in their junior and senior years. Applicants should submit the following: * a Graduate School application form and fee; * two copies of official transcripts from all colleges or universities attended; * a letter explaining their reasons for interest in the Program; * two letters (preferably from undergraduate professors or others familiar with the applicant's academic work or intellectual interests); and * a writing sample (term paper, or other work; see below). --- > _ > > _Writing samples are used to assess applicants' ability to meet the faculty's expectations for graduate-level writing. They should be recent; examples of previous academic work (critical essays or research papers) are best. Candidates may write a brief essay (two to three pages) specifically for this purpose: a critical review of some humanities work--book, film, art exhibit, musical performance--in their recent experience. Samples of creative writing and/or a portfolio of art works can be submitted as a supplement to the writing sample. > > Obtain information and application forms from and mail all materials to: Enrollment Services Penn State Harrisburg 777 W. <NAME> Middletown, PA 17057-4898 (717) 948-6250 --- > Application deadlines are April 1 for admission for the following fall semester and September 1 and November 1 for admission for the following spring semester. Members of the Program's Admissions Committee occasionally request an interview and/or additional supporting materials when considering applications. It usually takes the committee between two weeks to a month to make decisions, and, at that point, the Program Coordinator promptly informs applicants of the Committee's decisions. An applicant admitted to the Program is also assigned an adviser based on his/her areas of interest. > > Provisional admission is occasionally granted to applicants who meet most standards but whose preparation is lacking in some respect. Provisional students who demonstrate satisfactory completion of requirements stated in their original letter of admission (e.g., additional course work, or successful completion of one or more graduate courses) are admitted to the degree program without further application. > > Non-degree status: Those whose applications are pending, or who wish to sample the Program before applying, may enrol for courses as special non- degree graduate students, after first completing a one-page form available from the Enrollment Services Office. Before selecting course(s), they should consult the Program Coordinator. No more than 15 credits taken as a non-degree student may be counted toward a degree; students in this status should apply promptly for admission to the degree program. <TOP OF PAGE> * * * FINANCIAL AID: > > > _University-wide resources_ : > > _ > > _Graduate School Fellowships are awarded on a competitive basis to outstanding applicants who will enrol as full-time students. In 1997-98, Fellows received stipends of $13,000 plus full tuition remission for two semesters. Both incoming and continuing students are eligible to apply, through the Program Coordinator, for the annual competition. The Program nominates the best-qualified applicants, up to a maximum of three incoming and three returning students. Applicants must submit scores from the Graduate Record Examination (GRE), or an equivalent, approved examination (such as GMAT). They must sit for the GRE no later than October in order for their scores to be available by January. Application forms are available from the office of the Associate Dean for Research and Graduate Studies, Room 118, Olmsted Building, 948-6303. They must be complete, accompanied by all supporting materials, and in the hands of the Program Coordinator no later than 15 January. > > Minority Graduate Scholars Awards are available to qualified entering minority graduate students. Applicants must be nominated by the Program. Stipends and support levels vary with the nature of the award. Recipients must enrol at least half-time (6 credits). For further information, consult the Associate Dean for Research and Graduate Studies (as above) and confer with the Program Coordinator. > > Grants-in-Aid are remissions of full-time tuition for one semester, available to students already enrolled, especially those nearing completion of their programs. Criteria are financial need and academic promise. Applications are available from the Graduate School Fellowship Office, 317 Kern Graduate Building, University Park, PA 16802, (814) 865-2514. > > Other resources may be available to military veterans, international students, and students with disabilities; for information, consult the Student Assistance Center staff, W-117 Olmsted, 948-6025. > _Penn State Harrisburg resources_ : > The Mihailo Dordevic Graduate Scholarship, named in honor of a Professor Emeritus who died in 1991, has been established to offer partial support to qualified part- or full-time graduate students in financial need. Consult the Program Coordinator for information. > > Board of Advisers Scholarships are competitive cash awards to promising graduate students in financial need nominated by their programs. They help support both full-time and part-time students. The competition is annual, in the spring; consult the Program Coordinator by February 15. > > Work-study support is often available to graduate students who can document their financial need. It entails a specified number of hours of work, in the School of Humanities or elsewhere; responsibilities can range from research to clerical tasks. Information is available from the Financial Aid Office, W-112 Olmsted Building; 948-6307. > > Individual faculty grants occasionally include funds for graduate student assistance. Consult the Program Coordinator and inquire in the Research and Graduate Studies office on campus to learn of such opportunities. <TOP OF PAGE> * * * PROGRAM REQUIREMENTS: > The Program offers students flexibility in choosing courses that suit their particular interests and goals. Within the framework of course distribution, all but two required interdisciplinary courses (HUM 500 and HUM 560) and the Master's Production (HUM 580) are chosen by students, in consultation with their advisers, from the range of options available. > > All students must complete 30 credits, at least 18 of which must be at the 500 (graduate) level. Numerous 400-level courses are available to supplement graduate course offerings. A 3.0 average is required for graduation, with successful completion of an interdisciplinary master's production. > > _ > > Foundation course_ : All students should take > > * HUM 500, Research Methods and Scholarly Issues in the Humanities, as soon as possible upon entering the program. This required course introduces students to techniques of graduate-level research and to critical concepts in the various disciplines and interdisciplinary study. >> >> > Single discipline courses are available as > > * HUM 515, Seminar (repeatable for a maximum of 9 credits). >> >> > The subtitle varies by discipline: e.g., Art History or Literature. There follows a more specific short description: e.g., Art History: Impressionism to Surrealism. Other single-discipline courses are available at the 400-level. > > Other Humanities courses include > >> * HUM 530, Seminar in Comparative Arts; >> >> * HUM 590, Colloquium (repeatable when the topic varies); >> >> * HUM 596, Individual Studies (repeatable for a maximum of 9 credits); and >> >> * HUM 597, Special Topics (repeatable when the topic varies). >> >> > > Not all courses are offered every year; some appear in alternate years. > _ > > _Concentration requirement: Students should take courses in two principal fields of interest, so as to be able to explore critical issues and approaches in each area and ensure that they have sufficient breadth of expertise to undertake an interdisciplinary master's production. > > Recommended courses: Most students should take at least one of the following multi-disciplinary courses: > > * HUM 525, Studies in Aesthetics; >> >> * HUM 535, Topics in Cultural and Intellectual History. >> >> * _ >> >> _Capstone course: Toward the end of their course work (after completing at least 21 credits), all students take >> >> * HUM 560, Interrelations in the Humanities, > which focusses on the theory and practice of interdisciplinary scholarship, in preparation for their work on interdisciplinary master's productions. Students enrolling for this course should have a 3.0 grade-point average and defined topics for their productions. >> >> > _ > > _Master's production: The program culminates with > > * HUM 580, Master's Production, > an interdisciplinary scholarly or creative project, usually an extended research paper. Some students, already skilled in a creative or performing art, may with their committees' approval undertake a creative production (performance or exhibit), accompanied by a briefer academic essay on the scholarly or interpretive content or significance of the creative work. A proposal for a creative production must be accompanied by demonstration of the student's advanced ability in the appropriate creative field, satisfactory to the faculty skilled in that area or to outside consultants chosen by the student's supervisory committee. See the section on the Master's Production Prospectus Guide, below. _The supervisory committee's approval of a prospectus is required before a student can register for HUM 580._ >> >> > _ > > _Course descriptions: Specific course descriptions written by the faculty are provided each semester. They are available in the School of Humanities Office during the registration period. > Program style guide: All written work submitted should follow the guidelines described in _The MLA Style Manual_. Copies are available in the Bookstore. > Internship: Students wishing careers in community college teaching may benefit from a supervised internship, offered in conjunction with Harrisburg Area Community College, and available as > > * HUM 550, Junior College Teaching Internship. > If you wish to take this option, plan for it _at least_ 6 months in advance and when most course work is complete. Placement is not automatic; it depends on the Program's recommendation, HACC's needs, and their faculty's assessment of individual applicants' credentials. Most interns teach writing courses. Applicants must demonstrate preparation and/or experience appropriate to the course they expect to teach. HACC encourages prospective interns in composition to participate in the annual Capital Area Writing Project's Summer Institute, held here. Consult your advisor or the Program Coordinator early in your program. >> >> <TOP OF PAGE> > * * * > > _ > > Independent Studies_ : > > Independent Studies courses address subjects not covered in regular course offerings. They require advance consent from the professor who will direct the study, the advisor, and the Program Coordinator. The course goals can vary: e.g., systematic reading in a particular field, or research using a specific method. After student and professor agree on the course plan, the student prepares a comprehensive description (see below). Copies go to the student, the professor, and the student's file; the original goes to the Registrar when the student enrolls for the course. Petitions must be complete and specific and accompanied by appropriate detailed plans, bibliographies, etc., in order to be approved. > > PETITION FOR INDEPENDENT STUDY > > * 496 Semester __ Year >> * HUM __ 596 Current date >> * Student __ Semester classification >> * Title and description of study >> * Study objectives >> * Study procedures >> * Syllabus (if applicable): attach separately. >> * Bibliography (if applicable): attach separately. >> * Expected number of meetings with study director: >> >> >> >> APPROVAL SIGNATURES: >> >> * Independent study director >> * Student's assigned adviser >> * Jurisdictional program head >> <TOP OF PAGE> > * * * > > _ > > Transfer Credits > > _ > > The university allows for up to ten credits for approved courses to be transferred from other accredited universities. Such courses should be graduate-level courses related to the Humanities. Such courses need to have been taken within five years of the petition of transfer and the student should have received a "B" or better in them. The staff assistant will provide you with information for applying for transfer credits. > > It is also possible for you to take courses that count toward your program at the University Park campus and other Big Ten universities. You will need approval for these courses from your adviser and the program coordinator. <TOP OF PAGE> * * * ADVISING: > _ > > Assigned Advisers_ : > > Students should work closely with their assigned faculty advisers to develop coherent programs of study that meet their individual needs. Newly-admitted students should meet with their advisers early on to discuss their interests, strengths, and weaknesses, and objectives. Together, students and advisers develop a program of study, identifying particular courses, topics, or disciplines to be included. This plan then guides the student's selection of courses. It can of course be amended as needed. Should the student's interests change, it is also possible to change advisers by contacting the Program Coordinator. Students should see their advisers at least once every semester, to discuss their progress and plans. > > In planning your fall course schedule, consult your adviser before the end of the spring semester, as faculty often are not available during the summer. Also, consult your professor(s) well in advance if you wish advice on independent study during the summer. Faculty members are on 9-month contracts; summers are their time to pursue their own research projects. > > After obtaining your adviser's signature you can register your course choices at Enrollment Services in the Swatara Building. You should not be closed out of a Humanities graduate course. A new service is the ability to register by phone. See the Schedule of Classes for instructions. The Schedule of Classes can be purchased from the bookstore or accessed on your computer through the Penn State Service and OASIS system. Remember, too, that specific course descriptions are available in the Humanities suite each semester during the registration period. <TOP OF PAGE> > * * * > > _ > > Forming a master's production committee_ : > > While new students may think of the master's production as a distant goal, they should decide on its topic as soon as possible, so they can select appropriate courses. Once this decision is made, students should select faculty to serve on their master's production committees. This committee normally consists of two faculty members: a faculty member who serves as chair (who must be a member of the graduate faculty and a program faculty member) and another faculty member whose expertise is relevant to the master's production topic. Some students may wish to include a third faculty member, from Humanities or from American Studies or outside the school. See "The faculty," above, or consult your adviser or the Coordinator for advice in choosing committee members. <TOP OF PAGE> > * * * > > PROGRAM OF STUDY WORKSHEET > > * Goals: >> * Areas of concentration: __ >> * SUGGESTED PROGRAM OF STUDY: PROGRESS TOWARD DEGREE: >> * Pertinent transfer credit:* Approved transfer credits: >> * Required courses: 500-level courses (at least 18 cr.): >> * HUM 500, Research Methods HUM 500 __ >> * HUM 560, Interrelations Desired fields/topics/courses: >> * HUM 560 __ >> * HUM 580 __ >> * 400-level crs. (maximum 12 cr.): >> * Individual Studies (up to 9 cr.): >> * HUM 580, Master's Production >> * Internship (credits not counted toward degree): >> * Total required credits: 30. >> > * _Transfer credits_ : A maximum of 10 credits appropriate to the student's program of study may be transferred from other institutions. Courses taken before admission here may be considered if they are graduate-level courses, taken within the past five years at an accredited university and listed on a graduate transcript; the student must have earned grades of "B" or better; and the student's academic adviser must attest that the courses are applicable to the program of study here. See the Humanities staff assistants in W-356 for the proper form, to be submitted through the adviser and Program Coordinator to the Graduate School. <TOP OF PAGE> ** * * * TROUBLE-SHOOTING: > _ > > Deferred Grades_ : > > A student who needs extra time to complete a course should consult with the professor as soon as possible, to request an extension and plan a schedule for submitting the late work. Forms for requesting deferred grades, available from the Registrar, require signature by the course instructor and the Program Coordinator or School Director. The Graduate School does not approve deferrals intended to allow students to improve their grades. > > _ > > _A deferral extends through the ninth week of the next semester, when it changes to "F" unless the professor has filed a grade. Students needing more time to make up the deferred work should consult with their professors, who should apply through the Coordinator and the Associate Dean for Research and Graduate Studies for extension until a specific date. Without an extension, the Graduate School may deny course credit for late work. > No grade changes may be made more than one year after the end of any course, by Graduate School policy. > > _ > > Extensions for prolonged programs_ : > > Students are expected to complete their programs within six years. This time is more than sufficient in most cases. Anyone needing more time should request an extension from the Program Coordinator. Programs longer than eight years require that the Coordinator make formal application to the Graduate School, stating reasons why an extension should be granted. Evidence of progress toward the degree (e.g., an approved production draft) may be required to accompany such an application. > > _ > > Resuming Study_ : > > Students who enrol every semester (not counting summers) maintain "continuous registration." International students, whose visas depend on continuing full-time study, _must_ maintain continuous registration; they should consult the International Student Adviser about special requirements that apply to them. > > Other students may find it necessary to skip a semester. In this event, they should inform their advisers and seek advice before their next registration. If a student skips two or more semesters, he/she must receive "Permission to Resume Study" from the Program Coordinator before they can register for courses again. This one-page form is available from Enrollment Services (948-6250). > > Students wishing to resume study after a gap of several years should consult their advisers and/or the Coordinator. They should make specific plans for finishing their programs, along with an anticipated timetable, for application (through the Coordinator) to the Graduate School. They may be required to undertake additional course work, to refresh their competence. <TOP OF PAGE>** * * * LIBRARY RESOURCES: > The Heindel Library offers Penn State's second-largest collection of books, periodicals, microforms, and other materials, and the assistance of expert reference librarians. Circulation desk staff maintain materials placed on reserve for courses, and a collection of videocassettes. The Library has its own Software Information Center, which lends a variety of programs. The interlibrary loan service provides access to materials at other libraries. > > LIAS, Penn State's electronic catalogue of books, serial titles, and similar materials, offers access to the holdings of all Penn State campuses, from terminals in the library or the Computer Center and through a modem from off- campus. The brochure "LIAS: Remote Access Guide" describes how you can browse LIAS from your home computer. > > CD-ROM databases offer listings of articles in a variety of subject areas: the MLA (on literature, language, and related fields), ERIC (on education and related fields), GPO (government publications), PsycLIT (psychological articles), PAIS (Public Affairs Information Service), and others. They often allow very specific searches, e.g., to request materials that deal with both Surrealism and psychoanalysis, or Charles Dickens and deconstruction. Many additional bibliographies are in the library's reference collection. > > Many materials are available on microform, to save space: the Library of American Civilization, runs of many newspapers from the eighteenth century to the present, _Dissertation Abstracts,_ numerous journals, and much else. Reference librarians can orient you and demonstrate the use of microform readers, including some with printers. > > The Alice Marshall Collection, housed in the Swatara Building, contains books, newspapers, magazines, postcards, and ephemera pertaining to American women's history and lives. Students are invited to use this collection for research projects and master's productions. > > _ > > _Other libraries: The State Library in the Forum Building in downtown Harrisburg is open to any state resident and holds an impressive collection, including some periodicals not in the Heindel Library. Open on weekdays from 10:30 to 4:00, its electronic catalog, LUIS, is also accessible by modem. Area college libraries (Franklin and Marshall, Dickinson, Millersville, Messiah, and others) often have extensive collections in humanities areas. Their holdings are listed in a CD-ROM catalog in our reference room, and Penn State students with current IDs have borrowing privileges there. <TOP OF PAGE> * * * OTHER RESOURCES: > The College Computer Center, on the third floor of Olmsted's west wing, offers many services to enrolled students: use of terminals and printers for word processing and other work, access to Penn State bulletin boards and electronic mail, and training in the use of equipment and programs. > > The School of Humanities Slide Library includes thousands of slides of works of art and architecture from around the world, with special strength in U.S. and Europe since the Renaissance. Graduate students may check out slides for short periods, upon submission of complete lists to the professor they are working with. > > Studio facilities in television, radio, and photography are available to those who have the necessary training in equipment use. A studio manager provides orientation and information. The art studio is available to those taking art courses or by arrangement with Professor <NAME>. > > Instructional and Information Technology (E-302) loans video and audio equipment for presentations and research and arranges for rental of films and cassettes from other film libraries. Its staff can also assist students who need to produce materials for presentations. <TOP OF PAGE> * * * THE MASTER'S PRODUCTION: > The Humanities Master's Program accepts two types of Master's Productions. The first is a substantial, well-researched thesis on an interdisciplinary topic; the second is a creative production (such as an art exhibit or a book of poems or short stories) with an accompanying essay. Examples of recent productions are listed below. The process of completing the Master's Production takes planning and close work with committee members. Students first prepare a production prospectus, then move to the drafting stage, and finally present the bound copies for approval. Each of these stages is outlined more fully below. Most students take at least two semesters to complete the production; they should stay in contact with their committee members and also keep the Program Coordinator apprised of their progress as they move toward completing the production. If, at any point in the process, students have questions or difficulties, they should immediately consult their committee chair and/or the Program Coordinator. > > _ > > Selected Master's Production Topics_ : > > These titles of recent productions suggest, but by no means exhaust, the range of interdisciplinary research undertaken by students in the Program: > > * "Subverting the Myth of the American Family: A Comparative Analysis of Family Portrayals in the Works of <NAME> and <NAME>" >> >> * "A One Woman Play: Where Are Their Voices?: Portraying the Lives of Schuylkill County Women" (creative production) >> >> * "The Gothic Revival and Harrisburg's Catholic Churches" >> >> * "A Discipline Based Art Program for Middle Elementary Students: The Influence of Primitivism on <NAME>" >> >> * "Wishing He I Served Were Black: The Theme of a Black Christ in the Harlem Renaissance" >> >> * "Harvesting the Dew: A Literary Nurse Bearing Witness to Pain" (creative production) >> >> * "<NAME>'s _The Mill on the Floss_ : A Comparative Psychological Analysis Using the Theories of <NAME>, <NAME>, <NAME>, and the Timing-of- Events Model" >> >> * "Assemblers of Dreams: Flaubert and Moreau and Their Evil Women" >> >> * "Nikolay G. Chernyshevsky's Novel _What Is to be Done_? and the Genesis of Russian Socialism " >> >> * "Voyage into the Subliminal Sea: An Exhibit of Art Quilts Examining the Seams and Layers of Feminist Philosophies and Women's Experience" (creative production) >> >> <TOP OF PAGE> > * * * > > _ > > The Master's Production Prospectus_ : > > Students planning a master's production should submit a prospectus, or proposal, to the members of their supervisory committees, who will evaluate it and suggest any needed changes. Once all parties have agreed on the project, they should sign the "Approval of Master's Production Proposal" form in the student's file and provide a copy for the student. _An approved prospectus is required before a student can register for HUM 580_. > >> _ >> >> Prospectus_ : "A brief sketch or plan of some proposed...undertaking, containing the details of the general plan or design...and such other details as may assist in judging the feasibility of the undertaking." > _\--Webster's New Universal Unabridged Dictionary,_ 2nd ed. (1983) > A prospectus serves both the graduate student and the supervisory committee: the student, because it requires systematic preparation and thought in developing a focus and argument and plan; the faculty, because it provides a substantial statement which they can evaluate. It demonstrates the student's intentions specifically and in detail, and should provide evidence of the student's ability to complete the work well and within a reasonable length of time. It may of course be amended as needed. > > No single prospectus form is appropriate for everyone in this diverse program. Graduate students should consult with their committees about the preferred form and content of their proposals. In general a prospectus should have the following qualities: > > 1. It should _define the topic or issue(s)_ to be addressed, offer a _statement of purpose_ for the production, and _explain the interdisciplinary nature_ of the work and any theoretical or analytical perspective(s) to be used. >> >> 2. It should discuss the _works, ideas, or events_ to be examined, their pertinence to the production's purpose, and the method(s) to be used to study them; for creative productions, it should provide information on the student's creative abilities and the availability of needed resources for the creative work. >> >> 3. It should include a _plan of the production_ e.g., a series of questions to be pursued; an outline of chapters, with their contents described in brief paragraphs; a series of stages to be accomplished in a creative production, along with the methods for judging them; or a similar plan appropriate to the topic. In short, a proposal should demonstrate knowledge of the scope of the subject, a cogent and clearly defined approach to it, and a general sense of the desired results. (The specific results of the inquiry, of course, will not yet be perceptible.) >> >> > > Students wishing to pursue a _creative production_ should understand that these are inherently quite demanding. Since this program does not offer graduate courses in creative fields, such students must have the requisite skills BEFORE beginning the production; that is no place for on-the-job training. They must demonstrate their ability in the appropriate creative activity, adequate to independent master's level work, to the satisfaction of the faculty member(s) expert in that field--before their prospectuses can be approved. Their proposals must also include plans for a brief (25-30 page) academic essay to explain the academic or interpretive content or significance of the creative work. > >> 4. It should include a brief _bibliography_ (one to two pages) listing some of the most pertinent scholarly or critical literature on the topic. >> >> 5. It should include _an anticipated timetable_ for completion of the work. >> >> > Prospectuses normally emerge after discussions between student and supervisory committee members. Students at this stage should be in close contact with their faculty advisers. Prospectuses aren't binding; any aspect can be changed by mutual consent of student and committee. Once a prospectus is approved, a copy of it should be attached to the approval form in the student's file; any revision should also be filed. <TOP OF PAGE> > * * * > > _ > > Beginning work on the Master's Production_ : > > Register for HUM 580, Master's Production--a one-time-only obligation--after your prospectus is approved. Allow a realistic time-span in which to work. This project will require more initiative and independent work than any seminar paper. Productions typically undergo several stages of revision over an extended time period. If you'll be working over several semesters, consider registering for one or two credits at a time, to maintain full access to the library and other University resources. Consult your committee members about how to submit material. Most committee members want to see several drafts of the production well in advance of the time you are planning to graduate. > When you register for the production in a semester, you will <file_sep>## SI 597/697 Community Information: Project Corps ## Professor <NAME> ## Winter 2000 Revised 1/6/00 (PR). # Syllabus Meets Thursdays 6-7:30PM in 409 West Hall Class home page Project listings Schedule Discussion Questions Be sure to check Course Tools for announcements and other nice features. The URL is: https://coursetools.ummu.umich.edu/2000/winter/si/si/597/001.nsf This 1-credit seminar course offers reading, reflection, and social networking experiences for students who are engaged in projects or considering careers that put information to work for community and public purposes. Most students will enroll concurrently in some kind of project work, either through a Directed Field Experience (DFE), an independent study, a course such as 635, 695, or 699, or a professor-led project (see project examples). In this seminar, students will read about and discuss theories of community, civil society, and the role of the non-profit sector, and draw connections with their project work (reading and reflection). There will also be frequent opportunities to learn about other students' projects and to meet some of the national leaders of the community information movement (social networking) and possibly travel to relevant conferences and workshops. At the end of this course, students who are interested in pursuing careers in the community information movement will know how to begin a job search in this area. You are encouraged to participate for multiple semesters (even all four semesters of the master's program); while we'll keep revisiting similar themes, there will be minimal overlap in the readings and activities. The first day of each semester will be a project-fest, where faculty announce project opportunities and try to recruit you to join the projects, and Karen Jordan presents Directed Field Experience opportunities. ## Pre-requisites Students who have completed SI501 should register for this course as SI697. Other students should register for this course as SI597. ## Objectives After participating in SI 597-697, you should be able to: * connect day-to-day grassroots activities with big ideas about citizenship, opportunity, and the public good in an information society. * find a job as a public informationist. ## Readings Readings will be handed out in class, or available on the Web. You will need to read materials before class so that we can have lively discussion (see reaction paper assignments below). ## Assignments and Due Dates This is a 1-credit class. Class meets for an hour and a half each week. You should spend, on average, about two and a half hours each week outside of class, doing the following: * 24 hours before each class where readings will be discussed, hand in 1-page reaction paper (via email) * for any 3 of the guests during the semester, hand in 1-page reaction to the visitor and class discussion one week later * Either: * find 4-6 information resources to contribute to an on-line guide to job hunting in some area of the community information movement. This guide should include information about conferences, publications, mailing lists, and places where jobs are posted. OR * OR contribute to writing and editing the policies and procedures manual for a pilot loan repayment program for graduates who take community and public-oriented jobs. The program will be funded initially by the Alliance for Community Technology and eventually, I hope, by a consortium of foundations. * If you're involved in complementary project work, once or twice during the semester you'll be asked to present a 10-15 minute status report to the rest of the class. At the end of the semester you'll be required to hand in a 4-5 page reflection paper tying your project work to the themes and activities discussed in class. ## Travel and Social Networking If you find a conference that's worth going to that and that you think will help you in assessing job prospects or developing project ideas for future semesters, you can ask me for travel funds. ## Grading Please register for this class pass/fail (satisfactory/unsatisfactory). This is not a class that lends itself to conventional grading. Last semester, I graded purely on effort, and almost everyone got an A. The school frowns on this. So my solution is to ask you to register for the course in a way that doesn't require you to receive a letter grade. ## Office Hours Wednesdays 11AM-noon, and by appointment (except January 26 and Feb 2). <EMAIL> 647-9458 314 West Hall ## Session Schedule Date \| Topic \| Guests \| Assignments (due before class) ---\|---\|---\|--- Jan 6 \| Introductions of people and projects \| SI faculty; <NAME> \| none Jan 13 \| The roles of citizens \| \| <NAME>. (1998). The Idea of Civil Society: A Path to Social Reconstruction. In Community Works: The Revival of Civil Society in America. <NAME>. Washington, DC, Brookings Institution: 123-143. _Wed. Jan 19, 3:30 PM, 411 West Hall_ \| _Museums and public cultural work_ \| _<NAME>, Director, Univ. Of Michigan Museum of Art_ \| _none_ Jan 20 \| \| \| _Sat. Jan 22_ \| _Visiting day for prospective students interested in SI and the Community Information Corps_ \| \| _none_ Jan 27 \| Roles and Values for Public Informationists \| \| <NAME>. Draft proposal for CIC loan repayment program. Feb 3 \| Venture philanthropy \| <NAME>, W.K. Kellogg Foundation \| _ _e-PHILANTHROPY, VOLUNTEERISM, and SOCIAL CHANGEMAKING, by <NAME> and <NAME> Note: this is a draft version. Please do not recirculate it, as a final version will be out shortly. Feb 10 \| Deliberative democracy \| \| Minnesota e-democracy site <NAME> (1997) _Procedure and Substance in Deliberative Democracy._ In _Deliberative Democracy: Eassays on Reason and Politics_. <NAME> and W. Rehg eds. Cambridge, MIT Press. pps. 407-437. Feb 17 \| Voter information systems \| \| DemocracyNet Web White and Blue Feb 24 \| Community Technology Centers \| <NAME>, Playing 2 Win \| CTCNet Playing 2 Win HarlemLive March 9 \| Neighborhood technology \| <NAME> \| Who's That? web site www.egroups.com http://www.wordaroundtown.com/ March 16 \| Civic Engagement I: Why it Matters \| \| Excerpts (chs. 16, 18, 21) from draft of forthcoming book by <NAME> _Sat. March 18, AM_ \| _Public lecture on civic engagement and social capital_ \| _<NAME>_ \| March 23 \| Native American telecom \| <NAME>, National Indian Telecommunications Institute \| March 30 \| Universal Service: communications policy \| \| TBA April 6 \| \| \| April 13 \| Wrapup and project reflections \| \| ## Discussion Questions for Readings ### For January 13: The roles of citizens <NAME>. (1998). The Idea of Civil Society: A Path to Social Reconstruction. In Community Works: The Revival of Civil Society in America. E. <NAME>. Washington, DC, Brookings Institution: 123-143. 1. What are the four straw men (caricatures) that Walzer provides for the ideal roles of individuals in society (i.e., the good life)? 2. The fifth staw man is the "associational" view, that the ideal role for individuals is to be active members of whichever associations they choose. According to Walzer, how do associations fit into, and modify each of the four other "singular" views of society? 3. What are Walzer's conclusions about what needs to be done? Do you agree with these prescriptions? 4. What are the primary information flows in each vision of the good life that Walzer proposes? 5. What roles can information professionals play in improving each of those information flows? <file_sep>![TAMU-CC](tamuhome.gif)![Syllabus](syl5302.gif) ![](redrule.gif) ## Playing the Policy Game by <NAME> ## An Article Review by <NAME> & <NAME> ##### Last Update: December 14, 1998 From the onset of the article Cahn makes reference to "the game analogy" and destroys the myth surrounding its assumed triviality. In today's policy game a "player" must have a unique blend of charisma and knowledge, if she/he wishes to capitalize on their chance of winning. The author points to several key facets that must be in order to ensure success: 1.) bureaucratic knowledge, 2.) networking, 3.) constituency backing, 4.) money for political contributions, 5.) understanding the rules and culture of the policy environment, and 6.)resources for media campaigns. Cahn indicates in his introduction that his article will explore " the context and environment of the policy game ". (Cahn, 333) The Constitutional Basis of Public Policy Cahn believes the foundation of policy lies in its constitutional base. It is further noted that policy observers must keep a watchful eye on constitutional law as a whole. <NAME> argues that the Constitution was created to favor only the economic elite "at the expense of the debtor classes". (Cahn. 334) Convention delegates shared common economic interests separate from the agrarian interests. Forrest <NAME> and <NAME> argue that Beard's economic interpretation is "factually flawed". <NAME> and Brown point out that the middle class and the majority of society gained from the ratification of the Constitution. Today's contemporary scholars analyze how public law has been structured and has come to accommodate specific sectors. Even though the delegates of the convention were economically diverse, they had key interests in mind such as: 1. in a strong central government that could protect commerce across state boundaries and control the "passions" of the masses; 2. in the creation of a central currency, 3. in creating protection to creditors for monies loaned at interest. The Federalist Papers was one form of major propaganda discussed by Brown and McDonald. The papers focused on the structural changes the constitution would bring and how the framers were the most likely to benefit from the adoption of the constitution. <NAME>, author of The American Political Traditions, states that the framers were less concerned in providing democracy for the people and more for concerned in associating property to liberty. Cahn states that the citizen participation was limited and "an insulated relationship between elected officials and the populace" existed in the republican government. Even though the policy process has evolved since the 18th century, the constitution's "framework has had serious policy consequences for those classes who were excluded"(Cahn, 335). Minority groups such as , African Americans, people of color, women, the poor, gays and lesbians have struggled to gain equality in a society that caters to the majority and the wealthy. Political Culture and Public Policy Cahn remarks that the political culture in the United States is one of "property-oriented legacy". What this proposes is that those who in the past held positions of power not only maintained those positions but also continued the cycle of passing it on to predecessors. The overall statement made by these arguments is that certain elites (those with cold hard cash/credit) have great control over the discourse of public policy. Public policy however, has some inherent problems of its own beyond that of the economic elite. The United States was founded on goals that often are in opposition. Since American political culture has a basis in natural and "inalienable" rights of individuals, public policy many times is at odds with Lockean individualism. This country wishes to promote communal good but has too strong a base in individual property rights that often times contradict communal good. <NAME> and <NAME> give credence to the belief that because American political culture sees people as mere labor commodities, a true sense of democratic values is limited if at all probable. "The economy produces people." (Cahn, 335) This phrase describes the process of how American political culture is produced by the economic system. A prime example of this would be the recent scandal involving President Clinton and <NAME>. Many pundits believe that had our economy not been as hearty the President Clinton's approval rating would not have stayed at such a high level. <NAME> believes that a primary function of the American political culture is exclusion. Rogin argues that American political culture feeds off of the social contract theory. This theory is based on the notion of a society that bonds through a single set of cultural and political values. Those groups that do not follow the social and cultural norm are singled out and are the recipients of discrimination. Some examples of include those cited in the article: the enslavement of African-Americans, the dislocation of the Native Americans, the incarceration of Japanese Americans and the exclusion of gay and lesbian Americans. Maximizing Policy Strategies Cahn states that the one must control her/his political destiny by manipulating human circumstances. The use of and understanding of sociology/psychology can certainly help a political figure maximize political strategies. The Prince, by Machiavelli, and the Presidential Power, by Neustadt illustrates how a president must be deceitful and gain favorable public opinion at the same time to maintain and expand power. A president's public perception and reputation, which includes image and charisma, can influence the power game and the policy process. The president must react quickly to both a positive or negative type of political climate to produce wanted policy outcomes. The Problem of Policy Resources Since Robert Dahl has always recognized the influence of economic elites on policy processes, his argument in "A Preface to Economic Democracy",Dahl argued that economic elites do not compete rather they unite in specific areas. This directly contradicted his earlier work in which he stated that elites competed with one another thus creating a balance, which allowed for the representation of varying interests. This redefinition by Dahl allows for one to conclude that the power and influence of economic elites, primarily corporate elites, dictate the resulting democratic processes. In laymen's terms, those without a voice in the policy debate are more than likely those without strong economic resources and clout. Analysis The contents of this article give an extensive overview into the policy game and how it is played. In order to fully understand the many facets that make up the policy game an individual should explore other sources of information. This article, while useful in its references, is but a mere introduction to the world of "playing the policy game". A more in depth analysis of America's history would be the link that allows for a more pristine vision of how policy is truly decided and later implemented. Works Cited Cahn, <NAME>.1995. "The Policy Game." In _Public Policy: The Essential Readings_. Theodoulou, <NAME>. and <NAME>.1995. Prentice Hall: Englewood Cliffs, NJ. <file_sep>AMERICAN POLITICS COURSE MATERIALS --- ![](../images/wilson.gif) DEPARTMENT OF GOVERNMENT SWEET BRIAR COLLEGE AMHERST, VIRGINIA \| ## Parties & Interest Groups GOVT 208\| Spring 1997\| T-Th 10:30-11:45\| Benedict 101 Prof. <NAME> 202 G<NAME> X-6576 / _<EMAIL>_ Description as of 2/10/97 Class Requirements as of 2/10/97 \| Administrative & Housekeeping Issues as of 2/17/97 Course Materials and Resource Links as of 4/1/97 --- Click on the week to view the assignments. Most of the primary sources can be viewed through hyper-links, but most of the secondary sources will for various reasons [ie the copyright law] have to be obtained through the reserve room. SECTION\| DATES\| COURSE OUTLINE I \| Feb 11-20\| The Problems of Organization in a Democracy II\| Feb 25-March 20\| Political Parties III\| April 1-17\| Interest Group Politics IV\| April 22-May 6\| The Age of Faction and Corruption? Site developed, designed, and maintained as of 2/10/97 by Prof. <NAME>. ![](../images/cap1.gif) \| SWEET BRIAR COLLEGE AMHERST, VIRGINIA \| DEPARTMENT OF GOVERNMENT ---\|---\|--- ## Parties & Interest Groups ## Course Description The two forms of legitimate political mobilization and organization in American political history have been interest groups and parties. This seminar will first examine their theoretical roles in competing visions of what American democracy should be, turning then to examine how these roles function in reality today. Emphasis will be given in the second half of the semester to the issues of lobbying, agenda setting, money, and policy-making in Congress, presidency, and the Supreme Court. \| ![](../images/cap1.gif) \| SWEET BRIAR COLLEGE AMHERST, VIRGINIA \| DEPARTMENT OF GOVERNMENT ---\|---\|--- ## Parties & Interest Groups ## Course Requirements No pass/fail enrollees. Prerequisites are GOV 5 &6 [or permission of instructor]; Congress and Presidency is recommended, as is a good reading knowledge of American political history. Class Materials and Texts: The following materials are available at the College Store, as well as on reserve at the library: Required: <NAME>, Democracy in America (Mentor Books). <NAME>, Political Parties in the American Mold (UWisconsin Press) <NAME>, The Idea of a Party System. (UCalifornia Press). <NAME>, The End of Realignment (UWisconsin Press). <NAME>, The Logic of Collective Action (Harvard UP). <NAME>, Interest Groups and Congres (Allyn & Bacon). <NAME>, Demosclerosis (Times Books). Requirements: The final grade will be composed of four parts: Participation 5% Final Exam 35% During flex period in May Critical Analysis Essay 25% Tuesday, February 25 Research Project 35% Thursday, May 1 Research Project Prospectus (ungraded) Thursday March 20 PARTICIPATION: Active participation is worth 5% of the final grade. This includes, but is certainly not limited to, attendance. The grade is based on both the quality, as well as the quantity, of your participation in the seminar over the course of the semester. EXAM: The exam will emphasize the major themes, ideas, and principles developed in the reading, in my lectures, and in our discussions. The final will be a three hour, closed book essay exam offered during the flex period. Makeups or special scheduling will only be offered at my discretion, in consultation with the Dean of Student Affairs. CRITICAL ANALYSIS ESSAY: Students will write a seven page critical analysis essay on a topic to be distributed in class. Sixty-five percent of the grade will be based on the essay's substance - its thesis, analysis, and conclusions. Thirty-five percent will be based on its style - proofreading, editing, and overall clarity. Late papers will only be accepted because of sufficient extenuating circumstances, determined at my discretion. RESEARCH PAPER: \| ![](../images/cap1.gif) \| SWEET BRIAR COLLEGE AMHERST, VIRGINIA \| DEPARTMENT OF GOVERNMENT ---\|---\|--- ## Parties & Interest Groups ## Administrative and Housekeeping Issues As the need arises, I will post any general notes to the class at this place. Site developed, designed, and maintained as of 1/31/97 by Prof. <NAME>. <file_sep>## Politics and the University RUTGERS UNIVERSITY 06:090:198, Section 1 Ro<NAME>ider Douglass Scholars Program--Freshman Seminar Fall, 1991 OFFICE HOURS: DOUGLASS: Monday 10:15-11:15 and Wednesday 1:00-2:00, Hickman 616 KILMER: Tuesday & Thursday, 12:30-1:00, Tillett 101D COLLEGE AVENUE: Tuesday & Thursday, 3:15-4:15, Milledoler Hall Also by appointment The central idea of a liberal arts education is "know thyself," but we seldom apply this dictum to the university itself. Indeed, considering how much time we are now spending in a university, it's remarkable how little most of us (faculty and administrators as well as students) know about the American system of higher education. The purpose of this course is to develop a perspective on higher education by comparing the American system to those of other countries. An underlying assumption is that higher education systems don't just happen; they are the result of chains of political decisions, so the very different kinds of postsecondary educational systems found throughout the world reflect significant political differences in the countries concerned. Hopefully this perspective will allow us to ask what is good and bad about our own system and perhaps develop some ideas about how to improve it. We will approach the question in several different ways. First, you will be expected to do the reading on the syllabus before the class. This looks like a staggering task, but in fact most of the material consists of fairly short articles to expose you to different points of view fairly quickly. The reading is central to the course. For each topic I tried to look at some general arguments, move to some specific examples both in the U.S. and abroad, and link them up to some current issues or problems at Rutgers. The required books will be available at the Student Cooperative Bookstore on the Douglass campus. All other materials will be available both on reserve at Douglass Library and in a photocopy packet which you may purchase from Pequod Copies on 119 Somerset Street on the College Avenue Campus, next go Legends Bakery and across from Greasy Tony's. (Pequod was used rather than Kinkos because it was 25% cheaper.) Unfortunately, the copyright rules for photocopying materials for classroom purposes have been changed this year, and as a result we have been unable to get permissions to reprint much of the materials in the Pequod packet. Therefore, please do not go to Pequod. I will let you know when the packet is available; in the meantime, we will have rely on the reserve materials. Second, I do not intend to lecture in class. You are expected to bring ideas from your reading and elsewhere into the classroom for discussion. I will also invite one or two visitors from the Rutgers community with specialized knowledge or background to attend each class. However, they will not be asked to lecture either; instead they have been asked to participate in a conversation with the class (not with me). If you do not come to class prepared to initiate and further this conversation, it will be embarrassing for all concerned. Normally the conversation with the visitor will last roughly for the first hour of the class; we will then take a break and return for the balance of the period. Third, you will be required to do a major research paper. The topic should be approved by me by October 9. It will be due into me by November 27. The paper should be at least twenty double-spaced pages long and have the usual research apparatus of references, bibliography, etc. It may analyze any aspect of higher education that you wish, either going into a topic we cover in more depth or picking another area altogether. However, it must compare the experiences of at least three countries in a systematic way. Your grade will be calculated on the following basis: Final exam on scheduled date 40% Paper 40% Class participation 20% REQUIRED BOOKS (paperbacks, in Douglass Bookstore): <NAME>, Perspectives on Higher Education <NAME>, The University: An Owner's Manual <NAME>, Higher Education and Social Stratification: An International Comparative Study D. <NAME>, Sharing the Costs of Higher Education <NAME>, The Tuition Dilemma: Assessing New Ways to Pay for College <NAME>, Universities Under Scrutiny, OECD A few copies of all other materials in the syllabus should be on reserve at the Douglass Library. However, the Library's reserve policy is to put only a few copies on reserve. Therefore I have arranged for Pequod Copy Studio, 119 Somerset Avenue, New Brunswick (across the street from Greasy Tony's) to sell all these materials in a packet. (Pequod was chosen because it was substantially cheaper than Kinkos; I would be interested in any comments on the quality of their service.) Note that you are not required to buy these materials. However, whether you buy them or use them on reserve, you are responsible for having read all assigned materials before the class when they are assigned. This packet will be expensive; you may want to share one with a fellow student. September 9: Introduction and course overview I. BACKGROUND IN CONTRASTING SYSTEMS September 16: The University: An Owner's Manual, Preface and chapters 1-3 and 12-13 Perspectives on Higher Education, Introduction and chapters 1-2 Universities Under Scrutiny, chapters 1-3 <NAME>, Jr., "Judgment Time for Higher Education," Change, 20 (July/August, 1988), pp. 35-39 <NAME>, "The Unintended Revolution in America's Colleges Since 1940," Change, 18 (September/October, 1986), pp. 44-51 September 23: <NAME>, The School and University, pp. 11-21 and 38-40 (France); 45-53 (West Germany); 103-110, 116-119, and 125- 128 (Sweden); 131-132, 138-143, and 147-157 (Japan); 160- 174, 179-180, and 185-189 (China); 195-206 and 208-211 (Latin America); 217-237 (Africa) [Optional: pp. 77-85 and 95-99 (England); 239-244, 254-257, and 260-261 (U.S.)] II. FUNCTIONS OF HIGHER EDUCATION (WHAT DOES IT DO?) A. PROFESSIONAL AND VOCATIONAL EDUCATION September 30: <NAME>, Centers of Learning: Britain, France, Germany, United States, chapter 3 Nell P. Eurich, Systems of Higher Education in Twelve Countries: A Comparative View, Preface and pp. 13-17 Universities Under Scrutiny, chapter 7 Paul Carrington, "Of Law and the River" and "'Of Law and the River,' and of Nihilism and Academic Freedom," Journal of Legal Education, 34 (June, 1984), pp. 222-228 and 35 (March, 1985), pp. 1-26 GUEST: <NAME>, Dean, College of Pharmacy B. RESEARCH AND EXTENSION October 7: Perspectives on Higher Education, chapter 7 Nell P. Eurich, Systems of Higher Education in Twelve Countries: A Comparative View, chapter 8 Universities Under Scrutiny, chapter 6 <NAME> and <NAME>, The Economics of American Universities, chapter 2 (Balderston) <NAME>, Universities in the Business of Repression, pp. 148-167, 189-212, 216-223, and 234-244 <NAME>, "Milking the Sacred Cow: Research and the Quest for Useful Knowledge in the American University since 1920," Science, Technology, and Human Values, 13 (Summer-Fall, 1988), pp. 332-348 <NAME>, "Biotechnology and the University," Journal of Higher Education, 57 (September-October, 1986), pp. 477-492 The University: An Owner's Manual, chapter 5 <NAME>, "Allegations of Dishonesty in Research and Their Treatment by American Universities," Minerva, 27 (Summer- Autumn, 1989), pp. 177-194 Matrix, current issue (to be distributed in class) <NAME>, <NAME>, and <NAME>, Tomorrow's Universities: A Worldwide Look at Educational Change, chapter 10 <NAME>, <NAME>, and <NAME>, "Building U.S. Economic Competitiveness: The Land-Grant Model," Change, 22 (May/June, 1990), pp. 11-17 GUEST: <NAME>, University Professor of Mathematics and former Vice- President for Research C. LIBERAL ARTS, GENERAL EDUCATION AND THE CORE CURRICULUM October 14: Rutgers Undergraduate Catalog, college distribution requirements (not on reserve or in packet) <NAME>, Systems of Higher Education in Twelve Countries: A Comparative View, chapter 7 Universities Under Scrutiny, chapter 5 The University: An Owner's Manual, chapter 6-7 <NAME> with <NAME>, "The Social Imperatives for Curricular Change in Higher Education" in their Opposition to Core Curriculum: Alternate Models for Undergraduate Education, pp. 13-38 <NAME>, "Why We Need a Core Curriculum for College Students," Imprimis, 19 (May, 1990) <NAME>, "Is There a Core in This Curriculum? And Is It Really Necessary?" Change, 20 (March/April, 1988), pp. 27-31 <NAME> and <NAME>, Jr., "Cultural Literacy and Liberal Learning," Change, 20 (July/August, 1988), pp. 11-26 <NAME>, "A Taste for Difference," Yale Alumni Magazine, November, 1990, pp. 38-42 <NAME>, "The Role of the West," Yale Alumni Magazine, November, 1990, pp. 43-46 <NAME>, "The Storm Over the University," New York Review of Books, December 6, 1990, pp. 34-40; February 14, 1991, pp. 48-50; and May 16, 1991, pp. 62-63 <NAME>, "Liberal Arts for the Twenty-First Century," Journal of Higher Education, 58 (January/February, 1987), pp. 38-45 <NAME>, "Price as a Lever for Reform," Change, 21 (March/April, 1989), pp. 21-28 <NAME>, Coming of Age in New Jersey: College and American Culture, chapter 7 GUEST: <NAME>, University Professor of English, Dean of the Graduate School, past President of the Modern Language Association III. ACCESS TO HIGHER EDUCATION (WHO SHOULD ATTEND?) A. WHO ATTENDS October 21: Perspectives on Higher Education, pp. 79-83 Universities Under Scrutiny, chapter 4 Arthur Levine, Shaping Higher Eduction's Future, pp. 11-39 (Solomon) and 161-180 (Levine) Higher Education and Social Stratification, entire <NAME>, "Achieving Equality Through Educational Expansion: Problems in the Swedish Experience," Comparative Political Studies, 10: 3 (October, 1977), pp. 413-432 <NAME>, "A Quota on Excellence? The Asian American Admissions Debate," Change, 21 (November/December, 1989), pp. 39-47 <NAME>, The State of the Nation and the Agenda for Higher Education, pp. 99-124 Robert and <NAME>, professors of sociology (invited, no yet confirmed) B. INSTITUTIONS WITH DISTINCTIVE CLIENTELE October 28: Perspectives on Higher Education, chapter 5 <NAME> and <NAME>, "American Indians in Higher Education: A History of Cultural Conflict," Change, 23 (March/April, 1991), pp. 11-18 <NAME> and <NAME>, The Diverted Dream: Community Colleges and the Promise of Educational Opportunity in America, 1900-1985, Preface, chapter 1, pp. 77-79, and chapters 6 and 8 (55 pp.) <NAME>, "The Miami- Dade Story," Change, 20 (January/February, 1988), pp. 10-23 <NAME>, "Open Universities: Closing the Distances to Learning," Change, 22 (July/August, 1990), pp. 45-50 <NAME>, On Higher Education: The Academic Enterprise in an Era of Rising Student Consumerism, chapters 6 and 5 <NAME>, "Black Colleges vs. White Colleges," Change, 19 (May/June, 1987), pp. 28-39 <NAME>, "The Revolution at Gallaudet," Change, 21 (January/February, 1989), pp. 9-18 <NAME>, "Mills Students Provided Eloquent Testimony to the Value of Women's Colleges," Chronicle of Higher Education GUEST: <NAME>, professor of history & Dean of Douglass College IV. FINANCING HIGHER EDUCATION (WHO SHOULD PAY?) November 4: Perspectives on Higher Education, pp. 83-105 "Financing Higher Education," The Public Interest, 11 (Spring, 1968), pp. 108-126 and 131-133 (Friedman, Meyerson, Coleman, Bolton, Sizer) <NAME>, Investment in Learning, pp. 3-5, 17, 55-59, 63- 103, and 431-448 Sharing the Costs of Higher Education, chapters 1, 2, 4, 6, and 7 GUEST: <NAME>, professor of economics November 11: The Tuition Dilemma: Assessing New Ways to Pay for College, entire <NAME>, "Where Does the Money Really Go?" Change, 19 (November/December, 1987), pp. 12-34 <NAME>, "State Financing of Higher Education: A New Look at an Old Problem," Change, 22 (January/February, 1990), pp. 42-56 <NAME>, "Impact of Student Financial Aid on Access," in "The Crisis in Higher Education," Proceedings of the Academy of Political Science, 35 (1983), pp. 84-96 GUEST: <NAME>, professor, Graduate School of Management and former Chancellor of Higher Education, State of New Jersey V. EXTERNAL CONTROL OF THE UNIVERSITY November 18: Perspectives on Higher Education, chapter 6 Philip Altbach, "Student Politics in the Third World," Higher Education, 13 (1984), pp. 635-655 <NAME>, "Battle Zone: A Battered University in Lima, Peru, Reflects Nation's Political Strife," Wall Street Journal, December 31, 1990, pp. 1 & 4. <NAME>, "Uniting German Higher Education: Issues Old and New," Change, 22 (November/December, 1990), pp. 39-45 <NAME> and <NAME>, "Thatcherism and British Higher Education," Change, 21 (September/October, 1989), pp. 31-41 <NAME>, "Comparative Perspectives on Higher Education Policy in the UK and the US," Oxford Review of Education, 14 (1988), pp. 81-96 <NAME>, "Politics and the University: Rethinking Higher Education in India," Change, 19 (July/August, 1987), pp. 56-59 <NAME>, "The Collectivisation of the Dutch Universities," Minerva, 27 (Summer-Autumn, 1989), pp. 157-176 <NAME>, "Perspectives on the Current Status and Emerging Policy Issues for State Coordinating Boards," Association of Governing Boards of Universities and Colleges, Washington, DC GUEST: <NAME>, Chancellor of Higher Education, State of New Jersey VI. INTERNAL CONTROL OF THE UNIVERSITY; STUDENTS, FACULTY AND ADMINISTRATORS November 25: The University: An Owner's Manual, chapters 10-11 and 14-15 <NAME>, The End of Elitism? The Democratisation of the West German University System, pp. 44-48, 65-74, 78-82, 85-102, and 206-213 <NAME>, The Western University on Trial, chapters 3 (Kielmansegg) and 5 (Passmore) <NAME> and <NAME>, "On Student Power" and "Correspondence: Participation and Professionalism," AAUP Bulletin, 56 (Autumn, 1970), pp. 279-282 and 57 (Spring, 1971), pp. 129-137 GUEST: <NAME>, president, Rutgers University VII. POLITICAL DISSENT AND HIGHER EDUCATION December 2: <NAME>, "Academic Freedom in the Modern American University," in Philip Altbach and <NAME>, Higher Education in American Society, pp. 77-105 <NAME>, "Freedom and Community in the Academy," Texas Law Review, 66 (June, 1988), pp. 1577-1589 <NAME>, <NAME> and <NAME>, The Case of the Nazi Professor, pp. 1-6 and 113-119 <NAME>, "Politics and Pedagogy at Dartmouth," LinguaFranca, February, 1991, pp. 22-26 "All Opinions Welcome--Except the Wrong Ones," Insight, April 22, 1991, pp. 8-19 <NAME>, "Two Scholars Settle a Score," Insight, July 22, 1991, pp. 34-35 <NAME>, "NAS: Who Are These Guys Anyway?" LinguaFranca, April, 1991, pp. 34-39 and June, 1991, pp. 3 and 44 GUEST: <NAME>, University Counsel VIII. THE FUTURE OF THE UNIVERSITY December 9: The University: An Owner's Manual, chapter 16 Perspectives on Higher Education, chapters 4, 8, and 9 Universities Under Scrutiny, chapters 8-11 <NAME>, "Higher Education Cannot Escape History: The 1990s" in <NAME>. Jones and <NAME>, An Agenda for the New Decade, pp. 5-18 <NAME>, "Higher Education Circa 2005: More Higher Learning, But Less College," Change, 19 (January/February, 1987), pp. 40-45 * * * You may download text copies of each of these syllabi. ![TOC](blutoc.gif) ![Index](bluindex.gif) ![See File](bluhome.gif) <file_sep>SPECIAL METHODS OF TEACHING SOCIAL STUDIES 327-31200-01 Course Objectives: Special Methods emphasizes teaching social studies on the secondary level with special reference to the New York State Social Studies curriculum. This course examines and applies subject-specific methods and materials, including the evaluation of student work, for teaching students of varying needs, interests and levels of academic preparation. Conceptualizing, organizing, presenting, and evaluating historical and social science content is particularly important. This course introduces the practical application of each social science in relation to specific curricular demands and also integrates instructional technology through internet sources and computer applications. Mastery of both theoretical concepts and their application in the classroom is essential. Course Requirements: 1. Qualitative discussion of assigned readings and completion of written assignments. 2. Midterm evaluation. 3. Five teaching presentations and related lesson plans. Four of the lessons will be presented in a public school setting. 4. Three observations of your future cooperating teacher's classes and one teaching exercise during finals week. Additional meetings and assistance in preparation for student teaching with your cooperating teacher. 5. Three regional (U.S., European, non-Western) unit plans which include detailed innovative lesson plans and sample teaching lessons given in a classroom setting. See number three above. Mastery learning - qualitative revisions of submitted unit plans. 6. One page evaluations of Social Studies related website links found in the on-line copy of this syllabus. 7. Attendance is mandatory. No unexcused absences!!! 8. Final evaluations - written work and teaching lessons at the high school during final examination week. A portfolio with all accumulated revised material must be maintained and turned in. Grading: Three unit plans with technology infusion and related teaching presentations, 20% each unit......60% Final portfolio with revised unit plans and other accumulated materials........................ 25% Classroom participation and midterm evaluation.........15% 100% Textbook and Materials: Dynneson and Gross. Designing Effective Instruction for Secondary Social Studies (1999). Related handouts and internet sites COURSE OUTLINE 1 \| Jan \| 23 \| Introduction to the course. ---\|---\|---\|--- 2 \| Jan \| 25 \| History and Debate over the Social Studies: "Why Should We Study the Social Studies?" Designing Effective.... Chapters 1 and 2 http://www.socsci.kun.nl/ped/whp/histeduc/ 3 \| Jan \| 30 \| Reflections on Teacher Role Models. Presentations: "Why Do I Want to Teach Social Studies." 4 \| Feb \| 1 \| Core Subject Fields of the Social Studies: History, Government and Geography Chapter 3 U.S. and World History: http://www.ukans.edu/history/VL http://members.aol.com/historyresearch/ Government: http://www.congresslink.org/ Geography: http://www.nationalgeographic.com/ 5 \| Feb \| 6 \| The Diversity of Historical Approaches and an Evaluation of Generic Social Studies Websites The New York State Social Studies 7-12 Standards and Curriculum. NCSS: http://www.socialstudies.org/ H./SS: http://www.execpc.com/~dboals/boals.html K-12: http://shell3.ba.best.com/~swanson/history/ NYState: http://www.nysed.gov/rscs/currfwk.html http://www.emsc.nysed.gov/ciai/social.html http://www.education-world.com/history/index.shtml 6 \| Feb \| 8 \| Important Subject Fields of the Social Studies: Economics, Sociology, Psychology and Anthropology Economics: http://www.ncat.edu/~simkinss/econlinks.html Multicultural Calendar: http://www.kidlink.org/KIDPROJ/MCC Chapter 4 Social Sciences: http://members.aol.com/historyresearch/ 7 \| Feb \| 13 \| First Student Teaching Exercise: A Current Event Presentation News: http://www.nytimes.com/ Gov.: http://thomas.loc.gov/ World: http://www.bbc.co.uk/ 8 \| Feb \| 15 \| Identifying Instructional Goals in Social Studies and DesignModels for Course, Unit and Lesson Development. An Introduction to the Lesson Plan Format Chapters 8 and 9 NY Social Studies Resource Guide: http://www.emsc.nysed.gov/guides/social Sources: http://education.indiana.edu/~socialst http://www.zuska.simplenet.com/ 9 \| Feb \| 20 \| First Lesson Plan on Current Events is Due. Discussion and Application of Behavioral Objectives and Critical Thinking Development Chapters 8 and 9 10 \| Feb \| 22 \| Selection of United States Unit Topic and Format. Lesson Plan Development: Connections and Meeting the Standards USHist: http://historymatters.gmu.edu/ Futher homepage modifications forthcoming........ 11 \| Feb \| 21 \| Instructional Strategies and Activities Chapters 13 and 14 We will subscribe to the H-Net Listserve edited for High School Social Studies Teachers: http://www.h-net.msu.edu/~highs/ 12 \| Feb \| 23 \| Model Unit Plans and Progress Reports 13 \| Feb \| 28 \| Student Teaching Exercise at the Boynton Middle School. United States Unit Plans are Due this Week! Selection of European/Western Civilization Unit Topic Archives: http://www.msstate.edu/Archives/History/index.html 14 \| Mar \| 1 \| Mid-Term Evaluation 15 \| Mar \| 6-10 \| SPRING BREAK 16 \| Mar \| 13 \| Discussion and Evaluation of the First Plan. Progress Reports on Second Unit Plan 17 \| Mar \| 15 \| Special Student Populations: Meeting Needs and Providing Effective Instruction. Chapter 5 18 \| Mar \| 20 \| Classroom Management and Motivating Student Learning. Music as a Motivator. <NAME>'s We Didn't Start the Fire http://users.aol.com/jdsweeney/fire.html Chapter 7 19 \| Mar \| 22 \| The Observation Process: Teacher Behavior, Student Behavior, Learning Climate and Classroom Management. We Visit Ithaca High School 20 \| Mar \| 27 \| Student Teaching Exercise in European History at Ithaca High School 21 \| Mar \| 29 \| Second Unit Plan in European History is Due! Selection of non-Western Unit Topic World: http://www.lexiconn.com/lis/schomp/whl/index.htm Women: http://www.womeninworldhistory.com 22 \| Apr \| 3 \| Discussion and Evaluation of the Second Unit Plan. Progress Reports on Third Unit Topic Global 23 \| Apr \| 5 \| Public History: Local Lore, Museums and Oral Histories. Possible Museum Visit Historic Places: http://www.cr.nps.gov/nr.twhp/ 24 \| Apr \| 10 \| The Appropriate Use of Classroom Technology and Media Chapter 6 PBS: http://www.pbs.org/history/ CNN: http://cnn.com/ 25 \| Apr \| 12 \| The Social Studies Teaching Profession: Contemporary Conditions and Future Trends. NYSCSS: http://www.nyscss.org/ 26 \| Apr \| 17 \| Effective Instructional Assessment Strategies The Formal and Informal Means of Assessing Learning Outcomes. DBQs - Document Based Questions and the NYState Examinations http://www.nysed.gov/rscs/stests.html Chapter 15 27 \| Apr \| 19 \| Attend presentation Thursday 20 April 12:10 Clark Lounge on Gerontological and Intergenerational Education in the Social Studies Curriculum. Lessons on Aging: http://www.unt.edu/natla 28 \| Apr \| 24 \| Student Teaching Exercise at Ithaca High School in non-Western Area. Third Unit Plan is Due 29 \| Apr \| 26 \| Discussion and Evaluation of Third Unit Plan and Course Summary. 30 \| May \| 1 \| EXAMINATION WEEK Final Teaching Exercise with your Cooperating Teacher. Essay Examination. The Final Portfolio is Due * * * <NAME> Muller 427 274-1587 <EMAIL> http://www.ithaca.edu/faculty/wasyliw \| Office Hours: MWF 10:00-10:45am, 12:00 - 12:45pm T / TH 1:00-2:00 and by appointment ---\|--- <file_sep>###### Austin College January Term # Natural History of the Hawaiian Islands ### JanTerm 1999 Instructor: <NAME>, Moody Science 314, 903-813-2204, <EMAIL> <NAME>'s home page All text and images on and associated with this page are copyright 1999, <NAME> Coordinator of activities: <NAME>, 903-870-0238, <EMAIL> <NAME>'s home page Course Syllabus 1999 \| First Exam \| Images \| Links ---\|---\|---\|--- Syllabus: Content Field Notebooks Grades Important Considerations Hawaiian language Things to bring Itinerary 1999 Course content: Archipelagoes have been called "crucibles of evolution". This is especially true of the Hawaiian Islands, which combine incredible biological diversity with spectacular natural beauty. This course is an exploration of the biota, geology, and geography of these remote oceanic islands, which are home to numerous endemic species of birds, plants, and invertebrates, many of which are unknown to science. We will visit the full range of habitats provided by the islands, from coral reefs to volcano peaks, from lush tropical forests to hot deserts. Our goal is to observe first-hand the biological diversity and complex ecology of this Pacific paradise. Each student will keep a field notebook (described below) where observations and interpretations will be recorded. Sources of information: The primary source of information will be your own observations of the natural history of the islands. We will be primarily concerned with observations and interpretations of the ways the plants and animals make their living, and how they came to be what and where they are. We have two required "textbooks". One is the Smithsonian Guide to Natural America -- The Pacific; this book contains a wealth of information about the islands, and includes much natural history and cultural history, as well as lots of practical information. The other is Hawaii's Birds, published by the Hawaii Audubon Society. This is a thin but beautifully illustrated guide to the extant (and in some cases extinct) avifauna of the islands, much of which is threatened or endangered. There are two other field guides that might be useful but are not required. They are An Underwater Guide to Hawai'i by Fielding and Robinson (marine invertebrates, fish, and other vertebrates) and Trees of Hawai'i by Kepler. These can be ordered through the campus bookstore or purchased once we reach the islands. There is also a requirement of reading one book from a selection of environmental or biological books (not textbooks) such as Darwin's Voyage of the Beagle or On the Origin of Species, Leopold's Sand County Almanac, Wilson's Diversity of Life or Naturalist, Weiner's The Beak of the Finch, Tinbergen's Curious Naturalists, Who Gave Pinta to the Santa Maria by <NAME>, or Cod: A Biography of the Fish That Changed the World by <NAME>. Any other book of this sort that interests you would be acceptable. What does the term "natural history" mean? Most biologists who study whole organisms would agree on a few common themes, but each would probably emphasize some things over others. I am most interested in how organisms are adapted through the action of natural selection (including sexual selection and indirect selection) to fit their abiotic, biotic, and social environments. There are a variety of manifestations of adaptation. Morphology (how a body is structured on the outside), anatomy (how a body is structured on the inside), physiology (the chemical workings of a body), life history strategy (allocation of resources to and timing of somatic growth and reproduction during ontogeny), and behavior (how an organism responds in the short term to stimuli in its environment) are all characteristics of organisms that can be interpreted from the perspective of evolution and adaptation. The "environment" can be any physical, chemical, or biological factor (including conspecifics) that influences or impinges on an organism. This takes in a lot of territory. In general, physical and chemical factors constitute the abiotic environment, heterospecific organisms (viruses, bacteria, plants, insects, vertebrates, etc.) form the biotic environment, and conspecific organisms form the social environment. Ecologists think of the environment in terms of the "ecological niche" of a species; the niche comprises an indeterminate number of niche "axes" or "dimensions", which are essentially environmental variables (including other organisms) that affect the survival and reproduction of individual organisms. I say "indeterminate" because one can always think up new variables that might affect organisms. Organisms are conglomerates of characteristics that function together as a unit, and the unit is designed (by the action of natural selection) to function efficiently within the environment. The conglomeration of design features or adaptations is termed the "adaptive syndrome". So, in a few words, natural history is the study of the adaptive syndrome of organisms, and how organisms fit their ecological niches. * * * Field notebooks: You will record activities, observations, and impressions in a field notebook. The format of the field notebook varies greatly among field biologists, and takes on different forms in different specializations within field biology. Traditionally, the field notebook consists of three sections: the log, the species accounts, and the journal. Most field biologists keep notes in a loose-leaf notebook (5.5" x 7.5" or 6" x 9") with the three sections separated. The traditional writing materials were a stylus pen with india ink on cotton bond paper. I recommend ball-point pen for written records of observations, and a #2 pencil with blank or bond paper for drawings. In this course, loose-leaf binders are mandatory -- they allow you to rearrange your species accounts to keep them in proper taxonomic order, and to add new ones as you make more observations. It is useful to have pockets in your notebook to keep things like maps or directions to field sites, pens and pencils, rulers, conversion tables, receipts, etc. Notebook binders, dividers, and paper are available in the campus bookstore and in other places around town. * The log is where you record all of the practical information about your field trip: where you went and how you got there (which will be particularly cool in our case), when you were there, and what the weather was like (temperature, humidity, wind speed and direction, cloud cover, etc.). Each page of the log should be dated (and numbered if you wish). The log should also contain information about the characteristics of the particular locality you visited, which will vary depending on what kind of a place it was. For terrestrial habitats, important information about locality includes topography (mountain, canyon, caldera, stream, talus slope, lava flow, etc.), elevation, vegetation [general description of the plant assemblage (e.g. "cloud forest", "silversword desert") as well as information about dominant species (e.g. "ohia lehua and tree ferns")], and substrate type (nature of the soil and rocks -- we will learn about this as we go). For shallow marine habitats, the important information includes "topography" (fringing coral reef, patch reef, spur and groove reef, atoll, dissected slope, etc.), depth, distance from shore, and substrate (stony coral, rock, sand, marine plant life). * The species accounts include all observations and information on particular types of organisms. The tradition in field biology, especially in vertebrate field biology, is to make an entry in the field notebook each time you observe an individual of a particular species. Over time, with successive observations, a picture of the "autecology" and the "synecology" of each species develops in your notebook. Our species accounts of vertebrates will be of the traditional type, and we will include any new information obtained from successive observations. Others will not be traditional "species" accounts because we will not identify some organisms to species. At the level of sophistication of this course, it will be adequate to use, for instance, "soft coral type #1" to identify a certain type of organism, as long as we all know what we are talking about, and can distinguish "soft coral type #1" from "soft coral type #2". To achieve this, your accounts should have descriptions and drawings of the animals and plants you encounter (and of their distinguishing characteristics), so that you can recognize them again and make more complete accounts. In some cases this will require careful observation and memory, followed by reference to field guides, followed by additional observation. > In addition to morphological descriptions, your accounts should include information about microhabitat (where specifically within the larger habitat was this organism found?), population or social group size, interspecific and intraspecific interactions (both competitive and cooperative), and behaviors such as foraging and predator avoidance. The species accounts should make reference to the log so that you know where and when you found a certain creature. Some of our accounts will be "community accounts" rather than species accounts, because we will be interested in the composition and structure of plant and animal communities of particular habitats. These accounts will contain descriptions of the general type of plant or animal community, and will include information about species diversity and the dominant species of the community. * The journal is a place to record your interpretations of the events of the day, or your thoughts and feelings on life in general. It is a place for the development of scientific knowledge and ideas (i.e., "Today I saw... This might be important because..."). It is common to have some intuition about what is happening in a particular situation, but for the intuition to be vague or incomplete. My personal preference for journal entries is to consider the organisms and communities that I encounter from an evolutionary perspective (as Dobzhansky put it, "in biology nothing makes sense except in the light of evolution"). Your journal should include a developing discussion of a) the adaptive syndrome of particular species that we encounter, b) the ecological relationships between species that we observe, and c) the composition and structure of ecological communities that we observe. The journal develops over time with the species accounts and the log, as the latter two sections include more and more information about localities and organisms. The field notebooks of some field biologists develop into important scientific works, such as <NAME>'s Reproductive Cycles in Lizards and Snakes. * * * Grades: Grading in this course is S/U. My grading of your notebooks will be based on my observation of how thoroughly you record observations. I expect everyone to record observations thoroughly, legibly, and accurately. We will record many observations as a group, so that you learn to be observant. We will discuss and share our interpretations and impressions, but your journal should reflect your own ideas and biases. Your field notebook is your own record of the trip. It will be a permanent record of what you saw and what you did -- it will only be as good as you make it. Unfortunately, this may be the only time you see the islands in this condition; rapid habitat transformation places many species in great peril of extinction, and entire ecosystems are endangered as well. I will collect field notebooks before we land at DFW on our return trip, and will return them at the beginning of the Spring semester. I will not make any marks in your notebook, and anything that you write will be held in strict confidence. * * * Important considerations: * A few necessary (but hopefully unnecessary) words about personal conduct: We are all in this together. Each member of our crew must conduct himself or herself in a manner that will make this a positive experience for all involved. When we are in the field, everyone needs to be attentive and observant, and to stay on task. This can be difficult when we are tired, sore, and crabby. I expect mature, cordial, and professional interaction, for everyone to pull his or her weight, and for you to work diligently on your readings and notebooks. Everyone must be ready to leave at our scheduled departure times. I have leisure time built into the itinerary, and from past experience, you will need it. * Because of legal liabilities, there can be no underage drinking (and any drinking by those 21 and over must be in moderation). There must be no solo swimming. Any possession or use of controlled substances will be grounds for immediate dismissal from the course. I will put you on a plane home at your own expense. * Because the Hawaiian Islands are volcanic and climatically diverse, the terrain is rugged. Many places that are biologically interesting are not accessible by motorized vehicle. Therefore, we must walk, and some of our walks will be both long and steep. We should all be physically prepared for this type of activity. My own preference for preparation is walking, but not just around the campus or the mall. When I have time, I walk on "Hospital Hill", the area around WNJ hospital. I also carry a backpack containing some heavy objects, because I will be carrying the same thing on our walks. It is a good idea to wear your hiking boots during your preparations, especially if they are relatively new. I also recommend carrying the backpack you will carry in the field, so that you are used to the feel and the weight. * Because of the extremely fragile nature of many of the habitats we will visit, it imperative that you practice good environmental etiquette. Always stay on hiking trails; venturing off established and maintained trails damages plants and the soil surface, which accelerates erosion. Never cut across switchbacks. Avoid trampling or damaging plants as much as possible; do not pick any flowers, because they may be the last ones for that plant species. We will observe rather than collect insects. When birding, it is necessary to be as quiet and unobtrusive as possible. When snorkeling, be careful not to step on or bump into corals -- this is for your protection as much as theirs. Do not disturb green sea turtles; they are a protected species. Finally, do not attempt to feed native wildlife, especially the Hawaiian state bird, the Nene -- this is illegal and carries a substantial fine. * Sometime before the end of the fall term (probably late October or early November), there will be a warm-up snorkel, so it is necessary to get your gear by that time (unless it is going to be a Christmas present). This will be held in the Hannah Natatorium, probably on a Saturday or Sunday afternoon. I will let you know once I schedule this with Coach Lawson. The goal for this activity is to get used to the feel of the gear, to make sure it works properly, and for those who have not snorkeled before, to learn how to float, breathe, dive, equalize your pressure, and come up without inhaling a bunch of water. It is not as hard as it sounds. * There will also be a warm-up hike of five miles or so, sometime in November or early December, probably at the Cross Timbers trail along the south side of Lake Texoma. We will plan this for a mutually agreeable Saturday or Sunday. This will be an opportunity for us to test our gear and our conditioning, and to get an idea of what we need to carry on this type of short day-hike. The College will provide transportation, ARA will provide lunch (if necessary), and I will provide goodies. * We will be flying on American Airlines to and from Honolulu, and on Hawaii Airlines between islands. All airport security is controlled by the FAA. These people are very serious about security. Be sure to carefully control your luggage at all times. Never leave your luggage unattended, because it may be confiscated by security personnel. DO NOT make any jokes about weapons, bombs, hazardous substances, or hijackng, either when passing through security checks, with airline personnel, or on the airplane. I will not be responsible for your fate, nor will the group wait for you to be released from detention. This is serious business! * Although we will be in the islands for 25 days, it will be necessary for us to pack light. For practical reasons (especially limitations of space in our rented vehicles), you must limit your luggage to one carry-on piece and one checked piece. Your checked piece should be a medium-sized wheeled upright suitcase of the type that is so common these days, and your carry-on should be your field backpack. It will probably also be necessary for the group to have additional checked bags or parcels for snorkel gear. My partner and I will share one, and I urge you to make similar arrangements with other participants. I will try to coordinate this as our departure approaches. You should bring essential items, which I attempt to list below. I strongly recommend including your toiletries, a change of clothing, and a bathing suit in your carry-on, as well as your camera, snorkel mask, and anything else that you would be lost without. Be sure that your carry-on fits into the carry-on sizer that is standard in most US airports these days. When packing, be aware that there will be opportunities for doing laundry in most of our lodgings. There are things that we might use daily in civilization that will not be needed on the trip; the last trip I took with my brother, he brought a hair dryer, and the man is bald as a cue ball. When packing, remember that there are times when you will have to carry your gear. * It is to be hoped that weather conditions will be fairly benign. I expect the days to be warm (70s - 80s F) and the nights to be mild (50s -60s F). It will rain, and there is the potential for heavy rain. It will be significantly colder at higher elevations, and there is the potential for snow -- Haleakala summit is over 10,000 ft, and the upper slopes of Mauna Loa and Mauna Kea are above treeline. I recommend a variety of types of clothing, including shorts and light shirts for hiking, and warm clothing that can be worn in layers. A windbreaker or shell of some type is essential. See below for additional recommendations about clothing. * Photography is a good way to record both organisms you observe and places you visit. I prefer 35mm cameras that are mostly manual but that have an internal light meter and automatic shutter speed control. Disposable cameras and standard "point and shoot" 35mm cameras are not versatile enough for any serious photography. Some of the new autofocus cameras are very good, but are also very expensive. A good compromise for me is the Minolta XG-1 (or some equivalent model), which is a partially automatic body that can accept a variety of lenses. This type of camera is relatively inexpensive (they can be obtained used at camera shops or pawn shops), and is both reliable and rugged. I can give you more advice on this if you need it. * One of the most important parts of a successful field trip is being well-fed. My plan for meals on this trip is for us to buy things at grocery stores for breakfast and lunch, and to have dinner either at our lodging or at restaurants. Most mornings we will be getting up early and leaving for our field excursion for the day. Breakfast will consist of fruit, bagels or rolls or muffins, or maybe some cold cereal if we have a refrigerator. Lunch will consist of various types of "trail food". Most of us will want to make sandwiches, and we will have a variety of ingredients for these. We will also have chips, fruit, crackers, etc. that travel well. If we have time and the facilities, I will cook some evening meals. I will prepare interesting, tasty, and healthy fare. Eating out all the time gets old, and the food is usually less that healthy. Some evenings we will eat out at whatever restaurant we can find that is mutually agreeable, or we might choose up sides and go to several places. My hope is that the course budget will cover all meals, but we might have to be conservative, especially in our choice of restaurants. My plan at this point is to give each participant a daily allotment for evening meals in restaurants, which may get larger or smaller as the trip progresses, depending on our budget. * The fees for this course cover air and ground transportation (excluding transportation to and from DFW), lodging, most meals, snorkel boats, whale-watching, and park access fees. Additional out-of-pocket expenses will include any books, clothing, souvenirs, etc. that you want to purchase, and scuba diving expenses. * * * It is important to have an inkling of the language of a place that you visit, and although Hawaii is officially one of the United States, there are many words of the native tongue that are commonly used. Below is a smattering of some useful ones: Aloha: this is a universal greeting which is also used when parting. It also connotes a feeling of gleeful friendliness (as in "the aloha spirit"). It is easy to have this feeling in Hawaii. There is nothing in English with a similar meaning; the closest we can come is "howdy". Mahalo: translates essentially as "thank you". Haole: (pronounced howlee) -- an American (usually white). Makai: a direction, meaning "toward the sea". On an island, north and south are less important than where the ocean is. Mauka: the opposite direction, meaning "toward the mountain". Kona: the leeward side of an island. Winds in Hawaii generally blow from northeast to southwest, which causes dramatic differences in climatic conditions on different sides of the islands. In general, the northeast, windward side is very wet, and the southwest, leeward side (in the rain shadow of the mountains) is dry. The Big Island: refers to Hawaii (the island) to distinguish it from Hawaii (the entire state). Haleakala: the volcano on Maui. The name means "house of the sun" and is pronounced ha lay ah ka LAH, with the emphasis on the last syllable. Pele: the goddess of the volcanoes. Halema'uma'u in Kilauea on the Big Island is the traditional home of Pele. Do not remove any lava rocks from any islands -- this irritates Pele, which has unfortunate consequences. Pahoehoe: a form of solidified lava. Pahoehoe (pronounced pa hoy hoy) is the smooth, ropy-looking, massive lava that results from lava flows. A'a: another form of solidified lava. A'a (pronounced like it looks -- ah ah) is rough, jagged lava that results from frothy or bubbly lava. Be very careful walking on a'a, or you will find out why it is called that. Nene: the Hawaiian state bird, descended from the Canada goose. Obnoxious like a goose also. Humuhumunukunukuapua'a: the Hawaiian state fish ( _Rhinecanthusrectangulus_ ), whose English name is the "reef triggerfish". See the NPS site on the Hawaiian language for more information. * * * Things you must bring: a photo ID or passport (for airport security). good hiking boots with adequate ankle support, and that fit well. Plan on a break-in period before the trip. good hiking socks -- I recommend at least 2 pairs of Thorlos or something equivalent, designed for hiking, and made with acrylic and wool. snorkel gear -- a mask that fits well is essential; the snorkel can be something simple, and the fins should fit your feet well. bathing suits -- I recommend two that are comfortable and durable -- this is not a fashion show. appropriate clothing -- be prepared for both warm and cool conditions. Hiking can usually be done in shorts and a light shirt, but long pants and warm clothes are necessary for night time and at higher elevations. I recommend a pair of convertible pants (the legs zip off to make shorts). I plan to wear jeans and my boots on the plane, so that I do not have to pack those items. I recommend a sweatshirt, sweater, or polarfleece garment for warmth, and a windbreaker as a shell. Other clothing should pack small and be light to carry. rain gear -- I recommend something lightweight and durable, not an umbrella nor a plastic Sears poncho. A rain jacket can double as a wind shell. backpack of some kind; preferably a day-pack that is both comfortable and sturdy. field notebook (described above), lined paper and pens for writing, blank paper and pencils for drawing. tennis shoes or other comfortable shoes for when we are not hiking. hat -- you may exercise your own preference here, but you will need something that protects your head from sun and rain, and one that is warm. I usually bring two. flashlight with extra batteries. sunglasses personal toiletry items including any prescription medicines. I recommend bringing copies of essential prescriptions, including those for eyeglasses (if necessary). Things you should bring: a copy of your "proof of medical insurance" card extra cash (I recommend about $200 - $250, mostly in travelers checks) and a credit card (if available) for emergencies a phone card if you think you will need it an insulated mug with your name on it a camera with plenty of film and extra batteries sport sandals or other shoes you can get wet (for aquatic work). a small spare bag for items purchased that will not fit into your luggage binoculars (preferably small, lightweight ones). The college has a limited number of binoculars which can be checked out. spare glasses or contact lenses sunscreen and aloe vera sunburn lotion plastic bags/mesh bag for dirty clothes reading material for time in the airplane (in addition to required reading material described above). It is a good idea to form "trading groups" for novels. ITINERARY: All times are local; Hawaii is five hours earlier than Texas. Sat Jan 2: Travel -- fly from DFW to Oahu, then on to Hawaii American Airlines (AA) flight 5K, departs DFW 9:30 am, arrives Honolulu 2:16 pm Hawaii Airlines (HA) flight 288Y, departs Honolulu 4:20 pm, arrives Kailua 5:01pm You must arrive at DFW at our departure gate at least 2 hrs before departure (this means 7:30 am); plan for time to park, to check luggage and get boarding passes, and to get through security > > Accomodations on the Big Island: > Royal Kona Resort Phone: 808-329-3111 > 75-5852 Alii Drive Fax: 808-329-7230 > Kailua-Kona, Hawaii 96740 1-800-221-5641 > www.royalkona.com Sun Jan 3: Hawaii -- Driving tour of the Big Island > Waipio Valley > Akaka Falls State Park Mon Jan 4: Hawaii -- Hawaii Volcanoes NP: Hiking and driving tour > Crater Rim drive, Chain of Craters road (stay after dark at the volcano) Tues Jan 5: Hawaii -- Hawaii Volcanoes NP: Hiking > Halema'uma'u and Byron Ledge trails > Thurston Lava Tube > other short trails on Kilauea Wed Jan 6: Hawaii -- Hawaii Volcanoes NP: Hiking and birding > Kipuka Puaulu > lower slopes of Mauna Loa > Ola'a Forest Thurs Jan 7: Hawaii -- Hapuna Beach Fri Jan 8: Hawaii -- Snorkeling -- Kahalu'u Beach Park, Kona Coast Sat Jan 9: Travel -- Hawaii to Maui -- be ready to leave the lodging at 7:30 am > HA flight 317Y, departs Kailua 9:40am, arrives Maui 10:07am > The rest of the day is for laundry, resting, working on notebooks, watching NFL playoffs, etc. > accomodations on Maui: > Maui Islander Hotel Phone: 808-667-9766 > 660 Wainee Street 1-800-367-5226 > Lahaina, Maui, Hawaii 96761 > www.aston-hotels.com Sun Jan 10: Maui -- Haleakala NP: Hiking and Birding > Pu'u Ula'ula Mon Jan 11: Maui -- Haleakala NP: Sunrise at Haleakala summit > depart from lodging at about 3:30 am > Later in the day will be hiking and birding on the upper slopes of Haleakala > Silverswords! Tues Jan 12: Maui -- Tour of Island, Whale Watching > Pacific Whale Foundation -- depart lodging at 7:30 am Wed Jan 13: Maui -- Snorkeling at Olawalu Beach, Beach time at Ka'aNapali Beach Thurs Jan 14: Molokini -- Snorkeling > Maui Dive Shop in Kihei -- depart lodging at 6:00 am Fri Jan 15: Travel -- Maui to Kauai; be ready to leave lodging at 10:00 am > HA flight 525Y, departs Maui 12:00n, arrives Kauai 1:45 pm > The rest of the day is for laundry, resting, working on notebooks, etc. > > Accommodations on Kauai: > Kaha Lani Resort > 4460 Nehe Road > Lihue, Kauai, Hawaii 96766 > Phone: 808-822-9331 > Fax: 808-822-2828 > www.aston-hotels.com Sat Jan 16: Kauai -- Snorkeling, northwest Kauai, Na Pali Coast > Na Pali excursions -- depart lodging at 7:00 am Sun Jan 17: Kauai -- NFL Playoffs Mon Jan 18: Kauai -- Hiking tour -- NaPali Coast > Hanakapiai Falls Tues Jan 19: Kauai -- Koke'e State Park: Hiking Wed Jan 20: Kauai -- Waimea Canyon: Hiking and Birding Thurs Jan 21: Travel -- Kauai to Oahu; be ready to leave lodging at 10:00 am > HA flight 532Y, departs Kauai 12:15 pm, arrives Honolulu 12:46 pm > The rest of the day is for laundry, resting, working on notebooks, etc. > > Accommodations on Oahu: > Coral Reef Hotel -- Waikiki > 2299 Kuhio Avenue > Honolulu, Oahu HI 96815 > Phone: 808-922-1262 > Fax: 808-922-5048 > www.aston-hotels.com Fri Jan 22: Oahu -- Bishop Museum and Lyon Arboretum Sat Jan 23: Oahu -- Tour of Island > Waimea Bay/Banzai Pipeline (NO SURFING ALLOWED!) Sun Jan 24: Oahu -- Pearl Harbor Mon Jan 25: Oahu -- Free day for shopping and sightseeing Tues Jan 26: Travel -- Oahu to DFW; be ready to leave the lodging at 3:30 pm > notebooks due upon departure > AA flight 8K, departs Honolulu 6:17 pm, arrives DFW 5:35 am Jan 27 Wed Jan 27: Arrival at DFW, 5:35 am; we will aggregate in an out of the way area near the gate; Thurs Jan 28: JanTerm ends <file_sep>Philosophy of Science X303 # Philosophy of Science X303 ## Syllabus, Spring, 1996 Dr. Rumsey, Knobview 200L Dr. Forinash, Physical Science 101 This course begins with a careful look at a key period in the history of science -- the Copernican revolution. We will spend almost half of the term studying the activities of some of the key figures during that period: Copernicus, Brahe, Kepler, Galileo, Newton and others. The rest of the term will involve an examination of the views of a number of contemporary philosophers of science, using what we have learned about the goings on during the Copernican revolution to evaluate their claims about what doing science involves. Texts: * Klemke, Hollinger, and Kline (eds.) _Introductory Readings in the Philosophy of Science_ , Revised Edition * <NAME>. _The Copernican Revolution_ Written and Oral Requirements: * Everyone must write a short paper (4 - 6 pages, typed, double-spaced). The topic for this paper will be assigned shortly after the semester begins. This paper may be rewritten. If you do this, and receive a better grade the second time around, then that is the grade that will count for the paper. Before rewriting, however, you must see us and discuss the project. In addition to the short paper, you must do one of the following: * Write two other papers of the same length (topics to be assigned later on in the semester), or * Write a 12 - 17 page term paper. Those who are taking this course to satisfy the research writing requirement must write the term paper. For others it is optional. If you elect to do this, you must make an appointment to discuss a topic with us shortly after the first short paper is returned to you. At that time we will also negotiate a date for you to hand in a first draft. The final draft of the paper will be due on the last day of class. * We consider the following questions in grading papers: * Did the paper show a thorough understanding of the following: * The portions of Kuhn and other readings in the history of science cited; * The theses of the article in Klemke which was used. * Was the assessment well done? * Was the assessment interesting (non-trivial) and well thought out? * Were theses in the article clearly supported or refuted by appropriate citation of Kuhn and others? * Could a stronger case have been made by citing more? * Were any organizational and mechanical (grammar, spelling, etc.) hindrances to the clarity of the paper mino, or were they so bad as to get in the way of communication? * We would prefer that you turn in your paper in electronic form, either by email or on a diskette if at all possible, although there will be no penalty for submission in hard copy. * You will be required to read and comment on the papers written by other students in the class. Your comments about the other students' papers will be taken into consideration in your final grade. To facilitate your reviewing the papers of the other students we will post each student paper will be anonoymously on the internet by code. A response page for commenting on the paper will be provided, also via the internet. The author of the paper will recieve the comments and may take these comments and the instructors comments into consideration when re-writing the paper. * There will be a written final examination on Wednesday, April 24th, from 4:15 to 6:05 PM in our regular classroom. This examination will consist of essay questions which will have been handed out several days earlier. You will be expected to work out answers to the questions and then to write them in class without the help of books or notes. * After the first week, we will ask students to take turns in heading up discussion of reading materials assigned. You should expect to do this perhaps two or three times during the semester. Nothing as formal as a paper is required: rather, be prepared to give an oral summary (10 or 15 minutes) of some of the major points in the reading, and have a few interesting questions to raise to get us started in discussion. Readings: The readings for the course are listed below. Excepting those in Kuhn or Klemke, all are on closed reserve in the IUS library. The readings in List 1 will be discussed in the order they are listed. Some of the readings in List 2 may be interspersed with those in List 1 as we progress through it, but for the most part they will be discussed after List 1 is completed and in the order listed. You will be expected to have read assigned materials before we discuss them in class (whether you are reporting on them or not). Some of the readings will be hard going. We suggest that you read through an assignment quickly, then go back and study slowly. Read actively: ask yourself questions and jot down problems for class discussion. After the material has been discussed in class, go over it again, this time using class discussion and notes as aids. Whenever possible, do this the same day as the class discussion so that your memory of the discussion will be fresh. ## List 1 Ancient Astronomy and Physics: Kuhn, Chapters I - III, pp. 1-99 For more on ancient Greek astronomy, read the following in Young (ed.), _Exploring the Universe:_ , Santillana, pp. 98-109 (Pythagoreans), Rogers, pp. 110-121 (Spheres of Eudoxus and Aristotle), Rogers, pp. 121-129 (Hipparchus and Ptolemy) Transition from Aristotle to Copernicus: Kuhn, Chapter IV, pp. 100-133 Copernicus: Kuhn, Chapter V, pp. 134-184. For a little more detail on the Copernican system, read Rosen, _Three Copernican Treatises_ , Introduction, pp. 34-53. Tycho, Kepler, and Galileo: Kuhn, Chapter VI, pp. 185-228. On Tycho's observations helping Kepler, and on the accuracy of his instruments and observations, read Hall, "Kepler and Brahe," in Young, pp. 221-225, and Christianson, "The Celestial Palace of Tycho Brahe," in Young, pp. 226-231. On Kepler's struggle with the data, read Koestler, "Kepler -- Eight Minutes of Arc," in Young, pp. 232-251. On Galileo's discoveries of 1609, read Cohen, "Galileo's Discoveries of 1609," in Young, pp. 174-178, and Galileo, "The Starry Messenger," in Young, pp. 174-178. On Galileo's troubles with the church, read (in Young, pp. 190-201) Koestler, _et al._ , "The Battle with Authority", "The Sentence of the Inquisition", and "The Formula of Abjuration". For Galileo's stress on the importance of mathematics in science, read Galileo Galilei, selection from _Il Saggitore_ entitled "Two Kinds of Properties," pp. 27-32 in _The Philosophy of Science_ , Danto and Morgenbesser (eds.) The Newtonian Universe: Kuhn, Chapter VII, pp. 229-265. Kuhn does stress the importance of "corpuscularism" in the evolution of the Newtonian synthesis, but he does not discuss an important source of Newtonian views on the structure of matter -- <NAME>'s work. On Boyle's experiments with pressure and volume of a gas, and his definition of an element, read Magie, _Source Book in Physics_ , pp. 84-87 and Leicaster and Kilckstein (eds.), _Source Book in Chemistry_ , pp. 33-47. For a little of Descartes on analytic geometry, read <NAME> (ed.), _Source Book in Mathematics_ , Vol. II, pp. 7-21. On Newton, read the following in Magie, _Source Book in Physics_ : On Mechanics -- pp. 30-46, On Light -- pp. 298-308, and On Gravity -- p. 92. On fluxions read Smith, _Source Book in Mathematics_ , pp. 613-618. ## List 2 Mathematics and Physics: * <NAME>, "Mathematics and the World," pp. 204-221 in A. Flew (ed.), _Logic and Language_ (2nd series) * <NAME>, "Measurement," pp. 121-140 in Danto and Morgenbesser Reduction of one science or discipline to another: * <NAME>, "The Meaning of Reduction in the Natural Sciences," pp. 288-312 in Danto and Morgenbesser Science and Nonscience: Read the following in Klemke, Part I: * Popper, pp. 19-27 * Ziman, pp. 28-33 * Feyerabend, pp. 34-44 * Thagard, pp. 45-54 * Kitcher, pp. 55-77 Explanation and Law: Read the following in Klemke, Part II: * Introduction by the editors, pp. 85-90 * Hempel, pp. 91-108 * Lambert and Britten, pp. 109-116 * Cartwright, pp. 129-136 * Dray, pp. 137-152 Theory and Observation: Read the following in Klemke, Part III: * Introduction by the editors, pp. 155-161 * Carnap, pp. 162-177 * Putnam, pp. 178-183 * Hanson, pp. 184-195 * Matheson and Kline, pp. 217-233 Confirmation and Acceptance: Read the following in Klemke, Part IV: * Introduction by the editors, pp. 239-245 * Quine and Ullian, pp. 246-256 * Kuhn, pp. 277-291 * Hempel, pp. 292-304 * Frank, pp. 305-316 Science and Values: Read the following in Klemke, Part V: * Rudner, pp. 327-333 * Hempel, pp. 334-338 * McMullin, pp. 349-370 Science and Culture: Read the following in Klemke, Part VI: * Feigl, pp. 427-437 Office Hours: Rumsey's office is in Knobview 200L and his office hours are 5:30 - 6:30 Monday and Wednesday, and 11:00 - 12:00 Tuesday and Thursday. Forinash's office is in 101 Physical Science and his hours are 11:30 - 1:00 an 4:15 - 5:30 PM on Monday and Wednesday. These hours are set aside for your benefit. Please use them to your advantage, and he is also available most Tuesday and Thursday afternoons. Come to talk with one of us if you have any problems you wish to discuss, or if you just want to talk about something of interest in connection with our readings or class discussions. We are also available at other times, by appointment or if you stop by when we are free. Phone: Rumsey: 941-2404 (Home: 895-8414) Forinash: 941-2390 (Home: 897-5624) <file_sep>## PAR 405--ILLINOIS GOVERNMENT AND POLITICS #### Fall, 2000--4 credit hours Instructor--<NAME> ### BOOKS AND READINGS: Gove and Nolan-- _Illinois Politics and Government: The Expanding Metropolitan Frontier_ (G &N;) Royko-- _Boss: <NAME> of Chicago_ Freedman-- _Patronage: An American Tradition_ LRU-- _1970 Illinois State Constitution: Annotated for State Legislators_ (4th ed.) LRU-- _Illinois Tax Handbook for Legislators_ (16th ed.) Class Handouts as assigned ### GRADES AND ASSIGNMENTS: Two exams and two research/writing assignments * Exam # 1-- 25% * Exam # 2-- 25% * Candidate Election Profile-- 20% * Interest Group or Issue Profile-- 20% * Attendance/Participation-- 10% ### ASSIGNMENT AND EXAM SCHEDULE: * Oct. 9-- Candidate Election Profile Due * Nov. 6-- Election Profile Update Due * Nov. 13-- Hand Out Take Home Exam * Nov. 20-- Take Home Exam Due * Dec. 11-- Interest Group/Issue Profile Due * Dec. 11-- Hand out Take Home Exam * Dec. 18-- Take Home Exam Due ### CLASS SCHEDULE AND OUTLINE: Class meets Mondays, 6 p.m. to 9:30 p.m. Aug. 21--What is the Nature of Illinois Politics? Individualistic Political Culture, Regionalism, Diversity and Complexity, Partisan Competition. Readings: * "Elazar on Political Culture" (Handout) * G&N;, Series Introduction * G&N;, Chapter One, For Better or Worse, Individualism Reigns * G&N;, Chapter Two, Collar Counties Join Fight for "Fair Share" * G&N;, Chapter Three, Power and Influence, Illinois Style. Aug. 28--The Nature of Illinois Politics, part 2. Sept. 4--LABOR DAY (no class). Sept. 11--The Illinois State Constitution. Readings: * G&N--Chapter; 4, Loosening the Constitutional Straightjacket * LRU-- _1970 Illinois State Constitution: Annotated for State Legislators_ (4th ed.) Sept. 18--Illinois Elections. Readings: * State Board of Elections Web Site (www.elections.state.il.us) * Illinois State Constitution - Articles II-VI * Wheeler--"Remap 2000," _Almanac of Illinois Politics 2000_ (Handout) * McKinney--"Legislative Targets," _Illinois Issues_ , Sept. 2000, (Handout) * Redfield--"Show Me More Money" (Handout) * Election 2000 sections of the web sites for the _Chicago Tribune_ and the _Chicago Sun-Times_ (access through Capitolfax.com web site.) Sept. 25--Applications: Regulating Campaign Finance in Illinois. Readings: * State Board of Elections Web Site (www.elections.state.il.us) * Redfield--"Show Me More Money" (Handout) * Illinois Campaign for Political Reform web site (www.ilcampaign.org) * FECInfo web site (www.tray.com) * Center for Responsive Politics web site (www.opensecrets.org ) Oct. 2--Applications: Illinois Elections 2000. Guest Speaker: <NAME>. Jim Edgar. Reading: * G&N;, Chapter 6, Management from the Governor's Chair. Oct. 9--Illinois General Assembly. Candidate Election Profile Due. Readings: * G&N;, Chapter 5, Inside the Legislative Machine * Redfield--"What Keeps the Four Tops on Top?" (Handout) * Wheeler--"The Day of Pork and Pander: Politicians Begin the Fall Campaign" (Handout). Oct. 16--Interest Groups and Lobbying. Video: <NAME> on "Strategy and Techniques." Readings: * G&N;, Chapter 3, Power and Influence, Illinois Style * Mayhew--"Policy Consequences" (Handout) * Redfield--"Political Education: The Role of Teacher Unions in Funding Illinois Politics" (Handout) * Sevener--"Bang! Bang! Your Bill is Dead" (Handout) * U.S. Attorney's Co-conspirator memo from the MSI prosecution. Oct. 23--The Governor and the Other Constitutional Officers. Reading: * G&N;, Chapter 6, Management from the Governor's Chair. Oct. 30--Patronage and Political Ethics. Reading: * Freedman, _Patronage: An American Tradition_ , Chapters 1, 2, 3, & 5\. Nov. 6--State Taxing and Spending Policy, State Gambling Policy. Election Profile Update Due. Readings: * G&N;, Chapter 11, Modest Tax Effort from a Wealthy State * LRU-- _Illinois Tax Handbook for Legislators_ (16th edition) * Economic and Fiscal Commission Web site (www.legis.state.il.us/commission/ecfisc) * Illinois State Comptroller Web site (www.ioc.state.il.us) * Illinois Bureau of the Budget Web site (www.state.il.us/budget) * Capitolfax.com to IL Government Links * Redfield, _Stacking the Deck: The Flow of Gambling Money in Illinois Politics_. Nov. 13--Education Funding and Reform. Reading: * G&N;, Chapter Ten, As Schools Struggle, Leaders Respond Slowly. Nov. 20--No Class. Take Home Exam Due. Nov. 27--Local Government in Illinois. Reading: * G&N;, Chapter Eight, The Local Government Quagmire. Dec. 4--Application: Chicago Politics. Reading: * Royko, _Boss: <NAME> of Chicago_. Dec. 11--Illinois Courts and Criminal Justice System. Applications: Death Penalty Moratorium, The Safe Streets Act. Interest Group/Issue Profile Due. Dec. 18--Final Exam Due. * * * ## _Public Affairs Reporting Program Home Page _ ## _University of Illinois at Springfield Home Page _ <file_sep># WS496: Women and Violence (SDSU: Spr '97) TTH: 9:30-10:45 Rm: AH 2112 Dr. <NAME> Ofc: Adams Humanities 3167 Ph: 594-6662 <EMAIL> Office Hours: TTH: 2:00pm - 3:00 pm W: 9:30am - 10:30am Ms. <NAME>, Teaching Assistant Ofc.: Adams Humanities 3167 Ph.: 594-6662 Office Hours TH: 12:30pm - 1:30 pm Course Description : Violence against (and by) women is accomplished through a wide range of socially institutionalized and individually perpetuated political, social, economic, and physical events and circumstances. Furthermore, violence against (and by) women takes place within recognizable socially constructed race-ethnicity, gender, sexual preference, and class specificities, as well as socio-historical contexts. Throughout the course, we will examine how race-ethnicity, class, gender, sexual orientation, socio-historical constraints and shifts, and women's complicity with -- as well as resistance against -- systems of domination and oppression are interdependent forces. We will look at the ways in which these forces shape the way women experience economic, social, sexual, class and gender domination and exploitation. Information covered in this course will situate women and violence within both national and international contexts. Course Objectives: * to understand how violence against and by women is accomplished through a broad range of individual and institutional acts and practices * to examine how race, gender, sexual orientation, religious affiliation, mental and physical ability and other "social markers" impact manifestations of violence against and by women * to assess the effectiveness of individual and group efforts to reduce the prevalence of violence against women (and men) . to interrogate "the personal as political"; to understand the role of the individual in maintaining or dismantling ongoing systems of domination and exploitation Class Format : A mixture of lecture and electronic mail discussions and activities, class discussion, student group presentations, guest lectures and audiovisuals. Due to the sensitive nature of the subject matter, ground rules will be established for in-class discussions. Requirements : Regular attendance, timely completion of reading assignments, quality oral and written class participation, announced and unannounced quizzes, group presentations, and three examinations (or one exam and paper submission and presentation at SDSU's "Sixth Annual National Conference on Campus Sexual Violence" to be held February 19-23). Additionally, all students are required to subscribe to and actively participate in the electronic mail listserv (<EMAIL>) established for this course. Examination Dates : Mar 4, Apr 15, and May 20. Grading Policies/Procedure : Incomplete grades and make-up examinations will be given only in exceptional cases. Missed examinations require officially documented reasons (e.g., authorized medical excuse for day of exam). Late completion of work may result in a grade reduction. Plus/minus grading will be used. Final course grades will be computed on a 4.0 scale, with percentage weights assigned as follows, for a total of 100%: * Three exams at 25% each 75% Group Presentation 15% Class Participation 5% Quizzes 5% or 1 exam , plus conference paper & presentation Required Texts* : * <NAME>. 1996. Hope is the Last to Die: A Coming of Age Under Nazi Terror. NY: <NAME>. * <NAME>. 1994. Women and Violence: Realities and Responses Worldwide. London & NJ: ZED Books, Ltd. * <NAME>. 1995. Sati; the Blessing and the Curse: The Burning of Wives in India. London: Oxford Press. * <NAME>. 1996. Resisting State Violence: Radicalism, Gender & Race in U. S. Culture. MN: University of Minn. Press. * <NAME> and <NAME>. 1993. Hate Crimes: The Rising Tide of Bigotry and Bloodshed. NY & London: Plenum Press. * <NAME>. 1996. Compelled to Crime: The Gender Entrapment of Battered Black Women. NY & London: Routledge. Additional Readings : Occasionally during the semester, the instructor may provide students with additional short readings on selected course topics. Students should treat supplemental readings as they would any other assigned text -- i.e. , be prepared to discuss them in class and/or on exams. Email me at: ![<EMAIL>](Panther.jpg) Link Back To Pat Washington Homepage Link to Women and Violence Course Syllabus Link to Women and Violence Course Outline Link to Sex and Power Syllabus Link to Sex and Power Outline <file_sep>_Communication Studies 211A_ # Beginning Newswriting and Reporting ## Spring 2002 ## Instructor: <NAME> Telephone: 961-1650 Office & Hours: MW 10-12 and F 10-11 and by appointment in 24 McNeill Hall. _Course Web site_ : http://www.simpson.edu/~steffen/news.html Email: <EMAIL> * * * Newswriting is one of the most utilitarian styles of writing you can learn once you get the knack of it. Even if you have no interest in becoming a journalist in the traditional sense, the journalistic style of writing is a basic skill for all communication professions and beyond. And even if you eventually decide to get out of the communication field entirely, this course still provides you with important critical skills. Not only does news style help you order your writing, it helps you order your thinking and ponder what is really important about your topic. Our objectives will be to help you progress from the position of someone who knows nothing of leads and inverted pyramids to that of being an experienced writer whose stories are worthy of publication in the print media. To help you get started, the syllabus is organized in the form of an FAQ (Frequently Asked Questions): * * * ### Just what am I going to have to do in this class? ### And how do I get an A? > Plenty. By the time the end of the term rolls around, you should have a good idea of what it's like to be a working journalist. Students can earn up to 600 points for their work in the course. Students with no unexcused absences on their records and _superior_ classroom participation will be rewarded with an increase of up to 1/3 of a letter grade on their final grade. Students will be penalized 1.5% of the course point total for each _unexcused_ absence. (Special Note: All absences on Monday, March 18, will be deemed unexcused.) At the end of the course, final grades will be determined on a straight percentage basis (100-92%=A, 91-90%=A-, 89-88%=B+, 87-82%=B, 81-80%=B-, etc.). > > A variety of experiences in the course will be graded: * Quizzes : Good reporters keep up with the news, which is something too many folks _don't_ do. You can do that by reading at least one major daily newspaper and watching the evening news. Additionally, the class Web site will provide links to many major news sources that can be consulted at any time of the day or night. Whatever your news source, you can count on getting six pop news quizzes during the term -- including one on the first day of class -- to keep you on your toes. ( _60 weighted points of course grade._ ) To help you, students will be asked to regularly update the class on current issues in the news and current issues in journalism. Click here for more details. * Assignments : You'll complete a number of 10-point assignments both in and out of class to help you sharpen your skills. Some call on you to demonstrate your writing abilities. Others will ask you to analyze the work of others. ( _90 weighted points of course grade._ ) * Story Ideas : Armed with your knowledge of what constitutes news and your eagle-eye powers of observation of the world around you, you will sniff out news in the Simpson College community and submit story ideas to the instructor each Wednesday. Tips picked up for publication in The Simpsonian will qualify for extra credit. ( _30 weighted points of course grade._ ) * Examinations : There will be two 30-item multiple-choice examinations during the term. The exams will serve as a check on your reading and lecture comprehension. ( _120 points of course grade._ ) * Stories : The typical Newswriting and Reporting course covers six stories during the term. This will give you a good taste of the basic work that journalists do on a daily basis. ( _300 points of course grade._ ) * Readings: There are three primary texts in Beginning Newswriting and Reporting this term. Reading assignments - and questions to help you guide your reading to get the important points and aid in class discussions - will be given in plenty of time to complete them. The texts are: * The main text is _Writing and Reporting the News: A Coaching Method_ (3/e) by <NAME>. * Students also are required to purchase and _use_ the _Associated Press Stylebook and Briefing on Media Law_ , which is considered the industry bible when it comes to questions of journalistic style. Reading assignments - and questions to help you guide your reading to get the important points - will be given in plenty of time to complete them. * Finally, you should purchase and _use_ _When Words Collide: A Media Writer's Guide to Grammar and Style_, by <NAME> and <NAME>, for help on these critical skills of importance to professional communicators. ### * * * ### What else do I need to know about grading? > All stories will be graded using an evaluation form that assigns points up to 50 points for each story you need to complete for this course. No letter grades will be assigned to stories, though you might think of them as following a rough percentage scale in coming up with how your story compares with others. My philosophy on grading papers is not to coat them in red as a means of copy editing your; after all, that's your responsibility. Rather, you will frequently find me making notations in the margins and between lines of text that are designed to force you to go back and think about your work. And there are incentives for going back over a story again: I permit students to resubmit stories for up to a 10 percent increase in points as a means of helping you further develop your writing talents. > > Adherence to deadlines also plays a role in this course: During my years in journalism, I met deadlines because my job was on the line if I didn't. Deadlines set for stories in this course are final; those turned in late without cause will be subjected to a 50 percent reduction in total points earned on the story and will not be eligible for a rewrite. ### * * * ### Can I cheat? > Honesty is a must in this course. The College's policies regarding academic dishonesty are outlined on Page 66-67 of the 2001-03 Simpson College General Catalog. With regard to this course, acts of dishonesty include, but are not necessarily limited to, cheating on examinations, plagiarizing material from other sources, making up material or sources of information, and/or submitting work for this course originally completed for other courses without the permissions of the instructors involved. > > The penalty for any form of substantiated academic dishonesty (that in which the instructor has firm evidence) is: > >> * Failure of the course, or >> * Failure in the paper, project, test, etc., where the dishonesty occurred, or >> * The requirement that the work be replaced with a suitably substituted assignment. >> > > Students wishing to appeal charges of substantiated academic dishonesty may request a hearing before an academic appeals committee of the College. ### * * * ### What's the course schedule? Topic \| Read in Rich ---\|--- News and Newswriting \| Ch. 2 The Coaching Process \| Chs. 1&5 Basic Journalistic Writing and Structure \| Chs. 3-4 News Story Structures \| Ch. 10 Leads \| Ch. 11 Bodies and Endings \| Ch. 12 Introduction to Reporting \| Curiosity, Observation and Sources \| Chs. 6-7 Computer-Assisted Reporting \| Ch. 27 Interviewing \| Chs. 8-9 Event-Centered News Coverage \| Ch. 22 Writing for the Broadcast News Media \| Ch. 16 * * * ![](Grey-info.gif)![](Grey-new.gif)![](Grey-links.gif)![](Grey- home.gif)![](Grey-help.gif) * * * <file_sep>[Contents] [Comment] [Home Page] [Index to Helm's home page] [Page Up] [Page Down] ## Modern Political Theory Glossary of Terms (M to Z) * Return to first part of the glossary (A-L) _Machiavelli_ \-- Machiavelli was born in 1469 and he died in 1527. He was born in the great city of Florence into a middle-class family. We don't know a great deal about his early years until he entered the Florentine chancery. While many in his family had held office in the city's government, his father's position had been more modest than other members of the family. Given his backgound, Machiavelli's prospects were rather slim. We know that he was well read in his early years, but not a great deal beyond that. He entered the Florentine chancery in 1498 just a few days after the execution of the religious fanatic <NAME> in the Piazza della Signoria. His responsibilities in the chancery dealt with domestic and foreign affairs. In July of 1498 he was selected to be the secetrary to the Ten of War. Machiavelli received considerable practical experience in these years in government service from 1498 to 1512. We know that his later criticisms of standing armies and his defense of a citizen militia in the name of citizenshhip was formed during this period. During these years Machiavelli met <NAME>, a figure we see recurring thoroughout the _Prince._ Machiavelli both feared and admired Borgia. Feared him for the threat he posed to the independence of Florence. Admired him in that Borgia held out the possibility of unifing the Italian penisula. His fear was well placed. In 1512, Borgia returned to power in November of 1512 and Machiavelli was forced into retirement from public office and was never to return again, This was for Machiavelli one of the hardest of choices but what Florence lost as a great statesman the world has received as a political theorist and strategic thinker whose influence has only grown in the ensuing centuries. For the reticient author prior to 1512 he suddenly found his voice and published T _he Art of War, The Discourses, "The History of Florence, the Mandrake Root, Belfagor, The Life of Castruccio Castracani and Cliza_ * _Machiavellian_ \-- Webster's Unabridged, Second Edition defines Machiavellian as pertaining to Niccolo Machiavelli, Florentine Statesman, or denoting the political principles of craftiness and duplicity advocated by him. Iago in Shakespeare's Othello is the consumate Machiavellian on this definition. As we shall see however this definition is somewhat narrowly focussed on The Prince and less on the Discouses on Titus Livy and his other writings. * _Middle Ages_\-- One of the three main historical classifications of Western society. (The other two are the Classical period and the Modern era.) These distinctions are historical classifications of earlier periods that date from the Nineteenth century. The rough time frame of the Middle Ages is from the eighth century to the fifteenth century. While Chrisitianity was a dominant system throughout the Middle Ages we can further divide these seven hundred years into a Christian era from the 8th to the 12th century and the later more saecular and scholastic era until to the 15th century. The dominant instituions throughout this perios were feudalism (see above), paternalistic authority, a Christian commenwealth with a stress on God's immanence, a Christian cosmology, and the earth as a testing place for enterance into heaven. * _Modernity_ \--In political theory it is traditional to divide the history of political theory into two broad classifications: The Classical Period--Greeks to the End of the Middle Ages-- and the Modern period from Machiavelli, in the sixteenth century to the present. Such a distinction is, of course, arbirtrary. but there are real grounds for drawing such a distinction between the modern and the earlier era. The term has meant different things at different times, and in the hands of different interpreters. Machiavelli defines himself in opposition to the earlier classical period. He contends that he will take a new "realist" stance toward the study of political philosophy and focus on what is "real" rather than what ought to be. He provides a new justification for the use of violence and differentiaties between appearance and reality arguing that how we appeared was more important than how we really are. This is reinforced with the scientific revoulution of the seventeenth century with an explanation of natural phenomena by reference to laws of nature in the absence of any talk of the diety. Modernity is also identified with liberalism and the emphasis on the individual, rights, the social contract and a public-private distinction. In the nineteenth century, modernity is identified with the industrial revolution and the rise of the masses. In the twentieth modernity has been identified with such horrors as totalitaritanism, the holocaust and Nazism on the one hand; and on the other, with the rise of the middle class, the spread of democratization and the rise of minorities and women. * * _"One Simple Principle"_ The "one simple principle" is <NAME>'s effort to establish a distinction between a public and private realm. The principle from On Liberty states "that the sole end for whichb mankind are warranted, individually or collectively, in interfering with liberty of action of any of their number, is self protection...The only purpose for which power can be rightfull exercized over any memmer of a civilized community, against his will, is to prevent harm to others. His won good, either physicak or moral, is not a sufficient warrant." He then makes an equally famous distinction between "self and other regarding" acts. "The only part of the conduct of any one, for which he is amenable ot society, is that which merely concerns himself, his independence is , of right, absolute. Over himself, over his own body and mind, the individual is sovereign." This principle is far from simple and has led to considerable debate about its usefullness particularly as society grew more complex and interdepent. * _Participatory or Direct Democracy_ * _Political Theory_ * _Puritanism_ \--Puritanism was a form of fundamentalism in seventeenth England. In the 1530's Henry VIII broke away from the Church of Rome and formed the Anglican church. By that he unleashed a series of unattended consequences that were finally played in the Putitanism of the seventeenth century and accompanying political revolution. Puritans wanted to complete the break with the Church of Rome and more importantly they wanted to reform the corrupt Anglican church. We are part of Christian Commonwealth, a Great Chain of Being in which God's plan was seen in all aspects of human life. The Puritans were driven by a heavenly zeal to make this a heaven on earth. This impulse was to drive them in the early part of the seventeenth century to immigrate to the New World in the hopes of a founding a Christian community dedicated to the pursuit of God's perfection. There indirect impact was to bring down a governement in England and lead to the Cromellian commenweatlh and in the United States there stress on a social contract and the pre-eminence of the individual was to have profound implications for our later political history. For one good account see <NAME>, The Puritan Way of Death: A Study in Religion, Culture and Social Change (New York: Oxford University Press, 1977) * _Reformation_\--The moral deterioration of the Catholic Church, in particular the popes, resulted in in a call for a religious renewal. The impetus for the Reformation resulted from the Church's sale of indulgences to finance the ambitious plans of the crusaders and the architectural builders of that day. Luther unable to find evidence of God's grace and suspicious of the temporal church sale of indulgences, turned to the bible for guidance and discovered a new faith in God's redeeming virtues . * _Renaissance_ \-- The terms implies a rebirth, a new beginning and a throwing off of the earlier medieval era. It is almost impossible to date the period with any precision. The traditional confinement of the term to the sixteenth century and the Reformationa and Counter-Reformation is arbitrary and too neat. Clearly the later part of the Middle Ages with a rise of more saecular values after the twelfth century was crucial to the beginning of the Middle Ages. The Renaissance implied a new centrality to human striving and suggests a breaking away from dependence on the Church or God. Men sought explanations of natural phenomena in laws of nature that had perhaps their origin in the watch maker's eye but which now ran on their own. "Within the span of a single generation, Leonardo, Michelango, and Raphael produced their masterworks, Columbus discovered the New World, Luther rebelled against the Catholic Church and began the Reformation, and Corpernicus hypothesized a heliocentric universers and commenced the Scientific Revolution." <NAME>, _The Passion of the Western Mind,_ , p.224 * _Representative Democracy_ * _Republicanism_\-- Republicanism or Civic Humanism (There are distinctions to be drawn between the two terms, but for our purposes we will collapse those distinctions.) is a political philosophy that can be traced from Machiavelli in the Discourses (though many of its component can be traced back to Aristotle and Cicero) up until to the later part of the nineteenth century. <NAME> in a now classic work The Machiavellian Moment (Princeton: Princeton University Press, 1975) is probably the central figure in convincing the academic community of the importance of this movement. He reads much of the seventeenth century and beyond as an exhchange between the two schools of Civic Humanism and Liberalism. The Civic Humanist stresses such values as citizenship, political participation, political education, community and public spiritedness. In the debate between Republicanism and Liberalism both sides have been given to carricature in their account of the other. The Republican sees the individual as a citizen and participant and characterizes the liberal individual as withdrawn living a private life and attending to the acquisiton of material things. * _Scholasticism_ \--In the later part of the middle ages the hold of Christian thinking increasinly was reshaped to a more secular framework. There was increasing attention paid to the reality of the natural world. This increasing secularization resulted in a rise of the universities and the develoment of the famous trivium (grammar, rhetoric, and dialetic) and the quadrivium (arithmetic, music, geometry and astronomy). There was an increasing optimism that humans's could understand the natural world that they operated in. * _Scientific Revolution_ * _Social Contract_--This is a core componet of the liberal tradition. The social contract, which has its roots in earlier feudal traditions, is used by liberal theorists like Hobbes and Locke to define the conditions under which people will leave the state of nature. People living in the state of nature find at certain point that they can continue living in the state of nature. While the terms of the contract differ with each theorists,m for each it is way to define the powers of the state and vacate the state of nature. The contract gives the parties to it some leverarge to control the behavior of each other. The contract assumes that we are rational creatures and that we enter into the contract freely. The legitimacy of the rests on its adherance to the terms of the contract. * _Socialism_ * _State of Nature_ -\- The state of nature is a fiction used by liberal theorists to analyze and justify the character and limits of state power. Liberal theorists like Hobbes and Locke postulate a state of nature prior to the state and ask what is human nature like and under what conditions do humans leave the state of nature. The social contract is closely linked to this pre-political state in that the details of the contract reflect quite closely the conditions found in the state of nature. Human behavior in the state of nature varies greatly in the theories of Locke, Hobbes and Rousseau and shapes their conception of the state and nature of political power. * _Tyranny of the Majority_\--This concept is identified most closely with the writings of the 19th century theorists <NAME> and <NAME>. The tyranny they fear is less that of representative majorities operating in the poitical area and more the social tyranny in our daily social relations. With the rise of democracy in the 19th century there are new pressures of conformity as the ascribed status distintinctions and class lines are increasingly weakened. Traditional lines of authority are weakened and their place a levelling occurs with a concommitant pressure for social levelling. This is a quiet tyranny that comes in on cat's paws rather then the jack boots of totalitarianism. As citizens of a democracy we aborgate our rights in the name of harmony. We go along to get along. * _Welfare State Liberalism_ \-- In the U.S. the expansion of government is identified with the presidency of <NAME> and the crisis of capitalism in the thirties. With heightended unempolyment reaching record levels citizens looked to the federal government and we saw the passage of social security, unemployment and other protections of the vulnerable. These protections, some would say conditions of dependency, were extended considerably during the late sixties during the LBJ era. The result has been an extension of AFDC, food stamps, subsidized housing, medicaid and other means tested social programs. In the new Republican majority elected in 1994 many of these programs are now being seriously questioned. Return to the first part of the of the glossary from A to K Return to Syllabus * * * ![](/users/mfcjh/wiu/images/colorbar.gif) ![\[Contents\]](/users/mfcjh/wiu/images/cntsicox.gif) [Contents] ![\[Index\]](/users/mfcjh/wiu/images/indxicox.gif)[Index] ![\[Comment\]](/users/mfcjh/wiu/images/cmnticon.gif)[Comment] ![\[Home\]](/users/mfcjh/wiu/images/homeicon.gif)[Home] ![\[Up\]](/users/mfcjh/wiu/images/upicon.gif)[Up] ![\[down\]](/users/mfcjh/wiu/images/downicon.gif)[Down] <file_sep>### SOCI 2215 SOCIOLOGY OF SPORT AND LEISURE Prof. <NAME> Office: A &S Hall, Rm 215 Hours: T, H - 2:30-3; F - 12-1 and by appt. Phone: 973-275-5856 email: <EMAIL> Your Course Page - http://pirate.shu.edu/~sangiolu/2215.html Fall 2000 Syllabus The major goals of our course are to: * Learn different approaches to the study of sport and leisure * Learn to conduct and interpret research about sport and leisure * Understand how sport and leisure interact with other social forces, both local and global * Acquire the ability to evaluate public policies and ethical issues about sport and leisure * Learn to use library and computer resources to enhance your knowledge of sport/leisure * Learn to make practical applications of your knowledge and to communicate effectively Required Reading: <NAME>, _Sport in Society._ , 6th ed., Times Mirror/Mosby, 1998 Readings on reserve at circulation desk, Walsh Library Read the Op-ed page in the Sport Section of Sunday's _The New York Times._ Leisure information is available in the lifestyle section of most newspapers. Novels, TV, poetry, movies and cartoons are also good sources of information and insight about leisure and sport. Grading:* Two tests = 25% each A Research Project = 25% of grade Final Exam = 25% of grade Extra Credit: You may earn extra credit for the quality of your class participation. Policy on Late Assignments* No make-up exams, quizzes or extensions of deadlines on projects, etc. will be given without my prior approval. Failure to do so will result in a ( F ) Failure = Zero points. Emergencies must be documented. Policy on Plagiarism You will receive my assistance to do well in this class and to have no reason for cheating or plagiarism. For clarification, consult your Student Handbook. My policy is: ONE STRIKE AND YOU ARE O_U_T! If found guilty of plagiarism on the first offense, you will receive an F for the course and the appropriate Dean will be notified. * * * ### COURSE OUTLINE A. The Place of Sport and Leisure in Society Text, Ch. 1 Canada's Approaches to Leisure The Virtual Resource Center for Sports Information Sport in Africa <NAME> on Brooklyn and the Dodgers B. How Sociologists Approach Leisure and Sport Text, Ch. 2 SocioSite for Sport (bookmark this Web page for future use) Leisure Information Network C. The Olympic Games: Global Promise or Problem? Boutilier and <NAME>anni. "Ideology, Public Policy and Olympic Achievement (library) Extinguishing the Flame? (interview on National Public Radio with Olympic Scholars) Sydney 2000: Official Site of the Olympic Games The International Olympic Committee Gold Medal Gunslingers TEST # 1 D. Socialization into Sport and Leisure: Why Plays and Why? Text, Ch. 4 <NAME>, The Noble Sports Fan (library) <NAME>, The Meaning of Success (library) Handout in class: "The Wide World of Hopscotch" E. What happened to children's leisure? Text, Ch.5 Poll of American Leisure Activities Child Labor in Nike's Vietnam National Consortium on Recreation and Youth Development F. Deviance in Sport: Drugs, Violence and Cheating Text, Ch. 6 Football Violence in Europe (soccer) Initiation Rites/Hazing in College Sport G. High School and College Sports Text, Ch.14 College Hoops (N.J. Online bulletin board) Texas High School Rodeo <NAME>, Myths About College Sports (library) H.G. Bissinger, High School Football and Academics (library) Handout in class: "Expect college athletes to demand pay" TEST #2 H. The Influence of Power on Sport and Leisure Text, Ch.8 (Gender) Women's Sport on the Web Amy Lewis' Women and Sport Site Is Women's Pro Basketball Making It? Text, Ch. 9 (Race and Ethnicity) Jews in Sport <NAME>, Sporting Dreams Die on the "Rez" (library) Text, Ch. 10 (Social Class) <NAME>, The Great American Football Ritual (library) The Federation of Gay Games Gay/Lesbian Recreation and Sport British Wheelchair Sports Foundation The Special Olympics I. Dollars and "Sense": Economic Controversies Text, Ch. 11 Boycott Nike site Sport Stadium Madness: Why it Started, How to Stop It <NAME>, Big Buck Basketball: Acolytes in the Temple of Nike (library) Handout in class: "No Free Speech for Employees, On or Off the Job" J. Mass Media: Contested Images and Symbols Text, Ch. 12 Klatell and Marcus, Journalism and the Bottom Line (library) CBS and the NFL Sports sections of U.S. Newspapers Sports Radio! Sports Interviews: NPR Messner et al, Separating the Men from the Girls (library) K. The Future of Sport & Leisure Text Ch. 16 Sky High Why People Go to the Wilderness FINAL EXAMINATION * * * _CONCEPTS:_ Just as a tennis player gains a better grasp of the game by knowing such concepts as top spin, sliced backhand, flat toss, "love", double fault and the like, to appreciate this course you will benefit by learning these terms _....... Society, culture, group, institution, community, socialization, stratification, social mobility, ideology, collective behavior, deviance, conflict, power, rationalization, social organization, race, minority group, gender, hypothesis, theory, micro and macro sociology, institutional interdependence, social policy._ * * * _Research Project:_ Working alone or in groups, students will conduct original research on some aspect of sport/leisure. Topics and research techniques will be discussed in class. Papers will be 8-10 pages long and I will assist you in various steps of the research process during the semester. _A SPORTING MODEL OF OUR COURSE:_ I find it useful to think of a sports analogy in making sense of our course. You are the athlete. The classes, readings, Internet sites and group discussions are your practice sessions. The projects and exams are your "big games" and I am your..... COACH! In order to get good grades YOU have to "work on your game". Don't worry if the "ball goes into the net" at times (that's the only way to learn tennis); it's your overall desire, and practice that makes a good tennis player. Please let me know how I can help you to make this a successful semester. return to your COURSE PAGE <file_sep>### ![](http://www.nyu.edu/webguide/images/torch.gif) New York University Department of History Fall 1997 ## WOMEN IN AMERICAN SOCIETY ## V57.0635 ![](women.gif) Mon, Wed., 2:50-4:05 ### Professor <NAME> Office Hours: Mon & Wed, 1:30-2:30 or by appointment (998-8620) ## Course Description: This course will explore the diversity of women's lives and the evolution of women's role in American society from colonial times to the present. Using both primary and secondary source readings and films, we will examine the transformations and continuities in women's lives, and explore the political, social, economic, and cultural factors that induced and inhibited role changes for women. _ ### Requirements _ 1. Lectures and Class Discussion Students will be required to attend all lectures and discussion. Student participation in classes will be encouraged. 2. Required Readings _Required Books_ : * <NAME>, _Major Problems in American Women's History_ , 2nd ed. (1996) * <NAME>, _Women and the American Experience_ , 2nd ed. (1994) * <NAME>, _Little Women_ (Penguin edition, 1989) * <NAME>, _The Ideas of the Woman Suffrage Movement_ (1981) * <NAME>, _The Joy Luck Club_ (1989) All required books are in paperback and available for purchase at the NYU Book Center. Copies are also on reserve in Bobst Library. _Other Readings:_ All other required readings (articles and documents) are available On Reserve at Bobst Library. 3. Films The following films will be screened in class: Hester Street or Heaven Will Protect the Working Girl Wild Women Don't Sing the Blues <NAME>: A Public Nuisance The Life and Times of Rosie the Riveter 4. Midterm There will be a midterm examination given in class. All questions are to be answered in essay form. 5. Term Paper Students will be required to submit an 8-10 page paper comparing the lives of immigrant women as portrayed in novels, autobiographies, or two biographies. More detailed instructions will be given in class. **PLEASE NOTE : Late submissions without an authorized excuse (doctor's note or other authorized reason) will be penalized. 6. Final Examination There will be a final take-home examination covering all the issues and readings discussed during the course of the semseter. Final questions will be handed out in class. ****PLEASE NOTE: FAILURE TO COMPLETE ANY OF THESE REQUIREMENTS WILL BE MEAN AN "F" FOR THAT PORTION OF YOUR GRADE. NO LATE MAKE-UPS AND NO INCOMPLETES WILL BE GIVEN WITHOUT A VALID NOTE FROM YOUR PHYSICIAN OR ANOTHER VERIFIED EXCUSE. * Grades Class participation: 10% Midterm: 25% Term Paper: 25% Final Exam : 40% ## Class Syllabus 1. Defining Women's History * Required Readings * Norton, Chap. 1 2. First American Women: Natives, Immigrants and Slaves * Required Readings * Norton, Chap. 2 * Woloch, Chap. 1 3. White Women in 17th-Century America * Required Readings * Woloch, Chap. 2 * Laurel Ulrich, _Good Wives: Image and Reality in the Lives of Women in Northern New England, 1650-1750_ , chap. 1 * Documents: Poems by <NAME> and <NAME> & <NAME>: Writings on Women (class hand-outs) 4. Dissent and Witchcraft in 17th-Century America * Required Readings * Norton, chap. 3 * Document: "The Trial of <NAME>" in <NAME> and <NAME>, _Women's America_ , 3rd ed. (Oxford University Press, 1991), pp. 53-56. 5. The Revolution and the Rise of the Republican Mother * Required Reading * Norton, chap. 4 * Woloch, chap. 3 & 4 6. The Cult of Domesticity * Required Reading * Norton, chap. 5 * Woloch, chaps. 5 & 6 7. Women in the Old South * Required Reading * Norton, chap. 6 * <NAME>, "Female Slaves: Sex Roles and Status in the Antebellum South," _Journal of Family History_ , vol 8 (Fall 1983): 248-261 No Class 8. Women's Work and Protest in the 19th Century * Required Reading * Norton, chaps. 7 * Woloch, chaps. 7 & 8 **Hand in term paper topics 9. Discussion: Representations of Women * Required Reading * <NAME>, _Little Women_ (entire) 10. Women in the West * Required Reading * Norton, chap. 8 11. Victorian Sexuality * Required Reading * Norton, chap. 9 * <NAME> and <NAME>, "Seeking Ecstasy on the Battlefield: Danger and Pleasure in 19th century Feminist Sexual Thought," _Feminist Studies_ 9:1 (Spring 1983): 7-25. 12. The New Woman Screening: MARGARET SANGER: A PUBLIC NUISANCE * Required Reading * Woloch, chap. 15 * D'Emilio and Freedman, _Intimate Matters: A History of Sexuality in America_ , chaps. 8 and 10 13. Discussion: Woman's Suffrage * Required Reading * Woloch, chaps. 13 & 14 * Aileen Kraditor, _The Ideas of the Woman Suffrage Movement_ (entire) MIDTERM 14. The New Woman: Feminism and Social Reform * Required Reading * Norton, chap. 10 * Woloch, chap. 12 15. The New Immigrant Screening: HESTER STREET * Required Reading * <NAME>, "Immigrant Women, Community Networks and Consumer Protest: The New York City Kosher Meat Boycott of 1902." * <NAME>, "The Dialectics of Wage Work: Japanese American Women and Domestic Service, 1905-1940," in Ellen DuBois and Vicki Ruiz, eds., _Unequal Sisters: A Multicultural Reader_ , 1st ed. (Routledge, 1990). * <NAME>, "Chicana and Mexican Immigrant Families, 1920-1940: Women's Subordination and Family Exploitation," in <NAME> and <NAME>, _Decades of Discontent: The Women's Movement, 1920-1940_ (Greenwood Press, 1983). 16. Work Culture in the Early 20th Century * Required Reading * Norton, chap. 11 * Woloch, chaps. 9-10 * <NAME>, _Cheap Amusements: Working Women and Leisure in Turn-of-the-Century New York_ (Temple University Press, 1986), chaps. 2-3 17. Wild Women Screening: WILD WOMEN DON'T SING THE BLUES * Required Reading * <NAME>, "'It Jus Be's Dat Way Sometime': The Sexual Politics of Women's Blues," in DuBois and Ruiz, _Unequal Sisters_ (1990). 18. After Suffrage -- Women in the 1920s * Required Reading * Norton, chap. 12 * Woloch, chap. 16 19. Women and the Great Depression * Required Reading * Norton, chap. 13 (Depression-era material) * Woloch, chap. 17 & 18 (Depression-Era Material) * <NAME>, "The Origins of the Two-Channel Welfare State: Workman's Compensation and Mother's Aid," in Linda Gordon, ed., _Women, The State and Welfare_ (1990), pp. 123-151. * Virginia Sapiro, "The Gender Basis of American Social Policy," _Political Science Quarterly_ , 101:2 (Summer 1986): 221-238. 20. Impact of World War II Screening: THE LIFE AND TIMES OF ROSIE THE RIVETER * Required Reading * Norton, chap. 13 (WW II material) * Woloch, chap. 18 (WW II material) 21. The 1950s and the Feminine Mystique * Required Reading * Norton, chap. 14 * Elaine <NAME>, _Homeward Bound: American Families in the Cold War_ (Basic Books, 1988), chap. 4 ***Term papers to be handed in 22. The Rebirth of Feminism * Required Reading * Norton, chap. 15 * <NAME>, _When and Where I Enter: The Impact of Black Women on Race and Sex in America_ , (Morrow, 1984), chap. 17 23. Discussion: Varieties of Feminism * Required Reading * Tan, _The Joy Luck Club_ (entire) 24. Backlash --American Women in the 1970s & 1980s * Required Reading * Norton, chap. 16 * Woloch, chap. 22 * <NAME>, _Backlash_ ( Crown, 1991), chaps 12 & 14 **Final examination questions handed out in class. 25. American Women in the 90s <file_sep>Economics 361, George Mason University, Dr. <NAME> Economic Development of Latin America Spring 2002, Ent 174 MWF 8:30-9:30AM <EMAIL> , tel: 703-993-1143, webpage: //mason.gmu.edu/~cmeyer/ Office Hours 9:30-10:30 MWF Course Goals: By the end of the semester students should be familiar with the economic history and institutions of Latin America and key development issues such as industrialization, inflation, trade, privatization, foreign investment, the agricultural sector. The course will approach topics from the perspectives of both economic history and development theory, with an eye toward the institutions and cultural norms specific to Latin America. Skill requirements and prerequisites: Economics 103 and 104 are prerequisites to the course, but economics majors may also want to complete their intermediate theory courses before taking this course. Students from outside of economics who have more background in Latin America may take get permission to take the course without the prerequisites. . All students should have an email account. Accounts are available to all GMU students. Email is the best way to contact your instructor. Familiarity with the World Wide Web will also be necessary to complete the course -- particularly to conduct research for the term paper. The professor's webpage contains links to assist you in that research. (See term paper below.) Required Texts: Cardosa, Eliana and <NAME>. _Latin America's Economy: Diversity, Trends, and Conflicts_. Cambridge, Mass: MIT Press, 1995. (paper) <NAME>. _The Puzzle of Latin American Economic Development_. Rowman and Littlefield, 1999. (paper) Course Requirements: 2 Midterms @ 20% each, Essay type Final @ 30% Essay type Paper @ 20% 10-15 typed pages of text. Participation 10% We will have 2 in-class midterms and the final will be held at the regularly scheduled time. Term Paper (10-15 pages, 2500 words of text minimum): For the term paper you should choose a country in Latin America and a particular issue to study for that country; for example: "Privatization in Brazil," "The Agricultural Sector in Mexico," "Trade Policies in Chile," "Inflation in Argentina," "Capital Markets in Chile," "Stabilization experience in Bolivia," "Mexico and NAFTA," "The Role of Oil in the Venezuelan Economy," "The Steel Industry in Brazil." The paper must include relevant background on the country as well as economic history of the issue you are studying. If your topic is trade - review the history of trade; if your topic is inflation - review the financial history; etc. Additionally, you must find a recent newspaper or magazine article (dated after the beginning of the semester) that relates to your country and topic in some way. See _Wall Street Journal, Christian Science Monitor, New York Times, The Economist, U.S. News and World Report_ , or LANIC on the Web for articles by country. Integrate the article into your report and turn the article in with the paper. Wiarda and Cline (on reserve) is a collection of country studies. Although they focus on politics, check the references for good historical sources. For- up-to date information on your country, check the links on my homepage. In particular the Economist Intelligence Unit should be very useful. Many other useful links are included on my homepage. Your textbooks and the books recommended on the syllabus should also be useful sources. Your paper should include an introduction that indicates where the paper is going and a conclusion that summarizes major points. Please try to make your paper well organized and clear. Graphs and tables may be included in the 10-15 pages, but you need at least 2500 words of text. The paper should also include a title page and an outline in pre-text matter. (Please staple or clip your paper in the upper left hand corner. _Please don't use plastic covers or folders._ Proper referencing will be an important criteria for your grade. You must cite your sources throughout your paper with the author, copyright date and page number, for example: (Baer 1989: 120-24). You must also include a list of references at the end in alphabetical order. The Chicago Manual of Style is a good standard to follow -- and available on line. See: http://wac.gmu.edu/students/style.html. When you quote directly from your source the quotation must appear in quotation marks with the page number indicated. Whenever you are paraphrasing and use more than 6-8 words in a row identical to your referenced author you should be using quotation marks. When you paraphrase an authors words and ideas you should, whether or not you are citing specific facts, cite the author. A proposal for your paper in the form of a brief outline must be submitted immediately following spring break. I will OK this and/or make comments and return it to you. Please save this proposal, with my comments and resubmit it with your final paper. Your paper topic must be approved. Papers are due on or before the last day of class. Class Participation You are expected to keep up with the reading and participate in discussions. There may also be some optional student presentations. The participation grade is not necessarily related to how much you talk in class. However, relevant questions, constructive comments, and alternative points of view are appreciated -- so is attendance and reflections relating readings to class discussion. Topics 1\. Latin America in the World Economy: An Overview Cardoso and Helwege Ch1; Franko Ch1, Meyer (on reserve), pp. 17-24 2\. What is Development? Measuring Development and Theories of Development Cardoso and Helwege Ch3; Franko Ch1 3\. Historical Roots Cardoso and Helwege Ch2; Franko Ch2 4\. International Trade and Development in Latin America Franko Ch 3 pp 52-55; Ch8, pp. 212-215, Todaro Ch12 5\. Import Substitution Industrialization and State Enterprise Cardoso and Helwege Ch4, Sections 1-5; Franko Ch3 6\. The Debt Crisis and Muddling Through Cardoso and Helwege Chs5, 7, Franko, Ch4 7\. International Finance and Inflation Theory Cardoso and Helwege Chs 6; Franko, Ch5 8\. The Liberalization of Trade and Export Promotion Franko Ch8 9\. Privatization, Deregulation, and Globalization Franko Ch 6, Ch7; Webpage: Economic Globalization in Latin America 10\. The Mexican Crisis of 1994 Franko, Ch7 11. Poverty and Inequality, Social Indicators Cardoso and Helwege Ch 9, Franko Ch 11; Webpage: Globalization & Inequality in Latin America 12\. Agriculture, Rural Development and Agrarian Reform Cardoso and Helwege Ch10 (Land Reform); Franko Ch10 Additional Useful Texts: General <NAME>. _Crisis and Reform in Latin America_ , Oxford, 1995. <NAME>. _The Economics and Politics of NGOs in Latin America_. 1999. (on reserve) <NAME>. _Economics Development._ (on reserve) <NAME>. _Leading Issues in Economic Development._ <NAME>. _Dissent on Development_ (Harvard, 1979). <NAME>. _Five Families._ Harper & Row (paper) Latin America - Economic History Bulmer-Thomas. _Economic History of Latin America,_ Cambridge U. Press, 1994 ISBN: 0-521-368723 <NAME>. _Progress, Poverty and Exclusion: An Economic History of Latin America in the 20th Century_ , Johns Hopkins Press for the IDB, 1998\. Furtado, Celso. _Economic Development of Latin America._ Frank, <NAME>, _Capitalism and Underdevelopment of Latin America_ Cambridge, 1970. <NAME>. _The Latin American Economies_ Country Studies Wiarda, <NAME>. and <NAME>. Latin American Politics and Development, Westview, 1990. ( on reserve ) _Economic and Social Progress in Latin America, Yearly Report._ IDB, Johns Hopkins U. Press. <NAME>. _The Brazilian Economy: Growth and Development_ 3rd ed. Praeger, 1989. (paper) (on reserve) Informal Sector DeSoto, Hernando. _The Other Path_ 1989. Portes, Alejandro; <NAME>; and <NAME>. _The Informal Economy._ Baltimore, Johns Hopkins, 1989. Macro Policy- Stabilization Dornbusch, Rudiger and <NAME>. _The Open Economy: Tools for Policymakers in Developing Countries_ (The World Bank with Oxford University Press, 1988). McKinnon, _Money and Capital in Economic Development_ Nazmi, Nader _Economic policy and stabilization in Latin America,_ 1996\. <NAME>. _Developing Country Debt and the World Economy_ Trade Grinspun, Ricardo and <NAME>. _The Political Economy of the North American Free Trade._ St Martin's press 1993. Bhagwati, Jagdish. _Protectionism_. MIT press, 1989. Krueger, <NAME>. _Trade and Employment in Developing Countries: Synthesis and Conclusions._ U. of Chicago, 1983. Agricultural Development Eicher, <NAME>. and <NAME>. _Agricultural Development in the Third World_. 2nd edition, Johns Hopkins U. Press, 1990. Meyer, <NAME>. _Land Reform in Latin America_ , Praeger, 1989. <NAME>. _Why Food Aid?_ Johns Hopkin's paperback, 1993. <NAME>., _Transforming Traditional Agriculture_ Environment and Natural Resources <NAME>, _Bordering on Trouble_ , Adler and Adler for WRI, 1986. Meyer, <NAME>. _Environmental and Natural Resource Accounting: Where to Begin?_ Washington, D.C.: World Resources Institute, 1993. Panayotou, Theodore, _Green Markets: The Economics of Sustainable Development_ , 1993. World Bank. _World Development Report 1992: Development and the Environment._ Washington, D.C.: The World Bank, 1992. Foreign Aid <NAME>. 1994. _Does Aid Work?_ 2nd Edition. Oxford: Clarendon Press. Meyer, <NAME>. _The Economics and Politics of NGOs in Latin America_. Westport, CN: Praeger, 1999. <file_sep># Political Science Department ![ph03349i.jpg $54381 bytes$](images/ph03349i.jpg) 1. Program Description 2. Program Requirements (Major, Minor, Certificates) 3. Faculty Members (Information about the members of the Political Science Department at Siena: Office location and phone number, office hours, direct e-mail access, HOME PAGES of some members, SYLLABI for some courses) 4. Course Offerings (Organized by sub-field) 5. Internship Opportunities (Washington Semester Program, Legislative Process, Public Service Studies) 6. Washington Semester Program. Please contact Prof. <NAME> (518/783-2373) for information about this program. 7. Careers for Political Science Majors 8. WEB RESOURCES:On-line library catalogs, Political Science professional organizations, Political Science departments, Web resources organized by political science sub-field) 9. Membership in ICPSR 10. <NAME>: International Social Science Honorary 11. Current Issues in America Syllabus ## Program Description The Political Science curriculum provides students with a comprehensive understanding and appreciation of the study of politics. Students will obtain basic knowledge within and across the principal fields of the discipline; think critically about the enduring issues of politics while studying political institutions, processes, behavior and value systems; and develop a variety of research skills. Students who major in Political Science or who complete substantial coursework in the department will have a foundation for future careers or graduate study in such areas as law, government service, public policy and administration, international affairs, teaching, journalism and community or private sector service. Internships, independent study projects, and honors courses provide students with in-depth learning opportunities. The program also serves as a basis for knowledgeable and concerned citizenship for those who choose not to concentrate in political science. ## Program Requirements Requirements for the Major: 36 hours in Political Science, including POSC-100 through POSC-180. Requirements for the Minor: 2 courses at the introductory level from POSC-100 through POSC-180; 4 courses at the elective level from POSC-205, through POSC-378. A student may substitute one Political Science internship (POSC-470, POSC-485 or POSC-489 for one course at the elective level. A student choosing the Washington Semester may substitute POSC-790 through POSC-797 for up to two courses at the elective level. Education Certification: Political Science majors seeking provisional certification in social studies need 30 hours in Political Science, including POSC-100 through POSC-180. Also required are: 3 hours in Economics, 3 hours in Sociology and 21 hours in History. The History requirement must include the 3 hour College core requirement and the 21 hours must be distributed across four areas: 6 hours in European history (includes HIST-101 or HIST-190) of which at least 3 must be in pre-nineteenth century European history; HIST-203 and HIST-204; 6 hours in non-Western history; and 3 hours in HIST-327 New York State History. Students must take 6 hours of college level language other than English. To be considered for the Education program, students must have an overall GPA of 2.90, with a 3.00 in Political Science. ## Faculty Members Here is where you find information about the members of our department. * <NAME>, Ph.D. * <NAME>, Ph.D. * <NAME>, Ph.D. * <NAME>, Ph.D. * <NAME>, Ph.D. * <NAME>, Ph.D. * <NAME>, Ph.D. ## Course Offerings * Core Courses * American Politics * Comparative Politics * International Relations * Internships * Political Theory * Public Administration and Public Policy * Public Law ## Web Resources This section contains World Wide Web links to: * On-Line Library Catalogs * Colleges and Universities * On-line Newspapers and Magazines * * * This page is maintained by: <NAME> This page last updated on: Thursday, September 06, 2001 \| ![\[Siena's Home Page\]](http://www.siena.edu/graphics/go2home.gif) ---\|--- <file_sep>\| ![UC Berkeley Library Web](http://www.lib.berkeley.edu/Images/Templates/nbblack.gif) ---\|--- ![Southeast Asia Design Image](http://www.lib.berkeley.edu/SSEAL/SoutheastAsia/image1.gif) \| ![Bibliographic Guides](http://www.lib.berkeley.edu/ SSEAL/SoutheastAsia/1bibgds.gif) **\| ![Collections and New Acquisitions](http://www.lib.berkeley.edu/SSEAL/SoutheastAsia/collacq.gif) ![Electronic Resources](http://www.lib.berkeley.edu/SSEAL/SoutheastAsia/elcrsc.gif) ![Bibliographic Guides](http://www.lib.berkeley.edu/SSEAL/SoutheastAsia/bibgds.gif) ![Southeast Asia Studies at Berkeley](http://www.lib.berkeley.edu/SSEAL/SoutheastAsia/sas.gif) \| ## General Asia Reference Sources South/Southeast Asia Library 120 Doe Library, University of California, Berkeley #### Compiled by <NAME> With Significant Assistance of of <NAME> (As of August 2002) Note: Entries in this bibliography are arranged by region and by country. This bibliography includes holding locations of other libraries/service points on the Berkeley campus if they have the _same_ copy of reference title as the S/SEALS copy. NRLF refers to "Northern Regional Library Facility" in Richmond, California. General Asia \| Southeast Asia \| Brunei \| Burma (Myanmar) \| Cambodia\| Indonesia \| Laos \| Malaysia \| Philippines \| Singapore \| Thailand \| Vietnam ### _General Asia_ AAS Member Directory. Continues: Association for Asian Studies. Membership Directory. Ann Arbor, Mich. : The Association, 1997 - . _ S/SE Asia DS1.A78542 REF_ Abstracts of the Annual Meeting of the Association for Asian Studies. Ann Arbor, Mich. : The Association, c2001. _S/SE Asia DS1.5.A88a 2001 REF_ Access Asia : a Guide to Specialists and Current Research. Seattle, Wash. : National Bureau of Asian and Soviet Research, 1991. _S/SE Asia H96.A23 REF Chinese Stdy H96.A23 REF_ ALA-LC Romanization Tables : Transliteration Schemes for Non-Roman Scripts. Approved by the Library of Congress and the American Library Association ; tables compiled and edited by <NAME>. 1997 ed. Washington D.C. : Cataloging Distribution Service, Library of Congress, 1997. _S/SE Asia P226.A4 1997 REF Doe Refe P226.A4 1997 REF_ Annotated Bibliography on Women in Development in Asia and the Pacific. Bangkok : United Nations, Economic and Social Commission for Asia and the Pacific, 1988. _S/SE Asia HQ1240.5.A78A12.A55 1988 REF_ Annotated Listing, North American Not-For-Profit Organizations Working in Cambodia, Laos and Vietnam, 1995-1996. Prepared by the U.S. Indochina Reconciliation Project. New York, N.Y. : [The Project, 1995] _S/SE Asia HD2769.2.C16.A61 1995 REF_ APEC Directory of Support Organizations for Small and Medium Enterprises. Asia-Pacific Economic Cooperation, First Ad Hoc Small and Medium Enterprises Policy Level Group Meeting ; Coordinating Agency, Small and Medium Enterprise Administration, Ministry of Economic Affairs, Chinese Taipei. Singapore : APEC Secretariat, 1996. _S/SE Asia HD2346.P16.A837 1996 REF_ ASEAN, a Bibliography. Project co-ordinator, <NAME> ; contributors, IDE, Toyko ... [et al.] Singapore : Institute of Southeast Asian Studies, 1984. _S/SE Asia DS520.A873.A12 A754 1984 REF_ ASEAN Directory of Demography and Family Planning Research and Training Institutions. <NAME>, Regional Project Director. [Kuala Lumpur] : ASEAN Population Coordination Unit, [1983] _S/SE Asia AZ779.A83 1983 REF_ ASEAN Statistical Indicators. Compiled by ASEAN Secretariat ; Institute of Southeast Asian Studies (ISEAS). Singapore : ISEAS, 1997. _S/SE Asia HA4590.8.A843 1997 REF_ Asia Access : a Guide to English Language Resources for Indonesia, Malaysia & Singapore. Asian Studies Research Library, Monash University Library. Melbourne, Australia : Moninfo, c1996. _S/SE Asia DS615.A85 1996 REF_ _Doe Refe DS615.A85 1996 REF_ Asia and Oceania : a Guide to Archival & Manuscript Sources in the United States. Edited by <NAME>. London ; New York, N.Y. : Mansell, 1985. _ S/SE Asia DS5.A12.A78 1985 REF_ Asia and Pacific : a Directory of Resources. Compiled and edited by <NAME> and <NAME>. Maryknoll, N.Y. : Orbis Books, c1986. _S/SE Asia DS5.A12.F46 1986 REF_ Asia, Reference Works : a Select Annotated Guide. <NAME>. London : Mansell, 1980. _S/SE Asia DS5.A12.N8 1980 REF_ _East Asian DS35.A12.N8 Reading Room_ Asia Today : an Atlas of Reproducible Pages. Scales differ. Wellesley, Mass. : World Eagle, c1988. _S/SE Asia G2200.W61 1988 REF Earth Sci G2200.W6 1988_ The Asian American Encyclopedia. Edited by <NAME>. New York, N.Y. : <NAME>, c1995. _S/SE Asia E184.O6.A827 1995 REF Doe Refe E184.O6.A827 1995 REF_ _Asian Amer E184.A8.N52 REF Housed at Ethnic Studies Library_ Asian American Literature : an Annotated Bibliography. King-Kok Cheung, Stan Yogi. New York, N.Y. : Modern Language Association of America, 1988. _S/SE Asia PS153.A84A12.C471 1988 REF Doe Refe PS153.A84.A12.C47 1988 REF_ Asian Americans Information Directory. Detroit, Mich. : Gale Research Inc., c1992. _S/SE Asia E184.O6.A86 REF Doe Refe E184.O6.A86 REF_ Asian Communication Handbook. Singapore : Asian Mass Communication Research and Information Centre, c1993. _S/SE Asia HE8341.A842 REF_ Asian Development Outlook. [Manila] : Asian Development Bank, 1989. _S/SE Asia HC411.A1.A84 REF Govt/Soc Sci HC411.A1.A84_ Asian History. Selected reading lists and course outlines from American colleges and universities. Edited by <NAME>. New York, N.Y. : M. Wiener Pub., c1986. _S/SE Asia DS435.8.A851 1986 REF_ Asian Libraries and Librarianship : an Annotated Bibliography of Selected Books and Periodicals and a Draft Syllabus. <NAME>. : Scarecrow Press, 1973. _S/SE Asia Z845.A1.N85 REF_ Asian Mass Communications ; a Comprehensive Bibliography. <NAME>. [Philadelphia, Pa.] : School of Communications and Theater, Temple University, [c1975] _S/SE Asia P92.A7.L35 REF_ Asian Media Planning Source : Broadcast 1996. New York, N.Y. : LLT International, c1995. _S/SE Asia PN1991.8.E84.A85 1995 REF_ Asian/Pacific Literatures in English : Bibliographies. Edited by <NAME>. McDowell and <NAME>. Washington, D.C. : Three Continents Press, c1978. _S/SE Asia PJ409.A12.A84 REF Asian Amer Z3011.M33 REF _ The Asian Political Dictionary. <NAME>, C.I. <NAME>. Santa Barbara, Calif. : ABC-Clio, c1985. _ S/SE Asia DS31.Z571 1985 REF Moffitt Refe DS31.Z57 1985 REF_ Asians in America : a Bibliography of Master's Theses and Doctoral Dissertations. Compiled by <NAME> and Asian American Research Project. Davis, Calif. : Asian American Studies Division, Dept. of Applied Behavioral Sciences, University of California, 1970. _S/SE Asia E184.O6.A12 C3 REF_ _Asian Amer Z1361.A8.L81 REF Housed at Ethnic Studies Library_ Asians in America : a Selected Annotated Bibliography. Asian American Studies, University of California, Davis. Expansion and revision. Davis, Calif. : Asian American Studies, University of California, c1983. _S/SE Asia E184.O6.A11 A74 1983 REF Doe Refe E184.O6.A12.A74 1983 REF_ Astrad : ASEAN Trade Directory. [Singapore] : Astrad International ; Kompass International, [1986-] _S/SE Asia HF3790.8.A48.A84 1991 REF_ Australian Theses on Asia ; a Union List of Higher Degree Theses Accepted by Australian Universities to 31 December 1970. Enid Bishop. Canberra : Faculty of Asian Studies, Australian National University, 1972. _S/SE Asia DS5.A12.B54 REF_ Bibliographical Sources for Buddhist Studies : from the Viewpoint of Buddhist Philology. <NAME>. Tokyo : The International Institute for Buddhist Studies of the International College for Advanced Buddhist Studies, 1998. _S/SE Asia BQ260.A12.S84 1998 REF_ Bibliography of Asian Studies. <NAME>, Mich. : Association for Asian Studies, 1957. _S/SE Asia DS511.A12.B6 (1954 - 1991) REF Moffitt DS503.1.F3 Shelved in Main Stack, Level D West_ _Chinese Stdy DS503.1.F34 REF East Asian Z3001.C94 REF_ Bibliography of Classified and Unclassified United States Government Documents on South and Southeast Asia in the Defense. [Ft. Belvoir, Va. : The Center, 1997] _S/SE Asia DS335.A12.B53 1997 REF_ Bibliography of the International Conferences on Sino-Tibetan Languages and Linguistics I-XXV. <NAME> and <NAME>. 2nd ed. Berkeley, Calif. : Sino-Tibetan Etymological Dictionary and Thesaurus Project, Center for Southeast Asia Studies, University of California, 1994. _S/SE Asia PL352.A12.L37 1994 REF_ A Bibliography of Literature Relating to the Malayan Campaign and the Japanese Period in Malaya, Singapore and Northern Borneo. <NAME>. [Hull, Yorkshire, U.K.] : University of Hull, Centre for Southeast Asian Studies, [1988] _S/SE Asia D767.55.A12.C61 1988 REF_ Bibliography on Sustainable Development. Rev. ed. Kuala Lumpur : Library, Asian and Pacific Development Centre, [1995] _S/SE Asia HC450.E5.B54 1995 REF_ A Bird's-Eye View : International Institute for Asian Studies. Leiden, Netherlands : International Institute for Asian Studies, 1997. _S/SE Asia DS32.9.N42.L45 1997 REF_ Buddhism in Practice. <NAME>, Jr., <NAME>. : Princeton University Press, c1995. _S/SE Asia BQ1012.B83 1995 REF_ _Moffitt BQ1012.B83 1995_ Buddhism : a Subject Index to Periodical Articles in English, 1728-1971. <NAME>, N.J. : Scarecrow Press, 1973. _S/SE Asia BQ262.A12.Y6 REF_ _Doe Refe BQ262.A12.Y6 REF_ Censuses of Asia and the Pacific : 1980 Round. Edited by <NAME> and <NAME> ; with a foreword by <NAME>. Honolulu, Hawaii : East-West Population Institute, East-West Center, c1984. _S/SE Asia HA4553.C46 1984 REF_ Chinese Customs and Taboos. Ann Wan Seng. Shah Alam, Selangor Darul Ebsan, Malaysia : Penerbit Fajar, 1995. _S/SE Asia GN471.4.A56 1995 REF_ Columbia Chronologies of Asian History and Culture. Edited by <NAME> York, N.Y. : Columbia University Press, 2000\. _S/SE Asia DS33 .C63 2000 REF_ _Doe Refe DS33 .C63 2000 REF_ Culturgrams : the Nations around Us. Developed by the <NAME> Center for International Studies, Brigham Young University. Provo, Utah : The Center ; Garrett Park, Md. : Order from Garrett Park Press, c1988. _ S/SE Asia GT150.C85 1988 v. 2 REF_ Cumulative Bibliography of Asian Studies. Author Bibliography. Boston, Mass. : <NAME>, 1969 _S/SE Asia DS511.A12.C8 REF_ _Doe Refe DS511.A12.C8 REF_ _Chinese Stdy DS503.1.F3 REF_ _East Asian Z3001.C93 Reading Room_ Cumulative Bibliography of Asian Studies. Subject Bibliography. Boston, Mass. : <NAME>, 1969. _S/SE Asia DS511.A12.C83 REF Chinese Stdy DS503.1.F33 REF_ _East Asian Z3001.C933 Reading Room_ Cutting across the Lands : an Annotated Bibliography on Natural Resource Management and Community Development in Indonesia, the Philippines, and Malaysia. Edited by <NAME>. Ithaca, N.Y. : Southeast Asia Program, Cornell University, 1997. _S/SE Asia HC441.Z6.C876 1997 REF_ Developing Library Collections for California's Emerging Majority : a Manual of Resources for Ethnic Collection Development. Edited by <NAME>. Scarborough. Berkeley, Calif. : Bay Area Library and Information System, c1990. _S/SE Asia Z711.8.D48 1990 REF_ _Chicano Stu Z662.D3 REF Housed at Ethnic Studies Library_ Dictionary of Buddhist Iconography. <NAME>. New Delhi : International Academy of Indian Culture : Aditya Prakashan, 1999. _S/SE Asia N8193.A4 L644 1999 v. 1 REF_ Dictionary of Oriental Literatures. Edited by <NAME>. New York, N.Y. : Basic Books, 1974. _S/SE Asia PJ31.D5 REF_ _Doe Refe PJ31.D51 REF v.1-3 (1974) East Asian PJ31.D51 Annex v.1 (1974)_ Directory ASEAN NGO's Community Resources in Drug Abuse Demand Reduction. [Bangkok?] : NGO Anti-Narcotics Coordinating Center. Office of the Narcotics Control Board : <NAME>, [1994?] _S/SE Asia HV5840.A75.D59 1994 REF_ Directory of Asia Scholars in Canada = Repertoire des Asianistes du Canada. Compiled by <NAME>. [S.l.] : Canadian Asian Studies Association/Association Canadienne des Etudes Asiatiques, 1983. _S/SE Asia DS32.9.C2.C525 1983 REF_ Directory of Banks in ASEAN. Continues: ASEAN Banking Fact Book. London : Longman ; Singapore : Cheney Tan Associates, c1984 _S/SE Asia HG3290.8.A81 REF_ Directory of Educational and Cultural Exchanges with Indochina. New York, N.Y. : US-Indochina Reconciliation Project, 1994. _S/SE Asia LB2285.I48.D57 1994 REF_ Directory of Environmental NGOs in the Asia-Pacific Region. Prepared by Sahabat Alam Malaysia (Friends of the Earth Malaysia). Penang, Malaysia : Friends of the Earth Malaysia, c1983. _S/SE Asia S920.D5561 1983 REF_ Directory of Ethnic and Multicultural Publishers, Distributors and Resource Organizations. Compiled and edited by <NAME>. 3rd ed. New York, N.Y. : <NAME>, 1995. _S/SE Asia Z475.D572 1995 REF_ Directory of Individuals Interested in the Jews and the Jewish Communities of East, Southeast, and South Asia. <NAME>. Carrollton, Ga. : [West Georgia College] ; Menlo Park, Calif. : Sino-Judaic Institute [distributor], 1993. _S/SE Asia DS135.A85.S55 1993 REF_ Directory of Libraries and Special Collections on Asia and North Africa. Compiled by <NAME>, with the assistance of <NAME>, Conn. : Archon Books, [1970] _S/SE Asia Z3001.C583 REF_ Directory of Mass Communication Institutions in Asia. Rev. Singapore : Asian Mass Communication Research and Information Centre, c1981. _S/SE Asia P92.A7 D557 1981 REF_ Directory of NGOs for Migrants in Asia. Scalabrini Migration Center. 2nd ed. Quezon City, Philippines : Scalabrini Migration Center, 1997. _S/SE Asia HV3174.M48.D57 1997 REF_ Directory of Research and Training Institutions and Organizations on Economic and Social Development and Planning in Asia. Kuala Lumpur : Asian and Pacific Development Centre, Association of Development Research and Training Institutes of Asia and the Pacific, 1995. _S/SE Asia AS407.D57 1995 REF Govt/Soc Sci AS407.D57 1995_ Directory of Selected Scholars and Researchers in ASEAN. <NAME>. Rev. 2nd ed. Singapore : Regional Institute of Higher Education and Development, 1985. _S/SE Asia AZ779.D56 1985 v. 1-2, pt. 1 REF_ Doctoral Dissertations on Asia. [Ann Arbor, Mich.] : Association for Asian Studies, 1975. _ S/SE Asia DS5.A12.D57 REF Chinese Stdy DS706.A12.S572 REF_ _East Asian DS5.A12.D57 Reading Room_ Doing Business in Asia : the Complete Guide. <NAME>. New York, N.Y. : Lexington Books, c1995. _S/SE Asia HF1583.D86 1995 REF_ _Bus & Econ HF1583.D86 1995_ Encyclopedia of Asian History. Prepared under the auspices of the Asia Society ; <NAME>, Editor-in-Chief. New York, N.Y. : Scribner ; London : Collier Macmillan, c1988. _S/SE Asia DS31.E531 1988 v. 1-4 REF_ _Doe Refe DS31.E531 1988 v. 1-4 REF East Asian DS31.E531 1988 v. 1-4 Reading Room _ Encyclopaedia of Buddhism. Edited by <NAME>. [Colomba, India] : Govt. of Ceylon, 1961. _S/SE Asia BL1403.M29 REF_ _Doe Refe BL1403.M29 REF_ _East Asian BL1403.M29 1961 Reading Room_ The Encyclopedia of the Chinese Overseas. General editor, <NAME>. Singapore : Archipelago Press, c1998. _S/SE Asia DS732.E53 1998 REF_ _Doe Refe DS732.E53. 1998 REF_ The Encyclopedia of Eastern Philosophy and Religion : Buddhism, Hinduism, Taoism, Zen. Ingrid Fischer-Schreiber. Boston, Mass. : Shambhala, 1989. _S/SE Asia BL1005.L4813 1989 REF_ _Doe Refe BL1005.L4813 1989 REF_ The Encyclopedia of the Third World. <NAME>. 3rd ed. New York, N.Y. : Facts on File, c1987. _S/SE Asia HC59.7.K87 1987 v. 1-3 REF Doe Refe HC59.7.K87 1987 v. 1-3 REF _ _Environ Dsgn HC59.7.K87 1987 v. 1-3 _ Environment. Asian and Pacific Women's Resource Collection Network. Kuala Lumpur : Asian and Pacific Development Centre, 1992. _S/SE Asia HQ1240.5.A78.E58 1992 REF_ ESCAP Population Data Sheet. [S.l.] : Economic and Social Commission for Asia and the Pacific, 1989. _S/SE Asia HA4551.E837 REF_ The Far East and Australasia. London : Europa Publications, c1998. _S/SE Asia DS502.F2 2001 REF_ Far Eastern Economic Review. Asia 2001 Yearbook. Hong Kong : [Far Eastern Economic Review Ltd., etc.] _S/SE Asia HC411.F32 2001 REF_ _Bus & Econ HC411.F3_ Focus on Buddhism : a Guide to Audio-Visual Resources for Teaching Religion. Edited by <NAME>. Chambersburg, Pa. : Anima Books, 1981. _S/SE Asia BQ158.5.F63 REF_ Food, Hunger, Agribusiness : a Directory of Resources. Compiled and edited by <NAME> and <NAME>. Maryknoll, N.Y. : Orbis Books, c1987. _S/SE Asia HD9000.5.A12.F461 1987 REF_ _Doe Refe HC59.7.A12.F461 1987 REF_ _Bioscience HD9000.5.A12.F461 1987 REF_ Foreign Book and Serial Vendors Directories. Foreign Book Dealers Directories Series Subcommittee, Acquisitions Section, Publications Committee, Association for Library Collections & Technical Services. Chicago, Ill. : Association for Library Collections & Technical Services, American Library Association, 1996 -<1997 > _S/SE Asia Z282.F67 1996 v.1 REF_ Foreign Language, Area, and Other International Studies : a Bibliography of Research and Instructional Materials Completed under the Higher Education Act of 1965, Title VI, Section 606 (Formerly Known as the National Defense Education Act of 1958). Compiled and edited by <NAME>. [10th ed.] Washington, D.C. : National Foreign Language Resource Center, School of Languages & Linguistics, Georgetown University, [1993] _S/SE Asia P51.A12.M3 1993 REF_ Forms and Styles. Asia. Jeannine Auboyer ... [et al.] Koln, Germany : Evergreen : <NAME>, c1994. _S/SE Asia DS11.F6 1994 REF_ Gale Encyclopedia of Multicultural America. Contributing editor, <NAME> ; edited by <NAME>, <NAME>, <NAME>. 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Boston, Mass. : Hall, c1981. _S/SE Asia BQ4012.A12.R4 REF East Asian BQ4012.A12.R4_ _Moffitt Refe BQ4012.A12.R4 REF_ A Guide to Manuscripts and Documents in the British Isles Relating to South and South-East Asia. Compiled by <NAME>. London ; New York, N.Y. : Mansell Pub. Ltd., c1989. _S/SE Asia CD1048.A8.P43 1989 v. 1 REF_ Guide to Reference Books. Edited by <NAME> ; Associate Editor, Vee <NAME> ; with special editorial assistance by <NAME>. 11th ed. Chicago, Ill. : American Library Association, 1996. _S/SE Asia Z1035.1.G89 1996 REF_ _Doe Refe Z1035.1.G89 1996 REF Copy 1 at Reference Desk_ _Govt/Soc Sci Z1035.1.G89 1996 Ready Reference_ A Guide to Western Manuscripts and Documents in the British Isles Relating to South and South East Asia. Compiled by <NAME>. London ; New York, N.Y. : Oxford University Press, 1965. _S/SE Asia DS3.1.W3 REF_ _Earth Sci DS3.1.W3_ Handbook of Oriental History, by Members of the Dept. of Oriental History. University of London. 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(United Nations Fund for Population Activities) New York, N.Y. : United Nations Fund For Population Activites, 1975. _S/SE Asia HB881.A1.P67 REF Public Hlth HB881.A1.P67_ The Portuguese in Asia : an Annotated Bibliography of Studies on Portuguese Colonial History in Asia, 1498-C. 1800. <NAME>. Zug, Switzerland : Inter Documentation Company, 1987. _S/SE Asia JV4227.A12.D471 1987 REF_ Poverty : a Bibliography. Rev. ed. Kuala Lumpur : Library, Asian and Pacific Development Centre, [1994] _S/SE Asia HC79.P6.A12 A633 1994 REF_ Regional Development Plans, Programmes, and Projects in Africa, Asia, and Latin America : an Annotated Bibliography. <NAME>, Waltraud Mirthes. Giessen, Germany : Centre for Regional Development Research, Justus- Liebig-University Giessen ; Rehovot, Israel : Settlement Study Centre, c1986. _S/SE Asia HT395.A3.A12 A941 1986 REF_ Religious Holidays and Calendars : an Encyclopaedic Handbook. <NAME>, <NAME>, and <NAME>. Detroit, Mich. : Omnigraphics, Inc., c1993. _S/SE Asia CE6.K45 1993 REF Doe Refe CE6.K45 1993 REF_ Security, Arms Control, and Conflict Reduction in East Asia and the Pacific : a Bibliography, 1980-1991. Compiled by <NAME>. Westport, Conn. : Greenwood Press, 1993. _S/SE Asia UA832.5.A12.M37 1993 REF_ Shorter Encyclopaedia of Islam. Edited on behalf of the Royal Netherlands Academy, by <NAME> and <NAME>. Leiden, Netherlands : E. J. Brill, 1961. _S/SE Asia DS37.E52 REF_ South and Southeast Asia : Doctoral Dissertations and Masters' Theses Completed at the University of California at Berkeley. <NAME>. Berkeley, Calif. : Center for South and Southeast Asia Studies, University of California, 1969. _S/SE Asia DS335.A12.K6 REF_ _Doe Refe DS335.A12.K6 REF_ _Anthropology DS335.A12.K6_ The South Asia and Burma Retrospective Bibliography (SABREB). Compiled by <NAME>. London : British Library, 1987. _S/SE Asia DS335.A12.S52 1987 REF_ Statistical Yearbook for Asia and the Pacific = Annuaire Statistique pour l'Asie et le Pacifique. United Nations. Bangkok : Economic and Social Commission for Asia and the Pacific, 1998. _S/SE Asia JX1977.A62.S76 1998 REF_ _Govt/Soc Sci JX1977.A62 S76_ The Status of Women and Fertility in Southeast and East Asia : a Bibliography with Selected Annotations. <NAME>. Singapore : Institute of Southeast Asian Studies, 1977. _S/SE Asia HQ1732.A12.C8 REF_ A Survey of Historical Source Materials in Java and Manila. <NAME>. [Honolulu, Hawaii] : University of Hawaii Press, 1970. _S/SE Asia DS21.A83 no.5 REF_ Thesaurus on Women in Development. Edited by <NAME> ... [et al.] Provisional 1st ed. [Jakarta] : Centre for Scientific Documentation and Information, Indonesian Institute of Sciences in cooperation with Unicef, 1987. _S/SE Asia Z695.1.W65.T48 1987 REF_ Theses and Dissertations on Southeast Asia ; an International Bibliography in Social Sciences, Education, and Fine Arts. <NAME> [and] <NAME>. Sardesai, with cooperation of <NAME> [and others] Zug, Switzerland : Inter Documentation Company, [c1970] _S/SE Asia DS503.S3 REF_ Third World Guide. Rio de Janeiro : Editora Terceiro Mundo, 1993-94. _S/SE Asia HC59.69.G843 REF Doe Refe HC59.69.G843 REF_ _Environ Dsgn HC59.69.G843_ Third World Resource Directory, 1994-1995 : an Annotated Guide to Print and Audiovisual Resources from and about Africa, Asia and Pacific, Latin America and Caribbean, and the Middle East. Compiled and edited by <NAME> and <NAME> in association with Alternative Information Center (Jerusalem). Maryknoll, N.Y. : Orbis Books, c1994. _S/SE Asia HC59.7.A12.T46 1994 REF Doe Refe HC59.7.A12.T46 1994 REF Govt/Soc Sci HC59.7.A12.T46 1994_ Unesco in Asia and the Pacific : 40 Years on : Bibliographical Supplement. Bangkok : Unesco Regional Office for Education in Asia and the Pacific, c1986. _S/SE Asia LA1052.A12.U4 1986 REF_ University of California, Berkeley, Campus Map & Berkeley Area Map. Design: Reineck & Reineck. Scale [ca. 1:5,750] Scale [ca. 1:18,300] San Francisco, Calif. : Rufus Graphics, c1997. _S/SE Asia G4364.B5:2U5 1997.R8 UC Archives G4364.B5:2U5 1997.R8 Case C Non-circulating; may be used only in The Bancroft Library._ Urban Transport in South and Southeast Asia : an Annotated Bibliography. V. <NAME>. Singapore : Institute of Southeast Asian Studies, 1984. _S/SE Asia HE311.A8.A12 1984 REF_ Women in Development : Bibliography on the Advancement of Women and Essay on Women's Studies, with Focus on South and Southeast Asian Countries. <NAME> and <NAME> : Division of Human Settlements Development, Asian Institute of Technology, 1988. _S/SE Asia HQ1735.3.B37 1988 REF_ Women in the Economy : a Select Annotated Bibliography of Asia and Pacific. Compiled by <NAME>. Kual<NAME>ur : Asian and Pacific Development Centre ; Pinelands, St. Michael, Barbados : DAWN, 1991. _S/SE Asia HQ1726.A12.W66 1991 REF_ Women in the Third World : a Directory of Resources. Compiled and edited by <NAME> and <NAME>. Maryknoll, N.Y. : Orbis Books, c1987. _S/SE Asia HQ1870.9.A12.F461 1987 REF_ _Main Stack HQ1870.9.A12.F461 1987_ _Moffitt HQ1870.9.A12.F46 1987_ A World Bibliography of Oriental Bibliographies. Theodore Besterman ; rev. and brought up to date by <NAME>. Totowa, N.J. : Rowman and Littlefield, 1975. _S/SE Asia DS5.A12.B47 REF_ _Doe Refe DS5.A12.B3 REF_ World Development Directory. Compiled and edited by <NAME>, <NAME> and <NAME> for CIRCA. Chicago, Ill. : St. James Press, c1990. _S/SE Asia HD87.25.W67 1990 REF_ Worldmark Encyclopedia of Cultures and Daily Life. Edited by <NAME>ich. : Gale, c1998. _S/SE Asia GN333 .W67 1998 v. 1-4 REF_ _Doe Refe GN333 .W67 1998 v. 1-4 REF_ _Anthropology GN333 .W67 1998 Ref/Encyclopedias, v.1-4_ World Population Prospects. New York, N.Y. : United Nations Dept. of International Economics and Social Affairs, 1985. _S/SE Asia HB848.W689 REF Govt/Soc Sci HB848.W689_ World Rice Statistics.** Manila : International Rice Research Institute, 1990. _S/SE Asia HD9066.A1.W67 REF_ Go to top ![](http://www.lib.berkeley.edu/Images/go_up.gif) Go to Southeast Asia Library Page * * * \| ![\[ HELP/FAQ \]](http://www.lib.berkeley.edu/Images/help.gif) ![\[ CATALOGS \]](http://www.lib.berkeley.edu/Images/catalogs.gif) ![\[ COMMENTS \]](http://www.lib.berkeley.edu/Images/comments.gif) ![\[ HOME \]](http://www.lib.berkeley.edu/Images/home.gif) * * * \| ##### Copyright (C) 1997-2002 by the Library, University of California, Berkeley. _All rights reserved._ Data owner: <EMAIL> Designed by <NAME> Last update 8/13/02. <file_sep>## CS 1713 Section 3, Spring 1997 Introduction to Computer Science Instructor: <NAME>, M.S. New Office: SB 3.01.06 E-mail: ` <EMAIL> ` Office Hours: TR 11:00-12:15 Class Times: * CS 1713 section 3, TR 9:30-10:45am HSS 2.02.20 * CS 1711 section 5, T 8:00-8:50am EB 1.04.28 * CS 1711 section 6, R 8:00-8:50am EB 1.04.28 Textbooks: _ * Problem Solving and Program Design in C, 2nd Ed. _ by <NAME> and <NAME> ** _ * Unix System V: A Practical Guide, 3rd Ed. _ by <NAME> Prerequisite: MAT 1093 (Precalculus), concurrent enrollment in CS 1711 section 5 or 6 Course Description: > Introduction to basic concepts of computer science. Functional components of computers, data representation, problem solving methods, algorithm development, and programming using a high-level programming language. (Formerly CS 1714. Credit cannot be earned for both CS 1714 and CS1713.) Introduction to Introduction to Computer Science: This course is the introductory course for a major or minor in Computer Science at UTSA. Students majoring in other fields may wish to consult the requirements for their major in the catalog for possible alternative courses: * CS 1073: Introductory Computer Programming for Scientific Applications * CS 2073: Computer Programming with Engineering Applications * CS 2083: Microcomputer Applications All students are welcomed to take CS 1713; however, this course is very intensive and designed specifically for the computer science major/minor, as opposed to the general computing audience. There are two main purposes of CS 1713. The first is to introduce the student to elements of computer science in a problem solving context. The second is to guide the student through learning a high-level programming language (C in our case) while he or she writes programs of increasing complexity, preparing the student for the next course in the computer science sequence, CS 1723: Data Structures. Note: you must have taken MAT 1093 before taking this class. Concepts introduced in precalculus are very important in computer science. You are encouraged to take MAT 1214, Calculus I concurrently with CS 1713. Students will learn about: * Basic concepts of computation. * Basic use of the Unix operating system. * The edit/compile/run cycle under Unix with ` cc`, `vi`, and `make`. * Data types and precision. * Arrays and matrices. * Functions and subroutines. * Records * File handling. * Sorting and searching. Course Requirements: * Programming Assignments (15% of grade): There will be approximately eight programming assignments to be done in C. The programs will apply the problem solving concepts you learn in class. They will be scored on a scale of 1-10 with the grades depending on: * Whether the program compiles without errors or warnings; * The degree to which the program behaves correctly and instructions were followed; * Adequacy of documentation; * Style (discussed in class). We will be using UTSA's ` runner` computer to do the assignments. If you have a computer at home, you may use it to develop your programs, but the project you turn in must work correctly on and be submitted from `runner.` You will normally turn the programs and output in by e-mail, with exact instructions given in the assignment. Although the programming assignments are 15% of the grade, they are the most important part of the learning process since doing them is how you learn to program. * Progress Reports (10% of grade): Every week, before midnight on Monday, each student will submit an article from his or her ` runner` account to the UTSA newsgroup utsa.cs.1713-3.d giving an overview of the work he or she has done on the current assignment ( without giving any C code ), his or her impressions on what was discussed in class the previous week, and at least one question about computer science or programming. These articles must be in the students' own words and will be graded according to content as well as grammar and spelling; part of being a computer scientist is the ability to express yourself clearly. The articles are expected to be thoughtful and not composed hurriedly at 11:55 Monday night. Your single-spaced article should normally fill two screenfuls on a VT320 terminal (48 lines); more is fine. Note that the newsgroup is a public forum; anybody at UTSA will be able to read the article (although only the individual students will know the grade they made), so you are making an impression. * Two In-Class Exams: (35% of grade): There will be two in-class exams; one at midterm and the other near the end of the semester when the majority of the material has been covered. These will be closed book exams consisting of true/false, short answer, and essay questions, and small programming problems. We will discuss the exact scheduling of these exams in class to accomodate students' other activities, so if you have a preference for a particular date, let the instructor know. The first exam will be worth 10% of the final grade; the second worth 25%. * Final Exam (30% of grade): The final exam will be comprehensive. It will have much the same format as the previous two tests, but will be approximately twice as long. There is a possibility that some students will be excused from taking the final if their performance on the other aspects of the class have been excellent. * Class Participation (10% of grade): Mostly during the lab (CS 1711) sections, but also during class (CS 1713), students are expected to ask questions and participate in class discussions. This also includes discussions on the class newsgroup, utsa.cs.1713-3.d . If you have a question in class, ask it. Chances are that someone else has the same question. If the instructor poses a question to the class, and you feel you know the answer, answer it. Note: Late programs are not accepted. Late progress reports are not accepted. You are given enough time to do the assignments if you start early. Your lowest program and progress report grades will be dropped, so if you have an emergency and can't complete an assignment, your grade will not be affected. If you have two emergencies, bring the instructor documentation and we'll talk. If you have to miss a test, you need to inform the instructor before you miss the test through e-mail or calling the division office. In this case, you will be allowed to substitute another grade or take a make-up test at the instructor's discretion. ## A Word About the Computer Science Major If you are a computer science major, you have chosen to enter a fascinating world where the barely imaginable has become ordinary just in the past few decades. There is an enormous amount of knowledge and learning that goes along with getting a degree in this field, and with understanding the technology behind the magic. Most of this learning occurs not during the class lectures, but in the long hours you will spend in the lab, the discussions you will have with your classmates and instructors outside class, the middles of the night when you wake up and realize how to solve some programming problem, the second and third time you take Calculus I, etc. This learning only comes with hard work. If you don't learn the concepts presented in CS 1713 but somehow manage to squeak by with a C anyway, you will not be prepared to take the next course. You will eventually need to learn the material anyway. So take advantage of this opportunity and give this class the attention it deserves. The instructor is happy to see you in his office or answer your e-mail or newsgroup question. ## Academic Dishonesty Unless a programming project is specifically assigned as a group project, students are not allowed to work together on programs. You may discuss general ideas related to the program, but you may not e.g. share program code or read each others programs. Instances of such collaboration will be dealt with harshly, but the real cost comes when a student doesn't know how to answer questions on a test about issues involved in doing a project. <file_sep>SYLLABUS for JUS 308 RESEARCH METHODS Instructor: Dr. <NAME> Office 261B: (252) 985-5166 <EMAIL> http://faculty.ncwc.edu/toconnor _Last offered:_ SUMMER II - 02 in Goldsboro in SELF-PACED format Textbook: <NAME>. & <NAME>. (2001) The Elements of Social Scientific Thinking. Wadsworth (7e) ISBN 0312208626 \| ![](hoovertext.jpg) Click on book cover to visit Publishing Company's website ---\|--- ![](../images/announcements.gif) \| ![](../images/assignments.gif) \| ![grades](../images/grades.gif) \| ![lectures](../images/blectnot.gif) ---\|---\|---\|--- ![](../images/onlineexam.gif) \| ![](../images/researchlinks.gif) \| ![exam](../images/sampexam.gif) \| ![syllabus](../images/syllabus.gif) Required Reading:Navigation Guide to Online Course Course Description: This is an introductory, self-paced course in social science research methodology. It is designed to introduce the student to basic concepts and problems encountered in social scientific investigation, including types of data and measurement, sampling, probability, and research design. This course will emphasize the importance and limitations of theory and methodology in social science research as well as the purposes of applied research, program evaluation, policy analysis, and research ethics. This is the same course and identical to SOC 308, POL 308, and JUS 308 as traditionally taught. College requirements mandate a prerequisite of MAT 213 (Elementary Statistics) to take this course, although in the past, hard- working and deserving students have been allowed in without MAT 213 (depending on their math placement score), and concurrent registration in JUS 308 and MAT 213 is of course allowed. If you are unsure about your current math skills, take the followingQUIZ, while not officially a placement test, should indicate your readiness to take this course depending upon how much difficulty these basic math questions pose for you. However, even if the questions are easy for you, this is no guarantee you will do well in the course. Required Readings: The textbook is a required purchase. Along with the Lecture Notes (e-book provided online), these make up the primary readings. By registering for this course, students are expected to have access and proficiency at using computers to browse the Internet, send and receive emails, attach documents (Microsoft Word format) to emails, and participate in group discussions on community bulletin boards. The course meets face-to-face as scheduled, but class time consists of discussion and help with assignments. Students also submit their assignments in class or via e-mail. Quizzes and exams (other than those announced as proctored) are taken online via a form web page where students click a "Submit" button and the results are emailed to the instructor. There is limited feedback on assignments and exams. Correct answers with some explanations are usually posted after deadlines have elapsed, but individual requests for feedback must be done by personal email or office visits. Netetiquette is expected during use of the community bulletin board. Students are sometimes assigned a special security code to use in identifying themselves, but often this is part of their social security number. The online lectures are more than notes. They are in e-book format and have a common look and feel. They are often updated, so it does little good to print them all out in advance and put them in a binder. It is also foolish to try and print out all the content at the hyperlinks to external sites at the bottom of each lecture. You'd be printing for days. I will try to announce updates as they happen, but the preferred method for reading in this course is online, taking advantage of all the embedded hyperlinks, Internet resources, Javascript applets, and other interactive media that is typical of an online course. Please make a habit of hitting the Refresh or Reload icon on your web browser to make sure you are viewing the latest version of a page at this site, or set your browser settings to refresh automatically. Readings from the Lecture Notes will be assigned in blocks of roughly one week's duration (this interval may vary from time to time), supplemented in almost all cases with lecture notes and PowerPoint slide summaries that are posted on the web. Some of these supplements may (in the future) have audio and video files attached for emphasis on certain points. Students will be expected to answer questions from reading assignments and to submit those answers as a Microsoft Word document attached to an e-mail message with their name on all assignments. Microsoft Works is not acceptable, and the only hope is if the file is saved in text format. Wordperfect is also not preferred, although the instructor does have Corel Suite 8. Students can purchase the latest Microsoft Office Suite from the school's IS dept for nominal cost (call 252-985-5000). After approximately 4-5 units of instruction, there will be one or more short quizzes that have to be completed within a five-day interval. A midterm and final exam also occur at the usual times in the course. Quizzes and exams are administered via the web, by completing a web-based form. The information entered into the form is sent electronically to the instructor for grading, with the results posted on a grades page. There is little to no feedback on quizzes, exams, and assignments, only grades. Most quizzes and exams will not be proctored, but require entering the name and security number for each student. You are on your honor that you, and only you, are the one taking the course and taking the exams. Security numbers assigned to individual students may change throughout the course. Only a small number of answers can be looked up in the lectures because students will find that, even with the help of sample exams which are also posted on the web, online quizzes and exams are extremely difficult and require going beyond rote memorization. Depending on the course, there are also writing assignments in the form of short essays, research papers, or briefs of major court cases, all of which will be completed and submitted electronically. Communication with the instructor will be via e-mail, bulletin board, telephone, or by scheduled appointments, where feasible. Feedback on assignments, if requested, must take place in person by appointment, and then only after the exam period has elapsed for everyone. Do not put off completing assignments until the last possible moment before the deadline, as those deadlines are posted on the announcements page. I make every effort not to penalize students who fail to get assignments in on time when it's not their fault, but it is difficult to find someone completely blameless when they have demonstrated a pattern of turning in almost everything late or at the last minute. If there is some problem that develops and keeps you from completing an assignment, leave a message via e-mail (which is my preferred means of communication) or telephone me at my office to leave a voicemail, and I will respond to you in the normal course of business. When and if it becomes obvious that you cannot succeed in the course, I will administratively drop you from enrollment as I will for missing too many deadlines. Absences are tallied by how many assignments you miss. An "x" in the grade column means there's time to turn something in; a "0" means too late. Always be sure to identify yourself in emails to the instructor and in all attachments, especially if you are using a non-school email address. Don't use nicknames on the bulletin board, but your full name. Try to send your messages from one email account, and let me know what that account is. The school does not service or assist non-edu accounts, but I will do my best to keep track of them on the course listserv. Make sure you identify yourself by name on everything you send electronically. Understand that research may have to be done the old-fashioned way, in a paper-based library. While it is extremely convenient (and often effective) to do research from your home via the web, there are still many resources that simply aren't available there. If you are not able to get to the College library, then you should become familiar with whatever library you are able to use. Whenever possible, the library that you use should be a college or university library, as public libraries do not usually have the academic journal collections or reference materials that you are likely to need. A superior court may also have to be located for you to use a law library. Keep track of the assignments for a semester that are posted in advance on the syllabus, and made up as we go along, posted online at the assignments page. You can also contact the school's library (call 252-985-5350) and request a password for NC Live which allows you access to a number of research materials via the Internet. Speaking of writing assignments: most of them are not the type that can be done in a few minutes, or call for the quick look-up of a few facts from readings. Most of them are intended to promote critical thinking on an issue, and require research, additional reading, possibly some discussion, and certainly some creative thought. The bulletin board discussion web is available for you to voice opinions and issues with the instructor and other students, and you are encouraged to make as much use of it as possible. Still, you should understand that statements in writing should be supported by references, and that references should be cited specifically. Web-based as well as print references are allowed. Unless you are unusually eloquent, a writing assignment of about 300-500 words is usually appropriate, unless otherwise indicated. You should also take the time to insure that your work is free from spelling and grammatical errors. You should have access to high-end word processing software, and it should not be too onerous to use the Spelling and Grammar check features. Course Requirements: All types of quizzes and Exams count 50% of the final grade. All other assignments make up the other 50%. Quizzes are short 10-15 multiple choice questions that cover specific reading assignments, and occur about once every 4 lectures. Midterms and Finals count twice as heavily as quizzes, and occur at the middle and end of the semester. There is usually a five day period when quizzes and exams are online and available to take. Keep refreshing the announcements page, as it will tell you when a quiz or exam is coming up. Assignments are pieces of writing that are related to learning objectives in this course. They involve critical or creative thinking, and often your doing something outdoors, indoors, at work, at home, or with people you meet. You may be asked to do something like go up to someone while you are shopping or at work and ask them a series of questions to learn how Guttman-scale survey items are delivered, for example. There is approximately one assignment for each lecture, and they are to be found in each lecture, and summarized on the assignments page. Attendance and Participation: Students are expected to be mature enough to discipline themselves and to know when they are having attendance problems. They are also expected to check in by email after the course starts. There is a week's deadline for all course requirements, but not doing course requirements promptly results in recording an absence point. These points are recorded on a grades page, and accumulate if you are not participating in other ways. After a significant number of absenteeism points, you will be contacted by the instructor for counseling. Depending upon the results of this and/or your improvement, there may or may not be a lessening of your final grade, usually no more than a half or full letter grade, depending upon your circumstances. If you have signed up for the course and are not participating regularly, you will be administratively dropped. Office Hours: Please feel encouraged to stop by during office hours, and any other time at your convenience. You'll note that the fastest way to contact me is viaemail, and there are also extensive resources for this course on the web site. Please familiarize yourself with the navigation scheme. Assignments: Exams are typically multiple choice with the occasional subjective question when necessary. Written work may consist of interpretation of a table or chart of figures. Although it is not required, it helps to have some familiarity with statistics, as I will be making use of such information in an easy-to-learn format. 8-week Course Calendar: Week #1 \| Topic: _Theory of Research Methodology_ Assigned Readings: Lecture #1 ( _Inference_ ); Lecture #2 ( _Hypotheses_ ) ---\|--- Week #2 \| Topic: _Research Methodology_ Assigned Readings: Lecture #3 ( _Sampling_ ); Lecture #4 ( _Measurement_ ) Week #3 \| Topic: _Research Design_ Assigned Readings: Lecture #5 ( _Scales & Indexes_); Lecture #6 ( _Experiments_ ) Week #4 \| Topic: _Research Design_ Assigned Reading: Lecture #7 ( _Surveys_ ) Week #5 \| Topic: _Statistical Data Analysis_ Assigned Reading: Lecture #8 ( _Data Analysis_ ) Week #6 \| Topic: _Qualitative and Historical Methods_ Assigned Reading: Lecture #9 ( _Qualitative Methodology_ ) Week #7 \| Topic: _Research Ethics_ Assigned Reading: Lecture #10 ( _Ethics_ ) Week #8 \| Topic: _Program Evaluation and Policy Analysis_ Assigned Reading: Lecture #11 ( _Policy Analysis_ ) Week #9 \| FINAL EXAM WEEK (Catch up week for Readings and Assignments) Last updated: 08/15/02 Lecture List for JUS 308 MegaLinks in Criminal Justice North Carolina Wesleyan <file_sep># Course Homepages at WSU [ Top \| Business \| CLL \| Engineering \| Fine Arts \| Liberal Arts \| Pharmacy \| Science \| CULMA \| LISP ] [ WSU Online Courses \| OTL Home ] * * * ### School of Business Accounting and MIS ACC714 Business Administration BA600 BA601 BA602 BA609 [ Top \| Business \| CLL \| Engineering \| Fine Arts \| Liberal Arts \| Pharmacy \| Science \| CULMA \| LISP ] [ WSU Online Courses \| OTL Home ] * * * ### College of Lifelong Learning CLL Winter 1998 schedule of classes CLL schedule of off campus classes CLL University Center at Macomb scheduled classes CLL Sterling Heights Center scheduled classes CLL Oakland Center scheduled classes CLL Nortewest Activity Center scheduled classes CLL Northeast Center scheduled classes CLL Harper Woods scheduled classes CLL Eastside Center scheduled classes CLL Other locations scheduled classes [ Top \| Business \| CLL \| Engineering \| Fine Arts \| Liberal Arts \| Pharmacy \| Science \| CULMA \| LISP ] [ WSU Online Courses \| OTL Home ] * * * ### College of Engineering Wayne State University - College of Engineering Bioengineering at Wayne State University Wayne State University - Chemical Engineering Chemical Engineering course description Dept. of Electrical and Computer Engineering Electrical and Computer Engineering course description Engineering Technology at Wayne State University Engineering Technology course offerings Hazardous Waste Management Hazardous Waste Management cousrses Industrial and Manufacturing Engineering Department at Wayne State University Industrial and Manufacturing Engineering course description Wayne State University - Materials Science & Engineering Materials Science & Engineering Classes MSE 130 MECHANICAL ENGINEERING DEPARTMENT, WSU ME COURSE INFORMATION ME220 syllabus ME341syllabus ME 3480 syllabus ME/CE 3600 syllabus ME 504 syllabus ME 5040 syllabus ME 5160 Syllabus ME518 Syllabus ME 544 syllabus Vehicle systems dynamics course description ME 572 couse outline ME 6550 Winter 1998 Syllabus ME 716 SYLLABUS ME 710 Class Syllabus, FaLL 97 ME 716 SYLLABUS ME 7460 course syllabus ME 772 course syllabus ME 802 SYLLABUS ME 7995 ME 7995 [ Top \| Business \| CLL \| Engineering \| Fine Arts \| Liberal Arts \| Pharmacy \| Science \| CULMA \| LISP ] [ WSU Online Courses \| OTL Home ] ### * * * ### College of Fine, Performing, and Communication Arts College of Fine, Performing & Communication Arts Art Dept.Home page Art History course outline Ceramics course outline Drawing course outline Fashion Design and Merchandising course outline Fibers course outline Graphic Design course outline Industrial Design course outline Interior Design course outline Metals course outline Painting course outline Photo course outline Printmaking course outline Sculpture course outline [ Top \| Business \| CLL \| Engineering \| Fine Arts \| Liberal Arts \| Pharmacy \| Science \| CULMA \| LISP ] [ WSU Online Courses \| OTL Home ] * * * ### College of Liberal Arts College of Liberal Arts Course Highlights College of Liberal Arts Department Web Directory Africana Studies Home Page African American Film Institute Wayne State University Department of Anthropology 500 level graduate courses 600 level courses 700-900 level courses Anthropology 769 Syllabus Pg. 1 Department of Classics, Greek, and Latin CLA 3250 syllabus WSU Economics Courses Fall 1997 Economics Courses Department of English: Curriculum Department of English: American Studies Department of English:Undergraduate Writing Program Film Studies Sample Course Offerings German & Slavic Studies Home Page German & Slavic Course Descriptions Department of Philosophy Wayne State University Linguistics Women's Studies [ Top \| Business \| CLL \| Engineering \| Fine Arts \| Liberal Arts \| Pharmacy \| Science \| CULMA \| LISP ] [ WSU Online Courses \| OTL Home ] * * * ### College of Pharmacy and Allied Health Professions WSU Department of Physician Assistant Studies The Physician Asssistant Studies Curriculum Masters Program in Health Systems Pharmacy Management WSU Department of Pharmacy Practice WSU Department of Pharmaceutical Sciences Graduate Studies in Pharmaceutical Sciences at WSU Department of Occupational Therapy, WSU Occupational Therapy undergraduate program WSU Department of Occupational and Environmental Health Sciences Occupational and Environmental Health Sciences Courses [ Top \| Business \| CLL \| Engineering \| Fine Arts \| Liberal Arts \| Pharmacy \| Science \| CULMA \| LISP ] [ WSU Online Courses \| OTL Home ] * * * ### College of Science ASLP Course Descriptions Biology Undergraduate Level Course Offerings HOME PAGE of Chemistry SYLLABUS FOR CHEMISTRY 1000 CHEMISTRY 1050 Winter 1998 PAGE of Gene P. Reck Chemistry 1080 Index Computer Science Department Programs and Courses CSC 211 Index WSU Math - Course Offerings WSU Math - Undergraduate Program MAT 0993 Handout MAT 0995 Handout MAT 1050 Handout MAT 1500 Handout MAT 1800 Handout MATH 221 COURSE OUTLINE Course Syllabus - Mat 221, Winter 1997 Syllabus for Linear Algebra-MAT 225, Winter 1998 Linear Algebra, Mat 225, Fall 1997 Course Syllabus - MAT 225, Spring/Summer 1997 Course Syllabus - MAT 225, Winter 1997 Differential Equations, Math 2350, Winter 1998 Differential Equations, Math 235, Fall 1997 Syllabus for Mat 235, Winter 1997 Course Syllabus - MAT 503, Fall 1996 Course Syllabus - MAT 510, Winter 1997 MAT 570 COURSE OUTLINE Course Syllabus - MAT 570 Course Syllabus - MAT 570, Winter 1996 Course Syllabus - MAT 570, Summer 1996 Finite Element Analysis Course STA 102 course syllabus Course Syllabus - Sta 102, Sociology, Winter 1997 Course Syllabus - Sta 102, Winter 1997 Nutrition and Food Science NFS221 Human Nutrition WSU Undergraduate Courses in Psychology PSY 101 Psychology 101 Internet Course Psychology 208 Introduction to Drugs, Behavior & Society M. <NAME> PSY 230 PSY 240 Psychology 260 Social Behavior PSYCHOLOGY 301 LAB: STATISTICAL METHODS PSY 304 PSY 308 Hall's PSY312 PSY 331 PSY 335 PSY 338 Psychology 348: Parent-Child Interaction Across the Lifespan PSY 349 PSY 498 Home Page - Psychology 554 Physics Department [ Top \| Business \| CLL \| Engineering \| Fine Arts \| Liberal Arts \| Pharmacy \| Science \| CULMA \| LISP ] [ WSU Online Courses \| OTL Home ] * * * ### College of Urban, Labor, and Metro Affairs (CULMA) Geography Dept. Winter 1998 Class Schedule GUP GRADUATE COURSES GUP 6400 Planning Issues [ Top \| Business \| CLL \| Engineering \| Fine Arts \| Liberal Arts \| Pharmacy \| Science \| CULMA \| LISP ] [ WSU Online Courses \| OTL Home ] * * * ### Library & Information Science Program WSU Library and Information Science Program Wayne State University Library and Information Science Course Profiles [ Top \| Business \| CLL \| Engineering \| Fine Arts \| Liberal Arts \| Pharmacy \| Science \| CULMA \| LISP ] [ WSU Online Courses \| OTL Home ] * * * This page copyright 1999 Wayne State University Office for Teaching and Learning File last modified: 11/15/99 <file_sep># A WWW Starter kit for learning about the West Bank Syllabus \| Middle East Links \| The Negotiation Project \| The Negotiation Documents \| Levels of Analysis \| The A paper \| Class Main Page ---\|---\|---\|---\|---\|---\|--- I hope these links will help you begin your exploration of your clients in the social conflict class. There is certainly a lot of information on the web about the Middle East, and particularly about the West Bank. I try to make the most useful of that information available here. In addition to this information, you will need to consult the list of reference material the Rolvaag LIbrary has available. However, don't make the mistake of using the web as your primary resource. For some things, it's great; for other things, you are better off spending some time in the reference room. For example, for late breaking news, some of the news sites on the web are excellent (e.g. CNN, ABC). But for a sense of the history of the conflict, you will need to read a few encyclopedia articles, Almanacs, or State Department reports. For a sense of the religious commitments of the various sides in the conflict, you are also better off looking in encyclopedias or other reference works. If you want an already gathered set of arguments for "your side" the Web is fine, but be sure to _check those facts_ that are crucial to your argument by looking elsewhere. If you want thoughtful critique of those arguments, you are better off going to current political science journals or opinion magazines. So, now that you've been warned, here are the links: #### Compilations of Links and News etc. These sites are set up to link you with recent news wire reports, various newspapers and online newsletters on the issues, sites maintained by interest groups or organizations, and some audio and video files ( _RealAudio_ is useful here). These and the news sites are worth checking regularly. * Political Resources on the Net. A useful listing of poitical sites, by country. * A compilation of links on the Middle East Peace Process. * _Yahoo!_ Israeli - Palestinian Conflict * _Excite's_ Middle East Update * _Lycos_ Middle East #### History & Information * Reference Documents (maintained by Israel) This site is courtesy of the Israel Ministry of Foreign Affairs. It contains the full text, along with appendices and maps, of agreements, treaties, important letters and memoranda, etc. from both sides. All the relevant UN documents are here, the Balfour Declaration, the Camp David Accords, the Oslo Accords, etc. Quite impressive. * Palestine: Home of History This site has extensive short historical essays, biographies, etc. taken from encyclopedias. It also has a comprehensive list of links related to Israel and Palestine. I have wondered about copyright issues associated with this site. * The 1998 version of the CIA World factbook. All the basic statistics on countries in the world. Look for the Palestine National Authority in the country lists under the West Bank and under Gaza. #### Sites from Major News Providers Start here. These sites will provide you with some background information on Israel, the Palestinian National Authority, the PLO, Hamas, the issues dividing the sides, etc. They are not "history" sites, they are journalism. But they are certainly good enough for you to get a start in seeing the larger picture of the conflict. * _CNN_ Struggle for Peace * _ABC News_ Middle East Peace Mired in Complications #### Organizations on some of the sides of the conflict Be most wary here, but this is certainly the place to go to find out what folks on _your_ side of the issue are saying. Remember that the authors of these sites have a clear agenda. They are not writing a balanced, textbook- style presentation of the issues from various perspectives. So, _check the facts_ you get from these folks. But they are also persuasive advocates for their cause, and valuable for that very reason. ##### Israel * Official Israeli Sites. A list of links to various agencies of the Israeli government. * IRIS: Information Regarding Israel's Security. Lots of maps and diagrams. Clearly an advocacy site. * The Israel Labor Party. The English language home page of the Labor Party. * Likud. The English language home page of the Likud Party. ##### Palestine * Palestinian National Authority. The offical site of the governing body for Palestinians in the West Bank. * The Ministry of Information of the PNA has a useful site. * Islamic Association for Palestine Home Page. Another clear advocacy site, but well put together. * An unofficial site for Hamas. More detail here than one is likely to get from official sources. Also, the Hamas GateWay is an excellent site with materials from many sides writing on Hamas. * Fatah. A major Palestinian Political Party * The English homepage of the Palestinian Legislative Council, the PNA's elected legislative body. ##### United States * Bureau of Near Eastern Affairs, US State Department. * White House search engine for Presidential statements etc. #### Online Newspapers and Opinion * Haaretz Daily. A somewhat liberal Israeli paper. * The Jerusalem Post. An English language paper from Jerusalem. * Arabic News. A broader topic area, but much about Palestine. This source seems most focussed on news, with less editorial intrusion than some other sources. * Palestine Times. Mostly about Palestine from the Arab viewpoint. * Arab View. A monthly opinion magazine. St. Olaf College \| Psychology Department \| My Main Page \| Research Projects \| Classes \| Essays and Poetry \| Links \| SPSP List Search ---\|---\|---\|---\|---\|---\|---\|--- _Disclaimer_ <file_sep>PHM 3100, Freedom and Justice (Social Philosophy), Fall, 2000 Dr. <NAME> University of Central Florida Office: HFA 411-I MWF, 12:00-12:50, COMM 110 Office Hours: MWF 11-11:45, M 4-5:00, W 3:30-4:15 & by appt. Phone: 407-823-5459 E-mail: <EMAIL> Dept. Phone: 407-823-2273 * * * On-Line Syllabus * * * _It is not required that you use this on-line syllabus beyond copying it for general reference, but it is strongly suggested that you do. Announcements, links, review questions (if applicable), and other information relevant to this course will appear here. If you need copies of review questions or this syllabus, computer labs may be used, or you can use your own computer and printer._ * * * Quick Links (some are under construction - in red): Academic Integrity \| Message Board: For on-line review& discussion \| Electronic Books \| Return to My Home Page \| Go to Dept. of Philosophy Web-site ---\|---\|---\|---\|--- Lecture Notes \| Review Questions \| Paper Requirements \| \| \| \| \| \| * * * General Course Description and Objective: PHM 3100, Freedom and Justice, is a course in Social Philosophy, a philosophical inquiry into the nature of individual rights and the concept of justice, whether for the individual or for the society in which one lives. It is often difficult to define exactly the term 'Social Philosophy' - it concerns most issues found in ethics and many from political philosophy, but it transcends both of them. It concerns the place of the individual in society, as well as the place of society and the individual in a political context. In this semester, we will focus primarily on the issues of EQUALITY, RIGHTS (FREEDOM), AUTHORITY, AND JUSTICE. The objective of this course is to provide a comprehensive view of some of the perennial questions of social philosophy, to increase one's appreciation and understanding of the nature of philosophical inquiry and reasoning, and to provide significant development and exercise of critical and analytical ability. Text : There are 6 books required for the course (all of them are very reasonably priced) and there may be additional information provided on-line or on reserve as needed. The books are: 1\. _Equality_ , ed. <NAME>, Hackett Publishing Company, 2000. An anthology of works on the issues of human and political equality. 2\. _Theories of Rights_ , ed. <NAME>, Oxford UP, 1984. Another anthology, this one dealing with absolute rights, natural rights, and the relationship between ethics and rights. 3. <NAME>, _The Rights of Man_ , ed. <NAME>, Hackett Publishing Co., 1992. This is a classic, original work published in 1791-92 as a response to Edmund Burke's _Reflections on the Revolution in France_ (1790) and is now recognized generally as an important defense of universal natural (human) rights. 4. <NAME>, _On Liberty_ , ed. <NAME>, Hackett Publishing Company, 1978. Another classic original work, published for the first time in 1859 and remains an enduring and important work on censorship, paternalism, and the autonomy and integrity of the individual. 5\. _Authority_ , ed. <NAME>, New York UP, 1990. Another anthology, this one on the authority of government and law, and the place of the individual in a larger political and moral context. 6\. _Justice_ , ed. <NAME>, Hackett Publishing Company, 1996. Finally, another anthology, this time on the closing (of this course) theme of justice. Works range from the period of Ancient Greece to the present, dealing with issues relating justice to equality, to authority, to economic systems, to political representation, and the distribution of natural and social resources. A note about this course : Sometimes it is useful to know the structure of a course you are taking, and how it is intended by the instructor to play itself out. Suppose that the following things are true. A person's autonomy, integrity and dignity are to be upheld, protected and respected by others and no government, no society, no religious institution, and no other person has any legitimate right to interfere with the actions, beliefs, or ways of life of others EXCEPT in cases in which the actions of a person or group pose a definite, immediate, or imminent danger to others. Suppose that Mill is right that over his own body and mind, the individual is sovereign. Suppose that human beings are fundamentally equal in a moral, social and political sense, and that as intelligent, rational beings, we are capable of understanding that all human beings possess rights (or ought to possess them) that are inalienable. Suppose that we set up governmental and social institutions rightly for the purpose of protecting and upholding our individual rights, dignity, humanity, and autonomy. Suppose, at same time, that those institutions, as well as individuals, may pose a threat to those things we hold most valuable even though government and the social institutions created by government are ideally designed to ensure against abuses. Further, assume that a conception of justice that does not manifest itself in protection of the individual from insidious forces that would violate his rights is not a true conception of justice at all. If you suppose and assume these things, just for the sake of argument, just for the sake of understanding the structure of the course, you will see why the course is organized around the themes of EQUALITY, RIGHTS, AUTHORITY AND JUSTICE; you will see how these themes are related; and you will be armed with the information not only to understand the world in which we live and our relations with others, but also, perhaps, you will be able to take this information, these theories, these arguments about our relations with each other, and apply them also to other animals, the environment, and the world as a whole. Our knowledge of these things may illuminate our responsibilities to ourselves, to others, and to other beings, institutions, and living things, and help us all to understand how this knowledge is applicable to the personal and social realms in which we live. Course Requirements, Grades, Attendance Policy, and Related Issues: Requirements: Two examinations/tests and two short papers are required and determine your grade for the course. Tests will be primarily essay-based, though some questions may be in "objective" format. Tests will be announced prior to their administration (as well as listed in the syllabus schedule, below). Tests will be based on readings and lectures completed or assigned prior to the date of their administration. Both tests are sectional tests. Tests and papers count equally in determining your final grade. Click here for important information about academic integrity. Grades and Grading Scale: A, 90-100; B, 80-89; C, 70-79; D, 60-69. Attendance Policy: Attendance is strongly encouraged and expected but it is not considered in determining your grade for the course. You do not get "credit" for showing up for class - being in class is (one would think) a given. Much of the material covered in class may not appear in the text. Though I will not take attendance on a regular basis (or at all), your participation in class and your attentive presence can and will make a very significant difference in your appreciation of the issues, problems, theories and subject-matter we will discuss - and in your grade. If you miss a class, you are responsible for obtaining notes and any other information or assignments you missed. Office hours are held to clarify issues, to provide assistance, and otherwise attend to academic matters relevant to this course. They are not held to repeat a lecture already given in class. Missed Tests: If you are not present on a day on which the first test is administered and if you have missed class for a good, legitimate, and _verifiable_ reason, you may make it up within 2 class meeting days of its initial administration. Be aware that a test taken late may be in a different format from the one given on the original test date. After 2 class meeting days, you may not take the test and must either forfeit the grade (in other words, you will receive a "0" for that test) OR you must write a 15-page paper due no later than 1 week after the administration of the test you missed to replace the missing test grade. Exam replacement paper topics must be approved by the instructor and the finalized paper must be typed and double spaced, containing appropriate references, ordinary font size, and substantial content. If you miss the first test without a good, legitimate and verifiable reason, your only options are to write a paper (described above) or receive no credit. There is no provision for making up the last examination. Don't miss it. The 2 short papers are described in the following link. Go to paper requirements. Extra Credit: Extra credit is NOT available. _Note 2_ : The schedule below is meant only as a guide. Changes and alterations in the schedule, scheduled topics, or test dates may be necessary to facilitate completion of all major sections listed below. Also note that additional material may be added from time to time, either through lectures, Internet sources (such as additions and links within this syllabus), journal articles, or any other appropriate sources. If they are to be added, they will be announced in class or noted in this syllabus as needed. Schedule: _ Review Questions are listed in links, below. They will be added from time to time._ _ Note on Review Questions: Review questions are designed for review of major concepts presented throughout the course and do not necessarily reflect actual content, format, number or sort of questions that will appear on examinations._ _ The link below was created for use in this course and others as an on- line forum for discussion of review questions between and among people registered for this course and the others I am teaching in the fall term. I occasionally check the message board and perform maintenance on it, but do not necessarily contribute to your on-line discussions. When you use the board, use your REAL NAME and put your e-mail address in the appropriate field. Anonymous postings or notes posted with the use of an alias should not be used on the board and will be deleted by the board's administrator. Please do not use any person's name but your own when you post messages, answers to review questions, questions of your own, or any comments._ _ Message Board Link_ PART ONE: EQUALITY 8/23: First class meeting; overview of requirements, readings; general background 8/25: In _Equality_ , Plato and Aristotle from _Republic_ and _Politics_. 8/28: In _Equality_ , The Levellers from "An Agreement of the People" and <NAME>, from _Leviathan_. 8/30: In _Equality_ , Rousseau, from _Discourse on the Origin and Foundations of Inequality Among Men_ and <NAME>, from _Reflections on the Revolution in France_. 9/1: In _Equality_ , de Toqueville, from _Democracy in America_ and Marx, from _Critique of the Gotha Programme_. 9/4: LABOR DAY HOLIDAY 9/6: In _Equality_ , Tawney, from "Equality in Historical Perspective," and <NAME>ayek, "Equality, Value and Merit," from _The Constitution of Liberty._ 9/8: In _Equality_ , Rawls, from _A Theory of Justice_ and Nozick, from _Anarchy, State, and Utopia_. 9/11: In _Equality_ , Sen, "Equality of What?" and Dworkin, "Equality of Resources." 9/13: In _Equality_ , Walzer, from _Spheres of Justice_ , and Young, from _Justice and the Politics of Difference_. PART TWO: RIGHTS 9/15: Introductory Discussion on the Background of the Concept of Rights. 9/18: <NAME>, _The Rights of Man_ , Part One, "Rights of Man," pp. 12-77. 9/20: <NAME>, _The Rights of Man_ , Part One, "Declaration of the Rights of Man and of Citizens...," "Observations on the Declaration of Rights," "Miscellaneous Chapter," and "Conclusion," pp. 78-80, 81-83, 84-105, and 106-113. 9/22: <NAME>, _The Rights of Man_ , Part Second, pp. 113-228. 9/25: <NAME>, continued. 9/27: <NAME>, _On Liberty,_ pp. 1-113. 9/29: Mill, continued. 10/2: Mill, continued. 10/4: In _Theories of Rights_ , "Natural Rights," by <NAME>, and "Are There Any Natural Rights?" by <NAME>. 10/6: In _Theories of Rights_ , "Are There Any Absolute Rights?" by Alan Gewirth. 10/9: In _Theories of Rights_ , "Utility and Rights," by <NAME>, and "Rights, Goals and Fairness," by <NAME>. 10/11: In _Theories of Rights_ , "Can There be a Right-Based Moral Theory?" by <NAME> and "Right-Based Moralities" by <NAME>. 10/13: Mid-Term Examination 10/16: Review of Major Concepts PART THREE: AUTHORITY 10/18: First Paper is Due. Lecture: A Hobbesian Concept of Authority and Persons. 10/20: In _Authority_ , Wolff's "The Conflict Between Authority and Autonomy." 10/23: In _Authority_ , Ladenson's "In Defense of a Hobbesian Conception of Law." 10/25: In _Authority_ , Friedman's "On the Concept of Authority in Political Philosophy." 10/27: In _Authority_ , Hart's "Commands and Authoritative Legal Reasons." 10/30: In _Authority_ , Raz's "Authority and Justification." 11/1: In _Authority_ , Anscombe's "On the Source of the Authority of the State." 11/3: In _Authority_ , "Finnis' "Authority," and Lukes' "Perspectives on Authority." 11/6: In _Authority_ , Dworkin's "Obligations of Community" and Green's "Commitment and Community." 11/8: In _Authority_ , Greenawalt's "Promissory Obligation: The Theme of the Social Contract" and Nagel's "Moral Conflict and Political Legitimacy." 11/10: VETERAN'S DAY HOLIDAY PART FOUR: JUSTICE 11/13: In _Equality_ , Kymlicka, from "Justice and Minority Rights," 11/15: In _Theories of Rights_ , Vlastos' "Justice and Equality." 11/17: In _Justice_ , Plato from _Republic_. 11/20: In _Justice_ , Aristotle from _Nicomachean Ethics_ 11/22: In _Justice_ , Aquinas from _Summa Theologica_ 11/24: <NAME> 11/27: In _Justice_ , Hume from _An Enquiry Concerning the Principles of Morals_. 11/29: In _Justice_ , Kant, from _The Metaphysical Elements of Justice._ 12/1: In _Justice_ , Mill, from _Utilitarianism_ 12/4: In _Justice_ , Marx, from _Critique of the Gotha Programme_ and Kelson from _What is Justice?_ Final Exam Week: This page was last updated on 08/11/2000. <file_sep>_Syllabus_ History 211, Sec. 2 United States History to 1865 Fall 1999 TRF 9:00-9:50, CCC 231 Introduction \| Course Materials \| Attendance \| Office Hours \| Tests ---\|---\|---\|---\|--- Readings \| Writing Assignment \| Grading \| Class Preparation \| Extra Points _I know of no safe depository of the ultimate powers of the society but with the people themselves; and if we think them not enlightened enough to exercise their control with a wholesome discretion, the remedy is not to take power from them, but to inform their discretion through instruction._ Thomas Jefferson, 1820 _Introduction_ This course is a survey of United States history from the beginning of the Columbian Exchange to the end of the Civil War. This semester we will consider political, economic, religious, diplomatic, cultural, ethnic and social aspects of early American and United States history. In one semester, you can not learn everything there is to know about early American history, and no one expects you to do so. We do expect you to learn some of the basic facts of early American history: the important people, institutions, and events that have shaped the world we live in today. Just as important as learning important information concerning early American and United States history, however, is learning how to ask important questions of our history. Fact without meaning is worse than useless, it is dangerous. In this class we will take advantage of the communication infrastructure available on campus in a number of ways. This syllabus and the course outline and study guide, and other materials as well, will be available from my history department web page. In addition to making announcements in class about schedule changes, opportunities for extra credit work, or other items of interest, I will regularly communicate with you through campus email, and I expect you to communicate with me through the same medium. There are enough labs in the academic buildings and residence halls on campus to give every student access to this technology on a daily basis. If you're not using these resources regularly, you should be. If you don't know how to access your email and the campus network in the labs, see me immediately. ##### Top * * * \| ---\|--- _Course Materials_ Textbook (rental): Faragher, <NAME> et al. _Out of Many,_ 2d combined ed. Readings (purchase): <NAME>. _The Autobiography of <NAME>._ Ed. by <NAME>. 1993. <NAME>. _Black Hawk and the Warrior's Path_. 1992. <NAME>. _Incidents in the Life of a Slave Girl_. Ed. by <NAME>. 1973. Top * * * \| _Attendance_ I require and expect you to attend all class meetings. I will take attendance at all meetings by attendance sheet. You may lose up to three points off of your final grade for an unreasonable number of absences (except in very special circumstances, anything over three). Do not call me ahead of time to tell me that you will miss class, unless you expect to miss several classes in a row. But in timely fashion I do expect you to submit to me a formal written note or email which explains the absence and states the date or dates involved. These notes make record-keeping easier, and together with your signature on the sign-up sheet constitute your record of attendance, on which part of your final grade depends. If you come in late, please sit near the door and remember to sign the attendance sheet. You are responsible for all assignments, announcements, and lecture or discussion material covered in every class meeting, and for all information conveyed to you through email. Top * * * \| _Office Hours_ I encourage you to come to my office to talk about any concerns you have regarding course material, preparation for tests, studying, writing, etc. You do not need an appointment during posted office hours; if you need to see me outside posted office hours, arrange for an appointment beforehand. Please do not feel shy about coming to my office. I get paid to help you learn about history, but more than that to help you learn how to read, and write, and think with some clarity and informed judgment. If I can help you with that one-on-one I will be glad to do it. We can work out almost any problem (i .e., deadlines, assignments, test preparation) if you come to me beforehand or immediately after a problem occurs. If you let a problem remain unresolved until the end of the semester, however, it will be too late to take corrective measures. Taking tests at the appointed time is important; I will allow a make-up only for a valid excuse. If you miss a test or assignment, it is your responsibility to ensure that you complete it in a timely manner. Except in extraordinary circumstances, any test or assignment not completed before the next one is due will receive a zero. If you need to speak to me call my office; if I am not in leave a message on the Audix service, which is available twenty-four hours a day, or leave an email. You must follow-up on phone messages regarding absences with a note or email on your return to class. Top * * * \| _Tests_ There will be three major exams, each covering roughly one-third of the course material. Exams will consist of four brief identifications (10 points each), a short essay on the required reading (20 points), and an essay question (40 points). I will choose test materials from the study guide. I will assign one brief identification that everyone must identify, and you will have a choice concerning three others; you will also have a choice of one of two essay questions for each essay section. You must write brief identifications in complete sentences, without abbreviations, listing, or other shortcuts; the essay requires the above and essay form. Because of the time afforded for preparation of the test, I expect that you will organize your essay according to standard essay format, and that you will effectively support the conclusions you present. Top * * * \| _Readings_ I have chosen the three supplemental readings because each tells the story of one American's life during one of the three subdivisions in this course. Each of these individuals was remarkable in his or her own way, but was also a product of a particular place and time; although each distinguished himself or herself on the national stage, he or she did so within the same structures of culture, society, economy, as did millions of other American of European, African, and Indian origin. Read each of these books as you read the chapters in the textbook, and look for the interplay of the subject's unique character and circumstances with the impersonal factors of the world in which he or she and those around him or her lived. You must of course remember a certain amount of detail--<NAME> lived in Philadelphia, not Annapolis, and Black Hawk was not a _generic_ Indian but a Sauk-- but the test questions will require that you also see the "big picture" of American history. You will have to answer one of two questions that relate the book to the larger course content. Top * * * \| _Writing Assignment_ Because this is a Writing Emphasis course, in addition to the tests , you will also research and write a term paper. Although I reserve the right to approve your topic, you may choose almost any topic in American history and culture through 1877, which means that you may find something to work on relating to any major on campus, or almost any extracurricular interest. Your final paper must be eight to ten pages long, and conform to the Chicago Manual of Style or its abridgment by Turabian. We will discuss this throughout the semester. Top * * * \| _Grading_ The grade for the course is based on 320 points and the standard ten percent scale. Each test is worth 100 points; attendance and general classroom demeanor are each worth 10. Demeanor refers to your conduct in the classroom; I expect you to remain silent except when asking questions or participating in discussion. It is almost impossible to whisper loud enough for the person sitting next to you to hear without me hearing it. Misconduct can result in lowering your final grade by one-third to two-thirds of a letter grade. I encourage classroom participation, which includes such things as asking questions regarding text or lecture material and participating in classroom discussions. Your writing--as opposed to the content your writing conveys--is a component of every assignment, and is an integral part of your grade. University education is not just about mastering factual material--which is important-- but also about developing the ability to communicate information. In other words, how you express your ideas is as important in formulating your grade as having good ideas and information to convey. "A"-level work, whether on extra- point essays, brief identifications, or essays, presupposes a good physical presentation and a minimum of grammar and usage problems. Top * * * \| _Class Preparation:Outline/Study Guide_ I have placed an outline of the lecture material for each chapter on reserve in the library, and it can be found on my web page at http://www.uwsp.edu/history/faculty/FORET/hist211sec2.htm. Although we may deviate from the outline due to classroom discussion or unexpected absences on my part, in general I will cover the material in the order and manner in which it is listed in the outline. I encourage you to photocopy or print out the outline so that you can use it both in and out of class for studying the book and note taking. I have organized lectures into "units" that are coterminous with but not identical to chapters in the textbook. I will reinforce some material from the book in lecture, but also introduce new material or perspectives which are not in the book at all. I have placed brief identification items and essay questions at the end of each chapter's outline, as well as questions on the outside reading book at the end of each major section, i.e., at test time. I will choose test items from this part of the study guide. The best way to prepare for class is to read the chapter and to review the outline before the date on which we will cover the corresponding unit. This will reinforce the subject matter in your mind and enable you to participate better in class both quantitatively and qualitatively as well. You may even want to have the outline in front of you as you take notes in class. Do not hesitate to ask questions at any time in class or in my office. There are no dumb questions, and you can not "disturb" me by coming to my office. I am always prepared to lecture, but the class will be much more enjoyable for all of us if you ask questions that generate discussion. Not only does it break up the class--I get tired of hearing myself just like you do--but it often leads to insights and observations that reveal the larger truth we are striving to find. Top * * * \| _Extra Points_ You may earn three extra points (up to one-third of a letter grade) in one of two ways. The first is to attend a campus presentation relating to history or culture in the United States and write a report about it. I will announce suitable presentations in class; you may bring any campus presentation to my attention for approval. The second is to find a web site suitable to American history or culture to 1877 and write a report about it. Your report should be about the site, not simply a printing of it, though you may include photographs, charts, or other illustrative materials in your report. My web page will have appropriate sites listed on it; you may want to write a report about a site that it is not on my list but to do so you must get my prior approval. If it is a good site, I will add it to my links. You may earn one extra point for each report, which I will add to your final grade at the end of the semester, for up to three points. To gain credit for a campus presentation, your essay must contain a well-written summary of the presentation and some thoughts on what the speaker had to say; for a web site, summarize the material and write about how it relates to the themes we explore during the semester. Extra-point work should be two to three double-spaced, typed pages and present a neat, professional appearance; you must also append any notes you took during the presentation or as you explored the web site, which will presumably serve as the basis for your essay. Top * * * \| ![](backled1.gif) <file_sep>** __ ## _Gender and Judaism_ __CAS-RN337/637 Last offered: Spring 2000 <NAME>, Ph.D. Assistant Professor of Religion Boston University Course Description _1\. Background_ > Over the past 20 years feminism and gender studies have given rise to reexaminations of our common assumptions about social, cultural, and political modes of expression such as religion, art, and philosophy. The character of seemingly universal means of ordering the phenomena we perceive, the very "we" or "I" of perception, is revealed in its gendered perspective. Gender (along with race and class) belong to the material conditions of our respective world views. Even the standard of objectivity of historiography and critical philosophy has come under attack as a form of "male gaze." > > > > Religion, as a traditional form of social ordering, is a pertinent subject for gender critique. They enforce different roles for men and women in the ritual, mythological, and socio-political order as well as provide an agency of perpetuation of power relationships. At the same time, revolution and change in the self-determination of men and women can likewise be justified from religious sources, religion thus harboring the potential for both continuity and transformation. > > > > In particular, the monotheistic tradition of Israel, a formative element of Western culture, provides a fertile area for the study of gender relations. Monotheism itself is a critical statement against the gendered deities of the Ancient Near East and thus deeply involved and implicated in the making of gender identity in the West. Furthermore, Judaism in its various stages of development, Jewish literature, and Jewish societies provide an interesting case for the complexities of gender, especially in light of recent revisionary studies informed by feminism and gender theory. _2\. Course Objective_ > __"Gender and Judaism" introduces to the interface between the biblical monotheistic revolution (often cast as a revolt of patriarchy against preceding matriarchal societies), its subsequent Judaic interpretations (where tension exists between the image projected by religious literature composed by male authorships and the often matriarchal social reality), and modern critical approaches to the historiography and practice of Judaism. The latter aspects (historiography and liturgical practice) speak to the current cultural debate of modernism _vs._ postmodernism. The course also serves the interest of introducing to strategies of text interpretation that are generally relevant to an understanding of Judaism and other scripture based traditions. _3\. Teaching Style_ > __The class is run as a seminar. Readings must be completed in advance of the relevant session so students' participation will not only be lively but also based on sound information. _3\. Prerequisites_ > __One of the following or equivalent courses: RN101, RN216, AN260 _4\. Grading_ > __One report on a general work of literature on gender not discussed in class (3-5pp) due by the end of of the third week of classes (25%). One discussion of a primary text in its history of traditional and critical interpretation (8-10pp) due by the end of the term or an in-class presentation related to one of the course units (25%). Midterm (25%) and final exam (25%) will test general ability to keep up with and process the information given in reading and lectures. _5\. Readings/Course Material_ > __Assigned readings and additional related works will be made available on reserve (see attached bibliography). > > The following title is recommended for purchase: <NAME>, _Eros and the Jews. From Biblical Israel to Contemporary America_ (New York, Basic Books, 1992) Please make sure to own an edition of the Hebrew Bible. > Recommended edition: _Tanakh. A New Translation of the Holy Scriptures According to the Traditional Hebrew Text_ (ed. Jewish Publication Society, 1985) Course Schedule I. How it all begins: The Absence of the Goddess and the Worship of One God Alone _(Week 1-2)_ __ > __Texts: Gen 1; selections from Psalms and Job; > > Ancient Near Eastern parallel traditions: Mesopotamian, Canaanite, and Egyptian myths of creation > > Lit: <NAME>, "Introduction" in: _Gender and Religion: On the Complexity of Symbols_ (Boston: Beacon Press) 1-20 > > <NAME>, "Depatrializing in Biblical Interpretation" in Koltun, pp. 217-240 > > <NAME>, _In the Wake of the Goddess,_ pp. 81-117 > > <NAME>, _Creation and the Persistence of Evil_ > > __<NAME>, _Eros_ Ch. 1 II. The Female Voice as a Male Invention _(Week 3)_ > __Adam and Eve > >> Texts: Gen 2:4b-4 >> >> Lit: <NAME>, "The Seduction of Eve and the Exegetical Politics of Gender" (handout, 39pp) _(Week 4)_ > __Women in the Bible > >> Texts: selections (The Patriarchal stories in Genesis, the Book Ruth, selections from Judges, the Books of Samuel and Kings) >> >> Lit: <NAME>, "Gender and Its Image: Women in the Bible" in _In the Wake,_ pp. 118-143 _(Weeks 5-6)_ > Covenant and the Male Imagery of Love > >> 1\. _Da'at and Ma'at:_ The Carnality of Knowledge as a Topos >> >>> Texts: Gilgamesh, Greek lit. on male homoeroticism and initiation, Books of Samuel and Kings (David, Solomon: wisdom and male prowess), Egyptian _ma'at_ literature > > > >> 2\. _B'rith:_ Covenant and Love >> >>> Texts: Hosea, The Book of Deuteronomy, >>> >>> Lit: <NAME>, _In the Wake,_ ch. 12 "The Wanton Wife of God" pp. 144-161 >>> >>> <NAME>, _Love and Joy: Law. Language and Religion in Ancient Israel,_ selections > > > >> 3\. Taboo: Licit and Illicit Sexual Relationships in Biblical Law >> >>> Texts: selections from Exodus, Numbers, and Leviticus >>> >>> Lit: <NAME>, _Women and Jewish Law_ (NY: Schocken, 1984), ch. 7 "Sexuality Outside of Marriage" pp. 175-197 _(Week 7-8)_ > The Judaism of the Male Householder: Women in the Mishnah > >> Text: selections from the Mishnah >> >> Lit: <NAME>, _The Way of Torah,_ selections >> >> <NAME>, _Chattel or Person,_ ch. I, pp. 10-19 >> >> <NAME>, "Tumah and Taharah: Ends and Beginnings" in Koltun, 63-71 __ >> >> __<NAME>, _Women and Jewish Law,_ ch. 1 "Women and the Mitzvot", ch. 6 "Niddah" __ >> >> __<NAME>, _Eros,_ Ch. 2 __ _(Week 9)_ > Mythological Woman as a threat to (male) order: Lilith, Eve and Satan > >> Texts: Selections from Midrash literature and _Vita Adam et Evae_ >> >> __Lit: <NAME>, "The Lilith Question" in S. Heschel (ed.), _On Being a Jewish Feminist. A Reader_ (Schocken Books, 1983), pp. 40-50 _(Week 10)_ > __The Male Brotherhood: From Pharisees to Kabbalists > >> Texts: <NAME> (1QS), the Zaddokite Document, selections from rabb. lit. >> >> Lit: <NAME>, _Circle in the Square. Studies in the Use of Gender in Kabbalistic Symbolism_ (SUNY Press, 1995) >> >> <NAME>, _Eros,_ ch. 3 and 5 _(Week 11)_ > "Feminine" traits of the Israelite Male (as defined by the Israelite Male) > >> Lit: <NAME>, _Unheroic Conduct. The Rise of Heterosexuality and the Invention of the Jewish Man_ >> >> <NAME>, _Eros,_ ch 7 and 8 _(Week 12)_ > The Colonized Female: Women Adopting Male Views of Women > >> Text: _Memoirs of Glueckel of Hameln_ (Schocken 1988) >> >> Lit: <NAME>, _Women on the Margins_ >> >> __<NAME>, "Women as Conservative Rabbis?" in _Commentary_ 68/4 (Oct. 1979), p. 59 _(Week 13)_ > The Gender of Desire: Platonism and its (ill) effects (From Philo to Maimonides) > >> Lit: <NAME>, _Carn<NAME>. Reading Sex in Talmudic Culture_ (UCPress, 1993) >> >> <NAME>, "A Matter of Discipline: Reading for Gender in Jewish Philosophy" in: <NAME> (et al.), _Race, Class, Gender, and Sexuality: The Big Questions_ (Blackwell, 1998), pp. 212-226 >> >> <NAME>, "Gifts of the Greeks" in: _Wake of the Goddess,_ 203-212 >> >> <NAME>, _Eros,_ ch. 4 III. Recovering the Female Voice _(Week 14-16)_ > __1\. Stating the Problem > >> Lit: <NAME>, "Notes Towards Finding the Right Question" in S. Heschel (ed), 120-151 >> >> <NAME>, _Eros,_ ch. 9 >> >> > 2\. Biblical heroines, women, prophetesses, female companionship > >> Lit: Plaskow, _Standing Again at Sinai_ (Harper, 1991), ch. 4 "Reimaging the Unthinkable" pp. 120-151 >> >> > 3\. Women at the Margins of the Rabbinic Canon > >> Lit: <NAME>, _Rereading the Rabbis_ (Westview Pr, 1998) __ __ > 4\. Contemporary Spirituality > >> Lit: <NAME>, _Four Centuries of Jewish Women's Spirituality_ (Boston: Beacon Press, 1992) > 5\. Women amongst Themselves: Female Homoeroticism in the Ancient World and Today > >> Lit: <NAME> (ed.) _Nice Jewish Girls. A Lesbian Anthology._ Watertown/MA: Persephone Press, 1982. Second Edition Trumansburg/NY: Crossing Press, 1984. Third ed. Boston: Beacon Press, 1989 >> >> <NAME>, "Women-Identified Women in Male-Identified Judaism" in Heschel, pp. 88-95 HOME <file_sep># <NAME> ## Natural and Applied Sciences, University of Wisconsin-Green Bay Office: LS 116 phone: 465-2246 e-mail: <EMAIL> This Home Page: http://www.uwgb.edu/dutchs Active links are indicated. Other items are projected or under development: ### Outside Searchers - Please Read This First A note of caution about using this site. ### Contents Note:** The column headers are internal links to places further down the page where more specific information is provided. My schedule is also an internal link. All other links are to other pages. General Information \| Course Information \| Topics of research or personal scholarly interest \| Other Topics of Personal Interest ---\|---\|---\|--- Fall 1998 Schedule \| 296-202 Physical Geology Syllabus Notes \| Geology of Wisconsin \| Gulf War - Kurdistan, 1991; Photos University Survival Guide \| 362-142 Exploration of the Universe Syllabus Notes \| Wisconsin Geologic Locality Descriptions \| Bosnia, 1996 Personal biographical information (Sorry, nothing incriminating!) \| 362-190 Emergence of Western Technology Syllabus Notes \| Unusual Wisconsin Weather Events \| The 432d Civil Affairs Battalion in Pictures Got a Problem or Complaint? \| 296-492 Special Topics in Earth Science: Crustal Materials (Mineralogy - Petrology) Syllabus Notes \| Virtual Field Trips \| Britain-Ireland Photos 1998 \| 296-492 Crustal Movements Syllabus and Notes \| Geologic Maps of the States \| Cornerstone 98 Photos - Bulgaria \| Structural Geology Methods Manual \| Crystallography, symmetry, tilings and polyhedra \| Antarctica-South America 1975 \| 296-492 Geologic Field Methods Syllabus and Notes \| Other recreational math items \| Sketches of Comet Hale- Bopp \| 296-340 Rock and Mineral Resources \| American Chemical Society Talks \| \| 296-492 Planetary Geology Syllabus and Notes \| Science, pseudoscience, and irrationalism \| \| \| Research Papers \| \| \| Computing Tips \| ### Spring 2002 Schedule Time \| Monday \| Tuesday \| Wednesday \| Thursday \| Friday ---\|---\|---\|---\|---\|--- 8:00 \| \| 296-202 Physical Geology Cofrin 113 (to 9:15) \| \| 296-202 Physical Geology Cofrin 113 (to 9:15) \| 9:00 \| Office Hours \| Office Hours \| Office Hours \| Office Hours \| 10:00 \| \| \| \| \| 11:00 \| \| \| \| \| 12:00 \| \| \| \| \| 1:00 \| \| \| \| \| 2:00 \| \| \| \| \| 3:00 \| \| \| \| \| 4:00 \| \| \| \| \| 5:00 \| \| \| \| \| 6:00-8:45 \| \| \| 362-142 Exploration of the Universe, Cofrin 113 \| \| ### University Survival Guide * Who are these people and why are they messing with my mind? Ever wonder why you have to take some of the courses you do? This might help. * Taking Multiple Choice Tests * What is an A? What exactly do professors want in an essay exam or term paper? Includes samples of A, B, C, and D-F writing with explanations why. * References for College Papers Can I reference my class notes? (No) What about the Internet? (Maybe) Get The Rules here. * Top Ten No Sympathy Lines Warning! Blunt Language!. ### Personal biographical information (Sorry, nothing incriminating!) ### Information about my courses * General notes on how I run my courses * Syllabi * Course notes and supplements * In some cases, exam questions Check out the courses below for syllabi and other information: * 296-202 Physical Geology * Test Bank * Class Overheads * Field Trip Guide * 362-142 Exploration of the Universe * 362-190 Emergence of Western Technology * Course Outline * 296-492 Special Topics in Earth Science * Crustal Materials (Mineralogy - Petrology) * Course Notes * Crustal Movements * Field Methods ### Topics of research or personal scholarly interest * Useful Stuff * Geologic Maps of the States * Geology of Wisconsin * Software for structural geology, mineralogy and petrology * Crystallography, symmetry, tilings and polyhedra * Other recreational math items * Science, pseudoscience, and irrationalism ### And a few other topics: * Gulf War-Kurdistan, 1991 * Bosnia, 1996 * Sketches of Comet Hale-Bopp * Britain-Ireland photos, June 1998 * * * ## My Web Philosophy * It's not so much surfing as Dumpster-Diving. I used to wonder how bad it could be if we just let anybody publish their ideas. Now I know. _Real_ bad. * I like computers. I am awed by them. I am delighted by what they can do. _But I don't trust them!_ Electronic storage is ephemeral and fragile. Not all of that is bad. The useful half-life of most information is a few years. But I do not assume I will always have a Web to access or even floppy disks to read. If I find some useful information, I download it. If it's really important, I may even make a hard copy. If a national emergency breaks down our telecommunications, the Web is history. If a rogue nation or terrorist sets off a nuclear weapon 100 miles above the U.S., most P.C.'s are history (check out something called EMP). I still have a slide rule. * graphics? GRAPHICS? WE DON' NEED NO STINKING GRAPHICS! Too many Web pages are cluttered with useless graphics (eye candy). See this campus's web page for a case in point. See how long it takes you to figure out what classes we offer, where, and when. In case you're not aware of it, data storage and transmission capacity are finite resources. Given the spatial nature of geology and some of my avocational interests like geometry and polyhedra, I have a _lot_ of graphics, but I try to keep them to the necessary minimum in number and simplicity. Drawings are mostly 16-color, with no sound or unnecessary animation, to keep download time short and keep material accessible to users with low-end systems. Photos are standard JPEG format, 24-bit color. * Chunky, not creamy. I figure if you're looking for information you want to get it, so my pages tend to be on the long side, rather than broken into short segments connected by links. It may take longer to download the page, but once you do, everything is there. * Links. I know where my own stuff is. I have enough to do keeping track of my own pages without worrying if somebody else paid his Compuserve bill. I have had enough experiences chasing from one site to another, only to reach a dead end or have a crash, to conclude that links to remote sites are often useless. If I use them, they will go as directly as possible to the item of interest. Unless it's a stable site, like a government agency, I won't link to it. (Even some agency sites have shut down, and sites are being reorganized all the time.) In most cases, if I am aware of sites of interest, I will mention them so you can look them up with a search engine. * * * Click here to reach me by e-mail Especially let me know if you have any problems with my pages or links, or any constructive suggestions. _Created 15 December 1996 Last Update 21 February 2002 _ Not an official UW-Green Bay site <file_sep>Women in European History Kansas State University HIST-512, Ref. #13720, Fall 2000 Prof. Marion (Buddy) Gray, Eisenhower 202 e-mail:<EMAIL>; tel: 532-0367 * * * Required Books \| Course Requirements \| Calendar of Assignments \| Assignments: August \| Assignments: September \| Assignments: October ---\|---\|---\|---\|---\|--- Assignments: November \| Assignments: December \| Academic Honesty \| Graduate Credit \| Special Accommodations \| K-State Online E-Mail \| Instructor Letters \| Guidelines: Out-Of Class Essays \| General Criteria for Historical Writing \| Techniques for this assignment \| Prof. Gray's Homepage REQUIRED BOOKS Bridenthal, Renate; <NAME>.; <NAME>., eds. _Becoming Visible: Women in European History._ 3rd ed. <NAME>, 1998. <NAME> ed. _Life as We Have Known It by Cooperative Working Women._ 1931; Norton, 1975. <NAME>., ed. _The Feminist Papers._ Northeastern University Press, 1973 * * * COURSE REQUIREMENTS 1\. Reading and preparation to discuss assigned material before each class. Attendance and participation will be an informal factor in grading, with the exception of cases in which a student misses more than five classes, which will lower the grade by one-half of a letter. Eight absences will lower the grade by one letter. This is not intended as a punitive measure. It is designed as a means of relating the grade to the learning experience. In-class participation is an essential part of the course, and regular attendance and participation will clearly enhance the quality of the learning. 2\. Three essays written out of class and based primarily on previously assigned material. You will select your own topic, but I will be a resource person for you. Guidelines are found at the end of the syllabus. The essays should be 1500-1750 words (six to eight pages) in length, typed, double- spaced. The three essay grades together will constitute 50% of the final grade. 3. Five quizzes to offer a structure for familiarizing yourself with the subject matter. Each is 10% of the final grade. 4. Instructor letters. Evaluated on a pass/fail system. The letters will not be graded, but failure to turn one in will deduct three points from the final average. (See further instructions below.) * * * CALENDAR OF ASSIGNMENTS I. Women in Pre-Industrial Societies AUGUST T. 22 Introduction: What Is Women's History? Chronology and Gender in European History. What are your questions about gender and history? U. 24: _Becoming Visible_ , Ch. 4. What was women's status in the early Middle Ages? What questions do we ask in order to evaluate women's place? T. 29: _Becoming Visible_ , Ch. 5. How did the construction of gender change between the early and the high Middle Ages? U. 31: _Becoming Visible_ , Ch 6. Did women have a Renaissance? SEPTEMBER T. 5: _Becoming Visible_ , Ch. 7. The Reformation _of_ Women. Class time for discussion of paper topics. U. 7: In one paragraph, write a plan for your first paper. (The paper is be due on Sept. 26.) Plan to turn in your paragraph in class on the 7th or beforehand by e-mail; bring to class any questions you may have about the paper. In addition, use the review sheet to begin a review for the quiz. You may raise questions in class. In class after discussing paper topics and the quiz, we will view part the film "Day of Wrath" made in 1943 by the acclaimed filmmaker <NAME>. It portrays documented cases of alleged witchcraft in a Danish village in 1623. What does this account reveal about the relationship between gender and power in early modern society? T. 12: Quiz; continued viewing of "Day of Wrath." U. 14: <NAME>, "The Household as the Economy." Reading material will be made available. T. 19: _Becoming Visible_ , Ch. 8. Women's Work in Pre-Industrial Europe. _First Instructor Letter due_. U. 21: _Becoming Visible_ , Ch. 9. What was the "Enlightenment" and what was its meaning for the construction of gender? T. 26: YOUR CONCLUSIONS: PAPERS DUE. Discussed in class II. Political and Industrial Revolutions U. 28: _Becoming Visible_ , Ch. 10. The French Revolution and its meaning for women. OCTOBER T. 3: _The Feminist Papers_ , pp. 25- 54. (Assignment ends at the ellipse on the top of p. 54.) A Feminist of the Enlightenment Era: Mary Wollstonecraft U. 5: QUIZ. In Class: The Industrial Revolution and the "Cult of Domesticity." T. 10: _The Feminist Papers_ , pp. 54-85. Wollstonecraft and "Radical" Solutions"? U. 12: _Becoming Visible_ , Ch. 11. The Industrial Revolution. T. 17: _Becoming Visible,_ Ch. 12. European Feminism. U. 19: _The Feminist Papers_ , pp. 182-214. Liberal Ideology and Gender: <NAME> T. 24: _The Feminist Papers_ , pp. 214-238. What were Mill's proposed solutions to "the subjection of women"? U. 26: QUIZ; in class: Gender at the Turn of the Century T. 31: _Life as We Have Known it,_ pp. ix-xiii; 1-55. Daughters and Wives of the Modern Working Class. NOVEMBER U. 2: _Life As We Have Known It_ , pp. 67-101 and 136-141. Patterns of Life and Possibilities for Change Second Instructor Letter due. T. 7: CONCLUSIONS: PAPERS DUE. Discussed in class. III. Women in Industrial Society U. 9: _The Feminist Papers_ , pp. 478-516. <NAME>, <NAME>, and <NAME>: Socialism and Other Ideals of Emancipation of Women. (Some choice of reading allowed in this assignment.) T. 14: _Becoming Visible,_ Ch. 14 Gender, Race and Empire. U. 16: QUIZ; In class: Gender in the Twentieth Century T. 21: _Becoming Visible,_ Ch. 16. Women in War and Peace (the two World Wars). [U. 23: Thanksgiving recess; no class] T.28. Article on Reserve in Hale Library: <NAME>, "Abortion and Economic Crisis: The 1931 Campaign Against Paragraph 218," in Renate Bridenthal, <NAME>, and <NAME>, eds., _When Biology Became Destiny: Women in Weimar and Nazi Germany,_ pp. 66-86. Who Controls Women's Bodies?. U. 30: _Becoming Visible,_ Ch. 17. Women and Fascism. DECEMBER T. 5: _Becoming Visible,_ Ch. 18. Women and the Welfare State. U. 7: QUIZ. In Class: Women Since 1945. T 12: 2:00-3:50 p.m. FINAL PAPERS DUE. Class will meet to discuss them as usual. (Equivalent to final exam.) * * * ACADEMIC HONESTY Kansas State University has a new Honor Code. For information see _http://www.ksu.edu/honor/_. The provisions of this code will be followed in this class. For all papers, quizzes and other work, the Honor Pledge is implied, whether or not it is stated: "On my honor, as a student, I have neither given nor received unauthorized aid on this academic work." * * * GRADUATE CREDIT It is possible for students in fields other than History to enroll for graduate credit. In such cases, assignments will differ slightly. Please consult with the instructor. * * * SPECIAL ACCOMMODATIONS I will be happy to make any accommodations necessary for any student requiring such under the Americans with Disabilities Act. Please contact me promptly if this is the case. * * * K-STATE ONLINE Each student should set up an account on K-State Online. Here is how to do it: Using a browser (Netscape 4.5 or higher is recommended) go to the URL: http://online.ksu.edu/. Click the "Create Account" Button. Fill in the fields appropriately--click the help button on the bottom to see a description of what is expected in each field. The system does require you to enter your social security number so that it can determine your course enrollment from the Registrar's records. The userid will be your login name. It is suggested that you use the same one as you use for other accounts so that it will be easy to remember. Passwords must be at least 5 characters long, must contain at least one letter and at least one number and cannot contain underscores. * * * E-mail You may at any time communicate directly with me by addressing e-mail to me, rather than to the electronic discussion list:<EMAIL>. Also visit the course web site where you can obtain the syllabus and other materials. Enter through my home page: _http://www-personal.ksu.edu/~mgray/_. * * * INSTRUCTOR LETTERS Twice during the semester (September 19 and November 9) instructor letters are due. This is your opportunity to be in communication with me about any topic that you wish to discuss. They will not be graded. The only requirement is that you turn one in by the dates indicated. * * * GUIDELINES FOR OUT-OF-CLASS ESSAYS A. General criteria for historical writing 1\. Development of an argument or interpretation. Good history does not merely tell "what happened." Instead, it _interprets_ events of the past. Given the nature of your assignments, writing interpretive essays will not be difficult, but be sure that you convey clearly the argument or interpretation you wish to make. A descriptive title, a clear thesis-sentence in an opening paragraph, and a conclusion are important elements of communication. (20%) 2\. Substantiation of your argument with historical data. While interpretation is the ultimate goal, every interpretation of a historical subject is meaningful only if it rests solidly on concrete evidence. In writing history it is important to demonstrate your evidence, not only to support your argument, but also because the details of human activities give history its interest and bring readers into the historical situation. Merely restating the conclusions of historians is not a good way to substantiate your argument. Using their data is what is important. (25%) 3\. Utilizing historical perspective. What distinguishes history from other academic disciplines is its concern with _change over time_. Historians deal with all facets of human experience including economics, culture, religion, politics and social customs, but they always focus on how the issues they are investigating are shaped by the particular _historical context_. For example, historians know that they cannot explain the division of labor by gender in medieval Europe without particular attention to cultural, legal, political, religious and social factors unique to the Middle Ages. Moreover, historians always avoid judging historical situations by standards belonging to an era different from the one they are investigating. One would not, for example, criticize a pre-industrial European practice on the grounds of its being undemocratic, since democracy only became a socio-political goal in the eighteenth century. (30%) 4. Clear communication. Use a precise, grammatical, well-organized writing style. (25%) B. Techniques to use in this assignment 1\. Choice of topics _._ Essays are to be written primarily from assigned reading material and discussions. They are not research papers in which the object is to uncover new material from library sources. The essays should give you the opportunity to make sense of a topic that personally interests you. 2\. Using non-assigned material. a. If you find that, in order to substantiate your argument, you need data not found in assigned readings, it is legitimate to use library resources. However, the major thrust of your argument should come from material you have read and discussed. b. _One_ of your three essays _may_ be on a topic not specifically covered in the syllabus, although it should be within the confines of the geographical and chronological material discussed during the unit of study. This will allow class members to pursue their own interests and will broaden the scope of the course. All topics of this type must be discussed with me prior to the writing of the paper. 3. Documenting sources. Formal footnotes are not required. However, it is important to identify the exact source(s) of your information in order to convey your method of utilizing information. The simplest way to do this is to indicate sources and page numbers in parentheses. For those sources assigned in class, abbreviated references can be made. For other sources, give complete bibliographical information. If you find it simpler to do so, use footnotes. Documentation of sources is a requirement. 4\. Place your name at the end of the paper, not on a title page. Print a word count on the paper _._ * * * Return to top of syllabus Return to Professor Gray's Homepage <file_sep><NAME> _207 Turner Road_ _Wallingford, PA 19086_ _(610) 627-0984_ _e-mail:_ _<EMAIL>_ EDUCATION: > Ph.D. Musicology Indiana University, Bloomington, Feb. 1995. Dissertation title: "Soloistic Chamber Music at the Court of <NAME> II: 1786-1797" > M.A. San Francisco State University, May 1983. Thesis: "The 1676 Aria Collection of Adam Krieger" > B.M. San Francisco Conservatory of Music. Dec. 1979. > University of California, San Diego, Sept. 1975-June 1977 TEACHING: > Assistant Professor, Widener University, Sept. 1997- > Instructor, Columbia College, August 1995-Jan. 1997 > Instructor, Calif. State University Stanislaus, Sept. 1989- June 1997 > Executive Director, Indiana Alliance for Arts Education, Sept. 1987-Nov. 1988 > Indiana University, Bloomington: Assistant Teaching, August 1983-May 1986 > Free University: music appreciation course, Jan. 1983-March 1983 > San Francisco State University: > Graduate Assistant for Music History and Literature > Coordinator and Graduate Music > Coordinator, Feb. 1982-Dec. 1982 > Parks and Recreation Dept., South San Francisco: > Music appreciation course, music for small children., Sept. 1981-June 1982 > San Francisco Conservatory of Music: Cello Instructor, June 1979-June 1980 PUBLICATIONS: > _String Quartets: A Research and Information Guid_ e (in progress, Routledge Publishers) > _The String Quartet (1750-1797): Four Types of Conversation_. Hampshire, England: Ashgate Publishers, 2002. > "Classical Era (Music)." Nupedia Encyclopedia. (First appeared 2000) > "Lowell Mason and the Reform Movement." Journal of Southern Baptist Church Music 16 (1999-2000): 17-28. > _A History of Western Music in Outlines and Tables_. Needham Heights, Mass.: Schirmer Books Custom Publishing, 1998. > _<NAME>: Sonatas for Cello and Basso_. In Recent Researches in Music of the Classical Era. Madison, WI: A-R Editions, 1997. > "<NAME> and the Classical String Quartet." The Music Review 54 (1993): 161-182. (Issued 1996). > "Boccherini and the Court of Prussia: Newly Revealed Evidence." Current Musicology 52 (1993): 27-37. > Program notes for Modesto Symphony, 1989-90 season. > "Music History and the Fine Arts Requirement." Newsletter of the Indiana Alliance for Arts Education vol. 1, no. 2 (1988). > "Towards an Understanding of Mozart's K. 575: The Influence of Jean Louis > Duport's Essai sur le Doigte du Violoncelle et sur la Conduite de l'Archet." Mitteilungen des Internationalen Stiftung Mozarteum 35 (July 1987): 73-83. > "ISO Women's Committee Proud of Its Patronage." Arts Insight (March 1986). EDITED PUBLICATIONS: > Indiana University, Bloomington: Development and creation of syllabus/text for music appreciation course. > Newsletter of the Indiana Alliance for Arts Education: Vol. 1 - 2/1. PAPERS DELIVERED, WORKSHOPS, IN-HOUSE PUBLISHER REVIEWS: > "The String Quartet as Musical Conversation," presented January 27, 2001, at AMS Capitol Chapter meeting. > "<NAME>: An Eighteenth-Century Musician," presented April 25, 1999, at AMS Mid-Atlantic Chapter meeting and July 18, 1999, at the Third Biennial British Musicological Meeting, University of Surrey, England. > "Musical Politics at the Court of Prussia, 1786-1797," presented October 26, 1997, at AMS Mid-Atlantic Chapter Meeting (invited paper). > "<NAME> and the Classical String Quartet," presented February 3, 1996, at AMS Northern/Central California Chapter Meeting. > Review of Jean Ferris, America's Musical Landscape (Dubuque, Iowa: W.C. Brown), > first and second editions. > "<NAME> Pierrot Lunaire": lecture-recital presented at CSU Stanislaus, > February, 1992. > "Music at the Court of Prussia: 1786-1797," presented March 2, 1990, at SEASACS conference, Athens, Georgia. > "Twentieth-Century Music and Critical Thinking," presented June 1988, at teacher-education workshop in Indianapolis. > "Liszt, Faust, and Emulation" presented to Indiana University Student Musicology Association, February 1988. AWARDS/OFFICES: > Secretary/Treasurer, Society for Eighteenth-Century Music (2001- ) > Provost Award (2000-2001) > Peer Reviewer, Nupedia Encyclopedia > President, Mid-Atlantic Chapter of the American Musicological Association (1998-2000) > Board Member, <NAME>ine Arts Center (1998-2000) > 1994-95 Walter and <NAME> Award in Musicology (1995) > Doctoral Student Grant-in-Aid Grant (Summer 1988) > > CONFERENCE DEVELOPMENT/CHAIRING: > Annual meeting, Society for Eighteenth-Century Music, Columbus, Ohio (scheduled for November 1, 2002) > Session chair, "Music at Court," American Society for Eighteenth-Century Studies National conference, University of Pennsylvania, April 2000 > Fall meeting, AMS (mid-Atlantic chapter), Temple University, October 17, 1999 > Spring meeting AMS (mid-Atlantic chapter), in conjunction with University of Pennsylvania, Otto Albrecht Symposium, May 7, 1999 > Spring meeting, AMS (mid-Atlantic chapter), Widener University, April 25, 1999 > Fall meeting, AMS (mid-Atlantic chapter), Widener University, October 18, 1998 MEMBERSHIPS: > American Musicological Society > College Music Society > Phi Beta Kappa > National Association of Scholars > The Society for American Music ( formerly: The Sonneck Society) CELLO PERFORMANCE: > <NAME> > <NAME> > <NAME> > <NAME> MASTER CLASSES: > <NAME> > <NAME> CHAMBER GROUPS: > <NAME> > CSU Stanislaus Faculty Trio > <NAME> > > WIDENER MUSIC COURSES: > GLS542 American Music (Masters of Liberal Studies Program) > MUS101 Music History and Literature I > MUS102 Music History and Literature II > MUS105 Concepts of Music > MUS120 Music Theory > MUS306 Music of the Classical Period > MUS307 Romantic Music > MUS309 Music of the Twentieth Century > MUS309/Honors American Music, 1890-1980s > MUS388/Honors Fatal Females: Death on the Opera Stage > Back to top Homepage \| Courses \| Music Department Homepage \| Widener Homepage <file_sep>Spring, 1998 PSCI 347 ** Modern Political Thought Professor <NAME> Office Hours: MF 4:00-5:30 pm; T 9-11 am; Th 2-4 pm Office Phone: x5878 (no home calls, please) E-mail: <EMAIL> This course surveys the major developments in the tradition of political theory from the Medieval vision of the great chain of being to the postmodern celebration of the absurd. In this course we witness the decline of the Christian worldview as the ordering principle for political society in Europe. In the 17th and 18th centuries, the centuries of the Social Contract, the major concepts of political modernity (natural rights, popular sovereignty, constitutionalism, civil society, revolution, etc.) emerged. In the literature of the 19th century we encounter the thoroughly secular nature of contemporary political thought in which the issue of God or transcendence does not even have to be engaged. With Nietzche (and with contemporary postmortem thought) we see the unraveling of dignity and respect. Finally, with Freud, the irrationality of political life is given a scientific description. I have three goals for the class this semester: 1) to develop a nuanced understanding of texts and their interpretation, 2) to illuminate the basic assumptions of modernity, and 3) to critically reflect on the political problematic which modernity poses for the Church. Texts: Machiavelli, Selected Political Writings (<NAME>, ed/trans, Hackett, 1994); <NAME>, Leviathan (<NAME>, ed; Hackett, 1994); <NAME>, 2nd Treaties on Government (C. <NAME>, ed; Hackett, 1980) and A Letter Concerning Toleration; <NAME>, Political Writings (Ritter & Bonadella, eds.; Norton, 1988); <NAME>, The Communist Manifesto (<NAME>, ed.; Norton, 1988); <NAME>, On Liberty and other writings (Cambridge Univ. Press, 1989); <NAME>, Political Writings (Cambridge Univ. Press, 1994); and <NAME>, Civilization and Its Discontents (Norton, 1989). All these texts are available at the College Bookstore. There will be occasional article readings which are marked by an * on the schedule below. Assignments: The course grade will be determined on the basis of the production of a major research paper (40%) as well as the presentation of that paper in a panel format (20%). The final exam (40%) is scheduled for Wednesday, May 6 at 8:00 a.m. A note on paper and panel presentations: In the academy research is both produced and publicly delivered. You will have an opportunity to "do political theory" this semester in the following ways: 1) by attending the Midwest Political Association Annual Meeting in Chicago on Thursday, April 23. At the conference you will observe at least one theory panel of paper presentations and discussions. You will also be free to collect papers (usually about $1 each) and attend the book fair in which you can purchase new books at great savings. Please set aside this date and plan to attend. More details will be forthcoming as to travel and meal arrangements. 2) You will do your own research on a topic covered in the course material. This paper will be 15-20 pages in length and fully documented. 3) You will present this paper as a part of a panel in which similar topics are being addressed, and in which you will act as both presenter (of your own paper) and discussant (of the others). Again, more details will be made available as we come closer to the time but for now here are some dates for you to keep in mind: Wednesday, January 21 Panels Provided Monday, January 26 Topic Chosen/Panels Formed Thursday, February 19 Prospectus Due Monday, March 16 Rough Drafts Due Thursday, April 16 Papers completed & distributed (to panel members & chair) Thursday, April 23 Midwest Political Science Mtg. April 24 - May I PANEL PRESENTATIONS a note on the panels: In good professional fashion, the chair will begin each panel with a very brief introduction. Then each presenter will have 5 minutes to present his/her research. Each discussant will have 3 minutes for response. There will then be open time for questions and discussion. SCHEDULE DATE TOPIC ASSIGNMENT PARTI UNDERSTANDING THE MEDIEVAL BACKGROUND 1/14-21 The Medieval Problematic 1/19 No class Medieval Prologue readings* ** PART III THE SEARCH FOR NEW FOUNDATIONS 1/23-1/30 The New Prince Machiavelli, Letter to Vettori, The Prince, and pp. II 3 -121 2/2-2/13 "that mortall god..." <NAME> 2/16 No class 2/18-2/27 Liberty & Toleration Locke, Treatise and Toleration 3/2-3/6 Breaking the Chains Rousseau, Political Writings [3/9-3/13 - Spring Break] PART III THE SOUL OF MODERNITY 3/16-3/20 The Iron Laws of History Marx, The Manifesto 3/23-3/27 The Birth of Liberalism Mill, On Liberty 3/30-4/3 The Origins of Social Sciences Weber, Selections 4/6-4/15 Aristocratic Radicalism Nietzche, pp. 13-163; pp. 215-335 4/10 No class 4/17-4/22 20th Century Despair Freud 4/23 DOING MODERN POLITICAL THEORY 4/24-5/1 Panel Presentations Research Paper Guidelines & Tips As you begin to research the topic that will become your research paper for this course, let me set out some guidelines and proffer a few tips which I hope will aid you in your efforts. Guidelines: 1\. The paper length ought to be in the 15-20 page range. In scholarly fashion it should be typed, double-spaced, a readable font [not less than 101, paginated and include notation [embedded, endnoted, or footnoted are each acceptable] and a complete bibliography. 2\. The sources for the paper should be the latest works in the area of your research. While occasional classics and earlier articles or books may be necessary for your paper, the research should rest as much as possible on work done since 1990. I expect the body of your text and your bibliography to include 7 sources (books and/or articles), again with the bulk of these being published in the '90s. 3\. By 5:00 p.m., Thursday, February 10th, you should turn into me a 2-3 page prospectus of your research paper. This prospectus should include: 1) a title, 2) a 2-paragraph summary of what you intend to do in the paper, and 3) a preliminary, but briefly, annotated bibliographic listing of sources.* ** 4\. The week of February 23-27, please sign up for a 15-30 minute consultation with me about your prospectus and the development of your paper.* ** 5\. Rough draft of the paper is due Monday, March 16. By rough I mean more than a skeleton, but less than a full-dressed product. The more you have by that date, the less you'll have to do by... 6\. Thursday, April 16 the final papers are due. A final 2-pa-e abstract should be distributed to all non-panel members of the class. The full paper should be distributed to all panel members and to me. Tips: 1\. Think of a research paper as an exercise of intellectual discovery in which you embark upon a journey of unknown dimensions and conclusions. As you sort through the data, you begin to construct a map of the world you're exploring Your conclusion will be an assessment of that world. You might even want to indicate paths which future scholarly endeavors might want to explore. 2\. Proofread uber alles! Do not submit a paper you cannot be proud of. Write and re-write. (Sometimes I have re-written an article 7 times prior to its final submission for publication. But the more I re-write the less the editor has to, thus the happier the editor is with my work.) Mistakes on final drafts will be punished severely! More than one, and the paper cannot obtain an "A" (and so on from there). 3\. Consult each other! Consult the papers I have placed on reserve. If you want more positive examples, come to my office and I can let you see some. Negative examples I have not. They have been cast into the outer darkness. 4\. Research tip. For an invaluable search engine, -et to the InterNet[Web and find the OCLC (OnLine Computer Library Center) at: http://medusa.prod.oclc.org:3050/* Then: click on Use First Search (You might want first to consult About First Search.) Then: give authorization#: *You are now able to use a search engine with access to over 12,500 academic journals updated daily. Books, authors, titles and subject can also be located as well as local library holdings. If all this appears too dauntin-, Buswell provides FirstSearch tutorials. Take advantage of it! <file_sep>go tographic version** ### The Scout Report for # Social Sciences ### Volume 1, Number 1 September 23, 1997 A Publication of the Internet Scout Project Computer Sciences Department, University of Wisconsin-Madison * * * The target audience of the new Scout Report for Social Sciences is faculty, students, staff, and librarians in the social sciences. Each biweekly issue offers a selective collection of Internet resources covering topics in the field that have been chosen by librarians and content specialists in the given area of study. The Scout Report for Social Sciences is also provided via email once every two weeks. Subscription information is included at the bottom of each issue. * * * ## In This Issue * Research * The Data Archive * Cambridge University Press Journals Online * European Association of Sinological Librarians (EASL) * Working Papers--Center for Demography and Ecology (CDE) * Electronic Journal of Africana Bibliography (EJAB) * Learning Resources * CAIN Web Service--The Northern Ireland Conflict * The Valley of the Shadow Archive: Two Communities in the American Civil War * Fieldwork--The Anthropologist in the Field * International Constitutional Law * Syllabus Web * Professional and General Interest * Conference Announcements * Job Guides * UN International Criminal Tribunal for the Former Yugoslavia (ICTY) * FinAid * European Museum Guide * Publications * American Graduate * Latin American Studies Association LASA97 Papers Online * New Think Tank Policy Papers and Briefs * Academia Book Releases--Baker & Taylor--September 1997 * 33 New ERIC Digests--August 1997 * New Tables of Contents/Abstracts for recent and forthcoming issues of Journals * New Data * Basic Tables: 1990 Demographic Profile Generator * Housing Vacancies and Home Ownership--Second Quarter 1997 * In the News * Scottish and Welsh Devolution * * * ### Research > The Data Archive > http://dawww.essex.ac.uk/ > The University of Essex hosts "the largest collection of accessible computer-readable data in the social sciences and humanities in the United Kingdom," housing over 7000 datasets of information for secondary research in a variety of disciplines. Users can search the catalog and indexes by subject or keyword using the BIRON (Information Retrieval On-line) system or its associated thesarus, HASSET (Humanities And Social Science Electronic Thesaurus). Bibliographic information returned is comprehensive. The site also features links to a number of other archives and social science information services, including the CESSDA Integrated Data Catalog, "a unified collection of mainly European social science data archive catalogues, which can be searched through one common interface." Authorized users (conditions vary by dataset) can order data in a variety of formats and media. [MD] > [Back to Contents] > > Cambridge University Press Journals Online > http://www.journals.cup.org/cup/html/nm_intro.htm > Cambridge University Press (CUP) has unveiled a new free service that gives users full access to its online journals. After registration, users can browse the content of all Cambridge online journals, read abstracts, download the full text in PDF format, and sign up for an alerting service. CUP plans to make at least 50 titles available by the end of 1997. At present there are several titles of interest to social scientists, including _Journal of American Studies_ , _The Journal of African History_ , _Journal of Latin American Studies_ , and _Journal of Social Policy_. Please note that free access to full text articles will cease at an unspecified date in late 1997. However, tables of contents, abstracts and search facilities will remain free to all. [MD] > [Back to Contents] > > European Association of Sinological Librarians (EASL) > http://www.uni-kiel.de:8080/ORIENTALISTIK/easl/easl.html > This site is an excellent collection of resources for both librarians and scholars interested in China. Highlights include recent and past issues of BEASL (Bulletin of the European Association of Sinological Librarians), notes from European China Library Groups, and an annotated list of selected European Sinological Libraries which includes information on holdings, focus, communication, and some hyperlinks. The site also offers telnet access to the catalogue of the Sinological Series in European Libraries Project (SSLEP). Two large collections of links are also featured: the first to libraries and East Asian Library Associations worldwide, the second to a wide variety of general and specific Asian resources. [MD] > [Back to Contents] > > Working Papers--Center for Demography and Ecology (CDE) [.pdf, .ps] > http://www.ssc.wisc.edu/cde/workpap.htm > The CDE at the University of Wisconsin-Madison is "a multi-disciplinary faculty research cooperative for social scientific demographic research whose membership includes sociologists, rural sociologists, economists, and historians." CDE research focuses "on population composition and distribution within the United States, especially on changes in family structure and process and social inequality, but the total range of research and training activities of CDE members is far broader in content and scope." This page features two working paper series: CDE papers and National Survey of Families and Households (NSFH) papers. Selected papers (Adobe Acrobat [.pdf] and PostScript) are avialable online, but ordering information is provided and available abstracts may be viewed without special software. [MD] > [Back to Contents] > > Electronic Journal of Africana Bibliography (EJAB) > http://www.lib.uiowa.edu/proj/ejab/ > Provided by <NAME>, International Studies Bibliographer at the University of Iowa Libraries, "EJAB is a refereed online journal of bibliographies on any aspect of Africa, its peoples, their homes, cities, towns, districts, states, countries, regions, including social, economic sustainable development, creative literature, the arts, and the Diaspora." The site currently has three bibliographies: Guides, Collections and Ancillary Materials to African Archival Resources in the US; Foreign Periodicals on Africa; and Medical/Health Periodicals and Books on Africa. Combined, they contain over 2100 entries. Anyone studying Africa will undoubtedly find numerous important resources. [MD] > [Back to Contents] ### Learning Resources > CAIN Web Service--The Northern Ireland Conflict > http://cain.ulst.ac.uk/index.html > The CAIN Project (Conflict Archive on the Internet) is in the process of creating a wonderful multimedia resource for anyone researching or teaching "the Troubles." The site is still under development, but the amount of information already offered is well worth a visit. Sections currently available include Background to the Conflict, Key Issues, Key Events, and Bibliographic Databases. Sections on Northern Ireland Society, Conflict Studies, and a Directory of Researchers are under development. Users may conduct both full text page and bibliographic searches of the entire site. Although the Key Issues and Events sections will eventually be the largest, the Background area currently has the most content. Among its offerings are a glossary and thesaurus of relevant terms, acronyms of prominent organizations, a bibliography and chronology of the conflict, a guide to research data, related links, and a photo collection which includes political wall murals. [MD] > [Back to Contents] > > The Valley of the Shadow Archive: Two Communities in the American Civil War > http://jefferson.village.Virginia.EDU/vshadow2/ > This ambitious and well-executed web site is the product of a University of Virginia research Project funded in part by the National Endowment for the Humanities. It seeks to document the story of the Civil War as seen by the people of two communities in the Great Valley of the United States which were separated by only a few hundred miles: Franklin County, Pennsylvania and Augusta County, Virginia. Users can take a walking tour of the archive or search its rooms, which include Public Records, Newspapers, Letters and Diaries, Church Records, Military Records, or Maps and Images. Collectively, they contain an amazing amount of primary source material. The site also features a Reference Center, which includes a bibliography, tools for using the archive, and examples from teachers who have used the project in the classroom. In addition, this site, which focuses on the period between <NAME>'s Raid in October 1859 and the outbreak of the Civil War in April 1861, is only the first of three planned installments. The project plans to document life in these counties through Emancipation and Reconstruction. [MD] > [Back to Contents] > > Fieldwork--The Anthropologist in the Field > http://www.truman.edu/academics/ss/faculty/tamakoshil/index.html > This site is part of an effort by Professor <NAME> of Truman State University to deepen her student's understanding and appreciation of fieldwork in anthropology. The content is based on Dr. Tamakoshi's five and one-half years of research in Papua New Guinea, but her experiences and advice can be applied to any region. The site is divided into four major sections, Planning, Method, Writing, and Reference, which address such topics as writing proposals, choosing field sites, setting up, adjusting to culture shock, and writing field notes and reports. The Reference section also contains a bibliography and a short list of links. This site is especially useful for Anthropology graduate students planning their research, but anyone with an interest in the field or in Papua New Guinea will find the site interesting and engaging. [MD] > [Back to Contents] > > International Constitutional Law > http://www.uni-wuerzburg.de/law/home.html > Hosted by the University of Wuerzburg (Germany), International Constitutional Law (ICL) provides English texts of constitutional documents and links to background information on over seventy countries. Documents are cross-referenced for comparison of constitutional provisions. Also featured are links to Constitutional Court sites, a Model Constitutional Code, a section on German Case Law, a comprehensive list of international organizations, and a strong collection of links to constitutional and international law and constitution sites. The material available at ICL is widely applicable to fields such as political science, international relations, or government, and could be very useful for research projects in both secondary and university classrooms. [MD] > [Back to Contents] > > Syllabus Web > http://www.syllabus.com/ > This site is produced by Syllabus Press, publishers of the free _Syllabus Magazine_ , which covers the use of technology in secondary and higher education. Syllabus Web features full text archives of several of the company's publications and an index of case studies on technology innovation in classrooms. The site also has four sections which are updated weekly: Job Listings, Case Studies, News/Resources/Trends, and Higher Education Web Site. Additional content includes detailed information on the annual Syllabus Conference and reviews of the latest educational technology products. [MD] > [Back to Contents] ### Professional and General Interest > Conference Announcements > IRISS'98 Internet Research and Information for Social Scientists > http://www.sosig.ac.uk/iriss/ > March 25-27, 1998 University of Bristol, UK. The first international IRISS conference aims to bring together social scentists who are interested in the Internet, either as a means of supporting and enhancing their work, or as a focus for their research. IRISS is aimed at people working in the social sciences and they invite papers and participation from practitioners, researchers, librarians, educators, and information providers. [MD] > > "Globalization From Below: Contingency and Contestation in Historical Perspective" > http://jefferson.village.virginia.edu/~spoons/global/ > February 5-8, 1998 Duke University, Durham, North Carolina, USA. "This conference is concerned with globalization as a dynamic, contested and often contingent process. Rather than concentrating upon the huge, apparently irresistible structures that have shaped our world in the last 500 years, we will look rather at how different people and groups in specific situations and places have struggled to come to terms with, and often conduct resistance against, the developing global system." > > (For links to additional calls for papers and conference announcements, see the Conference section of the Current Awareness Resources Page ( http://scout.cs.wisc.edu/scout/report/socsci/metapage/indextxt.html)). > [Back to Contents] > > Job Guides > H-Net Job Guide for 22 September 1997 > http://www.h-net.msu.edu/jobs/jobcats.cgi > American Studies Crossroads Project Opportunities Database > http://impian.dokkyomed.ac.jp/ml-open/new-list/1997-b/0069.html > American Sociological Association Employment Bulletin September 1997 > http://www.asanet.org/eb0997.htm > (For links to additional Job Guides, see the Employment/Funding section of the Current Awareness Resources Page ( http://scout.cs.wisc.edu/scout/report/socsci/metapage/indextxt.html)). > [Back to Contents] > > UN International Criminal Tribunal for the Former Yugoslavia (ICTY) > http://www.un.org/icty/ > The ICTY was established by the UN Security Council in May 1993 to "prosecute persons responsible for serious violations of international humanitarian law committed in the territory of the former Yugoslavia since 1991." This site was recently established to provide information on the Tribunal's proceedings. Users can view the latest documents and news, press releases, and lists of detainees and indictments. Other features at this site include Tribunal Publications, Basic Legal Documents, Tribunal cases, the ICTY _Bulletin_ , and links to information on the Dayton Peace Agreement. Quick access to information is provided in the ICTY at a Glance section and the entire site is also searchable. [MD] > [Back to Contents] > > FinAid > http://finaid.org/ > Maintained by <NAME> and sponsored by the National Association of Student Financial Aid Administrators (NASFAA), the Financial Aid Information Page is one of the finest online sources of free information and guidance on student financial aid. The site is divided into categories which address various aspects of finding and securing aid. The Assistance section includes an overview of financial aid, a glossary, a bibliography, and scam alerts. Under Tools users will find Kantrowitz's financial aid calculators, which help students and their parents better plan their financial futures. The core of the site is the collection of links to databases of aid sources, lists of lenders and loan guarantors, government information, and links to major scholarship and fellowship sources such as FastWEB, SRN Express, and ExPAN. FinAid is an excellent place for students at any level to begin their electronic search for funding. [MD] > [Back to Contents] > > European Museum Guide > http://www.museumguide.com:80/ > Museum Media Publishers publishes this guide to the major museums in twelve European countries. The current edition describes some 1500 exhibitions planned between May 1997 and May 1998. Museums and exhibitions are listed alphabetically by country and city. Each entry describes the museum's collection, visiting information, and a description of their exhibitions through May 1998. When possible, a hyperlink to the museum's web site is also provided. Users can also view a chronological index of all the exhibitions in each country or search the site by museum or exhibition. [MD] > [Note: Resource(s)/URL(s) mentioned above is no longer available.] > [Back to Contents] ### Publications > American Graduate > http://www-dept.usm.edu/~amgrad/ > American Graduate, provided by the Department of History at the University of Southern Mississippi, is a new free e-journal of social and cultural history aimed at graduate students in History and related fields. Each issue will include essays written by graduate students, book reviews, news and announcements, and interviews with established historians. [MD] > [Back to Contents] > > Latin American Studies Association LASA97 Papers Online [.pdf] > http://lasa.international.pitt.edu/elecpaprs.htm > No frames > http://lasa.international.pitt.edu/epapersnoframes.htm > The Latin American Studies Association has recently begun to place papers from the LASA97 meeting online in Adobe Acrobat (.pdf) format. Papers are organized into 17 different categories, including Agrarian and Rural Issues, Latinos in the US, Gender, and Democratization. [MD] > [Back to Contents] > > New Think Tank Policy Papers and Briefs > <NAME>, "The Future of Organized Labor"--Brookings Intstitution > http://www.brookings.edu/es/oped/burtless/8-26-97.htm > > <NAME>, "Russia's Assault on Religious Freedom"--Heritage Foundation > http://www.heritage.org/heritage/library/categories/forpol/bg1137.html > http://www.heritage.org/heritage/library/pdf_library/backgrounder/bg_1137.pdf [.pdf] > > <NAME> and <NAME>, "The Other Side of Devolution: Shifting Relationships Between State and Local Governments"--Urban Institute > http://newfederalism.urban.org/html/other.htm > .PDF version (16p.) > http://newfederalism.urban.org/pdf/other.pdf > > <NAME>, <NAME>, <NAME>, <NAME>, "Preparing the US Air Force for Military Operations Other Than War"--Rand Organization > http://www.rand.org/publications/MR/MR842/MR842.pdf/ > > (For links to additional new Think Tank publications see the Think Tank Policy Papers section on the Current Awareness Resources Page ( http://scout.cs.wisc.edu/scout/report/socsci/metapage/indextxt.html)). [MD] > [Back to Contents] > > Academia Book Releases--Baker& Taylor--September 1997 > http://www.baker-taylor.com/Academia/M09/UBBS.html > (Please see the Publications section of the Current Awareness Resources Page ( http://scout.cs.wisc.edu/scout/report/socsci/metapage/indextxt.html)). [MD] > [Back to Contents] > > 33 New ERIC Digests--August 1997 > http://www.ed.gov/databases/ERIC_Digests/index/ > 33 New ERIC Digests, "short reports (1,000 - 1,500 words) on topics of prime current interest in education," were added to the US Education Department's ERIC Digest Page in August 1997. The full text ERIC Digest database contains over 1,700 Digests. [JS] > [Back to Contents] > > New Tables of Contents/Abstracts for recent and forthcoming issues are available for the following Journals: [MD] > _Archaeology Magazine_ > http://www.he.net/~archaeol/9709/index.html > _History and Theory_ > http://www.wesleyan.edu/histjrnl/forthcom.htm > _Social Science and Medicine_ > http://www.elsevier.com/estoc/publications/store/6/02779536/SZ976801.shtml > _Columbia Journalism Review_ > http://www.cjr.org/ > _Review of Politics_ > http://www.nd.edu/~rop/recent.forthcoming/summer97/introsummer.htm > [Back to Contents] ### New Data > Basic Tables: 1990 Demographic Profile Generator > http://www.oseda.missouri.edu/uic/uicapps/xtabs3.html > The University of Missouri-St. Louis Urban Information Center has recently updated this online application, which allows users to "generate a single 1990 'Basic Tables' (demographic profile) report for any of the supported geographic units, including census tract, block group, city (no size limit), 5-digit ZIP code, state, county or metro area for anywhere in the United States. Examples are provided to assist users. [MD] > [Back to Contents] > > Housing Vacancies and Home Ownership--Second Quarter 1997 > http://www.census.gov/ftp/pub/hhes/www/hvs.html > The Census Bureau has recently released data on housing vacancies and home ownership for the second quarter 1997. The site features the Bureau press release, tables, annual statistics for 1995 and 1996, and a graph of homeownership rates by region. [MD] > [Back to Contents] ### In the News > Scottish and Welsh Devolution > The Scottish Devolution Web Site > http://www.scottish-devolution.org.uk/frame.htm > Record Campaign: Make it a Double for Scotland's Parliament > http://www.record-mail.co.uk/rm/devo/ > A Voice for Wales > http://floor.ccta.gov.uk:8080/assembly/english/homepage.nsf > [Note: The Resource/URL mentioned above is no longer available.] > Scottish National Party > http://www.snp.org.uk/ > <NAME> > http://www.plaidcymru.org/ > On 11 September the Scottish people voted strongly in favor of creating their own Parliament and granting that body tax varying powers. One week later, Wales approved its first devolved government in over 500 years by the narrowest of margins (0.6%). The first site is the official devolution site by the office of the Secretary of State for Scotland. It includes the full text of the White Paper, an explanation of the main elements of the Government's proposals, the full text of the Referendum Act and its results by region. The second site is put up by Scotland's largest-selling newspapers, the Daily Record and Sunday Mail, which strongly supported the initiative. Their site has a number of items of interest, including the latest devolution news, a chat room, a resource guide, and a history of the fight for Scottish home rule. A Voice for Wales is the official devolution site of the Secretary of State for Wales. It features full text press releases and the White Paper on Welsh devolution. The site is also available in Welsh. Naturally, the Scottish National Party and Plaid Cymru (the Welsh nationalist party) strongly backed both initiatives. Their sites offer profiles of party leaders, party manifestos and white papers, and the latest news. [MD] > [Back to Contents] * * * Subscription and Contact Information To subscribe to the Scout Report for Social Sciences, send email to: <EMAIL> In the body of the message type: subscribe SRSOCSCI For subscription options, send email to: <EMAIL> In the body of the message type: query SRSOCSCI Internet Scout team member information: http://scout.cs.wisc.edu/addserv/team.html The Scout Report for Social Sciences Brought to You by the Internet Scout Project The Scout Report for Social Sciences is published every other Tuesday by the Internet Scout Project, located in the University of Wisconsin-Madison's Department of Computer Sciences. <NAME> <NAME> <NAME> <NAME> \| \-- \-- \-- \-- \| Managing Editor Editor Assistant Editor Production Editor ---\|---\|--- * * * Copyright <NAME> and the University of Wisconsin Board of Regents, 1994-1998. Permission is granted to make and distribute verbatim copies of the Scout Report for Social Sciences provided the copyright notice and this paragraph is preserved on all copies. The Internet Scout Project provides information about the Internet to the US research and education community under a grant from the National Science Foundation, number NCR-9712163. The Government has certain rights in this material. Any opinions, findings, and conclusions or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the views of the University of Wisconsin - Madison or the National Science Foundation. * * * Back to the Scout Report for Social Sciences Main Page Back to the Scout Report Main Page Comments, Suggestions, Feedback Use our feedback form or send email to <EMAIL>. _(C) 1998 Internet Scout Project_ Information on reproducing any publication is available on our copyright page. A Publication of the Internet Scout Project <file_sep>![George Mason University 2000-2001 Catalog](catlogo.gif) \| Catalog Index Course Descriptions Search the 2000-2001 Catalog: ---\|--- # College of Nursing & Health Science * * * * Undergraduate Programs * Introduction * Nursing Professional Development * Saudi-U.S. University Project * Nursing, B.S.N. * Acceptance into Junior Standing in Nursing * Degree Requirements * Writing-Intensive Requirement * Academic Grade Standards * Nursing Warning * Professional Conduct Policy * Readmission * Leave of Absence * Appeal Process * Undergraduate Honors Program * Student Learning Portfolio * Required Computerized NCLEX Assessment * Special Requirements * Fees and Expenses * Health Science, B.S. * Program Requirements * Health Systems Management Traditional Pathway * Health Care Coordination Traditional Pathway * Health Systems Management Accelerated Pathway for Students with Associate's Degrees in Allied Health * Health Care Coordination Acelerated Pathway for Students with Associate's Degrees in Allied Health * Certificate in Gerontology * Certificate Requirements * * * ## Undergraduate Programs The undergraduate nursing program at George Mason University uses a community- based curriculum preparing students to deliver superior nursing care and provide leadership in nursing in the increasingly complex and challenging field of modern health care. Graduates are in demand as professional nurses in hospitals, long-term care facilities, community health agencies, and other health care agencies. The program emphasizes health promotion and disease prevention capitalizing on early detection of potential health problems, health maintenance in ambulatory services, and preparation for the managerial responsibilities of nursing. The program is accredited by the Virginia State Board of Nursing, the National League for Nursing and the Commission on Collegiate Nursing Education. Attendance at the first meeting of all nursing courses (lecture, on-campus laboratory, and agency laboratory) is mandatory. Those who do not appear for nursing courses are dropped from the classes. Nursing Professional Development Continuing nursing education is a commitment of the College of Nursing and Health Science and the university. Activities are planned to meet the special needs of individuals and groups in the community. The College of Nursing and Health Science offers opportunities for credit and noncredit courses. Contract courses are offered in a variety of health care agencies in the Northern Virginia area. These credits can be applied to a program of study in nursing. Comments and suggestions for programming from the health care community are welcomed. To obtain information about specific activities, call (703) 993-1910. Saudi-U.S. University Project In 1995, the College of Nursing and Health Science received a grant from the Kingdom of Saudi Arabia through the Saudi-U.S. University Project to assist in preparing baccalaureate-prepared nurses for the Kingdom of Saudi Arabia. The established second degree program is used for this project. This program is offered under a contract. * ### Nursing, B.S.N. The B.S.N. degree prepares graduates to function as professional nurses in hospitals, long-term care facilities, and the community. The community-based program may be completed on a full- or part-time basis. Special accelerated pathways for registered nurses (RNs) and licensed practical nurses (LPNs) take into account the needs of the working RN and LPN. Students interested in these pathways must contact the nursing program before admission. All pathways lead to completion of the objectives of the undergraduate program. Clinical nursing begins at the junior level. Students must complete a prenursing curriculum and be admitted to junior standing or to one of the accelerated pathways. Acceptance into Junior Standing in Nursing A student who is interested in pursuing a major in nursing must make an additional and separate application for junior standing to the nursing program. To be eligible to apply for junior standing, traditional prenursing students must complete the 40-42 credits of required general education, which applies to the degree, by the end of the spring semester. LPN students who desire to be full-time students must complete all prerequisite general education requirements by the end of the fall semester. Students must earn a C or better in psychology (6); sociology or anthropology (3); BIOL 124-125 (8); BIOL 246 and 306 (4); and science (chemistry, biology, physics) (3-4). Admission to the nursing program is competitive. It is based on a minimum cumulative GPA of 3.000 in the 42-44 credits of general education (wherever taken) required for the degree (excluding electives). The acceptable GPA may increase each year based on the number of spaces available in the nursing program. Transfer students and those changing their majors to nursing are ranked downward from 4.000 on the basis of the number of junior spaces available in any given year. Students admitted as prenursing freshmen must have a minimum GPA of 3.000. Students are accepted for junior standing each fall. The application deadline is April 1, and students are notified of their status in early June. LPN students desiring to be full-time students in the spring semester must submit an application by November 15. Part-time LPN students are admitted in the fall and spring semesters. Permission to register for NURS 330, 331, 332, and 333 requires prior acceptance into junior standing in nursing. Full-time nursing requires carrying a heavy schedule; therefore, outside obligations should be limited to ensure success. Degree Requirements Candidates for the degree must present at least 120 credits. Specific requirements for the B.S.N. are as follows. \| \| Credits ---\|--- Language arts and culture \| 15 > ENGL 101, 302 (three credits of humanities are a prerequisite to ENGL 302) \| 6 > Communication \| 3 > Humanities (three credits must be from PHIL 151 or 309) \| 6 > Art (appreciation, history, criticism, or theory) \| > Music (appreciation, history, criticism, or theory) \| > Literature (at 200 level or above, does not include ENGL 101, 302) \| > Philosophy, language, religion, or humanities \| Social and behavioral sciences \| 9 > Sociology or anthropology \| 3 > Psychology (PSYC 100 and 211) \| 6 > (Any psychology for RNs and LPNs) \| Natural sciences and mathematics \| 21-23 > Science (biology, chemistry, physics) \| 3-4 > BIOL 124,125 \| 8 > Microbiology (BIOL 246 and 306) \| 4 > Statistics (STAT 250, PSYC 300, DESC 200, or SOCI 221) \| 3-4 > Normal nutrition (HSCI 295) \| 3 Nursing major \| 57-61 > NURS 330, 331, 332, 333, 334, 340, 341, 342, 343, 344, 345, 346, 410, 425, 436, 440, 441, 442, 451, 452, 453, 455, 465 \| Physical education activities \| 2 > (recommended as part of elective credits) \| Electives \| 10-16 > (No more than three credits of nursing electives may be used to satisfy this requirement.) \| Total \| 120 The school provides opportunity for credit by examination in several courses for students presenting evidence of previous education. Programs of study are based on student needs. Writing-Intensive Requirement The university requires all students to complete at least one course in their majors designated "writing intensive" at the 300 level or above. Students majoring in nursing fulfill this requirement by successfully completing NURS 465\. Academic Grade Standards Nursing Academic Warning A final nursing course grade of less than C prohibits further progress in the nursing major until that course is repeated and a satisfactory grade of C or better is earned. The student is placed on "nursing academic warning" and must notify the associate dean for undergraduate programs in writing, within two weeks of final exams, of his/her intent to repeat the course. Students should be aware that space may not be available in some clinical nursing courses that they may need to repeat. Although attempts will be made to place the student clinically, it must be understood that the student may have to sit out a semester or more until space becomes available. A nursing course in which a grade of less than C is earned may be repeated once. A student who fails to earn a C or better in the repeated course is dismissed from the nursing program. Upon earning a grade of C or better in the repeated course, the student may resume progress in the sequence of required courses. Earning a grade of less than C in a second nursing course results in dismissal from the nursing program. A nursing major who has failed a course must repeat the course and earn a C or better to resume progression in classes with NURS/HSCI prefixes. Before the course is repeated, the student may not register for any other courses with a NURS or HSCI prefix. Professional Conduct Policy The College of Nursing and Health Science reserves the right to discipline (i.e., place on probation, suspend, or dismiss) a student from the program who does not demonstrate professional conduct. This includes, but is not limited to, verbal abuse and/or insubordination, as well as behavior that threatens the safety of a client, another student, a faculty member, or other health care provider when the behavior occurs within the context of the academic program. The student has the right to appeal. The process for implementation of this Professional Conduct Policy in documented in the Student Handbook. Readmission Readmission to the nursing program for nonacademic and/or professional infractions is not automatic. A former student must apply in writing for readmission to the associate dean for undergraduate programs by September 1 for the spring semester, by February 1 for the fall semester, or by November 1 for the Summer Term. The letter requesting readmission should include the following: 1\. A description of the circumstances surrounding the nonacademic suspension 2\. A description of interim activities 3\. Steps taken to support success upon readmission 4\. Reasons readmission is justified 5\. Rationale to support expectation of success upon readmission Students meeting the above criteria are considered for readmission on a space- available basis. Students have the right to appeal unfavorable decisions. Leave of Absence A leave of absence from the nursing program of up to two semesters may be requested in writing by a student in good standing. Readmission following the leave of absence is granted only on a space-available basis. Appeal Process Although the faculty members of the nursing program are generally the best judges of a student's professional performance, in some instances a student may feel that their judgment of readmission or dismissal is unfair. In such cases, the student should ask the associate dean for undergraduate programs to reconsider the decision. If the student remains dissatisfied, the matter may be appealed to the dean. If the dean believes that the student may have a legitimate complaint, the dean will appoint a committee of three faculty members and a student peer to review the decision. After the committee thoroughly reviews the student's case, it will issue a written recommendation to the dean with a copy to the associate dean. ### Undergraduate Honors Program The honors program within an undergraduate major in the College of Nursing and Health Science provides opportunities for highly motived, self-directed students seeking enriched course work and research involvement. Highly qualified students in any of the nursing and health science programs are eligible to participate in specialized course work while working closely with an honors faculty advisor and graduate students to accomplish individualized projects. Policies that apply to the honors program within the undergraduate nursing program are described below: 1\. Course work: The undergraduate honors program includes a minimum of six credits or two to three semesters of honors course work. This course work is accomplished through one or more of the following options: a. Nursing courses designated as honors courses. This could be a designated section of an existing course or a special course developed for the honors program (i.e., Honors Colloquium). b. Independent study courses designated as honors courses. c. Add-on honors credits that are completed in conjunction with an existing required nursing course. One or two credits are given for additional work required of an honors student. All honors courses contain the word "honors" so they are easily identified in the University Catalog, Schedule of Classes, and registration forms for specialized courses, and on student transcripts. 2\. Criteria for admission to the undergraduate nursing honors program: a. <NAME> students awarded General Education Honors and achieving a 3.000 GPA in the prerequisite course work for junior standing are accepted into the nursing honors program. All other interested traditional students apply during the first semester of junior-level nursing course work. Interested LPN and RN pathway students apply while taking NURS 334\. b. Applicants to the undergraduate honors program must submit GPA of 3.500 or better; short essay; and a letter of reference from a teacher familiar with their academic abilities; and a letter of reference from a colleague able to speak to the applicant's leadership potential, and past and future community involvement. c. Final decisions on acceptance of students to the honors program in nursing are made by the College of Nursing and Health Science Honors Admissions Committee. 3\. Students admitted to the nursing honors program do not constitute more than 10 percent of the graduating students receiving B.S.N. degrees each year. Student Learning Portfolio All students in the College of Nursing and Health Science initiate a learning portfolio in the first semester of the junior year. The purpose is to provide evidence of a student's ability to meet programmatic outcomes of provider of care; designer, manager and coordinator of care; and member of the profession; demonstrate development of professional values and behaviors through providing evidence of work completed throughout the nursing program; and develop a "Best Works" portfolio at the conclusion of the nursing program to evaluate program outcomes and to use for ongoing professional development. Each course requires elements of the portfolio and is integrated into the course syllabus. Required Computerized NCLEX Assessment All students are required to take a computerized version of a practice NCLEX- RN exam in the first semester of their senior year. Special Requirements Fees and Expenses Fees and expenses specific to the nursing program are as follows: laboratory equipment kit, standardized testing fee, uniforms, stethoscope, name pin, books, course materials, transportation to and from agencies, CPR certification, fee for review of health forms, immunizations, and any other additional fees as mandated by clinical agencies (i.e., clinical background check). A one-time lab fee of $80 is required for traditional and LPN students before beginning the first semester of nursing. A lab fee of $10 is required for RN students before they take NURS 425\. A one-time health records review fee of $10 is required for all students before their first clinical rotations. Nursing students are required to obtain a health examination and immunizations before registering for their first clinical course. Students must complete two of the three hepatitis B immunizations in accordance with current U.S. Public Health Service recommendations before entering the first clinical setting. The cost of the immunizations is the responsibility of the student. Student immunization records are monitored at the College of Nursing and Health Science Office of Student Academic Affairs, which charges a small fee for this service. Clinical agencies sometimes require additional records and documentation, such as criminal background checks, before student participation. Any cost is the responsibility of the student. Student assignments are based on the learning needs of the student without regard to the HIV or HBV status of the client. Failure to practice universal precautions and bloodborne pathogen safety results in dismissal from the nursing program. No student or faculty member is discriminated against or denied admission to the nursing program for the sole reason that the student or faculty member has been exposed to, infected, or diagnosed with HIV or HBV. In the event that a student has a clinical experience/practicum exposure to body fluids of a client, procedures and appropriate incident reports are to be completed according to institutional and nursing policies. Information related to exposure or infection is confidential, and dissemination of such information is based on the need to know criteria that apply generally in health care situations. A complete and detailed HIV/HBV policy is available in the College of Nursing and Health Science Office of Student Academic Affairs, Robinson Hall, Room A382. All students are required to have an active e-mail account. Students are responsible for their own uniforms and transportation. Student liability insurance is provided by the university. Students are strongly advised to maintain health insurance coverage at all times. An accident and health insurance plan is available through the university. Each student is responsible for his or her health care, including emergency care. The nursing program assumes no financial responsibility for the health care of students. A junior student must have CPR certification before entering NURS 331 and maintain it through the remainder of the program. Either the American Red Cross Professional Rescuer or the American Heart Association's Basic Life Support is required. The drop period for nursing courses offered for fewer than 14 weeks is 3 weeks. Because knowledge, skills, and behavior patterns in the major field of this program are so vital to the health and perhaps even the survival of individuals or groups being served, failure or borderline achievement cannot be tolerated. Therefore, the faculty of the nursing program has established, with approval of university faculty and administration, the following special major field quality standards that go beyond the general university quality standards printed elsewhere in this catalog. * ### Health Science, B.S. The B.S. in Health Science prepares students to function as managers and clinicians in a variety of settings such as hospitals, clinics, community health, schools, home care, long-term care, employee health, managed care organizations, group medical practices, manufacturing, medical technology and supply organizations, the health insurance industry, and financial consultant services. Two pathways are available: health systems management, and health care coordination. The program may be completed on a full- or part-time basis, and special accelerated pathways for graduates of allied health technical programs take into account the needs of the adult learner. Students interested in the program should contact the health science program before admission. All pathways lead to completion of the objectives of the undergraduate health science program. The major begins at the junior year. Students must complete a prehealth science curriculum before enrolling in major courses. Program Requirements _Health Systems Management Traditional Pathway_ Language arts and humanities \| 15 ---\|--- English composition (three credits must be in advanced composition) \| 6 Communications (COMM 101) \| 3 Humanities (PHIL 309 Medicine and Human Values and three credits in literature) \| 6 Behavioral and social sciences \| 6 Sociology or anthropology \| 3 (SOCI 101 or ANTH 114) \| Psychology (PSYC 100) \| 3 Statistics (DESC 210) \| 4 Natural science \| 11 Biology (BIOL 103 and 104) \| 8 Mathematics (MATH 108 ) \| 3 Business and management \| 13 Economics (ECON 103) \| 3 Management information systems \| 4 (MIS 102 and 201) \| Management (MGMT 302 and 312) \| 6 Government (GOVT 103) \| 3 Health science major \| 45 HSCI 295, 302, 303, 332, 378, 402, 436, 440, 453, 465, 495 \| Electives (two must be in HSCI) \| 23 Total \| 120 _Health Care Coordination Traditional Pathway _ Language arts and humanities \| 21 ---\|--- English composition (three credits must be in advanced composition) \| 6 Communication (COMM 101, 305 and 320) \| 9 Humanities (PHIL 309 Medicine and Human Values and three credits in literature) \| 6 Behavioral and social sciences \| 12 Sociology or anthropology \| 3 (SOCI 101 or ANTH 114) \| 9 Psychology (PSYC 100, 211, and 321) \| Natural sciences \| 11 Biology (124 and 125) \| 8 Computer science (CS 103) \| 3 Statistics (SOCI 313) \| 4 Business and management \| 9 Economics (ECON 103) \| 3 Management (MGMT 302 and 312) \| 6 Health science major \| 45 HSCI 250, 295, 332, 341, 344, 402, 436, 440, 453, 465, 497 \| Electives (two must be in HSCI) \| 18 Total \| 120 _Health Systems Management Accelerated Pathway for Students with Associate's Degrees in Allied Health _ Language arts and humanities \| 15 ---\|--- English composition (three credits must be in advanced composition) \| 6 Communications (COMM 101) \| 3 Humanities (PHIL 309 Medicine and Human Values and three credits in literature) \| 6 Behavioral and social sciences \| 6 Sociology or anthropology \| 3 (SOCI 101 or ANTH 114) \| Psychology (PSYC 100) \| 3 Natural science \| 11 Biology (BIOL 103 and 104) \| 8 Mathematics (MATH 108) \| 3 Statistics (DESC 210) \| 4 Business and management \| 13 Economics (ECON 103) \| 3 Management (MGMT 302 and 312) \| 6 Management information systems \| 4 (MIS 102 and 201) \| Government (GOVT 103) \| 3 Health science major \| 68 HSCI 295, 302, 303, 332, 334, 378, 402, 436, 440, 495 \| * Total \| 120** * Upon completion of bridge course HSCI 334, students are awarded 31 advanced placement hours from the associate's degree program. _Health Care Coordination Accelerated Pathway for Students with Associate's Degrees in Allied Health _ Language arts and humanities \| 21 ---\|--- English composition (three credits must be in advanced composition) \| 6 Communication (COMM 101, 305, 320) \| 9 Humanities (PHIL 309 Medicine and Human Values and three credits in literature) \| 6 Behavioral and social sciences \| 12 Sociology or anthropology \| 3 (SOCI 101 or ANTH 114) \| Psychology \| 9 (PSYC 100, 211, and 321) \| Natural science \| 11 Biology (124 and 125) \| 8 Computer science (CS 103) \| 3 Statistics (SOCI 313) \| 4 Business and management \| 9 Economics (ECON 103) \| 3 Management (MGMT 302 and 312) \| 6 Health science major \| 63 HSCI 250, 295, 332, 334, 341, 344, 378, 402, 436, 440, 497 \| * Total \| 120** * Upon completion of bridge course HSCI 334, students are awarded 26 advanced placement hours from the associate's degree program. * Certificate in Gerontology The undergraduate certificate program in gerontology prepares students for work with older adults, as well as with professionals who are already working with the elderly. The program provides a background of basic knowledge in gerontology and then permits the student to prepare in professional skill areas such as counseling, recreation, social work, nursing, and administration. The certificate program in gerontology is administered by the College of Nursing and Health Science. Three other academic units participate in the program: the Graduate School of Education, Department of Psychology, and Department of Sociology and Anthropology. A Gerontology Certificate Committee determines program policy and curriculum. Academic advising and an application form are available from the College of Nursing and Health Science. Certificate Requirements The certificate program in gerontology consists of 24 credits. Students receiving the certificate must either hold a baccalaureate degree or have earned one from George Mason University by the time they receive the certificate. The 24 credits are divided as follows: 0. A minimum of 12 credits selected from HSCI 480; NURS 505, 570; PRLS 315, 415; PSYC 415; SOCI 441; and SOCW 483 1. Six credits in a practicum in gerontology: PSYC 548, 549 (Students must have completed at least nine credits of core courses before enrolling in the practicum.) 2. Six credits of electives selected from HEAL 110, 323, 480; HSCI 332; PHED 415, 450, 499; PRLS 210, 310; PSYC 211, 325, 326, 415, 423; PUAD 502, SOCI 350, 390, 599; SOCW 300, 351, 352; Reading and Research in Gerontology from any department * * * George Mason University: 2000-2001 University Catalog: Catalog Index: College of Nursing & Health Science: Undergraduate Programs <file_sep># AN 371 Peoples and Cultures of Mexico and Central America Fall Term 1999 Updated 11/16/99 - 4:58 p.m. # Syllabus and Reading List ## Method of reading and taking notes Readings should be done regularly. They are marked with the book symbol ![](book.gif). The reading assignments should be completed up to but not beyond the week indicated for discussion that week. By the beginning of week _x_ , you should have completed all assignments before the WEEK _x_ indicator seen on the left of the page. Please email the instructor if something on this web page does not work or if there are any questions. Readings on reserve are marked "( reserve )". To save students time coming into the library. I will color the "reserve" mark red if the reading is not yet ready and green when it is ready. There should be three copies available for people to read. After some of the readings there are comments, marked with a " , that we may take up in class as possible interpretations of the data. You do not have to be able to answer the questions in the comments, but you should be able to discuss the subject. ### Abbreviations: FF Oscar Lewis. (1975). Five Families: Mexican Case Studies in the Culture of Poverty Basic Books. BFM <NAME>, Norma. (1997). Beautiful Flowers of the Maquiladora: Life Histories of Women Workers in Tijuana University of Texas Press ## Introduction ![](book.gif) Rosset, Peter and <NAME>. Understanding Chiapas. ![](book.gif) <NAME>. (1995). The Mexican Political System and the Promise of Reform WEEK 2 \- 9/14 ![](film.gif) Todos Somos Marcos. ## Geographic and cultural variations ![](book.gif) <NAME>. (1999). The Cultural Anthropology of Middle America. ![](book.gif) West, Robert, and <NAME>. (1989). Cultural Characteristics and Diversity of Middle America, Chapter 1 in Middle America: Its. Lands and Peoples. Englewood Cliffs, NJ: Prentice Hall. (reserve) ## Historical antecedents to Modern Middle America ### The Precolumbian cultures ![](book.gif) Carmack, Robert, <NAME>, and <NAME>. (1996). Chapter 2, Origins and Development of Mesoamerican Civilization. In The Legacy of Mesoamerica. Simon and Schuster. (reserve) WEEK 3 \- 9/21 ### The Conquest and colonial period ![](book.gif) Pp. 94-118, Ch. 10, Work in Utopia in _Many Mexicos_ by Lesley <NAME>. (University of California Press, 1963) ( reserve) WEEK 4 \- 9/28 ![](book.gif) Revised culture area maps ### 19th century exploitation ![](book.gif) Pp. 120-137 in _Barbarous Mexico_ by <NAME> (Chicago: <NAME> & Company, 1910) Note that this was written in 1910. The reign of Porfiro Diaz, which led up to the Mexican Revolution in 1910 is known to historians as the Porfiriato. After looking at the results of this reign in the forgoing text, look at the public front that it put forth, seen in ![](book.gif)James Creelman's interview with the generalwhich was written before 1910. You may notice some similarity between the approach to development then and the approach seen recently during the Salinas presidency. The new approach is called by its critics "neoliberalism," which refers back to the nineteenth century economic liberalism, of which Diaz was Mexico's final proponent. ### The Revolution ![](book.gif) Mexican Revolution by <NAME>. WEEK 5 \- 10/5 ![](book.gif) Pedro: Fighting with Zapata, Chapter 7 in _<NAME>: A Mexican Peasant and his Family_. by <NAME>. (1964) (reserve) ![](film.gif) Mexico: From Boom to Bust, 1940-1982 ## Modern People ![](book.gif) The Setting in FF. ## Indians ![](book.gif) <NAME>. (1994). Sierra Otomi. Discovering Religion in a Mexican Indian Society. ![](film.gif)The Highland Maya ## Non-Indians ### Rural ![](book.gif) <NAME>. (1995). Cattle Ranchers of the Huasteca. Pp. 40-44 in Middle America and the Caribbean, Volume 8 of the Encyclopedia of World Cultures. <NAME>, Editor. Boston: <NAME>. (reserve) WEEK 6 \- 10/12 ![](book.gif) The Martinez Family in FF. ![](film.gif) Little Injustices, Part I ### Lower class urban ![](book.gif) The Gomez Family in FF. WEEK 7 \- 10/19 ![](book.gif) The Gutierrez Family in FF. WEEK 8 \- 10/26 While reading this chapter look at the ![](book.gif)Gutierrez kin diagram to see a diagram of the kinship relationships. ![](book.gif) The Sanchez Family in FF. WEEK 9 \- 11/2 ### Middle and upper class ![](book.gif) The Castro Family in FF. WEEK 10 \- 11/9 ### Border ![](book.gif) Introduction in BFM. ![](book.gif) Meeting the Demand, Ch. 1 in BFM. WEEK 11 \- 11/16 ![](book.gif) The Realm of Work, Ch 2 in BFM. ![](book.gif) We Women are More Responsible, Ch 3 in BFM. ![](book.gif) Maquila Muchachas: Pretty Young Maids, ch 4 in BFM. ![](book.gif) Most Beautiful Flower of the Maquiladora, Ch. 6 in BFM. ![](book.gif) Solidev: An Embattled Maquiladora, Ch. 7 in BFM. WEEK 12 \- 11/23 ## Political and economic problems ### Migration ![](book.gif) Who I Am, Where I Come From, and Where I'm Going, Ch 5 in BFM. ### Mexico and the United States ![](book.gif) <NAME>. (1993). The Clinton Vision. ( reserve) WEEK 13 \- 11/30 ![](book.gif) Mexico in 1994: Politics and Public Life ![](film.gif) The exile of Carlos Salinas on the MacNeil News hour. ![](book.gif) Mexican Economic Crisis Read all the linked pages too. ![](book.gif) By Way of Conclusion, Ch. 8 in BFM. ### Is democracy possible? ![](book.gif) <NAME>. (1996). Breaking the State-Society Bargain: Neoliberal Market Reforms and Resistance in Mexico. ![](film.gif) Mexican opposition to economic reform. C-span. ![](book.gif) <NAME>. (1996). Pp. 1-16 in Neoliberal Reform and Politics in Mexico: An Overview. _In_ <NAME>, ed. Neoliberalism Revisited. Westview Press. ( reserve) WEEK 14 \- 12/7 <file_sep>Sports in Film and Philosophy and Sports in Film Spring Semester 2002 HOME * * * INSTRUCTORS : Dr. <NAME>, Philosophy Office: Philosophy House #2 (across from Holloway Hall on Campus Avenue) Phone: 410-677-5072 (O), 410-543-7635 (H) Office Hours: M,W 2-3; Th 11-12 and BY APPOINTMENT Dr. <NAME>, English Office: 351 HH Phone: 410-543-6371 (O), 410-289-0104 (H) Office Hours: T, 10:00-11:30, W, 2-5 and BY APPOINTMENT * * * COURSE DESCRIPTION: What place should sports hold in our lives? Many argue sports are a trivial pursuit with which too many of us are far too obsessed, others that our cultivation of sports is crucial to our very development as morally fit and socially sensitive human beings.Some argue the contemporary sports scene is nothing more than the expression of fascist fanaticism, others that it builds democracy and community spirit.In sports, we find a theater of the human condition, as many of us avidly follow the narratives of various players or teams.It could be easily argued we spend more time talking about or watching sports (including on films) than we do in actually playing them.Certainly sports has many faces and many roles: whether professional, school, club or amateur, whether, coach, player, spectator or booster.And the number of types of sports is dizzying--running from NASCAR to Mountain Climbing to Basketball to Cutting Logs to, perhaps, Chess. This course will consider a series of questions inspired both by our own pursuit of sports and by the way they serve as a cultural icon in the films we watch.What is the nature of sports?How serious is it to play?What is the difference between being a good sport and an effective competitor?What is the place of athleticism in sports?Of money?Of drugs?Of machines and technology?How do sports serve to define gender and racial distinctions, as well as to resist them?How does television affect our understanding of sports?While this course will not improve your swing, or develop your physical coordination, it will allow you to consider how either of those activities brings you into contact with a multitude of questions about the way you live and the way you play. * * * TEXTS : _Philosophy of Sport_ ( PS ), M. <NAME>, ed. _Into Thin Air_ _, _<NAME> _The Loneliness of the Long-Distance Runner_ , <NAME> _Shoeless Joe Comes to Iowa_ , <NAME> GRADING: For English : a ) six reading essays ( PS ), 25%; b ) two four-page papers 1,000 word minimum) on sports films, 40%; c ) final exam, 25%; d ) quizzes on assigned articles and literary texts, plus class discussion, 10%. For Philosophy : a ) six reading essays ( PS ), 25%; b ) four philosophy discussion essays, 40%; c ) final exam, 25%.; d ) quizzes on assigned articles and literary texts, plus class discussion, 10%. * * * DESCRIPTION OF ASSIGNMENTS: Reading Essays (Required for English and Philosophy) : For each of the six weeks we are reading and discussing essays from _Philosophy of Sport_ , a one- page essay answering a question or questions concerning the texts to be discussed for that week will be due at the beginning of class.The question or questions to be answered will be given to you the week before the response is due in class.You will turn in a copy of your essay but will also make and keep another copy to help with the class discussion. Discussion Essays (Required for Philosophy) :Four of the six philosophy reading essays are to be rewritten in light of class discussion.Each of these rewritings should be no less than two pages (500 words).These are to be turned in within two weeks after the philosophy reading essay was turned in. Papers (Required for English): two, 1,000 words each, on a sports film that is related to the readings.You must have your choice of films approved by the instructor.You will write about a film, using your reading, other related sports films you 've seen, and, if you choose, secondary sources.I'm not looking for a film review; I am looking for a paper with a thesis with supporting material.It should be the kind of paper you could not have written without taking this class. Quizzes (Required for English and Philosophy) : factual, short-answer variety design to reward the conscientious and to promote good class discussion. Final Essay Exam (Required for English and Philosophy) : all students will come to the final with whatever written resources they wish.Students will be shown a sports film that they have not seen or discussed before, given three topics, and asked to write about one of them, using all they have learned in the course.The emphasis here is on APPLICATION. ALL ASSIGNMENTS WRITTEN OUTSIDE OF CLASS SHOULD BE TYPED. * * * CLASS SCHEDULE : Sports and Philosophy Web Site BI-WEEKLY READING QUESTIONS ** 1-31 Introduction to the course 2-6 Film and PS , selections 1 and 2 2-7 Discussion 2-13 PS , selections 1,2,5, and 6 (Theme: The Nature of Sports) Interview with Bru<NAME> 2-20 Film 2-21 Discussion 2-27 PS , selections 13,14,15, and 16 (Theme: Ethics and Sports) 3-6 Film and articles to be assigned 3-7 Discussion 3-13 PS , selections 17,19,22, and 26 (Theme: Winning, Violence and Drugs) People Who Love Bobby KnightPeople Who Hate Bobby Knight IPeople Who Hate Bobby Knight II <NAME> and his Adventure in Nowness 3-20 Film and articles to be assigned 3-21 Discussion VACATION 4-3 PS , selections 23,32,36, and 37 (Theme: Gender Race and Species)TCWILLIAMS BASKETBALL 4-10 Film 4-11 Discussion 4-17 _Into Thin Air_ (Theme: Sports and the Environment) 4-24 _The Loneliness of the Long-Distance Runner_ 4-25 Discussion of film and short-story source 5-1 PS** , selections 39,41,42, and 43 (Theme: Sports in Society) 5-8 "Shoeless Joe Comes to Iowa" (just the one short story) and film 5-9 Discussion * * * Attendance Policy : BE IN CLASS. Unexcused absences will lower your grade since you will not get credit for quizzes, class participation, or philosophy reading essays. Aims of the Course : to explore how the film medium presents sports on film; to place sports in a cultural context; to explore moral issues raised in the practice of sports; to reflect on the nature of play and its contribution to a well-lived life; to think critically; and to make coherent and valid arguments for a position. Inclement Weather Policy : identical to SU policy--don't drive if it's dangerous--you will get an excused absence and be allowed to make up the work. Religious Holidays : excused absences IF you observe the holidays. * * * # Plagiarism The English Department takes plagiarism, the unacknowledged use of other people's ideas, very seriously indeed.As outlined in the Student Handbook under the "Policy on Student Academic Integrity," plagiarism may receive such penalties as failure on a paper or failure in the course.The Department's Plagiarism Committee determines the appropriate penalty in each case, but bear in mind that the committee recognizes that plagiarism is a very serious academic offense and makes its decisions accordingly. Each of the following constitutes plagiarism: 1.Turning in as your own work a paper or part of a paper that anyone other than you wrote.This would include but is not limited to work taken from another student, from a published author, or from an Internet contributor. 2.Turning in a paper that includes unquoted and / or undocumented passages someone else wrote. 3.Including in a paper someone else's original ideas, opinions or research results without attribution. 4.Paraphrasing without attribution. A few changes in wording do not make a passage your property.As a precaution, if you are in doubt, cite the source.Moreover, if you have gone to the trouble to investigate secondary sources, you should give yourself credit for having done so by citing those sources in your essay and by providing a list of Works Cited or Works Consulted at the conclusion of the essay.In any case, failure to provide proper attribution could result in a severe penalty and is never worth the risk. <file_sep>## Representative Americans (A201): ## From 'Flappers' to 'Slackers': Youth Rebellion in Twentieth-Century America ## Spring 1997 [Brief Description] [Required Reading] [Assignments] [Class Schedule] ![](images/barred.gif) ![Life Magazine Cover](images/flapper.jpg) Section No. 0340 TR 4:00-5:15 p.m. Ballantine Hall 233 Instructor: <NAME> Office: Ballantine Hall 520 Office Hours: TR 2:30-3:30 p.m. Office Phone: 855-7718 e-mail: <EMAIL> ### Course Description: Throughout the twentieth century, American adults have been frightened by the actions of their own young. From the sexually liberated 'flappers' of the 1920s to the chronically disaffected 'slackers' of the 1990s, America has been obsessed with the problem of 'youth rebellion.' This course examines key episodes in the history of twentieth-century youth culture and adult reactions to that culture (esp. to the degree that youth culture was perceived as dangerous and rebellious). Our sources will include historical documents and studies, autobiography, fiction, television, music and film. Beginning with a general discussion of what it means to be 'young' in America, we will progress to a study of key historical episodes, of 'rebel icons' like <NAME>, and of how 'adult' responses to youth culture and youth rebellion become embodied in social institutions such as the family and the public school. Click here to try an Introductory Quiz. ### Required Texts: (available in area bookstores) <NAME>, Coming of Age in Buffalo (1990) <NAME>, The Movement and the Sixties (1995) <NAME>land, Generation X (1991) In addition, a Course Packet will be available for purchase at Mr. Copy (located at 10th and Dunn Streets). These readings are noted on the Class Schedule as '(CP)'. ### Reserve Readings A series of supplemental readings required for this course is available at the Main Library. Copies of required texts are also on reserve. Reserve readings are noted on the Class Schedule as being "(on reserve)". Additional readings may be placed on reserve as the course progresses. Click here to go to the I.U. Library's Reserve Catalog. Return to top ### Films A series of films will be viewed in conjunction with this class. Because of scheduling constraints, these films must be viewed outside of regular class time. Attendance at class showings of these films is strongly recommended, as each film will be prefaced by me and briefly discussed by the class immediately after viewing. If you absolutely cannot attend a class showing of a film, you should view it privately before the next class meeting. All films are available at the Media Reserve Desk in the Main Library. * Cry-Baby (1990) Tuesday, January 28th * Our Dancing Daughters (1928), Wednesday, February 12th * Zoot Suit (1981), Tuesday, February 25th * Rebel Without a Cause (1955), Thursday, March 6th * Baby, It's You (1983), Tuesday, April 1st * <NAME> (1971), Wednesday, April 16th * Slacker (1991), Wednesday, April 30th All films will be shown at 7:15 p.m. in Ballantine Hall 003. Click here to search the Internet Movie Database for detailed information on each film. Click here for class-related viewing tips. ### Course Requirements: In addition to regular class attendance and active participation in classroom discussions and activities, you will be required to complete a set of assignments based on our study of the cultural history of American youth. These assignments and their weight in determining your final grade for this course are as follows: Personal Journal (25%)--you will keep a personal journal of your reactions to our readings, lectures, etc. This on-going assignment will allow you to react individually to our common experiences and to write in a looser style than will be expected in other assignments. It will allow your instructor to evaluate each individual's level of engagement with our readings and our class. Also, writing in your journal will give you a basis for participation in class discussions. Journal entries will be collected bi-weekly for review by your instructor. Group Presentation (25%)--everyone will be expected to take part in a group presentation project in the latter part of the semester. Group members will make a presentation on their topic to the class and each member will write a brief (2-3 pp.) paper on the presentation topic. Group projects will focus on some aspect of youth rebellion in the 1960s (e.g., the Civil Rights Movement, the New Left, the Counterculture, the underground press). Research Paper (30%)--you will be expected to complete one longer (10-12 pp.) research paper as your final assignment in this class. Papers may address any topic covered in the course, or may introduce new topics that can be closely related to ideas, issues, or historical themes raised during the semester. Your research will be expected to encompass both primary and secondary sources. A paper proposal will be collected in class early in the semester. Click on the individual assignment (above) to jump directly to a separate assignment sheet describing the basic requirements for each of these projects. Time will be set aside in class periodically throughout the semester for you to discuss your ongoing work on each of these assignments with your classmates and your instructor. In addition to these assignments, your Class Participation* will be evaluated by your instructor and will be factored into your grade for the course. Class Participation will be worth the remaining (20%) of your final grade. Return to top #### Attendance Policy: As noted above, regular attendance is expected in this course. While you are not _required_ to attend, and while your instructor realizes that circumstances may conspire to thwart your good intentions in this regard, one cannot 'make up' missed classroom activities and discussions. Attendance will be taken regularly and repeated absences will affect your final grade for the course. In addition to being reflected in your 'participation' grade, you will not receive a grade higher than a 'B' in this course should you miss more than seven (7) of our regularly scheduled class meetings (regardless of your grades on other assignments). Due Dates to Remember: * Research paper proposal due (February 4th) * Target dates for group presentations (March 27th-April 17th) * Research papers due (May 1st) All work for this course must be submitted to me by May 7th, 1997 Class Schedule \| Topics \| Readings \| Links ---\|---\|---\|--- January 14th \| Introduction \| none \| none January 16th \| Studying Youth Rebellion: Themes \| click \| click January 21st \| Youth in American Culture \| click \| click January 23rd \| Youth Culture & the Media \| click \| click January 28th \| FILM NIGHT I: Cry-Baby January 30th \| Youth Culture in Popular Culture \| click \| click February 4th \| Wayward Girls: Sex Delinquency as Youth Rebellion \| click \| click February 6th \| Flappers: Bohemianism as Youth Rebellion \| click \| click February 12th \| FILM NIGHT II: Our Dancing Daughters February 13th \| High Schools and Youth Culture \| click \| click February 18th \| Reefer Madness (in-class film) \| click \| click February 20th \| 'Cafeteria Commies': Politics as Youth Rebellion \| click \| click February 25th \| FILM NIGHT III: Zoot Suit February 27th \| The Zoot Suit Riots \| click \| click March 4th \| The Juvenile Delinquent and the 1950s \| click \| click March 6th \| FILM NIGHT IV: Rebel Without a Cause March 11th \| The Family and Delinquency \| click \| click March 13th \| Rebel Chic: Youth Culture & Consumer Culture \| click \| click March 18th-March 20th \| SPRING BREAK (NO CLASSES) March 25th \| The Beat Generation \| click \| click March 27th \| The Civil Rights Movement \| click \| click April 1st \| FILM NIGHT V: Baby, It's You April 3rd \| The New Left \| click \| click April 8th \| 'Breaking Boundaries, Testing Limits' (video) \| none \| click April 10th \| The Counterculture \| click \| click April 16th \| FILM NIGHT VI: <NAME> April 17th \| Ethnic Renewal as Youth Rebellion \| click \| click April 22nd \| Radical Feminism \| click \| click April 24th \| Youth Liberation \| click \| click April 30th \| FILM NIGHT VII: Slacker May 1st \| Generation X \| click \| click ![Louise Brooks](images/brooks.jpg) special thanks to the Louise Brooks Society for the images used on this page Return to Top ![](images/1arrow4.gif) Return to American Studies Program Home Page * * * Last update: 5 November 1997 URL: http://php.indiana.edu/~slwalter/courses/A201/syllabus.html Indiana University, Bloomington Comments: slw<EMAIL> * * * <file_sep>General Archival Files ![](/e/images/spcl/simple.gif) \| catalog \| worldcat \| using the library \| electronic resources \| libraries, collections & subjects Special Collections Research Center \| General Archival Files * * * Headings A-F \| Headings G-L \| Headings M-R \| Headings S-Z * * * #### General Archival Files The General Archival Files were established to provide a means of collecting general information and ephemeral materials related to the history of administrative units, organizations, and activities at the University of Chicago. The General Archival Files include a wide variety of items such as documents, brochures, pamphlets, clippings, programs, invitations, press releases, advertisements, and recollections of the history of academic departments by former faculty members. The arrangement of the files is alphabetical by the name of the administratrive unit, organization, or activity. The University of Chicago Archives has other resources for obtaining in formation on individual administrative units, faculty members, and student and community life. Depending on the topic, these may include official publications such as course announcements, the administrative records of departments and offices, and professional papers of individuals. Researchers should also be aware of related documentary material on the University of Chicago in the Archival Biographical File, the Archival Buildings File, the Guide to Archival Serials, and the Archival Photographic Files. * * * Academic Cooperation, Committee on (Hyde Park theological schools) Academies and high schools affiliating with the U. of C., conference proceedings, l896- 1927 Adler Planetarium Committee Administration, organization charts Admissions, entrance examinations for 1892-1894 Admissions Office, applications, 1948-1953 Admissions and Aid, Office of (College) African Studies, Committee on AIDS, Task Force on Aims of Education Lectures Alliance Francaise, Chicago Chapter ALUMNI (2 BOXES) _____, REUNIONS (1 BOX) _____, REUNIONS, CLASS BOOKS (2 BOXES) American Academy of Arts and Sciences _____, annual meeting in Chicago, 1970 American Foreign and Military Policy, Center for the Study of, est. 1950 American Indian Chicago Conference, 1961 American Institute of Indian Studies American Meat Institute Foundation American Round Table, "People's Capitalism," Part III, held at University of Chicago, October 22, 1958 American School of Classical Studies (Athens & Rome) Anatomy Department Anthropology Department Anti-vivisection issue, 1928-1956 Arabic Program Archeological Field School, Kampsville, IL Archeological Institute of America, Chicago Society Archeology (classical) at U. of C. Argonne National Laboratory, general _____, ARGONNE RADIUM STUDIES, REPORTS, 1969 (1 BOX) _____, Atomic Energy Institute for Teachers, 1949-1950 _____, employees _____, Fuel Fabrication Facility _____, "Industry, Innovation, & Technology Transfer," Lectures at Director's Special Colloquium, 1985 _____, Life Sciences _____, NEWS CLIPPINGS, 1982-1985 (2 BOXES) _____, press releases and clippings, 1956-1963 _____, "Proposal for an Argonne Development Corporation," 1984 _____, Statement on Fast Breeder Reactors for 202 Hearing of the Joint Committee on Atomic Energy, 1963 Argonne National Laboratory-University of Chicago Development Corporation (ARCH) Argonne Universities Association Arms Control and Foreign Policy Seminar Art at the University Art Department ARTICLES AND PAMPHLETS ABOUT THE UNIVERSITY (2 BOXES) _____, NEWSPAPERS, 1991-1994 (2 OVERSIZE BOXES) _____, PRESS CLIPPINGS (5 BOXES) Arts and Sciences Basic to Human Biology and Medicine (ASHUM program) Asian Studies Astronomy and Astrophysics Department, general _____, biographical sketches of professors _____, Columbus Project _____, press releases, 1937-1948 Astrophysical Journal Atomic Energy Anniversary Celebrations, 1946-1947 _____, 1952 _____, 1955-1958 _____, 1962 _____, 1967 _____, 1972- Atomic Energy Control Conference, 1945 AWARDS AND PRIZES (6 BOXES) Bacteriology Department BAND, UNIVERSITY OF CHICAGO (1 BOX) Baptist Theological Union Behavioral Sciences Department Ben May Laboratory for Cancer Research <NAME>, Broadcast Project _____, conferences _____, Fellowships in Broadcast Journalism _____, Medal _____, National Lecture Bergman Gallery (Cobb Hall) Biochemistry Department Biological Sciences Division, general _____, "The Biological Sciences Division, the University of Chicago, 1949-1962," by <NAME> _____, faculty meeting minutes, 1944-1958 Biological Sciences Division and Pritzker School of Medicine, Council for Biological Sciences Student Advisory Committee Biophysics Department Board of Examinations (new plan examination reports 1935-1938) Bookstore Botany Department Brain Research Foundation, est. 1964 Brooks, Gwendolyn, Poet Laureate's contest Broyles Investigation, 1949 Budget, University Buildings and Grounds (1950 strike) Business Manager Business Office, handbook, 1922 Business Problems Bureau, est. 1942 BUSINESS SCHOOL (4 BOXES) _____, DEVELOPMENT (1 BOX) _____, EXECUTIVE PROGRAM (1 BOX) _____, HOSPITAL ADMINISTRATION PROGRAM (1 BOX) CALENDARS, UNIVERSITY (1 BOX) Campus Bus Service Campus Committee for Childcare CANCER RESEARCH FOUNDATION, PROPOSAL TO NATIONAL CANCER INSTITUTE, <NAME>, PRINCIPAL INVESTIGATOR, SUBMITTED 1972 (1 BOX) _____, fund-raising materials _____, pamphlets _____, press releases and news clippings _____, programs and membership lists _____, Women's Board Cardiology Center (proposed 1969) Career and Placement Services Catholic Theological Union CENTENNIAL CELEBRATION (2 BOXES) <NAME>., "Business Principles in the University of Chicago," ca. 1906 Change Ringing Society Chaos Club (physical & biological sciences faculty club) Chautauqua Chemistry Department, general _____, histories _____, press releases and clippings Chicago, general, ephemera Chicago Academy of Sciences Chicago Day Chicago Humanities Institute Chicago Linguistic Society, Comparative Syntax Festival, papers, 1973 Chicago Manual Training School Chicago Plan Commission Chicago Review (and Big Table controversy) Chicago Teaching Program Chicago Theological Seminary, general _____, Ministers' Week Children's Books, Center for Citizens Board of the University Classics Department Clinical Pharmacology Committee Coat of Arms and Motto, U. of C. College, general _____, advertisements, 1948 _____, application forms for admission and financial aid _____, articles by <NAME> about the College _____, articles by faculty members about the College _____, "Attitudes to the College: The Opinions of 55 Seniors," by <NAME>, 1963 _____, class profiles _____, College Booklet, draft, 1948 _____, Commission on the Future of the Colleges, 1924 _____, Committee on Policy and Personnel, "Review of the Curriculum of the College," 1948 _____, Council _____, Curriculum Committee, 1930s _____, "Documents Pertaining to the College Proposal of February 6, 1946" _____, Evaluation Committee _____, Faculty minutes, 1946-1949 _____, _____, 1959-1961 _____, _____, 1962-1964 _____, General Courses, description _____, Humanities 1 course at Aspen _____, news clippings _____, PAMPHLETS AND BROCHURES (2 BOXES) _____, Physical Sciences Committee on the Bachelor's Degree, minutes and report, 1953 _____, Placement Testing Program _____, press releases, general _____, _____, organization and curriculum _____, _____, placement examinations _____, Proceedings of the Chicago Conferences on Liberal Education, Undergraduate Education in Chemistry and Physics, 1985 _____, Small School Talent Search _____, "A Survey of the Graduate Study Plans of the University of Chicago Class of June 1961," NORC, 1962 _____, Teaching by Discussion in the College Program, 1949 _____, Visiting Committee College for Teachers, 1898 Colors, U. of C. Colver-Rosenberger Lectures, 1950- <NAME>., Research Professorship in the Humanities, est. 1960 Commemorative dinner plates COMMERCE AND ADMINISTRATION, COLLEGE AND SCHOOL OF (1 BOX) Committee to Defend Labor Victims of Franco, 1953 Communication, Committee on Community and Family Study Center, general _____, PUBLICATIONS (1 BOX) Community-Civic Funds, 1947 Comparative Education Center, est. 1958 Comparative Study of New Nations, Committee for, ca. 1959 COMPTROLLER'S OFFICE (2 BOXES) _____, ACCOUNTING PRACTICE INSTRUCTIONS, 1962 (1 BINDER) _____, ADMINISTRATIVE POLICY MANUAL, 1967 (1 BINDER) _____, _____, 1972 (1 BINDER) _____, _____, FINANCIAL ACCOUNTING SYSTEM, USER'S MANUAL, 1984 (1 BINDER) Computation Center Computer Research, Institute for Computing Organizations Conceptual Foundations of Science, Committee on the CONTINUING EDUCATION, CENTER FOR (1 BOX) _____, Office of Convocation, general _____, addresses, miscellaneous _____, Convocation Week programs _____, invitations _____, press releases and clippings _____, procedures at U. of C. and elsewhere _____, tickets _____, vesper and prayer services Coordinating Council for Minority Issues Corporate Open House Corporate Support, Committee on Cosmic Radiation Laboratory Costume, academic Counseling Center, est. 1945 (<NAME>) Country Home for Convalescent Children Court Theatre Cowles Commission for Research in Economics Crane, <NAME>., Russian Foundation & Lectureship, 1900- Criteria of Academic Appointment, Committee on, report, 1972 Dean of Students in the University Defense Analysis, Institute for (U. of C. member, 1960-?) Denison Club, U. of C. Chapter DEVELOPMENT, GENERAL (2 BOXES) _____, Alumni Fund _____, Annual Fund _____, Association of Friends _____, CAMPAIGN FOR CHICAGO (2 BOXES) _____, Campaign for the Arts and Sciences _____, Campaign for the Next Century _____, College Fund _____, Graduate Fund _____, list of publications _____, Parents Fund _____, President's Fund Developmental Biology, Interdepartmental Training Program in Diploma, sample, 1917 Disciples Divinity House Disciplinary Procedures at the University of Chicago, Subcommittee on, report, 1969 Disruptive Conduct, Board of Trustees' ruling, May 12, 1970 Dissertation regulations and manuals Distribution of Student's Time, Faculty-Student Committee on, 1925 Divinity School, general _____, New Testament manuscripts, 1948-1950 _____, press releases Documentary Film Group (DOC Films) Drama School of the Art Institute, 1925 <NAME>, Lectureship, est. 1947 (outstanding women) Early Christian Literature Department East Asian Studies, Center for Eclectic Ed Economics Department, general _____, items 1-75 (list in folder) _____. Chile Project _____, course reading lists _____, Ph.D. degrees awarded _____, Ph.D. examinations, 1940-1947 _____, press releases _____, program of courses _____, WORKSHOP PAPERS (1 BOX) [see also Political Economy Department] Economic Development and Cultural Change, Research Center in Economic Policy for American Agriculture, Conference on, 1931 Economy and the State, Center for the Study of the EDUCATION, SCHOOL AND DEPARTMENT (2 BOXES) _____, _____, CONFERENCES (1 BOX) Education and Industry, Conference on, 1927 Education, Institute on General, 1948-1949 Emergency Medicine Department Employees, general _____, benefit plans _____, group insurance plans _____, hospitals and clinics _____, retirement income plans _____, UNIONS, GENERAL (1 BOX) _____, _____, labor agreements _____, women employees annual Christmas party Encyclopaedia Britannica, general _____, Britannica Lecture Series, 1967 Engineering, School of (proposed) English Department, general _____, Chaucer research _____, course reading lists _____, PhD's in English _____, "Recollections of the Department of English," by <NAME> _____, Requirements for Degrees in English, 1937, 1939 Environment, Committee on the European Studies, Committee on Examinations Examiner's Office Experimental College Extension Division Eye Research Laboratories Faculty, general _____, Committee on Rental Policies, report, 1962 _____, Committee to Aid California Faculty Members, 1950-1951 _____, Distinguished Service Professorships _____, housing _____, 4E contract dispute _____, National Academy of Sciences members _____, Nobel laureates _____, Society for the Promotion of Publication _____, Starred Men of Science Faculty-Student Committee on the Distribution of Students' Time, report, 1925 Faculty Wives' Show, January 9, 1974 Family Study Center Far Eastern Civilizations, Committee on (and Center for Far Eastern Studies) Federal Grants and Contracts, Report to the Committee on, 1969 Federated Theological Faculty Federation of Independent Illinois Colleges and Universities FERMI INSTITUTE FOR NUCLEAR STUDIES (2 BOXES) Fermilab Festival of the Arts Field Museum of Natural History FIFTIETH ANNIVERSARY CELEBRATION (1 BOX) Film Studies Center Fishbein, Morris, Center for the Study of the History of Science and Medicine Folklore Society and Folk Festival Food Research Institute, est. 1945 Football Ford Foundation, Non-Western Area Programs and Other International Studies, reports _____, profile of University of Chicago _____, proposals FORMS, SAMPLES [from Harold Swift Papers] (1 BOX) Franck, James, Institute Frankfurt University, 1948-1949 French Contemporary Art Festival, 1976 Friends of European Scholarship Fundamentalism Project * * * Gays, Lesbians, and Bisexuals at the University General Education Board General Studies in the Humanities, Committee on Geography Department Geology & Paleontology Department Geophysical Sciences Department German Faculty Exchange Programs Germanic Languages and Literatures Department Gifts Goldblatt Cytology Award Goldstine, Dora, Memorial Lectureship of the Social Service Administration Government Funding of Research and Education, Ad Hoc Committee, report, 1980 Graduate Divisions Graduate Education, Commission on, report, 1982 Graduate Schools, Commission on the, 1925 Grants _____, Carnegie Corporation _____, Ford Foundation _____, government _____, Howard Hughes Medical Institute _____, NASA _____, National Institutes of Health _____, Shell _____, A. P. Sloan Foundation _____, Douglas Smith Foundation _____, U. S. Public Health Service Grass, 1963 Proclamation on Great Books of the Western World Greek Languages and Literature Department Greeting cards, from U. of C. presidents and others _____, from others <NAME>., Memorial Lectureship, est. 1952 (physical chemistry) Harper, <NAME>, Professorship (in the College), est. 1950 Harper, <NAME>, Visiting Scholar, est. 1962 (educational psychology) Harris, <NAME>, Memorial Foundation Haskell Lectures in Comparative Religion, est. 1894 Health Administration Studies, Center for <NAME>., Lecture History Department, general _____, "The Department of History in Retrospect" by <NAME>, 1956 _____, "Report on the State of the Department of History," 1973 _____, Visiting Committee Report, 1974 History of Culture, Institute for Study of Home Economics Department Home for Incurables Homecoming Honorary degrees Honors Award Assemblies Hoover, <NAME>., Lectureship on Christian Unity HOSPITALS AND CLINICS (4 BOXES) _____, ARGONNE CANCER RESEARCH HOSPITAL (1 BOX) _____, CHICAGO LYING-IN HOSPITAL (2 BOXES) Household Administration Department Hull-House Human Abilities, Institute for Study of, proposal by <NAME>, 1941 Human Development, Committee on, general _____, Annual Symposium _____, Executive Committee minutes, 1946-1947 _____, Program of Studies, 1948 Human Relations in Industry, Committee on Human Resources Management Human Understanding, Center for, Washington, D.C., est. 1964 Humanities Division, general _____, FACULTY MINUTES, 1943-1959 (1 BOX) _____, Public Courses _____, Research in the Humanities series, 1928 Humanities Open House HYDE PARK NEIGHBORHOOD AND COMMUNITY ORGANIZATIONS (3 BOXES) HYDE PARK HIGH SCHOOL IBM Computer 7090 Dedication, 1962 Illinois State Academy of Science Imaging Science, Center for Independence Day Exercises, 1898 INDUSTRIAL RELATIONS CENTER Industrial Societies, Center for the Study of Information Science Year, 1968 Institute for Religious Studies, Chicago Institute Institutional Cooperation, Committee on, ca. 1963 Inter-Group Relations, Center for Study of, 1948 International Congress of Human Genetics, Chicago, 1966 International Harvester Training Program, 1945-1950 International House _____, fiftieth anniversary, 1982 _____, Film Society International Relations, Committee on INTERNATIONAL STUDIES, CENTER FOR (1 BOX) International University of Chicago Day Intramural Carnival Invitations and programs, miscellaneous Jefferson Lecture Johnson, Earl S., Colloquium on Social Science and Society Journal of Law & Economics Journal of Near Eastern Studies Junior College, separate instruction for men and women, letters from faculty, 1902 Junior Day <NAME>, Fund for Modern Jewish Social Studies Know Your Chicago Committee Laboratories for Applied Sciences Laboratory for Astrophysics and Space Research (LASR) Laboratory Schools Language Laboratory La Rabida Sanitarium Lascivious Costume Ball Latin American Studies, Center for Latke-Hamentasch Symposium LAW SCHOOL (1 BOX) _____, CONFERENCES (1 BOX) Law School Films Lectures, general Lectureships, endowed Legal Office Liberal Arts Conferences, 1966 Liberal Education for Adults, Center for the Study of Librarians' Association Library, general _____, Center for Children's Books _____, handbooks _____, <NAME> Library Library Quarterly Library School, Graduate, general _____, conferences _____, Graduate Library School Club Library Society Linguistics Department Local Community Research Committee Lurcy, Georges, Lecture * * * MacDonald Observatory (at the University of Texas) Manhattan Project _____, Smyth Report, 1945 Manual of Examination Methods Maroon Maroon Key Society Martyn's Maroon Studio Mathematical Biology, Committee on Mathematical Studies in Business and Economics, Center for Mathematics Department McCormick, <NAME>, Memorial Institute for Infectious Diseases Meadville/Lombard Theological School Medical Alumni Association Medical and Biological Research, Council on Medical School, general _____, Frontiers of Medicine series _____, press clippings _____, _____, 1970-1971 Medicine Department Medieval Studies, Committee on Metals, Institute for Study of Meteorology, Institute and Department Microbiology and Bacteriology Department Middle Eastern Studies, Center for Midway Gardens, 1914-1929, 1961 exhibit Midway Studios Midwest Administration Center Military Ball Military Science and Tactics Department Military Studies, Institute of Mill Road Farm Milton Celebration, 1908 Minority Students MODEL UNITED NATIONS OF THE UNIVERSITY OF CHICAGO (1 BOX) Moody, <NAME>, Lectures Morgan Park Academy Museum of Science and Industry, 1st and 2nd annual reports, 1929-1930 MUSIC AND MUSIC DEPARTMENT (3 BOXES) National Defense Education Act of 1958 National Development Council, 1970 National Historical Landmarks at U. of C. NATIONAL OPINION RESEARCH CENTER (NORC) (2 BOXES) _____, bibliographies National Volunteer Leadership Conference Neurobiology, Committee on Neurology, Department of New Plan New Testament Club New Testament and Early Christian Literature Department New Testament Manuscript Study, Conference on, 1948 Newberry Library Center for University Extension Northern Baptist Convention Northwestern University merger, proposed 1933 Norwegian Studies Nursery School of the U. of C. Nurses Home, proposed 1930 Nursing Education Nuveen, John, Lecture Obstetrics and Gynecology Department Ogden Scientific School Official Publications Old Age, Insitute on Problems of, 1949 Old University of Chicago <NAME>., Center for Inquiry into the Theory and Practice of Democracy Ombudsman Oneida National Forest, proposed retreat Operations Analysis Laboratory Opthalmology Department Oriental Institute, general _____, Handbook _____, press clippings _____, PUBLICATIONS (2 BOXES) _____, "Report of the Director ... on the Expedition to Egypt, Mesopotamia, Arabia, and Palestine," 1920 _____, Treasures of Tutankhamun exhibit Orthogenic School, <NAME> <NAME>., Visiting Professorship Parking Pathology Department Pharmacology Department Phemister, <NAME>., Lectureship (medicine) Phi Beta Kappa, U. of C. Chapter Phi Kappa Psi Philippine Studies Program Philippine Women's University Library Sponsor Committee, 1946 Philosophy & Mankind Conference, 1959 Philosophy Department Phoenix Physical Education and Athletics Department, general _____, basketball programs _____, football programs Physical Planning and Construction, Office of Physical Sciences Division, general _____, faculty minutes, 1946-1949 _____, Industrial Sponsors Program _____, materials sciences research Physics Department Physiology Department Pick, <NAME>., Award and Lecture Plutonium, Anniversary and 1963 Symposium on Plutonium Chemistry Policy Study, Center for Political Economy Department Political Science Department POLITICS AND PROTEST MOVEMENTS (4 BOXES) Population Research and Training Center POST-WAR INTERNATIONAL PROBLEMS, COMMITTEE ON (1 BOX) President's Report President's Report, Advisory Committee on Economy, 1933 Printing Department Project 1984 Psychiatric Research Unit Psychiatry Department Psychology Department Psychology, Interdepartmental Committee on Public Administration, courses in Public Administration and Industry, Committee on Relationship between, 1934 PUBLIC ADMINISTRATION CLEARING HOUSE, PUBLICATIONS (1 BOX) Public Affairs Conference Center, est. 1960 Public Policy Studies, Graduate School of Public Relations Department Public Speaking Department, 1890s Publishing Program Purchasing Department Quantrell Award for Excellence in Undergraduate Teaching Race Relations, Committee on Education, Training, and Research in Racial discrimination RADIO AND TELEVISION OFFICE (1 BOX) Radiology Department Railway Education, courses in, 1906-1907 <NAME>., Professorship in Educational Administration REGISTRAR'S OFFICE (1 BOX) Regulations, U. of C., 1903 RELIGION AND RELIGIOUS ORGANIZATIONS (2 BOXES) Religion and Social Studies, Institute for (Institute for Religious Studies), Chicago Chapter RENAISSANCE SOCIETY (2 BOXES) Rental Policies, Report of the Faculty Committee, 1962 Research Administration _____, GUIDELINES FOR GRANT AND CONTRACT MANAGEMENT, 1991 (1 BINDER) Research and Development brochure, 1963 (Industrial Research Magazine) Research Institutes Reserve Officers' Training Corps (ROTC) Restaurant Administration Center, est. 1943 <NAME>., Memorial Award and Lecture, 1913- Riding Club Rifle Club ROCKEFELLER MEMORIAL CHAPEL, SERVICES AND PROGRAMS (2 BOXES) Romance Languages and Literatures Department Rosenberger Medal Round Table Ruml, Beardsley, Colloquium, est. 1969 Rush Medical College Russian and Soviet Studies Ryerson, Nora and Edward, Lectures * * * Saturday Seminars SCHOLARSHIPS AND FELLOWSHIPS (2 BOXES) SCHOOL MATHEMATICS PROJECT, PUBLICATIONS (1 BOX) School of Church and Economic Life, 1950 conference Science Open House SCRAPBOOKS, 1891-1904 (3 BOXES) Secretary of the University Security Seminary Co-operative Bookstore Seventy-Fifth Anniversary Celebration Sexual Violence Prevention Resource Center <NAME>., "Art to Live With" Collection <NAME>., Lectures on Social Ethics Shimer College Slavic Languages and Literatures Department SMART MUSEUM (2 BOXES) Smith-Goodspeed Bible Translation Project Social Science Collegiate Division Social Science Research Building, 25th Anniversary, programs _____, _____, speeches Social Science Research Committee Social Science Research Council, "Graduate Training in the Social Sciences," by <NAME>, 1938 Social Sciences Division, general _____, Conference for Teachers of Social Science _____, press releases and news clippings _____, PUBLIC LECTURES (1 BOX) Social Service Administration, School of, general _____, alumni _____, anniversaries _____, histories _____, summer programs Social Service Review Social Services Center Social Thought, Committee on, est. 1942 Society for Social Research Sociology Department _____, degrees granted _____, Interuniversity Study of Ethnic Relations in Chicago _____, Social Organization field, syllabus Songs and Yells of U. of C. SOUTH ASIA LANGUAGE AND AREA CENTER (2 BOXES) SOUTHERN ASIAN STUDIES, COMMITTEE ON (1 BOX) _____, REPRINT SERIES (1 BOX) South East Chicago Commission Space and the University, 1963 Space-Month Program, etc. Spanish-American War, University participation Special Events, Office of Special Programs, Office of, general _____, Annual Banquet programs _____, Upward Bound Project Spectroscopy, Conference on, 1942 Staff Benefits, Office of Statistics Department Statistics, Institute of Statutes of the University <NAME>., Institute of International Affairs, est. 1968 Strategic and Foreign Policy Studies, Center for STUDENT ACTIVITIES, GENERAL (1 BOX) _____, FRATERNITIES AND INTER-FRATERNITY COUNCIL (2 BOXES) _____, INTER-DORM COUNCIL (1 BOX) _____, MINUTE BOOKS AND RECORDS OF STUDENT GROUPS (2 BOXES) _____, POSTERS, 1968 (1 BOX) _____, REYNOLDS CLUB (1 BOX) _____, STUDENT GOVERNMENT (1 BOX) _____, STUDENT PUBLICATIONS FINANCIAL REPORTS (1 BOX) _____, STUDENT UNION (3 BOXES) Student employees STUDENT HOUSING (1 BOX) Student Housing Assistants' Association Student Mental Health Clinic Summer Nights concert series Summer Quarter Surgery Department Swift and Co. Tagore, Rabindranath, Memorial Lectures Teacher Education, University Council on Teachers List (students recommended for teaching posts, 1896) Teaching, Council on Television THEATER AND THEATER GROUPS (2 BOXES) Thomas, <NAME>., Foundation Lectures Training of Teacher Trainers Program TRUSTEES, BOARD OF (2 BOXES) Tuition Universities Research Association _____, Appraising the Ring: Statements in Support of the Superconducting Super Collider, 1988 University Athletic Association University Banquet, 1893-1903 University Congregation (faculty ruling body) University Emergency Relief Committee (for former associates), est. 1930 University Health Service University of Chicago Directory University of Chicago Press UNIVERSITY OF CHICAGO SETTLEMENT (1 BOX) University of Chicago Survey, vol. II, The Organization and Administration of the University, draft and comments University Record, 1945 (proposed resumption) University-School Relations, Office of University Senate, general _____, Committee on the Undergraduate Colleges, report, 1928 _____, Committee on Graduate Study and Graduate Degrees, reports, 1930 _____, reorganization, 1944 _____, Subcommittee on Pensions, report, 1953 _____, Subcommittee on Retirement Policy, report, 1950 University Union, 1893 Urban and Minority Problems, Survey of Activities, 1967 report Urban Research and Policy Studies, Center for Urban Studies, Center for, est. 1963 Virology, Committee on Visiting Committees Visiting professors Vocational Guidance and Placement, Board of, general _____, Vocational Guidance Series _____, Vocational Opportunities Voice of America Washington Prom Washington's Birthday Exercises, 1890s-ca. 1906 WBKB, 1958 science course on TV White, Alexander, Visiting Professorship (Committee on Social Thought) White, <NAME>., Award (political science dissertation) WHPK (campus radio station) Wieboldt Foundation Report, 1925 <NAME>, Centennial, 1956 Wirszup Lecture Wirth, Louis, Memorial Fund, 1952 WOMEN AND WOMEN'S ORGANIZATIONS (2 BOXES) WOMEN AT THE UNIVERSITY (2 BOXES) Women's Board Wood, Elizabeth, Lectureship, est. 1961 (housing and urban affairs) WOODLAWN COMMUNITY (1 BOX) Woodward Court Lectures Works Progress Administration (Adult Education Project) World Tensions, Conference on, 1960 World War I World War II WORLD'S COLUMBIAN EXPOSITION, 1892-1893 (1 BOX) _____, centennial, 1993 World's Fair, 1933 (A Century of Progress) WUCB (campus radio station) Yerkes Observatory Young Presidents' Organization Youth Studies Program Zoology Department Headings A-F \| Headings G-L \| headings M-R \| headings S-Z \| Back to top Return to: Special Collections Research Center This page was last generated on 16 January 2002 at 3:04 PM CST by <EMAIL> The URL of this page is: http://www.lib.uchicago.edu/e/spcl/gaf.html <file_sep> ![](banner.gif) * * * 21L.015 Introduction to Media Studies: Syllabus \| Classes \| Labs \| Papers \| Resources * * * _HASS-D, Category 4_ Fall Semester 1999 Lecture: Mon, Wed, 3:30-5 in 56-114 Lab: Mon, 7-10 in assigned places _Professor:_ <NAME>, <EMAIL> Office 14N-437, 253-3068 Office Hours: 14N-437, 253-3068 Wed 12-1 and other times by appointment _Teaching Assistants:_ <NAME>, <EMAIL> Office 14N-432 Hours Wed 2:30-3:30 and by appointment <NAME>, <EMAIL> Office E10-246, x 2-2829 Hours Mon, 2:30-3:30 and by appointment <NAME>, <EMAIL> Office E10-246, x2-2829 Hours Mon 11-12 and by appointment. _Requirements:_ * Attendance in discussion sections, one hour per week (10%) * Written work: 6 papers * five 2-3 page papers (10%x5=50%) * one 8-10 page paper (20%) * Final Exam: three hour in-class final, open book, open notes (20%) _Dates to Remember:_ * Mon Sept 20 - First Paper due * Wed Oct 6 - Second Paper due * Mon Oct 25 - Third Paper due * Mon Nov 8 - Fourth Paper due * Wed Nov 17 - Fifth Paper due * Wed Dec 1 - Final Paper due * Final exam: time and place tba _Description:_ Introduction to Media Studies is a new MIT subject developed through our curriculum committee (<NAME>, <NAME>, <NAME>, <NAME>, and <NAME>) with the goal of more accurately reflecting our program's expanded course offerings in the area of media studies. The course operates alongside a more traditional introduction to film studies. We designed the subject to meet the needs of a new generation of computer- literate and web-surfing students and to respond to the powerful changes that have occurred in our global media environment. The convergence of media technologies and the horizontal integration of media industries suggests the need for a more horizontally-integrated conception of media studies as a discipline, one which moves away from medium-specific approaches and towards a comparative media approach that looks at the full range of communications technologies at place at a particular historical juncture. This approach required us to broaden the historical scope of many media studies subjects to deal with earlier forms of communications, including the oral bards of Ancient Greece, the manuscript culture of the middle ages, the early history of the book, Shakespearian theatre, early photography, and so forth. This course assumes that comparative and historical perspectives are essential to understand any specific medium of communication. The history of cinema needs to build upon the history of photography, theatre, and modern art traditions. The history of digital medium necessitates a grasp of the history of print culture. The history of television needs to be built upon a history of radio and theatre. In order to cover this expanded field, the course calls on the expertise of a range of colleagues from diverse disciplinary backgrounds, including historians, literary scholars, anthropologists, art historians, musicologists, theatre scholars and practitioners, foreign language specialists, and others. One of the benefits of the course is that it creates a common framework for thinking about the work of our wide-ranging media studies faculty and allows students to sample the kinds of courses we offer at an intermediate and advanced level. The course aims to prepare students to take more focussed courses in film history and aesthetics, broadcasting and television, theoretical approaches to media, and the design and development of new media. _The course is structured around four basic units:_ * The first, Core Concepts, provides students with an overview of three basic traditions of analysis -- the media studies tradition embodied by <NAME>, <NAME>, and <NAME>; the cultural studies tradition represented by <NAME>, <NAME>, <NAME>, and <NAME>; and the commodity theory approach represented by the Frankfurt School. We also spend some time looking closely at the case study of radio to suggest the ways that one core media technology adopts a range of structures in response to changes in its social, cultural, economic, and technological environment: from early attempts to displace the telegraph, amateur radio as a participatory medium, the era of network broadcast radio, the relations of radio to the emergence of Rock and Roll, the growing political power of talk radio, and the new role of RealAudio. * The second unit, Media in Transition, offers students a historical overview of media from Homer to Cyberspace, with a particular focus on moments in which the dominant media in the society underwent significant change --orality to literacy, manuscript culture to print culture, the explosion of modern mass media in the late 19th and early 20th century, and the so-called "digital revolution." * The third unit, Media Functions, looks comparatively across different kinds of media to determine what recurring social roles they play. Each week juxtaposes media in somewhat different ways. For example, we might look at the ways the emergence of photography placed special emphasis upon the documentary functions of the medium and how the credibility of the image is challenged by digital image-making. Another week might look at how media can be used as an instrument of political power, comparing the role of the printing press during the American Revolution with the role of cinema and radio in Nazi propaganda. We might look at a core genre -- the detective story -- across print, radio, television, and film. Or we might compare American television's role as a "consensus narrative" with the controversy around the importation of American programs into Europe. * The final section, Media Institutions, looks at the structures that shape media production and reception, comparing the role played by the Hollywood studio system and the new media conglomerates in shaping film content, looking at two different modes of resistant consumption (the so-called cultural jammers and the appropriative culture of media fans). Given the range of media examined, the course has pushed us beyond traditional film screenings to offer a range of different student activities during the Lab section of the course, including field trips to the local science museum to experience IMAX, exercises conducted exclusively through the net, demonstrations of emerging media technologies and applications, acting workshops which got students performing Shakespearian scenes, as well as programs of selected materials from radio, television, film and experimental video. Another significant innovation of the course centered around its use of the net and the web as an instructional platform. The first time it was taught we produced no paper syllabus, depending on students to regularly check our website for new information. The website, which was designed and maintained by my co-teacher <NAME>, provided students with access to paper topics, updates on lab plans, and other related information. On most days, faculty provided additional information and links to related websites so that students might further explore a particular topic. Many of the faculty used the web during their presentation as a interactive blackboard, which might outline key ideas, provide illustrative images, or allow quick access to quicktime videos or relevant websites. Students early in the course were asked to create their own links to a relevant website, so that we have built up a wonderful nexus of media-related sites you are encouraged to explore. Students were also encouraged to post relevant notices to a discussion group attached to the course website. The course is now in its second year and is still evolving to reflect both shifts in faculty resources and changing issues in contemporary media. The course is providing to be an important testing ground for approaches and materials which may spin-off to form new courses within our curriculum. It is also providing an important recruitment tool, an alternative point of entry into our intermediate courses, and has already been credited with increasing our enrollments. Writing continues to be a central element in the course, with students producing a series of six short essays in the first part of the term and then revising one of them into a ten page paper for the culminating exercise. We developed new instructions for student writers this term which has resulted in a dramatic improvement in the quality of student work for the course. Frankly, I have never taught a course where the level of writing has been, across the board, this high, where students were consistently developing arguments with cohesive thesis and supports, and where they were making such effective use of both secondary materials and original insights/experience. We have also been trying to rethink the role of discussion in the course. We have moved the discussion segment to follow the Monday evening labs, which means students have something concrete to respond to and that there is an immediacy to the discussion that was previously lacking. We have also restructured the lecture sections to incorporate more chance for student questions and discussions with our guest lecturers. One question posed by the HASS-D committee at the time this course was first proposed was whether we would be able to provide sufficient integration across the many different topics and speakers in the course. There was, frankly, some difficulty in doing so the first term, but as I have gotten a better sense of what the speakers will discuss and reorganized some of the elements in the course, we have provided a more cohesive framework. Student writing shows that they are able to make links across topics and to think comparatively about different media. We reference those links in discussion sections. My own role as lecturer enables me to make those connections more explicit at key points in the term. And, in practice, the fit between the various lecturers is astonishingly strong given the range of disciplinary backgrounds we are bringing together. Students consistently cite the diversity of speakers as one of the key strengths of the course. For additional information about the subject, please contact <NAME> at <EMAIL>. Course Materials from the Fall 1998 Introduction to Media Studies Course are also available on this site. _<EMAIL>_ --- <file_sep>![](college1.gif) \| # College Physics 1 ![](eyes4.gif) Southwestern College Home Page Physics Department Home Page ---\|--- ![](l_blue.gif)Syllabus ![](l_blue.gif)Laboratory Materials ![](l_blue.gif)Assignments ![](l_blue.gif)Study Aids ![](l_blue.gif)Internet Resources ![](l_blue.gif)Pictures \| ![](l_red.gif)Back to Syllabi ![](l_red.gif)More Stuff ![](l_red.gif)Physics Department Links ![](l_red.gif)Southwestern College Links ![](pat_ct13.gif) ![Table of Contents](tablicon.gif) ![Up](upicon.gif) ![Down](downicon.gif) ### Physics Department Links \| \| ### Southwestern College Links ---\|---\|--- ![Careers](jobsico1.gif) ![Catalog](catico1.gif) ![Certification](certico1.gif) ![Dual](engico1.gif) \| \| ![Career](planico1.gif) ![Library](libico1.gif) ![PSC](profico1.gif) ![Faculty](insico1.gif) ![Home](homeico1.gif) ![Information](info1.gif) ![Message](messico1.gif) \| \| ![SC Home](scico1.gif) ![History Home](history1.gif) ![English Home](english1.gif) ![Mission](misico1.gif) ![Students](studico1.gif) ![Syllabi](syllabi1.gif) ![WWW](wwwico1.gif) \| \| ![Education Home](educa1.gif) * * * ![Table of Contents](tablicon.gif) ![Up](upicon.gif) ![Down](downicon.gif) ### SYLLABUS COLLEGE PHYSICS 1 PHYS 201 FALL 2000 Course Title Phys 201 College Physics 1 Instructor Information Name: <NAME> Office Location: Beech 112 Office Hours: M 9:00 - 9:50 am, 2:10 - 3:00 pm T 2:10 - 3:00 pm W 9:00 - 9:50 am R 2:10 - 3:00 pm F 9:00 - 9:50 am, 2:10 - 3:00 pm Telephone: Off campus 229-6308; On campus 6308 Class Schedule Lecture: 1:10-2:00 pm MWF Problem session 1:10-2:00 pm R Course Description Algebra and trigonometry based treatment of the laws of motion, energy, momentum, circular motion, gravitation, waves, and sound. Prerequisite: Mathematics 112 or satisfactory completion of a trigonometry competency test. Lecture and laboratory. Credit 4 hours. Attendance Regular attendance is highly recommended. Outcomes So that the student will have: 1. knowledge of basic processes, concepts and principles of the laws of motion, energy, momentum, circular motion, gravitation, waves, and sound; 2. knowledge and understanding of the concepts and laboratory techniques found in general physics; 3. knowledge of metric measures; 4. proficiency in organization and use of laboratory equipment; 5. proficiency in process skills, including identifying and controlling variables, interpreting data, formulating and teaching hypotheses and experimenting. Course Objectives: Upon completion of this course, the student will be able to: 1. state the fundamental physical laws of motion, energy, momentum, circular motion, gravitation, waves, and sound; 2. use algebra in solving problems in the fields mentioned in the objective above; 3. use the concept of a vector along with basic trigonometry to solve a wide range of problems; 4. utilize basic problem solving processes, including observation, inference, measurement, prediction, use of numbers, classifying and use of space and time relationships; 5. use computers to run physics tutorials, perform laboratory experiments and analyze and graph data; 6. correctly use measuring devices and other equipment introduced in the lab; 7. work effectively in group situations. Instructional Methodologies Classes will consist of lectures, discussions, and group activities. The laboratory portion of the course will consist of a series of experiments performed during the semester. Textbook College Physics, Seventh Edition by Sears, Zemansky, and Young. Addison-Wesley Publishing Company, Reading, Massachusetts. Course Requirements 1. Quizzes - A quiz will be given near the end of each chapter. The instructor will give the class at least one day prior notice of a quiz. At the end of the semester the quiz with the lowest score will be dropped. Makeup quizzes will not be given. 2. Homework - Homework assigned in class will be collected at the beginning of the class period of the due date. In general late homework will not be accepted. Under extenuating circumstance late homework will be accepted provided the student has a verifiable written excuse from a doctor or he/she has discussed the matter with the instructor prior to the due date. 3. The Final - All students are expected to take the final exam at the designated time and place. No makeup exams will be given. The final exam is scheduled for 1:10 pm on Wed., Dec. 13. 4. Laboratory - The laboratory will consist of approximately ten experiments performed during the semester and a final exam. Lab reports will be due at the end of each lab period and are not to be taken home. If a student misses a lab he/she may perform a makeup lab at the end of the semester provided the student has a verifiable written excuse from a doctor or he/she has discussed the matter with the instructor prior to the lab date. The makeup lab will be different from any of the labs given during the semester. If a student misses more than one lab during a semester a zero will be entered for each additional lab missed. Evaluation Quizzes. . . . . . . . . . . . . . . . .300pts. Lab. . . . . . . . . . . . . . . . . . . .100 Final . . . . . . . . . . . . . . . . . . .100 Homework. . . . . . . . . . . . . . 100 A - 600-540pts. B - 539-480 C - 479-420 D - 419-360 F - 359-0 Assessment Day The first Assessment Day for Southwestern College is scheduled for Wednesday, September 20, 2000. On that day all classes normally held between 8:00 am and 3:00 pm will be canceled in order to assure all faculty is available to participate in assessment activities planned by departments. Departments and/or programs have the prerogative of requiring student participation in assessment activities. Students should not assume Assessment Day will be a day of vacation. Policy Regarding Academic Integrity The policy on academic integrity is on file in the natural science division office. The policy can also be found on page 92 of the 2000 - 2001 Southwestern catalog. The student is responsible for reading and understanding this policy. In this class the policy will be strictly followed. * * * ![Table of Contents](tablicon.gif) ![Up](upicon.gif) ![Down](downicon.gif) ## Laboratory Materials * Significant Figures * Accuracy of Experimental Results Significant Figures The digits required to express a number to the same precision as the measurement it represents are known as significant figures. It is important for you to learn how to record measurements using the proper number of significant figures. Failure to learn this relatively simple task will result in a failure to communicate the results of an experimental measurement. If the length of an object is measured as 20.45 cm, this quantity is said to be measured to only four significant figures. If written as 0.0002045 km, it is still measured to only four significant figures since the zeroes preceding the 2 only indicate the position of the decimal point. As a general rule, zeros are significant if they fall between two non zero significant figures or they are located to the right of a significant figure and are also, to the right of the decimal point. In the above measurement, the zero between the 2 and 4 is a significant figure. However, the other four zeros are not. In the majority of recorded measurements, the last figure should represent a guess. If the above measurement of 20.45 cm is made with a meter stick, the last digit recorded is an estimated figure representing a fractional part of a millimeter division, the smallest division (or least measure) shown on the meter stick. In other words, the five is a guess or an estimate. All recorded data should include the last estimated figure in the result, even though it may be zero. If a measurement of an object is found to be exactly 10 cm, it should have been recorded as 10.00 cm, not 10 cm, since with the meter stick you can estimate to 0.01 cm. If the student were to record the measurement as 10 cm, he or she would be communicating to the instructor and to others that the actual value is somewhere between 9 cm and 11 cm. This represents an uncertainty of the measured value of 10 cm of plus or minus 1 cm. However, by recording the measurement as 10.00 cm, the student is indicating that the measurement is between 9.99 cm and 10.01 cm. This represents an uncertainty in the measured value of plus or minus 0.01 cm. An uncertainty of 0.01 cm is far better than an uncertainty of 1 cm. A reading of 20.45 cm, means that the value actually lies between 20. 44 cm and 20.46 cm, or that there is an uncertainty of 0.01 cm. This is an instrumental error of 0.01 cm in the measured length of 20.45 cm or an instrumental fractional error of .01/20.45 = 0.0005. The word instrumental refers to the meter stick used to make the measurement. The fractional error can be represented as a percentage by multiplying the above result by 100. Therefore, the instrumental error for this measurement, using a meter stick, is 0.05%. You should develop the habit of making similar calculations. Many quantities are determined through the combination of several measured quantities. For example, the volume of a cylinder is given by the following equation: V=(0.785)d 2h Where d is the diameter and h the height of the cylinder. To determine the volume of the cylinder, you would need to measure its height and diameter. In this example, the volume represents an indirectly measured quantity, where the height and diameter both represent directly measured quantities. The measurements of the directly measured quantities will each have an instrumental error associated with it. An important question is how do the measurement errors in directly measured quantities affect the precision of the calculated quantity? To find how many figures should be kept in an indirectly measured quantity and to determine how precisely directly measured quantities should be measured, you should observe the following general rules: 1. Sums and differences: Quantities to be added or subtracted should be measured to the same number of decimal places regardless of the number of significant figures. The result of either operation should retain no more decimal places than the quantity having the fewest decimal places. Note the difference between decimal places and significant figures. The measurement of 20.45 cm has four significant figures and two decimal places to the right of the decimal point. Example: To add the three lengths; 10.07 cm, 0.0126 cm, and 4.1 cm, imagine them written in columnar form as: 10.07 0.0126 4.1 which then reduces to: 10.1 0.0 4.1 The result is reported as 14.2 cm and not as 14.1826 cm. NOTE: the reduction in significant figures and the rounding off takes place before the mathematical operation of adding is performed. 2. Products and quotients: Quantities which are to be multiplied or divided should be measured to the same number of significant figures. The common practice is to carry one more significant figure than that in the least significant number. Example: Consider the following laboratory problem: (47.213 x 12.1 cm)/0.072 Sec Note that the measurement of 0.072 Sec has the fewest number of significant figures (2 significant figures) of the three measurements. The above should be rewritten as: (47.2 x 12.1 cm)/0.072 sec (2 significant figures with one non-significant figure carried during calculations) and then solved with the result being expressed as 7900 cm/sec and not as 7932.22 cm/sec. Note that the above result has only two significant figures. The two zeros to the right of the 9 are present only to place the decimal point. The result could have been written as 7.9 x 102 cm/sec. 3. In dropping figures which are not significant, the last figure retained should not be changed if the first figure dropped is less than 5 and should be increased by 1 if the first figure dropped is greater than 5. If the first figure dropped is 5, then it is common practice to add 1 if it makes the last figure retained an even number. Examples: In rounding off the following to two significant figures we write: 7932.2 as 79 x 102 0.0555 as 0.056 56.47 as 56 0.465 as 0.46 0.00567 as 0.0057 Accuracy of Experimental Results Several statistical measures are used to express the accuracy or estimated accuracy of an experimental result in a quantitative form. Those with which we shall be concerned are percent error and percent difference. 1. Percent error is defined as 100 times the ratio of the error made in measuring a quantity to the correct or best accepted value of the measured quantity. % error = (error x 100)/correct value The value of the error is the arithmetical difference of your measured or computed value minus the correct value which may give a plus or minus value. This measure of accuracy is useful only when there is a universally accepted value with which to compare your results. 2. When we have measured or calculated a quantity by two independent methods neither of which is expected to be overwhelmingly more exact than the other, the percent difference between the results of the two methods may be a useful test either of our experimental result or of some assumption which has been made in order to carry out the calculation. Percent difference is defined as % difference = (difference of two values x 100)/average of two values * * * ![Table of Contents](tablicon.gif) ![Up](upicon.gif) ![Down](downicon.gif) ## Assignments - Homework * * * * Chapter 1 Read Sections: 1.1 - 1.8 Work Problems: 2, 13, 29, 34, 44, 46 * Chapter 2 Read Sections: 2.1 - 2.6 Work Problems: 6, 9, 20, 29, 34, 36 * Chapter 3 Read Sections: 3.1 - 3.4 Work Problems: 5, 10, 12, 33 * Chapter 4 Read Sections: 4.1 - 4.8 Work Problems: 7, 8, 12, 13, 19 * Chapter 5 Read Sections:3.5, 5.1 - 5.4, 6.1 Work Problems:2, 11, 12, 29, 37 in Chapter 5, and 6 in Chapter 6 * Chapter 6 Read Sections: 6.3 and 6.5 Work Problems: 11, 34, and 37 * Chapter 7 Read Sections: 7.1 - 7.9 Work Problems: 4, 17, 20, 26, 30, 42, 48, 65 * Chapter 8 Read Sections: 8.1 - 8.5 Work Problems: 4, 9, 11, 15, 17, 24, 29, 40, 57 * Chapter 9 Read Sections: 9.1 - 9.10 Work Problems: 8, 16, 17, 20, 21, 37, 46, 50, 70 * * * ![Table of Contents](tablicon.gif) ![Up](upicon.gif) ![Down](downicon.gif) ## Study Aids 1995 Quiz #1 1995 Quiz #2 1995 Quiz #3 1993 Quiz #3 1995 Quiz #4 1994 Quiz #4 1993 Quiz #4 1993 Quiz #5 1995 Quiz #5 1995 Quiz #6 1994 Quiz #6 1993 Quiz #6 1993 Quiz #7 1994 Quiz #7 1995 Quiz #7 1995 Quiz #9 1994 Quiz #9 Lab Study Guide 1995 Final Exam Page #1 1995 Final Exam Page #2 1995 Final Exam Page #3 1995 Final Exam Page #4 * * * ![Table of Contents](tablicon.gif) ![Up](upicon.gif) ![Down](downicon.gif) ## Internet Resources * A Vector Tutorial * A Free-Body Diagram Tutorial * A Dimensional Analysis Tutorial * Other Physics Tutorials * A Quick Summary of Logical Problem Solving Skills * Problem Solving * How to Solve Problems * Solved Physics Problems * Eric's Treasure Trove of Physics * The Physics Connexion: A Fresh Oasis for the Weary Physics Student * Physics Around the World: History of Science and Science Museums * The Net Advance of Physics: History of Physics * Physics Biographies * * * ![Table of Contents](tablicon.gif) ![Up](upicon.gif) ![Down](downicon.gif) ## Pictures Galileo Newton Joule * * * ![Table of Contents](tablicon.gif) ![Up](upicon.gif) ![](sctopbar.gif) ## The Physics Department Southwestern College 100 College Street Winfield, KS 67156 Telephone: (316) 229-6000 <NAME> Telephone: (316) 229-6308 E-Mail: <EMAIL> URL="http://www.sckans.edu/~gangwere/college1.html" Updated: August 22, 2000 by <NAME> This page has been accessed ![1](/cgi-bin/Count.cgi?ft=6\|frgb=150;60;100\| tr=0\|trgb=0;0;0\|wxh=15;20\|pad=0\|dd=C\|st=1\|sh=1\|df=college11.dat) times since May 8, 1997 <file_sep>Course Syllabus (last revised 10/08/01) CS 1521 Computer Science II Fall Semester, 2001 ### Course Information Instructor:<NAME> Office: <NAME> 315 Email:<EMAIL> Phone: 726-8643 Office Hours: Monday 2:00 to 4:00 Tuesday 12:00 to 1:30 Thursday 12:00 to 1:30 Texts: * <NAME>., _Data Structures Via C++: Objects by Evolution_, Oxford Universiy Press, 1997. * <NAME>., _Object-Oriented Programming in C++_, Sams, 1999. Teaching Assistants: * Section 2/3 - Sameer Apte * Section 4/5 - Saif Mohammad Lecture: 11:00am-11:50am Monday, Wednesday, Friday in MWAH 195 Discussion: * Section 2 - 11:00am-11:50am, Thursday - HH 302 * Section 4 - 11:00am-11:50am, Tuesday - HH 302 Lab: * Section 3 - 11:00am-11:50am, Tuesday - KPlz 144 * Section 5 - 11:00am-11:50am, Thursday - KPlz 144 ### Prerequisites Semester: CS 1511; Quarter: CS 1622 ### Course Description Procedural and data abstraction. Elementary abstract data types, including stacks and queues, and their applications. Intermediate abstract data types, including trees, heaps, hash tables, and their applications. External methods. ### Course Objectives The course begins with a brief introduction to the C++ language and the concepts of abstraction, encapsulation, polymorphism and inheritance. The basic design principles of object oriented programs are discussed and the concept of an ADT ( A bstract D ata T ype) is introduced. The ADT concept is then elaborated on in a series of assignments and lectures covering the basic ADTs: lists, stacks, queues, tables, trees and graphs. By the end of the course, the student should have mastered the main concepts of Object Oriented Programming and have successfully completed programming assignments in C++ on each of the basic ADTs. ### Course Requirements You are responsible for reading the assigned textbook material and for obtaining any material covered in lecture, discussion, and lab, including: * lecture notes * assignments and handouts * turning in programming assignments and homework * films (if any) If you are unable to attend a class meeting, it is your responsibility to obtain class notes, assignments, and extra copies of handouts from a fellow student. ### Late Work Late work will be will be handled as follows, homework: * turned in before the HH314 lab closes on the due date - full credit. * turned in any time the next day that HH314 is open - 25% deduction. * turned in after that - no credit. Word of wisdom: Start programming your solution to an assignment early! ### Grading Policies There will be two midterm exams, worth 12.5% of your grade each and a final exam worth 25% of your grade. These exams are closed book. Midterm exams will be handed back and discussed in the discussion sections. If you are unable to attend discussion the day exams are handed back and discussed, you are encouraged to come review your exam during office hours with the TA. The two- hour final examination is cumulative. It is Department of Computer Science policy not to return final exams, however they are kept and you can look at your exam in the instructor's office. There will be no make-up exams without the PRIOR consent of the instructor, and even then only under VERY unusual circumstances. Note: The grade of I (incomplete) can be given _only_ when 1. the student has performed satisfactorily during most of the semester, and 2. the student is unable to finish the semester's work on time for reasons beyond his or her control. Students will not be assigned an incomplete solely for the purpose of avoiding a poor grade. According to UMD policy: (found at http://www.d.umn.edu/catalogs/current/umd/gen/grades.html) "[t]he temporary grade I (incomplete) is assigned only when a student has made an agreement with the instructor to complete the course requirements before the instructor submits final grades for a semester." Many of the exam questions will be discussed during lecture and the discussion sections. All the questions mentioned in the reading assignments will be answered in the lectures. Scores and total points will be posted periodically on the "Grades" page of the class web site. ### Grading Procedures Final grades are based on the following distribution: * Labs and other assignments 50% of grade (420 to 450 points) * Midterm Exam I 12.5% of grade (100 points) * Midterm Exam II 12.5% of grade (100 points) * Final Examination 25% of grade (200 points) Grades are assigned based on a percentage of the total points. * A- cutoff is 90% * B- cutoff is 80% * C- cutoff is 70% * D cutoff is 60% * F is below 60% These cutoff percentages may be lowered but they will not be raised. ### Exam Schedule Midterm Exam I - Wednesday, October 3, 11:00-11:50 in MWAH 195 Midterm Exam II - Wednesday, November 14, 11:00-11:50 in MWAH 195 Final Exam - Monday, December 17, 12:00-1:55 PM in MWAH 195 ### Equal Opportunity The University of Minnesota is committed to the policy that all persons shall have equal access to its programs, facilities, and employment without regard to race, color, creed, religion, national origin, sex, age, marital status, disability, public assistance status, veteran status, or sexual orientation. As your instructor, I am committed to upholding University of Minnesota's equal opportunity policy. I encourage you to talk to me in private about any concerns you have related to equal opportunity in the classroom. To inquire further about the University's policy on equal opportunity, contact the Office of Equal Opportunity, 255 DAdB, phone: 726-6827, email: <EMAIL>. ### Students with Disabilities If you have any disability (either permanent or temporary) that might affect your ability to perform in this class, please inform me at the start of the quarter. I may adapt methods, materials, or testing so that you can participate equitably. To learn about the services that UMD provides to students with disabilities, contact the Access Center/Disability Services 138 Kirby Plaza, phone: (2318) 726-8217 or TTY (218) 726-7380, email: <EMAIL>, or contact the Office of Equal Opportunity, 255 DAdB, phone: 726-6827, email: <EMAIL>. ### Getting Help with Programming Assignments If you need help with a programming assignment, here is a list of resources, which you should make use of in the following order: 1. course materials, such as texts, notes, and previous lab assignments 2. TA's in HH 314, all of whom should know C++ 3. your own TA in HH 314 (who will definitely know C++) 4. a tutor at the UMD Tutoring Center in Campus Center 40. They provide both free tutors and a list of private tutors. 5. the instructor You can also ask fellow students general questions for understanding, however see the next section on cheating and plagiarism for an overview of the actions taken if you are caught cheating. ### Cheating/Plagiarism All lab assignments are to be your own work -- there will be no group labs in this course. The copying of other student's assignments will NOT be tolerated. This includes source code, right down to commenting. Changing variable names while copying the structure of someone elses code - even for a single routine - is an actionable offense. The TA's will be instructed to be keenly aware of cheating and the procedure for handling such offenses will be as follows: * First minor offense : Individuals involved will share the total points awarded. E.g. 2 people involved (both first time offenders) on an assignment awarded 44 out of 50 points will each receive 22 points (half points will be rounded down). * Second minor or first major offense : Individual will receive a zero for the assignment and a report will be filed with the Head of the Department of Computer Science. * Third minor or second major offense and subsequent offences : Individual will be turned in to the appropriate disciplinary committee on grounds of scholastic dishonesty. The instructor's discretion determines whether a violation is a minor or major offense. See the appropriate section(s) of the Student Conduct Code at http://www.d.umn.edu:80/student/proced/cond/conduct.html. Note that ignorance is no defense, i.e. being unaware that someone copied your work does not free you of the consequences. Also, offenses are accumulated on an individual basis, e.g. a first time offender may receive partial credit while the second time offender they are involved with receives a zero. <file_sep>Introduction to Comparative Politics Syllabus <NAME> Spring 2001 Office phone: 437-5563 Rocky 405 Office hours: Tuesday, 1-3 Thursday 12-1 or by appointment email -- <EMAIL> ### Introduction to Comparative Politics Introduction to Comparative Politics is a beginning level course intended to familiarize students with the study of politics in other societies. This class will focus on four case study countries -- Chile, China, Great Britain, and South Africa. In analyzing the politics of these four countries, the course will expose students to the diversity of the modern world and teach students methods for studying other countries, means to approach other nations both sympathetically and critically. Principle questions explored during the semester will include: How can political change be accomplished given the weight of history and political culture? How is political power maintained? What is the relationship between the political system and the economy? How do societies influence their political system, and specifically how do diverse social groups relate to the state? There are three basic goals for this course: 1. To familiarize students with the politics, history, culture, and economics of South Africa, Great Britain, China, and Chile; 2. to teach students how to analyze politics in various countries, i.e., to teach students the practice of comparative politics; and 3. to help students learn to think critically. Students will be graded based upon their knowledge of the four countries covered, on their ability to apply the skills of comparative politics to the four countries, and on their use of critical thinking, as demonstrated in performance on two exams and two papers and in participation in classroom discussions. The grades will be distributed as follows: 20% Mid-Term Exam 20% First Essay 20% Second Essay 30% Final Exam 10% Class Discussions The midterm exam will take place during class time on March 8 and will consist of short answers and one essay question. The final exam will consist of short answers and two essay questions. The essays questions for each exam will be selected from a list of possible questions, which will be provided to students at least a week before each exam in order to assist students in their preparations. Students will not be allowed to use notes or books during the exams. Students are required to write two short papers during the semester. The first, based on the reading of the book Wild Swans by <NAME> will be due in class on February 13. The second, based on the reading of <NAME>, is due in class on April 24. Papers received after the beginning of class will be counted as late. Papers will lose one grade for each day that they are late. Details on the requirements for the paper will be handed out early in the semester. Active classroom participation is essential to the learning process in this course. The goal of this course is not for students to memorize a list of facts but rather for students to learn principles of political analysis and critical thinking. Class discussions provide students an opportunity to apply the principles learned in this course. Attendance is therefore required, and 10% of the grade will be based on attendance in class and informed participation in discussions. The reading load for this course is heavy. To get the most out of classroom discussions (and to be well prepared for exams), it is important that students keep up with the reading. If for any reason you need to miss a large number of classes, please contact the dean of students so that we can find a means for you to make up the missed work. I encourage all students to come talk with me if you have questions at any time during the semester or if you wish to discuss ideas covered in the course -- or if you want to discuss anything else, for that matter. My regularly scheduled office hours are Thursday 11:30-1:00 in 405 Rockefeller. Other meetings can be arranged by appointment. Or feel free to drop by my office in Rockefeller. Academic accommodations are available for students with documented disabilities. Please schedule an appointment with me early in the semester to discuss any accommodation that may be needed for the course. All accommodations must be approved through the Office of Disability and Support Services (ext. 7584) as indicated in their accommodation letter. Course Overview and Assigned Readings Texts available at the College Bookstore: <NAME>, Countries and Concepts: Politics, Geography, Culture, Prentice Hall, 2001. Jung Chang, Wild Swans: Three Daughters of China, Anchor Books, 1991. Pamela Constable and Arturo Valenzuela, A Nation of Enemies: Chile Under Pinochet Norton, 1991. <NAME>, <NAME>, <NAME>, 1987. Readings marked in the syllabus with * are available on reserve in the library and in a reading packet. Readings marked are available on electronic reserve. The syllabus and other course information are available on-line at: http://vassun.vassar.edu/~tilongma/introcomparative.html Introduction (January 18) I. China (January 23-February 13) A. Chinese History and Political Culture (January 23, 25, 30) -Roskin, pp. 1-17; 376--384. -<NAME>, "'Creeping Democratization' in China," Journal of Democracy, Fall 1995. -<NAME>, "Three Scenarios," Journal of Democracy, Winter 1998. B. Legitimacy and Coercion: Ideology, Political Parties, and State Violence (February 1) -Roskin, pp. 384-400. -<NAME>, "Memory and Mourning: China Ten Years After Tiananmen," SAIS Review, spring 1999. C. Economic Reform: Economic Liberalism, Political Conservatism (February 6) -Roskin, pp. 400-406. -*<NAME>, "China's Guilded Age," The Atlantic Monthly, April 1994. D. Debating Economics and Human Rights (February 8) - <NAME>, "Global Capitalism and the Road to Chinese Democracy," Current History, September 2000. -<NAME>, "The Need to Restrain China," Journal of International Affairs, Winter 1996. - <NAME>, "Asian Values and International Relations," Journal of International Affairs, summer 1996. E. Gender and Politics (February 13) -<NAME>, Wild Swans: Three Women of China, entire book. -** <NAME>, "Women and Political Participation in China," Pacific Affairs, fall 1995. Papers on Wild Swans due in class February 13. II. Great Britain (February 15-March 8) A. British History and Political Culture (February 15, 17) -Roskin, pp. 22-33; 49-59; 73-78. -* <NAME>, "The English Disease," from Wilson Quarterly, Autumn 1987. B. British Political Institutions (February 22) -Roskin, pp. 34-47. -*<NAME>, "Breaking up Britain: a kingdom no longer united," World Policy Journal, Spring 1999. - <NAME>, "Democracy in Britain," Political Quarterly, July-September 2000. C. Political Participation and Legitimation (February 27) -Roskin, pp. 61-71. -* <NAME> & <NAME>, Yes Minister, chapters 4 & 5\. D. The Politics of Diversity in Britain (March 1 & 6) 1\. Northern Ireland (March 1) -Roskin, p. 79. -* <NAME>, Living With War, chapters 1 & 2\. -* <NAME>, "The Good Friday Agreement, the Decommissioning of IRA Weapons and the Unionist Veto," Capital and Class, Autumn 1999. 2\. Race, Sexuality, and Gender (March 6) -Roskin, pp.79-81. -* <NAME>, "The Pink and the Black: Race and Sex in Postwar Britain," Transition, spring 1996. -* <NAME> & <NAME>, Yes Minister, chapter 15, "Equal Opportunities." Midterm in class March 8. III. Chile (March 27-April 5) A. Chilean History (March 27 & 29) -Constable and Valenzuela, chapters 1-4, 11 & 12\. -*<NAME>, "Twenty-Five Years After Allende," The Nation, February 1998. Film Screening - March 29 - Missing B. Legacies of Authoritarianism: The Aftermath of Political Violence (April 3) -Constable and Valenzuela, chapters 6 & 10 - <NAME>, "Chile's Lingering Authoritarian Legacy," Current History, February 1998. -"Twighlight of the General," NACLA Report on the Americas, May/June 1999, pp. 11-33. C. Economic Policies (April 5) -Constable and Valenzuela, chapters 8, 9. -A<NAME>, "Chile: Latin America's Third Way," New Perspectives Quarterly. D. Religion and Politics (April 10) - <NAME>, "The Role of the Chilean Catholic Church and the New Chilean Democracy," Journal of Church and State, Spring 1994. IV. South Africa (April 12-April 26) A. South African Political History (April 12, 17) -Roskin, pp. 440-465 -<NAME>, "Enterning the Post-Mandela Era," Journal of Democracy, October 1999. -<NAME>, "<NAME> -- an enigma waiting to unfold," African Business, March 1999. - <NAME>, "We Must Forget the Past," Yale Review April 1995. Film Screening - April 12 - Sarafina B. Confronting the Past: The Truth and Reconciliation Commission (April 26) -<NAME>, "Confronting the Past, Creating the Future: The Redemptive Value of Truth Telling" Social Research, Winter 1999. -<NAME>, "Between Nuremberg and Amnesia," Monthly Review, September 1997 - <NAME>, "Trading Justice for Truth," The World Today, January 1998. C. Legacies of Authoritarianism: Memories of Apartheid (April 24) -Mathabane, entire book. Papers on Kaffir Boy due in class April 24. D. Post Apartheid Challenges: Economic and Social Diversity (April 19) -Roskin, pp. 466-471. -<NAME>, "Economics After Apartheid," Canadian Dimension, July-August 1997. -*<NAME>, "Race and Reconciliation," Politics and Society, June 1997. - <NAME>, "The Word from Johannesburg," Out, August 1997. Wrap Up (May 1) Final Exam during exam period. <file_sep>Georgia Perimeter College Course: HIST 2112-394 Instructor: <NAME> Office: SB 2267 Phone: (404) 244-2993 Email:<EMAIL> Office Hours MWF 8:00 - 9:00 a.m., TR 9:30 a.m. - 12:15 p.m. & 1:40 - 2:30 p.m. Course Description and Objective HIST 2112-394 covers the second half of the History of the United States. The objective of this course is to familiarize students with the growth and development of the United States since the Civil War, emphasizing not only chronological and political history, but also social and economic history of the country and its relationship to the world. This course will be taught completely online. Chapter outlines are provided as a learning tool. Students are expected to read each chapter on the assigned dates based on the thematic outline and engage in discussions on the Discussion Area. The Discussion Area may also be used to post relevant questions to the instructor. In most cases, I will respond to the questions within a twenty-four hour time frame. Tests, exams, assignments, etc. will be provided online and it is the responsibility of the student to check their availability and complete them before he deadline expires. In addition to the Discussion Area, students may correspond with me using the private mail feature in WebCT. I strongly urge students to use the Discussion Area only to post discussion items regarding chapters or relevant questions. Required Textbook Roark, <NAME>., <NAME>, <NAME>, <NAME>, <NAME>, and <NAME>, _The American Promise: A History of the United States, Volume II: From 1865_. Second Edition. Boston: Bedford Books, 2002. Course Requirements Icon \| Instructions ---\|--- ![](quiz.gif) Quiz/Test \| There will be two class tests and one final examination. Tests and the final examination will consist of multiple choice and true or false questions. It is the responsibility of the student to inform the instructor ahead of time if there is a reason why he/she should miss a test in order to qualify for a makeup test. Excuses given after the test has been completed will not be accepted. ![](quiz.gif) Quiz/Test \| Quiz: Twenty (20) points of the final grade will be based on quizzes given during the course of the semester. Quizzes are intended to test the student's knowledge of materials from assigned readings. Quizzes will be given after two or three chapters have been completed. They will be unannounced, hence it is the responsibility of the student to check when they become available. There will be no makeup for a missed quiz. ![](dropbox.gif) Assignments \| Written Assignments: Ten (10) points of the final grade will be based ** on assignments given during the course of the semester. The instructions and deadline regarding the assignments will be available under the assignment icon. Late assignments will not be accepted. ![](outline.gif) Chapter Outlines \| Chapter outlines are posted on the WebCT site and it is the responsibility of the student to access the site at least once a week and post at least one item on the bulletin board per week. The instructor reserves the right to withdraw a student if he/she does not access the site on a regular basis. Any student who withdraws/withdrawn after the midpoint (June 28) receives a WF grade. ![](bulletins.gif) Discussions \| Bulletin Board Discussions: Ten (10) points of the final grade will be based on discussion postings on each chapter on the Bulletin Board. Discussion postings should be relevant to the chapter that was the read during that week/part of a week and they should be original, not a response to another posting. ![](mail.gif) Private Email \| Private Email: Use this icon to send private email messages to the instructor or to other students in the class. ![](calendar.jpg) Calendar \| Calendar: Use this icon to check the events for the course during the semester. The calendar will list all the deadlines for the course. At the beginning of the semester, I will have all events posted, however, there may be changes if warranted during the course of the semester. therefore, it is the responsibility of the students to check this on a regular basis. Cheating and Plagiarism The penalty for cheating on tests or the final examination and plagiarizing assignments is as follows: First offense - Zero for the test or assignment; Second offense - F grade for the course Basis for Grading: There will be a total of 100 points to be divided as follows: Test One \| 10 ---\|--- Test Two \| 20 Assignments \| 10 Quiz \| 20 Bulletin Board Discussions \| 10 Final Examination \| 30 Total \| 100 Grades A=90-100, B=80-89, C=70-79, D=60-69, F=59 and below Reading Assignments Date \| Topic \| Chapter ---\|---\|--- June 7 - 13 \| Reconstruction \| Chapter 15 June 13 - 16 \| Americans on the Move: West \| Chapter 16 June 16 - 18 \| Business and Politics in the Gilded Age \| Chapter 17 June 18 - 20 \| American Workers \| Chapter 18 June 20 - 22 \| Turbulent 1890s \| Chapter 19 June 22 - 24 \| Progressive Reform \| Chapter 20 June 24 \| Test I \| June 24 - 26 \| U. S. and the "Great War" \| Chapter 21 June 26 - 28 \| New Era to the Great Depression \| Chapter 22 June 28 - July 1 \| New Deal Era \| Chapter 23 July 1 - July 3 \| U. S. and the Second World War \| Chapter 24 July 3 - 6 \| Cold War \| Chapter 25 July 6 \| Test II \| July 6 - 8 \| Politics and the Culture of Abundance \| Chapter 26 July 8 - 10 \| Decade of Rebellion and Reform \| Chapter 27 July 10 - 12 \| Vietnam and the Limits of Power \| Chapter 28 July 12 - 14 \| Retreat from Liberalism \| Chapter 29 July 14 - 16 \| End of the cold War and Rise of the Global Economy \| Chapter 30 July 22 \| Final Examination \| This syllabus represents only a general outline for the course and may be changed.** <file_sep>## 417 HISTORY OF SOCIAL THOUGHT * * * ## Course Syllabus Basic References Search Engines Sociological Links Newspapers & Magazines---International Newspapers & Magazines---National Social Issues * * * #### Syllabus for 417 Social Thought I. Basic Information for the Course Sociology 417 - The History of Social Thought Prerequisites: Sociology 211 and Psychology 213 Dr. <NAME> - BAC 111 phone 901-661-5399 e-mail - <EMAIL> II. Scope of the Course This course is designed to present an overview of the development of social thought from early-day social philosophers to modern social scientists. The basic ideas of the major social theorists will be presented. Each social thinker will be evaluated in terms of his contribution to major social thought, his influence on other sociologists, and the importance of his ideas in evaluating current social phenomena. III. Objectives of the Course 1. To present the major theoretical contributions of the main social theorists. 2. To enable the student to critically evaluate the different theories from his/her own frame of reference. 3. To evaluate current social phenomena and social processes in the framework of sociological theories. 4. To develop an awareness in the student of differing interpretations of the same social phenomena and processes. 5. To enable the student to summarize, contrast, and compare the basic ideas of the major social theorists. IV. Required Texts Classical Sociological Theory by <NAME> McGraw-Hill,1992. V. Assigned Reading and Research A term paper (on an agreed upon topic) is required to be turned in on the last regular class meeting. Each student will be responsible for giving reports on their internet topics during the semester. VI. Special Projects and/or Activities Several mini-projects on the internet will be assigned during the semester. VII. Method of Instruction The basic method of instruction will be class lecture-discussion and class discussion of internet projects. VIII. Method of Evaluation 1. There shall be four tests during the semester (three major tests and a final examination). 2. Each test shall count one fifth of the total grade. 3. The term papers and internet reports will count one-fifth of the total grade and shall be graded as follows: Excellent\| 95 \| Very Good\| 90 \| Good\| 80 \| Fair\| 70 \| Poor\| 60 ---\|--- 4. Each test may include the following types of testing: 1. Discussion questions 2. Short answer-type questions 3. Blanks to be filled in 4. Multiple-choice 5. Each test will be constructed to make a maximum of 100 points possible (each test will be given a grade ranging from 0 to 100). The four tests (4/5 of final grade) and the term paper and internet reports (1/5 of final grade) will be averaged at the end of the semester and translated into Union's letter grades as follows: 95-100 points\| A \| 85-94 points\| B \| 75-84 points\| C \| 65-74 points\| D \| Under 65 points\| F ---\|--- 6. Additionally, "pop" tests may be given during the semester if it appears the assigned materials are not being covered. These tests will be averaged into the final grade. 7. Policy on Academic Dishonesty and Cheating Academic dishonesty and cheating is contrary to the spirit of Christian education. Students should not present work for course requirements that is not original and documented by accepted standards. Cheating will result in an "F" for the assignment and a report of the incident filed with the Vice- President of Academic Affairs. Students should consult the university catalog for a policy statement. 8. If the student misses a test(s), the test(s) shall be made up on the last regularly scheduled class day (except for Summer terms). There shall be NO make-up of a make-up test. Final tests shall be given only at the designated time. Any changes must be in writing approved by either (a) the President or (b) the Academic Vice- President before I will consider approving it. VIII. Attendance Policy Each time the student is not in class, he/she is marked "absent." Each absence (for whatever reasons) above four in a TTH class or six in a MWF class must be made up by writing a two page double-spaced typewritten paper with at least two sources other than the textbook on a subject assigned by the professor. This paper will be related to the work missed during the absence(s). For Summer terms, absenses above two (2) must be made up. The papers are due no later than the last regular day the class meets. Two points shall be subtracted from the final grade point average for each paper not turned in. Anyone missing more than 25% of the semester shall automatically receive an "F" for the course. IX. Outline of Course I. Major Theoretical Models in Sociology II. Functionalism III. Role Theory IV. Symbolic Interactionism V. Conflict Theory VI. Model of Theorists and Theories VII. Plato VIII. Aristotle IX. Machiavelli X. Vico XI. <NAME> XII. Rousseau XIII. <NAME> XIV. <NAME> XV. Utopias XI. Comte XII. Spencer XIII. Bagehot XIV. Gumplowicz XX. Ratzenhofer XXI. Marx XXII. Ward XXIII. Giddings XXIV. Quetelet XXV. Le Play XXVI. de Gobineau XXVII. Sumner XXVIII. Durkheim XXIX. Weber XXX. Simmel XXXI. Mannheim XXXII. Schutz XXXIII. Tonnies XXXIV. Pareto XXXV. Cooley XXXVI. Veblen XXXVII. Thomas XXXVIII. Sorokin XXXIX. <NAME> XXXX. <NAME> XXXXI. Present Areas of Agreement in Sociological Theory The professor reserves the right to deviate from this syllabus under unusual circumstances. BACK TO THE TOP OF THE PAGE * * * #### Basic References #### General Information Citing Internet Sources How to cite Internet sources Office of the Director of Central Intelligence the CIA site Statistical Abstract of the U.S. Good general info about the U.S. The American Prospect A Journal for the Liberal Imagination U. S. Bureau of the Census U. S. Census Estimates Yahoo Education List A good place for basic educational concerns Demographic Resource List BACK TO THE TOP OF THE PAGE * * * Search Engines All-in-One Search Page Alta Vista The best overall search site Excite Lycos Websearcher Savvy Search Veronica Gopher Search YAHOO An excellent search site Search Engines Very good site for several search engines BACK TO THE TOP OF THE PAGE * * * Sociological Links <NAME>'s analysis of W.I. Thomas's works <NAME>'s Sociology Timeline from 1600 <NAME>'s Sociology Web site <NAME>'s Social Theory Course Outline and Notes <NAME>'s Social Thought Course Notes <NAME>'s Social Theory Notes Net Guide's Sociological Links Major Sociological Theorists General Sociology Sociology 302 - History of Social Thought <NAME>'s Web Page Sociological Research Online - Home Page Karl Marx More of Marx More of Marx More of Marx <NAME> The Emile Durkheim Home Page Anabaptist Sociology Rural Sociological Society The SocioWeb Sociological Research Online Symbolic Interactionist Home Page American Sociological Association Australian Sociology Gopher - Sociology and Psychology Mid-South Sociological Association North Central Sociological Association Sociology Source I Northern Illinois University's sociology homepage Sociology Source II A search index using keywords Sociology Source III Princeton's sociology links Sociology Source IV Seton Hall University's sociology homepage Sociology Source V Sociology on the Web--an introductory textbook Electronic Journal of Sociology Social Work Reference Page Sources in Sociology - Canada The Electronic Journal of Sociology The SocioWeb WWW Virtual Library: Sociology More on <NAME> August<NAME> BACK TO THE TOP OF THE PAGE * * * Newspapers & Magazines---International China News Digest Europe Online News Financial Times of London Internet Reading Room Gopher links to national & internat'l news sites Latin American News Online NewsHour The Jerusalem Post The St. Petersburg Press (Russia) The Sunday Times This Week in Germany BACK TO THE TOP OF THE PAGE * * * Newspapers & Magazines---National 2Cowherd General news on Aids, politics, black history, etc. ABC News Christian Science Monitor CNN Interactive CNN/Time AllPolitics CRAYON Build your own newspaper!!! Dallas Morning News Electronic Newsstand Excite news The latest headline news NBC News National and Internat'l Papers, Periodicals, & TV Newspapers on the Web NPR NewsHour Online NewspapersThe MOST comprehensive site!!! PBS NewsHour People The Bakersfield Californian The Chicago Tribune The News Tribune The New York Times on the Web Time Daily News Summary Times Fax Time magazine Touch Today (tm)- News USA Today U.S. News Online U S News & World Reports BACK TO THE TOP OF THE PAGE * * * Social Issues Civnet Crime, Punishment and Social Problems Data and Graphs on Social Problems Disablility Problems Index of the Freeman Articles Information About Social Issues Liberal Organizations Minority Relations Links from YAHOO Religion as a Social Problem Throwing Money at Social Problems Unabomber Manifesto Wired magazine BACK TO THE TOP OF THE PAGE * * * This page was constructed by <NAME> <file_sep># East European Cinema # Spring 1997 ## Film List UMBC DEPARTMENT OF MODERN LANGUAGES AND LINGUISTICS SPRING 1997 FILM SERIES: EAST EUROPEAN CINEMA FREE AND OPEN TO THE PUBLIC ALL SCREENINGS AT 7:30 P.M. LECTURE HALL IV February 3 THE BATTLESHIP POTEMKIN , directed by <NAME>, USSR, 1925, b/w, 75 minutes, silent, with musical score by <NAME>. Eisenstein's most successful film, POTEMKIN has often been voted one of a few all-time masterpieces of cinema. In brilliant black and white photography, and with breathtaking editing, it tells the story of the 1905 unsuccessful riot in the Black Sea port of Odessa. February 10 MOTHER , directed by <NAME>, USSR, 1926, b/w, 90 minutes, silent with music track. Based on Gorki's novel, Pudovkin has created a stirring film on the education of an exemplary Russian mother, <NAME>, during the unsuccessful uprisings of 1905. Beautiful black and white photography, and strong emotional editing. February 17 EARTH , directed by <NAME>, USSR, 1930, b/w, 90 minutes, silent. A masterpiece by Russian film maker Dovzhenko, EARTH portrays the conflicts in farming communities as they changed from private to collective ownership. The Russian landscape and its people are shown with great visual beauty. February 24 THE MAN WITH THE MOVIE CAMERA , directed by <NAME>, USSR, 1929, b/w, 90 minutes, silent. Another classic of the Russian silent cinema, THE MAN WITH THE MOVIE CAMERA is a brilliant formal experiment, highlighting camera work and editing through a montage of documentary shots. March 3 BALLAD OF A SOLDIER , directed by <NAME>, USSR, 1959, 87 minutes, in Russian, with English subtitles. An award-winning feature of the late fifties, this film tells of the adventures of a young soldier on a brief leave from the fighting lines of World War II. The film is noted for its visual poetry. March 10 MY NAME IS IVAN , directed by <NAME>, USSR, b/w, 1962, 84 minutes, in Russian, with English subtitles. The first feature by <NAME>, whom many consider one of the greatest filmmakers of all times. The film shared the grand prize of the 1962 Venice Film Festival. In beautiful black and white photography, it tells how a young child gets mixed up in the fighting of World War II. The film constitutes a remarkable break with the bland and simplistic style of socialist realism of films from the Stalinist era. March 17 <NAME> , directed by <NAME>, USSR, b/w and color, 1966, 146 minutes, in Russian, with English subtitles. Tarkovsky's early master work, originally released only for the foreign festival circuit and not shown in the USSR until 1971, is a reflection on art and society, based on the life story of the historical figure <NAME>, the 15th century icon painter. In eight episodes, spanning the period 1400 to 1423, the film tells of the journey of three artists, all monks, from their monestary towards Moscow, and of the conflicts they encounter. March 31 SHADOWS OF FORGOTTEN ANCESTORS , directed by <NAME>, USSR, 1964, color, 99 minutes, in Ukranian with English subtitles. Paradzhanov is the most spectacular representative of regional filmmaking which has played a major role in Soviet cinema. SHADOWS is a film about Ukrainian folk life and folk art. Some say that its great beauty and appeal place it second only to POTEMKIN. April 7 ASHES AND DIAMONDS , directed by <NAME>, Poland, 1958, b/w, 108 minutes, in Polish with English subtitles. ASHES is Wajda's most famous film of the fifties. In brilliant black and white photography, it tells the story of a young man in search of his identity during the first days following World War II. Starring <NAME>, one of the most popular actors of Polish cinema until his tragic death in 1967. April 14 THE KNIFE IN THE WATER , directed by <NAME>, Poland, 1962, b/w, 90 minutes, in Polish with English subtitles. Polanski's first feature film, THE KNIFE IN THE WATER was an immediate popular and critical success. A somewhat morbid love story, it thematically hints at the rottenness of Poland's party elite, and contains all the elements of Polanski's later style, above all his skill in building suspense stories. April 21 WALKOVER , directed by <NAME>, Poland, 1965, b/w, 77 minutes, in Polish with English subtitles. Skolimovski himself plays the lead in his second feature of largely biographical overtones. He portrays a young boxer who, on his return from the military, has trouble with his identity, refuses a job in a factory and spends his time as a boxing hustler. The film suggests that social ills are at the root of the young man's problems. April 28 DAISIES (SEDMIKRASKY) , by <NAME>, Czechoslovakia, 1966, 76 minutes. One of the major works of the Czech New Wave and a radical experiment in feminist humor, DAISIES has held cult status ever since. In Czech with English sub-titles. NOTE : We will be screening a video copy of this film. May 5 BLACK PETER ( CERNY PETR ), directed by <NAME>, Czechoslovakia, 1963, black and white, 89 minutes. The first feature by <NAME> who in 1969 emigrated to the United States where he directed such classics as ONE FLEW OVER THE CUCKOO'S NEST and AMADEUS. A critical look at the conflicts young people experienced during communist Czechoslovakia, especially as they related to work and the relationship with older people. The film met with the displeasure of the communist authorities but was released and won the 1963 Czech Critic's Prize. May 12 SHOP ON MAIN STREET ( OBCHOD NA KORZE ), directed by <NAME> and <NAME>, Czechoslovakia, 1965, 124 minutes, in Czech with English subtitles. The first Czech film to win an academy award as best foreign film, this film tells of the persecution of Jews under Slovakian fascism in World War II. With outstanding performances by <NAME>, <NAME>, and <NAME>. For more information, call 455-2109 or 455-2003, or write <EMAIL> ## Syllabus MLL 212: EAST EUROPEAN CINEMA Spring 1997 Instructor: Dr. <NAME> Office Hours: Mon 3-5, or by appointment Office: AC 138 Tel.: 455-2003/2109 E-Mail: <EMAIL> COURSE DESCRIPTION The course is an introduction to the major schools of East European Cinema, including classical and contemporary Soviet cinema, the Polish School, and the Czech New Wave. The course is structured around an introductory lecture, a discussion of the readings, the screening of the film, and a discussion of the film. The discussions will focus on close readings of the films in cultural contexts. Guidelines for this analysis will be issued by the instructor. A handout with such guidelines, and an additional handout listing basic film terms will be issued to all students. ******* NOTE TO STUDENTS WHO ARE NEW TO FILM ANALYSIS Film analysis is not difficult. It requires careful watching and familiarity with basic film terms. To facilitate this process, students who are new to film analysis may want to read chapter III, "The Language of Film: Signs and Syntax," in HOW TO READ A FILM by <NAME> ( on reserve in the Library ). In addition, new students may wish to view a video copy of BASIC FILM TERMS: A VISUAL DICTIONARY which has been placed on reserve with AV Services (ACIV, Room 114. ext. 2461). The film is 15 minutes long, a bit outdated, but still quite useful in illustrating the basic film terms. *** IMPORTANT NOTE TO ALL STUDENTS YOU ARE EXPECTED TO SCREEN ALL FILMS AND TO PARTICIPATE IN THE DISCUSSIONS. SOME OF THE FILMS ARE VERY HARD TO OBTAIN ELSEWHERE AND ARE BEING RENTED FOR A ONE-TIME SCREENING HERE AT UMBC. YOU SHOULD THEREFORE MAKE EVERY EFFORT NOT TO MISS ANY SCREENINGS. * REQUIRED TEXTS Mira and <NAME>. THE MOST IMPORTANT ART: SOVIET AND EAST EUROPEAN FILM AFTER 1945. Univ. of California Press, 1977 <NAME>. FILM SENSE. Harcourt, Brace, Jovanovich, 1974 ******* RESERVES I. The following items are on two-hour reserve in the Library: 1\. <NAME>. HOW TO READ A FILM 2\. Eisenstein, Sergei. FILM SENSE 3\. Liehm and Liehm. THE MOST IMPORTANT ART 4\. <NAME>. KINO. A HISTORY OF THE RUSSIAN AND SOVIET FILM. 5\. Vertov-Readings 6\. Tarkovskij-Readings II. The following item is on reserve at AV Services: BASIC FILM TERMS: A VISUAL DICTIONARY ********* FILM LIST A list of the films is attached, with brief descriptions and dates. Feel free to invite guests. All screenings will be in Lecture Hall IV. ***** GRADING Take-Home Midterm, due March 31.......35% Take-Home Final, due May 12.............35% ** Panel participation..............................................10% * Class participation (discussion of readings and films)......20% ** Each student is expected to participate in at least one panel to discuss a film. See the attached "Guidelines for Critiquing a Film". Your grade will be determined on how well you prepared for this panel and how well you present your observations. A sign-up sheet will be distributed on the first day of class. Please note that the discussions are a very important part of the course. You are required to stay for the discussions after the screenings and to participate! * READING ASSIGNMENTS A schedule for the reading assignments is attached ** FILM LIST A list of the films is attached, with brief descriptions and dates. Feel free to invite guests. All screenings will be in Lecture Hall IV. * ELECTRONIC CLASS LIST A list by the name of mll212 was established for this course. Make sure you subscribe. The process is as follows: 1. Write to <EMAIL>; 2. In the body of the message, type <subscribe mll212>. I will be sending you messages on this list, so it's important you check periodically. * HOME PAGE This course also has a home page where you can find the syllabus and the class list. * Questions? Feel free to ask Renate - write her an e-mail message, call or leave a note, or see her in her office hour. ******* READING ASSIGNMENTS (IT IS IMPORTANT TO DO THE READINGS BEFORE THE DUE DATE) February 10 : "Word and Image," in: FILM SENSE , pp. 3-65, and "Synchronization of the Senses," in: FILM SENSE , pp. 69-109. February 17: "Montage of Attractions," in: FILM SENSE , pp. 230- 233, and "A Statement," (Eisenstein, Pudovkin, Alexandrov) (hand-out) February 24: Reserve readings of texts by Dziga Vertov: "We: Variant of a Manifesto,", "The Fifth Issue of Kino Pravda," "Kinoks: A Revolution," "The Man with a Movie Camera," "On Editing," and "The Man with a Movie Camera (A Visual Symphony)." March 3: "The Soviet Union: From Avant-Garde to Socialist Realism," pp. 34-43, and "The Zhdanov Years," pp. 47-50, and pp. 64-75, as well as "Where Did the Cranes Fly," in: THE MOST IMPORTANT ART , pp. 199-210. March 10: "Reasons for Optimism," pp. 210-212, in: THE MOST IMPORTANT ART , as well as "Tarkovskij on Film," (hand-out). March 17: "Far from Mosfilm," pp. 306-309 in: THE MOST IMPORTANT ART , ** as well as "Tarkovskij-Readings" (on reserve in Library) March 31: "Paradzhanov," pp. 218-219, and "The Ukraine," pp. 326- 327, in: THE MOST IMPORTANT ART April 7: "The Polish School," in: THE MOST IMPORTANT ART , pp. 174-187 April 14: "Innocent Sorcerers and Knife in the Water," in: THE MOST IMPORTANT ART , pp. 193-196. April 21: "Silence and Cry: Poland after 1963," pp. 371-373. April 28: "The Miracle and the Young Wave: Czechoslovakia after 1963," pp. 275-277, "Through Women's Eyes," pp. 285-287. May 5: "Forman, Passer, Papousek," pp. 281-284 May 12: "Preceding Generations," pp. 277-280 GUIDELINES FOR CRITIQUING A FILM (in preparation for the panel) 1\. Inform yourself of the historical context of the film - when and where was the film made, what can you find out about the film maker? 2\. Screen the film once before our scheduled screening at night - make an arrangement with AV Services or the Library to do so. 3\. Guide yourself by the following general questions during the screening and take a few notes, if possible: a. Is the film telling a story, if so, what story does it tell? (Be brief!) b. What is the setting for the film (time and place)? c. Who are the protagonists? d. Do we identify with anyone? If so, with whom and why? e. Are there different points of view, or does a single point of view dominate, if so, whose? f. What can you observe about the film's structure - is it conventional linear narrative? or is it open, non-linear? Is it difficult to follow, if so, why? g. What are some of the most striking signifiers of the films, or, in plain English, what is most noticeable about the looks and the sound of the film? h. What did you like/dislike about the looks/sounds of the film? Can you give reasons? i. What themes does the film deal with? Are these films of any importance to your personal existence? Anywhere? <file_sep> --- \| \| \| --- \| \| American Military History, 1607-1914 ![Ist Minnesota Statue, Gettysburg](1minna.JPG) Courage, ideology or both?** This statue commemorates the charge of the First Minnesota Volunteer Infantry Regiment at Gettysburg on the second day of the battle. Ordered to plug a breach in the Union line, the regiment began the charge with 262 men. It contained the Confederate advance and helped save the Union position on Cemetery Ridge, but at a cost of 215 killed and wounded: a percentage loss of 82 percent. This is generally considered to be the highest percentage of casualties suffered by any Union regiment in a single battle during the entire Civil War. * * * New: From the War with Mexico to Enduring Freedom Even Newer: Lecture Notes for Rest of Course > Thanks to our foray into the world of the Peace Camp, we're about four lectures behind schedule. So that we can concentrate on the course's most important themes and avoid a forced march through the remaining three weeks, I have placed an old (but serviceable) set of lecture notes on the web. These should supplement the material in _For the Common Defense_. Needless to say, they are not a replacement for coming to class. > > The link above will take you to an old syllabus, which in turn has links to the lectures themselves. > > Burdens of Empire, Then and Now >> >> Links all sites relevant to "informal empire" (ca. 1900) and "globalization" (now). Under construction. >> >> Commerce, Memory Will Have To Share The Ground >> >> A recent op/ed piece I wrote for _Newsday._ _For Cause and Comrades:_ A Study Guide _Embattled Courage: _A Study Guide The Boxer Rebellion \- Another in-class exercise coming on Monday, November 26. THE FINAL EXAMINATION \- No kidding! It's here. * * * Prof. <NAME> Autumn Quarter 2001 Office: 363 Dulles Hall 292-1855 E-mail: <EMAIL> Overview and Objectives This course describes and analyzes the history of American military policy from the colonial period to the eve of the First World War. It focuses on the creation of American military institutions, the genesis of policy-making and maintenance of civilian control over that process, the interrelationship between foreign and military policy, the conduct of war, and the influence of American society upon the armed forces as social institutions. Students will achieve an understanding of the main developments in American military history, the ways in which these developments reflected or shaped developments in general American history, and the main interpretations advanced by scholars who have studied this subject. They will also hone their skills at critical writing and analysis, and will gain greater insight into the way historians explore the human condition. Texts <NAME> and <NAME>, _For the Common Defense: A Military History of the United States of America._ , Revised and Expanded Edition. (Abbreviated in the syllabus as FTCD.) <NAME>, _A People's Army: Massachusetts Soldiers and Society in the Seven Years' War_. <NAME>, _For Cause and Comrades_. Theodore Roosevelt, _The Rough Riders_. These works can be purchased at SBX. They may also be available at Long's and the OSU Bookstore. #### Enrollment All students must be officially enrolled in the course by the end of the second full week of the quarter. No requests to add the course will be approved by the department chair after that time. Enrolling officially and on time is solely the responsibility of each student. #### Make-up Exam Policy If for any family or medical reason you find it absolutely necessary to miss an examination, you must provide written documentation to substantiate the request in order to take a make-up. Whenever possible, notify me in advance. Make-up exams are administered by the department at certain scheduled times during the quarter. If you take a make-up, it will be at one of these times. #### Requirements One mid-term (25%), one book review (30%), and final exam (30%). Participation in class discussions counts for the remaining 15%. Please bear in mind that I may conduct these discussions at any time. Book reviews are due at the beginning of class on the date specified in the syllabus. Late book reviews will be penalized one full letter grade for every day in which they are late. ## Lecture Schedule Week 1. Introduction; administrative Military history: What's the point? Readings: FTCD, intro, ch. 1 Week 2. Colonial America, 1607-1763 The Militia System Native American Warfare Wars for Empire Readings: FTCD, ch. 2. Week 3. Revolutionary America, 1763-1783 Anglo-American Tensions, 1763-1775 American Revolution - I. American Revolution - II. Book Review Topics Due. See note under "Requirements," above. Readings: FTCD, ch. 3; Anderson, all. Week 4. American Revolution - III. American Revolution - IV. Midterm Examination (Wednesday, October 10) Readings: FTCD, ch. 3 Week 5. The New Republic, 1784-1815 Confederation Military Policy. Federalist Military Policy Origins of the War of 1812 Readings: FTCD, ch. 4 Week 6. The War of 1812 - I. The War of 1812 - II. An Expanding Republic, 1815-1860 The Military and the New Democracy - I. Readings: FTCD, chs. 4, 5 Week 7. The Military and the New Democracy - II. The Military and the New Democracy - III. The Mexican War - I. The Mexican War - II. Readings: FTCD, ch. 5 Week 8. The Army on the Frontier, 1848-1861 The Crisis of the Union, 1861-1877 The Civil War - I. The Civil War - II. Readings: FTCD, chs. 5, 6; McPherson, all. Week 9. The Civil War - III. The Army and Emancipation The Army and Reconstruction Toward an Organizational Society, 1877-1914 Book Reviews Due (Wednesday, November 14) Readings: FTCD, ch. 7. Week 10. The Indian Wars Military Reforms - I. Military Reforms - II. The Spanish-American War. Readings: FTCD, ch. 8; Roosevelt, all. Week 11. The Philippine War. The Root Reforms The New Navy American Military Policy on the Eve of the First World War Readings: FTCD, chs. 8, 9 The Final Exam will be held in the normal classroom on Wednesday, December 5, 11:30-1:18 p.m. * * * How To Survive History 582.01 A Guide for Undergraduates #### Introduction History 668.01 describes and analyzes the history of American military policy from the colonial period to the eve of the First World War. It focuses on the creation of American military institutions, the genesis of policy-making and maintenance of civilian control over that process, the inter-relationship between foreign and military policy, the conduct of war, and the influence of American society upon the armed forces as social institutions. It is an upper division course intended to be taught at the graduate student level. It is also an elective; I therefore assume that students have chosen to take it because they are interested and motivated to learn the material. The course requires about 100 pages of reading per week--sometimes more, seldom less. If you accept this reality at the outset you will be all right. If you assume you can pick up everything from lecture or from a light skimming of the main text you will not do well. It's as simple as that. But don't assume that you can blow off the lectures, either. For one thing, paying attention to the lectures will help keep you on track, so that you don't overemphasize some issues while ignoring others. For another, good attendance helps generate a certain goodwill between instructor and student, because it more or less demonstrates that the student is trying. That goodwill can come in handy if you fall down on the mid-term and need a little extra help. Finally, there is almost always a strong positive correlation between good attendance and good course performance. So while lecture attendance is not required, it is strongly encouraged. #### Office Hours Similarly, I encourage you to take full advantage of my office hours and those of the teaching associate. As a practical matter, you may want to visit him in preference to myself, since he will be grading your examinations. #### Examinations The mid-terms and final are divided into two main parts: "identifications" and essays. 1\. Identifications Identification questions call upon the student to identify and give the significance of a given term. The identification portion of the answer should define the term and/or discuss its important features. The significance portion should link the term to one or more of the larger conceptual issues raised in the course. Example: _<NAME>_ \- professor at the U.S. Naval War College, prophet of seapower and author (among many other works) of The Influence of Seapower Upon History. Mahan's work laid stress on command of the seas as a key to national power and emphasized the creation of strong battle fleets as the means by which this might be achieved. Denigrated commerce-raiding and stressed the destruction of the enemy's main battle fleet as the most appropriate objective. Significance: Mahan was the foremost proponent of the ideas that underlay the creation of steam-powered, big gun steel navy in the late 19th and early 20th centuries, and a major example of the new military professionalization that occurred during this period. Notice that this ID was answered in just four sentences. Try to be as succinct when you write your own. Too often students will include a great deal of extraneous information in their ID responses that improves their grade not a whit. Just as often they will fail to address the ID's significance; i.e., to place it in a larger context. Avoid making either mistake. 2\. Essay The identification portion of the test is concerned primarily with the student's understanding of the facts. By contrast, the essay is more concerned with the student's grasp of the overarching concepts and how these concepts organize and give meaning to the facts themselves. Students frequently assume that the essay is just another way for them to demonstrate what they know about the material that has been presented in class. This leads them to do a "memory dump," which can have unpleasant consequences and usually does, because an essay is intended to test your ability to think analytically and to explain your analysis on paper. This involves, in turn: a. an ability to write clearly, so that the reader is not baffled by misspellings, grammatical faults, run-on sentences, etc.; b. an ability to articulate a thesis; in other words, to orient the reader to the question that will be answered and to explain why the question is important; c. an ability to prioritize. What issues are most important in answering the question? What is the most logical order in which to present them? What examples most clearly illustrate these critical issues? d. an ability to avoid the irrelevant: everything you write should relate directly and explicitly to the question posed; e. an ability to write an essay that is proportional to the time allowed for its completion. If you have 20 minutes to complete an essay, you must tailor your depth of coverage so that you cover the whole question in 20 minutes, without omitting important points or overemphasizing one point to the detriment of another. Note: The exams will test you on the three additional books assigned in the course. For the midterm, you'll be tested on <NAME>'s _A People's Army_ ; for the final, <NAME>'s _For Cause and Comrades_ and Theodore Roosevelt's _The Rough Riders._ #### Book Reviews 1\. Selection of Books You must choose _two_ books from the bibliography in the back of this packet, _but you cannot_ choose books that are already part of the reading for the course. The books should be related in some way--chronologically, thematically, etc.--and you should examine the books in a comparative fashion. 2\. Content I expect your book reviews to conform more closely to those found in scholarly journals than to those in newspapers and general interest magazines. In newspapers and magazines, the main point of the review--besides telling what the book is about--is often to give the reader a sense of the work's style and dramatic qualities. Academic reviews, on the other hand, have a somewhat different agenda. Their purpose is fourfold: (1) to explain briefly what the book is about, (2) to analyze its thesis, (3) to offer a critical assessment of the book's strengths and weaknesses, and (4) to appraise its historical value. While this is not intended as a rigid formula, each of these points should be addressed in the course of your review. 1\. What the Books Are About - Offer the reader a brief overview of the books' subject matter, but try to encapsulize each work within three or four paragraphs. Identify the major events and personalities examined, key concepts employed, etc., but do not summarize the books in detail. 2\. Thesis - What are the authors' main arguments? What are they trying to demonstrate or refute? Do they reach similar or divergent conclusions? 3\. Strengths and Weaknesses - What do you think of the authors' theses? Do they do a good job of proving it? What sources did they use--personal experience, unpublished government documents, private manuscript collections, published primary or secondary works? If the books deal extensively with non- English-speaking nations, did they consult sources written in the appropriate foreign languages? Do you think they addressed all the relevant issues or can you think of some that they ought to have examined but did not? What were the authors' qualifications for writing such books? Did they have a particular ax to grind? Is their writing style clear or is their prose convoluted and difficult to follow? 4\. Historical Importance - How useful would an interested historian find the books to be? What makes you think so? Most especially, place the books within the context of one or more of the main themes and concepts discussed in the course. These questions and issues are intended as examples of what your paper should cover. They are not a checklist. Some may be more relevant to the books you select than others while you may come up with other questions not mentioned here. 3\. Format Your review should be typed, double-spaced, and about eight pages in length. It should be written clearly and free of grammatical errors and misspellings. I AM NOT KIDDING. On a separate cover sheet, give the review some sort of title and below it, place your name, the course number, and the date. The book's bibliographical data should appear at the top of the review: author, title, place of publication, publisher, date of publication, number of pages. For example: <NAME>, _The Military Experience in the Age of Reason_. New York: Atheneum, 1988. Pp. xi, 446. In instances where you quote directly from the works under review, a parenthetical citation [e.g., (Duffy, 242)] is appropriate. If other works are quoted, give the full citation in a footnote [e.g., <NAME>, _The Military Experience in the Age of Reason_ (New York: Atheneum, 1988), 242.] When in doubt, consult an appropriate reference work. One of the best is <NAME>, _A Manual for Writers of Term Papers, Theses, and Dissertations_ (5th ed., Chicago and London: University of Chicago Press, 1987). It sells for about $7.95 in paperback and is readily available. In the past, I have received a number of book reviews that do not meet the above criteria, with dire consequences for the student. Possible Book Review Pairings The list below offers just some of the many possibilities for comparative book reviews. For other books, see the extensive bibliographies at the end of Chapters 1-9 of _For the Common Defense_. You are not limited to these possibilities. However, the two books you suggest must offer equally good opportunities for comparison, _and you must clear the books with me beforehand_. American Sea Power <NAME> <NAME>, _The Rise of American Naval Power, 1776-1918_ (1939). <NAME>, _This People's Navy_ (1991). Colonial Wars: General <NAME>, _The Colonial Wars, 1689-1763_ (1964). <NAME>, _Warpaths: Invasions of North America_ (1994). King Philip's War <NAME>, _Flintlock and Tomahawk: New England in King Philip's War_ (1958) R<NAME>urne, _The Red King's Rebellion: Racial Politics in New England, 1675-1678_ (1989). Colonial Anglo-American Tensions <NAME>, _Roots of Conflict: British Armed Forces and Colonial Americans, 1677-1763_ (1986). <NAME>, _Toward Lexington: The Role of the British Army in the Coming of the American Revolution_ (1965). Colonial Wars: War and Society <NAME>, _War and Society in Colonial Connecticut_ (1990). <NAME>, _The Old Dominion at War: Society, Politics, and Warfare in Late Colonial Virginia_ (1991). War of Independence: General <NAME>, _The War for America, 1775-1783_ (1964). <NAME>, _The War for American Independence_ (1971). War of Independence: African American Participation <NAME>, _The Negro in the American Revolution_ (1961). <NAME>, _Water From the Rock: Black Resistance in a Revolutionary Age_ (1992). War of Independence: Logistics <NAME>, _Logistics and the Failure of the British Army in America, 1775-1783_ (1975). <NAME>, _To Starve the Army at Pleasure: Continental Army Administration and American Political Culture, 1775-1783_ (1984). Origins of American Military Policy: General <NAME>, _Eagle and Sword: The Federalists and the Creation of the Military Establishment in America, 1783-1802_ (1975). <NAME> and <NAME>, _A Respectable Army: The Military Origins of the Republic, 1763-1789_ (1982). Naval Officership <NAME>, _A Gentlemanly and Honorable Profession: The Creation of the U.S. Naval Officer Corps, 1794-1815_ (1991). <NAME>, _The Naval Aristocracy_ (1972). Origins of American Military Policy <NAME>, _Citizens in Arms: The Army and Militia in American Society to the War of 1812_ (1982). <NAME>, _Mr. Jefferson's Army_ (1987). War of 1812 <NAME>, _The War of 1812: A Forgotten Conflict_ (1989). <NAME>, _Mr. Madison's War: Politics, Diplomacy, and Warfare in the Early American Republic, 1783-1830_ (1983). Navy Social History <NAME>, _Social Reform in the United States Navy, 1798-1862_ (1967). <NAME>, _Rocks and Shoals: Disciplinary Policies in the United States Navy from 1800 to 1861_ (1980). Mexican War: Social Aspects <NAME>, _To the Halls of the Montezumas: The Mexican War in the American Imagination_ (1985). <NAME>, _Army of Manifest Destiny: The American Soldier in the Mexican War, 1846-1848_ (1992). Civil War: Occupied Territories <NAME>, _When the Yankees Came: Conflict and Chaos in the Occupied South, 1861-1865_ (1995). <NAME>, _Seasons of War: The Ordeal of a Virginia Community, 1861-1865_ (1995). Civil War: Total War <NAME>, _The Destructive War: <NAME>, Stonewall Jackson, and the Americans_ (1991). <NAME>, _The Hard Hand of War: Union Military Policy Toward Southern Civilians, 1861-1865_ (1995). Civil War: George B. McClellan <NAME>, Jr., _General George B. McClellan: Shield of the Union_ (1957) <NAME>, _<NAME>: The Young Napoleon_ (1988) Civil War: <NAME> <NAME>, _Sherman: A Soldier's Passion for Order_ (1992). <NAME>, _Citizen Sherman: A Life of William Tecumseh Sherman_ (1995). Civil War: Ulysses S. Grant <NAME>, _Grant_ (1981). <NAME>, _Ulysses S. Grant: Triumph Over Adversity, 1822-1865_ (1991). Civil War: Tactics <NAME>, _Civil War Battle Tactics_ (1989). <NAME> and <NAME>, _Attack and Die: Civil War Military Tactics and the Southern Heritage_ (1982). Civil War: Winning and Losing <NAME>, ed., _Why the North Won the Civil War_ (1962). <NAME> et al., _Why the South Lost the Civil War_ (1986). Civil War: Medical Aspects <NAME>, _Doctors in Blue: The Medical History of the Union Army in the Civil War_ (1952). <NAME>, _Doctors in Gray: The Confederate Medical Service_ (1958). Civil War: Blockade <NAME>, Jr. _From Cape Charles to Cape Fear: The North Atlantic Blockading Squadron During the Civil War_ (1993). <NAME>, _Lifeline of the Confederacy: The Blockade Runners_ (1987). Civil War: Command and Strategy T. <NAME>, _Lincoln and His Generals_ (1952) <NAME>, _Jefferson Davis and His Generals: The Failure of Confederate Command in the West_ (1990) Civil War: Military Culture <NAME>, _Two Great Rebel Armies_ (1986). <NAME>, _Our Masters the Rebels: A Speculation on Union Military Failure in the East, 1861-1865_ (1978) [reprinted as _Fighting For Defeat_ ]. Civil War: The Common Soldier <NAME>, _The Union Soldier in Battle: Enduring the Ordeal of Combat_ (1997) <NAME>, _Soldiering in the Army of Tennessee: A Portrait of Life in a Confederate Army_ (1991) Civil War: Draft <NAME>, _Conflict and Conscription in the Confederacy_ (1924). <NAME>, _We Need Men_ (1990). Civil War: African American Participation <NAME>, _The Sable Arm: Black Troops in the Union Army, 1861-1865_ (1956). <NAME>, _Forged in Battle: The Civil War Alliance of Black Soldiers and White Officers_ (1989). The Frontier Army, 1865-1890: General <NAME>, _Frontier Regulars: The United States Army and the Indian, 1866-1891_ (1973). <NAME>, _The Military and United States Indian Policy, 1865-1903_ (1988). The Frontier Army, 1865-1890: Command Personalities <NAME>, _William Tecum<NAME> and the Settlement of the West_ (1956). <NAME>, _Phil Sheridan and His Army_ (1985). The Frontier Army, 1865-1890: Custer <NAME>, _Cavalier in Buckskin: George Armstrong Custer and the Western Military Frontier_ (1988). <NAME>, _Touched By Fire: The Life, Death, and Mythic Afterlife of George Armstrong Custer_ (1996). The Frontier Army, 1865-1890: Social Aspects <NAME>, _Forty Miles a Day on Beans and Hay_ (1963). <NAME>, _The View From Officer's Row: Army Perceptions of Western Indians_ (1990). The Frontier Army, 1865-1890: African American Participation <NAME>, _The Buffalo Soldiers: A Narrative of the Negro Cavalry in the West_ (1966) <NAME>, _The Black Soldier and Officer in the United States Army, 1891-1917_ (1974). The Frontier Army, 1865-1890: Native Americans Th<NAME>, _Wolves for the Blue Soldiers: Indian Scouts and Auxiliaries with the U.S. Army 1860-1890_ (1982) <NAME>, _The Lance and the Shield: The Life and Times of Sitting Bull_ (1993). Military Reform: Military Education <NAME>, _Soldiers and Scholars: The US Army and the Uses of Military History, 1865-1920_ (1990). <NAME>, _Crossing the Deadly Ground_ : _United States Army Tactics, 1865-1899_ (1994). Spanish-American War <NAME>, _The Mirror of War: American Society and the Spanish- American War_ (1974). <NAME>, _The War with Spain in 1898_ (1981). Philippine War: General <NAME>, _The Philippine War, 1899-1902_ (1999). <NAME>, _" Benevolent Assimilation": The American Conquest of the Philippines, 1899-1903_ (1982). Philippine War: Operations <NAME>, _The U.S. Army and Counterinsurgency in the Philippine War, 1899-1902_ (1989). <NAME>, _Battle for Batangas: A Philippine Province at War_ (1991). Naval Professionalism and Reform <NAME>, _The Naval Aristocracy_ (1972). <NAME>, _Professors of War: The Naval War College and the Development of the Naval Profession_ (1977). * * * Return to the Current Syllabi Page \| \| ---\|---\|---\|---\|--- --- \| --- <file_sep># Shooting Reconstruction vs Shooting Reenactment ## by <NAME>, Jr. Forensic Services Unit Grand Rapids Police Department Grand Rapids, Michigan * * * [Originally published in the Association of Firearm & Toolmark Examiners Journal, April 1993.] * * * "This reconstruction appeared on the face of it to be not only highly ingenious but practically flawless; and it was conclusively proven to be completely wrong." \- <NAME>, CRIME AND CLUES In a sense, all areas of criminalistics and investigation are geared to the reconstruction of the criminal act. The latent print examiner can "reconstruct" the position of a suspect's hand on a door; the serologist can sometimes "reconstruct" the stabbing victim's position from stain patterns on clothing; the medical examiner can "reconstruct" the wounding of a human body. A more precise look at reconstruction, however, requires that we distinguish between the terms reconstruction, re-creation, and reenactment. We can easily dispose of the term "re-creation," as it is sometimes misused in reference to reconstruction. The word re-creation means to form anew, especially in the imagination, to recollect and reform in the mind. This might be what advocates do in the courtroom with the spinning of tales and flights of fancy, but re-creation is not the turf of the criminalist[1]. The term "reconstruction" indicates the reassembling (as from remaining parts) of an item's original form, a putting together again. If a vase is broken into many small pieces, a craftsman would try to gather as many pieces as possible and attempt to fit them properly back together again. Some pieces might be missing; some fragments might fit together in more than one way. The final form of the repaired vase would, of course, depend heavily on the number of recovered fragments and the skill and experience of the assembler. In crime reconstruction, the vase is a criminal event that has been shattered into numerous small pieces called "evidence." Given enough pieces, a reconstruction can determine which witness statements agree with the final shape of the reassembled facts and which are inconsistent with the result. As defined by the California Department of Justice, homicide reconstruction is "the process of utilizing information derived from physical evidence at the scene, from analyses of physical evidence, and from inferences drawn from such analyses to test various theories of the occurence of prior events"[2]. As defined by accident investigators, reconstruction is "the effort to determine, from whatever information is available, how the accident happened. . .It involves studying the results of the accident, considering other circumstances, and applying scientific principles to form opinions relative to events of the accident which are otherwise unknown or are the matter of dispute"[3]. A simple description might define shooting reconstruction as: an examination of the circumstances and physical evidence at the scene of a shooting to establish how the incident occurred. This covers both the accidental and the criminal shooting event. Note that all of these statements describe the scene (or "results") of the event. This is the difference between scene reconstruction and laboratory criminalistics, the former is generally performed in the field, whereas the latter is generally bench work. The key, of course, is the application of scientific principles, which is (one hopes) common to both scene reconstruction and laboratory examination. The practitioner, as any good scientist, must be cautious and conservative, relying on the physical evidence when possible and verifying or rejecting the input of interested human parties, be they witnesses, participants, or lawyers. Reconstruction by its nature involves a process of elimination, where what is purported to have happened is measured against the story told by the items of evidence[4]. With insufficient information, the investigator may not be able to determine what actually occurred; however, even with a few clues, he may be able to say what did NOT occur. This is often the framework on which a reconstruction hangs--a series of answers that eliminate those events that did not happen. This brings us to the subject of reenactment. The word "reenactment" means to act out or perform again. It has nothing whatsoever to do with scientific principles. The distinction between reconstruction and reenactment is a critical one. To confuse the two is to confuse crime scene analysis with a puppet show. Originally criminal reenactments by police investigators were performed in the presence of suspects in an effort to encourage confessions [5]. Today, a reenactment, whether it is two role-players in front of a jury box or an elaborate video simulation of digitalized human figures repeating programmed movements, is but a demonstration of a previously existing reconstruction. Without a reconstruction, competent or not, there can be no reenactment. The exception, of course, is a reenactment of an event as it was seen by a participant or witness. This brings us back to the human element, the hearsay, upon which a reconstruction cannot solely rely. These sorts of reenactments are, at best, just re-creations of recollections, and have nothing to do with criminalistics or scientific principles. Reenactment producers are but skilled cartoonists, not analyzers of physical evidence. It is dangerous for the members of a jury to confuse the two terms. The time element is important. The shooting reconstruction may be able to determine where the victim was seated and approximately where the shooter was standing at a given moment in time when the shot and the trajectory happened. The reenactment artist pretends to know the shooter's furtive steps approaching the scene, the movements of the victim's panicked head and face as he meets the shot, and the likely instant reactions of both participants during the shooting. This all-seeing, all- knowing attitude on the part of the reenactor is somewhat mysterious, because no one knows exactly what these things were like, often not even the participants. These things cannot be scientifically calculated or estimated, but the reenactor would have the jury believe that he knows, that this is how it looked and this is how it happened. The reenactment is less than bad science, it's non-science masquerading as science. The shooting reconstruction completed by a knowledgeable investigator may take into account that Shooter X was standing in a certain area and that Victim Y was struck by a certain number of shotshell pellets from his waist to his upper back while running away at about the south edge of a parking lot; the investigator can then estimate with a fair amount of precision, given the pellet- count per load of the shotshell and the tested pattern of the shotgun, that the weapon was pointed (intentionally or not) within a couple feet to the left or right of the victim, but only at that instant in time. The events and actions leading up to and following the shooting are unknown to the investigator, except for the statements of possibly biased participants. This instant in time may be presented to the court as a diagram or model, but will only show the moment as ascertained by the trajectory reconstruction, not some imagined scenario. The reconstruction of an automobile accident can give one a good idea about the motions of the vehicles just before and just after a collision, because these are based on speed calculations worked out from marks on the roadway, crush damage, post-impact travel, and a multitude of other items of true physical evidence. This sort of incident might become the subject of an animated reenactment, after a competent reconstruction, of course. A shooting incident, on the other hand, is seldom the valid subject of such display. No one, especially the investigator, knows for certain what the whole incident looked like from the shooter's point-of-view, the victim's point-of-view, or the viewpoint of any interested bystander. No qualified investigator would lay claim to such omniscience. The reenactor, however, seems to know it all. The use of "virtual reality," or VR, computer simulations to reenact crimes in the courtroom has stirred up controversy in the legal community. This dissention is not so much due to the non-scientific basis of such video treatments, but mostly because the VR-programmed details so readily reflect the particular slant of the lawyer's side that produced the reenactment[6]. The VR marionettes can be made to move, dodge bullets, shoot (maliciously or accidentally, depending if it's a prosecutor's or defense attorney's program), fall down, die, or do whatever else the programmer desires. The facts, as revealed by an examination of physical evidence, are seldom as pliable and all-encompassing as the virtual treatment. True reconstruction seldom provides all the answers to all the questions. This, finally, is the crux of the problem. Are jurors to believe that there is a real scientific basis for a computer- animated version of a shooting? Will they be instructed by the judge that the reenacted treatment is but one possible explanation for the incident? Or will the cautious jurist not allow the reenactor's video into evidence in the first place, based on its lack of scientific foundation, its editorializing of the known facts, and its propensity to fill in the blanks that cannot really be known? NOTES 1\. <NAME>., "Crime Scene Reconstruction," California Department of Justice Firearm/Toolmark Training Syllabus, reprinted Association of Firearm & Toolmark Examiners Journal, Vol. 23, No. 2, April 1991, pp. 745-51. 2\. <NAME>., "A Proposed Definition of Homicide Reconstruction," California DOJ Firearm/Toolmark Training Syllabus, reprinted AFTE Journal, Vol. 23, No. 2, April 1991, pp. 740-44. 3\. <NAME>., Traffic Accident Investigation Manual, 2nd ed., Northwestern University Traffic Institute: Evanston, Illinois, 1975, p. 319. 4\. <NAME>., Criminal Investigation, 4th ed., <NAME>, Sweet & Maxwell: London, 1950, p. 14. 5\. <NAME>., <NAME>: London, 1936, p. 56. 6\. <NAME>., "Is VR Real Enough for the Courtroom?" Business Week, Oct. 5, 1992, pp. 96-105. * * * Send questions or comments about this essay to: <NAME>, Jr., <EMAIL> * * * * Ethics in Science Page at Va Tech. * * * Version: 1.1, last updated: 12/18/1996 <file_sep>![](banner_h.gif) * * * # Advanced US History Courses * African American Church and Black Liberation * American Cultural History * American Revolution and Republic * America's Rise to Globalism * Colonial America * Development of the Modern American City * Gender, Race, and Ethnicity in America * Historical Roots of Urban Crime * History of American Science * History of the American Presidency * Jewish Experience in America * Modern American Social History * Nineteenth-Century America * Race and the US Constitution * Sexual Minorities in the United States * Superpower America * Twentieth-Century America * Women in US History * * * African American Church and Black Liberation (new History 282). <NAME>-Thomas <EMAIL> Race has been and is a central issue in America. Race has played a very important role in the lives of black people and in the history of African Americans. Historically the black church has been a central institution for addressing pressing societal issues which threaten the existence of black people. African Methodism, the first major black Christian organization came into existence as a liberation movement and a protest against racism and segregation in the Christian Church. Utilizing selected historic periods, ie., antebellum, Civil War and Reconstruction, the 1920s and 1930s , and the 1960s, this course will explore the meaning of freedom and liberation as defined by the historic African American church and its leadership, and will examine the different ideologies and strategies employed by church leaders in addressing and resolving issues regarding the individual and collective freedom of black people. American and African American history will be used as the context, for examining issues, events , movements and personalities important to understanding the role and impact of the black church on the development of liberationist black thought and movements during different periods. America's Rise to Globalism (History 248; new History 290). <NAME> <EMAIL> This course will trace the contours of U.S. foreign policy from its colonial origins through the destruction of the myth of isolationism produced by the attack on Pearl Harbor. In other words, this course will trace the rise of American globalism. Although the syllabus proceeds chronologically, the lectures and readings emphasize thematic continuities and discontinuities. These themes include the ideological, strategic, economic, cultural, and racial influences on America's foreign relations; mission, manifest destiny, and continental expansion; issues of war, peace, and security; crisis management and mismanagement; the closing frontier and imperialism; Wilsonianism and its critics; independent internationalism; and personal versus coalition diplomacy. Because the study of diplomatic history is highly interpretative, and the assigned studies reflect competing interpretations, all students will be expected to question, comment upon, and yes, even criticize the readings and lectures. In doing so, emphasis will be placed on recognizing and assessing the strategies historians employ to collect and use evidence in order to advance arguments. Nevertheless, there will not be any scheduled discussion sessions (except for reviews prior to exams). They are too artificial to promote genuine give and take and, as a consequence, are a counterproductive use of valuable time. In lieu of set-piece discussions, students (ultimately every student) will be required to "volunteer" at the start of each session to summarize _briefly_ and _cogently_ the primary issues and arguments covered in the preceding one. The remaining members of the class should be prepared to comment on these summaries. In addition, all students should be prepared as well to respond to questions and pointed references to the readings--including the documents \-- that will be incorporated into each session's lectures. Needless to say, therefore, assigned readings should be completed prior to the appropriate class session, and students should become accustomed to throwing caution to the wind. The syllabus provides titles to weekly topics to allow flexibility sufficient to accommodate the never-ending discussions but still indicate the intended material to be covered. American Cultural History (History 224; new History 272) <NAME> <EMAIL> This course will not attempt to cover all aspects of American cultural history in one semester. Instead, it will examine some important themes from the nineteenth and twentieth centuries. It will use material drawn from elite and popular sources to explore the meaning of "culture" in a diverse, democratic society. It will ask when and why Americans began to think that there was such a thing as American culture. It will interrogate this culture for some basic elements, taking into account the role of such important features of American life as liberalism, pragmatism, patriotism, consumerism, and modernism as well as the impact of science, technology, the arts, and religion. It will distinguish between public culture, intended for the edification of all, and the private cultures of different subgroups. American Revolution and Republic (History 203; new History 266). <NAME> <EMAIL> The central focus of History 266 is how the United States developed from colonies of great Britain in the middle of the eighteenth century to a nation with continental ambitions in the early nineteenth century. We will study the historical origins of the Revolution, the "radical character" of the revolution as Americans struggled to establish republican governments and social institutions. Special attention is given to the origins of the Constitution and the struggle to define the Constitution in the early republic. Students will read various books which focus on revolutionary history from different perspectives. How did the Revolution alter the history of various groups within the United States. What impact did it have on Americans? The course stresses understanding the Revolution and the early Republic from a variety of historical interpretations. Many of the skills emphasized in the class prepare students to think about how historians solve historical problems. The solving of various historical problems prepare students for graduate school and law school. Historical thinking also prepares students to understand how history is used to address current cultural and political issues. Students will write book review essays in order to develop an understanding of how historians collect evidence, construct historical interpretation and to develop their own interpretations of historical events and personal writing skills. Colonial America (History 201; new History 265). Staff Many important aspects of US society developed significantly before the Revolution. The purpose of this course is to understand better how this society took shape in that formative early era. The first classes deal with some general issues that colonizers faced as they tried to form and develop settlements in North America, and the way the English entered into this process. Then characteristics of how three regions of the colonies evolved are examined: the South, New England, and the Middle Atlantic. The final few weeks of the course take up changes in political life, economics, and culture that all parts of the colonies experienced in the 1700s and which tended to bring them together towards becoming one new nation, though not a nation without differences and conflicts. Development of the Modern American City (History 226; new History 278). <NAME> <EMAIL> The course examines the way that the American city has undergone two revolutionary changes in the 135 years since the Civil War. In the mid- to late-19th century the city went from a walking city to a streetcar city, altering the basic social and economic geography. Then in the 20th century American cities were transformed from streetcar cities to automobile cities, again revolutionizing the cities' basic geography. The two transformations were rooted in technological innovation in such areas as transportation, power, and building construction. But the changes also depended upon what American urban dwellers chose to make of the technologies. History, by examining the way that American cities have changed in the past, can illuminate what the American city has become and thus can provide insight into the factors that should be taken into account in influencing the future of cities. Gender, Race, and Ethnicity in America (new History 281). <NAME>-Thomas <EMAIL> United States Women's history has come of age during the last two decades. There is now a recognition that there is no universal women's experience, rather American women come from diverse racial and ethnic, as well as cultural backgrounds. Therefore women's experiences must be examined within the larger context in which they have functioned. Utilizing the full context of American history from the colonial period to 1980, this course will explore the various ways in which gender, race and ethnicity, along with other aspects of identity, have shaped the lives and experiences of women in the United States. It will examine the complex relationships between the construction of personal identities, the material realities of women's lived experiences, cultural and ideological systems and social institutions. Of necessity we must look at the bonds and conflicts among women and between women and men. Issues of race, gender and ethnicity must be addressed within the context of American women's history. Historical Roots of Urban Crime (History 366; new History 279). <NAME> <EMAIL> The course focuses on two aspects of the history of the underworld of American cities: 1) The first aspect might be called the life within the underworld, or what it means to live the life of a criminal. The course examines how bookmakers or madams run their businesses, how pickpocket gangs pick pockets, how loansharks collect their money, and what kind of culture and social life characterizes those who are part of the underworld life. 2) The second aspect is the way that underworld activities both reflect and influence the wider society. The course, then, examines the interrelationships of crime, on the one hand, and ethnic groups, neighborhood structure, urban politics, criminal justice institutions, the rise of professional sports, the changing sexual mores of the society, and even such aspects as the changing role of the family and the impact of technology. Crime becomes a prism through which students will learn about the history of American urban society. History of the American Presidency (new History 273). <NAME> <EMAIL> The History of the American Presidency examines historical developments in the office of the US president from its establishment to contemporary times. Through lectures, discussions, class projects, and outside assignments, we will explore the historical literature dealing with the creation and evolution of the office; the presidents who have shaped the office; the powers and limitations of the office in both foreign and domestic affairs; the president's relationship to the courts, the congress, the people, and the press; and the broad political developments essential to our understanding of the place of the presidency within our changing political culture. This course asks: How has our most important national political institution come to be what it is? Two themes permeate the course: (1) What is the source and nature of presidential power? "Political power," <NAME> wrote in _Presidential Power_ (1990 edition), "is the ability to persuade." (2) Who are the men who have held the office and why have they failed or succeeded? "Great men," noted the Englishman <NAME> in _The American Commonwealth_ (1906), "have not often been chosen Presidents, first because great men are rare in politics; secondly, because the method of choice may not bring them to the top; thirdly, because they are not, in quiet times, absolutely needed." This course prepares students for further historical or other academic studies and for related professional careers in law, journalism, or executive management. More importantly, the course engages students' concerns as life-long participants in American democracy. History of American Science (History 136; new History 274) <NAME> <EMAIL> This course approaches the history of science in America as a characteristically modern way of thinking, investigating questions, and designing technology. We will consider the development of the scientific approach to problem-solving as a key factor in understanding major issues in American intellectual, social, and political history. We will focus on three periods in American history. In the first, from the founding of the British North American colonies to the mid-nineteenth century, we will concentrate on the challenge that early science posed to religious faith. In the second, from the mid-nineteenth to mid-twentieth centuries, we will examine how science and technology came to be central to modern society. In the third, the latter half of the 20th century, we will analyze the competing claims of science, politics and religion. We will pay attention in each period to the multiple social contexts within which science happens. We will be especially concerned with issues of wealth, gender, race and ethnicity; the family, schools and universities as institutions of learning; and the uses of science and technology for economic development, social welfare, and military and political power. Jewish Experience in America (History 229; new History 285). <NAME> <EMAIL> The evolution of the Jewish community in the United States from its colonial beginnings to the present day. Topics include the immigrant experiences of various waves of migration, especially from Eastern Europe and the former Soviet Union; the development of the major religious movements within Judaism: Reform, Conservative, Orthodox and Reconstructionist; the role of Jews in American life and politics; the changing roles of American Jewish women; American antisemitism; Black-Jewish relations; relationship between American Jews and Israel; assimilation and identity. Jewish Experience in America (History 229; new History 285). <NAME> <EMAIL> This course surveys the major developments in American Jewish life from the Colonial period to the present. We will discuss the various waves of Jewish immigration to the United States and examine the evolution of Jewish social, political, religious, and cultural patterns in America. Special attention will be paid to issues of ethnicity, acculturation, and identity. We will also explore the relationship between Jews and American culture, considering how Jews are represented and how they represent themselves in a film. Modern American Social History (History 222; new History 280). <NAME> The purpose of this course is to provide an overview of the main elements of American social/economic development during the industrial period, approximately 1870-1940. Topics covered include the growth.of new industries and changing work conditions, urbanization, class divisions, immigration and black migration, the changing status of women and the family, and the impact of the Great Depression and the New Deal on American life. Both secondary and primary sources--including two important novels with social history themes-- are used in the course, and students are required to write a essay (and give an in-class report) that analyzes a specific primary source dealing with one of the aspects of social history covered in the lectures and required readings. The take-home final exam essay also requires that students evaluate sources, Class participation in discussing the readings is also an important part of the course. Nineteenth-Century America (new History 270). <NAME> <EMAIL> This is an advanced level history course aimed at giving history majors and students in other disciplines such as English and Political Science an understanding of the changes in American life during the Nineteenth Century. This is truly a "World We Have Lost," a society dominated by agricultural, but becoming increasingly industrial and urbanized. But even though a visit to the world of 100 years ago is as foreign to contemporary students as the visit by the anthropologist to a non-western culture, the consequence for modern American life is immense. The topics discussed in this course are related to the changes in the United States that promoted its development as a multicultural democracy and an economic superpower. Race and the US Constitution (History R246; new History R267). <NAME>hline <EMAIL> The central focus of History R267 is how the issue of race has shaped the history of the United States Constitution and how constitutional law contributed to the history of ideas about race in the United States. We study the origins of the law of race and slavery in the pre-revolutionary period and end with understanding the origins of affirmative action in the post-World War II period. Students will read various books about U. S. Constitutional history in order to understand various interpretations of historical events and ideas abut race. Student will also read original court cases about racial minorities in order to develop an understanding of original historical texts. Many of the skills emphasized in the class prepare students for law school, public service, and analysizing the historical roots of contemporary issues. Class discussion about constitutional issues is designed to give students confidence and precision in public speaking. Students will also write book reviews in order to develop an understanding of how historians collect evidence in order to construct historical interpretations and to develop their own interpretations of historical events and their personal writing skills. Sexual Minorities in the US (History230; new History 288). <NAME> _Sexual Minorities in the United States_ focuses upon lesbians, gays, and other sexual minorities on their interaction in a hostile society. The course starts with study of sexuality in general, with a European background, and why it was something of a prohibited subject before Dr. <NAME>. We examine Kinsey through the eyes of an associate, <NAME>eroy, and then move on to case studies of black and white sexual minorities in their search for space. The course then turns to the first publicly elected gay martyr and the reactions following his assassination. The focus then shifts to women of color, their special problems and interactions with the lesbian and gay community. It also opens up our second major discussion of AIDS. Superpower America (History 249; new History 291). <NAME> <EMAIL> The Versailles Treaty concluding World War I represented a tragic defeat for <NAME>. He failed, abysmally, both to steer the United States toward an irrevocable commitment to global engagement, and to establish and institutionalize a new framework and set of norms for the international order based on U.S. leadership. The attack on the United States by a foreign aggressor in December 1941 and America's participation in an Allied coalition during the Second World War, however, confirmed the foresight of Wilson's policies. Indeed, when the United States emerged from the rubble of World War II as the world's leading economic and sole atomic power, Washington policymakers seized on this "second chance" to wield this power for the purpose of constructing the international environment that Wilson had prescribed: a Wilsonian world. This effort has remained the cornerstone of U.S. foreign policy ever since. This course traces the ebb and flow of that effort. It will begin with the diplomacy of World War II and Franklin Roosevelt's vision of "Open Spheres" patrolled by "Four Policemen." With Roosevelt's death and the War's abrupt and violent termination, the ideal of multilateral cooperation rapidly gave way to bipolar competition: the Cold War. From Truman to Johnson, the United States waged the Cold War relentlessly, alternating between strategies of "containment" and "liberation." The ever-increasing reliance on nuclear weapons with ever- increasing megatonnage did not produce Armageddon, as many feared. But it did produce stalemates in Korea, fiascoes and crises in Cuba, and Quagmires in Vietnam. Nixon solution to the nuclear predicament was to count on Mutually Assured Destruction (M.A.D.) to deter war and promote stability. Reagan tried to escape the predicament by imagining "Star Wars." Then the sudden end to the Cold War caught everyone by surprise. As attested to by <NAME>'s rhetorical "New World Order" and the inchoate efforts of <NAME> to "enlarge" global democracy and free market economies, a rudderless policymaking community in Washington knows of no one to whom to turn other than--<NAME>. Overlaying this narrative history is a number of interrelated themes the course will explore. These themes include: the rise and fall of the United States as a creditor nation; the tension between America's idealistic impulses and the perceived need to behave "realistically" in a frequently hostile environment; the impact of domestic (political, economic, cultural, ideological, and psychological) influences on foreign policy; the emergence of bipolarism and Soviet-American antagonism; the challenge to bipolarism posed by the Third World and regional disputes; atomic diplomacy and the balance of terror; "existential deterrence" and arms limitation; crisis management and avoidance; and, finally, the end of the Cold War, the implosion of the former Soviet Union, and the implications of the Russian empire's collapse for restructuring the global system, reordering America's international priorities, and producing a national strategy that succeeds "containment." In short, this course examines war, peace, stability, and everything in between. The assigned readings reflect an array of interpretations and approaches to the study of the history of U.S. foreign policy. Although no "formal discussions" are scheduled, students will be provided the opportunity--and encouraged--to discuss freely their responses to and questions about these interpretations, those of the instructor, during every class. In additions, at least once each student will be required to present a succinct oral summary of the fundamental issues raised in the previous session, and time will be allotted to examine and dissect the sundry distributed documents and, especially, those reproduced in the Jensen volume. Consequently, notwithstanding the relatively hefty readings for some weeks, each student will be expected to complete _all_ assignments with the care and thoroughness necessary to formulate questions and participate actively in class discussions: challenging, probing, even arguing. Twentieth-Century America (new History 271). <NAME> <EMAIL> This course analyzes American politics, society and culture in the twentieth century. Among the topics to be analyzed are the changing role of the presidency from McKinley to Clinton, progressivism, World War I, the conflictive 1920's, the depression and the New Deal, World War II, affluence in the 1950's, the cold war, anticommunism, racism, the civil rights movement, the rebellious 1960's, the war in Vietnam, Nixon, the Great Society, the women's movement and gender issues, the conservative backlash, and the new diversity. Women in US History (History 244; new History 287) Staff The principal theme of this course in women's history can be summed up in this phrase: "Unity, Difference and Diversity: The Search for Sisterhood and Beyond." Working with a textbook, a number of scholarly articles, and documents that come from throughout American History, we will explore the ways in which women have both been affected by, and helped to shape, this nation's history. Our emphasis will be on how women of different socioeconomic backgrounds, races, and ethnic groups have experienced colonization, American expansion, sectionalism, the industrial revolution, urbanization, imnu'gration, war, economic depression, cultural transformations and political change. We will be looking not only at commonalities but also differences among women as well as the conflicts between women and a society based on male supremacy. We will be exploring how race, ethnicity, and class affect the experience of gender. * * * Return to the Undergraduate Course Offerings Return to the History Department Web Page <file_sep>Seminar: Women and Religion in America, 17th century to the present History 407/507 Professor <NAME> 224 PLC Wednesday, 3:30-5:30 (541) 346-5904 <EMAIL> Office Hours: Wednesday, 11:00-1:00 How This Course Works This course will analyze women's relationship to religious ideologies, spiritualities, and institutions from the early colonial period to the present. Because you will need time to find a topic, complete the research, and write a lengthy paper, we will not have time to explore every issue concerning women and religion in American history. Instead we will concentrate on a few themes and examine the ways in which women of different faith traditions have dealt with these concerns. The themes include women, witchcraft, and witch-hunting; women, reform, and politics; women and ordination, evangelicalism, feminism, and sexuality. While the history of institutional change will be considered, emphasis will be placed especially on the history and practice of lived religion, as well as on the meaning of religious identity and culture for women in the past and in today's world. You will have the opportunity to explore further any of the topics we discuss in class or any issue that has not been included here. If you're interested in a specific faith tradition, you might want to see how that institution has struggled with a particular problem. If instead you are interested in a individual group of religious women (progressive nuns or utopian religious women), then you are free to explore their history. It is up to you, as long as you pursue a historical topic (anything before 1980) in America. In the past students have looked at Catholic attitudes towards sex education in the 1950s, female responses towards Mormon polygamy in the 19th century, and Reform Judaism's ordination of women rabbis in the early twentieth century, just to name a few examples. Course Requirements Each student will formulate an individual research project, which examines in depth a particular topic concerning women and religion in American history. Students will write an original essay, based on research in primary sources (approximately 20-25 pages). You are required to submit a typed preliminary description of your project, outline, and bibliography on the assigned dates. These all "count" in the final assessment of your grade. Drafts of essays will be circulated and critiqued collectively by the other members of the seminar, allowing time for revision before final submission at the end of the course. We will meet in small groups to critique the papers; I will formulate the groups based on shared interests. Evaluation will be based on all of the work of the seminar--the quality of discussion and paper critiques as well as the final essay, though the paper will count most heavily (approximately 75%). Students will be responsible as well for preparing an outline of major questions and issues for one week's readings to help facilitate class discussion. Link to Grading Criteria Link to Guide to Writing Research Papers A 4th grade checklist RESEARCH LINKS Required Books: <NAME>, __Damned Women: Sinners and Witches in Puritan New England __ (New York, 1997). <NAME>, _God's Daughters: Evangelical Women and the Power of Submission_ (Berkeley, 1997). <NAME> and <NAME>, eds., _In Our Own Voices: Four_ _Centuries of American Women's Religious_ Writing (San Francisco, 1995). _Calendar and Syllabus_ Week 1 (September 29): Introduction: Why Study Women and Religion? begin discussion of _In Our Own Voices_ begin identification of paper topics. Week 2 (October 6): Library Research - Meet at Reserve Desk in Knight Library presentation in the library by <NAME>, Women's History Librarian Read: Reis, _Damned Women:_ Introduction, Chapter 1, Chapter 2 Week 3 (October 13): Women, Witch-hunting, and Witchcraft Read: Reis _, Damned Women_ , Chapter 3, Chapter 4 _In Our Own Voices,_ 463-467 Bring typed list of paper topics, specifying potential primary sources, to class. Week 4 (October 20): Women, Reform, and Politics _In Our Own Voices_ , essay and documents: 42-49; 249-290. Submit one page paper prospectus and short bibliography. Week 5 (October 27): Women and Ordination _In Our Own Voices_ , essay and documents: 292-340 Week 6 (November 3): Evangelical Women Read: Griffith, _God's Daughters_ Week 7 (November 10): Women, Religion, and Feminism _In Our Own Voices,_ 49-50; 430-463; 196-205 submit working outline of your paper. Week 8 (November 17): Women, Religion, and Sexuality <NAME>, "Sexuality in American Religious History," in Thomas Tweed, _Retelling U.S._ _Religious History_ (Berkeley, 1996), 27-56. (electronic reserve) <NAME> and <NAME>, "Homosexuality: Protestant, Catholic, and Jewish Issues; A Fishbone Tale," in R. Hasbany, ed., _Homosexuality and Religion_ (New York: The Haworth Press, 1989), 7-46. (electronic reserve) _In Our Own Voices_ , 51-52; 143-152; 241-244. Rough Drafts due Friday Nov. 19 for the first two groups; Monday November 22 for the rest of the class. Weeks 9 and 10 (November 24, December 1): discussion of individual research and writing projects. Class will be cancelled on Wednesday, Nov. 24. Instead the first two groups will reschedule for Monday and Tuesday of Thanksgiving week. We will need to schedule additional meeting times during the last week of the quarter in order to complete our critiques. Final Papers Due: Wednesday, December 8. Late papers will be penalized one grade per day. <file_sep>INTRODUCTION TO PHILOSOPHY PHIL 201, Sec. 07: TTh 9:30am-10:50am in 201 Blair Hall PHIL 201, Sec. 08: TTh 11am-12:20pm in 221 Blair Hall The College of William and Mary Spring 2002 Instructor: <NAME> email address: <EMAIL> Course Webpage: http://faculty.wm.edu/jawoo2/wm/wmintro2.htm Office Hours: T 3:30pm-5pm, W 11am-12:30pm, and by appointment Office: 126 Blair Hall Office Phone: 221-2713 Dept. Phone: 221-2735 I. COURSE DESCRIPTION This course introduces the general nature of philosophical thought, and its basic methods and goals. The material covered includes selections by both historically important and current philosophers (e.g., Plato, Descartes, Russell, Frankfurt, Williams) on such classic philosophical topics as the existence of God, the nature of right and wrong, and the possibility of knowledge. Through our readings and discussions we will also attempt to reach a clearer understanding of ourselves (personhood), our relationship to other people (moral responsibility), and our relationship to the world around us (freedom of the will). Some of the general skills students will develop include the formulating and defending of theoretical positions and the ability to think critically about difficult and abstract issues. II. REQUIRED CLASS MATERIALS Books: <NAME>. _What Does It All Mean?_ New York: Oxford University Press, 1987. <NAME> and <NAME>. _Introduction to Philosophy: Classical and Contemporary Readings (Third Edition). _New York: Oxford University Press, 1999. The books for the course are available at The William and Mary Bookstore located in the basement of Barnes and Noble in Merchant's Square. (They are also on reserve at the Library.) III. CLASS REQUIREMENTS AND GRADING SCHEME _Requirements_............................................. _Percent of Final Grade_ Class Participation......................................................10% Midterm Exam............................................................25% Paper...........................................................................30% Final Exam..................................................................35% _ About the Requirements: _ _Class Participation_ \--One thing this requirement covers is your _class attendance_ (if you don't attend class you can't participate in it). However, to get an "A" for class participation you must do more than just show up; you have to contribute to class discussion. You are expected to show up having read the assignment for the day and ready to talk about it. Note: Anyone who has unexcused absences for more than half the class meetings automatically fails the course. _The Midterm Exam_ \--There will be a timed, in-class midterm exam at the end of February. The exam will consist of short answer questions and an essay. _The Required Paper_ \--There will be a 4-6 page paper due in late March. Topics will be distributed 2 weeks before the paper is due, and all papers are due at the beginning of class on the due date. Late papers will be subject to a substantial grade reduction (you really don't want to find out how much). _The Optional Paper_ \--There will be a second, optional 4-6 page paper due in late April. Topics will be distributed 2 weeks before the paper is due. If your write the optional paper, then your paper grade will be the higher of the two you receive. _The Final Exam_ \--There will be a timed (2 hour), in-class final exam given during the scheduled exam time for the class (5/7 for Sec. 07; 5/2 for Sec. 08). The final will consist of short answer questions and essay questions heavily emphasizing, but not limited to, the material covered since the midterm. IV. CLASS FORMAT The class will be a mixture of lecture and discussion, and I want to encourage discussion. I hope that you will all have views about the topics we will address, and I want you to express and explore those views. It is the nature of the issues we will be considering that people's views will differ. You are encouraged to question your classmates (and me) when anyone says something you disagree with, but everyone should always keep in mind that disagreement is not a personal attack. Philosophical discussion thrives under this kind of interaction and often stems from disagreement. At the same time, philosophical discussion _aims at_ reaching some sort of agreement. We probably won't reach agreement every time, but we should aspire toward it. V. TOPICS AND READINGS Most of the readings will be from the Perry and Bratman book. These will be listed by their page numbers in parentheses. Readings from the Nagel book are listed by chapter number. A note about the readings: Philosophical writing is often subtle and difficult. Do not be fooled by the shortness of an assignment into thinking that it will take little time. Most of these readings should be read _at least twice_. I recommend a first time straight through and then a second pass taking notes. The course will be divided into 5 units. Those units and the readings for them are as follows. 1\. Purpose, Aims, Methods > Nagel, Chapter 1 > Perry and Bratman, "On the Study of Philosophy" (1-6) > Russell, "The Value of Philosophy" (9-12) > Plato, _Apology: Defense of Socrates_ (27-42) 2\. God and Evil > Anselm, "The Ontological Argument" (45-46) > Descartes, "Meditation V" from _Meditations on First Philosophy_ (131-133) > Aquinas, "The Existence of God" (47-49) > Hume, _Dialogues Concerning Natural Religion_ (57-71) > Mackie, "Evil and Omnipotence" (103-110) 3\. Knowledge > Nagel, Chapter 2 > Descartes, _Meditations on First Philosophy_ (116-139) > Locke, "Some Further Considerations Concerning Our Simple Ideas of Sensation" from _An Essay Concerning Human Understanding_ (139-144) > Hume, _An Enquiry Concerning Human Understanding_ : Sections II-V (190-205) > Salmon, "The Problem of Induction" (230-251) > Russell, "The Existence of Matter" from _The Problems of Philosophy_ (online reading) 4\. Free Will > Nagel, Chapter 6 > Campbell, "Has the Self 'Free Will'?" (417-426) > Taylor, "Freedom and Determinism" (437-449) > Frankfurt, "Freedom of the Will and the Concept of a Person" (450-459) 5\. Morality > Nagel, Chapter 7 > Mill, _Utilitarianism_ (486-502) > Carritt, "Criticisms of Utilitarianism" (503-505) > Williams, "Utilitarianism and Integrity" (512-520) > Kant, _Groundwork of the Metaphysics of Morals_ (529-545) > O'Neill, "Kantian Approaches to Some Famine Problems" (546-551) <file_sep>History 369: History of American Indians Dr. <NAME> Office--Sierra Tower 602 Office Hours: MW 10-11 TBA Telephone: 677-5450, 3566 Course Web Page: http://www.csun.edu/~vchis009/menu.html E-mail: <EMAIL> * * * [Course Objectives ] [General Education Information] [Required Reading] [Exams] [Extra Credit Project] [Course Outline] * * * Course Objectives History 369 attempts to explore three related areas: 1. the origins and nature of Native American societies from their origins to the present; 2. the interaction of Indian societies with respect to trade, conflicts, migrations, culture, and pan-Indian movements from prehistory to the present; 3. the interaction of Indian societies with Europeans and the United States from the 15th century to the present. * * * General Education Section F3: Comparative Cultural Studies History 369 satisfies Section F3 for all but history majors. If you hold junior status by the end of this semester, this course may satisfy 3 of the 9 upper-division GE units required by CSUN. History 369 relates to the goals of F3 Intra-National Cross-Cultural Studies by focusing on the essential and distinctive features of Native American societies; by promoting appreciation for and critical thinking about interactions among Native Americans and other groups in an evolving American society with special attention to California; and by exploring the changing role of Native American women and their relationship with American women in general. * * * Required Reading The required reading for the course is listed below. The books are available in paperback at the bookstore. 1. <NAME>, <NAME> 2. <NAME> and <NAME>, eds., Majors Problems in American Indian History 3. Course Materials * * * Exams There will be a midterm exam at the end of Section III and a final exam. The exams will be essay in nature and the essays will cover the lectures, videos, readings and discussions. The final exam will be similar in structure. The essay questions will focus on the major themes of the course. Make-up exams will be given only under extraordinary circumstances and if the instructor is consulted before or immediately after the exam. Each exam will count for approximately 50% of the final grade. Participation in discussion will be considered in the final evaluation. * * * Web Course Page Requirements History 369 is one of the World Wide Web course page projects at CSUN this semester. All students enrolled in the class are required to complete the requirements. The purpose of the web course page is to enhance the learning experience by offering a new method of communication within the class and by introducing students to new research techniques through Internet that will faciliate learning in all areas. No prior computer knowledge is required and students do not need to own a computer. There are many student computer workrooms that may be used as well as a special Computer Skills Lab in Engineering Field 66A with step by step guides and student staff to help you learn Email and Netscape on the Internvet. Special handouts will be provided to the class. The specific requirements include: 1. Obtain a CSUN Computer Account if you don't already have one. 2. Email a message to the instructor at <EMAIL> in which you identify your name and your new CSUN account I.D. 3. Subscribe to the course list serv discussion group by sending an email message to <EMAIL> after the "To" in the address field of your message. Then as the top line of your message write: subscribe history369-c. Then send the message. After the students subscribe to the list serv, a message sent to history369-c will be sent to all subscribers to the list. 4. Prepare an introduction of your self for the class and send it to history369-c. Some of the topics you could mention include major, previous education, previous exposure to the subject of the class, reasons for taking the course, and special areas of interest with respect to American Indians. 5. After you learn how to access the world wide web with Netscape or some other software, visit the History 369 web site at the following address: http://www.csun.edu/ ~vchis009/menu.html. You should then use the internet resrouces at the web site to visit another web site related to American Indians. Please save the address for this web site, the url similar to the address for History 369 and submit a report to the 369 list serv in which you provide the web site address and a description of the site you visited on American Indians. * * * Extra Credit Project You may receive an extra credit of 10% toward your final grade by completing a report on some aspect of Native American societies and the course objectives. There are a number of possibilities including but not limited to 1. an evaluation of additional reading; 2. a field visit to the special exhibit at the Autry Museum of Western Heritage on "Inventing Custer: Legends of the Little Bighorn", the Southwest Museum, a Spanish mission, or an Indian center such as the Chumash Center at Oakbrook Park or the Rancho Sierra Vista Satwiwa site; 3. an assessment of Hollywood depictions of Native Americans such as a comparison of two film versions of "The Last of the Mohicans" or a comparison of several films on the Battle of the Little Bighorn in 1876\. The project should be discussed with the instructor before you start it and a written evaluation must be completed. * * * Course Outline 1. Origins of Native American Societies Fools Crow , 3-50 Major Problems : 2-22 2. Encounters of Indians and Europeans Fools Crow , 59-125 Major Problems : 45-50, 83-95, Bruce Trigger, "Early Native North American Responses to European Contact," 51-65, and <NAME>ll, "The Indians' New World: The Catawba Experience," 65-81, and <NAME>, "Spanish Missions, Cultural Conflict and the Pueblo Revolt of 1680", 96-104, <NAME>. Ronda, "Generations of Faith: The Christian Indians of Martha's Vineyard", 117-136. 3. Imperial Conflict in the 18th Century Fools Crow , 129-202 Major Problems : 139-146, <NAME>, "The Fur Trade as an Aspect of Native American History", 147-156, <NAME>, "The Role of Native American Women in Fur Trade Society", 156-162, and <NAME>, "The Indian's Revolution", 171-185. 4. U.S. and Indian Societies, 1790-1865 Fools Crow , 207-284 Handout: Alvin Josephy on Tecumseh Major Problems : 165-171, 206-210, <NAME>, "American Indians on the Cotton Frontier," 185-196, <NAME>, "American History, Tecumseh, and the Shawnee Prophet," 196-204, and <NAME>, "<NAME>'s Indian Policy: A Reassessment," 211-219 and Mary Young, "The Cherokee Nation: Mirror of the Republic," 219-233. 5. Western Indians and Reservations, 1848-1914 Fools Crow , 289-391 Major Problems : 235-242, 286-297, 328-330, 370-377, <NAME>, "The Winning of the West: The Expansion of the Western Sioux in the Eighteenth and Nineteenth Centuries," 243-257", and <NAME>, "Indian and White Households on the California Frontier, 1860", 297-315, and <NAME>. DeMallie, "Touching the Pen: Plains Indian Treaty Councils in Ethnohistorical Perspective," 344-355, <NAME>, "Wars of the Peace Policy, 1869-1886", 355-368, <NAME>, "Educating Indian Girls and Women at Nonreservation Boarding Schools, 1878-1920", 381-391, <NAME>, "Dispossession and the White Earth Anishinaabeg, 1889-1920", 391-403. 6. 20th Century Indian Reform Major Problems : 443-462, 487-496, <NAME>, "The Indian Reorganization Act: The Dream and the Reality," 463-474, <NAME>, "The Indian New Deal as Mirror of the Future", 474-481, and <NAME>, "The Indian Home Front During World War II," 496-506, <NAME>, "The Relocation and Urbanization of American Indians," 506-517, 7. Self Determination since 1960 Course Materials : News articles and <NAME>, "Indians in the Post-Termination Era" Major Problems : 520-544, <NAME>, "The Importance of Economic Development on the Reservation," 545-557, and <NAME>, "A Choctaw Odyssey: The Life of <NAME>," 557-569. --- * * * [ History 369 Menu ] [ History 369 Internet Resources ] [ Dr. Maddux Home Page ] * * * `Updated: 28 August 1998` \| `Constructed by:<EMAIL>` ---\|--- <file_sep>## Women and Politics ![](rallies_copy.gif) ### Political Science 4/5 Winter 1998 #### Dr. <NAME> Mankato State University #7 Mankato, MN 56002-8400 MH 221D 507-389-6939 FAX: 507-389-6377 <EMAIL> or mail to: Dr. <NAME> http://krypton.mankato.msus.edu/~cbury/web/Welcome.html Note: this syllabus is tentative and the class may choose to reconstruct it. Objectives: * To examine the intersection and interaction of gender, sexuality, race, class, and age with politics in the US. * to become better thinkers, analysts, writers, speakers, and synthesizers. * to increase one's effectiveness politically. * to examine how feminist analysis reconceptualizes political science and politics. * to enhance one's research skills. * to be able to understand and deconstruct politics in the US today. * please add at least one objective of your own. Text: Cohen, Jones and Tronto _Women Transforming Politics An Alternative Reader_. For useful internet resources, see the Resource Guide for Women, Politics and Policy.. Requirements: Class participation (35%): You should be prepared for class most days, engage in discussion, ask questions, share additional information, provide feedback to the instructor as well as other students, be a leader as well as a follower in class. Graduate students have some additional participation requirements. You are to lead at least one of the class discussion days (and if you wish include a mini-lecture). You should help involve all in class discussions. Essay 1 (10%): This is to be no more than 2 single spaced pages with the essential theme of how women live. This essay summarizes our reading from part one which backgrounds the context in which women take part in direct political activity. It tells us how "woman" is situated in American culture and society. Draft due Jan 22. Final version due Jan. 26. Essay 2 (10%): tbd Draft due on Feb. 19. Final draft due on Feb. 23. Essay 3 (10%): tbd. Due march 17. Interview (10%): You are to interview a woman involved in some way (current or past) with politics and activism. We'll talk more about how to focus your interview. You'll share your conversation with the class in week 8. Undergraduate Project (25%): You have several choices: 1. A more traditional women and politics text is Duke _Women in Politics 2nd Edition_. This is available in the bookstore. You are to read it and with others that have read it present a class based on it. In addition, during the quarter as you read it you should interact with the others working on this project to discuss your reading. You can do this by meeting for coffee (or whatever) and/or by communicating by e-mail. For the former, keep a brief journal of the meetings. For the latter, print out the interchange. 2. Construct a web site on some item related to this course. The web site would need to contain some original or value-added material as well as links to other related sites. 3. A traditional research paper on a topic related to this course should be based on material from the internet as well as traditional library resources including professional journals. This would be between 5 and 10 single-spaced pages. 4. see me if you have a special project you'd like to work on. Graduate project: You could choose a more extensive version of numbers 2,3, or 4 on the undergrad list. #### Assignments: While I will lecture from time to time, this class is based on discussion. Our goal is to become better thinkers, not just masters of more information. This means that it is important for you to do the reading prior to the class meeting. Week 1 * Jan. 5 Introductions and course overview. * Jan. 6 Read: Cohen, Jones, Tronto Introduction Transforming US Politics: Sites of Power/Resistance. Mini-lecture: Introduction to Part One Thinking about context. Some questions from the reading: * terms; power; resistance; systemic forces; politics; paradigm; gender structures; collective action; accountability; marginalized; transformation; social location * how do the authors see this book as a conceptual shift in poetical science? * how would you summarize the perspective of the authors? * Jan. 7 Read: Ch. 1 Jones and Jones Women of Color in the Eighties: A Profile Based on Census Data. Lots of tables, graphs, and census data can get dry and overwhelming. But there is much to ponder in this chapter. Come to class prepared to work in a group to construct a PowerPoint presentation (just a set of overheads put together into a slide show) that you would give to an intro class making the most important points covered in this chapter. One way to think about this is to construct an outline covering what you would say to someone explaining the best of this chapter to them. * Jan. 8 Read: Ch. 2 Mattingly "Working Men" and "Dependent Wives": Race and the Regulation of Migration from Mexico. Laws may appear neutral on their face, but have very different impacts depending on gender and race. The Immigration Reform and Control Act is an example of this. Note also how law shapes gender relations. Week 2 * Jan. 12 Read Ch. 3 Stevens On the Marriage Question who argues that law engenders marriage and parenting roles in a hierarchical fashion. Mini-lecture: Using the internet and making successful searches. * Jan. 13 Read: Ch. 4 Kwong American Sweatshops 1980s Style Chinese Women Garment Workers.Telling a good story is an important skill. For this chapter we'll practice story telling. Be prepared to tell a story based on some part on this chapter. For information on the internet about women and work you might want to start with the Women's Bureau of the U.S. Department of Labor. * Jam. 14 Instead of class. we'll meet at 12 at Happy Chef North for LWV meeting with <NAME>, a Congressional Candidate in 1996. * Jam. 15 Read: Half of us will read Ch. 5 Roth Women, Work and the Politics of Fetal Rights. Two key things to note here. 1)challenges to workplace discrimination and the court. Here be sure to note the distinction between disparate treatment and disparate impact and the defenses to each. 2) the ways in which fetal rights are used to define women. How would you want to resolve issues raised by concepts of fetal rights? The other half are to read Ch. 7 Shende Fighting the Violence Against our Sisters: Prosecution of Pregnant Women and the Coercive Uses of Norplant. Identify the inconsistencies in state policy regarding fetal health that suggest something other than concern for children as the guiding perspective. What is that something? Be prepared to summarize the chapter you read to the rest of the class. Also pick out ten or so quotes from the article that you'd want to share. Website of interest: Families USA. at http://www.familiesusa.org They are very active in expanding Medicaid to cover more children. The NARAL site has lots of resources on reproductive rights. You might also find the. Ultimate Pro- Life Resource List interest. Week 3 * Jan. 19 Holiday <NAME> Birthday observed * Jan. 20 Read: Ch. 10 Banet-Weiser Fade to White: Racial Politics and the Troubled Reign of Venessa Williams. Pay special attention to the concept of passing,and its special meaning in terms of beauty pageants. Also consider an ideology identifying the total person but excluding sexual identity or performance. * Jan. 21 We again are dividing the readings, but instead of discussing these chapters, you are either to write a one paragraph abstract of your article or to create a list of points from the chapter that help us understand something about our general topic of how women live. (Split up who does what so both get done.) Bring your abstract or list to class. The Chapters: Ch. 6 Badgett The Wage Effects of Sexual Orientation Discrimination. Ch. 8 Joe and Miller Cultural Survival and Contemporary American Indian Women in the City Ch. 9 Carby Policing the Black Woman's Body in an Urban Context. * Jan. 22 We will share and discuss out essays over Part One on how women live. You should have a draft to read. The final version is due on Monday. Week 4 * Jan. 26 We'll meet at the library for a special session with <NAME> on library resources for women and politics. * Jan. 27 Citizenship Read: Ch. 11 Benmayor and Torruelas Education, Cultural Rights, and Citizenship. The concept of cultural citizenship runs though this multifaceted chapter and we will want to consider the question posed at the end. Also worth discussion are the ways in which education is itself a political act - and the ways in which state support or lack thereof of education frames class politics. You might want to apply this to your/our situation in Minnesota today. * Jan. 28 Socialization Read: Ch. 13 Hardy-Fanta Latina Women and Political Consciousness * Jan. 29 Sexual harassment Read: Ch. 14 Pohl Ritual and Sacrifice at Tailhook '91 Week 5 * Feb. 2 Domestic violence Read: Ch. 16 Shukla Feminisms of the Diaspora Both Local and Global * Feb. 3 AIDS and Breast Cancer Read: Ch. 17 Densham The Marginalized Uses of Power and Identity * Feb. 4 Plant closings Read: Ch. 19 Weinbaum Transforming Democracy * Feb. 5 Speaker Dr. Verona (Ronnie) Burton MSU Emeritus Professor Political activist Week 6 * Feb. 9 As we move to a new section on participation, electoral politics and movement building Read: Ch. 20 Brown Negotiating and Transforming the Public Sphere for an historical look * Feb. 10 We'll divide into 2 groups one to Read Ch 22 Junn Assimilating or Coloring participation and the other to Read: Ch. 23 Alex-Asseson and Stanford Gender, participation, and the Black Urban Underclass. We'll then share with each other the chapters. * Feb. 11 This time we'll divide into 3 groups to Read: Chs. 24, 25, 26 and share with each other * Feb. 12 Speaker Week 7 * Feb. 16 Read: Ch. 27 Echols Nothing Distant about it: Women's Liberation and Sixties Radicalism * Feb. 17 Read: Ch. 28 Minkoff Organizational Mobilizations, Institutional Access, and Institutional Change * Feb. 18 Speaker * Feb. 19 Share Essay 2 Week 8 * Feb. 23 Read: Ch. 29 Daly Crime and Justice: Paradoxes for Theory and Action * Feb. 24 Read: Ch. 30 Blackwell-Stratton et. al. Smashing Icons * Feb. 25 Share interviews * Feb. 26 Share interviews Week 9 * Mar. 2 Read: Ch. 31 Shah Presenting the Blue Goddess * Mar. 3 Precinct caucuses meet tonight. This will substitute for our class today. * Mar. 4 Read: Ch. 32 Crenshaw Beyond Racism and Misogyny * Mar.5 Read: Ch. 33 Petchesky Spiraling Discourses of Reproductive and Sexual Rights Week 10 This week reserved for presenting student projects * Mar. 9 * Mar. 10 * Mar. 11 * Mar. 12 Final Exam: Tuesday, March 17 !0:15 We'll use this time to share essay 3. * * * RETURN TO: * <NAME> Home Page * PS/LE Department Home Page * MSU Welcome Page <file_sep>Sociological Theory Course Notice Board: Fall 2001 _(scroll down to find the most recent messages)_ Assignments \| Further Information ---\|--- Fri. Sept. 7: Read Collins and Makowsky (C&M), Introduction. A reading guide is available off the main syllabus. \| _![](redbulle.gif)Access the online syllabus. Read it carefully and explore its links. __![](redbulle.gif)Read thediscussion group assignment and subscribe to the class listserve. __![](redbulle.gif) Register at the New York Times site if you have not done this before._ _![](redbulle.gif)All Theory students are strongly urged to subscribe as well to thedepartment listserve. _ Mon. Sept. 10: Read C&M, Chapter 1 and <NAME>, "Toward a Social Physics," (handout) \| The Dead Sociologists Index has useful supplementary material on Auguste Comte. Having read about Comte's obsession with Clotilde, you may want to check out Project Clotilde, which includes a portrait of her. Wed. Sept. 12: Class cancelled due to terrorist attacks in US \| Fri. Sept. 14: Read Turner and Beeghley, "Social Thought and Sociological Theory," (handout) \| An interview with <NAME> may be found at http://wizard.ucr.edu/praxis/turner.html Monday, Sept. 17: Read my summary of Kuhn's _The Structure of Scientific Revolutions_. Be sure to use the Reading Guide to guide your reading and preparation for class. \| For a recent article on Kuhn's continuing impact, see the New York Times article, Coming To Blows Over How Valid Science Really Is. For a superb reflective piece on Kuhn's significance, see <NAME>, "The Legacy of Thomas Kuhn: The Right Text at the Right Time," Common Knowledge 6,1 (1977), pp. 1-5. [You may order this online through IRIS.] Wednesday, Sept. 19: Read C&M Ch. 2 and the Communist Manifesto excerpt online \| Be sure to make use of the Reading Guide. Reminder: Optional Discussion Section at 12:30 in Armitage 218, led by <NAME> Friday, Sept. 21: Read "Preface...." (available online) \| Monday, Sept. 24: Read Navarro article (e-reserve). Come prepared to discuss how this article represents a contemporary application of Marx's ideas. A reading guide is available from the syllabus. Study guide for first exam will be available online. \| Reminder: To access articles on electronic reserve, you must be either 1) using a networked computer on campus; 2) be logged in to your clam account; or 3) have set up your browser proxy as defined by the library instructions Wednesday, Sept. 26: No new assignment. Class Review Session. \| There will be a free period discussion/review session led by <NAME> in Armitage 218 at 12:20 p.m. Friday, Sept. 28: In-Class Multiple-Choice Exam \| Bring a #2 pencil and eraser and arrive on time. Monday, October 1: Read C&M Ch. 3 \| Recommended: Access reading guide and related websites from the syllabus. Wednesday, Oct. 3: Read Putnam, "Bowling Alone" \| Recommended: Access related websites from the syllabus. Friday, October 5: Read C&M Ch. 5 (skip Ch. 4) \| Monday, Oct. 8: Read C&M, Ch. 6 \| Wednesday, October 10: Review section on suicide in Ch. 6 \| <NAME> will be responsible for this class; I have to attend a funeral. _Note: Terri recommends the summary of Social Facts and Suicide athttp://uregina.ca/~gingrich/o26f99.htm_ Friday, Oct. 12: Skim Hornsby article in Kovisto reader \| Monday, October 15: Read C&M, Ch. 7 plus Excerpts from _The Methodology of Social Sciences_ \| Consult the Reading Guide for questions to guide your reading. There is a lot of useful material on Weber at the Dead Sociologists Index. Wednesday, Oct. 17: C&M Ch. 7 plus Excerpts from _The Protestant Ethic and the Spirit of Capitalism_ \| Come prepared to discuss Weber's theory of stratification and organization, and to begin discussing his theory of the role of ascetic Protestantism in the rise of capitalism. Friday, Oct. 19: Continue discussion of Weber. \| Monday, Oct. 22: Read Ritzer article in Kivisto, pp. 37-61. Essay questions and study guide for exam will be handed out. \| Check out the McDonaldization website. Discussion Session about Weber with <NAME>, 12:20 in Atg. 218 Wed. and Fri., Oct. 24 & 26: Grand Comparison of Marx, Durkheim and Weber Exam #2 Study Guide and Essay Questions \| Review your notes on these three theorists. _ Miss these classes at your peril! _ Wed: Discussion/Review Session <NAME>, 12:20 in Atg. 218 _**_ Mon. Oct. 29: In-Class Exam. Bring your completed (typed) essay. \| 50% of the exam will be your essay; 50% will be multiple-choice. If you fail to bring your essay, you will have to write it during the exam hour. Wed. Oct. 31: Discussion of MicroCase assignment. \| Print out and read over the assignment ahead of time. Fri. Nov. 2: No regular class. \| Dr. Wood available in his office for MicroCase assignment consultation and <NAME> available in the BSB computer lab. Mon. Nov. 5: Essays returned and discussed, including the Rewrite Option to develop better writing skills and potentially increase your grade. Discussion also of multiple-choice part of exam and of Testing Big Ideas With Data assignment. \| Listserve recommendation: read the New York Times article on women and Islam and think about the relevance of theoretical ideas from this course. Wed. Nov. 7: Read C&M Ch. 9 and Staudenmeier article in Kivisto reader \| Dead Sociologists Index has further information on Simmel, Cooley and Mead Fri. Nov. 9: Read C&M Ch. 14 (on Erving Goffman) and Kivisto/Pittman article in Kivisto reader \| Mon. Nov. 12: Read Prendergast article "Why Do African Americans Pay More for New Cars?" in Kivisto, pp. 197-226. Discussion of Rational Choice theory. \| Olson article on electronic reserve recommended but not required; it's a classic in rational choice theory. Wed. Nov. 14 :Testing Big Ideas With Data: MicroCase Network Exercise due (note due-date change) Film: <NAME>: An Observer Observed \| MicroCase paper may be handed in any time during the day up to 4:30 p.m. in my office (Atg 323) or in the departmental office (Atg. 301) Fri. Nov. 16: Read handout on <NAME> by <NAME>. Discussion of Margaret Mead and Geertz \| Mon. Nov. 19: Read Lorber & Martin and Davidson articles in Kivisto reader \| Wed. Nov. 21: Change of Plans: Testing Big Ideas With Data Exercise will be returned. The Rewrite Option will be discussed. \| A lot of people don't seem to have understood what they were doing. Let's use the rewrite option to master this material, which all sociology majors should know! Mon. Nov. 26: Film on W.E.B. DuBois \| Wed. Nov. 28: C&M Chs. 10-11 \| We'll also catch up on Geertz and the two articles by Lorber/Martin and Davidson. Discussion/Review Session with <NAME> at 12:15 in Atg. 218. Fri. Nov. 30: C&M Chs. 12-13 (focus on Parsons and Mills) and Wolfe article online \| Mon. Dec. 3: C&M Ch. 15, pp. 260-274 (Foucault and Bourdieu) \| Wed. Dec. 5: C&M Ch. 15, pp. 288-293 (Wallerstein) and Giddens lecture summary online \| For further readings on globalization theory, check out my Social Change in the Global Economy course website. Fri. Dec. 7: No Class due to MathFest taking over our room \| Mon. Dec. 10: Cole article (two parts, electronic reserve) and Seidman article (electronic reserve). ![](new2.gif) Study guide for final exam Rewrites of MicroCase paper due by this date. \| Please read these article carefully and draw out their basic arguments. They are challenging, but represent provocative and interesting positions. Wed. Dec. 12: Summing Up/Review/Course Evaluation \| Please be sure to attend this last class. I value everyone's input in the course evaluation, which will be supplemented by some extra questions about technology and this course. Discussion/Review Session with <NAME> at 12:15 in Atg. 218. Tues. Dec. 18: Final Exam, 9:00 a.m. sharp Online Grades Are Available Here! \| If you need to make special work arrangements to be available at this time, please do so in advance. Most students will be done by 10:00 or so. Back to Sociological Theory syllabus** <file_sep>## Women in Modern Europe History 419, Spring 2002 \| Dr. Wiltenburg, ext. 3992 ---\|--- Tuesday/Thursday 9:30-10:45 \| Office hours: W 2-4, F 9:30-11:30, other times by appt. \| email: <EMAIL> This course examines the history of women in Europe from the eighteenth century to the twentieth. As a 400-level history course, it requires a serious commitment of time and effort. All readings listed on the syllabus are required, and students must be prepared to participate in class sessions. _Written Requirements_ : Two papers plus midterm and final essay exams. The first paper (3-5 pages) will be assigned based on the course reading. The second paper of 8-10 pages will require outside research. Short writing assignments in class are not graded individually but form part of my assessment of participation. _Classroom Requirements_ : Reading assignments are due by the first class meeting of the week unless otherwise noted (and except for the first week of class). Regular attendance and participation are required and will be considered in the computation of grades. Students who miss more than one class will be required to hand in a 1-page summary of the reading. Please bring books to class for consultation and discussion. Each student will give an oral presentation based on research for the second paper. _Grades_ : Grades will be assigned on a scale of A, A-, B+, etc., and will be based on the two papers (20% and 25%), midterm (20%) final exam (20%), and class participation (15%). #### Books available at bookstore: * Bridenthal, Stuard, & Wiesner, _Becoming Visible: Women in European History_ , 3d ed. * Schiebinger, _Nature's Body_ * Bell & Offen, _Women, the Family & Freedom_, vols. 1 & 2 * Woolf, _A Room of One's Own_ * Strunk and White, _The Elements of Style_ Readings marked with * available on reserve Plagiarism \--the submission of work that represents the work of others as the student's own--will result in failure in the course and a report to the Provost. Students should download the plagiarism sheet (http://www.rowan.edu/history/plagiarism.html) posted by Dr. Carrigan and will be asked to sign a statement that they understand and are adhering to accepted rules of documentation. ### Tentative semester schedule: _ Dates _ \| _ Topic _ \| _ Readings _ ---\|---\|--- Jan. 22-24 \| Introduction: Women in the western tradition \| Bell & Offen, 1:1-11 Jan. 29-31 \| Women in the preindustrial household economy \| -<NAME>, _He is the Sun, She is the Moon_ , 63-84 -Wiesner, "Spinning Out Capital," in Bridenthal, ch. 8 Feb. 5-7 \| Gendered nature \| -Schiebinger, _Nature's Body,_ 1-74, 143-212 Feb. 12-14 \| Nature and Enlightenment \| -Goodman, "Women and the Enlightenment, in Bridenthal, ch. 9 -Bell & Offen, 1:13-36, 42-49 -Rousseau, _Emile_ , selections Feb. 19-21 \| A revolution for women? \| -Bell & Offen, 1:37-41, 50-64, 97-109 -Levy and Applewhite, "A Political Revolution for Women?" in Bridenthal, ch. 10 -Wollstonecraft, Vindication of the Rights of Woman, Chapter V, section I [note: this is Wollstonecraft's direct response to Rousseau and contains many quotations from him that you have already read] -Taylor, _Eve and the New Jerusalem_ , 1-18 Feb. 26-28 \| 1ST PAPER DUE Economic transformation \| -Bell & Offen, 1:192-209 -Frader, "Doing Capitalism's Work," in Bridenthal, ch. 11 -Taylor, 83-117 Mar. 5-7 \| Rise of liberal feminism March 7 MIDTERM EXAM \| -Bell & Offen, 1:279-98, 391-407, 416-25, 474-93 -Offen, "Feminism in Nineteenth-Century Europe," in Bridenthal, ch. 12 Mar. 12-14 \| Women and socialism \| -Bell & Offen, 1:142-47, 209-18; 2:73-91 -Sowerwine, "Socialism, Feminism, and the Socialist Women's Movement," in Bridenthal, ch. 13 Mar. 19-21 \| SPRING BREAK \| NO CLASS Mar. 26-28 \| Biology and destiny \| -Bell & Offen, 1:335-49, 408-15; 2:117-29, 143-45 -Vertinsky, _The Eternally Wounded Woman_ , 39-59 -Walkowitz, "Dangerous Sexualities" Apr. 2-4 \| The "new woman" and the fall of the old order \| -Bell & Offen, 2:17-50, 233-45, 286-91 -Stites, "Women and the Revolutionary Process in Russia," in Bridenthal, ch. 15 Apr. 9-11 \| 2D PAPER DUE An interwar perspective \| -Woolf, _A Room of One's Own_ Apr. 16-18 \| Fascism, gender, modernity \| -Bell & Offen 2: 276-85, 373-89 -Cooper, "Women in War and Peace," in Bridenthal, ch. 16 -Koonz, "The 'Woman Question' in Authoritarian Regimes," in Bridenthal, ch. 17 Apr. 23-25 \| Women in the postwar era \| -Bell & Offen, 2:328-38, 355-58, 420-32 -Jenson, "Women and State Welfare," in Bridenthal, ch. 18 Apr. 30-May 2 \| Perspectives on the late 20th century \| -Rose-<NAME>, "A Supervised Emancipation," in F. Thebaud, _A History of Women: Toward a Cultural Identity in the Twentieth Century_ , 453-89 <file_sep>![RS Home](../images/scroll.gif) ## MS. <NAME> ## RELIG 2601, INTRODUCTION TO WORLD RELIGIONS ![](../images/hline.gif) Please click on the appropriate area below to access course materials: Course Syllabus \| Course Outlines \| Prehistoric and Primitive Religions ---\|---\|--- Religions of Native Americans \| African \| Early Hinduism - Later Hinduism Sikhism \| Hinduism/Buddhism \| Jainism Religions of China \| Shinto \| Zoroastrianism \| Judaism \| Christianity Islamic Religion \| Course Study Guide #1 \| Course Study Guide #2 Course Study Guide #3 \| Course Study Guide #4 \| Religion Hyperlinks _Click Here to Send E-mail to <NAME>_ ![](../images/hrline.gif) _COURSE SYLLABUS_ :* SPRING 2002 COURSE TITLE: INTRODUCTION TO WORLD RELIGIONS RELIG 2601, COURSE CODES 2450 & 2452 INSTRUCTOR: <NAME>, MPH, MDiv, ThM CLASS MEETS: Course Code 2450: MWF, 0900-0950; WILLIAMSON, ROOM 108 Course Code 2452: MWF, 1100-1150; WILLIAMSON, ROOM 205 OFFICE: DeBartolo Hall Rm 413; Phone 742-3448 OFFICE HOURS: M-F 1200-1300 or by appointment I. COURSE GOALS AND GENERAL EDUCATION REQUIREMENTS A. GOALS 1\. To provide students with knowledge of the major World Religions, including their Systems of thought, symbols, sacred literature, and common threads. 2\. To engage students in a process of responding to the underlying goals, purposes and issues addressed by all religions and to grapple with how they have impacted human existence throughout history and continue to affect our lives today 3\. To enable students to perceive religious understanding as a vehicle through which a goal of world wide reconciliation can be achieved. 4\. To empower students to gain insights into their own inner yearnings to find enlightenment and to understand their life experiences as metaphors for their personal spiritual journey. B. GENERAL EDUCATION REQUIREMENTS: Goal 10: Understand the development of cultures and organizations of human societies throughout the world and their changing interrelationships with Western Society 1. Via the study of world religions, students will understand how various societies have identified and resolved the common problems of human existence over time 2. Students will understand the interrelatedness of all aspects of culture: technology systems, economic Systems, political Systems, esthetics, social systems. ideology and language. How every culture has these aspects in some form and that each reflect and are impacted by the environment, the geography and the milieu of the society. Goal 11: Evaluate the impact of theories, events and institutions on the social, economic, legal and political aspects of society. 1\. Students will gain an understanding of how these theories, events and institutions interact with and interrelate with each other not only locally but personally and globally. 2\. Students will gain an appreciation for incorporating a broad range of perspectives in their armanentarium of explanations for the infrastructure of the social order. Goal 12: Comprehend and appreciate the development of diversity in America in all its forms 1\. Students explore the religious beliefs of various groups to gain insights into their behavior and as a vehicle of toleration and reconciliation. 2\. Students gain insights into the basic characteristics which define and identify all persons, groups, genders and classes as participants in the drama of human life. Everyone has a part, no part is more or less important than the other and none can be eliminated. C. OBJECTIVES: EXPECTED OUTCOMES --- AT THE COMPLETION OF THE COURSE, STUDENTS WILL BE ABLE: 1\. To identify theories of the origin of religion, basic characteristics, common features and functions of all religions. 2\. To recognize the inter relatedness of religion to other aspects of society, culture, and the world community. 3. To understand the universality of Religion, the problems it poses and the solutions it offers for various world cultures and traditions, 4\. To trace the evolution of religious practice, ideation and theologies from antiquity to the present. II. REQUIRED TEXT. Fisher, <NAME>, LIVING RELIGIONS, fourth edition: (Prentice Hall, N.J.), 1999. III. COURSE REQUIREMENTS AND CRITERIA FOR GRADING. A. COURSE FORMAT: Classes will be comprised of various learning methods, including lectures, videos and pauses to discuss relevant issues. A study guide and study session will precede each exam. Syllabus is subject to change as needed. The Web Site can be accessed through Department of Philosophy and Religious Studies, Courses, 2002. B. EXPECTATIONS: Students are expected to be active members of the learning process. this includes attending classes, reading assignments before class, participating in class discussions and helping to create a learning environment by bringing to the classroom experience an open mind and a willingness to grow. C. ATTENDANCE POLICY: Attendance will be taken on a regular basis. If more than five classes are missed without a valid written excuse, your grade for the course will be decreased by ten points. D. GRADING AND EXAMINATIONS Grading Scale: A -- 90-100 percent B -- 80-89 percent C --70-79 percent D -- 60-69 percent F -- less than 60 percent 2\. Breakdown of grades: a. Four exams each exam is 22.5 percent of final grade b. Class attendance and participation is 10 percent of grade c. Extra credit option up to 10 points 4\. Examination questions will be true, false, matching and multiple choice 5\. MAKE UP EXAMINATIONS: Will be given only if your absence at the regular examination is unavoidable. A make-up exam must be taken no later than one week after the regularly scheduled examination. Only one make-up exam may be taken. E. EXTRA CREDIT: May be earned by writing a paper. The paper should be 3-6 typewritten pages, double spaced and must include footnotes and a bibliography of sources and references when they are used. It must be turned in before the last class. Please talk with me by the end of the eighth week if you plan to write a paper. Papers may be written on the following topics: 1\. In depth research on a religious tradition which differs from your own. 2\. A personal, life changing or deeply moving religious experience you have had. 3\. You may visit a religious worship service, or interview a religious leader, in a religion other than your own, and write a report on your experience. PENALTY FOR CHEATING: If the instructor believes that a student is guilty of cheating on an examination, he/she will receive a failing grade for the course and recommended for disciplinary action as specified by the _YSU Code._ IV. READING ASSIGNMENTS AND COURSE SCHEDULE: A. PART ONE: WEEK #1 January 14, 16, 18 INTRODUCTION; The Religious Response; Definitions of Religion; The social importance of religion ASSIGNMENT: Chapter 1 WEEK #2: January 21 (holiday, no class) January 23, 25 Theories of the Origin of Religion. Characteristics of Basic Religion ASSIGNMENT: Web Site WEEK #3 January 28, 30, February 1 INDIGENOUS SACRED WAYS; Prehistoric Religion ASSIGNMENT: Chapter 2 QUIZ #1 CHAPTERS 1 & 2 B. PART TWO: RELIGIONS ORIGINATING IN INDIA WEEK #4 February 4, 6, 8 \-- HINDUISM ASSIGNMENT: Chapter 3 WEEK #5 February 11, 13, 15 \-- BUDDHISM ASSIGNMENT: Chapters 5 WEEK #6 February 18, 20, 22 \-- JAINISM & SIKHISM ASSIGNMENT: Chapters 4 & 11 WEEK #7 February 25, 27, March 1 -- Review Session, Exam #2 ASSIGNMENT: QUIZ #2 CHAPTERS 3, 4, 5, & 11 PART THREE: RELIGIONS ORIGINATING IN CHINA AND JAPAN WEEK # 8 March 4, 6, 8 --- CONFUCIANISM & TAOISM ASSIGNMENT: Chapter 6 Week #9: March 18, 20, 22 SHINTO, Review Session, Exam #3 ASSIGNMENT: Chapter 7 QUIZ #3: CHAPTERS 6, 7 PART FOUR: RELIGIONS ORIGINATING IN THE MIDDLE EAST WEEK #10: March 25, 27, 29 - - ZOROASTRIANISM ASSIGNMENT: Handouts WEEK # 11: April 1,3, 5 \- - JUDAISM ASSIGNMENT: Chapter 8 WEEK #12: April 8, 10, 12 -- CHRISTIANITY ASSIGNMENT: Chapter 9 WEEK #13: April 15, 17, 19 - - ISLAM ASSIGNMENT: Chapter 10 WEEK #14: April 22, 24, 26 - - NEW RELIGIOUS MOVEMENTS ASSIGNMENT: Chapter 12 WEEK # 15: April 29, May 1, 3 \- -RELIGION AT THE TURN OF THE CENTURY ASSIGNMENT: Chapter 13 FINAL EXAM: RETURN TO TOP ![](../images/hrline.gif) _INTRODUCTION TO WORLD RELIGIONS COURSE OUTLINES_ : ** COURSE OUTLINE 1 \- Spring, 2002 INTRODUCTION TO WORLD RELIGIONS <NAME>, MPH, MDiv., ThM _A.DEFINITIONS OF RELIGION_ _1.WEBSTER'S_ \- -RELIGION IS THE SERVICE AND ADORATION OF GOD OR A GOD AS EXPRESSED IN FORMS OF WORSHIP IN OBEDIENCE TO DIVINE COMMANDS. _2.OXFORD ENGLISH DICTIONARY_ \--RELIGION IS THE RECOGNITION OF A SUPERHUMAN CONTROLLING POWER AND ESPECIALLY OF A PERSONAL GOD ENTITLED TO OBEDIENCE. _3\. LATIN_ \- - TO TIE BACK, OR TO TIE AGAIN. THE GOAL OF ALL RELIGION IS TO TIE PEOPLE TO A GREATER REALITY WHICH LIES BEYOND THE WORLD THAT WE CAN PERCEIVE WITH OUR FIVE SENSES. _4.WESTERN_ \- - A SET OF BELIEFS TO DO WITH THE GODS AND THROUGH WHICH ONE IS TAUGHT A MORAL SYSTEM. SOME RELIGIONS ARE CONCERNED WITH HUMANITY'S PROPER RELATIONSHIP WITH GODS, DEMONS AND SPIRITS RATHER THAN WITH ETHICAL RELATIONSHIPS. _5\. TILLICH_ (THEOLOGICAL)..RELIGION IS ULTIMATE CONCERN - - THE BELIEF THAT HUMAN EXISTENCE, IF IT IS TO BE FULFILLED MUST BE HARMONIZED WITH OR SUBORDINATED TO WHAT HUMANS EXPERIENCE A HOLY. 6\. WILLIAM JAMES(PHILOSOPHICAL) RELIGION CONSISTS OF THE BELIEF THAT THERE IS AN UNSEEN ORDER AND THAT OUR SUPREME GOOD LIES IN HARMONIOUSLY ADJUSTING OURSELVES TO IT. _7\. ALFRED NORTH_ WHITEHEAD...RELIGION IS THE VISION OF SOMETHING WHICH STANDS BEYOND, BEHIND AND WITHIN THE PASSING FLUX OF IMMEDIATE THINGS; SOMETHING WHICH IS REAL, YET WAITING TO BE REALIZED; SOMETHING REMOTELY POSSIBLE, YET THE GREATEST OF PRESENT FACTS; SOMETHING THAT GIVES MEANING TO ALL PASSES YET ELUDES APPREHENSION. _8._ _BROAD GENERAL DEFINITION- -_ RELIGION IS SEEKING AND RESPONDING TO WHAT HUMANS EXPERIENCE AS HOLY OR ULTIMATE; A SET OF BELIEFS, PRACTICES AND SOCIAL STRUCTURES, GROUNDED IN A PEOPLE'S EXPERIENCE OF THE HOLY, THAT ACCOMMODATES THEIR EMOTIONAL, SOCIAL, INTELLECTUAL AND _MEANING-GIVING_ NEEDS. _B. RELIGION IS INTERRELATED WITH ALL ASPECTS OF CULTURE:_ 1\. SOCIAL SYSTEMS 2\. ECONOMIC SYSTEMS 3\. POLITICAL SYSTEMS 4\. TECHNOLOGY 5\. ESTHETICS 6\. LANGUAGE 7\. IDEOLOGY _C. FUNCTIONS OF RELIGION_ 1\. EMOTIONAL 2\. SOCIAL 3\. INTELLECTUAL _D.ASPECTS OF EVERY RELIGION_ 1\. RITUAL 2\. ETHICAL 3\. DOGMATIC _E. THEORIES OF THE ORIGIN OF RELIGION_ 1\. EDWARD TYLER (ANTHROPOLOGIST) a. ANIMISTIC THEORY 2\. EMIL DURKHEIM (SOCIOLOGIST) a. SOCIQLOGICAL THEORY 3\. SIR JAMES FRAZIER (MAGIC THEORY) a. MAGIC b. RELIGION c. SCIENCE 4\. LUDWIG FUERBACK (PHILOSOPHER) a. PROJECTION OF HUMAN NEED 5\. NATURE WORSHIP THEORY 6\. ORIGINAL MONOTHEISM 7\. KARL MARX 8\. SIGMUND FREUD 9\. MOTHER GODDESS THEORY _F. THE RELIGIOUS RESPONSE_ (HOW PEOPLE EXPERIENCE ULTIMATE REALITY) 1\. MYSTICAL ENCOUNTERS 2\. TRANSCENDENT EXPERIENCE 3\. RATIONAL THOUGHT 4\. DIRECT INTUITION _G. SCIENTIFIC UNDERSTANDING OF RELIGION_ 1\. ANCIENT 2\. RENAISSANCE...14-16TH CENTURY 3\. ENLIGHTENMENT... 18TH CENTURY 4\. TWENTIETH CENTURY 5\. QUANTUM PHYSICS _H. MANY FACES OF ULTIMATE_ _REALITY_ 1\. IMMANENT 2\. TRANSCENDENT 3\. THEISTIC 4\. MONOTHEISTIC 5\. POLYTHEISTIC 6\. HENOTHEISTIC 7\. INCARNATION 8\. ATHEISTIC 9\. AGNOSTIC 10\. NON-THEISTIC _I. INTERPRETATIONS OF THE SACRED_ 1\. ORTHODOX 2\. FUNDAMENTALISTS 3\. LIBERALS 4\. HERETIC 5\. MYSTIC _J. WAYS OF BEING SACRED_ 1\. DEFINITIONS a. SACRED b. SECULAR c. PROFANE 2\. SACRED SPACE 3\. SACRED PERSONS 4\. SACRED STORIES a. EPICS b. MYTHS 5\. SACRED WRITINGS 6\. SACRED ACTIONS 7\. SACRED DANCE 8\. SACRED DRAMA _K. SACRED PRACTICES OF BASIC (PRIMAL. PRIMITIVE OR INDIGENOUSt RELIGIONS_ 1\. AWE BEFORE THE SACRED 2\. EXPRESSIONS OF ANXIETY IN RITUAL 3\. RITUAL AND EXPECTANCY a. RITES OF PASSAGE 4\. MYTH AND RITUAL 5\. MAGIC a. SYMPATHETIC b. PRODUCTIVE c. DESTRUCTIVE (AVERSIVE) d. CONTAGIOUS 6\. CONTROL OF SPIRIT POWER a. FETISHISM b. PRAYER c. DIVINATION 7\. BELIEF IN MANA 8. ANIMISM 9\. VENERATION, WORSHIP, AWE OF POWERS 10\. RECOGNITION OF A SUPREME BEING 11\. TABOO 12\. PURIFICATION RITES 13\. SACRIFICES AND GIFTS 14\. ATTITUDES TOWARD THE DEAD 15\. TOTEMISM a. SOCIAL b. CULT _L. SHAMANS... WITCH DOCTORS. SORCERERS. EXORCISTS, MEDICINE MEN OR WOMEN._ 1\. SPIRITUAL SPECIALISTS 2\. MYSTICAL INTERMEDIARIES 3\. CONJURE SPIRITS a. EXORCISM b. SORCERY 4\. CONTROL SPIRITS a. MAGICAL POWERS b. RELIGIOUS FUNCTIONS 5\. MEDICAL PRACTICES a. HEALING b. COMMUNICATE WITH THE SPIRIT WORLD c. DIVINATION d. CONTEMPLATION 6\. TRAINING OF SHAMAN a. INHERITANCE OR SPECIAL GIFT b. PHYSICAL DEATH AND REBIRTH c. RITUALS OF PURIFICATION d. SHAMANIC APPRENTICESHIP 7\. SHAMANIC TECHNIQUES a. ALTERED STATE b. ENTER SPIRIT WORLD c. RECEIVE MESSAGE RETURN TO TOP PREHISTORIC AND PRIMITIVE RELIGIONS _A._ _OLD STONE AGE..NEANDERTHALS (125,000-30,000 BCE.)_ 1\. EVIDENCE OF RELIGION a. ADVANCED SPIRIT POWERS b. BURIAL PRACTICES 2\. BEAR CULT a. WORSHIPED BEARS b. HUNTING MAGIC _B. CRO-MAGNONS (30.000-8.000 BCE)_ 1\. BURIAL RITES a. FEAR/AWE OF THE DEAD 2\. CAVE PAINTINGS a. MAGICO-RELIGIOUS 3\. PRIESTS 4\. MOTHER GODDESS a. FERTILITY MAGIC 5\. BEAR CULT a. BEAR GOD _C. MESOLITHIC--MIDDLE STONE AGE (10,000 BCE)_ 1\. FROM NOMADIC TO VILLAGE LIFE 2\. NEW DIRECTIONS IN RELIGION a. GRAIN SPIRIT WORSHIP 3\. NATURE WORSHIP 4\. FETISHES 5\. MAGIC _D. NEOLITHIC LATE STONE AGE (7.000-3.000 BCE)_ 1\. REVOLUTIONARY DEVELOPMENTS a. AGRICULTURE b. DOMESTICATED ANIMALS c. ART 2\. DEVELOPMENTS IN RELIGION a. GREAT MOTHER GODDESS b. FEMALE DIVINE POWER 3\. MEGALITHS a. THEORIES RETURN TO TOP RELIGIONS OF NATIVE AMERICANS _A.PROBLEMS OF STUDYING NATIVE AMERICAN RELIGIONS_ 1\. MANY DIVERSE CULTURES 2\. COVERS MORE THAN 25,000 YEARS 3\. LIMITED SOURCES OF INFORMATION _B.GENERAL CHARACTERISTICS_ 1\. SPIRIT WORLD: a. POLYTHEISTIC b. MONOTHEISTIC c. HENOTHEISTIC 2. DEITIES: a. SUN GOD b. MOON GOD c. HIGH GOD _C. SACRED PRACTICES & BELIEFS_ 1. ANIMISM 2\. NO SACRIFICES 3\. TABOOS: (AS PROTECTION FROM EVIL) a. MENSTRUATING WOMEN b. CONTACT WITH THE DEAD 4\. CEREMONIES: a. DANCING b. FASTING c. BATHING _D. RITUALS_ 1\. THE VISION QUEST 2\. THE CALUMET 3\. USE OF PEYOTE 4\. RITUAL OF THE HUNT _E.WORLD VIEW_ 1\. CREATION...MANIFESTATION OF ACTIVE SPIRITS 2\. HUMANS... ARE RELATED TO ANIMALS 3\. ANIMALS 4\. THE PROBLEM FOR HUMANS 5\. THE SOLUTION FOR HUMANS 6\. PHYSICAL ILLNESS a. CAUSED BY SPIRITUAL DISORDER 7\. HEALING a. APPEASING VENGEFUL SPIRITS 8\. COMMUNITY AND ETHICS a. SHARED RESPONSIBILITIES 9\. INTERPRETATION OF HISTORY a. MEDICINE WHEEL _F. SYMBOLS AND RITUALS_ 1\. FEATHERS 2\. RITES OF PASSAGE a. BIRTH b. PUBERTY - -FOR YOUNG GIRLS - -FOR BOYS c. MARRIAGE d. DEATH RITES 3\. BELIEFS REGARDING LIFE AFTER DEATH a. SOUL OF DECEASED REBORN b. ANCESTORS HONORED RETURN TO TOP AFRICAN RELIGIONS _A. HIERARCHY OF GODS_ 1\. THE HIGH GOD a. CREATOR OF THE WORLD b. DISTANT HEAVEN 2\. LESSER SPIRITS a. ANIMISTIC SPIRITS b. SUN, MOON, EARTH GODS c. EARTH MOTHER GODDESS _B.SACRED OBJECTS_ 1\. WATER 2\. SNAKES _C. DEPARTED ANCESTORS_ 1\. MOST RECOGNIZED SPIRITUAL FORCE 2\. CAPRICIOUS, UNPREDICTABLE 3\. INTERVENE IN AFFAIRS OF THE LIVING _D. SACRIFICES_ 1\. USES 2\. RITUALS 3\. TYPES a. ANIMAL b. BLOOD c. HUMAN _E. RITES OF PASSAGE_ 1\. BIRTH... a. NAMING CEREMONIES 2\. PUBERTY... a. INSTRUCTIONS ON ADULT ROLES b. CIRCUMCISION 3. MARRIAGE 4\. DEATH a. BURIAL RITES _F. RELIGIOUS LEADERS_ 1\. PRIESTS 2\. WITCH DOCTORS 3\. DIVINERS 4\. PROPHETS 5\. CHIEF KING _G. WORLD VIEW_ 1\. THE WORLD 2\. HUMANS a. THE PROBLEM FOR HUMANS b. THE SOLUTION FOR HUMANS 3\. LIFE AFTER DEATH a. THE SOUL OR SPIRIT b. THE SPIRIT WORLD RETURN TO TOP RELIGIONS OF CHINA _A. NO NATIVE RELIGION_ 1\. RELIGIONS ADOPTED FROM MISSIONARIES 2\. THREE MAJOR RELIGIONS/PHILOSOPHIES a. BUDDHISM, TAOISM, CONFUCIANISM b. ECLECTIC MIXTURE FOLLOWED BY MOST c. WEAKENED BY MODERN INFLUENCES _B. BASIC~ CHARACTERISTIC~_ 1\. ANCESTOR WORSHIP & FILIAL PIETY 2\. HIERARCHY OF GODS AND SPIRITS a. LOCAL DEITIES...GOOD & EVIL SPIRITS 3\. YIN AND YANG..TRUE NATURE OF UNIVERSE a. YIN...NEGATIVE, DARK, COOL, DAMP, FEMALE, EARTH, MOON b. YANG...POSITIVE, LIGHT, WARMTH, DRY, SUN, BRIGHTNESS, MALE 4\. DIVINATION I CHING...THE BOOK OF CHANGE 5\. SHANG TI...SUPREME GOD TAOISM _A. FOUNDER_ 1\. LAO TZU...b 600 BCE 2\. LITTLE KNOWN ABOUT HIS LIFE _B. DIFFERENT MEANINGS OF TAO_ 1\. THE INFINITE PURE VOID...NOT GOD 2\. VITAL PRINCIPLE, BEING ITSELF 3\. ETERNAL WAY OF THE UNIVERSE, THE WAY 4\. THE NAMELESS, EVERYTHING THAT EXISTS 5\. POETIC MEANING _C. DESCRIPTIONS OF TAOISM_ t. MANY CULTS AND SCHOOLS a. PRODUCED VAST LITERATURE 2\. NO ORGANIZED CHURCH 3\. PRESERVED THROUGH DYNASTIES 4\. USED DIVINATION, MAGIC, MEDICINE 5\. MANY GODS...HEAVENLY PALACES Religions of China page 2 _D. WESTERN VIEW OF THE WORLD_ 1\. STRUCTURE 2\. SEPARATENESS 3\. SHAPES, SIZES 4\. DIVIDED BY DEFINITION _E. TAOIST PERCEPTIONS OF THE REAL WORLD_ 1\. CONTINUOUS MOVEMENT...UNDULATIONS 2\. CHANGES AND TRANSFORMATIONS 3\. STREAMING CLOUDS, FLOWING WATER 4\. INDIVIDUALS INTERACT WITH ENVIRONMENT 5\. THE BODY IN PERPETUAL CHANGE/PROCESS _F. TWO ASPECTS OF INTUITION OF THE TAO_ 1\. NOTHING EVER REPEATS ITSELF 2\. PAST-PRESENT-FUTURE...ONE GREAT WHOLE _G. THEORY QF THE TAO_ 1\. ESSENCE NEVER CEASING 2\. NETWORK OF VORTEXES, TIME AND CHANGE 3\. NATURAL COURSE...PERFECTION & HARMONY 4\. HARMONY WITH TAO NOURISHES INNER SELF _H. TEACHINGS OF EARLY TAOIST PHILOSOPHERS_ 1\. TAO...BASIC UNITY BEHIND THE UNIVERSE 2\. LIFE._THE GREATEST POSSESSION 3\. LIVE LIFE SIMPLY 4\. DESPISE POMP AND GLORY _I. TAOIST THEOLOGY_ 1\. FIRST CAUSE...NOT GOD 2\. NO PRAYERS, SACRIFICE, RITUALS, WORSHIP 3\. NO BELIEF IN LIFE AFTER DEATH 4\. EMPHASIZED QUALITY OF DAILY LIFE 5\. REJECTED RELIGION _J. PHILOSOPHY OF TAO TE CHING_ 1\. NON-BEING 2\. QUIETNESS 3\. LOW POSITION 4\. REVERSION 5\. ONENESS WITH NATURE 6\. SPONTANEITY Religions of China page 3 _K. ETHICS OF THE TAO TE CHING_ 1\. WU WEI...NEGATIVE TERMS a. NON AGGRESSIVE b. NO AMBITIONS 2\. WU WEI...POSITIVE TERMS a. QUIETUDE OF POWER b. SPONTANEOUS LOVE, KINDNESS _L. MYSTICAL INVULNERABILITY_ 1\. MAGICAL POWERS OF THE TAO 2\. PROTECTS FROM VIOLENCE 3\. PROVIDES IMMUNITY _M. THEORY OF GOVERNMENT OF THE TAO_ 1\. POLITICAL PRINCIPLE...LAISSEZ-FAIRE 2\. IDEAL COMMUNITY...SMALL VILLAGE STATE _N. RIVALS OF EARLY TAOISM_ 1. CONFUCIANS 2\. LEGALISTS OR REALISTS 3\. MOHISTS _O. LATER DEVELOPMENT OF TAOISM_ 1\. TWO GROUPS a. FOLLOWERS OF LAO TZU b. SEARCHERS FOR IMMORTALITY 2\. RELIGIOUS TAOISM a. MANY GODS 3\. TAOISM ACHIEVES OFFICIAL STATUS a. SEVENTH CENTURY AD b. MONASTIC TAOISM _P. TAOISM TODAY_ 1\. 20TH CENTURY TRANSFORMATION 2\. INFLUENCE OF FOREIGN IDEAS 3\. COMMUNISM: a. TAOISM DERIDED b. GOVT REDUCED TO MINIMUM c. FAMILIES DISRUPTED 4\. 1980s RESTRAINTS ON TAOISM REMOVED a. TEMPLES REBUILT, TAOISM RESTORED Confucianism Outline --- page 1 CONFUCIANISM _A. THE WRITINGS OF CONFUCIUS_ 1\. THE FIVE CONFUCIAN CLASSICS a. THE SHU JING...BOOK OF HISTORY b. THE SHI JING..BOOK OF POETRY c. THE LI JI...THE BOOK OF RITES d. THE I CHING...THE BOOK OF CHANGES e. THE CHUN CHIU...ANNALS OF SPRING & 2\. THE YUI...THE BOOK OF MUSIC & DANCE (WRITTEN LATER) 3\. IT IS BELIEVED THAT CONFUCIUS DID NOT WRITE THE CLASSICS...PROBABLY USED THEM --MAY HAVE BEEN WRITTEN BY HIS DISCIPLES _B. TEACHINGS_ 1\. EQUITABLE SOCIAL ORDER 2\. PRAYER... INTERFERES 3\. RESPECT FOR SPIRITS _C. ETHICAL PRINCIPLES_ 1\. FIVE CARDINAL VIRTUES a. REN (JEN) ...THE ROOT, SEEK GOODNESS b. YI...THE TRUNK, RIGHTEOUSNESS c. LI...THE BRANCHES, MORAL ACTIONS d. CHI...THE FLOWER, WISDOM e. XIN...THE FRUIT, FAITHFULNESS 2\. LI IS THE GREATEST a. IDEAL STANDARD OF SOCIAL CONDUCT b. RELIGIOUS AND SOCIAL CONNOTATIONS c. REGULATES PRINCIPLE HUMAN RELATIONSHIPS i. FATHER TOSON ii. ELDER BROTHER TO YOUNGER BRO iii. HUSBAND TO WIFE iv. ELDER TO JUNIOR v. RULER TO SUBJECT 3\. LI = OUTWARD EXPRESSION....JEN = INWARD EXPRESSION a. LI + JEN = JUNZI...SUPERIOR HUMAN BEING 4\. QUALITIES OF THE JUNZI a. RIGHTEOUSNESS b. EXPRESS FORGIVENESS TO OTHERS c. SINCERE IN SPEECH & ACTION d. EARNEST & GENUINE e. BENEVOLENT & GENEROUS Confucianism Outline --- page 2 __ _D. POLITICAL PHILOSOPHY OF CONFUCIUS_ 1\. MERGED ETHICS & POLITICS 2\. REFORMING SOCIETY BEGINS AT THE TOP 3\. ULTIMATE ETHICAL PRINCIPLES & FUNDAMENTAL BELIEFS a. HUMANS ARE BY NATURE GOOD b. HUMANS LEARN BEST BY EXAMPLE _E. RELIGIOUS TEACHINGS_ 1\. HUMANISTIC AND RATIONALISTIC BELIEFS 2\. NO BELIEF IN SUPERNATURAL 3\. HAD FAITH IN RELIGIOUS REALITY .... RITUALS, ANCESTOR WORSHIP 4\. NATURAL GOODNESS OF HUMANKIND 5\. MORAL LAW IS THE WILL OF HEAVEN 6\. NO BELIEF IN AFTERLIFE, HEAVEN OR HELL _F. CONFUCIANISM TODAY_ 1.NEW CULTURE MOVEMENT 1920s 2.COMMUNIST REGIME 1949 3.CULTURAL REVOLUTION 1966-1976 4.CHINA OPENED TO THE WEST 1978 5.PARTY LEADER ZHAO ZIYANG 1989 6.RESULTS OF THE FALL OF MAO & CONFUCIUS a. CONFUCIAN TEACHINGS NO LONGER PRIMARY TEXT FOR SCHOOLS b. VERY FEW CONFUCIAN PRIESTS Shinto Outline page 1 SHINTO _A. BACKGROUND_ 1\. ORGANIZED FROM INDIGENOUS RELIGION 2\. NO FOUNDER, NO SACRED LITERATURE 3\. NAMED- - SHIN...DIVINE BEING; DO...WAY a. CHINESE WORD, SHENDAO..WAY OF HIGHER SPIRITS b. JAPANESE WORD...KAMI-NO-MICHI - - KAMI'S WAY 4\. JAPANESE CREATION MYTH a. IZANAGI AND IZANAMI..PRIMAL MAN AND WOMAN, CREATORS OF JAPAN & GODS b. EVERYONE DESCENDED FROM KAMI _B. HISTORY OF SHINTO (3 STAGES)_ 1\. BEFORE 300 CE....LITTLE KNOWN 2\. INFLUENCE OF CHINESE RELIGIONS, 600 CE....SUBMERGED INTO BUDDHISM 3\. REVIVAL OF SHINTO...15TH - 19TH CENTURY Shinto Outline page 2 a. MILITARY EFFORT TO RENOUNCE BUDDHISM & CHRISTIANITY b. BUSHIDO WARRIORS...RELIGIOUS STATEMENT...HARI KARl _C. RELIGIOUS ELEMENTS OF SHINTO_ 1\. NO DOCTRINES 2\. WORSHIPFUL ATTITUDE TOWARD THE LAND 3\. SHRINES TO HONOR KAMI _D. CENTRAL ASPECTS OF SHINTO_ 1\. AFFINITY WITH NATURAL BEAUTY... HARMONY WITH THE ENVIRONMENT 2\. PURIFICATION RITUALS a. NO CONCEPT OF SIN b. IMPURITY (TSUMI) COMES FROM EVIL c. TSUMI REMOVED BY: WISDOM, GRACE, CLEANSING 3\. HARMONY WITH THE SPIRITS (KAMI) a. SACRED AS IMMANENT & TRANSCENDENT b. WAYS OF HONORING KAMI c. MANIFESTATIONS OF KAMI _E. RELIGIOUS BELIEFS: KANNAGARA_ 1\. NATURAL, SPONTANEOUS RELIGION .... COMMUNION WITH NATURAL BEAUTY 2\. WORSHIP IN THE HOME ...DAILY OFFERINGS & RITUALS 3\. RELIGION AS PATRIOTISM ...DEVOTION TO FAMILY AND COUNTRY a. SOCIAL ORGANIZATION 5\. THE ABSOLUTE a. POLYTHEISTIC...MANY DEITIES i. AMATERASU...GODDESS OF THE SUN ii. SUSANOO...STORM GOD iii. TSUKIYOMI...MOON GOD b. REVERENCE FOR ORDER IN NATURE c. JIMMU...FIRST HUMAN EMPEROR i. HUMAN WITH DIVINE NATURE 6\. LIFE AFTER DEATH 7\. RITUALS & CEREMONIES a. TORII..SACRED GATEWAY TO THE SHRINE b. PILGRIMAGES TO SHRINE OF ISE i. OFFICIAL FOR IMPERIAL HOUSE ii. SPONTANEOUS...FOR THE POOR c. PRAYERS, OFFERINGS TO KAMI _F. THREE FORMS OF SHINTO_ 1\. STATE SHINTO 1889-1945 a. STATE SUPPORTED SHRINES Shinto Outline page 3 2\. SECTARIAN SHINTO...MANY SECTS a. MOUNTAIN WORSHIP b. SHAMANISM & DIVINATION c. PURE SHINTO...BASIC TRADITIONS 3\. DOMESTIC SHINTO a. SIMPLE, COMMON FORM b. BASIC DEITY...KAMI-DAMA _G. SHINTO TODAY_ 1\. THREATS TO EXISTENCE a. REMOVAL OF GOVERNMENT SUPPORT b. RAPID INDUSTRIALIZATION 2\. NEW SECTS...MODERNIZED a. PRIVATE SUPPORT b. FAITH HEALING, CHANTING 3\. SEASONAL HOLIDAYS, FESTIVALS, RITUALS a. NEW YEARS, ALL SOUL'S DAY b. CLEANSING RITES RETURN TO TOP ![](../images/hrline.gif) HYPERLINKS TO INTERNET RESOURCES: ![](../images/redline.gif) ![YSU](../images/ysulogo2.gif) This site is maintained by: The Department of Philosophy and Religious Studies Copyright (C) 2002, Youngstown State University. All rights reserved. <file_sep>Instructor: Lohse Classroom: Muse 204-A Office Hours: F, 1-3PM Time: tba Muse 450/550 Stone Tool Analysis Syllabus This class is a detailed introduction to the method and practice of analysis of archaeological stone tool technology. Students will be taught the rudiments of flintknapping, principles of scientific methodology including how to set up computer-driven analytical frameworks, and required to perform basic technological and functional analysis of stone tools. An innovative aspect of the course is liberal use of the Internet for transmission of resource materials, information, and completion of assigned exercises, quizzes and examinations. We will have required chatrooms once a week, often with guest experts. Use of online resources combined with hands-on practicums greatly accelerates student introductions to the subject of stone tool technology. Please remember that this course has a strong Internet component. Students, instructors, guest experts and resource people will be transmitting conversations, written materials, and images online. Student exercises, quizzes and examinations, and performance evaluations will be accessible by the instructor and the graduate assistant. Your conversations will be accessible online as a permanent record. Your submitted assignments will be kept for a period extending two weeks beyond the end of the course as a secure digital archive. These materials will be expunged on a regular basis unless formal permission is sought from you for long term archiving. Students should keep copy files of all transmitted materials to ensure against errors in transmission or record keeping. Skip Lohse <EMAIL> 208-282-5189 <NAME>, graduate assistant <EMAIL> Course Objective : At the completion of this course, students will have a good basic knowledge of archaeological analyses of stone tool production and use. Past students have been able to join archaeological field and lab projects as lithic analysts, responsible for basic design of lithic research and lab and analysis protocols. Students are encouraged to pursue avenues of research highlighted in this course, and to continue correspondence with researchers introduced in our reading and in chatrooms. Schedule : We will decide on a schedule that is convenient for all students, which requires attendance at one two-hour in-person meeting per week. There will also be scheduled required online two-hour chatrooms every week. Selected class resources will be available for purchase and online. Grading : Students will be graded based on: participation and attendance including online chatrooms and information sharing (15%); completion of assigned practical exercises (45%); completion of eight quizzes (15%) and two midterm examinations (25%). Required Texts : <NAME>. 1972 An introduction to the technology of stone tools. Occasional Paper No.28, Idaho Museum of Natural History, Pocatello. <NAME>. Crabtree Video Series. Idaho Museum of Natural History, Pocatello. <NAME>. and <NAME> 2001 _DIGITAL Stones_. Interactive CD-ROM. Special Publication of the Idaho Museum of Natural History, Pocatello. Schedule Week 1 Organize schedules and pick agreed upon times for class meetings and chatrooms. Schedule hours for use of lab space and equipment. Week 2 Read: _Digital Stones_ : Technological Analysis **Film: View _Shadow of Man_ Week 3 Read: _Digital Stones_ : Technological Analysis continued Film: View _The Flintworker _Chatroom 1: Introduction Quiz 1 Week 4 Read: _Digital Stones_ : Functional Analysis Film: View _Ancient Projectile Points _ Chatroom 2: Technologies of production Project due: Generalized core production Quiz 2 Week 5 Read: _Digital Stones_ : Functional Analysis continued Film: View _The Hunter's Edge _Chatroom 3: Studies of function Quiz 3 Week 6 Read: _Digital Stones_ : Image Processing and Analysis Film: View _The Alchemy of Time _Chatroom 4 Quiz 4 Week 7 Read: _Digital Stones_ : Models and Lithic Analysis Chatroom 5 Quiz 5 Week 8 Project due: Prepared core reduction Chatroom 6: Guest Expert Midterm Examination 1 Week 9 Chatroom 7: Guest Expert Quiz 6 Week 10 Project due: Scrapers Chatroom 8: Guest Expert Quiz 7 Week 11 Chatroom 9: Guest Expert Quiz 8 Week 12 Project due: Prismatic Blade Reduction or Microblade Reduction Chatroom 10 Quiz 9 Week 13 Field Trip Quiz 10 Week 14 Project due: Knives, Points or Composite Blade Tools Week 15 Midterm Examination 2 Week 16 Final Examination <file_sep>![next](/usr/share/latex2html/icons.gif/next_motif.gif) ![up](/usr/share/latex2html/icons.gif/up_motif_gr.gif) ![previous](/usr/share/latex2html/icons.gif/previous_motif_gr.gif) Next: About this document ... # Math 155 Way of Thinking Spring 2001 MWF 1:10pm - 2:00pm T 1:00pm - 1:50pm MC 402 Instructor: Dr. <NAME> Office: MC 521 Office Hours: MTWF 10:00-10:50, or by appointment Phone: (608) 796-3659 (Office); 787-5464 (Home) e-mail: <EMAIL> WWW: http://www.viterbo.edu/personalpages/faculty/MLukic Course Description (from the catalog) An investigation of topics including the history of mathematics, number systems, geometry, logic, probability, and statistics. There is an emphasis throughout on problem solving. Recommended for General Education. Text <NAME>, _Thinking Mathematically_ , Prentice-Hall, 2000. Core (General Education) Skill Objectives: 1. Thinking Skills: (a) Students will use reasoned standards in solving problems and presenting arguments. 2. Communication Skills: Students will ... (a) ...read with comprehension and the ability to analyze and evaluate. (b) ...listen with an open mind and respond with respect. (c) ...access information and communicate using current technology. 3. Life Value Skills: (a) Students will analyze, evaluate and respond to ethical issues from an informed personal value system. 4. Cultural Skills: Students will ... (a) ...understand culture as an evolving set of world views with diverse historical roots that provides a framework for guiding, expressing, and interpreting human behavior. (b) ...demonstrate knowledge of the signs and symbols of another culture. (c) ...participate in activity that broadens their customary way of thinking. 5. Aesthetic Skills: (a) Students will develop an aesthetic sensitivity. Specific Course Goals: Those happen to coincide with some of the NCTM (National Council of Teachers of Mathematics) ``standards'' for mathematics education. We have: The students shall ... 1. ...develop an appreciation of mathematics, its history and its applications. 2. ...become confident in their own ability to do mathematics. 3. ...become mathematical problem solvers. 4. ...learn to communicate mathematical content. 5. ...learn to reason mathematically. General Education Course Objectives: 1. Thinking Skills: Students will ... (a) ...explore writing numbers and performing calculations in various numeration system. (b) ...solve simple linear equations. (c) ...explore the mathematical model of simple and compounded interest rates, and learn how to use those ideas in solving the problems of loan payments. (d) ...explore a few major concepts of Euclidean Geometry, focusing especially on the axiomatic-deductive nature of this mathematical system. (e) ...develop an ability to use deductive reasoning, in the context of the rules of logic and syllogisms. (f) ...explore the basics of probability. (g) ...learn descriptive statistics, including making the connection between probability and normal distribution table. (h) ...solve a variety of problems throughout the course which will require the application of several topics addressed during the course. 2. Communication Skills: Students will ... (a) ...collect a portfolio during the course and write a reflection paper. (b) ...do group work (labs and practice exams) throughout the course, which will involve both written and oral communication. (c) ...turn in written solutions to occasional problems. (d) ...write a mathematical autobiography. (e) ...learn to use the Internet resources and present the findings in class. The specific project will be to find as many as possible proofs of the Pythagorean Theorem that are available on the Internet, and then each student will be responsible to present a different proof to the entire class. 3. Life Value Skills: Students will ... (a) ...develop an appreciation for the intellectual honesty of deductive reasoning. (b) ...listen with an open mind and respond with respect. (c) ...understand the need to do one's own work, to honestly challenge oneself to master the material. 4. Cultural Skills: Students will ... (a) ...explore a number of different numeration systems used by other cultures, such as the early Egyptian and Mayan peoples. (b) ...develop an appreciation for the work of the Arab and Asian cultures in developing algebra during the European ``Dark Ages''. (c) ...explore the contribution of the Greeks, especially in the areas of Logic and Geometry. 5. Aesthetic Skills: Students will ... (a) ...develop an appreciation for the austere intellectual beauty of deductive reasoning. (b) ...develop an appreciation for mathematical elegance. Content: This course is aimed at the needs of elementary education majors and as such is the first part of a three-course 12 credit sequence (MATH 155-255-355). This is a ``content'' course rather than a ``methods'' course (teaching methods are addressed in the latter two courses in the above sequence). It is what people generally call a ``Liberal Arts Mathematics Course'', meaning that it covers a wide variety of topics, has an emphasis on problem solving, and uses a historical and humanistic approach. Consequently, the course is considered appropriate for the general education requirements and is open to all students. We plan to cover, with an appropriate selection, mainly the material from the first nine chapters of the textbook. Course Philosophy and Procedure Two key components of a success in the course are regular attendance and a fair amount of constant, every-day study. You should try to make sure that your total study time per week at least triples the time spent in class. Also, an active class participation, working in small groups, not hesitating to ask me for help both in class and in my office can greatly enhance the success and quality of your learning. You should also use the Learning Center facilities (MC 320) as much as possible. Grading will be based on three in-class exams (![$ 100$](img1.gif) points each), a cumulative final exam (![$ 200$](img2.gif) points), class participation, take-home problems, projects, group practice exams and portfolios. My grading scale is A=90%, AB=87%, B=80%, BC=77%, C=70%, CD=67%, D=60%. There will be a few assignments not generally included in a mathematics course, but which will, I hope, make your experience in this class more well- rounded than in a typical algebra course. These include the following: _Mathematical Autobiography: Due_ Tuesday, September 7. _Point value 25_. This will be a 3-5 page paper in which you will explore your life as a math student. Try to be specific, and to reflect what method and styles worked for you in the classrooms throughout your K-12 career. _Portfolio: Due_ Friday, December 10. _Point value: 50_. During this course you will be working many problems, some of which will be ``breakthrough'' efforts, when you finally understood how to do something or which you are proud of because your write-up was so well done. You will chose FIVE problems along the way which you want to include in your portfolio; for each of these problems you will include a nicely organized re-write of the problem along with a brief reflection paper on why you chose that particular problem and on what you learned from the problem. Each of the five problems (the write-up and the reflection paper combined) will be worth 10 points. I expect at least one page for each problem. _In-class Presentation:_ The presentation of a proof of the Pythagorean Theorem found on the Internet. Typically, the explanations you will find on the Internet are a bit sketchy. So part of your job will be to make sure you really understand the proof you are going to present (including filling in the gaps, i.e., the reasons not entirely spelled out in the Internet write-up), and then to clearly explain that proof to your class mates. Sometimes, some people, may find this part quite difficult. Of course, I am here to help you understand and overcome those difficulties, and so please do not hesitate to ask me for help. You should also be prepared for the questions from the audience (myself and/or other students), and it is expected that you listen closely to other presentations and ask any question you might have. The presentation will be worth ![$ 30$](img3.gif) points. In addition to that, one certain problem for one of the exams, and for the final exam is going to be: > State and prove the Pythagorean Theorem. _Group Labs:_ At a number of points during the course you will be working on a ``lab'' in small groups. Even though you will be working in a group of three or four people, each person should turn in a paper. It is important that each person contributes their input into these labs. However, I expect you to write the turn-in paper all by yourself. The Learning Center provides a number of ways to assist you. In particular, there are _drop in_ hours MTWRF 11:00-11:50 and 3:10:4:00. I am looking forward to explore this fascinating subject with you, and for all of us to have an interesting and enjoyable semester. Americans with Disability Act: If you are a person with a disability and require any auxiliary aids, services or other accommodations for this class, please see me and <NAME> in Murphy Center Room 320 (796-3085) within ten days to discuss your accommodation needs. This syllabus is tentative and may be adjusted during the semester. * * * * About this document ... * * * ![next](/usr/share/latex2html/icons.gif/next_motif.gif) ![up](/usr/share/latex2html/icons.gif/up_motif_gr.gif) ![previous](/usr/share/latex2html/icons.gif/previous_motif_gr.gif) Next: About this document ... __ _2001-01-11_ <file_sep>## Foreign Policy Analysis GINT 717 <NAME> Fall 1992 Gambrell 313 FOREIGN POLICY ANALYSIS I have given great thought to the development of this course. Please read the syllabus carefully for it provides all the basic information about the course. PURPOSE AND GOALS The purpose of the course is to provide you with a strong foundation in the study of foreign policy. The emphasis of the course is conceptual--focusing on interdisciplinary theories of human behavior and interaction applied to the study of foreign policy. In other words, the goal is to better understand the practice of foreign policy through the use of theory. The specific goals of the course to be accomplished are to have you: 1) acquire an overview of the evolution of the study of foreign policy and the foreign policy literature, 2) learn different theoretical approaches in order to analyze, synthesize, and understand foreign policy phenomena, 3) increase your ability to develop a major theoretical and empirical research paper, and 4) develop your oral and written communication skills as well as to strengthen your ability to reason. You will be exposed to different bodies of thought throughout the social sciences, to different foreign policy phenomena of different countries throughout time and space, and to different methodological (and epistemological) approaches. Given its breadth, the course should not only improve your ability to understand foreign policy, but should also improve your general learning potential and level of professional competence. The goals and strategy represent a demanding task and high expectations. My hope is that you will find the material interesting, that you will learn, and that you will grow as a scholar and intellectual. The prerequisite to accomplishing all this is "time and effort" on your part. REQUIREMENTS 1\. Direct Participation (30%). Every individual will regularly participate and receive a grade based on the quality of their participation. An initial evaluation will be provided sometime during the semester. 2\. Foreign Policy Analysis Paper(40% total: 10% for research proposal, 10% for overview, 20% for final paper). Details about the paper are provided below. 3\. Final Examination(30%). The final will consist of essays and will be cumulative, focusing on the general points and major concepts/questions addressed in the readings and in class (where the readings are expected to be explicitly integrated). A study guide will be provided. Late assignments. If you cannot fulfill a requirement by the due date, as a matter of courtesy I expect that you will contact me (or the GINT office) WITHIN 24 HOURS OF THE DUE DATE and provide a legitimate explanation (e.g., medical illness). Assignments which are allowed to be completed after the due date will be expected to meet higher standards given the additional time granted. GRADES The grades for all of the above requirements are based on the quality of knowledge, quality of analysis, and effective communication demonstrated--in other words, the breadth and depth of understanding demonstrated. An A represents "excellent" understanding; a B+ represents "very good" understanding; a B represents "good" understanding. Grades below B indicate that the level of understanding demonstrated is below the level expected of graduate students. ABOUT THE INSTRUCTOR Dr. <NAME> is an Associate Professor and Director of the Graduate Program in International Studies. He has been a member of the Department of Government and International Studies at Carolina for ten years. He teaches courses on American politics, U.S. foreign policy, and world politics. His research focuses on the theory and practice of U.S. foreign policy. He is the author The Carter Administration's Quest for Global Community: Beliefs and Their Impact on Behavior and the co-editor of The Power of Human Needs in World Society. He has recently finished an authored book on The Politics of United States Foreign Policy and is completing a co-edited volume on Foreign Policy Restructuring: How Governments Respond to Change. He is married and the father of three small children. He enjoys the family, traveling, sports, music, reading, and contemporary affairs. If you have any questions or you want to pursue some topic, please feel free to come see me during my office hours or during the afternoons which is when I am most available. TEACHING PHILOSOPHY AND STRATEGY The class will be structured around what I call a class dialogue in which information, knowledge, and thought will be generated through lecture/background, discussion, and, in particular, the Socratic method. I will often play the role of provocateur and advocate so as to stimulate participation. The class dialogue emphasizes the importance of student participation and "active learning" as a means to improve one's interest, information, knowledge, and skills. The class is organized around the required readings. I expect every student to come to class prepared for I will regularly call on you to discuss the required readings. Therefore, every student should be able to summarize and analyze each assigned reading by addressing the following questions: 1\. What is the author's purpose? 2\. What is the basic theme(s) or argument(s) of the reading? 3\. What is the theoretical explanation? Based on what bodies of knowledge (and philosophical assumptions)? 4\. What evidence is provided? 5\. How does this reading relate to the other readings and to the central themes of the course? 6\. What is its overall explanatory power? Explain its strengths and weaknesses and specify the relevant foreign policy phenomena. Every student also must prepare a one-to-two page, single-spaced, type written summary of each required reading for the week (a short paragraph for an article; a longer paragraph for a book). This is to be accompanied by a list of at least 3 or 4 questions raised by the readings--each in a short paragraph presenting the question and explaining why it is being raised. Summary- question assignments are due by noon Wednesday, the day before class. REQUIRED BOOKS <NAME>, Essence of Decision: Explaining the Cuban Missile Crisis (Boston: Little, Brown, 1971) <NAME>, <NAME> and the American Dream (New York: Signet, 1976), available at Universal Copies <NAME>, The Carter Administration's Quest for Global Community: Beliefs and Their Impact on Behavior (Columbia, S.C.: University of South Carolina Press, 1987) <NAME>, War Without Mercy: Race and Power in the Pacific War (New York: Pantheon, 1987) <NAME>, The State in Capitalist Society: The Analysis of the Western System of Power (London: Quartet Books, 1969), available at Universal Copies <NAME>, Between Peace and War: The Nature of International Crisis (Baltimore: Johns Hopkins University Press, 1981) <NAME>, Reasons of State: Oil Politics and the Capacities of American Government (Ithaca, N.Y.: Cornell University Press, 1988) COURSE THEMES The course revolves around four major themes or questions: 1\. What are the most powerful ways of explaining foreign policy? Beginning in the 1950s, social scientists attempted to be more systematic in identifying and explaining major patterns of foreign policy in comparison to more traditional historical and policy analyses of foreign policy. Thus, an effort was made to link theory (explanation) and practice (description) in foreign policy. No consensus has evolved; instead, there has been a proliferation of competing theories derived from a variety of different disciplines, such as psychology, sociology, political science, economics, and anthropology, that have been adapted and applied to explain foreign policy. We will examine many of the major theoretical approaches that have developed in the study of foreign policy in order to better explain foreign policy. 2\. Traditionally, foreign policy has been explained from a rational actor perspective embedded predominantly within the realist and power politics tradition. To the present day the rational actor model remains the ideal type when it comes to policymaking. This raises the following questions: To what extent do political leaders govern foreign policy? To what extent is foreign policy a function of rationality? To what extent should the rational actor model be considered an ideal type? What alternatives are available? 3\. What foreign policy phenomena is explained? The social science emphasis during the sixties was on identifying and explaining the key patterns in the foreign policy "decision-making process" and foreign policy "behavior." But this does not run the full gamut of foreign policy phenomena. For example, one can speak at least in terms of foreign policy decision-making, foreign policy behavior, foreign policy outcomes, and foreign policy consequences. These categories can be further broken down into different types or elements. Therefore, it is important that we be clear as to what type of foreign policy phenomena is to be explained, for different theoretical approaches may be more relevant for certain foreign policy phenomena than others. This is a topic that has been underexplored in the study of foreign policy. 4\. When and why does foreign policy change occur? Throughout much of the sixties and seventies, foreign policy studies by social scientists lacked a dynamic quality. The emphasis was on explaining the foreign policy of different countries at the same point in time. Insufficient attention has been given to explaining patterns of continuity and change in foreign policy over time. Clearly, recent developments and changes throughout the world suggest that much more attention needs to be to the sources of foreign policy change. This should not only strengthen explanations of foreign policy throughout history but should also provide a stronger foundation for predicting and understanding foreign policy into the future. Other themes will also be explored at times. For example, we will discuss the evolution of the study of foreign policy. Foreign policy scholarship, once dominated by scholars who took a narrowly defined "scientific" approach, has broadened, become more eclectic and richer--theoretically methodologically. Together, a focus on the explanatory power of theory (and the rational actor model), the concept of foreign policy, foreign policy change, and other themes will lead to a better understanding of foreign policy whenever it takes place. COURSE TOPICS AND READINGS indicates that the reading is required of all Ph.D.-oriented students, but is only recommended for M.A.-oriented students (given the overall reading demands of the course) 1\. Overview and Introduction 2\. Decision-making Theory Allison, Essense of Decision, all Janis, Groupthink, introduction, chapters 8, 10 & 11 3\. Decision-making Theory II <NAME>, "Implementing the Final Solution: The Ordinary Regulating of the Extraordinary," World Politics 40 (July 1988), pp. 542-569 <NAME>, "Developing a Systematic Decision-Making Framework: Bureaucratic Politics in Perspective," World Politics 33 (January 1981), pp. 234-252 <NAME>, "Crisis Management," in Psychological Dimensions of War (Beverly Hills: Sage, 1990), edited by <NAME>, p. 116-142 <NAME>, "The Rationality of Decision Making During International Crises," Polity 20 (Summer 1988), pp. 598-622 <NAME> and <NAME>, "Rethinking Allison's Models," American Political Science Review 86 (June 1992), pp. 301-322 <NAME>, "The Search for Order in a Disorderly World: Worldviews and Prescriptive Decision Paradigms," International Organization (Summer 1983), pp. 373-413 4\. The Role of Personality <NAME> and <NAME>, <NAME> and <NAME>: A Personality Study (New York: 1956, 1964), pp. v-xiv, xviii-xxii, 3-13, 113-128, 317-322 <NAME>, <NAME>, and <NAME>, "Woodrow Wilson's Political Personality: A Reappraisal," Political Science Quarterly 93 (1978), pp. 585-598 <NAME> and <NAME>, "Woodrow Wilson and Colonel House: A Reply to Weinstein, Anderson, and Link," Political Science Quarterly 96 (Winter 1981-82), pp. 641-666 <NAME>, "Personality Effects on American Foreign Policy, 1898-1968," American Political Science Review 72 (June 1978), pp. 434-451 Stanley and <NAME>, "De Gaulle as Political Artist: The Will to Grandeur," in Decline or Renewal? France Since the 1930s (New York: Viking Press, 1968), edited by <NAME>, pp. 202-253 5\. The Role of Personality II Kearns, <NAME> and the American Dream, all 6\. The Role of Perceptions and Beliefs <NAME>, "Cognitive Dynamics and Images of the Enemy," in Image and Reality in World Politics (New York: Columbia University Press, 1967), edited by <NAME> and <NAME>, pp. 16-39 <NAME>, "Hypotheses on Misperception," World Politics 20 (1968), pp. 454-479 <NAME>, "The Interface Between Beliefs and Behavior: Henry Kissinger's Operational Code and the Vietnam War," Journal of Conflict Resolution 21 (March 1977), pp. 129-168 <NAME>, "Analysis, War, and Decision: Why Intelligence Failures are Inevitable," World Politics (October 1978), pp. 61-89 <NAME>, The Cybernetic Theory of Decision: New Dimensions of Political Analysis (Princeton, NJ: Princeton University Press, 1974), preface, introduction, chapters 2-5 and 10 <NAME>, "Rationality at the Brink: The Role of Cognitive Processes in Failure of Deterrence," World Politics 30 (April 1978), pp. 344-365 7\. The Role of Perceptions and Beliefs II Rosati, The Carter Administrations's Quest for Global Community, all <NAME> and <NAME>, "<NAME> and the Soviet Invasion of Afghanistan: A Psychological Perspective," in Politics and Psychology: Contemporary Psychodynamic Perspectives, edited by <NAME> (New York: Plenum Press, 1991, pp. 117-142 8\. The Role of Culture Dower, Race and Power in the Pacific War, all <NAME>, "Cultural Influences on Foreign Policy," in New Directions in the Study of Foreign Policy (Boston: Allen & Unwin, 1987), edited by <NAME>, <NAME>, Jr., and <NAME>, pp. 384-405 <NAME>, "Culture and Decision Making in China, Japan, Russia, and the United States," World Politics 39 (October 1986), pp. 78-103 9\. The Role of the State and Society Miliband, The State in Capitalist Society, all <NAME>, "The Presidential Political Center and Foreign Policy: A Critique of the Revisionist and Bureaucratic-Political Orientations," World Politics 27 (October 1974), pp. 87-106 <NAME>, "Conclusion: Domestic Structures and Strategies of Foreign Economic Policy," International Organization 31 (Autumn 1977), pp. 879-920 10\. The Role of the State and Society II <NAME>, "Pre-Theories and Theories of Foreign Policy," in Rosenau, ed., The Scientific Study of Foreign Policy (New York: Nichols, 1979), pp. 115-136, 167-169 <NAME>, "Size and Foreign Policy Behavior," World Politics (June 1973), pp. 556-576 <NAME> and <NAME>, "Reconsidering The Aggregate Relationship Between Size, Economic Development, and Some Types of Foreign Policy Behavior," American Journal of Political Science 24 (August 1980), pp. 511-525 <NAME>, "Domestic Political Regime Changes and Third World Voting Realignments in the United Nations, 1946-84," International Organization 43 (Summer 1989), pp. 505-541 <NAME>, "Liberalism and World Politics," American Political Science Review 80 (December 1986), pp. 1151-1169 <NAME>, "Regimes, Political Oppositions, and the Comparative Analysis of Foreign Policy," in Policy," in New Directions in the Study of Foreign Policy (Boston: Allen & Unwin, 1987), edited by <NAME>, <NAME>, Jr., and <NAME>, pp. 339-365 <NAME>, "Public pinion, Domestic Structure, and Foreign Policy in Liberal Democracies," World Politics 43 (July 1991), pp. 479-512 <NAME> and <NAME>, "Domestic Sources of Alliances and Alignments: The Case of Egypt, 1962-73," International Organization 45 (Summer 1991), pp. 369-395 <NAME> and <NAME>, "Population, Technology, Allen & Unwin, 1987), edited by <NAME>, <NAME>. and Resources in the Future International System," Journal of International Affairs 25 (1971), pp. 224-237 11\. Situational Approaches <NAME>, "International Crises as a Situational Variable," in International Politics and Foreign Policy New York: Free Press, 1969), edited by <NAME>, pp. 409-421 Lebow, Between Peace and War, all <NAME>, "Crisis Prevention and the Austrian State Treaty," International Organization 41 (Winter 1987), pp. 27-60 12\. Global Approaches <NAME>, "International Economic Structures and American Foreign Economic Policy, 1887-1934," World Politics 35 (July 1983), pp. 517-543 Morse, Foreign Policy and Interdependence in Gaulist France, preface, pp. 3-50, 96-115, 315-322 <NAME>, "Technology and Soviet Foreign Trade: On the Political Economy of an Underdeveloped Superpower," International Studies Quarterly 29 (September 1979), pp. 327-353 <NAME> and <NAME>ens, "Dependent Development and Foreign Policy: The Case of Jamaica," International Studies Quarterly 4 (December 1989), pp. 411-434 13\. The Dynamic Interaction of Internal and External Forces Ikenberry, Reasons of State, all <NAME>, <NAME>, and <NAME>, "The Study of Change in Foreign Policy," in Foreign Policy Restructuring: How Governments Respond to Change (Columbia, SC: University of South Carolina Press, forthcoming), edited by <NAME>, <NAME>, and <NAME>, chapter 1 <NAME>, "Cycles in Foreign Policy Restructuring: The Politics of Continuity and Change in U.S. Foreign Policy," in Foreign Policy Restructuring: How Governments Respond to Change (Columbia, SC: University of South Carolina Press, forthcoming), edited by <NAME>, <NAME>, and <NAME>, chapter 12 14\. The Study of Foreign Policy <NAME>, "Comparative Foreign Policy: One-time Fad, Realized Fantasy, and Normal Field," in International Events and the Comparative Analysis of Foreign Policy, edited by <NAME>, Jr., <NAME>, <NAME>, and <NAME>, pp. 3-38 <NAME>, "Rosenau's Contribution," Review of International Studies 9 (1983), pp. 137-146 <NAME>, "The Take-Off of Third World Studies? The Case of Foreign Policy," World Politics 35 (April 1983), pp. 465-487 <NAME> and <NAME>, "The Evolution and Future of Theoretical Research in the Comparative Study of Foreign Policy," in Hermann, Kegley, and Rosenau, eds., New Directions in the Study of Foreign Policy (Boston: Allen & Unwin, 1987), pp. 13-32 <NAME>, The Power of Power Politics: A Critique (New Brunswick, NJ: Rutgers University Press, 1983), pp. 1-23 <NAME>, "Woe to the Orphans of the Scientific Revolution," Journal of International Affairs 44 (Spring/summer 1990), pp. 59-80. <NAME>, Jr. and <NAME>, "The Dialectics of World Order: Notes for a Future Archeologist of International Savoir Faire," International Studies Quarterly 28 (June 1984), pp. 121-142 <NAME>, "The Third Debate: On the Prospects of International Theory in a Post-Positivist Era," International Studies Quarterly 3 (September 1989), pp. 234-254 <NAME>, "Critical Reflections on Post-Positivism in International Relations," International Studies Quarterly 3 (September 1989), pp. 263-267 <NAME>, "International Relations and the Search for Thinking Space: Another View of the Third Debate," International Studies Quarterly 3 (September 1989), pp. 269-279 <NAME> and <NAME>, "Theory for Policy in International Relations," Deterrence in American Foreign Policy: Theory and Practice (New York: Columbia University Press, 1974), pp. 616-642 FOREIGN POLICY ANALYSIS PAPER The purpose of the paper is to improve and demonstrate your ability to engage in foreign policy analysis, as well as improve your written communication skills. This is to be done by examining the relationship between theory and practice for some facet of foreign policy. Your paper can be approached from one of two perspectives: 1\. From the perspective of explaining some foreign policy phenomena that you find of interest. For example, you may be interested in explaining the development of Kenya's coffee export policy given an interest in Africa and international economics. You then need to ask yourself what concepts or bodies of theory help to explain it. 2\. From the perspective of examining to what extent some concept or theory you find of interest explains foreign policy. For example, you may be interested in the role of individual personality. You then need to ask yourself what aspect of foreign policy do you want to examine to determine the explanatory power of the role of personality. In either case, your paper must review and apply some concept or body of theory to some practice in foreign policy. You can rely on a particular theoretical approach, compare or integrate a number of different approaches, or develop your own approach. You can examine a single foreign policy case, compare a few cases, or examine multiple cases (I am even open to the study of non-state foreign policy). You can examine foreign policy at one place in time or over time. You can rely on a more traditional historical study or a more statistical and quantitative one. The choice is yours. Ultimately, you want to be able to discuss the relationship between theory and practice: that is, to what extent is the foreign policy phenomena you choose to examine explained by your theory? what is the explanatory power of your theory? what other theories are relevant? Use the required readings for possible ideas and as possible models to emulate in your paper. There is no exact format-instead, there are different ways to conduct and present theoretical-empirical research (although articles in World Politics are often treated as ideal types). I have also provided a list of recommended journals and books below in order to assist you in formulating, researching, and developing your paper. Your paper should be well-written and well-organized--in other words, clear and concise. It should have an introductory section and a concluding section. The theory, method, and empirical analysis of foreign policy should be clearly laid out. The dominant themes should be explicit and highlighted throughout the paper. It should look professional. REMEMBER: this type of paper is not easy to construct or develop. THINK about what you are going to say and how you are going to say it. THE BURDEN IS ON YOU to be as clear and understandable as possible. The paper will consist of three stages: I.a RESEARCH PROPOSAL is due Monday, September 28. Provide 2-3 pages of text, double-spaced that addresses: 1) what you plan to do--what concepts and theory, what foreign policy phenomena, what is the expected relationship; 2) why you plan to do it--why should the reader find this of theoretical or practical interest; and 3) how do you plan to proceed--how are you going to analyze the relationship between theory and practice, what method, what sources of evidence. The 2-3 pages of text should be accompanied by a 1 page, single-spaced, tentative outline of how the paper will be organized and a 1-2 page, single-spaced bibliography of the works that appear to be most significant for developing your paper (for both theory and practice). II. an OVERVIEW is due Monday, November 2. Provide a 3-4 page, double-spaced, summary of the paper (or what you believe will by the final contents of the paper). This should be accompanied by a separate single-spaced outline detailing the organization and contents of the paper and a separate extended single-spaced bibliography--each entry annotated in 1-3 sentences--of the most significant sources drawn upon within the paper. III. the FINAL PAPER is due Monday, December 7. 20-25 pages of text, typewritten, double-spaced with footnotes. Use a note style that is commonly accepted by international relations journals (such as International Studies Quarterly or World Politics). I expect high quality in the contents, presentation, and readability for all three stages in the process. Proposals and summaries below the grade of B will be asked to be redone until they reach a satisfactory level. The quality of your proposal is most important, for most finished papers usually are only as good as the original proposal. Feel free to see me about your proposal and paper. RECOMMENDED JOURNALS These journals tend to have articles which emphasize the role of theory in understanding the practice of foreign policy: Alternatives Comparative Politics Cooperation and Conflict (Scandanavian) International Interactions International Journal (Canadian) International Organization International Social Science Journal International Studies Quarterly Jerusalem Journal of International Relations (Israeli) Journal of Conflict Resolution Journal of International Affairs Journal of Peace Research (Nordic) Millenium: Journal of International Studies (British) Political Psychology Political Science Quarterly Review of International Studies (British) Sage International Yearbook of Foreign Policy Studies World Politics RECOMMENDED BOOKS These books tend to provide an overview of particular theoretical perspectives and often apply them to explain the practice of foreign policy. <NAME>, The Psychological Dimension of Foreign Policy (<NAME>. Merrill, 1968) <NAME>, Presidential Decisionmaking in Foreign Policy: The Effective Use of Information and Advice (Westview Press, 1980) <NAME>, Bureaucratic Politics and Foreign Policy (Brookings, 1974) <NAME>, editor, American Foreign Policy: Theoretical Essays (Scott, Foresman, 1989) <NAME>, The Rise and Fall of the Great Powers: Economic Change and Military Conflict from 1500 to 2000 (Random House, 1987) <NAME>, The Power Elite (Oxford University Press, 1956) <NAME>, The Silent Revolution: Changing Values and Political Styles Among Western Publics (Princeton University Press, 1977) Robert Jervis, Perception and Misperception in International Politics (Princeton University Press, 1976) <NAME>, The Tragedy of Political Science: Politics, Scholarship, and Democracy (Yale University Press, 1984) <NAME>, Fighting to a Finish: The Politics of War Termination in The United States and Japan, 1945 (Ithaca, NY: Cornell University Press, 1988) <NAME>, Three Faces of Imperialism: British and American Approaches to Asia, and Africa, 1870-1976 (New Haven, Co.: Yale University Press, 1987) <NAME>, The Ideology of the Offensive: Military Decision Making and the Disasters of 1914 (Ithaca, NY: Cornell University Press, 1988 Evangelista, Innovation and the Arms Race: How the United States and the Soviet Union Develop New Military Technologies (Ithaca, NY: Cornell University Press, 1988) <NAME>, <NAME>, and <NAME>, editors, New Directions in the Study of Foreign Policy (Boston: Allen & Unwin, 1987) <NAME> and <NAME>, <NAME> and Colonel House: A Personality Study (New York: Dover, 1956) <NAME>, <NAME> and <NAME>, editors Why Nations Act: Theoretical Perspectives for Comparative Foreign Policy (Beverly Hills: Sage, 1978) <NAME> and <NAME>, Decision Making: A Psychological Analysis of Conflict, Choice, and Commitment (New York: Free Press, 1977) <NAME>, editor, Political Psychology (San Francisco: Jossey-Bass, 1986) <NAME>, The Scientific Study of Foreign Policy (New York: Free Press, 1979 <NAME>, Perceptions and Behavior in Soviet Foreign Policy (Pittsburgh: University of Pittsburgh Press, 1985) <NAME>, Origins of Containment: A Psychological Explanation (Princeton, NJ: Princeton University Press, 1985) <NAME>, The Cybernetic Theory of Decision (Princeton, NJ: Princeton University Press, 1974) <NAME>, editor, Structure of Decision: The Cognitive Maps of Political Elites (Princeton, NJ: Princeton University Press, 1976) <NAME>, <NAME>, and <NAME>, editors Foreign Policy Decision-Making (New York: Free Press, 1962) <NAME>, Can Governments Learn: American Foreign Policy and Central American Revolutions (New York: Pergamon Press, 1985) <NAME> and <NAME>, Power and Interdependence: World Politics in Transition (Boston: Little, Brown, 1989) <NAME> and <NAME>, The Comparative Study of Foreign Policy: A Survey of Scientific Findings (Beverly Hills: Sage, 1973) <NAME>, <NAME>: Perception of International Politics (Lexington, KY: University Pres of Kentucky, 1984) <NAME>, The Arab-Israeli Conflict: Psychological Obstacles to Peace (Oslo: Universities forlaget, 1979) <NAME>, Defending the National Interest: Raw Material Investments and U.S. Foreign Policy (Princeton, NJ: Princeton University Press, 1878) <NAME>, War and Change in World Politics (Cambridge: Cambridge University Press, 1981) <NAME>, The Patterns of Imperialism: The United States, Great Britain and the Late-Industrializing World Since 1815 (Cambridge: Cambridge University Press, 1981) <NAME>, The Caribbean in World Affairs: The Foreign Policies of the English-Speaking States (Boulder, Co.: Westview Press, 1989) <NAME>, Deterrence in American Foreign Policy: Theory and Practice (New York: Columbia University Press, 1974) <NAME>, <NAME>, and <NAME>, Understanding Foreign Policy Decisions: The Chinese Case (New York: Free Press, 1979) <NAME>, Foreign Policy Motivation: A General Theory and a Case Study (Pittsburgh: University of Pittsburgh Press, 1977) <NAME>, Foreign Policy Making in Times of Crisis (Columbus, OH: Ohio State University Press, 1982) <NAME>, editor, Psychological Dimensions of War (Beverly Hills: Sage, 1990) <NAME> and <NAME>, editors, Learning in U.S. and Soviet Foreign Policy (Boulder, Co: Westview Press, 1991) <NAME>, Strong Societies and Weak States: State-Society Relations and State Capabilities in the Third World (Princeton, NJ: Princeton University Press, 1988. * * * You may download text copies of each of these syllabi. ![TOC](blutoc.gif) ![Index](bluindex.gif) ![See File](bluhome.gif) <file_sep>\| \| History of Progressivism, the Great Depression, and the New Deal History/American Studies 310 Dominican University, Fall 2001 <NAME>, Instructor \| Migrant mother, 32, in California peapickers camp, 1936 > --- ![x](http://homepages.luc.edu/~snewma1/courses/photo01.jpg) \| Guide to Critical Reading \- Guidelines for Four-Credit-Hour Project \- Reading Suggestions \- Links to Visual Aids \| ---\|---\|--- \| * * * \| \| Contact Information Office: Lewis 309 / Office hours: MWF 11:00-12:15, or by appt. / Email: <EMAIL> Course web page: http://homepages.luc.edu/~snewma1/courses/310.htm \| \| * * * \| \| Course Description This course examines the economic, political, social, and cultural history of the United States between 1900 and 1945. Through assigned readings, discussions, videos, and in-class "workshops," we will learn about and gain a better understanding of the people, places, trends, and events that transformed American life during the first half of the twentieth century. One theme of the course will be the multi-faceted process of "modernization" during this period, the difficulties it posed, the opportunities it offered, and the varied responses it provoked on the part of the nation's increasingly diverse population. Questions of class, race, gender, and ethnicity will also inform our study of the period. Topics to be considered include: progressivism, World War I and its effects, the cultural conflicts of the 1920s, the Great Depression, the New Deal, and World War II and its effects. Course Objectives By the end of the course, you should be able to: \- describe the key economic, political, social, and cultural developments of the Progressive Era, the 1920s, the New Deal Era, and World War II; \- compare and contrast the economic, political, social, and cultural goals and experiences of those of different class, gender, and racial backgrounds at different points in time; \- analyze and interpret common cultural productions of the period, such as advertisements and photographs, as historical artifacts; \- write an historical argument that analyzes and interprets changes in American society between 1900 and 1945; \- and use primary and secondary evidence to support historical description, interpretation, and argument. \| \| Course Requirements _For three-credit-hour students:_ The course requirements include three 3- to 5-page essays (15% each), a final examination that consists of identifications and two essays (30%); and class participation in the form of informal oral reports, active discussion, and other learning activities (25%). _For four-credit-hour students:_ The course requirements include three 3- to 5-page typewritten essays (10% each), a final examination that consists of identifications and two essays (25%); class participation in the form of informal oral reports, active discussion, and other learning activities (20%); and a 15- to 20-page independent research paper or extended review essay (25%). Students choosing this option should submit a research project or review essay proposal by September 25, a list of sources and sketch outline by October 16, a first draft by November 20, and a final draft by December 13. Deadlines for the proposal, sketch outline, and first draft may be extended upon advance consultation with the instructor. Consult the "Guidelines for the Four-Credit-Hour Project" for more detailed instructions. _Essays:_ There will be three essays due during the course. These essays should be 3-5 pages in length, typewritten, and well-organized. Well-organized essays almost always consist of: \- an introduction (in which you describe the problem and state your thesis, or position, on the issue at hand), \- a body of several paragraphs (in which you make arguments, supported by specific examples, that support or add necessary context to your thesis), and \- a brief conclusion (in which you summarize your main points and restate your thesis). Essay topics will be provided about a week in advance of the due date. _Final Examination:_ There will be one final, comprehensive examination in this course at a date and time set by the university. There will be a mixture of essay and short answer questions on the exam. Some guidance to help you prepare for the exam will be provided. Except in cases of emergency, requests for make-up exams should be made no less than one week before the day of the exam. Make-ups will be granted only in instances of illness or scheduling conflicts deemed unavoidable by the instructor. You must take the final exam to pass the course. _Participation:_ Timely completion of all assigned readings, regular class attendance, and active classroom participation are essential to your success in this course. It is your responsibility to allocate enough time to complete the assigned readings before each class. You should come to class prepared to share your understanding of the readings, relate the readings to other aspects of the course, and to pose your own questions about the readings. Use the attached "Guide to Critical Reading" to help you prepare to discuss assigned readings. \| \| Required Texts \- <NAME>, _Anxious Decades: America in Prosperity and Depression, 1920-1941_ (New York: Norton, 1994; ISBN: 0393311341) \- <NAME>, _Twenty Years at Hull House_ (ISBN: 0451523830) \- <NAME>, _The Souls of Black Folk_ (ISBN: 0451526031) \- <NAME>, _Native Son_ (ISBN: 0060809779) \- Erenberg, <NAME>., and <NAME>, eds. _The War in American Culture: Society and Consciousness During World War II_ (Chicago: Univ. of Chicago Press, 1996; ISBN: 0226215121). \- additional readings on reserve in the library Copies of the course texts are available for purchase in the university bookstore. Copies of these texts may also be ordered through most of the leading on-line booksellers, including some that may have used copies available for sale at substantial savings. Possibilities include (no endorsements implied): www.powells.com, www.bibliofind.com, www.half.com, www.textbooks.com, www.follett.com. Or compare prices at dozens of on-line booksellers at: www.campusbooks.com. Academic Dishonesty All work submitted for this course must be the product of your own intellectual efforts. Academic dishonesty, including plagiarism (i.e., the presentation of another's work, dead or alive, published or unpublished, as your own or without proper citation), is not allowed and will be penalized. This rule also applies to content copied from web sites. Internet plagiarism is easy to detect! A grade of zero will be assigned to any paper or exam in which an instance of academic dishonesty is detected. The zero will then be averaged with the other grades to determine the final grade for the course. Students with Disabilities Students who are disabled or impaired should meet with the professor within the first two weeks of the semester to discuss the need for any special arrangements. \| \| * * * \| \| \| \| Course Schedule _(Hopefully, no changes to this calendar will be needed, but the instructor reserves the right to do so if necessary. I'll consult the class before making any major changes in the schedule.)_ Week 1 - Introduction Th 9/6: Why study history? Why study this period of US history? \| \| _Get connected:_ send an email to <EMAIL> that lists your first and last name, major (if undecided, so state), and prior history courses (if any) that you have taken for college credit. Also, please tell me if you have no prior experience using the internet. If you do not have an email account, visit the Media Center for assistance. The email message is due 9/13. ---\|--- 2 - Modern Economy and Urban Life: Civilization Gone Bad? T 9/11: Lecture on American industrialization and urbanization: economic modernization, immigration, urban growth, urban problems Th 9/13: In-class workshop: photographs as historical evidence (Lewis Hine) 3 - Progressivism: A New Direction? T 9/18: Lecture or video on Progressivism: origins, urban reform, Americanization, role of women, enlargement of government, Chicago's Progressives Th 9/20: Discussion of _Twenty Years at Hull House_ : read chs. 4-8 and at least three of chs. 10-18; discussion of autobiographies and political treatises as historical evidence, and of Progressivism's legacy 4 - Race Relations: A New Direction? T 9/25: Lecture on early twentieth-century race relations: <NAME>, racial imperialism, lynchings, and the beginning of the NAACP; excerpts from Birth of a Nation Th 9/27: Discussion of _The Souls of Black Folk_ : read all chapters; more discussion of autobiographies and political treatises as historical evidence, and of the state of race relations in the United States in the early twentieth century \| _Four-credit-hour students:_ research project or review essay proposal due 9/25 ---\|--- 5 - The Great War: Dead End or New Beginning? T 10/2: Readings on reserve: read <NAME>, _Over Here: The First World War and American Society_ , ch. 1 Th 10/4: "Demon Rum" or "The Dry Crusade" video 6 - The "New" Economy: Revitalization through Consumption? T 10/9: Parrish, pt. 1, chs. 1-4; in-class workshop: advertising as historical evidence Th 10/11: Readings on reserve: <NAME>'s _Screening Out the Past_ , either ch. 5 or 7; in-class workshop on movie palace architecture \| _Essay #1 due 10/9:_ on the Triangle Shirtwaist Factory Fire (detailed instructions and research materials will be provided in advance) ---\|--- 7 - Social Change in the 1920s: Chance for a "New" Life? T 10/16: Parrish, pt. 1, chs. 5-6; readings on reserve from <NAME>'s _Major Problems in American History, 1920-1945_ : read all primary documents and either "The Class Anxieties of the Ku Klux Klan" or "The 'Mexican Problem'" Th 10/18: Parrish, pt. 1, ch. 7 \| _Four-credit-hour students:_ list of sources and sketch outlines due 10/16 ---\|--- 8 - Twenties Culture and the Modern Self: Lost or Found? T 10/23: Parrish, pt. 1, chs. 8 and/or 9; in-class viewing of first part of _The Jazz Singer_ Th 10/25: Reading on reserve: <NAME>man's essay, "'Personality' and the Making of Twentieth-Century Culture;" in-class viewing of second part of _The Jazz Singer_ , followed by discussion of the film and the idea of film as historical evidence 9 - The Great Depression: American Unmasking? T 10/30: Parrish, pt. 1, chs. 10-11, and pt. 2, ch. 1; "Great Depression, Vol. 1" video excerpts 10 - The New Deal: An Idea Whose Time Had Come? Th 11/1: Parrish, pt. 2, chs. 2-3; in-class review of Chicago's New Deal projects T 11/6: Parrish, pt. 2, ch. 4; video on either Huey Long, Father Coughlin, or Eleanor Roosevelt \| _Essay #2 due 11/6:_ on the 1920s (detailed instructions will be provided in advance) ---\|--- 11 - Social Change in the 1930s: New Deal or Old Deal? Th 11/8: Parrish, pt. 2, ch. 5-6; "Letters of the Depression" workshop T 11/13: Parrish, pt. 2, ch. 7; readings on reserve: read one of the following essays in David E. Hamilton's _The New Deal_ : "Why Blacks Became Democrats," "The Native American New Deal," or "Women and the New Deal." Th 11/15: Readings on reserve: read one of the following essays in David E. Hamilton's _The New Deal_ : "The Triumph of Liberal Reform," "The Conservative Achievement of New Deal Reform," or "The Unanticipated Consequences of New Deal Reform." 12 - Thirties Culture: Just for Fun? T 11/20: Parrish, pt. 2, chs. 8-9; workshop on blues and swing Th 11/22: No class - Thanksgiving break T 11/27: Discussion of _Native Son_ : read all chapters; discussion of literature as historical evidence \| _Four-credit-hour students:_ first drafts due 11/20 ---\|--- 13 - WW2 and the United States: American Restoration? Th 11/29: Parrish, pt. 2, ch. 10 and epilogue; "Great Depression, Vol. 7" video excerpts T 12/4: Erenberg and Hirsch, chs. 1, 2 or 3, and 7 14 - WW2 and the American Future: Renewed Promise of Social Change? Th 12/6: Erenberg and Hirsch, at least two of chs. 4, 5, 6, 10, 12 T 12/11: Erenberg and Hirsch, ch. 13 Th 12/13: Course wrap-up \| _Essay #3 due 12/11:_ on a motion picture of the Depression Era (detailed instructions and research materials will be provided and put on reserve in advance) _Four-credit-hour students:_ final draft due 12/13 ---\|--- Final Examination T 12/18 - 8:30am-10:30am, Lewis 310. * * * Photo source: <NAME>. 1936. Destitute peapickers in California; a 32 year old mother of seven children. In Farm Security Administration Collection, Library of Congress. [Online] Available HTTP: http://lcweb.loc.gov/rr/print/128_migm.html. [September 3, 2001]. <file_sep># Masterpieces of American Literature English 1600 (Sections 001 & 009) Spring 1997 Instructor : <NAME> Office ISB5 #220 Office Hours : Wed 11:00-2:00; also by appointment E-mail :<EMAIL> Course Description and Objectives: This course serves as an introduction to American writing. We will read a variety of literary forms, some of them considered to be uniquely American:exploration and encounter narratives, as well as autobiographies, short stories, and novels. I stress that this is not a course in literature appreciation; rather, it is an introduction to the discipline of literary study. We use the techniques of close reading and structural analysis to read these texts as sources of ideas and for understanding literature as cultural practice-that is, a "doing" of the culture, and not merely an artifact of isolated production. My approach reflects the same understanding in that the course itself will be a sort of work-in-progress, a dynamic study and exploration not only of the works on the syllabus, but also of our own reading them. In addition to its primary objective, the course will encourage you to cultivate proficiency in critically alert reading, and analytical thinking and writing. Therefore, the class is based on discussion rather than on lecture. You are expected to complete each reading assignment on time and to participate in the discussion. The reading and writing schedule is rigorous. Count on spending three hours of work outside class for every hour spent in class. Reading for this class means giving your whole attention to the structure, the style, and the content: an active and thoughtful engagement with the text that enables you to make informed interpretations. In order to participate, you are expected to bring the appropriate text to each class. I have designed the syllabus to accomplish these various, perhaps conflicting, certainly complex, goals. Our focus is on the nineteenth century. Further, these works comprise to a greater or lesser extent a literature of conquest: each selection represents a personal or cultural vision imposed on the land. --What vision, whose vision, will determine the shape of the land, the formation of the peoples and cultures that live on it, the form of the literature we call American? Required Texts** _ * Adventures in the Unknown Interior of America_, <NAME> _ * Classic American Autobiographies_, <NAME>, ed. _ * A New Home-Who'll Follow?_,<NAME> (1839) _ * Selected Essays_, <NAME> (1803-1882) _ * The Confidence-Man_, <NAME> (1857) _ * The Hidden Hand_, <NAME> (1859) _ * Roughing It Mark Twain (1861, 1872)_ * _My First Summer in the Sierra_, <NAME> (1869, 1911) _Maggie, A Girl of the Streets and Selected Stories_ <NAME> (1893) _ * _Riders of the Purple Sage_, <NAME> (1912) Suggested: _ * <NAME>, _A Writer's Reference_ ; or _A Pocket Style Manual_ * <NAME>, _A Glossary of Literary Terms_ Course Requirements: 1.Academic honesty 2.Attendance and participation 3.Worksheets and unannounced quizzes [25%]. 4.Short analytical essays [50%]. 5.Final Exam, cumulative [25%]. Note: My policy is not to accept late work. No incompletes will be given. If something arises that affects your work, come and talk to me so we can work on a solution. Calendar: (subject to change) 1/13 Introduction 1/15 Edwards,"Sinners in the Hands of an Angry God"; Crevecoeur, "Letters from an American Farmer" 1/17 Washington Irving,"<NAME>" 1/20 NO CLASS- <NAME> King Jr. Holiday 1/22 Adventures in the Unknown Interior of America_ <NAME> Vaca_ 1/24 Adventures in the Unknown Interior of America_ 1/27 Adventures in the Unknown Interior of America_; Narrative of the Captivity and Restoration of Mrs. <NAME> [in Autobiographies]_ 1/29 _Narrative of the Captivity and Restoration of Mrs. <NAME> [in Autobiographies]_ 1/31 _Narrative of the Captivity and Restoration of Mrs. <NAME> [in Autobiographies]_ 2/03 _A New Home-Who'll Follow?_, <NAME> 2/05 _A New Home-Who'll Follow?_ 2/07 _A New Home-Who'll Follow?_ 2/10 _A New Home-Who'll Follow?_ 2/12 _The Confidence-Man_ <NAME> 2/14 _The Confidence-Man_ 2/17 _The Confidence-Man_ 2/19 _The Confidence-Man_ 2/21 Emerson, selected essays 2/24 Emerson 2/26 Emerson 2/28 Emerson 3/03 Emerson 3/05 Emerson; _My First Summer in the Sierra_, <NAME> 3/07 _My First Summer in the Sierra_ 3/10 _My First Summer in the Sierra_ 3/12 Hidden Hand_, E.D.E.N. Southworth 3/14 _Hidden Hand_ 3/17 _Hidden Hand_ 3/19 _Hidden Hand_ 3/21 _Hidden Hand_ 3/24-3/28 SPRING BREAK 3/31 _Narrative of the Life of <NAME>, an American Slave_ [ _in Autobiographies_ ] 4/02 _<NAME>_ 4/04 _Maggie, A Girl of the Streets and Selected Stories_ <NAME> _ 4/07 _Maggie, A Girl of the Streets and Selected Stories_ 4/09 "The Bride Comes to Yellow Sky" [Crane} 4/11 "The Blue Hotel" [Crane] 4/14 _"Roughing It_ , <NAME> 4/16 _"Roughing It 4/18 _"Roughing It 4/21 _"Roughing It 4/23 _Impressions of An Indian Childhood_, <NAME> (<NAME>) _[in Autobiographies]_ 4/25 _Impressions of An Indian Childhood_Zitkala Sa; _Black Elk Speaks_ , excerpt 4/28 _Riders of the Purple Sage_,<NAME> 4/30 _Riders of the Purple Sage_ 5/02 _Riders of the Purple Sage_ 5/05 _Riders of the Purple Sage_ FINAL Section 001 (9:00): Thu 5/08 7:30am Section 009 (10:00): Mon 5/12 11:30 am <file_sep># The "Media-Lab-For-The-Rest-Of-Us" ### \- A Design for Technology Education in the 21st Century by <NAME>, University of Michigan, MI 48109-2117 Email: <EMAIL>. Copyright 1995 <NAME> ### Contents * Overview * A Challenge for Piaget * Appropriate Learning Environments * A Tool-Rich Arena * Exploration as Education * Revisiting an Old Paradigm * Conclusion * Bibliography * * * ### Overview This short paper examines the rAnge of applicability of Swiss psychologist Jean Piaget's theory of learning when applied to curriculum design in technology education. In particular, I focus upon the influence of Piaget's concept of transition from a concrete operational mode of thinking to a formal operational one. It appears to me that Piaget fails to address certain aspects of this transition, which results in their perhaps inappropriate use in the technology education arena. To address this problem, I propose a radical improvement to the educational environment for technologists. I use as a precedent the marked success of MIT's Media Lab, an environment which fanatically encourages creativity and exploration, and draw upon Norbert Wiener's original genesis of cybernetics as an inter- disciplinary vanguard and guiding light. ### A Challenge for Piaget Jean Piaget's theory of learning is sometimes criticized for its strong focus on the inherent technical or logical complexity of the material to be assimilated. It appears to be a basic tenet of Piaget's that learners essentially reject problems which are viewed as being too complicated. I suggest that this outlook tends to ignore curiosity - something which seems to me to be a fundamental human characteristic. Given a supportive environment, the desire to know simple causes and reasons behind things seems to be extremely common if not universal. This natural curiosity is related to what William James calls the 'theoretic instinct' - a willingness to grapple with and accept abstraction at all levels of development. He points out that this is noticeable in early stages when young children ask very innocent but quite metaphysical questions, for example If God made everything, then who made God? The point is that nobody has defined this problem as too esoteric or complex yet, so the question is still 'askable'. In another arena, one encounters students who have significant difficulty grappling with chance and probability in the abstract sense, yet who can instantly assess the betting odds on horse- racing or blackjack. The underlying thought seems to be that people encounter fewer obstacles when figuring out complexity in the context of a relevant application. It's not simply a motivational issue, that is one that impels the individual to learn because of the apparent benefits involved. Rather, it relates to a mental block based on lack of practical stimuli. Educational theorist <NAME> adopts a similar line on this issue of contextual learning. He attributes 'math-phobia' and other blocks to understanding supposedly-complex notions to a general paucity of environmental stimuli. Papert identifies this lack of realistic context or application as the critical function influencing progress through the stages of intellectual development, rather than Piaget's emphasis on the inbuilt complexity of the concept. The basic ideas of curiosity and realistic context are the foundation for Papert's studies of young children's learning behavior while using the Logo computer language. This introduces them to simple geometry and the laws of motion in a practical rather than abstract way. Researchers in the field of linguistics and the learning of language also have noted this difficulty with Piaget's strictness about the stages of development. For example, <NAME> presents the view that environmental influence is the crucial factor; there is no stage transition per se, but rather the interaction of the environment with a relatively simple 'language system'. The individual builds up a knowledge structure which provides essentially an adequate explanation of the world and, inherently, an adequate way of expressing the explanation as well. Such concepts of course directly lead into the notions behind constructivism and the scientific learning cycle. ### Appropriate Learning Environments Now where does all of this discussion carry one's thoughts on education? My contention is that the effect of environment on learning is just as important at the so-called higher levels as at the earlier stages. It is suggested that the transition from concrete to formal operational mode is quite domain- specific, fragmented as it were. People may be able to work with the abstract in one knowledge region, but are rather concretely-rooted in another. Since the formal operational mode is the predominant one in scientific and technical practice, it appears to me to be essential that educators accomplish as complete a mode transition as is possible. I suggest that the development of appropriate learning environments be the driving factor behind a world-class policy on technology education and curriculum. This translates into a much stronger focus on relevant applications of technical theory, and extends well beyond assigning simplistic problems which have a practical cloak on them. It means enriching the individual's analysis and synthesis skills very early on in the curriculum and, most importantly, it means following through with that process in a coordinated manner from one semester to the next. As an example from my own field, the US National Research Council issued a policy document in 1991 on the future of computer science and engineering. The major message articulated by the Council was that the CS&E; discipline was becoming too introspective and was lacking a 'broader agenda'. The report repeatedly emphasized the need to structure CS&E; education and research in the context of applicability and relevance to other domains. I interpret that as a mandate to scrutinize carefully what we teach about computers, to whom we teach it, and how we do so. ### A Tool-Rich Arena One of the problems encountered in both industry and education is the gulf between the technical experts, those who design the tools and systems, and everyone else. Cognitive scientist Don Norman adopts this viewpoint, and urges engineers and designers to look beyond the boundary of technology and be confronted with real users in the real world. This is exactly the focus of the study of human-computer interaction, but it extends far beyond the study of buttons and menus into the larger context of modeling total human- machine systems. A basic objective of any undergraduate curriculum must be to ensure that the participants have ample opportunity to reach a level of comfort and 'fulfillment' with technology. That means exposing them to the systems and tools, and nurturing an strongly exploratory and creative atmosphere. Such a setting relies of course on having a high level of stimuli by being in tool-rich surroundings. In the computer arena specifically, it means an environment which goes well beyond many of the more typical drill-and-practice educational computing applications. Access to systems, machines and information needs to be ubiquitous. But this does not automatically mean that they should disappear into the woodwork so to speak. Quite the contrary. The type of environment we seek to create is one where the tools and instruments are accessible and obvious, or ready-to-hand as the philosopher Martin Heidegger expresses it. But since we consciously assert a atmosphere of creation and exploration, the bounds and limitations of the equipment and methods are unveiled \- they become unready-to-hand in Heideggerian terms. I claim that this is precisely the circumstance where the most powerful learning takes place. Piaget refers to this type of condition as disequilibrium and uses it to explain how stage transitions are triggered. However, as discussed earlier, there is a common perception that he downplays the influence of environment in introducing disequilibrium. In the learning atmosphere proposed here, the goal is to elevate this emotion in order to encourage a strong feeling of curiosity and a questioning outlook. <NAME>, a media ecologist at NYU, takes this view a step further by asserting that all learning is remedial, in the sense that discovery proceeds as we make errors, correct them, make more mistakes, etc. ### Exploration as Education The impact of this approach on technical program design and curriculum development is that everything needs to be presented as a 'tool' - something to be used in a readily-accessible context. This translates into more than just additional practical courses, though that may be a side-effect. Consider for example an engineering lab assignment which involves using an oscilloscope to understand the behavior of a simple electrical circuit. In many such cases, it's not at all unusual for students to end up learning more about how oscilloscopes work than about the assigned circuits. Thus, the stated goal of the activity and its actual effect were not matched. The tool, with all its confusing features, its limitations and shortcomings, became the focus of attention and learning precisely because of its unreadiness-to-hand. A similar experience is encountered when an operator of a complex system moves from 'traditional' supervisory control to the more difficult conditions of hortatory operations. Educational theorist <NAME> provides us with the appropriate nomenclature to structure such a curriculum design. Each major concept in the curriculum - each tool, method, instrument, facility, etc. to be explored - has features and attributes which are relevant in each of Bloom's six taxonomic divisions (knowledge, comprehension, application, analysis, synthesis, and evaluation). In the process of unfolding every feature of the overall field, the primary task of the educator is to provide the student with ample opportunity to develop some competence in each division. It is quite insufficient merely to structure the overall four-year syllabus as a movement through the six types of capability, starting with rote learning and culminating in a so-called capstone design course. The whole process of teaching, exploration, and discovery in a tool- rich environment tends to blur the boundary between learning the topic and learning how to learn. Encouraging the student to learn how to learn is often mentioned as being the major strength of participatory design courses. It is indeed a vital skill for technologists and designers because of rapidly changing work environments and the speed with which technical skills can become outdated in the profession. However, many design courses are criticized for the lack of direction and the level of chaos and confusion which can occur. What then should one do to address this issue in a proposal where such design courses might become the norm? I contend that a meticulous use of Bloom's divisions in all aspects of a creative technology curriculum will provide the necessary framework for designing the syllabus and content. Bloom's taxonomy may also provide us with a means of structuring appropriate methods of student evaluation and review. On a 21st century campus which is totally wired, the paucity of using the 'traditional' methods of assessment will very quickly become evident. Today's problems of posting homework questions to the Internet and getting answers within hours will become mundane compared to what's coming down the 'pike. For example, intelligent agents and gopher searches could be invoked from a handheld terminal while the lecture was still in progress - or the exam for that matter! A well-designed educational program should assess utilization of the technology, rather than abjure access to it. ### Revisiting An Old Paradigm In the early 1950s, scientist <NAME> foresaw the extent to which control and communication would become vital in science and society. His suggestion was a new grouping of subjects - one which transcends the traditional academic boundaries and focuses upon the acquisition of information, its processing, communication, and useful application. Wiener called it 'cybernetics', derived from the Greek word for steersman. I believe it is exactly this grouping of topics which is required in present-day industry and society. Although many parts of technology change rapidly, the underlying systems principles do not, and it is specifically those system- level principles and methodologies which need to be emphasized in an exploratory environment like the one I am proposing here. I envision such a program would incorporate a mix of specialties which might currently be found lurking under some of the following headings: information science, robotics & automation, human factors, computer science, technology management, cognitive psychology, software engineering, and industrial design. A fairly eclectic program certainly - in short, a kind of "Media-Lab-For-The- Rest-Of-Us". The trick is to design a solidly integrated curriculum which builds an applications-level familiarity with the tools of the trade alongside an appreciation of the potential capabilities of technical systems. The intent is to articulate plausible and achievable goals which motivate the students into accomplishing the Piagetian transition into formal operation. Undoubtedly, some students in such a program will apply their creativity to figuring out how to connect Coke machines and Christmas trees to the Internet - or whatever the latest fad happened to be. But what's important is to ensure that the participants also develop the competence to understand how the same networks and systems can help people hunt down literary, philosophical, and historical material. And to encourage them in exploring their artistic talents, in examining how to deploy technology on inner city streets or for third world development, and so on. ### Conclusion In summary, a world-class technology curriculum must focus on the student's ability to understand and synthesize knowledge solidly from a number of backgrounds. In the 21st century, simply accumulating a bunch of disjointed courses to satisfy some bean- counter's breadth requirements really will not cut it. The major challenge for university departments will be to adapt to working in such a framework, to ensure they understand the frequently- changing information environment, and to re-invent their programs appropriately. ### Bibliography "Manufacturing Consent" - <NAME> "Computing The Future" - National Research Council "Talks to Teachers" - <NAME> "Cybernetics" - <NAME> "Being and Time" - <NAME> "The Design of Everyday Things" - <NAME> "Mindstorms" - <NAME> "Teaching as a Conserving Activity" - <NAME> "Teaching Engineering" - <NAME> & <NAME> <file_sep> ![H-Urban Teaching Center](../graphics/btnsyltc154x40.jpg) ![H-Urban Syllabus Archive](../graphics/btnsylsa154x40.jpg) ![H-Urban](../graphics/btnsylhurban154x40.jpg) \| ![Syllabus Archive Selection](../graphics/skysylarchselect.jpg) \| ![H-Urban Syllabus Use & Submission Policy](../graphics/btnsyluse154x40.jpg) ![Comments and Questions](../graphics/btnsylcques154x40.jpg) ---\|---\|--- Culture and Social Life in the American City, 1800-1970 (History 458, Sec. 883) <NAME> Loyola University Chicago, Illinois, USA Fall 1992 * * * ## Introduction According to one historian, the United States was born in the country and moved to the city. This course examines that social movement and the evolution of the United States from a rural and small-town society to an urban and suburban nation. Cities, and especially Chicago, have long offered some of the best laboratories for the study of American history, social structure, economic development and cultural change. Certain problems and themes recur thoughout the course of American urban and cultural history which will be focal points of this seminar: the interaction of private commerce with cultural change, the rise of distinctive working and middle classes, the segregation of public and private space, the formation of new and distinctive urban subcultures organized by gender, work, race, religion, ethnicity, and sexuality, problems of health and housing resulting from congestion, and blatant social divisions between the rich and poor, the native-born and immigrant, and blacks and whites. The colloquium will provide a historiographical introduction to the major questions and issues in the culture and social life of American cities. Class discussion will also examine different possibilities for future research. The course requirements include one typewritten essay (66%) and class participation (34%). Essay guidelines can be found at the end of this syllabus. The primary responsibility of students is to complete the weekly reading before the date of the scheduled class and contribute their thoughtful, reflective opinions in class discussion. The books can be interpreted in a variety of ways and students should formulate some initial positions and questions to offer in the class discussion. Recommended readings are also included for the benefit of individual students who may wish to pursue certain topics in greater depth. ## Class Meeting Dates and Assignments Sept. 1: Introduction * <NAME>, _Community and Social Change in America_ (Baltimore: Johns Hopkins Univ. Press, 1978). * <NAME> & <NAME>, "Social History Update: Searching the Dark Alley: New Historicism and Social History," _Journal of Social History_ , 25 (1992), 677-94. Sept. 8: The Forces of Urbanization * <NAME>, _Nature's Metropolis: Chicago and the Great West_ (New York: W.W. Norton, 1991). 15 Sept.: Class and Culture in the l9th-Century City * <NAME>, _The New Urban Landscape: The Redefinition of City Form in Nineteenth-Century America_ (Baltimore: Johns Hopkins Univ. Press 1986). 17 Sept.: MIDNIGHT BIKE RIDE - Urban and Social History in Chicago (Rain Date: 24 Sept. 1992) 22 Sept.: Definitions of Gender, Class, Crime, and Consumption * <NAME>, _When Ladies Go A-Thieving: Middle-Class Shoplifters in the Victorian Department Store_ (New York: Oxford Univ. Press, 1988). 27 Sept.: The Social Construction of Urban Crime * <NAME>, _Roots of Violence in Black Philadelphia, 1860-1900_ (Cambridge: Harvard University Press, 1986). Dinner and discussion at <NAME>'s. 29 Sept.: Field trip to Illinois Regional Archives Depository (IRAD), Chicago Branch, Ronald Williams Library, Northeastern Ill. University, 5500 N. St. Louis Avenue 6 Oct.: Streets and Culture, Order and Disorder * <NAME>, _Parades and Power: Street Theatre in Nineteenth-Century Philadelphia_ (Philadelphia: Temple University Press, 1986). * <NAME>, Highbrow/Lowbrow: _The Emergence of Cultural Hierarchy in America_ (Cambridge: Harvard University Press, 1988), prologue, chapters 1, 3, epilogue. 13 Oct.: Sexuality and Nightlife * <NAME>, _City of Eros: New York City. Prostitution. and the Commercialization of Sex_. 1790-1920 (New York: W.W. Norton, 1992). OR * <NAME>, S _teppin' Out: New York Niahtlife and the Transformation of American Culture_. 1890-1930 (Chicago: Univ. of Chicago Press, 1981). 20 Oct.: Families, Immigrants, and Mobility * <NAME>, _Ethnic Differences: Schooling and Social Structure Among the Irish, Italians, Jews, and Blacks in an American City, 1880-1935_ (New York: Cambridge Univ. Press, 1988). 27 Oct.: Internal Migration and Race * <NAME>, _The Promised Land: The Great Black Migration and How it Changed America_ (New York: Vintage, 1991). 3 Nov.: Religion and 20th-Century Popular Culture * <NAME>, _The Madonna of 115th Street: Faith and Community in Italian Harlem. 1880-1950_ (New Haven: Yale Univ. Press, 1985). * <NAME>, "The Center Out There, In Here, and Everywhere Else: The Nature of Pilgrimage to the Shrine of St. Jude, 1929-1965," _Journal of Social Historv_ , 25 (Winter 1991), 213-32. 5 Nov.: Paper Due 10 Nov.: Work and 20th-Century Popular Culture * <NAME>, _Making a New Deal: Industrial Workers in Chicago. 1919-1939_ (New York: Cambridge University Press, 1990). 17 Nov.: Suburban Culture * <NAME>, _Crabgrass Frontier: The Suburbanization of the United States_ (New York: Oxford University Press, 1985). * <NAME>, _Homeward Bound: American Families in the Cold War Era_ (New York: Basic Books, 1988), introduction, chapters 1, 4, & 7. 24 Nov.: Race and Segregation * <NAME>, _Making the Second Ghetto: Race and Housing in Chicago, 1940-1960_ (New York: Cambridge Univ. Press, 1983). 1 Dec.: The Postindustrial City * <NAME>, _City of Ouartz_ (New York: Vintage, 1991). ## PAPERS Two types of essays are acceptable for this course: historiographical and research. Historiographical essays should be based upon secondary sources, or what historians have written about a subject. Research essays should analyze a specific topic using primary sources. Both types of assignments should be the length of a standard scholarly article (approximately 20 typewritten pages of text, plus notes). All papers should be free of typographical errors, misspellings and grammatical miscues. For every eight such mistakes, the essay's grade will be reduced by a fraction (A to A-, A- to B+, etc.). Essays are to be written for this class ONLY. No essay used to fulfill the requirements of a past or current course may be submitted. Failure to follow this rule will result in an automatic grade of F for the assignment. TWO copies of the essay should be in the professor's possession by NOON on 5 November 1992. Extensions are granted automatically. However, grades on essays handed in 48 hours (or more late) will be reduced by a fraction (A to A-, A- to B+, etc.). Every three days thereafter another fraction will be droppped from the paper's final grade. Students who complete the essay on time have the option to rewrite the paper upon its evaluation and return (remember - the only good writing is good rewriting). Two copies of the rewritten essays are due at the final class meeting. Students who are disabled or impaired should meet with the professor within the first two weeks of the semester to discuss the need for any special arrangements. --- ![Author Index](../graphics/btnsylauthor154x40.jpg) ![Subject Index](../graphics/btnsylsubject154x40.jpg) ![Geographic Index](../graphics/btnsylloc154x40.jpg) --- ![H-Urban](../graphics/skyhurban198x38.jpg) Top \| Teaching Center \| Syllabus Archive \| Comments and Questions \| H-Urban H-Urban Syllabus Use and Submission Policy <file_sep> ![H-Urban Teaching Center](../graphics/btnsyltc154x40.jpg) ![H-Urban Syllabus Archive](../graphics/btnsylsa154x40.jpg) ![H-Urban](../graphics/btnsylhurban154x40.jpg) \| ![Syllabus Archive Selection](../graphics/skysylarchselect.jpg) \| ![H-Urban Syllabus Use & Submission Policy](../graphics/btnsyluse154x40.jpg) ![Comments and Questions](../graphics/btnsylcques154x40.jpg) ---\|---\|--- Organized Crime in the United States (History 734) <NAME> Youngstown University Youngstown, Ohio, USA Fall 1994 _Note: Dr. Viehe has taught this upper-level undergraduate course since 1991. The syllabus remains the same, except that the supplementary readings are changed periodically._ --- ## SYLLABUS ### READINGS --- TEXT \| <NAME>, Organized Crime, 3rd edition (Chicago: Nelson-Hall, 1990) ---\|--- READER \| <NAME>, ed., Organized Crime: A Global Perspective (Totowa, NJ: Rowman & Littlefield, 1986) SUPPLEMENTARY READING (Choose _ONE_ ) \| <NAME>, Cynthia: A True Story (Salt Lake City: Northwest Publishing, Inc., 1994) <NAME>, <NAME>: The Life and Crimes of a Mobster (New York: Pocket Star Books, 1993) <NAME>, Cocaine Politics: Drugs, Armies and the CIA in Central America (Berkeley: University of California Press, 1991 [1992]) ### PAPERS Two FOUR-PAGE papers are required containing approximately 1000 words each. In each paper, the student must compare and contrast two chapters from the READER. * The first paper concerning Chapters 2-4, 7, and 8 is due _Wednesday, October 19_ ; * the second paper concerning Chapters 5, 6, and 9-13 is due _Wednesday, November 16_. No Chapter may be reviewed twice. Late papers are penalized one full grade for every day late. ### BOOK REVIEW A TEN-PAGE book review containing approximately 2500 words is required. The book review is the SUPPLEMENTARY READING chosen by the student. This review will critically evaluate: 1. the author's thesis; 2. the development of that thesis; 3. the book's major points; 4. the kinds of sources used; 5. as well as the book's strengths and weaknesses. Implicit in this requirement is a presentation of the thesis, and a determination on whether the author relied on primary or secondary sources. _Primary Sources_ include private papers, government documents, newspapers, journals, personal interviews, etc. _Secondary Sources_ generally refer to books, magazines, and other published works. Other items to cover include the book's organization, the author's writing style, and any biases. Finally, the review should include your opinion of the book, and whether you recommend it to others. The book review is due _Wednesday, November 23_. Late reviews will be penalized one full grade for every day late. ### GRADING PAPERS : Your book review and papers will be graded on how well they are thought through and organized, how well the subject is dealt with, and how well they are written. Spelling, grammar, sentence structure, organization, and style also will affect your grade. _Footnotes_ must be used for any direct quotation, or when you paraphrase an author. When you copy the words of another, put those words inside quotation marks and acknowledge the source with a footnote. When you paraphrase the words of another, use your own words and your own sentence structure, followed by a footnote citing the source of the idea. Failure to follow these guidelines may result in the charge of plagiarism. _Plagiarism_. Failure to give proper credit is PLAGIARISM. It will not be tolerated. Plagiarism is literary theft. The punishment for plagiarism is either an "F" on the paper or book review, and/or and "F" in the course. EXAMS : There will be a Midterm and Final Examination. * Midterm: Wednesday, October 26 * Final: Wednesday, December 7, 8-10 a.m. ATTENDANCE is Mandatory. Roll will be taken. Students with excellent attendance will be given the benefit of the doubt when class grades are determined at the end of the quarter. GRADES --- GRADING \| Final: 30% of your grade Midterm: 30% Book Review: 20% Papers: 20% ---\|--- GRADE DISTRIBUTION \| A = 3.7 - 4.0 GPA B = 2.7 - 3.69 C = 1.7 - 2.69 D = 0.7 - 1.60 F = 0.69, or below Failure to do all assigned work will result in an "F" in the course. ### READING SCHEDULE WEEK I TEXT \| Chapter 7 - The Business of Organized Crime: Drugs ---\|--- READER \| "Overview," by <NAME> "Criminal Underworlds: Looking Down on Society from Below," by <NAME> WEEK II TEXT \| Chapter 6 - The Business of Organized Crime: Gambling, Loansharking, Theft, Fencing, and Sex ---\|--- READER \| "Organized Crime in the United States," by <NAME> WEEK III TEXT \| Chapter 8 - Organized Crime in Labor and Business Chapter 1 - Definition and Structure of Organized Crime ---\|--- READER \| "A Modern Marriage of Convenience: A Collaboration Between Organized Crime and U.S. Intelligence," by <NAME> WEEK IV TEXT \| Chapter 3 - The History of Organized Crime in New York, pp. 131-138: Italian Organized Crime/ Southern Italians, The Black Hand, Unione Siciliana, The Castellammarese War ---\|--- READER \| "The Traditional Sicilian Mafia: Organized Crime and Repressive Crime," by <NAME> "See Naples and Die: Organized Crime in Compania," by <NAME> WEEK V TEXT \| Chapter 5 - Nontraditional Organized Crime ---\|--- \---- MIDTERM ---- WEEK VI TEXT \| Chapter 3 - The History of Organized Crime in New York, pp. 101-114: Media Accuracy and Organized Crime, Tammany Hall The Tammany Police The Tammany Gangs ---\|--- READER \| "Analyzing the Organization of Crime in Montreal, 1920-1980: A Canadian Test Case," by <NAME> and <NAME> "Organized Crime in Great Britain and the Caribbean," by <NAME> WEEK VII TEXT \| Organized Crime: Theories and Antecedents, pp. 59-90: Historical Antecedents: The Robber Barons; Historical Antecedents: Urban Machine Politics ---\|--- READER \| "Organized Crime in Poland," by <NAME> "Organized Crime and Organized Criminality Among Georgian Jews in Israel," by <NAME> WEEK VIII TEXT \| Chapter 4 - The History of Organized Crime in Chicago ---\|--- READER \| "Organized Crimes As It Emerges in Regions of Africa," by <NAME> "Organized Crime in Japan," by <NAME>ai WEEK IX TEXT \| Chapter 3 - The History of Organized Crime in New York, pp. 114-131, 138-157 Jewish Organized Crime Italian Organized Crime: Luciano/Genovese Family Mineo/Gambino Family Reina/Lucchese Family Profaci/Colombo Family Bonanno Family ---\|--- READER \| "Organized Crime in Australia: An Urban History," by <NAME>. McCoy WEEK X TEXT \| Chapter 9 - Responding to Organized Crime: Laws and Law Enforcement Chapter 10 - Organized Crime: Committees, Commissions, and Policy Debates ---\|--- ![Author Index](../graphics/btnsylauthor154x40.jpg) ![Subject Index](../graphics/btnsylsubject154x40.jpg) ![Geographic Index](../graphics/btnsylloc154x40.jpg) --- ![H-Urban](../graphics/skyhurban198x38.jpg) Top \| Teaching Center \| Syllabus Archive \| Comments and Questions \| H-Urban H-Urban Syllabus Use and Submission Policy _Syllabus prepared for H-Urban Syllabus Archive 18 Mar 2001._ <file_sep> WSUFA Senate Minutes November 2, 1998 Members present: David Bratt, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME> <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME> Members absent: <NAME>, <NAME> Others Present: Peter Henderson, <NAME> I. Call to Order The meeting was called to order by President Yard at 3:02 p.m. II. Approval of Minutes of October 19, 1998 meeting One Senator sought correction of grammatical errors in the Possin motion concerning WSU Reg. 5-2. Possin/Kesler move to approve. _Carried_. III. Agenda Additions and Approval The following items were added to the agenda: Old Business B. Syllabus Policy New Business D. Cultural Awareness Task Force Sloan/Kesler to adopt with additions. _Carried_. IV. President's Report * President Yard reported the social on Friday was a success. He stated there was a new edition of the IFO update in the mail. It includes a member survey concerning negotiations. The deadline of Friday is to make it possible to the results before the next IFO Negotiating Team Meeting. The IFO Board Meeting adopted a set of goals and priorities from the government relations committee and a public relations plan. <NAME> is co-chair of the IFO State Action. Yard also presented concerns about wording on commencement memo from academic VP. V. Review of Meet and Confer Notes Modified Item 3 to clarify third sentence. VI. Committee A. A2C2 Committee No report. B. Graduate Council No report C. Government Relations Committee * <NAME> urged all faculty and students to vote tomorrow. The IFO Legislative goals adopted by Government Relations Committee and the IFO Board will be distributed by e-mail. He said all WSU recommendations except one on dental benefits were included. Topics include the Bachelor of Applied Science degree. D. Personnel Policies and Grievance Committee * <NAME> reported that the committee is meeting with VP Gorman this week and that the committee has been successful on two grievances. E. Negotiations/Action * <NAME> said efforts are underway to start negotiations November 29th. He emphasized the importance of completing are returning the negotiations survey which will be in the next issue of IFO Update. F. Committee on Committees Motion from committee to accept the following recommendations: _Resignations from Faculty Association Committees_ Honors Council - <NAME> _Appointments to All-University Committees_ * Long Range Planning and Assessment - <NAME> and <NAME> (Rochester members) Laptop Program - <NAME> - Computer Science Safety - <NAME> Scientific Misconduct - <NAME>ws - Education _Carried_. Kesler said three faculty have responded to her request for someone to serve on statewide salary equity committee. She is working to find one among them who can serve. Sloan/Possin to allow Committee on Committees to appoint member to statewide salary equity committee. _Carried_. G. Computer and Multi-Instructional Systems Committee (Com-G) * Motion from Executive Board to postpone consideration of report until they hear from Technology committee and the Laptop Program Committee. Hyle/Bratt to amend to postpone until next Senate Meeting, with the assumption of these committees will report on their committee's considerations. _Amendment Carried._ _Motion as amended Carried._ VII. Old Business A. Draft Revision of WSU Reg. 5-2: Procedure for Affirmative Action Recruiting and Hiring and Possin Substitute (OB-A) _Motion to substitute Possin's revision of WSU regulation carried_. Possin Substitution for WSU Reg. 5-2: 1\. That the deadline for applications for a national search, after the official publication of the Notice of Vacancy within the MnSCU System, be a minimum of 30 days, plus any contractual time afforded for reassignment rights; and for a local search, the deadline should be minimum of 15 days and a maximum of 30 days. 2\. That each department or unit uses its own association's national medium, whenever possible, for advertising its notices of vacancies. 3\. That advertising notices of vacancies in the _Chronicle of Higher Education_ is unnecessary and ineffectual for most academics postings, and should, therefore, be discontinues when a disciple'e own publication will broadcast the notice of vacancy as well if not better. 4\. That, with its Dean's approval, a department or unit be allowed to post its notice of vacancy as a possible position pending funding approval' in its discipline's job-listing publication, when that publication has the standing practice and means of so indicating the conditional nature of a position. 5\. That the formal process of administrative approval of position vacancies begin at the first Meet & Confer of the Academic year or as soon afterward as possible, to accommodate the publication deadlines of many disciplines' job- listing publications and job-interviewing conventions. 6\. That the Affirmative Action Office release candidates' files as those files are complete, rather than waiting for the application deadline to release all files simultaneously. This would facilitate the Search Committees' study of the files and avoid hastily cramming through in order to prepare for interviewing. Hyle/Christensen to separate. _Carried_. Item Number one carried. Item Number two S. Smith/Stejskal moved to amend as follows: That each department or unit uses its own associations national medium, whenever possible and/or the Chronicle of Higher Education, if it chooses, for advertising its notices of vacancies. Reineke/Pack substituted following motion: * That each department or unit shall advertise in appropriate association's national media, the Chronicle of Higher Education or other media appropriate to the Search. Motion withdrawn. _Carried as originally amended._ Item 3. Failed Item 4. Failed. Item 5. Carried. Item 6.Hyle/Bratt motion to substitute for Item 6 the following language: To solicit among faculty to address the release of files and the timing of the release of files with the Affirmative Action Officer and report back to the Secretary by First Senate meeting of Spring Semester. _Substitution Carried._ _Motions substituted Carried._ * Volunteer lis t: <NAME>, <NAME> and <NAME> B. Syllabus Policy Postpone consideration until legality of MnSCU Board action is considered. VIII. New Business A. Math Placement Exam For First Year Students (NB-A) Executive Committee Board motioned to refer to A2C2. _Carried._ B. Revised Mission Statement (NB-B) Susan Hatfield, 3:30 p.m. <NAME> and <NAME> told the background of the revised Mission Statement. Possible amendments were discussed. Smith/Kesler motioned to approve in principle. _Carried._ * Hatfield said she would bring it back in relatively final form at the next Senate Meeting. C. Rochester Chamber of Commerce Membership Pack/Sloan moved to approve. _Carried._ D. Cultural Awareness Task Force Refer to Cultural Affairs Committee. IX. Adjournment Sloan/Ng moved to adjourn at 5:24 p.m. _Carried._ Respectfully submitted; <NAME> Co-Secretary <file_sep> --- \| \| Home Page _ _ <NAME> Professor of Psychology North Carolina State University Raleigh, North Carolina 27695 <EMAIL> (919) 515-1723 Biographical Summary _ _ A native of Iowa, Professor Smith received a B.S. and M.S. in Psychology from Iowa State University and a Ph.D. in Psychology from Michigan State University. In 1972 he joined the faculty at North Carolina State University where he has helped build the graduate programs of Industrial/Organizational Psychology and an innovative program, Psychology in the Public Interest. His teaching and research is concerned with individual and organizational adaptation to changing social, technological and market conditions. He has worked extensively with U.S. and international development organizations to help develop human resources, improve organizational capacities, and measure program performance. Courses: Click on the following links to access course materials saved in pdf format. You will need to use Adobe Acrobat to open these files!!! Psy 312, Applied Psychology (Syllabus for Spring 2001) Psy 714, The Social Psychology of Groups (Syllabus for Spring 2001) Psy 751, Human Resource Planning and Evaluation (Syllabus for Fall 2000) Psy 755, Cross-cultural Research and Development (Syllabus for Fall 2000) Psy 756, Consumer Research (Syllabus for Spring 2000) Current Research Projects: Develop, disseminate and evaluate decision aids for integrated soil nutrient management. The project involves close collaboration between biological and social scientists working with client groups including national and international research organizations, universities, non-government organizations to develop, desseminate and evaluate new tools and technology for integration of diverse information for decision-making. Program impact assessments in intensive testing areas in Costa Rica, Mali and the Philippines will measure changes including: 1) awareness and familiarity with various decision support products; 2) the capacities of users to use the decion tools to simulate different agronomic, social and economic conditions; and 3) changes in farming practices, policies, diagnosis and planning methods. The work is funded in part by a contract from the U.S. Agency for International Development and collaborating institutions. Evaluate research and extension systems for farmers in the Chapare region of Bolivia who have been forced out of coca production and are attempting to establish legitimate farming systems. In cooperation with the Government of Bolivia and with funds from the U.S. Agency for International Development, research and extension services are being restructure to better assist farmers and farmer organizations to overcome their technical and organization problems. Social science research has developed indicators that are being used to monitor and evaluate the program's social and economic impacts. Professional Experience: Professor of Psychology, North Carolina State University, Raleigh, N.C. Industrial/Organizational Psychology Psychology in the Public Interest Coordinator, 17-country APEC/USAID/Industry funded project entitled, Human resource development for the food industry in the Asian-Pacific region: A need assessment and policy review. (1994-1997). Principal Investigator, USAID funded project entitled, Socio-economic impact analysis of technologies generated by the Soil Management and other CRSPs in the humid tropics of Bolivia, Brazil, Columbia, Costa Rica, Indonesia, Peru, Philippines, and Thailand. (1990 - 1993). Principal Investigator, USAID funded project, Socio-economic impact analyses of technologies generated by the Soil Management and other CRSPs for the savannas of Brazil, Kenya, Paraguay and Zambia. (1991 - 1992). Education Advisor, USAID/North Carolina State University REE Project, and Honorary Professor of Economics and Planning, Universidad Nacional Agraria, Lima, Peru. 1984-1986., Selected Publications: <NAME>. & <NAME>. (2000) Education and food consumption behavior in China: Household analysis and policy implication. _Journal of Nutrition Education_. _32_ ,(4), 214-224. <NAME>. & <NAME>. Eds. (2001, in press _) Human Resource Development for the Food Industry in Asia and the Pacific_. Conference report for United Nations Economic and Social Commission for Asia and the Pacific. <NAME>. (2000) Analysis and design of systems for monitoring and evaluation of research and extension services and impacts. Report prepared for the USAID/Bolivia, CONCADE project. <NAME> & <NAME> (1997). Rural women in India: Assessment of educational constraints and the need for new educational approaches. _Journal of Research in Rural Education_. _13_ (3), 183-197. <NAME>. and <NAME>. (1993). Bolivian farmers and alternative crops: Some insights into innovation adoption. _Journal of Rural Studies_. _9_ (2), 141-151. <NAME>. & <NAME>. (1993). _The revitalization of universities in developing countries: The case of research management at the National Agricultural University, La Molina, Peru_. Prepared for the International Institute for Educational Planning. UNESCO: Paris. <NAME>. & <NAME>. (1985). Returns to investments in human capital in Peruvian agriculture. _Proceedings of the 5th. World Congress of the Econometric Society_ , MIT, Cambridge, Massachusetts. <NAME>. & <NAME>. (1982). _Community Goal-Setting_. Stroudsburg, Pa.: Hutchinson Ross Publishing Div., Van Nostrand Reinhold Company Inc., New York. <NAME>. & <NAME>. (1977). Cultural dimensions reconsidered: Global and regional analyses of the Ethnographic Atlas. _American Anthropologist_ , _79_ (2), 364-387. <NAME>. & <NAME>. (1977). Patterns of cultural diffusion: Analyses of trait associations across societies by content and geographical proximity. _Behavior Science Research_ , _12_ (3), 145-167. ![](images/frontpag.gif) ---\|---\|--- <file_sep>## History of Mathematics Syllabus (For a more detailed syllabus, see this.) What are we going to study this semester? Why, the history of mathematics, of course! But what does that encompass? Too much for a semester, for one thing. Okay, this isn't the whole of the history of mathematics; it's more of an introduction. In fact, we won't get to anything recent. So, where do we begin, and how far do we get? Well, what's supposed to be included in mathematics, anyway? Do we include arithmetic? How about counting? Counting, and maybe arithmetic, began before history. What I mean by that is that people probably counted, and maybe added and subtracted, before they could write. We have time to look at at little bit of this prehistory. That's where we'll start. We'll look at <NAME> research into tokens of preliterate Mesopotamia, ranging from 8000 B.C.E. to 3000 B.C.E. Unfortunately, that's one thing <NAME> leaves out of his text, _A History of Mathematics,_ the book we're using for our course text, so I'll have to introduce that subject myself. Overall, I think his book is an excellent text. Counting can barely be considered mathematics, so we'll move quickly on to historic times, where mathematics really began its development. We'll look at the mathematics of Egypt and literate Mesopotamia, in particular. We'll see how they denoted numbers, their arithmetic, how they solved what we call linear equations and other equations, and some geometry. This material is not so primitive as you might expect at such an early time (ca. 2000 B.C.E.). Both cultures understood a bit of geometry and number theory. The Babylonians, for instance, knew the so-called Pythagorean theorem. (Perhaps "rule of the right triangle" would be a better term since (1) we're speaking of a time 1300 years before Pythagoras, and (2) the word "theorem" suggests a proof was known, and there's no indications that the Babylonians had a proof or even recognized the need for a proof.) That's all in chapter 1. We can't spend a long time on it, but you can already see that the subject we're considering is pretty big. The next thing we'll look at is Greek mathematics. You could spend the rest of your life on it, but we'll condense it into a month. In 300 years, from the time of Thales (ca. 600 B.C.E.) to the time of Euclid (ca. 300 B.C.E.), mathematics changed from an empirical subject to a theoretical one. How did that happen? That's a big question, and, because so few original (or even secondary) sources exist, we can't expect to answer it satisfactorily. But we can look at some of that mathematics, especially Euclid's. Truly marvelous stuff. It's fully developed mathematics, in the modern sense of the word "mathematics." Most of it is very interesting geometry, but there's a fair amount of number theory and some very abstract algebra (Eudoxus' theory of proportion). We'll spend quite a bit of time on chapter 2. After Euclid, the Greeks ("Hellenistic culture" might be a better term, since much of it occurs outside Greece, but all in the Greek language) developed more mathematics ranging from astronomy to algebra, and we'll look at that in the next three chapters. Someplace I've got to cut back, or we'd never reach where I want to go, namely, to the beginnings of calculus, and I'm afraid these are the chapters that we'll have to squeeze. The subjects are interesting, but the subjects are a little more advanced, and that gives me an excuse to rush ahead. (Actually, a course that emphasized this period and ended at 500 C.E. would be a good one, but only if there were more courses afterwards that could do the last millennium and a half.) Islamic culture took up the mathematics of the Hellenistic culture after the latter waned. We'll look at that in chapter 6, and the mathematics of the older cultures of China and India in chapter 7. For the most part, Chinese and Indian mathematics continued with a nontheoretical attitude, but their mathematics was significant nonetheless. Except through their influence on Islamic mathematics, the mathematics of China and India has not influenced modern mathematics. Europe, excepting Greece and its colonies, was virtually mathematics-free until some Greek and Islamic mathematics was translated from Arabic into Latin in the 13th century. Exciting new developments began with the Scholastics in the 14th century that eventually led to calculus in the 17th century. We'll spend quite a bit of time on the mathematical Renaissance in Europe. There were so many new subjects developed in those three or four centuries: algebra, symbolic algebra, logarithms, analytic geometry, number theory, probability, projective geometry, and eventually, the concepts underlying calculus. The actual calculus, that is, the rules to manipulate symbolic expressions to find derivatives and integrals, had to wait until Newton and Leibniz in the 17th century. ![](bullet.gif) Although the course stops there, I don't want to give the impression that mathematics died in 1700. Since then every decade has produced more mathematics than the previous decade. It's just that the mathematics gets more advanced (that is, it depends on more previous mathematics) and more abstract, and we don't have time to look at it in just one semester. Frankly, I'd like to see every mathematics course include some of the history of its subject, and that's just what I try to do in the other courses I teach. ![](rule.gif) Back to course page <file_sep> Homepage \| Syllabus \| Schedule \| Instructor \| Resources ---\|---\|---\|---\|--- #### Greek and Roman Religions, Fall 1999 \| \| ---\|---\|--- \| \| Syllabus RELS 110-601 CLST 110-601 <NAME> \| \| \| \| A. About the Course This course surveys the history of religion in the Greek and Roman worlds from the Bronze Age until the advent of Christianity. We will examine the range of religious expression in the ancient world, including ritual, priestly organization, the problem of belief, views of the divine, myth, iconography and religious architecture. We also will consider Greek and Roman religious culture in the context of contemporary societies in India, Iran, Mesopotamia, Egypt, and China, and look at evolution over time. In addition, the course is focused around a central theme: the relationship between religion and literature. As we will begin discussing early in the term, the primary form of religion in the ancient world was cultic, the religious rituals of individual city-states and regions in Greece and Italy. But our evidence for cultic religion is limited and partial. Our best evidence is literary, because literary texts from antiquity were widely copied during the Middle Ages and hence survived into the modern period in large numbers. Since clearly the religions of cult and of literature differ in significant ways, one of the main problems for any student of classical religions is to decide how to reconcile these disparate types of evidence and types of religion to form a unified picture. For some further thoughts on how this course works, click here. The instructor for this course is <NAME>. Contact information is as follows: \| email \| <EMAIL> ---\|--- home phone \| (215) 474-2977 office \| office phone \| office hours \| not yet set \| \| \| \| B. Textbooks The following required books can be found at the Penn Bookstore (36th and Walnut Streets): * <NAME>, _Greek Religion_ , Harvard UP 1985. * <NAME>, _Did the Greek Believe in Their Myths?_ , U of Chicago Press 1988. * <NAME>, _Literature and Religion at Rome: Cultures, Contexts, and Beliefs_, Cambridge UP 1998. * Miller, Andrew, ed., _Greek Lyric_ , Hackett 1996. * Ovid, _Fasti: Roman Holidays_, <NAME>, trans. and ed., Indiana UP 1995. The Burkert is the textbook for the Greek half of the course. Book reviews will be written on the Veyne and Feeney books; all three of these books are recent, secondary sources. The Miller edition and the Ovid provide you with some primary sources. Other primary sources will be available online. The following was going to serve as our textbook for Roman religion, until I was informed that it was out of print. It seems the bookstore did manage to locate about 10 copies, so this will be a required book if you can easily get a copy, and an optional one if you can't. People who can't get a copy will have alternative assignments for a couple of weeks. This system actually works out rather well, since it will let us cover more material without doing more homework. Officially, this book is _optional_ for everyone. * Beard, Mary, <NAME>, and <NAME>, _Religions of Rome_ , vol. 1 only (History), Cambridge UP 1998 In addition, the following book is _purely_ _optional_. It is a collection of primary sources; you might find it useful in writing your Final Paper, especially if you also have the first volume, since the two volumes are cross- referenced to each other. You can also find sources for your Final Paper in the library, if you would prefer: * Beard, Mary, <NAME>, and <NAME>, _Religions of Rome_ , vol. 2 (Sourcebook), Cambridge UP 1998 \| \| \| \| C. Course Schedule This is available on a separate web page, which can be accessed at GRRsch.htm. \| \| \| \| D. Grading Grades for this course will be based on two book reviews and a final paper. Details about these follow. Briefly, the book reviews will be written on the Veyne and Feeney volumes, and are intended as critical reviews. The final paper will address the relationship between religion and literature in Greece and Rome, referring to assigned secondary source readings, other secondary source readings if you like, and a selction of primary sources of your choosing. The final paper will account for roughly half the course grade, with the other half coming equally from the two book reviews. Class attendance is not a formal part of the course grade, but all students are advised that regular class attendance is, as a practical matter, necessary in order to do well on the written assignments that are graded. Not only will you learn things in lecture that are necessary background, but you will learn what I think about the subject matter and what I expect on the reviews and paper. My attitude is that I should earn your attendance by making classes interesting and useful. I am also open to allowing students to pursue research projects on subjects covered at some point in this course, even if they do not relate to the religion-and-literature theme that structures the course. In all likelihood, only majors in Classics or, perhaps, Religious Studies will have the background and skills in an introductory class to pursue serious independent research, so I will not advise anyone to write a research paper. However, it is useful, for example in applying to graduate schools, to have a file of research papers ready at hand, and I will certainly help any students who feels the desire to take this harder means of satisfying the course requirements. If you want to write a research paper, please speak to me early in the term. Grades for such students will be based entirely on the one term paper, though I will also expect you to give an oral presentation of your research to the class in one of the weeks after Thanksgiving. \| \| \| \| E. Class Organization This class will be run in a seminar format. I will prepare some formal lectures for every class, because my experience teaching this course shows me that most students appreciate some lecturing. But I would rather have active class discussion than formal lecture, and I will run the class in ways that encourage discussion. Thus, I will designate one or two students for every class session (what I call "session leaders"), who will plan to be especially well prepared for class that day. This means you will be asked to make a short (5 minutes, perhaps) presentation (maybe an answer to a pre-determined question) early in the class, and you will be prepared to help keep discussion going. Since leading sessions is not a formal part of the grade in class, this is not strictly required. And students who are highly uncomfortable with public speaking can opt out of leading sessions entirely. But I expect everyone to volunteer since this will help the course maintain a seminar flavor and should make it a better academic experience for everyone. The more you participate, the less I will have to lecture at you. \| \| \| \| F. Book Reviews These are critical reviews, not just plot summaries. They should have two major components: a summary of the book's main thesis, including a discussion of the author's use of sources and his argument; and your educated reaction to this thesis. These do not need to be formally separated into distinct sections of the paper, though this might be the easiest format to follow. In fact, how you structure the paper is up to you, as long as you follow a style appropriate to scholarship in the humanities. If you have any questions about format or style, feel free to ask me. Your summary of the book is not a trivial part of this review: it forces you to select some topics and omit others, and to create the object that you will react to in the rest of the paper. There are a number of possible, good readings of each book, but there are more bad readings than good ones. So you have a lot of freedom in this assignment, but the book you review will be a objective check to your summary. Your reaction to the book's thesis may make arguments not found in the book and may refer to evidence that the book does not mention, but it should be a reaction to the thesis of the book, as you understand it. If you assume a five page review, perhaps two pages should be devoted to your summary, and three to your reaction. But these are only very approximate guidelines. Think of the audience for these reviews as the average Penn student, or your parents, or the average intelligent, college-educated person in the business world. In other words, you can't assume knowledge of what has happened in our class, and you can't expect much knowledge of the ancient world beyond what is found in standard European history courses. We will discuss these books in class to some extent, but one reason I am asking you to write reviews of these books is because there is not much time in the schedule to talk about them in class. Probably we will discuss Feeney's book in more detail than Veyne's, since it is more central to the main theme of the course. \| \| \| \| F. Final Paper This is in many ways the culmination of the course. It will seek to address the following question: \| \| Did Greek and Roman religions become transmuted by their incorporation into literature, or should we think of religion and literature as two distinct cultural practices that helped define each other over the course of the centuries? ---\|--- You probably don't want to put your paper in the form of an answer, of course. You should state a thesis somewhere early in the paper, and the form your thesis takes will dictate the structure of your paper (so you probably want to write your thesis after you know how your paper will go). But this question should serve to guide you. Notice that this question is formulated in the language that Feeney uses in his book: this paper is the natural extenstion of the work you did in your two book reviews. (In fact, Feeney relies heavily on Veyne's book, so the second book review is in the same way an extension of the first review.) The week before Thanksgiving, I am asking you to give me a summary, or outline, and/or working bibliography of your final paper. This gives me an idea where you are in working on your paper, and will allow me to plan our last two classes to maximize the benefit to you. You won't be graded on this summary per se, but the more effort you put into it, the better off you will be when the time comes to write your final paper. For a fuller explanation of what is expected for the final paper, click here. last updated: August 24, 1999 <file_sep>### English 220: Honors Literature Spring 2002 Dr. <NAME> #### Essay Assignment #2: Due 12 April 2002 Choose one of the following books and write a five-seven page review of it. Begin with a citation of all the publication information for your book in the MLA format. The review should give a thorough summary of the contents of the book and a discussion of its value. When considering the value, you need to take into account the book's intended or supposed audience, the purpose of the book, the quality of the author's thinking and writing, and the time when it was written. Develop your assessment based on your experience of reading the book as compared to any idea you may have in mind of an ideal book on the same subject for the same audience. <NAME>. _Women in Romanticism: <NAME>, <NAME>, and <NAME>_. <NAME>. _Self and Sensibility in Contemporary American Poetry_. <NAME>. _Postmodernism and Politics_. <NAME>. _Modernism and the Harlem Renaissance_. <NAME>. _Portraits of American Women: From Settlement to the Present_. <NAME>. _Painting and Experience in Fifteenth-Century Italy_. <NAME>. _Civility and Society in Western Europe, 1300-1600_. <NAME>. _Borges and His Fiction: A Guide to His Mind and Art_. <NAME>. _Modern Germany: Society, Economy, and Politics in the Twentieth Century_. <NAME>. _War and Society in Revolutionary Europe, 1770-1870_. <NAME>. _Cirsis, Absolutism, Revolution: Europe 1648-1789_. <NAME>. _The Romantic Hero and His Heirs in French Literature_. Boyle, Nicholas. _Goethe: The Poet and the Age_. Bradbook, Muriel. _Shakespeare: The Poet in His World_. <NAME>. _Theater and Revolution: The Culture of the French Stage_. <NAME>. _Romantics, Rebels, and Reactionaries: English Literature and Its Background, 1760-1830_. <NAME>. _The European Reformation_. <NAME>. _The_ Ancien Regime _in France_. <NAME>. _Twentieth-Century Culture: Modernism to Deconstruction_. <NAME>. _Women of Bloomsbury: Virginia, Vanessa, and Carrington_. <NAME>. _In the Presence of the Creator: <NAME> and His Times_. <NAME>. _Third World Politics: An Introduction_. <NAME>. _Social Darwinism in France_. <NAME>. _Revolution and the Word: The Rise of the Novel in America_. <NAME>. _The Counter Reformation_. <NAME>. _Empires_. <NAME>. _Three Writers in Exile: Pound, Eliot, and Joyce_. <NAME>. _Nineteenth-Century Art: A Critical History_. <NAME>. _Four Dubliners: Wilde, Yeats, Joyce, and Beckett_. <NAME>. _Dada: Performance, Poetry, and Art_. <NAME>. _The Forging of the Modern State: Early Industrial Britain, 1783-1870_. <NAME>. _Tragedy and After: Euripides, Shakespeare, Goethe_. Featherstone, Mike. _Consumer Culture and Postmodernism_. <NAME>. _Poem and Symbol: A Brief History of French Symbolism_. <NAME>, ed. _Renaissance Characters_. Gorak, Jan. _God the Artist: American Novelists in a Post-Realist Age_. Greenblatt, Stephen. _Renaissance Self-Fashioning : From More to Shakespeare_. <NAME>. _<NAME> ere: The Comic Contract_. <NAME>. _Florence and the Medici_. <NAME>. _Italy in the Age of the Renaissance, 1380-1530_. <NAME>. _Nietzsche: A Critical Life_. <NAME>. _Marxism: For and Against_. <NAME>. _Gender and Knowledge: Elements of a Postmodern Feminism_. <NAME>. _Representations of Women: Nineteenth-Century British Women's Poetry_. <NAME>. _Lenin and the Russian Revolution_. <NAME>. _The Age of Empire, 1875-1914_. <NAME>., and <NAME>. _The Enlightenment and Its Shadows_. <NAME>. _The Real McCoy: African-American Invention and Innovation, 1619-1930_. <NAME>. _Postmodernism, Or, The Cultural Logic of Late Capitalism_. <NAME>. _Three Faces of Revolution: Paris, London, and New York in 1789_. Jensen, <NAME>. _The Muses' Concord: Literature, Music, and Visual Arts in the Baroque Age_. <NAME>. _Social Darwinism and English Thought_. <NAME>. _The Uneasy State: The United States from 1915 to 1945_. <NAME>. _W<NAME>: His Life and Times_. <NAME>. _The Idea of the Renaissance_. <NAME>. _American Slavery, 1619-1877_. <NAME>. _The Electronic Word: Democracy, Technology, and the Arts_. <NAME>. _Victorian Feminism, 1850-1900_. <NAME>., and <NAME>. _The Black Church in the African-American Experience_. <NAME>., and <NAME>, eds. _Black Leaders of the Nineteenth Century_. <NAME>. _<NAME>stonecraft: The Making of a Radical Feminist_. <NAME>. _<NAME>, and the American Muse_. Lucie-Smith, Edward. _Art Now: From Abstract Expressionism to Superrealism_. <NAME>. _The Renaissance Notion of Woman_. <NAME>. _From Renaissance to Baroque : Essays on Literature and Art_. <NAME>. _Slavery: A World History_. <NAME>. _Discovering Modernism: T. S. Eliot and His Context_. <NAME>, ed. _Absolutism in Seventeenth Century Europe_. <NAME>. _American Romanticism_. <NAME>. _Humanism and the Culture of Renaissance Europe_. <NAME>. _Representations of Revolution, 1789-1820_. <NAME>. _Dickinson: The Anxiety of Gender_. <NAME>. _What Jane Austen Ate and <NAME>: The Facts of Daily Life in Nineteenth-Century England_. <NAME>. _The Proper Lady and the Woman Writer_. <NAME>. _English Society in the Eighteenth Century_. Riasanovsky, Nicholas. _The Emergence of Romanticism_. <NAME>. _Postmodern Peerspectives: Issues in Contemporary Art_. <NAME>. _An Experience of Women: Pattern and Change in Nineteenth-Century Europe_. <NAME>. _Feminism in Eighteenth-Century England_. <NAME>. _Milton and the Baroque_. <NAME>. _Poets, Prophets, and Revolutionaries: The Literary Avant- Garde from Rimbaud through Post-Modernism_. <NAME>. _The Jazz Age: Popular Music in the 1920s_. <NAME>. _Making the Modern: Industry, Art, and Design in America_. <NAME>. _<NAME> and Three Infidels: Rousseau, Voltaire, Diderot_. Thompson, kRobert. _Flash of the Spirit: African American Art and Philosophy_. <NAME>. _In Search of God and Self: Renaissance and Reformation Thought_. <NAME>. _Rousseau and Romantic Autobiography_. <NAME>. _The Romantic Heroic Ideal_. <NAME>. _Feminine Sentences: Essays on Women and Culture_. * * * ![](gamecock.gif)Go to JSU![](ani_book.gif)Go to English Dept.![](faceicon.gif)Go to EH 220 Syllabus <file_sep> Department of History \| Summer 2002 ---\|--- Course descriptions will be linked as they are turned in. Please hit your reload button, if you have visited this page before, to get the most up to date information. \| Disclaimer: This online version of our schedule of courses is intended to be an accurate reproduction of the printed edition of the official university document. If there are any discrepancies between the two versions, the printed form is to be considered definitive. Click to go to: Off-Campus Courses Graduate Courses _* Denotes General Education Courses_ * * * *171. THE WORLD SINCE 1500 (3). The human community in an era of global integration. The impact of industrialization and imperialism, the migration of populations and capital, and revolutionary changes resulting from the dissemination of ideologies, diseases, weapons, and advanced forms of transportation and communication throughout the world. In accordance with their expertise and interests, individual instructors will emphasize particular themes and regions of the world to illustrate global trends. --- 4262 \| 171-1 \| The World since 1500 \| Hiort \| MTWTH 200-315 \| DU424 * * * *261. AMERICAN HISTORY SINCE 1865 (3). Central developments in the history of the United States since the end of the Civil War. 4263 \| 261-1 \| US since 1865 \| Parot \| MW 1100-145 \| DU422 * * * 327\. EUROPE, 1900-1945 (3). Cultural, diplomatic, political, and social history of Europe from the beginning of the 20th century to the end of the Second World War, emphasizing the origins of the First World War, The Paris Peace Conference, the rise of fascism, and the competing totalitarian ideologies of World War II, as well as changes in gender and class relations and in the roles of women and families. 4264 \| 327-1 \| Europe, 1900-1945 Syllabus \| <NAME>. \| MTWTh 200-315 \| DU418 * * * NEW CLASS \- ADDED 3/28/02 367\. AMERICAN THOUGHT AND CULTURE SINCE 1865 (3). Traditional American ideas and concepts in relation to the intellectual challenge arising from America's transition to a secular, urban-industrial society during the past century. 4418 \| 367-1 \| Amer Thgt & Culture \| Kinser \| MTWTh 330-445 \| DU * * * 372\. HISTORY OF THE SOUTH (3). Southern institutions and the influence of southern sectionalism in national affairs; particular attention to social and political relations in the South from colonial times to the present. Begins the week of June 17 Ends the week of July 8 First Half Only 4265 \| 372F-1 \| History of the South \| Schmidt \| MTWTh1100-145 \| DU424 * * * 420\. THE RENAISSANCE (3). Social, political, and ideological breakdown of medieval Europe with consideration of the reaction of the new class of artists and intellectuals to the special problems of their age. Begins the week of July 15 Ends the week of August 5 Last Half Only 4266 \| 420L-1 \| The Renaissance \| Kinser \| MTWTh 1100-145 \| DU424 * * * 498\. SPECIAL TOPICS IN HISTORY (3). * * * Perm \| 498D-P1 \| Tpcs:Mod Eur/British \| Spencer E \| MTWTh 200-315 \| DU418 taught concurrently with HIST 327-1 for graduate credit. * * * Perm \| 498M-PF2 \| Tpcs: History of the South \| Schmidt \| MTWTh 1100-145 \| DU424 Begins the week of June 17 Ends the week of July 8 First Half Only taught concurrently with HIST 372-1 for graduate credit. * * * * * * Off-Campus Courses 463\. JACKSONIAN AMERICA: 1815-1850 (3). The United States from the Era of Good Feeling through the Jacksonian democratic movement and the age of Manifest Destiny. --- 9065 \| 463-CE1 \| Jackson Am 1815-1850 \| Blackwell \| MW 630-915 \| Naperville \| * * * 468\. AMERICA SINCE 1960 (3).Analysis of social, economic, political, cultural, and intellectual trends from the Kennedy years through the post-Cold War era. Topics include the civil rights movement, the Kennedy-Johnson foreign policies toward Cuba and East Asia, the Great Society programs, the Vietnamese civil war, the "counterculture," Nixon and Watergate, the Reagan years, and the Persian Gulf conflict and the 1990s. 9066 \| 468-DE1 \| America since 1960 Syllabus \| Knol \| TTh 630-915 \| Hoffman Estates \| * * * Graduate Courses 510\. READING SEMINAR IN U.S. HISTORY (3-6). Intensive reading and discussion over a selected field in U.S. history, designed to acquaint the student with the literature and problems of the field. Any one area may be repeated to a maximum of 12 semester hours when subject varies. PRQ: Consent of department. --- Perm \| 510A-P1 \| Read Sem Early America Am Col & Brit Emp Syllabus \| Foster \| TTh 200-445 \| FO \| * * * 540\. READING SEMINAR IN EUROPEAN HISTORY (3). Intensive reading and discussion over a selected field of European history from the medieval period to modern times, designed to acquaint the student with the literature and problems of the field. Any one area may be repeated to a maximum of 12 semester hours when the subject varies. PRQ: Consent of department. Perm \| 540B-P1 \| Read Sem Mod Eur First British Emp Syllabus \| Foster \| TTh 200-445 \| FO \| * * * 599\. MASTER'S THESIS (1-6). Open only to students engaged in writing a thesis for the M.A. program. May be repeated to a maximum of 6 semester hours. PRQ: Consent of graduate adviser in history. Perm \| 599-P1 \| Master's Thesis \| Staff \| TBA \| \| <file_sep>Human Impacts on the Environment: an Archaeological Perspective ASB 326 - Fall 2000 1:40-2:55 MW Nursing 15 Instructor: <NAME>, PhD Office: Anthropology Bldg C26; Email: <EMAIL> Teaching Associate: Bulent Arikan, MA Office: Anthropology Bldg C7: Email: <EMAIL> return to home page _Course Overview_ As we begin the 21st Century, it is increasingly apparent that human society is profoundly altering the world around us. More and more frequently we find public constituencies and private interest groups debating the nature of human impact on the environment and the best ways to minimize potentially harmful consequences of human activities. Unfortunately for those who would shape environmental policy, the present condition of earth's ecosystems is the result of a long history of human/environmental interactions, and not simply a product of recent a activities. Similarly, many of the effects of our actions today will not be felt for many years or perhaps even centuries. Furthermore, the links between human actions and environmental consequences are often indirect, 'non-linear' ones that are difficult to predict. It is even difficult to agree on what the 'natural' environment is (or was) in many cases, much less what it should be. Modern ecosystems are not static communities to be maintained or repaired, but are only the current manifestation of continuous and complex interactions among living and acting organisms&emdash;including humans&emdash;and between organisms and the abiotic (i.e., non-living) parts of their surroundings. These interactions stretch far back into antiquity, and the state of modern ecosystems is as much a product of their histories as it is current conditions. As you will see in this course, there is a long record of interaction between humans and their environment, with both beneficial and deleterious results. Archaeologists (and others interested in ecology of the past such as historical geographers, geomorphologists, paleontologists, and paleobotantists) are playing an increasingly important role in understanding the effects of humans on the earth. Only through studying the past of our planet's ecosystems can we begin to understand what their future might hold. By learning the lessons of past human impacts, we gain a better appreciation of the potential effects of our own activities today. Humans have always had an impact on their surroundings. The critical question facing us today is not whether we can avoid affecting our environment, but whether we can direct our impacts in ways that that permit us as a species survive and assure that earth will remain a planet worth living on. Summary texts on archaeological perspectives on human impact&emdash;or what some are calling historical ecology&emdash;are still very limited. In addition to a single textbook, Human Impacts on Ancient Environments by <NAME>, I have assigned sections from two other related books, and a number of articles from journals and edited books written by scientists currently involved in research on this topic. Some may be more difficult than others, but as experienced college students you should be able to follow the general gist of even the most difficult. I am more interested that you grasp the concepts involved rather than memorize the details of each research project. My goal is that you gain a solid understanding of both the long history of human/environment interaction, and of the way archaeologists and other scientists go about learning about this history. These readings for the course are in the form of a packet of photocopies available at the Althernative Copy Shop. Because a number of readings are assigned from two books Archaeology as Human Ecology , by <NAME>, and The Holocene, by <NAME>, both of these books are available for you to buy as texts. Copies also are on reserve in Hayden Library. Both are useful references&emdash;including the sections not assigned&emdash;for anyone interested in the long history of interaction between humans and the environment. If you have any questions over the material presented, please ask me or Bulent in class or during office hours. EXPECTATIONS AND GRADING This course is billed as a lecture course and I can and will certainly do that. However, it will be more interesting if you and the other students ask questions and offer your thoughts on the readings and my comments. I encourage you to do this, and to do it in a professional and scholarly manner so that others in the class can benefit as well. This means that you will need to read the assigned articles and book chapters BEFORE coming to class; this will make the class a more valuable experience for you. It is probably unnecessary to mention this to most of you, but during in-class discussion&emdash;as well as at other times&emdash;I expect students to act professionally and with consideration toward other members of the class. Those enrolled in this class did so because they want to learn about archaeological perspectives on human impacts on the environment. They have a right to the opportunity to do so. You are responsible for the material in the readings and in lectures. Lectures may amplify the readings or present different material. There will be two exams, a midterm and a final. There will also be two short written assignments. If you have any questions, need help in understanding a topic or reading, or would like to discuss some aspect of the course, please come and see me or Bulent. If you are unable to come to our regular office hours, you can talk to either of us after class to schedule another time. _Course Outline and Syllabus_ Aug. 21, Introduction BACKGROUND Aug. 23 Archaeological perspectives on human impacts * <NAME>. (1999). Human Impact on Ancient Environments. University of Arizona Press, Tucson. Chapter 1, pp. 3-14. * <NAME>. (1998). The Holocene: an Environmental History, 2nd Edition. Blackwell, Oxford. Chapter 1, pp. 1-7. Aug. 28, Perspectives on humans and the environmen t * <NAME>. (1999). Human Impact on Ancient Environments. University of Arizona Press, Tucson. Chapter 2, pp. 15-34. * <NAME>. (1997). First Along the River Chapters 1-2. Aug. 30, Sept. 6 Conceptual approaches:* session 1 , session 2 * <NAME>. (1982). Archaeology as Human Ecology. Cambridge University Press, Cambridge. Chapters 2 & 3, pp. 14-42. * <NAME>. (1995). The Foraging Spectrum. Chapter 2, pp. 39-64. <NAME>. (1999). Human Impact on Ancient Environments. University of Arizona Press, Tucson. Chapter 3, pp. 35-52. Sept. 11 & 13, Studying past environments: session 1 , session 2 * <NAME>. (1982). Archaeology as Human Ecology. Cambridge University Press, Cambridge. Chapters 4 & 11, pp. 43-66; 191-208. (Chapter 10 also recommended for non-majors) * <NAME>. (1998). The Holocene: an Environmental History, 2nd Edition. Blackwell, Oxford. Chapter 2, pp. 8-26. Sept. 18, Studying past societies * <NAME>. (1982). Archaeology as Human Ecology. Cambridge University Press, Cambridge. Chapters 5-6, pp. 67-97. Sept. 20, Reconstructing human impacts on ecosystems * <NAME>. (1982). Archaeology as Human Ecology. Cambridge University Press, Cambridge. Chapter 8, pp. 123-156. * <NAME>. (1998). The Holocene: an Environmental History, 2nd Edition. Blackwell, Oxford. Chapter 2 pp. 51-54 "Models of environmental reconstruction", * <NAME>. (1999). Rapid climate change. American Scientist, 87: 320-327. CASE STUDIES: HUNTERS AND GATHERERS* Sept. 25, The first human impacts * <NAME>. (1999). Human Impact on Ancient Environments. University of Arizona Press, Tucson. Chapter 4, pp. 53-68. * <NAME>. (1998). Forged in fire: history, land, and anthropogenic fire. In Advances in Historical Ecology, edited by <NAME>, pp. 64-103. Columbia University Press, NY. Sept. 27,* Human expansion in the late Pleistocene * <NAME>. (1998). Megamarsupial extinction: the carrying capacity argument. Antiquity, 72(275): 46-55. <NAME>. (1998). The Holocene: an Environmental History, 2nd Edition. Blackwell, Oxford. Chapter 3, pp. 56-68 & pp. 81-86 . Oct. 2, Holocene hunter/gatherers in temperate Europe * <NAME>. (1993). The origin of blanket mire, revisited. In Climate Change and Human Impact on the Landscape, edited by <NAME>, pp. 217-224. Chapman & Hall, London. <NAME>. (1998). The Holocene: an Environmental History, 2nd Edition. Blackwell, Oxford. Chapter 4, pp. 99-112. CASE STUDIES: AGRICULTURAL ECOLOGIES Oct. 4, Human ecology and the beginning of food production * Rindos, David 1980. Symbiosis, instability, and the origins and spread of agriculture: a new model. Current Anthropology, 21: 751-772. <NAME>. (1999). Human Impact on Ancient Environments. University of Arizona Press, Tucson. Chapter 5, pp. 81-117 * [recommended for non-majors] <NAME>. (1998). The Holocene: an Environmental History, 2nd Edition. Blackwell, Oxford. Chapter 5, pp. 128-142 "Agricultural origins". * [recommended] <NAME> (1997). Guns, Germs, and Steel: the Fates of Human Societies, W.W. Norton, New York. Chapters 6 & 7, pp. 114-130, " To farm or not to farm" and "How to make an almond" Oct. 9, The first farmers of southwest Asia: guest lecture by <NAME> * <NAME>. & <NAME> (1992). Early Neolithic exploitation patterns in the Levant: cultural impact on the environment. Population and Environment 13(4): 243-254. <NAME>. (1998). The Holocene: an Environmental History, 2nd Edition. Blackwell, Oxford. Chapter 6, 186-192. Oct. 11, Farming in the arid Southwest of North America * <NAME>. (1999). Human Impact on Ancient Environments. University of Arizona Press, Tucson. Chapter 5, pp. 117-126; Chapter 6, pp. 148-156. Oct. 16 & 18, Farming in temperate environments: session 1 , session 2 * <NAME>. (1993). Models of mid-Holocene forest farming for northwest Europe. . In Climate Change and Human Impact on the Landscape, edited by <NAME>, pp132-145. Chapman & Hall, London. <NAME>. (1998). The rat that ate Louisiana: aspects of historical ecology in the Mississippi River delta. In Advances in Historical Ecology, edited by <NAME>, pp. 141-168. Columbia University Press, NY. Oct. 23 Midterm review:* study guide Oct. 25 MIDTERM EXAM IN CLASS --- CASE STUDIES: COMPLEX SOCIETY AND URBANISM Oct. 30, The causes and consequences of complexity * <NAME>. (1999). Human Impact on Ancient Environments. University of Arizona Press, Tucson. Chapter 6, pp. 127-139; Chapter 7, pp. 160-164. Nov. 1 & 6, Mediterranean civilizations: session 1 , session 2 * <NAME>. and <NAME> (1995). Human impacts on the environment during the rise and collapse of civilization in the eastern Mediterranean. In Late Quaternary Environments and Deep History, edited by <NAME> and <NAME>, pp. 84-101. <NAME>, T.H. & <NAME> (1990). Landscape stability and destabilization in the prehistory of Greece. In Man's Role in the Shaping of the Eastern Mediterranean Landscape, edited by <NAME>, <NAME>, & <NAME>, pp. 139-157. <NAME>, Rotterdam. Nov. 8, New World civilizations:* guest lecture by <NAME> * <NAME>. (1999). Human Impact on Ancient Environments. University of Arizona Press, Tucson. Chapter 6, pp. 139-14 * <NAME>., <NAME>, & <NAME> (1993). Accelerated soil erosion around a Mexican highland lake caused by prehispanic agriculture. Nature 362:48-51. <NAME>. (1996). Population historical ecology in the lowland neotropical forests: a look back at the future. Ms. at ASU. Nov. 13, Pacific islands:* guest lecture by <NAME> * <NAME>. (1999). Human Impact on Ancient Environments. University of Arizona Press, Tucson. Chapter 7, pp. 178-191. CASE STUDIES: ISLAND ECOSYSTEMS Nov. 15, Other consequences of complexity * <NAME>. (1996). Oceanic islands: microcosms of global change. MS at ASU. <NAME>. (1998). The Holocene: an Environmental History, 2nd Edition. Blackwell, Oxford. Chapter 6, 180-186 "The Pacific". Nov. 20, Arctic islands * <NAME>. (1994). Management for extinction in Norse Greenland. In Historical Ecology: Cultural Knowledge and Changing Landscapes, edited by <NAME>, pp. 127-154. School of American Research Press, Santa Fe. GENERAL ISSUES* Nov. 22, Demographic change * <NAME>. (1975). On causes and consequences of ancient and modern population changes. American Anthropologist 77: 505-525. <NAME>. (1999). Human Impact on Ancient Environments. University of Arizona Press, Tucson. Chapter 7, pp. 164-173. Nov. 27, Health and society * <NAME>. (1992). The epidemiology of civilization. In Human Impact on the Environment: Ancient Roots, Current Challenges, edited by <NAME> & <NAME>, pp. 51-70. Westview Press, Boulder <NAME> (1997). Guns, Germs, and Steel: the Fates of Human Societies, W.W. Norton, New York. Chapter 11, pp. 195-2149, "The lethal gift of livestock" Nov. 29, Lessons from the past* * <NAME>. (1996). Ecology in the long view: settlement histories, agrosystemic strategies, and ecological performance. Journal of Field Archaeology 23: 141-150. <NAME>. (1999). Human Impact on Ancient Environments. University of Arizona Press, Tucson. Chapter 8, pp. 195-219 Dec. 4, Final review: study guide Dec. 13, FINAL EXAM, Wednesday, 2:40-4:30 pm --- <file_sep>### Quasars, Black Holes, and the Universe (PHYS 145) 2000 Syllabus What is this course about? \| What are some specific course goals? \| Course Problems: PHYS 145 and Problem Based Learning ---\|---\|--- Course Requirements \| Readings \| Detailed Class Schedule What are discussion sections, and how are they related to the large class? \| Frequently Asked Questions about Working in Groups \| Why should I learn how to work in groups? Course Policies (attendance, exams, academic honesty) \| Study Tips \| Course Instructors Assignment Due Dates and Exam Dates \| Linked Course Webpages \| Description of in-class activities Discussion Section Assignments \| Information about Group D courses in general \| Harry's Hotline Information of current interest Information relevant to the University Faculty Senate Committee on General Education, specifically with regards to the questions being asked about pathways courses, can be obtained at http://www.udel.edu/physics/phys145/pathways.short.htm A more detailed description of the ten goals of the General Education Program can be found at _http://www.udel.edu/facsen/reports/_ The answer key for the final exam can be found by clicking here. Challenges are due by midnight tonight, preferably over email but also by calling Harry's Hotline (831-2986). A final exam review sheet can be found by clicking here. _The overheads for the last part of the course have been posted to the web. There are three webpages which are relevant to the last section of the course. Each can be accessed by clicking on its URL, which is provided here: theory.htm_ is the handout on theory distributed on November 20. evolution.htm_ is the brief description of the theory of evolution, presented in class on November 27. darwin.einstein.god.htm_ is my article, written some years ago but with a brief update, on the relationship between science and religion. For information on the second hour exam, including a set of essay questions, some of which will actually appear on the exam, click here. _For copies of the overheads which were used in class, relating to Problems 2, 3, and 4 (the material which is on the second hour exam), click here. _For the big assignment topic (due October 25), click here. _For a worked-out example in relativity which uses algebra, click here. _For the answers to the objective section of the first exam, click here. _For a set of essay questions, some of which will actually appear on the first hour exam, click here. _For some specific information about the first hour exam, including the questions from the reader which are relevant to topics covered on the first exam, click here. _For a copy of the overheads which were used in the classes prior to the first hour exam, click here. For information on the waiting list and this course's application of the University's Seat Claim policy, click here. * * * _This syllabus, which is available in full form on the World Wide Web, outlines course objectives, policies, exam dates, and meeting times. Previous experience shows that small changes in the class schedule may occur during the year -- though the exam times will remain the same. WHAT IS THIS COURSE ABOUT? --- PHYS 145 is a course which focuses on a few particularly exciting areas in the field of astronomy and life science, a few important, big questions. It differs from many other entry-level science courses in that it is not a survey course and makes no pretense of "covering" all of one field. Black holes and the Universe are the two main topics covered in the course. (Quasars have diminished in importance over the years but are still in the course title.) Because the course is carefully and narrowly focussed, students can get a feeling for how science is done, because students in this course can learn almost as much about these areas of science as researchers know, in spite of the absence of high-level mathematics in this course. Students develop a feeling for science as a living, growing way of understanding our place in the Universe, rather than as a collection of well-understood facts which are to be memorized, dutifully regurgitated on exams, and forgotten almost immediately thereafter. ##### Course Problems or Driving Questions --- In the spirit of problem-based learning, five major problems, or driving questions, serve as organizers for the course. These driving questions are: 1\. How do we find black holes? 2\. What are black holes really like? 3\. How does gravity and high speed travel affect the behavior of space and time? 4\. Where did it all come from? (Put differently, what is the life cycle of the Universe?) 5\. Where did complex life forms come from? Click on this sentence for a more complete description of problem-based learning, including the major University of Delaware initiative in this topic. _It really is remarkable that we can understand that this extraordinarily complex Universe that we live in is the product of a fairly simple beginning, the Big Bang, and a small set of reasonably well understood forces which are responsible for the creation and evolution of the contents of the Universe: galaxies, stars, planets, and people. Gravity, nuclear physics, and the properties of gases can explain the evolution of stars and galaxies. Biological evolution can explain the development of complex life forms, including human beings. To may thinkers, one of the most important human achievements has been our understanding of these forces, so that by sitting on a tiny rockball, off in the far reaches of the Milky Way Galaxy, observing the Universe, and understanding our observations, we can come to a remarkably complete understanding of how it all came to be. Why are we offering group D courses, and how are they structured to meet the needs of general-audience students? What are some specific course objectives? ##### Back to the top of this page --- ##### Course Requirements --- _ Here is how your grade is determined: Participation points from group work in class \| 10 % ---\|--- Written assignments to be turned in at the BEGINNING of class - mostly in discussion section \| 10 % Participation points from discussion \| 5 % Big Written Assignment \| 14 % First Hour Examination \| 18 % Second Hour Examination \| 18 % Final Examination \| 25 % Total \| 100 % Grades in this class are determined on an absolute scale. 93% and above earns you an A; 90-92.9% earns you an A-, 87-89.9 % is a B+, 83-86.9% is a B, 80-82.9 % is a B-, 77-79.9 % is a C+, 73-76.9% is a C, 70-72.9 % is a C-, 67-69.9 % is a D+, 63-66.9% is a D, 60-62.9 % is a D-, and anything below 60% is an F. If an exam turns out to be unexpectedly difficult, exam grades may be adjusted upwards (but they are never adjusted downwards). Note that many course assignments may be distributed over e-mail or the world wide web.You should regularly check your e-mail account at UD, or have UD e-mail forwarded to an account which you do check. ##### Back to the top of this page --- ##### ##### _What readings do you need to do in order to succeed in this course? --- You need to buy three books for this course: Rees's Before the Beginning, Weiner's The Beak of the Finch (both available at the bookstore) and "Readings," a course packet from Copy Maven. Contents of the course packet are listed on a separate web page; /readings/copymaven/htm. ##### Click here to obtain a detailed class schedule. --- ##### Click here to obtain a list of dates for assignments and exams. --- ##### What are discussion sections, and how do they relate to the large class? --- _On Thursdays and Fridays you will meet with your discussion section TA in a smaller group than is the case in the large class. These discussion sections will always involve group work, rather than lecture. For each week, there will be a specific assignment for discussion section (which counts for a grade), and much of what you in discussion section will be group work. The activities for group work have been specifically selected as being ones which will work better in a small class. The topics in discussion section are listed in the main class schedule. __ The due dates for discussion section assignments are in this schedule and in a separate list of assignments and test dates. _The assignments themselves will be posted no later than four days ahead of time in a separate list of assignment topics. ##### WHY SHOULD I LEARN HOW TO WORK IN GROUPS? --- _You are working in groups in this course for two reasons: * Ninety years of research and thousands of studies show that, when collaborative learning is done right, students learn better when they work in groups. * In the 21st century workplace, you will be working in teams. If you have team skills, you will thrive. I'm an optimistic person and don't want to be very specific about what happens if you don't have team skills, but most Delaware students should be able to figure this out. See a separate webpage on teams. ##### Back to the top of this page --- _Answers to miscellaneous questions: (click on the question to get to an answer) --- How can I, as a student, provide feedback to the professor? What are the course policies about deadlines, class conduct, academic dishonesty, etc.? What can I do to help me study for an exam? How can I do a better job working in groups?_ Course Instructors --- The lead instructor is <NAME>, 124 Sharp Lab, phone 831-2986 (office); 731-7758 (home). Please do not call me at home unless your call is of an emergency nature. Office hours: Monday 2:30-3:30, Tuesday 2:00-3:30, or by appointment. I am available to talk to students any time I am in my office, which usually means normal working hours. "Office hours" are times when I will do my best to actually be in my office, though there may be rare times when committee meetings or travel commitments will take me away from the office then. If you have a quick question, one easy way to contact me is by e-mail. My electronic mail address is "<EMAIL>" Feel free to stop by at most times other than my office hours, but you might want to call first to make sure I'm in my office, not at the Math/Science Education Resource Center, working with colleagues in the College of Education on science education research, visiting a Delaware school, working on NASA business, or at the ice arena. Please try to avoid dropping by my office immediately before this class (MWF before 10 AM) or my other class (MWF from noon - 1:30 PM). That is when I prepare this class and if you interrupt my class preparation you and many other students will immediately suffer the consequences. Teaching Assistants: <NAME> and <NAME> will be facilitating discussion sections and will also be available for your questions. They are undergraduates who have been successful students in this course. If you would like to meet with them to discuss the course, please email them to set a time and place. Their email addresses are: <NAME> : <EMAIL> _<NAME>: <EMAIL> ##### Back to the top of this page _This page is maintained by and copyrighted by <NAME>, <NAME> Cannon Professor of Physics and Astronomy, University of Delaware. (<EMAIL>) _Most recent revision: February 5, 2001 <file_sep>## Determinism, Foreknowledge, and Freedom in Ancient and Medieval Philosophy PHIL 4001 Spring 2000 2:00-3:40 TTh (but see below) SS 238 Instructor: <NAME> Office: CAM 207 Phone: O: 589-6288, H: 589-2966 e-mail: <EMAIL> OH: Tuesday and Thursday 1-1:45, Wednesday 1-2:30, and by appointment. ![](blueline.gif) Course description We will explore issues centering around whether human freedom is compatible with (i) causal determinism, with (ii) all statements about the future currently having a determinate truth-value, and with (iii) God having foreknowledge of what we will do, as discussed by ancient and medieval philosophers. That is, the philosophers we will be studying will be asking questions like the following: (i) If it is causally determined by the present positions and motions of the atoms that make up my soul that I will kill my spouse, can I rightly be blamed for doing so, and does it make sense for me to deliberate about whether I should kill my spouse or not? (ii) How about if it is now _true,_ and has always been true, that I will kill my spouse tomorrow? (iii) How about if God knows, and has always known, that tomorrow I will kill my spouse? And can God be justified in sending me to Hell for doing so? How about if God causes me to do what I do? Class format This class will primarily be seminar format, and class discussion of the readings will play a major role. The midterm and final exam will consist of take-home essay questions; there will be frequent short reading response papers, and a longer final paper that the student will have the option of revising and resubmitting. I will rotate the schedule of reading response papers, so that every class period one student will submit a paper. You will post this paper to the class bulletin board. Please post your paper the night before the class, at the latest. Everybody will be responsible for reading the reading response papers before the class meeting. Feel free to post your own responses to others' papers on the bulletin board, or to put comments or questions there also. I may occasionally require somebody to post a response to others' work. Typically, I will explain the material in the first half of the class. We will take a break, and then the second half of the class will be devoted to discussing the material, using the reading response papers as a way to start the discussion. But this division is not meant to be hard and fast: discussions and evaluation will often break out during the first part of the class, and during the course of discussing the material in the second part, sometimes I may go back to clarify some points in the material. The bulletin board, announcements, copies of this syllabus, and a trove of other information is available from the course web site, http://cda.mrs.umn.edu/~okeefets/determinism.html. Texts: * Aristotle, Introductory Readings, ed. by <NAME> and <NAME>, Hackett Publishing. * Hellenistic Philosophy: Introductory Readings, ed. by <NAME> and <NAME>, 2nd edition, Hackett Publishing. * Augustine, On Free Choice of the Will, trans. <NAME>, Hackett Publishing. * Aquinas, Thomas, Introduction to Saint Thomas Aquinas, McGraw-Hill. * Ockham, William, Predestination, God's Foreknowledge, and Future Contingents, 2nd edition, Hackett Publishing. * Photocopies and handouts, including selections from Boethius. ![](blueline.gif) REQUIREMENTS: Mid-term exam \| 25% ---\|--- Short papers and participation \| 20% Final Exam \| 25% Final paper (10-15 pages) \| 30% The exams will be take-home. You will have the option of revising and resubmitting your final paper. ![](blueline.gif) Important Dates: I will be out of town (on business, not vacation!) on Thursday, March 23. We will not have class on that day, but I will schedule an additional session to make up for that time. Monday, March 6: Mid-term exam due Thursday, April 20: Final paper due Friday, May 5: Final paper rewrites due Thursday, May 11: Final Exam Due ![](blueline.gif) NOTE ON ACADEMIC INTEGRITY: If any student plagiarizes in writing a paper--that is, copies or closely paraphrases from a source without proper quotation and acknowledgment of the source--then that student will be given a failing grade either on the paper or in the course. I will discuss proper footnoting procedures in class. ![](blueline.gif) University Grading Standards A achievement that is outstanding relative to the level necessary to meet course requirements. B achievement that is significantly above the level necessary to meet course requirements. C achievement that meets the course requirements in every respect. D achievement that is worthy of credit even though it fails to meet fully the course requirements. S achievement that is satisfactory, which is equivalent to a C- or better. F (or N) Represents failure (or no credit) and signifies that the work was either (1) completed but at a level of achievement that is not worthy of credit or (2) was not completed and there was no agreement between the instructor and the student that the student would be awarded an I. I (Incomplete) Assigned at the discretion of the instructor when, due to extraordinary circumstances, e.g., hospitalization, a student is prevented from completing the work of the course on time. Requires a written agreement between instructor and student. ![](blueline.gif) Credits and Workload Expectations For undergraduate courses, one credit is defined as equivalent to an average of three hours of learning effort per week (over a full semester) necessary for an average student to achieve an average grade in the course. For example, a student taking a three credit course that meets for three hours a week should expect to spend an additional six hours a week on coursework outside the classroom. ![](blueline.gif) Return to the Determinism, Foreknowledge, and Freedom in Ancient and Medieval Philosophy web site. Return to the course materials index. Return to <NAME>'s homepage. <file_sep>![The Conservation Course Syllabus Pages](syllabus.gif) Course \| Laboratory Techniques 2 ---\|--- Date offered \| Winter 1999 Location \| Ontario, CA Instructor \| <NAME> Institution \| Sir Sandford Fleming College LABORATORY TECHNIQUES II Course Outline Course Number: 1380211 Winter Semester, 1999 Sir Sandford Fleming College Program: Collections Conservation and Management, Semester 2 Community Development & Health Course Format: 9 hrs. Laboratory work Hours: Wednesday 9-12am. 1-4pm. Thursday 9- 12 am Faculty: <NAME>, Office # 371B Office Hours: Wednesday 4-5pm E-mail address: <EMAIL> Course Description : This course provides an opportunity to develop practical skills in the assessment and treatment and care of a variety of organic materials, including wood, leather, skin, fur, and other collagenous and proteinaceous materials. A variety of object types, such as furniture, mixed media and ethnographic artifacts are presented. Special emphasis is placed on ethical awareness in conservation, and safe use and maintenance of laboratory tools. Competencies in written, drawn, and photographic documentation are further developed. Prerequisites: Material Science I (1380202) Laboratory Methods I (1380207) Laboratory Techniques I (1380210) History of Technology I (1380213) Vocational Outcomes: This course has been designed to comply with standards and ethics as prescribed by IIC-CG(CAC),CAPC and ICOM Committee for Professional Museum Training. Generic Skills Outcomes: Communications: 1\. Communicate clearly, concisely and correctly in written, spoken and visual form, descriptive and explanatory information regarding wood, leather, skin, fur and other related organic materials and lab procedures. 2\. Reframe information, ideas and concepts using the narrative, visual, numerical and symbolic representations, which demonstrate understanding. 3\. Represent his or her skills, knowledge and experiences realistically for personal and employment purposes. Math Skills: 4\. Use of various mathematical techniques to accurately record dimensions, construct support and housing's and measure chemical solutions. Computer Literacy: 5\. Use a variety of computer hardware and software and other technological tools appropriate and necessary to the performance of tasks. Interpersonal Skills: 6\. Interact with instructor and other students in ways that contribute to effective working relationships and achievement of individual and group goals. 7\. Manage time and resources to attain project related goals. 8\. Act ethically, taking responsibility for own actions and decisions. Analytical Skills: 9\. Evaluate own thinking throughout the steps and processes used in problem solving and decision making. 10\. Collect, analyze and organize relevant information from a variety of sources. 11\. Propose appropriate solutions that meet identified needs. 12\. Adapt to new situations and demands by applying and/or updating knowledge and skills General Education Goal Area: N/A Aim : To enable students to identify, assess and complete simple treatments on wood, leather, skin, fur and other related organic objects. Learning Outcomes : Upon successful completion of this course, the learner will be able to: 1\. Demonstrate safe work practices (handling, use and disposal of chemicals and related materials, use of PPE, WHMIS, etc) 2\. Manage and maintain workspaces, tools and equipment, demonstrating economical use of resources. 3\. Work within recognized code of ethics and recognize personal limitations. 4\. Observe wood and leather objects in detail and identify their composition using a variety of methods. 5\. Assess the condition of wood and leather artifacts, recognizing causes of deterioration and propose future conservation requirements. 6\. Understand the concept of object integrity. 7\. Research treatment options (through consultation, and the use of primary and secondary resources.) 8\. Select and use appropriate materials, equipment and methods of treatment and techniques for the conservation of wood and leather objects. 9\. Select and test methods of least intervention and reversible or removable treatments where possible. 10\. Plan treatment schedules and meet deadlines. 11 Document all stages of the assessment and treatment process for wood and leather objects, based on the use of standard terminology, drawings, photo- documentation, condition reports and treatment reports. 12\. Develop and carry out treatment recommendations for the cleaning, stabilization, and support repair and maintenance of wood and leather artifacts. 13\. Use fine motor skills, hand-eye co-ordination and colour matching 14\. Distinguish between conservation and restoration approaches or aspects of a treatment. Learning Sequence : Hrs/Wks Units/Dates \| Topic, resources, learning activities \| Learning Outcome \| Assessment ---\|---\|---\|--- Week #1 Jan.13/14 \| Introduction to Course Review of Laboratory Techniques Review/Critique of Documentation Form Assignment of Woodworking Project Handling Vulnerabilities \| 1,2,3 \| Woodworking Project Week #2 Jan. 20/21 \| Woodworking Project Examination and documentation of wooden artifacts Structure of wood/Nature of wooden artifacts. -movement of wood and common types of damage. \| 1,2,3,4,5,6 \| Woodworking project Wood artifact-documentation Week #3 Jan. 26/27 Jan 28 \| CCI Wood Workshop Woodworking project Examination and pre-treatment documentation finish Artifact treatment begin \| 1,2,3,4,5,6,7,8, 9,10,11,12,13, 14 \| Woodworking project Wood artifact documentation Week #4 Feb. 3-4 \| Woodworking Project Due Artifact treatment Joints, adhesives, clamping Veneer relaying Lab project Assignment \| 1,2,3,4,5,6,7,8, 9,10,11,12,13, 14 \| Wood working project DUE Wood artiffiact treatment Lab project Week #5 Feb.10-11 \| Sharpening and tool maintenance video Cleaning and polishing finishes Finishes/stains/surface treatments Inlay materials etc. Artifact treatment Lab project \| 1,2,3,4,5,6,7,8, 9,10,11,12,13, 14 \| Wood artifact treatment Lab project Week #6 Feb. 16-17 \| Wood artifact treatment Repair of broken parts and replacement Fills (type and technique) Consolidation Hardware (cleaning, loose fittings etc.) Lab Project \| 1,2,3,4,5,6,7,8, 9,10,11,12,13, 14 \| Wood artifact treatment Lab project Week #7 Feb. 24-25 \| Wood artifacts and documentation Due Conservation of Basketry and plant materials Assign leather-examination and documentation Skin processing and tanning methods Skin and leather vulnerabilities and deterioration \| 1,2,3,4,5,6,7,8,9,10,11,12,13,14 \| Wood artifact documentation and treatment due. Leather artifact documentation Lab project Week #8 \| Study Week \| \| Week #9 March 10-11 \| Lab projects Leather artifact treatment Conservation of Ethnographic skins and leathers- cleaning and reshaping methods \| 1,2,3,4,5,6,7,8,9,10,11,12,13,14 \| Leather artifact documentation and treatment Lab project Week #10 March 17-18 \| Lab Projects Leather artifact treatments Conservation of frames (tentative) \| 1,2,3,4,5,6,7,8,9,10,11,12,13,14 \| Lab project Leather artifact treatment Week #11 March 24-25 \| Lab Projects Leather artifact treatments Gilding techniques and conservation (tentative) \| 1,2,3,4,5,6,7,8,9,10,11,12,13,14 \| Lab Project Leather artifact treatment Week #12 March 31- April 1 \| Leather Artifact treatments Lab Projects Due Treatment of Ethno-skins and leathers cont'd. Repair techniques, adhesives and consolidants, supports etc. \| 1,2,3,4,5,6,7,8,9,10,11,12,13,14 \| Lab Project Due. Leather artifact Week #13 April 7-8 \| Leather Artifact treatments Keratins-deterioration/vulnerabilities \| 1,2,3,4,5,6,7,8,9,10,11,12,13,14, \| Leather artifact treatment Week #14 April 14-15 \| Keratins cont'd Conservation techniques Discussion of techniques used on tortoiseshell, horn, bone, antler, and ivory Leather artifacts and documentation due \| 1,2,3,4,5,6,7,8,9,10,11,12,13,14, \| Leather artifact treatment and documentation Due. Week #15 April 21-22 \| LAB CLEAN UP \| \| Learning Resources : Students will be required to purchase an assortment of tools (the list of tools was issued in Semester I ), and colour slide film The Conservation Laboratory will be available for student use most evenings and weekends, after students have participated in the approved WHIMIS and First Aid Training STUDENTS MUST ADHERE TO THE MANDATORY LABORATORY REQUIREMENTS TO QUALIFY FOR LABORATORY PRIVILEGES. Students are encouraged to review library resources and purchase the following texts: Science for Conservators Series, Crafts Council, London Book 1-Introduction to Materials Book 2-Cleaning Book 3-Adhesives and Coatings CCI Notes, Canadian Conservation Institute, Ottawa, ON <NAME>. The Elements of Archaeological Conservation. London: Routledge. 1990 Knell, Simon Care of Collections. London: Routledge. 1994 <NAME> Understanding Wood: A Craftsman's Guide to Wood Technology. Connecticut: The Taunton Press. 1980 Additional references and reading materials will be posted or distributed during the course. Assessment Plan : The following criteria will be used to evaluate each student's performance: standard and quality of practical work, efficient use of scheduled laboratory time, neatness, economical use of materials, initiative, dedication and interest. Students will carry out all documentation and treatment of objects in accordance with professional standards and code of ethics. Criteria for assessment will vary depending on the material composition and the condition of objects. Students are required to keep a Laboratory Journal. Regular entries should be made including observations, subject information and points of interest to students. Assignment Value in Percent Due Date Wood-working Project \| 10% \| Feb 3 ---\|---\|--- Wood Artifact \| 30% \| Feb 24 Treatment and Documentation \| \| Laboratory Project \| 25% \| March 31 Lab Maintenance Component \| 5% \| Leather Artifact \| 30% \| April 14 Treatment and Documentation \| \| Note: Above dates may be subject to change. PLA options and contact for this couse: Academic Responsibilities: Mandatory Requirements 1\. The Art Conservation Laboratory is to be locked at all times, when not in use. Failure to lock the lab will result in the loss of unscheduled access. 2\. Students will work in the laboratory with at least one other person (i.e. the "buddy" system). 3\. Eating, drinking and smoking are not permitted in the laboratory. 4\. Students will not be allowed access to the laboratory under the influence of alcohol and narcotics. 5\. EACH STUDENT HAS THE RESPONSIBILITY OF PRACTISING SAFE LABORATORY PROCEDURES. 6\. Artifacts and course supplies will not be permitted to leave the laboratory. 7\. It is the student's responsibility to label and identify any personal equipment or related belongings. 8\. Students are required to store personal belongings such as coats, boots etc. in their lockers. 9\. Students will respect all artifacts and projects thereby not handling any treatments in progress, other than their own, unless given permission to do so. 10\. Students are not permitted to use personal property as projects to be evaluated. 11\. Students will record unscheduled time spent in the laboratory in the "lab log". Attendance will be monitored during scheduled lab time, failure to work under the direct supervision of faculty may result in the suspension of lab privileges. Course Policies Projects will be evaluated upon the successful completion of the artifact treatment, and when all written and photographic documentation is submitted. Failure to provide all necessary documentation will jeopardize the evaluation process. Students must complete all course assignments in order to receive a passing grade. Late assignments will be penalized 10 % per day. The instructor reserves the right to remove artifacts from students if a treatment is not progressing consistently, a grade of zero will be given. The CCM program has adopted the attached policy on late assignments. Exceptions may be granted due to circumstances beyond the student's control, provided that the student contacts the instructor promptly upon return to the College to discuss alternate arrangements. _Collections Conservation and Management_ 1\. _Presentation_ Written assignments must be: * typed or word-processed * double spaced * proofed for spelling and grammatical errors * enclosed with a single cover sheet which includes student name, title of the assignment and date of submission * stapled in the top left hand corner (unbound) and * include a bibliography (where appropriate) * use a recognized method of citation (eg: MLA or Chicago) _2\. Re-writes_ Faculty may request a re-write of a submission if the criteria for assessment have not been met. Late penalties will apply if the assignment is not re- submitted the following day. _3\. Penalties for Late Submissions_ The Collections Conservation Management Program recognizes the departmental policy developed by Community Services. _Completion of Term Work_ All assignments must be completed in order for students to achieve a passing grade. _Late Assignments_ Late assignments receive the following penalty: Marks will be deducted at the rate of 10% per day for three days after which assignments are marked at zero. Faculty are not obliged to provide feedback on assignments marked at zero. _Oral Presentations_ Oral presentations and/or practical or projects for evaluation must be delivered on the day scheduled. A 'no-show' will be graded at zero unless adequate explanation is provided. _4\. Academic Integrity_ Plagiarism is a serious breach of academic integrity and the college has a strict policy on this issue (see Academic Regulations). It is a student's responsibility to ensure that all written submissions include an appropriate method of in text citation as well as an accompanying bibliography. Seminar and oral presentations should be supported by a bibliography and sources should be referred to during the presentation. _5\. Make-up Tests_ In valid circumstances (ill-health, personal crisis), a student may be given a make-up test to compensate for one missed in class-time. Students must contact the instructor within seven days of the original test in order to request a make-up. _6\. Extensions & GDFS_ An extension may be granted to an individual student based on need and circumstance. Medical grounds should be substantiated. The revised due date will be recorded and signed by both parties. The entire class may be given an extension, at the discretion of faculty. Incomplete and Grade Deferred marks at the end of the semester must be negotiated between student and faculty (see Academic Regulations). Note: these are a privilege to be granted under special circumstances, not used in order to compensate for poor planning. _7\. Site Work_ Students must agree to work within the parameters of the guidelines established for site work. Failure to comply, may result in the termination of project and suspension of the privilege of access. #### * * * ![ \[CoOL\] ](/icons/sm_cool.gif) [Search all CoOL documents] [Feedback] This page last changed: March 04, 2001 <file_sep>## HISTORY 110 (Sections 02 & 05) ## MODERN WESTERN CIVILIZATION ## Fall 1998 Click Here to see the Final Exam Essay Question Instructor: Dr. Robert <NAME> Office: 233 M. Ruffner Office telephone: 395-2220 Office hours: MW: 1:30-2:30 TR: 10:00-11:00; F: 1:30-2:00 OR BY APPOINTMENT Instructor e-mail: <EMAIL> _Table of Contents_ Course Description Required Text Course Objectives Course Schedule Course Requirements Grading Attendance Policy Make-up Policy Honor Code On-line Quizzes Group Research Projects Grade Posting Accommodations _Course Description_ : A survey of the Development of Modern Western Civilization from the Age of Absolutism to the present, with emphasis upon the political, economic, social, cultural, and intellectual attributes which have marked its rise to world-wide influence in the Twentieth Century. Return to Table of Contents _Required Text_ : Kagan, Donald, <NAME>, and <NAME>. _The Western Heritage: Volume II,_ _ Since 1648_. Sixth Edition. Upper Saddle River, N.J.: Prentice Hall, 1998. Web site for this textbook: http://www.prenhall.com/bookbind/pubbooks/kagan/index.html Return to Table of Contents _Course Objectives_ : The goal of this course is for students to develop the following: 1\. Knowledge and understanding of the forces which shaped Western history and civilization from the seventeenth century to the present. 2\. An ability to think critically, analytically, and systematically. 3\. An ability to organize different types of source materials, relate them to each other by means of critical analysis, and use them in a way that produces greater insight into the complex subject matter of the course. 4\. The skills necessary to use a word processor, navigate the Internet, and communicate with e-mail. Return to Table of Contents Course Schedule: _Week One - Aug. 24 - 28:_ INTRODUCTION \--Read Chapter 13 (including Document Boxes) \--Complete Chapter 13 "Multiple Choice" Quiz and "Document Review" Section on Prentice Hall homepage (must be completed by the day before next week's discussion class). _Week Two - Aug. 31 - Sept. 4:_ AGE OF ABSOLUTISM \--Read chapters 14 and 18 (including document boxes) \--Complete both chapters' "Multiple Choice" Quiz and "Document Review" Sections on Prentice Hall homepage (must be completed by the day before next week's discussion class). \--Section 05--Monday (9/1): complete Chapter 13 webpage assignment by tonight. \--Section 02--Thursday (9/3): complete Chapter 13 webpage assignment by tonight. _Week Three - Sept. 7 - 11:_ SCIENTIFIC REVOLUTION AND ENLIGHTENMENT \--Read chapters 16 and 17 (including document boxes) \--Complete both chapters' "Multiple Choice" Quiz and "Document Review" Sections on Prentice Hall homepage (must be completed by the day before next week's discussion class). \--Section 05--Monday (9/7): complete Chapters 14 & 18 webpage assignments by tonight. \--Section 02--Thursday (9/10): complete Chapters 14 & 18 webpage assignments by tonight. _Week Four - Sept. 14 - 18:_ COMING OF THE FRENCH REVOLUTION \--Section 05--Monday (9/7): complete Chapters 16 & 17 webpage assignments by tonight. \--Section 02--Thursday (9/10): complete Chapters 16 & 17 webpage assignments by tonight. _Week Five - Sept. 21 - 27:_ _\--Section 05--Tuesday (9/22) Exam I_ _\--Section 02--Wednesday (9/23)--Exam I_ \--Section 02--Friday (9/27)--No class--research day _After the exam:_* \--Read chapter 19 (including document boxes) \--Complete chapter 19 "Multiple Choice" Quiz and "Document Review" Sections on Prentice Hall homepage (must be completed by the day before next week's exam). _Week Six - Sept. 28 - Oct. 4:_ FRENCH REVOLUTION \--Read chapter 20 (including document boxes) \--Complete chapter 20 "Multiple Choice" Quiz and "Document Review" Sections on Prentice Hall homepage (must be completed by the day before next week's discussion class). \--Section 05--Monday (9/28): complete Chapter 19 webpage assignments by tonight. \--Section 02--Thursday (10/3): complete Chapter 19 webpage assignments by tonight. _Week Seven - Oct. 5 - 9:_ NAPOLEON \--Read chapter 21 (including document boxes) \--Complete chapter 21 "Multiple Choice" Quiz and "Document Review" Sections on Prentice Hall homepage (must be completed by the day before next week's discussion class--section 05 see below). \--Section 05--Monday (10/5): complete Chapter 20 webpage assignments by tonight. \--Section 02--Thursday (10/8): complete Chapter 20 webpage assignments by tonight. _Week Eight - Oct. 12 - 16:_ CONGRESS OF VIENNA \--Read chapter 22 (including document boxes) \--Complete chapter 22 "Multiple Choice" Quiz and "Document Review" Sections on Prentice Hall homepage (must be completed by the day before next week's discussion class). \--Section 02--Monday (10/12)--No Class, Fall Break \--Section 05--Tuesday (10/13)--No Class, Fall Break \--Section 02--Thursday (10/15): complete Chapter 21 webpage assignments by tonight. \--Section 05--Thursday (10/15): complete Chapter 21 webpage assignments by tonight. _Week Nine - Oct. 19 - 23_ INDUSTRIAL REVOLUTION AND SOCIALISM \--Read chapter 23 (including document boxes) \--Complete chapter 23 "Multiple Choice" Quiz and "Document Review" Sections on Prentice Hall homepage (must be completed by the day before next week's discussion class). \--Section 05--Monday (10/19): complete Chapter 22 webpage assignments by tonight. \--Section 02--Thursday (10/22): complete Chapter 22 webpage assignments by tonight. _Week Ten - Oct. 26 - 30_ UNIFICATION MOVEMENTS \--Read chapter 24 (including document boxes) \--Complete chapter 24 "Multiple Choice" Quiz and "Document Review" Sections on Prentice Hall homepage (must be completed by the day before next week's discussion class). \--Section 05--Monday (10/26): complete Chapter 23 webpage assignments by tonight. \--Section 02--Thursday (10/29): complete Chapter 23 webpage assignments by tonight. _Week Eleven - Nov. 2-6_ EUROPEAN SOCIETY AND POLITICS \--Section 05--Monday (11/2): complete Chapter 24 webpage assignments by tonight. \--Section 02--Thursday (11/5): complete Chapter 24 webpage assignments by tonight. _Week Twelve - Nov. 9-13_ _Section 05--Tuesday, (11/10) Exam II_ _Section 02--Wednesday, (11/11) Exam II_ Section 02--Friday, (11/13) No Class--research day _After the exam:_ \--Read chapters 25 & 26 (including document boxes) \--Complete for both chapters the "Multiple Choice" Quiz and "Document Review" Sections on Prentice Hall homepage (must be completed by the day before next week's discussion class). _Week Thirteen - Nov. 16-20_ NEW IMPERIALISM AND WORLD WAR I \--Read chapters 27 & 28 (including document boxes) \--Complete for both chapters the "Multiple Choice" Quiz and "Document Review" Sections on Prentice Hall homepage (must be completed by the day before next week's discussion class--section 02, see below). \--Section 05--Monday (11/16): complete Chapters 25 & 26 webpage assignments by tonight. \--Section 05--Tuesday (11/17): Group Research Project Due. \--Section 02--Wednesday (11/18): Group Research Project Due. \--Section 02--Thursday (11/19): complete Chapters 25 & 26 webpage assignments by tonight. _Week Fourteen - Nov. 23-27_ THE RUSSIAN REVOLUTION TO THE 1930S \--Read chapters 29 & 30 (including document boxes) \--Complete for both chapters the "Multiple Choice" Quiz and "Document Review" Sections on Prentice Hall homepage (must be completed by the day before next week's discussion class). \--Section 05--Monday (11/23): complete Chapters 27 & 28 webpage assignments by tonight. \--Section 02--Tuesday (11/24): complete Chapters 27 & 28 webpage assignments by tonight. \--Section 02--Wednesday and Friday (11/25 & 27) No class-Thanksgiving _Week Fifteen -Nov. 30 - Dec. 4_ WORLD WAR II AND BEYOND \--Section 05--Monday (11/30): complete Chapters 29 & 30 webpage assignments by tonight. \--Section 02--Thursday (12/4): complete Chapters 29 & 30 webpage assignments by tonight. Return to Table of Contents _Course Requirements_ : Two Mid-term exams _One Final Examination_ On-line reading quizzes (17) On-line document reviews (17) Weekly document discussions Group research project *Note that these assignments are _required_ as part of your passing this class. Failure to complete any of these assignments will result in automatic failure, regardless of your overall average. Return to Table of Contents _Grading_ : Your final grade in the course will be determined as follows: Exam I----------------------20% Exam II---------------------20% Final Exam------------------30% Research Project------------15% On-line Quizzes & Reviews-10% Discussion Participation------5% Return to Table of Contents _Attendance Policy_ : Attendance in the class is _REQUIRED_. Because much of the information in this class comes from lectures and in-class discussions, absences will place the student significantly behind, therefore, attendance records will be kept. If a student arrives after roll is taken, it is the student's responsibility to make sure his or her presence has been recorded AT THE END OF THAT DAY'S CLASS. If a student's absences, both excused and unexcused, equal 25% of the class days (for Section 02, that means nine classes; for section 05, that means _3_ classes! ), the student will automatically fail the course (no questions asked). Return to Table of Contents _Make-up Policy_ : Make-up exams will be administered _only_ when students can show a valid reason for their absence (this means confirmation from either the health center or from the dean). Students must schedule the make-up exam with the instructor within one week of the original exam. Failure to make such arrangements will result in failure of the course. Return to Table of Contents _Honor Code_ : Students are expected to comply with the honor code on all work for the course. Cheating will result in an automatic "F" for the semester and the student will be taken before the honor board. Return to Table of Contents _On-line Quizzes and Document Reviews_ All chapter assignments should be read in the week that they are assigned. After the student has read the chapter, including the documents placed throughout the chapter, he or she will use the Internet and go to the Prentice Hall Webpage for our textbook. Use the on-line instructions to go to the appropriate chapter(s) assigned for that week. Students must make sure that the instructor's email address (<EMAIL>) appears on the form for the results to be sent to him. This can be accomplished through changing the "Preferences" section on the page, or through typing the address after you have submitted the quiz for scoring. Also make sure you click the buttons for the chapter number and title to be included. Students will complete the multiple choice quiz and the documents review sections of the page each week. The due dates for these assignments are clearly marked above in the "Course Schedule." No assignments will be accepted after the due dates, and students will receive a "zero" for all assignments not completed in time. Return to Table of Contents _Group Research Projects:_ Historians can only understand the vast information about the past through making connections. Details about our history can seem overwhelming to even the most accomplished historians without using analytical and critical thinking skills to discern patterns and themes to help define the past. The authors of our textbook have woven several themes throughout the work. I will also follow these themes in lectures. Students will be divided into groups that will spend the semester looking at these individual themes. There will be six groups to look at three themes: Groups 1 and 2: "The role of individual rights in relation to political freedom, constitutional government, and concern for the rule of law." Groups 3 and 4: "The shifting relationship between religion, society, and the state." Groups 5 and 6: "The growth of the impact of science and technology on thought, social institutions, and everyday life." After the group assignments have been made, these groups will have several responsibilities: A. Each week, we will have discussions in class over the textbook readings. These discussions will especially focus on the documents in the textbook. All students are required to read all assignments, but students will also think about the chapter and document readings in relation to the theme of their group. When we have the discussion in class, students will be first placed in their groups and will have to decide, as a group, what aspects of the assigned readings applies to their topic. Then, group representatives will explain to the rest of the class any connections that the group has discerned. Some weeks, we will be looking at one theme more than others, therefore, not every group will have as much to say as others. All students will be expected to ask questions of the other groups, or make points related to the other group's topic, if that group seems to have missed something. At the end of the semester, the group that the instructor deems to have made the most important contributions to class discussions will receive five points added to their final exam grade. The group that makes the second-most important contribution to class discussion (in the instructor's opinion) will receive three points added to their final exam grade. B. The Project In addition to class discussions, each of the six groups will produce a 30- to 40-page project report on their topic. Each student in the group will be responsible for at least five pages of the report. It is up to the group to decide how the work will be divided. The report will consist of the following components: 1\. Annotated Bibliography: Each group will produce an annotated bibliography, which will contain at least thirty books that relate to their topic. In addition to these thirty books, the bibliography should also contain at least ten primary documents (those in the textbook should _not_ be included on this list). For the primary documents, students may use the World Wide Web, but make sure you cite the proper web address for any primary document you find on the web. For this annotated bibliography, books should be listed in alphabetical order according to the first author's last name. In addition, the citation should include a three- to five-sentence annotation, discussing the main thesis of the book, the main areas of discussion in the book, and how the book relates to your topic. For example: Ambrose, <NAME>. _Undaunted Courage: <NAME>, <NAME>, and_ _ the Opening of the American West_. New York: Touchstone Books, 1997. This work is Ambrose's attempt to frame <NAME> as a great scientist- explorer, whose contributions to the exploration of the American west have been underestimated. Ambrose provides background on Lewis' life, then uses Lewis' diaries and other sources to describe, in detail, the great adventure of the Lewis and Clark expedition. Ambrose also puts this expedition within the context of the changes of the early American nation. This books best fits the topic of _????????????_ because it deals with _????????????????_ , and therefore explains _?????????????_ about the topic. <NAME>. _<NAME>: A Brief Biography with Documents_. Boston: Bedford Books, 1997. Annotation follows. 2\. Narrative Argument: The project will also include a narrative description of how the group's topic has influenced Western Civilization since the seventeenth century. This narrative will propose a general thesis about the topic, and then will discuss at least fifteen events in the history of modern western civilization that have influenced, or have demonstrated that thesis regarding the group's topic. These events should be discussed in chronological order, unless the thesis is such that a more topical approach to discussing the events would make sense. 3\. Biographical Sketches: The project should conclude with five to ten biographical sketches of those individuals your group decides were the _most_ influential in shaping your theme throughout Modern Western Civilization. Choose these people carefully; part of your sketch should be to justify that person's inclusion on the list. Please note that all information obtained for parts two and three should be cited according to Kate Turabian, _A Manual for Writers. . ._. Sources should be cited (in footnotes or endnotes) for all information. Failure to do so will result in a significant reduction in the grade. Examples of the form required can be found at http://web.lwc.edu/academic/las/history/rp110syl.htm#form (This is part of a syllabus from last year, so don't get confused). *All project reports should include a title page with all group members' names included. The title page should also have the pledge of honor typed on it and all members of the group should sign under the pledge. _Grading for the Group Project:_ As indicated above, the group project is worth 15% of the semester grade. ALL STUDENTS WILL RECEIVE THE SAME GRADE FOR THE PROJECT. The instructor will give the three sections of the assignment a separate grade, but because the second part is the most comprehensive, it will be worth twice as much. The instructor will also give a separate grade for citation form, writing, punctuation, spelling, and grammar. In addition, because there are a few individuals who refuse to "do their share" in a group project, such as this, all students are required to grade their classmates and themselves on this project. These grades will be given to the instructor separately from the project, but are due on the same date. The instructor will throw out the high and the low grade and average together the rest. This student grade will be worth 1/6th of the project grade. In short, grading will be determined as follows: Annotated Bibliography------------------1/6 Narrative--------------------------------1/3 Biographical Sketches-------------------1/6 Form, grammar, etc.---------------------1/6 Classmate grades------------------------1/6 This assignment is due in the Thirteenth Week of the semester. Section 05 must turn it in on Tuesday, November 17, 1998; Section 02 must turn it in on Wednesday, November 18, 1998. Ten points per day will be deducted from the final project grade for every day the assignment is late. Return to Table of Contents _Grade Posting:_ I will post exam grades on the door to my office for all students who wish to learn their grade before I give the exams back to the class. If you would like your grades to appear on this list, you must supply me with a four-digit number that you can remember, and your grade will be posted next to that number. Choose a number that has little opportunity of being duplicated (no 1111 or 0000). Return to Table of Contents _Accommodations:_** Students needing accommodations for disabilities should contact the instructor or <NAME> in the Learning Center. Return to Table of Contents * * * Return to Fall 1998 Syllabus Page Return to Department of History and Political Science Homepage * * * <file_sep> ![](MSUlogo.gif) AFRICA AND LATIN AMERICA HON 292/492; POLS 292/492 <NAME> <EMAIL> Spring, 2001 OFFICE HOURS, SPRING SEMESTER MWF, 9:30-10:00 TTH, 8:30-9:30 or By Appointment PRELIMINARY _INTERACTIVE_ COURSE SYLLABUS This is an Honors course. As such, I will encourage more reflection and discussion than might normally be the case in a class of this kind, and less memorization, although, obviously, mastery of the background material is desirable and even necessary to make literate arguments. Exams, however, will mostly be open-ended essays (with some identification questions), and attendance, periodic short quizzes and (e-mailed) essays and discussion will be emphasized. Moreover, this e-syllabus is interactive, and hence will change over the course of the semester, although I will not change the grading process, nor will there be an increase in expectations (other than, of course, the addition of some readings in sections where "Readings--To Be Determined" is listed. It is important to add that, as Dean of Arts and Sciences, unexpected scheduling may interfere occasionally with my ability to meet with the class. Every effort will be made to provide alternative classroom opportunities. The texts for the course are: <NAME> and <NAME>, _Africa and Africans_ , Fourth Edition (Prospect Heights, Illinois: Waveland Press, 1995). <NAME> and <NAME>, _Modern Latin America_ , Fifth Edition (New York: Oxford University Press, 2001). <NAME>, _East along the Equator_ , (New York: Atlantic Monthly Press, 1985). <NAME>, _Things Fall Apart_ (New York: Anchor Books, 1995). <NAME>, _One Hundred Years of Solitude_ , Trans. <NAME> (New York: Harper-Collins, 1998). Copies of the texts are available in the University Bookstore. In addition, several articles, to be announced in class, will be available in the Library on reserve. I would like to use the first several class days to provide a general overview of this huge subject [these huge subject _s_ , actually], and to put together a more complete syllabus--especially as regards class exercises--through consultation with the class. In other words, I would like to begin building this course with your participation. My initial suggestion is that class time be divided into lectures and discussions involving salient political, cultural, sociological and historical themes of Sub-Saharan Africa and Latin America, as well as more focused discussions of selected Sub-Saharan African and Latin American countries. Short impressionistic essays\--e-mailed to me for inclusion on the web (by identification codes, rather than names) and periodic short (announced in advance) quizzes will also be utilized. I have selected several broad (overview) topics, and several countries in each region that I believe will give special insights into the wider realities. Obviously, these are huge and very diverse regions, and scrutiny of these very general topics and countries will provide only a partial glimpse of the wider, regional reality. The topics and countries are: Sub-Saharan Africa-- African Society--A Brief Overview African History--A Brief Overview Democratic Republic of the Congo Tanzania Republic of South Africa Latin America-- Latin American Society--A Brief Overview Latin American--A Brief Overview Argentina Brazil Mexico Emphasis will be placed upon your own efforts to immerse yourselves in primary cultural/news contacts. An especially available source of such contacts is the Worldwide Web. A number of newspaper and other news sources are readily available, including, for Sub-Saharan Africa, http://allafrica.com/ and, for Latin America, http://dir.yahoo.com/Regional/Regions/Latin_America/ . Both of these sites link to a number of other possibilities. I will provide you with a number of other possible sites as the semester progresses. You will be encouraged to do individual reading as part of the course curriculum: exams will feature "open-ended" questions, and the paper, to be written in stages (if the class is agreeable) will require a credible bibliography. We will jointly establish a reading list, which I will post on the web. As per requests in class, for a web site that has up-to-date info on the countries of the world, clickhere . I also recommend the _World Almanac_ for a brief synopsis of the history of each of the African and Latin American countries--if you are looking to jog your memory on a major event.. Of course, we will be delving far deeper into this subject with complete sources. Course grades will be determined according to the following formula: 15% Each of the two Midterm Examinations (February 16 and March 30) 20% Final Examination-- comprehensive, open-ended essays , some identification (May 2, 12:00-1:50 PM) 35% Class Participation (including quizzes, short essays and participatory exercises) 15% Research Paper _All of the above course components must be completed._ For students enrolled at the 292-level, a 5-7 page term paper will be required. Students enrolled at the 492-level will be required to produce a 8-10 page paper. However, you may write a more extensive one for up to 10% bonus credit (depending upon its grade). Your plan to do this, however, must be approved by February 9 after consultation with me. At any rate, you will be required in both cases to select a specific and relevant topic to be chosen in consultation with me by March 9. These papers will be staged writing assignments, and I will be consulting with you on each of the stages. You should find this to be an interesting process. * As noted, paper topics must be selected in consultation with me by March 9. * The first stage, including the bulk of bibliographic sources, copies of materials likely to be cited, and the introductory section, will be due by April 6th. * The final drafts will be due no later than April 25th. Late papers will not be accepted. The final draft must be printed in a standard academic style. If you have a documented disability and wish to discuss academic accommodations, please make an appointment with me as soon as possible. COURSE CALENDAR: DATE \| TOPICS \| READINGS/PREPARATIONS ---\|---\|--- Jan. 17-19 \| Course Overview and Introduction to Africa and Latin America Myths and Facts re: Sub-Saharan Africa \| Bohannan and Curtin, Chapter 1, pp. 6-15 INTRODUCTORY NOTES Second Class--Democracy, Politics and the Myths of Africa Jan. 22 \| Understanding the Sub-Saharan African Parameters: Geography, Geology, and Climate \| Bohannan and Curtin, Chapters 2 & 3, pp. 18-45 Notes--3rd Class Jan. 24-Feb 2 \| The Human Setting--Sub-Saharan African Institutions, Society, Art, Wildlife \| Bohannan and Curtin, Chapters 4-9, pp. 50-125 To see the first reposnes essays on the question, "What Qualifies Democracy?"\--Click Here To see my comments on the slides, click Here To see live pictures of the South African national parks (at Africam.com), click Here To see class notes for Chapters 4-6, click Here To see class notes for Chapters 7-9, click Here Feb. 5-12 \| A Brief Overview of Sub-Saharan African History \| Bohannan and Curtin, Chapters 12, 13, 14, 18, 19, 20; pp. 152-190; 230-269. To see the class notes, click Here Feb. 14-16 \| The Congo \| Winternitz, _East along the Equator_ _To see discussion topics and questions, clickHere_ Feb. 19 \| Presidents' Day--A Holiday \| . Feb. 21 \| No Class--Preparation for the Exam \| To see the first STUDY GUIDE, click HERE Feb. 23 \| First Exam \| Feb. 26 \| Discussion of the Exam \| . Feb. 28- March 2 \| Tanzania \| I am going to urge that students consult the African News Sources link (see below) and the Bohannan and Curtin text. You may also look at my paper on Tanzania on my web page. To get to it, click _here._ To see the class notes, click HERE March 5-7 \| South Africa \| To see the notes, click Here March 9 \| Quiz and Discussion \| .Paper Topics Due March 12-16 \| SPRING BREAK \| . March 19-21 \| Latin America--A brief Overview of Colonial History and Early Independence \| Skidmore and Smith, Chapter 1, pp. 13-41 To see the class notes for this, click Here March 23-26 \| Latin America in Transformation \| Skidmore and Smith, Chapter 2, pp. 42-67 To see the class notes for this, click Here March 28-30 \| Argentina...The Briefest of Overviews \| Skidmore and Smith, Chapter 3, pp. 68-106 To see the class notes for this, click Here April 2 \| NO CLASS--EXAM PREP \| To see the Study Guide, click Here April 4 \| Second Exam \| . April 4 \| Exam \| . April 6 \| Discussion of the Exam \| April 9-11 \| Argentina (continued) \| Skidmore and Smith, Chapter 3, pp. 68-106 (cont'd) April 13 \| Spring Mini-Break \| . April 16 \| Discussion--The Drug Wars \| . April 18-23 \| Mexico...The Briefest of Overviews \| Skidmore and Smith, Chapter 7, pp. 217-258 To see the class notes for Mexico, click Here April 25 \| Discussion \| _One Hundred Years of Solitude_ \| \| To see the Study Guide for material covered since the last exam, click Here April 27 \| University Day--No Classes \| . May 2 \| Final Exam, 12:00-1:50 PM \| . Links: African news sources Zirker Paper online--Tanzania Zirker paper online--Agrarian Reform in Brazil To go to <NAME>'s Home Page, click Here WARNING: This syllabus, and the course materials linked to it, are for use only by MSU-Billings students. Any unauthorized use of these materials is strictly prohibited. ![Hit Counter](_vti_bin/fpcount.exe/dzirker/?Page=Syllabus01a.html\|Image=4\|Digits=5) <file_sep>This page best viewed with a graphical browser such as _Netscape_ or MS _Internet Explorer_ University of South Alabama History 390 Fall 1997 Dr. <NAME> http://www.usouthal.edu/usa/history/faculty/rogers \| Office: HUMB 344 Office Hours: M &W 2-4; T&Th 12-1 Office Phone: 460-6210 (receptionist); 460-7610 (in my office) Home Phone: 633-2429 E-mail: <EMAIL> ---\|--- ## HITLER & <NAME> The contemporary world has been profoundly affected by the shock waves that emanated from Nazi Germany earlier this century. There are few countries, and few individuals, whose lives have not been transformed by the attempt of Adolf Hitler and Germany to conquer much of the world during the Second World War. The process by which Hitler's regime came to power and its ruling philosophy also reveal much about the transformation of the modern world over the last two hundred years. A good understanding of Nazi Germany and Hitler's rise to power will therefore be of prime importance to anyone seeking to understand how the world came to its present state. This course introduces students to the rise of Adolf Hitler as dictator of Nazi Germany and to the Nazi era from 1933 to 1945. Topics to be covered include the origins of Germanic and National Socialist ideologies; the political history of Germany before, during, and after the First World War; the life of Hitler; the collapse of the Weimar Republic (Germany's democratic, liberal government); the Nazi takeover of power; the Nazi revolution after power; the Nazi "synchronization" ( _Gleichschaltung_ ) of all facets of German life to the goals of the party; everyday life during the Nazi era; the advent of the Second World War; German resistance to Nazism; the war itself and the German home front; and the Holocaust. This course will consist of (1) class time, which will involve lectures, discussions, and video presentations and (2) reading and note-taking you will do outside of class. You should expect to spend at least two hours preparing outside of class for every one hour in class. The choice of material presented in the course presupposes students have satisfactorily completed the second half of the Western civilization survey (History 102). Students who have not completed History 102 may be at a disadvantage and may need to do further reading at the beginning of the course Office Hours: My office hours and office location are listed above. Please come by to chat any time you'd like -- about any subject you'd like -- even if you don't think it directly relates to our class. If my office hours are not convenient for you, you may call me at one of the phone numbers listed above, or you may e-mail me (I generally respond to e-mail within a few hours, unless I am traveling). We can also make an appointment for a meeting time convenient for us both. I will always be glad to see you or hear from you. In particular, don't hesitate to phone (but not after 10:00 pm). If by some odd chance it is not a good time for me to talk, I will call you back at a time that is convenient for both of us. Please be ready to leave a message, with a phone number where I can reach you, in case you call and I am not in. Books: The required readings for the class are: <NAME>, _To Die for Germany _ <NAME>, _Hitler's Army _ <NAME>, _Hitler's World View _ <NAME>, _Nazi Germany and World War II_ Your grade for the class will be determined by the following percentages: 2 quizzes @ 20% each In-class midterm essay Final exam (comprehensive, with both short and essay answers) Class participation \| 40% 20% 30% 10% ---\|--- The standard grading scale will be used (A=90-100; B=80-89.99; C=70-79.99; D=60-69.99; F=below 60). No extra-credit assignments are possible. No curve or other alteration of the standard scale will be used Quiz, Essay, and Exam Formats: Quizzes will consist largely of multiple- choice and/or other very short answers, and will test knowledge of both class materials and readings. The in-class midterm essay will cover specific areas announced in advance and will allow you to use notes. The final exam will be a mix of formats: there will be a section like those on the quizzes in which you will answer very briefly without the benefit of notes; and there will be an essay portion during which you may use your notes. Precise instructions on which notes may be used will be given in class, so pay attention. Class Participation and Attendance: Your attendance is mandatory. Roll will be taken daily. There will be no penalty for the first four classes missed, but the fifth and sixth absences will each deduct five points from your class participation grade. If you miss more than six classes, you may be failed for the course. If you have a medical or other emergency situation that prevents your attendance in class, you should document it and hold onto that proof. The fifth, sixth, and any subsequent absences, even if for legitimately excusable reasons, will not be excused unless proof of legitimate excuses for the first four absences is also provided. But there is no need to present proof of the reasons for your absences until you have missed at least five classes. Missing the first day of class counts as much as any other class day, and may only be excused for a legitimate emergency as mentioned in the preceding paragraph. Class participation grades will be determined largely by your attendance and by your willingness to participate when questions are posed to the class. Perfect attendance and a willingness to deal with questions in class will result in full credit for class participation. Make-up Policy: The quizzes, midterm in-class essay, and final exams will not be excused without documented proof of an emergency medical condition or other emergency situation that prevents your attendance at the time scheduled. Not being prepared for the quiz, essay, or exam is not a sufficient reason to miss. If a quiz or essay is missed, any make-up will be given at a time chosen by the professor after consultation with all students affected. Any make-up may be unintentionally more difficult and less fair than the exercise done in class, simply because less time can be devoted to drafting it. The format of any make-up quizzes may also change, from a short-answer format to an entirely essay one. Honesty: All work in this class must be your own. You must neither seek improper assistance from, nor offer improper assistance to, any student in this class. For the quizzes, you may use only the knowledge you bring with you in your own mind, and may not use any notes or other aids, nor may you in any way assist or seek assistance from another student once the quiz has begun. For the midterm in-class essay, you may use only such notes as you yourself have either written by hand or typed (all typed notes must be approved in advance by the professor), and you may not in any way assist another student, or seek assistance from another student, once the essay writing has begun. For the final, you may use your own notes only on the essay portion, and you may not assist any other students, nor seek assistance from any other students, once the final has begun. Any deviation from these standards of honesty may result in grade penalties up to and including the grade of F for the entire course. If you ever have any doubts about the propriety of any academic conduct, for this class or any other, please contact me in advance at one of the phone numbers above; I will always be glad to hear from you. Quiz, Essay, and Exam Schedule Quiz One: Monday, October 13. You will be responsible for all class and reading material up to this point, and for <NAME>'s Hitler's World View. Midterm In-Class Essay: Thursday, October 23. You will be given written guidance on the areas to be covered by the essay questions. You may use notes as specified above. Quiz Two: Thursday, November 6. You will be responsible for all class and reading material since the first quiz, and for Baird's To Die for Germany. Final Exam: Wednesday, December 3, 12 noon. You will be responsible for all class and reading material since the second quiz and for Bartov's Hitler's Army, and you will be given written guidance on the areas to be covered by the essay questions. You may use notes for the essay questions as specified above. Class Topics and Textbook Reading Assignments 1\. The Burden of German History, 1648-1918 (Wall, 1-8; 11-20) 2\. Romanticism and Germanic Ideology 3\. The Life of Adolf Hitler Prior to Politics, 1889-1919 (Wall, 8-11) 4\. The Weimar Republic and the Nazi Movement, 1919-1924 (Wall, 22-36) Quiz One on all material above, plus <NAME>el's book 5\. The Nazi Movement, 1924-1933 (Wall, 36-40; 42-62) 6\. The Nazi Takeover in 1933 and Revolution after Power, 1933-1945: _Gleichschaltung_ (Wall, 64-86) 7\. Culture and Society: Women, Youth, Church, Propaganda, Art (Wall, 89-110) Quiz Two on material since first quiz, plus Baird's book 8\. Nazi Foreign Policy (Wall, 113-131) 9\. The Nazi War (Wall, 133-174; reading recommended, but not required) 10\. The Home Front and Resistance (Wall, 176-194) 11\. Antisemitism and the Holocaust (Wall, 197-220) 12\. The End of the Reich (224-245; reading recommended, but not required) Final Exam with essay on announced topics, and including quiz on all material since second quiz and Bartov's book <NAME>' Home Page \| USA History Department Home Page <file_sep>### California History #### HST 399 Spring 1996 Dr. <NAME> Office Hours (for visits only): 118 Taylor Hall 552-6646 MWF 10-11; T,Th 2:30-3:30 <EMAIL> or by appointment California History Web Page: http://www.sou.edu/history/tfc/calhist.htm This course will explore the history of California from prehistoric times to the present. Themes to be developed include the remarkable diversity of aboriginal cultures, the militant ministry of Spanish missionaries, Californio society during the Mexican period, the arrival of Anglo-Americans and the "Bear Flag Revolt," the discovery of gold and the subsequent mass immigration of Americans, the development of agriculture, industry, and, by the twentieth century, a distinctive regional culture. California's role as arbiter of the larger national culture will be examined as well, as will the origins of the state's current cultural diversity and the problems that come with it. The course has been designed to meet State of California single- and multiple-subject credential requirements for both elementary and secondary education. #### Course Materials The following books are available at the SOU bookstore: <NAME>, _Ishi in Two Worlds_ <NAME>, _Americans and the California Dream_ <NAME>, _California Controversies_ Since lectures will usually deal with subjects not covered by assigned readings, both attendance and attentiveness at course lectures is essential. In addition to assigned readings and lectures, there are valuable reference works you should be aware of. See the document, "California Reference Materials in the SOU Library," on the California History Web page. The Web page also contains many "links" to resources available by WWW outside the campus. #### Course Method California History is a combination lecture, reading, and discussion course. The reading for the course will begin with Kroeber's book an aboriginal Californian. Both the Starr and the Pitt books are topical in nature and various chapters have been assigned to fit as closely as possible with lecture topics. Discussions will take place in two ways: the first in the traditional class setting, and the second by using the campus computer USENET "Newsgroups" system. The campus news group for this course is: SOU.hst399. News groups work like an electronic bulletin board: messages on the topic at hand are posted and read by all. Responses to postings should follow as naturally as in conversation (except they should be prepared with a bit more care). All students will be required to participate in the computer discussions. Additional instruction on and explanation of this method will be made in class. But if you are not already familiar with either the WWW or the news group systems, see the instructor. Both the "Web" and USENET are extremely common features of the larger Internet and are becoming routine in the work place. You will need to be familiar with them before you graduate. #### Examinations There will be a take-home midterm examination, and an in- class final examination. Both will be in essay form. The final exam will deal with themes developed throughout the course of the term. #### Grading The following is a breakdown of your course grade: Midterm examination 1/3 Final examination 1/3 Discussions (both kinds) 1/3 Please keep in mind the meaning of letter grades as indicated in the Winter and Spring Term Class Schedule (p.14-15): A = Exceptional accomplishment B = Superior C = Average D = Inferior F = Failed Pluses and minuses will be used to further refine the grading. Please understand that high grades are earned, not given. You build your grade from the bottom up rather than being "marked- off" from the top down. Your "usual" grades in other courses have no bearing on your grades in this course. #### Office Hours Office hour times are listed at the top of the first page of this syllabus. If you cannot meet during posted times, see the instructor for an appointment. Please note: In order to avoid interrupting students who come during office hours, the professor will not receive phone calls during those times. You can leave a message at any time by phoning and waiting for the voice mail system to activate. E-mail is the best method for contacting the professor. #### Other Items of Note 1. Lectures and other course meetings are open only to students who are properly registered in HST 399. It is the responsibility of each student to verify such registration. No unregistered person will be allowed to attend lectures or other course meetings without the written consent of the instructor. 2. Lectures are provided for instructional purposes only and remain the intellectual property of the instructor. Other uses are prohibited. Lecture material is covered by copyright (Title 17 U.S. Code). 3. Lectures and other course meetings may not be tape recorded without the instructor's written consent. Consent will be granted only in cases where the student is physically unable to take notes by hand. 4. Students are expected to adhere to all the rules and regulations of Southern Oregon University regarding conduct and academic honesty. ### Reading Assignments Week One (April 1): Kroeber, Ishi, 3-120. Week Two (April 8): Kroeber, to end. Week Three (April 15): Pitt, California Controversies, 17-34. Week Four (April 22): Starr, California Dream, 3-48; Pitt, 35-53. Week Five (April 29): Starr, 49-109; Pitt, 55-79. Week Six (May 6): Starr, 110-141, 172-210; Pitt, 81-89. Week Seven (May 15): Starr, 210-238, 288-306, 345-414. Week Eight (May 22): Pitt, 111-138, 181-207, 141-159, 299-320. Week Nine (May 29): Pitt, 161-179; 227-248, 321-342. Week Ten (June 3): Pitt, 277-297; Starr, 415-444. Week Eleven: #### Final Examination Friday, June 14th, 9:30a. re> <file_sep>![Undergraduate Program in History, UPENN](../gifs/ugradprog2.GIF) ## Concentration in Intellectual History --- ![Announcements](../gifs/announce-sm.GIF) ![Advising](../gifs/advising-sm.GIF) ![Courses](../gifs/courses-b-sm.GIF) ![Major](../gifs/major-sm.GIF) ![Concentrations](../gifs/concentrations- sm.GIF) ![Minor](../gifs/minors-sm.GIF) ![Activities](../gifs/activities- sm.GIF) ![Awards](../gifs/awards-sm.GIF) ![](../gifs/students-b-sm.GIF) ![Transfer Credit](../gifs/transfer-sm.GIF) \| Fall 2002 026 - History of Ancient Greece (McInerny)* 146 - Comparative Medicine (Feierman) 168 - History of American Law to 1877 (Natalini) * 211.301 - Romanticism (Breckman) (seminar) 212.301 - Classical Libertarian Thought (Kors) (seminar) 309 - Europe in the Age of the Reformation (Safeley)* 343 - Nineteenth Century European Intellectual History (Benes) 355 - Classic Texts in Amerian Popular Culture (Zuckerman) 415 - 17th Century Intellectual History (Kors)* 484 - African American Intellectual History (Savage) Spring 2002 025 - Western Science, Magic and Religion (Haq) 169 - History of American Law (Berry) 206.304 - War in History (Waldron) 211.301 - French Enlightenment (Kors) * 342 - European Intellectual History 1300-1600 (Moyer) * 416 - European Intellectual History in the 18th Century (Kors)* Fall 2001 026 - History of Ancient Greece (McInerny)* 168 - History of American Law (Berry) * 206.302 - African Intellectual History (Cassanelli) (seminar) 212.301 - Classical Libertarian Thought (Kors) (seminar) 343 - Nineteenth Century European Intellectual History (Staff) 355 - Classic Texts in Amerian Popular Culture (Zuckerman) 415 - 17th Century Intellectual History (Kors)* Spring 2001 169 - History of America Law (Berry) 202.303 - From Freud to Ophra: Rise and Fall of Psychoanalysis in 20th c. Culture (seminar) 211.301 - French Enlightenment (seminar)* 216.301 Nationalism in the Middle East (Kashani-Sabet) 309 - Age of Reformation (Zelinsky)* 344 - 20th c. European Intellectual History (Breckman) Fall 2000 026 - History of Ancient Greece * 035 - Biology and Society 112.301 - Utopian Tradition in the 19th & 20th Centuries 146 - Comparative Medicine 168 - History of American Law to 1877* 202.303 - Libertarian Thought (seminar) 203.301 - The Non-Political World of Thomas Jefferson (seminar) * 206.301 - War in History (seminar) 343 - 19th Century European Intelluctual History 355 - Classic Texts in Amerian Popular Culture 380 - Modern Jewish Intellectual and Cultural History 410 - Popes, Rome, and the World (seminar)* 415 - 17th Century European Intellectual History* 468 - History of American Medicine (seminar) Spring 2000 > 009.302 - Autobiography in Early Modern Europe > 009.304 - Writing About Jazz > 201.301 - Jewish Messianism (seminar) > 201.302 - Crusades (seminar) > 201.303 - Jewish-Christian Encounters in the Middle Ages (seminar) > 201.305 - Origins of Enlightenment > 202.601 - History and Literature > 203.302 - Natives & Newcomers: Cultural Encounters in Early America (seminar) > 203.303 - Lewis and Clark (seminar) fall 1997 syllabus > 204.301 - American Intellectual History (seminar) > 286 - Topics in American Literature > 309 - Reformation > 342 - European Intellectual History, 1200-1600 > 398 - Junior Honors Seminar > 398 - Junior Honors Seminar > 401 - Senior Honors Seminar > 401 - Senior Honors Seminar > 408 - World of Dante > 410 - Morning of Magicians > 416 - Eighteenth Century European Intellectual History Fall 1999 102.303 - Human Nature in Modern European Thought 160 - Strategy, Policy, and War 201.302 - The Year 1000 * 201.303 - Magic, Religion & Science before 1700* 201.305 - The City in Early Modern Europe * 202.301 - Currents of Libertarian Thought 308 - Renaissance Europe * 343 - 19th Century European Intellectual History 415 - 17th Century European Intellectual History * Spring 1999 > 169 - History of American Law > 204.303 - History of Law and Social Policy > 204.306 - American Intellectual History > 206.303 - African Intellectual History > 309 - Age of Reformation * > 344 - 20th Century European Intellectual History > 416 - European Intellectual History, 18th Century* > 448 - Jews, Christians, Renaissance * ![Calendar](../gifs/calendar-r-sm.GIF) ![Contacts](../gifs/contact-r-sm.GIF) ![Faculty & Staff](../gifs/people-r-sm.GIF) ![Graduate Program](../gifs/grad- r-sm.GIF) ![Search](../gifs/search-r-sm.GIF) ![Home](../gifs/home-r-sm.GIF) * * * Calendar \| Courses \| Announcements \| Graduate \| Undergraduate \| People \| Search \| Home \| UPENN \| ![e-mail](../gifs/quill.gif) E-mail Advisor \| http://www.history.upenn.edu/undergrad/intell-hist.html &COPY; 2001 University of Pennsylvania Last modified: April 19, 2001 ---\|---\|--- <file_sep> University of Connecticut \| Department of History Undergraduate Course Listing : Spring 2001 --- History 100 : The Roots of the Western Experience : Rider, Gouwens, Sayen [Various times] An analysis of the traditions and changes which have shaped Western political institutions, economic systems, social structures and culture in ancient and medieval times. History 101 : Modern Western Traditions : Jones, Buckley, Cox, Costigliola, Michaels, Cunningham, Vought, Williamson, Rider [Various times] History of political institutions, economic systems, social structures, and cultures in the modern Western world. History 106 : The Roots of Traditional Asia : Wang [Time MWF 10 \- 10:50 \| Location: STRS 202] The objective of this course is to introduce you to features of the Asian civilization. Given the enormous geographic scope and the length of their history, we could only cover certain aspects of Asian civilization. Special attention is paid to long term changes and continuities of social and cultural patterns instead of dynastic succession. Geographically, we will focus on China, India, and Japan (the textbook, however, covers almost all Asian nations). History 108 : Modern World History : Nwokeji [Time: TuTh 11 - 12:15 am \| Location: STRS 201] This introductory world history course is designed for students with various academic backgrounds and intentions. The course is organized around interactive themes, dealing with phenomena that involved considerable portions of the world, and emphasizes the common humanity of the world's diverse cultures. The focus is on the modern period. Students may supplement weekly readings with appropriate material from the "Recommended Texts ". History 200W Senior Thesis in History ** Open only with consent of instructor and Department Head. Independent study authorization Form required. Prerequisite: three credits of independent study and/or an advanced seminar. History 201W Supervised Field Work No more than six credits will count toward the department's major requirements. Hours by arrangement. Open only with consent of Department Head. History 205 : The Modern Middle East from 1700 : Azimi [Time: TuTh 9:30 - 10:45 \| Location: STRS 211] \| Prerequisite \| None. ---\|--- Readings \| Hourani, _A History of the Arab Peoples_ , pp. 249-458; Cleveland, _A History of the Modern Middle East_ ; Burke, _Struggle and Survival in the Modern Middle East_ ; Shlaim, _War and Peace in the Middle East_. Classroom format \| Lectures and discussion. Exams/Papers \| Mid term, essays and finals. Orientation \| The course will explore the major developments in the Middle East from the late 1700s to the present day. It will cover domestic responses to the challenge of Europe, the dislocation of traditional society, the rise of the intelligentsia, Anglo-French supremacy, the emergence of nationalism, the crisis of constitutionals and liberal politics, the consolidation of states, the appeal of radical ideologies, the revival of Islam, as well as conflict and war in the area. The course will also deal with the configuration of civil society, education and culture, ethnicity and gender, urbanization, and social stratification. History 211 - 01 : Historians Craft : Ward [Time: MWF 9 \- 9:50 \| Location: WOOD 4A] Required for all history majors, this course will introduce to the practice of thinking historically, with especial attention to methodologies and theories of history. Students will have the opportunity to develop the skills of critical thinking and analysis, to experience collaborative learning, and to learn the tools of the trade. Non-history majors may take the course only with the consent of the instructor or Department Chair. No Previous Study of Roman History is Required. Students will use translated ancient sources such as histories, biographies, speeches, letters, works of literature, and inscriptions and artifacts such as coins, statues, and monuments in conjunction with recent scholarship to appreciate the special problems encountered by modern historians in reconstructing the lives of representative men and women from several major periods of Roman history. History 211 - 02 : Historians Craft : Langer [Time: TuTh 11 - 12:15 \| Location: CAST 201] Required for all history majors, this course will introduce to the practice of thinking historically, with especial attention to methodologies and theories of history. Students will have the opportunity to develop the skills of critical thinking and analysis, to experience collaborative learning, and to learn the tools of the trade. Non-history majors may take the course only with the consent of the instructor or Department Chair. Dr. Langer's section will focus on major historical and historiographical issues in European history. History 213 : Ancient Near East : Miller [Time: MWF 1 - 1:50 \| Location: ARJ 317] (Also offered as CLAS 253) The history of Near Eastern civilization from the Neolithic period to the Persian Empire. The birth of civilization in Mesopotamia and Egypt. The political, economic, social, and cultural achievements of ancient Near Eastern peoples. History 214 : Ancient Greece : Caner [Time: MWF 9 - 9:50 \| Location: KNS 201] (Also offered as CLAS 254) The history of Greece from Minoan and Mycenaean times into the Hellenistic period with special emphasis on the Fifth Century and the "Golden Age" of Athens. History 215 : History of Women and Gender in the United States, 1790-Present : Robinson [Time: MW 2 - 3:15 \| Location MONT 221] Not open for credit to students who taken HIST 202 or WS 202 before fall 1998. Women and gender in family, work, education, politics, and religion. Impact of age, race, ethnicity, region, class, and affectional preference on women's lives. Changing definitions of womanhood and manhood. History 220 : High Middle Ages : Olson -Syllabus, Lecture Outlines [Time: TuTh 9:30 - 10:45 \| Location: STRS 311] Prerequisites \| None. ---\|--- Readings \| <NAME>, Medieval Europe; <NAME>, The Black Death and the "Transformation of Europe; <NAME> (ed.), Medieval Popular Religion,1000- 1500; <NAME>, Medieval Monasticism; <NAME>, The Book of Margery Kempe; Guibert of Nogent, Memoirs; Jean Gimpel, The Medieval Machine. Exams and Papers \| 2 hourly exams, one final exam, one 10-page paper. Classroom Format \| Lecture and discussion. Orientation \| Europe is a creation of the Middle Ages, and in this class we survey its historical development over the period 1000-1500, when the civilization rooted in the late classical and early medieval periods expanded and flowered fully. Special attention is given to topics such as the village community, popular culture and religion, and technological change, which taken together embrace the experience of all the peoples of the medieval West. Another central theme will be that of communities and community formation, whether political, economic, social or cultural. At all times we rely heavily on reading and discussing primary texts. History 221 : Modern China : Wang [Time: MW 2:30 - 3:45 \| STRS 201] Survey of patterns of modern China since 1800. Topics will include reforms and revolutions, industrialization and urbanization, and family and population growth. History 223 : History of Modern Africa : Omara-Otunnu [Time: TuTh 12:30 - 1 \| STRS 202] The history of African perceptions of and responses to the abolition of the slave trade, Western imperialism and colonialism, and the development of nationalism and struggle for independence. History 228W : Europe in the Nineteenth Century : Coons [Time: MWF 10 \- 10:50 \| Location: MONT 213] Prerequisite \| None. Open to sophomores ---\|--- Recommended Preparation \| History 101 Readings \| <NAME>, _Age of Revolution 1789-1850_ ; <NAME>, _Napoleon's Legacy_ ; <NAME>, _Forest Rites_ ; <NAME>, _Age of Nationalism and Reform 1850-1890_ ; <NAME> _, Mazzini,_ Robert Tombs, _The Paris Commune 1871._ Classroom Format \| Primarily lectures, but discussion is encouraged. Exams and Papers \| One five-page paper, one ten-page term paper, one hour test, and a final examination. Orientation \| Lectures will concentrate upon the political, social, and diplomatic history of continental Europe from 1815 to approximately 1890. Major topics include the Congress of Vienna, its background and its aftermath; the Restoration in Germany and Italy; early nineteenth-century liberalism; revolution and revolt in Spain, Russia, and Greece; the revolutions of 1830; Europe's first population explosion and its social and economic consequences; the revolutions of 1848; post-1848 reaction; the Crimean War and the mid- century diplomatic revolution; Italian and German "unification"; and the consequences of German unification. History 229 : Europe in the Twentieth Century : <NAME> [Time: TuTh 12:30 \- 1:45 PM \| Location: STRS 228 and Time: MW 2 - 3:45 PM \| Location: STRS 201] Twentieth Century Europe and its world relationships in the era of two world wars, the great depression, and the cold war. History 231 : _American History to 1877 : A Survey : McGraw, Kisatsky, Sayen_ [Time: MWF 12 - 12:50 PM \| Location: FS 220 and Time: TuTh 12:30 - 1:45 \| Location: STRS 211 and Time: MWF 1-1:50 \| Location STRS 201] Political, social, and economic development of the American people through post-Civil War Reconstruction History 232 : _American History Since 1877 : A Survey : Asher, Samponaro, Ogbar_ [Time: Various \| Location:Various] Political, social, and economic development of the American people through post-Civil War Reconstruction History 237 : _The Indian in American History : Shoemaker_ [Time: MWF 10 \- 10:50 \| Location: BUSN 122B] Examination of the cultural and political/military interaction of Indians and Europeans in America from the early colonial period. History 244 : _The American Revolution : Brown_ [Time: TuTh 11 \- 12:15 PM \| Location: STRS 202] Creation of the United States of America from the beginnings of the independence movement through the adoption of the Constitutional and Bill of Rights. History 252 : _History of Russia Since 1865 : Langer_ [Time: Tu 2 - 4:30 \| Location: STRS 201] Continuation of History 251. Late imperial Russia, the former Soviet Union, and contemporary Russia. History 256 : _Germany Since 1815 : Bergmann_ [Time: Tu 6:30 \- 9 \| Location: STRS 217] A study of German political, social, and intellectual history since the Napoleonic Wars. This course also considers European and world problems as reflected in the emergence of Germany as a pivotal force in international affairs. History 270 : _Variable Topics : Trost_ [Time: Tu 6-9 \| Location: STRS 228] History 271 : _The Renaissance_ : Gouwens [Time: MW 2 - 3:15 PM \| Location: STRS 202] Europe in the fourteenth and fifteenth centuries. History 282: _Latin America in the National Period : Duhadaway_ [Time: Tu 6-9 \| Location: STRS 202] Representative countries in North, Central, and South America and the Caribbean together with the historical development of inter-America relations and contemporary Latin American problems. History 288 : _East Asia Since the Mid-Nineteenth Century : Wang_ [Time: MWF 9 - 9:50 \| Location: STRS 202] Representative countries in North, Central, and South America and the Caribbean together with the historical development of inter-America relations and contemporary Latin American problems. **History 290 : Middle East Crucible : Azimi [Time: TuTh 2 - 3:15 PM \| Location: STRS 217] Prerequisite \| None. ---\|--- Readings \| To be specified later. Classroom format \| Lectures and discussion Exams and Papers \| Mid-term, essays, final. Orientation \| The course will concentrate on analyzing intellectual trends, secular ideological movements, and Islamic reform and fundamentalism in the context of the sociopolitical and cultural developments in the modern Middle East. History 297W - 01: Witchcraft in Early Modern Europe and North America : Dayton [Time: W 2 - 4:30 PM \| Location: STRS 317] This seminar is designed to introduce participants to primary documents and major scholarly interpretations of witchcraft belief and witch hunts in early modern Europe and colonial North America. Structured as a group discussion course, in most weeks students will be actively analyzing and debating documentary evidence, various research methods, and different historians' interpretations. Built into the course will be a set of assignments leading students through the stages of producing and writing a substantial research paper. History 297W - 02 : Senior Seminar : Stave [Time: Tu 2 - 4:30 PM \| Location: ARJ 217] These seminars give students the experience of reading critically and in depth in primary and secondary sources, and of developing and defending a position as an historian does. History 298 - 01 : _The Slave Trade and the Modern Atlantic World : Nwokeji_ NEW!** [Time: TuTh 2-3:15 PM \| Location: STRS 202] ![](slave.jpg) \| The Atlantic slave trade has been the largest forced migration in history, and provides a framework for understanding the modem Atlantic world, comprising four continents: Africa, Europe, and North and South America. This course is intended to achieve this understanding, and to expose students to the most recent trends in the relevant research. Recent discoveries of fresh data and the application of more sophisticated techniques have happily been matched by a growing willingness of specialists to reach out to a wider audience and apply their research to issues with wider social implications, such as ethnicity, culture formation, and gender. The topics to be covered in this course include the labor situation at the beginning of New World colonization, why Africa supplied New World slave labor, the Middle Passage, the organization of the trade, its demographic structure, abolition, and impact on the societies concerned. ---\|--- History 298 - 02 : _Special Topics : Ogbar_ [Time: TuTh 3:30 - 5 \| Location: GENT 131] History 299 : _Independent Study_** <file_sep>## Bellevue Community College English 267A: American Literature: Beginning through Civil War (5 credits) Instructor: <NAME> Phone: 641-2104 Office: C207D * * * Course Description \| Criteria for Finding Themes \| Outside Paper assignment \| Grading Procedues \| Division Policies \| Video Tapes \| * * * _EARLY AMERICAN LITERATURE __A SAMPLE COURSE DESCRIPTION _ DESCRIPTION OF COURSE: An informally presented reading/discussion course on early American writers showing the philosophies behind the works and their impact in the American conscience. EVALUATION TECHNIQUES: 1. Series of announced quizzes (plot level and identification of characters) on works read. 2. Equally weighted midterm (identification and discussion of ideas and style in selected reading excerpts) and optional final. 3. Short outside paper (5-7 pages) on modern American writer of your choice from this time period. BOOKS USED : * _Anthology of American Literature_ , Vol. I, <NAME>, ed Selections by <NAME>, Edwards, Hawthorne, Paine, Franklin, Emerson, Thoreau, Poe, Melville. * _<NAME>,_ <NAME>, Norton Ed. * _Wieland or the Transformation,_ <NAME>. * * * CRITERIA FOR FINDING THEMES Throughout our analysis, we must be guided by a clear idea of what we are looking for--a theme that _fits_ the story, in that it gives meaning to every part and is suggested by every part. More specifically, the theme should meet some such criteria as the following: 1 1. An adequate interpretation should account for every prominent detail in the story. This is the most important criterion. Perhaps the commonest error in analysis is fixing upon a theme which ignores a number of conspicuous events. And perhaps the second most common error is giving these events a strained or farfetched meaning so as to make them fit. 2. An adequate interpretation should not be contradicted by any details of the story. The author is trying to communicate something; he will not willingly defeat his own purpose. Rather like a good scientist, a reader should be sensitive to contradictory evidence and be ready to change his interpretation if necessary. 3. An interpretation should not rest upon evidence not clearly stated or implied by the story. Some readers of Conrad's "The Secret Sharer" account for the strange resemblance of Legatt to the captain by assuming the two to be long- lost twins; others account for the captain's sympathy for this murderer by assuming a secret murder in the captain's past. Unfortunately, there is no evidence in the story for either idea. One reason for this sort of error is the unhappily common phrase "the hidden meaning," suggesting that the author is a human pack rat, forever hiding things away. 4. Finally, the interpretation should be directly suggested by the story. In other words, if the theme is courage, we may expect to see some explicit appearance of or reference to courage. Some persons, having read a poem describing a day from sunrise to sunset, immediately assume that it symbolizes man's life from birth to death. But, if the author means this, why hasn't he _referred_ to man's life, if only in the title or an incidental metaphor? Similarly, we must not assume that every story that contains a bear is an allegorical comment upon the Russian situation. 5. Unfortunately, these lists of approaches and criteria may seem to imply that interpreting a story is a mechanical process. We should remember that to look for the theme is, after, all, simply to ask ourselves, "Why did the author write this story? What made it seem worth writing?" We should remember, too, that we gain nothing from having the instructor or a friend tell us what the story "mean"\--unless, that is, we apply the knowledge. The profit comes only in our ability to see how the theme suffuses the details of the story, how it gives the described experience the focus and depth of reality. _1 " The student and the 'Hidden meaning': A list of Criteria,_" _College English_ , XVII (May, 1956), 478-479 DR. Stanton * * * _OUTSIDE PAPER ASSIGNMENTS FOR LITERATURE CLASSES_ _Purpose of the Assignment _ To show that you can take a fairly complex piece of literature (not covered in class and new to you) and apply the techniques of analysis used in class to write a paper demonstrating how all parts of the work (characters, incidents, style) unite to create an artistic whole around given ideas or themes or attitudes the author is trying to present. _Suggested Choices:_ 1\. A single novel or short story (play, if a drama lit. class; poem if a poetry literature class) of the period covered in class. Check with me if you're not sure if your choice is appropriate or adequate or acceptable. 2\. A combination of two or more stories (or plays or poems according to the class taken) used for contrast or comparison of an idea or ideas presented. You may use works covered in class as part of your contrast and comparison material as long as the major focus of your paper is on some new work not covered in class. 3\. A comparison and contrast within different media (e.g., short story to a film or play) as long as the major focus is on the genre (fiction drama, or poetry) of the course at hand. In a course (such as American Lit. or European Lit.) where a country or time period rather than a specific genre is stressed, any genre may be chosen as long as the major focus is on a written work (rather than a film or live play production) since the course is on literature in its written form. 4\. If a particular writer's themes and styles particularly intrigue you, you may attempt to write an original short story, parable, or chapter for a novel (play or poem if applicable) copying his style and idea content. Your original story must be accompanied by an analysis of how your work is a parody or serious copy of the writer you are dealing with. This analysis must be included if you make this choice since it will enable me to give you maximum credit for your analytical awareness (which is the major focus of this course since this is not a creative writing course) even if you do not have a great deal of writing talent. _Suggested Length:_ Five-seven typewritten pages. If you have less or more pages, don't worry, but don't pad. However, if you're on the short side, be sure you have been as specific as possible and have included adequate examples to have covered all relevant parts of the work at hand. _Points to Remember:_ 1. Write the paper with a person in mind who has supposedly read the work, but who doesn't understand it. You are attempting to clarify for him or her what the idea of the story is and how the parts support it. Give plenty of examples explaining why they are relevant. Don't assume information is obvious; point out how and why your examples back up the points you are presenting. 2. Be idea oriented. Don't waste time summarizing or retelling the story. Begin with themes within the story (e.g., In _(Name of Story)_. _(Name of Author)_ is dealing with the themes of________ , ________, and _____________. ) Then show how all parts of the story relate to these themes (characters, incidents, style). 3. Choose a work of some merit that is a challenge to you so you will grow by attempting it. 4. Get started _NOW_. * * * Grading Procedure and Requirements for Literature Classes 1. _Quiz grades_ : This is largely a discussion class. To enable discussion to be active and meaningful, however, it is necessary that everyone read a book before we begin to examine it. One of the course procedures, therefore, is to give a short quiz prior to the discussion of a book, play, group of short stories, or essays. These quizzes require a close reading of the book to have all characters and incidents firmly in mind, but they do not require interpretation of an event's or character's significance or meaning. The quizzes are corrected n class and are used as a take-off for later discussions on significance since items are chosen for their relevance to a writer's important themes and ideas. A quiz thus becomes an instant study guide for rereading a book with increased awareness. A student is allowed to drop the lowest quiz grade. Because one quiz grade may be dropped, no make-ups are allowed for quizzes missed. Quizzes usually begin around the second week of the course to allow time for presentation of introductory material and/or a sample run-through of some shorter pieces of literature to show the procedure we will follow. If you are not prepared to take a quiz, attend the class anyway and simply copy quiz answers and questions without turning them in, since using them as a guide will speed up your reading and understanding of the material. 2. _Mid-Term format:_ The mid-term roughly covers the first half of the course. The Mid-Term is an identification-significance type of exam. An excerpt from each book discussed in class is given to the student, and he/she is asked to: A. Identify which book or short story, or play it is from by author and title. B. Identify what incident the excerpt describes, identifying all characters by name and function in the story and giving generally the who, what, when, and where pertaining to the incident. C. Discuss the excerpt in terms of relevant themes or ideas it presents in the story. D. Discuss the stylistic qualities that help identify the excerpt as being the identified writer's product. The mid-term is graded (6 points possible for each excerpt) on a competitive scale based on total class performance. Note: The test format will be further explained in class prior to the exam. (The mid-term counts as 3 grades.) 3. _An outside paper:_ The paper must be in analytical form and cover an author from the time period studied. See handouts on paper assignment choices and format. The book choice must relate to the class focus and should be somewhat challenging to you. Ask if you are not sure if a choice is appropriate or acceptable. (The outside paper counts as 3 grades.) 4. _Optional final:_ It is the same format as the mid-term but covers only the last half of the course. The optional final will count as 3 grades. If a student has a borderline grade and would like to try for a higher grade, he/she may elect to take the final. Don't elect to take the final unless you are well prepared. 5. _Attendance:_ The single factor that correlates most closely with grades in this class is attendance. ATTENDANCE WILL BE GRADED. Anyone missing more than 10 class sessions will no longer be eligible for a grade in the class. Any student who misses the first week of orientation for this class will not be eligible fora grade in the class and will be advised to drop it and retake it another quarter. (Note: A student can arrange to have the class taped in emergencies to retain his/her attendance. All arrangements are solely the responsibility of the student. The student must and notify the instructor prior to the absence covered.) The format of the mid-term and final gives a decided advantage to the student who has attended all classes. If a good student entering the class with a high level of critical awareness does not attend class, he will find that he cannot compete with the equally accomplished students who have attended. Attendance can make as much as an entire grade's difference in the final analysis. Attend class even for the quiz that you drop, since you will never be penalized for being present, and will always miss something if you aren't. If you do not like to attend classes regularly or have difficulty doing so, it is strongly recommended that you drop this class and take another where attendance is not as important. 6. _Minimal grade requirements_ : A student must take the mid-term and turn in an outside paper to receive a grade in the course. If any of the above are missing, he/she will receive an NC in the class. If only one is missing, he/she is eligible for an Incomplete if he contracts for one before he final week of the class. A student cannot expect private tutoring from the teacher to make up an Incomplete. If he cannot do the missing work on his own, it is recommended that he drop the class before the drop deadline and receive a "W". Since a teacher normally does not teach the same literature course more than once a year, it is not possible for a student to sit in on the class the following quarter. We discourage incompletes except in emergency situations since most transfer institutions require that they be removed, and it is difficult to come back to material after a lapse of time and when new classes are demanding one's attention. Incompletes must be made up the quarter after they are given. * * * VIDEO TAPES TAPES > Video tapes on basic review areas are available in the Audio-visual Center of the library. You may request them at the audio-visual desk. > Please use the VT number in ordering or looking for the appropriate tape or tapes on the shelves. > > * * * SPELLING > _Christiansen Spelling - Tape #1_ (38 minutes) VT 362 - Suggests six specific ways to attack a spelling problem giving concrete examples of how to make each way work. > _Christiansen Spelling - Tape #2_ (60 minutes) VT 363 - Presents a master list of problem words (collected from composition papers over the last six years). Groups the words around patterns they have in common. Presents aids to increase spelling retention. > * * * PUNCTUATION > _Christiansen Basic Punctuation Review - Tape #1_ (50 minutes) VT 278 - Covers use of semicolon, colon, commas, dash, and paragraphing > _Christiansen Fragments - Tape #2_ (20 minutes) VT 279 - Presents the word patterns that commonly produce incomplete sentences and how to correct them. VT 280 - Clarifies _Christiansen Run-Ons - Tape #3_ (15 minutes) what punctuation marks can be used to separate complete sentences without producing run-ons. > _Christiansen - Punctuating a Paragraph - Tape #4_ (15 minutes) VT 281 - Reviews the principles taught in the first 3 tapes by correctly punctuating an entire paragraph. > * * * STYLE > _Christiansen Style and Mechanics Tape_ (60 minutes) VT 361 - Presents a check list of stylistic points to increase a paper's clarity and effectiveness. Covers wordiness, awkward phrasing, poor word choice, improved word placement, colorful verbs, ambiguous pronouns, formal style format, correct pronoun agreement, sentences variety, apostrophes, title choice, cliches, paragraphing, ordering of ideas, and tone. * * * Arts and HumanitiesDivision Policies S tudents in all Arts and Humanities courses should be aware of the following: 1. Attendance: Attendance for all of our classes is mandatory. The Arts and Humanities faculty feel strongly that Bellevue Community College is not a correspondence school. This policy is intended 1) to prevent instructors from having to adjudicate individual excuses, and 2) to recognize that excuses are ultimately irrelevant both here at BCC and in the workplace. While specific attendance policies are up to individual faculty members, the Arts and Humanities Division recognizes that attending class is perhaps the most important way in which students can set themselves up for success. Conversely, not attending class almost certainly leads to failure. Students in performance courses (Drama, Music, etc.) are reminded that attendance builds the professional relationship necessary between partners or working groups. In order for students to be eligible for a grade in a course, they must not miss more than ten classes for any reason. When absences go beyond ten, instructors may a) give a grade of "F" for the course, b) give a grade of "Z" for the course, or c) lower the final grade as much as they see fit. This does not imply that you may be absent fewer than ten times without seeing an effect on your grade; indeed, we wish to emphasize that any absence undermines your progress and will result in your having to work harder to catch up. Ten absences is merely the figure beyond which you cannot go without risking your eligibility for a course grade. In summary, when you are absent from a class more than ten times in any given quarter, you may receive a failing grade. Whatever written policy an instructor has in the syllabus will be upheld by the Arts and Humanities Division in any grievance process. 2. Dropping A Course: If you decide to drop a course, you are responsible for doing the required paperwork. Should you fail to do so, your name will appear on the final roster and your instructor may elect to give you a "Z" or "F." The instructor is under no obligation to use the "Z" grade under these circumstances. Many instructors, in fact, feel strongly that students who take up seats in this unproductive way are keeping more serious students from getting an education, so they elect to use "F" grades for "phantoms." 3. Classroom Environment: The college's "Affirmation of Inclusion, is posted in each classroom and sets forth the expectation that we will all treat one another with respect and dignity regardless of whether or not we agree philosophically. this expectation is in line with the principle of free speech in a free society: we have the right to express unpopular ideas as long as we don't show disrespect for reasonable people who might believe otherwise. Part of this respect involves professional behavior toward the instructor, colleagues, and the class itself. Disruptive behavior is disrespectful behavior. The Arts and Humanities Division honors the right of its faculty to define "disruptive behavior," which often involves such things as arriving late, leaving early, leaving class and then returning, talking while others are trying to hear the instructor or their group members, doing other homework in class, wearing earphones in class, bringing activated beepers, alarm watches, or cellular phones into class, inappropriate comments or gestures, etc. Such behavior interrupts the educational process. When you are in doubt about any behavior, consult your instructor during office hours: we recognize the judgment of the instructor as the final authority in these matters. When disruptive behavior occurs, instructors will speak to the students concerned. Those students are then responsible for ending the disruptions at once. Failure to do so may result in removal of the students from class. 4. Academic Honesty: The principle of academic honesty underlies all that we do and applies to all courses at Bellevue Community College. One kind of academic dishonesty is plagiarism, which may take many forms, including, but not limited to, using a paper written by someone else, using printed sources word-for-word without proper documentation, and paraphrasing or summarizing the ideas of others without acknowledging the source. In short, plagiarism is passing off someone else's ideas or words as your own; it amounts to intellectual theft--whether or not it was your intention to steal. Participating in academic dishonesty in any way, including writing a paper or taking a test for someone else, may result in severe penalties. Dishonestly produced papers automatically receive a grade of "F." The Dean will also be notified of such conduct, and repetition of the behavior may result in suspension from BCC. Students in English 102 should note that documentation is a major objective of that course, so failure to scrupulously document supporting material in your papers may result in a failing grade for that entire course. Students in all courses requiring research papers should also note that matters of documentation form go beyond editing; they are closely related to the content of the paper. Improper form in research papers is grounds for failing the paper. Individual instructors will clarify documentation requirements for specific assignments. If you have any doubts as to whether you are documenting properly, do not hesitate to consult your instructor. 5. Reading Level: Reading skills are absolutely essential for your success in any college program. The following reading levels are recommended for our courses. ENGL 094 or 095 \- 081, 085, 087 reading level ENGL 096 or 097 \- 085, 087, 089 reading level ENGL 098 or 099 \- 087, 089, 106 reading level most 100 level courses \- high 089, 106, or college level 200 level courses \- 106 or college level Our experience shows that students reading three levels below the level of a course text can expect to fail the course. 6. The First Week of Classes: It is important to attend classes from the very beginning. If you cannot do so, you are responsible for notifying your instructor. Your instructor is in no way responsible for re-teaching material that you missed because of your failure to attend the first classes. Indeed, missing crucial introductory material may affect your performance during the remainder of the course. 7. Classroom Materials: Students are responsible for consulting their syllabus daily and bringing to class the appropriate texts and writing materials. Failure to do so does not constitute an excuse from the daily work. 8. Late Work: Individual instructors make their own policies on accepting or grading late work. The Arts and Humanities Division believes strongly that honoring deadlines is essential for student success. Consulting your instructor for policies regarding late work. In general, late work may be a) downgraded--as severely as the instructor chooses, b) given no credit, but still be required for passing the course, or c) not accepted at all. The extent to which late work affects grades is up to the instructor. Instructors may also elect not to give feedback to works in progress if required drafts or plans are not turned in on time. Failure to attend class on the day a paper is due does not constitute an excuse for lateness. Similarly, your missing an exam does not oblige the instructor to give a make-up. Your instructors will give you their individual policies on late papers and missed exams. All lateness or absence on due days or exam days should be arranged with the instructor well in advance. 9. Auditing: Auditing a course does not excuse students from doing the work of the course. All auditors need to meet with the instructor during the first week to sign a contract specifying the level of participation that is expected. 10. Waiting Lists: Generally speaking, instructors cannot keep waiting lists, since the first three days of classes are open enrollment--first come, first served. After that, instructors may sign students in as they see fit. Certain English classes have waiting lists maintained by Registration. 11. Retaining Student Work: Your instructor is free to destroy any student work not picked up during the first week of the quarter immediately after your course was offered. If you want work held longer for pick up, you must make arrangements in advance with your instructor. 12. Student Responsibility: It is the student's responsibility, not the instructor's, to initiate communication about progress or concerns with the course. Instructors are under no obligation to inform students that work is overdue, to nag students to complete assignments, to call students who fail to attend class. Similarly, students need to keep themselves informed about syllabus changes that may have been made in class. We suggest finding a partner the first week of classes and keeping each other up to date if one is absent. 13. Students With Special Needs: Students requiring special accommodations are invited to discuss their needs with their instructor, who may need to consult Disabled Student Services. We are committed to making every effort to meet special needs. * * * English 100 \| Eng 101 \| Eng 106 \| Eng 110 \| Eng 112 \| Eng 210 \| Eng 267 \| Eng 268 \| Eng 269 \| Back to top \| Pauline Christiansen's Home Page \|![](backtop.gif) * * * <file_sep>BIO 326 Genetics, Fall 2001 --- Instructor: <NAME>, Ph.D. Classroom: Brooks 203, MWF 2-2:50 PM Office: Brooks 179, Phone: 774-2393 Email: <EMAIL> Office Hours (Sign up outside office): Monday 3-5 PM, Thursday 2-4 PM Course Web Page: http://www.cst.cmich.edu/users/hertz1pl/bio326/bio326.htm Course Description: The principles of heredity dealing with the location, transmission, structure and function of genes and the results of modern genetic techniques. Prerequisites: Nine hours of biology (BIO 101 General Biology and two of BIO 203 General Botany, BIO 208 Microbiology, or BIO 218 General Zoology) Required Texts and Software: * <NAME>. and C<NAME>. (2000). Concepts of genetics. 6th ed. Upper Saddle River: Prentice Hall. 816 p. * <NAME>. (2001). Writing papers in the biological sciences. 3rd Ed. Boston: Bedford/St. Martin's. 207 p. * FlyLab Computer Software. (Addison Wesley Longman). Optional Text (Not available from CMU bookstore - obtain from an online source): * <NAME>. (2000). Student handbook: solutions manual and art notebook to Klug and Cummings, Concepts of genetics, 6th ed. Upper Saddle River: Prentice Hall. 274 p. Lab Sections: Brooks 204 (no labs during week of Thanksgiving break) Lab # - Day \| Time \| Instructor \| Section # 1 - Tuesday \| 2:00-4:50 PM \| <NAME> \| 17637 2 - Tuesday \| 6:00-8:50 PM \| <NAME> \| 17623 3 - Wednesday \| 3:00-5:50 PM \| <NAME> \| 17660 4 - Wednesday \| 6:00-8:50 PM \| <NAME> \| 17658 Requirements: 1. 4 examinations, 650 points total (65%). Exams 1, 2 and 3 (150 points each) will be given in the CLAS Testing Center, located in Robinson Hall. Hours are: Friday 9-5, Sunday 3-7. It is your responsibility to allow sufficient time to complete the exam. Please do not contact the Testing Center regarding testing dates. You can check their web page for test information at www.cmich.edu/~clas/. Exam 4 (200 points) will be given during the regular final exam period. 2. Homework and (possibly) quizzes, 100 points (10%). Weekly homework will be assigned, due at the beginning of your lab section. No quizzes are scheduled, but may be given with or without notice. 3. Laboratory worksheets and reports, 250 points (25%). Note that failing Laboratory means that the best you can earn in the course is a B. Never attending lab means that the best you can earn in the course is a C. Lab is meant to reinforce the concepts from lecture, so if you attend lab and do the work, it will help your final grade. 4. Consistent class attendance and active participation. May be important for borderline grade cases. Course Grades: Course grades will be based on the following: A 90-100%, B 80-89%, C 70-79%, D 60-69%, E < 60%. Depending on class performance, these cutoffs may be adjusted _down_ but not up. Absences: Students with 5 unexcused absences will have their course grade dropped by one letter grade per additional unexcused absence. Students with extended absences due to illness or other excused reason should contact me about making up required coursework. The last day to withdraw from class with an automatic W is 5 PM, Friday, Nov. 2. The final exam will not be given at any other than the scheduled time. Make-up quizzes and exams will be given only under extreme personal circumstances (illness, death in the family), extramural athletic participation, required field trips in other courses, or employment obligations, and must be approved _in advance_. A note from the appropriate authority must be provided. A grade of Incomplete will be given only to students who are passing the course and, for some reason of emergency, fail to complete the course requirements. Policy on Academic Integrity: In May 2001, the Central Michigan University Academic Senate approved the _Policy on Academic Integrity_ which applies to all university students. Copies are available on the CMU web site at http://academicsenate.cmich.edu/noncurric.htm, and in the Academic Senate Office in room 108 of Bovee University Center. All academic work is expected to be in compliance with this policy. See also Plagiarism: a brief overview at http://www.cst.cmich.edu/users/alm1ew/Plagiarism.html if you have questions. Any plagiarized work or other act of dishonesty will receive a Zero and the Office of Student Life will be notified. You are responsible for understanding what constitutes plagiarism. Classroom Civility: Each CMU student is encouraged to help create an environment during class that promotes learning dignity, and mutual respect for everyone. Students who speak at inappropriate times, sleep in class, display inattention, take frequent breaks, interrupt the class by coming to class late, engage in loud or distracting behaviors, use cell phones or pagers in class, use inappropriate language, are verbally abusive, display defiance or disrespect to others, or behave aggressively toward others could be asked to leave the class and be subjected to disciplinary action under the _Code of Student Rights, Responsibilities and Disciplinary Procedures._ Requests for Accommodation: CMU provides students with disabilities reasonable accommodation to participate in educational programs, activities or services. Students with disabilities requiring accommodation to participate in class activities or meet course requirements should register with the office Student Disability Services (250 Foust Hall, telephone #517-774-3018, TDD #2568), and then contact me as soon as possible. Course Goals and Expectations Purpose: The purpose of this course is to think biologically about transmission, molecular, and population genetics. Key Question: How do we explain heredity and variation? Information: Students will use selected readings of the textbook as a starting point for thinking about genetics. Students will also generate simulated and actual laboratory data for genetic analysis. Skills of Interpretation: Students will learn how to analyze and interpret genetic data, from working chapter problems and from laboratory data. Essential Concepts: Students will learn to use basic genetic concepts, which permeate all of biology. Assumptions: The fundamental assumption for this course is that university juniors and seniors have the ability to understand the concepts of genetics and recognize their importance in all of biology. Implications: Students who reason well about genetics should be able to make connections with other aspects of biology, and better understand genetic issues in society at large. Students should be better thinkers and problem solvers after taking this course. Points of View: Students will learn that the phenotype is determined by the genotype, the environment, and developmental noise, and the interactions between them. Students will examine genetics at the levels of the population, the organism, and the molecule. Syllabus Awareness On your questionairre, please sign that you have read and agree to the course expectations and requirements as outlined in this syllabus. <file_sep>## RUSSIAN STUDIES COURSES Russian Studies courses are offered in a variety of departments of the university. ![](basils.jpg) RS101 RUSSIA TODAY Introduction to Russian Studies with attention to political, demographic, economic, social, and cultural features of the Russian area. Syllabus. RSN101 ELEMENTARY RUSSIAN I Introduction to the alphabet, basic grammar and vocabulary of modern Russian language. RSN102 ELEMENTARY RUSSIAN II For students who have completed RSN101 and for students who have had two or more years of high-school Russian whose placement scores indicate admission to this level. RSN201 SECOND YEAR RUSSIAN I Grammar review. Emphasis on improved listening comprehension and speaking ability. RSN202 SECOND YEAR RUSSIAN II Grammar review. Emphasis on improved listening comprehension and speaking ability. ES305 ECONOMIES OF RUSSIA AND CHINA A look at the historical development of the economy of Russia during the Communist and post-Communist periods, a study of the economy of China, and an analysis of the contrasting evolution of the two economies. GY307 RUSSIA IN THE MODERN WORLD Emphasis is placed on the evolving nature of the cultural landscapes and peoples of Russia and those regions which were formerly part of the Russian empire or the USSR. The role of human-environmental interaction in these regions is also examined. HY343 HISTORY OF RUSSIA TO 1861 Development of Russian culture and state from its beginnings in medieval principalities; emergence of Muscovite autocracy; transition to imperial system, bringing Russia to status of a European power. HY344 HISTORY OF RUSSIA SINCE 1861 Modern social, political and economic transformation of Russia beginning with the abolition of serfdom; Russian revolutionary tradition, leading to socialist system of twentieth century Soviet Union; disintegration of USSR and post-Soviet search for renewed culture. HY345 EASTERN EUROPE SINCE 1815 Emergence of nation-states from territories of Ottoman, Austrian, Russian, and Prussian empires; the development of independent countries of Poland, Czech and Slovak republics, Hungary, Romania, Bulgaris, Croatia, Serbia, Bosnia, Montenegro, Macedonia, Albania, and Greece. HY346 HISTORY OF COMMUNISM The evolution of Communist theory and practice from the writings of Marx and Engels to application in Russia, eastern Europe, Asia, Africa, and Latin America, as well as in pluralistic political systems, such as those of western Europe. The decline of Communism in Europe and the USSR and its transformation in east Asia and Cuba. HY445 SEMINAR: RUSSIAN CIVILIZATION Special topics in the history of Russia. > PE304 RUSSIAN FOREIGN POLICY After a brief introduction to the history of Russian foreign policy, the course addresses three major topics: the development of the Soviet Union as the leader of the Communist movement; the behavior of the Soviet Union as a superpower; and Russia's descent from power in the Gorbachev and Yeltsin eras and beyond. Considerable attention is given to Russia's current attempt to define for itself a new world role. PE338 THE UNKNOWN ASIA: POLITICS AND SOCIETY IN THE RUSSIAN, CHINESE, AND MIDDLE EASTERN BORDERLANDS. Long a peripheral region of European and Asian empires, Central Asia is now reclaiming its own identity in the wake of the collapse of the USSR. The primary focus of the course is on politics, society, and foreign policies in the new Central Asian states of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzgekistan, though some attention will also be given to the Turkic regions of western China as well as Iran and Afghanistan. Among the topics to be examined are Islamic revivalism, ethnic conflict, national security, the attempts to construct modern national identities as well as modern political and economic systems. PE340 RUSSIAN POLITICS An examination of the domestic politics of the USSR and its successor states. The central concern of the course is the perennial dominance of authoritarianism over democracy in Russian political culture and behavior. Through a study of relations between ethnic groups, political institutions, citizen and the state, and the center and provinces, the course illustrates the tortuous path toward political change in Russia and the neighboring lands of Eurasia. Syllabus. RSN301 INTERMEDIATE RUSSIAN CONVERSATION AND COMPOSITION I Emphasis on the application of grammar to written compositions. Extensive vocabulary building. Continued development of oral proficiency through individual and group discussions and presentations. RSN302 INTERMEDIATE RUSSIAN CONVERSATION AND COMPOSITION II Emphasis on the application of grammar to written compositions. Extensive vocabulary building. Continued development of oral proficiency through individual and group discussions and presentations. RSN305, 306 SHORT STORIES AND POETRY Reading in Russian literature, with continued reinforcement of grammatical structures. RS329, 330 STUDY ABROAD Russian students register under this number for their study abroad. After transcripts are reviewed, credit is entered for individual courses. RSN401 ADVANCED RUSSIAN CONVERSATION AND COMPOSITION Provides advanced Russian students the chance to polish, advance, and diversify their skills. Focus on stylistics, syntax, and vocabulary building. Prerequisite for RSN401: RSN302 or permission of the instructor. Prerequisite for RSN402:RSN401 or permission of the instructor. RSN402 ADVANCED RUSSIAN CONVERSATION AND COMPOSITION > Provides advanced Russian students the chance to polish, advance, and diversify their skills. Focus on stylistics, syntax, and vocabulary building. Prerequisite for RSN401: RSN302 or permission of the instructor. Prerequisite for RSN402:RSN401 or permission of the instructor. RSN483 PROSPECTUS FOR THE SENIOR PROJECT Preparation of topic and bibliography for the senior project. > RSN485 INDEPENDENT STUDY Preparation of topic and bibliography for the senior project. RS120 RUSSIAN FILM: OLD AND NEW > Viewing of films by such major directors as Eisenstein, Vertov, Ryazanov, Tarkovsky, Muratova, and Paradjanov, as well as other important films of the Soviet and post-Soviet eras. Some reading in film theory and Russian film history. In English. ![](trinity.gif) RS301 RUSSIAN ART AND ARCHITECTURE > This course provides a survey of 1000 years of Russian art history, including an introduction to Russian cultural achievements in music, painting, architecture, and sculpture. Inevitably considerable attention is given to the role of Russian religion in Russia's cultural development. RS309 SURVEY OF RUSSIAN LITERATURE IN ENGLISH > Introduction to important works in Russian literature from the twelfth to twentieth century. In English. RS310 TWENTIETH CENTURY RUSSIAN LITERATURE IN ENGLISH TRANSLATION > The course encompasses many literary movements--Realism, Symbolism, Socialist Realism, and Grime--in their historical context. Genres include essays, tales, poetry, the novel, autobiography, film, and plays. In English. RS311 TOPICS IN RUSSIAN STUDIES. > Topics include single authors, historical periods, genres, or themes. In English RS320 WOMEN IN RUSSIAN CULTURE. > The course will draw on works by men and women in literature, history, psychology, anthropology, film, and feminist theory to suggest when, and examine how, the "feminie" has been constructed in Russian culture. In English RS321 ETHICS AND THE SELF IN RUSSIAN CULTURE A critical reading course focusing on the semiotic mechanisms of Russian culture used in the construction and presentation of the self, and the ethical issues which must be addressed in this process. Readings are drawn from religious texts, philosophy, fiction, folk tales and scholarly articles. Images from sacred and folk art and mass media are also analyzed. RS335 RUSSIAN LITERATURE AND OPERA A study of seven operas from 1869 to 1952 by Musorgsky, Tchaikovsky, Borodin, Prokoviev, and Shostakovich based on works by Pushkin, Leskov, Tolstoy, and Bruisov. Composers interpreted older texts to fit new historical, political, social, and cultural concerns in a complex response to their sense of Russia's national identity. In English > RS398 CONTEMPORARY RUSSIA: CULTURE AND CIVILIZATION Analysis of current changes in Russian society as seen through culture in its historical context, beginning with the idea of culture. Texts are drawn from literature, journalism, history, film, art, and culture studies. In English > RS498 SENIOR PROJECT Students will execute a research project under the supervision of an appropriate members of the Russian Studies faculty, selected by mutual agreement with that faculty member, in accordance with a project prospectus developed during enrollment in an appropriate proposal or methodology course offered by one of the departments of the university. <file_sep> Syllabus \- University of Virginia - Spring 1996 Net Resources Introduction to Third World Cinema Instructor: <NAME>. Email: <EMAIL> Course number: AMTR 200. Location/Time: Clemons 301 / MW 12:00 - 1:30 [Introduction] [Latin American] [African] [Middle East] [South Asia] [Southeast Asia] * * * This course gives an overview not only of South Asian films, but also of the films of Africa, Latin America, the Middle East, and Southeast Asia. This course is an adjunct in Women's Studies. Topics include post-colonialism and expressions of national identity; constructions of gender, concepts of good and evil, and censorship, as well as aesthetics and film structure and the role of the audience. Requirements : ![](redball.gif)Brief comments on each film screened in the class.These should not be less than one paragraph but should not exceed one page - handwritten is fine as long as the writing is legible.Ungraded. (10%) ![](redball.gif)Two typed 5 - 10 page papers.These papers should reflect the student's ability to relate issues discussed in class to specific films.Students are free to write about anything relevant to the class, but, for those who are having trouble, suggested topics will be provided.Students are asked to limit films discussed to those shown in class and available on reserve. (20% each). ![](redball.gif)Midterm (20%). ![](redball.gif)Final (30%). Readings : Because the reading list is extensive and expensive, I suggest students pair up and split the cost of a set of books.All books are available at the bookstore and on reserve at Clemons.All suggested readings are also on reserve. Available at the bookstore: ![](redball.gif) Armes, Roy, _Third World Film Making and the West_ , Berkeley, Los Angeles, London: University of California Press, 1987. ![](redball.gif)<NAME>, _Magical Reels: A History of Cinema in Latin America_ , London, New York:Verso, 1990. ![](redball.gif) <NAME>, _The Asian Film Industry_ , Austin:University of Texas Press, 1990. ![](redball.gif)<NAME> and <NAME>, _Arab and African Film Making_ , London and New Jersey:Zed Books, Ltd., 1991. ![](redball.gif) <NAME>., _Film Theory and Criticism: Introductory Readings_ , 4th edition, New York: Oxford University Press, 1992. ![](redball.gif)<NAME>, _Indonesian Cinema: Framing the New Order_ , London: Zed Books, 1994. ![](redball.gif)<NAME> and <NAME>, _Unthinking Eurocentrism: Multiculturalism and the Media_ , London and New York: Routledge, 1994. ![](redball.gif)Ukadike, <NAME>, _Black African Cinema_ , Berkeley: University of California Press, 1994. On Reserve: ![](redball.gif)Downing, <NAME>., _Film & Politics in the Third World_. ![](redball.gif)<NAME>, _Our Films, Their Films_. ![](redball.gif) Johnson, Randall, and <NAME>, _Brazilian Cinema_. * * * I. Introduction Jan. 17 -Introduction of the course and instructor, administrative tasks.Begin answering the question "why study film?"Also talk about defining the "third world" and why these disparate geographic regions are often considered together. Jan. 22 -Discussion of film in general and Western preconceptions about film.Overview of third world cinema and introduction of issues. Required: ![](redball.gif)Mast, Gerald et al., _Film Theory and Criticism: Introductory Readings_ , pp, 52 - 58 and pp. 121 - 126\. ![](redball.gif)<NAME> and <NAME>, _Unthinking Eurocentrism: Multiculturalism and the Media_ , pp. 1 - 12 and pp. 248 - 291. ![](redball.gif)<NAME>, _Third World Film Making and the West_ , pp. 1-49. * * * II. Latin American Cinema Jan. 24th: Overview of Latin American film.Introduction to January 29th film. Required: ![](redball.gif) <NAME>, _Third World Film Making and the West_ , pp. 53-100 and pp. 163-187. ![](redball.gif)<NAME>, _Magical Reels: A History of Cinema in Latin America_ , pp. 1-77. Jan. 29: Screening of "Black God, White Devil." (if available - otherwise, film T.B.A.) [showed "<NAME>" because the Rocha film didn't arrive in time] Required: ![](redball.gif)Mast, Gerald et al., _Film Theory and Criticism: Introductory Readings_ , pp. 210-225. ![](redball.gif) <NAME>, _Third World Film Making and the West_ , pp. 255-267. Suggested: ![](redball.gif)<NAME> and <NAME>, _Unthinking Eurocentrism: Multiculturalism and the Media_ , pp. 55-136. Jan. 31: Discussion of January 29th film.Focus on aesthetics and structure, social constructions, concepts of good and evil.Introduction to Feb. 5 film. Required: ![](redball.gif)King, John, _Magical Reels: A History of Cinema in Latin America_ , pp. 105-128. ![](redball.gif) (on reserve) <NAME>, and <NAME>, _Brazilian Cinema_ , pp. pp. 68-71 and pp. 134-148. Feb. 5: Screening of "Strawberry and Chocolate." Required: ![](redball.gif)<NAME>, _Magical Reels: A History of Cinema in Latin America_ , pp. 145-67. Feb. 7: Discussion of Feb. 5 film.Focus on questions raised about societal values and self-image. Feb. 12: Documentary and discussion. * * * III. African Cinema Feb. 14: Historical overview of African film.Introduction to Feb. 19 film. Required: ![](redball.gif)Ukadike, <NAME>, _Black African Cinema_ , pp. 1-58 and pp. 156-245. Feb.19: Screening of "Faces of Women" (if available, otherwise film T.B.A.) [showed "Touki Boukibecause Ecare s film didn't arrive in time] Required: ![](redball.gif)<NAME> and <NAME>, _Unthinking Eurocentrism: Multiculturalism and the Media_ , pp. 292-333. ![](redball.gif)Ukadike, <NAME>, _Black African Cinema_ , pp. 59-104. Suggested: ![](redball.gif)(on reserve) Pfaff, Francoise, _Twenty-five Black African Filmmakers_ , pp. 95-106. Feb. 21: Discussion of Feb. 19 film.Focus on aesthetics and structure, gender constructions, social constructions, concepts of good and evil.Introduction to Feb. 26 film. Required: ![](redball.gif)<NAME> and <NAME>, _Unthinking Eurocentrism: Multiculturalism and the Media_ , pp. 178-219. Feb. 26: Screening of "Wend Kuuni" First Paper due. Feb. 28: Discussion of Feb. 26 film.Focus on questions raised about societal values and self-image. Required: ![](redball.gif)Armes, Roy, _Third World Film Making and the West_ , pp. 281-292. ![](redball.gif)Malkmus, Lizbeth and Armes, Roy, _Arab and African Film Making_ , pp. 169-216. Suggested: ![](redball.gif)(on reserve) Pfaff, Francoise, _Twenty-five Black African Filmmakers_ , pp. 173-183 and pp.237-256. ![](redball.gif)(on reserve) Downing, <NAME>., _Film & Politics in the Third World_, pp. 31-76. Mar. 4: Documentary and discussion. * * * IV. Middle-Eastern Cinema Mar. 18th: Historical overview of Middle Eastern. Introduction to Mar. 20 film. Required: ![](redball.gif)Armes, Roy, _Third World Film Making and the West_ , pp.189-214. ![](redball.gif)Malkmus, Lizbeth and Armes, Roy, _Arab and African Film Making_ , pp. 1-62. Suggested: ![](redball.gif)(on reserve) <NAME>., _Film & Politics in the Third World_, pp. 77-144. Mar. 20: Screening of "Jackal Nights" Mar. 25: Discussion of Mar. 20 film.Focus on aesthetics and structure, gender constructions, social constructions, concepts of good and evil, etc. Required: ![](redball.gif)Malkmus, Lizbeth and Armes, Roy, _Arab and African Film Making_ , pp. 63-165. * * * V. South Asian Cinema Mar. 27: Historical overview of South Asian film.Introduction to April 1 film. Required: ![](redball.gif)<NAME>, _The Asian Film Industry_ , pp. 1-7 and pp. 227-277. ![](redball.gif)(on reserve) <NAME>, "Indian Cinema - Pleasures and Popularity," _Screen_ , May-August 1985, pp.116-131. ![](redball.gif)(on reserve) <NAME>, _Video Night in Kathmandu_ , pp. 241-285. Suggested: ![](redball.gif)(on reserve) <NAME>, "The Melodramatic Mode and the Commercial Hindi Cinema," _Screen_ , Summer 1989, pp. 29-50. April 1: Screening of "Andhaa Kanoon" April 3: Discussion of April 1 film.Focus on aesthetics and structure, gender constructions, social constructions, concepts of good and evil.Introduction to April 8 film. Required: ![](redball.gif)Armes, Roy, _Third World Film Making and the West_ , pp. 105-134. ![](redball.gif)Downing, <NAME>., _Film & Politics in the Third World_, pp. 145-166. April 8: Screening of "Pather Panchali" Required: ![](redball.gif) <NAME> al., _Film Theory and Criticism: Introductory Readings_ , pp. 38-47. ![](redball.gif) Ray, _Our Films, Their Films_ , pp. 30-37 and pp. 120 - 127 . April 10: Discussion of April 8 film.Focus on questions raised about societal values and self-image. Required: ![](redball.gif)Armes, Roy, _Third World Film Making and the West_ , pp. 231-242. April 15: Documentary and discussion. * * * VI. Southeast Asian Films April 17th: Overview of Southeast Asian film. Introduction to April 22 film. Required: ![](redball.gif)<NAME>, _The Asian Film Industry_ , pp. 149-225. April 22: Screening of "Kembang Kertas" [would not use again] April 24: Discussion of April 22 film.Focus on aesthetics and structure, gender constructions, social constructions, concepts of good and evil. Introduction to April 29 film. Required: ![](redball.gif)<NAME>, _Film Theory and Criticism: Introductory Readings_ , pp. 1-161. April 29: Screening of "Surname Viet, Given name Nam" Second Paper due. FINAL Back to the top * * * Back to Teaching Resources <file_sep>HISTORY OF ISLAMIC CIVILIZATION Office: FSK 2161 Fall 1999 Office Hours 12:30-1:30 PM Tue. Tue and Thu 11:00-12:15 in FSK 0103 Telephone, (202)333-0071 ****REQUIRED TEXTS: Available in the bookstore or on reserve at McKeldin library. <NAME>. WOMEN AND GENDER IN ISLAM: HISTORICAL ROOTS OF A MODERN DEBATE. [On Reserve] Denny, <NAME>. AN INTRODUCTION TO ISLAM. [Book Store] <NAME>. ISLAM: THE STRAIGHT PATH. [Book Store] <NAME>. HISTORY OF THE ARAB PEOPLES. [Book Store] <NAME>. THE OTTOMAN EMPIRE AND ISLAMIC TRADITION. [Book Store] <NAME>. HISTORY OF ISLAMIC SOCIETIES. [On Reserve] <NAME>. SLAVERY AND ABOLITION IN THE OTTOMAN MIDDLE EAST. [On Reserve] RECOMMENDED TEXTS: These books are available on reserve. <NAME>. MUHAMMAD. Translated by <NAME>; revised by <NAME>. Maalouf, Amin. LEO AFRICANUS. [A novel] Maalouf, Amin. THE CRUSADES THROUGH ARAB EYES. [A narrative] Musallam, Basim. SEX AND SOCIETY IN ISLAM. Said, Edward. Orientalism. [The first 31 pages] <NAME>. INTRODUCTION TO ISLAMIC CIVILIZATION. (Few films and a number of short articles may be added during the semester). _____________________________________________________________________ ****DESCRIPTION: This course is designed to introduce the students to the emergence and evolution of islamic civilization from the seventh century through the modern era. It covers a wide variety of topics that include, among others, the birth and the spread of the Islamic message, the rise and fall of Muslim Empires, religious and political institutions, Social and economic structures, scientific and cultural contributions of Muslim societies, and the position of women and religious minorities in society throughout Islamic history -- with particular emphasis on the Middle East. The last few weeks of the course will be focused on discussing the collision between the western world and the world of Islam in the modern period, the colonialist experience, and the rise of nationalism and the emergence of nation states in the Middle East. The students will be encouraged to think critically about all such issues and try to look at them in their proper historical contexts. _____________________________________________________________________ ****CLASS REQUIREMENTS AND GRADES 1) Attending all classes and participating in class discussions. (10%) 2) A quiz or an assignment. (20%) 3) A mid-term examination. (30%) 4) A final exam. (40%) (The instructor reserves the right to alter the syllabus and the grade distribution at any time during the semester.) NOTE: Standards of academic conduct are set forth in the University's Academic Integrity Code. You are obligated to become familiar with your rights and responsibilities as defined by the Code. Violations of the Code will not be tolerated. Violations include receiving inappropriate assistance on examinations or writing papers and plagiarism. Students with special needs must discuss with me the best possible means of accommodating these needs. _____________________________________________________________________ ASSIGNMENTS WEEK ____ 1 Introduction. [A] Studying other societies and cultures. [B] Muslim Apologists. The students are required to take notes in the class. Recommended: Said. Orientalism, PP. 1-33 WEEK ____ 2 The Middle East from pre-Islamic Arabia through the birth of Islam. [A] The social structures and political organization in pre-Islamic Arabia. [B] pre-Islamic religions. [C] Political and economic life in the context of the sixth century world system. Readings, __ <NAME>. PP. 1-56 WEEK ___ 3 The first Muslim political community. [A] The life of prophet Muhammad in Mecca. [B] The first Muslim political community in Medina. Readings __ <NAME>. PP. 59-82. Esposito, John. PP. 3-34 RECOMMENDED __ <NAME>. PP. 1-31. al-Hak<NAME>. WEEK ____4 The rightly-guided Caliphs, (Rashidun) [A] The first succession crisis. [B] Islamic conquests. [C] The second succession crisis. [D] The first Muslim civil wars and the end of the Rashidun. READINGS __ Denny, PP. 83-104. Esposito, PP. 34-69 RECOMMENDED __ Savory, PP. 31-53. WEEK ____ 5 The Umayyad Empire. [A] From Caliphs to Monarchs. [B] Power base and political legitimacy. C] Social structure and sources of revenues. [D] Continuing expansion of the world of Islam. [E] The status of non-Muslims and non-Arab Muslims in society. [F] Political and religious opposition. READINGS __ Denny, PP. 172-194. Esposito, PP. 69-114 Recommended __ Savory, PP. 46-60 WEEK ____ 6 The Abbasid Empire. [A] The abbasid revolution [B] Power base and legitimacy. [C] The economic foundations of the empire. [D] Islam as a universal message. [E] the co-optation of the religious elite. [F] the decentralizing forces within the empire and the rise of local dynasties. [G] the fall of the Abbasids. READINGS __ Denny, PP. 107-172. Lapidus, Ira. PP. 81-242 WEEK ____ 7 Religion and Politics. [A] Islamic sects. [B] Religious Sciences. READINGS __ The material is fully covered in the previous assignments. ** WEEKS ____ 8 and 9 Culture and society [A] The Muslim Suffi ways and Esoteric piety. [B] Islamic sciences and arts. [C] Women and the family. [D] Slavery in Islamic societies. [E] MIDTERM EXAM )THURSDAY, OCTOBER 28) READINGS __ Denny, PP. 219-317. Toledano, Ehud. first three chapters. RECOMMENDED __ <NAME>. PP. 39-123. Musallam, Entire book. Savory, PP. 61-125 WEEKS ____ 10 And 11 The rise of the ottoman and Safavid Empires. [A] The Middle East from the thirteenth to the fifteenth century. [B] The rise of the Ottomans. [C] the rise of the Safavids. [D] Ottoman expansion into Anatolia and Europe. [E] Ottoman expansion into the Arab parts of the Middle East. [F] Tensions and border conflicts between the Ottomans and the Safavids. [G] Social, political, and religious institutions in the two empires. READINGS __ Class Notes and other Assigned Articles. Plus Itzkowitz, PP. 3-109 WEEK ____ 12 European economic penetration and political hegemony over Middle Eastern societies. [A] The change in the balance of power between the Ottoman Empire and Europe. [B] European geo-political and economic interests in the Middle East. [C] The diplomacy of the Eastern Question. [D] Economic and political concessions. [E] The rise of rebellious Ottoman governors to power. [F] European military expansion into Ottoman territories. Readings __ Hourani, PP. 249-333. WEEK ____ 13 The british and the French colonialism in the Middle East. [A] French colonialism in North Africa and the Levant. [B] British colonialism in Egypt and the Arab East. [C] The partitioning of the Ottoman Empire after World War I. [D] The creation of artificial borders and new states. READINGS __ Hourani, PP. 333-373 WEEK ____ 14 The struggle for independence [A] The second World War and the waning power of the old Empires. [B] The emergence of new political elites. [C] Competing ideologies. [D] The creation of the state of Israel and the destruction of Palestine. [E] remarks on the Arab Israeli conflict. READINGS __ Hourani, PP. 373-434. WEEK ____ 15 AND 16 Discussion of current issues. [A Islamic resurgence. [B] Islam and democracy. READINGS __ Esposito, PP. 114-219. Denny, PP. 321-366 WEEK ____ 17 Final Exam, Fri. December 17 8:00-10:00 AM. <file_sep> RST 280 Semester Schedule, Fall 2000 This schedule is based upon an "as-needed" concept of learning which allows for flexibility and student input for the course. Thus, the schedule will be developed in sections or modules as the study progresses in order to best meet the needs of the learners, the learning process and to allow the professor to mentor the learners in the most significant directions and ways of learning. This method of learning is, therefore, l earner or student- centered, active, experiential, collaborative, interactive, creative and critically reflective/contemplative, and downright enjoyable. This schedule is organic and alive with possibilities. Assignments will be found listed here. _Please monitor that your email is working (empty your trash file regularly) and check your email regularly*._ * * Women & Religion: Academic Links Biographies of Famous Women Women in the Bible After the Death of God the Father Women as Clergy: Priests, Pastor, Minister, Rabbis The Liberation of Women: Religious Sources Catholic Perspectives on Women in Society & in the Church * * * Week 1: Introduction; Why study women & religion? 8/21 Ferguson 1-25; Cahill xv-xxiii, 4-8 Week 2: Ferguson 28-71; Cahill 9-11, 40-41, 50-51 8/28 Goddess Worship / Archeology of the Goddess / Goddess in Neolithic Europe [individual course withdrawal period: 8/28-10/27] Week 3: Ferguson 75-116; Cahill 59, 63, 68-7491-92 9/4 Jesus was a Feminist Week 4: Ferguson 120-153; Cahill 104-108, 113-115 9/11 Guest speaker (9/12): <NAME>, Instructor, Ashland CC, on Women in Philosophy & Religion Week 5: Ferguson 157-199; Cahill 122-127, 148-149, 168-171 9/18 Guest Speaker (9/19): Rev. <NAME>, Christian ministe r Women in Ancient Christianity / Roles for Women in the Early Church Week 6: Ferguson 199-242; Cahill 174-180, 192-200 9/25 _Group Project Guidelines_ (Essay & Presentation in week 10) Women in Hinduism Online guest (9/25-29): Dr. <NAME>, Buffalo State University, author of our book, _Women and Religion_ (Prentice Hall) Week 7: O'Halloran 1-94; Cahill 354-359 10/2 Women in Buddhism * No Class on 10/3 to work on Group Projects Guest Speaker (10/5): <NAME>, Quaker/Catholic & Hospital Chaplain Week 8: O'Halloran 97-207; Cahill 341-354, 377-379 10/9 Mid-semester Evaluations due to mentor's email 10/11-12 * No class on 10/12 to work on collaborative project Week 9: O'Halloran 207-311; Cahill 221-222, 231-236 10/16 Class Guests (10/17): Dr. <NAME> & Mrs. Nohad Dalati On-line guests (10/16-20): Dr. <NAME>, University of New England, Australia, author of Women and Religion (Oxford U. Press), and her students/ See the overview of her course on "Women and Religion" Week 10: Young 1-39; Cahill 324-328 / Women in Judaism 10/23 Group Project Essays due on class list 10/24-26 [last day to drop an individual course: 10/27] Week 11: Group Presentations 10/31 & 11/2 10/30 I ndividual essays evaluating the collaborative process of the Group Project to be sent to the mentor's email 11/2-3 Week 12: Young 41-93; Cahill 254-257, 262-264 11/6 Class Guest (11/7): Sr. Shreve, St. <NAME> Catholic Church, Hungtington, WV Women's Ordination / Catholic Devotion to Mary On-line guest (11/6-9): Rev. <NAME>, SM, Marian Library/International Marian Research Institute, University of Dayton Final, Individual Essay Guidelines Week 13: Young 95-125; Cahill 329-341 11/13 Women in Islam * * * Thanksgiving Break 11/20-26 ![](runner.gif) * * * Week 14: **** Young 403-435; Cahill 274-287, 307-315 11/27 Course Journal is due 11/28 Week 15: Young 225-231, 244-253 Final Essay is due to the mentor's email address by noon, December 7, 2000 * * * The Final Essay is due to the mentor's email by noon, December 7th. Also due at the same time as the final essay, is the Self-reflective, self-evaluation essay ** on the learning process in this course of study. The Final Essay and the Self-reflection Essay are to be submitted together in a single email. Thank you. RST 280 Syllabus \| Resources \| Courses \| RST Home \| Altany Home <file_sep>## U.S. FOREIGN POLICY: DECISION MAKING AND THE THIRD WORLD Course Description and Syllabus ### Spring 1997 Political Studies 130 \| OFFICE HOURS ---\|--- Tuesday and Thursday 2:45-4:00 \| Mon: 10:00-11:00 Professor <NAME> \| Tues: 11:00-12:00 Office: A207 \| Wed: 10:00-11:00 Telephone: 73177 \| Thur: 1:45-2:40 T his course is designed to examine U.S. foreign policy toward the Third World using a number of analytic models and theories of decision making including the rational actor approach, bureaucratic politics approach, autonomous state theories, domestic politics theories, imperialist state models, cognitive modeling, social-psychological models, and group and individual dynamic models. These approaches are applied to a series of Third World case studies in different administrations, different regions of the world, and in different historical eras, although the overwhelming emphasis is on post-World War II cases. The cases are drawn from crisis situations as well as routine decision making. Through these case studies the student not only will become familiar with the critical events in U.S. foreign policy that have influenced the way in which decision making has developed in the U.S. foreign policy establishment, but also the student will develop analytic frameworks that can be applied to other nations' foreign policy making. Towards the end of the semester we will also pay attention to the aftermath of U.S. policy decisions in the target countries. ### COURSE REQUIREMENTS G rades will be assigned on the basis of the following criteria: 1) On January 27 you will each submit a statement of your goals for the course. This statement should be as specific and detailed as possible. Plan your method for meeting the responsibilities of this course, set weekly goals and time schedules, or whatever will help you to think about why you are taking this particular course and how it fits your over-all learning goals. Then, on the last day of class you will turn in a self-evaluation in which you will analyze how well you met your goals, how your goals changed, and what unforeseen goals emerged. You will then assign yourself an over-all grade based on your performance in this course. Your self-evaluation will constitute ten percent of the final grade. 2) On April 30 peer evaluations are due. Each student will turn in via email an evaluation of each of the other students in the class. At the beginning of each evaluation type the name of the student being evaluated, followed by a letter grade (e.g., A, A-, AB, B+, B, B-, BC, etc.). Clearly separate each evaluation as the evaluations will be distributed to the individual being evaluated. The evaluators will remain anonymous. The grade given should reflect your evaluation of the student's contribution to your OWN education. That is, how thought provoking, helpful, and informative has the student in question been in your own attempts to understand our subject. Below the student's name and the letter grade assigned type as thorough and thoughtful an analysis as possible of the basis for your evaluation, emphasizing strengths, weaknesses and suggestions for improvements. Included in the evaluation is your judgment of the student's performance in the student presentations scheduled for the last weeks of class. The evaluation will represent ten percent of the final grade. 3) A twelve page (maximum) research paper dealing with any U.S. foreign policy decision dealing with the Third World. In the paper you must apply at least two different analytic models to the problem you discuss. You must consult with me early and often on your choice of topics for the research paper and keep me up to date on your progress. You should be working on the paper from now until it is due on March 12. This paper will constitute thirty percent of your grade. 4) A twelve page (maximum) research paper comparing U.S. policy toward two countries, neither of which can be the same as the country discussed in the first paper. The focus of the paper should be a particular aspect of U.S. policy such as trade policy, military intervention, economic sanctions, development aid, and so forth. The paper is due May 5 and will constitute thirty percent of your final grade. 5) During the last few weeks of class, the Tuesday sessions will be devoted to student presentations. Groups will be formed according to the countries chosen for your final paper. Each group will present a critique of U.S. policy in the region. The presentations should not be based on individual papers, but in contributing to the group project students can draw on the research done for the papers. In short, this should not be a series of presentations based on individual countries, but a regional analysis of U.S. policy. 6) In lieu of a final exam, you will each write a critical review integrating the material from assigned readings into an overall assessment of of U.S. foreign policy. The critical review will constitute twenty percent of your final grade. ### GRADING WEIGHTS Self evaluation: 10 percent Peer evaluation 10 percent First research paper: 30 percent Second research paper: 30 percent Critical review: 20 percent ### REQUIRED TEXTS <NAME>. _Essence of Decision_ <NAME>. _The Power Elite and the State_ <NAME>. _Venezuela and the United States_ <NAME>. _Groupthink_ Issue 90 _Latin American Perspectives_ LaFeber, W. _Inevitable Revolution_ Tan, Q. _The Making of U.S. China Policy_ A ll the above are also available in the library if you want to avoid the cost of purchasing personal copies. ### Useful Internet bLinks C-Span on Cuban Missile Crisis ## SYLLABUS A ll readings must be completed by the date on the syllabus. It should take you less than three hours of reading for each class session. All assignments not included in the required texts are on reserve at Honnold and Mead libraries. Jan 20: Orientation Jan 22: Sylvan and Chan, _Foreign Policy Decision Making_ , "An Overview", pp.1-13. Ikenberry, and Lake, "Introduction: Approaches to Explaining American Foreign Economic Policy", _International Organization_ , 42, pp. 1-14. Janis, I, _Groupthink_ , pp. 1-13. <NAME>., _The Power Elite and the State_ , pp. 1-28. Jan 27: <NAME>., _The Essence of Decision_ , pp. 1-38. Sylvan, and Chan, _Foreign Policy Decision Making_ , pp. 25-45, 53-77. Jan 29: <NAME>., _The Essence of Decision_ , pp. 39-117. Feb 3: <NAME>., _The Essence of Decision_ , pp. 117-200. Feb 5: <NAME>., _The Essence of Decision_ , pp. 200-277. Feb 10: <NAME>., _The Power Elite and the State_ , pp. 107-187. Feb 12: <NAME>., _The Power Elite and the State_ , pp. 205-224. <NAME>, _Groupthink_ , pp. 97-130, 159-172. Feb 17: <NAME>, _Groupthink_ , pp. 14-70, 132-158. Feb 19: <NAME>, _Groupthink_ , pp. 174-197, 242-276. Feb 24: Tan Qingshan, _The Making of U.S. China Policy_ , pp. 1-6, 9-21, 25-49, 57-80. Feb 26: Tan Qingshan, _The Making of U.S. China Policy_ , pp. 87-107, 115-136, 143-159. Mar 3: <NAME>., _Inevitable Revolution_ , pp. 5-85. Mar 5: <NAME>., _Venezuela and the United States_ , pp. 1-62. Mar 10: <NAME>., _Venezuela and the United States_ , pp. 63-143. Mar 12: <NAME>., _Inevitable Revolution_ , pp. 87-145. Mar 24: <NAME>., _Venezuela and the United States_ , pp. 144-227. Mar 26: <NAME>., _Inevitable Revolution_ , pp. 147-196. Mar 31: <NAME>., _Inevitable Revolution_ , pp.197-270. Apr 2: <NAME>., _Inevitable Revolution_ , pp. 271-323. Apr 7: <NAME>., _Inevitable Revolution_ , pp. 325-368 Apr 9: '<NAME>., _Groupthink In Government_ , pp. 181-192, 195-206, 209-269. Apr 14: _Latin American Perspectives_ , Volume 23, Number 3, pp. 3-73. Apr 16: _Latin American Perspectives_ , Volume 23, Number 3, pp. 74-158. Apr 21: <NAME>. "Left Parties in Regional Power", _NACLA_ , Vol. XXIX, No. 1, pp. 37-42. <NAME>., "<NAME>: Venezuela's Explosive Penitentiary Crisis", _NACLA_ , Vol. XXX, No. 2, pp. 37-42. Apr 23: Doyle, K., "The Art of the Coup", _NACLA_ , Vol. XXXI, No. 2, pp. 34-39. <NAME>., "To End With All These Evils", _Latin American Perspectives_ , Vol. 24, No.2, pp. 7-34. Holiday, D., "Guatemala's Long Road to Peace", _Current History_ , February 1997, pp. 68-74. <NAME>., "The Struggle for Maya Unity", _NACLA_ , Vol. XXIX, No. 5., pp. 33-35. <NAME>., "The Peace Accords: An End and a Beginning", _NACLA_ , Vol. XXX, No. 6, pp. 6-10. Apr 28: <NAME>., "Renovation and Orthodoxy", _Latin American Perspectives_ , Volume 24, No. 2, pp. 102-116. <NAME>., "After the Revolution: Neoliberal Policy and Gender in Nicaragua", _Latin American Perspectives_ , Volume 23, No. 1, pp. 27-48. <NAME>., "The Disruptions of Adjustment: Women in Nicaragua", _Latin American Perspectives_ , Volume 23 No. 1, pp. 49-66. <NAME>., "Work, a Roof, and Bread for the Poor", _Latin American Perspectives_ , Volume 24, No.2, pp. 80-101. <NAME>. and <NAME>., "Nicaragua: Beyond the Revolution", _Current Hisotry_ , February 1997, pp. 75-80. Apr 30: <NAME>., "Grassroots Development in Conflict Zones of Northeastern El Salvador", _Latin American Perspectives_ , Volume 24, No. 2, pp. 56-79. <NAME>., "Constructing Democracy in El Salvador", _Current History_ , February 1997, pp. 61-67. <NAME>., "FMLN Mayors in 15 Towns", _NACLA_ , Vol. XXIX, No. 1, pp. 33-36. May 5: <NAME>., "Doubting Democracy in Honduras", _Current History_ , February 1997, pp. 81-86. May 7: <NAME>., "Privatizing War in Sierra Leone", _Current History_ February 1997, pp. 227-230. <file_sep>![General Information](/images/linkbar_general_information.gif) ![Academics](/images/linkbar_academics.gif) ![Admission](/images/linkbar_admission.gif) ![Facilities](/images/linkbar_facilities.gif) ![People](/images/linkbar_people.gif) ![Research](/images/linkbar_research.gif) ![Search](/images/linkbar_search.gif) \| ![College of Engineering](/images/ngbldg-small.gif) ---\|--- ![](/images/fit-cs_background.gif) # Department of Computer Sciences [Students Assistantships] November 7, 2000** ## Contents * Contents * Policies for Awards * Academic Requirements * Language Requirements * The GSA Seminar * Level of Commitment * Academic Standing * Computer Science Help Desk and Office Hours * University Policy on Graduate Assistantships * Assistantship Descriptions * Lab Facilitator * Grader * Systems Administrator * Lab Teaching Assistant * Teaching Assistant * Application Procedures * Forms and Other Documents * Due Dates * Submitting An Application * Informational Items * Contracts * Keys and Mailboxes * Textbooks and Course Material * Xeroxing Policy * Class Lists and Grade Sheets * Archiving Course Material * Honor Policy * Computer Accounts and Access * When Problems Arise * Extracurricular Activity * Application Form Assistantships recognize promising students and are awarded based on academic merit and potential. Full assistantship carries tuition remission and a stipend for living expenses. Students awarded with assistantships are required to perform duties: teaching classes, supervising labs, grading, and system administration. This document details the qualifications, duties, and application procedures for these assistantships. In addition, research assistantships are available through individual Computer Science faculty. Research assistantships are not described in this document and students should contact faculty members directly to learn of the availability of research assistantships. The Computer Sciences Department awards assistantships to full-time undergraduates and graduates in our program. Undergraduates are awarded assistantships as lab facilitators, graders, systems administrators, and #.#> Graduate students are awarded assistantships in the above categories, but may also be assigned responsibility to teach classes. Award decisions for each new academic year (Fall term) are made in May of each year. Some assistantships may still be available after May due to unforeseen changes in the plans of students. Some assistantships become open in January (Spring term) of each year. Only a few students are supported by assistantships during the Summer term. # Policies for Awards ## Academic Requirements All Assistants must have at completed a data structures and algorithms class (comparable to CSE 2010 at the undergraduate level or CSE 5100 at the graduate level). Graduates students who have taken graduate courses must have a GPA of 3.5 or higher. Undergraduates must have at least a 3.0 GPA. The Southern Association of Colleges and Schools (SACS) requires that graduate students who have primary responsibility for teaching a course have at least 18 hours of graduate level courses in computer science. Specific requirements for assistantships are given in Assistantship Descriptions below. ## Language Requirements Students whose first language is not English must score 600 or higher on the Test of English as a Foreign Language (TOEFL) and 45 or higher on the Test of Spoken English (TSE). Official test scores must be submitted to the University's office of Graduate Admissions. ## The GSA Seminar The Dean of the Graduate School requires that all students who teach attend series of seminars held during the week two weeks prior to the start of school in the Fall. Students who do not attend this seminar can not be assigned to teach classes or laboratories. The sessions of the Instructional Development Seminar posted at the following site: http://www.lib.fit.edu/workshops/seminar.cfm. The seminar is required for students who hope to become Teaching Assistants, but it does not guarantee that a a student will be offered an assistantship. ## Level of Commitment A full-time student assistant is assigned twenty (20) hours of duties per week, for nineteen (19) weeks each semester. These 19 weeks include 2 weeks prior to the start of classes. Student assistants must be available these preliminary weeks to prepare for the classes they will teach or to maintain and improve computer systems and laboratories. The normal load for a full-time student assistant is 2 classes or laboratories, or administration of one type of computer system. Student who are assigned classes to teach must prepare a class syllabus, homework and programming projects, quizzes and examinations. ## Academic Standing Continuation of the award depends on successful academic performance and progress toward the student's degree. Graduate assistants are expected to maintain a 3.5 GPA and undergraduate assistants are expected to maintain a 3.0 GPA. Assistants are expected to only earn grades of B or better. ## Computer Science Help Desk and Office Hours Teaching assistants are required to staff the Computer Science Help Desk at least 2 hours per week. Teaching assistants, those that have full responsibility for one or more classes or one or more computer laboratories are required to have at least 2 office hours per week for every class/lab they teach. ## University Policy on Graduate Assistantships Graduate applicants should read the Graduate Assistantships section of the University catalog for additional policies on student assistants. # Assistantship Descriptions Computer Sciences awards assistantships to students to help the department in various ways. Brief descriptions of these duties and minimal requirements are given below. ## Lab Facilitator Lab facilitators are upper-class undergraduates who have proven themselves as good students in freshman/sophomore computer science courses, in particular, as programmers. Lab facilitators assist the instructor of the course and the lab teaching assistant by helping students in computer laboratories with problems they may encounter. Lab facilitators receive a stipend. They are _not_ required to attend the GSA Seminar, submit TOEFL or TSE scores, maintain office hours, or staff the Computer Science Help Desk (although they are encourage to perform this last service). ## Grader Graders help instructors by grading homework, programs, quizzes and exams. Graders must have passed, with high marks, the course (or a comparable course) for which they will grade Graders receive a stipend. They are _not_ required to attend the GSA Seminar, submit TOEFL or TSE scores, maintain office hours, or staff the Computer Science Help Desk (although they are encourage to perform this last service). ## Systems Administrator Systems administrators maintain the department's computer systems. This includes laboratories, and faculty and staff computers and peripherals. The program supports Windows 98, Windows NT, Sun Solaris, Silicon Graphics Irix, and IBM Aix computers. Previous knowledge of these operating systems is not required, but is helpful. They are _not_ required to attend the GSA Seminar, submit TOEFL or TSE scores, maintain office hours, or staff the Computer Science Help Desk (although they are encourage to perform this last service). ## Lab Teaching Assistant Lab teaching assistants help an instructor to prepare, deliver, and grade programming assignments. Most lab teaching assistants are graduate students, but rising undergraduates who plan to attend graduate school may also be awarded lab teaching assistantships. Lab teaching assistants never have primary responsibility for teaching a course. Lab teaching assistants _are_ required to attend the GSA Seminar, submit TOEFL and TSE scores, maintain office hours, and staff the Computer Science Help Desk. Knowledge of the programming language being used by the class is normally assumed. Computer Sciences teaches laboratory classes in Ada, C/C++, Java, FORTRANand other programming languages. Depending on enrollment and lab duration, full-time lab teaching assistants are assigned to 2 or 3 laboratories. Classes with lab teaching assistants include: * Fundamentals of Software Development 1 (Java) * Fundamentals of Software Development 2 (Java) * Algorithms and Data Structures (Java) * Introduction to Software Development with C++ * Advanced to Software Development with C++ ## Teaching Assistant Teaching assistants have primary responsibility for teaching and grading courses. They _are_ required to attend the GSA Seminar, submit TOEFL and TSE scores, maintain office hours, staff the Computer Science Help Desk, and have at least 18 graduate-level credits in computer science. Full-time teaching assistants are assigned 2 classes. Classes assigned to teaching assistants include. * Introduction to Computer Applications * Introduction to Software Development with FORTRAN * Introduction to Programming (restricted to Ph.D. level assistants) * Assembly Language and Computer Organization (restricted to Ph.D. level assistants) # Application Procedures To apply for an assistantship, students must supply the department with information to support their application. ## Forms and Other Documents ### Application Form The appendix contains an application form which must be completed and returned to the Department of Computer Sciences before students will be considered for an assistantship. ### Transcripts All assistantship applicants must provide the department with official transcripts from all universities they have attended. ### Resume All assistantship applicants must provide the department with a resume that describes their experience and goals. ### Recommendation Letters At least two (2) recommendation letters must be submitted to the department. These letters must be from persons familiar with the applicants academic or computer skills. ## Due Dates All application information (application form, transcripts, resume, recommendation letters) needed by the department to review applicants for an assistantship must be submitted by February 15 for students seeking awards for the Fall term, or by September 15 for students seeking an award for the Spring term. ## Submitting An Application All application information (application form, transcripts, resume, recommendation letters) should be delivered to the department at address: > Department of Computer Sciences > Florida Institute of Technology > 150 W. University Boulevard > Melbourne, Florida 32901-6975 Applicants may submit the application form electronically at through the form available through the URL for this document http://www.cs.fit.edu/~wds/guides/gsa/gsa.html Resumes and letters of recommendation may be send via electronic mail to <EMAIL>. # Informational Items ## Contracts Once a student has been notified that they have been selected for an assistantship they must meet with the Computer Science secretary to provide information needed to complete a contract letter. ## Keys and Mailboxes Once a student has been hired as an assistant, they should arrange, through the Student Office secretary, to obtain building, office and laboratory keys, and a mailbox. ## Textbooks and Course Material Students who are assigned to teach a class or laboratory must see the Computer Science secretary to obtain a copy of the textbook and other supplemental materials. ## Xeroxing Policy Student may use the department's copying machine for small copy jobs (less that 25 sheets), but for larger ones they must submit material to be copied to the University Copy Center. Copy request forms are available in the student office, copy center and their Web site http://copynet.fit.edu. ## Class Lists and Grade Sheets Several times during a term class lists will be distributed. Some of these are for your information only, but others require to you document attendance or grades. Class list and grade sheets that fall into this category must be promptly returned to the Computer Science secretary before the deadline. ## Archiving Course Material The Computer Sciences department must maintain records to document our instruction of students. Student assistants must help in this effort. The following material must be submitted to the Computer Science secretary. * Class syllabus, office hours, and a schedule of Help Desk hours must be submitted before the end of the first week of classes. * Samples of graded exams, homework, programming projects must be submitted for inclusion in course notebooks. An example of excellent, average, and poor work should be submitted. * At the end of each term a copy of the grade book used in determining student grades must be submitted to the Computer Science secretary. New teaching assistants should review this archival material to help them prepared for their responsibilities. ## Honor Policy The Computer Sciences department has an honor policy that governs the use of computers and academic honestly. The honor policy must be distributed to students in your class at the beginning of each term. ## Computer Accounts and Access Know how to request a computer account on any and all computers your students may use. Also know how to obtain after-hours access to computer laboratories. Inform your students of these processes. ## When Problems Arise Whenever you have a concern immediately inform your faculty coordinator and the program chair. Always look to them for support in making tough decisions or when you are uncertain about something. Report all computer (hardware and software) problems to the systems administrator in charge. Follow-up to see that any problem is corrected and see the program chair if the problem is not resolved. ## Extracurricular Activity Become involved in faculty research, student organizations (for example, the ACM and the UPE) and short courses offered for the University community. # Application Form Students who want to be considered for financial aid must complete and return the attached form. This document is available on the World-Wide Web at URL: http://www.cs.fit.edu/wds/guides/gsa/gsa.html and in the Department of Computer Sciences Office (room 246 of the Olin Engineering Complex). Florida Institute of Technology Department of Computer Sciences 150 West University Boulevard, Melbourne, FL 32901-6988 Tel. (321) 674-8763, Fax (321) 674-7046, E-mail: <EMAIL> * * * (C) 2000 Florida Tech, this server is currently maintained by the Department of Computer Sciences. Please send your questions, comments and suggestions to <EMAIL>. * * * _<NAME>_ _2000-11-07_ <file_sep>### <NAME> Department of English PO BOX 6296 West Virginia University Morgantown, WV 26506-6296 304-293-3107 x417 _<EMAIL>_ * * * ### Education Ph.D., English, University of Minnesota, 1988\. M.A., English, University of Minnesota, 1986. B.A., _summa cum laude_ , English, University of Minnesota, 1982. * * * ### Employment Associate Professor, Department of English, West Virginia University, 1996-present; Assistant 1990-96. Lecturer, Department of English, George Mason University, 1988- 1990. Instructor, Department of English, University of Minnesota, 1985, 1987. Instructor, Program in Composition, University of Minnesota, 1983-1987. Teaching Assistant, Department of English, University of Minnesota, 1982-83. * * * ### Publications #### Book _Traces of War: Poetry, Photography, and the Crisis of the Union_. Baltimore and London: Johns Hopkins University Press, 1990. #### Articles "Economy, Ecology, and _Utopia_ in Early Colonial Promotional Literature." _American Literature_ 71 (September 1999): 399-427. "Photography and the Museum of Rome in Hawthorne's _The Marble Faun_." In _Photo-Textualities: Reading Photographs and Literature_. <NAME>. Newark: University of Delaware Press, 1996. 25-42. "Ghost Dance? Photography, Agency, and Authenticity in _Lame Deer, Seeker of Visions_." _Modern Fiction Studies_ 40 (1994): 493-508. "American Pastoralism and the Marketplace: Eighteenth-Century Ideologies of Farming." _Early American Literature_ 29 (1994): 59-80. "Masculinity and Self-Performance in the _Life of Black Hawk_." _American Literature_ 65 (1993): 475-99. Rpt. in _Subjects and Citizens: Nation, Race, and Gender from_ Oroonoko _to Anita Hill_. Eds. <NAME> and <NAME> and London: Duke University Press: 1995. 219-43. "Pastoral Landscape with Indians: <NAME> and the Political Unconscious of the American Pastoral." _Prospects_ 18 (1993): 1-27. <NAME> and <NAME>. "Violence and the Body Politic in Seventeenth-Century New England." _Arizona Quarterly_ 48.2 (Summer 1992): 1-32. "Gender, Genre, and Subjectivity in Anne Bradstreet's Early Elegies." _Early American Literature_ 23 (1988): 152-74. #### Reviews and other items in print Rev. of _Reading the Earth: New Directions in the Study of Literature and the Environment_ , eds. Michael Branch et al. _American Literature_ 72 (March 2000): 219-20. Rev. of _Authorizing Experience: Refigurations of the Body Politic in Seventeenth-Century New England Writing_ , by <NAME>. _Early American Literature_ 35 (Winter 2000): 92-95. Contribution to Forum on "Literatures of the Environment." _PMLA_ 114 (October 1999): 1103. "<NAME>." _American Travel Writers, 1776-1850_. Eds. <NAME> and <NAME>. _Dictionary of Literary Biography_ , vol.183. Detroit, Washington DC, and London: Bruccoli Clark Layman-Gale Research, 1997. 68-72. Rev. of _Mediation in Contemporary Native American Fiction_ , by James Ruppert. _Modern Fiction Studies_ 42 (1996): 856-58. Rev. of _High Lonesome: The American Culture of Country Music_ , by <NAME>. _Modern Fiction Studies_ 41 (1995): 405-07. Rev. of _Bodies and Machines_ , by <NAME>. _Modern Fiction Studies_ 40 (1994): 914-15. Rev. of _Where My Heart is Turning Ever: Civil War Stories and Constitutional Reform, 1861-1876_ , by <NAME>. _College Literature_ 21 (1994): 174-76. Rev. of _Image and Word: The Interaction of Twentieth-Century Photographs and Texts_ , by <NAME>, and _In Visible Light: Photography and the American Writer, 1840-1940_ , by <NAME>. _Resources for American Literary Study_ 18 (1992): 275-79. * * * ### Conference Papers "The Cherokee Phoenix, the National Intelligencer, and the Logic of Property." Midwest Modern Language Association. Minneapolis. 11/6/99. "The Indian in the Garden: Cherokee Removal and the Pastoral Ideal." American Literature Association. Baltimore, 5/28/98. "Economy and Entropy in Hakluyt's 'Discourse of Western Planting.'" Society of Early Americanists. Charleston, SC, 3/99. "'Waste People,' 'Waste Countries': Colonization Plans and Early American Environments." Modern Language Association. San Franciso, 12/98. "Cherokee Improvements: Agrarian Identity and the Removal Debates." MELUS. Washington, DC, 4/25/98. "Teaching the Cultures of Early America: Native American Cultures." American Literature Association. Baltimore, 5/23/97. "Wonder-Working Providence of the Market? <NAME>, and the Secularization of Agrarian Theory." Modern Language Association. Washington, DC, 12/27/96. "Pastoral and Class in Frontier Michigan: <NAME>'s _A New Home, Who'll Follow?_ " "Con<NAME>'s Nineteenth Century," Woolson Society. Mackinac, MI, 10/4/96 "Agriculture and Historiography in Seventeenth-Century New England." "Early Modern Culture, 1450-1850," Group for Early Modern Cultural Studies. Dallas, 10/7/95. "Photography and Agency in _Lame Deer, Seeker of Visions_." Midwest Modern Language Association. Chicago, 11/12/94. "Masculinity, Performance, and Representation: The Gendering of Black Hawk." Modern Language Association. New York, 12/29/92. "Pastoral Landscape with Indians: George Copway's New World Vision." Midwest Modern Language Association. Chicago, 11/14/91. "Hawthorne in the Museum of Rome." Midwest Modern Language Association. Kansas City, 11/3/90. "The Annihilation of Surprise: Tourism, Photography, and the Reception of Hawthorne's _The Marble Faun_." "Crossing the Disciplines: Cultural Studies in the 1990s," Oklahoma Project for Discourse and Theory and Semiotic Society of America. Norman, 10/19/90. "The Body Politic and the War between Spirit and Flesh: Representations of Violence in Seventeenth-Century New England." Northeast Modern Language Association. Wilmington, 4/1/89. * * * ### Teaching #### Undergraduate Courses at WVU * Survey of American Literature I, beginnings-1865 * Survey of American Literature II, 1865-present * Survey of Native American Literature * American Fiction * Short Story and Novel * Business English * Scientific and Technical Writing * English Composition II #### Graduate Courses at WVU * Seminars in American Studies: * "Nature's Nation": Early American Environmental Literature (Society of Early Americanists Syllabus Exchange) * Critical Approaches to Native American Literature * Native American Literary History * Fiction and Cultural Poetics in Antebellum America * American Literature, beginnings-1865 (Society of Early Americanists Syllabus Exchange) * Selected Authors: <NAME> * Introduction to Literary Research * Literary Criticism and Theory * * * Administration Associate Chair, Department of English, 2000-present Ph.D. Program Supervisor, Department of English, 1996-2000 * * * ### Service to Professional Organizations #### Editorial Boards _American Literature_ , 1996-98. _Interdisciplinary Studies in Literature and Environment_ , 1994-present. #### Organizations/Conferences Chair and Respondent, "Writing the American Civil War," Modern Language Association, 1996. Chair and Respondent, "Americanizing Native Americans," American Studies Association, 1995. Chair, Native American Literature Section, Midwest Modern Language Association, 1993\. Respondent, American Literature I Section, Midwest Modern Language Association, 1993\. Secretary, Native American Literature Section, Midwest Modern Language Association, 1992. Respondent, Native American Literature Section, Midwest Modern Language Association, 1991. * * * Return to<NAME>'s home page <file_sep>## WOMEN, GENDER AND SEXUALITY IN U.S. HISTORY HIST 442, Spring 2001 Section 800, Thursday, 3-5:30 p.m., 229 Dumbach <NAME>, Associate Professor of American History (773) 508-2232 <EMAIL> Office hours: Thurs, 8:00 a.m.-noon, 511 Crown. * * * This course examines the most recent and provocative works in the history of family life, sexual behaviors and gender studies in the United States from the colonial period to the present. The primary emphasis concerns the impact of social and political change on gender roles and sexual behavior. Particular attention is paid to changing standards of sexual morality and their effect upon the structure and organization of the American family and physical intimacy over the past three and one half centuries. As American institutions and demographics changed, so did gender roles, ideological standards of morality, and the boundaries of sexual behavior. This course seeks to discover and define these changes and thereby better comprehend the ongoing transformation of gender and sexuality in the United States. The course is chronologically structured and interwoven with topical themes, beginning with the colonial period and ending with contemporary America. The more important topics include theories of sexual and gender behavior, cultural constructions of gender roles, the evolution of birth control and abortion, the role of medicine and politics in defining appropriate norms and forms of sexuality, alternative communities defined by sexual behavior, and so-called "deviant" forms of sexuality. The course requirements include one 20- to 25-page typewritten essay (50%), an oral report (25%) and class participation (25%). Essay guidelines can be found at the end of this syllabus. A primary responsibility of students is to complete the weekly reading before the date of the scheduled class and contribute their thoughtful, reflective opinions in class discussion. The readings can be interpreted in a variety of ways and students should formulate some initial positions and questions to offer in the class discussion. For every article or book, students should be prepared to answer all of the questions found in the "Critical Reading" section of the syllabus below. All required readings may be purchased at Barnes & Noble Bookstore in the Granada Center on Sheridan Road. Students do not have to buy any of the books since each one has been placed on reserve at Cudahy Library. Students who are disabled or impaired should meet with the professor within the first two weeks of the semester to discuss the need for any special arrangements. * * * CLASS MEETING DATES AND ASSIGNMENTS 18 January: Introduction 25 January: <NAME>, _At Odds: Women and the Family in America from the Revolution to the Present_ (New York: Oxford University Press, 1980). 1 February: <NAME> and <NAME>, _Intimate Matters: A History of Sexuality in the United States_ 2nd edition (Chicago: University of Chicago Press, 1997). 8 February: Preliminary bibliographies due. <NAME>, _When Jesus Came, the Corn Mothers Went Away: Marriage, Sexuality, and Power in New Mexico, 1500-1846_ (Stanford: Stanford University Press, 1991). 15 February: <NAME>, _The Feminization of American Culture_ (New York: Doubleday, 1977). <NAME>, _Beneath the American Renaissance: The Subversive Imagination in the Age of Emerson and Melville_ (New York: Knopf, 1988). 22 February: <NAME>, _City of Eros: New York City, Prostitution, and the Commercialization of Sex, 1790-1920_ (New York: W.<NAME>, 1992). <NAME>, "Prostitutes in History: From Parables of Pornography to Metaphors of Modernity," _American Historical Review_ , 104 (Feb. 1999), 117-41. 1 March: <NAME>, _The Murder of Helen Jewett_ (New York: Knopf, 1998). 8 March: SPRING BREAK NO CLASS 15 March: <NAME>, _Gay New York: Gender, Urban Culture, and the Making of the Gay Male World_ (New York: Basic Books, 1994). 22 March: <NAME>, _White Women, Black Men: Illicit Sex in the Nineteenth-Century South_ (New Haven: Yale University Press, 1997). First draft of essay due. 29 March: <NAME>, _Gendered Strife and Confusion: The Political Culture of Reconstruction_ (Urbana: University of Illinois Press, 1997). <NAME>, _Gender and Jim Crow: Women and the Politics of White Supremacy in North Carolina, 1896-1920_ (Chapel Hill: University of North Carolina Press, 1996) 5 April: <NAME>, _Beyond Separate Spheres: Intellectual Roots of Modern Feminism_ (New Haven: Yale University Press, 1982). 12 April: <NAME>, _Homeward Bound: American Families in the Cold War Era_ (New York: Basic Books, 1988). <NAME>, _Hope in a Jar: The Making of America's Beauty Culture_ (New York: Owl Books, 1998). Also 19 April. (rain date 26 April) - THE MIDNIGHT BIKERIDE - American History in Chicago. 19 April: <NAME>, _Intercourse_ (New York: Free Press, 1987). Also 19 April. (rain date 26 April) - THE MIDNIGHT BIKERIDE - American History in Chicago. TUESDAY, 24 APRIL 2001, 1 p.m. - FINAL DRAFT OF ESSAY DUE ### DISCUSSIONS AND CRITICAL READING Discussion and class participation is an important part of student evaluation (25 percent). Incisive, imaginative and thoughtful comments that generate and facilitate discussion are weighed heavily in final grades. Asking questions, responding to student questions and contributing to an ongoing discussion are a necessary part of the learning experience. Failure to speak in class only lowers a student's final grade. Discussions take place in every class period, each worth 2 "points." Students will receive 0 points for nonparticipation, 1 point for minimal participation, and 2 points for active participation. Students who raise questions that generate discussion will earn extra points. The best ways to prepare for and contribute to class discussion are: 1) complete the reading on time, and 2) critically analyze the reading. The primary goal of critical reading is to find the author's interpretation and what evidence and influences led to that conclusion. Never assume a "passive" position when reading a text. If students ask and attempt to answer the following questions, they will more fully comprehend and understand any reading. 1\. What is the thesis of the author? 2\. Does the author have a particular stated or unstated point of view? How does the author construct their argument? Are the author's goals, viewpoints, or agendas revealed in the introduction or preface? Does the author provide evidence to support the argument? Is it the right evidence? In the final analysis, do you think the author proves the argument or does the author rely on preconceived views or personal ideology? Why do you think that? 3\. Does the author have a moral or political posture? Is it made explicit or implicit in the way the story is told? What is the author's view of human nature? Does change come from human agency and "free will" or broad socio- economic forces? 4\. What assumptions does the author hold about society? Does the author see society as hierarchical, pluralistic, democratic or elitist? Does the author present convincing evidence to support this view? 5\. How is the narrative constructed or organized? Does the author present the story from the viewpoint of a certain character or group? Why does the author begin and end at certain points? Is the story one of progress or decline? Why does the author write this way? 6\. What issues and events does the author _ignore_? Why? Can you think of alternative interpretations or stories that might present a different interpretation? Why does the author ignore certain events or facts? ### ORAL REPORTS The oral report constitutes 25 percent of the final grade. The purpose of the assignment is to facilitate and broaden class discussion by introducing various critiques of the readings. Each week, one student will be responsible for identifying, reading, analyzing, synthesizing and summarizing as many reviews and critiques of that week's reading(s) as possible. For the report, students should locate reviews in at least the following publications: _American Historical Review_ , _Journal of American History_ , _Feminist Studies_ , _Journal of the History of Sexuality_ , _Journal of Social History_ , _Journal of Interdisciplinary History_ , _Journal of American Studies_ , _The Historian_ , _Gender and History_ , _Journal of Women's History_ , _Reviews in American History_ , _Social Science History_ , and _Journal of Family History_. Some books will require searching for reviews in more specialized journals, such as _Journal of Southern History_ , _Journal of Negro History_ , _William and Mary Quarterly_ , _Journal of Urban History_ , and other regionally- or state-defined publications. Some works will have reviews in news magazines and book reviews such as the _New York Times Book Review_ , the _Nation_ , _Atlantic Monthly_ , and other national publications. The oral report should: 1) BRIEFLY synthesize and summarize the reviews, 2) critically examine the reviews in terms of their ideology, methodology, and other forms of bias, and 3) comment on the accuracy and fairness of the reviews based on their own reading of the work under discussion for that week. The questions employed in the critical reading section above should be applied to the oral report assignment. Students will usually (but not always) present the report in the middle in the class, whenever it facilitates discussion. The report should take approximately 10 to 15 minutes. UNDER NO CIRCUMSTANCES SHOULD THE REPORT EXCEED 15 MINUTES. Oral report assignments will be made in the introductory class. ### ESSAYS The essay requirement serves several purposes. First, good, thoughtful writing disciplines and educates the mind. To write well, one must think well. If one's writing improves, so does their thinking and intelligence. Second, students personally experience on a first-hand basis some form of historical writing. A research paper relying on primary sources exposes students to the challenges, difficulties and even contradictions of analyzing historical events. Ideally, students will think more "historically" as a result of the exercise. Third, the essay can serve as an early draft of a publishable article. All students should have such a goal in mind when conceiving of, writing and rewriting the essay. Two types of long essays are acceptable for this course: research and historiographical. Research essays analyze a specific topic using primary or original sources. Examples of primary sources include (but are not limited to) newspapers, diaries, letters, oral interviews, books published during the period under study, manuscript collections, and old maps. A research essay relies on source material produced by the subject or by institutions and individuals associated in some capacity with the subject. The use and immersion of the writer/researcher in such primary and original sources is often labeled "doing history." Most of the articles and books assigned for class discussion represent this type of historical writing. Historiographical essays are based upon at least ten different secondary sources, or what historians have written about a subject. Such a paper examines how historians' interpretations have differed and evolved over time regarding a specific topic or theme. The major focus of a historiographical essay are the ideas of historians, how they compare with each other and how they have changed over time. Examples and models for such essays can be found in the following collections: <NAME>, ed., _The Challenge of American History_ (Baltimore: Johns Hopkins Univ. Press, 1999); originally _Reviews in American History_ , vol. 26, no. 1 (March 1998). <NAME>, ed., _The New American History_ (Philadelphia: Temple Univ. Press, 1990), especially essays in part II. Both types of assignments should be the length of a standard scholarly article (approximately 15-20 typewritten pages of text, plus notes). Students should select a topic as soon as possible, in consultation with the instructor. A preliminary bibliography which includes books, articles, oral interviews, or other possible sources should be completed and handed in by 3 p.m., Thursday, 8 February 2001. All essays should be typed. Students who complete the essay early have the option to rewrite the paper upon its evaluation and return (remember - the only good writing is good rewriting). For students who wish to have the option of rewriting the essay, TWO copies of the first draft of the essay should be in the professor's possession by 3 p.m., Thursday, 29 March 2001. All other and rewritten essays are due on Tuesday, 24 April 2001 by 1:00 p.m. (please note this is NOT a day the class meets). On both dates, students should submit TWO copies of the essay. Students who rewrite the essay should also include the corrected first draft. All final papers should be free of typographical errors, misspellings and grammatical miscues. For every eight such mistakes, the essay's grade will be reduced by a fraction (A to A-, A- to B+, etc.). Essays are to be written for this class ONLY. No essay used to fulfill the requirements of a past or current course may be submitted. Failure to follow this rule will result in an automatic grade of F for the assignment. Extensions are granted automatically. However, grades on essays handed in 48 hours (or more late) will be reduced by a fraction (A to A-, A- to B+, etc.). Every three days thereafter another fraction will be dropped from the paper's final grade. <file_sep>Curriculum Bulletin, Volume 19 Master List *SIS course title is in all capital letters following CIF course title.* NOTICES \-- (CB19:01) -- DBD Updates (CB19:01) 2/1/99 Add undergraduate minor: EHY - Environmental Hydrology & Environmental Resources Move undergrad minors to inactive: AGE - Agricultural Engineering CHN - Chinese JPN - Japanese Move undergraduate and graduate minor to inactive: HYD - Hydrology Add program degree: ME - Master of Engineering 4/1/99 Add program degree minor in undergraduate programs only: PLW - PreLaw Thematic PRHP - Prehealth Thematic Add new code and name for the College of Law: XL - <NAME> College of Law Add new code to department table for the College of Law: LAWS ABOR Notices/Final Approvals This message consists of official confirmation of final approval by the Arizona Board of Regents, at its January 15, 1999 meeting, of the establishment of the Joint Ph.D. in History and Theory of Art (w/ASU). Full memo at: http://www.registrar.arizona.edu/programs/Memos/3251999ART.doc (MS Word 6./95) http://www.registrar.arizona.edu/programs/Memos/3251999ART.rtf (Rich Text Format) This message consists of official confirmation of final approval by the Arizona Board of Regents, at its January 21, 1999 meeting, of the merger of the BSA with a major in Agricultural Education and the BSA with a major in Agricultural Technology Management, to form the Bachelor of Science in Agriculture with a major in Agricultural Technology Management and Education. Full memo at: http://www.registrar.arizona.edu/Programs/Memos/3251999AG.doc http://www.registrar.arizona.edu/Programs/Memos/3251999AG.rtf * Important Information Interium Course Syllabus Policy - 3-D Senate in 1993 regarding course syllabi which should be considered an interim policy of the University of Arizona pending formal adoption as institutional policy. Please call this policy to the attention of all course instructors, including adjunct faculty. The distribution of a course information sheet is required for all University courses. It must be distributed during the first week of classes and a copy, available to students, must be kept in the departmental office for a period of not less than one year. The following minimum information shall be provided: 1) Instructor's name, office (room) number, and telephone number; 2) Office hours or a statement of an "open-door" policy; 3) Grade and absence policies; 4) List of required texts; 5) Number of required examinations and papers; 6) Required extracurricular activities, if any, and; 7) Special materials required for the class, if any. A statement is permissible indicating that information contained in the course information sheet, other than indicating that information contained in the course information sheet, other than the grade and absence policies, may be subject to change with advance notice, as deemed appropriate by the instructor. By copy of this memorandum to the Undergraduate Council, I am asking that consideration be given to adding an eighth required element to the course information sheet that would provide notification of course content that may be deemed objectionable by some students. Of course, as the Council deliberates this proposed requirement, instructors may elect to augment their course information sheets with such information. MG/esa xc: Undergraduate Council 1999-2000 UA General Catalog - 3-D The University of Arizona Office of the Registrar Memorandum To: Deans, Directors, and Department Heads From: <NAME>, Director - Curriculum and Registration Date: 03/17/99 Re: 1999-2000 UA General Catalog The 1999-2000 UA General Catalog, produced by the Office of Curriculum Initiatives and Academic Information, will be available online by March 31st, 1999. The University will no longer be producing the General Academic Manual, the transition version of the printed catalog. We are now providing only the online version, Desert Lynx, which is the official document of record for the University of Arizona. Please remove all references to a printed General Catalog from your 1999-2000 publications and replace them with references to the Online General Catalog. URL: http://catalog.arizona.edu/. For individuals and institutions that request a printed catalog, we will offer as an alternative the University of Arizona Guide. The Guide is a high quality, 115-page, photo-rich publication, which is an excellent resource for prospective undergraduate students, high school counselors, and community college advisors. It provides information on UA colleges, departments, majors, degrees, admission requirements and high school preparation, transfer student policies, financial aid and scholarships, housing, and career opportunities. Requests for a catalog or for a Guide are handled differently, depending on the type of request. All institutional requests for a catalog or Guide may be forwarded to Norma Provencio, Office of The Registrar, Administration 305, The University of Arizona, PO Box 210066, Tucson, AZ 85721-0066; 621-4755; e-mail: <EMAIL>. Academic units on campus can obtain copies of the Guide for recruiting purposes by contacting Norma. Any written or e-mail requests for a catalog, coming from an individual, may be forwarded to Norma. Telephone requests for catalogs and all requests for the Guide from individuals should be directed to the UofA Bookstore, PO Box 210019, Tucson, AZ 85721-0019; 1-800-YES-UofA or local 621-5127; e-mail: <EMAIL>. The Guide costs $5.00 each plus $5.00 for shipping and handling. Thank you for your help during this time of transition. \-- (CB19:02) -- ABOR Notices/Final Approvals This message consists of official confirmation of final approval by the Arizona Board of Regents, by authority of the Executive Director, for Deletion of the Bachelor of Arts with a major in Astronomy. ABOR approval date was March 31, 1999. \-- (CB19:04) --** \-- AIWA - Course prefix name changed from "World Art and Culture" to " Creative Inquiry". \-- Official confirmation of final approval by the University of Arizona Faculty Senate, at its May 3rd meeting, of the change in name for the Bachelor of Arts with a major in Dramatic Theory, to the Bachelor of Arts with a major in Theatre Arts to be effective immediately. \-- Official confirmation of final approval by the Arizona Board of Regents, at its May 21, 1999 meeting, of the reorganization of the Section of Orthopedic Surgery into the Department of Orthopedic Surgery in the College of Medicine. \-- Official confirmation of final approval by the Arizona Board of Regents, by authority of the Executive Director, for deletion of the Bachelor of Arts with a major in Astronomy ABOR approval date was March 31, 1999. The deletion is effective immediately; the department will no longer enroll students in the BA program. \-- Official confirmation of final approval by the Arizona Board of Regents, via the Executive Director on March 31, 1999 for the Honors Center to become the Honors College. The name change is effective beginning academic year 1999-2000. \-- Official confirmation of final approval by the Arizona Board of Regents, at its April 15, 1999 meeting, of the establishment of the Center for Applied Sociology. The center's sunset review will take place in academic year 2004-2005. \-- Official confirmation of final approval by the Arizona Board of Regents, via approval of the Executive Director on March 31, 1999, of the deletion of the Bachelor of Arts with a major in Astronomy The deletion will be effective immediately. \-- Official confirmation of final approval by the Arizona Board of Regents, by authority of the Executive Director on February 3, 1999, of the merger of the BSA with a major in Agricultural Education and the BSA with a major in Agricultural Technology Management, to form the Bachelor of Science in Agriculture with a major in Agricultural Technology Management and Education. \-- Official confirmation of final approval by the Arizona Board of Regents, at its January 15, 1999 meeting, of the establishment of the Joint Ph.D. in History and Theory of Art (w/ASU). Back to the Index![bl_paw.gif $121 bytes$](../../graphics/bl_paw.gif) * * * Office of Curriculum and Registration Curriculum Bulletin, Vol. 19 http://w3.arizona.edu/~curric/combined/cb19index.htm <file_sep>Cover Page ~ Course Description ~ Course Syllabus Interesting Links --- (Checked 01/00) 4100 newspapers on the Net A-Bomb Issues A-BOMBINGS-HIROSHIMA, NAGASAKI by <NAME> Academic Info History of The Bomb & the Nucl. Atomic Archive Atoms for Peace - ACT BIKINI ATOLL Home Page Boston U Inst Conflict, Ideology, Policy Bulletin of the Atomic Scientists Bureau of Atomic Tourism Cambodian Genocide Program Charter of the United Nations CHINA Military Chinese Alliance Hong Kong Chinese Nanjing Massacre CIA Japan Signals 1945 Coalition to Reduce Nu. Country reports human rights abuses DOE Openness Human Radiation Experiments Einstein, Links to Ethical Spectacle FCNL Home Page Federation of American Scientists Food Irradiation [pdf file] Freedom, Democide, War Home Page GEN & Japanese Culture (Black Moon) Hansen's Swords of Armageddon HIGH ENERGY WEAPONS Archive (Sublette) Hiroshima Panorama Project Hiroshima Was It Necessary HIROSHIMA, NAGASAKI, Weapons (Dannen) Home Page <NAME> ICJ Nuc Weapons Legality full TEXT Int'l Court, Legality of Nuclear Weapons Int Forum Globalization (IFG) Inst for Def & Disarm Studies Japan at War, 1931-1945 Japanese War Crimes Joseph Rotblat Winner of the 1995 Nobel Prize Los Alamos National Laboratory \| Military Internets NAGASAKI at Exploratorium NAPF Nuc. Age Peace Foundation Website NAPF Nuclear Files NAPF Nuclear Quizzes & Classroom NAPF Peacelinks <NAME> National Atomic Museum NGO Committee on Disarmament NRDC Nuclear Program's Table of. Nuclear Testing - Marshall Islands Nuclear Weapons Canada Forces College Obliteration of Hiroshima Peace Magazine Jul-Aug 1998 Physicians for Global Survival Poverty Reduction Project in Asia Second Thoughts-ENOLA GAY Crew Semipalatinsk-Relief, Rehabilitation Senator <NAME>, O Sino-Japanese War Links STAR-Stand for Truth About Radiation Stockholm Int Peace Res Inst (SIPRI) Szilard Homepage Taiwanese Nuclear Intentions 66-76 Todd's Atomic Homepage TRINITY ATOMIC WEB SITE - G Walker UCS Arms Control Resources on the Web US Nuc Weapons Cost Study (Brookings) US Peace Inst Vinh's Nuclear Testing & Anti-Weapons page Visual Concept Ent. TRINITY AND BEYOND War & Peace Digest Why Japanese Received the A-Bombs Wilmington College-Peace Resources WISE Uranium Project & Tokai Accident World Federalist Assn ---\|--- \-- Japanese Sites -- A-BOMB DOME GALLERY A-Bomb Survivors Recollect A-Bomb WWW Museum ~ June,1995 Accept UN Recomm's on issue of military sex slaves Chugoku Shikoku Internet Council Grand Sumo Home Page GRASS roots house Hiraki's atomic bomb slides HIROSHIMA CITY HOMEPAGE Hiroshima Weekly Int.Court Proc.Against Nuc.Weapons JAPAN PEACE MUSEUM NAGASAKI CITY WELCOME NHK Forum - Nuc Arms & Human Race * * * Hiroshima moving/zooming panoramas on the WWW. Here is how to get to the two photo-panoramas, photography by <NAME>, now in his 80s, who still has rights to these pictures. To be seen they require something like "live picture viewer," see below. You might want to print this page as a guide before you click on this next link. Go to http://www.peace-museum.org/ Note: This page may still be in Japanese. Click on the large blue symbol; this will take you to the ...welcom.htm page Click on photo gallery Click on gallery entrance Click on panoramic views of Hiroshima; this will open a skinny horizontal window. Scroll down to the 3 small pictures; the left one and center one are Hayashi's panoramas. Click on either picture to get moveable, zoomable image, provided you have installed something like "livepicture" viewer. In this skinny window also is reference to livepicture viewer. You can download livepicture viewer and install it into your PC. I found it easiest to use Netscape Navigator and BOTH download and then install in the folder that contains all the Netscape Navigator Plug-Ins. Read the directions there; on the left side, you want imaging software, live picture viewer, zoom viewer 3.2, and good luck. The third panorama (part of the NEAR SHIMA HOSPITAL group of 3) was taken by a U.S. Army Research Group and I do not believe there can be any copyright on it. --- Cover Page ~ Course Description ~ Course Syllabus <file_sep>![The U. S. Civil War Center](images/ltuscwcl.gif) ## Index of Civil War Information available on the Internet U.S. Civil War Center Homepage ![](images/bluebar11.gif) National Park Service seeks public participation in Vicksburg Campaign Trail project --- > Evaluating Internet Research Sources > Virtual Library's Evaluation of Information Sources > Evaluate Your Sources > > To read about the Civil War, go to Civil War Information. > > To find indexes, databases, and other resource material to find information, go to Civil War Resources. > > Civil War Information > >> Abolition and Slavery > Agriculture/Animal Husbandry > Animals/Veterinary Science > Archaeology > Architecture > Art > Battles > Biological Sciences > Business and Economics > Casualties > Causes > Children > Chronologies > Civil Wars Worldwide > Communications > Diplomacy/Foreign Involvement > Draft > Education > Engineering > Espionage > Ethnic Groups/Immigrants > Films and Theatre > Flags > Food > Funerals/Burial Practices > Genealogy > General Information Sites > Geography > Geology > Government and Political Science > Guerilla Warfare > Homefront > Interdisciplinary Study > Journalism > Language and Linguistics > Medicine > Miscellaneous > Music > Naval and Maritime Information > Pacifism > Philosophy > Physical Science > Pop Culture > Postal Service > Presidents and Politicians > Psychology > Quotes > Reconstruction > Relics and Antiques > Religion > Secession > Sociology and Social Work > Soldiers & Generals > Sports & Leisure > Facts about States in the Civil War > Statistics and Mathematical Information > Stories and Recollections > Supplies > Technology > Transportation > Trivia/Q&A > Uniforms and Dress > Unit Indexes > Units/Brigades > War Statistics > Weapons and Artillery > Women > Writers and Literature of the Period > > Civil War Resources > > Archives and Special Collections > Books and Magazines Booksellers > _Civil War Book Review_ > Lists and Reviews Calendar of Civil War Related Events > Diaries > Documents Founding Documents of the USA and CSA > Presidential Documents Games and Miniatures > Historic Places Battlefields > Cemeteries > Forts > Historical Parks > Historic Sites > Management and Preservation > Memorials and Monuments > Military Parks > Museums > Plantations and AnteBellum Homes > Prisons > Tours Images and Art > Indexes > Letters > Maps > MultiMedia > News: Check directly with media sources for recent coverage of Civil War subjects. > News and Discussion Groups > Opinions/Editorials > Organizations Civil War Roundtables > Descendant Organization > Historical and Genealogical Societies Photographs Photograph Indexes Reenactment Calendars > Events > Organizations > Information > Photographs Search the Index > Video > Vendors Art > Genealogy > Information and CD-ROMs > Relics, Antiques, Artifacts > Reproductions > >> New Links ![](images/bluebar11.gif) > ### Note: We are trying to compile ALL Civil War related links that can be found on the Web. If you know of one that isn't listed here, or you know the correct URL of any broken links, please fill out our form, so we can add it... Thank You! #### We have indexed over 8,000 links, and counting! ![](images/bluebar11.gif) > ![USCWC Home](images/ltuscwcs.gif) > > [Home] [New Links] [ Links Index] [Events] > [Search] [Questions?] [Become a Member] > [Researching People of the Civil War Era] > > Still haven't found what you're looking for? Ask an expert. > > > > ###### Last modified: 7/19/02 > > > You are visitor # ![](http://www.cwc.lsu.edu/cgi- bin/counter.cgi?homepage=civlink) <file_sep>University of Maine SIE 525 INFORMATION SYSTEMS LAW Fall 2001 11:00 \- 12:15 Tues & Thurs, Room 126 Barrows Hall Instructor: Professor <NAME> Course Objectives This course reviews the current status of information systems law in regard to rights of privacy, freedom of information, confidentiality, work product protection, copyright, security, legal liability, and a range of additional legal and information policy topics. We will investigate the legal difficulties that technological innovations are causing in all of these areas. We will focus particularly on these issues in regard to their impact on the use of databases and, more specifically, spatial databases. Legal options for dealing with the conflicts caused by technological change and likely adaptations of the law over time in response to societal changes will be explored. Course Materials Note that this is a graduate course in information systems law and ethical issues for non-law students. The typical enrolled student is pursuing a graduate degree in engineering, information systems, or computer science. As such, a substantial amount of time is spent on introductory legal concepts. Further, we will focus on overview books for most of the readings rather than use the text of case law or legislation. (For materials appropriate for a law school course, see for instance, Law 276.1 Cyberlaw.) Required readings include several books. The required books are typically cheaper to purchase online than in the university bookstore so you should purchase them online yourself from any distributor you desire. I have listed a few sample prices. I recommend that you order the books by express mail in the first week of class (or earlier) and begin reading them at once. Suggested completion dates for each book are indicated on the syllabus. Course lectures will NOT correspond exactly with the readings although I reference some sections in the books for you to consult on topics as we cover them. Additional reading materials will be made available on the web over time. Geographic data conflict examples are often used in this course to illustrate principles. <a href="DiscussionPiece.htm" target="intro" onclick="window.open(" ,'lecture','toolbar="no,scroollbars=no,alwaysRaised=yes,titlebar=no,dependent=yes,innerHeight=255,innerWidth=335,height=255,width=335')">Discussion Piece (Read this in the first week.) Communications All enrolled students must obtain a FirstClass mail account. Delivery of assignments, exams, and written communications among the class as a group will occur through use of this system. Information on obtaining a FirstClass account and information on acquiring additional free software to access course materials may be found at access, hardware and software. Contacts for phone and e-mail technical assistance are also provided. I highly recommend that all students view the distance education considerations below. In the event I need to travel I may video some lecture materials in advance or after the fact that may be viewed using the technologies described. Notes Concerning First Class: Please note that messages may be sent from anywhere on the Internet to the rest of the class by sending a message to <EMAIL> If you prefer using another e-mail address, you can set FirstClass to forward any e-mails arriving on your FirstClass account to your standard e-mail address (or vice versa.) All assignments and exams will be delivered by electronic mail by you to a FirstClass assignment folder. Important Notice to All Students Copyright Notice for Materials Accessible through this Website For those students interested in GIS Law issues. Term Paper Instructions Book Review Instructions Distance Education Considerations Some students may be taking this course through live streaming video on the web. To sign up for the course from a distant location, contact the UMaine Continuing Education Division. In order to take the course by distance methods, access, software and hardware requirements must be met. To ensure that all technologies are working you should be able to view (1) this web page, (2) the slides for a lecture, and (3) the streaming video all at the same time on your screen in three separate windows. After you have followed the download instructions, test that you are operational prior to the first class meeting by clicking on "Slides 1" and "Lecture 1" in the syllabus below. If you can't view the web and these two items at the same time, call the technical assistance folks as noted for help. Lectures may be viewed during the time they are occurring on campus (11:00 - 12:15 T & Th) by accessing <a href="http://www.spatial.maine.edu/~onsrud/Courses/SIE525/movies/sie525live.mov" target="intro" onclick="window.open(" ,'live','toolbar="no,scrollbars=no,alwaysRaised=yes,titlebar=no,dependent=yes,innerHeight=255,innerWidth=335,height=255,width=335')"">LIVE STREAMING VIDEO. (If you have problems, call 1-877-947-4357). The videos may be viewed a day or so after they occur by clicking on the lecture links below. Office Hours I am in the office most days and you are welcome to drop by at any time although appointments are sometimes better for longer discussions. E-mail is the simplest way to get a message through and a response. I generally look at messages coming to <EMAIL> before I look at any messages coming to my FirstClass address (i.e. <EMAIL>) Typical Schedule of Lectures Wk \| Day \| Date \| Topic \| Required Readings * \| Assignment \| Class Video ---\|---\|---\|---\|---\|---\|--- 1 \| T \| Sept 4 \| Introductory Materials [SlidesIntro] \| Le Ch 1-5, NRC pp 1-54 \| \| <a href="movies/1.mov" target="intro" onclick="window.open(" ,'lecture','toolbar="no,scroollbars=no,alwaysRaised=yes,titlebar=no,dependent=yes,innerHeight=255,innerWidth=335,height=255,width=335')">Lecture 1 \| TH \| Sept 6 \| (continued) \| \| Read Tragedy of Info Commons \| <a href="movies/2.mov" target="intro" onclick="window.open(" ,'lecture','toolbar="no,scroollbars=no,alwaysRaised=yes,titlebar=no,dependent=yes,innerHeight=255,innerWidth=335,height=255,width=335')"">Lecture 2 2 \| T \| Sept 11 \| Liability [SlidesLiability] \| Le Ch 6-8 \| Read Liability in Use of GIS \| <a href="movies/3.mov" target="intro" onclick="window.open(" ,'lecture','toolbar="no,scroollbars=no,alwaysRaised=yes,titlebar=no,dependent=yes,innerHeight=255,innerWidth=335,height=255,width=335')">Lecture 3 \| TH \| Sept 13 \| (continued) \| \| \| <a href="movies/4.mov" target="intro" onclick="window.open(" ,'lecture','toolbar="no,scroollbars=no,alwaysRaised=yes,titlebar=no,dependent=yes,innerHeight=255,innerWidth=335,height=255,width=335')">Lecture 4 3 \| T \| Sept 18 \| Ethics [SlidesEthics] \| Sp Ch 1 \| 1\. Liability Response Due \| <a href="movies/5.mov" target="intro" onclick="window.open(" ,'lecture','toolbar="no,scroollbars=no,alwaysRaised=yes,titlebar=no,dependent=yes,innerHeight=255,innerWidth=335,height=255,width=335')">Lecture 5 \| TH \| Sept 20 \| (continued) \| \| Finish Lessig \| <a href="movies/6.mov" target="intro" onclick="window.open(" ,'lecture','toolbar="no,scroollbars=no,alwaysRaised=yes,titlebar=no,dependent=yes,innerHeight=255,innerWidth=335,height=255,width=335')">Lecture 6 4 \| T \| Sept 25 \| Privacy [SlidesPrivacy] \| Sp Ch 5, Le Ch 11 \| \| <a href="movies/7.mov" target="intro" onclick="window.open(" ,'lecture','toolbar="no,scroollbars=no,alwaysRaised=yes,titlebar=no,dependent=yes,innerHeight=255,innerWidth=335,height=255,width=335')">Lecture 7 \| TH \| Sept 27 \| (continued) \| \| \| <a href="movies/8.mov" target="intro" onclick="window.open(" ,'lecture','toolbar="no,scroollbars=no,alwaysRaised=yes,titlebar=no,dependent=yes,innerHeight=255,innerWidth=335,height=255,width=335')">Lecture 8 5 \| T \| Oct 2 \| Privacy \| \| \| <a href="movies/9.mov" target="intro" onclick="window.open(" ,'lecture','toolbar="no,scroollbars=no,alwaysRaised=yes,titlebar=no,dependent=yes,innerHeight=255,innerWidth=335,height=255,width=335')">Lecture 9 \| TH \| Oct 4 \| (continued) \| \| Finish Privacy Book \| <a href="movies/10.mov" target="intro" onclick="window.open(" ,'lecture','toolbar="no,scroollbars=no,alwaysRaised=yes,titlebar=no,dependent=yes,innerHeight=255,innerWidth=335,height=255,width=335')">Lecture 10 6 \| T \| Oct 9 \| _Fall Break_ \| TH \| Oct 11 \| Intellectual Property Basics [SlidesIPBasics] \| Sp Ch 4, Le Ch 9&10 \| 2\. Privacy Book Review Due \| <a href="movies/11.mov" target="intro" onclick="window.open(" ,'lecture','toolbar="no,scroollbars=no,alwaysRaised=yes,titlebar=no,dependent=yes,innerHeight=255,innerWidth=335,height=255,width=335')">Lecture 11 7 \| T \| Oct 16 \| Copyright \| NRC Ch 2-4 \| \| <a href="movies/12.mov" target="intro" onclick="window.open(" ,'lecture','toolbar="no,scroollbars=no,alwaysRaised=yes,titlebar=no,dependent=yes,innerHeight=255,innerWidth=335,height=255,width=335')">Lecture 12 \| TH \| Oct 18 \| (continued) \| Li p60-63, Ch 5-8, Ch 12 \| \| <a href="movies/13.mov" target="intro" onclick="window.open(" ,'lecture','toolbar="no,scroollbars=no,alwaysRaised=yes,titlebar=no,dependent=yes,innerHeight=255,innerWidth=335,height=255,width=335')">Lecture 13 8 \| T \| Oct 23 \| Database Legislation & Academic Research [SlidesDtbs] \| \| \| <a href="movies/14.mov" target="intro" onclick="window.open(" ,'lecture','toolbar="no,scroollbars=no,alwaysRaised=yes,titlebar=no,dependent=yes,innerHeight=255,innerWidth=335,height=255,width=335')">Lecture 14 \| TH \| Oct 25 \| Self-help Technologies: Copyright, Copyleft & DE Commons [SlidesCpyLt] \| \| Finish Litman \| <a href="movies/15.mov" target="intro" onclick="window.open(" ,'lecture','toolbar="no,scroollbars=no,alwaysRaised=yes,titlebar=no,dependent=yes,innerHeight=255,innerWidth=335,height=255,width=335')">Lecture 15 9 \| T \| Oct 30 \| Copyright, Copyleft & DE Commons (con't) \| \| \| <a href="movies/16.mov" target="intro" onclick="window.open(" ,'lecture','toolbar="no,scroollbars=no,alwaysRaised=yes,titlebar=no,dependent=yes,innerHeight=255,innerWidth=335,height=255,width=335')">Lecture 16 \| TH \| Nov 1 \| Public Information [SlidesFOIA] \| \| \| <a href="movies/17.mov" target="intro" onclick="window.open(" ,'lecture','toolbar="no,scroollbars=no,alwaysRaised=yes,titlebar=no,dependent=yes,innerHeight=255,innerWidth=335,height=255,width=335')">Lecture 17 10 \| T \| Nov 6 \| IP Discussion Piece on MP3s \| \| 3\. In class IP exercise \| <a href="movies/18.mov" target="intro" onclick="window.open(" ,'lecture','toolbar="no,scroollbars=no,alwaysRaised=yes,titlebar=no,dependent=yes,innerHeight=255,innerWidth=335,height=255,width=335')">Lecture 18 \| TH \| Nov 8 \| Scientific and Technical Data \| NRC Ch 3-6 \| \| missed 11 \| T \| Nov 13 \| Public Information (con't) \| \| \| <a href="movies/19.mov" target="intro" onclick="window.open(" ,'lecture','toolbar="no,scroollbars=no,alwaysRaised=yes,titlebar=no,dependent=yes,innerHeight=255,innerWidth=335,height=255,width=335')">Lecture 19 \| TH \| Nov 15 \| Public Information [SlidesLocalGovt] \| \| \| <a href="movies/20.mov" target="intro" onclick="window.open(" ,'lecture','toolbar="no,scroollbars=no,alwaysRaised=yes,titlebar=no,dependent=yes,innerHeight=255,innerWidth=335,height=255,width=335')">Lecture 20 12 \| T \| Nov 20 \| Free Speech [SlidesFreeSpeech]] \| Sp Ch 3, Le Ch 12 \| Finish NRC Report \| <a href="movies/21.mov" target="intro" onclick="window.open(" ,'lecture','toolbar="no,scroollbars=no,alwaysRaised=yes,titlebar=no,dependent=yes,innerHeight=255,innerWidth=335,height=255,width=335')">Lecture 21 \| TH \| Nov 22 \| _Thanksgiving Break _ 13 \| T \| Nov 27 \| Evidentiary Admissibility [SlidesEvid]] \| \| Evidence from GIS \| <a href="movies/22.mov" target="intro" onclick="window.open(" ,'lecture','toolbar="no,scroollbars=no,alwaysRaised=yes,titlebar=no,dependent=yes,innerHeight=255,innerWidth=335,height=255,width=335')">Lecture 22 \| TH \| Nov 29 \| Jurisdiction and the Internet [SlidesJuris]] \| Sp Ch 2, Le 14 \| \| <a href="movies/23.mov" target="intro" onclick="window.open(" ,'lecture','toolbar="no,scroollbars=no,alwaysRaised=yes,titlebar=no,dependent=yes,innerHeight=255,innerWidth=335,height=255,width=335')">Lecture 23 14 \| T \| Dec 4 \| International Law and Trade [SlidesILT] \| \| 4\. Scenario Response Due \| <a href="movies/24.mov" target="intro" onclick="window.open(" ,'lecture','toolbar="no,scroollbars=no,alwaysRaised=yes,titlebar=no,dependent=yes,innerHeight=255,innerWidth=335,height=255,width=335')">Lecture 24 \| TH \| Dec 6 \| (continued) \| \| \| <a href="movies/25.mov" target="intro" onclick="window.open(" ,'lecture','toolbar="no,scroollbars=no,alwaysRaised=yes,titlebar=no,dependent=yes,innerHeight=255,innerWidth=335,height=255,width=335')">Lecture 25 15 \| T \| Dec 11 \| International Law and Trade \| \| \| <a href="movies/26.mov" target="intro" onclick="window.open(" ,'lecture','toolbar="no,scroollbars=no,alwaysRaised=yes,titlebar=no,dependent=yes,innerHeight=255,innerWidth=335,height=255,width=335')">Lecture 26 \| TH \| Dec 13 \| (continued) \| \| Finish Spinello \| <a href="movies/27.mov" target="intro" onclick="window.open(" ,'lecture','toolbar="no,scroollbars=no,alwaysRaised=yes,titlebar=no,dependent=yes,innerHeight=255,innerWidth=335,height=255,width=335')">Lecture 27 \| \| Dec 17 \| Final Exam Week \| \| 5\. Final Exam \| <a href="movies/28.mov" target="intro" onclick="window.open(" ,'lecture','toolbar="no,scroollbars=no,alwaysRaised=yes,titlebar=no,dependent=yes,innerHeight=255,innerWidth=335,height=255,width=335')">Lecture 28 * Le = Lessig, Code and Other Laws of Cyberspace Li = Litman, Digital Copyright NRC = National Research Council, The Digital Dilemma Sp = Spinello, Cyber Ethics: Morality and Law in Cyberspace ![Ruler](../../../images/Rulers/SIE_HR615.gif) [Primary Research Interests] [Selected Publications] [Courses] [GIS Law, Policy and Ethics] [GIS in Developing Countries] [GSDI Survey] [Spatial Odyssey] [Onsrud Index] [UMaine SIE Program] [UMaine] <file_sep># Syllabus for SE-570-101 Design and Architecture of Secure Software Systems, Fall 2002 ## Overview This course will investigate the design and implementation of secure systems using cryptographic techniques and the security mechanisms found in the runtime environments of modern programming languages such as Java or C#. You will learn about ciphers and models of access control, as well as how class- loaders, byte-code verification, security managers, access control, and permissions are used to ensure security within Java. There will be a strong emphasis upon applying the theory that is discussed (using Java). ## Lecture Plan The following lecture plan is tentative and subject to change as the course progresses. * Week 1: (2002/09/17) course overview; DES; key distribution. * Week 2: (2002/09/23) Implementing DES; PKCS #5 padding; cipher modes; validating plaintext; naive key distribution * Week 3: (2002/10/01) Ciphers; multiple encryption; key establishment protocols using symmetric-key ciphers; cryptographic hash functions. * Week 4: (2002/10/08) Asymmetric Ciphers and RSA * Week 5: (2002/10/15) _midterm exam_ * Week 6: (2002/10/22) Certificates and JCE * Week 7: (2002/10/29) Authentication; authorisation; access matrices; access-control lists (ACLs); capability lists; access control in Java. * Week 8: (2002/11/05) Security models; multi-level access control; information flow; state-machine models; access control in Java (permissions, stack-walking, guarded objects, delegates). * Week 9: (2002/11/12) To be announced * Week 10: (2002/11/19) Runtime-system integrity; buffer overflows; dynamic loading and linking; untrusted code; static analysis / bytecode verification. * Week 11: (2002/11/26) _final exam_ Lecture slides will be available after each lecture. They will not normally be available before the lecture. ## Prerequisites You _must_ have considerable experience with Java (at least CSC 224 and SE 450) and some exposure to C or C++ (including pointer arithmetic). Very useful, but optional: * CSC 447 Concepts of Programming Languages * DS 420 Foundations of Distributed Systems * SE 550 Distributed Software Development ## Detailed Overview We will study: * Symmetric-key ciphers: DES; DES3; cipher modes of operation; how to use symmetric-key ciphers securely; implementation details; efficiency concerns. * Cryptographic hash functions: MD5; comparison with MACs; using digest algorithms to build MACs. * Asymmetric-key ciphers: RSA; using asymmetric-key ciphers for authentication and digital signatures; public-key infrastructure; implementation details; efficiency concerns. * Cryptographic protocols: Dolev-Yao threat model; Needham-Schroeder protocol (symmetric-key and asymmetric-key versions); Yahalom protocol; Wide-Mouthed Frog protocol; using nonces and timestamps. * Java Cryptography Architecture (JCA): provider architecture; symmetric-key ciphers, message digests, and asymmetric-key ciphers with Java Cryptography Extension (JCE); key management. * Runtime-system integrity: use of stacks; pointers into the stack; using pointer arithmetic to violate stack integrity; buffer overflow example in C (on x86); byte-code verification. * Dynamic loading and linking: class loading; signing code. * Authorization and access control: authentication vs. authorization; design principles; authorization lists; capabilities; permissions; protection domains; access control based upon stack-walking; security manager; access controller; circumventing stack-walking using privileged code. ## Course Objectives By the end of this course you should: * Be very familiar with common cryptographic algorithms such as DES and RSA. * Be able to implement cryptographic algorithms from their specifications. * Have practical experience with the majority of the Java Cryptography Architecture. * Be familiar with common vulnerabilities in cryptographic protocols, and how they can be avoided. * Be able to recognize unsound security practices in software systems. * Understand Java's class-loading mechanism. * Understand Java's security model for the execution of untrusted code. * Have practical experience with designing APIs that cross security boundaries. ## Textbooks Required: * Java Security, by <NAME>, 2nd edition, May 2001, ISBN 0596001576. * Security Engineering, 2001, by <NAME>, published by Wiley, ISBN 0471389226. Optional: You may want a cryptography or cryptology reference. There are several options. The best option is the most expensive, unfortunately. The "Dr. Dobb's Journal Essential Books on Cryptography & Security CD" contains seven very good books on cryptography and security in PDF. Some of these books are out of print, and, individually, some of the hardcopies are as expensive as the CD. Of course, you do have to read them online or print them. The CD contains the following books: * Applied Cryptography: Protocols, Algorithms, and Source Code in C, second edition * Cryptography: A New Dimension in Computer Data Security * Contemporary Cryptology: The Science of Information * Cryptography and Data Security (this would be required if still in print) * Applied Cryptography, Cryptographic Protocols, and Computer Security * Cryptography: Theory and Practice * Handbook of Applied Cryptography * Military Cryptanalysis, Volume I-IV * RSA Laboratories FAQ on Cryptography, RSA Laboratories Technical Reports, RSA Laboratories Security Bulletins, and CryptoBytes Newsletter If the link to "Dr. Dobb's Journal Essential Books on Cryptography & Security CD" does not work, go to the Dr. Dobb's CDROM store , and you will be forwarded to the Digital River site. Follow the link for "Essential Book Collections on CD-ROM", and you should then see the link for "Dr. Dobb's Journal Essential Books on Cryptography & Security CD". If you would prefer a physical book, I recommend the following books in this order: * Cryptography & Network Security: Principles & Practice * Applied Cryptography: Protocols, Algorithms, and Source Code in C, second edition * Handbook of Applied Cryptography (very good, but difficult unless you have a strong mathematical background) The following books are very good, but not necessary for this course. Ask me before you order them. * SSL and TLS: Designing and Building Secure Systems * SSL & TLS Essentials: Securing the Web * Securing Java: Getting Down to Business with Mobile Code, second edition * Java Cryptography * Codes and Cryptography * Modelling and Analysis of Security Protocols ## Contact Information Instructor: <NAME> Instructor Home Page: ` http://fpl.cs.depaul.edu/cpitcher/` Instructor Email: ` <EMAIL>` Phone: 312/362-5248 Office: Room 838, Suite 401, School of CTI, DePaul University, 243 South Wabash Avenue, Chicago, IL 60604-2301, USA Office Hours: TO BE ANNOUNCED Course Home Page: ` http://fpl.cs.depaul.edu/cpitcher/se570/` ## Attendance _You must attend both the midterm (Tuesday 2002/10/15) and final (Tuesday 2002/11/26) exams. A medical note will be required for an absence. Business trips or vacations are not valid reasons for missing the exams. Block out those dates now!_ Class attendance is strongly encouraged, but not mandatory. However, if you are absent from class you are responsible for understanding the material and for finding out about any announcements made in that class. ## Assessment Your final grade will be based on: * Homework: 50% * Midterm and final exams: 25% each Assessment for homework assignments will be based on whether they achieve the set task _and_ quality of the code. Unless otherwise stated, homework assignments are due by 5:45PM on the day of the class after the class in which they are assigned. You are expected to complete all of the homework assignments by the deadline. Late homework submissions will not be accepted, and all homework assignments will count towards the final grade. Homework assignments must be submitted through the online system. _Email submissions will not be accepted._ There will be no extra credit homework and/or projects. <file_sep> POLITICS OF IMMIGRATION Fall 1999 Weimer 1084 \| PROF. <NAME> 3349 T<NAME> 392-0262 #296 <EMAIL> \| OFFICE HOURS: M & F 9:30-11:30 W 1:30 - 3:30 and by appointment ---\|--- COURSE SYLLABUS quick connect to: \| OBJECTIVE \| REQUIREMENTS \| CLASS FORMAT \| TEXTS \| COURSE OUTLINE \| extra credit \| paper requirements \| back to home page \| ![](pos4931.gif) OBJECTIVE Today a record number of people are leaving their home countries and migrating to other nations or spending part of their lives in refugee camps. There are many reasons for this, including civil war, ethnic strife, natural disasters, the breakdown of communist block, economic pressures and the simple hope for a better life. These massive population movements are generating complex problems for national and international policy makers as well as the migrants themselves. The purpose of this course is to examine the causes and impact of international migration and the public policy issues that are created by the movement of people from one nation to another. Students should complete this course with the ability to understand and analyze international and United States' policy development on immigration. --- "Every year millions of people leave their countries, fleeing violence, discrimination or repressive regimes; searching for employment; or eager to join their families. These flows are truly global as people move from south to north, from east to west, and from one developing country to another. Some countries welcome immigrants; others merely permit them to enter; still others do what they can to seal their borders. Some governments see migrants taking jobs that others do not want, adding cultural diversity, and often invigorating the economy through their enterprise. They particularly welcome migrants with whom they have a special cultural kinship. But more often, governments fear that migration will mean a loss of jobs for their citizens, cultural swamping, ethnic conflict, and higher welfare costs. They regard migrants as a threat to their political stability and national security and as a source of conflicts with other states. Weiner, _The Global_ _Migration Crisis_ ![](top.gif) REQUIREMENTS > > > 1) Midterm exam > > \| > > (25%) > > ---\|--- > > 2) Policy paper > > \| > > (35%) > > 3) Final exam > > \| > > (30%) > > 4) Class participation > > \| > > (10%) > Exams will be essay and the final exam will be cumulative. Students will be responsible for one policy paper of 10 to 12 pages (for detail information click here). Required class participation includes regular attendance, prepared discussion in class and completion of in-class and out-of-class exercises. Much of the material which will be covered in class is not fully covered in the texts. > All assignments not completed on time will be given a "0." Makeup exams or extra time for other assignments will only be given under extraordinary circumstances and will require prior discussion with the instructor (with the exception of emergencies which will require documentation). Extra-credit may be earned by analyzing additional journal articles (see class handout for further information). No extra credit analyses will be accepted after December 3. ![](top.gif) CLASS FORMAT > Most class sessions will include a lecture and/or discussion on the assigned topic. Everyone is expected to read the assignments before class and to come to class ready to discuss that day's readings. There will also be some in- class assignments (e.g. group discussions and brief presentation on a particular reading) and out-of-class assignments. Your class participation grade depends on your presence and the quality and quantity of your verbal contributions. I understand that in-class participation is difficult for some students, but your learning experience is often directly proportional to your participation. Quality of participation is more critical than quantity. > > > Class etiquette is also important. First, please come to class on time. If you need to arrive late on occasion, please feel free to enter the classroom quietly. I would rather have you in class for part of the time than not at all. Second, please come to class ready to focus on the topic under discussion. It is rude to whisper back and forth on other topics, work on other assignments or read the _Alligator_. It is a distraction for everyone in the room. Finally, all beepers and cell phones should be turned off during the class (the sole exception to this is an urgent family emergency). ![](top.gif) TEXTS (should be available at the HUB and other major bookstores) > > > <NAME> and <NAME>, _Making Americans, Remaking America_ > > --- > > <NAME>, _The Global Migration Crisis: Challenge to States and to Human Rights_ > > <NAME> and <NAME>, _Immigrant America: A Portrait_ > > Selected on-line journal articles available through UF Library System [on- line journals were selected instead of additional texts to save students money and provide a wider variety of sources]. Journal articles marked with a "" are not required reading. They may be used to enhance your understanding or for extra credit. COURSE OUTLINE* [The dates listed here are to be considered guidelines only and may be subject to change as the class progresses.] ![](top.gif) I. Immigration and emigration: definitions and issues (Aug. 23 - 27) > <NAME> <NAME>, pages 3 - 9 II. Who are the players? (Aug. 30 - Sept. 3) > Out-of-class exercise #1 > > Skim Weiner chapter 7 III. Is there really an international immigration "crisis"? (Sept. 8 - 10) > Weiner, chapters 1 and 2 > --- > <NAME>, "Refugees Today and Our Response. In _Migration World Magazine_ , May-June 1996, v. 24, page 18-24 (available on-line through WebLuis) IV. National issues concerning immigration (Sept. 13 - 20 ) > Weiner, chapters 3, 4, 5, and 6 > --- > <NAME>, "South African's Illegal Aliens: Constructing National Boundaries in a Post-Apartheid State." In _Ethnic and Racial Studies_ , July 1998, v. 21, n. 4, p. 639 (available on-line through WebLuis) *** Topic for policy paper due Sept 22 ![](top.gif) V. International issues (Sep. 22 - Oct. 1) > Weiner, chapter 7 and 8 (also review chapter 6) > --- > <NAME>, "Political Violence and Uprooted in the Horn of Africa: A Study of Refugee Flows from Ethiopia." In _Journal of Black Studies_ , Sept. 1997, v. 29, n. 1, p. 26 - 43 (available on-line through WebLuis) > <NAME>, "Forced Migration in the Newly Independent States of the Former Soviet Union." In _Migration World Magazine_ , Sept.-Oct. 1996, v. 24, n. 5, p. 33-36 (available on-line through WebLuis) > <NAME>, "The Displacement of the Nigerian Academic Community." In _Journal of Asian and African Studies_ , June 1997, v. 32, n. 1-2, p. 110 (available on-line through WebLuis) VI. Individual issues in immigration and emigration (Oct. 4 - 8) > Weiner, chapter 9 (and review chapter 8) * Midterm ** October 11 (date subject to change) --- VII. Case study on the United States > A. History of US immigration policy (Oct. 13 - 22) > >> DeSipio and de la Garza, chapters 1 and 2 >> >> Portes, chapters 1 and 2 > > B. Immigration in the 1960's through 1990's: Development of New Policies (Oct. 25 \- 29) > >> DeSipio and de la Garza, pages 42 - 59 >> >> Out-of-class exercise #2 **** Outline, Bibliography and Theme Paragraph due for Policy Paper October 29 ![](top.gif) > C. Development of new legislation (Nov. 1 - 3) > >> DeSipio and de la Garza, chapter 5 >> >> Out-of-class exercise #3 > > D. Current controversies (why is it so difficult to develop coherent public policies on immigration?) > > * Domestic vs. foreign policy (Nov. 8 - 10) > >> <NAME>, "IG Report Says Disorder on the Border." _Insight on the News_ , Jan. 11, 1999, v. 15, n. 2, p. 45 (available on-line through WebLuis) >> --- >> "Memorandum on refugee admissions." President <NAME>, Weekly Compilation of Presidential Documents, October 5, 1998 (available on-line through WebLuis) > > * Economic aspects of immigration (Nov. 12 - 17) > >> Portes, chapter 3 >> --- >> <NAME>, "Don't Starve U.S. Businesses for Skilled Workers." _The American Enterprise_ , July-August 1998, v. 9, n. 4, p. 73 >> "Paying at the Office," _U.S. News and World Report_ , March 15, 1999, v. 126, n. 10, page 32 (available on-line through WebLuis) > > * Cultural diversity/assimilation (Nov. 19 - 22) > >> Portes, chapter 5 - 7 (skim 5 and 6) >> --- >> <NAME> and <NAME>, "Conflicts of American Migrants: Assimilate or Retain Ethnic Identity." _Migration World Magazine_ , May-June 1998, v. 26, n. 4, p. 14 (available on-line through WebLuis) >> <NAME>, "American Identity: the Erosion of American National Interests." _Current_ , Nov. 1977, n. 397, p. 8 (available on-line through WebLuis) *** Policy Paper Due November 22 (no class on November 24) ![](top.gif) > * Rights and responsibilities Nov. 29 - Dec. 1) > >> DeSipio and <NAME>, chapters 3 and 4 >> >> Portes, chapter 4 > > * Human rights (Dec. 3 - 8) > >> Portes, chapter 8 >> --- >> <NAME>, "When a Clear Makes You Suspect." _National CatholicReporter_ , Jan. 15, 1999, v. 35, n. 11, p. 19 (available on-line through WebLuis) >> <NAME>, "Another Identity Crisis." _National Journal,_ Sept. 26, 1998, v. 30, n. 39, p. 2265 (available on-line through WebLuis) **** Final ExamTuesday, December 14 from 7:30 - 9:30a.m. ![](top.gif) <file_sep> Syllabus Art 309: Art for Children \| ![](invertd.jpg) > Above is a "My Family" picture by a preschool child. Note that some people are shown upside down. This child does not yet use a baseline along the bottom. <NAME> would have said this child is in the pre-schematic developmental stage. As we learn to recognize and acknowledge a child's developmental stage, we can more appropriately foster their growth and learning Visit These Links for the > Art for Children Course Class Calendar > First Studio Assignment - Montage > Field Teaching > List of Assignments \| Fall 2002 7-22-2002 update <NAME>, Instructor Contents * Learning Goals * Learning Methods * Art Education Journal Assignment * Textbook and Reading * Assignments * Bibliography of Books, Periodicals, and other resources * Contacting the Instructor * How Good Grades are Earned * Grading Our Artwork * About the Instructor * Group Learning * State of Indiana - Fine Arts Standards for All Classroom Teachers Back to Art Education Home Page ---\|--- * * * \---------- LEARNING DBAE \---------- Today art is generally taught from the perspective of DBAE (Discipline Based Art Education). DBAE refers to learning four art disciplines: Production, Criticism, Aesthetics, and Art History --- PRODUCTION SKILLS In order to learn to teach production skills in art we need to learn how to practice and foster perception, imagination, memory, and creativity. Skills are developed with practice. Creative thinking is fostered by asking open questions and by rewarding unique solutions. No work is copied from other artists or photographs. All work is based on observation, memory, and imagination. \| \| STRUCTURE and CRITICISM Learn to teach the structure of art. This is its elements, principles, and styles. Art criticism means that we foster intelligent and objective discussion about art. It does not require a negative stance. \| \| AESTHETICS and BEAUTY Learn to teach the nature of art, its purposes, and meanings. Learn to d efine art , beauty and ugliness in order to foster aesthetic experience. \| \| ART HISTORY Learn to teach art from other cultures and times. To do this we learn to work from our own experiences and observations to foster better understanding of ourselves. From this we learn ways to better appreciate others and their art work. The child's work is used to build a frame of reference to see the work of others. ---\|---\|---\|---\|---\|---\|--- In addition to DBAE we learn about about children's development in art in order to teach in age-appropriate and child centered ways. --- * * * \---------- LEARNING METHODS \----------top of page * * * --- CREATE and REFLECT We make art. We experientially learn how artists get ideas, we practice seeing, we practice skills with materials, and we learn positive discussion and interaction skills related to our own and other art products \| > LISTEN and RESPOND > Your active participation is evidenced by your questions. Each student is expected share without dominating discussions. \| TEACH and REFLECT Early in the term you pass on some skills by teaching them to another person. In the final month you teach several art sessions to one or more children. Audio taping of these sessions is required to help your review. Video taping is optional. ---\|---\|--- WATCH and REFLECT We reflect on, question, and propose alternate ideas based on instruction in videos and possibly actual class observations of children making and viewing art. \| > READ and REFLECT > Assignments based on the text, WWW pages, books, journals and other sources augment class work. \| REVIEW and WRITE EXAMS Exams include objective questions based on content studied. Other items describe learning situations. You are asked to propose instructional ideas consistent with educational philosophy learned in this course. COLLABORATIVE LEARNING Most successful teachers know how to collaborate and learn from each other. Some of our assignments are done collaboratively. If you wonder how this work is graded, see the explanation with this link. * * * Weekly Schedule top of page Some of this course is taught outside the classrooms. Substantial material for this course is presented through technology, with our classroom and our labs serving as a place and time to touch base. Details of the schedule are not complete at the time of this update. E-mail the instructor if you need updated details. <EMAIL> In addition to class time, students are expected to spend an average of 4 to 6 hours each week on preparation for this class. This time is used for: * reading e-mail from the instructor or from other art teachers * reading assignments * locating and studying material on the Internet such as WebQuests. * attending Topics and Issues sessions * listening to or watching tapes - some on reserve in library * writing assignments * working on art compositions * assessing art works * visiting and responding to art in galleries and museums * class preparation * completing assignments * field teaching * study time for tests top of page * * * E-mail Required Students should check E-mail before every class in a timely fashion to allow yourself time to prepare for class. You may receive information that is tested on quizzes and tests, assignment updates, and other very important information by e-mail. In most cases this information will be posted at least 24 hours prior to your class session, giving you time for any last minute class preparations. If you have an e-mail account at home that is other than your college account, be sure to configure your college e-mail account to automatically forward all your messages to your active account at home. The Shertz Computer Center staff can help you do this. If this is does not work for you, please send the instructor your home e-mail address immediately so it can be added to the class list e-mail addresses. <EMAIL> * * * Contacts with the Instructor Phone 533-0171 until 10 p.m. E-mail at any hour: <EMAIL> The office is in the Visual Arts building in Room VA13. The instructor's schedule is posted on the web.Phone or E-mail with your questions, comments, or for an appointment with the instructor. Your questions, ideas, and input about the course are welcome and needed. Art Education Journal/Sketchbook top of page Each student keeps a personal Art Education Journal/Sketchbook. Binders and some paper will be provided in class. The Journal/Sketchbook contains: * Dated sketches and other projects done in class as drawing ritual * Your thoughts about teaching/learning art - questions - lessons - theories \- reflections * Artwork and your journal from the Pass It On assignment * Responses to Art Department Topics and Issues * Samples from Artsednet Talk - the e-mail discussion group of art teachers * The cover is designed by you as a Self-Portriat Photomontage * Other materials and assignments that we will add * * * > Text > The text in this class is _ Creating Meaning Through Art _ by <NAME> and others, 1998 * * * How To Earn A Good Grade top of page Attend Regularly > Teaching is a profession. A ttendance and punctuality habits rank very high for teacher employability. Any student with a poor attendance record or a record of arriving late to class will be passed over by most employers. Attend regularly (no automatic class cuts). Use the phone at 533-0171 or e-mail to contact the instructor if you have a field trip, experience illness, or other serious problems preventing your attendance. You are responsible for what you missed (excused or not). You grade is effected if the missed work is not completed or if the absence is not justified. You grade is effected more if both incomplete work and unjustified absences occur. Participate Actively > Listen actively and participate in class by voicing your share of ideas and questions. Use Technology > Use and become comfortable with computers and technology. Not all learning takes place in our classroom. Today we teach and learn in a virtual classroom. You are expected to check your e-mail before each class session. Generally, new material may be posted to you at least 24 hours prior to classes, so you can make last minute class preparation. You can expect information about timely topics related to our class, e-mail and Internet assignments, test items, additions and elaboration on reading and lectures, and so on. In today's schools, electronic communication is one of the ways that teaching and learning takes place. It should not replace face-to-face meetings, but it can add an additional way to communicate. > > top of page Do the Assignments Well > Nurture your inner teacher and the collaborative learner within you. Be helpful, considerate and encourage others in class. Turn in written work that is thoughtful, that is on time, is well organized, is proofread, is corrected, and is professional in appearance (no torn edges from spiral notebooks or computer form edges). Handwritten papers are not accepted except when assigned to be written during class. Late work gets a lower grade. Most of the assignments prepare you for field teaching. Some assignments are done in groups and you are also evaluated by your peers. > For a list of anticipated assignments click here. > > In the F ield Teaching Assignment near the end of the term we practice some of the new ideas from the course. Plan and teach your field teaching sessions the best you can. A partner or planning group is useful. > > For a good grade in F ield Teaching: > a. Making contacts with parents and children promptly and be prompt and reliable. Be professional. > b. Plan lessons that include all the parts of a good lesson (see Planning to Teach Art) > c. Teach the parts of your lessons or unit in the right sequence (see Planning to Teach Art) > d. Practicing ahead of time with all materials and visual aides used. Otherwise, things get overlooked. > e. You must test the tape recorder ahead of time in the setting you plan to work. Be sure it picks up, records, and plays back properly in the setting you are planning to use it. Technical problems are not an excuse unless you can show that you thoroughly tested all aspects of the equipment before using it. Have extra cassettes and batteries (if needed) on hand. > > L earn by Producing Art top of page > Develop skills and allow yourself to be creative in your art. In this category, serious effort, growth, improved skills, willingness to try things, are expected and graded. The art itself is not compared to others in determining grades, but you are expected to improve with practice. See Grading Philosophy below. Even though you are not compared to others, this aspect of the course can be graded by assessing your involvement in your artwork, your willingness to try new things and experiment, the seriousness of your efforts, your ability to become totally involved in the creative process, and so on. In some cases students earn credit for individual growth and development as an artist. We do use the critique process in relation to our own artwork, but the critique process is used to learn how to discuss and respond to artwork, not to grade it. If you take a college studio art class, your artwork will be graded because the goal of that course is related to becoming a professional artist. This is a teaching/learning theory class. Art work is practiced as a way to think about the art teaching/learning process. > > L earn About Art* > You are expected to gain knowledge about art, and this can be graded. Knowledge about art includes things like visual elements, principles of design and composition, art styles, names of some artists, some art history, generally accepted cultural purposes of art, and generally accepted definitions of art. > > Learn Art Education > Art Education is the art and science of teaching and learning art. Today, DBEA (Discipline Based Art Education) includes four disciplines. They are art production, art history, art criticism, and aesthetics. This of course is only one way to view what is done. For another perspective on what is learned in art education, see the state standards at the end of this document. > > Tests are graded in the usual manner. There are at least two tests and comprehensive final. Small tests may happen unannounced, or they may be only announced through e-mail. Those with the best scores get an A. Those with lower scores will get a fair distribution of grades, but since the tests are not standardized it is impossible to determine a percentage point used to determine each grade. Tests will have both a factual component and a thoughtful component. Most students do well to form a study group to quiz each other over factual material. Additionally, such a group is a good way to discuss options for the thoughtful situation questions. Good teachers solve many classroom problems through discussions with their peers. I have put down some things that have worked for me to get better test grades when I was a student. > Click here to see the page. > > G rading Philosophy top of page > Artwork gets an A > Those who are attentive, show an interest, are open to their own creative ideas, and conscientiously work hard to learn art will get an A in their artwork in this class. Those who miss work sessions and those who display an "I don't care" attitude about their art may get a lower grade on their artwork. > > Your artwork is not compared to others in this class, but it is expected that all work be completed and that you are fully involved in the process. Mistakes are expected. Mistakes are fascinating. These are learning moments. In this course we do want to learn about art, so we do learn to evaluate artwork, but this is not for the purpose of _grading_ it in this class. > > Even though it is not graded in this course, artwork is often graded. Click here to see an example of a rubric used by art teachers when evaluating artwork and/or when the grading of artwork is required by the school. Click here to see an artwork critique form that an art teacher could use to help students discuss and learn the merits of an artwork. > > Grading other assignments and tests in this course > You are preparing to be a professional teacher in this class. Therefore, in your profession (teaching), you are graded more conventionally on the parts of this course other than artwork. You are not necessarily compared to others in class, but you are expected to learn the material and to attain professional standards as teachers of art to children. Grading cannot be avoided in college assignments in our profession. College grades remain one way to decide who is qualified to teach children. > > G rading Collaborative Learning > Successful teachers know how to collaborate and benefit from each other. Together we get better teaching ideas. Together we get better solutions to problems. We can enjoy helping each other and we gain the advantage of each other's support. A goal of this course is to help us learn to become teachers who help and benefit from colleagues. A goal is help us learn that few problems are solved by complaining and blaming, but teaching gets better by creative experimentation and by sharing our best practices. > > Children in schools are often better teachers than their teachers. However, we must be careful in how we form learning groups. <NAME>, in _The Nurture Assumption, 1999_ , says, "When teachers divide up children into good readers and not-so-good ones, the good readers tend to get better and the not- so-good ones to get worse." p.242. In a diverse group, every person in the group is expected to play a useful and unique contributing role. > > Some of our assignments are done collaboratively. Students like the extra learning from group assignments and they enjoy the process of learning together. Those who complain about group assignments do so because they feel some students fail to pull their own weight in the group. When this happens, a mature approach is to see the group as a field teaching opportunity. Not all of us have the same ability to make traditional contributions to a group. We can all help the group by asking open questions. When we find ourselves to be experts, it may be too easy to give answers and solutions without using questions that help others in the group understand the concepts. Some of us may be less experienced and less knowledgeable, but we can be willing workers and willing learners. We can affirm the more experienced in the group to feel good about sharing what they know. We can be appreciative and responsive. We too can ask open questions. > > Below are ways you are asked to provide assessment information so the instructor can evaluate your group efforts. Review this form ahead of time and work to receive good assessments from your peers. top of page --- > > Peer Assessment > > Please rate each other person in your group in each of the following categories. Use a scale of 1 to 5 with 5 being the most positive rating. > > Group member's name _____________________ > > Rating: > > _____ 1. Positive effort and contribution to group effort. > _____ 2. Careful and active listening. > _____ 3. Ability to clarify and explain things. > _____ 4. Ability to phrase questions instead of making negative comments. > _____ 5. Ability to encourage others to contribute. \| > > > > Ranking: > > List the names of the other persons in your group. Place the person who contributed the most to the group at the top of the list. Place the person at the bottom of the list who contributed the least to your group. Place other names in the middle. > > ________________________ > > ________________________ > > ________________________ ---\|--- Note: top of page None of us likes to be critical of our friends. However, learning to make assessments is part of learning to teach. Teachers often complain about the need to give grades. Sometimes subjects like art are evaluated by other methods than by standard grades. The above form is used to grade group work on class assignments. It would never be used to grade the artwork. This link shows a rubric for artwork. * * * Fine Arts Teaching Standards \--- Indiana http://www.IN.gov/psb/future/fine_art.htm National Teaching Standards by the Council of Chief State School Officers Draft Standards For Teachers http://www.ccsso.org/intascst.html#draft top of page * * * \| \| Links Updated March 2002 ![](brthr.GIF) Visit These Art Education Links by <NAME> ****************** Art Ed Links annotated 2002 UPDATE Art Lesson Examples Art and National Tragedy Art History WebQuest NEW IN 2002 Artroom Design NEW IN 2002 Aesthetics and Ethics in Everyday Life Bird Ritual \- multisensory warm up Creativity Killers in the art room Conversation Game to get ideas for artwork NEW IN 2002 Creativity Links Creative Teaching Critique in the Art Class NEW IN 2002 Critique Notes printable NEW IN 2002 Critique Form printable NEW IN 2002 Cubism Lesson process centered Drawing Lesson with viewfinders Drawing Lesson with blinders NEW IN 2002 Drawing is Basic by Unsworth Drawing for the "untalented" Practice Shading NEW IN 2002 Elements and Principles Teaching Observatoin Drawing NEW IN 2002 Teaching Shading in Drawing NEW IN 2002 Everyday Life Art Choices Good and Bad Art Teaching Ideas for Art Content NEW IN 2002 Images from the Internet for teaching NEW in 2002 Learning to Learn to Draw Lesson Planning 2002 UPDATE Lesson Idea Development 2002 UPDATE Montage Lesson 2002 UPDATE Creatively Teaching Multicultural Art Goshen Creatively Teaching Multicultural Art at iteach Observing in the Art Room 2002 UPDATE Percy Principles of Composition NEW IN 2002 Preschool Art Rituals in the Art Classroom a Favorite Essay Rituals \- a list of ideas Rubric \- Assessing Artwork for printing Rubric \- Assessing Art Talk for printing Sixth Grade Sketches Sketchbook Evaluation Sources of Inspiration Successful Third Grade Syllabus \- Art for Children 2002 UPDATE Syllabus \- Secondary Sch Art 2002 UPDATE ![](gcbannerwseal.gif) . Search Goshen Teaching Ceramics Marvin Bartel Marvin Bartel Home Marvin Bartel Courses Art Department Art Gallery 2002 UPDATE . --- > All rights reserved. Goshen students may print a copy for their own use. > > > Syllabus, text, and photos > (C) 2002 \- <NAME>, instructor > > Back to Art Education Home Page > top of page <file_sep># Latin American Studies 200 Spring 2002 #### Crosslisted as: Geog 200, Hist 200, Anth 200, Span 200, Govt 200 #### Class Meets TR 1400-1515 EST 337 Lead Instructor: Dr. <NAME> ##### Office: EST 304, Phone: 745-4555 EMail: Keeling #### Office Hours: MTWR 13:00-14:00 and by appointment. Participating Instructors: Dr. <NAME> (History), Dr. <NAME> (Government), Dr <NAME> (Modern Languages), plus Guest Lecturers. #### ![](http://www.wku.edu/~keelidj/pics/brazil/brazil5.jpg) ### Rio de Janeiro, Brazil ## COURSE PURPOSE: #### This is an interdisciplinary course that introduces you to the cultures and societies of Latin America. In each section of the course you gain an appreciation for the major topics, themes, and processes that shape Latin America. You benefit from the unique perspectives and insights that each discipline has to offer. Each participating instructor has a broad and deep level of interest and experience in the region, which serves to enrich the learning process. This course satisfies Category E of the University's General Education requirements. ### REQUIRED READING : #### (1) Keeling, <NAME>. (1997) _Contemporary Argentina: A Geographical Perspective_. Available at the College Bookstores (probably shelved under GEOG200 or LAS200) plus (2) _Focus_ , Vol. 45(4) Summer 1999, Special Magazine Issue on "Brazil" by <NAME>, (3) A course packet available at Lemox (ask for LAS200-Keeling). ### GRADING: #### There are three exams in this course: two one-hour section exams and the final two-hour exam, all of which are multiple choice, critical thinking format. Each section exam is worth 25% (125 points) and the final exam is worth 30% (150 points). Fifty (50) bonus points are allocated proportionately to the highest of your three exam scores. Attendance and participation are expected and are required, and are crucial to your success in this course. Ten percent of the course grade (50 points) is allocated for attendance and participation. Total points available for the course equal 500. Grades are allocated as follows: A = 90-100%; B = 80-89.9%; C = 70-79.9%; D = 60-69.9%; F =<60%. ### ATTENDANCE POLICY: #### Please make every effort to come to class on time. The class ends at 3:15 pm, so do not begin packing up materials until the appropriate time as it disturbs other students. If you attend class the instructor will assume that you are present to learn the course materials, not to talk with your neighbors, read the newspaper, or do homework for another class. If these rules are not to your liking, I urge you to drop the course immediately and take something else. Those students who attend regularly generally get more from the course than students who miss class. Absences (both excused and unexcused) will have a negative effect on your grade. Excused absences are given only for offical academic/university related activities that are communicated to the instructor BEFORE the beginning of class, or for special DOCUMENTED situations (illness, e.g.). All exams must be completed as scheduled in order to pass the course. Make-up exams are given only under VERY SPECIAL circumstances. Students are reminded that they are only allowed to sign THEIR OWN NAME to the attendance sheet. NOTE: Latin American Studies 200 strictly adheres to the course drop policy found in the Undergraduate and Graduate catalogs. It is the sole responsibility of individual students to meetthe cited deadlines for dropping a course. In exceptional cases the deadline for schedule changes(dropping a course) may be waived. The successful waiver will require a written description ofextenuating circumstances and relevant documentation. Poor academic performance, general malaise, or undocumented general stress factors are NOT considered legitimate extenuatingcircumstances. Since the granting of such waivers is rare, we urge you to follow the established guidelines. ## Course Outline and Reading Assignments LAS 200 Spring 2002 ### Section One: #### Historical Processes that Shaped Latin America (Salisbury) Tues 1/15/02 \| Introduction to Latin America \| None ---\|---\|--- Thurs 1/17/02 \| The Pre-Columbian Context \| Packet: The Shock of Conquest Tues 1/22/02 \| The Spanish Conquest \| Packet: The Shock of Conquest Thurs 1/24/02 \| The Shock of Conquest \| TBA Tues 1/29/02 \| Independence in the Americas: A Comparative Analysis \| TBA Thurs 1/31/02 \| Independence in the Americas: A Comparative Analysis \| TBA Tues 2/5/02 \| Mexico: Liberals, Conservatives, and Caudillos \| Packet: Santa Ana's Leg Thurs 2/7/02 \| The Early Modern Period \| TBA ### Tuesday 2/12/02 * First Section Exam * ### Section Two: Geographic Patterns that Shape Latin America (Keeling) #### Link to the Key Concepts outline for this section. #### Link to the First Assignment in this section. #### Link to the Second Assignment in this section. Thurs 2/14/02 \| Key Geographical Trends \| Reading: Packet -- Introduction and Country Profiles; Textbook, pp. 3-26 ---\|---\|--- Tues 2/19/02 \| Regional and Global Relationships \| Textbook: pp 27-56, FOCUS magazine Thurs 2/21/02 \| Globalization Processes \| Textbook: 323-330, FOCUS Magazine Tues 2/26/02 \| Society and Place \| Textbook: pp. 57-100; Packet -- Wagley Article on Culture Thurs 2/28/02 \| Capital, Labor, and Production \| Textbook: pp. 101-146 Tues 3/5/02 \| Transport and Communication \| Textbook: pp. 147-196 Thurs 3/7/02 \| Latin American Megacities/Primary Regions \| Textbook: pp. 197-288 Tues 3/12/02 \| Latin America's Primary Economy/Transition \| Textbook: pp. 289-322 ### Thurs 3/14/02 * Second Section Exam * ### Section Three: #### Society, Film, and Government (Keeling, Vergara-Mery, Petersen) Tues 3/26/02 \| Political Evolution \| Handout and Country Profiles in Packet ---\|---\|--- Thurs 3/28/02 \| Latin American Societies \| Reread Wagley article on Culture Tues 4/2/02 \| Caudillismo, Peronismo, and the Myth of Evita \| Video Excerpts Thurs 4/4/02 \| Latin American Societies \| Brazil article in FOCUS Tues 4/9/02 \| Film, Society, and Culture \| Handouts Thurs 4/11/02 \| Film, Society, Culture\| TBA Tues 4/16/02 \| Film, Society, Culture \| TBA Thurs 4/18/02 \| Film, Society, Culture \| TBA Tues 4/23/02\| Government and Politics \| Packet Thurs 4/25/02\| Government and Politics \| Packet Tues 4/30/02\| Government and Politics \| Packet Thurs 5/2/02\| Government and Politics \| Packet ### Final Exam: Thursday May 9, 2002 1:00 - 3:00 pm. # HAPPY STUDYING!! #### To view study maps, just click on: MAPS, and to view the location study list, just click on: LOCATION GUIDE. To email the course director, just click on: <EMAIL> Return to the History Department Home Page. Return to the Geography & Geology Department HOME PAGE. Last updated on 2/19/02. <file_sep>_Latin America and the United States_ History 329.01 Spring Semester 2002 \| <NAME> ---\|--- * * * ARH 318 \| Office: Carnegie 403 ---\|--- Monday & Wednesday, 8-9:50 \| Phone: 269-4886 Office Hours: Not yet Determined \| E-mail: <EMAIL> * * * To see reading for a specific week, choose: Which Week? Week 1: January 21 Week 2: January 28 Week 3: February 4 Week 4: February 11 Week 5: February 18 Week 6: February 25 Week 7: March 4 Week 8: March 11 Week 9: April 1 Week 10: April 8 Week 11: April 15 Week 12: April 22 Week 13: April 29 Week 14: May 6 Required Texts \| Readings \| Grading \| Research Project Overview * * * _Description_ : As the saying goes, Latin America lies too far from God and too close to the United States. This proximity has affected Latin American economics, demographics, culture, and politics. The seminar will begin with a look at three major case studies that demonstrate this influence: the Mexican Revolution, the Guatemalan Revolution, and the Alliance for Progress. The major assignment in the course is a research paper. --- Return to Top _Readings_ should be completed prior to the class meeting for which they are listed. The Syllabus below specifies the reading for each week. To see reading for a specific week, choose: Which Week? Week 1: January 21 Week 2: January 28 Week 3: February 4 Week 4: February 11 Week 5: February 18 Week 6: February 25 Week 7: March 4 Week 8: March 11 Week 9: April 1 Week 10: April 8 Week 11: April 15 Week 12: April 22 Week 13: April 29 Week 14: May 6 For the first seven weeks we will be reading secondary sources. During these weeks, two members of the class will be assigned the task of leading each particular session. During the last six weeks, the class readings will focus on the research projects.(See Paper Overview) Class participation is an integral part of the course, so attendance is mandatory. Please note that most of the readings are available for purchase. Many are also on reserve. For purposes of discussion, be prepared to define (1) the authors main point, (2) the type of evidence used to make that point, (3) your assessment of whether the evidence and argument convincingly sustain the conclusions, and (4) the relationship to other works we have read. --- Return to Top _Part 1. Case Studies of US-Latin American Relations (weeks 1-7)_ Monday, 21 January \| \| Introduction to the Course \| Week 1 ---\|--- Wednesday, 23 January \| \| Spenser, _Impossible Triangle,_ pp. 1-70. Discussion will be led by: --- Return to Top Monday, 28 January \| \| Spenser, _Impossible Triangle,_ pp. 75-193. Discussion will be led by: \| Week 2 ---\|--- Wednesday, 30 January \| \| Henderson, _Worm in the Wheat,_ pp. 1-64. Discussion will be led by: --- Return to Top Monday, 4 February \| \| Henderson, _Worm in the Wheat,_ pp. 65-228. Discussion will be led by: \| Week 3 ---\|--- Wednesday, 6 February \| \| Gleijeses, _Shattered Hope,_ pp. 3-71. Discussion will be led by: --- Return to Top Monday, 11 February \| \| Gleijeses, _Shattered Hope,_ pp. 72-278. Discussion will be led by: \| Week 4 ---\|--- Wednesday, 13 February \| \| Gleijeses, _Shattered Hope,_ pp. 279-394. Discussion will be led by: --- Return to Top Monday, 18 February \| \| Grandin, _Blood of Guatemala,_ pp. 1-129. Discussion will be led by: \| Week 5 ---\|--- Wednesday, 20 February \| \| Grandin, _Blood of Guatemala,_ pp. 130-236. Discussion will be led by: --- Friday, 22 February \| \| Topic Statement Due by 5 pm.See Assignment --- Return to Top Monday, 25 February \| \| Rabe, _The Most Dangerous Area,_ pp. 1-124. Discussion will be led by: \| Week 6 ---\|--- Wednesday, 27 February \| \| Rabe, _The Most Dangerous Area,_ pp. 125-199. Discussion will be led by: --- Return to Top Monday, 4 March \| \| Latham, _Modernization as Ideology,_ pp. 1-149. Discussion will be led by: \| Week 7 ---\|--- Wednesday, 6 March \| \| Latham, _Modernization as Ideology,_ pp. 151-215. Discussion will be led by: --- Return to Top Monday, 11 March \| \| No Class Discussion this Week. We will meet to assign presentation dates. Otherwise, work on your Primary Source Analysis. \| Week 8 ---\|--- Friday, 15 March \| \| Primary Source Analysis Due by 5 pm.See Assignment --- Spring Break, March 16 to 31 Return to Top _Part 2. Research Projects (weeks 9-14)_ Monday, 1 April \| \| No Class \| Week 9 ---\|--- Wednesday, 3 April \| \| Molly, David, Ashley, Sarah and Katie will Present Their Projects. See Assignment. --- Return to Top Monday, 7 November \| \| Rob, Toya, Colin, Dana, and Jenni will Present Their Projects. See Assignment. \| Week 10 ---\|--- Wednesday, 9 November \| \| Molly, David, Ashley, Sarah and Katie will Present Their Arguments. Only they need to attend. --- Return to Top Monday, 14 November \| \| Rob, Toya, Colin, Dana, and Jenni will Present Their Arguments. Only they need to attend. \| Week 11 ---\|--- Wednesday, 16 November \| \| David, Sarah and Katie will Present Their Introductions. Only they need to attend. --- Return to Top Monday, 22 April \| \| Molly, Toya, and Colin will Present Their Introductions. Only they need to attend. \| Week 12 ---\|--- Wednesday, 24 April \| \| Ashley, Dana, Rob, and Jenni will Present Their Introductions. Only they need to attend. --- Return to Top Monday, 29 April \| \| Draft Review for David, Rob, and Toya. Only they need to attend. Before drafting your paper read pp. 149-233 of _The Craft of Research._ \| Week 13 ---\|--- Wednesday, 1 May \| \| Draft Review for Colin, Ashley, and Sarah. Only they need to attend. Before drafting your paper read pp. 149-233 of _The Craft of Research._ --- Return to Top Monday, 6 May \| \| Draft Review for Dana, Molly, Katie, and Jenni. Only they need to attend. Before drafting your paper read pp. 149-233 of _The Craft of Research._ \| Week 14 ---\|--- Wednesday, 8 May \| \| No Class. Paper Due Friday May 10 at noon. See Assignment. --- _There is no Final Exam, Only the Final Paper_ --- Return to Top \| Return to <NAME>'s Web Page ---\|--- Last Modified: 12 March 2002 <file_sep>## History of Judaism (RelSt 120/History 100) ## Spring, 1998 * * * #### Instructor <NAME> 3004 Foreign Languages Building 333-0473 <EMAIL> TuTh 10-11 or by appointment * * * #### I. Course Summary This course will survey the history of Judaism from the period of the Hebrew Bible through the contemporary world. The course will focus on the ideas central to Judaism as a religious-cultural-social phenomenon instead of the political or economic history of Jews in various parts of the world or at different periods of time. However, the ideas and concepts we shall study and analyze will be set in their historical contexts, so that we may gage the interaction of Jews and Judaism with their larger environments and the interdependence and mutual influences of the Jews and those around them. In this course, we assume that Judaism is a human creation, so that it may be studied, analyzed, and interpreted according to the canons of normal scholarly disciplines. Furthermore, we presupposed that religion, a term we shall discuss throughout the semester, is a central element in the complex of ideas, symbols, and actions known as Judaism, so that the "religious" element within Judaism will be our major concern. We further presupposed that Judaism has changed and developed through time and that it is our task to follow these changes, to understand them, and to attempt to explain them. In addition, we shall hold that no one form of Judaism is better than or more authentic than any other form. Our goal is to understand, analyze and interpret the various complexes which are known as Judaism and not to evaluate their legitimacy with regard to one another or to determine which, if any, is True. * * * #### II. Course Requirements 1. Each student is expected to complete the reading assignments for each topic before it is discussed in class. 2. Each student is expected to attend each class session and to participate in class discussions. 3. Each student is expected to purchase his/her own copy of <NAME>, Jewish People, Jewish Thought: The Jewish Experience in History, Jud<NAME>, Jewish Women in Historical Perspective, and the course reader from UpClose 714 6th street. The reader comes in 2 volumes. 4. There will be three major writing assignments, 8-10 pages each, which will take the place of the midterms and finals. Students will be expected to complete these assignments on time and according to the requirements stated with the assignments. 5. Each Thursday, each student will hand in a summary of no more than 250 words of the chapters from Baskin which were assigned for that week. Be sure to review the sheet of writing tips before you write each paper. This will make our job much easier and prevent a good deal of frustration on your part. Failure to hand in papers on time will result in the loss of 1/2 grade for each day the paper is late. 6. Every Thursday each student will hand in two diary entries, one for each day of class during the previous week. The entry should be comments on the readings, lectures, discussions, or any other information, issues, or comments relevant to the study of Judaism. At least the students should record their reactions to what they have read in Seltzer and heard and discussed in the lectures. The students should also comment on what they thought was important, whether or not they thought the reading was interesting and why, whether or not they thought the classroom lecture and discussion were interesting and why. They should also comment on any thing they have read, heard, or done outside of class that is relevant to the study of Judaism. Each entry will be worth 2 points. While I will read each entry, I will not comment on them or correct them, so feel free to express yourself. They may be handwritten. 7. Each student will write a book-review of any scholarly book on the history of Judaism, Jews, Jewish Culture, Society, or Literature. The book must be approved by the instructor by March 12, 1998. The instructions concerning the book review will be handed out in class. The book-review is due on Thursday April 21, 1998. 8. Each take home examination will be worth 25% of your final grade. The diary will be worth 10% of your final grade. The book review will be worth 10% of your final grade. The outlines of Baskin's book will be worth 5% of your final grade. For borderline grades, class participation and attendance will be the deciding factor. Failure to hand in all of the essays, the book review, the summaries of the chapters in Baskin, and a complete diary will result in a failing grade. You must do all of the written assignments to receive credit for the course. NB: In addition to the two text-books, you will be purchasing a collection of documents from UpClose. Seltzer spends a good deal of time citing documents and discussing them, and the reader contains many of the texts upon which Seltzer bases his discussions. These will also be extremely helpful when you write your papers. They are to serve as a supplement to Seltzer; however, we may discuss any of them in class. Please read the material; it will make Seltzer much easier to understand. Bring the readers to class each session. NB: Unfortunately, Macmillan is publishing a second edition of Seltzer's book January, 1998, and it is not yet available. The pages below are from the first edition. I have no idea how the two editions will differ; if the pages have changed, I will hand out a new syllabus when I see the book. * * * #### III. Reading Assignments A. Introduction 1/20- Introduction 1/22 B. The Biblical Period 1/27 The Bible and the Ancient Near East Seltzer, 7-46 Baskin, 15-42 Reader, 1-45 1/29 The Bible and Its Contents Seltzer, 46-11 Reader, 46-77 C. The Hellenistic Period 2/3 Defining Hellenism Baskin, 43-67 2/5 The Latter Books of the Bible Seltzer, 112-164 Reader, 78-122 2/10 Hellenism and Postbiblical Judaism Seltzer, 171-194 Reader, 122-178 2/12 Judaisms During the Hellenistic Period Seltzer, 195-242 Reader, 179-280 2/17- Rabbinic Judaism 2/24 Seltzer, 243-314 Baskin, 68-93 Reader, 281-363 D. The Medieval Period 2/26- The Early Middle Ages 3/3 Seltzer, 323-372 Baskin, 94-114 3/5- Judaism of the Mind: Theology and Philosophy 3/10 Seltzer, 373-418 Reader, 364-443 There will be no class on 2/27 3/12- Judaism of the Imagination: Jewish Mysticism 3/17 Seltzer, 419-450 Baskin, 115-158 Reader, 444-490 E. The Pre-Modern World 3/19- The World Views of the Jews 3/31 Seltzer, 454-505 Baskin, 159-181 Reader, 491-434 F. The Modern Period 4/2 The Modern State and the Jews Seltzer, 513-546 Reader, 535-566, 585-595 4/7 Modern Jewish Thought Seltzer, 547-579 Baskin, 182-221 Reader, 567-584 4/9 Jewish Reform Movements I Seltzer, 580-618 Reader, 577-560 4/14 Jewish Reformation Movements II Seltzer, 580-618 Reader, 561-635 G. The Modern World 4/16- The Historical Context 4/21 Seltzer, 626-683 Book review due on 4/21 4/23- Modern Jewish Thought 4/28 Seltzer, 684-719 Reader, 684-706 Book review due on 4/18 4/30- Modern Judaism 5/5 Seltzer, 720-766 Baskin, 222-288 > * * * > > ##### For additional information about the course, > contact <EMAIL>. <file_sep>Textbooks \| Course Requirements \| Weekly Schedule Chinese 325--Fall 1999 ADVANCED CHINESE GRAMMAR _Course Information and Syllabus_ Instructor: <NAME> [back to main page] * Office: Scott Hall 327 * Office Phone: 932-5597 * Email: <EMAIL> * Office Hours: TTh 11:15-12:15 * Class meeting times: Tuesdays and Thursdays, 5th period--2:50-4:10pm in Murray 111 This is a course in Chinese grammar. The goal of the course is to increase your understanding of Chinese grammar in order to improve your mastery of Chinese. A secondary goal is to explore the nature of Standard Chinese grammatical structure in general and learn how and where it differs from the grammars of other languages, such as English and Chinese dialects. The course will be heavily discussion oriented; we will approach our topic through analysis and dialogue. We will look at Chinese sounds, word structure and formation, sentence grammar, and paragraph structure, using a variety of techniques, from analysis to problem solving. This course will demand that students actively participate; and you will be expected to frequently present your own ideas and understand all examples in Chinese. Hence to take this course, students must have studied Chinese up through the level of 132 or the equivalent. (Others may be allowed to take the course with special permission from the instructor.) _Textbooks_ Required: 1 Yip Po-Ching and Don Rimmington. _Basic Chinese: A Grammar and Workbook_. New York: Routledge, 1998. 2 Yip Po-Ching and Don Rimmington. _Intermediate Chinese: A Grammar and Workbook_. New York: Routledge, 1998. 3 Yip Po-Ching and Don Rimmington. _Chinese: An Essential Grammar_. New York: Routledge, 1997. The above texts should be available from the University Bookstore at One Penn Plaza, opposite the New Brunswick train station, and from New Jersey Books, 108 Somerset St. Optional (if available) : <NAME> and <NAME>. _A Practical Chinese Grammar for Foreigners_. Beijing: Sinolingua, 1988. Li, <NAME>. and <NAME>. _Mandarin Chinese: A Functional Reference Grammar_. Berkeley: University of California Press, 1981. To be on reserve at the library for supplementary reading and reports : <NAME>. _The Origin and Development of the Chinese Writing System_. Indiana: Eisenbrauns, 1994. ISBN: 0-940490-78-1 <NAME>. _A Grammar of Spoken Chinese_. Berkeley: University of California Press, 1968. ISBN: 0-520-00219-9. {ALEX PL1137.S6C5 1968} <NAME>. _Language and Symbolic Systems_. Cambridge: Cambridge University Press, 1968. ISBN 0-521-09457-7. {ALEX P106.C5} <NAME>. _Mandarin Primer_. Cambridge, 1961. {EASIA PL1125.E6C45} <NAME>. _The Chinese Language: Fact And Fantasy_. Honolulu: University of Hawaii Press, 1984. Paper. ISBN: 0-8248-1068-6 {ALEX PL1171.D38} <NAME>. _Shanghai Dialect: An Introduction to Speaking the Contemporary Language_. Maryland: Dunwoody Press, 1993. {ALEX PL1940.S53E33 1993} <NAME>. _The Chinese Language Today_. {ALEX PL1087.K7} Li, <NAME>. & <NAME>. _Mandarin Chinese: A Functional Reference Grammar_. Berkeley: University of California Press, 1981. ISBN: 0-520-04286-7 {ALEX PL1107.L5} <NAME>. _About Chinese_. Baltimore: Penguin Books, 1971. ISBN: 0-14-02.1131-4 {ALEX PL1111.N4} <NAME>. _Chinese_. Cambridge: Cambridge University Press, 1988\. Paper. ISBN 0-521-29653-6 {ALEX PL1075.N67} Pullum, <NAME>. & <NAME>. _Phonetic Symbol Guide_. Chicago: University of Chicago Press, 1986. ISBN: 0-226-68532-2. {ALEX P221.P85 1986} <NAME>. _The Languages of China_. Princeton: Princeton University Press, 1987. Paper. ISBN: 0-691-01468-X {ALEX PL1071.R34} <NAME>. _Languages and Dialects of China_. Journal of Chinese Linguistics Monograph Series No. 3. Berkeley: Journal of Chinese Linguistics, 1991\. _General Requirements_ _Attendance_ : Attendance is of utmost importance and you are expected to come to every class. Beginning with the second class you miss, your final grade will be lowered by of a grade for each day you are absent without bona fide medical or religious cause. _Assignments_ : In addition to the readings, you will be required to write one short report (a minimum of eight to a maximum of twelve typed, double-spaced pages), due Tuesday, December 2nd. The report must follow normal conventions of style for college term papers and must include a bibliography. Below is a list of suggested topics; if you wish to write on another topic, please first check with the professor: * Chinese romanization systems * The nature of Chinese writing and how it affects Chinese grammar * Chinese and English grammar compared * The grammatical differences between standard Chinese and one or more dialects * The history and development of the Mandarin based standard * Some interesting features of Chinese grammar * Different ways to analyze features of Chinese grammar In addition, there will be occasional other written assignments. Assignments must be handed in on time; late papers will not receive full credit. _Quizzes_ : There will be two quizzes. The first will be on the sound system of modern standard Chinese and two romanization systems -- _Pinyin_ and Gwoyeu Romatzyh. The second will be on Chinese grammatical terminology (in Chinese and English). I will provide you with further information on these quizzes later. No make-ups will be given for missed quizzes. _Exams_ : There will be a midterm and a final exam covering the material presented in class and the readings. _Grading_ : Final grades will be based on attendance and participation in class, written assignments and the report, quiz results, the midterm, and the final. Your final grade will be calculated approximately as follows (subject to revision): 1. attendance/participation 10% (or more) 2. assignments/report 20% 3. quizzes 10% 4. midterm 30% 5. final 30% Chinese 325--Fall 1999 _WEEKLY SCHEDULE_ _Week 1--Th9/2_ ++ _Week 2--T9/7 & Th9/9_ 1\. Sounds of the modern standard language, _pinyin_ & other romanizations _Readings:_ * 3 Yip, pp. 1-4 * Li and Thompson, pp. 1-9 (on reserve) * Norman _Chinese_ , pp. 138-151, 257-263 (on reserve) * Chao, <NAME>, _A Grammar of Spoken Chinese_ , pp. 18-56 (on reserve) _Week 3--T9/14 & Th9/16_ ++ _Week 4--T9/21 & Th9/23_ 2\. The structure of words and parts of speech _Readings:_ * 1 Yip, Units 1-6, 24-25 * 2 Yip, Unit 17 * 3 Yip, pp. 4-29 & Chapter III.19 * Li and Cheng, Chapters 1& 2 * Li and Thompson, pp. 10-44, and Chapters 5, 7, 8 & 9 (on reserve) Quiz 1: Th9/16--the sound system of modern standard Chinese and romanization systems. _Week 5--T9/28 & Th 9/30_ 3\. Phrases and their structures _Readings:_ * 1 Yip, Units 7-10 * 2 Yip, Units 4-6 * Li and Cheng, Chapter 3 * Li and Thompson, pp. 45-84, and Chapters 10, 11 & 20 _Week 6--T10/5 & Th10/7_ 4\. Sentence elements _Readings:_ * 1 Yip, Units 17, 21-23 * 2 Yip, Units 3 & 7 * 3 Yip, p. 93 and Chapters II.13 & III.18 * Li and Cheng, Chapter 4 * Li and Thompson, Chapters 4, 13 & 22 _Week 7--T10/12 & Th10/14_ 5\. Simple sentences _Readings:_ * 1 Yip, Units 13-14, 16, 18-19 * 3 Yip, Chapters II.9-12, II.14-15, & III.17 * Li and Cheng, Chapter 5 * Li and Thompson, Chapters 4, 12, 14, 17, 18 _Week 8-- T10/19 & Th10/21_ ++ _Week 9--T10/26_ 6\. Verbal aspect _Readings:_ * 1 Yip, Unit 15 * 2 Yip, Units 8 & 21-22 * 3 Yip, Chapter II.8 * Li and Cheng, Chapter 6 * Li and Thompson, Chapter 6 Midterm: T10/19 _Week 9--Th10/28_ ++ _Week 10--T11/2 & Th11/4_ 7\. Special predicate constructions _Readings:_ * 1 Yip Unit 11 * 2 Yip Units 1-2 & 19 * 3 Yip, Chapters II.6-7 & III.20-21 * Li and Cheng, Chapter 7 * Li and Thompson, Chapters 15, 16, 17 & 21 _Week 11--T11/9 & Th11/11_ 8\. Expressing comparison _Readings:_ * 1 Yip, Unit 12 * 2 Yip, Unit 18 * Li and Cheng, Chapter 8 * Li and Thompson, Chapter 19 _Week 12-- T11/16 & Th11/18_ 9\. Expressing emphasis _Readings:_ * 1 Yip, Unit 20 * 2 Yip, Unit 20 * 3 Yip, Chapter III.22 * Li and Cheng, Chapter 9 Quiz 2: Th11/16--Chinese grammatical terminology (in Chinese and English) _Week 13--T11/23_ ++ _Week 14-- T11/30 & Th12/2_ 10\. Complex sentences _Readings:_ * 2 Yip, Units 9-16 * 3 Yip, Chapter III.23-25 * Li and Cheng, Chapter 10 * Li and Thompson, Chapter 23 Report due: T11/30 _Week 15--T12/7 & Th 12/9_ Catch-up and Review Final: Friday 12/17, 12:00-3:00pm [back to top] [back to <NAME>' main page] <file_sep>## History of Ancient Philosophy PHIL 3151 Fall 2001 12:00pm-1:40pm TTh HFA 26 Instructor: <NAME> Office: CAM 207 Phone: O: 589-6288, H: 589-2966 e-mail: <EMAIL> OH: Tuesday, Wednesday and Thursday 1:45-2:45 and by appointment. ![](blueline.gif) Course description This course will be an introduction to some of the major figures in ancient Greek philosophy: Plato, Aristotle, the Cyrenaics, Epicurus, the Stoics, and the academic skeptics. We will examine their metaphysics, epistemology, philosophy of mind, ethics, and political philosophy. Class format This class will primarily be seminar format, and class discussion of the readings will play a major role. The midterm and final exam will consist of take-home essay questions; there will be frequent short reading response papers, and a longer final paper that the student will have the option of revising and resubmitting. I will rotate the schedule of reading response papers, so that every class period one or two students will submit a paper. These papers will typically involve setting out and evaluating one of the arguments in the reading for that class day. You will post this paper to the class bulletin board. Please post your paper the night before the class by 5 p.m. at the latest. Everybody will be responsible for reading the reading response papers before the class meeting and posting a reply to one of the papers, or a reply to one of the replies, even. You can post several types of replies: 1. _Clarification request._ You claim p, but I don't know what you mean by saying p. Please clarify. Do you mean by this p', p''...? 2. _Argument request._ You claim p. I think I know what you mean by p. But _why_ do you claim p? I don't see any argument for p, and I think you need to give an argument for it. 3. _Objection._ You claim p (and maybe you argue for it). However, I think that p, (or your argument for p), is problematic. Here's my objection to p (or to your argument for p): q. What do you say in response to q? 4. _Assistance._ You claim p. I agree with you that p, but I think the following additional reason (which you do not mention) can be given in support of p: q. 5. _Competing interpretation._ You say that the reading claims that p. However, I don't think that this is exactly what it says. Instead, I think it says p' (and here's why I think this). 6. _Suggestion of parallels._ You claim p. P (or your argument for p) reminds me of so-and-so's claim that q (or his argument for q). Are the two really similar? Does comparing p to q help illuminate p, or is it just misleading? Sometimes, the bulletin board may be down. If so, please e-mail me your paper or question before class. Typically, I will explain the material in the first half of the class. We will take a break, and then the second half of the class will be devoted to discussing the material, using the reading response papers and replies as a way to start the discussion. But this division is not meant to be hard and fast: discussions and evaluation will often break out during the first part of the class, and during the course of discussing the material in the second part, sometimes I may go back to clarify some points in the material. The bulletin board also has a forum for posting questions about the material. If anything in the reading is unclear to you, or you have any other questions about the material, please post them in this forum. I will look over it before class, and knowing what questions you have will help me prepare more effective lectures. The bulletin board, announcements, copies of this syllabus, and a trove of other information is available from the course web site, http://cda.mrs.umn.edu/~okeefets/ancient01.html. ![](blueline.gif) Texts: * _A Presocratics Reader: Selected Fragments and Testimonia,_ ed. by <NAME>, Hackett Publishing. * Plato, _Five Dialogues,_ trans. by <NAME>, Hackett Publishing * Plato, _Theaetetus,_ ed. by <NAME>, Hackett Publishing * Aristotle, _Selections,_ trans. by <NAME> and <NAME>, Hackett Publishing * _Hellenistic Philosophy: Introductory Readings,_ ed. by <NAME> and <NAME>, 2nd edition, Hackett Publishing. * Lucretius, _The Way Things Are: The De Rerum Natura of Titus Lucretius Carus,_ trans. by <NAME>, Indiana University Press. * Occasional handouts and photocopies ![](blueline.gif) REQUIREMENTS: Mid-term exam \| 25% ---\|--- Short papers and participation \| 20% Final Exam \| 25% Final paper (10-15 pages) \| 30% The exams will be take-home. You will have the option of revising and resubmitting your final paper. ![](blueline.gif) Important Dates: Oct. 22: Mid-term exam due Nov. 20: Final paper due Dec. 13: Final paper rewrites due Dec. 20: Final Exam Due You will also be required to attend one of the talks given by <NAME> on Sept. 24 as part of this year's Midwest Philosophy Colloquium, "Wisdom of the Ancients." ![](blueline.gif) NOTE ON ACADEMIC INTEGRITY: If any student plagiarizes in writing a paper--that is, copies or closely paraphrases from a source without proper quotation and acknowledgment of the source--then that student will be given a failing grade either on the paper or in the course. I will discuss proper footnoting procedures in class. ![](blueline.gif) University Grading Standards A achievement that is outstanding relative to the level necessary to meet course requirements. B achievement that is significantly above the level necessary to meet course requirements. C achievement that meets the course requirements in every respect. D achievement that is worthy of credit even though it fails to meet fully the course requirements. S achievement that is satisfactory, which is equivalent to a C- or better. F (or N) Represents failure (or no credit) and signifies that the work was either (1) completed but at a level of achievement that is not worthy of credit or (2) was not completed and there was no agreement between the instructor and the student that the student would be awarded an I. I (Incomplete) Assigned at the discretion of the instructor when, due to extraordinary circumstances, e.g., hospitalization, a student is prevented from completing the work of the course on time. Requires a written agreement between instructor and student. ![](blueline.gif) Credits and Workload Expectations For undergraduate courses, one credit is defined as equivalent to an average of three hours of learning effort per week (over a full semester) necessary for an average student to achieve an average grade in the course. For example, a student taking a three credit course that meets for three hours a week should expect to spend an additional six hours a week on coursework outside the classroom. Accomodations for students with disabilities It is University policy to provide reasonable accommodations to students with disabilities. Please contact the instructor or the Disability Services office, 589-6178, Room 362 Briggs Library to discuss accommodation needs. ![](blueline.gif) Return to the Ancient Philosophy web site. Return to the course materials index. Return to <NAME>'s homepage. <file_sep>HISTORY OF THE FUTURE 311-27200-01,02 Introduction: We have entered the new millennium. Now is the time to reflect upon and analyze the past and present to anticipate, comprehend, and visualize the future. History of the Future is an interdisciplinary evaluation of historical perceptions and visions of the future. We shall assess varied global cultures, institutions and scientific principles in their search, analysis and historical plans for the future. We shall also build upon the varied values and beliefs of futurist visionaries expressed in works of literature, art and mass media to develop personal visions of the future which reflect our own evolving identities and values. The course carefully evaluates the following interdisciplinary themes: 1.) historical perceptions and experiments in utopian and futuristic thought and society and changing concepts of time; 2.) the world-system and the role of industry, science and technology on future political and economic developments; 3.) war, peace and destruction: perceptions and apocalyptic visions of World War III and the unraveling of civilization; 4.) the physical and human environment: the future of ecological awareness and gender relations; 5.) a synthesis of earlier themes in the evaluation and application of three paradigms: a capitalist world economy, an alternative (socialist) world-system and a decentralized, antiproductivist set of communities as found in Warren Wagar's A Short History of the Future; 6.) the utilization of historical reflection and analysis in the creation of a systemic, global and personal vision and plan for the future. Books The following books are required for this course and may be purchased at the college bookstore: <NAME>, Ecotopia <NAME> and <NAME>, editors, The Utopia Reader <NAME>, Player Piano <NAME>, Alas, Babylon <NAME>, A Short History of the Future Also follow this website: The Study of the Future: http://www.wfs.org/studytoc.htm Additional handouts and readings supplement the book assignments. Internet sites are found in the Topics and Readings section of the syllabus. These links may be accessed through the on-line copy of this syllabus found on my homepage: http://www.ithaca.edu/faculty/history Communications 1\. Scheduled office hours are set for Monday, Wednesday and Friday 11:00-12:00, Tuesday and Thursday 1:00-2:00 and by appointment any day of the week. I may be reached for appointments, information or questions at 274-1587 or 274-3303 and by e-mail: <EMAIL>. Please stop by my office to discuss course material or life in general. Requirements 1. Regular attendance is expected of all students. College policy allows only three unexcused absences. Absences will adversely affect the comprehension of course material and one's grade. Students are expected to have read the assigned readings and participate in class discussion. 2. Book critique and semester project. A. Students must complete one intensive evaluative book critique of either the Vonnegut, Frank or Callenbach book. The assignment of a specific book will be equally divided among students at the beginning of the semester. Due dates are listed in the Topics and Assignment section of the syllabus. The critique follows a four section format. 1\. Introduction: Introduce the author's main thesis and themes. Include a brief summary of the critique's contents. 2\. Provide a historical framework based upon other assigned readings and class lecture/discussion. 3. Select and evaluate three themes you consider most significant and support them with specific examples. 4\. Provide a critique of the work's strong and weak historical and stylistic points. Decide how the book and film relate to the History of the Future course and recommend an appropriate readership. One mastery revision will be allowed. B. Semester project. Cooperative groups will form based upon the varied reading assignments and topics under study. Each group (of three or four) will further research and develop a specific futurist topic or theme and present it to fellow classmates towards the end of the semester. Possible topics include utopianism, millennium studies, robotics, economic and social transitions, apocalyptic visions of war, health, the veneration of science, genetics, biotechnology, cybernetics, authoritarianism, space travel; Callenbach: environment, gender relations, culture, and other themes. Carefully review listed internet sites for ideas and sources. 4. A foundations examination will be given week six of the semester. 5. Each student will complete an interpretive final essay examination. The essays will be conceptual in nature and will test student comprehension and analysis of material covered in class and the readings with special emphasis placed on Wagar's A Short History of the Future. 6. A journal of readings. Students are to complete one page conceptual evaluations of two nineteenth century and four twentieth century readings from The Utopia Reader, the "Feminist Utopia" handout. 7. The writing of essays, critiques and papers follows specific criteria and all sources must be properly documented. Carefully read the sections of the syllabus dealing with plagiarism and writing papers. Grading All work must be completed to earn a passing grade! Due dates are found in the Topics and Assignments section of the syllabus. Book critique and semester project 30% Foundation examination, week six 20% Final examination essays 30% Evaluation journal of readings and films, qualitative class participation 20% 100% WEEK DATES TOPICS AND ASSIGNMENTS 1. \| Jan. \| 21 \| Introduction. Defining future studies. Assignment: designing a future. The Millennium in perspective and the concept of time. Earliest visions of the future Utopia Reader, pp.1-76 World Future Society http://www.wfs.org The Study of Future http://www.wfs.org/studytoc.htm ---\|---\|---\|--- 2. \| Jan. \| 28 \| An evaluation and discussion of "The State of the Art" and "Past Futures."Early historical perceptions of the future: classical, biblical and other models and prophecies. Utopia Reader, pp.1-76 History http://www.ukans.edu/history/VL 3. \| Feb \| 4 \| Utopia - the perfect society, an appraisal of More's Utopia. Visions of the future from the long past. Utopia Reader, pp.77-93, 106-126 and handout Begin reading Player Piano Utopia http://www.utoronto.ca/utopia/ 4. \| Feb \| 11 \| Nineteenth century utopian thought and communal societies. Entering the 20th Century: expectations of future change in the pre-millennial century Utopia Reader, pp.182-312 Millennium http://www.mille.org/ USHistory http://historymatters.gmu.edu/ 5. \| Feb \| 18 \| The world-system of development and the "modern" age \- industrialization, political and technological models for the future. Discussion and analysis of handouts. Complete reading Player Piano Technology http://www.asap.unimelb.edu.au/hstm/hstm_alphabetical.htm 6. \| Feb \| 25 \| Perceptions of technological, economic transformations, and the human condition. A discussion of Player Piano. "The Future of Wealth and Power" Critique is due. Examination 7. \| Mar \| 4 \| Major wars of the modern world system, peace, and the atomic and space age. Preparing for World War III and apocalyptic visions. "The Future of War and Peace." Begin reading Utopia Reader, pp.312-420 Manhattan Begin reading Alas, Babylon http://gis.net/~carter/manhattan/index.html http://www.nearearthobjects.co.uk/ 8. \| Mar \| 11 - 15 \| SPRING BREAK! Read Utopia Reader, pp.312-420 9. \| Mar \| 18 \| World War or nuclear, biological or chemical terrorism? The power of science, human engineering and authoritarianism. Twentieth century utopian and dystopian works as historical reflections. Dicuss Alas, Babylon Begin reading Ecotopia Science http://www.nhgri.nih.gov http://www.nlm.nih.gov/hmd/hmd.html 10. \| Mar \| 25 \| Reflecting on the twentieth century at the end of the twentieth century: are we entering a "Brave new world?" 20th Century http://history1900s.miningco.com/ 11. \| April \| 1 \| The human condition and the environment: health, numbers and survival. Living Beyond 100 Changing Perceptions of Old Age "The Future of the Earth." Read the handout "A Feminist Utopia." Environment http://h-net2.msu.edu/~aseh/ Envirolink http://www.envirolink.org/ 12. \| April \| 8 \| An environmental worldview. The evolution of gender relations and feminist visions. Discussion of "A Feminist Utopia." Finish reading Ecotopia Begin reading A Short History of the Future "The Future of Living." Women http://www.library.wisc.edu/libraries/WomensStudies/others.htm Global http://www.womeninworldhistory.com/ 13. \| April \| 16 \| Utopian visions or a real future? Discussion of Ecotopia. Constructing the ideal community: from Disney to Ecovillage. Ecotopia critique is due! The future as history. Three paradigms for the future, a conceptual introduction to A Short History of the Future. Wagar, "Epilogue, The Next Three Futures." Liberty http://www.geocities.com/~newliberty/ Victory http://www.victorycities.com/ EcoVillage http://www.cfe.cornell.edu/ecovillage/ Scenarios and Projects http://mars2.caltech.edu/whichworld/index.html 14. \| April \| 22 \| Presentations of semester projects 15. \| April \| 29 \| Analysis and discussion of "Book the First: Earth, Inc." The last age of capital and ruling circles. Fouling the nest, molecular society and the catastrophe of 2044. "Book the Second: Red Earth" The Coming of the Commonwealth and the great housecleaning. "Book the Third: The House of Earth." The small revolution, the autonomous society and transhumanity. A critical summary evaluation of the "next three futures." http://www.ruckus.org/ http://www.worldwatch.com/ http://www.hrw.org/ http://www.aging.state.ny.us http://www.wri.org/wri/busiwee http://www.dol.gov/asp/futurework/report.htm 16. \| May \| 6 \| Final Examination Week * * * <NAME> Muller 427 274-1587 <EMAIL> http://www.ithaca.edu/faculty/wasyliw \| Office Hours: MWF 10:00-10:45am, 12:00 - 12:45pm T / TH 1:00-2:00 and by appointment ---\|--- <file_sep># Latin American Studies 200 Fall 2002 #### Crosslisted as: Geog 200, Hist 200, Anth 200, Span 200, Govt 200 #### Class Meets TR(F) 1415-1515 EST 337 Course Director: Dr. <NAME>, Geography & Geology. Office: EST 304, Phone: 745-4555, EMail: <EMAIL> Office Hours: TR 1pm - 2pm, W 0800-1000, and by appointment. Participating Instructors: Dr. <NAME> (History), Dr. <NAME> (Government), plus Guest Lecturers. #### ![](http://www.wku.edu/~david.keeling/pics/machu.jpg) ### MACHU PICHU, PERU ## COURSE PURPOSE: ##### This is an interdisciplinary course that introduces you to the cultures and societies of Latin America. In each section of the course you gain an appreciation for the major topics, themes, and processes that have shaped (and continue to shape) Latin America. You benefit from the unique perspectives and insights that each discipline has to offer. Each participating instructor has a broad and deep level of interest and experience in the region, which serves to enrich the learning process. This course satisfies Category E (World Cultures) of the University's General Education requirements. ### REQUIRED READING : ##### (1) <NAME>. (ed.) (2001) _Understanding Contemporary Latin America_ , 2nd. Edn.; Available at the College Bookstores (probably shelved under GEOG200 or one of the crosslisted course numbers); (2) <NAME> (ed.) (2002) _Latin America in the Twentyfirst Century_ : Available at the College Bookstores. (3) Material provided by the instructors TBA. ### GRADING: ##### There are three exams in this course (two one-hour section exams and the final two-hour exam, all of which are multiple choice in format). Each section exam is worth 30% (150 points) and the final exam is worth 20% (100 points). Forty bonus points will be allocated to the highest of your exam scores. Attendance and participation are expected and are crucial to your success in this course. Twelve percent of the course grade (60 points) is allocated for attendance, participation, and reading assignments. Total points available for the course equal 500. Grades are allocated as follows: A = 90-100%; B = 80-89.9%; C = 70-79.9%; D = 60-69.9%; F = <60%. ### ATTENDANCE POLICY: ##### Please make every effort to come to class on time. The class ends at 3:15 pm, so do not begin packing up materials until the appropriate time as it disturbs other students. If you attend class, the instructor will assume that you are present to learn the course material, not to talk with your neighbors, read the newspaper, or do homework for another class. Please turn off your cellphones or put them on vibrate while you are in this class. If these rules are not to your liking, I urge you to drop this course immediately and take something else. Those students who stay with the course and who attend regularly generally get more from the course than students who miss class. Absences (both excused and unexcused) will have a negative effect on your grade. Excused absences are given only for official academic/university related activities that are communicated to the instructor BEFORE the beginning of class or for special DOCUMENTED situations (illness, for example). Any student who accummulates 9 absences or any type, will receive an automatic "F" for the course. In any event, a student MUST be present in class to receive the daily attendance points for that class. All exams must be completed as scheduled in order to complete the course. Make-up exams are given only under VERY SPECIAL circumstances. Students are reminded that they are allowed only to sign THEIR OWN NAME on the attendance sheet! NOTE: Latin American Studies 200 strictly adheres to the course drop policy found in the Undergraduate and Graduate catalogs. It is the sole responsibility of individual students to meet the cited deadlines for dropping a course. In exceptional cases the deadline for schedule changes (dropping a course) may be waived. The successful waiver will require a written description of extenuating circumstances and relevant documentation. Poor academic performance, general malaise, or undocumented general stress factors are NOT considered legitimate extenuating circumstances. Since the granting of such waivers is rare, we urge you to follow the established guidelines. #### Course Outline and Reading Assignments LAS 200 Fall 2002 ### Section One: Geographical Patterns and Processes that Define Latin America (Keeling) READINGS Tues 8/20/02 \| Introduction to Latin America \| Reading: Hillman, Chapters 1 and 2 ---\|---\|--- Thurs 8/22/02 \| Geographical Overview of Latin America \| Reading: Hillman, Chapters 1 and 2 Tues 8/27/02 \| Globalization, Political Change, and Society \| Knapp Textbook, Chapters 1 and 6 Thurs 8/29/02 \| Society and Place in Latin America \| Knapp Textbook, Chapters 1 and 6 Tues 9/3/02 \| Environment, Population, and Urbanization \| Hillman Textbook, Chapter 8 Thurs 9/5/02 \| Environment, Population, and Urbanization \| Knapp Textbook, Chapter 2 Tues 9/10/02 \| Economic Development in Latin America \| Hillman Textbook, Chapter 6 Thurs 9/12/02 \| Transport Challenges in Latin America \| Knapp Textbook, Chapter 3 Tues 9/17/02 \| Development Issues \| Knapp Textbook Chapters 4 and 7 Thurs 9/19/02 \| Development Issues \| Knapp Textbook, Chapters 4 and 7 Tues 9/24/02 \| Cultural and social identity in Latin America \| Knapp Textbook Chapters 5 and 8 Thurs 9/26/02 \| The Role of Women in Latin American Society \| Hillman Textbook, Chapter 10 ### Tuesday 10/1/02 * First Section Exam -- Geography * ### Section Two: Historical Processes that Shaped Latin America (Salisbury) Tues 10/8/02 \| Key Historical Trends \| Hillman Textbook, Chapter 3 ---\|---\|--- Thurs 10/10/02 \| Key Historical Trends \| Hillman Textbook, Chapter 3 Tues 10/15/02 \| Conquest and Colonialization \| TBA Thurs 10/17/02 \| Colonialization \| TBA Tues 10/22/02 \| Historical Process in Colonial Latin America \| Hillman Textbook, Chapter 9 Thurs 10/24/02 \| Historical Process in Colonial Latin America \| Hillman Textbook, Chapter 9 Tues 10/29/02 \| Independence Movements \| Hillman Textbook, Chapter 12 Thurs 10/31/02 \| Independence Movements \| Hillman Textbook, Chapter 12 Tues 11/5/02 \| Historical Transitions \| Hillman Textbook, Chapter 11 ### Thurs 11/7/02 *** Second Section Exam -- History * ### Section Three: Latin America: Government and Politics (Guest Lecturer Dr. <NAME>) Tues 11/12/02 \| Government and Politics \| Hillman Textbook, Chapter 4 ---\|---\|--- Thurs 11/14/02 \| Government and Politics \| Hillman Textbook, Chapter 4 Tues 11/19/02 \| Government and Politics \| Hillman Textbook, Chapter 5 Thurs 11/21/02 \| Government and Politics \| Hillman Textbook, Chapter 5 Tues 11/26/02 \| The Cold War \| Hillman Textbook, Chapter 7 Thurs 11/28/02 \| THANKSGIVING - NO CLASS \| None Tues 12/3/02 \| The Future of Latin America \| Hillman Textbook, Chapter 14 Thurs 12/5/02 \| The Future of Latin America \| Hillman Textbook, Chapter 14 ### Final Exam: Friday December 13, 2002, 1:00 - 3:00pm. # HAPPY STUDYING!! #### ![](http://www.wku.edu/geoweb/email.gif)To email the course director, just click on: <EMAIL> ![](http://www.wku.edu/geoweb/globe.gif) To view the MAP LOCATION STUDY GUIDE, just click on: LOCATION GUIDE. Click here for a study guide of the Key Terms and Concepts from Section One. Click here for assignment one, due September 3, 2002. Click here for assignment two, due September 26, 2002. Return to the Geography Department HOME PAGE. Last updated on 8/22/02. <file_sep># www.orst.edu Usage Statistics ### OSU Only ** ## Week of 10/10/98 to 10/16/98 ### Overall Statistics Category\| Total ---\|--- Unique sites served\| 4774 Unique documents served\| 14228 Unique trails followed\| 11070 Total visits\| 20719 ### Accesses per Hour _Figures are averages for that hour on a typical day._ ![](10144h.gif) Hour \| Accesses \| Bytes \| Bits/Sec \| Bytes/Sec ---\|---\|---\|---\|--- 00:00\| 449.43\| 4950085.57\| 11000.19\| 1375.02 01:00\| 254.43\| 2727968.00\| 6062.15\| 757.77 02:00\| 205.57\| 2465219.86\| 5478.27\| 684.78 03:00\| 148.57\| 2080809.00\| 4624.02\| 578.00 04:00\| 95.00\| 1826315.86\| 4058.48\| 507.31 05:00\| 90.71\| 1591001.29\| 3535.56\| 441.94 06:00\| 137.71\| 1858874.71\| 4130.83\| 516.35 07:00\| 317.14\| 2923421.71\| 6496.49\| 812.06 08:00\| 1011.57\| 8181970.57\| 18182.16\| 2272.77 09:00\| 1560.00\| 13425960.00\| 29835.47\| 3729.43 10:00\| 2091.00\| 20945192.71\| 46544.87\| 5818.11 11:00\| 2172.14\| 21979776.43\| 48843.95\| 6105.49 12:00\| 2124.29\| 21123573.86\| 46941.28\| 5867.66 13:00\| 2315.86\| 28640469.86\| 63645.49\| 7955.69 14:00\| 2318.29\| 21115531.86\| 46923.40\| 5865.43 15:00\| 2381.71\| 20940902.14\| 46535.34\| 5816.92 16:00\| 2107.71\| 19729048.29\| 43842.33\| 5480.29 17:00\| 1530.43\| 12382073.14\| 27515.72\| 3439.46 18:00\| 1095.86\| 10794681.00\| 23988.18\| 2998.52 19:00\| 1197.43\| 10461952.29\| 23248.78\| 2906.10 20:00\| 1177.71\| 11173692.43\| 24830.43\| 3103.80 21:00\| 1148.86\| 10192015.00\| 22648.92\| 2831.12 22:00\| 900.71\| 8063937.00\| 17919.86\| 2239.98 23:00\| 696.57\| 8439182.00\| 18753.74\| 2344.22 ### Accesses per Day ![](10144d.gif) Date \| Accesses \| Bytes \| Bits/Sec \| Bytes/Sec ---\|---\|---\|---\|--- 10/10/98\| 14327\| 132371620\| 294159.16\| 36769.89 10/11/98\| 14509\| 156252301\| 347227.34\| 43403.42 10/12/98\| 39975\| 418987124\| 931082.50\| 116385.31 10/13/98\| 37044\| 301529892\| 670066.43\| 83758.30 10/14/98\| 32605\| 298874888\| 664166.42\| 83020.80 10/15/98\| 31008\| 300027149\| 666727.00\| 83340.87 10/16/98\| 23233\| 268052608\| 595672.46\| 74459.06 ### Totals Item\| Accesses\| Bytes ---\|---\|--- Total Accesses\| 192,701\| 1,876,095,582 Home Page Accesses\| 39,020\| 285,693,367 Visitor Center\| 115\| 465,001 Campus Update\| 178\| 808,524 Student Services\| 52\| 287,074 Main Campus\| 160\| 818,490 Frontiers in Education\| 118\| 740,869 ### Top 25 of 11070 Document Trails Rank\| Trail\| Accesses\| Avg. Minutes ---\|---\|---\|--- 1\| http://www.orst.edu/, /cu/people/ph_query.html\| 307\| 0.00 2\| http://www.orst.edu/, /mc/coldep/coldep.htm\| 242\| 0.00 3\| http://www.orst.edu/, /ss/acareg/acareg.htm\| 233\| 0.00 4\| http://www.orst.edu/, /mc/libcom/libcom.htm, /dept/library/err404.htm\| 142\| 0.04 5\| http://www.orst.edu/, /cu/atheve/atheve.htm\| 127\| 0.00 6\| http://osu.orst.edu/, /mc/coldep/coldep.htm\| 118\| 0.00 7\| http://www.orst.edu/, /mc/libcom/libcom.htm\| 114\| 0.00 8\| /dept/career-services, /dept/career-services/register\| 107\| 0.41 9\| http://www.orst.edu/, /cu/people/people.htm, /cu/people/ph_query.html\| 105\| 0.27 10\| http://osu.orst.edu/, /cu/people/ph_query.html\| 94\| 0.00 11\| http://osu.orst.edu/, /ss/acareg/acareg.htm\| 60\| 0.00 12\| /mc/libcom/libcom.htm, /dept/library/err404.htm\| 57\| 0.05 13\| http://osu.orst.edu/, /cu/atheve/atheve.htm\| 56\| 0.00 14\| http://www.orst.edu/, /students\| 53\| 0.00 15\| /instruct/geo300, /instruct/geo300/cook/Tpage.html, /instruct/geo300/cook/q2c-ore.html, /instruct/geo300/cook/q2delay.html, /instruct/geo300/cook/q2gorge.html, /instruct/geo300/cook/q2immi.html, /instruct/geo300/cook/q2pollock.html, /instruct/geo300/cook/q2poplar.html, /instruct/geo300/cook/q2timber.html, /instruct/geo300/cook/q2water.html\| 52\| 18.17 16\| http://www.orst.edu/, /ss/financ/financ.htm, /admin/hr/jobs/student.html\| 40\| 0.17 17\| http://www.orst.edu/, /ss/financ/financ.htm, /dept/career-services, /dept/career-services/register\| 36\| 0.14 18\| http://osu.orst.edu/, /mc/libcom/libcom.htm, /dept/library/err404.htm\| 36\| 0.00 19\| /cu/people/groinf/clghome.htm, /cu/people/groinf/clgdir.htm, /cu/people/groinf/clg.htm, /cu/people/groinf/memform.htm\| 35\| 0.74 20\| /dept/library/database.htm, /dept/library/iac.htm\| 35\| 3.23 21\| /instruct/hhp231, /instruct/hhp231/syllabus.htm, /instruct/hhp231/week2.htm\| 32\| 0.47 22\| /dept/library/database.htm, /dept/library/dbtitle.htm, /dept/library/fsaccess.htm\| 30\| 1.73 23\| http://www.osu.orst.edu/, /cu/people/ph_query.html\| 30\| 0.00 24\| /instruct/h312, /instruct/h312/h312help.html\| 29\| 3.03 25\| http://www.chem.orst.edu/ch331-7/ch337/msds.htm, /dept/ehs\| 29\| 0.00 ### Top 25 of 8045 Referring URLs by Access Count ![](10144r.gif) Rank\| URL\| Accesses\| Bytes ---\|---\|---\|--- 1\| http://www.orst.edu/\| 6,740\| 60,947,393 2\| http://osu.orst.edu/dept/library/database.htm\| 3,429\| 43,232,249 3\| http://osu.orst.edu/\| 3,040\| 27,876,566 4\| http://search.orst.edu:8765/query.html\| 2,487\| 24,235,856 5\| http://osu.orst.edu/instruct/geo300/cook/Tpage.html\| 2,060\| 15,144,001 6\| http://osu.orst.edu/instruct/hhp231/\| 1,725\| 11,473,460 7\| http://www.orst.edu/mc/libcom/libcom.htm\| 1,709\| 9,227,209 8\| http://osu.orst.edu/dept/library/subject.htm\| 1,658\| 10,612,660 9\| http://osu.orst.edu/dept/science/\| 1,579\| 8,280,944 10\| http://osu.orst.edu/dept/library/\| 1,546\| 12,265,310 11\| http://www.orst.edu/mc/coldep/coldep.htm\| 1,208\| 5,638,503 12\| http://osu.orst.edu/instruct/hhp231/lab.htm\| 1,057\| 8,884,888 13\| http://osu.orst.edu/instruct/hhp231/index.htm\| 974\| 5,736,858 14\| http://osu.orst.edu/dept/career-services/\| 858\| 12,576,357 15\| http://osu.orst.edu/instruct/hhp231/syllabus.htm\| 831\| 11,227,152 16\| http://pnwhandbooks.orst.edu/guide1998/cfml/images_RecordView.cfm\| 809\| 3,276,851 17\| http://osu.orst.edu/mc/libcom/libcom.htm\| 781\| 3,762,237 18\| http://www.orst.edu/dept/library/\| 770\| 5,408,945 19\| http://www.osu.orst.edu/\| 741\| 6,721,750 20\| http://osu.orst.edu/mc/coldep/coldep.htm\| 701\| 3,443,072 21\| http://www.orst.edu/dept/catalogs/\| 651\| 8,889,259 22\| http://osu.orst.edu/dept/library/dbtitle.htm\| 598\| 4,369,816 23\| http://osu.orst.edu/instruct/geo300/\| 586\| 1,338,558 24\| http://osu.orst.edu/admin/hr/jobs/classified/\| 482\| 2,858,643 25\| http://www.orst.edu/ss/financ/financ.htm\| 452\| 3,990,971 ### Top 25 of 14228 Documents Sorted by Access Count ![](10144t.gif) Rank\| URL\| Accesses\| Bytes ---\|---\|---\|--- 1\| /dept/library/database.htm\| 8,046\| 89,535,710 2\| /dept/library\| 3,086\| 17,560,747 3\| /instruct/hhp231\| 2,197\| 4,346,328 4\| /mc/libcom/libcom.htm\| 2,125\| 19,127,257 5\| /mc/coldep/coldep.htm\| 2,022\| 33,298,009 6\| /dept/library/err404.htm\| 1,833\| 4,873,401 7\| /dept/ccee\| 1,793\| 5,153,007 8\| /dept/career-services\| 1,750\| 10,364,633 9\| /dept/library/dbtitle.htm\| 1,736\| 36,938,625 10\| /cu/people/ph_query.html\| 1,527\| 6,968,180 11\| /dept/library/fsaccess.htm\| 1,520\| 11,802,433 12\| /dept/library/subject.htm\| 1,444\| 9,434,583 13\| /dept/library/iac.htm\| 1,315\| 8,334,599 14\| /ss/acareg/acareg.htm\| 1,161\| 10,361,641 15\| /instruct/hhp231/lab.htm\| 1,066\| 2,440,250 16\| /dept/library/govpubs.htm\| 934\| 4,670,801 17\| /instruct/hhp231/syllabus.htm\| 840\| 12,269,589 18\| /students\| 786\| 15,342,257 19\| /dept/science\| 766\| 3,491,152 20\| /instruct/h312\| 711\| 1,616,258 21\| /ss/financ/financ.htm\| 666\| 3,088,586 22\| /dept/athleticacademics\| 656\| 5,069,126 23\| /dept/catalogs\| 653\| 2,506,126 24\| /dept/career-services/register\| 649\| 14,386,265 25\| /tools/utils/cflogger.cfm\| 626\| 134,794,600 ### Top 25 of 4774 Sites by Access Count ![](10144s.gif) Rank\| Site\| Accesses\| Bytes ---\|---\|---\|--- 1\| pauling.library.orst.edu\| 6,539\| 62,534,677 2\| refdesk.library.orst.edu\| 1,697\| 14,252,603 3\| instruct.library.orst.edu\| 1,486\| 20,843,529 4\| pscheidt2-1089b-b.cordley.orst.edu\| 1,457\| 18,969,323 5\| cln142-cdcntr.library.orst.edu\| 1,345\| 13,251,875 6\| cln430-cdcntr.library.orst.edu\| 1,319\| 11,840,865 7\| cln417-cdcntr.library.orst.edu\| 1,306\| 12,321,737 8\| cln419-cdcntr.library.orst.edu\| 1,282\| 18,082,019 9\| cln421-cdcntr.library.orst.edu\| 1,206\| 11,032,205 10\| mm2-cdcntr.library.orst.edu\| 1,188\| 11,819,712 11\| cln420-cdcntr.library.orst.edu\| 1,181\| 11,214,445 12\| cln314-cdcntr.library.orst.edu\| 1,160\| 10,657,584 13\| mm1-cdcntr.library.orst.edu\| 1,143\| 10,847,583 14\| cln363-oclcterm.library.orst.edu\| 1,123\| 9,644,422 15\| cln345-cdcntr.library.orst.edu\| 1,118\| 10,100,966 16\| www.orst.edu\| 1,106\| 135,125,319 17\| cln265-cdcntr.library.orst.edu\| 1,101\| 10,204,295 18\| mm4-cdcntr.library.orst.edu\| 1,048\| 9,730,856 19\| mm3-cdcntr.library.orst.edu\| 864\| 8,571,234 20\| cln342-ada.library.orst.edu\| 817\| 8,317,007 21\| slip242.ucs.orst.edu\| 764\| 2,374,006 22\| cln418-cdcntr.library.orst.edu\| 761\| 6,945,797 23\| hotspare.library.orst.edu\| 659\| 4,773,396 24\| wildman-260-fw.fwl.orst.edu\| 631\| 70,846,412 25\| cln347-painterc.library.orst.edu\| 609\| 2,608,259 ### Top 25 of 409 user agents by Access Count ![](10144u.gif) Rank\| User Agent\| Accesses\| Bytes ---\|---\|---\|--- 1\| (Win95; I)\| 34,534\| 328,547,558 2\| Mozilla/3.04 (Win16; I)\| 16,183\| 152,741,850 3\| Mozilla/3.0 (Win95; I)\| 15,368\| 132,967,456 4\| Mozilla/4.0 (compatible; MSIE 4.01; Windows 95)\| 12,131\| 102,828,168 5\| Mozilla/4.0 (compatible; MSIE 4.01; Windows 98)\| 10,766\| 90,340,436 6\| Mozilla/3.01 (Win95; I)\| 9,001\| 67,788,210 7\| Ultraseek\| 8,025\| 83,378,206 8\| (Win95; U)\| 7,136\| 70,306,813 9\| (WinNT; I)\| 6,906\| 52,759,243 10\| Mozilla/4.06 (Macintosh; I; PPC)\| 6,815\| 89,991,088 11\| (Win95; I ;Nav)\| 6,428\| 57,632,803 12\| Mozilla/3.01 (Win16; I)\| 4,561\| 41,978,109 13\| Mozilla/2.0 (Win16; I)\| 3,240\| 22,128,315 14\| (Win98; I)\| 2,955\| 18,379,387 15\| Mozilla/3.0 (Macintosh; I; PPC)\| 2,566\| 24,198,383 16\| Mozilla/2.0 (compatible; MSIE 3.01; Windows 95)\| 2,426\| 16,600,709 17\| Mozilla/3.01Gold (Win95; I)\| 2,169\| 24,225,875 18\| Mozilla/3.0Gold (Win95; I)\| 1,666\| 11,109,970 19\| Mozilla/3.0Gold (WinNT; I)\| 1,485\| 9,615,143 20\| Mozilla/4.0 (compatible; MSIE 4.0; Windows 95)\| 1,436\| 10,826,948 21\| Mozilla/3.01 (X11; I; HP-UX B.10.20 9000/712)\| 1,381\| 9,696,549 22\| Mozilla/3.0 (Win16; I)\| 1,297\| 8,149,941 23\| Mozilla/2.0 (compatible; MSIE 3.0; Windows 95)\| 1,141\| 8,948,355 24\| Mozilla/2.0 (compatible; MSIE 3.02; Update a; Windows 95)\| 1,059\| 14,527,249 25\| Mozilla/3.0 (Macintosh; I; 68K)\| 1,045\| 10,245,894 ### Top 25 of 1886 Documents Not Found ![](10144n.gif) Rank\| URL\| Accesses\| Referring URLs ---\|---\|---\|--- 1\| /robots.txt\| 610\| netcarta_webmapper/p>s:tBvDy@z 2\| /dept/fish_wild/untitledframeset4.html\| 70\| 3\| /instruct/ans378f/Lect13.html\| 70\| http://www.orst.edu/instruct/ans378f/ANS378.html#Oct1, http://www.orst.edu/instruct/ans378f/ANS378.html##lecture, http://www.orst.edu/instruct/ans378f/ANS378.html#Oct5, http://www.orst.edu/instruct/ans378f/ANS378##lecture, http://www.orst.edu/instruct/ans378f/ANS378.html#Oct12, http://osu.orst.edu/instruct/ans378f/ANS378.html##lecture 4\| /dept/career-services/main.htm\| 61\| http://www.che.orst.edu/links.htm, http://www.bus.orst.edu/students/std_org/bap/bap.htm 5\| /dept/eop/images/mailto.JPEG\| 58\| http://osu.orst.edu/dept/eop/cos.html, http://www.orst.edu/dept/eop/students.html, http://osu.orst.edu/dept/eop/students.html, http://osu.orst.edu/dept/eop/course.desc.html, http://www.orst.edu/dept/eop/course.desc.html 6\| /instruct/ans378f/Lect12.html\| 45\| http://www.orst.edu/instruct/ans378f/ANS378.html##lecture, http://osu.orst.edu/instruct/ans378f/ANS378, http://www.orst.edu/instruct/ans378f/ANS378.html#Oct5, http://www.orst.edu/instruct/ans378f/ANS378.html#Oct1, http://osu.orst.edu/instruct/ans378f/ANS378.html##lecture, http://www.orst.edu/instruct/ans378f/ANS378.html#Oct12, http://www.orst.edu/instruct/ans378f/ANS378.html#Oct15 7\| /instruct/ans378f/Lect14.html\| 45\| http://www.orst.edu/instruct/ans378f/ANS378.html##lecture, http://www.orst.edu/instruct/ans378f/ANS378##lecture, http://www.orst.edu/instruct/ans378f/ANS378.html#Oct12, http://osu.orst.edu/instruct/ans378f/ANS378.html##lecture, http://osu.orst.edu/instruct/ans378f/ANS378.html#Oct8, http://www.orst.edu./instruct/ans378f/ANS378.html 8\| /instruct/soc426/fall98/wk04out.html\| 39\| http://osu.orst.edu/instruct/soc426/fall98/426mtrl.html 9\| /dept/libary\| 37\| 10\| /instruct/ans378f/ANS378Lect11-Notes.html\| 31\| http://www.orst.edu/instruct/ans378f/ANS378.html##lecture, http://www.orst.edu/instruct/ans378f/ANS378.html#exam1, http://www.orst.edu/instruct/ans378f/ANS378.html#Oct5, http://www.orst.edu/instruct/ans378f/ANS378.html#Oct12 11\| /dept/career-services/recruiting/RNweek.HTM\| 30\| http://www.orst.edu/dept/career-services/recruiting/TSSMAIN.HTM, http://www.osu.orst.edu/dept/career-services/recruiting/TSSMAIN.HTM, http://osu.orst.edu/dept/career-services/recruiting/TSSMAIN.HTM 12\| /instruct/ans378f/ANS378Lect9-Notes.html\| 25\| http://www.orst.edu/instruct/ans378f/ANS378.html#Oct12, http://www.orst.edu/instruct/ans378f/ANS378.html##lecture 13\| /instruct/soc426/fall98/wk03out.html\| 23\| http://osu.orst.edu/instruct/soc426/fall98/426mtrl.html 14\| /dept/career-services/index4.htm\| 21\| http://www.orst.edu/dept/animal- sciences/intern.htm, http://www.engr.orst.edu/INDUSTRIAL/main/links/career.html 15\| /instruct/fw323/IMAGES/CNTUUM.JPG\| 20\| http://osu.orst.edu/instruct/fw323/05lec.html, http://www.orst.edu/instruct/fw323/05lec.html 16\| /instruct/H312\| 19\| http://www.ece.orst.edu/instruct/H312, http://www.osu.orst.edu/instruct/H312 17\| /dept/foreign_lan/spn311\| 18\| 18\| /dept/kbvr/black\| 18\| http://www.orst.edu/dept/kbvr/top20rock.html, http://www.orst.edu/dept/kbvr/top20hiphop.html, http://www.orst.edu/dept/kbvr/top20reggae.html, http://www.orst.edu/dept/kbvr/top20RPM.html, http://osu.orst.edu/dept/kbvr/top20rock.html, http://osu.orst.edu/dept/kbvr/top20hiphop.html, http://osu.orst.edu/dept/kbvr/top20RPM.html, http://osu.orst.edu/dept/kbvr/top20reggae.html 19\| /_vti_inf.html\| 17\| 20\| /instruct/HHP231\| 17\| 21\| /admin/webworks/stu/zwartg/printing/copy/css/level2_style.css\| 15\| 22\| /dept/multco/map.pcx\| 14\| http://osu.orst.edu/dept/multco/Map.html, http://osu.orst.edu/dept/multco/map.html 23\| 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/guide1998/plant_images/ACFSDA026527.JPG, /guide1998/disease.cfm, /guide1998/plant_images/ACFUDA026527.JPG, /guide1998/disease.cfm, /guide1998/plant_images/ACFAEA026527.JPG, /guide1998/plant_images/ACFCEA026527.JPG, /guide1998/SearchResults.cfm, /guide1998/disease.cfm, /guide1998/plant_images/ACFOEA026527.JPG, /guide1998/disease.cfm, /guide1998/pindex.cfm, /guide1998, /guide1998/pindex.cfm, /guide1998/disease.cfm, /guide1998/factsheet.cfm, /guide1998/cfml/links_RecordView.cfm, /guide1998/cfml/links_RecordAction.cfm, /guide1998/cfml/links_RecordView.cfm, /guide1998/cfml/links_RecordAction.cfm, /guide1998/cfml/links_RecordView.cfm, /guide1998/cfml/links_RecordAction.cfm, /guide1998/cfml/links_RecordView.cfm, /guide1998/cfml/links_RecordAction.cfm, /guide1998/cfml/links_RecordView.cfm, /guide1998/cfml/index.cfm, /guide1998, /guide1998/cfml/images.htm, /guide1998, /guide1998/cfml/images.htm slip103.ucs.orst.edu\| 1\| http://www.orst.edu/, /aw/aw.htm, /admin/instruction, /aw/polpro/deprep.htm bat5004.ie.orst.edu\| 0\| /dept/ccee, /aw/aw.htm ### Accesses by Result Code Code\| Meaning\| Accesses ---\|---\|--- 0\| ?\| 3 200\| OK\| 181576 201\| Created\| 0 202\| Accepted\| 0 206\| ?\| 108 301\| Moved Permanently\| 7949 302\| Moved Temporarily\| 1133 304\| Not Modified\| 1932 400\| Bad Request\| 0 401\| Unauthorized\| 82 403\| Forbidden\| 538 404\| Not Found\| 4903 406\| ?\| 6 500\| Internal Server Error\| 0 501\| Not Implemented\| 1 502\| Bad Gateway\| 0 503\| Service Unavailable\| 0 <file_sep> * * * Syllabus for Fall 2001 Math 1550 Section 15 * * * Course Title and Department: _ Analytic Geometry and Calculus I (Course 1550, Section 15), Louisiana State University (LSU) Department of Mathematics Meeting Time and Place: _ MTuWThF, 11:40AM-12:30PM in 134 Lockett Hall, except as noted in course calendar. Other calendric information relevant to this course is contained in the LSU Fall Semester 2001 Academic Calendar. Instructor, Instructor's Office, and Instructor's Telephone Number:_ Dr. <NAME>, 252 Lockett Hall, (225) 578-6714 Office Hours:_ MTuWThF, 11:10AM-11:35AM. These hours are specifically set aside to answer students' questions, but students are encouraged to ask questions during class as well (subject to the restrictions indicated below). Class Web Page:_ http://www.math.lsu.edu/~malisoff/1550_15.html. Important announcements pertaining to this class will be posted in this web page and also announced in class. Additionally, links to on-line calculus practice problems will be available on the class web page. Required Purchases:_ All students in this class are required to obtain the following text: <NAME>, _Calculus Early Transcendentals, Fourth Edition_ , Brooks/Cole Publishing Company, New York, 1999 (ISBN 0-534-36298-2). Readings and homework will be assigned from this book. Students are not required to purchase any calculators or other items for this course, other than the textbook. Prerequisites:_ Placement into Math 1550 by LSU mathematics department, or Math 1022 (Plane Trigonometry), or Math 1023 (College Algebra and Trigonometry). You must satisfy the prerequisites before enrolling in this course. Course Description:_ This is a five hour introductory calculus course designed primarily for engineering majors and certain other technical majors. Students enrolling in this course are assumed to have facility in the following Precalculus topics: functions, graphing, solving quadratic equations, exponential, logarithmic and trigonometric functions. No prior exposure to calculus is assumed. This is a general education course designed to fulfill part of the analytical reasoning requirements at LSU. A course calendar listing the topic for each day of this course will be distributed in class and posted on the class web page. This calendar is subject to change. Changes in this schedule will be announced in class and posted on the class web page. The goal of this course is to prepare students to succeed in important higher-level courses with mathematical content, such as Advanced Calculus, Partial Differential Equations, and Nonlinear Control. Calculator Policy:_ Students should not use any calculator with graphing capabilities to do problems for this course. However, students are allowed to use scientific calculators. Students attempting to use a graphing calculator during a test or final exam in this course may have their calculator confiscated. Homework Policy:_ No homework will be collected for grading. Each day, lists of assigned homework problems will be announced in class and posted on the class web page. In addition, students should read the textbook sections indicated on the course calendar before those sections are discussed in class, with the exception of the topic of the first class meeting. Students are allowed to collaborate with others while working on the homework. It is the responsibility of the student to learn to do all the assigned problems. During class time and office hours, students are encouraged to ask the instructor how to do the homework, subject to the restrictions given below. Evaluation:_ There will be four in-class tests, each worth 100 course points. Dates for these tests will be given in the course calendar and are subject to change. In addition, there will be a comprehensive final exam worth 200 course points. The formats for the tests and final exam will be announced later. The time and location for the final exam will be announced later. Students are allowed to use any books and notes while taking the four tests and final, but they are not allowed to collaborate with others in the class during the tests or final exam, nor are they allowed to use graphing calculators. During the tests and final exam, students must sit quietly, keep their eyes on their own paper, and avoid the appearance of academic dishonesty. Course grades will be assigned based on the total number of course points earned as follows: A=401-600, B=301-400, C=201-300, D=101-200. Any request for a make-up exam must be accompanied by a verifiable excuse. There will be no extra credit in this course. Student Conduct:_ Students must at all times conduct themselves in a manner consistent with current LSU policy, as expressed in the LSU Code of Student Conduct. All students enrolled in this course have a responsibility for adhering to the highest possible standards of integrity and honesty in every aspect of their academic careers. Students are advised that the penalties for academic dishonesty can be severe, and that ignorance is never an acceptable defense at LSU. Students are not permitted to talk during class without first raising one of their hands for permission from the instructor to speak. Students should not eat or drink or smoke during class time, nor should they wear any perfumes or cologne during class time, nor are they allowed to loiter anywhere in Lockett Hall. Use of cell phones, pagers, walkmen, and similar devices is not permitted during class time. Students who cause a disturbance during class time may be expelled from the class or from the university. While attendance is not used to determine grades, excessive absence from class is strongly discouraged. Students absent from class are responsible for learning all the material covered and all the announcements made in their absences, and for obtaining all materials distributed during their absences. * * * <file_sep>## Technology and Contemporary Life ### HPSSS576, Spring 2001 -- TR 11:20 to 12:50 The Rhode Island School of Design, Providence RI <NAME> \-- Syllabus http://www.cs.brown.edu/~rbb/risd/TCL.syllabus.html* Updated: 4/10/01 Books \|\| Weekly Descriptions \|\| Additional Bibliography \|\| Final Exam Briefly: Our Age is one in which technology, and digital technology in particular, is described routinely as having the power not only to accommodate our desires, enhance our experiences, and expand our abilities, but to transform the daily life of human societies and redirect the course of history. In such an Age, what does it mean to understand technology as a social and historical phenomenon, and how can we best analyze its character, claims and consequences? In this course, we'll discuss philosophical and historical interpretations of modern technology (1840-2000), reading works by <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, N. <NAME> and others, with the goal of deepening our understanding of the relationship between technology, history, society and character of contemporary life. Requirements: : The foundation of our work in this course will be our discussions of the assigned readings, our reflections on our experiences with technologies, and related writing assignments. Students are expected to read critically and contribute regularly to class discussions. In addition, each student is required to keep a journal that includes reactions to, and analysis, of his/her reading, as well as an account of her/his use of a technology new to them this semester (these journals will be turned in periodically during the semester for a "grade"). There will be a final exam. ### Books Required Texts (available in paperback editions at the RISD Bookstore): * Ellul, Jacques. The Technological Society (Random House, 1967). ISBN: 0394703901 * Feenberg, Andrew and <NAME> (editors). Technology and the Politics of Knowledge (Indiana University Press, 1995) ISBN: 0253209404 * <NAME>. How We Became Post-Human (University of Chicago Press, 1999) ISBN: 0226321460 * Ullman, Ellen. Close to the Machine: Technophilia and Its Discontents (City Lights, 1997) ISBN: 0872863328 Recommended Texts : * <NAME>. The Control Revolution: Technological and Economic Origins of the Information Society (Harvard University Press, 1986) * <NAME>. Technology and the Character of Contemporary Life (University of Chicago Press, 1984). * Cowan, <NAME>. A Social History of American Technology (Oxford University Press, 1997) * <NAME>. Questioning Technology (Routledge, 1999). * <NAME> and <NAME>. Philosophy and Technology: Readings in the Philosophical Problems of Technology (Free Press, 1983) We will rely on the World Wide Web for some of the assigned texts, and all links to the electronic required readings will be part of the electronic version of the syllabus. There may also be a small reading packet for the course. The required texts will be on reserve at the RISD library. An electronic reference page will include additional recommended readings and reference material. ### Additional Bibliography <NAME>, trans. <NAME>, <NAME> and <NAME> (Semiotexte, 1983) <NAME>. Illuminations, edited by <NAME>, trans. <NAME> (Schocken, 1968/1936) pp. 217-252. <NAME>. "Why I Am Not Going To Buy A Computer," from What Are People For? (North Point Press, 1990). Borgmann, Albert. Holding on to Reality: The Nature of Information at the Turn of the Millennium. (University of Chicago Press, 1999). Brook, James, and <NAME>. Resisting the Virtual Life: The Culture and Politics of Information (City Lights, 1995) Ess, Charles. Philosophical Perspectives on Computer-Mediated Communication (SUNY Press, 1996). <NAME>. Critical Theory of Technology Oxford University Press, 1991) <NAME>. Questioning Technology (Routledge, 1999). <NAME>. The Question Concerning Technology and Other Essays. (<NAME>, 1982). Kargon, <NAME>. and Molella, <NAME>. "Culture, Technology and Constructed Memory in Disney's New Town: Techno-nostalgia in Historical Perspective," in Cultures of Control, edited by <NAME> (Harwood Academic Publishers, 2000), pp. 135-150. Kranzberg, Melvin. "The Information Age: Evolution or Revolution?", in Bruce R. Guile (ed.), Information Technologies and Social Transformation (National Academy Press, 1985). <NAME>. "The Meaning of Human Requirements," in Economic and Philosophical Manuscripts of 1844, edited by <NAME>, trans. by <NAME> (International Publishers, 1964), pp. 147-164. Moser, <NAME>, with <NAME>. Immersed in Technology: Art and Virtual Environments (MIT, 1995) <NAME>. Art and Technics (Columbia University Press, 2000/1952) <NAME>. Meaning in Technology (MIT, 1999) Scheffler, Israel. "Computers at School?" in In Praise of the Cognitive Emotions and Other Essays in the Philosophy of Education (Routledge, 1991), pp. 80=96. <NAME>. Why Things Bite Back: Technology and the Revenge of Unintended Consequences (Knopf, 1996) <NAME>. Computer Power and Human Reason (W.H. Freeman, 1976) ### Weekly Schedule Week #1 (February 22): Introduction to the course Why a course on _technology_ and contemporary life, as opposed to one about _politics_ , _art_ , or _science_ and contemporary life? We'll review the syllabus and course requirments, and then find out what prompted people to sign up for this course. Week #2 (February 27 and March 1): Technophilia and Its Discontents Krantzberg (1985) wrote "Technology is neither good nor bad, but neither is it neutral," and we'll begin with a discussion of how Ullman's book comments on that remark. We'll spend the week using Ullman's text to articulate our own questions concerning technology that we hope to answer and develop during the semester. Required Reading: Ullman 1997 (chapters 0-4 for Tuesday, and the rest for Thursday) * Blumberg's Notes Classes cancelled on March 6th due to snow. Week #3 (March 8, 13 & 15): Technology and Humanity I We'll begin the week with a discussion of the significance of material culture, following up on issues raised in the Ullman book, and then we'll turn to the remarkable section of Marx' 3rd Manuscript in which he writes "The machine accomodates itself to the weak human being, in order to turn the weak human being into a machine." What are questions concerning technology (really questions) about? Required Reading: Borgmann 1995 (in TPK), Marx 1844 ( an excerpt from the 3rd Manuscript) * Blumberg's Notes Week #4 (March 20 & 22): Technology and Society I: Required Reading: Ellul 1967, chapters 1, 2 and 6. Forsstroom's Notes on Chapter 2 Kennedy's Notes on Chapter 6 Spring Break: March 27 & 29 Week #6 (April 3 & 5): Technology and Humanity II Required Reading: Longino (Tuesday) and Henaff (Thursday) (in TPK) Ragan's Notes on Longino 1995 Week #7 (April 10 & 12): What Heidegger Thought I Required Reading: Heidegger 1977, pt. I for Thursday (electronic version at http://www.centenary.edu/~balexand/cyberculture/questiontech.html) Assignment: On Tuesday come prepared to speak for 5 minutes or so about the technology you've adopted this semester. Week #8 (April 17 & 19): What Heidegger Thought II Required Reading: Dreyfus 1995, Winograd 1995, Rockmore 1995 (all in TPK) Week #9 (April 24 & 26): Enter the Computer Required Reading: Weizenbaum 1976 (Introduction and chapter 4 for Tuesday, and Chapter 10 for Thursday) Assignment: All journals are due in class on the 24th. They will be returned with comments on the 26th. Week #10 (May 1 & 3):The Human and the Mechanical Required Reading: Benjamin 1936, Tijmes 1995 (in TPK) Week #11 (May 8 & 10): The Human and the Virtual I Required Reading: Hayles 1999, prologue and chapters 1 & 2\. Week #12 (May 15 & 17): The Human and the Virtual II Required Reading: Hayles 1999, chapters 8, 10 & 11\. Week #13 (May 22): Technology and Contemporary Life * Quotations for Final Exam Review May 25th:Final Exam ### Contact Information My office at RISD is 206 Carr House, and my scheduled office hour is Monday 11-12 a.m. and Wednesday from 6-7 p.m. I am most easily reached by e-mail (<EMAIL>) or at my office at Brown (502 CIT, 863-7619), and I am happy to schedule additional office hours if requested. * * * (C) 2001 <NAME> <file_sep>![Modern Latin America](images/map.gif) How to use this site Syllabus Class Schedule Assignments Grade Page Netforum discussions Resources * * * History Department Illinois State University * * * ![Marc Becker's Home Page](images/marc.gif) <NAME>, _Professor_ <EMAIL> \| # Latin American History ### (History 127) Note: This is a static document. Any changes to the readings or assignments will be posted to the Class Schedule page. * * * \| Summer 1998, Illinois State University Schroeder 216, MTWR 1:25-4:15 Office: Schroeder 332-I http://www.ilstu.edu/class/hist127 \| <NAME> <EMAIL> Office Hours: after class or by appt. Phone: 438-8306 ---\|--- Description Why is Latin America poor? Is it because the region lacks natural resources, the people are lazy or somehow inferior, or due to overpopulation? Using a dependency theory approach, we will examine how these stereotypes are wrong and how poverty is a human creation that did not have to happen. We will examine the process of colonization, neo-colonialism, and other economic political forces which impoverished the region and continue to keep it so. We will examine attempts to alter these fundamentally unequal social and economic relations. In doing so, we will examine a variety of themes including the role of Indigenous peoples, the land tenure system, religion, education, imperialism, and revolutions. The basic structure of this course is primarily chronological as well as geographic and thematic. The first week we will focus on pre-Hispanic Indigenous civilizations in the Americas and the European conquest. The second week we will look at European colonial structures and the creation of economic dependencies. The third week we will examine revolutionary responses to foreign domination in the twentieth century in four Latin American countries. The fourth week we will examine thematically a series of social movements including Indian, student, and women's movements. Summer courses are unique, and therefore the form and content of this course will vary considerably from what you might experience in a semester-long course. We will make extensive use of films and videos in this course. The reading assignments are relatively light, but you may find them intense given the compacted time frame of this course. Class lectures and discussions will assume knowledge of the reading materials, and so it is critically important that you read the assignments _before_ class. There will be almost daily quizzes over the readings, and it is critical that you do not miss any class periods. You are responsible for the material covered in the lectures, readings and films, and for any announcements made in class. If you have a disability or any conflicts which may affect your class performance, please bring this to my attention immediately so that we can make arrangements for this to be a positive learning experience for you. I reserve the right to modify the syllabus and assignments for this class as necessary in order to improve the quality and value of the class. If you have suggestions for improving the class, please bring these to my attention. Readings There are two required books for this class in addition to other readings at the reserve desk in Milner library and on the Internet. You may either purchase the books at campus bookstores or read them at the reserve desk in Milner Library. <NAME>. _Open Veins of Latin America: Five Centuries of the Pillage of a Continent_. New York: Monthly Review Press, 1998. <NAME>. _A History of Latin America_. 5 th ed. Boston: Houghton Mifflin Company, 1996. Internet This course makes use of a web site (http://www.ilstu.edu/class/hist127) and Netforum discussion group on the Internet to extend the scope of the class beyond that of the immediate classroom setting. Class schedule updates, important terms from the textbook, lecture outlines, additional information on assignments, and other resources and information related to the class will be posted to the web site. The Netforum discussion group is designed for the posting of announcements, a forum to ask questions, continue class discussions, complain about the weather, etc. You are expected and encouraged to make active use of these resources. ISU provides students with free email accounts and access to computer terminals in labs around campus. Let me know at the beginning of the semester if access to these resources will be a problem for you. Assignments and grades Course grades will be based on the following assignments. I will post study guides for each of the exams and more detailed information on the written assignments to the web page. Absolutely no late assignments will be accepted. Use the Netforum discussion group to discuss these assignments with your classmates in a relaxed and informal virtual discussion session. Exams (60%): There will be an exam worth 20% of the course grade at the end of each of the first three weeks. The exam will cover the material we studied during that week. I will give you ten terms, and you will identify and give the significance of five of these terms. The terms will be taken from the study guides posted on the Internet for the readings as well as the lecture outlines. Essay (30%): On the last day of class a three to five page (750-1250 word) essay is due in which you examine why you think Latin America is poor and what can be done about it. You are expected and required to make use of Galeano in the writing of the essay, as well as Keen, other readings, lectures, class discussions, films, etc. You may also use outside material, although you are not required or expected to do so. The essay must be typed, double spaced, include citations and a bibliography, and otherwise follow the essay instructions which are posted on the Internet. Quizzes (10%): There will be a minimum of 10 quizzes based on the terms listed on the study guide for the readings for that day. Normally the quiz will be in the form of 10 multiple-choice questions. The first quiz is on the second day of class and will be a map quiz. The terms and places you should know for this quiz are posted on the class web page. Extra Credit (up to 8%): For extra credit you may write critiques of articles which relate to some aspect of Latin America published in one of the following leading mainstream newspapers: _Miami Herald_ , _New York Times_ , _Washington Post_ , _Chicago Tribune_ , _Christian Science Monitor_ , _Los Angeles Times_ , _Dallas Morning News_. These newspapers are available either in Milner Library or through links from the class web page. If you want to use another newspaper (particularly one from Latin America or an alternative news source), please check with me first. The critique must be typed, double- spaced, and one-page (250 words) long. Include one paragraph describing the content of the article and a second analyzing its historical and social significance. Please include a copy of the article along with your written critique. You may submit a maximum of two such critiques each week, for a maximum total of eight for the course. The article must be from that week, and is due the following Monday (except for the last week, in which case all articles are due on the last day of class). I will add one percentage point to your course grade for each acceptable critique. Class Schedule Week 1: Indians and Conquest Monday, July 13 Introduction and Geography Tuesday, July 14 Amerindian Societies Read: * Keen, "Introduction" (xiii-xvi), ch. 1 ("Ancient America") * Galeano, "Introduction" * <NAME>, "Introduction: The Evolution of Latin American Studies," _Latin America, Its Problems and Its Promise: A Multidisciplinary Introduction_ , 3rd ed (Boulder, Colo: Westview Press, 1998), 1-17 (Milner Reserve) * "The Writing of a Historical Essay or Research Paper" (Internet) Wednesday, July 15 European Explorations Read: * Keen, ch. 2 ("Hispanic Background") * Galeano, ch. 1 ("Lust for Gold, Lust for Silver") Thursday, July 16 The Conquest Read: * Keen, ch. 3 ("Conquest of America") * "Letter from <NAME>, to King Philip of Spain, 1561" (Internet) Week 2: Colonial Structures Monday, July 20 Class Structures and Slavery First exam Read: * Keen, ch. 4 ("Economic Foundations of Colonial Life") * Galeano, ch. 2 ("King Sugar") Tuesday, July 21 The Mission Read: * Keen, ch. 5 ("State, Church and Society") * <NAME>, "The Mission and Historical Missions: Film and the Writing of History," _The Americas_ 51 (January 1995): 393-415 (Milner Reserve) Wednesday, July 22 Independence Read: Keen, ch. 7 & 8 ("Bourbon Reforms" & "Independence of Latin America") Thursday, July 23 Nineteenth Century Read: Keen, ch. 9-11 ("Latin America in the Nineteenth Century") Week 3: Revolutions Monday, July 27 Mexico Second exam Read: * Keen, ch. 12 ("Mexican Revolution") * Galeano, ch. 3 ("The Invisible Sources of Power") Tuesday, July 28 Chile Read: Keen, ch. 14 ("The Chilean Way") Wednesday, July 29 Cuba Read: Keen, ch. 17 ("The Cuban Revolution") Thursday, July 30 Nicaragua Read: Keen, ch. 18 ("Revolution and Counterrevolution in Central America") Week 4: Social Movements Monday, August 3 Student Movements Third exam Read: Galeano, pt. II & III ("Development is a Voyage" and "Seven Years After") Tuesday, August 4 Indian Movements Read: * Keen, ch. 16 ("Storm over the Andes") * <NAME>, "The Problem of the Indian," _Seven Interpretive Essays on Peruvian Reality_ (Austin: University of Texas Press, 1971), 22-30 (Milner Reserve or Internet) Wednesday, August 5 Women's movements Read: Keen, ch. 21 ("Latin American Society in Transition") Thursday, August 6 International Relations Essay due Read: Keen, ch. 20 ("The Two Americas") <file_sep>## English 295 - Postmodernism and the Culture of Cyberspace ## Vanderbilt University * * * Professor <NAME> Fall 1996 MWF 1:10-2:15 Tolman 222 * * * ### Description: What is cyberspace and how does it relate to the literature, movies, music, art, lifestyles, politics, and sexuality of the postmodern world? The word "cyberspace," coined by the science fiction writer <NAME> in 1984, refers to the virtual world created by communication over the internet. Debates about this new mode of experience swirl around questions of pornography on the internet, hacking, race and gender stereotypes, First Amendment rights, freedom of information, and copyright. Literary scholars argue about how computers will transform research, textual editing, models of reading and writing, and the nature of literature. Novelists and film makers attempt to imagine the future of a wired society, while corporate culture strives to cash in on the World Wide Web. This course will explore the emerging culture of cyberspace through readings of cyberpunk fiction; novels about the boundary between human and artificial life; movies that use cyborgs and virtual reality to speculate about the role of technology in society; hypertext fiction, which must be read on the computer and attempts to banish linear sequence; critical writing about the future of the internet; and literary theory, including works on the nature of postmodernism, the definition of cyberspace, and the future of criticism, scholarship, and editing in an age of hypertext. No computer expertise is required. Although there will be frequent assignments requiring access to the World Wide Web, the techniques for using the net will be explained for those who have no previous experience. Each student will construct his or her own Web page; the class will have its own interactive computer bulletin board; and all writing assignments will be turned in and graded by email. Computer illiterates and rank beginners are encouraged to sign on. * * * ### Readings: * Most assigned readings will be on the web. * Photocopied materials will be available in the Reserve Room of the Library. They may be checked out for 2 hours. * <NAME>, _Patch<NAME>_ (Eastgate Systems disk, Rand Bookstore) * <NAME>, _Neuromancer_ (Rand Bookstore) * <NAME>, _Galatea 2.2_ (Rand Bookstore) ### * * * ### Requirements: * Weekly participation in class _newsgroup_ * Hypertext project * Web page project * * * ### Student Projects ![](medusa) <NAME> - Laugh of the Medusa Page \| ![](mouthsml.jpg) <NAME> - De La Soul Page \| ![](kennporf.gif) <NAME> - <NAME> Page \| ![](walker2.gif) <NAME> - Walker Percy Page ---\|---\|---\|--- ![](flame.gif) <NAME> - Codex/Archive Theory \| ![](almonds.gif) <NAME> - "Nuts in the Chutney" \| ![](hplogo.gif) <NAME> - Star Wars Page \| ![](p-mlogo.gif) Miki Wallace - Home Page ### Semester Schedule Week 1: Introduction Aug. 28 (Wed.) - Class procedures Aug. 30 (Fri.) - Entering Cyberspace (microcomputer lab, Garland Hall) * Viewing: _The Net_ * Surfing (in class): <NAME>, "What is the Internet?" ; Hypertext and the Web ; HTML and URLs * Recommended: A Beginner's Guide to HTML * * * Week 2: Humanists in Cyberspace Sept. 2 (Mon.) - Reading: <NAME>, "Not Your Average Fool: The Humanist on the Internet" Sept. 4 (Wed.) - Reading: <NAME>, ***"The Erotic Ontology of Cyberspace," from _The Metaphysics of Virtual Reality_ (New York: Oxford UP, 1993), 82-108 Sept. 6 (Fri.) - (microcomputer lab, Garland Hall) Reading: <NAME>, "Flame Wars," in Dery, ed. _Flame Wars_ (Reserve Room) * Surfing (in class): Literature Resources on the Web. IATH ; Voice of the Shuttle ; <NAME>'s page at Upenn ; Victorian Web ; The Electronic Text Center at UVA: The Modern English Collection ; CETH * * * Week 3: Cyberpunk--Origins Sept. 9 (Mon.) * Reading: <NAME>, _Neuromancer_ * Recommended: Study Guide for <NAME>: Neuromancer Sept. 11 (Wed.) - Reading: * <NAME>, _Neuromancer_ (Cont.) * <NAME>, "Preface" to _Mirrorshades_ * <NAME>, "Cyberpunk and Neuromanticism" Sept. 13 (Fri.) - (microcomputer lab, Wilson Hall) * Reading: <NAME>, _Neuromancer_ (completed) * Surfing (in class): ChibaMoo * * * Week 4: Replicants and Cyberpunk Sept. 15 (Sun.) - Viewing: <NAME>, _Blade Runner_ (1992) Sept. 16 (Mon.) - Surfing: 2019: Off-World (Blade Runner Page) Sept. 18 (Wed.) - Reading: * <NAME>, "Cyberpunk in the Nineties" * Bruce Sterling, "Twenty Evocations" * * * Week 5: Cyborgs and Biopolitics Sept. 22 (Sun.) - Viewing: <NAME>, _Terminator 2: Judgment Day _ Sept. 23 (Mon.) * Reading: <NAME>, "A Manifesto for Cyborgs." * Surfing: Border Crossings (resource page); Hyperlink to <NAME> (resource page) Sept. 25 (Wed.) - Reading: * <NAME>, "From Virtual Cyborgs to Biological Time Bombs: Technocriticism and the Material Body," in _Culture on the Brink_ , pp. 47-64 (Reserve Room) * <NAME>, "What Do Cyborgs Eat? Oral Logic in an Information Society," in _Culture on the Brink_ , pp. 157-89 (Reserve Room) Sept. 27 (Fri.) - Reading: <NAME>, "Of Aids, Cyborgs, and Other Indiscretions: Resurfacing the Body in the Postmodern." (No class meeting-- attend <NAME> lecture on Monday, 4:10-5:00, Wilson 126) * * * Week 6: Gender in Cyberspace Sept. 29 (Sun.) - Viewing: <NAME>, _Aliens_ (1986) Sept. 30 (Mon.) * Reading: <NAME>, "Coming Apart at the Seams: Sex, Text and the Virtual Body" ; <NAME>, "A Rape in Cyberspace" * Lecture: <NAME>, "Arrangements of Self-Love" \- 4:10-5:00 (Wilson 126) * Surfing: Visit Shannon McRae's Homepage Oct. 2 (Wed.) * Reading: Allucquere Rosanne (Sandy) Stone, "Violation and Virtuality." * Surfing: Visit Sandy Stone's Homepage ; Cybergrrl Webstation Oct. 4 (Fri.) - * Reading: Keng Chua, "Gender and the Web." * Workshop: Introduction to Web Page Construction (microcomputer lab, Wilson Hall) * * * Week 7: Hypertext: An Introduction Oct. 6 (Sun.) - Viewing: _Lawnmower Man_ Oct. 7 (Mon.) - Reading: * <NAME>, _Writing Space_ , Ch. 1 (Reserve Room) * <NAME>, _Hypertext: The Convergence of Contemporary Critical Theory and Technology_ , Ch.1 * <NAME>, _The Electronic Word_ , Ch. 4 Oct. 9 (Wed.) - Reading: * <NAME>, "The Fate of the Book" (Conference Presentation, September 15-16, 1995) * <NAME>, "Radiant Textuality" Oct. 11 (Fri.) - Workshop: Construct a practice web page(microcomputer lab, Wilson Hall). In Netscape 3.0 Gold, click on the "File" menu, then choose "New Document." From the popup menu that appears, choose "From Wizard." Read directions, then press "Start." Complete as many of the steps as you have time for. If you want to go to another web site while working on yours, click "File," then "New Web Browser." This will open a second copy of Netscape, which you can browse at your leisure, looking for URLs or images to copy. Save your web page twice: once to your folder on the Wilson Lab server, then again on a floppy disk. Bring the disk to class (with your name on it) Monday. * * * Week 8: Hypertext Theory/Fiction Oct. 13 (Sun.) - Viewing: _Lawnmower Man II_ Oct. 14 (Mon.) - Reading: * <NAME>, "What's a Critic to Do?: Critical Theory in the Age of Hypertext," in Landow (ed.), _Hyper/Text/Theory,_ pp. 1-48 (Reserve Room) * <NAME>, "Rhizome and Resistance: Hypertext and the Dreams of a New Culture," in _Hyper/Text/Theory_ , pp. 299-319 (Reserve Room) Oct. 16 (Wed.) - Reading: <NAME>, _Patchwork Girl_. From the Title Page, follow the link to Sources. Then, after returning to the Title Page, follow the link to Phrenology and complete all the links that open out from this page. Feel free to browse any of the other paths. You should also work with the four different map utilities until you understand how they work. Oct. 18 (Fri.) * Reading: <NAME>, _Patchwork Girl_ * Workshop: Interactive discussion of _Patchwork Girl_. Bring laptops to class. * * * Week 9: Hypertext Reading/Writing Oct. 20 (Sun.) - Viewing: Atom Egoyan, _The Adjuster_ (1991) Oct. 21 (Mon.) - Reading: Interactive discussion of _Patchwork Girl_. Bring laptops to class. Oct. 23 (Wed.) - Reading: <NAME>, "The Ecstasy of Communication" (Reserve Room) Oct. 25 (Fri.) - Oral report: Preliminary description of hypertext writing project. * * * Week 10: Hypertext Reading/Writing Oct. 27 (Sun.) - Viewing: <NAME>, _Brazil_ (1985) \- Garland 101 (note changed movie location) Oct. 28 (Mon.) - Conclude discussion of _Patchwork Girl_. Bring laptops to class. * Reading: <NAME>, "Stitching Together Narrative, Sexuality, Self: Shelley Jackson's _Patchwork Girl_ " * Reading: Shelley Jackson Forum in HotWired (12 March 1996) * Browsing: _Patchwork Girl_ Comments Etc. Oct. 30 (Wed.) - Hypertext Design. * Reading: <NAME>, "Toward a Theory of Hypertextual Design," (paragraphs 13-28) * Reading: <NAME>, "Traveling in the Breakdown Lane A Principle of Resistance for Hypertext" Nov. 1 (Fri.) - Hypertext workshop (Wilson Hall computer lab) * * * Week 11: Hackers Nov. 3 (Sun.) - Viewing: <NAME>, _The Usual Suspects_ (1995) Nov. 4 (Mon.) - Reading: <NAME>, "Introduction: The Desert of the Real," in _Storming the Reality Studio_ Nov. 6 (Wed.) - Reading: Bruce Sterling, The Hacker Crackdown: Law and Disorder on the Electronic Frontier \- "Preface to the Electronic Release," "Introduction," and "Part 1: Crashing the System" Nov. 8 (Fri.) - Reading day: Bruce Sterling, The Hacker Crackdown: Law and Disorder on the Electronic Frontier "Part 2: The Digital Underground" * * * Week 12: Hackers Nov. 10 (Sun.) - Viewing: _Pulp Fiction_ Nov. 11 (Mon.) - Reading: Bruce Sterling, The Hacker Crackdown: Law and Disorder on the Electronic Frontier "Part 3: Law and Order" Nov. 13 (Wed.) - Reading: <NAME>, The Hacker Crackdown: Law and Disorder on the Electronic Frontier "Part 4: The Civil Libertarians" and "Electronic Afterword to _The Hacker Crackdown_ , New Years' Day, 1994" Nov. 15 (Fri.) - Hypertext workshop * Reading: <NAME>, "Writing The Story of Carmen & Janet" * Workshop: Writing hypertext (Wilson Hall computer lab) * * * Week 13: Stuart Moulthrop--New Frontiers in Web Hypertext Fiction Nov. 18 (Mon.) - Javanese * Reading: Stuart Moulthrop, "Hegirascope" . (Be sure to read "About This Text.") * Browsing: Stuart Moulthrop's new (11/14/96) Homepage (Java version. If you do not have Java, download it from Sun.) Nov. 20 (Wed.) - Hypermedia with Java * Reading: Stuart Moulthrop and Sean Cohen, "The Color of Television" * Exercise: Register with m _edia ecology_ , then click on the "dialogue" button in "The Color of Television" and post a short response to Moulthrop and Cohen's text. Nov. 22 (Fri.) - * Reading: Stuart Moultrhop, "Pillars of Wisdom, Pillows of Folly" * Browse for examples of hypertext design: Stuart Moultrhop, "The Shadow of an Informand: An Experiment in Hypertext Rhetoric"; <NAME>, "E-Literacies: Politexts, Hypertexts, and Other Cultural Formations in the Late Age of Print" * Bibliography: Resource page for HTML: John Unsworth's list of manuals from his course, "Theory and Practice of Hypertext" (UVA, fall, 1996). Resource pages for more examples of hypertext design: <NAME>, "Web Hyperfiction Reading List" (annotated); <NAME>, "Hypertext Sites and Essays" (annotated); <NAME>, "Hyperizons: Hypertext Fiction" (annotated in places). * Workshop: Writing hypertext (Wilson Hall computer lab) * * * Thanksgiving Vacation (November 23 - December 1) * * * Week 14: Living in an Information Order Dec. 2 (Mon.) - Reading: <NAME>, _Galatea 2.2 _ Dec. 4 (Wed.) - Workshop (Wilson Hall computer lab) Dec. 6. (Fri.) - Workshop (Wilson Hall computer lab) * * * Week 14 (cont.): Conclusion Dec. 9 (Mon.) - Workshop: Resource page and draft of hypertext project due. (Wilson Hall computer lab) * * * Final due dates of course materials Dec. 13 (Fri.) - Comments on class hypertexts due. Post comments on the class newsgroup. Dec. 19 (Thurs.) - Final version of hypertext project due. * * * Send email to _<EMAIL>_ * * * ![Vandy Logo](smallshield.GIF) Return to Jay Clayton's Home Page ![Vandy Logo](smallshield.GIF) Return to Vanderbilt English Department Page ![Vandy Logo](smallshield.GIF) Return to Vanderbilt University Main Page * * * _last modified 12/10/96_ <file_sep>![](images/tafigs2.gif) ## INTRODUCTION TO ARCHAEOLOGY * * * ### AN 210 * * * <NAME> Email: <EMAIL> Winter 2001 109 Moore Hall Office Hours:Tues/Thurs : 11-12 or by appointment * * * ### Course Description : * * * The goal of this course is to introduce the student into the world of archaeology. Modern archaeology combines hands-on experience with high levels of conceptualization and theory building. It calls upon its practitioners to be practical and innovative. This course demands active, and timely participation in discussions, assignments, and projects. Therefore, the this course will emphasize both the theories behind archaeological practice as well as lots of hands on learning. I expect regular attendance. More than two unexcused absences will be penalized. Class participants will be expected to have read the relevant class materials and to be prepared to discuss them. There will be2 class assignments representing 25% of total grade and 3 examinations each worth 25 %. Examinations will include readings, assigned Web sites, lectures and assigned labs. * * * #### Required Texts: Archaeology. Discovering Our Past <NAME> and <NAME> 2000 Read the relevant Web site information for each class * * * * * * Date: Exam I \| Date: Exam II ---\|--- Class assignments \| Web Assignments Date: first assignment \| Date: second assignment * * * Archaeological Lab Pages * * * Week 1: Introduction Jan. 4 Introduction to the class Introduction to Computers and Archaeology Readings: * * * * Week 2: What is Anthropology/What is Archaeology Jan. 9 What is Anthropology Readings: * Ch. 1,2 The Archaeological Past Film :Out of the Past questions for readings week 1-3 * * * Week 3: Archaeological Explanation Jan. 16 Readings: * Ch. 3 Culture History, Culture Process Post-Processual Archaeology Film :Other People's Garbage * * * Week 4: Archaeological Data Jan. 23 Readings: * Ch. 4 Making sense out of things Artifacts, features, eco-facts sites and regions Research Projects Film :Four Butte 1 Web:Museum of Prehispanic Antiquities, Guadalajara. Just take a walk through the site. OR look at NUBIA questions for readings 4-6 and Web assignments * * * Week 5: Surveying The Surroundings Jan. 30 Readings: * Ch. 5 Reconnaissance, Aerial, Radar, ![](images/compass.gif) Web:Geographic Information Systems Project Satellite Sensing and sub-surface sensing Ways to approach one's data (total and sampling strategies) Web assignments Lab:Reading Maps * * * Week 6:Exam I (Oct. 5) Feb. 6 Digging up one's past Readings: * Ch. 6 Stratigraphy, approaches tools and data. Web:The site of Catal Hoyuk, Turkey Film: The Hearth Lab:Dealing with Typology, Stratigraphy and Excavation * * * Week 7: Fielding the Evidence Feb. 13 Can You Date it Readings: * Ch. 7 Hand in first assignment (dating assignment); reports Web:Dating Stonehenge. Explore the site. Web:Radiocarbon dating Lab: Pottery Lab questions for 7-9 and Web sites * * * Week 8: Just the facts/the artifacts Feb. 20 Readings: * Stones, bones, pots and metals Film: Flintknapping Lab:Dealing with Lithics Lab:The Environment (on computer only) * * * Semester Recess: Feb. 26-Mar. 5 * * * Week 9: Just the facts/the ecofacts Mar. 6 Readings: What was the environment like Featuring features (what were they doing) Lab: Dealing with Metals Web:Architecture Zoser's Pyramid. * * * Week 10: Exam and Interpretations #### Exam II Mar. 13 Making Interpretations Mar. 15 Readings: Film: The Spiritual World Analogy, Ethnography and Ethnoarchaeology Web:EthnohistoryResources. Particularly look at Hobbamock's Homesite questions 10-14 and Web sites * * * Week 11: Technology and Environment Mar. 20 Readings: * Hand in Second assignment (garbage assignment);reports Cultural Materialist Approaches Social Systems; class, ethnicity, Readings: * gender, power, inequality, ideology Film: :Realms Lab:Social Identities: Class, Ethnicity, Gender Web:Graves/Cemeteries; Bani (Niger/Africa) * * * Week 12: Social Systems continued Ideological and Symbol Systems Mar. 27 Readings: * Film: Signs and Symbols Web:Rock Art. Offers a large selection of rock art from various periods and regions. Animation:Symbolism * * * Week 13: Archaeological and Conceptual Frameworks April 3 Readings: * Ch. 9 Lab:Spatial Relationships * * * Week 14: Conceptual Frameworks Continued and Challenges to Archaeology/Summing up April 10 Film: Hitler's Archaeology Readings: * Ch. 10 * * * Final Exam: Monday, April 16, 8-10 am * * * Last Week's Lecture * * * Return to Zagarell Home Page * * * Archaeological Resources :ArchNet or Zagarell's list * * * * * * Contact me by e-mail:<EMAIL> <file_sep> ![](hank_williams.jpg) \| \| University of Florida Spring 2002 HISTORY 3930 \| ---\|---\|--- Social History of Twentieth Century American Popular Music <NAME> Flint 0025 392-0271 office hours: Tuesday, Thursday 8 am -11:30 am email: <EMAIL> ![](miles_davis.jpg) \| * _Course Description_ * _Course Requirements_ * _Classroom Policy_ * _Assigned Readings_ * _Course Schedule_ \| ![](ray_charles.jpg) ---\|---\|--- _Course Description_ This course is organized around reading about and discussing the social history of twentieth century American popular music. The goal of the course is to explore important themes in American social and cultural history through the study of popular music. During the semester students will critically analyze the influence of technology, ideology, class, gender, and race on various genres of music -- jazz, country, rhythm and blues, rock and hip hop. Emphasis will be placed on understanding the social and cultural contexts of the various music forms rather than on a rigorous understanding of the musical forms themselves. No musical background or skills will be expected of students in the course. (In other words, the course is a history course, not a music course.) Classes will operate in a discussion format, with brief lectures/comments introducing the various weekly themes. In addition to participating in class discussion, each student will prepare and deliver a 20 minute class presentation. On the day of their presentation, each student will submit a 7 page essay derived from their presentation. The major assignment for the course is a 20 page research essay, due in the History Department office on _APRIL 30, 2002 AT 4PM_. In the closing weeks of the semester, each student will be requested to deliver a brief presentation on the topic of her/his research. The topic for your research essay may include a study of a specific genre of or theme in 20th century popular music. You may discuss the influences on, events related to, and impact of the genre or theme that you select. Or you may submit an "annotated compilation" which provides an organized history of the evolution and larger cultural/social significance of the genre in question as well as a list of appropriate musical examples of the genre. The aim of the research project is to encourage each student to apply in a creative manner some of the critical ideas developed in the class to an important genre of music or theme in the history of 20th century American music. ![](los_lobos.jpg) \| _Course Requirements_ Preparation and Participation 25% Class Presentation 20% Presentation Essay 15% Research Essay 40% \| ![](santana.jpg) ---\|---\|--- _Classroom Policy_ * Because student particpation is essential for this class, students are required to attend each class. Attendance will be monitored. More than two (2) absences for any reason may affect your final grade (up to a full letter grade reduction). * Students are required to do the assigned reading and come to class prepared to join in discussion. * Class discussion is the essential mode of instruction in this course. Students are expected to participate actively in discussion and to respect the ideas of all participants. If you have difficulty participating in seminar discussion, please discuss your inhibitions with me. Remember, I want to know your ideas but I can't read your mind. * Students are expected to complete written assignments on time. Extensions may be granted, but only as circumstances warrant. Late assignments will be penalized 1/3 of a letter grade day. _Assigned Readings_ (The prices listed below are the prices for the books through Amazon.com. They are offered only in order to give you an approximation of the costs for the assigned reading.) 1. <NAME>, _Deep Blues_ ($12.55) 2. <NAME>, _The Creation of Jazz: Jazz in American Culture_ ($12.95) 3. <NAME>, _Romancing the Folk_ ($17.95) 4. <NAME>, _Unsung Heroes of Rock 'N' Roll : The Birth of Rock in the Wild Years Before Elvis_ ($11.96) 5. <NAME>, _Country: The Twisted Roots of Rock 'N' Roll_ ($11.96) 6. <NAME>, _The Mansion on the Hill: Dylan, Young, Geffen, Springsteen, and the Head-On Collision of Rock and Commerce_ ($13.50) 7. <NAME>, _Black Noise: Rap Music and Black Culture in Contemporary America_ ($12.56) ![](coltrane.jpg) _Course Schedule_ Defining Popular Music 1) January 10: Introductory Meeting Technology, Creativity and Popular Music 2) January 15: Defining Popular Music: <NAME>, _Highbrow/Lowbrow:: The Emergence of Cultural Hierarchy in America_ , Chapter 3 (72 pages) 3) January 17: <NAME>, _Off the Record: The Technology and Culture of Sound Recording in America_ , Chapter 1; "Making Experience Repeatable," in <NAME>, _The Americans: The Democratic Experience_ (55 pages) Popular Music and the Popular Face of Modernism 4) January 22: <NAME>, _The Creation of Jazz_ , Chapters 1-4 (75 pages) 5) January 24: <NAME>, _The Creation of Jazz_ , Chapters 5-7 (68 pages) ![](armstrong.gif) Mainstreaming Jazz and "Modern" America 6) January 29: <NAME>, _The Creation of Jazz_ , Chapters 8-10 (66 pages) 7) January 31: Film Popular Music and the Cult of Authenticity 8) February 5: <NAME>, _Romancing the Folk_ , Chapter 1 (38 pages) 9) February 7: <NAME>, _Romancing the Folk_ , Chapter 2-3 (85 pages) The Transmission of Regional Identity and Popular Music: Country Music 10) February 12: <NAME>, _Country: The Twisted Roots of Rock 'N' Roll_ , 1-119. 11) February 14: <NAME>, _Country: The Twisted Roots of Rock 'N' Roll_ , 120-268. A Case Study of Music, Class, Race, and Dissent: The Blues 13) February 19: <NAME>, _Deep Blues_ , Part 1 (72 pages) 14) February 21: Film: "<NAME>" Blues in Chicago; Folk Music and Authenticity in a Conservative Era 15) February 26: Palmer, _Deep Blues_ , Part 3 (81 pages) 16) February 28: <NAME>, _Romancing the Folk_ , Chapter 5 (50 pages) ![](m_waters.jpg) Spring Break 17) March 5: SPRING BREAK 18) March 7: SPRING BREAK Youth Culture and the Emergence of Rock and Roll 19) March 12: <NAME>, _Unsung Heroes of Rock 'N' Roll : The Birth of Rock in the Wild Years Before Elvis_ , pp. 1-98 (98 pages) 20) March 14: <NAME>, _Unsung Heroes of Rock 'N' Roll : The Birth of Rock in the Wild Years Before Elvis_ , pp. 99-184 (85 pages) Youth Culture and the Market Place: The Enigma of Rock and Roll, Part I 21) March 19: <NAME>, _The Mansion on the Hill_ , Chapters 1-5 (99 pages) ![](joplin.jpg) 22) March 21: <NAME>, _The Mansion on the Hill_ , Chapters 6-9 (95 pages) Youth Culture and the Market Place: The Enigma of Rock and Roll, Part II 21) March 26: <NAME>, _The Mansion on the Hill_ , Chapters 10-13 (87 pages) 22) March 28: <NAME>, _The Mansion on the Hill_ Chapters 14-17 (81 pages) Integration, Gender, Authenticity and Hip Hop 23) April 2: Tricia Rose, _Black Noise: Rap Music and Black Culture in Contemporary America_ , pp. 1-96. (96 pages) 24) April 4: <NAME>, _Black Noise: Rap Music and Black Culture in Contemporary America_ , pp. 99-185. (86 pages) Class Presentations 25) April 9: Research Day 26) April 11: Presentations ![](jay-z.jpg) Student Presentations 27) April 16: Presentations 28) April 18: Presentations Student Presentations 29) April 23: Presentations \| ---\|--- <file_sep># WORLD REGIONAL GEOGRAPHY ### GEOG 110-002 Fall 1999 #### Class meets TR(F) 0915-1015 EST 422 Instructor: <NAME> Office EST 431, Phone x 5986 Office Hours: TR(F) 0800-0900, 1530-1700, and MW 0800-1000, or by appointment. EMAIL: <EMAIL> In this course, we conduct a systematic topical and regional survey of the world's seven major areas. Combining textbook readings, videos, slides, and discussions, students gain an appreciation of regional cultural diversity and an understanding of the dynamics of the emerging global economy. As part of the course structure, we will debate key issues and problems relevant to contemporary society in each of the world's regions. This is an exciting and stimulating course that will broaden your knowledge and understanding of your individual role in the world and of relationships between different societies and countries. You must come to class ready to learn and to challenge ideas. To view student opinions of this and other courses from previous semesters, just click on: Opinions. Required textbook available at the College Bookstore/Lemox/etc: Lydia Pulsipher, _World Regional Geography:_ (1999), W.H. Freeman and Co., New York. Recommended: A Goodes World Atlas or similar. Student Assessment: 2 midterm reviews (20% each), A Research Activity (25%), Final Review (25%), Attendance, Quizzes, and Participation (10%). Grades are allocated as follows: A = 90-100%, B = 80-89.9%; C = 70-79.9%; D = 60-69.9%; F = <60%. ** This course is part of the Core program in Geography. GEOG 110 also satisfies the Category F World Cultures requirement for General Education credit. Basic Rules and Requirements *** Students are strongly encouraged to use the research material generated in this course as part of their Senior Assessment Portfolio. Part of the University's Academic Improvement strategy requires that Seniors be assessed before graduation on the general principles gained from their major program of study. The Geography Department REQUIRES that you develop a portfolio containing your research papers, skill course outputs, and other material relevant to your program of study. See your major advisor for more information about Senior Assessment. Please make every effort to come to class on time. The class ends at 1015 am, so do not begin packing up materials until the appropriate time as it disturbs other students and is rude behavior. Those students who attend regularly generally get more from the course than students who miss class. Unexcused absences always affect the final grade negatively (for example, more than four unexcused will lower your grade by one letter, and more than 8 unexcused absences will merit an "F" for the course). Attendance and participation policies for scheduled Fridays are no different from other scheduled meetings. All papers, assignments, and other materials must be completed ON TIME in order to pass the course. Respect in the classroom for your fellow student is expected. Inappropriate behavior such as talking while the lecture is in progress, reading the newspaper while the lecture is in progress, or other disruptions to the learning environment are NOT tolerated. Students who violate these basic rules of respect will be expelled from the course and will receive an "F" for the course. This course requires a commitment of 5 hours class time plus 10 hours of outside reading and research every two weeks. I have a zero tolerance for cheating of any kind. Any type of academically and ethically dishonest work (plaguarism, copying someone else's work, etc.) will result in an automatic "F" for the course and notification of the appropriate academic authority. NOTE: The Department of Geography & Geology strictly adheres to the course drop policy found in the Undergraduate and Graduate catalogs. It is the sole responsibility of individual students to meet the cited deadlines for dropping a course. In exceptional cases the deadline for schedule changes (dropping a course) may be waived. The successful waiver will require a written description of extenuating circumstances and relevant documentation. Poor academic performance, general malaise, or undocumented general stress factors are NOT considered legitimate extenuating circumstances. Since the granting of such waivers is rare, we urge you to follow the established guidelines. ### Part I: Course Introduction and the Americas #### _Meeting_ \| #### _Topic and Assignment_ \| #### _Readings_ ---\|---\|--- Week One \| Introduction to World Regional Geography \| Chapter 1 Week Two \| Regions of North America \| Chapter 2 \| KEY ISSUE : Social Change in America \| Week Three \| The Region of Middle America \| Chapter 3 Week Four \| KEY ISSUE: NAFTA and Middle America \| Chapter 3 \| The South American Region \| Chapter 3 Week Five \| FIRST REVIEW - SECTION ONE 9/21/99 \| ### Part II: Sub-Saharan Africa, Oceania, and East Asia Week Five \| Overview of Sub-Saharan Africa \| Chapter 7 ---\|---\|--- Week Six \| KEY ISSUE : Ethnic Conflict in Rwanda/Burundi \| Chapter 7 Week Seven \| Overview of the Oceania Region \| Chapter 11 Week Eight \| The Region of Southeast Asia \| Chapter 10 Week Nine \| Overview of East Asia \| Chapter 9 \| KEY ISSUE: China and the SEZs \| Chapter 9 #### SECOND MIDTERM REVIEW \| #### Friday 10/22/99 \| ### Part III: South and Southwest Asia, North Africa, and Europe Week Ten \| The Region of South Asia \| Chapter 8 ---\|---\|--- Week Eleven \| KEY ISSUE : Hinduism, Caste, and Female Roles \| \| Overview of SW Asia/North Africa \| Chapter 6 Week Twelve \| KEY ISSUE: Islamic Fundamentalism \| Week Thirteen \| Overview of the Russian Realm \| Chapter 5 \| KEY ISSUE : Former Yugoslavia Week Fourteen \| THANKSGIVING WEEK - NO CLASS TUESDAY 11/23 \| Week Fifteen \| #### * Research Paper Due Tuesday November 30, 1999 * ABSOLUTELY NO LATE PAPERS ACCEPTED \| \| Overview of Central Europe \| Chapter 4 Week Sixteen \| KEY ISSUE: The European Union \| \| The Future of Europe and of the World? \| ### FINAL EXAM: Thursday December 16, 1999: 1030-1230 Room EST 422** * * * #### To view the research paper instructions for this course, click on: Paper Instructions. #### For information on the Department's Study Lab, just click on: STUDY LAB INFO To view the study maps used in this course, just click on: GEOMAPS #### To view the location study guides used in this course, just click on: MAPGUIDE #### Having Problems with Poor Exam Performance? Click on: Exam Help #### To view the study guide for EXAM #1, click on: First Exam. #### To view the study guide for EXAM #2, click on: Second Midterm. #### To view the study guide for FINAL EXAM, click on: FINAL . * * * #### Thanks for viewing this Department of Geography and Geology course offering. #### For more information about this and other Geography courses, you can email the professor directly by clicking on: <EMAIL> #### To return to <NAME>'s homepage, just click on: Homepage #### This page was last updated on 12/1/99 <file_sep>MICROCOMPUTERS IN EDUCATION ELCF 442 SYLLABUS Click here to see Amplification of Course Assignments Dr. Makedon Office: ED 223 Telephone: x2003 on campus (773) 995-2003 off campus Credit Hours: 3 Office Hours: M, W, F 11-11:50; T, Th 4-4:450 and by appointment. Hours for each term are also posted outside Dr. Makedon's Office, ED 223. Course Description: An overview of the philosophy and approaches to educational utilization of microcomputers. Focus on hardware, software, existing programs, funding and potential for administrative and instructional microcomputer use. Students engage in hands-on review of computer programs, including class demonstrations of a variety of K-12 software designs. Our department maintains a software library in ED 319, which students can use for their software review projects. In addition to hands-on experience in the computer classroom, students complete homework assignments in the microcomputer lab in the Douglas library (LIB 122). Course Objectives: 1\. Microcomputer Basics: Familiarity with the world of microcomputers, including operating a microcomputer; computer peripherals; keyboarding; Windows 3.1 and 95; MS-DOS; BASIC and C programming; and basic communications 2\. Desktop Applications: Hands-on experience with wordprocessing (icnl. MS Word, Corel Wordperfect), database, and spreadsheet programs 3\. Internet: Educational uses of the Internet, including: educational web sites & resources; dowloading information; understanding the basics of HyperText Mark Up Language (HTML); designing web pages/sites with HTML Editors (incl. Netscape Publishing Suite); Internet Service Providers (ISPs); and sending mail and files through the internet (E-mail). 4\. Multimedia: Educational CD ROM disks (math, science, language arts, social studies, and other educational applications); text readers (reading skills, and students with disabilities); embedding speech and graphics in text; and utilizing educational web sites and web resources 5\. Computer Labs: Setting up computer laboratories in schools (hypothetical exercises); analyzing research findings on the educational effectiveness of microcomputers; securing funding; and administering educational computer centers Textbooks: Required: 1\. <NAME>. Microcomputers in Education, Instructional Packet. Chicago, Illinois: Abacus Publishing, 1997. Optional: 1\. <NAME> and <NAME>. Educational Computing Foundations. Upper Saddle River, New Jersey: Merrill, an imprint of Prentice Hall, Division of Simon & Schuster, 1997. 2\. <NAME>, et. al. Master Windows 95 Visually. Foster City, CA: IDG Books Workdwide, Inc., 1997. 3\. Corel Corporation. Corel Wordperfect. Ottawa, Ontario, Canada: Corel Corporation Limited, 1996. 4\. <NAME>, et. al. The Big Basics Book of the Internet. Indianapolis, IN: Que, A Division of Macmillan Computer Publishing, 1996. Requirements: Attendance 10% School Project 10% Vendor Project 10% Homework Assignments 10% Software Review Project 10% School Lab Project 20% Final examination 30% Grading Policy 90-100............. A 80-89.............. B 70-79.............. C 60-69.............. D Below 60........... F Attendance Policy: A point is subtracted for each hour that a student is absent from class. For example, if class meets for 3 hours, then for each class session that a student is absent the instructor will subtract three (3) points from a student's total score (see grading scale, above, for number of points required for each grade). A student who wishes to have his or her absence excused, must give the instructor written evidence of the reason for his or her absence (e.g., doctor's notice, notice from employer, and the like). Incompletes Policy: Only students who are receiving a grade of C or better are eligible for an incomplete at the time they request it. This means that they must have accumulated at least 70 points at the time they request an incomplete. To receive an incomplete, a student must also have a legitimate reason for why he or she is unable to complete the course requirements on time. By "legitimate" is meant an event beyond the student's control. Schedule of Readings and Requirements: 1\. Introduction. Hands On Computer Operations 2\. Hands On Computer Operations Computer Components Connecting to the Internet Section 1 "Course Requirements." In Instructional Packet. Section 2 "Introduction to Educational Computing." Beginning of Vendor, School and Software Projects 3\. Windows 95 Operating System. Section 3 "In the Beauty Shop: Computer Peripherals." Section 4 "Have Laptop, Will Travel" Vendor/School/Software Projects. 4\. Windows 95-cont'd. Section 5 "Old Without Growing Up: Windows 3.1." Vendor/School/Software Projects. 5\. Windows 3.1. Section 6 "The War of the Operating Systems: MS-DOS & Windows 95." Vendor/School/Software Projects. 6\. MS-DOS. Section 7 "Some Old Fashioned Programming: BASIC Programming Language." Vendor/School/Software Projects. 7\. BASIC Programming. Section 8 "Hey Mister, Can You Spare a Dime? Databasing and Spreadsheeting." Section 9 "A Darwinian View of Wordprocessing: The Evolution of Wordperfect." Vendor/School/Software Projects. 8\. Wordperfect 5.0/Corel Wordperfect. Section 10 "Peace on Earth: Introduction to the Internet." Mid Term Paper & Presentation (Design of School Lab). 9\. Worprocessing: Continued. Integration of Graphics, Voice, Sound, and Internet resources. Section 11 "Coming of Age in Software: HTML Basics." Vendor/School/Software Projects. 10\. Surfing the Internet: Connecting, communicating, downloading, and sending e-mail. Section 12 "Don't Forget to Write: E-Mail." Section 13 "Everything You Always Wanted to Know About the Internet, But Were Afraid to Ask: Some Internet Secrets for Teachers." Section 14 "One Person, one Vote: How to Set Up Your own Web Site." Section 15 "Is It All Worth It? Research on the Educational Effectiveness of Computers." Vendor/School/Software Projects. 11\. Review for the Final Examination 12\. Final Examination (Hands On In Class) Bibliography <NAME> and <NAME>. Teach Yourself C in 21 Days. Indianapolis, IN: Sams Publishing, 1994. Corel Corporation. Corel Wordperfect. Dublin, Ireland: 1996. Creative Labs. Text Assist, User's Guide. Milipitas, CA: Creative Technology Ltd., 1994. <NAME>. The Computer Desktop Encyclopedia. New York, NY: Amacom, American Management Association, 1996. 2\. <NAME>, et. al. Master Windows 95 Visually. Foster City, CA: IDG Books Workdwide, Inc., 1997. Hirschbuhl, <NAME>. and <NAME>, eds. Computers in Education. Guilford, Connecticut: The Dushkin Publishing Group, Inc., 1992. <NAME>, et. al. The Big Basics Book of the Internet. Indianapolis, IN: Que, A Division of Macmillan Computer Publishing, 1996. <NAME>. Teach Yourself Web Publishing with HTML 3.0. Indianapolis, IN: Sams.net Publishing, 1996. <NAME>. "Computers and Paideia: The Cultural Context or 'Compupaideia' of Computer Assisted Learning." ERIC Clearinghouse on Information Resources, September 1991. ERIC Document No. ED 331 481. MGI Software Corp. MGI PhotoSuite 8.0 Reference Nanual. URL: www.mgisoft.com. E-mail: <EMAIL>. Not dated. Microsoft Corporation. Microsoft Windows Version 3.1. Redmond, WA: Microsoft Corporation, 1990-92. ______ Microsoft Windows 95. No place indicated: Microsoft Corporation, 1995. Netscape Communications Corporation. Netscape Publishing Suite/Net Objects Fusion PE. Mountain View, CA: Netscape Communications Corporation, 1997. _____ Netscape Communicator 4. Mountain View, CA: Netscape Communications Corporation, 1997. Radio Shack Technical Productions. Going Ahead with Extended Color BASIC. Fort Worth, Texas: Tandy Corporation, 1981. Roblyer, M.D. et. al. Integrating Educational Technology into Teaching. Upper Saddle River, NJ: Merril, an imprint of Prentice Hall, 1997. Sausage Software, The Hot Dog Web Editor Pro 2.0. Newport Beach, CA: Anaware Software, Inc., Not dated. <NAME> and <NAME>. NetLearning: Why Teachers Use the Internet. Sebastopol, CA: Songline Studios and O'Reilly and Associates, Inc., 1996. Simonson, <NAME>. and <NAME>. Educational Computing Foundations. Upper Saddle River, New Jersey: Merrill, an imprint of Prentice Hall, Division of Simon & Schuster, 1997. <NAME>. Understanding dBase III Plus. San Francisco, CA: SYBEX, Inc., 1986\. <NAME> and <NAME>. Creating Web Pages for Dummies. Foster City, CA: IDG Books Worldwide, Inc., 1996. <NAME>., III, et. al. Using Wordperfect 5. Carmel, IN: Que Corporation, 1988. <NAME>. Running MS-DOS. Redmond, Washington: Microsoft Press, 1989. <NAME> 1-2-3. San Francisco, CA: SYBEX, Inc., 1992. Wyatt, <NAME>., Sr., et. al. Using MS-DOS 6.2 Special Edition. Indianapolis, IN: Que Corporation, 1993. Zenith Data Systems. GW-BASIC 3.2. St. Joseph, Michigan: Zenith Data Systems Corporation, 1986. --- Return to the Top <NAME> Chicago State University _Copyright (C) 1999 <NAME>_ ![](http://webs.csu.edu/cgi-bin/count.cgi/pagecounterELCF442Syllabus.dat) _visits since 09/01/1999_ <file_sep># ![The U. S. Civil War Center](../images/uscwcm2.gif) Civil War related Web Links 3 * * * ### Images and Art Art and the Civil War: An Interdisciplinary Perspective Adult Civil War Coloring Book <NAME>--Photographs of Original Civil War Battlefields Allegheny Arsenal in the Civil War American Print Gallery Presents Road to Glory _The Angle:_ a stone outcropping in the center of the Gettysburg Battlefield {Drawing} .GIF (133 kb) Antebellum Reform Movements and Politics Augustus Saint-Gaudens' Memorial to <NAME> and the Massachusetts 54th Regiment Battle of Gettysburg .GIF (301 kb) Canons {Sketch} .GIF (4 kb) Carousel Animal Restoration Cartoons and Caricatures of the Civil War by <NAME> Cascoly Clip Art and Screen Savers Civil War Art by <NAME> Civil War Prints by <NAME> American Print Gallery presents the art of <NAME> Civil War Clipart Gallery Civil War Gallery by <NAME> Civil War Images of Northern Virginia Civil War Naval Art by <NAME> Civil War Noncombatants Posters Civil War Oil Paintings Confederate Battle Flag .GIF (6 kb) Confederate Clip Art _C.S.S. Georgia_ {Sketch} .GIF (502 kb) <NAME>: Artist and Historian _Drafting_ {Sketch} .GIF (12 kb) Drilling the Awkward Squad {Sketch} .GIF (7 kb) Envelopes of the Great Rebellion FREE Civil War related GIFS, backgrounds and logos Garland Art Guy Art Gallery Heritage Studio's _Till Death Do Us Part_ Historical Images of Civil War Art Historical Art Prints by <NAME> Images of American Political History Living History Portraits The Missing Manassas Cyclorama _Moonlight and Magnolias_ by <NAME> Old Civil War Soldiers at Weschler's Ordnance _Pickett's Charge, at the Battle of Gettysburg, 1864_ {Painting} .JPG (164 kb) Paintings of Cobb's Ga. Brigade and Wheat's Louisiana Tigers Presidential Elections: 1860-1884 _Rebel Sons of Erin_ by <NAME> _<NAME> Mess Kit_ .JPG (43 kb) Scartoons: Racial Satire and the Civil War _Southern Enlistment_ {Cartoon} .GIF (563 kb) Stonewall Jackson's Bible .GIF (227 kb) _Typical Company in Formation for the Advance_ .GIF (3 kb) _U.S. Military Telegraph_ {Sketch} .GIF (90 kb) Winslow Homer Woodcuts of Officers Vendors: Art BROKEN LINKS: Civil War Looting Civil War Tile Art Images, Etc. Images from the Hargett Library Special Collection _U.S. Garrison Flag from the Civil War_ .JPG (89 kb) ![](../images/back.gif) Return to the Link Index * * * ### Maps Antietam Battlefield Map .GIF (178 kb) Antietam Battlefield Map Battles By State Battle of Gettysburg Main Battle Lines Map .GIF (211 kb) Battle of Gettysburg Map Blakeley, AL, 1865 Map (216 kb) Civil War Battlefield Maps Civil War Image Maps Civil War Maps and Charts by State Civil War Maps at The Valley of the Shadow: The Eve of War Civil War Maps at The Valley of the Shadow: The War Years Civil War Newspaper Maps The Civil War in Louisiana The Civil War in the Lower Mississippi Valley The Coast Survey in the Civil War The David Rumsey Collection The Eastern Theater Florida Battles General Sherman's Campaign Map .JPG (283 kb) Geography Gettysburg Battlefield Map .GIF (1199 kb) Gettysburg Campaign Map .GIF (72 kb) Harvard Displays Civil War Maps History of Mapping the Civil War Interactive Digital Topo Maps of Civil War Battlefields K.B. Slocum Books and Maps Kirchner's Map of the Confederacy Lee Map .GIF (290 kb) Lee and Grant Map .GIF (224 kb) Lee and Stuart Map .GIF (285 kb) Lee in the Shenendoah Valley Map .GIF (290 kb) Lee, Meade, and Stuart Map .GIF (280 kb) Library of Congress Civil War Map Collection Mapping America's Battlefields: Civil War Earthworks Classifications _Maps and Mapmakers of the Civil War_ McElfresh Map Co. Menotomy Maps A Nation Divided (From Microsoft Encarta) Order of Seccession Map .GIF (9 kb) Railway Map of the Southern States .JPG (358 kb) Slave Crops in the American South 1860 (University of Oregon) Southern Counties and Railways .JPG (333 kb) University of Georgia Rare Map Collection - American Civil War U.S. Corps of Topographical Engineers U.S. Military Railroads of 1866 Map (236 Kb) UT Austin's Maps of National Military Parks, Memorials, and National Battlefields West African Slave Trade Map West Point Civil War Atlas BROKEN LINKS: Major Civil War Battles of Arkansas Maps of National Historic & Military Parks, Memorials, and Battlefields Minnesota Battles Rare Civil War Maps - from Harvard University Regional Map of Civil War Sites (MD, PA, VA, WV) Southern Railways ![](../images/back.gif) Return to the Link Index * * * ### Multimedia Action Video Productions: Docu-drama of Reenactment in Lexington, MO African American Storytelling CD-ROM Camelot Media The Civil War Radio Hour Computer generated "Fly-by" of the Bull Run area (From Menotomy Maps) Confederate General <NAME> (From Microsoft Encarta) HistoricBattles.com Inheritage: Historical Presentations for the Internet Interview with <NAME> -- Last Surviving Confederate Veteran (From NARA) Living on Earth: Forest Junk Lyrics and Music: _Dixie_ <NAME> - PBS Overview of the Civil War Slide Show Southern WAV's and Movies Television Series: Untold Stories from the Civil War Archives The TravelBrains Guide to Gettysburg Union General U.S. Grant (From Microsoft Encarta) Union President <NAME> (From Microsoft Encarta) Why Married Men Fought in the Civil War BROKEN LINKS: Battle of Gettysburg, an animated military history map (Shockwave Movie) Living History Cam _Sankofa_ (Slavery Online Film) ![](../images/back.gif) Return to the Link Index * * * ### Note: We are trying to compile ALL Civil War related links that can be found on the Web. If you know of one that isn't listed here, or you know the correct URL of any broken links, please fill out our form, so we can add it... Thank You! * * * ![USCWC Home](../images/uscwcs.gif) For Questions/Comments, see our Questions Page ###### Last modified:7/22/02 <file_sep> English 260 A, Spring 1996 Professor <NAME> Office PS 111; 226-4862; http://panther.bsc.edu/~flashe/ Hours: M-W: 2-5:00, F: 2-4:00, Tu: 1-3:00 Note: Meetings may occasionally interfere w/ scheduled office hrs * * * ## Major American Authors Texts Andrews, ed. __Classic American Autobiographies__ Twain, _Huckleberry Finn_ Hemingway, _The Sun Also Rises_ Plath, _The Bell Jar_ _The Bedford Handbook for Writers, 4th Ed_ (strongly recommended) Copy Costs: You will be required to copy a number of things from the reserve list. Goals 1\. to explore articulations of the myth of America, and of notions of an American self. 2\. to complicate definitions of "America," "American," and Literature" 3\. to enhance familiarity with "American Literature" as it has been traditionally conceived 4\. to improve textual analysis skills, as well as general skills in reading, writing, listening, speaking, and cooperating with others 5\. to practice making connections among texts, and between texts and life. Grades 1\. 4-6 page (unresearched) literary analysis paper 20% 2\. Oral report on text you will analyze 10% 3\. Midterm Exam 15% 4\. Participation (class discussion, homework, reading log) 10% 5\. 7-10 page researched literary analysis paper 25% 6\. Final Exam 20% TOTAL 100% Policies ATTENDANCE AND PARTICIPATION Come to class every day on time and prepared. Not only will absences hurt your participation grade, but more than four absences for any reason will automatically lower your final grade. I will occasionally quiz the class as well, to make sure you are keeping up with the reading. See the "Reading Logs and Participation" section below for more information on the Participation component of your grade. LATE PAPERS AND MAKEUP EXAMS Papers are due under (or in a crate outside) my office door on the date assigned. Papers not in my hands first thing the next morning will lose one letter grade. I will not accept papers that come in later than midnight the next weekday. You are welcome to rewrite your textual analysis papers, and I will average the grades from the two installments. See the "Analysis Paper" section below for details. There will be no makeups on exams unless you have arranged them with me beforehand (voice mail doesn't count here). Course Schedule Week 1 We Sep 4 Introductions Fr Sep 6 Guillory, "Canon" (copy from Reserve); Norton and Heath Tables of Contents (copy from Reserve) Week 2 Mo Sep 9 Hawthorne, "Maypole of Merry Mount" (copy from Reserve) We Sep 11 Rowlandson Fr Sep 13 Rowlandson Week 3 Mo Sep 16 Rowlandson/ Writing About Literature We Sep 18 Pre-1700 Reports; Reading Logs Fr Sep 20 Edwards, "Introduction" and "Sinners in the Hand of an Angry God" (copy from Reserve); Note: bring Autobiographies text to class. Week 4 Mo Sep 23 Pre-1700 Analysis Papers Due Franklin We Sep 25 Franklin Fr Sep 27 1700-1800 Reports; Reading Logs Week 5 Mo Sep 30 1700-1800 Analysis Papers Due Irving, "<NAME>" (copy from Reserve) We Oct 2 Emerson, "Nature" (1st Chapter) and "Self Reliance" (copy from Reserve) Fr Oct 4 Midterm Exam Week 6 Mo Oct 7 Thoreau, biographical sketch and "Civil Disobedience" (copy from Reserve) We Oct 9 Douglass Fr Oct 11 Douglass Week 7 Mo Oct 14 Douglass We Oct 16 Poe, "The Cask of Amontillado" (copy from Reserve) Fr Oct 18 1800-1865 Reports; Reading Logs Week 8 Mo Oct 21 Analysis Papers Due for Last Three Groups (1800-65; 1865-1910; and 1910 -1945) We Oct 23 Dickenson (each group will bring in copies of one poem for the class) Fr Oct 25 Fall Break: No Classes Week 9 Mo Oct 28 Twain, <NAME>; Discuss Literary Research Paper We Oct 30 Twain Fr Nov 1 Twain Week 10 Mo Nov 4 Twain We Nov 6 1865-1910 Reports; Reading Logs Fr Nov 8 PreRegistration: No Classes Week 11 Mo Nov 11 Zitkala-Sa We Nov 13 Zitkala-Sa Fr Nov 15 Outline, Annotations due for Literary Research Paper Hemingway, The Sun Also Rises Week 12 Mo Nov 18 Hemingway We Nov 20 Hemingway Fr Nov 22 1910-1945 Reports; Reading Logs Week 13 Mo Nov 25 Hemingway/ Eliot "The Love Song of <NAME>" discussed in class Tu Nov 26 Research Paper Due by 5:00 We Nov 27 Thanksgiving Break: No Classes Fr Nov 29 Thanksgiving Break: No Classes Week 14 Mo Dec 2 Plath, The Bell Jar We Dec 4 Plath Fr Dec 6 Plath Week 15 Mo Dec 9 Discussion of 1945-Present We Dec 11 Create Final Exam Finals Week Mo Dec 16 Final Exam: 9-12:00 Analysis Paper/ Period Report We will use this assignment to expand the literary-historical context for the texts on the syllabus. Five days during the semester are set aside for student reports, corresponding to the following five periods of American literary history: 1) pre 1700; 2) 1700-1800; 3) 1800-1865; 4) 1865-1910; and 5) 1910-1945 (I will discuss 1945 to the present myself on December 9). On each of these days, six students (give or take) will provide oral reports for the class on some short text from that period which is included in the _Heath Anthology of American Literature_ but is not included on the syllabus. Each student will also complete a formal analysis paper on the text reported on. THE TEXT (OBJECT OF ANALYSIS) Your first order of business is to pick a text to work with. You are to select something included in the Heath Anthology; you should have the Table of Contents among your handouts for the class, and the volumes themselves are on reserve in the Library. You may work with a poem, short story, speech, essay, or fragment of a longer work. I encourage (but do not require) you to choose something beyond the borders of what is traditionally thought of as "canonical" American literature. A good rule of thumb might be to work with an author who is not included in the Table of Contents (which you have) for the 1979 Norton Anthology of American Literature. I strongly encourage you to choose a text of a manageable length. REPORT (10% OF FINAL GRADE) In order to fit six reports into an hour period, we must be efficient. Each report will last no longer than eight minutes (I will use an egg timer to cut you off). Your primary task in the report will be to describe your text--to familiarize us with an author, a style, a plot, themes, etc., that we have not encountered within the confines of our syllabus. This might include some background on the writer or on a type of writing (a genre, a common theme, a minority perspective) that he or she represents. It will probably involve a brief plot summary and description of what makes the text interesting. And it will most likely mean that you tell us what your analytical thesis in approaching the text will be. I will be most impressed by reports that explain how the text fits into its period, ways it is reminiscent of or different from the texts of that period that are on the syllabus. I will evaluate your report holistically, combining content and style. You may present your material as formally or informally as you like. I discourage you from reading it to us (though there are engaging reading styles that might work very well), but the report should show evidence of practice, in terms of its structure, its delivery, and its length. What I am most concerned with is that you communicate effectively--that you teach us something. This will depend on what you choose to tell us in the time available, as well as how comfortable and articulate you are in the telling (eye contact, bodily comfort, and vocal delivery). Consider whether you can incorporate handouts, overhead projections, or audio or video clips into your report smoothly, so that they help us follow you without distracting us or detracting too much from your limited time. ANALYSIS PAPER (20% OF FINAL GRADE) Your primary task with the text you choose will be to complete a written analysis paper on it. The paper should be at least five typed pages long, double-spaced with reasonable font and margins, and it will be due at my office door by on the date indicated on the syllabu (Note: for the first three groups this is the class day after they give their reports. For the final two groups, it is Wednesday, October 23). The paper should follow MLA format (described in the Bedford Handbook) for titling, page numbering, or documenting any outside sources (though you are not required to use sources for this), and it should observe the conventions for writing about literature (BH, Ch. 53). There are great chunks of the Heath Anthology, that I have not read; assume that I have not read the piece you are analyzing. Thus, while you still must be careful not to rely heavily on plot summary (that is, don't substitute plot summary for argument), you will need to describe the work thoroughly enough that I can follow and evaluate your argument. How to Analyze: To "analyze" something is to discover and explain how it works. Thus, to analyze a literary work is to make an argument about how it achieves its overall effect, or makes its central point (even if this effect is chaotic, or its point has to do with ambiguity). The most effective analyses will focus on one part of the work: either one of the literary elements (character, setting, imagery, theme, style, tone, structure, point- of-view, etc.); or some fragment of the text (one passage, one scene, one image or motif, one turn-of-phrase). You will need then to relate this part to the whole of the work: how does this element or fragment contribute to or reinforce the work's meaning? Of course, to do this, you need to have some plausible sense of the work's meaning, though this may well be subjective-- even unique to you. Another approach to analysis is to claim that the text achieves an unintended effect that we can determine if we read from, for instance, a feminist, serving-class, or psychoanalytic perspective, or from the vantage of some historically concurrent socio-political debate. You might also do a deconstructionist reading, which identifies the ways the text works against its author's apparent intention; or a reader-response analysis, which examines ways the text invites the reader in to complete its meaning. To repeat: an analysis focuses more on how a text means than on what it means. Instead of an analysis, you might decide to do an explication, in which you systematically explain incidents or images in a work. This approach is appropriate to poems and short, obscure stories. The danger here is that you can slip into plot summary. Remember, in an explication you interpret-- explain the significance of--events, as opposed merely to relating them. I strongly recommend that you read the Bedford Handbook's chapter on "Writing About Literature" (Chapter 53). Rewrite Option: If you wish to rewrite the paper, you will have two weeks from the date I return it. You should turn in your original--including my comments--with your rewrite, and I will average your grades from the two versions of the paper to get your final grade. All rewrites should be substantially rewritten as described in Chapters 3 and 4 of the Bedford Handbook; I will not give higher grades for mere revisions. You will also need to turn in a one-page typed explanation of your rewrite strategy along with the rewritten paper (an example of these is attached to this syllabus). Reading Logs and Participation Class participation will count for 10% of your final grade. This grade will be my subjective assessment of how well you handle three components: 1) Reading Logs: for the four days during the semester set aside for reports, those students not giving a report will read at least fifteen pages from one of the books on the reserve list (at the library) for this class. During class on report day you will turn in a one-page (typed, double-spaced) summary and critique of what you read. Begin these with the MLA citation for the book your reading comes from, indicating the page numbers you are covering. Then summarize your reading and comment on why it is or is not helpful. 2) Class Discussion: I encourage you to speak up in class discussion. I am more interested in the quality than in the quantity of your discussion (dominating discussion, or commentary that relies too heavily on unfounded opinion, can detract from the quality). I will be most favorably impressed by those students who are able to bring their outside reading (for the reading logs or the analysis paper/ reports) to bear on the subject at hand. 3) Quizzes. I expect you to read every page of every assignment, carefully. I will occasionally give pop quizzes that either check your reading or provide a basis for class discussion. <file_sep>Civil Rights USA Fall 2001 # No First Day Mandatory Attendance _UNIVERSITY OF SOUTH FLORIDA_ _USF TELECOURSES_ Tampa Campus: 80083 AFA AFA 4931 Sec. 503 [3 Credits] Please be aware that this syllabus is subject to change. Please be sure to check the hotline at 974-3063 or this website regularly for changes as they will be posted here as soon as we become aware of them. --- NEW: 12/03 Dr. Morehouse was unable to attend his scheduled Review for the third exam on Friday, 11/30 due to emergency dental surgery. We will make a review tape available to students who wish to view it in SVC 1072, and students may check out the review tape at 4:30pm but the tape must be returned by 9:00am the next morning. The material covered on the review tape is the same material that would have been covered at the review on Friday. The third exam will be given as scheduled, but if you need to schedule to take the exam later than Sat, 12/08, call 974-2996 to schedule an appointment to take it in SVC 1072 Office Hours: Monday - Thursday 8:00 am \- 7:00 pm Friday 8:00 am - 5:00pm. NEW: Dr. Morehouse placed an order with the Barnes and Noble on Dale Mabry. The book order should be available on Monday, September 3, 2001. See note below regarding _Voices of Freedom_ textbook. Note: As of August 27 the textbooks for this course have not arrived in the Bookstore. They will be in within a week or so. Dr. Morehouse will put some of the preliminary readings on reserve in the library. Please check back to this website for updated information. Instructor: Dr. <NAME>, Government and International Affairs Office Address: SOC 352 (Tampa Campus) Office Phone: 974-3640 (Dr. Morehouse) 974-2384; (Political Science dept.) 974-2427; (Africana Studies dept.) Office Hours: SOC 352 (Political Science department) E-mail: _<EMAIL>_ Educational Outreach: 974-2996 (Distance Learning Student Support); 974-3063 (24 hr. Info Line). Telecourse Rentals: You may rent "Eyes on the Prize" from RMI Media Productions for $55.00. Call 1-800-745-5480 for details or visit their website at http://www.rmimedia.com/ Distance Learning Student Support Information: Coordinator: <NAME> Email:<EMAIL> Office Location: SVC 1072 (map grid: D3) Office Hours: Monday - Thursday 8:00 am -7:00 pm Friday 8:00 am -5:00pm Phone: (813) 974-2996; 974-3063 (24 Hour Info Line) * * * Textbooks: _Voices of Freedom: An Oral History of the Civil Rights Movement from the 1950s Through The 1980s_ , <NAME> and <NAME>. ISBN# 0553352326. NOTE: This book will not be used in Fall 2001 as of 9/12/01. _Eyes on the Prize Reader_ , ed. Clayborne Carson et al. ISBN# 0140154035 -Books are available in the Textbook Center. _Eyes on the Prize Reader Student Study Guide_ is at the end of your syllabus. It is not attached to the syllabus from the Internet, so contact the Telecourse office, as this material is available outside of SVC 1072. Course Objectives: This course explores the history of the civil rights struggle - its origins, its development, through the fourteen-part PBS program, Eyes on the Prize I and II. Students enrolled in the course will: (1) Gain an understanding of the historical and cultural significance of the civil rights struggle in the United States and of the civil rights movement of the 1950s-1970s; (2) Learn the major issues that were contested by the leaders of the movement, their sympathizers, and their adversaries; (3) Learn how movement actions in various U.S. communities took form, and how they affected local, regional, and national discussions of civil rights issues; (4) Acquire knowledge necessary to identify and to assess the strategic decisions that were made by movement leaders at critical points of the civil rights struggle in light of the needs and goals of the movement at the time; (5) Discover how the mass media and the churches influenced - and were influenced by - the civil rights movement. Course Requirements: _Students are required to:_ Watch all fourteen episodes of Eyes on the Prize I and II. Read the assigned material. * * * Meetings: Call the information line (974-3063) in advance for any room changes. ORIENTATION \| Friday \| 08/31 \| 6:00 - 8:00PM \| CIS 1044 (map grid: E4) ---\|---\|---\|---\|--- REVIEW #1 \| Friday \| 10/05 \| 6:00 - 8:00PM \| CIS 1044 EXAM #1 \| Saturday \| 10/13 \| 10:00AM - 12:00PM \| PHY 141 (map grid: D4) REVIEW #2 \| Friday \| 11/02 \| 6:00 - 8:00PM \| CIS 1044 EXAM #2 \| Saturday \| 11/17 \| 10:00AM - 12:00PM \| PHY 141 REVIEW #3 \| Friday \| 11/30 \| 6:00 - 8:00PM \| CIS 1044 EXAM #3 \| Saturday \| 12/08 \| 10:00AM - 12:00PM \| PHY 141 Note: Be sure to bring a valid student ID or other photo ID to your exam, as well as several sharpened #2 pencils and an eraser. Make-Up Exams: Makeup exams will be essay in format and only given with a written statement from your doctor. You must contact your instructor to get approval. Make-Up Exam Policy: Please mark your calendar immediately with exam dates so that you know in advance when your exams are scheduled. If you see a conflict immediately upon receipt of the syllabus, it is your responsibility to inform the Student Support office of the conflict and to submit a request for a make-up exam with supporting documentation in order for your request to be considered. All requests must be make prior to the scheduled exam. Generally, make-up exams are ESSAY in format so it is highly recommended that you arrange to take your exam at the scheduled time indicated in the syllabus. Review Sessions: Most review sessions are videotaped so if you cannot attend the review, videotapes may be viewed in the office during office hours. Some reviews are available for checkout on an overnight basis only; students must arrange for this by calling the Student Support office in advance. The tapes will be available for check out at 4:30pm and must be returned by the following morning at 9:00am. Grading Procedures: Credit may be earned by letter grade or S/U. In order to receive an S/U grade you must obtain an S/U contract from the Student Support office in SVC 1072. Both you and the professor must sign this contract and you must turn this in to the professor by the due date specified by your professor. Final letter grades will be determined on an accumulated percentile basis, as follows: 90+% = A 80+% = B 70+% = C 60+% = D Less than 60% = F Note: Grades will be posted in the Telecourse office (SVC 1072). Please wait at least one week after taking the exam. GRADES WILL NOT BE GIVEN OUT OVER THE PHONE!!! If you wish to have your grade mailed to you, please provide the office with a self-addressed stamped envelope and your grade will be mailed to you as soon as it is posted. Our address is: Distance Learning Student Support Services, SVC 1072, U.S.F., 4202 E. Fowler Ave., Tampa, FL 33620. Reading and Video Schedule (Not Broadcast. Videotapes are available for checkout in the Office of Distance Learning Student Support Services, SVC 1072 ) CIVIL RIGHTS, USA - EYES ON THE PRIZE VIEWING SCHEDULE AND READINGS PART ONE: AMERICA'S CIVIL RIGHTS YEARS V-1 AWAKENING (1954-1956) Ch. 1 Eyes of the Prize Chs. 1 & 2 Voices of Freedom V-2 FIGHTING BACK (1957-1962) Ch. 2 Eyes of the Prize Chs. 3 & 7 Voices of Freedom V-3 AIN'T SCARED OF YOUR JAILS (1960-1961) Ch. 3 Eyes of the Prize Chs. 4 & 5 Voices of Freedom V-4 NO EASY WALK (1961-1963) Ch. 4 Eyes of the Prize Chs. 6, 8, 10,& 11 Voices of Freedom V-5 MISSISSIPPI: IS THIS AMERICA? (1962-1964) Ch. 5 Eyes of the Prize Chs. 9 & 12 Voices of Freedom V-6 BRIDGE TO FREEDOM (1965) Ch. 6 Eyes of the Prize Ch. 13 Voices of Freedom PART TWO: AMERICA AT THE RACIAL CROSSROADS V-7 THE TIME HAS COME (1964-1966) Ch. 7 Eyes of the Prize Chs. 14, 15 & 16 Voices of Freedom V-8 TWO SOCIETIES (1965-1968) Ch. 8 Eyes of the Prize Chs. 17 & 21 Voices of Freedom V-9 POWER! (1967-1968) Ch. 9 Eyes of the Prize Chs. 20, 22 & 26 Voices of Freedom V-10 THE PROMISED LAND (1967-1968) Ch. 10 Eyes of the Prize Chs. 19, 24, 25 Voices of Freedom V-11 AIN'T GONNA SHUFFLE NO MORE (1964-1972) Ch. 11 Eyes of the Prize Chs. 18, 23 & 29 Voices of Freedom V-12 A NATION OF LAW? (1968-1971) Ch. 12 Eyes of the Prize Chs. 27 & 28 Voices of Freedom V-13 THE KEYS TO THE KINGDOM (1974-1980) Ch. 13 Eyes of the Prize Chs. 30 and 31 Voices of Freedom V-14 BACK TO THE MOVEMENT (1979 - mid-1980's) Ch. 14 Eyes of the Prize Epilogue Voices of Freedom <file_sep> COMPARATIVE RELIGIONS PAGE > > This page is maintained primarily as a resource for and on-going project of the "Comparative Religions" course at Milligan College. > > > General Resources and Multi-Resource Sites > > ![](http://www.milligan.edu/bible/pkenneson/images/bludot.gif) Academic Info: Religion An Annotated Directory of Internet Resources for the Academic Study of Religion. > > ![](http://www.milligan.edu/bible/pkenneson/images/bludot.gif) Virtual Religion Index A very helpful site maintained at Rutgers University. > > ![](http://www.milligan.edu/bible/pkenneson/images/bludot.gif) Facets of Religion Part of the WWW Virtual Library > > ![](http://www.milligan.edu/bible/pkenneson/images/bludot.gif) Finding God In Cyberspace (by <NAME>) A guide to religious studies resources on the internet. > > ![](http://www.milligan.edu/bible/pkenneson/images/bludot.gif) Religion News Service News on religion, ethics, spirituality, and moral issues. > > ![](http://www.milligan.edu/bible/pkenneson/images/bludot.gif) WORLD SCRIPTURE A Comparative Anthology of Sacred Texts. > > ![](http://www.milligan.edu/bible/pkenneson/images/bludot.gif) Adherents.com "Adherents.com is a growing collection of over 44,000 adherent statistics and religious geography citations -- references to published membership/adherent statistics and congregation statistics for over 4,000 religions, churches, denominations, religious bodies, faith groups, tribes, cultures, movements, ultimate concerns, etc." > > ![](http://www.milligan.edu/bible/pkenneson/images/bludot.gif) About.com. "Although there are several different subject areas on the culture page, the one for "Religion/Spirituality" is the one that is of great use to our class. The section has a fair, unbiased informational approach to more than a dozen different major religious groups in the world today, along with some humor and general encouragement. The areas on the different religious entities are all fair, balanced, and informative, covering the formation, history, primary beliefs, traditions, size, sacred texts and other teaching tools" [Louis Anderson]. > > ![](http://www.milligan.edu/bible/pkenneson/images/bludot.gif) Religious Tolerance "This site sets itself apart from most that one will find on the web where religious sites are concerned. This is a site devoted to a nonjudgemental, pragmatic approach to dozens of major religions, & pseudo- religions, around the world. They make no judgements about any of the organizations they examine, they simply present the teachings, history, supporting and problematic "situations" and thoughts for each." [Louis Anderson] > > ![](http://www.milligan.edu/bible/pkenneson/images/bludot.gif) North American Interfaith Network "The web site of an organization working to promote understanding and discussion among the the various religious traditions within the North American landscape. The site offers links to a large number of religious traditions in North America, news on discussion and work among various traditions, and a library of essays on interfaith dialogue." [Wes Jamison] > > ![](http://www.milligan.edu/bible/pkenneson/images/bludot.gif) Interfaith Calendar "This site is one with a different approach to religious study, but one which can certainly serve to stimulate the interest of the visitor. This site contains calendars for the current year, as well as several years to come, that have the "Primary Sacred Times" for many religions around the world. A nice, unique approach to introducing students to other religious organizations." [<NAME>] > > ![](http://www.milligan.edu/bible/pkenneson/images/bludot.gif) The American Religious Experience "This website offers an overview of the American religious landscape. Articles and essays examine the role that religion has played in shaping American life. Specific attention is given to the roles of women and ethnic minorities in American religious history." [<NAME>] > > ![](http://www.milligan.edu/bible/pkenneson/images/bludot.gif) Beliefnet:Spirituality, Religion, Morality, Faith, Belief, Community > > ![](http://www.milligan.edu/bible/pkenneson/images/bludot.gif) Religion, Religions, Religious Studies Page > > ![](http://www.milligan.edu/bible/pkenneson/images/bludot.gif) Religious Resources on the Net > > ![](http://www.milligan.edu/bible/pkenneson/images/bludot.gif) Voice of the Shuttle: Religious Studies Page > > ![](http://www.milligan.edu/bible/pkenneson/images/bludot.gif) Internet Resources for Religious Studies > > ![](http://www.milligan.edu/bible/pkenneson/images/bludot.gif) Britannica Internet Guide: Religion > > Specific Traditions > > ![](http://www.milligan.edu/bible/pkenneson/images/bludot.gif) Primal Traditions > > ![](http://www.milligan.edu/bible/pkenneson/images/bludot.gif) Native American Traditions > > ![](http://www.milligan.edu/bible/pkenneson/images/bludot.gif) Hindu Traditions > > ![](http://www.milligan.edu/bible/pkenneson/images/bludot.gif) Buddhist Traditions > > ![](http://www.milligan.edu/bible/pkenneson/images/bludot.gif) Jewish Traditions > > ![](http://www.milligan.edu/bible/pkenneson/images/bludot.gif) Roman Catholic Traditions > > ![](http://www.milligan.edu/bible/pkenneson/images/bludot.gif) Orthodox Traditions > > ![](http://www.milligan.edu/bible/pkenneson/images/bludot.gif) Islamic Traditions > > ![](http://www.milligan.edu/bible/pkenneson/images/bludot.gif) Other Traditions > > > > > > ###### Return to Comparative Religions Syllabus \| Return to Kenneson Home Page > > > > <file_sep>[PLEASE NOTE: The content found in the print out may significantly change during the course of the semester. Please check the web site version for more up-to-date information. Thank you. The full print out runs to eight pages and includes the SYLLABUS, COURSE SCHEDULE and EVALUATION CRITERIA.] HIS 371 / 571, THE HISTORY OF JAPAN <NAME> Associate Professor Department of History OFFICE HOURS: MWF 12:15 PM - 1:30 PM and by appointment OFFICE: RT 1908 PHONE: 687-3927 (OFFICE) 561-2940 (HOME) email: <EMAIL> SYLLABUS INTRODUCTION: HIS 371 / 571, History of Japan, undertakes a chronological survey of political, economic, social, cultural, religious and intellectual life in Japan from the third century to the present day. Emphasis is placed on both the origin and development of traditional Japanese civilization before the arrival of the modernizing West and the subsequent Japanese quest for international acceptance thereafter. The course has been purposefully designed to provide a background against which contemporary Japan might be better understood and appreciated. Course content stresses the origin and development of various systems and institutions (social, political, economic and religious) within both the traditional and modern Japanese cultural milieu. The modernization process, the Westernization process and the fate of traditional institutions, systems and customs will be explored in depth. Strong consideration will also be given Japan's quest for acceptance as a major power on the modern international scene and the impact of change on both individuals and groups within Japanese society. The following is a list of major course objectives for HIS 373 / 573: at the end of fifteen weeks of instruction, students enrolled in HIS 371 / 571, History of Japan should be able to -- 1. identify basic terms, personalities and concepts associated with the study of Japanese history and explain their historical significance; 2. identify and locate important items of geographical information and both evaluate and explain the environmental impact on the historical development of traditional Japanese culture; 3. given an interpretive question regarding a specific period in Japanese history, demonstrate a firm grasp of the era's historical significance; 4. discuss with insight and the use of supporting evidence the developmental process behind and the basic characteristics of social, political, economic, cultural and religious life in traditional Japan before the arrival of the modernizing West in 1853; 5. assess insights into traditional Japanese culture gained from reading various selections __ of traditional literature, poetry and drama, including specifically _The Confessions of Lady Nijo_ and _Four Major Plays of Chikamatsu_ ; 6. distinguish and discuss internally generated aspects of the modernization process present in Japanese life before 1868 and predict the Japanese reaction to the impact of Western-induced modernization in Japan after 1854; 7. account for the collapse of the Tokugawa-controlled Military - Bureaucratic state in 1868; 8. discuss with illustrative detail the patterns of economic, political, social and cultural modernization emerging in Japan after 1868, accounting in the process for the impact on these patterns of both past Japanese traditions and the process of Westernization; 9. assess insights into life in modern Japan gained from reading Natsume Soseki's _Kokoro_ and Junichiro Tanizaki's _The Makioka Sisters_ ; 10. describe and discuss the historical process leading to Japanese involvement in World War II; 11. describe the effects of both war and its aftermath, the occupation, and Japan's "economic miracle" on present day Japanese life and institutions; 12. discuss aspects of Japanese life today in historical perspective, pointing out and evaluating continuing traditional influences and the impact of the past on modern day Japan; 13. utilize and evaluate visual resources to advance comprehension and understanding of the process of Japanese cultural development; 14. assess attitude shifts in personal images associated with Japan taking place as a result of enrolling in this course. The major content in HIS 371 / 571 will be delivered by means of a series of lectures, assigned readings and Internet presentations plus discussions following the appended list of topics. Class discussion of any topic under consideration is both welcomed and encouraged at any time. REGULAR ATTENDANCE AT LECTURE AND DISCUSSION MEETINGS IS A BASIC COURSE REQUIREMENT. No examinations will be given in the course. Students will be asked to complete a series of five Journal Assignments and a series of seven quiz questions scheduled at regular intervals through-out the semester. Two brief (6 - 9 pages) essays are also required, the first on either _The Confessions of Lady Nijo (_ translated by <NAME>) or _Four Major Plays of Chikamatsu_ (translated by <NAME>) and the second to be based on either of two novels, <NAME>'s _Kokoro_ or Junichiro Tanizaki's _The Makioka Sisters_. Additional reading for the course -- as noted in the lecture schedule -- is from the Conrad Totman text, _Japan before Perry: A Short History_ and <NAME>'s _The Making of Modern Japan_. All course texts are available for purchase in the bookstore. All text and essay assignments are noted in the course schedule on the date each is due. SYNOPSIS OF COURSE REQUIRMENTS: 1. Completion of a series of five quiz questions on the content of the course (10% each, 50% of course grade); 2. Two essays, one on either The Confessions of Lady Nijo or Four Major Plays of Chikamatsu and the second on either Natsume Soseki's Kokoro or Junichiro Tanizaki's The Makioka Sisters. (25% each, 50% of course grade) The grades earned on the above assignments will be multiplied by the total number of points generated from the following table of possibilities [139 points available]: * Regular attendance at lectures. (10 points with one point deducted for each absence); * On-time submission of required assignments: (2 points for each Journal Assignment [10 points total]); 2 points for each other assignment as noted in the course schedule [14 points total]; 5 points for each quiz [25 points total]; 10 points for each essay [20 points total]); * Completion of the entire six part Journal Assignment series (5 points each for an evaluation of "check" or better for a total of 30 points); * Submission of a full outline (2 points each [4 points total]) and an initial draft (3 points each [6 points total]) earning an evaluation of "check" or better for each assigned essay; * Completion of an evaluative essay (see the assignment guidelines) earning an evaluation of "check" or better on the exhibit of Unfolding Beauty: Japanese Screens currently at the Cleveland Museum of Art (until September 16, 2001). (10 points); * Completion of an evaluative essay (see the assignment guidelines) earning an evaluation of "check" or better on a Japanese film chosen from the list of titles supplied for this project. (10 points). LECTURE SCHEDULE : > MONDAY, AUGUST 27, 2001 > >> INTRODUCTION TO THE COURSE > ATTITUDE SURVEY > OVERVIEW OF COURSE ASSIGNMENTS > > WEDNESDAY, AUGUST 29, 2001 > >> AMERICAN ATTITUDES TOWARD JAPAN IN HISTORICAL PERSPECTIVE > > ATTITUDE SURVEY DUE > JOURNAL ASSIGNMENT ONE DUE > > FRIDAY, AUGUST 31, 2001 > >> THE PHYSICAL AND HISTORICAL GEOGRAPHY OF JAPAN > > WEB ASSIGNMENT ONE DUE > > MONDAY, SEPTEMBER 3, 2001 > >> HOLIDAY (LABOR DAY) > > WEDNESDAY, SEPTEMBER 5, 2001 > >> TOUCHSTONES FOR UNDERSTANDING I > > WEB ASSIGNMENT TWO DUE > > FRIDAY, SEPTEMBER 7, 2001 > >> TOUCHSTONES FOR UNDERSTANDING II > > MONDAY, SEPTEMBER 10, 2001 > >> FAMILIAL JAPAN: THE ARCHEOLOGICAL RECORD > > READING: TOTMAN, PREFACE, PP 1-17 > JOURNAL ASSIGNMENT TWO DUE > > WEDNESDAY, SEPTEMBER 12, 2001 > >> FAMILIAL JAPAN: THE NATIVE TRADITION OF THE YAMATO STATE > > FRIDAY, SEPTEMBER 14, 2001 > >> DISCUSSION: FAMILIAL JAPAN > > WEB ASSIGNMENT THREE DUE > > MONDAY, SEPTEMBER 17, 2001 > >> ARISTOCRATIC JAPAN: THE CHINESE CONNECTION > > READING: TOTMAN, PP 18-31 > QUIZ ONE DUE > > WEDNESDAY, SEPTEMBER 19, 2001 > >> EVIDENCE OF ADAPTATION: "THE RULE OF TASTE" > > READING: TOTMAN, PP 31-63 > WRITING SKILLS ASSESSMENT PROJECT DUE > > FRIDAY, SEPTEMBER 21, 2001 > >> DISCUSSION: ARISTOCRATIC JAPAN AND "THE RULE OF TASTE" > > WEB ASSIGNMENT FOUR DUE > > MONDAY, SEPTEMBER 24, 2001 > >> THE TRANSITION TO FEUDALISM > > READING: TOTMAN, PP 63-80 > QUIZ TWO DUE > > WEDNESDAY, SEPTEMBER 26, 2001 > >> DISCUSSION: > THE CONFESSIONS OF LADY NIJO > > FIRST ESSAY DUE (if written on Nijo's Confessions) > JOURNAL ASSIGNMENT THREE (if writing on Chikamatsu's plays) > > FRIDAY, SEPTEMBER 28, 2001 > >> CHANGE AND DEVELOPMENT IN MILITARY-ARISTOCRATIC JAPAN > > READING: TOTMAN, PP 80-132 > > MONDAY, OCTOBER 1, 2001 > >> MILITARY - ARISTOCRATIC CULTURAL DEVELOPMENTS > > WEDNESDAY, OCTOBER 3, 2001 > >> DISCUSSION: MILITARY-ARISTOCRATIC JAPAN > > WEB ASSIGNMENT FIVE DUE > > FRIDAY, OCTOBER 5, 2001 > >> REUNIFICATION: TRANSITION TO THE MILITARY-BUREAUCRATIC PERIOD > > QUIZ THREE DUE > READING: TOTMAN, PP 133-164; <NAME>, The Making of Modern Japan (Cambridge, MA: Harvard University Press, 2000) [Hereafter "JANSEN"], PP 1 - 31 > > MONDAY, OCTOBER 8, 2001 > >> HOLIDAY (COLUMBUS DAY) > > WEDNESDAY, OCTOBER 10, 2001 > >> TOKUGAWA JAPAN: THE POLITICAL STATE > > READING: TOTMAN, PP 188-199; JANSEN, PP 32 - 95 > > FRIDAY, OCTOBER 12, 2001 > >> SOCIAL AND ECONOMIC LIFE IN TOKUGAWA JAPAN > > READING: JANSEN, PP 96 - 158 > > MONDAY, OCTOBER 15, 2001 > >> THE GENROKU CULTURAL STYLE > > READING: TOTMAN, PP 164-188; JANSEN, PP 159 - 222 > > WEDNESDAY, OCTOBER 17, 2001 > >> DISCUSSION: > FOUR MAJOR PLAYS OF CHIKAMATSU > > FIRST ESSAY DUE (if written on Chikamatsu's plays) > JOURNAL ASSIGNMENT THREE (if you wrote on Nijo's Confessions) > > FRIDAY, OCTOBER 19, 2001 > >> DISCUSSION: MILITARY-BUREAUCRATIC JAPAN > > READING: TOTMAN, PP 199-230 > > MONDAY, OCTOBER 22, 2001 > >> TOKUGAWA JAPAN: THE SEEDS OF MODERNIZATION > > READING: JANSEN, PP 223 - 256 > > WEB ASSIGNMENT SIX DUE > > WEDNESDAY, OCTOBER 24, 2001 > FRIDAY, OCTOBER 26, 2001 > MONDAY, OCTOBER 29, 2001 > WEDNESDAY, OCTOBER 31, 2001 > FRIDAY, NOVEMBER 2, 2001 > >> NO SCHEDULED CLASSES > \-- DR. MAKELA TRAVELING IN JAPAN > > MONDAY, NOVEMBER 5, 2001 > >> MODERNIZATION AND WESTERNIZATION IN JAPAN > THE MODERN JAPANESE QUEST FOR INTERNATIONAL ACCEPTANCE > > READING: TOTMAN, PP 230-232 > > WEDNESDAY, NOVEMBER 7, 2001 > >> THE OPENING OF JAPAN > > FRIDAY, NOVEMBER 9, 2001 > >> THE JAPANESE RESPONSE TO THE COMING OF THE WEST > > READING: JANSEN, PP 257 - 332 > > MONDAY, NOVEMBER 12, 2001 > >> HOLIDAY (VETERAN'S DAY) > > WEDNESDAY, NOVEMBER 14, 2001 > >> THE MEIJI RESTORATION (1868) AND THE IMPACT OF THE WEST > > JOURNAL ASSIGNMENT FOUR DUE > > FRIDAY, NOVEMBER 16, 2001 > >> ECONOMIC AND POLITICAL LIFE IN MEIJI JAPAN > MEIJI FOREIGN POLICY AND THE END OF THE UNEQUAL TREATIES > > READING: JANSEN, PP 371 - 494 > > MONDAY, NOVEMBER 19, 2001 > >> DISCUSSION: NATSUME SOSEKI'S KOKORO > > READING: NATSUME SOSEKI'S KOKORO (ENTIRE) > SECOND ESSAY DUE (FOR STUDENTS WRITING ON KOKORO) > JOURNAL ASSIGNMENT FIVE DUE (FOR STUDENTS WRITING ON THE MAKIOKA SISTERS) > > WEDNESDAY, NOVEMBER 21, 2001 > >> TAISHO PERIOD JAPAN: THE HOPEFUL DECADE (1919-1930) > > READING: JANSEN, PP 495 - 575 > > FRIDAY, NOVEMBER 23, 2001 > >> HOLIDAY (THANKSGIVING VACATION) > > MONDAY, NOVEMBER 26, 2001 > >> DISCUSSION: JUNICHIRO TANIZAKI'S THE MAKIOKA SISTERS > > READING: JUNICHIRO TANIZAKI'S THE MAKIOKA SISTERS (ENTIRE) > SECOND ESSAY DUE (FOR STUDENTS WRITING ON THE MAKIOKA SISTERS) > JOURNAL ASSIGNMENT FIVE DUE (FOR STUDENTS WRITING ON KOKORO) > > WEDNESDAY, NOVEMBER 28, 2001 > >> THE GROWTH OF MILITARISM AND THE EXPANSIONIST IMPULSE > THE ROAD TO PEARL HARBOR > > READING: JANSEN, PP 576 - 641 > > FRIDAY, NOVEMBER 30, 2001 > >> WORLD WAR II: THE JAPANESE EXPERIENCE > > READING: JANSEN, PP 642 - 674 > QUIZ FOUR DUE > > MONDAY, DECEMBER 3, 2001 > >> VIDEO: "THE OCCUPATION" > > READING: JANSEN, PP 675 - 701 > > WEDNESDAY, DECEMBER 5, 2001 > >> JAPAN SINCE 1952: THE ECONOMIC MIRACLE AND ITS CONTEMPORARY CONSEQUENCES > > READING: JANSEN, PP 702 - 768 > > FRIDAY, DECEMBER 7, 2001 > >> DISCUSSION: INTERACTIONS -- MODERNIZATION, WESTERNIZATION AND TRADITION IN CONTEMPORARY JAPAN > > QUIZ FIVE DUE > > FRIDAY, DECEMBER 14, 2001 (8:30 AM - 10:30 AM) > >> COURSE EVALUATION SESSION > > COURSE EVALUATION QUESTIONNAIRE DUE > JOURNAL ASSIGNMENT SIX DUE <file_sep># Sociology of Cyberspace [Faculty & Students \| Texts \| Syllabus \| Learning Environment \| Assignments \| Outcomes ] ![](cybersoc.gif) The Sociology of Cyberspace (SOC 391) is a collaborative project with coordinating professors from a variety of disciplines including sociology, physics, philosophy, business, art, English, women's studies, and computer science. The class was first taught by faculty and students at Bradley University during the Spring 1995 semester. The Sociology of Cyberspace examines the contemporary revolution in human interaction via computer. Using both postmodern and traditional media theory, we will discuss the social construction of the virtual world and new virtual communities with emphasis on the new culture, institutions and norms in the experience of cyberspace. Topics include: new concepts of space, time, and order; electronic subjectivity and anonymity; new representation of gender, race and class; emergence of new languages of expression; and the revolutionary impact of hypertext and multimedia technologies on human thinking and learning. * * * FACULTY & STUDENTS: * * * Principal Investigators: Dr. <NAME> , Chair, Sociology <NAME>, Student, Sociology Guest Lecturers: Dr. <NAME> , English Dr. <NAME>, Communications and Fine Arts Dr. <NAME>, Philosophy Dr. <NAME>, Physics and Astronomy Dr. <NAME> , Computer Science Dr. <NAME> , Women's Studies <NAME>one, Electronic Librarian InterLabs Student Support Team: <NAME>, English <NAME>, Mathematics <NAME>, Computer Science <NAME>, Mathematics and Computer Science <NAME>, Political Science <NAME>, Computer Science <NAME> , Computer Science * * * TEXTS: * * * * <NAME> and <NAME>. _Imagologies ._ London: Routledge, 1994 * * December and Randall. _The World Wide Web Unleashed ._ Indianapolis: Macmillan Computer Publishing, 1994 * <NAME> . _The Metaphysics of Virtual Reality ._ Oxford: Oxford University Press, 1993 * <NAME>, editor. _Rethinking Technologies._ Minneapolis: University of Minnesota Press, 1993 * * * SYLLABUS: * * * 01/19 Introduction: Sociology of Cyberspace Dr. <NAME> , Sociology <NAME>, Sociology (Student) Read: * Sullivan-Trainor, "Remote Learning" * * * 01/26 First Steps in Cyberspace: A non-technical introduction to the WWW ( Interlabs ) <NAME>, Sociology (Student) InterLabs Support Team Concepts: WWW, Netscape, Internet, multi-media, hypermedia Skills: WWW Navigation, Bookmarks, History List, and Search Engines Read: * December, The WWW Unleashed * * * 02/02 Second Steps in Cyberspace: Intermediate WWW ( Interlabs ) <NAME>, Electronic Librarian <NAME>, Mathematics (Student) <NAME>, Political Science (Student) InterLabs Student Support Team Concepts: HTTP (hypertext transfer protocol) HTML (hypertext markup language) URL (Uniform Resource Locator) FTP (File Transfer Protocol) Gopher, Viewers, and File Formats Skills: Netscape Navigation; Search WWW space, Gopher Space, FTP Space and UseNet Space Read: * December, The WWW Unleashed * * * 02/09 Virtual Communities and Telepresence ( InterLabs , then we will go to the Heuser Art Building) Dr. <NAME>, Communication and Fine Arts Read: * Rheingold , "A Slice of Life in My Virtual Community" (e-mail) * Bricken, " Virtual Worlds: No Interface to Design " * Tomas, "Old Rituals for New Space: Rites de Passage and <NAME>'s Cultural Model of Cyberspace" * Gaillard, "Technical Performance: Postmodernism, Angst, or Agony of Modernism?" (Conley) * Biocca, The Cyborg's Dilemma: Progressive Embodiment in Virtual Environments. * Taylor, Imagologies * * * 02/16 Hypertext Revolution ( Interlabs ) <NAME>, English (Student) Read: * December , "Communication Processes on the Web" (hand-out and library reserve) * Heim , "Hypertext Heaven" * Novak, "Liquid Architectures in Cyberspace" (Benedikt, InterLabs reserve) * Landow, Hypertext: Reconfiguring the Narrative (handout) * Taylor, Imagologies * * * 02/23 Postmodernism and Cyberspace ( InterLabs ) Dr. <NAME> , English Read: * Jamison, " Contradictory Spaces: Pleasure and the Seduction of Cyborg Discourse " (e-mail) * Kroker, " The Possessed Individual " (handout) * Virilio, " The Third Interval: A Critical Transition " (Conley) * Taylor, Imagologies * * * 03/02 Virtual Subjectivity: The Fragmentation of the Self in Cyberspace (InterLabs ) Dr. <NAME> , Sociology <NAME>, Sociology (Student) Read: * Stone, " Will the Real Body Please Stand Up?: Boundary Stories about Virtual Cultures " (Benedikt, InterLabs reserve) * Hayles, "Seductions of Cyberspace" (e-mail) * Virilio, "Fractalselves" (handout) * Kroker, " Excremental Culture " (handout) * Taylor, Imagologies * * * 03/09 The Metaphysics of Cyberspace ( InterLabs ) Dr. <NAME>, Philosophy Read: * Kellogg et al., "Making Reality a Cyberspace" (Benedikt, InterLabs reserve) * Sullivan-Trainor, "Living Room Virtual Reality" (Sullivan-Trainor, InterLabs reserve) * Scheibler, "Heidegger and the Rhetoric of Submission" (Conley) Taylor, Imagologies * * * 03/23 The Physics of Cyberspace ( InterLabs ) Dr. <NAME>, Physics and Astronomy Read: * Wexelblat, "Giving Meaning to Place: Semantic Spaces" (Benedikt, InterLabs reserve) * Heim , "The Essence of Virtual Reality" * Taylor, Imagologies * * * 03/30 Women in Cyberspace ( InterLabs ) Dr. <NAME> , Women's Studies Read: * Neutopia, " Feminization of Cyberspace " (e-mail) * "Feminists in Cyberspace" (e-mail) * Dibbel , "Rape in Cyberspace " (e-mail) * Taylor, Imagologies * * * 04/06 MUDs (Multi-User Dimensions) ( InterLabs ) <NAME>, Sociology (Student) Read: * Taylor, Imagologies * Dibbell , "A Genealogy of Virtual Worlds " * * * 04/13 Sex and Eroticism in Cyberspace ( InterLabs ) Read: * "The Strange Case of Electronic Love" (e-mail) * Heim, " The Erotic Ontology of Cyberspace " * Hamman , "Cyborgasms " * Taylor, Imagologies * * * 04/20 Cybercapitalism: the commodification of cyberspace ( InterLabs ) Dr. <NAME> , Sociology Read: * Harris, " The Cybernetic Revolution and the Crisis of Capitalism " (e-mail) * Ronfeldt, " Cyberocracy is Coming " (e-mail) * Gilder , Microcosm (InterLabs reserve) * Sullivan-Trainor, Detour: The Truth about the Information Superhighway (InterLabs reserve) * Taylor, Imagologies * * * 04/27 Computers and the Future of Privacy (InterLabs ) <NAME>, Sociology (Student) * * * LEARNING ENVIRONMENT: * * * Rather than using a traditional classroom, we will hold discussions in InterLabs and at the coffee shop . The emphasis is on small group discussions and debate. Creativity is encouraged. Sharing knowledge and time is important. * * * ASSIGNMENTS: * * * 1. Choose a topic from the following list for your area of scholarship: * Virtual Communities and Telepresence * The Hypertext Revolution * Postmodernism and Cyberspace * Virtual Subjectivity: The Fragmentation of Self in Cyberspace * The Metaphysics of Cyberspace * The Physics of Cyberspace * Women in Cyberspace * MUDs (Multi-User Dimensions) * Sex and Eroticism in Cyberspace * Cybercapitalism: The Commodification of Cyberspace Notice that these topics are discussed between February 9 and April 20. Please pick one by class on February 2 (2 people per topic). 2. Read three of the 5 listed readings on your topic and be prepared to lead a group discussion for 15-45 minutes on the date of your discussion group. 3. Read the Imagologies text by Taylor before each class discussion. 4. Participate in the collective production of the Sociology of Cyberspace web page by creating WWW bookmarks to sites all over the world. 5. Choose one: * Topic Specialization Paper (6-15 pages) * Hypertext Research Paper (Published in the WEB) * HTML Publishing Project (WEB analysis/design or WEB implementation/maintenance) 6. Come to class ready to immerse yourself in conversation and respectful discourse. * * * *OUTCOMES: * * InterLabs: An Interdisciplinary Laboratory Where Students Lead the Academic Computing Revolution Network Learning: Context is King! Internet's Role in Tomorrow's Education <file_sep># JUDAIC STUDIES COURSE OFFERINGS Winter 1999 The following list includes courses offered by faculty associated with the Center for Judaic Studies as well as other courses of interest to Judaic Studies students. We try to make this list as accurate as possible, but if there are questions about offerings or times, you should check with the department in which the course is listed for the latest information, or view the winter LS&A; Course Guide or Time Schedule on-line at: http://www.lsa.umich.edu/saa/publications.. ### ANCIENT CIVILIZATIONS AND BIBLICAL STUDIES (ACABS) (DIVISION 314) 102\. Elementary Biblical Hebrew II. (3). Continuation of ACABS 102 with increased emphasis on the Biblical Hebrew verbal system and syntax as presented in Seow's A Grammar for Biblical Hebrew. Additionally, students will be introduced to select readings from the Hebrew Bible/Old Testament. Final grades will be based upon daily class performance and homework assignments, quizzes, and three exams.(TBA) MWF 9:00-10:00 a.m., 3508 FB. 202\. Intermediate Biblical Hebrew, II. (3). The student will be introduced to the elements of Biblical Hebrew syntax and other aspects of advanced grammar. Selected Biblical texts will be read, and their historical and literary backgrounds analyzed and discussed. (Krahmalkov) TTh 10:00-12:00 a.m., 3301 MLB. 582\. Ugaritic, II. (3). Readings in the Ras Shamra texts, with emphasis on the development of the Canaanite languages. (Krahmalkov) TBA. 592 Section 001. Seminar in Ancient Civilizations and Biblical Studies: Mesopotamian Economic Systems. (3). This seminar will survey major aspects of Mesopotamian economy from the end of the Uruk period through the Hellenistic period. The first part of the seminar will consist of readings about economic systems in the various periods of Mesopotamian history. We shall consider especially the nature of economic "embeddedness" in Mesopotamian society and the effects of political systems on production, consumption, and exchange in Mesopotamia. The last part of the seminar will consist of student presentations. Participants in the seminar are expected to have advanced knowledge of Mesopotamian history/archaeology. (Yoffee) Th 3:00-6:00 p.m. 3522 FB. ### ENGLISH (DIVISION 361) 313 Section 011. Literature of the Holocaust. (4). This course will consider how writers have confronted the Holocaust in fiction and poetry. We will consider literature produced during and since the Holocaust, in ghettos, concentration camps, hiding places and the secure locations of life after the War, by survivors and those more remote in time and place. How is imaginative literature produced during or in response to such historical events? What happens to our understanding of Holocaust literature as we move further from those events? How does poetic language function? How does this literature affect our understanding of such familiar terms as exile, home, memory, public and private? We will read English translations of German, Yiddish, Hebrew, French, Polish, and Italian works (there are no language requirements for this course). Requirements include active participation in discussion and lecture, two shorter (3-5 page) papers, one longer essay (8-10 pp.), and periodic in-class written responses to the material we read. (Norich) MW 11:30-1:00 p.m., 170 DENN. 383 Section 001. Topics in Jewish Literature: Constructing American Jewish Literature (3). This new course will use a comparative approach to constructing a tradition of Jewish literature in our country during the last century. We will study the literature both in itself and as a paradigm for contemporary debates about cultural hybridity, assimilation, and ethnicity. Our reading will mix familiar and unfamiliar names (and why so many Jewish writers remain outside the canon will be one question we shall ask). We begin with neglected authors of late 19th century such as <NAME>, use Israel Zangwill (author of the play The Melting Pot, which made that phrase popular) as our transition point, and turn to successive generations of Jewish-American authors, such as <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, and <NAME>. Contemporary readings on Anti- Semitism, economic and educational history, and cultural theory will help us explore the problematic nature of group identity within a complex society. Written work will include weekly response paragraphs, a midterm, a term paper (8 to 10 pages), and a final examination. This course meets the American Literature requirement for English concentrators. (Bornstein) TTh 1:00-2:30 p.m., 2402 MH. ### HEBREW AND JEWISH CULTURAL STUDIES (HJCS) (DIVISION 389) 302\. Advanced Hebrew, II. (3). This course is a continuation of the Hebrew sequence comprising the second term of the third year Hebrew class. (Participation in Hebrew 301 offered in the previous term is not required if the student is at the advanced level.) The focus will be on developing proficiency in all five languages skills. Student participation is an essential part of the course. Readings will include short works of fiction as well as journalistic pieces. This will be supplemented by other media including music, video, recordings, readings, etc. Students' grades will be determined on the basis of assignments, participation (including in-class presentations), and a final exam. (Bernstein) TTh 10:00-11:30 a.m., 3520 FB. 379/Judaic Studies 379. Jewish Civilization. (4). Lectures on topics in Jewish Intellectual History, with emphasis on historical processes. Some of the topics are: Monotheism, the Origin of Evil, the Covenant, the Oral and the Written Torah, the Canon, the Calendar, Universalism, Messianism. Students are evaluated on the basis of two exams. (Boccaccini) MWF 2:00-3:00 p.m., MLB AUD 3. 402 Section 001. Hebrew of the Communications Media, II: Advanced Modern Hebrew. (3). Emphasis is on reading and listening and viewing comprehension. There is a particular emphasis on the expansion of vocabulary in the domain of current events and the development of discussion skills. Course materials are based on the social genre of the communications media (newspapers and television). Unedited newspaper selections will be read, and news broadcasts and television programs will be used in the class in the language laboratory. Grades will be based on two exams and special projects. (Coffin) MW 11:30-1:00 p.m., 3518 FB. 471\. Introduction to Modern Hebrew Literature, I. (3). This course offers students the opportunity to read a wide range of unabridged literary texts from a variety of genres - children's literature, poetry, drama, short stories, journalism. Students will acquire the vocabulary necessary for analysis of the texts. The course will be run on a seminar basis with student participation comprising an important component. There will be short assignments in which students will work on improving their written and oral communication skills. The course will incorporate other communications media, and guest lecturers. An advanced knowledge of Hebrew required (completion of Hebrew 302 or Hebrew 402 or equivalent). (Bernstein) TTh 1:00-2:30 p.m., 4070 FB. 478/Judaic Studies 468/Rel. 469. Jewish Mysticism. (3). A study of the historical development of Jewish mysticism, its symbolic universe, meditational practices, and social ramifications. While we will survey mystical traditions from the late second Temple period through modernity, the central focus will be on the rich medieval stream known as kabbalah. Among the issues to be explored are: the nature of mystical experience; images of God, world, and Person; sexual and gender symbolism (images of the male and female); the problem of evil; mysticism, language, and silence; mysticism and the law; mysticism and community; meditative and ecstatic practices (ranging from visualization to chant, letter combination, and modulated breathing); kabbalistic myth and ritual innovation; and kabbalistic interpretations of history. Modern interpretations of mysticism will also be considered. Readings for the course consist of secondary sources from the history of Judaism and comparative religion, and selected primary texts (in translation). Requirements include two exams and a research paper. Class lectures will be supplemented by discussion, contemplative exercises, and on occasion, music and other media. (Ginsburg) TTh 10:00-11:30 a.m., 2011 MLB. 489/Judaic Studies 489. The Cycle of the Jewish Year. (3). A description of the Jewish calendar and its history as the basis for the Jewish yearly cycle will be followed by a short history of the major elements of each special day of the year, beginning with Biblical origins (where appropriate) and showing, through textual study, how these days have been interpreted and reinterpreted through the ages. (Tabory) MW 1:00-2:30 p.m., 3012 FB. HJCS 491 Section 001. Topics in Hebrew and Jewish Cultural Studies: Aggadic Literature. (3). Aggadic literature consists of all Rabbinic literature other than the legal (halakhic) literature. Thus, it contains not only Rabbinic commentaries on the Bible, but also Rabbinic ethnics and beliefs, folk literature, stories, and legends. This course will attempt to understand the genre and methodology of each one. Texts will be studied in translation and the general survey will be followed by in-depth analysis of one midrash. (Tabory) W 3:00-6:00 p.m., 3004FB. 572 Section 001. Israeli Literature, II: Sefer va-seret: Book and Film. (3). This course is run on a seminar basis and is based on a selection of contemporary Israeli works of fiction, films, and plays. Emphasis is on readings, discussion, and analyses. Contemporary short stories, novels, poems, and plays serve as the basis for discussion. Grades will be based on written and oral assignments and two examinations. Advanced knowledge of Hebrew is required for the course. (Coffin) MW 2:30-4:00 p.m., 3508 FB. 577 Section 001/Judaic Studies 467/Rel. 471. Seminar: Topics in the Study of Judaism: Models of Jewish Renewal. (3). This seminar explores several key examples of Jewish spiritual questing and renewal in the 20th century. Among the sources to be explored are <NAME> and this theology of the holiness of relationship (pan-sacramental urge); the communitarian "religion of labor" and longing for wholeness developed by early Zionist writers and kibbutzniks; the intentional community around Kalonymous <NAME>, the rebbe of the Warsaw ghetto, who developed a mystical fellowship and practice of soul-quieting/silence that bears interesting parallels to Vipassana mediation. Over half the course will be devoted to works (texts, memoirs, theology, devotional music) emerging from the so-called "Jewish renewal movement," which seeks sources as diverse as feminism, deep ecology, East Asian contemplative traditions, and "the politics of meaning." Authors to read include <NAME>, <NAME>, <NAME>, <NAME>, Tikkun magazine editor <NAME>, <NAME>, <NAME>, and <NAME>. (These latter figures explore the growing contemporary interchange between certain Buddhist and Jewish practices). We ask: how do these experiments alter/depart from/up-end/deepen traditional Jewish practices and spiritual direction? In so doing we raise questions regarding the multi-form shape and volatile nature of "Judaism" at the turn of the 21st century. As a final counterpart (or exclamation point), we will explore examples of engaged Orthodox renewal, and the spiritual skepticism and quest of Leon Wieseltier. The course is conducted as a seminar, with a good deal of give-and-take. It calls for both intellectual rigor and engagement: to understand Judaism not only as "argument" but as "deep song". Occasional film, music, and examples of contemplative practice will deepen our inquiry. Background in Judaic Studies or the study of Religion (including contemplative practice) will deepen our inquiry. Background in Judaic Studies or the study of Religion (including contemplative traditions) is helpful. Short essays, term paper. (Ginsburg) T 3:00-5:00 p.m., 2106 MLB. ### HISTORY (DIVISION 390) 382\. History of the Jews from the Spanish Expulsion to the Eve of Enlightenment. (3). This course will survey major trends in Jewish history in European and Mediterranean lands from c. 1450 to c. 1700. The themes of this course include: developments in Jewish communal structure, familial structure; the question of "marrano" or converso identity; the relationship of Jews and Judaism to the Catholic Church and to the events and ideas of the Reformation; the economic, political, and theoretical relationship between the Jews and developing European states and the Ottoman empire. Specific topics to be addressed include: the impact of the expulsion of the Jews from Spain and Portugal; the emergence and spread of Lurianic Kabbalah; the development of the ghetto in the Italian states; the emergence of Jewish mercantile communities in Northern Europe and in the "New World"; the "court Jews"; male and female expressions of Jewish piety and folk-religion; the Sabbatian movement; and rabbinic authority. Texts will include <NAME>'s European Jewry in the Age of Mercantilism, 1550-1750; J<NAME>'s Tradition and Crisis: Jewish Society at the End of the Middle Ages; autobiographies of Leone Modena (a Venetian Rabbi) and of Gluckl of Hameln (a Jewish merchant woman of Hamburg); many additional primary sources and selections from recent scholarship. The course will be taught by lecture and discussion. Requirements for the course will very likely be a midterm and a final essay exam, one short paper, and a term paper of ten pages, which will be submitted in stages. Cost: 2 or 3. History 381 is useful background, as are other courses in European history. (Siegmund) TTh 11:30-1:00 p.m., 3410 MH. 591 Section 002. Topics in European History. Jews and Christians in Early Modern Italy. (3). In this course we will examine a variety of primary and secondary sources to explore the construction of Jewish and of Christian identities in the Italian states in the late Renaissance and early modern period (c. 1400-1700). To what extent did Christians and Jews define themselves in "opposition" to a religious "other", Jewish or Christian? At a time when the peninsula was still subdivided into numerous principates, duchies and republics, to what extent did Jews and Christians share a sense of "Italianess"? Can an analysis of Christianity in early modern Italy help us interpret the policy of Italian states toward the Jews (ghettoization)? Our sources will include autobiography, letters, archival documents, sermons, and religious art as well as scholarship both on Jewish and Christian history and on Jewish-Christian relations. This course will be run mainly as a seminar, with occasional lectures. Requirements: a series of short papers and a term paper. Some background in the history of Italy, Jewish history, the history of the Church, or in early modern Europe is recommended. Cost: 2 Upper-level students. (Siegmund) MW 4:00-5:30 p.m., 2419 MH. ### JUDAIC STUDIES (DIVISION 407) 102\. Elementary Yiddish. Yiddish 101. (3). This is the second of a two-term sequence designed to develop basic skills in speaking, understanding, reading, and writing Yiddish. Active class participation is required as are periodic quizzes, exams, a midterm and final. (Nysenholc) MWF 10:00-11:00 a.m., 3528 FB. 202\. Intermediate Yiddish. Yiddish 201. (3). This is the fourth term of a language sequence in Yiddish. The course is designed to develop fluency in oral and written comprehension, and to offer a further understanding of the culture within which Yiddish has developed. Special emphasis will be devoted to reading material. Course grade will be based on exams, quizzes, written work, and oral class participation. (Nysenholc) MWF 9:00-10:00 a.m., 3518FB. 379/HJCS 379. Jewish Civilization. (4). Lectures on topics in Jewish Intellectual History, with emphasis on historical processes. Some of the topics are: Monotheism, the Origin of Evil, the Covenant, the Oral and the Written Torah, the Canon, the Calendar, Universalism, Messianism. Students are evaluated on the basis of two exams. (Boccaccini) MWF 2:00-3:00 p.m., MLB AUD 3. 468/HJCS 478/ Rel. 469. Jewish Mysticism. (3). A study of the historical development of Jewish mysticism, its symbolic universe, meditational practices, and social ramifications. While we will survey mystical traditions from the late second Temple period through modernity, the central focus will be on the rich medieval stream known as kabbalah. Among the issues to be explored are: the nature of mystical experience; images of God, world, and Person; sexual and gender symbolism (images of the male and female); the problem of evil; mysticism, language, and silence; mysticism and the law; mysticism and community; meditative and ecstatic practices (ranging from visualization to chant, letter combination, and modulated breathing); kabbalistic myth and ritual innovation; and kabbalistic interpretations of history. Modern interpretations of mysticism will also be considered. Readings for the course consist of secondary sources from the history of Judaism and comparative religion, and selected primary texts (in translation). Requirements include two exams and a research paper. Class lectures will be supplemented by discussion, contemplative exercises, and on occasion, music and other media. (Ginsburg) TTh 10:00-11:30 a.m., 2011 MLB. 489/HJCS 489. The Cycle of the Jewish Year. (3). A description of the Jewish calendar and its history as the basis for the Jewish yearly cycle will be followed by a short history of the major elements of each special day of the year, beginning with Biblical origins (where appropriate) and showing, through textual study, how these days have been interpreted and reinterpreted through the ages. (Tabory) MW 1:00-2:30 p.m., 3012 FB. 467/HJCS 577-001/Rel. 471. Seminar: Topics in the Study of Judaism: Models of Jewish Renewal. (3). This seminar explores several key examples of Jewish spiritual questing and renewal in the 20th century. Among the sources to be explored are Martin Buber and this theology of the holiness of relationship (pan-sacramental urge); the communitarian "religion of labor" and longing for wholeness developed by early Zionist writers and kibbutzniks; the intentional community around Kalonymous <NAME>, the rebbe of the Warsaw ghetto, who developed a mystical fellowship and practice of soul-quieting/silence that bears interesting parallels to Vipassana mediation. Over half the course will be devoted to works (texts, memoirs, theology, devotional music) emerging from the so-called "Jewish renewal movement," which seeks sources as diverse as feminism, deep ecology, East Asian contemplative traditions, and "the politics of meaning." Authors to read include <NAME>, <NAME>, <NAME>, <NAME>, Tikkun magazine editor <NAME>, <NAME>, <NAME>, and <NAME>. (These latter figures explore the growing contemporary interchange between certain Buddhist and Jewish practices). We ask: how do these experiments alter/depart from/up-end/deepen traditional Jewish practices and spiritual direction? In so doing we raise questions regarding the multi-form shape and volatile nature of "Judaism" at the turn of the 21st century. As a final counterpart (or exclamation point), we will explore examples of engaged Orthodox renewal, and the spiritual skepticism and quest of Leon Wieseltier. The course is conducted as a seminar, with a good deal of give-and-take. It calls for both intellectual rigor and engagement: to understand Judaism not only as "argument" but as "deep song". Occasional film, music, and examples of contemplative practice will deepen our inquiry. Background in Judaic Studies or the study of Religion (including contemplative practice) will deepen our inquiry. Background in Judaic Studies or the study of Religion (including contemplative traditions) is helpful. Short essays, term paper. (Ginsburg) T 3:00-5:00 p.m., 2106 MLB. ### POLITICAL SCIENCE (DIVISION 450) 353\. The Arab-Israeli Conflict. (4). Knowledge about Arab-Israeli conflicts is the focus of the course. Although there are lectures on the origins of the conflicts, they do not lay blame on any of the parties: The course is not about who is right or wrong but why there are conflicts in the Arab-Israeli zone, and what are the scenarios of their futures. Lectures address the history of the conflicts from the perspective of general social science theory. Discussion sections give students a forum for assessing the relationship between events and ideas. Core theoretical concepts include bargaining and negotiation; crisis as an opportunity for diplomacy; how global, regional, and domestic factors explain conflict and cooperation; the relation of force to diplomacy; the effect of threat on deterrence, coercion, and escalation; as well as incremental versus comprehensive approaches to the peace process. The course discusses the Arab/Persian Gulf as it bears on Arab-Israeli zone. There are no prerequisites. There are a midterm exam and a final. There is extensive use of conferencing on the web, COW, in order to make use of the Internet to explore war and peace scenarios in the Arab-Israeli and Gulf zones. The course meets in a room with an ethernet connection in order for the instructor to have online access to the syllabus, lecture notes, research sites, and papers written by former participants in this course. Laboratory fee ($30) required. (Tanter) TTh 11:00-12:00 a.m., 1360 EH. ### RELIGION (DIVISION 457) 469/HJCS 478/Judaic Studies 468. Jewish Mysticism. (3). See Hebrew and Jewish Cultural Studies 478.001. (Ginsburg) TTh 10:00-11:30 a.m., 2011 MLB. 471 Section 001/HJCS 577/Judaic Studies 467. Seminar: Topics in the Study of Judaism: Models of Jewish Renewal. (3). See Hebrew and Jewish Cultural Studies 577.001. (Ginsburg) T 3:00-5:00 p.m., 2106 MLB. ### SOCIAL WORK 600 (777). Contemporary Issues in the American Jewish Community (HBSE 3-credits). Students identify critical issues facing the American Jewish community at the national and local levels, aided by resource people from local and national agencies. The Jewish community's experience serves as a case-study for understanding the dynamics of intergroup relations, ethnically-based self-help and the challenges to leadership facing other racial, ethnic and sectarian communities in the U.S. 645 (790). Jewish Communal Services in the United States and Abroad (SWPS 3-credits). Introduces the origins, current programs, and anticipated changes in major Jewish communal service institutions. Emphasizes the relationship of the human services to community building and maintenance. Although American Jewish communal service is the focus, an underlying theme is the contributions of ethnic groups to the growth of social welfare and community self-help in a multicultural society. Back to the Judaic Studies Course Guide Archive . Back to the Frankel Center for Judaic Studies. Back to the Frankel Center for Judaic Studies Text Page. <file_sep> _ The University of Chicago Department of Anesthesia & Critical Care_ _ 15th Annual Conference_ _ __Challenges for Clinicians in the New Millennium_ _ **_ _ __November 30-December 2, 2001_ _The Drake Hotel Chicago, Illinois_ _ Special Guest: __<NAME>, M.D._ _ __Conference Directors __<NAME>, M.D. <NAME>, M.D._ __ _Airway Workshop __<NAME>, M.D._ _ *_ * * _Challenges for Clinicians in the New Millennium_ _ **_ Rapid advances in pharmacology and medical devices have led to an explosion of new techniques available to members of the anesthesia care team, while economic pressures also threaten to reshape the clinical landscape. Increasingly, we will need to know not only whether techniques are effective, but also which techniques are most cost-effective. The objectives of this conference are to help participants better understand: 1. _The effect of revolutionary changes in health care on anesthesia practice_ 2. _How to use the new techniques, drugs and monitors_ 3. _How to incorporate these new tools into practice in the changing environment_ We will focus on the concerns of clinicians who work with a wide variety of patients and practice settings. We predict that you will find our meeting to be exciting, provocative, and educational. _For those desiring additional CME hours,_ we have scheduled two optional sessions on Friday and Saturday afternoons. On Friday, University of Chicago faculty will lead an optional session with discussions of difficult problems faced by practitioners. On Saturday, Dr. <NAME> will lead his always interesting, interactive Airway Management Workshop. We will continue our popular format from previous years: intensive morning sessions with afternoons and evenings free for enjoyment of all the shopping, dining and cultural activities for which Chicago is famous. We will also continue our popular feature for theater-lovers with a first come, first- served option to purchase tickets for the Disney musical _Beauty and the Beast_ as well as the holiday favorite: _A Christmas Carol._ In addition, we have secured a limited number of tickets for the blockbuster Art Institute exhibition: Van Gogh and Gauguin: The Studio of the South. The Art Institute will host the only U.S. showing of this remarkable exhibition. _Location and Accommodations_ Come and enjoy the Holiday season in Chicago! The conference sessions will be held at _The Drake_ , one of Chicago's finest hotels, located on Michigan Avenue, the "Magnificent Mile." A block of rooms has been reserved at The Drake and at The Westin Hotel, a short block away. Rates at the Drake are $184 single or double. Room reservation cards will be sent with your course confirmation, or you may call the hotel directly at 1-800-55-DRAKE, (in Illinois, 312-787-2200), indicating you are attending The University of Chicago Anesthesia and Critical Care Conference. Rates at the Westin are $189 single, $219 double. You may call the hotel directly for reservations at 1-800-228-3000, (in Illinois, 312-943-7200.) Only those attending the conference may make reservations under the University of Chicago room block. At both hotels, room reservations must be made by October 29 to guarantee the reduced rate. _However, both hotels will sell out over these dates due to the annual meeting of the Radiological Society, so we strongly recommend you make your reservations early._ _ _ __ _Registration_ _ *_ The fee is $450 for anesthesiologists and nurse anesthetists and includes the course syllabus, reception, continental breakfasts and refreshment breaks. The optional session on Friday is $50. The optional Airway Workshop on Saturday is $150 (and includes a buffet lunch). The conference fee for residents or nurse anesthetists in training, with letter of verification, is $100. The reception is not included for residents and nurse anesthetists in training. Checks should be made payable to _The University of Chicago._ $50 will be deducted for administrative expenses should you cancel your registration. There will be no refunds less than one week prior to the conference date. * * _Registration Form_ \| _Please Print Clearly_ ---\|--- _ __Challenges for Clinicians in the New Millennium_ Nov. 30-Dec. 2, 2001 \| Please check: \| ___ \| $450 - Anesthesiologists and Nurse Anesthetists ---\|---\|--- \| ___ \| $100 - Resident or Student Nurse (with letter -- reception not included) \| ___ \| $ 50 - Friday Optional Session \| ___ \| $150 - Saturday Optional Airway Workshop \| ___ \| $ 72 ea-Tickets for _Beauty and the Beast_ ( Saturday Evening Performance) Seats available on a first come, first served basis. Please remit by October 15 \| ___ \| $ 50 ea-Tickets for _A Christmas Carol_ ( Saturday Evening Performance) Seats available on a first come, first served basis. Please remit by October 15 \| ___ \| $ 20 ea-Tickets for The Art Institute Exhibition, "Van Gogh and Gauguin:The Studio of the South" \| Check for date: \| Friday afternoon \| ___ ---\|---\|--- \| Saturday afternoon \| ___ \| Please check here if you will accept the alternate date: \| ___ ** Name ____________________________________________________________ ___ M.D. ___CRNA Day Phone_________________________________ e-mail or fax ________________________________ Address _______________________________________________________________________________ City _____________________________________________________State _____ Zip_______________ Check enclosed or Charge $__________________________ to my __ Mastercard __ Visa Credit Card Number ____________________________________________________ Exp Date ____/___ Signature ______________________________________________________________________________ Checks (U.S. funds only) should be made payable to: The University of Chicago _Return to:_ > The University of Chicago > Center for Continuing Medical Education > 950 East 61st Street > Chicago, Illinois 60637 > > or fax with credit card information to: (773) 702-1736 _*_ * * _**_ _Chicago is truly a city with something for everyone!_ For the best in Holiday shopping there are the world famous stores and boutiques of Chicago's Gold Coast. _Marshall Field's, Lord & Taylor, Bloomingdale's, Saks Fifth Avenue, Nordstrom's, Neiman Marcus, FAO Schwarz, Crate & Barrel, and Nike Town _are all part of the excitement of Michigan Avenue during the Holiday season. Water Tower Place with its many fine shops, restaurants and movie theaters, is just a few steps away. Chicago's museums are worthy of a day's visit in themselves, particularly _The Field Museum of Natural History,_ home of _SUE,_ the largest, most complete T-Rex ever discovered. No special tickets are necessary to view Sue, just the price of admission ($8 adults, $4 children.) You can also choose to visit the world-famous _Art Institute of Chicago, the Museum of Contemporary Art, the Shedd Aquarium, the Adler Planetarium,_ or the _Museum of Science and Industry._ __ Musical offerings vary from _The Chicago Symphony Orchestra_ and _The Lyric Opera_ to the many blues and jazz nightspots located throughout the city. You may enjoy sampling the variety of the _Steppenwolf, Goodman,_ and _Victory Gardens_ theater companies. _(Victory Gardens was the winner of the 2001 Tony for best regional theater company.)_ You may want to experience the fun at Chicago's famous comedy club, _Second City._ You will certainly want to sample the fare at the wide variety of restaurants featuring cuisine from all over the world. See http://chicago.citysearch.com _Optional Tickets_ In continuing a very popular tradition, we have secured a limited number of seats to _Beauty and the Beast,_ Disney's smash hit musical, at the beautiful Cadillac Palace Theater in Chicago's new theater district. Nominated for nine 1994 Tony Awards including Best Musical, this eye-popping spectacle has been wowing audiences worldwide, with record-breaking runs in New York, London, Los Angeles, Toronto, Sydney, Tokyo, Stuttgart and Madrid. Based on the Academy Award-winning animated feature film, Disney's musical extravaganza is filled with technical wizardry, special effects and illusions, as well as dazzling production numbers. These tickets for Saturday evening, December 1 are $72 each, and are available on a first come, first served basis to registrants and their families only. We have also secured seats for the annual Chicago tradition: _A Christmas Carol_ , at the Goodman Theater. These tickets are for the Saturday evening performance, December 1 and are the perfect way to get into the holiday spirit! Tickets for A Christmas Carol are $50 each and are available on a first come, first served basis to registrants and their families only. In addition to the theater options, we have secured tickets for the major Art Institute Exhibition, <NAME> and Gauguin, The Studio of the South. Co- organized by The Art Institute of Chicago and the Van Gogh Museum, this exhibition examines the complex relationship between <NAME> and <NAME> and the plan they developed together to create a "Studio of the South." The Art Institute will host the only U.S. showing of this remarkable exhibition, which features 125 paintings, works on paper, and sculptures. Assembled from collections world-wide, the exhibition combines some of the world's most famous images with rarely seen treasures. These tickets are $20 each and are for either Friday or Saturday afternoon to registrants and their families only. These tickets will go fast, so make sure you register early! If you wish to purchase tickets for any of these events, please indicate on your registration form and enclose your check by October 15. These tickets are non-refundable. Extensive information about the conference and the city may be obtained via the World Wide Web at http://dacc.uchicago.edu/CME ** * * * ** _Friday, November 30_ _ _ 6:30 \| Registration and Continental Breakfast ---\|--- 7:15 \| Welcome and Introduction - _Drs. Ellis and Apfelbaum_ 7:30 \| Preoperative Cardiac Evaluation - _Dr. Fleisher_ 8:15 \| Patient Safety: The New Frontier? - _Dr. Barach_ 9:00 \| Is Office Surgery Safe? - _Dr. Fleisher_ 9:45 \| Questions and Answer Panel Moderator: _<NAME>, M.D._ 10:00 \| Refreshments 10:30 \| Preop Clinic Vignettes - _Dr. Sweitzer_ 11:00 \| New Anesthesia Ventilators: What Can They Do For You? - _Dr. Tung_ 11:30 \| Blood Update - _Dr. O'Connor_ 12:00 \| Off-Pump CABG - _Dr. Aronson_ 12:45 \| Question and Answer Panel Moderator: _<NAME>, M.D._ 1:00 \| Adjourn 1:30 \| Lunch for Optional Session Participants Optional Session 2:00 \| Herbal Medicine Interactions - _Dr. Ang-Lee_ 2:30 \| Geriatric Anesthesia _\- Dr. Young-Beyer_ 3:00 \| Off-Site Pediatric Anesthesia - _Dr. Conran_ 3:30 \| TEE to the Rescue! - _Dr. Lam_ 4:00 \| Acute Pain Vignettes - _Dr. Dhesi_ 4:30 \| Adjourn 5:30 \| Reception _Saturday, December 1_ _ _ 7:00 \| Continental Breakfast ---\|--- 7:30 \| Progress in Chronic Pain Management - _Dr. Rowlingson_ 8:15 \| Issues in Running a Pain Clinic - _Dr. Rowlingson_ 9:00 \| Question and Answer Panel Moderator: _<NAME>, M.D._ 9:15 \| Refreshments 9:45 \| Obstetrical M & M - _Dr. Wittels_ 10:15 \| Pediatric Syndromes- _Dr. Bachman_ 10:45 \| Obesity and Sleep Apnea - _Dr. Ellis_ 11:15 \| Difficult Airway Update - _Dr. Coalson_ 11:45 \| Question and Answer Panel Moderator: _<NAME>, M.D._ 12:00 \| Adjourn 12:00 \| Lunch for Optional Airway Workshop participants Optional Airway Workshop 12:30 \| Lectures 2:00 \| Hands-on Workshop Dr. Ovassapian is joined by Drs. Klafta, Klock, Coalson and Mr. Shaughnessy in his always-stellar interactive workshop, demonstrating the latest advances in airway management. 4:30 \| Adjourn _Sunday, December 2_ 7:30 \| Continental Breakfast ---\|--- 8:00 \| Anticoagulation and Regional Anesthesia - _Dr. Horlocker_ 8:45 \| Techniques for Peripheral Nerve Blocks - _Dr. Cohn_ 9:15 \| Neurologic Complications of Regional Anesthesia - _Dr. Horlocker_ 10:00 \| Question and Answer Panel Moderator: _<NAME>, M.D._ 10:15 \| Refreshments 10:45 \| Diabetes - _Dr. Roizen_ 11:30 \| Patient Simulation - _Dr. Small_ 12:00 \| Fast Tracking 2001 - _Dr. Cutter_ 12:30 \| Adjourn __ _*_ * * __ _Guest Faculty _ <NAME>, M.D. Associate Professor Department of Anesthesiology & Critical Care Medicine Clinical Director of Operating Rooms Joint Appointment in Medicine and Health Policy & Management Johns Hopkins University School of Medicine Baltimore, MD <NAME>, M.D. Associate Professor of Anesthesiology Chair, Section of Orthopedic Anesthesia <NAME> Rochester, MN <NAME>, M.D. Dean of the School of Medicine Vice President for Biomedical Affairs State University of New York Upstate Medical University Syracuse, NY <NAME>, M.D. Professor of Anesthesiology Director/Pain Medicine Services Department of Anesthesiology University of Virginia Health System Charlottesville, VA _The University of Chicago Faculty Department of Anesthesia and Critical Care _ <NAME>, M.D., _Professor and Chair _ <NAME>, M.D., _Professor _ <NAME>, M.D., _Assistant Professor _ <NAME>, M.D., _Assistant Professor _ <NAME>, M.D., _Associate Professor _ <NAME>, M.D., _Assistant Professor _ <NAME>, M.D., _Assistant Professor _ <NAME>, M.D., M.A. Ed., _Associate Professor _ <NAME>, M.D., _Assistant Professor _ <NAME>, M.D., _Professor _ <NAME>, M.D., _Associate Professor _ <NAME>, Jr., M.D., _Assistant Professor _ <NAME>, M.D., _Fellow _ <NAME>, M.D., _Resident _ <NAME>, M.D., _Associate Professor _ <NAME>, M.D., _Professor _ <NAME>, CRNA <NAME>, M.D., _Assistant Professor _ <NAME>, M.D., _Assistant Professor _ <NAME>, M.D., _Assistant Professor _ <NAME>, M.D., _Assistant Professor _ <NAME>, M.D., _Assistant Professor_ * * * __ _Special Airfares To Chicago_ Travelex is the official travel agency for this conference. They offer discounts of 5%-10% on several major airlines for round trip travel to the meeting site. Discounts are taken from published fares in effect at time of ticketing. Their professional staff is trained to find the best airfares for meetings and conferences and will guarantee the lowest applicable rate available on any airlines at the time of booking and ticketing. For personalized service in making effortless reservations, Call Travelex toll free at 1-800-882-0499 (in Illinois 1-847-882-0400), Monday through Friday from 9:00 am to 5:00 pm. Please identify yourself as a participant in this conference and have your dates, preferred travel times, frequent flyer number, seat preference and credit card number available. _Credit_ The University of Chicago Pritzker School of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians. The University of Chicago Pritzker School of Medicine designates this educational activity for a maximum of 13 hours in category 1 credit (with the optional session on Friday an additional 2.5 hours and the airway workshop an additional 4 hours in category 1 credit) towards the AMA Physician's Recognition Award. Each physician should claim only those hours of credit that he/she actually spent in the educational activity. This conference is approved by the American Association of Nurse Anesthetists for 13 CE credits (with the optional session on Friday an additional 2.5 credits and the airway workshop an additional 4 credits). <file_sep>![<NAME>an Library - Home](../images/hdr.gif) --- Library Information ![](../images/clear.gif) Services & Policies ![](../images/clear.gif) Special Collections Search WorldCat ![](../images/trigold.gif) Search for Books ![](../images/trigold.gif) Search for Books ![](../images/trigold.gif) Search for Articles use outside the Library use inside the Library Schreiner Home ![](../images/clear.gif)Guides & Tutorials![](../images/clear.gif)Periodical Holdings ![](../images/clear.gif) Student Resource Pages ![](../images/clear.gif) Schreiner e-mail Active Titles by Subject \| Art s, Visual & Performing American Craft American Photo American Theatre Architectural Digest Art Calendar Art in America ArtNews AV Video Multimedia Producer Ceramics Monthly Communication Arts Computer Videomaker Dance Magazine Entertainment Design Graphis HOW (The Bottomline Design Magazine) I.D. 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M. Logan Library - Home](../images/ftr.gif) <file_sep>Syllabus, Introduction to Political Theory, POL211 Syllabus: Politics 211 Introduction to Political Theory Prof<NAME>, Fall 1997 Scholars working within the field called political theory are concerned with two general topics. They are concerned with the history of ideas as it relates to civilization and politics. And, they are concerned with understanding politics and civilization, both theoretically (What's true?) and normatively (What's good?). The first topic deals more with the historical development of ideas and the relationship of those ideas to politics. The second deals more with analysis of actual politics. In a sense, every study of politics that does more than merely journalistically report the facts is a version of political theory--however simple it may be. You have already done political theory in your studies of American politics and world politics. When <NAME> developed his version of the "realist" model for U. S. foreign policy, he was doing political theory. When <NAME> identified FDR as an "active-positive" president, he was doing political theory. Likewise, whenever you have engaged in making judgements or analyses of domestic or international politics in non-partisan terms--for example, using ideas like those of human rights or the balance of power--you were attempting to do political theory. As an introduction, this course is designed to offer a broad survey of the field of political theory. Like political theory itself, there are two general topics being pursued in the course. The first is a tracing of the development of political and civilizational ideas in Western history--from Plato, four centuries before Christ, to <NAME> and <NAME>, who wrote just before our own century was about to begin. The second topic of the course concerns the stuff of politics and deals with questions of right, justice, nature, history, truth, order, utility, liberty, and equality. This second topic will be explored in our reflections on the ideas presented in the various readings. Requirements: The popularity of this course comes from the intellectual fun of playing with ideas. This is a fun course in that sense. It is not an easy course. The reading load is as heavy as for some graduate courses, and you absolutely must keep up since the various tests are really picky about details in the readings. No joke, you should plan on spending eight hours each week in reading and writing for this course. There will be two papers to write, each eight to ten pages in length. The professor is really a perfectionist on these papers, every little thing must be perfect. The first paper is due on Monday, September 29th. The second is due on Friday, December 5th. Each of the papers will be reflective essays on an assigned topic. See the attached style sheet for the papers' rules. Two tests are scheduled, a mid-term and a final. The mid-term examination is set for Monday, October 20th. The final exam will be held on a date and time to be determined by the Registrar. Each of the papers and both of the exams are worth 25 points, for a possible total of 100 points. Some additional points can be made in discussion groups. The few points from discussion group performance often make all the difference when there are only one hundred total points for the course. Grades will be determined as follows: A = 90-100 D = 60-69 B = 80-89 F < 60 C = 70-79 Many students seem to get grades somewhat lower than they are accustomed. The average point total over the last few years has been in the upper 70s. About 15% of the class usually get an "A" for the course. Class attendance is required. A sign in sheet will be passed around with every class. Books: Aquinas Treatise on Law. Locke Second Treatise of Government. Machiavelli The Prince. Marx & Engels The Communist Manifesto. Mill On Liberty. Plato The Gorgias. Portis Reconstructing the Classics. Rousseau The Social Contract. Please use the editions of works available at the bookstore. Page Three Calendar: Day Reading Lecture August 25 Portis, Intro Political Theory 27 Plato, to p. 29 Right for Politics 29 Plato, pp. 30-49 Rhetoric and Politics September 1 Off 3 Plato, pp. 49-80 Gorgias & Polus 5 Plato, pp. 80-107 Concluding Gorgias 8 Portis, on Plato Intro to Aristotle 10 Portis, on Aristotle Aristotle's Politics 12 Portis, on Augustine Hellenistic & Roman 15 Portis, on Aquinas Augustine 17 Aquinas, to Q. 93 Augustine & Aquinas 19 Aquinas, complete Natural Law 22 Portis, on Machiavelli Aquinas and After 24 Machiavelli, pp. 1-20 Modernity 26 Machiavelli, pp. 20-51 Machiavelli 29 Machiavelli, pp. 51-84 Machiavelli & Right October 1 Portis, on Hobbes Force, Virtu, Fortuna 3 Locke, pp. 3-16 Hobbes 6 Locke, pp. 16-54 Locke vs Divine Right 8 Locke, pp. 54-84 Locke, Rights Page Four 10 Locke, pp. 84-end Locke, Social Contract 13 Off 15 Portis, on Locke Locke, Government 17 mid-term review 20 mid-term 22 Portis, on Rousseau Intro Rousseau 24 Rousseau, to pp. 57 Rousseau & pseudo-nature 27 Rousseau, pp. 58-78 Rousseau, General Will 29 Rousseau, pp. 78-100 Rousseau, Community 31 Rousseau, pp. 100-129 Rousseau, Equality November 3 Rousseau, pp. 129-149 Rousseau, Government 5 Rousseau, pp. 149-188 Rousseau, Alienation 7 Declaration Rousseau, Civic Virtue 10 Constitution American Founding 12 Federalist #10 American Framing 14 Federalist #51 Democracy? 17 Portis, on Mill Madison's Plan 19 Mill Utilitarian Liberty 21 Mill Democracy as Market 24 Mill Progress and History 26 Hegel 28 Off December 1 Marx, pp. 3-8 Historical Materialism 3 Marx, pp. 9-21 Economic Alienation 5 Marx, pp. 22-31 Consciousness & Class 8 Marx, pp. 32-44 Revolution & Communism 10 last class <file_sep> ![ HHHHHH HHHHHH HHHHHH HHHHHH HHHHHH HHHHHH HHHHHH HHHHHH HHHHHHHHHHHHHHHH HHHHHHHHHHH HH H EEEE TTTTT Humanities HHHHHH H H H E T OnLine HHHHHH H H H EEE T Web Site HHHHHH H HH H E T HHHHHH H HH H EEEE T H-SHGAPE](/graphics/Logo.H-NetBare.GIF) ## The Progressive Era and World War One History 18 Prof. <NAME> Fall 1996 office: SS 121 MWF 11:10-12:15 phone: x6072 Office hours: MWF: 1:00-2:00 and by appointment e-mail: <EMAIL> The Course: This course covers a period in the history of the United States during which dramatic transformations took place in the country's economy, social structure, cultural and intellectual life, political system, and relationship to the rest of the world. We will be exploring all of these through reading and discussing primary and secondary works. We will focus on the changing class structure of the United States, the shifting role of the government in country's economy and social relations, the transformation of the relations among the races and between the sexes, the burgeoning levels of immigration, changing ideas about governance, the evolution of the "modern" presidency, and the creation of "modern" America. Readings: The following required books are available at the bookstore and are on reserve at Schaffer Library: <NAME>, _Standing at Armageddon_ <NAME>, _How the Other Half Lives_ <NAME>, _American Populism: A Social History_ W. E. B. DuBois, _Souls of Black Folk_ <NAME>, _Cheap Amusements_ <NAME>, _Twenty Years at Hull House_ <NAME>, _Herland_ <NAME>, _Race Riot_ Other readings will be handed out in class and placed on reserve at the library. Assignments and Grades: There are four components to the course. You must complete all of the requirements in order to pass this course. 1. Class participation and assignments (20% of your grade): You are expected to attend class and to complete the assigned reading for each week on time. There will also be brief homework assignments and in-class exercises, both graded and ungraded. While discussion will be incorporated into each classroom session, Friday sessions will be devoted to discussion of each week's reading. Complete the reading from the Painter book by the beginning of the week and the additional reading as soon as possible, but in no case later than Friday. In preparation for the Friday class, each student is encouraged to contribute at least one posting to an open-ended on-line discussion of the reading, as well as to participate in the classroom (see separate handout on on-line participation.) Attendance will be taken; unexcused absences will adversely affect both your grade and your learning in this course. 2. Essay -- due September 27 (15% of your grade): As part of our study of the Spanish-American and Philippine Wars, you will prepare a 4-6 page critical essay based on sources available on-line at http://web.syr.edu/~fjzwick/ Late papers will be penalized. (See separate handout on imperialism paper.) 3. Debates (week of October 21) (30% of your grade): At the end of the first week of class, you will be assigned to a team that will take the affirmative or the negative on a political issue that was current during the Progressive Era. Teams will research the issue and draw up arguments to be presented in an in-class debate. (See separate handout on debates.) 4. The final exam (35% of your grade). SCHEDULE OF CLASSES AND READINGS** Part I: The Crises of the Late Nineteenth Century [Week of] Introduction -- the problems of the 1890s: industrialization, immigration, the closing of the September 9 frontier, urbanization and the transformation of labor Readings: Painter: Preface and Introduction. Recommended: chaps. 1 and 2 Riis, How the Other Half Lives September 16: Political parties and social movements of the 1890s: unionism, Populism, socialism, free silver, the presidential campaign of 1896, understanding late 19th century politics Readings: Painter, chaps. 3 and 4 McMath, American Populism September 23: Imperialism and anti-imperialism: the Spanish-American war, America in the Philippines, expanding the Monroe doctrine, American opponents of imperialism, should "democracy follow the flag?" Readings: Painter, chap. 5 <NAME> web site on anti-imperialism (see separate instructions) Friday, September 27: paper on imperialism due September 30: Race relations: disfranchisement, the creation of <NAME> laws, African-American activism in the late 19th and early 20th century, Native Americans Readings: Painter, chap. 7 DuBois, Souls of Black Folk, chaps. 1 ,3, 5, 6, 8, 9, 10, 14 October 7: The creation of "modernity": creation of mass culture and media industries, the death of "Victorianism," battles over working-class culture, the avant-garde movement in the arts Readings: Peiss, Cheap Amusements Part II: Responding to the Crisis: Progressives and their Critics in the Early Twentieth Century October 14: Progressive solutions, part I: "social reform": settlement houses, temperance, the playground movement; who were the "progressives?" Readings: Painter, chap. 6 Addams, Twenty Years at Hull House October 21: Progressive solutions, part II -- the debates: public solutions * initiative and referendum, votes for women, regulation of business Readings: Painter, chap. 8; DEBATE WEEK October 28: 1912 and the limits of progressivism: the presidential campaign of 1912, the "New Freedom" versus the "New Nationalism"; Socialism; labor unionism and labor radicalism; was there a "progressive movement?" Readings: Painter, chap. 9 <NAME> November 4: The ends of progressivism: WWI: changing attitudes toward "preparedness"; the "war to make the world safe for democracy"; impact of the war on U. S. society and government Readings: Painter, chaps. 10 and 11 <NAME>, War and the Intellectuals (handouts) November 11: The fate of progressivism and the aftermath of WWI: 1919 strike wave, the Red Scare, the retreat from progressivism Readings: Painter, chap. 12; Tuttle, Race Riot Note: this is my syllabus for the first course I have taught on this period. There are 30 students in the course. Union College, where I teach, has a trimester system, with 10 week terms in which we are supposed to fit a course that would fill a 14 week semester elsewhere. I would welcome any comments, suggestions or questions at my e-mail address posted below. ![](/graphics/listhome.gif) Return to H-SHGAPE Home Page. ![H-Net, Humanities OnLine](/graphics/hnet.gif) \| Generously Supported by: \| \| Comments to <NAME> Tennessee Technological University Copyright (C)1999, H-Net, Humanities OnLine ---\|---\|---\|--- ![\[MICHIGAN STATE UNIVERSITY\]](/graphics/msutrans.gif) \| & \| ![\[THE NATIONAL ENDOWMENT FOR THE HUMANITIES\]](/graphics/nehtrans.gif) <file_sep> ## Western Civilization Since 1660 History 101, Spring 2002 Wed./Fri. 12:30 \| <NAME> 256-4500 x 3992 Office hours W 2-4, F 9:30-11:30, or other times by appointment ---\|--- This course is an introduction to history, with a twofold aim: first, to examine the most significant developments of the last three centuries in the West; and second, to introduce the methods of historical analysis. Our approach to historical analysis in this course will center on the document collection by Wiesner, Ruff, and Wheeler, _Discovering the Western Past_. The textbook, Perry, _Western Civilization_ , will provide background information for making sense of the source documents, which form the building blocks for historians' reconstructions of the past. Our efforts will be concentrated on interpretation of the sources, not on memorization of facts; yet we will need a solid grasp of the facts in order to interpret the texts intelligently. In addition to these two books, which we will use throughout the semester, we will be reading a novel, <NAME>'s _All Quiet on the Western Front_. _Written Requirements_ : We will have a series of three exams during the semester, while the final exam will build on the work we have done in these essays. In addition to occasional ungraded assignments, there will be one graded paper (4-6 pp.) to be written outside class and handed in typed. _Classroom Requirements_ : Reading assignments are due by the first date listed on the syllabus. I expect students to come to class prepared to participate actively in learning. Regular attendance and participation are required. Unless otherwise specified, please bring the Wiesner book to class, as we will often be referring to it. Some class meetings will involve student work in groups. I expect serious preparation and engagement from every student and will base my assessment of participation on how well each student contributes to the group effort. Students may rotate different tasks within groups, but each student must serve as group spokesperson at least once during the semester. Note that students at the college level are responsible for mastering textbook material on their own; classes will not duplicate or substitute for the required reading. Rather, classes will make use of the readings to explore issues in more depth. Students cannot succeed in this course by coming to class without doing the reading, or by doing the reading but not coming to class. _Grades_ : Grades will be assigned on a scale of A, A-, B+, etc., and will be based on the in-class exams (40%), paper (20%), final exam (20%), and class participation (20%). For the series of exams, I will drop the lowest grade from the final grade computation. Students who miss an exam will receive an 'F' for that one; I will not give make-ups except in highly unusual circumstances (e.g. medically- documented illness that causes a student to miss two of the three exams). Thus a student who misses one exam will miss the full benefit of the low-grade- dropping policy; a student who misses more than one will have an 'F' figured in. (Note: the dates for these are tentatively marked on the syllabus, but they may change, so you will need to listen for announcements.) #### Books for purchase at bookstore: * Perry, _Western Civilization: A Brief Survey. Volume II: From the 1400s_ * Wiesner, Ruff, and Wheeler, _Discovering the Western Past: A Look at the Evidence. Volume II: Since 1500_ * Remarque, _All Quiet on the Western Front_ ### Tentative semester schedule: _ Dates _ \| _ Topic _ \| _ Readings _ ---\|---\|--- Jan. 23-25 \| Introduction \| Perry, 244-46, Jan. 30-Feb. 1 \| Politics of Absolutism \| Wiesner, Chap. 2 Perry, 251-57 Feb. 5-8 \| Enlightenment \| Wiesner, Chap. 3 Perry, Chap. 10, 278-310 Feb. 13-15 \| Economy of the Old Regime \| Wiesner, Chap. 4 Perry, 269-76 FEB. 20 \| FIRST EXAM \| Feb. 22-27 \| Age of Revolutions \| Wiesner, Chap. 5 Perry, Chap. 11, 316-46 Declaration of the Rights of Man and Citizen Mar. 1 \| Industrial Revolution \| Wiesner, Chap. 6 Perry, Chap. 12, 349-66 Mar. 6-8 \| Liberalism & Socialism \| Wiesner, Chap. 7 Perry, 378-85, 388-402, 421-27 Mar. 13 \| Art and Ideas \| Wiesner, Chap. 10 Perry, Chap. 17, 474-97 Mar. 15 \| 2D EXAM \| \| SPRING BREAK \| NO CLASS Mar. 27-Apr. 3 \| Rise of Imperialism Mar. 27 Last date to hand in paper as draft [Mar. 29 Good Friday no class] \| Wiesner, Chap. 9 Perry, 402-411, 417-21, 435-49, 457-71 Apr. 5-10 \| World War I \| Perry, Chap. 18 Remarque, _All Quiet on the Western Front_ APRIL 12 \| 3D EXAM \| Apr. 17-19 \| The New Woman: A Case Study in 20th-Century Society \| Wiesner, Chap. 12 Perry, 541-54 Apr. 24-26 \| Nazi Politics and World War II April 26 _PAPERS DUE_ \| Wiesner, Chap. 13 Perry, 450-57, 554-73, 595-615 May 1-3 \| Cold War and Beyond \| Perry, 621-55 handouts ### Paper assignment: Choose one of these chapters from the Wiesner collection that we have not worked with in class: * Chapter 1, Peasant Violence * Chapter 8, Development of the Modern City * Chapter 14, The Perils of Prosperity Write a paper addressing the historical questions posed in the "Problem" section of the chapter, using the sources for evidence to support your discussion. The "Questions to Consider" section will be helpful to you in thinking about how to apply the evidence to the questions you want to answer. You should also draw on background knowledge drawn from your textbook where you need it (you may need to read sections of the textbook that have not been assigned for the regular course readings). For additional guidelines, click here. This paper should be 4-6 pages typed, double-spaced. You may use either footnotes or parenthetical references (MLA style), as long as each reference clearly indicates the book and page. For this paper you are not required to use sources outside the course reading; you may refer to our course books by the author's name, Wiesner or Perry. In some cases you may find it helpful to supplement these with other sources; if so you will need to give full references, including publisher and date. _AVOID PLAGIARISM LIKE THE PLAGUE IT IS_ : Be careful that every quotation is properly marked with quotation marks and a reference to the source and page. Anything that is not marked as a quotation must be your own original writing. Students should download the plagiarism sheet (http://www.rowan.edu/history/plagiarism.html) from the history department's website and will be asked to sign a statement that they understand and are adhering to accepted rules. If you hand in this paper by _March 27_ I will return it with comments and you may revise it to improve your grade. Note that simply correcting minor errors such as typos will not result in a higher grade; the revisions must be substantive and must respond in a thoughtful way to my comments about ways to improve the paper. _The original paper with my comments must be handed in with any revised version._ _ALL PAPERS ARE DUE BY APRIL 26_. <file_sep>![Wood Stork](WDSTORK.GIF) \| Course Home Page \| Overview \| Spring Syllabus \| Student Papers * * * ## FIRST SEMESTER SYLLABUS (IDH 4007) - FALL 2001 #### REQUIRED BOOKS: <NAME>. 1999. _The Everglades:An Environmental History_. University Press of Florida. In paperback <NAME>. 1898. _Across the Everglades_. Port Salerno, FL: Florida Classics Library. <NAME>. 1937. _Their Eyes Were Watching God_. New York: Harper & Row. <NAME>. 1990. _Killing Mr. Watson_. New York: Random House /Vintage Books. One Bird Field Indentification Guide (see Optional books) #### RECOMMENDED/OPTIONAL: <NAME> et al. 1998. _National Audubon Society Field Guide to Florida_. New York: Knopf/Chanticleer Press. <NAME> et al. 1996. _Discover a Watershed: The Everglades_. Bozeman, MT: The Watercourse. <NAME> and <NAME>. 1990. _Florida's Birds. a Handbook and a Reference._ Sarasota,Fl:Pineapple Press. Sibley, <NAME>. 2000. _The Sibley Guide to Birds:Field Identification_ (Audubon Society Nature Guides Ser.) - used copies available in bookstore for $26. #### FIRST SEMESTER SYLLABUS (IDH 4007) - FALL 2001 #### September 7: First meeting at FIU and airboat tour FIU (9:00 - 11:30) DM 441 Instructions; course overview; how to dress; what to bring Everglades habitats; Contemporary Field Guides, General Textbooks on the Florida Everglades (Dr. <NAME>) Airboat Tour 1:00 - 2:00 Coopertown Air Boat rides (11 miles west of FL Turnpike on U.S. 41/Tamiami Trail) Class discussion: 2:30 - 3:30 Miccosukee Hotel & Gaming Resort (U.S. 41 and Krome Ave.) _Sept.14_ :journal entry #1 due #### September 21:Birding at <NAME> Readings:McCally (Chap. 1) / Audubon (excerpts) / _Discover a Watershed:The Everglades_ (chap 1 & 4) 9:30 - 10:15 Everglades Visitor Center Everglades early history 10:30 - 12:00 Anhinga Trail and Gumbo Limbo Trail (Wet Season) Introduction to wildlife, bring binoculars, Florida bird book and lunch 1:30 - 3:00 Pa-hay-okee Overlook _Sept.28_ :journal entry #2 due #### October 12: Canoeing through Sawgrass Prairies and dense Mangrove Forests Readings:<NAME>. _Across the Everglades._ /McCally (Chap. 2) 9:00 - 2:00 Nine Mile Pond Canoe Trail Bring binoculars, Florida bird book, HAT, Willoughby, sun block and lunch _Oct.19_ :journal entry #3 due #### October 26: Sawgrass Prairies, Alligator Holes and Cypress Domes/Everglades Slough Slog Readings:<NAME>. _Their Eyes Were Watching God_ /McCally (Chap. 3) 9:00 - 10:00 The Artist's Eye (Main Visitor Center) Prof. <NAME>, ceramist from Westminster College 10:00 - 12:00 Everglades Slough Slog bring binoculars, bird book, WATER, HAT, sun block and lunch _Nov.2_ :journal entry #4 due #### November 16: Tree Snail and Big Cypress Swamp/Everglades as inspiration Readings: _Killing Mr. Watson_ (p.1-147) / _Discover a Watershed:The Everglades_ (chap 7 ) /excerpts from <NAME> 10:00 - 12:00 Loop Road Environmental Education Center Tree Snail Hammock bring binoculars, lunch and Watson 1:30 - 3:30 Big Cypress Gallery 52388 Tamiami Trail (Ochopee) <NAME>, photographer www.clydebutcher.com/ _Nov.26_ :journal entry #5 due #### November 30: Mangrove Estuaries and Cultural History / The 10,000 Islands (FL West Coast) Reading:<NAME>. _Killing Mr. Watson_ (Finish) 10:00 - 12:00 The Historic Smallwood Store Museum in Chokoloskee (meet inside museum) Discussion of _Killing Mr. Watson_ and _Their Eyes Were Watching God_ by Professor <NAME>, Florida Gulf Coast University 12:00 - 1:30 Lunch on shore 1:30 - 4:00 Canoe to Sandfly Island Bring binoculars and bird book _*Dec.3_ :journal entry #6 due Note due date: This journal should relate to discussion of _Killing Mr. Watson_ #### December7: Florida Bay: Flamingo Canoe Trip and Final Exam 9:00 - 3:00 Meet at Flamingo Visitor Center* bring binoculars, bird book, something to write with and clipboard, lunch,water,hat and sun block, #### Books on Reserve at FIU: Bucuvalas, Tina et al. 1994. _South Florida Folklife_ <NAME>. 1947. _The Everglades: River of Grass_. Durant, Mary and <NAME>. 1980. _On the Road with <NAME> Audubon_. <NAME>. 1969. _Audubon, by Himself_. A Profile of <NAME>, From Writings Selected, Arranged and Edited. <NAME>. 1999. _The Everglades: an Environmental History_. South Florida Water Management District/The Watercourse. 1996. _Discover a Watershed: The Everglades_. Tebeau, <NAME>. 1955. _The Story of the Chokoloskee Bay Country_. Tebeau, <NAME>. 1968. _Man in the Everglades. 2000 Years of Human History in the Everglades National Park_. \| Course Home Page \| Overview \| Spring Syllabus \| Student Papers * * * This page is designed and maintained by: <EMAIL> Everglades Information Network & Digital Library Florida International University Libraries Copyright (C) 1997\. All rights reserved. <file_sep> ![Composition Center](../graphics/banner.gif) --- ![Student Resources](../graphics/student.gif) ![](../resources/dot_clear.gif) \| ![](../resources/dot_clear.gif) Writing Intensive Courses Throughout the College ![](../resources/dot_clear.gif) Table of Contents \| ![](../resources/dot_clear.gif) \| ![](../resources/dot_clear.gif) Writing Intensive Courses Throughout the College ![](../resources/dot_clear.gif) This site is intended to provide a list of writing intensive courses for students who want further practice or experience with writing. The listing covers courses in all disciplines and will continue to evolve as we receive information from professors. If you are a faculty member and would like to inform students about your course, or would like students to be able to link to your course site via this website, please contact, via blitz or Hinman: <NAME>, Director of Composition - HB 6032 Writing Intensive Courses All of the first-year composition courses -- _English 2/3, English 5,_ and the _First Year Seminars_ \-- have as their central purpose the instruction of writing, and are writing-intensive. Anthropology Computer Science Education English German Government Greek and Roman Studies History Jewish Studies Program Philosophy Psychology Anthropology _32 (NAS 11): "Ancient Native Americans"_ w/ Prof. Nichols Students must write a research paper as a substantive part of the course requirement. _35: "The Evolution of Aztec Society"_ w/ Prof. Nichols Students must write a research paper as a substantive part of the course requirement. _37: Prehispanic Civilizations of Mesoamerica"_ w/ Prof. Nichols Students must write a research paper as a substantive part of the course requirement. _41: "Peoples & Cultures of Mexico & Guatemala"_ w/ Prof. Watanabe Course requires three, 3-5 page essays and a final, 15 page research paper. _43: "Thought & Change in the Middle East & Central Asia"_ w/ Prof. Eickelman Frequent writing assignments. _45: "Legacies of Conquest in Latin America"_ w/ Prof. Watanabe Course requires three, 3-5 page essays and a final, 15 page research paper. _56: "Political Anthropology"_ w/ Prof. Eickelman Frequent writing assignments. _72 (Hist 95): "History and Anthropology"_ w/ Prof. Eickelman This course serves as a "culminating experience course in both History and Anthropology. Computer Science _99: "Current Trends and Ethical Issues in Computer Science"_ Education _20: "Educational Issues in Contemporary Society"_ Very writing intensive. Gives students instruction in writing conventions in the social sciences. English _9: "Essay Writing"_ Writing is the central focus of this course. All reading and writing serve the student's increased understanding of, and skill writing in the essay form. Course is usually taught Credit/No Credit. _24: "Shakespeare" _ w/ Prof. Luxon _28: "Milton"_ w/ Prof. Luxon All English courses prioritize writing and have written assignments as central course requirements. German _42: "Topics in German Civilization"_ (In English translation) _43: "German Literature & Thought"_(In English translation) Government _4: "Introduction to Comparative Politics"_ w/ Prof. Sa'adah Offers instruction in how to write well in the social sciences. Greek and Roman Studies _6: "Introduction to Classical Archaeology"_ w/ Prof. Rutter _20: "Prehistoric Archaeology of the Aegean" _ w/ Prof. Rutter _21: "Greek Archaeology ca. 110-480 B.C."_ w/ Prof. Rutter _22: "Greek Classical Archaeology"_ w/ Prof. Rutter History _75: "Modern Southeast Asia"_ w/ Prof. Haynes Students have option of writing three, 6-7 page papers and three short written assignments, in place of writing 2 of each, plus an exam. _76: "The History of Modern India"_ w/ Prof. Haynes Students have option of writing three, 6-7 page papers and three short written assignments, in place of writing 2 of each, plus an exam. _95 (Anthr 72): "History and Anthropology"_ w/ Prof. Eickelman This course serves as a "culminating experience" course in both History and Anthropology. _Prof. Orleck_ reports that all of her courses are writing-intensive. By necessity, writing critique lessens when course numbers are particularly large; however, techniques are always taught, papers are critiqued mid-term, and students are able to rewrite. Jewish Studies Program Prof. Spitzer, chair, reports that all of the courses, with the exception of language courses in Hebrew and Yiddish, require a good deal of writing -- from short essays to long research papers. Students generally receive substantial feedback on their work, both about content and writing. Please check out the Web site for Jewish Studies. Philosophy _3: "Reason and Argument"_ Although not a writing-intensive course (only one paper is assigned), Philosophy 3 teaches skills critical to strong academic writing. The course addresses informal fallacies, as well as how to analyze, evaluate, and construct arguments. Psychology _22: "Learning"_ w/ Prof. Jernstedt Written work includes both short analytical pieces and longer self-analyses. Course syllabus specifically addresses writing skills. \| ![](../resources/dot_clear.gif) ![Dartmouth College](../graphics/bot_banner.gif) ![](../resources/dot_clear.gif) ---\|---\|---\|---\|---\|--- ![](../resources/dot_clear.gif) Maintained by <NAME> \| ![](../resources/dot_clear.gif) Copyright 1997 Trustees of Dartmouth College <file_sep>_PASTORAL MINISTRY RESOURCE LINKS_ * * * > \| Pastoral Ministry Resources \| Old Testament Resources \| New Testament Resources \| > \| Bible Exposition & Translations \| Church History \| Theology Resources \| > \| Theologians; Biographies & Works \| Journals & Publishers Links \| Other Links \| > \|News, References, and Research Links \| * * * Many of the links below will take you to articles that are available in PDF format. In order to properly view and print these articles you will need to download the latest version of Adobe Acrobat Reader. You may do so by clicking on the icon below: ![](http://www.calvarychapel.org/redbarn/getacro.gif) Pastoral Ministry Resources The Pastoral Ministry * Introduction to the Pastoral Ministry Class Syllabus from Calvary Chapel Bible College. Back To Top Preaching Resources * Books for Biblical Expositors By <NAME> of TMS. An important listing of the best books to build an individual library for a pastor. * An Old Testament Pattern for Expository Preaching By <NAME>, a TMSJ article. * Rediscovering Expository Preaching by <NAME>, a TMSJ Article. * Preaching.com The Online resources of Preaching Magazine. Some useful material here. * Preaching the Old Testament A Question and Answer article with Dr. <NAME> on expository preaching of the Old Testament. Back To Top Pastoral Counseling Resources * NANC: National Association of Nouthetic Counselors A leading organization in the Biblical Counseling movement. * Christian Counseling and Educational Foundation Back To Top Church Ministry Resources * The Dynamics of Small Church Ministry By <NAME>, a TMSJ Article. * Biblical Eldership Homepage Various Articles and Links related to the concept of Biblical Eldership, including <NAME>'s works. Back To Top --- Old Testament Resources Old Testament Language Resources * The B-Hebrew Homepage Homepage for the Biblical Hebrew discussion group. * The Comprehensive Aramaic Lexicon Searchable Aramaic lexicon maintained by Hebrew Union College. * The Dead Sea Scrolls The Library of Congress Exhibit, some good links to other DSS information. * Institute of Microfilmed Hebrew Manuscripts Hebrew manuscript Information and Guide to Hebrew Manuscript Collections. My Hebrew Dictionary Searchable Dictionary for Modern Hebrew. * Semantics of Ancient Hebrew Database A new and ongoing work in the Hebrew language. Some other useful information and transliteration charts. * The Sumerian Language Page An interesting site with a Sumerian Lexicon and additional resources. * The Septuagint Online Full text non-transliterated Greek text. A little hard to read. Back To Top Old Testament Studies and Issues * Baalism in Canaanite Religion and Its Relation to Selected Old Testament Texts * Concise Old Testament Survey Page. * The Genesis Flood Homepage Interesting page of information related to the flood and Noah's ark. * The Genesis Research Homepage Excellent and well maintained page on topics related to Genesis 1-11. Good graphics a little technical. * Inscriptions from the Land of Israel Maintained by the University of Virginia. * Israelite Origins Chart form summations of various theories. Maintained by <NAME> of Loras College. Some other useful links. * The Old Testament Pseudepigrapha Web Page University of St. Andrews excellent page with texts and discussions. Back To Top Old Testament History, Archaeology, and Misc. Sites * ABZU The University of Chicago's Repository of Ancient Near East Materials. * The Edinburgh Ras Shamra Project * Encyclopedia of the Orient * The Library of Alexandria An interesting site and information about the LXX. * The Oriental Institute of the University of Chicago Back To Top --- New Testament Resources New Testament Language Resources * B-Greek Homepage Homepage for the Biblical Greek discussion group. * Center for the Study of Ancient Documents Maintained by the Oxford University center. Good links and helpful material. * The Electronic New Testament Manuscripts Project * Greek Word Search Page * Interpreting Ancient Manuscripts Resources for the study of the NT maintained by <NAME> of Brown University. * Manuscripts, Paleography and Codicology Set of links to pages related to manuscript studies. * The Papyrology Home Page Excellent Resource for NT Manuscripts. * The Perseus Project Resources for the Study of Classical and Koine Greek. * The Nag Hammadi Library A Searchable Database of the Nag Hammadi texts. * Vine's Expository Dictionary of New Testament Words A Searchable database of this useful tool. Back To Top New Testament Studies and Issues * A World Without Q Good resources for Synoptic studies. * Blackballing Scripture: Scholarship Takes a Beating A article by Dr. MacArthur dealing with the Jesus Seminar. * A Commentary on the New Testament from the Talmud and Hebraica The full text of the classic work by Bishop Lightfoot. * Encyclopedia of New Testament Textual Criticism Helpful source of articles and definitions. * Four Color Synopsis Interesting colorized harmony of the Synoptics in the Greek text. * New Testament Textual Criticism A Page of Useful Academic Links to Pages Dealing with Textual Criticism. * Qumran Fragment 7Q5 A discussion of this fragment and the New Testament text. * The Synoptic Problem Homepage Back To Top New Testament History, Archaeology, and Misc. Sites * From Jesus to Christ A web page based on the PBS Frontline series. Good site with a lot of information. * The Letters to the Seven Churches Full Text version of William Ramsey's classic work. * New Testament Gateway A portal of NT study sources maintained by <NAME>. * Second Temple Jerusalem City Model * Resources for New Testament Studies Very useful site maintained by <NAME>. Back To Top --- Bible Exposition & Translations Online Bible Version Resources * The Unbound Bible An Interesting Project from BIOLA University, several useful tools. * Bible Gateway Online sources for various English and Non-English Bible translations online. * Bible.net A large selection of online searchable Bible versions and concordances, unfortunately you have to listen to a poor rendition of "Dust in the Wind" in the background. * Latin Vulgate Text * Latin Word Search * The NET Bible The New English Translation, originally was available on the Internet as a work in progress. Good translation and critical notes. Back To Top Online Bible Commentary Resources and Issues in Hermeneutics * Bible Texts Online Bible Commentary An interesting online commentary linking passages to web sites. Color selection for fonts is poor. * Blueletter Bible Online searching of various English Bibles and some older commentaries. * The Christian Classics Ethereal Library A large repository of Christian texts. Somewhat cumbersome to navigate. * Evangelical Dictionary of Biblical Theology Searchable database for this reference work. * The Linked Word Project Interesting project from Bob Jones University, the interface is a little clunky to use. * Issues in Hermeneutics by <NAME> of Reformed Protestant Seminary, good overview of issues. * Philologos Online Religious Books Several full-text publications and popular public domain authors. Cutting edge e-book service. * Synopsis of the Bible <NAME>'s classic work. A survey of the entire Bible. Back To Top Online Bible Background Resources * Ancient Greek and Roman Coins Interesting page with good graphics and data. Numismatics are an important background study. * Ancient Near East Map Series Maintained by the University of Chicago, promises to be the premier web site for ANE maps. * Archaeological Digs in Israel Maintained by the Israel Ministry of Information, gives information on all the current digs going on in Israel. * Bible Places A Great site operated by Prof. <NAME> of The Master's College IBEX Department. A great source for Bible location photographs and materials. These are undoubtedly the best digital photographs of site locations and geographic features of Israel and other Bible-related locations. * Biblical Hermeneutics Homepage Some good articles and links to be found here. * Biblical Studies on the Web Mainly Catholic Resources, but some good links and resources. * Biblical Archaeology Resources Maintained by the Biblical Archaeology Society * Duke University Library Papyrus Archive * The Jewish Student Online Research Center Archaeological and background information, good graphics. * Links for Biblical Archaeology Excellent list of sites pertaining to Biblical Archaeology maintained by Karen Myers. * Pepperdine Institute for the Study of Archaeology and Religion Some very good resources here. * Ritmeyer Archaeological Design Maintained by Dr. <NAME>, excellent resources for the study of Jerusalem and the Temple Mount. * The Temple Mount in Jerusalem Extremely useful site with much good information on the Temple Mount, including texts from Charles Warren's surveys. * World of the Bible Web Site of Dr. <NAME>. Good links and helpful materials here. Back To Top Archaeological Dig Site Homepages * Ashkelon Excavations Homepage * Bethsaida Excavations Homepage * British Archaeology in Carmel Homepage * The Capernaum Homepage * The Corinth Homepage * El Ahawat Excavation Homepage * Hazor Excavation Homepage * Hebrew University of Jerusalem Archaeology Homepage * The Meggido Expedition Homepage * Sepphoris Excavation Homepage * Shar'ar Hagolan in the Jordan Rift Valley * The Sardis Homepage * Tel Dor Archaeological Excavation Homepage * The Thessolonica Homepage Back To Top --- Church History Resources Church Creeds and Confessions (listing in Chronological Order) _Ancient and Post Nicene Era (to 1516)_ * The Apostle's Creed and Notes * The Nicene Creed * The Definition of Chalcedon, 451 * The Anthanasian Creed * Canons of the Council of Orange, 529 * The Anathemas of the Second Council of Constantinople, 533 * Statement of Faith from the Third Council of Constantinople, 681 _Reformation Era (1516-1648)_ * Martin Luther's Ninety-Five Theses * The Second Helvetic Confession, 1566 * The Thirty Nine Articles of Religion, 1571 * The Canons of Dort, 1618 * The Westminster Confession of Faith, 1646 * The Westminster Larger Catechism, 1648 * The Scottish Confession of Faith * The Canons and Decrees of Trent * The First London Baptist Confession of Faith, 1644-46 _Modern Era (1648 to Present_ * Doctrinal Statement of The Master's Seminary * Second London Baptist Confession of Faith * The Philadelphia Baptist Confession, 1742 * New Hampshire Baptist Confession of 1833 * Charles H. Spurgeon's Catechism of 1855 * Decrees of the First Vatican Council, 1880 * Doctrinal Position of the Lutheran Church, Missouri Synod, 1932 This site also contains links to other Lutheran confessional documents. * Documents of Vatican II * Chicago Statement on Biblical Inerrancy One of the most important theological documents dealing with the Bible. * Catechism of the Catholic Church A searchable version of the most recent document of Catholic beliefs. * The Cambridge Declaration of 1996 * Baptist Faith and Message The 2000 revision of the 1963 version. Along with past documents and articles. Back To Top Church History Documentation and Archival Resources * American Society of Church History Home Page * American Religious Experience Well done page of articles, resources and links related to American religious history. Useful, but eclectic. * Billy Graham Center Archives at Wheaton College Archival Records of Evangelism in the United States. Excellent American Church History Resources. * Church History Internet Resources * The ECOLE Church History Chronology Project * Eusebius' Ecclesiastical History * Early Church History Documents on the ECOLE Page * Institute for the Study of American Evangelicals Another fine site maintained by Wheaton College. * Internet Medieval Resources Links to the important documents and writings of the Reformation * ICL Net Guide to Church History Documents Full text of various documents related to Church History * Hall of Church History * Time Lines of Church History Scroll to the bottom of the page and access time-line charts of church history century by century. Fairly well done. Back To Top Denominational and Association Resources * Alliance of Confessing Evangelicals * Anabaptist Web Page * Anglican Online Extensive site with many resources pertaining to the Anglican Church. * The Baptist Page * Baptist General Conference Homepage * Bible Presbyterian Church Home Page Some interesting articles and resources. * Calvary Chapel Home Page official website of Calvary Chapel. * Desiring God Ministries The home page for the ministry of <NAME>. Articles and audio files. * Fellowship of Grace Brethren Churches * Founders Online Southern Baptist association committed to the SBC's original doctrinal positions. * General Association of Regular Baptist Churches (GARBC) * Independent Fundamental Churches of America Home Page * Methodist Archive and Research Center John Rylands University Library. * Orthodox Presbyterian Church Home Page * Plymouth Brethren Resources * Reformed Episcopal Church Online Back To Top --- Theology Resources Apologetics and Cult Resources * Alpha and Omega Ministries The Home Page for Dr. <NAME>. Outstanding Resources for refuting Cults, Catholicism and King James Onlyism. * Applied Presuppositionalism Articles and materials from the late Greg Bahnsen. * Cult Research and Evangelism * Operation Clambake: Exposing the Secrets of Scientology A Page dedicated to exposing the false teaching of the Church of Scientology cult and <NAME>bard. A lot of information and articles, not from a Christian perspective. * Stand to Reason Ministries Good articles from an evidentialist point of view. Excellent material on ethics. * Utah Lighthouse Ministries The site of Gerald and <NAME>,excellent material refuting and exposing Mormonism. * The Watchtower Observer The official site of ex-Jehovah Witnesses. Excellent material on this cult. Back To Top Catholic, Orthodox and World Religion Resources * Evangelicals and Catholics Together? by Dr. MacArthur A Critical Examination of the ECT Document and its Ramifications. * Christian Witness to Roman Catholicism Excellent material confronting unbiblical theology within Roman Catholicism. * Virtual Religion Index Back To Top Other Theological Resources * Abstract of Systematic Theology Full text of this important Baptist work by Boyce. * According to Prophecy Ministries Donald Perkins web site, some sensationalism, but quite a few good articles. * The Ankerberg Theological Research Institute * Biblical Theology and Redemptive Historical Hermeneutics Homepage A site dedicated to the works of Gerhardus Vos. Valuable for the full-text documents. * Canadian Institute for Law, Theology and Public Policy Works of <NAME> and others. * Center for Reformed Theology and Apologetics Quite a bit a good material here, including full-text pages of classic theological literature. * Classic Theological Articles From the Reformed perspective, classic articles by the Princeton theologians, Calvin, and others. * Center for Reformed Theology and Apologetics The name says it all, there are a lot of good (and not so good) resources here. * Contemporary Theological Articles From a Reformed Perspective. This site has lots of outstanding material. * The Controversial Charismata A collection of online articles dealing with issues in the Charismatic movement. * Dispensational.com Dedicated to more classical dispensationalism. Utilizes the Dallas Seminary doctrinal statement. * Dispensational International Research Center Maintained by Tyndale Seminary, a growing work with some good resources. * The Fundamentals Homepage Full text of the significant four volume work. Other resources as well. * Has Bible Prophecy Already Been Fulfilled? By Thomas Ice, a thorough examination and refutation of preterism. * The Thomas Ice Homepage Online articles, mainly dealing with eschatological themes. * Theological Resources Exchange Network Obtain copies and/or microfiche of theses, dissertations and society papers. Searchable database. * Wrongly Dividing the Word The Full-text work of <NAME>'s classic refutation of Hyper or Ultra dispensationalism. * The William Lane Craig Virtual Office Online articles and materials. Back To Top --- Theologians: Biographies & Works Church Fathers and Pre-Reformation Personalities * Saint Augustine of Hippo Home Page * Early Church Fathers * The Flavius Josephus Homepage * The Venerable Bede Homepage * The Gregory of Nyssa Homepage * The William Tyndale Homepage Back To Top Reformation and Puritan Personalities * Project Wittenburg: Works of Martin Luther * John Calvin's Institutes of the Christian Religion Other selected works by Calvin as well. * The Thomas Manton Homepage * The John Owen Homepage * The Richard Baxter Homepage * The Cotton Mather Homepage * Pilgrim's Place: A John Bunyan Archive * The Thomas Boston Homepage * The Jonathan Edwards Homepage Back To Top Modern Era Church Personalities * The <NAME> Homepage * The Spurgeon Archive Maintained by <NAME>, the Largest Collection of Full-Text Spurgeon Material on the Internet. * <NAME> and His Bible * The Harry Ironside Homepage * The J. Gresham Machen Homepage * The Francis Schaeffer Homepage * The Cornelius Van Til Page Sign up for the Van Til discussion list. Also good Van Til resources here. * The Arthur C. Custance Library The Online library of the author of the Doorway Papers. Some very good and some very peculiar material. * The Martyn Lloyd-Jones Collection Home Page Text and Audio Collection from this famous British Pastor. * The <NAME>man Library Full-Text and audio material from Dr. Steadman. Back To Top --- Journals & Publishers Links Online Theological Journals Please note that most journals do not have full-text articles available on their pages, but we have included their pages anyway, since there are often abstracts, indexes and other useful information; as well as subscription information for those interested. ** * The Master's Seminary Journal * American Schools of Oriental Research Table of Contents for: _Bulletin of the American Schools_ , _Near Eastern Archaeology_ , and _Journal of Cuneiform Studies_. * Archaeology Magazine Publication of the Archaeological Institute of America. * Biblica Online Selected articles from Biblica journal. * Calvin Theological Journal From Calvin Seminary, article listing only. * Chafer Theological Seminary Journal Full-text articles. There is a separate link to book reviews. * Christian Bioethics Abstracts and indexes only. * Christianity Today Magazine Online * Denver Journal Online An Online Journal from Denver Seminary, mainly book reviews. * Emmaus Journal The Theological Journal of Emmaus Bible College. * International Journal of Systematic Theology Abstracts and indexes only. * Moody Magazine Formerly Moody Monthly, no longer monthly. * The Founder's Journal * Journal for Christian Theological Research One of the better "peer reviewed" E-Journals in terms of format and usefulness. Part of the AAR Systematic Theology Study group. * Journal for the Study of the New Testament Sheffield Press journal. Not a lot of full-text material, but the index and subscription is available. * Journal for the Study of the Old Testament Sheffield Press journal. Not a lot of full-text material, but the index and subscription is available. * Journal for the Study of the Psuedepigrapha Sheffield Press journal. Not a lot of full-text material, but the index and subscription is available. * Journal of Religious and Theological Information Abstracts and searchable index. * McMaster Journal of Theology and Ministry Full-text articles for the E-Journal. Perspective is decidedly liberal in terms of theology and ministry. * <NAME> Journal of the Evangelical Philosophical Society. * TC: Journal of Biblical Textual Criticism An online electronic peer-reviewed journal. * Quodlibet: An Online Journal of Christian Theology and Philosophy An online journal with some good articles, if you can ignore the horrible graphics. Reformation and Revival Journal Indexes only. * Religious and Theological Abstracts Searchable site, more benefits for subscribers. * Reviews of Biblical Literature The book review publication of the Society of Biblical Literature. Full text of the reviews in searchable database. * The Tyndale Bulletin * Wesley Theological Journal Only the Index for their volumes since 1966. * World Magazine Online Often sensationalistic and occasionally unguarded, but often has some useful material. * The ATLA Serials Project An ongoing effort to digitize many theological journals and make them available online (for a fee). Back To Top Online Religious and Theological Publishers and Booksellers * Grace Books International The Online Bookstore and Ordering Center for The Master's Seminary and Grace Community Church Campus Bookstore. * Amazon.com Premier Online Booksellers. * Augsburg Fortress Press * Baker Book House Now also the owners of <NAME> Publishers * Banner of Truth Trust * Barnes and Noble.com * BookFinder.com Excellent search engine for used and out of print books. * Books for Libraries Excellent source for shelving, buys and sells library collections. * Cambridge University Press * Christian Focus Publications * Crossway Publishing Company Site Under Construction. * Cumberland Valley Bible Book Service * Eerdman's Publishing Company * Eisenbraun's Publishers * Hendrickson Publishers * Inter-Varsity Press * Kregel Publications * Moody Press * Pilgrim Publications Publisher's of all of Charles Spurgeon's Materials and other Works. Owned and Operated by <NAME>. * Regular Baptist Press * Sola Deo Gloria Books * Sovereign Grace Publishers * Still Waters Revival Books * T & T Clark Publishers * Thomas Nelson Publishing * Trinity Book Service * Word Publishing A Part of Thomas Nelson Publishing. * Zondervan Publishing Company Back To Top --- Other Links > Phil Johnson's Bookmarks The most important set of annotated Christian links available. Best of the Christian Web Searching and Home Page Something of the Christian Version of Yahoo or Lycos, good links but they are a little slow on updating. Computer Assisted Theology Impressive collection of links for Biblical studies. God on the Net This site lists over 1,000 different links. The Lambert Dolphin Library of Links One of the most extensive list of links on the Internet. An important place to look. Links for New Testament Studies The Omnilist of Christian Links The Robert Kraft Home Page Kraft has been a leader in the utilization of online resources for biblical and theological studies. The Society of Biblical Literature's Guide to Online Resources for Biblical Studies University of Pennsylvania Library Resources for Biblical Studies Back To Top --- News, Reference, and Research Links Online Newspapers (United States) * The Atlanta Journal-Constitution * The Chicago Tribune * The Daily News: The Newspaper for the San Fernando Valley. * The Dallas Morning News * The Denver Post * The Detroit News * The Kansas City Star * The Los Angeles Times * The Miami Herald * The New York Times * The Philadelphia Inquirer * The San Francisco Chronicle * The Seattle Times * USA Today Online * The Washington Post * The Washington Times * The Wall Street Journal Back To Top Online Newspapers (International) * The Economist * The Jerusalem Post * The National Post (Canada) * The Sunday Times (South Africa) * The Sydney Morning Herald * The Times of London Back To Top Online News * Fox News Online * ABC News Online * CBS Network News * CNN * MSNBC Online News * The American Spectator Online: Useful online news magazine. * Business Week Online: Premier business news magazine online edition. * Jewish World Review: Online opinion articles from noted conservative writers and scholars. * Newsweek Online: Online home of the weekly news magazine, they run this jointly with MSNBC, which has interesting implications in terms of objectivity. * Time Magazine Online: The online presence of this noted news magazine. * US News and World Report: Online edition of this weekly. Back To Top General Reference Information * How to Do Research: An Annotated Bibliography for Biblical and Theological Research: Covering Sources, Methodology and Writing Skills. * Alta-Vista Translation Page: Translation words and phrases from English to several other languages. * American Library Association Booklets Book reviews of various genre of books. Good material and information, although the ALA is one of the most liberal organizations in America. * The Academic Web of Israel Access links to all Israeli universities and research centers. * The Biography Page Sponsored by the Biography Channel, good basic information and features. * Chicago Manual of Style FAQ A FAQ page where new issues of writing style, formatting and other questions are answered by the CMS editors. * The CIA World Fact Book Information on every country in the world. * Copyright Office, Library of Congress Full Information on Current Copyright Laws and Regulations. * Current Library of Congress Exhibits * Ethnologic Information and Statistics on All Known Languages Worldwide. * Expedia.com Online maps and directions for anywhere in the United States. * Fed Stats Access to Statistics from over 100 Federal Agencies. * First Gov The "front page" to all of the United States government web sites. * Hanover Historical Texts Project An excellent project to make full-text historical document (of all types) available on the web. * How Stuff Works.com A great site that gives thorough but easily understood information on how virtually anything from nature to technology works. One of the best sites on the web. * The Junkscience Homepage A wonderful site designed to debunk the latest fads in politically correct science. Be sure to check this page before you use the latest scientific "fact" as a sermon illustration. * <a href="http://www.m <file_sep># www.orst.edu Usage Statistics ### OSU Only ## Week of 08/15/98 to 08/21/98 ### Overall Statistics Category\| Total ---\|--- Unique sites served\| 2813 Unique documents served\| 18001 Unique trails followed\| 4311 Total visits\| 9332 ### Accesses per Hour _Figures are averages for that hour on a typical day._ ![](10088h.gif) Hour \| Accesses \| Bytes \| Bits/Sec \| Bytes/Sec ---\|---\|---\|---\|--- 00:00\| 378.86\| 2558691.57\| 5685.98\| 710.75 01:00\| 1023.86\| 7325493.29\| 16278.87\| 2034.86 02:00\| 357.43\| 2669429.86\| 5932.07\| 741.51 03:00\| 249.71\| 1343852.57\| 2986.34\| 373.29 04:00\| 46.71\| 627773.14\| 1395.05\| 174.38 05:00\| 37.43\| 563809.00\| 1252.91\| 156.61 06:00\| 75.29\| 815955.00\| 1813.23\| 226.65 07:00\| 232.14\| 1885320.57\| 4189.60\| 523.70 08:00\| 566.86\| 5059181.71\| 11242.63\| 1405.33 09:00\| 806.14\| 8802622.43\| 19561.38\| 2445.17 10:00\| 923.14\| 9471120.29\| 21046.93\| 2630.87 11:00\| 1011.43\| 8951877.57\| 19893.06\| 2486.63 12:00\| 897.71\| 7591018.00\| 16868.93\| 2108.62 13:00\| 1036.29\| 8986621.43\| 19970.27\| 2496.28 14:00\| 1276.14\| 10434795.57\| 23188.43\| 2898.55 15:00\| 954.00\| 8951150.71\| 19891.45\| 2486.43 16:00\| 865.71\| 8136713.86\| 18081.59\| 2260.20 17:00\| 458.43\| 4934597.71\| 10965.77\| 1370.72 18:00\| 277.57\| 2386810.57\| 5304.02\| 663.00 19:00\| 260.29\| 2119734.86\| 4710.52\| 588.82 20:00\| 271.43\| 2267648.29\| 5039.22\| 629.90 21:00\| 217.86\| 2048278.00\| 4551.73\| 568.97 22:00\| 202.14\| 1976987.29\| 4393.31\| 549.16 23:00\| 163.00\| 1485381.43\| 3300.85\| 412.61 ### Accesses per Day ![](10088d.gif) Date \| Accesses \| Bytes \| Bits/Sec \| Bytes/Sec ---\|---\|---\|---\|--- 08/15/98\| 13583\| 100548252\| 223440.56\| 27930.07 08/16/98\| 4309\| 37891633\| 84203.63\| 10525.45 08/17/98\| 15041\| 129455246\| 287678.32\| 35959.79 08/18/98\| 14065\| 129049468\| 286776.60\| 35847.07 08/19/98\| 16210\| 136303438\| 302896.53\| 37862.07 08/20/98\| 13548\| 138902240\| 308671.64\| 38583.96 08/21/98\| 11371\| 107613776\| 239141.72\| 29892.72 ### Totals Item\| Accesses\| Bytes ---\|---\|--- Total Accesses\| 88,127\| 779,764,053 Home Page Accesses\| 19,081\| 146,629,866 Visitor Center\| 44\| 175,508 Campus Update\| 53\| 241,476 Student Services\| 34\| 188,217 Main Campus\| 68\| 349,452 Frontiers in Education\| 24\| 153,513 ### Top 25 of 4311 Document Trails Rank\| Trail\| Accesses\| Avg. Minutes ---\|---\|---\|--- 1\| http://www.orst.edu/, /ss/acareg/acareg.htm\| 389\| 0.00 2\| http://www.orst.edu/, /mc/libcom/libcom.htm\| 120\| 0.00 3\| http://www.orst.edu/, /students\| 106\| 0.00 4\| http://osu.orst.edu/, /ss/acareg/acareg.htm\| 84\| 0.00 5\| http://www.orst.edu/, /mc/coldep/coldep.htm\| 72\| 0.00 6\| http://www.orst.edu/, /cu/people/ph_query.html\| 58\| 0.00 7\| http://www.osu.orst.edu/, /ss/acareg/acareg.htm\| 54\| 0.00 8\| https://www.adminfo.ucsadm.orst.edu/PROD/owa/hwgkwbis.P_Logout, /ss/acareg/acareg.htm\| 36\| 0.00 9\| http://osu.orst.edu/, /students\| 34\| 0.00 10\| http://www.orst.edu/, /dept/ncs/newsarch/1998/Aug98/ting.htm\| 34\| 0.00 11\| http://www.orst.edu/, /cu/atheve/atheve.htm\| 31\| 0.00 12\| http://www.orst.edu/, /students, /ss/acareg/acareg.htm\| 31\| 2.48 13\| /dept/library/database.htm, /mc/libcom/libcom.htm\| 25\| 2.92 14\| http://www.orst.edu/, /cu/newpub/newpub.htm, /cu/newpub/natint.htm\| 23\| 0.09 15\| http://www.chem.orst.edu/ch331-7t/ch337/msds.htm, /dept/ehs\| 23\| 0.00 16\| /dept/library/database.htm, /dept/library/dbtitle.htm, /dept/library/fsaccess.htm\| 22\| 1.86 17\| http://www.orst.edu/, /cu/people/people.htm, /cu/people/ph_query.html\| 21\| 0.95 18\| http://www.orst.edu/, /dept/catalogs, /dept/clasked, /dept/clasked/help.htm, /dept/clasked/toc.htm\| 20\| 0.20 19\| /dept/library/database.htm, /dept/library/fsaccess.htm\| 20\| 1.90 20\| http://osu.orst.edu/, /cu/people/ph_query.html\| 18\| 0.00 21\| /dept/kcoext, /dept/kcoext/home_f.htm, /dept/kcoext/cont.htm\| 17\| 0.06 22\| http://www.orst.edu/, /ss/financ/financ.htm, /dept/ses/jobs.htm\| 17\| 0.06 23\| http://osu.orst.edu/, /mc/coldep/coldep.htm\| 16\| 0.00 24\| /dept/spc, /dept/spc/frame1.htm, /dept/spc/frame2.htm\| 15\| 0.00 25\| /dept/clasked, /dept/clasked/help.htm, /dept/clasked/toc.htm\| 15\| 0.00 ### Top 25 of 4369 Referring URLs by Access Count ![](10088r.gif) Rank\| URL\| Accesses\| Bytes ---\|---\|---\|--- 1\| http://www.orst.edu/\| 3,759\| 33,537,110 2\| http://osu.orst.edu/\| 1,390\| 12,391,481 3\| http://osu.orst.edu/dept/library/database.htm\| 1,106\| 13,682,053 4\| http://search.orst.edu:8765/query.html\| 1,013\| 10,118,044 5\| http://osu.orst.edu/dept/catalogs/\| 686\| 7,417,977 6\| http://osu.orst.edu/dept/science/\| 569\| 3,093,716 7\| http://osu.orst.edu/dept/library/subject.htm\| 519\| 3,773,427 8\| http://osu.orst.edu/dept/library/\| 493\| 4,132,212 9\| http://osu.orst.edu/mc/libcom/is.htm\| 395\| 1,624,928 10\| http://www.orst.edu/mc/coldep/coldep.htm\| 314\| 1,275,972 11\| http://osu.orst.edu/instruct/pte/top.htm\| 284\| 1,838,675 12\| http://www.orst.edu/instruct/pte/superhom.htm\| 279\| 2,252,425 13\| http://www.orst.edu/mc/libcom/libcom.htm\| 279\| 2,471,360 14\| http://www.orst.edu/admin/hr/hrjobs.htm\| 259\| 4,061,619 15\| http://www.orst.edu/dept/library/\| 227\| 1,613,997 16\| http://www.orst.edu/ss/acareg/acareg.htm\| 216\| 1,234,729 17\| http://osu.orst.edu/aw/old/promote/\| 216\| 714,605 18\| http://osu.orst.edu/dept/library/dbtitle.htm\| 204\| 1,576,298 19\| http://www.orst.edu/dept/library/database.htm\| 202\| 3,102,490 20\| http://www.osu.orst.edu/\| 199\| 1,774,269 21\| http://osu.orst.edu/mc/coldep/coldep.htm\| 192\| 805,903 22\| http://osu.orst.edu/index.html\| 191\| 1,776,051 23\| http://osu.orst.edu/mm/sigsou/1998/\| 191\| 1,488,062 24\| http://www.orst.edu/ss/financ/financ.htm\| 161\| 904,734 25\| http://www.orst.edu/ss/acareg/acareg.htm#records\| 160\| 1,204,995 ### Top 25 of 18001 Documents Sorted by Access Count ![](10088t.gif) Rank\| URL\| Accesses\| Bytes ---\|---\|---\|--- 1\| /dept/library/database.htm\| 3,623\| 39,158,256 2\| /ss/acareg/acareg.htm\| 1,674\| 14,962,468 3\| /dept/library\| 1,146\| 6,563,901 4\| /mc/libcom/libcom.htm\| 766\| 6,933,999 5\| /tools/utils/cflogger.cfm\| 670\| 46,489,625 6\| /dept/library/fsaccess.htm\| 637\| 4,894,122 7\| /students\| 617\| 11,996,656 8\| /dept/library/dbtitle.htm\| 613\| 13,268,213 9\| /dept/catalogs\| 599\| 1,302,233 10\| /mc/coldep/coldep.htm\| 566\| 9,300,064 11\| /dept/library/subject.htm\| 456\| 2,838,676 12\| /instruct/pte/superhom.htm\| 361\| 2,378,667 13\| /cu/people/ph_query.html\| 319\| 1,448,299 14\| /dept/clasked/help.htm\| 315\| 1,099,224 15\| /dept/clasked/toc.htm\| 301\| 8,387,898 16\| /dept/clasked\| 297\| 1,384,982 17\| /dept/library/iac.htm\| 287\| 1,818,871 18\| /dept/gencat/bar.html\| 281\| 920,743 19\| /dept/gencat/title.html\| 279\| 2,252,385 20\| /mc/admsup/admsup.htm\| 274\| 4,121,153 21\| /dept/ncs\| 272\| 1,080,666 22\| /admin/hr/hrjobs.htm\| 263\| 3,004,098 23\| /ss/financ/financ.htm\| 261\| 1,223,779 24\| /dept/library/govpubs.htm\| 253\| 1,236,134 25\| /dept/afrotc\| 251\| 367,407 ### Top 25 of 2813 Sites by Access Count ![](10088s.gif) Rank\| Site\| Accesses\| Bytes ---\|---\|---\|--- 1\| pauling.library.orst.edu\| 16,678\| 107,320,379 2\| e230d-2.educ.orst.edu\| 2,026\| 10,576,985 3\| www.orst.edu\| 864\| 46,611,423 4\| refdesk.library.orst.edu\| 756\| 6,174,374 5\| cln430-cdcntr.library.orst.edu\| 582\| 5,558,264 6\| cln316-cdcntr.library.orst.edu\| 542\| 5,390,286 7\| cln286-cdcntr.library.orst.edu\| 533\| 5,881,099 8\| matylonj.library.orst.edu\| 531\| 2,635,257 9\| cln404-weboffice.library.orst.edu\| 510\| 4,480,272 10\| cln417-cdcntr.library.orst.edu\| 504\| 5,080,226 11\| cln421-cdcntr.library.orst.edu\| 492\| 4,363,871 12\| cln420-cdcntr.library.orst.edu\| 471\| 4,680,988 13\| cln419-cdcntr.library.orst.edu\| 450\| 4,437,136 14\| mm3-cdcntr.library.orst.edu\| 403\| 4,084,648 15\| cln382-consult.library.orst.edu\| 398\| 2,183,317 16\| cln265-cdcntr.library.orst.edu\| 375\| 3,536,899 17\| cln347-painterc.library.orst.edu\| 369\| 2,241,924 18\| cln142-cdcntr.library.orst.edu\| 366\| 3,521,942 19\| molinaj119.plag.orst.edu\| 354\| 2,030,194 20\| cln418-cdcntr.library.orst.edu\| 326\| 3,075,863 21\| cln314-cdcntr.library.orst.edu\| 321\| 3,063,039 22\| mm2-cdcntr.library.orst.edu\| 298\| 2,903,140 23\| cln342-ada.library.orst.edu\| 293\| 2,681,519 24\| vedinerd.rcn.orst.edu\| 281\| 1,984,998 25\| mm4-cdcntr.library.orst.edu\| 267\| 2,688,694 ### Top 25 of 289 user agents by Access Count ![](10088u.gif) Rank\| User Agent\| Accesses\| Bytes ---\|---\|---\|--- 1\| (Win95; I)\| 17,274\| 130,591,247 2\| Ultraseek\| 16,678\| 107,320,379 3\| Mozilla/3.0 (Win95; I)\| 8,494\| 79,246,718 4\| Mozilla/3.01 (Win95; I)\| 6,417\| 50,781,798 5\| Mozilla/3.04 (Win16; I)\| 5,771\| 54,903,773 6\| Mozilla/4.0 (compatible; MSIE 4.01; Windows 95)\| 2,935\| 25,147,422 7\| (Win95; I ;Nav)\| 1,950\| 14,640,122 8\| Mozilla/3.01Gold (Win95; I)\| 1,925\| 16,698,515 9\| (WinNT; I)\| 1,757\| 24,423,161 10\| Mozilla/3.01 (Win16; I)\| 1,230\| 12,028,989 11\| (Win95; U)\| 1,047\| 10,800,080 12\| Mozilla/4.05 (Macintosh; I; PPC)\| 1,002\| 8,813,381 13\| Mozilla/4.0 (compatible; MSIE 4.01; Windows 98)\| 978\| 6,510,200 14\| Mozilla/3.0Gold (Win95; I)\| 974\| 8,958,130 15\| Mozilla/3.0 (Macintosh; I; PPC)\| 917\| 6,645,553 16\| Mozilla/3.0 (Win95; I; 16bit)\| 869\| 8,393,091 17\| Mozilla/3.0 (Win16; I)\| 860\| 6,271,006 18\| Mozilla/2.0 (Win16; I)\| 777\| 5,626,792 19\| Mozilla/4.0 (compatible; MSIE 4.01; Windows NT)\| 670\| 8,573,502 20\| Cold Fusion 3.1\| 670\| 46,489,625 21\| Mozilla/2.0 (compatible; MSIE 3.01; Windows 95)\| 618\| 5,884,679 22\| Mozilla/2.0 (compatible; MSIE 3.02; Update a; Windows 95)\| 537\| 5,334,664 23\| Mozilla/4.0 (compatible; MSIE 5.0b1; Windows 95)\| 508\| 5,513,193 24\| Mozilla/3.01Gold (Macintosh; I; PPC)\| 496\| 3,008,965 25\| Mozilla/3.04Gold (Win95; I)\| 495\| 5,012,712 ### Top 25 of 625 Documents Not Found ![](10088n.gif) Rank\| URL\| Accesses\| Referring URLs ---\|---\|---\|--- 1\| /robots.txt\| 236\| 2\| /dept/aihm/jim/undergrad/undefined\| 55\| http://osu.orst.edu/dept/aihm/jim/undergrad/index.html 3\| /dept/aihm/jim/undergrad/images/spacer/GIF\| 46\| http://osu.orst.edu/dept/aihm/jim/undergrad/index.html 4\| /dept/master-gardener/_vti_bin/fpcount.exe/indexhtml\| 40\| http://osu.orst.edu/dept/master-gardener/mini.htm, http://osu.orst.edu/dept/master-gardener/calendar.htm, http://osu.orst.edu/dept/master-gardener/growan1.htm, http://osu.orst.edu/dept/master-gardener/closerlook.htm, http://osu.orst.edu/dept/master-gardener/oregonlink.htm, http://osu.orst.edu/dept/master-gardener/linksto.htm 5\| /instruct/fw251/modules/wildlife_ecology/_derived/community\| 21\| http://osu.orst.edu/instruct/fw251/modules/wildlife_ecology/biological needs.htm, http://osu.orst.edu/instruct/fw251/modules/wildlife_ecology/habitat type.htm, http://osu.orst.edu/instruct/fw251/modules/wildlife_ecology/keystone.htm, http://osu.orst.edu/instruct/fw251/modules/wildlife_ecology/human effects.htm, http://osu.orst.edu/instruct/fw251/modules/wildlife_ecology/ecological dom.htm, http://osu.orst.edu/instruct/fw251/modules/wildlife_ecology/niche.htm 6\| /instruct/fw251/modules/wildlife_ecology/_derived/ecological\| 18\| http://osu.orst.edu/instruct/fw251/modules/wildlife_ecology/biological needs.htm, http://osu.orst.edu/instruct/fw251/modules/wildlife_ecology/community form.htm, http://osu.orst.edu/instruct/fw251/modules/wildlife_ecology/habitat type.htm, http://osu.orst.edu/instruct/fw251/modules/wildlife_ecology/keystone.htm, http://osu.orst.edu/instruct/fw251/modules/wildlife_ecology/human effects.htm, http://osu.orst.edu/instruct/fw251/modules/wildlife_ecology/niche.htm 7\| /_vti_inf.html\| 15\| 8\| /instruct/fw251/modules/wildlife_ecology/_derived/human\| 15\| http://osu.orst.edu/instruct/fw251/modules/wildlife_ecology/biological needs.htm, http://osu.orst.edu/instruct/fw251/modules/wildlife_ecology/community form.htm, http://osu.orst.edu/instruct/fw251/modules/wildlife_ecology/habitat type.htm, http://osu.orst.edu/instruct/fw251/modules/wildlife_ecology/keystone.htm, http://osu.orst.edu/instruct/fw251/modules/wildlife_ecology/ecological dom.htm, http://osu.orst.edu/instruct/fw251/modules/wildlife_ecology/niche.htm 9\| /Stats/wusage/\| 14\| http://www.orst.edu/Stats/wusage/10081.html, http://osu.orst.edu/Stats/wusage/10081.html 10\| /instruct/fw251/modules/wildlife_ecology/_derived/biological\| 13\| http://osu.orst.edu/instruct/fw251/modules/wildlife_ecology/community form.htm, http://osu.orst.edu/instruct/fw251/modules/wildlife_ecology/habitat type.htm, http://osu.orst.edu/instruct/fw251/modules/wildlife_ecology/keystone.htm, http://osu.orst.edu/instruct/fw251/modules/wildlife_ecology/human effects.htm, http://osu.orst.edu/instruct/fw251/modules/wildlife_ecology/ecological dom.htm, http://osu.orst.edu/instruct/fw251/modules/wildlife_ecology/niche.htm 11\| /dept/alumni/http://statewide.orst.edu/catalog/alucol.htm\| 11\| http://www.orst.edu/dept/alumni/index.html 12\| /dept/aihm/jim/undergrad/apparel/images/title.JPG\| 10\| http://osu.orst.edu/dept/aihm/jim/undergrad/apparel/ 13\| /_vti_bin/shtml.exe/_vti_rpc\| 9\| 14\| /dept/budgets/budghand\| 9\| http://www.orst.edu/dept/budgets/budghand/index.htm, http://osu.orst.edu/Dept/budgets/budghand/budget.html, http://osu.orst.edu/dept/budgets/budghand/ 15\| /dept/radsafety/Count.cgi\| 8\| http://osu.orst.edu/dept/radsafety/ 16\| /dept/consulting/help_docs/docs/acceptable_use.html\| 8\| http://www.engr.orst.edu/computing/services.htm, http://www.engr.orst.edu/computing/support.htm, http://www.engr.orst.edu/computing/faqs.htm 17\| /cfdocs/petersoe/afbp/awards/helmer.htm\| 7\| http://osu.orst.edu/cfdocs/petersoe/afbp/sindex.htm 18\| /instruct/bi445/Index/445syl99.htm\| 7\| http://www.orst.edu/instruct/bi445/index.htm 19\| /dept/archives/archive/rg/rg099des.html\| 6\| 20\| /Dept/budgets/budghand\| 6\| http://osu.orst.edu/dept/budgets/info_resource.html 21\| /dept/SRSpring98Cover.JPG\| 6\| http://www.orst.edu/dept/science- record/index.html 22\| /dept/academic/aa/trfrfp_index.htm\| 6\| 23\| /dept/career-services/recruiting/RNweek.HTM\| 6\| http://www.orst.edu/dept/career-services/recruiting/TSSMAIN.HTM 24\| /admin/cc/act/team/yongy.html\| 6\| http://www.orst.edu/admin/cc/act/, http://osu.orst.edu/admin/cc/act/, http://osu.orst.edu/admin/cc/act/index.html 25\| /dept/animal-sciences/jobs.htm\| 6\| http://osu.orst.edu/dept/animal- sciences/, http://www.orst.edu/dept/animal-sciences/ ### Visits Report Total visits: 9332 Average visit: 4.35 minutes Longest visit: 363 minutes #### 10 Example Visits Site\| Minutes\| Trail ---\|---\|--- pauling.library.orst.edu\| 190\| /dept/ehs/bulletin/safbul21.htm, /dept/ehs/bulletin/safbul22.htm, /dept/ehs/bulletin/safbul23.htm, /dept/ehs/bulletin/safbul24.htm, /dept/ehs/bulletin/safbul25.htm, /dept/ehs/bulletin/safbul26.htm, /dept/ehs/bulletin/safbul27.htm, /dept/ehs/bulletin/safbul29.htm, /dept/ehs/bulletin/safbul30.htm, /dept/ehs/bulletin/safbul31.htm, /dept/ehs/bulletin/safbul32.htm, /dept/ehs/bulletin/safbul33.htm, /dept/ehs/bulletin/safbul34.htm, /dept/ehs/bulletin/safbul35.htm, 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/dept/is/access/av/perf32.htm, /dept/is/access/av/perf33.htm, /dept/is/access/av/perf34.htm, /dept/is/access/av/perf35.htm, /dept/is/access/av/perf36.htm, /dept/is/access/av/perf37.htm, /dept/is/access/av/perf38.htm, /dept/is/access/av/perf39.htm, /dept/is/access/av/perf40.htm, /dept/is/access/av/per <file_sep>* * * Courses \| Programs \| People \| News and Events \| Contact Us \| Home \| Links * * * English Department Course Offerings Spring 2002 * 100-level classes * 200-level classes * 300-level classes * 400-level classes * 500-level classes * 600-level classes * 700-level classes * 800-level classes ENGL 030 Writing Laboratory Section A: By Appointment--<NAME> and Staff Enroll during drop/add only in Denison 118. Laboratory practice of the writing process. Regular sections are for students enrolled in Expository Writing 1 or 2. (Walk-in sections are for undergraduate students who wish to improve their writing skills.) Hours are not applicable toward degree requirements. Prerequisite: Consent of student's Expository Writing instructor and Writing Laboratory staff. ENGL 100 Expository Writing 1 for International Students Section -A: MWF 9:30--D. Smit and Staff Separate but parallel section of Expository Writing I designed to meet the special needs of writers whose first language is not English. Credit given and the work required are the same as in regular sections. In this course students learn the organization patterns characteristic of American expository prose and receive help with the problems in grammar and sentence structure characteristic of non-native speakers. ENGL 100 Expository Writing 1 Multiple Sections: Various Times--D. Smit and Staff This course will introduce you to two kinds of writing: expressive writing, in which you reflect on and write about your own attitudes, values, and experiences, and referential writing, in which you write to convey information. You will be instructed in the process of writing and shown how each element in a piece of writing should respond to the rhetorical situation in which you are writing. You will be asked to participate in frequent discussions, workshops, and conferences, and you will be required to write several major papers and prepare a final portfolio. ENGL 100 Computer-Mediated Expository Writing 1 Section AD: MWF 9:30--D. Smit and Staff Section AJ: MWF 11:30--D. Smit and Staff Section AN: MWF 12:30--D. Smit and Staff Section AT: MWF 1:30--D. Smit and Staff Section AW: MWF 2:30--D. Smit and Staff This version of Expository Writing 1 includes traditional instruction (lecture, class discussions, writing workshops); increased one-on-one time with instructors during class; individualized instruction; access to word processing in the classroom; increased time to work on writing assignments during class; multimedia instruction on a computer using an instructional program called _Interactive English_. Note: Students enrolling in computer-mediated classes will be assessed a $90 fee in place of a textbook. ENGL 125 Honors English 2 Section A: MWF 9:30; Section B: MWF 10:30--M. Donnelly An honors-level course in descriptive, expository, and persuasive writing centered on texts devoted to natural history, reflections on the observation of nature, and meditations and arguments concerned with the human relation to the natural world and non-human environment. Most texts studied as examples and catalysts for student writing will be twentieth-century, and American in provenance (Thoreau and Ortega being the notable exceptions). Required texts: <NAME>, _A Sand County Almanac_ (Oxford Paperback, 1980); <NAME>, _The Viking Portable Thoreau_ ; <NAME>, ed., _On Nature_ (North Point Press, San Francisco, 1987) [if available]; <NAME>, perhaps _Pilgrim at Tinker Creek_ (Harpers, 1974) [perhaps]; anthology of xeroxed materials including Ortega y Gasset, _Meditations on Hunting_ (excerpts). Course Requirements: Six or seven papers, expository or persuasive, ranging from 750 to 1500 words in length. Extensive revision or rewriting will be expected on at least two of these papers. Writings will be based on the readings, the writer's own past experience and reflections, and perhaps some field trips. Workshops and open discussion. ENGL 125 Honors English 2 Section C: TU 9:30-10:45; Section D: TU 11:05-12:20--D. Hall Jefferson's "Declaration of Independence" assumed ("held to be self evident") that everyone was endowed with "inalienable rights." What did he mean by that? Where did the idea come from? Do they really exist? What do we mean by "civil" rights? This course will interrogate the concept of rights and explore concepts of freedom and conscience. We will read, discuss, and respond in writing to some of the important historical texts of political freedom and discuss their applicability to civil rights issues. Basically the course will be a history of ideas that approach the concept of rights, including discussions of current issues of human rights around the world. Authors may include: <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, Jr. and others. Texts may include: _The Declaration of Independence_ , _Civil Disobedience_ , _Narrative of Sojourner Truth_ , _The Communist Manifesto_ , _The History of Woman Suffrage_ , _The United Nations Universal Declaration on Human Rights_. Also examination of contemporary human rights situations as they exist, occur during the course. Many other related documents archived on the WorldWideWeb. Course Requirements: Five papers ranging from 800 to 1200 words in length and one final paper of perhaps 1500 words (though many students' final papers end up much longer). Participation in discussion and workshops as well as the maturity to realize that revision is intergral to improving writing are expected. Back to top ENGL 200 Expository Writing 2 Multiple Sections: Various Times--D. Smit and Staff _Sophomore standing required; all freshmen enrolling in this course will be dropped without prior notification_. This course has two units: writing persuasively, in which you try to persuade others to change their minds or consider your point of view on certain issues, and responding to literature, in which you study and respond to imaginative writing that has been crafted with special care. As in Expository Writing 1, you will be instructed in writing as a process and be asked to participate in frequent discussions, workshops, and conferences. You will be required to write six to eight major papers and prepare a final portfolio. ENGL 220 Fiction into Film Section A: TU 9:30-10:45 & Lab M 4:00-6:00PM; Section B: TU 11:05-12:20 & Lab M 4:00-6:00PM--G. Keiser Remakes and Double-Takes: In this course we shall read four books from which two and sometimes more films have made: <NAME>, _A Farewell to Arms_ ; <NAME>, _Tarzan_ ; <NAME>, _Frankenstein_ ; <NAME>, _A Midsummer's Night's Dream_. And we shall look at two films made from each book, one a classic production from the 1930s and one from a later period: _A Farewell to Arms_ (1932, 1957); _Tarzan the Ape Man_ (1932), _Greystoke-The Legend of Tarzan, Lord of the Apes_ (1983); _Frankenstein_ (1931), _Bride of Frankenstein_ (1935), _Young Frankenstein_ (1974); _A Midsummer's Night's Dream_ (1935, 1999). Students will write several short papers in response to the books and films. ENGL 231 Humanities: Medieval and Renaissance Section A: MWF 9:30--<NAME> This course introduces the student to major concepts of literature, art, architecture, philosophy, and music which shaped western culture during the Middle Ages and the Renaissance. Reading assignments include works by <NAME>, Dante, Machiavelli, Montaigne, and many others. Class activities include slides, recordings, lectures, and discussions. Grades are based upon careful reading, class participation, four in-class exams, and two out-of-class essays. Fulfills General Education requirement. ENGL 233 Humanities: Medieval & Renaissance Section A: MWF 9:30; Section B: MWF 10:30--L. Baker The course takes up selected masterpieces of literature, philosophy, theology, and the visual arts in the context of the crises in authority that emerged in the course of the 16th, 17th, and 18th centuries: challenges to traditional pictures of human nature, of the proper end of human existence, of the species' place within the cosmos, of proper social relationships, and of political legitimacy. Among the authors whose works we will explore are <NAME>, <NAME>, <NAME>, Moliere, <NAME>, <NAME>, Voltaire, and <NAME>. Artists whose work we will analyze in detail are <NAME>, <NAME>, and <NAME>. There will be three exams (including the final), each with an out-of-class portion. In addition, students will have the option of doing a variety of extra-credit assignments. ENGL 251 Introduction to Literature (Non-English Majors Only) Section A: MWF 10:30; Section B: MWF 11:30--C. Franko Study of fiction, drama, poetry, and nonfiction. ENGL 251 Introduction to Literature (Non-English Majors Only) Section C: MWF 11:30; Section D: MWF 12:30--<NAME> Study of fiction, drama, poetry, and nonfiction. ENGL 251 Introduction to Literature (Non-English Majors Only) Section E: TU 8:05-9:20; Section F: TU 9:30-10:45--<NAME> This course aims to give students experience thinking, talking, and writing about prose, poetry, and drama. Students will be required to participate in class discussion, complete daily out-of-class exercises, take three exams, and write an analytical paper. ENGL 251 Introduction to Literature (Non-English Majors Only) Section G: TU 11:05-12:20--Staff Study of fiction, drama, poetry, and nonfiction. ENGL 262 British Literature: Enlightenment to Modern (Non-English Majors Only) Section A: MWF 11:30--<NAME> We will read a variety of prose and poetry written in the 18th, 19th, and 20th centuries. Will not apply to survey requirement for English majors. Fulfills General Education requirement. ENGL 271 American Literature: Colonial Through Romantic (Non-English Majors Only) Section A: TU 3:30-4:45--<NAME> Major works selected for the general student. Will not apply to survey requirement for English majors. Fulfills General Education requirement. ENGL 272 American Literature: Realists and Moderns (Non-English Majors Only) Section A: MWF 9:30--<NAME> This course is for non-English majors and covers a century of American literature from 1865 to 1965. Examines how cultural and historical developments during that time influenced American literature, focusing on two major literary movements: realism and modernism. Four tests and two short papers. Fulfills General Education requirement. ENGL 287 Great Books Section A: MWF 11:30; Section B: MWF 12:30--A. Warren Introduction to world classics; we will read a variety of books, from ancient Greek epic to 20th century novel. Participation in a listserv will be part of the course. Fulfills General Education requirement. Back to top ENGL 300 Expository Writing 3 Section A: MWF 9:30--<NAME> We will explore how writing depends on different contexts and genre conventions by investigating the writing done in four major communities: the generally literate public, an academic community, a professional or workplace community, and what I call a public forum. We will study the organization and discourse practices of these communities and write up the results of this field work. For each community we will also do some basic stylistic, rhetorical, and critical analyses of the genres these communities use. And finally we will write in one genre used by each of these communities. ENGL 310 Introduction to Literary Studies (English Majors Only) Section A: MWF 10:30; Section B: MWF 11:30--D. Potts Elements of literary form and style: an introduction to criticism for English majors. Intended as a first course in the analysis of form and technique, an introduction to literary terms commonly used in later courses, and practice in critical writing. Readings from a broad range: poems, plays, essays, and novels. Instructor permission is required for enrollment and can be obtained in Denison Hall 106. ENGL 310 Introduction to Literary Studies (English Majors Only) Section C: MWF 12:30; Section D: MWF 1:30--<NAME> A "foundation" course for English majors, designed as an introduction to literary studies. Emphasis is on literary forms and on the basic terms and concepts that students will be expected to know in later English classes. Provides extensive practice in critical analysis of poems, plays, and works of fiction through discussion and writing, along with exposure to basic research and bibliographical tools. Students will write 4 or 5 short papers, teach a lyric poem, do 1 or 2 library assignments, take 1 or 2 exams, and write a final. Active class participation is required. Instructor permission is required for enrollment and can be obtained in Denison Hall 106. ENGL 310 Introduction to Literary Studies (English Majors Only) Section E: TU 11:05-12:20--<NAME> Elements of literary form and style: an introduction to criticism for English majors. Intended as a first course in the analysis of form and technique, an introduction to literary terms commonly used in later courses, and practice in critical writing. Readings from a broad range: poems, plays, essays, and novels. Instructor permission is required for enrollment and can be obtained in Denison Hall 106. ENGL 315 Cultural Studies Section A: TU 9:30-10:45--<NAME> What do Madonna, Eminem, Nike, the Guerrilla Girls, _The Matrix_ , the Museum of Modern Art, _el Teatro Campesino_ , the Superbowl, and the local Thai restaurant have in common? They're all going to be examined in this class, for one thing. In varying ways, each of these people, places, or events shapes contemporary American culture. This course will examine the connections between popular culture and social values, between power and art, and between resistance and cooperation, by looking at superstars, public institutions, radical activists, and everyday lives. The course will introduce methods and ideas of the discipline of cultural studies, and will teach students to apply them to the examination of contemporary cultural texts. We'll watch music videos and we'll read theory; we'll discuss poetry and explore politics; we'll talk about shopping and we'll close read paintings. Students will write weekly response journals, two five page papers, and a final exam. ENGL 320 The Short Story Section A: MWF 11:30--<NAME> A study of short stories from world literature with an emphasis on American, British and Continental. Evaluation will be based on a written project, two exams, and a final. ENGL 320 The Short Story Section B: MWF 12:30; Section C: MWF 1:30--<NAME> In this course we read intensively (rather than extensively) a variety of short fictions that presuppose different "moves" on the part of the reader. The works range from stories constructed on the conventions of psychological or social "realism" to those built as fables or allegories, sometimes quite fantastic or "surreal." The focus is on how readers pick up cues about what sorts of agendas of curiosity are likely to pay off for a given story, and on what one has to do in order to carry through different kinds of agendas of curiosity. There are 3 essay exams, each with an in-class and an out-of-class component, and 8 short out-of-class writings on topics of your choice out of 18 topics. ENGL 320 The Short Story Section D: MWF 1:30--<NAME> The main purpose of this course is to help students appreciate literary short stories from around the world. Toward this goal, we will read and examine a variety of stories that reflect different styles, voices, values, and themes. We will also learn to use the literary vocabulary of fiction (point of view, plot, conflict, crisis, climax, resolution, characters, irony, theme, etc.). Requirements: Class participation, student-led discussions (two per student), homework, quizzes, midterm and a final exam. ENGL 320 The Short Story Section E: TU 12:30-1:45--<NAME>osher Study of short stories from world literature with emphasis on American and British. Requirements include two exams, two papers and written homework in a discussion-oriented class. ENGL 320 The Short Story Section F: TU 2:05-3:20--Staff Study of short stories from world literature with emphasis on American, British, and Continental. ENGL 330 The Novel Section A: MWF 9:30; Section B: MWF 10:30--L. Behlman We will focus on some important and entertaining moments in the history of the novel form in Britain and the U.S. Among the issues we'll be addressing are the way novels portray action through picaresque or episodic forms, the depiction of single or multiple voices, self-consciousness and self-referentiality, the relationship between novels and their cultural and historical conditions of creation, and last but not least, humor. We'll begin with a weird and funny ancient novel by <NAME>, and then fast forward to the 19th and 20th centuries, where we'll read novels by the following writers: <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, and <NAME>. Requirements include two papers, a mid-term and a final exam. ENGL 330 The Novel Section C: MWF 1:30--L. Warren Novels selected from various periods and cultures. Concern for form and critical analysis. ENGL 340 Poetry Section A: MWF 12:30; Section B: MWF 1:30--J. Machor The purpose of this course will be to help students develop their skills in reading, responding to, and studying poetry to enhance enjoyment and comprehension of different types of poems as well as to facilitate a critical understanding of what poetry is and how it works. We will read a variety of poems (including contemporary song lyrics) from different time periods and in different styles, paying special attention to the relation between the formal elements of poetry and content. We will also try to develop a sense of the changing history of English language poetry and poetic forms from the late middle ages to our own day and will conclude the semester by looking in depth at the poetry of one modern American poet. Requirements: a genuine interest in poetry (or in learning about poetry), regular attendance and class participation, a mid-term, a final examination, and two analytical papers (3-5 pages each). ENGL 340 Poetry Section C: MWF 2:30--<NAME> Close reading of poems and analysis of poetic genres, with emphasis on modern American poetry. Course will explore the elements of and the contexts for modern American poetry. We will read a range of authors and see how poems can be "equipment for living" as we carefully read, discuss, analyze, and write about this literary form. ENGL 345 Drama Section A: TU 12:30-1:45--<NAME> This course will explore the great variety of drama from the Greeks to the 20th century. We will examine how society and culture influence dramatists in different periods and sometimes focus on the position and status of women and the relationship between the sexes. We will also view film versions of some plays. Grades will be based on essay exams and short papers. ENGL 350 Introduction to Shakespeare Section A: MWF 10:30--<NAME> We will read, see, and discuss several of Shakespeare's most famous plays, as well as his sonnets. The course aims to make the language familiar through close reading in order to increase students' confidence. Writing requirements will include periodic vocabulary quizzes, two short papers, two one-hour examinations, and a final, comprehensive exam. ENGL 350 Introduction to Shakespeare Section B: TU 9:30-10:45--B. Nelson Careful reading and appreciation of the best of Shakespeare's histories, comedies, and tragedies. Discussion will be encouraged and will focus on prominent themes, recurrent imagery, and the nature of heroism in these works. Some consideration will also be given to the role of women in Elizabethan society and to the relationship between the sexes as portrayed in Shakespeare's plays. ENGL 355 Literature for Children Section A: MWF 9:30--P. Kolonosky Enrollment by permission only; priority given to junior and senior Elementary Education majors; spaces gladly given to non-Education majors if available. We will look at characteristic genres of children's literature, including picture books, poetry, folktales, realistic fiction, and adventure stories. Evaluation will include two tests, a final and two papers. Fulfills General Education requirement. ENGL 355 Literature for Children Section B: TU 9:30-10:45--A. Phillips Enrollment by permission only: priority is given to junior and senior Elementary Education majors; spaces gladly given to non-Education majors if available. Arranged by genre, this section of Literature for Children is designed to enable students to achieve two particular goals: first, to demonstrate a fairly broad knowledge of children's literature, and second, to view that literature critically. Discussion units on picture books, folk and fairy tales, myths and archetypes, poetry, fantasy, realism, and detective fiction, among others. Authors may include the following: <NAME>, <NAME> <NAME>, <NAME>, <NAME>, <NAME>, <NAME> and <NAME>. This course will be taught in a technology classroom. Requirements: participation, weekly bulletin board journal entries, two papers, two midterm exams, and a final exam. Fulfills General Education requirement. ENGL 355 Literature for Children Section C: TU 12:30-1:45--<NAME> Enrollment by permission only: priority is given to junior and senior Elementary Education majors; spaces gladly given to non-Education majors if available. Arranged by genre, this section of Literature for Children is designed to introduce major genres in and conventions of literature for children, and to develop critical skills for reading, thinking and writing about children's literature and culture. Components of the course include discussion of picture books, folk and fairy tales, myths, poetry, fantasy, realism, and animal stories, among others. For a representative syllabus and book-list see, please see <http://www.ksu.edu/english/nelp/choose.courses.html>. Fulfills General Education requirement. ENGL 355 Literature for Children Section D: 3:30-4:45--<NAME> Enrollment by permission only: priority is given to junior and senior Elementary Education majors; spaces gladly given to non-Education majors if available. We will explore characteristic genres of children's literature such as picture books, poetry, folk tales, realistic fiction, adventure stories, and historical fiction in a high-technology environment. We will also compose a web-page, contributing to the site _Children's Literature at K-State_. Evaluation of writing and discussion through tests, web project, and other technological means. For more details see web-site <http://www.ksu.edu/english/naomiw/>. English 355 is a General Education class. ENGL 361 British Survey 1 (English Majors Only) Section A: MWF 9:30--<NAME>ren English literature from Anglo-Saxon times through Milton. Will apply to survey requirement for English majors. ENGL 362 British Survey 2 (English Majors Only) Section A: TU 9:30-10:45; Section B: TU 11:05-12:20--<NAME> A survey of British literature from the late 17th century to the 20th century. The course will familiarize students with representative writers, genres, and literary movements within their historical contexts, including the Romantic, Victorian, and Modernist periods. Course requirements include active class participation, two papers, a class presentation, two exams, and other short writing assignments. ENGL 381 American Survey 1 (English Majors Only) Section A: TU 12:30-1:45; Section B: TU 2:05-3:20--<NAME> American literature from the early accounts of colonization through the American Renaissance. See instructor for details. ENGL 382 American Survey 2 (English Majors Only) Section A: TU 2:05-3:20--<NAME> American literature from the Civil War to the present. Will apply to survey requirement for English majors. ENGL 395 Topics in English/Gender/Shakespeare: Women's Autobiography Section A: TU 9:30-10:45--<NAME> In this course, we will consider issues of self-representation through a diversity of American autobiographical texts from such authors as: <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, and <NAME>. In addition to completing scholarly reading, research and writing, students will experiment with personal representations of their own. ENGL 399 Honors Seminar: Language and Culture Section A: U 3:30-5:50P--<NAME>ray This course will focus on four questions that have commanded increasing amounts of attention over the last several years: (1) Should English be declared the official language of the United States? (2) Should the federal government continue to support bilingual programs to the tune of millions of dollars per year? (3) How should nonstandard dialects such as Ebonics be dealt with in the schools and in the culture at large? (4) Is the American citizen's Constitutional right to free speech becoming more and more restricted because of sociocultural movements such as political correctness? Each of these topics will consume approximately one-fourth of the semester, and no special knowledge of or expertise in linguistics is necessary to participate in the course. On the first day of class, students will be randomly divided into four groups; each group will then be randomly assigned one of the issues listed above as well as a three-week time slot. (I will try to honor requests as much as possible in both instances.) It will be each group's responsibility to thoroughly research its assigned topic--bibliography, questions, issues, legal background, etc.--and to present its findings to the class during the assigned three-week period. There are no required books for the course; however, each group must assemble a packet of readings that it wants the class to do. Each group is responsible for selecting its readings and doing the necessary copying and distributing. There are no quizzes or tests in this course; final grades will be determined by assessing students' participation in class, students' participation in their groups' presentation of materials, and individual final reports in which students present an in-depth analysis and discussion of some specific issue related to the larger topic assigned to their group. Fulfills General Education requirement. Back to top ENGL 400 Advanced Expository Writing for Secondary Education Majors Section A: TU 11:05-12:20--<NAME> This course will ask you to both study and practice the writing process. The aim of this class is to help prepare you to teach writing by discussing and studying composition and rhetoric theory and by practicing and honing your own writing skills. The course will be taught in a classroom where each student will have access to a personal computer with Internet and KSU Library Access, as well as word processing and other software for producing both electronic and print texts. It is advisable that students have home access to the Internet, but student may use the computers in the classroom during evening and limited weekend open hours. ENGL 415 Written Communication for Engineers Section A: MWF 9:30; Section B: MWF 10:30; Section C: MWF 11:30--L. Chakrabarti Section D: MWF 11:30; Section E: MWF 12:30; Section F: MWF 1:30--<NAME> Section G: TU 8:05-9:20; Section H: TU 9:30-10:45; Section I: TU 11:05-12:20; Section J: TU 12:30-1:45--<NAME> Section K: TU 2:05-3:20; Section L: TU 3:30-4:45--Staff _Restricted to juniors and seniors in the College of Engineering. Permission is required for enrollment_. This preprofessional writing course provides intensive study of and practice in the techniques and forms characteristic of professional practice. See instructors for further course and section details. ENGL 440 H. Potter's Library Section A: TU 2:05-3:20--<NAME> Harry Potter's Library: <NAME>, Texts and Contexts. This class will examine the Harry Potter phenomenon by reading the novels themselves (the fifth may be released in Spring 2002), the two "Harry Potter schoolbooks," and the works of Rowling's antecedents, influences and contemporaries. We may also watch the film (to be released in November 2001) and consult selected secondary sources, such as book-length studies by <NAME>, <NAME>, and others; or articles by <NAME>, <NAME>, <NAME>, <NAME>, <NAME> and <NAME>, and <NAME>. In this class, education will not be a passive experience: I expect discussion, debate, and exchanges of ideas. This requires that you not only be present but that you be an active presence. For more information, please see <http://www.ksu.edu/english/nelp/engl.s02/440.html>. ENGL 450 Literature, Literacy and Social Justice Section A: MWF 1:30--<NAME> This course will pivot on two questions: How is literacy represented in literary texts? And, in what ways does studying literature relate to broader questions of literacy and social justice? Readings include literacy narratives (mostly 20th century) ranging from <NAME>'s play _Pygmalion_ to Sapphire's novel _Push_ , as well as critical works on the nature of literacy and the relationship of writing to social action. Course assignments include several brief reading response papers, one class presentation, and a major project. Fulfills General Education requirement. ENGL 461 Introduction to Fiction Writing Section A: TU 12:30-1:45--<NAME> This course involves the study of narrative form and technique as well as practical experience in writing short stories. In the early stages of the class we will discuss the nature of fiction and narrative, using the work of professional writers as examples. (A readings booklet will be available from Claflin Books.) The assignments for this portion of the course are based on the premise that to be a good fiction writer one must first be a perceptive reader and critic. The class will gradually evolve into a workshop, with student stories-in-progress providing the primary material for discussion. Each student will write and revise two short stories. One story will be narrated in first person, the other in third person. Only the final drafts will be graded. The remainder of your grade will be based on your performance in workshop. Workshop includes both class discussion and written critiques of each student author's manuscript. Critiques and story drafts will be included in a portfolio submitted at midterm and again at the end of the course. Authors will also receive private manuscript conferences with the instructor. ENGL 463 Introduction to Poetry Writing Section A: MWF 11:30--<NAME> This semester-long course will explore the essential elements necessary to creating and crafting poems. No previous experience in writing poetry is required. By the end of the course, you will be expected to have mastered such techniques as imagery, figurative language, slant rhyme, iambic pentameter, and other "language tools." We will proceed from two basic assumptions: 1.) that you are writing for others, not just for yourself; and 2.) that, even if you have written poetry before, you are interested in exploring new techniques. Take those assumptions to heart, and you will find the class challenging, rewarding--and fun. One of our hallmarks will be variety: we'll mix lectures, in-class writing, class discussions, guest readings, workshops, and field trips. You'll be expected to complete several poems, some assigned, some "open" format/subject--and most of them will be revised for improvement. As well, you'll be expected to complete reading and homework assignments on time and to participate energetically in class. For those beginning the craft of poetry writing. A practical introduction to poetry. A prerequisite for all 600-level and above poetry writing courses. Prerequisite: ENGL 125 or 200. ENGL 463 Introduction to Poetry Writing Section B: TU 2:05-3:20--<NAME> Open to English Majors and Minors (for Major credit) as well as interested students from other disciplines. The course is an INTRODUCTION to poetry writing, and will include exercises, much reading of contemporary poetry, occasional quizzes over terms and vocabulary, and specific assignments to give students practice in the fundamentals of writing poetry. While no particular experience in writing poems is necessary, students should genuinely enjoy reading and writing. We'll focus on topics such as imagery, metaphor, meter, tone, concrete detail, and other elements vital to good poetry. ENGL 470 English Bible: Reading the Hebrew Bible/Old Testament Section A: MWF 1:30--<NAME> The Hebrew Bible (or Old Testament) is a main source text not only for three major religions - Judaism, Christianity, and Islam - but also for world literature. This class will introduce a range of literary and non-literary approaches to reading the Hebrew Bible (in translation) in order to account for its extraordinary richness and variety. Reading assignments will divide evenly between selections from critical sources and readings in the Hebrew Bible itself. The critical sources will include literary essays on formal aspects of the Bible, historical essays, linguistic criticism, and feminist criticism. Although our focus will for the most part be fixed firmly on the Hebrew Bible in its own historical context, we will spend some time near the end of the term addressing later Jewish, Christian, and Muslim ways of reading the Hebrew Bible. Required Texts: Tanakh: _The Holy Scriptures_ (The JPS Bible), <NAME>, _Genesis: Translation and Commentary_ (1996), <NAME>, ed., _Ancient Israel_ (1999), <NAME>, _Who Wrote the Bible?_ (2nd ed., 1997), and a coursepack. Requirements will include dedicated participation in class discussion, a 4-6 page paper, a 6-8 page paper, a mid-term, and a final exam. Prerequisite: ENGL 125 or 200. Fulfills General Education requirement. ENGL 497 Special Investigations in English Section A: By Appointment--<NAME> ENGL 499 Senior Honors Thesis Section A: By Appointment --<NAME> Back to top ENGL 510 Professional Writing Section A: MWF 10:30--T. Deans Nearly all professions value capable, versatile and critical writers. This course aims to help students become such writers through a blend of rhetorical theory and pragmatic experience. We will study a range of genres demanded by professional settings (such as reports, memos, and letters; more importantly, we will investigate the broader thinking, writing and rhetorical strategies that one needs to succeed in an ever-changing workplace. Special topics such as the relationship of writing to emerging technology, the integration of text and graphics, and the ethics of professional communication will also be addressed. To complement in-class study, students will collaborate with local non-profit agencies to complete hands-on writing and research projects. Course will be taught in a computer classroom. ENGL 516 Written Communication for Sciences Section A: MWF 8:30; Section B: MWF 9:30; Section C: MWF 10:30; Section D: MWF 1:30--<NAME> A preprofessional writing course intended to acquaint students from a number of disciplines with the types of writing they will be doing in their professional lives. Assignments focus on audience, purpose, and content and cover a range of formats (memos, letters of various sorts, short and long reports based on research in the students' fields, as well as assignments centered around such reports). Assignments also include an oral presentation based on research. ENGL 525 Women in Literature Section A: MWF 1:30--<NAME> See instructor for course details. ENGL 525 Women in Literature Section B: TU 9:30-10:45--<NAME> How many women writers are in the _1975 Norton Anthology of Literature: Major Authors, 3rd edition_? Zero. How many women writers are in the _2000 Norton Anthology of Literature: Major Authors, 7th edition_? Twenty-three. Where did all these women come from? How did earlier editors overlook five centuries of work? And who should be in the 8th edition? We'll discuss answers to these questions and more as we read works by authors such as <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, and <NAME>. We'll explore women writers' choice of themes and genres, their readers, the changing social role of the woman author, and the ways that racial, class, and national affiliations affect the production and reception of women writers' works. Requirements: Active class participation, two papers, response papers, and a final exam. This course satisfies requirements for both the English and Women's Studies programs. ENGL 545 Literature for Adolescents Section A: TU 11:05-12:20--A. Phillips English 545 is designed to introduce students to literature that features adolescents as primary characters and depicts conditions and experiences familiar to adolescents. My goals for the course are to introduce you to key authors and texts in the field of adolescent literature, to provide you with knowledge of both middle school- and high school-appropriate literature, to develop your expertise in wielding literary theory in a concrete, useful fashion, and to accustom you to thinking about the ways adolescent literature may reflect significant aspects of human culture. Authors may include the following: <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, and <NAME>. Requirements: participation, weekly bulletin board journal entries, two papers, two midterm exams, and a final exam. Fulfills General Education requirement. ENGL 580 African Literature Section A: MWF 12:30--D. Potts An examination of the literature of Africa, from traditional oral forms to contemporary experimental blends of African and Western literature. Texts will include oral narratives; African short stories, poems, and plays; Chinua Achebe's _Things Fall Apart_ , Bessie Head's _The Collector of Treasures_ , J.M. Coetzee's _Disgrace_ , and Tsitsi Dangarembga's _Nervous Conditions_. Among the topics are African literature and culture, colonization and independence, ethnicity and identity, the writer and society, the creation of readerships, and the emergence of women writers. Requirements include a scrapbook/journal on current events in Africa, a short presentation, two papers, a midterm, and a final exam. Fulfills General Education requirement. ENGL 599 Special Research in English Section A: By Appointment--<NAME> Back to top ENGL 620 Readings: 17th Century British Literature Section A: MWF 2:30--<NAME> This course presents a comprehensive survey of the literature, dramatic and non-dramatic, prose and poetry, of one of the most fruitful and varied periods of literary production in whole span of English literary history. Major figures include <NAME> Jonson, <NAME> Middleton, <NAME>, <NAME>, <NAME>, <NAME>, <NAME> Congreve. The literature of the period will be set in the context of social, cultural, and political developments in this particularly tumultuous time of social change, the century in which England seems to conclusively pass from the remaining forms, practices, and intellectual habits of the Middle Ages to the incipient culture and attitudes of the Early Modern Period, from Renaissance and Reformation to Enlightenment and Rationalism. Critical issues such as the problems of periodization, schools and influences, canonical and non-canonical texts, and historicism and New Historicism will be touched upon, as will the literature of "High Culture" and the Courts vs. an emerging popular literature (Bunyan, Civil War pamphlets) giving a voice and articulate sense of identity to social elements hitherto silent, marginalized, or spoken for in quite different works from the same periods is an unusual feature of the course, as well. An excellent opportunity to read works by some of the best and most influential writers in English (favorites of the Romantics and major writers of the American Renaissance, and central texts for Modernism through <NAME> and <NAME>. Leavis's patronage), and to explore some central theoretical questions for literary history and criticism. ENGL 635 Readings in 20th Century British Literature: Science Fiction Section A: MWF 1:30--<NAME> Will explore historical contexts, themes, narrative strategies, and shifting generic conventions of 20th-century British science fiction. In novels by <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME> and others, will consider authors' preoccupations with evolution and ethics; history and prophecy; science and mysticism; and with questions about language, gender, and the extent of human "plasticity." Course requirements include journals, essay exams, and a critical paper. ENGL 645 Readings in 19th Century American Literature: 19th-Century Fiction Section A: MWF 9:30--<NAME> This course will examine the wide and diverse range of American fiction from the nineteenth-century, including selected works by canonical writers such as Hawthorne, Melville, Poe, Twain, Norris, Chopin, and James. Since important short stories and novels were written by figures less know today--often minority and women writers such as <NAME>, <NAME>, <NAME>, and <NAME>--we will also be devoting attention to such neglected fiction both for its impact on the transformations in nineteenth-century fiction and its connections to the "major" writers. While attending to literary form and content, we will seek as well to place these texts within their larger social contexts to reach some understanding of the relation between cultural conditions and the changing contours of American fiction. Undergraduates will take a mid-term and a final exam and do one short (3-5 pp.) paper and one longer (8-10 pp.) paper. Graduate students will take the final, do an 8-10 page paper and a longer 15-20 page paper, and have one additional requirement determined by mutual agreement. ENGL 661 Advanced Creative Writing: Fiction Section A: TU 9:30-10:45--<NAME> Advanced writing of short fiction. Prerequisite: English 461 or equivalent, and instructor permission. This course will combine workshop discussion of student work with the study of craft. We will read and study contemporary short fiction as well as essays on form and technique. Requirements include three short stories, written critiques of classmates' work, written responses to three stories from an assigned anthology, a brief, informal essay about your work, and participation in class. ENGL 663: Advance Creative Writing: Poetry Section A: TU 12:30-10:45-- <NAME> Advanced writing of poetry. Instructor permission required. This course will combine extensive reading of contemporary poetry, study of form and technique, and workshop discussions of student work. English 463 or equivalent required as a prerequisite. Required work: all students will write and revise 6 poems. In addition, written critiques of classmates' work and written/oral discussion of essays about contemporary form and technique are required. ENGL 665: Advance Creative Writing: Non-Fiction Section A: MWF 10:30--C. Cokinos This is a creative writing class in the composing and revising of _literary_ non-fiction, with an emphasis on personal essays that explore memory, place, and activities which are both new and compelling to an author. Participants will be asked to write at least one essay that involves research (library, site visits, interviews, etc.)--work _beyond_ mere confession. While primarily a workshop in which we read and critique the work of students in the course, we also will have assigned readings by contemporary authors. Some texts may include: a volume in the _Best American Essays_ collection and one or two books by authors such as <NAME> and <NAME>. You will write four or five essays for the class, of varying length (including one for National Public Radio), and a book review of a recent work of literary non-fiction. ENGL 680 Topics in Asian-American Literature Section A: TU 11:05-12:20--M. Janette Survey of Asian American literature, 1848-present. This course will explore the diversity within Asian American literature, and will examine texts in relation to their historical contexts. We will examine the poetry of immigrants held in detention or processing centers; the novels of first generation citizens trying to understand their bi-cultural identity; plays and 'zines by "third wave" feminists eager to redefine the labels assigned to them; and more. Authors will include <NAME> (<NAME>), <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, le thi diem thuy, <NAME>, and <NAME>, as well as selected films and theoretical readings. Requirements: weekly reading journal (email), two 10-page papers, class participation and presentations. ENGL 690 Topics: Classics in Children's Literature Section A: U 7:00-9:20P--N. Wood Should "classic children's literature" defined by what has been made into a Disney movie? This course, designed for upper-level English majors and graduate students, explores classics of English and American children's literature from the nineteenth and early twentieth centuries and important criticism, asking the question: what is a classic? Texts being considered are: _Little Women_ , _Adventures of Tom Sawyer_ , _Alice in Wonderland_ , _The Water-Babies_ , _The Light Princess_ , _The Story of the Amulet_ , _The Story of the Treasure-Seekers_ , _The Secret Garden_ , _Just-So Stories_ and _The Jungle Book_ , _The Wind in the Willows_ , _Anne of Green Gables_. Evaluation will be based on exams and a research paper. Back to top ENGL 710 Study: American Autobiography Section A: M 7:00-9:20P--J. Deans This course will explore the theory and practice of autobiographical writing, as well as film and creative expression in American culture from <NAME> to <NAME>. In particular, this course will address special concerns that occupy the self-writing of women, minority voices and the political left. It will also consider the genre in relation to literature, history and other forms of creative non-fiction. Possible readings: <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME> and <NAME>. Possible critics: <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>. ENGL 720 Studies in a Major Author: <NAME> Section A: MWF 11:30--L. Warren In this course we will read Austen's six completed novels, selections from works not published in her lifetime, and two novels by earlier writers to suggest the literary context within which Austen shaped her art. Undergraduates will write three short papers; graduate students will write two short papers and a substantial documented essay. ENGL 755 Studies in Rhetoric and Composition: Rhetorical Theory Section A: W 4:30-6:50PM--I. Ward This course introduces the history and major concepts of rhetorical theory. Rhetorical theory is closely linked to literary theory. It also explores the "art" of producing texts and tends to focus on "how" a text reveals meaning and less on "what" a text means. Rhetorical theory and analysis are pertinent to cultural studies approached to literature. This class will be of interest to the student of composition and rhetoric as well those interested in approaches to the study of literature and language. We will read primary texts in the field, including Classical Greek and Latin texts, 50% of the course will focus on 20th Century Rhetorical Theories. Students will keep a synthesis journal and write a research paper, or project, or series of short position papers. ENGL 762 Advanced Playwriting Section A: MWF 11:30 Contact <NAME> in the Department of Speech Communication, Theatre and Dance for further information. ENGL 771 Creative Writing Workshop: Novel, Novella, or Short Story Cycle Section A: U 7:00-9:20PM--<NAME>eller Enrollment by permission only. A workshop in writing long narratives. Limited to no more than 15 students. Writers may choose to write either a novel, a novella (50-125 manuscript pages) or a cycle of at least three closely related short stories. Regardless of which option is chosen, each student must contribute a minimum of 100 manuscript pages to workshop. (The contribution may include revisions.) Writers who have previously completed a draft of a novel must contribute the entire manuscript at the beginning of the term, followed by 100 pages of revision. Novella writers must contribute at least one complete draft by the end of the term. Short story cycle writers must contribute at least three related stories to workshop. ENGL 795 Literary Criticism Section A: U 7:00-9:20PM --<NAME> This course features, first, a broad historical framework for literary criticism (and literary theory) from classical times through the twentieth-century structuralists and new critics. Second, it surveys a range of contemporary literary criticism and theory, including deconstruction, race/class/gender criticism, queer theory, psychoanalytic criticism, sociological criticism--and others. The course will continually strive to offset the abstraction of theoretical and critical movements through practical application to literary texts, including fiction, poetry, and drama. The course is intended as an advanced introduction to criticism and theory, and does not assume prior knowledge of particular critical or theoretical material. ENGL 799 Problems in English Section A: By Appointment--<NAME> ENGL 805 Practicum in the Teaching of Expository Writing Section A, B, C and D: M 3:30-5:00PM--D. Smit and Staff Required of GTAs teaching Expository Writing in the English Department. Instruction in the theory and practice of teaching in a university expository writing program. Repeatable. Prerequisite: Graduate status and a GTAship in the English Department. Credit/No Credit. ENGL 825 Seminar/Medieval Book Section A: TU 2:05-3:20--<NAME> This course will make use of the library's rich collection of facsimiles, microfilms and early printed books to study the medieval book, primarily though not exclusively the English book, as an artifact of cultural history. The course will begin with some preliminary instruction in palaeography (i.e., learning to read medieval scribal hands), and then we will look at specific manuscripts and printed books to learn about their production, both the physical process and the exercise of judgment that went into the choice and variety of works copied into the books. All manuscripts are unique, and each tells us something, often a great deal about the interests and taste of the individual compiler and about the community of readers of which the scribe was a part. In the case of printed books, though they are mass-produced (in relatively small quantities), the fact is that the choice of texts is often a result of patronage and thus also a matter of the taste and interests of an individual and a larger community of readers. Among the areas of concern for the course are the transmission and circulation of writings, including those of Chaucer and Malory and the company their writings keep in manuscripts; the growth of readership among the middle classes, especially women; the burgeoning interest in devotional literature and in practical writings, such as works of medicine; the post-medieval preservation of medieval learning and culture despite the determined destruction of it by Protestant reformers; the fascination with the early book among antiquarians and printers in modern times; the challenge of editing texts from early books. Our culture is built in great part on the book, and it has been since its earliest days. By studying the book at a critical moment in our culture, that moment at which the need for printing led to its invention, we can learn a great deal about the foundation on which modern culture is built and its connection with its classical and medieval, secular and spiritual heritage. ENGL 825 Seminar in Nineteenth-Century American Literature and Culture: Ideas, Activism, and the Arts Section B: U 3:30-5:50--<NAME> Focusing on four era-shaping ideas--Sentimentalism, Transcendentalism, Evolution, and Pragmatism--this seminar examines the connections and dis-connections among literature, ideas, and social change in the nineteenth century. The reading includes long and short works by writers such as <NAME>, Emerson, <NAME>, Thoreau, Fuller, Peabody, Hawthorne, <NAME>, <NAME>, <NAME>, and Norris. The seminar will emphasize the careful, critical reading of literary texts in their social, cultural, and historical contexts. Course Requirements: active participation in seminar discussions, a class presentation, and a critical paper of 20-25 pages. ENGL 890 History of the English Language Section A: T 3:30-5:50--<NAME> This course provides a detailed survey of the many ways the English language has changed and developed over the past 1500 years. After acquiring the tools necessary to study linguistic change, we will first discuss the pre-history of English and how English is related to other of the world's languages, then turn our attention to the phonology, grammar, and lexicon of English as they have been influenced by forces both inside and outside the language. We'll also discuss the development of American English; the role prescriptivism has played in the development of the language; writing systems; and other related topics. Requirements for the course will include at least three exams, a longer written project (probably accompanied by an oral presentation), and occasional homework and in-class exercises. ENGL 899 Research in English Section A: By Appointment--<NAME> * * * Courses \| Programs \| People \| News and Events \| Contact Us \| Home \| Links * * * Kansas State University: Search \| What's New \| Help \| Comments This page was last updated on 22 October 2001. Other pages may have been updated more recently. Copyright (C) 2000-01 Kansas State University's Department of English. Please read the Disclaimer. <file_sep>Syllabus: SOAN 246 Peoples and Cultures of Eastern Europe Spring 1994 Walker 220 MTWThF 9:00 Professor <NAME> (Walker 216, ext 286; home: 472-3423) Office hours: TThF 9, T 11, Th 1:15-2 and by appointment * * * ### Course Description and Goals The primary goal of this class is to foster in students an understanding and appreciation of "the other Europe"-- the peoples and cultures located between the German-speaking populations of Central Europe and the former Soviet Union. This includes the majority and minority populations of present-day Poland, the Czech Republic, the Slovak Republic, Hungary, Romania, Bulgaria, Albania, and the successor states of Yugoslavia. The perspective from which we will examine this remarkable human and cultural diversity is a multidisciplinary one; history, political science, economics, literature, art, and sociology all provide avenues of understanding and insight. Of special interest, however, are the problems of culture history, societal integration, ethnic identity, and social change that are illuminated by the uniquely holistic perspective of anthropology. In a basic sense, we will simply be trying here to learn as much as we can about this intriguing, but exceedingly troubled, area of the world. But at a deeper level, we will be grappling with two crucial problems: why there is an Eastern Europe, and what significance does its existance and its experience hold for humanity. Questions to which we will seek enlightening answers in this class include: Who are these people of Eastern Europe? How long have they been here and from where did they come? What claims have they made to the territories they occupy? Why and how have they retained their individual ethnic identities? What other dimensions of identity (class, occupational, regional, gender, religious, cultural) have been prominent in the lives of East Europeans? How have their identities evolved and intertwined through history? How different and similar are the various peoples of Eastern Europe in their values, world- views, life-ways? How have nations, states and empires been constructed out of this diversity, and how have the East European nations fitted into the world system? What was the impact of Soviet-imposed totalitarian systems upon indigenous psyches and social structures? What factors led to the demise of the Communist system? What does the post-Communist terrain look like? Where are these nations and peoples now going? What should be the response of the West to their struggles? College Requirements and Credits There are no prerequisites for the course. I assume that most students have little or no prior knowledge of this world area and its peoples. SOAN 246 satisfies the college's GEC VI requirement (Encountering Other Cultures). It also carries credit as a general elective and counts towards both the anthropology and sociology majors. * * * #### Course Requirements and Components for Evaluation 1\. Consistent attendance. 2\. Careful and timely reading of assigned materials and preparation for class 3\. Active and positive participation in class discussions and small group activities 4\. Map quiz 5\. Peoples quiz 6\. History quiz 7\. Ethnographic narrative. A 5-10 page reseach-based, type-written, first person account of a fictional person's life in the 20th Century. There is a great deal of latitude as to the form your account may take (a letter, poem, stream-of-consciousness recollection, conversation, interview), but all narratives should include an expository preface laying out the historical context of the individual's experiences. Your reading of Hoffman and Kaplan should give you some good ideas. A more comprehensive guideline will be handed out in class. Due date: May 13. 8\. Group work and class presentation. Students in the class will be broken up into nine groups, one for each of the seven former Soviet-bloc nations, and two minority population groups (Romany/Gypsies and Jews). Over the course of the semester each group will assume some special responsibilities and work together on a number of in-class exercises. In the latter half of the semester, during the week devoted to "your nation", you and your group colleagues will make some form of presentation to the class. There is also a great deal of latitude as to the format of this presentation. Whatever its form, it should be creative and informative, providing insight into the character of the people you represent. A guideline will be provided. 9\. Maintenance of an active class notebook (three-ring binder, loose-leaf). This should be organized into discrete sections: 1)an assignment page, 2) class notes, 3)reading and research notes, 4) journal-essay section (see below). Your notebook should provide me with clear indication of your active engagement with the class and a sustained and serious effort to learn. 10\. Journal-essays. In this section of the notebook you should write down your thoughts and queries, problems and puzzlements, as you learn about the peoples and cultures of Eastern Europe. The shape and character of these journals will vary from student to student. For those of you of East European, Jewish, and Romani heritage, the journal might well become a personal document of self-discovery. Others among you may find yourselves standing outside of the East European experience, looking on it all with objective, detached interest. Whatever form they take, the journals will provide me with crucial information on the depth and character of your understanding of this area of the world. You should report here the "dawning" of important insights, disagreements you may have with me and other sources of information, questions that you need to have answered, significant shifts in your perspective. You should try to include at least one entry each week, dating and keeping them in chronological order. I will occasionally provide you with specific questions or problems to address in your journals, and specific deadlines for submission will be given. Please abide by them. I will return these essays to you, with my comments and evaluation, for inclusion in your notebook-- where, I hope, you will comment on my commentary. At the end of the semester your entire journal section will be turned in for critical evaluation. This will also serve as a central focus of discussion at your oral final (see below). 11\. Oral final. Over the last two weeks of class, I will meet with all students in 20 minute individual conferences to discuss their understanding of Eastern Europe. Journals will provide us with focal points for discussion, and I will pose to you critical questions highlighted over the course of the semester. 12\. Final examination. The scheduled two-hour period for "the final" (Wednesday, May 25, 3:30-5:30 PM) will be reserved for students to have a final opportunity to convey to me what they have learned about Eastern Europe. A re-take option will be then available for the three quizzes, as well as an option to respond in written form to questions posed during the oral final. * * * ### Readings The following required texts are available at the Linfield College bookstore: Goldman (ed) Global Studies: Commonwealth of Independent States and Central/East Europe Dushkin, 1992 Hoffman Exit into History: A Journey Through the New Eastern Europe Viking, 1993 Kaplan Balkan Ghosts: A Journey Through History St. Martin's Press, 1993 Walters The Other Europe: Eastern Europe to 1945 Syracuse University Press, 1988 The following text is optional: Drakulic How We Survived Communism and Even Laughed Harper, 1993 Additional readings will be placed on reserve at the sirculation desk of Northup Library. Look in the file under "Marrant" for the author's name. These reserve readings are indicated in the reading schedule below by an "R/". #### Weekly Topic and Reading Schedule Please do your best to keep up on the readings and try to complete them by the date indicated. There is some flexibility built into this schedule, and there will probably be a number of changes. I will announce these in class and write them on the board. It will be your responsibility to keep track of them. Week 1. February 7-11 Introduction. Pretest. Why the study of Eastern Europe? Themes and questions. Why geography is important. Learning about the landscape. Walters xi-xiii Kaplan xv-xvii Hoffman ix-xvii Walters 1-15 Week 2. February 14-18 Map test. Examining the ethnic quilt. Peoples, languages, religions. An overview of East European history: metric time, real time, experienced time. Historical period one: ethnogenesis to CE 1000. Library orientation. R/Volgyes "The People of Eastern Europe" Goldman 85-88 Walters 16-22 R/Seton-Watson "Early History" (pp11-22) Week 3. February 21-25 Peoples quiz. Historical period two: medieval states and golden ages, CE 1000-1500. Historical period three: the era of imperial domination, 1500-19th Century. Aristocracies and peasantries. Walters 22-31 R/Seton-Watson "Early History" (pp 22-34) R/Wandycz "The Medieval Heritage" Week 4. February 28- March 4 Historical period four: the era of national rebirth, the 19th Century to World War I. Why is there an Eastern Europe? Walters 32-131 Week 5. March 7-11 Historical period five: the era of World Wars (WW I, the interwar years, WW II) Walters 132-307 Week 6. March 14-18 Historical period six: transition to communism, the communist era, and transition from communism. History quiz. Walters 308-363 Goldman 85-106 Goldman 230-244 Drakulic (a great book to read over the break) Week 7. March 21-25 Spring break. No class. Week 8. March 28-April 1 Poland. Goldman 148-160 Hoffman 1-119 Goldman 251-255 Week 9. April 4-8 The Czech Republic, the Slovak Republic Goldman 120-128 Hoffman 120-188 Goldman 247-249 Week 10. April 11-15 Hungary Goldman 139-147 Hoffman 189-261 Goldman 249-251 Week 11. April 18-22 Romania Goldman 161-169 Hoffman 262-345 Kaplan 79-189 Goldman 255-259 Week 12 April 25-29 Bulgaria Goldman 113-119 Kaplan 193-230 Goldman 245-6 Week 13. May 2-6 Albania Goldman 107-112 R/Brogan "Albania" R/Reineck "Seizing the Past, Forging the Present: Changing visions of Self and Nation among the Kosova Albanians" R/Ramet "Why Albanian Irredentism in Kosovo will not go away" Week 14. May 9-13 Successor states of Yugoslavia: Slovenia, Croatia, Macedonia, Montenegro, Bosnia, Serbia Goldman 170-179, Kaplan 3-76 Goldman 259-265 R/Hammel "The Yugoslav Labyrinth" Week 15. May 16-20 Unfinished business. The future of nations and nationalism; the future of Eastern Europe; the future of its study. Begin oral examinations. R/Hayden "The Triumph of Chauvinistic Nationalisms in Yugoslavia: Bleak Implications for Anthropology" R/Echikson "The Nations" R/Hancock "The East European roots of Romani Nationalism" Week 16. May 23-27 Oral examinations. Final examination: Wednesday, May 25 3:30-5:30 Property of Linfield College: Sociology and Anthropology Department. The contents of this pager are the responsibility of <NAME>, send concerns to jdpeters This document was created using Web Weaver by Mark McConnell. <file_sep>Home \| Announcements \| Site Links \| Miscellaneous Syllabus \| Schedule \| Homework ![Textbook Logo](Images/cofeecp2.gif) \| Florida State University Department of Computer Science Instructor: <NAME>, Jr. ---\|--- # CIS3931: Elementary Java Programming Spring 2001 Syllabus Instructor Information \| Instructor \| Recitation TA \| Faculty Advisor ---\|---\|---\|--- Name: \| <NAME>, Jr. \| \| <NAME> E-mail: \| <EMAIL> \| \| <EMAIL> Office Hours: \| Mon. & Wed. 6:30 - 7:30 PM \| \| Posted Location: \| 205F LUV \| \| 253 LUV ### Course Objectives: Upon completion of the course, the student will: * Understand the fundamental concepts of programming, including data types, control structures, Structured Programming, procedures and array processing. * Understand the Object Oriented Programming concept and be able to discuss the differences between procedural and object oriented languages. * Be able to take an existing Java program and add functionality to it. * Be able to design and write Java programs using both Procedural and Object-Oriented design principals. * Be able to program using important Java topics discussed in class, such as operator overloading and inheritance. ### Course Content: We will cover chapters in the textbook as outlined in the Semester Schedule, along with a few selected current topics, as time permits. ### Required Textbooks: _Introduction to Java Programming with JBuilder 4/5/6, Second Edition (July 2001) _ Prentice Hall by: <NAME> ### Grading Policy: The final course grade will be computed as follows: Homework/Programs: \| 50 % ---\|--- Quizzes: \| 10 % Midterm Exam: \| 20 % Final Exam: \| 20 % The knowledge and skills on the tests and programming assignments are both essential to success in a programming class. Thus, the grading policy is intented to ensure that at least satisfactory performance is required in both these categories. ### Tests: There will be a Midterm and a Final Exam. You should bring your Student ID on test days and be prepared to show it before taking the tests. The format of the Midterm and Final exams will be a multiple choice with code reading and understanding. ### Quizzes / Attendance: Periodic quizzes will be given, sometimes in lecture and sometimes in recitation class. Quizzes are intended to help students gauge their progress in the class. No makeup quizzes will be given. Attendance and participation is expected, both in lecture and recitation class. Pop quizzes may be given to gauge both progress and attendance. Quizes will short-answer and require code writing. ### Homework / Programs: There will be a variety of homework assignments and programming projects. Some will be small and easy enough to complete in one sitting. Others will be larger programming projects. Assignment specifications will be posted on the web page. Turn in all assignments on time. Late assignments will be deducted a letter grade per day, for up to 2 days. Assignments later than 2 days will not be accepted. Unless otherwise specified, all assignments will be turned in electronically through the class web site. Cutoff time for all assignments is Midnight of the posted due date. Late web submissions will be automatically blocked after the grace period ends, as determined by the Web Server's clock! ### Web References: Check the web page frequently! It will be continually updated with essential course supplemental materials, such as notes, assignments, and examples. It will also include other supplements, such as instructions for using the compilers, suggested exercises, and other useful help materials. Any special notices regarding changes to course requirements, due dates, class meetings, etc. will be posted on the class web site. It is your responsibility to check the web site often for updates and posted materials. ### Miscellaneous Policies: * A student will be allowed to make up a missed test if he or she has a notice of illness from the Student Heath Center or family physician. Any other excuses that are not medical or emergency related will be at the discretion of the instructor, and must be approved in advance. * Students in the class will be given a temporary computer account from the Computer Science Department on the quake server. If you need additional help outside of class, see me during office hours. I am not on campus often, but I can always be reached through e-mail at <EMAIL>. Whenever you have questions about programs, be sure to always attach a copy of your code and include any compiler error messages you may be getting. * Please turn OFF all cellular phones, beepers, etc. in the classroom. ### Academic Honor Code: It it your responsibility to read, understand, and conform to the Academic Honor Code as set forth in the FSU General Bulletin and the Student Handbook. In addition to this information, please be aware of the following: Students are expected to do their own work on any classwork or test submitted for a grade. It is NOT appropriate to work on assignments with other students or to give or receive solutions to or from anyone before an assignment is handed in. Examples found in the course textbook or during lecture may be used in programs, as long as the source is cited. This is appropriate, as some hand-in assignments may be based on program examples found in the book. Violations of the honor code will result in severe penalties, which can include an F in the course and proceedings before the Honor Court. ### Accommodation of Disabilities: Students with disabilities needing needing special accommodations should register with and provide documentation to the Student Disability Resource Center (SDRC), and they should bring a letter from the SDRC to the instructor indicating what accommodations are needed. Any notice of special accommodations should be given at least a week in advance. Students taking exams at the SDRC office are expected to take exams at the regularly scheduled time. Any exception to this will only be granted with a valid documented reason and must be approved by the instructor a week before the exam. (C)2000-2001 Florida State University, All Rights Reserved. <file_sep># ENGL 473 : LANGUAGE AND GENDER <NAME> Email:<EMAIL> ## Readings Packet <NAME>, ed. _The Feminist Critique of Language: A Reader_. London: Routledge, 1990. <NAME>. _Feminism and Linguistic Theory._ 2nd ed. New York:St. Martin's, 1990. <NAME>. _Sexual/Textual Politics._ London: Routledge, 1985. <NAME>, ed. _Gender and Conversational Interaction._ New York: Oxford UP, 1993. ## DESCRIPTION: This course will consider the implications of the social construction of gender in language, through an introductory survey of the empirical and theoretical work in feminist linguistics, as well as consider some of the preliminary work now being done in language and sexual orientation. The empirical segment, carried out during the first half of the quarter, will include readings and a primary research project in which students will collect conversational or survey data in support of hypotheses about the interaction of language and gender. Topics will include how women are socialized into language and how they learn language roles, how gender figures in conversational settings for adults, at play and at work, how publishing has served to reinforce gender variation in the written language, and language and sexual orientation, a final topic that will help complicate the simple polarized views of male-female in early empirical research on language and gender. In the second half of the course, we will turn to theoretical discussions of language and gender, and rethink the empirical projects through the lens of theory. We will begin with readings on some of the radical feminist linguists, including <NAME>, <NAME>, and <NAME>, as well as Cameron's readings of the radical feminist linguists. We will move to the French theorists, reading Cixous, Irigaray, and Kristeva, as well as <NAME>'s readings of those theorists. Course requirements include an early in the quarter report on a work from the supplemental reading list, two major papers, one on the empirical project, the other on a theoretical perspective, a brief classroom presentation, and a weekly dialogue journal to be shared and responded to alternating between a peer in one week and the course instructor the next week. This course requires everyone's consistent participation in the readings and in the various projects assigned. In addition to that basic factor, each of you will be required to do all of the following: 1. DIALOGUE JOURNAL (25%) You will be keeping a dialogue journal, a record of your readings of the course materials. Due each week, I am expecting a summarization and personal evaluation/reaction to be written in journal form (not graded, not to be edited for form) of approximately 2-3 handwritten pages. You will need to purchase a hardcover composition book and divide each page in half. You will write your journal entry each week down the left half of each page; your response will alternate between one of your classmates for one week and me in the subsequent week. As a respondent to the dialogue journal, you may write in agreement with the original writer, disagreement, give examples or counterexamples, provide other readings--just about anything as long as it is in reaction to what the original writer produced. Your faithful participation is necessary for the dialogue journals to be of best use. Respondents must reply in the journal from one class meeting to the next, so you must always make arrangements to get the journal back to the writer each time, even if an emergency prevents you from attending class. 2. REPORT ON AN ENTRY ON THE SUPPLEMENTAL READING LIST (15%) This requirement is a summary/evaluation project in which you are to write a 2-3 typed page summary and evaluation of a source article or book chapter on the supplemental reading list. Because I cannot possibly require reading as extensive as the research and scholarship in the area, each of you will contribute to the collective knowledge of the class, by writing your report and providing copies of the report to the entire class. This assignment will be due on January 24. 3. EMPIRICAL PROJECT REPORTS (40%) With the focus on empirical data during the first half of the quarter, you will also be divided up into research teams to collect data on language and gender. Each group is to collect data in two ways: tape-recording any naturally occuring language event and by developing and administering a survey on language attitudes or practices. Each group member must tape-record a natural language event (a telephone conversation, a date, a class, a meal at home, all with the permission of participants) and to develop a questionnaire to be given. The group will decide collectively on a tape-recording to analyze and a questionnaire to be given. The group will analyze the same tape as a group and will pool all questionnaire data. Each group member, however, will write her or his own paper, analyzing the tape, the questionnaire data, or both, with gender as the key analytic category. Transcripts of conversations and summaries of questionnaire data should be aggregated in appendices, though you will of course want to quote briefly from transcripts or discuss parts of the questionnaire data in the body of the paper itself. I will expect this paper to be in the 8-10 page range, as this is your major paper for the course. This paper will be due on February 21. 4. THEORY REPORT (20%) As a final project and requirement, I am asking that you explore the work of a feminist language theorist beyond the course readings, perhaps reading all of Dale Spender's Man Made Langauge or <NAME>'s Revolution in Poetiic Language, or anyone else you care to propose. This paper should advance an argument about why this theorist is important to understanding the issues involved in language and gender. This paper may be shorter, in the 3-5 typewritten pages, and it will be due on Monday, March 13 by 5:00 p.m. Jan 3 Introduction/Housekeeping Jan 5 Language Attitudes/Empirical Research & Disciplines/Feminist Epistemologies Jan 10 Empirical Projects Jan 12 Early Language Socialization Jan 17 Early Language Socialization Jan 19 Adults in Conversation Jan 24 Adults in Conversation SUPPLEMENTAL READING REPORTS DUE Jan 26 Other Research in Language and Gender Jan 31 Other Research in Language and Gender Feb 2 Language and Sexual Orientation Feb 7 Language and Sexual Orientation Feb 9 Linguistics/Structuralism/PostStructuralism/Postmodernism Feb 14 Radical Feminist Linguistics Feb 16 Radical Feminist Linguistics Feb 21 Cixous EMPIRICAL PROJECT REPORTS DUE Feb 23 Irigaray Feb 28 Kristeva Mar 2 Kristeva Mar 7 Brief Theory Presentations Mar 9 Brief Theory Presentations Mar 13 THEORY PAPERS DUE BY 5:00 P.M. <file_sep># <NAME> ## Curriculum Vitae ## 1996-98 Central Washington University ![Crime and Media](media/main.gif) ![The Constitution and Human Rights](rights/banner.gif) ![Public Law](publaw/banner.jpg) ![Research Methods in Criminal Justice](methods1/images/methods.jpg) #### winter 1998 \| autumn 1997 \| summer 1997 \| autumn 1996 * * * ## 1995 Babes-Boylai University, Cluj-Napoca, Romania ### The Development of Liberal-Democratic Theory > This course traces the various debates surrounding the functioning of the modern, Liberal state, beginning with its origins in the Hobbes/Locke debate and ending with the contemporary debate between Rawls and Nozick. There will is an attempt to understand the basic terms of the debate in each of its stages and to see how Liberal Democratic Theory has developed into the current debate over redistribution and property rights. Syllabus with topics and readings (links to those available on-line). > Spring 1995 ### Theory and Phenomenology of Political Power > This course explores the various areas in which political power is exercised, from direct social control by the state to how power circulates in architectural structures, the production of knowledge, and the ordering of familiar social forms like the family. The central problematic that we consider is the mechanisms by which power is utilized to coordinate social cooperation, immunize society from change, and protect the established interests of various elites. Syllabus with topics and readings (links to the few available on-line). > Autumn 1995 * * * ## 1992-94 University of Washington & Central Washington University ### Pre-Modern Political Thought > The 16th and 17th centuries in Europe witnessed a disintegration of the Medieval social/political/metaphysical order: the Reformation attack on the authority of the Church, the Parliamentarian attack on the monarchy, the Copernican attack on the geocentric cosmology, and the Cartesian-Newtonian attack on the Aristotlean and scholastic philosophies. The purpose of this course is to study some of the transformations in Western thought that occured during these two important centuries. We focus on the new problems raised by the pre-moderns and attempt to understand how their answers to these new problems laid the foundations for the "modern" age of Enlightenment, Capitalism, and Democracy. We are particularly concerned to track the development of the cornerstone of modern political philosophy: the sovereign, rational individual. Syllabus with topics and readings (links to the few available on-line). > Spring 1994 ### Public Law > The "legal system" occupies and defines a large part of modern life - laws, contracts, lawyers, regulations, etc. are a part of almost every activity we engage in. The purpose of this course will be to understand not only how the legal system works but h ow the system developed, how it is justified, how it effects people, and what is wrong with it. Our inquiry will take us into the history, the practice, and the theory of the American legal system, and we will read works in social science, philosophy, and history. Syllabus with topics and readings. > Winter 1993 ### Introduction to Political Theory: Social Criticism > One of the central features of political theory is the critique of the institutions, practices, and discourses that define and shape society and an individual's place within it. This course is an attempt to teach students the fine art of social criticism through a careful examination of the ideas of two of the most prominent social critics of the last 200 years - Jean-Jacques Rousseau and <NAME>. We concentrate on learning what they can teach us about the style and method of social criticism as well as look for ways in which their critiques are still relevant (perhaps even more so) in our society. The ultimate purpose of this course is to enable students to intelligently, philosophically, and rigorously critique American society of the late 20th century in order to be more aware, informed members of that society. Syllabus with topics, readings (links to the few available on-line), and exam questions. > Summer 1993 ### Constitutional Law > In the course of ruling on the constitutionality of state and federal legislation, the United States Supreme Court creates certain doctrines and rules that function in roughly the same way as laws - guiding and proscribing the behavior of both public officials (police, legislators, and judges) and private citizens. In this course we study the rulings that have announced and elaborated on these doctrines and rules. The emphasis will be on learning how these cases are prepared and what impact they have on our lives and on future cases before the Court. Syllabus with topics and readings, Exam Questions (with a sample answer). > Spring 1993 ### Introduction to Political Theory > The subject of this course is freedom. During the term, we explore the different conceptions of freedom put forth by <NAME>, <NAME>, Jean- <NAME> and <NAME>. In order to fully understand their views on freedom, we read both the works that deal directly with the issue of freedom and the works that provide philosophical support for their conceptions of freedom. As such, we cover topics in epistemology (the study of knowledge), metaphysics, and education as well as political philosophy. Syllabus with topics, readings (links to the few available on- line), and exam questions. > Summer 1992 <file_sep>< < < Date > > > \| < < < Thread > > > * * * ## Theatre Arts Responses #### by <NAME> #### 12 January 2001 02:59 UTC * * * Quite a while ago, I asked the listserv to offer information regarding Theatre/Performance Arts and Service-Learning. Thank you for all the wonderful responses. I'm sorry it took so long to get this info back to you. The list is quite long. Also, see the attachment for a great resource of ideas sent by Laurel Hirt, who compiled responses from a similar question she asked last summer. Thanks, Sylvia King Hello! My name is <NAME>. I am the Chair of the Department of Theatre Arts at LaGrange College in LaGrange, GA. I received your email regarding servant leadership for theatre from our Vice President of Student Life and Retention, <NAME>, here at LC. For our Spring semester, as their Senior thesis project, four actors are putting together a Children's Theatre tour of folk and fairy tales that they will write, produce, perform and tour to local area elementary schools which are very desperate for "artful" activities to suppliment their curriculum. The performers then meet the children after each performance and answer questions. These students worked for me at my professional summer theatre in Lincoln, New Hampshire where we tour Children's Theatre throughout the state. (papermilltheatre.org.) One of the students wrote the scripts and most of the music last summer for these original musicals which bring these fairy/folk tales to life! We were fortunate to receive a Servant Leadership grant from LC so as to offer this service to the community free of charge. We are also entertaining the possibility in the near future of "Classical Scenes in the Schools" (similar to many professional outreach programs)where we would tour scenes from classics to teens and have a follow up Q and A on issues and impressions. I hope this helps, Sincerely, <NAME> Chair, Department of Theatre Arts LaGrange College 706.880.8324 <EMAIL> Hello. The SL program at CU just funded a proposal for a Music Performance Class. Students will be setting up and doing performances for non-profits in the community. They will be practicing business skills along with performing. Course will be taught next semester and is actually labeled ad an internship. Although the students will reflect on issues in weekly course meetings. ChristinaOne author you might look at is <NAME>. The reflection questions he poses in regard to physical education and sport can be translated to dance and other arts. Don does have a new book out (with 5 other authors). I haven't see it yet - a copy is on its way from Human Kinetics. <NAME>, Professor Department of Kinesiology Service Learning Coordinator Del Mar College 101 <NAME> Corpus Christi, TX 78404 (O) 361-698-1336 (F) 361 -698-1936 We have had a couple of theatre course integrate service-learning. Mime and Movement The class partnered with members of On Stage! to create mime performances with a cirus theme. The On Stage! program conducts theater classes and provides performance opportunities to adults coping with mental illness. Our students taught their students about mime and developed over the course of the semester a joint performance that was put on on-campus at the end of the semester. Improvisational Acting Students conducted improv workshops at four different sites. One site was On Stage!. Another site was with mentally disabled children. Another site was at a local elementary school with 3rd graders. And the last site was at an after-school program through the YMCA for middle school students. In groups the students conducted 3 workshops at each site. For the first half of the semester, they researched and studied ways to adapt improv to different populations. <NAME> Service-Learning Coordinator, Whitworth College 509-777-4238 <NAME> - Gettysburg College Theatre Dept. -- has been very involved in international service-learning projects to Nicaragua, Peru, and has done a lot of work/research in Bali -- works with students around street theatre and other themes. You may mention that I referred you to him. I don't know his extention but Gettyburg is 717-337-6000 -- he MAY be <EMAIL> (I never tried it). <NAME> Maryland State Department of Education Project Gettysburg-Leon (sister-city project with Nicaragua) 410-767-0366 try contacting folk at Columbia College, Chicago....they have extensive arts programming with high levels of experiential learning.. <NAME> from the U of Minnesota forwarded your query to me. I use service-learning in my theater class, however, it is less 'traditional' in its focus, and seems to lend itself more clearly to service-learning work. I teach a version of Performance and Social Change and Community-based theater to a class of 15 graduate and undergraduate students who spend 20-30 hours working with (somewhat vaguely defined) community-based theater groups. These include a program using theater to teach literacy in elementary schools, a theater company for highschool kids on the north side of Minneapolis, a few interactive theater companies, and a Latina women's group celebrating La Posada. We spend a lot of time in the classroom asking questions about cultural colonization, social agency, and the responsibility of the artist/community to engage in mutual exchange. We also question the notion of 'community' as a positive, homogenous entity, examining the boundaries of 'community,' their fluidity/stability, and various ways of addressing the inclusion/exclusion paradigm that often defines community. The class is a combination of history/theory and practice. We look at the pageantry movement of the early 20th century, Little Theaters, grassroots theaters, separatist political movements identified with theater (such as the Black Arts Movement, El Teatro Campesino), Cornerstone Theater, and contemporary grassroots movements. I use Boal techniques, bring in guests from Yugoslavia using the work of Grotowski and Barba, and introduce some sociodrama to the classroom. I realize this model doesn't fit with how to use Service Learning in a voice or playwrighting class, but if it is of interest, I can send you a syllabus. Good luck! <NAME> Assistant Professor Theater Arts and Dance University of Minnesota 580 Rarig--330 21st Ave. S. Minneapolis, MN 55455 612-626-9238 I would recommend finding a previously "unvoiced" community (maybe poor, of color, etc) and working with them to tell their story. See syllabus below and definitely contact the professor <NAME>, <EMAIL> An idea for a short assignment would be to create street theater performances that have been popular during the large protests we've seen recently (Seattle, DC, Prague, etc.) I'm sure there's a much richer history to them then this past year, but recent events makes it more salient. Also, interesting disucssions could be on the use of art (especially movies, books, and other story telling devices) in creating social change. Is this the purpose of art or not? As <NAME> said, "Art is not a mirror held up to reality, but a hammer with which to shape it." Good luck! Hillary http://www.upenn.edu/ccp/PHENND/syllabi/THAR250.html I searched the database of the National Service-Learning Clearinghouse and came up with the following information. The first list is of programs - you can contact the person for more information. Some of the programs are based in high schools, but the themes and practices may be adaptable for college level. And next is a list of publications and articles that might be helpful. I hope you can use some of this information and good luck! <NAME> Information Specialist National Service-Learning Clearinghouse 1-800-808-7378 Program Examples: <NAME> Director of Community Service and Service-Learning Associate Dean of Students Massachusetts College of Art 621 Huntington Ave. Boston, MA 02115 617-879-7701 Mindy has a lot of information on service learning in the visual arts and would be happy to share some of what they do at MassArt. She prefers to talk by phone- feel free to call her. Program Title: Service-Learning Organization: Lynchburg College Contact: Dr. <NAME>, Dean: School of Communication & the Arts Address: 1501 Lahecide Drive, Lynchburg, VA 24501 Phone: 804-544-8544 Email: <EMAIL> Total participants for the school year: 25 The basic idea of the service learning project was to offer community organizations our students' abilities to create audiovisual and/or printed materials which could be used by those organizations to promote their community work. Students from classes in public relations, audiovisual communication and persuasive communication worked with staff or volunteers at ten different community service organizations to produce brochures, flyers, web pages, PowerPoint presentations and videos to further the work of those organizations. The sustainability of the project depends on follow-through. Materials created this year will have a shelf life of one to three years. The partnerships would have to be continued in order to update he materials students created. Students learned the objectives and public communication strategies of the participating groups, and in some cases continued to work for the organizations after the class ended. Program Title: Very Special Arts Organization: Piedmont High School Contact: <NAME>, Art Teacher Address: 1619 Piedmont School Road, Monroe, NC 28110 Phone: 704-753-2825 Email: <EMAIL> Total participants for the school year: 130 The Piedmont High School service learning project is called "Very Special Arts." It utilizes the power of the arts to reach every child and adult with a disability through a cooperative effort involving high school art students and partners within the community. Students in the art curriculum receive disability training through guest speakers, videos, and class projects. Students in the National Art Honor Society work one on one with individuals with disabilities on field trips, and then report back to their classmates on their experiences. A countywide festival is planned round a children's story book author and each art activity is related to one of the author's books. On this day, participants have the opportunity to celebrate and share accomplishments in the arts. Many businesses and members of the community attend to make this day a true celebration. Program Title: Beyond El Gran Capoquero (The Great Kapok Tree) Organization: SAIL High School Contact: <NAME>, Principal Address: 725 N. Macomb Street, Tallahassee, FL 32303 Phone: 850-488-2468 Email: <EMAIL> Total participants for the school year: 27 Beyond El Gran Capoquero (The Great Kapok Tree) Description "Beyond El Gran Capoquero" extends SAIL's 1997-98 interdisciplinary project whereby high school students acquire conversational Spanish skills via Drama while providing community service to K-2 Spanish students. That project's success, our desire to capitalize on the strong oral presentation/drama skills of SAIL students and the support of our school improvement plan (expansion of hands-on, applied experiential learning and a greater emphasis on community service for our students) encouraged us to continue. First semester included joint lesson planning, student training in Spanish, Drama, and Early Childhood Education teaching techniques, and development of student-produced curriculum implementation activities. SAIL students met with Ruediger second-grade students four times (informal "icebreakers", discussion of rainforest animals and habitats, and painting murals used as scenery for the first-grade students' second-semester performance). Second semester included SAIL students meeting ten times with the first-graders, teaching Spanish dialogue, drama and movement techniques, mask making, and performance preparation. There were four performances * one, early in the project, with SAIL students showing the Ruediger students "how it's done"; one, near the end, with all the students, for Ruediger parents and students; and two joint-cast productions, one for the "Celebrate the Arts Festival" at Gretchen Everhart School for Exceptional Students and one opportunity to entertain and exchange ideas with visitors from the Ecuadorian rainforest. Sail students provided approximately 700 hours of community service (including travel and preparation) and helped develop replicable curriculum materials. All students stayed enrolled in the program and took seriously their responsibilities as teachers and role models. There is positive anecdotal feedback from Everhart, Ruedigerand SAIL staff and plans to continue the Spanish/Drama curriculum and Ruediger/SAIL relationship. We may also pursue ways to replicate and use this Learn and Serve project as a model to implement the Sunshine State Standards for Foreign Language instruction for high school and elementary students and for using authentic assessment for evaluation. Program Title: Building Bridges Organization: Alcoa City Schools Contact: <NAME>, Director Address: 524 Faraday Street, Alcoa, TN 37701 Phone: 423-984-0531 Email: <EMAIL> Total participants for the school year: 87 Alcoa High School in coordination with the School to Career programs have selected violence reduction and reading improvement as the two area where "Building Bridges" between the schools, businesses, and community agencies create safe pathways for children. The objective is to empower high school students to become problem solvers as they address the issues that deal with violence and diversity. By utilizing reading, drama, art, music and puppetry this group of student role models will impact younger children with the message of peaceful resolution and making positive choices. Program Title: Teens With Attitude (TWA) Organization: Emma L. Minnis Jr. Academy Contact: <NAME>, Project Director Address: 1735 Dixie Hwy, Louisville, KY 40210 Phone: 502-634-1121 Teens With Altitude (TWA) is a sociodrama designed to address community problems of drug abuse, teen pregnancy, fire, safety, and gangs. The sociodrama is presented through music, skits, puppetry, poetry, and black light performances. It will strengthen social and resiliency skills of children and youth to exhibit appropriate social behavior, to use safe and healthful practices with their peers, to refuse to become involved with drugs and gangs, and to refuse to become teenage parents. Program Title: In Harmony Organization: Hillsborough County Schools Contact: <NAME>, Music Specialist / Project director Address: 723 East Hamilton Ave, Tampa, FL 33604 Phone: 813-276-5583 Email: <EMAIL> Total participants for the school year: 492 IN HARMONY is a project that has established a service learning program within our inner city school while establishing an intergenerational link between our 480 at risk students and 500 senior citizens at a nearby, non-profit, HUD subsidized retirement home. Our students are meeting actual community needs while extending student learning beyond the classroom. The students visit the retirement home each month to present interactive programs of newly acquired academic skills. IN HARMONY incorporates art, music, P.E., and drama to enhance what is taught in the academic curriculum. This program fosters the development of a sense of caring for others as the students share songs, games, stories, dances, art projects, and much more with the elderly and disabled residents form the senior citizen facility. Program Title: Partners in Art Organization: Dodge County High School Contact: <NAME>, Art Teacher Address: 1001 Cochran Highway, Eastman, GA 31023 Phone: 912-374-7711 Total participants for the school year: 33 Thanks to a group of enthusiastic team workers our community as a whole will be greatly enriched. Owing to a combined effort of our local Arts Guild, Construction students, who were responsible for designing and building a brand new performance-art interior for our local movie theater and a 6th Period Drama class, our community now has a top notch, state of the art theatre that the entire community and county can take pride in. The students profit greatly from the experience because it provides a setting (The Magnolia Theatre) that inspires them more so than a normal classroom environment. They are taught the history of the theater, all aspects of stagecraft (including lighting and sound), and lastly they are given the opportunity to improvise and perform. They spend a total of 180 hours in this "classroom". Not only do the students attend classes in the theater they are also custodians, who maintain and cleanup the facility for various performances. They operate the sound and lighting equipment and act as House Manager and staff for school-related performances. All the students find the experience to be greatly rewarding. Program Title: Play with a Purpose Organization: Surry Arts Council Contact: <NAME>, Artisitc Director Address: PO Box 14, Mount Airy, NC 27030 Phone: 336-786-7998 Email: <EMAIL> Total participants for the school year: 34 "Play With A Purpose" participants conceptualized and produced three different shows that were shared with our community. These included a video, a radio drama, and a series of monologues and short scenes addressing teen issues important to them. Most of the participants were at risk. Students participating were involved in their first theatre experiences. It was inspiring to see these students get excited about both the production and the response of others to their efforts. The project was based at three sites including the Andy Griffith Playhouse, Foothills (alternative school) and the Eckerd Camp (a wilderness camp for youth offenders). Performances were held in housing authority recreation centers and in the Andy Griffith Playhouse. Students learned about the productions from conceptualization to final performances. They learned numerous skills relating to theater while focusing on issues that were relevant to them-these ranged from teen pregnancy and suicide to violence related topics. NY State Education Department Contact Information: <NAME>, 393 Saint Pauls Avenue, Staten Island NY 10304-2127; Phone: 718-442-7429; Email: <EMAIL> Description: The NYC Vocational Training Center (VTC), a 5-borough multi sited High School Program, the Fredrick Douglas Literacy Center (FDLC) and the Waterways Project of Ten Penny Players, Inc. (WP), a literacy arts publishing and performance program, are providing inclusive service learning and literacy enhancement opportunities for 400 VTC and 50 FDLC at risk 11th grade NYC young adults. The program is implemented within the context of meeting targeted NYS Learning Standards through interdisciplinary arts programming and a school to work philosophy. VTC students receive 90 minutes a day of academic instruction from 9 teachers and spend the remainder of the educational day in service learning activities. Students participate in weekly reflection classes at their site. The Empire State Partnership (ESP) grant received by the three partners has enabled artists to work with both groups of students and with faculty. Two of the FDLC classes are preparing puppet shows with Brooklyn College based Puppetry in Practice. They will perform at their local nursing home, the elementary school and at VTC nursing home sites. Similarly, VTC students based at Hyam Salomon also will work with the puppeteers to prepare productions which will be performed at the nursing home. The students will perform at their schools and libraries also. Students from both schools are working as well with poets, visual and performing artists to create productions based on their own writing, oral histories they collect form family or community members, and picture books. Last year FDLC and VTC students worked together with a performance artist to prepare a production of student poetry which they then performed at a nursing home, a library and a park. Lanett City Schools Contact: <NAME>, 1302 Cherry Drive, Lanett AL 36863; Phone: 334-644-5962; Email: <EMAIL> Description: <NAME>-Lanett Junior High School in Lanett, Alabama, was awarded $4,990.00 for their Learn and Serve project called Project SYKES: Successful Youth Knowledgeable & Eager for Service. Project SYKES incorporates service activities into required classes as well as clubs and organizations. The organizations and projects include: 1. National Honor Society sponsors peer tutoring. 2. The Drama Class sponsors theatrical productions and a summer theater workshop. Students perform for community groups and other schools in the district. The summer theater workshop is planned for elementary age children in the community. Blue Eye R-V School Contact: <NAME>, PO Box 105, Blue Eye MO 65611; Phone: 417-779-5331; Email: <EMAIL> Description: The drama department's contribution to the service-learning program at this school is the medieval Festival it organizes, involving most departments in the high school as well as the community. This event is a cross curricular project, including parental involvement, concentrating on a past time period. Students research medieval times while focusing on originality and creativity in the areas of literature, music, art, family life, health, and sports of the time period. Students apply academic skills and research by writing historically plausible scripts and music. All areas of the curriculum are involved including business and commerce with ticket sales and guild booths at the festival. Greater Ft. Hood Area Communities In Schools Contact: <NAME>, 1003 Medical Drive, Suite C, Killeen TX 76543; Phone: 817-554-2132 Description: With the help of Scott and White Hospital, Teen Health corps at Temple High School is working to promote community awareness of HIV/AIDS. The students are currently educating the health classes at Temple High. They are using skits and slide shows to reinforce their message of health behavior. In the spring, THC members will present a docudrama (a staged drunk driving accident, including all rescue personnel) to further educate students about the risks associated with drunk driving. Stoughton School District Contact: <NAME>, 235 N Forest St, Soughton WI 53589; Phone: 608-877-5500 Description: The purpose of the service learning project is to create students-produced video taped vignettes of middle school students confronting peer pressure situation in which they need to make tough choices. The coordinator, <NAME>, is the drama and video production teacher who has attended a service learning in-service hosted by CESA 2. The videos would be used to spark discussion in classrooms throughout Stoughton. Students also will participate by creating videos demonstrating bike and pedestrian safety. The students will plan, perform and shoot the video as well as post-production editing. Methacton High School Contact: <NAME>, 1001 <NAME> Road, Norristown PA 19403; Phone: 610-489-5000 Description: The Women's Performance Group considers itself more than just a club. It is an environment where young women and men consider women's issues, develop their unique talents, nurture their aspirations, and support others who are in needs. The group often uses visual and performing in its many service learning projects. As members of this group, the students design and prepare each activity. Student officers and committees plan, oversee, and coordinate activities, and all members proudly demonstrate ownership of this service learning group. The women's Performance Group is currently working with district elementary and middle schools and with other districts, encouraging them to start similar service learning programs. The group's many project include: Head Start Art & Literacy Program; Living Museum; Breast Cancer Awareness Month; Teddy Bear Drive; Women's Performance Group Home Page; National Women's History Month Celebrations and Conference; Montgomery County Women's Conference; Wall of Women; and a Dance Program. Literature: .*Note: Literature references cited below with an ED (ERIC document) number are available in ERIC and can be purchased through EDRS at: https://orders.edrs.com/Webstore/Default.cfm or by calling 800-443-3742 (If you have access to a college/university library they may have these items on microfiche, ask your librarian.) Citations with an EJ (ERIC journal) number are available through the originating journal, interlibrary loan services, or from the following: CARL UnCover S.O.S.: <EMAIL>, 800-787-7979, online order form: http://uncweb.carl.org/sos/sosform.html; or ISI Document Solution: <EMAIL>, 800-336-4474, 215-386-4399, online order form: http://www.isinet.com/prodserv/ids/idsfm.html TITLE: Be a Part of the Equation: A User's Guide on Arts in Community Service. AUTHOR: <NAME> PUBLICATION DATE: 1999 PAGES: 44 ABSTRACT: This guide contains 19 program profiles, more than 25 additional summaries on other programs, 19 lesson activities, worksheets to develop an art in the community service activity, and information on contacting and locating community artists, groups, and other resources. AVAILABILITY: http://www.nationalservice.org/research/fellows_reports/99/krueger.pdf; or contact the Corporation for National Service at 202-606-5000. TITLE: Praxis I. A Faculty Casebook on Community Service Learning. AUTHOR: Howard, <NAME>. PUBLICATION_DATE: 1993 ABSTRACT: This book is addressed to faculty trying to incorporate or use community service learning in their courses. The 17 papers are grouped into those on generic issues, on undergraduate course models, and on graduate course models. The papers are: "Community Service in the Curriculum" (<NAME>); (2) "Preparing Students to Learn from the Experience of Community Service" (<NAME>); (3) "Community Service Learning as Innovation in the University" (<NAME>. Chesler); (4) "Creating Spaces: Two Examples of Community-Based Learning" (<NAME>); (5) "Integrating Service-Learning into a Course in Contemporary Political Issues" (<NAME>. Markus); (6) "Detroit Summer: A Model for Service-Learning" (<NAME>); (7) "Community Service Writing in an Advanced Composition Class" (<NAME>); "(8) "Field Research: A Complement for Service Learning" (<NAME>); (9) "Women in the Community: A Course in Social Change" (<NAME>); (10) "Taking Over the Reins: Service Projects in Environmental Studies" (Lisa Bardwell and <NAME>); (11) "Psychology in the Community" (Jerry Miller); (12) "Adapting Drama Activities for Individuals with Disabilities" (<NAME>); (13) "Environmental Action Projects as Community Service Learning" (<NAME> and <NAME>); (14) "Contradictory Missions of a Tempered Radical's Teaching" (<NAME>); (15) "Student Workshops as Community Service Learning" (<NAME>), (16) "The Social Work Practicum as Service-Learning" (<NAME> and <NAME>. Tropman); and (17) "Linking Community Service with Independent Studies" (Toby Citrin);(Contains approximately 75 references.) (CH) PAGES: 200 AVAILABILITY: OCSL Press, University of Michigan, Office of Community Service Learning, 2205 Michigan Union, Ann Arbor, MI 48109 ($18 plus $2 shipping and handling). TITLE: Building Community: Service Learning In the Academic Disciplines. AUTHORS: <NAME>; <NAME> YEAR: 1994 PAGES: 276 ABSTRACT: This book is an attempt to provide the theoretical underpinnings and practical help for college and university professors or public school teachers who are attempting to institutionalize service-learning into their own courses or across the disciplines. Articles were contributed by scholars and practitioners in the field. One of the articles presented is "Service Learning: Projects in Theatre" by <NAME>. AVAILABILITY: Colorado Campus Compact, 1392 N SPeer Blvd, Ste 200, Denver CO 80203; Phone: 303-866-6897; Email: <EMAIL>; URL: csf.colorado.edu/sl/ccc/ccc.htm TITLE: Full Circle: Linking the Generations through Improvisational Theatre. AUTHORS: <NAME>; <NAME> YEAR: 1985 PAGES: 4 ABSTRACT: The article describes how the Center for Intergenerational Learning at Temple University created an intergenerational improvisational theatre troupe (Full Circle) to enhance age relations. The troupe consists of ten teens and 10 seniors who receive training in lifespan development and improvisational theatre. The troupe has effectively dispelled age related myths and stereotypes. (SH) AVAILABILITY: Children Today p23-26 Sep/Oct 1985 TITLE: Towards Excellence: Developing High Standards in Youth Programs. AUTHOR: <NAME> YEAR: 1983 PAGES: 24 ABSTRACT: Examination of 4 programs in which young people have consistently excelled shows common elements, despite differences in setting, population and goals. The 4 programs, which exemplify problem solving, peer counseling, community service and communication, respectively, include: (1) the Youth Action Program in New York City, a community improvement program created and run by East Harlem youth with the help of adult facilitators; (2) the Rap Room, located in a Hartsdale, New York, high school, a drop in peer counseling center staffed by students trained by a school psychologist; (3) the Family Life Theatre in New York City, in which, with the help of adult mentors, high school students develop and present short skits on health related issues for other young people and community groups; and (4) Youth Communication/Chicago Center in Chicago, Illinois, in which teenagers, with the help of adult facilitators, work to promote positive ideas about the role of adolescents in society. Elements common to all, and which seem to be requisites for excellence, are meaningful and challenging work, a collaborative group that allows for both structure and flexibility and provides responsible roles for youth, facilitating roles for adults that permit careful preparation and training of youth, opportunities for reflection and rewards for excellence (ERIC). AVAILABILITY: EDRS -- ERIC number is ED240187 <NAME> - Service-Learning Program Graduate Assistant Boise State University, Idaho 208-426-1004 <EMAIL> <EMAIL> SL Theater syllabi.doc * * < < < Date > > > \| < < < Thread > > > \| Home * * * <file_sep>Political Science 201, MU - Syllabus ##### Political Science 201 / Peace Studies 201 ### NORMS, ETHICS, AND GENDER IN INTERNATIONAL RELATIONS #### University of Missouri-Columbia, Winter 1996 Tuesday & Thursday 1:15-2:30, A&S; 234 <NAME> Office: 208 Professional Building Office Hours: Tuesday 9:00-12:00 Phone: 882-0125 E-mail: <EMAIL> Homepage: http://www.missouri.edu/~polsdtk/ _Description:_ This course examines topics that often receive little attention in international relations courses: norms, ethics, and gender. The first half of the course will focus on the morality and legality of warfare. The second half will focus on international human rights and gender issues. Specific topics to be covered include the just war tradition, war crimes, racism and war, nuclear ethics, human rights and cultural relativism, masculinity and nationalism, sex and sexism in international relations, and feminist IR theory. _Reading Materials:_ Readings are assigned from the following course books, all available at the University Bookstore: * <NAME> (1994). _The Ethics of War and Peace: An Introduction to Legal and Moral Issues_ (Englewood Cliffs, NJ: Prentice Hall). * <NAME> (1992). _Just and Unjust Wars: A Moral Argument With Historical Illustrations_ , second edition (New York: Basic Books). * <NAME> (1986). _War Without Mercy: Race and Power in the Pacific War_ (New York: Pantheon). * <NAME> (1986). _Human Right and International Relations_ (New York: Cambridge University Press). * <NAME> (1989). _Beaches, Bananas, and Bases: Making Feminist Sense of International Politics_ (Berkeley: University of California Press). * <NAME> (1992). _Gender in International Relations: Feminist Perspectives on Achieving Global Security_ (New York: Columbia University Press). Reading is an important part of this course. Assigned selections should be read carefully before each class, for two reasons. First, we will be examining controversial topics in international relations, and this will make for some heated discussions. You will be much more effective in arguing your point of view if you are familiar with the assigned readings. Second, some of the assigned reading material is difficult to get through. The concepts, theories, and arguments are subtle and sophisticated, and can be difficult to comprehend. Class discussion will provide an opportunity to work through points of confusion and misunderstanding, as well as disagreement. _Requirements and Evaluation:_ There will be two examinations during the semester, both of them take-home essays of 6-7 pages in length. The midterm exam will cover issues surrounding the morality and legality of warfare, and will constitute 30 percent of your final grade. The final will cover human rights and gender, and will constitute 35 percent of your grade. You will also be asked to write a 5-page book review of Dower's _War Without Mercy_ , for 20 percent of your grade. The remaining 15 percent will be based on your participation in class discussion, including an occasional oral report on one of the reading assignments. _One last note:_ Academic dishonesty includes cheating, plagiarism, unauthorized possession of examinations, and alteration of grades or markings on returned work. When in doubt about plagiarism, paraphrasing, quoting, or collaboration, consult the instructor. Any examination or assignment tainted by academic dishonesty will automatically receive a _grade of F_. University regulations _require_ that the incident be reported to the chair of the Department of Political Science and to the Provost, who will determine the appropriateness of further disciplinary action. ### COURSE SCHEDULE #### Part I - MORALITY AND LEGALITY IN WAR #### Introduction: War and Realism 18 Jan - Walzer, chapters 1-2 #### The Just War Tradition 23 Jan - Christopher, chapters 1-2 25 Jan - Christopher, chapters 3-4 #### Laws of War 30 Jan - Christopher, chapter 5; Walzer, chapter 3 1 Feb - Walzer, chapter 4 6 Feb - Christopher, chapter 6; Walzer, chapter 8 8 Feb - Walzer, chapter 9-10 13 Feb - Christopher, chapter 7; Walzer, chapter 16 #### War Crimes and Responsibility 15 Feb - Christopher, chapters 8-9 20 Feb - Walzer, chapters 18-19 #### Military Reprisals 22 Feb - Christopher, chapter 10; Walzer, chapter 13 #### Nuclear Ethics 27 Feb - Christopher, chapter 11; Walzer, chapter 17 _Take-home midterm examination distributed -- due 4 March at 4:30_ 29 Feb - _no class_ #### Race and War 5 Mar - Dower, chapters 1-2 7 Mar - Dower, chapter 3 12, 14 Mar - _spring break_ 19 Mar - Dower, chapters 4-7 21 Mar - Dower, chapters 8-10 #### Part II - INTERNATIONAL HUMAN RIGHTS #### Human Rights in Theory 26 Mar - Vincent, chapters 1-2 28 Mar - Vincent, chapter 3 #### Human Rights in Practice 2 Apr - Vincent, chapters 4-5 4 Apr - Vincent, chapter 6; _book review due_ 9 Apr - Vincent, chapters 7-8 #### Part III - GENDER IN INTERNATIONAL RELATIONS #### Nationalism, Security, and Masculinity 11 Apr - Enloe, chapters 1 and 3 16 Apr - Tickner, chapter 1 18 Apr - Tickner, chapter 2 #### Sex and Sexism in International Relations 23 Apr - Enloe, chapter 2 25 Apr - Enloe, chapter 4 #### Gender and Development 30 Apr - Enloe, chapters 6-7 2 May - Tickner, chapter 3 #### Gender and Global Ecology 7 May - Tickner, chapter 4 #### Feminist International Relations Theory 9 May - Enloe, chapter 9; Tickner, chapter 5 _Take-home final examination distributed -- due 17 May at 12:00 noon_ <file_sep>CSCI 2270 Computer Science 2: Data Structures Spring 2002 <NAME> \| \| http://www.cprogramming.com/ http://cppreference.com/ http://www.cplusplus.com/ref/ http://www.google.com/ http://www.yahoo.com/ Syllabus and schedule This week's notes Table of contents ---\|---\|--- # General course information Monday, January 14, 2002 * * * Next page * * * This page is on the web at http://www.cs.colorado.edu/~karl/2270.spring02/. On this page: Purpose of course \| Staff \| Textbooks \| Schedule and syllabus \| Grading policies \| Collaboration * * * ## Purpose of course This course will cover three subjects: ### Data structures Methods for organizing data in computer memory. How to choose the best ones depending on properties of the data and requirements for access and updates. ### C++ Building data structures out of C++ arrays and pointers. Using classes and objects to stay organized and create reusable software. ### Productivity tools An integrated editing-compiling-debugging environment and project management software. We will use such tools in a Unix environment. ## Staff There are pictures. ### Instructor <NAME>, ECOT 725, <EMAIL>, phone 303-492-6380. Office hours MWF 11-11:50 and by appointment. To make an appointment call or send email. ### Teaching Assistants A separate page with information about the recitations and such is at http://csel.cs.colorado.edu/~simek/csci2270/. R021 02:00pm-03:15pm T ECCR 1B56 <NAME> R022 03:30pm-04:45pm T ECCR 1B56 <NAME> R023 05:00pm-06:15pm T ECCR 1B56 <NAME> R031 09:30am-10:45am T ECCR 1B56 <NAME> R032 11:00am-12:15pm T ECCR 1B56 <NAME> R033 12:30pm-01:45pm T ECCR 1B56 <NAME> ## Textbooks ### Required: <NAME> and <NAME>, Data Structures and Other Objects Using C++, Second Edition, Addision Wesley, ISBN 0-202-70297-5. ### Recommended: <NAME> and <NAME>, Programming with GNU Software, O'Reilly and Associates, Inc., ISBN 1-56592-112-7. ## Schedule and syllabus The timing of the lecture topics may shift somewhat depending on how quickly we cover some of the material. [Note added later: There have been some minor adjustments since this page was first posted.] Due dates for assignments and dates of exams won't change. * * * --- \| _ Week of ..._ \| _ Class_ \| _ Recitations_ \| _ Assignments_ * * * _1._ \| January 14-18 \| Overview. Objects and classes. \| Logistics. Basic Unix and `emacs`. \| Assignment 1 handed out ("CombinationLock", using classes and objects). _2._ \| January 23-25 \| Objects and classes, continued. \| More Unix, submission of assignments. \| _Assignment 1 due Friday, Jan 25\. _ _3._ \| Jan 28-30, Feb 1 \| Container classes. \| Permissions, `RCS`, and `emacs`. \| Assignment 2 handed out ("PhoneBook", using container classes). _4._ \| February 4-8 \| Dynamic arrays. \| Interactive debugging with `gdb`. \| _Assignment 2 due Friday, Feb 8._ _5._ \| February 11-15 \| Pointers and linked lists. \| TBD \| Assignment 3 handed out ("CatalogBrowser", using linked lists). _6._ \| February 18-22 \| Stacks and trees. \| TBD \| _Assignment 3 due Friday, Feb 22\. _ _7._ \| Feb 25-27, Mar 1 \| Trees, continued. Recursion. \| _Tuesday, Feb 26: Lab exam 1 (on linked lists). _ \| Assignment 4 handed out ("ArithmeticExpressions", using stacks, trees, recursion). _8._ \| March 4-8 \| Recursion, continued. Templates. \| TBD \| _Assignment 4 due Friday, Mar 8\. _ _9._ \| March 11-15 \| _Monday, March 11: Midterm Exam. _ Search trees. \| TBD \| Take-home exam 1 handed out ("MakeIndex", using trees). _10._ \| March 18-22 \| Priority queues. Heapsort. Limits on sorting. \| TBD \| _Take-home exam 1 due Monday (!), March 18\. _ March 25-29 Spring Break _11._ \| April 1-5 \| Fast sorting. Algorithm design paradigms. \| _Tuesday, April 2: Lab exam 2 (on trees). _ \| Take-home exam 2 handed out ("SmartSort", using sorting techniques). _12._ \| April 8-12 \| A case study: SkipLists. \| TBD \| _Take-home exam 2 due Monday (!), April 8\. _ (Postponed to Tuesday.) Assignment 5 handed out ("SkipList Demo"). _13._ \| April 15-19 \| Hash tables. \| Tuesday, April 16: Lab exam 3 (cancelled). \| _14._ \| April 22-26 \| Balanced trees. Graphs. \| TBD \| _Assignment 5 due Friday, April 26\. _ _15._ \| Apr 29, May 1-3 \| Review. Demos. \| TBD \| \| Thursday, May 9 \| _Thursday, May 9, 7:30-10:00 AM Final Exam _ * * * ## Grading policies ### Due dates and late policy _Assignments are always due at midnight. You loose 20% of the points for each day of being late._ (You lose the whole 20% at the stroke of midnight.) A weekend counts as one day. ### Assignments [Note added later: The term "Do-It-Yourself" assignment was later replaced by "Take-home exam," which seemed clearer.] There are a total of seven programming assignments. Two of them, Assignments A and B, are of the "Do-It-Yourself" kind: You must do them by yourself. The other five, Assignments 1, 2, 3, 4, and 5, are of the "Learn-With-Others" variety: On these assignments you are encouraged to collaborate. ### Lab exams There will be three "lab exams," where you will be asked to do some programming in your recitation by yourself and turn in your work electronically at the end of the recitation. ### In-class exams There will be one midterm and a final. These are held in the classroom. ### Points and grades The seven assignments (1, 2, 3, 4, 5, A, and B) are worth 65 points each. The three lab exams and the midterm are worth 100 points each. The final is worth 200 points. Thus there is a total of 1055 points. [ _Note added later: Lab exam 3 was cancelled and its 100 points were added to Assignment 5, making Assignment 5 worth 165 points._] Getting 900 or more points guarantees you an A, getting 800 or more points guarantees you at least a B, getting 700 or more points guarantees you at least a C, getting 600 or more points guarantees you at least a D, getting less than 600 points may get you an F. +/- grades will be given to raise some grades. The extent to which this is done may differ among recitations since their lab exams may turn out to be of slightly different levels of difficulty (which we try to avoid but which can happen). ## Collaboration _You are very much encouraged to collaborate on the "Learn-With-Others" assignments (Assignments 1, 2, 3, 4, and 5). The two "Do-It-Yourself" assignments (Assignments A and B) you have to do by yourself._ The recommended mode of collaboration on the "Learn-With-Others" assignments (Assignments 1, 2, 3, 4, and 5) is to write your own program but feel free to discuss any and all aspects of your program with anyone else, including details of the code. Naturally, simply copying someone else's code does not teach you anything except how to use the copy command, which is not a strong foundation for an illustrious career in the software field. Also be aware that these "Learn-With-Others" assignments only add up to a fraction of your total grade. Use them to learn how to do the work so that you can show your programming competence on the "Do-It-Yourself" assignments and on lab exams. [A clarification of this policy was posted later.] _On the "Do-It-Yourself" assignments (Assignments A and B) no collaboration of any kind is acceptable._ Treat them like take-home exams that you are supposed to do by yourself. If you get caught violating this rule you get an F in the course just as you would if caught copying on an exam. Obviously the rules of academic honesty as published in the catalog apply (except for the "Learn-With-Others" assignments as described above). The rules spelled out above apply to Sections 020 and 030 of CSCI 2270 (taught MWF 1-1:50PM in ECCR 200). Section 010 (taught MWF 11-11:50AM in ECCR 245) has a different instructor, different assignments, and probably different rules. * * * Next page \| Back to top * * * (C) 2002 <NAME> 9:31 AM, Saturday, May 11, 2002 <file_sep>![](http://www.ncsu.edu/images/red_strip.gif) ![](http://www.physics.ncsu.edu/courses/pylabs/ban_logo.gif) # PY 124: SOLAR SYSTEM ASTRONOMY ## Syllabus, Fall Semester 2002 ![](http://www.physics.ncsu.edu/courses/astron/ln02.gif) ![](mars1.gif) \| Instructor:<NAME> , Office : Cox Hall 110 Phone : 515-7842, E-mail:<EMAIL> Office hours : T, Th. 1:30 - 2:30 PM (and by appointment) Class Room: Cox 206 Class Days / Time: T, Th, 2:35 to 3:50 PM Textbook: <NAME>; _The Solar System_ (Current edition), (Wadsworth Publishing, Belmont, CA.) ![](hline.gif) * Course Goals, Requirements, and Grading * Order of Topics Covered * Clarification of Some Points * Make-up Test Policy * How to Pass This Course * Some Other Interesting Web Sites * Answers to the most recent test * Glossary of Terms for Solar System Astronomy * Explanation of Orbital Terms ** * Sample Tests for this section ** * Sample Test 1 * Sample Test 2 * Sample Test 3 * Answers to homework 1 and sample test 1 * Answers to homework 2 and sample test 2 * Answers to homework 3 and sample test 3 * Reedy Creek Obsevatory * Official course description ---\|--- (NASA Photo: Launch of the Mars Observer spacecraft on a Titan III rocket from Kennedy Space Center.) ![](http://www.ncsu.edu/images/red_strip.gif) ![](Earth.gif) \| ## Course Goals, Requirements, and Grading: ---\|--- (NASA Photo: The Earth from the Galileo Spacecraft) Students should review the University Policy on Academic Integrity found in the Code of Student Conduct. In this class, your name on any assignment, test, paper, or quiz, will be taken as your certification that you have neither given nor received unauthorized aid with the project. All assignments, tests, papers, or quizzes are expected to be entirely your own work unless I specifically state otherwise. GOALS IN THIS CLASS: My goals in teaching this class are to have you understand the spatial and temporal relationships of objects in the solar system, particularly the movements of the common objects visible in the sky with minimal optical aid; to understand the historical development of astronomy; to understand the basics of the philosophical underpinnings of scientific research; and to understand the properties of the major solar system bodies, both in the large collective groupings by which they are classified, and individually; and how we acquire knowledge concerning these objects. This class is NOT available for Scholar's Credit * * * There will be three tests during the semester, and a comprehensive final examination. You will be graded on the basis of: 75% of final grade: Average of the three tests. 25% of final grade: Comprehensive final exam. Extra Credit: An 8 to 10 page term paper may be submitted to replace your lowest test score (not the final exam). The paper is due NO LATER THAN November 21. There are specific acceptable topics and additional requirements that are handed out in class with the printed syllabus. Please see me if you need another copy of the term paper requirements. This class is NOT available for Scholar's Credit. * * * Sample Testsare available via the World Wide Web. ![](caution1.gif) ; NOTE: The Final Exam is scheduled Tuesday, December 17, at 1:00 PM. Students will not generally be permitted to take the exam early, so please do not make arrangements to go home before this date. * Homework: Homework will be assigned and reviewed in class (time permitting), but will not be collected or graded. I assign homework to assist in your learning the material. It is certainly to your advantage to do the homework, but if you don't, it will show up in your test scores. Final Grades will be on the Plus/Minus system. The grading scale is as follows: A+ = 98.0 to 100.0% A = 92.0 to 97.9% A- = 90.0 to 91.9% B+ = 88.0 to 89.9% B = 82.0 to 87.9% B- = 80.0 to 81.9% C+ = 78.0 to 79.9% C = 72.0 to 77.9% C- = 70.0 to 71.9% D+ = 68.0 to 69.9% D = 60.0 to 67.9% F = 59.9% or lower Extra Credit: An 8 to 10 page term paper may be submitted to replace your lowest test score (not the final exam). The paper is due NO LATER THAN November 21. There are specific acceptable topics and additional requirements that are handed out in class with the printed syllabus. Please see me if you need another copy of the term paper requirements. ![](caution1.gif) NOTE: Repeated disruptions of the class (e.g. talking, etc) may result in the lowering of the student's grade by up to one full letter grade. Return to beginning of syllabus ![](http://www.ncsu.edu/images/blue2green.gif) NO "makeup" tests will be given for ANY reason. Under unusual circumstances that would cause you to miss a test (for instance, a death in the family, a scheduled University event, etc..) , arrangements _may_ be made to take a test at something other than the scheduled time, provided that such arrangements are made before the regular test is given. Such "Alternate" tests WILL be of a different format, for example a verbal test, or an essay test, or a combination essay - multiple choice test. The material on the tests will be drawn from the lectures, therefore regular class attendance is expected. Attendance will be recorded, but does not directly affect your grade. However, keep in mind that several years experience shows that your final grade will likely be reduced one or more letter grades if you miss 5 or more classes. I consider your name on the test as your certification that you did not give or receive unauthorized assistance with the test. Return to beginning of syllabus ![](http://www.ncsu.edu/images/blue2green.gif) ### Syllabus: NOTE: There WILL BE material presented in class that is not covered in the textbook. You WILL be tested on the material _presented in class_ , whether or not it is in the textbook. There MAY ALSO be material in the textbook that is not discussed in class that will be on the test. This is the order of the topics to be covered. The time of the final exam is stated in the TRACS schedule. This syllabus is not set in stone, and may be modified during the semester. Please do not ask me what chapters a test covers; it covers all material discussed in class after the previous test. Therefore regular class attendance is important and expected! NOTE: No class on the following dates: Tuesday, October 15 Tuesday, November 26 and Thursday, November 28 TOPICS and CHAPTERS Introduction, the sky, history, eclipses, gravity, "applied" astronomy, gravitation and orbits Chapters: 1, 2, 3, 4, 5 TEST 1 _Approx._ Thursday, September 19 Optics and telescopes, light and matter, overview of the solar system, Earth in detail, the inner planets (Mercury, Venus, Earth, Mars). Chapters: 6, 7 (thru 7-2), 20, 21, 22, 23 TEST 2 _Approx._ Thursday, October 24 The outer planets (Jupiter, Saturn, Uranus, Neptune, Pluto), asteroids, comets, an introduction to the sun, the search for other planetary systems. Chapters: 24, 25, 26, 8 TEST 3 Thursday, November 21 The history of space exploration, Life in the universe, or other assorted topics. * FINAL EXAM: Tuesday, December 17, 1:00 to 4:00 PM * Return to beginning of syllabus ![](http://www.ncsu.edu/images/blue2green.gif) ### Clarification of a Few Points. 1) There are no prerequisites for this course. This course is not intended to provide a mathematical background for more advanced study in astronomy, therefore the solving of mathematical problems is not the primary emphasis. Some mathematical terms and equations are used, however, and a familiarity with high school algebra and geometry at the level officially required for admission to the university is assumed. 2) This course will NOT teach you much about astronomical observing (that's taught in PY 125, the companion laboratory to this course). You will not learn the constellations, or how to use a telescope, etc. We will be looking at what we know about astronomical objects, _and how we know it_. 3)In accordance with university policy, students who elect the S/U grading system will receive an 'S' only if their course grade would be 'C-' or better on the letter grade system. There is NO "Extra Credit" of ANY SORT available for this class. Please don't ask. 4) No makeup tests will be given. If you miss a test, you get a zero on that test. In rare cases, arrangements may be made to take the test at a time other that the normal class time, but these arrangements absolutely must be made before the normal test date. Such arrangements are not usually made; you will need a very good reason if you wish to take the test at any time other than with the rest of the class. ( Note : Calling my secretary or my office and leaving a message that you are going to miss the test DOES NOT constitute making prior arrangements!) 5) University policy prohibits the recording of lectures without the instructor's permission. Please ask if you wish to record the lectures. 6) Policy on IN (Incomplete) grades (from the Faculty Handbook): IN is a temporary grade. At the discretion of the instructor, students may be assigned an IN grade for work not completed because of a serious interruption in their work not caused by their own negligence. An IN must not be used as a substitute for an F when a student's performance in the course is deserving of an F. An IN is only appropriate when the student's record in the course is such that successful completion of assignments, projects, or tests (missed as a result of a documented serious event) would enable that student to pass the course. Work undertaken to make up the IN grade should be limited to the completion of missed work. Return to beginning of syllabus ![](http://www.ncsu.edu/images/blue2green.gif) ![](saturn.GIF) \| ## "I'm not good at science. How can I pass this course?" ---\|--- (NASA Photo: Saturn from the Voyager II Spacecraft) I hear this question from a few students every semester, and I sympathize. (No one's good at everything. I like science, but I'm not good at economics, for instance. I can't understand how the government can be in debt when _they_ print the money. If I could print money I wouldn't be in debt!) If you are generally a good student, but just seem to have trouble with science, it may help to remember that a study method that works well for a humanities course will not necessarily work well for a science course (and vise versa.) First, and most importantly, remember that passing the course is really not the point. Learning astronomy is the point. If you concentrate on learning astronomy, passing the course will come naturally. Second, it is important to keep up with the lecture material. We have all had classes where you could take out your notes and the textbook for the first time the day before the test and still get an A. This class is _not_ one of those. At least once a week you need to spend some time going over the class notes. Write down the important ideas from each lecture. Actually write them down, don't just look over your notes. You remember things that you write much better than things that you just read. Pay particular attention to understanding the concepts rather than memorizing facts. (For example, it is more important to know what a class G star is than it is to remember that the sun is a class G star.) There are, of course, some facts that you will just have to remember, but in general it is the concepts that are important. Anything that you don't understand, look up in the textbook. If you still don't understand, write down the questions you have and ask me. Third, read the related material in the textbook. Take notes on the textbook, again trying to see which points are most basic. Fourth, if you feel that you need help, see me before you become totally lost. If you can't make my office hours, I will be glad to set up an appointment to see you. All I ask is that you either show up for the appointment or call and cancel it. I never mind seeing students, but I do mind setting aside time to see someone who never shows up. "How much time will I have to spend on this class?" is another question I get asked. The answer depends on several things. If you are a senior Aerospace Engineering major, and have been an amateur astronomer for years (there's usually one in every class), you will probably find that you don't need to spend much time at all. If, on the other hand, you have virtually no exposure to physics and astronomy, you will need to devote a good deal of time. That's assuming that you want an A. If all you really want to do is just pass (D), your time requirements will be considerably less. I don't have a nice round number to give you, but a rule of thumb is that you should spend at least 3 hours of study time for each 1 hour of class time. In other words a "full time" student should be just that; spending around 40 hours a week studying. The distribution of this time among your classes will vary, depending on your course load. I teach astronomy because I like astronomy. I don't view the class as a contest between the students and the professor. I want you to learn astronomy, so please do not hesitate to ask me if you have any questions. Return to beginning of syllabus ![](http://www.ncsu.edu/images/red_strip.gif) ## Other Astronomy Related Web Sites DISCLAIMER: The links below are to sites not under the control of NC State University. NC State University and the Department of Physics are not responsible for the content of these sites. Any opinions or policies stated on these sites do not necessarily represent the policies or opinions of any person or Academic Unit at NC State University. None of the sites below are commercial- all are University or Government Agency sites - and the Department of Physics does not endorse or promote any commercial enterprise to which these sites may link. ** * Current Satellite Views of Earth from Space** (updated every couple of hours) * Latest Satellite Image (Visible), East Coast (Satellite GOES 8) * Latest Satellite Image (Visible), West Coast (Satellite GOES 9) * Latest Satellite Image (Infrared) (Satellite GOES 8) ** * Other Sites ** * Global Positioning System (GPS) Information * [Japan] National Space Development Agency, Earth Observation Center * European Space Agency * Harvard-Smithsonian Center for Astrophysics * Mount Wilson Observatory * NASA Home Page * NASA Jet Propulsion Laboratory (JPL) * NASA: Kennedy Space Center * Space Telescope Science Institute (Hubble Space Telescope) * U.S. Naval Observatory * University of North Carolina - Chapel Hill, Physics and Astronomy Return to beginning of syllabus ![](treeline.gif) * * * ### Back to Physics Home Page ### Back to NC State Home Page Last updated: 25 June 2002 <file_sep>Social Studies Links ![](spacer.gif) \| ![](ssmlogo.gif) ---\|--- \| \| ### Social Studies Methods Homepage --- Course Syllabus \| Lesson Outlines \| Readings Lecture Notes \| Assignments \| Subject Links ### This page links to numerous social studies sites and webliographies of social studies sites. Choose the subject area of interest to you. ### Geography \| History \| Civics ---\|---\|--- Economics \| General \| Methods E-Mail:<NAME> Homepage: Christy Keeler (Updated 3/19/98) You are visitor number *![many](http://darkwing.uoregon.edu/~jqj/cgi- bin/counter.cgi?http://darkwing.uoregon.edu/~christyk/linksct.html) --- \| ### Geography USGS: What Do Maps Show? (http://info.er.usgs.gov/education/teacher/what-do- maps-show/index.html#intro) This site is a good introduction to maps and map reading, but lacks the appeal to alternative learning styles. It would work well for a student engaged in independent study, but not necessarily for a classroom-led lesson. "One World, Our World" (http://www.entecheng.com/1wow.html) This site advertizes an assembly program designed by the Peace Corps to teach children about differences and similarities between people around the world. The base price is about $650 for one day. KidNews (http://www.vsa.cape.com/~powens/Kidnews.html) This site provides a forum for students to post their written work on the World Wide Web for international review by other student authors. Email pals may also be matched. KIDLINK: Global Networking (http://www.kidlink.org/english/index.html) Students are provided a forum for communicating with others around the world. This site is designed for ages 10-15 and helps find email pals and coordinates international projects. The United Nations CyberSchoolBus (http://www.un.org/Pubs/CyberSchoolBus/) This site, developed by the UN, includes links to a peace poem, data about countries, quizzes, puzzles, and animations, UN school kits, and good UN sites. Non-Electronic Geography Bibliography (http://darkwing.uoregon.edu/~christyk/Geogbib.html) A bibliography of geography books, videos, games, videos, etc. Where on the Globe is Roger? (http://www.gsn.org/roger/index.html) A retired marine travels around the world telling stories about his experiences. Students/classes may correspond with him directly. Tale of Two Rivers (http://cyberschool.4j.lane.edu/ttr/ttr.home.html) A site designed for and by middle school students engaged in outdoor research. This site focusses specifically on the activities done on one specific land parcel and gives ideas of ways community involvement in such projects can be achieved. K-12 Africa Guide (http://www.sas.upenn.edu/African_Studies/Home_Page/AFR_GIDE.html) A guide to K-12 resources available on the Internet. Some of the links include country-specific information, a multimedia archive, African languages, information regarding the African environment, and African-American resources. Amigo! Mexico Art & Culture Directory (http://www.mexonline.com/culture.htm) A photo gallery of items important to Mexican culture. Items such as pottery, folk dancing, art, Mardi Gras, and bullfighting are included. Golden Legacy Curriculum (http://ericir.syr.edu/Projects/CHCP/) Lesson plans developed for the Chinese Historical and Cultural Project. TALES (http://www.wested.org/tales/00contents.html) Stories of projects undertaken by classroom teachers. Not all projects are geography-based, but many are. Earth science/climatology projects are the most prevalent. GlobaLearn! (http://www.globalearn.org/) GlobalLearn takes expeditions around the globe and invites students and classrooms to join. The third journey will be to Brazil. Participation requires registration. EnviroNet at Simmons College (http://earth.simmons.edu/) Students at Simmons College in Boston assist educators in projects relating to ecosystems, animals, and other earth science-related items. This site allows registration and participation in a myriad of global research projects. Creativity Cafe (http://creativity.net/kidcast2.html) Students create artistic projects for presentation over the Internet. The Project takes place during one day of the year and includes CU-SeeMe technology to allow the artists to interact with viewers of their work. Anti-Racism Boat Tour (http://www.magenta.nl/boat/info-e.html) Students in the Netherlands and South Africa collaborated on a boat tour teaching about issues of racism. The project has concluded, but the site is still active. Intercultural E-Mail Classroom Connections (http://www.stolaf.edu/network/iecc/) Allows teachers easy access to email pals from other cultural regions around the world. Earth Day Groceries Project (http://www.halcyon.com/arborhts/earthday.html) Students decorate grocery bags for local food stores who then distribute the bags on Earth Day. Explains the project and how to become involved. SS CENTRAL AMERICA (http://web.infoave.net/~wilkerson/shipwreck.html) A site created by an elementary class about shipwrecks around Central America. Lesson plans and activities are included. Help Build a Better Theme Park (http://www.itp.tsoa.nyu.edu/~alumni/dlasday/xx/intro.chall.html) This site sponsors a contest to see who can build the best theme park. Technology innovation is a key feature. The KIE Curriculum (http://www.itp.tsoa.nyu.edu/~alumni/dlasday/xx/intro.chall.html) A group of curricular activities encouraging individual and group design work. Some projects include houses in the desert, dinosaur extinction, aliens on tour, life in the solar system, how far does light go, sunlight/SunHEAT!, and in the news. Hunt for Country Capitals Game (http://www.kidlink.org/KIDPROJ/Capitals/) Students create a trivia game about country capitals for inclusion on the site. The games then become interactive and students are challenged to identify capitals described by other students/schools. The project takes place during a specified period. GeoGame Project (http://www.gsn.org/project/gg/index.html) Students submit information regarding their location. This information is sent to a general manager who scrambles all the information from all respondents. Classes must then use geographic resources to solve the puzzles. Virtual China Project '97 (http://www.kidlink.org/KIDPROJ/VChina97/) A week-long bike trip through Southern China is followed and there is a virtual field trip of Xi'an. Virtual Trek in a Sumatran Rainforest (http://www.kidlink.org/KIDPROJ/Sumatra/) A site designed by a miidle school class after their trek to Sumatra. Includes pictures and information about the region. Project Central America (http://www.adventureonline.com/pca/index.html) Students/classes follow a team of mountain bikers through Central America. Running the Nile (http://www.adventureonline.com/nile/index.html) The outcome of a kayaking adventure on the Nile. Is complete with journal logs, pictures, and teachers resources. The project has concluded but the site remains available. 23 Peaks (http://www.23peaks.com/) A site that recounts the experiences of mountain climbers as they ascended 23 pes throughout North, Central, and South America. Jounral entries, curriculum ideas, questions/answers, background information, and pictures are include. MayaQuest '97 (http://www.mecc.com/ies/maya/maya.html) Follows the Mayan biking expedition of the Mayan culture. Backlogs and pictures are included and future expeditions are planned. Projecto Magellan (http://www.adventureonline.com/magellan/index.html) A family, the Schurmann's, share their experiences as they sail the route of Magellan. Live from Antarctica 2 (http://quest.arc.nasa.gov/antarctica2/index.html) An electronic field trip to Antarctica that took place in February of 1997. JASON Project (http://www.jasonproject.org/) The JASON Project annually engages in scientific exploration in different areas of the world. The two-week research is preceeded by classroom activities available at this site. International Greenland Expedition (http://www.adventureonline.com/ige/index.html) Students follow the trek of two explorers as they attempt to circumnavigate Greenland. A curriculum is available for about $100. Everest KidsPeak (http://www.gsn.org/past/kidspeak/index.html) Students follow as an attempt is made to reach the peak of Mount Everest. The site includes links to loads of information about the region and supporting graphics. Wetlands Visited '96 (http://www.kidlink.org/KIDPROJ/Wetlands/) Students partticipate in wetlands projects focussing on conservation. Information about the participating class/school is included on the site for comparison purposes. Weather Folklore (http://www-kgs.colorado.edu/weather_folklore.html) This lesson has students investigate weather folklore origins and write about weather folklore in their area. Clouds/Humidity (http://www- kgs.colorado.edu/rt_clouds.html) A lesson plan for students to explore features of a map and write two messages to on-line peers to gain a deeper understanding of the concepts of humidity and relative humidity, and the factors that influence them. A Day In The Life Of News (http://www.kidlink.org/KIDPROJ/Journalism/) On one day, students from around the world post the headlines from their local newspapers. These may then be compared for similarities and differences. GLOBE - International Hands-On Science and Education (http://www.globe.gov/) Classes/schools link with research scientists and other schools to engage in real-life scientific experiements (e.g., water quality testing). Desert and Desertification Project (http://environment.negev.k12.il/desert/desert.htm) This site contain the archives of a worldwide project led by schools to learn more about deserts and desertification. Students engaged in their own projects. Lessons and general desert/desertification information is included. How People Live (http://www.kidlink.org/KIDPROJ/Euro/) A project designed by European and udents to learn about the lives of people of various careers within their regions. STudents submit descriptions of how fictitious people would live (given an occupation) for comparison purposes. ### Geography Webliographies Area and Regional Studies Webliography (http://humanitas.ucsb.edu/shuttle/area.html) Voice of the Shuttle's webliography of politics and government sites. Cultural Studies Webliography (http://humanitas.ucsb.edu/shuttle/cultural.html) Voice of the Shuttle's webliography of cultural studies sites. Geography Webliography (http://www.studyweb.com/geo/toc.htm) StudyWeb's webliography of geography sites. Teachers Resources: Earth Science Webliography (http://www.studyweb.com/teach/tcethsci.htm) StudyWeb's webliography of earth science teaching resources. * * ### History World War I - Trenches on the Web (http://www.worldwar1.com/) This is an excellent site that serves as a collection of background information about World War I. Students are encouraged to submit information (e.g., biographies of war heroes) for inclusion). American History LiveText (http://www.ilt.columbia.edu/k12/history/aha.html) Developed via a collabration of several schools, grades, and classrooms, this site combines information about American history andstudent projects relating to the topic. American Immigration (http://www.bergen.org/AAST/Projects/Immigration/) Created by 10th grade students, this site gives general information about American immigration. Questions such as who came to American, when, and why are answered in a chronological design. Hunt for Famous Explorers (http://www.kidlink.org/KIDPROJ/Explorers/) Students create a trivia game about famous explorers for inclusion on the site. The games then become interactive and students are challenged to identify explorers described by other students/schools. The project takes place during a specified period. From Revolution to Reconstruction (http://grid.let.rug.nl/~welling/usa/usa.html) A study environment for U.S. history. It reads much like a textbook, and includes links to original documents, essays, biographies, and presidential information. Dead Sea Scrolls (http://sunsite.unc.edu/expo/deadsea.scrolls.exhibit/intro.html) A learning environment of the Dead Sea Scrolls; based on the exhibit at the Library of Congress. Past Forward Limited (http://www.pastforward.co.uk/) The homepage for PastForward, a company that aids in the development of web pages for historical sites or organizations. Crossroads (http://ericir.syr.edu/Virtual/Lessons/crossroads/) A complete K-16 American History curriculum. Holocaust/Genocide Project (http://www.igc.apc.org/iearn/hgp/) An international project focusing on genocides. The purpose is to increase knowledge in a way which makes a positive difference in the world. Designed for teachers and students in grades 7-12. Oregon Trail Online (http://www.mecc.com/ies/oto/oto.html) An interactive online Oregon Trail experience. Classes must register to participate. Edison's Greatest Invention (http://www.hmco.com/hmco/school/projects/edison.html) Students learn about Edison's inventions and determine which they believe was his greatest. This project has concluded, but the project coordinator is identified. I Have A Dream (http://www.kidlink.org/KIDPROJ/Dream/) A collaborative free verse poem experience on the Martin Luther King, Jr. theme. Discover Virginia! (http://pen.k12.va.us/Anthology/Pav/SocStudies/DiscVa/discva.html) An interactive adventure in discovery of Virginia's impact on American history. Paintbrush Diplomacy (http://www.icamsf.com/diplomacy/default.htm) Working within an assigned theme, students research and prepare a picture to describe the theme. They then deliver their picture to a cooperating school from another country. History Webliography (http://www.studyweb.com/his/toc.htm) StudyWeb's webliography of history sites. History Webliography (http://humanitas.ucsb.edu/shuttle/history.html) Voice of the Shuttle's webliography of history sites. * * * ### Civics Digital Democracy Project (http://www.landmark-project.com/PowerVote.html) This project assists students in better understanding demographic issues relating to the 1996 U.S. Presidential Campaign. A Geopolitical Survey of the United States (http://www.fred.net/nhhs/html2/otr.htm) Students/schools from around the country submit information about their states and can review geopolitical information submitted by other students/schools. From Congress to the President (http://www.fred.net/nhhs/html2/otr.htm) An on-line project where students role-play a simulation of the U.S. Congress. The project has concluded, but there is a link to the project's coordinator. Electronic Emissary Home Page (http://www.tapr.org/emissary/) Teachers can be assigned "emissaries," subject matter experts, to correspond with classes on a regular basis. Politics & Government Webliography (http://humanitas.ucsb.edu/shuttle/politics.html) Voice of the Shuttle's webliography of politics and government sites. * * * ### Economics Social Security And You (http://www.ssa.gov/teacher/teacher.html) A teacher's kit for teaching about social security. Global Grocery List Project (http://www.landmark-project.com/ggl.html) Students submit the prices of certain items on a given day. The prices from the various regions are then posted for comparison purposes are shown. Landmark Project (http://www.landmark-project.com/eco-market/) Students design an item to market and learn to be entrepreneurs. TV AD-venture (http://www.hmco.com/hmco/school/projects/tv.html) Students review television advertisements around the country and make observations about how advertisements are reflective of the regions in which they are shown. Taking Stock (http://www.santacruz.k12.ca.us/~jpost/projects/TS/TS.html) A stock- market simulation is presented for grades 5-12. Registration for the program is required. Money Project (http://www.kidlink.org/KIDPROJ/Money/) Schools/students from around the world register costs of specific items for comparison. Registration for the program is required. * * * ### General These sites cover either general, cross-disicplinary subject-areas or social studies sub-areas (e.g., anthropology, archeology). Multicultural Pavilion (http://curry.edschool.Virginia.EDU/go/multicultural/teachers.html) A resource for teachers teaching about multicultural issues. Lessons, archives, and many, many ideas are included. Multicultural Book Review (http://www.isomedia.com/homes/jmele/homepage.html) This site has multicultural book reviews for middle and high school students. The user interface stinks, but the information is good. Envisioning the Future (http://www.h-net.msu.edu/~envision/) This site was prepared for the National Endowment of Humanities to support the teaching of the social studies. It links to teacher materials for all academic levels. Project Center (http://www.hmco.com/hmco/school/projects/index.html) Tells of upcoming on-line activities. Social Studies Webliography (http://www.state.wi.us/agencies/dpi/www/ed_ss.html) From the Wisconsin Department of Public Instruction. Social Studies & Culture Webliography (http://www.studyweb.com/culture/toc.htm) StudyWeb's webliography of social studies and culture sites. Religion Webliography (http://www.studyweb.com/rel/toc.htm) StudyWeb's webliography of religion sites. Gender Studies Webliography (http://humanitas.ucsb.edu/shuttle/gender.html) Voice of the Shuttle's webliography of gender studies sites. Minority Studies Webliography (http://humanitas.ucsb.edu/shuttle/minority.html) Voice of the Shuttle's webliography of minority studies sites. Archaeology Webliography (http://humanitas.ucsb.edu/shuttle/archaeol.html) Voice of the Shuttle's webliography of archeology sites. Anthropology Webliography (http://humanitas.ucsb.edu/shuttle/anthro.html) Voice of the Shuttle's webliography of anthropology sites. Social Studies Webliography (http://www.mtjeff.com/~bodenst/socialst.html) From Carrie's Crazy Quilt, this site separates sites by social studies area specialty (e.g., government, history). * * * ### Methods Sites relating to the teaching of social studies. Particularly suited for the higher education methods instructor. NCSS Information Request: Methods Teachers (http://www.ncss.org/about/materialsreq.html) Provides a form for methods teachers to register for NCSS information. DRAFT Teacher Education Standards: February, 1997 (http://www.ncss.org/online/standards/teacherprepdraft.html) A draft of the teacher education standards for social studies teachers designed by the National Council for the Social Studies. A Social Studies Methods Course Site (http://www.valdosta.peachnet.edu/coe/coed/courses/MGE430.html) An example on an online middle level social studies methods course syllabus. Oregon Education Resources (http://www.mtjeff.com/~bodenst/oregon.html) Resources available on the Internet for Oregon educators. Social Studies Methods Links (http://www.usd.edu/intec/socstudelem.html) A webliography of sites relating to social studies education. ### Potential Readings Readings for review for inclusion in the course. "Social Studies Technology Trainers Join IEARN" (http://www.newhorizons.org/iearnanderson.html) An article to read. "Preservice Teachers Develop Multimedia Social Studies Presentations for Elementary Grades" (http://www.coe.uh.edu/insite/elec_pub/html1995/044.htm) An article to read. Helping Your Child Learn History - Parents and the Schools Helping Your Child Learn History ED309134 Sep 89 World History in the Secondary School Curriculum. ERIC Digest. ED335283 Jul 91 Teaching the 20th- Century History of the United States. ERIC Digest. ED360220 Apr 93 Geography in History: A Necessary Connection in the School Curriculum. ERIC Digest. ED393781 Mar 96 Oral History in the Teaching of U.S. History. ERIC Digest. ED346016 Mar 92 The Core Ideas of "CIVITAS: A Framework for Civic Education." ERIC Digest. ED301531 Dec 88 Civic Education in Schools. ERIC Digest. ED370882 Apr 94 Civic Education for Global Understanding. ERIC Digest. ED332929 Apr 91 Teaching the Responsibilities of Citizenship. ERIC Digest. ED390781 Dec 95 Civic Education for Constitutional Democracy: An International Perspective. ERIC Digest. ED380401 Apr 95 National Standards for Civics and Government. ERIC Digest. Teaching Geography: A Model For Action In Grades 4-12 ED381480 Mar 95 The National Geography Content Standards. ERIC Digest. ED277601 Nov 86 The Nature of Geographic Literacy. ERIC Digest No. 35. ED335284 Jun 91 Teaching Geography at School and Home. ERIC Digest. ED WWW Search Results: all documents ED393786 Feb 96 Using Literature To Teach Geography in High Schools. ERIC Digest. ED304396 Mar 89 Teaching and Learning Economics. ERIC Digest. Economic Understanding for Democratic Transformation Improving the Economics Curriculum with Laboratory Experiments ED284823 Aug 87 The Nature of Economic Literacy: ERIC Digest No. 41. Goal 2 High School Completion - The Need for Theory ED393787 Nov 95 Art Education in the Social Studies. ERIC Digest. ED296950 Jun 88 Computers in Social Studies Classrooms. ERIC Digest. ED351278 Oct 92 Trends in K-12 Social Studies. ERIC Digest. ED285829 Jul 87 Improving Writing Skills through Social Studies. ERIC Digest No. 40. Social Decision Making and Problem Solving ED253468 Sep 84 Active Learning. ERIC Digest No. 17 ED329484 Nov 90 Social Studies for the 21st Century: Recommendations of the National Commission on Social Studies in the Schools. ERIC Digest. ED268065 Dec 85 Community Study. ERIC Digest No. 28. ED322021 Apr 90 Social Studies Curriculum Reform Reports. ERIC Digest. ED360219 Mar 93 Alternative Assessment: Implications for Social Studies. ERIC Digest. ED322080 Jul 90 Social Studies and the Disabled Reader. ERIC Digest. <file_sep>HISTORY 2302 -- SURVEY OF WORLD CIVILIZATIONS II* SPRING TERM 2001 -- 11:00 MWF - Three Credit Hours <NAME>, Ph.D. Office Hours: MW 2-3; 4-5; TR 2-:00-5:00 And by appointment Marshall Hall 104A Campus Phone 935-7963 Ext. 375 Home Phone 935-5537 Campus Mail Box 2035 e-mail <<EMAIL>> \| \| Course& Readings Schedule --- Review Instructions& Guidelines Course Evaluation Course Description and Requirements * The course is a survey of world societies, with appropriate emphasis on Western Civilization, but from a truly global perspective. The chronology runs from the period of the Renaissance and Reformation through the twentieth century. The course and its readings assume the importance of the processes of globalization, both as developed during and since the early modern era, and as formally noted during the late twentieth century. * The survey course involves the study of prominent events, trends and personalities. The assigned readings will support the class discussions and lectures. Classroom discussions require you to take the time and effort to read before you come to class. On occasion discussion groups will be assigned in order to facilitate discussion. * Your experience in this course will include reading, writing, discussing, and of course thinking about historical events, personalities and themes. The quality of your experience will depend ultimately on you and your committed participation in the course process. Course Goals * To acquaint students with the diverse societies of the last 500 years and the continuing interrelatedness of global societies and systems; * To acquaint students with the major developments of western and world societies since the Renaissance; * To engage students in historical inquiry as a means of encouraging them to take a critical approach to historical matters; and, * To encourage student to consider the subsequent influence of varied historical developments on societies until the present time. Class Attendance In accordance with the University attendance policy, "Attendance at all meetings of the course for which a student is registered is expected. To be eligible to earn credit in a course, the student must attend at least 75 percent of all class meetings." Other details of the attendance policy are found in the current catalog. Emergencies, of course, may prevent your attendance, but you should endeavor to limit the undesirable influence of emergencies, particularly on examination days. Your instructor assumes that you, by enrolling in the course, have declared it a priority for your use of time and effort on the scheduled days and at the scheduled hours. Your habitual absence or tardiness suggests that you may indeed have more important matters to attend to, and that you will be less concerned about the course and its benefits. Certain planned, excused absences relating to university business or activities do occur, but they do apply to the attendance standard, regardless. Make prior arrangements with the professor as neededin order to keep up with your work. Absences for exams or class reports will be excused only for documented medical reasons or by prior arrangement for legitimate reasons. Class Participation Participation involves many factors, most important of which are attendance, participation in discussion, pre-class preparation through reading the assigned textbook chapters, timely submission of out-of-class assignments, and taking the examinations at the scheduled times. The timely, conscientious completion of assignments displays honest commitment to the course. Assignments will be penalized one grade point per day late. Do not test this rule. The Course Process * Examinations will assume your familiarity with and will be based on, in order: the class lectures, the textbook readings, and the required supplemental readings. The student study guide resources for history and geography are crucial. Plan to spend some appreciable time working with them. * The course this semester is set on a points basis (see Evaluation Section below). You may earn points on the examinations and on the writing assignments. Required Readings * <NAME> & <NAME>. _Traditions & Encounters: A Global Perspective on the Past._ Vol. II. Boston: McGraw Hill, 2000. * <NAME>, <NAME>, Jr., and <NAME>. _Student Study Guide and Map Exercise Workbook to Accompany Traditions & Encounters_. Vol. II. Boston: McGraw Hill, 2000 * Choose One: * Chin<NAME>. _Things Fall Apart_. New York: Anchor Books, 1994. Or: * <NAME>. _Bury Me Standing: The Gypsies and Their Journey_. New York: Vintage Departures, 1995. * <NAME>. _Nectar in a Sieve._ New York: Signet Books. Course Schedule, Reading Schedule: Week 1 -- January 10, 12 \| Course Introduction--Texts Survey Chapter 22 ---\|--- Week 2 -- January 15, 17, 19 \| Chapter 23 Week 3 -- January 22, 24, 26 \| Chapter 24 Week 4 -- January 29, 31; February 2 \| Chapter 25 Week 5 -- February 5, 7, 9 \| First Examination Monday February 5 Chapter 26 Week 6 -- February 12, 14, 16 \| Chapter 27 Week 7 -- February 19, 21, 23 \| Chapter 28 Week 8 -- February 26, 28; March 2 \| Chapter 29 Week 9 -- March 5, 7, 9 \| Second Examination Monday March 5 Chapter 30 Week 10 -- March 12, 14, 16 \| Chapter 31 Week 11 -- March 19-23 \| Spring Break Week 12 -- March 26, 28, 30 \| Chapter 32 Friday discuss Chinua Achebe's novel. Week 13 -- April 2, 4, 6 \| Chapter 33 Friday discuss <NAME>'s _Bury Me Standing_ Week 14 -- April 9, 11, 13 \| Third Examination Monday April 9 Chapter 34 Good Friday No Classes Week 15 -- April 16, 18, 20 \| Chapters 35 Book Reviews Due Friday, April 20 Friday discuss _Nectar in a Sieve_ Week 16 -- April 23, 25, 27 \| Chapters 36, 37 Week 17 -- April 30 - May 4 \| Monday Reading Day Comprehensive Final Examination Wednesday May 2, 1:00-2:50 p.m. Book Review Instructions and Guidelines * A book review is not the same as a book report. The purpose is not primarily to provide a _brief_ synopsis of the book, but to analyze and evaluate it. The guidelines will get you started on the review; you may look at examples of scholarly reviews in the library in _The American Historical Review_ or _The Historian_ or similar journals. See <NAME>'s _The Student's Guide to History_ for additional guidelines and hints; on reserve in the library, for sale in the bookstore. * The review should be five to ten pages, typed. Refer to Turabian's style guide for particulars. Paper clip your pages together, no folders or covers, no title page. The heading may follow this model: * <NAME>. _The Holocaust: The Fate of European Jewry, 1932-1945_. Translated by <NAME> and <NAME>. New York & Oxford: Oxford University Press, 1990. pp. xviii + 808. Review by <NAME>. * General guidelines for the review: * Include a _brief_ summary or synopsis of the book. State its thesis or theme or purpose. Provide some background information on the author's qualifications, publishing background, and personal information. * Discuss the author's argument, the evidence used to support the thesis, theme, or purpose. What is the author's perspective? Is there bias (find out what this means before you discuss it)? What is it and how does it influence the book? How did you react to it? What examples can you present to support your comments? Your review must incorporate a logical, reasoned, thorough analysis of the book, not merely a reflective overview. That won't do. * Discuss the ways the book enhanced or influenced your study of history. Give examples. What connections did you make between the context and assumptions of the author and anything related to historical developments during the time period or periods associated with the book? There are no limits to this, so don't come asking the professor for guidance as to "just exactly" what he wants. * Discuss the readability of the book (and your own qualifications to read it), the tone and presentation of its contents, its physical features that added to or detracted from it; how, overall, do you evaluate the book, and how would you argue with or agree with the author on any number of points? * As with any professional or collegiate paper: attend to spelling, punctuation, grammar, syntax. Any faults in proper usage of English detract from communication and thus from the quality and grade of your paper. Problems with writing? Go to the ETBU English writing lab for help. I also can recommend the UTEP history writing helps on the web at: http://www.utep.edu/htc/tips/essay.htm * Do not cover your paper. A cover sheet is adequate. Staple rather than paper clip your paper. The paper must be submitted on time, or be subject to one full grade point reduction per day it's late. There will be no exceptions. The paper is due at the beginning of the class period on the date due. Cyberexcuses at the last minute will gain no sympathy. You must be responsible. The paper may be submitted early. Course Evaluation Examinations: Three, @ 100 points 300 Final Examination 300 Book Review 200 Class Participation 100 Points and Grades (800 = 100%) \| 810> = A 720> = B 630> = C 540> = D <540 = F ---\|--- Top \| Courses \| ETBU Home \| Summers Home ---\|---\|---\|--- <file_sep># Issues in Contemporary American English # Lesson Plans # ## Language ### Objectives * Prepare to succeed in this course * Become comfortable using Netscape Navigator and Eudora * Become familiar with the major linguistic concepts and terms ### Class Activities #### Discussion: Syllabus * Read the syllabus carefully and ask questions. * Develop a habit of doing the exercises at the end of each chapter in this book. These exercises will help prepare you for class activities, including quizzes. * Refer to Martha Kolln's _Understanding English Grammar_ to shore up your understanding of English grammar. While the focus of this course is not subject-verb agreement or nonessential clauses, you will need to understand basic terms and concepts such as subject, verb, adjectival, clause, case, and prepositional phrase. #### Discussion: The Internet * Review the section on computers in "Be Your Best." * If you would like additional instruction on using computers, come to my workshop at 10 a.m. on Wednesday, August 27, in the Dial computer lab. Bring your diskettes, computer paper, and e-mail information. * Make sure that you have an e-mail address by the end of this week. See me if you need a form. * Visit www.excite.com, personalize a page, and set up a clipping service to give you news about the English language. Read this news regularly and be prepared to discuss the issues raised here in class discussions. #### Group Exercise: English Basics Using what you already know about the grammar, sounds, vocabulary, and history of English, write a brief entry on the English language for a general encyclopedia. Include a bibliography. #### Individual Exercise: Animal and Human Communication Book historians recognize two major forms of printing before the nineteenth century: xylography, or woodcut printing, and typography, or printing with movable type. In xylography, printers carved all the letters for an entire page on a woodblock, applied ink to the block, and then used the block to print pages. In typography, developed in Europe by Johann Gutenberg, printers arranged individual blocks, each containing the impression of a letter or punctuation mark, to spell out words and sentences; they then applied ink to the blocks and pressed paper against them. When they had made the required number of copies of this page, they disassembled the words and sentences and rearranged them for the next page. How are these two forms of printing similar to animal communication and human language? Try to think of other analogies that help illustrate the differences between these two types of communication. #### Individual Exercise: Linguistic Analysis Read the following passage and analyze it from the standpoint of a linguist. What is distinctive about the morphology, phonology, and syntax? Do you see any examples of semantic ambiguity? What sociolinguistic phenomena does the passage illustrate? * * * MAKING them pens was a distressid tough job, and so was the saw; and Jim allowed the inscription was going to be the toughest of all. That's the one which the prisoner has to scrabble on the wall. But he had to have it; Tom said he'd got to; there warn't no case of a state prisoner not scrabbling his inscription to leave behind, and his coat of arms. "Look at <NAME>,'' he says; "look at <NAME>; look at old Northumberland! Why, Huck, s'pose it is considerble trouble?--what you going to do?--how you going to get around it? Jim's got to do his inscription and coat of arms. They all do.'' Jim says: "Why, <NAME>, I hain't got no coat o' arm; I hain't got nuffn but dish yer ole shirt, en you knows I got to keep de journal on dat.'' "Oh, you don't understand, Jim; a coat of arms is very different.'' "Well,'' I says, "Jim's right, anyway, when he says he ain't got no coat of arms, because he hain't.'' "I reckon I knowed that,'' Tom says, "but you bet he'll have one before he goes out of this--because he's going out right, and there ain't going to be no flaws in his record.'' (Text courtesy of University of Toronto English Library) \| #### Assignments * _An Introduction to Language_ , Chapter 1 * "How Much Do You Know About English Grammar?" #### Terms * language * linguistics * creative aspect of language * competence * performance * grammar * descriptive grammar * prescriptive grammar * ungrammatical * Noam Chomsky * universal grammar ---\|--- ## ## Phonology ### Objectives * Study the ways sounds are created in the oral cavity * Become familiar with English phonemes and allophones * Learn to transcribe English speech with the International Phonetic Alphabet * Use this knowledge of phonology to analyze spelling problems, accent, register, and poetry ### Class Activities #### Group Exercise: Consonants and Vowels Look over "Table 6.6: Phonetic Symbol/English Spelling Correspondences" on pages 244-245 of _An_ _Introduction to Language_. Note any differences between the pronunciations indicated in the table and your own pronunciation of these words. Are there more differences among the consonants or the vowels? Why do you suppose this is so? #### Group Exercise: Phonemes Complete exercise 6 on page 308 of _An Introduction to Language_. #### Individual Exercise: Phonology and Spelling Use your understanding of phonology to analyze and correct the common spelling problem in the following sentence: "Many scientist have studied this phenomenon." #### Discussion: Sound Symbolism Review David Crystal's list of "Sounds and Senses" on page 251 of _The Cambrdige Encylopedia of the English Language_. Why do you think these sounds have the associations they seem to have? Try to think of other sounds with apparent connotations. #### Discussion: Intonation Review <NAME>'s comments on "A Really Interesting High Rise Intonation" (p. 249) in _The Cambrdige Encylopedia of the English Language_. Have you noticed this phenomenon in hearing various people speak? If so, how did you interpret it? Do you use this rising intonation? If not, would you consider starting? Why or why not? #### Pairs Exercise: Accent Take turns saying the list of words below. As one person says the words, the other should transcribe the words in IPA. Feel free to ask your partner to repeat the words if necessary. Does your pronunciation of a word change if you use it in a sentence? * pen * interesting * aunt * car * route * pin * here * buy * ask * through * pianist * mischievous #### Class Exercise: Accent Listen to the tape of a woman speaking and singing. Try to identify the woman's race and place of birth. How did you reach your decision? #### Pairs Exercise: Register This time, each of you will pronounce the following sentence: "I'm going to say something to them." First, pronounce the sentence as if you were talking to a friend over lunch. Next, pronounce the sentence as if you were speaking to a potential employer in a job interview. Transcribe your partner's speech for each context and note any differences you find. #### Individual Exercise: Sound in Poetry Use what you have learned about stops, continuants, stress, rhyme, and sound symbolism to analyze the following poem by <NAME>: > After great pain, a formal feeling comes-- > The Nerves sit ceremonious, like Tombs-- > The stiff Heart questions was it He, that bore, > And Yesterday, or Centuries before? > > The Feet, mechanical, go round-- > Of Ground, or Air, or Ought-- > A Wooden way > Regardless grown, > A Quartz contentment, like a stone-- > > This is the Hour of Lead-- > Remembered, if outlived, > As Freezing persons, recollect the Snow-- > First--Chill--then Stupor--then the letting go-- Now use what you have learned about intonation to read it aloud. You may want to refer to David Crystal's discussion of intonation on pages 248 and 249 of _The Encyclopedia of the English Language_. Try reading some lines with different intonation and analyze the different effects. #### Individual Exercise: E-mail and the World Wide Web * In the computer lab, insert your diskette in the A drive of a computer and launch the e-mail software called Eudora. Place your cursor in the box labeled "POP account number" and type your e-mail address. Example: <EMAIL>. Press the TAB key and type your name in the next box. Finally, type your e-mail address again in the "Return address" box. Click on "OK." You now have stored your e-mail information on this diskette. Label it "Eudora e-mail" and carry it with you at all times. * Practice sending a message. Click on the picture of a pencil and paper. In the box that appears, type <EMAIL> next to the word "To." Tab down to the message field and type SUBSCRIBE ENG521. Click on "Send." You have joined the list serve for this class. Whenever you want to send a question, comment, or idea to me and your classmates, you can send it to <EMAIL> , and everyone in the class will receive it. I will use the list serve to pass along announcements and to share tidbits on language. We also will use the list serve to share our journals for this class. Be sure to check your e-mail before each class meeting. * Practice using Netscape Composer to build a World Wide Web site. See the instructions on "Be Your Best." #### Journal 1: Dialect Look up a word or expression in the _Dictionary of American Regional English_. Summarize and analyze its pronunciation, meaning, and use. \| #### Assignments * _An Introduction to Language_ , Chapters 6 and 7 * _The Cambridge Encyclopedia of the English Language_ , pp. 248-253, 317 * Journal 1 #### Terms * phonetics * International Phonetic Alphabet * place of articulation * bilabial * labiodental * interdental * alveolar * palatal * velar * glottal * manner of articulation * voiced * voiceless * nasal * stop * fricative * affricate * liquid * glide * diphthong * stress * phonology * phoneme * phone * allophone * distinctive feature * intonation * assimilation * deletion * epenthesis * metathesis * allomorph * accent * register #### Bibliography * _Dictionary of American Regional English_ ---\|--- ## ## Morphology ### Objectives * Practice reading a dictionary entry * Learn to analyze a word's morphology * Study the processes by which languages change ### Class Activities #### Individual Exercise: Morphological Analysis * Use your dictionary to identify the morphemes in one of the words in the list below. Use terms such as "lexical-content word," "free," "bound," "affix," and "derivational" to label each morpheme. * anti-intellectualism * international * Jacobean * suicide squeeze * pseudonyms * neighborly * undoing * friendliest * unwritten * nullifies * relishing * Referring to the etymology in your dictionary, explain the process by which the word entered the English language. #### Group Exercise: Lexical Innovations Using your dictionaries, as well as your own knowledge of morphology, analyze the following sentences: "They are conversating about the test." "This method is uneffective." "She acts like a pre-Madonna." "The fort was succumbed by the army's attack." "Opponents to the law are literally coming out of the woodwork." "Many people are surprised by the enormity of the Oxford English Dictionary." "Despite their tortuous ordeal, survivors of the plane crash were in good spirits." "That lamp is very unique." "Copycat crime is a fascinating phenomena." "I borrowed my friends books." "Our program offers the most complete news coverage." You may want to break down some words into their morphemes. Although some of these words do not appear in most standard dictionaries, you probably know what the writer intended them to mean. How do you know? #### Individual Exercise: Language Change Since the time of <NAME>, who said he saw "no absolute necessity why any language should be perpetually changing," prescriptive grammarians have tried to slow down or stop language change. Using what you have learned about coinage, inflectional endings, and phonological phenomena, as well as your experience as a speaker and reader of English, to make a case for or against language change. #### Group Exercise: Word Coinage * Use what you know about loanwords, portmanteaus, compounds, derivational morphemes, or other phenomena to coin a word. * Write a dictionary entry for your word. Make sure you include information about its orthography, pronunciation, part of speech, inflections, meanings, and etymology. #### Discussion: Lexicon in Dialects and Idiolects Reflecting on your work with the _Dictionary of American Regional English_ and _The Origins and Development of the English Language_ , as well as your own experience hearing and using words, make a list of words that serve as shibboleths--terms that reveal information about a person's native region or social class. In particular, consider lexical differences in British and American dialects and orthography. Also, note any expressions that are peculiar to your family's speech or even your own speech. How do you think these lexical aspects of a dialect spread? #### Journal 2: Analysis of a Word Look up one of the words in the list below in _The Oxford English Dictionary_ and at least one other hardback dictionary, such as _The American Heritage College Dictionary_. In addition to summarizing the information you find about the word's pronunciation, part of speech, meaning, and history, comment on any striking morphological, lexical, or semantic phenomena that it demonstrates. Finally, note any important differences between the treatments of the words in the different dictionaries. Submit your response to the online forum. * gender * jubilee * jumbo * yellow journalism * notorious * macho \| #### Assignments * _An Introduction to Language_ , chapters 3 and 11 * _The Origins and Development of the English Language_ , chapters 9 and 11 * Visit the Merriam-Webster World Wide Web site and subscribe to "Word of the Day." * Journal 2 #### Terms * dialect * idiolect * morphology * homophone * lexicon * lexical content words * function words * morpheme * derivational morpheme * inflectional morpheme * bound morpheme * free morpheme * root * affix * prefix * suffix * allomorph * borrowing * coinage * ejaculation * compound * clipped form * acronym * back formation * eponym * blend * <NAME> * folk etymology * functional shift * commonization * protolanguage * Indo-European * cognate * analogic change * <NAME> * <NAME> * orthography #### Bibliography * _Oxford English Dictionary_ * _American Heritage College Dictionary_ ---\|--- #### ## Syntax ### Objectives * Become familiar with phrase structure rules, phrase structure trees, and some transformations * Identify the sources of syntactic ambiguity * Distinguish between spoken and written syntax * Analyze the way transformations and other syntactic phenomena can expand rhetorical possibilities and affect meaning * Use an understanding of syntax to analyze common writing problems, such as fragments and run-ons ### Class Activities Group Exercise: Patterns of Clauses Write and diagram an original sentence for each of the clause patterns <NAME> describes on page 221 of _The Cambridge Encyclopedia of the English Language_. Individual Exercise: Transformations Use a phrase structure tree to diagram the following sentence: "The manager ordered the supplies." Next, perform each of the following transformations: * Yes-no transformation * Wh- transformation * Negative transformation * Cleft sentence * "It" extraposition #### Individual Exercise: Syntactic Ambiguity A syntactically ambiguous sentence has one surface structure and two deep structures. Below is a list of newspaper headlines. Using phrase structure trees, show how each illustrates syntactic ambiguity. * "Judge to rule on nude beach." * "Enraged Cow Injures Farmer with Ax." * "Stolen Painting Found by Tree." * "Two Sisters Reunited after 18 Years in Checkout Counter." * "Killer Sentenced to Die for Second Time in 10 Years." #### Individual Exercise: Paraphrase Paraphrases are two or more surface structures for the same deep structure. Use a phrase structure tree to diagram each of the following sentences and then paraphrase each. Identify the transformation you used to produce the paraphrase. * Congress cut funding for national parks. * The lobbyist has given the senator several gifts. * The mechanic repaired the car quickly. * The shortstop leaped over the runner gracefully. * She looked up the word. Try to think of other ways of paraphrasing these sentences. Discussion: Rhetorical Grammar Review the paraphrases you produced in the preceding exercise. In what way can transformations subtly affect the meaning of a deep structure while maintaining the basic message? #### Group Exercise: Disjuncts On page 229 of _The Cambridge Encyclopedia of the English Language_ , <NAME> points out that disjuncts can contribute to a writer's or speaker's tone. Analyze the role of the disjuncts in the following sentences: * "Poe, of course, actively sought this 'union of Poetry and Music' in his own work, as any reader of "The Raven," "<NAME>," or "The Bells" can attest." * "In fact, scientists in Poe's own time noted the asymmetry of the cerebral hemispheres." * "America has many dialects, as you know." * "The difference, I suppose, is that you knew her and I didn't." #### Group Exercise: Language Creation Using what you have learned about phonology, morphology, and syntax, begin creating an original language. Make a list of vocabulary words, along with some of their inflectional affixes, and write a sentence using these words. Finally, explain the rules governing sound, word formation, and word order. #### Group Exercise: Sentence Variety Write one of the following sentences at the top of a sheet of paper: * "Something is rotten in the state of Denmark." * "In the beginning God created the heaven and the earth." * "There was an old woman who lived in a shoe." First, use a phrase structure tree to diagram each sentence. If necessary, "untransform" the sentence before diagramming it. Then, work together to write at least five new sentences that convey roughly the same information. Comment on the flexibility of English syntax. #### Group Exercise: Poetic Syntax Perhaps the main reason that poetry is so challenging, especially for the inexperienced reader, is that poets generally have a large syntactic vocabulary; that is, they use vocatives, inversions, and other structures more often than other writers. Use what you have learned about syntax to analyze the following lines from poetry: * "Friends, Romans, Countrymen, lend me your ears." * "If ever two were one, then surely we." * "Something there is that doesn't love a wall . . . " * "Whose woods these are I think I know." * "Busy old fool, unruly sun, / Why dost thou thus, / Through windows, and through curtains call on us?" * "one-night cheap hotels" * ". . . There lives the dearest freshness deep down things . . ." Group Exercise: Sentence Problems Use what you know about syntax to analyze the following phrases and suggest ways to turn them into appropriate sentences: * Because Picasso was a Cubist. * The reason being that the house was demolished. * Such as Mozart, Beethoven, and Brahms. * The idea that James was a realist. * Newton was a physicist, he developed some important theories about optics. Group Exercise: What's in a Quotation? As <NAME> notes on page 214 of _The Cambridge Encyclopedia of the English Language_ , spoken syntax differs from written syntax. No one appreciates this difference more than print journalists, who often have to transcribe spoken sentences for their stories. For this exercise, pretend that you are a reporter who has recorded the following from an interview: > "I think that sports stars <NAME> <NAME> all those guys make way too much money I mean you know how much is one guy worth you know cause like you know I just wanna say to 'em how much do you actually work in a year I heard on TV or no it was the radio that some of them make like $3,000 a minute I mean a second that's like I mean it doesn't seem right that they should make so much money when I'm when everybody else is like struggling to you know get by you know" After analyzing this passage, do the following: * Transcribe it so that it could appear as a written quotation. * Identify some aspects of spoken English that make it difficult to transcribe. How do you suppose journalists cope with these problems? Try to come up with your own standards. * Compare your transcription with those of the other groups. What differences do you notice? What syntactic or other phenomena lie beneath the different transcriptions? * Discuss how this exercise might force us to revise our definition of the word "quotation." What implications do these transcription problems have for the mass media? \| #### Assignments * _An Introduction to Language_ , Chapter 4 * _Understanding English Grammar_ , chapters 5 and 14 #### Terms * syntax * grammaticality * syntactic category * noun phrase * verb phrase * prepositional phrase * phrase structure rule * phrase structure tree * syntactic ambiguity * paraphrase * embedded * subcategorization * transitive * intransitive * transformation * deep structure * surface structure * wh- transformation * there transformation * cleft sentence * particle * active voice * passive voice * vocative #### Bibliography * <NAME>, _Syntactic Structures_ * Quirk, et al. _A Comprehensive Grammar of the English Language_ ---\|--- #### ## Semantics ### Objectives * Begin to appreciate the nature of lexical and syntactic meaning * Become familiar with some approaches to classifying meaning * Analyze the complex relationship between signs and signifiers * Use information about syntax, morphology, language change, and the English lexicon to analyze political speech ### Class Activities #### Group Exercise: What Words Mean Use several different methods to try to determine the meaning of the following words. First, use semantic features. Next, write a definition with a hypernym and distinctive attributes. Finally, come up with a list of synonyms. Which method seems most effective? What drawbacks does each have? Referring to Crystal's discussion of synonyms, categorize your list of synonyms according to levels of formality, collocation, and connotation. * overalls * window * courage * love * medicine * eat * marionette * hiccup * improve * healthy * abstract * apocryphal #### Individual Exercise: Semantic Analysis Each of the following sentences or scenarios, many of which I have drawn from real life, demonstrates at least one semantic phenomenon covered in the reading for this week. Use what you have learned about proper nouns, polysemous nouns, deixis, and other concepts to analyze the item: * A contemporary gospel song contains the line "Our God is an awesome God." * The lyrics to a remarkable number of country songs contain lines like the following: "I've got friends in low places." What semantic concept are the composers of these songs using? * A student tells a career counselor: "I want to find a job in publishing, but they never hire anyone without experience." * Speaking to a student in a mentoring program, a fund-raiser my wife knew identified herself as an "opportunist." * While working as a copy editor, I once let my news editor know that I was uncomfortable with a story that identified someone as an "alleged murderer." Why did I object to this phrase? Would you object? Why or why not? * As a teenager, I worked at Chick-fil-A, where we had three sizes of soft drinks: small, medium, and large. Our "large," however, was enormous--about 32 ounces. Many customers used to tell me: "I want a large, but not that jumbo thing." * In Act 4, Scene 3 of <NAME>'s play _Macbeth_ , Macduff learns that his wife and children have been murdered, presumably by Macbeth. As Macduff begins to unravel, Malcolm says: "Be comforted. / Let's make us med'cines of our great revenge / To cure this deadly grief." Macduff replies: "He has no children" (line 216). * "We, therefore, the Representatives of the United States of America, in General Congress, Assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the Name, and by Authority of the good People of these Colonies, solemnly publish and declare, That these United Colonies are, and of right ought to be Free and Independent States; that they are Absolved from all Allegiance to the British Crown, and that all political connection between them and the State of Britain, is and ought to be totally dissolved; and that as Free and Independent States, they have full Power to levy War, conclude Peace, contract Alliances, establish Commerce, and to do all other Acts and Things which Independent States may of right do." * "By the President of the United States of America: A Proclamation. Whereas on the 22d day of September, A.D. 1862, a proclamation was issued by the President of the United States, containing, among other things, the following to wit: 'That on the 1st day of January, A.D. 1863, all persons held as slaves within any State or designated part of a State the people whereof shall then be in rebellion against the United States shall be then, thenceforward, and forever free . . . .'" * Apparently irked by a competitor's new one-day treatment for a particular infection, a company began running a commercial that points out that the infection cannot be cured in a single day. * In his campaign advertisements, an incumbent member of Congress derides the folly of the politicians in "Washington." #### Group Exercise: Words on Semantics Rewrite each of the following quotations using semantic terminology: * How many a dispute could have been deflated into a single paragraph if the disputants had dared to define their terms. Aristotle * Vague and insignificant forms of speech, and abuse of language, have so long passed for mysteries of science; and hard or misapplied words, with little or no meaning, have, by prescription, such a right to be mistaken for deep learning and height of speculation; that it will not be easy to persuade either those who speak or those who hear them, that they are but the covers of ignorance, and hindrance of true knowledge. <NAME> * They believed their words. Everybody shows a respectable deference to certain sounds that he and his fellows can make. But about feelings people really know nothing. We talk with indignation or enthusiasm; we talk about oppression, cruelty, crime, devotion, self-sacrifice, virtue, and we know nothing real beyond the words. <NAME> #### Group Exercise: The Meaning of Truth * While campaigning for the presidency in 1988, Vice-President <NAME> promised that he would not approve new taxes, famously declaring, "Read my lips: no new taxes." After winning the election, Bush eventually did sign a tax increase that Congress had passed. Did Bush lie? Defend your answer by referring to what you have learned about semantics. * Testifying in the sexual harrassment lawsuit filed by <NAME>, President <NAME> said that he did not have "sexual relations" with White House intern <NAME>. Later, Clinton admitted that he had an "inappropriate relationship" with Lewinsky. Did Clinton lie? Defend your answer by referring to what you have learned about semantics. #### Discussion: "Politics and the English Language" * Was <NAME>, author of "Politics and the English Language," a descriptive or prescriptive grammarian? Defend your answer. * Compare Orwell's argument with those of similar language analysts, such as <NAME>, <NAME> and <NAME>, and <NAME>. In particular, consider the reasons these analysts oppose what they consider sloppy usage. * In what way do Orwell's examples illustrate the phenomenon that <NAME> and <NAME> describe in the section called "The Vogue for Words of Learned Origin" on pages 252-254 of _The Origins and Development of the English Language_? * In perhaps the most famous passage of this essay, Orwell writes: "If thought can corrupt language, then language and corrupt thought." What does he mean? Do you agree? Defend your answer. * Using what you know about language change, semantics, and usage, support or contest Orwell's argument that we can retard what he considers the deterioration of the language. * This essay appeared about 50 years ago. Is it still relevant? If so, cite recent examples. * If you have read Orwell's novel _1984_ , explain how it illustrates some of the ideas he expresses in "Politics and the English Language." #### Journal 3: Analysis of Political Language Using what you have learned about phonology, morphology, syntax, and semantics, analyze a sample of political or bureaucratic speech. Here are some things you may want to consider: * Phonology : Has the speaker or writer tried to emphasize concepts or appeal to the ear by using phonological phenomena such as alliteration, rhyme, or even regular stress patterns? If you have the advantage of hearing the speech, you may want to analyze other features, such as assimilation, register, and intonation. * Morphology and Lexicon : What types of words does the speaker or writer use? Do you see any leaning toward loan or native words, old or recently coined words, plain or elevated diction? What do these preferences suggest about the author's background or intentions? * Syntax : How complex is the syntax? Identify some transformations and comment on how these transformations affect the meaning of the deep structure. For example, does the author use the passive voice? What effect might this transformation have on the audience? * Semantics : How direct is the speaker or writer? Note examples of euphemism and other forms of obfuscation. Try to refer to terms and concepts we have studied, as well as any books--the _OED_ and books by Crystal and Orwell, for example--that can illuminate your analysis. A number of speeches are available on the World Wide Web. For a recent presidential speech, for example, visit the White House's site. For older speeches and documents, visit the University of Virginia Library electronic text center or a similar site. \| #### Assignments * _An Introduction to Language_ , Chapter 5 * _The Origins and Development of the English Language_ , Chapter 10 * <NAME>'s essay "The Politics of the English Language" * Journal 3 #### Terms * semantics * semantic properties * homonym * pun * polysemous * synonym * antonym * hyponym * hypernym * metonym * proper name * sense * reference * thematic roles * pronoun * anomaly * metaphor * idiom * pragmatics * linguistic context * situational context * discourse * maxims of conversation * speech act * performative sentence * deixis * collocations * etymology * generalization * specialization * transfer of meaning * abstract * concrete * pejoration * amelioration * denotation * connotation * George Orwell * sign * signifier #### Bibliography * <NAME>, _1984_ * <NAME>, _A Handbook to Literature_ ---\|--- #### ## Psycholinguistics ### Objectives * Locate language centers in the human brain * Identify similarities and differences between human and computer treatments of language * Recognize various linguistic abilities * Become familiar with issues associated with reading and language acquisition * Develop an informed opinion on spelling reform ### Class Activities #### Discussion: Brain Physiology and Language * How are cognitive functions organized in the human brain? How do we know? * What do patterns in speech errors reveal about the way the human brain processes language? * Consider the following scenario. Use what you have learned about localization to come up with a response to each one. Would you have reacted differently before you studied localization? In shopping for an electrician to do some wiring in your home, you talk to two. One articulately explains the work that needs to be done, while the other fumbles for words and misspells "Thursday" on the estimate he writes for you. Would you make a decision based on this information? * Respond to questions 2 and 3 in the exercises on page 59 of _An Introduction to Language_. * Respond to questions 1, 4, and 7 on pages 392-394 of _A Introduction to Language_. #### Individual Exercise: Language Processing * Listen to the following sentence and try to transcribe it as I speak: "The manager of the plants say they will remain open only if there is sufficient demand for the products they manufacture." * Compare your transcriptions with the original and with one another's transcriptions. What do your errors reveal about the process of understanding speech and perhaps about your own idiolect? #### Individual Exercise: Check the Grammar Checker * Bring a disk containing a paper your have written. * Run the grammar checker on the paper and make note of the changes that it suggests. Try to determine how this computer program analyzes language. Is it ever wrong? If so, explain the reason for the mistake. #### Group Discussions: Language Acquisition * How do children learn language? What are the major stages of language acquisition? * What do errors such as "I goed to the store" reveal about children's understanding of language? * Explain the "innateness hypothesis." What evidence supports this hypothesis? * Respond to questions 4 and 7 on pages 358-360 of _An Introduction to Language_. #### Discussion: Reading and Writing * Describe some writing systems that people have used throughout history. * Identify some factors that hinder the abilities to read and write. * Should English speakers reform their spelling system? Defend your answer. #### Discussion: "Primary Culprit" * What linguistic features did <NAME> use to identify the author of _Primary Colors_? * Do you agree with Foster's conclusion? #### Individual Exercise: Linguistic Fingerprints Read these passages and answer the following questions: * Two of these passages were written by the same person. Which ones are they? Defend your answer by referring to patterns in lexicon and syntax. * Try to identify this author further. Is the writer male or female? What is his or her race? When did he or she live? Again, defend your answer. * This author well-known. Try to name him or her. \| #### Assignments * _An Introduction to Language_ , chapters 2, 8, 9, and 12 * "Primary Culprit" * Books #### Terms * cortex * corpus callosum * localization * phrenology * lateralization * <NAME> * aphasia * Broca's area * Wernicke's area * anomia * Specific Language Impairment * overgeneralization * innateness hypothesis * Universal Grammar * critical-age hypothesis * spelling pronunciation * dyslexia ---\|--- #### ## Sociolinguistics ### Objectives * Become familiar with some rules and solecisms recognized by prescriptive grammarians * Develop an informed opinion on the use of Standard English * Become familiar with several sociolinguistic phenomena, including euphemism, jargon, and slang * Improve communication skills ### Class Activities #### Journal 4: Sociolinguistic Phenomena In this two-part journal, you will teach a concept in sociolinguistics to your classmates. First, choose one of the terms at the right, write a definition of it in your own words, illustrate the concept with one or more examples that you have found outside our textbook, compile a list of at least two sources related to the concept, and submit this summary to the Online forum. In the second half of the assignment, you will present the concept to the rest of the class and lead us through an exercise on it. #### Group Exercise: Sociolinguistic Phenomena Translate the Gettysburg Address into one of the following: * slang * the jargon of a particular field * euphemistic language #### Group Exercises: Sociolinguistic Phenomena * Complete exercises 3, 4, and 8 on pages 443-446 of _An Introducion to Language_. #### Group Exercise: Standard English * Identify several conventions of Standard English. Are some more important than others? If so, draw up a hierarchy of errors in Standard English. * What are the consequences of not speaking or writing Standard English? * Is Standard English better than other forms of English, such as African American English or Latino English? Defend your answer by referring to specific details of phonology, morphology, lexicon, syntax, or semantics. \| #### Assignments * _An Introduction to Language_ , Chapter 10 * Stalker, "A Reconsideration of the Definition of Standard English" * Pooley, "The Teaching of English Usage" * Tannen, "Asymmetries: Women and Men Talking at Cross-Purposes" * Journal 4 #### Terms * usage * Standard English * solecism * overcorrection * African American English * lingua franca * pidgin * creole * register * slang * jargon * taboo * euphemism * marked * unmarked #### Bibliography * <NAME> and <NAME>, _The Elements of Style_ * _The Associated Press Style Manual_ ---\|--- (C) Mark Canada, 1998 <file_sep>PRLS 501, Natural Resources Law Spring Semester 2002 Tuesday, 4:30 p.m to 7:10 p.m, Room 112, Aquatics Center, GMU Fairfax E Mail: <EMAIL> Webpage: http://mason.gmu.edu/~jkozlows/ Office: Room 306 Prince William I Tel: 703 993 2027 > Office Hours: Tuesday & Thursday 8:05 to 8:55 a.m and 10:20 to 11:30 (or, by appointment) _Exam Schedule: February 26, April 2, May 14_ > Course Schedule & Readings (subject to change) > > January 22: Introduction & Overview > >> > > PRLS 501 Course Syllabus >>> >>> Finding Law Related Materials on the Internet >>> >>> Natural Resources Law Links: Court Opinions, Statutes, Regulations, Legislative Materials, Agency websites >>> >>> Legal Dictionary (law.com) >>> >>> WWWebster Dictionary ** believe it or not definitions for a lot of "legalese" >>> >>> SOLID WASTE AGENCY OF NORTHERN COOK COUNTY v. UNITED STATES ARMY CORPS > OF ENGINEERS et al. U.S. Supreme Court, No. 99-1178. Decided January 9, 2001 > > January 29:National Environmental Policy Act (NEPA) > >> > > NEPA outine and case notes >>>> >>>>> MARSH v. OREGON NATURAL RESOURCES COUNCIL, 490 U.S. 360 (1989) >>>>> >>>>> ROBERTSON v. METHOW VALLEY CITIZENS COUNCIL, 490 U.S. 332 (1989) >>>>> >>>>> CITIZENS TO PRESERVE OVERTON PARK v. VOLPE 401 U.S. 402 (1971) >>>>> >>>>> Council on Environmental Quality >>>>> >>>>>> CEQ - Regulations for Implementing NEPA >>>>>> >>>>>> Part 1502 - Environmental Impact Statement >>>>> >>>>> Environmental Protection Agency >>>>> >>>>>> EPA Major Environmental Laws >>>>>> >>>>>> Environmental Protection Agency (EPA) Laws & Regulations >>>>>> >>>>>> Current EIS Documents Available for Review >> >> CLEAN WATER ACT PERMIT IGNORED ADVERSE IMPACTS ON PARK ENVIRONMENT case study, objectives, reading, and review questions >> >>> AUDUBON SOCIETY OF CENTRAL ARKANSAS v. DAILEY, 977 F.2d 428 (10th Circuit 1992) >> >> ENVIRONMENTAL CHALLENGE TO FEDERAL HIGHWAY PROJECT THROUGH PARK , case study, objectives, reading, and review questions >> >>> Committee to Preserve Boomer Lake Park v. Department of Transportation, 4 F.3d 1543 (10th Cir. 1993) >>> >>> FHWA NEPA: Section 4(f): Protection of Parks, Recreation Areas >> >> February 5:National Environmental Policy Act (NEPA) continued >> >> GETTYSBURG NATIONAL MILITARY PARK DEER MANAGEMENT PROGRAM, _Davis v. Latschar,_ 202 F.3d 359 (D.C.Cir. 02/22/2000) case study, objectives, reading, and review questions >> >>> "Cut & Paste" Review Question Responses _Davis v. Latschar_ >> >> SIERRA CLUB v. HATCH (U.S. D.C. Colo. 1992) Golf Course Construction, EPA and endangered species >> >> DUBOIS v DEPARTMENT OF AGRICULTURE LOON LAKE SKI EIS, 1996 >> >>> > NEPA/EIS general principles highlighted, Dubois v. Dept. of Agric. "Loon Lake" >>>> >>>> CEQ \- Regulations for Implementing NEPA >>>> >>>> Part 1502 - Environmental Impact Statement >> >> PRESIDEO GOLF CLUB v. NATIONAL PARK SERVICE 9TH CIRCUIT 1998 case study, objectives, reading, and review questions >> >>> > NEPA Case Study: Ox Road Widenng Project > > February 12: Recreation Resources: Recreation on Federal Lands > >> > National Parks & Conservation Association v. Babbitt, 241 F.3d 722, 241 F.3d 722 (9th Cir. 02/23/2001) >>> >>>> FindLaw : Cases US Circuit Courts >>> >>> CONSERVATION LAW FOUNDATION OF NEW ENGLAND, INC. v. SECRETARY OF THE INTERIOR ( NPS Cape Cod ORV case) Case Study, Objectives, Reading, Review Questions >>> >>> BICYCLE TRAILS COUNCIL OF MARIN v. BABBITT NPS bike regs in Golden Gate NRA, 9th Circuit, 1996 Case Study, Objectives, Reading, Review Questions >>> >>>> GOLDEN GATE NATIONAL RECREATION AREA enabling legislation, 16 U.S.C. 460bb >>> >>> NORTHWEST MOTORCYCLE ASS'N v. USDA, 18 F.3d 1468 (9th Cir. 1994) >>> >>> SOUTHERN UTAH WILDERNESS ALLIANCE v. DABNEY, No. 98-4202 (10th Cir. 08/16/2000) > > February 19: Recreation Resources: Recreation on Federal Lands (continued) > >> > PERSONAL WATERCRAFT INDUSTRY ASN. v. DEPARTMENT OF COMMERCE jet ski regs in marine sanctuary, 48 F.3d 540 (D.C. Cir. 1995) >>> >>> ALASKA WILDLIFE v JENSEN COMMERCIAL FISHING IN NPS ALASKA >>> >>> MAUSOLF v. BABBITT, (8th Circuit 1997) restrictions on snowmobiling in Voyageurs National Park. >>> >>> HELLS CANYON ALLIANCE v. U.S. FOREST SERVICE No. 99-35675 (9th Cir. 09/14/2000) >>> >>>> Michigan United Conservation Clubs v. Lujan, 949 F.2d 202 (6th Cir. 1991) >>>> >>>> Wilderness Public Rights Fund v. Kleppe, 608 F.2d 1250 (9th Cir. 11/01/1979) > > February 26: Exam # 1PRLS 501, Sample Exam, Fall '99 Exam #2 > > National Parks & Conservation Association v. Babbitt, 241 F.3d 722, 241 F.3d 722 (9th Cir. 02/23/2001) > >> > SOUTHERN UTAH WILDERNESS ALLIANCE v. DABNEY, No. 98-4202 (10th Cir. 08/16/2000) >>> >>> PRLS 501, UNDERGRAD EXAM # 1, SPRING 2001 * PRLS 501, GRADUATE EXAM # 1, SPRING 2001 > > March 5:LAND AND WATER CONSERVATION FUND ACT (LWCF) > >> LWCF ACT BLOCKS CONVERSION OF SCENIC EASEMENT TO GOLF COURSE, Case Study, Objectives, Reading, Review Questions >> >> FRIENDS OF IRONBRIDGE PARK v. BABBITT LWCF regs "facility changes" Case Study, Objectives, Reading, Review Questions >> >> SIERRA CLUB OF ARKANSAS v. DAVIES LWCF Case, USCA 8th Circuit, 1992, Crater of Diamonds State Park >> >>> National Park Service (NPS) LWCF website >>> >>> A Quick History of the LWCF PROGRAM >>> >>> NPS website Urban Park & Recreation Recovery Program (UPARR) >>> >>> Virginia Statewide Comprehensive Outdoor Recreation Plan >>> >>>> Virginia Code Title 10.1 CONSERVATION > > March 12 : No Class Spring Recess > > March 19: "Takings" unconstitutional taking of private property Outline and Case Notes > >> CONSTITUTIONAL GREENWAY DEDICATION REQUIRES "ROUGH PROPORTIONALITY" TO DEVELOPMENT'S IMPACT, ** case study, objectives, reading, and review questions >> >>> CONSTITUTIONAL DIRE STRAITS FOR PUBLIC BAN ON PRIVATE BEACH BUILDING > : _Lucas v. South Carolina Coastal Council,_ NRPA Law Review, October 1992, Parks & Recreation >>> >>> LUCAS v. SOUTH CAROLINA COASTAL COUNCIL , 505 U.S. 1003 (1992) >>> >>>> DOLAN v. CITY OF TIGARD, U.S. SUPREME COURT OPINION 1994 >>>> >>>> NOLLAN v. CALIFORNIA COASTAL COMM'N, 483 U.S. 825 (1987) >>> >>> STATE MANDATORY DEDICATION OPINIONS ILLUSTRATE "ROUGH PROPORTIONALITY" ANALYSIS , case study, objectives, reading, and review questions >>> >>> Virginia Code Chapter 22 - Planning, Subdivision of Land and Zoning - Article 1 - General Provisions >>> >>>> Find Law Overview & Background on Fifth Amendment "Takings" Clause >>>> >>>> Find Law Regulatory Takings Overview & Annotations > > March 26: Diversion of Public Park & Recreation Resources > >> > THE RESTAURANT IN CENTRAL PARK: A DIVERSION CASE STUDY objectives, reading, and review questions >>> >>> GRIFFITH v. CITY OF LOS ANGELES , TEMPORARY LANDFILL PROPER PURPOSE IN DEDICATED PARK case study, objectives, reading, and review questions >>> >>> WHITE v. METROPOLITAN DADE COUNTY, FLORIDA TENNIS TOURNAMENT DEPRIVED PUBLIC OF PARK USE case study, objectives, reading, and review questions >>> >>> NICKOLS v. COMMISSIONERS OF MIDDLESEX COUNTY (Mass. 1960) >>> >>> ANGEL v. CITY OF NEWPORT (R.I. 1972) >>> >>> Borough of Ridgway v. Grant, 56 Pa. Commw. 450; 425 A.2d 1168 (1981) >>> >>>> NRPA BRIEF URGES "MARKET" VALUE INAPPROPRIATE , JANUARY 1994 , "NRPA LAW REVIEW," _Parks & Recreation_ >>>> >>>> COMPENSATION FOR CONDEMNED LAND NOT DEVALUED BY PARK DEDICATION, May 1994 , "NRPA LAW REVIEW," _Parks & Recreation_ >>>> >>>> FAIRFAX COUNTY PARK AUTHORITY v. VIRGINIA DEPARTMENT OF TRANSPORTATION , 247 Va. 259 (1994) Virginia Supreme Court Opinion > > April 2: Exam # 2 > > April 9: First Amendment Issues in Parks & Recreation Resources > >> Constitutional Regulation of Symbolic Speech in Parks case study: Clark v. Community for Creative Non-Violence objectives, reading, and review questions >> >> Sound Amplification Requirements for Park Concerts Challenged case study \- Ward v. Rock Against Racism objectives, reading, and review questions >> >> Park Service Noise Regulation Unconstitutionally Applied to War Protest \- United States v. Doe objectives, reading, and review questions >> >> FRIENDS OF THE VIETNAM VETERANS MEMORIAL v. KENNEDY (D.C. Cir. 1997) >> >>> United States of America v. Baugh, 187 F.3d 1037, 99 Cal. Daily Op. Serv. 6916 (9th Cir. 08/25/1999) >>> >>> Naturist Society Inc. v. Fillyaw, 958 F.2d 1515 (11th Cir. 04/22/1992) > > April 16:Federal Liability for Recreational Injuries > >> > FindLaw : Cases US Circuit Courts >>> >>> Reed v. United States Department of the Interior, No. 99-15250 (9th Cir. 11/02/2000) >>> >>> Pacheco v. United States, No. 99-15421 (9th Cir. 07/31/2000) >>> >>> Kennedy v. Texas Utilities, 179 F.3d 258 (5th Cir. 06/21/1999) >>> >>> Fang v. United States, 140 F.3d 1238, 98 Cal. Daily Op. Serv. 2340 (9th Cir. 03/31/1998) >>> >>> Shansky v. United States, 164 F.3d 688 (1st Cir. 01/08/1999) >>> >>> Edwards v. Tennessee Valley Authority, 255 F.3d 318 (6th Cir. 06/26/2001) >>> >>> Reetz v. United States, 224 F.3d 794, 224 F.3d 794, (6th Cir. > 08/22/2000) >>> >>> Central Green Co. v. United States, 121 S.Ct. 1005, 531 U.S. 425, 531 U.S. 425, 177 F.3d 834, 148 L.Ed.2d > 919 (U.S. 02/21/2001) > > April 23:Endangered Species Protection > >> ENDANGERED SEA TURTLES PROTECTED DURING CITY BEACH RESTORATION, JUNE 1993 NRPA LAW REVIEW, Parks & Recreation >> >> U.S. Fish & Wildlife Service, Consultations with Federal Agencies, Section 7 of the Endangered Species Act >> >>> GRAY WOLVES IN YELLOWSTONE Wyoming Farm Bureau Federation v. Babbitt, 199 F.3d 1224 (10th Cir. 01/13/2000) > > April 30: TBA > > May 14: Exam # 3 (per Spring 2002 University Schedule) <file_sep>IDEA 305 American Indian World Views To be announced Tuesday, 1600 - 1800 PM \| ![Osc<NAME> designed logo](../iais/ohowelogo2.gif) Logo history \| Fall 2002 <NAME> <EMAIL> ---\|---\|--- *My office is located in _Dakota_ Hall, Room 18, on the lower level. Office hours are one hour prior to each class meeting. If additional time is needed, my normal working hours are 8:00A through 5:00P, unless other business intervenes. Call 605.677.5209 to make an appointment. You are encouraged to visit the Institute offices. While here, you may use the materials found in the South _Dakota_ Oral History Center (appointments appreciated), or browse the Joseph H. Cash Memorial Library. Specific information about the Institute's resources are available on our website. If you have a disability for which you are or may be requesting an accomodation, you are encouraged to contact both your instructor and Dr. <NAME>, Director of Disability Services, (Service Center, 119; 677-6389) as early as possible in the semester. COURSE DESCRIPTION This course is an introductory survey of the content, concepts, and methods of studying, learning, and practicing American Indian history and culture. Exposure to the diverse American Indian cultures, political systems, and social organizations inhabiting North America from time immemorial to the present are explored through the use of oral traditions, written literature, and art forms. COURSE PHILOSOPHY A University classroom is one of the few places left on mother earth where students have total intellectual freedom. We are all students (albeit with varying levels of sophistication and development). Therefore, do not be hesitant to express yourself through oral and written exercises. Dialogue is an important part of the learning process, especially in societies that are historically based on oral traditions. We will in effect use dialogue to reinforce other learning activities. I prefer that you share your thoughts with the class. COURSE OBJECTIVE This course enhances your chosen career because it presents a multicultural view of today's society. Exposure to another's cultural viewpoint gives you a better understanding of its intrinsic values and how it works. This enables you to have a clearer interpretation of how it affects people's interactions. ATTENDANCE Class attendance is mandatory. You are accountable for ideas, dialogue, visuals, and discussions from assigned readings that will be shared only in the classroom. COMPUTER LITERACY Please gain access to and develop your computer skills with the University of South Dakota's computer network. Periodically, cyberspace smokesignals is used to provide updates on events, readings, and other pertinent matters. You are responsible for maintaining your Electronic Portfolio. Please go to this page and review the requirements and take the necessary steps to establish your account. Those who are not familiar with computers please visit with me for alternative solutions. ASSESSMENT Assignments for grade this semester: each student is responsible for maintaining his journal/portfolio. We will review these documents periodically through the semester. This is the only assignment for the course. Each absence without sufficient reason causes your grade to drop one 100-93=A, 92-85=B, 84-76=C, 75-68=D, 67-00=failed to meet minimum standards.. CLASS MEETING DATES, LECTURE TOPICS We will meet on Tuesdays at a site yet to named in accordance with the University Fall Semester 2002 Calendar. September 10: general informational meeting. Meet with coordinator, <NAME>, American Indian World Views program, <NAME>lmstead, IdEA program director. * September 17: visit Oscar Howe Art Gallery, Old Main. Discussion of Indian art and its impact on culture. Discussant De<NAME> or his designated respresentative. * September 24: Visit with <NAME>, Doyle Pipe On Head, and _Tiospaye_ Council officers at the Native American Cultural Center. Discussion of Indian spirituality and medicines, set up field trip to USD spiritual grounds. Discussion of Indian activities on campus, upcoming events, and services available on campus. _Tiospaye_ Council officers for briefing on their activities. * October 1: Visit American Indian World Views librarian <NAME> at I. D. Weeks Library for introduction to accessing materials related to the theme. * October 8: meeting with available American Indian Studies major faculty and interested personnel at Oscar Howe Art Gallery. Discuss areas of studies with relevent faculty. * October 15: Open date for implementation student input. * October 22: Discussions on the course content, student aspirations, and future endeavors, review journals/electronic portfolios. BOOKS: To be announced. Return to Fall 2002 Courses Return to Courses, Schedules, and Calendar Return to Institute mainpage Return to University of South _Dakota_ mainpage 13 August 2002, lrb <file_sep> Course Portal Notice Board Course Syllabus Electronic Communication Requirement Exercises [1] [2] [3] [4] [5] [6] Research Paper WebCT Bulletin Board WebCT Chat Room \| ![rulincam.gif $3015 bytes$](ess/rulincam.gif) ## SOCIOLOGY AND THE INTERNET ### <NAME> Department of Sociology, Anthropology and Criminal Justice Spring Semester 2000 _The explosive growth of the internet has provided sociologists with new tools for carrying out sociological research and with a new subject for sociological investigation. This course is designed both to increase student skills in using the resources of the internet to do sociology and also to explore the emerging field of the sociology of cyberspace._ ![rutgers_redline.gif $273 bytes$](rutgers_redline.gif) Course Description. This course will combine classroom and computer lab sessions. Attendance at all classes and labs is important; do not take this course if you are unable to attend daily. Assignments include six exercises designed to develop internet skills; an electronic communication requirement designed to explore different types of computer-mediated communication; a research paper on how a social group is using the internet to bring about social change; and two quizzes on lecture and reading materials. _Students will be expected to spend at least three hours on the internet each week outside of class, working on the assignments and the research paper, and exploring the internet._ If you do not have internet access from home, it is incumbent on you to schedule adequate time in the computer labs on campus. Most of the readings in this course are available online, and can be accessed simply by clicking on the titles (hypertext links) on the online syllabus. They then may be read online (this is recommended for those with hypertext links built in); downloaded onto a disk or onto the hard drive of your personal computer; or printed out directly. _Assigned readings are not to be printed out in BSB 117 during class lab time._ _Browsing_ sites should be explored online _before_ the class for which they are assigned. Several _recommended _sites call up radio shows on the internet from PBS radio __ archives (these require the RealPlayer plugin). Requirements. The Electronic Communication Requirement involves the use of email, listserves, WebCT bulletin boards and WebCT chat rooms. We will use all of these types of computer-mediated communication to conduct the business of this course, and we will analyze the pros and cons of each. Internet exercises designed to increase your web skills include: ![redbulle.gif $314 bytes$](redbulle.gif)Exercise 1: Basic Internet Skills ![redbulle.gif $314 bytes$](redbulle.gif)Exercise 2: Essay on Virtual Communities (with downloaded text and images) ![redbulle.gif $314 bytes$](redbulle.gif)Exercise 3: Online Bibliographic and Web Searching: Preliminary Results for Your Research Papers ![redbulle.gif $314 bytes$](redbulle.gif)Exercise 4: Sociology Virtual Tour ![redbulle.gif $314 bytes$](redbulle.gif)Exercise 5: Doing Data Analysis and Testing Hypotheses Online ![redbulle.gif $314 bytes$](redbulle.gif)Exercise 6: Creating Your Own Web Page The Internet and Social Change Research Project will involve exploring and analyzing how the internet is being used by a specific group of people to bring about some form of social change. You will be asked to explore the degree to which a _virtual community_ can be said to exist for the group you have chosen and the degree to which the group is successfully using the internet to take collective action to bring about social change. The papers must be prepared in HTML format, ready for uploading onto the class website. Course grades will be determined as follows: Electronic Communication Requirement (10%); Exercises (45%); Virtual Community Research Paper (25%); Quizzes (10%) and class attendance and participation (10%; no more than 2 absences and regular participation showing preparedness). Inadequate class attendance and/or inadequate participation in class discussions (both online and offline) will result in a grade penalty. Students may earn up to five extra credit points by presenting their research findings at the joint Sociology-Psychology poster session on Friday, April 28th. All students are expected to participate in the class bulletin boards and chat rooms as specified in various class assignments. These portions of the course are located on the New Brunswick WebCT server and require students to set up a username and password. Keep a record of yours handy! I will be available after class (11:00-12:00 and in the afternoon, 3:00-4:00) to discuss course issues and to provide computer assistance for those who need it. Occasional online office hours in one of the course's chat rooms will also be scheduled. I encourage you to raise general issues on the class listserv and bulletin board; more specific questions may be addressed to me via email at <EMAIL> The course portal is located at http://camden- www.rutgers.edu/~wood/445syl.html All students should check the Instructor's Notice Board regularly for updated assignments and other course-related news. ![welcome.gif $519 bytes$](welcome.gif) ### Course Outline _ check theInstructor's Notice Board for day-by-day assignments_ I. Introduction: Learning Basic Internet Skills > ![redbulle.gif $314 bytes$](redbulle.gif)Browser Skills _(opening URLs; hypertext links; moving around; bookmarking; downloading files and images and importing them into wordprocessing programs)_ > ![](redbulle.gif)Using Email and Listservs _(handling your email account; organizing messages in folders; copying and moving files; subscribing and unsubscribing to listservs; searching listserv data bases)_ > ![](redbulle.gif)Using Bulletin Boards and Chat Rooms _(we will use WebCT to communicate outside of class and to familiarize ourselves with these forms of interactivity on the internet)_ > ![](redbulle.gif)On-line Bibliographic Searches _(using the internet to use libraries more effectively)_ > ![](redbulle.gif)Internet Searching and Web Page Evaluation _(finding and evaluating what you want on the internet)_ > ![](redbulle.gif)Browse: > >> ![](yellowbu.gif)Searching and Evaluating World Wide Web Information (Ann Scholz-Crane, <NAME>on Library) > ![yellowbu.gif $320 bytes$](yellowbu.gif)Internet Guides, (Milner Library, Illinois State University), including Web Search Engine Comparison Chart > ![](yellowbu.gif)WebTeacher Internet Tutorials II. The Digital Revolution: Computers, the Internet, and Society > ![](redbulle.gif) "The Titanic, Pizza Delivery, Community Development, and the Internet, by <NAME> > ![](redbulle.gif)"The Internet Wears Out Its Welcome," by <NAME> > ![](redbulle.gif)"Welcome to the Internet, the First Global Colony," by <NAME> > ![](redbulle.gif)"The Future Will Resume in 15 Days," by <NAME> > >> ![](redbulle.gif)Browse: > ![](yellowbu.gif)"Net Timeline" (PBS Life on the Internet series) > ![](yellowbu.gif)Hobbes' Internet Timeline > ![](yellowbu.gif)The Geography of Cyberspace > ![](yellowbu.gif)Critical Views of the Internet > > ![](redbulle.gif) In-Class video excerpts from the PBS series, Triumph of the Nerds (website contains full transcripts) Nerds 2.01: A Brief History of the Internet (website contains a useful "glossary of geek" and other resources) III. Cyberculture and Virtual Communities > ![](redbulle.gif)"A Slice of Life in My Virtual Community," by Howard Rheingold > ![](redbulle.gif)"A Rape in Cyberspace: How an Evil Clown, A Haitian Trickster Spirit, Two Wizards, and a Cast of Dozens Turned a Database Into a Society," by <NAME> > ![](redbulle.gif)"Communities in Cyberspace," by <NAME> and <NAME> > ![](redbulle.gif)"Is there a there in cyberspace?" by <NAME> > ![](redbulle.gif)"Virtual Communities: Abort, Retry, Failure?" by <NAME> and <NAME> > ![](redbulle.gif)"Virtuality and Its Discontents: Searching for Community in Cyberspace," by <NAME> > _![](redbulle.gif)_"The Economics of Online Cooperation: Gifts and Public Goods in Cyberspace," by <NAME> > ![](redbulle.gif)"Cyberspace and Disadvantaged Communities: The Internet as a Tool for Collective Action" by <NAME> > > >> ![](redbulle.gif)Browse: > ![](yellowbu.gif)Rules of "Netiquette" > ![](yellowbu.gif)Resource Center for Cyberculture Studies (look over the Annotated Bibliography and other parts of this valuable website; you will even find this course listed) > ![](yellowbu.gif)_CyberSoc_ Annotated Bibliography on Virtual Communities > ![](yellowbu.gif)Virtual Communities (CyberStudies Resources WebRing) > ![](yellowbu.gif)"Secrets of Successful Web Communities: 9 Timeless Design Principles for Community-Building," by <NAME> (note the use of screen scans) IV. Sociological Resources on the Web I: Selected Informational Sites > ![](redbulle.gif)A Sociological Tour Through Cyberspace > ![](redbulle.gif)Anthropology Resource Page > ![](redbulle.gif)Criminal Justice Links > ![](redbulle.gif)The U.S. Census Bureau website, including the 1999 Statistical Abstract of the United States > ![](redbulle.gif)U.S. Federal Government Social Statistics Briefing Room > ![](redbulle.gif)Population Reference Bureau > ![](redbulle.gif)Tool Shed (Data Sources and Research Tools) > >> ![](redbulle.gif) Recommended: <NAME>, "The Internet for Sociologists" V. Identities and Relationships on the Internet > ![](redbulle.gif)"Session with the Cybershrink: an Interview with Sherry Turkle," by <NAME> > ![](redbulle.gif)"Who Am We?" by <NAME> > ![](redbulle.gif)"The Presentation of Self in Electronic Life: Goffman on the Internet," by <NAME> > ![](redbulle.gif)"Researchers Find Sad, Lonely World in Cyberspace," by Amy Harmon > ![](redbulle.gif)"Misunderstanding New Media," by <NAME> > >> ![](redbulle.gif)Browse: > ![](yellowbu.gif)"The Net and Netizens: The Impact the Net has on People's Lives," by <NAME> > ![](yellowbu.gif)Gender and Race in Cyberspace > > ![](redbulle.gif) Recommended: _WHYY Radio Times_ program on "Social Relations and the Internet," discussing HomeNet study and more (requires Real Audio or RealPlayer; skip to second hour) VI. Sociological Resources on the Web II: Selected Interactive Sites > ![](redbulle.gif)Compare up to 7 countries along a variety of variables on _InfoNation_ > ![](redbulle.gif)Create cross-tabulations from the _General Social Survey_ (GSS) and other databases > ![](redbulle.gif)Create _population pyramids_ and see how they change over time > ![](redbulle.gif)Call up 1990 _census data_ by zipcodes, census tract, states, and other units > ![](redbulle.gif)Get 1998 county data from the _Government Information Sharing Project_ > ![](redbulle.gif)Create tables of selected international country data from the _U.S. Census Bureau_ VII. Privacy and the Internet: Surveillance, Crime, Encryptation and Spamming > ![](redbulle.gif)Browse: > ![](yellowbu.gif)New York Times articles on Privacy in the Digital Age > ![](yellowbu.gif)Center for Democracy and Technology > ![](yellowbu.gif)Electronic Privacy Information Center > ![](yellowbu.gif)Americans for Computer Privacy (mainly concerned with encryptation policy) VIII. Censorship and the Internet: Pornography, Hate Speech, Dissent > _![](redbulle.gif)Public Agenda_ website on Internet Speech and Privacy (explore) > _![](redbulle.gif)_"The Future of Free Speech on the Corporate Internet," Corporate Watch website (include linked article by McChesney) > > \| ![](redbulle.gif)Browse: > ![](yellowbu.gif)The Cyberporn Debate > ![](yellowbu.gif)Pornography, Obscenity, Censorship and the Communications Decency Act > ![](yellowbu.gif)Global Internet Liberty Campaign > ![](yellowbu.gif)Blue Ribbon Campaign for online freedom of speech, press, and association \| > > ![blueribbonlogo.gif $759 bytes$](blueribbonlogo.gif) > ---\|--- > ![](redbulle.gif) Recommended: _WHYY Radio Times_ program on "Freedom of Speech in Cyberspace," with <NAME>, author of _Cyber Rights: Defending Free Speech in the Digital Age_ and _WHYY Radio Times_ program on privacy in the computerized workplace __ with attorney <NAME> and author <NAME> _(requires Real Audio or RealPlayer)_ IX. HTML and Web-Page Making: Creating Your Own Web Page > _ > > ![](redbulle.gif)Elementary HTML Language: creating a web page by writing your own code > ![](redbulle.gif) Accessing HTML coding in existing web documents > ![](redbulle.gif)Downloading and importing images and screen scans > ![](redbulle.gif)Using Netscape Composer to construct your web page > ![](redbulle.gif)Putting your web page on the internet_ X. Politics and the Web > ![](redbulle.gif)"Birth of a Digital Nation," by <NAME> > _![](redbulle.gif)_"The Internet Changes Dictatorship's Rules," by <NAME> > _![](redbulle.gif)_"Presidential Candidates Wage War on Internet," by <NAME> > ![](new2.gif)Powerpoint presentation on the readings > > ![](redbulle.gif)Browse: > ![](yellowbu.gif)NetAction > ![](yellowbu.gif)AFLCIO Executive Paywatch Site > ![](yellowbu.gif)Electronic Policy Network XI. The Internet as Marketplace > ![](redbulle.gif) Video: _High Stakes in Cyberspace_ > ![](redbulle.gif)"New Rules for the New Economy," by <NAME> > ![](redbulle.gif)"The Information Superhighway: Paving Over the Public," interview with <NAME> > ![](redbulle.gif)"The Net Imperative," _The Economist > _![](redbulle.gif)"Surging Number of Patents Engulfs Internet Commerce," by <NAME> > ![](redbulle.gif)"Should the Web be Tax-Free?" by <NAME> > ![](redbulle.gif)"Real or Virtual? You Call It _,_ " by <NAME> > > >> ![](redbulle.gif)Browse: > ![](yellowbu.gif)Corporate Watch: the watchdog on the web > ![](yellowbu.gif)Economic Theory on the Internet (Transaction Net) > > ![](redbulle.gif) Recommended: _WHYY Fresh Air program on Netscape's Challenge to Microsoft _ with <NAME> and <NAME>, authors of _Speeding the Net: The Inside Story of Netscape and How It Challenged Microsoft_ XII. Education and the Internet > ![](redbulle.gif)"Digital Diploma Mills: The Automation of Higher Education," by <NAME> _also:part 2 and part 3_ > ![](redbulle.gif)"O.K., Schools Are Wired. Now What?" > >> ![](redbulle.gif)Browse: > ![](yellowbu.gif)"Thinking About the Internet Pedagogically" by <NAME> (explore) > ![](yellowbu.gif)_Electronic School_ online magazine > ![](yellowbu.gif)_Project VILLAGE's_ educational websites > ![](yellowbu.gif)Rutgers Library Education Links >> >> Recommended: _WHYY Radio Times program on "Academic Cheating and the Internet"_ with Professor <NAME> (requires Real Audio or RealPlayer) XIII. The Internet and Inequality: Domestic and International > ![](redbulle.gif)Resources on the Digital Divide (explore links at Eastern Sociological Society Computer Committee site) > >> ![](redbulle.gif)Browse: > ![](yellowbu.gif)Praxis: Resources for Social and Economic Development > ![](yellowbu.gif)The Virtual Library on International Development > ![](yellowbu.gif)Project VILLAGE at Rutgers-Camden XIV. The Internet in Process: A Contested Future > ![](redbulle.gif)"Where is the Digital Highway Really Heading? The Case for a Jeffersonian Information Policy," by <NAME> > ![](redbulle.gif)"The Information Highway from Hell: A Worst-Case Scenario," by <NAME> > ![](redbulle.gif) "Looking Backward and Forward at the Internet," by <NAME> (The Information Society 14, 1998) > ![](redbulle.gif)"The Soul of the Next New Machine: Humans," by <NAME> (discussion of <NAME>'s _The Age of the Spiritual Machine: When Computers Exceed Human Intelligence_ ) > > ![yellowbu.gif $320 bytes$](yellowbu.gif)Recommended: _WHYY Radio Times_ interview with <NAME> > > ![](thin_red.gif) Return to the Sociology and the Internet course portal The URL for this syllabus is: http://www.camden.rutgers.edu/~wood/445course.html** ##### Updated January 13, 2000 <file_sep>* * * ## American Archives and Manuscripts LIS 485, Winter 1999 <NAME> Readings and Schedule * * * Jan. 11: Introductions; course objectives; assignments. Definitions of records and archives. Historical overview of the development of the archival and manuscript professions. Readings: _Keeping Archives_ , Chapter 1, p.1-24. _Modern Archives Reader_ , p.1-21. <NAME>. _Managing Institutional Archives: Foundational Principles and Practices_ (New York: Greenwood Press, 1992): 1-23. <NAME>. "Archives as a Place," _Archives and Manuscripts_ (November 1996): 242-255. <NAME>. "From Information to Knowledge: An Intellectual Paradigm for Archives," _Canadian Archival Studies and the Rediscovery of Provenance_ , Tom Nesmith, ed. (Metuchen, N.J.: Scarecrow Press and Society of American Archivists and Association of Canadian Archivists, 1993): 202-226. Reference text: Bellardo, <NAME>. and <NAME>, comps.. _A Glossary for Archivists,Manuscript Curators, and Records Managers_ (Chicago: Society of American Archivists, 1992). * * * Jan. 13: History and development of the public archives and historical manuscripts traditions in the United States. Readings: Gilliland-Swetland, <NAME>. "The Provenance of a Profession: The Permanence of the Public Archives and Historical Manuscripts Traditions in American History," _American Archivist_ 54 (Spring 1991): 160-175. <NAME>. "The Struggle to Establish a National Archives in the United States," in <NAME>, ed. _Guardian of Heritage:Essays on the History of the National Archives_ (Washington: National Archives and Records Administration, 1985): 1-16. Mitchell, Th<NAME>., ed. _Norton on Archives_ (Carbondale: Southern Illinois University Press, 1975): 3-38. Posner, Ernst. _American State Archives_ (Chicago: University of Chicago Press, 1964): 7-35. <NAME>. "State Archives in 1997: Diverse Conditions, Common Directions," _American Archivist_ 60 (Spring 1996): 132-151. * * * Jan. 20: The development of the American archival profession and the expansion of archival education. Readings: <NAME>. _American Archival Analysis_ (Metuchen, N.J.: Scarecrow, 1990): 22-52. <NAME>. "Archival Research and Writing: Expanding Horizons and Continuing Needs, 1901-1987," _American Archivist_ 50 (Summer 1987): 306-23. <NAME>. "The Future of Archival Scholarship," paper presented in Dublin, Ireland, 1 October 1998 (available from instructor). Gilliland-Swetland, Anne J. "Graduate Archival Education and the Professional Market: Perspectives on Data and Data Gathering," forthcoming in _Archival Issues_ , 1998 (available from instructor). Society of American Archivists. _Development of A Curriculum for A Masters of Archival Studies Degree_ , 1994. http://www.archivists.org/education/masguide.html Society of American Archivists. _Guidelines for the Development of Post- Appointment and Continuing Education and Training Programs (PACE)_ , 1997. http://www.archivists.org/PACE97.html * * * Jan. 25: Archivists and records management. Readings: _Modern Archives Reader_ , p.23-53. <NAME>. "From Life Cycle to Continuum: Some Thoughts on the Records Management-Archives Relationship," _Canadian Archival Studies and the Rediscovery of Provenance_ , <NAME>, ed. (Metuchen, N.J.: Scarecrow Press and Society of American Archivists and Association of Canadian Archivists, 1993) p.391-402. Barritt, <NAME>. "Adopting and Adapting Records Management to College and University Archives," _Midwestern Archivist_ XIV No.1 (1989): 5-12. <NAME>. "The Expanding Role of the Archivist," _Records Management Quarterly_ (October 1998): 16-57. * * * Jan. 27: The development of appraisal theory. Readings: _Keeping Archives_ , Chapter 6, p. 157-206. _Modern Archives Reader_ , p. 57-70. Gilliland-Swetland, <NAME>. _The Development of an Expert Assistant for the Archival Appraisal of Electronic Communications: An Exploratory Study_ , Ph.D. Dissertation (Ann Arbor, MI: University of Michigan, 1995): 30-47; 66-69; 97-145. <NAME>. "Archival Choices: Managing the Historical Record in an Age of Abundance," _American Archivist_ 47 (Winter 1984): 11-22. * * * Feb.1. The development of appraisal theory. Readings: Boles, Frank and <NAME>. "Exploring the Black Box: The Appraisal of University Administrative Records", _American Archivist_ 48 no. 2 (Spring 1985): 121-140. Boles, Frank and <NAME>,. "Et Tu Schellenberg? Thoughts on the Dagger of American Appraisal Theory," _American Archivist_ 59 (Summer 1996): 298-310. <NAME>. "Many are Called, but Few are Chosen: Appraisal Guidelines for Sampling and Selecting Case Files," _Archivaria_ 32 (Summer 1991): 25-50. Hackman, <NAME>. and <NAME>. "The Documentation Strategy Process: A Model and a Case Study," _American Archivist_ 50 (Winter 1987): 12-29. <NAME>. "Appraisal or Documentation: Can We Appraise Archives by Selecting Content?" _American Archivist_ 57 no. 3 (Summer 1994): 528-542. * * * Feb 3: Acquisition and accessioning. Readings: _Keeping Archives_ , Chapter 5, p.137-156. _Modern Archives Reader_ , p. 101-139. <NAME>. "Looking Backward to Plan for the Future: Collection Analysis for Manuscript Repositories," _American Archivist_ 50 (Summer 1987): 340-353. * * * Feb. 8: First assignment due in class. History and philosophy of archival arrangement. Readings: _Keeping Archives_ , p.222-235. _Modern Archives Reader_ , p. 147-162. <NAME>. "Disrespecting Original Order," _American Archivist_ 45 (Winter 1982): 26-32. <NAME>. "Theoretical Principles and Practical Problems of Respect des Fonds in Archival Science," _Archivaria_ 16 (1983): 64-82. * * * Feb. 10. Visit to the Department of Special Collections, University Research Library, for tour and presentations by <NAME>, University Archivist, and <NAME>, Head of Manuscripts. * * * Feb. 17: Archival descriptive practices. Readings: _Keeping Archives_ , p.235-272. <NAME>. "When is a Collection Processed?" _Midwestern Archivist_ 7 (1982): 5-23. <NAME>. "Automated Archival Systems", _Encyclopedia of Library and Information Science_ 48, <NAME>, ed., (New York, N.Y.: Marcel Dekker, 1991): 1-13. <NAME>. "'NISTF II' and EAD: The Evolution of Archival Description," _American Archivist_ 60 (Summer 1997): 284-297. <NAME>. "Squaring the Circle: The Reformation of Archival Description," _Library Trends_ 36 no. 3 (Winter 1988): 539-552. <NAME>. "Encoded Archival Description: The Development of an Encoding Standard for Archival Finding Aids," _American Archivist_ 60 (Summer 1997): 268-283. Reference texts: <NAME>. _Archives, Personal Papers, and Manuscripts_ , 2nd. ed. (Chicago: Society of American Archivists, 1989). * * * Feb. 22. Second assignment due in class Managing audio-visual materials and other non-textual objects. Readings: Keeping Archives, p.385-418. Reference texts: <NAME> and <NAME>. _A Handbook for Film Archives: International Federation of Film Archives (FIAF)_ (New York, N.Y.: Garland Publishing, 1991). Ritzenthaler, <NAME>, <NAME>, and <NAME>. _Archives and Manuscripts: Administration of Photographic Collections_ (Chicago: Society of American Archivists, 1984): 7-139. * * * Feb. 24: The archival role and management of oral and video histories. Guest lecturer, <NAME>, UCLA Oral History Archives. Readings: _Keeping Archives_ , p.436-458. Reference texts: <NAME>, _Listening to History: the Authenticity of Oral Evidence_ , London: Hutchinson Education, 1987. <NAME>., _The Management of Oral History Sound Archives_ (New York, N.Y.: Greenwood Press, 1986). <NAME>, _Narrating Our Pasts: the Social Construction of Oral History_ , Cambridge: Cambridge University Press, 1992. * * * March 1: Archives and manuscripts preservation. Readings: _Keeping Archives_ , p. 74-107; 364-384. <NAME>. "On the Idea of Permanence," _American Archivist_ 52 no. 1 (1989): 10-25. Reference text: Ritzenthaler, <NAME>. _Archives and Manuscripts Conservation: A Manual on Physical Care and Management_ (Chicago: Society of American Archivists, 1983): 9-62. * * * March 3: The United States juridical system and legal issues in archival administration. Readings: _Keeping Archives_ , 108-129. <NAME>. "The Right to Know, the Right to Forget?" _The Archival Image: Collected Essays_ (Amsterdam: Hilversum, 1997): 27-34. Peterson, <NAME>. and <NAME>. _Archives & Manuscripts: Law. _ SAA Basic Manual Series (Chicago, IL: Society of American Archivists, 1985): 40-59. Recent SAA Position Statements on declassification, copyright term extension, and managing intellectual property in the digitial environment, http://www.archivists.org/ * * * March 8: Reference techniques for archival records. Archival user issues - major categories of users, determining user needs, archival outreach. Guest lecturer, <NAME>, Assistant Professor, University of Pittsburgh (tentative). Readings: _Keeping Archives_ , p. 273-349. _Modern Archives Reader_ , p. 264-278. Gilliland-Swetland, <NAME>. "An Exploration of K-12 User Needs for Digital Primary Source Materials," _American Archivist_ 61, 1 (Winter/Spring 1998): 136-157. Reference text: Pugh, <NAME>. _Providing Reference Services for Archives and Manuscripts_ , Chicago: Society of American Archivists, 1992. * * * March 10: Developing new economic and management models; and developing digital access for archival and museum reference. Guest lecturers, <NAME>, Deputy Director; and <NAME>, Head, National Resource Center, Japanese American National Museum. Readings: <NAME>. "Facts and Frameworks: An Approach to Studying the Users of Archives," _American Archivist_ 49 (Fall 1986): 93-407. <NAME>. "Public Services Education for Archivists," _Reference Services for Archives and Manuscripts_ (New York: Haworth Press): 27-38. <NAME>. "The Use of User Studies," _Midwestern Archivist_ 11 no. 1 (1986): 15-26. * * * March 15: Ethical issues in archival administration. Readings: _Keeping Archives_ , p. 129-136. <NAME>. "The Ethics of Access," _American Archivist_ 52 (Winter 1989): 52-62. <NAME>. "Ethics and Reference Services," _Reference Services for Archives and Manuscripts_ (New York: Haworth Press): 107-124. Society of American Archivists, _Code of Ethics for Archivists_ , http://www.archivists.org/vision/ethics.html * * * March 17. Diplomatics and the concepts of reliability and authenticity in records. Readings <NAME>. "Diplomatics for Photographic Images: Academic Exoticism?" _American Archivist_ 59 no.4 (Fall 1996): 486-494. <NAME>. "Manifesto for a Contemporary Diplomatics: From Institutional Documents to Organic Information," _American Archivist_ 59 no. 4 (Fall 1996): 438-452. Reference text: <NAME>. _Diplomatics: New Uses for an Old Science_ (Metuchen, N.J.: Scarecrow, 1998). * * * * * * <file_sep>Syllabus - Psychology of Consciousness Spring Semester, 2001 Course #: Psychology 358 Course Title: Psychology of Consciousness Time: Tuesday and Thursday, 9:30-10:45 am Place: Room 211, Education Building Credit Hours: 3 Prerequisites: Psychology 101 and Psychology 230 Professor: <NAME>, Ph.D. Office: Room 217B, Psychology Building Office Phone: 621-5149 Email Address: <EMAIL> Office Hours: Tuesday and Thursday, 3:30 to 5:00 pm Teaching Assistant: <NAME>, M.A. Office: Room 115, Psychology Building Email Addrerss: <EMAIL> Required Books: <NAME>. (1997). _In the theater of consciousness_. New York: Oxford University Press. Wallace, B., & <NAME>. (1999). _Consciousness and behavior_ (4th ed.). Boston: Allyn and Bacon. Other Required Reading : Available from Arizona Print Copy, 1033 N. Park Ave. General Description: Introduction to theory and research on both normal and altered states of consciousness, primarily from a natural science and cognitive psychology viewpoint. Topics reviewed include conceptual foundations, brain systems and consciousness, cognitive psychology and consciousness, introspection, sleep and dreaming, sensory deprivation, hypnosis, biofeedback, meditation, and consciousness-altering drugs. Rationale and Objectives: As psychology has moved from a domination by behaviorism to a refocusing upon cognition, research and theoretical debate concerning the concept of consciousness has increased dramatically. The course will introduce upper division undergraduates to the psychology of consciousness, primarily (although not exclusively) from the viewpoint of natural science and cognitive psychology. The course will offer a review of research and theory concerning both normal and altered states of consciousness. Although the focus of the course will be upon systematic research and theoretical interpretations, relevant discussions of clinical/practical applications will also be included. This course complements other department offerings in cognitive psychology and psychobiology, and will help prepare students for more advanced study in both of these general areas. Course Requirements: Regular class attendance and participation; Completion of all assigned readings; Passing of two mid-course examinations and one final examination (examinations will be based upon both required readings and information discussed in class). Grading: Based upon mid-course examination #1 (30%), mid-course examination #2 (30%), final examination (30%), and class participation (10%) Lecture/Discussion Schedule and Reading Assignments 1/11 Introduction to Course Organization and Requirements 1/16 Definitions and Approaches to Studying Consciousness Reading : <NAME>. (1996). How big is our umbrella? (and responses). _Noetic Sciences Review, 40_ , 10 - 21. And, <NAME> (1999). Chapter one (pp. 1-14). 1/18 The Scientific Exploration of Consciousness: Treating Consciousness as a Variable Reading : Baars (1997). Chapter one ( _Treating consciousness as a variable_ , pp. 11-35). 1/23 The Theater Metaphor for Conscious Experience Reading : Baars (1997). Chapter two ( _The theater stage has limited capacity but creates vast access_ , pp. 39- 61). 1/25 The Nonconscious Mind: Social and Clinical Manifestations Reading : Kihlstrom, J.F. (1996). Unconscious processes in social interaction. In S.R. Hameroff, <NAME>, & <NAME> (Eds.), _ Toward a science of consciousness: The first Tucson discussions and debates _(pp. 93-104). Cambridge, MA: MIT Press. And, <NAME>., <NAME>., <NAME>., & <NAME>. (1988). Amnesia as a consequence of male rape: A case report. _Journal of Abnormal Psychology, 97_ , 100-104. 1/30 The Primary Data of Consciousness Studies: Methods and Limits of Introspection Reading : <NAME>. (1992). Chapter three (Introspection I: Methods and limitations), _The psychology of consciousness_ (pp. 45-63). Englewood Cliffs, NJ: Prentice Hall. 2/1 How Well Can We Know Ourselves? - Further Exploration of Introspection Reading: <NAME>. (1992). Chapter seven (Introspection II: Access to the causes of behavior), _The psychology of consciousness_ (pp. 152-169). Englewood Cliffs, NJ: Prentice Hall. 2/6 Brain and Consciousness I: A Simplified Overview of Fundamental Neuroanatomical and Neurophysiological Concepts Relevant to Understanding Consciousness Reading : Wallace & Fisher (1999). Chapter two (pp. 15-43). 2/8 Brain and Consciousness II: Sensory Experience and Conscious Imagery Reading : Baars (1997). Chapter three ( _Onstage: Sensations, images, and ideas_ , pp. 62-94). 2/13 Brain and Consciousness III: Attention and Absorption Reading : Baars (1997). Chapter four ( _The spotlight: Attention, absorption, and the construction of reality_ , pp. 95-111). 2/15 Brain & Consciousness IV: When Conscious Experience Lies - False Memory and the Frontal Lobes Reading: <NAME>., <NAME>., <NAME>., <NAME>., <NAME>., & <NAME>. (1998). Dissociation between verbal and autonomic measures of memory following frontal lobe damage. _Neurology, 50_ , 1259-1265. 2/20 Review Session Reading : Review of prior reading assignments and lecture notes 2/22 Mid-Course Examination #1 2/27 Unconscious and Contextual Effects Upon Experience Reading: Baars (1997). Chapter five ( _Behind the scenes: The contexts that shape our experience_ , pp. 115-129). 3/1 Consciousness and the Control of Action: Volition and the Self Reading : Baars (1997). Chapters six and seven ( _Volition: Conscious control of action; The Director: Self as the unifying context of consciousness_, pp. 130-153). 3/6 Neural Correlates of Volitional Action: Evidence from Functional Neuroimaging Studies, Neurology, and Psychopathology Reading : <NAME>., & <NAME>. (1999). Towards a functional anatomy of volition. _Journal of Consciousness Studies, 6_ , 11-29. 3/8 The Functions of Consciousness Reading: Baars (1997). Chapter eight ( _What is it good for? The functions of consciousness_ , pp. 157-164). 3/13 Spring Break 3/15 Spring Break 3/20 Altered States of Consciousness: Definition, Characteristics, and Induction Conditions Reading : <NAME>. (1998). States and stages of consciousness: Current research and understandings. In <NAME>, <NAME>, & <NAME> (Eds.), _ Toward a science of consciousness II: The second Tucson discussions and debates_ (pp. 677-686). Cambridge, MA: MIT Press. 3/22 Sleep and Dreaming Reading : Wallace & Fisher (1999). Chapter seven (pp. 154-184). 3/27 Lucid Dreaming Reading : <NAME>. (1998). Dreaming and consciousness. In <NAME>, <NAME>, & <NAME> (Eds.), _ Toward a science of consciousness II: The second Tucson discussions and debates_ (pp. 495-504). Cambridge, MA: MIT Press. 3/29 Review Session Reading : Review of reading assignments and lecture notes since Mid-Course exam. #1 4/3 Mid-Course Examination #2 4/5 Sensory Deprivation and Conscious Experience Reading : Wallace & Fisher (1999). Chapter eight (pp. 185-201). 4/10 Hypnosis Reading : Wallace & Fisher (1999). Chapter four (pp. 82-107). 4/12 Meditation I: Methods, Theory, and Correlates Reading : Wallace & Fisher (1999). Chapter six (pp. 134-153). 4/17 Meditation II: Implications of Mystical Experience for Understanding Consciousness Reading : <NAME>. (1998). What can mysticism teach us about consciousness? In <NAME>, <NAME>, & <NAME> (Eds.), _ Toward a science of consciousness II: The second Tucson discussions and debates_ (pp. 53-70). Cambridge, MA: MIT Press. 4/19 Biofeedback: Clinical Research & Relationship to Altered States of Consciousness Reading : Wallace & Fisher (1999). Chapter five (pp. 108-133) 4/24 Consciousness-Altering Drugs I - Sedative-Hypnotics, Narcotic Analgesics, & Stimulants Reading : Wallace & Fisher (1999). Chapter three (pp. 44-70) 4/26 Consciousness-Altering Drugs II - Psychedelics & Hallucinogens Reading : Wallace & Fisher (1999). Chapter three (pp. 70-81) 5/1 Review Session for Final Examination Reading : Review of reading assignments and lecture notes since Mid-Course exam. #2 5/8 Final Examination - 8:00 - 10:00 am (Note date and time!), Education Building, Rm. 211) <file_sep>## U.S. FOREIGN POLICY: DECISION MAKING AND THE THIRD WORLD Course Description and Syllabus ### Spring 1999 Political Studies 130 \| OFFICE HOURS ---\|--- Tuesday and Thursday 9:40-10:50 \| Mon: 10:00-11:00 Professor <NAME> \| Tues: 11:00-12:00 Office: A207 \| Wed: 10:00-11:00 Telephone: 73177 \| Thur: 11:00-12:00 T his course is designed to examine U.S. foreign policy toward the Third World using a number of analytic models and theories of decision making including the rational actor approach, bureaucratic politics approach, autonomous state theories, domestic politics theories, imperialist state models, cognitive modeling, social-psychological models, and group and individual dynamic models. These approaches are applied to a series of Third World case studies in different administrations, different regions of the world, and in different historical eras, although the overwhelming emphasis is on post-World War II cases. The cases are drawn from crisis situations as well as routine decision making. Through these case studies the student not only will become familiar with the critical events in U.S. foreign policy that have influenced the way in which decision making has developed in the U.S. foreign policy establishment, but also the student will develop analytic frameworks that can be applied to other nations' foreign policy making. Towards the end of the semester we will also pay attention to the aftermath of U.S. policy decisions in the target countries. ### COURSE REQUIREMENTS G rades will be assigned on the basis of the following criteria: 1) On January 26 you will each submit a statement of your goals for the course. This statement should be as specific and detailed as possible. Plan your method for meeting the responsibilities of this course, set weekly goals and time schedules, or whatever will help you to think about why you are taking this particular course and how it fits your over-all learning goals. Then, on the last day of class you will turn in a self-evaluation in which you will analyze how well you met your goals, how your goals changed, and what unforeseen goals emerged. You will then assign yourself an over-all grade based on your performance in this course. Your self-evaluation will constitute ten percent of the final grade. 2) On April 29 peer evaluations are due. Each student will turn in via email an evaluation of each of the other students in the class. At the beginning of each evaluation type the name of the student being evaluated, followed by a letter grade (e.g., A, A-, AB, B+, B, B-, BC, etc.). Clearly separate each evaluation as the evaluations will be distributed to the individual being evaluated. The evaluators will remain anonymous. The grade given should reflect your evaluation of the student's contribution to your OWN education. That is, how thought provoking, helpful, and informative has the student in question been in your own attempts to understand our subject. Below the student's name and the letter grade assigned type as thorough and thoughtful an analysis as possible of the basis for your evaluation, emphasizing strengths, weaknesses and suggestions for improvements. Included in the evaluation is your judgment of the student's performance in the student presentations scheduled for the last weeks of class. The evaluation will represent ten percent of the final grade. 3) A twelve page (maximum) research paper dealing with any U.S. foreign policy decision dealing with the Third World. In the paper you must apply at least two different analytic models to the problem you discuss. You must consult with me early and often on your choice of topics for the research paper and keep me up to date on your progress. You should be working on the paper from now until it is due on March 11. This paper will constitute thirty percent of your grade. 4) A twelve page (maximum) research paper comparing U.S. policy toward two countries, neither of which can be the same as the country discussed in the first paper. The focus of the paper should be a particular aspect of U.S. policy such as trade policy, military intervention, economic sanctions, development aid, and so forth. The paper is due May 6 and will constitute thirty percent of your final grade. 5) During the last few weeks of class, the Tuesday sessions will be devoted to student presentations. Each student will present a critique of U.S. policy in a region of the Third World. The presentations should not be a recapitualtion of individual papers on particular countries, but should contribute to the classmembers' understanding of the region as a whole. In short, this should not be a series of presentations based on individual countries, but a regional analysis of U.S. policy. 6) In lieu of a final exam, you will each write a critical review integrating the material from assigned readings into an overall assessment of of U.S. foreign policy. The critical review will constitute twenty percent of your final grade and is due during the scheduled final exam May 12. ### GRADING WEIGHTS Self evaluation: 10 percent Peer evaluation 10 percent First research paper: 30 percent Second research paper: 30 percent Critical review: 20 percent ### REQUIRED TEXTS <NAME>. _Essence of Decision_ <NAME>. _The Power Elite and the State_ <NAME>. _Groupthink_ <NAME>. _Inevitable Revolution_ <NAME>. _Deciding to Intervene: Regan and American Foreign Policy_ A ll the above are also available in the library if you want to avoid the cost of purchasing personal copies. ### Useful Internet Links CIA and the Vietnam Policy Makers: Three Episodes 1962-68 C-Span on Cuban Missile Crisis Cuba Project Foreign Affairs Online Foreign Relations of the United States (State Department site with documentary history) Human and Constitutional Rights Resource Page at Columbia University Portals on the World (LOC links) Project on Defense Alternatives Researching Treaties and International Agreements U.S. Diplomatic History Resources World Fact Book (CIA) ## SYLLABUS A ll readings must be completed by the date on the syllabus. It should take you less than three hours of reading for each class session. All assignments not included in the required texts are on reserve at Honnold and Mead libraries. Jan 19: Orientation Jan 21: Sylvan and Chan, _Foreign Policy Decision Making_ , "An Overview", pp.1-13. Ikenberry, and Lake, "Introduction: Approaches to Explaining American Foreign Economic Policy", _International Organization_ , 42, pp. 1-14. <NAME>, _Groupthink_ , pp. 1-13. Jan 26: <NAME>., _The Power Elite and the State_ , pp.1-28. <NAME>., _The Essence of Decision_ , pp. 1-38. Jan 28: Sylvan, and Chan, _Foreign Policy Decision Making_ , pp. 25-45, 53-77. Feb 2: <NAME>, _Groupthink_ , pp. 14-47, 132-158. Feb 4: <NAME>., _The Essence of Decision_ , pp. 39-117. Feb 9: <NAME>., _The Essence of Decision_ , pp. 117-200. Feb 11: <NAME>., _The Essence of Decision_ , pp. 200-277. Feb 16: <NAME>., _The Power Elite and the State_ , pp. 107-151. Feb 18: <NAME>., _The Power Elite and the State_ , pp. 153-186, 205-224. Feb 23: <NAME>, _Groupthink_ , pp. 48-96. Feb 25: <NAME>, _Groupthink_ , pp. 97-130, 159-172. Mar 2: <NAME>, _Groupthink_ , pp. 174-197, 242-276. Mar 4: <NAME>., _Groupthink In Government_ , pp. 181-192, 195-206, 209-269. Mar 9: LaFeber, W., _Inevitable Revolution_ , pp. 5-85. Mar 11: LaFeber, W., _Inevitable Revolution_ , pp. 87-145. Mar 23: <NAME>., _Inevitable Revolution_ , pp. 147-196. Mar 25: <NAME>., _Inevitable Revolution_ , pp.197-270. Mar 30: <NAME>., _Inevitable Revolution_ , pp. 271-323. Apr 1: <NAME>., _Inevitable Revolution_ , pp. 325-368 Apr 6: <NAME>., _Deciding to Intervene_ , pp. 1-39 Apr 8: <NAME>., _Deciding to Intervene_ , pp. 40-81 Apr 13: <NAME>., _Deciding to Intervene_ , pp. 82-111 Apr 15: <NAME>., _Deciding to Intervene_ , pp. 112-151 Apr 20: <NAME>., _Deciding to Intervene_ , pp. 152-192. Apr 22: <NAME>., _Deciding to Intervene_ , pp. 193-253. Apr 27: Holiday, D., "Guatemala's Long Road to Peace", _Current History_ , February 1997, pp. 68-74. O<NAME>., "The Struggle for Maya Unity", _NACLA_ , Vol. XXIX, No. 5., pp. 33-35. Jonas, S., "The Peace Accords: An End and a Beginning", _NACLA_ , Vol. XXX, No. 6, pp. 6-10. Apr 29: <NAME>., "Renovation and Orthodoxy", _Latin American Perspectives_ , Volume 24, No. 2, pp. 102-116. <NAME>., "After the Revolution: Neoliberal Policy and Gender in Nicaragua", _Latin American Perspectives_ , Volume 23, No. 1, pp. 27-48. May 4: <NAME>., "The Disruptions of Adjustment: Women in Nicaragua", _Latin American Perspectives_ , Volume 23, No. 1, pp. 49-66. <NAME>., "Work, a Roof, and Bread for the Poor", _Latin American Perspectives_ , Volume 24, No.2, pp. 80-101. <NAME>. and <NAME>., "Nicaragua: Beyond the Revolution", _Current Hisotry_ , February 1997, pp. 75-80. May 6: <NAME>., "Grassroots Development in Conflict Zones of Northeastern El Salvador", _Latin American Perspectives_ , Volume 24, No. 2, pp. 56-79. <NAME>., "Constructing Democracy in El Salvador", _Current History_ , February 1997, pp. 61-67. <NAME>., "Doubting Democracy in Honduras", _Current History_ , February 1997, pp. 81-86. <file_sep>SPRING 2001 ## ENG 520: HISTORY OF THE ENGLISH LANGUAGE STUDENTS * Professor: Dr. <NAME> * Course: ENG 520, Call # 1871 * Class Time: Thursdays, 3:30-6:00 PM * Classroom: BA 217 * Office Hours: **** Tuesdays & Thursdays 12:30-1:30 * Office: Hitchcock Communication Arts Building (CA) Room 304A * Office Telephone: (402) 280-2522 * e-mail: <EMAIL> * WWW Home Page: http://mockingbird.creighton.edu/english/fajardo/ COURSE DESCRIPTION This course offers a historical study of the English language including consideration of Old, Middle, Modern, and American English. The course will address the nature and mechanisms of language change over time as well as social, political, and other historical conditions related to such changes. Attention will given to phonology, morphology, graphics, syntax, lexicon, and semantics as well as to the literature and culture of the different historical periods. TEXTS Required * <NAME> & <NAME>, _A History of the English Language,_ Fourth Edition, (Prentice Hall, 1993). Recommended (on RESERVE at the Reinert Alumni Library): * <NAME>, _A Biography of the English Language_ * <NAME> & <NAME>, _The Origins and Development of the English Language_ * _The Story of English_ (5 videotapes) COURSE REQUIREMENTS ### 1) Term Project (25%) Students will design and pursue a creative, analytical, or research project (paper, videotaped documentary, web site, art work, etc.) related to any aspect of the use or other features of the English language in any of its historical periods (including the present and future). All projects must also be presented to the class. Projects may be papers (analytical and/or research) tracing, describing, analyzing, and explaining specific features of the language and their historical foundations (MLA format required of all papers). Projects may also take the form of practical studies of or gathering and analyzing of data on current usages of the language in specific contexts (for example, regional dialects, slang, origins of words, peculiarities of pronunciation, etc.). Projects addressing issues in current phonology (the sound of the language) may want to make use of audio/video recordings and may also be accompanied by a written paper. In general, students are encouraged to choose material which is interesting and stimulating and should not feel limited to traditional academic topics. Art works are acceptable provided they yield substantial insight into some aspect of the language and its historical use. Projects may be undertaken individually or by groups (group projects need to be substantial and extensive enough to justify the participation of two or more people). All projects must be approved by the instructor in advance (see Schedule below). ### 2) Group Presentations (15%) * Students will be divided into groups (2-3 people each) which will take turns in making presentations on selected topics. Students will be responsible for reading about and researching the assigned topic and presenting their findings to the class. In addition to reading the specific textbook assignments, students are encouraged to pursue relevant library research in order to enrich their presentations. All presentations must strive to be interesting and engaging, concentrating on the clear exposition of the highlights of the material and representative illustrations, examples, and/or anecdotes. Highly encouraged, whenever possible, is the use of audiovisual materials (pictures, slides, videotapes, audio recordings, multimedia computer presentations, etc.). All presentations will be followed by discussion and question/answer periods. Presentations should generally be 15-30 minutes in length. ### 3) Exams (50%) * Students will take three exams covering the materials studied. Exams will include objective, short answer, and essay questions. ### 3) Other (10%) * Class participation, attendance, effort, attentiveness, preparation, responsibility, and, in general, active and constructive involvement in all aspects of the course ** will also be taken into consideration in the course grade. GRADING AND OTHER POLICIES Deadlines: Make-ups/extensions for a missed deadline will only be given in cases of documented serious illness or other valid, non-frivolous excuse such as documented participation in official University sports or academic/service events (it will be up to the instructors to determine and decide on the acceptability of an excuse). Otherwise, students must meet all deadlines specified in the syllabus. Student Conduct and Academic Honesty: All students in the class are expected to observe the University's guidelines on student conduct as described in Creighton University's Student Handbook (see "Code of Conduct," and especially the section on "Academic Misconduct" dealing with problems of plagiarism, cheating, etc.). Plagiarism-- the _unacknowledged_ use of outside help and sources (books, articles, other student papers or ideas, etc.)--will result in failing the assignment and/or the entire course. Grading: Grading: All aspects of the course will be graded on a 0-100 point scale where 90-100 = A, 87-89 = B+, 80-86 = B, 77-79 = C+, 70-76 = C, 60-69 = D, and 0-59 = F. The course grade will be calculated according to the following formula: Term Project \| 25% ---\|--- Presentation \| 15% Exams \| 50% Other Performance \| 10% Total \| 100% COURSE SCHEDULE Thu Jan 11 ** * Introduction.Origins of Language and Writing. Overview of the English Language. Thu Jan 18 * Topic:Phonology and Writing * Reading assignment: Chapter 1 (Baugh & Cable), and handout materials __ Thu Jan 25 * Topic:Language Families of the World and the Indo-European Languages * Reading assignment: Chapter 2 (Baugh & Cable), and handout materials Thu Feb 01 * EXAM __ Thu Feb 08 * Topic:From Indo-European to Germanic. Germanic England: Historical Outline of Anglo-Saxon Period. * Reading assignment: Chapter 3 (Baugh & Cable) Thu Feb 15 * Topic:The Old English (Anglo-Saxon) Language * Reading assignment: Chapter 3 (Baugh & Cable) * Student Presentation: The Culture and Literature of the Anglo-Saxons (Group #1) * ONE-PAGE TERM PROJECT PROPOSAL DUE. ** Thu Feb 22** * Topic:The Old English (Anglo-Saxon) Language * Reading assignment: Chapter 3 (Baugh & Cable) Thu Mar 01 * EXAM Thu Mar 08 * SPRING BREAK Thu Mar 15 * Topic: The Middle English Period:Historical Outline, the Middle English Language * Reading assignment: Chapter 5, 6, 7 (Baugh & Cable) * Student Presentation: Culture and Literature in the Middle English Period (Group #2) Thu Mar 22 * Topic: Middle English Language * Reading assignment: Chapter 5, 6, 7 (Baugh & Cable) * Topic:The Renaissance and Early Modern English * Reading assignment: Chapter 8 (Baugh & Cable) Thu Mar 29 * Topic:The Renaissance and Early Modern English, English from the 17th to the 20th Century & The English Language in America * Reading assignment: Chapters 8, 9, 10, 11 (Baugh & Cable) * Student Presentation: Culture and Literature of the English Renaissance (Group #3) * Student Presentation: English Grammars, Dictionaries, and the OED (Group #4) * Student Presentation: American English (Group #5) Thu Apr 05 * EXAM ****** Thu Apr 12** * EASTER BREAK: NO CLASS ** Thu Apr 19** * STUDENT PROJECT PRESENTATIONS Thu Apr 26 * STUDENT PROJECT PRESENTATIONS * ALL PROJECTS DUE IN FINAL FORM * COURSE EVALUATIONS (bring #2 pencil) Miscellaneous (Links, etc.) \| Home \| <file_sep> ## Alien Minds and Cultures ##### (Fall I 2002) ### _Course:_ PSYC/ANSO 2000: Alien Minds and Cultures ### _Instructor:_ Dr. <NAME> ### _Office Hours:_ * Monday, Wednesday, and Friday 1:00 - 2:00 p.m., or by appointment, 301 Webster Hall * Phone: 968-6970 or 968-7062 * <EMAIL> * Woolf Web Page: http://www.webster.edu/~woolflm/ \| ![](casttng7.jpg) ---\|--- ### _Readings:_ To be provided by the captain (instructor) and fellow ensigns (students) in the class. ### _Course Description:_ Are you a fan of Voyager? Would Deep Space Nine be your idea of an great vacation spot? Only seen one episode of the original series? Whether you consider yourself a Trekkie, Trekker, or neither, this course may be just the break you need from your normal routine. Star Trek often deals with topics from psychology, sociology, and anthropology such as sex, emotion, communication, aging, prejudice, cognitive and emotional disorders, evolution, and gender roles. In this course, we will examine the question of whether Star Trek gets it right or is it more fiction than science. So bring your popcorn and your human brains and we'll spend some time examining some of the behavioral and social science principles underlying the world of Star Trek. This course is also coded for the _Values_ goal in the General Education program. _Values_ is defined as critical reflection on the attitudes and beliefs relevant to individual and social choices and actions. ![](ducatkirapointing.jpg)\| ### _Course Objectives:_ 1. Objective: To become more knowledgeable about a variety of topics relevant to the behavioral and social sciences such as language and memory. To explore the strange, new worlds of scientific investigation which boldly engage the interest of psychologists, sociologists, and anthropologists! 2. Objective: To examine how these topics are commonly presented and addressed in a specific television genre - in this case, Star Trek. Is it more science or is it more fiction? Inquiring Star Fleet cadets want to know! 3. Objective: To further develop analytic and critical thinking skills. Spock should serve as your role model for this course objective. You will analyze and evaluate each episode in relation to the research literature. Did Star Trek get it right or get it wrong or something in between? 4. Objective: To further develop written and oral presentation skills. You will write an analysis of one episode per week based on readings and discussion, present the research concerning one episode and lead a discussion following that same episode. Certainly can't expect a Star Fleet commission without these skills! 5. Objective: To further devlop library research skills. You will find relevant research articles to provide and present to the class. Learn to navigate the computor console and surf through the psychology databases much like Data! ---\|--- ### _Class Meetings:_ The class will meet on Thursdays from 17:30 hours to 21:30 hours (5:30 - 9:30 p.m. for those without Star Fleet Academy training). One should arrive on- time, if not early, for all duty shifts and no duty shifts should be missed. In other words, attendance is mandatory. Missed duty shifts (classes) will negatively impact your performance log (grade) and also will be reported to the Borg Queen. Don't let your collective down by missing your duty shift! \| ![](borgqueen.jpg) ---\|--- ### _Course Requirements:_ An away-team report (group presentation), six mission analyses, a final academy quiz, and duty shift attendance & participation. All grades will be assigned on a scale of 0 - 100 with: 90 - 100\| A,A-\| Superior work ---\|---\|--- 80 - 89\| B+,B,B-\| Good work 70 - 79\| C+,C,C- \| Satisfactory work 60 - 69\| D+,D \| Passing, but less than Satisfactory Less than 60\| F \| Unsatisfactory ### _Percent of Grade:_ \| Away-Team Report \| 20% ---\|--- Mission Analyses (10% each; 5 recorded) \| 50% Final Academy Quiz\| 20% Duty Shift Attendance & Participation\| 10% ![](redalert.gif) Away-Team Report \- Each week, we will view the historic video logs of two Star Trek missions. Each video log highlights a specific alien mind/culture concern. Away-teams (students, in groups) will be responsible for searching the archives (library research journals - use at least one article from each of the following sources: PsycArticles, PsycInfo, and Infotrac) for information regarding this alien mind/culture concern. Away-teams will report to the class on the specificied alien mind/culture concern as well as provide relevant background readings. Away-team groups and mission topics will be assigned the first week of class. Once you have your assignement, search the archives! Get out your communicators and contact the captain (your instructor). Discuss with her which articles you are thinking of distributing to the class. Articles must be approved by the captain, and passed out the week before your away-team report (except for first away team group). \| ![](troiriker.jpg) ---\|--- Don't be reduced to this! Complete all mission analyses on time and completely! ![](brainbegging.jpg)\| Mission Analyses \- As stated above, we will view the historic video logs of two Star Trek missions each week. Ensigns (students) are required to provide a written report concerning one mission from each week. Each report will include a discussion of the material presented by the away-team and the archival readings (journal articles). This report will also include a discussion of the research concerning the specific alien mind/culture topic and then analyze the historic video log (the Star Trek episode) for inconsistencies and inaccuracies in terms of presentation of this alien mind/culture topic. Each mission analysis will discuss whether the historic video logs are accurate or whether the data has been distorted/mispresented simply to manipulate the United Federation of Planets populations' sentiments (ratings). Each mission analysis will include a discussion of what was presented correctly and what was presented incorrectly. While you are required to submit six mission analyses, only five will be included in your final evaluation. Thus, the lowest grade may be dropped. ---\|--- Final Academy Quiz \- A final quiz will be given covering all of the material presented in class. Examination format will include multiple choice, short answer, and matching. They will cover material from away mission reports (presentations), archival readings (the journal articles), and discussion. The final academy quiz will be worth 20% of your grade. --- Duty Shift Participation & Attendance \- As discussed previously, duty shift participation and attendance is mandatory. It is impossible to get the full away-team report or to view the historic video logs in context if one misses their duty shift. The technology presented to the right has not been found to be as effective as full duty shift participation.\| \| ![](brainimplants.jpg) ---\|---\|--- ![](uhura1.jpg)\| Plagiarism (attempting to pass of the work of another as one's own) is not acceptable and will result in a grade of 0 for that mission assignment and will be turned over to Star Fleet Headquarters (the appropriate university source) for disciplinary action. ---\|--- ## Duty Roster --- Red Alert!!!! There is no class the first week due to the professor's attendance and presentations at the American Psychological Association Convention. She will return to St. Louis at warp speed so that we can begin class on August 29 and schedule a make-up class at that time. ### Week \| ### Topic \| ### Historic Video Logs Week\| One\| Introduction to class Aging \| The Deadly Years Unnatural Selection Week\| Two\| Nature vs. Nurture Eugenics\| Suddenly Human Space Seed Week\| Three\| Death, Dying, & Bereavement Ethics \| Emanations Ethics Week\| Four\| Language Aphasia \| Darmok Babel Week\| Five\| Prejudice Gender Roles\| Let That Be Your Last Battlefield Outcast Week\| Six\| Memory Dreaming \| Hard Time Night Terrors Week\| Seven\| Drug Addiction Holodeck (Internet) Addiction\| Symbiosis Hollow Pursuits Week\| Eight\| Life as a Fan Final Academy Quiz\| Trekkies Back to Alien Minds & Cultures Page <file_sep>1999 Faculty Summer Institute at Saginaw Valley State University August 16-20, 1999** 1999 FSI Calendar --- 1999 Participants and Teaching Demonstration Titles * * * _1999 FSI Calendar_ Monday 8/16 \| Tuesday 8/17 \| Wednesday 8/18 \| Thursday 8/19 \| Friday 8/20 ---\|---\|---\|---\|--- \| Opening: Keep, Clark, Wignall, Jones \| Opening: Trautman, <NAME> \| Opening: Mellendorf, Hillman, Nowosielski \| Opening: Calahan, Ross, Muller \| \| \| \| 8:30-Opening Conversations (Writing Center): Getting acquainted, orientation to FSI, opening activities, reserving teaching stations (Z216, 217-Desks, B203-Lab) \| 8:30-Opening Conversations (WC) \| 8:30-Opening Conversations (WC) \| 8:30-Opening Conversations (WC) \| 8:30-Opening Conversations (WC) Course syllabi \| \| \| \| 9:30-Course Planning : (Read "Planning a College Course," www.unl.edu/teaching/ PlanningCourse.html) \| 9:30-Teaching Demo : Mellendorf (Z302) \| 9:30-Teaching Demos : A-Hillman B-Muller \| 9:30-Teaching Demos : A-Ross B-Calahan \| 9:00-Teaching Demos : A-Keep B-Jones \| \| \| \| 10:45-Break \| 10:30-Break \| 10:30-Break \| 10:30-Break \| 10:00-Break \| \| \| \| 11:00-SVSU University Mission (<NAME>) \| 10:45-Student Panel Presentation : VanHaitsma and others: student perspectives \| 10:45-Discussion : Grades & grading (Bean, chs. 13-15; <NAME>) \| 10:45-Discussion : Bring copies of course syllabus to exchange and review.(Bean, chs. 10-12) \| 10:15-Discussion : Designing effective assignments. Bring copies of a problem- based assignment (Bean, chs. 4-6). \| \| \| \| Lunch, 11:45-1:00 Curtiss Banquet A Host: <NAME>, Dean of Business & Management \| Lunch, Noon-1:10 Curtiss Banquet A Host: <NAME>, Dean of Arts & Behavioral Sciences (<NAME>) \| Lunch, Noon-1:10 Emeriti Room Host: <NAME>, Dean of Nursing & Health Sciences \| Lunch, Noon-1:10 Emeriti Room Host: <NAME>, Dean of Education \| Celebratory Luncheon Noon-2:00 Emeriti Room Host: <NAME>, Dean of Science, Engineering & Technology Pomp & Circumdance Band FSI Presentations \| \| \| \| 1:00-Dedication IF3, Zahnow \| 1:15-Teaching Demos : A-Trautman B-Dutta \| 1:15-Teaching Demos : A-Wignall B-Clark \| 1:15-Teaching Demos : A-Nowosielski B-Lewis \| 2:00-Teaching Demo: Boehm (B203) \| \| \| \| 3:00-Discussion : Who we are as learners and teachers (Bean, Preface, chs. 1-3) \| 2:15-Discussion : Effective course syllabi. Bring learning objectives and outline for one course syllabus (Bean, chs. 7-9 & websites) \| 2:15-Presentation: Sexual Harassment Issues (V. McMillon, Z216) \| 2:15-Presentation : Technology and resources (<NAME>, C154) \| _Preparation for Tomorrow:_ Shulman article \| Showalter article \| Leblanc article \| Write personal philosophy statement as an educator \| ---\|---\|---\|---\|--- _Teaching Demo Groups:_ (in order of presentation) Group A: Trautman, Hillman, Wignall, Ross, Nowosielski, Keep Group B: Mellendorf, Dutta, Muller, Clark, Calahan, Lewis, Jones * * * _1999 Participants and Teaching Demonstration Titles_ {Click on small image to display a larger image} <NAME> (Science, Engineering & Technology) \| ![Russell Clark](image16.jpg) \| <EMAIL> \| x. 1672 ---\|---\|---\|--- <NAME> (Arts & Behavioral Sciences) "Attachment of Emotional Development in Early Childhood" \| ![Ranjana Dutta](image05.jpg) \| <EMAIL> \| x. 7043 <NAME> (Education) "Circles: Circumference and Area" \| ![<NAME>](image10.jpg) \| <EMAIL> \| x. 7788 <NAME> (Education) "Accommodation for Special Education Students" \| ![<NAME>](image23.jpg) \| <EMAIL> \| x. 4666 <NAME> (Nursing & Allied Health) "Community Asset Based Development" \| ![<NAME>](image31.jpg) \| <EMAIL> \| x. 7760 <NAME> (Arts & Behavioral Sciences) "Using E-Mail in the Classroom" \| ![<NAME>](lewis.jpg) \| <EMAIL> \| x. <NAME> (Library) "Using the Internet for Research" \| ![<NAME>](image04.jpg) \| <EMAIL> \| x. 7052 <NAME> (Education) "Cooperative Learning: A Strategy" \| ![<NAME>](image15.jpg) \| <EMAIL> \| x. 7783 <NAME> (Arts & Behavioral Sciences) "The Dot" \| ![](image25.jpg) \| <EMAIL> \| x. 7752 <NAME> (Education) "Race, Class & Gender Issues in Education: Course Overview" \| ![Pamela Ross](image20.jpg) \| <EMAIL> \| x. 7629 <NAME> (Arts & Behavioral Sciences) "Normative Behavior Patterns" \| ![<NAME>](image07.jpg) \| <EMAIL> \| x. 4638 * * * Return to Faculty Teaching/Learning Institute Home Page <file_sep>![](NA.JPG)\| ![](ENHIST.JPG) ---\|--- <NAME>\| Environmental History: People on the Land \| ---\|---\|--- * * * Syllabus The terms of this syllabus are subject to changes announced in class. ENV-280.01 <NAME>, Ph.D. Fall 1998, T & Th, 2:00 - 3:15 p.m. <EMAIL>; 646-2648 Is humankind a parasite or a progressive agent of change on this planet? This class is an inquiry into the extent and influence of ecological revolutions in our nation's history. We examine evidence to answer better how humans adapt to climatic changes that alter vegetation and landscape. This documentary analysis emphasizes how humans substantially transformed North America's diverse geography over five centuries. The writers that we read contribute their evidence to the discussion of how well we know the past threats to our ecological life support system, its biological diversity and the Earth's fragile human freight. Together each of you must answer how are the landscapes and resources on which our technology and society depend threatened. Required Reading: <NAME>, <NAME>, (Boston: Houghton-Mifflin,1962) (ISBN 0-395-45390-9) <NAME>, Marshes of the Ocean Shore (Texas A& M Univ. Press, 1984), (ISBN 0-89096-150-6) <NAME>, <NAME> (London: Viking/Penguin 1989) (ISBN 0-14-0178244) <NAME>, Major Problems in American Environmental. History (ISBN 0-669-24993-9) Recommended Reading: ( both in the College Library ) <NAME>, "Coastal Zone, Everglades", Encyc. of Conservation & Environmentalism, 1994. <NAME>, "Wetlands," Encyclopedia of Southern Culture, 1990. * * * What must you do to do well in this course?\| Environmental History: People on the Land \| ---\|---\|--- You are judged every week by your comments in class;\| your grades are based on turning in work on time,\| reading every text, & completing all assignments. What to do;\| When to do it\| %; value participation in class;\| daily \| 20% asking questions, preparing group work, summaries,e-mail, & oral interpretations Monthly problem essays;\| September 29; November 19\| 30%* With notes from texts;\| 2d essay may be substituted\| 15%; each Midterm analysis;\| October 8\| 15% Term Research Project;\| November 24, 26 \| 15% project produces a mixed media presentation of evidence from cases: Oral Presentation;\| December 1-3 \| 05% Final Exam;\| 12/10, 2-4 PM \| 15% * * All assignments are graded with careful attention to each of these criteria: CLIFS. 1. clarity, coherence, spelling, grammar & logical consistency. 2. length & development of your arguments, ideas, or presentations. 3. information from the class texts, library research, or interviews. 4. frequency of examples from the authors, lectures, journal, notes & readings. 5. substantial discussion of the subject & introductions, summaries, conclusions. Etiquette: Class time is spent on comparing oral & written interpretations of the readings. Everyone over the course of the term will be asked to orally interpret the readings and express their writings for the rest of the class in a variety of informal and more structured formats. These activities, including free-writing, group exercises, problem solving, answering questions or leading discussions, are done to increase other participant's comprehension. My Intentions* when teaching and learning in this class * Goals of this course, relating to the D and T general education requirements 1. To articulate verbally and reveal repeatedly in your writing the words, ideas, values and beliefs of the authors about the historical process that you are reading. [Three essays to rewrite.] 2. To express verbally a description of cases and events based on the assigned readings. 3. To read critically and record regularly in your notes the facts and opinions that form the basis of discussions in the class with frequent references to documentary evidence from the texts. 4. To demonstrate how you resolve differences between facts and opinions in terms of tone, rhetoric, degrees of error and false witness, by orally presenting your written ideas. 5. To display how you organize your thoughts in a recognizably chronological pattern when describing the significance of documents, persons, places, events or evidence of historic interest. 6. To orally interpret your readings in light of carefully listening to others and contrasting their notes with your notes to more fully comprehend the readings and discussion material. 7. To analyze definitions of key concepts in writing thereby demonstrating both very obvious and more subtle contrasts between competing visions and among the cornerstone ideas of the class. 8. To practice verbally and demonstrate frequently in writing a synthesis of opposing or competing viewpoints as derived from primary and secondary works in the assigned readings. 9. To argue orally based on written evidence from reading, research and listening for the importance of protecting the earth's life support systems, human security and biological diversity. 10. To find, examine, express verbally and reconsider in writing the persistent challenges facing our social institutions, ethical ideals and means of subsistence given the recent decline of wildlife resources, the increase in population and the historically crushing impact of consumption. Texts to read : How to prepare for class: Siry, Marshes of the Ocean Shore Summarize a chapter/week; goals 1, 2, 3 & 4. Merchant, Ecological Revolutions Summarize the chapters & include in assignments; goals 3 - 7. <NAME>, <NAME> Select 7 incidents to interpret orally & in writing; goals 6-9. <NAME>, <NAME> Summarize weekly; critically examine her arguments; goals 4-8. Calendar Weekly activities: Focus of discussion: authors & chapters [first day, August 27] Days - T-Th August 27 Map of who we are: history as memory (draw & describe your favorite place) of nature. September 1 Garden Work, mulch, seed & plant your villages! C- 1-6, pp 1-62. 3 Getting a Bird's-eye view S-ch1, C-6 pp. 63-84. 8 History and Ecology vs. ecological history M-ch1. Start your essay on nature. 10 Aboriginal conditions of North America S-ch- 2, & C-6. Monthly Focus: How is nature defined? September 15 Unexpected Guests and the Exchange M-ch 2, C-7, pp 84-102. 17 A Country of Illusion: Minds obscure reality R-ch 1. Present your essay in class! 22 Early Colonial vegetational alterations M-ch 3, & C- 8. 24 The Naturalists: seeing with "new eyes." S-3. C-9. 29 Rewrite --- essay 1 due 9/29: How was nature defined differently by 3 ethnic groups? October 1 An Animate Cosmos we have lost M-ch 4, & H-3. 6 "The Frontier: land, Indians & the landless." R-ch 2. 8 Mid-term exam; orally present an essay answer to the class (5 minutes) 13 Commercialism and expansionism S-ch 4. 15 Fall Break : no class meeting 20 Rivers and fishery conservation R-ch 3 & 4. 22 Agrarian ecosystems and productivity M-ch 5, C- 10. 27 no class meeting - work on projects C-11,12,13,14,15,16,& 17. 29 no class meeting - meet with writing consultants Monthly Focus: What threats prompted conservation? November 3 Mechanization of Nature, Technology & Society M-ch 6,S-ch 5. 5 A New science of ecology emerges S-ch 6. 10 Western Reclamation Efforts: agrarians in the desert? R-ch 4 & 5. 12 Mother hood; the emerging culture of the nuclear family M-ch 7, & H-6. 17 Estuarine science and the origins of ecological thought S-ch 7. --- essay #2 due 11/19 19 Dams and competition among federal agencies R-ch 6. 24 The desert commons is over used R-ch 7. 26 Political reforms and constitutional privileges S-ch 8. Reclaiming wilderness as national heritage preservation R-ch 8. Monthly Focus: How ought we to protect & preserve our heritage? December 1 Global Ecological Revolution and protecting biological diversity M-ch 15. 3 Report on Cases in American West; R-ch 10 -13. 8 Third World criticisms of US development and wildlife protection R-ch 9, S-ch 9. 8 Thursday, dec. 8 last class day for Rollins all papers due! 9 Reading & review day: Summarize your essays and find further evidence in documents. 12/10 (M-W 4 PM} on Thursday 2-4 pm FINAL EXAM -- you must attend this day or fail the course. On the final examination day orally interpret your project in a five minute presentation * * * Student Survey of Study Activities and Learning Interests [To print, complete, and submit the form] Name: phone: ____________________ _______ learning style: _____________________ verbal - visual - hearing - touching - reading Circle the appropriate response: A. I [ do / do not ] like working alone or independently. B. I [ would / not] like to raise money to preserve a worthy thing. C. I [ do / do not ] want to express my differences with others. D. I [ am/ am not] interested in joining an ecology action group E. I [ am/ am not] willing to volunteer at a local ecological protection site Use the appropriate scale of words to answer these questions: The scale to use is based on freqency:\| 0% {---- 45% ----- 60% ------ 75% ----} 90% ---\|--- consider the percentages above as a rough guide to interpreting these words\| Never - Rarely - Sometimes - Often - Always Consider how frequently you do these actions now and\| then circle only one of the choices below: 1\. I will usually read through the index to see about a book.\| Never - Rarely - Sometimes - Often - Always 2\. I like to look up words and use more than one dictionary.\| Never - Rarely - Sometimes - Often - Always 3\. When reading I only underline or highlight important passages:\| Never - Rarely - Sometimes - Often - Always 4 a. When reading I make notes in the margin or the page:\| Never \- Rarely - Sometimes - Often - Always 4 b. When reading I make notes on a separate sheet of paper:\| Never - Rarely - Sometimes - Often - Always 5\. When reading difficult passages I: A. try to look up vague words:\| Never - Rarely - Sometimes - Often - Always 5 B. attempt to diagram the phrases:\| Never - Rarely - Sometimes \- Often - Always 5 C. often translate the key phrases:\| Never - Rarely - Sometimes \- Often - Always 5 D. look for related ideas in the text:\| Never - Rarely - Sometimes - Often - Always 5 E. look at an encyclopedia to clarify ideas:\| Never - Rarely - Sometimes - Often - Always 5 F. ask someone who may know:\| Never - Rarely - Sometimes - Often - Always G. if none of the above, explain what you do:\| Here: 6\. After reading I try to summarize the main points in my own words:\| Never - Rarely - Sometimes - Often - Always 7\. I often copy down sentences or phrases to capture an author's style:\| Never - Rarely - Sometimes - Often - Always 8\. When I see a graphic I try to judge the relation of key pieces to the whole:\| Never - Rarely - Sometimes - Often - Always 9\. I enjoy guessing what something means & then verifying my hunch:\| Never - Rarely - Sometimes - Often - Always 10\. When interpreting readings, images or films I have more trouble with:\| Consider each case. A. seeing all the details of an argument:\| Never - Rarely - Sometimes - Often - Always B. finding the underlying relation among different items:\| Never - Rarely - Sometimes - Often - Always C. relating subordinate points to the main ideas:\| Never - Rarely - Sometimes - Often - Always D. other; please explain\| What you do below Here:\| how? * * * Write [for 6 minutes] about a significant or memorable place that you have experienced (you may use the back] and be prepared to orally describe to the class what made this place memorable for you : ### [Start the course] [Schematic formulas] [How we learn] [Categories of meaning] [Course overview] [My Rollins Home Page] ### These buttons below work as navigational aids. * * * * * * <file_sep>GTP - Events - Past Fall Intensives ![Graduate Teacher Program](../images/norlinBbanner.jpg) --- \| --- Friday Forums \| Special Workshops \| Sexual Harassment Workshops * * * ![Events](../images/HEADevents.gif) \| Past Fall Intensives 2001 / 2000 / 1999 / 98 / 97 96 / 95 / 94 / 93 / 92 / 91 FALL 2001 August 22 Welcome & Introduction to the Graduate Teacher Program _<NAME>, Associate Dean, Graduate School <NAME>, Director, Graduate Teacher Program <NAME>, Assistant Director, Graduate Teacher Program <NAME>, President, United Government of Graduate Students (UGGS)_ Teaching Your First Course as Instructor of Record _<NAME>, Assistant Director & PFF Coordinator, Graduate Teacher Program_ Dealing With Problems, Part 1 _<NAME>, Lead Graduate Teacher, Creative Writing_ The Best Do Teach: Outstanding Graduate Teachers _<NAME>, Lead Graduate Teacher, Spanish <NAME>, Lead Graduate Teacher, Sociology <NAME>, Lead Graduate Teacher, Geography <NAME>, Lead Gradaute Teacher, Kinesiology _ Dealing with Racism in the Classroom _<NAME>, Psychologist, Multicultural Counseling Center <NAME>, Director, GLBT Resource Center Counseling Center Diversity Team_ Teacher Training As Professional Development for any Career _<NAME>, PhD, Economics Statistical Analyst, Noel-Levitz <NAME>, Director, Center for Humanities_ Dealing with Problems, Part 2 _<NAME>, Lead Graduate Teacher, Political Science_ TA/GPTI Responsibility for Student Cheating and Plagiarism _<NAME>, Assistant Dean, Arts & Sciences _ Assessing Non-Written Work _<NAME>, Lead GT Coordinator, GTP & Ph.D. Cantidate, Theatre & Dance_ Computer and Media Assisted Instruction _<NAME>, Director, ALTEC <NAME>, Coordinator, Sociology <NAME>, Coordinator, ITS_ Students Will Evaluate You: Using the FCQ to Inform Your Teaching _<NAME>, Associate Professor, Physics_ The Ira and Ineva Baldwin Best Should Teach Lecture: Teaching Science in the 21st Century _<NAME>, Professor, Physics_ Lead and Teacher Awards, 2001-02 _<NAME>, The Stanford Company Dr. <NAME>, Professor Emeritus Laura Border, Director, Graduate Teacher Program _ Old Main Heritage Center Reception for all Fall Intensive Participants & Best Should Teach Participants. August 23 Assessment Techniques to Enliven Testing and Grading _<NAME>, Lead Graduate Teacher, Education_ Dealing with Conflict in the Classroom _<NAME>, Director, Office of Judicial Affairs <NAME>, Counselor, Counseling Center_ Kolb Learning Styles Inventory _Laura Border, Director, Graduate Teacher Program_ Teaching Writing: Workshopping Student Papers _<NAME>, Senior Instructor, EPOB_ Career Planning and CV Writing _<NAME>, Counselor, Career Services_ Student Disclosure: What's Appropiate? _<NAME>, Lead Graduate Teacher, Teatre & Dance <NAME>, Counsler, Counseling and Psychological Services_ Teaching Effectively with Discussions _<NAME>, Professor, English_ Students with Disabilities in the Classroom: Rights and Responsibilities _Cindy Donahue, Disability Services_ Aerobic Languages _<NAME>, Senior Instructor, German & Slavic Languages <NAME>, Senior Instructor, French & Italian_ Conflict Management _<NAME>, Ombuds Person <NAME>, Ombuds Person_ Teaching through Classroom Demonstrations _<NAME>, Instructor, Physiscs_ Teaching Techniques for Large Science Courses _<NAME>, Assistant Professor, Physics_ Students Who Struggle to Learn a Foreign Language: Identifying, Teaching and Advising Students with Learning Problems _<NAME>, Latin Program Coordinator, Department of Classics Program Coordinator, Modified Foreign Language Program <NAME>, Instructor, Spanish & Portuguese_ Service Learning: An Active Way to Tie Theory to Practice _<NAME>, Director, Service Learning_ Thinking and Writing Critically _<NAME>, Professor, English_ August 24 The CU-Boulder Sexual Harassment Policy (Repeats at 2:30pm) _<NAME>, Instructor, Employee Development <NAME>, Instructor, Employee Development <NAME>, Interim Director, Sexual Harrassment Policy Office_ The University Lecture _<NAME>, Professor, Anthropology_ Teaching Respect for All: Gay, Lesbian, Bisexual, and Transgender Student Inclusion _<NAME>, Associate Director, Counseling & Psychological Services, A Multicultural Center Steven Medina, University Counselor_ Bringing the Other into the Classroom: Teaching Culture in Foreign Language Classrooms _<NAME>, Assistant Professor, Spanish & Portuguese_ Non-Biased Teaching: A Simulation _Laura Border, Director, Graduate Teacher Program_ Ethics in Teaching _<NAME>, Assistant Professor, Philosophy_ Dilemmas of Gendered Authority: Issues in TA-Student Interaction _<NAME>, Lead Graduate Teacher, Communications <NAME>, Graduate Student, Communications_ Active Learning _<NAME>, Professor, Engineering <NAME>, Professor, Engineering_ What's Wrong With the Way Things Are? An Interactive Theatre Piece Addressing White Privilege _Rebecca Brown & Interactive Theatre Project_ The Honor Code _<NAME>, Honor Code Representative <NAME>, Honor Code Representative_ Teaching: Do You Have the Personality for It? _<NAME>, Associate Professor, Psychology_ Teaching Beginning Math and Calculus _Ann Scarritt, Coordinator, Student Academic Services Center <NAME>-Ghaeini, Assistant Math Coordinator Student Academic Services Center_ Dealing With Problems 1 and 2 _<NAME>, Lead Graduate Teacher, APS <NAME>, Lead Graduate Teacher, Aerospace Engineering_ Creative Teaching _<NAME>, Professor, Sociology_ The CU-Boulder Sexual Harassment Policy (Repeat of 9:00am session) _<NAME>, Instructor, Employee Development <NAME>, Instructor, Employee Development <NAME>, Interim Director, Sexual Harrassment Policy Office_ * * * FALL 2000 August 23 Welcome & Introduction to the Graduate Teacher Program _<NAME>, Associate Dean, Graduate School Laura Border, Director, Graduate Teacher Program <NAME>, Assistant Director, Graduate Teacher Program <NAME>, Coordinator, Graduate Teacher Program_ The Best Do Teach: Outstanding Graduate Teachers _<NAME>, Lead Graduate Teacher, Civil Engineering <NAME>, Lead Graduate Teacher, Germanic and Slavic Languages <NAME>, Lead Graduate Teacher, Philosophy <NAME>, Lead Graduate Teacher, Economics <NAME>, Lead Graduate Teacher, Comparative Literature_ Dealing With Problems, Part 1 _<NAME>, Lead Graduate Teacher, English_ Teaching Your First Course as Instructor of Record _<NAME>, Assistant Director, Graduate Teacher Program_ TA/GPTI Responsibility for Student Cheating and Plagiarism _<NAME>, Assistant Dean, Arts & Sciences <NAME>, Associate Dean, College of Business Administration <NAME>, Lead Graduate Teacher, Business_ Dealing with Problems, Part 2 _<NAME>, Lead Graduate Teacher, French and Italian_ Dealing with Racism in the Classroom _<NAME>, Psychologist, Multicultural Counseling Center <NAME>, Director, GLBT Resource Center Counseling Center Diversity Team_ CU-Boulder Resources for Graduate Teachers & Their Students _<NAME>, Vice Chancellor for Student Affairs_ Computer and Media Assisted Instruction _<NAME>, Director, ALTEC <NAME>, Coordinator, Sociology <NAME>, Assistant Professor, <NAME>_ Using Midterm Feedback & the Faculty Course Questionnaire to Inform Your Teaching _<NAME>, Lead Graduate Teacher, Anthropology, 1998-99_ The Ira and Ineva Baldwin Best Should Teach Lecture _Special Guest: Dr. <NAME>, University of Washington Chair, Professor <NAME>, Dean, School of Education _ Recognition of Lead Graduate Teachers, 2000-01 _Dr. <NAME>, Professor Emeritus La<NAME>, Director, Graduate Teacher Program_ Old Main Heritage Center Best Should Teach Reception August 24 Kolb Learning Styles Inventory _Laura Border, Director, Graduate Teacher Program_ Assessment Techniques to Enliven Testing and Grading _Gen et Kozik-Rosabal, Coordinator, Graduate Teacher Program_ Dealing with Conflict in the Classroom _<NAME>, Director, Office of Judicial Affairs <NAME>, Counselor, Counseling Center_ Leading Socratic Discussions _<NAME>, Associate Professor, College of Business Administration_ Career Planning and CV Writing _<NAME>, Counselor, Career Services_ Teaching Writing: Workshopping Student Papers _<NAME>, Senior Instructor, EPOB_ Testing Foreign Languages _<NAME>, Director, ALTEC_ Teaching through Classroom Demonstrations _<NAME>, Professor, Physics_ Students with Disabilities in the Classroom: Rights and Responsibilities _<NAME>, Coordinator, Learning Disabilities Program_ Teaching and Evaluating Creative Work _<NAME>, Lead Graduate Teacher, Theatre & Dance, 1998-2000_ Aerobic Languages _<NAME>, Senior Instructor, German & Slavic Languages <NAME>, Senior Instructor, French & Italian _ Thinking and Writing Critically _<NAME>, Director, University Writing Program_ Service Learning: An Active Way to Tie Theory to Practice _<NAME>, Director, Service Learning_ Do's & Don'ts for Science & Math TAs _<NAME>, Senior Instructor, Physics_ Students Who Struggle to Learn a Foreign Language: Identifying, Teaching and Advising Students with Learning Problems _<NAME>, Coordinator of Latin Program & Modified Foreign Language Program <NAME>, Instructor, Spanish & Portuguese_ August 25 The University Lecture _<NAME>, Professor, Anthropology_ Teaching Respect for All: Gay, Lesbian, Bisexual, and Transgender Student Inclusion _<NAME>, GLBT Resource Center & School of Education, Gay Straight Alliance_ Using WebCT in Foreign Language Teaching _<NAME>, Assistant Professor, Spanish and Portuguese_ Teaching Beginning Math and Calculus _<NAME>, Graduate Part-Time Instructor, Economics_ Developing a Professional Portfolio _<NAME>, Director, Graduate Teacher Program_ Ethics in Teaching _<NAME>, Professor, EPO Biology, Presidential Teaching Scholar, and Associate Vice Chancellor for Undergraduate Affairs_ The CU-Boulder Sexual Harassment Policy _<NAME>, Instructor, Employee Development <NAME>, Instructor, Employee Development _ Dealing With Problems 1 & 2 _<NAME>, Lead Graduate Teacher, EPO Biology_ Creative Teaching _<NAME>, Professor, Sociology_ Evaluating Written Assignments _<NAME>, Coordinator, Graduate Teacher Program_ The Truth Ain't Nothin' But a Sandwich _<NAME>, Professor, Ethnic Studies_ Using Poetry to Teach Any Subject _<NAME>, Instructor, University Writing Program_ * * * FALL 1999 August 18 Welcome & Introduction to the Graduate Teacher Program _<NAME>, Director <NAME>, Assistant Director <NAME>, Coordinator, Lead Graduate Teacher Network Lead Graduate Teachers, 1999-00 Preparing Future Faculty Fellows _ Dealing with Problems-Part I _<NAME>, Lead Graduate Teacher, PFF Fellow, Psychology, 1997-1998_ Building a Teaching Portfolio _Toby Terrell, Coordinator, Lead Graduate Teacher Network, Graduate Teacher Program_ Teaching through Group Discussion _<NAME>, Associate Professor, English_ Kolb Learning Styles Inventory _Laura Border, Director, Graduate Teacher Program_ Ethics in Teaching _<NAME>, Professor, Education_ Dealing with Racism in the Classroom _<NAME>, Psychologist, Multicultural Counseling Center Bev Tuel, Directory, Gay, Lesbian, Bisexual Resources Center Counseling Center Diversity Team _ CU-Boulder Resources for Graduate Teachers & Their Students _<NAME>, Interim Vice Chancellor for Student Affairs_ Dealing With Conflict in the Classroom _<NAME>, Director, Office of Judicial Affairs_ Teacher Training as Professional Development for any Career _Graduate School Advisory Council Panel Moderated by <NAME> Howe & Associates; former Vice Chancellor for Academic Services, CU-Boulder;former presdient, Western State College; former president, International University _ The Ira and Invea Baldwin Best Should Teach Lecture: Where Love & Need Are One: A New Day for Teaching _Special Guest: Dr <NAME>, Director for the Forum on Faculty Roles & Rewards, American Association for Higher Education_ Recognition of Lead Graduate Teachers, 1999-00 _Dr. <NAME>, Professor Emeritus_ Best Should Teach Reception All Fall Intensive speakers & attendees & Best Should Teach Lecture attendees are welcome August 19 Teaching Your First Course _<NAME>, Assistant Director & Preparing Future Faculty Coordinator, Graduate Teacher Program_ Career Services for Graduate Students _<NAME>, Counselor, Career Services_ The Seven Habits of Highly Effective Language Teachers _<NAME>, Senior Instructor, East Asian Languages and Literatures <NAME>, Instructor, Germanic and Slavic Languages and Literatures _ The Best Do Teach: A Panel of Outstanding Graduate Student Teachers _<NAME>, Lead Graduate Teacher, Comparative Literature, 1999-00 <NAME>, Lead Graduate Teacher, Mathematics, 1999-00 <NAME>, Lead Gradate Teacher, East Asian Languages & Literatures, 1999-00; PFF Fellow <NAME>, Lead Graduate Teacher, Chemical Engineering, 1998-99 _ Assessment Techniques to Enliven Testing and Grading _<NAME>, Lead Graduate Teacher, Communication, 1998-99_ Dealing With Problems- Part II _<NAME>, Lead Graduate Teacher, Spanish & Portuguese, 1999-00 _ Students with Math Anxiety _<NAME>, Instructor, Mathematics_ Effective Strategies for Working with Students with Disabilities _<NAME>, Coordinator, Learning Disabilities Program_ Using Simulations to Enhance Learning _<NAME>, Lead Graduate Teacher, Political Science, 1998-99 PFF Fellow_ Creating The Humane Classroom _<NAME>, Lead Graduate Teacher, Sociology, 1998-99 <NAME>, Lead Graduate Teacher, Sociology, 1999-00 <NAME>, Ph.D. student, Sociology <NAME>, Ph.D. student, Anthropology <NAME>, Ph.D. student, Sociology_ Active Learning: How to Motivate and Involve Your Students _<NAME>, Coordinator, Lead Graduate Teacher Network, Graduate Teacher Program_ Advancing Creativity in Teaching _<NAME>, Lead Graduate Teacher, Sociology, 1998-99_ August 20 Collaborative Learning Techniques for Math & Science Recitations _<NAME>, Lead Graduate Teacher, Physics, 1998-99 <NAME>, Lead Graduate Teacher, Applied Math, 1998-99_ Teaching Respect for All: Gay, Lesbian, Bisexual, and Transgender Student Inclusion _<NAME>, GLBT Resource Center & School of Education, Gay Straight Alliance Chicora Martin, GLBT Resource Center_ Avoiding Bias in the Classroom: A Simulation _La<NAME>, Director, Graduate Teacher Program_ TA Responsibilities for Student Academic Misconduct _<NAME>, Assistant Dean, Arts & Sciences_ Learning Disabilities and Second Language Learning for Foreign Language Instructors _<NAME>, Director, Center for Language and Learning <NAME>, Coordinator of Latin Program & Modified Foreign Language Program <NAME>, Instructor, Spanish & Portuguese _ Teaching: Do You Have the Personality for It? _<NAME>, Associate Professor, Psychology_ The CU-Boulder Sexual Harassment Policy _<NAME>, Ph.D., Employee Development <NAME>, Instructor, Employee Development_ Thinking & Writing Critically _<NAME>, Director, University Writing Program_ Teaching with the Right Brain: Lessons Yoda Never Taught You _Dr. <NAME>, Associate Professor, Theatre & <NAME>, Lead Graduate Teacher, Theatre & Dance, 1998-00 <NAME>, MFA, Theatre & Dance_ Evaluating Written Assignments _<NAME>, Lead Graduate Teacher, Education, 1998-99_ Race Relations in Higher Education _<NAME>, Professor, Ethnic Studies_ Using Midterm Feedback & the Faculty Course Questionnaire to Inform Your Teaching _<NAME>, Lead Graduate Teacher Anthropology, 1998-99_ * * * FALL 1998 TA Responsibility for Student Academic Misconduct _<NAME>_ Accomodations for Students with Disabilities _<NAME>_ Kolb Learning Styles Inventory _Laura Border_ Teaching: Do You Have the Personality for it? _Laura Border_ Avoiding Bias in the Classroom: a Simulation _Laura Border_ Students with Math and Science Anxiety, Part 1 _<NAME>, <NAME>_ Students with Math and Science Anxiety, Part 2 _<NAME>, <NAME>_ Collaborative Learning Techniques for Math and Science Recitation _<NAME>, <NAME>_ CU-Boulder Resources for Graduate Teachers and Their Students _<NAME>, <NAME> and others_ Using the WebCT to Develop Interactive Course Websites _<NAME>_ Advancing Creativity in Teaching _<NAME>, <NAME>_ Using Simulations for Deep Learning _Sean Evans_ Dealing with Conflict in the Classroom <NAME> Career Services for Graduate Students _<NAME>_ Dealing with Racism in the Classroom _<NAME>_ Thinking and Writing Critically _<NAME>_ The Seven Habits of Highly Effective Language Teachers _<NAME>, <NAME>, <NAME>_ Dealing with Problems- Part I _<NAME>ozik-Rosabal_ Dealing With Problems- Part II _<NAME>_ Dealing With Problems- Part III _<NAME>_ Evaluating Written Assignments _<NAME>_ Ethics in Teaching _<NAME>_ Using Collaborative Learning in Recitation _<NAME>_ Orios and Caucasion Devils: Examining our Bias and Assumptions _<NAME>, <NAME>-Rosenthal_ Learning Disabilities and 2nd Language Learning _<NAME>, <NAME>, <NAME>_ Assessment Techniques to Enliven Teaching and Grading _<NAME>_ Teaching Through Group Discussion _<NAME>_ Teaching Students to Write Clearly _<NAME>_ Service Learning _<NAME>_ Building a Teaching Portfolio _<NAME>_ Tracking Grades via Microsoft Excel _<NAME>_ Dealing with Problems- Part I _<NAME>_ Effective Uses of Lecturing _<NAME>_ Using Midterm Feedback and FCQs to Inform Your Teaching _<NAME>_ * * * FALL 1997 Gender Bias Panel _Meacham, Meyeres, Thack_ Facilitating Classroom Discussion _<NAME>_ How to Help Students Acquire... _<NAME>_ Internet in the Classroom _<NAME>_ Kolb Learning Styles _<NAME>_ Introduction to Coursebuilder _Webworks_ Dealing with Problems- Part I _<NAME>_ Dealing With Problems- Part II _<NAME>_ Dealing With Problems- Part III _<NAME>_ Learning Styles Inventory (2 of 2) _Laura Border_ Dealing With Problems- Part II _<NAME>_ Accomodating for Students with Disabilities _<NAME>_ Lecture: Out of Style or Useful Tool? _<NAME>_ Understanding the Sexual Harassment Policy _ <NAME>_ Go With the Flow: Teaching Foreign Languages _ <NAME>, Spring_ Resources for Graduate Teachers _ <NAME>_ Students with Math Anxiety, Part 1 _<NAME>_ Gender Bias: A Simulation _ Laura Border_ Dealing With Problems- Part II _<NAME>_ Provoking Logical Argument _ <NAME>_ Learning Styles Inventory (1 of 2) _Laura Border_ Midterm Evaluations and FCQs _<NAME>_ So me Thoughts About Industrial... _ <NAME>_ Shut Up and Do What I Tell You _ <NAME>_ Students with Math Anxiety, Part 2 _<NAME>_ Incorporating Multicultural Perspectives _ <NAME>_ Service Learning _<NAME>_ Dealing with Racism in the Classroom _<NAME>, <NAME>_ Creativity and Teaching _ <NAME>_ Building a Teaching Portfolio _<NAME>_ Getting Started and Staying _<NAME>_ Teaching Students to Write _<NAME>_ Active Learning _<NAME>_ Accelerated and Brain-based Learning _<NAME>_ Fostering Engagement and Communication _ <NAME>_ Assumptions About Students _ Al<NAME>_ Collaborative Learning in Recitations _ <NAME>_ Teaching Assistants in Large Classes _ __Walt Stone_ Thinking and Writing Critically _<NAME>_ Teaching: Do You Have the Personality for it? _<NAME>_ Tracking Grades with Excel _<NAME>_ * * * FALL 1996 Service Learning _<NAME>_ Research and Teaching _ <NAME>_ Leading Recitations and Creating... _<NAME>_ Creativity and Teaching _ <NAME>_ Dealing with Problems- Part I _<NAME>_ Taking on Full Course Responsibilities _<NAME>_ Starting a Teaching Portfolio _<NAME>_ Atlas Shrugged: New Roles for... _Brand, Hayes, S <file_sep> ### MHR 325 ADVANCED COMMUNICATIONS FOR MANAGEMENT COURSE SYLLABUS--SPRING 2002 DR. <NAME> E-MAIL: <EMAIL> Phone: (909) 869-2433 Office: 94-270 * * * Class Times: Section 1--M-W, 4:00 p.m. - 5:50 p.m. (MHR 32501--CRN 20621), Room 6-122. Office Hours: Monday and Wednesday: 2:40 to 4:00 p.m. and by appointment. Click section names to find them quickly, click arrows to return here: Course Objectives \| Prerequisites \| Texts Required ---\|---\|--- Grading Percentages \| Form of Evaluation \| Presentation of Project Examinations \| Method of Assigning Letter Grades \| Bonus Incentive Points Attendance, Participation, and Make-Up Exams \| Student Preparation \| Weekly Assignments \| Final Examination \| Recap of Activities & Requirements \| Expanded Outline of Course Content #### 1\. COURSE DESCRIPTION MHR 325 Advanced Communication for Management (4) Advanced communications applications for managers. Practice in writing situational letters/reports. Conducting meetings and conferences. Interpersonal techniques: listening, interviewing. Advanced use of computers for presentations. Case studies. Employee and media interviews. Multicultural and ethical considerations. Research methods. 4 lecture-problem solving. Prerequisite: MHR 324. ### #### 2\. COURSE OBJECTIVES Upon completion of the course, students are expected to: 1. Use communications tools and technologies for advanced organizational communications tasks, and understand the role of technology in managerial communications; 2. Apply advanced principles of effective written and oral communication for management. Improve the ability to apply a clear, concise, objective, natural writing style; 3. Know principles of conducting effective meetings and conferences; 4. Apply techniques of research and writing of reports; 5. Utilize advanced visual support to enhance written and oral communications; 6. Be able to write and present business case studies effectively; and, 7. Improve interpersonal communications skills such as listening, interviewing, and multicultural awareness. ![](../arrowup.gif) ### 3\. PREREQUISITES MHR 324 (Communication for Management), English 104, and CIS 101. ![](../arrowup.gif) ### 4\. TEXTS REQUIRED <NAME>. _Learn HTML in a Weekend, (3d Edition)._ Prima Communications, 2000. Other: Three or four 3 1/2 inch Double-Sided, High-Density (HD) disks. Dictionary, Thesaurus (electronic or hard copy). (If you don't have one yet, sign up for an e-mail account in 98-B1-208 of the CLA Building, across from the Campus Information Desk.) You will need an InTRAnet account for access to certain materials and for creating your own WEB pages. The Intranet account is obtained in the Computer Commons CLA 5-13 (The person to see is GeeGee Crews.) ![](../arrowup.gif) ### 5\. GRADING PERCENTAGES Grades will be assigned on the basis of the following percentages (Tentative): Attendance, attitude & participation\| 20 ---\|--- Class & homework assignments, quizzes\| 20 Term Project, Presentation, Web Pages, and Binder\| 50 Final Examination\| 10 Total\| 100 ![](../arrowup.gif) ### #### 6\. FORM OF EVALUATION Class Assignments and Homework. The cases, problems, and exercises assigned are to be done completely, neatly and on time according to the more complete instructions given in class at the time of the assignments. The classwork and assignments are to be kept in a binder that may be checked periodically and turned in near the end of the quarter. Web pages will be posted and critiqued. ![](../arrowup.gif) ### Presentation of Project. The research performed will result in a team report to be presented using PowerPoint and the WorldWideWeb (WWW). All team and individual project materials will be included in a binder to be submitted at the end of the quarter. Presentations are approximately seven to eleven minutes in length _for each individual in the team_ and are be made to measure the ability to communicate and clearly inform the audience about the nature of the problem, background, methods, findings and conclusions of the project. The use of audio-visual aids is MANDATORY (PowerPoint, Web Pages, etc.) during the presentation. Presentation grades will be assigned on the basis of peer and instructor evaluations. ![](../arrowup.gif) ### Examinations. The examinations may consist of case study analyses, written communications (letters, memos, etc.), multiple choice, true/false, essay questions, or application exercises that measure the ability to know and apply principles of good communication. Other types of questions may be included. The questions will cover the lectures, class discussions, activities, films/videos, exercises, and textbooks. ![](../arrowup.gif) ### #### 7\. METHOD OF ASSIGNING LETTER GRADES Grades are assigned based on the evaluations of each student's work compared to others in the class and in previous sections of this class. The percentages indicated in 5, above, and the grading system in the 1999-2001 University Catalog are factors. A system of Stanines (Standard Nine-Point Scale) is used to calculate the value of grades. Letter grades (A, B, C, D, or F) are assigned on the basis of the instructor's evaluation of student work compared with the work of other students completing classwork. An I (Incomplete) grade will be given only if sufficient, but not all, work has been completed for good cause. The I(ncomplete) will be changed to a letter grade when all work is completed according to University Policy. ![](../arrowup.gif) ### Bonus Incentive Points (BIPs) may be earned to improve poor test grade, make up for unavoidable absences or late assignments, etc., or merely to raise the final grade received. Bonus work consists of additional work similar to those completed for regular classwork. (Examples include: Periodical Reports-- Abstract and Analysis with Applications, extra typed letters, additional reports on communication topics, arranging a guest speaker) See instructor for additional details. ![](../arrowup.gif) ### #### 8\. POLICY ON ATTENDANCE , CLASS PARTICIPATION, AND MAKE-UP EXAMINATIONS Attendance, attitude, and preparation are important. Positive contributions to the class can provide rich, reciprocal learning experiences. The right attitude means: a desire and willingness to study and learn, preparation as directed, and putting forth effort even when it may be inconvenient or difficult. It means: being ready to answer questions when called upon, volunteering answer to questions or asking questions (even when you feel they may seem a little "dumb"), and actively listening to the instructor and other class members. Carrying too many units, working too many hours, etc., (usually symptoms of poor time management) cannot be given weight in the determination of the final grade. Absences (as well as tardies) will definitely negatively affect grades. Make-up exams are exceptions, and only given on the basis of instructor/student agreement for significant and compelling reasons. The attendance portion of the grade is calculated below, modified by attitude and participation. The total number of absences/tardies, regardless of the reason, determine the grade for this portion of the course. Memorandums to the instructor explaining necessary absences can help mitigate their effect, and BIPs can reduce the impact of absences. ABSENCES AND GRADES (2 Tardies = 1 Absence) Number of Absences * 0 = A * 1 = A- * 2 = B * 3= B- * 4 = C * 5 = D * 6 or more = F ![](../arrowup.gif) ### #### 9\. STUDENT PREPARATION Students are expected to have all lessons prepared on the dates indicated (papers, presentations, etc.), to come class with the required materials, to take notes, and to read the assignments by the dates due. Assignments turned in late normally receive one grade lower than they would otherwise earn. You must have an active Cal Poly intranet account and periodically purge your account of unnecessary materials to avoid "diskquota exceeded problems" that prohibit you from getting mail or posting materials. If you forget your password, click here for instructions on how to get a new password immediately. #### 10\. ADD-DROP POLICY Detailed information regarding "Add/Drop Policies and the Assignment of Incomplete Grades" is available in the Student Advising Center, Building 6, Room 218, from your Department Office, and from the University Catalog. ![](../arrowup.gif) * * * ### 11\. WEEKLY ASSIGNMENTS--MHR 325 (Tentative. Subject to Amendment and Change) Link to Learn HTML In A Weekend--Reader-Support Page (http://www.callihan.com/learn3/index2.htm) Members of ACM, Inc., for Spring 2002 _Week 1_ April 3. Orientation. Introductions. Class Plan and Organization. Purchase Textbook. Make sure Intranet Account Is working. (Check with Computer Commons, CLA 5-13 or Enterprise Computing Help Desk, 98-B1-208). Mail may be checked from other locations at: http://webmail.csupomona.edu:8000 . E-Mail and Web Browser usage. What is ACM, Incorporated? Homework: LearnHTML--Friday Evening, Getting Oriented. _Week 2_ April 8. Group organization within ACM, Incorporated.. Exploring the Web & E-Mail--VAX/VMS Mail, Netscape Message Center, M/S Outlook, AOL Instant Messenger. Setting Preferences. How to join mailing lists. The MHR325 List-- Joining and Using. Review of final Group Binder contents. HTML Tag Guide. HTML Exercise. Homework: LearnHTML--Saturday Morning, Learning the Basics. April 10. Finding and Using HTML Tutorials. Brainstorming Project Ideas.A GDSS List of Ideas. Developing Marks and Logotypes (Word, PowerPoint Drawing, FreeHand, Illustrator, Clip and Word Art, etc.). * The Electronic Database Assignment.* First E-Mail Due Today. Homework: LearnHTML--Saturday Afternoon, Dressing Up Your Pages. _Week 3_ April 15.Searching the Web. Using search engines for background research data and Additional Project Ideas. Using Steve's Internet Library and HTML Tutorials. Use of File Transfer Protocol (ftp) tools for downloading and uploding files. Using WS_FTP. Posting Your Web Pages to the Intranet. (LearnHTML: Appendix G) Creating a web page using Netscape Composer. Homework: LearnHTML, Working with Tables. April 17.How drawing, illustration, paint, image manipulation, and page layout programs work. Refer to the Cal Poly Graphic Communications Services Website and its link to the Cal Poly Graphic Standards Manual. Also see: Design Management Institute, Corporate Design Foundation and other web sites for ideas on the development of Identity, Logos, Letterheads, etc. Homework: LearnHTML, Working with Frames. _Week 4_ April 22.Research Techniques. Writing Style--Formal Reports. The Paramedic Method. Writing Abstracts. The Format Guide. Using Adobe Acrobat Reader to view and print Portable Document Format (PDF) Files. The Logo Factory\--Professional Logo Development. _Review of Individual and Team Web Pages to Date._ Term Report Topic Due. Homework: LearnHTML, Working with Forms. April 24. Designing Graphs, Charts and Web Sites. Object Linking and Embedding (OLE). Additional practice in creating WEB pages. Additional HTML exercises. **Homework--Review this site:Web Style Guide: Basic Design for Creating Web Sites (Lynch & Horton)-- http://info.med.yale.edu/caim/manual/ Homework: LearnHTML, Working with Graphics. _Week 5_ April 29.WWW--HTML and Home Page Design and Development. Alternative sources of Web Page code and ideas. Using Color on Web Pages. Bring your home page ideas. Term Project Complete Proposal Outline and Mindmap Due. May 1.Designing Visible Visuals. Preparing Storyboards. Newsletter design. Review of Individual and Team Web Pages. Additional classwork on web pages, trademark and logotype development.Thoughts on Transactional Analysis (Read this page on the web prior to class.)Videotape--Transactional Analysis. Mid- Term Examination of Web Page Progress. _Week 6_ May 6.Advanced PowerPoint Techniques. In-class exercise. Presentation Techniques. _Be Prepared to Speak_ \--View videotape. Videotaping/CamCart. Initial Electronic Database Printouts Due. May 8. Professor for a Day--Lois Hoyt, _Daily Bulletin._Second E-Mail Due.** _Week 7_ May 13.Review: The Language of the Report--Formal Language. The Format of the Report. Format Guide for the Research Report. Using PhotoShop on Scanned Pictures. Bring Pictures to Scan.Final Electronic Database Assignment Due. May 15.Media Interviews. Videotape-- _Art of Exposing Yourself in Public_ Videotaping (CamCart). Additional work on individual and group web pages. Week 8 May 20. Additional work on graphics for website and finalizing web oages. Using the Multimedia Lab. (See Business Project Grading Analysis) May 22.Job Interviews. Videotaping with CamCorder. Using PhotoShop and Manipulating Scanned Pictures. Bring Scanned Pictures. Finalize Work on Presentations and Binders. Week 9 May 27. HOLIDAY--MEMORIAL DAY. May 29. Present Term Project Findings. Term Project Due. Week 10 June 3. Present Term Project Findings. Deadline for All Work & BIPS. Binder Due. June 5.Third E-Mail Due. Review and Evaluation of Unit Binders. ![](../arrowup.gif) ### _FINAL EXAM_. Section 1. Monday, June 10, 2002. 3:50 p.m. to 5:50 p.m. Room 6-122. _All Work, including bonus incentive points, must be turned in not later than the end of the June 3 class period to be counted toward the grade for this quarter._ ![](../arrowup.gif) * * * ### #### RECAP OF CLASS ACTIVITIES AND REQUIREMENTS ** * Have good attendance and actively participate in class exercises and discussions. * Complete the assignments and master the required materials as evidenced by: * Improving knowledge and ability in the use of computer software--(e. g., web pages (HTML), presentation, word processing, drawing, desktop publishing, and group/collaborative writing applications.) Applications of such software will be selected from: * Writing business letters and reports. * Learning HyperText Markup Language (HTML) * Newsletter design">Creating a newsletter, brochure, or announcement. * Creating World Wide Web Home Pages. Click here to see a slide with the minimum specific web pages to be included. * Creating graphs (the visual display of quantitative information) for integration into letters, reports, or web pages. * Creating slide show presentations incorporating clip art and advanced techniques. * Creating documents using group-writing processes. * Learning and applying advanced uses of e-mail and Internet/Intranet. * Engaging in internet and library research on a _***management communication_ topic, preparing a report to post to web pages, and presenting the findings. Topics may be selected from (but not limited to) those such as the following: Conducting Meetings and Conferences * Gender Communications-Writing and Interpersonal Concerns * Interviews--Performance Evaluation or Selection * Multicultural and/or Ethical Communication Considerations * Humans and Communication Technology * Communication and Conflict Resolution * Communication Styles for Effective Negotiation * Communicating Company Crises * Helping an actual company or unit within a company solve a specific communication problem. * Successfully preparing individual and group outside class assignments, to be placed in the Binder (also see summary below), including: * Individual up-to-date resumes (also to be posted to your web site). * Individual assignments completed in class or for homework. * Individual WEB page printouts and HTML files with floppy disk. * Term project and presentation materials for each individual and the group (identify creator of each item). Each individual must also learn and apply basics of HTML and web-page design and prepare a home page for the World Wide Web that includes meaningful text and graphics. Each web page will be evaluated using a Web Page Evaluation Form. * Work completed for Bonus Incentive Points (BIPS) * Term Project, Presentation, and Binder * Form your own "company" that will examine a significant problem in _management communications_ (see list above for suggestions). The aim is to prepare materials that potential clients might use to get information which can be used to solve a significant management communication problem within their companies. * Create a unit identity, including: logo, letterhead, calling card, newsletter, flyer, and mission statement. Visit various websites on logo creation and design to learn more. * Do research from a variety of sources (with emphasis on the internet) to find answers to the problem. * Do research on a _management communication_ topic. (Specifics to be given in class). A proposal is required. The formal vs. the informal writing style is to be used. Any abstract used should follow the guidelines for preparing the abstract. * Provide evidence (printouts) of a variety of computer and internet database research sources on the _management communication_ topic. (See Database Assignment.) * Web Pages. The materials collected and created will be put into a web site with company and individual pages. See the flowchart slide showing minimum required pages. See the main items required on team and individual home pages. * Conduct a management presentation on the topic including audio-visuals (color slide show, overheads, handouts, web pages or other appropriate media). This presentation is given to ACM, Inc. (the class), prior to being shown to the "client" The class acts as a proxy for the client. If there is an actual company for whom the work is being done, they may be invited to the class presentation. * Include an experiential activity so the audience can apply the knowledge presented. * Include a problem-solving discussion of the lesson. * Complete the feedback process evaluating the lesson, including completion of the evaluation form. * Submit to the instructor appropriate question(s) for the final examination. * Prepare and submit the binder as outlined below (use dividers for each section). For more details, see the Binder Evaluation Form for more specifics. * The Binder, described above, must include dividers for each main section and contain the following summary of materials (final will not necessarily be in this order): * Letter of Transmittal. * Printed reports of research completed. * Presentation materials (Storyboards, Powerpoint files, handouts) on the management communication topic. * Logo and associated unit identity documents. * Resume * Assignments of individuals--identified with names of the person completing the assignments. * Work completed for Bonus Incentives Points (BIPs) identified by individual. * WEB page (HTML) printouts. * Floppy disks with files of above documents (HTML, Powerpoint, etc). * Evidence of database research (printouts). ![](../arrowup.gif) * * * ### Expanded Outline of Course Content. If you would like more detailed specifics about this course, please contact the instructor. <file_sep> Next:About this document ... # Math 155 Way of Thinking Fall 1999 MWF 1:10pm - 2:00pm MC 408 R 1:00pm - 1:50pm MC 406 Instructor: Dr. <NAME> Office: MC 521 Office Hours: M-F 10 - 11 Phone: (608) 796-3659 (Office); 787-5464 (Home) e-mail: <EMAIL> Course Description (from the catalog) An investigation of topics including the history of mathematics, number systems, geometry, logic, probability, and statistics. There is an emphasis throughout on problem solving. Recommended for General Education. Text <NAME> & <NAME>, _Mathematics, One of Liberal Arts_ , Brooks-Cole Publishing, 1997. Core (General Education) Skill Objectives: 1. Thinking Skills: (a) Students will use reasoned standards in solving problems and presenting arguments. 2. Communication Skills: Students will ... (a) ...read with comprehension and the ability to analyze and evaluate. (b) ...listen with an open mind and respond with respect. (c) ...access information and communicate using current technology. 3. Life Value Skills: (a) Students will analyze, evaluate and respond to ethical issues from an informed personal value system. 4. Cultural Skills: Students will ... (a) ...understand culture as an evolving set of world views with diverse historical roots that provides a framework for guiding, expressing, and interpreting human behavior. (b) ...demonstrate knowledge of the signs and symbols of another culture. (c) ...participate in activity that broadens their customary way of thinking. 5. Aesthetic Skills: (a) Students will develop an aesthetic sensitivity. Specific Course Goals: Those happen to coincide with some of the NCTM (National Council of Teachers of Mathematics) ``standards'' for mathematics education. We have: The students shall ... 1. ...develop an appreciation of mathematics, its history and its applications. 2. ...become confident in their own ability to do mathematics. 3. ...become mathematical problem solvers. 4. ...learn to communicate mathematical content. 5. ...learn to reason mathematically. General Education Course Objectives: 1. Thinking Skills: Students will ... (a) ...explore writing numbers and performing calculations in various numeration system. (b) ...solve simple linear equations. (c) ...explore linear and exponential growth functions, including the use of logarithms, and be able to compare these two growth models. (d) ...explore a few major concepts of Euclidean Geometry, focusing especially on the axiomatic-deductive nature of this mathematical system. (e) ...develop an ability to use deductive reasoning, in the context of the rules of logic and syllogisms. (f) ...explore the basics of probability. (g) ...learn descriptive statistics, including making the connection between probability and normal distribution table. (h) ...learn the basics of financial mathematics, including working with the formulas for compound interest, annuities, and loan amortizations. (i) ...solve a variety of problems throughout the course which will require the application of several topics addressed during the course. 2. Communication Skills: Students will ... (a) ...collect a portfolio during the course and write a reflection paper. (b) ...do group work (labs and practice exams) throughout the course, which will involve both written and oral communication. (c) ...turn in written solutions to occasional problems. (d) ...write a mathematical autobiography. 3. Life Value Skills: Students will ... (a) ...develop an appreciation for the intellectual honesty of deductive reasoning. (b) ...listen with an open mind and respond with respect. (c) ...understand the need to do one's own work, to honestly challenge oneself to master the material. 4. Cultural Skills: Students will ... (a) ...explore a number of different numeration systems used by other cultures, such as the early Egyptian and Mayan peoples. (b) ...develop an appreciation for the work of the Arab and Asian cultures in developing algebra during the European ``Dark Ages''. (c) ...explore the contribution of the Greeks, especially in the areas of Logic and Geometry. 5. Aesthetic Skills: Students will ... (a) ...develop an appreciation for the austere intellectual beauty of deductive reasoning. (b) ...develop an appreciation for mathematical elegance. Content: This course is aimed at the needs of elementary education majors and as such is the first part of a three-course 12 credit sequence (MATH 155-255-355). This is a ``content'' course rather than a ``methods'' course (teaching methods are addressed in the latter two courses in the above sequence). It is what people generally call a ``Liberal Arts Mathematics Course'', meaning that it covers a wide variety of topics, has an emphasis on problem solving, and uses a historical and humanistic approach. Consequently, the course is considered appropriate for the general education requirements and is open to all students. We plan to cover, with an appropriate selection, mainly the material from the first nine chapters of the textbook. Course Philosophy and Procedure Two key components of a success in the course are regular attendance and a fair amount of constant, every-day study. You should try to make sure that your total study time per week at least triples the time spent in class. Also, an active class participation, working in small groups, not hesitating to ask me for help both in class and in my office can greatly enhance the success and quality of your learning. You should also use the Learning Center facilities (MC 320) as much as possible. Grading will be based on three in-class exams, a cumulative final exam, class participation, take-home problems, projects, group practice exams and portfolios. I have not decided yet about the distribution of points among those, but I can assure that you will be required to work hard, and that you will have every opportunity to show what you have learned. My grading scale is A=90%, AB=87%, B=80%, BC=77%, C=70%, CD=67%, D=60%. There will be a few assignments not generally included in a mathematics course, but which will, I hope, make your experience in this class more well- rounded than in a typical algebra course. These include the following: _Mathematical Autobiography: Due_ Tuesday, September 7. _Point value 25_. This will be a 3-5 page paper in which you will explore your life as a math student. Try to be specific, and to reflect what method and styles worked for you in the classrooms throughout your K-12 career. _Portfolio: Due_ Friday, December 10. _Point value: 50_. During this course you will be working many problems, some of which will be ``breakthrough'' efforts, when you finally understood how to do something or which you are proud of because your write-up was so well done. You will chose FIVE problems along the way which you want to include in your portfolio; for each of these problems you will include a nicely organized re-write of the problem along with a brief reflection paper on why you chose that particular problem and on what you learned from the problem. Each of the five problems (the write-up and the reflection paper combined) will be worth 10 points. I expect at least one page for each problem. _Group Labs:_ At a number of points during the course you will be working on a ``lab'' in small groups. Even though you will be working in a group of three or four people, each person should turn in a paper. It is important that each person contributes their input into these labs. However, I expect you to write the turn-in paper all by yourself. I am looking forward to explore this fascinating subject with you, and for all of us to have an interesting and enjoyable semester. Americans with Disability Act: If you are a person with a disability and require any auxiliary aids, services or other accommodations for this class, please see me and <NAME> in Murphy Center Room 320 (796-3085) within ten days to discuss your accommodation needs. This syllabus is tentative and may be adjusted during the semester. * * * * About this document ... * * * Next:About this document ... _<NAME>_ _1999-09-09_ __ * * * _Back to Math Department Home Page_ <file_sep>\| This Page Bottom \| Keas Home Page \| Planetarium Development WWW Road Kill \| # History of Science 2103 History of Science and Technology # Instructor: <NAME> ### Course Readings Textbook: <NAME>, _Science and the Making of the Modern World_ * Source Book: <NAME>, _Science and Culture in the Western Tradition_ * Reading Packet: Available at AVA Copy in the Student Union ### Quizzes and Examinations * Pop Quizzes: 20% * First Exam: 20% * Second Exam: 20% * Final Exam: 40% Completion of all three exams is required for a passing grade. Make-up exams will be permitted only in cases of serious illness, or emergency (such as a death in the family); approval of such a make-up exam should be obtained in advance if possible. ### Course Objective This course traces significant episodes in the historical development of science and its relations with technology. One of the course's main aims is to inquire into the formation of science-based technology as an important cultural and institutional force that shapes modern life. ### Class Discussions On days when reading assignments are due specifically for the purpose of class discussion, students should bring the book or books to class in which those readings are found or notes from those readings. Discussion days are indicated on the reading schedule. ### Lecture, Discussion, and Reading Schedule * TB = Textbook by <NAME> * SB = Source book edited by <NAME> * RP = Reading packet available at AVA Copy in the Student Union * Discuss = we will use the Socratic method and discuss the readings that are due #### THE ORIGINS AND GROWTH OF SCIENCE AND TECHNOLOGY > ##### JANUARY 16 Class Introduction 18 Definition of Science vs. Definition of Technology TB 0-8; SB 0-5: Discuss 23 Greek Science: Platonism and Aristotelianism TB 9-17; SB 7-12 25 The Middle Ages: the Christian and Islamic Contexts of Science SB 23-44: Discuss #### SCIENCE AND TECHNOLOGY DURING THE SCIENTIFIC REVOLUTION 30 The Renaissance and Copernicus: Rebirth, Revolution, or Neither? TB 18-25; SB 45-48 ##### FEBRUARY 1 Copernicus, Brahe, and Kepler: Reformers or Revolutionists? TB 25-31; SB 80-84, 89-107 6 Galileo and the Church: the Boundaries of Science and Theology. TB 32-43; SB 107-111 8 Science and Technology: what Kind of Relation up Through 17th Century? TB 44-57, 78-86; SB 59-66, 72-80, 85-87: Discuss 13 Descartes, Huygens, and Newton: Mechanical and Mathematical Models. TB 58-64; SB 115-119 15 The Newtonian Synthesis: the Climax of the Scientific Revolution. TB 65-77; SB 136-138 20 Exam #1 #### 18TH-CENTURY SCIENCE, IDEOLOGY, TECHNOLOGY, AND SOCIETY 22 Newton and the Enlightenment: Science, Culture, and the Social Sciences TB 87-116; SB 139-150 27 Science and Ideology: The Social Sciences and Political Revolution TB 117-128; SB 150-154 ##### MARCH 1 The Early Industrial Revolution: What Was the Role of Science? TB 129-143; SB 155-162: Discuss 6 18th-Century Metallurgy and Steam Power: A Closer Look RP 1-24: Discuss #### THE ORIGINS OF 3 MODERN DISCIPLINES OF SCIENCE: LATE 18TH and 19TH CENTURY 8 Chemistry: The Elemental Constitution of Nature TB 144-155 ##### SPRING BREAK: MARCH 10-18 20 Geology: The First "Historical" Science TB 156-164 22 Biology: Darwinism as Science and Ideology TB 174-185; SB 199-231 #### 19TH-CENTURY SCIENCE AND TECHNOLOGY 27 Medicine on a New Scientific Foundation TB 294-310; SB 163-197: Discuss 29 Science and 19th-Century Technology TB 186-212 ##### APRIL 3 Industrialization, New Ideologies, and European Expansion TB 212-239 5 Exam #2 #### INTERPRETATIONS OF THE HISTORY OF TECHNOLOGY: REVOLUTION OR EVOLUTION? 10 Continuity and Discontinuity in the History of Technology TB 165-173; RP 25-44: Discuss 12 Sources of New Technology and the Notion of Human Progress RP 44-50 #### 20TH-CENTURY SCIENCE, TECHNOLOGY, AND WORLD VIEW 17 Albert Einstein, the New Physics, and the Bomb TB 240-275 19 Modern Uncertainty in Physics and Society SB 235-239, 244-261: Discuss 24 Scientific Progress and the Rationality of Science: Pre-20th Century TB 357-367; SB 263-282: Discuss 26 Scientific Progress and the Rationality of Science: 20th Century ##### MAY 1 Science and Technology in the Context of Political Systems TB 368-428: Discuss 3 Science, Technology, and the Modern World: Conclusion and Review TB 490-498; SB 283-290 9 Final Cumulative Examination, Wednesday 10:30-12:30 \| This Page Top \| Bottom Navigation Tools \| * * * * <NAME> , ** Assistant Professor of Natural Science, Unified Studies Natural Science Coordinator PhD History of Science, University of Oklahoma. At Oklahoma Baptist University since 1993 Courses: US Natural Science 311 & 312 & History/Philosophy of Science Director: Planetarium's Cosmology and Cultures Project (1997-2001) Email: <EMAIL>, Internet: Vita-Home Division of Sciences & Mathemathics ![](../../../images/bison.gif)(C) 1998* Welcome to the Science website provided by Oklahoma Baptist University. These pages have been written by the faculty and students of the Division of Natural Sciences and Mathematics. These web pages may be printed, copied, and distributed for educational use by any non-profit educational group, so long as they are not edited or altered in any way, nor distributed for profit, nor repackaged or incorporated into any other medium or product, and so long as full credit is given to the OBU Science Program. * * * ![](../../../images/netscape3.gif)Our web pages are never finished, but always under construction! The formatting of our web pages may be unintelligible if you are not using Netscape 2.0+. If you find a link that does not work, please Email us. * * * <file_sep># Extracting-Information-from-syllabi Extracting information from syllabi ### Team Members #### <NAME> B00771396 #### <NAME> B00612172 #### <NAME> B00774740 #### <NAME> B00755962 ### Report link https://drive.google.com/file/d/1NaWmuQd8lDcCOGle8VahJsjCJuMjQSLV/view?usp=sharing ### Abstract This is the project, our team has developed a tool to read the title of syllabus from PDFs, with the help of Word Embedding, Deep Neural Networks and other state of the art technologies. Now users can simply submit a PDF and our application will automatically output the related information. ### Introduction Last semester, our team developed a prototype called ‘DalBooster’, an Android App that’s designed to help students at Dalhousie University to manage their school work, in a much more intuitive way. In that app, it’s missing a desired function that could bring the one-click experience for students when they try to create a new course, where traditional apps require students to enter that information manually box by box. In this project we want to try the implementation to make that possible. The work to extract all the useful information like course information, grading schema are beyond the scope of this project but due to the limited time, therefore, we decided to implement the first step: Extract the title from syllabus. This report will include our intuition, methodology, related work and experiment results. ### Conclusion In this project we successfully used Deep Neural Network to predict the title of syllabi. The result turned out that the simpler Logistic Regression works better than the more complicated LSTM model in our case to just retrieve titles, where more complicated information may need better models. Also, we found out the better quality of data is correlated with better training process, so properly preprocessing the data is very important. The next step for us is to see if we can extract more information from syllabus. <file_sep>< < < Date > > > \| < < < Thread > > > * * * ## American politics and Oceania #### by <NAME> #### 30 March 1999 16:25 UTC * * * In teaching international law, I learned of K<NAME>ubatz' coursepage (http://www.stanford.edu/class/ps142k/ps142k.htm). One of the interesting cases he lists there is a connection to the Oceania website. Oceania is a project to build a new country out in the ocean. The project promoters have written a libertarian constitution for their planned country. Kurt offers excellent questions about the international legal issues that might be associated with such a new entity--it led to a solid hour of fine discussion in my class. If you're interested in getting to Oceania without going through Kurt's fine course page, then use: http://www.oceania.org I got to thinking after the international law class, that it might be fun to have my American government students compare the idea of liberty in the Oceania constitution to that in the US Constitution. It succeeded more than I imagined it would. Students noted that the Oceania constitution was a reaction to perceived failures in the US Constitution, and this seems to have interested them. I just emailed Kurt on what they did with the assignment, and thought the members of the list might find this useful, as well. > >20 of my 75 students in American government tried the "compare the concept of liberty in the constitutions of Oceania and the US" exercise. Here is the wording of the assignment from my syllabus: Both the US Constitution and the proposed constitution for Oceania are concerned with individual liberty. Oceania puts this as the highest aim of their proposed country, the US Constitution is more cautious, because the Framers were interested in being able to govern as well. What is the nature of liberty expressed in these two documents? How does a constitution contribute to the exercise of liberty? How does a constitution modify liberty? I suspect you will have a lot to say, if you do this project, so let's set the essay pages at 3-5. [A NOTE on the exercises: I decided to let them do some picking and choosing about their grade. I put 11 exercises and three exams in the course. One exam is worth 25% of their grade, 2 exercises equal 25%. I told them to mix and match as they please. I imagine the bulk of them will choose three exams and two exercises, but this remains to be seen.] > Results, in no particular order: >What was striking about their writing was how so many of them suddenly got the idea behind constitutionalism. This is new stuff to them and they seemed quite amazed and taken with this. Who'd a thunk it? > >A small number of them noted that private power might become so suffocating that no one would really have any liberty. Some skirted (none hit it really) the difference between freedom and license, though a number said they might like to visit a place where they can do whatever they want, pretty much. This was a "nice place to visit, but I wouldn't want to live there" kind of argument. A fair number noted that if you maximize individual liberty, you minimize government power. This is a trade-off I have tried to show my students in the past with little success; the comparison assignment seems to have solved that problem. Most though certainly not all decided that taxes were not such a bad thing after all, especially if you wanted the government to be able to do something. The Oceania constitution does not allow the government to tax; it relies on fees from court activities (you use a court in Oceania you have to belong and/or you pay a fee if you bring suit and lose) and on donations. Some commented on whether it made sense to equate political liberty with market-based "ability to pay." In this regard, some of my students were uncomfortable with the Oceania idea that a hospital would keep a person on life support as long as there was money to pay for it. Once the cash ended, the hospital could pull the plug. > >A few noted that the Framers were creating the US Constitution in the context of an existing society and set of governmental rules, while the Oceania advocates were imagining rules for a place with no history or society. If students went down this track, they generally concluded that the Oceania constitution lacked any sense about actually governing a community. > >A few worried about the difficulty of amending the Oceania constitution. They wondered if that constitution would permit changing notions of liberty to be accommodated. Some broached the problem that listing mays and may nots of the government and the natural/corporate citizens so extensively might end up limiting freedom. [The Oceania constitution is 54 pages long to accommodate all this listing.] Others said the combination of such detailed lists of mays and may nots plus the odd ways of changing the rules would end up thwarting liberty and might even end up choking off speech. A number of students said that they had never thought about liberty prior to the assignment. Normally, I would take that with the proverbial grain of salt, but their papers suggested this really WAS thought-provoking for them I also found that I could refer to an Oceania rule in explaining a US Constitutional choice and get good results. Students might even come back with another example where Oceania's constitution would produce one result, while the US Constitution would produce another. They have actually talked to me about the assignment outside of class and I overheard them arguing about it with each other. > >I may well move this from an optional assignment to a required one, especially if it turns out that students who did this one also tended to do better than the average on the first hourly exam. Mary <NAME>, Associate Professor, Social Sciences Dept., Michigan Technological University Houghton, MI 49931-1295 906-487-2115 (phone); 906-487-2468 (fax); <EMAIL> * * * < < < Date > > > \| < < < Thread > > > \| Home * * * <file_sep>A Quick Guide to the World History of Globalization * * * Resource Links ... Key Concepts .... Vinnie's online reading MAPS * * * A Very Long-Term View Globalization Since the Fourteenth Century A Very Long-Term View The many meanings of the word "globalization" have accumulated very rapidly, and recently, and the verb, "globalize" is first attested by the _Merriam Webster Dictionary_ in 1944\. In considering the history of globalization, some authors focus on events since 1492, but most scholars and theorists concentrate on the much more recent past. But long before 1492, people began to link together disparate locations on the globe into extensive systems of communication, migration, and interconnections. This formation of systems of interaction between the global and the local has been a central driving force in world history. [for very, very long-term _world system_ history, see <NAME> and especially "the five thousand year world system: an interdisciplinary introduction," by <NAME> and <NAME>.] Q: what is global? \| A: the expansive interconnectivity of localities -- spanning local sites of everyday social, economic, cultural, and political life \-- a phenonmenon but also an spatial attribute -- so a _global_ space or geography is a domain of connectivity spanning distances and linking localities to one another, which can be portrayed on maps by lines indicating routes of movement, migration, translation, communication, exchange, etc. ---\|--- Q: what is globalization? \| A: the physical expansion of the geographical domain of the global \-- that is, the increase in the scale and volume of global flows \-- and the increasing impact of global forces of all kinds on local life. Moments and forces of expansion mark the major turning points and landmarks in the history of globalization 1\. c.325 BCE: Chandragupta Maurya becomes a Buddhist and combines the expansive powers of a world religion, trade economy, and imperial armies for the first time. Alexander the Great sues for peace with Chandragupta in 325 at Gerosia, marking the eastward link among overland routes between the Mediterranean, Persia, India, and Central Asia. 2\. c.1st centuries CE: the expansion of Buddhism in Asia \-- makes its first major appearance in China under the Han dynasty, and consolidates cultural links across the Eurasian Steppe into India \-- the foundation of the silk road. 3\. 650-850: the expansion of Islam from the western Mediterranean to India 4\. 960-1279: the Song Dynasty in China (and contemporary regimes in India) which produced the economic output, instruments (financial), technologies, and impetus for the medieval world economy that linked Europe and China by land and sea across Eurasia and the Indian Ocean. 5\. 1100: The Rise ofGenghis Khan and the integration of overland routes across Eurasia -- producing also a military revolution in technologies of war on horseback and of fighting from military fortifications. 6\. 1300: the creation of the Ottoman Empire spanning Europe, North Africa, and Middle East, and connected politically overland with Safavids and dynasties in Central Asia and India -- creating the great imperial arch of integration that spawned a huge expansion of trade with Europe but ALSO raised the cost for trade in Asia for Europeans --- a side effect of this was the movement of Genoese merchant wealth to Spain to search for a Western Sea route to the Indies 7\. 1492 and 1498: Columbus and da Gama travel west and east to the Indies, inaugurating an age of European seaborne empires. 8\. 1650: the expansion of the slave trade expanded was dramatic during the seventeenth century -- and it sustained the expansion of Atlantic Economy, giving birth to integrated economic/industrial systems across the Ocean -- with profits accumulating in Europe during the hey day of mercantalism and rise of the Englightenment. (estimates of slave trade population) 9\. 1776/1789: US and French Revolutions mark the creation of modern state form based on alliances between military and business interests and on popular representation in aggressively nationalist governments \-- which leads quickly to new imperial expansion under Napolean and in the Americas -- the economic interests of "the people" and the drive to acquire and consolidate assets for economic growth also lead to more militarized British, Dutch, and French imperial growth in Asia. These national empires expand during the industrial revolution, which also provokes class struggles and new ideas and movements of revolution within the national states and subsequently in their empires as well. The historical chronology of modernity coincides with the chronology of globalization from the eighteenth century. 10\. 1885: Treaties of Berlin mark a diplomatic watershed in the age modern imperial expansion by European and American overseas empires, beginning the age of "high imperialism" with the legalization of the Partition of Africa, which also marks a foundation-point for the creation of international law. In the last decades of the 19th century, the global "white man's burden" became a subject of discussion. (Here is an old syllabus for an undergraduate course on "US Empire" with some useful links.) 11\. 1929: the great depression hits all parts of the world at the same time \-- in contrast to depression of late 19th century, but following rapid, simultaneous price rise in most of the world during the 1920s. Preceded by first event called World War and followed by first really global war across Atlantic and Pacific. 12\. 1950: decolonization of European empires in Asia and Africa produces world of national states for the first time and world of legal-representative- economic institutions in the UN system and Bretton Woods. \--- perhaps 1989 and the end of the cold war and globalization of post- industrial capitalism which appears to be eroding the power of the national states is on a par with the watershed of the 1950s -- we'll see , Part II Part II: globalization since the fourteenth century 1\. The Segmented Trading World of Eurasia, _circa_ 1350 By 1350, networks of trade which involved frequent movements of people, animals, goods, money, and micro-organisms ran from England to China, running down through France and Italy across the Mediterranean to the Levant and Egypt, and then over land across Central Asia (the Silk Road) and along sea lanes down the Red Sea, across the Indian Ocean, and through the Straits of Malacca to the China coast. The Mongols had done the most to create a political framework for the overland network as attested by both Ibn Battuta and Marco Polo. The spread of Muslim trading communities from port to port along the littorals of the Indian Ocean created a world of sea trade there analogous to the world of land routes in Central Asia. This was a world of commodities trades in which specialized groups of merchants concentrated their energies on bringing commodities from one port to another, and rarely did any single merchant network organize movements of goods across more than a few segments of the system. For instance, few Europeans ventured out of the European parts of the system; and the most intense connections were among traders in the Arabian Sea or the Bay of Bengal or the South China Sea regions of the oceanic system. The novelty of the physical integration of the trading system is indicated by the spread of the Black Death in Europe -- which was repeated in waves from the fourteenth through the sixteenth centuries -- because the plague traveled from inland Mongolia and China to Europe by land and sea, lurking in rodents that stowed away on ships, feeding on their food supplies. The epidemics in Europe indicated a relative lack of exposure to the plague bacillus before then -- and though some outbreaks are indicated along the coast and in China at the same time, it appears that plague was endemic to the Asian parts of the system. The parts of the system depended upon one another and with increasing frequency travelers record movements across the whole system are recorded from 1300 onward, as by <NAME>, <NAME>, and others. <NAME> argues plausibly that the so-called "rise of Europe" after 1500 followed a mysterious period of decline in the Chinese part of the system, and that in the 1300s, it was actually the vast expansion in production in China that was most responsible for the integration of the trading system -- because all roads led to China in the medieval trading world. The expansion of the Chinese economy in this period is well documented and included agriculture and industry -- and the Mongol regime in China was significant force in tying China into the world economy more forcefully. Coercion and state power was critical in producing stable sites of trade and accumulation along routes of exchange and in protecting travelers on the long overland routes between sites. There does not seem to have been any significant military power at sea. Exchange within the various regional parts of the system was connected by networks of trade to commercial activity within trade and power relations in other parts -- in a segmented system of connections, like pearls on a string -- and observers made it very clear that states took a keen interest in promoting and protecting trade, even as rulers also used force to extort revenues and coerce production here and there. In South Asia, it should be noted, the Delhi Sultanate and Deccan states provided a system of power that connected the inland trading routes of Central Asia with the coastal towns of Bengal and the peninsula and thus to Indian Ocean trade for the first time. <NAME> __ as much as the Khaljis and Tughlaqs represent the nature of the agrarian environment in the fourteenth century, and though warriors did use force to collect taxes, there was also substantial commercial activity in farming communities over and above what would have been necessary to pay taxes. Agrarian commercialism inside regions of trading activity clearly supported increasing manufacturing and commercial activity -- and also a growth spurt in the rise of urbanization. <NAME> (1350) -- like <NAME> (1590) and <NAME> (1800) -- viewed his world in commercial terms, and standing outside the state, he does not indicate that coercion was needed to generate agrarian commodities. At each stop in his journey, he observed everyday commercialism. "Bangala is a vast country, abounding in rice," he says, "and nowhere in the world have I seen any land where prices are lower than there." In Turkestan, "the horses ... are very numerous and the price of them is negligible." He was pleased to see commercial security, as he did during eight months trekking from Goa to Quilon. "I have never seen a safer road than this," he wrote, "for they put to death anyone who steals a single nut, and if any fruit falls no one picks it up but the owner." He also noted that "most of the merchants from Fars and Yemen disembark" at Mangalore, where "pepper and ginger are exceedingly abundant." In 1357, <NAME>, an emissary to China from Pope Benedict XII, also stopped at Quilon, which he described it as "the most famous city in the whole of India, where all the pepper in the world grows."1 2\. The European Seaborne Empires, 1500-1750 a. Phase One: the militarization of the sea, 1500-1600 Vasco da Gama rounded Africa in 1498 and forced rulers in the ports in the Indian Ocean system to pay tribute and to allow settlements of Portuguese military seamen who engaged in trade, supported conversion, acquired local lands, and established a loose network of imperial authority over the sea lanes, taxing ships in transit in return for protection. The militarization of the sea lanes produced a competition for access to ports and for routes of safe transit that certainly did not reduce the overall volume of trade or the diversity of trading communities -- but it did channel more wealth into the hands of armed European competitors for control of the sea. The Indian Ocean became more like Central Asia in that all routes and sites became militarized as European competition accelerated over the sixteenth and seventeenth centuries, as the Portuguese were joined by the Dutch, French, and British. b. Phase Two: early modern world economy, 1600-1800 The commodities trades continued as before well into the seventeenth century, concentrating on local products from each region of the Eurasian system -- Chinese silk and porcelain, Sumatra spices, Malabar cinnamon and pepper, etc. -- but by the 1600s, the long distance trade was more deeply entrenched in the production process. An expansion of commercial production and commodities trades was supported by the arrival into Asia of precious metals from the New World, which came both from the East and West (the Atlantic and Pacific routes -- via Palestine and Iran, and also the Philippines and China). Like the plague in the 1300s, new arrivals in Europe after 1500 signal the rise of a new kind of global system. In medieval Europe, there was no cotton cloth, and no cotton cloth was produced for export anywhere except in the coastal regions of the Indian Ocean. Europeans began not only to buy this cloth for export to Europe, but to commission cloth of specific types for specific markets, and to take loans from local bankers and engage in commodities trades within the Indian Ocean system so as to raise the value of the merchant capital that they could re-export to Europe. By 1700, European capital invested in trading companies traveled regularly to Asia on ships insured and protected by European companies and governments, in order to secure goods produced on commission for sale and resale within Asian markets, with the goal of returning to Europe with cargo of sufficient value to generate substantial profits for investors. Circuits of capital thus moved along trade routes, across militarized sea lanes, and organized production of cloth for export in Asia. This Eurasian extension of the circuits of merchant capital did not only emanate from Europe; it also included large expansions within Asia itself, not only among the merchants and bankers who financed the regional trade and facilitated European exports, but also along financiers who provided state revenues in the form of taxation. The connections between state revenue collection and commodities trades became very complex and the Europeans were surrounded by Asian "portfolio capitalists" (as they have been dubbed by <NAME> and <NAME>) who operated both in the so- called private and state sectors. By 1700, also, competing European powers also controlled the Atlantic Economy; and like cotton from Asia, sugar and tobacco from the Americas arrived in Europe as commodities within circuits of world capital accumulation (see Samir Amin, _Accumulation on a World Scale_ ). The role of _primitive accumulation_ was much greater in the Atlantic System, including the capture of native lands in the Americas, forced labor in the silver mines of Peru, the purchase of slaves captured in wars along the African coast, the forced transportation of slaves to the Americas, and the construction of the slave plantation economy in coastal Americas. The volume of the slave trade peaked around 1750. By 1800, the Atlantic and Indian Ocean systems were connected to one another via the flow of currencies and commodities and by the operations of the British, French, and Dutch overseas companies \-- all being controlled, owned, or "chartered" by their respective states. The 17-18th centuries were the _age of mercantilism_ , in which state power depended directly on the sponsoring and control of merchant capital, and merchant capital expanded under the direct protection and subsidy of the state treasury. It has been argued that the expansion of "portfolio capitalists" in the Indian ocean reflected a similar kind of mercantilist trend in Asia during the eighteenth century. Ottoman, Safavid, Mughal, and Ch'ing empires provided an overland system of economic integration and interconnection that was more expansive than any before. Asian capital, coercive power, and productive energies were dominant in determining economic trends in the Asian parts of the world economy. European activity has long received the bulk of the attention by historians concerned with the integration of the early modern world economy, but from Istanbul to Samarkhand, Cochin, Dhaka, Malacca, Hong Kong, Beijing, and Tokyo, they were not the most prominent players in most of the major sites of economic and political activity until the later nineteenth century. Europeans were dominant only in the Atlantic System in the early eighteenth century -- the hemispheres of the world economy remained, in this respect, very different. 3\. The World Empires of Industrial Capitalism, 1750-1950. a. Phase One: the formation of national economies Basic eighteenth century economic conditions continued well into the nineteenth century, until the railway and steam ship began lower transportation costs significantly, and to create _new circuits of capital accumulation_ that focused on sites of industrial production in Europe and the US. But important structural changes in the world economy began in the later decades of the eighteenth century. First, European imperial control of the Americas was broken, first in the north and then the south. This accelerated the rise of capital and capitalists as a force in the reorganization of nationally defined states, whose professes purpose was the political representation of the interests of their constituent property owners and entrepreneurs. The independence movements in the Americas and revolutions in Haiti and France produced new kinds of _national territoriality_ within the world economy, and states that strove for greater control of resources within their boundaries than any before. <NAME> and <NAME> were two important theorists of this transitional period -- both of whom took a universal few of national issues, and theorized a great transformation away from an age of kings and emperors toward an age ruled by peoples and nations. Second, European imperial expansion shifted into Asia, where the use of military power by European national states for the protection of their national interests became a new force in the process of capital accumulation. Chartered companies were criticized by <NAME> as a state-supported monopoly -- for the English East India Company had a monopoly on the sale of all commodities imported into England from the "East Indies," which included all the land east of Lebanon -- and this early version of the _multi-national corporation_ expanded its power base in India with government support but without official permission. The British empire expanded without official policy sanction throughout most of the nineteenth century, as British troops went in simply to protect the operations of British nationals operating as merchants overseas. The national state thus became both a mechanism for the control of territory within its own borders and for the expansion of national enterprise around the world. The US expanded over land and into Latin America by the expansion of the enterprise of its citizens and expansion of its military power, as the British empire expanded into Asia and then Africa -- along with the French and Dutch. In the discourse of nationalism, the "nation" and "empire" lived in their opposition to one another; but "economic imperialism" was standard practice for economically expansive nation states, and "gun boat diplomacy" became a typical feature of economic transactions among hostile states. The 1840s form a watershed in the institutionalization of a world regime of national expansion and international economic organization \-- when the British navy forced open the interior of China to British merchant settlements with military victories waged during the Opium Wars to protect the right of British merchants to trade in opium in China; and when the US Admiral Perry forced the Japanese to open their ports to American trade. b. Phase Two: world circuits of industrial capital The integration of separate, specialized world regions of agricultural and industrial production within a world economy of capital accumulation occurred during the nineteenth century. The industrial technologies of the factory, railway, telegraph, gattling gun, and steam ship facilitated this development; but as important were the organizational technologies of modernity, which include state bureaucracy, land surveys, census operations, government statistics, national legal systems, and the like. The result was not only the creation of regions of the world with their own distinctive economic specializations, integrated into one world system of production; but also the construction of a single world of rules and regulations for the operation of the system. This change did not happen over night, but it was clearly moving ahead at the start of the nineteenth century and well advanced by the end. Institutional markers: (1) the abolition of the slave trade and (2) the rise of international protocols for the operation of national competition at a world scale, culminating in the treaties of Berlin that organized the partition of Africa in the 1880s. Market indicators: (1) the South Sea Bubble and the crashes of the 1820s and 1830s, (2) the depression of 1880-1900 and its impact on Africa. Regional Cases: (1) the US South, (2) the world cotton economy, (3) jute in Bengal. <file_sep>9.67(0) Object and Face Recognition MIT Spring 2001 Instructor Prof. <NAME> email: <EMAIL> office: E25-229 Lecture Details Location: E25-202 Times: Tuesdays and Thursdays 1-2:30 Description Provides a comprehensive introduction to key issues and findings in object recognition in experimental, neural, computational, and applied domains. Emphasizes the problem of representation, exploring the issue of how 3-D objects should be encoded so as to efficiently recognize them from 2-D images. Second half focuses on face recognition, an ecologically important instance of the general object recognition problem. Describes experimental studies of human face recognition performance and recent attempts to mimic this ability in artificial computational systems. An additional project is required for graduate credit. Syllabus, etc. Syllabus [HTML 15 kB][PDF 8kB] Handouts _Lecture #1 Feb 6, 2001_ **[PDF 71 kB] _ _ Overview of what's to come. _Lecture #2 Feb 8, 2001_ [PDF 1,777 kB] The magic of insect hive-finding. Questions _Lecture #3 Feb 13, 2001_[PDF 520 kB] _ _Pattern recognition in birds. Questions _Lecture #4 Feb 15, 2001_[PDF 510 kB] _ _Characteristics of human object recognition psychophysics based on psychophysical experiments. _ _ Questions _Lecture #5 Feb 22, 2001_[Directory of jpegs] Questions _Lecture #6 Feb 27, 2001_[PDF 410 kB] Questions _Lecture #7 Mar 1, 2001_[Directory of jpegs] Questions _Lecture #8 Mar 6, 2001_[Directory of jpegs] Questions _Lecture #9 Mar 8, 2001_[Directory of jpegs] Questions _Lecture #10 Mar 13, 2001_[Directory of jpegs] Questions _Lecture #11 Mar 20, 2001_[PDF 265 kB] Questions _Lecture #12 Mar 22, 2001 _ Questions (not yet available) Lecture #13 _April 3, 2001 _Guest Lecturer: <NAME> from Cognex Corp. Lecture #14 _April 5, 2001 _Midterm Lecture #15 _April 10, 2001_[PDF 10 kB] Lecture #16 _April 12, 2001_ Lecture #17 _April 19, 2001_ Lecture #18 _April 24, 2001_ Jen's Notes [HTML 22 kB] __[PDF 8 kB] _ _Jen's Presentation [PDF 38 kB] [PPT 185 kB] Guest Lecturer: Officer <NAME> (Composite Artist) Lecture #19 _April 26, 2001_ Lecture #20 _May 1, 2001 _Guest Lecturer: <NAME>, caricaturist Lecture #21 _May 3, 2001_ _Janice's Notes _Guest Lecturer: CEO of Viisage, <NAME> Lecture #22 May 10, 2001 Sinha Lab Projects Lecture #23 May 15, 2001 Student Presentations #1 Lecture #24 May 17, 2001 Student Presentations #2 Announcements** * 4/25/2001 Questions update: 4/19 class: charisse@mit.edu 4/24 class: <EMAIL> * 4/12/2001 No class on Tuesday, April 17 * 4/12/2001 Questions update: 4/10 class: <EMAIL> 4/12 class: <EMAIL> * 3/22/2001 Questions update: 3/22 class: <EMAIL> * 3/20/2001 Don't forget to talk about your PROJECT with Prof. Sinha soon! Also, past scribes should send a summary of questions you've received to <EMAIL>. * 3/20/2001 Questions update: 3/8 class: <EMAIL> (<NAME>) 3/13 class: <EMAIL> 3/15 NO CLASS 3/20 class: <EMAIL> * 3/7/2001 Questions update: 3/1 class: <EMAIL> 3/6 class: <EMAIL> * 2/27/2001 Send your class questions to the following addresses (see syllabus to refresh your memory of the subject matter on a particular date): 2/15 class: <EMAIL> (Prof. Sinha) 2/22 class: <EMAIL> (<NAME>) 2/27 class: <EMAIL> (<NAME>) * 2/25/2001 Class will meet in E25-202 from now on. * 2/15/2001 No class next Tuesday (2/20/2001). Class will meet in the usual location (4-149) next Thursday, but there may be a classroom change starting the following week. * 2/13/2001 Send three questions (1 research question, 1 short answer question, and 1 multiple choice question) to the presenters (2/13 presenter: <EMAIL>; 2/8 presenter: <EMAIL>) about their presentations. * 2/7/2001 If you missed the handouts from a class, pick them up from Prof. Sinha's office (E25-229) <file_sep> ![FSU Seal](../Images/Bluseal2.gif)FAYETTEVILLE STATE UNIVERSITY College of Arts and Sciences Department of Government and History \| ![Govt and Hist Logo](../Images/Ghlgb.gif)<NAME>, Ph.D. TEACHING\| Advising and Service \| Research \| Background \| Links \| Home ---\|--- COURSE SYLLABUS HISTORY 210 AFRICAN AMERICAN HISTORY 3 SEMESTER CREDIT HOURS Locator \| Description \| Texts \| Objectives \| Evaluation \| Requirements \| Strategies \| Outline \| References I. LOCATOR INFORMATION Instructor's Name: \| Dr. <NAME> ---\|--- Office Location: \| TSA 115 Office Phone: \| 486-1946 Office Hours: \| Monday & Wednesday1-4 p.m. and Tuesday & Thursday 2-4 p.m. OR BY APPOINTMENT Alternate phone: \| Dr. <NAME>, 486-1945; Department Secretary, 486-1573 E-Mail: \| <EMAIL> Locator \| Description \| Texts \| Objectives \| Evaluation \| Requirements \| Strategies \| Outline \| References Top II. COURSE DESCRIPTION: This course will examine the history of African Americans in American society from 1619 to the present. Special attention will be devoted to the unique contributions of African Americans to the cultural, economic, intellectual, social, and technical development of the United States. 1. Unit I, will briefly examine the West African context of the first Africans, their cultural retentions, and the new African American culture that emerged from their interaction with European and other cultures in a new environment. It will explore the topics of the slave trade, the varieties of the slave experience, the acculturation or "seasoning" of Africans, the building of a culturally cohesive African American cultural community, and the changing character of American slavery will comprise much of the 17th and 18th century discussion of the African American experience. 2. Unit II, will examine the emergence of the abolitionist movement, the status of free blacks in the North and South, the Slave community, several manifestations of slavery in the antebellum South, and the back to Africa movement of the 1820s. It will devote special attention to African Americans' participation in the Civil War and Reconstruction. The course will next explore the deteriorating position of African Americans in postwar South and the nationalization of the race issue in the late 19th century. 3. Unit III will continue to look at nationalization, furthered by the migration from the South to the urban North and West in the 20th century. Special attention will be given to the problems of civil, political, and social rights for African Americans and the special significance of t the conflict between separatists and integrationists. The course will investigate the reasons for the flowering of art, literature, and ideas often associated with the term "Harlem Renaissance." Finally the course will explore the implications of the American economic and social changes for the status and opportunities afforded African Americans. Locator \| Description \| Texts \| Objectives \| Evaluation \| Requirements \| Strategies \| Outline \| References Top III. TEXTS: Franklin, <NAME> and <NAME>, Jr. _From Slavery to Freedom_. 7th Edition. New York: Alfred A. Knopf Company, 1994. RESERVE READINGS: <NAME>. _Africa and Africans in the Making of the Atlantic World, 1400-1800_ , 1992. <NAME>. _Afro-American History: Primary Sources_. 2nd Edition, 1988. HANDOUTS Locator \| Description \| Texts \| Objectives \| Evaluation \| Requirements \| Strategies \| Outline \| References Top IV. BEHAVIORAL OBJECTIVES (and COMPETENCIES): Upon completion of this course with a seventy percent proficiency a student will be able to analyze change and continuity overtime, organize historical evidence, and ask and answer critical questions about the past. The student will also be able to demonstrate knowledge of people and events across time, to be used as building blocks for critical interpretation and understanding of the past. In addition, a student will be able to identify the enduring themes of the historical experience and discuss history as a discipline. Moreover, the student will be able to demonstrate an understanding of the historical role of both common and diverse cultural traditions that constitute African civilizations. Finally, the student will be able to illustrate the cultural products that past societies have regarded as aesthetically pleasing and the ways in which they were produced. STUDENT OUTCOMES: Students who complete this course with 70% proficiency, the student will Demonstrate a familiarity with the work of historians and other social scientists in recreating the human story: 1\. Describe the work of anthropologists, archaeologists, historians, etc. in uncovering the past; 2\. Describe the methods and techniques historians use in historical reconstruction; Demonstrate an understanding of the motivating forces behind African, American, and African American History: 1\. Identify the cultural and philosophical ideals of early African societies like Egypt, Kush, Axum (Ethiopia), Zimbabwe, and the Sudanic Empires of Ghana, Mali, and Songhai; 2\. Explain the origins and demise of great African kingdoms; 3\. Explain the origins and overall effect of the Atlantic Slave trade; 4\. Explain the origins and development of African American culture in the New world; 5\. Explain the rise and development of African Americans within the United States; Demonstrate an understanding of the individuals who were operative in and influential on African American history: 1\. Describe the people who helped blacks come to the United States and evaluate the circumstances under which they came; 2\. Identify and analyze the efforts of early benefactors of blacks who worked for their emancipation and elevation; 3\. Evaluate the circumstances (wars, movements) and forces that proved pivotal in the advancement of blacks in the United States; 4\. Describe the works of the people who worked in the best interest of African Americans and be able to distinguish them from those people who worked to the detriment of peoples of African descent. Locator \| Description \| Texts \| Objectives \| Evaluation \| Requirements \| Strategies \| Outline \| References Top V. EVALUATION CRITERIA/GRADING SCALE: 1\. Grades will be based on three examinations, writing assignments, and class participation. Each exam will be based on the units of study immediately preceding it and will be written in a blue book which may be purchased in the book store. The class may determine the size of the blue book to be used. Exams will each count 3 x 20% \| 60% ---\|--- Individual Assignments \| 30% Class Participation \| 10% TOTAL \| 100% NOTE: YOU SHOULD NEVER MISS A SCHEDULED EXAM. UNLESS THE ABSENCE IS EXCUSED WITH PROPER DOCUMENTATION, THE MAKE-UP EXAM GRADE WILL BE REDUCED BY ONE LETTER GRADE AS A PENALTY FOR ABSENCE. MAKE-UP EXAMS ARE AT THE SOLE DISCRETION OF THE INSTRUCTOR. SPECIAL NOTE ON ACADEMIC HONESTY: Students should be aware that a university is a community of scholars committed to the discovery and dissemination of knowledge and truth. Without the freedom to investigate all materials, scrupulous honesty in reporting findings, and proper acknowledgment of credit, such a community can not survive. Students are expected to adhere to the highest traditions of scholarship. Any infractions of these traditions, such as plagiarism, are not tolerated. Though we do not anticipate any such occurrence, for the record, misrepresenting someone else's words or ideas as one's own, constitutes plagiarism. In cases where plagiarism occurs, the instructor has the right to penalize the student(s) as he or she thinks appropriate. One guide line holds that the first offence = failure of the assignment; the second offence = failure of the course. Grades and their numerical equivalents are as follows: _Numerical Limits_ \| _Letter Grades_ ---\|--- 90 and above \| A 80-89 \| B 70-79 \| C 60-69 \| D 59 and below \| F 2\. INSTRUCTOR POLICIES a. MAKE-UP WORK 1. EXAMS: Unless the absence is excused with proper documentation, the make-up exam grade with be reduced by one letter grade as a penalty for absence. Make-up exams are at the sole discretion of the instructor . Missed exams caused by an excused absence must be made up WITHIN ONE WEEK unless illness or emergency necessitates a longer absence from school. 2. Missed due date of the assignment. This applies to writing assignments- -SUBTRACT ONE LETTER GRADE. 3. No make-up work will be accepted the last week of classes. b. EXTRA CREDIT may be earned through cultural reaction papers turned in with the exam. c. As a rule, I do not give an incomplete. If you choose not to complete the class please formally withdraw from it. Locator \| Description \| Texts \| Objectives \| Evaluation \| Requirements \| Strategies \| Outline \| References Top VI. COURSE REQUIREMENTS: Assignments: Assignments for this class will include reading, writing, and special projects to include: 1. Film Review--Guide 2. Group Work--Textbook Evaluation Project--Guide 3. Current Events Notebook--Guide Attendance and Punctuality: Students are responsible for material covered and assignments. Class Participation: All students are expected to come to class prepared to discuss the assigned material, so it is important to complete all the assigned readings _before_ coming to class. Any student may, at any time, be called upon to recite or to write a short essay on the assigned material. Short quizzes may be given on assigned materials at any time. Students are expected to _understand_ the material, or at least have identified those items that they do not yet understand in order to ask question in class. The instructor will assume that students know the material and are prepared to discuss it. Students are responsible for all work assigned in this class, whether or not they are present. Assignments must be completed on time. Students are expected to observe normal courtesy in class. They are expected to pay attention to the instructor, to take detailed notes, to refrain from personal conversations, and to avoid any other behavior which is disruptive and disturbing to others. A student who does not observe these courtesies may be asked to leave the room. This course is designed to help improve your proficiency in note-taking, library skills, logical and analytical thinking and writing, and critical evaluation. Locator \| Description \| Texts \| Objectives \| Evaluation \| Requirements \| Strategies \| Outline \| References Top VII. TEACHING STRATEGIES The mode of presentation for the course will be lecture/student discussion. There will be opportunities for cooperative learning. I encourage peer teaching and recommend students to work together through study groups. I want to emphasize the critical analysis of data--information you read and see on film/video and the communication of your ideas supported by facts. While these skills are important to the course work at hand, they are most important in your life's work where you read, listen, evaluate, articulate, communicate your understanding, ideas, and opinions on a daily basis. These activities will give you practice in these areas. Locator \| Description \| Texts \| Objectives \| Evaluation \| Requirements \| Strategies \| Outline \| References Top VIII. DISCUSSION/LECTURE TOPICS AND READING/WRITING ASSIGNMENT DUE DATES: MONTHLY CALENDARS TO FOLLOW Date \| Topic \| Reading/Assignment ---\|---\|--- \| Introduction and Organization \| Aug. 23-Sept 29 \| UNIT I: THE AFRICAN CONTEXT Aug. 23 \| Group Organization African Geography \| Text Chapters 1 & 2 Handout : Oliver & Atmore "Western West Africa & Eastern West Africa Aug. 25 \| African Geography and Ancient Civilizations \| Aug. 30 \| Slave Trade in the Atlantic Community \| Text Chapter 3 Handout \--<NAME>, The Amistad Revolt," Sept. 8 \| Colonial Slavery \| Text Chapter 4 Handout: <NAME>, "Black Kings of Ancient America" Sept. 13 \| Colonial Slavery (continued) Group Work \| Sept 15 \| Resistance to Slavery \| Reserve Reading : <NAME>, "Chapter 10--Resistance, Runaways, and Rebels" in _Africa and Africans in the Making of the Atlantic World 1400-1800_ Sept 20 \| Developing an African American Culture \| Reserve Reading : Thornton, John. "Chapter 8--Transformations of African Culture" in _Africa and Africans in the Making of the Atlantic World 1400-1800_ Sept 22 \| African Americans in The Revolution and the New Republic \| Text: Chapters 5 & 6 Handout : Jefferson, excerpt from _Notes on Virginia_ Sept 27 \| Impact of the Cotton Frontier on Slavery \| Text: Chapter 7 Sept 29 \| The Slave Community \| Text: Chapter 8 Oct.. 4 \| EXAM#1 Oct. 6--Nov. 8 \| UNIT II: THE BIRTH OF <NAME> Oct 6. \| Free African Americans in Antebellum America The First Back to Africa Movement: Liberia \| Text: Chapter 9 Oct. 11 \| Slavery and Sectional Class \| Text: Chapter 10 Oct. 13 \| The Civil War \| Text: Chapter 11 Oct. 18 \| The Era of Reconstruction \| Text: Chapter 12 Oct 20 \| The Rise of <NAME> \| Text: Chapter 13 Oct 25 \| African American Thought \| Text: Chapter 14 Oct. 27 \| The Great Migration \| Text: Chapter 15 Oct. 27 \| FILM REVIEW DUE Guide \| Nov. 1 \| World War I and Racism; <NAME> and Black Nationalism : The Second Back to African Movement \| Text Chapters 16 & 17 Nov. 3 \| The Harlem Renaissance \| Text Chapter 18 Nov. 8 \| The Harlem Renaissance Group Work \| Nov. 10 \| EXAM #2 Nov 15- Dec. 6 \| UNIT III: THE WINDS OF CHANGE Nov. 15 \| A New Deal for Blacks? \| Text: Chapters 19 & 20 Nov. 17 \| New Deal Group Work \| Nov. 22 \| World War II and American Racism \| Text: Chapters 21 & 22 Nov. 22 \| Textbook Evaluation Project Due Nov. 24 \| The Cold War \| Text: Chapter 22 Nov. 29 \| Civil Rights: Resistance and Non-Violent Protest and Beyond \| Text: Chapter 23 Dec. 1 \| The Present \| Text Chapter 24 Dec. 6 \| Class Discussion of local, State, and National Trends \| Based on Current Events Notebook Dec. 6 \| CURRENT EVENTS NOTEBOOK DUE Guide \| Dec. 10 \| EXAM#3 Locator \| Description \| Texts \| Objectives \| Evaluation \| Requirements \| Strategies \| Outline \| References Top IX. REFERENCES AFRICA <NAME> et al., _African History_ (1978). <NAME>, ed. _Africa Remembered_ <NAME>, ed. _Africanisms in African American Culture_ , <NAME>, _Africans in Brazil_ , <NAME>. _African History and Culture_ (1982). <NAME>, ed. _The Cambridge History of Africa_ , vol. 3: c. 1050 - c. 1600 (1977). <NAME>. _African Experiences in Spanish America: 1502 to_ _ Present_. (Cambridge, 1976). WEST AFRICA ENGLISH WEST INDIES <NAME>, _Sugar and Slaves: The Rise of the Planter Class in the English West Indies, 1624-1713_ , (1972). AFRICA and the SLAVE TRADE <NAME>., _The Atlantic Slave Trade: A Census_ , (1969). <NAME>. _Africa Remembered_ <NAME>. _The Problem of Slavery in Western Culture_ , (1966). <NAME>., _Traders, Planters, and Slaves: Market Behavior in Early English America_ , (1986). <NAME>. _The Middle Passage_ , (1978). <NAME>. _The Slave Coast of West Africa, 1550-1750: The Impact_ _ of the Atlantic Slave Trade on an African Society_, (1991). Littlefield, <NAME>. _Rice and Slaves: Ethnicity and the Slave_ _ Trade in Colonial South Carolina_, (1981). Lovejoy, Paul, ed. _Africans in Bondage: Studies in Slavery and the_ _ Slave Trade_, (1986). <NAME>. <NAME>. _The Transatlantic Slave Trade: A History_ , (1981). COLONIAL AMERICA General: <NAME>. "Time, Space, and the Evolution of Afro-American Society in British Mainland America," _American Historical_ _ Review_, 85 (1980), 44-78. Chesapeake: <NAME>. and <NAME>, _"Myne Owne Ground": Race and Freedom_ _ on Virginia's Eastern Shore_, 1640-1676, (1980). <NAME>. _Tobacco and Slaves: The Development of Southernj_ _ Cultures in the Chesapeake, 1680-1800_, (1986). <NAME>., _American Slavery, American Freedom: The Ordeal_ _ of Colonial Virginia_, (1975). <NAME>, _The World They Made Together: Black and White Values_ _ in Eighteenth-Century Virginia_, (1987). South Carolina : <NAME>. _Black Majority: Negroes in Colonial South Carolina_ _ from 1670 through the Stono Rebellion_, (1974). North: McManas, <NAME>. _Black Bondage in the North_ , (1973). New England : Greene, Lorenzo, _The Negro in Colonial New England_ , (1942). <NAME>, _Black Yankees: The Development of an Afro-American Subculture in Eighteenth-Century New England,_ (1988). AMERICAN REVOLUTION <NAME>. _Water From the Rock: Black Resistance in a Revolutionary Age_ , (1991). <NAME>. _The Negro in the American Revolution_ , (1961). EARLY REPUBLIC <NAME>. _Gabriel's Rebellion: The Virginia Slave Conspiracies of 1800 and 1802_ , (1993). NATIONAL REPUBLIC <NAME>. _The Problem of Slavery in the Age of Revolution_ _ 1770-1823_, (1975). <NAME>. _Segregated Sabbaths: Richard Allen and the_ _ Emergence of Independent Black Churches, 1760-1840_, (1973). <NAME>. _Forging Freedom: The Formation of Philadelphia's Black_ _ Community, 1720-1840_, (1988). <NAME>. _Slavery in the Structure of American Politics,_ _ 1765-1820_, (1971). <NAME>. _Somewhat More Independent: The End of Slavery in_ _ New York City, 1770-1810_, (1991). ANTEBELLUM SOUTHERN SLAVE CULTURE Blassingame, John, _The Slave Community_ , (1979). Chase, <NAME>, _Afro-American Art and Craft_ (1971). Epstein, <NAME>., _Sinful Tunes and Spirtuals_ , (1977). Genovese, <NAME>., _Roll, Jordon, Roll_ , (1974). <NAME>, _Down by the Riverside_ , (1984). <NAME>, _Black Culture and Black Consciousness_ , (1977). Raboteau, <NAME>. _Slave Religion_ , (1978). <NAME>, _Slave Culture_ , (1987). <NAME>, _Black Majority_ , (1974). ** ANTEBELLUM SOUTHERN SLAVE RESISTANCE <NAME>, _American Negro Slave Revolts_ , (1943). Oates, <NAME>., _The Fires of Jubilee_ , (1975). Starobin, <NAME>., _<NAME>_ , (1970). FREE PEOPLE OF COLOR <NAME>, _Slaves Without Masters: The Free Negro in the_ _ Antebellum South,_ (1974). Curry, <NAME>., _The Free Black in Urban America, 1800-1850_ , (1981). <NAME>, _North of Slavery: The Negro in the Free States,_ _ 1790-1860_, (1961). BLACK ABOLITIONISTS Pease, <NAME>. and <NAME>, _They Who Would Be Free: Blacks' Search for Freedom, 1830-1861_, (1974). Quarles, Benjamin, _Black Abolitionists_ , (1969). THE SOUTH AND SLAVERY Faust, <NAME>., _The Ideology of Slavery_ , (1981). Thornton III, J.Mills, _Politics and Power in a Slave Society,_ (1978). THE NORTH AND SLAVERY Berwanger, <NAME>., _The Frontier Against Slavery_ , (1967). CIVIL WAR <NAME>, _The Sable Arm_ , (1956). Fields, <NAME>, _Slavery and Freedom on the Middle Ground_ , (1985). <NAME>, _The Negro in the Civil War_ , (1953). RECONSTRUCTION <NAME>, _Nothing But Freedom_ , (1983). <NAME>, _Reconstruction: America's Unfinished Revolution_ , (1988). <NAME>, _Race Relations in the Urban South, 1865-1890_ , (1977). Rose, <NAME>, _Rehearsal for Reconstruction_ , (1964). LATE NINETEENTH-CENTURY AMERICA <NAME>, _The Strange Career of Jim Crow_ , (2nd ed., 1968). <NAME>, _A Rage for Order_ , (1986). <NAME>, _Negro Thought in America, 1880-1915_ , (1963). PROGRESSIVE ERA, 1900-1914 Fox, <NAME>, _The Guardian of Boston: William Monroe Trotter_ , (1971). GREAT MIGRATION Grossman, <NAME>., _Land of Hope: Chicago, Black Southerners, and_ _ the Great Migration_, (1989). Tuttle, Jr., <NAME>., _Race Riot: Chicago in the Red Summer of 1919_, (1970). HARLEM RENAISSANCE <NAME>, _This Was Harlem, 1900-1950_ , (1982). <NAME>, _<NAME>_ , (1971). Hull, <NAME>., _Color, Sex, and Poetry: Three Women Writers of the_ _ <NAME>_, (1987). <NAME>, _Black Moses_ , (1962). <NAME>, _Black Power and the Garvey Movement_ , (1970). GREAT DEPRESSION <NAME>., _Scottsboro_ , (1969). NEW DEAL <NAME>, _A New Deal for Blacks_ , (1985). POSTWAR MIGRATION Lemann, Nicholas, _The Promised Land_ , (1991). VIETNAM <NAME>, _Bloods_ , (1984). CIVIL RIGHTS MOVEMENT** Branch, Taylor, _Parting the Waters: America in the King Years,_ _ 1954-1963_, (1988). Feagin, <NAME>. and <NAME>, _Ghetto Revolts,_ (1973). <NAME>, _Bearing the Cross_ , (1986). Sitkoff, Harvard, _The Struggle for Black Equality_ , (1981). <NAME>, _Freedom Bound_ , (1990). Locator \| Description \| Texts \| Objectives \| Evaluation \| Requirements \| Strategies \| Outline \| References Top * * * Last Updated 24 May 1999. <file_sep>![](graphics/banner.gif)\| Environmental Biology 206 The University of Arizona Course Policy, Requirements & Grading Enrolling in ECOL 206 commits you to read all, attend all, participate fully. Think of the topics in the syllabus as the organs of ecology, which function together. Your brain is only 1.9% and your heart about 0.6% of your body, but loss of either organ deprives you of more than those fractions of your life, but try to live normally with the 1.9% brain or the 0.6% heart! You can't understand the course if some of its parts are missing! Cross-check the course plan with your engagement calendar, friend's wedding, and other events. We'd enjoy having you in ECOL 206, but if you have commitments, however worthwhile, which conflict with what we have planned, they cannot be excused as substitutes. Chronic failure to attend and participate will result in an administrative drop, with an E (see after "last dates", Fall Schedule of Classes). Office Visits : We value your input and the chance to get acquainted, so feel free to visit. As a free introductory offer, a first visit to both your prof and G.T.A. are REQUIRED within the first two weeks of the semester. Then at first indication of a problem, you'll know where to find us. Let us help you understand environmental biology - and get a high grade to prove it! Assigned reading and class procedure : READ EACH ASSIGNMENT BEFORE CLASS! BRING BOOK & assigned references FOR CLASS USE! I cannot talk fast enough to recite it all in two 75 minute classes/week, and you can't write notes fast enough to get it all down. So our first responsibility is to read each assignment as listed below. We will usually begin with a call for questions- yours first. I will not try to repeat what I think you will fully grasp from reading the textbook. Instead, I will focus on the more significant, controversial, or difficult aspects. Do not allow me to assume that you understood all you read- ASK QUESTIONS. If you have not read the assignment, how can you ask for help? Subsequent use of the terms and reference to the concepts will be unfamiliar. You will not only have a chance to have anything that is confusing clarified, but those who ask get credit for asking! If you don't have questions, I'm sure I can find some, so may call upon class members, either one-person-at-a-time, or on paper. Curriculum, textbook, and reading notes : I picked the most appropriate text, but had to rearrange the text sequence to mesh with our climate and semester calendar. We must schedule our trips and exercises to arrive at the right place at the best time, prepared by reading each assignment BEFORE attending each and every class, to get the most out of the experiences. Those who do, do better, and enjoy the course more. Some even like it enough to return to help us, as unpaid UGTAs, our web page designer, or outreach volunteers! Information for the semester's budget : Budget into your week at least 2 hours (only 3.6% of a week) preparation (reading) for each hour in class, getting needed information and concepts, with the following in mind: 1 semester = 15 weeks = 27 lectures = 584 pages of text for $48 used. Average reading to prepare for each lecture = 22 pages = $ 1.80 worth. Average cost per lecture: $50- You'd think it was a rock concert, but you can still hear! Study time between classes: Thurs. Tues. = 5 nights; Tues. Thurs. = 1 (just Weds.). So don't try to cram half of the week's assignment into one day (Wed.). PREPARE daily for the comprehensive FINAL EXAM. Attendance : Required for ALL lectures, labs, and exams.Think the sequence of lecture topics ("SYLLABUS") as interdependent organs of ECOL 206. Your brain is about 1.9% of your body and your heart about 0.6%. Loss of either organ deprives you of more than those fractions of your life- you just cannot function if vital parts are missing. We assume that the synthesis, structure, labs, and field trips of a formal course are a more expedient way to learn environmental science than digging it out of the library, piece-by-piece, or from the internet, or wading through the babble of often-ecologically- illiterate "talk-show hosts". In class, we can address questions about whatever you do not understand or accept- from the textbook, other assigned readings, class, or current news. Your peers may be unhappy with you if you disrupt their concentration by entering late, chattering in class, or leaving before class is concluded. If it appears necessary to reinforce this, unscheduled quizzes can be expected at 0930 or at 1040. Videos : I will utilize several video programs or segments which treat relevant topics in a more dynamic way than straight lecturing. Because of the considerable investment in time and money to collect these tapes, which would wear out rapidly from repeated use, as well as restrictions on use of copyrighted programs, these will be shown only in the appropriate class or lab section, and cannot be checked out if you missed class. Labs : Attendance and Participation are required for all laboratory/discussion sessions and field trips. These have been designed with specific objectives, so there are no suitable "make-ups" for missed labs or trips. If there were, we wouldn't waste time and resources on a lab- you could just go and write extra papers. UA vehicles must leave on field trips promptly, for we often have host experts waiting for us. Most labs will be during the 2h 50 min time during the week as listed for your section. There is a mandatory all-day (07:00-17:30) FIELD TRIP in the SANTA CATALINA MOUNTAINS north of Tucson on Saturday, Sept. 25 ( We hate to use the word mandatory, because it is so neat!) Southern Arizona's natural diversity gives us unique advantages for environmental biology studies. In fact, from windows on the north side of the main library, you can see the mountains where the basic relationship between vegetation biomes and climate was developed! [Students in environmentally-deprived eastern, metropolitan universities get it only as book- learning!- (see Fig.5.2, p.95 in the textbook). For us, it's real-life. See (ELM 76-77). REQUIRED: water, lunch, sun & rain gear, notebook. RECOMMENDED: Camera, binoculars. DO NOT BRING: boom box, casette player. A lab book/field journal is required. This should be a standard 10.12 x 7.25, 5x5 quad, with sewn-in pages that resist high winds in the field. This is exclusively for observations, data, and write-ups. A tree died to make that notebook, and your TA does not have time to wade through extraneous material. Do not tear out pages because the other end will fall out. Grading Letter grades: A = 90%-100%, B = 80%-89%, C = 70%-79%, D = 60%-69%, E = < 60% Grades will not be "curved". The 15 year- average grade for ECOL 206 has been so close to 75% for a mid-C, that a curving adjustment would not have saved anyone. Exams & qizzes : will be given on dates listed, unless a change is announced in class. There will be NO MAKE-UPS. In the event of certified illness or tragedies or other official excuse, the final grade will a pro- rated average of work completed. In the unhappy event of failing a quiz, an office visit is mandatory to avoid a drop. \| Weekly take-home exercises \| 200 pts. (20%) ---\|--- Quizzes (14 Sept., 02 Nov.), 50 pts each \| 100 pts. (10%) Mid-term (07 Oct.) \| 100 pts. (10%) Comprhensive final exam \| 200 pts. (20%) Lab, field trips, lab reports \| 300 pts. (30%) Oral & Written Project reports \| 100 pts. (10%) * Points will be subtracted for missed activities). Each student prepares a written report on an environmental subject and contributes this to a cluster of related oral presentations by your "think- tank". ![](graphics/return.gif) * * * HOME SYLLABUS LAB SCHEDULE COURSE INFO OFFICE HOURS SCIENCE SWISS KNIEF COURSE CONTENT UNSUSTAINABLE DIVERSITY IN PERSPECTIVES * * * Ecology & Evolutionary Biology The University of Arizona 20 November 2001 <EMAIL> http://eebweb.arizona.edu/calder/206 All contents copyright (C) 2001\. All rights reserved. <file_sep> ![ HHHHHH HHHHHH HHHHHH HHHHHH HHHHHH HHHHHH HHHHHH HHHHHH HHHHHHHHHHHHHHHH HHHHHHHHHHH HH H EEEE TTTTT Humanities HHHHHH H H H E T OnLine HHHHHH H H H EEE T Web Site HHHHHH H HH H E T HHHHHH H HH H EEEE T H-POL](/graphics/Logo.H-NetBare.GIF) ## Readings in 20th Century Political History Date: Thu, 15 Sep 1994 17:58:23 -0500 Subject: SYLLABUS: Grad rdgs in 20th c. political history * * * Moderator's Note (PBK): Many thanks to <NAME> for sending this syllabus to us. Note that he is requiring his students to subscribe to H-Pol! I will save a copy for storage on the fileserver and in the H-Net gopher. You are invited to submit syllabi to the list. * * * Date: Thu, 15 Sep 1994 17:40:26 -0400 (EDT) Fall 1994 <NAME> M, 1:30-3:20 p.m. HGS 300F History 735A (0) 432-1396 HGS 218 (H) 389-9184 Office Hours: Th, 10-12 Email: <EMAIL> GRADUATE READINGS IN 20TH-CENTURY AMERICAN POLITICAL HISTORY After a considerable time in the margins, political history appears to be returning to the center of our discipline. Some of the most creative and significant current work in American history revolves around issues of power, broadly defined. The purpose of this course is to provide a sample of the most interesting, most complex, and most significant work in political history. The focus is at times a bit idiosyncratic. Special attention, for example, goes to biographies and studies that explore issues of class, social theory, and radicalism. Also, we will reexamine sections of older classics to see how they might continue to speak to us. The requirements for the course include active participation in weekly discussions, three short papers, an annotated bibliography on a topic of your choice, and subscription to three electronic history discussion lists: H-Pol, H-State, and H-Grad. Books marked with a "" are available for purchase at the Yale Co-Op Bookstore. In addition, a required packet with the remaining readings is available at Minitprint, 13 Broadway. * * * * * COURSE SCHEDULE WEEK 1, September 5 INTRODUCTION WEEK 2, September 12 NINETEENTH CENTURY LEGACIES: MARXIST AND REPUBLICAN PERSPECTIVES <NAME>, "The Pertinence of Political History: Reflections on the Significance of the State in America," Journal of American History 73(December 1986): 585-600 <NAME>, Citizen Worker: The Experience of Workers in the United States with Democracy and the Free Market during the Nineteenth Century (1993) <NAME>, <NAME>: Citizen and Socialist (1982) <NAME>, excerpt from Why Is There No Socialism in America? (1906), in <NAME> and <NAME>, Failure of a Dream? Essays in the History of American Socialism, revised edition (1984), pp. 452-467 Aileen Kraditor, "The Ghost of W<NAME>," in The Radical Persuasion, 1890-1917: Aspects of the History and the Historiography of Three American Radical Organizations (1981), pp. 38-54 WEEK 3, September 19 THINKING BIG * Theda Skocpol, Protecting Soldiers and Mothers: The Political Origins of Social Policy in the United States (1992) <NAME>, "The Concept of a Liberal Society," in The Liberal Tradition in America (1955), pp. 3-32 <NAME>, "The Domestication of Politics: Women and American Political Society, 1780-1920," American Historical Review 89 (June 1984) <NAME>, "Gender, State, and Society: A Debate With Theda Skocpol," Contention 2(Spring 1993): 138-156 Theda Skocpol, "Gendered Identities in Early U.S. Social Policy," Contention 2(Spring 1993): 157-183 <NAME>, "Response to Theda Skocpol," Contention 2(Spring 1993): 185-189 WEEK 4, September 26 CORPORATE LIBERALISM, PROGRESSIVISM, AND THE MODERN STATE * <NAME>, The Corporate Reconstruction of American Capitalism, 1890-1916: The Market, the Law, and Politics (1988) <NAME>, "The Discovery that Business Corrupts Politics: A Reappraisal of the Origins of Progressivism," The Party Period and Public Policy: American Politics from the Age of Jackson to the Progressive Era (1986) [1981], pp. 311-356 <NAME>, "Corporate Liberalism Reconsidered: A Review Essay," and <NAME>, "A Reply to <NAME>," Journal of Policy History 3(1991): 70-89 * 5 page paper due on Skocpol and Sklar: which offers a more useful approach to political history? *** WEEK 5, October 3 SEXUALITY, THE PERSONAL, AND THE GENDERED PUBLIC SPHERE** * <NAME>, <NAME>, vol. 1: 1884-1933 (1992) <NAME>, "Female Support Networks and Political Activism: <NAME>, <NAME>, <NAME>," in <NAME> and <NAME>, eds., A Heritage of Her Own: Toward a New Social History of American Women (1979) [1977], pp. 412-445 <NAME>, "Working Women, Class Relations, and Suffrage Militance: <NAME> and the New York Woman Suffrage Movement, 1894-1909," Journal of American History 74(June 1987): 34-58 WEEK 6, October 10 THE PROMISE, AND DANGERS, OF SYNTHESIS * <NAME>, Struggles for Justice: Social Responsibility and the Liberal State (1991) <NAME>, "From Progressivism to the New Deal," in The Age of Reform: From Bryan to F.D.R (1955), pp. 270-326 <NAME>, "Wholes and Parts: The Need for Synthesis in American History," Journal of American History 73 (December 1986): 120-136 <NAME>, "Industrial Conflict and the Coming of the New Deal: The Triumph of Multinational Liberalism in America," in <NAME> and <NAME>, eds., The Rise and Fall of the New Deal Order, 1930-1980 (1989), pp. 3-31 WEEK 7, October 17 HOW RADICAL WERE THOSE WORKERS? * Lizabeth Cohen, Making a New Deal: Industrial Workers in Chicago: 1919-1939 (1990) "A Symposium on Making a New Deal: Industrial Workers in Chicago: 1919-1939," Labor History 32(Fall 1991): 562-596, comments by <NAME>, <NAME>, <NAME>, <NAME>. Grossman, <NAME>, <NAME>, and <NAME> <NAME>, "The Roosevelt Revolution: Retrospect," in <NAME> and the New Deal, 1932-1940 (1963), pp. 326-348 <NAME>, "Urban Working-Class Political Behavior and Theories of American Electoral Politics," Journal of American History 74(March 1988): 1257-1286 WEEK 8, October 24 FROM CLASS POLITICS TO MASS POLITICS * <NAME>, Labor Will Rule: Sidney Hillman and the Rise of American Labor (1991) <NAME>, "'The Dynamo of Change': Gender and Solidarity in the American Labour Movement of the 1930s," Gender and History 1(Summer 1988): 138-158 <NAME>, "<NAME> and the Modern Presidency," Studies in American Political Development 6(Fall 1992): 322- 358 <NAME>, "The New Deal and the Idea of the State," in New Deal Order, pp. 85-121 * 5 page paper due on Cohen and Fraser: what is their relationship to "traditional" political history? *** WEEK 9, October 31 RED APPROACHES TO THE RED DECADE** * <NAME>, <NAME>: Alabama Communists During the Great Depression (1990) * <NAME>, Radicalism in the States: The Minnesota Farmer-Labor Party and the American Political Economy (1989) <NAME>, "Afterword," in American Communism and Soviet Russia: The Formative Period (1986), pp. 445-482 <NAME>, "Women, Family, and Politics: Farmer-Labor Women and Social Policy in the Great Depression," in Lou<NAME> and <NAME>, eds., Women, Politics, and Change (1990), pp. 436-456 <NAME>, "The Return to History and the New Institutionalism in American Political Science," Social Science History 17(Spring 1993): 1-36 WEEK 10, November 7 THE POLITICS OF INTELLECTUALS * <NAME>, <NAME> and American Democracy (1991), skim chs. 1, 3, 5, and pp. 321-361 <NAME>, "The Anti-Intellectualism of the Intellectuals," in The New Radicalism in America, 1889-1963: The Intellectual as Social Type (1966), pp. 286-349 <NAME>, "From Corporatism to Collective Bargaining: Organized Labor and the Eclipse of Social Democracy in the Postwar Era," in New Deal Order, pp. 122-152 WEEK 11, November 14 POSTWAR POLITICS: IN RED AND BLACK * Manning Marable, Race, Reform, and Rebellion: The Second Reconstruction in Black America, 1945-1990, revised 2nd edition (1991) <NAME>, "The Riddle of the Zoot: Malcolm Little and Black Cultural Politics During World War II," in <NAME>, ed., Malcolm X: In Our Own Image (1992), pp. 155-182 <NAME>, "The Political Implications of Black and White Women's Work in the South, 1890-1965," in Tilly and Gurin, Women, Politics, and Change, pp. 108-129 * <NAME>, Nightmare in Red: The McCarthy Era in Perspective (1990) <NAME>, "Ladies Day at the Capitol: Women Strike for Peace versus HUAC," Feminist Studies 8(Fall 1982), 493-520 <NAME>, "Fighting for the American Family: Private Interests and Political Obligation in World War II," pp. 194- 221 in <NAME> and <NAME>, eds., The Power of Culture: Critical Essays in American History (1993) <NAME>, "Cold War--Warm Hearth: Politics and the Family in Postwar America," in New Deal Order, pp. 153-181 WEEK 12, November 21 * FALL BREAK *** WEEK 13, November 28 BREAKING BOUNDARIES?** * <NAME>, Daring to Be Bad: Radical Feminism in America, 1967-1975 (1989) * <NAME>, Chain Reaction: Expert Debate and Public Participation in American Commercial Power, 1945-1975 (1991) Barbara and <NAME>, "The Professional-Managerial Class" in <NAME>, ed., Between Labor and Capital (1979), pp. 5-45 <NAME>, "The New Left," in The Rise and Fall of the American Left (1992), pp. 218-276 <NAME>, "Was the Great Society a Lost Opportunity?," in New Deal Order, pp. 185-211 <NAME> and <NAME>, "The Failure and Success of the New Radicalism," in New Deal Order, pp. 212-242 WEEK 14, Date to be announced PESSIMISM OF THE INTELLECT, OPTIMISM OF THE WILL * <NAME>, Reagan's America (1987) * <NAME>, City of Quartz: Excavating the Future in Los Angeles (1990) <NAME>, Jr., "The Cycles of American Politics," in The Cycles of American History (1986), pp. 23-48 <NAME>, "The President as Sign," pp. 87-121 in Republic of Signs: Liberal Theory and American Popular Culture (1993) <NAME>, "The Problem of American Conservatism," American Historical Review 99(April 1994): 409-429 <NAME>, "Will the Real Conservative Please Stand Up? or, The Pitfalls Involved in Examining Ideological Sympathies: A Comment on Alan Brinkley's 'Problem of American Conservatism'," American Historical Review 99(April 1994): 430-437 <NAME>, "Why Is There So Much Conservatism in the United States and Why Do So Few Historians Know Anything about It?," American Historical Review 99(April 1994): 438-449 <NAME>, "Response to the Comments of <NAME> and Susan Yohn," American Historical Review 99(April 1994): 450-452 <NAME>, "The Rise of the 'Silent Majority'," in New Deal Order, pp. 243-268 <NAME>, "The Changing Shape of Power: A Realignment in Public Policy," in New Deal Order, pp. 269-293 OPTIONAL, BUT HIGHLY RECOMMENDED: <NAME>, "Politics as a Vocation" and "Science as a Vocation," in From Max Weber: Essays in Sociology (1958) [1921, 1922] * * * * * * * Tuesday, December 13th, 5 page review of Marable, Fried, Echols, Balogh, Wills, OR Davis ****** >>> Item number 1148, dated 94/10/31 08:18:43 -- ALL Date: Mon, 31 Oct 1994 08:18:43 -0600 Reply-To: H-Net Political History discussion list <<EMAIL>> Sender: H-Net Political History discussion list <<EMAIL>> From: H-Pol co-moderator <NAME> <<EMAIL>> Subject: SYLLABUS: Modern America, 1877-1929 (x State) * * * Moderator's Note (PBK): H-Pol co-moderator <NAME>'s syllabus has been making the rounds of our affiliates at H-State & H-SHGAPE -- herewith a copy. Your comments are invited. * * * Date: Sat, 29 Oct 1994 08:31:51 -0700 From: "<NAME>, H-State co- moderator" <<EMAIL>> Subject: New Syllabus: Modern America, 1877-1929 (x H-SHGAPE) HISTORY 367: MODERN AMERICA, 1877-1929 Time: Monday, Wednesday, and Friday 10:00-11:00, and some Tuesdays 7:00-10:00 pm, Busch 100 Instructor: <NAME> Office: 126 Busch 5-4256 Office Hours: Mondays 1:00-2:00, Wednesdays, 11:00-12:00, and Fridays 10:00-12:00 This course will concentrate on the crucial decades which saw the emergence of modern American culture and society. Our approach will be unconventional. Instead of focusing on individual events and great men, we will look at broad social patterns. Focus will be on the monumental social forces which transformed American life in this period -- industrialization, immigration, and urbanization -- and how Americans understood and adapted to the changes going on around them. Particular attention will be paid to the rise of big business and big government and to changes in the nature of everyday life, including work, family, school, and leisure. * * * REQUIRED BOOKS: <NAME>, Main Street on the Middle Border. <NAME>, Bread Givers. <NAME>, Plunkitt of Tammany Hall. Nell Irvin Painter, Standing At Armageddon: The United States, 1877-1919. Lawrence Levine, Highbrow/Lowbrow: The Emergence of Cultural Hierarchy in America. Upton Sinclair, The Jungle. <NAME>, Jr., Race Riot: Chicago in the Red Summer of 1919. <NAME>, The Damned and the Beautiful: American Youth in the 1920s. A READER CONTAINING ALL OF THE REQUIRED ARTICLES IS ON SALE IN THE HISTORY DEPARTMENT. * * * MOVIE SCHEDULE: During the course of the semester 5 films will be shown in Busch 100 on Tuesday evenings beginning at 7:00 pm. Attendance is a required part of the course and discussions will follow the movies. (All of these films are also available in the audio-visual room of Olin Library.) September 8: Birth of a Nation. October 6: 1877-The Grand Army of Starvation. October 27: Chaplain Shorts. November 17: Inherit the Wind. December 1: The Great Gatsby. COURSE SCHEDULE: Week of August 26: Introduction: Nineteenth-Century America. Lectures Wednesday and Friday (No sections this week.) Readings: Begin Atherton, Main Street on the Middle Border. Week of August 31: The Frontier and The Community. Friday Discussion: Small Town America. Readings: Atherton, Main Street on the Middle Border, pp. 1-216; and Gilman, "The Yellow Wallpaper." Week of September 7: Black America. No Class on Monday 9/7 Labor Day. FILM TUESDAY 7 PM: Birth of a Nation. Friday Discussion: Red and Black in White America. Readings: "The Life Story of a Negro Peon;" "A Sharecrop Contract"; "Memoirs of a Negro Nurse"; Plessy vs. Ferguson; Washington, "Education Before Equality"; Report of the Committee on Grievances at the State Convention of Colored Men; Levine, "Freedom, Culture, and Religion"; Gish, From The Movies, Mr. Griffith, and Me; and Readings on "Birth of a Nation." Week of September 14: Urban America and Immigrant Life. Friday Discussion: Immigrants, Poverty, and the City. Readings: Yezierska, The Bread Givers; Strong, "Perils -- Immigrations"; Riis, "The Common Herd"; MacLean, "Two Weeks in Department Stores"; Thernstrom, "Urbanization, Migration, and Mobility"; and Baltzell, "The Social Defenses of the Rich." Week of September 21: Nineteenth-Century Politics. Friday Discussion: Plunkitt and Participatory Politics. Readings: Riordon, Plunkitt of Tammany Hall; McGerr, "Partisanship"; and Baker, "The Ceremonies of Politics." Week of September 28: Economic Change and Social Transformation. No Class on Monday 9/28 <NAME>. Lectures Wednesday and Friday (No sections this week). Readings: Atherton, Main Street on the Middle Border, pp. 217-359; Chandler, "The Beginnings of 'Big Business'"; and Montgomery, "Worker's Control of Machine Production." Week of October 5: "Standing at Armageddon." Lecture on Monday. FILM TUESDAY 7 PM: 1877-The Grand Army of Starvation. No Class on Wednesday 10/7 Yom Kippur. Friday Discussion: The Crisis of the Late Nineteenth Century. Readings: Painter, Standing at Armageddon, pp. ix-140. Week of October 12: Nationalism and Imperialism. No Class on Friday 10/16 Fall Break (No sections this week). Readings: Painter, Standing at Armageddon, pp. 141-69; Rosenberg, "Capitalists, Christians, and Cowboys"; Roosevelt, "The Strenuous Life"; and Twain on American Imperialism. MIDTERM PAPER DUE 10/15 4 pm in History Office. Week of October 19: The Reorientation of American Culture. Friday Discussion: Modern American Culture. Readings: Levine, Highbrow/Lowbrow, pp. 1-81, 104-146, 171-256; and Rosenszweig, "From Rum Shop to Rialto: Workers and Movies." Week of October 26: The Progressive Resolution: Social Reform. FILM TUESDAY 7 PM: Chaplain Short Subjects. Friday Discussion: The Jungle. Readings: Sinclair, The Jungle; and Addams, "A Function of the Social Settlement." Week of November 2: The Progressive Resolution: Social Control. Friday Discussion: Twentieth-Century American Democracy. Readings: Hays, "The Politics of Reform in Municipal Government"; Charts on Voter Participation; and Painter, Standing at Armageddon, pp. 170-282. Week of November 9: The First World War. Friday Discussion: World War I. Readings: Painter, pp. 283-390; Woodrow Wilson's War Message; Bourne, "Twilight of Idols"; <NAME>, "The Scene of Battle"; cummings, "Bureaucratic Dehumanization"; Hemingway, "Nausea"; The Fourteen Points, 1918; The Lodge Reservations, 1919; and Wilson Defends the League. Week of November 16: Cultural Conflict. FILM TUESDAY 7 PM: Inherit the Wind. Friday Discussion: Racial Strife. Readings: Tuttle, Race Riot; <NAME>, "Of Mr. Booker T. Washington and Others"; The Niagra Movement Declaration of Principles; The NAACP Program for Change; <NAME>, "The Waco Horror"; Readings from Congressional Record on Immigration Restriction; and <NAME>, "The KKK." Week of November 23: The Women's Movement. No Class Wednesday 11/25 or Friday 11/27 Thanksgiving. Readings: Stetson, Spencer, and Addams on Women's Suffrage and Rights; and Begin Fass, The Damned and the Beautiful. Week of November 30: The Ambivalent Decade. FILM TUESDAY 7 PM: The Great Gatsby. Friday Discussion: The Twenties -- "The Damned and the Beautiful." Readings: Fass, The Damned and the Beautiful; Lewis, "Boosters -- Pep!"; Hoover, "The Constructive Instinct"; Barton, "Jesus as Businessman"; Susman,"Culture Heroes: Ford, Barton, and Ruth"; and Ward, "The Meaning of Lindbergh's Flight;" Week of December 7: The Birth of Modern America. FINAL PAPER DUE MONDAY DECEMBER 14 AT 10:00 AM. COURSE REQUIREMENTS: This class is designed as a lecture, reading, viewing, and discussion course. I will lecture twice each week on Mondays and Wednesdays from 10:00-11:00 am (and on a couple of Fridays as noted on the syllabus). Most Fridays the class will be divided into four small sections to facilitate discussion of the readings for that week. Discussion sections will be assigned the first week of the semester and are an integral part of the course. Both attendance and participation are therefore essential. We will also meet five Tuesday evenings at 7:00 pm to view and discuss films. Discussion sections will count for 25% of the course grade. Short written assignments will be due at each section meeting. These will be assigned weekly and will usually entail listing questions for discussion, outlining a reading, or writing a short think-piece. Completing all of the weekly readings and preparing for section by putting effort into these weekly assignments can significantly improve your final grade. Section grades will be based equally on these assignments and on oral participation. In addition there will be take-home midterm and final exams. The midterm will be worth 35% and the final 40% of the course grade. (Both will be assigned well in advance and are expected in on time.) * * * ![](http://h-net.msu.edu/~pol/graphics/tbar.polh-pol.gif) Return to H-POL's Home Page. ![H-Net Humanities & Social Sciences OnLine](/footers/graphics/logosmall.gif) Contact Us Copyright (C) 1995-2002, H-Net, Humanities & Social Sciences OnLine Click Here for an Internet Citation Guide. --- <file_sep>\| \| \| \| \| ---\|---\|---\|---\|---\|--- \| ![To UCB Homepage](gifs/smbuff.jpg) \| ## HONORS 4000-882 ## The Biology of Consciousness \| \| \| _(C)_ _1998_ \| \| \| \| \| \| \| \| \| ---\|---\|---\|---\|---\|---\|---\|--- \| \| Course HomePage \| \| Student Projects \| \| Syllabus \| \| \| \| \| \| \| \| \| \| Course Bookmarks \| \| Dubin Bookmarks \| \| Instructor Info \| * * * Syllabus and Readings To see only the topics without the readings click here ** * * * ** ### A few assumptions and principles that I start with. * There is a real physical world. * Science is an attempt to reproducibly characterize that world in predictive ways * This results in useful constructions that are what we know about the "true" nature of things. * The physical brain evolved in ways consistent with Darwinian principles of natural selection. * * * ### What are we talking about when we use the term consciousness, and what can we know about it? * " What is consciousness?" Summary of class discussion * Mind and Brain, a dualism. Descartes, from _Cogito Ergo Sum_ \- Brief Abstract Descartes, from _Body as Machine_ \- Brief Abstract Descartes, _Meditation #2_ \- at The Internet Encyclopedia of Philosophy _Introduction and Section I (parts 1-6)_ \- at Mind and Body: Descartes to James Reading questions on the above for discussion. * Consciousness and the incorrigible nature of qualia. Nagel, _What is it like to be a bat?_ (handout) Reading questions on Nagel for discussion. Two papers by Dennett that argue against the existance of Qualia: _Instead of Qualia_ and _Quining Qualia_. * Consciousness, reductionism and the brain. Searle, _Minds, Brains and Science_ \- chapters 1 and 6. * Yes, there is a hard problem. Chalmers, _The Puzzle of Conscious Experience._ (handout) * Can/Will we ever know? Dubin, _Of Aspirin and Elephants_. * * * ### What are some neural correlates of consciousness? * Bridging from the philosophical to the biological. Churchland, _Can Neurobiology Teach us Anything about Consciousness? _ Searle, _How to study consciousness . . ._ (1998) Brain Research Interactive Online. (handout) * A bit of basic neuroscience. Basic Neuroscience principles at Explore the Brain and Spinal Cord. The sections on The Brain and The Neuron are required, others are optional. * Using Neuroimaging to look at cognition and consciousness. Learn about Neuroimaging techniques at these sites: Neuroimaging Primer MRI and fMRI, some basics Watching the Brain in Action. Be sure to watch the on-line movie. _ _PET (Positron Emmision Tomography) basics. Be sure to look at the on-line brochure. other resources: ** More introductory information is available at: MRI Introduction for High School Students What is fMRI? A basic explanation for patients. Neuroimaging links list. MRI resource links. Links to MRI Journals with online materials. fMRI of a visual-motor task. Use this to familiarize yourself with typical images. Note the usual MRI convention that the LEFT side of the head is presented at the RIGHT side of the picture, as if one were facing the subject and looking upwards at the head. (this is not always the case, and images are usually labeled so you can tell.) Also note that there is activity in the visual cortex, at the back of the brain, as well as in the motor area of the cortex. Task-related fMRI images and single images from a movie. Note that the movie itself is not in a format that many browsers can handle. However, the single images and their explanations are of interest. Be sure you understand that the images are often viewed in different planes, such as saggital, coronal and axial. Be sure you understand the basis of the TASK- RELATED nature of these images. Stimulus-related PET normal brain images and visualization of abnormalities in Alzheimer's, development and dyslexia (fMRI). Research article: _Cortical areas supporting category learning identified using functional MRI._ <NAME>, et al. (1998) PNAS. 95 :747-750. (handout) Research article: _Brain Regions Responsive to Novelty in the Absence of Awareness._ <NAME>, et al. (1997) Science. 276:1272-1275. (handout) NOTE ON IMAGES: The color pictures from the above two articles can be seen on- line here. ** Other resource: Whole Brain Atlas * Blindsight. Online Demonstration and basic introduction. Research article: _Pattern of neuronal activity associated with conscious and unconscious processing of visual signals._ <NAME>, et al. (1997) PNAS. 94 :9406-9411. (handout) Vision of 'What vs. How' and blindsight. Starts here and continues on the next web page. Section on blindsight from a review article: _Visual Perception and Visual Awareness after Brain Damage: A Tutorial Overview._ (1995) In: _Attention and Performance XV_ , edited by <NAME> and <NAME>, MIT Press. (handout) Research article: _Do imagined and executed actions share the same neural substrate?_ <NAME> (1996) Cognitive Brain Research. 3 :87-93. (handout) * Illusions: tricks the brain plays. Start with the Online discussion and demonstration Tricks of the Eye at Serendib. Be sure to visit all the links at Serendib related to illusions, including: Seeing more than your eye does (four link levels), and lateral inhibition. _Optional_ : While at Serendib you might want to play The Prisioners Dilemma in order to experience how one can operate in a cognitively ambiguous environment. Next, go to Illusion Works, which has examples of the major types of illusions, as well as discussions about them. Be sure to see: Introduction to Illusions, the Interactive Demonstrations Hall of Illusions, and Illusions in Art including the discussion. Then, you should check out the sites Fun Things in Vision and the Visual Illusions Gallery. While many of the illusions there are repeats of ones at the ones above, in some cases the display format is different and some not at the other sites are shown. IMPORTANT TECHNICAL NOTE : The Browser you use needs up-to-date plugins for Java and Shockwave to see some of these demos properly (or at all). If it is your own machine and you know what to do, you can follow the onscreen suggestions for installation of the necessary items. Most of the browsers on campus should work, but some may not be properly updated. If you have trouble, look for a machine that is current, such as in a faculty lab you have access to. * Cognitive Illusions Research article - _Judgement under uncertainty: Heuristics and Biases._ <NAME>. & <NAME> (1974) Science. (handout) * Pathological Conditions. Annotated list of Agnosias, and Related Behavioral and Cognitive Disorders. Abstracts of case descriptions from the journal Neurocase. Handout, _What Course Can Teach Us How to Understand a Fading of the Soul?_ by <NAME>. Handout, from Ch. 11, _The Neurology of Thinking_ by <NAME> * The Binding Problem. This is treated in an on-line seminar run by the Association for the Scientific Study of Consciousness. Start by reading the target article, _Temporal Binding, Binocular Rivalry and Consciousness_. Then examine the commentary and discussion items that interest you. ### * * * Can we show that consciousness matters? * What might be the evolutionary pressure for its selection? Polgar & Flanagan. Is Consciousness an Adaptation. Barlow, _The Biological Role of Consciousness._ In: _Mindwaves_ , Blakemore and Greenfield, eds. (handout) * Does parapsychology tell us anything relevant? See the site Princeton Engineering Anomalies Research: _Scientific Study of Consciousness-Related Physical Phenomena_ and then read the sections Background, The PEAR Laboratory, and Human/Machine Anomoly in their paper Consciousness and Anomalous Physical Phenemona. _ * * * _ ### Are animals conscious? * How Might We Know. <NAME> and <NAME>, _Species of Mind_ , chapter 8, Consciousness: Essential or dispensable? (handout) * Primate consciousness. NATURE video, _Monkey in the Mirror_ (shown in class) * * * ### Is the brain (like) a computer? Can a computer have a mind? * Turing Machines. Replacement of the brain a part at a time, Turing Machines and Syntax vs. Semantics - The Chinese Room. Is the brain (like) a computer? * Computational Approaches Research Paper (handout): Mathis and Mozer, On the Computational Utility of Consciousness. * * * ### ### Who/What is I? * Buddhism. The Buddhist concept of mindfulness. * The Implications of psychoactive agents. Kramer, Chapter 9, _Listening To Prozac_. * Agent vs. locus. * Free will. * * * <file_sep>![Fall Online](../../winteronline/graphics/flag.gif) * * * ### Introduction to Psychology PSY 101--Five Quarter Hours Dr. <NAME> Ohio University, Zanesville Campus 112 <NAME> Zanesville, OH 43701 (740) 588-1522 E-mail: <EMAIL> Website: www.zanesville.ohiou.edu/psych/losch/losch.htm \| ![](../../winteronline/graphics/planetearth.gif) * * * \| ### Course Description \| Introduction to psychology. Survey of topics in experimental and clinical psychology including physiological bases of behavior, sensation, perception, learning, memory, human development, social processes, personality, and abnormal behavior. Course Objectives * Acquire an appreciation for the diversity of psychological science and professional practice. * Develop an understanding of the terminology, research findings, and theories of pyschology. * View behavior from a scientific perspective rather than from a common sense framework. * Develop an ability to apply psychological theories and research findings to real-world situations. * * * \| Methods of Course Instruction \| All course content is presented on the World Wide Web; e-mail is used for submission of assignments, as well as for the instructor's evaluation and comments. For each module in the textbook, I have posted online module previews, objectives, lectures, and quizzes. You will need to have access to a computer, the Internet, and email. If you do not have access to a computer at your home or office, you can use a computer on Ohio University's main campus in Athens, or at any of the five regional campuses. Furthermore, as an Ohio University student, an OAK email account has been provided to you free of charge. You must activate your OAK email account, even if you plan to have your OAK email forwarded to another address (e.g., Hotmail, Yahoo). To activate your OAK account, or to set your OAK account to forward your email, visit www.cns.ohiou.edu/email. While you are enrolled in this course, you should check your email every day. * * * \| ### Materials \| \| Required \| <NAME>. _Psychology: Myers in Modules,_ 6th edition. New York: Worth Publishing, 2001 ISBN: 0-7167-5353-7 The textbook comes bundled with a student activity CD and a copy of the Scientific-American Reader. Note: If you are near the Zanesville campus, you can purchase this textbook at the Campus Bookstore. Or you may purchase the books for the course at Specialty Books, (740) 594-4002. Click here for online ordering. * * * \| ### Course Calendar \| \| WEEK \| SUBJECT \| ASSIGNMENT \| by June 17 \| Activate and/or forward Oak account at www.cns.ohiou.edu/email/ \| Friday, June 21 4-6pm \| Optional face-to-face meeting. 162 Elson Hall, Zanesville Campus \| \| Saturday, June 22 12:30-2:30pm \| Optional face-to-face meeting. 162 Elson Hall, Zanesville Campus \| \| 1 \| General Introduction to psychology Neuroscience and behavior \| Modules 1-2 Modules 3-4 \| 2 \| The nature and nurture of behavior Developmental Psychology \| Modules 5-6 Modules 7-8 \| 3 \| Exam 1 due by 7/10 Sensation & perception/ESP \| Modules 11 & 16 \| 4 \| States of consciousness Learning \| Modules 17-19 Modules 20-22 \| 5 \| Memory \| Modules 23-27 \| 6 \| Exam 2 due by 7/26 \| \| 7 \| Psychological disorders Therapy \| Modules 43-47 Modules 48-50 \| 8 \| Exam 3 due by 8/9 Motivation \| Modules 33-35 \| 9 \| Social psychology \| Modules 54-55 \| 10 \| Intelligence Final Exam due by 8/23 \| Modules 30-32 The above schedule will help you maintain a reasonable pace throughout the course. It is unlikely that I will make any changes to this schedule. If adjustments are necessary, I will post them on the Announcement Board. Note: If you have documented disability that requires an accommodation, please notify me within the first week of the quarter. * * * \| Grading Policy & Standards \| Final grades will be determined by total points earned. You can view your grade online by selecting Student Tools. Final grades will be based on the percentage scale below. The following is a breakdown of the possible points. \| "Introduce Yourself" \| 2 \| Online Class Participation \| 28 \| Online Quizzes \| 70 \| Midterm Exams \| 300 \| Final Exam \| 200 \| Total \| 600 The grading scale is as follows: \| 90% = A 87% = B+ 80% = B 77% = C+ \| 70% = C 67% = D+ 60% = D 59% = F * * * \| Academic Integrity Statement \| All work that you do in this course is expected to be your own. Any form of academic misconduct (e.g., cheating, plagiarism) will automatically result in a failing course grade. The full policy on academic misconduct appears in the Ohio University Undergraduate Catalog. * * * \| Examinations \| There will be proctored exams, three (3) multiple-choice midterm exams and a comprehensive final exam. Each midterm exam will be worth 100 points, while the final exam will be worth 200 points. The exams will be spaced evenly throughout the quarter. * Exams must be taken at proctored sites. You may select a proctored site that is convenient for you. Locations are listed on the Ohio University Online website. Although some proctored sites charge a fee for their services, there is no charge for taking an exam on any of Ohio University's six campuses; Athens, Chillicothe, Eastern, Lancaster, Southern, and Zanesville. It will be easiest for everyone if you take your exams at one of OU's campuses. Please remember, it is your responsibility to call the proctored site, make a reservation for testing, and then inform the Ohio University Online staff of the arrangments either by sending email to <EMAIL> , or by calling (740) 593-2583 or 1-888-551-6446. The Ohio University Online staff will send the exams to the proper location. * Each exam must be completed by its corresponding due date. All due dates are listed above on the course calendar. Late Exams: If you cannot complete an exam by its due date, you must do each of the following: (1) Contact me before the exam due date. You may call or send email. (2) Provide an official written excuse for your failure to complete the exam on time (e.g., a note from the doctor who treated you). * If both of these conditions are met, you may complete the exam without penalty. * If both of these conditions are not met, 15% will be deducted from your exam score each day after the originally scheduled exam due date. For example, if an exam due date is scheduled for Monday and you complete the exam on Wednesday, 30% will be deducted from your exam score. Exams must be completed by the following due dates: \| Exam 1 \| Tues, 7/10 \| Modules, 1-8 \| Exam 2 \| Tues, 7/26 \| Modules 11, 17-27 \| Exam 3 \| Tues, 8/9 \| Modules 39-40, 43-50 \| Final Exam \| Wed, 8/23 \| 50% from Modules 30-35, 54-55; 50% from the previous modules * * * \| Online Class Participation \| For each unit in the textbook, you will be required to respond to a question that I have posted on the online discussion board. Each of your responses will be worth 2 points. To earn credit, you must provide a well-thought-out response by the due date. No late postings will be graded. * * * \| Online Quizzes \| For each unit in the textbook, you will be required to complete a brief online quiz. Each quiz will include 5 questions and will be worth 5 points. You will earn 1 point for each item answered correctly. Each quiz must be completed by the due date. No late quizzes will be graded. * * * \| Study Assistance \| If you are experiencing difficulty in the course, or if your exam scores are lower than expected, I highly recommend that you visit the Learning Advancement Center. Located in Elson Hall room 116, the Learning Advancement Center offers FREE peer tutoring services. The tutors really know their stuff, so take advantage of this great opportunity. In addition to tutoring services, the LAC can help you develop your study skills, your test- taking strategies, and your reading comprehension. Furthermore, the LAC provides FREE access to computers, printers, email, and the internet. Call (740) 588-1510 for more information. * * * \| Important Note \| If you would like to contact me, please feel free to call me at (740) 588-1522, or send email. If you would like more information about online courses at Ohio University (e.g., computer requirements, course offerings), please visit Ohio University Online. To give us a chance to meet each other, I have scheduled an optional face- to-face meeting--your decision to attend will not affect your grade. The meeting will take place on Friday, September 7th from 4:00-6:00. For those who cannot attend Friday's meeting, the same meeting will be held on Saturday, September 8th from 12:30-2:30. During these meetings, I will introduce myself and I will demonstrate how to navigate PSY 101 Online. We will meet in 162 Elson Hall on Ohio University's Zanesville Regional Campus, located at 1425 Newark Road. * * * \| Technical Requirements \| Hardware Windows PC (486 or better processor, minimum 8MB RAM, DOS 5.0 or higher, Windows 3.x or Windows 95/98) Macintosh (68030 or better processor, minimum 8 MB real RAM, system 6.07 or higher) SLIPP/PPP Internet connection (if using modem connection, at least 14,400 kbps); connection must not have firewalls preventing access. Software Graphical browser (level of Netscape 3.1 or higher) Standard e-mail communication software * * * \| Enrollment Information \| Active Terms: Term-based; 10 week quarter system Registration Dates: April 1-June 20, 2002 Call the Ohio University Online Staff at 1-888-551-6446 if you have questions about this course or the enrollment process. Call the education counselors in the Division of Lifelong Learning at (740) 593-2150 if you have questions about Ohio University Degree Opportunities. <file_sep>![Orion](orion.gif) Job 9:9 \| Augustana College Sioux Falls, SD General 492 H Capstone # From God to Darwin to Black Holes and Back: The Struggle for Truth in Science and Religion # Spring 2001 Class Syllabus ---\|--- Home page Syllabus Star Day-Sun Day Class members Links Nicenet Observatory Time \| Capstone Syllabus as a PDF file Note: If you need to get the free Adobe Acrobat 4.0 Reader first, click here. * * * General 492 H Capstone From God to Darwin to Black Holes and Back: The Struggle for Truth in Science and Religion Spring 2001 Syllabus <NAME> Department of Religion, Philosophy, Classics Humanities 210, phone (274-) 5484 E-mail <EMAIL> Office hours: 1:00-3:00 MThF or by appointment <NAME> Department of Chemistry GSC 256, phone (274-) 4813 E-mail <EMAIL> Office hours: 7:30-8:30 AM MTWThF or by appointment Capstone class home page http://inst.augie.edu/-viste/capstone2001/ Course Description: This course examines how and why religion and science struggle to discover the truth. We will wrestle with certain important questions. Is there a God? What are we doing on a planet that is floating in space? How did we get here? Are we here by accident or design? Are we humans (at) the center of the universe? Should we or can we speak of God in an age of Science? Are there or should there be moral limits that constrain both religion and science as they search for the Truth? These and other questions will be explored in conversation with the professors. The course invites us to reflect on the place of ourselves, our learning, our past, and our future in a universe of chaos, order, and mystery; on scales vast and minute; in relationships cosmic and personal, contingent and purposeful. What does it mean to be a faithful child of God (people of God) in a scientific age? Particular attention will be given toward constructing imaginative and creative responses to these and other questions. Class schedule 8:30-9:50 Tu Th (GSC 201) Disabilities Any students with disabilities who need reasonable accommodation in this course are encouraged to speak with the instructors as soon as possible. Attendance Regular class attendance is expected. Excessive absence will affect your grade adversely. Class begins at 8:30. Please make every effort to be here on time. Classroom style The methodology of the class will include: some lectures, free-for-all discussion as an entire class, small group discussion, online discussion among students and faculty. There may be some limited use of films, art, music, local field trips, etc. Students are responsible for reading all the books listed. The exams will cover the readings. Professors generally will not be lecturing on the books. If you have questions or comments on the readings feel free to include them in our class discussions. The exams will include long and short essay questions dealing with the readings, lectures, and discussions of the class. Note: anyone in class should feel free to raise any questions at any time. Feel free to interrupt. Texts Ald<NAME>ley, _Brave New World_ , Harper Perennial, New York, NY, 1932, 1946, 1998. <NAME>, _Rocks of Ages: Science and Religion in the Fullness of Life_ , Ballantine, New York, NY, 1999. <NAME>, _When Science Meets Religion: Enemies, Strangers, Partners?_ HarperCollins, New York, NY, 2000. <NAME>, _The Fire in the Equations: Science, Religion, and the Search for God_ , William B. Eerdmans Publishing Co., Grand Rapids, MI, 1994. <NAME>, _God After Darwin: A Theology of Evolution_ , Westview Press, Boulder, CO, 2000. <NAME>, <NAME>, and <NAME>, Eds., _Whatever Happened to the Soul? Scientific and Theological Portraits of Human Nature_ , Fortress Press, Minneapolis, 1998. <NAME>, _Biopiracy: The Plunder of Nature and Knowledge_ , South End Press, Boston, MA, 1997. <NAME> with C<NAME>-Lobeda, "The Reform Dynamic: Addressing New Issues in Uncertain Times," Chapter 8 in _The Promise of Lutheran Ethics_ , <NAME> and <NAME>, Eds., Augsburg Fortress, Minneapolis, MN, 1998. (On reserve in Mikkelsen Library) <NAME>, "The Moral Meaning of Genetic Technology," _Commentary_ , 108 , 32-3 8 (Sept 1999). Available online through Expanded Academic ASAP. <NAME>, Ed., _God for the 21st Century_ , Templeton Foundation Press, Philadelphia, PA, 2000. <NAME>, _The Luminous Web: Essays on Science and Religion_ , Cowley Publications, Boston, MA, 2000. <NAME>, _The Age of Spiritual Machines: When Computers Exceed Human Intelligence_ , Penguin Books, New York, NY, 2000. Point distribution Exam 1 150 Exam 2 150 Term Paper 150 Star Day-Sun Day observational exercise 100 Capstone Portfolio Web Page 200 Participation, including Nicenet 50 Final exam _ 200_ Total 1000 Grade lines A/B 90% B/C 80 C/D 65 D/F 55 \+ and - grades extend + 3% from these borderlines. Thus A- is 90.0-92.99%, B+ is 87.0-89.99%. In case a student chooses S/U grading, the Registrar translates C- or better as a grade of S, and D+ or lower as U. Star Day-Sun Day observational exercise Instructions are posted. Begin the observations promptly, and reflect on what you are observing. You are welcome to discuss your results with other class members. The report is done individually, and is posted on your web site. Due March 13. Term Paper Choose a topic, issue, or theme which is related to science and religion, and develop it into a substantial term paper. Length should be the equivalent of 8-12 pages, double spaced. This is a research paper, in that your sources of information should be thoroughly documented through detailed footnotes or end notes. Bibliographic citations must be done consistently. State explicitly which style you are following, and stick to it. Recommended styles include MLA, _The Chicago Manual of Styl_ e, the journal _Zygon_ , or one of the journals published by the American Chemical Society. To use some other style, get the approval of the instructors. This is also a reflective position paper. By March 1 submit your Term Paper topic and 3 references for the instructors' approval. Post the completed term paper on your web site no later than May 1. Drafts identified as such may be posted as you develop them, and you may request instructors' comments. . You are welcome to hand in a printed copy of the final paper if you wish. Capstone Portfolio Web Pag e One of the requirements of this Capstone is that each student develop a Capstone Portfolio Web Page, as part of their individual home page. The nature and objectives of this web page can be tailored to your own particular interests, through specific agreement with the instructors, but there are several expected components. The Capstone Portfolio Web Page should pull together your activities in this course. In it, document.your growing understanding of and reflections on issues related to the concerns of this science and religion Capstone. The Portfolio as a whole should be more than the sum of its parts. AV will create an overall General 492H Capstone home page for this course, with links to each class member's home page, at URL http://inst.augie.edu/~viste/capstone2001/ Quite a number of students in this Capstone already have developed a Home Page of their own in some form. If this is new for you, speak with your knowledgeable classmates and with AV. Some suggestions for getting started on a web page are available at URL http://inst.augie.edu/~viste/webstart.html We recommend that you work on your web page using simple tools such as Netscape, rather than excessively fancy software packages such as Front Page. We expect that you should understand the structure of your web site quite thoroughly, through having constructed it, rather than letting a fancy software package proliferate files and subdirectories all across creation. You may also want to incorporate some of your personal, career, or avocational interests, particularly as they intersect the concerns this course. Certainly the web page should reflect your own personality. It should be obvious that this needs to be your own work, in consultation with AV as necessary. Using a "hired gun" to create a flashy web page for you would be worth zero points. Thus the web page should include a statement of authorship, and a virtual signature of some sort. Your web page should include at least the following: Star Day-Sun Day observational exercise Term Paper Essays rewritten from Exams 1 and 2 Links to interesting web sites related to this Capstone course Essay on your own perspective on relationships between science and religion You are welcome to add more. Academic Integrity We expect that this class will embody and live up to appropriately high standards of academic integrity. An unpleasant and very partial way to say this is that we expect you to avoid cheating on exams and plagiarism in your writing. But we would rather look on the positive side. One of the fruits of this course is intended to be reflection on the question, " How then shall we live? " Our hope is that this will be so deeply ingrained that your faces will be radiant with the light of integrity! If there are situations which are fraught with uncertainty, please discuss them with the instructors or with the class as a whole. Certainly there are frequent occasions, such as small group discussion, where group work and interaction are strongly encouraged and expected. Participation and Nicene t Your active participation throughout this course is expected and valued. This may take a variety of forms, including class discussion based on keeping up with the reading, sharing personal points of view in and out of class, and making steady progress on your web page. It is also manifested in your involvement in class interaction through Nicenet. This Virtual Communal Space will be implemented using Nicenet, with ICA software (Internet Classroom Assistant). At least at the beginning, the instructors (AV and MJH) will pose a weekly question or topic for conversation and discussion. Each class member is expected to make at least one contribution each week (Sunday - Saturday). However we hope that this conversation takes on a life of its own, with new conversation topics (threads) arising out of the class discussion as well. To get started, use a web browser (typically Netscape or Internet Explorer) to connect to this URL: http://www.nicenet.org/ The instructors (AV) have set up a "class" on Nicenet, called "Capstone2001". You have already been added to the class roster. Log in, but do not attempt to jin the class a second time. In most cases your Usemame is the same as your e-mail login at Augie. Thus <NAME> is onviking. Your Password is your student ID (6 digits). The instructors' Usemames are simply viste and haar (just as on the e-mail system at Augie). Some other sources The following books are not assigned as scheduled reading. However some of them may offer starting points for your major term paper in this course. <NAME>, _Life is a Miracle: An Essay Against Modern Superstition, Counterpoint_ , Washington, DC, 2000. <NAME>, <NAME> (Editor), _The Undivided Universe_ , Routledge, 1995. <NAME>, _Wholeness and the Implicate Order_ , Routledge, 1996. <NAME>, _Truth and Beauty: Aesthetics and Motivations in Science_ , University of Chicago Press, Chicago, 1987. <NAME>, _The Engine of Rreason, the Seat of the Soul_ , MIT Press, 1999. <NAME>, ed., _The Book of the Cosmos: Imagining the Universe from Heraclitus to Hawking_ , Perseus Publishing, Cambridge, MA, 2000. <NAME>, _Intelligent Design: The Bridge Between Science and Theology_ , InterVarsity Press, Downers Grove, IL, 1999. <NAME>, _The Blind Watchmaker: Why the Evidence of Evolution Reveals a Universe Without Desig_ n, W. W. Norton & Company, 1996. <NAME> _, The Meaning of It All: Thoughts of a Citizen-Scienti_ st, Perseus Books, Reading, MA, 1998. <NAME>, _Nature, Reality, and the Sacred: The Nexus of Science and Religion_ , Fortress Press, Minneapolis, 1993. <NAME>, _Darwin on Trial_ , Intervarsity Press, 1993. <NAME>, _Defeating Darwinism by Opening Minds_ , Intervarsity Press, 1997. <NAME>, _Finding Darwin's God: A Scientist's Search for Common Ground Between God and Evolution_ , HarperCollins Publishers, New York, NY, 1999. <NAME> and <NAME>, _On the Moral Nature of the Universe: Theology, Cosmology & Ethics_, Fortress Press, Minneapolis, 1996 <NAME>, _Belief in God in an Age of Science_ , Yale, New Haven, 1998. <NAME>, _Science and Theology: An Introduction_ , SPCK/Fortress Press, 1998. <NAME>, _Searching for Truth: Lenten Meditations on Science and Faith_ , Crossroad, New York, 1996. <NAME>, _Technopoly: The Surrender of Culture to Technology_ , Vintage Books, 1993. <NAME>, _Earth Community, Earth Ethics_ , Orbis Books, Maryknoll, 1996. <NAME>, _Skeptics and True Believers: The Exhilarating Connection Between Science and Religion_ , Walker and Co., New York, 1998. <NAME>, _The Travail of Nature: The Ambiguous Ecological Promise of Christian Theolog_ y, Fortress Press, Minneapolis, 1985 <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, _God, Humanity, and the Cosmos: A Textbook in Science and Religion_ , Trinity Press International, 1999. <NAME>, _The Science of God: The Convergence of Scientific and Biblical Wisdom_ , Broadway Books, 1997. <NAME>, _Consilience: The Unity of Knowledge_ , Random House, 1999. * * * General 492H Capstone Class Schedule Spring 2001 \| \| Date \| Topic/Reading ---\|--- * * * \| * * * \| Questions Feb 6 \| Capstone, class environment, collaboration, independence, web activity; Star Day-Sun Day observational exercise (due March 13) Feb 8 \| <NAME>, _Brave New World_ Feb 13 \| <NAME>, _Rocks of Ages: Science and Religion in the Fullness of Life_ Feb 15, 20 \| <NAME>, When Science Meets Religion: Enemies, Strangers, Partners? Feb 23 \| <NAME>, _The Fire in the Equations: Science, Religion, and the Search for God_ Feb 27 \| Exam I * * * \| * * * \| Theological/scientific/cosmological responses Mar 1 \| Submit Term Paper topi c and 3 references for approval Mar 1,6 \| <NAME>, _God After Darwin: A Theology of Evolution_ Mar 8,13 \| <NAME>, <NAME>, and <NAME>, Eds., _Whatever Happened to the Soul? Scientific and Theological Portraits of Human Nature_ Mar 13 \| Star Day-Sun Day report due on your web page Mar 15,27 \| <NAME>, Ed., _God for the 21st Century_ Mar 19-23 \| Spring Break * * * \| * * * \| Ethical responses Mar 29 \| <NAME> with <NAME>-Lobeda, "The Reform Dynamic: Addressing New Issues in Uncertain Times," Chapter 8 in _The Promise of Lutheran Ethics_ Apr 3 \| <NAME>, _Biopiracy: The Plunder of Nature and Knowledge_ Apr 4 \| Cynthia Moe-Lobeda Convocation address (Wed 7:30 PM), sponsored by <NAME> Chair of Moral Values Apr 5 \| Conversation with Cynthia Moe-Lobeda Apr 10 \| <NAME>, "The Moral Meaning of Genetic Technology" Apr 12 \| Exam 2 Apr 13-16 \| Easter Break * * * \| * * * \| Personal constructive response Apr 17, 24,26 \| <NAME>, _The Luminous Web: Essays on Science and Religion_ May 1 \| Term Paper due May 8 \| Last finishing touches due on Capstone Portfolio Web Page May 1.3,8 \| <NAME>, _The Age of Spiritual Machines: When Computers Exceed Human Intelligence_ May 10 \| Final class discussion: How then shall we live? * * * \| * * * May 17 \| Final Exam (10:30-12:30 Thursday) <file_sep>History 12 Western Civilization II ## Western Civilization II ### History 12 - Sections 1 & 2 Spring Semester 1997 Section 1: TTh 1:25-2:50 p.m. Section 2: TTh 3-4:25 p.m. Prof. <NAME> Office: Loma 339 Office ext: 4044 Office Hours: MW 4-5 p.m.; TTh 8:30-10 a.m. e-mail: <EMAIL> This course traces the history of European civilization from the age of Louis XIV through the first World War. It examines the origins of political and social institutions, cultural forms, and religious and philosophical traditions which form part of our Western heritage. ### Required Reading: <NAME>, et. al. _Civilization in the West_ (HarperCollins), 2nd ed., vol. 2 <NAME>, _Discovering the Western Past_ , 3rd. ed. (Houghton Mifflin), vol. 2 <NAME>, ed., _Annual Editions: Western Civilization_ (Dushkin/Brown), vol. 2 _Historical Atlas of the World_ , 9th ed. (Hammond) ### Course Requirements and Grading: Requirements for the course consist of three tests and a final exam. All questions will be drawn from your lecture notes and readings. The tests and the exam will contain map identifications and essay questions. The tests will not be cumulative. The final, however, will cover all the material from the second half of the semester. Students who miss a test because of an excused absence should make an appointment with the instructor for a make-up exam. Students who miss a test because of an unexcused absence will get an F for that exam. Absences are excused for any illness or injury, for participation in any university- sponsored event, and for a death or serious illness in the family. Absences are not excused for weddings, family excursions, and carelessly-scheduled travel itineraries. A note, signed by a nurse, physician, R.A., or other University official, is necessary to excuse an absense. Ten percent of your grade will be based on both attendance and class participation. I will assign the following grades for attendance: 0-1 unexcused absenses = A; 2-3 unexcused absenses = B; 4-5 unexcused absenses = C; 6-8 unexcused absenses = D; 8 or more unexcused absenses = F. Your final grade in the course will be based on the following: Three tests, each worth 20 %.............................................60 % Final exam ..................................................................30 % Attendance/Class participation.............................................10 % \---------------------------------------------------------------------------------------- TOTAL ......................................................................100 % ### Schedule of Weekly Topics: Week 1: Jan. 30: INTRODUCTION Week 2: Feb. 4: THE SCIENTIFIC REVOLUTION Feb. 6: READING: "The Mind of An Age: Science and Religion confront Eighteenth-Century Natural Disaster." Readings: Kishlansky, chap. 17, pp. 514-526; chap. 19, pp. 576-586 Wiesner, chapter 3 Hughes, unit 2, articles 7 - 9 Week 3: Feb. 11: THE ATLANTIC ECONOMY (1652-1763) Feb. 13: READING: Compare <NAME>'s "England's Treasure by Foreign Trade" with <NAME>'s _The Wealth of Nations_ (xerox) Readings: Kishlansky, chap. 17, pp. 526-544; chap. 18, pp. 548-553 Xerox handout Hughes, unit 1, articles 1 - 4 Week 4:* Feb. 18: FIRST TEST Feb. 20: THE FRENCH REVOLUTION (1789-1799) Readings: Kishlansky, chap. 19, pp. 586-606 Week 5: Feb. 25: THE NAPOLEONIC WARS Feb. 27: READING: "The Liberator-Hero and Western Revolutions" Readings: Kishlansky, chap. 20 Wiesner, chap. 5 Hughes, unit 2, articles 11 - 14 Week 6: Mar. 4: THE INDUSTRIAL REVOLUTION Mar. 6: READING: "Labor Old and New: The Impact of the Industrial Revolution" Readings: Kishlansky, chap. 21 Wiesner, chap. 6 Hughes, unit 3, article 15 Week 7: Mar. 11: SECOND TEST Mar. 13: CONSUMER CULTURE IN 19TH CENTURY EUROPE Readings: Kishlansky, chap. 22 (pp. 688-694) & chap. 23 (pp. 740-44) Hughes, unit 3, articles 20 & 21 Week 8: Mar. 18: THE NEW IDEOLOGIES Mar. 20: READING: "Two Programs for Social and Political Change: Liberalism and Socialism" Readings: Kishlansky, chap. 22 (pp. 694-end); chap. 23 (pp. 730-739; 745-end) & 24 (pp. 762-78) Wiesner, chap. 7 Hughes, unit 3, article 16 Week 9: Mar. 25: Easter holiday Mar. 27: Easter holiday Week 10: Apr. 1: THE NEW IMPERIALISM Apr. 3: READING: Expansion and Public Opinion: Advocates of the 'New Imperialism'" Readings: Kishlansky, chap. 23 (pp. 719-729) & chap. 25 Wiesner, chap. 9 Hughes, unit 3, article 18 Week 11: Apr. 8: WORLD WAR I Apr. 10: READING: "World War I: Total War" Readings: Kishlansky, chap. 26 Wiesner, chap. 11 Hughes, unit 4, articles 23 & 24 Week 12: Apr. 15: THIRD TEST Apr. 19: THE RUSSIAN REVOLUTION Readings: Kishlansky, chap. 27 Week 13: Apr. 22: THE SEARCH FOR STABILITY Apr. 24: READING: "Feminism and the Peace Movement, 1910-1990" Readings: Kishlansky, chap. 27 Wiesner, chap. 12 Week 14: Apr. 29: WORLD WAR II May 1: READING: "Selling a Totalitarian System" Readings: Kishlansky, chap. 28 Wiesner, chap. 13 Hughes, unit 4, articles 25, 26, & 27 Week 15: May 6: POST-WAR EUROPE May 10: READING: "The Perils of Prosperity: The Unrest of Youth in the 1960s" Readings: Kishlansky, chap. 29 Wiesner, chap. 14 Hughes, unit 4, article 28, 30 & 32 Week 16: FINAL EXAM SCHEDULE: Section 2: Tues., May 20 from 2 - 4 p.m. Section 3: Thurs., May 15 from 11 a.m. - 1p.m. * * * Return to History Home Page <file_sep>GOVERNMENT E-1879/W THE UNITED STATES IN WORLD AFFAIRS Harvard University Extension School Spring Term 1998 Wednesdays 5:30-7:30 p.m. Sever Hall Room 103 Professor Taliaferro Department of Political Science Tufts University Telephone: (617) 628-5000 ex. 2054 E-mail: <EMAIL> Office hours: Tuesday, 1-3 (Medford) Office: Eaton Hall 303 (Medford/Somerville campus)and by appointment (in Gutman Library) * * * Objective This course examines American foreign policy from the end of the nineteenth century to the dawn of the twenty first. Specifically, we will examine the interplay of international and domestic forces in shaping American diplomacy and military strategy during the twentieth century. The readings and class sessions will integrate international relations theory, historical case studies, contemporary policy analysis. The objective of the course is to develop a deeper understanding of the forces that shape how the United States conducts itself in international politics. This task does not have a single "right" method or answer and the issues leave wide room for debate. The course is divided into four parts. In Part One we will examine two schools of thought on American foreign policy. Throughout the semester we will use these approaches to help us analyze and think critically about foreign policy. Part Two will examine the United States' emergence as a great power in the early part of the twentieth century. Part Three will examine American foreign policy during the Cold War. Topics will include the containment of the Soviet Union, NATO, and foreign military interventions in Korea and Vietnam. The final part surveys American foreign policy since the fall of the Berlin War and the collapse of the Soviet Union. Requirements The instructor expects students to attend all classes and to have carefully read the assigned reading by the date indicated of the syllabus. The course grade will be determined as follows: * Class Participation: 20%, * Papers: 50% * Final Exam 30%. Class Participation: Class participation includes both attendance and participation in class discussions. This is not a lecture class in the traditional sense. Although I will do a fair amount of talking each class to introduce and provide context to the material, I will ask question, we will do exercises, and there will be large and small group discussions. Short Papers: You are required to write three short essays (no more than 5 pages, typed) on questions that will be distributed. I will provide a sheet of instructions on exactly what I expect from these papers. Papers must be handed in on time; late papers will be marked down one half letter grade for each day (or portion thereof) after the deadline. As this is a writing intensive course, students are encouraged to revise and resubmit their papers. Final Exam: All students must take the final exam at the time and place scheduled by the Registrar of FAS. You must notify me _in advance_ if you cannot attend/and or provide a documented excuse entailing an unusual emergency that would warrant rescheduling. Students who miss the final exam without prior notification or an excuse will receive a zero for that test. Required Readings: The following paperback books are available for purchase at the Harvard Coop <NAME>. _The Long Peace: Inquires into the History of the Cold War_ (New York: Oxford University Press, 1987) <NAME>, et. al, eds. _America's Strategic Choices_ (Cambridge: MIT Press, 1997) <NAME>. _America's Mission: The United States and the Worldwide Struggle for Democracy in the Twentieth Century_ (Princeton: Princeton University Press, 1994) <NAME>. _Promised Land, Crusader State: The American Encounter with the World Since 1776_ (Boston: Houghlin-Mifflin, 1997) Items on the sylabbus marked with an asterisk () are in the course-pack, also available for purchase at the Havard Coop. Course Schedule* January 28: Introductory Meeting (no assigned reading) February 4: Realism in the Study (and Practice) of American Foreign Policy February 11: Liberalism in the Study (and Practice) of American Foreign Policy February 18: Rise and Retreat of Great Power _(Paper 1 due)_ February 25: The "Failure" of Collective Security and Interwar Insolationism March 4: United States and the Second World War March 11: The Insecurities of Victory and the Origins of Containment _(Paper 2 due)_ March 18: Globalization of Containment: Defensive Parameters to Falling Dominoes March 22-29: Spring Break (No Meeting) April 1: The "Long Peace" between the Superpowers _(Paper 3 due)_ April 8: The Vietnam War and its Legacy April 15: Ending the Cold War and Facing a New World Order? April 22: [Re]Defining the National Interests April 28: A US Grand Strategy for the Twenty-First Century? * * * PART I: COMPETING VISIONS OF US FOREIGN POLICY 1\. Realism in the Study (and Practice) of American Foreign Policy (Feb. 4) * <NAME>, _Politics Among Nations,_ 6th ed., rev. <NAME> (New York: McGraw Hill, 1985), pp. 3-18. <NAME>, _Promised Land, Crusader State_ , pp. 1-12 and 39-56. * <NAME>, "No One Loves a Political Realist," _Security Studies,_ Vol. 5, No. 3 (Spring 1996), pp. 3-28 2\. Liberalism in the Study (and Practice) of American Foreign Policy (Feb. 11) <NAME>, _America's Mission_ , pp. 3-33. <NAME>, "The Past as Prologue? Interest, Identity and American Foreign Policy," in Brown, et. al, eds. _America's Strategic Choices,_ pp. 163-199. McDougall, _Promised Land, Crusader State,_ pp. 76-98. 3\. Rise and Retreat of a Great Power (Feb. 18) _(Paper 1 due)_ McDougall, _Promised Land, Crusader State,_ pp. 101-122 Smith, _America's Mission,_ pp. 37-59. PART II: THE RISE OF A GREAT POWER (1900-1945) 4\. The United States and the First World War (Feb. 25) Smith, _America's Mission,_ pp. 84-110. McDougall, _Promised Land, Crusader State,_ pp. 122-146 * <NAME>, _Diplomacy_ (New York: Simon & Schuster, 1994), pp. 201-217. 5\. The "Failure" of Collective Security and the Retreat into Isolationism (March 4) Gaddis, _The Long Peace,_ pp. 3-19 * Morgenthau, _Politics Among Nations,_ pp. 451-458. * Kissinger, _Diplomacy,_ pp. 218-245. 6\. United States and the Second World War (March 11) _(Paper 2 due)_ * <NAME>, "Pearl Harbor: Military Inconvience, Political Disaster," _International Security,_ Vol. 16, No. 3 (Winter 1991/92), pp. 172-203. Smith, _America's Mission,_ pp. 113-145 McDougall, _Promised Land, Crusader State,_ pp. 147-171. PART III: THE COLD WAR AND US FOREIGN POLICY (1945-1990) 7\. The Insecurities of Victory and the Origins of Containment (March 18) Smith, _America's Mission,_ pp. 146-176 Gaddis, _Long Peace,_ pp. 20-47 and 147-195. SPRING BREAK (March 22-29) 8\. Globalization of Containment: From Defensive Parameters to Falling Dominoes Gaddis, _Long Peace,_ pp. 72-103 and pp. 147-195. Smith, _America's Mission,_ pp. 179-213. 9\. The "Long Peace"between the Superpowers (April 1) _(Paper 3 due)_ Gaddis, _Long Peace,_ pp. 104-146 and 215-245. * <NAME>, "The Influence of Nuclear Weapons in the Cuban Missile Crisis," _International Security,_ Vol. 10, No. 1 (Summer 1985), pp. 137-163. 10\. The Vietnam War and its Legacy (April 8) McDougall, _Promised Land, Crusader State,_ pp. 172-198. * <NAME>, "McNamara's Failures and Ours: Vietnam's Unlearned Lessons," _Security Studies,_ Vol. 6, No. 1 (Autumn 1996), pp. 153-195. Smith, _America's Mission,_ pp. 239-265. 11\. Ending the Cold War and Facing a "New World Order"? (April 15) Smith, _America's Mission_ , pp. 311-345. McDougall, _Promised Land, Crusader State,_ pp. 199-222. * <NAME>, "Deterrence and Compellence in the Gulf, 1990-91: A Failed or Impossible Task?" _International Security,_ Vol. 17, No. 2 (Fall 1992), pp. 147-179. PART IV: FACING THE TWENTY-FIRST CENTURY 12\. [Re]Defining the National Interests _?_ (April 22) <NAME>, "From Perponderance to Offshore Balancing: America's Future Grand Strategy," in Brown, et. al, eds., _America's Strategic Choices_ , pp. 244-282. <NAME>, "Preserving the Unipolar Moment Realist Theories and US Grand Strategy after the Cold War," in Brown, et. al, eds., _America's Strategic Choices,_ pp. 123-162. 13\. A Grand Strategy for the Twenty First Century (?) (April 29) <NAME> and <NAME>, "Competing Visions for US Grand Strategy," in Brown, et. al, eds., _America's Strategic Choices_ , pp. 1-49. <NAME>, <NAME>, and <NAME>, "Come Home, America: The Strategy of Restraint in the Face of Temptation," in Brown, et. al, eds., _America's Strategic Choices,_ pp. 200-243. Return to <NAME>'s Homepage <file_sep>\| \| <NAME> --- BUSINESS & ECONOMICS WILBERFORCE UNIVERSITY QBA 336. QUANTITATIVE BUSINESS METHODS \| OFFICE: 217 Walker OFFICE HOURS: 9-100:00 & 11:00-2:00 M-TH TIME AND DAY OF CLASS: 2:00 - 2:50, MTW&TH CLASSROOM: King 212 CREDIT HOURS: 4 hours PREREQUISITES: STAT 332 REQUIRED TEXTBOOK: Fundamentals of Management Science, E. Turban and J.R. <NAME>, 1994. Sixth Edition. AMERICANS WITH DISABILITIES ACT (ADA) POLICY: "Students are responsible for informing the instructor of any instructional accommodations and/or special learning needs at the beginning of the semester." SUPPLEMENTARY MATERIAL: Problems : Interesting problems can be found in specially designed problem texts such as: (a) <NAME>. and <NAME>., Problems in Basic Operations Research Methods for Management, New York, Wiley, 1961. (b) <NAME>. and <NAME>., The Practice of Management Science, Englewood Cliffs, NJ, Prentice-Hall, 1976. Readings: A collection of easy-to-read articles and applied cases can be found in: (a) <NAME>., and <NAME>., Cases and Readings in Management Science, 2nd Edition. Plano, TX: Business Publications, Inc., 1982. (b) <NAME>. and <NAME>., Management applications of Operations Research, Washington, DC: University Press of America, 1982. TECHNOLOGY TOOLS: The following software supplements are also recommended: accompanying Lotus 1-2-3 spreadsheet templates by <NAME>, decision support systems for management science and operations research by <NAME> and <NAME>, and a student version of IFPS/PC from Execucom. These packages take the drudgery out of solving the problems in the text. --- \| GENERAL INFORMATION: QBA 336 is essentially the study of quantitative methods and model building to aid managers in decision making. OBJECTIVES OF Q.B.A. 336: The primary objective of this course is to expose students to the general principles that govern management science models. Some of these models are extensively intertwined with complex mathematical models. The students are also provided with specific mathematical techniques designed to allow some degree of proficiency in the application of management science methodology in decision making. Each of the management science models will be treated at two levels: Basics and Extensions: . Decision analysis. . Linear programming. . Duality. . Integer programming. . Distribution models. . Network analysis. . Waiting Lines. . Markov analysis. . Forecasting. . Dynamic Programming. . Inventory models. . Multiple criteria decision-making. MATHEMATICAL & STATISTICAL BACKGROUND: Mathematics: Functional relationships, solution of two linear equations, and mathematical operations of linear equations. Statistics: Basic probability theory, descriptive statistics, expected value and normal distribution. COURSE REQUIREMENTS: Regular attendance is mandatory for each student. Daily class preparation is a prerequisite to success in this course. Students are expected to read all assignments and prepare homework before class. Late homework assignments will not be accepted. STUDENTS MUST TURN IN THEIR HOMEWORK ASSIGNMENTS BEFORE EVERY CLASS SESSION. A grade of "O" will be assigned to any homework assignment submitted late. CLASS DEMEANOR: Student behavior in class will be evaluated in determining the final grade. The student is expected to behave and perform in a professional manner, e.g. be punctual and attend all classes, participate in class, dress appropriately, and be attentive during class. Negative behavioral patterns, e.g. unexcused absences, tardiness, class disruptions, men wearing hats, eating, drinking or sleeping in class, or any other unbecoming activity could result in a reduction of up to 10% of a student's final grade. Lecture begins on the hour. Students who are more than 5 minutes late will not be allowed in the classroom. ABSENCES: Faculty may lower grade when the number of unexcused absences exceeds the number of credit hours. CHEATING & PLAGIARISM: A student who cheats on an exam, a quiz, paper, etc., has at a minimum, an automatic "F" for the exam, quiz, paper, and all required course materials. A student who cheats on the final exam will receive a grade of F as his/her final grade. This is non-negotiable. Thus, for this purpose cheating includes but not limited to the following: Securing by any means whatever, information about the specific contents of an exam prior to that exam or giving such information to another student; the use of notes or other materials during an exam; looking at another student's work during an exam or allowing another student to look at your work/exam. Any student who cheats or plagiarizes will also be referred to the Academic Dean for further action. DEMERIT FOR FORM: Extreme care is to be used in preparing all assignments. Each assignment should be well planned, organized and presented in good format. No rough work will be allowed. Marks will be deducted for poor format, lack of organization, and rough work. GRADING SCALE: 90-100% = A; 80-89% = B; 70-79% = C; 60-69% = D; 0-59% = F Project 100 Assignments 100 Five Exams 500 Final Exam 200 Total 900 ( 70% of the final grade) Project: Every student is required to find a real-life business problem and apply two of the tools covered in class for its solution. A presentation of this project not exceeding 30 minutes will also be required. ASSESSMENT OF QBA 336: The assessment of the objectives of this course will consists of proper evaluation of three areas. Area 1: All examinations, a project exercise, and all assignments including case studies. This area is responsible for 80% of the final grade. Area 2: Computer competence. Each student will be required to demonstrate some degree of proficiency in some chosen areas of the syllabus. This will account for 20% of the overall grade. Area3: Journal Entry: Also, students will be required to keep a journal. The journal will serve two purposes. One, the students will use it to record all the classroom activities. Two, the students will use this journal to provide the professor with some feedback about specific areas of difficulty of the course, computer problems, progress or otherwise in the coverage of the course content, and "special problems". This journal will be evaluated periodically. Twenty percent is assigned to this area. COURSE OUTLINE 1 Introduction: History & Managerial Decision Making Chapters 1 & 2 2 Basics of Decision Analysis 9.1-8.7 3 Extensions of Decision Analysis 9.8-9.14 TEST # 1 4 Basics of Linear Programming 3.1-3.8 5 The Simplex Method 3.9-3.12 6 Applications of Linear Programming 4.1-4.11 7 Duality & Postoptimality Analysis 5/1-5/11 TEST # 2 8 Basics of Distribution Models 7.1-7.6 10 Extensions of Distribution Models 7.7-7.11 TEST # 3 11 Basics of Network Models 11.1-11.7 12 Extensions of Network Models 11.8-11.1 TEST # 4 13 Basics of Inventory Models 12.1-12.9 14 Extensions of Inventory Models 12.10-12.17 TEST # 5 15 Markov Analysis 13.1-13.9 16 Extensions of Queuing Analysis 14.13-14.17 17 Basics of Queuing Analysis 14.1-4.12 --- Back to top <file_sep>George Mason University DEPARTMENT OF COMPUTER SCIENCE Course Description CS656 Computer Communications and Networking Section 001 Fall 2001: Mon 1920-2200, ST Room 126 Section 002 Fall 2001: Mon 1920-2200, Internet Distance Education ** see http://netlab.gmu.edu/compnets _Last revised 11-1-01_ Professor J. <NAME> ST2 Room 403 (mail drop ST2-430) Office hours 1400-1800 Monday and by appointment (including evenings/weekends) Preferred contact email: <EMAIL> Phone: 703-993-1538 DESCRIPTION The course will present data communications fundamentals and computer networking methods, using the ISO 7-layer reference model to organize the study. Attention will be focused on the protocols of the physical, data link control, network, and transport layers, for local and wide area networks. Emphasis will be given to the Internet Protocol Suite. Students will program simplified versions of the protocols as part of the course project. Prerequisites: CS571 and STAT344 or equivalent; ability to program in C/C++. Project: We will use the Network Workbench (NW), software developed at GMU that simulates a protocol stack and displays the results, using a text interface. Students will create modules for Internet stack layers and run them in the NW environment. NW will be available via IT &E computing labs in ST2-18, 133, and 137 and by dial-in. A version that runs under Borland C++ Builder (version 5) and Microsoft Visual C++ (version 6) also is available. Well documented code must be submitted by email to the TA for grading (submit the module you programmed, plus diskout.txt, as ATTACHMENTS CLEARLY LABELED WITH FILE NAMES). Additional projects are available for extra credit. The CS656 Project TA is <NAME>, email <EMAIL>, office hours 1600 to 1800 Monday and 1600 to 1800 Wednesday in room 365 S&T2. She also is available by appointment at other times, for example after class (send email at least 24 hours in advance to set up appointment). The project is documented in one of the required texts. Copies of class slides, software and documentation for the project are included with this text on CDROM. Additional project information will be found at http://netlab.gmu.edu/NW. GRADING POLICY Midterm exam 30%, Project 35%, Final exam 35%. Project credit breakout: DLC1, DLC2, DLC3, LAN1, WAN2, TRN1 and INT3 five points each; extra credit LAN2, WAN3, WAN4, INT1, and INT2 two points each. Missed exams must be arranged with the instructor BEFORE the exam date. Assignments are due by 7:30PM on assigned date. Late assignments lose 10% per class credit. All students are expected to abide by the Honor Code as stated in the GMU catalog and elaborated for Computer Science. Grading is proficiency-based (no curve), cutoffs will be in the vicinity of (but not higher than) A 93; A- 90; B+ 87; B 83; B - 80; C 70. Extra credit is available by doing extra projects, however no student who fails the final exam will receive a grade higher than C, regardless of extra credit earned. SYLLABUS (subject to revision) date and topic/readings in Stallings text/project assignment 8-27 Course introduction; network concepts; 7-layer and 5-layer models / Chapters 1 & 2 / NW Setup 9-3 Labor Day - no class 9-10 Physical layer: transmission media, coding / Chapters 3 & 4 / Project DLC1: Framing 9-17 Analog/digital transmission, serial/parallel interfaces, multiplexing, CRC / Chapters 5, 6 & 8 / Project DLC2: CRC 9-24 Data compression, security principles, integrity, appropriate use / Section 7.2, Chapter 18 / Project DLC1 due 10-1 Data link control; discrete event simulation / Chapter 7 / Project DLC 3: ARQ ; Project DLC2 due 10-10 Mid-Term Exam / Chapters 1 to 8 and 18 / _Exam location TBA_ _NOTE: Class meets Wednesday this week per GMU calendar._ 10-15 Local area networks / Chapters 13 & 14 / Project LAN1: CSMA/CD LAN 10-22 Network Layer: WANs, X.25, routing / Chapters 9 & 10 / Project DLC3 due 10-29 Internet Architecture (IPv4) / Chapters 15 (except 15.5) & 16 / Project WAN 2: Forwarding and Optimization ; Project LAN1 due 11-5 Queueing basics; transport layer: TCP and UDP / Chapter 17 / Project TRN1: Reliable Transport 11-12 No class - work on project 11-19 Multicast, multimedia and ATM networking / Section 15.5, Chapter 11 / Project INT3: Integrated Stack; Project WAN2 due 11-26 Network Security and Network Management / Chapter 18 / Project TRN1 due 12-3 Higher layer protocols / Chapter 19 / Project INT3 due 12-10 Reading day / extra-credit projects due (but they may be submitted earlier) 12-17 Final exam (comprehensive) / Chapters 1 to 19 (except 12) / _Exam location TBA_ READINGS Required textbook: Stallings, _Data and Computer Communications, 6th Ed.,_ Prentice Hall, 2000 Required project book: Pullen, _Understanding Internet Protocols_ , Wiley, 2000 References (available in library): 1\. Comer, _Internetworking with TCP/IP, Vol. I, 3 rd Ed_., Prentice-Hall, 1996 2\. Tanenbaum, _Computer Networks, 3rd Ed._ , Prentice-Hall, 1996 Course notices and assignments will be provided via email. Students are responsible to have an email account and provide an address to the instructor. osf1.gmu.edu or other email addresses may also be used. Course materials (for example, homework solutions) will be available though the course webpage, http://netlab.gmu.edu/compnets. Students are responsible for assigned readings and all material outlined in lecture slides. Internet-based course delivery: classes will be available on computer desktops at home or office by using dial-up through GMU Internet facilities. System requirements are a multimedia Pentium computer with Microsoft Windows 95 or later and Microsoft Internet Explorer 4 or later, and a 28.8kbps or better modem. Instructor's voice, slides, and slide annotations are delivered to the student's desktop; students can ask questions via text input. Classes are recorded as delivered and can be played back through the same setup. A password is required to access online delivery and playback of classes. See the course webpage to obtain a password. To test Internet class reception, visit http://netlab.gmu.edu/disted using Internet Explorer 4 or later. All classes may be taken over the network, however students must appear in person for midterm and final exams. <file_sep>Teaching East Asia in the Secondary Curriculum A Seminar for Secondary School Teachers at Slippery Rock University of Pennsylvania ![](TempleGarden2.JPG) Syllabus** Map and Directions to The Cleveland Museum of Art * * * TEA Seminar Main \| Course Requirements ---\|--- Teaching Resources \| Links to Asian Studies * * * Professor <NAME> 209 Spotts World Culture Building Ph: 724 738-2435 E-mail: <EMAIL> www.sru.edu/depts/artsci/gov/Gbrown/Gbrown.html * * * Teaching East Asia in the Secondary Curriculum is designed for middle and high school teachers of World Cultures, World History, Geography, Economics, Humanities, and Literature. This course is Funded by the Freeman Foundation and Presented by the Asian Studies Program atSlippery Rock University of Pennsylvania In Association with theNational Consortium for Teaching about Asia and the Asian Studies Program, University Center for International Studies, University of Pittsburgh. * * * The seminar will be offered in two options: 1) As a 30 hour Non-Credit Workshop through Slippery Rock University's Office of Continuing Education. Participants who choose to sign up for the non-credit option will receive 60 activity hours toward their Act 48 training requirements. 2) Simultaneously, the course will be offered as a regular three-credit course (Political Science 371, Politics of Development and Security in East Asia) for 3 SRU credits. The approach to the course will be interdisciplinary, with a focus on East Asia, including China, Japan and Korea. There will be 15 three hour sessions (10 for those enrolled in the non-credit option), taught by six faculty from Slippery Rock University, which will include sessions on geography, history, philosophy and religion, literature and film, politics and political economy. The program director and primary instructor for the seminar will be Dr. <NAME> , Department of Government and Public Affairs at Slippery Rock University. Individual course segments will be taught by Slippery Rock University faculty including Dr. <NAME> , Department of Geography, Dr. <NAME> , Department of History, Dr. <NAME> , Department of Philosophy, Dr. <NAME> , Department of English, and Dr. <NAME> , Department of English. The seminar will be taught on Saturdays throughout Spring Semester, 2002, and will be held on the Slippery Rock University campus. Parking is free on Saturdays on the SRU campus. Sessions will be held from 9:00 AM to 12:00 PM in Spotts World Cultures Building, Room 200. * * * Textbooks for the seminar include the following: * <NAME>, _East Asia: A New History_ . * <NAME>, ed., _Chinese Civilization: A Sourcebook_ , (second revised and extended edition), Free Press, 1993. * <NAME>, ed., _The Sacred East: an Illustrated Guide to Buddhism, Hinduism, Confucianism, Taoism and Shinto_ , Ulysses Press, 1999. (This is abbreviated as SE in the reading assignments) * Global Studies, _Japan and the Pacific Rim_ , 6th edition. * <NAME>, _Global Studies: China_ , 9 th edition. * <NAME> _Asian Women and Their Work: A Geography of Gender and Development_. (Note: The Textbooks will be provided to participants through a grant from the Freeman Foundation and the National Consortium for Teaching About Asia) * * * Seminar Sessions Include the Following: Session One: Saturday, January 19. Geographic foundations of East Asian Culture - Dr. <NAME>, Professor of Geography, SRU This session will focus on the environmental and cultural characteristics that define the East Asian realm. Climatic conditions (e.g., monsoon, aridity, humid subtropics) and prominent landforms (e.g., mountain systems, river valleys) will be explained. A brief overview of those cultural traits (e.g., linguistic, religious) that have historically defined this realm as well as divided it into subregions will also be covered. * * * Session Two: Saturday, January 26. Early Institutions - Dr. <NAME>, Professor of History, SRU Recommended Readings: * <NAME>: _EAST ASIA: A New History._ * <NAME>, Ed: _Chinese Civilization: A Sourcebook._ * Global Studies: _JAPAN AND THE PACIFIC RIM, 6 th Ed._ In these sessions, participants will be introduced to the events that constitute the histories of East Asian countries. We will consider how those events were affected by the traditions discussed in the preceding session dealing with geography and philosophies and discuss their influence on the subsequent modernization of the region. 1\. Early Institutions: Emperors, Gentry, Bureaucrats, Peasantry, and Warriors The emphasis in this hour will be on the social and political system established in China and their subsequent influence on Japan, Korea, and early Indochina. We will aim at understanding the traditions that unite the countries socially and discuss "East Asia" as a moniker applied by the outside observer. Assignments: Murphey vi-xx, chapters 1 and 4 are essential; chapters 2 and 3 are supportive. Ebrey, sections I and II contain supporting information. Handouts: The Language System, Sima Qian: Records of the Grand Historian (excerpt on the establishment of the imperial Confucian Academy; Ban Zhao: Lessons for Women. 2\. Flourishing East Asian Cultures This hour will focus on the imperial period in each country, with particular emphasis on the diverse cultures produced despite the common Confucian core. Here we consider the elements that make East Asian countries distinct from one another as we discuss their diverging historical paths. We will concentrate on the Tang through Ming periods in China, shogunal Japan, Korea's Yi dynasty, and the agonies of unification in Vietnam. Video: Excerpt from a video on the Tang. Assignments: Murphey chapter 5, pps. 83-92; chapter 6, pps.101-110; chapter 7, 125-132, 137-145; chapter 9, and chapter 11 are essential. All other sections of those chapters are recommended. In some, important material related to your literature sessions is provided there; sections III, IV, and V in Ebrey contain important supporting material. Handouts: A Record of Musings on the Eastern Capital (Hangzhou), Lafcadio Hearn: Japanese Women's Hair, Yamamoto Tsunetomo: Hagekure (The Book of the Samurai), Honda Tashiaki: A Secret Plan for Managing the Country, Ferdinand Verbiest: Letter From China (1683), Wu Ching: The Scholars, Mitsui Takafusa: Some Observations on Merchants (18 th Century), Kangxi: Self-Portrait, Zhang Tingyu: History of the Ming, Tokugawa Hidetada: Rules on Governing Military Households, Wang Daolun: Biography of Zhu Jiefu and Gentleman Wang, Kaibara Ekken: Common-Sense Teachings for Japanese Children and Greater Learning for Women. 3\. East Asia and the West The confrontation of the adventuring Western civilizations and the resistant East Asian countries supplies the curiosity and chaos that propel China, Japan, Korea, and Vietnam into a period of transformation resulting in what we refer to as "modernization." During this hour, we will consider the challenges faced as well as the successes achieved with special emphasis on the economic, social, political, technological, and cultural decisions made by China, Japan, Korea, and Vietnam. Video: Excerpts from the Pacific Century video on Lu Xun and Kita Ikki. Assignments: Murphey, chapters 13 and 14 are essential; chapters 8-12 are supportive. Handouts: Tokugawa Iemitsu: Closing Japan, Vasilii Galovnin: Memoirs on Captivity in Japan, Lafcadio Hearn: Geisha, Japanese Women's Hair * * * Session Three: Saturday, February 2. Philosophic and Religious Foundations of East Asia, Part One \- Dr. <NAME>, Professor of Philosophy, SRU. Please read the assigned sections prior to class, so that the sessions can be used for clarifying and discussing the concepts presented in the readings. The readings fromThe Sacred East are required core readings, those marked with an asterisk are recommended. Required Reading: <NAME>, ed., _The Sacred East: an Illustrated Guide to Buddhism, Hinduism, Confucianism, Taoism and Shinto_ , Ulysses Press, 1999. * Overview: (Read: SE 6-13, RA 1-32) > > Religions and ideologies of Chin > Religions and ideologies of Japan > Religions and ideologies of Korea Chinese religions and ideologies (Read: SE 92-143, RA191-220) > > Shamanism and Folk Religions > Taoism > Confucianism Recommended Reading: Daoist Studieshttp://www.daoiststudies.org/index.php3 * Survey of Relgion in Modern Japan http://homepage.mac.com/paulshew/research/xty.jpn/surveyReligionJpn.html * Belief, Philosophy and Religion in Koreahttp://asnic.utexas.edu/asnic/countries/korea/beliefsystem.html <NAME>, <NAME>, <NAME>, <NAME> (Editor), <NAME>, _Religions of Asia_ (third edition), Bedford/St. Martin's Press, 1993. * * * Session Four: Saturday, February 9. Film and Literature of Ancient China, Japan, and Korea -- Dr. <NAME>, Dr. <NAME>, Department of English, SRU Required Readings are from : * <NAME>., ed. _Masterpieces of the Orient_. New York: Norton, 1977. (Referred to as MO). * Clerk, Jayana and Ruth Siegel, eds. _Modern Literature of the Non-Western World_. New York: Harper Collins, 1995. (Referred to as ML). * Westling, Louise, et. al., Eds. _The World of Literature_. Upper Saddle River: Prentice Hall, 1999\. (Referred to as WL). First Hour: * Chinese poetry and Translation * Japanese Waka, Tanka, and Haiku Second Hour: * Discuss Tale of Gengi * Noh Drama Third Hour: * Discuss Korean poetry: handout for small group discussion * Korean film and film clips Suggested Reading: China: Some web links to Confucianism: * Key Characteristics in the Analectshttp://www.geocities.com/hrt236/key.html * Confucian Classics in Chinese (with English Translations of each character)http://zhongwen.com/lunyu.htm * Confucianismhttp://www.askasia.org/frclasrm/readings/r000004.htm Li Po (Li Bai), Poetry Magazinehttp://www.poetrymagazine.com/archives/2000/November00/po.htm <NAME>, Editor and Translator. _An Anthology of Chinese Literature: Beginnings to 1911_. New York: W . W. Norton & Co., 1997. Japan: Murasaki, Shikibu. _The Tale of Genji_ . Trans. By <NAME>. New York: Vintage, 1985. Noh and Noh Maskshttp://www.enncorp.co.jp/Exhibit/noh/nohmask.html#nohMaskKind Noh Dancinghttp://www-staff.mcs.uts.edu.au/~don/pubs/noh.html Korea: <NAME>., Editor. _Anthology of Korean Literature: From Early Times to the Nineteenth Century_. Honolulu: University of Hawaii Press, 1981. * * * Session Five: Saturday, February 16. Philosophic and Religious Foundations of East Asia, Part Two \- Dr. <NAME>, Professor of Philosophy, SRU. Please read the assigned sections prior to class, so that the sessions can be used for clarifying and discussing the concepts presented in the readings. The readings from SE are required core readings, those marked with an asterisk are recommended. * Chinese religions and ideologies (continued.) (SE 54-85, 90-91; RA 131-87, 220-243 > > Buddhism > Maoism * Japanese religions and ideologies (SE 86-89,144-161; RA 244-278) > > Shintoism > Japanese Buddhism Recommended Reading:* * Buddhism on the Silk Road http://idp.bl.uk/idp/buddhism/index.html * Combined Digital Index of Buddhist Lexicons http://www.human.toyogakuen-u.ac.jp/~acmuller/digitexts.htm * Resources for the Study of Buddhism http://online.sfsu.edu/~rone/Buddhism/Buddhism.htm <NAME>, <NAME>, <NAME>, <NAME> (Editor), <NAME>, _Religions of Asia_ (third edition), Bedford/St. Martin's Press, 1993. * * * Session Six: Saturday, February 23. Flourishing East Asian Cultures - Dr. <NAME>, Professor of History, SRU In Class Assignment: Dr. Denning has asked that each student prepare a 5 - 7 minute presentation on how they would develop a teaching session (not a full curriculum plan) using one or more of the documents in the Ebrey book or from the handouts that Dr. Denning provided. You may also use other materials from the class to support these primary documents. You should try to tie these historical documents into your academic specialty. You can use this to build on the similar assignment in the course requirements. Recommended Readings: * <NAME>: _EAST ASIA: A New History._ * <NAME>, Ed: _Chinese Civilization: A Sourcebook._ * Global Studies: _JAPAN AND THE PACIFIC RIM, 6 th Ed._ 1\. Hour One: Responses to a Changing World: The Varied Paths of China and Japan. Tokugawa Japan and Qing China coped with the intruding Western civilizations in quite different ways with obviously varied results. During this hour, we will address these choices and examine the divergent paths they produced. Video: Excerpts from the Pacific Century video IV: _The Meiji Restoration_. Assignments: Murphy chapters 15 and 17 are essential; chapters 16 and 18 are supportive. Ebrey's section V and VI provide documentary information. Recommended Reading: <NAME>, _The Human Record_ , http://shop.barnesandnoble.com/textbooks/booksearch/isbninquiry.asp?userid=6ARXKE4EOZ&mscssid=BGHRCNT8XP8Q8PS3699HH7QH1NV582XA&isbn=0395870887 _Sources of the Japanese Tradition_ , Wm. T. de Bary, ed. http://www.amazon.com/exec/obidos/tg/stores/detail/-/books/0231086059/reader/1/103-2995974-1039848#reader- link Handouts: Fukuzawa Yukichi: On Japanese Women, Iwasaki Yataro: Letter to the Mitsubishi Employees, Ho Chi Minh: Selected Writings, Mao Zedong: Selected Writings, Lu Xun: Selected Writings, The Declaration of Independence of the Democratic Republic of Vietnam, Phan Thanh Gian: Letter to Emperor Tu Duc, several Vietnamese folktales. 2\. Hour Two: Contemporary East Asia This hour emphasizes developments since the Sino-Japanese War (the West's World War II). We will examine the historical upheavals of the period as well as the growing prosperity of a large part of the region. Video : Excerpts from Raising the Bamboo Curtain: Vietnam Assignments: Murphey, chapters 19 and 22 are pertinent; chapter 20 and 21 are supportive. Ebrey's section VIII provides documentary information. 3\. Hour Three:Contemporary East Asia/Using the Material Although we will be discussing the adaptation of East Asian history to the K-12 environment throughout the seminar, it seems expedient at this juncture to focus on suggestions and resources for formulating lessons appropriate to each individual's particular situation. During this hour, we will pay particular attention to primary sources, documents, and other resources that will both extend the participant's understanding of East Asian history and supply them with handy tools for teaching. At this time, participants may also want to voice their concerns regarding challenges to the task of making East Asian history accessible to their students. Assignments: Japan and the Pacific Rim contains information significant to the understanding and teaching of modern East Asia. * * * Session Seven: Saturday, March 2. Film and Literature of Modern China, Japan, and Korea - Dr. <NAME>, Dr. <NAME>, Department of English, SRU. Required Readings are from: * <NAME>., ed. _Masterpieces of the Orient_. New York: Norton, 1977. (Referred to as MO). * Clerk, Jayana and <NAME>, eds. _Modern Literature of the Non-Western World_. New York: Harper Collins, 1995. (Referred to as ML). * <NAME>. _Celebrated Cases of Judge Dee: An Authentic Eighteenth-Century Chinese Detective Novel_ . New York: Dover Publications, 1976. Hour One: China 1\. Discussion of Van Gulik's Celebrated Cases of Judge Dee using material from Education about Asia. * Judge Dee - The Mystery Novels of <NAME> http://www.teleologic.com/crghome/vangulik.html * Online Learning about <NAME> http://www.j4.com/authors/van_gulik_robert.php * Webpages on <NAME> and Judge Dee http://www.ude.de/gulik/webpages.html * <NAME> Bibliography http://hjem.get2net.dk/bnielsen/gulik.html 2\. Small group prompts for discussion of Ha Jin's Waiting. Hour Two: Japan and Korea 1\. Discussion and prompts of modern Japanese short stories and poems. * <NAME> 1892-1927 http://www.kalin.lm.com/akut.html * Books and Writers: <NAME> http://www.kirjasto.sci.fi/akuta.htm * Books and Writers: <NAME> (1886-1965) http://www.kirjasto.sci.fi/tanizaki.htm * Amazon.com books on Tanizaki * YASUNARI KAWABATA BIBLIOGRAPHY http://www.otterbein.edu/home/fac/plarchr/kawabata.htm * Nobel E-Museum, Yasunari Kawabata http://www.nobel.se/literature/laureates/1968/kawabata-bio.html * Books and Writers: Yasunari Kawabata http://www.kirjasto.sci.fi/kawabata.htm 2\. Discussion and prompts of Korean short stories and poems. Hour Three: Images of women and family in selected Chinese and Japanese film Suggested Reading: China: * Chang, Jung. _Wild Swans: Three Daughters of China_. New York: Anchor World Views, 1992. * Gao Xingjian. T _he Other Shore: Plays by Gao Xingjian_. Trans. C. F. Fong. China: Chinese University Press, 1999. * <NAME>. _Green River Daydreams: A Novel_. New York: Grove Press, 2001. Japan: * <NAME>. _Shipwrecks_. New York: Harvest Books, 2000. * <NAME>. _Deep River_. New York: New Directions, 1996. * <NAME> and <NAME>. _The Showa Anthology: Modern Japanese Short Stories_. Tokyo: Kodansha International, 1985. (Referred to as SA). Korea: * <NAME>. _Lost Names: Scenes from a Korean Boyhood_. Berkeley: University of California Press, 1988. * Lee, <NAME>., ed. _Modern Korean Literature_ . Honolulu: University of Hawaii Press, 1990. * * * Session Eight: Saturday, March 9. The Post-War Rise of East Asia. Dr. <NAME>, Department of Government, SRU Required Readings: * <NAME>, _East Asia: A New History_ , Chapters 20-21. * <NAME> (Ed.), _Chinese Civilization: A Sourcebook_ , Selections from Part VIII. * <NAME>, Global Studies: China. * Global Studies, _Japan and the Pacific Rim_. Photocopied Readings: * <NAME>, _Eastern Phoenix: Japan Since 1945_ , Ch. 1. "The End of the Pacific War," pp. 9-39 and Ch. 2, "Political Developments after Independence," pp. 41-59. Recommended Readings: * <NAME> and <NAME>, _The Japanese Today: Change and Continuity_ , Enlarged Edition, Belknap / Harvard Press. * <NAME>, _Embracing Defeat: Japan in the Wake of World War II_ , W.W. Norton, 1999. Hour One: Revolution in China Hour Two: Cold War Dynamics in East Asia * Japan and the US Occupation * The Korean War * Split between Communist East Asia (China, N. Korea, Vietnam) and US dominated allies (Japan, S. Korea, Taiwan) Hour Three: The dynamics of East Asian Capitalism * Japan - from ashes of war to the world's second largest economy * S. Korea and Taiwan - Asian Tigers * China - rising Dragon Links to resources and web-sites on these topics * * * Session Nine: Saturday, March 16. Asian Women & Their Work in Eastern Asia. Dr. <NAME>, Professor of Geography, SRU This session will focus on the social geography of gender and development in East Asia. Particular attention will be paid to China (e.g., especially in regards to their population policies) and South Korea (e.g., an inversion of gender roles is taking place on Cheju Island). Learning activities for classroom use will be provided. * * * Session Ten: Saturday, April 6. Politics in Contemporary East Asia. Dr. <NAME>, Department of Government, SRU Required Readings: Global Studies, Japan and the Pacific Rim, Hour 1: Contemporary Political Dynamics * Japan: liberal democracy * S. Korea, Taiwan: transitional democracies Recommended Readings: * <NAME>, _Contemporary Japan_ , St. Martin's Press, 2000. * <NAME>, _Shadow Shoguns: The Rise and Fall of Japan's Postwar Political Machine_ , Stanford University Press. * <NAME>, _The Logic of Japanese Politics: Leaders, Institutions, and the Limits of Change_ , Columbia University Press. Hour 2: China: Transitional Leninist-Capitalist System Required Readings: Suzanne Ogden, _Global Studies: China_. Recommended Readings: * <NAME>, <NAME>, _Contemporary China_ , St. Martin's Press, 1999. * <NAME>, _Rediscovering China: Dynamics and Dilemmas of Reform_ , Rowman & Littlefield. * <NAME>, _Governing China: From Revolution Through Reform_ , <NAME>. Hour 3: Teaching Resources on Contemporary Asia * Using the World Wide Web as a Resource for Teaching About Asia * ERIC (The U.S. Department of Education, Education Resource Information Center) * AEMS: Asian Educational Media Service http://www.aems.uiuc.edu/index.las * Education About Asia * * * Session Eleven: Saturday, April 13. Unresolved issues and Challenges in Asia. Dr. <NAME>, Department of Government, SRU Required Readings: Suzanne Ogden, _Global Studies: China_ , Articles from Photocopied Reading Hour One: Rising China as Threat or Partner in the 21 st Century? Hour Two: China - Taiwan Issue. * Frontline Documentary website _Dangerous Straits: Exploring the Future of US-China Relations and the Long Simmering Issue of Taiwan_ (Note: this includes a teacher's guide) _ _http://www.pbs.org/wgbh/pages/frontline/shows/china/ Hour Three: N-S Korea Issue, Japan's Unresolved Tensions with Korea and China. Recommended Readings: <NAME> and <NAME>, _The Great Wall and the Empty Fortress: China's Search for Security_ , <NAME>. * * * *Session Twelve: Saturday, April 20. Exploring Additional Topics on Asian Studies. Dr. Brown and other faculty as requested. * * Session Thirteen: Saturday, April 27. Curriculum Development Projects. Dr. Brown and other faculty as requested. * * * Session Fourteen: Saturday, May 4. Curriculum Development Projects. Dr. Brown and other faculty as requested. * * * Session Fifteen: Friday, May 10. Final Exam Meeting to be held at 6:00 PM. Presentations on Curriculum Development Projects. Dr. Brown.** <file_sep>## Religious Responses to the Holocaust (Religious Studies 242) ## Spring, 1998 * * * #### Instructor <NAME> 3004 Foreign Languages Building 333-0473 Office Hours Tues & Thur 9:30-10:30 or by appointment * * * #### Description The course has two main goals: 1. To examine the events which resulted in the destruction of European Jewry during the Holocaust, and 2. to investigate some modern Jewish and Christian interpretations of this destruction. The course is divided into two main sections. 1. In the first section, we shall study the Nazi rule in Germany and Europe, its destruction of European Judaism, and the actions of those nations who participated in WWII. This section focuses on the events of the Holocaust. 2. The second section of the course studies some Jewish and Christian responses to the destruction of 6,000,000 Jews during WWII. Because the Jews play a crucial role in Christian, as well as Jewish, theological systems and because those who destroyed the Jews were Christians, both Jewish and Christian thinkers have undertaken a good deal of self-examination in light of the Holocaust. For this reason, studying their interpretations of the Holocaust will provide us with a good entry into some of the major issues facing the two major religious groups of the West. This section focuses on theological interpretations of the events of the Holocaust. * * * #### II. Requirements 1. Each student is expected to complete the reading assignments for each topic before class. In addition, each student is expected to attend each class session and to participate actively in the discussions. 2. On March 19 each student will hand in a 7-10 page paper discussing Different Voices. The paper should address the topics of whether or not the female perspective on the Holocaust offers us unique information and whether or not women experienced the Holocaust differently from men. The paper should respond to specific writers and essays in the book. 3. There will be other shorter writing assignments during the semester. 4. There will not be a midterm or a final for the course. * * * #### III. Required texts 1. <NAME>, _The Holocaust: The Fate of European Jewry._ 2. <NAME>, _Unanswered Questions: Nazi Germany and the Genocide of the Jews_. [Unfortunately, this book is out of print; however, there are a number of used copies in the bookstores, and I encourage you to buy it and read it.] 3. <NAME>, _A Holocaust Reader_. 4. <NAME> and <NAME>, _Holocaust: Religious and Philosophical Implications_. 5. <NAME>, _After Auschwitz_. 6. <NAME> and <NAME>, _Different Voices_. 7. <NAME>, _Contemporary Jewish Religious Responses to the Shoah_. 8. <NAME>, _Contemporary Christian Religious Responses to the Shoah_. * * * #### IV. Reading Assignments and Discussion Topics A. The Holocaust 1/20 Introduction 1/22 Setting the Stage I _ The Holocaust_ , 1-52 _Unanswered Questions_ , 3-53 _A Holocaust Reader_ , 1-33 1/27 Setting the Stage II _The Holocaust_ , 53-87 _Unanswered Questions_ , 54-70 _A Holocaust Reader_ , 35-49, 143-169 1/29 1935-1939 _The Holocaust_ , 88-122 _A Holocaust Reader_ , 49-53 2/3 Poland, Central Europe, and Western Europe, 1939-1941 _The Holocaust_ , 125-240 _Unanswered Questions_ , 71-95 2/5 Invasion of Russia, the Einsatzgruppen _The Holocaust_ , 243-287 _A Holocaust Reader_ , 59-82 2/10 Ghetto and the Judenrat _Unanswered Questions_ , 252-274 _A Holocaust Reader_ , 171-287 _Religious & Philosophical Implications_, 116-135 2/12 The Final Solution _The Holocaust_ , 288-319 _Unanswered Questions_ , 96-171 _A Holocaust Reader_ , 83-140, 289-327 _Religious & Philosophical Implications_, 99-114, 156-236 2/17 Resistance _The Holocaust_ , 457-498 _Unanswered Questions_ , 235-251 _A Holocaust Reader_ , 329-380 _Religious & Philosophical Implications_, 137-153 2/24 The Destruction of the Jews, 1941 _The Holocaust_ , 320-335 _Unanswered Questions_ , 172-198 2/15 The Destruction of the Jews, 1942 _The Holocaust_ , 336-403 _Unanswered Questions_ , 199-234 2/26 The Destruction of the Jews, 1943 _The Holocaust_ , 404-456 3/3 The Destruction of the Jews, 1944 _The Holocaust_ , 499-542 B. The Responses 3/5 Holocaust: Is it Unique? _Religious & Philosophical Implications_, 1-97 3/10- <NAME> 3/12 <NAME>, 3-200, 281-306 _Contemporary Jewish Religious Responses_ , 157-172 3/17 <NAME> Handout 3/19 <NAME> _Religious & Philosophical Implications_, 289-295 _Contemporary Jewish Religious Responses_ , 65-77 3/31 <NAME> _Religious & Philosophical Implications_, 302-345 _Contemporary Jewish Religious Responses_ , 77-106 4/2 <NAME>, _Religious & Philosophical Implications_, 265-273, 349-370 4/7 <NAME> _Contemporary Jewish Religious Responses_ , 23-32 4/9 <NAME> _Contemporary Jewish Religious Responses_ , 45-64 4/14 <NAME>, <NAME>, <NAME> _Contemporary Jewish Religious Responses_ , 1-22, 107-134, 173-180 4/16 <NAME> and <NAME> _Contemporary Christian Religious Responses_ , 1-14, 59-84 4/21 <NAME> and <NAME> _Contemporary Christian Religious Responses_ , 33-58, 109-123 4/23 <NAME> and <NAME> _Contemporary Christian Religious Responses_ , 85-108, 123-138 4/28 <NAME> and <NAME> _Contemporary Christian Religious Responses_ , 139-194 4/30- What does it all mean? 5/5 * * * For additional information about the course, contact <EMAIL>. <file_sep># UCLA Computer Science TA FAQ This document answers some Frequently Asked Questions (FAQ) for Teaching Assistants (TAs) in the UCLA Computer Science Department. Feel free to add, correct, or organize the information in this document, and share YOUR experience. If you are a TA, you should have write permission to this file: /u/class/ta/faq.html On the Web this document is http://www.cs.ucla.edu/classes/ta/faq.html. * * * # QUESTIONS * * * Getting Started Who is the TA Coordinator (TAC) for the dept? Who were the TACs of the past? What courses do I put on my study list? How do I receive TA notices? What is there to know about paychecks and paperwork? Where can I find out what old TA's did Duties and Responsibilities What are "Discussion Sections"? What are "Lab Sections"? What about Lectures? How many office hours do I need to hold? What are my grading duties? Accessing TA Materials Where do I store on-line class materials? Where do I get copycards? Where do I get supplies? Where and How do I make APS's for my class? How can I set up a newsgroup for my class? How can I get text books? How can I get a laptop projector for my discussion? Webpages How do I edit my class webpages? How do I get permission to access these files? What should the website contain? What is the "Discussion Board"? What is the "private" area for? What are "Virtual Office Hours"? Locations Where is the TA Office? Where do I pick up TA evals? Where do students hand-in homework? Where do I meet students? How can I get in these rooms? My swipe key doesn't work. Useful Web Sites UCLA Catalog of classes Academic Calendar UCLA Schedule of Classes URSA On-line You can look at your study list and enroll online. UCLA electronic directory Look up students. UCLA libraries - computer science CS 495 class webpage CS /r/share1 repository CS user-run FAQ (answers to common questions) CS newsgroups archive, including "ta" announcements CS Archives Contributing to this FAQ How can I contribute to this FAQ? * * * # ANSWERS * * * # Getting Started * * * ## Who is the TA Coordinator (TAC) for the dept? Who should you talk to when you have questions about locks for mailboxes in the Learning Lounge (BH 4428)? What if you need white-board markers (or erasers)? For questions in general, contact the current TAC, <NAME> <EMAIL> ## Who were the past TACs? * 1997-00 <NAME> <EMAIL> * 1996-97 <NAME> <EMAIL> * 1994-96 <NAME> <EMAIL> * 1992-94 <NAME> * 1991-92 <NAME> ## What courses do I put on my study list? If you are taking TA training this Fall (this includes everyone who has not taken this course yet and who will be teaching in some quarter thsi year), Sign up for CS 495 (Course# 587-770-200). This class is 2 units. All the new TAs will meet twice a week (Tuesday and Thursday from 12 to 2pm in Boelter 5420) and Prof. <NAME> will go over issues in teaching Computer Science. If you are TA'ing a course in any quarter, Sign up for CS 375 (Course# 587-620-200). This is a variable unit course, 1-4 units. Usually, people choose 4 units. There are no meetings for this class. Thus we have 3 options: 1) Old TA who has taken CS 495 before, teaching in Fall: 4 units of 375 2) New or Old TA who has not taken CS 495 (4 units of 375) + (2 units of 495) 3) New or Old TA who has not taken CS495, not teaching in Fall 1996: 2 units of 495 You can check your study list or even enroll on-line. ## How do I receive TA notices? You should receive all TA notices by e-mail. Try "ypmatch dist-ta aliases". If your login name is not on this list, send mail to the current TAC. All TA notices are also posted to the "ta" newsgroup. (In case you can't access your mail because of a computer crash.) Old "ta" newsgroup messages are archived. ## What is there to know about paperwork and paychecks As far as filling out paperwork, picking-up paychecks or arranging for your paychecks to be direct deposited into a checking acct. You will want to talk to <NAME> (roberta@cs). She handles all payroll matters for TA's. It is not a bad idea to check in with her occasionally to make sure everything is in order. Also sign your TA contract before the quarter begins. You will have to go to Verra for this. ## Where can I find out what old TAs did? To see what old TAs did or had access to; first try looking online. In the TA list for the current quarter, there are links to previous quarter lists and materials, and you will be able to find out who the old ta was and what his/her e-mail address is. Second, try looking in the TA archive, for which you will need to contact the TAC and make an appt to get access to this material. The TA archive was started Spring '96, in an effort to give new TAs the experience of old TAs. Addendum by TAC: Contact me to get this information, it is stored in a file cabinet and I can loan out the files when requested. * * * # Duties and Responsibilities * * * ## What are "Discussion Sections"? These are held only for courses. Your interaction with the students will mainly be during the Discussion sections, usually during Fridays. You might be in charge of more than one section. This time is used to go over the material that was covered during lectures by the professor - new material is not introduced unless the professor asks you to do so. Presenting examples and solving problems are a good way to review the material. Students are encouraged to ask questions. Depending on your class, you may also have to: Give quizzes, collect homeworks, give back graded homeworks and quizzes, discuss homework/quiz solutions, go over programming exercises. ## What are "Lab Sections"? Usually, you start out by going over the work that has to be done during that day. You will also have to go over any theory that they might require. You then move around helping the students do their experiments. ## What about Lectures? These are given by the professor. It is up to you and the professor to decide if you need to attend them. ## How many office hours do I need to hold? You are expected to hold two office hours per week. Preferably, hold them on different days and times so that all students can make it to at least one of them. Also, try to schedule office hours to span standard class times. In other words, an office hour from 9:30-10:30, 11:30-12:30, 1:30-2:30, or 3:30-4:30 will allow a lot more students to be able to attend. You can ask your students for suitable times before fixing your office hours. Extra office hours may be held during examination weeks. Post your regular office hours in the file /u/class/ta/ugrad.html Office hours are usually held in Boelter 4428. ## What are my grading duties? Talk with the professor to find out about homeworks and quizzes (how many, when will they be given, who will prepare the questions/solutions, grading scheme ...) If you handle over 45 students ask your professor if you can get a "grader" (usually an undergraduate who has taken the course previously and who will grade the homeworks for you; you will still be responsible for collecting and giving back the homeworks). Make sure that you return graded material in time. You can collect homeworks in class or ask them to drop it off in one of the drop-boxes in Boelter 4428. Pick an empty one, label the box clearly, and contact the TAC for a combination lock. ## How can I get textbooks? In theory your professor should have ordered an extra text book for you. If this has not happened, you should talk to the professor and ask the professor's secretary to order the book. It is best to make sure a book has been order before the quarter begins, as publishers take 3-4 weeks to mail textbooks. ## How can I get a laptop projector for my discussion? Material/Building services has laptops (with Windows 98 and Powerpoint) and laptop projectors. Fill up their "AVS MSR" form at www.matserv.ucla.edu. Don't fill in the recharge ID. Do give your course number and professor's name. They should then confirm your order. You can pick up the equipment from their office in Boelter 2685 (entrance from the outside corridor). * * * # Accessing TA Materials * * * ## Where do I store on-line class materials? Class materials are stored in /u/class/yyyy/csXXX. The web address is http://www.cs.ucla.edu/classes/yyyy/. Where yyyy is the term, fall98, winter97, etc. If you can't create your files, check to see if you are in the "ta" group with "ypmatch ta group." If your login name is not on this list, send mail to the current TAC. ## Where do I get copycards? Each TA is allowed a copycard for making class-related photocopies. To get a copy card, talk to <NAME>. A $10 deposit is required. ## Where do I get supplies? A TA should not pay for any supplies necesary for teaching a class. Things like paper, folders, staplers, transparencies, etc. may be obtained by talking to any of the departmental secretaries. The best secretary to approach is the secretary of the professor for whom you are TA'ing. As for dry-erase markers/erasers, contact the TAC, there should be a supply of them available. ## Where and How do I make APS for my class? APS stands for Academic Publishing Service, which is the on campus service for a professor or TA to produce some type of manual, or supplemental for their class. APS is located in the ASUCLA Copy store on the 3rd floor of Ackerman union. However, APS takes 3-4 weeks to produce anything. On the otherhand, you can go to Copymat located in Westwood on Westwood Blvd, Across from the Bankof America, next to the Mrs. Fields. They will create your APS, and sell them to your students, and give you a free copy. The best part, is they will do this within 3-4 days, usually faster. So if you have a choice, go to Copymat and make your APS manuals there. ## How can I set up newsgroups for my class Class newsgroups are setup by SEASNET, the SEASNET office is located on the 2nd floor of Boelter Hall. You will need to go down to the SEASNET office in person and request a newsgroup for your class. ## How can I get textbooks? In theory your professor should have ordered an extra text book for you. If this has not happened, you should talk to the professor and ask the professor's secretary to order the book. It is best to make sure a book has been order before the quarter begins, as publishers take 3-4 weeks to mail textbooks. * * * # Webpages * * * ## How do I edit my class webpages? All classes should have a webpage. These webpages are accessed by students from www.cs.ucla.edu/ugrad A basic webpage has been created for your class: http://www.cs.ucla.edu/classes/fall01/csXXX/l1/ (for section 1; l2 for section 2 ...) The files are in the directory: /u/class/fall01/csXXX/l1 (for section 1; in l2 for section 2 ...) ## How do I get permission to access these files? Access to the directory is controlled using Access Control Lists (man getfacl and setfacl for more information). You should also belong to the ta group. You (and your professor) should already have permissions to change your directories; if not, please contact the TAC. ## What should the website contain? The webpages usually contain the following information: * Contact information: of the professor and TA, office hours, lecture and discussion hours and locations. * Syllabus and Course Outline * Homework assignments: Depending on the professor, solutions may also be posted. * Notices of upcoming quizzes and examinations. * Lecture slides (if available) You can change the format and look of the class webpages, but try not to change too much (the department is trying to standardize the webpages to get the undergraduate program accredited). ## What is the "Discussion Board"? A discussion board is available for each class (a link is there on your default course webpage). This is meant for the students and TAs to ask/answer questions, make announcements, etc. Anyone can post on this board - please make sure that no inappropriate material gets posted. ## What is the "private" area for? The files under the private directory are protected by an .htaccess file: private/auth. A password is required to access these webpages. The initial password and instructions on how to change this password are described in the file README_FIRST in your course directory. This area is for you to put copyrighted material that should be accessed only by students of your class (so give out the password only to students in your class). ## What are "Virtual Office Hours"? This is a section of the course webpage where students and TAs can interact in real time - there is a chat and drawing area. This is accessible to all too. However, you can change the properties by logging in as administrator (the way to do this is described in the file README_FIRST in your course directory). * * * # Locations * * * ## Where is the TA Office? Unfortunately, space requirements are such that the TA office, which was underutilized, has been taken away. There is currently no space for a TA office. I would suggest you talk to your advisor to see if he/she can come up with a desk for you. ## Where do I pick up TA evals? See <NAME> in 3731G for the evaluation forms to hand out at the end of the quarter. You should do this in week 9 or 10. ## Where do I meet students? Office hours and student meetings are held in the Learning Lounge (4428 Boelter Hall). There are two sides to the room, each with a white board. ## Where do students hand-in homework? There are mailboxes available in the learning lounge. Contact the TAC to get a lock, assigned on a quarterly basis. ## How can I get in these rooms? To enter you need a "swipe card". If you don't have a swipe card or you need to add TA access, contact <NAME> (<EMAIL>) in BH4732. Ask for access to the Learning Lounge (4428). _ a green light : ok, welcome ! _ a red light : card read but your database entry says "access not allowed" _ both lights : couldn't read, try again ## My swipe key doesn't work If your swipe key doesn't work for some reason, you will need to talk to Terry Valai (<EMAIL>) in BH4732. She will be able to assist you. * * * # Contributing to this FAQ * * * ## How can I contribute to this FAQ? 1. Edit /u/class/ta/faq.html. Please add your name/e-mail address to the end of your comments. 2. Add your name to the document history at the end of faq.html. 3. Save a copy of faq.html in /u/class/ta/old_faqs; i.e. "faq-15.html". Please "chmod 664 yourfile", so that other TAs can read your file. <file_sep># CE 451 - Urban Transportation Planning and Management ## Iowa State University * * * ** * Syllabus, including lectures, labs and exam dates ** * Contact Information * Time and Place * Objectives * References * Late Assignments * Evaluation Criteria * Lab Write-Ups * Grades to Date * Prerequisites by Topic * Graduate Project * Graded Reports * * * ## General Course Information ### Contact Information Instructors: <NAME> 382 B Town Engr Phone: 294-2861 <EMAIL> _Dr. <NAME>_ Office: 380 Town Engineering Alternate Office: Center for Transportation Research and Education (CTRE) ISU Research Park 2901 S. Loop Drive, Suite 3100 Phone: 294-5453 Email: <EMAIL> Dr. <NAME> Office Hours: TBA - see note on door of 380 Town. Important: I am accessible via email M-F 8-5 - please email me if I am not in my Town office ### Class MeetingTime and Place Monday, Friday 8:00 - 8:50 am, 134 Town (lecture) Wednesday 8:00 - 9:50 am, 134 Town (lab) Back to Index ### Objectives 2001-2003 Catalog Data : (Dual-listed with 551.) (2-2) Cr. 3. F. Prereq: 350 or 353 or 354 or 355 or 453. Transportation data sources and cost analysis; transportation system management; travel demand and network modeling; transport legislation and financing; intelligent transportation systems planning; sustainable transportation concepts. Group projects lab. Goals : To provide the student with an intermediate course in the theory and practice of urban transportation planning, programming, and modeling of supply and demand components of transportation systems; to acquaint the student with the state of transportation planning practice as contrasted with analytical models; to introduce the student to computer applications in transportation planning; to familiarize the student with the history and status of transportation planning activities as affected by national, state and local policy formulation and recent legislation. Relation to CE Objectives : This course contributes toward several of the learning objectives of the Civil Engineering program at ISU. Following is a list of the CE Academic Program Objectives that CE 451 contributes towards (note: intended CE 451 Contribution in parenthesis). Exams will attempt to evaluate how well the students meet the objectives emphasized. 1. Design, coordinate, and execute an integrated undergraduate civil engineering program that produces graduates who 1. have a fundamental understanding of mathematics, statistics, and physical sciences and where appropriate, life sciences. 2. have a broad base of knowledge in civil engineering technical areas, represented by the transportation/surveying, structural, environmental/water resources, and geotechnical/materials discipline areas.(15%) 3. have a basic understanding of cost estimating, planning and scheduling for civil engineering projects.(15%) 4. utilize critical thinking to identify, define and develop alternative solutions, and to implement a feasible design to solve an open-ended or ill-defined problem while considering constructability, sustainability and maintainability of the design.(15%) 5. are effective in oral, written and graphical communication of ideas to engineers and non-engineers.(10%) 6. recognize and understand the importance of timely and effective communication during the design and construction processes (10%). 7. have an ability to effectively use computers as a tool for communication, problem-solving, analysis and design.(10%) 8. have an ability to work effectively within a multi-disciplinary team. (10%) 9. recognize and understand the importance and necessity for high professional and ethical standards. (5%) 10. have basic knowledge of business and management principles and practice. 11. have an understanding of social, political and cultural issues. (10%) Back to Index ### Reading "Texts" and related Resources Transportation planning models will be developed using a software package entitled "TransCAD Transportation GIS Software". Students will be provided two volumes related to the software to explain the modeling concepts and the software applications. Several additional resources are identified in the CE 451/551 Web pages. The TransCAD books are "loaned" to you. We need to collect these at the end of the semester. Please do not Write or Mark in these references. 1. _TransCAD Users Guide,_ 2001 Caliper Corporation, Newton, MA.. 2. _Travel Demand Modelling with TransCAD 4.0_ , 2001 Caliper Corporation, Newton, MA.). 3. Travel Model Improvement Program Clearinghouse (No specific reading assignment here as there are more than 50 full documents at this site. Check it early and then throughout the semester you should check for, and read, related material that would help you learn better, help you prepare lab reports, (e.g., cut and paste supporting figures, with appropriate credit given, etc.), or be useful to you in other classes/research). 4. National Transportation Library directory (As in Clearinghouse above, you can examine dozens of resources, by interest groups, related to transportation data, models, analysis and more). 5. Week 2, A Transportation Modeling Primer. Read through intial segment through Trip Generation. Do not focus on the "limitations or shortcomings" at this time. We will return to these after you have gained more familiarity with the general process. 6. Week 4, Monday: NCHRP 365, Travel Estimation Techniques for Urban Areas, Chapter 3: Trip Generation (I will provide hard copies of this, xx pages, estimated reading time: 1 hour 7. Week 5, Monday NCHRP 365, Travel Estimation Techniques for Urban Areas, Chapter 5: External Travel (I will provide hard copies of this, 12 pages, estimated reading time: 1 hour 8. Week 9, Monday:Travel Surveys, Chapter 2 9. Week 10, Tuesday:Calibration and Adjustment of System Planning Models \- December 1990 (This is short, but good. I suggest reading this as soon as possible, 6500 words, estimated time: 2 hours) 10. Week 11, Monday:Model Validation and Reasonableness Checking Manual, 1997 (this is rather large. I suggest you being reading this right after exam 1, 28,000 words, estimated time: 8 hours) If you prefer, you can download a pdf version at http://tmip.fhwa.dot.gov/clearinghouse/docs/mvrcm/finalval.pdf 11. Week 14, Monday:A Critical Review of the Trip-Based, Four-Step Procedure of Urban Passenger Demand Forecasting (2000 words, estimated time: 30 minutes) 12. Week 14, Friday:A Transportation Modeling Primer (8000 words, estimated time: 2.2 hours) other references: _Transportation Planning Handbook_ , Institute of Transportation Engineers, 1992. _Urban Transportation Planning in the United States, An Historical Overview._ USDOT. 5th Edition. Click Here for Link <NAME>, _Metropolitan Transportation Planning_ , 2nd Ed., Hemisphere, 1983 (some lecture material taken from this book) <NAME> and <NAME>, _Urban Transportation Planning, A Decision Oriented Approach,_ McGraw Hill, New York, 1984. <NAME>, _Transportation Demand Analysis_ , McGraw-Hill, New York, 1983. ### Late Assignments Labs are due at the beginning of the next lab class unless a lab is designated as a two week lab,in which case they are due at the beginning of a new lab topic. Homework will generally be due two sessions after it is assigned, i.e Monday assignment is due on Friday, Friday assignment is due on Wednesday). Late labs or homework will be penalized 20% per week. Back to Index ### Evaluation Criteria _Undergraduates: _ Examination #1, October 1: 20% Examination #2, November 12: 20% Homework/quizes: 10% Labs: 30% Final Examination, December Week of Dec 17: 20% _Graduate students: _ Examination #1, October 1: 20%-* Examination #2, November 12: 20%-* Homework/quizes: 10-% Labs: 30%-* Final Examination, December of Dec 17: 20%-* * Graduate students' total grade will be proportioned downward to allow 9% to apply to paper and oral presentation. To receive a non-failing grade a satisfactory paper (or special project) must be completed and presented to the class. Project, Due December 5:(more details are given in the "Graduate" section), Oral Presentation in week of December 10. Back to Index ### Lab Write-Ups If the lab requirements state that it should be typed, a complete lab report will be necessary. The purpose of requiring a write-up is to require you to present your results in writing in good technical writing style. Getting the answer is usually only half the work. 1. Present all results in the main body of the report. Don't say "the answer is in the Appendix" Your reader should be able to easily find the results in the body of the report. 2. The introduction section should include a brief overview of the topic and layout the structure of the report. The background section should discuss details that the reader needs to understand the rest of the report. 3. Spell-out all abbreviations or acronyms the first time. 4. Proof-read your work. 5. Reports that are confusing, sloppy or difficult to read will be penalized 20% from the start. 6. A general guide for Laboratory and Homework presentation is at Guidelines for Lab and Homework Preparation . Lab Report Submittal Instructions Download the report template here. Back to Index ### Prerequisites by Topic 1\. A basic understanding of highway transportation concepts. 2\. A basic understanding of economic analysis. 3\. A basic understanding of statistical methods and probability. 4\. A working knowledge of PCs and Windows operating system, MS Word, and Excel. Back to Index ### Graduate Project (required of graduate students only) Develop a "State of the Practice" paper on a transportation planning issue, not directly related to travel modelling. The instructor will work with you to establish a topic of interest. This may be based on extensive research of procedures in Iowa MPO activities or from literature review of materials within the past five years. The govermnent clearinghouse and National Transportation Library could provide guidance in these selections. Any paper that is selected for presentation at a national conference will earn you an automatic A grade for the course. Important dates are as follows (important ... points off for missing deadlines): 1\. Submit topic to instructor by 9-12-01 2\. Topic approved by instructor 9-14-01 (or before, if pre-approved) 3\. Submit draft to instructor by 11-7-01 (note: must be submitted by 11-07 for project to receive grade of B or better, except as noted in above paragraph) 4\. Draft review and suggestions by instructor 11-17-01 (first in - first back) 5\. Final submission by 12-5-01 (can be submitted earlier for review) Back to Index <file_sep>Syllabus His 1123 Sections 01/02 <NAME>, Ph.D. Southwestern A/G University His 1123 United States History II Professor <NAME>, Ph.D. Spring 2001 Course Syllabus Course Description: A survey of post-Civil War conditions, settlement of the trans-Mississippi region, the struggle of Americans of various cultures and origins for a place in American society, the Populist and Progressive movements, the two world wars, and the Great Depression. The administrations of recent presidents from Harry Truman to the present administration, and the importance of the United States as a world power are included. Course Objectives: Upon completion of the course, students should be able to 1\. Trace westward expansion into the Great Plains, conflicts with the remaining unconquered tribes of Native Americans, the growth of industry and railroads, the continuing struggle of African-Americans for a position of equality in American society, American overseas expansion, the course of the Depression and the New Deal, American involvement in the two world wars and the Cold War, and the course of American society and technology up to the present day. 2\. Describe conditions in all parts of the nation following the Civil War, reform movements near the turn of the century, contributions of major groups of native-born and immigrant Americans to the fabric of American society and culture, and social conditions at various stages throughout the twentieth century. 3\. Identify selected individuals, concepts, terms, and events significant to the nation. Textbook: <NAME>. A Short History of the American Nation. 7th ed. New York: <NAME>, 1999. Course Plan: The course will cover the last sixteen chapters of A Short History of the American Nation and will be divided into three general sections: Post-Civil War America and Populism; Reform, Imperialism, and the Great War; and The New Deal to the Present. Reading assignments will provide the information for which students will be responsible. Course Requirements: 1\. Students must attend the opening seminar. 2\. Careful reading of the text is required. 3\. Objective evaluation (three exams covering material in the textbook) 4\. One two-page book review or Internet project. 5\. Reading Statement. Exam Dates: Exam 1 2/9/01 Exam 2 4/6/01 Exam 3 Finals Week Course Evaluation: Exam 1 25% Exam 2 25% Exam 3 25% Project 20% Reading 05% Class Policies Attendance: Southwestern's on-campus academic program is designed as an in-class learning experience. In this type of instructional setting, the ability to pass examinations and complete outside projects is only a partial measure of the student's knowledge, skills, understanding, and appreciation of the subject matter. Therefore, students are required to maintain regular and punctual class attendance. Absences which exceed twenty percent (20%) of the number of times that a class meets per semester, (9 absences for classes meeting 3 times per week; 6 absences for classes meeting 2 times per week; and 3 absences for classes meeting 1 time per week), regardless of the nature or reason for the absences, will result in the student being administratively dropped automatically from the course, receiving a grade of "W". The student will be assessed the established course withdrawal fee. A student who is absent from a class is totally responsible to make the appropriate advanced arrangements with the faculty member for possible make up work. The faculty member will have the prerogative to determine if a student may make up any examinations or outside assignments based upon the reason for a student's absence and when the make up work must be completed. However, no point reduction will be assessed to a student's final grade for absenteeism. Tardy Student's missing fifteen minutes of a class will be counted absent for that session. Every three tardies acquired in classes that meet three times a week and every two tardies acquired in classes that meet twice a week will be considered as an absence. The student is responsible, at the end of class, to identify his/her tardiness to the professor. NOTE: the assessment of a tardy also applies to students who leave class early. Assignments All class assignments should be completed with due consideration for the professional work expected of students of this university. Work should be neat, organized, typewritten (when appropriate) with double line spacing, pages properly joined and numbered, and an appropriate title page. Students should as a matter of course proofread their work prior to turning it in to the instructor so that typographical, grammatical, and syntactical errors may be corrected. It is also advisable that students make a photocopy of work being turned in to provide for coverage of potential error in processing. Late Work Late work will be accepted, but the grade will be lowered by ten percent for each class day the assignment is late. Academic Dishonesty and Cheating Students are expected to be honest in fulfilling all academic requirements and assignments. This pertains to examinations, themes, book critiques, reading reports, etc. A student will not be allowed to withdraw from a course if he/she is under investigation for academic dishonesty. In the event that the students is determined guilty of academic dishonesty, then the student will not be allowed to withdraw from the course and will receive the grade determined by the faculty member, either "F" for the assignment and/or and "F" for the course. Dishonesty could possibly result in further disciplinary action. Refer to Major infractions in the Student Handbook. Plagiarism, the use of another's uncited material, as one's own, is not permissible. Reproducing material from other students by photocopy, computer media transfer or by rewriting or cheating. Miscellaneous Students must wait 15 minutes for a faculty member before leaving class unless they have been notified otherwise. Study Tips Take careful notes in class. Set aside uninterrupted time to regularly review your notes. Type your lecture notes while they are fresh. Note area that are incomplete and use your textbook to fill in the gaps. If you are unable to find the answer, ask the professor. Complete all reading assignments and study helps as scheduled. The process of reading, applying, and review will enhance your ability to retain the material. Do not wait until test time to prepare. This adds pressure and seldom results in long-term memory. Be prepared for matching, multiple choice, and completion. Office Hours (A113-D) MWF 9:00-11:00, Th 10:00-11:00, or by appointment. E-mail is the best means of contact (<EMAIL>) or (<EMAIL>) Students may call via 1-888-937-7248. History \| Government \| Geography \| Economics \| Social Sciences <file_sep>Dr. <NAME> MB 209C Office Phone 230-5249 Email: <EMAIL> Fall 2001 History of Colonial America A history of French, Spanish, Dutch, and English colonization in North America and the social, culture, military, political history of the English colonies. Required texts: <NAME>, _Colonial America_ , 5th edition Karen Kupperman, ed., _Major Problems in American Colonial History_ , 2nd edition The grade for each student will be determined as follows: 20% Midterm 25% Final 30% Research Paper (portion of this grade from the preliminary assignments) 15% Class participation 10% Class presentation _COURSE STRUCTURE and CLASS PARTICIPATION_ Discussion and dissection of assigned readings will serve as the center for class meetings, so preparation, attendance, and participation in discussion is mandatory. Everyone must read all assignments for each day and be prepared to participate in the discussion. Preparation: Each student should read ALL reading assignments. Below is a schedule of which readings we will be discussing each class period. Each student must read the assignments prior to that class period and prepare to participate in discussion by 1) thinking about the readings overall and 2) writing 2 observations per class period that the student would like to make in the course of class discussion. Although these written observations will not normally be turned in for a grade, I reserve the right to collect these observations periodically and count them as part of a student's participation grade. Discussion: We will conduct the class much like a seminar, wherein discussion and dialogue rather than monologue and lecturing characterize the class. Student participation in discussion is REQUIRED and will figure as 10 percent of each student's final grade. An exception to the rule of participation will apply if any one or a small number of students begins, for whatever reason, to monopolize student response. Independent thinking is highly encouraged as long as it is informed thinking--that is, thinking informed by credible sources (your readings, for instance)--but especially as long as diplomacy, respect, and tact govern its sharing and expression. Presentation: Each student will also be assigned one day in which to bring outside material to class to share with the other students. This presentation is designed to be informal. Attendance: Because the emphasis in this class is on collaborative learning and discussion, attendance will count as part of the student's participation grade. Attendance on September 27 and November 15 is absolutely, positively MANDATORY. _ _ _TESTS_ There will be two tests: a midterm and the final exam. The mid-term will test all material in the first half of the course. The final exam will test the material in the last half of the course AND the major themes developed throughout the entire semester. _RESEARCH PAPER_ Students will work on a research paper throughout the course of the semester. The final version of the paper is worth 25% of each student's final grade. Another 5% of each student's grade will be based on the preliminary work on the research paper. Preliminary Work: By September 25 each student should have a preliminary topic for a research paper and will turn in their initial ideas (handwritten acceptable). Students may choose ANY topic having to do with Colonial America, although we should try to limit the number of students working on any one topic due to the limited resources. Class on September 27 will be a workshop on how to write a HISTORY research paper. ATTENDANCE this day is MANDATORY. Although we will be discussing our papers the entire semester, this workshop will explain not only what is expected from a history paper, but also what my particular expectations are. Students will turn in a very preliminary bibliography (handwritten acceptable) on October 9. This bibliography will serve three purposes: 1) a preliminary idea of what sources are available on the chosen topic, 2) an opportunity for me to guide each student towards other sources, and 3) practice working with the _Chicago Manual of Style_ formats for bibliographies. Although primary sources would enhance any research paper, they are not necessary for this term paper. Each student will submit a 2-5 typed page proposal for his or her research project no later than October 25. This proposal should discuss the major questions the student intends to answer in the final paper, the argument of the final paper, and how the student intends to focus the paper. Although it might change before the final version, this proposal will resemble the introduction to the research paper. The bibliography will be due on November 6. Of course, there will be some room for revisions, but this should be very close to the final bibliography for the paper. Each student will have a completed 12-15 page research paper on November 15. ATTENDANCE on this date is MANDATORY. Students will exchange papers on this date and offer written and oral suggestions and constructive criticism for revising the papers. The final version of the research paper is due no later than November 29. It should be 11-15 pages typed (excluding bibliography) in a normal size font with 1-inch margins. Date \| Reading Assignment \| OTHER ---\|---\|--- 8/28 \| Reich, Chapters 1-14 \| 8/30 \| Reich, Chapters 15-end \| 9/5 \| Kupperman, Ch. 1 \| 9/6 \| Kupperman, pp. 26-33; 38-49 (Ch. 2) \| 9/11 \| Kupperman, Ch. 3, Documents \| 9/13 \| Kupperman, Ch. 3, Essays \| 9/18 \| Kupperman, Ch. 4, Documents \| 9/20 \| Kupperman, Ch. 4, Essays \| 9/25 \| Kupperman, Ch. 5, Documents \| PRELIMINARY RESEARCH TOPIC CHOSEN 9/27 \| \| WORKSHOP: WRITING A PAPER 10/2 \| Kupperman, Ch. 5, Essays \| 10/4 \| Kupperman, Ch. 6 \| 10/9 \| Kupperman, Ch. 7, Documents \| PRELIMINARY BIBLIOGRAPHY 10/11 \| Kupperman, Ch. 7, Essays \| 10/16 \| \| MIDTERM 10/18 \| Kupperman, Ch. 8 \| 10/23 \| Kupperman, Ch. 9, Documents \| 10/25 \| Kupperman, Ch. 9, Essays \| PAPER PROPOSAL DUE 10/30 \| Kupperman, Ch. 10, Documents \| 11/1 \| Kupperman, Ch. 10, Essays \| 11/6 \| Kupperman, Ch. 11, Documents \| BIBLIOGRAPHY DUE 11/8 \| Kupperman, Ch. 11, Essays \| 11/13 \| Kupperman, Ch. 12 \| 11/15 \| \| PAPER DRAFT-EXCHANGE 11/20 \| Kupperman, Ch. 13, Documents \| 11/27 \| Kupperman, Ch. 13, Essays \| 11/29 \| \| RESEARCH PAPER DUE 12/4 \| Kupperman, Ch. 14 \| 12/6 \| \| REVIEW <NAME> Home Page Department of Social Science Henderson State University Disclaimer <file_sep>[PLEASE NOTE: The content found in the print out may significantly change during the course of the semester. Please check the web site version for more up-to-date information. Thank you. The full print out runs to eight pages and includes the SYLLABUS, COURSE SCHEDULE and EVALUATION CRITERIA.] HIS 371 / 571, THE HISTORY OF JAPAN <NAME> Associate Professor Department of History OFFICE HOURS: MWF 12:15 PM - 1:30 PM and by appointment OFFICE: RT 1908 PHONE: 687-3927 (OFFICE) 561-2940 (HOME) email: <EMAIL> SYLLABUS INTRODUCTION: HIS 371 / 571, History of Japan, undertakes a chronological survey of political, economic, social, cultural, religious and intellectual life in Japan from the third century to the present day. Emphasis is placed on both the origin and development of traditional Japanese civilization before the arrival of the modernizing West and the subsequent Japanese quest for international acceptance thereafter. The course has been purposefully designed to provide a background against which contemporary Japan might be better understood and appreciated. Course content stresses the origin and development of various systems and institutions (social, political, economic and religious) within both the traditional and modern Japanese cultural milieu. The modernization process, the Westernization process and the fate of traditional institutions, systems and customs will be explored in depth. Strong consideration will also be given Japan's quest for acceptance as a major power on the modern international scene and the impact of change on both individuals and groups within Japanese society. The following is a list of major course objectives for HIS 373 / 573: at the end of fifteen weeks of instruction, students enrolled in HIS 371 / 571, History of Japan should be able to -- 1. identify basic terms, personalities and concepts associated with the study of Japanese history and explain their historical significance; 2. identify and locate important items of geographical information and both evaluate and explain the environmental impact on the historical development of traditional Japanese culture; 3. given an interpretive question regarding a specific period in Japanese history, demonstrate a firm grasp of the era's historical significance; 4. discuss with insight and the use of supporting evidence the developmental process behind and the basic characteristics of social, political, economic, cultural and religious life in traditional Japan before the arrival of the modernizing West in 1853; 5. assess insights into traditional Japanese culture gained from reading various selections __ of traditional literature, poetry and drama, including specifically _The Confessions of Lady Nijo_ and _Four Major Plays of Chikamatsu_ ; 6. distinguish and discuss internally generated aspects of the modernization process present in Japanese life before 1868 and predict the Japanese reaction to the impact of Western-induced modernization in Japan after 1854; 7. account for the collapse of the Tokugawa-controlled Military - Bureaucratic state in 1868; 8. discuss with illustrative detail the patterns of economic, political, social and cultural modernization emerging in Japan after 1868, accounting in the process for the impact on these patterns of both past Japanese traditions and the process of Westernization; 9. assess insights into life in modern Japan gained from reading Natsume Soseki's _Kokoro_ and Junichiro Tanizaki's _The Makioka Sisters_ ; 10. describe and discuss the historical process leading to Japanese involvement in World War II; 11. describe the effects of both war and its aftermath, the occupation, and Japan's "economic miracle" on present day Japanese life and institutions; 12. discuss aspects of Japanese life today in historical perspective, pointing out and evaluating continuing traditional influences and the impact of the past on modern day Japan; 13. utilize and evaluate visual resources to advance comprehension and understanding of the process of Japanese cultural development; 14. assess attitude shifts in personal images associated with Japan taking place as a result of enrolling in this course. The major content in HIS 371 / 571 will be delivered by means of a series of lectures, assigned readings and Internet presentations plus discussions following the appended list of topics. Class discussion of any topic under consideration is both welcomed and encouraged at any time. REGULAR ATTENDANCE AT LECTURE AND DISCUSSION MEETINGS IS A BASIC COURSE REQUIREMENT. No examinations will be given in the course. Students will be asked to complete a series of five Journal Assignments and a series of seven quiz questions scheduled at regular intervals through-out the semester. Two brief (6 - 9 pages) essays are also required, the first on either _The Confessions of Lady Nijo (_ translated by <NAME>) or _Four Major Plays of Chikamatsu_ (translated by <NAME>) and the second to be based on either of two novels, <NAME>'s _Kokoro_ or Junichiro Tanizaki's _The Makioka Sisters_. Additional reading for the course -- as noted in the lecture schedule -- is from the Conrad Totman text, _Japan before Perry: A Short History_ and <NAME>'s _The Making of Modern Japan_. All course texts are available for purchase in the bookstore. All text and essay assignments are noted in the course schedule on the date each is due. SYNOPSIS OF COURSE REQUIRMENTS: 1. Completion of a series of quiz questions on the content of the course (10% each, 70% of course grade); 2. Two essays, one on either _The Confessions of Lady Nijo (_ translated by <NAME>) or _Four Major Plays of Chikamatsu_ and the second on either Natsume Soseki's _Kokoro_ or Junichiro Tanizaki's _The Makioka Sisters_. (15% each, 30% of course grade) The grades earned on the above assignments will be multiplied by the total number of points generated from the following table of possibilities [134 points available]: Regular attendance at lectures. (10 points with one point deducted for each absence); On-time submission of required assignments. (2 points for each Journal Assignment [10 points total]; 2 points for each other assignment as noted in the course schedule [14 points total]; 5 points for each quiz [35 points total]; 10 points for each essay [20 points total]); Completion of the entire five part Journal Assignment series (5 points each for an evaluation of "check" or better for a total of 25 points); Submission of a full outline (2 points each [4 points total]) and an initial draft (3 points each [6 points total]) earning an evaluation of "check" or better for each assigned essay; Completion of an evaluative essay (see the assignment guidelines) earning an evaluation of "check" or better on the exhibit of Buddhist religious art currently at the Cleveland Museum of Art. (10 points); Completion of an evaluative essay (see the assignment guidelines) earning an evaluation of "check" or better on a Japanese film chosen from the list of titles supplied for this project. (10 points). LECTURE SCHEDULE : MONDAY, AUGUST 31, 1998 INTRODUCTION TO THE COURSE ATTITUDE SURVEY OVERVIEW OF COURSE ASSIGNMENTS WEDNESDAY, SEPTEMBER 2, 1998 AMERICAN ATTITUDES TOWARD JAPAN IN HISTORICAL PERSPECTIVE ATTITUDE SURVEY DUE JOURNAL ASSIGNMENT ONE DUE FRIDAY, SEPTEMBER 4, 1998 THE PHYSICAL AND HISTORICAL GEOGRAPHY OF JAPAN WEB ASSIGNMENT ONE DUE MONDAY, SEPTEMBER 7, 1998 HOLIDAY (LABOR DAY) WEDNESDAY, SEPTEMBER 9, 1998 TOUCHSTONES FOR UNDERSTANDING I WEB ASSIGNMENT TWO DUE FRIDAY, SEPTEMBER 11, 1998 TOUCHSTONES FOR UNDERSTANDING II MONDAY, SEPTEMBER 14, 1998 FAMILIAL JAPAN: THE ARCHEOLOGICAL RECORD READING: TOTMAN, PREFACE, PP 1-17 JOURNAL ASSIGNMENT TWO DUE WEDNESDAY, SEPTEMBER 16, 1998 FAMILIAL JAPAN: THE NATIVE TRADITION OF THE YAMATO STATE FRIDAY, SEPTEMBER 18, 1998 DISCUSSION: FAMILIAL JAPAN WEB ASSIGNMENT THREE DUE MONDAY, SEPTEMBER 21, 1998 ARISTOCRATIC JAPAN: THE CHINESE CONNECTION READING: TOTMAN, PP 18-31 QUIZ ONE DUE WEDNESDAY, SEPTEMBER 23, 1998 EVIDENCE OF ADAPTATION: "THE RULE OF TASTE" READING: TOTMAN, PP 31-63 FRIDAY, SEPTEMBER 25, 1998 ARISTOCRATIC LITERATURE AND "THE RULE OF TASTE" READING: SELECTIONS DISTRIBUTED IN CLASS MONDAY, SEPTEMBER 28, 1998 DISCUSSION: ARISTOCRATIC JAPAN AND "THE RULE OF TASTE" WEB ASSIGNMENT FOUR DUE WEDNESDAY, SEPTEMBER 30, 1998 THE TRANSITION TO FEUDALISM READING: TOTMAN, PP 63-80 QUIZ TWO DUE FRIDAY, OCTOBER 2, 1998 DISCUSSION: _THE CONFESSIONAS OF LADY NIJO_ FIRST ESSAY DUE (if written on Nijo's _Confessions_ ) JOURNAL ASSIGNMENT THREE (if writing on Chikamatsu's plays) MONDAY, OCTOBER 5, 1998 CHANGE AND DEVELOPMENT IN MILITARY-ARISTOCRATIC JAPAN READING: TOTMAN, PP 80-132 WEDNESDAY, OCTOBER 7, 1998 _NO_ : DRAMA IN JAPAN AND THE WAY OF THE WARRIOR DISCUSSION: MILITARY-ARISTOCRATIC JAPAN WEB ASSIGNMENT FIVE DUE FRIDAY, OCTOBER 9, 1998 REUNIFICATION: TRANSITION TO THE MILITARY-BUREAUCRATIC PERIOD READING: TOTMAN, PP 133-164; PYLE, PP 1 - 20 MONDAY, OCTOBER 12, 1998 HOLIDAY (COLUMBUS DAY) WEDNESDAY, OCTOBER 14, 1998 TOKUGAWA JAPAN: THE POLITICAL STATE READING: TOTMAN, PP 188-199; PYLE, PP 20 - 27 FRIDAY, OCTOBER 16, 1998 TOKUGAWA JAPANESE SOCIETY READING: PYLE, PP 29 - 39 MONDAY, OCTOBER 19, 1998 ECONOMIC LIFE IN TOKUGAWA JAPAN WEDNESDAY, OCTOBER 21, 1998 THE GENROKU CULTURAL STYLE READING: TOTMAN, PP 164-188 FRIDAY, OCTOBER 23, 1998 DISCUSSION: _FOUR MAJOR PLAYS OF CHIKAMATSU_ FIRST ESSAY DUE (if written on Chikamatsu's plays) JOURNAL ASSIGNMENT THREE (if you wrote on Nijo's _Confessions_ ) MONDAY, OCTOBER 26, 1998 DISCUSSION: MILITARY-BUREAUCRATIC JAPAN READING: TOTMAN, PP 199-230 WEB ASSIGNMENT SIX DUE WEDNESDAY, OCTOBER 28, 1998 MODERNIZATION AND WESTERNIZATION IN JAPAN READING: TOTMAN, PP 230-232; PYLE, PP 41 - 54 JOURNAL ASSIGNMENT FOUR DUE FRIDAY, OCTOBER 30, 1998 TOKUGAWA JAPAN: THE SEEDS OF MODERNIZATION QUIZ FOUR DUE MONDAY, NOVEMBER 2, 1998 THE OPENING OF JAPAN READING: PYLE, PP 57 - 74 WEDNESDAY, NOVEMBER 4, 1998 THE JAPANESE RESPONSE TO THE COMING OF THE WEST READING: PYLE, PP 77 - 94 FRIDAY, NOVEMBER 6, 1998 THE MEIJI RESTORATION (1868) QUIZ FIVE DUE MONDAY, NOVEMBER 9, 1998 THE MODERN JAPANESE QUEST FOR INTERNATIONAL ACCEPTANCE READING: PYLE, PP 97 - 112 WEDNESDAY, NOVEMBER 11, 1998 FROM RESTORATION TO REVOLUTION: THE FAILURE OF CONSERVATIVE REFORM READING: PYLE, PP 97 - 112 FRIDAY, NOVEMBER 13, 1998 THE MEIJI REVOLUTION: THE IMPACT OF THE WEST MONDAY, NOVEMBER 16, 1998 ECONOMIC AND POLITICAL LIFE IN MEIJI JAPAN READING: PYLE, PP 115 - 157 WEDNESDAY, NOVEMBER 18, 1998 DISCUSSION: NATSUME SOSEKI'S _KOKORO_ READING: NATSUME SOSEKI'S _KOKORO_ (ENTIRE) SECOND ESSAY DUE (FOR STUDENTS WRITING ON _KOKORO_ ) JOURNAL ASSIGNMENT FIVE DUE (FOR STUDENTS WRITING ON _THE MAKIOKA SISTERS_ ) FRIDAY, NOVEMBER 20, 1998 MEIJI FOREIGN POLICY AND THE END OF THE UNEQUAL TREATIES MONDAY, NOVEMBER 23, 1998 TAISHO PERIOD JAPAN: THE HOPEFUL DECADE (1919-1930) READING: PYLE, PP 159 - 179 WEDNESDAY, NOVEMBER 25, 1998 THE GROWTH OF MILITARISM AND THE EXPANSIONIST IMPULSE FRIDAY, NOVEMBER 27, 1998 HOLIDAY (THANKSGIVING VACATION) MONDAY, NOVEMBER 30, 1998 DISCUSSION: JUNICHIRO TANIZAKI'S _THE MAKIOKA SISTERS_ READING: JUNICHIRO TANIZAKI'S THE MAKIOKA SISTERS (ENTIRE) SECOND ESSAY DUE (FOR STUDENTS WRITING ON _THE MAKIOKA SISTERS_ ) JOURNAL ASSIGNMENT FIVE DUE (FOR STUDENTS WRITING ON _KOKORO_ ) WEDNESDAY, DECEMBER 2, 1998 THE ROAD TO PEARL HARBOR READING: PYLE, PP 181 - 204 FRIDAY, DECEMBER 4, 1998 WORLD WAR II: THE JAPANESE EXPERIENCE QUIZ SIX DUE MONDAY, DECEMBER 7, 1998 VIDEO: "THE OCCUPATION" READING: PYLE, PP 207 - 225 WEDNESDAY, DECEMBER 9, 1998 JAPAN SINCE 1952: THE ECONOMIC MIRACLE AND ITS CONTEMPORARY CONSEQUENCES READING: PYLE, PP 227 - 267 FRIDAY, DECEMBER 18, 1998 (8:00 AM \- 10:00 AM) DISCUSSION: INTERACTIONS -- MODERNIZATION, WESTERNIZATION AND TRADITION IN CONTEMPORARY JAPAN COURSE EVALUATION SESSION QUIZ SEVEN DUE JOURNAL ASSIGNMENT SIX DUE <file_sep>![](graphics/uktop.gif) ## Course Descriptions #### * Unless otherwise indicated, a course is three credit hours.* * * * Required Courses: (3 credit hours each) LIS600, INFORMATION IN SOCIETY. An introduction to the nature of information (both utilitarian and aesthetic) in contemporary society, and to the role played by libraries and other information organizations in disseminating that information. Emphasis is on developing perspectives. Syllabus:<NAME> LIS601, INFORMATION SOURCES & SERVICES. An introduction to basic information sources and services provided by libraries and information organizations. Consideration is also given to the ethics of information services, the user-system interface including question- negotiation and the formulation of effective search strategies, and the evaluation of information sources and information services. Syllabus:Waldhart LIS602 INFORMATION STORAGE & RETRIEVAL. A study of the basic principles and practices of information documentation, organization, storage, retrieval and dissemination. The structure of document surrogates, indexing languages, thesauri, natural language systems, catalogs and files, information storage media, retrieval systems, networks and information delivery systems are examined. Syllabus:<NAME> LIS603, MANAGEMENT IN LIBRARY & INFORMATION SCIENCE. An introduction to the basic elements of manage ment and how these are applied to the effective administration of information systems. Focus will be placed on two major roles in a system, the person who is supervised as well as the manager or supervisor. Examination of the functions of planning, organization, staffing and controlling as well as the theories of management and the effective use of these in an information system. Syllabus:Sineath #### Elective Courses: (3 Credit hourse unless otherwise noted) LIS510, CHILDREN'S LITERATURE & RELATED MATERIALS. A survey of children's literature, traditional and modern. Reading and evaluation of books and multimedia materials with emphasis on the needs and interests of children. Covers media for use by and with children from preschool through grade six. Syllabus:Ireland, Stehpens LIS514, INFORMATION RESOURCES & SERVICES FOR YOUNG ADULTS. A consideration of special characteristics and needs of young adults approximately 12-20 years old. Emphasis given to the literature and information resources and services in all types of libraries designed to meet their needs. Syllabus:VanWilligen LIS604, LIBRARY & BOOK HISTORY Development of libraries and books from earliest time to the present with special reference to their relationship to contemporary social, economic, cultural and political trends. Emphasis is given to American library and book history. LIS607 INFORMATION NEEDS AND USES. An examination of research, and professional knowledge, relating to the information needs, information seeking behavior and the use of information by individuals and groups in society. Consid-eration is given to how this knowledge influences the development of information systems, sources and services. Prereq: Graduate standing. Syllabus:Waldhart LIS608, METHODS OF RESEARCH IN LIBRARY & INFORMATION SCIENCE. Basic tools, techniques and methods of research. Consideration is given to the role and purpose of research in library and information science and its relationship to research in other disciplines. Includes critical evaluation of current research in library and information science and the development of a research proposal. Syllabus:Case LIS609, CURRENT PROBLEMS IN LIBRARY & INFORMATION SCIENCE. A seminar which examines current philosophical and managerial issues in library and information science. Focus is on the analysis, origins, evaluation and current status of these issues. Prereq: LIS600, LIS601, and LIS603. Syllabus:Carrigan LIS610, CREATIVE LIBRARY PROGRAMS FOR CHILDREN. A study of the oral tradition and its place in the cultural heritage of today. An introduction to the principles of story-telling, selection of stories, practice in telling, program planning, and development of creative visual fomis. Prereq: LIS510 and consent of instructor. LIS611, CRITICAL ANALYSIS OF CHILDREN'S LITERATURE. Advanced study of book evaluation, literary criticism, children's book publishing, awards, and current trends in the field. Individual projects require extensive critical reading. Prereq: LIS510 and consent of instructor. Syllabus:Ireland LIS613, INFORMATION RESOURCES AND SERVICES FOR CHILDREN. A study of children's literature and related media for use with children in grades preschool-6. Emphasis is placed on the evalua-tion of materi-als for this age group and their use in libraries. Syllabus:Ireland LIS618, ADULT INFORMATION NEEDS & SERVICES. The study of adult reading and information needs, interests and abilities; developmental psychology and life-long learning concepts. Selection and evaluation of materials and their use in designing and implementing an effective program of library services to adults. LIS622, SOCIAL SCIENCE INFORMATION. The content and structure of bibliographic and other information resources in the social sciences. Consideration of formal and informal communication within the social sciences with emphasis on information sources and services in anthropology, history, business, law, political science, psychology, economics, education, geography, sociology, and other closely related subjects. Prereq: LIS601. Syllabus:Sineath LIS623, INFORMATION IN THE HUMANITIES. The content and structure of bibliographic and other information resources in the humanities. A consideration of formal and informal communication within the humanities with emphasis on information sources and services in religion, philosophy, literature, linguistics, visual arts, music, dance, theatre, film and other closely related subjects. Prereq: LIS601. LIS624, INFORMATION IN SCIENCE & TECHNOLOGY. The content and structure of bibliographic and other information resources in science and technology. A consideration of formal and informal communication in science and technology with emphasis on sources and services in agriculture, astronomy, biology, chemistry, mathematics, natural resources, zoology, and other closely related subjects. Prereq: LIS601. Syllabus:Powell LIS626, GOVERNMENT PUBLICATIONS. Study of the nature and scope of government doements, including problems and methods of acquisition, organization, and reference use of federal, state, local and international publications. Prereq: LIS601. Syllabus:Waldhart LIS630, ONLINE INFORMATION SYSTEMS & SERVICES. Focus on online information systems and services and their management in libraries and information centers. Consideration given to concepts of online information retrieval, major commercial information services, online public access catalogs, CD/ROM- based information systems, and basic online search techniques and strategies. Prereq or concurrent: LIS601 and LIS602. Syllabus:<NAME>. LIS635, INFORMATION STORAGE & RETRIEVAL SYSTEMS. Examines information storage and retrieval systems and theories; including classification, indexing and abstracting. The structure of retrieval languages and vocabulary control, question negotiation and search strategy, and measurement and evaluation of information retrieval performances are examined. Prereq: LIS602. (Same as CJT614). LIS636 MICROCOMPUTERS IN LIBRARIES AND INFORMATION CENTERS. Examines microcomputer software applications commonly used in libraries and information centers. Consideration given to the structure of microcomputer operating systems, and the elements of software evaluation. Syllabus:Benoit , Miller , Trainor/Weig LIS637, INFORMATION TECHNOLOGY. Study of computer and communication technology used in modern information storage and retrieval systems. Consideration also given to managing microcomputer services, hardware evaluation and selection, and system security. Syllabus:Benoit LIS638, INTERNET TECHNOLOGIES AND INFORMATION SERVICES. A course examining the structure, development and evolution of the Internet; network protocols and client/server architecture, Web page design, authoring, and evaluation; the use of the Internet as an information storage and retrieval system; recent advances in markup and scripting languages; and Internet related social issues such as censorship and copyright. Prereq: LIS636 or consent of the instructor. Syllabus:Miller LIS640, HEALTH SCIENCES LIBRARIES. A survey of health sciences libraries including a study of information needs, sources, and services in the health sciences. Consideration is also given to technical services functions in health sciences libraries, the management of health sciences libraries, and current trends and developments. Prereq: LIS601. LIS641, LAW LIBRARIANSHIP. A study of the materials of legal research and reference work. Emphasis is placed on the methods of effective research and the actual use of legal materials in the solution of practical reference problems. The selection, cataloging, classification, and storage of materials in a law collection are considered. The specialized requirements of law librarianship and law library administration are treated. LIS643, ARCHIVES & MANUSCRIPTS MANAGEMENT. This course is designed to cover the management, care, and servicing of manuscript and archival materials. Attention will also be given to criteria for building an archival/manuscript collection in a repository and to the description and interpretation of its holdings in guides and catalogs for the use of researchers. LIS644, ADMNISTRATION OF SCHOOL MEDIA CENTERS. Examines the philosophy of the modern school, the leadership responsibilities of the librarian, and the librarian's role in implementing effective information services. Considers methods of assisting faculty in the effective use of information in all media, the relation of the individual school to the district materials center, and the type of personnel, equipment and collections which are needed in each. Syllabus:White LIS645, PUBLIC LIBRARIES. An analysis of public library objectives and of the services provided and techniques employed to achieve them. Some attention is given to special problems of public library management and to trends in public library development. Prereq: LIS600. Syllabus:Schable LIS646, ACADEMIC LIBRARIES. History, aims and functions of university and college libraries including organization, collection building and evaluation, finance and personnel. Recent trends in national and regional cooperation. Undergraduate libraries, community colleges, and the "library college" will also be reviewed. Prereq: LIS600. Syllabus:Waldhart LIS647, CURRENT TRENDS IN SCHOOL MEDIA CENTERS. An intensive study of trends in school media centers with emphasis upon research and current programs. Prereq: School media experience. Syllabus:White LIS650, TECHNICAL PROCESSING SYSTEMS. A survey of manual and computer-based technical processing systems in libraries. Consideration given to circulation, acquisitions, cataloging and serial control systems. Trends and developments in technical processing, files and records management and technical processing procedures and activities are examined. Prereq: LIS602 and LIS603. Syllabus:Seago LIS651, LIBRARY & INFORMATION NETWORKS. An analysis of the structure and governance, topology, technology and service functions of networks based on electronic telecommunications and technology. Examines the impact of networks on information users, settings, and organizations nationally and internationally. Prereq: LIS602 or consent of instructor. LIS655 ORGANIZATION OF KNOWLEDGE I. Introduc-tion to the theories and practice of bibliographic descrip-tion and subject analysis. Covers the organization of both print and electronic information, including discussion and application of Anglo-American Cataloging Rules 2nd edition revised (AACR2R), DDC, LCC, and LCSH. Designed for students who are interested in cataloging and/or online catalog maintenance and quality control, as well as those who are interested in other areas of library and information services, such as development and mainte-nance of integrated online systems, and wish to become familiar with how bibliographic records are constructed and processed. Prereq: LIS602. Syllabus:Chan LIS656, ORGANIZATION OF KNOWLEDGE-II. In-depth coverage of the theory and practice of biblio-graphic description and subject analysis. Covers the organization of both print and electronic information, and authority control. Also included are current methods of resource description and encod-ing, such as Dublin Core, TEI headers, and EAD. Emphasis is on problems in practice, special case studies, current issues and future trends of description, subject analysis and online author-ity control. Designed for students who are interested in resourc-es description and knowledge organization and those who intend to engage in other service areas, such as user services, collection development, and archive manage-ment, that rely heavily on the contents of integrated online systems. Prereq: LIS550 or LIS655. Syllabus:Chan LIS659, COLLECTION DEVELOPMENT. Intellectual and administrative aspects of building, maintaining and evaluating library collections. Topics include: library cooperation; national standards; the writing and implementation of collection policies; strategies of selection and evaluation; contemporary publishing and the book trade. Prereq: LIS601. Syllabus:Carrigan LIS660, ADMINISTRATIVE BEHAVIOR IN LIBRARY MANAGEMENT. An emphasis upon human behavior in library administration including an understanding of group process, interpersonal relationships, communications, motivation, leadership and developing an awareness of self in the administrative process. Prereq: LIS603. Syllabus:Carrigan LIS668, INFORMATION SYSTEMS DESIGN. Study of concepts and methods of information systems design and development with particular relevance to library and information center applications. Emphasis is given to modeling of system functions, data, and processes of computer-based information systems including the development of small scale information systems. Prereq: LIS636. Syllabus:Benoit LIS675, PROFESSIONAL FIELD EXPERIENCE. Professional field experience in a library or other information-related organization. Student assumes entry level professional duties and responsibilities in an operational setting under the close supervision of an information professional. Available only to those students lacking similar experience and may not be repeated. Requires minimum of 140 hours of experiential learning, and the completion of a term paper or special project under the direction of the course coordinator. Prereq: Completion of 18 hours of graduate work in library and information science and consent of course coordinator. Syllabus:Carrigan LIS676, SCHOOL MEDIA PRACTICUM. (1-12 credit hours) Supervised experience at the elementary and secondary levels in school library media centers. Required for students seeking certification as school/media librarians in Kentucky. Experience will be under the joint supervision of School faculty and cooperating media librarians. Prereq: Admission to Teacher Education Program and consent of Instructor. LIS695, INDEPENDENT STUDY IN LIBRARY & INFORMATION SCIENCE. Opportunities for directed study in subjects or problems of interest to a student. Observation and research required, and a written report describing the work accomplished. Prereq: Completion of 18 hours and consent of instructor. May be taken only once. (Note: LIS695 is available only to advanced students. The student must identify a faculty member to direct the work, formulate a draft proposal, and negotiate with the faculty member to finalize the proposal and direct the work.) LIS768, RESIDENT CREDIT FOR THE MASTERS DEGREE. May be repeated to a maximum of 12 hours. LIS690, SPECIAL TOPICS IN LIBRARY & INFORMATION SCIENCE. (1-3 credit hours) Intensive study of one aspect of library and information science under the leader-ship of an authority in the area. May be repeated to a maximum of six semester hours when topics vary. In recent years the School has offered the following special topics courses: Content analysis of Web sites Information superhighway: technology and policy issues Advanced online information systems Libraries in the post-industrial era Introduction to preservation administration Instructional TV for school media specialists Technology in school media centers --- * * * ![](graphics/navbar.gif) ![](graphics/horzbar.gif) <file_sep>![Provost's Office](provost2.gif) 2001-2002 FACULTY INFORMATION HANDBOOK CONTENTS \| PAGE ---\|--- UNIVERSITY OF SOUTHERN MAINE \| 2 MISSION STATEMENT OF THE UNIVERSITY OF SOUTHERN MAINE \| 2 COURSE ADMINISTRATION \| 3 A) Class Lists B) Selection of Textbooks and Other Departmental Policies C) Course Syllabus > 1) Course Objectives > > 2) Textbook(s) and Other Materials > > 3) Copyrighted Materials > > 4) Attendance Policy > > 5) Office Hours > > 6) Examinations > > 7) Assignments > > 8) Measuring Articulation of Thought > > 9) Disability Access Statement USM POLICY ON DISPOSITION OF WRITTEN, GRADED MATERIAL A) Written Material Received During the Semester B) Written Material Received at the End of the Semester COURSE AND INSTRUCTOR EVALUATIONS ACADEMIC POLICIES A) Late Registrations B) Add/Drop C) Course Withdrawal D) Incomplete Grades E) Attendance Verification F) Students in Extracurricular Activities G) Grading Policy H) Final Grades I) Student Academic Appeals Policy J) Student Academic Integrity Policy K) Student Judicial Affairs L) Privacy of Student Records ACADEMIC ADVISING SERVICES A) Academic Advising B) Referral of Students USM COUNSELING CENTER A) Available Services B) Importance of Faculty Referrals C) Consultation Services MEDIATION PROGRAM CAREER SERVICES AND COOPERATIVE EDUCATION LIBRARY SERVICES A) Access Services B) Reference C) Acquisitions D) Serials E) University Archives F) Osher Map Library G) Special Collections H) Franco-American Heritage Collection I) MARINER J) Administrative Office K) Hours of Service INSTRUCTIONAL SUPPORT A) Academic Support Office for Students with Disabilities B) Educational Media Services > 1) On-Campus > > 2) Lewiston-Auburn College > > 3) Off-Campus C) Textbooks D) Computing Services > 1) Academic Computing Services > > 2) University Computing Technologies > > 3) Lab and Classroom Facilities > > 4) Classrooms > > 5) Labs > > 6) Classroom Computing Equipment from Media Services. > > 7) Mainframes E) The Learning Center F) Testing and Assessment Center RESEARCH INVOLVING HUMAN SUBJECTS GENERAL INFORMATION FOR FACULTY A) Faculty Payment Schedule B) Communication C) Discipline D) Immunization of Students E) Make-Up Examinations F) Proctors G) Class Cancellation H) Parking I) Smoking on Campus J) University Equipment K) Reporting Outside Employment L) University of Maine System Conflict of Interest Policy > Types of Conflict > > 1) Personal Gain from University Position > > 2) Contracting and Leasing > > 3) Outside Commitment > > 4) Use of University Name and Resources > > 5) Nepotism > > Disclosure and Consultation > > Sanctions FACULTY PROFESSIONAL DEVELOPMENT A) Sabbatical Leaves B) Leaves of Absence Without Salary C) Pre-Doctoral Fellowship Awards D) Faculty Senate Research Awards E) College/Program School Development Funds F) Faculty Travel Stipends G) University Centers and Institutes H) Center for Teaching INTERNATIONAL RECRUITMENT EQUAL OPPORTUNITY A) Procedures for Discrimination/Harassment Complaints at USM B) The American with Disabilities Act (ADA 1990) C) University of Maine System Sexual Harassment Policy D) Reporting sexual Harassment at USM UNIVERSITY OF MAINE SYSTEM SUBSTANCE ABUSE POLICY A) USM Substance Abuse Resources POLICIES GOVERNING STUDENT/CAMPUS LIFE A) AIDS Policy > 1) Discrimination > > 2) Testing > > 3) Confidentiality > > 4) Penalties > > 5) Safety > > 6) USM AIDS Task Force B) Crime Prevention and Safety > 1) Personal Safety > > 2) Protect Your Property > > 3) Protect Your Automobile > > 4) Protect Yourself > > 5) Safety in the Classroom C) Sexual Assault Policy > 1) Sexual Assault > > 2) Forced Sexual Contact > > 3) Rape > > 4) Acquaintance Rape > > 5) Crisis/Emergency Help Available USM 2001-2002 ACADEMIC CALENDAR HOURS FOR : Bookstores Educational Media Services Advising Services Center Campus Computer Labs Off-Campus Centers SELECTED CAMPUS OFFICES AND TELEPHONE NUMBERS \| 3 3 3 4 4 4 5 5 5 5 5 5 6 6 6 6 7 7 7 7 7 8 8 8 9 9 10 10 11 11 11 12 12 12 12 12 13 13 13 13 14 14 15 15 15 15 15 16 16 16 17 17 17 17 18 18 18 19 19 19 20 21 21 21 21 22 22 22 24 24 24 24 24 24 25 25 25 25 26 26 26 27 27 28 28 29 29 30 31 31 31 32 32 32 32 33 33 34 34 34 34 35 35 36 37 38 38 38 38 38 38 39 39 39 39 40 40 40 41 41 41 41 42 42 42 42 44 45 45 45 46 46 47 EQUAL OPPORTUNITY In complying with the letter and spirit of applicable laws and pursuing its own goals of pluralism, the University of Maine System shall not discriminate on the grounds of race, color, religion, sex, sexual orientation, national origin or citizenship status, age, disability, or veteran status in employment, education, and all other areas of the University System. Questions and complaints about discrimination in any area at the University of Southern Maine should be directed to <NAME>, Executive Director of Campus Diversity and Equity, 728 Law Building, Portland Campus, at 780-5094. \| ![Link back to top of page](images/top.gif) --- UNIVERSITY OF SOUTHERN MAINE The University of Southern Maine (USM) is a regional, comprehensive, public University located in Gorham, Lewiston, and Portland, Maine, and offers courses at several off-campus sites. USM enrolls approximately 10,000 students, and, in terms of total student population, is the largest of the seven campuses making up the University of Maine System. It offers 3 Associate and 39 Baccalaureate degree programs, as well as graduate and professional degrees in Nursing, Occupational Therapy, Applied Immunology, Business, Computer Science, Education, American and New England Studies, Public Policy and Management, Manufacturing Systems, School Psychology, Social Work, and Statistics. Recently, a Ph.D. program was approved for the Muskie School in Public Policy and Management, and Master's programs in Fine Arts and Biology have been approved by the Board of Trustees and will begin soon. USM is also the administrative home of the University of Maine School of Law, the single accredited law school in the University of Maine System and Maine. Lewiston-Auburn College, located at 51 Westminster Street in Lewiston, offers four interdisciplinary baccalaureate degree programs. These are in 1) Leadership and Organizational Studies, 2) Social and Behavioral Sciences, 3) Arts and Humanities, 4) Natural and Applied Science, and a Bachelor's in Nursing. The RN Studies program and the Industrial Technology program are extended to Lewiston-Auburn College from Portland and Gorham. Additionally, there is a graduate program in Occupational Therapy based at Lewiston-Auburn College, and the Master's in Adult Education and Master's in Literacy Education programs are also extended from Gorham. The University of Southern Maine is accredited by the New England Association of Schools and Colleges, the College of Nursing and Health Professions programs are accredited by the National League for Nursing Accrediting Council, the College of Education and Human Development by the National Council for Accreditation of Teacher Education; and several departments within the College of Arts and Sciences and in the School of Applied Science, Engineering, and Technology, by specialized accrediting bodies. The University of Maine School of Law is approved by the American Bar Association and the Association of American Law Schools. ![Link back to top of page](images/top.gif) --- UNIVERSITY OF SOUTHERN MAINE MISSION STATEMENT The University of Southern Maine, with a rich history reaching back to 1878, is a comprehensive metropolitan university offering baccalaureate, professional, graduate, and associate degrees within the University of Maine System. The University of Southern Maine's fundamental mission is teaching, research, and public service for the benefit of the citizens of Maine and society in general. In achieving its mission and fulfilling its responsibilities as a university, the University of Southern Maine addresses the aspirations and needs of southern Maine, and serves as a vehicle for linking southern Maine and the State to the nation and the world. The University actively encourages faculty, staff, and students to contribute to and participate in State, national, and international academic and professional communities. The University's principal responsibility is to provide a wide range of programs responsive to students diverse in age, background, and experience, many of whom are part-time, employed, and/or commuter students. Undergraduate education at the University of Southern Maine aims to provide every student a solid foundation in the liberal arts and the sciences. Master's, professional, and selected doctoral degrees, and research programs emphasize the integration of theory and practice. The University of Southern Maine seeks to assure broad access at various geographic locations to educational opportunities including life-long learning, and is committed to providing academic and support services essential to the needs of a diverse student body. This commitment extends to creating a sense of university community and a vibrant, diverse cultural environment for the University of Southern Maine's students, faculty, staff, and the entire community of southern Maine. In all activities the University continually strives for excellence in teaching and learning. As an essential Maine resource, the University sets program priorities that are driven by the needs of the people and institutions of southern Maine in particular and the State in general. The University of Southern Maine responds to the special needs of, and provides leadership for, southern Maine's many cultural, health, human service, business, and technological institutions and activities. The University fulfills a historical and special commitment to elementary and secondary education through the preparation of teachers and educational leaders. The University of Southern Maine links the teaching, research, and public service capabilities of faculty and staff, through both traditional and interdisciplinary programs and units, with the people, organizations, and Institutions of the State and the region. As one of seven campuses in the University of Maine System, the University of Southern Maine complements and collaborates with the other six institutions in the System to fulfill the needs of public higher education in the State of Maine. ![Link back to top of page](images/top.gif) --- COURSE ADMINISTRATION A College or School may have Course Administration requirements in addition to those listed below. A) CLASS LISTS A temporary class list will be provided at the first class meeting. Additions should be made by each faculty member as evidenced by the "add" forms they authorize. It is the responsibility of the student to initiate an "add" form. Drops are processed directly with the Registrar. Class lists are accessible interactively on the computer and drops are displayed. Later in the semester an updated class list will be provided. A final grade roster will be received during the last week of classes. ![Link back to top of page](images/top.gif) --- B) SELECTION OF TEXTBOOKS AND OTHER DEPARTMENTAL POLICIES Faculty should consult with their Department Chairperson/Director, the staff at Lewiston-Auburn College or the Office of Off-Campus Instruction and Division of Academic Support as appropriate, in regard to the selection of textbooks and other departmental policies. ![Link back to top of page](images/top.gif) --- C) COURSE SYLLABUS At the first class meeting, the instructor is expected to distribute to each student a written syllabus setting forth the course objectives and/or learning outcomes, major topics to be covered, a schedule of assignments, the grading procedures for the course including, but not necessarily limited to, the weight to be given quizzes, reports, class participation, examinations scheduled throughout the semester, and the final examination. Some Schools/Colleges have additional requirements, however, the following items should, at a minimum, be discussed in detail in the syllabus: 1) COURSE OBJECTIVES/OUTCOMES It should be clear in the syllabus the knowledge for which students will be responsible, the skills and techniques students should master; and the kinds of ideas that will be developed in class. These objectives and/or outcomes should be articulated in writing and discussed with the students at the first class meeting. It is also important to cite that the University of Southern Maine expects a teacher to be able to convey the importance and skills of the teacher's discipline to students, to organize and present the materials of the courses and conduct the courses in ways that achieve the teacher's objectives/outcomes and stimulate students to intellectual development. ![Link back to top of page](images/top.gif) --- 2) TEXTBOOK(S) AND OTHER MATERIALS The instructor should list the textbook(s) and other materials needed for the course and should indicate whether such materials are required or optional. Instructor generated materials, that do not require the acquisition of copyright permission, may be distributed in class but may not be sold directly to the students. The USM Bookstores should be contacted regarding the production and resale of instructor generated materials. ![Link back to top of page](images/top.gif) --- 3) COPYRIGHTED MATERIALS Copyrighted materials cannot be printed by the Printing Center for distribution to students without permission of the author, publisher, or journal, and cannot be sold through the Bookstore without payment of the proper royalties. The Custom Publishing service offered by the USM Bookstores is available to all faculty members. The store staff will obtain permission to reproduce materials, oversee production by the Printing Center, sell finished course packs to students and assure that proper royalties are paid. Questions regarding custom publishing may be answered by calling the Textbook Department at the Portland Bookstore (780-4070). There is a University of Maine System policy on Guidelines on Classroom Use of Copyrighted Material that you may request from the offices of Deans and Directors. In accordance with the U.S. copyright guidelines, videotapes which have been obtained to use without public performance rights (e.g. those which have been rented or purchased through local video stores) can be used ONLY in face-to- face teaching activities in a classroom or similar places devoted to instruction. Prohibited uses of such videotapes include using them for entertainment, recreation, community lectures or arts series, or for their cultural or intellectual value but are unrelated to a specific teaching activity. For further information concerning the use of videotapes and other non-print materials at the University of Southern Maine, please contact Educational Media Services. ![Link back to top of page](images/top.gif) --- 4) ATTENDANCE POLICY The attendance policy is left to the discretion of the faculty member. It is the responsibility of the faculty member to inform students in each class of the attendance requirements for the class and to include the policy in the course syllabus. ![Link back to top of page](images/top.gif) --- 5 _)_ __OFFICE HOURS Faculty members are expected to schedule office hours for consultation with students and these should be listed on the course syllabus. Office hours should be regarded as an integral part of the teaching work load. At a minimum, part-time faculty should schedule the opportunity for student consultation before and after each class. ![Link back to top of page](images/top.gif) --- 6) EXAMINATIONS No specific type of evaluation instrument is recommended but all evaluations should be designed to measure the attainment of objectives. Examination dates should be scheduled in advance and the dates listed in the syllabus. No quiz, test or examination may be scheduled during the last week of classes. The final examination, if used, must be given during the regularly scheduled USM final examination period (see Academic Calendar). ![Link back to top of page](images/top.gif) --- 7) ASSIGNMENTS The course syllabus should clearly define the assignments, papers, reports and other work required and the schedule for completion. ![Link back to top of page](images/top.gif) --- 8) MEASURING A STUDENT'S FORMULATION, ORGANIZATION AND ARTICULATION OF THOUGHT Many faculty measure/evaluate the student's ability to formulate, organize and articulate thought. When this is part of the faculty evaluation of a student's performance, and is in addition to evaluating the student's comprehension of the subject matter, a statement to this effect should be on the syllabus. ![Link back to top of page](images/top.gif) --- 9) DISABILITY ACCESS STATEMENT It is very important to also include information on the syllabus for those students needing accommodations due to a disability. Sample: "If you need course adaptations or accommodations because of a disability, please make an appointment with me or the Office of Academic Support for Students with Disabilities as soon as possible." ![Link back to top of page](images/top.gif) --- USM POLICY ON DISPOSITION OF WRITTEN, GRADED MATERIAL A) WRITTEN MATERIAL RECEIVED DURING THE SEMESTER Faculty members giving students any type of test, quiz, research, or other type of paper or any type of written proficiency examination which affects the student's final (cumulative) grade shall: 1 ) Return the written graded material to the student within fifteen (15) days, inclusive of the day the material is due, in which the University has classes, or 2) Hold the written, graded material for a period of thirty (30) days, inclusive of the day the material is due, in which the University has classes. During this period the material must be available for inspection by the students who did the work. ![Link back to top of page](images/top.gif) --- B) WRITTEN MATERIAL RECEIVED AT THE END OF THE SEMESTER 1) Offer to mail the corrected (graded) material to the student provided the student supplies a stamped, self-addressed envelope. Examinations that are to be mailed must be postmarked within fifteen (15) calendar days of the last day of the semester. The last day of the semester shall be the day in which all classes and examinations cease for the semester. This policy is applicable to take home examinations. 2) If the material is not returned or cannot be returned as a result of standardized testing, the graded material shall be made available for inspection by the student who did the work for a period of not less than the first thirty (30) class days of the following semester. 3) For Lewiston-Auburn courses, final exams and papers are kept on file for student pick-up for one semester after the course is completed. ![Link back to top of page](images/top.gif) --- COURSE AND INSTRUCTOR EVALUATIONS Near the end of each academic session a course and instructor evaluation form will be administered in each class by someone designated in accordance with the department/division's approved evaluation procedures. This individual may be a student. To insure confidentiality of these evaluations, instructors are not to administer them. The evaluation forms will be distributed, collected and returned to the appropriate office only by the individual designated to administer the evaluation. The results of this evaluation process will be included in the faculty member's personnel file. These will be available to the instructors at the same time as the computerized results are obtained by the department, but not prior to the time grade report rosters have been received by the Registrar's Office. ![Link back to top of page](images/top.gif) --- ACADEMIC POLICIES A) LATE REGISTRATION At the University of Southern Maine, students are allowed to register through the first week of classes. For late afternoon and evening classes that meet once a week, students may register through the second week, providing they attended the second class meeting. ![Link back to top of page](images/top.gif) --- B) ADD/DROP Recognizing that circumstances arise that make it necessary for students to change class schedules, USM has designated an Add/Drop period during which these changes may be made. The time period for Add/Drop is as follows: 1) ADD A student may add any course during the first week of classes. For late afternoon and evening classes that meet once a week, students may add any course through the second week, providing they attended the second class meeting. Payment is required when the student hands in the Add form. 2) DROP Classes may be dropped with no financial penalty during the first two weeks of classes. ![Link back to top of page](images/top.gif) --- C) COURSE WITHDRAWAL Students may withdraw from classes using the Add/Drop form and receive an automatic grade of W , if the form is processed between the beginning of the third week of classes and through the eighth week of classes. Beyond the eighth week of classes, a Course Withdrawal Form must be used to withdraw from any class. At this point in the semester instructors have the prerogative to: > 1) Assign the student an F for the course, or > > 2) With the approval of the Dean or Director, and then only in unusual circumstances, a grade of W may be assigned. ![Link back to top of page](images/top.gif) --- D) INCOMPLETE GRADES It is the instructor's decision as to whether or not an incomplete should be given. As a general rule, an incomplete is assigned only in extenuating circumstances and only if the amount of work to be completed is limited. Incomplete grades must be resolved by the end of each subsequent semester or revert to an F. The faculty member may designate a shorter period of time for the resolution of incomplete grades. ![Link back to top of page](images/top.gif) --- ****E) ATTENDANCE VERIFICATION At about the eighth week of each semester, the University's Registrar sends updated class lists to faculty members. These lists are used to verify the attendance of students and allow instructors the opportunity to note students who do not appear on a list. These lists are then used to update the computer file so that final grade report rosters may be produced. It is an important process and faculty members are urged to read and follow carefully instructions sent with the verification lists and return them in a timely fashion. ![Link back to top of page](images/top.gif) --- F) STUDENTS IN EXTRACURRICULAR ACTIVITIES Participation in extracurricular activities is an integral part of the educational experience for many students at USM. Many of our finest students are artists, musicians, and athletes who represent the University with their talents. Faculty are urged to make reasonable accommodations for students who must miss class time to represent the University in extracurricular activities. In order to simplify the process, students will be advised to notify faculty of their involvement in these activities at the beginning of each semester. University athletic coaches may also contact faculty at least once per semester in order to monitor the academic progress of student- athletes. These students may be excused from attending classes but are not excused from any assigned classwork or examinations. Faculty should be sensitive to the scheduling conflicts of these students and modify assignment and exam dates as necessary. ![Link back to top of page](images/top.gif) --- G) GRADING POLICY Grades at the University of Southern Maine are given in terms of letters, with the option of a plus or minus designation, representing levels of achievement. The basis for determining a grade is the relative extent to which the student has achieved the objectives of the course. Note: grades of A+ or D- are not valid. A High honors B Honors C Satisfactory, successful, and respectable meeting of the course objectives. (Note: may not apply to graduate-level work). D Low level work, below the average required for graduation for an undergraduate and a failing grade for a graduate student. F Failure to meet the course objectives. H Honors in pass-fail course. P Pass: Given only for courses open to the pass-fall option. I Incomplete: A temporary grade given when the student because of extraordinary circumstances has failed to complete course requirements. Incomplete grades must be resolved by the end of the next semester; the Registrar will notify faculty members involved and their Department Chair or the Office of Extended Academic Programs, if appropriate, of students who have carried unresolved incompletes on their transcripts for one semester. Under special circumstances, the instructor may request that the Dean or Director extend the time limit for a specific time period. INC Permanent incomplete: When a temporary incomplete grade is not resolved to a normal letter grade, a permanent incomplete may be assigned in extraordinary circumstances, as recommended by the instructor and approved by the Dean or Director. In the circumstance in which an instructor is no longer available, the Dean or Director may assign this grade. MG Missing grades: Occasionally, faculty assign students invalid grades for a course or fail to submit a grade for a particular student in a course. In these cases, the Registrar's Office will note this by designating a Missing Grade, MG , instead of a grade for the course. This situation must be resolved in the same manner as incompletes. W Withdrawal after the first week through the eighth week of a semester. If a student has not officially withdrawn by the end of the eighth week of a course, one of the regular grades, normally F , will be assigned. The W notation may be obtained after the eighth week under unusual circumstances as recommended by the instructor and approved by the Dean or Director. Y Satisfactory progress after one semester of a two-semester course with grade and credits to be given upon completion of a second semester. L Stopped attending. The grade of L may be assigned to students who stopped attending a course without officially dropping the course. The grade of L will be computed as an F for the purposes of the student's grade point average. ![Link back to top of page](images/top.gif) --- H) FINAL GRADES Final grades are due in the Registrar's Office seven calendar days after the last day of final examinations. Because semester grades are used in determining the academic progress of students and may have financial implications, it is imperative that grades be submitted in a timely fashion. For example, when a faculty member fails to submit a grade on time, the ISIS system assigns a grade of MG which counts as a 0 in the GPA. This may then cause a student to be placed on probation, or even suspension unnecessarily. Part time faculty teaching on a contract per course basis who submit grades late may jeopardize their position with the University of Southern Maine. ![Link back to top of page](images/top.gif) --- I) STUDENT ACADEMIC APPEALS POLICY In order to guarantee fair and equal settlement of student grievances in the area of academic affairs, this policy exists. Academic grievances generally involve an appeal of grades granted or unfair or discriminatory treatment by a faculty member. A series of steps are to be taken by the student in the following order. The student contacts:. 1\. The faculty member involved, 2\. The department chairperson, 3\. The dean of the school or college, 4\. The provost. If after this process has been followed and the student feels the grievance has not been satisfactorily resolved, the Student Grievance Committee, as outlined in the USM Governance document, may be convened by the Student Senate. This committee will review the grievance and report its findings to the president. Final decision-making power rests with the president. Note that the above procedures apply only to undergraduate appeals. Graduate students should follow the procedures as outlined in the _Graduate Catalog_. ![Link back to top of page](images/top.gif) --- J) STUDENT ACADEMIC INTEGRITY POLICY The academic community of the University of Southern Maine recognizes that adherence to high principles of academic integrity is vital to the academic function of the University. Academic integrity is based upon honesty. All University students are expected to be honest in their academic endeavors. All academic work should be performed in a manner which will provide an honest reflection of the knowledge and abilities of each student. Any breach of academic honesty should be regarded as a serious offense by all members of the academic community. The entire academic community shares the responsibility for establishing and maintaining standards of academic integrity. Those in charge of academic tasks have an obligation to make known the standards and expectations of acceptable academic conduct. Each student has an obligation to know and understand those standards and expectations. While the academic community recognizes that the responsibility for learning and personal conduct is an individual matter, all students and faculty members are expected to help maintain academic integrity at the University by refusing to participate in, or tolerate, any dishonesty. Violations of student academic integrity include any actions which attempt to promote or enhance the academic standing of any student by dishonest means. Some examples include, but are not limited to, cheating on examinations, stealing the words or ideas of another (plagiarism), making statements which are known to be false or misleading, falsifying the results of one's research, improperly using library materials or computer files, obtaining or attempting to obtain an examination before it has been given, intentionally attempting to interfere with or prevent others from having fair and equal access to the resources of the University's libraries or computers, or altering or forging academic records are examples of violations of this policy which are contrary to the academic purposes for which the University exists. Acts which violate academic integrity disrupt the educational process and are not acceptable. Evidence of a violation of this academic policy may result in disciplinary action. For more information concerning this topic, including the procedures governing hearings convened by the Student Academic Integrity Board, contact the Office of Community Standards, 125 Upton Hall, Gorham Campus at 780-5242. ![Link back to top of page](images/top.gif) --- K) STUDENT JUDICIAL AFFAIRS Students who attend USM are expected to conduct themselves and their affairs with regard to the rights of others. The University has rules and regulations which govern students, faculty and staff. Also, all members of the campus community are governed by local, state and federal laws. If a student violates a University regulation, the student may be subject to disciplinary action by the University according to the Student Conduct Code. This document, used by all campuses in the University of Maine System, allows each campus to take action appropriate to the violation. Additionally, any sanction issued under this System Conduct Code on one campus will remain in effect on any of the other campuses. For example, a student while under suspension from USM, may not attend any other campus in the University of Maine System. It is also important to know that if a student violates state or federal laws, whether on or off campus, the student may be subject to state and federal discipline as well as University action. Approximately 600 students each year violate the Student Conduct Code and are handled by the Office of Student Judicial Affairs. A variety of disciplinary sanctions are routinely given including warnings, assignment to alcohol discussion groups and assessment, community service, residence hall contract probation, University disciplinary probation, suspension for a period of time and dismissal. For more information concerning this topic, contact the Office of Community Standards, 125 Upton Hall, Gorham Campus, 780-5242. ![Link back to top of page](images/top.gif) --- L) PRIVACY OF STUDENT RECORDS The University of Southern Maine complies with the Family Rights and Privacy Act of 1974 This law protects the student from the disclosure of personal information with the exception of the following "Public Directory" elements: name, date of birth, major, dates of attendance, degree, academic honors, previous institution attended, class year, and participation in activities and sports. The law also guarantees the student access to his or her records and gives the student the right to prohibit the disclosure of "Public Directory" information. The Registrar's Office, Corthell Hall, Gorham Campus, should be consulted before disclosing any student information. The Registrar also has a more detailed description of the law available for review. ![Link back to top of page](images/top.gif) --- ACADEMIC ADVISING SERVICES A) ACADEMIC ADVISING Academic advising is an important professional responsibility of each faculty member. Faculty members are expected to be knowledgeable about academic requirements, including the Core Curriculum, the major and minor fields of study in the Department in which they are a member or teach as a part time faculty member, and the policies concerning electives. In advising students the faculty member should be aware that any substitutions or waivers involving the Core Curriculum requirements may be approved only by the appropriate Dean/Director and substitutions or waivers in the major and minor fields of study may be approved only in accordance with Departmental policy. ![Link back to top of page](images/top.gif) --- B) REFERRAL OF STUDENTS When an instructor determines that a student could benefit from personal, academic, or career counseling, the student should be referred to Advising Services at 780-4040, the Counseling Center at 780-4050, or the Career Services Office at 780-4220, depending on the circumstances. Additionally, the student's academic counselor is also a good resource person in helping students with problems that cannot be effectively handled in the classroom. ![Link back to top of page](images/top.gif) <file_sep>CMSC201: Computer Science III Spring 2002 Course Syllabus --- * * * Instructor: <NAME> \| Class: MW 10:00-11:20 Albee 106 ---\|--- Office: Albee 304 \| Lab: Tu: 3:00-4:30 Albee 100 E-mail: <EMAIL> \| Office Hours: M 3-4:30, T 10-12, R 2-4 \| ## Overview This course is centered on the definition, use, and implementation of abstract data structures such as stacks, queues, hash tables, trees, sets, and graphs. Implementations will use an object-oriented programming language. Techniques to estimate the efficiency of common algorithms for each data structure will also be examined. ## Objectives * Students will be able to design and implement object-oriented solutions to software requirements that require 1,000-5,000 lines of source code. * Students will be able to solve complex problems involving the following abstract data types: dynamic arrays, stacks, queues, lists, sets, trees, graphs, and hash tables. * Students will be able to quantitatively analyze the time and space needed for algorithms related to the above data types. * Students will be able to learn about and incorporate libraries from the Java Application Programmer's Interface into their programs when necessary. ## ## Course Calendar Exam or Project \| Due Date for Final Submission ---\|--- Java Introduction and ADTs: The Fraction Tutor \| 2/15 Stacks and Queues: Event-based Discrete Simulation \| 3/1 Linked Lists: Sequential Access to Text in an Editor \| 3/22 Midterm Exam \| 3/27 Trees: Access to Ordered Data in Secondary Storage (tentative) \| 4/19 Hashing: Deriving an Optimal Overflow Policy \| 5/10 Advanced Topic: Student's Choice (must be approved by instructor) \| 5/17 Final Exam \| 5/22 ## Requirements Prerequisites: CMSC142 (If you have had CMSC142 with Dr. Thomas, please see me before enrolling in this course.) Required Text: _Data Structures and Algorithms in Java_ ( _Second Edition_ ), by Goodrich and Tamassia * This text is absolutely essential to the course. There is a related Web site at http://www.cs.brown.edu/courses/cs016/book/ \| ![Data Structures and Algorithms in Java](./DScover.jpg) ---\|--- Recommended Reference Text: _Java: How to Program_ (Fourth Edition), by Deitel and Deitel * This is a good reference text; it will be indispensible if you are new to Java. \| ![Java: How to Program $4th ed.$](.//java-htp-4e.gif) Coursework: This class and its associated lab will be organized around a series of increasingly complex programming projects that require the student to implement and use the most important data structures. During most class meetings students will work in small groups presenting and refining their solutions to the current project. Each week groups will present their current progress and all members of the class will respond to these presentations. I will define the scope of projects, assign groups, facilitate group interactions, chair class meetings, and lecture when necessary. Attendance is crucial to this process of group inquiry and is mandatory. Grading: Final grades are weighted according to the table. Project grades include participation scores made by group members and the instructor. The Final Exam will be comprehensive. Laboratories \| 10% ---\|--- Projects \| 40% MidTerm Exam \| 20% Final Exam \| 30% Laboratory: Directed instruction while on the computer is an integral part of the course. Lab work will complement class discussions and help you complete projects. Projects: are usually handed in electronically and are due by 5p.m. on the due date indicated in the Course Calendar.. Unexcused late assignments are penalized. Computer Access: Java and the Java Development Kit (jdk) are ubiquitous and available for nearly every operating system. We will primarily use the systems in the Albee Computer Lab (Albee 100). Cooperative Learning: > 1) You must work independently on all exams. > > 2) I encourage students to discuss and work together on labs and assignments. However, do not copy solutions, programs, or code fragments from other students. Copied code will receive no credit and will be treated as a case of scholastic dishonesty. On-Line Information: Class announcements, assignments, solutions, labs, and helpful information will usually be available on the World Wide Web at at inside.bard.edu/~sanderso/cmsc201. Linux: In order to work effectively you will need to become familiar with the Linux operating system. * A Linux reference will be made available. Disclaimer: This syllabus is intended to suggest the outline of the course; it is not absolute. Changes to the syllabus, should they occur, will be announced in class. <file_sep>### ![Asian Studies Development Program](/Images/lions.jpeg) * * * [About] [Index] [Search] [Other Links] [Comments/Submissions] ## Report for 1995 Asian Studies Development Program and NEH Institute on Japanese Culture and Civilization EAST-WEST CENTER AND THE UNIVERSITY OF HAWAII (5 JUNE - 7 JULY) Submitted By Dr. <NAME> Department of English Slippery Rock University My project's primary purpose is to support and broaden Slippery Rock University's on-going curriculum development of Asian Studies. In 1990 and 1991 Dr. <NAME> drew together courses that were already being taught into a curriculum proposal for an Asian Studies Minor. By 1992, the minor was in place in the curriculum. Now the job is to develop the faculty, such as myself, who are not Asian Studies experts and who may not be familiar with the cultures, languages, and literatures they are expected to teach. Therefore, the nature of intended curricular changes must be in the context of limited staffing, budget cost cuts, and students who often must be guided out of a narrow, parochial focus. Nevertheless, I believe that I will be able to develop Slippery Rock University's curriculum in at least three areas, SRU's 56 credit hour Liberal Studies program required of all graduates, the programs in the Department of English including the B.A. in English, and the Asian Studies Minor. The following report will highlight those projected curricular changes with the largest emphasis on the course that I currently have been teaching: English 248 or "Eastern Literature." The proposed changes involve a change in the emphasis and direction in classes that already exist and that I teach or will teach such as English 101--College Writing I, introductory level literature courses, and English 248--Eastern Literature. This report also will explore some ideas for brand new courses as part of the over_hauling of our B.A. in English. These courses would also fit into the Asia Studies Minor and one would also mesh with the Women's Studies Minor. The attached bibliography in Japanese Literature, besides being a helpful classroom tool in the classes that I already teach, will be particularly useful in developing these courses since the form used by the Curriculum Committee requires an attached bibliography. Liberal Studies Introductory English Department writing and literature courses are required of every SRU student. Each student must take College Writing I and II (or exempt from them) as well as one literature class selected from a group of four designated literature classes: Introduction to Fiction, Introduction to Poetry and Drama, Modern English and American Literature, and Contemporary English and American Literature. The college writing classes are the traditional general introduction to college writing followed by a class in research paper writing. Given the freedom that each member of our department has to select texts and course focus, I plan to offer Japanese topics via the use of the following text: White, Merry and Sylvan Barnet, eds. _Comparing Cultures: Readings on Contemporary Japan for American Writers._ Boston: Bedford Books of St. Martin's Press, 1995. Simultaneously, using the curricular practice already established in the Women's Studies Minor, I can have the college writing classes that I teach with a focus on Japan or other Asian countries to be included as credit in our Asia Studies Minor. For the literature classes there are two easily available ways of changing them to include more works by Japanese authors. The first and most obvious way is to include a Japanese unit in each course. I have taught three out of the four available classes, and with the wealth of suggestions I have gathered as a student in this Institute, I will very easily be able to construct a five week module of Japanese literature. Secondly, the list of four introductory literature classes is going to be modified. Since I am on the department Curriculum Committee, I have volunteered to propose a new course to be substituted for either all four courses or for only the Modernism class with its focus on such writers as Eliot, Hemingway, Cather, and Fitzgerald. I can either propose a fairly standard "Introduction to Literature" class with a large multi_cultural component consisting of in part, Asian literatures and themes, or I can propose an "Introduction to World Literature," designed specifically to include Asian literatures. In fact, it may be more appropriate to propose both an Introduction to Literature as well as an upper_division Introduction to World Literature that could possibly prepare some students of our department's graduate level World Literature class. B. A. in English and the Asian Studies Minor The Department of English Curriculum Committee is beginning its re_thinking of its B. A. program. My primary work and concern will be with English 248 which I started to teach in the Spring of 1992. My work with it involves a three- fold plan. First, working with Dr. <NAME>' suggestion when he came to SRU's campus for a workshop, I have attempted to make the class more restrictive in its scope. To that end, next fall, I plan to include a sampling of literature from China and Japan only. Second, I plan to propose a change in the the catalog description from one that emphasizes only the ancient, classical texts of a large number of "Eastern" countries to one that permits study of recent or contemporary literatures of a smaller number of countries. Third, English 248 is a class that is marginalized within my department because it is listed only as an elective which means that it is rarely taken as a course by any of the English majors whether they are taking the B.A., the B.S. or the B.S. Ed. I plan to begin by moving its position in the B.A. to a "slot" where it is at least listed in a block of choices of one of the degree's requirements. Finally, looking ahead into the future development of the Asian Studies Minor at Slippery Rock as well as the on_going evolution of the Department of English's programs, I can think of a number of classes that I could design and teach besides Introduction to Literature or Introduction to World Literature that would have a very specific Japanese focus. One would be "Classic Japanese Literature," and it could focus on a variety of topics or texts from the Heian to the Medieval period. Another could be "Contemporary Japanese Novels" and might use a variety of authors such as Kawabata, Tanizaki, Soseki, and Oe. Finally, another class might be "Contemporary Japanese Female Writers" which could mesh with Department of English programs, the Asian Studies Minor, and the Women's Studies Minor as well. Thus, the impact of my participation in this NEH Institute on Japanese Civilization and Culture will be immediately felt in the classes already in the curriculum that I teach, namely College Writing I, College Writing II, Introduction to Fiction, Contemporary English and American Fiction, and Eastern Literature. However, in the more distant future (1996 and 1997), I plan to propose a number of new courses and use the attached bibliography in part as support for the following courses: Introduction to Literature Introduction to World Literature Classic Japanese Literature Contemporary Japanese Novels (Contemporary) Japanese Female Writers Attachments What follows is a list of attachments to show the changes in my English 248, Eastern Literature class. First, there is a list of works chosen the first time I taught Eastern Literature. Second, the Eastern Literature syllabus with the works selected for the fall 1995 semester follows. Finally, there is a brief bibliography that I can use in all of the above instances to support all of classes and the proposals for new ones. It is also extremely useful because I can update it and shape it over the course of time that I teach. COURSE SYLLABUS # EASTERN LITERATURE, ENGLISH 248 AA SPRING 1991 DR . BARBARA WILLIAMS OFFICE 312 A (SWC) 311 E. Falls St. OFFICE PHONE:738-2373 New Castle, PA 1610 OFFICE HOURS: T 4:00-6:00 M 10:00-1:00 Note: This is an important document which can help the student throughout the course. _COURSE DESCRIPTION: _ This is an introductory level reading course that serves to introduce the student to selected texts of world_wide importance that were written in what we now geographically refer to as "The East," in countries such as but not limited to Arabia, China, Eqypt, Japan, India, Iran, and Israel. Each country has its own distinctive literature which both embodies and reflects the deep structure of the culture. Students will be expected to read these texts for their literary, spiritual, philosophical, and cultural merit. _COURSE OBJECTIVES _ By the end of the semester, the student will be expected to know or do the following: a. discover what the apparent fundamental imperatives are for each culture; b. appreciate the cultural differences; c. _make meaning_ (in Bleich's sense) of the text; d. appreciate the difficulties involved in adequately translating these texts; e. understand the vastness of this area; f. express and support verbally or in writing possible interpretations. _REQUIRED TEXTS _ These texts are listed here in alphabetical order, not necessarily in the order in which they will be read. Students are encouraged to purchase these editions to facilitate classroom discussion. Easwaran, Keknath, ed _The Upanishads: A Selection for the Modern Reader. _ Chen, Ellen, trans. _The Tao Te Ching: A New Translation with Commentarv_. <NAME>, trans. _The Arabian Niqhts_. Miller, <NAME>., ed. _The Bhagavad-Gita_. Radice, William, ed. _Selected Poems_ (of Rabindranth Tagore). Satchidananda, <NAME>. trans. _The Yoga Sutras of Pataniali_. <NAME>, trans. _Analects of Confucius_. Waley, Arthur, ed. _The No Plays of Japan. _ _MATERIALS NEEDED:_ _ 1\. one three ring binder 2\. college-ruled notebook paper 3\. one folder with pockets _COURSE REQUIREMENTS: _ 1\. _Essays_ : Students will be expected to write a number of short research essays on the texts studied this semester usinq appropriate MLA guidelines for intext citations where needed and attached bibliography. Class time will be allotted to these projects so that students can polish rough drafts. Note: a) Students will type their final drafts b) NO LATE ASSIGNMENTS WILL BE ACCEPTED INCLUDING JOURNALS 2\. _Dialogic iournal_ : Students will keep a journal that records their thoughts on what they read, their notes to themselves about what they plan to do in their essays, their reactions to class discussion, ideas for their essays, and assigned entries that will be given to them in class. _FORMAT OF JOURNAL _ A. All entries for the journals should be labeled with the _time_ and _date_. B. They should be single-spaced except for one line between separate entries. C. Use 8 1/2" x 11" college ruled paper D. Divide each sheet in half vertically and write only in the left_hand column, single spacing. E. Write front and back on each sheet of paper and number the pages just like a book. F. Use black ink. G. Create a table of contents for the journal. _CONTENTS OF JOURNAL _ The_contents of the journal will fall into the following three section which students will CLEARLY DIVIDE AND LABEL: Section I: This part will consist of a full and detailed response or report to EACH class and will be no less than two full columns (no less than the equivalent of one full page). Section II: This section contains a detailed responses to EACH item students read. Students are required to write extensively about each text read for the courses recording their emotional reactions, their intellectual guesses, or their simple appreciation for the language of the texts. Students can also record their problems or frustrations in reading and interpreting. Section III: This section contains in_class entries as well as out-of-class notes students make to themselves about their research projects. _USE OF JOURNAL AND JOURNAL GROUPS _ Students are expected to meet with each other in their journal groups _outside of class for at least one hour twice a month in Feb, March, and April and once a month in Jan. and Mav_ for a total of eight times. Each student will pass his or her journal around the group unti it has been read by all of the members of the group. Each student reader will comment, add to, question, or discuss the entries by writing in the right-hand column. _Each student reader must initial his or her comments_. Students must have written responses from each group member for each of their entries. The score on the journal is determined by the total number of pages, the total number of students' comments, the quality of the entries, and the quality of the comment. 3\. _Panel Presentations_ : All students must prepare a panel presentation to the class. The panel of students will be considered "experts" on the text under discussion and will conduct and monitor all classroom discussions of their text, fielding questions and performing simple out of class research on any perplexing textual issues that might develop. Students may use audio/visual aids to enhance their presentation. EACH PANEL MEMBER WILL TURN IN A ONE PAGE DOUBLE SPACED, TYPED NARRATIVE DESCRIBING THE ACTIVITIES OF THE GROUP IN PREPARING THIS PRESENTATION. The panel's presentation can consist of but not be limited to the following: a. A written summary and discussion of one scholarly article about the work. The panel can use this material as a point of departure for discussion. b. Hand-outs (typed, spelled correctly) which will enhance or direct classroom discussion; this could include ** a list of __ study questions, a catalogue of page numbers where certain images or scenes occur, an outline of the main points of the work, or historical background on the work. c. Activities related to the work and involving the whole class such as a questionnaire polling the class's opinion about the theme of the book. If __ the theme involves the supernatural, for example, the panel might present a 20 item survey asking people their opinion of various aspects of the supernatural. 4\. _Class Participation_ All students are expected to come to class prepared and ready to discuss the assigned text. _GRADING AND EVALUATION: _ Final grades for the course will be based on the following formula: First paper 20 pts. Following papers 40 pts. 90-100% = A Panel 40 pts. 80-91% = B Class participation 20 pts. 65-79% = C Journal 100 pts. 55-64% = D O-54% = F Total pts: Depends on final number of papers YOUR ASSIGNMENTS MUST BE TURNED IN ON TIME AND WILL NOT BE ACCEPTED WITHOUT A MEDICAL EXCUSE. _ATTENDANCE POLICY _ If students miss more than two times throughout the semester, their final grade will be lowered 1/2 letter grade for each additional absence. It is the student's responsibility to be prepared for class and to make up all missed assignments. DRAFT OF REVISED SYLLABUS ENGLISH 248, EASTERN LITERATURE FALL 1995 Dr. <NAME> Neal Office--312 A 0--738-2373 Office Hours-- H--658-6143 _COURSE DESCRIPTION: _ This is a course in literature that serves to introduce you to selected works of literature in translation from the area generally referred to geographically as the "Far East" or the "Asian Rim." This semester we will focus on a comparison and/or contrast of examples of literature from two major countries and cultures, China and Japan. As in most literature classes, we will use various tools of literary analysis to construct assorted interpretations of the pieces. We will also read a range of genres, from poetry, short stories, a novel, to perhaps a play. Throughout our study we will look for the universals in the human condition in China and Japan as expressed in the works that we will read this semester. We also will examinine the particular cultural and social contexts of the works that situate them in a particular time and place. Each country has its own distinctive literature which both embodies and reflects the deep structure of the culture. You will be expected to read these works for their literary and cultural merit. Eastern Literature is one of a group of courses offered at SRU in its Asian Studies Minor. COURSE OBJECTIVES: If we focus on the idea of this being a _literature_ course, then, by the end of the semester you should have greater facility in interpreting texts and creating meaning from them via the tools of literary analysis such as formal, subjective, mythic or psychological criticism. You will also learn to express verbally or in writing a variety of possible interpretations. But since this literature is from two very different cultures, another goal is that you learn to appreciate the differences, not only between your culture and China's or Japan's, but also the cultural, social and historical differences between them suggested by the readings. _REQUIRED TEXTS: _ These texts are listed in alphabetical order, not in the chronological order in which they will be read. <NAME> _The Chinaman Pacific & Frisco R R Co _Minneapolis, Coffee House Press <NAME>, ed _Anthology of Japanese Literature_ Grove Press, 1955 <NAME> and <NAME> _Traditional Chinese Stories_ Cheng & Tsui Company, 1991 <NAME>, ed New Japanese Voices: The Best Contemporary Fiction From Japan The Atlantic Monthly Press (Grove/Atlantic), 1991 Tanaka, Yukio, ed To Live and to Write: Selections by Japanese Women Writers, 1913-1938 <NAME> _American Visa_ Minneapolis, Coffee House Press White and Barnet, eds _Comparing_ _Cultures_ Boston St Martin's Press, 1995 _MATERIALS NEEDED: _ 1 One three ring binder which you will use for your journal and as a collection point for any class hand outs 2 8 1/2" x 11" college ruled loose leaf notebook paper for your journal 3 One folder with pockets that you will use to turn your journal in to me _COURSE ASSIGNMENTS: _ 1\. _Dialogic journal_ : You will keep a journal to record your responses to what you read and to discussions in class about the readings. Your responses may range from comments about the language of a piece, the situation, perhaps the characterization, things that you find paradoxical, amusing, or frustrating. The idea is for you to discover what you find somehow interesting in the piece. A. FORMAT OF JOURNAL 1 All entries for the journals should be labeled with the _time_ and _date _ 2 Single space entries except for one line between separate entries 3 Use 8 1/2" x 11" college-ruled white paper 4 Divide each sheet in half vertically and write only in the left-hand column, single spacing 5\. Write front and back on each sheet of paper and number the pages just like a book. 6\. Use black ink. 7\. Create a table of contents for your journal. B. CONTENTS OF JOURNAL Divide your journal with two clearly labeled sections and create a table of contents for each section. Section I: This part contains your response to each class. In it you may continue speculating on class discussions, or you may want to comment on other aspects of the class that you observed. Section II: In this section you write your first thoughts about the selections that you read. You need to pursue your thoughts into some depth here. For example, it is not enough to say only that you do not understand a piece. If that is the case, you need to go into detail using passages of the text to explain what it is that you are having trouble with. Not understanding is very typical when we read something for the first time. Part of our job as readers is to construct the meanings, and the journal is the first place where you are encouraged to do this. C. JOURNAL GROUPS You will be in groups of three or four individuals, and you will read and comment on each other's entries. Your responses to the journal entries are an important part of the journal experience in this class, and you will learn to provide each other with thoughtful and thought-provoking commentary. Each reader will sign or initial the comments made. (The comments are located on the right sided columns in the journals.) Scores for the journals are assigned on the basis of criteria that you will decide. Other classes have usually developed a list of criteria that addressed length, completeness, and originality of expression in the journals. Half of each journal score will be based on your journal production and half on your responding to other journals. Be prepared to discuss the journal criteria at the next class meeting. 2\. Panel Presentation: For a classroom presentation you may go together with one or two (at most) other people. You will be considered "experts" on the text under discussion and will conduct and monitor all classroom discussions of the text you are presenting. You will field classroom questions and before the presentation perform simple out of class research on the author or on any perplexing textual issues that might crop up. You also will outline any historical or social background that may be helpful in reading the text for appreciation and understanding. Your presentation can include but not be limited to the following materials or activities: a. A written summary and discussion of one scholarly article about the work that includes a complete bibliographic reference to the article being used. b. Hand_outs (typed and spelled correctly) which will enhance or direct classroom discussion. Such a hand-out could include a list of study questions, a catalog of page numbers where certain scenes or images occur, an outline of the main points of the work, or social, political, or historical facts that form a contextual background for the work. c. Directions for an activity related to the work that would involve the whole class. Check with me for individual suggestions for various texts. On the day of the presentation turn in a one page double spaced typed narrative describing the activities you or the group in preparing this presentation. 3\. Annotated bibliography: This assignment asks that you do a modest amount of out-of-class reading about the literature of China or Japan. You can focus your bibliography on any aspect of those literatures that you want to, including authors and periods not mentioned in our class readings. The final document will be a ten item bibliography using MLA format. Each bib. item will have a brief paragraph that decribes the article's main point and contents. Xerox the article and attach it to the bibliography. 4\. Class participation: You are expected to come to class prepared and ready to discuss the text that has been assigned for that day. Your journal should be prepared ahead of time so that it is ready to share with members of your journal group. _COURSE EVALUATION _ This course offers you the option to select the grade that you want to aim for in the following fashion: v For a "C" you must complete a journal with a minimum of a "C" score and attend class regularly. For a "B" you must complete a journal with a minimum of a "B" score, do a presentation, and attend class regularly. For an "A" you must complete a journal with a minimum of a "B+" score, do a presentation, develop an annotated bibliography, and attend class regularly. The journal grade is based on the following scale: A = 100-92% v B = 91-80% C = 79-65% D = 64-55% F = 0-54% NOTE: YOUR ASSIGNMENTS MUST BE TURNED IN ON TIME AND WILL NOT BE ACCEPTED LATE WITHOUT A MEDICAL EXCUSE _ATTENDANCE POLICY _ If you miss more than three classes throughout the semester for ANY reason, your final grade will be lowered 1/2 letter grade for each additional absence. BIBLIOGRAPHY TO SUPPORT DEPARTMENT OF ENGLISH CURRICULUM DEVELOPMENT IN ASIAN LITERATURE JAPAN _GENERAL BACKGROUND AND CRITICISM _ <NAME> _<NAME> and the Modernization of Japanese Culture_ Cambridge: Cambridge University Press, 1979 <NAME> _Chushingura: Studies in Kabuki and the Puppet_ _Theater_ Honolulu: University of Hawaii Press, 1982 Brower, <NAME> and <NAME> _Japanese Court Poetry_ Stanford Stanford University Press, 1961 <NAME> _The Kabuki Theater_ Honolulu University of Hawaii Press, 1974 Field, Norma _The Splendor of Longing in "The Tale of Genli_" Princeton: Princeton University Press, 1987 <NAME> _Zeami's Style: The No Plays of Zeami Motokiyo_ Stanford Stanford University Press, 1986 Hibbett, Howard _The Floating World in Japanese Fiction_ New York: Oxford University Press, 1959 K<NAME> _Approaches to Teaching Muraski Shikibu's The_ _Tale of Genji_ New York MLA, 1993 <NAME> _Origins of Modern Japanese Literature_ Durham Duke University Press, 1993 Kato Shuichi _A History of Japanese Literature_ 3 vols Tokyo Kodansha International, 1983 Keene, Donald _Landscapes and Portraits: Appreciations of_ _Japanese Culture_ Tokyo: Kodansha International, 1971 ________ _The Pleasures of Japanese Literature_ New York Columbia University Press, 1988 ________ _Seeds in the Heart: Japanese Literature form Earliest_ _Times to the Late Sixteenth Century_ New York: Holt, 1993 ________ _Travelers of A Hundred Ages_ New York: Holt, 1989 ________ _World Within Walls Japanese Literature of the_ _Pre-Modern Era_ , 1600_1867. New York: Holt, 1976 Knapp, <NAME> _Images of Japanese Women: A Westerner's View_ Troy: Whitston Publishing Co., 1992 Komparu, K _The Noh Theatre Principles and Perspectives_ Tokyo: Tokyo University Press, 1983 <NAME> _A History of Japanese Literature The Archaic and Ancient Ages_ Princeton: Princeton University Press, 1984 ________ _A History of Japanese Literature: The Early & Middle Ages_ Princeton: Princeton University Press, 1986 <NAME>, <NAME> _The Karma of Words Buddhism and the Literary Arts in Medieval Japan_ Berkeley: University of California Press, 1983 <NAME> _Celebration of Continuity: Themes in Classic East Asian Poetry_ Cambridge: Harvard University Press, 1979 <NAME> _Hitomaro and the Birth of Japanese Lyricism_ Princeton, NJ : Princeton University Press, 1984 <NAME> _Paragons of the Ordinary: The Biographical Literature of Mori Ogai_ Honolulu: University of Hawaii Press, 1993 <NAME> _Japanese Linked Poetry An Account with Translations of Renga and Haiku Sequences_ Princeton: Princeton University Press, 1979 ________ _Japanese Poetic Diaries_ Berkeley: University of California Press, 1969 <NAME>, <NAME>, and <NAME> _The Princeton Companion to Japanese Classical Literature_ Princeton, N J : Princeton University Press, 1986 <NAME> _Accomplices of Silence the Modern Japanese Novel_ Berkeley University of California Press, 1974 <NAME> _Tales of Japan: Scrolls and Prints from the New York Public Library_ Oxford: Oxford University Press, 1986 <NAME>, ed. _Ukifune: Love in the Tale of Genji_ New York Columbia University Press, 1982 <NAME> _Fracture of Meaning: Japan's Synthesis of China from the Eighth throuqh the Eighteeenth Centuries_ Princeton: Princeton University Press, 19860 <NAME> _Guide to the Tale of Genji_ Rutland: Tuttle, 1983 <NAME> _Modern Japanese Fiction and Its Traditions_ Princeton: Princeton University Press, 1978 <NAME> and <NAME>, eds _The Woman's Hand_ Bibiliography of Writing By and About Japanese Women (in Press) <NAME> _The Bridge of Dreams: A Poetics of "The Tale of Genii _" Stanford: Stanford University Press, 1987 <NAME> _Mirror, Sword, and Jewel: The Geometry of Japanese Life_ Tokyo: Kodansha International, 1981 T<NAME>aku, Wm Theodore de Bary, and <NAME> _Sources of Japanese Tradition_ New York: Columbia University Press, 1958 <NAME> _Literary and Art Theories in Japan_ Cleveland: Case Western Reserve University Press, 1967 ________ _Modern Japanese Writers and the Nature of Literature_ Stanford: Stanford University Press, 1976 <NAME> _The Japanese Novel of the Meiji Period and the Ideal of Individualism_ Princeton: Princeton University Press, 1979 <NAME> _Research in Japanese Sources A Guide_ Ann Arbor: University of Michigan Center for Japanese Studies, 1994 Yamanouchi H _The Search for Authenticity in Modern Japanese_ Literature Cambridge: Cambridge University Press, 1978 _ANTHOLOGIES _ <NAME> , ed _Masterpieces of the Orient_ New York Norton, 1977 Birnbaum, Phyllis, trans _Rabbits, Crabs, etc : Stories by Japanese Women_ Honolulu: University of Hawaii Press, 1982 <NAME>, ed _Anthology of Japanese Literature_ _From the Earliest Era to the Mid_Nineteenth Century_ New York: Grove Press, 1955 _______, ed _Modern Japanese Literature_ New York: Grove Press, 1956 Lippit, <NAME> and <NAME>ye Selden, trans and eds _Japanese Women Writers Twentieth Century Short Fiction_ New York: M E Sharpe, 1991 McCullough, Helen _Classical Japanese Prose: An Anthology_ Stanford Stanford University Press, 1990 Morris, Ivan _Modern Japanese Stories__An Anthology_ Tokyo: Tuttle, 1962 <NAME> and <NAME>, trans _From the Country of Eiqht Islands: An Anthology of Japanese Poetry_ Garden City, N Y : Columbia University Press, 1986 <NAME> and Y Sawa, eds _Anthology of Modern Japanese Poetry_ Tokyo: Tuttle, 1972 Takaya, Ted T , ed and trans _Modern Japanese Drama: An Anthology_ New York: Columbia University Press, 1979 <NAME> and <NAME>, eds _This Kind of Woman Ten Stories by Japanese Women Writers, 1960_1976_ Stanford: Stanford University Press, 1982. _______, ed _To Live and To Write: Selections by Japanese Women Writers, 1913_1938_ Seattle: Seal Press, 1987 _______, ed _Unmapped Territories: New Women's Fiction From Japan_ Seattle: Women in Translation, 1991 Tansman, Alan _The Writings of Koda Aya, A Japanese Literary Dauqhter_ New Haven: Yale University Press, 1993 <NAME> , trans _Tales of Times Now Past Sixty_two Stories from a Medieval Japanese Collection_ Berkeley: University of California Press, 1979 _PRE-HEIAN (Before 794 A.D.) LITERATURE _ Cranston, Edwin A _A Waka Anthology: Vol 1 The Gem-Glistening Cup_. Stanford Stanford University Press, 1993 Doe, Paula _A Warbler's Song in the Dusk: The Life and Work of Otomo Yakamochi_ Berkeley: University of California Press, 1982 Levy, I<NAME>ideo _Hitomaro and the Birth of Japanese Lyricism_ Princeton: Princeton University Press, 1984 _The Manyoshu_ The Nippon Gakujutsu Shinkokai Translation New York Columbia University Press, 1965 (New edition by Cranston) Miller, <NAME>, trans _" The Footprints of the Buddha_" _An Eighth_Century Old Japanese Poetic Sequence_ New Haven American Oriental Society, 1975 <NAME> , trans _Koliki_ Tokyo Tokyo University Press, 1968 <NAME>, trans - _kinshu_ Princeton: Princeton University Press, 1984 _HEIAN LITERATURE 794-1185 _ <NAME> _<NAME> Her Diary and Poetic Memoirs_ Princeton: Princeton University Press, 1982 Bower, <NAME> and <NAME>, _Japanese Court Poetry_ Stanford Stanford University Press, 1961 Field, N _The Splendor of Longing in the Tale of Genji_ Princeton Princeton University Press, 1987 <NAME> , trans _The Poetic Memoirs of Lady Daibu_ Stanford Stanford University Press, 1980 <NAME> , trans _The Tales of Ise_ Tokyo Tuttle Press, 1972 McCullough, <NAME> _Brocade by Niqht: "<NAME>" and the Court Style in Japanese Classical Poetry_ Stanford Stanford University Press, 1985 ________, trans _Kokin Wakashu: The First_ _Imperial Anthology of Japanese Poetry_ Stanford Stanford University Press, 1985 ________ and <NAME>, trans _A Tale of Flowerinq Fortunes_ (Eiga Monogatari) Stanford: Stanford University Press, 1979 ________ _Tales of Ise: Lyrical Episodes from Tenth-Century_ _Japan_ Stanford: Stanford University Press, 1968 Miner, Earl _Japanese Poetic Diaries_ Berkeley University of California Press, 1969 <NAME>, trans _As I Crossed a Bridge of Dreams: Recollections of a Woman in 11th Century Japan_ New York Dial Press, 1971 ______, trans _The Pillow Book of Sei Shonaqon_ New York Columbia University Press, 1967 ______, trans _The Tale of Genji Scroll_ Tokyo: International, 1971 <NAME>bu _The Tale of Genji_ Trans Edward Seidensticker New York: Knopf, 1976 Seidensticker, E G , trans _The Gossamer Years: the Diary of a Noblewoman of Heian Japan (Kaqero Nikki)_ Tokyo: Tuttle Press, 1964 _MEDIEVAL LITERATURE, 1185-1603 _ <NAME> , trans _The Confessions of Lady Nilo_ New York Doubleday Anchor, 1973 <NAME> _Waitinq for the Wind: Thirty-six Poets of Japan's Late Medieval Age_ New York: Columbia University Press, 1989 <NAME> no _The Ten Foot Square Hut_ Trans A L Sadler Tokyo Tuttle, 1971 Harries, <NAME> , trans _The Poetic Memoirs of Lady Daibu_ Stanford Stanford University Press, 1970 <NAME>, ed _Twenty Plays of the No Theater_ New York Columbia University Press, 1970 Keene, Donald, trans Essays in Idleness, the Tzurezurequsa of _Kenko_ New York Columbia University Press, 1967 <NAME> and <NAME>, trans _The Tale of the Heike_ Tokyo: Tokyo University Press/ 1975 McCullough, Helen, trans _Yoshitsune--A Fifteenth Century Chronicle_. Stanford: Stanford University Press, 1971 <NAME>, ed and trans _Japanese No Dramas_ New York: Penguin Books, 1992 <NAME>, trans. Tales of Times Past: Sixty-two Stories from _a Medieval Japanese Collection_ Berkeley: University of California Press, 1979 Zeami _On the Art of the No Drama The Malor Treatises of Zeami_ Trans J Thomas Rimer Princeton: Princeton University Press, 1984 _TOKUGAWA (Edo Period) LITERATURE, 1603_1868_ Brandon, <NAME> , trans _Kabuki: Five Classic Plays_ Honolulu: University of Hawaii Press, 1992 Chikamatsu, Monzaemon _Major Plays of Chikamatsu_ Trans Donald Keene Tokyo: Kodansha International, 1961 _Chushingura._ Trans. Donald Keene New York: Columbia University Press, 1971 Kobayashi, Issa _Issa: Cup_of_Tea Poems: Selected Haiku of KobaYashi Issa_ 1763_1827 Trans <NAME> Lanoue Berkley: Asian Humanities Press, 1991 Matsuo Basho _The Narrow Road to the Deep North and Other Travel Sketches_ Trans Nobuyuki Yuasa London Penguin, 1966 Saikadu Ihara _Five Women Who Loved Love_ Trans William Theodore deBary. Rutland: Tuttle, 1956. _______ _The Life of an Amorous Woman and Other Writings_ Trans Ivan Morris New York: New Directions, 1963 _______ _Some Final Words of Advice_ Trans Peter Nosco Rutland Tuttle, 1980 Ueda Akinari _Ugetsu Monogatari: Tales of Moonlight and Rain_ Trans Leon Zolbrod. Vancouver: University of British Columbia Press, 1974 _EARLY MODERN LITERATURE, 1868_1926 _ Akutagawa Ryunosuke _Japanese Short Stories_ Trans Takashi Kojima. New York: Liveright, 1961 ________ _Kappa_ Trans Seiichi Shiojiri Osaka: Akitaya, 1947 Danly, <NAME> In the Shade of Spring Leaves: The Life of _Higuchi Ichiyo, A Woman of Letters in Meiji Japan_ New Haven Yale University Press, 1981 Hori Tatsuo _Wind Has Risen _ <NAME> _Pagoda, Skull, and Samurai 3 Stories_ Trans Chieko Irie Mulhern Rutland: Tuttle, 1985 Miayamoto Yuriko Nobuko Tokyo Kaizosha, 1928 <NAME> _The Incident at Sakai and Other Stories_ Ed by <NAME> and J <NAME>onolulu: University of Hawaii Press, 1977 ________ _The Wild Geese_ Trans Kingo Ochiai and <NAME> Rutland Tuttle Co, 1959 <NAME> _Kokoro_ Trans Edwin McClellan Chicago: H Regnery, 1967 ________ _Mon_ Trans F Mathy London: Owen, 1967 Sh<NAME>aoya _A Dark Night's Passing_ Trans Edwin McClellan Tokyo: Kodansha International, 1976 _CONTEMPORARY LITERATURE, 1926 _** <NAME> _The Woman in the Dunes_ 1964 Trans E DaleSaunders New York Vintage Books, 1991 <NAME> _The Doctor's Wife_ Trans Wakako Hironaka and Ann Kostant Tokyo: Kodansha International Press, 1978 _______ <NAME> _A Novel of the Woman Who Founded Kabuki_ 1972 Trans <NAME>onolulu Unversity of Hawaii Press, 1992 _______ _The River Ki_ Trans Mildred Tahara Tokyo: Kodansha, 1980 <NAME> _Crackling Mountain and Other Stories_ Trans James O'Brien Tokyo Tuttle Company, 1989 _______ _The Setting Sun_ Trans Donald Keene New York: New Directions, 1968 En<NAME> _Masks_ Trans Juliet Winters Carpenter New York Knopf, 1983 _______ _The Waiting Years_ Trans John Bester Tokyo: Kodamsa International, 1971 <NAME>. _An Adopted Husband_ Trans Buchachiro Mitsue and Gregg Sinclair New York Greenwood Press, 1969 <NAME> _Black Rain_ Trans John Bester Tokyo: Kodansha International Press, 1969 ________ _Lieutenant Look East and Other Stories_ Trans <NAME> Tokyo: Kodansha International, 1971 ________ _Waves Two Short Novels_ Trans <NAME> and <NAME> Tokyo Kodensha International Press, 1986 Kawabata Yaunari _Snow Country_ Trans Edward Seidensticker New York: Knopf, 1970 <NAME>. _Cranes at Dusk_ Trans. Leila Vennewitz. Garden City Dial Press, 1984. <NAME>. _Death In Midsummer and Other Stories_ Trans. Seidensticker New York: Knopf, 1966 _________ _ _The Sailor Who Fell From Grace With the Sea_ 1963\. Trans. John Nathan New York: Vintage International 1994 . ________ _ _The Temple of the Golden Pavillion_ Trans. I<NAME> New York: Knopf 1956 A <NAME>. _The Name of the Flower_ Trans. <NAME>: Stone Bridge Press, 1993 <NAME>. _The House of Kanze: A Saga of Fourteenth Century Japan_ New York: Simon and Schuster, 1986. <NAME>. _City of Corpses in Hiroshima: Three Witnesses_ , ed. Richard Minear. Princeton: Princeton University Press, 1990. Seidensticker, E. trans _Kafu the_Scribbler, the Life and Writings of Nagai Kafu, 1879_1959_. Stanford: Stanford University Press, 1965. <NAME>. _Diary of a Mad Old Man_ Trans. H. Hibbett New York: Knopf, 1965. _______. _The Makioka Sisters_ Trans. E Seidensticker New York: Knopf, 1957. _______. _Some Prefer Nettles_ Trans E Seidensticker New York: Knopf, 1955. Uno Chiyo. _Confessions of_Love_ Trans. Phyllis Birnbaurr Honolulu University of Hawaii Press, 1989. [About] [Index] [Search] [Other Links] [Comments/Submissions] * * * ASDP Curriculum Online Project < <EMAIL>> <file_sep># ### ENG 346: Aspects of the English Language --- ### # Objectives Language means everything. Through words--spoken, written, or signed--we propose and seal, agree and argue, analyze and worship, amuse and enlighten. They are between us, around us, and within us. Any understanding of these invisible, intangible, omnipotent entities, then, must make us more insightful, effective, and sentient in everything we do. In this course, we will pursue this understanding by examining many fascinating facets of our own language, English, including its history, structure, and usage. We will cover this material with the following objectives in mind: Deeper appreciation of language: Our primary objective is to expand our understanding of how words make meaning. We will analyze language on several levels, including phonology (phoneme, assimilation, allophone), morphology (bound morpheme, inflection), and syntax (disjunct, transformation). We will pay special attention to the implications that many of these linguistic elements, such as syntactic ambiguity and the passive voice, have for semantics. Broader understanding of the humanities : Because language reflects a great deal about the people who speak it, this course also will provide you with an opportunity to look closely at how humans think and interact. During our units on psycholinguistics and sociolinguistics, for example, we will study children's acquisition of language, the way the brain processes language, and the nature and effects of dialect, register, slang, taboo, and other linguistic phenomena. Expanded cultural literacy: Because of the allusive nature of all language, names constitute a crucial part of a person's vocabulary. As we study language, you will expand your cultural vocabulary to include the names of many people (<NAME>, <NAME>), places (Danelaw, London), and events (Norman Conquest, Great Vowel Shift). Reading: Through our technical study of English, particularly its lexicon and syntax, you will expand your vocabulary and your ability to extract meaning from sophisticated syntax, thus preparing yourself to interpret the complex, often veiled messages you encounter in law, business, and the media. Research: You will learn to complement the knowledge you glean in class with knowledge you gather on your own through research. In addition to becoming familiar with standard linguistic reference materials ( _The Dictionary of American Regional English_ , _The Oxford English Dictionary_ ), you will polish several general research skills (paraphrasing, quoting, documenting). Communication: In a variety of assignments and other activities, you will develop essential skills in both writing (argumentation, organization, editing) and speaking (pronunciation, intonation). Technology: To complement these other skills, you will learn to make effective use of technology to find and share information. By the end of the course, you will be able to find material on the World Wide Web, communicate via a listserv and an online forum, and design a Web site. # Supplies #### Required * <NAME>, _The Cambridge Encyclopedia of the English Language_ * Three-ring binder and ten dividers * Three IBM-formatted computer diskettes * An e-mail account * A curious, active, and open mind #### Recommended * _The American Heritage College Dictionary_ # Be Your Best You can expect me to be the best teacher I can be. I will be on time to class, give you my full attention and energy during every class discussion, respond thoughtfully to your oral comments and written assignments, and work hard to make this course interesting and rewarding. I expect you to be your best, as well. Although this course is no more difficult than most college courses, it demands regular attendance, a commitment to in-class discussion and writing, and a large amount of out-of- class preparation, including reading and writing assignments, library research, and study. I expect you to make these commitments, to show up to class on time and ready to work, to check your e-mail and the online forum for announcements, and to turn in neatly typed, carefully edited assignments on time. Please note that I will not accept late assignments except in the case of personal incapacitation, a death in the family, or an advance arrangement with me. For tips on improving your study habits, see Be Your Best. \| Fall 1999 * 149 Dial * 8-8:50 MWF Professor <NAME> 118 Dial, 521-6431 University of North Carolina at Pembroke <EMAIL> www.uncp.edu/home/canada Office Hours: 9:15-10:15 MTWRF ### * * * Schedule History of English August 18 : Be Your Best August 20 : Proto-Indo-European August 23 : Old English August 25 : Old English August 27 : Research August 30 : Middle English September 1 : Middle English September 3 : Early Modern English September 6 : No class (Labor Day) September 8 : Early Modern English September 10 : Modern English September 13 : World English Structure of English September 15 : Lexicon September 17 : Lexicon September 20 : Lexicon September 22 : Lexicon September 24 : Lexicon September 27 : Lexicon September 29 : Grammar October 1 : Grammar October 4 : Grammar October 6 : Grammar October 8 : Grammar October 11 : Phonology October 13 : Phonology October 15 : No class (fall break) Sociolinguistics October 18 : Semantics October 20 : Writing October 22 : Writing October 25 : Dialect October 27 : Dialect October 29 : Dialect November 1 : Slang November 3 : Register November 5 : Slang and register November 8 : Jargon November 10-12 : Sociolinguistics review Psycholinguistics November 15 : Language acquisition November 17 : Language acquisition November 19 : Language acquisition November 22 : Language between the sexes November 24 : Idiolects November 26 : No class (Thanksgiving vacation) November 29 : Dyslexia December 1 : Language and technology December 3 : Language and technology December 6 : Review ---\|--- # Assignments ### Format During class on the day an assignment is due, you must turn in a 9x12 envelope containing the following items in the order listed: * The first item must be a hard copy of your final draft. This draft must be typed in an appropriate font, such as 12-point Times, and must be bound with a paper clip. * Behind this final draft must be all of the material you used or created in preparing this assignment, including rough drafts, notes, and photocopies of all sources you quoted or paraphrased. * The final item must be an IBM-formatted diskette containing all of your work on the assignment, including your outline, rough drafts, and final draft. This diskette should have a label with your name, e-mail address, and telephone number on it. Write your name, e-mail address, and telephone number on the outside of this envelope and turn it into me when I request it in class. If you cannot be in class when I collect the assignment, you must notify me in advance. Failure to follow these guidelines may result in an F for the assignment. Each project must be your own work. That is, except for properly cited quotations, every sentence and phrase must be in your own words. All interpretations, except for those properly cited, also must be your own. If you turn in someone else's work, use a source's exact words without placing these words in quotation marks, or use an interpretation you found in a source without giving credit to the source, you may fail this course. You must be prepared to prove that you have done all your own work by showing me your sources and discussing the details of your project with me in conference. ### Criteria Before you submit a final draft of any assignment, please review the following criteria, which I will use in grading each assignment: * Content : The project should thoroughly address its subject with accurate, credible, timely, and relevant information. If the project is supposed to be argumentative, it should state a clear, substantive, contestable, and precise claim early and support this claim with appropriate evidence. * Clarity : The project should present information in a clear, logical fashion. In particular, paragraphs generally should begin with precise topic sentences, followed by clear, well-organized sentences that support the topic sentence. The writer should use transitional words and phrases effectively to guide the reader through the information. * Readability : The project should engage the reader with lively, concise writing and should generally lack typographical errors, as well as lapses in tone, register, punctuation, spelling, word choice, and grammar. The project should effectively incorporate source material with proper use of attribution, paraphrases, and quotations. Longer projects should begin with an engaging introduction and include a satisfying conclusion. * Format : Parenthetical citations and the bibliography or list of works cited should conform to MLA style. The project also should have a neat, professional appearance and conform to any particular format requirements set by the instructor. Using a point system, I will assign grades as follows: * A (90-100 percent): This project clearly meets all of these criteria, although it may contain one or two very minor lapses. * B (80-89 percent): This project contains a few minor lapses, but otherwise generally meets the criteria for an A. * C (70-79 percent): This project may contain more than a few minor lapses or one major lapse. Nevertheless, it adequately meets the requirements of the assignment. * D (60-69 percent): This project may be strong in one area, but it contains many minor or major lapses and, as a result, does not adequately meet the requirements of the assignment. * F (below 60 percent): This project contains plagiarism or an overwhelming number of lapses that make it an inadequate response to the assignment. ### Quizzes (40 points) Throughout the semester you will have several opportunities to apply your knowledge of language in quizzes, which may take the form of exercises, short- answer tests, or essay questions. These quizzes will cover linguistic terms and concepts, as well as background material, such as information about significant people, places, and events. In some cases, I will post quiz questions on the course's online forum and ask you to respond in this same forum. In other cases, I will give quizzes during class. Because I often will allow you to refer to your portfolios to write this essay, you will want to take extensive notes on your reading and on class activities, including group and class discussions. Furthermore, because some quizzes will call on you to synthesize both new and old information, you should review these notes each week. To earn credit for these quizzes, you must respond to questions on the discussion forum before class begins and be present when I assign in-class quizzes. ### World Wide Web Page (20 points) Please visit _All American: Literature, History, and Culture_ , a World Wide Web site that I have created with the help of my students, and become familiar with this site's content and format. In this assignment, your group will create an individual Web page for possible publication on _All American_. This page, which you should aim at readers with little or no knowledge of linguistics, will provide a thorough introduction to one of the following aspects of American English: dialect, taboo, euphemism, slang, register, or jargon. Your group's page should include the following elements: * a title bar indicating the period you are covering (Colonial America, 1607-1783; Antebellum and Civil War America, 1784-1865; Postbellum America, 1866-1913; or Modern America, 1914-present); * a word or phrase indicating the subject you are covering in this period; * a byline featuring your names, followed by a line saying, "Students, University of North Carolina at Pembroke"; * a 600-word essay that describes your subject, defines relevant terms, summarizes major issues relevant to this subject, and supports these points by referring to at least two articles or books by scholars; * an annotated bibliography that analyzes the content, timeliness, and credibility of at least two relevant scholarly sources; * a sidebar featuring lists of relevant people, places, events, and subjects; * links to at least two relevant Internet sites, such as sites with more information about the subject; * an exercise through which users can study this subject. On an assigned day, your group will introduce this concept to the rest of the class through an oral presentation lasting 20-30 minutes and featuring the following elements: * a demonstration of the group's Web page; * an interactive class discussion involving the exercise on the page. ### Article (20 points) Choose a particular topic relevant to your group's subject. For example, if your group built a Web page on slang, you might do some research on the particular slang used by women in a modern college sorority. In an article of about 1,000 words, analyze this element in depth. Your article should appear in the form of a World Wide Web page and should contain the following components: * an introduction that engages the reader and states a claim; * one or two paragraphs providing background material, such as information on relevant people, places, events, and definitions; * several paragraphs that support the claim with material gathered from research on primary sources, such as interviews or surveys, as well as properly cited material from at least two scholarly sources; * a conclusion that leaves the reader feeling enlightened and satisfied; * a list of works cited conforming to MLA format; * links to other relevant, credible World Wide Web sites if any are available. ### Portfolio (20 points) When you invest a large portion of your time and energy in a class for several weeks, you should expect something more than a grade in return. If you work hard in this course, you can receive a good grade, but you also can receive several other, more lasting and important benefits, including a foundation of knowledge and skills. To strengthen this foundation, you will prepare a language portfolio with the following components: * a 250-word introductory essay highlighting the most important material you learned in the course and explaining the relevance of this material to your life, studies, or career; * all of your notes, exercises, quizzes, bibliographies, and printouts, separated by dividers into the categories of history, phonology, morphology, lexicon, syntax, semantics, psycholinguistics, and sociolinguistics; * printouts of your group's World Wide Web page and your analytical essay; * concise captions in which you reflect on what you learned from studying each component of the language and from creating the World Wide Web page and article. I hope that this portfolio's value to you will outlast this semester and that you will continue to consult it and add to it as you encounter language in the years to come. You may even want to show it to friends, parents, prospective employers, and--someday--grandchildren to demonstrate all that you have learned this semester about language and life. Updated August 17, 1999 \| University of North Carolina at Pembroke (C) <NAME>, 1999 \| <EMAIL> <file_sep>![New York University, College of Arts and Science](../../images/littletop3.gif) ![Home](../../images/logo_small.JPG) ![Program Description and Major/Minor Requirements](../../images/about.gif) ![](../../images/courses.gif) ![](../../images/faculty.gif) ![](../../images/interships.gif) ![Colloquium](../../images/colloquium.gif) ![](../../images/society.gif) ![Metropolitan Studies Program Newsletter](../../images/newsletter.gif) ![](../../images/alumni.gif) ![](../../images/scholarships.gif) ![](../../images/career.gif) ![](../../images/search.gif) ![](../../images/links.gif) \| # Legal Aid Internship Internship FAQ \|\| Agencies Offering Internships \|\| Tips on Resume Writing \|\| Interview Tips * * * These links will open in a new window: Career Services \|\| Service Net \|\| Community Service Center * * * ... Legal Aid Seminar V99.0402.002 Wednesdays 6:20-9:00 (Spring 2000) Internship Fieldwork: V99.0401.002 Hours to be arranged 6 or 8 credits, Internship: 10 or 15 hours a week Introduction Descripton of the Legal Aid Society Internhsip Syllabus _Introduction_ This program is ideal for pre-law students or anyone interested in exploring the day-to-day workings of our legal system, while combining this experience with the reflection, analysis, and context of an academic seminar. You receive 6 to 8 points working 10 to 15 hours per week and attending a weekly seminar. Majors must register for 8 points. In the internship, you'll gain invaluable, hands-on experience outside the classroom by working with criminal defense lawyers at the offices of the Legal Aid society. You'll be an important member of the team with meaningful responsibilities. In the seminar, <NAME>, a supervising attorney at Legal Aid, will contextualize criminal law with related topics in criminology, penology, and urban sociology. You'll analyze and discuss common problems and experiences in small seminar setting. Participation is open to all Juniors and Seniors at NYU. You must be independent, well-organized and responsible, but no previous legal experience is needed. Back to top _Description of the Legal Aid Society Internship_ Founded in 1876, the Legal Aid Society (LAS) is the nation's oldest and largest provider of free legal assistance in all areas of the law, including civil, juvenile, appeals, and criminal defense. The Legal Aid Society Criminal Defense Division provides representation to indigent people accused of committing a misdemeanor or felony in New York. The internship at the LAS offers students a great opportunity to gain first-hand knowledge of the criminal court system by working side by side with practicing criminal defense attorneys. After completing a group training session on the basics of investigation, the fundamentals of court proceedings, and police procedures, interns are assigned to work with several attorneys, who instruct them on the intricacies of the law and investigation. Office work occupies a relatively small portion of interns' time. Interns spend most of their time doing field work which often consists of investigating in poor, crime-ridden areas of the city. Interns interview witnesses from a wide range of social and economic backgrounds, photograph crime scenes, prepare exhibits for presentations in court, serve subpoenas and provide any kind of necessary assistance to attorneys. Interns also write detailed reports on the success of their efforts to update attorneys on the status of the investigation. The Legal Aid Internship is a challenging but extremely valuable experience that provides interns with thorough knowledge of what an attorney's, and particularly a criminal defense attorney's, work is like. Back to top ---\|--- \| _Legal Aid Seminar: Syllabus_ Required: <NAME>, _Criminal Violence, Criminal Justice_ <NAME>, _Sense and Nonsense about the Crime_ 1\. Outline and structure of the course: 4 point seminar (paper presentation, and class participation required) fieldwork introduction, emphasizing the development of symbiotic relationships between students and their attorneys; journal of activities (15 hours/week>, corrections passes (seeing the reality of criminal justice from the inside); basic commitments required (confidentiality, reliability), dress code; Structure of Criminal Justice System; Criminal and Supreme courts, basic architecture and terminology of the system; function of the Grand Jury. Reading: <NAME>, _Politics and the English Language_ _U.S. Constitution, Bill of Rights_ 2\. General purposes of Criminal Justice System (deterrance, punishment, rehabilitation, social engineering, education); Does the system fulfill the expectations of the public and accomplish the purposes for which it is intended? If formal "justice" is a legitimate purpose of the system, how does plea bargaining impact on that purpose? When administrative needs conflict with procedural due processes, which should predominate? In order to appreciate the balance of power in the system, some specific knowledge of the Sentencing options is required: predicate and persistent offenders, definite, indefinite and mandatory sentences, and power struggles between the executive and judicial participants will be discussed. Reading: Silberman, pp. 169-198. Walker, pp.71-96. 3\. Accusatory instruments and Indictments: introduction to documents, complaints, criminal records, and the process of Arraignment (and initial client interview). Students will have seen arraignments with their lawyers and will have observed numerous bail arguments. What factors determine whether a defendant is released or incarcerated? How well do we implement the constitutional mandate of "reasonable" bail? How does poverty impact on the fact-finding process? At arraignments the attorney-client relationship is formed. The seminar will explore the structural components of that relationship (continuity of representation) discussing the ethics of confidentiality, and the impediments to trust which the attorneys and his client must overcome. Reading: Silberman, pp. 3-48. Walker, pp. 36-54. 4\. Introduction to Constitutional litigation: the exclusionary rule and motions to suppress evidence ( Wade, Mapp, and Huntley hearings ); effects on police, public perceptions. Constitutional litigation on criminal court is frequent and connnects the law- abiding to the defendant in the same arena. How are the Bill of Rights preserved by the courts? In a democratic society, should the will of the majority prevail against the legal technicalities of the exclusionary rule? The seminar will consider how due process affects the fact-finding process in eye-witness identification cases, how class and poverty affect police-citizen street encounters, and how the right to remain silent interacts with the needs of the law enforcement. Reading: Walker, pp. 116-127, selected cases. 5\. Racism in the Criminal Justice System: etiology of crime, recidivism (causes and measurements ); bail, right to cousel and the effect of a criminal record (Sandoval hearings) Is the Criminal Justice System racist because it deals primarily with with minority offenders? Or is the system a miror of social realities, operating fairly but reflecting class and racial animosities? Guest speakers will help sessitize students to the many ways in which racism (and sexism) is transmitted in court. Is the "war on drugs" racially motivated? How is "victory" in this struggle measured? Do the existance of of drug laws allow us to measure the deterrent and educational impact of the criminal justice system? Is "legalization" surrender? Drug cases form an important part of our practice, so observation and undercover operations will be reviewd. Voir dire: Silberman: pp. 87-168 ; Walker pp. 235-245 254-266 ; Black Robes, White Justice (Hon. <NAME>) 6\. Research paper introduction: structure of oral and written argumnet (litigation implications); topic selection. The research paper for the seminar will be on a topic related to the subject matter of the course, other than one devotedto strictly legal research. The students will fromulate a reasearch hypothesis to be tested by both secondary and primary research. The conclusion will be argued before the seminar as a whole at the end of the semester. Since picking a paper topic suitable for this project is difficult, some seminar time will be spent outlining the requrements and refining possible research, choosing research method appropriate to the proposed question. Fieldwork review and discussion. 7\. Midterm exam (reviewed in class); _Rosario_ material; investigation, discovery and game theories of litigation. _Brady_ material and the prosecutorial function; ethical burdens of defense and prosecution distinguished. Reading: Brady vs. Maryland,, 373 US 83 Walker, pp.246-253 8\. The truth-serum hypothetical: variables in the fact-finding accuracy of the adversary system ; the role of the public and the nature of public pressure on the system. The electronic lynch-mob: symbiosis between press and the system and its effects on civil liberties; trials as symbols of racial justice, and as entertainment. Reading: Silberman, pp. 253-308 9\. Ethics of criminal defense: the perjury hypothetical, litis of advocacy, "representing the guilty," specific problems in everyday practice. Labor ethics: individual and collective responsibility of the Legal Aid lawyer to clients and the system. City politics and defense funding. _Reading_ : Code of Professional Responsibility Not only do criminal lawyers defend the least popular members of the society, but often must defend themselves against a hostile public and judiciary. What values motivate these attourneys? Does the system serve the same values? a) Whan does the attourney's professonal responsibility conflict with her personal sense of morality? What does she do? b) What are the ethical responsibilities of the prosecutor? How does the judiciary encourage ethical conduct by lawyers? c) If a criminal goes free through a "technicality" who wins? Is criminal law a "game"? Who makes the rules? d) Innocent convicted, guilty freed; which is worse? e) How does Legal Aid relateto the private bar? Are private lawyers bettre? Who pays for Legal Aid, and why? 10\. Prison systems and Alternatives to incarceration: community-based rehabilitation and special strategies for distinct populations (juveniles, mentally ill, AIDS). Architecture of prisons and courts: the physical messages of the system and its effects on representation. Reading: Silberman, pp. 371-423; (309-370) Walker pp. 199-234 The prison system is a closed and violent world, into which our students are afforded a unique peek (without getting arrested). The State Prison population of Ney York has tripled in the last twenty years, while recidivism and crime rates remain roughly constant. Are we on the right track/ a) Why are prison recidivism rates so high (c. 75%)? Is the problem with the inmates, the institutions, or both? b) Considering the epidemic spread of AIDS in prison, is incarceration of offenders a socially suicidal boomerang? c) Is "rehabilitation" possible? In what setting? At what cost? d) Is corrections a monopoly? Should prisons be "privatized"? e) How does the architecture of the courthouse influence criminal justice? Does it interfere with the right to counsel? 11\. Criminal Justice as business: cost-effectiveness and plea bargaining; cost of prison and probation systems; financial priorities in criminal justice. Economic models of justice ( equal protection and class analysis); self perpetuation of the system and recidivism. Reading: The Behavior of Law, <NAME> pp. 2-63 The criminal justice system, considered as a whole (including court , corrections probation personell and and supporting services) is an important industry in NY state and major emplyer. How much justice can taxpayers afford? a) Whateconomic incentive does the system have to reduce crime? Is incarceration cost-effective? Does it matter? b) Is justice an ideal, or a commodity we can purchase more or less of? What are the consequences of bying less? c) Does plea-bargaining turn the system into a marketplace? What factors influence the "price" of a case? d) Does the system disciminate on the basis of economic and social class? How can such discrimination be measured? 12\. Selected problems of trial strategy and tactics, including but not limited to the rule against hearsay, burdens of proof, charge, and appelate review. By this point most of the students will have witnessed and assisted their attourneys at trials of criminal cases, so the discussion will focus on these experiments and the changes in perception (if any) which the students have undergone during the course of the sewmester. 13\. Paper presentations and discussion. 14\. Paper presentations. 15\. Paper presentations. Additional recommended readings will be listed separately, but will include : a) 1984, <NAME> b) The Behavior of Law, <NAME> c) Rationalizing Justice, <NAME> + <NAME> Back to top * * * <file_sep>* * * ![](Stoa_Attalus3.GIF) ![](ancient_technology.GIF) Art History and Archaeology 222, Winter 2000 TR 9.30-10.45 AM Pickard 106 Prof. <NAME> * * * > ### Course Description: > > This course is a survey of engineering, architecture, military technology and astronomy in the ancient world. > > * * * > > ### How to reach the instructor: > >> Office Hours are Tuesday and Thursday, 10.45-12.00, or by appointment. >> >> * * * >> >> ### Texts: >> >>> Required: <NAME>, _Engineering in the Ancient World_ (U. Cal. 1980) PB and readings on reserve (see below). >>> >>> Humphrey/Oleson, _Sourcebook of Greek and Roman Technology_ (1998) >>> >>> Suggested: <NAME>., _Greek and Roman Technology_ (Cornell 1984). >>> >>> For Background Reading: "Greek and Roman Society," Chapter 2 in Burford, _Craftsmen in Greek and Roman Society_ (on reserve). >> >> * * * >> >> ### Requirements and Grading: >> >> * Mid-term (approximately 20% of final grade) >> * Paper or model with description and presentation (approximately 35%) >> * Final Exam (approximately 45%) >> >>> Papers are due on April 30 in order to avoid an "I". >> >> * * * >> >> ### Syllabus: >> >> (dates are approximate) >> >> >> January 11: Introduction >> >> >> January 13: Early Technology and the Pyramids >> >> >> January 18: Movie: "This Old Pyramid" (Starts at >> 9.15) >> >> >> January 20 - February 8: Engineering and Architecture in the Greek >> World >> >> >> February 10 - March 7: Engineering and Architecture in the Roman >> World >> >> >> February 24: Movie "Roman City" >> March 9: MIDTERM HOUR EXAM >> >> >> March 14,16: Power and Pumps >> >> >> March 28,30: Spring Break >> >> >> March 21 - April 6 Military and Naval Technology >> >> >> April 11: Movie: "The Athenian Trireme" >> >> >> April 13,18: Gadgets, Time; Greek and Roman Crafts >> >> >> April 20: Movie: "Myth, Man, and Metal" >> >> >> April 25,27: Presentation of Models and discussion >> >> >> April 26 (at 12:15): Mid-day Gallery Talk (with models if >> possible) >> >> >> April 30: Final papers are due to avoid an "I". >> >> >> May 5, 10:30-12:30 PM: FINAL EXAM >> >> >> >> * * * >> >> ### First Reading Assignment: >> >>> By the Mid-term hour exam, students need to have read: >> >> 1. Briggs, M., Chapter 12 in the _Oxford History of Technology_ , "Building Construction, Greek Period," pp. 397-404 (on reserve). >> >> or >> >> Roebuck, _The Muses at Work_ , Chapters 1 and 2, pp. 2-59. >> >> 2. "Roman Hypocausts," in Forbes, _Studies in Ancient Technology_ Vol. VI (on reserve). >> >> 3. Landels, _Engineering in the Ancient World_ , Chapters 2, pp. 34-57, Chapter 4, pp. 84-132. >> >> 4. _Sourcebook_ ,Chapters 7 and 8. >> >> Suggested: <NAME>., _A History of Engineering in Classical and Medieval Times_ , Part One, pp. 17-116. >> >> * * * >> >> ### Handouts: >> >> * General Chronology >> * The Pyramids >> * Greek Construction >> * Greek Construction II >> * Greek Construction III >> * Roman Architecture I >> * Roman Architecture II >> * Roman Architecture III >> * Power and Pumps >> * Military Technology >> * Ships and Sailing I >> * Ships and Sailing II >> * Time and Inventions >> * Greek & Roman Crafts I: Metal Work & Minting >> * Greek & Roman Crafts II: Pottery >> * Greek & Roman (& Egyptian) Crafts III: Weaving >> >> * * * >> >> ### Books on Reserve: >> >> * <NAME>., _Ancient Greek Gadgets and Machines__ (Thomas Y. Crowell Co. 1966) [Ellis T 16 .B87]. >> * <NAME>., _Craftsmen in Greek and Roman Society__ (Cornell U. Press 1972) [Ellis HD 4844 .B85]. >> * <NAME>., _Water Management in Ancient Greek Cities__ (Oxford U. Press 1993) [Ellis TD 275 .A1 C76]. >> * <NAME>., _Mathematics and Measurement__ (British Museum 1981) [On order]. >> * <NAME>., _Studies in Ancient Technology__ VI, heat and heating, refrigeration, light (<NAME> 1966) [Ellis T 15 .F728]. >> * <NAME>., _A History of Engineering in Classical and Medieval Times__ (Open Court Publishing Co. 1984) [Ellis TA 16 .H55]. >> * A.Y.al-Hassan, _Islamic Technology__ (Cambridge 1986) [Ellis T27.3.175 H37 1986] >> * <NAME>., _Roman Aqueducts and Water Supply__ (Duckworth 1992) [Ellis TD .H3]. >> * Humphrey,J. _Greek and Roman Technology: A Sourcebook_ (Routledge 1998) [Ellis T16 G74 1998] >> * <NAME>., and <NAME>, _Ancient Inventions__ (Ballantine Books 1994) [Ellis T16 J36 1994]. >> * <NAME>., _Engineering in the Ancient World__ (U. of California Press 1978) [ENGR TI 16 .L36]. >> * <NAME>., _The Muses at Work__ (MIT Press 1969) [Ellis DF 78 .IM84]. >> * <NAME>. al., _Oxford History of Technology__ vol. 2, _The Mediterranean Civilization and the Middle Ages c. 700 B.C. to c A.D. 1500__ (Oxford University Press 1957) [Ellis T 15 .S53 2]. >> * <NAME>, _Vitruvius, the Ten Books on Architecture__ translated by <NAME>. (Harvard U. Press 1914) [Ellis NA 2515.V73]. >> * <NAME>., _Greek and Roman Technology__ (Cornell U. Press 1984) [Ellis T 16 .W5]. >> >> * * * >> >> ### Departmental and University Policies; Students with Disabilities: >> >> "Make-Up" Examinations: >> >>> If you miss an announced quiz or examination, you will be allowed to take a make-up examination only after presenting a written excuse, signed by a medical doctor, to your instructor. No other excuse will be accepted. Excuses must be submitted to your i nstructor no later than 24 hours after the time of the examination. >> >> Academic Dishonesty: >> >>> All students are responsible for acquainting themselves with the University guidelines on Academic Discipline in the M-Book under "Student Conduct Regulations." on p.3. >>> >>> In AHA 222, each student should be particularly aware of the rules regarding plagiarism and cheating. Plagiarism is the submission of another person's work or thought as one's own, either by direct copying or by insufficient acknowledgment of the source. Cheating is the use of any form of assistance while taking a quiz or examination. The Department of Art History and Archaeology takes the infringement of these rules very seriously and carries out the appropriate academic and disciplinary actions. >>> >>> During an examination, silence is required from the moment a test paper is handed our until it has been handed in. No books or written material of any kind should be in your sight once the examination has begun, and you should keep your eyes on your own paper. If you have a question during an examination, raise your hand and an instructor will come to you. >> >> Students with Disabilities: >> >>> Students who have special conditions as addressed by the Americans with Disabilities Act, and who need any test or course materials to be furnished in an alternative format, should notify the Access Office and the instructor immediately. Reasonabl e efforts will be made to accommodate the needs of these students. >> >> * * * >> >> ![](ToolsFinalB.GIF) >> >> ### Interested in Archaeology? Check out some of these sights. >> >> * ARCHNET >> * ROMARCH \- Roman Archaeology >> * The Ancient City of Athens \- lots of pictures! >> * Archaeology Magazine >> * The University of Michigan's Classics and Mediterranean Archaeology Homepage \- very extensive. >> * Underwater Archaeology >> >> ![](mast.gif) <file_sep>Political Science 206 <NAME> Spring 2002 Room: WW-409; Ph: 288-6840 Tue 5 - 7; WW-418 Office Hrs: TuTh 9:45 - 10:45, 12:45 - 1:45, 3:45 \- 4:45, and by appointment INTERNATIONAL POLITICS Course Objectives : This is basically a "readings" course intended to provide a survey of some of the important theoretical and policy-oriented literature in the field of international politics. Course Requirements : There are two requirements: (1) Assigned written reviews and oral presentations of the readings (25 points); (2) Three 15-20 page analytical essays based on the readings (25 points each). Some basic questions to help you develop these essays are provided at the end of this syllabus. Beyond fulfilling the above requirements, regular attendance and participation in class discussions are also important for determining your grade. Texts : 1\. <NAME> and <NAME>, _Globalization of World Politics_ , Oxford University Press, [BS] 2\. <NAME> and <NAME>, Eds. _International Politics_ , Addison Wesley Longman 5th edition [AJ] 3\. <NAME>, <NAME>, <NAME>, Eds., _Classical Readings of International Relations_ (2 nd edition), Prentice-Hall [WGS] 4\. <NAME> & <NAME>, Eds., _Nationalism_ , Oxford University Press [HS] 5\. <NAME>, _Inside Terrorism_ , Columbia University Press [BH] SYLLABUS & READINGS A. Historical Background <NAME>, AThe Evolution of International Society@ [BS, 35-50] <NAME>arruthers, AInternational History 1900-1945@ [BS, 51-73] <NAME>, AInternational History 1945-1990" [BS, 74-91] B. Theories of World Politics <NAME> & <NAME>, ARealism@ [BS, 141-161] <NAME>, ALiberalism@ [BS, 162-181] <NAME>, ANeo-Realism and Neo-Liberalism,@ [BS, 182-199] <NAME> and <NAME>, AMarxist Theories of International Relations@ [BS, 200-223] <NAME>, AReflectivist and Constructivist Approaches to International Theory@ [BS, 224-249] C. Anarchy and International Society <NAME>, "The Anarchic Structure of World Politics" [AJ, 49-69] <NAME>, "International Conflict & International Anarchy: The Third Image," [WGS, 231-233] <NAME>, "The Security Dilemma in the Atomic Age," [WGS, 234-237] <NAME>, "Cooperation Under the Security Dilemma," [WGS, 237-245] <NAME>, "Alliances: Balancing and Bandwagoning" [AJ, 110-117] D. Classical Theories of International Society <NAME>, "The Idea of International Society" [WGS, 26-30] <NAME>, "Relations Among Sovereigns," [WGS, 35-38] Thucydides, "Reflections on the Peloponnesian War," [WGS, 222-230] <NAME>, "Recommendations for the Prince" [WGS, 30-35] <NAME>, " Kant, Liberal Legacies and Foreign Affairs" [AJ, 97-109] <NAME>, "The Rights of War and Peace," [WGS, 18-20] <NAME>, "The Moral Blindness of Scientific Man," [AJ, 7-16] <NAME>, "The Realist Critique and the Limitations of Realism" [WGS, 39-43] <NAME>, "The Origins of War in Neorealist Theory" [WGS, 49-59] E. Diplomacy, International Law and Organizations <NAME>, "The Future of Diplomacy" [AJ, 118-128] <NAME>, "International Law and Assumptions About the State," [WGS, 270-287] <NAME>, "The Uses and Limits of International Law" [AJ, 129-133] <NAME>, "A Functional Theory of Regimes" [AJ, 134-140] <NAME>, "Cave! <NAME>: A Critique of Regime Analysis," [WGS, 298-311] <NAME>, "The Functionalist Alternative," [WGS, 311-313] <NAME>, "Integration Theorists and the Study of IR," [WGS, 314-330] <NAME>, The United Nations and International Security [AJ, 141-149] <NAME>, "The United Nations and the International System," [WGS, 203-214] <NAME>, "Collective Security as an Approach to Peace," [WGS, 254-266] F. Military Balances and Nuclear Deterrence Theories <NAME>, "The Stability of a Bipolar World," [WGS, 77-85] <NAME>, "Homogenous and Hetrogeneous International Systems," [WGS, 88-91] <NAME>, "The Balance of Power," [WGS, 246-250] <NAME>, "Criticism of Balance of Power Theory," [WGS, 250-254] <NAME>, "Nuclear Weapons and Strategy," [WGS, 336-341] <NAME>, "The Delicate Balance of Terror," [WGS, 341-345] <NAME>, "The Utility of Nuclear Deterrence" [AJ, 220-228] <NAME> and <NAME>, "The Characteristics of Complex Interdependence," [WGS, 92-95] G. War/The Use of Force <NAME>, "War as an Instrument of Policy," [WGS, 403-410] <NAME>, "Offensive Strategy," [WGS, 411-413] Mao Tse-Tung, "Preserving Oneself and Destroying the Enemy," [WGS, 414-421] <NAME>, "The Four Functions of Force" [AJ, 156-168] <NAME>, "The Diplomacy of Violence" [AJ, 169-183] <NAME>, "The Obsolesence of War in the Modern World" [AJ, 204-217] <NAME> & <NAME>, "Complex Interdependence & Force" [AJ, 229-244] H. State, Foreign Policy and Decision-Making <NAME>, "The Level-of-Analysis Problem in International Relations," [WGS, 105-118] <NAME>, "The Territorial State Revisited: Future of the Nation State," [WGS, 119-130] <NAME>, "Decision-Making Analysis," [WGS, 131-153] <NAME>, "Cognitive Dynamics and Images of the Enemy," [WGS, 154-159] <NAME>, "Conceptual Models and the Cuban Missile Crisis," [WGS, 160-190] <NAME>, "The Transformation of Foreign Policies," [WGS, 511-529] I. Nations, States and Nationalism <NAME>, ANationalism@ [BS, 440-455] <NAME>, "Introduction" [HS, 3-13] <NAME>, "The Nation" [HS, 18-21] <NAME>, "The Nation" [HS, 21-25] <NAME>, "A Nation is a Nation, is a State, is an Ethnic Group, is a..." [HS, 36-46] <NAME>, "Nationalism & Modernization" and "Nationalism and High Cultures" [HS, 55-69] <NAME>, "Imagined Communities" [HS, 89-96] <NAME>, "Old and New Nations" [HS, 134-137] <NAME>, "Nations before Nationalism" [HS, 140-147] <NAME>, "The Origins of Nations" [HS, 147-154] <NAME>, "When is a Nation?" [HS, 154-159] J. Nationalism and Secessions <NAME>, "Islam and Nationalism" [HS, 214-217] <NAME>, "The Colonial Construction of African Nations" [HS, 225-231] <NAME>, "State and Nation in African Thought" [HS, 231-235] <NAME>, "Three Phases of Nationalism" [HS, 243-245] <NAME>, "The Rise of the Nation-State System" [HS, 245-250] <NAME>, "Europe and the International State System" [HS, 251-254] <NAME>, "War and Nations" [HS, 254-258] <NAME>, "Ethnic Conflict in the West" [HS, 258-261] <NAME>, "The Logic of Secessions" [HS, 261-269] <NAME>, "Irredentist and Secessionist Challenges" [HS, 269-280] <NAME>, "Towards a Post Communist World" [HS, 280-286] <NAME>, "Europeaness: A New Cultural Battlefield?" [HS, 316-325] K. Cold War and Post Cold War <NAME>, "The Sources of Soviet Conduct," [WGS, 469-475] <NAME>, "The Origins of the Cold War," [WGS, 475-485] <NAME>, "The Cold War Revisited and Re-Visioned," [WGS, 485-496] <NAME>, AThe End of the Cold War@ [BS, 92-110] <NAME>, AInternational History Since 1989,@ [BS, 111-137] <NAME>, "The Long Peace: Elements of Stability in the Postwar International System," [WGS, 496-511] <NAME>, "Why We Will Soon Miss the Cold War," [WGS, 563-579] <NAME>, "The Clash of Civilizations?" [WGS, 633-652, AJ, 423-438] <NAME>, APossible and Impossible Solutions to Ethnic Civil Wars,@ [AJ, 439-460] <NAME>, "The Coming Anarchy," [WGS, 653-676] <NAME>, AHumanitarian Intervention and World Politics@ [BS, 470-493] Fiona Butler, AEuropean and Regional Integration@ [BS, 494-518] <NAME>, AHuman Rights@ [599-614] L. Weapons of Mass Destruction and Unconventional Threats <NAME>, ANuclear Proliferation,@ [BS, 415-439] <NAME>, "The Changing Proliferation Threat," [WGS, 587-600] <NAME>, APeace, Stability and Nuclear Weapons,@ [AJ, 461-475] <NAME>, AThe Dangers of NBC Spread,@[AJ, 476-481] <NAME>, "Transnational Organized Crime: An Imminent Threat to the Nation-State," [WGS, 601-622] <NAME>, _Inside Terrorism_ [Read sections of book as needed] ESSAY REQUIREMENT You are expected to write three essays during the semester based on the readings and general themes discussed in class. The broad titles for the three essays are provided below. The quotes and the set of questions that follow are only advisory and suggestive on the substance to be covered and the possible directions your essay could follow. You may cover more or less, or adopt other directions. However, most of the themes suggested in the questions must be addressed. The essays should be about 15-20 pages double-spaced depending on the font you use. Essay I is due Tuesday March 5th; Essay II by Tuesday April 16th; and Essay III on or before Thursday May 9th. I. International Society and the Use of Force I. "Wars are unavoidable in international society because of the nature of the international system." Reflect on this statement with reference to the following: (a) The underlying sources of conflict (e.g. Waltz and others). (b) Classical and contemporary perspectives on war and peace (e.g., Hobbesian, Kantian and Grotian perspectives, the lessons of the "Athenian-Melian dialogue, E.H. Carr's critique of the "harmony of interests," etc. (c) Conventional and Nuclear Military balances. (d) Insurgency and terrorism as a means of warfare. (E) Regional economic integration and globalization as responses to violent conflict. II. Nations, Nationalism and the Future of the State "Controlling and containing nationalism and secessionist movements in the world will prove to be a far greater challenge to US foreign and security policy-makers as compared to their past ability to avoid or manage conflict during the Cold War." Explore the above observation with reference to the following: (a) Interpretations of ethnicity, nation, nationalism, state, nation-state, and sovereignty. (b) The demands of ethnic groups who insist on the right to national self-determination, as against that of governments who insist on the territorial integrity and sovereignty of states. (c) Nationalism, Civil War and Humanitarian Intervention III. Post Cold War and Weapons of Mass Destruction "The end of the Cold War has made little difference to the spread of weapons of mass destruction." Address the above observations with reference to the following: (a) Explanations for the Cold War. (b) The technological, legal and strategic aspects of the nuclear weapons proliferation problem. (c) Parallels and differences in the problems of biological and chemical weapons proliferation compared with that of nuclear weapons proliferation. (c) Missile proliferation and the utility of Theater Missile Defense and National Missile Defense (d) Future conflicts and problems. <file_sep># Masterpieces of American Literature ### ENG 1600 SPRING 1995 Section 001: MWF 9:00 - 9:50 a.m. Claire 208 Instructor: <NAME> Office: Hellems. #9C / Office Hours: Wed 12-3 p.m. Phone #(messages): 492-7381 English Dept. office/Mailbox: Hellems 101 Undergrad Eng. office: Hellems 111 TEXTS * _Heath Anthology of American Literature_ (HEATH) Volume 1/2nd edition * _Looking Backward 2000-1887_ by <NAME> (R) * _The Conjure Woman and Other Conjure Tales_ by <NAME> * _The Awakening_ by <NAME> (Must use Bedford Books/St. Martin's Press edition) _Great short works of Stephen Crane_ by <NAME> * _The Holder of the World_ by <NAME> (R) NOTE: Texts marked with "W' (Reserve) are also available at Norlin Reserve desk. ON RESERVE: _COURSE PACKET_ _COURSE DESCRIPTION _ This course looks at representative works relating to North America and its peoples, traditions, stories, and histories. While the course is intended to stop at 1900, you'll note that some texts are authored after that date. These works have been included because they provide significant and useful perspectives. We'll cover different regions, different voices, examine ideas about what makes a work literary, and what (if anything) is "American" about these texts or our interpretations. Throughout the semester, there will be an emphasis on critical reading and thinking: challenging assumptions, marking similarities or differences across and against our expectations. In addition, we will pay particular attention to each text's social, popular, historical and cultural location. The course places an emphasis on class discussions and responses. You will be expected to contribute significantly to the class discussions. Most importantly--you will be responsible for having completed readings on the day indicated. _REQUIREMENTS/GRADING_ Attendance/Class Participation/Quizzes 10% of grade Discussion Leadership 5% of grade worksheets (4) 10% of grade Research Paper (1) 25k of grade Mid-Term Exam 25% of grade Final Exam 25% of grade _GENERAL POLICIES_ ATTENDANCE: The attendance grade is computed with class participation/quiz grade. The attendance grade formula is as follows: A: No more than 2 unexcused absences B: No more than 3 unexcused absences C: No more than 4 unexcused absences D: No more than 5 unexcused absences F: 6 or more unexcused absences The only "excused" absence is one supported with reasonable documentation: i.e., doctor's note, for example. A cautionary note of my own: since we will cover much key material in class discussions and lectures, you skip class at your own risk. QUIZZES: Quizzes will pop-up if and when the class discussion seems to be lagging and or texts are not read as assigned (i.e. on schedule). LATE-WORK: No Late Work will be accepted for worksheets. As both the mid-term and final are in-class, late-work in these cases is neither applicable or acceptable. I will accept the research paper late but there is a penalty. Each class day that the research paper is late, your grade will be lowered by a letter grade. _EXAMS_ Questions for a take-home mid-term will be handed out on Friday, Feb. 24\. The mid-term is due in-class (no exceptions!) on Wed. March 1. FINAL: The final exam schedule is listed on the syllabus. Finals will be given in class, in our regularly scheduled classroom. _GUIDELINES FOR LEADING CLASS DISCUSSIONS_ An attached sign-up sheet is for your reference; another will be passed around the class for sign-up purposes. Choose an author, interest, text, etc. on which you want to lead a class discussion. Sign up for that day. The responsibilities of the daily discussion leader are: * \- Provide interesting, discussion-provoking questions, * \- Offer your own textually-supported interpretation and use it to generate discussion, * \- Provide background information if and when applicable or useful, * \- and, most importantly, ask the questions everybody else is afraid to ask! You will also be expected to turn in a typed list of the questions you plan to use to lead the class discussion. This list of questions must be handed in on the day you lead the class discussion (no late work is accepted). _GUIDELINES FOR WORKSHEETS_ There are a total of 4 worksheets due (for due dates, see syllabus). NO LATE WORKSHEETS ARE ACCEPTED (unless a reasonable excuse--i.e. doctor's note--is provided with the late work). The worksheets are graded on a Satisfactory/Unsatisfactory basis. The worksheets are designed to be thought/response pieces. While you should always proofread your writing for spelling, grammar, punctuation, etc., I want you to focus on content. It will not be necessary to document quotes with citations or to do any research for these worksheets. (In fact, please don't do either.) Any additional requirements or parameters will be explained in class and/or with each worksheet assignment. _GUIDELINES FOR RESEARCH PAPER_ The paper is expected to be a short research paper--i.e. it must indicate some library research into your chosen topic, and include appropriate citations and a bibliography. The paper must follow MLA guidelines (see the MLA Handbook for Writers of Research Papers). It should run between 5-7 double-spaced pages. PLEASE DO NOT EXCEED THAT LENGTH. Since this is a formal paper, you will be graded on punctuation, grammar, well-developed ideas, and clearly written prose. The paper must develop a thesis--an analytic focus or argument--which focuses on at least one of the syllabus texts (i.e., the paper must only analyze texts on the syllabus and may discuss texts appearing after the essay's due date). I will not assign topics, but will be happy to discuss any of your ideas. In order to help you get keep on track, you will be expected to hand in a 1-page short proposal/description of your paper. This paper proposal will be due on Friday, March 17. The research paper is due on Monday, April 17. _SYLLABUS_ Week 1 WED. Jan. 11 General Introduction. FRI. Jan. 13 BACKGROUND: "Colonial Period to 1700" ( _HEATH_ 3-20); "Native American Oral Literatures" ( _HEATH_ 21-27) TEXTS: Talk Concerning/Zuni ( _HEATH_ 27-41); The Origin of stories/Seneca ( _HEATH_ 56-58); Creation of the Whites/Yuchi ( _HEATH_ 115-116); Crockett Almanacs-Sunrise/Crockett ( _HEATH_ 1462). Week 2: MON. Jan. 16 NO CLASS. MARTIN LUTHER KING JR. DAY WED. Jan. 18 <NAME>/Melville ( _Heath_ pp. 2497-2554) FRI. Jan. 20 BACKGROUND: "Cultures in Contact . . . " ( _HEATH_ 110-115) TEXTS: Journal of the First Voyage/Columbus ( _HEATH_ 118-125); The Voyages of Samuel de Champlain/Champlain ( _HEATH_ 173-178); How America Was Discovered/Handsome Lake ( _HEATH_ 182-184) Week 3: MON. Jan. 23 An Indian's Looking-Glass/Apes ( _HEATH_ 1780-1786); An Address to the Whites/Boudinot/ ( _HEATH_ 1792-1801); A Narrative of the Late Massacres/Franklin ( _HEATH_ 724-1764). worksheet #1 DUE WED. Jan. 25 A Model of Christian Charity/Winthrop ( _HEATH_ 223-234); Of Plymouth Plantation/Bradford ( _HEATH_ 245-266); Sinners/Edwards ( _HEATH_ 584-595) FRI. Jan. 27 Selected poems by Bradstreet ( _HEATH_ ): The Prologue (291-292), The Author (293), The Flesh and (302-305), Before the Birth (305); Selected poems by Taylor ( _HEATH_ ): Upon a Spider (384-385), Huswifery (385-386), Upon Wedlock (386-387) Week 4: MON. Jan. 30 A Narrative of the Captivity/Rowlandson ( _HEATH_ 340-366); The Redeemed Captive/Williams ( _HEATH_ 442-452) WED. Feb. 1 BACKGROUND: Eighteenth Century ( _HEATH_ 496-518) TEXTS: The Autobiography/Franklin ( _HEATH_ 753-810) FRI. Feb. 3 The Autobiography/Franklin (cont.) WORKSHEET#2 DUE Week 5: MON. Feb. 6 Recuerdos historicos/Vallejo ( _HEATH_ 2001-2012) WED. Feb. 8 The Interesting Narrative/Equiano ( _HEATH_ 971-1003) FRI. Feb. 10 Narrative of the Life Frederick Douglass/Douglass ( _HEATH_ pp. 1666-1732) Week 6: MON. Feb. 13 Narrative of the Life Frederick Douglass/Douglass (cont.) WED. Feb. 15 Incidents/Jacobs ( _HEATH_ 1751-1777) FRI. Feb. 17 BACKGROUND: Early Nineteenth Century ( _HEATH_ 1227-1260) TEXTS: The Masque of the Red Death/Poe ( _HEATH_ 1402-1406); The Purloined Letter/Poe ( _HEATH_ 1410-1422) Week 7: MON. Feb. 20 Nature/Emerson ( _HEATH_ 1498-1529); Self-Reliance/Emerson ( _HEATH_ 1544-1558 WED. Feb. 22 Woman in the/Fuller ( _HEATH_ 1634-1655); American Literature/Fuller ( _HEATH_ 1655-1665) FRI. Feb. 24 Walden/Thoreau ( _HEATH_ 2028-2063) Week 8: MON. Feb. 27 Preface/Whitman ( _HEATH_ 2744-2757); Song of Myself/Whitman ( _HEATH_ 2758-2765) WED. March 1 The Custom-House/Hawthorne ( _HEATH_ 2178-2202) MID-TERM DUE FRI. March 3 The Scarlet Letter/Hawthorne ( _HEATH_ 2202-2315) Week 9: MON. March 6 The Scarlet Letter (cont.) WED. March 8 _The Holder of the World_ /Mukherjee FRI. March 10 _The Holder of the World_ (cont.) Week 10: MON. March 13 _The Holder of the World_ (cont.) WED. March 15 Appeal/Grinke ( _HEATH_ 1856-1864); An Address/Garnet ( _HEATH_ 1868-1876); Toussaint L'ouverture/Phillips ( _HEATH_ 1876-1887) FRI. March 17 Southern Thought/Fitzhugh ( _HEATH_ 1912-1922); Lincoln Addresses ( _HEATH_ 1931-1935). PAPER PROPOSAL DUE Week 11: MON. March 20 Speech at/Truth & Address to/Truth ( _HEATH_ 1956-1964); Sojourner Truth/ Stowe ( _HEATH_ 2425-2433) WED. March 22 Poetry selections/Dickinson ( _HEATH_ pp. TBA) FRI. March 24 Selected stories from Conjure Woman/Chesnutt WORKSHEET #3 DUE week 12: MARCH 27 - 31 SPRING BREAK. NO CLASS. Week 13: MON. April 3 _Huck Finn_/Twain WED. April 5 _Huck Finn_(cont.) FRI. April 7 _Huck Finn_ (cont.) week 14: MON. April 10 _The Awakening_Chopin WED. April 12 _The Awakening_ (cont.) FRI. April 14 Selected Critical Essays on _The Awakening_ Week 15: MON. April 17 Bartleby/ Melville ( _HEATH_ 2445-2470) PAPER DUE WED. April 19 Bartleby (cont.) FRI. April 21 Looking Backward/Bellamy Week 16 MON. April 24 Looking Backward (cont.) WED. April 26 _Maggie, A Girl of the Streets and Selected Stories_/Crane FRI. April 28 The Open Boat/Crane Week 17 MON. May 1 Review for Final Exam WORKSHEET #4 DUE WED. May 3 NO CLASS. READING DAY. FINAL EXAM: SATURDAY, MAY 6: 11:30 a.m. - 2:30 p.m. (Reminder: exam is held in our regular classroom, Claire 208) NOTE: This syllabus is subject to change. <file_sep>\| ![](../Images/name.gif) ---\|--- ![Navigation Bar $3391 bytes$](../Images/navbar.gif) \| <NAME> 210 Professional Building Phone: 882-0263 Email: <EMAIL> Office Hours: M, 10:15-11:30am; W, 2:15-3:30pm (and by appt.) American Foreign Policies (PS 314) M, W, and F, 1:00-1:50pm Fall 1998 COURSE DESCRIPTION AND OBJECTIVE This course will attempt to build an understanding of the substance and process of American foreign policy. To do this, we will examine a host of foreign policy sources emanating from the international system, domestic political institutions, and American society. An examination of these sources will help improve our understanding of foreign policy outcomes. The investigation of this array of foreign policy inputs will also help to explain the patterns and continuity in US foreign policy since the end of World War II. Finally, the course will provide a basis for understanding some of the challenges the US faces in the post-Cold War era. READING There is a substantial amount of reading for this course. You will see that the readings will vary in terms of difficulty. While some readings will be quite challenging, others will be less difficult. In the semester schedule (below), I have indicated the readings to be completed each week. I expect you to complete each week's reading before Friday's class. I have also indicated some recommended readings. These readings are intended to supplement course material, but they are not required. Some of this material will form the basis for classroom discussion. You may also find this material valuable as you prepare your research paper. _Advice to the wise_ (please skip this paragraph if you prefer a more difficult semester): This class will be far more rewarding for you if you keep up with the reading. With the reading material fresh in your head, you will be more engaged while listening to lectures and contributing to discussions. Remember, it is far more difficult to catch up on your reading after falling behind with it than it is to simply keep up with it. _Required texts:_ _American Foreign Policy_ , <NAME>, Jr., and <NAME> _The Future of American Foreign Policy_ (3rd ed.), <NAME> and <NAME> _American Foreign Policy_ , Annual Editions 98/99 A NOTE ON ATTENDANCE Attending class on a regular basis is necessary in order to do well in the course. I do not require your attendance, but you should require it of yourself if you want to learn as much as possible in the course. \| MU Policy on Academic Honesty --- Academic dishonesty is an offense against the University. A student who has committed an act of academic dishonesty has failed to meet a basic requirement of satisfactory academic performance. Thus, academic dishonesty is not only a basis for disciplinary action, but is also relevant to the evaluation of the student's level of performance. Academic dishonesty includes, but is not necessarily limited to the following: * Cheating , or knowingly assisting another student in committing an act of cheating or other academic dishonesty. * Plagiarism which includes but is not necessarily limited to, submitting examinations, themes, reports, drawings, laboratory notes or other material as one's own work when such work has been prepared by another person or copied from another person. * Unauthorized possession of examinations or reserve library materials, or laboratory materials or experiments or any other similar actions. * Unauthorized changing of grades or markings on an examination or in an instructor's grade book or such change of any grade record. Any student who commits an act of academic dishonesty is subject to disciplinary action. The University has specific academic dishonesty administrative procedures. Although policy states that cases of academic dishonesty must be reported to the Office of the Provost for possible action, instructors may assign a failing grade for an assignment, or a failing grade for the course, or may adjust a grade as deemed appropriate. Instructors also may require students to repeat the assignment or to perform additional assignments. OFFICE HOURS My office hours are noted on the first page of this syllabus. This time may be inconvenient for some individuals. I encourage you to schedule an appointment at a more convenient time if you like. Office hours are provided to students as an extra resource to learn. I strongly encourage you to take advantage of them whenever you want. Most importantly, you do not have to be confused about the readings to come and talk with me about them. SPECIAL PROBLEMS Do you have a problem writing essay exams? See me. If you have any special learning difficulties, please see me. Are you on medication that might hinder your performance in the course in some way? See me. We can work around any special problem or concern you might have. However, this is only possible if you come and tell me in ADVANCE. I will be very unsympathetic to any request to makeup an exam after the exam has already been given. Again, if you anticipate difficulty attending an examination due to illness or other emergency, see me in advance. _Computer-related problems:_ Computers, like most machines, break down occasionally. College students, like most people, make mistakes occasionally. Taken together, we often find college students who are very angry at themselves or at their computers for the sudden disappearance of an important paper. Ultimately, you are responsible for backing up your own work and caring properly for your own computing equipment. I will grant extensions for papers due to computer-related problems, but only in the rarest of circumstances. First, I will not entertain any requests for extensions due to computer- related problems made to me within 12 hours of the paper's due date. If you expect computer difficulties to make it impossible for you to submit a paper by the due date (and that due date is not within 12 hours away) contact me and we will discuss alternative arrangements for you. COURSE REQUIREMENTS 15% - 4 unannounced quizzes (lowest grade will be dropped) 25% - Midterm Examination (Friday, October 16) 30% - Research paper (Friday, December 4) 30% - Final Examination (Wednesday, December 16, 10:30am-12:30pm) SEMESTER SCHEDULE August 24, 26, and 28 * Introduction and administration * Analysis of US Foreign Policy Reading: Kegley and Wittkopf, Chapters 1 and 2 August 31 and September 2 (no class on Friday, September 4) * A brief history of US Foreign Policy Reading: Kegley and Wittkopf, Chapter 3; Wittkopf & Jones, Introduction (pp. 1-7), Part I introduction (pp. 9-21), and Chapter 1 (pp. 22-38). September 9 and 11 (no class on September 7, Labor Day) * Instruments of Influence: Military Capability and Foreign Intervention Reading: Kegley and Wittkopf, Chapter 4; Wittkopf & Jones, Chapters 23, 25, and 26. Recommended: Annual Editions, Chapters 29 and 31 September 14, 16, and 18 * Instruments of Influence: Non-military tools Reading: Kegley and Wittkopf, Chapter 5; Annual Editions, Chapters 25 and 27 September 21, 23, and 25 * External sources of US foreign policy: Systemic Sources Reading: Kegley and Wittkopf, Chapter 6 September 28, 30, and October 2 * External sources of US foreign policy: International Political Economy Reading: Kegley and Wittkopf, Chapter 7 October 5, 7, and 9 * External sources of US foreign policy: International Political Economy Reading: Wittkopf & Jones, Chapters 27, 28, and 29 October 12 and 14 * Societal sources of US foreign policy: Public Opinion Reading: Kegley and Wittkopf, Chapter 8; Annual Editions, Chapters 12 Recommended: Annual Editions, Chapter 28 Midterm Examination, October 16 October 19, 21, and 23 * Societal sources of US foreign policy: Mass Media Reading: Kegley and Wittkopf, Chapter 9; Annual Editions, Chapters 13 October 26, 28, and 30 * The President, the Executive Branch, and US foreign policy Reading: Kegley and Wittkopf, Chapter 10; Annual Editions, Chapter 24 Recommended: Kegley and Wittkopf, Chapter 11 November 2, 4, and 6 * Congress and US foreign policy Reading: Kegley and Wittkopf, Chapter 12; Annual Editions, Chapters 18 and 23 November 9, 11, and 13 * The process of US foreign policy formation * Bureaucratic politics, decision-making * Policy and policy-makers: the role of individuals in foreign policy formation Reading: Kegley and Wittkopf, Chapter 13; Annual Editions, Chapter 20 November 16, 18, and 20 * US-Russian relations * US-European relations Reading: Annual Editions, Chapters 5, 9, and 33; Wittkopf & Jones, Chapter 13 Recommended: Annual Editions, Chapter 8 THANKSGIVING BREAK November 30, December 2 and 4 * US and Asia (especially China and Japan) Reading: Wittkopf & Jones, Chapter 16; Annual Editions, Chapters 6, 7, and 26 Research Paper Due, December 4 December 7, 9, and 11 * American Foreign Policy: Future Challenges * Review and conclusions Readings: Kegley and Wittkopf, Chapter 15; Wittkopf & Jones, Chapter 5; Annual Editions, Chapters 3 and 4 FINAL EXAMINATION, Wednesday, December 16, 10:30am - 12:30pm <file_sep>* * * W4211.001\| Spring 1995\| <NAME> ---\|---\|--- Liberalism in America PoliSci Homepage \| PoliSci Courses\| Undergrad info\| Grad info * * * [Discussion section with Sayres Rudy, Thursday, 6-7.30PM, 902IAB] Liberalism is a term that soaks up a great deal of meaning. The course will seek to clarify relationships among: (1) liberalism as a doctrine created in early modern Europe to tame religious passions and restrain unbridled sovereignty; (2) the liberal tradition in America, which, variously, has been represented either as the hegemonic organizing principle of the American regime or as one among other contested organizing themes for more than two centuries; and (3) liberalism as a political position and policy repertoire in the give and take of American politics, with a primary home in the Democratic party, especially since the New Deal. The class seeks to integrate these foci by exploring liberalism's shifting boundary between the included and excluded and by examining the extent to which liberalism can be made sufficiently social to embrace group as well as individual units of agency. In so doing, the course will bring together literatures often kept apart. We will read some basic texts in the development of liberalism, recent considerations on liberalism by political theorists and philosophers, scholarship on American political thought, and work on Democratic party liberalism. The (perhaps not so) hidden aim is to encourage trespassing across boundaries dividing history from political science, theory from empirical work, and the study of American politics from the other subdisciplines in political science. There will be an in- class midterm and a take- home final. All the materials for the course have been placed on reserve in Lehman Library. A packet of readings, not including materials from the books recommended for purchase, is available at CopyQuick, on Amsterdam Avenue between 119th and 120th Streets. All course books in print have been ordered by the Barnard Bookforum; I suggest you buy the following: <NAME> and <NAME>, eds., _The Rise and Fall of the New Deal Order, 1930- 1980_. Princeton: Princeton University Press, 1989 <NAME>, _The American Political Tradition_ , New York: Knopf, 1948 (Vintage paperback) <NAME>, _Two Treatises of Government_. edited by <NAME>. Cambridge: Cambridge University Press, 1990 <NAME>, _The End of Liberalism_. 2nd edition. New York: Norton, 1979 <NAME>, _A Theory of Justice_. Cambridge: Harvard University Press, 1971 <NAME>, _Democracy in America_. translated by George Lawrence. New York: Doubleday Anchor, 1969 * _Part One_ <NAME>, "Liberalism," in Stuart Hampshire, ed., _Public and Private Morality_. Cambridge: Cambridge University Press, 1978 <NAME>, "Political Liberalism," _Political Theory_ , 18 (August 1990) <NAME>, "Theoretical Foundations of Liberalism," _The Philosophical Quarterly_ , 37 (April 1987) <NAME>, "Liberal Strategies of Exclusion," _Politics and Society_ , 18 (December 1990) <NAME>, "Difference, Diversity, and the Limits of Toleration," _Political Theory_ , 18 (August 1990) <NAME>, "Beyond Tocqueville, Myrdal, and Hartz: The Multiple Traditions in America," _American Political Science Review_ , 87 (September 1993) _Part Two_ <NAME>, _Second Treatise_ , 1- 9, in _Two Treatises of Government_. edited by <NAME>. Cambridge: Cambridge University Press, 1990 <NAME>, _On Liberty_ , chapters 1- 3 <NAME>, _Liberalism_ , chapters 4, 6, 7 _Part Three_ <NAME>, _A Theory of Justice_. Cambridge: Harvard University Press, 1971, chapter 1, sections 1- 5; chapter 2, sections 11- 14, 17; chapter 3, sections 20- 25, 26, 29; chapter 4, sections 32, 33, 36, 37; chapter five, sections 42, 43; chapter 6, sections 67; chapter 9, sections 78, 79, 82. <NAME>, _The Morality of Freedom_. Oxford: Clarendon Press, 1986, chapters 1, 5, 14, 15. <NAME>, _Moral Conflict and Politics_. Oxford: Clarendon Press, 1991, chapters 1, 4. <NAME>, _Liberalism, Community, and Culture_. Oxford: Clarendon Press, 1991, chapters 1, 2, 7- 10. <NAME>, _Political Liberalism_. Columbia: Columbia University Press, 1993, introduction, lecture 1 (parts 1- 7); lecture 2 (parts 2- 6); lecture 4. _Part Four_ Is<NAME>, "The 'Great National Discussion': The Discourse of Politics in 1787," _William and <NAME>_ , XLV (January 1988) <NAME>, _Liberalism and Republicanism in the Historical Imagination_. Cambridge: Cambridge University Press, 1992, chapter 1 (pp.1- 33). <NAME>, _Democracy in America_. translated by Ge<NAME>. New York: Doubleday Anchor, 1969, introduction, Volume One, part one, chapters 3, 4; part two, chapters 1, 2, 6, 7, 8, 10; Volume Two, part 2, chapters 1- 3, 20. <NAME>, _The American Political Tradition_. New York: Knopf, 1948, introduction, chapters 1, 5, 12. <NAME>, _The Liberal Tradition in America_. New York: Harcourt Brace and World, 1955, chapters 1, 10. <NAME>, _Slavery and Freedom: An Interpretation of the Old South_ , chapter 2, epilogue. <NAME>, _The Lincoln Persuasion: Remaking American Liberalism_. Princeton: Princeton University Press, 1993, chapter 2. <NAME>, "What Does it Mean to be an American?," _Social Research_ , 57 (Fall 1990) _Part Five_ <NAME>, _The End of Liberalism_. 2nd edition. New York: Norton, 1979, prefaces to second edition and first edition, chapters 10, 11. <NAME> and <NAME>, eds., _The Rise and Fall of the New Deal Order, 1930- 1980_. Princeton: Princeton University Press, 1989, introduction, chapters 3- 5, 7, 10. <NAME> and <NAME>, _Chain Reaction: The Impact of Race, Rights, and Taxes on American Politics_. New York: Norton, 1991, chapters 1, 12\. _Part Six_ Gun<NAME>'s _An American Dilemma_. New York: Harper and Row, 1944, introduction, chapters 1- 3, 21, 45. <NAME>, "The Post- War Paradigm in American Labor Law," _Yale Law Journal_ , 90 (June 1981) <NAME>, "Redescribing Privacy: Identity, Difference and the Abortion Controversy," _Columbia Journal of Gender and Law_ , 3 (#1, 1993) * <file_sep> \| ![C.S.S. seal](sealnew.jpg) The College of _St. Scholastica_ \| EDU5565 Human Relations Syllabus _(Revised October 2000)_ ---\|--- \| Instructor \| Course Outcomes ---\|--- Course Context \| Course Materials Description \| Legal Section Program Outcomes \| Assessment/Grading \| Instructor: \| Dr. <NAME> Media Director Proctor Public Schools ---\|--- CSS Office: Phone: \| 2129 Tower Hall Work: 628-4930 Home: 724-1519 email: Office Home \| <EMAIL> <EMAIL> Credits: \| 2 Semester Course Context: \| This course is designed to prepare practicing teachers to recognize and understand the similarities and differences between and among various cultural, racial, economic and gender groups and to promote systemic proactive social change by recognizing human biases in education and by creating learning environments which contribute to student self-esteem and inclusion. It further challenges students to explore, assess, understand and reflect on their own personal biases and prejudices concerning these groups and to develop respect for human diversity and human rights through curriculum and instruction. Description: \| EDU 5565 explores the consciousness of various cultural, racial, ethnic, economic, and gender populations and the process of oppression as it has affected these identified groups. Students explore their own biases and prejudices, and develop and utilize personal intervention strategies to create positive, proactive instructional materials and contexts for the effective and appropriate instructional inclusion of genders, cultures, races, and exceptionalities. Students will understand, identify and integrate strategies to intervene on dehumanizing practices in group and individual instructional settings. This course is framed in the research that addresses positive cultural diversity and multiculturalism in educational settings. \| Course Materials --- Texts: \| <NAME>. (1996). _Choosing democracy: A practical guide to multicultural education._ New York: Merrill. <NAME>. (1995). _Teaching tolerance._ Montgomery, AL: Southern Poverty Law Center. Carnegie Council on Adolescent Development. (1996). _Great transitions: Preparing adolescents_ _ for a new century. _New York: Carnegie Foundation. --- Other Materials: --- \| A selection of three of the following films will be viewed by the student as part of unit requirements: \| \| _Primal Mind, Thunderheart, A Class Divided, School Ties, The Mission, El Norte, Cry Freedom, Raisin in the Sun, Autobiography of <NAME>, Summer of My German Soldier, Where the Spirit Lives, Family Gathering, Amistad, Rosewood, The Milagro Bean Field War, Soul Food, PowWow Highway._ \| Legal Section --- \| Academic Honesty: --- \| All assignments will be expected to meet standards for academic honesty. Lessons, activities, articles, and manuscripts are the intellectual property of their developers. Copying the work of others without due credit is theft. Copying of part of other students' assignments or examinations without permission and cited credit is also theft. All sources must be adequately and appropriately cited using an accepted form for style such as APA or MLA. Work not cited correctly will earn a failing grade for the assignment and/or the course. Incompletes: \| No incompletes will be assigned for this course except by special arrangement with the instructor. ALL COURSE WORK IS DUE ON the last day of the semester of enrollment. NO MATERIALS will be accepted after this date without prior permission of the instructor. \| EDU 5565 Program Outcomes --- \| 3. \| Diverse Learners: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to learners from diverse cultural backgrounds and exceptionalities. ---\|--- 5. \| Learning Environment: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. 7. \| Planning Instruction: The teacher plans and manages instruction based upon knowledge of subject matter, students, the community, and curriculum plans. 9. \| Reflection and Professional Development: The teacher is a reflective practitioner who continually evaluates the effects of her/his choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. 10. \| Collaboration, Ethics, and Relationships: The teacher communicates and interacts with parents/guardians, families, school colleagues, and the community to support students' learning and well-being. \| EDU 5565 Course Outcomes Students will demonstrate the following program and course outcomes. --- \| Outcomes Assessment --- 1. \| Develop lessons, units, and instructional material that identify and promote the contributions of various cultural, racial and economic groups in society. (3,7) \| 1. \| Unit Requirements, Journal responses, Intervention Strategies Paper. ---\|---\|---\|--- 2. \| Identify, describe, and intervene in dehumanizing biases and prejudices in educational materials and settings. (3,9) \| 2. \| Unit Requirements, Personal Journal. 3. \| Develop and implement proactive strategies for positive social change in the promotion of effective human relationships between and among diverse groups within and outside the school setting. (3) \| 3. \| Personal Journal, Intervention Strategies Paper. 4. \| Recognize, describe and intervene in one's own process of dehumanization as it affects children, peers, and colleagues within and outside the school setting. (3,9,10) \| 4. \| Personal Journal, Intervention Strategies Paper, Unit Requirements. 5. \| Recognize, describe and intervene in one's own process of dehumanization as it affects the individual as a member of the oppressing/oppressed group. (3,7,9) \| 5. \| Personal Journal, , Intervention Strategies Paper. 6. \| Review, critique and integrate current research, popular and documentary film, and actions and objects of popular culture into lesson and unit planning. (3,7) \| 6. \| Unit Requirements, Intervention Strategies Paper, Personal Journal. 7. \| Understand how social groups function and influence people, and how people influence groups. (5) \| 7. \| Unit Requirements, Intervention Strategies Paper, Personal Journal. 8. \| Understand how participation supports commitment. (5) \| 8. \| Volunteer Report. \| EDU 5565 Assessment The following projects and assignments will be used to assess the program outcomes: --- \| 1\. Unit Requirements: There are _three units_ in this course. --- ![](ltpurplrt.gif) \| Each unit will require the student to read, view, or participate in the assignments and activities of the unit. ![](ltpurplrt.gif) \| These will include reading assigned texts and articles, preparing lessons according to the five approaches identified in the texts and participating in assigned activities. ![](ltpurplrt.gif) \| At the end of each unit the student will be expected to prepare a reflective paper/project showing integration and reflection of the unit material and responding to the unit questions. ![](ltpurplrt.gif) \| The student will be expected to use clearly identified and cited material from the assignments to inform the unit materials. \| 2\. Personal Class Journal: Journal of assigned texts. --- ![](ltpurplrt.gif) \| This is an active course which will require the student to reflect on and explore personal and professional attitudes and ideas. ![](ltpurplrt.gif) \| _In the first journal entry_ , the student will present a personal assessment of his/her own biases and prejudices concerning the various groups we will be studying and _will clearly identify at least four personal learning goals_ the student sets for this course. ![](ltpurplrt.gif) \| The student will use this as a base for reflection and self-assessment throughout the course. ![](ltpurplrt.gif) \| All other journal entries should reflect on the "what" of the course activities and assignments, and on the student's personal feelings, insights, and reactions to these activities and discussions in relation to the course goals and the student's personal goals. The journal entries for each Unit should reflect and discusses the Questions for Focus for that Unit showing knowledge from the readings, information and insights from self- examination and evaluation, and connection to course and personal learning goals. \| 3\. Volunteer Report --- ![](ltpurplrt.gif) \| The student is required to spend _10 hours_ volunteering in a setting appropriate to the intent and content of the course. ![](ltpurplrt.gif) \| A brief (1-2 page) reflective paper is required. ![](ltpurplrt.gif) \| Signed volunteer form mentioned under General Course Requirements. \| 4\. Intervention Strategies Paper (6-8 ** pages) --- ![](ltpurplrt.gif) \| In this paper, the student will be expected to do two things. \| 1. \| First the student will: \| \| ![](ltpurplball.gif) \| Identify the learning goals he/she established at the beginning of the course. \| \| ![](ltpurplball.gif) \| Re-evaluate each goal. \| \| ![](ltpurplball.gif) \| Describe personal intervention strategies used throughout the course. \| \| ![](ltpurplball.gif) \| Identify at least one strategy chosen for on-going assessment and accomplishment. \| 2. \| Second, the student will: \| \| ![](ltpurplball.gif) \| Identify the larger societal issues discussed in the course. \| \| ![](ltpurplball.gif) \| Select at least 2 of these issues. \| \| ![](ltpurplball.gif) \| Describe personal and professional intervention strategies used throughout the semester which could be applied to each of those issues. \| \| ![](ltpurplball.gif) \| Present these in the form of a case analysis of their impact in a school setting. \| 5. Conversations with the instructor --- ![](ltpurplrt.gif) \| Contact with the class and the instructor will take place in THREE ways. You are responsible for meet each of the following three requirements: \| 1. \| You will be required to participate in online class discussions at least three times during the semester. These discussion will last about 2 hours and will be on specific topics that relate to the Unit requirements of the course. Times and content of the discussion will be posted on the class Bulletin Board. \| 2. \| You will be expected to contact the instructor personally at least once during the semester. \| \| ![](ltpurplball.gif) \| Please use the email to make an appointment to meet with the instructor. \| \| ![](ltpurplball.gif) \| Meet either online in the Chat Room, or by phone. \| \| ![](ltpurplball.gif) \| Expect the conversation to last at least 15 minutes. \| \| ![](ltpurplball.gif) \| Be prepared to discuss your progress in the course, concerns or questions you might have, and ideas you are gathering from the course activities. \| 3. \| You will be required to attend at least two Open Chat Room hours for open course discussion. \| \| ![](ltpurplball.gif) \| Open Chat will occur at least four times in the semester. \| \| ![](ltpurplball.gif) \| The instructor will set times for Chat through the Bulletin Board and by email directly to the students. \| \| ![](ltpurplball.gif) \| Be prepared to discuss course content, reflections, activities etc. during this time. \| Evaluation/Grading --- This is a pass/no-pass course. Attainment of 85% is required for a pass (P). Individual assignments will be evaluated using the following point system: \| Assignments \| Pts ---\|--- 1\. Unit requirements. \| 310 2\. Personal journal. \| 150 3\. Personal intervention strategies paper. \| 100 4\. Volunteer experience evaluation. \| 50 5\. Instructor contact. \| 160 Total points \| 770 ![EDU 5565 Home Page](home1.gif) EDU 5565 Home Page <file_sep>Political Science 158 \| <NAME> ---\|--- Fall 1999, Room WW-372 \| Room: WW-409; Ph: 288-6840 TuTh 3:35-4:50 PM \| Office Hours: TuTh 10-12 AM, 2-3 PM; \| and by appointment POLITICS OF THE INDIAN SUBCONTINENT Course Objectives : This course is intended to provide a survey of the history, politics, government and foreign relations of the Indian subcontinent. Course Requirements : Two short tests based on the lectures and readings. (30 points each); a term essay of about 10-15 double-spaced pages on a topic dealing broadly or narrowly with some aspect of ADomestic Politics," ASociety and Social Issues,@ "Security and Foreign Relations," or the "Economy and Development" (40 points). You may choose to do a Final Exam in lieu of a term paper, but all students must make a 20 minute oral presentation on the proposed term paper, or some topic of your choice if you plan to do a written final examination instead. Dates to keep in mind : First Test: Thursday October 7 ; Second Test: Tuesday, November 9 ; An Indian dinner & Bollywood movie at my place on a Saturday, either November 13 or 20. Final Exam (optional): Tuesday December 14, 10:30-12:30. Test dates are subject to change. Texts and Readings : <NAME>, _India and South Asia_ , Dushkin/McGraw-Hill, 1999 <NAME>, _India Emerges_ , Diablo Press, 1994 <NAME>, <NAME>, <NAME>, and <NAME>, _Government and Politics in South Asia_ , Westview Press, 1999. (BMKD) <NAME>, _Democracy, Security and Development in India_ , St. Martin=s Press, 1996. (Optional) Course Syllabus 1. Introduction; Historical Background Warshaw, 1-103; BMKD, 5-18; also primarily lectures 2. Political and Social Background: India, Pakistan, Bangladesh, Sri Lanka, Nepal Warshaw, 104-212; BMKD, 21-54; 163-174; 233-246; 303-315; 367-369 3. Government and Politics in India, Nepal and Bhutan Warshaw, 104-182; BMKD, 55-121, 369-379, Thomas, 25-50, 73-98 4. Government and Politics in Pakistan, Bangladesh, Sri Lanka Warshaw, 183-212; BMKD, 175-201, 247-280, 316-345 5. Economic and Development Issues BMKD, 151-159, 224-230, 292-300, 352-364 6. Security Problems and Foreign Relations BMKD, 140-150, 202-212, 281-291, 346-351; Thomas, 51-72 POSC 158 - POLITICS OF THE INDIAN SUBCONTINENT** I. Study Questions for First Midterm 1. Summarize the religious and linguistic structure of the Indian subcontinent. 2. Describe the essence of Hinduism and the Code of Manu. How does Buddhism and Islam differ from Hinduism? 3. What are some of the salient aspects of the Mauryan dynasty and the Age of the Guptas? 4. How did Akbar's rule differ from Aurangzeb's rule during the period of the Moghul empire? 5. What is the historical significance of the Indian Mutiny of 1857-58? What were the features of British rule in the immediate aftermath of the mutiny? 6. Describe the circumstances surrounding the birth of the Indian National Congress and the All-Indian Muslim League. What was the nature of the Hindu-Muslim struggle thereafter? 7. What were the objectives and the nature of Mohandas Gandhi's "satyagraha" movement? Do you agree with the INC's allegation that the British followed a policy of "divide and rule"? 8. Analyze the politics and rationale for the creation of Pakistan. II. Study Questions for Second Midterm 1. Describe the salient features of the Indian constitution and parliamentary system. Where is power and authority located in the Indian political system? Under what conditions may the President call for the dissolution of parliament? 2. Describe some of the major political parties of India and summarize their political platforms. Which parties and prime ministers ruled India since independence and what was the parliamentary strength of these governments? How significant is the rise of Hindu nationalism in Indian politics? 3. Discuss the problems of constitution-building in Pakistan since its creation in 1947. What were the internal political events in Pakistan that led to the Bangladesh movement and the partition of the old Pakistan? Will transantional Islamic nationalism affect the politics of Pakistan and Bangladesh? 4. Discuss the nature of government institutions, political parties and political processes in the cases of Sri Lanka and Nepal. To what extent is Buddhism relevant in Sri Lankan poltics today? 5\. Discuss the main developmental issues faced by the South Asian states. Will the new marketization and economic reforms lead to great economic prosperity or greater political instability? Do democratic systems slow down economic growth? 6\. What are some of the contemporary internal and external security problems of South Asia? Will the states of South Asia survive in the face of violent secessionist movements? <file_sep>### ![Book Image](graphics/books-t.gif) Building the Virtual Department: A Case Study of Online Teaching and Research #### English 214, _Topics in Writing_ * * * * Scenario * Technical Summary * Catalog Description * Syllabus * The Scenarios Discussed in This Essay * Summary (in Table Form) of All Scenarios * * * ### Scenario: Historically, the first English course taught entirely in SCAILAB (a joint project of the Department of English and the Tutorium in Intensive English, our ESL program) was <NAME>'s English 214: Writing and Publishing [for Cyberspace], a topics-based writing course. Usually, the topics for the course are determined by the needs of the department and are strictly an internal matter. Dorwick's orginal topic for the course, "Writing and Publishing in Chicago," had been approved through standard departmental procedures. However, his decision to make the course an online course - and to make its topic "Writing in Publishing in Cyberspace - was new territory for the department. <NAME>, Head, asked Dorwick to meet with <NAME>, Assistant Dean of the College of Liberal Arts and Sciences, and gain his approval for the change, not so much for the topic as for Dorwick's pedagogy. Though <NAME> did in fact approve 214, he also stated that he would not approve such courses in the future as topics courses; instead, he charged the English Department with creating formally approved permanent writing courses for the teaching of hypertext and the use of such technologies as Netscape and other Internet resources, a charge that has not yet been fulfiled, though some efforts have been made by graduate students at UIC. Other online courses and courses specializing in electronic pedagogy have been successfully taught at UIC. * * * ### Technical Summary: Computer Content of Course: Transitional Model Percent of Internet Use: High both for students writing in the physical lab and for those students attending virtually Percent Face-to-Face Contact: 100% for students using the traditional attendance policy, down to 0% for students using the virtual attendance policy Percent of Technical Training Needed by Students: 30-50% of Class Time Technical Training Needed by Faculty: Extensive Percent Lecture: 0% Percent Discussion or Other Student Centered Activity: 100% Percent Use of Computer Classroom: 100% Percent Use of Multimedia Facilities: 0% Attendance Requirements: Two attendance policies, one for traditional students, another for virtual attendees Inclass Worktime: 100% Out of Class Worktime: Varies Computer Skill Requirements: High Equipment Requirements: High Use of Printed Textbooks or Other Materials: Low Software Requirements: High Note: this section of the scenario uses Claudine Keenan's typology of the three models for teachers in online environments. * * * ### Catalog Description of English 214, Topics in Writing: 3 Hours. May be repeated for a maximum of 6 hours of credit if topic is different for each registration. Analysis of and practice in a particular form of writing. Content varies. Prerequisite: Engl 201 or the equivalent. * * * ### Syllabus: #### Scholarly Works in Cyberspace: A Cybercourse Where is scholarship going in cyberspace? What will the scholarship produced by and for writers who are comfortable with and proficient in the use of electronic environments look like? This course will have two goals: * Studying some examples of the new scholarship * Creating our own online journal * * * ### Texts: Campbell, Dave and Mary. The Student's Guide to Doing Research on the Internet. Reading, MA: Addison-Welsey Publishing Company, 1995. <NAME>, et. al. Guide to Resources for UIC Students. 2nd ed. Champaign, IL: Stipes Publishing Company, 1994. <NAME>. MLA Handbook for Writers of Research Papers. 4th ed. New York: MLA, 1995. Kairos: A Journal For Teachers of Writing in Webbed Environments RhetNet: A CyberJournal for rhetoric and writing ebr: (electronic book review) ### Some Helpful WWW pages: Netscape page for New Webspinners A Beginner's Guide to HTML ### Software: HTML Assistant, freeware version of HTML Assistant. Microsoft Internet Assistant, free add-on for Microsoft Word. * * * ### Assignments #### Web(s): 50% of the grade for the course At least 150 1 to 2 paragraph nodes, each with at least 11 links; students may design any number of webs, so long as there are at least 60 nodes total. #### Grading Scale for the Web(s): Quality/relevance of the links -- 30% of the grade Content of the web -- 50% Aesthetics of site -- 20% #### Work on the online journal: 50% of the grade for the course In any class taught in an electronic environment, a major component of the course is work - it should produce a definable product. In this case, 50% of the final grade will be given for work on our online journal, which will be published on the World Wide Web. * * * ### Instructor's Note: This course is going to be unlike most courses you've taken here at UIC. There are two major differences: 1. ![\[Image: Air Keyboard!\]](graphics/airkeyboard.gif)Most of the course will take place in cyberspace. Thus, students taking this class will have to learn a set of skills that -- though not part of the traditional research paper course -- will be very useful for you in future classes and in the rest of your careers. If you do not already know how, you will learn to e-mail, to transfer files, to write HyperText Markup Language (HTML), to work with e-mail lists, to post your own pages to the World Wide Web (WWW), and more. No one needs any computer experience whatsoever, and I will serve (among other roles) as your resource for computer questions during the semester. 2. The use of class time will also be different from most courses at UIC. Cyberspace classes need not necessarily meet face to face. Instead, they can meet in a virtual or on-line classroom. The primary meeting space for this class will be a Hyper News web page for class members, located here at UIC; our official class meeting times will be reserved for computer access, for office hours and consultations with the instructor, and for any face to face meetings needed by students to do the work of the class. This will be a good opportunity for people who need to work on their computer skills. I would anticipate that class work could be completed during class hours. Once we get the course running, your presence during face-to-face class sessions will not be required. However, you must attend all sessions until you have demonstratedsufficient computer skills to work on your own. * * * ### Virtual Office Hours: I maintain a 24-hour virtual office at my e-mail address. Instead of trying to call me at work or at home, you should e-mail me. You will be pleasantly surprised at how fast I respond to on-line questions and concerns. You can also always find me in class. * * * ### Attendance: There are two attendance policies for the course -- except as noted below, students may choose the policy that best suits their needs: #### In-Class Attendance: Full attendance at all scheduled class sessions in Scailab. Students with four or more absences will have their grades lowered. #### On-Line Attendance: Face to face (physical) attendance during the scheduled class times will not be necessary. Instead, students' virtual attendance on the webpage and other electronic environments including Daedalus and private e-mail to other members of the classroom community. Make sure you cc me on private e-mail if you want it to count toward attendance. ##### Note: Students can NOT opt for the on-line attendance policy until they have demonstrated their ability to complete the necessary computer skills to complete the course on their own: The instructor will be available to help all students become computer literate. No computer experience is necessary for this course. ##### These tasks are required for the work of the course for all students, not just for students who wish to take this course on-line. * * * ### Notes: #### Note 1: HTML is the language that is used by the World Wide Web (WWW), the fastest growing section of the Internet. The WWW allows you to retrieve graphics, texts, film and audio clips, programs, etc., and HTML will be an increasingly important (read, lucrative) skill in the years to come. * * * #### Note 2: Necessary Computer Skills * Create a UNIX account on Icarus * Set Mail Forwarding from their UIC address to their Icarus account * Send, receive, and respond to e-mail * Join the class webpage and become a HyperNews member * Code a one page essay in HTML using HTML Assistant or Internet Assistant, both available at Scailab * Post the coded essay on the World Wide Web including proper permissions for access. * * * #### Note 3: Students never, ever believe me on this one. I promise to return e-mail within 12 hours. Usually, it's much faster. And I'm very patient during e-mail. As for phone calls, I hate returning phone calls, so it can be days before I get around to returning your phone call, assuming I got the message in the first place! * * * ### Glossary: See http://odwin.ucsd.edu/glossary/others.html * * * The Scenarios Discussed in This Essay Summary (in Table Form) of All Scenarios * * * #### How to Navigate This Essay Without Getting Lost * * * ![Go Back Home!](graphics/backhome.jpg) Back to the Table of Contents * * * Copyright (C) 1996-1998 by <NAME> <file_sep>![next](http://cs.idbsu.edu/icons//next_motif.gif) ![up](http://cs.idbsu.edu/icons//up_motif_gr.gif) ![previous](http://cs.idbsu.edu/icons//previous_motif_gr.gif) Next: About this document ... # Math 307=COMPSCI 367/567, Cryptology I <NAME> Instructor: <NAME> Schedule: Math 307, section 1, meeting 2:40-4:30 pm TTh in MG 104. Office and Hours: Office: Math/Geology 240A. Hours: To be determined after consulting you all. See ``open office policy'' below. Telephone: My office telephone number is 3011 (426-3011 from off- campus). My home telephone number is 345-2899: students are welcome to call me but please no calls after 8:30 pm any day or between 6 pm Friday and noon Sunday. Electronic Information: e-mail: <EMAIL> WWW (web page): http://math.boisestate.edu/~holmes I read my e-mail constantly and respond promptly. Resources for this class, such as a directory of public keys and message board, will be maintained on my site. Title of Course: Math 307, Cryptology I. The catalog description reads: ``Introduction to modular arithmetic. The study of the RSA, El-Gamal, Diffie-Hellman, and Blum-Blum-Shub public-key cryptosystems, authentication and digital signatures, anonymity protocols. Protocol failures for these systems. Crosslisted with COMPSCI 367 and 567''. Prerequisites Math 170-171 and Math 187. What we will actually cover is difficult to predict. Don't hesitate to tell me about any particular interests you may have in this area. Textbook: _Cryptography, theory and practice_ , <NAME>. There are used copies of this book available in the bookstore. Dates: The add deadline (and deadline for dropping without a W) is Sept. 10. The drop deadline is Oct. 5. Petitions to drop classes after this date are usually unsuccessful. The final exam will be Tuesday, December 18, 2001, 3:30-5:30 pm. Open Office Policy: My office hours for these classes are to be announced. I will almost always be in my office at the officially scheduled times, and I will try to warn you when I will not be. If I am in my office during a posted office hour, I am available to help you. Don't assume that these are the only times when you can get help! I am generally in my office the entire working day (I take either the 4:40 or the 5:10 bus home) and I am never offended by a student asking me for help if I am in the office (though I may help only briefly if I am _very_ busy). My other class meets 9:40-11:30 am WThF. Computer Issues: Notice that we are meeting in the Maple lab. I hope that most of you are familiar with Maple! It is not a function of this course to teach Maple as such, though I will teach use of specific features of Maple needed for our purposes. It is permissible to do computer work for this class in other languages (though you might have to find or design your own data types and algorithms for working with large integers). You will receive a computer account on the MG104 machines if you don't already have one. Exams: I expect to give at least three full-period exams during the semester. I am not going to attempt to predict when they will be given: you will receive at least a week's warning. One of them will be given on Dec. 6, since this is the last day we meet before ``dead week''. There will be a cumulative final exam. Some or all exams may have a take-home component. Homework and Projects: I expect to assign some homework assignments from the book and some computer projects of my own design. Students are encouraged to propose projects of their own design; I don't guarantee to accept such projects but I will be willing to consider your suggestions. I reserve the right to take your project proposal and assign it to everyone! Provisional Formula for Course Grade: I am thinking at this point of making the total homework grade equivalent to one test grade, the total project grade equivalent to one test grade, and the final exam equivalent to two full-period exams. The final exam may replace the lowest of the other grades if this helps you. This scheme may be modified depending on how the class actually goes. Academic Honesty: Collaboration on homework is expected and even encouraged in this class. This does not mean _copying_ of homework. Collaboration on exams or major projects is of course not allowed (or is restricted to team members in the case of collaborative projects). The penalty for cheating (defined as looking at another student's paper, unauthorized use of books or notes during an exam, or plagiarism of project work) will be a grade of zero (0) on the relevant exam or project. A repeat offense will mean an F in the course. Definitions: The word ``yesterday'' is defined to mean the previous class session; the word ``tomorrow'' is defined to mean the next class session, unless I specifically say otherwise :-) * * * * About this document ... * * * ![next](http://cs.idbsu.edu/icons//next_motif.gif) ![up](http://cs.idbsu.edu/icons//up_motif_gr.gif) ![previous](http://cs.idbsu.edu/icons//previous_motif_gr.gif) Next: About this document ... _<NAME>_ _2001-08-29_ <file_sep>## History 1026: ## INTRODUCTION TO EUROPEAN CIVILIZATION: ## THE MEDIEVAL CENTURIES ### Fall 1998 Tuesdays, 6-9 p.m. Blegen Hall 105 Instructor: <NAME> Office: 609 Social Sciences Phone: 624-4812 (office), 788-3963 (home) Office Hours: Tues. 4:00-5:30 p.m., and by appointment E-mail: <EMAIL> Mailbox: located in 669 Social Sciences; it is the box UNDER my name Books Course Description Course Goals Hints on Preparation Policies Schedule of Lectures and Assignments Back to c.v. #### Books for the Course: <NAME>, _Medieval Europe: A Short History_ (8th edition) Eileen Power, _Medieval People_ <NAME>, ed., _Medieval Culture and Society_ Norton Downs, ed., _Basic Documents in Medieval History_ back to top of syllabus #### Course Description: This course surveys the history and culture of Europe between A.D. 300 and 1500. It is divided into four basic parts. The first part considers the contributions of Roman civilization, Christianity, and the Germanic tribes to the culture and institutions of medieval Europe, with a glance at the other two civilizations that influenced European civilization: Byzantium and Islam. The second part will focus on European social institutions: feudalism, manorialism, and urban life. The third part looks at how European institutions became centralized, and how this resulted in political violence. The final part will center on the gradual disintegration of medieval civilization. As we follow the narrative of events and the political and economic changes of the period, we will emphasize the experiences of people at all social levels, how such events shaped their lives or how they carried on, oblivious of these events. back to top of syllabus #### Course Goals: The course has several goals. It is designed to acquaint students with historical and cultural information on medieval Europe. It is also meant to show students how historians work. Finally, the course is intended to teach students skills in reading critically--that is, to extract the most important information from a document with a minimum of effort; thinking analytically-- that is, to evaluate the information you find and make an informed judgement about it; and writing clearly--that is, to communicate your ideas effectively to others. Readings, lectures, class discussions, and written assignments are all designed to help students acquire this knowledge and these skills; it is therefore essential that you take responsibility for preparing for class by doing the assigned readings and written work. Part of each class period will include discussion and/or small group work. If you are uncomfortable speaking in class and feel that I will be unable to evaluate your knowledge of the course material for that reason, please come to see me. back to top of syllabus back to c.v. #### Hints and Pointers on Course Preparation: Readings: Do all the assigned readings BEFORE the class meeting. This will ensure that you get the most from lectures and discussions. Do not let yourself be overwhelmed by unfamiliar names and dates! Look at the broad picture and pick out the most significant trends, events, and individuals. Class Discussion: Participate! Articulating aloud the facts and trends that you have read about or heard about in lecture will fix them in your mind. Exams: This course will have a midterm and a final exam, each of which will be one hour long. You will be given outlines of the lectures that you can use as study guides. These will indicate important people, places, dates, and trends. When you write the exams, think of each answer as an essay into which you should put the same kind of thought and organization as you give to an out-of-class composition. Papers: Start to think about the paper topics and read at least a little bit of the material well in advance of the due date to get your mind started. Then the problem will be simmering in the back of your mind even while you're doing something else and will be clearer when you return to it. Take time to outline your thoughts before starting to write. Leave time to put the paper aside for at least a day, then come back to it with a critical view for revision. NOTE: Content is the most important component of a paper grade, but errors in spelling, grammar, and punctuation will result in a lower grade, since such errors make it difficult for the reader to understand what the writer is trying to convey. All papers must be typed, double spaced, and have 1-inch margins and page numbers. I prefer that they be printed in either Times Roman or Courier font; in any case, they must be printed in a 10 to 12 point font. I will provide a handout showing how I would like the papers to be formatted. Writing Tutor: The History Department supports the use of writing in undergraduate education and employs a graduate student, <NAME>, to help students with their writing. Her services are free and highly recommended. She welcomes visits from students at all stages of writing and with all levels of ability, whether they are completely stuck as to how to begin or just want advice on final polishing. If I suggest you see her for help, do not consider this a punishment-- even graduate students and professors benefit by having someone look over their papers! You can give Wendy a call or e-mail her or stop by one of her offices to make an appointment, or drop by during her office hours. <NAME> , History Writing Tutor e-mail: <EMAIL>oon.tc.umn.edu 1148 Social Sciences Office Phone: 625-1083 _Monday_ : 9:30-12:30 _Thursday_ : 10:00-2:00, 2:30-6:30 746 Social Sciences Office Phone: 624-7812 _Tuesday_ : 2:30-6:30 Wendy may also be willing to meet you at another time if you are unable to be on campus during the scheduled hours; contact her directly to find out. back to top of syllabus back to c.v. #### Policies: Office Hours: Office hours are a time for you to see me to discuss any course-related questions or concerns; if you are having difficulties with anything in the class or have suggestions on how to make the course more interesting or useful to you, please let me know, since I cannot try to help you unless I know there is a problem. You do not need an appointment, but can just drop by. If you are unable to see me during office hours I will be happy to set up an individual appointment at a mutually convenient time. Attendance: Regular, prompt attendance is mandatory. Arriving late or leaving early is disturbing both to me and to your fellow classmates. Missing a class meeting altogether is also a bad idea, since we have only 10 classes in the quarter. Although I have set out a schedule for exams and paper due dates, specific information on assignments will be provided during class meetings. If you must miss a class, it is your responsibility to contact me to find out about any handouts, information given, or possible changes in due dates. If by missing class you fail to turn in an assignment as scheduled, your grade on that assignment will drop (see the grading policy) unless you have contacted me BEFORE the class and we have agreed on other arrangements. Grading: The overall breakdown of the grade will be the following: * 10% Class Participation * 10% Essay on Power's "Bodo" * 20% Midterm Exam * 20% Final Exam * 40% Research Paper Work of "A" quality demonstrates that you have done all the assigned readings, attended lectures, and participated in class discussions. You know and understand the material covered by the course and can use it appropriately to support your own particular, clearly-written argument or interpretation. You must also be able to follow instructions and do the assignment asked of you, not another one with which you are more comfortable. "B" work differs from "A" work in that it might not always use the material to support an independent argument or interpretation; or may not present its argument as clearly in writing; or may not exactly address the assignment. "C" work shows that you know the material covered in the course, but does not use the material to sustain a clear argument or interpretation, either through lack of evidence, factual inaccuracies or misunderstandings, problems in writing clearly, or not answering the assignment. "D" work shows only that you have a minimal knowledge of the course material. An "F" on any assignment shows that you do not understand the course material; if you receive an "F" you MUST make an appointment to see me. Research Paper: The research paper grade has 4 components: the initial topic, the primary source analysis, the rough draft, and the final draft. You must turn in ALL of these in order to receive a grade on the paper. If you omit turning in any one component, you will earn an F on the research paper. More detailed explanations and instructions will be available on a separate handout. Extensions, Makeups, and Incompletes: If you think in advance that you will have difficulty completing an assignment on time, speak to me BEFORE the assignment is due, and we may be able to make other arrangements. Without prior arrangement with me, any assignment that is turned in late will lose 1/2 grade for each day that it is late. Assignments are due at the BEGINNING of the class period (6:00 p.m.); an assignment turned in at the end will be treated as one day late. For example, a paper that would have earned a B+, but was turned in at 8 p.m. on Wednesday after it was due, would receive a C+. If you must miss the midterm or final exam for a legitimate, documented reason, I will schedule a makeup exam for you. Incompletes will not be granted without extreme extenuating circumstances (e.g., not because you want to go to Hawaii for your Christmas vacation early), and they must be arranged BEFORE December 8, when the final draft of the research paper is due. Equality and Disability: See the attached university policy statement. Sexual Harassment: See the attached university policy statement. Academic Misconduct: See the attached university policy statement. back to top of syllabus back to c.v. #### Lectures and Assignments: _I. The Cultural Components of Medieval Europe_ Sept. 29 INTRODUCTION THE DECLINE OF ROME Oct. 6 GERMANIC TRIBES AND THE SETTLEMENT OF EUROPE CONTRIBUTIONS OF CHRISTIANITY TO MEDIEVAL CULTURE Readings for week 2: Hollister, chs. 1, 2, 3, 4, 5 (pp. 1-87) Powers, "The Precursors" (pp. 1-17) Herlihy, pp. 20-33, 56-95, 117-153 Downs, pp. 13-26 Oct. 13 BYZANTIUM AND ISLAM THE FRANKS AND CAROLINGIAN EUROPE CHARLEMAGNE AND THE VIKINGS Readings for week 3: Hollister, chs. 6, 7 (pp. 87-118) Herlihy, pp. 42-55, 95-117, 254-269 Downs, pp. 26-48 Topic of research paper due. _II. Social and Economic Structures of Medieval Europe_ Oct. 20 FEUDALISM AND FEUDAL SOCIETY CASTLES AND LIFE AMONG THE NOBILITY Readings for week 4: Hollister, ch. 8 (pp. 119-146) Herlihy, pp. 229-254, 269-281 Downs, pp. 48-55 Analysis of a primary source due. Oct. 27 MANORIALISM AND PEASANTS ECONOMIC REVIVAL AND TRADE Readings for week 5: Hollister, ch. 9 (pp. 156-188) Power, "The Peasant Bodo" (pp. 18-38) Herlihy, pp. 176-180 Downs, pp. 55-57 Midterm Exam. Nov. 3 TOWN LIFE AND GOVERNMENT EXPANSION OF EUROPE AND THE CRUSADES Readings for week 6: Hollister, ch. 10 (pp. 189-205) Power, "<NAME>," "The Menagier's Wife" (pp. 39-72, 96-119) Herlihy, pp. 180-189, 282-291 Downs, pp. 73-76, 85-89, 102-105, 110-112 Essay on Eileen Power's "Bodo" due. back to top of syllabus _III. Forces of Centralization and Political Clashes_ Nov. 10 RELIGIOUS LIFE AND THE NEW MONASTIC ORDERS CLASH BETWEEN PAPACY AND GERMAN EMPIRE Readings for week 7: Hollister, chs. 11, 12 (pp. 206-247) Power, "<NAME>" (pp. 73-95) Herlihy, pp. 292-314 Downs, pp. 57-71, 139-148 Nov. 17 GOVERNMENT OF ENGLAND GOVERNMENT OF FRANCE MEDIEVAL UNIVERSITIES AND INTELLECTUAL LIFE Readings for week 8: Hollister, chs. 13, 14 (pp. 248-314) Herlihy, pp. 190-228 Downs, pp. 89-102, 134-135 Completedraft of research paper due. _IV. Disintegration of the Medieval World Order_ Nov. 24 REVOLTS AGAINST THE PAPACY AND KING FOUR HORSEMEN OF THE APOCALYPSE Readings for week 9: Hollister, ch. 15 (pp. 326-351) Power, "<NAME>" (pp. 120-151) Herlihy, pp. 351-393 Downs, pp. 117-131, 169-171, 174-178 Dec. 1 EUROPE BY 1500 Readings for week 10: Hollister, ch. 16 (pp. 352-375) Power, "<NAME>" (pp. 152-173) Herlihy, pp.394-400 Downs, pp. 181-186 Final Exam. Dec. 8 Final Draft of Research Paper DUE by 6 p.m. back to top of syllabus back to c.v. Last revised by <NAME> on October 23, 1998. <file_sep>THE COLLEGE OF WILLIAM AND MARY FACULTY OF ARTS AND SCIENCES AD HOC COMMITTEE ON TEACHING ASSISTANTS Introduction On October 2, 1996, the Ad Hoc Committee on Teaching Assistants convened to begin discussions in response to the charge spelled out in the Spring 1993 Final Report on the New Curriculum. This committee included Professor <NAME> (Physics), Professor <NAME> (Modern Languages), Professor <NAME> (Dean of Undergraduate Studies), Professor <NAME> (Dean of Graduate Studies), <NAME> (Physics graduate student), Professor <NAME> (American Studies), <NAME> (History graduate student), <NAME> (English undergraduate student), Professor <NAME> (Art and Art History), and Professor <NAME> (Biology). Professor <NAME> (History) chaired the committee. In the ensuing month, the committee met several times to discuss relevant issues and devise a series of recommendations concerning the training and supervision of teaching assistants at The College of William and Mary. Following are the committee's observations and recommendations. Charge of the Committee The ad hoc committee's charge, as spelled out in the Final Report on the New Curriculum, included the formulation of policies and procedures regarding the training and supervision of teaching assistants at the College. Specifically, the report outlined the following general principles to guide the committee: (1) William and Mary has built its state and national reputation upon its commitment to undergraduates, as evidenced by its reliance on regular, full- time faculty to perform the teaching mission. Undergraduates expect to be taught by professors, not by graduate students. To preserve the distinctiveness of the College, we recommend that departments not employ M.A. candidates as instructors on their own. Teaching assistantships should be reserved for doctoral candidates in the second year of graduate school and beyond. In addition, we urge departments to rely chiefly upon regular faculty for introductory courses and to provide other teaching opportunities--for example, upper-level seminars on specific fields of expertise--for advanced doctoral students. Even as it prepares a modest number of graduate students for teaching careers, William and Mary need not--and should not--follow the example of many large public and private universities. (2) In preparing graduate students for the college classroom William and Mary should develop a formal plan for their training and support. With such support, young graduate students, excited about their subjects, close in age to undergraduates, and prepared for teaching, may bring to the classroom a special enthusiasm and freshness. Formal Response to the Charge The ad hoc committee agrees that William and Mary should not follow the example of many large universities where many of the lower-level courses are taught by teaching assistants. However, the College does has a small but significant number of graduate students in the Arts and Sciences. While many doctoral candidates will not go into teaching and therefore do not require such preparation, a number will; thus, the university has "the responsibility to prepare doctoral students for teaching." When the committee did look at the role of these assistants in a university where "undergraduates expect to be taught by professors, not by graduate students," it made two observations: (1) William and Mary occasionally hires new faculty members who have not completed all the requirements for the Ph.D. degree when they arrive. This means that some of our students are taught by "professors" who are in essence still graduate students somewhere else. (2) Some of our departments use adjunct lecturers who may not have the qualifications to become regular professors. In Modern Languages, for example, a minimum of an M.A. is generally expected for adjunct lecturers. If William and Mary used some of its own doctoral candidates as Teaching Assistants, they would be as qualified as some regular faculty members, and they could easily be better qualified than some of our adjunct lecturers. In light of these facts, the committee does not recommend that our assistants teach only "upper-level seminars on specific fields of expertise." We give three reasons for that: (1) Upon entering the job market, having taught a survey course will be a significant advantage for our doctoral students, since most new professors will have to teach such courses in their first year. (2) Our assistants will be as qualified to teach survey courses as some of our adjuncts or new professors, or more so if the graduate schools of the latter did not give them a chance to teach a course. (3) Enrollments in upper-level seminars taught by our assistants most likely would be low because the new assistants would compete against courses taught by regular professors with whom concentrators have become familiar during their years of study. Undergraduate Concerns At the request of the ad hoc committee, the undergraduate representative on the committee undertook an informal survey of undergraduates at William and Mary. His sampling included students from all classes--freshmen to fifth-year seniors--as well as majors in all three areas. All who were surveyed previously had a TA, usually in a science course. None had taken a course taught by a graduate student as the instructor of record, nor did many know that graduate students taught courses at William and Mary. Some admitted that, as entering freshmen, they did not realize that the College utilized TAs. The primary concerns of those surveyed included: (1) Many students were apprehensive about TAs grading their work. Some found the grading to be inconsistent from one TA to the next. Others noted that TAs were inexperienced graders who often made mistakes or were too harsh. Many suggested that one way to avoid such problems would be for instructors of record to establish more rigid grading guidelines for their TAs to follow. (2) With regard to advanced graduate students serving as instructors of record, opinions were mixed. Some felt that youthful instructors were advantageous, in that they could more easily relate to undergraduate students' questions and concerns. However, other students said they would have more confidence in a professor on the basis of experience alone. (3) Specifically with regard to advanced graduate students serving as instructors of record, most students surveyed felt that graduate instructors should be restricted to entry-level courses. Once undergraduates enroll in an upper-level course in the major field, most would prefer that a college professor with greater teaching skills and general knowledge direct the course. Specific Recommendations Following a series of intensive discussions, as well as a survey conducted by <NAME> of all undergraduate programs concerning their use of teaching assistants, the ad hoc committee devised the following specific recommendations regarding TAs. These recommendations are divided into three categories: plans for collegewide TA orientation and training; guidelines for the training and use of graduate and undergraduate students as TAs; and guidelines for the training and use of advanced graduate students as instructors of record. (1) Collegewide TA Orientation and Training. The ad hoc committee felt that it was important to make a distinction between TA orientation and TA training. Orientation, as organized by the Dean of Research and Graduate Studies in the past few years, is a 2 hour session in which TAs are introduced to the Dean of the Undergraduate Program, are told about the Counseling Center and other services which the College provides to help students, are introduced to the Honor Code and issues of sexual harassment, and participate in a short group discussion of problems and fears which teachers often face while teaching. The ad hoc committee believes that this program must be attended by all first-year TAs (both graduate and undergraduate), but that it is in no way a substitute for the training and mentoring which is the most vital part of TA training. The ad hoc committee believes that TA training begins after the TA orientation ends. We propose is that the Dean of Research and Graduate Studies should provide up to one day of training for all TAs beyond the initial 2 hour orientation period. Such training should include instruction on grading assignments and directing lab or drill sections. However, while this limited training session might be sufficient for students whose sole responsibility is to grade or teach labs, students who lecture or run review sessions should receive additional training and mentoring through a program run by the students' departments, and tailored to the needs of each discipline. These latter programs are the major focus of this report, and should be submitted for approval by the Educational Policy Committee and the Committee on Graduate Studies. (2) The Training and Use of Graduate and Undergraduate Students as Teaching Assistants. A survey of various departments and programs at William and Mary revealed a wide range of responsibilities given to students who have been labeled "teaching assistants." The ad hoc committee has grouped these different job descriptions into five general categories, based upon the level of instructional responsibilities in each category, with different recommendations for each category. These categories are: (a) Non-instructional assistants. These positions are not of an instructional nature, and are not associated with particular undergraduate courses. Examples include the Computer Science graduate students employed as computer/network "techies," students paid to work in the chemistry library, students paid to maintain the slides library for Art and Archaeology courses and to operate the projector. We would not classify such students as "teaching assistants," and do not consider these positions to be within the purview of this committee. (b) Graders. These positions have as a primary responsibility the grading of objective- answer materials (for example in physics, chemistry, economics, government, etc.). There may also be a small component of contact with undergraduate students (e.g. physics graders are required to have office hours to allow students to get assistance on problems they had done incorrectly). These positions are held by graduate students or by upper-level undergraduates. Recommendations: Graders should attend the collegewide orientation and training sessions, organized by the Dean of Research and Graduate Studies, to introduce them to appropriate College guidelines and regulations. The instructor of record has the responsibility of supervising the TA by meeting with the TA at the start of the course to discuss expectations and procedures, by periodically checking graded material to ensure that the TA is being conscientious and fair in grading, and by providing some assessment to the TA on the quality of his/her work. (c) Lab TAs. Laboratory teaching assistants are used in many of the teaching laboratories on campus (chemistry, biology, geology, computer science, mathematics, sociology, psychology, physics, etc.). Responsibilities generally include assisting students in performing experiments or working exercises, grading lab reports, enforcing safety regulations, etc. In some cases the TAs may be expected to give short lectures at the beginning of the lab or to run tutoring sessions. These TAs are supervised by a faculty member or laboratory coordinator, who is the instructor of record. These positions involve a greater level of contact with the students than grading. These positions are generally held by graduate students or by upper-level undergraduates. Recommendations: Same as for graders (see above), with two additions: i) the faculty supervisors, if they do not also regularly attend the labs, should make periodic visits to the lab and give the TA feedback on his/her performance, and ii) the TA should be provided with teaching evaluations from the students. The supervisor should discuss these evaluations with the TA. Both of these steps should be viewed as part of the mentoring process, to help develop the TA's teaching ability. (d) Drill Leader. Here the TA runs an individual session, often to review materials previously presented by the instructor in the lecture portion of the course. Several departments use TAs in this manner, particularly the Modern Languages program. However, unlike the TA who directs review sessions and discussions as described in the next category, drill leaders are not responsible for formally grading any assignments in the course. Although such positions are generally held by graduate students, given the restriction on grading it is not uncommon to have qualified, upper-level undergraduates lead drill sessions. Recommendations: Same as for Lab TAs (see above). (e) Communication Consultant. Here the TA is trained specifically to work as a writing or oral communication consultant in conjunction with the Writing Resources Center and the Oral Communication Studios located on campus. The TA will have direct contact with undergraduate students seeking assistance in improving their communication skills. These positions are generally held by upper-level undergraduate students. Recommendations: In addition to attending the collegewide orientation session organized by the Dean of Research and Graduate Studies, communication consultants are required to attend the specific training sessions arranged by the directors of the Writing Resources Center and the Oral Communication Studios. In the case of the former, this includes a one-credit course taken during the spring semester before the student becomes a writing consultant; in the latter, intensive training sessions are conducted prior to the beginning of each academic year. (f) Discussion Section Leader. Here the TA runs a regularly-scheduled individual session (these classes are known by such terms as review session, recitation session, problem session, etc.). Such arrangements have been used by several departments (religion, history, economics, etc.). Grading of materials such as quizzes may be a component of the job as well. The instructor of record is not the TA, but is the faculty member delivering the formal lectures associated with the discussion section. The position of discussion leader involves a large instructional component, and a great deal of contact with undergraduate students. These positions are normally held by graduate students, and we do not believe that it would be appropriate for undergraduates to be given this level of responsibility. Recommendations: Same as for Lab TAs (see above), with the addition that we recommend that departments/programs offer supplemental training in leading discussions. (3) The Training and Use of Advanced Graduate Students as Instructors of Record. The ad hoc committee has established the following as a set of recommendations concerning the use of graduate student teaching interns as instructors for undergraduate courses. These recommendations are modeled on the longstanding, successful teaching intern program utilized by the Department of History at William and Mary. Each department/program which trains graduate students to serve as instructors of record in undergraduate courses at The College of William and Mary should be required to submit a set of written guidelines re: training and supervision of such students to the Committee on Graduate Studies for its approval. (a) Definition. A "teaching intern" shall be defined as a graduate student of The College of William and Mary who is the instructor of record for a particular course. Although he/she will receive direct supervision from regular faculty within the department, the teaching intern is normally responsible for designing the syllabus, selecting the readings, delivering the lectures, preparing/ evaluating all written or oral assignments, and determining the final grade. (b) Qualifications. Teaching internships should be reserved for graduate students at the ABD (post-comprehensive exam) level. This is not to say that all ABD graduate students should be allowed to teach their own courses; rather, teaching internships should be reserved for those ABD students who have distinguished themselves in their classwork and comprehensive exams, and have shown themselves capable of teaching their own courses. (c) Eligible Courses. The individual departments/programs should determine in which courses-- introductory and/or advanced--they will allow their teaching interns to serve as instructors. (d) Department Orientation. Each department or program which decides to employ graduate ABD students as teaching interns should arrange a department-level orientation--beyond the collegewide orientation conducted by the Dean of Research and Graduate Studies --to introduce the interns to applicable department regulations, the department handbook, etc. (e) Workshops. It is highly recommended that individual departments/programs should arrange workshops on issues relevant to teaching within their discipline (leading discussion, preparing syllabi, evaluating coursework, etc.). Such workshops be organized for teaching assistants, in order that they may receive exposure to these ideas before beginning their teaching internships. Thus, the workshops will serve a dual purpose: first, as an educational experience for teaching assistants; and, second, as practical preparation for those graduate students who will eventually become teaching interns. (f) Supervision. Close supervision being the key to a successful teaching intern program, each department will be expected to arrange a system of supervision consistent with the following guidelines: * The graduate director should oversee the administration of the teaching intern program, including the department-level orientation, reviewing the proposed course syllabi, etc. * The individual teaching intern's graduate advisor should also play an integral role in the internship, particularly in reviewing the syllabus and visiting the classroom. * Each teaching intern should have a classroom visit at least twice during the semester by one of the following three persons: the graduate director, the department/program chair, and/or the graduate advisor. If the teaching intern wishes, he/she may schedule more than two classroom visits, including visits by persons other than those listed above. Faculty members should be as accommodating as possible in scheduling these visits. * Following each classroom visit, the faculty member should write a brief evaluation of the teaching intern's performance to be placed in the intern's graduate file with a copy given to the intern. Such reports are advantageous, not only in terms of their immediate feedback, but also during the preparation of job dossiers. In addition, the intern should schedule a brief visit with the visiting faculty member to discuss the intern's strengths and weaknesses. (g) Exit Interviews. Each department should conduct exit interviews of the graduate teaching interns when their courses are complete. At this interview, the graduate director should discuss the student evaluations of the teaching intern, as well as request comments from him/her regarding the entire internship process. Conclusions The ad hoc committee firmly believes that teaching assistants and teaching interns, as we have defined them, are an integral part of the College's academic community. While our commitment to the undergraduates at William and Mary cannot, and should not, be diminished in any fashion, the College also cannot afford to overlook its commitment to the training and supervision of graduate and undergraduate students who aspire to become college or university professors. It is, after all, a mutually beneficial relationship for all concerned: undergraduate students--as the 1993 Final Report on the New Curriculum suggested--receive assistance, and in some cases instruction, from young graduate students and upper-level undergraduates who are enthusiastic and fresh, as well as close in age to the students in the course; teaching assistants and teaching interns receive vital advice, training, and supervision, as they prepare for careers in academe; and full-time professors at the College receive important classroom assistance. Final Recommendations The ad hoc committee offers the following concluding recommendations regarding the training and use of teaching assistants and teaching interns at William and Mary: (1) Departments and programs training graduate students as teaching interns should submit formal plans for their training and supervision for the approval of the Educational Policy Committee and the Committee on Graduate Studies. Normally, such plans should incorporate the recommendations listed under section three above (re: the training and use of advanced graduate students as instructors of record), but alternative approaches will be considered when supported with appropriate rationales. (2) Departments and programs training students (graduate and undergraduate) as teaching assistants (as defined above) should report their implementation of the recommendations concerning training and supervision procedures to the Educational Policy Committee and the Committee on Graduate Studies. Alternative approaches will be considered when supported with appropriate rationales. (3) Logically, ABD adjuncts (hired from other colleges and universities) having little or no teaching experience should receive the same mentoring and supervision while teaching William and Mary undergraduates as do our own ABD instructors. Although we are not responsible for their career preparation, our responsibility to the William and Mary students is the same whether they are taught by adjunct or our own ABDs. In the event that ABD adjuncts from other institutions lack the necessary teaching experience, departments and programs should make sure that they receive appropriate mentoring and supervision during their first year here. Submitted February 21, 1997 <NAME> <NAME> <NAME> <NAME> Wallach <NAME> <NAME>, Chair --- <file_sep> ![H-Urban Teaching Center](../graphics/btnsyltc154x40.jpg) ![H-Urban Syllabus Archive](../graphics/btnsylsa154x40.jpg) ![H-Urban](../graphics/btnsylhurban154x40.jpg) \| ![Syllabus Archive Selection](../graphics/skysylarchselect.jpg) \| ![H-Urban Syllabus Use & Submission Policy](../graphics/btnsyluse154x40.jpg) ![Comments and Questions](../graphics/btnsylcques154x40.jpg) ---\|---\|--- The Development of American Urban Society <NAME> University of Texas Dallas, Texas, USA Fall 1996 --- * * * ## Course Introduction The Development of American Urban Society offers a thematic and chronological overview of the development of cities and urban society in North America from the early modern era to the present. Toward that end, we examine both the factors that stimulated and shaped urban development and the impact of urbanization during a critical period in the history of American, and Western, civilization. Of principal concern are the consequences of urban life and the configurations of social and spatial forms as they differed by time, place, class, ethnic group, race, and gender. In part, we seek to understand the social, economic, political, and cultural dimensions of a set of the most significant changes that have transformed society over the past several centuries; in part, we seek to understand better the causes of our own contemporary "urban crisis" and the future(s) that lurk beyond it. Thus, we focus on such topics as urban societies, spatial organization, migration, urban systems, city life and cultural styles, technology and communications, and the tensions between forces of centralization and decentralization. Special attention is given to United States developments, but within a comparative North American and Western European perspective, and to the period from the mid-eighteenth through the late-twentieth centuries. ## Requirements: Regular reading, attendance, and class participation; a book review essay; a final-reflections research essay. ## Reading: <NAME> and <NAME>, Urban America: A History. 2nd ed. Houghton, Mifflin, 1990. <NAME>, Poverty and Progress. Harvard, 1964. <NAME>, Jr., Streetcar Suburbs. Harvard, 1962. <NAME>, Family Connections. SUNY Press, 1985. <NAME>, A Ghetto Takes Shape. Illinois, 1976. <NAME>, The Twentieth-Century American City. 2nd ed. Johns Hopkins, 1993. ## Recommended for Purchase, but Optional: <NAME> and <NAME>, The Making of Urban Europe, 1000-1994. Revised edition. Harvard, 1995. <NAME>, Getting the Most Out of Your U.S. History Course. DC Heath, 1990 Other readings are available at the Reserve Desk of the Library; they are marked with an * on the syllabus. ## Syllabus Week 1. Introduction. Understanding the City: Past, Present, and Future * Goldfield and Brownell, Urban America, Introduction. Optional: * <NAME>, "Urbanization and Social Change," in The Historian and the City, ed. <NAME> and <NAME> (MIT Press, 1963), 225-247. <NAME>, "The Urbanization Process," Journal of the American Institute of Planners, 33 (1967), 33-39. <NAME>, "The New Urban History," Journal of Urban History, 5 (1978), 3-40. Film: The Social Life of Small Urban Spaces (55 mins.) Week 2. The European Urban Renaissance * [Optional] Hohenberg and Lees, The Making of Urban Europe, Pts I & II, pp. 1-171. Week 3. The Coming of Cities and Towns to North America * Goldfield and Brownell, Urban America, Chs. 1-2. * Review essays assigned Week 4. Eighteenth-Century Cites: Prelude to Modernity * Goldfield and Brownell, Urban America, Chs. 2-4. * [Optional] <NAME>, The Urban Crucible. Harvard, 1979. Week 5. Urban Visions/Urban Realities Goldfield and Brownell, Urban America, Chs. 4-6. * Slide/Tape: Daughters of Free Men (30 mins). Week 6. Migration, Economic Development, and City Life * <NAME>, Poverty and Progress. * <NAME> and <NAME>, "The Irish Countryman Urbanized," Journal of Urban History, 3 (1977), 391-408. Week 7. Urban Reform and Urban Institutions <NAME>, "The Origins of Public Education," History of Education Quarterly, 16 (1976), 381-408. _____, "Origins of the Institutional State," Marxist Perspectives, 1 (1978), 6-23. <NAME>, "The City and Community," Journal of Urban History, 3 (1977), 427-442. Slide/Tape: The Five Points (30 mins.) * Book Review Essays Due: Mon., Oct. 21 Week 8. Urban Identity, Politics, and Conflict * Goldfield and Brownell, Urban America, chs. 7-8. * <NAME>, "The Community Elite and the Emergence of Urban Politics," in Nineteenth-Century Cities, ed. <NAME> and <NAME> (Yale, 1969), 277-296. <NAME>, Jr., The Private City (Pennsylvania, 1968), 79-98, 99-124. <NAME>, "Varieties of Urban Reform," in American Urban History, 2nd ed., ed. <NAME> (Oxford, 1973), 249-264. Film: The City, 1939 (45 mins.) Week 9. Family, Classes, and Cultures in the City * <NAME>, Cradle of the Middle Class (Cambridge, 1981), Chs. 4-5. <NAME>, "Women, Children, and the Uses of the Streets: Class and Gender Conflict in New York City, 1850-1860," Feminist Studies, 8 (1982), 309-335. <NAME>, "A Mother's Wages," in The American Family, 2nd ed., <NAME> (St. Martins, 1978), 490-510. <NAME>, "The Dynamics of Kin," in Turning Points, ed. <NAME> and <NAME> (Chicago, 1978), 151-181. Week 10. Urban and Sub-Urban Space <NAME>,Jr., Streetcar Suburbs. * Film: Suburbs: Arcadia for Everyone (55 mins.) * Research Essays Assigned Week 11. City Centralization and Decentralization: The Turn of the Century * Goldfield and Brownell, Urban America, Chs. 8-11. * <NAME>, The Twentieth-Century American City, Chs. 1-3. * <NAME>, "The Changing Political Structure of the City," in Hays, American Political History as Social Analysis (Tennessee, 1980), 326-356. Film: Proud Towers (55 mins.) Week 12. "New" Immigration/"New" Urbanization * <NAME>, Family Connections. * Film: Mission Hill and the Miracle of Boston (60 mins.) Week 13. The Urbanization of Black Americans * <NAME>, A Ghetto Takes Shape. * Film: Dallas at the Crossroads or Goin' to Chicago Week 14. The Present and the Future of the City: Crises, Fears, Hopes * Goldfield and Brownell, Urban America, Chs. 11-13. * Teaford, Twentieth-Century American City, Chs. 4-7. * Optional: <NAME>, "Some Historical Reflections on the Quality of Urban Life," Urban Affairs Annual Review, 3 (1969), 31-60. Video: Saving the Cities(30 min.)/City as Enterprise (15 min.) ## Assignment I: Critical Book Review Essays The first piece of required written work for this course is a critical book review of a scholarly, book-length study in American urban history. By critical, I do not mean only or even primarily negative or fault-finding in tone; rather, critical refers to a thoughtful and serious, balanced effort to evaluate--on the basis of what you are now learning--the strengths and weaknesses of the book chosen for the essay. Reviews are to be written about ONE book only. The choice is YOURS. Begin with the bibliographies in the required readings, especially the ones in Goldfield and Brownell, Urban America and Teaford, Twentieth-Century American City to see the range of possible choices and to focus your own interests. I also suggest that you locate the appropriate shelves of the UTD (or other major) Library and browse for titles that catch your attention. The book chosen should fall within the terms--by time, place, general topic, etc.--of the course and should be scholarly, rather than popular or journalistic in tone, intent, research, approach, and the like. I ask that all books be presented to me for MY APPROVAL (a simple nod of the head) BEFORE you begin to write your review essay. The book review, in the form of an essay, should discuss the volume selected in explicit reference to the themes and questions of the course: including lectures, readings, discussion, films. Those elements, as well as your own judgment, form the basis of your critical evaluation of the research conducted and reported in your book. Review should be approximately five (5) pages in length, double-spaced, and type-written. Please put the complete bibliographic information for your volume at the beginning of your essay. Turn in the essays with the pages stapled and without any cover or folder. Write in nonsexist, gender-neutral language. The none of the essays will be accepted late, unless prior permission is given or very special circumstances arise. Note: plagiarism will result automatically in failure. ## Second Assignment: Reflections/Research Essays The second piece of required written work for this course is an essay of approximately 10 pages (type-written and double-spaced) in response to one of the following questions/topics: 1\. Numerous factors, large and small, have been presented during the course as explanations of the circumstances and patterns of urban development in the United States during the past three and more centuries. In an essay, select a small number of those factors (perhaps 3-5) that you consider among the most important. Present and evaluate their role(s) comparatively, in reference to each other, in presenting your own assessment of the course of urban development. 2\. It is often said, today but earlier too, that the "quality of urban life" has declined during the past few decades. Evaluate this contention from the basis of your understanding of city life during the past three centuries. Consider continuities as well as changes, and both over time and in variations between places. Be comparative as to time and place and determinants/aspects of "quality of life." 3\. There is much speculation about the future of urban life and of urban forms as we have known them, today. Consider the question of the "future of the city" in an essay, from your understanding of the dynamics of urban changes and continuities. In other words, what can we learn from history to better our understanding of the present and of possible or alternative futures of cities in the advanced areas of the world? Be historical and comparative in your reflections. 4\. Choose an aspect of the history of the city of Dallas and present a research paper on that subject. Students choosing this option will need to confer with the instructor and also visit research collections such as the Dallas Historical Society and the Dallas Public Library. Before choosing a topic: 1) see me; 2) have a look at <NAME>, et al., Dallas, Texas: A Guide to the Sources of its Social History, to 1930 (University of Texas Press, 1979), in the UTD Library. All papers should attempt to draw from and draw together some of the many diverse threads of the course. Select from ALL course materials, as necessary, and also be prepared--if you wish or find it necessary--to supplement class materials with library research. I will offer suggestions when asked. Papers should be written in the form of research papers: with clear statement and development of arguments and themes, and their support in notes and bibliography. No folders or covers. Write in nonsexist, gender-neutral language. Once again: plagiarism will result automatically in failure. No papers will be accepted late, unless prior permission is given or very special circumstances arise. --- ![Author Index](../graphics/btnsylauthor154x40.jpg) ![Subject Index](../graphics/btnsylsubject154x40.jpg) ![Geographic Index](../graphics/btnsylloc154x40.jpg) --- ![H-Urban](../graphics/skyhurban198x38.jpg) Top \| Teaching Center \| Syllabus Archive \| Comments and Questions \| H-Urban H-Urban Syllabus Use and Submission Policy > <file_sep>The World Lecture Hall # The World Lecture Hall This page of UT Austin Web Central contains links to pages created by faculty worldwide who are using the Web to deliver class materials. For example, you will find course syllabi, assignments, lecture notes, exams, class calendars, multimedia textbooks, etc. Here's a form to add your materials. To keep up with changes to the World Lecture Hall, check What's New regularly. * * * ## Contents 1. Accounting 2. Agricultural Engineering 3. Anatomy 4. Anthropology 5. Archaeology 6. Architecture 7. Art and Art History 8. Astronomy 9. Biochemistry 10. Biology and Botany 11. Biomedical Engineering 12. Chemical Engineering 13. Chemistry 14. Civil Engineering 15. Communication 16. Computer Science 17. Cultural Studies 18. Economics 19. Education 20. Electrical and Computer Engineering 21. English and Technical Writing 22. Finance 23. Geology 24. Geography 25. History 26. Humanities 27. Journalism 28. Language 29. Library and Information Science 30. Management 31. Management Information Systems 32. Marketing 33. Mathematics 34. Medicine 35. Microbiology 36. Music 37. Neuroscience 38. Nuclear Engineering and Engineering Physics 39. Physics 40. Psychology 41. Political Science 42. Religious Studies 43. Sociology 44. Statistics 45. Virology * * * ## Accounting #### Accounting Information Systems > Principles of systems analysis and design as related to accounting information systems. A basic discussion of the various methodologies for the development of accounting information systems. Description of information systems and their components. Elements of PROLOG programming language and its use in systems analysis and design. Syllabus, calendar, lecture notes, assignments. By <NAME>, State University of New York at Albany. #### Advanced Accounting > Course information, readings, projects, lecture notes, exams, and resouces. By <NAME>, UC Santa Barbara. #### Cost Accounting > Contains syllabus, notes, and examples Accounting. By <NAME>, University of Oregon at Eugene. #### Intermediate Accounting I > Course information, readings, projects, lecture notes, exams, and resouces. By <NAME>, UC Santa Barbara. #### Intermediate Accounting II > Course information, readings, projects, lecture notes, exams, and resouces. By <NAME>, UC Santa Barbara. #### Introduction to Management Accounting > Introduction to the concepts and practices underlying firms' internal management accounting information systems. The course emphasizes a user perspective. Syllabus, lecture notes, assignments, and links to related materials. By <NAME>, University of Iowa. #### Introductory Management Accounting > Course notes, syllabus, assigments, tutorial groups, etc. By <NAME>, Aberdeen University. #### Managerial Cost Accounting > Second course in managerial (or cost) accounting that uses activity-based management as an organizing theme. Focus is on supporting strategic decision making, though financial reporting issues are covered. Requires significant group work, presentations, and written analyses of cases and issues. Class PowerPoint presentations, exams, and supplements available via FTP. Syllabus, calendar, lecture notes, assignments, exams, and links to related materials. By <NAME>, University of Colorado at Boulder. #### Seminar in Accounting Information Systems > Systems analysis and design as related to accounting information systems. Systems Development Life Cycle. Description of systems in terms of their structure, function, behavior and data. Use of Computer Aided Software Engineering tools in design. A very brief introduction to Object-Oriented Systems Analysis and design. Syllabus, calendar, lecture notes, and links to related materials. By <NAME>, State University of New York at Albany. * * * ## Agricultural Engineering #### Soil and Water Conservation Management > Designed for seniors and graduate students in a science-based curriculum, this course emphasizes analytical methods to plan how to utilize soil and water resources in an environmentally responsible manner. Calculus is not required. Syllabus, calendar, lecture notes, assignments, and links to related materials. By <NAME>, Purdue University. * * * ## Anatomy #### Anatomy Teaching Modules > Currently contains the normal knee and the normal distal thigh. By <NAME>, University of Washington Department of Radiology. #### Human Anatomy > Course schedule, format, objectives, and other materials. By various faculty, Emory University. * * * ## Anthropology #### Social Anthropology > Contains course abstract, exam schedules, and a weekly outline. By <NAME>, University of Connecticut. * * * ## Archaeology #### GIS in Archaeology > Contains course syllabus, requirements, exam schedule, and list of readings. By <NAME>, Bowdoin College. * * * ## Architecture #### Building Systems I > Course syllabus, homework assignments, slides, and essays. By Anthony Webster, Columbia University. #### Digital Communities: Urban Planning and Design in Cyberspace > Schedule, assignments, lecture notes, student work, and links to related materials. By <NAME> and <NAME>, Massachusetts Institute of Technology. #### Enclosures and Environments I > Course syllabus. By <NAME> and <NAME>, Columbia University. #### Introduction to Computer-Aided Design > An Introduction to 3-D CAD using Macintosh-based software, with emphasis on rendering, digital image processing, and electronic publication on the Web. Syllabus, assignments, student work, and links to related materials. By <NAME> & <NAME>, Columbia University. #### Introduction to the History, Theory and Design of Structures > Investigates basic structural behaviour, simple structures, and how an understanding of basic structural behaviour can be utilized in architectural design. Syllabus, lecture notes, assignments. By <NAME> and Donald Peting, University of Oregon. #### Renaissance and Baroque Architecture > The architecture of Italy in the 15th, 16th, and 17th centuries. Loads of excellent images from scanned slides taken by the instructor. By <NAME>. Westfall, University of Virginia. #### The Text of the City > An analysis of space, form, and information in the city. Syllabus, class calendar, lecture notes, assignments, student work, and links to related materials. By <NAME>, Syracuse University. * * * ## Art and Art History #### Art in the Age of Digital Dissemination > Class essays of students enrolled in a Fine Arts course taught at the University of Victoria. #### Commentary on Art > An introduction to writing about art. Assignments, readings, and other information. By <NAME>, Penn State Univerity. #### Mosaic and Art 211 > Lots of screen shots and a thorough tutorial on using Mac Mosaic to study art. By <NAME>, Princeton University. #### Visual Information in Art > Tutorial to demonstrate how visual information is used in art. By <NAME>, Hanover College. * * * ## Astronomy #### Astronomy 1 > Course syllabus, assignments and solutions, and a movie. By <NAME>, University of California at Santa Barbara. #### Astronomy > A survey course in Astronomy for non-science majors. Syllabus, class calendar, assignments, and links to related materials. By Dr <NAME>, the University of Tulsa. #### Astronomy HyperText Animation Resource > Resource that attempts to animate several key concepts in astronomy. Animation is done in MPEG and there is sound narration. Lecture notes. By The Web, University of Oregon. * * * ## Biochemistry #### Medical Biochemistry > Currently contains a section on heme and iron. By <NAME>, Hahnemann University School of Medicine and <NAME>, University of Utah. #### Scatchard Plot (Interactive Simulation) > An interactive simulation of an important classical experiment in immunology. Lecture notes and assignments. By <NAME>, University of Toledo. * * * ## Biology and Botany #### Botany > Collection of pointers to biology-related Web and Gopher servers. By <NAME>, California State University Stanislaus. #### Cell Biology and Histology Laboratory Manual > Laboratory exercises and slides on the digestive tract, connective tissue, muscles, the circulatory system, and more From Emory University. #### Principles of Protein Structure > It is multimedia, with several new technologies for communicating molecular information and running a hypercourse. Syllabus, lecture notes, assignments, student work, and links to related materials. Coordinated by <NAME> and <NAME>, Globewide Network Academy and Birkbeck College, London, UK. #### Taxonomy of Flowering Plants > Introduction to flowering plant systematics. Information online includes base course data, student information, exam keys, and a developing base of tutorials for both lecture and laboratory. Links are provided for access to plant biodiversity data available on the Web. The system carries an evolving suite of Web pages representing experimental efforts to present information relevant to course objectives. By <NAME>, Texas A&M; University. * * * ## Biomedical Engineering #### Biomedical Engineering Applications > Course description, syllabus, and links to student projects that utilize links to medical images and movies. By <NAME>, North Carolina State University. * * * ## Chemical Engineering #### Over a dozen classes > Links to over a dozen classes, including Elements of Chemical Engineering, Reactor Dynamics and Design, and Process Design. Course pages can list credits and prerequisites and contain course outline, assignments, projects, problems, and more. By the Chemical Engineering Department, University of Florida. #### Several classes > Links to several classes, including Computer Methods for Chemical Engineers and Process Control. Course pages can contain the course syllabus, office hours, class notes, a clickable calendar of assignment due dates, exam solutions, and more. By <NAME>, University of Notre Dame. * * * ## Chemistry #### Chemistry in Context > Introductory Chemistry for non-science majors, taught with a "constructivist" flavor, as part of the Maryland Collaborative for Teacher Preparation. Syllabus, calendar, assignments, exams,. By <NAME>, U. of Maryland at College Park. #### General, Organic and Biochemistry > Freshman-level introduction to General, Organic and Biochemistry for Nursing students. Syllabus, chapter overviews and copies of the lecture slides. By <NAME>, The University of Akron. #### Organic Chemistry Laboratory > Syllabus, policies, previous exams, and links to chemistry resources. By <NAME>, University of Maryland, Baltimore County #### Several classes > Resources for undergraduates studies of analytical, physical, and organic chemistry. Includes course syllabi, calendars, lecture notes, and lab manuals. By <NAME> and others, Virginia Polytechnic Institute & State University, Blacksburg. * * * ## Civil Engineering #### Engineering Hydrology > Introduction to hydrology. Quantitative aspects of processes relating to precipitation, runoff and groundwater flow are reviewed with simple applications to water resource problems. The emphasis is on the basic scientific aspects, rather than on design. Syllabus, calendar, assignments, and links to related materials. By <NAME>, Utah State University. #### Project Management and Economics > Students are acquainted with the principles of engineering economics and construction management. Syllabus, homework assignments, exams, and lecture notes. By <NAME>, University of Texas at Austin. #### Structural Engineering > Compilation of syllabi and homework assignments for undergraduate classes related to structural engineering. By <NAME>, Lafayette College. * * * ## Communication #### Communication Technology and Society > Course syllabus. By <NAME>, University of Texas at Austin. #### Computer-Mediated Communication > Study of the nature of computer-mediated communication, focusing on its social aspects. Includes links to course syllabus, online Internet Web Text, and practicum lessons. By <NAME>, Rensselaer Polytechnic Institute. * * * ## Computer Science #### Accelerated Computer Science II > A laboratory-based accelerated introduction to Computer Science for students with degrees in other disciplines. Syllabus, calendar, lecture notes, assignments, exams, student work, and links to related materials. By Denbigh Starkey and <NAME>, Montana State University. #### Advanced Object Technology > Syllabus, readings, By <NAME>, George Mason University. #### Algorithms and Data Structures > Course overview, schedule, quizzes, assignments, and study guides. By Diana Moore, Washington University. #### Computer Applications for the Liberal Arts > Course description, readings, pictures, programs, and other materials. By <NAME>, Pennsylvania State University. #### Computer Graphics > Links to several computer graphics classes. Materials can include syllabus, grading policies, and assignments. By various professors, University of Calgary. #### Computer Science: A Liberal Arts Approach > Syllabus, calendar, and assignments. By <NAME> and <NAME>, Virginia Polytechnic Institute and State University. #### Computer Systems Verification > Class policies, syllabus, assignments, lecture notes, and more. By Phil Windley, Brigham Young University. #### Computers, Ethics, and Society > Readings, class notes, links to related materials. University of Pennsylvania. #### Concepts of Programming Languages > Class policies, syllabus, assignments, lecture notes, and much more. By Phil Windley and <NAME>, Brigham Young University. #### CS Seminar > A 1-credit seminar course that all CS graduate students must take at least once. Weekly presentations by students, faculty, or outside speakers. Syllabus, calendar, lecture notes, assignments, exams, student work. By <NAME>, Montana State University. #### Digital Image Processing (DIP) with Khoros 2.0 > Hands-on approach to Image Processing through an extensive number of experiments. Syllabus, outline, and more. By <NAME> and <NAME>, University of New Mexico. #### Ethics and Law on the Electronic Frontier > Syllabus, assignments, class notes, student work. By <NAME>, Massachusetts Institute of Technology. #### Graphics and Scientific Visualization > A second, graduate-level, course in computer graphics taught in seminar format. Syllabus, calendar, lecture notes, assignments, exams, student work, and links to related materials. By <NAME> and <NAME>, Montana State University. #### Introduction to Computer Graphics > Introduces students to interactive 3-D computer graphics with OpenGL. The course concludes with an individual project. Syllabus, calendar, lecture notes, assignments, past exams, gallery of past projects, and links to other materials. By <NAME>, University of Waterloo. #### Introduction to Computers and Computing > Syllabus, grades, and other course materials, including the complete text to Bruce Sterlings's _The Hacker Crackdown_. By <NAME>, Indiana University. #### Introduction to FORTRAN for Engineers > Course description, objective, outline, and assignments. By <NAME>, California Polytechnic State University, San Luis Obispo. #### Introduction to Object-Oriented Programming > Introductory information, example files, discussions of Makefiles, and pointers to additional resources. By <NAME>, Indiana University. #### Lisp programming (Common Lisp) for Artificial Intelligence > A 100-hour distance education introduction to this popular AI programming language. Registrants accepted from anywhere on the Internet. Syllabus and links to related materials. By <NAME>, The Open University, UK. #### Macintosh Computer Applications > Course description, objective, and outline. By <NAME>, California Polytechnic State University, San Luis Obispo. #### Mobile Computing and Intelligence > Introduction to mobile computing and the use of intelligent agents. Syllabus, calendar, lecture notes, assignments, student work, and links to related materials. By <NAME>, Purdue University. #### Operating Systems > A first course in operating systems for computer science majors. Syllabus, calendar, lecture notes, assignments. By <NAME>, Victoria University of Wellington. #### Operating Systems Organization > Course syllabus, assignments, lecture slides, and other handouts. By <NAME>t, Washington University. #### Proficient use of the World-Wide Web > Learn about the Web, servers, Perl, and server administration. Syllabus, lecture notes, and more. By <NAME>, Jr and <NAME>, Purdue University. #### Prolog programming for Artificial Intelligence > Syllabus and links to related materials. "Intensive Prolog" is a 100-hour distance education intro to this popular AI programming language. Registrants accepted from anywhere on the Internet. By <NAME>, The Open University, UK. #### Professionalism in Computing > Effects of computers on society. Syllabus, calendar, assignments, and lecture notes. By <NAME>, Virginia Polytechnic Institute and State University. #### Software Engineering I > Course description, objective, outline, and assignments. By <NAME>. Butler, California Polytechnic State University, San Luis Obispo. #### Software Engineering II > Course descriptions, objectives, outlines, and assignments. By <NAME>. Butler, California Polytechnic State University, San Luis Obispo. #### Systems Analysis and Design > Course syllabus, schedule, and readings. This course is taught primarily via the Web. Classroom attendance is required only for exams. By <NAME>, University of Houston. #### Translation of Computer Languages > Course overview, schedule, quizzes, and assignments. By <NAME>, Washington University. #### List of classes > List of all Computer Science classes, some with links to a course syllabus. Syllabus can include course description, grading policy, assignments, and texts. By various professors at Purdue University. #### Several classes > Links to several classes, including Data Structures and Programming, Computer Architecture, and Computer Graphics. Course pages can include class schedule, texts and readings, grades, policies, projects, and lecture notes. Some Class notes are published separately. By various professors, University of California, Davis. #### Over 25 classes > Course syllabi to over 25 classes. A syllabus usually contains course goals, prerequisites, readings, and a course outline of topics to be covered. From the University of North Carolina, Chapel Hill. #### Various Courses > Links to several classes, including Great Ideas in Computer Science, Networks, A Systems Approach, Advanced Computer Architecture, By various professors, Harvard University. #### Various classes > Links to several classes, including Introduction to Artificial Intelligence, Computer Graphics, Introduction to Parallel Computer Architecture, and Programming Languages. Materials can include syllabus, class notes and handouts, and assignments. By various professors, Carnegie Mellon University. #### Various classes > Links of several classes, including C, X Windows, Image Processing, and Computer Graphics. Materials include searchable course notes, program listings, and more. By various professors, University of Cardiff, Wales, UK. * * * ## Cultural Studies #### Youth Music/Youth Culture > Includes course description, syllabus, bibliography, and links to related materials. By <NAME>, English Department, Drake University. * * * ## Economics #### Economic, Social, and Legal Environment > An applied microeconomics class that covers regulation, antitrust, and the law. Syllabus, lecture notes, assignments. By <NAME>, Owen School of Managment, Vanderbilt. #### Intermediate Macroeconomics > Understanding the global economy, with special emphasis on the impact of international macroeconomic developments on financial markets and business. Syllabus, calendar, lecture notes, assignments, exams, and links to related materials. By <NAME>, Carnegie Mellon University. #### Introduction to Economic Analysis > Covers both microeconomics and macroeconomics. The concentration is on analysis. Students are primarily in engineering, mathematics and computer science. Syllabus, lecture notes, and links to related materials. By Dr. <NAME>, The University of Akron. #### Introductory Econometrics > Develops tools for analyzing economic data and for estimating and properly interpreting econometric models. Interactive computer tutorials designed for undergraduate econometrics help teach both the software pacakage and the statistical methods. By <NAME>, Queen's University. * * * ## Education #### Educational Policy Advocacy > A doctoral course that satisfies a social foundations requirement for educational administration majors. Computer slideshows, assignments, grading policies, course objectives, and schedules. By <NAME>, Illinois State University. #### Resources for Teaching > An undergraduate course introducing computer applications in the classroom. Syllabus, calendar, lecture notes, assignments, and links to related materials. By <NAME>, University of South Carolina - Aiken. #### Social Foundations of Education > An undergraduate course for teacher education majors. Computer slideshows, assignments, grading policies, course objectives, and schedules. By <NAME>, Illinois State University. * * * ## Electrical and Computer Engineering #### Digital Filters > Complete set of laboratory material and class problems. By <NAME>, The University of Calgary. #### Digital Logic Design > A sophomore-level introduction to digital logic design with an emphasis on practical design techniques and circuit implementations. Lecture notes, assignments, and exams. By <NAME>, Purdue University. #### Practical Software Engineering > Covers the classic elements of a life cycle and techniques common in industry. The top layers of the electronic course notes are used for presentation in lectures. The remainder is for exploration and review by students. Lab activities are coordinated through the Feedback area. Syllabus, calendar, lecture notes, assignments, and links to related materials. By <NAME>, University of Alberta. * * * ## English #### American Literature: Crane through Present > This class is an experiment. We will be reading various texts--poems, short stories, novels, films--and trying to generate ideas from these texts. Syllabus, calendar, and assignments. By <NAME>, University of Florida. #### American Literature Survey > An American Literature Survey Site featuring interactive online texts, student discussions, analyses and projects. Syllabus, calendar, student work, and links to related materials. By <NAME>, University of Texas at Austin. #### Computer-Assisted Composition > Course syllabus, assignments, transcripts of online discussions, weekly class summaries, and student work. By <NAME> and students, University of Texas at Austin. #### English Composition II > Emphasizes critical/logical thinking and reading, problem definition, research strategies, and writing analytical, evaluative, and/or persuasive papers that incorporate research. Syllabus, calendar, and student work. By Dr. <NAME>, Front Range Community College. #### Introduction to Poetry > A handbook of terms for discussing poetry. Covers figurative language, rhythm and meter, and other topics. By <NAME> and students, Emory University. #### Shakespeare Illustrated > Illustrations and explanations of scenes from Shakespeare's plays. By Harry Rusche, Emory University. #### Writing About Literature > Working both with hypertext and a MOO, students experiment develop their own writing as models of literary texts. Syllabus, calendar, assignments, student work. By <NAME>, University of Florida. #### Writing About Modern Technology > An introductory, college-level technical-writing course taught over the Internet, using an online textbook, E-mail, and a LISTSERV classroom. Syllabus, calendar, assignments, and links to related materials. By <NAME>, Austin Community College. #### Writing the Information Superhighway > Opportunity to explore and create the textual universe of cyberspace. Syllabus, calendar, assignments, student work, and links to related materials. By <NAME>, University of Michigan. #### Writing through Media > Group self-portraits of education students. Syllabus, assignments, student work, and links to related materials. By <NAME>, University of Florida. * * * ## Finance #### Basic Financial Management > An introduction to finance that focuses on basic paradigms, such as Net Present Value, Capital Asset Pricing Theory, and Market Efficiency taught in the context of valuation of risky assets. Syllabus, assignments, exams, student work, and links to related materials. By <NAME>, University of Iowa. #### Business Finance > Course syllabus, class schedule and handouts, sample data for assignments, grade distribution, and pointers to various Web and Internet guides. By James Garven, University of Texas at Austin. #### Business Finance > Course syllabus, class schedule and handouts, lecture notes, assignments, grade distribution, and more. By <NAME>, University of Texas at Austin. #### Corporate Finance > The lectures are in portable document format (pdf) and are being linked together. Sample test questions and a formula sheet are also provided with links to the lecture notes that are relevant. Syllabus, lecture notes, exams, and links to related materials. By <NAME>, University of Texas at Austin. #### Financial Management (Principles of Finance) > Introductory course. Syllabus, calendar, lecture notes, assignments, exams, student work, and links to related materials. By <NAME>, Marist College. #### Investments Analysis > Introductory investments course. Syllabus, calendar, lecture notes, assignments, exams, student work, and links to related materials. By Dr. Dan Cooper, Marist Collge. #### Uncertainty in Economics and Finance > This is a Ph. D. course that develops the notions of risk and risk aversion in a financial market setting. The topics covered include portfolio theory, corporate risk management, corporate finance, principal/agent theory, and game theory. Syllabus, lecture notes, assignments, and links to related materials. By <NAME>, University of Texas at Austin. * * * ## Geography #### Geographer's Craft > An introduction to modern geographical research techniques. General information, course schedule, lecture and discussion notes, exercises, tip sheets, a glossary, and pointer to various resources. By <NAME> and staff, University of Texas at Austin. * * * ## Geology #### Submarine Geology > Course syllabus, calendar, and reading assignments. By <NAME> and <NAME>, Columbia University. * * * ## History #### Augustine on the Internet > Study of Augustine of Hippo, conducted via the Internet only. Contains a syllabus, Augustine's _Confessions_ , and messages from participants. By <NAME>, University of Pennsylvania. #### Electric Renaissance > Renaissance history taught via the Web. Syllabus, class calendar, lecture notes, assignments, and links to related materials. Class discussion is run from a listserver. By <NAME>, Boise State University. #### The First Palaces in the Aegean > Study of appearance of Minoan palaces in Crete beginning around 2,000 B.C. Bibliography included. By <NAME>, Dartmouth College. * * * ## Humanities #### Great Ideas > Course description, schedule, and pointers to related-readings. By <NAME>, Bowling Green University. #### Taming the Electronic Frontier > Technical and social issues of taming the electronic frontier. Syllabus, calendar, assignments, exams, grades, student work, and links to related materials. By <NAME>, George Mason University. #### Narrative Matters: Introduction to Narrative > Introduction to narrative in novels and film. Links to texts ranging from Beowulf to Neuromancer and films from Star Wars to Chinatown. We trace the narrative form of the "quest romance" from early medieval narratives to Frankenstein and Blade Runner. Many resources are contributed by students. Syllabus, calendar, assignments, student work, and links to related materials. By <NAME>, Georgetown University. #### World Cultures to 1500 > A survey of history, ideas, and cultures from antiquity to the Italian Renaissance. Extensive archive of texts and articles used in the course along with student work. By <NAME>, Washington State University. * * * ## Journalism #### Feature Writing > Course syllabus, class schedule, course requirements and other information. By <NAME>, UT Austin. #### Writing for the Mass Media > Course syllabus, class schedule, course requirements and other information. By <NAME>, UT Austin. * * * ## Language #### Hwaet! Old English in Context > Learn basic Old English by reading short passages from the Old English Corpus, with links to sound and images and an audio-visual glossary. Links to related materials. By <NAME>, Georgetown University. #### Introduction to Medieval Latin > Introduction to the Latin language and literature, c. 350 - c.1500. Course involves a Web computing component and student experience in using Internet resources. Extensive Web resources are provided, with links to many of the resources in the Labyrinth project, a Web server for medieval studies, of which the professor is co-director. Syllabus, calendar, assignments, student work, and links to related materials. By <NAME>, Georgetown University. #### Let's Learn Arabic > A map of the Middle East and ten audio lessons for learning Modern Standard Arabic. For the serious student only, since the audio files are very large. By <NAME> and <NAME>, University of Pennsylvania. Part of The Virtual Language Lab. #### The French Page > Over 60 slides of French history and civilization with clickable audio captions. By <NAME>, University of Pennsylvania. Part of The Virtual Language Lab. #### Hindi Program at Penn > Slides of Northern India with clickable audio captions. By <NAME> and <NAME>, University of Pennsylvania. Part of The Virtual Language Lab. #### Serbian Language Lab > Learn and hear the Serbian alphabet and simple phrases in Serbian. From the University of Maryland. #### Travelers' Japanese > Hear and learn basic pronunciation and phrases for travelers in Japan. Phrases cover, asking directions, eating in restaurants, and other essential expressions. By TAKADA Toshihiro, Nippon Telegraph and Telephone. * * * ## Library and Information Science #### Introduction to Internet Resources and Services > Introduces students to networked options for information, research, and communication. Course syllabus, readings, guides and handouts. By <NAME> and <NAME>, University of Texas at Austin. #### The Making of Digital Libraries > Understanding the nature of digital libraries. Syllabus, course essays, and links to related materials. By <NAME>, University of Michigan. * * * ## Mathematics #### Several classes > Links to several classes, including Advanced Engineering Mathematics and Introduction to Numerical Analysis I. Course pages can contain a syllabus, topic outline, projects, and information on tools to be used in class. By various professors, Clemson University. * * * ## Management #### Economics of the Firm > Syllabus, lecture notes, and assignments. By <NAME>, Vanderbilt University. * * * ## Management Information Systems #### Business Data Communications > Business data communications for non-technical majors. Covers basic technical concepts, understandings of the strategic use of telecommunication in business, and a review of managerial issues surrounding the development and operation of such facilities. Syllabus, calendar, lecture notes, assignments, grades, student work, and links to related materials. By <NAME>. Verstraete, Penn State University. #### Business Information Systems > Sophmore-level introduction to basic information systems concepts. No computer lab. Syllabus, calendar, lecture notes, assignments, exams, grades, and links to related materials. By <NAME>, Penn State. #### Commerce on the Web > A hands-on course in which students work in groups exploring the way businesses and communities interact on the Web, propose a design for a local commerce Web, and begin to execute this design. Syllabus, assignments, and links to related materials. By <NAME> and <NAME>, University of Iowa. #### Electronic Commerce > Introduction to electronic commerce and the emerging global information highway. Syllabus, calendar, lecture notes, assignments, student work, and links to related materials. By <NAME>, Southern Methodist Univeristy. #### Impact of New Information Resources: Multimedia and Networks > Social impact of technology. Syllabus, assignments, student work, and links to related materials. By <NAME>, University of California, Berkeley. #### The Information Society > Gives students in the Arts and Humanities an understanding of the issues which arise from the use of information technology. Syllabus, calendar, lecture notes, assignments, exams, and links to related materials. By Ewan Sutherland, University of Wales, Lampeter. #### Introduction to Management Information Systems > Junior- and senior-level introduction to basic management information systems concepts. Syllabus, calendar, lecture notes, assignments, exams, grades, and links to related materials. By <NAME>, Penn State University. #### Leveraging the Information Superhighway--A Business Perspective > Syllabus, assignments, readings, and lecture notes. By <NAME>, George Mason University. #### Management Information Systems > Lecture notes, assignments, exams (after the students take them), and supplemental readings for a course that investigates the interaction of information technology and management. By <NAME> (<EMAIL>), Carnegie Mellon University. #### Management of Information Technology > Course syllabus, overview, and assignments. By <NAME>, Southern Methodist University. #### Riding the Information Superhighway > Introduction to the Information Superhighway. Students learn all of the Internet tools, with an emphasis on their access through a graphical browser and through a UNIX shell. The Internet then becomes a tool used to research the technological, social, and business implications of the Superhighway. Syllabus, calendar, lecture notes, assignments. By Dr. <NAME>, California State University, San Marcos. #### Strategic Information Systems Management > Provides students with a computing background with an executive perspective on the strategic management of IS in an organisation. It does not address the internal management of the IS function. Syllabus, calendar, assignments. By <NAME>, The University of Dublin, Trinity College. #### Systems Analysis and Design > Introduction to the principles of information systems development, with an emphasis on management's role in the development process. For business management majors interested in MIS. Emphasis is placed on the initial stages of the systems development life cycle. Web development (using HTML) is used to give the students a taste for the development process. Syllabus, calendar, lecture notes, assignments, exams. By <NAME>, California State University, San Marcos. #### Systems Design and Implementation > A second-semester, undergraduate course focusing on the design and implementation of responsive and long lasting software. Syllabus, calendar, lecture notes, assignments, exams, and student work. By <NAME>, University of Colorado at Boulder. #### Teaching MIS with Cases > Information about the development, availability, and use of business cases for teaching MIS. By <NAME>, University of Western Ontario. #### Telecommunications > Syllabus, calendar, assignments, grades, student work, and links to related materials. By <NAME>, Sangamon State University. #### Various Case Studies > Case studies on innovation and project management, commerce on the Web, and other topics. By various professors, Southern Methodist University. * * * ## Marketing #### New Product and Service Development in Marketing > Course syllabus, overview, assignments, calendar, etc. By <NAME>, Vanderbilt University. #### Marketing Research > Course syllabus, overview, outline, readings, etc. By <NAME>, Vanderbilt University. #### Seminar on Marketing in Computer-Mediated Environments > Course topics, assignments, and readings. By <NAME>, Vanderbilt University. * * * ## Medicine #### Multimedia Textbooks > Several multimedia medical textbooks on topics such as pediatric airway disease, lung anatomy, pulmonary embolus, and diffuse lung disease. These textbooks are part of The Virtual Hospital, a project of the University of Iowa College of Medicine, Department of Radiology. #### Miscellaneous Teaching Files > Currently contains an exhibit on fractal analysis of trabecular bone. By <NAME> and others, University of Washington Department of Radiology. * * * ## Microbiology #### Fundamentals of Microbiology > Introductory course with laboratory in microbiology for sophomore-junior level students. Syllabus, calendar, lecture notes, interactive practice exams, and links to related materials. By <NAME>, The University of Connecticut. #### Microbiology > Download several charts (Microsoft Word 5.1) that present basic information about various bacteria, viruses, fungi, and parasites covered in the Medical Microbiology course at Tulane University School of Medicine. By <NAME> (medical student), Tulane University School of Medicine. * * * ## Music #### Computer Music > Basic course information, pointers to Web sites of interest to students of computer music, and sound and graphics files pertinent to the course. By <NAME>, Vanderbilt University. #### Jazz Improvisation > Course description, articles, and pointers to related readings. By <NAME>, the University of Wisconsin-Madison. #### Music in World Cultures > Contains syllabi, study guides, listening quizzes, and links to other Net resources. By <NAME>, Western Illinois University. #### Women in Music > Study of lives and work of women composers and of women's involvement in other aspects of musical creativity in classical, jazz, pop, and folk music. Syllabus, and links to related materials. By <NAME>, Virginia Tech. * * * ## Neuroscience #### Neuroscience > Access to a set of JPEG images that help medical students learn the cross- sectional anatomy of the human brain stem. By <NAME> (medical student), Tulane University School of Medicine. * * * ## Nuclear Engineering and Engineering Physics #### Engineering Problem Solving I > Link to course materials. By <NAME>, University of Wisconsin. * * * ## Physics #### Alternative Energies > Physics of energy generation via Alternative Energy Sources. Syllabus, calendar, lecture notes, assignments, exams, student work, and links to related materials. By <NAME>, University of Oregon. #### Electricity and Magnetism > A calculus-level E&M class for scientists and engineers. Syllabus, calendar, and exams. By <NAME>, California State University, Chico. #### FORTRAN Programming for Physics and Astronomy > An independent-study reading course consisting of a series of exercises designed to teach the student FORTRAN programming for scientific use, while also introducing UNIX, EMACS, RCS and computer graphics. Syllabus, assignments, and links to related materials. By <NAME>, Vassar College. #### Honors Introductory Physics: Electricity and Magnetism > Honors section of introductory physics for Physical Science and Engineering Majors II. Covers electricity and magnetism. Syllabus, calendar, assignments, exams, grades, and links to related materials. By <NAME>, University of Delaware. #### Several classes > Syllabi, exams, homework, and lecture notes for several classes, including Physics of Energy and the Environment, The Scientific Basis for the Man-Nature Partnerhip, and General Physics. By various professors, University of Oregon. #### Several classes > Links to several classes. Course pages can contain assignments, quizzes, a database of several years' worth of old exams, and more. By various professors, University of Pennsylvania. #### Several classes > Links to several undergraduate and graduate classes, including Science for Survival, Electromagnetism, and Computational Physics. Course pages can contain syllabus, lecture notes, and assignments. By various professors, Carleton University. #### Modern Physics > Introduction to relativity, cosmology, particle physics, and other topics. By four student teams led by <NAME>, Chandler-Gilbert Community College. #### Physics Homework Service > Course syllabi, first-day handouts, and instructions for using computerized homework service for various physics courses. Can also submit homework and check grades. By various professors, University of Texas at Austin. * * * ## Political Science #### American Politics > Basic introduction to American political institutions and culture. Syllabus, readings, course assignments, lecture notes, and pointers to related materials. Includes series of assignments requiring use of the Web. By Steven <NAME>, SUNY Institute of Technology at Utica/Rome. #### Politics of International Oil > Analyzes the national and international structures of the petroleum industry. Changing trends in industrial structures are related to international political alignments, focusing on the Middle East. Materials include world oil data and mail archives about oil producing countries. Syllabus, calendar, assignments, and links to related materials. By <NAME>, University of Texas at Austin. #### Virtual Seminar in Global Political Economy > The Virtual Seminar in GPE is offered over the Internet and facilitated by Dr. Gonick in collaboration with 24 other faculty members around the world. Students can enroll online. Faculty who want to "sit-in" can also enroll online. Syllabus, calendar, assignments, student work, and links to related materials. By <NAME>, Arizona State University West and University of Guelph. * * * ## Psychology #### Sensation and Perception Tutorials > Learn the fundamentals of sensory processes, used in several classes in psychology. By <NAME>, Hanover College. * * * ## Religious Studies #### The Bible: Wisdom, Poetry and Apocalyptic > Study of the Ketuvim, the third division of the Tanakh. Syllabus, class calendar, and links to related materials. By <NAME>, University of Minnesota. #### Foundations of Theology > Course description, syllabus, exam, and pointers to various resources. By <NAME> and <NAME>, University of Notre Dame. #### Introduction to Judaism > Course description, syllabus, readings, and pointers to various resources for Judaic studies. By <NAME>, University of California, Davis. * * * ## Sociology #### Sociology of Cyberspace > Examines the contemporary revolution in human interaction via computer. Syllabus, calendar, assignments, student work, and links to related materials. By <NAME>, Bradley University. * * * ## Statistics #### Graphical Data Analysis > Discusses how to use graphical techniques to find patterns in data and present results to others. The course explores topics ranging from human visual perception and computer vision to conditional expectation and empirical distributions. There is a special off-campus page to help Internet visitors get started. Syllabus, calendar, lecture notes, assignments, and links to related materials. By <NAME>, Montana State University. * * * ## Virology #### Various Virology Courses > Tutorials, course notes, educational materials, animations, interactive models, and color images of viruses. By <NAME> and others, University of Wisconsin-Madison. * * * ## Zoology #### Conservation Biology > Students will emerge with training in practical aspects of ecology, b <file_sep>\| Courses --- Administration& General Information Undergraduate Program Graduate Program Faculty& Staff History Home ![](../images/smallhistorybanner.jpg) Courses Home \| Graduate Student Courses HIST 200-400 \| Undergraduate Courses HIST 100-199 ### Courses for Undergraduate Students: History 01-99 This is a listing of all the courses offered by the UNC-CH History Department that are open to undergraduate students __only__ (numbers 0-99). These are possible courses; for a listing of actual courses being taught in a current or upcoming semester, please consult the University Registrar. * * * 6 FIRST YEAR SEMINARS (3). The seminars are designed to enable first-year students to work closely with top professors in classes that enroll twenty students or fewer. See the directory of classes for specific offerings. Staff. 6 FIRST YEAR SEMINAR (3). LIVING IN A DREAM WORLD: LITERARY EXPLORATIONS INTO TRADITIONAL CHINESE SOCIETY. KESSLER. An examination of the inner workings of traditional China, its social and cultural dimensions, through a close reading of several literary works. The central work to be examined is _Dream of the Red Chamber_ , considered China's greatest novel. It is a story of manners set within an extended elite family -- what one critic has dubbed an eighteenth-century Chinese soap opera. Themes to be explored include family life, gender relations, marriage patterns, religious rituals, popular beliefs, class distinctions, social mobility, ruling class life-styles and the interactions between state and society. Kessler. 6 FIRST YEAR SEMINAR (3). BOOKS. PFAFF. As well as reading books, civilized people value them and not infrequently own them. This seminar will aim to explore some of the fascinating aspects of the book -- here regarded largely apart from its contents -- as an object worth considering in itself. This may involve such activities as scrutinizing very early printed books in the Rare Books Collection, making field trips to secondhand bookshops (as well as to the inevitable Amazon.com), talking with preservation officers in Davis Library, comparing different book-versions of the same work, and selecting a book for purchase as a prized possession. Pfaff. 10 CULTURES AND HISTORIES OF NATIVE NORTH AMERICA: AN INTRODUCTION (AMST 10) (3). History 10/American Studies 10 is an interdisciplinary introduction to Native American history and studies. Utilizing an integration of art, literature, history, cultural studies, and ethnology, History 10/American Studies 10 introduces students to Native American cultures from the earliest times to the present with a focus on the period after 1500. As an interdisciplinary introduction to Native American studies, History 10/American Studies 10 will serve as a foundation for additional courses in Native American history and studies. This course will address cultural and historic themes in the native history of the Southeast, Northeast, the Midwest, the Great Plains, and the Southwest. It will explore Native American resistance to non-Indian encroachment on Indian cultures and lands, and it will introduce the trust relationship between the federal government and many American Indian tribes. This is a significant theme that differentiates the cultures and histories of federally recognized tribes from those of many North Carolina Indians. Many cultural issues persist in Native North America, and this course will examine these issues in their twentieth century context. This course emphasizes Native American cultures making their own histories and shaping their own cultural universes. After an introduction of general themes, the instructor will use specific case studies or microcosms to examine how individuals and tribes confronted more general themes and issues that affected all Native Americans. Native American art and literature (short stories & novels) add Native American perspectives and voices to this introduction of the American Indian cultural and historic experience. The readings are especially important because they represent different, interdisciplinary methodologies pertinent to Native American cultural studies; therefore, the assigned readings complement but do not duplicate the lectures. Students are warned that there is a much reading in this course because of the great number of tribes and interdisciplinary methodologies pertinent to Native North America. Porter. > > "This class was really great! I learned about things that are incredibly _important_ to my perception of history and its role in the present day, and the things we learned in this class are not in history books!" > > "Every student should try to take History 10 -- it's an important part of our heritage as Americans and human beings." > > "Most interesting course and professor that I had this semester." 11 HISTORY OF WESTERN CIVILIZATION TO 1650 (3). The emergence of western civilization from Greek antiquity to the mid-seventeenth century. Fall and spring. Staff. 11 HISTORY OF WESTERN CIVILIZATION TO 1650 (3). BENNETT. Western Civilization is an old-fashioned course rooted in nineteenth-century ideas about the United States, Europe, and the rest of the world, but I try to approach it in ways suitable to the twenty-first century. First, I spend a fair amount of time teaching about history itself: about how history is composed of interpretation and argument, as well as facts. Second, I critique the concept of Western Civilization; I hope that at the very time that we study "Western Civ.," we can also see it is an imagined unity that somehow links vastly separate civilizations \-- ancient Greece & Rome --> the Frankish kingdom of Charlemagne \--> the Europe of Martin Luther --> the pilgrims at Plymouth Rock \--> even (if we like) to Chapel Hill today. Third, in our trek through the earliest of these 'Western' societies, I focus on social history. Battles, philosophic ideas, and scientific discoveries are important parts of Western Civilization, and they are treated in our textbook, but in lectures and discussion sections, we'll focus mostly on family life, religious beliefs, social relations, sexual practices, gender roles, class tensions, and the like. As to more mundane matters: I divide the course into three segments (ancient, medieval, early modern); I administer weekly quizzes on the assigned readings; I have students meet in small discussion sections almost every week; and I tend to assign more essays or take-home exams than in-class exams. This is a large class (usually 300 students), but I'm usually assisted by 7-8 very able Teaching Assistants. Bennett. 11 HISTORY OF WESTERN CIVILIZATION TO 1650 (3). BULLARD. Why study Western Civ. in today's diverse world driven by a global economy? Good question!! Take this course and find out if those DWMs and DWFs (Dead White Males and Dead White Females) from the past have anything to tell us today. I think they do. Furthermore, it is fascinating to study ancient, medieval, and early modern peoples as they faced diversity, struggled with questions of identity and meaning, gave shape to political society, survived sweeping economic and social change, and in the process developed the self-critical tools to examine their lives. What does it mean today as Americans to be associated with the Western world and its traditions? Another good questions! But first, what are those traditions and how were they shaped? What do the political experiments of Athens and Rome have to do with Washington D.C.? A lot. How was Plato's thought foundational for Western notions of individual and society? How did contacts and conflicts with non-European peoples during the Crusades and Discoveries of the New World influence modern identities? How were gender roles defined back then? What does capitalism have to do with the economic flowering of the Middle Ages? What was the Renaissance and how did it determined our current university curriculum at UNC? How did Christianity including the Protestant Reformation mold Western modes of representation in art and culture? These are some of the themes and issues were engage in my course to understand what "Western" means and what the perspective of history can offer us today. I use lectures, readings, and discussions. Course mechanics include regular quizzes, essay topics given in advance, and T.A.-led discussion sections organized around source readings and guided by study questions, all posted on the course web page. I use lots of images and maps in lecture, even some music, to set the mood and to illustrate European art and culture. The course web page includes a mini art gallery and links to other interesting sites. Bullard. 11 HISTORY OF WESTERN CIVILIZATION TO 1650 (3). FRANKEL. Western civilization has produced glorious and wondrous works of art, literature, and architecture. Through its science it has conquered diseases, ensured a steady and bountiful food supply, and produced countless technological marvels. Through its religion and philosophy it has sought answers to life's most perplexing questions, often producing works of unrivaled intellectual sophistication, while proclaiming the most noble of ideals. At the same time, in the name of some of those same ideals, and with ever more effective tools produced by that same wondrous science, this civilization has fought frequent and bloody wars both at home and abroad, perpetrating heinous acts of violence and persecution. The world we are living in today is a product of both of these sides of what has come to be known as Western civilization. This class will look at the rise of the West from the classical civilizations of Greece and Rome, to Europe from the Middle Ages and through the Early Modern period. A course that covers this immense space of time must, by necessity, paint the picture of Western civilization with broad strokes. In doing so, though, I hope to present you with some of the most important trends and issues in the history of the West in order to get a sense of just what has gone into producing the world in which we live. Through lectures, discussion, and a variety of readings, we will explore the various dimensions of Western civilization, from the political to the social and the cultural. Papers, quizzes, and exams will serve to make sure you are grasping the material while at the same time they will help you develop critical, analytical skills. Frankel. 11 HISTORY OF WESTERN CIVILIZATION TO 1650 (3). MORROW. The course surveys the peoples and the cultures of Western Europe from 5th century BCE to the 17th century CE. Themes include: the meanings of citizenship in ancient Greece and Rome; the development of and relationships between Christianity, Judaism, and Islam; the place and power of learning and literacy; and the evolution of urban and rural communities. The course's assignments, discussions, and lectures will require students to develop interpretations of historical problems by thinking through their understandings of historical sources, contexts and aspects of human nature. Primary emphasis is upon family structure, forms of governance, and facets of ideological/spiritual beliefs. Morrow. 11 HISTORY OF WESTERN CIVILIZATION TO 1650 (3). SMITH. My presentation of the history of western civilization focuses on several of the ongoing problems and recurring themes that marked western history from classical Greece to the early seventeenth century. Through lectures, textbook reading, and historical documents, the class explores changing definitions and conceptions of authority, evolving ideals of exemplary behavior, and the tension between humanistic and other-worldly perspectives in the course of early European history. In most weeks, students hear two lectures and attend one discussion meeting led by a teaching assistant. The reading load averages about 80 pages per week. There are two take-home midterm exams, weekly quizzes, and a non- cumulative final exam. Lecture outlines, study questions, quizzes, exam questions, and interesting links are posted to the course's web page each week. Smith. > "History 11 with Dr. Smith involves not only the historical events that shaped western society, but (just as important) the social, religious, aesthetic, and philosophic environments that make history come alive." > > "I am not much of a history person, but compared to the other pre-1700 courses, this one would be the best. I did not enjoy the outside texts very much, but the lectures are very good. The outlines are easy to follow." > > "Western Civ under <NAME> is a class that was interesting enough to keep me awake. And it actually made me learn and think a little; it made me decide to major in History." > > "This course helped me to understand that knighthood was an honor, the Dark Ages were not always dark, and the Renaissance was a wonderful period of enlightenment." 12 HISTORY OF WESTERN CIVILIZATION SINCE 1650 (3). The development of western civilization from the middle of the seventeenth century to the present. Fall and spring. Staff. 12 HISTORY OF WESTERN CIVILIZATION SINCE 1650 (3). FRANKEL. Ever wonder how a civilization that could produce a Mozart, a Renoir, a Marie Curie, and a Martin Luther King, could also produce a Robespierre, a Hitler, a Stalin, and a Milosevic? Find out as we trace the development of the West from the mid-17th century to the present. Using the process of modernization as our theme we will see how its various features came about and how they developed over time: from Absolutism to the Enlightenment; from the French Revolution to Industrialization; from Liberalism and Socialism to nationalism; from total war to the dictatorships of Fascism, Nazism and Soviet Communism; from the Holocaust to the atomic bomb; from the Cold War to a new unified Europe (or a Europe torn asunder by renewed ethnic and nationalist conflict?). Through lectures and a series of readings we will examine these components that have combined to produce some of mankind's most positive and uplifting achievements, and at the same time have led to instances of the most horrific human suffering. You will be required to take periodic quizzes, a midterm and a final, and write two papers based on the readings. Frankel. 14 ANCIENT HISTORY (3). A topical survey of the ancient world, especially the civilization of the Near East, Greece, and Rome. Fall. McCoy. 14 ANCIENT HISTORY (3). TALBERT. This course is designed to be a compendium of ancient history, covering in outline format the rise and decline of the major civilizations of the ancient world, including Egypt, the Mesopotamian empires, Greece, and Rome. We shall examine the important political, social, and economic events and institutions of each civilization and their influence on Western thought and experience in both the ancient and modern worlds. Thus, two important themes will be cultural exchange among ancient civilizations and the relevance of ancient history for our modern world. Lectures, presentations and class discussions will be both chronological and topical, covering for example government, military campaigns, religion, education, slavery, and the role of women to name a few. While the textbook and ancient sourcebook will be our main references, we shall also look at the primary source materials available to the historian and examine how they are manipulated to piece together the historical record of the civilizations we are studying. In addition we shall touch on the subject of historiography, i.e. the history of historical writing, and investigate how the methodology and biases of the historian and his times influence the presentation of events. Talbert. 15 MEDIEVAL HISTORY (3). A survey of western Europe and the Mediterranean World, 300-1400. Spring. McVaugh > > "Good course, reasonable expectations. With a little effort lots of reward." > > "It's interesting learning how what is considered the 'western world' has come to be." > > "Even though 8 am is early, the class was worth it. I loved it and I thought that the professor was really good." 16 EARLY MODERN EUROPEAN HISTORY, 1450-1815 (3). Intellectual and social structures, dynamics of social and political change, principles of authority and bases of revolution from the Reformation to the French Revolutionary and Napoleonic period. Fall. McIntosh. 17 TWENTIETH CENTURY EUROPE (3). A critical overview of twentieth-century European history, with particular attention to the constant ethnic, religious, social, economic, and cultural struggles (including Holocaust, Cold War) in various sub-units of the old continent. Spring. Jarausch. 18 THE CONTEMPORARY WORLD IN HISTORICAL PERSPECTIVE: THE WORLD SINCE 1945 (3). Analyzes the Cold War, the challenge of decolonization, America's role in international politics, the world as an economic and political unit, the multipolar diplomacy of the 1970s. Fall and spring. Cannot receive credit for both History 18 and 19. Staff. 18 THE WORLD SINCE 1945 (3). ANDERSON. This course surveys world history from 1945 to the present day. Through weekly readings, lectures, and other media, students will be introduced to broad forces that confronted large numbers of the world's population and to more narrow case studies of specific regions or countries, including Eastern Europe, South Africa, Vietnam, Guatemala, the Middle East, Iran, China, and the USA. Over the course of the semester we will cover such topics as the Holocaust, the Cold War, global migration, women's history, decolonization, racial apartheid, economic development, and globalization. Anderson. 18 THE WORLD SINCE 1945 (3). FLETCHER. This course examines important events and developments in world history since 1945. We cover significant trends both within nations and in international relations. Although a semester permits coverage of only a few topics, we can gain an understanding of some major forces that have shaped the post-1945 world and that continue to influence our lives today. The course topics include the Cold War and its legacy; the sources of tension in the Middle East; the struggles of developing nations to attain independence, stability, and prosperity; the rise, fall, and persistence of communism; the "rise"? of Asia; the post-Cold War world; and international intervention in local conflicts. Some important themes that pertain to many of the subjects that we will study are the sources of international conflicts & their resolution; continuity and change in society, culture, & gender roles; and the complex interaction of ethnic rivalries, state-centered nationalism, and supra-national cooperation. Assignments will include a mid-term examination, two short (3-4-page) papers, and a final examination. The reading consists of five-six paperbacks. The class format will feature lectures and discussion sections. <NAME>. 18 THE WORLD SINCE 1945 (3). FRANKEL. The world since 1945 marks the second half of history's bloodiest, most destructive century. Two world wars brought home the reality of industrialized killing, first in the trench warfare of World War One and then in the killing centers of the Nazi-inspired Holocaust. Tyrannies of an unprecedented magnitude also emerged from this time. Behind all of this were ideologies such as nationalism that were capable of driving human beings to the depths of barbarity. At the same time, nationalism, as well as other ideologies, such as capitalism, liberalism, socialism, or communism, could also have positive, liberating effects on peoples around the world. The technology, too, that produced so much pain and suffering has also served to benefit humanity through improved health care, transportation , and transfer of information. We are living with the legacies of this pre-1945 period to this day. In this class we will look at the world that emerged from the cauldron of the first half of this century and try to gain a better understanding of the forces at work around us. Naturally, in a class that covers such a broad area, there is a limit to just how much we can cover as well as how deeply we can delve into any one subject. Nevertheless, I hope to present you with some of the most important trends and issues of the world since 1945. Through lectures and a variety of readings we will explore issues such as the Cold War, nationalism, religion, ethnic conflict, and economic development and see the ways in which they interact. Papers, quizzes, an exams will serve to make sure you are grasping the material while at the same time will help you develop critical, analytical skills. Frankel. 18 THE WORLD SINCE 1945 (3). HUNT. This course is offered as an introduction to the contemporary world. At the forefront of our concerns will be the rivalry between the Soviet and American superpowers and their respective systems; decolonization, nationalism, and revolution m the "third world"; and changes in the international economy. The preponderance of our attention will be devoted to the third world, and it is for this reason that the course fulfills the non-Western historical perspective requirement. While aimed at improving understanding of the world since 1945, the course is also concerned with building skills. You will be introduced to the critical use of evidence and to ways of building generalizations from that evidence and articulating your views m clear, concise terms. The discussions, examinations, and assigned papers have been designed to help you m this process. Hunt. 18 THE WORLD SINCE 1945 (3). SAIKIA. This course will present an overview of world history since 1945 with special emphasis on freedom struggles, resistance movements and decolonization in non-western and developing nations. Saikia. 19 DIVERSITY AND POST-1945 WORLD HISTORY (3). Staff. 19 DIVERSITY AND POST-1945 WORLD HISTORY (3). JACOBS. This class serves as an introduction to the contemporary world, while also trying to promote an awareness of the striking diversity of views that both characterize and shape that world. The class looks from multiple perspectives at the major themes of the post-1945 world: the Cold War; colonialism, decolonization, and the struggle for national independence; the international economy and different economic cultures; ethnic, gender, racial, and religious differences; and the changing nature of humans' relationship to the world around them (in both environmental and technological terms). Using a variety of case studies developed through lectures, small discussion groups, a class textbook, and the close reading of primary sources, we will see how different historical actors have constructed their own understandings of and visions for the post-1945 world. Assignments include a midterm and final exam, short 2-3 page papers, map quizzes, and active participation in small discussion groups, and are designed to help students develop critical oral and written communication skills. Jacobs. 19 DIVERSITY AND POST-1945 WORLD HISTORY (3). REID. This course begins with a review of the historical memory of the Holocaust. Throughout the semester, we examine how the historical memory and interpretation of the past contributes to the making of personal, social and national identities. Among subjects given significant coverage are the Cold War; the rise and fall of state socialism; colonialism, decolonization and wars of national liberation; and race, ethnicity, religion and gender in a number of historical situations, including the United States. We conclude with an analysis of the history of the environment since 1945. Each week there are two lectures and one small group discussion. Students are expected to do the reading and writing assignments for discussion sections and to write one research paper, the midterm, and the final. Fall and spring. Reid. > > "If you're ever planning to work or travel in a foreign country, I would recommend it highly." > > "History 19 is an eye-opening view of post-'45 world history. It raises big questions that continue to be asked even as the countries in focus change. If you want to think, to challenge your view of the world and America's role in it, I highly recommend this class. Be ready to read quickly." > > "The class focused on more than historical events and dates; it went beyond that to look at how these events really transpired and affected those people involved. We got an insideras view of Vietnam, China, South Africa that we donat get in other courses." > > "Lectures are focused on answering a question that makes a person think about how history relates to their lives and the connections between historical experiences in various countries. An eye-opening course." 21 UNITED STATES HISTORY TO 1865 (3). A survey of various aspects of American development during the colonial, revolutionary, and national periods, with stress upon major themes and interpretations. Fall and spring. Staff. 21 UNITED STATES HISTORY TO 1865 (3). BARNEY. The main focus of this course in the interaction between social and political developments in American history from the arrival of the Europeans in the wake of Columbus's voyage down through the fighting of the Civil War. Three interrelated themes will structure this process of interaction: 1) the dynamics of colonial society and the preconditions for the American Revolution; 2) the contested meaning of the American Revolution and the factors behind continued American expansion; and 3) the flaws within the American empire and the comimng of the Civil War. Reading, discussing, and thinking about these themes constitute the heart of the course. The usual class schedule will consist of lectures on Monday and Wednesday and weekly section meetings for the third hour. Barney. 21 UNITED STATES HISTORY TO 1865 (3). HALL. The objective of the course is to introduce students to selected themes in American history. Major topics include the confrontation between European and Native Americans; the Puritan quest for community; the origins of slavery and racism; the world the slaves and slaveholders made; nineteenth-century reform (abolition and feminism); and the coming of the Civil War. Teaching methods include lectures, small group discussions, debates, slides, and films. Students write brief response papers based on their reactions to the readings and films and sit for a mid-term and a final exam. The instructor is especially interested in women's history, labor history, and southern history. Fall and Spring. Hall. 21 UNITED STATES HISTORY TO 1865 (3). HIGGINBOTHAM. The course will deal with broad themes from the Age of Exploration through the Civil War. The course will look at colonial America as a multi-cultural, multi-racial society, followed by treatment of the origins and course of the American Revolution. Post-1790 themes include the growth of political parties, reform movements, nationalism, westward expansion, sectionalism and slavery, and the American Civil War. Higginbotham. 21 UNITED STATES HISTORY TO 1865 (3). PERDUE. This survey focuses on the diversity of the people who inhabit the American past, the decisions that those people made about their future, and the often unanticipated consequences of those decisions. Because my research and writing focus on Native Americans, I do not treat North America as a wilderness that people of European and African descent settled. The cultures and histories of Native people are an integral part of this course. By the same token, I recognize that emigrants brought with them their own cultural baggage, and we explore how the American experience altered beliefs, social relations, and lifestyles. I assign a textbook, which helps students follow the chronological narrative, but my lectures are topical. Students attend the lectures, which are held in a large hall, but four times during the term, they meet in smaller groups to discuss assigned books. At each meeting, students turn in three-page papers on a particular book. A previous student described the reading as "compelling." Each book deals with a relatively narrow topic -- Indian captivity, a religious cult, a slave trial, and a war crime -- and students connect each topic to broader issues and national events. Participation in these discussions contributes to students' final grades. In addition to these papers, the course has two exams and a final. Perdue. > > "I truly enjoyed this class! Dr. Perdue's first lecture was the force that made me become a history major! She was so excited about history and her excitement carried on throughout each class period. I am extremely happy that I took this course." > > "It is an amazing learning experience that I would recommend to anyone." > > "I would suggest this class to anyone having to fulfill a history perspective; lectures are informative and tests are straightforward." > > "This course has helped me understand my family's attitudes and beliefs." Final note: It's safe and legal, and you get three hours credit! 21 UNITED STATES HISTORY TO 1865 (3). PORTER. The purpose of this course is to introduce students to the general contours of American History before 1865 and to different approaches to contemplating the past. This course is a basis for more specialized historical topics and courses within this period of American History. This is a lecture course which focuses on the years between 1500 and 1865. About 1/3 of the course is devoted to the years between 1500 and 1763 and 1/3 of the course to the years between 1765 and 1824. The course will examine the contact between Old World and New World, between Indians, Europeans, and Africans in the area that becomes the United States. Students will study the development of colonial society, religion, culture, race relations, politics, and the growing rupture between the thirteen colonies and Great Britain. The emergence of the United States system of government and politics is addressed. The lives of historic individuals are often used to study the larger themes of the course. The remainder of the course focuses on the years between 1828 and 1865 and emerging sectional crisis over slavery. Readings and lectures address the culture, society, politics, economics, and individuals that form the matrix of the intense debate over slavery prior to 1860. Two lectures are devoted to the Civil War. The readings complement but do not duplicate the lectures; therefore, the students are responsible for material from lectures and from readings on all examinations and written assignments. Historians employ different methods and use various materials to study the past. The lectures and the assigned readings underscore the different approaches to comprehending the past. The required readings change every semester, but past books included biographies such as <NAME>'s _The Puritan Dilemma_ and <NAME>' _Abigail Adams_. Monographic overviews have included <NAME>, _African Americans In the Early Republic_ and <NAME> and <NAME>, _The Economic Transformation of America to 1865_. The autobiographical memoir, _<NAME>, Narrative of the Life of <NAME>_ has been frequently assigned as a required text. Past students of History 21 have enjoyed <NAME>'s _The Killer Angels_ , a novel about the Battle of Gettysburg. The textbook for History 21 is <NAME> and others, _Nation of Nations, Volume I_. Fall. Porter. 21 UNITED STATES HISTORY TO 1865 (3). WATSON. Themes. This course is an introduction to American history from the original Indian settlement to the end of the Civil War. We will examine a number of different events and developments which have shaped the American past and which you may wish to explore further in more advanced courses. Important themes will include the confrontation of European and Native American cultures, the growth of national identity among whites, the creation of African-American culture under slavery, the experience of the American Revolution, conflicting efforts to shape the early republic, contrasts in the experience of American women and men, and the eruption of the Civil War. Format. There will be two lectures in most weeks and one discussion section. Lectures will normally be on Mondays and Fridays and discussion sections will be on Wednesdays. Students will be assigned to discussion sections after drop-add. In lecturing, I will assume that you have already read the textbook chapter assigned for that week. Other reading and writing assignments should be completed before the discussion section. Requirements. There will be two midterm tests, two short papers (about 5 pages) based on the reading, and a comprehensive final examination. An assignment sheet for the short papers will be handed out in class. It will contain three topics, and everyone is required to write the first one. You must write on one of the two remaining topics, but if you write on them both, we will count your two highest grades. Grading will be based on a ten-point scale and all tests will consist of essay-type questions and a short identification section. The papers and midterms will each count fifteen percent of the final grade, class participation will count ten percent, and the final exam will count thirty percent. <NAME>. 21 UNITED STATES HISTORY TO 1865 (3). WILLIAMSON. This course surveys early American history through the Civil War. It is designed especially to meet the academic and scholarly needs of first semester freshmen. It includes training in improving the students' skills in mastering factual information, in writing descriptive essays, and in analyzing and interpreting large bodies of information relating to large issues in American history--such as the causes of the American Revolution and the Civil War, the Industrial Revolution, and slavery. The course also treats America as a branch of Western civilization both in its inception and in its development. Thus elements of American history are woven into the broad fabric of economics, religion, ideas, politics? and society (race, class, and gender) in the Western world. In this sense, the approach to American history is global and a preparation for undertaking a Liberal Arts education in the university. <NAME>. 22 UNITED STATES HISTORY SINCE 1865 (3). A survey of various aspects of American development during a century of rapid industrial, social, political, and international change, with stress upon major themes and interpretations. Fall and spring. Staff. 22 UNITED STATES HISTORY SINCE 1865 (3). BARNEY. The main focus of the course will be on the process and patterns of American history from Reconstruction to the present. Three main themes structure the course: 1) the reunion and renewed expansion of the U.S. from 1865-1900; 2) the need for, and the limits of, reform in the twentieth century; and 3) the maturation of corporate America from World War II to the present. Close to half of the material will cover the emergence of the U.S. as a global power. This is a course that emphasizes critical thinking and writing. The usual class schedule will consist of lectures on Monday and Wednesday and weekly section meetings. Barney. 22 UNITED STATES HISTORY SINCE 1865 (3). FILENE. I have three major purposes for this introduction to American history since the Civil War. First, I want you to learn about people who have had experiences and ideas veyr different from most of us today. We study, for example, newly freed slaves, Russian Jewish immigrants, <NAME>, <NAME>, New Deal reformers, and student radicals in the 1960s. As compared to traditional history courses, we spend less time on party politics and military events, and more time on reform movements, cultural trends, and social values. Second, I want you to wrestly with some thorny social, economic and moral questions. What do we mean by "the American Dream"? Who has succeeded and who has not? Why? What has been the effect of government reform and wars? Third, I want you to learn how to express your ideas more effectively in writing. You write three short (5 pages maximum) out-of-class essays in response to my questions, plus a final in-class exam. You also perform a few experimental exercises in which you dig into primary sources (newspapers from the 1890s, 1920s and 1950s, plus an oral history interview with your parents) and make sense of what you find. "The past is a foreign country," a novelist has said. "They do things differently there." With this in mind, I offer you two perspectives. On the one hand, you look back at the past via my lectures as well as historians' books and articles. On the other hand, you enter the past directly via letters, newspaper articles, novels and photographs. Although the class includes c. 100 students, I encourage and expect you to participate actively rather than sit back, listen and take notes. During my lectures I ask you to discuss questions, join "buzz groups" and enter class debates. And on eight class days, you meet with 15 other students to discuss assigned readings and your research. Filene. 22 UNITED STATES HISTORY SINCE 1865 (3). JACKSON. This course covers major themes and issues in American history since 1865. We will pay particular attention to the social and cultural transformations that occurred between 1865 and the 1980's. More specifically, we will examine different ways Americans adjusted to, understood and made sense of these changes. We will also take a look at those moments when these different perspectives and experiences emerged as the subject of public conflict and debate. Readings for the course consist of a textbook as well as a variety of different historical documents including speeches, newspaper articles, memoirs. The course includes a midterm and final as well as several papers, all of which are designed to enhance critical thinking skills. Jackson. 22 UNITED STATES HISTORY SINCE 1865 (3). LOTCHIN. History 22 is an introduction to general American history from 1865 to the present. The course includes some social history, but is heavily weighted toward politics and foreign relations. Therefore, History 22 stresses those matters which Americans have in common rather than what divides them, or in other words national history. The course includes the topics usual to surveys, including the Civil War, Reconstruction, Labor, the Industrial Revolution, the Gilded Age, the Progressive Era, World War I, the twenties, the New Deal, World War II, the Cold War, and postwar politics. Race, women, Prohibition and American cities are also included. Lotchin. 22 UNITED STATES HISTORY SINCE 1865 (3). PORTER. The purpose of this course is to introduce students to the general themes of American History since 1865 and to different ways historians approach the past. This course can be a foundation for students who wish to pursue more specialized historical topics and courses within this period of American History. The course centers on the emergence of the industrial corporate economy after 1865 and the significant effect of this new economy on the development of politics, governance, business organization, society, and culture in the United States after the Civil War. These economic, social, and cultural ramifications are followed into the areas of race relations from Reconstruction through the twentieth century Civil Rights movement, the changing status of women in American society, the expanding role of the United States on the world stage, and American popular culture. Historic individuals are often used to study the larger themes of the course. Historians work in different ways and use different materials. This will be obvious from the lectures and the assigned readings. The required titles change every semester, but in the past have included a wide range of materials in Course Packs, essays, and books. Books have included as <NAME>, _The Strange Career of <NAME>_ , Glenn Porter, _The Rise of Big Business_ , <NAME> and <NAME>, _The Economic Transformation of America Since 1865_ , <NAME>, _Home Front USA_ , <NAME>, _Rise to Globalism_ , and <NAME>, _The Cold War: A Post-Cold War History_ ; and historical fiction, Upton Sinclair, _The Jungle_ and <NAME>ison, _Invisible Man_. Personal memoirs are included in the Course Packs and in such books as <NAME>'s _Platoon Leader_ or Quincy Trouppe, _20 Years Too Soon: Prelude to Major-League Integrated Baseball_. The current textbook is <NAME>, _A Synopsis of American History Volume II: Since the Civil War_ , but it will be dropped for a different text when I next teach History 22. In class during week 12 students are required to listen to <NAME>, <NAME>, the Beatles, and <NAME>. > > "The way Professor Porter describes history makes you want to stay in the room and listen forever." > > "Take it." > > "History 22 with <NAME> is one of the most interesting and straightforward classes at this university." > > "It was a privilege to be instructed by such an amiable and seasoned professor." 22 UNITED STATES HISTORY SINCE 1865 (3). SEMONCHE. This course spans the history of the United States from the end of the Civil War up to the present, and presents through lectures, discussion and reading an overview of the main themes and events that have shaped the world in which we live. Although the lectures emphasize the creation of an industrial and post-industrial society in which the role of government expands in its relationship to the individual, the course deals with all aspects of the past, including popular culture. The main goal of the course is to engage the interest of students so that they can see themselves as part of the historical picture. From the multimedia lecture outlines, that combine bits of music and video with other pictorial elements, to the computer simulations that make each student a determining participant in three historical episodes, through the paper assignment and tests, the course is designed for maximum interaction of the student with the stuff of history. A text and sourcebook are used, and students will need to do additional reading for the paper required in the course. The paper asks students to do some oral history by interviewing a person and putting that person in a historical context. In addition to the paper, there will be two hour exams and a final. The course will have a web page to which students can go to review the lecture outlines and obtain other relevant course material. Semonche. 22 UNITED STATES HISTORY SINCE 1865 (3). WATSON. Themes. This course is an introduction to U.S. history from the end of the Civil War to the present. We will deal with the issues of Reconstruction, the nation's ongoing racial, gender, and ethnic differences, the industrialization of America, changes in U.S. government and culture in response to industrialization, America's rise to world power, the Cold War struggle with the Soviet Union, the changing status of women and racial minorities, and the modern transformation of the American economy. We will also be looking at the ways historians examine evidence, form conclusions, and put their thoughts into writing. Class format. There will usually be two lectures and one discussion section every week, with lectures on Wednesdays and Fridays and discussions on Mondays or Tuesdays. Students w <file_sep>## HISTORY 110 (Sections 04, 07, and 08) ## MODERN WESTERN CIVILIZATION ## Spring 1999 ![](newguill3.JPG) Instructor: Dr. <NAME> Office: 233 M. Ruffner Office telephone: 395-2220 Office hours: MWF: 9:30-10:00; 11:00-11:45 OR BY APPOINTMENT Instructor e-mail: ![](email2.gif) <EMAIL> * * * _Table of Contents_ Course Description \| Required Text \| Course Objectives ---\|---\|--- Course Schedule \| Course Requirements \| Grading Attendance Policy \| Make-up Policy \| Honor Code On-line Quizzes \| Final Exam Research Essays \| Final Exam Essay Style Guide Plagiarism \| Grade Posting \| Accommodations * * * _Course Description_ : A survey of the Development of Modern Western Civilization from the Age of Absolutism to the present, with emphasis upon the political, economic, social, cultural, and intellectual attributes which have marked its rise to world-wide influence in the Twentieth Century. Return to Table of Contents * * * _Required Text_ : Kagan, Donald, <NAME>, and <NAME>. _The Western Heritage: Volume II,_ _ Since 1648_. Sixth Edition. Upper Saddle River, N.J.: Prentice Hall, 1998. Web site for this textbook: http://www.prenhall.com/bookbind/pubbooks/kagan/index.html Return to Table of Contents * * * _Course Objectives_ : The goal of this course is for students to develop the following: 1\. Knowledge and understanding of the forces which shaped Western history and civilization from the seventeenth century to the present. 2\. An ability to think critically, analytically, and systematically. 3\. An ability to organize different types of source materials, relate them to each other by means of critical analysis, and use them in a way that produces greater insight into the complex subject matter of the course. 4\. The skills necessary to use a word processor, navigate the Internet, and communicate with e-mail. Return to Table of Contents * * * Course Schedule: _Week One - Jan. 12-15:_ INTRODUCTION \--Read Chapter 13 (including Document Boxes) \--Complete Chapter 13 "Multiple Choice" Quiz and "Document Review" Section on Prentice Hall homepage (must be completed by the day before next Wednesday). _Week Two - Jan. 18-22:_ AGE OF ABSOLUTISM \--Read chapters 14 and 18 (including document boxes) \--Complete both chapters' "Multiple Choice" Quiz and "Document Review" Sections on Prentice Hall homepage (must be completed by the day before next Wednesday). Tuesday (1/19): complete Chapter 13 webpage assignment by tonight. _Week Three - Jan. 25-29:_ SCIENTIFIC REVOLUTION AND ENLIGHTENMENT \--Read chapters 16 and 17 (including document boxes) \--Complete both chapters' "Multiple Choice" Quiz and "Document Review" Sections on Prentice Hall homepage (must be completed by the day before next Wednesday). Tuesday (1/26): complete Chapters 14 & 18 webpage assignments by tonight. _Week Four - Feb. 1-5:_ COMING OF THE FRENCH REVOLUTION Tuesday (2/2): complete Chapters 16 & 17 webpage assignments by tonight. _Week Five - Feb. 8-12:_ _Wednesday (2/10)--Exam I_ _After the exam:_* \--Read chapter 19 (including document boxes) \--Complete chapter 19 "Multiple Choice" Quiz and "Document Review" Sections on Prentice Hall homepage (must be completed by the day before next Wednesday). _Week Six - Feb. 15-19:_ FRENCH REVOLUTION \--Read chapter 20 (including document boxes) \--Complete chapter 20 "Multiple Choice" Quiz and "Document Review" Sections on Prentice Hall homepage (must be completed by the day before next Wednesday). Tuesday (2/16): complete Chapter 19 webpage assignments by tonight. _Week Seven - Feb. 22-26:_ NAPOLEON \--Read chapter 21 (including document boxes) \--Complete chapter 21 "Multiple Choice" Quiz and "Document Review" Sections on Prentice Hall homepage (must be completed by the day before next Wednesday). Tuesday (2/23): complete Chapter 20 webpage assignments by tonight. _Week Eight - Mar. 1-5:_ CONGRESS OF VIENNA \--Read chapter 22 (including document boxes) \--Complete chapter 22 "Multiple Choice" Quiz and "Document Review" Sections on Prentice Hall homepage (must be completed by the day before next Wednesday). Tuesday (3/2): complete Chapter 21 webpage assignments by tonight. ## Spring Break _Week Nine - Mar. 15-19_ INDUSTRIAL REVOLUTION AND SOCIALISM Tuesday (3/16): complete Chapter 22 webpage assignments by tonight. _Week Ten - Mar. 22-26_ _Wednesday, (3/24) Exam II_ _After the exam:_ \--Read chapters 23 and 24 (including document boxes) \--Complete chapters 23 and 24 "Multiple Choice" Quiz and "Document Review" Sections on Prentice Hall homepage (must be completed by the day before next Wednesday). _Week Eleven - Mar. 29-April 2_ UNIFICATION MOVEMENTS \--Read chapters 25 & 26 (including document boxes) \--Complete for both chapters the "Multiple Choice" Quiz and "Document Review" Sections on Prentice Hall homepage (must be completed by the day before next Wednesday). Tuesday (3/30): complete Chapters 23 and 24 webpage assignments by tonight. _Week Twelve - April 5-9_ NEW IMPERIALISM AND WORLD WAR I \--Read chapters 27 & 28 (including document boxes) \--Complete for both chapters the "Multiple Choice" Quiz and "Document Review" Sections on Prentice Hall homepage (must be completed by the day before next Wednesday) Tuesday (4/7): complete Chapter 25 and 26 webpage assignments by tonight. _Week Thirteen - April 12-16_ THE RUSSIAN REVOLUTION TO THE 1930S \--Read chapters 29 & 30 (including document boxes) \--Complete for both chapters the "Multiple Choice" Quiz and "Document Review" Sections on Prentice Hall homepage (must be completed by the day before next Wednesday). Tuesday (4/13): complete Chapters 27 & 28 webpage assignments by tonight. _Week Fourteen - April 19-23_ WORLD WAR II AND BEYOND Tuesday (4/20): complete Chapters 29 & 30 webpage assignments by tonight. _Week Fifteen -April 26_ REVIEW Return to Table of Contents * * * _Course Requirements_ : Two Mid-term exams _One Final Examination_ On-line reading quizzes (17) On-line document reviews (17) Weekly document discussions **Note that these assignments are _required_ as part of your passing this class. Failure to complete any of these assignments will result in automatic failure, regardless of your overall average. Return to Table of Contents * * _Grading_ : Your final grade in the course will be determined as follows: Exam I----------------------20% Exam II---------------------30% Final Exam------------------35% On-line Quizzes & Reviews-10% Discussion Participation------5% Return to Table of Contents * * * _Attendance Policy_ : Attendance in the class is _REQUIRED_. Because much of the information in this class comes from lectures and in-class discussions, absences will place the student significantly behind, therefore, attendance records will be kept. If a student arrives after roll is taken, it is the student's responsibility to make sure his or her presence has been recorded AT THE END OF THAT DAY'S CLASS. If a student's absences, both excused and unexcused, equal 25% of the class days (that means nine classes), the student will automatically fail the course (no questions asked). Return to Table of Contents * * * _Make-up Policy_ : Make-up exams will be administered _only_ when students can show a valid reason for their absence (this means confirmation from either the health center or from the dean). Students must schedule the make-up exam with the instructor within one week of the original exam. Failure to make such arrangements will result in failure of the course. Return to Table of Contents * * * _Honor Code_ : Students are expected to comply with the honor code on all work for the course. Cheating will result in an automatic "F" for the semester and the student will be taken before the honor board. Return to Table of Contents * * * _On-line Quizzes and Document Reviews_ All chapter assignments should be read in the week that they are assigned. After the student has read the chapter, including the documents placed throughout the chapter, he or she will use the Internet and go to the Prentice Hall Webpage for our textbook. Use the on-line instructions to go to the appropriate chapter(s) assigned for that week. Students must make sure that the instructor's email address (<EMAIL>) appears on the form for the results to be sent to him. Students should also make sure that their own e-mail address appears on the quiz. This can be accomplished through changing the "Preferences" section on the page, or through typing the address after you have submitted the quiz for scoring. Also make sure you click the buttons for the chapter number and title to be included. Students will complete the multiple choice quiz and the documents review sections of the page each week. The due dates for these assignments are clearly marked above in the "Course Schedule." If the quiz has not arrived at my computer by Wednesday morning of each week, the assignment is considered late. KEEP THIS IN MIND--SOMETIMES THE SERVER IS DOWN, BUT THIS IS NOT AN APPROPRIATE EXCUSE. PLAN AHEAD. EXPECT TO HAVE DIFFICULTY GETTING THROUGH. I WILL ACCEPT QUIZZES AFTER THE DUE DATE, BUT ONLY FOR ONE HALF CREDIT. Return to Table of Contents * * * _Final Exam Research Essay:_ All students will be required to turn in a 750- to 1,000-word essay on one of the authors of the documents in the text book. These essays shoulld be analytical in nature, and they should relate the subject to one of the four major themes of the book: * the development of political freedom, constitutional government, and concern for the rule of law and individual rights. * the shifting relations among religion, society, and the state. * the development of science and technology and their expanding impact on thought, social institutions, and everyday life. * the major religious and intellectual currents that have shaped Western culture. __Once you have chosen a subject, you must get the instructor's approval before proceeding.__ The essay should have a thesis and should use at least three sources in addition to the document from the text book. At least two of these sources should be from the library, _and they should all be scholarly in nature_ ( no encyclopedias, magazines, text books, or newsaper articles allowed). __ Scholarly sources will have a bibliography, footnotes (or endnotes), and are often published by university presses (but not always). You may also use a _primary source_ off the Internet, but you may not use _secondary_ sources from the web or from other electronic media. If you are uncertain what the difference is, find out (or come see me). All information in the essay should be cited (meaning you need to tell me where you got the information). You MUST cite more than just quotations--cite every bit of factual information that you put in the essay. You will cite them using footnotes or endnotes (no parenthetical notes will be accepted-- meaning do not use M.L.A. or A.P.A. style in citing your sources). This means that a citation number will appear at the end of a paragraph, and that number will tell me to look at the bottom of the page (footnotes) or the end of the document (endnotes) to see where you got the information. Note numbers should be sequential, and are not repeated. They look like this.1 Generally, there should be about one note number per paragraph, but this is not an absolute. Some paragraphs will need more note numbers because multiple sources could be used for that paragraph. If you have one note number per sentence, you have too many notes. Further instructions on the style can be found below. You should also take a look at the Department Style Manual. In addition to footnotes or endnotes, you will need to have a "Works Cited" Page. The essay will be due at the time of the final exam. NO ESSAY WILL BE ACCEPTED AFTER THE FINAL EXAM. IF THE ESSAY IS NOT TURNED IN AT THE TIME OF THE EXAM, YOU WILL AUTOMATICALLY FAIL THE CLASS. THE ESSAY WILL BE WORTH FIFTY PERCENT OF THE FINAL EXAM GRADE. Return to Table of Contents ### * * * Final Exam Essay Style Guide Students should NOT use the Longwood Style Manual or the MLA Style Sheet. Thus, do NOT use parenthetical notes. Only footnotes and endnotes will be acceptable! Please consult <NAME>. Turabian, _A Manual for Writers_. 6th ed. Students should likewise never cite encyclopedias, textbooks, or class notes in a term paper. Students are permitted to cite only one electronic document, if that is a primary source. The following are some useful examples from Turabian: Footnoting a book: 1<NAME>, _The Analects of Confucius_ (London: George Allen and Unwin, l938), 33\. If the same work by Waley is used again for the second footnote, Ibid. should be used. Thus, 2Ibid., 37. (Note that Ibid. is not underlined) If Waley is cited later, after other works have been cited, students should use a short title. Thus, 17Waley, _Analects_ , 130. Footnoting a multi-volume work: 3<NAME>, _The Renaissance_ , vol. 2 in _University of Chicago Readings in_ _Western Civilization_ , ed. <NAME> (Chicago: University of Chicago Press, l986), 402. Footnoting a Review: 4<NAME>, review of _The Limits of Law Enforcement_ , by <NAME>, in _American Journal of Sociology_ 91 (November l985): 726-29. Footnoting a Journal: 8<NAME>, "Dialogue with a Catalogue," _Library Quarterly_ 34 (December l963): ll3-25. Electronic Documents 56Rosabel Flax, _Guidelines for Teaching Mathematics K-12_ (Topeka: Kansas State Department of Education, 1979) [database on-line]; available from Dialog, ERIC, ED 178312 57 _Oxford English Dictionary_ , 2d ed., s.v. "glossolalia" [CD-ROM] (Oxford University Press, 1992). 58Jo<NAME> and <NAME>, "Revealing the Effects of Orientation in Composite Quasar Spectra," _Astrophysical Journal_ 452:L98, 20 October 1995 [journal on-line]; available from http://ww.aas.org/ApJ/v452n2/5309.html; Internet; accessed 29 September 1995. Footnoting a Magazine; 9<NAME>, "Ford Is Back on the Track," _Fortune_ , 23 December l985, l8. Footnoting a Newspaper: 10<NAME>, "The Once-Simple Folk Tale Analyzed by Academe," _New York_ _Times_ , 5 March l984, p. l5 Bibliography: Your bibliography should be entitled "Works Cited," and it should only include works which you have cited in your footnotes/endnotes. Examples of works cited: Books: McDougall, <NAME>. _The Heavens and the Earth: A Political History of the Space_ _ Age_. New York: Basic Books, l985. ________ . _The Moon_. New York: Basic Books, l987. Articles: Gibaldi, Joseph, ed. "Information for IEEE Authors." _IEEE Spectrum_ l2 (August l965): ll-15. Newspapers: <NAME>. "U.S. Assumes the Israelis Have A-Bomb," _New York Times_ , l8 July l970. Electronic Document: <NAME>. _Guidelines for Teaching Mathematics K-12_. Topeka: Kansas Department of Education, 1979. Database on-line. Available from Dialog ERIC, ED 178312. Click here to see an example of a properly cited history paper. Return to Table of Contents * * * ### Plagiarism Students should be reminded that the use of an author's ideas in a student paper without giving proper credit to the author constitutes plagiarism. Likewise the use of an author's words without placing those words in quotation marks and providing proper citation is plagiarism. Students sometimes believe that by changing an occasional word or two or even three in a sentence or paragraph, they are avoiding plagiarism. This is not the case! The information and ideas taken from a source must be re-formed into your own words! And after re-forming it into your own words, you must use a footnote giving proper credit to the author. If your instructor suspects intentional or unintentional plagiarism, your essay will be returned ungraded and you will be asked to bring your sources to his office to verify the scholarship. Return to Table of Contents * * * _Grade Posting:_ I will post exam grades on the door to my office for all students who wish to learn their grade before I give the exams back to the class. If you would like your grades to appear on this list, you must supply me with a four-digit number that you can remember, and your grade will be posted next to that number. Choose a number that has little opportunity of being duplicated (no 1111 or 0000). Return to Table of Contents * * * _Accommodations:_ Students needing accommodations for disabilities should contact the instructor or <NAME> in the Learning Center. Return to Table of Contents * * * Return to Spring 1999 Syllabus Page Return to Department of History and Political Science Homepage * * * <file_sep>The Sociology of Sex and Gender Spring 2000 - V93.0021.002 Tuesday/Thursday 3:30-4:45 http://www.nyu.edu/classes/bessett/ Ms. <NAME> Office Hours: 269 Mercer Street, Room 436 Thursdays 5-6pm ABA Phone #998-8371 <EMAIL> This course is an introduction to the sociology of sex and gender. We will explore the ways in which gender is built into the structures, institutions, and ideologies of social life in the contemporary United States and how different groups of men and women experience and practice gender. In so doing, we will examine the operations of key "gender regimes," including the state, the workplace, the family and mass media, as well as the actions and responses of social actors. We will analyze various forms of gender inequality where they exist, as well as attempts to explain them theoretically. This is not a survey of feminism, the feminist movement, or feminist thought. But much of the best work in the sociology of gender is that of feminist thinkers, and a comprehension of these and other varieties of theoretical perspectives is essential. Significant emphasis will be placed not only on the substantive nature of the material, but also on the perspective of the author. In addition, this course emphasizes sociological methodology. Each of you will undertake field work focused on gender and social change - an opportunity to "do" social research in this subfield - and we will pay particular attention to the methodologies employed in the texts assigned for class. Course Requirements: You are expected to attend class with the readings completed. Be careful not to fall behind. Late papers will be penalized, and no make-up exams or presentations will be permitted without a legitimate excuse (i.e., documented life-threatening illness requiring hospitalization) in advance of the deadline. Thoughtful and constructive class participation will be taken into account in the calculation of final grades. _All_ written work must be your own! Every other week you will be required to hand in a _one_ page write-up of what you find to be most interesting, insightful, problematic, etc. in the readings assigned for that day's class _no later than noon on the day of class_. I prefer these write-ups be in _electronic format_ \- via email or disk - and you are responsible for their safe arrival. These one page write-ups will be graded, and, taken together, they will constitute approximately 25% of your overall grade in the course. If you fail to hand in a write-up by the 12:00 deadline for any particular week, you'll receive an "F." No exceptions. Connect to these memos on the web here. There will be a take-home midterm exam and a take-home final exam. The exams will consist of essay questions that draw on issues raised in the readings and class discussion. I will expect that your exams will display your sparkling analytical thought rather than mere description, and I will grade accordingly. Each exam will count for approximately 25% of your overall grade. As noted above, you will also design and execute your own exploratory research project. A complete description of this project is available on the course website. You will be required to submit a proposal, outlining the research that already exists on your topic, your intended research design, and human subjects concerns, in February. All research projects are subject to Sociology Department guidelines and my approval! You will present your findings in a research paper and in class. These three components of the research project (proposal, paper, and presentation) will comprise approximately 25% of your final grade. The course website has several features to help you prepare for class. Reading questions are provided for each assigned text, and a short quiz is available for each section to help you test your understanding. Just click on the links contained within the online syllabus. If you know of (or find) related outside links that might be of interest to the class, let me know and I'll add them to the site. Required Texts: All required books are available for purchase at the NYU bookstore. While all are worth purchasing, some are quite expensive - you may want to consider photocopying the assigned sections from (GP) and (FF) rather than buying the book since we won't be reading the entire book. Be aware of the edition you are purchasing, especially if you are looking for used copies of these books. NB: In some cases, I have assigned parts of chapters, so save yourself some work by checking the page numbers! (GP) <NAME>, _Gender and Power_ (SS) <NAME>, _The Second Shift_ (SG) <NAME>, _Schoolgirls_ (FF) <NAME>, <NAME>, and <NAME>, _Feminist Frontiers IV_ (BW) <NAME>, _Between Women_ Readings designated with an (R) on the course outline below can be purchased at New University Copy on Waverly Place between Mercer and Greene streets. Additional readings will be assigned to complement student presentations in April. All materials are on reserve in Bobst library. _Course Outline_ The course schedule that follows may be revised as the course progresses \- check back periodically to make sure you have the most current version. Introduction 1/18 Discussion of syllabus and course requirements Analyzing Gender and Inequality: Structures and Practice 1/20 FF: Lorber, "Night to His Day: The Social Production of Gender" (pp.33-47) Connell, "Hegemonic Masculinity and Emphasized Femininity" (pp. 22-25) 1/25 - Handout on Gender Theory! GP Connell, "Preface," "Introduction: Some Facts in the Case," "Sex Role Theory," and "The Knot of Natural Difference" (pp. ix-xiv, 1-20, 47-54, 66-77) 1/27 GP Connell, "Main Structures: Labour, Power, Cathexis" and "Gender Regimes and the Gender Order" (pp.91-142) The State: Welfare as a Gendered Structure 2/1 R: Abramovitz, "Under Attack: Women and Welfare Reform Today" and "the Gendered Welfare State" (pp.13-48; 83-108) 2/3 R: Sidel, "The Enemy Within" and "Targeting Welfare Recipients" (pp.1-32;81-115) Paid Employment: Perspectives on Gender and Capitalism 2/8 FILM: _<NAME>_ FF: Kessler-Harris, "The Wage Conceived: Value and Need as Measures of Women's Worth" (pp. 201-14) R: Bernard, "The Good Provider Role: Its Rise and Fall" ** (pp.203-220) 2/10 FF: Reskin, "Bringing the Men Back In: Sex Differentiation and the Devaluation of Women's Work" (pp. 215-28) R: Williams, "Glass Escalator: Hidden Advantages for Men in the 'Female Professions'" (pp.285-299) 2/15 FF: Leidner, "Serving Hamburgers and Selling Insurance: Gender, Work, and Identity in Interactive Service Jobs" (pp.234-46) 2/17 BW: Rollins, _Between Women_ (pp. 5-59) (Discussion of Research Methodologies for Research Proposals) 2/22 _Research Proposals Due_ BW: Rollins, _Between Women_ (pp. 63-232) Intimacy and the Family 2/24 FF: Chodorow, "Family Structure and Feminine Personality" (pp. 145-60) R: Collins, "Work, Family, and Black Women's Oppression" (pp.43-66) 2/29 SS: Hochschild, _The Second Shift_ 3/2 _Midterm Exam Handed Out_ R: Coontz, "Working With What We've Got: The Strengths and Vulnerabilities of Today's Families" (pp.157-177) Education 3/7 SG: Orenstein, _Schoolgirls_ 3/9 R: Messner, "Boyhood, Organized Sports, and the Construction of Masculinities" (pp.109-121) FF: Martin and Hummer, "Fraternities and Rape on Campus" (pp. 398-409) * * * * * Spring Break * * * * * Sexuality, Media and the Body 3/21 _Midterm Exam Due_ FF: Rich, "Compulsory Heterosexuality and Lesbian Existence" (pp. 81-100) R: Almaguer, "Chicano Men" (pp.473-486) 3/23 FF: Tolman, "Doing Desire: Adolescent Girls' Struggles for/with Sexuality" (pp.337-49) 3/28 R: Fausto-Sterling, "How to Build a Man" (pp.385-389) Tiefer, "In Pursuit of the Perfect Penis" (pp.165-184) 3/30 R: Bordo, "Feminism, Western Culture, and the Body" and Bordo, "Material Girl: Effacements of Postmodern Culture" (pp.1-42; 245-275) 4/4 Bring a recent magazine to class! R: Faludi, "The 'Trends' of Antifeminism: The Media and The Backlash" (pp. 75-82; 95-104) 4/6 Representations of Gender in Contemporary Television R: Boal, "Women are Easy" (pp.41-2) Student Research Mini-Conference 4/11 _Research Papers Due_ Presentations 4/13 Presentations 4/18 Presentations 4/20 Presentations 4/25 Presentations FF: S, Faludi, "I'm not a Feminist, but I Play One on TV" (p.518); <NAME>, "Judaism, Masculinity, and Feminism" (p.530); b. hooks "Black Students who Reject Feminism" (p.546); <NAME>, "The Master's Tools Will Never Dismantle the Master's House" (pp.26-27). 4/27 Review, Course Evaluations 5/4 _Final Exam Due_ Back to Sex and Gender Homepage <file_sep>![](etsuicon.gif) ## Course Syllabi, Study Guides, Sample Tests, Bibliographies, and Assorted things Department of History East Tennessee State University Let us know if you find a link which is off-line. We have hundreds of links, so help us out. ![](audio/alert.gif) PLEASE NOTE: These syllabi are for general information purposes. These syllabi DO NOT supersede the syllabus you receive in any given class during any particular semester. The syllabi handed out by instructors at the beginning of the term contain the pertinent information and the requirements for that term. Again, these syllabi are provided so that students and prospective students can get a general idea of that is taught in each course. Syllabi bearing the![](updated1.gif) are available for viewing. ![](bluebox.gif)Syllabi ![](bluebox.gif)Study Guides ![](bluebox.gif)Sample Tests ![](bluebox.gif)Lectures via PowerPoint ![](bluebox.gif)Bibliographies ![](bluebox.gif)Miscellaneous ![](bullet.gif) HIST 1010. World History and Civilization to 1500 (Page) ![](bullet.gif) HIST 1010. World History and Civilization to 1500 (Burgess)![](updated1.gif) ![](bullet.gif) HIST 1020. World History and Civilization since 1500 ![](bullet.gif) HIST 2010. The United States to 1877 * HIST 2010. The United States to 1877: Fall 2000(Schmitt)![](updated1.gif) * HIST 2010. The United States to 1877: Fall 2001(Rushing)![](updated1.gif) * HIST 2018. The United States to 1877: Honors Fall 2000(Schmitt)![](updated1.gif) ![](bullet.gif) HIST 2020. The United States since 1877 (Rushing) ![](updated1.gif) * HIST 2020 Honors. The United States to 1877:(Fritz)![](updated1.gif) * HIST 2020 . The United States to 1877:(Hanam)![](updated1.gif) ![](bullet.gif) HIST 3010. History of Tennessee (Speer) ![](bullet.gif) HIST 3020. Minority and Ethnic History (Wolfe) ![](bullet.gif) HIST 3310. Ancient History (Burgess) ![](updated1.gif) ![](bullet.gif) HIST 3320. Medieval History (Burgess) ![](updated1.gif) ![](bullet.gif) HIST 3330. Early Modern Europe (Rushing) ![](bullet.gif) HIST 3340. Modern Europe![](updated1.gif) (Fritz) ![](bullet.gif) HIST 3410. Introduction to Historical Methods(Page) ![](updated1.gif) ![](bullet.gif) HIST 3710. A Survey of the Middle East (al-Imad) ![](bullet.gif) HIST 3720. History of Africa (Page) ![](bullet.gif) HIST 3730. Conquest to Independence in Latin America (Odom) ![](bullet.gif) HIST 3740. History of Asia (Antkiewicz) ![](bullet.gif) HIST 3910. History of Christianity (Burgess) ![](updated1.gif) ![](bullet.gif) HIST 3920. History of Islam (al-Imad) ![](bullet.gif) HIST 3930. History of Science (Schmitt) ![](bullet.gif) HIST 3940. War in the Modern World (Baxter) ![](bullet.gif) HIST 3989-99. Cooperative Education (Schmitt) ![](bullet.gif) HIST 4017/5017. Beginnings of America (Schmitt) ![](updated1.gif) ![](bullet.gif) HIST 4027/4027. The American Revolution (Schmitt) ![](updated1.gif) ![](bullet.gif) HIST 4047/5047. The Early Republic (Royalty) ![](bullet.gif) HIST 4057/5057. The Age of Jackson (Royalty) ![](bullet.gif) HIST 4067/5067. The Civil War (McKee) ![](bullet.gif) HIST 4097/5097. The Emergence of the United States, 1865-1933 ![](bullet.gif) HIST 4107/5107. Recent United States, 1933-Present (Essin) ![](bullet.gif) HIST 4117/5117. American Diplomacy ![](bullet.gif) HIST 4127/5127. Social and Intellectual History of the U.S. to 1877 (Wolfe) ![](bullet.gif) HIST 4137/5137. Social and Intellectual History of the U.S. since 1877 (Wolfe) ![](bullet.gif) HIST 4147/5157. The Old South, 1607-1869 ![](bullet.gif) HIST 4157/5157. The South Since 1865 (Wolfe) ![](bullet.gif) HIST 4167/5167. History of Southern Appalachians (Wolfe, Tedesco) ![](bullet.gif) HIST 4177/5177. The West in the Life of the Nation (Essin) ![](bullet.gif) HIST 4197/5197. Urban History ![](bullet.gif) HIST 4217/5217. History of Ancient Greece (Burgess) ![](updated1.gif) ![](bullet.gif) HIST 4227/5227. History of Rome (Burgess) ![](updated1.gif) ![](bullet.gif) HIST 4230. Renaissance and Reformation Europe (Rushing) ![](bullet.gif) HIST 4327/5327. Expansion of Europe Overseas, Since 1492 (Page) ![](bullet.gif) HIST 4357/5367. Intellectual History of Europe to the French Revolution (Day) ![](bullet.gif) HIST 4377/5377. Intellectual History of Europe since the French Revolution(Day) ![](bullet.gif) HIST 4417/5417. Methods of teaching history(Page) ![](bullet.gif) HIST 4507/5507. England to 1714 (Baxter) ![](bullet.gif) HIST 4517/5517. England, 1714-Present (Baxter) ![](bullet.gif) HIST 4527/5527. Modern France ![](bullet.gif) HIST 4607/5607. History of Russia to 1917 (Antkiewicz) ![](bullet.gif) HIST 4617/5617. History of Russia since 1917 (Antkiewicz) ![](bullet.gif) HIST 4627/5627. Modern Germany![](updated1.gif) (Fritz) ![](bullet.gif) HIST 4707/5707 East Asia since 1900 (Antkiewicz) ![](bullet.gif) HIST 4717/5717. Modern Middle East, 1800-Present (al-Imad) ![](bullet.gif) HIST 4727/5727. Modern Africa (Page) ![](bullet.gif) HIST 4730. Latin America: Revolution and Nationalism (Odom) ![](bullet.gif) HIST 4900. Independent Study ![](bullet.gif) HIST 4910. Survey of the Modern World (al-Imad) ![](bullet.gif) *HIST 4957/5957.Special Topics in History Click here for a list of Special Topics taught recently. * * #### A list of Special Topics and Graduate courses for which syllabi are available ![](bullet.gif) HIST 4957/5957. Ancient Religions ![](updated1.gif) (Burgess) ![](bullet.gif) HIST 4957/5957. Women in the Ancient World ![](updated1.gif) (Burgess) ![](bullet.gif) HIST 4956/5956. Historical Jesus and the Early Church ![](updated1.gif) (Burgess) ![](bullet.gif) HIST 5940: Historiography![](updated1.gif) (Burgess) ![](bullet.gif) HIST 4957/5957. Europe since 1945 ![](updated1.gif) (Fritz) ![](bullet.gif) HIST 4957/5957. Europe in the Age of Total War ![](updated1.gif) (Fritz) ![](bullet.gif) HIST 4957/5957. The Coercive Utopians: Hitler, Stalin, Mussolinia ![](updated1.gif) (Fritz) ![](bullet.gif) HIST 4957/5957. the Holocaust ![](updated1.gif) (Fritz) ![](bullet.gif) HIST 5950: Introduction to Historical Research: Fall 2000 ![](updated1.gif) (Schmitt) ![](bullet.gif) HIST 5010: American Colonial History ![](updated1.gif) (Schmitt) ![](bullet.gif) HIST 5020: Europe Between the Wars: 1919-1939 ![](updated1.gif) (Fritz) ![](bullet.gif) HIST 5020: World War I in Europe ![](updated1.gif) (Fritz) ![](bullet.gif) HIST 5020: World War II in Europe, 1939-1945 ![](updated1.gif) (Fritz) ![](bullet.gif) HIST 5020: Hitler and Nazi Germany ![](updated1.gif) (Fritz) ![](bullet.gif) HIST 5020: Churchill, Britain and The Two World Wars ![](updated1.gif) (Fritz) ![](bullet.gif) HIST 4957/5957. The Sixties ![](updated1.gif) (Watson) ![](bullet.gif) HIST 4957/5957. Blacks in Film in the 20th Century ![](updated1.gif) (Watson) ![](bullet.gif) HIST 4957/5957. History of Sports in America ![](updated1.gif) (Watson) ![](bullet.gif) HIST 4957/5957. Race in America ![](updated1.gif) ![](bullet.gif) HIST 4957/5957. American Women since World War II ![](updated1.gif) (Watson) * * * Study Guides ![](grbull.gif) HIST 4617/5617: Russia in the Twentieth Century, Study Guide #1 ![](updated1.gif) ![](grbull.gif) HIST 4617/5617: Russia in the Twentieth Century, Study Guide #2 ![](updated1.gif) ![](grbull.gif) HIST 2010: Dr. Schmitt ![](updated1.gif) ![](grbull.gif) HIST 2010-2020: Dr. Fritz ![](updated1.gif) ![](grbull.gif) HIST 2010: Mr. Rushing** ![](updated1.gif) * * * Sample Tests ![](grbull.gif) HIST 1010: Dr. Burgess, Sample Quiz** * * * PowerPoint Presentations ![](grbull.gif) HIST 1010: Lectures via PowerPoint. Dr. Burgess ![](grbull.gif) HIST 2010: Lectures via PowerPoint. Ms. Parsons** * * * Bibliographies ![](grbull.gif) Holocaust Bibliography: Dr. Fritz ![](updated1.gif) ![](grbull.gif) World War II Bibliography: Dr. Fritz ![](updated1.gif) ![](grbull.gif) Christianity and Other Ancient Religions: Reading List ![](updated1.gif) ![](grbull.gif) Women in the Ancient Near East (U. of Chicago Oriental Institute) ![](updated1.gif) ![](grbull.gif) Women in the Ancient World: Diotima Bibliography** ![](updated1.gif) * * * Assorted Things ![](grbull.gif) How to Write a Book Review ![](updated1.gif) ![](grbull.gif) Oral Interview Guide ![](updated1.gif) ![](grbull.gif) Writing Strategies ![](updated1.gif) ![](grbull.gif) Reading Strategies ![](updated1.gif) ![](grbull.gif) Writing an Abstract ![](updated1.gif) ![](grbull.gif) Writing a Research Paper Proposal** ![](updated1.gif) * * * What questions would you like us to answer? Your questions and suggestions are welcome. Please include your e-mail address so that we can contact you directly. ![](smallbug.gif) Bugs?! Please, let us know!! ![](smallbug.gif) Would you like to search the Web? Well, here's your chance! Knock yourself out!! SEARCH the Web Usenet and display the results in Standard Form in Compact Form in Detailed Form Other Search Engines? \| Elsewhere in the History Department's Home Page? ---\|--- Top of the page \| Department of History's Home Page College of Arts and Sciences Home Page \| Return to the ETSU Home Page ![](smiley5.gif)Last updated: The Ides of June 1998![](smiley5.gif) <file_sep>Accepted as Departmental Policy by Unanimous Vote on May 3, 2000 Department of History, Rutgers University-New Brunswick Policy on Mutual Responsibilities and Classroom Etiquette The Department of History is committed to teaching excellence.We believe that the study of history is important and deserves respect both from those who teach history and from students who enroll in history courses.We all have an obligation to cultivate an environment for learning that enhances the ability of all of us to pursue our shared interest in history.Respect for one another and for the ideas and values of others are essential for a strong environment for learning history.[1] Our commitments to a strong learning community are expressed in many ways.Respectful professors convey their commitment to the discipline of history and their desire to share its delights and challenges.They are well prepared for class, provide students with clear goals and expectations, listen carefully to student questions and comments, and conscientiously evaluate their students' work.Respectful students bring a strong work ethic to the history courses that they select.They expect to attend the scheduled classes, to be on time, to be prepared for class, and to be attentive during class.A shared respect for the discipline of history and for one another as teachers and students of history is essential to the academic integrity of our program.We must all do our part to maintain an environment of openness and civility that encourages and honors the intellectual achievement represented by the discipline of history. The common interests of the history community are reflected in the following policies and standards: The syllabus: A good syllabus serves as a guide to the mutual responsibilities of the instructor and the students and makes clear to students the instructor's expectations of them.It will provide a calendar of course events that will help students to plan their semester's work.It might include: Information:Who is teaching and how the instructor can be contacted Which texts are used and where they can be purchased or consulted Anything additional that is recommended to purchase for the course Course structure; a schedule of topics or lectures Where to get help Assignments for the entire semester Dates and times of all exams (including finals) and review sessions Goals of the course Policy: Attendance Tardiness and Leaving Early Grading Makeup exams/dates T grade deadline Cheating Exam protocol Grievance procedures Students have a right to an adequate syllabus in any course and may appeal to the Vice Chair for Undergraduate Education if they think that a course lacks one. Attendance: By registering in a history course, a student incurs the obligation to attend class and to complete assignments (just as the instructor has a comparable responsibility to attend, to be prepared for class, to meet with students when appropriate, and to grade examinations promptly).These mutual responsibilities in part define the nature of education, and they are binding on students and faculty alike. The syllabus for each History course should provide an attendance policy.Students need to know how many absences will be permitted.Instructors may impose penalties for unexcused absences, including grade reductions that might lead to failure in a course. Falsification of an attendance record by signing another student's name or signing one's own name and then leaving class is a serious breach of academic integrity, for which an offender may be punished by the instructor.If a student cannot attend a class or must leave early, the ethical solution is to inform the instructor of the situation and to ask to be excused. Tardiness: Our university is geographically challenged.Students must commute considerable distances between classes, and the university's transportation systems sometimes fail us.Instructors should be aware of the difficulties that conscientious students encounter both in scheduling courses and in commuting.Students should schedule their courses wisely so that their normal expectation of being seated before the beginning of class can be met.When possible, they should anticipate late arrival and inform the instructor.Instructors may exclude students who are habitually tardy because late arrivals can disrupt classes in a way that is unfair to other class members, especially the instructor, whose attention should be focused on leading a challenging and successful meeting.Instructors may count tardy students as absent and impose penalties as outlined in the course syllabus. Leaving Class before Conclusion: All class members should expect to remain in class and attentive until the instructor indicates that the class session is over.Instructors should recognize that compelling personal needs might force a student to leave the room during class.If possible, students should inform instructors of any personal difficulties that might lead them to leave the room during class.Students who need to leave the room should make every effort to leave and return with as little disruption as possible.Habitual and unexcused movement during class sessions may be prohibited by the instructor. Cell Phones and Beepers: Students should deactivate signals from cell phones and beepers that can be heard by others during class.Instructors may forbid cell phone use during class. Personal Conversation: It is rude and disruptive to engage in personal conversation during class.Students who persist in this disruptive behavior may be asked to leave the class and may be penalized by the instructor, who might, for example, count them as absent.Reading newspapers, doing crossword puzzles, or engaging in other personal diversions unrelated to class activity is equivalent to "personal conversation." Academic Integrity: Students have an obligation to be informed of university and college policies on academic integrity.Instructors should give clear guidelines concerning the kind of sources that may be used in examinations and papers and the proper way to cite sources.Instructors may penalize students for failing to cite sources or for improperly citing sources.Plagiarism or other blatant violations of academic integrity policies may be referred to the college deans who are authorized to handle student judicial cases. Teaching Assistants: The Department of History makes every effort to insure that teaching assistants and graders are well qualified and properly trained.They deserve the same respect and good will as other members of the academic community and are protected from harassment and abusive behavior by university policies that provide for judicial procedures and strong penalties whenever members of the university community are abused or harassed. Appeal of Grade: Instructors have an obligation to provide clear standards of evaluation and to review their evaluations of examinations and papers with students who seek them. Students have the right to appeal a course grade.The Department of History has a procedure for reviewing appeals of course grades that may lead to the grade being changed if the student=s appeal is successful.The student may request a copy of the appeal of grade policy from the Vice Chair for Undergraduate Education, who will review the procedure with the student.The first stage in the appeal procedure is a meeting with the instructor in which a mutual effort should be made to resolve conflicting opinions concerning the merit of the student=s work.If the conference between the instructor and student does not resolve the conflict, then the student may pursue the next step in the appeal process with the assistance of the Vice Chair for Undergraduate Education. Codes of conduct and declarations of mutual responsibilities can never serve as adequate substitutes for mutual respect and good will.Learning, like teaching, is an active rather than a passive process. At Rutgers, a class is not a commodity to be "taken" but a productive process with a highly desirable end result, namely a better informed, educated person. To the degree that the policies and standards outlined above enhance the active process of learning, they are consistent with the highest purposes of university education and should be honored as such. * * * [1] The university has strong policies that prohibit verbal assault, defamation, and harassment.See University Policies and Procedures in the _New Brunswick Undergraduate Catalog_ and "The University's Policy Prohibiting Harassment" at http://www.rci.rutgers.edu/~msgriff. <file_sep> ![ HHHHHH HHHHHH HHHHHH HHHHHH HHHHHH HHHHHH HHHHHH HHHHHH HHHHHHHHHHHHHHHH HHHHHHHHHHH HH H EEEE TTTTT Humanities HHHHHH H H H E T OnLine HHHHHH H H H EEE T Web Site HHHHHH H HH H E T HHHHHH H HH H EEEE T H-POL](/graphics/Logo.H-NetBare.GIF) ## State and Society in Victorian America Date: Wed, 19 Oct 1994 13:05:46 -0500 Subject: SYLLABUS: State and Society in Victorian America * * * Moderator's Note (PBK): H-Pol Board Member <NAME> posted this list on H-State a while ago, generating some interesting conversation. He has kindly sent it to us for a look-see and feedback. * * * This course introduces graduate students to the historical literature on state and society in the United States, 1877-1920. All students are expected to: (1) participate actively in classroom discussions; (2) prepare a two-page meditation on some aspect of each of the week's readings (after the first week); and (3) prepare a ten-page historiographical essay on a subject of the student's choice. The paper will be due on December 5\. The topic must be approved by the instructor. Readings: <NAME>, Political Culture of the American Whigs (Chicago: University of Chicago Press, 1979). <NAME>, The Presidency of <NAME> (Lawrence: University of Kansas Press, 1994). <NAME>, The New York City Draft Riots: Their Significance for American Society and Politics in the Age of the Civil War (New York: Oxford University Press, 1990). <NAME> and <NAME>, Jr., eds., The Facts of Reconstruction : Essays in Honor of <NAME> (Baton Rouge : Louisiana State University Press, 1991). <NAME>, Jr., The Visible Hand: The Managerial Revolution in American Business (Cambridge: Harvard University Press, 1977). <NAME>, Affairs of State: Public Life in Late-Nineteenth Century America (Cambridge: Harvard University Press, 1977). <NAME>, The Fall of the House of Labor: The Workplace, the State, and American Labor Activism, 1865-1925 (Cambridge: Cambridge University Press, 1989). <NAME>, The Age of Reform (New York: Random House, 1955). Robert <NAME>, The Search for Order, 1877-1920 (New York: Hill & Wang, 1967). <NAME>, The Corporate Reconstruction of American Capitalism, 1890-1916 (Cambridge: Cambridge University Press, 1988). Theda Skocpol, Protecting Soldiers and Mothers: The Political Origins of Social Policy in the United States (Cambridge: Harvard University Press, 1992). <NAME>, Twenty Years at Hull House, ed. <NAME> (Urbana: University of Illinois, 1990; orig. pub. 1910). Recommended <NAME>, ed., Major Problems in the Gilded Age and Progressive Era (Lexington: Heath, 1993). Week 1: Introduction (August 25) Recommended: <NAME>, "The Autonomous Power of States: Its Origins, Mechanisms, and Results," in <NAME>, ed., States in History (London: Basil Blackwell, 1986), pp. 109-136; Theda Skocpol, "Bringing the State Back In: Strategies of Analysis in Current Research," in <NAME>, Dietrich Rueschemeyer, and Theda Skocpol, Bringing the State Back In (Cambridge: Cambridge University Press, 1985), pp. 3-43; <NAME>, "The Challenge of Modern Historiography," American Historical Review (February 1982): 1-33. Week 2: Political Culture in the Victorian Age (September 1) Required: Howe, Political Culture of the American Whigs. Recommended: <NAME>, The American Political Nation, 1838-1893 Stanford: Stanford University Press, 1991); <NAME>, The Party Period and Public Policy: American Politics from the Age of Jackson to the Progressive Era (New York: Oxford University Press, 1986); Howe, "Victorian Culture in America," in Howe, ed. Victorian America (Philadelphia: Univresity of Pennsylvania Press, 1976), pp. 3-28. Week 3: The Civil War: Administration (September 8) Required: Paludan, Presidency of Abraham Lincoln. Recommended: <NAME>, <NAME> and the Second American Revolution (New York: Oxford University Press, 1991); <NAME>, <NAME>: The Origins of Central State Authority in America, 1859-1877 (Cambridge: Cambridge University Press, 1990); <NAME>, The Confederate Nation: 1861-1865 (New York: Harper & Row, 1979). Week 4: NO CLASS (September 15) Week 5: The Civil War: Politics (September 22) Required: Bernstein, New York City Draft Riots. Recommended: <NAME>, Battle Cry of Freedom: The Civil War Era (New York: Oxford University Press, 1988); <NAME>, Affairs of Party: The Political Culture of Northern Democrats in the Mid-Nineteenth Century (Ithaca: Cornell University Press, 1983); <NAME>, Politics and Ideology in the Age of the Civil War (New York: Oxford University Press, 1980). Week 6: Reconstruction (September 29) Required: Anderson and Moss, Facts of Reconstruction. Recommended: <NAME>, "Class and State in Postemancipation Societies: Southern Planters in Comparative Perspective," American Historical Review (February 1990): 99-123; <NAME>, Reconstruction: America's Unfinished Revolution, 1863-1877 (New York: Harper & Row, 1988); <NAME> and <NAME>, Equal Justice under Law: Constitutional Development, 1835-1875 (New York: Harper & Row, 1982). Week 7: The Coming of 'Big Business' (October 6) Required: Chandler, Visible Hand, introduction, parts 1-4. Recommended: <NAME>, Enterprise and American Law, 1836-1937 (Cambridge: Harvard University Press, 1991); <NAME>, Prophets of Regulation: <NAME>, <NAME>, <NAME>, <NAME> (Cambridge: Belknap Press of Harvard University Press, 1984); <NAME>, Jr., "Government versus Business: An American Phenomenon," in <NAME>, ed., The Essential Alfred D. Chandler: Essays Toward a Historical Theory of Big Business (Boston: Harvard Business School Press, 1988), pp. 425-431. Week 8: Public Administration in the Late-Nineteenth Century (October 13) Keller, Affairs of State, part 2. Recommended: <NAME>, Building a New American State: The Expansion of National Administrative Capacities, 1877-1920 (Cambridge: Cambridge University Press, 1982); <NAME>, The 'Best Men': Liberal Reformers in the GIlded Age (New York: Oxford University Press, 1968); <NAME>, The Response to Industrialism, 1885-1914 (Chicago: University of Chicago Press, 1957). Week 9: Labor's Last Stand? (October 20) Montgomery, Fall of the House of Labor. Recommended: <NAME>, The State and Labor in Modern America (Chapel Hill: University of North Carolina Press, 1994); <NAME>, Labor Visions and State Power: The Origins of Business Unionism in the United States (Princeton: Princeton University Press, 1993); <NAME>, Belated Feudalism: Labor, the Law, and Liberal Development in the United States (Cambridge: Cambridge University Press, 1991). Week 10: The Reform Impulse (October 27) Hofstadter, Age of Reform. Recommended: <NAME>, American Populism: A Social History, 1877-1898 (New York: Hill & Wang, 1993); <NAME>, Uncertain Victory: Social Democracy and Progressivism in European and American Thought, 1870-1920 (New York: Oxford University Press, 1986); <NAME>, Democratic Promise: The Populist Movement in America (New York: Oxford University Press, 1976). Week 11: The Legacy of Reform (November 3) Wiebe, Search for Order. Recommended: <NAME>, The Decline of Popular Politics: The American North, 1865-1928 (New York: Oxford University Press, 1986); <NAME>, America by Design: Science, Technology, and the Rise of Corporate Capitalism (New York: <NAME>, 1977); <NAME>, Enterprise Denied: The Origins of the Decline of American Railroads, 1897-1917 (New York: Columbia University Press, 1971). Week 12: Corporate Liberalism (November 10) Sklar, Corporate Reconstruction of American Capitalism. Recommended: <NAME>, Alternative Tracks: The Constitution of American Industrial Order, 1865-1917 (Baltimore: Johns Hopkins University Press, 1994); <NAME>, The United States as a Developing Country: Studies in U. S. History in the Progressive Era and the 1920s (Cambridge: Cambridge University Press, 1992); Berk, "Corporate Liberalism Reconsidered: A Review Essay," Journal of Policy History (Winter 1991): 70-84. Week 13: The Victorian Origins of the Modern Welfare State? (November 17) Skocpol, Protecting Soldiers and Mothers Recommended: <NAME> and <NAME>, Mothers of a New World: Maternalist Politics and the Origins of Welfare States (New York: Routledge, 1993); <NAME>, ed., The State and Social Investigation in Britain and the United States (Cambridge: Cambridge University Press, 1993); <NAME> and <NAME>, eds., The State and Economic Knowledge: The American and British Experiences (Cambridge: Cambridge University Press, 1990). Week 14: NO CLASS--Thanksgiving (November 24) Week 15: Women and Reform (December 1) <NAME>, Twenty Years at Hull- House. Recommended: <NAME>, Endless Crusade: Women Social Scientists and Progressive Reform (New York: Oxford University Press, 1990); <NAME>, A Consuming Faith: The Social Gospel and Modern American Culture (Baltimore: Johns Hopkins University Press, 1991); <NAME>, "Hull House in the 1890s: A Community of Women Reformers," Signs (Summer 1985): 657-677. * * * <NAME> History Department M/C 198 University of Illinois at Chicago 851 South Morgan Street Chicago, IL 60607-7049 ![](http://h-net.msu.edu/~pol/graphics/tbar.polh-pol.gif) Return to H-POL's Home Page. ![H-Net Humanities & Social Sciences OnLine](/footers/graphics/logosmall.gif) Contact Us Copyright (C) 1995-2002, H-Net, Humanities & Social Sciences OnLine Click Here for an Internet Citation Guide. --- <file_sep>### English 219: Honors Literature Fall 2001 Dr. <NAME> #### Essay Assignment #2: Due 28 November 2001 Choose one of the following books and write a five-seven page review of it. Begin with a citation of all the publication information for your book in the MLA format. The review should give a thorough summary of the contents of the book and a discussion of its value. When considering the value, you need to take into account the book's intended or supposed audience, the purpose of the book, the quality of the author's thinking and writing, and the time when it was written. Develop your assessment based on your experience of reading the book as compared to any idea you may have in mind of an ideal book on the same subject for the same audience. Allchin, Bridget, and <NAME>. _The Rise of Civilization in India and Pakistan_. <NAME>. _Economic and Social History of Ancient Greece: An Introduction_. <NAME>. _The Breast of the Earth: A Survey of the History, Culture, and Literature of Africa South of the Sahara_. <NAME>. _Medieval Women_. Barfield, Lawence. _Northern Italy before Rome_. <NAME>. _African Art in Cultural Perspective_. <NAME>. _Africa and Europe: From Roman Times to National Independence_. <NAME>. _Ancient Greek Literature and Society_. <NAME>. _Lega Culture: Art, Initiation, and Moral Philosophy Among a Central African People_. <NAME>., and <NAME>. _The Art and Architecture of Ialam, 1250-1800_. <NAME>. _Conquest and Empire: The Reign of Alexander the Great_. <NAME>. _Egypt after the Pharaohs, 332 BC-AD 642: From Alexander to the Arab Conquest_. <NAME>. _Islamic Art_. <NAME>. _Etruscan Art_. <NAME>. and C. _Popular Religion in the Middle Ages: Western Europe_. <NAME>. _Barbarians and Mandarins: Thirteen Centuries of Western Travelers in China_. <NAME>. _Icons: Ideals and Power in the Art of Africa._ <NAME>, and <NAME>. _The Medieval World View: An Introduction_. Crahan, <NAME>., and <NAME>, eds. _Africa and the Caribbean: The Legacies of a Link_. <NAME>. _Sumer and the Sumerians_. <NAME>. _Imagining India_. <NAME>. _The Image of Africa: British Ideas and Action, 1780-1850_. <NAME>. _The Black Presence in English Literature_. <NAME>. _A History of Medieval Europe_. Downing, Christine. _The Goddess: Mythological Images of the Feminine_. Drewal, <NAME>, <NAME>, and <NAME>. _The Yoruba Artist: New Theoretical Perspectives on African Arts_. <NAME>. _Homer: Poet of the Iliad_. <NAME>. _The Power of Satire: Magic, Ritual, Art_. <NAME>. _The Pattern of the Chinese Past_. Erland-Brandenburg, Alain. _Gothic Art_. Fagg, William, <NAME>, and <NAME>. _Yoruba Sculpture of West Africa_. <NAME>. _Ancient Myth in Modern Poetry_. Fine, <NAME>. _The Ancient Greeks: A Critical History_. Forde, Daryll, and <NAME>, eds. _West African Kingdoms in the Nineteenth Century_. Fraser, Douglas, and <NAME>, eds. _African Art and Leadership_. Gabrielli, Francesco. _Arab Historians of the Crusades_. <NAME>. _The Greek Way of Life: From Conception to Old Age_. <NAME>. _A Short History of African Art_. <NAME>. _The Greek Way_. <NAME>. _On the Art of Medieval Arabic Literature_. <NAME>. _Christian Rite and Christian Drama in the Middle Ages: Essays in the Origins and Early History of Modern Drama_. Hayes, <NAME>., ed. _The Genius of Arab Civilization: Source of Renaissance_. \---. _The Roman Way_. <NAME>. _Myths and their Meanings_. <NAME>. _The Anatomy of Satire_. Hiskett, Mervyn. _The Development of Islam in West Africa_. <NAME>. _Egypt before the Pharaohs: The Prehistoric Foundations of Egyptian Civilization_. Jones, <NAME>. _The Elizabethan Image of Africa_. Kitto, <NAME>. _Greek Tragedy_. <NAME>. _Roman Sculpture_. Knowles, David. _The Evolution of Medieval Thought_. <NAME>. _The Odest Dead White European Males and Other Reflections of the Classics_. <NAME>. _The Arts of Black Africa_. <NAME>. _A History of Far Eastern Art_. Leeming, David. _The World of Myth_. Lefkowitz, Mary. _Women in Greek Myth_. <NAME>. _The Lyric Impulse_. <NAME>. _The Great Painters of China_. <NAME>. _Early Christian and Byzantine Art_. <NAME>. _Spain in the Middle Ages_. <NAME>. _Art and Eloquence in Byzantium_. <NAME>. _Slavery and African Life: Occidental, Oriental, and African Slave Trades_. <NAME>. _The Africans: A Triple Heritage_. <NAME>. _Afircan Religions and Philosophy_. <NAME>. _Republican Rome_. <NAME>. _Early Christian Art and Architecture_. Monaghan, Patricia. _The Book of Goddesses and Heroines_. Nichols, <NAME>. _Romanesque Signs: Early Medieval Narrative and Iconography_. <NAME>. _Art and Thought in the Hellenistic Age: The Greek World View 350-50 BC_. Parrinder, Geoffrey. _African Mythology_. <NAME>. _Chaucer and the Subject of History_. <NAME>. _Greek Art and Archaeology_. Peradotto, John, and <NAME>, eds. _Women in the Ancient World_. <NAME>. _Muhammad and the Oigins of Islam_. Podlecki, Anthony. _The Early Greek Poets and Their Times_. <NAME>. _Primitive Art in Civilized Places_. <NAME>. _Egypt, Canaan, and Israel in Ancient Times_. Redman, Charles. _The Rise of Civilization_. Rehm, Rush. _Greek Tragic Theatre_. <NAME>. _The Etruscans: Their Art and Civilization_. <NAME>. _Stoic Philosophy_. <NAME>. _Stones, Bones, and Ancient Cities_. <NAME>. _The Vision of Tragedy_. <NAME>. _Iraq: From Sumer to Saddam_. Snowden, <NAME>. _Blacks in Antiquity: Ethiopians in the Greco-Roman Experience_. <NAME>. _The Roman Empire, 27 BC-AD 476_. <NAME>. _Greek Sculpture: An Exploration_. <NAME>. _The Arts of China_. <NAME>. _Christianity in Roman Britain to AD 500_. <NAME>. _The Rise of the Castle_. Treadgold, Warren, ed. _Renaissances Before the Renaissance: Cultural Revivals of Late Antiquity and the Middle Ages_. <NAME>. _A History of Islam in West Africa_. <NAME>. _The Prehistory of the Mediterranean_. Waithe, <NAME>, ed. _Ancient Women Philosophers 600 BC-500 AD_. \---. _Medieval, Renaissance, and Enlightenment Women Philosophers, AD 500-1600_. <NAME>. _Women in Ancient Egypt_. <NAME>. _The Icon: Holy Images, Sixth to Fourteenth Century_. <NAME>. _Gothic Sculpture, 1140-1300_. <NAME>. _The Gothic Cathedral: The Architecture of the Great church, 1130-1530_. <NAME>. _A New History of India_. * * * ![](gamecock.gif)Go to JSU![](ani_book.gif)Go to English Dept.![](faceicon.gif)Go to EH 219 Syllabus <file_sep>![Monogram](mc.gif) <NAME>'s home page ![->](arrowtny.gif) Summer 2002 courses ![->](arrowtny.gif) Current page --- ## Written Exercises for History 2020 The syllabus for this course indicates that 20% of your grade will depend upon classroom participation. Part of it (11 points) will be determined by your attendance and actual participation in classroom discussion. Another part of it (9 points) will be determined by written exercises based on _Discovering the American Past: A Look at the Evidence_ , volume II, 5th edition, by <NAME> and <NAME>. ![Writer with quill pen](drafting.gif) (This is the book used in classroom discussion and is referred to in the assignments in the syllabus as _READINGS_.) Each exercise will normally be due two class meetings after the readings selection is scheduled for discussion in the classroom; because the 2002 term is a day shorter than usual, toward the end of the term some of the exercises will be due at the next class meeting instead. It will count only 1/2 point if submitted later than the due date (see the course syllabus for these dates). Your instructor will keep all the exercises on file until the course has been completed. ### Chapter 2. The Road to True Freedom: African American Alternatives in the New South (a) Describe the alternatives offered by <NAME>, <NAME>, <NAME>, <NAME>, and<NAME>, and suggested by statistics from the Bureau of the Census (each source may offer more than one alternative -- be complete). (b) Which alternative do you think was best for African Americans in the South around 1890-1900? Why do you think that alternative was better than the others? ### Chapter 3. How They Lived: Middle-Class Life, 1870-1917 Some of the advertisements in this chapter use the "positive" tactic, showing the benefits that come from owning the product. Others use the "scare" tactic, warning of the disastrous consequences of not owning the product. Examine the advertisements listed below. For each, indicate which tactic it uses and summarize what the advertisement suggests will be the result of owning or not owning the product: * Penny saver * Salva-cea croup remedy * Pompeian massage cream * Williams' shaving soap * Colt revolvers * Simmons watch chains * Century Life Insurance Club * The automobile for women * The Ideal vacuum cleaner * Siwelclo noiseless siphon jet closet * "The Best Fifty Books of the Greatest Authors" * "A Scrap Book for 'Homely Women' Only" ### Chapter 4. Justifying American Imperialism: The Louisiana Purchase Exposition, 1904 Photographs included here are of five of the six groups of Filipinos selected by the U. S. government to be "living exhibits" at the exposition (Moros also lived there but are not shown in this section). Examine the photographs and describe how each group is presented (be sure to look at _all_ the photographs for each group): * Negritos * Igorots * Tagalos * Bontocs * Visayans ### Chapter 5. Homogenizing a Pluralistic Culture: Propaganda During World War I On pages 137-138 are listed five features of propaganda used by the Committee on Public Information(this is the paragraph that starts with the words "To achieve these ends, . . ."). Examine the following examples and indicate which of the features is present in it (there may be more than one feature in each example); explain in a few words exactly how that feature is used in the example: * Spies and lies * Bachelor of Atrocities * Uncle Sam poster * Destroy this mad brute * "Be Prepared" poster * Cartoon about Dr. <NAME> * Women of America, Save Your Country * Colored Man Is No Slacker * Advertising poster for _The Prussian Cur_ * Advertising Aids for Busy Managers ### Chapter 6. The "New" Woman": Social Science Experts and the Redefinition of Women's Roles in the 1920s (a) Compare the views of <NAME> and <NAME> on sexual attitudes of women. (b) What did <NAME> recommend about husbands helping with housework? (c) How did the weekly earnings of female workers compare with those of male workers during the period 1924-1928? (d) What reasons did <NAME> find that immigrant women gave for taking jobs outside the household? (e) What did Earnest and <NAME> recommend for having a happy marriage? (f) What did <NAME> report about the consequences marriage had for a women who had earned a doctor's degree? ### Chapter 7. Documenting the Depression: The FSA Photographers and Rural Poverty (a) Three of the persons in these photographs were not tenant farmers or migrant workers. Which ones were they? How can you be sure of your identification of them? (b) These photographs were meant to appeal to the emotions. Which photograph "bothered" you the most (caused you to have a disturbing reaction to it)? Explain your feelings about that photograph. ### Chapter 8. Presidential Leadership, Public Opinion, and the Coming of World War II: The USS _Greer_ Incident, September 4, 1941 (a) What happened? Reconstruct the sequence of events from the beginning of the incident to its end. (b) Was President Roosevelt's account of the incident consistent with your reconstruction? If not, where did it differ, and why? (c) Did President Roosevelt use the incident to _influence_ public opinion toward entering the war, or was he _following_ public opinion which was shifting toward entry? NOTE CAREFULLY: Chapters 9 and 11 constitute a single assignment. ### Chapter 9. Separate But Equal? African American Educational Opportunities and the _Brown_ Decision (a) Why did the NAACP concentrate on education rather than on the Jim Crow laws? (b) What was the point of <NAME>'s retelling of Aesop's fable about the dog and the piece of meat? (c) What was the basis of the Supreme Court's ruling about inequality? What, exactly, was unequal about separate facilities for the races? ### Chapter 11. A Nation of Immigrants: The Fourth Wave in California (a) What do the two Vietnamese proverbs advocate? (b) Source 8 gives the ethnic composition of the Asian American population in Los Angeles County, and gives the percentage of increase in those ethnic groups from 1980 to 1990. Rank the groups in order from the one that had the greatest increase down to the one that had the least increase. (c) Compare the hours worked by <NAME> (owner of the House of Donuts, Source 2) and the Korean gas station owners (Source 9). How do these hours compare with "normal" jobs? (d) Compare the statements made to <NAME> (Source 7) and Mrs. Barba (Source 13). Were they taken advantage of by those who made the statements to them? (e) From the viewpoints of the persons in all these stories, is California the "land of opportunity" for immigrants? (f) Which source revealed the greatest degree of success and achievement? Which revealed the least? ### Chapter 10. A Generation in War and Turmoil: The Agony of Vietnam Following the instructions given on pages 261-265, interview a member of the "baby-boom" generation (preferably someone born between 1946 and 1956) about his or her experiences in the Vietnam War era. Be sure to get the person to sign a release form similar to the sample in Source 3 on page 265 (where the sample has "University of Tennessee" substitute "The University of Memphis"). You probably cannot provide a word-for-word transcript of the interview like those contained in this chapter, but at least report in your own words the substance of the person's answers to the questions on page 263. Turn in the release form along with your written report. ![Valid XHTML 1.0!](valid-xhtml10.gif) <file_sep>### ![egr_words33.gif $3572 bytes$](../images/egr_words33.gif) ## Teaching Case History 1 on syllabus and grading \| <NAME>, Ph.D., P.E. Associate Dean for Undergraduate Studies College of Engineering Michigan State University 1410 Engineering Building East Lansing, MI 48824-1226 517-355-5128 <EMAIL> http://www.egr.msu.edu/~wolff ---\|--- On October 26, 1999, I posed the following composite case history and questions to faculty and staff for discussion: _A student with a very good record in prerequisite courses takes an engineering class. The syllabus states that the grade will be based 33% on each of three exams. It provides no further information how exam scores will convert to grades. On the first exam, the student scores 36/100, and the class average is 33/100. The student, with 36/100, has a very low grade, 0.0 by common straight standards. On the other hand, the student is above average, which could mean anything from a 1.0 to a 3.5 if the grades are curved. The instructor states in class that the test was hard and that grades will be curved, but is vague regarding how. The drop date is coming near, and the decision to stay or drop involves $500, six months of one's life, and possibly admission or denial to the major of primary choice. In the student's large prerequisite classes, grading standards or curving schemes will fairly explicit. ? Is the information furnished by the instructor sufficient under the MSU code of teaching responsibility? ? How can advisors, faculty and administrators assist this student in deciding whether to stay in or drop? ? What might administrators tell parents in this situation? ? What other comments might you have about this situation?_ Responses (edited for length, attempted to preserve content) ? Is the information furnished by the instructor sufficient under theMSU code of teaching responsibility? * _I'm not a lawyer, but it appears that the information meets the minimum requirement from the code of teaching responsibility_. .. (proceeds to quote the code, item 2).. _This is a pretty vague statement. I don't know how it has been interpreted in student appeals of grading._ * _There are actually two issues here. One is that the student evidently cannot find out his standing, the other has to do with academic standards. Regarding the first issue, if accurately portrayed, this is irresponsible on part of the instr. It also demonstrates a preoccupation with professorial power, whether admitted or not. Students should be able to calculate their current grade on the 4 scale at any time after their first work is turned in and graded, whether homework or exams. Also, some form of assessment (HW or exam or..) should be in place before the drop period so students can get a decent indication of their own grasp of the material and the grading style. It would be interesting to hear the instr side of the story to check out if the student really listened to the instr comments about the grades and the curve._ (comment-- I agree.. no effort has been made to do so, and the case is a composite. Anecdotal information suggests that many instructors do not have a clearly defined grading algorithm, but may be able to provide a summary of student's standing they find acceptable--tfw). * _(1) A syllabus must include a complete description of exactly how performance on exams, quizzes, projects, class participation is mapped onto course grades. (2) Saying that 'a curve is to be used' is not sufficient. (3) The syllabus MUST state the exact distribution and how it is mapped onto the course grade. _ ? How can advisors, faculty and administrators assist this student in deciding whether to stay in or drop? * _The instructor should, after the exam, list for the class a breakdown of what each numerical score "means" in terms of a grade, and how many students in the class attained a given grade. Eventually, the instuctor must make the conversion of the test score (31/100) into a grade (0 - 4.0). Why not inform the entire class quickly of what that decision is, in a straight-forward, timely, and explicit manner?_ * _They can facilitate a conversation between the instructor and student to get a better idea of how the student is doing and clarification of the grading criteria. Will all exam scores be added then curved? Will each exam receive a "grade" and if so, what grade does the student's score earn on this exam? Does the instructor have previous experience with this course and type of assessment to make a judgement on how the student is doing or is this the first time through and s/he is feeling her/his way and making adjustments in real time?_ * _I do not believe in the "standard curve and I do not use it. I do, however, believe in full disclosure and being totally up-front with the students. Your scenario could have been my class grades. Upon the return of the exam, I provide a "Grade conversion line" with the indication of the 2.0=raw score of XX and 4.0=raw score of YY._ * _..This is important (rightly) to students. There is a particular problem for (certain intro classes ).... The issue is that before the students can really do any work that is close to being really up to standards that I would want by the end of the class - the students have to unlearn a bunch of things they may have learned from high school class. In particular, most of these students are very into being told EXACTLY how to do some problem, then they can be quite proficient in going off and doing it. But when they get what (for lack of a better term) amounts to a "word problem" (ie, a real test of problem solving), a large number of them just either clutch or immediately ask for help. By this point in the term, they are unlearning their old habits, and beginning to be (I hope) more self reliant in terms of problem solving situations. .. This makes it tough to supply students with true feedback too early in the term. I have graded homework for them, but until they complete a sizable section of the course and the attendant unit exam, early feedback may not be indicative of their final grade. ... I am still struggling with this, because I know the issue is important from a student perspective. I just myself have not figured out how to really successfully deal with it yet. I intend on trying something a little different to plug the gap next term though. _(... perhaps in this specific course, the remedy might just be to lay these facts out early on and up front, and state that "here's where you are at mid-term, but mid-term may not be a good predictor of final grades for these reasons... tfw) _ _ ? What might administrators tell parents in this situation? * _Nothing without permission of the student._ (Comment - the intent was to ask how to respond to the parents' complaints regarding feedback to the student rather than telling parents about the student's progress .. tfw) ? What other comments might you have about this situation? * _Regardless of whether the instructor has extensive experience with this course or is a first-timer, the amount of information provided to the students is insufficient as either formative or summative feedback. While it would be best to have clearer evaluation specifications at the beginning of the course, the instructor should discuss the results with the students and clarify the grading criteria. Projections from current midterm grades to probable final grades would also be helpful to students so that they can make decisions about dropping, working harder, getting other help, etc._ * _There are actually two issues here. One is that the student evidently cannot find out his standing, the other has to do with academic standards_. (Regarding the second issue.. ) _I find these days that students have been grade-pampered so much through public school and beginning college, that they have unrealistic expectations and inflated concepts of their own ability and background. They tend to expect at least a 3.0 for less than mediocre work. They expect a high curve where nobody can fail, no matter what. They go into a state of denial when the outcome is not so good, and blame everyone but themselves, including, perhaps, thinking that the instr did not keep them informed. They convey only this part of the picture to the parent or counselor._.. _.I have heard parents make comments about a course that are nothing short of outlandish. If the grading policy is in writing and has been handed to the student, and if you read it to the parent and explain it, said parents usually calm down right away or rechannel their anger to the offending progeny. I once had a parent who was really upset and talking lawsuits until I pointed out that the son had missed more than half the classes._ * _I recently attended a 1.5 days seminar "Effective College Teaching Seminar: Excellence in Civil Engineering Education (ExCEED)" at Charlotte, NC organised and partly subsidized by ASCE. <NAME> and <NAME> were the presenters. I was impressed with many issues they presented, one of which was exactly this one. Their answer was: "Eliminate the CURVE and define a clear range for each grade which everyone can achieve. This should be done at the beginning of a course. It obviously means that the instructors MUST take responsibility for making good exams. If the average is low, equal points can be added to reach the stated range but DO NOT CURVE. They also suggested that to assign two different grades to close scores (say 85 and 82), the history of student's performance must be considered: was it decreasing or increasing over the whole semester, and may be other assesment parameters should be included. According to them curving should be eliminated because it is a major hindrance for any form of cooperative learning._ * _There may be confusions between instructor and students over the meaning of 'graded on a curve.' Also, there may be 'confusion' within the instructor's head about what it means to grade on a curve. My personal conclusion is that for large classes, say over 100 students, one should not say that the grade is graded on a curve. It is much better to assign points and weights to points (weights and points for each measuring instrument stated in the syllabus) and state how the total number of points are mapped onto the course grades. When reporting the first exam, then the same standards can be applied to tell the students what the single exam maps onto the course grades. With the second exam, the instructor can do the calculations for the class and present both the mapping for the second exam as if it were the only instrument, and the second exam points with the first exam points together, and how they map onto the grades. One can always state with this method that the instructor will never make the standards any higher than those published in the syllabus. For smaller classes, it may be a bit more difficult to follow the above, especially if it does not have many sources of points. However, the syllabus should still be explicit. If one needs more flexibility, then one can state the weights of the the exams, and then say that what will be added will not be the points on the exam but the grades on the 0.0 to 4.0 scale, as weighted. But still some idea of the number of grades at each scale level should be indicated if an absolute scale is not used._ * _The syllabi for many courses in msu are grossly inadequate. This may be due to the lack of examples, but I suspect due to the fact that instructors are pressured to do a lot, any anything that is not an absolute necessity is considered making unreasonable demands on the time available for research._ * _No constructive pedagogical purpose can be served by keeping the student in the dark about grading methods! Further, these need to be specified in the syllabus. Finally, the syllabus for each and every course should be on the web in a uniform manner! _ <file_sep>## WebCT Pilot Participants and their Projects ## (in alphabetical order by last name) ### November 17, 1998 NOTE: IAT Services is thrilled to have the following excellent teachers involved in our efforts to evaluate WebCT software, and measure the resources necessary to provide a campus-wide service to support the faculty's use of WebCT. In addition to interest in various features and capabilities of WebCT, many of these faculty have expressed the value, to students, of having a consistent interface - especially students who may be taking a number of classes that utilize email, the web, etc. \| Name \| Department ---\|---\|--- \| <NAME> \| English and Special Degree Programs \| <NAME> \| Occupational Therapy \| <NAME> \| Biological Sciences \| <NAME> \| Physics \| <NAME> \| Food Science & Human Nutrition \| Charles (<NAME> \| Management \| <NAME> \| Economics \| William (<NAME> \| Art \| <NAME> \| Chemistry \| <NAME> \| Biochemistry (Ag.) \| <NAME> \| Mathematics \| <NAME> \| Psychology * * * <NAME> - English and Special Degree Programs Interdisc 290 Senior Seminar (18 students) <NAME> has been influential in the adoption and use of technology for teaching, and promoting active learning for a number of years. He was one of the original "instigators" behind the formation of MU's Institute for Instructional Technology (MUIIT), and was instrumental in the creation the Writing With Computers Project, a joint venture of the English Department, the Campus Writing Program, and Campus Computing (now IATS), that introduced the "Turbo" versions of English 20. He's been using email to enhance his teaching for six years, and using the web for teaching for four years. As indicated on his survey: "I use web-based teaching in all courses I presently teach (English 135, 215, and 370). Students submit, review each other's work and receive graded work on-line. In WS98, he'll be using WebCT to enhance his teaching of the Interdisciplinary Studies Senior Seminar (Interdisciplinary Studies is part of Special Degree Programs, of which he is he director). He hopes WebCT will be better able to facilitate on-line peer reviews than Eudora. He plans to use WebCT to facilitate group projects, and is interested in the capacity for tracking student use. He plans to move his existing web site from showme to WebCT. He will not be using the either the glossary or quiz features of WebCT. Questions raised: * Can students easily author a document in a word processor and upload to WebCT space? * Can changes to written materials be highlighted in color? * Can WebCT replace Mhonarch for archiving and threading email discussions? * Will the content of WebCT classes be searchable via the Internet? Can he have older versions of courses linked and accessible via WebCT? * Will WebCT or other things prompt changes in the computer sites to restore the ability to email via Netscape? Restrictions imposed to prevent spoofed email have inhibited his teaching. * * * <NAME> \- Occupational Therapy OT205 "Loss and Disability" (approximately 33 students) Sherry attended the summer, 1997 MUIIT institute, and will be presenting at a MUIIT colloquium in December. Her class, Loss & Disability, is a course in the psycho-social aspects of disability conditions that meets the criteria for both a writing intensive class and a computing & information proficiency class in the general education architecture. OT majors take it - second semester juniors. In addition to the "standard" class, some professional therapists enroll in the course, through extension teaching, to meet their continuing education requirements, etc.. For more info, see: http://www.outreach.missouri.edu/otsherry. Sherry has used email as a part of her teaching for five years, has used listproc for three years, and has been using web sites to support her teaching for three years. Microsoft's Front Page is her preferred HTML editor. She would like to teach this class almost completely online in WS99. Sherry has release time this semester (FS98) to enhance her curriculum materials for this course and hopes to have the WebCT course done by the end of this semester. So, she is serving as an "early adopter" for WebCT, helping IAT services staff by testing and providing valuable feedback on the instructions and various materials being developed. Sherry is considering moving her entire existing course web site into WebCT, and wants to take advantage of these capabilities: Email and chat rooms - to enhance and support collaborative learning. In the past she used a listserv to which students posted their required journal entries. However, students complained about this mail being co-mingled with their personal email. Group learning features (trying to do a group web site on showme was a hassle since only individual accounts existed and passwords had to be shared, etc.) Sign-ups for selecting a culture to study death and dying in that culture. Chat rooms will be used around four times the semester in place of face-to- face classroom meetings, and to enable the exchange of information regarding a particular disability area on which they'll be submitting a paper. The quiz features will be used to deliver electronically graded exams - students will be required to take the exam in a proctored computer lab. Electronic grade book - one of several new adventures in the use of technology for this 'go getter'. Issues/Concerns: * She's set aside the first week of class to help students acquire the necessary proficiency in the technology, but will need assistance during this time. * Part of the teaching involves people with disabilities who come and speak. Over the last year, much of this has been captured on video, and Sherry sends videotapes to off-campus students. It would be nice to allow one to access this video via the Internet, however since the speaker has a disability, loss of quality would be an important issue. She may eventually convert the video to CD-ROM. She'd like to try quick time videos and has thought about learning tool book through MUIIT. * This is a writing intensive course- what about grading papers online? Is that possible, convenient? ? Can one annotate the graded paper online? * What about availability of the modem pool? For chat, she believes 4 PM is the best time for her students, but will they be able to get into the modem pool at that time? * It's hard to effectively guard against plagiarism when students are creating web-based presentations. * Maintaining security of tests, etc. administered via webCT when a student can print and retain a copy. * Effectively using a web site to support both face to face and distance learning when they're happening simultaneously in the same course. * * * <NAME> - Biology Biology 1 (900 students in FS98 - 475 in WS99) As a non-regular member of the faculty for the last two years, Sarah's affiliation with MU is uncertain, so she's opted for a limited use of WebCT. She's hopeful WebCT will overcome a frustration she faces given the huge number of students she's teaching - not being able to assign & grade homework. Beginning with a fall, 1998 optional (extra credit) use of the electronic quiz features, Sarah will evaluate WebCT's capacity to allow students to accomplish out-of-class homework assignments. Performance on the assignments will be collected by WebCT and recorded in WebCT's electronic grade book. At the end of the semester she'll combine the accumulated homework points with her other scores in the grade book she's historically kept in Excel. (Note: both the Excel & WebCT grade books will be loaded automatically using data available through the web-based electronic class roster application.) Sarah's support requirements: * Documentation & assistance in uploading quiz questions into the electronic quiz feature, and how to set up a quiz * Testing of the student access to quiz features in fall 1998 (set up course, passwords based on showme, etc.) * (Possibly) assistance at end of semester to combine the WebCT scores with her excel grade book. * * * <NAME> \- Physics Physics 210 Modern physics (writing intensive) 10 students. Dr. Chandrasekhar has received numerous recognitions for excellence in teaching (including the <NAME>er fellowship in 1997). She has been using the web to enhance her teaching for two years (see http://www.missouri.edu/~physwww/phys21.html) and to support her service and outreach activities to K-12 teachers (see http://www.missouri.edu/~wwwepic). She's been using Adobe Pagemill as her HTML editor. As indicated on her survey, when adopting technology she prefers to explore the technology on her own. So far, she's been investigating and exploiting technology with little or no support. While Meera teaches a large lecture class in the fall, the class she'll be exploring WebCT with is a small (10 students), writing-intensive course for physics majors. This is the first time she'll have taught this class which will be taught primarily via the blackboard. She will be putting the class syllabus on the web and developing web-based supplementary materials. She does not plan to post lecture outlines or notes, and will not be using the web inside the classroom. She feels it is important to get students started using the web-based materials immediately, and will require some use of the site the first week of class. WebCT's ability to track student usage of the web site is important to Dr. Chandrasekhar and she plans to use the WebCT to help student share and critique each others abstracts before their major writing assignments (comment/critique of the abstracts should go only to that author and to the instructor not accessible by everyone). In addition, she's interested in exploring the capabilities of the electronic grade book. Success? Success will be measured by whether students can easily use WebCT without a lot of complaints. Desired Support? Assistance in the mechanics of setting up the site (2nd week of Nov.) Questions Raised: * What do students need to know to be successful? * Where can one get a copy of Internet Explorer? * * * <NAME> - Food Science and Human Nutrition FSHN34 "Nutrition: Current Concepts and Controversies" (250 students) Dr. Dowdy is the self-professed "newbie" in the group. This is his first foray into the use of technology to enhance his teaching. He's interested, and willing to invest the necessary time to be successful. In keeping with his field of study, he's hopeful we'll be able to equip him with the "right recipe." One challenge of nutrition teaching is that the material is dynamic. Much of it has a 1.5 to 2 year life. Dr. Dowdy is hopeful that in addition to enhanced student learning, the administrative time required for the class will be reduced through the electronic grade book and quiz scoring. Historically, the class involves four major in-class exams and 2-5 quizzes (which he'll likely increase). He plans to use WebCT to: * place his course syllabus on the web, and his lecture outlines (now stored in word). He uses (and will continue to use) overheads for lecture -- he won't have a computer in the classroom. * place specific assignments on the web (adding to those as the semester progresses) * grade book (including having students query their grades) * email with his students * quiz features to achieve a more frequent and periodic review of the students' knowledge base. quiz questions will be created in word and uploaded. * student tracking data to better assess a student's participation. He does not take attendance, and attendance often falls to 70-75% between major exams. Other issues: One challenge will be recreating the content of his lecture materials since he's been through a series of PC failures over the last couple of years. He will have to rekey this material, so is planning to go ahead and improve/update the course (something he'd planned to not do until summer 99). He plans to scan and upload a limited number of graphics, and will link to a variety of external web resources. Dr. Dowdy also uses dietary analysis software assignments in his class. For this, students must visit the Stanley Hall computer lab. That will remain unchanged as he moves to WebCT. * * * <NAME> Management 202 (approximately 600 students in WS99) Dr. Franz has used email to enhance his teaching for over five years, and uses EDOG to distribute his students' grades via email. He was a fellow of the first MUIIT institute in summer, 1995 and has been using Powerpoint presentations, and a web-site to enhance his teaching for two years. He writes: "Since Fall 1997, the course has been paperless, i.e., the syllabus, the writing assignments, the learning objectives, sample exams. Viewing PPT through the web after the lecture, viewing the video clips from class over the web after class. Everything." Management 202 is "team taught" by three members of the management faculty who each take a sequential portion of the course. A graduate student serves as "course coordinator." Dr. Franz, assisted by his graduate student Yosa, will be approaching the use of WebCT in this way (in priority order): 1. Yosa will move the existing web site (approximately 1,700 files counting his power point presentations) from the business school web server into WebCT in order to take advantage of the student-tracking features of WebCT (knowing what pages students have accessed, etc.). 2. Dr. Franz will use the electronic grade book features and is very interested in assuring machine-graded exams (scantron) can be easily merged into WebCT's grade book. 3. Quizzes may be used, if WebCT can assign a point value for participation regardless of the score a student receives on the quiz. Support issues/questions: * Will WebCT correctly handle his .avi files and overcome the single-platform (Intel) limitation he now encounters? * Integrating scantron test results in WebCT's electronic grade book. * * * <NAME> Economics 4 "Introduction t Micro Economics" (1000 students) <NAME> has been using email and Powerpoint in hsi teaching for five and six years, respectively. He will be teaching Economics 4 for the first time in ten years. The course offers several challenges from a WebCT perspective. It is large (1000 students) with 17 teaching assistants and 35 sections. As such, it will provide a powerful test of the grade book and grader tools. Dr. Geiss is especially interested in how the capabilities of WebCT can be used to leverage his teaching assistants, many of whom are non-native speakers with a better command of written than spoken English. He would like to experiment with having TAs hold virtual office hours through chat and through the bulletin board. As such he will be creating separate fora for each section in the bulletin board. The main forum of the bulletin board will be used primarily for announcements. He does not feel that the internal email system will meet his needs for private communication with students; therefore he will continue to use the external email systems on campus for this purpose. In addition to the communications facilities, Dr. Geiss will be using WebCT primarily to post course and lecture materials. These exist primarily in Word Perfect and will be converted to HTML. (Conversion of Word Perfect graphics in an efficient manner is a concern because of the graphics formats available.) The other essential tool for Dr. Geiss is the grade book. as noted, the flexibility and power of the grade book and grader tools will be of the utmost importance given the size of this course. As have some of the other faculty, he has expressed concerns about being able to adjust grades for bad questions in tests or due to other circumstances. He is also considering putting up a FAQ regarding some aspects of the course. Issues: * Flexibility of grade book * How to best use teaching assistants with WebCT. * Ensure good feedback from those students using WebCT to evaluate the product. * Identify the strengths and weaknesses of the learning system * How WebCT may influence the role of international TA's (especially those with weaknesses in speaking English) * What role WebCT may play in Provost Office efforts at increasing student retention (early warning systems, more student feedback, etc.) * * * ** <NAME> Art 277 "Intermediate Painting"/Art 377 "Advanced Painting" (20-30 Students - combined enrollment)** <NAME> has been teaching painting at MU for (4.5) years. His works have won several national and regional awards. Hawk has been using both the web and email for 5 years and currently makes use of EDOG for grade distribution. He has also been responsible for the Art Department web site for the past few years. He teaches Art 277 twice each year in conjunction with Art 377 "Advanced Painting." There is considerable overlap between the structure of the two courses, and he plans to use some aspects of WebCT with both courses. The features of WebCT of most interest to Mr. Hawk are quizzes, both for self- testing on art safety knowledge and for regular quizzes. The grade book is also of great importance, both to reduce administrative overhead and to replace EDOG. In addition to posting his own course materials, he plans to use WebCT to complement the regular showing and critiquing of work in class by having students post photographs and statements about the work. He will also make use of the internal email system for written critiques. Likewise, the bulletin board presents itself to Mr. Hawk as an excellent means for discussions of theory. In the future, he would like to expand on these uses. Since one of his concerns is the ability of his students to promote and sell their work when they leave school, he is considering turning these courses into CIP courses in which the students learn to digitize their work and create strong promotional web sites. Hawk also sees potential in developing Quick Time movie to demonstrate painting techniques. Issues: * The flexibility of the grade book in allowing him to weight grades and include a diversity of types of assignments is extremely important. Also, given the size and similarity of the two courses, it would be advantageous for him to be able to keep one grade book covering both, even though there are some differences in assignments. * The ease with which students can use the site, and particularly post their assignments is critical to the success of his use of WebCT. * * * ** <NAME> - Chemistry Chemistry 31 (more than 600 students in WS99)** Dr. Kaiser has a long (32 years) career of excellence in teaching, research & service including directing MU's Honor's College for a number of years. Among his numerous recognitions for excellence in teaching is the $10,000 Kemper Teaching Award and his appointment as a Curator's Distinguished Teaching Professor of Chemistry. For several years, Dr. Kaiser has used email lists to enhance classroom communications. Ed participated in MUIIT's first "Winter Webland" in January, 1998, and has used Net Objects Fusion to support his teaching in Chem 15 in WS98, Chem 210 in WS98 and SS98, and Chem 212 currently (FS98). His experience has indicated that students benefit from lecture outlines in Chem 15 and from old exams in all three courses. Especially helpful to students in Chem 210-212 is the use of the web site rather than the chalkboard for long, cumbersome flow diagrams. He's found that He Dr. Kaiser will be teaching Chemistry 31 for the very first time in WS99, and so will be "starting from scratch" using WebCT (rather than adapting existing web-based materials). Chem 31 is the first class for chemistry majors. The text which has been selected, _Chemistry the Central Science_ , is published by Prentice Hall, one of the publishers that's made a commitment to making their text materials accessible via WebCT. We'll explore whether the content can be acquired in this way, and at what price. The classrooms (Waters Aud. and Physics 114) in which he'll be teaching have computer capabilities. (? Instructor display or computers for students?). The features of WebCT Dr. Kaiser is interested in are: bulletin boards (which if organized for each of the 24 sections, may take the place of listproc lists which he's used in the past). He will use WebCT's grade book including distribution of student grades. Note: hourly exams (approx one-half are multiple choice questions) and papers are graded by hand. He may use WebCT's quiz features for trial exams and he'll be exploring the use of chat rooms. He will use the site to publish not only lecture outlines but also to achieve common recitation exercizes to be answered in each of the sections of the course. Questions raised include: * How does the grader feature work? * Can the TA's who grade lab assignments enter these scores into the grade book and be restricted to only the students in his/her section? * * * ** <NAME> - Biochemistry Biochemistry 100 "The Living World: Molecular Scale" (100 students)** <NAME> has been teaching at MU since 1981, is a member of the first CAFNR Teaching Scholars group. Biochemistry 100 is devoted to teaching biochemistry concepts to non-majors. Dr. Peterson participated in MUIIT's first "Winter Webland" in January, 1998. She has been using the web and email in her teaching since then. Dr. Peterson is interested in several facets of WebCT. In addition to posting basic course information, she is looking at uses for the grade book, quiz features, and bulletin board. She sees the quiz feature as a vehicle for both sample quizzes and for generating study questions in conjunction with group learning. Currently her students are required to hand in daily responses in class. The bulletin board may be able to subsume this function. As a heavy user of overheads in the classroom, she is looking at ways to effectively transfer content from her overheads to WebCT. Given the reliance on molecular models, the ability to transfer graphics, as well as notes, in an efficient manner is important. In addition to materials in WebCT, Dr. Peterson is exploring links out to web materials appropriate to her course. Building a library of links may become a key part of her use of WebCT. * * * <NAME> - Mathematics Math 108/208 (Calculus - for non-math majors approximately 50 students) Writing Intensive, and seeking certification as a Computing & Information Proficiency Course). Over the past several years, Dr. Sentilles has developed, and directed the development of materials by the Advanced Technology Center staff, a number of multimedia materials that effectively convey the concepts of calculus to non- majors (who often approach mathematics with some hesitation & worry). Dr. Sentilles uses Maple for virtually all of his computing (including word processing.) Dr. Sentilles uses a variety of the materials within his classroom presentations (carries his laptop computer to class), and these and other materials and assignments are available for out-of-class learning. These materials are well received by students, and have enhanced student learning and mastery of the concepts. However, the distribution of these resources is limited. Students must physically check the CD ROM out and the files are Macintosh dependent, so access is limited to either the Stanley or ?? computer labs, which requires they schedule their learning at a convenient time for their lab partner. In addition to increasing the convenience to students here in Columbia, Dr. Sentilles is interested in exploring distance learning opportunities. Dr. Sentilles is interested in adding voice-overs which students can use to hear a verbal explanation of the material being presented. Through the WebCT pilot study, Dr. Sentilles, and IAT Services staff, will be exploring whether these materials can be efficiently and effectively moved to the web. Currently many of the graphics are Maple screen shots that have been moved into Director, and other Director-generated files. Initially, the thinking is that some could be quick-time movies, some stand-along html files, and others as shock wave files. Dr. Sentilles will explore the enhanced capabilities of Version 5 of Maple (existing work was done in ver. 3) especially those related to HTML creation. * * * <NAME> - Psychology Psychology 1 "Introduction to Psychology" (700 students) Dr. Wright, has been teaching Psychology at MU for many years. He has been using the web to enhance teaching for one semester, and email for one year. He participated in MUIIT "Bits and Bytes" institute in Summer, 1998. He has a web site on showme and uses Net Objects Fusion as his HTML editor. <NAME> and his PhD candidate <NAME>, will be using WebCT to teach one section of Psyc 1 while they also teach another section that will be used as a control group to measure the effectiveness of instructional technology to enhance the teaching of Psychology. The most important feature for this study is the capacity to track student use. The class will be team taught by Dr. Wright and <NAME> (Dept. Chair). They will be developing web-based content (Tom has taught this class in the past and may have bits and pieces of content on the web). The class meets three times per week in a lecture format. Students of both the technology- enhanced and regular sections will be taking the same exam at the same place and time. He will also try to compare the difference in time spent on administrative overhead between the two sections. In addition to the student tracking features, they plan to use: * Quiz features for practice exams (including feedback) * Chat rooms - especially as an option to enhance student/teacher interaction through virtual office hours. * Bulletin Boards <file_sep>![Applications of Math for Elementary](_derived/te490mathelem.htm_cmp_factory010_bnr.gif) [ Home ] [ Up ] [ Applications of Geometry ] [ Concepts of Matter ] [ Applications of Math for Elementary ] --- TE 490: Applications of Math for Elementary Teachers to the K-8 Classroom Fall 2001 Class meets Thursdays from 3:00 - 4:50 p.m. Instructor: <NAME> Office: E177 (College of Education Bldg) Office Hours: Thursdays from 2:00 - 2:50 p.m. Telephone: office (989) 964-4115 home (989) 790-0860 or by appointment Course Prerequisites Students must have successfully completed MATH 110: Math for Elementary Teachers or have instructor permission. Course Description This course is designed to explore the teaching of K-8 mathematics in a manner consistent with the Principals and Standards of School Mathematics published by the National Council of Teachers of Mathematics (2000) and the Michigan Curriculum Framework standards and benchmarks for mathematics. The focus is on methods and materials that are most effective in teaching mathematics to elementary and middle school students and this course is taught as an extension of MATH 110: Math for Elementary Teachers. Teacher as Decision Maker Model The following model of the teacher as decision maker has been adopted by the Department of Teacher Education at SVSU and provides a foundation upon which the activities and ideas in this course are based. As a future teacher you will have the opportunity to develop your decision making skills as you participate in this course and its related field experience. Within this general model, you will also need to consider several key factors for making decisions about designing thoughtful and meaningful mathematics instruction. These factors include mathematics content, instructional methods, and the classroom environment. Course Outcomes * Become familiar with the NCTM's Principals and Standards for School Mathematics and the Michigan Curriculum Framework for mathematics; * Experience a variety of methods for teaching mathematics including the use of manipulatives, small group and whole group instruction, and "good" questioning strategies; * Prepare and teach a meaningful, objective-based mathematics lesson in an area K-8 classroom and reflect upon your instruction and the effectiveness of the lesson; * Critically evaluate and reflect upon teaching materials, strategies, and ideas; * Explore a variety of assessment strategies. Required Course Materials There are no required materials; however, the following materials are strongly recommended: National Council of Teachers of Mathematics. (2000). Principals and Standards for School Mathematics. Reston, VA: National Council of Teachers of Mathematics. Michigan Curriculum Framework for Mathematics Teaching Strategies Course content will be explored through videos, cooperative groups, small group discussion, and independent assignments. Course Calendar The following schedule is meant as a guide to the course. Teaching and learning requires flexibility. If changes are made, they will be clearly communicated in class. \| Date \| Topic(s) ---\|--- Aug 30 \| Introductions, Course Syllabus, Problem Solving, Journals, Vocabulary Sep 6 \| NCTM Standards & MCF Standards and Benchmarks SVSU Math/Science Center and other resources Sep 13 \| Patterns & Place Value Sep 20 \| Number Sense and Numeration Whole Number Addition, Subtraction, Multiplication and Division Sep 27 \| Number Sense and Numeration Fractions, Decimals, and Percents Oct 4 \| Number Sense and Numeration Fractions, Decimals, and Percents cont. Oct 11 \| Geometry Oct 18 \| Measurement - Time and Money Oct 25 \| Measurement cont. Nov 1 \| Numerical & Algebraic Operations & Analytical Thinking Nov 8 \| Probability and Discrete Mathematics Nov 15 \| Data Analysis & Statistics Nov 22 \| No Class - Thanksgiving Break Nov 29 \| Technology in the K-8 Classroom Dec 6 \| Review and/or catch up Dec 13 \| Final Exam Course Requirements/Assignments _Attendance and Participation_ Each student will be expected to attend all classes and participate in all activities. \- 20 points for each unexcused absence and -10 points for each excused absence _Link to Literature assignment_ Due Date: September 27, 2001 Each student will be asked to write a lesson that uses children's literature in the teaching of the mathematics. _Adapt-a-Lesson assignment_ Due date: October 11, 2001 Each student will be expected to choose a lesson plan that already has a grade level indicated on it, adapt that lesson to fit either the grade above or below, and be able to explain the changes that they made and their reasons for the adaptations. _Field Experience_ Must be completed no later than November 15, 2001 Each student will be expected to teach at least one lesson in an area K-8 classroom. A lesson plan will be written and turned in to the course instructor prior to teaching the assignment and the student will be evaluated by the instructor during their field experience. A reflection of the lesson must be turned in no later than one week after the lesson has been taught. _Learning Log_ Due dates: October 18 & December 6, 2001 Each student will be asked to keep a learning log to reflect upon the experiences of each class and to record thoughts regarding any assigned articles or other readings. _Pocket Full of Lessons assignment _Due date: November 29, 2001 Each student will be required to find ten lesson plans, identify the appropriate grade level, state the corresponding benchmarks and write a short reflection. (No more than 5 of the lessons can be from the Internet.) _Portfolio_ Due date: December 13, 2001 At the end of the course each student will have prepared a professional portfolio that demonstrates what they have learned about becoming a teacher of mathematics through essays, examples of assignments, lesson plans, reflections and/or pictures. Evaluation and Grading Policy Attendance and participation \- 20 points for each unexcused absence and -10 points for each excused absence \| 140 ---\|--- Adapt-a-Lesson assignment \| 10 Link to Literature assignment \| 10 Learning Log \| 20 Field Experience \| 50 Pocket Full of Lessons assignment \| 50 Portfolio \| 50 TOTAL possible \| 330 The semester grade will be computed according to the following criteria: TOTAL = 330 pts. Final course grades will be assigned to each student on the following scale: A = 95-100% \| B+ = 86-89% \| C+ = 75-79% \| D = 60-69% \| F = below 60% ---\|---\|---\|---\|--- A- = 90-94% \| B = 83-85% \| C = 70-74% \| \| \| B- = 80-82% \| \| \| All due dates are clearly indicated in this syllabus. Unless a due date is changed, you must turn the assignment in on (or before) the date it is due. If the university should close due to inclement weather, all assignments that were due for the cancelled class in addition to the assignments due according to the class schedule are due at the next class meeting. Assignments that are turned in late (except in the case of university closing due to inclement weather) may have a reduction in the grade because work cannot be evaluated fairly when someone has had more time to complete it than others. If you are unable to attend class on the day an assignment is due, you need to make sure the assignment is turned in by the time class begins. Assignments that are not turned in will be recorded as a zero. Assignments will be evaluated based on the requirements and criteria specified for each. Please attach the appropriate grading rubric before submitting your assignment. All work must have correct grammar, spelling, format, content, and be completed as assigned. Any revisions to assignments will be averaged with the original score. Revisions to assignments may not be submitted after the last class. All assignments should be typed (or use a word processor), double spaced, and (as a guideline) use 1-inch margins with 12pt. or 10cpi font size. These guidelines do not apply to your learning log. It may be handwritten but must be legible. Attendance Policy Each student is expected to attend and to participate in each scheduled class, including field experience. You must contact the instructor prior to an absence, and all absences must be excused (e.g., illness, death in the family). Please Note Students with disabilities that may restrict full participation in course activities are encouraged to meet with the instructor or contact the SVSU office of Disability Services, Wickes Hall, Room 177 for assistance. Academic Honesty Policy Except in those instances when students are engaged in collaborative efforts, it will be expected that students will complete and submit their own work. Ideas taken verbatim or paraphrased from other sources should be clearly acknowledged through the inclusion of appropriate reference notes. When in doubt regarding the appropriate way to handle a specific situation, students should consult with the course instructor. Instances of academic dishonesty may result in a failing grade for this course. Please refer to Section 1.8 of the Code of Student Conduct in the Student Handbook. Resources/Bibliography Musser, <NAME>., Burger, <NAME>, & <NAME>. (2001). _Mathematics for Elementary Teachers: A Contemporary Approach, update, Fifth edition._ USA: <NAME> & Sons, Inc. National Council of Teachers of Mathematics. (2000). _Principals and Standards for School Mathematics._ Reston, VA: National Council of Teachers of Mathematics. Stein, <NAME>, & Bovalino, <NAME>. (2001). Manipulatives: One Piece of the Puzzle. _Mathematics Teaching in the Middle School._ Reston, VA: National Council of Teachers of Mathematics. Wong, <NAME>, & Wong, <NAME>. (1998). _How to Be an Effective Teacher the First Days of School._ Mountain View, California: Harry K. Wong Publications. <file_sep>## Business Benefits of Accessible Electronic and Information Technology Design ## ![Picture of <NAME>](../images/sjacobs.jpg) To view an 18 minute captioned video sampler of a few of the design conceptt covered in this workshop you will need the FREE RealPlayer Basic to view the video contained in the link below. You may download and install this FREE player from:http://www.real.com. Look for the RealPlayer Basic 8 link. It is sometimes hard to find. You can now link to, and view, the video: http://www.easi.cc/media/ideal.ram. If you have problem playing the media, please write EASI/IDEAL technical consultant at: <EMAIL> Instructor: <NAME> Web: http://www.rit.edu/~easi/jacobs.htm E-mail: <EMAIL> Steve is President of IDEAL, a not-for- profit, employee-led, organization whose mission is to support NCR employees and customers with disabilities and the development of accessible information technologies. ### Workshop Description: The Internet is changing our everyday lives and changing them very rapidly. The Internet is no longer just a tool connecting people, businesses, governments and information together. It is driving the creation of new economies that are altering the way people live, learn, work, play and interact with each other. Unfortunately, the Internet is also alienating and isolating people people with disabilities people living within low and no- bandwidth infrastructures people who have never learned to read people who speak languages different than our own people who only use English as a Second Language and older populations. Everyone is different from everyone else. Everyone's informational wants, needs and preferences are also different. In fact, this was the catalyst that sparked the evolution of our one-to-one marketing philosophy... the ability to customize products and services to the wants needs and preferences of individual consumers. This is the foundation upon which our future information infrastructures will have to be built in order for our businesses to succeed in a technically, economically and culturally diverse world. This course was designed, over a period of two years, in support of providing the knowledge, direction and resources necessary to prepare the student to both understand and address many of these important business success factors. 2002 Schedule: January Three (3) continuing education units are available, and this course is also an optional course towards the new EASI/USM certificate in Accessible Information Technology. ** This course is being given to an exclusive group of international business executives in the fall of 2001 as promised as part of the Clinton accessibility initiative in the fall of 2000. The insights of these executives will be integrated into the course for its first public offering in January 2002. Registration Fee: $350 Register for January 2002 Couse. Discounts available for groups. Please write <EMAIL>. Do you need to have a technical or business background in order benefit from taking this workshop? No you don't! This workshop does not require that you have any particular core competency in order to benefit from the course. The more time you are willing to invest in studying the materials presented during the course, participating in discussion groups and completing your homework assignments the more you will learn. It all up to you! ### Workshop Structure: This workshop is designed either to be taken entirely independently or to combine your independent study with group discussion. We have found that participants frequently learn as much from sharing together as they do from us. Everyone will be put on a listserv discussion list. Those wanting to work entirely alone may request to be removed. Otherwise, we can use the listserv discussion to share questions and experiences thereby enriching our individual learning. In the syllabus below, lessons are grouped under four weeks. If we all try to work at this pace, the listserv discussion will be more meaningful. ### Workshop Syllabus: Week 1 - Lesson 1: Consumer Trends, Characteristics and Demographics Description: Review of consumer trends, characteristics and demographics of the world's top 20 business economies and the emerging markets of _C_ hina, _I_ ndia, _B_ razil, _I_ ndonesia, _R_ ussia - _S_ outh Korea, _P_ oland, _A_ rgentina, _C_ entral and Eastern _E_ urope [CIBIR SPACE] This includes a review of learning styles, life expectancies, literacy rates, aging patterns, language usage, cultural differences and much more. Week 1 - Lesson 2: Information Infrastructure Trends Description: Review of information infrastructure trends taking place in the world's top 20 business economies and the emerging markets of _C_ hina, _I_ ndia, _B_ razil, _I_ ndonesia, _R_ ussia - _S_ outh Korea, _P_ oland, _A_ rgentina, _C_ entral and Eastern _E_ urope [CABER SPACE]. This includes a review of the numbers and use of telephones, cell phones, radios, radio broadcast stations, TVs, TV broadcast stations, Internet service providers, e-commerce, available bandwidth and much more. Week 2 - Lesson 3: Marketing Philosophies Description: Traditional marketing [One market of billions], mass-marketing, segmentation and product line extension, niche marketing, selling value add and today's One-to-One Marketing Philosophy [Billions of markets of one] will be discussed. Week 2 - Lesson 4: Technology-Related Laws, Standards and Guidelines Description: Sections 255, 508 and the Americans with Disabilities Act Week 3 - Lesson 5: Consumer and E-Commerce Buying Trends and Statistics [Part 1] Description: E-Commerce critical success factors, why businesses invest in e-commerce, why consumers invest in e-commerce, E-Commerce Statistics, E-Commerce Revenues and much more. Week 3 - Lesson 6: Consumer and E-Commerce Buying Trends and Statistics [Part 2] Description: Continuation of Lesson 5. Week 4 - Lesson 7: Overview of Disabilities Description: Deafness, Hearing Impairments, Blindness, Low Vision, Dexterity Disabilities, Cognitive and Learning Disabilities, Communication Disabilities and mobility disabilities Week 4 - Lesson 8: Technology Trends Description: Review of technology trends taking place in the world's top 20 business economies and the emerging markets of _C_ hina, _I_ ndia, _B_ razil, _I_ ndonesia, _R_ ussia - _S_ outh Korea, _P_ oland, _A_ rgentina, _C_ entral and Eastern _E_ urope [CIBIR SPACE]. This includes a review of local bandwidth usage, borrowers, monitor resolutions, color-depths, Internet technologies and much more. Week 5 - Lesson 9: Assistive Technology (AT) Overview Topics Covered: Deaf/Hard of Hearing: Teletypewriters (TTYs), PC- TTY modems, telephone amplifiers, assistive listening systems, and visual signaling devices. Blind/Low Vision: Magnification systems, speech and Braille output systems, scanner/reader systems, Braille embossers, and Braille notetakers. Dexterity Disabilities: Alternative keyboards, word prediction software, speech recognition systems, pointing devices, hands-free computer interface systems, and keyguards. Cognitive/Learning Disabilities: Talking dictionaries and scanner/reader systems. Communication Disabilities: Electronic communication aids and speech output systems to augment communication. Week 5 - Lesson 10: Accessible Design Methodologies Topics Covered: Principles of "Universal" Design Accessible design guideline references for software, hardware, consumer electronics, interactive transaction machines [ATMs, self-service and informational kiosks] and websites Week 6 - Lesson 11: Electronic Curbcuts Description: A rich history of electronic curb cuts will be presented. Many examples, references and videos that overview today's curbcuts or in other words the mainstream business benefits of accessible electronic and Information Technology (E&IT) design! < Week 6 - Lesson 12: Evaluation Tools for Compliance Description: Many resources will be covered here in support determining the access compliance of software, hardware, consumer electronics, interactive transaction machines [ATMs, self-service and informational kiosks] and websites ![Back to EASI Workshop page](../images/4sml.gif) ![TC](http://c2.thecounter.com/id=1432144) <file_sep>The University of Texas at Austin \| Fall semester 2002 ---\|--- Government 320L/MES 323K.1 \| Prof. <NAME> Extension course #63165/63335 \| Office: Burdine 422 Burdine 224: M 6-9 \| Office hrs: Tu , Th 10-11, 2-3 grader: \| or by email # Arab-Israeli Politics > * Course Content > * Class discussions over the Internet > * Simulation game > * Required texts: > * Course requirements: > * Role profiles (500 words) > * Annotated bibliogaphies > * Simulation game participation > * Debriefing Paper (500 words) > * Schedule of Topics and Readings Back to Arab-Israeli Politics home page * * * ### Course Content This is a course about politics and clashing value systems, not history, but first you will need to learn the history and learn why you are learning the historical facts that are presented. You will also discover that "Arab- Israeli" politics really involves several levels: 1) conflicts between Arabs and Israelis in Palestine/Israel, 2) conflicts between the state of Israel and various Arab states in the region, 3) conflicts, muted since the end of the Cold War but still present, between powerful states outside the region who are sucked into the first two sets of conflicts, 4) conflicts within the American community over the nature of our commitment to Israel and how to reconcile it with other national interests, 5) conflicts within the Israeli body politic over relationships with their Arab neighbors, and 6) conflicts between Arab states and within the various Palestinian communities over their relationships with Israel. This course is designed to enhance your understanding of these domestic, regional, and international factors in the "Arab-Israeli" conflict. Some of these conflicts may divide you as well as the protagonists in the Middle East. You will be expected to develop an understanding and empathy with the protagonists, whatever your own views on the subject may be. You will learn to appreciate the clashes in values that may accompany conflicting political perspectives. You may deepen your own appreciation of some of the moral dilemmas underlying political choices. Irrespective of your own convictions, you will be expected to develop your critical faculties, in order to be able to detect "bias" or "spins" in narratives of the Arab-Israeli conflict and in the daily press, whether in the form of "news" reports or editorial opinion. In the guise of "objective" narrative and "scientific" analysis crucial facts may be omitted, or others emphasized that reinforce the views of some protagonists against others. To detect the omissions or get a feel for the balance or lack of balance in a supposedly objective report, you will need to acquire a good command of the history of conflict between Arabs and Jews over territories named "Palestine" and "Israel." How far back? In one of your required readings, <NAME> starts off with Biblical times (circa 1400 BC). Smith's book was attacked by some reviewers on the ground that Zionism emerged as a cultural and political movement only in the late nineteenth century. Table of contents \| Back to Arab-Israeli Politics home page * * * ### Class discussions over the Internet While we will try to discuss various points of view in class, you are also expected to express some of your views and perceptions in "chat," our electronic discussion forum. This forum is protected by a password, so that it is very much like our classroom. Make a comment and it will be seen only by other members of the class, your TA, and your professor. Your contributions will count toward your class participation grade. You should get practice using the Internet in plenty of time for our electronic simulation game, which begins in early October. Table of contents \| Back to Arab-Israeli Politics home page * * * ### Simulation game The best way to develop your empathy and critical understanding of the various protagonists is through hands-on experience. You will therefore all be involved in a simulation game of diplomatic interaction among the major players of the Arab-Israeli conflict. We will be joining classes of students from Macquarie University in Sydney, Australia. We willl be sending computer messages back and forth among ourselves and between our players and theirs. Each of you will represent a particular actor in the conflict. The instructor will try to take account of your personal preferences in selecting the role. The richest experience, for those of you who already have strong convictions and seek to develop empathy for conflicting perspectives, may be to play the role of one of your "enemies." But most of you probably just want to learn something about the Middle East and have no particularly entrenched views. No prior experience or course work is required, and you should not feel intimidated by students who are really seem to know a great deal about the Middle East. Whatever your previous knowledge of the Middle East, expect to spend a fair amount of time on this course crritically evaluating what you think you already know, preparing position papers and exchanging messages through our computer-conferencing system. No prior experience with computers is needed to complete your work satisfactorily, but you will need to type. You will enhance your computer literacy and learn how to use the Internet as a research tool. Table of contents \| Back to Arab-Israeli Politics home page * * * ### Required texts: You will be expected to purchase (or share): <NAME>, _Palestine and the Arab-Israeli Conflict_ ,4th edition (St. Martin's Press, 2000) <NAME>, _How Israel Was Won_ (NY: Lexington, 1999) Recommended: <NAME>, _The Second Republic: Politics in Israel_ (Chatham House, 1997) <NAME>, _Refugees into Citizens_ (NY: Council on Foreign Relations, 1997) <NAME>, _The Sampson Option_ , New York: Vintage, 1991 <NAME>, _Palestinian Identity_ (Columbia UP, 1997) <NAME> and <NAME>s, _The Israel-Arab Reade_ r, Penguin1995 \- strongly recommended for in-depth documentation. <NAME>, _Water and Power_ (Cambridge UP, 1995) <NAME>, _Building a Palestinian State_ (Indiana UP, 1997) <NAME>, _A History of the Israeli-Palestinian Conflict_ (U of Indiana Press, 1994) All of the above have been put on reserve in the Undergraduate Library. You should also be reading either The New York Times, The Washington Post, or the Christian Science Monitor regularly, and/or use our UT resources. The Jerusalem Post, Haaretz, and the Jerusalem Dawn (Al-Fajr), available in PCL, or Palestine Report, online only, also provide useful and timely insights, respectively from conservative and progressive Israeli and from Palestinian perspectives. You may also subscribe in class to _Middle East International_ ($10 for 6 or 7 issues to be received in the course of the semester) if you get your order to the instructor by September 6. You also have free access, with the class password, to some new resources that I will be mailing you, and also to summer 2002 resources that I have collected for you and other classes. Table of contents \| Back to Arab-Israeli Politics home page * * * ### Course requirements Grading Midterm 25% Role Profile Paper 10% Annotated bibliography 10% Game participation 10% (includes game plan) Debriefing paper 10% Class Participation 10% (includes computer "chat" participation) Identifications Test 25% Important Dates > 1) teams (3 students) to be constituted by Monday, Sept. 16. 2) teams present bibliographies, annotated with summaries of relevant information, by Monday, Sept. 23 3) game role profile due Monday, Sept. 30. 4) MID-TERM EXAM: Monday, October 7 5) game playing, Oct. 14 to Nov. 1 with Australia, then finalize Israeli-Palestinian negotiations Nov. 4-18. 6) debriefing report due Monday, Nov. 25. 7) IDENTIFICATIONS TEST: Monday, Dec. 2. Table of contents \| Back to Arab-Israeli Politics home page * * * Role profiles (500 words) You will be expected, in teams of three students each, to do some research on the character you are representing in the game and to write a role profile of about 500 words. You will present one copy in class on Sept 30, and you will also transmit it to our collection of role profiles on the Internet. (We will explain in class to you the mechanics of signing into our computer system and sending messages). You will pay special attention to his or her statements and positions with respect to Middle East foreign policies and strategies in general, and the Arab-Israeli conflict in particular. Here are the sorts of information to look for: TITLE: Check to make sure your assigned title is correct, if you were given a name. ROLE NAME: given in handout or to be researched in light of your title. PHYSICAL DESCRIPTION: Optional and please be very brief if you happen to come up with something. BACKGROUND BIOGRAPHICAL INFORMATION (do the best you can): Place of birth: Date of birth: Schooling: Career pattern: Present post: DISCUSSION OF POLITICAL GOALS AND STRATEGIES: (Very important, and you can do it for the country even if you don't have much personal information). How they developed and how they relate to your topic at hand, the Arab-Israeli conflict and peace process. ROLE DESCRIPTION: your duties and responsibilities, political position and power should be analyzed. POLITICAL ALLIES AND OPPONENTS: Specify your principal allies and adversaries within the simulation. GREATEST CONTRIBUTIONS (optional): Major past accomplishments of which the other players should be made aware. ROLE PLAYING NOTES (optional): Character-related information that is significant for the simulation, eg. foibles and desires, reputation. MEANINGFUL QUOTATIONS (optional): These might indicate some of the actor's views relevant to the simulation. SOURCES (very important for grading purposes): give sources in your annotated bibliographies, and pay attention to the quality of the evidence. (See your syllabus for suggestions on electronic sources; you may also try the PCL reference room) Table of contents \| Back to Arab-Israeli Politics home page * * ### Annotated bibliogaphies You will also present annotated bibliographies of the sources you used to prepare the role profile. You will present one copy in class on Monday, Sept 22, and you will also transmit it to our archive of annotated bibliographies on the Internet. The bibliography should consist of at least 10 useful sources about your character and his/her policy concerns (on issues such as Jersualem, water, settlements, compensation for refugees, the future political status of Palestine, etc.). You may be able to locate samples of your character's speeches. The sources may be articles, books, or electronic files. Electronic sources can be documented with their URL (http://......). You should make a brief critical summary of each source. Make sure that the electronic verson of your annotated bibliography has an informative subject header, such as the name of your character or a substantive subject heading. You may break your bibliography down into separate items corresponding to your sources. For your bibliography and general information, you may access many useful materials, including translations of the foreign press, over the Internet. You may not even need to go to the library, just use our course home page internet resources and surf the net for a tremendous amount of information! Or look at the supplementary bibliographies in mena-politics, or, better still, try to find relevant resources in www.assr.org. If you go to the periodical room of the PCL, you may consult translations of various Middle Eastern newspapers and speeches of political leaders on microfiche. Ask the periodical librarian for suggestions and instructions on how to use the microfiches (JPR series of translations of speeches and newspaper articles by Foreign Broadcasting Information Service, FBIS--now also available online for UT students via the WWW from the UT Libraries home page). For briefings on the military strengths and weaknesses of the various protagonists, consult the annual reports of the Institute of Strategic Studies (London) and other materials (SIPRI, for example) available in the reference room of PCL. You may find lots of up-to-date material, including Middle East International, in the Middle East Center's library. The Center is on the 6th floor of the West Mall Bldg. Table of contents \| Back to Arab-Israeli Politics home page * * * ### Simulation game participation You will each be expected to sign on and participate in the simulation game at least once every other day (including weeekends) from October 14 to November 8. Each role team will be expected by October 11 to mail to Control a game plan outlining your strategy in response to the game scenario you receive on October 7. * * * ### Debriefing Paper (500-700 words) You will then be expected to write a second paper of no more than 700 words, due Monday, Nov. 25, (hard copy in class, electronic version to the "debriefings" file) presenting your impressions of the game, what you learned from it, and how "realistically" you thought other characters performed in the game. Try to avoid play-by-play descriptions and summaries of what happened. You will be graded for your originality and perceptiveness and also for your ability to document your insights. You should footnote required readings and research you did in connection with the course when comparing "real life" with what went on in the game. A good paper will have a lead idea and develop a well documented argument. Table of contents \| Back to Arab-Israeli Politics home page * * * ### Schedule of Topics and Readings (on Reserve, UGL): Sept. 9 : Getting started: discussion of simulation game procedures and requirements. Readings: 1) Get familiar with our WWW home page for Gov 320L/MES 323K/TLC 331 at www.la.utexas.edu/chenry/aip. 2) Start reading Thomas, pp. xiii-xviii, 303-312 (for our class discussion), pp. 1-35. Sept. 16 : Teams to be formed, Subscriptions ($10 for 6 or 7 issues) to _Middle East International_? 1) Conceptual themes: issues of national self-determination, dialogue, and perspective ("bias"). The importance to the United States of resolving the Arab-Israel conflict. Impact of the Second Gulf War (1990-91). Readings: Thomas, pp. 1-35, 289-302 (Appendix on Government and Democracy in Israel) Smith, pp. 1-11 2) The Middle East context: a strategic area, unstable and "penetrated" political systems, diplomatic paralysis, and local arms races. Readings: Smith, pp. 11-22 3) Arab and Jewish nationalisms: an overview. Readings: <NAME>, _Palestine and the Arab-Israeli Conflict_ , pp. 23-57 Laqueur and Rubin, _The Israel-Arab Reader_ , pp. 16, 599-611, or Smith, pp. 75, 506-510, for the Balfour Declaration of 1917 and the Israeli-PLO Declaration of Principles of Sept. 13, 1993. Visit the Israeli Ministry of Foreign Affairs website for a detailed list of accords and agreements concerning the peace process since 1993. Go to the bottom of the home page to click on "Peace process" and then to the left you can click on their "Reference Documents" archive. Sept. 23 : Annotated bibliographies due 1)The Status of Palestine: Thrice-Promised Land 1915-1922. Readings: Smith, 58-108 2) The Issue of Autonomy: British dilemmas over Palestine: conflicting commitments concerning political representation, land, and people. Readings: Smith, pp. 109-166, 511-516 ("Oslo 2" of September 28, 1995). You may also want to read more recent documents from the Israeli foreign ministry's home page, such as the Hebron accords of January 17, 1997, including attached notes. Also you may study Smith, p. 473, outlining the areas A and B from which the Israeli army is redeployed. under Oslo 2. You may view lots of maps at our PCL and also at the Foundation for Middle East Peace. And here is how one Palestinian research center views the situation on the ground : Recent Israeli Plan for Cantonizing the Palestinian Territories (Oct. 21, 2000). 3) Issues of Internal Security and Terrorism--"Gun Zionism" and the Emergence of Israel Readings: Thomas, 37-94 <NAME>ed Smith, pp. 167-222 also recommended: <NAME>, _A History_ , pp. 273-335 and, to get a sense of political parties and elections in Israel, Arian, The Second Republic, pp. 103-140 (about Israeli political parties and elections) or search from the Israeli foreign ministry's home page Sept. 30 : Game role profiles due. 1) The Issue of Regional Security: Recalling the Arab-Israeli Conflict, 1949-56. Reading: Thomas, 95-131 Smith, 223-260 2) From War to War, 1956-1967 Readings: Thomas, 133-188 Smith, pp. 261-300 Smith, pp 341-42, or Laqueur and Rubin, The Israel-Arab Reader, pp. 217-218: UN Security Council Resolution 242. Optional: browse through the home page of the USS Liberty Oct. 7 : Start playing Sim game 1) review session 2) Midterm exam: to consist of two parts: 1) 10 identification questions (eg. what/when was the Madrid Conference and what was its significance? ....Golan Heights?..(you would also need to put this one on a blank map we will give you) for 50% of the grade, and 2) an essay question (chosing 1 out of 2 or 3). 3) Costs of Diplomatic Paralysis: the 1973 War. Step by step vs. comprehensive solutions? Readings: Thomas, 189-208 Smith, pp. 301-350 Role profiles and annotated bibliographies due: hard copies in class. Please also post them in the computer system as instructed. You may use our WWW home page form or e-mail to <EMAIL> and <EMAIL>. Read game scenario and begin playing: consult with your team and send a message to Control briefly (300 words) indicating your strategy in the game. Save a copy to yourself as this will help you later when you debrief at the end of the game. Hard copy due in class Oct. 14. Oct. 14 1) Regional Insecurity and Lebanon: the American expeditions of 1958 and 1982. Readings: Thomas, 209-242 Smith, pp. 351-405 2) The Intifada, the Transformation of the PLO, and the Gulf Crisis: Pressures for Peace. Readings: Thomas, 243-262 Smith, pp. 406-456 Palestinian Declaration of Independence Oct. 21 : The Israeli-Palestinian Peace Process. Continuing Peace with Jordan? Readings: Thomas, 263-268 Smith, pp. 457-524 optional: Israel-Jordan Treaty (Oct. 26, 1994). Oct. 21 : Syria and the Golan Readings: Compare the Israeli settlers' history of the Golan Heights with the references listed in Smith's index on p. 534\. Reread Smith, pp. 270-271, 516-524 Oct. 28 : 1) Collapse of the Peace Process since Camp David II? Readings: <NAME>, Fictions About the Failure at Camp David, New York Times, July 8, 2001. <NAME>, Quest for Mideast Peace: How and Why It Failed, New York Times, July 26, 2001 <NAME>, FROM OSLO TO CAMP DAVID TO TABA: Setting the Record Straight (Wash Institute of Near East Policy). <NAME>, Misrepresentation of Barak's offer at Camp David as "generous" and "unprecedented" ARIJ, The withdrawal percentages: what do they really mean? <NAME>, "Is reconciliation still possible?" Jersualem Post, June 13, 2001 The Mitchell Plan (February 2001) Background: Noam Chomsky, A Painful Peace (1996) or The Israel-Arafat A greement (1993) <NAME>, Israel Today & Always: Between the Lines - What is a Palestinian? (Jewish Defense League website) 2) The refugee and settlement issues Readings: Arzt, pp. 101-123 (UGL reserve) Applied Research Institute, Jerusalem, Recent Israeli Settlement Activity, read one of the case studies, including maps Smith, pp. 472-473 map of Israeli settlements Nov. 4 : 1) The issue of Water Reading: <NAME>, Water Disputes in the Jordan Basin Region optional: <NAME>, Water and power (Cambridge University Press, 1995) 2) The issue of Jerusalem Readings: The Debate at Camp David over Jerusalem's Holy Places (July 2000) \- (Middle East Media Research Institute) An official Israeli view: Basic Law and links to legal background paper. A Palestinian view: The Status of Jerusalem Reconstructed Maps of Jerusalem and Har Homa=Abu Ghnaim, also in Thomas, p 273. Game ends Friday, Nov. 8 with plenty of news! Nov. 11 : 1) Game negotiations: inclass? 2) U.S. foreign policy: oil and domestic constraints Readings: optional: <NAME>, They Dare to Speak Out, 25-49 visit AIPAC and Washington Report, April/May 1997, pp. 43-44. Nov. 18 : Arms control, the War Against Terrorism, and nuclear proliferation Readings: optional: <NAME>, _The Sampson Option_ Nov. 25 : Debriefing papers due Discussion of the sim game outcome... Summing up the peace process in the real world: prospects for Palestinian self-determination and Israeli security? Readings: Review Thomas, pp. 263-288; Smith, 457-503 Examine our in-class New Resources \- especially TBA Dec. 2: Review session and Identifications Test Table of contents \| Back to Arab-Israeli Politics home page * * * August 21, 2002 Department of Government, College of Liberal Arts, University of Texas at Austin. Questions, Comments, and Suggestions to <EMAIL> <file_sep># CS 1320 (Principles of Algorithm Design I): Syllabus ## Prerequisites None. ## Course description This course is the first course for computer science majors, following the guidelines established by the Association for Computing Machinery. This course also partially satisfies the requirements for _Understanding the World Through Science_ of the common curriculum. The course content will include learning about block structured strongly typed programming languages as well as conceptual information including beginning data structures, computer arithmetic, computer organization, operating systems, programming languages, sorting, and searching. Our study will include data types, arrays, strings, structures, files, recursion, decisions, and loops. ## Course goals and objectives The objectives of this course include, but are not limited to, the following: * learning fundamental problem-solving methodology * applying problem-solving techniques to algorithm design * implementing algorithms in a suitable programming language * development and analysis of algorithms * introduction to the basic topics in data structures * introduction to sorting and searching algorithms ## Instructor Instructor: Dr. <NAME> E-mail: <EMAIL> Web page: http://www.cs.trinity.edu/~bmassing/ Office: Halsell 201L Office hours: See my Web page. Office phone: (210) 999-8138 ## Textbook _Problem Solving in C++ Including Breadth and Laboratories_ ; Angela B. Shiflet; PWS Publishing Company; 1998. ## Other references (This list of references graciously provided by Dr. Eggen.) * Cormen, Leiserson and Rivest, _Introduction to Algorithms_ , McGraw Hill, 1990. * Eggen and Eggen, _Introduction to Computer Science using C_ , PWS Publishers, 1996. * Hanly, Koffman, and Friedman, _Problem Solving and Program Design in C_ , Addison Wesley, 1993. * Kelley and Pohl, _C by Dissection: The Essentials of C Programming_ , <NAME>, 1992, Second Edition * Kernighan and Ritchie, _The C Programming Language_ , Prentice Hall, 1988, Second Edition. * King, _C Programming: A Modern Approach_ , Norton Publishers, 1996. * Schildt, _C: The Complete Reference_ , McGraw Hill, 1990, Second Edition. * Sobell, _A Practical Guide to the Unix System_ , <NAME>, Third Edition, 1995. ## Grades The grades in this course will be determined by the results of * three exams, two in class and one during the scheduled final-exam period, * several homework assignments, and * periodic quizzes. Averages will be calculated as a simple percentage, i.e., points earned divided by points possible. Exams will account for approximately 40 percent of the total points (with the two in-class exams equally weighted and the final worth twice that much); homeworks will account for about another 40 percent; quizzes will account for the remaining 20 percent. Letter grades will be assigned according to the following scale * 90-100: A * 80-89: B * 70-79: C * 60-69: D with plus and minus grades assigned in marginal cases. ## Exams Exams are comprehensive but will emphasize the most recent material. They are scheduled as follows. Please plan accordingly. * Examination 1: February 18, in class * Examination 2: March 24, in class * Final Examination: May 6, 8:30am ## Quizzes There will be a short quiz almost every Monday, covering material since the previous quiz. ## Homeworks Several homework assignments will be required for successful completion of this class. Each assignment will be due at the _beginning of the period_ on the day assigned. Most homeworks will be laboratory problems, which will be coded in a suitable programming language. You are encouraged to use the department's network of Unix machines, but unless otherwise specified for individual assignments, you may use any other system that provides a suitable environment. Detailed requirements for problem submission will be provided with each assignment. ## Attendance Regular class attendance is strongly encouraged. ## Class Web page Much course-related information (this syllabus, homework assignments and sample solutions, example programs, and so forth) will be made available via the World Wide Web. You can find the home page for the course at http://www.cs.trinity.edu/~bmassing/CS1320_2000spring/info.html. This page is not only a starting point for Web-accessible course material but will also be used for course-related announcements, so you should plan to check it frequently. ## Late and missed work Exams can be made up only in cases of documented conflict with a university- sponsored activity or documented medical emergency. The former requires prior notice. Homework will normally be accepted up to five days late, at a penalty of 10 percent off per day. More stringent deadlines may be imposed for individual assignments. Quizzes cannot be made up. However, in computing a final average for each student, the lowest quiz score will be dropped, allowing each student to miss one quiz without penalty. ## Collaboration and academic integrity Unless otherwise specified, all work submitted for a grade (exams, quizzes, and homeworks) must represent the student's own individual effort. Discussion of homework assignments among students is encouraged, but not to the point that the actual program code is being written collectively. Programs that are identical beyond coincidence are in violation of the Academic Integrity policy of the university and will result in disciplinary action, including, but not limited to, a failing grade on that assignment for all parties involved. You are responsible for the security of your work, both electronic and hard copy. <file_sep># UNITED STATES NATIONAL COMMITTEE FOR BYZANTINE STUDIES #### (Presented courtesy of the University of South Carolina) ## Welcome to the United States National Committee for Byzantine Studies WEB Page ### The following information is available: * National Committee Executive Committee * National Committee Members * Contact the President * Memos from the President * Paris Congress in 2001 * Byzantine Studies Conference * Discussion Lists Related to Byzantine Studies * WEB Sites of Interest to Byzantinists * * * ## U.S. National Committee Executive Committee * * * ## National Committee Members * * * To contact <NAME>, President of the U.S. National Committee on Byzantine Studies, send Email to President * * * ## Presidential Memo #1 * * * ## Information on Paris Congress 2001 * * * ## Byzantine Studies Conference Web Page * * * ## Discussion Lists of Interest to Byzantinists * BYZANS-L * LT-ANTIQ * NUMISM-L * MEDIEV-L * ANCIEN-L * CLASSICS ## Discussion List WEB Sites and Archives * Discussion List Archives (LT-ANTIQ, ANCIEN-L, BYZANS-L, CLASSICS, NUMISM-L, ROMARCH) * Discussion List Logs (Heidelberg) * Medieval Academic Discussion Groups (Towson) * * * ## WEB Sites of Interest to Byzantinists * Byzantine Sites (Dumbarton Oaks) * Byzantine Studies Conference (South Carolina) * Byzantium (Halsall) * Byzantium Project On-Line * Survey of Byzantine History * Late Roman/Byzantine/Barbarian Genealogy (Hull) * Antiquity/Byzantium/Late Latin (Regensburg) * Byzantine Architecture * Art and Architecture of the Byzantine East (syllabus) (Willamette) * Early Byzantine Art and Architecture" (Ravenna) * Early Christian and Byzantine Architecture (Vermont) * Byzantine Architecture Project (Princeton) * Constantinople: <NAME> (Princeton) * Split: Diocletian's Palace (N. Carolina) * Constantinople WEB Site (Illinois) * Karanis, Egypt (illustrations) (Michigan) * Jerusalem in Late Antiquity (Jerusalem) * Macedonia during the Byzantine Period (Vergina) * Consuls and Emperors * Ethnohistory Database (Catalogues of Barbarian Peoples) * Griechisch-roemisches und koptisches Aegypten (Heidelberg) * Justinian, Digest: Corrections * Justinian, Institutes (Aberdeen) * Marriage Laws (CJ, Digest) (Fordham) * Legal texts (CTh, CJ, Digest, Institutes, Papinian, Ulpian) (Aberdeen) * Berger Collection of Ancient and Byzantine Coins * Byzantine Coins * Justin I (coin) (Lawrence) * Mt. Athos Monastery Site (Manuscript Catalogue) (Bates) * Advanced Papyrological Information System (Columbia et al.) * Aegyptisches Museum und Papyrussammlung (Berlin) * Yale University Papyrus Collection * Carlsberg Papyrus Collection (Copenhagen) * Corpus dei Manoscritti Copti Letterari (Rome) * Duke Papyrus Archive (Duke) * Greek and Coptic Papyrus Codices and Scrolls * Heildelberger Gesamtverzeichnis der Griechischen Papyrusurkunden * Papyrologie et histoire * Papyrus Collection at Institute of Greek and Latin (Copenhagen) * Papyrology Page (Michigan) * Papyrus Page (Michigan) * Tebtunis Papyri Collection (Berkeley) * De imperatoribus romanis (Late Roman and Byzantine Emperors) (Salve Regina) * Late Roman/Byzantine/Barbarian Genealogy (Hull) * Rulers of the Roman World (Consuls,Emperors) (Wittering) * Aristotle and Neoplatonism in Late Antiquity * Christianity - The Byzantine Empire (Michigan) * Manichaean WEB Site (Lund) * Patristic Studies (Fribourg) * Project Wulfila * Orr, "The Development of the Byzantine Solidus" * Bagnall, Egypt in Late Antiquity (Princeton) * Dzielska, Hypatia of Alexandria (Harvard) * Haas, Alexandria in Late Antiquity (Johns Hopkins) * Ishak, Greek and Coptic Papyrus Codices and Scrolls * Kaegi, Byzantium and Early Islamic Conquests (Elton, review) (BMMR) * Constantine * Constantinople * (Justinianic law) (Kansas) * Williams, "The Life and Legacy of Hypatia" * Dumbarton Oaks * Onassis Center for Hellenic Studies (NYU) * Bibliography on Women in Byzantium (Guoma-Peterson) (Wooster) * * * Webmaster: <NAME> * * * ![ USC Home PageY](icons/uschome.gif) \| This page updated 10 November 1999 by <NAME>, URL http://www.sc.edu/bsc/usnat Copyright 1999, the Board of Trustees of the University of South Carolina. ---\|--- * * * USC HOME PAGEY <file_sep> ### American Literary Traditions (ENGL 210) _Annotated_ _Syllabus_ __ ### Fall 1997 M, 8:50-10:05--ICC 105; W, 8:50-10:05--Reiss 282 Prof. <NAME> - <EMAIL> <NAME>, Collaborating Instructor - <EMAIL> Syllabus Section Links: * Abstract * The Annotated Reading Schedule (Course Reflections and Reading Benchmarks) * Required Texts * Student Responsibilities * Traditional and Hypertext Paper Requirements Abstract This course will examine several works of American fiction as they have shaped and been shaped by some of the most important literary traditions in the United States. This course is not a "survey" course, but it is intended to be an introductory course for the study of the multiple literatures of the United States. Our focus will be primarily how the aesthetic, rhetorical, formal, and cultural dimensions of the works are expressive of a variety of shared themes such as human and cultural memory, the meaning of national history, cultural and social construction of self-identity, and dramas of racial difference. The course will meet one day a week in a conventional classroom and one day a week in a networked computer classroom, where we will learn to use a variety of electronic tools for analyzing and seeing these literary texts in new ways, as well as writing about them in nontraditional, multimedia formats. (return to top) Course Online Syllabus/Web pages : http://www.georgetown.edu/bassr/traditions.html #### READING SCHEDULE AND "BENCHMARKS" Wed 8/27 Introduction to course, web site, key concepts. Mon 9/1 No class Wed 9/3 Silko, "Language and Literature from a Pueblo Perspective" (handout); <NAME>, "Afternoon" (available online in any ACS public lab). Mon 9/8 Twain, _Pudd'nhead Wilson_ (through p. 226) Wed 9/10 Twain, _Pudd'nhead Wilson_ (finish) Mon 9/15 Twain, _Pudd'nhead Wilson_ ; Thomas, ed. Plessy v. Ferguson Wed 9/17 Twain, _Pudd'nhead Wilson_ ; Plessy readings, cont. Mon 9/22 Morrison, _Beloved_ (part one, through p. 165) Wed 9/24 Morrison, _Beloved_ Mon 9/29 Morrison, _Beloved_ (parts two and three, finish) Wed 10/1 Morrison, _Beloved_ ; <NAME>.D., "Bearing Witness, or the Vicissitudes of Memory," and extracts from _Ruins of Memory_ , Laurence Langer. Mon 10/6 Morrison, _Beloved_ Wed 10/8 Morrison, _Beloved_ , holocaust/memory; Melville, _Moby-Dick_ (Intro, Etymology and Extracts) Traditional Analysis Paper Due Mon 10/13 Columbus Day Wed 10/15 Melville, _Moby-Dick_ (through p. 117, "The Lee Shore") Mon 10/20 Melville, _Moby-Dick_ (through p. 289, "Of the Monstrous Pictures of Whales") Wed 10/22 Melville, _Moby-Dick_ (through p. 482, "The Pequod Meets the Samuel Enderby of London") Begin Working on Moby-Dick Hypertext Analysis Paper * Assignment * Moby-Dick Projects from Fall 1997 Mon 10/27 Melville, _Moby-Dick_ (finish) Wed 10/29 Melville, _Moby-Dick_ Mon 11/3 Melville, _Moby-Dick_ Wed 11/5 Melville, _Moby-Dick_ Hypertext Analysis Paper Due Mon 11/10 Silko, _Ceremony_ (through p. 130) Wed 11/12 Silko, _Ceremony_ ; T.C. McLuhan, "Dream Tracks" Mon 11/17 Silko, _Ceremony_ (finish) Wed 11/19 Silko, _Ceremony_ ; Holocaust readings Mon 11/24 Spiegelman, _Maus_ (Book I) Wed 11/26 Spiegelman, _Maus_ (Book II, finish) Mon 12/1 Spiegelman, _Maus_ ; Holocaust readings. Wed 12/3 Spiegelman, _Maus_ ; Holocaust readings Final Hypertext Projects/Papers due: Friday , December 19, at 4:00pm. (return to top) * * * #### Required Texts: <NAME>: _<NAME>_ <NAME>: _Beloved_ <NAME>: _Moby-Dick_ <NAME>: _Ceremony_ <NAME>: _MAUS: A Survivor's Tale_ Brook Thomas, ed. _Plessy v. Ferguson: A Brief History with Documents_ plus essays and selected readings, including: Silko, "Language and Literature from a Pueblo Perspective"; <NAME>, "Afternoon" (hypertext fiction); selected readings on Holocaust, memory, and testimony; T. C. McLuhan, "Dream Tracks"; and a few others. We will also do a lot of work with Internet sites dealing with the authors, their works, and contexts. (return to top) ACADEMIC HONOR CODE: Students should be familiar with the GU honor code and are reminded that rules for plagiarism and other honor violations apply as rigorously to electronic work as printed work. FOURTH CREDIT OPTION: Students who are engaged in community service are encouraged to make connections between their work and the many possible connections in this course, either in conversation or through their hypertext projects. I encourage students who are interested in the fourth credit option for applying their service work to learning to speak to me early in the semester to make arrangements for it. (return to top) #### Student Responsibilities: Students are expected to attend class, keep up with the reading, and actively share in the responsibility for making knowledge in the course. Student participation in class, engagement with the materials, preparedness with reading questions and passages, participation in the course's electronic activities, including all electronic classroom activities will weigh significantly in the grading. Student responsibilities fall into three categories: Reading Questions: Each week, the reading will be accompanied by reading questions, which will be distributed variously by paper, the Web site, and the listserv. You are responsible for being prepared on the reading questions (never more than 1 or 2 at a time). Sometimes, instead of specific questions, I will ask you simply to prepare a passage that you felt was important, for which you can identify key themes, issues, and connections. Sometimes you will be asked to write on a reading question when you come into class; sometimes I will use the reading questions as the basis for class discussion and call on you to speak to the questions for a minute or two; othertimes the reading questions might guide or inform our work with electronic texts and Internet archival work. The Reading Questions are not optional guides for the reading, but a critical component of the course. Hypertext Journals: Every Wednesday we will be in Reiss 282, doing electronic work with electronic texts and resources. Most of these activities will be done in pairs, or groups, and will involve writing research and synthesis reflections in a Web- journal. You will use Netscape's text editor as your hypertext writing environment, enabling you to make direct electronic links to outside resources, as well as linkages to other students' work. Analysis Paper: One third of the way through the course, there will be a traditional analysis paper, related to Twain, Morrison, and all other readings thus far. This paper can be built on and transformed in the next hypertext project. Hypertext Projects ("papers"): There are two hypertext "papers" in this class, in the form of hypertext writing projects. I make no assumptions about technical skills so you will get training and help to write your hypertext projects. You will also be assigned to a "writing group" so that you can count on a few others for feedback and mutual assistance. The two hypertext projects will come at the two-thirds point and end of the semester. Much more information will follow about these. (return to top) * * * American Literary Traditions homepage Course Portfolio homepage --- <file_sep>![wpe1.jpg $4138 bytes$](../_borders/top.ht1.jpg) --- Welcome to FNAN 301 \| \| ![](../_themes/capsules/capbul1a.gif)\| FNAN 301 SYLLABUS - Fall, 2002 ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| Schedule of deliverables - quizzes, cases, exams, and computer lab days ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| CACI Financial Analysis ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| Introduction to Finance Functions in Excel ---\|--- POWERPOINT PRESENTATIONS (Click on the TEXT to download the powerpoint presentations for each chapter. You may want to save them to your hard drive. To print them, you will need Microsoft Office Powerpoint. To take notes using the slides, print them as handouts and either 3 or 6 to a page.) \| ![](../_themes/capsules/capbul1a.gif)\| CHAPTER 1 ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| CHAPTER 10 ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| CHAPTER 2 ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| CHAPTER 11 ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| CHAPTER 3 ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| CHAPTER 12 ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| CHAPTER 4 ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| CHAPTER 14 ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| CHAPTER 5 ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| CHAPTER 15 ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| CHAPTER 6 ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| CHAPTER 16 ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| CHAPTER 7 ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| CHAPTER 17 ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| CHAPTER 8 ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| CHAPTER 20 ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| CHAPTER 9 ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| How to Read a Financial Report - link to free book from <NAME> ---\|--- Time value of Money powerpoint slides: \| ![](../_themes/capsules/capbul1a.gif)\| Time Value of Money mathematics slides ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| Time Value of Money excel spreadsheet examples ---\|--- The following table will provide examples, spreadsheets, and the case analyses that are due on September 25 and November 25, 2002. You may work in a team of no more than three students to complete this case study. \| ![](../_themes/capsules/capbul1a.gif)\| ---\|--- The following table provides the answers to the problems at the end of each chapter. \| ![](../_themes/capsules/capbul1a.gif)\| CHAPTER 1 SOLUTIONS ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| CHAPTER 10 SOLUTIONS ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| CHAPTER 2 SOLUTIONS ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| CHAPTER 11 SOLUTIONS ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| CHAPTER 3 SOLUTIONS ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| CHAPTER 12 SOLUTIONS ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| CHAPTER 4 SOLUTIONS ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| CHAPTER 14 SOLUTIONS ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| CHAPTER 5 SOLUTIONS ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| CHAPTER 15 SOLUTIONS ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| CHAPTER 6 SOLUTIONS ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| CHAPTER 16 SOLUTIONS ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| CHAPTER 7 SOLUTIONS ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| CHAPTER 17 SOLUTIONS ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| CHAPTER 8 SOLUTIONS ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| CHAPTER 20 SOLUTIONS ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| CHAPTER 9 SOLUTIONS ---\|--- The following table provides the solutions to the spreadsheet problems for the five chapters in which you should be the spreadsheet problems. \| ![](../_themes/capsules/capbul1a.gif)\| Chapter 2 spreadsheet tutorial ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| Chapter 3 spreadsheet tutorial ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| Chapter 7 spreadsheet problem solution ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| Chapter 12 spreadsheet problem solution ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| Chapter 10 spreadsheet problem solution ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| Chapter 20 spreadsheet problem solution ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| Chapter 11 spreadsheet problem solution ---\|--- The following table provides examples, solutions, and spreadsheets for a variety of topics covered in FNAN 301. \| ![](../_themes/capsules/capbul1a.gif)\| Cash Flow Estimation Spreadsheet ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| Cash Flow Estimation Examples ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| Cash Flow Estimation Examples Solutions ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| Capital budgeting examples ---\|--- \| ![](../_themes/capsules/capbul1a.gif)\| Capital Budgeting Examples ---\|--- <file_sep>The Cultural Role of the State in Pre-modern China, Islam and Europe Student Course Guide ![->](/~scg/pics/arrow.gif) Spring 1999 ![->](/~scg/pics/arrow.gif) Humanistic Studies ![->](/~scg/pics/arrow.gif) 430 ![->](/~scg/pics/arrow.gif) Professor's Syllabus --- ### The Cultural Role of the State in Pre-modern China, Islam and Europe <NAME> 1:30-4:20 F Provisional Syllabus HUM 430 THE CULTURAL ROLE OF THE STATE IN PRE-MODERN CHINA, ISLAM, AND EUROPE Spring 1999 <NAME> 1\. Schedule We meet as a weekly seminar on Fridays from 1:30 to 4:20 (except that we will have to fix an alternative time and perhaps place for Friday February 26). We'll have a ten-minute break around 3:00. 2\. Scope of course It is sometimes said that pre-modern states practiced "minimal government", and they undoubtedly tended to exert much less power over their societies than typical modern states. Nevertheless, they were remarkably varied in the authority they exercised over their subjects, and in the aspects of their lives which they made it their business to shape or control. This course is concerned the extent to which pre-modern states exercised authority over the cultures of their societies. To make the subject manageable, we will limit our primary focus to three exemplary cases: T'ang China (seventh to ninth centuries), the Caliphate (seventh to tenth centuries), and the Roman Empire (Augustus to Justinian). The aspects of culture which will mainly concern us are law, historiography, belles lettres, and religion. As we proceed, a pattern of strong contrasts between our three cases will emerge. The problem, to which I do not at this point have an answer, is to explain these contrasts. 3\. Course requirements (1) Class participation (25%). We will spend a good deal of time in close discussion of texts you have read in advance, and of wider issues raised in the reading and lectures. Your preparation and participation is vital. (2) Oral presentation (20%). After the first couple of weeks, I will assign each of you to make one or more oral presentations. These will be short (10 to 15 minutes), and will typically involve reading up on an issue of which the class will already have some background knowledge. A good oral presentation does not ramble or repeat itself, and does not present undigested facts one after the other. It is tightly organized and strongly focussed; listeners know exactly where you are going during the presentation, and are left at the end with a clear idea of what you have said. (3) Three short essays (30%). An essay should be about 1000 words long; use a normal font-size and double-spacing. Late essays will be heavily penalized (a grade a day). For a schedule of essay questions and deadlines, and some guidelines for writing essays, see below. (4) Term paper (25%). This paper should be about 5000 words long; you should concentrate on delivering the goods, in a concise and organized fashion, and avoid prolixity. Topics are a matter of negotiation between student and instructor. On or before Friday April 2, you must submit a one-page statement of your proposed topic. A topic should be comparative, and should involve independent research taking you more deeply into some part of the ground covered in the course; in exceptional cases, the focus of the paper may be on places and times not covered in the course, provided always that the themes are those of the course. The paper is due by the Dean's date in May. There is no variance of the course requirements for Seniors. 4\. Required reading All the required reading for the course is contained in the HUM 430 Sourcebook, which will be available at the beginning of the semester at Pequod (6 Nassau Street). The table of contents of the Sourcebook tells you what you have to read when. The gross amount of reading is not that much; what is essential is that you read closely, think about what you read, and are ready to discuss it in class. Where short texts from primary sources are included, you should pay particularly close attention to them. If you are able to purchase the Sourcebook before the beginning of the semester, it would be well worth your while to read the introductory historical surveys which serve as background to the periods and places we will be concerned with. Note that there is reading to be done for the first meeting. 5\. Course program 1. Feb 5 Introduction: the case of the taboo system 2. Feb 12 Historiography: introduction and China 3. Feb 19 Historiography: Islam and Rome 4. Feb 26* Law: introduction and China 5. Mar 5 Law: Islam and Rome 6. Mar 12 Belles lettres: introduction and China Mid-term break 7. Mar 26 Belles lettres: Islam and Rome 8. Apr 2 The canon: Introduction and China 9. Apr 9 The canon: Islam and Rome 10\. Apr 16 State ritual: Introduction and China 11\. Apr 23 State ritual: Islam and Rome 12\. Apr 30 The calendar: China, Islam, and Rome; conclusion * Time to be rescheduled. 6\. Essays: questions and deadlines 1\. Due February 26 From the topics you have studied so far, what patterns of similarity and difference emerge with regard to the cultural role of the state in T'ang China, the Islamic world under Caliphate, and the Roman Empire? 2\. Due March 26 Does the material you have studied so far suggest that there are some aspects of a culture which a pre-modern state is more likely to attempt to shape or control than others, and, if so, why is it so? 3\. Due April 16 What explanation can you offer of the differences between T'ang China, the Islamic world under Caliphate, and the Roman Empire with regard to the cultural role of the state? The essays presuppose that you have done the reading for all previous seminars, together with that set for the seminar at which the essay is due. Here is a check-list of some of the key points to consider before you hand in an essay: (1) Have you answered the question (and not some other question, or no question in particular)? (2) Have you organized your argument in the most effective way you can (or does it meander all over the place?) (3) Have you backed up every general claim you make with a concrete example? (4) Have you made effective use of the primary sources to the extent that they are available in the Sourcebook? (You should normally use short, pithy quotations, rather than long displayed ones.) (5) Does your opening paragraph give the reader a clear sense of the way you see the question and how you are going to set about answering it? (6) Does a reader who looks through the body of the essay reading only the first and last sentences of each paragraph get a clear sense of what each paragraph is about and what it achieves? (7) Does your concluding paragraph effectively sum up what you have done to answer the question? (8) Have you said at least two things in the course of the essay that are passably smart? 7\. Communication You can e-mail me at any time (<EMAIL>). My office is 101A Jones Hall, and I will post my regular office hours there at the start of the semester. <NAME> <file_sep>Social and Political Thought HIS 4173, 5173; PSC 3073, 5073 _" Whoever wants to know the heart and mind of America had better learn baseball, the rules and realities of the game - and do it by watching first some high school or small-town teams."_ _<NAME>_ _Course Description_ Every four years, the attention of the country turns to one of the more compelling aspects of the peculiar American experiment - the Election season. And, of course, following upon the "interesting" season of Election 2000, this promises to be an exciting year. It is a fortuitous circumstance that the course rotation dictates that we explore the foundational theories of Government (Legitimate vs. Illegitimate Authority, Coercion), Human Rights (Who has them? Who doesn't? Who decides?), Civil Rights, the role of Money in Politics, etc. just as we are participating in the governing process that those theories underpin. We will discuss the historical and philosophical background of the U.S. Constitution (with special attention paid to the Bill of Rights - particularly the First and Second Amendments). We will discuss views of Individual Rights, Just Government, the Role of Government in society, the proper extent of Governmental influence, States Rights, and other pertinent topics. And we will discuss how those foundational notions of democracy, representative government, rights, and all the rest are employed, neglected, ignored, and exalted in the actual practice of politics and civil discourse. That is to say, we will discuss POLITICS - its practice, its abuses, its current state. There are several texts required for the course and several others recommended. _Required Texts_ Matalin and Carville, _All's Fair _ Durand, _Sidgwick's Utility and Whitehead's Virtue _ Arthur, _Social and Political Philosophy_ _Recommended Texts_ <NAME>, _On Liberty and Other Essays_ <NAME>, _Second Treatise on Government_ Carville, _We're Right and They're Wrong _ Simmons, _A Lockean Theory of Rights_ Kavka, _Hobbesian Moral and Political Philosophy_ Waldron, _Theories of Rights_ Sreenivasan, _The Limits of Lockean Rights in Property_ Machiavelli, _Selected Political Writings_ _Course Requirements_ 1\. Weekly Papers : 15% - This course is designed to function in seminar style. Accordingly, the participation of each student is critical. Students are to write weekly papers in response to assigned weekly readings. The readings over which the papers can be written will be assigned in advance. __Late papers will NOT be accepted__ , so it is important to remain current in the class. Students are responsible for 7 weekly papers over the course of the semester. The content of the papers are to include responses to the following questions: What is the thesis? What is the argument or defense of the thesis? What is your reasoned view of the thesis and accompanying argument. The papers are to be TYPED, double-spaced, with reasonable margins (1" or so). They should be 3-5 pages (or between 750 and 1250 words). They should include a title page that includes the following information - title, author's name, class, professor, date submitted, and a word count. Consult the style sheet for citation information. 2\. Focus Paper s : 20% - One of the important aspects of the philosophical discipline is developing the skill to write thoughtful papers that analyze arguments and counterarguments in the field. Over the course of the semester, 5 readings will be assigned for the student to write focus papers. Students will be responsible for 4 papers (hence, not responsible for 1). If a student writes all 5 papers, I will count the best 4. The papers are actually larger versions of the weekly papers and should include responses to the following questions: What is the thesis? What are the main opposing theses? What is the argument for the thesis? What are the arguments against the thesis? 3\. Mid-Term Exam : 15% - There will be a take-home mid-term exam. It will be distributed some three weeks before it is due. It will be helpful to consult the online schedule for reminders andcolor updates. 4\. Paper : 30% - In Social and Political Thought, these papers are directed at foundational issues in the arenas of law, government, rights, human nature, etc. The papers are to be 10-12 TYPED pages (no more, perhaps less); written in APA style. Two copies of the paper are to be turned during the 10th week of class. The papers will be returned, with comments, during the 12th week of class. The papers are to be re-written, in light of the commentary, and given to the professor during the last week of class. 5\. Final Exam : 20% - The final exam is a comprehensive essay exam over the material covered throughout the course. A series of potential questions will be distributed to the students at least a week before the final exam. A set of those questions will comprise the final exam and the students will be responsible for a subset of those questions on the exam. The exact numbers both of questions on the exam and of the questions for which the students will be responsible is to be determined. _ Reasonable Writing Proficiency: _ It is generally presumed that students in Social and Political Thought (a Junior/Senior level class) have developed the ability to write proficiently. Spelling, grammar, proper citation of outside sources, and proper scholarly style are all expected. For reference, students may follow this link to the expected format for citation. Students are strongly encouraged to visit the Writing Center on the first floor of McBrien Hall. The Writing Center is staffed by extremely helpful people who have strong backgrounds in writing. They will be able to help the student to produce an acceptable result. _ Reasonable Accommodation Policy for Students _ Please note that Henderson State University has a policy of accommodating students with disabilities. If you have a problem that may prevent you from fully demonstrating you abilities, you should let me know as soon as possible. _ Academic Misconduct _ Cheating on tests, plagiarizing from books or other students, are the most serious instances of academic misconduct. Such behavior is very unethical. In addition, University policy penalizes it severely. Plagiarism and cheating will result in no less than a grade of "F" for the assignment. Potential consequences of plagiarism include being dropped from the course with a grade of "F" and/or being subject to proceedings that conclude in suspension from the University. _ Cell Phone/Pager Policy _ The ringing of cell phones and pagers is extremely disruptive to class activity. For this reason, cell phones and pagers are to be TURNED OFF before class begins. A 10 point penalty will be assessed for violations of this policy. Other Salient Information Instructor: <NAME> Phone Number: (870) 230-5058 Office: McBrien Hall, Room 201c Office Hours: MWF, 10-11; 2-2:30; TR, 11-12:30 E-mail: <EMAIL> Instant Messenger Handle: reddiephilosophy (both for Yahoo! and AOL) Return to Social and Political Home <file_sep>A Bigger Place to Play: Text, Knowledge, and Pedagogy in the Electronic Age release version 1.2 <NAME>, English, <EMAIL> Spring 1997 Release Version for Bigger Place to Play -- 1996 * * * Student Responsibilities \| Reading Schedule * * * Student Responsibilities: Evaluation will be based on engagement and participation in the course, and evaluation on the following assignments: * A hypertext of the "claims and contexts" of hypertext. In groups of three. Built in StorySpace. (weeks 3-6) * One "site analysis" of a World Wide Web site on culture/history, written in HTML on the Web and based on our lexicon of analytic terms. Done individually. (Weeks 7-10) \| _List of Site Analyses or jump directly to a student's analysis:_ \| A-Bomb WWW MuseumAndy Warhol Museum PageBeat Culture 1950-1965The Blue HighwayBosnian Virtual FieldtripCrime Scene Evidence FileCybrary of the HolocaustFitzgerald CentennaryGlobaLearnGreen Cart's Warhol TributeHamlet Home PageKing Kong: The Eighth Wonder"Literary Kicks"Midsummer Night's DreamMythopoeiaThe New York TimesThe Perseus SitePhiladelphia Museuem of ArtPhotoStoreRossetti ArchiveThe Times of MindenValley of the ShadowVictorian Women WritersWalt Whitman Archive [I]Walt Whitman Archive [II]WebMuseum ParisWilliam Faulkner on the WebWilliam Burroughs ExplorerWorcester Women's Project [I]Worcester Women's Project [II] ---\|--- * A final project in electronic or combination print/electronic format (weeks 13-15) Reading Schedule: I. Overview of Topics, Issues, Technologies (weeks 1-2) T, 1/14: Opening Session: "Resisting the Myths of the Electronic Frontier" Where: Reiss 282 T, 1/21: "What Are we Talking About When We're Talking About Electronic Texts?" Where: Reiss 282 Reading: <NAME>, "Hive Mind" from _Out of Control_ (handout); <NAME>, "Siren Shapes: Exploratory and Constructive Hypertexts" (handout); <NAME>, "Rationale of Hypertext"; the 1996 Hypertext version of Unit III of _A Bigger Place to Play_ : Rhetoric of Hypertext: Multilinearity and the Making of Meaning (weeks 3-5) T, 1/28: Making Meaning in Hypertext and Electronic Texts (I) Where: New North 311 Reading: Landow, _Hypertext_ (at least chaps. 1-4) II. Rhetoric of Hypertext, cont. T, 2/4: Making Meaning in Hypertext (II) Where: New North 311 Reading: Landow, _Hypertext_ (finish); Lanham, _The Electronic Word_ (chaps. 1-2). Landow, ed. _Hyper/Text/Theory_ (chaps 2, 3). T, 2/11: Making Meaning in Hypertext (III) Where: Reiss 282 Draft group critiques of hypertext projects. Reading: Landow, ed. _Hyper/Text/Theory_ (chaps 5, 6, and 11). III. Topics: Text, Knowledge, Pedagogy T, 2/18: Electronic Texts, Databases, Archives Where: New North 311 Reading: <NAME>, "Fact-Information-Data-Knowledge: Databases as a Way of Organizing Knowledge." Literary & Linguistic Computing Oxford University Press. 5.1 (1990): 49; Projects: Hypertexts on Hypertext due in class. You'll be in six groups of three people. Group presentation of hypertexts in class. Group turns in a paper write-up that includes a one page cover sheet summarizing the approach and individual one page write-ups on conclusions and questions raised about the claims and contexts of hypertext, having worked on a hypertext about hypertext. T, 2/25: Narrative, Inquiry, and Cultural Archives Where: New North 311 Reading: <NAME> and <NAME>, "Brave New World of Blind Alley? American History on the World Wide Web, review essay for the Journal of American History, June 1997; <NAME>, "So, What's Next for Clio?" CD- ROM and Historians"; Journal of American History 81.4 (March 1995): 1621-1640; <NAME>, "Can American Studies Find a Whole in the Net?," American Studies in Scandinavia (Fall, 1996). T, 3/4: Narrative, Inquiry, and Cultural Archives (II) Where: Reiss 282 Reading: <NAME>, "Cognitive Architecture in Hypermedia Instruction"; <NAME>, "The Virtual Museum and Related Epistemological Concerns" (handouts); Stone, _War of Desire and Technology_ (Intro, 1, 6, 7); See also related links for electronic fieldwork. T, 3/11: Procrastination, Margaritas, Sleep (Spring break) T, 3/18: Blurred Boundaries of The Interface: Narrative, Archive, and Knowledge Readings: <NAME>, "Bringing Treasures to the Surface: Iterative Design for the Library of Congress National Digital Library Program" (handout and on web); <NAME>, "Blurred Genres" (handout). Lanham, chaps 5 and 6; See also related links for electronic fieldwork. Begin thinking about and working on site analysis. T, 3/25: Electronic Texts, Knowledge, and Pedagogy Reading: Lanham, (chaps 4, 7, 8); <NAME>, _Silicon Snake Oil_ (handout) T, 4/1: Postmodernity and the Subject Reading: Poster, Second Media Age, chaps 1 &2; Stone, _War of Desire and Technology_ ; Jameson, "The Cultural Logic of Late Capitalism"; T, 4/8: Postmodernity and the Subject: Reading: Deleuze and Guattari, "Introduction" (Rhizome); _Hyper/Text/Theory_ (chaps 8 and 9). T, 4/15: MOO Night (led by <NAME>) T, 4/22: Class: Synthesis T, 4/29: Critique of Projects T, 5/6: Critique of Projets (make up class) FINAL PROJECTS DUE : Thursday, May 13. <file_sep># _1999 Tropical Ecosystems of Costa Rica Discussion and Research Menu_ Visit the _Tropical Ecosystems of Costa Rica Course Syllabus_ # ![](http://jrscience.wcp.muohio.edu/photos/bachelorpond.gif) Check out beautiful Bachelor Pond in Miami University's Bachelor Preserve. (Quicktime movie~1.6 mb). # <NAME> \|Interdisciplinary Studies \| Miami University --- It is 5:49 AM on Sunday, August 25, 2002. This page has served 9889 people and was last updated on Saturday, May 4, 2002. * * * ### The Ground Rules: Peer Review is a fundamental component of doing science.To help make your discussion projects more scientifically sound, you are being called upon to put forward your topics and ideas as well as provide needed feedback to your fellow students. These are discussion topics related to Tropical Ecosystems of Costa Rica. Please feel free to browse... For students selecting a discussion topic for Tropical Ecosystems of Costa Rica, Input Your Topic, and then review feedback here. Topics have to be approved by Dr. Cummins via this web feedback. Specific topics are first-come, first-served. ### A Note from Your Fearless Leader Hello Costa Rica Ecology Folks! I'm looking forward to our course. As part of our course expectations, each student will present a twenty minute talk on a tropical ecosystem topic of your choice during the course. These presentations will be at lunch time or in the evenings. You may have as little as one day's notice! To do a good job in your 15-20 minute presentation, you will need to hit the library and WWW well ahead of time. We will use the World Wide Web as our Discussion Feedback Central. You can see what other students are talking about and I would expect that you would submit suggestions on other peoples topics as well! In the selection of a topic, besides submitting a title, include a synopsis of your discussion topic. What do you plan on teaching the class? Why do you feel your topic is important? Include an outline of your talk and at least 5 references! I will provide feedback(everyone is welcome to contribute suggestions) via the web. The time line for completion is: -By Feb 28, 1999. Topic Selection, Paragraph, Outline, and Sources. First-Come, First-Served! -March 30, 1999. Final Submission: Rewrite after having received feedback. Topics can include , but are not restricted to, anything related to tropical ecology. Some topic ideas include land use, agriculture, climate change, climate in the tropics, conservation, plants (epiphytes, emergent trees, palms, understory plants); processes (predation in tropical rain forests, competition, nutrient cycling, mutualism), hydroelectric power, conservation, plate tectonics and volcanism in the Neotropics, indigenous peoples, coral reefs in Costa Rica, mangrove ecosystems, deforestation, species loss, or specfic species or family studies on reptiles, amphibians, birds, or other specific organisms (e.g., monkeys, bats, sloths, lizards, parrots, fresh water fish, mollusks, butterflies and moths) or other topics addressing biodiversity and sustainability (the national park system, economy and sustainability in Costa Rica, soil types, cattle ranching, the timber industry, environmentalism, medicinal plants). Let your interests lead the way. Do not be constrained by these suggestions! Look at what other students have talked about in previous years. ** To "prime" your discussion, you may wish to provide readings in advance to the class. Let me know if I can help in any way. And, if you haven't done so yet, check out the Trop Ecosystems of Costa Rica Image Web Page. You'll get a taste of what's in store! <NAME> --- ### Look at previous years' submissions: #### Field Course Presentations #### Discussion Topic Submissions: \| #### Search for Topics Entered.... ---\|--- Tropical Marine Ecology '99 Tropical Marine Ecology '98 \| since I last checked Tropical Ecosystems of Costa Rica '99 ** Tropical Ecosystems of Costa Rica '98 \| in the last 3 days ### 1999 Tropical Ecosystems of Costa Rica Discussion Topics: * Final Draft of: More Than You Would Ever Want To Know About BANANAS (8/13/99) * Salvadoran refugee women in Costa Rica (8/11/99) * Final: Plantlife in the Canopy of the Tropical Rainforests of Costa Rica (8/5/99) * Ecological Restoration (7/31/99) * Pan American Highway System Final (7/21/99) * Final: National Parks of Costa Rica (7/8/99) * Final: The Natural History of the African Oil and Pejibaye Palms of Costa Rica (7/6/99) * Final: The Effects of Global Warming on the Frog Species of Monteverde Cloud Forest (7/1/99) * The Life of the Sloth: Final Draft (6/29/99) * Final: Mimicry (and camouflage) and its evolution (6/8/99) * Final Draft: The Great Leatherback (6/6/99) * Final Draft - History of U.S. involvement in Latin America (6/4/99) * U.S. Latin American History (5/13/99) * History of U.S. intervention in Latin America - Draft 2 (5/12/99) * Draft#2: More Bananas!! (5/11/99) * Draft I -The Natural History of African Oil Palm, Cacao & Pejibaye (5/4/99) * Histor of U.S. intervention in Latin America - Draft 1 (4/27/99) * Draft #1:Ecology and life history of the Boa constrictor (4/12/99) * A Journey Down the Highway of Friendship: Outline Draft 1 (3/31/99) * Medicinal uses of tropical forest plants "claiming a topic" (3/29/99) * Grassroots Movements in Costa Rica(Draft#1) (3/22/99) * Biodiversity Issues of Costa Rica: Nat'l Parks, buffer zones, and beyond (3/20/99) * Tropical Forests: Similarities and Differences - "Claiming" of topic (3/19/99) * Effects of Rainforest Deforestation. Draft numero uno (3/11/99) * Draft #1: The Great Leatherback (2/28/99) * Management of Buffer Zones to Protected Areas in Costa Rica (2/27/99) * Draft #1: Frog Fatale (2/27/99) * Draft#1: More than anyone in their right mind would want to know about BANANAS (2/25/99) * Draft #1 Arenal National Park, Corcovado National Park, & Cano Island Biological Res (2/25/99) * Land Use and/or Ecological Restoration in Costa Rica (Draft #1) (2/24/99) * Draft#1 The State of AIDS: An Epidemiological Study of HIV and AIDS in Latin America (2/24/99) * Evolution, Perturbation, and Preservation of the Leatherback Sea Turtle Draft #1 (2/15/99) * National Parks of Costa Rica: Focus on Corcovado (Draft 1) (2/7/99) Return To the Main Discussion Page. IMPORTANT: If this page seems to be missing recently added documents, click the "Reload Page" button on your Web Browser to update the menu. * * * ### Some Help in Your Research Efforts Here are links to a large database, the Library of Congress, the Miami library, and WWW search engines. > ## > >> ## ![](/thumbs/anew.gif)Search a Database of My Favorite Links! >> >> ## ![](/phantom/gifs/WallDiverHugeSpongeT.jpeg) > > There is a large database of links at this site. The Database concentrates on tropical ecology, global change and weather, greenhouse warming, and natural resources. > > Enter some key words to search by: > > Find pages with all any of these words and return 10 25 results. > > > Detailed Results Search Phonetically Begins With Searching > > What's New: Past Day Past Week Past Month Last Update > > --- ![\[Purdue Weather Processor\]](http://weather.unisys.com/images/sat_sfc_map.gif) ### Books, Articles, Journals, Library Resources #### #### The Library of Congress \| #### Miami Library ---\|--- The Library of Congress Home Page \| Reference Resources(Encyclopedias, maps, phone books) Encyclopedias Sciences Search The Library of Congress \| Sherlock (Library holdings at Miami) #### Miami Link #### Ohio Link Central Catalog (SEARCH Statewide) Ohio Link Home Page World Catalog ARTICLE INDICES Search Journals for the LATEST pubs #### The Current Issue of Scientific American ### Other Cool Library Stuff! 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Hurricanes & Tropical Weather Spectacular Hurricane Movies and Images--Past and Present Real Time Satellite Imagery & Movies/ Coastal Radar Global Change Discussion (Global Change Course) Main Street Weather Midwest Weather Radar & Severe Weather Numerical Models & Computer Forecasts Just The Maps & Views Tropical Satellite Views Oxford,OH Current Weather Conditions TROPICAL ECOSYSTEM COURSE SYLLABI \-----Tropical Ecosystem Syllabii 2003 Syllabus-Tropical Marine Ecology of the Florida Keys & Bahamas \--(PAGE 2)-Tropical Marine Ecology of the Florida Keys & Bahamas 2003 Syllabus- Tropical Ecosystems of Costa Rica TROPICAL ECOSYSTEM IMAGE and MOVIE COLLECTION...... 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Fall 2002, WCP 121-Participatory Research in the Environmental Sciences Fall 2002, GLG 205: Evolution and Earth Systems 2002, WCP 401/GLG401/501-Global Climate Change 2002, WCP 261-Rivers: Images, Policy and Science 2001, WCP 121-Participatory Research in the Environmental Sciences 2001, WCP 401/GLG401/501-Global Climate Change 2001, WCP 222-The Nature of Human Nature 2000, WCP 121-From the Universe to the Duck Pond: Patterns and Processes in Natural Systems Fall 2000, GLG 205: Evolution and Earth Systems 2000, WCP 401/GLG401/501-Global Climate Change 2000, WCP 222-The Nature of Human Nature Fall'99, WCP 121-From the Universe to the Duck Pond: Patterns and Processes in Natural Systems '99, Critical Reflections on the Life Sciences: Lives in Science '99, Technology in the Inquiry-Based Science Classroom Fall'99, GLG 205: Evolution and Earth Systems '98, The Nature of Human Nature 2000,GLG 499.T/599.T-Tropical Marine Ecology of the Florida Keys, Everglades and Bahamas 2000, GLG 499.W/599.W Tropical Ecosystems of Costa Rica STUDENT RESEARCH PROJECTS AND FEEDBACK...... 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Thanks for stopping by! * * * Copyright (C) 1996-2003 <NAME>; All rights reserved. <file_sep> Department of History \| Spring 2002 ---\|--- Course descriptions will be linked as they are turned in. Please hit your reload button, if you have visited this page before, to get the most up to date information. \| Disclaimer: This online version of our schedule of courses is intended to be an accurate reproduction of the printed edition of the official university document. If there are any discrepancies between the two versions, the printed form is to be considered definitive. Click to go to: Off-Campus Courses Graduate Courses _* Denotes General Education Courses_ *110. WESTERN CIVILIZATION TO 1500 (3) An examination and interpretation of major historical developments in the Ancient Near East, Classical Greece and Rome, and Medieval Europe. --- 5600 \| 110-1 \| West Civ to 1500 \| Wagner \| 12-1250MWF \| DU422 5601 \| 110-2 \| West Civ to 1500 \| Kinser \| 11-1215TTh \| DU422 5602 \| 110-3 \| West Civ to 1500 Syllabus \| Uhalde \| 2-315TTh \| DU422 *111. WESTERN CIVILIZATION: 1500-1815 (3). An examination and interpretation of the major historical changes which took place in Europe between the time of the Renaissance and the age of the French Revolution. 5603 \| 111-1 \| West Civ 1500-1815 \| Wagner \| 9-950MWF \| DU424 *112. WESTERN CIVILIZATION SINCE 1815 (3). An examination and interpretation of the European historical developments since the French Revolution which have molded the world as we know it today. 5604 \| 112-1 \| West Civ since 1815 Syllabus \| <NAME> \| 10-l050MWF \| DU422 5605 \| 112-2 \| West Civ since 1815 \| Staff \| 2-315MW \| DU422 5606 \| 112-3 \| West Civ since 1815 \| Fehrenbach \| 330-445MW \| DU422 5607 \| 112-4 \| West Civ since 1815 \| Kern \| 1230-145TTh \| DU422 * 140. ASIA TO 1500 (3). The political and cultural history of India, China, and Japan with discussion of the origins, development, and importance of major Asian Religions. May not be taken pass/fail. 5609 \| 140-1 \| Asia to 1500 Syllabus \| Andrew \| 930-1045TTh \| DU406 * 141. ASIA SINCE 1500 (3). Major developments in Asia since the arrival of the Europeans, with emphasis on the changes in Asian civilizations resulting from European technology, political ideas, and economic relations. May not be taken pass/fail. 5610 \| 141-1 \| Asia since 1500 \| Wilson \| 10-1050MWF \| DU446 *171. THE WORLD SINCE 1500 (3). The human community in an era of global integration. The impact of industrialization and imperialism, the migration of populations and capital, and revolutionary changes resulting from the dissemination of ideologies, diseases, weapons, and advanced forms of transportation and communication throughout the world. In accordance with their expertise and interests, individual instructors will emphasize particular themes and regions of the world to illustrate global trends. 5611 \| 171-1 \| The World since 1500 \| Atkins \| 11-150MWF \| DU406 5612 \| 171-2 \| The World since 1500 \| Staff \| 6-840T \| DU406 * 260. AMERICAN HISTORY TO 1865 (3). Central developments in American history from Old World backgrounds through the Civil War. 5613 \| 260-1 \| US to 1865 \| Foster \| 11-1150MWF \| DU140 5614 \| 260-2 \| US to 1865 \| Staff \| 330-445TTh \| DU422 *261. AMERICAN HISTORY SINCE 1865 (3). Central developments in the history of the United States since the end of the Civil War. 5616 \| 261-1 \| US since 1865 Handouts \| Mogren \| 9-950MWF \| DU140 5617 \| 261-2 \| US since 1865 \| Staff \| 10-1050MWF \| DU406 5618 \| 261-3 \| US since 1865 \| Staff \| 2-315MW \| DU140 5619 \| 261-4 \| US since 1865 \| Staff \| 330-445MW \| DU140 5620 \| 261-5 \| US since 1865 http://www3.niu.edu/~td0raf1/index.htm \| Feurer \| 930-1045TTh \| DU140 5621 \| 261-6 \| US since 1865 \| Schmidt \| 11-1215TTh \| DU140 5622 \| 261-7 \| US since 1865 \| Staff \| 1230-145TTh \| DU140 5623 \| 261-8 \| US since 1865 \| Hoffman \| 2-315TTh \| DU140 5624 \| 261-9 \| US since 1865 \| Staff \| 6-840W \| DU446 Perm \| 261H-P1 \| US since 1865 \| Mogren \| 9-950MWF \| DU140 323\. HISTORY OF SCIENCE TO NEWTON (3). Science in the ancient Near East; Hellenic and Hellenistic science; the Arabs; medieval science; the Copernican revolution; the new physics; and the new biology. PRQ: At least sophomore standing. 5629 \| 323-1 \| Hist Sci to Newton Syllabus \| Uhalde \| 330-445TTh \| DU418 328\. EUROPE, 1945-PRESENT (3). Culture, diplomacy, policy, and society in Europe since the Second World War. Covers postwar continuity and change in domestic and foreign policy, the domestic implications of decolonization, student and other radical politics, the changing role of women and family, and the move toward European integration. 5630 \| 328-1 \| Eur 1945-Present \| Fehrenbach \| 2-315MW \| DU418 351\. JAPAN SINCE 1600 (3). Survey of modern Japanese history. The nation- building efforts since the Tokugawa Shogunate. Topics include political centralization, encounters with the West, nationalism, imperialist expansion in Asia, and the rise of Japan as a global power. 5633 \| 351-1 \| Japan since 1600 \| Atkins \| 9-950 MWF \| DU418 368\. HISTORY OF CHICAGO (3). A survey of the history of Chicago, emphasizing the city's social structure, its economic, political, and cultural development, and the changing meaning of locality and community. 5635 \| 368-1 \| Hist of Chicago \| Posadas \| 6-840M \| DU176 371\. THE AMERICAN FRONTIER(3). History of the West, emphasizing frontier expansion; political, economic, and sociocultural change; and the West as myth and reality. 5636 \| 371-1 \| Hist Amer Frontier \| Mogren \| 10-1050MWF \| DU424 375\. CIVIL RIGHTS MOVEMENT, 1954-1974 (3). The African-American civil rights movement and the interrelationships among organizations, leaders, communities, and governments. 5637 \| 375-1 \| Civil Rights Mvmt \| Djata \| 2-315TTh \| DU446 376\. EVOLUTION OF AMERICAN CAPITALISM (3). The historical development of American capitalism through the stages of mercantilism, laissez-faire, and contemporary corporate capitalism. Emphasis on major economic ideas, institutions, and groups within each stage. 5638 \| 376-1 \| Evol Am Capitalism \| Schmidt \| 2-315TTh \| DU424 379\. AMERICAN MILITARY HISTORY (3). A history of the American military experience from colonial times to the present. 5639 \| 379-1 \| Amer Military Hist \| Blackwell \| 6-840Th \| DU446 Perm \| 379-P1 \| Amer Military Hist \| Blackwell \| 6-840Th \| DU446 382\. MODERN LATIN AMERICA (3). The Latin American states from the wars of independence to the present. Political, economic and social institutions examined with special attention to patterns of Latin American government. 5641 \| 382-1 \| Modern Latin America \| Hanley \| 11-1150MWF \| DU446 400\. STUDENT TEACHING (SECONDARY) IN HISTORY/SOCIAL SCIENCES (12). Student teaching for one semester. Assignments to be arranged with the department's office of teacher certification. PRQ: HIST 496 and permission of the department's office of teacher certification. Perm \| 400-P1 \| Stdt Tch (Sec) Hist \| Staff \| \| TBA 416\. THE AGE OF ENLIGHTENMENT (3). The intellectual revolution that preceded the American and French Revolutions is considered in its various main aspects, including the growth of secularism and rationalism; the rise of scientific thought; the formulation of political liberalism and radicalism; and the enrichment of the humanist tradition. 5643 \| 416-1 \| The Enlightenment \| Wagner \| 11-1215TTh \| DU418 420\. THE RENAISSANCE (3). Social, political, and ideological breakdown of medieval Europe with consideration of the reaction of the new class of artists and intellectuals to the special problems of their age. 5644 \| 420-1 \| The Renaissance \| Kinser \| 2-315TTh \| DU418 425\. WORLD WAR II (3). World War II in Europe in its broadest perspective, examining cultural, social and political issues. 5646 \| 425-1 \| World War II \| Fehrenbach \| 6-840T \| DU280 429\. HITLER'S GERMANY (3). The history of National Socialism from the origins of the party to the end of World War II. Emphasis on the means used for seizing and consolidating power; social, cultural and foreign policies of the Third Reich; anti-Semitism and the Holocaust. 5648 \| 429-1 \| Hitler's Germany Syllabus \| E.Spencer \| 12-1250MWF \| DU446 434\. THE RUSSIAN REVOLUTION (3). Causes and consequences of the Bolshevik triumph in the Russian Revolution. Emphasis on the conflict of historical forces and personalities in the three revolutions between 1905-1917, and on the international context. 5650 \| 434-1 \| Russian Revolution Syllabus \| Worobec \| 330-445MW \| DU418 464\. CIVIL WAR AND RECONSTRUCTION: 1850-1877 (3). Slavery and the sectional crisis, the war and emancipation, national reconstruction, and economics and race in the postwar South. 5654 \| 464-1 \| Civil War & Recon \| Schmidt \| 930-1045TTh \| DU446 468\. AMERICA SINCE 1960 (3). An analysis of social, economic, political, cultural, and intellectual trends from the Kennedy years through the post-Cold War era. Topics include the civil rights movement, the Kennedy-Johnson foreign policies toward Cuba and East Asia, the Great Society programs, the Vietnamese civil war, the "counterculture," Nixon and Watergate, the Reagan years, and the Persian Gulf conflict and the 1990s. 5655 \| 468-1 \| America since 1960 http://www3.niu.edu/~td0raf1/index.htm \| Feurer \| 1230-145TTh \| DU446 469\. THE VIETNAM WAR (3). A history of the American involvement in Vietnam between 1940 and 1975 that examines the evolving circumstances and policies leading to the American defeat. 5656 \| 469-1 \| Vietnam War \| Wilson \| 330-445TTh \| DU446 Perm \| 469H-P1 \| Vietnam War \| Wilson \| 330-445TTh \| DU446 470\. AMERICA AND ASIA(3). Relationships between Asian nations and the United States. Topics include cultural and economic exchanges, experiences of Asian immigrants and their descendants in the U.S., competing strategic aspirations and value systems, and U.S. interventions in Asian wars. Emphasis varies according to instructor. 5657 \| 470-1 \| America & Asia Syllabus \| Andrew \| 11-1215TTh \| DU424 484\. HISTORY OF BRAZIL (3). Survey of Brazilian history from first encounters between Europeans and Americans to the present; evolution of Brazil's politics, economy, society, and culture. 5658 \| 484-1 \| Hist of Brazil \| Hanley \| 2-315MW \| DU424 491\. INTRODUCTION TO HISTORICAL RESEARCH (3). An introduction to the craft of the professional historian. All sections of the course are organized as seminars, and the participants will engage primarily in writing and presenting a paper based on their own research. Extensive library/archival work is necessary. PRQ: History majors only; senior standing and consent of department. HIST 491 may be taken for credit only once. Please visit the History Department Office, Zulauf 715, for permits. Perm \| 491-P1 \| Intro Hist Rsrch \| Young \| 3-540M \| FO 237 Perm \| 491-P2 \| Intro Hist Rsrch \| Posadas \| 330-610T \| FO 237 Perm \| 491-P3 \| Intro Hist Rsrch http://www3.niu.edu/~td0raf1/index.htm \| Feurer \| 330-610Th \| FO 237 Perm \| 491H-P1 \| Intro Hist Rsrch \| Young \| 3-540M \| FO 237 Perm \| 491H-P2 \| Intro Hist Rsrch \| Posadas \| 330-610T \| FO 237 Perm \| 491H-P3 \| Intro Hist Rsrch \| Feurer \| 330-610Th \| FO 237 493H. HONORS (3). An upper-division honors seminar covering special problems in the analysis of various fields and problems of history. Open only to upper-division students who have been admitted to honors work in history. Please visit the History Department Office, Zulauf 715, for permit. Perm \| 493H-P1 \| Honors \| Staff \| TBA 494H. HONORS (3). A continuation of HIST 493H. May be repeated to a maximum of 9 semester hours. Please visit the History Department Office, Zulauf 715, for permit. Perm \| 494H-P1 \| Honors \| Staff \| TBA 496\. HISTORY AND SOCIAL SCIENCE INSTRUCTION IN GRADES 6-12 (3). Crosslisted as ANTH 496X, ECON 496X, GEOG 496X, POLS 496X, PSYC 496X, and SOCI 496X. The organization and presentation of materials for history and social science courses at the middle school, junior high, and senior high school levels. PRQ: Admission to the history or social science teacher certification program and permission of department's office of teacher certification. Perm \| 496-P1 \| Hist Soc Sci Gr 6-12 \| Kahler \| 6-840W \| DU422 498\. SPECIAL TOPICS IN HISTORY (3). Perm \| 498M-P1 \| Tpcs:AmerCapitalism \| Schmidt \| 2-315 TTh \| DU424 Perm \| 498M-P2 \| Tpcs: American Military History \| Blackwell \| 6-840 TH \| DU446 Perm \| 498R-P1 \| Tpcs: Terrorism & U.S. Foreign Policy \| Schmidt \| 6-840 T \| DU448 NEW * * * Off-Campus Courses 327\. EUROPE, 1900-1945 (3-6). Cultural, diplomatic, political, and social history of Europe from the beginning of the 20th century to the end of the Second World War, emphasizing the origins of the First world War, the Paris Peace Conference, the rise of Fascism, and the competing totalitarian ideologies of World War II, as well as changes in gender and class relations and in the roles of women and families. --- 9240 \| 327-QE1 \| Europe, 1900-1945 \| Richardson \| 630-915M \| Rockford \| 361\. HISTORY OF HEALTH AND MEDICINE IN THE UNITED STATES (3). Historical relationships between health care, society, and politics in the United states. Changing conceptions of health and illness; impact of infectious and chronic diseases since the colonial period; traditional healing practices and their displacement by medical professionalization; the creation of health care institutions; medicine in wartime; history of racial, class, and gender differences in health care practice and delivery. 9291 \| 361-CE1 \| Hist of Health & Medicine in the US \| Hoffman \| 630-915M \| College of DuPage NEW \| 364\. RELIGION IN AMERICA TO 1865 (3). The transplanting of European denominations to the New World; their transformation under American conditions; the rise of indigenous faiths; relations between the churches and society and between church and state; the impact of revivalism on social reform; immigrant churches and synagogues in America. 9241 \| 364-DE1 \| Religion in America \| Parot \| 630-915TH \| Hoffman Estates \| 383\. LATIN AMERICA THROUGH FILM (3). 9242 \| 383-CE1 \| Latin America through Film \| Hanley \| 630-915W \| <NAME> - College of DuPage \| 477\. AMERICAN DIPLOMATIC HISTORY SINCE 1898 (3). The theory and practice of American foreign relations, the United States' emergence as a world power, and the ocnduct of diplomatic affairs from the Spanish-American War to the cold war. 9243 \| 477-CE1 \| American diplomatic HistorySyllabus \| Knol \| 630-915 T \| Naperville \| 498D. TOPICS: EUROPE 1900-1945 (3). Taught concurrently (for Graduate Credit) with HIST 327-QE1 9244 \| 498D-QE1 \| TPC: Europe 1900-1945 \| Richardson \| 630-915M \| Rockford \| 498M. TOPICS: HISTORY OF HEALTH AND MEDICINE IN THE UNITED STATES (3). Taught concurrently (for Graduate Credit) with HIST 361-CE1 ** Historical relationships between health care, society, and politics in the United states. Changing conceptions of health and illness; impact of infectious and chronic diseases since the colonial period; traditional healing practices and their displacement by medical professionalization; the creation of health care institutions; medicine in wartime; history of racial, class, and gender differences in health care practice and delivery. 9292 \| 498M-CE1 \| TPC: Hist of Health & Medicine US \| Hoffman \| 630-915M \| College of DuPage NEW \| 498M. TOPICS: PRE 1865 RELIGION (3). Taught concurrently (for Graduate Credit) with HIST 364-DE1. The transplanting of European denominations to the New World; their transformation under American conditions; the rise of indigenous faiths; relations between the churches and society and between church and state; the impact of revivalism on social reform; immigrant churches and synagogues in America. 9246 \| 498M-DE1 \| TPC: Pre 1865 Religon \| Parot \| 630-915TH \| Hoffman Estates \| 498N. TOPICS: LATIN AMERICAN FILMS (3). *Taught concurrently (for Graduate Credit) with HIST 383-CE1 9247 \| 498N-CE1 \| TPC: Latin American Films \| Hanley \| 630-915W \| <NAME> - College of Dupage \| * * Graduate Courses 510\. READING SEMINAR IN U.S. HISTORY (3-6). Intensive reading and discussion over a selected field in U.S. history, designed to acquaint the student with the literature and problems of the field. Any one area may be repeated to a maximum of 12 semester hours when subject varies. PRQ: Consent of department. --- Perm \| 510B-P1 \| Read Sem 20Th C Amer (Progressive Era) \| Hoffman \| 6-840W \| FO237 \| Perm \| 510C-P1 \| Read Sem 20Th C Amer (Progressive Era) \| Hoffman \| 6-840W \| FO237 \| 520\. READING SEMINAR IN LATIN AMERICAN HISTORY (3). Intensive reading and discussion over a selected field in Latin American history, designed to acquaint the student with the literature and problems of the field. May be repeated to a maximum of 12 semester hours when subject varies. PRQ: Consent of department. Perm \| 520-P1 \| Read Sem Latin Amer (Modern Revolutions) \| Gonzales \| 6-840M \| LC104 \| 540\. READING SEMINAR IN EUROPEAN HISTORY (3). Intensive reading and discussion over a selected field of European history from the medieval period to modern times, designed to acquaint the student with the literature and problems of the field. Any one area may be repeated to a maximum of 12 semester hours when the subject varies. PRQ: Consent of department. Perm \| 540B-P1 \| Read Sem Mod Eur (Modern Culture) \| Kern \| 6-840T \| FO352 \| 560\. READING SEMINAR IN ASIAN HISTORY (3). Intensive reading and discussion on one or more countries of Asia, designed to acquaint the student with the literature and problems of the field. May be repeated to a maximum of 12 semester hours when subject varies. PRQ: Consent of department. Perm \| 560-P1 \| Read Sem Asian Hist \| Wilson \| TBA \| \| 590\. READING SEMINAR IN GENERAL/COMPARATIVE HISTORY (3). Intensive reading and discussion in historical topics that combine or fall outside of conventional subject fields. Certain topics may be counted toward a student's primary or secondary field requirement with permission of the director of graduate studies. May be repeated to a maximum of 12 semester hours when topic varies. PRQ: Consent of department. Perm \| 590-P1 \| Read Sem Global (Modern Revolutions) \| Gonzales \| 6-840M \| LC104 \| 599\. MASTER'S THESIS (1-6). Open only to students engaged in writing a thesis for the M.A. program. May be repeated to a maximum of 6 semester hours. PRQ: Consent of graduate adviser in history. Perm \| 599-P1 \| Master's Thesis \| Staff \| TBA \| \| 610\. RESEARCH SEMINAR IN U.S. HISTORY (3-6). Selected problems in U.S. history. Any one area may be repeated to a maximum of 15 semester hours. PRQ: Consent of department. Perm \| 610ABC-P1 \| Res Sem US \| Djata \| 6-840Th \| FO340 \| <file_sep>![](../ISimages/OCEheadergraphIS.jpg) YOU ARE HERE! \-- Independent Study -> Courses and Enrollment-> History 106 --- HIS 106 #### HIS 105 THE UNITED STATES SINCE 1877 ##### INTRODUCTION History has been defined as a study of all that men and women have thought or done. This definition establishes an extremely large range; nothing can be left out. For convenience, historians divide the past into various time periods, or, as in the case of American history, into national studies. This course deals with the United States from the discovery of America through Reconstruction. It is an attempt to not only find out what happened but also why. Because such a great deal happened and because there are many explanations as to why certain events took place, a course of this nature limits itself to basic material and significant interpretations. Your primary concern will be to consider who, what, when, where, and significance. In other words, you will be expected to emphasize facts more than interpretations, but you will also have the opportunity to consider and evaluate what the facts mean to American history. The relevance of history to the present is one of the first questions to be asked. History deals with the past, but it would be impossible to understand the present without having some knowledge of the past. Suppose that you suddenly developed a case of amnesia. What would you know of yourself? What would you do? Your personal experiences determine what you are today; that is, your history makes you what you are in the present. The history of a nation or a civilization does the same thing. Since history does not occur in a vacuum and men and women do not act without cause, history may be better understood if you consider it from a cause and effect relationship. Certain forces cause men and women to act in one of several ways. A cause creates a particular effect which in turn generates a demand for further change, and so on, to the present. The study of American history is the study of change--the study of cause and effect. You will see this most clearly as the course unfolds and you do your lessons. This course offers three (3) hours of academic credit. ##### MID-COURSE TEST AND FINAL EXAMINATION The student will take a Mid-Course Test and Final Examination at a physical location in a college or university setting. Detailed instructions and Mid- Course Test and Final Examination applications are included in the online syllabus. Information regarding tests and procedures can be found in General Information. ##### INSTRUCTOR Dr. <NAME> is a professor of history. He received his B.A from Iona University and his M.A. and Ph.D from Michigan State University. ##### REQUIRED TEXTBOOKS <NAME>. _American History: A Survey. Volume II: Since 1865_. Ninth edition. New York: McGraw-Hill, 1995. ISBN 0-07-007957-9. The textbook may be purchased from MBS Direct, PO Box 597, Columbia, MO 65205, telephone 800-325-3252. You must use the editions listed above. MBS Direct stocks texts in the editions specified for courses offered by The University of Mississippi to make them readily available to students. For additional information about ordering the textbook and student packet from MBS Direct, please consult the information flyer and order form in the course enrollment packet. To order by use of the Internet, please access http://direct.mbsbooks.com/olemiss.htm. To apply for the course, complete the Independent Study Course Application Form. If you need assistance or have additional questions please email us at <EMAIL>. --- ![](http://server.iad.liveperson.net/hc/32826542/?cmd=repstate&site=32826542&category=en;woman;2&ver=1) --- ![](http://server.iad.liveperson.net/hc/32826542/?cmd=hccredit&site=32826542) independent study home page, about independent study, enrollment, courses, grading, exams, credit, student services, policies, fees, financial aid, just for teachers --- ![](http://www.outreach.olemiss.edu/independent_study/isvirtualincludes/ISfooterVII.jpg) Ole Miss Live!Cam \| For Visitors \| Campus Calendar \| About Ole Miss --- _Keyword_ Search Advanced Search --- The University of Mississippi Outreach and Continuing Education, Independent Study, The University of Mississippi, Post Office Box 729 University, MS 38677-0729 / Phone - 662-915-7313 / Fax: 662-915-1221 / email: <EMAIL> \| UM Home \| UM Technology \| Sports \| Oxford \| Daily Mississippian \| About UM Web Last Modified: Thursday, 27-Jun-2002 10:25:34 CDT Copyright(C) 2000-2002 University of Mississippi. All rights reserved. Webmaster, <NAME>, M.F.A.:<EMAIL> <file_sep>##### History of Rock Music @ The University of Tennessee # School of Music, Music History 120 \| > ### History of Rock Music Syllabus Music History 120 Section 67499 Fall '01 9:05-9:55 am MWF <NAME>r., Ph.D. 227 Music Bldg. * Phone: 974-7525; History of Rock E-mail: <EMAIL> * Office hours: MWF 10 - 11 am, and by appointment. The quickest way to get answers to questions is by e-mail (see address above). * TAs: <NAME>, <EMAIL>; <NAME>, <EMAIL>; <NAME>, <EMAIL> COURSE DESCRIPTION This course takes an historical and topical approach to the study of rock music in the United States and related forms in their sociohistorical context. (NB: Our readings, music, and discussions in this class may include adult language.) COURSE MATERIALS--REQUIRED * DeCurtis, Anthony, and <NAME> with Holly George-Warren eds. _The Rolling Stone Illustrated History of Rock & Roll,_ Third Edition, 1992. [This is the only purchase you must make for this class.] * History of rock music web site. Class notes, play lists, lyric sheets, and other materials for this course at http://www.music.utk.edu/rock/ (you can also find my section of "History of Rock Music" pages under the School of Music's "Course Materials," http://www.music.utk.edu). * Additional required listening & reading examples, on reserve through the UT Library Digital Reserve. Audio examples will be listed on our web site; URLs to our reading examples are listed below (and on the web site). You will need to go through UT's PH Alias/PH Password verification process. Read about this process at: http://www.lib.utk.edu/~reserve/student/student_handout2.html. COURSE REQUIREMENTS * Two Mid-Term Exams (25% each) 50% * Journal Writing Projects (This is a writing-emphasis course.) 25% * Fourteen (14) in-class entries. Approximately once a week there will be an unannounced journal entry written in class on an assigned topic. You will have five minutes to write. You may drop one in-class entry this semester. * Fourteen (14) out-of-class entries. By each Monday's class, you must have completed a one-page contribution to the History of Rock web site on the topic of the week. * Final Examination 25% MAKE-UP POLICY FOR ALL EXAMS AND WRITTEN PROJECTS: With the exception below, there are no make-ups for midterm exams, final exams, in-class or out- of-class journal-writing entries. If you miss an in-class entry or a mid-term exam because of an UTK official event or a verified hospital stay you may make it up only with an official note on letterhead from your department or doctor. A missed midterm exam, because of a UTK official event or a verified hospital stay, will be made-up by counting the more difficult final exam twice. Missed finals due to a verified hospital stay with a note on letterhead from your doctor will result in an incomplete in the course that will be removed through an additional written assignment or another exam. _DISCLAIMER_ Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements should contact me as soon as possible to make necessary arrangements. Students should present appropriate verification from Disability Services. ASSIGNMENT--EXAM SCHEDULE Weekly (prior to Monday's class) -- Online Journal Assignments Weekly -- In-Class Journal Assignments Wed. Oct. 3 -- 1st Exam Wed. Nov. 7 -- 2nd Exam Wed. Dec. 12th, 8-10 a.m. -- Final Examination COURSE OUTLINE (This proposed outline is subject to change with class needs.) o Introduction to the Course Wed. Aug. 22 o Looking Back Through the Pines... o Historical Background Fri. Aug. 24 o Mass Media Music and Tin Pan Alley READING: <NAME>. 1997. Mass Technology and Popular Taste: The Tin Pan Alley Era. In _Rockin' Out: Popular Music in the USA._ Boston: Allyn and Bacon. [UT library digital reserve -- http://www.lib.utk.edu:90/files/MusicH/120/gay/39029027354871.pdf] Mon. Aug. 27 o Emergence of Early Blues and Country Music Recordings READING: <NAME>. 1997. Blues and Country Music: Music Media and the Construction of Race. In _Rockin' Out: Popular Music in the USA._ Boston: Allyn and Bacon. [UT library digital reserve -- http://www.lib.utk.edu:90/files/MusicH/120/gay/39029027354863.pdf] o From Rhythm & Blues to Rock 'n' Roll Wed. Aug. 29 o Rhythm and Blues READING: Palmer, "Rock Begins" (3); Hansen, "Rhythm & Gospel" (17) [unless indicated otherwise, all readings come from the _Rolling Stone Illustrated History;_ numbers within the parenthesis refer to starting page] Fri. Aug. 31 o Rock Emerges: L<NAME> and <NAME> READING: Winner, "<NAME>" (52); Christgau, "<NAME>" (60) Mon. Sept. 3 o Labor Day Wed. Sept. 5 oThe Rise of Independent Labels: Elvis Presley, Sun and Rockabilly READING: Guralnick, "Rockabilly" (67); Guralnick, "<NAME>" (21); Miller, "<NAME>" (73); Guralnick, Peter. 2000. Elvis, Scotty, and Bill. In _Rock and Roll Is Here to Stay,_ edited by <NAME>. New York: W.W. Norton & Company. [UT library digital reserve -- http://www.lib.utk.edu:90/files/MusicH/120/gay/39029027354814.pdf] Fri. Sept. 7 o FILM (excerpt): _That Rhythm... Those Blues,_ directed by <NAME> o Vocal Groups Mon. Sept. 10 o Doo-wop READING: Hansen, "Doo-Wop" (92); Morthland, "The Rise of Top Forty AM" (102); Morthland, " The Payola Scandal" (121) Wed. Sept. 12 o Girl Groups and the Record Producer READING: Shaw, "The Teen Idols" (107); Shaw, "Brill Building Pop" (143); Cohn, "<NAME>" (177); Marcus, "The Girl Groups" (189) Fri. Sept. 14 o <NAME> and the Beach Boys READING: Shaw, "The Instrumental Groups" (124); Miller, "The Beach Boys" (192) o Rock Music and Protest Mon. Sept. 17 o The Folk Revival, <NAME>, and Plugged-In Folk-Rock READING: Light, "<NAME>" (299); Scoppa, "The Byrds" (309); Nelson, "Folk Rock" (313) Wed. Sept. 19 o Soul Music and Civil Rights READING: Guralnick, "<NAME>" (130); McEwen, "<NAME>" (135); Palmer, "<NAME>" (163); Guralnick, "Soul" (260); Landau, "<NAME>"; Gersten, "<NAME>" (332) Fri. Sept. 22 o Stax, Atlantic, & Motown READING: Palmer, "The Sound of Memphis"; McEwen & Miller, "Motown" (277) o The British Invasion Mon. Sept. 24 o The Beatles READING: Bangs, "The British Invasion" (199); Marcus, "The Beatles" (209) Wed. Sept. 26 o FILM (excerpt): _A Hard Days Night,_ directed by <NAME> Fri. Sept. 29 o The Rolling Stones and the British Blues Revival READING: Christgau, "The Rolling Stones" (238); Guralnick, "<NAME>" (339); Ward, "The Blues Revival" (343) Mon. Oct. 1 o The Second Wave: The Who, the Yardbirds, and <NAME> READING: Marsh, "The Who" (395); Marsh, "<NAME>" (407); Emerson, "Britain: The Second Wave" (419) Wed. Oct. 3 o 1st Exam o San Francisco Rock and the "Counterculture" Fir. Oct. 5 o San Fransico as Cultural Center/A Music as Philosophy READING: Perry, "The Sound of San Francisco" (362) Mon. Oct. 8 o Music of the "Counterculture" READING: Puterbaugh, "The Grateful Dead" (370); Perry, "The Jefferson Airplane" (378) Wed. Oct. 10 o The "Counterculture" Moves beyond San Francisco READING: Willis, "<NAME>" (382); Bangs, "The Doors" (388); Willis, "Creedence Clearwater Revival" (448) Fri. Oct. 12 o Fall Break Mon. Oct. 15 o Hendrix, His Guitar, His Presence READING: Morthland, "<NAME>" (412); Murray, <NAME>. 2000. Hendrix in Black and White. In _Rock and Roll Is Here to Stay,_ edited by <NAME>. New York: W.W. Norton & Company. [UT library digital reserve -- http://www.lib.utk.edu:90/files/MusicH/120/gay/39029027354905.pdf] o Diversity Into the Seventies Wed. Oct. 17 o Art Rock/Jazz Rock READING: Rockwell, "The Emergence of Art Rock" (492); Palmer, "Jazz Rock" (500) Fri. Oct. 19 o Country Rock and Southern Rock READING: McLeese, "<NAME>" (324); Ward, "The Band" (429); Rockwell, "The Sound of Southern California" (538); Patoski, "Southern Rock" (505) Mon. Oct. 22 o Led Zeppelin READING: Miller, "Led Zeppelin" (455) o Heavy Metal Wed. Oct. 24 o Forging Metal Sound READING: Bangs, "Heavy Metal" (459) Fri. Oct. 26 o FILM (excerpt): _This is Spinal Tap,_ directed by <NAME> Mon. Oct. 29 o Metal, Masculinity, and Music READING: Eddy, "The Metal Explosion" (465); Walser, Robert. 1994. Highbrow, Lowbrow, Voodoo Aesthetics. In _Microphone Fiends: Youth Music, Youth Culture,_ edited by <NAME>. New York: Routledge. [UT library digital reserve -- http://www.lib.utk.edu:90/files/MusicH/120/gay/39029027354889.pdf] o Punk Wed. Oct. 31 o Punk Precursors READING: Bangs, "ProtoPunk: The Garage Bands" (357); Fricke, "The Velvet Underground" (348); Rockwell, "The Sound of New York City" (549) Fri. Nov. 2 o Anarchy in the UK READING: Marcus, "Anarchy in the UK" (594) Mon. Nov. 5 o Punk and New Wave READING: Tucker, "Alternative Scenes: America" (573) and "Alternative Scenes: Britain" (579) Wed. Nov. 7 o 2nd Exam o MTV Fri. Nov. 9 o The MTV Generation: Madonna and <NAME> READING: Farber, "The MTV: The Revolution Will Be Televised" (640); Swensen, "<NAME>" (649); Considine, "Madonna" (656) o Black Music Since '60's Soul Mon. Nov. 12 o Funk and Disco READING: Marsh, "Slay and the Family Stone" (435); McEwen, "Funk" (521); Smucker, "Disco" (561) Wed. Nov. 14 o Rap, Hip-Hop, and Mainstream Culture READING: Light, "Rap and Soul: From the Eighties Onward" (682) Fri. Nov. 16 o Rap and Black Nationalism READING: Decker, <NAME>. 1994. The State of Rap: Time and Place in Hip Hop Nationalism. In _Microphone Fiends: Youth Music, Youth Culture,_ edited by <NAME>. New York: Routledge. [UT library digital reserve -- http://www.lib.utk.edu:90/files/MusicH/120/gay/39029027354897.pdf] o New Prominence for Women in Rock Mon. Nov. 19 o Women in Rock READING: George-Warren, "Women in Revolt" (609) Wed. Nov. 21 o Women in Revolt READING: George-Warren, "Women in Revolt" (609) (continued) Fri. Nov. 23 o Thanksgiving Holiday Break o Underground and Alternatives Mon. Nov. 26 o College radio, "indie" bands READING: Sinclair, "Up From the Underground" (673) Wed. Nov. 28 o Grunge and other discontents READING: Sinclair, "Up From the Underground" (673) (continued) Fri. Nov. 30 o FILM (excerpt): _Hype!,_ directed by <NAME> o Back to the Future Mon. Dec. 3 o Sample, Mix, Remix READING: <NAME>. 1999. Digital Psychedelia: Sampling and the Soundscape. In _Generation Ecstasy._ New York: Routledge. [UT library digital reserve -- http://www.lib.utk.edu:90/files/MusicH/120/gay/39029027354707.pdf] Wed. Dec. 5 o Napster: Who's music is it? READING: <NAME>, and Lars Ulrich. 2000. Chuck D of Public Enemy vs. Lars Ulrich of Metallica -OR- Freedom of music vs. We want more control. [Web page]. Rapstation 2000 [cited August 12 2001]. Available from http://www.rapstation.com/promo/lars_vs_chuckd.html; Love, Courtney. 2000. Courtney Love Does the Math (June 14, 2000) [Web page]. Salon.com 2000 [cited August 12, 2001]. Available from http://www.salon.com/tech/feature/2000/06/14/love/index.html. Wed. Dec. 12th, 8-10 a.m. FINAL EXAMINATION ** \| \| \| \| *![hendrix_atlanta_pop_small picture](images/hendrix_atlanta_pop_small.gif) --- Home Announcements Class Syllabus Grades Online Journals Class Outlines Listening Materials Review Pages Rock Links School of Music Send us Email --- [Top] * * All rights reserved (C) 1997-2001 <NAME>, Jr. This page was last built with Frontier on a Macintosh, Sun, Sep 16, 2001 at 3:05:04 PM. <file_sep>PHILOSOPHY OF EDUCATION ELCF 400 SYLLABUS Amplification of Course Assignments Dr. Makedon Office: ED223 Tel. (773) 995-2003 Office Hours: Announced in class. Credit Hours: 3 Course Description In-depth examination of major philosophies of education, and their relation to teaching practice, methods, curriculum, and educational administration. Philosophies examined include idealism, perennialism, pragmatism, existentialism, Marxism, romanticism, phenomenology, hermeneutics, and perspectivism. We will also review afrocentrist claims, including <NAME>', <NAME>, and others', and their critics. Course Objectives 1\. Review Major Philosophies of Education 2\. Think critically about one's own educational philosophy 3\. Analyze Critically the Pros and Cons of Major Philosophies 4\. Examine middle school methods and curricula from a variety of philosophical perspectives 5\. Develop the ability to distinguish between goals, methods, and curricula in education Textbooks: 1\. <NAME>, Movements of Thought in Modern Education 2\. <NAME>, Philosophies of Education, Instructional Packet. Chicago: Abacus publishing, 1977. Requirements: 1\. Attendance ........................................... 10% 2\. Quizzes (10 total) ................................... 20 3\. Mid Term Examination: Essay Type...................... 20 4 Classroom Presentations, Outlines, and Bibliographic Pages: Choose between Position, Role Play, and Personal Philosophy............ 20 5\. Article Outlines and Presentations...................... 10 6\. Final Examination: Multiple Choice Questions........... 20 Grading Scale: 90-100=A 80-94=B 70-79=C 60-69=D Below 60=F Schedule of Readings and Requirements 1\. INTRODUCTION; SYLLABUS 2\. WINGO, CH 1 "PHILOSOPHY AND EDUCATION" QUIZ #1 3\. CH 6 "<NAME> AND THE LIBERAL PROTEST IN EDUCATION" QUIZ #2 4\. CH 10 "THE EXISTENTIALIST PROTEST IN EDUCATION" QUIZ #3 5\. CH 8 "THE PROTEST OF THE PERENNIAL PHILOSOPHY" QUIZ #4 6\. CH 9 "THE MARXIST PROTEST" QUIZ #5 7.MID TERM EXAMINATION (=60 MINS) HANDOUTS: DUBOIS, TALENTED TENTH, EDUCATION OF BLACK PEOPLE 8\. DUBOIS--CONTINUED QUIZ #6 9\. HANDOUT: PLATO, THE MENO ROMANTICISM (ROUSSEAU, PESTALOZZI, FROEBEL, HOR<NAME>, MONTESSORI) QUIZ #7 10\. REVIEW OF AFROCENTRIST CLAIMS: Illinois Schools Journal Spring 98; Makedon, In Search of Excellence 11\. PRESENTATIONS: POSITION QUIZ #8 12\. PRESENTATIONS: ROLE PLAY QUIZ #9 13\. PRESENTATIONS: PERSONAL PHILOSOPHY QUIZ #10 14\. REVIEW FOR THE FINAL EXAMINATION 15\. FINAL EXAMINATION (MAX. 2 HRS) Incompletes Policy: Only students who are receiving a grade of C or better (=70 points minimum) are eligible for an incomplete at the time they request it. This means they should have accumulated at least 70 points even to be considered for an Incomplete (except in extenuating circumstances, such as, hospitalization, or the like, where the student has no control over the situation). Furthermore, students should have had an excellent attendance record, and more importantly, a valid reason of why they should be offered an incomplete, before one can be assigned. The instructor does not consider the need to read over the required reading assignments, or more time to complete any of the other class requirements, as valid reasons. Recommendation Letters Policy: As a general rule, recommendation letters will not be completed by the instructor before the student has completed all requirements for the course, and has been assigned a final grade. Attendance Policy: For each hour a student has been absent, he/she loses 1 point. To have an absence excused, a student must have a legitimate excuse, including a written statement from a health professional, qualified employer, and the like. Students who walk in class after attendance has been taken, will be marked "tardy." Three tardy marks are equivalent to 1 absence point. Students who are tardy should notify the instructor at the end of the class period of their presence, so that they will not be marked absent. Students should attend class for at least 30 minutes per 50 minutes of class time to be marked as either tardy or present. Otherwise, they will be marked "absent." For example, students who leave right after attendance is taken will be marked absent. Students with more than 6 hourly absences from class may be dropped from the course by the instructor. See Official Academic Regulations regarding Class Attendance in the Undergraduate Catalogue. Mid-term Make Up Policy Only students with written medical or job-related excuses may take the mid- term exam at a date other than the one announced in class. All students with such written excuses taking the mid-term examination at another date must: (a) show proof of such written excuses before being allowed to take the mid-term examination; and (b) take the mid-term examination on the same date and at the same time, usually 1 week after the regular exam date. Date of the mid-term make-up exam will be announced by the instructor in class. Rules Regarding Classroom Decorum 1\. No eating in the classroom. 2\. No children are allowed to attend. Please find alternative child care facilities for your child(ren). 3\. Noone who is not officially registered is allowed to attend. 4\. No form of disruptive behavior will be tolerated. Students who break the above rules may be asked to leave the classroom. S E L E C T E D B I B L I O G R A P H Y Adler, <NAME>. The Paideia Proposal. New York: Macmillan, 1982 <NAME>. The Education of Blacks in the South, 1860-1935. Chapel Hill: University of North Carolina Press, 1988. Aristotle. Aristotle on Education: Being Extracts from the Ethics and Politics. Ed. & tr. <NAME>. Cambridge: Cambridge University Press, 1967. <NAME>. Idealism in Education. New York: Harper & Row, 1966. <NAME>., ed. Enlightenment and Social Progress: Education in the Nineteenth Century. Minneapolis: Burgess, 1971. <NAME>. Popular Education and Its Discontents. New York: Harper & Row, 1990. Curti, <NAME>. The Social Ideals of American Educators. <NAME>.: Littlefield, Adams and Co., 1959. <NAME>. Democracy and Education: An Introduction to the Philosophy of Education. New York: The Free Press, 1916. <NAME>. "The Talented Tenth." In August Meier, ed., The American Negro: His History and Literature (New York: Arno Press, 1969), pp. 31-75. <NAME>. Outside In: Minorities and the Transformation of American Education. New York: Oxford University Press, 1989. Giroux, <NAME>. Teachers as Intellectuals: Toward a Critical Pedagogy of Learning. Granby, Mass.: Bergin & Garvey, 1988. Hogan, <NAME>. Class and Reform: School and Society in Chicago, 1880-1930. Philadelphia: University of Pennsylvania Press, 1985. Kneller, <NAME>. Existentialism and Education. New York: Philosophical Library, 1958. Makedon, Alexander. "Response to 'Intellectual Warfare'." Illinois Schools Journal Spring, 1998, vol. 77, no. 2, pp. 78-84. \--------"Plato. Paideia, Politics and the Past: Response to 'Reflections on the History of African Education'."Illinois Schools Journal Spring, 1998, vol. 77, no. 2, pp. 23-51. \--------"What Multiculturalism Should Not Be." Proceedings of the Midwest Philosophy of Education Society 1995 & 1996\. Ed. <NAME>. Chicago, Illinois, 1997, pp. 172-86. \--------"Humans in the World: Introduction to the Educational Theory of Radical Perspectivism." Proceedings of the Midwest Philosophy of Education Society, 1991 and 1992. Ed. <NAME> and <NAME>. Oakland, Michigan: College of Education, Oakland University, 1993, pp. 297-310. Also published as ERIC Document No. ED 368-628. ______"Reinterpreting Dewey: Some Thoughts on His Views of Play and Science in Education." Proceedings of the Midwest Philosophy of Education Society 1991 and 1992. Ed. <NAME> and <NAME>. Oakland, Michigan: College of Education, Oakland University, 1993, pp. 93-102. Also published as ERIC Document No. ED 361 214. ______"Reform and the Traditional Public School: Toward a Typology of Conservative to Radical School Reforms." Illinois Schools Journal, vol. 72. no. 1, December 1992, pp. 15-22. ______"Is Teaching a Science or an Art?" Proceedings of the Midwest Philosophy of Education Society. Ed. <NAME>. Muncie, Indiana: Ball State University, 1991, pp. 231-246. Also published as ERIC Document No. ED 330 683. ______"Playful Gaming." Simulation and Games, vol. 15, no. 1, March 1984, pp. 25-64. ______"Freedom Education: Toward a Synthesis of <NAME>'s and <NAME>'s Theories of Freedom and Education." Proceedings of the Midwest Philosophy of Education Society. Ed. <NAME> and <NAME>. Ames, Iowa: College of Education, Iowa State University, 1977, pp. 34-43. Also published as ERIC Document No. ED 345 986.CI 200 Dr. Makedon <NAME>. The Education of Man: Educational Philosophy. Ed. Donald & <NAME>. Notre Dame, Ind.: University of Notre Dame Press, 1967\. Mill, <NAME>. <NAME> on Education. Ed. <NAME>. New York: Teachers College Press, 1971. Park, Joe. <NAME> on Education. Columbus: Ohio State University Press, 1963. Pestalozzi, <NAME>. Pestalozzi. Ed. <NAME>. Westport, Conn.: Greenwood Press, 1974. Plato. The Dialogues of Plato. <NAME>. New York: Random House, 1937. <NAME>. The Language of Education. Springfield, Ill.: C.<NAME>, 1960\. <NAME>. Discussions with Teachers. Tr. <NAME>. London: Rudolf Steiner Press, 1967. <NAME>. Philosophies of Education: An Introduction. Boston: Heath, 1974. --- Return to the Top <NAME> Chicago State University _Copyright (C) 1999 <NAME>_ ![](http://webs.csu.edu/cgi-bin/count.cgi/pagecounterELCF400Syllabus.dat) _visits since 09/01/1999_ <file_sep># PS146, The US Congress, Spring 1996 Syllabus <NAME> Box 90204 660-4311 Office hrs: Monday, 2-4 pm Course Description: The popular picture of large social institutions might be faceless, static organizations, inscrutable to outside observers. The seismic shift in Congress since 1994 explodes this view. Social institutions are, in some degree or another, constantly changing in response to their environment. This course will examine the development and current state of America's preeminent political institution: the U.S. Congress. I will talk about the ``environment " of Congress in two main ways: external (mainly electoral) and internal (institutional procedures and inertia). The carriers of Congressional change turn out to be, not surprisingly, the members. Since Congress makes its own rules, we can talk about the _institution_ of Congress as a product of the _goals and motivations_ of the members. These two views of Congress \--- a 200 year old institution, and a noisy aggregate of members --- are the centerpiece of this course. We examine Congress in four steps. First, we look at how members get to Congress, and what we expect them to do once they get there. What is the ``job " of a member of Congress? What do we mean by ``representation?" How are members elected, and has the electoral formula changed in the last few years? Next, we turn to Congressional decision--making, first in committees, then on the floor. Who matters in Congressional decision--making? Where are decisions _really_ made? Third, we trace changes in Congress since the early 1970's, the so--called post--reform Congress, and try to link these changes with significant rules changes instituted in the 104th Congress. In tandem with the nation, Congress experienced seismic shifts in its membership and internal rules and procedures. These changes played themselves out through Ronald Reagan's administration in the 1980's, and explain a lot about the discontent we feel with Congress in the 1990's. Can Congress govern? And what alternatives are there? Finally, we attempt to address the changing Congress in the post 1994 era. Are the old theories lacking? What can we learn from the new Republican Congress? As a guide to our study, we examine two case studies in depth, the 1986 Tax Bill and the 1995 Budget Crisis. Requirements: * Section assignments (30%) * Two short in-class midterms (30%) * A final paper (40%) Readings: The following books are on order at the Duke University Bookstore: * <NAME>, _The Logic of Congressional Action_ * <NAME> Murray. _Showdown at Gucci Gulch_ * Dodd and Oppenheimer. _Congress Reconsidered, 5th Edition_ * Fiorina. _Congress: Keystone of the Washington Establishment, 2nd Edition_ * Jacobson. _The Politics of Congressional Elections 3rd Edition_ * Kettl, _Deficit Politics_ * Rohde. _Parties and Leaders in the Postreform House_ * There is a bound set of materials on reserve at Perkins. You will need to photocopy these materials. They are lengthier than previous years in order to include material on the new Congress. There will be a _current events_ portion to each midterm examination. You are expected to read a quality daily newspaper. It is impossible to track Congress on a regular basis without one, and this is even more true during this historic period. I strongly recommend a subscription to the New York Times, and will pass out subscription sheets in class. For $25.00 a term, this is one of the best bargains around. You may also be able to satisfy this requirement by watching CNN's ``Inside Politics'' and ``Capitol Gang'' or CSPAN on a regular basis. If you have not taken PS91 or feel that your knowledge of basic Congressional structure is lacking, you should supplement the readings here. A text by Oleszek, _Congressional Procedures and Policymaking_ to be a very useful reference source. A simpler, basic review of Congressional procedures can be obtained from _How Congress Works_ , published by CQ Press. Both are non circulating and can be read in the Public Documents room in Perkins. Finally, there is an online guide to ``How Are Laws are Made'' available at http://www.house.gov/HOLAM.TXT or through this class's home page at http://www.duke.edu/~gronke/congress.html. I _strongly_ encourage you to refer to them if you are weak on fundamentals. Otherwise, you will get lost. All readings are required. DODD means from the Dodd and Oppenheimer reader. CP means from the coursepack in the reserve room. HCW means a chapter from the _How Congress Works_ text in the public documents room. 1. 15 Jan -- 15 Jan _Intro, MLK Lecture_ * MLK Lecture: Minority Majority Districts? What is congressional representation? 2. 17 Jan -- 17 Jan _What is the ``Job " of Congress? Of Members of Congress?_ * Ornstein, Peabody, and Rohde, ``The U.S. Senate in an Era of Change" (DODD) * Dodd and Oppenheimer "Maintaining Order in the House" (DODD) * Arnold, ``Can Inattentive Citizens Control Their Elected Representatives?" (DODD) * _REC: HCW, ``The Legislative Process ", ``Pressures on Congress"; Oleszek, Chs. 1--2._ 3. 22 Jan -- 24 Jan _A Digression: Budget Politics_ * Kettl, _Deficit Politics_ , all * <NAME> Durston, ``The 1990 Budget Enforcement Act'' (DODD) 4. 29 Jan -- 31 Jan _Congressional Elections I: Context, Candidates, Campaigns_ * Jacobson, Chs. 1--4 * Jacobson, ``The Misallocation of Resources in House Campaigns 5. 5 Feb -- 7 Feb _Congressional Elections II: What is the Constituency?_ * Fenno, ``U.S. House Members in Their Constituencies: An Exploration " (RES) * Arnold, Chs. 1, 3 6. 12 Feb -- 14 Feb _Congressional Elections III: Voter Choice, Incumbency Advantage_ * <NAME>, ``Voters, Candidates, and Issues in Congressional Elections " (DODD) * <NAME> Brady, ``Personal and Partisan Advantage in U.S. Congressional Elections, 1846--1990" (DODD) * Fiorina, 1--66 7. 19 Feb -- 21 Feb _Models of the Congressional Vote, Looking Back at the Incumbency Advantage_ * Jacobson, Ch. 5--6 * Fiorina, 67--141 8. February 26 Midterm 9. 28 Feb--4 Mar _Consequences of the Congressional Elections System, Reflecting on 1994_ * Jacobson, Chs. 7--8 * Hibbing, ``Careerism in Congress: For Better or Worse'' (DODD) * Jacobson, ``The 1994 House Elections in Perspective'' (CP) * Brady, Cogan, and Rivers, ``How the Republicans Captured the House'' (CP) * ``Freshman Class Boasts Resume's to Back Up 'Outsider' Image'' (CP) * Steeper, ``This Swing is Different: Analysis of 1994 Election Exit Polls'' (CP) 10. 6 Mar -- 18 Mar _Where Does Policy Come From? Rational Choice and Agenda Setting_ * Arnold, Chs. 2, 4--6 * Birnbaum and Murray, Chs. 1--4 11. BREAK: Read Birnbaum and Murray? 12. 20 Mar -- 25 Mar _Congressional Committees: Assignment, Jurisdiction, Participation_ * Hall, ``Participation, Abdication, and Representation in Congressional Committees "; Strahan, ``<NAME>: A Study in Congressional Power"; and Young and Cooper, ``Multiple Referral and the Transformation of House Decision Making" (ALL IN DODD) * ``A Republican Designed House Won't Please All Occupants'' (CP) * _REC: CQP, ``The Committee System''; Oleszek, Ch. 4 and pgs. 118--138_ 13. 27 Mar _Congress In Action_ * Birnbaum and Murray, Chs. 5--9 * Arnold, Chs. 7--8 14. 1 Apr -- 3 Apr _The Changing Congress I: A Revival of Parties?_ * Rohde, Ch. 1--4 * Sinclair, ``House Party Leadership in an Era of Divided Control " (DODD) * Smith, ``Forces of Change in the Senate'' (DODD) 15. 8 Apr -- 8 Apr _Floor Procedures, Conference Committees_ * Birnbaum and Murray, 10--11 and Epilogue * Kingdon, ``The Consensus Mode of Decision Making'' and ``Stuctural Decision Features'', Chs. 10 and 12 from _Congressmen's Voting Decisions_ , in (CP) 16. 10 Apr--15 Apr _The Changing Congress II: Perspectives on The Republican Revolution_ * Rohde, Ch. 5--6 * Aldrich and Rohde, ``Theories of the Party in the Legislature and the Transition to Republican Rule in the House'' (CP) * <NAME> Jones, ``The Republican Parties in Congress: Bicameral Differences " (DODD) 17. 17 Apr Midterm 2 18. 22 Apr -- 24 Apr _Evaluating Congressional Decision--Making, Consequences of 1994_ * Connor and Oppenheimer, ``Deliberation: An Untimed Value in a Timed Game " (ALL DODD) * Rudder, ``Can Congress Govern?" * Arnold, ``Citizens' Control of Government'' (Part III) * Dodd, ``Congress and the Politics of Renewal: Redressing the Crisis of Legitimation" * * * _<NAME> Sun Feb 4 14:42:17 EST 1996_ <file_sep>VA 40 / ICAM 40 Introduction to Computing in the Arts Winter 2001 Professor: <NAME> <EMAIL> Lecture: Wednesdays 4:40-6:30 PM Center Hall 109 Office Hours: Thursday 1-3pm, Studio 601 Visual Arts Facility (858) 822-2059 Lab: AP&M B349 Teaching Assistants: <NAME> <EMAIL> <NAME> <EMAIL> Class Resource Web Page COURSE OVERVIEW Introduction to Computing in the Arts consists of lectures and labs designed to immerse the student in the dynamic field of computing arts. The course seeks to provide the student with a historical, theoretical, aesthetic, and technical introduction to the challenges inherent in the collision of art, culture and computing. Lectures will present and present and examine the history of computers and artists' and musician's use of them. Lectures are organized around principle areas of enquiry and are intended to provide a framework for considering all types of digital and electronic media. Thoughout the quarter, we will view a broad range of work by artists who use the computer as a medium, as a tool, as subject matter or all of the above. Inside and outside of class you will see and interact with artwork on CD-ROM, the Web and videos as well as other cultural artifacts of the digital age, from computer console games to online chat rooms. During weekly labs, students will be introduced to NT workstations and will use some of their basic mediatypes and tools to develop art projects. Also during labs, students will discuss the required readings and present and critique their art projects. CLASS REQUIREMENTS and EVALUATION 1\. Art projects(3 projects) 50% 2\. Final exam 25% 3\. reading/participation in discussion (in lab and on-line) 15% 4\. Attendance 10% A (91-100) = excellent, B (81-90) =above average, C (71-80) =average, D (61-70)=below average, F (60 & below) =unacceptable GRADING POLICY AND GENERAL RULES All assignments must be turned in on time at the beginning of section. Failure to complete work on due date will result in a full letter grade reduction for each subsequent class in which project is not turned in. Final projects must be turned in on time to receive credit. No late final projects will be accepted. There is no make-up time for the final exam. ATTENDANCE In the case of an excused absence, student will provide a written excuse or a doctor's note. Student will be allowed one unexcused absence for a lecture and one for a lab during the quarter. After this limit, each unexcused absence will automatically lower your grade one half a letter grade. At the end of the lectures, students must sign attendance sheet. Arriving to class late, forgetting to sign attendance sheet or leaving early will count as an absence on the student's record. DISCLAIMER In this class I reserve the right to show a broad range of course materials, some of which assume the audience to be adult in age and demeanor. Should you at any time in the course of the class feel offended by something you have seen or heard, we would appreciate you staying to be part of a dialogue. If you feel that you cannot stay, remove yourself from the classroom as discretely as possible. You may be asked to report on your response. REQUIRED MATERIALS Floppy discs and ZIP discs as required for backing up projects. printing account with ACS REQUIRED TEXT INTERFACE CULTURE by <NAME> (available at Groundworks) On-line readings through hyperlinks on syllabus (below) ON-LINE JOURNALS & LISTSERVES TO SUBSCRIBE TO OR SURF Rhizome Telepolis Ctheory Hotwired Faces Nettime RECOMMENDED Art Sites/Online Exhibitions Adaweb Word Zonezero hotwired RGB gallery someOfMyFavoriteWebsitesAreArt the Remedi Project Beyond Interface turbulence shockoftheview Through the looking glass Art Entertainment Network PaperVeins SFMOMA Digibodies Omma Net Animations/Design: SuperBad SiteSakamoto <NAME>, Lair of the Marrow Monkey Bullseye art PotatoLand * * * _Schedule_ Please note: this schedule is subject to revision and may be modified during the quarter. Reading and viewing assignments are listed on date they are due. Works listed under "Screening/Surfing" followed by an asterisk means they are available for viewing in the Art and Architecture section of the Geisel Library. * * Week 1. 1/10 : Introduction _Screening:_ Video: The Machine that Changed the World The Machine that Changed the World: Giant Brains Silicon Valley Tarot Deck Mapping the Internet _Computer Usage/Access:_ Low-income computer Usage Bridging the Double-Divide: The Impact of Race on Computer Access and Internet Use Digital Divide Network * * * Week 2. 1/17: Some Art/Computing History _Reading_ Required: Interface Culture by <NAME>, p.1-75 <NAME>, As We May Think (1945) Suggested: Interview with <NAME> _Screening/Surfing:_ _UNIX Cheat Sheet_ SIGGRAPH Early Computer Animation SLIDES - Digital Visions "Tactical Vision" (excerpt from Virtual Worlds video) History of Computers Historic computer images The Virtual museum of Computing Timeline of Events in Computer History _Project 1: Hypertext artwork_ due the week of 1/22 during lab * * * Week 3. 1/24: The Internet and Hypermedia _Reading_ Required: _Interface Culture_ by <NAME>, pp.76-105 <NAME>, Net.art in the Age of Digital Reproduction Suggested: Introduction to net.art by <NAME> and <NAME> Why Have there been no great Net Artists? by <NAME> _Screening/Surfing_ General Internet Information Internet Timeline A Beginners Guide to HTML HTML Quick Reference _Hypertext and Hypermedia_ <NAME>, Hypertextual Consciousness 1.0 <NAME>,Face Value Coach House Books Eastgate Hypertext Fiction World's Largest Collaborative Sentence Feminist Hypertext <NAME>, oooxxxooo <NAME> My Boyfriend came home from the War ebr - Electronic Book Review <NAME>, History of Art for Airports Lev Manovich, Little Movies <NAME>, A Patchwork Girl* <NAME>: konsent klinik How to be an Internet Artist Yo<NAME>, the struggle revista electronica Chaos Netartistas Latinoamericanos Women's new media art gallery * * * Week 4. 1/31: Culture Jamming _Reading_ Required: Interview with Jodi <NAME>, The Virtual Barrio @ The Other Frontier <NAME>, Grasping at Bits: Intellectual Property in the Digital Age Suggested: What Color is the Net? electronic civil disobedience by CRITICAL ART ENSEMBLE _Screening/Surfing_ : etoy CYBERPUNK documentary Paper Tiger TV Chaos Computer Club links <NAME> Blind Rom *** VNS Matrix, CyberFeminist Manifesto Jodi AntiROM RTMark Operation Re-information Spoof Web Ads Next 5 Minutes Temple of Confessions yesrudy.com microsoftedu.com cta 2600 hacker news network cult of the dead cow electronic civil disobedience (by electronic disturbence theater) indymedia.org FreeSpeech TV Zapatista MTAA Market research - <NAME> _Project 2_** due the week of 2/12 during lab * * * Week 5. 2/7: Computers & Music & Sound _Reading_ Required: waves in the web <NAME> quotes _Screening/Surfing_ : Negativland <NAME>, _Sonic Outlaws_ Live International Internet Radio <NAME>, Cantos djspooky.com Electronic Music Timeline 1 Electronic Music Timeline 2 (briefer, but up to latest developments) CRCA MAX Public Enemy Music Interfaces MP3 <NAME>, _Puppet Motel_ Boombox (go through On the Air) More Electronic Music Links IRCAM CNMAT David Rokeby The Very Nervous System PHONE: E: ME ravelinks * * Week 6. 2/14: Telepresence, VR and other Immersive Environments _Reading_ Required: Sandy Stone, Will the Real Body Please Stand Up? <NAME>, _Interface Culture_ , pp. 106-137 Suggested: <NAME>, "Rape in Cyberspace" Virtual Reality Shrink _Screening/Surfing_ Telepresence Research, Inc. The Telegarden <NAME>, ZKM video Virtual Worlds video <NAME>, Mi Casa es Su Casa Char Davies' "OSMOSE" video GINGA <NAME> <NAME> Network Communicate Kaleidoscope Technosphere III Thomas Walizcy animations: The Garden, The Forest Age<NAME> * * * Week 7. 2/21: Digital Performance _Reading_ Required: From Paper & Ink to Pixels & Links by <NAME> Suggested: The Feng Shui of Virtual Environments by <NAME> _Screening/Surfing_ Desktop Theater Stelarc Ping Body Performance Avatarme The Visible Human Project The Palace Plaintext Players Franklin Furnace Digital Performance Archive Blasttheory \- Desert Rain The Cooking project SEEMEN Survival Research Laboratories _Final Project: Collaborative Final Project_ due the week of 3/12 during lab * * * Week 8. 2/28: Artificial Intelligence and Artificial Life & Life Science _Reading_ Required: <NAME>, The further exploits of AARON, Painter Interview with <NAME> Suggested: Politics of the Artificial by <NAME> <NAME>, Artificial Life meets Entertainment: Lifelike Autonomous Agents <NAME>, _Interface Culture_ , pp. 173-205 _Screening/Surfing_ The Turing Test MIT Media Lab Research Eliza <NAME>, Boids Artificial Life Proceedings - VANTS <NAME>er and <NAME>neau projects LifeSpacies <NAME>, <NAME> Creature Labs eFloys emergence: an active essay ARS ELECTRONICA 99: LifeScience <NAME> * * * Week 9. 3/7: The Problem and Promise of Digital Narratives _Reading_ Required: <NAME>, _Interface Culture_ , pp. 138 -172 <NAME>, "The Digital Revolution is a Revolution of Random Access" Suggested: <NAME>, " Queen Bees and the Hum of the Hive" <NAME>, "Clicking for Godot" <NAME>, "LIVE! from my bedroom" <NAME>, Hamlet on the Holodeck (excerpts) _Screening/Surfing_ TALK NICE by <NAME> BRANDON: a year long web-narrative Grahame Weinbren Video <NAME>, _Boy_ *** <NAME>, _Mauve Desert: A CD-ROM Translation_ *** <NAME>, _I Am a Singer_ David Blair's _waxweb_ video/website/CD-ROM Brambletown by <NAME> Heatseeking by <NAME> <NAME> Surveillance Soap opera StoryEngine * * * Week 10. 3/14: The Art of Play _Reading_ Required: <NAME>, Does Lara Croft Wear Fake Polygons? <NAME>, Ritual Reality: Social Design for Online Gaming Environments Suggested: <NAME>, The Sky is Falling: Why are Virtual Worlds so Desolate? Game Theory _Screening/Surfing_ : gameart SWITCH issue Myst ***** Riven* Bad Mojo* TombRaider Zelda Tekkan Silicon Valley Tarot Deck Madame Polly Ultima Online Purple Moon, "Rockett's First Day of School" ***** Toshio Iwai "Compositions on the Table" The Intruder Sissyfight 2000 BabyWorld Noodle by <NAME> The Sims <NAME> & <NAME> Summons to Surrender Bang Bang (you're not dead?) Blacklash memebots // LUCKYKISS_XXX > adult kisekae ningyou sampling ^_^ Iconica \- Troy innocent Lara Croft Stripped Bare * * * Final Exam: Friday, March 23, 3-6pm bring 2-3 blue books & writing implement * * * _Thank you for your participation and enthusiasm toward learning!_ <file_sep>## The Archaeology of Roman Egypt: Multi-Media Investigations of a Multi-Cultural Society First Year Seminar University Course (Division 495) 150 Section 10 Tuesday 10-11, Thursday 10-12 120 West Engineering * * * Instructor: <NAME> Office: Kelsey Museum * * * NOTE: This syllabus is for a course that met for its last class session on 23 April 1996. Students in the course are currently completing their final, on- line projects, links to which will be added to this syllabus as they become available. In the outline below, individual class topics are linked to documents containing lecture outlines and/or notes; be aware that these were intended for in-class use and many are incomplete. This syllabus was recently moved in a reorganization of my web-space and some of the links may not have gotten adjusted yet. There will be periodic updates. -TGW, 25 April 1996 * * * Go to: * General Course Description * Course Prerequisites and Requirements * Readings * Syllabus * Visit Kelsey Museum On-Line * * * #### General Course Description ### The Archaeology of Roman Egypt: Multimedia Investigations of a Multicultural Society The society of Egypt under Roman rule as interpreted through archaeological evidence made available to students on-line will be the focus of this course. Students will explore the cultural, political and ethnic influences that combined to form the society of Roman Egypt. After an introduction to the archaeology and history of Roman Egypt and a grounding in relevant computer techniques, students will investigate problems posed by Roman Egyptian sites excavated by the Kelsey Museum of Archaeology through on-line resources designed especially for this course. These resources will include databases of artifacts, plans and images from sections of two Egyptian sites (Karanis and Dime), information from excavation reports, historical outlines, translations of relevant ancient texts--all accessible via the World Wide Web. Using these materials, students will design and construct interactive on-line presentations of the results of their research. All student work in the class will be on-line (including hypertextual critiques/responses to other on-line sources) and the final class project will be for the students to develop, in small groups, interactive WWW documents using the data put on-line to examine problems in the Archaeology of Roman Egypt. * * * #### Course Prerequisites and Requirements There are no prerequisites for this course. Although experience with computers and/or archaeology will be helpful, no prior knowledge is assumed. Computer skills will be taught in-class, and topics in archaeology and the history of Roman Egypt will be thoroughly covered in lectures, readings and in-class discussion. Students in the course will be required to do the readings, attend the lectures, participate in class discussion and do the assignments. As outlined in the description above, most work for the class will be on-line: * 3 short reviews of resources/exhibition/videos discussed in class (30% of grade) * Mid-term exam (30% of grade) * Final project (relevant on-line interactive presentation) (40% of grade) * * * #### Readings There are three required textbooks for this class. Two are available for purchase from Shaman Drum Bookstore Textbook department (Upstairs at 313 South State Street): * <NAME>, _Archaeology: A Brief Introduction_ (FAGAN) * <NAME>, _Egypt in Late Antiquity_ (BAGNALL) The third textbook is an exhibition catalogue available from the front desk at the Kelsey Museum of Archaeology (434 South State Street): * <NAME>, editor _Karanis: An Egyptian Town in Roman Times_ (GAZDA) In addition, there will be various reading assignments on-line. Most of these will be directly accessible via links in the on-line syllabus. * * * #### Syllabus 1\. Thursday, January 11 Organizational meeting 2\. Tuesday, January 16 Overview 3\. Thursday, January 18 Introduction to In-class computing Archaeology and the Ancient World * Reading: FAGAN, pp. 1-18 4\. Tuesday, January 23 Graeco-Roman Egypt: Environment and Context * Reading: BAGNALL, pp. 3-44 5\. Thursday, January 25 Basics of On-Line Research: Navigating the World Wide Web Archaeology and Culture * Reading: FAGAN, pp. 19-50 6\. Tuesday, January 30 Roman Egypt: Administration * BAGNALL, pp. 45-105 7\. Thursday, February 1 Archaeology resources on-line Archaeology: Time and Space * Reading: FAGAN, pp. 51-84 8\. Tuesday, February 6 Roman Egypt: An Agricultural Economy * CLASS MEETS AT THE KELSEY MUSEUM (434 S. State Street) * Reading: BAGNALL, pp. 110-180 9\. Thursday, February 8 Authoring on-line documents I: from plain text to html Archaeology: Preservation and Excavation * Reading: FAGAN, pp. 86-131 10\. Tuesday, February 13 The population of Roman Egypt: Demographics, Gender and Status * Reading: BAGNALL, pp. 181-229 11\. Thursday, February 15 Authoring on-line documents II: creating a homepage * Review of selected on-line resource due at beginning of class Archaeology: Interpreting data I * Reading: FAGAN, pp. 134-170 12\. Tuesday, February 20 Archaeology of Roman Egypt: Historical approach * Reading: GAZDA, pp. 1-18 13\. Thursday, February 22 * NOTE: Class meets in 120 W. Eng. as usual; we will walk over to the Kelsey Museum from there after a discussion. Archaeology: Interpeting data II * FAGAN, pp. 172-207 Visit to Kelsey Museum exhibition "Caught Looking" 14\. Tuesday, Feburary 27 Karanis and Dime: from Egypt to the Kelsey Museum * Reading: GAZDA, pp. 19-44 15\. Thursday, February 29 Midterm Exam (first half of class) Authoring on-line documents: Review SPRING BREAK 16\. Tuesday, March 12 Roman Egypt: Language, Literacy and Multiculturalism * Reading: BAGNALL, pp. 230-260 17\. Thursday, March 14 HTML: advanced topics 18\. Tuesday, March 19 Readings: Roman Egypt: Religion * Reading: BAGNALL, pp. 261-309 19\. Thursday, March 21 In-class work on Project proposals 20\. Tuesday, March 26 Roman Egypt: Religion and Recap * Come prepared to discuss Bagnall 21\. Thursday, March 28 * Review of Kelsey Museum exhibition "Caught Looking" due at beginning of class In-class discussion of project topics Field trip to the Kelsey Museum 22\. Tuesday, April 2 Religion addenda: Magic A Year in the life of a Karanis family 23\. Thursday, April 4 On-line authoring review and discussion: Images, backgrounds and sounds * Project Proposals due at beginning of class 24\. Tuesday, April 9 In-class project consultation 25\. Thursday, April 11 In-class scanning and image manipulation * Meet at Kelsey 26\. Tuesday, April 16 Karanis: A year in the life (Text in Context) 27\. Thursday, April 18 In-class consultation on final projects * Meet at 120 W Eng for group discussion; then on to Kelsey 28\. Tuesday, April 23 Conclusions * Reading: FAGAN, pp. 210-242 * Reading: BAGNALL, pp. 310-325 EXAM PERIOD Final Projects due on-line (with Operational URL to me by 10:00 am) May 1 <file_sep>### Faculty Handbook TABLE OF CONTENTS Display Brief TOC in area to right. * * * ![](/images/blueball.gif) Search Request ![](/images/blueball.gif) Letter from the President ![](/images/blueball.gif) Sources and Definitions ![](/images/blueball.gif) Introduction ![](/images/blueball.gif) Update History (9 February 1998) * * * SECTION 100 UNIVERSITY SYSTEM OF GEORGIA * 101 Board of Regents * 102 List of System Institutions * 103 Chancellor and Staff * 104 Organizational Chart * 105 Vision for the University System of Georgia * 106 Guiding Principles for Strategic Action * 107 Strategic Planning Policy Directives * 108 Budget Initiatives * 109 University System Committees * 110 University System Policy Manual * * * SECTION 200 GEORGIA STATE UNIVERSITY * 201 Strategic Plan * 202 History of the University * 203 Statutes of Georgia State University * 204 Bylaws of the University Senate of Georgia State University * 205 Organization and Units * 205.01 Administrative Organization * 205.02 Academic Units * 205.03 Administrative Units * 205.04 Centers and Institutes * 206 University Policies and Procedures * 206.01 Crisis Management Plan * 206.02 Campus Master Plan Principles * 206.03 Harassment Policy and Procedures * 206.04 Alcohol and Drug Policy * 206.05 Policy on Smoking * * * SECTION 300 FACULTY PERSONNEL POLICIES * 301 Employment Policies * 301.01 Civil Rights Compliance - Education * 301.02 Affirmative Action Policy * 301.03 Policy Statement on Individuals with Disabilities * 301.04 Policy on Accommodation of Religious Practice * 301.05 Policy Statement on Disabled Veterans and Veterans of the Vietnam Era * 30l.06 Board of Regents' Policy on Employment of Relatives * 301.07 Employment of Aliens * 301.08 Potential Conflict Of Interest In Amorous Relationships ![New Item](new.gif) 3-14-02 * 301.09 Faculty Hiring Policy * 302 Recruitment and Appointment * 302.01 Appointments to the Faculty * 302.02 Joint Appointment of Faculty * 302.03 Pre-employment Records * 303 Contract Types * 303.01 Academic Year Contracts * 303.02 Fiscal Year Contracts * 304 Compensation * 305 Personnel Files * 305.01 Appointment Papers * 305.02 Annual Review: Promotion and Tenure History * 305.03 Contract Documents * 305.04 Fringe Benefits and Tax Documents * 305.05 Change of Personnel Records * 306 Faculty Status and Academic Rank * 306.01 Full-time University Faculty * 306.02 Part-time Faculty * 306.03 Part-time Instructors * 306.04 Graduate Teaching Assistants * 306.05 Adjunct Faculty * 306.06 Emeritus Faculty * 306.07 Graduate Faculty Membership * 307 Promotion, Tenure and Development * 307.01 Relevant Tenure Policies of the Board of Regents * 307.02 Time in Rank Requirements by the Board of Regents * 307.03 Georgia State University Standards * 307.04 Procedures * 307.05 Procedures to be Followed During the University-level Review of Promotion and Tenure Candidates * 307.06 Limitation on Tenure-Eligible Service * 308 Research Professorships * 309 Regents' Professorships * 310 Non-tenure Track Personnel/Academic Professionals * 311 Faculty Evaluation * 311.01 Annual Review * 311.02 Student Evaluation of Faculty * 311.02.01 Student Evaluation Report to SGA Office * 311.03 Evaluation of Chairs * 311.04 Evaluation of Deans * 311.05 Evaluation of Vice Presidents * 311.06 Evaluation of the Provost and Vice President for Academic Affairs * 311.07 Evaluation of the President * 311.08 Evaluation of the Associate Provosts * 312 Faculty Duties and Responsibilities * 312.01 Teaching * 312.02 Research * 312.02.01 Policy Recommendations on Research * 312.02.02 Copyright Policy * 312.02.03 Intellectual Property Policy * 312.02.04 Human Subjects Protection * 312.02.05 Review and Approval Procedures for Sponsored Grants and Contracts * 312.02.06 Policy and Procedures for Dealing with Allegations of Misconduct in Research at Georgia State University * 312.02.07 Animal Care and Use * 312.03 Service * 312.04 Outside Activity * 312.05 Conflict of Interest Policy * 313 Other Duties and Responsibilities * 313.01 Agreement on Guidelines for Classroom Copying in Not-for-profit Educational Institutions with Respect to Books and Periodicals * 313.02 Guidelines for Off-Air Recording of Broadcast Programming for Educational Purposes * 313.03 Academic Convocations * 313.04 Identification Cards * 313.05 Ethical Behavior with Regard to Complimentary Textbooks * 314 Faculty Rights and Privileges * 314.01 Academic Freedom * 314.02 Faculty Library Privileges * 314.03 Grievance Procedures * 315 Faculty Development * 315.01 The Center for Teaching and Learning * 315.02 Special Funding Opportunities * 316 Faculty/Staff Services * 316.01 Health Clinic * 316.02 L<NAME>. Suttles Child Development Center * 316.03 Recreational Services * 316.04 Indian Creek Lodge * 316.05 University Facilities * 316.06 Testing Service * 316.07 Information Systems and Technology * 316.08 Multimedia Resources * 316.09 Faculty Audit of Classes * 317 Severance from the University * 317.01 Non-renewal of Contract * 317.02 Dismissal * 317.03 Retirement * 317.04 Pay for Accrued Leave for Terminated/Retired Faculty * 317.05 Clearing the University * 317.06 Continuation of Coverage under COBRA * * * SECTION 400 ACADEMIC INSTRUCTIONAL INFORMATION * 401 Class Organization * 401.01 Course Syllabus * 401.02 Class Rolls * 401.03 Student Attendance * 401.04 Veteran Attendance * 401.05 Withdrawal from Class * 401.06 Textbooks * 401.07 Access to Student Records * 401.08 Disruptive Student Behavior Policy ![New Item](new.gif) 4-11-02 * 402 Examinations * 402.01 Final Examinations * 402.02 Regents' Examination * 402.03 Legislative Requirements * 403 Grading Policy * 403.01 Grading System * 403.02 Reporting of Grades * 403.03 Policy on Grades of Incomplete ("I") * 403.04 Change of Grade * 404 Academic Standing * 405 Academic Recognition on University Diplomas * 406 Policy on Courses Listed in University Catalogs * 407 Cross Registration * 408 Assignment and Use of Facilities * 408.01 Assignment of Instructional Facility * 409 Policy on Academic Honesty * 409.01 Introduction * 409.02 Definitions and Examples * 409.03 Evidence and Burden of Proof * 409.04 Procedures for Resolving Matters of Academic Dishonesty * 410 Sources of Academic Support for Students * 410.01 Learning Assistance Unit (Counseling Center) * 410.02 Writing Center * 410.03 Mathematics Assistance Complex * 410.04 Computer Facilities * 410.05 Student Support Services Program * 410.06 Disability Services Office * 410.07 Cooperative Education Program * 410.08 African American Student Services and Programs * 411 University Safety/Emergency Procedures * 411.01 Discovery or Suspicion of Fire * 411.02 Building Evacuation Alarm * * * SECTION 500 LEAVE AND FRINGE BENEFIT POLICIES AND REGULATION * 501 Leaves * 501.01 Sick Leave * 501.02 Leave of Absence * 501.03 Family Leave and Personal Medical Leave under FMLA * 501.04 Military Leave * 501.05 Death in the Family * 501.06 Miscellaneous Leave * 502 Holidays * 503 Vacation/Annual Leave * 504 Insurance * 504.01 Health Insurance Plans * 504.02 Continuation of Benefits after Termination * 504.03 Dental Insurance * 504.04 Life Insurance * 504.05 Accidental Death and Dismemberment Insurance * 504.06 Disability Income Insurance (LTD & STD) * 504.07 Worker's Compensation Insurance * 504.08 Social Security * 504.09 Professional Liability Insurance * 504.10 Section 125 Plan * 504.11 Flexible Spending Accounts (Dependent Care, Medical) * 504.12 Transportation Spending Accounts * 504.13 Vision Insurance * 505 Retirement Benefits * 505.01 Retirement * 505.02 Tax Sheltered Supplemental Retirement Accounts (403b Accounts) * 505.03 Automatic Debit of Insurance Premiums After Retirement * 506 Other Benefits * 506.01 Tuition Remission and Reimbursement * 506.02 Auditing Classes * 506.03 Employee Development and Training * 506.04 Faculty and Staff Assistance Program * 506.05 U.S. Savings Bonds * 506.06 Health Services * 506.07 Domestic Partner Policy ![New Item](new.gif) 1-8-01 * 507 Fire and Emergency Procedures * * * SECTION 600 BUSINESS AND FINANCIAL AFFAIRS INFORMATION * 601 Faculty Compensation * 601.01 Compensation Rates * 601.02 Payroll Deductions * 601.03 Compensation for Summer (or other non-contracted) Quarter For Faculty on Academic Year Contracts * 601.04 Gratuities * 601.05 Extra Compensation * 602 Travel * 602.01 Travel Authorizations * 602.02 Travel Advance * 603 Sponsored Grants and Contracts * 603.01 Indirect Cost * 604 Financial and Business Services * 604.01 Automatic Payroll Deposit * 604.02 Faculty Mail Service * 604.03 U. S. Postal Service * 604.04 Automated Bank Tellers * 604.05 Telecommunications * 605 Auxiliary Services * 605.01 Bookstore * 605.02 Food Service and Cafeterias * 605.03 Parking * 605.04 Photocopy Service * 605.05 Cap and Gown Service * 606 Out-of-state Tuition Waiver (Self, Spouse and Children) <file_sep>BIO 554/754 Ornithology Review Questions from Ornithology, 2nd ed. by <NAME> Lecture Exam 2 * * * Chapter 7 What 4 major features make up the general morphology of bird bills (p.148)? What is the ramphotheca (p.148)? What is cranial kinesis (p.148)? What are trabeculae (p.149)? How do finches extract seed kernels (p.150)? What are the major parts of the avian digestive system (p.154)? What does the oral cavity "house" (p.155)? What is the function of the taste buds, salivary glands, tongue (p.155-156)? How are the tongues of the following specialized: hummingbirds and woodpeckers, fish-eating birds, filter-feeding waterfowl (p.156)? What is the role of the esophagus (p.156)? How is the esophagus specialized in pigeons (p.156)? What is the crop & what is(are) its function(s) (p.158)? What are the 2 chambers of the avian stomach (p.158)? In which groups is the proventriculus most developed (p.158)? What occurs in the proventriculus (p.158)? What is the gizzard & what is its function (p.159)? Why do birds sometimes ingest grit and small stones (p.160)? How does relative intestine length vary with food habits (p.160)? In general, how does passage time of food through the digestive tract vary with the nature of the food ingested (p.160)? What are some specific feeding adaptations found in nectar-feeding birds (p.160)? In general, how do assimilation rates vary with the nature of the food ingested (p.161)? What are cecae, where are they located, which birds have them, & what is their function (p.162)? What is an advantage of prefering familiar foods (p.165)? What is an "area-restricted search" & when would a bird use such a search strategy (p.165)? How can the energetic profit of foraging be calculated (p.166)? How can the distance traveled to foraging sites affect foraging behavior (p.166-167; Figure 7-18)? What is "traplining" (p.168)? What aspects of feeding behavior often must be learned by young birds (p.168-169)? During what period are young often trained by parents (p.169)? What factors determine the amount of time a bird must feed each day (p.170)? What are the advantages of low foraging times (p.170)? Why do most birds maintain minimal fat reserves (p.170)? What are the relative fasting abilities of small vs. large birds (p.171)? What is one way of preparing for food shortages (p.171)? Chapter 14 (pp. 335 - 346) What does stable flock composition facilitate (p.336)? What is a peck right hierarchy (p.336)? What is the advantage of stable dominance relationships (p.336)? What are the advantages of feeding together in organized flocks (p.337-340)? Know the material in Boxes 14-4, 14-5, and 14-6 (p.338-340). How does joining a flock decrease the risk of being captured by a predator (p.340-342)? What is the function of alarm calls (p.341)? How can giving a warning call benefit the caller (p.341)? What is the optimal flock size (p.342; Figure 14-8)? What are the advantages of mobbing behavior (p.343)? Why do birds of various species assemble to feed together and, in particular, why do subordinate species join the nuclear species (p.344-345)? Chapter 6 Why do birds maintain high body temperatures (p.116)? How "expensive" is the maintenance of high body temperatures (p.116)? Why are birds able to transfer more oxygen during each breath than do mammals (p.117)? How do birds inhale, exhale (p.117)? Are wing & breathing movements synchronous (p.117)? What is the relationship between rate of breathing and body size in birds (p.117)? Which birds have a flap, or operculum, covering the nares (p.117)? What is the function of the concha (p.117)? What branches from the primary bronchi, secondary bronchi (p.118-119)? What is most of the lung tissue comprised of (p.119; Fig. 6-3, p.118)? What are air sacs (p.119)? What do air sacs connect with (p.119)? What are the functions of air sacs (p.119)? How many air sacs do most birds have (p.120)? What are the names of these sacs & where are they located (p.120)? Be familiar with Fig. 6-5 (p.121). What is the significance of the continuous air flow through the avian lung (p.120)? How large are avian hearts compared to those of mammals (p.122)? Know the anatomy of the avian heart (p.122; Fig. 6-6). What is cardiac output (p.123)? Why does a large proportion of the oxygenated cardiac output from the left ventricle go directly to the legs (p.123)? How do birds achieve high cardiac outputs (p.123)? How do avian ventricles compare to mammalian ventricles in terms of the number of muscle fibers (p.123)? Why do avian cardiac muscle fibers have a greater capacity for aerobic work (p.123)? What are the physiological responses of specialized diving birds during prolonged dives (p.124)? How is this diving reflex triggered (p.124)? Which group of birds has the highest basal metabolic rates of any vertebrate animals (p.124)? What is the relationship between mass and the increase in basal metabolism (p.125)? What partly explains this relationship (p.125)? How does the ability of small brids to operate at high metabolic rates compare with that of small mammals (p.126)? How do the costs of flight compare to the costs of running (p.126)? What is the rate of heat loss from the body proportional to (p.126-127)? Know the significance of the formula: H = (Tb - Ta)/I (p.127). How do birds adjust the positions of their feathers to enhance either heat loss or heat conservation (p.127)? How does dark pigmentation aid temperature regulation (p.127)? How does wind influence heat loss (p.129)? Why are small birds particularly vulnerable to convective heat loss (p.129)? Why do widespread North American birds tend to be smallest in hot, humid climates & largest in cold dry climates (p.129-131)? What is the thermoneutral zone (p.131; Figure 6-11)? How is the Scholander model of endothermy oversimplified (p.131)? How can birds control rates of heat loss at temperatures within the thermoneutral zone (p.132)? What is the lower critical temperature (p.132)? Which muscles are the major source of heat produced by shivering (p.132)? What are some other means by which birds can reduce heat loss (p.132)? Know the material in Box 6-3 (p.133). What is hypothermia & why do birds sometimes become mildly hypothermic (p.133)? What is torpor (p.133)? How much energy can hummingbirds save by allowing their nighttime body temperatures to drop 20 to 32 degrees below normal (p.134)? What is the main difficulty with hypothermia and deep torpor (p.134)? Why can small birds like hummingbirds become torpid while larger birds like kestrels cannot (p.134)? How do birds generally respond to externally imposed heat loads (p.135)? What is hyperthermia (p.135)? Why do desert-adapted birds tend to have low metabolic rates (p.135)? What is the upper critical temperature (p.135)? What is the function of panting (p.135)? What is a risk of evaporative cooling (p.135)? What is gular fluttering (p.136)? Do birds have sweat glands (p.136)? Know the material in Figure 6-14 (p.136). Why don't some birds fly at temperatures above 35 degrees C (p.137)? Know the material in Box 6-4 (p.137). How do birds replace lost water (p.138-140)? How does the excretion of nitrogenous wastes as uric acid rather than urea save water (p.141-142)? What are salt glands & which birds have them (p.142-143)? Chapter 8 Which species of birds do especially well in laboratory experiments that test higher faculties (p.177-178)? How do birds & mammals compare in terms of mastering complex counting problems (p.178)? What is insight learning & how widespread is such learning among birds (p.178)? Know the material in Box 8-1 (p.179). What are the 3 main divisions of the avian brain & what is(are) the function(s) of each (p.180)? What are the 3 major layers of the avian forebrain (p.180)? What is the corpus striatum & what behaviors are controlled by this area (p.180-181)? Which area of the avian brain is the center of avian learning and intelligence (p.182)? What is the Wulst & why is it significant (p.182)? Which areas dominate the avian midbrain (p.182)? Why is the avian cerebellum so large (p.182)? What is the pathway of impulses that control bird song (p.183)? Which hemisphere of the brain normally controls bird song (p.183)? Know the material in Box 8-2 (p.184). What is a primary function of the hippocampal complex (p.185)? Which groups of birds are especially diligent hoarders (p.185)? How do nutcrackers memorize the locations of thousands of caches (p.185)? Which groups of birds are believed to have the keenest sight (p.187) & how does their vision compare to that of humans (p.187)? Why do birds generally see better to the side than to the front (p.187)? How does the focusing mechanism of birds compare to that of mammals (p.187)? What are foveae & where are they located (p.189)? Which groups of birds have temporal foveae as well as central foveae (p.190)? What is the advantage of having horizontal, ribbonlike strips of high cone densities (p.190)? What is the pecten and what is the majority opinion concerning its function (p.190)? How does avian color perception compare to that of humans (p.190)? What suggests that diurnal birds have well-developed color vision (p.191)? How do humans & birds compare in terms of sensitivity to the near-ultraviolet spectrum (p.191)? How do birds use magnetic information (p.191)? How do birds sense magnetic information (p.191-192)? What are the 3 sections of the avian ear (p.192)? What is the function of the first 2 sections (p.192)? How are vibrations translated into nerve impulses (p.192)? How do the external ears of birds compare to those of mammals (p.192)? How does the middle ear of birds compare to that of mammals (p.192)? How do diving birds protect their middle and inner ears from pressure damage (p.192-193)? Which birds exhibit bilateral asymmetry of the skull and external ears & what is the advantage of such asymmetry (p.193)? How is the acoustical acuity of birds thought to compare to that of humans (p.193-194)? How does avian sensitivity to small changes in frequency and intensity compare with that of humans (p.194)? Which birds use echolocation (p.195)? Which birds can locate prey by sound in complete darkness (p.195)? How do owls and humans locate the sources of sounds (p.195)? Be familiar with Figure 8-11 (p.196). Which organs are among the bird's most important (p.197)? Why? How sensitive are birds to changes in barometric pressure (p.198)? How does the avian sense of taste (taste acuity) compare to that of mammals (p.199)? What is the current view concerning the avian sense of smell (p.199)? Why is a good sense of smell important for Mallards, Turkey Vultures, tube-nosed seabirds, honeyguides (p.200)? Know the material in Box 8-4 (p.201). * * * ![](birdicon.gif)Back to BIO 554/754 syllabus * * * <file_sep> <NAME>, Instructor in English University of Minnesota, Morris English Discipline Office: Hum 14 Phone: (320) 589-6284 Email: <EMAIL> ### LITERATURE OF THE AMERICAN SOUTH _ _ English 1122 M-F 1:15-2:45 p.m. Sci 2200 \| ![](plantation.jpg) _Louisiana Plantation Scene_ by <NAME> Ogden Museum of Southern Art ---\|--- ### Contents REQUIRED TEXTS \| COURSE DESCRIPTION AND OBJECTIVES \| COURSE REQUIREMENTS & POLICIES Participation and Attendance \| Short Writing Assignments and Quizzes \| Reading Journal \| Two Essays \| Oral Presentation \| Final Examinations GRADE DISTRIBUTION \| PLAGIARISM \| STUDENTS WITH DISABILITIES \| MISCELLANEOUS TENTATIVE WEEKLY CALENDAR #### ****REQUIRED TEXTS <NAME> and <NAME>, eds., _The Oxford Book of the American South_ <NAME>, _Their Eyes Were Watching God_ <NAME>, _Go Down, Moses_ Miscellaneous ReadingS on Reserve in Library (marked with ) COURSE DESCRIPTION AND OBJECTIVES* This class will explore the literature of the American South and some of the historical and social contexts of that literature. We will read essays, short stories, and novels by Southern authors in order to come to conclusions about the ways that Southern literature has shaped notions of self-identity and regionalism. COURSE REQUIREMENTS& POLICIES This class is an introduction to interpreting literature course; therefore, we will spend considerable time understanding what interpreting literature entails. To this end, this class involves a weekly writing assignment, two five-page academic essays, an oral presentation, and a final examination. You will receive an assignment sheet for the academic essays. You will also keep a journal of your responses to the reading, which I will grade several times throughout the term. Participation and Attendance: I expect you to come to class prepared to actively participate in discussion and group activities. Thus, attendance is necessary and expected. If you have to miss a class for any reason, it is your responsibility to find out what you missed and to turn in all assignments. If you have more than three unexcused absences, your grade will suffer. I will ask several students, on a rotating basis, to prepare questions for small group discussion. Short Writing Assignments and Quizzes: Especially during the first part of the term, you will be learning many terms that enable you to talk about literature effectively. You will be quizzed on this terminology and relevant historical data in addition to your comprehension of the daily reading assignment. Also, I will assign and grade short weekly writing assignments. Reading Journal: You will be expected to take notes on your reading in a spiral notebook dedicated to the purpose of recording your reading of each text with comments, interpretations, and questions you have. Keep, in the back of the notebook, a vocabulary list of the dictionary definitions of new words encountered in your reading. You might find it useful to keep a section of your notebook dedicated to your observations about how some of the readings challenge or change your previously held impressions of the South, its people, its institutions, and its literature. You may also find it useful to keep another section of the Reading Journal to record your developing readings of the novels. Bring your Reading Journal to class with you daily for reference. It will also be collected several times throughout the term for grading as to its seriousness of purpose, its development, and the quality of writing and observation in it. Two Essays: There will be two formal essays in this class. The essay topics for these will be handed out well in advance. Oral Presentation: During the first week of class each student will choose a topic related to but not covered in course readings about which he or she will do additional research outside of class. Think broadly about interesting personalities, media, political and social events, legal decisions, and other features pertaining to Southern culture or literature. Each student is then responsible for presenting the findings of his or her research in a 10 to 15 minute presentation and then relating this research to class readings and beginning class discussion. I encourage you to bring handouts, prepare a reading or dramatic performance, present visual or audio tape, or whatever you feel will enhance the interest of your topic. The oral presentation should be entertaining and informative. After each student has chosen his or her topic, I will assign a presentation schedule to ensure students' presentations relate to the scheduled readings. You are required to meet with me before your presentation to tell me what you have learned and how you intend to present your material. Final Examination: There will be a final exam that will include identification of crucial dates, figures, or literary works; identification of items according to author and title of work where they are found or as to which they are relevant about which you should be able to briefly explain their relevance; identification of quotations from texts that you should be able to identify (both by work and author) and explain its place and meaning for the work as a whole; and an essay question in which you will demonstrate your understanding of literary interpretation. GRADE DISTRIBUTION Participation and Attendance 10% Quizzes & Weekly Writing Assignments 15% Reading Journal 10% Essay #1 10% Essay #2 15% Oral Presentation 15% Final Exam 25% PLAGIARISM All work submitted in this course must be your own and be written exclusively for this course. The use of sources (ideas, quotations, paraphrases, etc.) must be properly documented in MLA format. In cases where plagiarism is clearly established, the student will receive at best an F for a final grade in the course, and the incident will be recorded in a confidential file with the Vice Chancellor of Academic Affairs and Dean. At worst, the student may be suspended. Please see me if you have any questions or concerns about plagiarism. Bottom line: Don't do it! STUDENTS WITH DISABILITIES If you have a documented disability (physical or learning) that you think may affect your performance in this class, please see me during the first week of the term and supply me with both written documentation and a written request for any necessary accommodations, if any, so we can make arrangements for your full access to classroom activities. MISCELLANEOUS * All out-of-class work is to be typed with standard (Times New Roman or Arial 12-point) font and one inch margins. All in-class written assignments must be legibly written or printed in blue or black ink on standard-sized white, lined notebook paper, unless otherwise specified. * A note on late assignments: I do not like late assignments. In fact, I do not accept them. If you have a reasonable and acceptable (i.e., medical or family) excuse, and discuss it with me personally ahead of time, I will grant you an extension. However, if you simply do not turn in the assignment with no explanation, do not expect me to grade it when you get around to turning it in. * There will be no opportunities for extra credit work * My office hours are held for your benefit. Please take advantage of these hours and meet with me if you have any questions about the course, readings, assignments, etc. TENTATIVE WEEKLY CALENDAR (Adjustable to Your Concerns) Week 1 --- M \| Introduction to Course Tu \| Introductory Essays (3/111) <NAME> - from _Travels_ (5) <NAME> - from _Notes on the State of Virginia_ (13) <NAME> - from _Reverend Francis Asbury's Journal_ (18) <NAME> - from _Georgia Scenes_ (28) <NAME> - from _Social Relations in Our Southern States_ (46) <NAME> - from "Co. Aytch" (126) W \| Olaudah Equiano - from _The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, the African_ (8) Nat Turner - _from Confessions of Nat Turner_ (23) <NAME> - from _Narrative of the Life of Fre<NAME>_ (37) <NAME> - from _Incidents in the Life of a Slave Girl_ (50) Th \| Continued discussion of slave narratives F \| <NAME> - from _The Civil War Diary of Sarah Morgan_ (114) <NAME> - from _The Private Mary Chesnut: The Unpublished Civil War Diaries_ * Week 2 M \| HOLIDAY Tu \| <NAME> - from _The Adventures of Huckleberry Finn_ (65) W \| <NAME> - "Dave's Neckliss" (200) <NAME> - "The Wonderful Tar Baby Story" * <NAME> - "<NAME>"* Th \| <NAME> - "Desiree's Baby" (218), "The 'Cadian Ball,"* "The Storm"* F \| Continued discussion Week 3 M \| Essay #1 Due <NAME> - _Go Down, Moses (Was, The Fire and the Hearth)_ Tu \| <NAME> - _Go Down, Moses (Pantaloon in Black, The Old People)_ W \| <NAME> - _Go Down, Moses (The Bear)_ Th \| <NAME> - _Go Down, Moses (Delta Autumn)_ F \| <NAME> - _Go Down, Moses (Go Down, Moses)_ Week 4 M \| <NAME> - _Their Eyes Were Watching God_ (Chapters 1-6) Tu \| <NAME> - _Their Eyes Were Watching God_ (Chapters 7-13) W \| <NAME> - _Their Eyes Were Watching God_ (Chapters 14-20) Th \| <NAME> - _Their Eyes Were Watching God_ F \| <NAME> - from _Black Boy_ (335), "Big Boy Leaves Home"* Week 5 M \| Essay #2 Due <NAME> - "The Petrified Man,"* "Why I Live at the P.O.,"* "Death of a Traveling Salesman" (306) Tu \| <NAME> - "A Good Man is Hard to Find,"* "Good Country People,"* "Everything that Rises Must Converge" (462) W \| Continued discussion Th \| Review for Final Examination F \| Final Examination Back to Literature of the Am. South Home <file_sep>IAS 150.1 ISF 145 History 176 Geography MULTICULTURAL EUROPE Advanced Studies in International and Area Studies Fall 1998 Tuesday Thursday 9:30 - 11:00 am 100 Wheeler, UCBerkeley Complete Syllabus --- Required Reading Recommended Reading * * * _Complete Syllabus_ PART I: Globalisms and Europe --- Week I: \| Reading: <NAME>. _Before European Hegemony_. August 23 \| Lecture 1 \| "A Brief History of the Idea of Europe" August 27 \| Lecture 2: \| "Orients and Occidents" \| \| Week II: \| September 1 \| Lecture 3: \| "The Clash of Civilization" September 3 \| Lecture 4: \| "Globalization or Globalism: The Rise of the Network Society" \| \| \| \| PART II: Nations, Comparative Nationalisms, Ethnicity Week III: \| Reading: _The Ethnicity Reader_ September 8 \| Lecture 5: \| "Theories of Migration" September 10 \| Lecture 6: \| "States, Nationalisms, and Nations \| \| Week IV: \| \| September 15 \| Lecture 7: \| "Citizenship" September 17 \| Lecture 8 \| "New Citizens and New Rights" \| \| PART III: European Unification: Regions and Communities Reading: \| _The Question of Europe_ Week V: \| \| September 22 \| Lecture 9 \| "The Unification of Europe" September 24 \| Lecture 10: \| "A New Constitution for Europe" \| \| Week VI: \| \| September 29 \| Lecture 11 \| "New Nations: The Case of Ireland" October 1 \| Lecture 12 \| "New Communiteis: Tunisians in Southern France" \| \| Week VII: \| \| October 6 \| Lecture 13 \| "New Regions (Catalonia)" Ocober 8 \| Review \| Review \| \| Week VIII: \| \| October 13 \| Midterm \| Midterm October 15 \| Conference: \| The Changing Face of Europe \| \| Part IV: New Identities? Week IX: \| Reading: _Making Muslim Space_ October 20 \| Lecture 13 \| "Africans and Chinese in Italy" October 22 \| Lecture 14 \| "Africans and Turks in Germany" \| \| Week X: \| \| October 27 \| Lecture 15 \| "Religious Institutions in the Capitals of Europe" October 29 \| Lecture 16 \| "Cultural Centers in Frankfurt, Paris, and Rome" \| \| Week XI: \| \| November 3 \| Lecture 17 \| "Multicultural Education" November 5 \| Lecture 18 \| "Youth Culture" \| \| Part V: The Future of Islams in Europe Week XII: \| Reading: _Islams and Modernities_ November 10 \| Lecture 19 \| "Neo-Conservatives and Fundamentalists" November 12 \| Lecture 20 \| "Europe's Intellectuals and the Challenge of Islam" \| \| Week XIII: \| \| November 17 \| Lecture 21 \| "The Challenge of Solidarity" November 19 \| Lecture 22 \| "Politics and Culture in the Europe of the 21 Century: What Europe Can Learn from the United States" \| \| Week XIV: \| \| November 24 \| \| Screening of Various Films on Multicultural Europe November 26 \| \| Thanksgiving \| \| Week XV: \| \| December 1 \| \| Projects Presentation -- Collaborative Research Projects December 3 \| \| Projects Presentation -- Collaborative Research Projects Top \| Required Reading \| Recommended Background Reading _Required Reading_ __ Abu-Lughod, <NAME>. _Before European Hegemony: The World System A.D. 1250-1350_. New York, Oxford: Oxford UP, 1989. <NAME>. _Islams and Modernities_. 2nd edn. London and New York: Verso 1996. First edn 1993. <NAME> and <NAME>. Eds. _The Ethnicity Reader: Nationalism, Multiculturalism and Migration_. Cambridge, England: Polity Press, 1997. <NAME> and <NAME>. Eds. _The Question of Europe_. London, New York: Verso 1997. Metcalf, <NAME>. _Making Muslim Space in North America and Europe_. California UP, 1996. Top \| Complete Syllabus \| Recommended Background Reading _Recommended Background Reading_ Ash, <NAME>. _In Europe's Name: Germany and the Divided Continent_. New York: Vintage, 1994. <NAME>. _Jihad vs. McWorld_. New York: Ballantine Books: 1995. <NAME>. _State of Grace: Senegalese in Italy_. Minneapolis: University of Minnesota Press, 1997. <NAME>. _The Information Age: Economy, Society and Culture_. _Vol. 1. The Rise of the Network Society_. London: Blackwell, 1996. _Vol. 2. The Power of Identity_. London: Blackwell, 1997. _Vol. 3. End of Millenium_. London: Blackwell, 1998\. <NAME> and <NAME>. _The Age of Migration: International Population Movements in the Modern World_. New York: The Guilford Press, 1993. Cornelius, <NAME>., <NAME>, and <NAME>. Eds. _Controlling Immigration: A Global Perspective_. Stanford: Stanford UP: 1992. <NAME>. _Europe from Below_. London, New York: Verso, 1991. <NAME>. _Head to Head: The Coming Economic Battle Among Japan, Europe, and America_. New York: Warner Books, 1993. Top \| Complete Syllabus \| Required Reading <file_sep>American Mathematical Monthly, Vol. 103, No. 2, February 1996, pp. 134-142. A Fable of Reform <NAME> For years the math department at Rolling Hills State University (RHSU) had been taking heat from nearly every liberal arts department on campus for being too tough on liberal arts students. Having refused on many occasions to adopt the "Math for Poets" class that many universities offer to fulfill university math requirements, the math department at RHSU had been adamant in its support of College Algebra as the _least_ course a student could take to fulfill this requirement. But reform was in the air... 1\. The Decision Maybe it was the fact that a lot of new folks had just been hired by the math department. Maybe a lot of folks in the math department just really had a good breakfast that morning. For whatever reason, someone suggested at the faculty meeting one afternoon that perhaps the department should offer a course in chess. At first the surprisingly enthusiastic reception was aimed at adopting the course as an elective. The department soon found itself considering seriously, however, whether in fact chess should be adopted as a way of fulfilling the university math requirement. Enthusiasm for the idea, though far from unanimous, was in the majority that afternoon, and a committee was soon formed with many eager volunteers to draw up a syllabus for the course, as well as to lay out the best arguments for a chess course before the university curriculum committee. The newly formed chess committee had barely met for an hour when they realized that, from a professional standpoint, most of what they wanted to accomplish in a chess class would resonate strongly with the _NCTM Professional Standards for Teaching Mathematics_ [ 1 , pp.19-67]. Within a week of their first committee meeting, a very eager chess committee had completed the first draft of its report to the curriculum committee. It emphasized the following: * Critical Thinking / Problem Solving. If ever there was a game that involved critical thinking it was chess. Every time the board changed new problems were created, problems with many valid game-winning solutions, problems completely unlike the pre-fabricated exercises of the typical algebra book with their stock unique solutions. With the right teacher at the helm of this class, each lesson might very well involve almost 50 minutes of careful, critical analysis. * Collaborative Learning. A well-run chess class could very well serve as the model for a collaborative learning environment. Again, with the right teacher at the helm, a class could easily be conducted in small groups, all members tossing out ideas, discussing the critical pros and cons of every move on the board, moving only after achieving some democratic consensus for a course of action. No sleepy lecture sessions, classrooms would be noisy and bubbling with intellectual ferment. Quiet shy students with little self esteem would find their views solicited and even adopted on occasion. Students, even shy students, would learn to make their best arguments before a group of their peers. Highly disciplined and yet fun, chess promised to be an almost perfect venue for collaborative learning. * No "mindless" symbol manipulation. College algebra's harshest critics were almost incapable of saying "symbol manipulation" without saying "mindless" at the same time. If chess were adopted as a course, the math department could begin to demolish that ugly characterization of their discipline. Aside from the fairly easy-to-learn notation system for recording games (a skill that would be required only rarely in this class), 99% of the time nothing vaguely resembling abstract symbols would be used! Abstract symbol manipulation would be dead, the demand for critical analysis would be maintained. The best of both worlds! * Physical Manipulatives. Here was something that you rarely saw in a college math class -- physical manipulatives! And beautiful, artistic manipulatives at that. Though some students would be content with their generic plastic chess sets, some would no doubt fall in love with the artistry of more beautiful sets, a love which would surely make them want to play often. The more artistic students might even be motivated to sculpt their own sets. With chess sets becoming valued artistic possessions, could the desire for the beauty of the game itself (that reservoir of critical thinking) be far away? * Negligible costs, even for a technology-friendly class. Though a few students would indeed want fancy chess sets, and some would want to buy chess software for their computers, none of these would be required. The simplest of boards is all that would be needed; a college student could effectively walk into any local toy store and come away with the only materials needed for the course. Furthermore any chess program, a site-license for which would be cheaper than the heavily promoted math software found in most professional math journals, would instantly convert any computer lab into a chess lab. 2\. The Plan To say that the university curriculum committee was stunned to hear the math department's proposal would be an understatement. It all sounded so _progressive_. Liberal arts members of the curriculum committee began to imagine life in harmony with the math department, their students no longer complaining of the drudgery associated with completing their math requirements. So caught up in the idea of this major reform in the math department (and perhaps just a little fearful that this opportunity might not ever come again), the committee quickly approved the course. Strange as this might seem now in retrospect, no one ever bothered to ask, where was the mathematics? Every member of the chess committee was eager to be one of the first to teach the new class. Since only few would be able to, the committee decided that each member should draw up a detailed proposal for the course, and that the members with the best proposals would then become the first teachers of the course. Wonderful proposals were made, and when the teachers for the first run of "Math 130: Chess" were finally picked, they all had a certain similarity in their approach. * Most of the traditional "lectures" would occur in the first week of the course, consisting primarily of the basic moves of each piece and ways to avoid being checkmated early. Chess aphorisms like "play to the center of the board" and "try to control a middle square" would be discussed. * Any lectures in subsequent weeks would be enthusiastic and quite short, focusing on problems associated with various opening, middle, and end games. Most of the time though, students would be actually trying to solve various chess problems in small groups. The emphasis in class would be "problem of the day and play, play, play". * Students would not be required to memorize games or even openings. * Chess grandmasters would be invited to talk about life in the world of chess and their favorite matches. With an enthusiastic group of teachers chosen, there was one last piece of business that had to be decided: how would grades be assigned? Here, the teachers thought, was where they could really exploit the beauty of living in the computer age. With chess programs available that provide competition on several levels of difficulty, putting together an objective grading system would be easy: grades would be determined by students' ability to defeat a given chess program a certain fixed percentage of times. A student could earn an "A", for example, by defeating the program at "level five" 7 out of 10 times. The beauty of this system is that there would be clear objective standards that would mean the same each and every year. Gradewise, the course would be essentially teacher independent! The teachers worked as a group to find good chess problems with interesting solutions. Great software was found (with dazzling visuals that projected nicely on overhead screens) that would play out the day's problem so that everyone could compare their solutions to the computer approach. Four speakers were lined up for the fall, all of whom traveled extensively because of chess and had marvelous stories to tell of games bravely fought and often won. Two speakers even offered to stay after class and play all takers on the quad in simultaneous games. By summer's end, it appeared that a dynamic, exciting class had been prepared that would really get first-year students deeply involved in problem solving, developing critical thinking skills that would serve them throughout their lives. Well, at least that was the plan... 3\. The Implementation There was a lot of excitement that first week. Students and teachers alike felt that they were somehow part of a revolution. When teachers described how the class would be run -- very short lectures, lots of game playing -- students were pleased and eager to get started. Though teachers tried to stress that in fact this "game playing" was going to be serious business, some students (especially those who had failed college algebra before) couldn't help but think that this was going to be an easy way to complete that old math requirement. By the second week, it was already becoming quite clear who was probably going to be earning "A"'s at semester's end. Knowing that these students would more than likely find each other after class for some challenging play, teachers made sure that this wealth of natural ability was spread around when assigning folks to their small groups. And these natural players were actually quite happy to be the big fish in those small ponds. As the semester progressed teachers noted some minor problems with certain of these "prodigies" lording over the others in their groups, but this indeed only proved to be a minor problem. All in all, group work turned out pretty well in the first two months. The semester's guest lecturers were, by and large, quite interesting. Though one presenter's "inside" stories about the chess world proved way too obscure, the presentation by one grandmaster was particularly entertaining and enlightening -- the image of chess nerd was thoroughly dispelled. The first "chess on the quad" was surprisingly popular, and an alert university relations officer made sure that local media would be around for the second event. The second event was equally popular, and did indeed find its way into local news stories. In fact, one reporter's story evolved into an examination of mathematics reform on the national level and was picked up later by various news services, much to the delight of a university president wanting very much to be perceived as being on the cutting edge of reform. It's actually not too hard to pin down when things began to deteriorate -- it was right around midsemester, two weeks before grades were due. For fear that the more prodigious players might go for their "A" early in the semester and then start sleeping in, it was decided that you could not leave a level of computer play until after you won at that level the required percentage of times. To get a midsemester "A" you had to graduate to level four by midsemester, to get a "B", level three etc. The network in the computer lab was set up so that one could essentially play at any time of day for official scoring purposes, and was furthermore designed so that a teacher could be certain that the person who claimed to be playing was actually the person on the machine. The computer also kept a good log of how long a person was on the machine. It was this simple log that shouted warning signs long before midsemester. After the initial spurt of logging on at the beginning of the year, only the naturally talented students seemed to be logging on regularly, and only they seemed to be staying on for periods of time vaguely resembling the fabled ratio of two hours homework to one hour of classtime. Despite these early warning signs, the teachers assumed that students preferred playing each other, and would eventually begin logging on regularly once midsemester approached. And so they did. With two weeks to go before midsemester grades were due, a trickle and then a torrent of folks began to log on. The only problem was that in the course of all their group work, students had managed to develop a completely unrealistic idea of their own particular chess skills. Beating the computer even at the lowest level proved far harder than they imagined. Office hours were well attended the week before midterm with students absolutely panicked about their grades. The teachers discussed the crisis and decided that they were partially responsible for the mess -- they were going to have to be quite generous with midsemester grades. An anonymous survey also revealed that students were in fact _not_ playing chess all that often outside of class -- the computer logs had been a pretty accurate reflection of who was putting in time with "homework". The teachers made clear, though, that the ultimate grading criteria remained the same -- by the end of the semester, a 7 out of 10 success rate at level two would be necessary to receive a minimal passing grade. An understanding dean was notified officially by the teachers about what had been going on (he had heard quite a bit already thank you very much), and it was decided that students would be allowed to drop if they wished (even this late in the semester) with a "WP". A discouraging number chose this option. The computer log that developed in the two weeks prior to midterm made something else abundantly clear -- a large number of students were having difficulty just getting past level one. The computer could replay students' games for the instructors, and many students seemed to be roaming the board aimlessly. Opening play appeared to be especially bad, leaving students with barely defensible positions. Students also seemed to have no sense of when resignation would be preferable to playing out their weak positions. Of course one quick way to get students into more competitive openings with the computer was to have them memorize famous openings like the Queen's Gambit and the Sicilian Defense. It was precisely this kind of rote memorization which everyone wanted to avoid when the course was being planned. Yet it was clear that something like rote memorization was going to have to happen if many students were going to get past level one. The teachers put together a booklet of about ten famous openings and suggested that students might begin enjoying more success against the computer if they memorized a few of them \-- not that this was required, mind you. A day was put aside for a more traditional lecture, and the pros and cons of the ten openings were discussed. A few of the talented kids had discovered books on chess weeks earlier and had in fact learned some of the classic openings already. Their impressive names had been dropped by the "prodigies" in small groups, but it wasn't until the big grade scare that the average student felt particularly motivated to memorize them. In any case, soon after students started memorizing openings, the level one barrier fell for many. The computer did not always respond according to the book, but students found that if they persisted with a prepared opening, more often than not they began to enjoy some success. At this point they had, of course, little appreciation for why such openings were yielding success, but they were at least content to be finally winning and relieved to be "passing" the course. Appreciation for those openings could always develop with time. Some students did want to drop the course a few weeks after midsemester when it became clear that they would have to spend quite a bit of time memorizing a chess "vocabulary". They were not altogether happy when a very tired dean did not allow them to withdraw. With little more than a third of the semester still to go, a "C" was looking more and more possible to many and the assault on level three had begun in earnest. But the grade scare had had a profound effect on classroom temperament. Memorization had not only brought success to those who were having trouble, it had also brought drudgery. Chess class was no longer the "consequence free" class that it was just a month earlier. Success, it seems, had been a double-edged sword. Though in-class time was itself still considered fun, there was nothing particularly fun about the personal discipline required to study chess outside of class. One of the messages students had received implicitly before the grade crisis was that there were no "right" and "wrong" solutions to chess problems, only "different" ones. The success of memorization seemed to destroy that vision of chess -- there apparently were "right" and "wrong" approaches to chess problems (depending on level of play) and the discovery/small group method of learning how to make those distinctions came with the risk that the desired grade might not be earned by semester's end. Students no longer entertained false notions of their own abilities. Teachers began to regularly hear the question, "...but what is the _right_ move?" The chess books held in reserve at the library were being used more often as students wanted to know more about the "correct" way to play chess. Ironically, the more tiresome Math 130 had become for many, the more success students seemed to be having according to the computer logs. Now as uncomfortable as the class had become for those who had a reasonable shot at earning a "C" by finals, it had become _very_ uncomfortable for those for whom a "D" was becoming their best hope. The odd thing though, was that the people who so desperately needed to spend more time with chess were not really logging onto the computer as often as might be thought. After initially becoming very involved in the memorization craze, the participation of the struggling students fell off markedly when it became clear that memorization was not going to be a quick fix to their grade predicaments. It turned out there was still plenty of chess to play after those prepared opening moves. Occasionally a student would find a teacher during an office hour and express the frustration that no doubt many were feeling -- they "understood" everything in groups, and they "followed" everything said in lectures, but as soon as they tried to play on their own, they met with failure. Challenged by the records of the computer log that claimed that they were not "studying" anywhere near as often as they needed to, their response was to confess that they indeed had not practiced as much as they should, but that their jobs and extracurriculars took up an important chunk of their time. Perhaps surprisingly, the biggest threat to the future of the chess class did not come from a student, an "arts" faculty member, or an administrator. The teacher who pushed hardest and worked most enthusiastically for the chess class began to wonder openly whether any of this was an improvement over the old college algebra class. The chess grade distribution looked strikingly similar to the one for college algebra, about the same number of people had dropped, and the same old excuses for poor performance were being heard. Most profoundly discouraging though was the fact that the kind of students who struggled in College Algebra primarily because they didn't do their algebra homework, weren't doing their chess homework either. It was almost precisely for this particular group of students that the chess class was put together. Group work, manipulatives, all the things that were really supposed to get this group involved did not seem to have anywhere near the effect on personal study habits as was hoped. Embraced precisely to bring students formerly alienated from math into a deeper involvement with problem-solving, the chess version of "math reform" had yet to evidence the kind of involvement that instructors were looking for. The semester ended the way many do. Some students hardly lifted a finger and got an "A". Some students, overconfident from their midsemester "A"'s and "B"'s, lost a letter grade. Some students who struggled with a "C" all semester long and who logged many an hour on the computer finally crossed the "B" threshold with a tremendous sense of accomplishment. Yet other "C" students who worked just as long and hard could not quite cross that "B" threshold, finishing the course quite frustrated and vowing never to play again. 4\. Back to the drawing board With grades assigned and the campus virtually deserted, the chess committee got together to debrief the teachers and assess the semester. The course evaluations that students had completed in the last week of classes were opened and read aloud. A consensus quickly emerged that students were quite happy with the conduct of daily classes, and in particular the group work. They were disappointed however that group work didn't seem to factor explicitly in their final grade. One student's comment brought considerable laughter -- "There was too much chess". But when the laughter died down everybody had a sense that they knew what the student meant. Almost 90% of class time had been spent solving chess problems, an almost maddeningly efficient use of class time. A small but enthusiastic minority claimed that this was the best college course they had ever taken. An equally small but adamant minority claimed that it had been the worst. Most of the criticism seemed directed at the grading. Though none could take the grading to task for being subjective, students as a whole did not feel that the final grade they were given adequately captured what they "knew". Any restructuring of the course then, would have to focus on grading. It seemed that the committee would first have to agree about what precisely they were trying to measure. "Chess ability" rolled easily off the tongue, but was perhaps too vague. Unfortunately, further discussion didn't clear this up much. The committee felt itself going in circles, replacing the vague "chess ability" with equally vague-sounding things like "successful contingency planning" and "successful problem resolution". The word "success" seemed to be the only commonality to all this vagueness, and this suggested to the committee that they were on the right track keeping to a grading system based on numbers of wins. Perhaps a balance could be struck by setting the hurdles lower and then adding a lot more of them: a "D" could be earned by beating level two 20 out of 40 times playing white; a "C" could be earned by winning at the same level 20 out of 40 times playing black; and so forth through level three (a full two levels below what was needed to get an "A" last semester). This would also solve the problem of those few "A" students who had the course pretty much rapped up after midterm -- they would have to log at least 52 games more than last semester to get their "A"'s. Students at lower levels would be rewarded to a greater extent for their quantity of play, if less so for their quality. But maybe the problem with the grading system went deeper. Despite their quaint but honest attempt to establish what they were trying to measure, perhaps emphasizing each student's individual ability to win was somehow fundamentally wrong-headed. Perhaps the clear equation between students' ability to win at a certain level and their actual problem-solving abilities was just an illusion. To be sure, playing to win seemed to be an integral part of chess. But didn't the current grading system engender a hurtful and oppressive hierarchy among the students? A distasteful elitism? Committee discussion naturally turned to "alternative assessment". Perhaps portfolios could be required of students. Students could be asked to submit a certain number of their "best" games. The computer program that the department had been using in fact was capable of keeping a record of all games using standard chess notation, so it would not be too hard to submit games to an instructor for evaluation. If wins at any level were the only games that qualified for submission, then there would be little for the instructor to do but make sure that the correct number of predetermined wins was achieved. If the "quality" of each win were to be judged, then perhaps the board position of each of the student's prized games could be entered into the chess program, say after the first 10 moves, and the number of moves it took the student to win the game from that point could be compared to the number of moves the computer would take to win the same game. Of course, the very notion of "quality" threatened to bring back the aura of elitism that the committee was trying to eliminate. Furthermore, given that this grading system was more difficult for the instructor to manage than the original "elitist" grading scheme, it was not clear that this alternative system was really worth the extra trouble. If the department was serious about ending elitism, the notion of quality wins in a portfolio would have to be abandoned. The committee did come to a quick agreement that some kind of writing could be an important component of the portfolio. Students capable of explaining "Kasparov's 23rd move against Karpov in the third game at Sarajevo" were certainly demonstrating some advanced knowledge of the game -- provided of course their analysis was correct. The committee would have to seriously consider portfolios which included term papers purporting to analyze some of the most famous (and perhaps not so famous) chess matches of all time. Unfortunately, if part of the purpose of changing the grading scheme was to make students happier with the course, it was not at all clear that adding an analytical term paper to their responsibilities was going to accomplish this. Still other candidates for portfolio submissions were discussed. Back when the chess committee was trying to sell the curriculum committee on the value of having physical manipulatives, their enthusiastic rhetoric suggested that some of the more artistic students would be inspired to sculpt their own chess sets. Perhaps sculpture of this sort would constitute a valid entry in a chess portfolio. In the same vein, perhaps history majors would want to contribute papers detailing chess history, perhaps sociology majors would want to write on the contributions of different ethnic groups to chess, etc. But just when everybody was feeling wonderfully inclusive about what would comprise a portfolio, someone on the committee, to everyone's horror, realized that the point of this course originally was to satisfy a university _math_ requirement. The committee had been on the verge of accepting sculptures of chess pieces as reasonable demonstrations of university-level competence in mathematics! How far they had come! They had not even begun to discuss one of their students' most common complaints -- that their group work never factored explicitly in their grades. Reawakened to the original purpose of the course, the committee now realized that allowing group work to count for a significant portion of the final grade would confront them with yet another problem. The math department would effectively be saying "because you are good at _group_ work in _chess_ , you have sufficiently demonstrated _individual_ competence in _mathematics_." That was quite a stretch. A good Outward Bound experience or membership on one of the school's sports teams might as well contribute to satisfying the math requirement -- any of those experiences usually involved group problem solving. As long as the grading in the chess course focused on each individual's ability to win games, there seemed to be a mathematical character to the whole enterprise. Once the individual's ability to win games was removed from its preeminence in the grading scheme, the validity of chess as a substitute for math seemed questionable. Questions indeed appeared to be in no short supply. Why did chess ever seem like a valid way to fulfill the math requirement in the first place? Why precisely did the possibility of alternative assessment seem to negate the value of what the committee was trying to accomplish? Were members of the committee simply closed-minded? Did everyone on the committee have some subconscious elitist agenda? And finally what, if anything, did all this say about the validity of alternative assessment strategies in the typical _math_ course? Everyone was now feeling quite frustrated. When this experiment had been but a twinkle in the committee's eye, the campus support for this particular reform was wide. Unless the department diluted its current grading criteria though, setting lower "hurdles", allowing group work to count significantly in the grading, and perhaps adopting certain alternative assessment strategies, support for this kind of reform would wane and the math department would once again become the whipping boy of the campus. In sum, the math department appeared to have accomplished what few could have thought possible: they had taught far less traditional math than ever before, and yet managed to make the same numbers of people every bit as resentful. Was all this "reform" worth the effort? The committee adjourned, undecided as to whether Math 130 would be offered the following year. Reference [1] NCTM, _Professional Standards for Teaching Mathematics_ , Reston: NCTM, 1991 <file_sep># CS 1321 (Principles of Algorithm Design II): Syllabus ## Prerequisites CS 1320, or consent of instructor. ## Course description This course is the second course for computer science majors, following the guidelines established by the Association for Computing Machinery. This course also partially satisfies the requirements for _Understanding the World Through Science_ of the common curriculum. The course content will include defining data types including singly-linked lists, doubly-linked lists, stacks, queues, and trees; recursion; use of libraries; pointers; dynamic memory; type- independent programming; and program implementation strategies. ## Course goals and objectives The objectives of this course include, but are not limited to, the following: * learning fundamental problem-solving methodology * implementing algorithms using a programming language * dealing with complex systems * development and analysis of algorithms * introduction to the basic topics in data structures ## Instructor Instructor: Dr. <NAME> E-mail: <EMAIL> Web page: http://www.cs.trinity.edu/~bmassing/ Office: Halsell 201L Office hours: See my Web page. Office phone: (210) 999-8138 ## Textbook _Data Structures and Other Objects Using C++_ ; <NAME> and <NAME>; Addison-Wesley; 1997. ## Other references (This list of references graciously provided by Drs. Oldham and Eggen.) * Cormen, Leiserson and Rivest, _Introduction to Algorithms_ , McGraw Hill, 1990. Emphasizes algorithms, not programming. * Cygnus, The ISO/ANSI C++ Draft Standard. If you want to know about some obscure C++ rule and have lots of hours to understand the terminology. * <NAME> and <NAME>, _The Little LISPer_, MIT Press, 1987, Trade Edition. A good book on recursion. * <NAME> and <NAME>, _The Little Schemer_, MIT Press, 1995, Fourth Edition. A good book on recursion. * <NAME>, _The C++ Standard Library: A Tutorial and Reference_, Addison Wesley, 1999. A good STL reference book. * <NAME> and <NAME>, _The C Programming Language_, Prentice Hall, 1989, Second Edition. _The_ reference for C, written by its creators. * <NAME> and <NAME>, _Ruminations on C++_, Addison Wesley, 1997. A great but advanced book on C++ programming. * <NAME> and <NAME>, _C++ Primer_, Addison Wesley, 1998. A lengthy book introducing C++ language features. * <NAME>, _Essential C++_, Addison Wesley, 2000. A very short, not-yet-published book covering C++ essentials. * <NAME>, <NAME>, and <NAME>, _Standard Template Library: A Definitive Approach to C++ Programming_ , Prentice Hall, 1996. Presumably authoritative, since one of the authors wrote the STL. * <NAME>, _The C++ Programming Language_, Addison Wesley, 1997. The creator of the C++ programming language introduces its features. ## Grades The grades in this course will be determined by the results of * three exams, two in class and one during the scheduled final-exam period, * several homework assignments, and * class participation. Averages will be calculated as a simple percentage, i.e., points earned divided by points possible. Exams will account for approximately 50 percent of the total points (with the two in-class exams equally weighted and the final worth twice that much); homeworks will account for about another 40 percent; class participation will account for the remaining 10 percent (possibly less). Letter grades will be assigned according to the following scale * 90-100: A * 80-89: B * 70-79: C * 60-69: D with plus and minus grades assigned in marginal cases. ## Exams Exams are comprehensive but will emphasize the most recent material. They are scheduled as follows. Please plan accordingly. * Examination 1: February 16, in class * Examination 2: March 22, in class * Final Examination: * For CS1321-3 (MWF 10:30am): May 9, 2pm * For CS1321-4 (MWF 11:30am): May 5, 6:30pm ## Homeworks Several homework assignments will be required for successful completion of this class. Each assignment will be due at the _beginning of the period_ on the day assigned. Most homeworks will be laboratory problems, which will be coded in a suitable programming language. You are encouraged to use the department's network of Unix machines, but unless otherwise specified for individual assignments, you may use any other system that provides a suitable environment. Detailed requirements for problem submission will be provided with each assignment. ## Class participation Class participation points will be assigned on the basis of both attendance and contribution to class discussion. ## Attendance Regular class attendance is strongly encouraged. ## Class Web page Much course-related information (this syllabus, homework assignments and sample solutions, example programs, and so forth) will be made available via the World Wide Web. You can find the home page for the course at http://www.cs.trinity.edu/~bmassing/CS1320_2000spring/info.html. This page is not only a starting point for Web-accessible course material but will also be used for course-related announcements, so you should plan to check it frequently. ## Late and missed work Exams can be made up only in cases of documented conflict with a university- sponsored activity or documented medical emergency. The former requires prior notice. Homework will normally be accepted up to five days late, at a penalty of 10 percent off per day. More stringent deadlines may be imposed for individual assignments. ## Collaboration and academic integrity Unless otherwise specified, all work submitted for a grade (exams, quizzes, and homeworks) must represent the student's own individual effort. Discussion of homework assignments among students is encouraged, but not to the point where the actual program code is being written collectively. Programs that are identical beyond coincidence are in violation of the Academic Integrity policy of the university and will result in disciplinary action, including, but not limited to, a failing grade on that assignment for all parties involved. You are responsible for the security of your work, both electronic and hard copy. <file_sep>SPRING 1998 ENG 701: SEMINAR IN MEDIEVAL LITERATURE * Professor: <NAME> * Course: ENG 701 * Class Time: Wednesdays, 5:00-7:30 PM * Classroom: Instructional Technology Classroom, Reinert Alumni Library Building (UL), Lower Level, Room L02 * Course Dates: Wednesday, January 14-Monday, May 4, 1998 * Office Hours: Mondays and Wednesdays 11:00 AM-12:00 PM, and by appointment * Office: Hitchcock Communication Arts Building (CA) Room 304 A * Office Telephone: (402) 280-2522 * email: <EMAIL> * Web Home Page: http://mockingbird.creighton.edu/english/worldlit/fajardo.htm STUDENTS AND STUDENT PROJECTS TARA KNAPP <NAME> <NAME> COURSE DESCRIPTION This course offers a study of medieval English literature from its beginnings in the Anglo-Saxon (Old English) period through the 15th century. Texts and authors studied include _Beowulf_ , _Sir Gawain and the Green Knight_ , Chaucer's _Canterbury Tales_ , Langland's _Piers Plowman_ , Malory's _Morte Darthur_ , as well as lyrics and drama. The course emphasizes reading and discussion of the texts, examination and assessment of current scholarship and bibliography as well as the writing of a seminar paper. TEXTS _Anglo-Saxon Poetry_ , trans. & ed. S. <NAME>, Everyman _Medieval English Literature_ , ed. <NAME>, Waveland COURSE REQUIREMENTS 1) Seminar Paper (30%) All students will be required to undertake and complete the writing of an original seminar paper (10-15 pages) offering personal analysis of as well as discussion of scholarship on one or more of the texts studied. Papers may offer personal interpretations based on close, attentive reading of a specific and well-defined aspect of a text. Such interpretations however must always be presented and discussed in the context of the scholarship. Possible subjects for papers include consideration of the significance of themes, situations, passages, images, characters, symbols, motifs, language, structure, etc. of the chosen text(s). Papers must provide evidence for all their claims in the form of extended discussion and explanation of relevant textual and contextual features as well as references to the work of other scholars. In addition to logical thought, reading comprehension and writing skill, papers should feature independent thinking, originality, precise and detailed analysis, as well as understanding of the complexities of meaning in literary texts. Papers must also show awareness and accurate use of primary and secondary sources, relevant facts, historical information, cultural/intellectual backgrounds, different interpretations, and literary terminology and concepts. It is strongly recommended that students consult with the instructor, well in advance of the deadline, concerning the topic and progress of the paper. The paper in final form is due Monday, May 4 by 12:00 noon in the instructor's office or mailbox. 2) Bibliography and Medieval English Literature Web Site (40%) Students in the class will work together in the compilation of bibliography, annotation of current scholarship and development of a web site featuring information on the texts studied as well as links to other resources. For each work in the syllabus, students will compile a list of 10-20 books or articles (this should include the most important standard or critical editions of the work as well as influential commentaries or interpretations). At least 3 of those items should be annotated to include not only full bibliographical information but also a summary/description of contents. Items to be annotated should be chosen from the most recent scholarship. Each annotated entry should be no longer than a page in length. Students in the class will work together in the building a World Wide Web site offering a summary of basic facts (authorship, summary of content, cultural/historical background, textual history and features, etc), links to other relevant sites, as well as the bibliographical entries and annotations for each one of the works in the syllabus. 3) Attendance and Class Participation (30%) All students in the class are required to do the assigned reading, prepare for and attend class regularly and actively and constructively participate in class discussions and other activities. COURSE SCHEDULE Wed Jan 14 > Introduction (no reading required) Wed Jan 21 > Anglo-Saxon (Old English) Period. > > Anglo-Saxon Poetry (The Wanderer, The Seafarer, The Dream of the Rood) Wed Jan 28 > The Battle of Maldon, The Battle of Brunanburg Wed Feb 04 > Beowulf Wed Feb 11 > Beowulf Wed Feb 18 > Middle English Period: Outline and Chronology > > <NAME>'s The Lay of the Horn, Marie de France's Lanval Wed Feb 25 > Geoffrey of Monmouth's _History of the Kings of Britain_ Wed March 04 > Sir Gawain and the Green Knight > Wed Mar 11 > SPRING BREAK > Wed Mar 18 > <NAME>'s __ Canterbury Tales __ (The Miller's Tale) Wed Mar 25 > <NAME>'s Piers Plowman Wed Apr 01 > Middle English Lyrics (Sumer is, Mirie it is, Foweles, Alysoun, Lenten is Come, When the Nightingale, Irish Dancer, All Night by the Rose, Maiden in the Moor, I Sing of a Maiden) Wed Apr 08 > Sir <NAME>'s <NAME> Wed Apr 15 > The Second Shepherds' Play Wed Apr 22 > Everyman Wed Apr 29 > Conclusion. Course Evaluations (bring a #2 pencil) Mon May 04 > Paper Due in Instructor's Office or Mailbox by 12:00 Noon <file_sep> ![ HHHHHH HHHHHH HHHHHH HHHHHH HHHHHH HHHHHH HHHHHH HHHHHH HHHHHHHHHHHHHHHH HHHHHHHHHHH HH H EEEE TTTTT Humanities HHHHHH H H H E T OnLine HHHHHH H H H EEE T Web Site HHHHHH H HH H E T HHHHHH H HH H EEEE T H-OIEAHC](/graphics/Logo.H-NetBare.GIF) ## American Colonial History <NAME> Department of History History 247 Prof. <NAME> American Colonial History Denny 122, x1206 MWF, 10:00 a.m. VAX e-mail: "RICHTER_D" Fall 1993 Office Hrs.: MW 4:15-5:15 and by appointment Course Description History 247 explores North American history from the earliest contacts between Europeans and natives to 1763, the eve of the American Revolution. Particular attention is devoted to the interaction of Indian, European, and African peoples and cultures, to the rise of the British to a position of dominance, to the internal development of the Anglo-American colonies, and to the everyday lives of colonial Americans. Our goal is to understand the colonial period on its own terms, rather than as a mere prelude to "real" American history. Format Ordinarily, Mondays and Wednesdays will be devoted primarily to lectures and Fridays primarily to informal discussions. Apart from possible minor variations announced in advance, the schedule outlined below will be followed rigorously. You are responsible for completing assignments as listed. Requirements and Grading Criteria A mid-term exam on October 18 determines approximately 25% of your semester grade; a comprehensive final accounts for about 30%. Exams will include some "objective" items but consist mainly of broad essay questions that will give you an opportunity to pull together material from the lectures, readings, and discussions in an attempt to make some sense of North American colonial history. You will write two 5-7 page reaction papers, worth about 15% each, on specified assigned readings. You may choose from several options for due dates and subjects for these assignments (see the attached schedule); if you write three papers, the lowest grade will be dropped. Papers must be typed or word- processed, double-spaced. Careful attention to scholarly standards of quotation and citation and to basic rules of grammar, spelling, and proofreading is essential. More specific instructions for these papers will be distributed early in the semester. Participation in discussion determines the remaining 15% of your grade. Quality, not quantity, is the key factor in evaluation of your participation, and quality is difficult to achieve without regular attendance and active involvement. Active involvement requires proper preparation: you are expected to complete readings on time, to develop your own questions and comments prior to class, and to be ready to share your observations with your classmates. Late Work Except in cases of extreme hardship and by prior arrangement, extensions will not be granted for exams or paper assignments. Athletic contests, social events, Greek functions, work for other classes, travel plans, and romantic interludes do not constitute cases of extreme hardship. For late papers, penalties are assessed cumulatively as follows: same day, after class time: one-third letter grade; next day: one-third letter grade; each day thereafter: two-thirds letter grade. Penalties cease when the score reaches 50 points; thus it is always in your best interest to turn in an assignment, no matter how late. Readings The following are available in the College Store and are on reserve in Spahr Library. In these days of obscene book prices, students are particularly encouraged to use the latter resource. <NAME>, Red, White, and Black: The Peoples of Early North America, 3d ed. (Englewood Cliffs, N.J., 1991 [1974]). (Earlier editions may be on library reserve; for specific assignments, see the notes attached to the volumes.) Readings in North American Colonial History (a collection of photocopies of book chapters and journal articles). <NAME> Kupperman, Roanoke: The Abandoned Colony (Totowa, N.J., 1984). <NAME>, New England's Generation: The Great Migration and the Formation of Society and Culture in the Seventeenth Century (Cambridge, 1991). <NAME> and <NAME>, "Myne Owne Ground": Race and Freedom on Virginia's Eastern Shore, 1640-1676 (New York, 1980). <NAME>, <NAME> and the War against the Pirates (Cambridge, Mass., 1986). <NAME>, "A Mixed Multitude": The Struggle for Toleration in Colonial Pennsylvania (New York, 1988). The specific assignments listed in the attached schedule are of two types. Readings for discussion will be the focus of an entire class meeting; you should be prepared to participate actively in an informal conversation about the material. Background readings, while the subject of less intense in-class discussion, will be important for understanding the lectures and quite relevant at exam time. SCHEDULE OF LECTURE TOPICS AND READING ASSIGNMENTS W. September 1: Introduction: Whose Colonial History? I. THE INVASION OF AMERICA, c.1492-c.1630 F. September 3: North America, B.C. Background reading: Nash, Red, White, and Black, Intro., Ch.1 M. September 6: The Native Peoples of 16th-Century North America W. September 8: The Native Peoples of Europe Seek "New Worlds" F. September 10: Spaniards and Indians in North America Reading for discussion: <NAME>, The Spanish Frontier in North America (1992), pp. 14-106, 122-133, in Readings collection M. September 13: The Native Peoples of 16th-Century Britain Background reading: Nash, Ch. 2 W. September 15: England Follows the Spanish Leader F. September 17: The Roanoke Col<NAME> Reading for discussion: Kupperman, Roanoke, entire PAPER OPPORTUNITY 1 (due at class time) M. September 20: The English Try Virginia Again Background reading: Nash, Ch. 3 W. September 22: English and Indians at Jamestown F. September 24: Life and Death in the Jamestown Swamps Readings for discussion: <NAME>, "The Labor Problem at Jamestown, 1607-1618" (1971); Car<NAME>le, "Environment, Disease, and Mortality in Early Virginia" (1979); <NAME>, "Looking out for Number One" (1979), all in Readings collection M. September 27: Swarms of English, Dutch, Swedes, and Finns Background reading: Nash, pp. 87-95, 104-111 W. September 29: France Enters the Fray F. October 1: The Europeans' Contest for Indian Hearts and Minds Reading for discussion: <NAME>, "The Invasion Within: The Contest of Cultures in Colonial North America" (1981), in Readings collection II. NORTH AMERICA IN TURMOIL, 1630-1713 M. October 4: Indians and Europeans in the Northeast Background reading: Nash, Ch. 4, pp. 239-250 W. October 6: The English Puritans in This World and the Next F. October 8: The Puritans: From Old England to New England Reading for discussion: Anderson, New England's Generation, entire; PAPER OPPORTUNITY 2 (due at class time) M. October 11: Transatlantic Turbulence for the Puritans Background reading: Nash, pp. 117-128 W. October 13: The Reinvention of Virginia F. October 15: Race and Society in Late-17th-Century Virginia Reading for discussion: Breen and Innes, "Myne Own," entire M. October 18: MID-TERM EXAM W. October 20: The Proliferation of English Colonies Background reading: Nash, pp. 95-104, 128-143 F. October 22: MID-TERM PAUSE M. October 25: Struggles for Control of the Continent Background reading: Nash, pp. 226-238 W. October 27: War, Trade, Politics, and a New British Empire F. October 29: Imperialism at Sea: No More the Pirate Life for Me Reading for discussion: Ritchie, <NAME>, entire PAPER OPPORTUNITY 3 (due at class time) III. ANGLO-AMERICA IN THE EIGHTEENTH CENTURY, 1713-1763 M. November 1: Growth and Diversity in the 18th Century Background reading: Nash, Ch. 9 W. November 3: The Efflorescence of British Provincial Culture F. November 5: Change and Continuity in Provincial Women's Lives Readings for discussion: <NAME>, Good Wives (1980), pp. 11-50, 68-86; and <NAME>, Inside the Great House (1980), pp. 25-81, both in Readings collection. M. November 8: Changing Patterns of European Emigration W. November 10: Free and Unfree White Labor in the 18th Century F. November 12: Pluralism and Community in the Pa. Melting Pot Reading for discussion: Schwartz, "Mixed Multitude," pp. vii-204, 292-302 (remainder optional). PAPER OPPORTUNITY 4 (due at class time) M. November 15: Patterns of 18th-Century Anglo-American Rural Life W. November 17: The Great Awakening of Religion F. November 19: FIELD TRIP TO EPHRATA CLOISTER, Details T.B.A. M. November 22: Patterns of 18th-Century Afro-American Life Background reading: Nash, Chs. 7-8 W. November 24: THANKSGIVING F. November 26: VACATION M. November 29: The Struggle for Control of the Continent Resumes Background reading: Nash, pp. 251-269 W. December 1: The Seven Years War and the Triumph of the British F. December 3: The Seven Years War and Anglo- American Society Reading for discussion: Nash, pp. 269-277; <NAME>, "Politics and Peace Testimony in Mid-Eighteenth-Century Pennsylvania" (1982), in Readings collection; Fred Anderson, "Why Did Colonial New Englanders Make Bad Soldiers?" (1981), in Readings collection M. December 6: Wealth and Poverty in the Late Colonial Era W. December 8: Recurrent Themes in American Colonial History F. December 10: Legacies of Colonial America Reading for discussion: Nash, Ch. 12 F. December 17: FINAL EXAM, 9:00 a.m. Information provider: Unit: H-Net program at UIC History Department Email: <EMAIL> Posted: 12 Jul 1994 * * * ![H-Net Humanities & Social Sciences OnLine](/footers/graphics/logosmall.gif) Contact Us Copyright (C) 1995-2002, H-Net, Humanities & Social Sciences OnLine Click Here for an Internet Citation Guide. --- <file_sep>![Crossroads logo](http://crossroads.georgetown.edu/logo_sm.gif) \| \| ![Curriculum](http://crossroads.georgetown.edu/cur_sm.gif) ![Technology & Learning](http://crossroads.georgetown.edu/tech_sm.gif) ![Reference & Research](http://crossroads.georgetown.edu/ref_sm.gif) ![horizontal red rule](http://crossroads.georgetown.edu/redrule.gif) ![Communities](http://crossroads.georgetown.edu/com.gif) Interroads Discussion List ---\|---\|--- A Question about Methodology Response by <NAME>, University of Doshisha, Japan Interroads Table of Contents 3\. This thread contains an essay by<NAME> Invited Responses from: Blair Budianta Mintz Stowe List Responses from: Carner Finlay Stowe Zwick Linke Lauter Horwitz Lauter (2) Kaenel Counterresponse from<NAME> Postscripts from: Lauter Horwitz Stowe Morreale Addenda: Syllabus, The Americas: Identity, Culture and Power ( Mintz ) Syllabus, Introduction to American Studies (Lauter) \| [<NAME> received his Ph.D. in American Studies from Yale University in 1993. He has taught in the Department of American Thought and Language at Michigan State University and is currently an associate professor in the Graduate School of American Studies at Doshisha University in Kyoto. Stowe is the author of Swing Changes: Big- Band Jazz in New Deal America (Harvard, 1994).] I am grateful to have the opportunity to respond to <NAME> piece on the challenge of developing a new American Studies Program at the American University of Bulgaria. It seemed about time to come down off the mountaintop of metacritique and engage more squarely the sort of decisions and dilemmas that we face regularly in our teaching, research and writing. It's never a bad thing to be warned away from totalizing discourses, monoculturalism, inadvertent cultural imperialism and other hegemonic discourse-crimes. Despite this minefield we still have to find ways to communicate with our students on a day-to-day basis, sometimes in very basic ways. Some of our discussion here has been conducted in a shorthand of rhetorical winks and nods that occasionally make it difficult to be sure what's at stake or, occasionally, exactly what is being argued for or against. Like AUBG, the Graduate School of American Studies at Doshisha is a relatively new program. Founded in 1991, the Graduate School offers the only Ph.D. program for American Studies in Japan and is under some pressure to produce actual Ph.D.s; a few students are in the middle of dissertations. With a core faculty that includes a diplomatic historian, an international economist, a scholar of Constitutional law, an expert on literature and painting, and a specialist in race and ethnicity, the question of method has been quite tricky. I can sympathize with Pedersen's report that "Early discussions of the subject were not encouraging and at one point the committee even came close to convincing itself that crafting an interdisciplinary major was impossible." Until now the required Introduction to American Studies has been team taught, with each faculty member teaching a three-week unit in his specialization. With little effort made to integrate the various units, some students and faculty felt this yielded a fragmented and disorienting introduction to the field. As part of a significant revamping of the curriculum just completed, next year will inaugurate an approach very much like the one Pedersen describes. We will take up a single theme or issue--probably something like wvhat is an American? (totalizing as this sounds)--on which faculty members will conduct a series of two- or three-week mini-courses that tackle this issue from their respective disciplinary perspectives: how the question could be answered through the study of literature, in terms of the Constitution, through economics, in terms of diplomatic history, popular culture, race and ethnicity, and so on. The thought was that by holding one variable constant (the theme of the course), differences in methodogies would be highlighted. The two themes under consideration at AUBG, the Civil War and Religion in America, seem appropriate, especially considering the charge that American Studies has consistently downplayed the significance of religion in national life. After years of difficulty with its junior seminar for American Studies majors, Yale also settled on the Civil War as its organizing theme, but I'm not sure if that's still the case. Both themes reflect a more humanities- centric approach than would be popular among faculty here. Since Professor Pedersen writes somewhat apologetically of this approach as representing a return to the 1950s roots of American Studies, I'd be interested to hear if other programs have adopted a more methodologically daring approach. What's the alternative to going back to the future? Then there's the thesis issue. All applicants to Doshisha are expected to prepare and answer questions about a thesis proposal, which can be a significant factor in decisions about admission. Matriculants have the option of taking additional course credits in lieu of submitting a thesis but are encouraged to write the thesis. The problem becomes how to prod students toward this major research project while simultaneously "filling in" remarkably uneven backgrounds in American history and culture--not to mention varying English abilities. In other words, students are pushed to both specialize and broaden their horizons while at the same time adjusting to an entirely different classroom culture and learning new communication skills. The question of establishing the core course and administering educational "shock therapy" to unsuspecting students raises a bigger issue for members of this discussion group. American Studies for what? I would guess that there are big differences on this point between U.S. and non-U.S. American Studies programs, especially at the graduate level (Doshisha does not offer American Studies to undergraduates). In the U.S., despite some desperate casting about of late for alternative careers prompted by the ongoing employment crisis, the prevailing expectation is that graduate students are headed for teaching careers. At least, faculty generally proceed under the assumption that their coursework should be directed toward developing new scholars, i.e. replicating themselves. At Doshisha the expectation is different; most graduates will pursue careers in business, journalism, government, etc. The question on people's minds here is: what can this program offer students that makes the time and expense worthwhile? What marketable skills and knowledge can this extremely variegated faculty impart? There is a sense here that American Studies is viewed with some skepticism by the university and must justify itself in some tangible way. Doshisha's program would like to leave some kind of distinctive imprint on its students, a sort of "product brand." But given the far-flung specializations of faculty and dispirate fields into which graduates are prepared, it becomes difficult to imagine just what such an imprint should entail. Hence the difficulty at arriving at a methodological core course. In this sense the program here might better be described as an area studies program focused on the U.S. rather than an American program where the humanities remain the center of activity. Add to this the complicating fact that habits of interpretation, analysis and critical thought prized by many practitioners of American Studies are not ones that have been particularly sought after by corporations or bureaucracies here or in most other parts of the world. Another conundrum faced at Doshisha and probably by many other non-U.S. programs as well is the role of Engish language in the curriculum. This issue crops up in a variety of forms, from what minimal TOEFL or TOEIC scores should be expected of incoming students, to whether courses or theses should be prepared in English or Japanese, to the extent to which faculty meetings are conducted in English. Clearly this can be argued both ways: the use of English in a non-U.S. American Studies program can be seen as yet another manifestation of American hegemony but also as one of the essential marketable skills that such a program ought to provide. To my knowledge little discussion of this question has taken place here. The majority of faculty have a near- native fluency in English, so it's not a question of a comfort level in a second language. Does the fact that I can speak only rudimentary Japanese (for now) disqualify me from questioning why so little of the business of our program takes place in English? I don't think so. <NAME>. Stowe University of Doshisha, Japan Email: <EMAIL> \| ---\|---\|--- * * * Communities \| Curriculum \| Technology & Learning \| Reference & Research Crossroads home page \| About Crossroads \| What's New \| Visitors' Book This section last updated September 1997. Please send comments to Crossroads Webstaff. <file_sep># www.eas.slu.edu ## Index * Summary * Top level domains accessing * Top 40 archive sections by Number of Hits * Top 40 archive sections by Volume Transferred * Top 40 files downloaded by Number of Hits * Top 40 files downloaded by Volume Transferred * Top 40 domains by Number of Hits * Top 40 domains by Volume Transferred * Complete archive section statistics * * * ## Summary Period Covered: 09:37:51 11 August 2000 to 21:12:55 31 August 2000 Total Files Transfered: 1,914 Total Bytes Transfered: 308,132,520 Unique Domains: 335 Return to Index * * * ## Top Level Domains Accesses Bytes Top Level Domain 758 180433784 edu - US Educational 676 26534141 com - US Commercial 144 19993059 net - Network 119 8692272 Unresolved - Unresolved Domain 66 14891066 it - Italy 56 40325193 gov - US Government 39 7503247 gr - Greece 26 1622145 in - India 5 17830 us - United States 4 56400 org - Non-Profit Organization 3 1795582 ca - Canada 3 68874 eg - Egypt 3 54341 jp - Japan 3 3453524 fr - France 2 557056 tw - Taiwan 2 1754969 de - Germany 2 7004 mil - US Military 1 120831 ua - Ukraine 1 228864 au - Australia 1 22338 br - Brazil Return to Index * * * ## Top 40 Archive Sections by Number of Hits Last Accessed Accesses Bytes Archive Section 21:12:55 31 Aug 2000 736 213225764 /ftp/ 15:00:44 31 Aug 2000 698 92433288 /eas/ 14:24:52 30 Aug 2000 607 23429251 gif graphic files 23:22:09 12 Aug 2000 437 2036253 /net/ 17:18:21 31 Aug 2000 42 387455 /www/ 17:18:21 31 Aug 2000 33 308708 html files 16:45:30 31 Aug 2000 8 615019 jpg graphic files 10:14:02 25 Aug 2000 1 49760 /usr/ Return to Index * * * ## Top 40 Archive Sections by Volume Transferred Last Accessed Accesses Bytes Archive Section 21:12:55 31 Aug 2000 736 213225764 /ftp/ 15:00:44 31 Aug 2000 698 92433288 /eas/ 14:24:52 30 Aug 2000 607 23429251 gif graphic files 23:22:09 12 Aug 2000 437 2036253 /net/ 16:45:30 31 Aug 2000 8 615019 jpg graphic files 17:18:21 31 Aug 2000 42 387455 /www/ 17:18:21 31 Aug 2000 33 308708 html files 10:14:02 25 Aug 2000 1 49760 /usr/ Return to Index * * * ## Top 40 Files by Number of Hits Last Accessed Accesses Bytes File 21:12:55 31 Aug 2000 225 802110 /ftp/pub/Earthquake/master.slu 20:35:19 31 Aug 2000 82 2113784 /ftp/pub/Earthquake/master.wld 05:51:04 20 Aug 2000 9 195021 /ftp/pub/incoming/Ammon/Private/EQCF/EQCF_EQ_Fatalities.PDF 05:41:33 20 Aug 2000 8 196276 /ftp/pub/incoming/Ammon/Private/EQCF/EQCF_ground_movements.PDF 21:06:14 25 Aug 2000 8 12611895 /eas/as/singer/shalom.MPG 03:08:44 23 Aug 2000 8 49456 /ftp/pub/rbh/NPROGRAMS/README 10:44:11 22 Aug 2000 7 1987981 /ftp/pub/rbh/USGS/smsim185.exe 21:34:50 28 Aug 2000 7 1215831 /ftp/pub/incoming/Ammon/Private/EQCF/EQCF_glbl_map.PDF 17:18:21 31 Aug 2000 6 20283 /www/EAS/People/BJMitchell/TextPages/Teaching/EAS437-syllabus.html 12:16:18 31 Aug 2000 6 24553173 /eas/es/mejia/download/sac/sac2000.tgz 00:58:38 23 Aug 2000 6 1055672 /ftp/pub/rbh/MAEC/rbhsm18.exe 12:59:18 31 Aug 2000 5 8666980 /ftp/pub/incoming/Ammon/Private/RftnStuff/Rftn.Codes.tar.Z 12:46:44 31 Aug 2000 4 3282752 /ftp/pub/incoming/graves/990102_12.ps 05:47:53 19 Aug 2000 4 2186082 /ftp/pub/rbh/NPROGRAMS/NVOLV.EXE 12:56:30 31 Aug 2000 4 3326520 /ftp/pub/incoming/graves/990103_18.ps 09:06:21 30 Aug 2000 4 160757 /www/EAS/Department/classes.htm 12:38:47 31 Aug 2000 4 8739144 /ftp/pub/incoming/graves/990102_00.ps 09:20:14 20 Aug 2000 4 335180 /ftp/pub/rbh/NPROGRAMS/gChap2.ps 10:13:15 20 Aug 2000 4 1096 /ftp/pub/rbh/.PROGRAMS/00README 12:51:09 31 Aug 2000 4 3429170 /ftp/pub/incoming/graves/990103_03.ps 12:40:12 31 Aug 2000 4 3485774 /ftp/pub/incoming/graves/990102_03.ps 13:46:11 31 Aug 2000 4 86292 /ftp/pub/incoming/Ammon/Private/Codes.IterDecon/iterdecon.tar.Z 12:43:38 31 Aug 2000 4 3274652 /ftp/pub/incoming/graves/990102_09.ps 12:52:53 31 Aug 2000 4 3294744 /ftp/pub/incoming/graves/990103_06.ps 05:38:10 25 Aug 2000 4 161996 /ftp/pub/Earthquake/Master.wld 12:48:33 31 Aug 2000 4 3467464 /ftp/pub/incoming/graves/990102_15.ps 12:42:00 31 Aug 2000 4 3298306 /ftp/pub/incoming/graves/990102_06.ps 12:55:02 31 Aug 2000 4 3304448 /ftp/pub/incoming/graves/990103_12.ps 12:08:00 30 Aug 2000 4 2118674 /ftp/pub/incoming/Ammon/Private/Theses/Ketter_SLU_MSci_99.pdf 12:57:14 31 Aug 2000 4 3261992 /ftp/pub/incoming/graves/990103_21.ps 11:17:55 11 Aug 2000 4 240524 /ftp/pub/incoming/EJHaug/SIRR/SIRRMembers.prn 12:55:37 31 Aug 2000 4 3363112 /ftp/pub/incoming/graves/990103_15.ps 12:49:16 31 Aug 2000 4 3499172 /ftp/pub/incoming/graves/990102_18.ps 12:50:16 31 Aug 2000 4 3437398 /ftp/pub/incoming/graves/990103_00.ps 12:53:59 31 Aug 2000 4 3237490 /ftp/pub/incoming/graves/990103_09.ps 16:35:01 26 Aug 2000 3 705796 /eas/as/sully/newgifs/lsx_1830.gif 03:00:12 23 Aug 2000 3 423892 /ftp/pub/rbh/PROGRAMS/VOLIV.MAN/ivps.exe 07:26:06 17 Aug 2000 3 1011824 /ftp/pub/rbh/PROGRAMS/VOLII.MAN/iips.exe 10:00:20 20 Aug 2000 3 2034 /ftp/pub/rbh/PROGRAMS/README 03:01:31 23 Aug 2000 3 392116 /ftp/pub/rbh/PROGRAMS/VOLIV.MAN/surfdoc.ps.Z Return to Index * * * ## Top 40 Files by Volume Transferred Last Accessed Accesses Bytes File 16:37:21 15 Aug 2000 1 33181184 /ftp/pub/incoming/jim/mark/MMOUT_DOMAIN1_mark.v2 12:16:18 31 Aug 2000 6 24553173 /eas/es/mejia/download/sac/sac2000.tgz 16:21:12 15 Aug 2000 1 19892420 /ftp/pub/incoming/jim/mark/MMOUT_DOMAIN1_mark 21:06:14 25 Aug 2000 8 12611895 /eas/as/singer/shalom.MPG 12:38:47 31 Aug 2000 4 8739144 /ftp/pub/incoming/graves/990102_00.ps 12:59:18 31 Aug 2000 5 8666980 /ftp/pub/incoming/Ammon/Private/RftnStuff/Rftn.Codes.tar.Z 12:43:40 31 Aug 2000 1 5316228 /eas/es/mejia/download/sac/aps102eng.exe 10:18:49 17 Aug 2000 1 4911532 /eas/ap/moore/ioware-w32-x86-251.exe 09:09:13 25 Aug 2000 1 4318646 /eas/met/slubrew/slubrew_aug24.tgz 19:31:21 19 Aug 2000 1 4203968 /eas/as/sully/shalom.MPG 10:31:40 25 Aug 2000 1 4113314 /eas/es/ortega/PAPER/paper1.tar.gz 15:00:44 31 Aug 2000 2 3581952 /eas/as/sully/sls00.ppt 12:49:16 31 Aug 2000 4 3499172 /ftp/pub/incoming/graves/990102_18.ps 12:40:12 31 Aug 2000 4 3485774 /ftp/pub/incoming/graves/990102_03.ps 12:48:33 31 Aug 2000 4 3467464 /ftp/pub/incoming/graves/990102_15.ps 12:50:16 31 Aug 2000 4 3437398 /ftp/pub/incoming/graves/990103_00.ps 12:51:09 31 Aug 2000 4 3429170 /ftp/pub/incoming/graves/990103_03.ps 12:55:37 31 Aug 2000 4 3363112 /ftp/pub/incoming/graves/990103_15.ps 19:25:04 29 Aug 2000 1 3335026 /ftp/pub/incoming/jim/IWDPatch106.exe 12:56:30 31 Aug 2000 4 3326520 /ftp/pub/incoming/graves/990103_18.ps 12:55:02 31 Aug 2000 4 3304448 /ftp/pub/incoming/graves/990103_12.ps 12:42:00 31 Aug 2000 4 3298306 /ftp/pub/incoming/graves/990102_06.ps 12:52:53 31 Aug 2000 4 3294744 /ftp/pub/incoming/graves/990103_06.ps 12:46:44 31 Aug 2000 4 3282752 /ftp/pub/incoming/graves/990102_12.ps 12:43:38 31 Aug 2000 4 3274652 /ftp/pub/incoming/graves/990102_09.ps 12:57:14 31 Aug 2000 4 3261992 /ftp/pub/incoming/graves/990103_21.ps 12:53:59 31 Aug 2000 4 3237490 /ftp/pub/incoming/graves/990103_09.ps 08:35:11 30 Aug 2000 2 3199467 /ftp/pub/incoming/Ammon/Private/Theses/Chang_SLU_PhD_97.pdf 10:16:09 20 Aug 2000 1 3098265 /ftp/pub/rbh/.Katherine/Sec2.ps 17:25:50 30 Aug 2000 3 2383872 /ftp/pub/incoming/graves/20000311_09.ps 09:26:32 20 Aug 2000 3 2201601 /ftp/pub/rbh/NPROGRAMS/gChap5.ps 05:47:53 19 Aug 2000 4 2186082 /ftp/pub/rbh/NPROGRAMS/NVOLV.EXE 12:08:00 30 Aug 2000 4 2118674 /ftp/pub/incoming/Ammon/Private/Theses/Ketter_SLU_MSci_99.pdf 20:35:19 31 Aug 2000 82 2113784 /ftp/pub/Earthquake/master.wld 10:44:11 22 Aug 2000 7 1987981 /ftp/pub/rbh/USGS/smsim185.exe 17:23:31 30 Aug 2000 2 1975800 /ftp/pub/incoming/graves/20000311_00.ps 17:27:44 30 Aug 2000 2 1923366 /ftp/pub/incoming/graves/20000311_15.ps 17:24:22 30 Aug 2000 2 1895590 /ftp/pub/incoming/graves/20000311_03.ps 17:28:32 30 Aug 2000 2 1888442 /ftp/pub/incoming/graves/20000311_18.ps 17:25:07 30 Aug 2000 2 1862736 /ftp/pub/incoming/graves/20000311_06.ps Return to Index * * * ## Top 40 Domains by Number of Hits Last Access Accesses Bytes Domain 23:23:37 12 Aug 2000 443 2188259 pppsv1-11.slu.edu 19:31:21 19 Aug 2000 311 11232247 ACAA214D.ipt.aol.com 17:06:00 26 Aug 2000 188 5761075 AC9BE6FE.ipt.aol.com 16:07:39 28 Aug 2000 67 30320629 robeson.Colorado.EDU 17:39:09 31 Aug 2000 50 35924880 frodo.nssl.noaa.gov 10:03:52 31 Aug 2000 48 40411620 mnw.eas.slu.edu 08:42:14 25 Aug 2000 41 1007727 AC998A85.ipt.aol.com 08:20:44 17 Aug 2000 39 7503247 egelados.civil.auth.gr 10:23:33 20 Aug 2000 34 7000872 sv4.ictp.trieste.it 04:15:58 17 Aug 2000 28 6525848 geopc13.univ.trieste.it 15:00:44 31 Aug 2000 26 9375052 planetoid.eas.slu.edu 16:52:26 31 Aug 2000 25 340540 granite.eas.slu.edu 03:08:44 23 Aug 2000 25 1618563 shillong.meg.nic.in 14:51:08 30 Aug 2000 24 5105509 geoid.eas.slu.edu 08:13:50 14 Aug 2000 19 399053 192.168.127.12 22:22:10 25 Aug 2000 18 57888 jtmppp.eas.slu.edu 06:17:26 17 Aug 2000 15 736585 172.16.17.32 17:18:21 31 Aug 2000 15 41280 bjm.eas.slu.edu 15:22:23 28 Aug 2000 15 2489897 helioid.eas.slu.edu 07:22:25 31 Aug 2000 14 49988 192.168.3.11 00:58:38 23 Aug 2000 13 1702499 172.16.17.32 17:36:08 31 Aug 2000 11 2095692 thor.eas.slu.edu 20:35:15 24 Aug 2000 10 1195553 ppp-207-193-21-43.stlsmo.swbell.net 20:38:53 11 Aug 2000 8 24844 pppsv4-61.slu.edu 05:51:04 20 Aug 2000 6 146761 207user30.ctimail3.com 06:49:52 19 Aug 2000 5 1919136 172.16.31.10 04:20:26 19 Aug 2000 5 1133186 172.16.58.3 16:41:46 28 Aug 2000 5 363162 AC9EAB9E.ipt.aol.com 17:07:11 24 Aug 2000 5 930297 calaveras.eas.slu.edu 05:38:10 25 Aug 2000 5 184893 pool0041.cvx17-bradley.dialup.earthlink.net 17:53:10 25 Aug 2000 5 17910 216-163-125-73.du.wabash.net 15:54:40 25 Aug 2000 4 65536 ip-209-23-4-215.modem.capital.net 11:17:55 11 Aug 2000 4 240524 wiggles.eas.slu.edu 19:10:02 14 Aug 2000 4 169349 ACAA3DAA.ipt.aol.com 07:06:26 21 Aug 2000 4 1364346 einstein.irrs.mi.cnr.it 10:43:03 28 Aug 2000 4 30907 lolo.eas.slu.edu 01:06:37 31 Aug 2000 4 14968 dialin14.dustdevil.com 23:38:47 23 Aug 2000 3 90862 c190577-a.batavia1.il.home.com 17:22:16 20 Aug 2000 3 52818 Hartville-AS2-13.windo.missouri.org 15:54:20 30 Aug 2000 3 4345007 shadow.crh.noaa.gov Return to Index * * * ## Top 40 Domains by Volume Transferred Last Access Accesses Bytes Domain 16:37:21 15 Aug 2000 3 53974721 cargsun1.atmos.washington.edu 10:03:52 31 Aug 2000 48 40411620 mnw.eas.slu.edu 17:39:09 31 Aug 2000 50 35924880 frodo.nssl.noaa.gov 16:07:39 28 Aug 2000 67 30320629 robeson.Colorado.EDU 12:43:40 31 Aug 2000 2 11289945 pppsv1-7.slu.edu 19:31:21 19 Aug 2000 311 11232247 ACAA214D.ipt.aol.com 15:00:44 31 Aug 2000 26 9375052 planetoid.eas.slu.edu 08:20:44 17 Aug 2000 39 7503247 egelados.civil.auth.gr 10:23:33 20 Aug 2000 34 7000872 sv4.ictp.trieste.it 04:15:58 17 Aug 2000 28 6525848 geopc13.univ.trieste.it 17:06:00 26 Aug 2000 188 5761075 AC9BE6FE.ipt.aol.com 14:51:08 30 Aug 2000 24 5105509 geoid.eas.slu.edu 19:33:25 29 Aug 2000 1 4915200 dialup-63.208.41.232.SaintLouis1.Level3.net 08:48:10 30 Aug 2000 2 4711933 234-A-MADR.adsl.jazztelbone.net 21:04:01 29 Aug 2000 1 4374528 dialup-63.208.41.72.SaintLouis1.Level3.net 15:54:20 30 Aug 2000 3 4345007 shadow.crh.noaa.gov 21:06:14 25 Aug 2000 1 4203965 pppcisco1-103.slu.edu 18:30:02 25 Aug 2000 1 4203965 pppcisco2-158.slu.edu 10:33:06 25 Aug 2000 2 4116123 selman.geo.utep.edu 18:09:53 29 Aug 2000 3 4066833 pppsv2-38.slu.edu 18:42:30 29 Aug 2000 1 3866624 pppsv1-17.slu.edu 19:25:50 29 Aug 2000 2 3524752 AC91CF6C.ipt.aol.com 15:22:23 28 Aug 2000 15 2489897 helioid.eas.slu.edu 23:23:37 12 Aug 2000 443 2188259 pppsv1-11.slu.edu 17:36:08 31 Aug 2000 11 2095692 thor.eas.slu.edu 06:49:52 19 Aug 2000 5 1919136 172.16.31.10 09:57:26 31 Aug 2000 1 1790976 AC981578.ipt.aol.com 05:13:20 30 Aug 2000 2 1754969 CONRAD.Uni-Geophys.gwdg.de 08:58:12 14 Aug 2000 2 1754969 saw01.seismo.nrcan.gc.ca 19:49:25 27 Aug 2000 1 1733396 172.16.31.10 09:41:42 18 Aug 2000 1 1733396 lgit2.obs.ujf-grenoble.fr 04:39:32 23 Aug 2000 2 1720128 tharsis.u-strasbg.fr 00:58:38 23 Aug 2000 13 1702499 172.16.17.32 03:08:44 23 Aug 2000 25 1618563 shillong.meg.nic.in 17:57:44 30 Aug 2000 1 1572864 dialup-63.208.47.135.SaintLouis1.Level3.net 07:06:26 21 Aug 2000 4 1364346 einstein.irrs.mi.cnr.it 20:35:15 24 Aug 2000 10 1195553 ppp-207-193-21-43.stlsmo.swbell.net 04:20:26 19 Aug 2000 5 1133186 172.16.58.3 08:42:14 25 Aug 2000 41 1007727 AC998A85.ipt.aol.com 17:07:11 24 Aug 2000 5 930297 calaveras.eas.slu.edu Return to Index * * * ## Complete archive section statistics Last Accessed Accesses Bytes Archive Section 14:24:52 30 Aug 2000 607 23429251 gif graphic files 17:18:21 31 Aug 2000 33 308708 html files 16:45:30 31 Aug 2000 8 615019 jpg graphic files 15:00:44 31 Aug 2000 698 92433288 /eas/ 21:12:55 31 Aug 2000 736 213225764 /ftp/ 23:22:09 12 Aug 2000 437 2036253 /net/ 10:14:02 25 Aug 2000 1 49760 /usr/ 17:18:21 31 Aug 2000 42 387455 /www/ Return to Index * * * Created using FTPWebLog 1.0.2. <file_sep>from gensim.models import word2vec import nltk import logging import string import re import pandas as pd import numpy as np from keras.models import load_model import os import pdf2txt def is_number(s): try: float(s) return True except ValueError: return False def get_datafile_tags(data,model): words=data.split() tagged_sent=nltk.tag.pos_tag(words) word_vector=[] title_position=[] a=[] count=0 for i in range(0,32): a.append(0) for line in data.splitlines(): count+=1 words=line.split() for word in words: title_position.append(count) if not is_number(word): if word in model.wv.vocab: word_vector.append(model[word]) else: word_vector.append(a) else: word_vector.append(a) return tagged_sent,word_vector,title_position,count def get_posList(tagged_data): pos_list=[] for i in range(0,len(tagged_data)): pos_list.append(tagged_data[i][1]) i=i+1 return pos_list def get_wordList(tagged_data): word_list=[] for j in range(0,len(tagged_data)): word_list.append(tagged_data[j][0]) j=j+1 return word_list def word_encoded_pair(wordlist,onehot_encoded,word_vector,title_position,total): out = "" for i in range(0, len(wordlist)): a=list(word_vector[i])+onehot_encoded[i] a+=[title_position[i],title_position[i]/total] a=str(a) a=re.sub('[\[\]]','',a) out+=a out+="\n" return out def convertTxtToMatric(data): logging.basicConfig(format='%(asctime)s : %(levelname)s : %(message)s', level=logging.INFO) model=word2vec.Word2Vec.load("nlp.model") poslist = [] wordlist = [] tagged_data, word_vector, title_position, total = get_datafile_tags(data, model) poslist = get_posList(tagged_data) wordlist = get_wordList(tagged_data) POS_tags = ['CC', 'CD', 'DT', 'EX', 'FW', 'IN', 'JJ', 'JJR', 'JJS', 'LS', 'MD', 'NN', 'NNS', 'NNP', 'NNPS', 'PDT', 'POS', 'PRP', 'PRP$', 'RB', 'RBR', 'RBS', 'RP', 'SYM', 'TO', 'UH', 'VB', 'VBD', 'VBG', 'VBN', 'VBP', 'VBZ', 'WDT', 'WP', 'WP$', 'WRB', '$', '#', '"', '"', '(', ')', ',', '.', ':'] # define a mapping of chars to integers char_to_int = dict((c, i) for i, c in enumerate(POS_tags)) int_to_char = dict((i, c) for i, c in enumerate(POS_tags)) integer_encoded = [char_to_int[char] for char in poslist] onehot_encoded = [] for value in integer_encoded: tag = [0 for _ in range(len(POS_tags))] tag[value] = 1 onehot_encoded.append(tag) with open('test_data.txt', "w")as f: print(word_encoded_pair(wordlist,onehot_encoded, word_vector, title_position, total), file=f) def predict(trainedModelPath, testDataPath): """ input: modelPath: Path of the trained model. E.g: testDataPath: Path of the test data file. This should be a matrix. e.g.:'./data_5.txt' """ # get test data input test_data = pd.read_csv(testDataPath, sep=",", header=None, dtype="float").values # Load the trained Model model = load_model(trainedModelPath) # Use the model to predict prediction = np.where(model.predict(test_data) > 0.5, 1, 0) # Save to file np.savetxt(r'prediction.txt', prediction, fmt='%d') return prediction def predictTitle(data,predictionPath): result=open(predictionPath,"r",encoding="utf-8").read() result = result.splitlines() data = data.splitlines() index = -1 flag = False title = "" for line in data: count = 0 for word in line.split(): index += 1 if (result[index] == '1'): count += 1 if (count > 0.5 * len(line.split())): flag = True title = line if flag: print(title) else: print("cannot find title") data=open("syllabus.txt","r",encoding="utf-8").read() data = data.lower() for punc in string.punctuation: data = data.replace(punc,' ') convertTxtToMatric(data) prediction = predict("TrainingData_Linear_Regression_10_epochs.h5","test_data.txt") np.savetxt(r'test_data_prediction.txt', prediction, fmt='%d') predictTitle(data,"test_data_prediction.txt")<file_sep>Classics 322 Intellectual History of Classical Greece Winter 1996 Instructor: <NAME> Email: <EMAIL> Office: Denny 224 (phone 543-6904; message 543-2266) Office hours: Mon. 12.30-1.30, Tues. 3.00-4.00 other times by appointment _Course description:_ This course is a general introduction to ancient Greek Intellectual History, using literary and philosophical texts. The course is organized by topics, following Plato's _Republic_ as a core text, and using additional readings from philosophy, epic, drama, and other literary sources. The topics to be explored are: The Heroic Code, Justice, Political Theory, Literature and Education, Virtue, Women, Knowledge and Reality, The Soul. A detailed syllabus is printed in the sourcebook, which should be purchased as soon as possible (see below). The class will meet for lecture/discussion four times a week (MTWF). On Thursdays, there will be an optional informal discussion group. The assignments for the first week are: Wednesday: Homer, _Iliad -_ books 1, 3 and 6 Friday: Homer, _Iliad -_ books 9 and 16 _Required texts:_ > > Aeschylus: _The Oresteia,_ trans. Huch Lloyd-Jones (U.C. Press 1979) > >> _Aristophanes: Lysistrata/The Acharnians/The Clouds,_ trans. A Sommerstein (Penguin 1973) > > _Hesiod's Theogony,_ trans. S. Lombardo (Hackett) > >> _Homer:The Iliad,_ trans. R. Fagles (Penguin) > >> Plato: _The Republic,_ trans. G.M.A. Grube and C.D.C. Reeve (Hackett) >> >> Plato: _Five Dialogues,_ trans. G.M.A. Grube (Hackett) > >> _Euripides: Heracles,_ trans. M. Halleran (Focus) > > Sourcebook for this course, which must be purchased in class, with a _check made out to Professional Copy_ & Print and given to me. > > Mon. 26 From _muthos to logos_ Sourcebook p. 170-80 Tues. 27 Parmenides Sourcebook p. 180-94 Wed. 28 Pluralists Sourcebook p. 195-229 Thurs. 29 (Discussion) Fri. MARCH 1 Protagoras and Plato _Republic_ 471c-80a _PAPERS_ ARE DUE BY I 1. 3 0 TODAY AT _THE LATEST_ Mon. 4 The sun and the cave _Republic5O3b-21b_ Sourcebook p. 13 _THE SOUL_ Tues. MARCH 5 Before Plato Sourcebook p. 230-39 Wed. 6 Socrates Plato: Apology (Gr-ube) Thurs. 7 (Discussion) Fri. 8 Socrates and Plato Plato: _Republic_ 608c-21d _LITERATURE AND EDUCATION_ _Mon_. JAN. 29 Foundations of the state Plato: Republic367c-376c > Aristotle: Sourcebook p . 88-93 > > Hesiod: _Theogony. Invocation to the_ > > Muses (Lombardo p . 61-4) Tues. 30 Singers and sophists Sourcebook p. ** 94-97 Wed. 31 Sophists and Socrates Aristophanes' Clouds (Penguin), with Penguin _Introduction_ Thurs. FEB. 1 (Discussion) Fri. 2 Plato and poetry Plato: _Republic_ 376c-417b Mon. It 5 MIDTERM _VIRTUE(S)_ Tues. FEB. 6 What is virtue? Plato, _Meno_ 70a-80d (tr. Grube) > Euripides' _Heracles_ (tr. Halleran) with Halleran's _Introduction_ Wed. it 7 _(Heracles_ cont'd) Thurs. 8 (Discussion) Fri. 9 Virtues of soul and state Plato: Rep. bk 4 (419a-45e) Mon. 12 Aristotle's mean Sourcebook p. 98-114 _WOMEN_ Tues. FEB. 13 The status quo Sourcebook p. 115-20 Wed. if 14 Different voices Hesiod: _Theogony, Prometheus and_ _Pandora_ (Lombardo p. 75-8) > _Works and Days: My Life is Hard_ (Lombardo p. 24-6) > > Sourcebook p. 121-3 Thurs. 15 (Discussion) Fri. 16 Women in tragedy Euripides' Medea: SB p. 124-69 Mon. 19 HOLIDAY: PRESIDENTS' DAY Tues. 20 _(Medea_ cont'd) Wed. 21 Plato's "Feminism" Plato: _Republic_ 449a-47le Thurs. 22 (Discussion) _KNOWLEDGE AND REALITY_ Fri. FEB. 23 The world of myth Hesiod: _Theogony_ (all), with > Lamberton's Introduction > > Sourcebook p. 12 Tues. JAN. 2 introduction _THE HEROIC CODE_ Wed. JAN. 3 Homer I Homer, Iliad Bks 1, 3, 6 (Fagles) Thurs. " 4 (Discussion) Fri.. if 5 Homer 11 Bks 9 and 16 Mon. it 8 Homer III Bks 18 and 19 if Tues. 9 Homer IV Bks 22 and 24 _JUSTICE_ Wed.. JAN 10 What is justice? Sourcebook p. 14-16 Start Aeschylus'Agamemnon, (tr. Lloyd-Jones, in the _Oresteia),_ with LI-J's _Introduction._ Thurs. 11 (Discussion) Fri. 12 The justice of Zeus Finish _Agamemnon_ Mon. 15 HOLIDAY: MARTIN LUTHER KING JR. DAY Tues. 16 _(Agamemnon cont'd)_ Wed. 1.7 Conventional justice _Republic_ 327a-336a (Grube/Reeve) with Reeve's _Introduction_ Thurs. 18 (Discussion) Fri. 19 Might makes right _Republic_ 336b-367e _POLITICAL THEORY_ Mon. JAN Civil disobedience Sophocles: Antigone Sourcebook p. 18-70 Tues. 23 _(Antigone_ cont'd) Wed. 24 The democratic ideal Sourcebook p. 71-87 Hesiod: _Works and Days: The 5 Ages_ (tr. Lombardo p. 26-9) Thurs. 25 (Discussion) Fri. 26 The social contract Plato: Crito _and Apology_ (in 5 Dialogues, trans. Grube) _Recommended text:_ > _The Concise Oxford Companion to Clt,(Issical Literature,_ ed. Howatson and Chilvers (Oxford U.P. 1993"1 _Course Requirements:_ > Reading: about 100 pages per week (with considerable variation in difficulty) > Regular attendance and participation in class discussion. > > Paper (mandatory): see below > > Midterm: (i) short factual questions on the reading and lectures (28%) > (ii) passages for identification (42%) > > (iii) one short essay on a passage from (ii) (30%) > > Final: (i) Same as midterm, based on reading since the midterm PLUS > > (ii) One longer essay chosen from a prepared list and covering both halves of the course. _PLEASE NOTE:_ > (1) If you fail the final exam, you will _automatically_ fail the course. > (2) You are responsible for ensuring ahead of time that you are free at the time of the final exam: _Grading:_ Course grade will be based on midterm (30%), final (50%) and paper (20%). _You must receive a passing grade on each of these in order to pass the_ course. Attendance and class participation will also be taken into account. Back to CHID Homepage <file_sep> HIST 435 READINGS IN AMERICAN CULTURAL AND INTELLECTUAL HISTORY: RELIGION IN AMERICAN HISTORY: MAINSTREAM AND PERIPHERY Spring Semester 2001 Dr. <NAME> E-MAIL: **<EMAIL> PHONE: (773)794-2805 FAX: (773) 794-6243 http://www.neiu.edu/~ghsingle/ Office: 4-085 Hours: T 5-7 p.m., Th F 9-11 a.m., and by appointment Through a consideration of representative scholarship, we will explore the complex and fascinating world at the intersection of religion and public life in American history. We will particularly probe the "mainstream" and the "periphery" in the public asp ects of religious life in the United States in order to a) determine if these two general categories have any useful meaning and, if so, b) to learn what that might tell us about public life in the United States generally. I am assuming that most students have had little, if any, previous work in religion in American history. Therefore, we will deal with the broad sweep of the subject matter primarily through lecture with supplemental discussions initiated by students who h ave carefully read the assigned material and have a desire to push beyond the surface issues. For all class sessions, students should bring the assigned reading for that week. We will be equally concerned with both substantive and historiographical consid erations for each week's topic, and for the course as a whole. Students will write a take-home midterm examination and submit a final analytical and interpretive synthesis of the course materials. ( NB: In addition to the assigned reading, "course materials" include the lectures, discussions, and Internet re sources.) REQUIRED READING <NAME> and <NAME> (eds.), _Belief and Behavior: Essays in the New Religious History._ Paperback. Rutgers University Press 0813516722 <NAME> (ed.), _Religion and American Politics: From the Colonial Period to the 1980s._ Paperback. Oxford University Press 019505881X <NAME> and <NAME> (eds.) _Religion in American History: A Reader._ Paperback. Oxford University Press 0195097769 <NAME>, _Slave Religion: The Invisible Institution in the Antebellum South._ Paperback. Oxford University Press 0195027051 <NAME>, _Christian America: Protestant Hopes and Historical Realities._ Paperback. Oxford University Press 0195033876 <NAME>, _Redeemer Nation._ Paperback. University of Chicago Press 0226819213 _ INTERNET RESOURCES: _ You will find these at http://www.neiu.edu/~ghsingle/435.htm SCHEDULE OF TOPICS AND ASSIGNED READINGS: _ January 9 INTRODUCTION _ _ January 16 RELIGION AND HISTORICAL INQUIRY __ Belief and Behavior : _ <NAME> and <NAME>, Preface and "Introduction: Progress and Prospects in the 'New Religious History'" _ Religion in American History: _ <NAME> and <NAME>, "Introduction" _ Religion and American Politics: _ <NAME>, "Introduction" _ January 23 CENTRIST INTERPRETATIONS: CULTURAL _ <NAME>, _Christian America _ _ January 30 CENTRIST INTERPRETATIONS: IDEOLOGICAL _ <NAME>, _Redeemer Nation _ _ February 2 PERIPHERALIST INTERPRETATIONS _ <NAME>, _Slave Religion Religion in American History: _ <NAME>, "Insiders and Outsiders in American Historical Narrative and American History" <NAME>, "Women in Occult America" <NAME>, "The Lakota Ghost Dance: An Ethnohistorical Account" _ February 13 17TH AND 18TH CENTURY THEMES AND VARIATIONS __ Belief and Behavior: _ <NAME> and <NAME>, "Declension, Gender, and the 'New Religious History'" <NAME>, "'Sinners Are Turned into Saints in Numbers': Puritanism and Revivalism in Colonial Connecticut" _ Religion in American History: _ <NAME>, "Errand Into the Wilderness" <NAME>, "William Penn and the English Origins of American Religious Pluralism" _ Religion and American Politics: _ <NAME>, "Religion and Politics in America from the first Settlements to the Civil War" _ February 20 AWAKENING: EVENT OR CREATION? __ Behavior and Belief: _ <NAME>, "Enthusiastic Piety--From Scots-Irish Revivals to the Great Awakening" _ Religion in American History: _ <NAME>, "Communications and the Ideological Origins of the American Revolution" <NAME>, "Enthusiasm Described and Decried: The Great Awakening as Interpretative Fiction" _ Religion and American Politics: _ <NAME>, "Religion and Ideological Change in the American Revolution" _ February 27 RELIGION AND GENDER __ Belief and Behavior: _ <NAME>, "Sex and the Second Great Awakening: The Feminization of American Religion Reconsidered" <NAME>, "Women, Feminism, and the New Religious History: Catholic Sisters as a Case Study" _ Religion in American History: _ <NAME>, "The Feminization of American Religion: 1800-1860" <NAME>, "'He Keeps Me Going': Women's Devotion to Saint Jude Thaddeus and the Dialectics of Gender in American Catholicism, 1929-1965" _ March 6 ANTE-BELLUM COMPLEXITY __ Belief and Behavior: _ <NAME>, "The Spirit in the Flesh: Religion and Regional Economic Development" _ Religion in American History: _ <NAME>, "Evangelical America and Early Mormonism" _ Religion and American Politics: _ <NAME>, "Rhetoric and Reality in the Early Republic: The Case of the Federalist Clergy" <NAME>, "Religion, Government, and Power in the New American Nation" <NAME>, "The Democratization of Christianity and the Character of American Politics" <NAME>, "Religion and Politics in the Antebellum North" <NAME>, "Religion and the 'Civilizing Process' in the Early American South, 1600-1860" _ March 13 IMMIGRANT/ETHNIC EXPERIENCES __ Belief and Behavior: _ <NAME>, "Religion and Immigration Behavior: The Dutch Experience" <NAME>, "Seating and the American Synagogue" _ Religion in American History: _ <NAME>, "The Immigrants and Their Gods: A New Perspective in American Religious History" <NAME>, "Antisemitism in the Depression Era (1933-1939)" _ Religion in American Politics: _ <NAME>, "Ethnoreligious Political Behavior in Mid-Nineteenth Century" Voting, Values, Cultures" <NAME>, "Roman Catholics and American Politics, 1900-1960: Altered Circumstances, Continuing Patterns" _ March 20 BREAK: A PAGAN PRIMAVERA OBSERVANCE _ _ March 27 THE HEGEMONY QUESTION IN COMPARATIVE DIMENSION __ Belief and Behavior: _ <NAME>, "Religious Divisions and Political Roles: Midwestern Episcopalians, 1860-1920" _ Religion in American History" _ <NAME>, "The American Religious Depression, 1925-1935" _ Religion and American Politics: _ <NAME>, "Religion and Politics in Nineteenth-Century Britain: The Case Against American Exceptionalism" <NAME>, "Politics, Religion, and the Canadian Experience: A Preliminary Probe" <NAME>, "Protestant Theological Tensions and Political Styles in the Progressive Period" _ April 3 THE AFRICAN-AMERICAN FACTOR __ Religion in American History: _ <NAME>, "The Preachers" <NAME>, "<NAME> and the Style of the Black Sermon" _ Religion and American Politics: _ <NAME>, "Beyond Commonality and Plurality: Persistent Racial Polarity in American Religion and Politics" _ April 10 THE FUNDAMENTALIST FACTOR __ Religion in American History: _ <NAME>, "Fundamentalism as an American Phenomenon, A Comparison with English Evangelicanism" <NAME>, "Fundamentalist Institutions and the Rise of Evangelical Protestantism, 1925-1942" _ April 17 RELIGION, SOCIETY, AND POPULAR CULTURE __ Religion in American History: _ <NAME>. "Secularization: The Inherited Model" <NAME>, "The Easter Parade: Piety, Fashion, Display" _ April 24 CONSENSUS, PLURALISM, AND MULTIFORMITY __ Religion in American Politics: _ <NAME>, "The Twentieth Century: Protestants and Others" <NAME>, " _Quid Obscurum_ : The Changing Terrain of Church-State Relations" <NAME> and <NAME>, "Religion, Voting for President, and Party Identification, 1948-1984" <NAME>, "Afterword: Religion, Politics, and the Search for an American Consensus" INTERNET RESOURCES FOR THIS COURSE The web site for this course is: http://www.neiu.edu/~ghsingle/435.htm Either write this URL down, or add it as a bookmark (for Netscape) or favorite (for Internet Explorer). You will find a copy of this syllabus on this web site (which is where you go for a new copy). You will also find new material posted by Thursday of each week. The constant parts of the material will be bibliographies relevant to the topic for the upcoming week and a set of questions to assist you in thinking through the assigned reading for the next class session. In addition I will post news items, notices of conferences and lectures, and other material relevant to the course. I have also established an e-mail discussion list for this course. I will subscribe each of you after the first meeting of class. If you already have an e-mail address, please give me that information on the course form that you will return at the end of the class session. If you do not have an e-mail address, we will take care of that on the first night of class (the university provides this service free of charge). The university has numerous stations for internet access in the Library (4th floor), the Science Building (2nd floor), and the Classroom Building (Lower Level and 2nd floor). WRITTEN ASSIGNMENTS MID-TERM EXAMINATION: For the mid-term examination, write an essay on the following topic: Enter into an historiographical discussion of the assigned reading material up to February 20 (inclusive), keeping in mind dates of publication, subject matter, articulated and unarticulated ( _i.e.,_ inferred) assumptions in the writings, and methods of analysis. This assignment is due at the start of class on February 27. You are encouraged to read ahead, write the essay early, and receive a critical evaluation well before the due date. COURSE PAPER: The course paper should reflect your most rigorous and sophisticated thinking about the course materials and the themes of the course. It should not be an encyclopedic recitation of information, but it should demonstrate a broad mastery of the mate rials. I will be reading the paper for evidence of your ability to integrate complex material, sustain an analysis, and yield an interpretation of a theme derived from the analysis of the material. Your work on this paper should begin as soon as you leave the first class session. As you read, attend class, and think about the issues raised, what theme or cluster of themes emerges? Once you identify your organizing theme(s), begin to work on nuanc e and subtlety. You should feel free to consult with me in all stages of the development of this paper. This assignment is due on May 4 by 4:00 p.m. THE ABOVE DUE DATES ARE FIRM AND FINAL. I will grant deadline extensions only in cases of extreme emergency (determined at the discretion of the professor), and only if you have contacted me before the deadline. GRADES Every student will receive a letter grade at the end of the course (except for extreme emergencies which clearly call for a grade of Incomplete: note, identity crises, failing the course, not being able to get one's whatever together are not extreme emergencies). If one encounters extreme emergencies in time to drop the course, that is the action that should be taken. If the emergency arises after the final drop date, we can probably negotiate an incomplete. I NEVER, EVER USE THE GRADE OF IN COMPLETE AS AN ESCAPE-HATCH FOR A STUDENT WHO IS EARNING A LOW GRADE. STUDENTS MAY BE TOLD BY FUNCTIONARIES IN THE RECORDS OFFICE TO SEEK THIS RELIEF, BUT THESE FUNCTIONARIES HAVE NEITHER THE COMPETENCE NOR THE AUTHORITY TO MAKE SUCH A SUGGESTION. The grade assigned for the course will be determined by the formula: (midterm grade x .333) + (course paper grade x .667) I reserve the right to assign a higher grade than the calculation indicates in cases of marked improvement, but in no case will a student receive a lower grade, with the exception of a lower grade assigned for poor attendance (see below, p. 10). There will be no "extra credit" possibilities (a dubious practice, at best, and a stupid practice, most likely). The following are the criteria for grades on the two assignments: A = You have written an essay in which you clearly state your thesis in the first paragraph, demonstrate a clear understanding of the material throughout, subject the material to a logical analysis in conformity with the thesis, and render an in terpretation of the material which flows logically from the analysis. B = You have written an essay in which you clearly state your thesis in the first paragraph, demonstrate a clear understanding of the material throughout, and subject the material to a logical analysis in conformity with the thesis. C = You have written an essay in which you clearly state your thesis in the first paragraph, and demonstrate a clear understanding of the material throughout. D = You have demonstrated familiarity with the material. F = You have demonstrated minimal familiarity with the material. An essay is a specific form of writing. It is not a description, nor is it a report. It is the formal presentation of analysis and interpretation. Analysis is the systematic and logical thought process in which the essayist arranges the information in a w ay that demonstrates an understanding of the phenomenon under investigation beyond mere description. Interpretation is the logical, systematic, and creative thought process in which the essayist discusses the significance of the information s/he has analy zed. Every essay should have an introduction, a body, and a conclusion. The introduction should contain an introduction of the issue(s) to be discussed and a thesis statement that prepares the reader for the analysis and interpretation which follow (which is w hy the introduction is best written after you have written a draft of the body and conclusion). The body contains the analysis and the conclusion contains the interpretation. The conclusion, therefore, should never be a brief paragraph that simply present s a summary. It should be a well-developed section (which most likely will take several paragraphs) which presents a logical and creative perspective on the issue(s) resulting from your original thought. For some suggestions on writing essays, you can consult my web page at http://www.neiu.edu/~ghsingle/ and follow the For Students link. The most frequently asked question about essays (alas) is "How long should it be?" Writing styles vary. Some topics and issues can be dealt with more concisely than others. A MUCH BETTER INDEX THAN LENGTH IS TO DETERMINE IF YOU HAVE REALLY DEMONSTRATED THE POINT YOU ARE TRYING TO MAKE, AND IF THE POINT IS ONE WORTH MAKING. ATTENDANCE: Attendance is required, and absences beyond three class hours will result in incrementally lower grades. (Please note: three class hours equals one class session in a course that meets once a week.) In addition, you are responsible for all material covered in class whether you are there or not. I do not distinguish between an excused and an unexcused absence. There may be necessary reasons for missing a class session, but the session is still missed. When we award 3 credit units we are not simply stipulating that you have done a specified num ber of written assignments or examinations. We are also certifying that you have been exposed to a sustained series of class sessions designed and delivered by a scholar who knows the field well and has done sufficient secondary reading and primary resear ch to present a cogent set of analyses of important issues in the subject matter of the course. Thus, if you are not there for a significant portion of the course, it reduces the value of that certification. The current University Catalog (p. 29) specifies that if a student is absent more than three hours the instructor may lower the student grades. In my classes the may should be read "will." No one should expect to earn a grade of higher than: B w ith 4 to 5 hours of absence; C with 6 to 7 hours of absence; D with 8 to 9 hours of absence; F with 10 or more hours of absence. No, that does not mean that if you attend all but 4 or 5 hours of class you are guaranteed a B. I am often asked if students can make up missed class sessions with additional reading. The answer is yes, BUT. . .In every class session I present a synthesis of anywhere between 20 and 50 scholarly articles, 15 and 30 scholarly books, several dozen primary documents, and over thirty years of study and reflection. If you wish, you may do the same for each class period missed, but attending class is by far the easier route to go. OTHER CLASS POLICIES: CELL PHONES AND BEEPERS: Turn them off during class. Repeated infractions will be reported to the Dean of Students as disruptive behavior. RECORDING DEVICES: Students may record class sessions. DISCUSSION: I encourage discussion in class, BOUNDED ONLY BY RELEVANCE TO THE ASSIGNED TOPIC, KNOWLEDGE OF THE ASSIGNED MATERIAL, ADHERENCE TO LOGICAL DISCOURSE, AND RESPECT FOR OTHER CLASS MEMBERS. GUESTS: The category "Guests" includes anyone who is not registered for the course, or has not been approved as an auditor. If you wish to invite a guest to class, you must receive permission from the professor at least twenty-four hours in advance. Permi ssion will not be granted merely for the sake of convenience. SOME PICKY, BUT IMPORTANT, RULES ABOUT THE EXAMINATIONS: All examinations must be submitted on 8.5"x 11" white paper typed or printed off a computer using black ink. All examinations must use 12 or 10 cpi fonts and standard margins. All examinations must be paginated. All examinations must be submitted _without_ folder or covers and must be stapled (paper-clips will not suffice). All examinations must be submitted with the author's name, social security number, and telephone number on the cover page or the header of the first page of text. Students are responsible for keeping copies (hard copy, disk copy, or both) of all work submitted. <file_sep>University of Florida Fall 1998 HISTORY 3930 History and Memory in the Modern South, 1865 to the Present <NAME> Turlington 4111 392-0271 \| Office Hours: Monday 8-10 am; Thursday, 10-12 am email:<EMAIL>** ---\|--- * * * _Course Description_ This course is organized around reading about and discussing the theme of history, memory and popular culture in the post-Civil War South. The goal of the course is to explore the ways in which various groups of southerners have crafted collective representations of their pasts. During the semester students will critically analyze representations of the past in civic celebrations, literature, historic preservation sites, tourist destinations, and popular culture. The role of ideology, class, gender, and race in shaping collective memory will be emphasized. Classes will operate in a discussion format, with brief lectures/comments introducing the various weekly themes. In addition to completing a research essay, each student will prepare assigned readings for discussion, participate in class discussion and deliver one class presentation (15 minute) and write one short essay on the topic of his/her presentation (7-9 pages). The short essay will critically review a major work of scholarship on historical memory. In addition, each student will write a critique of the existing web site (4-5 pages) as well as a critical analysis of the site the class will visit on its field trip (4-5 pages). Each student also will write a substantial research essay (15-20 pages) which will contribute indirectly to the entire class' "virtual museum" site. The second, longer essay will assess critically a topic related broadly to race relations and the civil rights movement in Gainesville and/or Florida, the desegregation of the University of Florida, or contemporary race relations on campus. The larger research essay will be chosen by the student but approved by Prof. Brundage. The centerpiece of the class will be continuing construction of a "virtual museum" on the Internet that focuses on the desegregation of the University of Florida. The creation of the "museum site" will enable the class to participate in all of the decisions involved in selecting what out of the past will be remembered and how it will be presented. Thus, the class will study the operation of historical memory in the abstract while simultaneously engaging in the practical crafting of historical memory. \| ---\|--- * * * _Course Requirements_ Preparation and Participation 15% Class Presentation 15% First Essay 20% Web Site Critique 10% Field Trip Critique 10% Research Essay 30% \| ---\|--- _Assigned Texts_ The following assigned texts are available at Goering's Bookstore. The rest of the course material will be available in class. _Students are expected to track down their presentation readings in the library._ 1) <NAME>, _One Blood_ 2) <NAME>, _Inherit the Alamo_ 3) <NAME>, _Media-Made Dixie_ 4) <NAME>, _Black Culture and Black Consciousness_ 5) <NAME>, _Ghosts of the Confederacy_ 6) <NAME>, _Silencing the Past: Power and the Production of History_ \| * * * _Classroom Policy and Expectations_ 1) Students are required to attend class. More than two (2) absences for any reason may affect your final grade (up to a full letter grade reduction). 2) Students are required to do the assigned reading and come to class prepared to join in discussion. 3) Class discussion is the essential mode of instruction in this course. Students are expected to participate actively in discussion and to respect the ideas of all participants. 4) Students are expected to complete written assignments on time. Extensions may be granted, but only as circumstances warrant. Late assignments will be penalized 1/3 of a letter grade day. 5) All assignments must be typed, double-spaced, with properly formatted citations (endnotes or footnotes) 5) Students are expected to work collectively and individually on the creation of the "virtual museum." Students unwilling to work collectively should not enroll in the course. \| ---\|--- * * * _Course Schedule_ Tuesday, August 25 Introduction to Course Themes Tuesday, September 1 A Case Study of Historical Memory: What Happened to Dr. Drew? _Readings_ : Spencie Love, _One Blood: The Death and Resurrection of <NAME>_ , Chapters 1-3, 7-8 (151 pages) Tuesday, September 8 Contemporary Controversies over Historical Memory: The Case of the Alamo _Readings_ : <NAME>, _Inheriting the Alamo_ , Introduction, Chapters 1-9 (142 pages) Tuesday, September 15 Acquiring Research Skills Readings: No Readings Tuesday, September 22 How Memory is Spread: Southern History on Film _Readings_ : <NAME>, _Media-Made Dixie_ , entire (188 pages) Tuesday, September 29 How Memory is Spread: Black Culture, Black Folklore, Black Music in the Age of Jim Crow _Readings_ Lawrence Levine, _Black Culture and Black Consciousness_ , Chapters 3, 5-6, Epilogue (201 pages) Tuesday, October 6 How Memory is Spread: White Memory and the Commemoration of the Confederacy _Readings_ : Gaines Foster, _Ghosts of the Confederacy_ , Chapters 1-12 (169 pages) Tuesday, October 13 How Memory is Spread: White Memory and the Romance of the Southern Plantation _Readings_ : 1) <NAME>, _Tara Revisited_ , Chapter Seven (22 pages) 2) <NAME>, "<NAME>" (38 pages) 3) <NAME>, "The Old South Myth as a Contemporary Southern Commodity" (7 pages; 67 total pages) Tuesday, October 20 What is Historical Memory and Why Does It Matter? _Readings_ : <NAME>, _Silencing the Past_ , Chapters 1-3, 5 (120 pages) Tuesday, October 27 Imagining a "Virtual" Museum Tuesday November 3 RESEARCH WEEK Tuesday, November 10 RESEARCH WEEK Tuesday, November 17 Presenting The Memory of Place: A Field Trip Tuesday, November 24 Planning the Virtual Museum: Content, Form, and Voice, Part One Tuesday, December 1 Planning the Virtual Museum: Content, Form, and Voice, Part Two Tuesday, December 8 Planning the Virtual Museum: Content, Form, and Voice, Part Three \| ---\|--- * * * Presentation List Tuesday, September 1 A Case Study of Historical Memory: What Happened to Dr. Drew? Tuesday, September 8 Contemporary Controversies over Historical Memory: The Case of the Alamo Class Presentations: 1) <NAME>, "History He Wrote: Murder, Politics, and the Challenges of Public History in a Community with a Secret," (22 pages) 2) <NAME>, _The Politics of Public Memory: Tourism, History, and Ethnicity in Monterey, California_ , Chapters 1-2 (38 pages) 3) <NAME>, _An Exhibit Denied: Lobbying the History of the Enola Gay_ Tuesday, September 15 Acquiring Research Skills No Class Presentations Tuesday, September 22 How Memory is Spread: Southern History on Film Class Presentations: 4) <NAME>, "Mississ<NAME>" in _History by Hollywood_ (20 pages) 5) <NAME>, _The Civil War in Popular Culture_ , Chapter 4 (31 pages) <NAME>, "The Last Rebel: Southern Rock and Nostalgic Communities" (14 pages) 6) <NAME>, "Into the Light: The Whiteness of the South in The Birth of a Nation" (11 pages) <NAME>, "The Birth of a Nation and Within Our Gates: Two Tales of the American South" (15 pages) Tuesday, September 29 How Memory is Spread: Black Culture, Black Folklore, Black Music in the Age of Jim Crow Class Presentations: 7) <NAME>, "Mapping the World, Mapping the Race: The Negro Race History, 1874-1915" (16 pages) 8) <NAME>, _Standing Soldiers, Kneeling Slaves_ , Chapter 5 (33 pages) 9) <NAME>, "African-American Emancipation Day Celebrations During Reconstruction" (28 pages) Tuesday, October 6 How Memory is Spread: White Memory and the Commemoration of the Confederacy Class Presentations: 10) <NAME>, The Civil War as a Crisis of Gender, Chapters 6 (38 pages) 11) <NAME>, "<NAME> and the Patrician Cult of the Old South" (26 pages) 12) <NAME>, _Baptized in Blood_ , Chapter Two (20 pages) Tuesday, October 13 How Memory is Spread: White Memory and the Romance of the Southern Plantation Class Presentations: 13) <NAME>, _The Romance of Reunion_ , Chapter 4 (30 pages) 14) <NAME>, "Landmarks of Power: Building a Southern Past, 1885-1915" (28 pages) 15) <NAME>, "White Women and Memory in the New South" (24 pages) Tuesday, October 20 What is Historical Memory and Why Does It Matter? Class Presentations: 16) <NAME>, "The Invention of Tradition: The Highland Tradition of Scotland" (26 pages) 17) <NAME>, "L'Acadie Retrouve: The Re-Making of Cajun Identity in Southwestern Louisiana, 1968-1994" (18 pages) 18) <NAME>, "Community and Identity: Redefining Southern Culture" (20 pages) Tuesday, October 27 Imagining a "Virtual" Museum Tuesday November 3 RESEARCH WEEK Tuesday, November 10 RESEARCH WEEK Tuesday, November 17 Presenting The Memory of Place: A Field Trip Class Presentations: 19) <NAME>, <NAME>, et. al, "On the Uses of Relativism: Fact, Conjecture, and Black and White Histories at Colonial Williamsburg" (14 pages) 20) <NAME>, "Museums, Artefacts, and Meanings," (15 pages) Tuesday, November 24 Planning the Virtual Museum: Content, Form, and Voice, Part One Tuesday, December 1 Planning the Virtual Museum: Content, Form, and Voice, Part Two Tuesday, December 8 Planning the Virtual Museum: Content, Form, and Voice, Part Three \| ---\|--- <file_sep>## Mus 81: Introduction to Music Syllabus ### Dr. <NAME> \- Spring 2002 #### Scripps Humanities Auditorium, Mon/Wed 1:15-2:30 #### Office: Parsons 1278 - Phone: x74170 This document includes class description, goals, and policies. Click here for the course schedule. Click here for the contents of the supplemental CDs. Click here to go to my list of courses. * * * ### Class Goals and Background "Introduction to Music" is perhaps an ambitious name for a course, given the extreme variety of music now available to us every day, each with its own history, culture, and theory. Perhaps a more descriptive title would be "Introduction to Listening," because, while a selection of certain kinds of music and their background will be introduced, the emphasis will be on learning to listen. In today's world we hear music every day: in our homes, in our cars, the dentist's office, on television, in elevators, and so on. We hear so much music that we often do not _listen_ , or, at best, we listen passively. In fact, just by the ubiquitous atmosphere of such music, our society teaches us that music is a passive experience. At the risk of sounding too sentimental, learning to listen actively to music and learning more about the music we do listen to can make the experience of music a profound one. While listening can be practiced with virtually any kind of music, in this course we will look specifically at music of fine arts traditions, that is to say "classical" music, mostly from Europe, but also from a selection of the other classical traditions around the world. This selection was made not to imply that these musics are better or more worthy of study than folk, popular, or other traditions. However, they do have a depth of sophistication, a long, written tradition, and are often unfamiliar to non-music majors. For this course, I have the following goals: * A familiarity with a few of the most important terms, forms, instruments, and composers from the fine arts music that we will cover; * A basic vocabulary that can be used to describe music of all kinds; * To give you enough familiarity with the styles that we cover that you will be able to place an unknown piece in a particular tradition and period; * A basic understanding of the cultural and historical background to the styles of music we will cover; * Most of all, the enthusiasm to listen, enjoy, and discover new music of all kinds. There are no prerequisites for this course. I will NOT expect that you have had any practical experience with music nor that you are able to read music. ### Required Materials for this Course * <NAME>. _Listen_. Fourth edition. New York: Worth Publishers, 1999. Available at the Huntley Bookstore. * _Listen_. Set of 6 CDs. Available at the Huntley Bookstore. * A xerox packet to be sold in class and at the Humanities and Social Sciences department office (Parsons 1267). * 2 supplemental CDs on reserve in Sprague and Caster Music Room. ### Office hours Currently I have set aside MTWF 10:30-11:30 as office hours. However, these hours will probably change early in the semester, so you may want check the schedule on the door of my office or contact me first. If you cannot make it at those times, I would be happy to arrange an appointment at another time. I also welcome your email (<EMAIL>). ### Internet Resources There are web pages on music fundamentals for this class, as well as quizzes for self-evaluation. The details of how these pages will be used for the music fundamentals assignment will be discussed in class. Note that these pages are not available from clients off the Claremont Colleges campuses. There are many other resources available on the internet, and I encourage you to explore on your own. Discussions, questions, and updates on assignments between classes will be made through the class electronic mailing list: Mus-81-L. If you are a preregistered HMC student, you are already subscribed. Otherwise, you will need to send email to <EMAIL> with the following message: subscribe mus-81-l (The subject line should be blank.) You can get more information about the mailing list by sending the message "help" (without quotes) to the same address or by going to the mailing list web gateway. To distribute your message to this list, send mail to <EMAIL>. Keep in mind that your message will be distributed to the entire class, not just me. The schedule and contents of the supplemental CDs for this course are available on the web, and these documents have extensive links to other internet resources that I encourage you to exploit. I hope you will also explore the web on your own, but not to the exclusion of the print resources available in Caster Music Room and Honnold Library. ### Course Assignments #### Evaluation Three exams\| 45% ---\|--- Fundamentals assignment\| 10% Four concert reports\| 16% Presentation\| 10% Final\| 15% Class participation\| 4% #### Exams There will be three exams plus a final exam. The final exam will have some comprehensive components, but it will not be any longer than the other three exams. Each exam will cover several periods or regions and will include 1) short answers and term identifications, 2) listening, 3) a short essay. I will discuss the format and expectations in more detail before the first exam. #### Fundamentals assignment As I noted above, there is a set of on-line quizzes of music fundamentals. Before the first exam, you will complete each of these quizzes. You can take each quiz as many times as you like, but only the last one will count. There is also an on-line version of the fundamentals section of your xerox text with musical examples to help you with this assignment. #### Concert reports You will attend at least four concerts during the course of this semester. You turn in a two page report about the concert along with the concert's program, two due by spring break (March 15) and two due by the time of the final exam (May 11 for seniors, May 13 for all others). This report will mention each of the pieces on the concert and will offer some interpretive analysis of the pieces according to the parameters we will have discussed in the fundamentals section of this class. Concerts which are NOT acceptable include: * Concerts not heard this semester; * Concerts in which you perform; * Jazz, rock, country, or other popular forms that we will not be covering as much in this class; * Concerts that last less than 45 minutes, such as noon concerts, though in some cases I will allow two such concerts to count as one report; * Musicals, though opera or other forms in which the music is more integral and constant are OK; * Dance recitals in which the music is recorded (unless it was written to be performed that way); * Informal concerts that do not have a program, such as club gigs. There are plenty of gray areas in the above list. If you are at all in doubt as to whether a concert is appropriate for this assignment, come see me BEFORE you attend the concert. Non-Western concerts are acceptable as long as they meet the above criteria. #### Presentations Towards the beginning of the semester you will be assigned to a group to do a presentation on the works of a classical music composer. The assignment will be random, though if there is a particular composer you want to do, please let me know. Each person in the group will do an individual presentation of a "listening guide" of a particular piece by the composer not on the class CDs. The presentations of a group should be coordinated so that they complement one another with a minimum of overlap. Presenters will be evaluated by both myself and the rest of the class. #### Class Participation Because the success of this class and what you get out of it depends very much on you and your classmates' conscientious participation, you will be graded on class participation. This includes: regular attendance, keeping up with assigned readings and listening, contributing to class discussion, and fairly evaluating your peers' class presentations. #### Late Assignments Late assignments will normally be penalized one letter grade per class meeting late. Because they are a group project, presentations cannot be presented late. I normally do not allow late exams because of the difficulty of arranging the listening component, but if a student has a valid, documented excuse (such as illness with a note from a doctor), then something can usually be worked out. * * * Back to my list of courses Back to my Home Page * * * Updated on January 18, 2002 by <NAME> (<EMAIL>). <file_sep>## CS 2073 Section 2, Fall 1997 Computer Programming with Engineering Applications Instructor: <NAME>, M.S. Office: SB 3.01.06 (straight in, last cubicle on the right). E-mail: ` <EMAIL>` Office Hours: Tuesday and Thursday, 9:30-11:00AM, SB 3.01.06 Class Times: * CS 2073 section 2, Tuesday and Thursday, 8:00-9:15AM, BB 3.01.06 Textbooks: _ * The Art of Programming: Computer Science with C _ by <NAME> ** _ * Unix System V: A Practical Guide, 3rd Ed. _ by <NAME> Prerequisites: * MAT 1214 (Calculus I), * MAT 1223 (Calculus II, concurrent enrollment) Course Description: > CS 2073 Computer Programming with Engineering Applications (3-0) 3 hours credit. Prerequisite: MAT 1214, and completion of or concurrent enrollment in MAT 1223. Algorithmic approaches to problem solving and computer program design for engineers. Engineering and mathematically oriented problem sets will be emphasized, including non-numeric applications. Searching, sorting, linked-lists, and data typing will be introduced. May not be applied toward a major in Computer Science. Introduction to Engineering Programming This course is the introductory programming course for an Engineering major at UTSA. Some other majors, such as Math, may also take this course to fulfill major requirements. Students majoring in other fields may wish to consult the requirements for their major in the catalog for possible alternative courses: * CS 1073: Introductory Computer Programming for Scientific Applications * CS 1713: Introduction to Computer Science * CS 2083: Microcomputer Applications All students are welcomed to take CS 2073; however, this course is intensive and designed specifically for the needs of engineering programmers, as opposed to the general computing audience. There are two main purposes of CS 2073. The first is to introduce the student to elements of computer science in a problem solving context. The second is to guide the student through learning a high-level programming language (C in our case) while he or she writes programs of increasing complexity. Note: you must have taken MAT 1214 before taking this class. Concepts introduced in Calculus I are very important in computer programming. You must also take concurrently (or have already taken) MAT 1223, Calculus II. Students will learn about: * Basic concepts of computation. * Basic use of the Unix operating system. * The edit/compile/run cycle under Unix with ` cc`, `vi`, and `make`. * Data types and precision. * Arrays and matrices. * Functions and subroutines. * Records * File handling. * Sorting and searching. Course Requirements: * Programming Assignments (15% of grade): There will be approximately eight programming assignments to be done in C. The programs will apply the problem solving concepts you learn in class. They will be scored on a scale of 1-10 with the grades depending on: * Whether the program compiles without errors or warnings; * The degree to which the program behaves correctly and instructions were followed; * Adequacy of documentation; * Style (discussed in class). We will be using UTSA's ` runner` computer to do the assignments. If you have a computer at home, you may use it to develop your programs, but the project you turn in must work correctly on and be submitted from `runner.` You will normally turn the programs and output in by e-mail, with exact instructions given in the assignment. Although the programming assignments are 15% of the grade, they are the most important part of the learning process since doing them is how you learn to program. * Progress Reports (10% of grade): Each time a program is due, each student will submit an article from his or her ` runner` account to the UTSA newsgroup utsa.cs.2073.d giving an overview of the work he or she has done on the current assignment ( without giving any C code ), his or her impressions on what was discussed in class since the last report was submitted, and at least one question about computer science or programming. These articles must be in the students' own words and will be graded according to content as well as grammar and spelling; part of being a computer scientist is the ability to express yourself clearly. The articles are expected to be thoughtful and not composed hurriedly at 11:55 the night they're due. Your single-spaced article should normally fill two screenfuls on a VT320 terminal (48 lines); more is fine. Note that the newsgroup is a public forum; anybody at UTSA will be able to read the article (although only the individual students will know the grade they made), so you are making an impression. * Midterm Exam: (15% of grade): There will one mid-term exam. This will be a closed book exam consisting of true/false, short answer, and essay questions, and small programming problems. * Second Exam: (25% of grade): The second exam will be given toward the end of the semester. It will cover material up to that point, and be similar in format to the midterm. Note that it is worth more than the midterm. * Final Exam (30% of grade): The final exam will be comprehensive. It will have much the same format as the mid-term, but will be approximately twice as long. * Class Participation (5% of grade): During class, students are expected to ask questions and participate in class discussions. This also includes discussions on the class newsgroup, utsa.cs.2073.d . Students should read the newsgroup frequently. Read your classmates posts and respond to their questions if you know the answers. Also, important announcements (such as "the due date has been changed") may be posted to the newsgroup; look for such messages. If you have a question in class, ask it. Chances are that someone else has the same question. If the instructor poses a question to the class, and you feel you know the answer, answer it. Note: Late programs are not accepted. Late progress reports are not accepted. You are given enough time to do the assignments if you start early. Your lowest program and progress report grades will be dropped, so if you have an emergency and can't complete an assignment, your grade will not be affected. If you have two emergencies, bring the instructor documentation and we'll talk. If you have to miss a test, you need to inform the instructor before you miss the test through e-mail or calling the division office. In this case, you will be allowed to substitute another grade or take a make-up test at the instructor's discretion. ## Academic Dishonesty Unless a programming project is specifically assigned as a group project, students are not allowed to work together on programs. You may discuss general ideas related to the program, but you may not e.g. share program code or read each others programs. Instances of such collaboration will be dealt with harshly, but the real cost comes when a student doesn't know how to answer questions on a test about issues involved in doing a project. <file_sep>## CLASSICS / ART HISTORY 302 ## _![](images/emperors.gif)_ # ROMAN ART AND ARCHAEOLOGY ### SYLLABUS - SPRING SEMESTER 2002 ### ![](images/bargreek.gif) INSTRUCTOR: <NAME> OFFICE: NORTH COURT 206 OFFICE HOURS: TBA and by appointment. TELEPHONE: 289-8426 E-MAIL: <EMAIL> _TEXTBOOKS FOR COURSE:_ <NAME>, ed. _A Handbook of Roman Art,_ Cornell. <NAME>, _Roman Art and Architecture,_ Praeger. _RATIONALE STATEMENT - CLASSICS-ART HISTORY 302:_ Roman art is one of the traditional divisions into which scholarship divides the larger category of artifacts created by the human race which it has designated as visual art. We will begin this course by examining the likely possibility that such a division is prejudicially effected by applying political boundaries to artistic endeavor. We will see that "Roman art," in fact, includes the artistic production of many cultures over a period of over one thousand years only loosely tied together under the aegis of "imperium Romanum," and that Etruscan, Hellenistic, Hebrew, Egyptian, Punic, and other artistic productions all work together to create an amalgamated style which we call "Roman." We will proceed to a discussion of what is "Roman" about Roman art, looking for those features which make of this amalgam one entity, thereby validating the scholarly designation. In so doing it will be necessary to examine the various threads of the lengthy scholarly discussion which has defined the subject as traditionally promulgated. In our discussion we will explore the likelihood that the specific content of what we think and say about the subject is a construct of scholarly speculation rather than an absolute. Once we have established the existence of Roman art as a scholarly theory, we will examine the "influences" of the two most pervasive (Etruscan and Greek) of the artistic currents which are subsumed within our traditional view. We will then proceed to a study of the genre divisions by which scholars have systematized the subject of Roman art, and explore how individual examples fit into that systemization through a study of their forms, traditions, meanings, and historical contexts. In the process, students will experience Roman art directly through two projects: (1) The examination and analysis of Roman art objects in the Virginia Museum of Fine Arts and (2) through their personal creation of one of the artistic products outlined later in this syllabus under "project two." In these projects, students will be able to investigate and interpret original works of Roman art, and actually experience the creation of an artistic product. As a result of our study of Roman art, students should understand that people are as profoundly influenced by the visual world around them as they are by the ideas which they store in their minds. They will further understand that a scholarly evaluation and analysis of that visual world is a necessary component of sophisticated appreciation. _OBJECTIVES OF COURSE:_ (1) to attempt to determine what we mean when we speak of Roman art, and to become familiar with the principal forces and influences which produced and underlie it, (2) to understand the artistic development and purpose of the principal genres of Roman art, (3) to understand some of the techniques by which Roman art was produced, and by which it has been reclaimed and is displayed, (4) to understand the importance of a knowledge of the visual remains of past civilizations (particularly Roman) for our society and the consequent value of art history and archaeology, and (5) to assimilate the materials and information necessary to recognize the contributions of Roman art to the world around us. _TOPICS TO BE COVERED INCLUDE_ * I. The Geography and Topography of the Roman world. * II. The controversial nature of the term "Roman" in "Roman art." * II. The artistic background to Roman art. * A. Greek art * B. Etruscan art * III. Roman architecture - aulic and provincial * IV. Roman Sculpture * A. numismatics and portraiture * B. historic relief * V. Roman painting _ATTENDANCE POLICY:_ Each student is expected to attend all classes. More than 3 absences may result in the lowering of a student's grade. Project and review deadlines must be observed (late work discounted at one grade increment per day late). Students will be excused from classes due to religious obligations and observances. _EVALUATION:_ * project no. 1 - 20%; * test no. 1 - 20%; * test no. 2 - 30%; * project no. 2 - 30% _PROJECT NO. 1:_ > An analysis of Roman artifacts housed in the Virginia Museum of Fine Arts or another appropriate museum. _PROJECT NO. 2:_ > You must select _one_ of the following: > > 1\. Through a study of Etruscan fresco painting, it is possible to reconstruct Etruscan ritual dancing. Using the laser disc hypercard program, _De Italia_ , housed in the Classics Department's computer lab in North Court 214, collect examples of scenes which depict Etruscan dancing. Create a hypercard stack of your collection. Carefully study your evidence to determine how you will create such dances in actual performance. Your final project will be a showing of your collected examples, and your performance in which you recreate an Etruscan ritual dance. > > 2\. From representative scenes of Roman comedy depicted in Roman frescoes and mosaics, and on the painted pottery of Southern Italy we are able to reconstruct the theatrical costumes worn by actors in Roman productions of the plays of Plautus and Terence. Using the laser disc hypercard program _De Italia_ , collect examples of such art objects. Save your examples as a hypercard stack. Then produce a series of watercolor sketches in which you design costumes for the characters of Euclio, Megadorus, Eunomia, and Lyconides in Plautus' comedy, _Aulularia_ (Pot of Gold). You can read the play in English translation in Boatwright Library and watch scenes from a production of the play on the World Wide Web at http://<EMAIL>, the UR Department of Classical Studies World Wide Web site. > > 3\. Mosaic and tile work is one of Rome's most important and pervasive art forms. The earliest such mosaics were made from pebbles, naturally smoothed in stream and river beds, embedded in cement, and were used for the flooring of Hellenistic and Roman buildings. Such "pebble mosaics" are still widely created in the Mediterranean today. Although we will discuss the creation of mosaics in class, you will need to further explore through your research how the work was done. Then create a small mosaic of this "pebble" type using a design of your own creation. > > 4\. Architectural photography demands the artistic ability to recapture the form and line of buildings on film. Study examples of architectural photography on the World Wide Web. Then study Richard Cheek's excellent book of photographs of the architecture of the University of Richmond, available in the UR bookstore. > > Using the ideas you learn from your study, produce a portfolio (or your own world wide web site) of architectural photographs of selected Roman Revival buildings. (If you want to create a www site, your photographs can be optically scanned in UR's computer center in Jepson Hall or in the computer center located in the Department of Classical Studies - North Court 214. Web site projects _must_ be submitted on a zip disk, including all graphic images used on the site.) > > Your portfolio should include both general and detailed views of the Virginia State Capitol Building, the Science Museum of Virginia, St. Paul's Episcopal Church, and the old Second Baptist Church, now part of the Jefferson Hotel property. Or, if you prefer, you can travel to Charlottesville, Va. and photograph the buildings of Jefferson's original academic village, one of the most outstanding examples of Roman Revival architecture in the world. > > Explain your photographs in an essay in which you describe the processes and techniques you learned and used in producing your portfolio. > > 5\. The Romans were masters in the art of sculpted portraiture, capturing the essence of the appearance and personality of a particular human being. Over a period of time the Romans developed three styles of representation by which they accomplished the various purposes of different kinds of portraits - idealistic, in which the subject was presented as he or she would appear with all flaws removed; realistic, in which the subject was presented as he or she actually appears, and sympathetic, in which the inner motivations of the daily stress of human life appears as a focus of the subject portrayed. Today rather than sculpture, the favored medium for portraiture is photography. But the three styles developed by the Romans can still be applied. > > Your job is to produce a photographic portfolio of portraits using these three styles. Each subject you choose should be photographed in each of the three styles so that comparative value and effect can be clearly seen. > > Accompany your portfolio with a short written analysis in which you describe the techniques you discover in your use of the camera to create the effects demanded for these three styles. > _GO TO TOPICS AND READINGS_ N.B. ALL WORK IN THIS CLASS MUST BE COMPLETED ACCORDING TO THE RULES OF THE UNIVERSITY OF RICHMOND HONOR SYSTEM. THE PLEDGE IS "I PLEDGE THAT I HAVE NEITHER GIVEN NOR RECEIVED UNAUTHORIZED ASSISTANCE DURING THE COMPLETION OF THIS WORK." ![](images/bargreek.gif) <file_sep>![](G&H.gif)FAYETTEVILLE STATE UNIVERSITY College of Arts and Sciences Department of Government and History \| Dr. <NAME> ---\|--- LOCATOR INFORMATION Course Description Textbook Evaluation Outline& Readings Requirements \| COURSE SYLLABUS HIST 353, History of Mexico \| Semester/Year: Fall 2001 \| Office Location: JKSA (TSA) 206A ---\|--- Semester Hours of Credit: 3 \| Office Phone: 672-1044 Instructor: Dr. <NAME> \| Alternate Phone: 672-1573 Class Meeting Days, Time, and Location: MW, 4:00-5:20 \| E-Mail: <EMAIL> Office Hours: W 9-11, 2-3; T, R 1:30-4:00; T 5:30-6:00; or by appointment Lecture Notes and Study Guides Maps and Internet Resources FINAL EXAM STUDY GUIDE EXAM 2 STUDY GUIDE EXAM 1 COURSE DESCRIPTION \| This course will introduce the social, cultural, economic, and political history of Mexico, primarily since independence, with a background on the colonial and Pre-Columbian periods. Back to Contents GOALS AND OBJECTIVES \| This course meets the following NCSS and DPI Competencies: * NCSS Standard #1: Culture and Cultural Diversity (see below) * NCSS Standard #5: Individuals, Groups, and Institutions (see below) * NCSS Standard #8 - Science, Technology, and Society (through use of the Internet for research and class materials) * DPI - Educational Framework: Content Knowledge (see below) * DPI - DPI - Learning Climate * DPI - Dispositions * DPI - Diversity (see below) * DPI - Technology (through use of the Internet for research and class materials) The successful student will be expected to have the following competencies: * 1\. A knowledge of the main geographical features of Mexico, including political geography * 2\. An ability to give a broad periodization of Mexican history * 3\. A familiarity with certain Spanish terms required to discuss Mexican history * 4\. An ability to describe the major social and political movements of Mexico * 5\. A familiarity with the Mexican Revolution and an understanding of its consequences * 6\. A familiarity with the outlines of Mexican economic and social structure * 7\. An understanding of the concept of race in Mexico * 8\. An understanding of the broad outlines of Pre-Columbian history and society in Mexico * 9\. An understanding of the current political situation in Mexico * 10\. An understanding of the basic issues in Mexican-U.S. relations * 11\. In general, a knowledge base and an analytical ability that will enable the student to understand and follow current events in Mexico * 12\. Develop an understanding of methods in historical analysis. TEXTBOOK \| Meyer, Michael and <NAME>. _The Course of Mexican History (Sixth Edition)_. Azuela, Mariano. _The Underdogs (Los de Abajo)_. EVALUATION \| Grades will be based on the assignments listed below. Assignments will be weighted as follows: Grade Distribution \| \| Two Exams \| 2x20%each=40% ---\|--- Final Exam \| 25% _Underdogs_ Essay \| 10% Current Events Project \| 10% Map Quizzes \| 10% Participation \| 05% Total \| 100% \| Grades and their numerical equivalents are as follows: Grading Scale \| \| 90 or above \| A ---\|--- 80-89 \| B 70-79 \| C 60-69 \| D 59 or below \| F Excessive Absence \| WN \| Office Hours: Students who seek help with instructors during office hours get better grades. Do not wait until you have major problems! Students should speak to me any time they find themselves confused about material, directions, or grades. I am always ready to help any student who needs help with any of the material or any assignment. That's my job. Back to Contents READINGS AND ASSIGNMENTS \| Readings are taken from the textbook, this website, the novel, and handouts. The chapter numbers in the schedule are from the Meyers and Sherman book. Underlined readings are links to web sites. \| Weeks \| Dates \| Topic and/or Assignment \| Reading ---\|---\|---\|--- 1-4 \| Aug 23-Sep 11 \| Pre-Spanish Mexico and the Spanish Conquest Introduction - Where is Mexico? The First Mexicans: Life in Pre-Spanish Mexico. The Hummingbird and the Hawk: The Conquest of Mexico--Cross and Sword \| Sections 1-2; 3\. Aztec accounts of the Conquest of Mexico 4-6 \| Sep 11-25 \| Colonial Mexico and Independence The Long Sixteenth Century: Silver and the Hapsburg Slumber. Daily Life in New Spain: Marriage, Murder, and Rebellion. Forging the Cosmic Race: Race and Ethnicity in Colonial Mexico. Bourbon Mexico and the Seeds of Independence. Revolt from Below, Reaction from Above: Hidalgo and Iturbide. \| Sections 3-4; Beatriz de Padilla handout 6-9 \| Sep 25-Oct 16 \| 19th Century Mexico and the Porfiriato Struggle for Identity: The Age of Santa Anna and the War of Northern Aggression. La Reforma: <NAME> and the Triumph of Liberalism. Bread or the Club: The Porfiriato (1876-1910). EXAM 1 - SEP. 27. \| Sections 5-7; 7\. The Treaty of <NAME>, 2 Feb 1848" 9-11 \| Oct 18-29 \| The Mexican Revolution(s). One Revolution, Many Revolutions: Madero, Zapata, Villa, Carranza, Etc...... Education in the Mexican Revolution: Vasconselos and the New Mexican. Literature of the Mexican Revolution: the Underdogs (Los de Abajo). Art in the Mexican Revolution: Rivera, the Muralists, and <NAME>. A Revolution in Song: The Mexican Corrido. \| Sections 8-9; 9\. <NAME>: "Haciendas" from _The Land Systems of Mexico_ , 1923 10\. Francisco Madero: The Plan of San Luis Potosi, November 20, 1910 11\. Zapata's Plan de Ayala. 11-13 \| Oct 31-Nov 15 \| The Twentieth Century A New Revolution: Cardenas and the Re-Emergence of the Populists. The Frozen Revolution: Mexico at Mid- Century. A New Mexico: Salinas, Neo-Liberalism, and Democratic Reform (maybe). Struggles With Urbanization: The Explosive Growth of Mexico City. EXAM 2-NOV. 1. \| Sections 9-10; 14-17 \| Nov 20-Dec 11 \| Mexico at the Millennium Mexico Divided: NAFTA and the Zapatista Revolt. Popular Culture in Contemporary Mexico. Greater Mexico: Mexicans in the United States and the World of the Borderlands. Distant Neighbors: The Future of Mexican-U.S. Relations. CURRENT EVENTS PROJECT DUE NOV. 20. \| TBA; 21\. Website for the Zapatista Front of National Liberation \| \| FINAL EXAM: \| Back \| Back to Contents REQUIREMENTS Assignments \| Assignments for this class will include reading, writing, and special projects. Readings maybe assigned not only from the text, but also from photocopied materials, library books, and Internet sources. Students are responsible for all work assigned in this class, whether or not they are present. Assignments must be completed on time. Late work will be penalized unless you have a good excuse, and no assignments will be accepted more than one week late. All students are expected to participate regularly in class discussions. Attendance and Punctuality \| Students are responsible for material covered and assignments regardless of whether or not the student has an excuse. Students are not permitted to leave class before the instructor dismisses them, unless they have received prior permission from the instructor. The WN policy is not in effect in this class, as this is a 300 level class. The last day to withdraw is October 26. Special Note on Academic Honesty \| Students should be aware that a university is a community of scholars committed to the discovery and dissemination of knowledge and truth. Without freedom to investigate all materials, scrupulous honesty in reporting findings, and proper acknowledgment of credit, such a community can not survive. Students are expected to adhere to the highest traditions of scholarship. Infractions of these traditions, such as plagiarism (cheating), are not tolerated. Misrepresenting someone else's words or ideas as one's own constitutes plagiarism. In cases where plagiarism occurs, the instructor has the right to penalize the student(s) as he or she thinks appropriate. One guideline holds that the first offence results in failure of the assignment, the second offence in failure of the course. Class Participation \| Class Participation: Preparation: since students are expected to participate in class discussion, it is important to complete all the assigned readings before coming to class. Students are expected to understand the material, or at least have identified what they do not yet understand in order to ask questions in class. All students are expected to come to class prepared to discuss the assigned material. Students are expected to observe normal courtesy in class. They are expected to pay attention to the instructor, to take detailed notes, to refrain from personal conversation, and to avoid any other behavior that disturbs others. A student who does not observe these courtesies maybe asked to leave the room. Back to Contents ![Hit Counter](_vti_bin/fpcount.exe/F_corse/?Page=h353.HTM\|Image=2) Back to Contents \| _Last Updated:_ September 1, 2001 <file_sep>Spring 2001: SO 402: Public Service and Nonprofit Organizations CRN 52478, M 7-9:52, Biology Building 222 <NAME>: office: C201; X73468; e-mail: <EMAIL> Office Hours: MW 11-12, by appointment TA: <NAME>, X74959, C-0844, <EMAIL> This course will introduce you to the nonprofit sector as a major phenomenon, largely ignored, in American society. The course will walk through major concepts relating to the nonprofit or "third" sector. While I will try to give you a more or less orderly presentation to nonprofit organizations as a type of organization in which you might work, it also is important to understand them in cultural and historical context. "Management" ideas are not necessarily a very good way of understanding what these organizations about, so we will be reading some materials from political science, economics, religion, history, anthropology, and sociology to better understand what nonprofit organizations are about and why they are significant in American society. Students are required to carry out a major project during the semester and present the results to the class in a presentation 35-45 minutes in length during one of the last four classes of the semester. Time slots for presentations will be chosen randomly in the second week of class. You must let me know if you have special needs or problems that make it impossible for you to present on one of the last four Mondays of the term. Your in-class presentation will count for 20% of your grade and your written report containing the material you present will count for 25%. People may propose projects that fit special interest. However, I expect most students to do a case study of a nonprofit organization. The case study involves two parts, a class presentation and a final report that you turn in at the end of the semester. Normally the report includes a narrative in which students talk about the organization that they have studied and documentary information that they have collected about the organization which might include annual reports, publications, interviews, public reports, or other sorts of information. It works best if you do a case study of a nonprofit that is local since you'll want to make some personal contacts. Student case studies are often set up as consulting arrangements or internships. The mode of your report must be in the form of a web site. This may be a collaborative project with the organization you study. Students probably will want to customize the web site for purposes of their presentation. It is easy to set up a web site so it is similar to a Powerpoint presentation. We will spend a substantial amount of time in class helping you develop web site building skills. This is a challenging task, and people may want to do this in teams. Students not doing a case study will have to work out the form of their presentation with me. At four points in the semester, students must complete and hand in discussion essays , 2-3 pages in length. These will be graded and altogether will count 40% of your grade. I will provide sets of questions related to each class session. We will use those questions in our class discussions. Students who do discussion questions for that class will be expected to take an active role in the class discussion and they must hand in their answers at the end of that class to receive credit. Students may complete all of their questions early in the term. Participation will count 15%. This includes showing up to class, talking in class, handing in assignments on time, and doing assignments in a serious way. Since this is a capstone and most students are second semester seniors, this may be a challenge! Since your case study project and final report make up nearly half of your grade, it is important that you get started early and that you take the project seriously. You will need to pick the focus for your case study by the third week of class and I will give a series of assignments designed for you to collect the data you need by Spring Break. This will allow you time after Spring Break to develop your web site. The following materials have been ordered for the bookstore. > Burton Weisbrod, _The Nonprofit Economy_ (Cambridge: Harvard University Press 1991). > <NAME>, _Growing Our Givers Hearts: Fundraising as Ministry_ (San Francisco: Jossey-Bass 2000) > <NAME>, _Understanding Selfhelp/Mutual Aid. Experiential Learning in the Commons_ (Piscataway, NJ: Rutgers University Press 1999) Class Schedule _Students should sign up for the Career Development Center's Nonprofit Career Fair in Washington, D.C., February 22. We are cancelling a class to do this event. Students must pay a $20 deposit which will be returned if you make the trip._ _Jan 22_ An Overview of the Nonprofit Sector: Institutions, industries, and careers. Nonprofit organizations and civil society. Student introductions. Explain the case study assignments, discussion questions, and web building. > **Read <NAME>, <NAME>, "Holding the Center: America's Nonprofit Sector at a Crossroads" New York: The Nathan Cummings Foundation 1990-98. Available without charge at NCF Online at the following address. Be sure to copy all of the sections of the paper that you find on the website. > > http://www.ncf.org/ncf/publications/reports/holding_the_center/hc_contents.html _Jan 29_ Complex organizations. What they are. What makes a complex organization complex. Elements of a case study. Students report on their choice of an organization to study (choices may be changed later.) > Read _On Electronic Reserves:_ Milofsky, "Making Sense of Organizations" _Feb 5_ A view from economics: The problem (for economists) of "nonprofitness". _Discuss how to plan and outline a website._ > Read Weisbrod, chs. 1-3, pp. 1-58., chs. 4-6, pp. 59-129. _Feb 12_ Optional lab class. Workshop on Dreamweaver. Critique web sites. Discuss what we want to put into organizational case study web sites. What do you want to know as a student trying to learn about an organization for an internship or case study? _Feb 19_ Community, civil society, and helping. > _Read_ Borkman, Chs 1-4, pp 1-93. _Feb 22_ Career Development Center Nonprofit Career Fair in Washington, DC. Class members should sign up for this bus trip if possible. _Feb 26_ Selfhelp organizations. Visit from <NAME>. She will give a talk for the university community for 75 minutes, we will take a break, then she will meet with the class in discussion fomat for 75 minutes or so. > _Read_ Borkman Chs 5-9, pp 94-207 _Mar 5_ Marketing and strategic thinking in nonprofit organizations. Visit from <NAME>? > _Read_ _On ERES_ : <NAME> and <NAME>, Ch.1, "Marketing in the Nonprofit Environment", pp 1-33, and Ch. 2, "The Marketing Philosophy", pp 34-66, in Kotler and Andreasen, Strategic Marketing for Nonprofit Organizations, 3rd ed. (Engelwood Cliffs, NJ: Prentice-Hall, Inc. 1987) > Writing Turn in annotated outline of case study and web-site plan. _Mar 12_ SPRING BREAK _Mar 19_ A view from religion: Religious origins of nonprofits in America > Read Jeavons, Chs 1-5, pp1-98 _Mar 26_ Workshop on website building. Presentation by <NAME> and <NAME> of their website/case study of St. Paul's Episcopal Church, Bloomsburg. _Apr 2_ Fundraising Visit from Thom Jeavons? > Read Jeavons, Chs 6-11, pp 99-188 _Apr 9_ Student Presentations _Apr 16_ Student Presentations _Apr 23_ Student Presentations _Apr 30_ Student Presentations <file_sep>INTRODUCTION TO PHILOSOPHY PHIL 201, Sec. 01: MWF 9am-9:50am in 221 Blair Hall PHIL 201, Sec. 02: MWF 10am-10:50am in 201 Blair Hall The College of William and Mary Fall 2001 Instructor: <NAME> email address: <EMAIL> Course Webpage: http://faculty.wm.edu/jawoo2/wm/wmintro.htm Office Hours: M 1:30pm-2:30pm, W 2:30pm-3:30pm and by appointment Office: 126 Blair Hall Office Phone: 221-2713 Dept. Phone: 221-2735 I. COURSE DESCRIPTION This course introduces the general nature of philosophical thought, and its basic methods and goals. The material covered includes selections by both historically important and current philosophers (e.g., Plato, Descartes, Russell, Frankfurt, Williams) on such classic philosophical topics as the existence of God, the nature of right and wrong, and the possibility of knowledge. Through our readings and discussions we will also attempt to reach a clearer understanding of ourselves (personhood), our relationship to other people (moral responsibility), and our relationship to the world around us (freedom of the will). Some of the general skills students will develop include the formulating and defending of theoretical positions and the ability to think critically about difficult and abstract issues. II. REQUIRED CLASS MATERIALS Books: <NAME>. _What Does It All Mean?_ New York: Oxford University Press, 1987. Perry, John and <NAME>. _Introduction to Philosophy: Classical and Contemporary Readings (Third Edition)._ New York: Oxford University Press, 1999. The books for the course are available at The William and Mary Bookstore located in the basement of Barnes and Noble in Merchant's Square. (They are also on reserve at the Library.) III. CLASS REQUIREMENTS AND GRADING SCHEME _Requirements_............................................. _Percent of Final Grade_ Class Participation......................................................10% First Paper..................................................................20% Midterm Exam............................................................20% Second Paper..............................................................25% Final Exam..................................................................25% _ About the Requirements: _ _Class Participation_ \--One thing this requirement covers is your _class attendance_ (if you don't attend class you can't participate in it). However, to get an "A" for class participation you must do more than just show up; you have to contribute to class discussion. You are expected to show up having read the assignment for the day and ready to talk about it. _The First Paper_ \--There will be a 3-4 page paper due in late September. Topics will be distributed 9 days before the paper is due. Papers are due at the beginning of class on the due date. Late papers are subject to a substantial grade reduction (you really don't want to find out how much). _The Midterm Exam_ \--There will be a timed, in-class midterm exam in mid October. The exam will consist of short answer questions and an essay. _The Second Paper_ \--There will be a 4-6 page paper due in late November. Topics will be distributed 2 weeks before the paper is due, and all papers are due at the beginning of class on the due date. Late submission is still not a good idea. _The Final Exam_ \--There will be a timed (1.5 hours), in-class final exam given during the scheduled exam time for the class (12/19 for Sec. 1, 12/20 for Sec. 2). The final will consist of short answer questions and essay questions heavily emphasizing, but not limited to, the material covered since the midterm. IV. CLASS FORMAT The class will be a mixture of lecture and discussion, and I want to encourage discussion. I hope that you will all have views about the topics we will address, and I want you to express and explore those views. It is the nature of the issues we will be considering that people's views will differ. You are encouraged to question your classmates (and me) when anyone says something you disagree with, but everyone should always keep in mind that disagreement is not a personal attack. Philosophical discussion thrives under this kind of interaction and often stems from disagreement. At the same time, philosophical discussion _aims at_ reaching some sort of agreement. We probably won't reach agreement every time, but we should aspire toward it. V. TOPICS AND READINGS Most of the readings will be from the Perry and Bratman book. These will be listed by their page numbers in parentheses. Readings from the Nagel book are listed by chapter number. A note about the readings:** Philosophical writing is often subtle and difficult. Do not be fooled by the shortness of an assignment into thinking that it will take little time. Most of these readings should be read _at least twice_. I recommend a first time straight through and then a second pass taking notes. The course will cover topics presented in five units. The units and readings for them are as follows. 1\. Purpose, Aims, Methods > Perry and Bratman, "On the Study of Philosophy" (1-6) > Russell, "The Value of Philosophy" (9-12) > Plato, _Apology: Defense of Socrates_ (27-42) 2\. God and Evil > Anselm, "The Ontological Argument" (45-46) > Descartes, "Meditation V" from _Meditations on First Philosophy_ (131-133) > Aquinas, "The Existence of God" (47-49) > Hume, _Dialogues Concerning Natural Religion_ (57-71) > Pascal, "The Wager" (49-52) > Mackie, "Evil and Omnipotence" (103-110) 3\. Knowledge > Nagel, Chapter 2 > Descartes, _Meditations on First Philosophy_ (116-139) > Hume, _An Enquiry Concerning Human Understanding_ : Sections II-V (190-205) > Russell, "The Existence of Matter" from _The Problems of Philosophy_ (online reading) 4\. Free Will > Nagel, Chapter 6 > Campbell, "Has the Self 'Free Will'?" (417-426) > Taylor, "Freedom and Determinism" (437-449) > Frankfurt, "Freedom of the Will and the Concept of a Person" (450-459) 5\. Morality > Nagel, Chapter 7 > Mill, _Utilitarianism_ (486-502) > Carritt, "Criticisms of Utilitarianism" (503-505) > Williams, "Utilitarianism and Integrity" (512-520) > Kant, _Groundwork of the Metaphysics of Morals_ (529-545) > O'Neill, "Kantian Approaches to Some Famine Problems" (546-551) <file_sep># PSC 311: Political Parties ## Spring 1998 Instructor: <NAME> Office: 531 Eggers Hall Phone: 443-5764 Home Page: http://web.syr.edu/~gavan/ Office Hours: W 1:00-3:00 and by appointment. Email: <EMAIL> TA: <NAME> Office: 021 Eggers Hall Phone: 443-9068 Office Hours: T 12:30-1:30 and Th 11:00-12:00 Email: <EMAIL> ## Course Description This course investigates the roles of parties in historical and contemporary political life in the United States. Its foci include: * the organizational structures of American party organizations and their development, * the relationships between American political parties and the electorate, * the relationships between Americal political parties and various institutions of government, * nominations processes, and * campaign finance. Additionally, we will on numerous occasions throughout the course discuss the theory of partisan realignment. This theory posits American political history as shaped by successive _party systems_ , or periods in which the structure of political competition remains relatively stable. Punctuating these stable periods are _realigning periods_ , or periods of shorter duration during which political competition is less structured and coalitions more fluid. Because this course presumes student familiarity with the processes and institutions of American government and politics, all students should have passed (or be untertaking concurrently) PSC 121 or an equivalent college-level course at another institution. Political Science majors and minors who have not already passed PSC 202, "Political Argument and Reasoning," should be taking it concurrently this semester. PSC 202 is _not_ a prerequisite for students who do not major or minor in Political Science. Students who do not meet these prerequisites will find themselves disadvantaged. ## Books Students shold purchase or otherwise obtain copies of the following books. They have been ordered through the Orange Bookstore, and copies should be available there. * <NAME>. _Party Politics in America_. 8th ed. New York: Longman, 1996. * <NAME>, ed. _The Parties Respond: Changes in American Parties and Campaigns_. 3d. ed. Boulder: Westview Press, 1998. * <NAME>. _Golden Rule: The Investment Theory of Party Competition and the Logic of Money-Driven Political Systems_. Chicago: University of Chicago Press, 1995. Additional readings may be distributed in class, on the web, and/or placed on reserve in Bird Library. ## Course Requirements The instructor expects each student to come to class prepared to discuss the materials assigned for that session. Class sessions will be held in two formats. Sometimes, the instructor will lecture. At other times, the instructor will moderate student discussions of the reading materials. Lectures will not simply review the reading material. They will present material not included in the readings, but related to them. Students who read the materials but do not come to class and students who come to class but do not read the materials should not expect to receive a passing grade. Students are expected to participate in class discussions. The instructor will of course recognize students who wish to speak, but he will also occasionally call on students randomly for their comments. The best way for students to ensure that they will be able to comment when called upon is to come to class prepared. The instructor will note when students are unable to comment on the materials or are unavailable to comment. Students will write three examinations, on the dates listed in the Course Schedule below. All exams will be cumulative, but all will focus upon the materials most recently assigned. _The lowest of the three examination scores will not be used in calculating final grades._ Scores on the two remaining examinations will be weighted equally. Because the lowest examination score will be dropped, the instructor will provide _no makeup examinations_. Students who do not appear for an examination will receive a zero. Since this will likely be the lowest grade, it will not be used in calculating the final grade. Students will also prepare term papers on some facet of American political parties. The appropriate length of a term paper is of course a function of the ideas conveyed (not to mention the font size, font proportionality, the margin widths). A tight, short paper is preferred over a long, rambling mess. As a rough indicator, term papers under five pages in length are _probably_ unacceptable. Conceivably (but improbably) a very short paper might be so cogent that its shortness can be overlooked. On the dates listed in the Course Schedule, students will submit written progress reports on their research for their term papers. The first report will identify the thesis of the paper and describe the evidence that will be marshalled in its support. The second report will refine the thesis, list the full citations of sources consulted thus far, and report on any problems encountered in gathering evidence. Citations to sources, in both the term paper and the research reports, should employ the citation format used in the _American Political Science Review_ , copies of which are available in the Periodical Room and in the stacks of Bird Library. ## Grading Criteria Final grades for this course will be assigned on the following basis. * Examinations (50%). * Research Progress Reports (10%) * Term paper (30%). * Attendance and participation (10%). ## Course Schedule The following is a necessarily tentative schedule of reading assignments. They are subject to revision at the discretion of the instructor. Changes, if any, will be announced in class. January 13 * Course Introduction January 15 * <NAME>, "The Structures of Political Parties." Chapter 1 in _Political Parties and Pressure Groups_. New York: Crowell, 1972\. January 20 * Beck, Ch. 1, "In Search of the Political Parties." * <NAME>, "From `Essential to the Existence of Our Institutions' to `Rapacious Enemies of Honest and Responsible Government: The Rise and Fall of American Parties: 1790-2000," in Maisel, Ch. 1. January 22 * Beck, Ch. 2, "The American Two-Party System." January 27 * Beck, Ch. 3, "The State and Local Party Organizations." * <NAME>, "State Party Organizations: Coping and Adapting to Candidate-Centered Politics and Nationalization," in Maisel, Ch. 2. January 29 * Beck, Ch. 4, "National Party Organizations: A New Presence at the Summit." February 3 * <NAME>, "National Party Organizations at the Century's End," in Maisel, Ch. 3. * Beck, Ch 5, "The Political Party of the Activists." February 5 * <NAME> and <NAME>, "A Candidate-Centered Perspective on Party Responsiveness: Nomination Activists and the Process of Party Change," in Maisel, Ch. 4. February 10 _First Examination._ February 12 * Beck, Ch. 6. "The Loyal Electorates." February 17 * Beck, Ch. 7, "The Party Within the Voter." * <NAME>, "Party Identification and the Electorate of the 1990s," in Maisel, Ch. 5. _First research report due._ February 19 * Beck, Ch. 8, "The Active Electorate." February 24 * Beck, Ch. 9, "The Naming of Party Candidates." * <NAME> and <NAME>, "Party Polarization and Ideological Realignment in the U.S. Electorate," in Maisel, Ch. 6. _Mid-Semester Progress Reports issued to the College of Arts and Sciences._ February 26 * Beck, Ch. 10, "Choosing the Presidential Nominees." * L. <NAME>, <NAME>, and <NAME>, "The Continuing Importance of the Rules of the Game: Subpresidential Nominations in 1994 and 1996," Personal Variables," in Maisel, Ch. 7. March 3 * Beck, Ch. 11, "Parties and the Campaign for Election." * <NAME> and <NAME>, "Resources, Racehorses, and Rules: Nominations in the 1990s," in Maisel, Ch. 8. March 5 * <NAME>, "Parties in the Media: Elephants, Donkeys, Boars, Pigs, and Jackals," in Maisel, Ch. 11. March 10 and 12 Spring Break -- no classes. March 17 * Beck. Ch. 13, "Party and Partisans in the Legislature." * <NAME>, "Evolution or Revolution? Policy-Oriented Congressional Parties in the 1990s," in Maisel, Ch. 12. * <NAME> and <NAME>, "Coalitions and Policy in the U.S. Congress: Lessons from the 103rd and 104th Congresses," in Maisel, Ch. 13. March 19 * Beck, Ch. 14, "The Party in the Executive and the Judiciary." * <NAME>, "Partisan Leadership Through Presidential Appointments," in Maisel, Ch. 14. March 24 _Second Examination._ March 26 * Beck, Ch. 12, "Financing the Campaigns." March 31 * Ferguson, Ch. 1, "Party Realignment and American Industrial Structure: The Investment Theory of Political Parties in Historical Perspective." _Second research report due._ April 2 * <NAME>, "Political Parties and the New World of Campaign Finance," in Maisel, Ch. 10. April 7 * Ferguson, Ch. 2, "From 'Normalcy' to the New Deal: Industrial Structure, Party Competition, and American Public Policy in the Great Depression." April 9 * Ferguson, Ch. 5, "By Invitation Only: Party Competition and Industrial Structure in the 1988 Election." April 14 * Ferguson, Ch. 6. "'Real Change'? 'Organized Capitalism,' Fiscal Policy, and the 1992 Election." * <NAME>, "Political Parties in the 1996 Election: The Party as Team or the Candidates as Superstars?" in Maisel, Ch. 9. April 16 * <NAME>, "Era of Pretty Good Feelings: The Middle Way of Bill Clinton and America's Voters," in Maisel, Ch. 15. April 21 * Beck, Ch. 15, "The Quest for Party Government." * L. <NAME>, "Political Parties on the Eve of the Millenium," in Maisel, Ch. 16. _Term papers due._ April 23 * Beck, Ch. 16, "The Place of Parties in American Politics." * Ferguson, Conclusion, "Money and Destiny in Advanced Capitalism: Paying the Piper, Calling the Tune." April 28 _Third Examination._ This document is available on the World-Wide Web at http://web.syr.edu/~gavan/psc311-s98.html. <file_sep>### Bibliography and Internet Links for Environmental History: Water TEST 331 * <NAME>, <NAME>, and <NAME>. _Ecology: Individuals, Populations, and Communities_. Cambridge, Mass., 1990. * <NAME>. _Mountain in the Clouds: A Search for the Wild Salmon_. 1st illustrated ed. Seattle, 1995. * <NAME>. _The Sea Around Us_. 2d ed. New York, 1991 [first published in 1951]. * Childs, <NAME>. _The Secret Knowledge of Water: Discovering the Essence of the American Desert_. Seattle, 2000. * Committee on Shipborne Wastes, Marine Board, Commission on Engineering and Technical Systems, National Research Council. _Clean Ships, Clean Ports, Clean Oceans: Controlling Garbage and Plastic Wastes at Sea_. Washington, D.C., 1995. * <NAME>, and <NAME>. _The Northwest Salmon Crisis: A Documentary Survey_. Corvallis, Oregon, 1996. * Cronon, <NAME>. _Changes in the Land: Indians, Colonists, and the Ecology of New England_. New York, 1983 * Davis, <NAME>. and <NAME>. _Water: The Mirror of Science_. Garden City, 1961. * <NAME>. _Against the Tide: The Battle for America's Beaches_. New York, 1999. * <NAME>. _Northwest Passage: The Great Columbia River_. New York, 1995. * Dodson, _Ecology_. * Donahue, <NAME>. and <NAME>, Eds. _Water, Culture, and Power: Local Struggle in a Global Context_. Washington. D.C., 1997. * Fradkin, <NAME>. _A River No More : The Colorado River and the West_. Berkeley, 1996. * Glacken, Clarence. _Traces on the Rhodian Shore_. Berkeley, 1967. * Gleick, <NAME>. _The World's Water 1998-1999: The Biennial Report on Freshwater Resources_. Washington, D.C., 1998. * \--------. _The World's Water 2000-2001: The Biennial Report on Freshwater Resources_. Washington, D.C., 1998. * <NAME>. <NAME>, and <NAME>. _Floods of Fortune_. New York, 1996. * Griffiths, Tom, and <NAME>, eds. _Ecology of Empire: The Environmental History of Settler Societies_. Seattle, 1997. * <NAME>. _The Los Angeles River: Its Life, Death, and Possible Rebirth_ (Creating the North American Landscape). Baltimore, 1999. * <NAME>. _A River Lost: The Life and Death of the Columbia_. New York, 1996 * Hoffmann, <NAME>. "Economic Development and Aquatic Ecosystems in Medieval Europe." _American Historical Review_ 101 (1996): 631-669. * Hundley, <NAME>. _The Great Thirst: Californians and Water, 1770s-1990s_. Berkeley, 1992. * Hunn, <NAME>. _Nch'i-wana, "The Big River": Mid-Columbia Indians and Their Land_. Seattle, 1990 * <NAME>. _Pan's Travail: Environmental Problems of the Ancient Greeks and Romans_. Baltimore, 1993. * <NAME>. _H2O and the Waters of Forgetfulness: Reflections on the Historicity of Stuff_. * <NAME>. _The Founders of America: How Indians Discovered the Land, Pioneered the Land, Pioneered in It, and Created Great Civilizations, How They Were Plunged into a Dark Age by Invasion and Conquest, and How They are Reviving_ _._ New York, 1993. * <NAME>, and <NAME>. _Exploring Washington's Past: A Road Guide to History_. Rev. ed. Seattle, 1995. * Kozloff, <NAME>. _Plants and Animals of the Pacific Northwest: An Illustrated Guide to the Natural History of Western Oregon, Washington, and British Columbia_. Seattle, 1976. * Krebs, <NAME>. _The Message of Ecology_. New York, 1988. * Kruckeberg, Arthur. _The Natural History of Puget Sound Country_. Seattle, 1991. * Lang, <NAME>. _A Columbia River Reader_. Tacoma, 1992. * Langston, <NAME>. "Changing Interactions Between People and Ecological Systems." In Stan<NAME>, ed., _Ecology_. Oxford, 1998. * Lichatowich, Jim. _Salmon Without Rivers: A History of the Pacific Salmon Crisis_. Washington, D.C., 1999. * Marsh, <NAME>. _The Earth Modified by Human Action. A New Edition of _Man and Nature_ (1863)_. New York, 1874. * Merchant, Carolyn, ed. _Major Problems in American Environmental History_. Lexington, Mass., 1993. * Mighetto, Lisa, and <NAME>. _Saving the Salmon: A History of the U.S. Army Corps of Engineers' Efforts to Portect Anadromous Fish of the Columbia and Snake Rivers_. Seattle, 1994 * <NAME> and <NAME>. _Out of the Woods: Essays in Environmental History_. Pittsburgh, 1997. * <NAME>. _Puget's Sound: A Narrative of Early Tacoma and the Southern Sound_. Seattle, 1979. See especially his notes on sources. * Moulton, <NAME>., ed. _The Journals of the Lewis and Clark Expedition_. 9 vols to date. Lincoln, Nebraska, 1983-. * <NAME>.; <NAME>.; <NAME>. "Alteration of North American Streams by Beaver." _Bioscience_ 38 (1988): 753-761. * <NAME>. _Columbia's River: The Voyages of Robert Gray, 1787-1793_. Tacoma, 1991. * Outwater, Alice. _Water: A Natural History_. New York, 1996. * <NAME>. _River of Life, Channel of Death_. Lewiston, Idaho, 1995. * <NAME>. _Grand Coulee: Harnessing a Dream_. Pullman, Washington, 1994 * Postel, Sandra, and <NAME>, eds. _Last Oasis: Facing Water Scarcity_. 2d ed. New York, 1997. * <NAME>.; <NAME>, et al., "Patch Dynamics in Lotic Systems: The Stream as a Mosaic." _J. North American Benthological Society_. 7 (1988 ): 503-524. * <NAME>. _Cadill<NAME>: The American West and Its Disappearing Water_. New York, 1993. * Roche, Judith, and <NAME>, eds. _First Fish, First People: Salmon Tales of the North Pacific Rim_. Seattle, 1998. * Ruby, <NAME>., and <NAME>. _The Chinook Indians: Traders of the Lower Columbia_. Norman, Oklahoma, 1976 * <NAME>. _People and the Land Through Time_. New Haven, 1997. * <NAME>. _State of the Northwest_. Northwest Environment Watch Report 1. Seattle, 1994. * <NAME>. _<NAME>: Four Years with a Family of Beavers_. New York, 1989. * Postel, Sandra, and <NAME>, ed. _Last Oasis: Facing Water Scarcity_. 2d ed. New York, 1997. * <NAME>. _Pillar of Sand: Can the Irrigation Miracle Last?_ New York, 1999. * <NAME>. _Mesopotamian Civilization: The Material Foundations_ _._ Ithaca, 1997. * <NAME>. _Song for the Blue Ocean : Encounters Along the World's Coasts and Beneath the Seas_. New York, 1998. * <NAME>. _Selected Essays 1963-1975_. Berkeley, 1981. * <NAME>. _A History of Dams_. London, 1971. * Tarr, <NAME>. _The Search for the Ultimate Sink: Urban Pollution in Historical Perspective_. Akron, 1996. * <NAME>., III. _Making Salmon : An Environmental History of the Northwest Fisheries Crisis_. Seattle, 1999. Thomas, <NAME>. Jr., ed. _Man's Role in Changing the Face of the Earth_. 2 vols. Chicago, 1956. * <NAME>. _Discovering the Unknown Landscape: A History of America's Wetlands_. Washington, D.C., 1997. [won the American Historical Association's Herbert Feis Award in 1999] * <NAME> jr. "The Historical Roots of Our Ecological Crisis." Science 155 (10 March 1967): 1203-1207. * <NAME>. _Land Use, Environment, and Social Change: The Shaping of Island County, Washington_. 2d. ed. Seattle, 1992. * \--------. _The Organic Machine: The Remaking of the Columbia River_ _._ New York, 1996. * Wilkinson, <NAME>. _Crossing the Next Meridian: Land, Water, and the Future of the West_. Washington, D.C., 1993. * <NAME>. "What is Environmental History." _Journal of American History_ 76 (1990): 1087-1111?? * \--------. _Rivers of Empire: Water, Aridity, and the Growth of the American West_. New York, 1985. * \--------. _The Wealth of Nature: Environmental History and the Ecological Imagination_. New York, 1993. * \--------. _Under Western Skies : Nature and History in the American West_. New York, 1992. * Zupko, <NAME>, <NAME>. _Straws in the Wind: Medieval Urban Environmental Law, the Case of Northern Italy_. Boulder, 1996. ### Internet Resources * Our Forests Before EuroAmerican Settlement (on San Juan Island, with Bibliography and Primary Sources) * Surfrider's Coastal Bibliography * Resources for Teaching and Researching Northwest Environmental History * Ravenna Creek Alliance Home Page * The Rivers Council of Washington * San Francisco Estuary Project * California Department of Water Resources * CSIRO Division of Water Resources (Australia) * Come sta Madre Terra (in Italian) * Electronic Maps of Washington State * Electronic Maps of Washington's Watersheds * Middle East & Water Web Sites * Working the Watershed by <NAME> (Willapa Bay) * Living on Earth (radio show) * American Society of Environmental History Discussion List (H-ASEH) * International Rivers Network * ONE/Northwest (be sure to visit the LightHawk Image Gallery) * Cascade Chapter of the Sierra Club http://www.sierraclub.org/chapters/wa/ * The Natural History and Development of the Columbia River Basin * Annotated Bibliographies for A Natural History of Garbage, Winter 2001 * * * Suggestions for books or links you think should be on this list? Broken links? Contact me at <EMAIL> Return to Michael Kucher's Courses (C) Copyright 1997-2001 <NAME> Updated 4 April 2001 <file_sep>![\[Back\]](../graphics/back.gif)![\[Home\]](../graphics/home.gif)![\[Syllabus\]](../graphics/syllabus.gif)![\[Forward\]](../graphics/forward.gif) * * * ## The Legal Basis for Fish and Wildlife Management in the U.S. <NAME>, Department of Fisheries and Wildlife, Oregon State University There is little doubt that wild, free-ranging populations of wildlife species have significant value to people. Depending on a diversity of personal and social perspectives and situations, the values can be positive or negative. But many people just dont care even though wildlife has much to do with the planets ability to sustain their lives. Whose responsibility is it to watch out for wildlife to balance the needs of humans with the long-term stewardship of this resource? One hopes that all citizens accept some responsibility for ensuring the future for wildlife, yet we (society) have assigned leadership for its conservation to governments through a long, evolving legal history. To understand ones personal responsibilities toward wildlife, it is useful to know who is in charge. If one is involved professionally, it is essential to know what you can do, what you should do, and what you must do in relation to wildlife. The purpose of this section is to describe the legal status of wildlife in the United States and how it has developed over the decades. [The background for this chapter is drawn heavily from the work of <NAME>, _The Evolution of Wildlife Law_ and some of his more recent writings] Wildlife law in the United States is derived from British common law. Legal authority for wildlife in the United States is a shared responsibility. The federal government, state governments and, in some cases, tribal governments carry the ultimate say in issues relating to fish and wildlife. That is why, for example, one needs a federal permit to construct a building near a nest of an endangered speciesor a state permit to hunt deer. How did such a division of authority come about? As is the case with many of our laws, the foundation of wildlife law is found in Greek and Roman law. In ancient Rome, things took on various legal classifications relative to the citizenry. Wildlife was considered _res nullius-_ the property of no one. It had the same status as air and the waters of the seas. Yet, unlike air, when animals were killed or captured they could become property of the individual doing so. Through the centuries of the Middle Ages control of wildlife evolved variously throughout Europe, but the legal heritage of the United States is traced by British traditions. In England, the changes usually consisted of the ruling class assuming greater and greater control. By the 12th century, the king had assumed authority over wildlife and often used access to his wildlife as favors to his supporters in the form of franchises. For example, the king may have issued the franchise of park to certain individuals to pursue red deer, foxes, or martens on their own land, or the franchise of chase to hunt them on other people,s lands. It may be useful to recall the legend of <NAME> in this regard ![---](../graphics/emdash.gif) and the severe penalties invoked for killing "the Kings Deer." When King John signed the Magna Charta in 1215, he gave up Royal ownership of wildlife and certain classes of lands and waters. But this was not simple conveyance of property. Wildlife was to be held in public trust by the Crown for the people of England. As we will see, this Public Trust Doctrine is the basis for how wildlife conservation is carried out today-government does not own wildlife as one would own a book or bicycle, but it has the responsibility to care for wildlife for the benefit of the citizens. Deciding "which government" is an evolving theme in our history. Martin vs. Waddell (1842) established public trust authority. The important legal relationship between private and public interests in wildlife was formally established in 1842. Martin was seeking to claim exclusive ownership of oysters from beds adjacent to his land along Raritan River in New Jersey. He traced his title to a land grant from King <NAME> to the Duke of York during the 17th century. In those documents, the granted property included land, water, and the fish and wildlife residing there. U.S. Supreme Court Justice Roger Taney, however, declared that "dominion and property" in the lands and waters were not the Kings to give away in the first place. Taney declared that the Magna Charta had settled the ownership question, and that since the American Revolution, the people of New Jersey held the public trust responsibilities for fish and wildlife![---](../graphics/emdash.gif)except for those rights specified in the U.S. Constitution. Ineffective state control led to federal initiatives involving specific Constitutional powers during the early 20th century. Martin vs. Waddell laid the groundwork for states to carry out the trust responsibilities relative to fish and wildlife. Their effectiveness in doing so, however, was mixed at best. The latter half of the 19th century was characterized by overexploitation of resources never seen before or since. Decimation of bison, elk, pronghorn, and deer herds; extermination of the passenger pigeon, Carolina parakeet, and heath hen; and abuse of the nations land and water left fish and wildlife with a grim future. Even though game laws were enacted in all states by the 1880s, efforts to enforce them and establish conservation programs within individual states were overwhelmed by greed and corrupt politicians. The 10th Amendment of the Constitution appeared to give states jurisdiction over wildlife![---](../graphics/emdash.gif)a view confirmed in _Geer vs. Connecticut_ (1896). At the time, some states were trying to halt the commercial exploitation of game by outlawing its sale on the open market. <NAME> had killed some game birds in Connecticut where sale was outlawed, but was trying to ship them to New York where sale of game was still legal. Geer maintained that Connecticut was impeding his ability to conduct _interstate commerce_ , a role reserved for the federal government. The Supreme Court ruled against Geer, and declared that the states property right in game was to be exercised as a trust for the benefit of the people of the state. _Geer vs. Connecticut_ is considered the bulwark of states authority over wildlife, but it remains controversial because it does so in terms of ownership. The Lacey Act (1900) begins federal involvement in wildlife conservation. By the turn of the century, mounting pressure on Congress from newly formed conservation groups, such as the Boone and Crockett Club and the Audubon Society, demanded that the federal government become involved in wildlife conservation. Despite growing national awareness, however, legal action needed to have constitutional authority. The power of Congress to control interstate commerce was used to initiate federal involvement in wildlife conservation. The Lacey Act prohibits transportation across state lines of wildlife killed in violation of state laws. This first federal wildlife law has been amended (and expanded in scope) and is significant in controlling transportation of illegally taken wildlife today. Treaty-making power of the Constitution provides the authority for federal jurisdiction over migratory birds. Continued ineffectual state efforts seemed to call for better federal legislation. In 1913, Congress passed the Migratory Bird Act, declaring that migratory game and insectivorous birds were within the custody and protection of the federal government. The courts soon found the act unconstitutional, largely because the federal government based their case on the interstate commerce power. (They apparently rationalized that if birds migrated across state borders they then constituted "commerce"). Then, in 1916, the government concluded a treaty with Great Britain (on behalf of Canada). The two countries agreed to cooperate in the conservation of birds that migrated across their common borders. Congress implemented the treaty in the Migratory Bird Treaty Act in 1918. A variety of restrictions were included, such as prohibition on taking migratory birds during spring. States soon challenged the Act. When <NAME>, a well-known federal game warden, arrested the attorney general of Missouri for spring duck shooting, the state sued to have the Act declared unconstitutional. Justice <NAME> issued the supreme court decision in _Missouri vs. Holland_. He emphatically upheld the Treaty and the Act, giving the federal government a strong basis for leading the conservation and management of migratory birds. In subsequent years, many treaties were established for migratory birds (with such as countries as Mexico and the Soviet Union) and for other purposes in which the common interests of diverse countries is significant. Property power provides authority for some kinds of wildlife management on federal lands. The constitution provides that Congress can make rules regarding the territory and property belonging to the United States. But how far can it go? Certainly rules restricting hunting on wildlife refuges were considered valid, just as private landowners can restrict activity on their property. But can the federal government remove wildlife without respect to state law? Several court cases have established the authority of the federal government to remove wildlife to protect government property from damage. _Kleppe vs. New Mexico_ (1976) opened the door for federal action on federal lands without regard for state laws. State officials removed protected wild burros at the request of a grazing permittee, but the Bureau of Land Management demanded that they be brought back. The federal court decreed that federal authority _may_ be superior to that of the states in some situations but the extent of the authority is far from clear. The states public trust authority for fish and wildlife has expanded in recent decades. Although the preceding may suggest that states have "lost" authority to the federal government during much of the 20th century, the role of states in carrying out public trust responsibilities has expanded. State responsibilities are apparent especially in the civil courts where states have sued for damages incurred by private individuals and businesses. The states continue to retain primary authority over resident wildlife (most mammals, reptiles, amphibians, fish etc.). Only recently have courts recognized the primacy of treaty rights retained by Indian tribes. During the 1970s and 80s, many tribes sought resolution of treaty claims. As a result, many tribal governments have become equal partners with state and federal governments in the conservation of fish and wildlife. Although every treaty is different and the details vary considerably, two general types of responsibilities are involved: rights to take wildlife on reservation lands and rights to take wildlife on "ceded lands"![---](../graphics/emdash.gif)lands given up by the tribes, but where hunting, fishing, and other practices were specifically protected by treaty. Tribal authority for wildlife conservation on reservation lands has usually been considered paramount to state authority, but the relationship between federal government and tribal governments is less clear. Somewhat ironically, the federal government also has a public trust relationship to the tribes. Federal conservation authority may supersede that of tribal authority in most cases, but in practice, tribal governments have assumed increasing responsibilities. Legal status of wildlife in other countries contrasts to the legal system in the United States. Although highly variable around the world, wildlife does not always enjoy status as a public trust resource. For example, in many European countries, wildlife is the property of the landowner. Landowners may do whatever they please with wildlife![---](../graphics/emdash.gif) including killing game and selling it. (But they may also be liable for damages caused by depredations.) Economic incentives for conservation have been more prominent, and the role of governments much less, than in the United States. ### Recommended Readings <NAME>. 1993. _Renewable resource policy_. Island Press, Washington, D.C. 557pp. <NAME>. 1977. _The evolution of wildlife law_. Council of Environmental Quality, Washington DC. 485 pp. <NAME>. 1975. _An American crusade for wildlife_. Boone and Crockett Club/Winchester Press, NY. 409 pp. ### Discussion Questions (1) What is the Public Trust? Identify other trust relationships within human institutions. What is a trustee? (2) Discuss why so much of the legal basis for wildlife management has been based on game and hunting? (3) Identify 510 species for which federal authority is paramount and 510 species for which state authority is paramount. (4) Investigate and discuss the legal status of wildlife in another country. How does it differ from that in the U.S.? (5) Why is the Magna Charta so important to U.S. legal history? Review how it relates to legal status of wildlife. (6) The U.S. Constitution does not mention wildlife. So why is it so important? What specific parts of it are key to an understanding of wildlife conservation? (7) Compare and contrast the key elements of two important Supreme Court casesMartin vs. Waddell and Missouri vs. Holland. * * * ![\[Back\]](../graphics/back.gif)![\[Home\]](../graphics/home.gif)![\[Syllabus\]](../graphics/syllabus.gif)![\[Forward\]](../graphics/forward.gif) <file_sep>![University of Delaware](/images/Logos/UDlogo75.gif) ## BUAD309 - Management and Organizational Behavior ### Fall 1995 (95F) - Section 16 #### Instructor: Dr. <NAME> <EMAIL> Office Hours: TWR 8:30-9:00 a.m. Other times, as available or by appointment Available MTWRF via e-mail. Please note: I will use E-mail to communicate with the class & individuals. We will have a news group and WWW pages which we will also use actively. Required Text: Robbins, <NAME>. _Management_ , 4th Edition. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1994. Recommended Texts: 1. _Using Electronic Communication on UNIX Systems_. University of Delaware, CNS User Services, September, 1993. 2. You should also have access to at least one business publication; I recommend the _Wall Street Journal_ , _BusinessWeek_ , or _Fortune_. There are numerous others, including specialized trade publications, which are satisfactory. The point is to regularly read the business press. Course Goal: Provide an overview of management and organizational behavior topics. Course Objectives: After this course, students should be able to 1. discuss knowledgeably the functions and activities involved in management; 2. demonstrate an awareness of contemporary management and organizational issues; 3. demonstrate an understanding of management and organizational behavior terms commonly used in and about organizations. * * * Return to BUAD309 - Management and Organizational Behavior Home Page Return to Dr. Diane L. Ferry Home Page Return to University of Delaware Home Page * * * ## BUAD309 - Management and Orgnaizational Behavior Schedule ### Fall 1995 (95F) - Section 16 Week Date Topic Assignment * indicates written/e-mail 1 AUG 31 Introduction 2 SEP 5 Background Robbins Chap. 1 * Self-Assess with scoring SEP 7 Case Application p. 22 3 SEP 12 History Robbins Chap. 2 * 1 Page Resume Case Application p. 59 * e-mail assignment SEP 14 The Manager's Terrain Robbins Chap. 3 (Culture) * Self-Assess with scoring * Culture Reports 4 SEP 19 Robbins Chap. 3 (Environment) * WWW pages complete SEP 21 Robbins Chap. 4 * Self-Assess with scoring Video Case Chap 8 (p. 238-239) Robbins Chap. 5 5 SEP 26 Robbins Chap. 6 * Self-Assess with scoring SEP 28 * EXAM 1 * 6 OCT 3 Planning Robbins Chap. 7 * Self-Assess with scoring * A Day in Your Life * OCT 4 * Evening Session - REQUIRED 7:00 - 8:30 p.m. * 5 point PENALTY for missing OCT 5 No Class 7 OCT 10 Robbins Chap. 8 * Self-Assess with scoring Robbins Chap. 9 * Self-Assess with scoring OCT 12 * Japanese discuss/assign 8 OCT 17 Organizing Robbins Chap. 10 * Self-Assess with scoring OCT 19 * Japanese discuss/assign 9 OCT 24 Robbins Chap. 11 * Self-Assess with scoring OCT 26 * Japanese discuss/assign 10 OCT 31 Robbins Chap. 13 * Self-Assess with scoring NOV 2 * Japanese discuss/assign 11 NOV 7 * EXAM 2 * NOV 9 * Japanese discuss/assign 12 NOV 14 Leading <NAME>. 14 * Self-Assess with scoring <NAME>ap. 15 * NOV 15 * Evening Session - REQUIRED 8:00 - 9:30 p.m. * 5 point PENALTY for missing NOV 16 No class 13 NOV 21 <NAME>ap. 16 * Self-Assess with scoring * THANKSGIVING BREAK * 14 NOV 28 <NAME>ap. 17 * Self-Assess with scoring NOV 30 <NAME>ap. 18 15 DEC 5 Controlling <NAME>ap. 19 * Self-Assess with scoring DEC 7 Conclusion Robbins Chap. 20 DEC 12 - 19 * FINAL EXAM WEEK * * * * Return to BUAD309 - Management and Organizational Behavior Home Page Return to Dr. <NAME> Home Page Return to University of Delaware Home Page * * * ## BUAD309 - Management and Organizational Behavior Course Requirements ### GRADING Class Assignments & Participation 20 WWW Assignment & Japanese Projects 20 Exam 1 20 Exam 2 20 Exam 3/Final Exam 20 TOTAL 100 Assuming no unusual circumstances, letter grades relate to course points according to the table below. 93.0-100 = A 77.0-79.9 = C+ 60.0-62.9 = D- 90.0-92.9 = A- 73.0-76.9 = C 59.9 & less = F 87.0-89.9 = B+ 70.0-72.9 = C- 83.0-86.9 = B 67.0-69.9 = D+ 80.0-82.9 = B- 63.0-69.9 = D ### GRADING EXPLANATIONS AND ASSIGNMENTS Class assignments and participation are worth a total of twenty points toward your course score. The breakout of points and assignments within this category is: Self-Assessments These are questionnaires found at the end of each chapter with the scoring at the end of the book (pages with an SK prefix). What you are required to submit for theses assignments are: a) your answers (appropriately numbered, answers only, not questions), b) your score, and c) what the scoring means for you. You may e-mail these assignments or turn them in on paper in class. _All assignments are due at the beginning of the class for which they are assigned._ Each completed self-assessment is worth 1/2 point. There are 14 such assignments and a TOTAL point value of 6. That means that you could miss 2 of these assignments before your course score would be affected. 1 Page Resume The resume assignment must be submitted on paper. If you already have a resume, great, this is an easy assignment for you. If you don't have a resume, please use this assignment as the incentive for getting it ready. If you need help, the Career Services Office is the first place to go. The one page resume is worth 1 point. E-mail Assignment Please send one message (the same one) to me and two others in this class. The topic of your message should be - The Most Exciting Thing I Did This Summer. The e-mail assignment is worth 1 point. A Day in Your Life This assignment requires no outside reading or research, just some deep thinking on your part. Describe in some detail a typical work day in your life five (5) years from the due date for this assignment. (See the schedule.) Include some of your thoughts as well as your activities for this day. This reflection on your future should incorporate your expectations, plans, and hopes for your life. Your written description should be as long or as short as necessary to adequately cover your thoughts and activities for this day. You may be creative with this assignment, but try to take it seriously. You may submit this assignment on paper or via e-mail. Please indicate somewhere in your paper the date and the day of the week you are describing. The day in your life assignment is worth 1 point. News Article Postings Three times during the term you are asked to post relevant news articles to the class newsgroup. As you read the business press, watch for articles that are relevant to this course. In each posting, please include: a) a complete citation for the article, b) a brief summary of the article, and c) a brief explanation of how or why this article is relevant to the course. There are 3 separate deadlines, October 3, November 7, and December 7; you should submit 1 article sometime prior to each deadline. Each news article posting is worth 1 point for a total of 3 points. Please note: The 1 page resume, the e-mail assignment, the day in your life assignment, and the news article postings are each worth 1 point for a total of 5 points. That means that you may miss one of these assignments without it affecting your grade. Culture Report Groups of 3 - 4 people will be assigned to investigate the organizational cultures of local organizations. The assignment is to interview one or two people who work for some local company to find out more about the culture of the organization for which they work. Please refer to Chapter 3 of the Robbins text to find out what kinds of things are part of an organization's culture. Groups and companies will be assigned in class. This assignment must be posted to the class newsgroup prior to class on September 14. The length of your culture report should be roughly equivalent to 1 typed page (double spaced, 12 point type). The culture report is worth 2 points. Each person in group will receive the same grade. Please note: _to get credit, assignments must be received at the beginning of the class period or by the deadline indicated._ Class Participation Class participation is important to the success of this course in the classroom. Participation can take a variety of forms including thought-provoking questions and/or briefly sharing experiences that relate to the topics presented. There will be an emphasis on current topics reported in popular business publications such as the _Wall Street Journal, BusinessWeek_ , and _Fortune_. An important contribution can be made by calling the class' attention to articles that you find in the popular business press that are related to the topics we are discussing in class. These may also be articles that you have posted to the newsgroup. Your comments can and should facilitate everyone's learning. Please note that _attendance does not consitute participation._ However, attendance is necessary for participation to occur. One reminder, disruptive behaviors, such as arriving to class late and talking to a limited group of classmates during lectures or class discussions, will adversely affect this portion of one's grade. Class participation is worth 7 points and will be determined by the instructor. The Japanese discussions and assignments , including the World Wide Web page assignment and the two evening class sessions, are related to the exchange in which this class will be participating with students from Tezukayama University in Nara, Japan. We will use the Internet to communicate with the Japanese students, in real-time (the evening sessions) and via the WEB and e-mail. The WEB page which you are assigned to create will be your introduction to the Japanese students. Their pages, with pictures and introductions, are available for you to view on the WEB. Each person in this class will be assigned a student in Japan with whom to communicate directly. There will be common reading and project assignments made to students in this class and their respective correspondents in Japan. However, the students in Japan are enrolled in three different classes, each with a different faculty person, so the readings and projects will vary for students in this class. The class days designated as "Japanese discuss/assign" are the days on which we will discuss the correspondence with the Japanese. With regard to the two evening class sessions designated on the syllabus. Your _attendance is required._ If you celebrate Y<NAME> or have some conflict, please see me no later than September 7, otherwise, missing one of these sessions carries a _penalty_ of 5 points. The penalty is deliberately severe, I want you to attend the real-time sessions. The WEB page assignment is described in a separate handout. Your completed WEB page, with picture, is worth 5 points. The other assignments which you are asked to complete for this part of the course will be worth 15 points. Again, the exact assignments will vary with the class in which your correspondent is enrolled. We will discuss the Japanese exchange portion of the course more in class. Exams 1, 2, and 3 will consist of multiple choice questions, primarily from the text. They may also include matching, true/false, and/or short answer questions. You should know the terms, concepts, and theories discussed in the text and the class AND understand them to the extent that you can apply them. Exams 1 and 2 will include the material covered to that point in the term, while Exam 3 will be comprehensive. Exam 3 will be given during the regularly scheduled final exam period. * * * Return to BUAD309 - Management and Organizational Behavior Home Page Return to Dr. <NAME> Home Page Return to University of Delaware Home Page * * * ## BUAD309 - Management and Organizational Behavior Course Policies ### COURSE POLICIES If you have a problem that affects your ability to attend class or complete your assignments (you're sick, someone close to you is seriously ill), let the instructor know before the class or no later than 24 hours after the class. It is much easier to grant an extension on an assignment or to arrange an alternate exam time, if necessary and warranted, before the due date has passed than it is to try to rectify the situation fairly after the fact. _Exams may not be made up (your grade will be zero) if the instructor has not been notified within 24 hours of the scheduled exam time._ In the event that you cannot reach the instructor, please, leave a message via e-mail, voice mail, or with one of the Business Administration Department secretaries. Be polite to the secretaries; contrary to what you may think, they are important people who can be very helpful when approached with respect. If you created a problem for yourself, it is not anyone else's fault, nor is it anyone else's responsibility to provide a solution. Do not assume that because you inform the instructor beforehand that you are going to miss a class that you have been "excused". As far as I am concerned, there are no excuses; there are only consequences, some great and some small. You either attend class or you do not. You establish the priorities. You choose. You deal with the consequences. Consider it practice for the working world you will be entering shortly. Academic honesty is expected in this course. Be aware that plagiarism is a serious violation that will not be tolerated. Any case of apparent academic dishonesty will be referred to the Dean of Students without warning. You are encouraged to become familiar with the University's Policy of Academic Honesty and Dishonesty found in the _Student Handbook_. Copies of the _Handbook_ may be obtained in the Student Information Center, located in the Student Center, or in the office of the Dean of Students, Room 218, Hullihen Hall. The content of the _Handbook_ applies to this course. If you are in doubt regarding the requirements, please consult your instructor before you complete any requirement of the course. * * * Return to BUAD309 - Management and Organizational Behavior Home Page Return to Dr. <NAME> Home Page Return to University of Delaware Home Page * * * ## Basic Netiquette E-mail has a certain etiquette, sometimes called "netiquette." Please pay attention to the following rules. Be positive. I you disagree with someone, try to do so in a constructive way. Make your messages relevant. Be polite. It's easy to have misunderstandings between people of different cultures, so try to be polite and friendly. Use basic English. Avoid comments which could offend or confuse people. Use humor with caution. On e-mail because you cannot see someone's face or hear their tone, it is difficult to know when they are trying to be funny. Sometimes it can help to use a "smiley" face or symbol. The most well-known ones are :-) for a smile ;-) for a wink :-( for a frown Choose your subject well. Be clear and concise with the subject headings you choose. Use your own words. Don't quote unless you need to and edit out parts not needed when you do. Be prompt with replies. The real advantage of e-mail is the speed with which messages can be sent back and forth. So, check your mail regularly too. * * * Return to International Joint Seminar Home Page Return to BUAD428 - Management Systems Return to Dr. <NAME> Home Page Return to University of Delaware Home Page * * * Last Updated September 13, 1996 by Dr. <NAME> <EMAIL> <file_sep>Art of the Western World Spring 2001 NO MANDATORY FIRST DAY ATTENDANCE _UNIVERSITY OF SOUTH FLORIDA_ _USF TELECOURSES_ _Lakeland Campus: 16340 ART ART 4930 Section 151 (3 Credit Hours)_ _Sarasota Campus: 16842 ART ART 4930 Section 551 (3 Credit Hours)_ Midterm Review Sheet Final Review Sheet Please be aware that this syllabus is subject to change. Please be sure to check the 24-hr. information line (813) 974-3063 or the listserv or this website regularly for any scheduling changes. They will be posted here as soon as we become aware of them. --- Instructor: Mr. <NAME> Office: Email: **<EMAIL> _Telecourse Information:_ Coordinator: <NAME> Office Location: SVC 1072 (map grid: D3) Office Hours: Monday-Thursday 8:00am- 7:00pm Friday 8:00am -5:00pm Phone: 974-2996 (Distance Learning Student Support Services) Listserv: _<EMAIL>_ Please type _<EMAIL>_ in order to be included in the listserv for this class. The listserv lets you self-subscribe, thus allowing us better resources for contacting you with changes that may occur in the syllabus. --- If you would like to join a study group so that you may meet with other students registered in your telecourse, then please visit: _http://www.outreach.usf.edu/oucourses/forms/ouforms.htm_ for a study group application and more information. Please fill out the form completely and return it to SVC 1072. Broadcast: 9 one-hour programs. See table below for schedule of broadcasts. WUSF-TV and the Education Channel will provide broadcasts for the Masters of the Silent Screen programs. We strongly encourage you to videotape them as they air if you will not be able to watch the programs at the scheduled time. Please note that the Education Channel programming is available only to Time Warner Cable subscribers in Hillsborough County on channel 18. Video Rentals: This telecourse may be rented from RMI Media Productions by calling 1-800-745-5480. The cost to rent the videos is approximately $55.00. Visit their web site at _http://www.rmimedia.com/_ Course Objectives: The focus of this course will be to explore the purpose and processes of art making in a historical context and to take a comprehensive broad look at the art produced in the Western world since the Greeks. Grades will be based on evidence of understanding of major philosophies and trends as well as the implications of these concepts in the development of contemporary society. Attendance at reviews will be necessary to insure success on exams. Textbooks: Both books are available at the Off-Campus Bookcenter located at the corner of McKinley and Fowler Ave. (just past the main entrance of the Tampa Campus). Call (813) 977-3077 for more information. Stewart, et al., _Art of the Western World, Study Guide_ , New York, 1989. (required) Honour & Fleming, _The Visual Arts: A History_ , Englewood Cliffs, 1995. (optional) Reading Assignments: Topics covered in each program will follow the list in the Study Guide. Each unit consists of 2 one-hour programs. It is important to read the appropriate Study Guide chapter and the applicable sections 1 in the Honour- Fleming text. Meetings: Please call <NAME> at the Lakeland Campus to find out room assignments 941-667-7021. Lakeland Class Meeting \| Tentative Day and Date \| Time \| Location ---\|---\|---\|--- Orientation \| Friday, 1/12 \| 6:00 - 8:00pm \| Midterm Review \| Friday, 2/23 \| 6:00 - 8:00pm \| Midterm Exam \| Friday, 3/02 \| 6:00 - 8:00pm \| Final Review \| Friday, 3/30 \| 6:00 - 8:00pm \| Final Exam \| Friday, 4/06 \| 6:00 - 8:00pm \| Sarasota Class Meeting \| Tentative Day and Date \| Time \| Location ---\|---\|---\|--- Orientation \| Saturday, 1/13 \| 10:00am - 12:00 \| Midterm Review \| Saturday, 2/24 \| 10:00am - 12:00 \| Midterm Exam \| Friday, 3/02 \| 2:00 - 4:00 pm \| Final Review \| Saturday, 3/31 \| 10:00am - 12:00 \| Final Exam \| Friday, 4/06 \| 2:00 - 4:00 pm \| Tampa Students may register in this telecourse and take exams in SVC 1072 in Tampa. Reviews will be videotaped in Lakeland , and Tampa students are welcome to attend them in Lakeland or may view the reviews on videotape in the Distance Learning Student Support office. Also, tapes are available for overnight checkout at 4:00pm. Call the same day you wish to check out a tape to make a reservation. Tampa students must schedule their exams by calling 974-2996. Make-Up Exam Policy: Please mark your calendar immediately with exam dates so that you know in advance when your exams are scheduled. If you see a conflict immediately upon receipt of the syllabus, it is your responsibility to inform Mr. Lovejoy of the conflict, and to submit a request for a make-up exam with supporting documentation to the Office of Student Support in order for your request to be considered. All requests must be make prior to the scheduled exam. Generally, make-up exams are essay in format so it is highly recommended that you arrange to take your exam at the scheduled time indicated in the syllabus. Reviews: Two review lectures will be given. Reviews will be designed to define and clarify the issues, concepts, and information presented in the aired video programs and reading assignments. Study sheets for exams will be handed out at review sessions and are included in the back of the syllabus. Exams: Two exams will be administered during the course. The midterm exam will cover segments 1-10. (Video 1-5) The final exam will cover segments 11-18. (Video 6-9) Exams may include slide identification, fill in the blank, short answer and multiple choice. How to Obtain Grades: Grades will be posted in the Student Support office, SVC 1072, within one week of the scheduled exam for Tampa students. Lakeland students should see Stacy Lung for grades. Grades will not be given over the telephone. If you wish to have your grade mailed to you, please either bring self-addressed stamped envelope to the office of Distance Learning Student Support, or mail it to: Distance Learning Student Support Office, USF, SVC 1072 Educational Outreach 4202 E. Fowler Ave. Tampa, FL 33620. Please include your name, your SSN, and which course(s) you are enrolled in. Note: A great deal of controversy has been made about the teaching of traditional Western philosophies and histories during the last 20 years or so. Feminists and other groups have documented the fallacies and misconceptions of this approach to history. I urge you to thoroughly enjoy and enrich yourselves with the information given in this course, but at the same time I encourage you to look and read other histories outside the boundaries of the traditional Western paradigm. ART OF THE WESTERN WORLD Video # \| Title \| WUSF-TV Dates \| WUSF-TV Times \| Education Ch. Dates \| Education Ch. Times ---\|---\|---\|---\|---\|--- V-1 \| The Classical Ideal \| Friday, 01/19 \| 1:00-2:00pm \| Monday, 01/15 \| 2:00-3:00pm V-2 \| A White Garment of Churches: Romanesque and Gothic \| Friday, 01/26 \| 1:00-2:00pm \| Monday, 01/22 \| 2:00-3:00pm V-3 \| The Early Renaissance \| Friday, 02/02 \| 1:00-2:00pm \| Monday, 01/29 \| 2:00-3:00pm V-4 \| The High Renaissance \| Friday, 02/09 \| 1:00-2:00pm \| Monday, 02/05 \| 2:00-3:00pm V-5 \| Realms of Light: The Baroque \| Friday, 02/16 \| 1:00-2:00pm \| Monday, 02/12 \| 2:00-3:00pm V-6 \| An Age of Reason, An Age of Passion \| Friday, 02/23 \| 1:00-2:00pm \| Monday, 02/19 \| 2:00-3:00pm V-7 \| A Fresh View: Impressionism and Post-Impressionism \| Friday, 03/02 \| 1:00-2:00pm \| Monday, 02/26 \| 2:00-3:00pm V-8 \| Into the Twentieth Century \| Friday, 03/09 \| 1:00-2:00pm \| Monday, 03/05 \| 2:00-3:00pm V-9 \| On Our Own Time \| Friday, 03/16 and 3/23 \| 1:00-2:00pm \| Monday, 03/12 \| 2:00-3:00pm MISSED PROGRAMS: If you should miss a few of the programs you may view the programs at the University Media Center, 6th floor, LIB 627, phone 974-4182 (Tampa campus), on a program/viewing space available basis. UMC HOURS: Mon - Thurs, 8:00am - 11:00pm; Fri & Sat, 8:00am - 8:00pm; Sunday, 1:00pm- 9pm. Guidelines for viewing: A. A valid, current USF ID is required. B. You may view no more than 25% of the coursework this way. C.** Please remember that while the video may be available, playback equipment may not be, or vice versa. * * * _ART OF THE WESTERN WORLD_ The following essay is paraphrased and taken from the preface to _HomoAestheticus, Where Art Comes From and Why_ by <NAME>. One of the most striking features of human societies throughout history and across the globe is a prodigious involvement with the arts. Even nomadic people who own few material possessions usually decorate what they do own; embellish them, use elaborate poetic language for special occasions; and make music, sing, and dance. All known societies practice at least one of what we in the West call "the arts," and for many groups engaging with the arts ranks among their society's most important endeavors. This universality of making and enjoying art immediately suggests that an important appetite or need is being expressed. General readers, not familiar with the arcane discourses of today's art world, may not be aware of the recent changes in consciousness that go by the general label of "postmodernism." In the larger society, "modernist" art (what used to be called "modern art"- everything from the works of French impressionists to the stuff that is not immediately recognizable as art and what most people would dismiss as something one's child could make just as well) has scarcely been assimilated. Indeed, even the art of the Old Masters remains unfamiliar and foreign to the great mass of society. Thus the squabbles of a bunch of artists and intellectuals may seem to be of little consequence. These arguments encapsulate, however, a larger debate that is occurring in late twentieth century America, the debate between those who wish to preserve the two thousand year old heritage of Western, Greco-Roman, Judeo-Christian civilization and those who consider this heritage to be seriously inadequate. A growing movement criticizes the traditional Western interpretation of art and culture, with its Eurocentric bias, for its neglect or outright oppression of non-Western cultures (who are increasingly visible and vocal in multicultural society) and of women. Defenders of Western civilization rightly fear that its very preservation and future at stake, and wonder what a society that does not esteem symphonies, museums, and the wisdom of "the Great Books" could possibly offer in their place. No wonder that some of the most conservative defenders of the status quo overreact and attempt to stifle all but the most innocuous and familiar forms and themes. Looking at the arts today we find a confused state of affairs. The buying and selling of artworks is a billion-dollar business and thousands of people throng to major art exhibitions, however the arts remain more perplexing than insightful to the majority of those people. Some believe it is rare, valuable made by geniuses and sanctified by its presence at museums. Some others insist that it is a kind of pretentious folderol that most people quite obviously manage to live without. Still others believe art to be something that should disturb, challenge, provoke, and ultimately challenge people to liberate themselves from stagnant tradition. Contemporary philosophers of art admit that they cannot define their subject anymore. "We entered a period of art so absolute in its freedom that art seems but a name for an infinite play with its own concept." (<NAME> 1986.) The establishment may be hyper defensive because it is not easy to justify the relevance of art in a society where it costs so much, and where art competes with educational, health, and environmental claims on finite funds. Because of the grand, somewhat forbidding garments that art has accumulated over the centuries, it is difficult, when asked what is art that it should take priority over hospitals, and schools, to discern if there is anything really there, or if so what the naked creature underneath might really be. Many practitioners of arts are united in their dissatisfaction with the "high art" view. Upon critical and careful examination we have discovered that what has been orthodox, and established as sacred has often masked repression and narrow-minded elitism. Postmodern thought has opened a door to a new consideration of the place that art has had or might have in human life. Still, despite this fresh air, it must be acknowledged that many have found sustenance and even transcendence in their experiences of the fine arts and have good reasons to remain convinced that these sources and occasions are real and valuable. Repudiation of the whole Western civilization is a harsh and rash response to admitted social inequities, so that post modernist remedies that recommend flushing the baby away with bath water can well seem even more misguided than malady. Over the past century a distancing between people and art has occurred. To earlier generations art was a divine and mysterious visitation. Today it becomes further and further detached. Yet acquaintance with the arts at other times and places reminds us that they have been overwhelmingly integral to people's lives. Even when we are told that "beauty" and "meaning" are socially constructed and relative terms insofar as they have been used by the elite to exclude or belittle others, most of us still yearn for them. It is the theory of some that art would be viewed as an evolution of human behavior that is natural and intrinsic and that it is fundamental to humankind. Artist and art teachers may find a biological justification for the intrinsic importance of their vocation quite welcome and everyone, particularly those who feel a loss or absence of beauty, form, meaning, value, and quality in modern life, should find this biological argument interesting and relevant. Social systems that disdain or discount beauty, form mystery, meaning, value and quality-whether in art or in life-are depriving their members of human requirements as fundamental as those for food, warmth, and shelter. * * * Overnight Blockfeed of _Art of the Western World_ on WUSF-TV, Channel 16: This is an opportunity to tape the entire telecourse over 2 nights. On Wednesday, 2/07 set your VCR to record because the blockfeed for videos 1-4 will begin at 1:00am on Thursday, 2/08, and will continue until 5:00am. On Tuesday, 2/27 set your VCR to record because the blockfeed for videos 5-9 will begin at 12:00am (midnight) on Wednesday, 2/28 and will continue until 5:00am. --- Attention Students: We recommend that you tape the programs as they are being broadcast on WUSF-TV on a weekly basis. We do NOT recommend that you rely on the block feed/overnight broadcast as your only means of seeing the videos because: A) Your VCR could malfunction B) Your power could go off C) You could forget to set your VCR D) WUSF-TV could have broadcasting difficulties Also, it is _not_ a valid excuse to request special consideration from the instructor (ie: makeup exam, ) if there is a technical problem with the overnight broadcast. Therefore, tape the programs off the air during the weekly broadcasts, and then if you missed any of the programs, the overnight broadcast/block feed will enable you to view the programs you missed. --- <file_sep># American Indian World Views ![Oscar Howe designed logo](ohowelogo2.gif) click here for logo history Theme Coordinator: <NAME> <EMAIL> IdEA Program mainpage Syllabus for IDEA 305, Fall 2002. Faculty Participants* : * <NAME>, Political Science * <NAME>, Institute of American Indian Studies/History * <NAME>, American Indian Studies, Black Hills State University * <NAME>, Psychology * <NAME>, College of Fine Arts/Art History * <NAME>, School of Education * <NAME>, Anthropology * <NAME>, American Indian Studies/Black Hills State University * <NAME>, History * <NAME> Small, Modern Languages, Lakota * <NAME>, School of Law * <NAME>, Philosophy * <NAME>, School of Law * <NAME>, Institute of American Indian Studies/English * <NAME>, English Program Description : * The University of South Dakota has a long-standing commitment to American Indian heritage which is reflected in its mission statement. As a result, the University is rich in resources for the study of American Indian culture. These resources include the Institute of American Indian Studies (established by the state legislature in 1955); the South Dakota Oral History Center (housing the American Indian Research Project and the South Dakota Oral History Project); the W.H. Over Museum; the Oscar Howe Memorial Association (Collection, Gallery, and Archives); the American Indian education initiatives in the Schools of Education, Medicine, and Law (plus the law school's Indian Law Collection); and the extensive holdings on American Indian subject matter in the I.D. Weeks Library. * This impressive list of resources is capped off by the University's new undergraduate major in American Indian Studies. And, by virtue of the institution's geographic location in Indian Country, easy access to South Dakota, Minnesota, and Nebraska tribal communities, area museums, and educational institutions, offers students a vast array of academic and service opportunities. * Today, a new and vital understanding is emerging about the cultural benefits of aboriginal world views and values. Indigenous peoples' time-honored perspectives on the environment, cosmology, community, family, governance, and the sciences are increasingly seen as significant in an interdependent, post modern world. Not only are dominant cultures more receptive to the wisdom of indigenous peoples, but indigenous peoples themselves are increasingly aggressive about their place in the contemporary world. Indian individuals and communities are actively reclaiming their culture and exerting their political and legal rights on a broad range of issues including sovereignty, gaming, health, repatriation, hunting, fishing, and water rights. * Today's college-educated individuals enter a complex world that includes a great span of diversity in world views and cultural values. This theme and the unique resources in American Indian Studies at USD, afford our graduates focused, intense, and direct contact with a rich, cohesive alternative to the Euro-American world view. The experiences to be gained are essential for broadening student's perspectives who, by-in-large, come from homogeneous cultural environments and communities with limited cultural diversity. * "American Indian World Views" offers USD undergraduate students a broad range of values and perspectives which can enrich their lives and equip them to become better citizens in today's global community. The foremost benefit may be increasing respect for other cultures and peoples and the development of an intellectual and emotional openness to diverse viewpoints. Undergraduates need experiences that cause them to reflect upon their assumptions, to expand their beliefs, and to provoke their sense of discovery and wonder. In this context, issues raised in American Indian Studies will significantly challenge our students. * American Indian Studies is by its very nature interdisciplinary, as it touches on the full range of social, political, legal, educational, economic, religious, and scientific issues within the debate of a contemporary society. This is especially true since American Indian world views see all that exists as living, animate beings/forces which are inter-related and connected one to the other, eschewing the categorization, separation, and hierarchical order typical of Euro-American cultural structures. * American Indian Studies can serve as a means of engaging students in meaningful discussions and thought processes from a variety of perspectives about pertinent, real-world issues and situation. For example, challenges concerning the political, ethical, and moral obligations to honor treaty rights whether the issues are the return of the Black Hills, civil and criminal jurisdiction, or tribal land claims--these and others which stem from the larger issue of sovereignty. * In preparing to address such monumental and complex issues and to increase their breadth as individuals and citizens, students need to undertake extensive reading and research and to engage in dialogue with professors, students (particularly those with no significant or prior exposure to the historical, legal, social, or cultural components of this theme) will gain insights leading to expanded intellectual understanding and civic involvement. * Research, reading, and experiential activities offered through this thematic cluster will lead to new/expanded understanding about American Indian culture and "Indian world views." Once exposed to these viewpoints, it is anticipated that students will feel confident in seeking solutions using an interdisciplinary problem-solving approach. These activities will include intellectual/theoretical approaches as well as direct interaction with those well versed in the concepts of jurisdiction and geographical "sharing" of space (Indian nations situated within state boundaries), hierarchy of the natural order, health and healing, kinship systems, significance of a language to a culture--and other aspects of Indian world views, to name but a few. * Not only will American Indian Studies as a discipline attract a wide variety of students from other majors and cultural backgrounds, students outside the region and international students will find ways to compare and contrast American Indian issues with those of their experiences--determining common threads and appreciating differences--broadening global perspectives. These experiences will provide practical skills for students to recognize and demonstrate their individual and collective civic and community responsibilities and instill confidence in them to "imagine" and to select ways in which collective action produces positive results. These first-hand "action" encounters will enhance understanding and enrich the students' friends, classmates, and families. * The problem-solving dimension of the theme is inherent in the immediacy of the issues being addressed. Much of what will be encountered in these experiences will involve real-life situations, requiring students to develop personal positions on ethical, moral, political, and legal issues. * While students are expected to select their own project, their theme service experiences will spark associations and action to benefit themselves and others such as: helping maintain the inipi (sweat lodge) grounds; serve on the annual powwow committee; tutor American Indian public and private school students; conduct or assist in developing Indian educational projects at the W.H. Over Museum, USD and community libraries, the Arts Council, and the school systems; serve as interns on Indian matters in their home or reservation communities. * A variety of service components are available. These may be developed as a part of the course syllabus or as an independent project. Current events and programs which augment and support the theme include: * Oscar Howe Memorial Lecture * Tiospaye Student Council * Native American Awareness Week * Northern Plains Tribal Arts * Native Writers' Series * Indian Law Symposium * Native American Day Powwow * Joseph Harper Cash Memorial Lecture Series (selected programs) * Students of Color in Psychology * Indian community potlucks, programs, and activities throughout the year Institute mainpage American Indian Studies Page Current Events Links Links to Other USD Departments 14 June 2002, th, lrb <file_sep>Women on the Web Syllabus Women's Studies 494/<NAME>/Spring 1999/UMCP email: <EMAIL> http: //www.inform.umd.edu/WMST/wmstfac/kking # Women on the Web: Ways of Writing in Historical Perspective What if writing had been invented to help escaped slaves? (Do you know what it was invented for? Where? When? What counts as writing?) What if printing were still used by people in "corresponding societies" for purposes of revolution? (And what quite different sets of political purposes does mass publication enable today?) What role did the fax machine play in the Tiananmen Square democracy movement? (Or carbon paper in the former Soviet Union?) How is the internet used today to subvert political, religious and sexual censorship? (Where? For Whom?) How obvious is a boundary between the Oral and the Written? Is it only one boundary? In what places and times is such a boundary useful to draw? Who needs it? For what purposes? This course is about the stories we tell about such boundaries. It is about how unstable these boundaries, these notions--the Oral, the Written--can be. In this course we will examine stories, tell stories, write stories, interpret stories, change stories. Such stories are about the movements of power: sex, race, class...gender, sexuality, nationality...religion, revolution, representation. Whether we like it or not, we are inside these stories. So, how do we seize the stories for ourselves? The first half of the course will focus on feminist analysis of the internet and the world wide web. We will learn how to use each as well as consider the political meanings of feminist engagements with these writing processes. How are they being used for feminist activism today, for whom, where and why? The second half of the course will think about ways of writing in historical terms. There I will share my current research projects, one on Quaker women's writing on women's public speech in the 17th c. and the other on women's writing on the world wide web as part of media fan communities. In each case I'm concerned with how women write about what we think of as sexual issues, in contexts in which the meanings of sexuality are very different. You will create your own research project too, and we will share methods, issues and meanings of changes in ways of writing. _Texts Ordered from UMD Bookstore, Stamp Student Union:_ <NAME>. 1995. Thinking in Pictures. Vintage. <NAME>. 1995. Nattering on the Net. Spinifex. <NAME>. 1979. Tales of Neveryon. Wesleyan. ** <NAME>. 1996. The Internet for Women. Spinifex. <NAME>, ed. 1996. Wired Women. Seal. * <NAME>. 1998. HTML 4 for the World Wide Web. 3rd ed. Peachpit. <NAME>. 1983. The Printing Revolution. Cambridge. <NAME>. 1989. Warrior Women and Popular Balladry. Chicago. * <NAME>, ed. 1996. Hidden in Plain Sight. Pendle Hill. * <NAME>. 1994. Global Dreams. Touchstone. * <NAME>. 1992. Video Playtime. Routledge. * <NAME>, ed. 1992. Private Screenings. Minnesota. * I should also have ordered Constance Pendley. 1997. NASA/Trek. Verso. I will do so late. _Other Required Readings_ will also be available, some on the World Wide Web, some on reserve at McKeldin, some available for xeroxing at Womens Studies, and some handed out in class. We will read the entire text in some cases, several chapters in others (), and a single chapter in a few (). All materials have been ordered for reserve at McKeldin (which doesn't mean they will necessarily be available immediately since some have to be located first). I suggest you be strategic about which books you buy, which you share with other students in class (please do this), and which you read on reserve. You are responsible for readings even if materials ordered for reserve are not yet there. Don't wait til the last minute to make arrangements for access to materials, because they will not all be simply obtainable. You may have to scout around a bit for access to some (especially if you don't buy them). _Computer Resources Required:_* You will need to be on email and check it regularly for class assignments and notices on our class reflector (you can get a WAM account for email at the Computer Center (CSS 1400) and use computer labs on campus). You will need to get a GLUE account at the computer center too, so that you can learn how to make a web page. Either WAM or GLUE accounts will allow you access to the Web, and we will be looking at web sites as part of our investigations. RIGHT NOW send email to Katie so she can set up reflector with your address. Send it to <EMAIL> and be sure to say what class you are in (since I have more than one). If you don't know how to do this, ask a fellow student to help you out, or talk to Katie immediately. (To get a GLUE account, telnet to glue.umd.edu and login as "register" with the password of "<PASSWORD>" and follow the instructions. You will then have to take a picture ID to CSS 1400 to confirm the account. Tell them you need the account for this class.) _Summary of Assignments_ Since this class meets only once a week, the assumption is that you will spend MORE time than usual reading, writing and preparing for class. Ordinarily you should budget 3 hrs of prep time for each hr of class time, so think approximately 9 hrs prep time each week. (Some of which goes into graded assignments. The more you work on these consistently each week too the better you'll be able to budget your time conveniently.) _(1) Consolidating computer resources for class:_ get GLUE and WAM accounts, locate computer labs most convenient for your use if necessary, send Katie email for class reflector, check reflector for first messages, and evaluate web sites on handout. Find class support partner. _DUE AS SOON AS POSSIBLE. Hand in note of completion._ _(2) Brief (1-2 pg. typed) reflection papers_ assigned during the semester to bring into the next class. If you miss class you'll need to check with another student to see if one has been assigned that day. These are a bit like pop quizzes, and they show you are thinking about and keeping up with the readings. The first reflection paper is assigned with a due date: "Reflections on computer experiences." Say what you know how to do, what you've had troubles with and why, what's fun, what isn't fun, what you refuse to do and why, what you love and why, what equipment you have access to, what you wish you could do. _DUE 4 February (1-2 pg typed)_ _(3) Creative paper on alternative writing technologies_ (may serve as intro to final paper). To be edited by your partner. _DUE 25 February (3-5 pg. typed)_ _(4) Class report on form semester project will take_ (may create partner project or keep pairs for mutual support). Should include discussion of pivotal web sites. _DUE 11 March (5 min. oral report in class; written example to hand out)_ _(5) Class report on progress on semester project._ Should include discussion of web sites. _DUE 15 April (10 min. oral report in class; written example to hand out)_ _(6) Finished semester major paper with learning analysis appendix_ (may be collaborative or partners edit each others work). May be connected to a student designed web site. _DUE 13 May (approx. 20 pg. paper)_ \------------------ reflection papers and consolidating computer resources all together count for 25% of grade. creative paper, 25% grade both class reports together, 25% grade final project, 25% grade \------------------ _Reading and Project Assignments_ _January 28--Introduction to Women on the Web_ We'll start off the class by reading together "Women using the Net today" in Senjen (21-37), and creating a list of assumptions violated by the readings. Listing violated assumptions is one way to analyze the common sense knowledges we've believed without questioning. What associations do we have with women, computers, writing, feminism and activism? HANDED OUT: WEB SITE LIST FOR EVALUATION, DUE ASAP _February 4--Why would feminists want to become Electronic Witches?_ Start out with Intro from Spender, Nattering On the Net Senjen, The Internet for Women, chaps 1,2,4,5 DUE: first reflection paper on Computer Experiences / 1-2 pg. _February 11--How do we think of the Web as a site of feminist struggles?_ Ohmann, "Computers, Literacy, & Monopoly Capital." College English (1985): 675-689. Delany, "The Tale of Old Venn," fr. Tales of Neveryon Spender, Nattering, chaps 1,2,3 BEGIN THINKING AND WRITING ABOUT "WHAT IF?" STORIES (next assignment) _February 18--Offering Challenges to Biases of the Ear and Eye_ Web assignment: read Chandler, "Biases of Ear & Eye" (see Web sites sheet) Grandin, Thinking in Pictures make connections with Ohmann and Delany _February 25--Differing Feminist Politics in the Net_ Psyche out the three books wired women, The Internet for Women, and Nattering on the Net. Published by feminist presses (two the same Australian press) and all pro-Net, still they reflect political differences among feminists. How can you tell? Read around in wired women, and additional chaps from the others. How do their approaches compare to the methods we are using in this class? What's the same, what's different? DUE: Creative paper on alternative writing technologies / 3-5 pgs _March 4--Differing Ways of Thinking about Histories of Writing_ finish Spender and compare it with Eisenstein, The Printing Revolution, Preface, Chaps 1, 2, 3 HANDOUT IN CLASS: chart from Lowe, History of Bourgeois Perception Web assignment: analyze approaches to history in three sites on Web sites sheet _March 11--Hidden in Plain Sight_ King, "Publishers of Truth," essay on Quaker women, sent to you on email Psyche out Garman, Hidden: read forward, preface, acknowledgments, intro, and intros to each of four sections. Choose three documents of varying lengths to read. Web assignment: compare with Dickinson Archives on Web sites sheet _March 18--Becoming a Web Woman: Making a Web Page_ (meet at Web Lab) locate an html resource: I suggest Castro, HTML for the WWWeb, but there finish Spender and compare it with Eisenstein, The Printing Revolution, Preface, Chaps 1, 2, 3 HANDOUT IN CLASS: chart from Lowe, History of Bourgeois Perception Web assignment: analyze approaches to history in three sites on Web sites sheet _March 25--SPRING BREAK--NO CLASS April 1--PASSOVER--NO CLASS _ _April 8--Histories of capitalism, technologies & globalizations _ Barnet, Global Dreams. Half students read Part One, half students read Part Three; each report to class. Psyche out Spiegel, Private Screenings, Gray, Video Playtime, Penley NASA / Trek. Choose one and read all introductory materials and conclusions and 3 chaps (or more to make up about 1/3 of book). Be prepared to tell class more important points made in the book you chose. _April 15--Warrior Women, Past & Present Popularizations & Technologies _ Dugaw, Warrior Women, Prologue & intro materials, chaps 1,5,6, Epilogue. King, two overlapping essays on tv shows Highlander & Xena, sent to you on email. See at least one episode of each show, on cable, broadcast or video. How does the delivery system affect your reception of the show? Web assignment: HL & X links from KK's web site DUE: Report on semester project/ may be collaborative / 10 min oral, written example _April 22--Feminism and Writing Technologies_ King, Theory in Its Feminist Travels, read all introductory materials and chap 3. (@WMST & RESERVE) King, "Seventeenth-Century Quaker Women: Lesbian Identities, and Feminist Subjects," emailed. _April 29--Global Feminist Formations?_ King, "Thinking in Layers of Locals & Global," emailed. finish wired women, section "Textual Realities" Dugaw, chaps 7,8 Web assignment: searches Virtual Sisterhood, Women'space, Deaf Queer Resource Center, WomenWatch _May 6--Presentations_ Web assignment: SHARP and Media & Communications sites _May 13--Presentations--LAST DAY!_ DUE: Major Paper with Learning Analysis appendix / may be collaborative/ 20 pgs \------------------ _Web Sites Sheet, for evaluation_ The Media and Communications Studies Site: http://www.aber.ac.uk/media/Functions/medmenu.html =see= <NAME>'s Biases of the Ear and Eye: http://www.aber.ac.uk/media/Documents/litoral/litoral.html Dickinson Electronic Archives: http://jefferson.village.virginia.edu/dickinson/ The Brown University Women Writers Project: http://www.stg.brown.edu/projects/wwp/wwp_home.html Media History Project: http://www.mediahistory.com/ History of Science Society: http://depts.washington.edu/hssexec/ Society for the History of Authorship, Reading and Publishing: http://www.indiana.edu/~sharp/ Native Web: http://www.nativeweb.org/ Virtual Sisterhood: http://www.igc.apc.org/vsister/vsister.html Women'space Magazine: http://womenspace.ca/ WomenWatch: http://www.un.org/womenwatch/ 1) What kind of site is this? What is its purpose? Who put it together? How do you know these things? 2) What sort of information is located here? How authoritative is it? What should it be used for? How do you know? 3) How is this site useful for this class? Why are you being asked to evaluate it? How will you use it? 4) What kinds of links are offered here? Which look especially interesting? Why? <file_sep>![](urban.gif) ** # Urban Geography ## Course Syllabus--G&ES; 310 ## August 27 - December 15, 1998 * * * * General Information * Reading Assignments * Tentative Class Outline * Student Projects * Other Supporting Materials * Goals * * * General Information * * * Catalog Description: The course is designed to provide insights into the nature of cities and smaller urban places. Intended Clientele: There are no prerequisites for this course, and those who enroll need not have taken any previous work in geography at the college level. It is anticipated that a majority of those who take the class will be sophomores or juniors. G&ES; 310 is required in the Department of Geography and Environmental Studies' B.S. program in Environmental Planning. The class should also prove to be particularly valuable to students in Secondary Education--Social Studies, Public Administration, Parks & Recreation, Social Work, Environmental Studies, and those interested in real estate or health care planning. Credit: The class carries three semester hours of credit. It is does not fulfill any of the university's liberal studies requirements. Instructor: _<NAME>_ , Professor, Department of Geography and Environmental Studies. His office is located in room 101-A of the Spotts World Culture Building. Office hours are Mondays and Wednesdays 2:30 - 4:00; Tuesdays and Thursdays 9:00 - 10:00. Appointments may be made at other times of mutual convenience. The telephone number is 724-738-2383, and a message may be left at any time 24 hours a day. E-mail may be sent to the following address: <EMAIL>. Fax: 724-738-2188. Class Meetings: Urban Geography is scheduled to meet during Period B (10:00 - 11:20 a.m.) on Tuesdays and Thursdays in room 114 of the Spotts World Culture Building. There will also be a class meeting at 8:30 a.m. on Tuesday, December 15, 1998 (during finals week) at which time projects will be returned and grades assigned. Attendance: Please select a permanent seat. An attendance record will be kept, and attendance reports sent to the Administration as requested. _Regular, faithful class attendance is most highly recommended!_ Examinations and Grades: Grades will be determined in the following manner. 25% - First Exam - Thursday, September 24, 1998, 10:00 a.m. 25% - Second Exam - Tuesday, October 27, 1998, 10:00 a.m. 25% - Third Exam - Tuesday, December 1, 1998, 10 a.m. 25% - Project on Selected Neighborhood--see below Required Textbook: <NAME> and <NAME>, _Cities and Urban Life_ , Upper Saddle River, NJ: Prentice Hall, 1998. 432pp. Additional reading materials will be distributed in class and will also be required reading. Project on Selected Neighborhood: You are asked to select a census tract block group within the Pittsburgh Metropolitan Area to use as a study area for your semester project. It should be a block group that has not been previously studied for this class, and should be closer to or within the City of Pittsburgh or another solidly built-up area (such as Butler) within the metropolitan area than many of those that were studied in the past. Instructions on how to study your tract and what to look for will be given throughout the semester. The final project on the neighborhood that you select will come in two parts: 1) an oral report, approximately fifteen minutes in length, based upon your research on the area, census data, and interviews with at least three residents and/or businesspeople working there; and 2) a written description of 250 words and two snapshot-sized photographs that represent the character of that neighborhood. The written text should be sent via e-mail to me at <EMAIL>. The snapshots should be given to me in person. The written description and photographs will be added to those that are already displayed on the World Wide Web and will be accessible to the public. The oral presentation will be according to the following tentative schedule: Thursday, _December 3, 1998_ 10:00 <NAME> -- 4110-2 10:15 <NAME> -- 451103-3 10:30 <NAME> -- 5094-1 10:45 <NAME> -- 9121-4 Tuesday, _December 8, 1998_ 10:00 <NAME> -- 9123-4 10:15 <NAME> -- 9121-3 10:30 <NAME> -- 9022-2 10:45 <NAME> -- 451101-9 Thursday, _December 10, 1998_ 10:00 <NAME> -- 4454-2 10:15 <NAME> -- 9119-2 10:30 <NAME> -- 6021-2 10:45 <NAME> -- 429202-2 * * * Reading Assignments * * * The following readings are in your textbook. Copies of additional readings will be distributed in class. I. Introduction and Historical Background Tues., Sept. 1 -- Chapter One: Exploring the City Thurs., Sept. 3 -- Chapter Two: The Origins and Development of the World's Cities II. National Urban Systems and Change Thurs., Sept. 10 -- Chapter Three: The Development of North American Cities III. Population Thurs., Sept. 17 -- Chapter Six: Geography and Ecology -- Making Sense of Space Thurs., Oct. 1 -- Chapter Eight: Social Class -- Urban and Suburban Lifestyles Thurs., Oct. 8 -- Chapter Nine: Race, Ethnicity, and Gender IV. Movement in Cities Tues., Oct. 13 -- Chapter Five: Social Psychology --The Urban Experience V. Urban Political Economy Tues., Nov. 3 -- Chapter Seven: Urban Political Economy Thurs., Nov. 5 -- Chapter Ten: Housing and Crime Thurs., Nov. 12 -- Chapter Fourteen: Planning the Urban Environment Ch. 14 VI. Case Studies of Selected World Cities Thurs., Nov. 19 -- Chapter Eleven: Latin American Cities Tues., Nov. 24 -- Chapter Thirteen: Asian Cities Tues., Nov. 24 -- Chapter Twelve: African and Middle Eastern Cities * * * Tentative Class Outline * * * I. Introduction and Historical Background A. Geography's Spatial Point-of-View: spatial location, distribution, association, region, diffusion, interaction B. What is a City? (legal vs. functional definitions) C. Why Cities? D. Brief History of the City E. Anti-Urban Bias F. Urbanization: World Levels; World Process; U.S. Level; U.S. Process G. Census Geography: Census Tract, Central City, Urbanized Area, Metropolitan Area, CMSA H. Suburbanization; Edge City I. Daily Urban System II. National Urban Systems and Change A. Location: Toponym, Mathematical Location, Site, Situation, Hierarchical Location B. Distribution: linear, clustered, dispersed, rank-size C. Christaller's Central Place Theory: Treshold, Range, Hinterlands, Hexagons, Periodic Markets, Marketing Principle (K=3) D. Taaffe's Model of Transport Expansion E. Evolution of the U.S. Urban System: 1) Sail-Wagon, to 1830; 2) Inland Water/Iron Horse, 1830-1870; 3) Steel Rail, 1870-1920; 4) Auto/Air/Amenity, 1920-present F. Boom Towns & Cities at Various Times G. Hierarchical Diffusion III. Population A. Population Density - measures, gradients, effects B. Burgess (1925), Hoyt (1939), Harris & Ullman (1945), and Vance (1977) C. Factorial Ecology--Economic (sectorial), Family (concentric), and Ethnic Status (nucleated) D. The Neighborhood; Urban Villagers; Community Without Propinquity E. Exclusionary Policies F. Actors in the Housing Market--occupiers, realtors, landlords, developers, financial institutions, government, neighbors G. Dual Markets H. Vacancy Chains; Filtering I. Sequent Occupance J. Abandonment; Gentrification; Homesteading K. History of Immigration--1820-80, 1880-1920, 1920-50, 1950-present L. Channelized Flows M. Blockbusting; tipping-point; invasion; succession N. Skid Row; Ghetto O. Permanent underclass P. Sequent Occupance of Harlem Q. Life Cycle; Population Structure; Forecasting R. Search Space and Activity Space; Distance and Sectorial Biases IV. Movement in Cities A. Space-Time Convergence B. Pedestrian City, Streetcar City, Automobile City, and Freeway City C. Hierarchy of Routes D. Street Pattern Types E. Trip Purposes; Journey-to-Work and Peaking F. Travel Modeling and Forecasting G. Public Transit and Other Alternatives to the Car H. <NAME>'s mental maps & imageability I. Perceived distance and perceived social distance V. Urban Political Economy A. Types of Economic Systems & Determinants of Structure: 1) Free Enterprise - bid-rent curves; 2) Other: Mixed, Centrally Planned, Third World B. Typology of Commercial Areas: Commercial Centers and Ribbons; Specialized Areas; Class Exercise C. Trade Area; Threshold & Range D. Office Park, Industrial Park, Technology Park E. Central Business District: Land Values; Core/Frame; Discard/Assimilation; Delimitation; Dept. Stores; CBD Problems and Prospects; Skyscrapers; Abstract Transactions; Skyline Rankings; Floor Area Ratios (FARs) and Bonuses F. Planned Shopping Centers: History, Advantages, Classifications G. Economic Base; Urbanization Economies; Basic/Nonbasic Ratio; Minimum Requirements; Multiplier Effects; Location Leaders; Clusters; Growth Pole; Spread Effect; Economic Restructuring; Post-Fordism; Post-Modernism; Enterprise Zones H. Overview of Government Policies, Programs, and Plans VI. Case Studies of Selected World Cities A. London: City in a Mixed Economy in Europe--Original Site and Situation; Concentric Zones of the London Region; Differences with U.S. Cities B. Moscow: City in a Once Centrally-Planned Economy--Original Site and Situation; Growth of the City and Moscow Region; Planning Principles C. Mexico City: A City in the Third World--Environmental Problems; Growth and Primacy; Spanish Royal Ordinances for New Towns; A Model for the Spatial Structure of L. Am. Cities D. Tokyo--Growth and Primacy; Crowding; Urban Sprawl and the Journey to Work * * * Goals * * * 1)To familiarize students with basic concepts and theories from the field of urban geography. 2) To provide insights into the nature of cities, suburbs, outlying portions of the rural-urban fringe, and smaller urban places. 3) To attempt to understand the processes by which urban spatial patterns have evolved. 4) To try to understand some of the factors that are responsible for the growth, stagnation, and decline of an urban area or subarea at a particular time. 5) To consider relationships between the spatial structure of urban areas and some of the major environmental, social, political, and economic problems facing society today. 6) To contrast the experiences of countries with different political and economic systems 7) To provide opportunities for students to think analytically and to express themselves both orally and in writing. * * * This document is available on the World Wide Web at http://www.sru.edu/depts/artsci/ges/urban/syllabus.htm ![](earth.gif) Go to Department Main Page ![](srulogo.gif) Go to SRU Main Page #### Send Comments #### Last Revised: December 3, 1998 #### ** <file_sep>![](cy_bar.gif) ### Soc 405 - Sociology of Sport ![](butterfly.gif)![](butterfly2.gif) ### Course goals Sport is a physical activity that occurs in a given cultural milieu and is socially structured. In this course, we examine: * sport using a sociological perspective. * its form, its history, its impact on participants and society, and vice versa. ### Course Requirements Four examinations will be administered. Each counts 25% of your grade. The examination format is true-false, multiple choice, and essay. Examination questions systematically cover required readings (text, reader) and lectures. Materials covered on each examination are mutually exclusive. You are permitted to bring 1 page (8 1/2" x 11") of "crib notes" into the examination. The Office of Disability Services requires that the following be added to the course syllabus. "If you need course adaptations or accommodations because of a documented disability or if you have emergency information to share. Please contact the Office of Disability Services at Hoskins Library at 974-6087. This (action) sic will ensure that you are properly registered for services." My office is 907 McClung. Office hours are from 8:30 A.M. to 4:00 P.M., excluding scheduled class(9:05-9:55 am MWF) and advising hours(1-4 pm T) and swim time (11:30 am to 12:30 pm). Home phone is 690-4167, please do not call after 9:00 P.M. Office phone is 974-7019. Use voice mail or email to leave messages. I regularly check and return calls. Required text \--<NAME>. Sport in society: issues and controversies. 7th edition). WCB. McGraw-Hill. Boston. 2001. ### Topical Outline I. What is the subject-matter of sociology of sport? * A. Importance of sport, health, and leisure in American society * B. Rise of sociology of sport as academic discipline * C. Are these "universal forms" or "reproductions" of society? (Much of the literature attempts to define play, game, sport, and athletics adhering to a paradigm of categorization wherein sets must be mutually exclusive and unambiguous rather than defining sets as fuzzy categories.) 1. Attempts to define play (Anthropological investigations on the nature of play are not discussed in this course, but the body of literature is large.) 2. Attempts to define games 3. Attempts to define sport 4. Attempts to define athletics 5. Sports as spectacle 6. Trash sports 7. Noncompetitive sports Coakley. Chapter 1 "The sociology of sport: What is it and why study it?" pp. 2-29. Coakley. Chapter 2 "Using social theories: What can they tell us about sports in society?" pp. 30-54. II. From Gambol to Game to Grunge ![](orange-b.gif) Greeks ![](orange-b.gif) Romans ![](orange-b.gif) Medieval * History--Sport as a religious activity; as status-group activity; as a vehicle for controlling the working class; as a commercial enterprise. 1. Greeks, Romans, Medieval England, China, Japan, and Colonial America Coakley. Chapter 3 "A look at the past: How have sports changed throughout history?" pp. 56-80. 1. Rise of Modern Sport in United States--Status life styles, WASPs and ethnics, religion, technology, and commercialism ![](orange-b.gif) Factors & Modern Sport Characteristics linked to Globalization of Sport * Culture and Sport (Optional section - expand for semester system) ![](eye.gif) FIRST EXAMINATION (Objective and short essays) -TBA *** III. Issues of Selection and De-selection in Play, Games and Sport * Anticipatory socialization: American Values & Sports Creed (Harry Edwards) Reality or Myth Coakley. Chapter 4 "Sports and socialization." pp.81-108. * Selection into sport 1. Physical ability -- Aversive socialization versus positive feedback 2. Agents of socialization--parents, peers, coaches, school officials, preachers, and physicians * The Work Routine ![](orange-b.gif)(S) <NAME>, <NAME>, and <NAME>. (1996) Work routines in the serious leisure career of Canadian and U.S. Masters swimmers. Avante Vol. 2, No. 3: 73-92. * Socialization into sport 1. Gender socialization - Macho vs. feminina 2. Gender role transcendence 3. Gender stereotypes: Role strain versus cognitive balancing Coakley. Chapter 5 "Sports and children: Are organized programs worth the effort?" pp.109-136. 1. Motives for participation (Youth: Age-informal and formal games (fun, skills, or winning?) and Adults: Masters Sports) * Reverse socialization * Institutionalization IV. Sports Lifecourse--The Serious Leisure Career * Sports Participation--Age-linked concepts: age-graded activities, life cycle, and career -- see bibliography on career paper 1. Entry 2. Age-group 3. Elite (Amateur vs. Professional) 4. Exit--Attrition/Burnout; Retirement (Social death versus Rebirth); Withdrawal 5. Re-entry ![](eye.gif) SECOND EXAMINATION (Objective and short essays) TBA * Roles in Sport (Coaches and Others) Coakley. Chapter 8 "Coaches: How do they fit into sports experiences?" (5th edition). ![](orange-b.gif) Suggested I lecture from this text COLLEGE SWIMMING COACH V. Positive consequences of sports participation - Sports participation and academic performance, aspiration, and collegiate success. Coakley. Chapter 10 "Social class: Do money and power matter in sports?" pp. 279-310. * Athletes as Role Models * Academic achievement Coakley. Chapter 14 "Sports in high school and college: Do varsity sports programs contribute to education?" pp. 417-455. VI. Mass Media and Gender * Fiction versus Reality Coakley. Chapter 12 "Sports and media: Could they survive without each other? pp.350-384. ![](eye.gif) THIRD EXAMINATION \-- TBA * Gender -- Myths, Opportunities won and lost Coakley. Chapter 8 "Gender and sports: Does equity require ideological changes?" pp.202-241. * Race -- Lifestyles, stacking, economics Coakley. Chapter 9 "Race and ethnicity: Are they important in sports?" pp. 242-278. VII. Commercialization of Sport Coakley. Chapter 11 "Sports and economy: What are the characteristics of commercial sports?" pp.311-349. * College Sports * Professional Sports VIII. Problems in Sport * Cheating -- Kemp versus University of Georgia * Drugs: Performance enhancing and performance debilitating drugs, ergogenic aids. Coakley. Chapter 6 "Deviance in sport: Is it out of control?" pp. 137-172. * Gambling -- Tulane * Violence Coakley. Chapter 7 "Violence in sports: How does it affect our lives?" pp. 173-201. Coakley. Chapters 13, 15, & 16.(Optional) ![](eye.gif) FINAL EXAMINATION \- As scheduled SUGGESTED WEBSITES ![](orange-b.gif) Scholarly sport sites-University of Calgary THE SINGLE BEST SITE ON SPORTS ![](orange-b.gif) Best site for Swimming Links ![](rb.gif) For selected sources of information (print & electronic) on sport business prepared by faculty at University of Memphis, see: Sport Business sources ![](cy_bar.gif) Courses Taught Undergraduate ![](orange-b.gif) Soc 311-Sociology of the Family ![](orange-b.gif) Soc 331-Introduction to Research Methods ![](orange-b.gif) Soc 405-Sociology of Sport ![](orange-b.gif) Soc 462-Population Problems \| Graduate ![](orange-b.gif) Soc 531-Methods of Sociological Research ![](orange-b.gif) Soc 563-Demographic Techniques ![](orange-b.gif) Soc 534-Adv. Sociological Analysis (formerly taught with Suzanne Kurth) ![](orange-b.gif) Soc 665-Advanced Topics in Energy, Environment, and Natural Resources: Inequalities in Environmental Risk (formerly taught with Sherry Cable) ![](orange-b.gif)Seminar in Growth and Sustainability (with Sherry Cable) ---\|--- Courses Taught in Physical Education ![](orange-b.gif)Advanced Competitive Swimming (Available on request - Snail mail)(Coaching resume available on E-Mail request) ![](home.gif) Academic Resume ![](celtic_b.jpg) <file_sep>Literature Course Syllabi # Syllabi and Other Course Materials for Literature Courses > It should be no surprise that this page is now woefully incomplete -- the explosion of the number of courses using the Web, along with the explosion in things I should be doing, have made it impossible for me to keep up with it all. I'll do what I can, but welcome help. This collection of syllabi and course materials is maintained by <NAME>. I'm interested only in those that make real use of the Web; a simple course description or a text-only syllabus isn't enough. If you know of any literature courses that put their reading lists, course materials, &c. on either the Web or the gopher, please let me know at <EMAIL>. See also my pointers to on-line literary resources. * * * Go straight to Classical and Biblical \-- Medieval \-- Renaissance \-- Restoration and Eighteenth Century \-- Romantic \-- Victorian British \-- Nineteenth-Century American \-- Twentieth-Century \-- Composition \-- General. * * * ## Collections of Course Materials * The World Lecture Hall * Voice of the Shuttle Course Materials * Univ. of Florida Course Materials for Spring 1995 * Penn English Course Materials * Syllabus Library for Teaching the American Literatures * Society for Literature & Science On-Line Syllabi Database * Online Courses at U. Texas, Austin ## Classical and Biblical * Augustine on the Internet (<NAME>, Penn) * Transformations of Language (<NAME>, Penn) * Boethius (<NAME>, Penn) * The Bible (<NAME>, Penn) ## Medieval * Chaucer (<NAME>, Towson) -- Summer II 1995 and Fall 1995 * Chaucer (<NAME>, Towson) * Medieval British Literature (<NAME>, Towson) * Medieval Women: Tradition and Counter-Tradition (Deborah Everhart, Georgetown) * Arthurian Legends (Deborah Everhart, Georgetown) * Introduction to Old English (<NAME>, Tulane) * British Medieval and Renaissance Drama (<NAME>, Towson) * Sex, Women, and Violence in Medieval Culture (<NAME>, Penn, and <NAME>, Penn) ## Renaissance * Introduction to Renaissance Studies (<NAME> & <NAME>, Penn) * Sidney and Spenser (<NAME>, FAU) * Literature and Art: The Renaissance Self (<NAME>, UCSB) * The Early Modern World (<NAME>, Kentucky) * Electric Shakespeare (<NAME>, WSU) * Renaissance Poetry (<NAME>, Cal Poly) * Electric Renaissance (Skip Knox, Boise State) * Shakespeare (<NAME>, Missouri Western State College) * Shakespeare (<NAME>, Washington State) * Writing and Revolution in Seventeenth-Century England (<NAME>, Aberdeen) * British Medieval and Renaissance Drama (<NAME>, Towson) * Earlier Renaissance Literature (Non-Dramatic) (<NAME>, Towson) * An Introduction to "Shakespeare Illustrated" (Emory) ## Restoration and Eighteenth Century * Restoration and Eighteenth-Century Literature (<NAME>, Shepherd College) * Fiction before 1832 (<NAME>ler, Toronto) * The Invention of Urban Discourse: City, Text, and Author in the Eighteenth Century (<NAME>, NYU) * Fiction History Postmodernism & 18th Century (<NAME>, Bucknell) * Sense & Sensibility: Johnson & Austen (<NAME>, Bucknell) * Introduction to Restoration and Eighteenth-Century Drama (<NAME>, Virginia) * English Culture, 1660-1830 (<NAME>, UC Richardson) * Introduction to the Eighteenth-Century Novel (Delany, SFU) * England in the Age of Johnson (<NAME>, Rutgers) * Sexuality and Gender: 18th-Century Representations (<NAME>, Rochester) * 18th Century Literary and Visual Culture (<NAME>, Stanford) * Course Materials, French 208 (18th-c; <NAME>, ARTFL Project, Chicago) * "The Age of Reason?" (<NAME>, Penn) * 18th-c. British Literature (<NAME>) * Pope and Swift (<NAME>, Penn) * The Novel of Sensibility (<NAME>, Virginia) * Literary Gothic (<NAME>, Colorado College) ## Romantic * Revolutions in Thought (<NAME>, Univ. of Florida) * Romantic Poets (<NAME>, Penn) * English Romanticism: The First Generation (<NAME>ran, Penn) * Romantic Poetry (<NAME>, Penn) * Sex, Violence, Law, and the Gothic (<NAME>, Penn) * Gothicism and Romanticism (<NAME>, Penn) * A Landscape of English Poetry, 1700-1900 (<NAME>, Penn) * Romantic Poetry & Prose (<NAME>, Toronto) * Industrial Romanticism (<NAME>, Loyola Univ.) * Romantic Movements (<NAME>, UCSB) * The Early Romantic Period: 1789-1816 (<NAME>, Miami U., Ohio) * Romantic Poetry and Prose (<NAME>, Alberta) * The Shelleys (<NAME>, Alberta) * Gothic Fiction (<NAME>, Alberta) * Wordsworth and _The Prelude_ (<NAME>, Univ. of Alberta) * British Romanticism (<NAME>, Ge<NAME>ern) * Writing about Romantic Poetry (<NAME>, Penn) ## Victorian British * Victorian Novel, 1851-1867 -- Exhibitionism to Reform (<NAME>, Vanderbilt) * Nineteenth- and Twentieth-Century Literature (<NAME>, Univ. of Kansas) * The Victorian Canon (<NAME> and <NAME>, UCSB) * The Pre-Raphaelite Movement (<NAME>, Virginia) * Incarnate Textualities: Blake, Dickinson, <NAME> (<NAME>, Virginia) ## Nineteenth-Century American * The American 1890s (<NAME>, Univ. of Colorado at Boulder) ## Twentieth-Century * Postmodernism and the Culture of Cyberspace (<NAME>, Vanderbilt) * Twentieth-Century Irish Literature (<NAME>, Univ. of Kansas) * Modern American Poetry (Al Filreis, Penn) * The Literature of the American 1950s (Al Filreis, Penn) * The Literature of the Holocaust (Al Filreis, Penn) * Technoculture from Frankenstein to Cyberpunk (Martin Irvine, Georgetown) * Final Hypertext Projects (<NAME>, Virginia) * Modern Critical Thought (<NAME>, Univ. of Colorado, Boulder) * Modern Fiction (<NAME>, Brock Univ.) * Politics and Literary Theory: Performing the Self (<NAME>, Rice) * American Literature: Crane through Present (<NAME>, Florida) * Contemporary Literary Theory (<NAME>, Lawrence Univ., Wisconsin) * The Twentieth Century (Wendy Steiner, Penn) * "Contemporary Literature and Theory: Engineering the Self in the Late Twentieth Century" (<NAME>, Virginia) ## Composition * E-306CA (<NAME>, Texas) * Writing about the Environment (<NAME>, West Valley College) * Computers and Writing (<NAME>, Texas) * Strategies in Composition (<NAME>, TAMU) * Composition 102 (<NAME>, Eastern Kentucky Univ.) * Writing the Information Superhighway (<NAME>, Michigan) * Writing and Computers (<NAME>, Florida) * Writing for Modern Technology (<NAME>, Texas) * Writing and Research (<NAME>, UMR) * Technical Writing (<NAME>, UMR) * Writing About Literature (<NAME>, Florida) * Writing Our Own Stories (<NAME>, Spokane Community College) * Rhetoric and Composition (<NAME>verson, Texas) * Minds, Texts, and Technology (<NAME>, Texas) * Writing through Media (<NAME>, Florida) * Expository and Argumentative Writing at Florida: sections by * <NAME> * <NAME> * <NAME> * <NAME> * <NAME> * <NAME> * <NAME> * Writing about Literature at Florida: sections by * <NAME> * <NAME> * <NAME> * <NAME> * <NAME> * <NAME> * <NAME> * <NAME> * <NAME> * <NAME> ## General (including surveys) * English Lit Survey (Melissa Alsgaard, North Carolina State) * Studies in Fiction (Melissa Alsgaard, North Carolina State) * History of the English Language (<NAME>, TAMU) * British Literature (<NAME>, Texas) * Varieties of Fiction (<NAME>, Toronto) * Film Analysis (<NAME>, Florida) * Major British Poets (<NAME>, Penn) * Electronic Literary Pro-Seminar (Stuart Curran, Penn) * Electronic Literary Studies (Stuart Curran, Penn) * Masterworks of British Literature (<NAME>, Texas) * British Literature Survey (<NAME>, Texas) * Comparative Grammar (<NAME>, Towson) -- Summer 1995 and Fall 1995 * History of the English Language (<NAME>, Towson) * Interpreting Cyberspace: Encounters in Virtual Geography (<NAME>, Penn) * Literature and Science (Allen Grove, Penn) * Romantic Poetry (Allen Grove, Penn) * Major British Writers (<NAME>, Toronto) * Introduction to the Professional Study of English (<NAME>, Univ. of New Mexico) * HyperLiterature/HyperTheory (<NAME>, Virginia Tech) * World Cultures to 1500 (<NAME>, WSU) * World Cultures from 1500: Culture, Conflict, and the Modern (<NAME>er, WSU) * English and American Literature to 1800 (Richard Hooker, WSU) * Narrative Matters: Introduction to Narrative (<NAME>rvine, Georgetown) * Literary Narrative in an Information Age (<NAME>um, Virginia) * History of Western Civilization (S. Knox, IDBSU) * Great Ideas (<NAME> and others, BGSU) * American Literature Survey (<NAME>, Texas) * The Literary Imagination and the Idea of the University (<NAME>, Penn) * From Epic to Hypertext (<NAME>, Penn) * Survey of Western LIterature: 17th Century to Modern (Allen Meek, Florida) * English 101:C2 (<NAME>, Alberta) * Computers in Literature (<NAME>, Alberta) * Cultures of the Book (<NAME>, Washington) * Introduction to Literature (<NAME>, Univ. of Mississippi) * Women's Diaries, Journals, and Letters (<NAME>, Iowa State) * Cultural Commentary through Science Fiction (Alan Rea, BGSU) * Advanced Research Colloquium (<NAME>, Boston College) * Poetic Conversations (<NAME>, Texas) * Literary Criticism (<NAME>, Georgia Southern) * Wilderness in the North American Imagination (<NAME>, Yale) * Writing About Film (<NAME>, Florida) * Re-thinking the Book (Alberta) * Novel Courses (thoughts on creating a course on the novel) * Reservation Blues: American Indian Literature and Cultures (Reed College) <file_sep>University of Wisconsin-Madison SLIS 569 Wiegand History of American Librarianship SYLLABUS Sept. \| 6 \| Introduction (Read Alistair Black) ---\|---\|--- \| 13 \| (1) Books and Libraries in Colonial America \| 20 \| (2) Social Libraries to 1876 \| 27 \| Academic and Literary Society to 1876 Oct. \| 4 \| (4) The American PUblic Library Movement (1876-1917) and the Professionalization of American Librarianship FIRST CRITIQUE DUE \| 11 \| (5) "Main Street Public Library" \| 18 \| (6) The Influence of Dewey \| 25 \| (7) The Influence of Carnegie Nov. \| 1 \| FIRST EXAMINATION \| 8 \| (7) The American Library Experience During World War I \| 15 \| (8) LIbrary Women in the 20th Century \| 22 \| (9) Race and Libraries in the 20th Century \| 29 \| (10) The Public Library Inquiry Dec. \| 6 \| (11) The Sixties, Gays and Lesbians in American Library History \| 13 \| Federal, State and Local Library Legislation since 1950 SECOND CRITIQUE DUE \| \| FINAL EXAM * * * Course Description Development of American librarianship from Colonial times to the present, with special reference to the relationship of library institutions to their contemporary social, economic, cultural and political enviornments. Purposes of the Course This course is intended to provide students with a general overview of the development of American librarianship. By the end of the course, students should be able to: 1. Recognize the essential facts and developments relative to the evolution of American librarianship. 2. Identify the societal frame in which this evolution took place. 3. Conceptualize and identify the causal factors which have assisted or impeded librarianship in the United States. Format of the Course This class will operate as lecture/discussion. Most of the class sessions will be lecture-based; part of each class, however, will be set aside to discuss assigned articles. As the semester progresses, students will find it useful to keep the following questions in mind: 1. What were the characteristics of libraries in each of the chronological periods and/or type of libraries being examined? What kinds of materials did they contain, how were they managed, who used them and for what purpose, what were their major service goals? 2. What unique contributions or developments (either technical or theoretical) characterize each period and/or type of library. 3. What societal conditions appear to have had a significant influence on library development at different times and places? Consider, for example, changing financial conditions, differing theories about American government, developments in formal and state sanctioned education, social conditions. 4. What individuals, groups or libraries are clearly pivotal in the development of American librarianship? How did their influence stamp itself on the profession, in both positive and negative ways? Who are the "invisible" heroes? Why are they invisible? Evaluation _Examinations_ : Two examinations will be given. They will consist of four or five essay questions each, two of which the student must answer. Each will count 25% of the final grade. _Book Critiques_ : Students must submit two book critiques on any book on American library history. OBTAIN APPROVAL OF YOUR SELECTION FROM YOUR INSTRUCTOR BEFORE SETTLING ON YOUR FINAL CHOICES. Critiques are due on the day identified on the syllabus. Students should follow the "Guidelines for Critical Analysis of Scholarly Words" (see below). Each of the critiques will cout 20% of the final grade. _Class Participation_ : Because a substantial portion of class time has been set aside for discussion of readings, class participation will count 10% of the final grade. Require Reading List (Materials are on CLOSED reserve in the SLIS Library) TEXTS: <NAME>, _Free to All: Carnegie Libraries and American Culture, 1890-1920_ (Chicago: University of Chicago Press, 1995). <NAME> (ed.), _Untold Stories: Civil Rights, Libraries and Black Librarianship_ (Urbana: University of Illinois Graduate School of Library and Information Science, 1998). ARTICLES WILL APPEAR SOON. * * * "Guidelines for Critical Analysis of Scholarly Works" Read and review critically any book BASED ON RESEARCH published since 1978 that deals in some way with librarianship and that represents a professional contribution to the literature on the subject. (Because your grade for this assignment will in part be determined by your ability to judge whether the work you select is indeed based on research, you will not need my approval for the title you choose.) The book critique should be wordprocessed on 8 1/2 by 11 inch paper (no plastic covers please) stapled once in the upper left hand corner, and be about 1,000 words in length (about four pages, double-spaced type, number the pages). It should, if possible, include a paragraph describing the author's background (education, field of specialization, other publications, etc); a _short_ summary of the content of the book; and a longer critical evaluation. In the critical evaluation, students should consider the following questions: 1) What is the author's thesis or argument? Does it conflict or support theses or arguments presented in other books (or important articles) on the subject? 2) What are the author's conclusions? Are they valid? Substantiated? Explain and defend. 3) Was the author sympathetic or hostile to his/her subject? Offer illustrations. 4) Are the author's organization and style effective? Do they add or detract from the impact of the book? In what ways? 5) Of what value is the book? Would you recommend it to others? Why, or why not? Above all, do not, DO NOT, simply rehash the contents of the book. As your instructor I am interested in what _you_ think of the book, and how you see it fitting into the field of American library and information science literature. That is the primary reason for writing the review. Hand in _two_ copies of the review to your instructor on the day identified on the syllabus. Do _not_ identify yourself by name as author of the critique; instead, list your student identification number on a cover sheet which also should contain a full bibliographic citation of the work you are critiquing. I will hand one of the copies back with assigned grade, and will retain the other copy for my permanent files. * * * <file_sep># Terrorism and Public Health Preparedness PMCH 693, Sec. 801 Course Director: <NAME>, MD (<EMAIL>) Co-Director: <NAME>, MD, MPH (<EMAIL>) Teaching Assistant: <NAME>, MD, MPH (<EMAIL>) Course website: http://views.vcu.edu/commed/bioterror/ ## June 3, 2002 ** 1. _Welcome _ <NAME>, MD, MPH, Richmond City Public Health Director 2. _Course Overview _ <NAME>, MD, <NAME>, MD, MPH 3. _Overview of Disaster Preparedness / The Disaster Response System in Virginia _ <NAME>, III, PhD, Emergency Services Management, University of Richmond 4. _History of Bioterrorism _ <NAME>, MD, MPH TF PowerPoint slides. ## June 10, 2002 1. _Secure Virginia Initiative _ <NAME>, MD, Virginia House of Delegates 2. _Public Health and Clinical Aspects of Bacterial Agents _ <NAME>, MD, MPH ## June 17, 2002 1. _Legal Aspects of Bioterrorism _ Leon<NAME>, JD, PhD ## June 24 ,2002 _1. __Public Health and Clinical Aspects of Viral Agents:_ a. _Small Pox _ <NAME>, MD, M. Sc. Smallpox column in RTD b. _Viral Hemorrhagic Fevers _ <NAME>, MD, MPH 2. _Public Health and Clinical Aspects of Crush Injuries, Blunt Trauma, and Thermal Burns _ Rao Ivatury, MD ###### Terrorism Ppt Slide Show ###### July 1, 2002 1. _Surveillance and VDH Response to Terrorism _ <NAME>, PhD 2. _Interface between local, state, and federal government _ <NAME>, MD, MPH _3. __Psychological Aspects of Terrorism _ ## July 8 ,2002 ### 1. Midterm Examination [Auditing students are exempt from exam] _2. __Public Health and Clinical Aspects of Biological Toxins: Ricin, Botulism, Fungal Toxins _<NAME>, MD __ ## July 15, 2002 1. _Laboratory Diagnosis of Biological Agents: Culture, PCR, Immunohistochemistry, _ELISA <NAME>, Division of Consolidated Laboratory Services 2. _Laboratory Diagnosis of Chemical Agents_ : <NAME>, Division of Consolidated Laboratory Services 3. _Site Visit of DCLS_ <NAME> / <NAME> / <NAME>, Division of Consolidated Laboratory Services ## ## July 22, 2002 Chemical Terrorism: 1. _Public Health and Clinical Aspects of Nerve Agents: Military Agents ( Soman / Sarin / VX), Organophosphates, Carbamates _<NAME>, MD Dr Cisek's Ppt Slides 2. _Prehospital_ _Detection of Chemical Agents _ <NAME>, JD, PhD ## July 29, 2002 1. _Public Health and Clinical Aspects of Radiation Related Terrorism _ <NAME>, PhD ## August 5, 2002 1. _Public Health and Clinical Aspects of Chemical Agents Continued: Blistering Agents, Blood Agents, Choking Agents _ <NAME>, MD 2. _Prehospital_ _and Hospital Cutaneous Decontamination _ <NAME>, Virginia Department of Emergency Management ## ## August 12, 2002 ** Final Examination [Auditing students are exempt from exam] ** Auditing students must attend at least nine class sessions to receive certificate of completion. References: Public Health - Relation to Security: _http://www.homelandsecurity.org/journal/Articles/displayarticle.asp?ar_ ticle=66 Public Health \- Why not to include in the Homeland security office. _ http://www.homelandsecurity.org/journal/Articles/displayarticle.asp?ar_ticle=65 Dr. <NAME>: Presentation on Anthrax, Plague and Tularemia Presentation on Viral hemorrhagic Fever ACIP Recommendations on Smallpox Vaccination. Dr. <NAME>: Smallpox Issues JAMA series on bioterrorism (free, full-text online) http://jama.ama-assn.org/ Online medical dictionary http://www.medic8.com/MedicalDictionary Online drug information http://www.drugs.com Click here: kaisernetwork.org:healthcast This is a series of web casts on Public Health Law that would complement the lectures last Monday. I would especially recommend the last one: "The Future of Public Health Preparedness." National Academy of Medicine - First Responder Bioterror Information Site <file_sep>![](bama2.jpg) Department of History ![](_themes/neon2/neoarule.gif) History 204 American Civilization from 1865 to the Present Spring 2000 ![](_themes/neon2/neoarule.gif) Syllabus Professor: <NAME> Office Hours: Monday and Wednesday: 3:35-4:35 p.m. (and by appointment) 226 ten Hoor Hall Phone: 348-1870 e-mail: <EMAIL> Teaching Assistants: <NAME>, <NAME>, <NAME> Office Hours: (See the syllabus of your teaching assistant) 117 ten Hoor Hall Phone: 348-0445 DESCRIPTION AND OBJECTIVES This course is a survey of American society from the Civil War to the Present with an emphasis on the role of social life, politics, and economic change. Students will be encouraged to understand and analyze specific controversies and events in the interpretation of American history. EXAMS AND ASSIGNMENTS There will be a midterm and a final. Both of these exams will be 100 percent essay and will test knowledge and understanding of the text, lecture, and other readings. Makeups _must_ be arranged in advance of the exam date. ATTENDANCE Attendance will be rewarded. Students who are borderline on the final course grade and have missed no more than three classes (lectures and sections) will receive a one percent "bump" to a higher letter grade. Those who miss more than three classes will be graded purely on the basis of points. There are no excused absences. ACADEMIC MISCONDUCT POLICY All acts of dishonesty in any work constitute acts of academic misconduct. The Academic Misconduct Disciplinary Policy will be followed in the event of academic misconduct. SUMMARIES AND DISCUSSIONS To facilitate discussion in section, all students are required to write ten weekly summaries. Each summary will discuss _all_ of the readings for one week. The only readings which do not have to be summarized are the chapters from _America_ by <NAME> and <NAME>. Please note, however, that students will be required to summarize the amendments of the Constitution of the United States which are reproduced in the appendix of _America_. Every summary will be due at the beginning of lecture each Monday (unless otherwise announced on the syllabus or by the instructor) and can only cover the readings for that week. It will be corrected and returned in the section for that week. The summary must be typed (no smaller than 9 point size type). The text (unless otherwise announced on the syllabus) cannot be any longer than 36 lines. Margins should be about one inch on each side. In addition, each summary should include a question at the end to facilitate the discussion. The question should deal with some aspect of one or more of the readings. Each weekly summary will be worth a maximum of 10 points. Points will be deducted if a reading or question for that week is not included. A summary cannot be turned in late or made up. It is possible, however, to raise the grade by writing a revised version. The revised version (which _must_ be stapled to a copy of the original) will be due in lecture on Monday. GRADING REQUIREMENTS 100 pts. Midterm 100 pts. Final 100 pts. ten summaries (10 points each) 150 pts. section grade __________________ 450 points BIBLIOGRAPHY Required Text: <NAME> and <NAME>, _America_ , vol. 2, Brief Fourth Edition (New York, 1997). All of the other required readings (listed below) are in a bound volume, _History 204, Sections 1-12, Course Readings_ , whic can be purchased at the University Supply Store (Ferguson Center). LECTURE AND READINGS SCHEDULE January 5: Introduction January 10-12: Where Did America Come From? Aftermath of the Civil War Tindall and Shi, 532-63. Tindall and Shi, A24-A33 (The Amendments of the Constitution). <NAME>, _Emancipating Slaves, Enslaving Free Men: A History of the American Civil War_ (Chicago, 1996), 290-306, 313-333. January 19: The Frontier (Summaries for this week are due today) Tindall and Shi, 582-98. <NAME>, "The Frontier in American History," in <NAME>, ed., _Selected Readings in Economics_ (Boston, 1907), 23-46, 52-59. <NAME>, Jr., _Visions Upon the Land: Man and Nature on the Western Range_ (Washington, D.C., 1992), 55-72, 75-81. January 24-26: The Economic Revolution Tindall and Shi, 602-15 (stop at the middle of the page), 631-44 (stop at the middle of the page). <NAME>, _The Wealth Creators: An Entrepreneurial History of the United States_ (New York, 1989), 123-49. January 31-February 2: Gilded Age Politics and Progressivism Tindall and Shi, 644 (start at the middle of the page) - 692, 727-56. <NAME>, "The Case of the Forgotten Man Further Considered," in _War and Other Essays_ (New Haven, 1911), 257-268. <NAME>, "False Notions of Government," in _Glimpses of the Cosmos_ , vol. 4 (New York: 1913-18), 64-71. February 7-9: <NAME>: Washington versus Du Bois Tindall and Shi, 569-582 (stop at second line of the page). Booker <NAME>, _Character Building_ (Garden City, 1914), 259-76. <NAME>, _The Souls of Black Folk: Essays and Sketches_ (Chicago, 1918), 50-51, 55. <NAME>, "The Talented Tenth," in _The Negro Problem_ (New York, 1903), 33, 45-46, 56-63, 66-75. February 14-16: The Rise of America to World Power Tindall and Shi, 699-725. Theodore Roosevelt, _The Strenuous Life: Essays and Addresses_ (New York, 1903), 1-21. <NAME>, "The Conquest of the United States by Spain," in _War and Other Essays_ (New Haven, 1911), 297-300, 303-305, 322-327, 329-334. February 21-23: Poverty and Self-Help <NAME> and <NAME>, _New Homeless and Old: Community and the Skid Row Hotel_ (Philadelphia, 1989), 28-47, 50-53. Booker <NAME>, _The Story of the Negro: The Rise of the Race From Slavery_ (New York, 1909), 148-70. <NAME>, _Homestead: The Households of a Mill Town_ (New York, 1910), 90-93, 113-15, 160-64. February 28-March 1: Women; the Rise of Unions Tindall and Shi, 615 (start at the middle of the page) - 628; 658 (start at the middle of the page - 661. <NAME>, ed., _Who Built America? Working People and the Nation's Economy, Politics, Culture, and Society_ (New York, 1992), 125-7, 132-43. <NAME>, "Labor Law Reform: Lessons from History," _Cato Journal_ 10 (Spring/Summer 1990), 175, 180-98. March 6-13: World War I (The summary for all these readings is due on Monday, March 6. No summaries will be due on Mondya, March 13). Tindall and Shi, 758-92. "Wilson's Speech for a Declaration of War Against Germany," in <NAME>, ed., _Documents of American History_ (New York, 1934), 308-312. Speech by Senator <NAME> Nebraska, _Congressional Record_ (April 4, 1917), 212-214. <NAME>, _America in the Great War_ (New York: Oxford University Press, 1991), 13-30. March 15: Midterm (part one). Students will take part two of the midterm in section. March 20-22: Postwar Legacies and the Great Depression Tindall and Shi, 794-880. <NAME>, _Modern Times: The World from the Twenties to the Eighties_ (New York: Harper and Row, 1983), 203-60. <NAME>, _The World at Home_ (New York, 1956), 84-96. April 3-5: World War II Tindall and Shi, 882-944. <NAME>, _<NAME> and American Foreign Policy, 1932-1945_ (New York, 1979), 285-92, 306-11. April 10-12: The Cold War; the Challenge to <NAME> (For this week only, the maximum length of the summary is raised to 46 lines) Tindall and Shi, 951-1032. <NAME> al., _America in Vietnam: A Documentary History_ (Garden City, 1985), 131-45, 156-57, 198-201. <NAME>, Jr., _Stride Toward Freedom: The Montgomery Story_ (New York, 1969), 45-69. <NAME>, _The Feminine Mistique_ (New York: Norton, 1963), 15-32. April 17-19: The War at Home Tindall and Shi, 1035-1092 (stop at middle of the page) <NAME>, _The Other America_ (New York: Penguin, 1962, reprint from 1981), 167-84. <NAME>, _The Tragedy of American Compassion_ (Washington, D.C., 1992), 167-83. <NAME>, _The Excluded Americans: Homelessness and Housing Policies_ (Washington, D.C., 1990), 253-267. April 24-26: From Watergate to Monicagate Tindall and Shi, 1092 (start at the middle of the page) - 1183. Readings to be announced. _FINAL EXAM_ : Saturday, May 6, 2000 between 2:00 - 4:30 p.m. in this room. ![](_themes/neon2/neoarule.gif) Return to the History Department Homepage Return to History Classes on the Web ![](uahome.gif) <file_sep>## Program on Citizenship Development for A Global Age The Mershon Center is a multidisciplinary research organization at The Ohio State University. The Center's Program on Citizenship Development for a Global Age** (CDGA) draws upon university scholarship to help strengthen education about democratic citizenship, international security, and world affairs. <NAME> serves as Director of CDGA. <NAME> serves as the Assistant Director of CDGA. The goals of CDGA are: * to increase the capacity of educators and schools to understand and teach about issues related to international and national security; * to promote the development of education for democratic citizenship in Poland and other nations of Central Europe; * to initiate projects that will build through education the foundations for the development of democratic civil society in Russia; and * to strengthen geographic education and the geographic literacy of Ohio elementary, middle, and high school students and teachers. CDGA Faculty Associates undertake projects related to these goals. The projects may range from the preparation of a report, journal article, or book by one individual to multi-year efforts involving large numbers of people and collaboration between the Mershon Center and other organizations. CURRENT CDGA PROJECTS ** Book on _Lessons on International Peace and Conflict Resolution for Social Studies Courses_ Lessons and other resource materials prepared by international relations scholars and teachers for use by teachers of high school social studies courses. Book on _Teaching About International Conflict and Peace_ Original essays by international relations scholars and teacher educators on key dimensions of conflict management aimed to help bring a global perspective to social studies teaching methods courses. Education for Democratic Citizenship in Poland A multi-year project of CDGA and the Polish Ministry of National Education to establish civic education in Polish schools, promote a national dialogue among Polish educators on the meaning of democratic citizenship, and link American and Polish civic educators. The Project began with five activities responding to urgent needs identified by Polish educational leaders. Curriculum Guides - "Building A Foundation for Civic Education" Curriculum Guides presenting instructional objectives and content outlines for a primary school and a high school civics course being distributed nationally in Poland. Primary School Civics Course - "Citizenship for Democracy" Student and teacher materials for a primary school civics course (grades 6, 7, 8) that will be taken by 600,000 students a year; pilot testing in Poland has begun. Undergraduate College Course - "Schools and Democratic Society" Course syllabus for pre-service teachers applying the principles of democracy to the organization and operation of schools; syllabus revision nearing completion in Poland. Network of Centers for Civic and Economic Education Five regional centers have been established in Warsaw, Gdansk, Krakow, Lublin, and Wroclaw to provide continuing support through professional development and exchange activities. International Conference on Civic Education -- Warsaw, December 10-12, 1993 Educators and scholars from across Poland will learn about Project materials and exchange ideas on civic education with American scholars and educators. Three new projects not called for in the original plan are now underway. Book on _Civic Education for Democracy: Lessons From Poland_ Original essays by American and Polish scholars analyzing the conceptual, educational, and policy implications of the Project in light of the global democratic revolution. Research on Civic Education, Political Socialization, and Democratization We are developing, with Polish social scientists, a collaborative research program. Training School Administrators in Democratic Principles We are planning a nationwide program to help administrators learn how basic democratic principles apply to the organization and operation of public schools. Building The Foundations for Civil Society in Russia This project is developing linkages with the Institute of Philosophy of the Russian Academy of Sciences in order to pursue collaborative research, education, and publication activities for academic years 1993 through 1995. Held a one-week institute in Plios, Russia in August, 1993, for philosophy professors and teacher educators. Book on _Education for Democracy in the United States and The World_ Essays by American, German, and South African scholars on such topics as the role of civic education in building and preserving democracies, the connection between constitutionalism and civic education; the tension between pluralism and the need for national unity and identity. The Ohio Geographic Alliance With support from the National Geographic Society and the Ohio Legislature, the OSU Department of Geography and CDGA are working with eleven geography departments in universities across Ohio to mount teacher training, curriculum development, and applied research activities that will strengthen the teaching of geography in schools throughout Ohio. Conducts an annual Summer Institute at OSU, regional institutes throughout the year for Ohio teachers, and the Ohio Geography Bee. RECENT CDGA PUBLICATIONS _Teaching About European Unification_ (Bloomington, IN: ERIC Clearinghouse for the Social Studies/Social Science Education, forthcoming) <NAME>, Editor. Original essays for social studies educators by European and American scholars analyzing the political, geographic, economic, cultural, and historical dimensions of European unification. _Preparing for Leadership: A Young Adult's Guide to Leadership Skills in a Global Age_ (Westport, CT: Greenwood Press, 1993) <NAME>. Orients young people in their quest to become more effective civic leaders with special attention to the demands of leadership in a global age through the exploration of nine key leadership principles. _Projekt Programu Nauczania Ksztalcenia Obywatelskiego_ [Proposed Civic Education Curriculum Guide for Primary and Secondary Schools] (Polish Ministry of National Education, 1993) Presents a rationale, objectives, and content outlines for new civics courses. In Polish. _Projekt Programu Nauczania Ksztalcenia Obywatelskiego_ [Proposed Civic Education Curriculum Guide for Primary and Secondary Schools: Sample Lesson Plans (Polish Ministry of National Education, 1993) Sixteen classroom lessons by Polish educators on such topics as civic leadership, the Polish constitution, student rights, and elections. In Polish. _<NAME>skiego_ [Selected Supplementary Materials for Civic Education Teachers] (Polish Ministry of National Education, 1993) Thirty six readings from the work of leading Polish scholars on such topics as the rule of law, human rights and the Helsinki Commission, and privatization. In Polish. Mershon National Security Series <NAME>, Series Editor Seven books of teaching resources for high school educators containing 148 classroom lessons as well as background material for teachers and teacher educators (Addison-Wesley Publishers) - _Essentials of National Security: A Conceptual Guidebook for Educators_ - _Teaching About National Security: Instructional Strategies_ - _American Government and National Security_ - _American History and National Security_ - _Economics and National Security_ - _World Geography and National Security_ - _World History and National Security_ _Approaches to World Studies: A Handbook for Curriculum Planners_ (Needham Heights, MA: Allyn and Bacon, 1989), <NAME> and <NAME>, Editors. Scholars analyze five major, contending approaches to a high school world studies course; designed to help educators make decisions about the goals, organization, and content of such courses. _Lessons on the Constitution: Supplements to High School Courses in American History, Government and Civics_ (Boulder, CO: Social Science Education Consortium and Project `87, American Historical Association/American Political Science Association, 1985), <NAME> and <NAME>. Sixty lessons to supplement textbook material on constitutional topics in high schools American history and American government courses prepared for the APSA and AHA. CDGA FACULTY ASSOCIATES 1994-95 _<NAME>_ , Professor Emeritus of Education, OSU; _Mark Denham_ , Assistant Professor of Political Science, University of Toledo; _<NAME>_ , Ohio Coordinator, We the People...The Citizen and the Constitution; _<NAME>_ , Professor of Social Studies Education, OSU; _<NAME>_ , Professor of Political Science; _Merry Merryfield_ , Assistant Professor of Social Studies Education, OSU; _<NAME>_ , Associate Professor of Social Studies Education, OSU; _<NAME>_ , Professor Emeritus of Philosophy, OSU; _<NAME>_ , Professor of Education, Indiana University; _Kazimierz Slomczynski_ , Professor of Sociology, OSU; _<NAME>_ , Associate Professor of Geography, OSU; _<NAME>_ , Director of Teacher Training, Polish Ministry of National Education; _<NAME>_ , Professor of Psychology, University of Maryland; _<NAME>_ , Research Associate and Political Scientist, Mershon Center. FINANCIAL SUPPORT** In addition to continuing support from the Mershon Center, CDGA activities have received funding from various agencies, including the: * Ford Foundation * <NAME>ennings Foundation * Danforth Foundation * National Institute of Education * <NAME> Jones Foundation * <NAME> Foundation * National Endowment for the Humanities * U.S. Education Department * Department of Defense * United States Information Agency * Columbus Foundation * National Geographic Society * National Endowment for Democracy * U.S. Institute for Peace * Pew Charitable Trusts <file_sep># www.orst.edu Usage Statistics ### OSU Only ## Week of 09/19/98 to 09/25/98 ### Overall Statistics Category\| Total ---\|--- Unique sites served\| 3592 Unique documents served\| 11443 Unique trails followed\| 5992 Total visits\| 12265 ### Accesses per Hour _Figures are averages for that hour on a typical day._ ![](10123h.gif) Hour \| Accesses \| Bytes \| Bits/Sec \| Bytes/Sec ---\|---\|---\|---\|--- 00:00\| 158.14\| 1761537.14\| 3914.53\| 489.32 01:00\| 222.29\| 2168828.57\| 4819.62\| 602.45 02:00\| 213.43\| 2104602.57\| 4676.89\| 584.61 03:00\| 126.29\| 1286054.29\| 2857.90\| 357.24 04:00\| 110.29\| 1412314.71\| 3138.48\| 392.31 05:00\| 210.00\| 1610084.29\| 3577.97\| 447.25 06:00\| 221.29\| 1832162.00\| 4071.47\| 508.93 07:00\| 456.57\| 3441688.86\| 7648.20\| 956.02 08:00\| 757.00\| 7867853.14\| 17484.12\| 2185.51 09:00\| 1048.29\| 11137851.29\| 24750.78\| 3093.85 10:00\| 1277.00\| 14171806.86\| 31492.90\| 3936.61 11:00\| 1535.14\| 14636497.57\| 32525.55\| 4065.69 12:00\| 1175.43\| 10254109.00\| 22786.91\| 2848.36 13:00\| 1285.86\| 10845194.86\| 24100.43\| 3012.55 14:00\| 1827.86\| 19037037.00\| 42304.53\| 5288.07 15:00\| 2090.57\| 16948150.29\| 37662.56\| 4707.82 16:00\| 1314.00\| 11069463.14\| 24598.81\| 3074.85 17:00\| 685.57\| 14740276.29\| 32756.17\| 4094.52 18:00\| 454.57\| 3808436.00\| 8463.19\| 1057.90 19:00\| 428.00\| 3270627.43\| 7268.06\| 908.51 20:00\| 513.71\| 4018017.71\| 8928.93\| 1116.12 21:00\| 478.57\| 3511520.86\| 7803.38\| 975.42 22:00\| 291.43\| 2557373.00\| 5683.05\| 710.38 23:00\| 203.00\| 3030792.71\| 6735.09\| 841.89 ### Accesses per Day ![](10123d.gif) Date \| Accesses \| Bytes \| Bits/Sec \| Bytes/Sec ---\|---\|---\|---\|--- 09/19/98\| 5170\| 43031680\| 95625.96\| 11953.24 09/20/98\| 10893\| 67043224\| 148984.94\| 18623.12 09/21/98\| 20431\| 226044160\| 502320.36\| 62790.04 09/22/98\| 18731\| 180412370\| 400916.38\| 50114.55 09/23/98\| 22952\| 188238994\| 418308.88\| 52288.61 09/24/98\| 21498\| 270455121\| 601011.38\| 75126.42 09/25/98\| 19915\| 190430408\| 423178.68\| 52897.34 ### Totals Item\| Accesses\| Bytes ---\|---\|--- Total Accesses\| 119,590\| 1,165,655,957 Home Page Accesses\| 26,479\| 195,513,014 Visitor Center\| 74\| 299,222 Campus Update\| 92\| 417,724 Student Services\| 53\| 292,515 Main Campus\| 89\| 452,844 Frontiers in Education\| 36\| 229,646 ### Top 25 of 5992 Document Trails Rank\| Trail\| Accesses\| Avg. Minutes ---\|---\|---\|--- 1\| http://www.orst.edu/, /ss/acareg/acareg.htm\| 645\| 0.00 2\| https://www.adminfo.ucsadm.orst.edu/PROD/owa/hwgkwbis.P_Logout, /ss/acareg/acareg.htm\| 216\| 0.00 3\| http://osu.orst.edu/, /ss/acareg/acareg.htm\| 213\| 0.00 4\| http://www.orst.edu/, /cu/people/ph_query.html\| 117\| 0.00 5\| http://www.orst.edu/, /mc/libcom/libcom.htm\| 116\| 0.00 6\| http://www.osu.orst.edu/, /ss/acareg/acareg.htm\| 101\| 0.00 7\| http://www.orst.edu/, /mc/coldep/coldep.htm\| 76\| 0.00 8\| http://www.orst.edu/, /students\| 74\| 0.00 9\| http://www.orst.edu/, /dept/catalogs, /dept/clasked, /dept/clasked/help.htm, /dept/clasked/toc.htm\| 72\| 0.22 10\| http://www.orst.edu/, /cu/atheve/atheve.htm\| 68\| 0.00 11\| http://www.orst.edu/, /cu/people/people.htm, /cu/people/ph_query.html\| 58\| 0.24 12\| http://osu.orst.edu/, /students\| 55\| 0.00 13\| http://osu.orst.edu/, /cu/people/ph_query.html\| 43\| 0.00 14\| /dept/clasked, /dept/clasked/help.htm, /dept/clasked/toc.htm\| 38\| 0.05 15\| http://www.orst.edu/, /students, /ss/acareg/acareg.htm\| 28\| 2.21 16\| http://www.orst.edu/, /vc/prostu/adminfo.htm\| 27\| 0.00 17\| http://www.orst.edu/, /dept/catalogs\| 26\| 0.00 18\| http://osu.orst.edu/, /mc/libcom/libcom.htm\| 26\| 0.00 19\| http://www.orst.edu/, /ss/financ/financ.htm, /dept/ses/jobs.htm\| 25\| 0.24 20\| http://www.osu.orst.edu/, /cu/people/ph_query.html\| 25\| 0.00 21\| http://www.orst.edu/, /dept/catalogs, /dept/clasked, /dept/clasked/toc.htm, /dept/clasked/help.htm\| 23\| 0.13 22\| http://osu.orst.edu/, /dept/catalogs, /dept/clasked, /dept/clasked/help.htm, /dept/clasked/toc.htm\| 23\| 0.26 23\| http://www.orst.edu/, /goodnews/1998/attend.htm\| 22\| 0.00 24\| http://www.orst.edu/, /ss/acareg/acareg.htm, /dept/clasked, /dept/clasked/help.htm, /dept/clasked/toc.htm\| 22\| 1.23 25\| /dept/library/database.htm, /dept/library/fsaccess.htm\| 21\| 1.48 ### Top 25 of 5385 Referring URLs by Access Count ![](10123r.gif) Rank\| URL\| Accesses\| Bytes ---\|---\|---\|--- 1\| http://www.orst.edu/\| 5,849\| 48,024,030 2\| http://osu.orst.edu/\| 2,374\| 22,039,516 3\| http://osu.orst.edu/cfdocs/petersoe/guide/cfml/guide_RecordView.cfm\| 1,729\| 4,857,254 4\| http://osu.orst.edu/dept/catalogs/\| 1,722\| 18,663,280 5\| http://search.orst.edu:8765/query.html\| 1,219\| 11,655,089 6\| http://osu.orst.edu/dept/library/database.htm\| 868\| 12,249,533 7\| https://www.adminfo.ucsadm.orst.edu/PROD/owa/hwgkwbis.P_Logout\| 715\| 6,377,085 8\| http://osu.orst.edu/dept/science/\| 714\| 3,676,265 9\| http://www.osu.orst.edu/\| 565\| 4,550,249 10\| http://www.orst.edu/mc/coldep/coldep.htm\| 509\| 2,241,597 11\| http://osu.orst.edu/cfdocs/petersoe/guide/cfml/guide_RecordEdit.cfm\| 488\| 1,288,313 12\| http://osu.orst.edu/dept/library/\| 487\| 4,069,561 13\| http://www.orst.edu/mc/libcom/libcom.htm\| 422\| 3,644,443 14\| http://osu.orst.edu/dept/gencat/general.htm\| 383\| 3,516,544 15\| http://www.orst.edu/ss/acareg/acareg.htm\| 365\| 2,661,097 16\| http://www.orst.edu/ss/acareg/acareg.htm#records\| 363\| 2,606,892 17\| http://osu.orst.edu/dept/sociology/syllabi.htm\| 350\| 3,483,080 18\| http://www.orst.edu/ss/financ/financ.htm\| 336\| 2,432,977 19\| http://osu.orst.edu/dept/library/subject.htm\| 285\| 1,898,921 20\| http://www.orst.edu/dept/library/\| 284\| 1,895,888 21\| http://osu.orst.edu/dept/clasked/toc.htm\| 274\| 3,371,578 22\| http://osu.orst.edu/students/index.htm\| 268\| 2,863,686 23\| http://osu.orst.edu/admin/hr/desc/hrjobs.htm\| 259\| 1,530,003 24\| http://osu.orst.edu/dept/gencat/catalog.html\| 235\| 2,074,802 25\| http://www.orst.edu/ss/acareg/acareg.htm#csched\| 230\| 2,127,961 ### Top 25 of 11443 Documents Sorted by Access Count ![](10123t.gif) Rank\| URL\| Accesses\| Bytes ---\|---\|---\|--- 1\| /ss/acareg/acareg.htm\| 3,274\| 29,191,834 2\| /dept/library/database.htm\| 3,007\| 33,437,108 3\| /dept/catalogs\| 1,502\| 3,264,126 4\| /dept/library\| 1,342\| 7,440,237 5\| /students\| 1,091\| 21,304,025 6\| /cfdocs/petersoe/guide/cfml/guide_RecordAction.cfm\| 1,014\| 257,743 7\| /dept/clasked/help.htm\| 946\| 3,300,860 8\| /mc/libcom/libcom.htm\| 933\| 8,460,396 9\| /dept/clasked/toc.htm\| 924\| 25,754,345 10\| /dept/clasked\| 920\| 4,266,692 11\| /cfdocs/petersoe/guide/cfml/guide_RecordView.cfm\| 851\| 2,698,968 12\| /mc/coldep/coldep.htm\| 843\| 13,864,798 13\| /cu/people/ph_query.html\| 762\| 3,462,930 14\| /dept/library/dbtitle.htm\| 570\| 12,594,337 15\| /dept/library/fsaccess.htm\| 561\| 4,374,568 16\| /tools/utils/cflogger.cfm\| 501\| 76,418,031 17\| /ss/financ/financ.htm\| 485\| 2,268,116 18\| /dept/gencat/bar.html\| 426\| 1,396,014 19\| /dept/gencat/title.html\| 423\| 3,427,910 20\| /dept/career-services\| 394\| 2,539,316 21\| /dept/ccee\| 391\| 1,399,927 22\| /dept/afrotc\| 373\| 611,043 23\| /cu/people/people.htm\| 354\| 2,776,101 24\| /mc/admsup/admsup.htm\| 304\| 4,622,214 25\| /dept/consulting\| 291\| 1,944,218 ### Top 25 of 3592 Sites by Access Count ![](10123s.gif) Rank\| Site\| Accesses\| Bytes ---\|---\|---\|--- 1\| instruct.library.orst.edu\| 10,152\| 60,763,790 2\| pauling.library.orst.edu\| 10,128\| 61,227,690 3\| slip180.ucs.orst.edu\| 692\| 3,608,876 4\| www.orst.edu\| 680\| 76,239,676 5\| slip200.ucs.orst.edu\| 574\| 2,346,343 6\| uzgalisb.cla.orst.edu\| 516\| 4,315,910 7\| slip188.ucs.orst.edu\| 497\| 3,080,856 8\| slip182.ucs.orst.edu\| 462\| 2,518,331 9\| slip163.ucs.orst.edu\| 458\| 2,016,451 10\| park.cmc.orst.edu\| 450\| 14,559,378 11\| cln420-cdcntr.library.orst.edu\| 441\| 4,287,261 12\| cln347-painterc.library.orst.edu\| 407\| 2,549,314 13\| slip198.ucs.orst.edu\| 401\| 2,690,722 14\| cln430-cdcntr.library.orst.edu\| 381\| 3,758,547 15\| cln417-cdcntr.library.orst.edu\| 380\| 3,821,685 16\| cln363-oclcterm.library.orst.edu\| 380\| 3,464,592 17\| mm3-cdcntr.library.orst.edu\| 376\| 3,962,092 18\| wyattl.cla.orst.edu\| 371\| 2,496,294 19\| dorboloj.library.orst.edu\| 354\| 1,625,857 20\| m100.chee.orst.edu\| 352\| 1,654,472 21\| cln421-cdcntr.library.orst.edu\| 349\| 3,497,349 22\| slip247.ucs.orst.edu\| 349\| 1,979,281 23\| cln419-cdcntr.library.orst.edu\| 345\| 3,613,378 24\| mm1-cdcntr.library.orst.edu\| 321\| 2,999,989 25\| reineccl.ads.orst.edu\| 316\| 2,449,221 ### Top 25 of 366 user agents by Access Count ![](10123u.gif) Rank\| User Agent\| Accesses\| Bytes ---\|---\|---\|--- 1\| (Win95; I)\| 25,902\| 308,100,512 2\| Ultraseek\| 20,280\| 121,991,480 3\| Mozilla/3.0 (Win95; I)\| 11,576\| 85,895,753 4\| Mozilla/3.01 (Win95; I)\| 8,003\| 78,257,353 5\| Mozilla/3.04 (Win16; I)\| 4,640\| 45,889,029 6\| Mozilla/4.0 (compatible; MSIE 4.01; Windows 95)\| 4,212\| 44,680,496 7\| (WinNT; I)\| 3,582\| 28,304,726 8\| (Win95; I ;Nav)\| 3,343\| 32,448,439 9\| Mozilla/3.01Gold (Win95; I)\| 2,410\| 17,912,912 10\| (Win95; U)\| 2,283\| 18,138,503 11\| Mozilla/4.0 (compatible; MSIE 4.01; Windows 98)\| 2,212\| 17,841,443 12\| Mozilla/4.0 (compatible; MSIE 4.01; Windows NT)\| 1,402\| 15,819,191 13\| Mozilla/2.0 (compatible; MSIE 3.01; Windows 95)\| 1,392\| 21,496,220 14\| Mozilla/3.0 (Macintosh; I; PPC)\| 1,322\| 9,223,542 15\| Mozilla/3.01 (Win16; I)\| 1,281\| 12,076,804 16\| Mozilla/4.06 (Macintosh; I; PPC)\| 1,272\| 9,953,551 17\| Mozilla/3.0Gold (WinNT; I)\| 957\| 10,143,153 18\| Mozilla/3.0 (Win95; I; 16bit)\| 854\| 6,585,028 19\| Mozilla/2.0 (Win16; I)\| 818\| 6,735,151 20\| Mozilla/3.0Gold (Win95; I)\| 774\| 8,000,392 21\| Mozilla/4.0 (compatible; MSIE 4.0; Windows 95)\| 712\| 5,162,973 22\| Mozilla/4.05 (Macintosh; I; PPC)\| 658\| 5,782,264 23\| Mozilla/3.0 (Win16; I)\| 633\| 4,207,754 24\| Mozilla/2.0 (compatible; MSIE 3.02; Update a; Windows 95)\| 572\| 4,451,282 25\| Mozilla/3.01-C-MACOS8 (Macintosh; I; PPC)\| 562\| 4,447,605 ### Top 25 of 1181 Documents Not Found ![](10123n.gif) Rank\| URL\| Accesses\| Referring URLs ---\|---\|---\|--- 1\| /robots.txt\| 673\| 2\| /dept/affact/announce/001-1774.htm\| 50\| http://osu.orst.edu/dept/affact/webjobs.htm#001, http://www.orst.edu/dept/affact/webjobs.htm, http://www.orst.edu/dept/affact/webjobs.htm#001, http://osu.orst.edu/dept/affact/webjobs.htm#005 3\| /dept/ujima/images/Miscellaneous/mask.JPG\| 49\| http://osu.orst.edu/dept/ujima/, http://osu.orst.edu/dept/ujima/services.htm, http://osu.orst.edu/dept/ujima/services/connect.htm, http://osu.orst.edu/dept/ujima/services/films.htm, http://osu.orst.edu/dept/ujima/services/retreat.htm, http://osu.orst.edu/dept/ujima/index.htm, http://osu.orst.edu/dept/ujima/org.htm, http://osu.orst.edu/dept/ujima/newsarticles/rhythms.htm 4\| /_vti_inf.html\| 40\| 5\| /Dept/eli/johns.html\| 31\| 6\| /_vti_bin/shtml.exe/_vti_rpc\| 29\| 7\| /dept/sociology/courses/204dp.htm\| 27\| http://osu.orst.edu/dept/sociology/syllabi.htm 8\| /dept/sociology/courses/324syl.htm\| 18\| http://osu.orst.edu/dept/sociology/syllabi.htm 9\| /groups/ksa/alumni.html\| 18\| http://osu.orst.edu/groups/ksa/main.html, http://www.orst.edu/groups/ksa/main.html 10\| /dept/sociology/courses/480syl.htm\| 16\| http://osu.orst.edu/dept/sociology/syllabi.htm 11\| /dept/eli/johns.html\| 16\| 12\| /dept/develop/scholarships/OceAtmSci.html\| 14\| 13\| /dept/clasked/conduct.htm\| 14\| 14\| /dept/sociology/413syl.htm\| 13\| http://osu.orst.edu/dept/sociology/syllabi.htm 15\| /dept/sociology/syllabi.htm\| 13\| http://osu.orst.edu/dept/sociology/soccrses.htm 16\| /dept/sociology/courses/204sg.htm\| 13\| http://osu.orst.edu/dept/sociology/syllabi.htm 17\| /dept/career-services/main.htm\| 13\| 18\| /instruct/geo300/cook/photo.html\| 12\| http://osu.orst.edu/instruct/geo300/cook/Tpage.html 19\| /dept/sociology/courses/206lc.htm\| 12\| http://osu.orst.edu/dept/sociology/syllabi.htm 20\| /dept/lasells/calendar/9808.htm\| 12\| 21\| /dept/sociology/courses/441syl.htm\| 12\| http://osu.orst.edu/dept/sociology/syllabi.htm 22\| /dept/sociology/courses/204ks.htm\| 12\| http://osu.orst.edu/dept/sociology/syllabi.htm 23\| /dept/philosophy/ideas/guestbook/css/ideas.css\| 12\| 24\| /Dept/lasells/calendar/9808.htm\| 12\| 25\| /dept/sociology/courses/300syl.htm\| 11\| http://osu.orst.edu/dept/sociology/syllabi.htm ### Visits Report Total visits: 12265 Average visit: 4.80 minutes Longest visit: 534 minutes #### 10 Example Visits Site\| Minutes\| Trail ---\|---\|--- olsonti.rcn.orst.edu\| 0\| http://rcn.orst.edu/help.htm, /dept/consulting menge-5095-z.cordley.orst.edu\| 1\| /dept/zoology/lubmengi, /ss/acareg/acareg.htm, /ss/acareg/regrec/regfor.htm johnsond.mu.orst.edu\| 0\| /Dept//munion/temp/html/pg4.html, /Dept//munion/temp/html/pg_1.html instruct.library.orst.edu\| 100\| /admin/instruction/wedit1.htm, /admin/instruction/wedit2.htm, /admin/instruction/expnet.htm, /admin/instruction/inthtm.htm, /admin/instruction/posting.htm, /admin/instruction/advtab.htm, /admin/instruction/advfor.htm, /instruct/nfm236/head/glossary, /Dept/crsp/who_we_are/hond/car/netters.html, /Dept/crsp/who_we_are/hond/car/netted_tilapia.html, /Dept/crsp/who_we_are/hond/car/el_carao_ponds.html, /Dept/crsp/who_we_are/hond/car/el_carao.html, /instruct/nfm236/quickbread, /Dept/research/fundlnks.htm, /instruct/nfm236/flourmix, /dept/animal- sciences/pos.htm, /dept/archives/archive/pho/p082des.html, /dept/english/faculty/havazelet.html, /dept/english/faculty/rodriguez.html, /dept/telecom, /dept/library/bulletins/ans.htm, /food-resource/c.html, /Dept/library/bulletins/ent.htm, /dept/library/bulletins/ent.htm, /food- resource/sensory/annotation.html, /food-resource/sensory/dena.html, /admin/hr/hr.htm, /instruction/bb331, /dept/radsafety/office.htm, /admin/instruction/classes/Kiosk/thewww2.htm, /admin/instruction/classes/Kiosk/html, /instruct/nfm236/head/glossary/7.html, /dept/unionco/irrigation/newsletr.html, /Dept/sociology/chair.htm, /admin/instruction/classes/Kiosk, /admin/instruction/classes/Kiosk/classes.htm, /admin/instruction/classes/Kiosk/apply.htm, /admin/instruction/classes/Kiosk/help.htm, 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/dept/archives/exhibits/garman/p95_393b.html, /Dept/archives/webreport.html, /Dept/archives/booklet, /Dept/archives/overview, /Dept/archives/search.html, /dept/archives/osu_record/archivistsact.html, /Dept/archives/archive/archpres.html, /dept/archives/osu_record/rmqamay96.html, /dept/archives/misc/wvetask.html pauling.library.orst.edu\| 40\| /admin/cc/act/meetmin.html, /dept/wrestling, /dept/history/home.htm, /dept/history/lecture_series.htm, /dept/history/history_department_resources.htm, /dept/library/refguide.htm, /admin/cc/act/meetmin.html, /dept/int_ed/global_grads/amer88.html, /Dept/ag_resrc_econ/events.html, /dept/library/dbtitle.htm consult-mac.library.orst.edu\| 51\| /dept/consulting, /dept/consulting/helpdocs, /dept/consulting/helpdocs/dialing_in, /dept/consulting/helpdocs/dialing_in/Windows_95.html, /dept/consulting, /vc/prostu/adminfo.htm, /dept/consulting, /dept/consulting/others/policy.html slip180.ucs.orst.edu\| 2\| /instruct/nfm542, /instruct/nfm542/orient.html, /instruct/nfm542/syllabus.html, /instruct/nfm542/ref.html, /instruct/nfm542/topic.html, /instruct/nfm542/topic1.html, /instruct/nfm542/scen1.html, /instruct/nfm542/activity.html, /instruct/nfm542/act1.html, /instruct/nfm542/copypast.html, /instruct/nfm542/topic1.html gimt-desk.library.orst.edu\| 42\| /dept/library/govpubs.htm, /fe/extedu/couvia, /Dept/cla/newsletter/philosophy, /dept/cla/newsletter, /dept/cla/newsletter/article, /dept/library/govpubs.htm, /dept/library/database.htm, /dept/library/govpubs.htm millers-2.ads.orst.edu\| 2\| /dept/career-services, /dept/career- services/student.htm, /dept/career-services/online, /dept/career-services hubbardc.oes.orst.edu\| 1\| http://www.orst.edu/, /mc/admsup/admsup.htm, /admin/hr/hremphm.htm, /admin/hr/desc/hrjobs.htm, /admin/hr/desc/desc220.htm, /admin/hr/desc/desc223.htm ### Accesses by Result Code Code\| Meaning\| Accesses ---\|---\|--- 0\| ?\| 5 200\| OK\| 112176 201\| Created\| 0 202\| Accepted\| 0 206\| ?\| 67 301\| Moved Permanently\| 4387 302\| Moved Temporarily\| 2024 304\| Not Modified\| 931 400\| Bad Request\| 0 401\| Unauthorized\| 80 403\| Forbidden\| 213 404\| Not Found\| 3847 405\| ?\| 6 500\| Internal Server Error\| 0 501\| Not Implemented\| 0 502\| Bad Gateway\| 0 503\| Service Unavailable\| 0 <file_sep>![](pendant3.gif) \| # HST 4357.501 AFRICAN AMERICANS AND AFRICA: Links in History ---\|--- Instructor: Dr. <NAME> Office: JO 4.208 Office Hours: Tu/Th 8:30-9:30; Th.6-7 p.m. and by appointment Email: <EMAIL> Home page: http:www.utdallas.edu/~nblyden Phone: 972-883-6354 This course will look at the links between African-Americans and the African continent. The connection between blacks in the Americas and their original homeland has been ongoing. Various themes and issues that relate to African- Americans and Africa will be examined and discussed during the course of the semester. Themes and issues will include African influences on African- American life and culture, slavery and slave culture, emigration and back to Africa movements, African-Americans in Liberia and Sierra Leone, black nationalism, black missionary movements, African-American perspectives and perceptions of Africa, and African-American contributions to African history. Emphasis will be placed on how African-Americans have historically viewed and associated themselves with Africa, both as their place of origin and as a prospective homeland. We will explore the kinds of controversy and debate Africa has raised in the African-American consciousness and on the dilemma many African-Americans historically faced in their relationship to Africa. How African-Americans have written about Africa will be an important theme as we look at primary documents. The course will attempt to take issues up to the present, by looking at how African-Americans respond to Africa and African issues today. Course Requirements A midterm paper (30%), final paper (30%), quizzes (20%), and weekly class participation and attendance (20%) will make up the course grade. Late papers will not be accepted without a valid excuse (documented illness or death). Make up quizzes will not be allowed. We will have structured discussion sections where students will be expected to raise questions and issues on the reading material, as well as analyze the documents. Each student will be required to do all the readings for the course, attend class regularly and participate in class discussions. This course is thematic. For a chronological historical background to the themes this class will discuss, I recommend <NAME>'s _From Slavery to Freedom_ or any general African American history text. Texts <NAME> _My Life in Search of Africa_ <NAME> _Native Stranger: A Black American's Journey into the Heart of Africa_ <NAME> _The Ties that bind: African-American consciousness of Africa_ <NAME> _African Americans and U.S. Policy towards Africa, 1850-1924_ Stuckey, Sterling, _Slave Culture_ SYLLABUS August 26: Introduction and Introductions Film: Africa, Part 1 "Different but Equal" September 2:The African Background <NAME>, _Africa in History,_ Ch. 1, & pp. 178-194 (handout) Film: Africa, Part 3: "Caravans of Gold" September 9 The ties that bind (discussion) <NAME>, _The ties that bind: African American consciousness of Africa,_ Preface, Ch. 1 & 2 September 16: NO CLASS September 23: African carryovers (discussion) Stuckey, _Slave Culture,_ Ch. 1 September 30: Blacks in the US QUIZ 1 Magubane, _The Ties that bind,_ Ch. 3 & 4 Film : Africans in America, Pt. 3 October 7 : Eighteenth century nationalism - - <NAME> Stuckey, Ch. 2 ** <NAME> Appeal to the colored citizens of the world, but in particular and very expressly, to those of the United States of America, 1829 (handout) October 14 Emigration movements: Sierra Leone, Liberia and the American Colonization Society <NAME>, _African Americans and U.S. Policy towards Africa, 1850-1924,_ Ch. 1 & 2 Film : Africans in America, Pt. 4 Pass out midterm topics (discussion) October 21: Black Nationalism QUIZ 2 Stuckey, Ch. 3 October 25 (Monday): MID TERM PAPER DUE (Paper due by 5 p.m. in my office) October 28: African Americans and Africa - Influence and involvement (discussion) Magubane, Ch. 7 Skinner, Ch. 3 Skim Skinner, Ch. 7 Film: This Magnificent African Cake November 4: <NAME> Magubane, Ch. 5 Skinner, Ch. 12 November 11: Pan Africanism QUIZ 3 (discussion) Skinner, Ch. 4 Magubane, Ch.6 Film: Rise of Nationalism November 18: Stuckey, _Slave Culture_ _,_ Ch. 5 Skinner, Ch. 9 Pass out final topics NOVEMBER 25 - 27: THANKSGIVING HOLIDAY November 30: Twentieth Century Perspectives QUIZ 4 (discussion) <NAME>, _My Life in Search of Africa_ December 2: <NAME>, _Native Stranger: A Black American's Journey into the Heart of Africa_ (discussion) Film: Family across the Sea FINAL PAPER DUE <file_sep>HISTORY 305 THE UNITED STATES, 1919-1945 FALL, 2001 12;20 MWF G-01 Kinard Prof. <NAME> \-- 200-A Holtzendorff -- 656-5373 TO CONTACT ME: Come by during regular office hours Mondays and Wednesdays 1:30-4:30 and Tuesdays, 9:30-11 and 12:30-4:30. Call if you want to talk-- office phone is 656-5373 and home phone is 654-2841 (no calls after 11, please). E-mail is <EMAIL>, but it is a poor way to reach me as I read it only about once a week--sometimes go six weeks or more without reading it. Don't expect a quick response on e-mail. _If I am delayed before class, please have the courtesy to wait 5 minutes, or until someone from the department instructs you._ READING: <NAME>, _Power at Odds; The 1922 Railroad Shopmen's Strike_ <NAME>, ed. _The New Deal_ <NAME>, _Pearl Harbor and the Coming of the Pacific War_ These books are available at the local bookstores and from internet sources. You are free to share copies with each other, but if you wait until the weekend before the due date to make arrangements for these books, it will be too late and late penalties will apply. REQUIREMENTS: 1\. Pass the midterm and final examinations. 2.. Satisfy the attendance requirement described below. 3\. Submit three reports described below. EXAMINATIONS: There will be a midterm and a final. Both will be primarily essay examinations that test both knowledge, a function of work, and understanding, a function of both work and talent. Grading is based on the accuracy and completeness of your information, the clarity of your expression and your ability to use evidence to reach a conclusion. GRADES: Final grades are a matter of judgment. To guide me in that judgment, the papers will count 15% each, the midterm 250% and the final 30%. ATTENDANCE: This is a lecture course. There is no substitute for being present and thinking, for 50 minutes, about the subject at hand. Getting notes from a friend can plug a few holes but not much more. You may take 6 cuts. There is no specific penalty on those 6 cuts, although my willingness to give the benefit of the doubt begins to wane the higher the number gets. Whatever subject matter or announcements you miss is your responsibility. These cuts are meant for university activities (including athletics), illness, family emergencies, job interviews, or whatever--it is your business. There is no distinction between "excused" or any other absences. _Cutting class on Monday, Nov. 19 counts as three cuts._ More than six cuts, a C is the _maximum_ grade you can get for the course. Over ten cuts, D is the _maximum_ grade. A wise person will save a cut or two in case the flu strikes or an uncle dies late in the semester. I am doing my best to give you a great course; I think I tolerate many student foibles, but cutting is not one. In very rare cases such as a _hospitalized_ illness late in the semester, you may plead for special consideration, but exceptions will be considered only for students whose average in the class is at least a mid-C at the time their special troubles began, and only for those who can explain every cut, not just the one or two that went over the limit. Remember, I have a record of the exact dates you cut, so your records will have to tally. PAPERS: You will write three papers. Minimum length is 5 pages each, typed doubled spaced in normal font size or the equivalent. Minimum length papers do not usually earn maximum grades. The papers are book reports on each of the assigned books. Read the book and write a paper about it. What is so hard about that? However, for those who are going for an A grade, it is important to put the subject of the book in a larger context of the situation developed in class. In other words, put it in the big picture. Papers are due at class time. There is a grace period until 4:30 that afternoon. Late papers are docked a letter grade until the on-time papers are given back (no 4:30 grace period). After that, late papers get a _maximum_ grade of C. If one of these reports is not turned in at all, the maximum grade for the course is a D. If more than one is not turned in, there is no point taking the final. _No papers will be accepted after 4:30 p.m. on Friday, Dec. 7, the last day of class. No exceptions/no tears._ SYLLABUS: Date Topic Aug 22 I Opened the Door and Influenza A forgotten epidemic and disease theory. 24 Wilson, The League, and the Isolationists. The seeds of World War II. 27 The Intervention and the Stroke What were the Yanks doing at Archangel and Vladivostok? 29 Steel Strike, Shopmen's Strike and War in the Coal Fields At the start of the Jazz Age, there was class warfare, with the government on the side of the rich. 31 River Rouge and What It Meant Productivity is at the heart of booms. Sept 3 20th Century Limited A famous train captures the elegance of the flapper age. 5 Wets & Dries The failed experiment of prohibition and what it meant. 7 Jazz and the Glory of Harlem The creative energy of African-America gives American culture its distinctive identity. 10 The Sidewalks of New York Irish, Italian, Pole, and Al Smith 12 Bristol Sessions The dawn of country music, and a reminder that America was still a rural nation. 14 MGM & the Rise of Hollywood But the movies brought glamour, excitement and urban sophistication to every small town. 17 <NAME>, Radio & the Rise of the NBC A new technology, a new medium, and a shared national culture. 19 Rockne & Lindbergh Mass spectator sports and the mass media hero. 21 Black Tuesday The anatomy of a crash and how it became a Depression. 24 The Battle of Miller Road With the American dream dashed, fear and anger tear at the heart of society. 26 Our Daily Bread The American Left. Yes, we had one and this was its moment. 28 Incident at Mukden Congressional Republicans shut down international trade, humiliate their own president (Hoover) in the process, spread depression worldwide, and war begins in far off Manchuria. Shopmen's Strike paper due Oct 1 Franklin & Eleanor A leadership team brought hope, but were themselves the products of personal tragedy and deep private hurt. 3 Fear Itself--Washington & Berlin Germans turn to Hitler, every American bank is closed, revolution is in the air, and the new president tells the people he may have to ask Congress for extraordinary executive power to deal with the growing anarchy. That would mean bye-bye to the Constitution. 5 Save the System: Blue Eagle Farmers and business pleaded: please raise prices or we will be bankrupt, but that is easier said than done. 8 Experiment with the New--Tennessee Valley Authority A bold government plan with enemies on all sides transforms the South and demonstrates what public-private cooperation can do. 10 Guymon, Oklahoma. A Tragedy of the Southern Plains Drought, the Okie Diaspora and the Legend of Woody Guthrie: "If Jesus was to preach what he preached in Galilee, they would lay Jesus Christ in his grave." 12 Midterm Examination Fall Break 17 Huey Long of Louisiana Alternatives in the Wings--"If there's something belonging to all of us, there's enough for all people to share." Was it the way fascism would come to America? 19 The Central California Project and Social Security The benefits of prudent government are proven. 22 <NAME>, the Sitdowners at Flint and the CIO And soon they sang "UAW-CIO makes the Army roll & go." 24 The Burlington Zephyr, the Rock Island Rocket, Industrial Design, and the DC-3. Some said all these government shenanigans would kill off private enterprise and initiative. but it didn't. Private enterprise came back, and in high style. 26 The Keynesian Analysis How the macroeconomy works. It's a little dense in fiscal policy, monetary policy, consumption, investment, interest rates, taxes, deficits, surpluses, etc., but if you understand it, you can explain a lot about how the world goes 'round, yesterday and today. 29 Art Deco, Social Realism and <NAME> Art of the American people. 31 "Should I peck to the east or peck to the west? Ya gotta peck peck peck 'till you peck with the best. Swing. Black and white cultures meld to create an idiom that will sustain America and Allied spirits through some dark days Nov 2 Treasure Island World's Fairs in San Francisco and New York show a future of wonder and excitement, but the Czechoslovak pavilion is closed. 5 Choipin's Polonaise: The Last Radio Transmission from Warsaw Prime Minister Chamberlain said if German troops had not left Poland by eleven o'clock on the morning of September 3, a state of war would exist. In Canada, troop trains began to roll. In the U.S., Americans listened on the radio. 7 Atlantic Charter, 1941 The war was closer than American liked to think. What about the Caribbean possessions of France and Holland? If Britain fell, would the Nazis be in the Bahamas? Off the fogbound Newfoundland Coast, aboard the H.M.S Prince of Wales, Roosevelt, Churchill, British and American sailors sang the Navy Hymn. "Oh Trinity of love and power, Our brethren shield in danger's hour; From rock and tempest fire and foe, Protect them where so 'er they go." A month later the Prince of Wales was on the bottom of the Atlantic. American protection will extend as far east as Greenland and Iceland. New Deal paper due 9 Tora Tora Tora December 7, 1941. America is united as never before, never since, a sense of moment and purpose we will probably never experience in our lifetime. 12 Canadians at Hong Kong; Americans at Kasserine Pass The adventure starts off in bloody fiascos. 14 Southern Pacific at War and Fire at the Coconut Grove Mobilizing, and a haunting tragedy in a port filled with troops ready to embark. 16 The Arsenal of Democracy The America that you know was born in the trials of this time. 19 Midway, El Alemein, Buna, Guadalcanal and Anzio "On the island of New Georgia in the Solomons, stands a simple wooden cross alone to tell, that beneath the silent coral of the Solomons, sleeps a man, sleeps a man remembered well" from _Pvt. <NAME>_ , by <NAME>, ASCAP Thanksgiving 26 D-Day The beaches of France ran red with blood of young Americans, British, Canadians and Germans, but the tide turned. 28 Russia At War and the Firestorms of Hamburg and Dresden Our Soviet ally has twenty million dead. The moral ambiguities of war. 30 The Best Years of Our Lives Adventure, brotherhood, sisterhood, bravery, terror, teamwork, purpose, accomplishment, loneliness, loss, exhilaration, a future to look forward to--a time like no other. At the railroad stations, tears of joy and the most intense hugs humans can give as loved ones came home, but down the platform, quivering lips and silence as the caskets were unloaded from the express car. Pearl Harbor paper due Dec 3 Yalta, the Liberation of Buchenwald and the Meeting at the Elbe A troubled alliance standing against the benchmark for all evil. 5 Trinity Site The elite minds of physics, mathematics and chemistry, many of them communists and leftists, many of them chased out of Europe by Hitler, develop the atomic bomb at Los Alamos in the Pecos Wilderness, and hope the politicians and the generals will know how to use it. 7 We'll Meet Again Some Sunny Day The dawn of the atomic age--an ending or a beginning? The spiritual impact of the war on the generation that fought it. 10 FINAL EXAMINATION: Monday, Dec. 10 at 1:00 pm <file_sep>## United States Foreign Policy CITY UNIVERSITY OF NEW YORK GRADUATE SCHOOL Political Science 861.1/United States Foreign Policy <NAME> Office: Room 1574, Grace Building Office hours: Thursdays, 2:30-4:00 p.m. Other hours by appointment Telephone: (GS) 212 642-2373 or (Baruch) 212 387-1665 E-mail: <EMAIL> Fall 1996 This seminar will briefly review the historical course of American foreign policy and examine the position of the United States in the international system after the cold war as well as consider the current debate over the country's appropriate role in the future. Substantial attention will also be given to American institutions and processes as they pertain to foreign policy. The first part of the course will concentrate on common reading and weekly discussions. An outline of topics and required readings are included in this syllabus. All participants in the seminar are expected to do the reading in advance and take part in the discussions. Simultaneously, students need to do preliminary work on their research projects and meet the requirements specified on the "Research Project Design" attached to the syllabus. During the second part, each student must make an oral presentation of his or her paper in class, and each must act as a discussant and critic of another's paper. Each presenter is asked to assign and place on reserve a brief reading germane to her paper. Some class time will be devoted to the problems of designing these projects. Grades will be based on participation in seminar discussions, written assignments, oral presentations and critiques, and final papers. All required reading is on reserve at the Graduate School's Mina Rees Library, and the books are stocked at Barnes & Noble Bookstore, 18th Street and Fifth Avenue. In addition, a "Coursepak" in which are bound all of the periodical and excerpted chapter readings is available for purchase from the Reserve Librarian in the Mina Rees Library. Political Science U861.1/United States Foreign Policy - 2 Fall 1996 SYLLABUS AND READING ASSIGNMENTS 1 - 9/5 Introductory lecture: historical and conceptual review 2 - 9/12 Historical course of American foreign policy Required reading: <NAME> _, Democracy and Diplomacy: The Impact of Domestic Politics on U.S. Foreign Policy, 1789-1994_ (Baltimore: The Johns Hopkins University Press, 1996) Supplemental reading: <NAME>, _The Imperial Republic: The United States and the World, 1945-1973_ , tr. by <NAME> (Cambridge, Mass.: Winthrop Publishers, Inc., 1974) <NAME>, _The Faces of Power: Constancy and Change in United States Foreign Policy from Truman to Clinton_ (New York: Columbia University Press, 1994) <NAME>, _The American Style of Foreign Policy: Cultural Politics and Foreign Affairs_ (New York: Alfred A. Knopf, 1983) <NAME>, _The United States and the Origins of the Cold War, 1941-1947_ (New York: Columbia University Press, 1972) , Strategies of Containment: A Critical Appraisal of American National Security Policy (New York: Oxford University Press, 1982) _The Uni ted States and the End of the Cold War: Implications, Reconsideratins, Provocations_ (New York: Oxford University Press, 1992) <NAME>, _The Liberal Tradition in America: An Interpretation of American Political Thought Since the Revolution_ (San Diego: <NAME>, Publishers, 1955) <NAME>, _Crises in U.S. Foreign Policy: An International History Reader_ (New Haven: Yale University Press, 1995) <NAME>, _American Diplomacy, 1900-1950_ (Chicago: University of Chicago Press, 1951) <NAME>, _American Foreign Policy, 3d ed._ (New York: Norton, 1977) Seym<NAME>, _American Exceptionalism: A Double Edged Sword_ (New York: W.W. Norton, 1996) <NAME>, <NAME>, and <NAME>, _American Foreign Policy: A History_ , 2d ed. (Lexington, Mass.: D.C. Heath, 1983) <NAME>, _Democracy's Discontent: America in Search of a Public Philosophy_ (Cambridge, Mass.: Harvard University Press, 1996) Political Science U861.1/United States Foreign Policy - 3 Fall 1996 <NAME>, _Manifest Destiny: American Expansion and the Empire of Right_ (New York: Hill and Wang, 1995) <NAME>, _Making American Foreign Policy_ (Englewood Cliffs, N.J.: Prentice Hall, 1994) 3 - 9/19 Post-Cold War International Context Required reading: <NAME>, _Preparing for the Twenty-First Century_ (New York: Random House, 1993) Supplemental reading: <NAME>, _Conflict After the Cold War: Arguments on the Causes of War and Peace_ (New York: Macmillan, 1994) <NAME>, <NAME>, and <NAME>, eds., _The Perils of Anarchy: Contemporary Realism and International Security_ (Cambridge, Mass.: MIT Press, 1995) <NAME>, _Looking At the Sun: The Rise of the New East Asian Economic and Political System_ (New York: Pantheon Books, 1994 <NAME>, "The Myth of Post-Cold War Chaos," _Foreign Affairs 75_ (May/June 1996): 79-91 <NAME>, <NAME>, and <NAME>, eds _., After the Cold War: International Institutions and State Strategies in Europe, 1989-1991_ (Cambridge, Mass.: Harvard University Press, 1993) <NAME>, _Diplomacy_ (New York: Simon & Schuster, 1994) <NAME>, "Competitiveness: A Dangerous Obsession," _Foreign Affairs 73_ (March/April 1994): 28-44 <NAME>, Jr., et al., "The Fight over Competitiveness," _Foreign Affairs 73_ (July/August 1994): 186-203 <NAME> _, Asia Rising: Why America Will Prosper as As Economies Boom_ (New York: Simon & Schuster, 1995) <NAME>, _Head to Head: The Coming Economic Battle Japan, Europe, and America_ (New York: Warner Books, 1993 4 - 9/26 U.S. Assets and Weaknesses in the Contemporary Context Required reading: <NAME>, Jr., _Bound to Lead: The Changing Nature of Ameri can Power_ ( New York: Basic Books, 1990) <NAME>, Jr., and <NAME>, "America's Information Edge," _Foreign Affairs 75_ (March/April 1996): 20-36 Supplemental reading: <NAME> and <NAME>, eds., _Rethinking America's Security: Beyond Cold War to New World Order_ (New York: W.W. Norton, 1992) Political Science U861.1/United States Foreign Policy - 4 Fall 1996 Aspen Strategy Group, _The United States and the Use of Force in the Post-Cold War Era_ (Queenstown, Md.: The Aspen Institute, 1995) <NAME> _, Between Two Worlds: Realism, Idealism, and American Foreign Policy After the Cold War_ (New York: HarperCollins Publishers, 1994) <NAME>, _The Consequences of the Peace: The New Internationalism and American Foreign Policy_ (New York: Oxford University Press, 1992) <NAME> and <NAME>, _After the Crusade: American Foreign Policy for the Post-Superpower Age_ (Lanham, MD: Madison Books, 1995 <NAME>, "Does the CIA Still Have a Role?" _Foreign Affairs 74_ (September/October 1995): 104-116 <NAME> and <NAME>, eds., _U.S. Intervention Policy for the Post-Cold War World: New Challenges and New Responses_ (New York: W.W. Norton, 1994) <NAME>, "Our Overstuffed Armed Forces," _Foreign Affairs 74_ (November/December 1995): 22-34 <NAME>, _Isolationism Reconfigured: American Foreign Policy for a New Century_ (Princeton: Princeton University Press, 1995) <NAME>, <NAME>, and <NAME>, eds _., Eagle in a New World: American Grand Strategy in the Post-Cold War Era_ (New York: HarperCollins, 1992) <NAME> _, Leadership Abroad Begins at Home: U.S. Foreign Economic Policy After the Cold War_ (Washington, D.C.: Brookings Institution, 1995) <NAME>, ed., _Sea-Changes: American Foreign Policy in a World Transformed_ (New York: Council on Foreign Relations Press, 1990) <NAME>, _America's Army: Into the Twenty-First Century_ (Cambridge, Mass.: Institute for Foreign Policy Analysis, 1993) <NAME> and <NAME> _, The Imperial Temptation: The New World Order and America's Purpose_ (New York: Council on Foreign Relations Press, 1992) <NAME> _, U.S. Foreign and Strategic Policy in the Post-Cold War Era: A Geopolitical Perspective_ (Westport, Conn.: Greenwood Press, 1996) 5 - 10/3 Politics of Foreign Policy: Formulation and Implementation Required reading: <NAME>, _The New Politics of American Foreign Policy_ (New York: St. Martin's Press, 1993) Supplemental reading: <NAME>, _The American People and Foreign Policy_ (New York: Harcourt Brace, 1950) Political Science U861.1/United States Foreign Policy - 5 Fall 1996 <NAME> and <NAME>, Jr., _American Foreign Policy and the Separation of Powers_ (Cambridge, Mass.: Harvard University Press, 1952) <NAME>, _The Press and Foreign Policy_ (Princeton: Princeton University Press, 1963) <NAME>, _Democracies and Foreign Policy: Public Participation in the United States and the Netherlands_ (Madison: University of Wisconsin Press, 1995) <NAME>, _The President: Office and Powers,_ 17871957, 4th rev. ed. (New York: New York University Press, 1957) <NAME>, _Congress and Foreign Policy_ (New York: Harcourt Brace, 1950) <NAME>, _A Very Thin Line: the Iran-Contra Affairs_ (New York: Hill and Wang, 1991) <NAME> and <NAME>, _Foreign Policy By Congress_ (New York: Oxford University Press, 1979) <NAME>, _Foreign Affairs and the Constitution_ (Mineola, N.Y.: The Foundation Press, 1972) <NAME> _, Less Than Meets the Eye: Foreign Policy Making and the Myth of the Assertive Congress_ (Chicago: University of Chicago Press, 1994) <NAME>, _The Domestic Context of American Foreign Policy_ (San Francisco: W.H. Freeman, 1978) <NAME>, ea., _A Question of Balance: The President, the Congress, and Foreign Policy_ (Washington, D.C.: Brookings Institution, 1990) <NAME> et al., _Public Opinion and Foreign Policy_ (New York: Harper & Brothers, 1949) <NAME>, _War, Presidents, and Public Opinion_ (New York: John Wiley & Sons, 1973) <NAME>, _The Public Dimension of Foreign Policy_ (Bloomington: Indiana University Press, 1996) <NAME>, ed., _The President, the Congress and the Making of Foreign Policy_ (Norman: University of Oklahoma Press, 1994) <NAME>, ed., _Restructuring American Foreign Policy_ (Washington, D.C.: Brookings Institution, 1989) <NAME>, _Water's Edge: Domestic Politics and the Making of American Foreign Policy_ (Westport, Conn.: Greenwood Press, 1979) <NAME>, _Decisions and Dilemmas: Case Studies in Presidential Foreign Policy Making_ (Englewood Cliffs, N.J.: Prentice Hall, 1992) <NAME>, _A Culture of Deference: Congress's Failure of Leadership in Foreign Policy_ (New York: Basic Books, 1995) Political Science U861.1/United States Foreign Policy - 6 Fall 1996 6 - 10/10 President Clinton's Foreign Policy Required reading: <NAME>, _U.S. Foreign Policy After the Cold War: Superpower Without a Mission?_ (London: Pinter, 1995) <NAME>, "Foreign Policy as Social Work," _Foreign Affairs 75_ (January/February 1996): 16-32 <NAME>, "In Defense of Mother Teresa," _Foreign Affairs 75_ (March/April 1996): 172-75 7 - 10/17 Case: German Unification Required reading: <NAME> and <NAME>, _Germany Unified and Europe Transformed: A Study in Statecraft_ (Cambridge, Mass.: Harvard University Press, 1995) Supplemental reading: <NAME>, _In Europe's Name: Germany and the Divided Continent_ (New York: Random House, 1993) 8 - 10/24 Case: The War in Bosnia and the Dayton Agreement Required reading: <NAME>, "Making Peace with the Guilty," _Foreign Affa i rs 74_ (September/October 1995): 22-38 <NAME>, et al., "Appease with Dishonor: The Truth about the Balkans," _Foreign Affairs 74_ (November/December 1995): 148-55 OTHER READING TO BE ASSIGNED Supplemental reading: <NAME>, _Balkan Odyssey_ (New York: Harcourt Brace, 1996) <NAME> and <NAME>, _Yugoslavia: Death of a Nation_ (New York: TV Books/Penguin USA, 1996) <NAME>, _Balkan Tragedy: Chaos and Dissolution after the Cold War_ (Washington, D.C.: Brookings Institution, 1995) 9 - 10/31 Case: European Security and the Future of NATO Required reading: <NAME>, "Systems for Peace or Causes of War? Collective Security, Arms Control, and the New Europe,' in _America's Strategy in a Changing World_ , ed. By <NAME> and <NAME> (Cambridge, Mass.: MIT Press, 1992) <NAME>, "Recasting the Atlantic Alliance," _Survival 38_ (Spring 1996): 32-57 <NAME>, "Reforming NATO," _Foreign Policy 103_ (Summer 1996): 128-43 Political Science U861.1/United States Foreign Policy - 7 Fall 1996 <NAME>, "U.S. Policy Toward Europe," _in U.S. Foreign Policy: The Search for a New Role_ , ed. by <NAME> and <NAME> (New York: Macmillan, 1993) <NAME>, "The Future of NATO," in _The Future of European Security_ , ed. by <NAME>, <NAME>, <NAME> (Aldershot, England: Dartmouth Publishing, 1995) Supplemental reading: <NAME>, _After Bipolarity: The Vanishing Threat, Theories of Cooperation, and the Future of the Atlantic Alliance_ (Ann Arbor: University of Michigan Press, 1995) <NAME>, _NATO and the United States: the Enduring Alliance_ , Updated Edition (New York: Twayne Publishers, 1994) 10 - 11/7 Case: Security and Trade in East Asia Required reading: <NAME> and <NAME>, "U.S. Policy Toward Japan,'' in U.S. Foreign Policy: The Search for a New Role, ed. by <NAME> and <NAME> (New York: Macmillan, 1993) <NAME> and <NAME>, "The Pentagon's Ossified Strategy," Foreign Affairs 74 (July/August 1995): 103115 <NAME>, "A New China Strategy," _Foreign Affairs 74_ (November/December 1995): 35-49 <NAME>, Jr., "The Case for Deep Engagement," _Foreign Affairs 74_ (July/August 1995): 90-102 <NAME>, "U.S. Policy Toward China," in Art and Brown PAPER PRESENTATIONS 11/14, 11/21, 12/5, 12/12 - Presentations and critiques Political Science U861.1/United States Foreign Policy - 8 Fall 1996 Research Project Design As part of the requirements of this seminar, a research project must be designed and completed. Each participant should confer individually with the instructor concerning his/her project. In addition, we will devote some class time to a discussion of the problems of devising research projects, with a focus on the specific work of the students in this course. The process of designing the work will be facilitated by breaking the endeavor into discrete assignments, as outlined below. 1\. Identify the problem to be investigated. Within the context of this course, identify a topic or an area of investigation that you would like to examine. Your project should have two characteristics: it should be theoretically interesting, and it should be researchable. Submit a one-paragraph statement of the problem by September 26. 2\. Prepare a preliminary bibliography. Prepare a brief preliminary bibliography and a description of the materials to be researched, including A. three items of conceptual or policy literature that treat the problem (one of these should be an article or chapter that may be assigned to the rest of the class for reading in preparation for your oral presentation); and B. a description of the materials to be researched, including documents and other primary (direct, first hand) sources. Submit this document by October 10. 3\. Devise a conceptualization and hypothesis. Submit by October 31 a one-page conceptualization of what you plan to study and your hypothesis. A conceptualization is a clear statement of your topic in the form of an idea or concept. A hypothesis is a succinct statement of that which you wish to explain--the dependent variable--and its causes--the independent variables. In addition, a hypothesis should include a statement of the logic of the causal inferences you wish to make. 4\. Confer with your discussant. Meet a week ahead of your presentation with the discussant of your paper and inform him or her of the main ideas you plan to present. 5\. Make oral presentation. Present in class your research proposal and a preliminary report on the results of your project. To be scheduled. 6\. Write and submit final paper. Prepare a final written paper of not more than 20 double-spaced pages by the end of the semester. 7\. Pick up graded paper.** Papers will be returned with comments and grades, to student mailboxes, within ten days after their timely submission. Political Science U861.1/United States Foreign Policy - 9 Fall 1996 The following sources may be of use at various stages of project preparation: Research and Writing Guides: <NAME>, How to Use a Research Library (New York: Oxford University Press, 1988) <NAME>, "Writing for International Security: A Contributors' Guide," _International Security 16_ (Fall 1991): 171-80 <NAME>, <NAME>, and <NAME> _, Designing Social Inquiry: Scientific Inference in Qualitative Research_ (Princeton: Princeton University Press, 1994) <NAME> and <NAME>, _The Political Science Student Writer's Manual_ (Englewood Cliffs, N.J.: Prentice-Hall, 1995) <NAME>, _A Manual for Writers of Term Papers, Theses, and Dissertations_ , fifth ed. (Chicago: University of Chicago Press, 1987) Bibliography and Source Materials: Congressional Information Service (CIS) Abstracts CIS Indexes to U.S. government publications and unpublished hearings _Monthly Catalogue of U.S. Government Publications and Cumulative Index Foreign Affairs,_ "Recent Books" Indexes to Periodical Literature: International Index to Periodicals, 1907-1965 Social Sciences and Humanities Index, 196-74 Social Sciences Index, 1974 Public Affairs Information Service, Bulletin Combined Retrospective Index to Journals in Political Science, 1886-1974 United States Political Science Documents, 1975 Reference Works and Data Sources: American Foreign Relations, A Documentary Record (annual) Department of State Bulletin Facts on File Foreign Relations of the United States Keesing's Contemporary Archives New York Times Index Statesman's Yearbook Statistical Yearbook of the United States Internet Sources: Department of State Foreign Affairs Network * * * You may download text copies of each of these syllabi. ![TOC](blutoc.gif) ![Index](bluindex.gif) ![See File](bluhome.gif) <file_sep>## Hypermedia in History ### History 197/201 ### Winter 1996 Instructor: <NAME> Office: Bunche 9347 (825-5029) E-mail: <EMAIL> Office hours: 12:00-2:00 Thursdays Course Overview: From the outset, it should be noted that this class will be eclectic. Its readings include a few historians, some literary critics, some computer scientists, some designers, and a handful of anonymous web writers. Some of the readings come via the traditional medium of books, others will be found only on CD-ROMs, on-line databases, and on the World Wide Web. The material your present will take various forms as well. Some will be oral, some entirely visual, some in the "traditional" written form and some as a World Wide Web page. Each of you will do some historical research of the kind you have come to expect in a research seminar, although only those who continue through the second quarter will do large amounts of research. In short, it should be exactly the kind of course that you should anticipate from its title Hypermedia in History. The goal of the course is to have participants explore the possibilities of information technology revolution in general and hypermedia in particular for learning and presenting history. It aims to do that by having participants read what others have said about it and hands-on evaluation and development. By the end of the quarter, you will have built a World Wide Web page using HTML (hypertext mark-up language) and will have designed a web site that would work either for a teaching module in a history class or to present your own research in a new and provocative way. (Those continuing into the second quarter will actully realize these web sites.) You will have surfed the web for history resources, both good and bad. Plus, you will have considered the impact of computer technology and the World Wide Web from a number of different perspectives. Course Requirements: Everyone is expected to attend class regularly, do the readings and participate in class discussion. Class participation will account for 25% of your grade. Each person will also have to develop a proposal for a World Wide Web site that could be used either for teaching an undergraduate course or as a presentation of research findings. A more detailed description of this proposal will be distributed in class and via this class's home page. This proposal will account for 40% of your grade. In addition, you will have to design and implement a WWW home page that serves as the entrance point for the project you propose. That home page will account for 10% of your grade. Finally, there will be five short assignments, each of which will contribute 5% of your grade. Tentative Outline of Meetings, Topics and Readings: _Please note that many of the questions and topics considered in this class make the newspapers and magazines every day. On-line news sources are also ready sources of related information. I anticipate that you will all look for relevant information in these various sources and bring it to class whenever it is appropriate. I may also provide other materials that I think you might find useful or interesting._ ALL THE BOOKS ARE AVAILABLE AT THE BOOK STORE. ARTICLES WILL BE AVAILABLE IN THE HISTORY READING ROOM. Jan 09 -- Course introduction, technical matters, introduction to WWW for those not familiar with it Jan 16 -- Is the computer a "defining technology" or an overgrown typewriter? What has the computer done for history? Thinking about history on the internet Readings: <NAME>, _Turing's Man_ <NAME>, <NAME>, and <NAME>, "Historians and the Web: A Beginner's Guide," AHA Perspectives, January 1996, also available on the World Wide Web at http://chnm.gmu.edu/chnm/beginner.html Assignment 1: Write a review of approximately five (5) pages of the World Wide Web as a source for "doing" history. This review should briefly describe the sites you chose and explain why you think it is particularly useful for historians (students or researchers). A paper copy should be brought with you to class, but you should also send it to me electronically at <EMAIL>. For this assignment, I will prepare it for the WWW and post it in our class web site so that others can visit the site as well. Some places to start include (but are not limited to): http://www.kaiwan.com/~lucknow/horus/horuslinks.html http://www.lib.virginia.edu/etext/ETC.html http://www.msstate.edu:80/Archives/History/USA/usa.html http://www.georgetown.edu/labyrinth http://lcweb2.loc.gov/amhome.html http://thomas.loc.gov/ http://www.ucsc.edu/civil-war-letters/home.html http://www.history.rochester.edu http://neal.ctstateu.edu/history/world_history/world_history.html http://www.lib.virginia.edu/journals/EH/EH.html http://white.nosc.mil/museum.html http://www.comlab.ox.ac.uk/archive/other/museums.html http://history.cc.ukans.edu/history/WWW_history_main.html http://english-server.hss.cmu.edu/History.html http://miavx1.acs.muohio.edu/~ArchivesList/index.html http://www.onramp.net:80/~hbarker/ http://www.webcom.com/~jbd/ww2.html http://www.cwc.lsu.edu/ http://cobweb.utcc.utk.edu/~hoemann/warweb.html http://latino.sscnet.ucla.edu:80/murals/dunitz/Street-G.html http://www.ionet.net/~uheller/vnbktoc.shtml http://www.tntech.edu/www/acad/hist/resources.html http://www.directnet.com/history http://web.syr.edu/~laroux/ http://h-net.msu.edu/ http://www.georgetown.edu/crossroads/crossroads.html http://muse.jhu.edu/index.html http://scarlett.libs.uga.edu/darchive/hargrett/maps/neworld.html And you can do web searches from: http://www.yahoo.com http://home.netscape.com/home/internet-search.html The list grows and grows ..... http://www.clever.net/19cwww/exhibit.html (note this art exhibit is only available through Feb. 28, 1996) To see the reviews of your classmates, click here. Jan 23 -- Historical Narratives: Presenting History Readings: <NAME>, "A Place for Stories: Nature, History, and Narratives," _Journal of American History_ , 78:4 (March, 1992), 1347-1376. Please visit http://grid.let.rug.nl/~welling/usa/ _Who Built America?_ (CD-ROM textbook, available in faculty lab, please make arrangements with J. Lally or J. Reiff Film: Nasty Girl Jan 30 -- Non-Linear Narratives: Hypertext Readings: <NAME>, _Hypertext_ To see one of Landow's projects on the Web, see World Wide Web (html) Versions of Materials Created in Intermedia, Storyspace, and Print For an on-line volume, see Mike Franks, Internet Publishing Handbook <NAME>, "Derrida and Electronic Writing: The Subject of the Computer," in _The Mode of Information_ , p. 99-128 (available in grad reserve) An optional reading for those who are interested is <NAME>'s "As We May Think" which was published originally in the July, 1945, Atlantic Monthly. I've also put a copy in the History Department Reading Room. Thanks to Gene Moy for reminding me of this article and finding its Web location. To see a syllabus for a class designed by one of the luminaries in this area, <NAME>, visit http://iberia.vassar.edu/~mijoyce/H_P.html And to see another point of view on all of this, check out John Unsworth, Electronic Scholarship or, Scholarly Publishing and the Public Feb 06 -- Images Readings: <NAME>, _Ways of Seeing_ You can see Landow using images at <NAME>, "<NAME>'s Hero and the Sublime Female Nude" Assignment 2: Bring at least 3 images that you might consider using in your hypermedia presentation to class. Make copies to hand in, along with a brief narrative (no more than a paragraph) explaining what you want the observer to learn from them. Feb 13 -- Visualizing LA in Hypermedia Readings: <NAME>, "<NAME>," in <NAME>, <NAME>, eds., _The Grand American Avenue, 1850-1920_ <NAME>, "Housing, Baseball, and Creeping Socialism: the Battle of Chavez Ravine, Los Angeles, 1949-1959" <NAME>, _" Dans le Quartier St. Gervais:_ An Exploratory Learning Environment," in <NAME> and <NAME>, _Multimedia Computing_ To see one tour on line, check out El Camino de Santiago Assignment 3: Come prepared with images, texts, descriptions of audios and visuals, that you might use to provide students or Angelenos with a hypermedia history of either Wilshire Boulevard or Chavez Ravine. Feb 20 -- Learning HTML READINGS: A handout will be provided in class on HTML and you should begin perusing the Larry Aronson, _HTML Manual of Style_. Also before coming to class, peruse the web to see what is available out there on HTML Feb 27 -- Learning HTML, part II Assignment 4: One web ready page based on results of visualizing LA in hypermedia discussion on Feb. 13. Details of assignment will be distributed then. Mar 05 -- A Democratic Medium? Readings: <NAME>, "Authoritarian and Democratic Techniques," _Technology and Culture_ (Winter 1964), 1-8. <NAME>, "The Political Computer: Hypertext, Democracy, and Habermas," in <NAME>, _Hyper/Text/Theory_ , p. 225-267 Usenet, press discussion of the controversy over pornography on the net, especially recent debate between Germany and Compuserve. You can access Usenet lists by choosing the NEWSGROUP or USENET FAQs options in the Web search engine provided with Netscape. also try visiting some sites like the Center for Democracy and Technology, Freedom Magazine, the Censorship and Intellectual Freedom page, or just search for key words like democracy, freedom, or the recent communications bill passed by Congress. Mar 12 -- A discussion of proposals: Assignment 5: Storyboards for your proposal. Bring enough copies for everyone in class. FINAL PROPOSALS ARE DUE TO ME BY 3:00 PM, MARCH 15 Jump to classmates' proposed home pages or return to Reiff home page <file_sep># ART527 Art of Central Africa ![](rule04.gif) ![](rule04.gif) College of Arts and Sciences![](sundi1.gif) Governors State University Division of Liberal Arts COURSE SYLLABUS Index Number: ART 527 Course Title: African Art: Central Africa Professor: <NAME> Credit Hours: 3.0 Trimester: Winter 2002 Time: 7:30-10:20 pm, Thursdays CATALOG DESCRIPTION: A survey of the traditional art of Sub-Saharan Africa from the Western Sudan to the Congo Basin and beyond. Treated are stylistic classifications, archaeology, historical interactions, and ethnographic contexts with emphasis given to specific regions listed in the course subheading. Students may repeat this course for additional credit under differing subheadings. This term the course will be devoted to the Art of Central Africa. EXPECTED STUDENT OUTCOME: Upon completion of the course the student has acquired: 1\. The ability to analyze a number of art objects with regard to their form and content. 2\. Is familiar with the iconography of select examples from differing styles within this subject. 3\. Has conducted research on a particular object within the scope of this subject matter. COURSE REQUIREMENTS: 1\. Attendance at lectures and participation in discussions are mandatory. Required readings are therefore necessary. 2\. Mid-term and final examination consist of slide identification (media, provenance, date, significance) and essay questions. Only one make-up examination will be offered for students absent from initial exam; highest possible grade for a re-scheduled examination is the grade of "B". 3\. All students are required to submit a research paper on an approved topic in an acceptable format: undergraduates 6-8 typed pages exclusive of illustrations, graduate students are expected to submit graduate-level research of 8-10 typed pages. LECTURES: 1\. Introduction to African Art and its style areas of sculpture, an overview of art in archaeology, and expressions in textiles, furnishings, and body arts. 2\. Geography, archaeology, and language families of Central Africa. 3\. Northwestern Forests to Cameroon Grasslands: Ejagham, Mileke, Menda-Tikar, Duala. 4\. Equatorial Forest Peoples: Fang, Tsogo, Kwele, Kele-Kota, Shira-Punu. 5\. Lower Congo/Zaire River area: Kongo. 6\. Pool Malebo & Middle Congo: Bwendi, Bembe, Teke, Kuyu. 7\. Kwango River Region: Mbala, Suku, Yaka, Holo, Pende. 8\. Kasai River Region: Eastern Pende, N. Kete, Kuba, Ndengese, Luluwa, Salampasu, Mbagani, Lwalwa. 9\. Lunda Plateau: Chokwe, Songo, Lwena, Ndembu. 10\. Upper Congo River: Tetela, Songye, Kusu, Pre-Bembe, Hemba, Luba, Tabwa. 11\. Equatorial Forest: Eastern Portion - Lega, Lengola, Mbole. 12\. Uele Forests in the North: Mangbetu, Zande; Ngbaka, Ngata. 13\. East of the Lakes and South of the Zambezi. 14\. International Styles and Contemporary Scene 15\. Slide Quiz and Examination. TEXT: Visona, <NAME>, <NAME>, et al. _A History of Art In Africa_. Prentice Hall Inc. 2001. STUDY QUESTIONS: 1\. <NAME>. "Color Classification in Ndembu Ritual: A Problem in Primitive Classification," in _Forest of Symbols,_ pp. 59-91. What is the range of meanings attributed to the basic triad in Bantu societies according to this author? 2\. From required reading, outside reading, and lectures, develop two examples of a similarity in sculpture or motif of different ethnic groups based upon their common history, economy, social structure, ritual symbolism and institutions. RESEARCH PAPER IN ART HISTORY A research paper is required of all students who are taking this course for credit. The topic should be selected in consultation with the instructor or chosen from an approved list. The research paper is intended to demonstrate your comprehension of the subject as well as to provide an exercise in the methods and approaches used in the study of an art object. Whatever your topic, you are expected to seek out the latest sources, including current periodical literature. Begin by consulting your texts and suggested readings in the course syllabus. For further information on bibliographies and periodicals, speak with a Reference Librarian. If the library lacks necessary sources, you are expected to obtain them from other libraries or utilizes inter-library loan allowing sufficient time for delivery. Research papers must be typed (double-spaced) and carefully proofread. The following approach is suggested: Study one object of art within the subject matter of this course (choice of an object within a public collection in the greater Chicago area is highly recommend for firsthand analysis). 1\. Describe object and its formal organization, e.g., size, proportion, repetitions, contrasts, emphasis and subordination and characteristics of shape, line, color and texture. 2\. Research techniques and tools with which the object was made. 3\. What is known regarding the artist? 4\. Why was it made? Research the original context. 5\. When was the object made? 6\. Research motifs or symbols featured within the work. 7\. Compare with like objects in the literature deriving from same artist, locale or time period or antecedent to the artwork. Illustrate your paper with drawings, photocopy or photographs giving each a number, caption and citation within the narrative of your text. All illustrations are to be placed following the text and are not to be included in the total page count (8 pages for undergraduates, 10 pages graduate students). Preparation of a map is often an excellent means to help clarify relationships and demark origins. You must footnote any material you use in your paper that derives from other printed sources that cannot be considered as common knowledge. Plagiarizing is the taking of ideas, writing, etc., from another and pass them off as one's own. The bibliography must include complete information on the author, publisher, edition, and date of publication of the sources utilized. For further informationon format or analytical terminology consult Sylvan Barnett _A Short Guide to Writing About Art_ (Little, Brown & Co). As an upper-division or graduate level course, much of your grade depends upon your research and writing of this term paper. Give this project adequate time and your best effort. Do not hand in anything of which you are ashamed. RESEARCH AND STUDY LINKS: Library References For Art Unknown Artist: Yaka Circumcision Mask Maps of Africa Zaire Page AFRICA: THE ART OF A CONTINENT: Central Africa ART HISTORY RESOURCES: Part 4 Non-European Art http://www.govst.edu/library/class3.htm STYLE MAPS 1\. Cameroon 2\. Gabon 3\. Congo Basin Statuettes 4\. Congo Basin Masks Other GSU Courses: ART527 African Art: West Africa ART523 Pre-Columbian Art: Mexico-Guatemala ART523 Pre-Columbian Art: Lower Central & S. Amer. ART360 Seminar: Concepts and Methods ART505 Worlds of Art Internet Course <file_sep>## Courses * * * Page Contents: --- * General Psychology * Topics in Psychology * Developmental Psychology I * Developmental Psychology II * Statistics for Social Sciences * Biological Psychology * Educational Psychology * Psychology of Religion * History of Psychology * Experimental Psychology * Family Communication \| * Introduction to Counseling * Cognitive Psychology * Social Psychology * Theories of Personality * Advanced Topics in Psychology * Abnormal Psychology * Counseling Theory and Practice * Practicum in Mental Health * Family Therapy Theory and Practice * Independent Study in Psychology * * * * * * * * * PSY 122 General Psychology An overview of the field of psychology with emphasis on the personal and social relevance of theories, principles and research findings. Included are the biological foundations of behavior, sensation and perception, learning and cognition, motivation and emotion, psychological development, personality and its assessment, the social bases of behavior, psychopathology and the therapeutic modification of behavior, and ecological psychology. _Taught_ : Fall and Spring _By_ : Dr. Roark, Dr. Minars _Credit_ : 3 hrs _Required for_ : Psychology & Family Psychology Majors & Minors _Prerequisites_ : None Top of this page\| Syllabus for this class ---\|--- ###### * * * PSY 199 Topics in Psychology A lower level course in a selected are of Psychology. Not for independent study. _Taught_ : On Demand _By_ : Dean Approved Professor _Credit_ : 3 hrs _Required for_ : Optional _Prerequisites_ : Approval of the Dean Top of this page\| Syllabus for this class ---\|--- * * * Psy 206 Developmental Psychology I An survey of theories and an examination of developmental processes from conception to adolescence with attention to the implications of research for child rearing and education. _Taught_ : Fall only _By_ : Dr. Campbell _Credit_ : 3 hrs _Required for_ : Psychology & Family Psychology Majors & Minors _Prerequisites_ : General Psychology Top of this page \| Syllabus for this class ---\|--- * * * Psy 208 Developmental Psychology II A continuation of Developmental Psychology I examining theory and research of life changes from adolescence through aging and senescence. _Taught_ : Spring only _By_ : Dr. Campbell _Credit_ : 3 hrs _Required for_ : Psychology & Family Psychology Majors & Minors _Prerequisites_ : General Psychology, Developmental Psychology I Top of this page \| Syllabus for this class ---\|--- * * * Psy 222 Statistics for the Behavioral and Social Sciences The application of statistical concepts to the analysis of research data in the behavioral and social sciences. Both descriptive and inferential statistical procedures are covered, including factorial ANOVA. While providing a conceptual understanding of the analysis techniques via their formulas, a greater emphasis is placed on the practical ability to select the appropriate statistical procedure for various types of data, perform analyses using statistical software packages, interpret the analyses and report the results in the APA format. _Taught_ : Fall only _By_ : Dr. Roark _Credit_ : 3 hrs _Required for_ : Psychology Majors _Prerequisites_ : College Algebra or equivalent Top of this page\| Syllabus for this class ---\|--- * * * PSY 301 Biological Psychology An examination of the biological bases of behavior, including how the brain, nervous system, and endocrine system (hormones) regulate and/or influence the following behaviors: sensory processing, eating, sleeping, temperature control, sex, learning, memory, language, and abnormal behavior. _Taught_ : Spring only _By_ : Dr. Roark _Credit_ : 3 hrs _Required for_ : Psychology Majors _Prerequisites_ : General Psychology Top of this page \| Syllabus for this class ---\|--- * * * Psy 320 Educational Psychology (EDUC 320) Focus is on the development of students' thinking and reasoning skills, on research in studies of cognitive processes and on information processing. Attention will be given to learning theory and social learning and their applications to teaching strategies. _Taught_ : Fall and Spring _By_ : Dr. Stricker _Credit_ : 2 hrs _Required for_ : Education Majors and Minors _Prerequisites_ : Foundations of Educ; Sophomore status Top of this page \| Syllabus for this class ---\|--- * * * Psy 333 Psychology of Religion (AMIN 333) An application of psychological theory and research to the study of religious experience, expression and behavior, with special consideration to factors contributing to the process of Christian growth and the dynamics of Christian maturity. _Taught_ : Spring, odd years only _By_ : Dr. Wilks _Credit_ : 3 hrs _Required for_ : Applied Ministry Majors _Prerequisites_ : General Psychology Top of this page \| Syllabus for this class ---\|--- * * * Psy 354 History of Psychology The development of the major schools of psychology, their philosophic and scientific antecedents and their basic theoretical concepts, methodological characteristics, empirical content, and general adequacy. _Taught_ : Spring only _By_ : Dr. Campbell _Credit_ : 3 hrs _Required for_ : Psychology Majors and Minors _Prerequisites_ : General Psychology Top of this page\| Syllabus for this class ---\|--- * * * PSY 358 Experimental Psychology An introduction to experimental methodology in psychology, including non-experimental (observational, survey, archival, case-study) and experimental (single-factor, factorial) research designs. The goals of this course are to enhance students' appreciation for the value of psychological research in their area of interest, and to provide them with the ability to 1) evaluate published research, 2) choose the appropriate methodology for a variety of research questions , 3) conduct valid research, and 4) present that research to others in accord with APA principles. These goals are accomplished through regular classroom instruction, through supervised laboratory experimentation, and through the completion of an independent research project. _Taught_ : Spring only _By_ : Dr. Roark _Credit_ : 3 hrs _Required for_ : Psychology Majors _Prerequisites_ : General Psychology, Statistics Top of this page \| Syllabus for this class ---\|--- * * * Psy 365 Family Communication (CMAR 365) A study of the communication processes within the family, the extent to which they affect and are affected by the interdependence of family members and the role they play in regulating family cohesion and adaptability and generating family images, themes, boundaries, and biosocial beliefs. _Taught_ : Fall only _By_ : Dr. Hale _Credit_ : 3 hrs _Required for_ : Family Psychology Majors and Minors _Prerequisites_ : Junior standing, or permission Top of this page \| Syllabus for this class ---\|--- * * * Psy 376 Introduction to Counseling (AMIN 376) An integrated approach to basic counseling skills, utilizing theory, practice and case application for use in para-professional settings with special emphasis on providing a foundation for the development of competencies in human relations needed in effective helping relationships. _Taught_ : Fall and Spring _By_ : Dr. Jeske _Credit_ : 3 hrs _Required for_ : Family Psychology Majors and Minors _Prerequisites_ : Junior standing and General Psychology Top of this page \| Syllabus for this class ---\|--- * * * Psy 380 Cognitive Psychology An exploration of the processes by which information is stored, modified, retrieved, and utilized. Topics include perception, attention, learning, memory, knowledge representation, language, problem-solving, and decision making. _Taught_ : Fall only _By_ : Dr. Roark _Credit_ : 3 hrs _Required for_ : Psychology Majors _Prerequisites_ : General Psychology Top of this page \| Syllabus for this class ---\|--- * * * Psy 410 Social Psychology (SASW 410) Topics include the self, socialization, face-to-face encounters, groups, crowds, and social movements. Application of psychological and sociological research to seek understanding of how one becomes a person, how values and attitudes operate, how conduct is influenced by social roles and environment, and how people act upon society to change it. _Taught_ : Spring only _By_ : Dr. Dowdy _Credit_ : 3 hrs _Required for_ : Psychology and Family Psychology Majors _Prerequisites_ : Intro to Sociology & General Psychology Top of this page \| Syllabus for this class ---\|--- * * * Psy 420 Theories of Personality An examination of the psychodynamics of personality from the vantage point of the major contemporary theories of personality. _Taught_ : Fall only _By_ : Dr. Campbell _Credit_ : 3 hrs _Required for_ : Psy Majors & Minors, Family Psy Majors _Prerequisites_ : Developmental Psychology II Top of this page \| Syllabus for this class ---\|--- * * * Psy 432 Advanced Topics in Psychology An advanced course in a selected area of Psychology. Not for independent study. _Taught_ : On Demand _By_ : Dean Approved Professor _Credit_ : 3 hrs _Required for_ : Optional _Prerequisites_ : Junior standing and approval of the Dean Top of this page\| Syllabus for this class ---\|--- * * * Psy 472 Abnormal Psychology The dynamics of abnormal behavior and the diagnosis and treatment of psychogenic and physiogenic mental and emotional disorders. Measures for the prevention of psychopathology. _Taught_ : Fall only _By_ : Dr. Campbell _Credit_ : 3 hrs _Required for_ : Psy Majors & Minors, Family Psy Majors _Prerequisites_ : Developmental Psychology II Top of this page \| Syllabus for this class ---\|--- * * * Psy 478 Counseling Theory and Practice A study of the major approaches to counseling, emphasizing their unique contributions and limitations, with the purpose of allowing each student to acquire a basis for a personalized theory and style on counseling that will incorporate the affective, cognitive, and behavioral dimensions of human experience, followed by an examination of the ethical issues in counseling as well as those relating to the counseling process and the personhood of the counselor. _Taught_ : Spring only _By_ : Dr. Campbell _Credit_ : 3 hrs _Required for_ : Family Psychology Majors _Prerequisites_ : Introduction to Counseling Top of this page \| Syllabus for this class ---\|--- * * * Psy 480 Practicum in Mental Health An opportunity for advanced psychology students to gain supervised experience working in off-campus clinical settings. May be repeated up to six hours. _Taught_ : On Demand _By_ : Dr. Jeske _Credit_ : 2 or 3 hrs _Required for_ : Optional _Prerequisites_ : Junior status, Dev Psy II, & permission Top of this page \| Syllabus for this class ---\|--- * * * Psy 483 Family Therapy Theory and Practice An introduction to the major models of marriage and family relations, dysfunctions, and techniques of intervention. _Taught_ : Fall only _By_ : Dr. Jeske _Credit_ : 3 hrs _Required for_ : Family Psychology Majors and Minors _Prerequisites_ : Family Comm, and Intro to Counseling Top of this page\| Syllabus for this class ---\|--- * * * Psy 499 Independent Study in Psychology Independent study for juniors and seniors with at least a B average in Psychology. _Taught_ : On Demand _By_ : Dean Approved Professor _Credit_ : 3 hrs _Required for_ : Optional _Prerequisites_ : Approval of the Dean Top of this page \| Syllabus for this class ---\|--- * * * [Home Page][Department][Faculty][Courses][Degrees][Psi Chi] [Calendar][Newsletter][Links] <file_sep>[an error occurred while processing this directive] * * * ## Love In World History * * * Item Number 000257 - Original Query Date: Sat, 22 Oct 1994 Next semester I am teaching a survey course in World History (1500-present) for the first time.Conceptualizing the course and narrowing its focus have, of course,confounded a novice such as I but I have decided to approach it through the lens of love in the world since 1500. I would, therefore, greatly appreciate suggestions for short, readily available and easily readable works --biography, memoirs, or novels--dealing with male/female relations in five world areas--North America, Latin America, Europe, Africa, and Asia. Ideally, I would like a single work for each of the five centuries covered, one from each area for a total of five. Class analysis of these readings will center around what each relationship tells us about gender, race, and class in that particular culture. For example, I have thought of using <NAME> and Pocahontas or Cortez and Dona Marina for the Americas, as relationships which explore the encounter of europeans and natives as well as the phenomenon of women as cultural mediators. I can't find anything on either of these couples however. Since world history is not my particular speciality, I defer to the experts. HELP! <NAME>, Visiting Asst. Professor, Miami University, <EMAIL> * * * Item Number 000260 - Reply #1 Date: Sun, 23 Oct 1994 To Susan Eaker of Miami U. Love in History! For Africa, let me suggest one for a starter. It's by <NAME> and it's called _Song of Lawino_ and _Song of Ocol_ -- published together between one set of covers by Heinemann Educational Books, African Writers series. It's a translation from the author's indigenous Acholi and, with the clever use of a row between a wife and her husband, explores Westernization vs. traditional values, male vs. female, etc. Another one might be Elechi Amadi's _The Concubine_, which explores several themes, including relations between the sexes in a precolonial West African setting. This should make a good start. If you want others, you can reach me by e-mail at, <NAME> <EMAIL> * * * Item Number 000261 - Reply #2 Date: Sun, 23 Oct 1994 <NAME>, Brilliant way to organize a world history syllabus. For Africa you will want to explore the literature of Nigerian novelist Buchi Emecheta. Additionally, you will definitely want to view a film produced by Cameroonian Jean-<NAME>, 1992, entitled QUARTIER MOZART, distributed by California Newsreel; In French, subtitled in English. The film explores the sexual politics of love and life in a "middle-class" quartier of Yaounde, Cameroon. Bekolo's first film (age 26), Quartier Mozart is a Spike-Lee-esque (I think explicitly so) production, and fascinating, although perhaps a little too confusing for beginning students. Cheers and please remember to share your final syllabus with us when it is together. <NAME> History Department Penn State University <EMAIL> * * * Item Number 000262 - Reply #3 Date: Sun, 23 Oct 1994 Additionally Susan Eacker might be interested in a court case not so much about love as about marriage, gender, ethnicity, "tribal" authority versus individual autonomy, which was argued recently in Nairobi, Kenya. Well, it IS about the politics of love. A prominent Kenyan lawyer, of the Luo ethnic group, died on December 20, 1986. A fight ensued between his wife, of the Kikuyu ethnic group, and the lawyer's clan over burial of the dead body, which raged over several months in court, on television, and in public debate between conflicting rights, duties, obligations of wives, husbands, clans, ethnic groups. I provide you two citations: Book: <NAME> & <NAME>, BURYING SM: THE POLITICS OF KNOWLEDGE AND THE SOCIOLOGY OF POWER IN AFRICA (Heinemann, 1992). This is probably too difficult for beginning undergraduates, although short (100 p), but cast a glance at it. Article: <NAME>, "Burying Otieno: The Politics of Gender and Ethnicity in Kenya" SIGNS 16,4 (1991), 808-845. <NAME> History Department Penn State University <EMAIL> * * * Item Number 000263 - Reply #4 Date: Sun, 23 Oct 1994 <NAME> wrote: >Next semester I am teaching a survey course in World History >(1500-present) for the first time.Conceptualizing the course and >narrowing its focus have, of course,confounded a novice such as I but >I have decided to approach it through the lens of love in the world >since 1500. I would, therefore, greatly appreciate suggestions for >short, readily available and easily readable works --biography, >memoirs, or novels--dealing with male/female relations in five world >areas--North America, Latin America, Europe, Africa, and Asia. I would caution against focussing exclusively on male/female relations. Same sex "relations" are also relevant to the history of love. Also, a relevant reference may be: <NAME> "Some Speculations on the History of 'Sexual Intercourse' During the 'Long Eighteenth Century' inEngland" in Natioanlism and Sexualities, ed. by <NAME>, et. al. * * * Item Number 000266 - Reply #5 Date: Sun, 23 Oct 1994 If you decide on Cortez and <NAME>, you will need to be very careful. Much that people think they know about that relationship is the result of post-independence Mexican myth-making that began in the 19th century. Whoever wrote the entry for D.M. for the Encyclopedia Britannica fell for the whole myth. D.M. did NOT go to Spain, was not received in court, did not have a palace in Chapultepec. She did not have multiple children by Cortez, did not kill her child(ren) because he left her to go to Spain/take them to Spain. Etc. When there was a discussion recently about using literature in teaching World History, I was tempted to post something about a recent book (Malinche: Slave Princess of Cortez. By a woman named Duran, published last year by Linnet books.) It claimed to be anthropologically and historically informed. Thanked <NAME>, the Yale anthropologist, in the acknowledgements. Has a "pronouncing glossary" in the back. Snowed the New York Public Library, from which it received a designation as one of the year's recommended books for adolescents. It was only because the book is pitched to teens rather than the 18-22 year old reader that I didn't mention this earlier. The book is a crock, and I am sure <NAME> would be embarrassed by it. It is profoundly ignorant of the context of contact in 1519-1526. Except for the trip-to-Spain, reception-in-court myth, it buys everything that has been invented about D.M. in the last couple of centuries. The pronouncing dictionary is also ignorant. The precontact world Duran describes is full of things (bananas, mangos, malaria) that were introduced post-contact. The education of young women and the motives and emotions of D.M. are straight gothic romance. Since Mexican independence from Spain, D.M. has been the handy scape goat for centuries of colonial rule. After all, she is female, indigenous, and long- dead. It was independence that created the context for the concept of malinchismo, the betrayal of one's own in pursuit of the foreign. D.M. was immediately trivialized through sexualization. For close to two centuries Mexicans have been unable to mention her without calling her "the mistress of Cortez." <NAME> called her "a tender morsel." <NAME> called her "la chingada," (the fucked one). I did my best to separate the historical person from the myth in Between Worlds (Rutgers, 1994), and I have taken a more interpretive tack in "Rethinking Malinche" (to appear in a volume on Mexican Indian women, edited by <NAME> and forthcoming from U.of Oklahoma Press). I don't think romantic love had much to do with D.M. and Cortez, or if it did, we can't know anything of it at this remove and with this little documentation. She left no texts herself. Cortez mentions her only twice in his letters, only once by name. <NAME> claims she said she was proud to have borne Cortez a son and was content in her marriage to his lieutenant Jaramillo. She had been ripped from context and changed hands at least twice befor she was given to Cortez, so she had nobody to betray. She certainly had few choices. And there is no evidence that she was subject to blind lust for white men. In fact, she was in the hands of both Maya and then Spanish men for a surprisingly long time before she was impregnated. One possibility is that she was so valuable as an interpreter that Cortez protected her from sexual usage, because pregnancy would have made her less available for work. He had, by the way, children by several other Mexican Indian women. I don't think there is a love story here. <NAME> <EMAIL> * * * Item Number 000268 - Reply #6 Date: Sun, 23 Oct 1994 For a premodern love story you cannot overlook The Return of Martin Guerre. <NAME>, Pine Manor College <EMAIL> * * * Item Number 000271 - Reply #7 Date: Mon, 24 Oct 1994 There's a rich literature in China and Japan on this topic. For China I would suggest the selection from Red Chamber Dream (also knowna s STory of the Stone) in Cyril Birch, ed., Anthology of Chinese Literature, vol. 2, pp. 203-258. This is an 18th-century novel, the chapter deals with an upper-class man taking a concubine and trying to keep it a secret from his wife. For Japan, try Chikamatsu Monzaemon's play "Love Suicides at Sonesaki" or Ihara Saikaku's "What the Seasons Brought to the Almanac Maker," both in Donald Keene, ed., Anthology of Japanese Literature." Both are late 17th-early 18th century. Chikamatsu's play (less than 20 pp. in length) is a tragedy about a love affair between a shop apprentice and a prostitute; Saikaku's stories are usually more comic than tragic. <NAME> St. Olaf College <EMAIL> * * Return to H-WORLD's Home Page. [an error occurred while processing this directive] <file_sep>## CULTURE AND SOCIAL LIFE IN THE AMERICAN CITY, 1800-2000 HIST 450-30-804, Fall 1999, 238 Dumbach <NAME>, Associate Professor of American History (773) 508-2232 Office hours: Monday, 8 a.m. - Noon * * * The "United States was born in the country and has moved to the city." <NAME>, _The Age of Reform_ (1955), 23. This course examines that social movement and the evolution of the United States from a rural and small-town society to an urban and suburban nation. Cities, and especially Chicago, have long offered some of the best laboratories for the study of American history, social structure, economic development and cultural change. Certain problems and themes recur throughout the course of American urban and cultural history which will be focal points of this seminar: the interaction of private commerce with cultural change; the rise of distinctive working and middle classes; the segregation of public and private space; the formation of new and distinctive urban subcultures organized by gender, work, race, religion, ethnicity, and sexuality; problems of health and housing resulting from congestion; and blatant social divisions between the rich and poor, the native-born and immigrant, and blacks and whites. This colloquium will thus provide a historiographical introduction to the major questions and issues in the culture and social life of American cities. The course requirements include one 15-20 page typewritten essay (50%), an oral report (25%) and class participation (25%). Essay guidelines can be found at the end of this syllabus. A primary responsibility of students is to complete the weekly reading before the date of the scheduled class and contribute their thoughtful, reflective opinions in class discussion. The readings can be interpreted in a variety of ways and students should formulate some initial positions and questions to offer in the class discussion. For every article or book, students should be prepared to answery all of the questions found in the "Critical Reading" section of the syllabus below. All required readings may be purchased at Beck's Bookstore in the Granada Center on Sheridan Road. Students do not have to buy any of the books since each one has been placed on reserve at Cudahy Library. Students who are disabled or impaired should meet with the professor within the first two weeks of the semester to discuss the need for any special arrangements. * * * ### CLASS MEETING DATES AND ASSIGNMENTS 1 Sept. - Introduction 8 Sept.: The Forces of Urbanization <NAME>, _Nature's Metropolis: Chicago and the Great West_ (New York: W.W. Norton, 1991). Oral Report: "<NAME>'s _Nature's Metropolis_ : A Symposium," _Antipode_ , 26 (1994), 113-76. <NAME>, "Urbs in Horto," _Reviews in American History_ , 20 (1992), 14-20. 15 Sept.: Class and Culture in the 19th-Century City <NAME>, _The New Urban Landscape: The Redefinition of City Form in Nineteenth-Century America_ (Baltimore: Johns Hopkins Univ. Press 1986). Oral Report: <NAME> and <NAME>, _The Park and the People: A History of Central Park_ (Ithaca: Cornell University Press, 1992). 16 Sept.: MIDNIGHT BIKE RIDE - Urban and Social History in Chicago (Rain Date: 23 Sept. 1999) 22 Sept.: Sexuality and Nightlife Preliminary bibliographies due. <NAME>, _City of Eros: New York City, Prostitution, and the Commercialization of Sex, 1790-1920_ (New York: W.W. Norton, 1992). <NAME>, "Prostitutes in History: From Parables of Pornography to Metaphors of Modernity," _American Historical Review_ , 104 (Feb. 1999), 117-41. Oral Report: <NAME>, _Gay New York: Gender, Urban Culture, and the Making of the Gay Male World_ (New York: Basic Books, 1994). 29 Sept.: The Origins of Urban Popular Culture <NAME>, _Land of Desire: Merchants, Power and the Rise of New American Culture_ (New York: Random House, 1993). Oral Report: <NAME>, _Highbrow/Lowbrow: The Emergence of Cultural Hierarchy in America_ (Cambridge: Harvard Univ. Press, 1988, pp. 1-82, 219-42. OR <NAME>, _The Refinement of America_ (New York: Knopf, 1991), pp. xi- xix, 353-447. 6 Oct.: Urban Political Culture <NAME>, _Plunkitt of Tammany Hall_ , introduction by Terrence McDonald (New York: Bedford/St. Martin's, 1992), orig. 1905), esp. "How George Washington Plunkitt Became _Plunkitt of Tammany Hall_." Oral Report: <NAME>, _The Public City: The Political Construction of Urban Life in San Francisco, 1850-1900_ (New York: Cambridge Univ. Press, 1994), pp. 1-42, 345-418. OR <NAME>, _The Parameters of Urban Fiscal Policy: Socioeconomic Change and Political Culture in San Francisco, 1860 - 1906_ (Berkeley: University of California Press, 1986), ix-xii, 1-18, 85-115, 262-82. <NAME>, "The Problem of the Political in Recent American Urban History: Liberal Pluralism and the Rise of Functionalism," _Social History_ , 10 (1985), 324-45. 13 Oct.: Religion and 20th-Century Popular Culture <NAME>, _The Madonna of 115th Street: Faith and Community in Italian Harlem, 1880-1950_ (New Haven: Yale Univ. Press, 1985). Oral Report: <NAME>, "The Religious Boundaries of an Inbetween People: Street _Feste_ and the Problem of the Dark-Skinned Other in Italian Harlem, 1920-1990," _American Quarterly_ , 44 (1992), 313-47. <NAME>, _The Interpretation of Cultures_ (New York: Basic Books, 1973), pp. 3-32, 87-141. 20 Oct.: The Physical City <NAME>, _Form Follows Finance: Skyscrapers and Skylines in New York and Chicago_ (New York: Princeton Architectural Press, 1995). Oral Report: <NAME>, _Constructing Chicago_ (New Haven: Yale University Press, 1991). OR <NAME>, _Constructing Urban Culture: American Cities and City Planning, 1800-1920_ (Philadelphia: Temple Univ. Press, 1989). 27 Oct.: Work and 20th-Century Popular Culture Lizabeth Cohen, _Making a New Deal: Industrial Workers in Chicago, 1919-1939_ (New York: Cambridge University Press, 1990). Oral Report: "Symposium on _Making a New Deal_ by Lizabeth Cohen," _Labor History_ , 32 (1991), 562-598. <NAME>, <NAME>, <NAME>, <NAME>, <NAME>, "The Invention of Ethnicity: A Prespective from the U.S.A.," _Journal of American Ethnic History_ , 12 (1992), 3-63. OR <NAME>, _The Changing Face of Inequality: Urbanization, Industrial Development, and Immigrants in Detroit, 1880-1920_ (Chicago: Univ. of Chicago Press, 1982). 3 Nov.: Papers Due Movie: _The City_ (1939). Recommended: <NAME>, _The Culture of Cities_ (New York, 1938), esp. 3-12, 143-299, 392-421, 486-93; idem, _The City in History_ (New York: Harcourt, 1961), esp. 3-54, 119-182, 205-314, 410-578. 10 Nov.: Suburban Culture <NAME>, _Crabgrass Frontier: The Suburbanization of the United States_ (New York: Oxford University Press, 1985). Oral Report: <NAME>, "Schaumburg, Oak Brook, Rosemont, and the Recentering of the Chicago Metropolitan Area," in <NAME>, ed., _Chicago Architecture, 1923-1993: Reconfiguration of an American Metropolis_ (Chicago: Art Institute of Chicago, 1993), 159-77. <NAME>, "The Suburban Cliche," _Journal of Social History_ , 28 (1995), 643-58. <NAME>, "The Other Suburbanites: African American Suburbanization in the North before 1950," _Journal of American History_ (March 1999). <NAME>, "From Town Center to Shopping Center: The Reconfiguration of Community Marketplaces in Postwar America." <NAME>, "U.S. Tax Policy and the Shopping Center Boom of the 1950s and 1960s." <NAME>, "All the World's a Mall: Reflections on the Social and Econmic Consequences of the American Shopping Center," all in _American Historical Review_ , 101 (1996), 1050-1121. 17 Nov.: Urban Crises <NAME>, _The Origins of the Urban Crisis: Race and Inequality in Postwar Detroit_ (Princeton: Princeton University Press, 1996). Oral Report: "Symposium on <NAME>: _The Origins of the Urban Crisis_ ," _Labor History_ , 39 (1998), 43-69. OR <NAME>, _Making the Second Ghetto: Race and Housing in Chicago, 1940-1960_ (New York: Cambridge University Press, 1983). 24 Nov.: The Postindustrial City <NAME>, _Magic Lands: Western Cityscapes and American Culture After 1940_ (Berkeley: University of California Press, 1993), esp. 1-116. <NAME>, _Ecology of Fear: Los Angeles and the Imagination of Disaster_ (New York: Metropolitan, 1998), esp. 3-194, 357-422. <NAME> and <NAME>, "Introduction to Los Angeles: City and Region." <NAME>, "The First American City." <NAME>, "L.A. as Design Product: How Art Works in a Regional Economy," all in Scott and Soja, eds., _The City: Los Angeles and Urban Theory at the End of the Twentieth Century_ (Berkeley: Univ. of California Press, 1996), 1-46, 225-75. Oral Report: <NAME>, _City of Quartz: Excavating the Future in Los Angeles_ (London: Verso, 1990). <NAME>, "Seer of L.A. or Blinded by Its Light?" _Los Angeles Times_ , 13 April 1999. <NAME>, "Is Mike Davis' Los Angeles All in His Head?" _Salon_ (7 Dec. 1998):http://www.salonmagazine.com/it/feature/1998/12/cov_07feature.htm OR <NAME>, _Fortress California, 1910-1961: From Warfare to Welfare_ (New York: Oxford Univ. Press, 1992). 1 Dec.: Final Papers Due <NAME>, "White Cities, Linguistic Turns, and Disneylands: Recent Paradigms in Urban History," _Reviews in American History_ , 26 (March 1998): 175-204; reprinted in Louis P. Masur, ed. _The Challenge of American History_ (Baltimore: Johns Hopkins Univ. Press, 1999), 175-204. Movie: _Bladerunner_ (1991). * * * ### DISCUSSIONS AND CRITICAL READING Discussion and class participation is an important part of student evaluation (25 percent). Incisive, imaginative and thoughtful comments that generate and facilitate discussion are weighed heavily in final grades. Asking questions, responding to student questions and contributing to an ongoing discussion are a necessary part of the learning experience. Failure to speak in class only lowers a student's final grade. Discussions take place in every class period, each worth 2 "points." Students will receive 0 points for nonparticipation, 1 point for minimal participation, and 2 points for active participation. Students who raise questions that generate discussion will earn extra points. The best ways to prepare for and contribute to class discussion are: 1) complete the reading on time, and 2) critically analyze the reading. The primary goal of critical reading is to find the author's interpretation and what evidence and influences led to that conclusion. Never assume a "passive" position when reading a text. If students ask and attempt to answer the following questions, they will more fully comprehend and understand any reading. 1\. What is the thesis of the author? 2\. Does the author have a particular stated or unstated point of view? How does the author construct their argument? Are the author's goals, viewpoints, or agendas revealed in the introduction or preface? Does the author provide evidence to support the argument? Is it the right evidence? In the final analysis, do you think the author proves the argument or does the author rely on preconceived views or personal ideology? Why do you think that? 3\. Does the author have a moral or political posture? Is it made explicit or implicit in the way the story is told? What is the author's view of human nature? Does change come from human agency and "free will" or broad socio- economic forces? 4\. What assumptions does the author hold about society? Does the author see society as hierarchical, pluralistic, democratic or elitist? Does the author present convincing evidence to support this view? 5\. How is the narrative constructed or organized? Does the author present the story from the viewpoint of a certain character or group? Why does the author begin and end at certain points? Is the story one of progress or decline? Why does the author write this way? 6\. What issues and events does the author ignore? Why? Can you think of alternative interpretations or stories that might present a different interpretation? Why does the author ignore certain events or facts? * * * ORAL REPORTS The oral report constitutes 25 percent of the final grade. The purpose of the assignment is to facilitate and broaden class discussion by comparing another historical writing with the required class reading. Each week, one student will be responsible for reading and reporting on a selection of articles and/or books. The oral report should: 1) BRIEFLY summarize the author's thesis, and 2) critically examine the sources, methodology, and strengths and weaknesses of the thesis or theses, and 3) compare the work or works to the required reading for that week. The questions employed in the critical reading section above should be applied to in the oral report assignment. Students will present the report in the beginning or early in the class, whenever it facilitates discussion. The report should take approximately 10 to 15 minutes. UNDER NO CIRCUMSTANCES SHOULD THE REPORT EXCEED 15 MINUTES. Oral report assignments will be made in the introductory class. * * * ESSAYS The essay requirement serves several purposes. First, good, thoughtful writing disciplines and educates the mind. To write well, one must think well. If one's writing improves, so does their thinking and intelligence. Second, students personally experience on a first-hand basis some form of historical writing. A research paper relying on primary sources exposes students to the challenges, difficulties and even contradictions of analyzing historical events. Ideally, students will think more "historically" as a result of the exercise. Third, the essay can later function as a writing sample for students applying for future employment positions as well as to graduate or professional school. Two types of long essays are acceptable for this course: research and historiographical. Research essays analyze a specific topic using primary or original sources. Examples of primary sources include (but are not limited to) newspapers, diaries, letters, oral interviews, books published during the period under study, manuscript collections, and old maps. A research essay relies on source material produced by the subject or by institutions and individuals associated in some capacity with the subject. The use and immersion of the writer/researcher in such primary and original sources is often labelled "doing history." Most of the articles and books assigned for class discussion represent this type of historical writing. Historiographical essays are based upon at least ten different secondary sources, or what historians have written about a subject. Such a paper examines how historians' interpretations have differed and evolved over time regarding a specific topic or theme. The major focus of a historiographical essay are the ideas of historians, how they compare with each other and how they have changed over time. Examples and models for such essays can be found in the following collections: <NAME>, ed., _The Challenge of American History (Baltimore: Johns Hopkins Univ. Press, 1999); originally_ Reviews in American History, vol. 26, no. 1 (March 1998). <NAME>, ed., _The New American History_ (Philadelphia: Temple Univ. Press, 1990), especially essays in part II. Both types of assignments should be the length of a standard scholarly article (approximately 15-20 typewritten pages of text, plus notes). Students should select a topic as soon as possible, in consultation with the instructor. A preliminary bibliography which includes books, articles, oral interviews, or other possible sources should be completed and handed in by 2 p.m., Wednesday, 22 Sept. 1999. All essays should be typed. Students who complete the essay early have the option to rewrite the paper upon its evaluation and return (remember - the only good writing is good rewriting). For students who wish to have the option of rewriting the essay, TWO copies of the first draft of the essay should be in the professor's possession by 2 p.m., Wednesday, 3 November 1999. All other and rewritten essays are due at the final class meeting on 1 December 1999. On both dates, students should submit TWO copies of the essay. Students who rewrite the essay should also include the corrected first draft. All final papers should be free of typographical errors, misspellings and grammatical miscues. For every eight such mistakes, the essay's grade will be reduced by a fraction (A to A-, A- to B+, etc.). Essays are to be written for this class ONLY. No essay used to fulfill the requirements of a past or current course may be submitted. Failure to follow this rule will result in an automatic grade of F for the assignment. Extensions are granted automatically. However, grades on essays handed in 48 hours (or more late) will be reduced by a fraction (A to A-, A- to B+, etc.). Every three days thereafter another fraction will be dropped from the paper's final grade. Students in search of a paper topic can begin their investigation with a cursory reading of any published overview on urban history. Examples include: <NAME>, ed. _The Making of Urban America_ , second edition (Wilmington, Del.: SR Books, 1997). <NAME>, _America Becomes Urban: The Development of U.S. Cities and Towns, 1780-1980_ (Berkeley: Univ. of California Press, 1988). <NAME>, _The Making of Urban America_ (Princeton: Princeton University Press, 1965). <NAME>, Jr., _The Urban Wilderness: A History of the American City_ (New York: Harper and Row, 1972) The following journals are also useful: _Journal of Urban History_ , _Urban History Yearbook_ , _Urban Affairs Quarterly_ , _Urban Affairs Review_ , and _Journal of Social History_. Back to <NAME> <file_sep>### <NAME> - Current Courses * * * * Humanities 1 - _Introduction to the Humanities: American Isms: Art, Music and Literature_ (Fall). [Co-taught with Prof. <NAME>.] Humanities 1 is an introduction to college level studies in the humanities and social sciences focusing on the development of essential reading, critical thinking, research, and writing skills. _American Isms_ traces the fascinating interrelationships that bridge American art, music, and literature through both familiar artists (Dickinson, Whitman, Whistler, Copland) and less familiar ones (Tuckerman, Bierstadt, Harrison). We will also cover a wide variety of aesthetic forms: from romantic lyric to free-verse poem; from landscape painting to landscape cinema; from transcendental essay to modernist novel; from the symphony to the rock opera. In addition to reading assignments, students in this section will also have weekly listening assignments, though no previous musical experience is required. * Syllabus * Contents of the listening CDs. * Electronic reserve. * Humanities 2 - _Introduction to the Humanities: Music and the Arts in the Twentieth Century_ (Spring). Humanities 2 is a continuation of the methods and skills taught in Humanities 1, which is an introduction to college level studies in the humanities and social sciences focusing on the development of essential reading, critical thinking, research, and writing skills. _Music and the Arts in the Twentieth Century_ looks at several of the most important trends in twentieth-century music and the ways in which they are mirrored by contemporary trends in literature, the visual arts, and society. Readings include sources in the artists' own words as well as secondary criticism and analysis. No previous knowledge of music is required or expected, though some regular listening will be a part of the course. * Syllabus * Assignment schedule * Contents of the listening CDs. * Writing tips. * Music 63 - _Music and Culture_. This course will cover the fundamentals of music and listening through a survey of traditional music around the world. Among those cultures covered will be those of sub-Saharan Africa, North Africa, the Middle East, India, Southeast Asia, Indonesia, Japan, China, Central Asia, Eastern Europe, and Latin America. Neither an ability to read music nor any other background in music is required. Syllabus * Music 81 - _Introduction to Music_ (Alternate spring semesters). A direct experience of music based on extensive listening to music from diverse historical epochs and cultures. Primary goals of this course include the ability to recognize and appreciate major musical styles and their cultural context. An introduction to the fundamentals of music and musical terms is also included. * Syllabus * Course schedule * Contents of listening tapes * Music 88 - _Introduction to Computer Music_ (Fall). This course will cover the basics of using a general purpose computer to generate and manipulate digital sounds. The primary software used will be csound on a Macintosh, though compilation on faster Unix machines will also be available. While this course will not concentrate on MIDI instruments, their integration with computer-generated sound files will be explored. A background in computers is helpful, but not required. The artistic applications of computer music technologies will also be discussed, and, while a background in music will be helpful for this, it is also not required. Most of the coursework will consist of short hands-on projects as well as a major final project. The final project is generally a computer music composition or realization, but other possibilities will be offered for those students who do not feel comfortable composing. Enrollment limited to 25. * Syllabus * Links to computer music resources * Music 117 - _Twentieth Century Music_. An investigation of contemporary music through performances, analyses, recordings, and discussions of representative compositions from late Romanticism and such 20th-century styles as Neo-classicism, Serialism, and Minimalism, as well as aleatoric and electronic techniques. Prerequisite: The ability to read music. This course is offered in conjunction with the Joint Music Program. Syllabus * Music 127s - _The Harmony of Sound and Light_. A hands-on exploration of the use of technology to closely integrate sound and computer generated or manipulated images and the aesthetic background to such art forms. Prerequisites: CS 5 or equivalent knowledge of computer programming. Enrollment limited to 18. * Syllabus * Links to abstract animation, visual music and related resources * Music 382 - _World Music Seminar_ at CGU. This course examines selected repertories of traditional music from cultures of Africa, the Middle East, India, Indonesia, and the Far East, including analysis, theory, and cultural context. Topics and assignments may vary according to student background and interest, but do include extensive listening, creative, and hands-on projects. Syllabus * * * Go back to my Home Page. * * * Updated on August 2, 2000 (<EMAIL>). <file_sep> ![](images/OGItransparent.gif) \| \| # CSE504: Object-Oriented Analysis & Design ---\|---\|--- \| ## Syllabus On-line Information Course Grading Reading Assignments Weekly Schedule Example Application: Grader Slides (with .ppt & .pdf files) Bibliography for OO A&D Programming in Smalltalk \| \| Fall Quarter: 27th Sept. 1999 - 10th Dec. 1999 Mondays and Wednesdays, 3:30-4:50 P.M., Room AB 401 Instructors: \| <NAME> <EMAIL> 503 748 1689 503 690 1553 fax \| ![](images/lois.jpg) \| <NAME> <EMAIL> 503 748 1250 503 690 1553 fax \| ![](images/Andrew'sface.jpg) ---\|---\|---\|--- Teaching Assistant : <NAME> <EMAIL> 503 748 7068 Room: Compton 237D \| ![](images/shawn.jpg) \| \| ---\|---\|---\|--- Required Textbook: _The Unified Modeling Language User Guide_ , <NAME>, <NAME>, <NAME>, Addison-<NAME>, 1999, ISBN 0-201-57168-4. Other books and papers used in the course : [Students are not required to buy these books. Students may find them sufficiently interesting to warrant buying them.] Understanding Object-Oriented Programming with Java, Timothy Budd, Addison- Wesley, 1998, ISBN: 0-201-30881-9. [This book will be required for the CSE 509 Object-Oriented Programming class in the Winter 2000 term.] _Analysis Patterns_ by <NAME>, Addison-Wesley, 1995, ISBN 0-201-89542-0. _The Unified Modeling Language Reference Manual,_ <NAME>, <NAME>, <NAME>, Addison-Wesley, December 1998, ISBN: 0-201-30998-X. _The Unified Software Development Process_ , <NAME>, <NAME>, <NAME>, Addison-Wesley, 1999, ISBN: 0-201-57169-2. [Jacobson99] _Pattern Oriented Software Architecture : A System of Patterns,_ <NAME>, <NAME> (Contributor), <NAME> (Contributor), <NAME>, <NAME> & Sons, 1996, ISBN: 0-471-95869-7. [the POSA book] "A Laboratory For Teaching Object-Oriented Thinking," <NAME> and <NAME>, Proc. of the 1989 OOPSLA Conference, October 1-6, 1989, New Orleans, Louisiana, and the special issue of SIGPLAN Notices, Volume 24, Number 10, October 1989. Full paper can be found at http://c2.com/doc/oopsla89/paper.html Other Books: _Designing Object-Oriented Software_ by <NAME>, <NAME>, and <NAME>, Prentice Hall 1990, ISBN 0-13-629825-7. [This book is a bit old but it provides an introduction to the CRC method. We will present this method in the class.] _UML Distilled_ by <NAME>, Addison-Wesley, 1997, ISBN 0-201-32563-2. [This book is short and quite simple but it provides a nice overview of the UML diagrams. It also provides a sketch of an OO development process.] On-Line Information Brief description of this course Help to get a CSE computer account Textbook Ordering \| \| * * * Course Grading 1. Small Projects: 50% of your grade OOP1, OOP2, Use case 1, Use case 2, Analysis, Analysis Pattern, Design, ... UML Metamodel The exact number of projects is to be determined. This list of project titles will be linked to the assignments when they are ready. Some projects are to be done individually. Others are to be done in teams of three students. 2. Midterm Exam: 25% of your grade You are to work completely by yourself. Ask questions only of the instructor. This will be done individually, in class. 3. Final Exam: 25% of your grade You are to work completely by yourself. Ask questions only of the instructor. This will be done individually, in class. The grading scale is: 90-100 A 80-89 B 70-79 C Below 69 F Grades will be influenced by attendance and class participation. Your participation will be used to judge whether youire keeping up with the reading assignments. Course Slides Course slides will be available as Adobe Acrobat files, as the course proceeds, on line. You are encouraged to print them, bring them to class, and take your notes on them. We will also supply copies of the notes in class. * * * Weekly Schedule (subject to change, as the quarter progresses) Date \| Reading (to be _read_ by this date) \| Topic \| Slides (links will be activated as slides are available) \| Projects (due @ 3:30 PM on date) ---\|---\|---\|---\|--- 1 Sept. 27 Andrew \| \| Course overview; introduction to objects; sample OO program \| acrobat \| OOP1 given 2 Sept. 29 Andrew \| Ch. 3 (text), Budd on O-O thinking \| Smalltalk: the Environment and the Language \| acrobat \| 3 Oct. 4 Andrew \| Ch. 4 (text) \| The Smalltalk language (cont.) \| continue with slides from Sept. 29th \| OOP1 due; OOP2 given 4 Oct. 6 Andrew \| \| Design & redesign \| acrobat \| 5 Oct. 11 Lois \| Ch. 1, 16 (text) \| Use Cases & Use Case Diagram \| acrobat \| OOP2 due; Use case 1 given 6 Oct. 13 Lois \| Ch. 17 (text) Ch. 7 [Jacobson99] \| Refined Use Case Model; Use Case writeups \| continue with slides from Oct. 11th \| Use case 2 given 7 Oct. 18 Andrew \| \| Video of talk on Project Planning by <NAME> \| Extreme Programming site \| Use case 1 due 8 Oct. 20 Lois \| Ch. 3 (thru 3.8), pp. 29-46 [Budd98] paper (Beck/Cunn.89) handout (pp. 64-66 of _UML Distilled_ ) Ch. 3 [Jacobson99] (pp. 40-48) (Optional: Ch. 27 (text) Ch. 3-5 [Wirfs-Brock90] Ch. 8 [Jacobson99] ) \| Use Case-Driven Analysis using CRC Cards \| acrobat (text) acrobat (Budd) \| Use case 2 due Analysis given on Friday Oct. 22 9 Oct. 25 Lois \| Ch. 18 (text) \| UML Sequence Diagram \| acrobat \| 10 Oct. 27 Lois \| Ch. 5, 6, 8 \| UML Class Diagram \| acrobat \| 11 Nov. 1 \| Midterm (in-class) \| Midterm Exam \| \| Analysis due 12 Nov. 3 Lois \| Analysis Patterns, Ch. 2-3 \| Analysis Patterns \| acrobat \| Analysis Patterns assigned 13 Nov. 8 Lois \| \| Analysis Patterns and Introduction to Design Patterns \| acrobat Iterators in Java & Smalltalk \| 14 Nov. 10 Lois/Andrew \| pp. 46-50 [Budd98] Ch. 9 [Jacobson99] Ch. 9, 10 (text) \| Overview of design & responsibility-driven design \| acrobat \| Analysis Patterns due Nov. 12 \| OCATE lecture \| OCATE - Ward Cunningham: Extreme Programming in the Real World \| attendance required \| 15 Nov. 15 Andrew \| \| no class (taped OCATE lecture from Nov. 12 shown in class) \| \| Design assigned 16 Nov. 17 Andrew \| \| Objects, Instances & Interfaces \| acrobat Smalltalk class Venn \| Nov. 19 \| OCATE lecture \| OCATE - Kent Beck: Extreme Programming (XP) - Major Practices & How They Work Together \| attendance required \| 17 Nov. 22 Andrew \| Cook on Collection Interfaces \| Conformance & Subtyping \| Confromance, Subtyping, Libraries & Frameworks acrobat acrobat for HW 6 comments \| Design due 18 Nov. 24 Andrew/Lois \| Ch. 4 [Jacobson99] \| Libraries & Frameworks. Software Architecture \| Libraries & Frameworks: continues from previous slide set. Software Architecture acrobat \| 19 Nov. 29 Lois \| POSA book: pp. 99-124 \| Patterns of Software Architecture \| acrobat \| Reverse Engineering assigned 20 Dec. 1 Lois \| handout (UML specification) \| UML Metamodel UML Statecharts Rational Rose Demo \| UML metamodel acrobat statecharts acrobat \| Reverse Engineering due on Monday Dec. 6, 3:30 PM Dec. 8 3:00-6:00 \| Final exam - open book (in class) \| \| \| * * * Education \| Admission \| Research \| Student Life \| People \| News & Events \| Additional Resources Home \| OGI Send comments to Webmaster. Last modified: Oct. 11, 1999. <file_sep>![](histcl.gif) ## Hist 1810 ## "Lewis and Clark ## and the American Empire" ### Instructor Dr. <NAME> 123, O:269-2987, H:535-3176, Office Hours: Tues and Thurs 11-12 and by appointment. ### Aims of "Lewis and Clark" ![](lewis.gif) ![](clark.gif) ![](sacagawe.gif) This three credit course will explore the "American" ideas, myths, and realities about "the West" and its human and non- human inhabitants, and its environmental and geographical features around the birth of the Republic. It will use the famed expedition of the "Corps of Discovery" led by <NAME> (above) and <NAME> (left) for 1805-1807 as a prism to investigate a myriad of issues facing the infant United States, including: physical expansion, Native American and foreign relations (Sacajawea on right), the relationship of Americans to their environment, trade, national defense, slavery and multi-culturalism just to name a few. The class will be structured as an upper level reading seminar. A number of historical essays will be assigned for every meeting which will serve as the basis for class discussion. Given the primary importance of discussion, verbal participation will be mandatory in each class meeting. There will also be a series of required writing assignments: in-class essay quizzes on the readings, several typed essays, and a term paper. There will be no "examinations" in this course, but do not let that fool you--this class is not for the feint of heart--the reading load will be heavy and the writing will be constant. As a result, however, you will emerge from the course not only with a greater understanding of the Lewis and Clark Expedition, but also with fine-tuned reading, analytical, and writing skills. ### The Course #### Books 1\. <NAME>, Undaunted Courage: <NAME>, <NAME>,and the Opening of the American West 2\. <NAME>, Our Natural History: The Lessons of Lewis and Clark 3.<NAME>, ed., The Journals of Lewis and Clark 4.<NAME>, Lewis and Clark Among the Indians #### Attendance You should attend all classes, however, I am not going to baby you with an attendance policy. None of you are freshman so I do not feel the need to hold your hands. I will call the roll each class an keep a record for myself but this will not be used either against you or in your favor--it will just help me to better understand your performance at term's end. #### Reading As mentioned above, there will be an extremely heavy reading load in this course, and each class will serve as a discussion that will revolve around that reading. Therefore, you must read the assignments in order for this class to work. If you fail to complete a reading assignment there is little reason for you to come to that class. #### Grading Grading for this class will be based on a point system: a 500 point scale. 900-999=A, 800-899=B, 700-799=C, 600-699=D, 000-599=F #### Quizzes There will be periodic, unannounced quizzes on the reading assignments--some open book and some not. They will account for 100 points (20%). #### Class Participation You will be expected to participate in every class discussion. Participation will account for 100 points (20%). #### Book Reviews You will write two, 3-5 page typed book reviews on Botkin, Our Natural History, and Ronda, Lewis and Clark Among the Indians. Instructions for how to write a book review follow later in the syllabus. The book reviews will be graded on writing as well as content for a total of 100 points each (20% each). Students who receive a C, D, or F will be scored on a scale of 75 points, and will be required to re-write their paper for a percentage of the remaining 25 points. This is NOT a punishment, but a way for you to improve both your grade and your writing skills. Students receiving a B will have the option of rewriting their paper under the same terms as listed above. #### Term Papers In addition to Ambrose, Botkin, and Ronda, you have also been required to purchase The Journals of Lewis and Clark. You will use the Journals as a primary resource for your 10-12 page term paper for 100 points (20%). By February 26, you will decide on and inform me in writing of your topic. By March 12, you will produce a typed bibliography of at least ten secondary sources (non-internet). You will hand in your first draft on April 2 for 75 points, and you will hand in your revision by Tuesday, April 21. #### Field Trips There will be three optional, VOLUNTARY, field trips associated with this class that will take place no matter what the weather will bring. To get a feel for what the Corps of Discovery ex[eroemced, we will engage in some hiking, backpacking, and primitive camping in March and April. In March, I will lead two, one-day hiking and backpacking trips in order to acclamate you to the techniques of backpacking and primitive camping. On March14 we will take a day hiking trip on the trails at Prince Gallitzin State Park in northern Cambria County, and then on March 28 we will take a day trip hiking and backpacking on the Lost Turkey Trail in Babcok Ridge State Forest in sourtheastern Cambria County. Then on April 4-5, we will take an overnight, hiking, backpacking, and camping trip on the <NAME> Memorial Trail in Babcock Ridge State Forest. You will take these trips at your own risk. To clear myself and the University from liability, you will all be required to sign a waiver disclaiming your right to sue me or the University should you be injured on the excursions. Having said that, I'd like to add that these are very safe trails, and should we all act responsibly there will not likley be any serious problems. I will find an outfitter to rent you equipment for the overnight and you will be expected to shoulder the cost of that rental. I will distribute a handout in February detailing the clothing and equipment that you will need. ### Course Outline Key: A=Ambrose, B=Botkin, R=Ronda 1\. Introductions and other pleasantries. 2\. A--Introduction, 1 3\. A--2, 3 4\. A--4 5\. A--5, 6 6\. A--7, 8 7\. A--9, 10 8\. A--11, 12 9\. R--Prface, 1, 2, 3, 4, 5 10\. R--6, 7, 8, 9, Afterword 11\. A--13, 14 12\. A--15, 16 13\. A--17, 18 14\. A--19, 20 15\. A--21 16\. A--22 17\. A--23, 24 18\. A--25, 26 19\. B--Preface, 1, 2, 3, 4, 5, 6 20\. B--7, 8, 9, 10, 11 21\. A--27, 28 22\. A--29, 30 23\. A--31, 32 24\. A--33, 34 25\. A--35, 36 26\. A--37, 38, Aftermath ![](malden.jpg) Back <file_sep>SYLLABUS for PHYSICS 4412 Spring 2002 QUANTUM MECHANICS instructor: \| Dr <NAME> ---\|--- \| meeting time: \| M W 3:30 - 4:45 \| FINAL EXAM 12:30 pm Fri 3 May \| office hours \| T W 12:30 am - 2:30 pm MWF 11:00 am - 12:30 pm or by appointment \| requited texts: \| _A Primer of Quantum Mechanics_ by Chester _Quantum Physics_ , by Eisberg & Resnick _CRC Mathematical Tables_ _A Ghost in the Atom_ \| description: \| Quantum mechanics is the basis of modern physics. We spent the first semester mastering the basics, i.e., the necessary mathematical tools, the problems that led to the development of quantum mechanics, and the rudiments of Dirac notation using the 1-D paradigm of a bead-on-a-wire (where V=0). In this second semester we will broaden our understanding by considering systems with potentials in 3-D spatial coordinates. We will investigate new operators such as angular momentum, spin, and raising and lowering operators. Using the mathematical formalism of linear algebra, we will solve eigenvalue problems. We will finish with basic statistical mechanics, a brief description of nuclear physics and particle physics in the context of the four fundamental forces of nature. For the quantum mechanics part of the course we will continue to use _A Primer of Quantum Mechanics_ by <NAME>. Dr Chester, who owns the copyright, has given us permission to reproduce as many copies as there are students in the class. For the rest of the material we will use Eisberg & Resnick from last semester. \| requirements: \| PHYS 4111, PHYS 4112 (or concurrent), and PHYS 4411 with course grades no lower than C in any of the above. \| grading: \| Your performance will be judged on the following: 3 midterms @ 15% each 45 % homework 10% final exam 45% Your final grade in the course will be based on the total number of points you achieve, weighted as indicated above, such that: 87.5 - 100.0 % A 75.0 - 87.4 % B 62.5 - 74.9 % C 50.0 - 62.4 % D 0 - 49.0 % F At any time if you wish to know your current grade, please come see me. expectations: \| You are expected to attend all lectures. Absences in excess of 20% can result in a failing grade, as outlined in the _1998-1999_ _VSU Undergraduate Bulletin._ Review sessions are optional. Homework will be collected once or twice a week and full solution sets will be provided. Only one or two problems will be graded for each homework set, chosen at random. If you do not do the problems consistently, I guarantee that you will not be able to pass the exams. The midterms and the final exam will consist of problems similar but not identical to the homework. Exams in physics courses are not designed to test whether you have memorized a problem- solving method in a rote manner. Physics exams test your ability to apply the concepts that you have mastered in the homework to new situations. Bear this in mind. ---\|--- \| general policies: \| No late homework will be accepted. There will be no make-up exams for midterms. If you miss an exam (i.e., you are absent without making arrangements with me beforehand ) you will receive a zero for that midterm exam. My approval for an absence depends on your having a _legitimate_ reason. (Note: a doctor's appointment is _not_ a legitimate reason to miss an exam). As for all physics courses, the final exam will be comprehensive. _No one will be exempt from taking the final exam for any reason._ For the midterms and final exam, you may use the CRC Mathematical Tables. Cheating is absolutely unacceptable. The first offense will result in a failing grade in this course. \| \| Students requiring accommodations because of a documented disability should discuss this need with me at the beginning of the semester, and I will do everything possible to make reasonable adjustments. Disabled students who are not registered with the Special Services Program should contact the Special Services Office in Nevins Hall, room NH 1115 or call them at 245-2498. \| tips for success: \| I encourage you to work together. That is, after trying a homework set on your own, get together with classmates to discuss any hard spots. As a student, I found it very helpful to copy over lecture notes, filling in any steps that were left out in class. For me, it was a good way to find out what I did not understand. But above all else, DO THE HOMEWORK!! SCHEDULE OF LECTURES Week # \| Day \| Topics \| Reading ---\|---\|---\|--- \| \| \| \| \| \| 1 \| M 7 Jan \| Introduction, 4411 Final Exam Review \| \| \| \| \| W 9 \| Brief Review of Chp 3 \| Chp 3 \| \| \| 2 \| M 14 \| Harmonic Oscillator in _x_ -space \| \| \| \| \| W 16 \| Particle in a Box \| Chp 4 \| \| \| 3 \| M 21 \| MLK HOLIDAY \| Chp \| \| \| \| W 23 \| Lowering and Raising Operators \| Chp 4 \| \| \| 4 \| M 28 \| Multi-dimensions and Angular Momentum \| Chp 5 \| \| \| \| W 30 \| Vector Operators \| Chp 5 \| \| \| 5 \| M 4 Feb \| ![](phy4412syl_files/image001.gif) and its Eigenvalues -- Spherical Harmonics \| Chp 5 \| \| \| \| W 6 \| FIRST MIDTERM EXAM \| \| \| \| 6 \| M 11 \| Magnetic Moment Spectra \| Chp 6 \| \| \| \| W 13 \| Spin and the electron \| Chp 6 \| \| \| 7 \| M 18 \| Review of Matrix Manipulation \| Chp 6 \| \| \| \| W 20 \| Matrices and the Eigenvalue Problem \| Chp 6 \| \| \| 8 \| M 25 \| Photoelectric Effect Revisited \| Chp 7 \| \| \| \| \| \| \| W 27 \| Time-dependent Schrodinger Equation \| Chp 7 \| \| \| 9 \| M 4 Mar \| Interaction Hamiltonian \| Chp 7 \| \| \| \| W 6 \| Two Bound Particles \| Chp 8 \| \| \| 10 \| M 11 \| SECOND MIDTERM EXAM \| \| \| \| \| W 13 \| Periodic Boundary Conditions \| Chp 8 \| \| \| 11 \| M 18 \| Eigenstates of Energy-Compatible Operators \| Chp 8 \| \| \| \| W 20 \| Electrostatic Field and the Hydrogen Atom \| Chp 8 \| \| \| 12 \| M 25 \| SPRING BREAK \| Chp 9 \| \| \| \| W 27 \| SPRING BREAK \| Chp 9 \| \| \| 13 \| M 1 Apr \| Bosons and Fermions -- Indistinguishability \| Chp 9 \| \| \| \| W 3 \| Spin and Total Angular Momentum \| Chp 10 \| \| \| 14 \| M 8 \| Perturbation Theory & the WKB Approximation \| \| \| \| \| W 10 \| THIRD MIDTERM EXAM \| \| \| \| 15 \| M 15 <td width=25 <file_sep>Historiography of Communication Comm 3326 - Spring 2000 Tuesdays 5:20-7:50pm, 1128 CL <NAME> Office: 1130 CL (mailbox in 1117 CL) Office Phone: 624-6797 (I check once a day MTW) Email: <EMAIL> (I check at least once daily when I'm in town) Office hours: by appointment Required Books (available for this course at the Pitt bookstore): <NAME>. 1959. _The Sociological Imagination_. New York: Oxford. <NAME>. 1999. _Speaking Into the Air: A History of the Idea of Communication_. Chicago: University of Chicago Press. <NAME>. 1978. _The History of Sexuality, Volume I: An Introduction_ (trans. Robert Hurley). New York: Vintage Books. Recommended Books (sizable chunks are assigned and will be available as photocopies; you should consider seeking out and purchasing your own copy): <NAME>. 1998. _The Gender of History_. Cambridge: Harvard University Press. <NAME>, et. al. 1992. _Capital Volume 1: A Critique of Political Economy_. New York: Penguin Classics. <NAME>. 1980. _The Cheese and the Worms: The Cosmos of a Sixteenth- Century Miller_ (trans. John and Anne Tedeschi). Baltimore: The Johns Hopkins University Press. <NAME>. 1976. _Of Grammatology_ (trans. Gayatri Chakravorty Spivak). Baltimore: The Johns Hopkins University Press. <NAME>cault 1980. _Power/Knowledge: Selected Interviews and Other Writings 1972-1977_ (ed. <NAME>, trans. <NAME>, <NAME>, <NAME>, <NAME>). New York: Pantheon. Prospectus "Historiography" traditionally denotes three related fields of inquiry: the philosophy of history, the writing of history, and the history of history. This course will apply these concerns specifically to the problem of studying communication and especially media history. How and why would we write histories of communication? Can we study a single medium or mode of interaction? How can we usefully delimit historical context? What is historical context and why should we care, anyway? How can we treat historical documents as evidence of the past without falling into naive positivism? How can we consider historical documents as texts without losing the ability to make claims on reality? Recurring course themes will include the construction of historical problems and objects; forms and conceptualizations of time and historical continuity and change; modes of historical description; the epistemology of archives, documents, and memories; and the state of the fields of communication historiography. This course is designed to cultivate a particular orientation toward the task of writing history and to offer an occasion to reflect upon the writing of history. It is a not a survey of all major schools of historical or historiographic thought, or even the major works of communication history. Though it is concerned with method, it is not a methodology course. As a consequence, you will not become a communication historian simply by virtue of completing the readings on the syllabus. Nor will you become a philosopher of history. This course _will_ trouble both of those mystified positions by demanding the simultaneous engagement with philosophical and historical thought and refusing the separation between "history" and "the philosophy of history." Too often we hear and read of philosophical reflection "paralyzing" research, of being somehow above, outside, or up against the work involved in the crafting of knowledge. Yet sustained, systematic reflection drives the writing of history; the horizon of all historical claims is ultimately philosophical. Thus the originality of much historical work is not simply in the encounter with a unique or arresting document in the archives; it is in the very questions that drive the writing of history and the ways in which people seek to answer those questions. Requirements Etiquette: 1\. Full and complete attendance, attention, participation, listening and reading. 2\. Participation in a course mailing list. 3\. Good faith and good humor toward your colleagues in the classroom and on the mailing list. For both: disagreements are expected and encouraged, but please keep nitpicking to a minimum; personal attacks are not acceptable under any circumstance. Product: 1\. Public Journals I expect a minimal level of extended public reflection on readings and class discussions in the form of two long (approximately 500 word) posts to the discussion list over the course of the semester. These can come at any time (though I will suggest times for those of you who need a little motivation), and they should not simply be responses to others' messages on the list. Rather, journals should simply reflect upon a small point raised in the readings and class discussion, and thereby provide the raw material for a new discussion thread, should others choose to respond. 2\. Project Proposal No later than mid-way through the semester (though proposals will be accepted as early as the third week of the course), you will turn in a proposal for your final project. The proposal should be at least 5 pages and provide a detailed enough description of the work you plan to do that we can meet and talk about it. You are welcome to meet with me prior to writing your proposal as well. The exact nature of the proposal will depend on the option you choose for your final project; the details are below. 3\. Final Project There are a number of options available. The earlier you commit to one, the better. All papers should be at least 25 pages (6250 words) in length, conform to a known academic reference system, and be carefully crafted, formal pieces of writing. Grades of incomplete are strongly discouraged as they generally have a negative effect on the quality of the final product. a) _The Standard Seminar Paper._ This paper will be the result of original, searching, creative, and sustained thought applied to materials discussed in the course. Additional outside reading is emphatically encouraged, though it should not substitute for substantive discussion of significant issues covered in the course. Advancement of a cogent thesis is also of paramount importance. Proposals for this option should include a clearly stated hypothesis, a rationale for your object of inquiry, a discussion of approach, and a line of reading that will facilitate further development and refinement of your ideas. b) _Historical Revision:_ Revision is not a skill often taught in graduate school, but it should be. This is your chance to take a piece of historical writing you've already begun and revise it, using the course to refine your thinking about the material and develop your historiographic personality. Keep in mind that the purpose of this option is to facilitate extended reflection upon research you have already undertaken; it is not simply to facilitate further research. Proposals for this option should include a discussion of the project as it currently stands; a substantive plan for further revision - especially in terms of philosophical, critical, stylistic, and interpretive issues; a discussion of other work that you need to do in order to be able to rewrite the paper (such as additional outside reading or revisiting source materials). You should also append a copy of the current version of the paper to the proposal. c) _Mapping a trajectory:_ This is the standard "literature review" option with a few twists. In addition to characterizing the subfield that you wish to pursue (note that this does not mean simply summarizing others' work), this project should include a discussion of how you intend to situate yourself in this field and how the range of philosophical positions it deploys relates to the philosophical stance you hope to embody or articulate in your own project (the latter should be defined _positively_ ). You may also wish to devote a section of this paper to the practical side of research: the mechanics of the research process as you imagine it, possible sites, collections, archives that will facilitate your research, grant monies available, etc. Proposals for this option should include a description of your chosen subfield, a planned line of reading, and initial impressions of characteristics and problems in your chosen subfield or hypotheses that you want to advance. d) _Metahistoriography:_ This is the "application" paper, similar to the seminar paper in style, similar in the trajectory paper in direction, but differing in consistency. Here, you will focus on the characterization and critique of a very small sample of historical or historiographic writing - ranging from a single work (book, article) to a very few - as the substance of your analysis, rather than surveying a larger field as a prelude to analysis (in contrast to option {c} above). Here the task is not merely a "close reading" of historical writing, but a vigorous and thorough analysis of it through some of the protocols you will have developed over the course of the semester. Proposals for this option should include a discussion of what documents will be examined, their significance, a planned line of reading, a discussion of your planned approach and any hypotheses you have. e) I am open to other approaches. Please discuss your ideas with me prior to the fourth week of class if you plan to do something other than one of the four above papers. Course Outline All readings required [except for recommended readings, which are in brackets]. Additional recommended readings may be announced. I. Fundamentals 11 January: Apologia > On ** the history of communication history and its relation to the history of history; on the course; on the relationship of theory and history; on research; on documents. 18 January: Subjects and Objects of History > <NAME>. 1959. _The Sociological Imagination._ New York: Oxford University Press. (Save the appendix for next week.) > > <NAME>. 1998. "The Practices of Scientific History," in _The Gender of History_. Cambridge: Harvard University Press, pp. 103-129. > > [<NAME>. 1998. "Introduction: Gender and the Mirror of History," in _The Gender of History_. Cambridge: Harvard University Press, pp. 1-13.] 25 January: Creativity - and the Banality of Method > <NAME>. 1959. "Appendix: On Intellectual Craftsmanship," in _The Sociological Imagination._ New York: Oxford University Press, pp. 195-226. > > <NAME>. 1993. "The Practice of Reflexive Sociology (The Paris Seminar)," in <NAME> and <NAME>, _An Invitation to Reflexive Sociology_. Chicago: University of Chicago Press, pp. 217-253. > > <NAME>. 1998. "The Narcotic Road to the Past," in _The Gender of History_. Cambridge: Harvard University Press, pp. 14-36. > > Deleuze, Gilles and <NAME>. 1994. "Conclusion: From Chaos to the Brain" in _What is Philosophy?_ (trans. <NAME> and <NAME>). New York: Cornell University Press, pp. 201-218. > > [<NAME>. 1977. "I Have Nothing to Admit," _Semiotext(e)_ 2:3, pp. 110-116.] 1 February: Historical Time > <NAME>. 1972. "History and Social Science _,_ " in _Economy and Society in Early Modern Europe_ (ed. <NAME>). London: Routledge and Kegan Paul, pp. 11-42. > > <NAME>. 1977. "Hegemony," "Traditions, Institutions, and Formations," "Dominant, Residual and Emergent," and "Structures of Feeling" in _Marxism and Literature_. New York: Oxford University Press, pp. 108-135. > > <NAME>. 1968/1950. "Theses on the Philosophy of History," _Illuminations: Essays and Reflections_ (trans. <NAME>, ed. Hannah Arendt). New York: Schocken, pp. 253-264. > > <NAME>. 1983. "Time and the Emerging Other," in _Time and the Other: How Anthropology Makes Its Object_. New York: Columbia University Press, pp. 1-36. > > [<NAME>. 1990/1867. Introduction to "The Process of Accumulation of Capital" and "Simple Reproduction" in _Capital, Vol I_ : _A Critique of Political Economy_ (trans. <NAME>, intro. <NAME>). New York: Penguin Classics, pp. 709-724.] 8 February: Communication as a Variable in and Object of Historiography > <NAME>. 1999. _Speaking Into Air: A History of the Idea of Communication_. Chicago: University of Chicago Press. II. Critical Realism 15 February: The Practice of Historical Materialism > <NAME>. 1990/1867. "The So-Called Primitive Accumulation" in _Capital, Vol 1_ : _A Critique of Political Economy_ (trans. <NAME>, intro. Ernest Mandel). New York: Penguin Classics, pp. 873-940. > > [The introductory theoretical section of _Capital_ is recommended: "The Commodity," "The Process of Exchange," and "Money, Or the Circulation of Commodities," pp. 125-244.] > > <NAME>. 1993. "Conflict, Not Consensus: The Debate Over Broadcast Communication Policy, 1930-1935," in _Ruthless Criticism: New Perspectives in U.S. Communication History_ , eds. <NAME> and <NAME>. Minneapolis: University of Minnesota Press, pp. 222-258. > > <NAME>. 1991. "Introduction" pp. 3-14 and "The Culture of the Telephone" in _'Hello, Central?'' Gender, Technology and Culture in the Formation of Telephone Systems_. Montreal: McGill-Queen's University Press, pp. 3-14, 140-166. 22 February: Cultural History I: How to Do Things With Experience > <NAME>. 1980. "Preface to the English Edition," "Preface to the Italian Edition," Sections 1-29 in _The Cheese and the Worms: The Cosmos of a Sixteenth-Century Miller_ (trans. John and Anne Tedeschi). Baltimore: The Johns Hopkins University Press, pp. xi-61. > > [The rest of the book is recommended and is available from the reserve desk at Hillman library.] > > <NAME>. 1987. "Introduction," _Inventing American Broadcasting 1899-1922_. Baltimore: The Johns Hopkins University Press, pp. xv-xxix. > > <NAME>. 1990. "Introduction" and "Encountering Mass Culture" in _Making a New Deal: Industrial Workers in Chicago, 1919-1939_. New York: Cambridge University Press, pp. 1-9, 99-158. > > <NAME>. 1997. "Introduction: An Ordinary Kind of Writing: Model Letters and the Ancien Regime in France" in R<NAME>, <NAME>, and <NAME>, _Correspondence: Models of Letter-Writing from the Middle Ages to the Nineteenth Century_ (trans. <NAME>). Princeton: Princeton University Press, pp. 1-23. 29 February: Cultural History II: The Problem of Context > <NAME>. 1991. "Introduction," "Cultural Roots," "The Origins of National Consciousness," "Creole Pioneers" in _Imagined Communities: Reflections on the Origin and Spread of Nationalism (Revised Edition)_. New York: Verso, pp. 1-65. > > <NAME>. 1993. "The Black Atlantic as a Counterculture of Modernity" in _The Black Atlantic: Modernity and Double Consciousness_. Cambridge: Harvard University Press, pp. 1-40. > > Wallerstein, Immanuel. 1994. "Historical Systems as Complex Systems," and "Call for a Debate about the Paradigm" in _Unthinking Social Science: The Limits of Nineteenth-Century Paradigms_. Cambridge: Polity Press, pp. 229-256. 7 March Spring Break 2000! III. Textuality 14 March: Textual Dimensions of Historical Documents and Writing > <NAME>. 1978/1966. "The Burden of History" in _Tropics of Discourse: Essays in Cultural Criticism_. Baltimore: The Johns Hopkins University Press, pp. 27-50. > > ______. 1973. "Preface," "Introduction: The Poetics of History" and "Conclusion" in _Metahistory: The Historical Imagination in Nineteenth-Century Europe_. Baltimore: The Johns Hopkins University Press, pp. ix-42, 426-434. > > ______. 1987. "The Question of Narrative in Contemporary Historical Theory," in _the Content of the Form: Narrative Discourse and Historical Representation._ Baltimore: The Johns Hopkins University Press, pp. 26-57. > > LaCapra, Dominick. 1985. "Rhetoric and History" in _History and Criticism_. New York: Columbia University Press, pp. 15-44. 21 March: Deconstruction as Historiographic Stance > <NAME>. 1976. "Preface" and "Writing Before the Letter" in _Of Grammatology_ (trans. Gayatri Chakravorty Spivak). Baltimore: The Johns Hopkins University Press, pp. lxxxix-93. > > [Spivak's "Translator's Preface," pp. ix-lxxxvii, is recommended] > > [Derrida, Jacques. 1981. "Implications: An Interview with <NAME>" in _Positions_ (trans. Alan Bass). Chicago: University of Chicago Press, pp. 3-14] 28 March: How to Happily Write History While Living With Deconstruction > <NAME>. 1986. "Declarations of Independence," _New Political Science_ 15 (Summer), pp. 7-15. > > Scott, Joan. 1988. "Introduction" and "Gender: A Useful Category for Historical Analysis" in _Gender and the Politics of History_. New York: Columbia University Press, pp. 1-11 and 28-52. > > <NAME>. 1990. "The Cultural Mediation of the Print Medium" and "The _Res Publica_ of Letters" in _the Letters of the Republic: Publication and the Public Sphere in Eighteenth-Century America_. Cambridge: Harvard University Press, pp. 1-72. IV. Genealogy 4 April: Genealogy at Work > <NAME>. 1978. _The History of Sexuality Volume I: An Introduction_ (trans. Robert Hurley). New York: Vintage Books. > > ______. 1985. "Introduction: Modifications," in _The History of Sexuality Volume 2: The Use of Pleasure_ (trans. Robert Hurley). New York: Vintage Books, pp. 1-13. > > [______. 1980. "The History of Sexuality" and "The Confession of the Flesh" in _Power/Knowledge: Selected Interviews and Other Writings 1972-1977_ (ed. <NAME>, trans. <NAME>, <NAME>, <NAME>, <NAME>). New York: Pantheon, pp. 183-228.] 11 April: Genealogy as Historiographic Stance > <NAME>. 1967/1887. "Preface" and "'Good and Evil,' 'Good and Bad,'" in _On the Genealogy of Morals and Ecce Homo_ (ed. <NAME>, trans. <NAME> and <NAME>). New York: Vintage, pp. 15-56. > > Foucault, Michel. 1972. "Appendix: The Discourse on Language" in _The Archaeology of Knowledge and the Discourse on Language_ (trans. A.M. Sheridan Smith). New York: Pantheon Books, pp. 215-237. > > ______. 1977. "Nietzsche, Genealogy, History" and "History of Systems of Thought" in _Language, Counter-Memory, Practice: Selected Essays and Interviews_ (ed. <NAME>, trans. <NAME> and Sherry Simon). Ithaca: Cornell University Press, __ pp. 139-164, 199-204. > > ______. 1991. "Questions of Method" in _The Foucault Effect: Studies in Governmentality with Two Lectures and an Interview with <NAME>_ (ed. <NAME>, <NAME>, and <NAME>). Chicago: The University of Chicago Press, pp. 73-86. > > [_____. 1998. "Foucault" in _Michel Foucault: Aesthetics, Method, and Epistemology, Essential Works of Foucault 1954-1984 Volume 2_ (ed. James Faubion, trans. <NAME> and others). New York: The New Press, pp. 459-464.] > > [_____. 1980. "Two Lectures," "Truth and Power," and "The Eye of Power" in _Power/Knowledge: Selected Interviews and Other Writings 1972-1977_ (ed. Colin Gordon, trans. <NAME>, <NAME>, <NAME>, <NAME>). New York: Pantheon, pp. 78-133, 146-165.] 18 April: Media Genealogies > Tagg, John. 1988. "A Means of Surveillance: The Photograph as Evidence in Law," in _The Burden of Representation: Essays on Photographies and Histories._ Amherst: University of Massachusetts Press, __ pp. 66-103. > > Hunter, Ian, <NAME> and <NAME>. 1993. "Preface," "Introduction" and "The Pornographic Field" in _On Pornography: Literature, Sexuality and Obscenity Law_. London: Macmillan, pp. vii-56. > > Bolter, <NAME> and <NAME>. 1996. "Remediation" _Configurations_ 4:3 (Fall), pp. 311-358. 25 April: Unravelling or Resolution, depending. . . . > The fundamental problems of communication historiography, revisited. [Back] Copyright 2000 <NAME> <file_sep>Comparative Cultural Criticism This course was created to provide an interdisciplinary alternative to traditional ways of studying other cultures. Since professor Andrew and I are both from the Film Department, we want particularly to investigate new ways of looking at Japanese cinema. The course material overlaps with or falls in between the established disciplines of Anthropology, History, Politics, Cultural Studies, and Aesthetics. We do not pretend to expertise in all these areas, and throughout this semester we will be turning to anthropologists, historians, political analysts and aestheticians for help in reaching a cultural understanding of our main focus; Japan. More than that, we will be using these theorists to interrogate our own assumptions as we practice comparative cultural criticism. What does "comparative cultural criticism" mean? Not an easy question to answer, I hope that by the end of this class we will have some idea of the epistemological and ethical stakes involved in trying to understand other societies, and unfamiliar forms of cultural production. We might begin by investigating the title of the course more closely. In a sense cultural criticism has always been comparative - whether we mark its beginning with Herodotus' ethnographic collections, with Augustine's dictum that "the world is a book; he who stays at home reads only one page", or more recently with the rise of capitalism and international trade, the recognition of what we now call "culture" was predicated on its difference from the writer's own way of life. It is only recently that anthropologists (for theirs is the discourse in which accounts of other cultures are usually housed) have turned inwards to examine their own culture. I hope that during this course we will be able to recognize not only the difference of Japanese cultural artifacts from those produced in the West, but also the differences lurking within those two categories, "West" and "Japan", as well as what is at stake in comparing them with each other. According to <NAME>, "culture is one of the two or three most complicated words in the English language". While I don't propose to give any glib definitions, just as I don't pretend to know the truth of "Japan", we will ask repeatedly during the semester just what this obscure word might mean. In the modern world, cultural criticism has seldom been an innocent practice. It rose to prominence with the rise of the global capitalist economic system and was complicit, as Edward Said argues, with the "information machines" of colonial bureaucracies. While we may not fully agree with his critique of "orientalism", I hope that we can keep the critical edge which the title of this course echoes. On a more practical level, this is a great time to be studying Japanese culture at Iowa. Over the past year, the Institute for Cinema and Culture has been gathering material, in English and Japanese, for a conference on "Japanese Image Culture" (sponsored by CAPS and the ICC) to be held at the University during March. This material includes rare Japanese films and books on film and popular culture; since attendance at the conference is required of all class members, you should visit room 162 of the Communication Studies Building during my office hours and take a look at what we have. In addition to film screenings during the Thursday class period, there will also be a film series provided by the Japan Foundation, to be shown on Sundays, from February 9th to March 8th. The Institute for Cinema and Culture will supplement these with rare and classic Japanese films to be shown on other Sundays during the semester. These screenings are not required, but I strongly recommend that you take this opportunity to experience Japanese film culture. CLASS REQUIREMENTS: There will be three assignments and a short take-home midterm. In addition, you will be graded on short oral presentations of your research and of articles read in class, and on class attendance and participation. The breakdown of marks is as follows: Assignment 1 - 15% Assignment 2 - 15% Midterm - 10% Oral Presentation - 10% Attendance/discussion - 10% Final Project - 40% The first assignment will be a short essay (less than 5 pages for undergraduates) on western narratives of Japan in the Meiji period, a few examples of which we will read in the first two weeks. The second assignment will be an exercise in textual analysis, comparing a prewar Japanese film (or a genre) with a contemporary film (or genre) from another country. The midterm will be a single question on a topic raised during class, to be answered over a weekend Oral presentations will be required of all class members. They will consist of short (5 minutes maximum) discussions of an article assigned for class reading that day. The purpose of the presentation is NOT to reiterate the contents of the article for the benefit of those who haven't done the reading: you should aim instead to identify the main arguments that the writer is using, and present your own response to them. I will also be asking people to present their own research in class, as well as occasionally to work in groups. The final project will concern some aspect of postwar Japanese image culture. The exact details of the project are up to you, in consultation with Professor Andrew and myself. This project is worth a large proportion of the marks for the course, so we expect your research to be of commensurately greater depth. A word on class format: since there is so much ground to cover, I will be giving short, summarizing lectures on the historical and cultural background of the four "moments" in recent Japanese history that we will focus on. However this is a seminar, rather than a lecture, and so stands or falls on the quality of the discussions which WE create. Please come to class prepared, and prepared to contribute. SYLLABUS Week 1: Comparative Cultural Criticism: the case of Africa Tuesday: Introduction Thursday: Lecture: Africa, colonialism and the rise of cultural analysis > FILM: _La croisiere noire_ Week 2: Cultural Interpretation and Orientalism in Meiji Japan Tuesday: <NAME>. _Orientalism._ Harmondsworth: Penguin, 1978, 1985 Thursday: <NAME>. _East of Suez: Ceylon, India, China and Japan._ New York: The Century Co., 1912 Basil Hall Chamberlain. _Things Japanese: Being notes on various subjects connected with Japan for the use of travelers and others._ London: John Murray, 1902 Lafcadio Hearn. _Japan: An Attempt at Interpretation._ New York: McMillan, 1904, 1928. <NAME>. _The Mikado's Empire._ New York: Harper and Brothers, 1896 <NAME>, _R.A. Sketches of Life in Japan._ London: Chapman and Hall, 1887 Week 3: Tourism and Orientalism in Meiji Japan Tuesday: <NAME>. "Orientalism and the Study of Japan" in _Journal of Asian Studies_ 39/3 1980 <NAME>. "On Orientalism" in _The Predicament of Culture._ Cambridge, Mass.: Harvard UP, 1988 <NAME>. "Disorienting Orientalism" in _White Mythologies._ London: Routledge, 1990 Thursday: <NAME>. _Madame Chrysantheme._ New York: Current Literature Publishing Co., 1910 Rev. J. LL. Thomas. _Travels Among the Gentle Japs in the Summer of 1895._ London: Sampson, Low, Marston Co., 1897 <NAME>. _Unbeaten Tracks in Japan._ New York: G.P. Putnam's Sons, c.1880. <NAME>. _A Japanese Interior._ Boston: Houghton, Mifflin and Co., 1893 > FILM: _Yoshiwara_ (Max Ophuls, 1937) Week 4: Theorizing Comparative Cultural Criticism Tuesday: <NAME>. _The Chrysanthemum and the Sword._ Boston: Houghton Mifflin, 1946, 1989 <NAME>. "Art as Cultural System" in _Local Knowledge: Further Essays in Interpretive Anthropology._ New York: Basic Books, 1983 Thursday: > Lecture: Ukiyo-e and Japanese image culture. > > FILM: _Utamaro o meguru gonin no onna_ ( _Utamaro,_ Mizoguchi Kenji, 1946) Week 5: Theorizing Comparative Cultural Criticism Tuesday: > Group reports on theories of ethnography and cultural criticism Thursday: > Lecture: Some observations on popular culture in Meiji Japan > > Reports on western narratives of Meiji Japan. * FIRST ASSIGNMENT DUE * Week 6: Japanese image culture in the 1920s and 1930s: Taisho Modernism and Gender ambivalence Tuesday: <NAME>. "Taisho Culture and the Problem of Gender Ambivalence" in _Culture and Identity: Japanese Intellectuals During the Interwar Years._ J.<NAME> (ed.). Princeton: Princeton UP, 1990 <NAME>. "Gender-Bending in Paradise: Doing 'Female' and 'Male' in Japan" in _Genders_ 5 (1989) Noel Burch. _To the Distant Observer: Form and Meaning in the Japanese Cinema._ London: Scholar Press, 1979 Thursday: <NAME>. "Toward a Theory of Japanese Narrative" in _Quarterly Review of Film Studies,_ Spring 1981 <NAME>. "The Pure Land Beyond the Seas: Barthes, Burch and the Uses of Japan" in _Screen_ > FILM: _Orizuru Osen_ ( _The Downfall of Osen Mizoguchi Kenji,_ 1934) and _Naniwa Ereji_ ( _Osaka Elegy,_ Mizoguchi Kenji, 1936) Week 7: Japanese image culture in the 1920s and 1930s: Ozu and the _Nansensu_ genre Tuesday: <NAME>. "The Decay of the Decadent" in _Low City, High City: Tokyo from Edo to the Earthquake, 1867-1923._ Harmondsworth: Penguin, 1983 <NAME>. "Constructing a New History of Prewar Japanese Mass Culture" in _Boundary 2_ (Spring, 1992) Thursday: <NAME>. _Ozu and the Poetics of Cinema._ Princeton: Princeton UP, 1988 > FILM: _Rakudai wa shita keredo_ ( _I Flunked, But...,_ Ozu Yasujiro, 1930) Week 8: Japanese image culture in the 1920s and 1930s: Militarism, Mizoguchi and the Monumental Style Tuesday: <NAME> and <NAME>. "Japanese Revolt Against the West: Political and Cultural Criticism in the Twentieth Century" in _The Cambridge History of Japan._ Cambridge: Cambridge UP, 1988 Anon. _Kokutai no Hongi._ Tokyo: Monbusho, 1937 Watsuji Tetsuro. _A Climate._ Tokyo: Japanese Government, 1961 Thursday: <NAME> "Back to Japan: Militarism and Monumentalism in Prewar Japanese Cinema" in _Wide Angle_ 11/3 1989 > FILM: _<NAME> I_ ( _The Loyal 47 Ronin,_ Mizoguchi Kenji, 1941) Week 9: Discussion of Conference "Image Theory, Image Culture, and Contemporary Japan", March 12-15, 1992 Tuesday: > Reports on conference panels Thursday: > Reports on conference panels > > FILM: TBA Week 10: * SPRING BREAK * Week 11: Ozu and the anthropology of Postwar Japan Tuesday: J. <NAME> (ed.) _Authority and the Individual in Postwar Japan._ Tokyo: University of Tokyo Press, 1978 Tsurumi Shunsuke. _A Cultural History of Postwar Japan._ London: KPI, 1987 Fukutake Tadashi. "The Development of Mass Society" in _The Japanese Social Structure._ Tokyo: The University of Tokyo Press, 1981 Thursday: Short stories: Kojima Nobuo's "The American School" and Oe Kenzaburo's "The Catch". > FILM: _Banshun_ ( _Late Spring,_ Ozu Yasujiro, 1949) * SECOND ASSIGNMENT DUE * Week 12: Postwar Japanese Subjectivity Tuesday: <NAME>. "Who Decides and Who Speaks? Shutaisei and the West in Postwar Japan" in _Off Center: Power and Cultural Relations between Japan and the United States._ Cambridge, Mass.: Harvard UP, 1991 Thursday: <NAME>. "Psyches, Ideologies, and Melodrama: The United States and Japan" in _East West Film Journal_ 5/1 1991 <NAME>. "Melodrama, Postmodernism, and Japanese Cinema" in _East West Film Journal_ 5/1 1991 > FILM: _Ukigumo_ ( _Drifting Clouds,_ Naruse Mikio, 1955) Week 13: Post-postwar Japan: Modernization and _Nihonjinron_ Tuesday: <NAME>. _Japan: An Anthropological Introduction._ San Francisco: Chandler Publishing Co., 1971 <NAME>. "A Contextual Model of the Japanese: Toward a Methodological Innovation in Japanese Studies" in _Journal of Japanese Studies_ 11/2 1985 Thursday: <NAME>. "Visible Discourses/Invisible Ideologies" in Masao Miyoshi and <NAME>ian (eds.) _Postmodernism and Japan._ Durham: Duke UP, 1989 > FILM: _Yasha ga ike_ ( _Demon Pond,_ Shinoda Masahiro, 1980) Week 14: "Postmodern Anthropology" and "Postmodern Japan" Tuesday: <NAME>. "White Mythologies" in _White Mythologies._ London: Routledge, 1990 <NAME>. _Empire of Signs._ New York: Hill and Wang, 1982 Thursday: <NAME> and <NAME> (eds.) _Postmodernism and Japan._ Durham: Duke UP, 1989 > FILM: TBA Week 15: "Postmodern Anthropology" and "Postmodern Japan" Tuesday: <NAME> and <NAME> (eds.) _Postmodernism and Japan._ Durham: Duke UP, 1989 Thursday: <NAME> and <NAME> (eds.) _Postmodernism and Japan._ Durham: Duke UP, 1989 > FILM: TBA Week 16: "Postmodern Anthropology" and "Postmodern Japan" Tuesday: <NAME> and <NAME> (eds.) _Postmodernism and Japan._ Durham: Duke UP, 1989 Thursday: <NAME> and <NAME> (eds.) _Postmodernism and Japan._ Durham: Duke UP, 1989 > FILM: TBA * FINAL PROJECT DUE * <file_sep>![](../../../graphics/banners/reg_temp2.gif) ![](../page-banner-aci.gif) WINTER 2001** This information effective for Winter 2001. Check with instructor the first day of class for any changes. * * * # History [ HIS-025B ] [ HIS-080C ] [ HIS-134A ] [ HIS-147A ] [ HIS-182 ] [ HIS-196M ] [ HIS-196Y ] ## * * * 25B. United States History 1877 to Present Winter 2001 Instructor: <NAME> Go to: http://ic.ucsc.edu/~amstern/hist25b [top of page] ## * * * 80C. The Making of the Modern Middle East Winter 2001 Instructor: Edmund ("Terry") Burke, III I have been teaching modern Middle Eastern history and World History at UCSC since 1968. My research specialty is the colonial and post-colonial history of the Arab world, especially Arab North Africa. I have written on social movements (urban protests, peasant movements, anti-colonial movements) in the modern Middle East, ordinary people's lives, and questions of representation of Middle Easterners in Western discourse. I have traveled extensively in North Africa and visited Egypt, Turkey, Jordan, Israel and Palestine. I speak Arabic and French. I enjoy teaching this course. ### Course Aims and Objectives The "Making of the Modern Middle East" is an introduction to the history of the Middle East from the rise of Islam to 1980. It provides a basic overview of the development of Islamic civilization and origins of modern Middle East in the 19th and 20th centuries - including Ottoman self-strengthening, nationalism, imperialism and modern politics. Approximately seven weeks are devoted to the post-1800 Middle East. #### Required Written Work Two short papers on topics to be assigned, plus a final exam (in class). There will also be weekly quizzes on the readings and a map quiz. #### Required Reading The following required books have been ordered by the Bay Tree Bookstore. All are in paperback. There may also be a required course reader (stay tuned). <NAME>, _A History of the Modern Middle East_ (Westview) ISBN: 0-8133-0563-2. <NAME>, III, _Struggle and Survival in the Modern Middle East_ (University of California Press) ISBN: 0-520-07988-4. October 24, 2000 [top of page] ## * * * 134A. The Ancient Regime and Revolution Instructor: <NAME> ### Course Description This course provides an overview of French history from the late Middle Ages through the French Revolution. Themes and topics addressed will include enduring political and social structures, the daily life of different social classes, traditions of popular and elite revolt, the rise and fall of absolute monarchy, patterns of consumption, the impact of Enlightenment thought, the nature of early colonial interests, the relations between Paris and the provinces as well as the colonial empire, and the origins and significance of the French Revolution. This will be accomplished through a collection of lectures, readings and discussions that focus on the political, social, economic, gender and cultural history of France during this period. Some additional readings are provided in the reader for the purpose of helping students get oriented for their research assignment. Course Requirements: regular attendance; close reading skills; write 2 two-page book reviews; complete take-home midterm essay exam; write a 10-12 page research paper on a theme or topic addressed in this course; and - for those who miss 3 or more lectures - complete a take home final exam as scheduled. ### Schedule of Lectures and Readings #### 1: The Medieval Legacy Lectures: \| Tues. \| Royal Structures and Institutions Musical Offering: <NAME>, 14th c. "Ballade" ---\|---\|--- \| Thur. \| The Manorial and Seigniorial Systems Readings: <NAME>, "Introduction" and ch. 1; <NAME>, Chapter 1; Goubert, "A bird's-eye view;" Villon's "Legacy;" and begin Davis, _The Return of Martin Guerre._ Also look at Burgui ere and Lebrun, "Priest, Prince, and Family." 2: Human Geography Lectures: \| Tues. \| Towns and Villages ---\|---\|--- \| Thur. \| Peasant Society and Culture Musical Offering: Court of Burgundy, 1454 Reading: <NAME>, Chapter 2; "A world of Insecurity and Fears;" Davis, "Women on Top;" La Fontaine, poems; and continue _The Return of Martin Guerre. _ 3: Worlds of Privilege Lectures: \| Tues. \| The Nobility Musical Offering: Lully, music for royal processions ---\|---\|--- \| Thur. \| The Bourgeoisie. Book reviews due today! Reading: Collins, ch. 2; and finish Davis, _The Return of Martin Guerre;_ Beik,"The Culture of Protest;" Goubert, "The Nobility;" and La Bruy ere, _Characters._ 4: The Early-Modern State Lectures: \| Tues. \| The Wars of Religion. ( film clip \- "<NAME>") ---\|---\|--- \| Thur. \| The Revolt of the Nobility: The Fronde Reading: Muchembled, "New Mechanisms of Power;" Carroll, "The Revolt of Paris;" and Roche, _The People of Paris,_ ch. 2. Also look at Collins, _The State in Early-Modern France,_ ch. 3. 5: Colonialism and Trade Lectures: \| Tues. \| New France and Colonies Musical Offering: Rameau, "Les Indes gallantes," 1735 ---\|---\|--- \| Thur. \| Slavery and Trade. Mid-term handed out today. Reading: Lestringant, "Brazil, land of Cannibals;" "Le Code Noir" and related documents; Gwendolyn Hall, "The Chaos of French Rule;" Roche, _The People of Paris,_ ch. 3; Lach, "Narai and the French;" Quinn, "The Settler's Empire." Also: Cohen, "The Establishment of Slave Societies;" and Eccles, "The Fur Trade Frontier." 6: Urban Popular Culture Lectures: \| Tues. \| Artisans and Workers. Mid-term essays due today. ---\|---\|--- \| Thur. \| Popular Beliefs and Resistance Musical Offering: TBA Reading: Bouton, "Gendered Behavior in Subsistence Riots;" Farge, "At the Workshop Door;" and Darnton, "The Great Cat Massacre." Also see Collins, ch. 4. 7: Literature, Arts, and Propaganda Lectures: \| Tues. \| Film, "Beaumarchais" ---\|---\|--- \| Thur. \| Street Theatre and Grub Street Reading: Beaumarchais' _The Barber of Seville;_ Isherwood, "Streets of the People;" Popkin, _The Panorama of Paris_ (slctd) and Roche, _The People of Paris,_ chs. 4-6. 8: Enlightenment and Reform Lectures: \| Tues. \| Philosophes and Physiocrats ---\|---\|--- \| Thur. \| Economy and Political Crises Musical Offering: TBA Reading: Briggs, ch. 4; Roche, _The People of Paris,_ chs. 7-8; Popkin, _The Panorama of Paris_ (selections); and selections from _The Persian Letters._ Also see Mercier, "The Year 2440" and Norberg, "The Libertine Whore." Consider Collins, ch. 5. 9: The French Revolution I Lectures: \| Tues. \| The Causes of the French Revolution ---\|---\|--- \| Thur. \| From Constitutional Monarchy to Republic Reading: Popkin, chs. 1-4; "1789 D eclaration;" Rude, "The Anatomy of the Revolutionary Crowd;" Popkin, _The Panorama of Paris_ (selections); Cobb, "Provincial Terrorist" or Godineau, "Portraits of Militant Women;" and Hufton, "The Woman Rioter." Consider <NAME>, ch. 6. 10: The French Revolution II Lectures: \| Tues. \| Revolutionary Dictatorship and Terror Final essay questions handed out ---\|---\|--- \| Thur. \| Napoleon and the Legacy of the French Revolution Reading: de Gouges, "D eclaration;" <NAME>, Popkin, chs. 5-9; and Hufton, "The Woman Rioter."Consider: de la Bretonne, _The Nights of Paris,_ and Collins, ch. 7. [top of page] ## * * * 147A. California Environmental History Winter 2001 Instructor: <NAME> ### Course Description Thirty-five years ago, <NAME>, professor emeritus of environmental studies at UCSC, wrote that "in California one sees not only the consequence of unplanned, careless, or deliberately destructive past activity; one also gets the feelings that the worst is yet to come." Dasmann's classic book, _The Destruction of California,_ is more relevant today than in 1965. Then the population was 19 million; today it stands at 34 million. The state's air, soil, and water resources are polluted, degraded, or in short supply; plant and animal biodiversity is declining at an alarming rate; toxic waste dumps are sited in the back yards of the poor and people of color; farms are paved over for housing developments; and old-growth trees are cut and milled for overseas consumption. The war between nature and culture in California is claiming casualties on both sides. This course will make use of the insights and methodology of environmental historians, who study the changing relationship between humans and their environment, to help understood the roots and history of our present environmental crisis. It was in California where the 19th century "wild west" economy of resource extraction produced its worst abuses, and it was in California that the early conservation movement achieved its first successes in Yosemite and Big Basin, as well as its first failure at Hetch Hetchy. Smog in Los Angeles exemplifies the worst pollutive effects of urbanism, and the battles to stop the Diablo Canyon nuclear power plant and to preserve Mono Lake were high points in the early environmental movement. We will examine a variety of primary and secondary documents, read critical essays, and view videos on California's diverse and spectacular environment in order to develop an informed perspective on the history of its use and misuse. ### Course Requirements Regular attendance in class and informed participation in discussions, careful reading of the course materials, one critical book review (a list of books will be provided), a take-home midterm to test comprehension of the reading, and a 10-12 page research paper on the history of a California environmental problem. ### Required Texts <NAME>, ed., _Green Versus Gold: Sources in California's Environmental History_ (Island Press, 1998) <NAME> and <NAME>, _Farewell, Promised Land: Waking from the California Dream_ (University of California Press, 1999) <NAME>, ed., _Natural State: A Literary Anthology of California Nature Writing_ (University of California Press, 1998) ### Syllabus: Go to: http://ic.ucsc.edu/~wyaryan/hist147a/syllabus.html November 6, 2000 [top of page] ## * * * 182\. The Civil War and Reconstruction, 1861-1877 Instructor: <NAME> Office: Stevenson 278 ### Course Description This course treats the period of civil war and reconstruction as the United States' second revolution. Much about the country's history for the next century and beyond was decided during these decisive years. We will begin by tracing how the decades-long political struggle over slavery during the first half of the nineteenth century erupted into military conflict in 1861. In the course of studying the war, three related themes will be emphasized: (1) what factors determined the war's outcome; (2) how the methods and goals of both sides changed in the course of the fighting; and (3) how the war altered life in both the North and the South. Although the Confederacy's defeat ended the war, the struggle over the shape of the post-slavery South continued long after Appomattox. In studying this subject, we will focus on the distinct and conflicting ways in which different groups of Americans approached the issues of reconstructing the South and the nation during the war and postwar years. ### Required Texts <NAME>, _Battle Cry of Freedom_ (Oxford, 1988) <NAME>, _A Short History of Reconstruction_ (HarperCollins, 1990) <NAME>, ed., _Major Problems in the Civil War and Reconstruction_ (Heath, 2d ed., 1998) <NAME>, et al., eds., _Free at Last: A Documentary History of Slavery, Freedom, and the Civil War_ (The New Press, 1992) Faust, _Mothers of Invention: Women of the Slaveholding South in the American Civil War_ (Vintage, 1996) ### Course Requirements All students are expected to attend all lectures and to complete all reading and writing assignments on schedule. Attendance and active participation in section meetings is also mandatory. There will be three two essay-type exams, each of which will be based upon both readings and lectures. Each exam will be given as a take-home assignment. [ top of page] ## * * * 196M. The End Of Slavery and Serfdom Instructor: <NAME> Office: Stevenson 278 Winter 2001 ### Course Description This course sets the United States' experience with slavery and its elimination in comparative perspective. More specifically, it compares the historical trajectory of slavery in the United States with the rise and decline of this and other forms of bound labor elsewhere in the western hemisphere, Europe, and southern Africa. Class discussion will focus upon readings that address one or another general or locally specific aspect of the international comparison. Among other subjects, we will investigate the origins of and differences between serfdom and slavery. We will inquire into the relationship between rights and power in slave societies, on the one hand, and differences in national origin and race, on the other. We will ask why in some cases emancipation occurred in a violent and revolutionary manner,but, in others, occurred peacefully and gradually. We will ask how the experience of emancipation in one country influenced developments in others. Finally, we will inquire into the long-term impact that different types of emancipation had on upon post-emancipation life in different countries. ### Course Requirements Each student will write one short paper (approx. 5-8 pages) every other week discussing the readings assigned for that week. Students will be graded and/or evaluated on the basis of these essays and their contribution to classroom discussion. Readings will include selections from works such as the following: <NAME>, "The Case for Comparing Histories;" <NAME>, "The Causes of Slavery or Serfdom: A Hypothesis;" <NAME>, Jr., _Social Origins of Dictatorship and Democracy;_ <NAME>, _The Overthrow of Colonial Slavery, 1776-1848;_ <NAME>, _White Supremacy: A Comparative Study of American and South African History;_ <NAME>, _African Slavery in Latin America and the Caribbean; <NAME>,_ "'An Empire Over the Mind': Emancipation, Race, and Ideology in the British West Indies and the American South;" <NAME>, "The Anatomy of Emancipation;" <NAME>, "Who Freed the Slaves?" <NAME>, "The Advent of Capitalist Agriculture: The New South in a Bourgeois World"; <NAME>, _The Coming of the French Revolution;_ <NAME>, _Bureaucracy, Aristocracy and Autocracy: The Prussian Experience, 1660-1815;_ <NAME>, _Restoration, Revolution, Reaction: Economics and Politics in Germany, 1815-1871;_ <NAME>, _The End of the Old Order in Rural Europe._ [ top of page] ## * * * 196Y. Research Seminar on Memories of World War II in the US and Japan Instructor: <NAME> Call number: 60508 Meetings: Thursdays 4-7 PM; Social Science 2 Room 171 Winter 2001 For more information on this class, please go to http://humwww.ucsc.edu/history/history196y [ top of page] <file_sep># University Seminar ## GNED 101 Syllabus * * * ### Contents [Instructor \| Text \| Overview of Course \| Grades ] [Outline and Course Schedule] [Course Policy \| Group Work on Homework \| Late Homework \| Proper Use of Discussion Groups \| Students with Disabilities ] * * * ### Instructor _Name_ : <NAME> \| _Email_ : <EMAIL> ---\|--- _Office_ : MOLN 355 \| WWW: http://www.uwp.edu/academic/mis/baldwin _Phone_ : 595-2449 \| _Office Hours:_ 4:45-6:00 M, 9-11 W, 9-10 F ### Texts Holkeboer, Robert & Walker, Laurie, _Right From the Start_ , Wadsworth, 1999. Resources on WWW: Your College Success Center ### Course Internet Sites The syllabus is available at: http://www.uwp.edu/academic/mis/baldwin/Gned101/g101f00.htm The course also uses discussions, chat rooms, and other materials that are located at: http://www.blackboard.com/courses/GNED0101Sec12/index.html. To use the site, you must enroll (free of charge) by clicking _I would like to enroll_ on this page. Passport sessions, activities, and schedules ### Overview of Course The purpose of University Seminar is to provide you with an extended orientation to college life, and to UW-Parkside in particular. In other courses you will encounter college through specific bodies of material which constitute an academic discipline: mathematics, history, political science. In University Seminar, the subject matter is college itself: its culture, expectations, demands, and rewards. College can be an exciting and enjoyable time in your life, but success is not guaranteed. In this course you will learn tools, techniques, strategies, and critical thinking skills that will help you throughout college. Additionally, you can view the course as "anticipatory advising". This advising will recommend study habits, make you aware of campus activities, help you choose a major, and a career. #### Course Objectives Through this course students will: 1. Develop a better understanding of why they are in college. 2. Make progress toward the development of realistic career and life goals, and understand the educational and personal implications of these goals. 3. Develop or improve certain abilities essential to being successful in college including information literacy, study skills, time management, presentation skills, communication skills, and critical thinking. 4. Become familiar with the University of Wisconsin-Parkside policies, procedures, academic programs, general education requirements, graduation requirements, university resources, and services. #### Learning Methods The course objectives will be met through the use of class discussion, participating in internet discussion groups, participating in the passport program, completion of the university's information literacy requirement, writing exercises and an in-class presentation. The course uses an "active" style of learning. Students should read the assigned material before class and complete the assigned exercises by the due date so that they are prepared to discuss the material. In addition, students will have an opportunity to discuss the material and suggest material to discuss through the class internet discussion site. Within the first few days of the course, the student will complete the College Student Inventory. The results of this survey will be used by the student to select passport sessions or exercises. These sessions or exercises are completed outside of class and include topics such as time management, note taking skills, and diversity. The course culminates with an in-class presentation regarding a controversial topic (of the student's choice). #### Learning Assessment Learning will be assessed through the evaluation of written and oral presentations. Written work involving each of the four objectives sited above will be submitted by email or by participating in the course's internet discussion group. Oral presentations will be made on the last day of class (the 10th class). Written homework and presentations will be evaluated based on the following criteria: * Subject. Did you respond to the assigned problem or topic? * Argument. Did you gather relevant information, make appropriate assumptions, and use a logically sound argument? * References. Where appropriate, did you use a citation? * Organization. Did the paper/presentation flow well from beginning to end? * Expression. Are your sentences clear in meaning and varied in structure? Did you use proper grammar and spelling? Did you use charts, graphs, pictures or animation effectively? ### Grading Points will be accumulated throughout the semester. Grades will be determined by summing the points: 93-100 A, 90-92 A-, 87-89 B+, 83-86 B, 80-82 B-, 77-79 C+, 73-76 C, 70-73 C-, 60-69 D, less than 60 F. Points will be earned through the following activities: * 2 pts. per class attended (maximum of 20 points) * Max. 2 pts. per "pre-class" question that is posted to the class discussion site. A "pre-class" question must be posted at least 24 hours prior to the class. The question(s) should be consistent with the topic for the day. I will do my best to answer the question during the class. (maximum of 2 pts./class period for a total of 18 pts.). * Max. 2 pts. per class follow up question posted to the class discussion site. A follow up question must be posted within 48 hours after a class and must be consistent with the topic discussed in the prior class (maximum of 2 pts./class period for a total of 20 pts). * HW pts. (max points per HW is posted below) * Max. 5 pts./Passport session attended and corresponding reflections on learning completed (max. 15 points). Reflection on learning papers are due by Dec. 8. Y ou can submit no more than two papers between Dec. 1 and Dec. 8. ### Outline and Course Schedule The following outline and schedule may be changed at the discretion of the instructor. #### Overview of DBMS Date \| Reading \| HW \| Subjects ---\|---\|---\|--- Sept. 6 \| Chpt. 1 \| Complete College Student Inventory by Sept. 8 (5 pts.) \| Overview and Introduction. Introduce Web and Blackboard. Sept. 13 \| Chpt. 2-3 \| Turn in career center notes by Sept. 15 (5 pts.) \| Career Center Presentation. The basics for success. Sept. 20 \| See readings below \| \| Critical Thinking. Creating a presentation with PowerPoint. Sept. 27 \| Chpt. 4-5 \| Complete critical thinking exercises (5 pts.) \| Managing Time, Review Critical thinking exercise, PowerPoint Oct. 4 \| Chpt. 6 \| \| Studying. WWW page design. Oct. 11 \| Chpt. 7 \| Complete PowerPoint HW (5 pts.) Information Literacy Exercise (finish by end of semester) (5 pts.) \| The Library and Information Literarcy. Oct. 18 \| Chpt. 8 \| \| Test Management. Ethics. WWW page design. Oct. 25 \| Chpt. 9-11 \| \| Extracurricular activities. Values, culture, and relationships. Health and stress Nov. 1 \| Chpt. 12 \| \| Planning for Success other Nov. 8 \| \| Presentations (10 pts.) \| Presentations Dec. 8 \| \| Finish Web pages (5 pts.) Last day to submit papers from Passport sessions (see Grading note above). \| #### Critical Thinking: Read the following from the WWW: 1. Basics of Critical Thinking 2. Elements of Critical Thinking 3. Intellectual Traits 4. Universal Intellectual Standards 5. Thinking and Content 6. Grading Standards for Critical Thinking Optional Readings * Mission Critical (click Part 1, 2, 3, 4 on the left for a tutorial and sample questions). * Brief History of Critical Thinking #### Group Work on Homework Assignments Students must complete their own homework. Copying homework is not allowed. If help is needed, the student is encouraged to ask the professor or another student. Note there is a fine line between "help" and completing homework for a student. Students should be careful not to cross this line. #### Late Homework Homework must be turned in by 1:00 pm of the specified due date. There is a 20% per day penalty for late homework. #### Discussion Group Postings (proper use) The discussion group is designed to facilitate discussion of the class material before and after class. You are encouraged to respond to previous postings. As you post your questions and comments, you must obey the following: * Do not post copyrighted material without the proper references. * Do not pose as someone else. * Do not forward the private email of others to the discussion group. * Do not use vulgar language in the discussion group. * Harassing other students through the discussion group will not be tolerated. * Do not post advertisements to the discussion group. I reserve the right to remove inappropriate postings to the discussion group. Repeat offenders of the above guidelines will lose the right to post to the discussion group. #### Disabled Students Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements should contact the instructor as soon as possible to make necessary accommodations. * * * Last modified: September 21, 2000 <NAME>, MIS, UW-Parkside, <EMAIL> <file_sep>Rocky Homepage Welcome Academics Registrar Academic Calendar 2001/02 Academic Calendar 2002/03 Registration and Validation Common Requests Requesting a Transcript Course Schedules RMC Catalog Academic Policies Degree Requirements 'C', 'M', 'S', and 'W' Courses Graduation Information Institutional Research Academic Advising Course Schedules Request a Transcript Programs of Study Institute for Peace Studies International Programs Administration Admissions Alumni/ae Athletics Bookstore Campus Life Library Outreach Career Services Search![ ](/images/search.gif) --- --- # Office of the Registrar RMC Academic Policies ## Degrees Rocky Mountain College offers two baccalaureate degrees, the bachelor of arts degree and the bachelor of science degree. The associate of arts degree is offered as well as a certificate in computer applications. College credit is offered on a semester basis. Courses offered in short terms and summer sessions meet more frequently and for longer times each meeting. Enrollment is always for a semester, short term, or a summer session except in the case of a special workshop. About RMC Courses The Curriculum Degree Requirements Registration and Student Status Advising Course Changes and Attendance Grades Academic Standing ## Course Hours A course for one semester hour of credit meets for a 50-minute period once a week for the semester. For each class session, the student is expected to spend at least two hours in preparation. In studio, laboratory, or activity courses, two hours of attendance are required weekly for one semester-hour credit. In the case of seminars or independent study courses, less class attendance may be required and a proportionately larger amount of time spent in preparation. For regularly enrolled students, the usual class load is 15 to 16 semester hours per semester. ## Levels of Courses It is recommended that students take courses at the level of their class standing, provided that specific prerequisites have been met. Taking a course two levels or more above or below the level of class standing is not permitted, except with the approval of the instructor. All courses are further classified as either lower division or upper division. The former are courses numbered 100 to 299; upper division courses are those numbered 300 to 499. A minimum of 40 semester hours must be completed in upper division courses. At least twelve of the 40 must be in the student's major field. Courses cross-listed at a lower-division and upper-division level may only be taken once for credit unless otherwise noted. ## Cancellation of Courses The college reserves the right to cancel any course which does not have an enrollment of at least six at the end of the fifth class of any semester. ## Regular Courses To facilitate arrangements for instruction, the college faculty and course offerings are organized into programs. All regular course offerings are listed in this catalog. Courses cross-listed at a lower-division and upper-division level may only be taken once for credit unless otherwise noted. The term courses are scheduled to be offered is noted by Fall semester, Spring semester, Summer session, alternate years, or on demand. The course schedule is subject to change. Corrections are available in the office of the registrar. Courses for which there is small demand are offered alternate years or on demand. A course designated on demand will be offered when there is sufficient number of students requesting the course, usually five or more, and if suitable arrangements can be made. Students should plan their schedule carefully with their advisor to take required courses when they are offered. ## Special Courses Special Topics 180, 280, 380, 480: Faculty members may arrange, with the approval of the Academic Vice President, to offer under a special topics number courses not regularly listed in the catalog. Independent Study 299: Offered to freshmen or sophomores only by initiation of a faculty member and approval of the Council of Chairs. Its purpose is to allow work outside of the regularly offered course schedule in exceptional circumstances. Each independent study is one to three semester hours. Field Practicum 291, 391: Field practicum may be offered by all programs for 1 to 3 semester hours with the possibility of being repeated up to a total of 12 semester hours (athletic training majors may take up to 16 hours). There is to be a faculty evaluation of the student's performance, with a statement of the evaluation to be kept with the student's records. Internship 450: An internship experience offers juniors and seniors with any major a learning experience in a work-place setting. These work experiences are considered a regular part of the degree program, just as any of the college's academic offerings. Internships are arranged between a faculty member and the student with assistance from the career planning and placement office. Up to 15 semester hours may be earned in internships. Directed Reading 399: Directed reading courses are authorized for each program, to be offered at the discretion of the instructor and subject to the approval of the Academic Vice President. Each professor offering directed reading is responsible for providing a reading list or series of study questions, or a syllabus to the student, so that the course is indeed directed reading, not just reading. One to three semester hours. (Note: Under special circumstances a student may take a regular course by arrangement with a member of the faculty if the student is legitimately unable to attend the regular class sessions and has the instructor's approval. In this case the student should enroll in the course under its regular number, not under directed reading or any other special course number. The guidelines for special courses given below, however, must be followed when regular courses are taken by arrangements.) Seminar 490: Seminar is an interdisciplinary course carrying two to three semester hours of upper-division credit. Admission is restricted to juniors and seniors. Independent Study 499: Independent Study is offered by those programs which offer majors. Its purpose is to allow a superior student to devise and pursue independent study of an area agreed upon in consultation with the faculty member who will supervise the study, subject to approval of the Academic Vice President. In order to qualify for such study, a student must 1) major or minor in the program, 2) be a junior or a senior, and 3) carry a GPA of a 3.00 or better. Each independent study is one to three semester hours. Continuing Education 900: These courses are designed primarily for the post-baccalaureate student, and do not apply toward a bachelors degree. Elementary and secondary school teachers may use these courses for professional advancement, recertification, and/or salary increment with school district approval. Permanent records are kept. Guidelines: The following guidelines are used for all special courses: Special courses use the following work-load standards for a credit: 45 hours of student time for each semester hour; or completion of certain prescribed amounts of work or readings, determined at the beginning of the course. The faculty member in charge is responsible for evaluating the student through oral or written tests, through the presentation of a paper or completed project, or by any other sound means of evaluation. All special courses are to be taken seriously as academic courses based on advanced planning. They are to be completed by the end of the semester or term when they are started, just as regular classes. Incomplete grades will be given, as the catalog points out, only under unusual circumstances and with the instructor's consent. See description of grades later in this section. ## Non-traditional Credit Recognizing that valuable learning often takes place outside the classroom, the college offers the opportunity to obtain academic credit for non- traditional learning experiences within certain guidelines. Non-traditional credits will not be accepted in transfer and may apply to no more than 25 percent of a degree program. Non-traditional credit will be posted on the transcript after successful completion of one semester of full-time enrollment. Any student enrolled in a certificate program may challenge up to three credits. For certificate seeking students, these credits will be posted upon the successful completion of at least two other credits in the program. In the case of CLEP, DANTES, AP, IB or Military credit, official score reports must be submitted for credit to be granted. More details are available from the office of the registrar. Credit for Prior Learning: Students may earn credit for documented and currently held learning gained through life experience and its equivalency to the content of courses in the academic curriculum. To request credit for prior learning, a student is required to submit an application and prepare a portfolio to document the learning involved. Students must distinguish between learning and experience, articulate knowledge and its application, and establish connections between theory and practice in their field. More information is available through the career planning and placement office or the degree completion office. Challenge of a Course: Student may challenge courses not previously taken if they have a GPA of at least 3.00. The approval of the instructor, the advisor, and the Academic Vice President must be obtained and the agreement form filed with the office of the registrar. College-Level Examination Program: Students who wish to earn college credit may do so by successfully completing one or more of the general examinations or the subject examination of the College-Level Examination Program (CLEP). Credit may also be earned through the Defense Activity for Traditional Educational Support (DANTES) program. Any CLEP or DANTES examinations for credit must be completed by the end of the second semester of enrollment at RMC. More information is available through the degree completion program office. Credit for military experience and training: Credit will be evaluated based on the American Council of Education recommendations for credit for military experience. The office of the registrar will evaluate this credit after the student enrolls. Credit for advanced learning in high school: College credit is awarded for advanced work in secondary school. Credit is accepted through the Advanced Placement test of the College Entrance Examination Board, International Baccalaureate Diplomas, or through tech-prep agreements with local high schools. Students should consult with the office of the registrar concerning credits accepted and level of performance required. ## International Learning Experiences ### _Rocky International:_ Study, Intern, Work, or Volunteer Abroad The Office of International Programs assists students in choosing an international experience which best enhances their educational and career goals. Most Rocky International programs cost about the same as a semester at Rocky. In addition, all federal and Rocky financial aid can be used in these programs. With good planning, an international experience will not delay your graduation. All programs will enhance your chances for success after graduation. Some are appropriate for year-long study, others for a semester, and others are offered in the summer. Choose the program that best fits your interests. The Office of International Programs also assists students to find internships, work, or volunteer opportunities abroad. Rocky offers occasional courses during a semester through which students study on campus for the majority of the semester, then travel abroad to culminate the experience. These courses include the Mission to Merida, Mexico, and the Music and Art of Austria and Bavaria. _Rocky International_ Exchange Programs Queen's University of Belfast, Northern Ireland University of Ulster, Northern Ireland Shikoku Gakuin University, Japan Hame Polytechnic University, Finland University of Gavle, Sweden _Rocky International_ Affiliated Programs for Study Abroad Archeological Dig in Bethsaida, Israel (Summer only) Harlaxton College, England Regent's College, London, England Oxford Overseas Study Course, England Kwassui Women's College, Japan Payap University, Thailand Through the College Consortium for International Studies , affiliated programs are available in: Argentina\| Hungary ---\|--- Australia\| Ireland Austria\| Israel Bulgaria\| Italy Canada\| Korea China\| Mexico Costa Rica\| Morocco Cyprus\| New Zealand Dominican Republic\| Peru Ecuador\| Portugal England\| Russia France\| Scotland Germany\| Spain Greece\| Switzerland Back to top of page ## The Curriculum Bachelor of Arts, Bachelor of Science Programs Students may earn a bachelor's degree in the following programs. Some majors have several options; see the department description for details. Bachelor of Arts: Art Communication Studies Education English History Individualized Program of Study Music Philosophy & Religious Thought Theatre Arts Bachelor of Science: Aviation Biology Business Administration and Economics/Accounting Chemistry Computer Science Earth and Environmental Science Equestrian Studies History & Political Science Individualized Program of Study Information Technology (degree completion) Management (degree completion) Mathematics Physical Education & Health Physician Assistant Psychology Sociology & Anthropology Minors Minors are offered in all of the major programs listed above (except management). In addition, minors are also offered in the following programs: Communication Studies French Physics Writing ## Occupational Therapy The program's objective is to prepare the student as a professional capable of designing and implementing rehabilitation programs to help the physically challenged in skills necessary for daily life: mobility, personal hygiene, and body conditioning. Rocky's pre-occupational therapy course work is designed to complement the 3-2 program at Washington University (St. Louis). Students spend an average of three years at Rocky satisfying specific prerequisite courses and partially fulfilling a major. Students must maintain a 3.0 GPA, obtain a faculty recommendation, and take the GRE to apply for acceptance into the entry level master's program at Washington University. Those who complete the prerequisites at RMC are not guaranteed a position in the Washington University program; they must apply and be accepted. Students need to recognize that this major requires attendance and successful completion of two semester of class work at Washington University before a bachelor's degree is granted by Rocky Mountain College. Basically, the prerequisites are (in semester hours): English composition, 3; biology, 3; anatomy and physiology, 6; physics, 3; child development and/or psychology, 3; abnormal psychology, 3; sociology and anthropology, 3; political science and economics, 3; basic statistics, 3; electives, 59. Students must begin to fulfill a major at Rocky. Successful completion of the first year at Washington University is required for the awarding of a bachelor's degree from Rocky. ## Teaching Certification For information about teaching certification, refer to the education program section of the catalog. ## Individualized Program of Study (IPS) The individualized program of study allows students to design a program that is not regularly offered by Rocky Mountain College. Any student who has not completed the junior year is eligible to apply for IPS. The student determines, with the help of faculty advisors, a program of study tailored to meet individual needs and interests. The IPS may apply to the student's total program, to the major, or to the minor. All other graduation requirements must be completed. All IPS programs must be approved by the student's academic advisor, the Council of Chairs, and the Academic Vice President. All proposals must be approved by the end of the student's junior year. Applications should include the educational rationale behind the program, and a list of all courses to be applied toward the program. All IPS majors and minors must meet the minimum criteria listed in the requirements for a baccalaureate degree. Proposals are evaluated on the basis of whether or not an IPS provides a coherent program of study, can better meet the needs of the student, and whether or not the student can offer evidence of ability to plan and carry out such an individualized program. To be eligible for consideration, the student must be regularly enrolled at Rocky Mountain College and available for regular on- campus contact with the major advisor. Back to top of page. ## Requirements for a Baccalaureate Degree A minimum of 124 semester hours (certain programs may require more). No more than 64 semester hours (96 quarter hours) are acceptable in transfer from a two-year college. Unless being counted toward a major, a maximum of 8 credits in applied music, 8 credits in ensemble, 8 credits in theatre arts, or 8 credits in physical education activity courses may be counted toward graduation. Unless being counted toward the major, no more than 12 of these activity credits can count toward the total credit requirement. The general education requirements listed below must be met. * A candidate must have a cumulative grade point average (GPA) of 2.00 (C) for all courses applying to the degree, and a cumulative GPA of 2.00 in all courses taken at Rocky Mountain College. * A minimum of 24 semester hours is required in the major field with a GPA of 2.25 (C+). The specific requirements for a particular major are listed under the program concerned. The student must complete at least 3 courses in the major field at Rocky Mountain College. * Forty semester hours must be earned in upper division courses. At least 12 of the 40 semester hours must be in the major field. If a minor is chosen, it must include a minimum of six upper division semester hours. * A candidate for a baccalaureate degree at Rocky Mountain College must have completed at this college a minimum of 30 semester hours, including at least 20 upper-division hours. Twenty-four of the last 30 hours required for graduation must be earned in residence. This may be modified in exceptional cases upon petition to the Academic Vice President. ## Requirements for an Associate of Arts Degree * A minimum of 62 semester hours of which at least the last 31 have been taken at Rocky Mountain College; and * The general education requirements listed below must be met; and * A candidate must have a cumulative GPA of 2.00 (C) for all courses applying to the degree. ## Categories of General Education Requirements In 1994, Rocky Mountain College adopted these general education requirements to better fit the college's mission statement and goals. In 2001, the college reviewed its general education requirements and modified them to better define its goals for graduates, concentrating on student experiences and needs. These requirements fall into two broad categories: skills and literacy and distribution. Skills and Literacy: The first section, skills and literacy, is designed to ensure that all Rocky graduates possess basic skills and also to make clear that these skills will be addressed throughout the entire curriculum. These skills require continual attention as an individual pursues a major and a career. To illustrate, RMC addresses the skill of writing first with two courses, First Year Writing and one advanced writing course. In addition, throughout their upper-level courses and those in the major, students will be required to do a substantial amount of writing. These courses need not be English courses; more often they will be courses in the student's major. The college's expectation is that students will continue to consider the process of writing and improving their writing skills whether they are first-year students or graduating seniors. This same principle applies to the mathematics and the speaking requirements. First the student will take one speaking and two mathematics courses; later the student will use speaking and mathematics skills in upper level courses, usually in the major. The college recognizes that mathematical application and speaking skills are important enough to be considered in several courses; in addition, they are essential for the quality we expect in a Rocky Mountain College graduate. Upper level courses and those in the major are designed to incorporate these principles and skills to provide the graduate with a thorough grounding in them. Distribution: The second area, distribution, is designed to ensure that students are broadly educated, reflecting RMC's liberal arts character. In order to reach the breath of vision which the college expects, the students must take courses from these areas: the fine arts, the humanities, the social sciences, and the natural sciences. As an option in this area, students may elect a set of distribution courses which reflect an overarching integrated concentration focused on an issue outlined in the college's mission statement. At present, two such concentrations have been approved: an environmental studies concentration and an American studies concentration. Each of the concentrations includes courses from the fine arts, the humanities, the social sciences, and the natural sciences. ## General Education Requirements ### Skills and Literacy Writing: ENG119 and one advanced writing course (6 semester hours). Mathematics: Two courses (6 semester hours). PHR205 may be used as one of these courses. Speaking: Public Speaking or an approved acting course (3 semester hours). Computers: CSC100 (3 semester hours). Health: PEH115 (1 semester hour). NOTE: Students may test out of all of the above. ### Distribution The requirements in Option 1 or Option 2 below must be completed. Option 1: Total Option 1: 25 semester hours. Fine Arts: Two courses from art, theatre, and music, with no two from the same program. Humanities: One course in religious thought (3 credits) and two courses from history, literature, and philosophy (6 semester hours) beyond the requirement in religious thought, with no two from the same program; or two courses in the same foreign language. Social Sciences: Two courses from economics, political science, psychology, sociology/anthropology, with no two from the same program. Natural Sciences: Two courses from biology, chemistry, environmental science, geology, and physics (at least one course must be a laboratory course), with no two from the same program (unless they are both lab courses). Option 2: An overarching, integrated concentration focused on an issue outlined in the college's mission statement. Each concentration is to include at least one course from the fine arts, two from the humanities, one from the social sciences and natural sciences. Appropriate substitutions may be allowed in all concentrations. Students choose from two concentrations. Environmental Studies Concentration: 25 semester hours total. BIO112, and either BIO315 or BIO410; or EES101 and EES200. ECO354. Two of HST365, PHR303, or PHR378. One of ART271 or ART323. EES225. IDS475. American Studies Concentration: 25 semester hours total. One of BIO111, BIO112, or EES101. Two of SOC101, SOC340, POL203, POL331, POL409, ECO201, or ECO203. One of ART323, MUS204, or MUS205. Two of HST211, HST212, HST311, or HST363. One of ENG381, ENG382, or ENG483. Seminar in American studies. ## Second Degree A student may earn a second bachelor's degree at Rocky Mountain College by taking a minimum of 30 additional credits in residence beyond the credits earned for the first bachelor's degree, and completing all requirements for a second major. Nine of the minimum additional credits for the second degree must at the upper division level. Students at RMC may concurrently earn both bachelor of science and bachelor of arts degrees if they have a minimum of 150 credits and have fulfilled all requirements for both degrees. Students may also transfer to RMC to attain a second degree. These student must meet all degree requirements outlined for transfer students to RMC. All students wanting to obtain a second degree must file a written application to the office of the registrar. Back to top of page. ## Registration Students are expected to register on the days specified. Registration is not complete until financial arrangements are made with the business office. Late validation fees are in effect after the first day of class. After one week of classes, permission from the instructor must be obtained before entering a course. After two weeks of classes, no student will be allowed to register in regular classes. ## Classification of Students Students are classified at the beginning of each semester in each academic year. ### Official Status Regular: Admission requirements fulfilled and systematically pursuing a definite course of study toward a degree. Conditional: Does not meet requirements for regular admission. Must establish regular (non-probationary) standing by the end of the first semester in residence. Special: A student who is not a candidate for a degree at Rocky Mountain College. Auditor: A student who attends class regularly but does not receive credit or grade. A regular student may audit a course without charge, providing their course load remains within the 12-19 credit range. ## Registration Status Full-time: A student registered for 12 hours or more. Part-time: A student registered for less than 12 hours. ## Class Status Freshman: A student who has earned less than 27 hours. Sophomore: A student who has earned 27 to 59 hours. Junior: A student who has earned from 60 to 89 hours. Senior: A student who has earned 90 or more hours. Back to top of page. ## Academic Advisors Academic advisors are assigned to students based on their area of major interest upon entrance to Rocky Mountain College. Students are encouraged to meet with their advisors frequently to review graduation requirements, plan class schedules, and talk about their futures. Students may change academic advisors at any time during the year by visiting with the Registrar or the Academic Vice President and filing a request available in the office of the registrar. ## Student Load A normal load is considered to be 15 to 16 semester hours. Students in good academic standing may register for up to a total of 19 semester hours with the approval of their advisors. All other overload registrations must be approved by the advisor and the Academic Vice President. For each semester hour over 19, a student is charged an overload fee. NOTE: A student must average 15.5 semester hours for 8 semesters to complete the required 124 semester hours. ## Part-time Enrollment Once the student has enrolled at RMC, all course work in the major or to be applied to the degree and/or certificate must be done in residence at RMC. If the course work is to be done at another university or college, prior approval should be obtained from an appropriately designated individual. Courses submitted in transfer must have a grade of 'C' or better. Back to top of page. ## Addition of a Course or Change of Section Necessary registration changes, such as change in course or section, may be made within two weeks of the beginning of the fall or spring semesters. Students may not earn credit in any course for which they are improperly registered or have failed to register. ## Withdrawal from a Course A student may withdraw from a course with a grade of 'W' up to and including the last day to drop a class as published in the academic calendar. After that day a student who withdraws from a course shall receive a grade of "F" in that course. (Students who officially withdraw from school are not subject to this regulation.) It is required that both the student's advisor and the instructor concerned initial the withdrawal form obtained from the office of the registrar. Failure to withdraw in the official manner will result in the grade of "F". No withdrawal is official until the proper form has been filed in the office of the registrar. ## Withdrawal from College Students who withdraw from college, except for illness, must file an official withdrawal request form. Written notification must be made to the Vice President of Student Services in all cases of voluntary withdrawal. Failure to withdraw in the official manner will result in a grade of "F" for each course. (See withdrawal policies in financial assistance section.) ## Honorable Dismissal from College Honorable dismissal of a student from Rocky Mountain College means 1) a clear conduct record, 2) permission granted to withdraw voluntarily, and 3) recommendation for favorable consideration for admission to other institutions. It does not carry any implication as to the quality of the student's work. It is granted to any eligible student upon request. ## Attendance Students are expected to be in class regularly and promptly in order to do satisfactory work. They are responsible for all assignments including written lessons, quizzes, class tests, mid-term tests, final examinations, etc., even when ill or representing Rocky Mountain College officially. After warning students who have excessive absences (in writing) and notifying the Academic Vice President of this warning, instructors may drop such students from courses with grades of "F", by notifying the Registrar. The Academic Vice President may, by written notice, place such students on a "no- cut" basis in some classes or in all classes. If, after this notice is given, the students are absent from class without adequate reason, the Academic Vice President may dismiss such students from the college. In the event students are dismissed under the terms of this paragraph, a grade of "F" will be recorded in each course for which the students are registered. ## Academic Integrity Academic integrity at Rocky Mountain College is based on a respect for individual achievement that lies at the heart of academic culture. Every faculty member and student belongs to a community of learners where academic integrity is a fundamental commitment. This statement broadly describes principles of student academic conduct supported by all academic programs. It is the responsibility of every member of the academic community to be familiar with these policies. Basic Standards of Academic Integrity Your registration at RMC implies your agreement with and requires adherence to the College's standards of academic integrity. These standards cannot listed exhaustively; however, the following examples represent some types of behavior that violate the basic standards of academic integrity and are unacceptable: 1\. Cheating: using unauthorized notes, study aids, or information on an examination; altering a graded work after it has been returned, then submitting the work for regrading; allowing another person to do one's work and submitting that work under one's own name; submitting identical or similar papers for credit in more than one course without prior permission from the course instructors. 2\. Plagiarism: submitting material that in part or whole is not entirely one's own work without attributing those same portions to their correct source; not properly attributing words or ideas to a source even if not quoting directly; quoting from another author's writing without citing that author's work including material taken from the World Wide Web, books and/or papers; citing, with quotation marks, portions of another author's work but using more of that work without proper attribution; taking a paper, in whole or part, from a site on the Web or a "library" of already-written papers. 3\. Fabrication: falsifying or inventing any information, data or citation; presenting data that were not gathered in accordance with standard guidelines defining the appropriate methods for collecting or generating data and failing to include an accurate account of the method by which the data were gathered or collected. 4\. Obtaining an Unfair Advantage: (a) stealing, reproducing, circulating or otherwise gaining access to examination materials prior to the time authorized by the instructor; (b) stealing, destroying, defacing or concealing library materials with the purpose of depriving others of their use; (c) unauthorized collaborating on an academic assignment (d) retaining, possessing, using or circulating previously given examination materials, where those materials clearly indicate that they are to be returned to the instructor at the conclusion of the examination; (e) intentionally obstructing or interfering with another student's academic work or (f) otherwise undertaking activity with the purpose of creating or obtaining an unfair academic advantage over other students' academic work. 5\. Aiding and Abetting Academic Dishonesty: (a) providing material, information, or other assistance to another person with knowledge that such aid could be used in any of the violations stated above, or (b) providing false information in connection with any inquiry regarding academic integrity. 6\. Falsification of Records and Official Documents: altering documents affecting academic records; forging signatures of authorization or falsifying information on an official academic document, grade report, letter of permission, petition, drop/add form, ID card, or any other official College document. 7\. Unauthorized Access to Computerized Academic or Administrative Records or Systems: viewing or altering computer records, modifying computer programs or systems, releasing or dispensing information gained via unauthorized access, or interfering with the use or availability of computer systems or information. Due Process and Student Rights Enforcement of the standards of academic integrity lies with the faculty and academic division. In all cases involving academic dishonesty, the student charged or suspected shall, at a minimum, be accorded the following rights: 1\. Apprized of the charge(s) against him or her. 2\. Provided with an opportunity to present information on his or her behalf. 3\. Be given the right to appeal any decision of the individual faculty member to the Academic Vice President or Judicial Council. Appeals to the AVP must be submitted in writing within 48 hours of the student being formally sanctioned. Appeals utilizing the RMC judicial process should follow the procedures outlined in the RMC "Trailguide." Sanctions All proven cases of academic dishonesty will be penalized as appropriate under the circumstances. Individual faculty members may take the following actions: 1\. issue a private reprimand; 2\. issue a formal letter of reprimand; 3\. reduce the student's grade or fail him/her in the course. All incidents of academic dishonesty will be reported to the college registrar who reserves the right to forward the matter to the Academic Standards Committee for further action. The Academic Standards Committee may take the following actions: 1\. define a period of probation, with or without the attachment of conditions; 2\. withdraw College Scholarship funding; 3\. define a period of suspension, with or without the attachment of conditions; 4\. expulsion from the College; 5\. notation on the official record; 6\. revocation of an awarded degree; 7\. any appropriate combination of 1-6 above. Faculty and Administrative Responsibilities In order to implement these principles of academic integrity, it is necessary for the administration and faculty to take certain steps that will discourage academic dishonesty and protect academic integrity. Those steps include: 1\. RMC will regularly communicate to the college community its academic standards and expectations through its institutional publications. Further, the college will encourage and promote open dialog and discussion about issues effecting academic integrity. 2\. Instructors should inform students of the academic requirements of each course. Such information may include (a) notice of the scope of permitted collaboration; (b) notice of the conventions of citation and attribution within the discipline of the course; and (c) notice of the materials that may be used during examinations and on other assignments. ## Examinations Final examinations are given at the close of each semester. No change in the stated schedule may be made except by the Academic Vice President. Faculty members shall report the final grade for each student missing a final examination as "F" unless this absence has been excused by the Academic Vice President. ## Dead Week With the exception of performance and laboratory examinations, no examinations may be scheduled during the final academic week of classes. Any exceptions must be approved by the Academic Vice President. Back to top of page. ## Grade Points and Grade Point Average In order to determine students' scholastic averages, grade points are awarded for each hour of credit as follows: A - 4 points; B - 3 points; C - 2 points; D - 1 point; F - 0 points. Grades of I and W are not used in computation of the GPA. A plus (+) or minus (-) does not change the value of the grade for computation of the GPA. Scholastic average is determined by dividing the number of earned grade points by the number of attempted credit hours. This is the GPA (grade point average), which is used in the classification of students; in determining academic probation, eligibility, and scholastic honors; and in granting of degrees. The GPA is understood to mean cumulative GPA unless indicated for one semester. Grade point average for all uses in the college shall be based on all courses accepted in transfer and all courses attempted at Rocky Mountain College. When a student repeats a course, the later grade will count. ## Grades Grades in courses are recorded as follows: A - Superior, B - Excellent, C - Average, D - Passing, P - Pass, NP-No Pass (see below), F - Failure, I - Incomplete, X - No grade received from the instructor, and W - Withdrawn. All grades except I and X become a matter of permanent record. The I grade is given only under unusual circumstances and with the instructor's consent. The instructor must file a completed Request for Grade of Incomplete in the office of the registrar before the assignment of a grade as I (incomplete). An I must be made up within one year. After one year it will be permanently recorded as an "F". A grade of "F" can be made up only by repeating the course. The previous "F" is not removed from the permanent record, but is removed from the GPA calculation. Students who have an "F" in required courses should give precedence to re-taking those courses in planning subsequent schedules. Grades not submitted to the Registrar by the due date will be recorded as X. Grades not received from faculty by 10 days after the grade due date will be recorded as "F". Grades submitted to the office of the registrar are final and may not be changed except upon request of the instructor. No grade change can be made more than one year after the end of the semester in which the course was taken. ## Pass-No Pass Grading Option Junior and senior students may elect to take one course on a pass/no pass basis each semester of their last two years in residence at Rocky Mountain College. The student must indicate (to the office of the registrar) a decision to enter a course on a pass/no pass basis within two weeks of the beginning of the semester. Faculty will turn in letter grades to the office of the registrar. To receive a grade of "Pass" in this context, the student must achieve a grade of C or better. Students are warned that many graduate and professional schools equate a grade of P with a grade of C in determining admission to the school. The following courses will be graded on a pass-no pass basis only: all aviation flight labs, CAP110N, COM247/347, PSY450, field practicums (291, 391), IDS220, music recital courses (MUS020, 030, 040), varsity sports (PEH100), physical education activity courses (PEH101, PEH102), and drama activity courses (THR137, THR138). All other courses will be graded on the regular basis (A,B,C,D,F) unless noted. Any exceptions must be approved by the Academic Vice President in consultation with members of the faculty Council of Chairs. A grade of pass/no pass is not used in computing the GPA. ## Graduation with Honors Honors at graduation are designated for bachelor of arts and bachelor of science degrees as follows: summa cum laude, GPA 3.80; magna cum laude, GPA 3.60; cum laude, GPA 3.40. The grade point average for graduation with honors is computed on the basis of all courses attempted, both at Rocky Mountain College and at any other college. The GPA for all work taken at Rocky Mountain College must be above the level for the honor awarded. ## Application for Graduation All students intending to graduate during the following year must file an application for graduation by October 31. Applications received after October 31 incur a late graduation fee. Graduation ceremonies for the academic year are in early May. ## Dean's List Students who carry a full load (12 or more semester hours) of work graded with grade points and who earn a GPA of 3.60 or higher for the semester are placed on the Dean's List. Those with a GPA of 4.00 for the semester will be recognized with high honors. These students will be recognized at the fall and spring convocations. Names of students with I (incomplete) grades for the semester will not be placed on these lists. ## Report of Grades Mid-semester grade reports are progress reports and thus provide students with excellent opportunities to consult with instructors about problems they may be having. Mid-semester grade reports are available on CampusWeb after mid-term break. These grades are not recorded on the permanent records. Final grades in courses are recorded on the permanent records in the office of the registrar. Final grades will be available on CampusWEB approximately one week after the end of the term. Students may request that grades be mailed to an address of their choice by notifying the office of the registrar before the beginning of finals week. Final grades will be mailed upon request only. ## Transcripts Transcripts are available upon the student's written request to the office of the registrar. No transcripts will be issued within two weeks of Commencement. A transcript will not be issued unless the student is in good financial standing with the college. Back to top of page. ## Academic Standing/Probation and Suspension Students at Rocky Mountain College are expected to make progress toward attaining their degrees. The criteria for good academic standing are as follows: * Students must maintain a cumulative GPA of at least 1.75 until completing 26 semester credits. * Students must maintain a cumulative GPA of at least 2.00 every semester thereafter (after completing 27 credits). * Transfer students also must maintain an overall cumulative GPA of at least 2.00, as well as a cumulative GPA of 2.00 in the credits attempted at Rocky Mountain College. Any student with a semester GPA of 1.00 or lower will be placed on probation or suspended. Rocky Mountain College reserves the right to suspend any student whose semester GPA is 1.00 or less. * NOTE: In addition, a student must have a cumulative GPA of 2.25 in the major to graduate. All students are reviewed by the academic standards committee at the end of each semester. Students who do not maintain good standing as defined above will be placed on academic probation or suspended. Students who do not make academic progress to remove probationary status after one semester will be suspended from the college. A student will be continued on probation if he or she earns at least a 2.00 GPA during the semester of probation, and the committee determines that the student is making progress toward graduation. A student may appeal an academic suspension by indicating in writing the reasons why he or she did not make satisfactory academic progress, and submitting a plan for improvement. The appeal must be made within 15 days of notification of suspension and directed to the Academic Vice President. Suspended students may be re-admitted after one semester's absence. Re- admission requires submission of an application for re-admission to the office of the registrar, and consideration by the academic standards committee. If re-admission is approved, the probationary status shall be continued until good academic standing is restored. Students may lose eligibility for financial aid while on probation. Check with the financial aid office for more information. ## Academic Dismissal If, after re-admission to the college, a student is suspended a second time, the student is dismissed with no further opportunity to enroll at Rocky Mountain College. Suspension and dismissal are permanently recorded on the student's transcript. Back to top of page. ![ Rocky Mountain College ](/images/rmc_white.gif) 1511 Poly Drive Billings, MT 59102-1796 1-800-877-6259 <EMAIL> ![ * Search this Site * ](/images/search.gif) Copyright (C) 2002 Rocky Mountain College. All rights reserved. <file_sep>#!/usr/bin/env python from __future__ import print_function import pymysql import html2text import re import nltk from bs4 import BeautifulSoup with open('traingSetPathID.txt') as f: content = f.readlines() # you may also want to remove whitespace characters like `\n` at the end of each line targetIDList = [x.strip() for x in content] # print(targetIDList) conn = pymysql.connect(host='localhost', port=3306, user='root', passwd='', db='syllabus') cur = conn.cursor() for id in targetIDList: cur.execute("SELECT title, chnm_cache FROM syllabi WHERE syllabiID = " + id) for row in cur: try: f = open("new/" + str(id) + "_" + row[0].replace(" ", "_").replace("/", "-") + ".txt", "w+") # convert html to txt soup = BeautifulSoup(row[1], 'html.parser') content = BeautifulSoup.get_text(soup) f.write(content) f.close() except Exception as e: print(e) # print(cur.description) # print("-----------------------------------------------") # # row[0] is title, row[1] is html content # for row in cur: # try: # #print(str(row[2]) + ":" + str(row[0])) # # new a file # if (int(row[2])%1000== 0): # print(row[2]) # # f = open(str(row[2]) + "_" + row[0].replace(" ", "_").replace("/", "-") + ".md", "w+") # # # convert html to text # content = html2text.html2text(row[1]) # # f.write(content) # f.close() # except Exception as e: # print(e) cur.close() conn.close() <file_sep>GRADUATE CORE SEMINAR IN SOCIO-CULTURAL ANTHROPOLOGY Anthropology 511: Spring 1998 Dr. <NAME> Office: 141-N Cramer Hall Phone: (503) 725-3317 <EMAIL> COURSE DESCRIPTION: The aim of this course is to give a broad overview of the historical trajectories of the discipline, as well as to provide close readings of key texts in contemporary theory. Emphasis will be placed on techniques of critical thought, such as how to 'read against the grain', and how to uncover underlying assumptions and paradigmatic statements. * * * REQUIRED READINGS * <NAME>, and Ortner, eds. (1994) Culture / Power / History. Princeton: Princeton University Press. * <NAME> (1971) Capitalism and Modern Social Theory Cambridge: Cambridge University Press. * <NAME> (1977) Marxism and Literature. Oxford: Oxford University Press. * <NAME>. (1997) Linguistic Anthropology. Cambridge: Cambridge University Press. * Selected articles available in the Anthropology Department. * * * CLASS REQUIREMENTS: Policy on grades, illness, emergencies, and extensions: Completion of the term paper (40%), weekly essays (50%), class participation (5%), and leading discussions (5%) will form the basis for evaluating performance. Please retain for your own records a copy of all the work you submit. All written work must be completed to receive a passing grade in this class. Late papers and exams will lose one letter grade for each day past due except in the event of severe illness or emergency. Requests for extensions on deadlines should be made in writing ahead of the due date. Term paper and Presentation OR Final Exam (40%) Students choosing the research paper option will write a 15-20 page paper on a topic of their choice, and present the results during one class period. The recommended readings on any week of the syllabus would make a good place to start reading. Students wishing to use this writing opportunity to work on a 'theory chapter' for their theses should meet with the instructor to discuss options. Presentations will be made during the last week of class. See the last page of this syllabus for more information. Students choosing the final exam option will write a 15-20 page take-home final exam answering two comprehensive essays taken from a review sheet handed out in advance. The final will cover all the materials presented in class. Essays should be well-written, double spaced, typed, and turned in to Connie in the Anthropology Department. Weekly Short Essays (50%) In order to help you grow familiar with the readings, to facilitate discussion, and to ensure student involvement, each student is asked to write an essay each week for weeks 2 through 9 (8 weeks and 8 essays in total). Each essay should address some or all of the week's reading. These brief (3 page) papers are intended to catalyze thought, crystalize opinions, and provoke classroom debate. In an essay you can briefly outline what you feel to be the main points and arguments of the readings for the week and relate them to other readings and discussions in the class to date. You might choose a quote that intrigues you and discuss it. Do the authors support or contradict each other? Do you agree with the various authors? Why or why not? The focus should be on your own synthesis and ideas, but the paper should remain closely tied to the assigned texts. Most importantly, you should explore ideas, inspirations, criticisms and questions that arise from your interactions with the texts. These should be forward-looking, original-thinking essays that situate your own thoughts, points of view or research in the writings for the week. Essays should have a direction, a theme, or a purpose, instead of being mere summaries of the readings. Demonstrate your mastery of the week's subjects by using ideas in the readings creatively. Grades will be assigned on both form and content; good writing counts, here and everywhere. 'Form' refers to organization, argument structure, paragraph structure and flow, grammar, correct citations, etc. 'Content' will be judged on the basis of your interactions with the texts -- your understanding of the readings, your ability to relate materials in this week to materials in other weeks of the course, your insightful questions, and the scope of the material you cover (eg., one article will be weighed less than 3 books....) Essays will also be read by the week's discussion leader, so please turn in TWO COPIES of your commentary on Monday in class for use in Wednesday discussions. Your pieces must be on time to be effective. Late work will be penalized. Facilitating Discussion (5%) Students will lead discussions either individually or in teams on one or two subsections of the course. You are encouraged to meet with the instructor before the class you facilitate. You might consider reading one or several of the recommended readings, if time permits. Feel free to use audio-visual aids, handouts, or other creative learning techniques as you see fit. Participation and Attendance (5%) Regular attendance and active participation in class is expected and required. * * * COURSE OUTLINE: Week 1: Introduction and Marxist Anthropology * <NAME> (1985) "Culture" from Keywords New York : Oxford University Press. pp. 87-93. * <NAME> (1984) "Theory in Anthropology Since the Sixties." CSSH 26 (1984): 126-66. Reprinted in Culture, Power, History. * <NAME> (1971) "Introduction" and Selections on Marx in Capitalism and Modern Social Theory. Cambridge: Cambridge University Press. pp. xi-xvi, 1-64. Recommended: * <NAME>. (1972) "Introduction" to Engels: The Origin of the Family, Private Property and the State. New York: International Publishers. pp. 7-67. * <NAME>. (1978) The Marx-Engels Reader. New York: W. W. Norton and Company. Week 2. Durkheim and Weber * <NAME> (1971) finish Capitalism and Modern Social Theory. Cambridge: Cambridge University Press. Recommended: * <NAME>. (1951) Suicide. New York: Free Press * \----- (1984 [1893]) The Division of Labor in Society. New York: Free Press. * <NAME>. (1976) The Protestant Ethic and the Spirit of Capitalism. New York: <NAME>'s Sons. * \----- (1963/ 1922) The Sociology of Religion. Boston: Beacon Press. Week 3: Symbolic Anthropology * <NAME> (1973) "Thick Description" and "Deep Play" in The Interpretation of Cultures. New York: Basic Books. pp. 3-30, 412-453. * <NAME> (1973) "On Key Symbols" American Anthropologist 75: 1338-1348 * <NAME> (1967) "Social Dramas and Ritual Metaphors" and "Passages, Margins, and Poverty: Religious Symbols of Communitas" in Dramas, Fields, and Metaphors: Symbolic Action in Human Society. Ithaca: Cornell University Press. pp. 23-59, 231-271. Recommended: * <NAME>. (1978) "For a Semiotic Anthropology" in T. Sebeok, ed. Sight, Sound, and Sense. Bloomington: Indiana University Press. pp. 202-231. * <NAME> (1967) "Symbols in Ndembu Ritual" in The Forest of Symbols. Ithaca: Cornell University Press. * <NAME>. (1977) "Peirce's Theory of Signs" A Profusion of Signs. Sebeok, T. ed. Bloomington: Indiana University Press. pp. 22-39. Week 4: Structuralism * <NAME>'s article on Star Trek. * <NAME> (1966). "Secular Defilement" and "The Abominations of Leviticus" in Purity and Danger. Hammondsworth: Penguin Books. pp. 29-40, 41-57. * \----- (1967) "The Meaning of Myth with Reference to 'La Geste d'Asdiwal" in E. Leach, ed., The Structural Study of Myth and Totemism. ASA Monograph #5; Tavistock. pp. 49-69. * Levi-Strauss, Claude (1976) "The Story of Asdiwal" in E. Leach, ed., The Structural Study of Myth and Totemism. ASA Monograph #5; Tavistock. pp. 1-47. * \----- (1963) "Structural Analysis in Linguistics and in Anthropology" in Structural Anthropology. New York: Basic Books. pp. 31-54. * <NAME> (1959). Selections from Course in General Linguistics. La Salle: Open Court. pp. 8-20, 65-70. Recommended: * <NAME> <NAME> (1971) "Phonology and Phonetics" in The Fundamentals of Language. Paris: Mouton. pp. 13-68 * <NAME> (1966) "The Science of the Concrete" in The Savage Mind. Chicago: Chicago University Press. pp. 1-34. * \----- (1963) "The Effectiveness of Symbols" and "The Structural Study of Myth" in Structural Anthropology. New York: Basic Books. pp. 186-205, and 206-231. * \----- (1969) "Overture" in The Raw and the Cooked. New York: Harper. (PP??) Week 5: Post-Structuralism and Post-Modernism * <NAME> (1977) "Signature, Event, Context" Glyph 1: 172-97. * <NAME>. (1995) "Ethnographic States of Emergency" in <NAME> and <NAME> Fieldwork Under Fire: Contemporary Studies of Violence and Survival. Berkeley: University of California Press. pp. 224-252. * <NAME> (1994) "Two Lectures" in Culture / Power / History, Dirks, Eley, Ortner eds. Princeton: Princeton University Press.pp. 200-221. * Gates, <NAME> Jr. (1994) "Authority, (White) Power and the (Black) Critic: It's All Greek to Me" in Culture, Power, History, pp. 247-268. * <NAME>. (1994) "The Born Again Telescandals" in Culture, Power, History, Dirks, Eley and Ortner eds. Princeton: Princeton University Press. pp. 539-556. Recommended: * <NAME>. (1979) "The body of the condemned" and "Docile Bodies" in Discipline and Punish: 3-31, 135-169. * \----- (1980) The History of Sexuality, Vol. I. New York: Vintage. * <NAME> (1989) "A Postmodern Introduction" in Vizenor, ed. Narrative Chance: Postmodern Discourse on Native American Literatures. Albuquerque: University of New Mexico Press. (pp??) Week 6: Linguistic Anthropology * <NAME> (1997) Selections from Linguistic Anthropology. Cambridge: Cambridge University Press. Recommended: * <NAME>. (1968) "The speech community" International Encyclopedia of the Social Sciences, vol. 9. 381-86. * \----- (1977) "Sociocultural knowledge in conversational inference" in M. Saville-Troike (ed) Linguistics and Anthropology, Washington: Georgetown University Press. 191-212. * <NAME> (1960) "Linguistics and poetics" in T.A. Sebeok, ed. Style in Language. Cambridge: University Press. (also in The Structuralists from Marx to Levi-Strauss, R and F DeGeorges eds., pp. 85-122.) * <NAME> (1949) "The grammarian and his language", "The status of linguistics as a science", "The Unconscious patterning of behavior in society" and "Language" in Selected Writings of Edward Sapir. Mandelbaum, ed. Berkeley: University of California Press. pp. 7-32, 150-159, 160-166, 544-559. * <NAME> (1956) "The relation of habitual thought and behavior to language" in Language, Thought and Reality. Cambridge: M.I.T. Press. pp. 134-159. Week 7: Language as Social Action * Bakhtin. (1981 [1935]) "Discourse and the Novel" in The Dialogic Imagination. Austin: University of Texas Press. pp. 259-422. * <NAME>. (1987) "Sex and death and the rational world of defense intellectuals" Signs 12(4):687-718. * <NAME> (1989) "<NAME>, and the carnivalesque: Bakhtinian batos, disorder, and narrative discourses," American Ethnologist 16 (3) 471-86. Recommended: * <NAME> (1989) "Language, ideology and political economy" American Anthropologist 91: 295-312. * <NAME> (1991) "Beyond Speech and Silence: The Problematics of Research on Language and Gender" in Gender at the Crossroads of Knowledge, M. di Leonardo ed. Berkeley: University of California Press. pp. 175-203. Week 8: Practice Theory * <NAME> (1994 [1977]) Selections from Outline of a Theory of Practice. in Culture/ Power/ History. * <NAME> (1994) "Introduction" in Culture, Power, History Princeton: Princeton University Press. pp. 3-46. * <NAME> "Everyday Metaphors of Power." Theory and Society 19.5 (1990): 545-577. * <NAME> (1977) I. 1, 2, 4; II. 1, 6 - 9; III. 4. in Marxism and Literature. Oxford: Oxford University Press. Recommended: * <NAME> (1971) Selections from The Prison Notebooks of <NAME>, <NAME> and <NAME> (eds and trans). New York: International Publishers. * \----- (1988) An Antonio Gramsci Reader: Selected writings, 1916-1935. <NAME> ed. New York: Schocken Books. * <NAME>. 1988. "Recovering the Subject: Subaltern Studies and Histories of Resistance in Colonial South Asia." Modern Asian Studies 22(1): 189-224. * <NAME>. (1988) "Introduction" and "Conclusion" in High Religion: A Cultural and Political History of Sherpa Buddhism. Princeton: Princeton University Press. pp. 3-18, 193-202. * \----- (1984) review "Theory in Anthropology Since the Sixties." CSSH 26 (1984): 126-66. Reprinted in Culture, Power, History. * <NAME> (1981) Historical Metaphors and Mythical Realities. Ann Arbor: University of Michigan Press. Week 9: Gender * <NAME> and <NAME> (1987) "Theory in Anthropology Since Feminist Practice" Critique of Anthropology 9 (2): 27-37. * <NAME> (1991) "Introduction: Gender, Culture, and Political Economy" in Gender at the Crossroads of Knowledge. Berkeley: University of California Press. pp. 1-48. * <NAME> (1989) "Towards a Unified theory of class, race and gender" American Ethnologist 16 (3) * <NAME> (1988) "Introduction", "Gender: A Useful Category of Historical Analysis" and "Women in the Making of the English Working Class", in Gender and the Politics of History. New York: Columbia. pp. 1-11, 28-50, 68-90. Recommended: * Books, essays and articles too numerous to list; please see me for suggestions. Week 10: Critique of Anthropology (The Politics of Representation) * <NAME> (1986) "Introduction" in Writing Culture: The Poetics and Politics of Ethnography. Clifford, James and George Marcus eds. pp. 1-26. * <NAME> (1988) "Writing Culture, Writing Feminism: The Poetics and Politics of Experimental Ethnography" Inscriptions 3/4 (Pages???) * Mascia-Lees, Sharpe, and Cohen. (1989) "The Post-modernist Turn in Anthropology: Cautions from a Feminist Perspective" Signs 15: 7-33. * <NAME>. and R. (1986) "Concepts of Pollution" in Getting Home Alive. (FULL CITE?) * <NAME> (1978) Chapter 3.I: "Latent and Manifest Orientalism" Orientalism. New York: Vintage. pp. 201-225. Recommended: * <NAME>. (1983) Selections from Time and the Other: How Anthropology Makes Its Object. New York: Columbia University Press. * Spivak, <NAME>. 1985. "Can the Subaltern Speak? Speculations on Widow Sacrifice." Wedge 7/8: 120-130. * <NAME>. (1988) "Can There Be a Feminist Ethnography?" Women's Studies International Forum 11(1):???. * * * Guidelines and Requirements for Graduate Term Papers Graduate students in this course are required to write a 15-20 page research paper that will count for 40% of the final grade. To avoid a rush at the end of the term, and to allow me to give you feedback on your work before assigning a final grade, you are asked to prepare this paper in stages. The assignments below, which build toward a polished essay, will be commented on but not graded. Please hand them in on time. * Weeks 1 & 2: Brain-storm in class, with friends, and with the instructor about possible paper topics. Look through the syllabus for issues of interest arising later in the term for possible inspiration. Go to the library and see what literature is available on the topic of your choice. * Week 3: Submit a written statement of the general topic that your research paper will address. Also submit an annotated bibliography of five items pertinent to your proposed research. * Week 5: Submit five specific questions that your research will address. Also submit an annotated working bibliography of at least fifteen items (including the five submitted previously). These may include sources that you have reviewed and decided not to include in your final paper. * Week 7: Submit a preliminary outline of your paper, with as much detail as possible (at least one page in length). * Week 9: Submit the first draft of your paper. This will be returned to you with extensive comments on content, structure, logic, evidence, writing style, etc. * Week 10: Submit the final draft of your research paper, with the edited first draft attached. This draft will be graded but not commented on. Note: My expectations for graduate level research papers include the following: * I expect well-written final papers. If I have made comments that you do not understand about organizational structure, argument style, paragraphing, sentence structure, grammar, spelling, etc., on your first draft, I suggest that you take your paper to a friend or to the Writing Center (188F Cramer Hall, 725-3570) for help. Style will be taken into account in your grade. * In writing about your chosen topic, you should not only review and assess the previous research of other scholars, but should also raise new questions and suggest the types of research that could be done in pursuing further understanding of the issues raised. Merely recounting the theories of others will not suffice; say something original. ### Return to home page. <file_sep>## World Environmental History #### HST 421 Dr <NAME> **** Office: 118 Taylor 552-6646 Email: <EMAIL> Office Hours: M,W 10a-12p; T,R 9-10a * * * _Course Description_ : HST 421 will be an exploration into the historical relationship between human society and the Earth in Europe, Africa, Asia, and the Americas. Themes to be explored include human ecology in history, nature and state power, traditional versus modern land use, human culture and environment, industrial transformation, capitalist development, conservation and environmentalism, religion and nature, and historians and the environment. This will be a combination lecture and discussion course. The course has been designed for upper-division students of all majors. Freshmen should see the instructor before remaining in the class. Students with weak backgrounds in world history would benefit from keeping a few survey textbooks available for consultation. * * * Course Materials: * _Environmental History Review_ articles packet. These articles will acquaint you with environmental history around the world. The professor will announce the reading schedule each week in class. In addition to specific materials assigned in this syllabus or in class meetings, you are encouraged to make use of the SOU library. Of particular value are the following reference items: * _Encyclopedia of Environmental Biology_ , 3 Vols., Ref. QH540.4.E52 * _Environmental Encyclopedia_ (Ref. GE10.E57) * _Harper Collins Dictionary of Environmental Science_ * _The Environmentalists: A Biographical Encyclopedia from the 17th Century to the Present_ (Ref. S926.A2A94) * _Chronology of World History_ (Ref. D11.F75 1975b) * _Hutchison Dictionary of World History_ (Ref. D9H87x 1993) * _The Times Atlas of World History_ (Ref. G1030.T54 1979) * _Dictionary of American History_ (8 Vols, 1978) (Ref. E174.D52) * _Encyclopedia of American History_ , ed. <NAME> (1982) (Ref. E174.5.E52) * _The National Atlas_ (1973) (Ref. atlas case) Items of interest can also be found on RogueLinx under the headings "Environment" and "Human Ecology." * * * _Course Requirements_ _Monograph and Interpretive Book Review_ : Each student will select a substantive monographic book in environmental history from a list to be distributed later, read it, and write a 1500 - 2000 word interpretive review (the meaning of this will be explained in detail). Papers must be typed, double-spaced, with one-inch margins on all sides. Two copies of each paper must be submitted as one will be placed on library reserve (without instructor comments or grades) for other class members to read. All papers must be properly spell-checked and proof-read. Papers with more than three spelling or typographical errors will be returned, ungraded, for correction. 100 points. _Exams_ : There will be one midterm examination and a final. Both will be of the take-home essay type. Because of the nature of the subject, the final examination will be comprehensive. _Attendance_ : Since class meetings will often deal with material not found in assigned materials, and since discussion sessions will be frequent, attendance is mandatory. Students are expected to arrive prepared for discussions or other class activity as scheduled. Participation will count for 10% of your total grade. _Grading_ : Final letter grades will be based on a percentage of the total points possible. No curve will be used, but overall class scores will be considered in determining final letter grades. Please keep in mind the meaning of those letters as indicated in the Class Schedule : * A = Exceptional accomplishment * B = Superior * C = Average * D = Inferior * F = Failed Pluses and minuses will be used to further refine the grading. Please understand that high grades are earned, not given. You build your grade from the bottom up rather than being "marked-off" from the top down. Your "usual" grades in other courses have no bearing on your grades in this course. No grade better than a "B" will be given for work that does not represent exceptional scholarly accomplishment. _Office Hours_ : Office hour times are listed at the top of the first page of this syllabus. If you cannot meet during posted times, see the instructor for an appointment. Please note: In order to avoid interrupting students who come during office hours, the instructor will not receive phone calls during those times. You can leave a message at any time by phoning and waiting for the voice mail system to activate. Be sure to leave your phone number so your call may be returned if necessary. * * * _Other Items of Note_ : * 1\. Lectures and other course meetings are open only to students who are properly registered in Hst 421. It is the responsibility of each student to verify such registration. No unregistered person will be allowed to attend lectures or other course meetings without the consent or invitation of the instructor. * 2\. Lectures are provided for instructional purposes only and remain the intellectual property of the instructor. Other uses are prohibited. Lecture material is covered by copyright (Title 17 U.S. Code). * 3\. Lectures and other course meetings may not be tape recorded without the instructor's written consent. Consent will be granted only in cases where the student is physically unable to take notes by hand. * 4\. Students are expected to adhere to all the rules and regulations of Southern Oregon University regarding conduct and academic honesty. * 5\. The professor reserves the right to make changes to this syllabus that will become effective when announced in class meetings. * * * ### Packet Readings Specific reading assignments will be made weekly in class. Conceptualizing Nature, Culture, and History * Braudel, _The Mediterranean_ , Preface and Table of Contents. East and South Asia * McKean, "The Japanese Experience with Scarcity: Management of Traditional Common Lands." * Hughes, "Mencius' Prescriptions for Ancient Chinese Environmental Problems." * Hou, "The Environmental Crisis in China and the Case for Environmental History Studies." * Pyne, "Nataraja: India's Cycle of Fire." * Hill, "Riparian Legislation and Agrarian Control in Colonial Bengal." Anglo South Pacific and Africa * Dunlap, "Australian Nature, European Culture." * Crosby, "Biotic Change in Nineteenth-Century New Zealand." * Olson, "Environments as Shock Absorbers, Examples from Madagascar." * Hackel and Carruthers, "Swaziland's Twentieth Century Wildlife Preservation Efforts." * Somma, "Ecological Flight: Explaining the Move From Country to City in Developing Nations." Ancient and Medieval Europe * Vest, "Wilderness Among Primal Indo-Europeans." * Rubner, "Greek Thought and Forest Science." * TeBrake, "Land Drainage and Public Environmental Policy in Medieval Holland." Early-Modern and Modern Europe * Crosby, "A Renaissance Change in European Cognition." * Crosby, "An Ecohistory of the Canary Islands." * Steinberg, "An Ecological Perspective on the Origins of Industrialization." * Bruggemeier, "The Environmental History of the Ruhr Basin." * Simmons, "The Earliest Cultural Landscapes of England." * Merchant, "Hydraulic Technologies and the Agricultural Transformation of the English Fens." Latin and Native America * McNeill, "Agriculture, Forests, and Ecological History: Brazil, 1500-1984." * MacCameron, "Environmental Change in Colonial New Mexico." * * * ### Go to History Department Home Page ### Go to Prof. Carney's Home Page * * * ### Go to SOU Home Page <file_sep>THEA 110/Theatre History II Tue/Thur 10:25 -- 11:40 BC 215 Spring 2002 Instructor: <NAME> Office: Commons 110 Hours: Tue/Thur. 1:30 - 2:30 or by appointment e-mail: <EMAIL> Phone: 973/408- 3249 H-201/795-5450 http://www.users.drew.edu/~rmclaugh/ Class E-mail:<EMAIL> Syllabus subject to change NOTE: In taking the second part of Theatre History, it will be assumed you REMEMBER and understand a great deal of the first part, from the Greeks, through the Renaissance. If you haven't taken Theatre History I recently OR if you have a mind like a steel sieve, please consider yourself responsible for reading/reviewing the first ten chapters of _Living Theatre_ by the end of the first week of class. 1 TUE 1/29 Intro & Review 2 THUR 1/31 Restoration DUE: _The Rover_ ;HAND IN: Play Report; LT Ch 9 English Restoration 3 TUE. 2/5 18th Century England DUE: LT Ch 10 Theater in 18th Century; Excerpt: Gay, _Beggar's Opera_ ; Bedford, 517 - 523; Congreve re: Collier 638 4 THUR. 2/7 The Age of Enlightenment DUE: Review Ch 8, French Neoclassical Theater 5 TUE 2/12 Early German Theatre DUE: Nothing for today so... why not work ahead? 6 THUR 2/14 REVIEW FOR QUIZ DUE: SECOND PROJECT ASSIGNMENT 7 TUE 2/19 QUIZ 1 _First Set, Commons_ 8 THUR 2/21 19th Century Germany: Romanticism DUE: Schiller, _Maid of Orleans_ ; LT Ch 11 Theater from 1800 - 1875 THIRD PROJECT ASSIGNMENT 9 TUE 2/26 Asian Theatre: China, Japan, India, Korea, Burma, Viet Nam [See K drive for Slide presentations on these] DUE: LT Ch 4 Early Asian Theater; 354-357; 395-397 Asian Theater _Second Set, Kirby_ 10 THUR 2/28 Directors & Other Visionaries: <NAME> DUE:Keep working ahead, ok? _3/4 Tribute to <NAME>, Wings Theatre, NYC_ 11 TUE 3/5 Indonesia/TBA [Bai Di on Beijing Opera?] DUE: 12 THUR 3/7 First PROJECT PRESENTATIONS & Review for Quiz DUE: _SPRING BREAK_ 13 TUE 3/19 QUIZ 2 DUE: 14 THUR 3/21 Early US Theatre: ca. 1700-- 1900 DUE: Excepts: Tyler's _The Contrast_ ; (Stowe/Aikin) _Uncle Tom's Cabin _ (& reviews ); Mowatt, _Fashion_ American Drama Resources , VERY impressive website, with LOTS of links for American playwrights, including Glaspell, O'Neill, Williams, etc. 15 TUE 3/26 Africa & the Mideast [See K drive for slide presentation] Griot Link South Africa's Miriam Makeba Link to her music DUE: Bring percussion & dancing shoes! Masks also welcome! _Passover 3/27_ 16 THUR 3/28 Africa, continued & Second PROJECT PRESENTATIONS DUE: You get the hint! _Easter 3/31_ 17 TUE 4/2 Dance in the West, from Ballet to Modern DUE: _3rd Set Commons_ 18 THUR 4/4 Early Russian Theatre: pre-MAT DUE: Gogol , _The Inspector General_ ; LT _Theater in Russia_ 353-354; Video 19 TUE 4/9 QUIZ 3 DUE: 20 THUR 4/11 Modernism: Realism, Naturalism, MAT & the Little Theatre Movement DUE: Ch 12 Theater from 1875 - 1915; Chekhov, _Cherry Orchard;_ Shaw, _Mrs. Warren's Profession_ 21 TUE 4/16 Modernism continued: Symbolism, Expressionism, Surealism, et al DUE: Strindberg, _<NAME>_ ; Wilde, _Importance of Being Earnest_ ; LT 399-406; Coppeau, Giradoux, Anouilh 412-414 _4th Set Kirby_ 22 THUR 4/18 The Abbey Theatre & the Irish Literary Renaissance DUE: Synge, _The Playboy of the Western World_ ; Bedford 952 ... _Playboy_ Riots 23 TUE 4/23 The American Theatre Comes of Age: Glaspell, O'Neill & the Provincetown Players DUE: Glaspell, Trifles; O'Neill Desire Under the Elms; LT American Theater 421-427 _5th Set Commons_ 24 THUR 4/25 Third PROJECT PRESENTATIONS DUE: Play Reviews _<NAME> reading 4/27 The Raw & the Cooked, by RPM@ <NAME>, Wings_ 25 TUE 4/30 Final PROJECT PRESENTATIONS and Review for Quiz DUE: 26 THUR 5/2 QUIZ 4 DUE: Huge sighs of relief, dancing in the streets, donuts. COURSE OBJECTIVES : To examine the development of Western mainstream theatre from the Restoration 1750 through thebeginning of Modernism in relation to culture & society; to explore significant departures from and complements to the mainstream as well as other compelling theatre traditions, particularly those of Asia, Indonesia & Africa; to synthesize and correlate classroom work with ongoing observation of historical influences in contemporary theatre; to develop familiarity with the particular artists, producers and theatres who are currently interpreting, rejecting or reinventing theatre history. COURSE REQUIREMENTS Required Texts : _The Living Theater: A History_ , Wilson & Goldfarb, Third edition _Bedford Intro to Drama_ , Jacobson, 4th ed., _The New York Times_ Sunday Arts & Entertainment, every week; hard copy or on-line (to which you can subscribe for free). Highly recommended: _Longman's Handbook_ Required Show Your choice. (See below) Must be professionally produced. If money is an issue, please make arrangements early to usher and go free or to find out about Student rush possibilities at NY and other theaters. READINGS: On day a play is listed students will hand in a completed play report , typed. Late and missing papers will be graded zero. You'll notice there are weeks when there is not much reading for the course but that the bulk of the plays accumulate at the end of the semester, when Modernism comes in. Please work ahead so you don't get swamped. LECTURES Vocabulary Sheets will be provided usually with _more_ information than you might need; it's there for your reference in case a topic is of particular interest to you. As questions and comments come up from the class the order of the lecture may detour from that presented in the vocabulary sheets. Refer to the vocabulary as needed as you listen. Try to avoid using the sheets as an exercise in "fill-in-the-blanks". Be sure to see the forest as well as the trees. TESTS: There will be four quizzes (NO MAKEUP QUIZZES) and one final, cumulative exam. Students may choose to do a Project (see below) instead of the final exam, at discretion of instructor. PLAY REVIEW Due Thur. 4/25 1. Attend a professional production of a Western play (Restoration through 1920) or any Asian. Indonesian, African. or Native American performance at a professional Theatre (in NY, NJ or the state of your choice) or cultural center (e.g. Asia Society; Japan Society). If you make arrangements early \-- i.e., START NOW-- you should be able to find free/cheap opportunities to catch a play, including ushering at local theaters. 2. Write a 1,200 -- 1,500 word paper (five--six pages) No more than 1-2 paragraph synopsis Which discusses this play/production in its theater history context. This entails doing some research. Include a Title Page with your name, address, phone number and the paper's title. Include annotated bibliography with 3--4 citations including the play itself. ALL PAPERS must be proofread ; typed legibly ; pages numbered, stapled (no paper clips). For help with organizing/writing this, please take advantage of the Writing Center. Keep in mind that CONTENT and FORM are important. Consider carefully how to STRUCTURE your ideas, how to SUPPORT them, how to PRESENT them. PROJECTS: Optional. A maximum of six projects will be approved. Each team can have 3-4 members. Project includes a 15 minute, well-researched & organized presentation to the class and/or a web page design. Powerpoint (or equivalent), visual and audio aids as well as hand-outs strongly recommended. Students or project groups who find it difficult to complete preliminary assignments may be asked to withdraw from presenting and take the exam instead. On day of presentation, students will hand in a typed, stapled bibliography witheach member contributing a minimum of three fully annotated sources. The following is a preferred list of possible topics , although students are welcome to suggest their own: Minstrel Shows; Vaudeville; <NAME> Mowatt's _Fashion_ ; Settlement Houses; Yiddish Theatre; Melodrama; Fairies, _Grand Guignol_ , Dancing Girls & 19th Century Spectacle; Pre-World War I Musicals; <NAME>; <NAME> & Adolphe Appia; The Impact of Silent Films on Theatre; <NAME>; <NAME>; African Grove Theatre; Ragtime & the Birth of Jazz. FIRST PROJECT ASSIGNMENT THUR. 2/7 Each group will Break down its topic into manageable parts (e.g. "Modern Dance Pioneers: <NAME>, <NAME>, <NAME>, <NAME>") Each group hands in ONE TYPED PROPOSAL for their presentation, listing TOPIC and DIVISION OF LABOR and Any QUESTIONS you are most interested in pursuing, Possible SOURCES (e,g, interviews, live production; theater journals, etc.) and Anticipated CHALLENGES. SECOND PROJECT ASSIGNMENT Thur. 2/14 Each INDIVIDUAL in the group prepares a detailed,typed annotated bibliography -in-progress with at least THREE SOURCES that he/she expects to use for her/his segment of the research. THIRD PROJECT ASSIGNMENT Thur. 2/21 Each INDIVIDUAL in the group prepares an updated DETAILED annotated bibliography, with at least FIVE primary or secondary sources. (Please do not cite class text-- this is a tertiary source.) FOURTH PROJECT ASSIGNMENT As scheduled, 3/7 -- 4/30 Present a vibrant presentation of material in a rehearsed , thought- out manner, TIMED to be between 15-18 minute MAXIMUM. Form AND Content count. DO analyze and interpret information found. Do synthesize. Do integrate your findings with what we are covering in class. While music, props and costumes are appreciated also consider using visual aids/handouts to be sure class can absorb the information (names, dates, etc.) you are presenting. Any questions, please ask! Each member of group will Will prepare FINAL annotated bibliography listing EIGHT primary and secondary sources. The papers and bibliographies of ALL members must be stapled or bound together and handed in IN CLASS, AT START OF PRESENTATION. GRADES To get an "A" means your work could not be any better. It requires coming to class faithfully, prepared, participating fully and well in discussions, completing all assignments in an exemplary manner while sparing the instructor #%!&%# excuses. "Good" work will get a "B". "OK" work rates a "C". It's hard to get an "F " but skipping readings and discussions can get you there regardless of other grades. And, of course, not that I have to remind people taking this course, but plagiarism of any kind can get you several floors below zero. About Plagiarism When doing oral or written presentations be sure the work you present is your own, that sources are conscientiously cited in the body of your paper. Be wary about cutting and pasting from Internet sources or relying too much on any one or two sources. Go easy on paraphrasing-- better to synthesize your research. In the case of suspected plagiarism the burden of proof will be on the student to provide evidence of original work, so please hold onto your notes, etc. Plagiarism in any form can lead to suspension. Regarding E-mail, the Internet & Computers in general: No matter what the condition of your current computer and/or computer skills, you must have an active e-mail account that you check daily for notices regarding this class. When preparing assignments for this class ALWAYS do a backup copy, right from the start. Save material on THE NETWORK, as well as your hard driv 2000 YEAR Theatre History I REVIEW ACTORS IN CAVES _Neanderthal Rep. Co., ca. 20,000 bc._ _Imitation Fun/playRitualStory-TellingTeaching_ EGYPT _ca. 2000 bc. Pyramid texts_ GREEKS _ca: 500 -- 300 bc. ("Classic")_ _Dionysus FestivalAristotle's POETICSSome travelling shows_ _AeschylusSophoclesEuripides_ _Aristophanes (Old Comedy) Menander (New Comedy)_ ROMANS _ca. 200 BC -- 65 AD ("Classic")_ _Votive Games & 3-Ring Circus: Plays/Sea Battles/Christian-noshing_ _PlautusTerrenceSeneca 4 -- 65 AD_ _More travelling shows Visigoth Killjoys_ MEDIEVAL EUROPE _ca. 900 -- 1400 AD_ _No theatre at all (due to lack of centralization, Church bias, plagues, wars, vermin)_ _'til_ Quem Quaritus trope _ca. 900 ADHrosthvitha 935-- 1000_ _No "official" theater for more than 1000 yearsTravelling shows_ _Private dramas: convents/court_ _Mystery/Miracle CyclesAuto Sacramentales Morality Plays_ LATE MIDDLE AGES _Commedia dell' arte/travelling shows_ RENAISSANCE _ca. 1400 -- 1600_ _More CommediaOpera Neo-Classicism in text & scenic design Ignoring neo- classicism/breaking Aristotle's "Rules" _ _Royal patronage/protection; Shakespeare, Moliere & Lope de Vega_ _English theatres closed by Puritans 1642_ PLAY REPORT Student Name: ______________________________________ PLAY TITLE AUTHOR YEAR PRODUCED GENRE & STYLE SETTING THEME/S 1-3 Sentence PLOT SUMMARY DIALOGUE DESCRIPTION (Prose or Verse?) & EXAMPLE PLAY'S CONVENTIONS INCLUDE : MAIN CHARACTER/S OBJECTIVES CONFLICTS REACTIONS to/QUESTIONS about the play: Is play reminiscent of anything else you've seen/read? Include any questions/arguments you have about the text; its staging, historical context, the playwright's purpose, etc. <file_sep>\| ![](../clearpixel.gif) \| ---\|--- \| ![ 33.140 $F98$ ](../33.140_F98_ScotchBanner.gif) \| ![](../clearpixel.gif) \| ![](../clearpixel.gif) ---\|--- \| Professor Chin's Home Page \| ![](../clearpixel.gif) \| \| ![ Home ](../SIS-140_S99/home_ScotchButton.gif) --- ![ SIS140.05 $S99$ ](../SIS140_S99_ScotchButton.gif) ![ SIS400.02 $S99$ ](../SIS400_S99_ScotchButton.gif) ![ 33.140 $F98$ ](../33.140_F98/33.140_F98_ScotchButtonOn.gif) ![ 33.400 $F98$ ](../33.400_F98/33.400_F98_ScotchButton.gif) ![ 33.596 $F98$ ](../33.400_F98/33.596_F98_ScotchButton.gif) ![](../clearpixel.gif) ![SIS Home Page](../sisglobe.gif) \| ![](../clearpixel.gif) \| ![](../clearpixel.gif) \| \| ![](../clearpixel.gif) ---\|---\|---\|--- \| 33.140.07 Cross-Cultural Communication, Fall 1998-- Syllabus American University, School of International Service \| ![ScotchLine](../ScotchLine.GIF) \| \| Professor <NAME> Office: Nebraska Hall, Rm. 336 Office Hours: Mondays 5- 6:30 pm, Tuesdays 1- 4 pm & Wednesday 11:20 AM - 2:00 PM Tel #: 202-885-1823 Cross-cultural communication 33.140 is a foundation-level course in The American University's General Education Program, Curricular Area 3 AThe International and Intercultural Experience.@ Successful completion of the requirements for this course allows you to take one of the following second-level courses: * 03.210 Roots of Racism * 03.220 Living in Multicultural Societies * 12.200 The Global Marketplace * 33.255Japan and the United States * 33.372 Brussels Seminar (Study Abroad) * 33.374 Buenos Aires Seminar (Study Abroad) * 37.210 Latin America: History, Art, Literature Each of these second-level courses will provide opportunities to build on the concepts and ideas introduced in this foundation-level course. The main focus of each of these subsequent courses is on the interaction between and within cultures. In this curricular sub-field, you can focus on cultural concepts, cultures of specific regions, or even study abroad (Belgium, Argentina). Finally, the specific goals of Curricular Area 3 are to help you to understand those habits of thought and feeling that distinguish cultures from one another. Course Description & Objectives In this course, we will examine different conceptualizations of culture, and some of the consequences of cross-cultural communication and interactions. We will compare and contrast cultures in terms of values, thought patterns, and styles of communication. The approach at times, will be historical, and also necessarily interdisciplinary with particular attention paid to cross-cultural communication at the interpersonal, intranational, and international levels. The course, which is taught within the School of International Service, will examine the worldviews of Americans and and peoples from different countries, together with the cultural bases of institutions such as the domestic/Aglobalized@ workplace and mass media. This course is designed to help you better understand your own cultural values and unstated cultural assumptions which, at times, may and can cause conflict in communication with members from another cultural and/or national group(s). Understanding the dynamics of cross-cultural communication, interaction, and institutions, should facilitate the reexamination of rules that proscribe and prescribe behaviour, and also generate effective ways to bridge seemingly immutable differences. II. Requirements Class Discussions: 10% of Final Grade Attendance is _MANDATORY_. A letter from the Dean's office or a medical note is required if the student is unable to attend class. Unexcused absences will be reflected in the final grade. At every class, students are expected to have completed the required readings for that class, and are prepared to discuss key concepts found in the readings. Team presentation on History of Immigration in US: 10% of Final Grade Each team will conduct research and present their findings on the immigration of a particular racial-ethnic group in the US. Group Debate: 15% of Final Grade Groups, topics, and schedule of debates will be arranged within the first few weeks of classes. Each group is expected to conduct research on the assigned debate topic. Mid-term: 20% of Final Grade The in-class mid-term exam is scheduled for Wednesday, Oct 14. Students are expected to answer 4 out of approximately 5 essay questions that focus on applying/analyzing cross-cultural concepts discussed in class lectures and readings. Journal: 15% of Final Grade Throughout the semester, students are expected to keep a journal (typed, not hand-written) on critical reflections of readings, class discussions, debates, and team work. The instructor will periodically ask students to turn in the journals. Completed journal is due 12:00 PM Friday, Dec 11 in SIS Faculty Services Office. Please ask the receptionist to stamp and sign the cover sheet. ** Journals are expected to be well-written (syntax, grammar, etc) and to have specific references to readings (students are expected to complete every reading assigned in the course) in addition to class discussions (e.g., cultural observations tied to the readings). Team Paper: 20% of Final Grade Presentation of Team Paper: 10 % of Final Grade The class will be divided into teams of 4-5 students (depending on class size). To the extent that is possible, the teams will be multicultural. The study of cross-cultural communication does not merely involve reading books and listening to lectures. A key objective of the model of team-led research projects is to encourage male and female students from different classes, racial-ethnic groups, and religious affiliations to work together in pursuit of a common goal. The processes of conducting team research and the final product of the team research will more than likely depend on how team members are able to negotiate differences, and subsequently cooperate to produce a well-researched and well-written team paper. The possible research topics are: (a) Interracial/ Interethnic relations (e.g., Black/White relations or ethnic conflict in Asia, Europe, etc.) (b) Multiculturalism at the workplace (c) Intergender relations (d) Religion and Politics (e.g., Islamic revivalism, Christian Coalition, etc.) (e) Culture and the Media I (e.g., news media and international crisis) (f) Culture and the Media II (e.g., entertainment industry and the production of culture) During the early part of the semester, members of each team should get together and decide on the most appropriate manner in which to pursue the research topic, and also to determine the division of labour among team members. Each team is required to meet with the instructor at least _twice_ during the semester. The paper outline, with suggested bibliography, is due on Wednesday, September 16. On Wednesday September 23, every team should submit a report that outlines the duties and responsibilites of each member within the team re: debates and research paper. At the end of the semester, every team will be required to submit a final report on the productivity of each member and the entire team. The instructor will take into consideration the reports when assigning final grades. The final paper is due at 11:20 AM, in class, on Wednesday December 9. The paper should be approximately 15 - 20 pages in length, type-written, double- spaced with complete footnotes or endnotes and bibliography. NOTE: The final paper must reflect group effort as opposed to a compilation of individual papers. Members of each team will be asked to evaluate his/her team members= performance. Evaluation sheets will be handed out within the first few weeks of the course. First set of evaluations will be due at mid-term. Final set of evaluations will be due on the due date of the final team paper. The evaluations will focus on attendance, defining and meeting objectives, cooperation, and so forth. Presentations of research projects will take place on 11/4, 11/18, 12/2, and 12/9. Each team should be prepared to take approximately 30 minutes for the presentation and 15 minutes for questions afterward. Creative methods of presentations such as the use of audiovisual devices and so forth are encouraged. _DO NOT_ repeat what is already written in the team papers. Rather, the goal is to present the material in a manner that engages the audience. Presentations will be graded on team members=ability to present their work in an articulate, engaging, and timely manner. The entire class will be asked to submit evaluations of each team=s presentation and the evaluations will be considered in assigning the grade. This course has been designed to give students ample time to conduct research, and to write-up the final team papers. PLEASE NOTE: I WILL NOT ACCEPT ANY TEAM PAPERS THAT ARE HANDED-IN AFTER WEDNESDAY, DECEMBER 9. It is the responsibility of each team to keep me informed of the progress and/or problems encountered during the semester. With the exception of emergency cases that are confirmed by the Dean's Office, no incompletes will be given in this course. Required Texts <NAME>. _Beyond Culture._ New York: Anchor Books, 1976. Weaver, Gary. ed. _Culture, Communication and Conflict: Readings in Intercultural Relations_. 2nd. edition. Needham Heights: Ginn Press, 1994. <NAME>, _Woman Warrior,_ New York: Vintage, . Class Schedule Wednesday 9/2 Introduction: Syllabus Review Fill-in Student Forms Cross-Cultural Communication: Definitions Readings:Weaver, "Communication and Culture," in Weaver, ed. pp. 1-3, Sec 1 chap 10 Hall, _Beyond Culture_ , Chaps 1-3. Gombrich, _Art and Illusion_ , 63-66; 84-90 (on reserve) <NAME>, _The Interpretation of Cultures_ , 43-51 (on reserve) _Cross-Cultural Communication in Diverse Settings _Wednesday9/9 Contrast Culture/Culture as Mind Verbal & Nonverbal Communication *Assignment of Team Research Projects/Debates* Readings: Hall, _Beyond Culture_ , chapters 4 - 11. Weaver, ed. Sec 1, chapters 2, 3, 4, 7, 8; Sec 4, chapter 47 <NAME>, _Woman Warrior_ , chapters 1-3, 5. _Going International Parts 1 and 2 _ Wednesday 9/16 Culture Shock Cross Cultural Adaptation Discussion of _Woman Warrior _ Readings:Weaver, ed. Sec 3 chapters 23 - 31; Sec 4 chapter 41. _Beyond Culture Shock _Wednesday 9/23 History of Immigration in the United States Readings: Weaver, ed., Sec I chapters 5, 6; Sec 2 chapter 11; Sec 4 chapters 46, 48 -49 _Who Built America? _ Wednesday 9/30 _Skin Deep _Discussion of A Race @ *****Team Research Paper Outline Due* _Readings:_ bell hooks, _Feminist Theory,_ chapters 1-6 Weaver, ed., Sec 4 chapter 37 Wednesday10/7DEBATE I Gender/Identity Movements Readings:Weaver, ed., Sec 4 chapters 34, 35 bell hooks, _Feminist Theory_ , chaps 7-12 <NAME>, _You Just Don't Understand Me: Women and Men in Conversation_ , chapters, chaps 1, 2, and 10. _Ethnic Notions _Wednesday10/14 Mid-term exam _Multicultural Workplace _Wednesday10/21 DEBATE II & DEBATE III Readings: work on final papers and journals Wednesday10/28 The Multicultural Workplace Cross-Cultural Communication and International Business Readings:Weaver ed., Sec 2 chapters 12-20; Sec 6 chapters 65-70 Thursday 10/29 6 - 8 PM SIS LOUNGE Special Lecture: <NAME> will offer a reading of her novel _The Pagoda _ Wednesday 11/4 Culture, Media and Global Political Economy TEAM PRESENTATION 1 Readings:Weaver, _Culture, Communication and Conflict_ , Section 5, chapters 50-55, 58, 60 <NAME>, "Asian Culture and International Relations" in Jongsuk Chay, ed., _Culture and International Relations. _ <NAME>, _Scratches on my mind_ , pp. 63-71; 109-124; 209-238 Wednesday 11/18 Is or should there be a global culture? TEAM PRESENTATION 2 Readings: Weaver, ed., Sec 6 chapters 62, 63 Wednesday 12/2 TEAM PRESENTATIONS 3 & 4 Readings: team paper and journal Wednesday 12/9 TEAM PRESENTATIONS 5 & 6 *ALL TEAM PAPERS DUE AT THE BEGINNING OF CLASS* *ALL JOURNALS DUE 12:00 PM FRIDAY, DEC 11 AT SIS FACULTY SERVICES OFFICE *** ![](../clearpixel.gif) \| ---\|--- \| \| [Home] \| [SIS140.05 (S99)] \| [SIS400.02 (S99)] \| [33.140 (F98)] \| [33.400 (F98)] \| [33.596 (F98)] ---\|---\|---\|---\|---\|--- <file_sep>* * * # Modern German History * * * ## Woodbury University \| ## Fall Semester, 1999 ---\|--- #### HI 370.5 #### Class Meets: Tues. & Thurs. 10:30-11:45am #### Miller 105 \| #### Dr. <NAME> <EMAIL> http://www.woodbury.edu/faculty/dcremer Office Hours: Tuesday, 2:00-4:30pm Thursday, 3:00-4:30pm * * * Description: The course examines the development of the German nation from the early-19th century through the late-20th century. Weekly readings are studied by means of lectures and student discussions in class. Pre-requisites: IS 112, Critical Thinking or EN 112, Composition and Literature; CO 120, Public Speaking; any HI 2xx course. If you have not met these pre-requisites, please contact the professor immediately. Contents: Requirements Reading Internet Resources Course Schedule * * * Requirements: It is the responsibility of the student to regularly attend and participate in all class sessions. Each week will have required readings that must be done before the class meetings. There are two written exams, both open book and open note, composed of short answer and essay questions, as well as a book dissection exercise to complete. > Examinations: Each exam will cover one-half the course and each will be worth 40% of your grade. The dates of the exams are listed below. > Book Dissection Exercise: The first draft of the book dissection exercise, worth 10% of your grade, is due on November 16th. The final draft, worth 10% of your grade, is due at the time of the final exam on December 14th. Reading: You will be asked to read approximately 80-100 pages, or four chapters, per week of historical material. The first three book are required reading: > _German History Since 1800_ , <NAME>, ed. > _The Long Nineteenth Century: A History of Germany, 1790-1918_ by <NAME> > _The Divided Nation: A History of Germany, 1918-1990_ by <NAME> > > The last is recommended for the book dissection exercise: > _Death in Hamburg: Society and Politics in the Cholera Years, 1830-1910_ by <NAME> Internet Resources: You might want to check out these web sites for help with the materials in this course or other information on Germany. German History Sources Primary Documents: Germany Goethe-Institut Los Angeles See also University Policy on Academic Honesty * * * Course Schedule: Dates \| Topic \| Readings ---\|---\|--- August 31 \| Introduction \| \| Part I: What Kind of Nation? \| September 2 \| The German Nation in the 18th Century \| _The Long Nineteenth Century_ , Prologue _ German History Since 1800_ , ch. 2 September 7 \| Germany Divided: The Early 19th Century \| _The Long Nineteenth Century_ , ch. 1 _German History Since 1800_ , ch. 5 September 9 \| Vormaerz Germany \| _The Long Nineteenth Century_ , ch. 2 _ German History Since 1800_ , ch. 3 September 14 \| The Revolution of 1848 \| _The Long Nineteenth Century_ , ch. 3 _ German History Since 1800_ , ch. 6 September 16 \| No class meeting \| September 21 \| German Industrialization \| _The Long Nineteenth Century_ , ch. 4 _ German History Since 1800_ , ch. 4 September 23 \| The Unification of Germany \| _The Long Nineteenth Century_ , ch. 5 _ German History Since 1800_ , ch. 7 \| Part II: Greater Prussia \| September 28 \| Bismarck and the Politics of Division \| _The Long Nineteenth Century_ , ch. 6 _ German History Since 1800_ , ch. 8 September 30 \| Bourgeois Germany \| _The Long Nineteenth Century_ , ch. 7 _ German History Since 1800_ , ch. 9 October 5 \| The Critique of Bourgeois Germany \| _The Long Nineteenth Century_ , ch. 8 _ German History Since 1800_ , ch. 10 October 7 \| Wilhelmine Germany \| _The Long Nineteenth Century_ , ch. 9 _ German History Since 1800_ , ch. 11 October 12 \| World War I \| _The Long Nineteenth Century_ , Epilogue October 14 \| Midterm Examination \| \| Part III: The Revolutionary Years \| October 19 \| War and Revolution \| _The Divided Nation_ , ch. 1 _ German History Since 1800_ , ch. 12 October 21 \| Weimar Culture \| _The Divided Nation_ , ch. 2 _German History Since 1800_ , ch. 14 October 26 \| Hitler and the Rise of Nazism \| _The Divided Nation_ , ch. 3 _German History Since 1800_ , ch. 15 October 28 \| The Nazi Revolution \| _The Divided Nation_ , ch. 4 _ German History Since 1800_ , ch. 16 November 2 \| War and Holocaust \| _The Divided Nation_ , ch. 5 _ German History Since 1800_ , ch. 17 \| Part IV: A New Germany? \| November 4 \| Division and Cold War \| _The Divided Nation_ , ch. __ 6 _ _War stories: The search for a usable past in the Federal Republic of Germany The American Historical Review; Washington; Oct 1996; Moeller, <NAME>; November 9 \| Two Germanies, part 1 \| _The Divided Nation_ , chs. 7 and 8 November 11 \| Two Germanies, part 2 \| _German History Since 1800_ , chs. 18 and 19 November 16 \| _Ossies_ and _Wessies _ First draft of book exercise due \| _The Divided Nation_ , ch. 9 _German History Since 1800_ , ch. 20 November 18 \| Politics and State \| _The Divided Nation_ , chs. 10 and 11 November 23 \| Culture and Identity \| _The Divided Nation_ , ch. 12 _German History Since 1800_ , ch. 21 November 25 \| Thanksgiving \| November 30 \| The Fall of the Wall \| _The Divided Nation_ , ch. 13 _ German History Since 1800_ , ch. 22 December 2 \| Final Review \| December 7 \| No Class \| December 14 \| Final Examination (take-home exam to be posted here on December 9; due December 14) \| Final draft of book exercise due Back to Courses Index ###### Created by <NAME>. Click on my name here to send me an e-mail. (c) 1999 All rights reserved. Last updated 11/29/99. <file_sep>### ![ ](graphics/books-t.gif) Building the Virtual Department: A Case Study of Online Teaching and Research #### English 242, The History of English Literature II: 1700-1900 * * * * Scenario * Technical Summary * Catalog Description * Syllabus * The Scenarios for the Tic-Toc Project * Summary (in Table Form) of All Scenarios * * * ### Scenario: In this scenario, English 242 is being used as a model of a course delivered via the Internet and other distance learning technologies. English 242, a standard UIC sophomore level survey course which would easily transfer to other universities, would be offered as a distance learning course in which a member of the English faculty taught in one of UIC's TV/Media studios and oversaw 25 adjuncts hired expressly for this purpose who were spread over the entire University of Illinois system. Most adjuncts were scheduled into distance learning centers at Chicago, Urbana, Rockford, and Peoria, and each was responsible for four sections of 25 students. The course cap, therefore, was a total of 2500 students. The schedule is built on the lecture-discussion model: the faculty member lectures 2 times a week, with students and adjuncts able to ask questions and make comments via a two-way system in the learning centers. The recorded lectures (with comments and questions from the remote sites) could also be distributed via videotape to students and adjuncts who were unable to commute to the distance learning sites. Some of the adjuncts teach their discussion sections face-to-face in classrooms spread over the entire state; others teach in media studios to students in even more remote locations, and communicate via one-way television (adjunct to student), and two-way fax and telephone; still others offer their discussion sections only via the Internet on modem or ethernet connections. Some of the computer sections are offered asynchronously via listservs, newsgroups, and HyperNews (interactive web pages), while others are fully synchronous using MOO and WOO technology in which students and teaching assistant/adjunct meet in virtual classrooms and in real time. The registration process required students to make choices: whether they would attend the lectures in one of the four distance learning sites or receive the lectures via video, and whether they would attend the discussion sections by traveling to a remote site, or by computer. If by computer, they would also choose whether they wished to attend in synchronous or asynchronous mode. Of course, all potential students were give a course information packet that detailed all the choices. The original model for this scenario was from a course taught by <NAME>, an assistant professor at UIC, which he taught in a traditional classroom for UIC students. * * * ### Technical Summary: Computer Content of Course: Distance Learning Model Percent of Internet Use: For most participants, low to very low. Students and faculty in Internet modules would have 100% scores in this area. Percent Face-to-Face Contact: 0% between senior faculty and students, 33% for students and teachers in small discussion groups, 0% for students and faculty members in Internet modules. Percent of Technical Training Needed by Students: 0% for all participants, except for those in the Internet discussion groups. Technical Training Needed by Faculty: Extensive Percent Lecture: 67% Percent Discussion or Other Student Centered Activity: 33% Percent Use of Computer Classroom: 33% for participants in Internet discussion groups. 0% for other participants. Percent Use of Multimedia Facilities: 100% for senior faculty. 33% for offsite faculty teaching in media rooms. 0% for online sections. Attendance Requirements: Mostly traditional. Variable for Internet users. Inclass Worktime: 0% Out of Class Worktime: Varies Computer Skill Requirements: Medium to High for Internet participants, Low otherwise Equipment Requirements: Extensive Use of Printed Textbooks or Other Materials: Medium to High (books and other texts could be supplied to students via mail order before the beginning of the course). Software Requirements: Medium to High for Internet participants, None otherwise. Note: this section of the scenario uses Claudine Keenan's typology of the three models for teachers in online environments. * * * ### Catalog Description of English 242, The History of English Literature II: 1700-1900: 3 Hours. A survey of significant literary works, from a number of critical perspectives. Prerequisite: 6 hours of English from among Engl 101-113, including Engl 101. * * * ### Syllabus: ENGLISH 242 (43368, 43373) Fall 1996 The History of English Literature II: 1700-1900 Class Hours and Location: TR 9:30AM-10:45AM 221 DH Instructor: <NAME> Office Hours: Tuesdays 11-12 AM, 2-3 PM and Thursdays, 11-12 AM, 2008 University Hall Required Texts: Abrams, <NAME>. _A Glossary of Literary Terms_. 5th ed., New York: Holt, 1988. Abrams, <NAME>. et. al., eds. _Norton Anthology of English Literature_. 6th ed., 2 vols. New York: Norton, 1993. <NAME>. _Pride and Prejudice_. Edited by <NAME>. Harmondsworth: Penguin, 1972. * * * ### Syllabus: #### The Restoration and Eighteenth Century: #### Wit, Reason, Taste (8/27,29) Milton, _Paradise Lost_ (1667; review of Books 1 [1-491 4 [lines 440-491], 12 [lines 542-605]) <NAME>, "<NAME>" (1682) <NAME>, "The Rape of the Lock" (1714), "Epistle to Dr. Arbuthnot" (1735) (Abrams: "Augustan age, " "burlesque, " "epic," "great chain of being," "heroic couplet," "neoclassic and romantic," "satire") (9/3,5) <NAME>, _Letters_ (1763 [xerox]); "Epistle from Mrs. Yonge to Her Husband" (w.1724) <NAME>, Countess of Winchelsea, "The Introduction" (w.1689?) <NAME>, _Gulliver's Travels_ (1735) (9/10,12) <NAME>, _Gulliver's Travels_ , cont'd. <NAME>, _The Spectator_ ( "The Aims of the Spectator" [3/12/17111, "Wit: True, False, Mixed" [3/11/1711]) Sir <NAME>, The _Tatler_ ( "The Gentleman; The Pretty Fellow" [5/28/1709]) <NAME>, _Rambler_ No. 4 ( "On Fiction," [3/31/1750]) (Abrams: "essay") * (9/17, 19) <NAME>, "The Vanity of Human Wishes" (1749), _Dictionary_ (1755; "Preface" and selections), _Rasselas_ (1759; Chapters 1,2,3,10,11,16,18,19,22, 26,29,32,44,45,49) <NAME>, The _Life of <NAME>, LL.D_. (1791; "Plan of the _Life_ ," "Johnson Meets His King" [2435-6], "Fear of Death") PAPER #1 DUE IN CLASS ON THURSDAY 9/19 #### The Romantic Period: #### Revolution and Reaction (9/24,26) <NAME>, A _Vindication of the Rights of Woman_ (1792; selections) <NAME>, _Songs of Innocence and Experience_ (1794; selections), _The Marriage of Heaven and Hell_ (1790-3) (Abrams: enlightenment, "feminist criticism," "Romantic period") (10/1) MIDTERM EXAM (10/3) <NAME>, Preface to _Lyrical Ballads_ (1802), "Lines Composed a Few Miles Above Tintern Abbey. " (1798), "We Are Seven" (1798), "A Slumber Did My Spirit Seal" (1800), "Nutting" (1800) (Abrams: "ballad," "fancy and imagination," "meter") (10/8,10) <NAME>, "The Rime of the Ancient Mariner" (1798), "<NAME>" (1816), _Biographia Literaria_ (1817) (Chapters 13,17 [selections]) Wordsworth, _The Prelude_ (1850; books 1,5 [ "Boy of Winander"], 6 ["Crossing Simplon Pass"]) (Abrams: "confessional poetry," "form and structure") (10/15,17) Byron, _<NAME>_ (Dedication [xerox], canto 1, 1819) <NAME>, "<NAME>" (1817), "Hymn to Intellectual Beauty" (1817) (Abrams: "drama," "rhetorical figures [apostrophe]") (10/22,24) Shelley, "Ozymandias" (1818), "Ode to the West Wind" (1820), _A Defense of Poetry_ (w.1821) (selections) <NAME>, "Ode to Psyche" (1820), "Ode to a Nightingale" (1819), "Ode on a Grecian Urn" (1820), "To Autumn" (1820), "The Eve of St. Agnes" (1820), "La Belle Dame Sans Merci: A Ballad" (1820) (Abrams: "archaism," "ode," "Spenserian stanza," "synesthesia") (10/29,31) <NAME>, _Pride and Prejudice_ (1813) (Abrams: "character and characterization," "novel") (11/5) <NAME>, _Pride and Prejudice_ , cont,d. #### The Victorian Age: #### Moralists, Imperialists, Aesthetes, Decadents (11/7) <NAME>, _Past and Present_ (1843; selections) <NAME>, _On Liberty_ (1869; selections) <NAME>, "The Function of Criticism at the Present Time" (1864) <NAME>, _The Idea of a University_ (1852; selections) (Abrams: "Victorian Period") (11/12,14) V<NAME>, cont'd. <NAME>, "Dover Beach" (1867), "Stanzas From the Grand Chartreuse" (1855) <NAME>, "Carrion Comfort" (1885), "No Worst, There Is None" (1885) (Abrams: "meter [sprung rhythm]") PAPER #2 DUE IN CLASS THURSDAY 11/14 (11/19,21) Alfred, <NAME>, "The Lady of Shallott" (1842), "The Lotos- Eaters" (1842), "Ulysses" (1860) <NAME>, "My Last Duchess" (1842), "<NAME>" (1855) <NAME>, "The Garden of Proserpine" (1866) <NAME>, "Cynara" (1896) (Abrams: "aestheticism and decadence," "dramatic monologue," "point of view [fallible or unreliable narrator]") (12/3,5) <NAME>, _Through the Looking Glass_ (1871; "Jabberwocky," "Humpty Dumpty's Explication of Jabberwocky"') <NAME>, _The Importance of Being Ernest_ (1895) (Abrams: "comedy [of manners]," "wit, humor, and the comic") NOTES: 1\. Attendance: your presence at all classes is required; attendance will be taken. Your participation in discussions is expected, whenever possible. 2\. Papers: there are two papers, both of which should be between 4 and 6 pages (no more!). The topics will be handed out and discussed in class two weeks before the papers are due. They should be typed, double-spaced, and proof-read for spelling, punctuation, and grammar. <NAME>'s _A Writer's Reference_ is an excellent and simple book to consult or Problems that might arise in these areas (but any manual of style will give you the help you need). 3\. Documentation in Papers: You may cite by line number in parentheses after a quotation or summary when referring to poems-e.g., "My heart aches, and a drowsy numbness pains / My sense" (12)--unless the context is unclear. If this is the case, you should add a shortened version of the title before the line number ("Nightingale, " 1-2) . Prose writing can be cited by page number in the same fashion. You needn't worry about footnotes, as we are all using the same texts. An exception to this rule: if you have consulted sources other than those that have been assigned for the class, you must cite them properly. There are many ways to cite sources; consult Hacker's _A Writer's Reference_ or another manual of style as a guide. 4\. Exams: There will be midterm and final examinations for this course; the format will be explained in class. The midterm is listed on the syllabus, and the final examination date and time will be announced as soon as possible. 5\. Grading: Papers will count for 50% of your final grade, exams for 50% (approximately 20% for midterm, 30% for final). Poor attendance will affect your final grade. 6\. office hours: You should feel free to come see me during my office hours-- or make an appointment to see me at some other time. If you have _any_ question or _any_ issue to raise about the readings, a paper assignment, an exam, or some other aspect of the course, lease don't hesitate to come talk with me. * * * The Scenarios for the Tic-Toc Project Summary (in Table Form) of All Scenarios * * * #### How to Navigate This Essay Without Getting Lost * * * ![](graphics/backhome.jpg) Back to the Table of Contents * * * Copyright (C) 1996-1998 by <NAME> <file_sep>![](logo.jpg) * * * Menu Bar ** Unit Syllabus Resources * * * IAS Units Growing Up in America * * * The Challenge of Utopia * * * Race and Ethnic Diversity * * * Money and Materialism * * * American Power Abroad * * * IAS 1997-1998 * * * \| ![](permabound.jpg) Cherished or Cursed ** * * * Cherished and Cursed: Toward a Social History of The Catcher in the Rye The New England Quarterly; Brunswick; Dec 1997; <NAME>; Abstract: <NAME>'s "Catcher in the Rye," first published in 1951, has had a sustained readership and faced censorship problems. Some of the reasons for the acclaim it has been given are discussed. Full Text: Copyright New England Quarterly, Incorporated Dec 1997 The plot is brief: in 1949 or perhaps 1950, over the course of three days during the Christmas season, a sixteen-yearold takes a picaresque journey to his New York City home from the third private school to expel him. The narrator recounts his experiences and opinions from a sanitarium in California. A heavy smoker, <NAME> claims to be already six feet, two inches tall and to have wisps of grey hair; and he wonders what happens to the ducks when the ponds freeze in winter. The novel was published on 16 July 1951, sold for $3.00, and was a Book-of-the-Month Club selection. Within two weeks, it had been reprinted five times, the next month three more times- though by the third edition the jacket photograph of the author had quietly disappeared. His book stayed on the bestseller list for thirty weeks, though never above fourth place.l Costing 75 cents, the Bantam paperback edition appeared in 1964. By 1981, when the same edition went for $2.50, sales still held steady, between twenty and thirty thousand copies per month, about a quarter of a million copies annually. In paperback the novel sold over three million copies between 1953 and 1964, climbed even higher by the 1980s, and continues to attract about as many buyers as it did in 1951. The durability of its appeal is astonishing. The Catcher in the Rye has gone through over seventy printings and has spread into thirty languages. Three decades after it first appeared, a mint copy of the first edition was already fetching about $200.2 Critical and academic interest has been less consistent; and how <NAME>. Salinger's only novel achieved acclaim is still a bit mystifying. After its first impact came neglect: following the book reviews, only three critical pieces appeared in the first five years. In the next four years, at least seventy essays on The Catcher in the Rye were published in American and British magazines. Salinger's biographer explained why: "A feature of the youthquake was, of course, that students could now tell their teachers what to read." <NAME> also notes that by the mid-1950s the novel had "become the book all brooding adolescents had to buy, [and on campuses] the indispensable manual from which cool styles of disaffection could be borrowed."3 No American writer over the past half-century has entranced serious young readers more than Salinger, whose novel about the flight from Pencey Prep may lag behind only Of Mice and Men on public-school required reading lists.4 And his fiction has inspired other writers as well; the late <NAME>dkey, for example, considered it "the most influential body of work in English prose by anyone since Hemingway."5 One explanation for why The Catcher in the Rye has enjoyed such a sustained readership came over two decades after the novel was first published-from a middle-aged Holden Caulfield himself, as imagined by journalist <NAME>: "The new audience is never very different from the old Holden. They may not know the words, but they can hum along with the malady. My distress is theirs. They, too, long for the role of adolescent savior. They, too, are aware of the imminent death in life. As far as the sexual explosion is concerned, I suspect a lot of what you've heard is just noise." Sex "still remains a mystery to the adolescent. I have no cure, only consolation: someone has passed this way before." Objections to schlock and vulgarity and physical decline, and preferences for the pastoral over the machine continue to resonate, "Holden" suspects;6 and so long as the United States continues to operate very much this side of paradise, a reluctance to inherit what the grown-ups have bequeathed is bound to enlist sympathy. The fantasy of withdrawal and retreat to the countryside ("Massachusetts and Vermont, and all around there . . . [are] beautiful as hell up there. It really is.") is not only a commonplace yearning but also advice Holden's creator elected to take by moving to Cornish, New Hampshire.7 But it should be conceded that generally it's the grown-ups who are in charge, and many of them have wanted to ban the widely beloved novel. Why The Catcher in the Rye has been censored (and censured) as well as cherished is a curiosity worth examining for its own sake. But how so transparently charming a novel can also exercise a peculiar allure and even emit disturbing danger signals may serve as an entree into postwar American culture as well. Bad Boys, Bad Readers One weird episode inspired by The Catcher in the Rye involves Jerry Lewis. He tried to buy the movie rights, which were not for sale, and to play the lead. One problem was that the director did not read the book until the 1960s, when he was already well into his thirties. Playing the protagonist would have been a stretch, but le roi de crazy felt some affinity for Salinger (whom Lewis never met): "He's nuts also." Curiously Holden himself mentions the word "crazy" and its cognates (like "mad," "madman," and "insane") over fifty times, more than the reverberant "phony."8 Indeed the history of this novel cannot be disentangled from the way the mentally unbalanced have read it. In one instance the reader is himself fictional: the protagonist of <NAME>'s first book, which captures the unnerving character of Salinger's only novel as an index of taste, perhaps of moral taste. In the second section of The Collector, told from the viewpoint of the victim, the kidnapped <NAME> recounts in her diary that she asks her captor, lepidopterist <NAME>, whether he reads "proper books-real books." When he admits that "light novels are more my line," she recommends The Catcher in the Rye instead: "I've almost finished it. Do you know I've read it twice and I'm five years younger than you are?" Sullenly he promises to read it. Later she notices him doing so, "several times . . . look[ing] to see how many pages more he had to read. He reads it only to show me how hard he is trying." After the duty has been discharged, over a week later, the collector admits: "I don't see much point in it." When Miranda counters, "You realize this is one of the most brilliant studies of adolescence ever written?" he responds that Holden "sounds a mess to me." "Of course he's a mess. But he realizes he's a mess, he tries to express what he feels, he's a human being for all his faults. Don't you even feel sorry for him?" "I don't like the way he talks." "I don't like the way you talk," she replies. "But I don't treat you as below any serious notice or sympathy." Clegg acknowledges: "I suppose it's very clever. To write like that and all." "I gave you that book to read because I thought you would feel identified with him. You're a Hold<NAME>. He doesn't fit anywhere and you don't." "I don't wonder, the way he goes on. He doesn't try to fit." Miranda insists: "He tries to construct some sort of reality in his life, some sort of decency." "It's not realistic. Going to a posh school and his parents having money. He wouldn't behave like that. In my opinion." She has the final word (at least in her diary): "You get on the back of everything vital, everything trying to be honest and free, and you bear it down." Modern art, she realizes, embarrasses and fascinates Clegg; it "shocks him" and stirs "guilty ideas in him" because he sees it as "all vaguely immoral." For the mass audience at which W<NAME>'s 1965 film adaptation was aimed, Clegg's aesthetic world is made less repellent and more conventional, and the conversation about The Catcher in the Rye is abbreviated.9 In a more class-conscious society than is the United States, Fowles's loner finds something repugnant about the recklessness of the privileged protagonist. In a more violent society than England, types like Frederick Clegg might identify with Holden Caulfield's alienation from "normal" people so thoroughly that they become assassins. To be sure, The Catcher in the Rye is bereft of violence; and no novel seems less likely to activate the impulse to "lock and load." But this book nevertheless has exercised an eerie allure for asocial young men who, glomming on to Holden's estrangement, yield to the terrifying temptations of murder. "Lacking a sense of who he is," such a person "shops among artifacts of our culture-books, movies, TV programs, song lyrics, newspaper clippings-to fashion a character." Instead of authentic individuality, <NAME> has written, "all that is left is a collection of cultural shards-the bits and pieces of popular culture, torn from their contexts."10 In December 1980, with a copy of Salinger's novel in his pocket, <NAME> murdered <NAME>. Before the police arrived, the assassin began reading the novel to himself and, when he was sentenced, read aloud the passage that begins with "anyway, I keep picturing all these little kids" and ends with "I'd just be the catcher in the rye and all" (pp. 224-25). <NAME>. Stashower has speculated ingeniously that Chapman wanted the former Beatle's innocence to be preserved in the only way possible-by death (the fate of Holden's revered brother Allie). Of course it could be argued that the assassin was not a conscientious reader, since Holden realizes on the carrousel that children have to be left alone, that they cannot be saved from themselves: "The thing with kids is, if they want to grab for the gold ring, you have to let them do it, and not say anything. If they fall off, they fall off" (pp. 273-74). No older catcher should try to intervene.11 Nor was Chapman the only Beatles fan to reify happiness as a warm gun. <NAME>, Jr., described himself in his high school days as "a rebel without a cause" and was shocked to hear that Lennon had been murdered. A year later Hinckley himself tried to kill President Reagan. In Hinckley's hotel room, police found, along with a 1981 <NAME> color calendar, Salinger's novel among a half-dozen paperbacks. Noting the "gruesome congruences between these loners," <NAME> wondered whether Chapman and Hinckley could "really believe their disaffections were similar to Holden Caulfield's."12 One stab at an answer would be provided in <NAME>'s play Six Degrees of Separation, which opened in New York in 1990 and which he adapted for Fred Schepsi's film three years later. An imposter calling himself Paul insinuates himself into a well-heeled family; he is a perfect stranger (or appears to be). Pretending to be a Harvard undergraduate who has just been mugged, posing as the son of actor <NAME>, Paul claims that his thesis is devoted to Salinger's novel and its odd connections to criminal loners: A substitute teacher out on Long Island was dropped from his job for fighting with a student. A few weeks later, the teacher returned to the classroom, shot the student unsuccessfully, held the class hostage and then shot himself Successfully. This fact caught my eye: last sentence. Times. A neighbor described him as a nice boy. Always reading Catcher in the Rye. Paul then mentions "the nitwit-Chapman" and insists that "the reading of that book would be his defense" for having killed Lennon. Hinckley, too, had "said if you want my defense all you have to do is read Catcher in the Rye. It seemed to be time to read it again." Paul reads it as a "manifesto of hate" against phonies, a touching story, comic because the boy wants to do so much and can't do anything. Hates all phoniness and only lies to others. Wants everyone to like him, is only hateful, and is completely self-involved. In other words, a pretty accurate picture of a male adolescent. And what alarms me about the book-not the book so much as the aura about it-is this: The book is primarily about paralysis. The boy can't function. And at the end, before he can run away and start a new life, it starts to rain and he folds.... But the aura around this book of Salinger's-which perhaps should be read by everyone but young men-is this: It mirrors like a fun house mirror and amplifies like a distorted speaker one of the great tragedies of our times-the death of the imagination, [which] now stands as a synonym for something outside ourselves. A smooth liar, Paul later admits (or claims) that a Groton commencement address delivered a couple of years earlier was the source of his insights.13 Holden has thus been born to trouble-yet another reminder that, in the opinion of long queues of literary critics, you can't know about him without your having read a book by Mr. <NAME> called The Adventures of Huckleberry Finn, which told the truth mainly about the intensity of the yearning for authenticity and innocence that marks the picaresque quest. Huck and Holden share the fate of being both beloved and banned; such reactions were not unrelated. When the Concord (Massachusetts) public library proscribed The Adventures of Huckleberry Finn soon after its publication, the author gloated that not even his Innocents Abroad had sold more copies more quickly; and "those idiots in Concord" "have given us a rattling tip-top puff which will go into every paper in the country.... That will sell 25,000 copies for us sure."14 Salinger's novel does not appear to have been kept off the shelves in Concord but did cause enough of a stir to make the short list of the most banned books in school libraries, curricula, and public libraries.15 In 1973 the American School Board Journal called this monster best-seller "the most widely censored book in the United States."16 It was noted nearly a decade later that The Catcher in the Rye "had the dubious distinction of being at once the most frequently censored book across the nation and the second-most frequently taught novel in public high schools."17 <NAME>, the assistant director of the Office of Intellectual Freedom in Chicago, called The Catcher in the Rye probably "a perennial No. 1 on the censorship hit list," narrowly ahead of Of Mice and Men and The Grapes of Wrath and perhaps of Eldridge Cleaver's Soul on Ice as well.18 No postwar American novel has been subjected to more-and more intense-efforts to prevent the young from reading it. Some examples: The National Organization for Decent Literature declared it objectionable by 1956. Five years later a teacher in a San Jose, California, high school who had included the novel on the twelfth-grade supplementary reading list was transferred and the novel dropped. The Catcher in the Rye was excised from the list of approved books in Kershaw County, South Carolina, after the sheriff of Camden declared part of the novel obscene.19 In 1978 the novel was banned in the high schools of Issaquah, Washington, in the wake of a campaign led by a diligent citizen who tabulated 785 "profanities" and charged that including Holden in the syllabus was "part of an overall Communist plot in which a lot of people are used and may not even be aware of it."20 Three school board members in Issaquah not only voted in favor of banning The Catcher in the Rye but also against renewing the contract of the school superintendent who had explicitly sanctioned the right of English teachers to assign the book. The board members were recalled, however. A school board member also confiscated a copy of Salinger's novel from a high school library in Asheville, North Carolina, in 1973. Several high school teachers have been fired or forced to resign for having assigned The Catcher in the Rye.21 California was the site of two well-reported incidents. The first erupted in 1962 in Temple City, near Pasadena, at a Board of Education meeting. Salinger's book had been assigned as supplementary reading for the eleventh grade. A parent objected, in the main, to the "crude, profane and obscene" language. For good measure, though, the book was also condemned for its literary assault on patriotism, "home life, [the] teaching profession, religion and so forth." Another vigilant parent, imploring the President of the United States summarily to fire anyone writing such a book, had obviously confused the reclusive novelist with <NAME>'s amiable press secretary, <NAME>.22 The Catcher in the Rye was also banned from the supplementary reading list of Boron High School, located on the edge of the Mojave Desert. The proscription had an interesting effect. Salinger "has gained a new readership among townspeople," the New York Times reported, "and <NAME>, the local librarian, has a waiting list of fifteen people for the book that she says has been sitting on the shelf all these years pretty much unnoticed." The campaign against the book had been fueled by its profanity, which aroused the most heated objections. <NAME>, the parent of a fourteen-year-old girl, was startled to see three "goddamns" on page 32. She recalled phoning the school and demanding to know: "How the hell [sic] did this teacher [Shelley Keller-Gage] get this book?" Locals who sympathized with the censors offered a curious interpretation of their motives, which they compared to Holden's dream of becoming a catcher in the rye to keep innocence intact; the protagonist and the parents trying to muzzle him shared a desire to exempt children from the vulgarity and corruption of the adult world. Yet, as Mrs. Keller-Gage noted, "Things are not innocent any more, and I think we've got to help them [i.e., children] deal with that, to make responsible choices, to be responsible citizens." Parents were "wanting to preserve the innocence of the children" in vain. The Times reported that she offered an alternative assignment for pupils whose parents were opposed to The Catcher in the Rye: <NAME>'s Dandelion Wine.23 When the ban took effect in the new term, Mrs. Keller-Gage put her three dozen copies of Salinger's novel "on a top shelf of her classroom closet, inside a tightly taped cardboard box." Raise high the bookshelf, censors. In place of The Catcher in the Rye, she announced, she would assign another Bradbury novel, Fahrenheit 451,24 the title referring to the presumed "temperature at which book-paper catches fire, and burns." This dystopian novel about book- burning was published in 1953, though a shorter version, entitled "The Fireman," had appeared in Galaxy Science Fiction in 1950. Both versions were too early to allude to Salinger's novel, which is neither shown nor recited in Francois Truffaut's 1966 film adaptation (though one item visibly consumed is an issue of Cahiers du Cinema). Efforts at suppression were not confined to secondary schools. A prominent Houston attorney, "whose daughter had been assigned the novel in an English class at the University of Texas, threatened to remove the girl from the University," Harper's reported. "The aggrieved father sent copies [of the novel] to the governor, the chancellor of the university, and a number of state officials. The state senator from Houston threatened to read passages from the book on the senate floor to show the sort of thing they teach in Austin. The lawyerfather said Salinger used language `no sane person would use' and accused the university of `corrupting the moral fibers [sic] of our youth."' He conceded that the novel "is not a hard-core Communist-type book, but it encourages a lessening of spiritual values which in turn leads to communism."25 In making appointments to the department of English at the University of Montana, <NAME> recalled that "the only unforgivable thing in the university or the state was to be `controversial."' He nevertheless "began to make offers to young instructors who had quarreled with their administrators, or had asked their students to read Catcher in the Rye, or had themselves written poetry containing dirty words, or were flagrantly Jewish or simply Black." The narrator of a recent academic novel, <NAME>, recalls that "the chairman of the department has asked us all to use our best judgment in avoiding confrontation with the evangelicals . . . such as the group who staged a pray-in' at the Greensburg High School library because The Catcher in the Rye was on the shelves. It has since been removed, along with the principal." No wonder, then, that one columnist, though writing for the newspaper of record, whimsically claimed to "lose count of the number of times the book has been challenged or banned."26 Such animosity had become a predictable feature of the far right by the 1980s, when an outfit named Educational Research Analysts, financed by <NAME>, a leading fundraiser for right-wing organizations, was formed to examine nearly every textbook considered for adoption anywhere in the nation. "The group has assembled a list of 67 categories under which a book may be banned. Category 43 ('Trash') included The Catcher in the Rye," the New Republic reported. Perhaps Salinger should have counted his blessings, since the eclectic Category 44 consisted of the "works of questionable writers" like <NAME>, <NAME>, and <NAME>.27 It is more surprising that moral objections surfaced in the pages of Ramparts, the brashest of the magazines to give a radical tincture to the 1960s. The monthly had begun under Roman Catholic auspices, however; and though Simone de Beauvoir's The Second Sex was deemed a work of depravity on the Index Librorum Prohibitorum, Salinger was accorded the same treatment as Genet, Proust, Joyce, and <NAME>: omission.28 But individual Catholics could still get incensed over The Catcher in the Rye, as the new editor of Ramparts, <NAME>, discovered one evening. He was having a conversation with the new fiction editor, <NAME>, who was married to the magazine's new publisher. Hinckle recalled: A great debate somehow began over the rather precious subject of <NAME>. The setting was vaguely Inquisitional.... They all listened attentively as [Edward] Keating, suddenly a fiery prosecutor, denounced Salinger for moral turpitude. Keating expressed similar opinions about the degeneracy of writers such as <NAME> and Henry Miller: corruption, moral decay, the erosion of the classic values of Western Civilization, et cetera, ad infinitum. His special contempt for Salinger seemed to have something to do with the fact that he had found his oldest son reading a paperback book by the man. Keating became enraged enough to make "the hyperbolic assertion, which he later retracted, that if he were President, he would put <NAME> in jail! I asked why. `Because he's dirty,' Ed said. I barely recalled something in The Catcher in the Rye about Holden Caulfield in the back seat unhooking a girl's bra," Hinckle recalled. Despite the lyric, "If a body catch a body," in fact few popular novels are so fully exempt from the leer of the sensualist; and even though Holden claims to be "probably the biggest sex maniac you ever saw," he admits it's only "in my mind" (p. 81). In any case, Hinckle was baffled by Keating's tirade and "unleashed a more impassioned defense of Salinger than I normally would have felt impelled to make of a voguish writer whose mortal sin was his Ivy League slickness." The chief consequence of the argument was Keating's discovery of a "bomb," by which he meant "a hot story. The 'bomb' which exploded in the first issue of Ramparts was the idea of a symposium on <NAME>"-with Hinckle for the defense and Keating and a friend of his for the prosecution. That friend, <NAME>, complained in the inaugural issue in 1962 that Salinger was not only anti-Catholic but somehow also "pro-Jewish and proNegro." Bowen accused the novelist of being so subversive that he was "vehemently anti-Army" (though Salinger had landed on Utah Beach on D-Day), "even anti-America," a writer who subscribed to "the sick line transmitted by <NAME>" and other "cosmopolitan think people." Though Bowen was vague in identifying the sinister campaigns this impenetrably private novelist was managing to wage, alignments with the AntiDefamation League and "other Jewish pressure groups" were duly noted, and Salinger's sympathy for "Negro chauvinism" was denounced. "Let those of us who are Christian and who love life lay this book aside as the weapon of an enemy," Bowen advised.29 Such was the level of literary analysis at the birth of Ramparts. The Catcher in the Rye has even taken on an iconic significance precisely because it is reviled as well as revered. What if the Third Reich had won the Second World War by defeating Britain? one novelist has wondered. Set in 1964, Fatherland imagines a past in which Salinger is among four foreign authors listed as objectionable to the Greater Reich. Those writers, banned by the authorities, are esteemed by younger Germans "rebelling against their parents. Questioning the state. Listening to American radio stations. Circulating their crudely printed copies of proscribed books.... Chiefly, they protested against the war-the seemingly endless struggle against the Americanbacked Soviet guerrillas." But forget about a history that never happened. One of the two regimes that had supplanted the defeated Reich was the German Democratic Republic, whose censors were wary of American cultural imports. In the 1960s, <NAME> served as the leading ideologist on the Central Committee of the East German regime. Resisting publication of a translation of Salinger's novel, Hager feared that its protagonist might captivate Communist youth. Though a translation did eventually appear and proved popular among young readers in the GDR, Hager refused to give up the fight. Appropriate role models were "winners," he insisted, like the regime's Olympic athletes, not "losers" like <NAME>.30 Yet anti-anti-Communism could make use of the novel too. Its reputation for inciting censorious anxiety had become so great by 1990 that in the film Guilty by Suspicion, a terrified screenwriter is shown burning his books in his driveway a few hours after testifying before a rump session of the House UnAmerican Activities Committee. Shocked at this bonfire of the humanities, director <NAME> (<NAME>) categorizes what goes up in flames as "all good books"-though the only titles he cites are The Adventures of Tom Sawyer and The Catcher in the Rye. The decision of writer-director <NAME> to include Salinger's novel, however, is historically (if not canonically) implausible. When the film opens in September 1951, Merrill is shown returning from two months in France; a hot-off-the-press copy of the best-seller must therefore have been rushed to him in Paris if he could pronounce on the merits of the book on his first evening back in Los Angeles. The attacks on The Catcher in the Rye gathered a momentum of their own and "show no signs of tapering off," one student of book-banning concluded in 1979. The novel became so notorious for igniting controversy "that many censors freely admit they have never read it, but are relying on the reputation the book has garnered."31 <NAME> added: "Usually the complaints have to do with blasphemy or what people feel is irreligious. Or they say they find the language generally offensive or vulgar, or there is a sort of general `family values' kind of complaint, that the book undermines parental authority, that the portrayal of Hold<NAME> is not a good role model for teenagers." It was judged suitable for Chelsea Clinton, however. In 1993 the First Lady gave her daughter a copy to read while vacationing on Martha's Vineyard. The Boston Globe used the occasion to editorialize against persistent censorship, since "Salinger's novel of a 1950s coming of age still ranks among the works most frequently challenged by parents seeking to sanitize their children's school reading."32 Assigning Meaning to Growing Up Absurd Few American novels of the postwar era have elicited as much scholarly and critical attention as The Catcher in the Rye, and therefore little that is fresh can still be proposed about so closely analyzed a text. But the social context within which the novel has generated such anxiety remains open to interpretation, If anything new can be said about this book, its status within the cross-hairs of censors offers the greatest promise. What needs further consideration is not why this novel is so endearing but why it has inspired campaigns to ban it. Literary critics have tended to expose the uncanny artistry by which Salinger made <NAME> into the loved one but have been far less curious about the intensity of the desire to muffle him. It is nevertheless possible to isolate several explanations for the power of this novel to affect-and disturb-readers outside of departments of English. The "culture wars" of the last third of the twentieth century are fundamentally debates about the 1960s. That decade marked the end of what historian <NAME> has labeled "victory culture," indeed the end of "the American Way of Life," phrased in the singular. The 1960s constituted a caesura in the formation of national self-definition, nor has confidence in e pluribus unum been entirely restored. At first glance it might seem surprising for The Catcher in the Rye to have contributed in some small fashion to fragmentation. Nevertheless such a case, however tentative, has been advanced. Since nothing in history is created ex nihilo, at least part of the 1960s, it has been argued, must have sprung from at least part of the 1950s. Literary critics Carol and <NAME>, for example, concede that the young narrator lacks the will to try to change society. They nevertheless contend that his creator recorded "a serious critical mimesis of bourgeois life in the Eastern United States, ca. 1950-of snobbery, privilege, class injury, culture as a badge of superiority, sexual exploitation, education subordinated to status, warped social feeling, competitiveness, stunted human possibility, the list could go on." They praise Salinger's acuity "in imagining these hurtful things, though not in explaining them"-or in hinting how they might be corrected. The Catcher in the Rye thus "mirrors a contradiction of bourgeois society" and of "advanced capitalism," which promises many good things but frustrates their acquisition and equitable distribution. In this manner readers are encouraged at least to conceive of the urgent need for change, even if they're not able to reconfigure Holden's musings into a manual for enacting it.33 That moment would have to await the crisis of the Vietnam War, which "converted Salinger's novel into a catalyst for revolt, converting anomie into objectified anger," <NAME> has argued. The Catcher in the Rye became "a threshold text to the decade of the sixties, ten years after it appeared at the start of the fifties, [when it was] a minority text stating a minor view." In the axial shift to the left that occurred in the 1960s, the sensibility of a prep school drop-out could be re-charged and politicized: "Catcher likewise supplied not only the rationale for the antiwar, anti-regimentation movements of the sixties and seventies but provided the anti-ideological basis for many of the actual novels about Vietnam."34 The 1960s mavericks ("the highly sensitive, the tormented") who would brand social injustice as itself obscene were, according to <NAME>, real-life versions of what Holden had groped toward becoming. Salinger's protagonist may be too young, or too rich, to bestir himself outward. But he was "a fictional version of the first young precursors of Consciousness III. Perhaps there was always a bit of Consciousness III in every teenager, but normally it quickly vanished. Holden sees through the established world: they are phonies and he is merciless in his honesty. But what was someone like Holden to do? A subculture of 'beats' grew up, and a beatnik world flourished briefly, but for most people it represented only another dead end," Reich commented. "Other Holdens might reject the legal profession and try teaching literature or writing instead, letting their hair grow a little bit longer as well. But they remained separated individuals, usually ones from affluent but unhappy, tortured family backgrounds, and their differences with society were paid for by isolation." In making America more green, Holden was portrayed as an avatar of "subterranean awareness."35 <NAME> also reads the novel as seeding later revolt. The narrator of E. <NAME>'s The Book of Daniel, published exactly two decades after The Catcher in the Rye, even echoes Holden in self-consciously repudiating Dickens's contribution to Con II: "Let's see, what other <NAME> kind of crap" should he tell you? But the personal quickly becomes political, when Daniel insists that "the Trustees of Ohio State were right in 1956 when they canned the English instructor for assigning Catcher in the Rye to his freshman class. They knew there is no qualitative difference between the kid who thinks it's funny to fart in chapel, and Che Guevara. They knew then <NAME> would found SDS."36 Of course Daniel thinks of himself as an outcast and is eager to re-establish and legitimate his radical lineage, and so his assumption that the trustees might have been shrewd enough to foresee guerrillas in the mist must be treated with skepticism. But consider <NAME>, a founder of Students for a Democratic Society (and in the 1950s a parishioner of Father <NAME> in Royal Oak, Michigan). As a teenager Hayden had considered Salinger's protagonist (along with novelist <NAME> and actor <NAME>) an "alternative cultural model." "The life crises they personified spawned. . . political activism," which some who had been adolescents in the 1950s found liberating. Hayden remembers being touched not only by Holden's assault on the "phonies" and conformists but by his "caring side," his sympathy for "underdogs and innocents." The very "attempt to be gentle and humane . . . makes Holden a loser in the 'game' of life. Unable to be the kind of man required by prep schools and corporations," Salinger's protagonist could find no exit within American society. Undefiant and confused, Holden nevertheless served as "the first image of middle-class youth growing up absurd," which Hayden would situate at the psychological center of the Port Huron Statement.37 The dynamism inherent in youthful revolt, one historian has claimed, can best be defined as "a mystique . . that fused elements of <NAME>'s role in The Wild One, <NAME>'s portrayal in Rebel without a Cause, <NAME>. Salinger's Holden Caulfield in Catcher in the Rye, the rebels of Blackboard Jungle, and the driving energy and aggressive sexuality of the new heroes of rock 'n' roll into a single image. The mystique emphasized a hunger for authenticity and sensitivity." But something is askew here, for Holden is too young to have felt the Dionysian effects of rock 'n' roll, which erupted about three years after he left Pencey Prep. A "sex maniac" only in his head, he hardly represents "aggressive sexuality" either. The Wild One, Rebel without a Cause, and Blackboard Jungle are "goddam movies," which Holden professes to hate, because "they can ruin you. I'm not kidding" (p. 136). His own tastes are emphatically literary, ranging from The Great Gatsby and Out of Africa to Thomas Hardy and Ring Lardner. Even if the bland official ethos of the 1950s ultimately failed to repress the rambunctious energies the popular arts were about to unleash, <NAME> understands that the "mystique" he has identified would not be easily radicalized. Indeed, it could be tamed. Conservative consolidation was a more predictable outcome: "If the problems of a society are embedded in its social structure and are insulated from change by layers of ideological tradition, popular culture is an unlikely source of remedy. It is far more likely to serve needs for diversion and transitory compensation . . . [and] solace."38 Such dynamism could not be politicized. The deeper flaw with interpreting The Catcher in the Rye as a harbinger of revolt is the aura of passivity that pervades the novel. Alienation does not always lead to, and can remain the antonym of, action. Salinger's own sensibility was definitively pre- (or anti-) Sixties. His "conviction that our inner lives greatly matter," <NAME> observed in 1961, "peculiarly qualifies him to sing of an America, where, for most of us, there seems little to do but to feel. Introversion, perhaps, has been forced upon history" rather than the other way around. Therefore "an age of nuance, of ambiguous gestures and psychological jockeying" could account for the popularity of Salinger's work.39 Describing Holden as "a misfit in society because he refuses to adjust" and because he lacks the self-discipline to cultivate privacy, one young literary critic of the fifties was struck by "the quixotic futility" of the protagonist's "outrage" at all the planet's obscenities, by his isolation. Holden seems to have sat for psychologist <NAME>'s portrait of uncommitted youth: those who have the most to live for but find no one to look up to; those who are the most economically and socially advantaged but feel the deepest pangs of alienation.40 <NAME> ('60) was a charter member of SDS but remembers Hunter College as mired in an apathy "no public question seemed to touch." His fellow students "were bereft of passions, of dreams, of gods. . . . And their Zeitgeist-<NAME>-stood for a total withdrawal from reality into the womb of childhood, innocence, and mystical Zen." Holden's creator, evidently, had captured the spirit of the Silent Generation.41 It may not be accidental that <NAME>, whose most famous book was a veritable touchstone of social analysis in the era, assigned The Catcher in the Rye in his Harvard sociology course on Character and Social Structure in the United States. He did so "perhaps," a Time reporter speculated, "because every campus has its lonely crowd of imitation Holdens." Indeed, Holden demonstrates the characteristics of anomie, which is associated with "ruleless" and "ungoverned" conduct, that Riesman had described in The Lonely Crowd; the anomic are "virtually synonymous with [the] maladjusted." Though Salinger's narrator does not quite exhibit "the lack of emotion and emptiness of expression" by which "the ambulatory patients of modern culture" can be recognized, he does display a "vehement hatred of institutional confines" that was bound to make his peers (if not his psychoanalyst) uneasy.42 One reviewer, in true Fifties fashion, even blamed Holden himself for his loneliness, "because he has shut himself away from the normal activities of boyhood, games, the outdoors, friendship."43 It is true that Holden hates schools like Pencey Prep, where "you have to keep making believe you give a damn if the football team loses, and all you do is talk about girls and liquor and sex all day, and everybody sticks together in these dirty little goddam cliques" (p. 170). But Holden remains confined to his era, unable to connect the dots from those cliques to a larger society that might merit some rearrangement. Nor does the novel expand the reader's horizons beyond those of the narrator; it does not get from pathos to indignation. For The Catcher in the Rye is utterly apolitical-unlike its only rival in arousing the ire of conservative parents. Steinbeck's fiction directs the attention of susceptible young readers to exploitation of the weak and the abuse of power. But a serious critique of capitalism would not be found in Salinger's text even if a full field investigation were ordered. Certainly Holden's fantasy of secluding himself in a cabin in the woods is scarcely a prescription for social activism: "I'd pretend I was one of those deaf-mutes. That way I wouldn't have to have any goddam stupid useless conversations with anybody. If anybody wanted to tell me something, they'd have to write it on a piece of paper and shove it over to me. They'd get bored as hell doing that after a while, and then I'd be through with having conversations for the rest of my life" (pp. 257-58). Such passages will hardly alarm those wishing to repudiate or erase the 1960s, which is why The Catcher in the Rye does not belong to the history of dissidence. Growing Up Absurd (1960) sports a title and a perspective that Holden might have appreciated, but <NAME> does not mention the novel. Published at the end of the tumultuous, unpredictable decade, Theodore Roszak's The Making of a Counter Culture (which Newsweek dubbed "the best guide yet published to the meaning. . . of youthful dissent") likewise fails to mention Salinger, though Holden certainly personifies (or anticipates) "the ethos of disaffiliation that is fiercely obnoxious to the adult society." In 1962 the editor of a collection of critical essays on Salinger-the future editor-in- chief of Time-found American campuses innocent of activism: "`Student riots' are a familiar and significant factor in European politics. The phenomenon has no equivalent in the United States."44 That generalization would soon be falsified. But it should be noted that authors who have fathomed how the 1950s became the 1960s (like <NAME>, <NAME>, <NAME>, James Miller) ignore the impact of Salinger's novel. Because any reading of the novel as a prefiguration of the 1960s is ultimately so unpersuasive, an over-reaction has set in. <NAME>, for example, has fashioned Holden into a Cold Warrior, junior division. "Donning his red hunting hat, he attempts to become the good Red-hunter, ferreting out the phonies and the subversives, but in so doing he emulates the bad Red-hunters," Nadel has written. "Uncovering duplicity was the theme of the day," he adds, so that "in thinking constantly about who or what was phony, Caulfield was doing no more than following the instructions of <NAME>, the California Board of Regents, The Nation [sic], the Smith Act, and the Hollywood Ten.... Each citizen was potentially both the threat and the threatened." After all, hadn't <NAME>, testifying before HUAC, defined Communism as something that was not "on the level"? Nadel equates Caulfield's "disdain for Hollywood" with HUAC's, nor could the young prostitute's mention of <NAME> have been accidental-since Congressman <NAME> had run against <NAME>, and her husband was himself "a prominent Hollywood liberal." Nadel concludes that "the solution to Caulfield's dilemma becomes renouncing speech itself." Having named names, he realizes: "I sort of miss everybody I told about.... It's funny. Don't ever tell anybody anything," he advises; that is, don't be an informer. "If you do, you start missing everybody" (pp. 276-77). The narrator "spoke for the cold war HUAC witness," Nadel argued, "expressing existential angst over the nature and meaning of his `testimony."'45 Such an interpretation is far-fetched: Holden is no more interested in politics than his creator, and he's considerably less interested in sanctioning conformity than were the Red-hunters. Citizens who abhor the 1960s commonly deplore one of its most prominent legacies: the fragmentation into "identity politics," the loss of civic cohesion. Those worrying over this sin also will not find it in Salinger's book, which promotes no class consciousness, racial consciousness, or ethnic consciousness of any sort. Sol Salinger had strayed so far from Judaism that he became an importer of hams and cheeses;46 and his son left no recognizably Jewish imprint on his fiction. Nor does his novel evoke the special plight of young women and girls. That omission would be rectified about two generations later, when <NAME>'s first novel appeared. Her young narrator and protagonist is not only female but emphatically Jewish, and she longs to meet her own Holden Caulfield. <NAME> recalls: "I hadn't known any males who were as depressed as I was in high school, except for maybe <NAME>, and I didn't really know him." As she's packing to leave Cleveland for Oberlin College, she muses, "besides clothes and shampoo and The Catcher in the Rye, I couldn't think of anything else to bring."47 In her account of growing up female, Horowitz may have wanted to correct the imbalance <NAME> identified in 1961, when, attempting to explain the United States to a Japanese audience, he had commented on the inscrutable popularity of Salinger's novel: "Boys are frustrated because they aren't cowboys, and girls are frustrated because they aren't boys." The sociologist noted that "women have been the audience for American fiction and for movies. There are no girls' stories comparable to Catcher in the Rye. Yet girls can adapt themselves and identify with such a book, while a boy can't so easily identify with a girl."48 In the literary marketplace, Riesman speculated, readers aren't turned off or away if the central characters are male but only if they are female. How many Boy Scouts and Explorer Scouts have been moved by reading The Bell Jar? The Curse of Culture Another way to understand the power of Salinger's novel to generate controversy is to recognize its vulnerability to moralistic criticism. From wherever the source-call it Puritanism, or puritanism, or Victorianism-there persists a tradition of imposing religious standards upon art or of rejecting works of the imagination because they violate conventional ethical codes. According to this legacy, books are neither good nor bad without "for you" being added as a criterion of judgment. This entwining of the aesthetic and the moralistic was obvious as prize committees struggled with the terms of J<NAME>'s instructions that the novels to be honored in his name "shall best present the whole atmosphere of American life." But until 1927, the novels selected more accurately conveyed "the wholesome atmosphere of American life."49 That eliminated Dreiser. Had the subtle revision of Pulitzer's own intentions not been overturned, virtually all great writers would have been categorically excluded. Nabokov comes quickly to mind. His most famous novel was given to the good family man <NAME>, then imprisoned in Israel, but was returned after two days with an indignant rejection: "Das ist aber ein sehr unerfreuliches Buch"-quite an unwholesome book. Lolita is narrated from the viewpoint of an adult, a pervert whose ornate vocabulary made the novel unintelligible to young readers, and so censors passed it by to target The Catcher in the Rye. It is a measure of Salinger's stature among other writers that, though famously dismissive of many literary giants, Nabokov wrote privately of his fellow New Yorker contributor: "I do admire him very much."50 But the reviewer for The Christian Science Monitor did not: The Catcher in the Rye "is not fit for children to read"; its central character is "preposterous, profane, and pathetic beyond belief." Too many young readers might even want to emulate Holden, "as too easily happens when immorality and perversion are recounted by writers of talent whose work is countenanced in the name of art or good intention."51 Here was an early sign of trouble. Nor was respectability enhanced by the novel's first appearance in paperback, for it was offered as pulp fiction, a genre that beckoned with promises of illicit pleasure. The common 1950s practice of issuing serious books in pulp meant that "dozens of classic novels appeared in packages that were cartoonish, sordid or merely absurd." The aim of such marketing, <NAME> has suggested, was to grab "the attention of impulse shoppers in drugstores and bus depots; slogans jammed across the four-inch width of paperbound covers compressed the nuances of prizewinning authors into exaggerated come-ons." The 1953 paperback edition of Salinger's novel, for example, assured buyers that "this unusual book may shock you . . . but you will never forget it." The illustration on the cover depicted a prostitute standing near Holden and may have served as the only means by which some citizens judged the book. The cover so offended the author that it contributed to his move to Bantam when his contract with Signet expired. By then, the pulping of classics had largely ended in the wake of hearings by the House of Representatives Select Committee on Current Pornographic Materials. But the availability of such cheap editions of books ranging from the serious to the lurid drew the curiosity of censors as well as bargain-hunters. The vulnerability of Salinger's novel testified to the aptness of <NAME>'s generalization that censorship "is actually applied in proportion to the vividness, the directness, and the intelligibility of the medium which circulates the subversive idea." Movie screens, he wrote in 1927, therefore tend to be more censored than the stage, which is more censored than newspapers and magazines. But "the novel is even freer than the press today because it is an even denser medium of expression."52 At least that was the case until the paperback revolution facilitated the expansion of the syllabus. Of course, the paperback revolution was not the only cultural shift affecting the reception of the novel. The career of The Catcher in the Rye is virtually synchronous with the Cold War, and <NAME> takes a stand of sorts: he calls himself "a pacifist" (p. 59). For men slightly older than Holden in 1949-50, military conscription was more or less universal, yet he predicts that "it'd drive me crazy if I had to be in the Army. . . . I swear if there's ever another war, they better just take me out and stick me in front of a firing squad. I wouldn't object." Indeed he goes further: "I'm sort of glad they've got the atomic bomb invented. If there's ever another war, I'm going to sit right the hell on top of it. I'll volunteer for it, I swear to God I will" (pp. 182, 183). Barely a decade later, <NAME>'s pitch-black comedy Dr. Strangelove (1964) would confront nuclear terror by showing Major "King" Kong (Slim Pickens) doing precisely what Holden vows he will step forward to do. With such images in mind, one interpreter has thus boldly claimed that "the fear of nuclear holocaust, not the fear of four-letter words[,]" sparked controversy about The Catcher in the Rye.53 Salinger's novel may thus also be about history veering out of control, about the abyss into which parents could no longer prevent their offspring from staring, about the impotence to which a can-do people was unaccustomed. "The lack of faith in the American character expressed in the Catcher controversies," Professor <NAME> has argued, "is rooted not in doubts about the strength of adolescent Americans' character but in recognition of the powerlessness of American adults-as parents, professionals and community leaders-to provide a genuine sense of the future for the adolescents in their charge." According to Steinle, the novel indicts "adult apathy and complicity in the construction of a social reality in which the American character cannot develop in any meaningful sense beyond adolescence." Nor does the novel warrant any hope that the condition can be remedied. The story is, after all, told from a sanitarium in California-a grim terminus given the common belief that the West offers a second chance. No wonder, then, that <NAME>, who ended his own revised version of The Adventures of Huckleberry Finn with Huck's bleakest pessimism ("I didn't much care if the goddamn sun never come up again"), could read Salinger's book "as a lengthy suicide note with a blank space at the end to sign your name."54 The advantage of Steinle's argument is that she situates the controversy over The Catcher in the Rye where it actually took place, which is less in the pages of Ramparts than at school board meetings. In such settings, the novel was branded by parents as a threat to their control and heralded by teachers as a measure of their professional autonomy and authority. But the disadvantage of Steinle's view is the scarcity of direct evidence that nuclear fears fueled the debate. Neither those who condemned The Catcher in the Rye nor its defenders made the specter of atomic catastrophe pivotal. Neither the moral nor the literary disputes were ventilated in such terms. Compared to Holden's far more pronounced resistance to maturation, compared to more immediate targets of his scorn, the Bomb hardly registered as a concern among objections to the novel. But if "the essence of censorship," according to Lippmann, is "not to suppress subversive ideas as such, but to withhold them from those who are young or unprivileged or otherwise undependable,"55 then Steinle's emphasis upon parental assertion of authority is not misplaced. In a more class-conscious society, the Old Bailey prosecutor of the publisher of <NAME> could ask in his opening address to the jury, in 1960: "Is it a book that you would even wish your wife or your servants to read?"56 But in the United States, overt conflicts are more likely to take generational form; and the first of Lippmann's categories deserves to be highlighted. Some of the books that have aroused the greatest ire place children at the center, like Richard Wright's Black Boy, <NAME>'s Diary of a Young Girl, and of course The Adventures of Huckleberry Finn; and despite the aura of "cuteness" hovering over Salinger's work, it emitted danger by striking at the most vulnerable spot in the hearts of parents. Nor could it have escaped the attention of alert readers that Holden's emotional affiliations are horizontal rather than vertical. His father, a corporate lawyer, is absent from the scene; and his mother is present only as a voice speaking from a dark room. The only relative whom the reader meets is Phoebe, the younger sister (and a mini-Holden).57 The contributor's note Salinger submitted to Harper's in 1946 was his credo: "I almost always write about very young people";58 and the directness with which he spoke to them had much to do with his appeal-and with the anxiety that his literary intervention provoked in the internecine battle between generations. The effectiveness of his empathy posed a challenge to parents who invoked their right to be custodians of the curriculum, and the "legions of decency" may have sensed "a unique seductive power" which Salinger's biographer claims The Catcher in the Rye exudes. Even if the less sensitive or eccentric of its young readers might not try to assume Holden's persona, at least teenagers could imitate his lingo. A book that elicits such proprietary interest-succeeding cohorts believing in a special access to Salinger's meaning-was bound to arouse some suspicion that conventional authority was being outflanked.59 Salinger's adroit fidelity to the feelings and experiences of his protagonist was what made the novel so tempting a target. Perhaps The Catcher in the Rye has been banned precisely because it is so cherished; because it is so easily loved, some citizens love to hate it. Steinle has closely examined the local controversies that erupted over the book in Alabama, Virginia, New Mexico, and California as well as the debates conducted in such publications as the PTA Magazine and the Newsletter on Intellectual Freedom of the American Library Association. She discovered a "division . . . over whether to prepare adolescents for or to protect them from adult disillusionment. . . . In the postwar period . . . recognition of the increasing dissonance between American ideals and the realities of social experience has become unavoidable, and it is precisely this cultural dissonance that is highlighted by Salinger's novel."60 Its literary value got lost in the assertion of family values, in a campaign that must be classified as reactionary. "They say it describes reality," a parent in Boron, California, announced. "I say let's back up from reality. Let's go backwards. Let's go back to when we didn't have an immoral society."61 When so idyllic a state existed was not specified, but what is evident is the element of anti- intellectualism that the struggle against permissiveness entailed. Here some of the parents were joined by <NAME>, the school superintendent of Bay County, Florida, who warned in 1987 against assigning books that were not state-approved because, he sagely opined, reading "is where you get ideas from."62 Attempts at vindication were occasionally made on the same playing field that censors themselves chose. Though Holden labels himself "sort of an atheist" (p. 130), he could be praised as a saint, if admittedly a picaresque one. One educator discerned in the protagonist a diamond in the rough: "He befriends the friendless. He respects those who are humble, loyal, and kind. He demonstrates a strong love for his family" (or for Phoebe anyway). Besides enacting such New Testament teachings, "he abhors hypocrisy. He values sex that comes from caring for another person and rejects its sordidness. And, finally, he wants to be a responsible member of society, to guide and protect those younger than he."63 But a character witness is not the same as a literary critic, and such conflation seems to have gained little traction when the right of English teachers to make up reading lists was contested. If Holden's defense rested on a sanitized version of his character, then the implication was that assigned books with less morally meritorious protagonists might be subject to parental veto. Such a defense also assumed that disgruntled parents were themselves exegetes who had simply misread a text, that community conflicts could be resolved by more subtle interpretations. There is no reason to believe, however, that the towns where the novel was banned or challenged overlapped with maps of misreading. But such communities were places where parents tried to gain control of the curriculum, which is why The Catcher in the Rye would still have been proscribed even had it been re-read as a book of virtues. For the objections that were most frequently raised were directed at the novelist's apparent desire to capture profuse adolescent profanity in the worst way. In the Catholic World, reviewer <NAME> disliked the narrator's "excessive use of amateur swearing and coarse language," which made his character simply "monotonous."64 According to one angry parent's tabulation, 237 instances of "goddamn," 58 uses of the synonym for a person of illegitimate birth, 31 "Chrissakes," and one incident of flatulence constituted what was wrong with Salinger's book. Though blasphemy is not a crime, The Catcher in the Rye "uses the Lord's name in vain two hundred times," an opponent in Boron asserted-"enough [times] to ban it right there."65 The statistics are admittedly not consistent. But it is incontestable that the text contains six examples of "fuck" or "fuck you," though here Holden is actually allied with the censorious parents, since he does not swear with this four-letter word himself but instead tries to efface it from walls. He's indignant that children should be subjected to such graffiti. Upon seeing the word even in the Egyptian tomb room at the Metropolitan Museum of Art, however, Holden achieves a melancholy and mature insight that such offenses to dignity cannot really be expunged from the world: "You can't ever find a place that's nice and peaceful, because there isn't any" (p. 264).66 What happened to The Catcher in the Rye wasn't always nice and peaceful because it took a linguistic turn. Though historians are fond of defining virtually every era as one of transition, it does make sense to locate the publication of Salinger's novel on the cusp of change. The novel benefited from the loosening of tongues that the Second World War sanctioned, yet the profanity in which Holden indulges still looked conspicuous before the 1960s. Salinger thus helped to accelerate the trend toward greater freedom for writers but found himself the target of those offended by the adolescent vernacular still rarely enough recorded in print. During the Second World War, the Production Code had been slightly relaxed for We Are the Marines. This 1943 March of Time documentary was permitted to use mild expletives like "damn" "under stress of battle conditions." Professor <NAME> adds that, "in the most ridiculed example of the Code's tender ears, Noel Coward's In Which We Serve (1942), a British import, was held up from American release for seventeen words: ten 'damns,' two 'hells,' two 'Gods,' two 'bastards,' and one 'lousy."' Only three years before publication of Salinger's novel, homophonic language was inserted into Norman Mailer's The Naked and the Dead at the suggestion of his cousin, <NAME>. A crackerjack First Amendment attorney who would later represent such clients as <NAME> and <NAME>, Rembar proposed the substitution of fug (as in "Fug you. Fug the goddam gun") partly because the president of the house publishing the novel feared his own mother's reaction. The U.S. Information Agency was nevertheless unpersuaded and banned Mailer's book from its overseas libraries. As late as 1952, the revised edition of Webster's Unabridged offered a simple but opaque definition of masturbation as "onanism; selfpollution."67 The next year President Eisenhower delivered a celebrated plea at Dartmouth College: "Don't join the bookburners.... Don't be afraid to go into your library and read every book." His amendment is less cited-"as long as that document does not offend our own ideas of decency." Though the war in which Mailer and Salinger fought allowed some indecorous terms to go public, the 1960 Presidential debates included the spectacle of Nixon seeking to trump another ex-sailor by promising the electorate-after Harry Truman's salty lapsesto continue Ike's restoration of "decency and, frankly, good language" in the White House.68 In this particular war of words, Salinger was conscripted into a cause for which he was no more suited than any other. If he was affiliated with any institution at all, it was the New Yorker, which initially published most of his Nine Stories as well as the substance of his two subsequent books. In that magazine even the mildest profanity was strictly forbidden, and editorial prudishness would have spiked publication of excerpts from the final version of what became his most admired work. It may be plausible, as one scholar circling the text has noted, that "the radical nature of Salinger's portrayal of disappointment with American society, so much like Twain's in Huck Finn, was probably as much of the reason that Catcher (like Huck) was banned from schools and colleges as were the few curse words around which the battle was publicly fought."69 But such ideological objections to Salinger's novel were rarely raised, much less articulated with any cogency; and therefore no historian of the reception of this book should minimize the salience of those "few curse words." Could The Catcher in the Rye have avoided the turbulent pool into which it was so often sucked? Could the novel have been rescued from primitive detractors and retained an even more secure status in the public school curriculum? One compromise was never c <file_sep>Physical Geology - Georgia Perimeter College # Physical Geology at Georgia Perimeter College** ## Dr. <NAME> ![](http://www.gpc.peachnet.edu/~pgore/images/geospher.gif) New World Seafloor Map from NOAA, Marine Geology and Geophysics Division Click here to see complete map Explanation of map Link to images from NOAA As the world turns - animated gif Global Relief - Select a view of the Earth to rotate globe Topography of Georgia ![](http://www.gpc.peachnet.edu/~pgore/images/redblue.gif) ## Course Syllabus ## * Fall 1998 Lecture Syllabus * Teaching Objectives for Lecture * Teaching Objectives for Lab * * * ## Helpful Resources * Link to textbook's web site - Tarbuck and Lutgens, Earth. Pick a chapter, press "Begin" and link to several types of quiz questions. I just discovered that for each chapter under "Further browsing", many of their chapters link to my course notes. * Laboratory Manual for Physical Geology \- includes corrections and web links for each lab. * Earth Online: An Internet Guide for Earth Science. In particular, see the Internet Resources for Earth Science page. * PLANET DIARY - CURRENT PHENOMENA * Illustrated Glossary of Geologic Terms * Geology Link from Worth Publishers * Geologic Time Chart * Geology lecture notes from other institutions: * Physical Geology at University of Houston (<NAME>) * Floyd College, GA * Geology at Duke University * University of Cincinatti * University of British Columbia * WH Freeman GeologyTextbooks * Textbook: Understanding Earth, by Press and Siever * Search for images in the University of British Columbia Earth and Ocean Sciences Image Collection * University of Akron Geology Photo Archive * The Canadian Rockhound - a neat web magazine! * * * Submit your questions and comments to Dr. Gore at Georgia Geoscience Online ![](http://www.gpc.peachnet.edu/~pgore/images/redblue.gif) ## Interactive Course Outline Lecture Notes \| Homework Assignments \| Additional references ---\|---\|--- Introduction to Physical Geology \| * Introduction to the Internet * Important information for class \| Topographic Maps (for lab) \| Stone Mountain Topo Lab \| \| Faults Earthquakes \| Worldwide Distribution of Earthquakes \- Due _________ Learn how to locate earthquake epicenters on-line. \- Due __________ Print out the _Certificate of Completion_ with your name when finished. Dacula, GA Earthquake Intensity Exercise and this map \| Earthquake Information Page Seismic Resources on the Web - Part 1 Seismic Resources on the Web - Part 2 Seeing California Move With Global Positioning Satellites \| Interior of the Earth \| \| Earth's Interior from UNR Earth's Interior notes from U. Texas, El Paso New England Meteoritical Services \| Plate tectonics \| Please print out movie notes and see video _Planet Earth - The Living Machine_. ### Online Test 1 \| Map showing age of the ocean crust - NOAA Spinning globe showing age of ocean crust - NOAA Plate Tectonics - The cause of earthquakes \- great graphics! Tectonic and paleogeographic maps (and Grand Canyon) Good Plate Tectonics notes from Volcano World. Click on arrow at bottom to go on to each section. \| Minerals \| Hints for pre-lab mineral quiz ### Online Minerals Lecture Test \| * Crystal Structure Movies * The Mineral Gallery * World Wide Mineral Link Collection * Physical Characteristics of Minerals * Minerals, Magmas, and Volcanic Rocks. Includes good diagrams of silicate tetrahedra. * Gems and Precious Stones Internet Course * Mineral formula database * Rocks and minerals in thin section * Minerals in thin section \- is it working? * Smithsonian Gem and Mineral Collection * Mineral Museum in Paris * The World of Amber \| Igneous Rocks Ancient Lava Flows and Plutons \| Hints for pre-lab igneous quiz Igneous rock chart. Print out and bring to lab. ### Online Igneous Rocks and Volcanoes Lecture Test Minerals, Igneous Rocks and Volcanoes web homework \| Minerals, Magmas, and Volcanic Rocks. Includes classification and good photos of igneous rocks. See Petroglyph\- An interactive program which simulates looking at thin sections with a petrographic microscope Atlas of Igneous and Metamorphic Rocks, Minerals, and Textures Volcanoes \| Please print out movie notes and bring to class:Volcanoes - Exploring the Restless Earth Volcano Research and Writing Assignment \| Volcano Information Page Information on currently erupting volcanoes. QuickTime movie of Popocatepetal eruption Movies of volcanic eruptions and pillow lava formation \| Weathering Soils \| \| Weathering slides - Part 1 , Part 2 - Duke Univ. Main Index for Weathering Catalogue Weathering and Soil - <NAME>, U. Houston Weathering of Granite and origin of sediment - GA Southern Chemical Weathering of Marble at the mall Small-scale weathering in Tunisia Karst in Slovenia Weathering and Karst Virtual Geomorphology Weathering of Rocks and Minerals Earth Science - Weathering and Erosion \| Sedimentary Rocks Sedimentary Structures and Stratigraphic Features \| Hints for pre-lab sedimentary quiz ### Online Sedimentary Rocks and Weathering Lecture Test \| USGS Bedform Sedimentology Site - images and movies Quick Time movies of bedforms Landforms \| Metamorphic Rocks Metamorphic Rock pictures \| Hints for pre-lab metamorphic rock quiz ### Online Metamorphic Rocks Lecture Test \| Atlas of Igneous and Metamorphic Rocks, Minerals, and Textures Hydrologic Cycle, Running Water, Erosion, and Sediment Transport Groundwater \| Please print out movie notes and bring to classThe Great River Georgia Geology and Hydrology Online Assignment ### To Hydrologic Cycle, Running Water, and Groundwater Online Lecture Test \| See this neat site on the Water Cycle with Shockwave! Flood damage and related features in Albany, GA Hydrology and Flooding - annotated references with links Mississippi River flooding U.S. Geological Survey Water Resources Branch, Georgia Current Georgia hydrology Past monthly reports on Georgia hydrology \| Crustal Deformation \| \| Geologic Structures - U. Texas, El Paso Structural Geology Lab - U. Texas, El Paso Structure models - U. Texas, El Paso Digital relief map of the U.S. Color landform atlas of the U.S. Shaded relief map of Georgia Structural Geology Slide Set Radar imagery and text of folded mountains in the Apppalachians near Sunbury, PA. Print out the image and draw in the correct fold axis symbols in the proper locations. \| Geology of Georgia \| Please print out for lab November 19: Geology and Geography of Georgia Lab Stone Mountain Field Trip Worksheet Print this out and work on it in the field. Mount Arabia oblique air photo Map of major Georgia faults \| Georgia Southern University pages on Geology of Georgia Satellite image of Georgia - Color Composite, 1996 \| Mountain building \| \| \| Ocean Floor \| \| * Scientific American article - Three types of continental margins around North America, with computer-generated images of the seafloor * Satellite altimetry of oceans - NOAA * Deep submergence vehicle - ALVIN * How deep can they go? \- Nice diagram! * Educational materials associated with Ocean Planet exhibit at Smithsonian \| Shorelines \| See videos: * The Beach - A River of Sand * Portrait of a Coast \| \| Mass Wasting \| \| Mass Wasting links and class notes - Univ. of Texas, El Paso * * * ## Links to other geology sites Smithsonian Museum of Natural History Try the "Ask-A-Geologist" service offered by the U.S. Geological Survey. If you have an e-mail account, try sending e-mail to this address: <EMAIL> ## Old Assignments * Assignment 1 - Spring 1997 * Writing a student web page - instructions and grading information * Writing Web Pages - An Introduction to HTML for DeKalb College Students * Assignment 1 - part 1 (Spring 1996) * Assignment 1 - part 2 (Spring 1996) * Assignment 3 (Spring 1996) Return to Georgia Geoscience On-line Credits ![](../images/redblue.gif) Copyright <NAME>, 1994, 1997, 1998 _This page was created byDr. <NAME> Department of Geology Georgia Perimeter College, Clarkston Campus 555 North Indian Creek Drive Clarkston, GA 30021-2396. <EMAIL> First version created September 1994 Modified November 23, 1998 Modified May 25, 2000 Modified November 20, 2000_ <file_sep> \| ### Home ### Syllabus ### Lectures ### Readings ### Feedback ### Links --- \| ## Music in Performance --- Syllabus * * * MUSIC 376.300 "Music in Performance" Tuesday and Thursday in the Clipper Room of Shriver Hall, Homewood Campus from 2:00-3:30pm (unless otherwise noted) Professor: Dr. <NAME> <EMAIL> Peabody Conservatory, 9 E Centre St, #21 410-783-8585 Teaching assistant: <NAME> <EMAIL> 410-962-1612 GA Box, Peabody Conservatory, 1 East Mt. Vernon #### MATERIALS Text: <NAME>. 1999. _Listening to Music,_ third edition. (available in the JHU bookstore) With the text you will get an introductory CD, and 2 additional CDs of a 6 CD set (some 6 CD sets are also available in the bookstore; a copy of the 6 CD set will be available in the Reserves of MSEL). Other readings will be available on the Reserves Website of MSEL library and as a hard copy in Reserves. #### REQUIREMENTS Two tests a Midterm and a Final (10%, 10%) Approximately 15 Listening Exercises (15%) One from each chapter Approximately 15 reviews of In-class Performances (30%) There will be over 15 , but you should choose 15 and write approximately 2 typed pages on each. Three Reviews of Outside Performances (one of JHU Symphony performances and two others of your own choice) (15%) One 5-page project (e.g., comparing three performances of the same work, interviewing three musicians, designing a concert series) (15%) Various opportunities for Extra Credit (up to 10%) #### COURSE GOALS Music from different styles, historical periods, and repertories, including jazz and popular, will form the basis of a class that explores how musical ideas (often embodied in written score, but just as frequently improvised) get translated into music. Students will have an opportunity to interact with the performers in an effort to discover what ingredients go into making a musical performance. Work will consist of reading and listening assignments, tests, reviews of class performances, outside performances, and a term project. 1\. Essay answers should be typed, double-spaced. Please put your name and date on every page and staple. 2\. Be sure to answer all parts to each assignment. 3\. Proofread! Sloppiness will affect the grade of an otherwise perfectly good paper. Presentation is important to the success of your project. Be aware of both form and content. 4\. When quoting or using extensive material from another source, be sure to give proper citations in the form of a footnote or endnote. Please consult a style guide (Turabian, Chicago Manual of Style, etc). 5\. Plagiarism, cheating, and other forms of academic dishonesty will not be tolerated. Please adhere to the principles of academic honor and integrity as stipulated in the Johns Hopkins handbook. There is a stiff penalty for cheating, so do your own work. 6\. Assignments must be turned in on time and typed. Grades will be lowered for late work. The final grade will be based on written work, tests, and overall class participation, particularly during the performances. Keep up with reading and listening assignments and feel free to make an appointment should you feel you need help. \| #### SCHEDULE ---\|--- Week 1* \| Tues, Jan 25 \| Lecture: Introduction to course materials, data sheets, and preparation for guest performances _Assignment_ for 1/27: Read Chapter 1 (Wright) and Listening Exercise (also pp. 358-362) Thurs, Jan 27 \| Lecture: <NAME>, Music and Acoustics _Assignment_ for 2/1: Read Chapter 2 in Wright and do Listening Exercises _Optional_ : <NAME> "Music Depreciation" <NAME> "What is Musicology" [You can receive extra credit by sending me your thoughts on the Optional reading, listening, video, or web/CD-ROM assignments] Check out links for amslist and nytimes, as well as other websites and music lists Week 2 \| Tues, Feb 1 \| Discussion of Performances and Chapter 1 and 2 of Wright: The Concert Hall: Symphony, Concerto, Overture; Rhythm and Meter _Assignment_ : Read about Kamancheh on website and Chapter 19 in Wright Thurs, Feb 3 \| Performance: <NAME>, Iranian Kamancheh _Assignment_ for 2/8: Read Chapter 3 in Wright and do Listening Exercises Optional: <NAME>, Chapter 6 or any chapter in _Text and Act _ <NAME>iffiths, "The Orchestra Walks Out," Edward Said, _Musical Elaborations_ Week 3 \| Tues, Feb 8 \| Lecture Chapter 2: Melody (Notes, Scales, Nuts and Bolts) _Assignment_ for 2/10: read about composers Purcell, Schubert, Liszt, Britten in Wright or in Music Biography dictionaries in the library to prepare for Thursday's performance. Optional: "Monks and Moderns" by <NAME> (Review of Katherine Bergeron's book _Decadent Enchantments: The Revival of Gregorian Chant at Solesmes)_ or Cecilia Porter on Hil<NAME> Thurs, Feb 10 \| Performance/Lecture: <NAME> and <NAME>, voices and piano _Assignment_ for 2/15: Chapters 4 and 5 and Listening Exercises and pp. 247-255 of Wright. Optional: Copland on Music (<NAME>); <NAME> interview with <NAME>, conductor of San Francisco Symphony and modern-day <NAME> Week 4 \| Tues, Feb 15 \| Performance, <NAME>, pianist; read handour on Cavalli opera for Thursday's performance Thurs, Feb 17 \| Opera performance by Peabody Chamber Opera of Cavalli's _Egisto_ _Assignment_ for 2/22: Read Chapter 6 Wright and Listening Exercise Optional: Science and Music: "Ancient Instruments Yielding Secrets of their Music" (<NAME>) or <NAME>, "High-Wire Act of Playing from Memory" or <NAME>, _The Joy of Music,_ "The Music of <NAME>" Week 5 \| Tues, Feb 22 \| Medieval, Renaissance, Baroque; Discussion of performances _Assisnment:_ Read Chapter 7 in Wright and do Listening Exercises. Read for 2/24 pp. 108-111, Ostinato Figures (Purcell, Bach, and U2); also read Chapter 18 in Wright and Jim Sherry lecture on website Thurs, Feb 24 \| Performance/ Lecture <NAME>, JHU Big Band _Assignment_ for 2/29: Read Chapters 8 in Wright and Listening Exercises; read a biography of <NAME> in David Blum's _Quintet_ , on reserve and on the web. If you would like to choose another biography from Blum (either Gingold, <NAME>, Nilsson, you can do that by using the non-web reserve only). Write a short response on email to the class (cc to me and to Joyce). Week 6 \| Tues, Feb 29 \| <NAME>, conductor, Johns Hopkins Symphony; <NAME>, violin soloist, BSO _Assignment_ for 3/2 Read Chapter 9 in Wright and Listening Exercises Optional: Sherman _Inside Early Music_ , Conversation with <NAME> and <NAME>, or Winter CD-ROM of Mozart Dissonant Quartet (Library Reserve) Thurs, Mar 2 \| <NAME>, Copyright lawyer _Assignment_ for 3/7 Read Chapters 10 in Wright and Listening Exercises Optional: <NAME> Interview with <NAME> Week 7 \| Tues, Mar 7 \| Lecture: Review of Early Music; Chapters 6,7, and sections of Chapter 18 on jazz and blues: Fugue, Theme and Variations _Assignment_ for 3/9 read Chapters 11 in Wright and Listening Exercises Thurs, Mar 9 \| Performance "Marley's Head," Renaissance and Early Baroque Trio _Assignment_ for 3/14 Read Chapter 12 and Listening Exercise Optional: Winter CD-ROM, Beethoven 9th Symphony, Library Reserve Week 8 \| Tues, Mar 14 \| Lecture: Sonata Allegro Form, Rondo, and Classical Genres (review for Midterm) Thurs, Mar 16 \| MidTerm Test, Chapters 1-7, 18 and 19 _Assignment_ : Read Chapter 13 and Listening Exercise \| SPRING BREAK March 20-26 Week 9 \| Tues, Mar 28 \| "The Early Romantics" _Assignment_ for 3/30, Read Chapter 14 in Wright and Listening Exercises and Chapter 17 Thurs, Mar 30 \| <NAME> and "The New Horizons Chamber Ensemble" (Bartok 4th Quartet, <NAME>erty's "Elvis Everywhere" etc) _Assignment_ for 4/4 Chapter 15 and Listening Exercise Optional: Dahlhaus Chapter 2? Week 10 \| Tues, Apr 4 \| <NAME>, pianist Mendelssohn, Chopin, Liszt, Messaien _Assignment:_ Read Chapter 16 WED, APR 5 2:30-4:00 Peabody \| A trip to Peabody to hear <NAME>, organist and visit Griswold Hall at 2:30 pm (please take the Hopkins Shuttle and meet on the second floor of the Conservatory building; directions and further instructions to be given in class) Thurs, Apr 6 \| BLOOD AND INK, Opera by <NAME> and <NAME> ( Roger Brunyate and Company) Week 11 \| Tues, Apr 11 \| <NAME>, cellist , <NAME>, piano Beethoven, Brahms, Messaien Review Chapters 13-17 (CD-ROM review) Thurs, Apr 13 \| <NAME> on <NAME>, Josquin des Pres, and <NAME> Week 12 \| Tues, Apr 18 \| Class Performance Thurs, Apr 20 \| Woodwind Quintet, <NAME> and friends Week 13 \| Tues, Apr 25 \| Performance/Lecture Martin Beaver, violin and Seth Knopp, piano Thurs, Apr 27 \| <NAME>, Musicologist, former Dean at University of Chicago: 19th Century Oper: <NAME> FINAL: MAY 4 at 2 pm <file_sep>This page best viewed with a graphical browser such as _Netscape or MS _Internet Explorer_ University of South Alabama History 347 Winter 1998 Dr. <NAME> \| Office: HUMB 372 Office Phone: 460-6210 (receptionist); 460-7610 (in my office) http://www.usouthal.edu/history/faculty/rogers E-mail: <EMAIL> ---\|--- ## THE HOLOCAUST This course introduces students to Nazi Germany's systematic mass murder of Jews in Europe during the Second World War. Topics to be covered in this course include Jewish life in Europe prior to the 20th century; the origins of the hatred of Jews, usually called antisemitism; the development of Social Darwinist and National Socialist ideologies; the origins of Nazi racial policies in the 1930s; Nazi eugenics and euthanasia campaigns; the war of annihilation waged against Jews under Germany's control during World War II; the mass murders of other groups during the war; Jewish resistance to the Holocaust; and the help or lack thereof offered by non-Jews to mitigate the Holocaust. Class time will consist of primarily of (1) lectures with frequent pauses for questions and dialogue; and (2) video presentations. The choice of material presented in the course presupposes students have satisfactorily completed the second half of the Western civilization survey (History 102). The course will be very intellectually and emotionally demanding; but the reward will be great and you will never forget this experience. _Office Hours and Student-Professor Contact:_ My office hours are Monday and Wednesday from 7:40 to 8:40 p.m. If these hours do not fit your schedule, you should feel free to ask me for an appointment or to call one of the phone numbers above. If I am not available when you call, please leave a message. Please do not wait until catastrophes strike before phoning or coming to see me outside of class. It would also be great to talk with you about the course or anything else even when things are going well. Those of you with access to electronic mail are strongly encouraged to e-mail me at the address at the top of the syllabus. In many cases e-mail will prove the fastest way to get a definitive answer from me. I will also welcome any comments or suggestions you may wish to submit via e-mail. _Required Books:_ Students should purchase the four required texts. > <NAME>, _The Nazi Holocaust_ > <NAME>, _Trap with a Green Fence_ > <NAME>, _Survival in Auschwitz_ > <NAME>, _Auschwitz: True Tales from a Grotesque Land_ _Grades:_ Your grade will be determined by one of the following sets of percentages, according to your choice. Midterm essay exam Final essay exam (non-comprehensive) Paper Class participation \| 35% 35% 20% 10% ---\|--- \-- or -- Midterm essay exam Final essay exam (comprehensive) Paper Class participation \| 15% 55% 20% 10% ---\|--- The difference between these two methods concerns your score on the midterm, and your desire to improve it. If you do not perform as well as you would have liked on the midterm, you may elect to take a comprehensive final exam that will count for 55% of the course grade, thus lowering the weight of your midterm exam to only 15%. If you are satisfied with your midterm grade, or if you do not wish to take a comprehensive final exam, you may take a final that covers only material since the midterm. No extra credit assignments will be allowed. The standard grading scale will be used on all work: A=90-100; B=80-89; C=70-79; D=60-69; F=below 60. _Class Participation and Attendance:_ Your attendance in class is required. Each student may miss as much as one week's worth of class (200 minutes) without the need to provide any excuse, since it is assumed you will be missing class for emergency purposes only. Subsequent absences will be excused only for very serious illness or family emergencies. Students with jobs should consider as the term begins whether their work and class schedules are in harmony, and adjust them accordingly -- even if it means having to drop this class. Each twenty-five minutes of class time that students miss after the excused period will result in a loss of one point of class participation credit, up to the maximum of ten points. Thus, since each evening class is 100 minutes long, missing an entire class after the excused period will cause a loss of four points. Students who miss more than three weeks' worth of class for any reason may be failed for the course. Frequent verbal contributions of good quality may result in increased credit for participation. _Midterm and Final Exams:_ Two in-class essay/short-answer exams will be given: (1) the midterm exam will take place on Monday, February 9; (2) the final will take place on Monday, March 16 at 6:00 p.m. The midterm will cover topics raised prior to February 9; the final will cover topics raised since the midterm, unless students elect to take a comprehensive final as discussed above. More details -- especially concerning the material for which you will be responsible on each exam -- will be announced verbally in class. _Paper Assignment:_ Each student will write a typed, ten-page fictional first-person account by a victim of the Holocaust. The paper will be due Wednesday, March 11 at the beginning of class. More details on the paper will appear on a subsequent handout. Late papers will be marked down five points per day or fraction thereof, up to a maximum of twenty points. _Attendance and Make-Ups:_ The University _Bulletin_ puts it the best: "An individual student is responsible for attending the classes in which the student is officially enrolled. The quality of work will ordinarily suffer from excessive absences." Students who miss the midterm exam and expect to make it up should present written proof of extreme and unavoidable circumstances compelling the student's absence at the specific time of the exam. Such excuses have a better chance of being accepted if you call or e-mail me before you miss the exam. If in doubt, call. I'll be glad to hear from you. Remember: failing to attend class may adversely affect your class participation grade. _Honesty:_ All the work you do in this course should be the product of your own studying and thinking. For the exams in class, you may use only the knowledge in your own heads. For the paper, you may use as sources only class notes, course readings, selected films we have seen in class, and your own imagination. I don't expect to have to do this, but I do reserve the right to award an F for the entire course to any students who do not comply with these standards of honesty. Do all your work yourself and you'll have no problem. But, once again, if in doubt, call. I'll always be glad to hear from you. _Warning:_ Any information on this syllabus may be superseded by verbal announcements in class. Please be here every time! ## Class Outline Wednesday, January 7 Topic: Introduction; Who Are the Jews? Monday, January 12 Topic: Jews in the Modern World and Antisemitism Wednesday, January 14 Topic: Ideology, Social Darwinism, and National Socialism Monday, January 19 <NAME>, Jr., Holiday Wednesday, January 21 Topic: Nazi Racial Policies, 1933-1939: Eugenics, Forced Euthanasia, and Antisemitism as Government Policy Monday, January 26 Topic: World War II and the Origins of the "Final Solution"; Ghettos in Poland Wednesday, January 28 Topic: Murder Squads (Einsatzgruppen) in the Soviet Union The Wannsee Conference and the "Final Solution" Be prepared to discuss the Wannsee Conference minutes (to be handed out in class in advance) Monday, February 2 Topic: Auschwitz and the Operation Reinhard Camps Be prepared to discuss <NAME>'s Trap with a Green Fence Wednesday, February 4 Topic: A Survivor's Story Monday, February 9 Midterm Essay Exam -- bring one large blue book and a blue or black pen that has plenty of ink left. You will be tested on all material covered in class so far, along with the book by Glazar. Wednesday, February 11 Topic: Jewish Resistance Monday, February 16 Film: Excerpts from <NAME>'s _Shoah_ Wednesday, February 18 Film: Excerpts from <NAME>'s _Shoah_ Monday, February 23 Topic: The Holocaust in Germany and Western Europe Wednesday, February 25 Topic: Non-Jewish Victims of Nazi Racial Policies Monday, March 2 Topic: Rescue Wednesday, March 4 Topic: Allied Indifference to the Holocaust? Film: _America and the Holocaust: Deceit and Indifference_ Monday, March 9 Topic: Hungary and the End of the Holocaust Be prepared to discuss Levi's and Nomberg-Przytyk's books Wednesday, March 11 Topic: War Crimes Trials and the Aftermath of the Holocaust Monday, March 16 Final Exam, 6:00-8:00 p.m. -- bring one large blue book and a blue or black pen that has plenty of ink left. If you wish to lessen the impact of your score on the midterm exam, be prepared to take a comprehensive final exam at this time. If you do not wish to take a comprehensive final, you will be tested on all class material since the midterm, along with the books by Levi and Nomberg-Przytyk <file_sep>### Native American History HST 383 Winter 1997 Dr. <NAME> 118 Taylor Hall Office Hours: MWF 12-1p, TR 2-3p 552-6646 (leave message if no answer) or by appointment <EMAIL> World Wide Web Page: http://www.sou.edu/history/tfc/ HST 383 presents an interpretation of the historical experience of the diverse nations native to North America. The course will take an ethnohistorical approach, spending as much time on how native peoples have seen their history as on western academic understandings of the Native past both before and after contact with Europeans beginning in the 15th century. Some emphasis will be placed on the formation and operation of United States government policy regarding Native Americans in both the 19th and 20th centuries. In addition to addressing important issues in Native American history, other goals of HST 383 include: 1. Prepare students for public life (voting, community service, etc.) by acquainting them with the current professional understandings of American history. 2. Introduce American students to the social and cultural foundations of their own times so that they may understand themselves better. Assist non-American students to better grasp American life and civilization. 3. Build the intellectual capacities of students by encouraging critical thinking and analysis, thereby making them more fit for whatever career or life they choose. 4. Improve the writing skills of students by offering them opportunities to write and receive feedback on what they have written. These goals are interrelated and make the study of history part of a complete and useful college education. Course Materials The following books are available at the SOU bookstore: <NAME> and <NAME>, Major Problems in American Indian History (1994) <NAME>, ed., Native American Testimony: A Chronicle of Indian-White Relations 2d (1991) Other assigned readings will be either printed and distributed or posted to the professors WWW pages from time to time. In addition to specific materials assigned in this syllabus or in class meetings, you are encouraged to make use of the SOU library. Of particular value are the following reference items, all in the reference section: Dictionary of the American Indian (1990) Encyclopedia of Native American Tribes (1987) Encyclopedia of World Cultures (1991-94) Native North American Almanac (1994) Dictionary of American History (8 Vols, 1978) Encyclopedia of American History, ed. <NAME> (1982) The Oxford Companion to American History (1966) The Reader's Companion to American History, eds. <NAME> and <NAME> (1991) The National Atlas (1973) Course Method HST 383 is a combination lecture, reading, and discussion course. Discussions will take place in two ways: the first in the traditional class setting, and the second by using the campus computer USENET "Newsgroups" system. The campus news group for this course is: SOU.hst383. News groups work like an electronic bulletin board: messages on the topic at hand are posted and read by all. Responses to postings should follow as naturally as in conversation (except they should be prepared with a bit more care). All students will be required to participate in the computer discussions. Additional instruction and explanation on this method will be made in class. But if you are not already familiar with either the WWW or the news group systems, see the instructor. Both the "Web" and USENET are extremely common features of the larger Internet and are becoming common in the work place. You will need to be familiar with them before you graduate. Examinations There will be an in-class midterm examination scheduled for February 13th, and a take-home final examination to be distributed March 13th and due March 19th. Both will be in essay form. The final exam will deal with themes developed throughout the course of the term. Ethnohistorical Sketch Each student will prepare an ethnohistorical sketch of an aboriginal North American nationality according to detailed instructions to be distributed later. Source materials for these sketches will include anthropological and ethnographic reports, oral histories, folklore and literary studies, and historical materials of an ethnographic nature. In consultation with and approval of the professor, students must chose the subject nationality by January 30th. Because materials may need to be ordered by interlibrary loan, students must begin work the their projects immediately upon approval. Completed sketches must be between 2500 and 3000 words. Papers with more than three spelling, typographical, or grammatical errors will returned, ungraded, for correction. Grading The following is a breakdown of your course grade: Midterm examination 100 Final examination 200 Ethnohistorical Sketch 200 Discussion 100 The professor does not rely upon the arbitrary (though traditional) 90, 80, 70, etc. percent method of equating points with letter grades. Improvement demonstrated throughout the term will be strongly considered. Grades will also be based on the meaning of those letters as indicated in the Fall Term Class Schedule (p. 13): A = Exceptional accomplishment B = Superior C = Average D = Inferior F = Failed Pluses and minuses will be used to further refine the grading. Please understand that high grades are earned not given. You start with nothing and you build your grade from the bottom up rather than being "marked off" from the top down. A student's "usual" grades in other courses have no bearing on his or her grades in this course. Likewise, grades one student receives have no bearing on grades assigned to another. No grade better than a "B" will be given for work that does not represent exceptional scholarly achievement. Students do not have the option of failing to complete a course assignment as outlined in this syllabus for a lesser grade. All assignments and examinations must be completed before a grade will be submitted to the registrar at the end of the term. An "I" grade will be submitted only after consultation with the professor and the completion of a written agreement on what is to be done to fulfill remaining course requirements. In lieu of such an agreement, a grade of "X" ("no basis for grade") will be submitted. Students are advised that though the professor takes grades very seriously, he nevertheless considers them to be of little importance compared to learning and thinking about the history, culture, and civilizations of the American West. Office Hours: Office hour times are listed at the top of the first page of this syllabus. If you cannot meet during posted times, see the instructor for an appointment. Please note: In order to avoid interrupting students who come during office hours, the instructor will not receive phone calls during those times. You can leave a message at any time by phoning and waiting for the voice mail system to activate. E-mail is the best method for contacting the professor. Other Items of Note: 1. Lectures and other course meetings are open only to students who are properly registered in HST 383. It is the responsibility of each student to verify such registration. No unregistered person will be allowed to attend lectures or other course meetings without the written consent of the instructor. 2. Lectures are provided for instructional purposes only and remain the intellectual property of the instructor. Other uses are prohibited. Lecture material is covered by copyright (Title 17 U.S. Code). 3. Lectures and other course meetings may not be tape recorded without the instructor's written consent. Consent will be granted only in cases where the student is physically unable to take notes by hand. 4. Students are expected to adhere to all the rules and regulations of Southern Oregon State College regarding conduct and academic honesty. 5. Students must take care to avoid plagiarism (copying the words or ideas of others without giving proper credit to make them seem as if they are one's own). The best way to avoid plagiarism is to put everything in your own words. You may quote others, but you must surround their words with quote marks (or set them off in indented blocks), and you must indicate the source of the quote. Quotes should be short, and they should be of such a character that rephrasing in one's own words would do injustice to the sense, significance, or impact of the projected quote. Plagiarism is a form of academic dishonesty and will not be tolerated. Reading Assignments Week One (1/13): Hurtado and Iverson, Chapter 1 Week Two (1/20): Hurtado and Iverson, Chapter 2; Nabokov, Chapters 1 & 2 Week Three (1/27): Hurtado and Iverson, Chapters 3 & 4; Nabokov, Chapters 3 & 4 Week Four (2/3): Hurtado and Iverson, Chapters 5 & 6; Nabokov, Chapters 5 & 6 Week Five (2/10): Hurtado and Iverson, Chapter 7; Nabokov, Chapters 6, 7, & 8 Week Six (2/17): Hurtado and Iverson, Chapters 8 & 9; Nabokov, Chapters 9 & 10 Week Seven (2/24): Hurtado and Iverson, Chapters 10 & 11; Nabokov, Chapters 11 & 12 Week Eight (3/3): Hurtado and Iverson, Chapters 12 & 13; Nabokov, Chapters 13 & 14 Week Nine (3/10): Hurtado and Iverson, Chapter 14; Nabokov, Chapters 15, 16, & 17 Week Ten (3/17): Nabokov, Chapter 18 & 19 <file_sep>![Crossroads logo](http://crossroads.georgetown.edu/logo_sm.gif) \| \| ![Curriculum](http://crossroads.georgetown.edu/cur_sm.gif) ![Technology & Learning](http://crossroads.georgetown.edu/tech_sm.gif) ![Reference & Research](http://crossroads.georgetown.edu/ref_sm.gif) ![horizontal red rule](http://crossroads.georgetown.edu/redrule.gif) ![Communities](http://crossroads.georgetown.edu/com.gif) Interroads Discussion List ---\|---\|--- A Question about Methodology Counterresponse by <NAME> Interroads Table of Contents 3\. This thread contains an essay by<NAME> Invited Responses from: Blair Budianta Mintz Stowe List Responses from: Carner Finlay Stowe Zwick Linke Lauter Horwitz Lauter (2) Kaenel Counterresponse from <NAME> Postscripts from: Lauter Horwitz Stowe Morreale Addenda: Syllabus, The Americas: Identity, Culture and Power ( Mintz ) Syllabus, Introduction to American Studies (Lauter) \| The most important criticisms directed at the program outlined in our original posting center around the question of defining what is meant by American and then relating that definition to the Bulgarian environment. In eastern and central Europe to say American means the United States. Programs which want to be more inclusive invariably call themselves North American Studies programs. Although, because of the strong relationship between American Studies and English language programs in this part of the world, few programs that I am aware of include Mexico or Central and South America in that definition. However, even if this was not the case we would have still restricted the program here to the fifty United States. This is in part because we lack the resources in faculty and teaching materials to extend our focus but mainly because our students want to study the United States. The bulk of our majors will be individuals whose career plans, much as <NAME> wondered, focus on business, diplomacy and journalism. Another factor affecting the structure of the program, and one which I did not emphasize strongly enough in the posted essay, was the committee's belief that American Studies, as it is practiced in the United States, has lost its way and needs to return to a more traditional structure. We all believe that a slightly modified version of the 1950s emphasis on American history, literature, and distinctive patterns of communication will not only do a better job of helping our students understand America as a nation and a people but will in fact present a truer picture of the country. What do I mean by that? I mean that much of current American studies seems to focus on questions of identity politics and issues of power and suppression. In fact all of these things happened, I teach a class here on Native American history which makes that painfully clear, but the current over-emphasis on these themes has led to a focus on forces which tear society apart. But in fact the United States has maintained a high degree of cohesion in spite of being a multi-ethnic, constantly changing society, and in spite of such violent upheavals as the Civil war or the cultural crises of the 1960s. Questions have been raised about the wisdom of a nationalist focus in an international setting (ie Bulgaria) and several respondents discussed the need to focus on borderlands and an international context to properly understand the American experience. Looking at border areas and international settings can be a valuable aspect of American Studies especially in the United States where students need to have something to compare and contrast with their personnel experience. However, AUBG students arrive at the University with a built-in comparative perspective. They are Bulgarians, Albanians, Serbians, and Kazhaks (to name just a few) who see America primarily as nation state, one profoundly different in culture and stature from their own. Our job is to show them not the borderlands or the interesting exceptions to the mainstream but the texture of the mainstream itself. This task unavoidably involves discussions of the unfashionable idea of American exceptionalism since it is plain to them that America is quite different from their homelands and they want to know why. For example I recently taught a class on Colonial America and found my students fascinated by the connection between protestantism, the Great Awakening and the creation of secular ideals of political liberty. This was something outside their experience as they had grown up in officially atheist, but de facto Orthodox Christian societies, in which the church has always been subservient to the state and where conformity and ritual, not self-examination and constant questioning (I refer here to the Puritan context) are highly valued. Another issue of constant interest to our students is the secret of American success. Why is America a rich and powerful nation while their country's mired in inefficiency and poverty. As I write this response the leva is trading at 1,120 to the dollar yesterday it was at 950, tomorrow no one knows. Part of the mission of American Studies here will be to teach our students what parts of American business success are universal, what parts a product of our culture and particular circumstances, and what parts were purchased at too high a price. Living and teaching in Bulgaria has demonstrated to all of us on the American Studies committee the need to bring to our academic lives a strong dose of reality. Some things do matter more than others, some experiences and some groups, although worthy of study and respect, are less important or less significant than others. We believe that a return to a more traditional structure will allow American Studies, both at home and here in the far abroad, to present a clearer and better balanced picture of what it means to be American. My colleagues on the American Studies committee and I have been very pleased with the quantity and quality of the responses to our essay on methodology. We want to thank every one who has contributed thus far and are particularly gratified by the support shown for our program. Several respondents asked for more information about the program and the way it related to other majors here at AUBG. As an answer I have appended below a portion of the American Studies proposal which outlines the structure of the program and lists the various courses from our existing catalogue which will count toward American Studies credit. At present only two themes, Civil War and Religion, have been proposed for the introductory course and final seminar; however, I am planning to propose courses organized around the themes of Post-War America and American Business. Program Structure: The American Studies major will consist of 36 credit hours divided into three components, an introductory course, two subject areas, and a capstone seminar. 1) Introduction to American Studies, 3 credits, Team taught required of all majors and open to the general student body. 2) American Studies courses are divided into two subject areas, American History and Society and American Literature and Communication students must take six courses in one area and four courses from the other. Of the total of ten courses five must be at the upper division level. 3) Capstone Seminar in American Studies, 3 credits, to be taken by all majors in their Senior year. Taught on a rotating basis by members of the American Studies faculty. Subject Area Number One American History and Society Students may select from the following list of courses. If six courses are to be taken in this area two must be HTY 111 and 112 which should be taken in the first or second year of enrolment. Content of courses designated by an * vary: American Studies credit will only be given when at least 50% of course content relates to American subjects. HISTORY HTY 111: U.S. History I HTY 112: U.S. History II HTY 215: American Civil War HTY 313: Colonial America HTY 317: America in the Twentieth Century HTY 405: American Diplomatic History HTY 413: American Indian History HTY 419: The Roosevelt Era HTY 497: Special Topics* POLITICAL SCIENCE POS 101: Introduction to Politics POS 383: Topics in Comparative Politics* POS 381: Topics in Political Thought* POS 392: Topics in International Relations* POS 497: Special Topics* ECONOMICS ECO 341: Economic History* ECO 497: Special Topics* BUSINESS BUS 210: Business Law BUS 303: Marketing BUS 306: Personnel Management and Industrial Relations BUS 321: Managing in a Market Economy BUS 422: Advertizing Subject Area Number Two American Literature and Communication Students may select from the following list of courses. If six classes are taken in this area two must be ENG 241 and 242 which should be taken in the first or second year of enrolment. Content of courses designated by an * vary: American Studies credit will only be given when at least 50% of course content relates to American subjects. ENGLISH ENG 226b: Introduction to Literature* ENG 241: Survey of American Literature I ENG 242: Survey of American Literature II ENG 450: Literary History Studies* ENG 470: Genre and Topical Studies* ENG 480: Major Authors* JOURNALISM AND MASS COMMUNICATION JMC 201: Introduction to Mass Communication - American Popular Culture JMC 303: Persuasion JMC 305: History of Mass Communication JMC 307a: Cultural Reporting* JMC 307b: Rhetorical Criticism JMC 497: Special Topics* FINE ARTS FAR 151: Introduction to Theater* FAR 307: History of Jazz FAR 497: Special Topics* PHILOSOPHY PHI 304: Political Philosophy* PHI 305: Philosophy of Religion* PHI 310: Philosophy of Science* PHI 497: Special Topics* <NAME> American University of Bulgaria ****Email:<EMAIL> \| ---\|---\|--- * * * Communities \| Curriculum \| Technology & Learning \| Reference & Research Crossroads home page \| About Crossroads \| What's New \| Visitors' Book This section last updated September 1997. Please send comments to Crossroads Webstaff. <file_sep>![Computers and Composition](../../graphics/tinylogo.gif) * * * 8(3), August 1991, pages 63-81 Questions and Issues in Basic Writing & Computing <NAME> The emphasis of most studies of basic writers and computing in the 1980s was on the power of the computer to effect change--the computer was considered a neutral writing tool with a power of its own. While basic writers who typically have negative attitudes toward writing may have the most to gain from using a word-processing package, results of those studies showed the computer alone did not empower developing writers and suggested the learning context for that group is especially important. Although there have been several reviews of the effects of word processing on various groups of writers, there has been no systematic review of research on college-level writers. Using Hawisher's (1988, 1989c) research framework as a model, I reviewed 18 studies (1984-1990) that report some effects of word processing on college basic writers. (See Table 1.) I begin my critical review by presenting the findings with regard to two effects: attitude and the quality of writing performance. Then I go on to discuss pedagogy and the problem (and importance) of defining basic writers, and I end by suggesting research directions that can help move us toward a new pedagogy, thus expanding our knowledge, our knowing, and as Ann Berthoff (1981) would say, our teaching and learning. Table 1: Survey of Research on College Basic Writers & Word Processing (1984-1990) Study \| Arkin & Gallagher (1984) \| Beserra (1986) \| Cross (1990) \| Cullen (1988) \| Deming (1987) \| Deutsch (1988) ---\|---\|---\|---\|---\|---\|--- Research Design: \| \| \| \| \| \| Duration \| Several \| \| 10 wks \| 3 qtrs \| 10 wks \| Sample # \| courses \| 6 \| 3\| 6 \| 24 \| 1 course Method \| Explor. \| C. study \| C. study \| C. study \| Exper. \| Exper. Tools: \| \| \| \| \| \| Software \| Wordstar \| \| Bank Street Writer (1982) \| HBJ Writer (WANDAH) \| Bank Street Writer \| Hardware \| \| \| Apple IIe \| IBM PC \| Apple IIe \| Research Participants Background \| \| \| 2nd level BW, Ohio State, ACT=16 or less + placement exam \| Lowest group underprep. writers - UCLA, affirm act., bi-ling. or ad. ESL \| Urban university \| Writing Task \| \| 2 modes: 1 personal & 1 transactional \| Essays \| 3-5 page expository essays & shorter wr. \| 4 in-class expo. essays \| "papers" Assessment \| Informal \| Pre- & post-tests, holistic, videotapes & stimulated recall \| Interviews and observations in and out of class \| Videotapes & stimulated recall \| Pre- & post-test, holistic, revision scheme, anxiety survey \| Pre-test, post-test, holistic Pedagogy: \| \| \| \| \| \| Word Processing \| \| \| 2 hands-on sessions by instructor, limited access \| Brief training, generous access \| \| Writing \| Process & collab. 1, peer review \| Out of class for study \| Process, mult. drafts, wr. workshop \| Process; cross-curricular college reading & wr. revision \| Process, emph. revision \| Process Results: \| \| \| \| \| \| Improved Attitude \| X \| X\| X \| X \| \| X Increased Fluency \| X \| X\| \| \| \| Improved Product \| X \| Some but not dramatic \| No \| X\| No \| Slightly Table 1 (continued): Survey of Research on College Basic Writers & Word Processing (1984-1990) Study \| Etchison (1989) \| Goldsmith & Robertson (1988) \| Hawisher & Fortune (1988) \| Hult (1986) \| Hunter (1984) \| King ,Birnbaum, & Wageman (1984) ---\|---\|---\|---\|---\|---\|--- Research Design: \| \| \| \| \| \| Duration \| 1 Semester \| several semesters \| 1 Semester \| 1 course \| 1 course \| 1 semester Sample # \| approx. 11 \| 4-500/smstr. \| 40 \| \| 16 \| 10 Method \| Exper. \| Survey \| Exper. \| Explor. \| Explor. \| Exper. Tools: \| \| \| \| \| \| Software \| PC-WRITE \| \| Wordstar \| Select \| PIE \| Bank Street Writer (Old) Hardware \| IBM PC \| Varied \| Zenith Micro \| DE Rainbow \| Heathkit 89 \| Apple IIe Research Participants Background \| 30% minority, large cities; 70% from central W. Va., econ. depressed, ACT=15 or less \| \| Black & Hispanic, 2 large Midwest Universities, ACT=16.9 mean (exp.) & 17.4 (control) \| \| Diverse: from private, suburban, & small town schools \| All happened to be female Writing Task \| Transactional; 1 explanatory, 1 persuasive \| \| Transactional essays based on readings \| \| Paragraphs \| Position Paper Assessment \| Pre-test, Post-test, holistic \| Informal \| Pre-test, Post-test, holistic \| Informal \| Informal, analytical \| Pre- & post-tests (handwr.), analytical, journals Pedagogy: \| \| \| \| \| \| Word Processing \| 3-page intro. & training session, 1 eve. \| 3 1-hour sessions \| \| \| \| Writing \| Conf. centered, wr. workshop, multiple drafts \| Process \| Process, university work based on reading \| Process \| Process, emph. revision \| Process Results: \| \| \| \| \| \| Improved Attitude \| X \| X\| \| \| X \| X Increased Fluency \| X \| \| \| \| \| X Improved Product \| No \| Believed improvment \| No \| \| More subst. revision than control group \| Higher scores in content, org., sent. completeness, variety Table 1 (continued): Survey of Research on College Basic Writers & Word Processing (1984-1990) Study \| Kirkpatrick (1987) \| McAllister & Louth (1988) \| Nash & Schwartz (1987) \| Nichols (1986) \| Posey (1986) \| Rodrigues (1985) ---\|---\|---\|---\|---\|---\|--- Research Design: \| \| \| \| \| \| Duration \| 1 course \| 2 semesters \| 1 semester \| 2 weeks \| 1 course \| 1 semester Sample # \| \| 102 \| 24 \| 5\| 13 \| 12 Method \| Explor. \| Exper. \| Explor. \| C. study Exper. \| Exper. \| Explor. Tools: \| \| \| \| \| \| Software \| Bank Street Writer \| Apple Writer \| \| Bank Street Writer (Old) \| \| Hardware \| IBM PC \| \| \| \| \| Research Participants Background \| "Error-prone writer," failed CUNY Wr. Assess. York College, EOP, Queens \| ACT scores 14 or less, open admissions, univ. in south \| \| \| \| Writing Task \| \| Paragraphs, various modes, inc. personal \| Short essays, similar topics \| Personal desc., narrative paragraphs \| \| Assessment \| Informal \| Pre- & post-test, holistic \| Pre- & post-tests, analytical (# sent., paragraphs, etc.) \| Interviews, revision, protocols, retro. self reports \| Pre- & post-test (handwr.), holistic, survey, journals, interv. \| Informal, journals Pedagogy: \| \| \| \| \| \| Word Processing \| Intro. w/some follow-up inst. in class \| 2 hour orient. \| \| Very brief intro. \| \| Writing \| Process \| Process, para. wr. & revising \| Process, esp. revision \| No wr. inst. during study \| Process \| Process Results: \| \| \| \| \| \| Improved Attitude \| X \| X\| \| Yes/No \| X \| X Increased Fluency \| X \| \| X \| \| \| X Improved Product \| X \| X\| X \| X \| No\| No subst. changes My emphasis in this review is on learning from these studies and building on prior research: What do we know from these studies? What don't we know? Where are we now? Where do we go from here? The valuable contributions of researchers can help us look ahead and learn to use technology to greater advantage with basic writers. Word Processing & Attitude Toward Writing Most researchers agree that attitude toward writing (especially revision) noticeably improves when basic writers write with word-processing packages. Some basic writers report enjoying writing for perhaps the first time in their lives (Arkin and Gallagher, 1984; Rodrigues, 1985). Writing with a word- processing package makes the writing process "more interesting and less time- consuming," according to the basic writers Goldsmith and Robertson (1988) surveyed. In a study by Etchison (1989), basic writers described writing with a word-processing package as "easier and more satisfying." Word processing, observed Etchison, seemed "to encourage most students to spend more time producing text as well as working with text in ways not usually seen when basic writers use paper and pen" (p. 36). Rodrigues (1989) and Kirkpatrick (1987) noted increased concentration, confidence, independence, and willingness to collaborate. The students that Arkin and Gallagher observed (1984) similarly felt "an initial sense of achievement and expertise" when writing with computers. Hunter (1984) also noticed that her students had a more positive attitude toward being placed in a basic writing course; rather than seeing themselves misplaced or displaced, they placed themselves in "the vanguard of technology." Furthermore, some basic writers reported using word-processing packages for writing in other courses as well as for personal writing (Beserra, 1986; Hunter, 1984). However, while word processing has the potential to help basic writers increase their awareness of cognitive processes (Arkin and Gallagher, 1984), studies show that when left alone, these writers are not likely to take full advantage of computer technology (Cross, 1990; Cullen, 1988; Hunter, 1984; Nichols, 1986). Such findings suggest that teachers must continue to play a powerful role in student learning (Gay, 1983, 1984). Word Processing and the Quality of Writing Performance There seems to be an underlying assumption, especially in earlier studies of basic writers and word processing, that improvement in attitude would lead to improvement in the quality of writing. Some basic writers believed writing with a word-processing package improved the quality of their writing (Cross, 1990; Goldsmith and Robertson, 1988), and although Rodrigues (1985) did not observe substantive changes in the quality of written products, she did believe writers in her study improved. Results of the effects of the use of word processing on the quality of written products, however, are contradictory. Basic writers show some improvement in some studies (Arkin and Gallagher, 1984; Hunter, 1984; Beserra, 1986; Cullen, 1988; Deutsch, 1988; King, Bimbaum, and Wageman, 1984; Kirkpatrick, 1987; Nash and Schwartz, 1987; Rodrigues, 1985). In particular, they write more (and length is often enough to cause a rater to score an essay higher). Once they have learned the fundamentals of word processing, most basic writers find writing easier and consequently, spend more time writing and become relatively fluent. Like Nash and Schwartz (1987), Etchison (1989) found that basic writers who used word-processing packages wrote considerably more than did those students who used pen and paper. Other studies show mixed results, suggesting that word processing is beneficial for improving particular features of student texts. King, Bimbaum, and Wageman (1984), for example, found that the experimental group had significantly higher scores in organization, sentence completeness, and variety than the control group; but (as Deutsch, 1988, also found) they did not make as great a gain as the control group in English grammar and usage improvement. Still other studies support both positions. Two studies (Nash and Schwartz, 1987; McAllister and Louth, 1988) show significant improvement in the quality of writing when basic writers used word processing as a writing tool while no significant improvement was reported in three other studies (Deming, 1987; Etchison, 1989; Hawisher and Fortune, 1989; Posey, 1986). Pedagogy as a Variable Because word processing itself was the focus in most of these studies, researchers attempted to control or reduce pedagogy as a variable. Nichols (1986), for example, conducted his study outside the context of the classroom. Furthermore, students received no writing instruction during the study. Experimental researchers (Deutsch, 1986; Etchison, 1989; McAllister and Louth, 1988) attempted to control for potential teacher bias by asking teachers to use the same syllabus, workbook, or reader. But we know that even if the same teacher uses the same syllabus in two classes, the classes (that is, the teaching and learning) are not likely to be the same because the classroom interactions will be different. However, Deming (1987) claimed that classroom content and procedures were the same for both experimental and control groups taught by the same teacher. Moreover, because writing displayed on a monitor is more public and creates a new social context and, therefore, a different classroom environment, it is unlikely that instruction could be the same. Also, as <NAME> (1987) points out, instruction tailored to print technology may not be as effective when applied to electronic technology. Both Nichols (1986) and Hult (1988) warned that computer use could extend the ineffective composing habits of basic writers and that word processing could increase their tendency to focus on surface features rather than on overall meaning. However, Nichols's response was based on a brief study of basic writers' initial exposure to word processing, divorced from classroom and writing instruction, while Hult's response was based on her observations of basic writers in a course in-which word processing and writing instruction were not integrated. Deming (1987) and Cross (1990) did find that basic writers revised only at the microstructure level; both studies were conducted in 10 weeks, and during that period participants in Deming's study wrote three drafts of four in-class essays while participants in Cross's study used word processing entirely on their own after two classes of _hands-on_ instruction. On the other hand, Cullen (1988), Hunter (1984), and Kirkpatrick (1987) found that basic writers who used computers for writing in basic writing courses that emphasized revision made complex and extensive revisions, suggesting again the critical role of the teacher. Students, Kirkpatrick points out, "can perform only changes [that] they are conscious are needed--the ability to revise doesn't arise spontaneously" (p. 39) or because a machine which eases revision is present. Similarly, Sommers and Collins (1984) claim that studies show that computers are helpful in classrooms "when they are used integratively, with sound teaching methods, and that they are destructive when used out of context, without respect for the ways students learn to use language" (p. 14). Although all teachers in these studies emphasized writing as a process of revision, conceptions of writing as a process, as <NAME> (1986) has observed, vary: Everyone does not teach the same process. Although McAllister and Louth (1988), for example, attribute significant writing improvement to the use of word processing, Hawisher and Fortune (1989) found no significant difference in the quality of writing by basic writers who wrote with word- processing packages as compared with those who wrote with conventional tools. Such dramatically different results call into question the role of instruction (and theories of instruction) in the development of writing abilities. Indeed, teachers in both studies had different ideas about the kind of work appropriate for basic writers and different conceptions of the writing process. In keeping with the pedagogical movement in basic writing encouraged by Bartholomae and Petrosky (1986), Bizzell (1986), and Rose (1983), teachers in Hawisher and Fortune's study required their students to write college-level essays based on reading. Students in McAllister and Louth's study, on the other hand, used computer-assisted instructional drill and practice exercises and wrote paragraphs in a variety of modes throughout the course. For the post-test, they were assigned to write a response to the personal writing prompt "Nobody understands me." In comparing such studies, information about pedagogical approaches becomes essential for a critical reading of the reported results. Moreover, because a number of studies show that the using word processing often increases fluency, length, and development (Hawisher, 1989a), it is not surprising that the quality of writing is likely to increase with the use of word processing. Increased length and development possibly even caused raters to judge _more_ as _better._ It also should not be surprising to find that, given the time limitation in one-course studies of 10 to 16 weeks, the quality of what is regarded as more academic writing (a more complex cognitive task) may not increase as a result of word processing. Basic Writers: A Need for Definition "[D]iscussing the computer's impact without reference to usage, as if there could be a uniform impact, is nonsensical," says Olson in an article entitled "Who Computes?" (1987, p. 185). Defining basic writers, however, is problematic (Jensen, 1986; Lunsford and Sullivan, 1990; Shaughnessy, 1976, 1977; Troyka, 1987). Shaughnessy, one of the first to attempt to characterize basic writers, pointed out that one school's basic writer "may be another 's regular or advanced freshman" (1976, p . 137). In any institution, there are always going to be some students who do not write as well as other students and who could be placed in a _basic writing_ course. And even within a basic writing program, Jensen (1986) adds, "students will differ from class to class" (p. 63). Troyka (1987) cautions us not to build generalizations about basic writers on "local evidence" and to recognize the social and linguistic diversity of this group. Cullen (1988) cautions us not to "regiment our classes, but rather recognize and respect the incalculable diversity of cognitive and behavioral habits which [basic writers] bring to the complex task of writing" (p. 212). I would add that we need to recognize and respect the cultural diversity they bring to their writing as well. When Shaughnessy (1976,1977) wrote about basic writers, she was careful to define what she meant. In a "Call for Articles" for the _Journal of Basic Writing,_ <NAME> (1984) asked authors to describe clearly for readers the student population to which they were referring when they used the term _basic writers_ (1984, 4:1, facing 1). Lunsford and Sullivan (1990) also call for basic writers to be defined in context. In the studies I reviewed, however, little information was given about the backgrounds of research participants generalized as basic writers. Hunter (1984) mentioned that her students were from diverse educational backgrounds, attending private, suburban, and small-town schools. Basic writers in King, Birnbaum, and Wageman's (1984) study happened to be female. Basic writers Kirkpatrick (1987) studied were mostly minorities (Black, Hispanic, Haitian, Greek, Korean, and Chinese) who were admitted to York College (a small four-year school in the CUNY system) through an educational opportunity program. We know that basic writers in McAllister and Louth's (1988) study achieved an ACT score of 14 or below and that they attended an open admissions university in the South. Following a breakdown of his research population, Etchison (1989), is careful to warn: "To make sweeping generalizations about all basic writer populations based on this study alone would be unfair and unwise" (p. 39). Hawisher and Fortune (1989) specifically identify basic writers as minority (Black and Hispanic) students from large midwestern universities. Because gender was also a variable in that study, they included an equal number of male and female students. While Hawisher and Fortune did not find significant differences in writing improvement based on gender, Hull (1988) claims that we can find evidence that "access to and use of the new information technologies will be differential, depending on one's sex and race and socio-economic status" (p. 16). We need more studies of basic writers and computers that include these variables, especially in the 1990s, a time when more multicultural students are likely to be enrolled in basic writing classes. Who are we talking about when we talk about basic writers? Who are the basic writers who are using word processing systems? In a recently published bibliographic sourcebook of research in basic writing, Bernhardt and Wojahn (1990) wrote about "Computers and Writing Instruction" without focusing on basic writers "since much of what has been written," they argue, "can be applied equally well to both general and basic writing classes" (p. 166). Studies of basic writers do need to be considered in the context of studies of other writers, but we also need to build on prior research with this (diverse) group of students placed in basic writing classes if we want to advance our learning and improve the teaching of basic writing. More attention needs to be paid to defining basic writing students, not to arrive at a monolithic description but rather to explore the diversity and complexity of this group. How can we use computers with students who are placed (for whatever reasons) in our basic writing classes variously designed to help them develop their writing abilities? How can we use computers to help basic writers take more advantage of their placement in basic writing and perhaps move further along the recursive developmental continuum? Toward a New Pedagogy Although most studies now conclude that writing instruction plays an important role in shaping the influence of the computer, "few studies have examined how computers affect and interact with the cultural context or learning environment in which they are used--either for writing or for instruction (Hawisher, 1988a, p. 5). "We need," says Hull (1988), "to use research to learn how we can help basic writers develop technology in such a way that it benefits underprepared students" (p. 22). It is not enough to talk, as we did in the 1980s, about whether basic writers are writing in the "pen and paper condition" or the "computer condition"\--we need to know the environmental condition. We need rich, qualitative, longitudinal studies (what anthropologist <NAME>, 1973, calls "thick description") of basic writers computing in a variety of learning contexts, studies like the one Herrmann (1987) conducted with motivated high school students and Hull and Rose (Hull, 1988) are conducting now with community college basic writing students. We need to learn from basic writers, as DiMatteo (1990), Kremers (1990), and <NAME> (1990) have begun to do in a networked classroom, so that we can develop a pedagogy that will empower them in the academy and beyond . "We need," says Hull ( 1988), "to find ways to give [basic writers] much practice with reading and writing, with consuming and producing texts of value to [them], with having readers who are engaged{their] own classmates . . . but also readers from afar" (p. 21). Rather than focusing our attention on written products, especially textual features, or on the writing process itself (whatever the writing tool), Hull calls for an examination of the production and use of texts by basic writers in the classroom context. How do basic writers read, write, and use computers? What pedagogical changes do we need to make to enhance their learning? What would an ideal writing environment look like for developing writers? Basic Writers, Computing, & Collaborative Learning Basic writers typically do not see themselves as writers or as belonging to a community of writers. They are more likely to see themselves as apart from others (who can write) and to isolate themselves for what they perceive as failure. Some studies (Kirkpatrick, 1987; Rodrigues, 1985; <NAME> Wahlstrom, 1986) suggest that computers can foster collaboration among writers; however, computers alone do not encourage collaborative learning. Basic writers, in some contexts, are isolated at workstations and as a result may feel even less a part of the classroom community than they would in traditional classrooms. Research shows that, when left on their own, basic writers are not likely to take full advantage of word processing to ease composing and revising. They typically do not print and read drafts and rewrite using the block move; rather, they are likely to use the word processor as a glorified typewriter (Cross, 1990; Cullen, 1988; Hunter, 1984; Nichols, 1986; Rodrigues, 1985). The quality of their writing could even be reduced if they use the word-processing packages on a computer like a calculator, adding and subtracting words without rereading when distracted in a public computer facility by students coming and going, often interrupting their work (Gay, 1988). Basic writers need more than access to computers and more than an introduction to the block move. How do we get basic writers into the habit of using keyboard functions to ease revision? How do we get them to make a block move? The block move, though more difficult to make with basic writers who actively resist revision, would seem relatively easy--we can integrate word processing and writing instruction, as researchers now suggest. This pedagogical move, however, is not easy. We need to continue exploring how to integrate instruction. "Such integration," Hull (1988) explains, > requires a great deal more than simply putting hardware and software in front of students. It requires working with faculty to determine how technology can benefit their curriculum, and it requires working with students to determine how to introduce technology so that it aids the writing process instead of providing one more cognitive hurdle.... The truth is, we don't know a great deal about how to introduce students to the new information technologies, particularly when these students are underprepared" (pp. 21-22). > Even if we succeed, writing with a word processor, as Faigley (1990) points out, emphasizes writing as an individual rather than social activity. While I advocate the integration of word processing and writing instruction for basic writers, as they typically have not established good composing habits, and applaud the innovative uses of individual computers (for commentary, for example). The new technology offers more possibilities, which may be particularly helpful for basic writers. We need to do more than integrate instruction: We need to change instruction--that is, if we want to take full advantage of this new technology to maximize the development of writing abilities. Basic writers typically do not go through the full struggle of articulation required to produce an effective piece of writing. They write once through and often do not reread their writing or talk about their ideas with anyone. They get the writing done (and done more quickly with a word processor). If they are required to write drafts, studies show that they tend to revise at a microstructure level (Cross, 1990; Deming, 1987). Experienced writers, on the other hand, reread and rethink their writing, and rewrite. They engage in dialogue with themselves during the act of writing. Many engage in dialogue with others about what they are writing or thinking about; they may share their writing with others or talk over an idea. How can we use computers to help developing writers understand the dialogic nature of writing? Computers can be used to enhance dialogue, that is, to provide what Colette Daiute (1985, p. 12) calls a "conversational context," thus "de-emphasizing the computer as a private workspace and highlighting its potential communicative functions" (Eldred, 1989, p. 12). Participating in small-group dialogue through an electronic network, which tends to heighten interaction (Bump, 1990; Faigley, 1990), can help basic writers go through, or at least begin, the struggle of articulation. Unlike the turn-taking in oral discussion, Computer-Assisted Class Discussion (CACD) allows everyone to talk at the same time, creating a hybrid between oral and written discourse. Students can also review the emerging transcript of this out-of-line discussion and leave class with a printed copy as well. More important, this experience demonstrates that "meaning is not fixed but socially reconstituted each time language is used" (Faigley, 1990, p. 310), a _lesson_ which may be especially valuable for basic writers. In a classroom of networked computers, basic writers can write to each other and to their teachers and other writers in other classes, thus breaking the boundaries of classroom walls and helping basic writers become part of a wider network of writers. Through electronic dialogue, basic writers can have an opportunity to exchange ideas and information with people from different home and academic cultures. As they write, respond, and continue with genuine dialogue, they are more likely to become increasingly engaged in their own learning and, in acting like writers, actually become writers. "Writing," as Shaughnessy (1976) pointed out, "is a slow developing skill" (p .146). "In a few short weeks or months, " explained Bridwell-Bowles (1989), "we cannot 'teach students to write' and test writing growth, no matter how sophisticated our technology becomes, but we can demonstrate that students are actively learning and that good writing is being produced in our classrooms" (p. 84). In studies conducted in the 1980s, writing improvement was judged by an examination of written products. We need now to review our understanding of writing improvement, particularly with regard to basic writers. Sirc and Reynolds, (1990) in an exploratory study of basic writers in a computer networked environment, realized that the kind of behavior they wanted from their students "centered around a traditional concept of growth in writing" and that they had defined improvement "too narrowly" (p. 18). Perhaps we need to think of improvement as a kind of recursive developmental continuum, what cognitive psychologist <NAME> (1978) refers to as the "zone of proximal development," that period in between what students can do today with help and tomorrow independently. How can instructors, who play a critical role in the development of writing abilities, help students through this zone toward increasing independence as writers and learners? Can computers help basic writers become independent more quickly? Cummins (1986), in an article entitled "Empowering Minority Students," calls for a "pattern of classroom interaction which promotes independent learning," teaching that liberates students from instruction by encouraging them to become "active generators of their own knowledge" (p. 27). He advocates what he calls a "reciprocal interaction" model of teaching which empowers students, [1] encouraging them to assume greater control over their own learning through collaborative activities (p. 28). Central to this approach is the belief that "talking and writing are a means to learning" (Bullock Report, 1975, p. 50). Authentic student-student and student-teacher dialogue in a collaborative learning context can encourage the development of higher level cognitive skills. However, this new liberatory power, as DiMatteo (1990) and Kremers (1990) have pointed out, can also be used for what we might consider low-level (low-life?) activity. How can we make use of computers to help basic writers advance through the academy? We need studies of basic writers who are learning to use language with the computer as a communication tool and, more important, to change our stance by asking different questions: How can we "shape technologies to the ends we desire" (Hull, 1988, p. 17)? How can we realize what Ohman (1985) calls the "liberatory potential" of computers? How can we use computers to empower developing writers? How can we use technology to help prepare basic writers for university work? We can use computers to create various learning contexts for developing writers and study the process and results over time. Studies of basic writers using computers for writing and learning in the 1990s should continue for more than one semester long; should include a thick description of the particular group of basic writers in the study; should reflect a process rather than a product view of writing improvement; and pedagogy should be the key variable. How can we teachers introduce developing writers to computing technology so that it aids their writing processes? How can we integrate word processing and writing instruction? How can we use computers to help developing writers understand the dialogic nature of writing? How can we change instruction so that developing writers can take advantage of the liberatory potential of computers to maximize the development of their writing abilities and learning? Basic writers need more than a magic machine that eases text changes--they need to read and write and talk about their reading and writing. They need a reason to read and write. They need to know that what they write is being _listened_ to and valued (rather than monitored). A reason to read and write is much more important than the writing tool, argues <NAME> (1985). "Fancy tools--printers and laser fonts and videos and modems and screens with multiple windows and small storage devices with big memories--won't matter a jot," writes <NAME>, "if students don't have good reasons for writing and I reading in the first place" (p. 21). Perhaps during this decade we can explore ways to use computers to engage basic writers more fully in I reading and writing. Perhaps, too, as DiMatteo (1990) suggests, we need to "reexplore" our understanding of writing, especially writing as a polylogic act, and think anew about language and learning as well. Whatever research directions we take, if we are going to advance \|basic writers, we cannot ignore the use (and misuse) of advanced technology in the struggle for articulation. Building on prior research through engaging basic writers as subjects rather than objects of study can help us together learn how to shape environmental contexts which can empower basic writers to write their way into the future. The use of the computer as a tool in an interactive learning environment could help basic writers speed up the learning process and move them to the point of liberation where they can take over their own learning and reverse their pattern of failure. _<NAME> teaches English at SUNY-Binghamton in Binghamton, New York. _ Note 1. When I talk about empowerment, I'm talking about a collaborative learning context in which teachers help developing writers take increasing responsibility for the development of their writing abilities and, more broadly, their learning. References <NAME>., & <NAME>. (1984). Word processing and the basic writer. _Connecticut English Journal, 15_ , 60-66. <NAME>., & <NAME>. (1986) . _Facts, artifacts and counterfacts: Theory and method for a reading and writing course._ Upper Montclair, NJ: Boynton/Cook. <NAME>., & <NAME>. (1990). Computers and writing instruction. In M. Moran & <NAME> (Eds.), _Research in Basic Writing_ (pp. 165-190). New York: Greenwood Press. <NAME>. (1981). _The making of meaning._ Upper Montclair, NJ: Boynton/Cook. <NAME>. (1986). Effect of word processing upon the writing processes of basic writers (Doctoral dissertation, New Mexico State University, 1986). _Dissertation Abstracts International, 48,_ 34-A. <NAME>. (1986). 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Cambridge, MA: Harvard University Press. <file_sep>![](images/resourceshead.gif) # Arthur Scargill article on SLP * * * From <EMAIL> ("<NAME>") Organization Cutty Wren Press Date Mon, 15 Jan 1996 22:52:24 GMT Newsgroups alt.politics.socialism.trotsky Message-ID <<EMAIL>> * * * We're Moving Home by <NAME> The Guardian, 15 January 1996 <NAME> tells why he is one of the builders of the new party for socialists and issues a rallying call for supporters to fight New Labour Anybody questioning why I and many others have decided the time has come to establish a Socialist Labour Party had their answer from <NAME> on BBC TV yesterday morning. He and his colleagues in New Labour's leadership agree that their party can no longer be home to an unrepentant socialist such as myself New Labour. he explained to <NAME>, is 'not some public-relations exercise but a new and different party". A number of Labour and trades-union movement activists realised during the course of the 1995 Labour Party conference in early October that that was indeed the case. At the heart of our unhappiness was the ditching of Clause 4. The commitment to common ownership was fundamental to the principles leading to the birth of the Labour Party nearly a century ago. To me, and in the communities and traditions that shaped my thinking, this aim represents an abiding hope for a better world. and is a cornerstone of any fight for economic democracy en route to true socialism. However, the changes to Labour's constitution incorporated in the new rule book adopted at the 1995 Labour Party conference went far beyond ditching Clause 4. New Labour's constitution has not only abandoned socialism but embraced capitalism and the free market. In other words, Labour ceased any pretence of being a socialist party Many on the left argue that it was never socialist, that it was at best social-democratic and that people like me were deluding ourselves in thinking we could campaign for socialism effectively within it. I now accept that argument, and believe that New Labour can no longer be a "home" to socialists. The changes go beyond the constitution. On all fundamental issues that affect our lives and our society New Labour has adopted policies that cannot be supported by those who call themselves socialists. On privatisation, New Labour has not only abandoned a commitment to common ownership. but declares it will not reverse anti repair the appalling social/economic damage created by the Tories' sell-off programme. On unemployment New Labour has abandoned a commitment to full employment with its leader saying yesterday that he could not guarantee that New Labour could eradicate unemployment. In reality. a British government could do exactly that. even within a capitalist society - by introducing a four day working week with no loss of pay, banning all nonessential overtime and introducing voluntary retirement on full pay at the age of 55. It is economic insanity to pay out UKP10 billion a year on unemployment when for half that amount, with the measures referred to above. unemployment could be eliminated. Such measures however, are anathema to the nature of capitalism. On pensions, New Labour has abandoned the principle of universal pension provision for all citizens, and is examining ways in which workers wild have to pay for pension security. With the National Health Service and our education system both suffering from nearly 17 years of Tory government, New Labour is no longer committed to the fundamental rebuilding and restoration that both these crucial services demand. New Labour's conversion to capitalism is symbolised by its stance on anti-trades union legislation. At the 1995 Labour Party conference, the delegates voted to repeal all the Tory anti-union laws - yet Tony Blair yesterday again declared that he would retain that vicious legislation. Such is New Labour's contempt not only for trades unions and trades unionism but for rank and file delegates of its own party. <NAME> failed in her declared intention to wipe socialism off the agenda of British politics - and yet we now find <NAME> and New Labour wiping socialism off its own agenda. This situation presents socialists with an inescapable challenge. A representative meeting decided at the weekend that there is no alternative to establishing a Socialist Labour Party now. That decision followed widespread consultation throughout England. Scotland and Wales and the announcement on Saturday has met an enthusiastic response. The derision and anger in certain quarters at the establishment of Socialist Labour is reminiscent of the response given to the founding of the Labour Party nearly a century ago. That response was wrong then and it is wrong now. Many respected comrades and friends within the Labour movement have been deeply critical, arguing that people like myself should "stay and fight" inside New Labour. They argue, also. that any "rocking the boat" can only benefit the Tories. Historically speaking. we have been through all this before. These arguments engaged those of our forebears who broke with the Liberal Party nearly a century ago. In my home town of Barnsley the first candidate who stood for Labour at a byelection in 1897 was not only heckled but stoned by miners. who believed that by standing for Labour he was harming the Liberal Party's chance of election to government. As late as 1910, there was still a large body of opinion in the trades-union and Labour movement actively supporting the Liberal Party and arguing that it was not the role of trades unions to be directly involved in politics. Socialist Labour is born from the frustration and anger of trades-union and Labour movement activists who feel disenfranchised by New Labour. However, this new party is born in a positive not negative spirit the belief that only through socialism can we create a peaceful. environmentally protected world and bring about fundamental changes in society so that work, a place to live, health care and education are rights that can be experienced by all. Socialist Labour will, for example, support all the "single issue" campaigns for peace, animal welfare and the environment. Even some of our enemies concede that this new party offers such campaigners a natural home. New Labour has ditched socialist principles -- and I urge all socialists inside as well as outside Parliament to recognise that fact and join Socialist Labour! ![](images/buttonbar.gif) Syllabus/Home \| Schedule \| Resources Exams \| Current Event Analyses \| Grades Questions? Contact <NAME> at <EMAIL> <file_sep>HIST 317 DR. <NAME> SPRING 2002 The Age of the French Revolution and Napoleon \| Office: 203 Brock Hall Phone: 755-4581 E-mail: <EMAIL> Home page: http://www.utc.edu/~asteinho \| Class Hours: MWF 9:00-9:50 Office Hours: MWF 10:00-10:50 and by appointment ---\|--- Course Description The era of the French Revolution has long occupied a central place in efforts to understand modern France and the course of modern European history. For some, this period marked the end of feudalism and the onset of a new, capitalist-industrialist epoch. For others, the Revolution elaborated new ideas and categories that became hallmarks of the Western political tradition: citizenship, the nation-state, and human rights. Yet, the events after 1789 also fostered political radicalization, civil war, and terror, which discredited the Revolution in the eyes of many French and Europeans. Thus, for decades after Napoleon's fall in 1815, the memory of the Revolution aroused both hope and profound antipathy, inside as well as outside of France. While the forces of revolution eventually triumphed in Europe during the long nineteenth century, the French continued to fight the Revolution, in words and deeds, well into the twentieth century. Indeed, as bicentennial commemorations in 1989 made manifest, discussions of French national and political identity since 1789 have turned largely on this issue of endorsing -- or rejecting -- the Revolution. This course seeks to introduce students to the history and historiography of this turbulent and momentous era. In part, we will examine the narrative of events, from the origins of the crisis in Old Regime France through the outbreak of the revolt, the moderate and radical stages of the revolution, and the post-Thermidorian chaos, to Napoleon Bonaparte's assumption of power and his defeat in 1815. But we will also assess the impact of the range of changes and disturbances that come under the rubric of "Revolution" on the French and on other Europeans: war, economic disruption, electoral reform, religious change, as well as new notions of social and political rights. Finally, and most importantly, we will investigate how scholars have sought to understand the Revolution and its consequences. Why _did_ the Revolution break out? What kind of a revolution was it? What was revolutionary about the French Revolution? Why did it become radical? Did Napoleon complete or terminate the Revolution? Who were the citizens that the Revolution created? These are just a few of the many questions we will address throughout the semester. In terms of format, the course relies on a combination of lectures and discussions. The success of class sessions will depend on a regular and engaged reading of assigned material. <NAME>'s _Short History of the French Revolution_ will provide a narrative thread for the semester, which we will develop further by analyzing contemporary documents and excerpts from classic and current interpretations of the Revolutionary and Napoleonic periods. The discussion sessions will function as a central way for you to explore and make sense of this complicated era. They will also prepare you to express your ideas on a specific aspect of the epoch in a more formal and rigorous fashion: an essay. Finally, a mid-term and take-home final will facilitate my assessment of your comprehension of the course's larger themes. Required Reading (available for purchase at the bookstore or via the internet) * <NAME>, _A Short History of the French Revolution_ , 3rd edition (Prentice Hall, 2002) [= Popkin in Course Calendar, below]. * <NAME>, ed., _The Old Regime and the French Revolution_ (U Chicago Press) [= Baker]. * <NAME>, _The Place of the French Revolution in History_ (Houghton Mifflin) [ = Cox]. * Additional course materials will be made available via a packet (for purchase from the department) and the course web site (as indicated on the Course Calendar). Course Requirements * Regular attendance at lectures; participation in discussions (see below); completion of informal assignments (200 points total). NB: I take attendance on announced discussion days; you will lose 20 points for every absence after the first. You should complete the readings for the particular day on which they appear in the course calendar (below). Lectures and discussions assume that you have the knowledge presented in those readings. The informal assignments consist of brief responses (typed) to primary source documents and selected secondary source readings. They are designed to help you understand and evaluate this material, and serve as notes for the examinations. * An 8-10 page essay about an aspect of the French Revolution or Napoleonic era of your choice; due on 1 April (no joke). Specific guidelines for this paper will be distributed on 23 January. (300 points). * In-class mid-term (200 points) and take-home final (300 points) examinations. NB: The examinations will require not only a thorough understanding of the lectures, _but also_ a solid grasp of the secondary and primary source readings. There are, thus, a total of 1000 possible points. An "A" grade will be 900 points and above a "B" 800-899, a "C" 700-799; and a "D" 600-699. Additional Policies You must complete _all_ major requirements (essay, exams) in order to receive a passing grade in this course. Late assignments will not be accepted. I also reserve the right to alter the means of evaluation if I sense that the class as a whole is not keeping up. This may be in the form of quizzes. I do not award the grade of "I" (incomplete) for this course except under the most exceptional circumstances. Everyone receives a grade based on what s/he has earned as of the date of the final exam. Make-ups exams will be administered only with documented proof of an acceptable condition (death in family, arrest warrant, hospitalization, etc.). _Your decision to enroll and stay in this course means that you accept the terms of this syllabus. This includes attending class regularly. It is your responsibility to make certain that you do so. I can not excuse absences for lack of planning or for your choice to schedule alternative activities during regularly scheduled classroom time._ If you are having difficulties or wish to discuss a point of interest or concern with me, please contact me as soon as possible, either during office hours or via E-mail. I am also available to meet you at other mutually convenient times by special appointment. _ATTENTION: If you are a student with a disability and think that you might need special assistance or a special accommodation in this class or any other class, call the Office for Students with Disabilities/College Access Program at 755-4006 or come by the office, 110 Frist Hall. Examples of disabilities might include blindness/low vision, communication disorders, deafness/hearing impairments, emotional/psychological disabilities, learning disabilities, and other health impairments. This list is not exhaustive._ COURSE CALENDAR Week I: France in the Old Regime 1/7 Course Introduction. 1/9 A Society of Orders and Privileges. Popkin, 1-15; Cox, 15-39. 1/11 Enlightened France? Popkin, 16-20; <NAME>, "The Enlightenment Redefined" (packet). Week II: The Crisis of the Old Regime 1/14 A Bankrupt Monarchy. Popkin, 21-29; Baker, 124-35. 1/16 A Critical Culture. Cox, 196-99; <NAME>, "Do Books Make Revolutions?" (packet). 1/18 _Discussion:_ The Calling of the Estates General. Baker, 154-83. Questions for Discussion . Week III: The Revolution Begins 1/21 Martin Luther King Holiday (no class). 1/23 From Reform to Revolt: May-July 1789. Popkin, 29-35; Baker, 199-208; Cox, 90-102. _Distribute Instructions for Interpretative Essay_ 1/25 Ending the Old Regime. Popkin, 36-43; Baker, 208-31. Week IV: Remaking France 1/28 Defining the Nation. Popkin, 43-48; Baker, 249-61, <NAME>, "Nobles and the Third Estate" (packet). 1/30 _Discussion: Defining Citizens_. Baker 237-39, 242-49, 261-68; Sewell, "Le Citoyen/la citoyenne" (packet). Questions for Discussion . 2/1 The Church and the Revolution. Popkin 48-52; Baker 239-42. Week V: The Liberal Revolution Unravels 2/4 A New Political Culture. Popkin, 53-60; Baker, 278-85. 2/6 [Class cancelled - weather] 2/8 Troubles at Home and Abroad. Popkin 61-72; Declaration of the Duke of <NAME>, "The Origins of the Civil War in the Vendee" (packet). Questions for Discussion . Week VI: The Radical Spirit 2/11 _Midterm Examination._ Information for the Midterm Examination. 2/13 The Convention and the Republic. Popkin, 77-81; Baker, 324-330, 362-67. 2/15 _Discussion_ : Trying the King. Popkin, 73-77; Baker 286-90, 302-24; Indictment of Louis XIV. Week VII: The Terror 2/18 France and the War. Baker, 340-42; Ozouf, "Between War and Terror" (packet). 2/20 Political Extremism in Revolutionary France. Popkin, 81-94; Baker, 342-62. 2/22 _Discussion: Understanding the Terror_. Furet, "Terror" (packet); B. Singer, "Violence in the French Revolution" (packet). Questions for Discussion. Week VIII: A Cultural Revolution 2/25 The "People" and Politics. Cox, 123-40; Baker, 330-40. 2/27 The Discourses of Universality and Virtue. Baker, 368-84 (re-read as necessary 342-54); Cox, 187-96. Essay Topics Due. 3/1 _Discussion: The Symbols of Change_. Cox, 187-200; <NAME>, "Ephemera" (packet); Images of the Revolution (via WWW). Questions for Discussion. Week IX: Whose France? 3/4 A Festive Culture. Baker, 384-91; Cox, 170-82. 3/6 The New Man? Jews and Blacks in the Revolutionary Image; Baker, 242-47; <NAME>, "Betwixt Cattle and Men: Jews, Blacks, and Women, and the Declaration of the Rights of Man" (packet). 3/8 _Discussion: Women and Revolutionary Political Culture_. Cox, 230-248; Hufton, "Counter-Revolutionary Women" (packet). Questions for Discussion . Week X: Spring Break 3/11-3/15 No Class. Week XI: Thermidor and Beyond 3/18 Politics after the Terror. Popkin, 94-105; Hunt et al., "The Failure of the Liberal Republic" (packet). 3/20 Society and Culture under the Directory. 3/22 France and Europe. Popkin, 105-107. Week XII: Enter Napoleon 3/25 _Discussion: Dissolving the Directory_. Popkin, 107-115; Baker 392-416. Questions for Discussion . 3/27 The First Consul and the Emperor. Bonaparte, "Proclamation to the French Nation"; Law Reorganizing the Administrative System (1800); Furet, "Bonaparte" (packet). 3/29 Official Holiday (no class). Week XIII: Napoleon and France 4/1 Redefining the Political. Popkin, 115-123; Baker, 416-27. Essay due. 4/3 Religious and Educational Reforms. Lyons, "Law Codes and Lycees" (packet). 4/5 The Economic and Social Agenda. Popkin 128-134; Ellis, "Napoleonic Elites" (packet). Week XIV: Napoleon and Europe 4/8 The French Army Abroad. Popkin, 124-128. 4/10 The Impact of Napoleon. Lyons, "<NAME>" (packet). 4/12 Able I Was... Popkin, 134-138. Week XIV: The Revolutionary Heritage 4/15 The Revolution and the Course of French History. Cox, 42-54, 153-69, 213-30. _ Distribute Take-Home Exam Questions._ 4/17 _Discussion: Discourses on Revolution in Modern Times_. Cox, 141-53; Seigel, "Politics, Memory, Illusion" (packet); and <NAME>, "On the Russian Revolution" (excerpts via WWW). Questions for Discussion. 4/19 The French Revolution, Human Rights, and the Democratic Tradition. Cox, 248-64; <NAME>, "The French Revolution and Human Rights (packet). Questions for Discussion. Week XV: 4/22 Conclusions (last day of class). TAKE HOME EXAM DUE 12:00 P.M. (NOON), Tuesday, April 23, 2002. * * * INTERESTING AND USEFUL WEBSITES Liberty, Equality, Fraternity : An impressive multi-media website, developed under the leadership of two of the Revolution's foremost scholars: <NAME> and <NAME>. Contains primary texts, timelines, images, songs, and historiographical discussions of the Revolutionary era. NapoleonSeries.org _:_ companion site to the TV series on Napoleon. Excellent source for primary sources and information on the Napoleonic period. <file_sep> _![](world.jpg)_ \| STAFF & STUDENTS CENTER FOR INDIGENOUS NATIONS STUDIES ---\|--- \| Program Support --- CINS Student Manual 2000-200l Home --- Introduction Program Curriculum Spring 2002 Courses Graduate Student Exchange Faculty INS Journal Indigenous Peoples Reference Site Email Us _CINS Core Courses:_ \| INS 801 Syllabus Fa01 --- INS 803 Syllabus Sp02 INS 808 Syllabus Fa01 _Other Websites Associated with the INSProgram:_ The University of Kansas --- Haskell Indian Nations University First Nations Student Association The Hall Center for the Humanities KU Tribal Law& Government Center _ Websites Listing Current Indigenous News :_ Indigenous People and the Law --- Aboriginal Law& Legislation Native American Rights Fund Bureau of Indian Affairs Indianz.com** * * * _Webmaster: <NAME>_ > > > \| > > ![](denise1.jpg) > > \| > > <NAME> - Administrative Specialist > Denise earned a B.A. in Journalism/Communications from Rowan University, and an M.A. in Museum Studies from the University of Kansas. In the office she is responsible for processing student applications to the graduate program, paying the bills, scheduling classes, and a myriad of other tasks. For application process questions contact Denise by phone or email. > Email: <NAME> > > ---\|--- > > ![](patricia.jpg) > > \| > > <NAME> - Administrative Assistant > Patricia is a member of the Kickapoo in Kansas Nation. As vital support staff Patricia is often a first line contact person. Application Packets can be obtained by contacting Patricia. > Email: <NAME> > > ![](elyse.jpg) > > \| > > <NAME> \- Associate Editor, Indigenous Nations Journal > Elyse is a member of the Menominee and Iowa Nations. Elyse holds a B.S.E. in Elementary Education from the University of Kansas and is currently enrolled in the Center for Indigenous Nations Studies. The focus of her studies is Tribal Sovereignty Development. Questions concerning the Indigenous Nations StudiesJournal can be directed to Elyse. > > ![](melissa.jpg) > > \| <NAME> - Research Assistant > Melissa holds a B.A. in English from the University of Kansas and an M.A. in American Studies from Penn State University. Her current projects include assisting Dr. Fixico with the development of an encyclopedia on American Indian treaties and assists with the editing of the Indigenous Nations Studies Journal. ** > ![](mstewart.jpg) \| <NAME> - Research Assistant > Mike is a member of the Choctaw Nation of Oklahoma. Mike received his B.A. in Anthropology from the University of Oklahoma, and was recently awarded his M.A. in Indigenous Nations Studies from the University of Kansas. Mike completed his M.A. requirements and recieved his Masters Degree in the Indigenous Nations Studies Program at the University of Kansas, May 2002. > > ![](dianne.jpg) > > \| > > <NAME> -Web Design & Newsletter Editor > Dianne is a member of the Kiowa Nation of Oklahoma. She recieved her B.A. in American Indian Studies from Haskell Indian Nations University. Her research focuses on contemporary expressions of traditional oral narratives. She continues to work in and with Native American theatre companies. For questions or problems with the CINS Website or Newsletter Dianne can be contacted at: > Email:<NAME> > > > > > > International Fulbright Scholars > > ![](antonie.jpg) \| <NAME> - Czech Republic > B.A., M.A. in Psychology from Masaryk University, Brno, Czech Republic. I want to concentrate on Native American Studies. It is my long lasting interest. I have been interested in Native Americans since my teens. After I complete my studies in the U.S. I intend to continue my research activities in the Center for Research of Children, Youth, and Family Social Studies at Masaryk University in Brno and focus on the issues of ethnic Minorities. > ---\|--- > <NAME> - Ukraine > B.A. in Education, personal statement: One of the reasons I decided to apply to the Indigenous Nations Studies program was because of the issues in my own country. It is amazing how much of the knowledge I have learned about the effects of colonization is relevant to the situation we have in the Ukraine. > > I appreciate learning from other cultures because we each have something valuable to share, knowledge that makes us unique but also unites us. The Center for Indigenous Nations Studies provides a wonderful chance to learn and help improve things in my country. I appreciate this opportunity and all the supportive students and faculty in the program. \| > > ![](olena.jpg) > > > > ---\|--- > > > > International Visiting Professor > > ![](ayako.jpg) \| <NAME> -Associate Professor > of the Graduate School of International Development at Nagoya University in Japan. She recieved a fellowship for the Ministry of Education in Japan to be a visiting research scholar in the United States. Professor Uchida studies the indigenous Ainud of Northern Japan and wants to compare their culture with American Indian communities and cultures in the U.S. > ---\|--- > > > > > ![](gpChanc.jpg) > 2002 CINS Banquet (L-R) <NAME>, <NAME>, > <NAME>, KU Chancellor Hemenway, <NAME>, > <NAME>, <NAME>, <NAME> > Kneeling: Dr. <NAME> ![](counter/count-visit.html) FastCounter by bCentral (C) 2000, INSP. Photos (C) The University of Kansas Office of University Relations. The current URL is http://www.ukans.edu/~insp/index.shtml This file was modified 6/21/2002 03:06:21 PM <file_sep>\| ![](../clearpixel.gif) \| ---\|--- \| \| ![ Home ](../33.519.05/Home_PaperButton.gif) --- ![ 33.519.05 ](../33.519.05/33.519.05_PaperButtonOn.gif) ![ 33.596.12 ](../33.596.12_PaperButton.gif) \| ![](../clearpixel.gif) \| ---\|--- \| ![ Interactive Conflict Resolution ](../33.519.05_PaperBanner.gif) ![](../clearpixel.gif) \| ![](../clearpixel.gif) ---\|--- \| 33.519.05 Interactive Conflict Resolution Course Syllabus Fall, 1998 *_Instructor_ : Dr. <NAME>, Visiting Professor _Time_ : Wed., 11:20 AM to 2:00 PM. _Office_ : Room 228B, Asbury Building; Tel: 202 885 1764 _Office Hours_ : TBA in consultation with class members _Course Description_ : This course will provide an in-depth coverage of the emerging field of Interactive Conflict Resolution (ICR) defined as small group, problem solving discussions between unofficial representatives of identity groups or states engaged in destructive conflict that are facilitated by an impartial third party of scholar-practitioners. The course will explicate the history of the field and present an overview of current applications focusing on violent and apparently intractable intercommunal conflicts with international ramifications. Various forms of ICR (dialogue, conflict analysis, reconciliation) will be discussed along with critical issues (training, funding, institutionalization) that are shaping the future of the field. In addition to readings and seminar discussions, class members will engage in a series of analytical exercises designed to illustrate the challenges of practice in ICR. _Required Texts_ : <NAME>. (1997). _Interactive Conflict Resolution_. Syracuse, NY: Syracuse University Press. (paperback) <NAME>. & <NAME>. (1996). _Handbook of Conflict Resolution: The Analytical Problem-Solving Approach_. New York/London: Pinter. (paperback) <NAME>. (1997). _Resolving Identity-Based Conflict_. San Francisco: Jossey-Bass. (hardcover) _Recommended_ : <NAME>. (1990). _The Management of Protracted Social Conflict_. Hampshire, U.K./Brookfield, VT: Dartmouth/Gower Publishing. (hardcover) <NAME>. (1987). _Resolving Deep-Rooted Conflict: A Handbook_. Lanham, MD: University Press of America. (paperback); also available as the Appendix: Facilitated Conflict Resolution Procedures in <NAME>. & Dukes, F. (Eds.) (1990), _Conflict: Practices in Management, Settlement & Resolution_. New York: St. Martin's Press, pp. 189-209. (hardcover) <NAME>. (1990). _Conflict: Resolution and Provention_. New York: St. Martin's Press. (hardcover) _Course Design_ : This class is a graduate seminar in which members are expected to participate actively, both in presenting assigned readings and engaging in the discussions and exercises that build on the readings. Each session will cover a designated topic based on a set of readings and will engage two members as 'Reading Partners' working as co-presenters in bringing forward some of the basic ideas and themes in the readings. The objective in the ensuing discussion is not only to identify the learnings in the readings, but also for each class member to develop personal meaning of the material through active participation. To further our understanding of ICR, class members will also form small 'Intervention Teams' based on common interests and aspirations. These teams will complete the analytical exercises provided in Mitchell & Banks (1996) and present selected portions of their work to the rest of the class. Simultaneous completion of the exercises by a number of teams will allow for the discussion of similarities and differences in approach, strategies and tactics. The objective is to add greater meaning to the readings through a sequenced analysis of the types of situations, challenges and dilemmas that are faced by scholar-practitioners of ICR. Both the Reading Partners and the Intervention Teams will be formed with flexibility in the amount of collaboration that will be necessary, in order to take account of members' constraints in terms of study and work schedules, geographical location, transportation requirements, etc. In concert with the Reading Partners and Intervention Teams, more traditional elements of the design will include a term paper and a take home exam. _Course Requirements_ : 1\. Class Participation (15%): Evaluation of participation will be based primarily on the presentations of the readings undertaken by the Reading Partners, who are expected to consult with each other and discuss how to present the main ideas in their set of readings to the class. Members will choose their Reading Partner early in the class, and will make one or two presentations during the term depending on the number in the class. Feedback from the Instructor will be given following the class session. This component of participation is worth 10% of the grade, and will be assigned to the Reading Partners as a unit. The remaining 5% will be assigned individually and will be based on attendance, in that 1/2% will be deducted from the final mark for each session missed without a medical or compassionate reason being provided. 2\. Intervention Team Exercises (30%): Each Intervention Team will complete a number of analyses and will make several presentations during the term. This sequential and collaborative endeavor is designed to sensitize members to the challenges and benefits of working in a professional intervention team, and to deepen members understanding of the course material by application to concrete situations. Brief written reports on the exercises will be required throughout the course, and the grade will be based on the combination of the reports and the presentations. The mark will be assigned to the Learning Team as a unit, unless members negotiate to take individual marks based on selected components of the exercises and reports. The Instructor will provide additional guidance for the completion of the exercises in Mitchell & Banks where required. 3\. Term Paper (25%): A traditional research and analysis paper of 20 to 25 pages is to be completed by each class member. The topic should relate to and build on some segment of the class readings, and should not overlap with the Intervention Team exercises and reports. Topics should be identified in consultation with the Instructor with the goal of advancing the professional development of the class member. 4\. Final Exam (30%): A take home final exam will be used to assess class members' comprehension of and ability to apply the ideas represented in the class readings and discussions. The exam will consist of four essay questions of which three must be completed within a designated number of pages. The exam will be due the last week of the term and class members will have one week to complete it. _Course Schedule_ : 1\. Sept. 2 Introductions, Course Outline Discussion Statements of Interests and Learning Goals Formation of Reading Partners and Intervention Teams 2\. Sept. 9 Overview of ICR: Rationale and History Text Readings: Fisher, Introduction, pp 1-15. Mitchell & Banks, Introduction, pp. vii-9. Rothman, Prologue and The ARIA Framework, pp. 1-20. Azar, Introduction, Chapters 1 and 2, pp. 1-28. Burton, Introduction and Chapter 1, pp. 1-24. Reserve Readings: <NAME>. (In Press). Historical Mapping of the Field of Interactive Conflict Resolution, in <NAME> & <NAME> (Eds.), _Second Track Diplomacy for Communal Conflicts: Applied Techniques of Conflict Transformation_. 22 pages. 3\. Sept. 16 <NAME> Text Readings: Fisher, <NAME>: Controlled Communication to Analytic Problem Solving, in Fisher, pp. 19-36. Burton, Chapters 13, 14, 15, and 16, pp. 188-228. Reserve Readings: <NAME>. (1985). Second Track Diplomacy: History and Practice. Paper presented at the Foreign Institute, U.S. Department of State, February. <NAME>. (1990). Appendix: Facilitated Conflict Resolution Procedures, In <NAME>. & <NAME>., _Conflict: Practices in Management, Settlement & Resolution_. New York: St. Martin's Press, pp. 189-209. <NAME>. (1988). Do As I Say: A Review Essay of <NAME>, Resolving Deep-Rooted Conflict: A Handbook. _International Journal of Group Tensions_ , 18, pp. 228-236. 4\. Sept. 23 <NAME> Text Readings: Fisher, <NAME>: Human Relations Workshops Applied to Conflict Resolution, in Fisher, pp. 37-55. Reserve Readings: <NAME>. et al (1974). Rationale, Research, and Role Relations in the Stirling Workshop. _Journal of Conflict Resolution_ , 18, pp. 276-284. <NAME>. et al (1974). Stirling: The Destructive Application of Group Techniques to a Conflict. _Journal of Conflict Resolution_ , 18, pp. 257-275. Doob, L.W. & <NAME>. (1973). The Belfast Workshop: An Application of Group Techniques to a Destructive Conflict. _Journal of Conflict Resolution_ , 17, pp. 489-512. Doob, L.W. & <NAME>. (1974). The impact of a workshop upon grassroots leaders in Belfast. _Journal of Conflict Resolution_ , 18, pp. 237-256. Doob, L.W. (1987). Adieu to Private Intervention in Political Conflicts? _International Journal of Group Tensions_ , 17, pp. 15-27. 5\. Sept. 30 <NAME> Text Readings: Fisher, <NAME>: Interactive Problem Solving, in Fisher, pp. 56-74. Reserve Readings: <NAME>. (1979). An Interactional Approach to Conflict Resolution and its Application to Israeli-Palestinian Relations. _International Interactions_ , 6, pp. 99-122. <NAME>. (1992). Informal Mediation by the Scholar/Practitioner, in Bercovitch, J. & <NAME>. (Eds.), _International Mediation: A Multi-Level Approach to Conflict Management_. London: Macmillan, pp. 64-96. (also on reserve for 33.596.12) <NAME>. & <NAME>. (1994). Promoting Joint Thinking in International Conflict: An Israeli-Palestinian Continuing Workshop. _Journal of Social Issues_ , 50(1), pp. 157-178. 6\. Oct. 7 <NAME> Text Readings: Fisher, <NAME>: Protracted Social Conflicts and Problem Solving Forums, in Fisher, pp. 77-97. Azar, Introduction and Chapters 3, 4, 6, 7 and 8, pp. 29-63 and 82-134. 7\. Oct. 14 Unofficial Diplomats Text Readings: Fisher, <NAME>, pp. 98-104, <NAME>, pp. 112-117, and Montville, McDonald and Diamond, pp. 117-120. Reserve Readings: <NAME>. (1987). Mediating Intergroup Conflict in the Dominican Republic. In <NAME> & <NAME> (Eds.), _Conflict Resolution: Track Two Diplomacy_. Washington, DC: Foreign Service Institute, Department of State, pp. 35-52. <NAME>. (1987). The Arrow and the Olive Branch: The Case for Track Two Diplomacy. In McDonald & Bendahmane, pp. 5-20. <NAME>. & <NAME>. (1996). Introduction and The System as a Whole: Multi-Track Diplomacy, in _Multi-Track Diplomacy: A Systems Approach to Peace_ (3rd. ed.). West Hartford, CT: Kumarian Press, pp. 1-25. <NAME>. & <NAME>. (1993). A Public Peace Process. _Negotiation Journal_ , 9, pp. 155-177. <NAME>. & <NAME>. (1994). Dialogue to Change Conflictual Relationships. _Higher Education Exchange_ , 43-56. 8\. Oct. 21The Psychodynamic Approach Text Readings: Fisher, <NAME>, pp. 104-112. Reserve Readings: <NAME>. (1991). Official and Unofficial Diplomacy: An Overview. In V.D. <NAME>. Montville & <NAME> (Eds.), _The Psychodynamics of International Relationships. Volume II: Unofficial Diplomacy at Work_. Lexington, MA: Lexington Books, pp. 1-16. <NAME>. (1991). The Practice of Track Two Diplomacy in the Arab-Israeli Conferences. In Volkan, Montville & Julius, pp. 193-205. <NAME>. (1991). Psychological Processes in Unofficial Diplomacy Meetings. In Volkan, Montville & Julius, pp. 207-222. <NAME>. (1991). Psychoanalytic Enlightenment and the Greening of Diplomacy. In Volkan, Montville & Julius, pp. 177-192. <NAME>. (1993). The Healing Function in Political Conflict Resolution. In <NAME> & <NAME> (Eds.), _Conflict Resolution: Theory and Practice_. New York: Manchester University Press, pp. 112-127. <NAME>. & <NAME>. (1992). Negotiating a Peaceful Separation: A Psychopolitical Analysis of Current Relationships Between Russia and the Baltic Republics. _Mind and Human Interaction_ , 4 (1), pp. 20-39. <NAME>. & <NAME>. (1993). Vaccinating the Political Process: A Second Psychopolitical Analysis of Relationships Between Russia and the Baltic States. _Mind and Human Interaction_ , 4(4), pp. 169-190. 9\. Oct. 28 Third Party Consultation Text Readings: Fisher, Third Party Consultation: A Core Model for Interactive Conflict Resolution, in Fisher, pp. 142-162. Reserve Readings: <NAME>. (1980) A Third-Party Consultation Workshop on the India-Pakistan Conflict. _Journal of Social Psychology_ , 112, pp. 191-206. <NAME>. (1992). Peacebuilding for Cyprus: Report on a Conflict Analysis Workshop, June 1991. Ottawa: Canadian Institute for International Peace and Security. <NAME>. (1994). Education and Peacebuilding in Cyprus: A Report on Two Conflict Analysis Workshops. Saskatoon, SK: University of Saskatchewan. <NAME>. (In Press). Third Party Consultation Applied to the Cyprus Conflict. In N.N. Rouhana (Ed.), _Innovation in Unofficial Third Party Intervention in International Conflict_. Syracuse, NY: Syracuse University Press. 10\. Nov. 4 The ARIA Framework Text Readings: Rothman, Chapters 2, 3, 4, 5, 6, 8 and Epilogue, in Rothman, pp. 21-108 and 145-168. 11\. Nov. 11 The Contingency Model Text Readings: Fisher, A Contingency Approach to Third Party Intervention, in Fisher, pp. 163-184. Reserve Readings: <NAME>. & <NAME>. (1988). Distinguishing Third Party Interventions in Intergroup Conflict: Consultation is _Not_ Mediation. _Negotiation Journal_ , 4, pp. 381-393. <NAME>. (1989). Prenegotiation Problem-Solving Discussions: Enhancing the Potential for Successful Negotiation. In <NAME> (Ed.), _Getting to the Table: The Processes of International Prenegotiation_. Baltimore, MD: John Hopkins University Press, pp. 206-238. <NAME>. & <NAME>. (1997). A Contingency Perspective on Conflict Intervention: Theoretical and Practical Considerations. In <NAME> (Ed.), _Resolving International Conflict: The Theory and Practice of Mediation_. London: Lynne Reiner, pp. 235-261. <NAME>. & <NAME>. (1995). Beyond Hope: Approaches to Resolving Seemingly Intractable Conflict. In <NAME> & <NAME> (Eds), _Conflict, Cooperation, and Justice: Essays Inspired by the Work of M<NAME>_. San Francisco, CA: Jossey-Bass, pp. 59-92. 12\. Nov. 18 Evaluation of the Method Text Readings: Fisher, Assessment: The State of the Art and the Science, in Fisher, pp. 187-212. Reserve Readings: <NAME>. (1971). Controlled Communication and Conflict Resolution. _Journal of Peace Research_ , 8, pp. 263-272. <NAME>. (1973). Conflict Resolution and Controlled Communication: Some Further Comments. _Journal of Peace Research_ , 10, pp. 123-132. <NAME>. (1981). Introduction, Chapters 3, 8, and 9 in _Peacemaking and the Consultant's Role_. Westmead, U.K.: Gower, pp. vii-xvii, 27-42, and 137-167. <NAME>. (1993). Problem-Solving Exercises and Theories of Conflict Resolution. In <NAME> & <NAME> (Eds.), _Conflict Resolution: Theory and Practice_. New York: Manchester University Press, pp. 78-94. Rouhana, N.N. & <NAME>. (1997). Power Asymmetry and Goals of Unofficial Third Party Intervention in Protracted Intergroup Conflict. _Peace and Conflict: Journal of Peace Psychology_ , 3, pp 1-17. 13\. Nov. 25 Thanksgiving Break 14\. Dec. 2 Issues, Challenges and Conclusion Term Paper Due Text Readings: Fisher, Critical Issues for Interactive Conflict Resolution, Challenges for Practice and Policy, and Conclusion in Fisher, pp. 213-270. Reserve Readings: <NAME>. (1995). Unofficial Third Party Intervention in International Conflict: Between Legitimacy and Disarray. _Negotiation Journal_ , 11, pp. 255-270. <NAME>. (1995). Possibilities and Challenges: Another Way to Consider Unofficial Third Party Intervention. _Negotiation Journal_ , 11, pp. 271-275. <NAME>. & <NAME>. (1998). Women and the Art of Peacemaking: Data from Israeli-Palestinian Interactive Problem-Solving Workshops. _Political Psychology_ , 19, pp. 185-209. 15\. Dec. 10 Take Home Exam Due HAPPY HOLIDAYS! ![](../clearpixel.gif) \| ---\|--- \| \| [Home] \| [33.519.05] \| [33.596.12] ---\|---\|--- <file_sep># World-Wide Web Access Statistics for www.engr.uark.edu _Last updated: Tue, 23 Oct 2001 01:00:13 (GMT -0500)_ Daily Transmission Statistics * Hourly Transmission Statistics * Total Transfers by Client Domain * Total Transfers by Reversed Subdomain * Total Transfers from each Archive Section * Previous Full Summary Period ## Totals for Summary Period: Oct 22 2001 to Oct 23 2001 Files Transmitted During Summary Period 11413 Bytes Transmitted During Summary Period 146516856 Average Files Transmitted Daily 5706 Average Bytes Transmitted Daily 73258428 * * * ## Daily Transmission Statistics %Reqs %Byte Bytes Sent Requests Date ----- ----- ------------ -------- \|------------ 96.67 97.57 142963309 11033 \| Oct 22 2001 3.33 2.43 3553547 380 \| Oct 23 2001 * * * ## Hourly Transmission Statistics %Reqs %Byte Bytes Sent Requests Time ----- ----- ------------ -------- \|----- 3.33 2.43 3553547 380 \| 00 1.35 1.39 2031967 154 \| 01 1.86 1.70 2486522 212 \| 02 1.83 1.51 2206651 209 \| 03 0.65 1.20 1759530 74 \| 04 0.55 0.51 753750 63 \| 05 1.11 1.59 2330098 127 \| 06 2.58 1.71 2498270 295 \| 07 7.61 5.74 8412184 868 \| 08 5.01 4.08 5980647 572 \| 09 5.45 5.31 7774087 622 \| 10 5.56 4.07 5958597 634 \| 11 4.67 3.55 5206358 533 \| 12 4.51 4.39 6428782 515 \| 13 8.71 7.82 11463177 994 \| 14 7.89 22.34 32732857 900 \| 15 6.57 5.80 8492324 750 \| 16 4.54 4.02 5884856 518 \| 17 4.30 4.59 6726156 491 \| 18 5.86 4.42 6469419 669 \| 19 3.24 3.56 5220024 370 \| 20 4.34 3.41 4999128 495 \| 21 4.97 2.64 3869664 567 \| 22 3.51 2.24 3278261 401 \| 23 * * * ## Total Transfers by Client Domain %Reqs %Byte Bytes Sent Requests Domain ----- ----- ------------ -------- \|------------------------------------ 0.03 0.04 55165 3 \| at Austria 0.12 0.20 300057 14 \| au Australia 0.46 2.17 3180044 52 \| be Belgium 0.01 0.23 330481 1 \| bn Brunei Darussalam 0.14 0.08 116519 16 \| br Brazil 0.56 0.91 1330960 64 \| ca Canada 0.45 0.51 747348 51 \| ch Switzerland 0.02 0.28 413996 2 \| cr Costa Rica 0.01 0.02 34435 1 \| de Germany 0.02 0.11 155659 2 \| dk Denmark 2.25 20.53 30077221 257 \| es Spain 0.01 0.00 528 1 \| fi Finland 0.22 1.38 2021188 25 \| fr France 0.03 0.02 27270 3 \| hk Hong Kong 0.08 0.02 36146 9 \| ie Ireland 0.11 0.12 171183 13 \| il Israel 0.01 0.01 7870 1 \| in India 0.01 0.09 127034 1 \| it Italy 0.04 0.08 120174 4 \| jp Japan 0.12 0.24 356388 14 \| mx Mexico 0.02 0.04 52665 2 \| my Malaysia 0.04 0.05 67395 5 \| nl Netherlands 0.01 0.05 73786 1 \| nz New Zealand (Aotearoa) 0.04 0.03 44712 5 \| pl Poland 0.01 0.02 35030 1 \| pt Portugal 0.01 0.07 108570 1 \| ru Russian Federation 0.72 0.94 1375582 82 \| sa Saudi Arabia 0.02 0.02 35380 2 \| sk Slovak Republic 0.02 0.01 10171 2 \| th Thailand 0.02 0.00 886 2 \| tr Turkey 0.11 0.13 191103 13 \| uk United Kingdom 0.06 0.03 43783 7 \| us United States 0.11 0.31 459657 13 \| za South Africa 10.47 10.58 15504496 1195 \| com US Commercial 3.10 4.70 6887803 354 \| edu US Educational 0.13 0.36 523953 15 \| gov US Government 0.50 0.53 782530 57 \| mil US Military 9.16 6.96 10194444 1046 \| net Network 0.04 0.13 184828 5 \| org Non-Profit Organization 38.58 25.17 36876414 4403 \| uark.edu 32.14 22.83 33454002 3668 \| unresolved * * * ## Total Transfers by Reversed Subdomain %Reqs %Byte Bytes Sent Requests Reversed Subdomain ----- ----- ------------ -------- \|------------------------------------ 32.14 22.83 33454002 3668 \| Unresolved 0.02 0.04 54751 2 \| at.chello 0.01 0.00 414 1 \| at.telekom.highway 0.04 0.02 33231 5 \| au.com.ihug 0.02 0.03 48001 2 \| au.com.optushome.nsw.belrs1 0.02 0.04 54751 2 \| au.com.optushome.vic.eburwd1 0.01 0.08 123060 1 \| au.edu.curtin 0.01 0.00 440 1 \| au.net.excitehome.ca.sanjs1 0.03 0.03 40574 3 \| au.net.tmns.mega 0.33 2.09 3057361 38 \| be.teledisnet 0.12 0.08 122683 14 \| be.telenet-ops 0.01 0.23 330481 1 \| bn.edu.itb 0.05 0.02 31871 6 \| br.net.telesc 0.06 0.05 68713 7 \| br.net.telesc.brt 0.03 0.01 15935 3 \| br.net.telesp.dsl 0.01 0.02 24634 1 \| ca.dal.cs 0.03 0.04 65135 3 \| ca.northwest 0.49 0.72 1056057 56 \| ca.on.hamilton.city 0.02 0.10 143520 2 \| ca.sympatico 0.01 0.02 33068 1 \| ca.ubc.rick-hansen 0.01 0.01 8546 1 \| ca.videotron.mc.mtl.118-203-24 0.45 0.51 747348 51 \| ch.span 0.01 0.01 16384 1 \| com.addsys 0.01 0.02 33068 1 \| com.advantageinsco 0.02 0.04 52611 2 \| com.ameritech 0.42 0.68 998662 48 \| com.aol.ipt 1.00 1.15 1679086 114 \| com.aol.proxy 0.02 0.00 1372 2 \| com.ask.hq 0.03 0.00 6531 3 \| com.av.sv 0.02 0.09 128914 2 \| com.baagoe 0.01 0.01 12346 1 \| com.bah.jmb 0.01 0.23 330481 1 \| com.bbtnet 1.02 0.04 57862 116 \| com.btinternet 0.02 0.02 33166 2 \| com.callwave 0.01 0.02 33068 1 \| com.compaq 0.01 0.00 414 1 \| com.compaq.emea 0.01 0.00 98 1 \| com.corpconc 1.63 0.85 1242325 186 \| com.cox-internet 0.25 0.16 234943 28 \| com.csw 1.53 2.95 4316188 175 \| com.directhit 0.01 0.00 2428 1 \| com.distr 0.03 0.03 48099 3 \| com.eacanada 0.15 0.36 523438 17 \| com.erhardt-leimer 0.09 0.16 240596 10 \| com.excite 0.31 0.05 76652 35 \| com.follett 0.02 0.03 48001 2 \| com.ford 0.04 0.05 71687 5 \| com.gspnet 0.01 0.02 33068 1 \| com.gte.bdi 0.01 0.01 20482 1 \| com.gtsgroup 0.04 0.03 44573 4 \| com.hire 0.02 0.01 19809 2 \| com.home.al.auburn1 0.01 0.00 180 1 \| com.home.az.apchjt1 0.01 0.01 14637 1 \| com.home.az.chnd1 0.03 0.00 294 3 \| com.home.ca.santab1 0.01 0.02 28730 1 \| com.home.co.aurora1 0.01 0.02 33068 1 \| com.home.co.ftclns1 0.06 0.11 168220 7 \| com.home.fl.thrp1 0.02 0.02 36148 2 \| com.home.ia.cnbfs1 0.01 0.02 23034 1 \| com.home.il.moline1 0.01 0.00 426 1 \| com.home.il.wkgn1 0.01 0.01 11392 1 \| com.home.md.hyttsvll1 0.01 0.01 9021 1 \| com.home.occa.irvn1 0.05 0.56 827500 6 \| com.home.or.bvrtn1 0.08 0.10 143378 9 \| com.home.sdca.elcjn1 0.01 0.01 15657 1 \| com.home.sdca.ocnsd1 0.03 0.02 33264 3 \| com.home.tn.nash1 0.02 0.01 19861 2 \| com.home.tn.wllmsn1 0.03 0.04 65427 3 \| com.home.tx.mckiny1 0.01 0.00 98 1 \| com.home.ut.saltlk1 0.03 0.10 140561 3 \| com.home.wa.sttln1 0.02 0.01 13602 2 \| com.home.wave.on.ktchnr1 0.01 0.00 426 1 \| com.home.wave.on.pr1 0.01 0.02 23034 1 \| com.hughes 0.03 0.01 8857 3 \| com.iglou 0.51 0.12 177630 58 \| com.inktomi 0.01 0.12 177547 1 \| com.inktomi.tsqa 0.03 0.03 48099 3 \| com.intel.jf 0.11 0.01 10558 12 \| com.jbhunt 0.01 0.02 33068 1 \| com.landsend 0.04 0.01 20149 5 \| com.litespan 0.01 0.02 33068 1 \| com.lmco 0.01 0.01 10384 1 \| com.mag-net 0.01 0.02 33068 1 \| com.magiccablepc 0.06 0.05 68136 7 \| com.mc2k 0.01 0.00 416 1 \| com.mindspring.dialup 0.04 0.08 120887 4 \| com.mindspring.dsl 0.16 0.17 245767 18 \| com.mris 0.09 0.03 40076 10 \| com.netcraft 0.11 0.13 185111 13 \| com.netvigator 0.11 0.10 142595 12 \| com.newwaveent 0.28 0.00 6016 32 \| com.northernlight 0.03 0.01 8826 3 \| com.northgrum 0.04 0.08 122217 4 \| com.ntl.server 0.14 0.05 73342 16 \| com.ntl.tvc 0.39 0.13 186782 45 \| com.nwlink.bel.blk1.c129 0.02 0.01 9976 2 \| com.olsten 0.08 0.02 22344 9 \| com.openfind 0.03 0.03 39941 3 \| com.ozarkaircraftsystems 0.02 0.02 22400 2 \| com.pacifier.ast4 0.03 0.07 109238 3 \| com.philips.pnl 0.08 0.05 72240 9 \| com.picsearch 0.01 0.02 33068 1 \| com.ppdi.rtp 0.03 0.01 15935 3 \| com.pshift 0.06 0.03 43221 7 \| com.raytheon 0.02 0.02 36148 2 \| com.rcn.cable.ny.nyr-80w.80w-ubr4.c3-0 0.01 0.15 223714 1 \| com.rr.carolina 0.01 0.01 11392 1 \| com.rr.cfl.portorange-ubr-a.63.56.26 0.04 0.03 46147 5 \| com.rr.cinci 0.01 0.02 33068 1 \| com.rr.maine 0.01 0.00 180 1 \| com.rr.mn 0.01 0.01 11392 1 \| com.rr.nyc 0.01 0.07 108376 1 \| com.rr.nycap 0.01 0.00 444 1 \| com.rr.socal 0.03 0.00 294 3 \| com.rr.stx 0.01 0.02 33068 1 \| com.s1 0.03 0.01 10084 3 \| com.saic.east 0.01 0.10 151610 1 \| com.shopko 0.01 0.01 20606 1 \| com.skywest 0.24 0.11 166186 27 \| com.spigroup 0.13 0.08 114522 15 \| com.teleport.du.cvo 0.01 0.03 45114 1 \| com.telia 0.07 0.26 380120 8 \| com.telocity 0.02 0.00 892 2 \| com.transedge 0.03 0.04 65135 3 \| com.wcom 0.07 0.01 10732 8 \| com.whirlpool 0.02 0.28 413996 2 \| cr.co.ct 0.01 0.02 34435 1 \| de.fh-konstanz 0.02 0.11 155659 2 \| dk.lec 0.05 0.95 1386508 6 \| edu.arizona.ame 0.02 0.00 4679 2 \| edu.berkeley.eecs 0.11 0.09 125646 12 \| edu.bu 0.01 0.03 36874 1 \| edu.clemson.generic 0.01 0.16 241691 1 \| edu.cmu.ece 0.02 0.04 54751 2 \| edu.csupomona.uv6a 0.01 0.00 98 1 \| edu.duke.dorm 0.01 0.02 33068 1 \| edu.gatech.res 0.01 0.04 52403 1 \| edu.gmu.dorm 0.50 0.13 184000 57 \| edu.hanover 0.03 0.04 65135 3 \| edu.lsu.reslife 0.08 0.10 146443 9 \| edu.mtu.resnet 0.01 0.00 438 1 \| edu.nodak.wsc 0.11 0.12 171183 13 \| edu.nyu.tsoa.filmtv 0.01 0.00 6968 1 \| edu.odu.cs 0.02 0.01 13776 2 \| edu.orst.me 0.13 0.82 1204427 15 \| edu.pitt.che 0.03 0.63 925272 3 \| edu.psu.ie 0.09 0.02 30576 10 \| edu.rice.owlnet 0.01 0.00 98 1 \| edu.rit.rh 0.01 0.02 33068 1 \| edu.rochester.resnet 0.01 0.02 34503 1 \| edu.rpi.dynamic 12.12 8.87 12993272 1383 \| edu.uark 0.46 1.26 1849605 52 \| edu.uark.cheg 11.68 6.77 9915023 1333 \| edu.uark.csce 0.39 0.02 33874 44 \| edu.uark.cveg 4.56 4.54 6650497 521 \| edu.uark.eleg 0.81 0.41 602297 92 \| edu.uark.engr 0.01 0.00 1959 1 \| edu.uark.ineg 8.56 3.30 4829887 977 \| edu.uark.meeg 0.01 0.02 33068 1 \| edu.ucsb.ic 0.02 0.01 16318 2 \| edu.uh.chee 0.44 0.20 293643 50 \| edu.uic.me 0.11 0.12 171183 13 \| edu.uiowa.dynamic 0.79 0.46 668048 90 \| edu.umr.network 0.01 0.31 452498 1 \| edu.umt.uh 0.01 0.01 12346 1 \| edu.unm.cs 0.25 0.11 155548 29 \| edu.usf.eng 0.01 0.21 307887 1 \| edu.utexas.ae 0.02 0.00 196 2 \| edu.vt.vtf 0.18 0.02 25463 20 \| edu.wsu.cbe 2.25 20.53 30077221 257 \| es.ttd.nombres.uc 0.01 0.00 528 1 \| fi.mbnet 0.06 0.06 81214 7 \| fr.imag 0.01 0.12 182164 1 \| fr.jussieu 0.15 1.20 1757810 17 \| fr.wanadoo.abo 0.13 0.36 523953 15 \| gov.fdic 0.03 0.02 27270 3 \| hk.edu.cityu 0.08 0.02 36146 9 \| ie.nuigalway 0.11 0.12 171183 13 \| il.ac.iucc 0.01 0.01 7870 1 \| in.ac.iitb 0.01 0.09 127034 1 \| it.cilea.sede 0.01 0.00 3275 1 \| jp.co.intuit.osaka 0.01 0.01 8372 1 \| jp.ne.ocn.chiba 0.02 0.07 108527 2 \| jp.or.mbn.naha 0.03 0.04 65135 3 \| mil.navy.navfac.pwfso 0.02 0.02 34941 2 \| mil.navy.persnet 0.02 0.01 11490 2 \| mil.nipr 0.44 0.46 670964 50 \| mil.nipr.norfolk 0.02 0.19 278526 2 \| mx.net.megared 0.11 0.05 77862 12 \| mx.net.prodigy 0.02 0.04 52665 2 \| my.jaring 0.01 0.01 16708 1 \| net.21stcentury.na 0.02 0.01 15755 2 \| net.adelphia.pit 0.01 0.02 33068 1 \| net.adelphia.sctnpa 0.02 0.05 73748 2 \| net.albacom.rm 0.01 0.04 65716 1 \| net.ameritech.oh.dayton 0.15 0.05 76883 17 \| net.arkansasusa 0.01 0.02 32776 1 \| net.att.dial-access.va.richmond-08-09rs16rt 0.01 0.01 11392 1 \| net.bbnow.tx.dfw 0.01 0.01 16564 1 \| net.bellsouth.gsp 0.01 0.01 11392 1 \| net.bellsouth.mco 0.02 0.04 54751 2 \| net.bellsouth.mia 0.01 0.10 151618 1 \| net.bullseyetelecom.sfldmi 0.01 0.00 98 1 \| net.centurytel.spt 0.35 0.08 115374 40 \| net.chartermi.mi.kzo.95.144.247 0.02 0.07 109006 2 \| net.cofs 0.07 0.06 88382 8 \| net.conwaycorp.cable 0.01 0.08 110638 1 \| net.cw.atlantaald 0.03 0.04 59499 3 \| net.dave-world.clinton 0.04 0.05 68862 5 \| net.deltacom 0.68 0.92 1349831 78 \| net.dialinx 0.25 0.11 155529 29 \| net.dialsprint 0.01 0.02 33068 1 \| net.dsl.client 0.01 0.06 86755 1 \| net.ebrb.bal.ip.050.64-52-133 0.61 0.71 1038282 70 \| net.fastsearch.sac2 0.09 0.09 132301 10 \| net.fiber.ore 0.03 0.02 24127 3 \| net.golden.speede 0.02 0.10 143476 2 \| net.gte.62.80.12.66 0.03 0.04 65135 3 \| net.gtei.dsl.elnk 0.37 0.06 93805 42 \| net.gtei.dsl.lsanca1 0.01 0.00 98 1 \| net.hsacorp 0.01 0.02 33068 1 \| net.inav 0.01 0.01 15657 1 \| net.kih 0.12 0.13 186069 14 \| net.mcbone 0.02 0.06 94344 2 \| net.mediaone.mn 0.01 0.02 34435 1 \| net.menta 0.16 0.03 49666 18 \| net.mich.dialip 0.01 0.02 33068 1 \| net.mydestiny 0.03 0.10 143406 3 \| net.noos 0.06 0.03 36840 7 \| net.ntc-com.blacksburg 0.01 0.01 11392 1 \| net.oar.columbus 0.02 0.03 48001 2 \| net.online-age 0.15 0.11 154619 17 \| net.optonline.dyn 0.02 0.10 141638 2 \| net.pacbell.lsan03.dsl 0.01 0.10 147514 1 \| net.pacbell.scrm01.dialup 0.01 0.01 10384 1 \| net.pacbell.sndg02.dsl 0.01 0.04 53266 1 \| net.pacbell.sntc01.dsl 0.03 0.04 64565 3 \| net.paix.dfw1 0.09 0.08 122258 10 \| net.popsite.015 0.01 0.01 12848 1 \| net.proxad.dial 0.01 0.01 16442 1 \| net.rcn.webcache.md.lnh 0.03 0.00 1314 3 \| net.sgi 0.02 0.03 48001 2 \| net.shawcable.cg 0.01 0.00 98 1 \| net.shawcable.gv 0.07 0.03 48117 8 \| net.shawcable.no 0.02 0.01 19861 2 \| net.shawcable.va 0.11 0.12 171183 13 \| net.shawcable.wp 0.02 0.07 96677 2 \| net.soltec.cu 0.03 0.02 23951 3 \| net.sprint-hsd.fl.net056 0.01 0.01 12286 1 \| net.swbell.ded 0.01 0.01 11392 1 \| net.swbell.elpstx.dsl 0.13 0.05 69900 15 \| net.swbell.fyvlar.dialup 3.08 1.30 1901922 352 \| net.swbell.fyvlar.dsl 0.02 0.01 20474 2 \| net.swbell.hstntx.dsl 0.01 0.01 11392 1 \| net.swbell.kscymo.dsl 0.02 0.06 94238 2 \| net.t-dialin.dip 0.01 0.01 20482 1 \| net.therural 0.18 0.16 239521 20 \| net.triton.131 0.01 0.03 43359 1 \| net.uswest.slkc 0.01 0.03 43359 1 \| net.uswest.sttl 0.74 0.23 331404 85 \| net.uu.da.ar.fayetteville.tnt1 0.56 0.16 229838 64 \| net.uu.da.ar.fayetteville.tnt2 0.04 0.08 121195 4 \| net.uu.da.chin.tnt17 0.07 0.02 35581 8 \| net.uu.da.mo.kansas-city.tnt1 0.01 0.00 98 1 \| net.uu.da.sc.simpsonville.tnt1 0.01 0.00 98 1 \| net.uu.da.sc.simpsonville.tnt2 0.01 0.02 33068 1 \| net.uu.da.va.fredericksburg.tnt1 0.11 0.11 165661 13 \| net.uu.da.wa.everett2.tnt11 0.10 0.10 140895 11 \| net.uu.da.wa.everett2.tnt2 0.02 0.02 30329 2 \| net.verizon.east.bos 0.02 0.04 52997 2 \| net.verizon.east.cap 0.02 0.03 48001 2 \| net.verizon.east.pitt 0.01 0.19 274645 1 \| net.wcom.as 0.01 0.14 208990 1 \| net.yevsyukov 0.02 0.02 33166 2 \| nl.a2000 0.02 0.02 22837 2 \| nl.planet.speed 0.01 0.01 11392 1 \| nl.xs4all.adsl 0.01 0.05 73786 1 \| nz.co.xtra 0.01 0.05 67553 1 \| org.empf 0.01 0.07 102442 1 \| org.knightpiesold 0.03 0.01 14833 3 \| org.newnanutilities 0.01 0.03 40972 1 \| pl.tpnet.ppp.cvx.konin 0.04 0.00 3740 4 \| pl.tpnet.sdi.kurdwanowa 0.01 0.02 35030 1 \| pt.telepac 0.01 0.07 108570 1 \| ru.asvt.dialup.gw5 0.72 0.94 1375582 82 \| sa.net.isu.ruh 0.02 0.02 35380 2 \| sk.telecom 0.02 0.01 10171 2 \| th.net.loxinfo 0.02 0.00 886 2 \| tr.edu.gantep.eee 0.03 0.01 17378 3 \| uk.ac.cam.biot 0.04 0.09 138846 5 \| uk.ac.unn 0.02 0.00 604 2 \| uk.co.domanova 0.02 0.00 5545 2 \| uk.co.easynet.dsl 0.01 0.02 28730 1 \| uk.co.ecint 0.01 0.00 5237 1 \| us.ar.cc.nwacc 0.02 0.02 33166 2 \| us.mo.state.dnr 0.04 0.00 5380 4 \| us.wi.k12.wawm 0.08 0.30 439594 9 \| za.ac.uct 0.04 0.01 20063 4 \| za.ac.uovs * * * ## Total Transfers from each Archive Section %Reqs %Byte Bytes Sent Requests Archive Section ----- ----- ------------ -------- \|------------------------------------ 0.01 0.00 4768 1 \| /%7Eafranci/images/Audio-video%20Link.jpg 0.01 0.00 4484 1 \| /%7Eafranci/images/BMW_link.jpg 0.01 0.00 4985 1 \| /%7Eafranci/images/Back%20to%20Home%20Link.jpg 0.01 0.00 4991 1 \| /%7Eafranci/images/Band%20Pics%20Link.jpg 0.01 0.00 3848 1 \| /%7Eafranci/images/Bronco%20Link.jpg 0.01 0.00 4017 1 \| /%7Eafranci/images/Chris%20Page%20Link.jpg 0.01 0.00 5249 1 \| /%7Eafranci/images/Class-School%20Link.jpg 0.01 0.00 4341 1 \| /%7Eafranci/images/Kristens_Page_Link.jpg 0.01 0.00 3346 1 \| /%7Eafranci/images/Pictures%20Page%20Link.jpg 0.01 0.00 5698 1 \| /%7Eafranci/images/Simpsons%20Page%20Link.jpg 0.01 0.00 4076 1 \| /%7Eafranci/images/Toms%20Page%20Link.jpg 0.01 0.00 2689 1 \| /%7Eafranci/images/Whitneys_Homepage.jpg 0.01 0.00 894 1 \| /%7Eafranci/images/arrow.jpg 0.01 0.00 6162 1 \| /%7Eafranci/images/computers_link.jpg 0.01 0.01 9701 1 \| /%7Eafranci/menu.htm 0.01 0.00 4093 1 \| /%7Eafranci/resumelink.jpg 0.01 0.01 14933 1 \| /%7Emwkelle/stuff/iceicebaby.jpg 0.01 0.02 33068 1 \| /%7Emwkelle/stuff/stars_treknica_lo_res.jpg 0.01 0.02 34435 1 \| 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/usage/wwwstat/data/1999.06.22.html 0.02 0.32 468498 2 \| /usage/wwwstat/data/1999.06.25.html 0.01 0.01 20482 1 \| /usage/wwwstat/data/1999.07.01.html 0.01 0.08 114746 1 \| /usage/wwwstat/data/1999.07.06.html 0.01 0.29 425243 1 \| /usage/wwwstat/data/1999.07.07.html 0.04 0.12 180773 4 \| /usage/wwwstat/data/1999.07.08.html 0.02 0.27 398691 2 \| /usage/wwwstat/data/1999.07.13.html 0.02 0.11 155953 2 \| /usage/wwwstat/data/1999.07.16.html 0.01 0.01 20539 1 \| /usage/wwwstat/data/1999.07.17.html 0.01 0.01 16384 1 \| /usage/wwwstat/data/1999.07.20.html 0.01 0.04 53266 1 \| /usage/wwwstat/data/1999.07.21.html 0.01 0.02 32833 1 \| /usage/wwwstat/data/1999.08.05.html 0.01 0.01 12343 1 \| /usage/wwwstat/data/1999.08.07.html 0.02 0.10 151790 2 \| /usage/wwwstat/data/1999.08.24.html 0.03 0.13 188712 3 \| /usage/wwwstat/data/1999.08.25.html 0.01 0.08 110650 1 \| /usage/wwwstat/data/1999.08.26.html 0.01 0.03 36874 1 \| /usage/wwwstat/data/1999.08.27.html 0.02 0.11 160051 2 \| /usage/wwwstat/data/1999.09.01.html 0.02 0.11 160051 2 \| /usage/wwwstat/data/1999.09.04.html 0.02 0.03 49160 2 \| /usage/wwwstat/data/1999.09.08.html 0.01 0.31 452498 1 \| /usage/wwwstat/data/1999.09.17.html 0.02 0.07 102638 2 \| /usage/wwwstat/data/1999.09.21.html 0.01 0.01 16442 1 \| /usage/wwwstat/data/1999.09.29.html 0.02 0.11 160051 2 \| /usage/wwwstat/data/1999.10.02.html 0.01 0.05 73756 1 \| /usage/wwwstat/data/1999.10.05.html 0.01 0.04 53266 1 \| /usage/wwwstat/data/1999.10.14.html 0.01 0.11 168067 1 \| /usage/wwwstat/data/1999.10.18.html 0.01 0.08 122938 1 \| /usage/wwwstat/data/1999.10.21.html 0.02 0.11 160051 2 \| /usage/wwwstat/data/1999.10.26.html 0.01 0.04 53323 1 \| /usage/wwwstat/data/1999.10.27. <file_sep>Dr. <NAME> Florida State University AMH-4331/AMH-5336 Fall 2001 US INTELLECTUAL HISTORY I: BEGINNING TO 1880 READING LIST <NAME>, _The Puritan Dilemma._ (NY: Addison-Wesley, 1999). ISBN:0321043693 <NAME>, _The Autobiography of <NAME>._ (NY: Oxford, 1999). ISBN:0192836692. http://www.earlyamerica.com/lives/franklin/ <NAME> and <NAME>, _Federalist Papers._ http://lcweb2.loc.gov/const/fed/fedpapers.html <NAME>, _The Portable Jefferson_ , <NAME>, ed. (NY: Viking, 1977). ISBN:0140150803. http://etext.lib.virginia.edu/jefferson/texts/ <NAME>, _The Portable Emerson_ , <NAME>, ed. (NY: Viking, 1987). ISBN:0140150943. http://www.rwe.org/ <NAME>, _Democracy in America_ , <NAME>, ed. (NY: Harper, 2000). ISBN:0060956666. http://xroads.virginia.edu/~HYPER/DETOC/toc_indx.html <NAME>, _The Portable Walt Whitman_ , <NAME>, ed. (NY: Viking, 1977). ISBN:0140150781. http://jefferson.village.virginia.edu/whitman/works/leaves/1882/text/frameset.html <NAME>, _Narrative of the Life of <NAME>_ , <NAME>, ed. (New Haven: Yale, 2001). ISBN:0300088310. http://sunsite.berkeley.edu/Literature/Douglass/Autobiography/ <NAME>, _The Feminization of American Culture._ (NY: Farrar, Straus, 1998.) ISBN:0374525587. <NAME>, _<NAME>: A Documentary Portrait_ , <NAME>, ed. (Palo Alto: Stanford, 1964). ISBN:0804709467. * There is a photocopy packet available at Target Copy on Tennessee St containing the lecture outlines. COURSE REQUIREMENTS Read these requirements closely, because they tell you all you need to know about the operation of the class and the requirements for your paper. Don't read these once and then forget them, because you'll be judged on the basis of them. _ATTENDANCE_ : I only take attendance on Fridays, partly to get to know students' names, and partly to make sure people give sufficient importance to this part of the course. Part of your discussion grade is also a grade for attendance -which means showing up for lecture on time. If you happen to be late for lecture once during the semester, I'll overlook it. If you're someone who makes a habit of walking in after I begin lecturing then you'll feel the impact quite significantly in your semester grade. _READING_ : All students must complete the reading for the course. (Note that several of the books are heavily abridged and are much shorter than they appear). Weekly assignments are indicated in the syllabus. It is very important for you to complete the reading in time for the Friday discussion. _DISCUSSIONS_ : On Fridays, class will be devoted to a discussion of the issues raised in lectures and in the reading. You will not be able to do well in the discussions if you haven't kept up with your reading. It is expected that you will have finished the week's reading assignment by the time of the Friday discussion. As much as possible, the discussions will be a friendly exchange of ideas and opinions. The discussions are intended to be fun and enriching, not threatening. Don't feel intimidated by a lack of background in history; often there is no one "right" answer to the questions being discussed, and undergraduates always do as well as graduate students in these sessions. Part of your grade for the semester will be based on your active participation (talking) in the discussions, so it is important to show up and take part. Their purpose is to give you practice speaking about and challenging ideas, instead of just memorizing them. _PAPERS_ : For undergraduates, there will be one paper, 8 pages long, DUE IN CLASS ON MONDAY NOV 26. All papers must be double-spaced, and type-written or printed by computer. Handwritten papers will not be accepted. Papers should be stapled together; please do not use paper or plastic folders to bind them. Papers should be submitted with a separate title page on the front, with a title, the student's name, and the name of the course. Do not put your name inside the paper, as each will be read with the title page turned back in order to assure an objective, neutral reading of the essay. This way your performance in class discussion should not influence your paper grade. No paper extensions, even in the event of a nuclear war. For every day the paper is late, it will drop a full grade (for example, from a B+ to a C+). These papers are to be "think papers" instead of research papers. I want to know your perceptions and ideas. The papers will be graded on the strength of their ideas, their ability to advance a thesis or interpretation, and on how well they are written (their use of language, spelling, punctuation, and syntax). Naturally, any plagiarism (having someone write the paper for you, or copying it from another source) will result in an immediate failure of the entire course. Use endnotes to indicate page numbers for any quotes you use, or to tell the reader when you have borrowed ideas from another author. The paper should be written on the following topic: Discuss the ideas of one of the other authors in relation to Emersonianism. Choose one writer or figure (for example, use Winthrop, Franklin, Tocqueville, Whitman, Douglass, or Lincoln) and indicate the way in which their ideas either agree with or contradict Emerson's outlook. Is there a way in which they partake somewhat in Emersonianism? Or, conversely, do they provide a challenge to Emersonianism? What is Emersonianism, anyway? _STUDENTS WITH DISABILITIES_ : Students with disabilities covered by the Americans with Disabilities Act should follow these steps: 1) Provide documentation of your disability to the Office of Disabled Student Services (08 Kellum Hall, 644-9566). 2) Bring a statement from the Office of Disabled Student Services indicating that you have registered with them to your instructor the first week of class. The statement should indicate the special accommodations you require. _EXAMS_ : There will be two exams during the course of the semester -a midterm and a final. Both of the tests will be a combination of ten short identifications and one essay question. As in the papers, the exams will be judged on the strength of their ideas, their ability to advance a thesis or interpretation, and their use of language, spelling, punctuation, and syntax. Make sure to write legibly enough to be understood. Bring blue books for the exam. Put your name on the front, but not inside--to insure a neutral reading. _GRADES_ (FOR UNDERGRADUATES): Each of the four components of the class will count 25% toward the final grade: the two exams, the paper, and class discussion. _COURSE WEB SITE_ : This course has its own page, linked through my web site at: http://mailer.fsu.edu/~njumonvi . Hey, come to think of it, you're already here. _OFFICE HOURS_ : Fridays 11-12 in Johnston 239. * * * CLASS SCHEDULE RELIGION AND MISSION IN COLONIAL AMERICA _Week 1_ Mon, Aug 27: Opening. The Puritan sense of mission, 1628-1680. Wed, Aug 29: The Puritan intellectual outlook. Fri, Aug 31: Discussion Reading: <NAME>, _The Puritan Dilemma_ , chapters 1-6. _Week 2_ Mon, Sep 3: LABOR DAY HOLIDAY Wed, Sep 5: Puritan political and social ideas. Fri, Sep 7: Discussion. Reading: <NAME>, _The Puritan Dilemma_ , chapters 6-12. _Week 3_ Mon, Sep 10: Early thought in the Southern and Middle Colonies, 1620-1750. Wed, Sep 12: <NAME>, 1706-1790. Fri, Sep 14: Discussion. Reading: <NAME>, _The Autobiography of <NAME>_ , first half. http://www.earlyamerica.com/lives/franklin/ POLITICS AND RATIONALITY IN AMERICAN CULTURE _Week 4_ Mon, Sep 17: <NAME> and the First Great Awakening, 1730-1760. Wed, Sep 19: The Ideological Background of the Revolution, 1700-1770. Fri, Sep 21: Discussion. Reading: <NAME>, _The Autobiography of <NAME>_ , second half. http://www.earlyamerica.com/lives/franklin/ <NAME> and <NAME>, _Cato's Letters,_ vol. 1, no. 15. _Week 5_ Mon, Sep 24: The tracts and pamphlets of the Revolution, 1761-1776. Wed, Sep 26: The Federalists, 1780s. Fri, Sep 28: Discussion. Reading: <NAME> and <NAME>, _Federalist Papers._ Read numbers 10, 15, 23, 48, and 51. <NAME> and <NAME>, _Cato's Letters,_ vol. 1, no. 31. <NAME> and <NAME>, _Cato's Letters,_ vol. 1, no. 33. _Week 6_ Mon, Oct 1: The Antifederalists, 1780s. Wed, Oct 3: Jeffersonianism, 1770s-1808. Fri, Oct 5: Discussion. Reading: <NAME>, _The Portable Jefferson_. Read: * Declaration of Independence," http://www.nara.gov/exhall/charters/declaration/declaration.html * "Bill for Establishing Religious Freedom," http://etext.virginia.edu/toc/modeng/public/JefPapr.html , #3 * "The Kentucky Resolutions," http://etext.virginia.edu/toc/modeng/public/JefPapr.html , #13 * "Report of the Commissioners for the Univ of Virginia," http://etext.virginia.edu/toc/modeng/public/JefPapr.html , #14 * "Notes on the State of Virginia" (In the book: pages 122-50, 177-199, and 208-217.) http://etext.virginia.edu/toc/modeng/public/JefVirg.html , Queries 8, 14, 17-19. * Letters (In the book: pages 415-18, 428-33, 438-40, 444-51, 544-47, and 567-69.) http://etext.virginia.edu/toc/modeng/public/JefLett.html To <NAME>: 1/30/1787, 12/20/1787, 3/15/1789, 9/6/1789. To <NAME>: 8/25/1814. To <NAME>: 4/22/1820. * (Optional) Crevecoeur, _Letters from an American Farmer_ , "What is an American?" http://xroads.virginia.edu/~HYPER/CREV/letter03.html _Week 7_ Mon, Oct 8: The Enlightenment in America, 1750-1820. Wed, Oct 10: Women and ideas in the young nation, 1770-1830. Fri, Oct 12: Discussion Reading: Review previous reading for the exam. THE ROMANTIC REVOLUTION _Week 8_ Mon, Oct 15: MIDTERM EXAM. Wed, Oct 17: Thought of Jacksonians and Whigs, 1825-1850. Fri, Oct 19: Work on papers. Reading: <NAME>, _The Portable Emerson_. Read: "Nature" http://www.rwe.org/pages/Nature_html.htm (all chapters of this in the online version) "The Divinity School Address" http://www.rwe.org/works/Nature_addresses_2_Divinity_School_Address.htm _Week 9_ Mon, Oct 22: Transcendentalism: Emerson and the Romantic revolution, 1830-1860. Wed, Oct 24: Transcendentalism: Social concern and the community. Fri, Oct 26: Discussion. Reading: <NAME>, _The Portable Emerson_. Read: "The Fugitive Slave Law," "Letter to President <NAME>," and "<NAME>: Speech at Salem." (I don't have online copies of these.) "Self-Reliance," http://www.rwe.org/works/Essays-1st_Series_02_Self- Reliance.htm "The American Scholar," http://www.rwe.org/works/Essays-1st_Series_02_Self- Reliance.htm _Week 10_ Mon, Oct 29: The beginning of the "letters tradition" in America. Wed, Oct 31: Manifest Destiny, the West, and frontier humor. Fri, Nov 2: Discussion. Reading: Tocqueville, _Democracy in America_. Read pages: 50-57, 231-76, and 429-75. Online, read: http://xroads.virginia.edu/~HYPER/DETOC/1_ch03.htm http://xroads.virginia.edu/~HYPER/DETOC/1_ch14.htm http://xroads.virginia.edu/~HYPER/DETOC/1_ch15.htm http://xroads.virginia.edu/~HYPER/DETOC/1_ch16.htm Also read, in http://xroads.virginia.edu/~HYPER/DETOC/toc_indx.html : VOLUME II, SECTION 1: Chap 1, "Philosophical Method of The Americans," _THROUGH_ Chap 14, "The Trade of Literature." _Week 11_ Mon, Nov 5: Romantic art and the romantic novel, 1830-1860. Wed, Nov 7: Tocqueville, 1830s-1840s. Fri, Nov 9: Discussion. Reading: Tocqueville, _Democracy in America_. In the book, read pages 503-67, 590-608, 667-70, and 690-705. http://xroads.virginia.edu/~HYPER/DETOC/toc_indx.html Read: VOLUME II, SECTION 2: Entire. Chap 1, "Why Democratic Nations Show a More Ardent...." _THROUGH_ Chap 20, "How an Aristocracy may be Created by Manufactures." VOLUME II, SECTION 3: Chap 1: "How Customs are Softened...." Chap 2: "How Democracy Renders the Social Intercourse...." Chap 9, "Education of Young Women in The United States" _THROUGH_ Chap 14, "Some Reflections on American Manners." VOLUME II, SECTION 4: Chap 1: "Influence of Democratic Ideas and Feelings...." Chap 2: "That the Opinions of Democratic Nations...." Chap 6: "What sort of Despotism...." Chap 7: "Continuation of the Preceding Chapters" Chap 8: "General Survey of the Subject" _Week 12_ Mon, Nov 12: VETERANS DAY HOLIDAY Wed, Nov 14: Whitman, 1840s-1860s. Fri, Nov 16: Discussion. Reading: <NAME>, _Portable Walt Whitman_. Read "Song of Myself," "Crossing Brooklyn Ferry," and "Song of the Open Road." http://jefferson.village.virginia.edu/whitman/works/leaves/1882/text/frameset.html RACE, SECTIONALISM, AND GENDER IN AMERICAN IDEAS _Week 13_ Mon, Nov 19: Calhoun, Fitzhugh, and the Southern perspective on sectionalism and slavery, 1830-1870. Wed, Nov 21: Women and 19th century American culture, 1830-1880. Fri, Nov 23: THANKSGIVING HOLIDAY Reading: <NAME>, _The Feminization of American Culture_. Read pages 3-164. _Week 14_ Mon, Nov 26: Lincoln, Douglas, and other Northerners on the Civil War, 1840-1870. PAPER DUE IN CLASS TODAY. Wed, Nov 28: Abolitionism and black intellectuals, 1820s-1860s. Fri, Nov 30: Discussion Reading: <NAME>, _Narrative of the Life of Frederick Douglass._ http://sunsite.berkeley.edu/Literature/Douglass/Autobiography/ BEGINNING OF AN INDUSTRIAL AND MATERIAL CULTURE _Week 15_ Mon, Dec 3: The advent of literary realism: <NAME>, 1865-1880. Wed, Dec 5: Ambition and the justification of industrial capitalism: Alger, Conwell, and Carnegie, 1860-1880. Fri, Dec 7: Discussion. Reading: <NAME>, _Abr<NAME>: A Documentary Portrait_. Read the following addresses: 3-4, 6-7, 18-20, 23, 25-26, 28-30, 32-33, 36, 40-41, 44, 68-69, 87, 105. Or read online: http://lincoln.lib.niu.edu/cgi- bin/navigate?/lib35/artfl1/databases/sources/IMAGE/.167 http://lincoln.lib.niu.edu/cgi- bin/navigate?/lib35/artfl1/databases/sources/IMAGE/.171 http://lincoln.lib.niu.edu/cgi- bin/navigate?/lib35/artfl1/databases/sources/IMAGE/.354 http://lincoln.lib.niu.edu/cgi- bin/navigate?/lib35/artfl1/databases/sources/IMAGE/.357 http://lincoln.lib.niu.edu/cgi- bin/navigate?/lib35/artfl1/databases/sources/IMAGE/.550 http://showcase.netins.net/web/creative/lincoln/speeches/1inaug.htm http://showcase.netins.net/web/creative/lincoln/speeches/inaug2.htm _Week 16_ Fri, Dec 14: FINAL EXAM from 7:30 to 9:30 am in this room. * * * <file_sep>![](http://history.hanover.edu/pictures/bars/magenta_thin.gif) History of the American Midwest <NAME> Fall 2001 866-7211 <EMAIL> ![](http://history.hanover.edu/pictures/bars/magenta_thin.gif) Quick Links First Page \| Week 1 \| Week 2 \| Week 3 \| Week 4 ---\|---\|---\|---\|--- Week 5 \| Week 6 \| Week 7 \| Week 8 \| Week 9 Week 10 \| Week 11 \| Week 12 \| Week 13 \| Week 14 \| ![](http://history.hanover.edu/pictures/bars/magenta_thin.gif) Course description and required texts: This course offers an overview of America's heartland from the time of European contact through the twentieth century. The term "Midwest" has been applied to a large area - as many as twelve states - and implies that there is a homogeneity about the region. In fact, the Midwest is diverse; it has a rich, complex history, and it eludes clear definition. Often characterized as hospitable and hard-working if wholesome and drab, Midwesterners themselves are unclear about what it means to be Midwestern, though they sense that there is something quintessentially American about it. Although the course considers the Midwest as a whole, it focuses on history of the "eastern" or "lower" Midwest - the "Old Northwest" created in 1787. The seventeenth century saw interaction among Native Americans and French explorers, missionaries, trappers, and traders. Through the eighteenth century, European powers and the new United States struggled to dominate the region. In the nineteenth century, upland southerners, northerners, and European immigrants settled as boosters praised the region as one of progress, free labor, and prosperity, despite the displacement of Native Americans and racism. The twentieth century was a time of industrialization, urbanization, progressive politics and charges of provinciality, prosperity, a "rustbelt" economy, and attempts at renaissance. As we look at this history, we can ponder what being Midwestern means. The required texts are: <NAME>, _The Shawnee Prophet_ <NAME>, _Sugar Creek: Life on the Illinois Prairie_ <NAME> and <NAME>, eds., _Midwestern Women: Work, Community, and Leadership at the Crossroads_ <NAME>, _La Salle and the Discovery of the Great West_ <NAME>, _Cities of the Heartland: The Rise and Fall of the Industrial Midwest_ Some required readings are on reserve in Duggan Library or online. There are also several films. The final course grade will be calculated from the following: > _Three exams_. One is a take-home essay exam (5%). Two are in-class exams: a midterm (25%) and a final (30%). Students are expected to take the exams on the days scheduled. In cases of necessity, requests for make-ups should be made _before_ the day of the exam. > > > A two-page _book review_ (10%). Consulting the instructor, each student will choose a monograph and write a review of it. The review should state the book's argument, the sources and methods employed, briefly summarize the text, and assess the strength of the interpretation. > > A _paper_ with _presentation_ (7-10 pages in length) (20%). This paper will be an analysis of a topic selected by the student and approved by the instructor. > > _Class participation_ (10%) includes collegial involvement in class discussions. > > Topics and Reading Assignments: > > 1 > Midwestern Distinctiveness? > > Sept. 3: Introduction > > Sept. 5: The Midwest and the Nation > <NAME>, "The Significance of the Frontier in American History" > > Sept 7: A Midwestern Perspective? > <NAME>, _The Middle West: Its Meaning in American Culture_ , 1-26 (on reserve) > <NAME>, _Midwest at Noon_ , xvii-xxi, 3-7 (on reserve) > > 2 > Native American Life, European Contact, and Contest for Empire > > Sept. 10: The First Inhabitants > > Sept. 12: Native American Life > <NAME>, "For the Good of Her People: Continuity and Change for Native Women of the Midwest, 1650-1850" in _Midwestern Women_ , 95-120 > > Sept. 14: French Exploration and Contact > <NAME>, _La Salle and the Discovery of the Great West_ > > 3 > > > Sept. 17: French Exploration and Contact > French Exploration and Contact <NAME>, _La Salle and the Discovery of the Great West_ > > Sept. 19: British and French Contest for Empire > <NAME>, _Sugar Creek_ , 3-24 > > Sept. 20: Take-Home Exam Due by 5:00 > > Sept. 21: The American Revolution > <NAME>, _The Conquest of the Illinois_ , Milo Quaife, ed. > > 4 > The Northwest Territory > > Sept. 24: Planning the Northwest; The Northwest Ordinance, 1787 > > Sept. 26: Conquering the Northwest, 1790-1795: Harmar, St. Clair, and Wayne > <NAME>, _Burnet's Notes on the North-Western Territory_ > Faragher, _Sugar Creek_ , 25-43 > > Sept. 28: Exploring the West: The Lewis and Clark Expedition, 1804-1806 > > > 5 > > > Oct. 1: The War of 1812 in the Northwest > <NAME>, _Shawnee Prophet_ > > The Antebellum West > > Oct. 3: Migration and Settlement Patterns: Upland Southerner and Yankee > <NAME>, _Frontier Illinois_ , 246-267 (on reserve) > Faragher, _Sugar Creek_ , 44-60 > > Oct. 5: Life on the Western Frontier > <NAME>, "'The Indescribable Care Devolving upon a Housewife': Women's and Men's Perceptions of Pioneer Foodways on the Midwestern Frontier, 1780-1860" in _Midwestern Women_ , 181-203 > > 6 > > Oct. 8: Midterm Exam > > Oct. 10: Life on the Western Frontier > Faragher, _Sugar Creek_ , 61-118 > > Oct. 12: Reform on the Frontier: Revivalism and Utopian Communities > <NAME>, _Autobiography_ , 43-49 (on reserve) > Thomas and <NAME>, letters in _New Harmony, An Adventure in Happiness_ , <NAME>, Jr., ed., 7-11, 12-15, 35-40, 70-74 (on reserve) > > (Fall Break begins at close of class day: class resumes Wednesday, Oct. 17) > > 7 > > Oct 17: Politics and Community in the Antebellum West > Faragher, _Sugar Creek_ , 121-170 > > Oct. 19: Economic Development; Indian Affairs > > 8 > > Oct. 22: Community and Economic Change > Faragher, _Sugar Creek_ , 173-237 > > Oct. 24: The Midwest and the Civil War > <NAME>, _The Copperheads in the Middle West_ , 1-39 (on reserve) > > The Midwest Emerges > > Oct. 26: Creating the Urban Network > <NAME>, _Cities of the Heartland_ , 1-47 > > 9 > > Oct. 29: Midwestern Cities and Urban Culture, 1870-1900 > Teaford, _Cities of the Heartland_ , 48-101 > > The Midwest in the Vanguard > > Oct. 31: Progressive Era Politics in the Midwest > <NAME>, _La Follette's Autobiography_ > > Nov. 2: Midwestern Women and Community in the Progressive Era > <NAME>, "<NAME> and Municipal Housekeeping: Women's Political Activism in Chicago, 1890-1920," in _Midwestern Women_ , 60-75 > <NAME>, "Sisterhood and Community: The Sisters of Charity and African American Women's Health Care in Indianapolis, 1876-1920," in _Midwestern Women_ , 158-177 > > 10 > > Nov. 5: The Midwest in the New Century > Teaford, _Cities of the Heartland_ , 136-173 > > The Midwest, 1920-1945 > > Nov. 7: Critiques of Midwestern Life > <NAME>'s _Main Street_ and Sherwood Anderson's _Winesburg, Ohio_ > > Nov. 9: The Rural Midwest > <NAME>, "Changing Times: Iowa Farm Women and Home Economics Cooperative Extension in the 1920s and 1950s," in _Midwestern Women_ , 204-222 > > 11 > > Nov. 12: Troubled Decades > Teaford, _Cities of the Heartland_ , 174-210 > > Nov. 14: Indiana in World War II > _The Town_ (film) > <NAME>, "Women, Unions, and Debates over Work during World War II in Indiana," in _Midwestern Women_ , 223-240 > > Midwestern Identity since 1945 > > Nov. 16: Midwesterners in the 1950s > <NAME>, from _Amid the Alien Corn_ in _Indiana History: A Book of Readings_ , 421-430 (on reserve) > _Hoosiers_ (film) > > 12 > > Nov. 19: The Midwest since 1970 > <NAME>, 'Making Rate': _Mexicana_ Immigrant Workers in an Illinois Electronics Plant" in _Midwestern Women_ , 241-256 > _Breaking Away_ (film) > > (Thanksgiving Break begins at close of class day, Nov. 20, and class resumes Nov. 26)_ > > 13 > > Nov. 26: Rust Belt > Teaford, _Cities of the Heartland_ , 211-255 > > Nov. 28: Presentation and Discussion of Papers > > Nov. 30: Presentation and Discussion of Papers > > 14 > > Dec. 3: Midwestern Identity > Hutton, _Midwest at Noon_ , 163-178 (on reserve) > Papers Due_ > > Dec. 5: Midwestern Identity > > Dec. 7: Conclusion and Final Review > > > > > Dec. 13-17 Final Exam Week > > > > > > > > > > <file_sep>George Mason University George Mason University School of Law Products Liability Winter 2000 Professor Krauss Syllabus _Overview_ Products Liability is, with the _possible_ exception of Constitutional Law, the most controversial area of American law. Products Liability has acquired a life of its own in America - thus this course instead of one rushed week in an already crowded Torts curriculum. The exploration of Products Liability problems is a stimulating (and at times frustrating...) one. This is a topical course, but it is a difficult one, too. Why is it difficult? Because we're going to get to the bottom of the "crisis" that allegedly plagues Products Liability. _Compulsory Texts, Organization of Classes, etc._ An estimated time allocation for class sessions follows. Page numbers refer to the casebook (Owen, Montgomery & Keeton, _Products Liability & Safety_, 3d ed., 1996, as modified by the 2000 supplement).[1] Problems are from Lebel _et al_., _Products Liability Problems_. The monograph is Krauss, _Fire and Smoke: Government Tort Suits and the Rule of Law_ (1999). All these should be purchased. * * * * * * * * * * * Week # _Title_ __ \| Name of sub-component __ \| Pages in Casebook (or elswhere), plus Problems to be read before class __ ---\|---\|--- 1 _ _ _ Theoretical Overview of Products Liability_ __ \| a) Introduction to Course b) Economic Analysis and Products Liability __ \| a) 1-36, Problem 1 b) Handouts from Prof. Krauss __ 2 _ _ _ Theories of Manufacturer Liability_ \| a) Negligence b) Warranty \| a) 51-73 b) 80-110; 124-137; Problem 4 3\. _ _ _Theories of Manufacturer Liability (ctd);_ _ _ \| c) Strict liability \| c) 150-187; Problem 7 <NAME>, "The Invention of Enterprise Liability", full cite on p. 158 of casebook. 4\. _ Concept of Defectiveness _ \| a) Intro b) Defect-specific notions of defectiveness \| a) 180-209; 218-233; Problem 8 b) 242-256; Problem 11 5\. _Concept of Defectiveness_ _(ctd.);_ \| c) Proof of harm by defective manufacture d) Proof of harm by Defective design \| c) 257-271; Problem 12 d) 282-329; Problem 14 6\. _Concept of Defectiveness_ _(ctd.);_ _ _ \| e) Proof of harm by Defective marketing \| e) 329-369; Problem 15 7. _Regulating Defectiveness_ \| a) Direct Regulation b) Preemption \| a) 370-389; Problem 16 b) 389-422; Problem 17 8\. _Limiting Defectiveness through user choice_ \| Generic Risks \| 440-471; Problem 19; 9. _Limiting Defectiveness Through Passage of Time_ \| The "state of the art" defense \| 499-529; 538-547; Problem 24 10\. _Causation in Products Liability_ \| a) Cause in fact b) Proximate Causation \| a) 574-602; Problem 28 b) 613-637; Problem 31 11\. _User 's negligence _ \| \| 471-487; 650-682 12\. _Non-manufacturing defendants_ \| a) Retailers, wholesalers, component part makers b) Allocating responsibility \| a) 748-763 b) 806-836; Problems 46,47 13\. _Auto Litigation_ \| \| 893-918; 929-952; Problems 53, 55, 56 14\. _Government as Product Liability Plaintiff_ \| Recoupment suits \| Krauss monograph ## Evaluation _Assuming that twenty-five or fewer students are enrolled in the course_ , there will be no final exam. The final grade will be accounted for in one of two ways: you may EITHER prepare a paper (minimum 20 pages, maximum 30 pages) on one products liability issue, and submit it to me at the last class, OR you may submit 5 mini-papers in answer to five of the problems assigned in the readings. The mini-papers (minimum 4 typed double-spaced pages, maximum 8 pages each) will be graded the way diving competitions are evaluated -- so _do not cavalierly choose easy questions, as these will be much more rigorously graded._ If you choose one of the longer papers, you must sign up by February 1. I encourage you to consider this latter option. In preparing your paper or mini-papers, be as thorough, as creative and (most important of all) as theoretical as interest and available time allow! Each mini-paper must be handed in before the beginning of the class during which the chapter containing the relevant problem will be discussed. Refer to the schedule above to get an idea of the dates. [If you are going to miss a particular class, your mini-paper must be faxed to me before the beginning of class.] Class attendance is a must. You must attend 80% of classes to avoid "capital punishment" (or at least, its grading equivalent...). And you must be prepared for class (i.e., compulsory readings must be done beforehand). You each may use _one_ "pass", at your discretion, by coming to see me _before_ class begins and asking not to be called on. If I call on you and you are not prepared for class, and have not taken a pass that day, you have in my view committed a serious breach of trust. This will result in a minus one-notch penalty. On the other hand, if your comments are frequently very helpful to the discussion, you will receive a one-notch bonus on your final grade. * * * [1] NB: _You are responsible for always adding the relevant pages from the 2000 supplement to the Owen casebook: Sometimes the supplement REPLACES pages in the casebook!_ <file_sep>Civil Rights USA Summer 2002 No First Day Mandatory Attendance _UNIVERSITY OF SOUTH FLORIDA_ _USF TELECOURSES_ Lakeland Campus: 57067 AFA AFA 4931 Sec. 151 [3 Credits] Sarasota Campus: 57388 AFA AFA 4931 Sec. 551 [3 Credits] Please be aware that this syllabus is subject to change. SYLLABUS CHANGED 0 7/11/2002 Date for Review #3 Added Please be sure to check the hotline at 974-3063 or this website regularly for changes as they will be posted here as soon as we become aware of them. --- Tampa students: If you are a Tampa student, but are registered in either the Lakeland section or Sarasota section of AFA 4931, you may take your exams on the Tampa campus in SVC 1072 the office of Distance Learning Student Support, Educational Outreach. The office is open from 8:00 am - 7:00 pm Mon - Thurs, 8:00 am - 5:00 pm Fri. If you wish to take your exams in this office, please call (813) 974-2996 to schedule an appointment. You do not need the instructor's permission to schedule an exam on the Tampa campus, but students must call in advance to schedule exams. **Tampa students meet for optional reviews in CIS 1046 from 6:00 - 8:00pm the same dates at the Lakeland and Sarasota sections Exam #1 should be taken by Monday 6/10. Exam #2 should be taken by Monday 7/01. Exam #3 should be taken by Monday 7/22. If you need to take the exam later than these dates, please contact the Distance Learning Student Support office and ask for <NAME> or <NAME> at (813) 974-2996 or send email to <EMAIL> or <EMAIL>. * * * Instructor: Dr. <NAME>, Government and International Affairs Office Address: SOC 352 (Tampa Campus) Office Phone: 974-3640 (Dr. Morehouse) 974-2384; (Political Science dept.) 974-2427; (Africana Studies dept.) Office Hours: TBA E-mail: _<EMAIL>_ Educational Outreach: 974-2996 (Distance Learning Student Support); 974-3063 (24 hr. Info Line). Telecourse Rentals: You may rent "Eyes on the Prize" from RMI Media Productions for $55.00. Call 1-800-745-5480 for details or visit their website at http://www.rmimedia.com/ Distance Learning Student Support Information: Coordinator: <NAME> Email: <EMAIL> Office Location: SVC 1072 (map grid: D3) Office Hours: Monday - Thursday 8:00 am - 7:00 pm Friday 8:00 am - 5:00pm Phone: (813) 974-2996; 974-3063 (24 Hour Info Line) * * * Textbooks: Since there is not a Tampa section of this course, the books will _not_ be available at the bookstore on campus. However, you may purchase them at the Bookcenter for USF on the corner of Fowler Ave. and McKinley Drive. Call 977-3077 for additional information. Students may order the books on line through the Lakeland bookstore by going to the following website: http://www.polk-usf.bkstr.com/ _Voices of Freedom: An Oral History of the Civil Rights Movement from the 1950s Through The 1980s_ , <NAME> and <NAME>. ISBN# 0553352326. _Eyes on the Prize Reader_ , ed. <NAME> et al. ISBN# 0140154035 -Books are available at the regional campuses. _Eyes on the Prize Reader Student Study Guide_ is available from SVC 1072. It is not attached to the syllabus from the Internet, so contact the Telecourse office, as this material is available outside of SVC 1072. Regional campus students should contact Toni Moment at Lakeland Campus and <NAME> at Sarasota Campus to obtain a copy of the study guide. It is a lengthy document of over 40 pages and cannot be faxed. Dr. Morehouse will distribute these study guides at the orientation session in Tampa. Tampa Students: Since there is not a Tampa section of this course, the books will not be available at the bookstore on campus. However, you may purchase them at the Bookcenter for USF on the corner of Fowler Ave. and McKinley Drive. Call 977-3077 for additional information. Students may order the books on line through the Lakeland bookstore by going to the following website: http://www.polk-usf.bkstr.com/ Course Objectives: This course explores the history of the civil rights struggle - its origins, its development, through the fourteen-part PBS program, Eyes on the Prize I and II. Students enrolled in the course will: (1) Gain an understanding of the historical and cultural significance of the civil rights struggle in the United States and of the civil rights movement of the 1950s-1970s; (2) Learn the major issues that were contested by the leaders of the movement, their sympathizers, and their adversaries; (3) Learn how movement actions in various U.S. communities took form, and how they affected local, regional, and national discussions of civil rights issues; (4) Acquire knowledge necessary to identify and to assess the strategic decisions that were made by movement leaders at critical points of the civil rights struggle in light of the needs and goals of the movement at the time; (5) Discover how the mass media and the churches influenced - and were influenced by - the civil rights movement. Course Requirements: _Students are required to:_ Watch all fourteen episodes of Eyes on the Prize I and II. Read the assigned material. * * * Meetings: Call the information line (974-3063) in advance for any room changes or visit this course website regularly for updated information. Dues to a conflict in studio availability , as of 5/08 the following changes have been made: The orientation originally scheduled for Tues 5/21 is now Fri, 5/17. Review #1 originally scheduled for Tues, 6/04 is now Thurs, 6/06 Review #2 originally scheduled for Tues, 6/25 is now Thurs, 6/27 Review #3 originally scheduled for Tues, 7/09 is now Thurs, 7/18 * this review may end up being rescheduled to one week ahead (7/11) to accommodate Session C. Please refer to this website for updated information. Please keep in mind that all review sessions and orientation are Voluntary. These meetings are videotaped and kept on file in SVC 1072 on the Tampa campus and all regional campuses have copies of the review sessions on file. Since the reviews do not change from semester to semester, this will not be detrimental. Lakeland : ORIENTATION \| Friday \| 05/17 \| 6:00 \- 8:00pm \| (Originating from Tampa) CIS 1046 Room 1270 ---\|---\|---\|---\|--- REVIEW #1 \| Thursday \| 06/06 \| 6:00 \- 8:00pm \| Room 1270 EXAM #1 \| Saturday \| 06/08 \| 10:00am \- 12:00pm \| Room 1274 REVIEW #2 \| Thursday \| 06/27 \| 6:00 \- 8:00pm \| Room 1270 EXAM #2 \| Saturday \| 06/29 \| 10:00am \- 12:00pm \| Room 1274 REVIEW #3 \| Thursday \| 07/18 \| 6:00 \- 8:00pm \| Room 1270 EXAM #3 \| TBA \| TBA \| 10:00am \- 12:00pm \| Room 1274 Sarasota : ORIENTATION \| Friday \| 5/17 \| 6:00 \- 8:00pm \| LBR 209 ---\|---\|---\|---\|--- REVIEW #1 \| Thursday \| 6/06 \| 6:00 \- 8:00pm \| PMA 213 EXAM #1 \| Saturday \| 6/08 \| 10:00am - 12:00pm \| PMA 213 REVIEW #2 \| Thursday \| 6/27 \| 6:00 \- 8:00pm \| PMA 213 EXAM #2 \| Saturday \| 6/29 \| 10:00am - 12:00pm \| PMA 215 REVIEW #3 \| Thursday \| 7/18* \| 6:00 \- 8:00pm \| PMA 213 EXAM #3 \| Saturday \| 7/20 \| 10:00am - 12:00pm \| PMA 213 Tampa students: If you are a Tampa student, but are registered in either the Lakeland section or Sarasota section of AFA 4931, you may take your exams on the Tampa campus in SVC 1072 the office of Distance Learning Student Support, Educational Outreach. The office is open from 8:00 am - 7:00 pm Mon - Thurs, 8:00 am - 5:00 pm Fri. If you wish to take your exams in this office, please call (813) 974-2996 to schedule an appointment. You do not need the instructor's permission to schedule an exam on the Tampa campus, but students must call in advance to schedule exams. **Tampa students meet for optional reviews in CIS 1046 from 6:00 - 8:00pm the same dates at the Lakeland and Sarasota sections. Exam #1 should be taken by Monday 6/10. Exam #2 should be taken by Monday 7/01. Exam #3 should be taken by Monday 7/22. If you need to take the exam later than these dates, please contact the Distance Learning Student Support office and ask for <NAME> or <NAME> at (813) 974-2996 or send email to <EMAIL> or <EMAIL>. Note: Be sure to bring a valid student ID or other photo ID to your exam, as well as several sharpened #2 pencils and an eraser. Make-Up Exams: Makeup exams will be essay in format and only given with a written statement from your doctor. You must contact your instructor to get approval. Make-Up Exam Policy: Please mark your calendar immediately with exam dates so that you know in advance when your exams are scheduled. If you see a conflict immediately upon receipt of the syllabus, it is your responsibility to inform the Student Support office of the conflict and to submit a request for a make-up exam with supporting documentation in order for your request to be considered. All requests must be make prior to the scheduled exam. Generally, make-up exams are ESSAY in format so it is highly recommended that you arrange to take your exam at the scheduled time indicated in the syllabus. Review Sessions: Most review sessions are videotaped so if you cannot attend the review, videotapes may be viewed in the office during office hours. Some reviews are available for checkout on an overnight basis only; students must arrange for this by calling the Student Support office in advance. The tapes will be available for check out at 4:30pm and must be returned by the following morning at 9:00am. Grading Procedures: Credit may be earned by letter grade or S/U. In order to receive an S/U grade you must obtain an S/U contract from the Student Support office in SVC 1072. Both you and the professor must sign this contract and you must turn this in to the professor by the due date specified by your professor. Final letter grades will be determined on an accumulated percentile basis, as follows: 90+% = A 80+% = B 70+% = C 60+% = D Less than 60% = F Note: Grades will be posted in the Telecourse office (SVC 1072). Please wait at least one week after taking the exam. GRADES WILL NOT BE GIVEN OUT OVER THE PHONE!!! If you wish to have your grade mailed to you, please provide the office with a self-addressed stamped envelope and your grade will be mailed to you as soon as it is posted. Our address is: Distance Learning Student Support Services, SVC 1072, USF., 4202 E. Fowler Ave., Tampa, FL 33620. Reading and Video Schedule (Not Broadcast. Videotapes are available for checkout in the Office of Distance Learning Student Support Services, SVC 1072 or from RMI Media Productions. Call 1-800-745-5480. Students may also view the videos in the UMC, 6th floor, Tampa Campus Library) CIVIL RIGHTS, USA - EYES ON THE PRIZE VIEWING SCHEDULE AND READINGS PART ONE: AMERICA'S CIVIL RIGHTS YEARS V-1 AWAKENING (1954-1956) Prologue and Ch. 1 Eyes of the Prize Reader Chs. 1 & 2 Voices of Freedom V-2 FIGHTING BACK (1957-1962) Ch. 2 Eyes of the Prize Reader Chs. 3 & 7 Voices of Freedom V-3 AIN'T SCARED OF YOUR JAILS (1960-1961) Ch. 3 Eyes of the Prize Reader Chs. 4 & 5 Voices of Freedom V-4 NO EASY WALK (1961-1963) Ch. 4 Eyes of the Prize Reader Chs. 6, 8, 10, & 11 Voices of Freedom Exam #1 will have content from the above videos (V1 - V4) and the following readings from Eyes on the Prize Reader Prologue and Chapters 1 through 4, and Voice of Freedom Chapters 1, 2, 3, 7, 4, 5, 6, 8, 10, & 11. Concerning the readings, there will be more emphasis on the readings from the Eyes on the Prize Reader than on the Voices of Freedom text. _________________________________________________________________________________________________________ V-5 MISSISSIPPI: IS THIS AMERICA? (1962-1964) Ch. 5 Eyes of the Prize Reader Chs. 9 & 12 Voices of Freedom V-6 BRIDGE TO FREEDOM (1965) Ch. 6 Eyes of the Prize Reader Ch. 13 Voices of Freedom PART TWO: AMERICA AT THE RACIAL CROSSROADS V-7 THE TIME HAS COME (1964-1966) Ch. 7 Eyes of the Prize Reader Chs. 14, 15 & 16 Voices of Freedom V-8 TWO SOCIETIES (1965-1968) Ch. 8 Eyes of the Prize Reader Chs. 17 & 21 Voices of Freedom V-9 POWER! (1967-1968) Ch. 9 Eyes of the Prize Reader Chs. 20, 22 & 26 Voices of Freedom Exam #2 will have content from the above videos (V5 - V9) and the following readings from Eyes on the Prize Reader Chapters 5 through 9, and Voice of Freedom Chapters 9, 12, 13, 14, 15, 16, 17, 21, 20, 22 & 26. Concerning the readings, there will be more emphasis on the readings from the Eyes on the Prize Reader than on the Voices of Freedom text. ________________________________________________________________________________________________________ V-10 THE PROMISED LAND (1967-1968) Ch. 10 Eyes of the Prize Reader Chs. 19, 24, 25 Voices of Freedom V-11 AIN'T GONNA SHUFFLE NO MORE (1964-1972) Ch. 11 Eyes of the Prize Reader Chs. 18, 23 & 29 Voices of Freedom V-12 A NATION OF LAW? (1968-1971) Ch. 12 Eyes of the Prize Reader Chs. 27 & 28 Voices of Freedom V-13 THE KEYS TO THE KINGDOM (1974-1980) Ch. 13 Eyes of the Prize Reader Chs. 30 and 31 Voices of Freedom V-14 BACK TO THE MOVEMENT (1979 - mid-1980's) Ch. 14 Eyes of the Prize Reader Epilogue Voices of Freedom Exam #3 will have content from the above videos (V10 - V14) and the following readings from Eyes on the Prize Reader Chapters 10 through 14, and Voice of Freedom Chapters 19, 24, 25, 18, 23, 29, 27, 28, 30, 31 & Epilogue. Concerning the readings, there will be more emphasis on the readings from the Eyes on the Prize Reader than on the Voices of Freedom text. __________________________________________________________________________________________________________ <file_sep>### CS 3802 - Introduction to Software Engineering Section A - Fall Semester 1999 Tuesday & Thursday 4:30 - 6:00 PM * * * OVERVIEW * General Information * Syllabus * Grading Policy * Project Information * Project Groups * Samples & Solutions \| INSTRUCTOR: <NAME> * Office: 113 College of Computing * Phone: (404) 385-0595 * Email: <EMAIL> * Office Hours: Open door policy and by appointment ---\|--- TEACHING ASSISTANT: <NAME> * Email: <EMAIL> * Office Hours: Monday, Tuesday, & Thursday 1 - 2 * Office Hours Location: 104A College of Computing TEXTBOOKS * _Software Engineering: A Practitioner's Approach_ Author: <NAME> Publication Information: Fourth Edition, McGraw-Hill, 1997 * _The Mythical Man-Month: Essays on Software Engineering_ Author: <NAME> Publication Information: 20th Anniversary Edition, Addison-Wesley, 1995 * * * GENERAL INFORMATION Prerequisites: CS 2201 or one of the following: CS 2360, CS2390, or CS 2430; and junior standing General Catalog Course Description :Introduction to current techniques used in large-scale software development. Topics include requirements analysis, functional specification, systems design, implementation, testing and maintenance. Goals: * Understand the significance of the various products produced during application design. * Understand the various processes used to manage a software design project. * Practice and improve on group problem solving and communication skills. * Develop insight into how discipline can be used to enhance creativity in design. * * * SYLLABUS Week \| Date \| Topic \| Readings \| Prepared Lecture \| Deliverable ---\|---\|---\|---\|---\|--- 1 \| 09/28 \| Course Overview Introduction to Software Engineering \| * Pressman - 1 & 2 * Brooks - 1 \| View \| Download \| \| 09/30 \| Project Planning Project Introduction & Team Organization \| * Pressman - 3 & 5 * Brooks - 2, 3, & 7 \| \| \| 2 \| 10/05 \| Software Lifecycle Software Process Models \| * Pressman - 4 * Brooks - 16 & 17 \| View \| Download \| Team Organization \| 10/07 \| Requirements Engineering \| * Pressman - 10 & 11 * Brooks - 10 & 15 \| View \| Download \| 3 \| 10/12 \| Requirements Analysis: Structured Techniques \| * Pressman - 12 \| View \| Download \| \| 10/14 \| Requirments Analysis: Object-Oriented Techniques \| * Pressman - 19 & 20 \| View \| Download \| Preliminary Problem Analysis & Project Plan 4 \| 10/19 \| HOLIDAY \| \| \| \| \| 10/21 \| Modeling Case Study Review for Midterm \| \| \| \| Homework #1: Modeling Exercise 5 \| 10/26 \| Midterm Exam \| \| \| \| \| 10/28 \| Mental Health Day SRS Question & Answer Session \| \| \| \| Software Requirements Specification (SRS) 6 \| 11/02 \| Software Design Concepts \| * Pressman - 13 \| View \| Download \| \| 11/04 \| Project Work Day \| \| \| \| 7 \| 11/09 \| Design Review Q & A Software Architecture \| * Brooks - 4 \| View \| Download \| Homework #2A: Design Review Worksheet \| 11/11 \| Design Review \| * Design Review Worksheets \| \| \| Homework #2B: Design Review Poster 8 \| 11/16 \| CLASS CANCELLED \| \| \| \| Homework #3: Design Reflection \| 11/18 \| Design Review Relflections Design Document Q & A Return SRS \| \| \| \| 9 \| 11/23 \| Structured Design Techniques Object-Oriented Design \| * Pressman - 14 * Brooks - 11 * Pressman - 21 \| View \| Download \| Design Document \| 11/25 \| HOLIDAY \| \| \| \| 10 \| 11/30 \| Implementation & Prototyping Testing & Maintenance \| * Brooks - 13 * Pressman - 16, 17, & 22 \| View \| Download \| \| 12/02 \| _TheMythical Man-Month _ Discussion Course Wrap-Up \| * Brooks - 19 \| \| \| 11 \| 12/07 \| Project Presentations \| \| \| \| \| 12/09 \| Project Presentations \| \| \| \| \| 12/10 \| Project Demos \| \| \| \| Prototype Finals \| 12/16 \| Final Exam (8:00 AM - 10:50 AM) \| \| \| \| * * * GRADING POLICY Individual grades for the course will be based on the following: homework assignments, exams, group project work, and class participation. Students taking the class on a Pass/Fail basis will be required to earn a final letter grade of C or better to receive a passing grade. ACADEMIC HONESTY: All students are expected to maintain standards of academic integrity by giving proper credit for all work. All suspected cases of academic dishonesty will be reported and pursued. > * Georgia Tech Academic Honor Code ATTENDANCE POLICY: Unexcused absences from the midterm exam, final exam, design review, or project presentations will result in an automatic failure (F) of the class. All assignments are due at the beginning of class on the due date, unless otherwise specified. Assignments will be accepted up to 24 hours late, with a 10 point late deduction. No assignments will be accepted after 24 hours. CATEGORY \| PERCENTAGE ---\|--- Homework \| 15% Homework #1 - Modeling Exercise \| 5% Homework #2 - Design Review Worksheet & Poster \| 5% Homework #3 - Design Review Reflection \| 5% Midterm Exam \| 10% Project \| 50% Preliminary Problem Analysis & Project Plan \| 5% Software Requirements Specification (SRS) \| 10% Design Document \| 10% Prototype \| 10% Presentation \| 5% Individual Contribution \| 10% Class Participation \| 10% Final Exam \| 15% * * * Georgia Tech Disclaimer This page is maintained by: <EMAIL> Last Modified on Tuesday, November 30, 1999 20:38:03 . <file_sep>![](http://www-ais2.uta.edu/sched/images/clearpixel.gif) --- ![](http://www-ais2.uta.edu/sched/images/clearpixel.gif) \| \| ![UTA.](http://www-ais2.uta.edu/sched/images/logo.gif) \| ![The University of Texas at Arlington.](http://www-ais2.uta.edu/sched/images/university.gif) \| ![](http://www-ais2.uta.edu/sched/images/clearpixel.gif) \| ![Student Data Online](http://www-ais2.uta.edu/sched/images/sco.gif) ---\|---\|---\|--- ![](http://www-ais2.uta.edu/sched/images/clearpixel.gif) ![](http://www-ais2.uta.edu/sched/images/clearpixel.gif) First Summer Semester 2002 FINANCE AND REAL ESTATE Return to Menu --- \| ---\|--- Schedule of Classes Main Menu \| UTA Undergraduate Catalog Tips on using the Online Schedule of Classes \| UTA Graduate Catalog Final Exams \| Course Descriptions Telephone Registration via SAM \| Academic Calendars Student Data Online (Web Registration) \| Bacterial Meningitis Information * * * This page was generated on Friday Aug 23, 2002 at 10:10pm. These pages are regenerated with updated information every 24 hours. If this page is more than 24 hours old you should force your browser to reload a new page by pressing the reload button (Netscape) or refresh button (Internet Explorer). Syllabus Info! If syllabus information is available for a section, the section number will appear as a selectable link. --- FINA 3313 BUS FINANCE COBA MULTI MEDIA EQUIPMENT FEE $3.00 031 5wk 36125 MTWR 800-1000am 241 B Aroskar 67 of 72 seats taken 531 11wk 30520 TR 530-750pm 239 B Sarkar 61 of 72 seats taken 532 11wk 30234 MW 530-750pm 319 PKH Wood 51 of 72 seats taken SECTION 531 AND 532 MEETS FOR 8 WEEKS FINA 3315 INVESTMENTS COBA MULTI MEDIA EQUIPMENT FEE $3.00 531 11wk 32547 MW 530-750pm 254 B Sarkar 12 of 54 seats taken THIS COURSE MEETS FOR 8 WEEKS FINA 3317 FIN INST & MKTS COBA MULTI MEDIA EQUIPMENT FEE $3.00 031 5wk 34945 MTWR 1030-1230pm 140 B Apilado 31 of 40 seats taken 531 11wk 30055 TR 800-1020pm 151 B Lin 46 of 55 seats taken THIS COURSE MEETS FOR 8 WEEKS FINA 4320 CAPITAL BUDGET COBA MULTI MEDIA EQUIPMENT FEE $3.00 031 5wk 32496 MTWR 800-1000am 138 B Thompson 19 of 40 seats taken FINA 4324 INTERNATL CORP COBA MULTI MEDIA EQUIPMENT FEE $3.00 531 11wk 36303 MW 530-750pm 141 B Lin 33 of 40 seats taken THIS COURSE MEETS FOR 8 WEEKS FINA 5311 BUS FIN MGT COBA MULTI MEDIA EQUIPMENT FEE $3.00 531 11wk 32014 MW 800-1020pm 140 B Diltz 27 of 40 seats taken THIS COURSE MEETS FOR 8 WEEKS 532 11wk 38033 MW 530-820pm UCD OFF Forgey 17 of 25 seats taken $45.00 additional fee for section listed above SECTION 532 IS TAUGHT AT THE UNIVERSITIES CENTER AT DALLAS. FINA 5315 HEALTHCARE FIN COBA MULTI MEDIA EQUIPMENT FEE $3.00 571 11wk 37624 TR 600-950pm 125 ARRI Philpot 44 of 64 seats taken SECTION 571 IS FOR HCAD COHORT STUDENTS PART 2 AND IS TAUGHT AT RIVERBEND. FINA 5323 INVESTMENTS COBA MULTI MEDIA EQUIPMENT FEE $3.00 531 11wk 30024 TR 530-750pm 114 PKH Forgey 18 of 40 seats taken THIS COURSE MEETS FOR 8 WEEKS FINA 5329 PORT AND SEC AN COBA MULTI MEDIA EQUIPMENT FEE $3.00 531 11wk 30028 TR 800-1020pm 138 B Hansz 15 of 40 seats taken THIS COURSE MEETS FOR 8 WEEKS FINA 5382 INDEPENDENT STD COBA MULTI MEDIA EQUIPMENT FEE $3.00 563 11wk 33295 TBA Diltz FINA 6314 ADV RES FIN II COBA MULTI MEDIA EQUIPMENT FEE $3.00 031 5wk 35411 F 100-550pm 138 B Lockwood 6 of 15 seats taken FINA 6390 EMP RES FINANCE COBA MULTI MEDIA EQUIPMENT FEE $3.00 531 11wk 33900 MW 100-320pm 138 B Diltz 5 of 10 seats taken THIS COURSE MEETS FOR 8 WEEKS _Questions? - clickhere_ --- <file_sep>Race, Class, Gender: Women of Color in the U.S. CSP 30--Spring 1996 Prof. <NAME>, Psychology and Religious Studies: Weller 13a, x2799 Prof. <NAME>, Religious Studies: Weller 4a, x2856 Prof. <NAME>, Sociology: Swan M314, x2871 Course Description: This course examines gender, race, and class as categories of analysis for understanding the experiences of individuals in U.S. society. In an attempt to elucidate conceptions and ideas which shape cultural and sexual identities, women of color will be our primary focus. By moving women of color from their historically marginal position in the curriculum to the center of our attention, we will begin to explore ways of transforming knowledge about culture and society. Specific readings, discussion, and writing will center on themes of identity, difference, and resistance in the lives and experience of U.S. women of color. Required Textbooks: <NAME>, _Borderlands/La Frontera: The New Mestiza_ <NAME>, _Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment_ <NAME>, _The Random House Handbook_ <NAME>, _An Autobiography_ <NAME>, _The Autobiography of My Mother_ <NAME>, _The Woman Warrior: Memoirs of a Girlhood Among Ghosts_ photocopied reader Course Requirements and Grades: Students will be expected to actively participate in the course. Attendance and preparation in both the Colloquium and Seminar portions of the course are mandatory. Grades will be based on the following: 3 Papers, 20% each 60% Additional Assignments (including study questions, quizzes, etc.) 20% Attendance and Participation 20% * * * Weekly Schedule and Reading Assignments: Unit I: Identity (Prof. Griffin) The first section of this course will be concerned with the problem of identity and knowledge, i.e., with the question of how you are affects what you can know. Our goal is to understand the issues of Identity Politics as they bear on gender and race. We will examine the deconstruction of self- identity as a "phallogocentric white western capitalist ideal which represses the connectedness of human beings." We will also explore the neo-conservative implication of this deconstruction of self-identity as it functions to disempower individuals and groups. Week 1 1/17 _Course Introductions--Policies and Practices_ 1/19 <NAME>, _An Autobiography_ , Part 1 (pp. 1-73) <NAME>, "Introduction" (photocopy) Week 2 1/24 <NAME>, _An Autobiography_ , Parts 2-4 (pp. 77-279) Video: Angela Davis lecture 1/26 <NAME>, _An Autobiography_ , Parts 5-6 (pp. 283-400) Week 3 1/31 <NAME>, _The Autobiography of My Mother_ (pp. 1-83) 2/2 <NAME>, _The Autobiography of My Mother_ (pp. 84-160) Week 4 2/7 <NAME>, _The Autobiography of My Mother_ (pp. 161-228) 2/9 _Autobiography and Identity_ (First Writing Assignment handed out) "One Drop of Blood," _The New Yorker_ (photocopy) Week 5 2/14 Prof. Taylor: An Advanced Problem in Identity Politics <NAME>, "Conclusion" (photocopy) 2/16 Prof. Maeda: Identity and Difference video: Public Hearing, Private Pain, Part 1 Paper #1 Due Unit II: Difference(s) (Prof. Maeda) "What is involved in the project of rescinding borders is a critical awareness of how borders have been (and continue to be) systematically policed and for whose ideological benefit and material profit. The way to rescind borders is of course to cross them, and in doing so, blur them, confuse them, make them permeable, open for traffic from all directions, and, as a result, realize that they have in fact been open all along, crossed by illegal traffic of all kinds--in short, that differences of the kind that do not settle down into binaries have already proliferated in our own backyards." \--<NAME> Week 6 2/21 _Identities and Differences_ video: Public Hearing, Private Pain, Part 2 2/23 <NAME>, "Whose Story, Anyway? Feminist and Antiracist Appropriations of Anita Hill" (photocopy) Week 7 2/28 _Differences: Cultures and Locations_ <NAME>, _The Woman Warrior_ 3/1 <NAME>, _The Woman Warrior_ (continued) Week 8 3/6 <NAME>, Chapter 1, "The Homeland, Aztlan/El otro Mexico"; Chapter 2, "Movimientos de rebeldia y las culturas que traicionan" 3/8 <NAME>, Chapter 3, "Entering Into the Serpent"; Chapter 4, "La herencia de Coatlicue/The Coatlicue State" Week 9 3/13 _Differences, Identities, Spaces for Change_ bell hooks, "Choosing the Margin as a Space of Radical Openness" (photocopy) <NAME>, "A Personal Story: Becoming a Split Filipina Subject" (photocopy) <NAME>, "Defining Genealogies: Feminist Reflections on Being South Asian in North America" (photocopy) 3/15 <NAME>, "Not You/Like You: Post-Colonial Women and the Interlocking Questions of Identity and Difference" (photocopy) <NAME>, Chapter 7, "La conciencia de la mestiza: Towards a New Consciousness" Week 10 3/20 Spring Break 3/22 Spring Break Week 11 3/27 Prof. Griffin: Postcoloniality and Difference <NAME>, "Not You/Like You: Post-Colonial Women and the Interlocking Questions of Identity and Difference" (photocopy) 3/29 Prof. Taylor: Differences, Identities, and Kinds of Change bell hooks, "Choosing the Margin as a Space of Radical Openness" (photocopy) Paper #2 Due Unit III: Resistance (Prof. Taylor) If we don't like the world we're living in, change it. And if we can't change it, we change ourselves. We can do something. \--<NAME> Week 12 4/3 _Knowledge_ <NAME>, Preface; Acknowledgements; Chapter 1, "The Politics of Black Feminist Thought"; Chapter 2, "Defining Black Feminist Thought" 4/5 bell hooks, "Choosing the Margin as a Space of Radical Openness" (photocopy) Mitsuye Yamada, "Invisibility is an Unnatural Disaster" (photocopy) Week 13 4/10 _Consciousness_ <NAME>, Chapter 4, "Mammies, Matriarchs, and Other Controlling Images"; Chapter 5, "The Power of Self-Definition"; Chapter 7, "Rethinking Black Women's Activism" 4/12 <NAME>, "The Pocahontas Perplex" (photocopy) <NAME>, Chapter 7, "La conciencia de la mestiza: Towards a New Consciousness" Week 14 4/17 _The Politics of Empowerment_ Prof. Griffin: Sexual Identity & Resistance <NAME>, Chapter 8, "The Sexual Politics of Black Womanhood" 4/19 Prof. Maeda: Difference & Resistance <NAME>, Chapter 5, "How to Tame a Wild Tongue"; Chapter 6, "Tlilli, Tlapalli: The Path of the Red and Black Ink" Week 15 4/24 _The Politics of Empowerment_ (continued) <NAME>, Chapter 10, "Toward an Afrocentric Feminist Epistemology"; Chapter 11, "Knowledge, Consciousness, and the Politics of Empowerment" 4/26 Virgin<NAME> and Trinity Ordona, "Developing Unity Among Women of Color: Crossing the Barriers of Internalized Racism and Cross-Racial Hostility" (photocopy) <NAME>, "When Women Throw Down Bundles: Strong Women Make Strong Nations" (photocopy) Paper #3 Due during Finals Week (date to be announced) * * * Click here to see the Fall 1994 "Race, Class, Gender: Women of Color in the U.S." Syllabus <file_sep>### CIS 5406 ### Computer and Network System Administration ### Summer 1999 This course is part of the Computer and Network System Administration Masters Track in the Computer Science Department at Florida State University. * * * Syllabus Assignments Security and Courtesy for Root & Administrator Users Course gradebook Lecture Notes Team Rules Team Assignments & IP addresses System Emergency Week: 8/2/99 - 8/6/99 ### * * * Useful Web references for Systems Administration * Academic & Professional References * Textbooks: The Complete Windows NT & UNIX System Administration Pack * Previous UNIX textbook: UNIX System Administration Handbook, Second Edition, by <NAME>, et al, 1995, Prentice Hall. * Previous Windows NT textbook: Mastering Windows NT Server 4, Fifth Edition by Minasi, et al, 1997, Sybex. * Journal of Network and Systems Management [JNSM] * USENIX/SAGE * SAGE's Job Descriptions for SysAdmins * <NAME>'s SysAdmin class * Sys Admin - The Journal for UNIX Systems Administrators * Linux & Unix * Linux Information (www.linux.org) * Latest Linux Kernel information (www.kernelnotes.org) * The Linux Kernel Archives (www.kernel.org) * Linux Software Index (www.prihateam.fi) * RedHat Linux (www.redhat.com) * Sunsite Linux archives (sunsite.unc.edu) * Linux Journal * SysAdmin collection * Solaris 2 FAQ (version 1.68) * Solaris FAQ * NFS on Solaris FAQ * Bugtraq * Sunsite Solaris Package Archive (SPARC) * Solaris Freeware Project * Windows NT * Microsoft (www.microsoft.com/support) * Microsoft TechNet * The Windows NT Resource Center * Windows NT FAQ * Windows NT Tools & Utilities * Windows NT Security Exploits * Windows NT Programming & Shareware * System Internals * Windows NT Magazine * NT Systems Magazine * Windows Developer's Journal * Windows NT Tips, Registry Hacks and more * U of Texas NT Archives * MSCE MCSD Braindump Haven * Windows Annoyances * Microsoft Y2K Product Analyzer * Network Cabling * Wiring Tutorial for 10baseT UTP * Wire and Fiber Page (FCCJ) * Cabling FAQ * UTP/STP Connectivity for Ethernet & Token Ring * The Cabling Directory * Networking & Miscellaneous * Understanding IP Addressing * Y2K Bug * Tom's Hardware Guide * The PC Guide * Hardware Central * Click & Learn PC hardware * PC Tech Guide Glossary of Terms * Trish's Escape from Hardware Hell * The UNIX versus NT Organization * Benchmarking FAQ from comp.benchmarks * Previous CIS 5406 home pages * 1998 * 1997 * 1996 * * * Instructor: <NAME> <file_sep>### American Taxation Association Mid-Year Meeting ### Course Syllabi Exchange _Please send comments, additions and corrections toJack Kramer._ Tax 1 \| \| Multijurisdictional Taxation ---\|---\|--- Tax 2 \| \| Tax Factors in Management Decisions Tax Research \| \| Financial Planning Corporate Taxation \| \| Doctoral Education Partnership Taxation \| \| Public Finance S Corporation Taxation \| \| Non-U.S. Course Offerings Estate and Gift Taxation \| \| Miscellaneous Income Taxation of Trusts and Estates \| \| ![](navybar.jpg) ![To Top of Page](top3.gif)Tax 1 120:132 \- _Income Tax_ \- Dr. <NAME>, University of Northern Iowa _ _ A328 \- _Introduction to Taxation_ \- Dr. <NAME>, Indiana University-PUI _(undergraduate)_ A515 \- _Introduction to Taxation_ \- Dr. <NAME>, Indiana University-PUI _(graduate) _ AC 302 \- _Principles of Income Taxation_ \- Dr. <NAME>, Boise State University AC 305 \- _Federal Taxes 1_ \- Dr. <NAME>, Susquehanna University AC 371 \- _Income Tax 1_ \- Dr. <NAME>, University of Alabama AC 423 - _Income Taxation of Individuals_ \- Dr. <NAME>, Emporia University ACC 313 \- _Taxation_ \- Dr. <NAME>, University of Southern Maine ACC 331 \- _Federal Income Tax Accounting_ \- Dr. <NAME>, Michigan State University ACC 331 \- _Federal Income Tax Accounting_ \- Dr. <NAME>, Michigan State University ACC 375 \- _Income Taxation I_ \- Dr. <NAME>, Simon Fraser University ACC 375 \- _Income Taxation I_ \- Dr. <NAME>, Western Washington University ACC 401 \- _Federal Income Taxation_ \- Dr. <NAME>, University of Hawaii at Manoa ACC 407 \- _Concepts of Income Taxation_ \- Dr. <NAME>, University of Kentucky ACC 407 \- _Individual Taxation_ \- Dr. <NAME>, University of Kentucky ACC 415 \- _Federal Income Taxation I_ \- Dr. <NAME>, Oakland University ACC 420 \- _Federal Tax Concepts_ \- Dr. <NAME>, University of North Carolina/Greensboro ACC 431 \- _Federal Income Tax I_ \- Dr. <NAME>, Cal Poly Pomona ACC 431 \- _Federal Income Taxes_ \- Dr. <NAME>, University of Tennessee ACC 443 \- _Individual Taxation_ \- Dr. <NAME>, University of Rhode Island ACC 455 \- _Introduction to Taxation_ \- Dr. <NAME>, University of Texas at Austin ACC 3211 \- _Income Tax_ \- Dr. <NAME>, University of North Carolina - Charlotte ACC 4163 \- _Federal Income Tax Accounting_ \- Dr. <NAME>, Jr., Henderson State University ACT 4494 \- _Income Tax Accounting I_ \- Dr. <NAME>, Troy State University ACCT 0314 \- _Income Taxes I_ \- Dr. <NAME>, Auburn University ACCT 155 \- _Income Tax I_ \- Dr. <NAME>, Drake University ACCT 302 \- _Principles of Income Taxation_ \- Dr. <NAME>, Boise State University ACCT 304 \- _Income Tax 1_ \- Dr. <NAME>, Abilene Christian University ACCT 308 \- _Federal Income Tax_ \- Dr. <NAME>, California State University, Fullerton ACCT 323 \- _Federal Income Tax-Individuals_ \- Dr. <NAME>, State University of New York/ Oneonta ACCT 330 \- _Income Tax_ \- Dr. <NAME>, University of Alaska/Fairbanks ACCT 341 \- _Federal Income Taxation_ \- Dr. <NAME>, Southern Illinois University ACCT 351 \- _Federal Taxation_ \- Dr. <NAME>, George Mason University ACCT 405 - _Tax Accounting_ \- Dr. <NAME>, Virginia Commonwealth University ACCT 405 \- _Tax Accounting_ \- Dr. <NAME>, Virginia Commonwealth University ACCT 412/812 \- _Federal Tax Accounting I_ \- Dr. <NAME>, University of Nebraska/Lincoln ACCT 420 - _Introduction to Income Taxation_ \- Dr. <NAME>, University of Arizona ACCT 420 \- _Introduction to Income Taxation_ \- Dr. <NAME>, University of Arizona ACCT 420 \- _Tax Accounting_ \- Dr. <NAME>, University of Louisiana at Lafayette _(Fall 2000) _ ACCT 420 \- _Tax Accounting_ \- Dr. <NAME>, University of Louisiana at Lafayette _(Spring 2001)_ ACCT 440 \- _Individual Income Tax Accounting_ \- Dr. <NAME>, Texas A &M-Commerce ACCT 530 \- _Business Income Tax_ \- Dr. <NAME>, Metropolitan State University ACCT 2460 \- _Federal Income Tax_ \- Dr. <NAME>, Villanova University ACCT 3307 \- _Income Tax Accounting_ \- Dr. <NAME>, Texas Tech University ACCT 3323 \- _Income Tax Accounting_ \- Dr. <NAME>, Dallas Baptist University ACCT 3510 \- _Federal Income Tax I_ \- Dr. <NAME>, The University of Memphis ACCT 3603 \- _Federal Income Taxation of Individuals_ \- Dr. <NAME>, University of Oklahoma ACCT 4331 \- _Federal Taxation I-Individual Taxation_ \- Dr. <NAME>, Texas A&M University/Corpus Christi ACCT 4250 \- _Advanced Taxation_ \- Dr. <NAME>, Kennesaw State University ACCT 4410/5410 \- _Income Tax Accounting_ \- Dr. <NAME>, Colorado University/Denver ACCT 4510 \- _Introduction to Federal Income Taxation_ \- Dr. <NAME>, Georgia State University ACCT 4510 \- _Introduction to Federal Income Taxation_ \- Dr. <NAME>, Georgia State University ACCTCY 353 \- _Introduction to Taxation_ \- Dr. <NAME>, University of Missouri ACCTG 306 \- _Principles of Federal Income Taxation_ \- Dr. <NAME>, Penn State University ACCY 251 \- _Basic Federal Income Taxation_ \- Dr. <NAME>, University of Oklahoma ACCY 312 \- _Income Tax Rules and Regulations_ \- Dr. <NAME>, University of Oklahoma ACCY 312 \- _Taxation Rules & Regulations_ \- Dr. <NAME>, University of Illinois ACCY 312 \- _Taxation Rules & Regulations _\- Dr. <NAME>, University of Illinois/Chicago ACCY 405 \- _Income Taxes I_ \- Dr. <NAME>, University of Mississippi ACCY 450 \- _Taxation of Business Entities and Individuals_ \- Dr. <NAME>, Northern Illinois University ACTG 421 \- _Introduction to Taxation_ \- Dr. <NAME>, Portland State University _(My class is set up using WebCT. All the class projects are posted on my WebCT site. I would be happy to give anyone who is interested access to that site.)_ AF 450 \- _Federal Taxation I_ \- Dr. <NAME>, University of Massachusetts/Boston ATG 301 \- _Federal Income Tax I_ \- Dr. <NAME>, Stetson University BA 630 - _Individual Income Tax_ \- Dr. <NAME>, Mercer University BA 4310 \- _Foundations of Taxation_ \- Dr. <NAME>, Michigan Technological University BACC 3117 \- _Federal Income Tax Accounting_ \- Dr. <NAME>, Seton Hall University BUS 237 \- _Taxes and Their Role in Business and Personal Decisions_ \- Dr. <NAME>, Wake Forest University BUS 609 \- _Income Tax Accounting_ \- Dr. <NAME>, University of Kansas BUS 3063 \- _Income Tax Accounting_ \- Dr. <NAME>, Texas Woman's University MGA 403 \- _Federal and State Taxes_ \- Dr. <NAME>, University of Buffalo MGA 611 \- _Income Tax Determination & Planning_ \- Dr. <NAME>, University of Buffalo TAX 3012 \- _Taxation of Business Income and Property_ \- Dr. <NAME>, Florida Gulf Coast University TAX 4001 \- _Federal Income Tax_ \- Dr. <NAME>, Florida International University TAX 4001 \- _Federal Taxation I_ \- Dr. <NAME>, University of Central Florida TAX 4020 \- _Individual Tax Problems_ \- Dr. <NAME>, University of Denver TAX 5005 \- _Introduction to Federal Income Taxation_ \- Dr. <NAME>, University of Florida ![](navybar.jpg) ![To Top of Page](top3.gif)Tax 2 120:142 \- _Advanced Tax_ \- Dr. <NAME>, University of Northern Iowa A339 \- _Advanced Tax_ \- Dr. <NAME>, Indiana University-PUI AC 497 \- _Advanced Income Taxation_ \- Dr. <NAME>, Boise State University AC 6901 \- _Federal Tax Planning_ \- Dr. <NAME>, East Carolina University ACC 331 \- _Federal Taxation of Corporations, Partnerships, Estates, and Trusts_ \- Dr. <NAME>, Wake Forest University ACC 432 \- _Federal Income Tax II_ \- Dr. <NAME>, Cal Poly Pomona ACC 3147 \- _Advanced Federal Tax_ \- Dr. <NAME>, University of North Carolina - Charlotte ACC 4173 \- _Advanced Federal Income Taxation_ \- Dr. <NAME>, Jr., Henderson State University ACT 4495 \- _Income Tax Accounting II_ \- Dr. <NAME>, Troy State University ACCT 156 \- _Income Tax II_ \- Dr. <NAME>, Drake University ACCT 322 \- _Federal Income Tax-Entities_ \- Dr. <NAME>, State University of New York/Oneonta ACCT 441 - _Advanced Federal Income Taxation_ \- Dr. <NAME>, Southern Illinois University ACCT 422/522 \- _Advanced Federal Taxation_ \- Dr. <NAME>, University of Arizona ACCT 502 \- _Advanced Taxation_ \- Dr. <NAME>, Boise State University ACCT 540 \- _Advanced Income Tax Accounting_ \- Dr. <NAME>, Texas A &M University ACCT 2480 \- _Advanced Tax_ \- Dr. <NAME>, Villanova University ACCT 4221 \- _Income Tax Accounting II_ \- Dr. <NAME>, University of Texas at Austin ACCT 4302 \- _Taxation and Business Decisions_ \- Dr. <NAME>, Dallas Baptist University ACCT 4432 \- _Federal Taxation II_ \- Dr. <NAME>, Texas A&M University/Corpus Christi ACCT 4703 \- _Income Tax Accounting II_ \- Dr. <NAME>, University of Oklahoma AF 451 \- _Federal Taxation II_ \- Dr. <NAME>, University of Massachusetts/Boston AIS 621 \- _Income Tax Accounting II_ \- Dr. <NAME>, University of Wisconsin-Madison BA 4350 \- _Advanced Tax Topics_ \- Dr. <NAME>, Michigan Technological University MGA 612 \- _Taxation of Business Entities & Their Owners_ \- Dr. <NAME>, University of Buffalo TAX 5015 \- _Federal Taxation II_ \- Dr. <NAME>, University of Central Florida TAX 5025 \- _Federal Income Tax Accounting II_ \- Dr. <NAME>, University of Florida ![](navybar.jpg) ![To Top of Page](top3.gif)Tax Research 120:243 \- _Tax Research and Planning_ \- Dr. <NAME>, University of Northern Iowa 216-820 \- _Tax Research, Practice and Procedure_ \- Dr. <NAME>, University of Wisconsin/Milwaukee A542 - _Tax Research and Flowthrough Entities_ \- Dr. <NAME>, Indiana University A551 \- _Tax Research_ \- Dr. <NAME>, Indiana University-PUI A551 - _Tax Research_ \- Model Syllabus, Indiana University-PUI AC 520 \- _Tax Research_ \- Dr. <NAME>, Boise State University AC 6911 \- _Research in Taxation_ \- Dr. <NAME>, East Carolina University AC 8350 \- _Research in Federal Taxation_ \- Dr. <NAME>, St. Mary's University ACC 384.1 \- _Tax Research Methodology_ \- Dr. <NAME>, University of Texas at Austin ACC 435 \- _Tax Research and Planning_ \- Dr. <NAME>, Cal Poly Pomona ACC 477 \- _Tax Research and Planning_ \- Dr. <NAME>, Western Washington University ACC 606 \- _Tax Research_ \- Dr. <NAME>, University of Hawaii at Manoa ACC 730 \- _Tax Research_ \- Dr. <NAME>, Wake Forest University ACC 830 \- _Tax Research_ \- Dr. <NAME>, Michigan State University ACCT 470 \- _Tax Research, Practice and procedure_ \- Dr. <NAME>, California State University, Fullerton ACCT 680 - _Tax Research_ \- Dr. <NAME>, Virginia Commonwealth University ACCT 6151 \- _Federal Tax Research, Practice, and Procedure_ \- Dr. <NAME>, University of New Orleans ACCT 6450 \- _Research Problems in Income Taxation_ \- Dr. <NAME>, Colorado University/Denver ACCT 8510 \- _Tax Research_ \- Dr. <NAME>, Kennesaw State University ACCTCY 423 \- _Tax Research and Planning_ \- Dr. <NAME>, University of Missouri ACCY 612 \- _Tax Research Seminar_ \- Dr. <NAME>, University of Mississippi ACG 5816 \- _Professional Research_ \- Dr. <NAME>, University of Florida BUS 4903 \- _Tax Research_ \- Dr. <NAME>, Texas Woman's University TAX 650 \- _Tax Research_ \- Dr. <NAME>, Old Dominion University TAX 6065 \- _Income Tax Research_ \- Dr. <NAME>, Florida International University TAX 6877 \- _Federal Tax Procedure_ \- Dr. <NAME>, Florida International University TX 8030 \- _Tax Research_ \- Dr. <NAME>, Georgia State University ![](navybar.jpg) ![To Top of Page](top3.gif)Corporate Taxation A539 - _Taxation of Corporations_ \- Dr. <NAME>, Indiana University A544 - _Federal Taxation of Corporations Filing Consolidated Returns_ \- Model Syllabus, Indiana University-PUI A552 \- _Federal Income Taxation of Corporations and Shareholders_ \- Dr. <NAME>, Indiana University-PUI AC 530 \- _Corporate Tax Law I_ \- Dr. <NAME>, Boise State University ACC 568T \- _Taxation of Closely Held Corporations_ \- Dr. <NAME>, DePaul University ACC 625 \- _Federal Income Tax for Business_ \- Dr. <NAME>, Oakland University ACC 627 \- _Corporate Taxation_ \- Dr. <NAME>, University of Kentucky ACC 655 \- _Taxation of Corporations and Shareholders_ \- Dr. <NAME>, University of North Carolina/Greensboro ACC 7440 \- _Corporate Tax I_ \- Dr. <NAME>, University of Missouri/St. Louis ACCT 552 \- _Taxes and Business Strategy_ \- Dr. <NAME>, University of Arizona ACCT 572 \- _Seminar in Taxation of Corporations and Shareholders_ \- Dr. <NAME>, California State University, Fullerton ACCT 4332 \- _Corporate Taxation_ \- Dr. <NAME>, University of Houston ACCT 6331 \- _Federal Taxes and Management Decisions_ \- Dr. <NAME>, Dallas Baptist University ACCT 6613 \- _Taxation of Corporations and Their Shareholders_ \- Dr. <NAME>, University of Oklahoma BUS 223C \- _Corporate Tax_ \- Dr. <NAME>, San Jose State University TAX 342 \- _Business Income Taxes_ \- Dr. <NAME>, Drexell University TAX 655 \- _Taxation of Corporate Reorganizations & Consolidations_ \- Dr. <NAME>, Old Dominion University TAX 6105 \- _Corporate Taxation_ \- Dr. <NAME>, University of Florida TAX 6105 \- _Taxation of Corporations I_ \- Dr. <NAME>, Florida International University TAX 6935 \- _Special Topics_ \- Dr. <NAME>, Florida International University TX 8120 \- _Taxation of Corporations and Shareholders_ \- Dr. <NAME>, Georgia State University ![](navybar.jpg) ![To Top of Page](top3.gif)Partnership Taxation AC 6921 \- _Federal Taxation of Partnerships, S Corporations, and Limited Liability Companies_ \- Dr. <NAME>, East Carolina University ACC 623 \- _Partnership Taxation_ \- Dr. <NAME>, Brigham young University ACC 637 \- _Taxation of Partnerships and S Corporations_ \- Dr. <NAME>, University of Kentucky ACCT 544 \- _Partnership Taxation_ \- Dr. <NAME>, Southern Illinois University ACCT 5308 \- _Federal Tax Law-Partnerships_ \- Dr. <NAME>, Texas Tech University ACCT 7201 \- _Taxation of Flow-Through Business Entities_ \- Dr. <NAME>, Louisiana State University ACCT 8530 \- _Taxation of Flow-Through Entities_ \- Dr. <NAME>, Kennesaw State University TAX 6205 \- _Partnership Taxation_ \- Dr. <NAME>, University of Florida TX 8080 \- _Taxation of Partners and Partnerships_ \- Dr. <NAME>, Georgia State University ![](navybar.jpg) ![To Top of Page](top3.gif)S Corporation Taxation A555 - _Taxation of S Corporations_ \- Model Syllabus, Indiana University-PUI ACCT 7201 \- _Taxation of Flow-Through Business Entities_ \- Dr. <NAME>, Louisiana State University BUS 225G \- _S Corporations_ \- Dr. <NAME>, San Jose State University ![](navybar.jpg) ![To Top of Page](top3.gif)Estate and Gift Taxation A516 \- _Estate and Gift Taxation_ \- Dr. <NAME>, Indiana University-PUI ACC 647 \- _Estate and Gift Taxation_ \- Dr. <NAME>, University of Miami ACC 652 \- _Taxation of Estates, Gifts, and Trusts_ \- Dr. <NAME>, University of North Carolina/Greensboro ACC 834 \- _Taxation of Estates and Gifts_ \- Dr. <NAME>, Michigan State University ACCT 5315 \- _Estate and Gift Taxation_ \- Dr. <NAME>, Texas Tech University ACC 8083 \- _Estate and Gift Taxation_ \- Dr. <NAME>, Mississippi State University ACCT 7514 \- _Estate & Gift Tax_ \- Dr. <NAME>, The University of Memphis TAX 6405 \- _Federal Estate and Gift Tax Accounting_ \- Dr. <NAME>, University of Florida ![](navybar.jpg) ![To Top of Page](top3.gif)Income Taxation of Trusts and Estates A554 \- _Income Taxation of Estates and Trusts_ \- Dr. <NAME>, Indiana University-PUI A554 - _Income Taxation of Trusts and Estates_ \- Model Syllabus, Indiana University-PUI ACCT 7520 \- _Income Taxation of Trusts & Estates_ \- Dr. <NAME>, The University of Memphis ACCT 8540 \- _Taxation of Property_ \- Dr. <NAME>, Kennesaw State University ![](navybar.jpg) ![To Top of Page](top3.gif)Multijurisdictional Taxation (state and local and/or international) A557 - _International Taxation_ \- Model Syllabus, Indiana University-PUI ACC 625R \- _State & Local Taxation _\- Dr. <NAME>, Brigham Young University ACG 6265 \- _International Accounting and Taxation_ \- Dr. <NAME>, University of Florida TAX 658 \- _International Taxation_ \- Dr. <NAME>, Old Dominion University TAX 6505 \- _International Taxation_ \- Dr. <NAME>, University of Florida TAX 6505 \- _International Taxation I_ \- Dr. <NAME>, Florida International University TAX 6515 \- _International Taxation II_ \- Dr. <NAME>, Florida International University TAX 6525 \- _International Tax Issues_ \- Dr. <NAME>, Florida Gulf Coast University ![](navybar.jpg) ![To Top of Page](top3.gif)Tax Factors in Management Decisions (including courses that emphasize the Scholes and Wolfson paradigm) A327 - _Tax Analysis_ \- Dr. <NAME>, Indiana University B416 - _Taxes and Business Strategy_ \- Dr. <NAME>, University of Chicago B416 - _Taxes and Business Strategy_ \- Dr. <NAME>, University of Chicago BA 277A \- _Taxes and Business Strategy_ \- Dr. <NAME>, University of North Carolina/Chapel Hill SPR 2001 \- _Taxation and Business Policy_ \- Dr. <NAME>, Dartmouth College ![](navybar.jpg) ![To Top of Page](top3.gif)Financial Planning TAX 4240 \- _Financial Planning_ \- Dr. <NAME>, University of Denver TAX 6877 \- _Tax Planning for Business and Investments_ \- Dr. <NAME>, Florida International University ![](navybar.jpg) ![To Top of Page](top3.gif)Doctoral Education ACCT 696C \- _Doctoral Seminar in Tax Accounting_ \- Dr. <NAME>, University of Arizona ACG 7067 \- _Doctoral Seminar in Tax Policy & Tax Research _\- Dr. <NAME>, University of Florida SPR 2001 \- _Doctoral Seminar in Tax Research_ \- Dr. <NAME>, University of North Carolina/Chapel Hill ![](navybar.jpg) ![To Top of Page](top3.gif)Public Finance ECN 732 \- _Taxation_ \- Dr. <NAME>, Syracuse University ECO 6505 \- _Public Economics-Tax Analysis and Policy_ \- Dr. <NAME>, University of Florida ![](navybar.jpg) ![To Top of Page](top3.gif)Non-U.S. Course Offerings 6612 V \- _Taxes and Management_ \- Dr. <NAME>, Universiteit Maastricht AC32510 - _Taxation (Domestics and International Taxation)_ \- Dr. <NAME>, University of Wales-Aberystwyth ![](navybar.jpg) ![To Top of Page](top3.gif)Miscellaneous A556 - _Timing Issues in Taxation: Accounting Periods and Methods_ \- Model Syllabus, Indiana University-PUI A558 - _Taxation of Tax-Exempt Organizations_ \- Model Syllabus, Indiana University-PUI A559 \- _Federal Taxation of Current and Deferred Compensation_ \- Dr. <NAME>, Indiana University-PUI ACC 534 \- _Family Tax Planning_ \- Dr. <NAME>, University of Tennessee ACC 8103 \- _Taxation of Natural Resources_ \- Dr. <NAME>, Mississippi State University ACCT 685 - _Taxation of Property Transactions_ \- Dr. <NAME>, Virginia Commonwealth University ACCTCY 453 \- _Tax Issues and Analysis_ \- Dr. <NAME>, University of Missouri L555 - _Legal Aspects of Tax Practice and Procedure_ \- Model Syllabus, Indiana University-PUI TAX 4120 \- _Qualified Pension and Profit Sharing Plans_ \- Dr. <NAME>, University of Denver ![](navybar.jpg) <file_sep># POLITICAL SCIENCE COURSE DESCRIPTIONS Click here to see Political Science B.A. and B.S. Degree Requirements Click here to see Political Science B.A. and B.S., Pre-Law Concentration Degree Requirements General Education Courses Writing Intensive Courses Political Science 150. AMERICAN GOVERNMENT AND POLITICS. An introduction to the American political system, with an emphasis upon the national political institutions, processes, groups, public behavior, and issues which shape contemporary society. 3 credits. CLICK HERE TO VIEW A RECENT POSC 150 SYLLABUS (Harbour) Political Science 245. GENDER AND POLITICS. An examination of gender as a socio-political construct within a global context, including an analysis of both feminist and masculinist theories of politics. An in-depth study of the gender who, what, and how of world politics. 3 credits. TLOU Political Science 255. INTRODUCTION TO COMPARATIVE POLITICS. A survey of political systems, and a consideration of the meaning of concepts and themes, such as states, political systems, nationalism, ethnicity, ideologies, racial politics, and political change. Students will become familiarized with both mainstream and alternative approaches to studying political phenomena within a comparative framework. Africa, Asia, Latin America, and Europe will provide the framework. 3 credits. TLOU Political Science 331. POLITICAL PHILOSOPHY. Survey of the principal political theories and philosophies from ancient Greece through the Middle Ages, including the contributions of Plato, Aristotle, Cicero, St. Augustine, and St. <NAME>. 3 credits. HARBOUR CLICK HERE TO VIEW A RECENT POSC 331 SYLLABUS Political Science 332. POLITICAL PHILOSOPHY. Survey of modern political theories and philosophies, including the contributions of Machiavelli, Hobbes, Locke, Rousseau, Burke, and Marx. 3 credits. HARBOUR CLICK _HERE_ TO VIEW A RECENT POSC 332 SYLLABUS Political Science 216. AMERICAN STATE AND LOCAL GOVERNMENT. A study of American state and local political institutions and processes, and of related current issues and problems. 3 credits. CALIHAN Political Science 230. ADMINISTRATION OF CRIMINAL JUSTICE. Survey of the operations of institutions which compose our system for administering criminal justice, including police administration, premises and politics of court procedures and management, and corrections. 3 credits. CALIHAN Political Science 295. SPECIAL TOPICS. Offered on demand. 3 credits. Political Science 300 (History 300). TEACHING HISTORY AND THE SOCIAL SCIENCES IN THE SECONDARY SCHOOL. A study of the nature of disciplines from which content in the social sciences in drawn for instruction at the secondary level and of the relationship between the nature of these disciplines and the planning of instruction. Observation and participation in the work of selected secondary school classrooms is required. This course does not count toward the completion of the 43 credits stipulated under Section D, Political Science Major, B.A. Degree, or of the credits designated as major requirements for the B.A./B.S. Pre-Law concentrations. Prerequisites: Education 245 and 260. 3 credits. WELCH Political Science 314 (History 314). POLITICAL HISTORY OF AFRICA. A survey of the political landscape of African history. A major portion of the course examines the significance of precolonial kingdoms, assesses the growth of the "slave trade", analyzes African intellectual history, and explores the "eve of colonialism" in Africa. 3 credits. TLOU Political Science 335. WESTERN EUROPEAN POLITICS AND GOVERNMENT. An examination of the political systems of Western Europe, with in-depth analysis of Great Britain, France, and Germany. Issues like social democracy, gendered politics, right-wing extremism, and the European Union are explored as causes of political change and continuity in Europe. 3 credits. TLOU Political Science 336. RUSSIAN AND EASTERN EUROPEAN GOVERNMENT AND POLITICS. Study of the governments and politics of Russia and Eastern Europe. Special attention is given to the rise and fall of Communism and to the challenges of building democratis institutions and market oriented economic systems. 3 credits. TLOU Political Science 337. ASIAN GOVERNMENTS AND POLITICS. A study of the political systems and foreign policies of the major Asian powers, with emphasis on China and Japan. 3 credits. Staff Political Science 341, 342. AMERICAN POLITICAL THOUGHT. (Political Science 341 -- to the Civil War; Political Science 342 -- 1860 to the Present). An introduction to the principal thinkers and the central themes in American political thought. 3 credits. HARBOUR Political Science 343. AMERICAN FOREIGN POLICY. A study of U.S. foreign policy with special attention to the policy-making process, current problems in foreign affairs, and the development of long-range foreign policy. 3 credits. Staff Political Science 350. THE AMERICAN PRESIDENCY. The modern presidency and its role in contemporary politics, emphasizing the constitutional background of the office, the evolution of presidential powers, relationships between the presidency and the Congress and bureaucracy, the presidential election process, and the role of the presidency in policy making. 3 credits. HARBOUR CLICK HERE TO VIEW A RECENT POSC 350 SYLLABUS Political Science 355. CONSTITUTIONAL RIGHTS AND LIBERTIES (I). Study of prominent Constitutional principles, issues, and practices pertaining to persons accused or convicted of crime. Particular focus on the ideas of the Fourth, Fifth, Sixth, and Eighth Amendments. Extensive use of Supreme Court decisions. 3 credits. CALIHAN Political Science 356. CONSTITUTIONAL RIGHTS AND LIBERTIES (II). Study of prominent Constitutional principles, issues, and practices concerning government-private individual relations, with particular emphasis upon freedoms of speech, press, religion; privacy; and social and economic discrimination. Extensive use of Supreme Court decisions. 3 credits. CALIHAN Political Science 360. POLITICAL PARTIES. Comparison of two-party systems with one-party and multi-party systems around the world; study of the nature, advantages, and disadvantages of political party systems, with an emphasis upon the development of the two-party system in the U.S. 3 credits. Staff Political Science 370. PUBLIC ADMINISTRATION. Survey of the premises and issues of public bureaucracies, and of principal activities of policy administrators, including personnel management, budgeting, decision-making, intergovernmental relations, and relations with courts, elected officials, and private organizations. 3 credits. CALIHAN Political Science 390. POLITICAL LEADERSHIP. The course investigates the diverse nature of leadership and the place of leadership in modern society. While the main emphasis is on political leadership, a strong interdisciplinary approach will be employed. Students will be required to think about various needs, origins, moral dilemmas, requirements, and techniques of leadership in a wide variety of differing circumstances. 3 credits. HARBOUR CLICK HERE TO VIEW A RECENT POSC 390 SYLLABUS Political Science 400. WASHINGTON INTERNSHIP PROGRAM. Department-sponsored internship in association with the Washington Center Internship Program. The internship combines intensive on-the-job training with academic seminars, lectures, and research. Prerequisites: Political Science 150, and 6 additional hours in Political Science; second-semester sophomore to senior standing; 2.5 cumulative GPA; permission of department head. 16 credits. Staff Political Science 401. THE POLITICAL SCIENCE SEMESTER INTERNSHIP. Work in residence with the Virginia General Assembly for a complete session, the balance of the semester to be spent in directed study on a topic or topics approved by the department. Open to qualified juniors and seniors. Prerequisites: Political Science 150; 216; 341 or 342; and permission of instructor. 16 credits. Staff Political Science 402. POLITICAL SCIENCE INTERNSHIP. Department sponsored internship in association with appropriate public or private agency. This program of work and study must be approved by the advising departmental instructor, with the credit assigned being tied to the nature of the project. Prerequisites: Political Science 150 and 216; six additional hours of political science; and permission of instructor. 1-16 credits. Staff Political Science 441. INTERNATIONAL RELATIONS. Study of the factors conditioning international politics, with emphasis upon the foreign policies of major powers. 3 credits. Staff Political Science 442. INTERNATIONAL LAW AND ORGANIZATIONS. A study of international law and organizations, with emphasis upon the principles of international law. Additional consideration of the policies of the United Nations. 3 credits. CALIHAN Political Science 443. UNITED STATES FOREIGN POLICY AND NATIONAL SECURITY: 1990-2000. This course represents an endeavor to identify and analyze major US foreign policy and national security issues and threats likely facing the United States both externally and internally in the closing decade of the Twentieth Century. Major attention is devoted to the continuing dynamics in Russo-American relations and to problems of a politico-economic nature posed by nations of the developing or Third World. Additionally, discussions focus on various response options potentially applicable to the resolution of current issues. 3 credits. Staff Political Science 455 (History 455). CONSTITUTIONAL HISTORY OF THE UNITED STATES. Intensive case-study examination of the continuing development of the Constitution. Emphasis on judiciary, presidency, federalism, commerce, and due process problems. 3 credits. CALIHAN Political Science 460, 461, 462. POLITICAL SCIENCE SEMINAR. Open to juniors and seniors. Offered on demand; 1 credit. Staff Political Science 461. SENIOR SEMINAR. Capstone course in Political Science. Research, writing, and assessment of student outcomes. Required of majors in Political Science. 1 credit. HARBOUR CLICK HERE TO VIEW A RECENT POSC 461 SYLLABUS Political Science 463, 464. WASHINGTON SYMPOSIA. Symposium programs sponsored by the Washington Center. 40 to 60 hours of lectures, panel discussions, workshops, site visits, and bi-weekly discussion groups over a 2 to 3 week period in Washington, D.C. Prerequisites: Political Science 150, 2.5 cumulative GPA, approval of department head. 2 or 3 credits. Staff Political Science 465. THE ROLE OF US NATIONAL INTELLIGENCE IN FOREIGN POLICY. This course provides a basic overview of the history, current organization and missions of the US Foreign intelligence establishment ("the Intelligence Community") and its various programs and activities in support of US foreign policy and national security objectives in the closing years of the 20th century. 3 credits. Staff Political Science 469 (History 469). SOVIET DIPLOMACY. An analysis of the diplomacy and foreign policy of Soviet Russia, 1917 to 1991, with emphasis upon the political machinery and motivating forces which determine foreign policy. 3 credits. CROWL Political Science 490, 491. POLITICAL SCIENCE SEMINAR. Open to juniors and seniors; offered on demand. 3 credits. Political Science 495. SPECIAL TOPICS*. 1-3 credits. * * Return to Political Science Program Page Return to History and Political Science Homepage * * * <file_sep>Back to <NAME>. AMES 353 <NAME> 651 Williams; Tel :8-6038 <EMAIL> Office hours: Tu 1:30-3 Course Requirements and Syllabus ### The Passover Haggadah ##### _REQUIREMENTS:_ 1) Two short writing assignments (approx. 5-7 pp. each); 2) either a final paper or an exam, to be decided; 3) class participation. ##### _BOOKS AND READINGS:_ _The Passover Haggadah_ , ed. <NAME> (Schocken); available at the Penn Book Center ( Walnut St.). Henceforth referred to as Haggadah. <NAME>, _The Origins of the Seder_ (California, 1984), available as a bulkpack at Campus Copy. Henceforth referred to as Bokser. Except for readings from the Haggadah and from Bokser, all other assignments will be in a Bulkpack, also available at Campus Copy. 1) Jan. 13-- Introduction _I. Passover before the Seder: Biblical and Early Postbiblical Evidence_ 2) Jan. 15-- Survey of the Haggadah Read through entirety of the Haggadah and prepare an outline of its structure. Biblical Passages: Exod. 12-13; 34: 18-21 (please read with commentaries on page) 3) Jan. 20-- Lev. 23:4-8 Numb. 9:1-15; 28:16-25 Deut. 16:1-8 Joshua 5:10-11 2 Kings 23:21 Ezek. 45:21 Ezra 6:19-22 II Chron. 30:1-27; 35:1-19 Bokser, pp. 1-19 4) Jan. 22-- Early Postbiblical/2nd Temple Period Evidence Jubilees. Chap. 49 Selections from Philo Josephus, _Antiquities_ III.x.5 (bracketed section on page) Bokser, pp. 19-28. Please look up Jubilees, Philo, and Josephus in the _Encyclopaedia Judaica_ for basic background. _II. Rabbinic Accounts of the Seder and Their Context_ 5, 6, 7) Jan. 27, 29; Feb. 3-- Mishnah and Tosefta <NAME> 10. In class, we will use H. Albeck's edition; but please compare that text to the one in Kehati's edition, also in bulkpack. For English translation and commentary, Bokser, pp. 29-49. <NAME>, "The Seder of Passover and the Eucharistic Words," _Novum Testamentum_ 12 (1970): 473-94. Tosefta Pesahim 10. For translation and commentary, see Bokser above. For background on both Mishnah and Tosefta, read the essays in _The Literature of the Sages_ , ed. S. Safrai (in the bulkpack after the Talmud sections): "The Mishna..." by A. Goldberg, pp. 211- 62 "The Tosefta..." by A. Goldberg, pp. 283-301 8, 9) Feb. 5, 10-- The Symposium and the Seder Plutarch, _Table-Talk_ (from _Plutarch's Moralia_ , Vol. 8 [LCL, 1927], pp. 5-23; 337-65. S. Stein, "The Influence of Symposia Literature on the Literary Form of the <NAME>," _Journal of Jewish Studies_ 7 (1957): 13-44 <NAME>, "The Rabbinical Traditions about the Pharisees," from _Politics to Piety_ (1973), pp. 81-90. Bokser, 50-100. 10-14) Feb. 12, 17, 19, 24, 26-- The Two Talmudim N.B. For the Yerushalmi, I have xeroxed both the Krotozhin ed. and the Venice 1523 ed.. The bulkpack also has Bokser's English trans. of the Yerushalmi. For the Bavli, we will use the Steinsaltz text in class, but I have also xeroxed the Vilna ed. and provided you with the Soncino translation. For background on the Yerushalmi and the Bavli, see _The Literature of the Sages_ : "The Palestinian Talmud" by <NAME>, pp. 303-22 "The Babylonian Talmud" by <NAME>, pp. 323-55 I. Mishnah 10:1-- on Reclining and the Four Cups Yerushalmi 37b, 11 lines up- 38a , 13 lines down II. Mishnah 10:4-- on Questions and Answers Yerushalmi 37d, lines 15-36 Mekhilta Bo 18 on Exod. 13:16/Deut. 6:20 (Lauterbach ed., I: 166-167) (in the bulkpack, the pages are after the Soncino English trans. of the Bavli) Bavli 116a III. Mishnah 10:5-- <NAME> Bavli 116a (very bottom) -b (entire page) IV. Mishnah 10:7-- Afikomen Yerushalmi 37d (section of 5 lines about 3/4 down the page) Bavli 119b-120a 15-16) March 3,5-- Early Christianity and Passover Mark 14: 1-52 Matthew 26:1-46 Luke 22:1-53 John 11:55; 12:1; 13:1-38 I Corinthians 5:7-8 Melito of Sardis, "The Homily on the Passion," English. trans. and ed. C. Bonner) (Philadelphia ,1940) 17-18) March 17-19-- The Midrash on Deuteronomy 26 and Rabbinic Memory Deuteronomy 26:1-11 Haggadah, pp. 38-56 <NAME>, "The Oldest Midrash..." _Harvard Theological Review_ 31 (1938): 291-317 <NAME>, "Sacred Myths," from _Beyond the Text_ (Notre Dame, 19 ), pp. 75-115 <NAME>, "Two Related Arameans," _Journal for the Study of Judaism_ 17 (1986): 65-69 <NAME>, Zakhor (Seattle, 1982), Chap. 1, pp.5-26. <NAME>, "Gesture and Symbol," in _Contemporary Jewish Religious Thought_ , ed. <NAME> and P.Mendes-Flohr (New York, 1987), pp. 275-83. _III. The Haggadah as a Book_ 19-20) March 24-26-- TheEarliest Haggadot (9th-!2th C.) <NAME>adah (from <NAME>, _Haggadah <NAME>_ (Jerusalem 1981), p. 73-84 _<NAME>_ , pp. 134-14 Maimonides, _Mishneh Torah_ , Zemanim, Chap. 7; and _Nusah Hahaggadah_ Rashi's Seder from _Mahzor Vitri_ Vol. 1, pp. 281-83, 295-98 21-22) March 31, April 2-- Medieval Illuminated Haggadot <NAME>, "The Decoration of Medieval Hebrew Manuscripts," in A _Sign and a Witness_ , ed. <NAME> (New York, 1988), pp. 47-60. <NAME>, _The Golden Haggadah_ (London, 19 ), pp. 7-11; 55-67. <NAME>, "The Four Sons of the Haggadah and the Ages of Man," _Journal of Jewish Art_ 11 (1985): 16-40. 23-24) April 7, 9-- Haggadah Commentaries <NAME>, _Zevah Pesah_ , pp. 3-5 (Intro.); pp. 140-41; 141-42. 25) April 14-- The Printed Haggadah <NAME>, _Haggadah and History_ (Philadelphia, 1975), pp. 13- 85. 26) April 16-- Modernist Haggadot <NAME>, "The Unwritten Message-- Visual Commentary in Twentieth Century Haggadah Illustration," _Journal of Jewish Art_ 16 (1990-91): 157-71. Readings TBA 27) April 21-- Revisionist Haggadot Holocaust Haggadot Kibbutz Haggadot Feminist, New Left, Vegetarian Haggadot 28) April 23-- The Last Class <file_sep>Course Outline Politics of the Middle East- Spring 1999 PLS 355, 10:00 - 11:15, Mon & Fri Instructor: \| <NAME> 247 Adolph Dial Building Office Tele: 521-6447; Secretary Tele: 521-6363; email: <EMAIL> Office Hours: Mon, Wed, Fri, 9:00 - 9:45 or by appointment ---\|--- Course Description: The Middle East is a vast geographical region stretching from Morocco in the East to Iran in the West. It incorporates a diverse array of cultures and political systems. Politically, most Middle East states are developing nations grappling with the dilemmas of political developing and modernization. This process has not only been complicated by the presence of Islam, Christianity, and Judaism, but huge oil reserves and a large influx of capital. The focus of this course is to familiarize the student with the problems and processes of Middle East politics through a comparative examination of the regions' political systems. This is achieved by employing the scope, methods, and concepts of comparative politics which enable the student to acquire a better understanding of the political culture, political elites and policy processes distinct to Middle East political systems. Required Textbook: <NAME>., and <NAME>, _Politics of the Middle East_ , New York: <NAME>, 1994 The Middle East, New York: Global Studies, 1999 Course Purpose: _To familiarize the student with:_ 1\. The relevant concepts, theories, and methods used to comparatively study politics in developing areas. 2\. The factors influencing policy formation in Middle East political systems. 3\. The role of political elites and their impact on Middle East political systems. Course Objectives: _Upon successful completion of PLS 355, the student should:_ 1\. Understand the nature and function of the dominant concepts, theories and models used to comparatively explain Middle East political systems. 2\. Be familiar with the major types of political systems found in the Middle East. 3\. Recognize and utilize theories and models found in the literature of political development as it pertains to developing nations. Course Requirements: 1). Course Exams: Two examinations will be administered during the semester. Each exam will consisted of short answer questions and one essay question. The exams are designed as a test of your cumulative knowledge in the course. You are expected to take the exam on the assigned date as indicated in the course outline. Only students experiencing special or unusual circumstances, such as serious illness, death in the family or other reasons will be given a makeup examination. The reason for missing an examination must be verified by documentation. If you know in advance that an examination date conflicts with a prior commitment or circumstance, please inform the instructor as soon a possible. 2). Final Exam: There will be a final examination given on an assigned examination date for this class. This is a comprehensive final covering key concepts and approaches covered in the course. The student will be allowed two hours to complete the final exam. This exam will consist of short answer and two essay questions. With the exception of serious illness, a death in the family or other unforeseen circumstances, a make-up exam will not be administered. Additionally, students will not be allowed to take an exam early unless there are special circumstances. 3). Written Assignment and Seminar Discussion: Each students will be required to submit a comprehensive outline via the class web server on a set of assigned readings from Global Studies: The Middle East.. These article/country summaries are to be posted to the MIDEAST list server two day prior the date the article/country summaries are to be discussed in class. Guidelines for this assignment can be found at http://www.uncp.edu/home/trapp/pls355/pl355pg.htm The typed written article/country outline must be posted two days prior to when this article will be discussed by the class. NO CREDIT WILL BE GIVEN FOR ARTICLES POSTED THE DAY ARTICLE IS BEING DISCUSSED. 4). Joining Class List Serve: All students are required to join the class list server. Instruction for the joining the list server can be found at http://www.uncp.edu/political/server.htm 5). Suggested Current Event Readings: Because the Middle East is a dynamic political environment, all students are to regularly read news papers or news journals concerning the Middle East events. In particulars links to the following newspapers are good sources of current events materials. * New York Times * Washington Post * CNN Interactive * USA Today * Jerusalem Post 6). Grading Policy: In the event unusual or unforeseen circumstances prevent you from completing the course, an "I" grade will be assigned. "The "I", or incomplete grade, is only given when a student is unable to complete required work because of unavoidable circumstances such as illness. It is not given to enable a student to do additional work to improve a grade. If an "I" is assigned, the incomplete work must be finished by the next academic semester (excluding summer term) or it is automatically converted to a grade of "F" by the University Registrar. In determination of quality hours and quality points averages, an "I" is counted as an "F" until it is removed." ( see UNC-P Schedule of Classes for additional information). Students who qualify for an "I" must meet with the instructor the second week of the next semester to discuss plans to complete unfinished class work. In the event a student must withdraw from the University, it is the responsibility of the student to complete and turn in all appropriate forms. A student is not automatically withdrawn from a class when he/she discontinues attending class unless the appropriate proper paperwork has been turned into the Registrars Office (see UNC-P Catalog for discussion on WITHDRAWAL FROM THE UNIVERSITY). If your name still appears on the final role and you have not been attending class, you will be assigned an "F" for the course. Conversely, if you decided to drop this course during the course of the semester, you must do so by September 10 to receive a "W" grade. A course cannot be dropped after this date (see UNC-P Schedule of Classes). It is the responsibility of the student to obtain proper signatures on the drop-add form and turn in the completed form to the Registrar's Office. Students appearing on final role, who have not been attending class, will be assigned an "F" for the course. 7). Class Attendance Policy: Each student is expected to attend each class period beginning with the first class. If participation in University sponsored activities or work related activities cause a student to miss an excessive number of classes, then the student should not enroll in the class. Daily attendance will be taken and those students who have missed three unexcused class periods will have their final grade lowered by one letter grade. Additionally, students are expected to arrive for class at the assigned time. If the door has been shut by the instructor, you will not be allowed to enter class. Lastly, all students are expected to discuss and critique the material read, therefore students will be call upon by the instructor to give their opinions or comment on the class discussions. Because verbal communication and critical thinking are vital skills of a successful college graduate, direct and active class participation is strongly encouraged and fostered in this class. 8). Grading Scale: The following is the breakdown of points for each assignment. The final letter grade assigned for the class will reflect the appropriate "+" or "-" when applicable. The range of grades from "A" to "F" are based on the percentage of total points received and conform to a 10 percentage point scale. For example, the "A" grade represents a mastery of 90% or more indicated by combined test and assignments grades which corresponds to a total of 450 or more points in the class. Point Assignments: \| Exam One Exam Two Written Assignment Class Participation _Final Exam _ \| 100 points 100 points 100 points 100 points _100 points_ 500 points ---\|---\|--- Class Readings The bold numbers in parentheses correspond to the article readings found in _Global Studies: The Middle East_ followed by the date the article/country summary is to be discussed in class. All articles/country summaries must be post to the MIDEAST list serve two days prior to its discussion date. For example: Article 3, due Feb 5, should be posted no later than Feb 3. Date Jan 15-22 \| General Introduction to the Middle East ---\|--- Jan 25-29 Feb 1 \| _The Dilemmas of Political Development _ Bill, pps. 1-29 (1) Feb 1 , <NAME>, "How the Modern Middle East Map Came to be Drawn, _Smithsonian,_ May 1991 \- __HEATHER MARSHALL__ (2) Feb 1 , <NAME>, "Islam: Sunnies and Shiites, _Social Education_ , October, 1994 - __PHILIP WALKER__ Feb 5-12 \| _State Formation and the Role of Ideology_ Bill, pps. 30-80 (3) Feb 5, <NAME>, "What Is Islam?," _The World & I_, September 1997 - __JENNIFER BROWN__ (4) Feb 5, <NAME>., "Islamic and Western Values," _Foreign Affairs_ , September/October 1997 - __PHILLIP BOWMAN__ Feb 12, GS Algeria, pps. 33-40 \- _TOSH WELCH_ Feb 12, GS Bahrain, pps. 41-44 \- __ERIKA FISHER__ Feb 12, GS Egypt, pps. 45-55 \- __LINDA LEWIS__ Feb 12, GS Iran, pps. 54-64 \- __HEATHER MARSHALL__ Feb 15-19 \| _Forces of Political Socialization _ Bill, pps. 84-136 (5) Feb 15 , Warrag, Ibn, "Islam's Shame: Lifting the Veil of Tears," _Free Inquiry_ , Fall 1997 - __PHILIP WALKER __ ( 6) Feb 15 , <NAME>, "Dubai Puts Politics Aside, Aims to Be a Mideast 'Hong Kong'," _The Christian Science Monitor_ , April 13, 1997 - __<NAME>__ Feb 19, GS Iraq, pps. 65-72 - _ _PHILLIP BOWMAN__ Feb 19, GS Israel, pps. 73-84 \- __TOSH WELCH__ Feb 19, GS Jordan, pps. 84-88 - _ _ERIKA FISHER__ Feb 22 \| First Exam Feb 26 Mar 1 \| _The Influence of Islam and Patterns of Patrimonialism _ Bill, pps. 136-175 (7) Feb 26 , Bayat, Asef, "Cairo's Poor: Dilemmas of Survival and Solidarity," _Middle East Report_ , Winter 1997 __\- LINDA LEWIS__ (8) Feb 26 , <NAME>., "Eighteen Years Later: Assessing the Islamic Republic of Iran," _Harvard International Review_ , Spring 1997 - __HEATHER MARSHALL__ Mar 1, GS Kuwait, pps. 89-92 \- __PHILIP WALKER__ Mar 1, GS Lebanon, pps. 93-99 - _ _JENNIFER BROWN__ Mar 1, GS Libya, pps. 100-106 \- __PHILLIP BOWMAN__ Mar 5-19 \| _Patterns of Political Leadership _ Bill pps. 176-227 (9) Mar 5, <NAME>, "T _he God That Did Not Fail_ ," The New Republic, September 8 and 15, 1997 - __TOSH WELCH__ (10) Mar 5, <NAME>, "If I Forget Thee," _The New Republic_ , April 18, 1997 - __ERIKA FISHER__ Mar 19, GS, Morocco, pps. 107-112 \- __LINDA LEWIS__ Mar 19, GS, Oman, pps. pps. 113-116 \- __HEATHER MARSHALL__ Mar 22-26 \| _The Institutionalization of Government: The Role of Bureaucracies, the Military, and Legislatures._ Bill, pps. 228-297 (11) Mar 22 , <NAME>, "Atlantis of the Sands," _Archaeology,_ May/June 1997 - __PHILIP WALKER__ (12) Mar 22, <NAME>, "Life with the Enemy: The One-State Solution," _The World Today_ , August/September, 1997 - __JENNIFER BROWN__ Mar 26, GS, Qatar, pps. 117-120 \- __TOSH WELCH__ Mar 26, GS, Saudi Arabia, pps. 120-125 __ERIKA FISHER__ Mar 29 \| Second exam Apr 5-9 \| _A Impediment to Middle East Peace: The Arab Israeli Conflict _ Bill, pps. 298-374 (13) Apr 5 , <NAME>, "Digging in the Land of Magan," _Archaeology_ , May/June 1997 - __LINDA LEWIS__ (14) Apr 5, <NAME>, "Wild Card in Mideast Peace: Syria," _the Christian Science Monitor,_ September 24, 1997 - __HEATHER MARSHALL__ Apr 9, GS, Sudan, pps. 126-131 \- __PHILIP WALKER__ Apr 9, GS Syria, pps. 132-137 \- __JENNIFER BROWN__ Apr 12-19 \| _Strife in the Gulf: Radicalism and Fundamentalism _ Bill, pps. 374-399 (15) Apr 12 , "The Increasing Loneliness of Being Turkey," _The Economist_ , July 19, 1997 - __PHILLIP BOWMAN__ Apr 19, GS, Tunisia, pps. 138-142 \- __TOSH WELCH__ Apr 19, GS, Turkey, pps. 143-150 \- __ERIKA FISHER__ Apr 23-30 \| _The Influence of Political Economy: Oil, Industry, and Agriculture. _ Bill, pps. 400- 452 (16) Apr 23 , Wilford, <NAME>, "On Ancient terraced Hills, Urbanism Sprouted with Crops," _New York Times_ , September 2, 1997 \- __LINDA LEWIS__ Apr 23, GS, United Arab Emirates, pps. 151-153 - _ _PHILLIP BOWMAN__ Apr 23, GS, Yemen, pps. 154-159 \- DR TRAPP Return to Home Page ### `This Page is Maintained by <NAME>` <file_sep> Art of the Western World Spring 2002 NO MANDATORY FIRST DAY ATTENDANCE _UNIVERSITY OF SOUTH FLORIDA_ _USF TELECOURSES_ Lakeland Campus: 17146 ART ARH 4930 Section 151 (3 Credit Hours) **As of 01/14 The orientation has been moved from 01/11 to 01/18 Tampa Students exams: Tampa students may schedule exams within one week of the scheduled exam on the Lakeland campus. Therefore, Tampa students may schedule to take the Midterm exam on Fri, 02/22 and during the week of 02/25-03/01 in SVC 1072 between the hours of 10:00 am and 5:00 pm. The Final exam may be taken on Fri, 04/12 and on Mon, 04/15. Students should check back to this webpage for updated information on the final date the final exam may be taken as final grades are due in the Registrar's office on Mon, 05/06. Students who don't take the exam during these period will need to obtain permission from the instructor, Ms. <NAME>, and provide documentation. Midterm Review Sheet Final Review Sheet Please be aware that this syllabus is subject to change. Please be sure to check the 24-hr. information line (813) 974-3063 or the listserv or this website regularly for any scheduling changes. They will be posted here as soon as we become aware of them. --- Instructor: Ms. <NAME> Office Location: FAO 100U Telephone: 974-2360 Art Department; 974-2996 Educational Outreach Distance Learning Student Support Email:aj<EMAIL> The best way to reach this instructor is by sending an email. _Telecourse Information:_ Coordinator: <NAME> Office Location: SVC 1072 (map grid: D3) Office Hours: Monday-Thursday 8:00am- 7:00pm Friday 8:00am -5:00pm Phone: 974-2996 (Distance Learning Student Support Services) Email:*<EMAIL> Listserv: mailto:<EMAIL> Please type _<EMAIL>_ in order to be included in the listserv for this class. The listserv lets you self-subscribe, thus allowing us better resources for contacting you with changes that may occur in the syllabus. There will not be any academic content on this listserv. If you would like to join a study group so that you may meet with other students registered in your Telecourse, then please visit: http://www.outreach.usf.edu/oucourses/forms/ouforms.htm for a study group application and more information. Please fill out the form completely and return it to SVC 1072. * * Broadcast: 9 one-hour programs. See table below for schedule of broadcasts. WUSF-TV and the Education Channel will provide broadcasts for the Masters of the Silent Screen programs. We strongly encourage you to videotape them as they air if you will not be able to watch the programs at the scheduled time. Please note that the Education Channel programming is available only to Time Warner Cable subscribers in Hillsborough County on channel 18. Video Rentals: This Telecourse may be rented from RMI Media Productions by calling 1-800-745-5480. The cost to rent the videos is approximately $55.00. Visit their web site at **http://www.rmimedia.com/ _ _Course Objectives: The focus of this course will be to explore the purpose and processes of art making in a historical context and to take a comprehensive broad look at the art produced in the Western world since the Greeks. Grades will be based on evidence of understanding of major philosophies and trends as well as the implications of these concepts in the development of contemporary society. Attendance at reviews will be necessary to insure success on exams. Textbooks: Both books are available at the Off-Campus Bookcenter located at the corner of McKinley and Fowler Ave. (just past the main entrance of the Tampa Campus). Call (813) 977-3077 for more information. Stewart, et al., _Art of the Western World, Study Guide_ , New York, 1989. (Required) Honour & Fleming, _The Visual Arts: A History_ , Englewood Cliffs, 1995. (Optional) Reading Assignments: Topics covered in each program will follow the list in the Study Guide. Each unit consists of 2 one-hour programs. It is important to read the appropriate Study Guide chapter and the applicable sections 1 in the Honour-Fleming text. Meetings: Please call Toni Moment at the Lakeland Campus at 941-667-7021 if you would like to obtain directions on how to get to the Lakeland campus. Class Meeting \| Day and Date \| Time \| Location ---\|---\|---\|--- Orientation \| As of 01/14 The orientation has been moved from 01/11 to 01/18 Friday 01/18 \| 4:00 \- 6:00pm \| Room 1270 Midterm Review \| Friday 02/15 \| 4:00 \- 6:00pm \| Room 1280 Midterm Exam \| Friday 02/22 \| 6:00 \- 8:00pm \| Room 1276 Final Review \| Friday 04/05 \| 4:00 \- 6:00pm \| Room 1280 Final Exam \| Friday 04/12 \| 6:00 \- 8:00pm \| Room 1270 Tampa Students may register in the Lakeland section and take exams in SVC 1072 on the dates and times indicated above. Please call 974-2996 to schedule an appointment. A videotape of the orientation, and review sessions will be available within a few days of the scheduled review. Tampa students may check the videotape out from SVC 1072 on an overnight basis or view the tape in the office during regular office hours. Tampa Students exams: Tampa students may schedule exams within one week of the scheduled exam on the Lakeland campus. Therefore, Tampa students may schedule to take the Midterm exam on Fri, 02/22 and during the week of 02/25-02/29 in SVC 1072 between the hours of 10:00 am and 5:00 pm. The Final exam may be taken on Fri, 04/12 and on Mon, 04/15. Students should check back to this webpage for updated information on the final date the final exam may be taken. Students who don't take the exam during these period will need to obtain permission from the instructor, Ms. <NAME>, and provide documentation. Make-Up Exam Policy: Please mark your calendar immediately with exam dates so that you know in advance when your exams are scheduled. If you see a conflict immediately upon receipt of the syllabus, it is your responsibility to inform of the conflict, and to submit a request for a make-up exam with supporting documentation to the Office of Distance Learning Student Support in order for your request to be considered. All requests must be made prior to the scheduled exam. Generally, make-up exams are essay in format so it is highly recommended that you arrange to take your exam at the scheduled time indicated in the syllabus. Reviews: Two review lectures will be given. Reviews will be designed to define and clarify the issues, concepts, and information presented in the aired video programs and reading assignments. Study sheets for exams will be handed out at review sessions and are included in the back of the syllabus. Exams: Two exams will be administered during the course. The midterm exam will cover segments 1-10. (Video 1-5) The final exam will cover segments 11-18. (Video 6-9) Exams may include slide identification; fill in the blank, short answer and multiple choice. How to Obtain Grades: Grades will be posted in the Student Support office, SVC 1072, within one week of the scheduled exam for Tampa students. Lakeland students should see Toni Moment for grades. Grades will not be given over the telephone. If you wish to have your grade mailed to you, please either bring self-addressed stamped envelope to the office of Student Support, or mail it to: Student Support Office, USF, SVC 1072 4202 E. Fowler Ave. Tampa, FL 33620. Please include your name, your SSN, and which course(s) you are enrolled in. Note: A great deal of controversy has been made about the teaching of traditional Western philosophies and histories during the last 20 years or so. Feminists and other groups have documented the fallacies and misconceptions of this approach to history. I urge you to thoroughly enjoy and enrich yourselves with the information given in this course, but at the same time I encourage you to look and read other histories outside the boundaries of the traditional Western paradigm. ART OF THE WESTERN WORLD Video # \| Title \| WUSF-TV Dates \| WUSF-TV Times \| Education Ch. Dates \| Education Ch. Times ---\|---\|---\|---\|---\|--- V-1 \| The Classical Ideal \| (O) Friday, 01/18 (R) Su 01/20 \| 1:00-2:00pm 5:00-6:00am \| Monday, 01/07 \| 2:00-3:00pm V-2 \| A White Garment of Churches: Romanesque and Gothic \| O) Friday, 01/25 (R) Su 01/27 \| 1:00-2:00pm 5:00-6:00am \| Monday, 01/14 \| 2:00-3:00pm V-3 \| The Early Renaissance \| O) Friday, 02/01 (R) Su 02/03 \| 1:00-2:00pm 5:00-6:00am \| Monday, 01/21 \| 2:00-3:00pm V-4 \| The High Renaissance \| O) Friday, 02/08 (R) Su 02/10 \| 1:00-2:00pm 5:00-6:00am \| Monday, 01/28 \| 2:00-3:00pm V-5 \| Realms of Light: The Baroque \| O) Friday, 02/15 (R) Su 02/17 \| 1:00-2:00pm 5:00-6:00am \| Monday, 02/04 \| 2:00-3:00pm V-6 \| An Age of Reason, An Age of Passion \| O) Friday, 02/22 (R) Su 02/24 \| 1:00-2:00pm 5:00-6:00am \| Monday, 02/11 \| 2:00-3:00pm V-7 \| A Fresh View: Impressionism and Post-Impressionism \| O) Friday, 03/01 (R) Su 03/03 \| 1:00-2:00pm 5:00-6:00am \| Monday, 02/18 \| 2:00-3:00pm V-8 \| Into the Twentieth Century \| O) Friday, 03/08 (R) Su 03/10 \| 1:00-2:00pm 5:00-6:00am \| Monday, 02/25 \| 2:00-3:00pm V-9 \| On Our Own Time \| O) Friday, 03/16 and 3/22 (R) Su 03/17 \| 1:00-2:00pm 5:00-6:00am \| Monday, 03/04 \| 2:00-3:00pm MISSED PROGRAMS: If you should miss a few of the programs you may view the programs at the University Media Center, 6th floor, LIB 627, phone 974-4182 (Tampa campus), on a program/viewing space available basis. UMC HOURS: Mon - Thurs, 8:00am - 11:00pm; Fri & Sat, 8:00am - 8:00pm; Sunday, 1:00pm- 9:00pm. Guidelines for viewing: A. A valid, current USF ID is required. B. You may view no more than 25% of the coursework this way. C.** Please remember that while the video may be available, playback equipment may not be, or vice versa. * * * The following essay is paraphrased and taken from the preface to _HomoAestheticus, Where Art Comes From and Why_ by <NAME>. One of the most striking features of human societies throughout history and across the globe is a prodigious involvement with the arts. Even nomadic people who own few material possessions usually decorate what they do own; embellish them, use elaborate poetic language for special occasions; and make music, sing, and dance. All known societies practice at least one of what we in the West call "the arts," and for many groups engaging with the arts ranks among their society's most important endeavors. This universality of making and enjoying art immediately suggests that an important appetite or need is being expressed. General readers, not familiar with the arcane discourses of today's art world, may not be aware of the recent changes in consciousness that go by the general label of "postmodernism." In the larger society, "modernist" art (what used to be called "modern art"\- everything from the works of French impressionists to the stuff that is not immediately recognizable as art and what most people would dismiss as something one's child could make just as well) has scarcely been assimilated. Indeed, even the art of the Old Masters remains unfamiliar and foreign to the great mass of society. Thus the squabbles of a bunch of artists and intellectuals may seem to be of little consequence. These arguments encapsulate, however, a larger debate that is occurring in late twentieth century America, the debate between those who wish to preserve the two thousand year old heritage of Western, Greco-Roman, Judeo-Christian civilization and those who consider this heritage to be seriously inadequate. A growing movement criticizes the traditional Western interpretation of art and culture, with its Eurocentric bias, for its neglect or outright oppression of non-Western cultures (who are increasingly visible and vocal in multicultural society) and of women. Defenders of Western civilization rightly fear that its very preservation and future at stake, and wonder what a society that does not esteem symphonies, museums, and the wisdom of "the Great Books" could possibly offer in their place. No wonder that some of the most conservative defenders of the status quo overreact and attempt to stifle all but the most innocuous and familiar forms and themes. Looking at the arts today we find a confused state of affairs. The buying and selling of artworks is a billion-dollar business and thousands of people throng to major art exhibitions, however the arts remain more perplexing than insightful to the majority of those people. Some believe it is rare, valuable made by geniuses and sanctified by its presence at museums. Some others insist that it is a kind of pretentious folderol that most people quite obviously manage to live without. Still others believe art to be something that should disturb, challenge, provoke, and ultimately challenge people to liberate themselves from stagnant tradition. Contemporary philosophers of art admit that they cannot define their subject anymore. "We entered a period of art so absolute in its freedom that art seems but a name for an infinite play with its own concept." (<NAME> 1986.) The establishment may be hyper defensive because it is not easy to justify the relevance of art in a society where it costs so much, and where art competes with educational, health, and environmental claims on finite funds. Because of the grand, somewhat forbidding garments that art has accumulated over the centuries, it is difficult, when asked what is art that it should take priority over hospitals, and schools, to discern if there is anything really there, or if so what the naked creature underneath might really be. Many practitioners of arts are united in their dissatisfaction with the "high art" view. Upon critical and careful examination we have discovered that what has been orthodox, and established as sacred has often masked repression and narrow-minded elitism. Postmodern thought has opened a door to a new consideration of the place that art has had or might have in human life. Still, despite this fresh air, it must be acknowledged that many have found sustenance and even transcendence in their experiences of the fine arts and have good reasons to remain convinced that these sources and occasions are real and valuable. Repudiation of the whole Western civilization is a harsh and rash response to admitted social inequities, so that post modernist remedies that recommend flushing the baby away with bath water can well seem even more misguided than malady. Over the past century a distancing between people and art has occurred. To earlier generations art was a divine and mysterious visitation. Today it becomes further and further detached. Yet acquaintance with the arts at other times and places reminds us that they have been overwhelmingly integral to people's lives. Even when we are told that "beauty" and "meaning" are socially constructed and relative terms insofar as they have been used by the elite to exclude or belittle others, most of us still yearn for them. It is the theory of some that art would be viewed as an evolution of human behavior that is natural and intrinsic and that it is fundamental to humankind. Artist and art teachers may find a biological justification for the intrinsic importance of their vocation quite welcome and everyone, particularly those who feel a loss or absence of beauty, form, meaning, value, and quality in modern life, should find this biological argument interesting and relevant. Social systems that disdain or discount beauty, form mystery, meaning, value and quality-whether in art or in life-are depriving their members of human requirements as fundamental as those for food, warmth, and shelter. * * * Overnight Blockfeed of _Art of the Western World_ on WUSF-TV, Channel 16: This is an opportunity to tape the entire Telecourse over 2 nights. On Monday, 02/04 set your VCR to record because the blockfeed for videos 1-5 will begin at 1:00am on Tuesday, 02/05, and will continue until 6:00am. On Wednesday, 03/13 set your VCR to record because the blockfeed for videos 6-9 will begin at 2:00am on Thursday, 03/14 and will continue until 6:00am. Attention Students: We recommend that you tape the programs as they are being broadcast on WUSF-TV on a weekly basis. We do NOT recommend that you rely on the block feed/overnight broadcast as your only means of seeing the videos because: A) Your VCR could malfunction B) Your power could go off C) You could forget to set your VCR D) WUSF-TV could have broadcasting difficulties Also, it is not a valid excuse to request special consideration from the instructor (ie: makeup exam,) if there is a technical problem with the overnight broadcast. Therefore, tape the programs off the air during the weekly broadcasts, and then if you missed any of the programs, the overnight broadcast/block feed will enable you to view the programs you missed. <file_sep>![](/images/buttons/spcr.gif)![up](/images/buttons/up.gif) \| ![Search](/images/buttons/srch.gif)![](/images/buttons/spcr.gif)![Feedback](/images/buttons/fdback.gif)![](/images/buttons/spcr.gif)![\[help\]](/images/buttons/help.gif) \| ![CPMCnet](/images/buttons/cpmc.gif) ---\|---\|--- ![Continuing Education](banner3.gif) COLUMBIA UNIVERSITY * COLLEGE OF PHYSICIANS & SURGEON Department of Pathology & Medicine presents 21st Annual Postgraduate Medicine Course <NAME> IN MEDICAL DISEASES OF THE KIDNEYS Comprehensive Review & Update September 16 - 19, 1998 New York, New York 30.5 Hours in cateory 1 Credit towards the AMA Physician's Recognition Award _Program Directors_ <NAME>, M.D. GERALD B. APPEL, M.D. _Organizing Committee_ GERALD B. APPEL, M.D. <NAME>, M.D. <NAME>, M.D. <NAME>, M.D. _Program Description & Objectives_ Renal Biopsy in Medical Diseases of the Kidneys is an intensive 3 1/2 day course designed for pathologists, nephrologists, internists and other physicians interested in both a systematic review and an update on advances in diagnostic problems in medical renal diseases. The course should be of special interest to physicians who are preparing for their specialty Board Examinations in Pathology and Clinical Nephrology. At the conclusion of the course, participants should be able to better understand the pathophysiology and clinical apects of the major parenchymal diseases if the kidney, with emphasis on clinical-pathologic correlations and the role of renal biopsy. The format includes lectures, question-and-answer sessions and the study of case problems. An optional four hour Renal Pathology Laboratory exercise is available on Saturday afternoon after the conclusion of the formal lectures. _Guest Faculty_ <NAME>, M.D., _Associate Professor of Pathology,_ University of Washington Medical Center, Seattle, Washington <NAME>, M.D., _Castleman Professor of Pathology,_ Harvard Medical School; _Chief,_ Department of Pathology, Massachusetts General Hospital, Boston, Massachusetts <NAME>, M.D., _Professor of Medicine & Chief,_ Division of Nephrology, University of Washington School of Medicine, Seattle, Washington <NAME>, M.D., _Associate Professor of Pathology & Pediatrics,_ Vanderbilt University School of Medicine, Nashville, Tennessee <NAME>, M.D., _Distinguished Teaching Professor & Chief,_ Renal Disease Division, S.U.N.Y. Health Science Center College of Medicine, Brooklyn, New York <NAME>, M.D., _Professor of Pathology,_ New York University School of Medicine, New York, New York <NAME>, M.D., _Professor of Pathology,_ Francis Scott Key Medical Center, Baltimore, Maryland <NAME>, M.D., _Professor of Pathology & Medicine,_ University of North Carolina School of Medicine, Chapel Hill, North Carolina <NAME>, M.D., _Irene & <NAME> Professor of Medicine,_ Mount Sinai School of Medicine, New York, New York <NAME>, M.D., _Staff Physician,_ Department of Nephrology & Hypertension,Cleveland Clinic Foundation, Cleveland, Ohio <NAME>, M.D., _Director,_ Mario Negri Institute for Pharmacological Research, Negri Bergamo Laboratories, Bergamo, Italy <NAME>, M.D., _Associate Professor of Pathology,_ Harvard Medical School, Boston, Massachusetts <NAME>, M.D., _<NAME> Professor & Chairman,_ Department of Pathology, University of Oklahoma College of Medicine, Oklahoma City, Oklahoma <NAME>, M.D., _Professor of Medicine & Pathology and Chief,_ Division of Nephrology, University of Florida College of Medicine, Gainesville, Florida _Columbia University Faculty_ <NAME>, M.D., _Professor of Clinical Medicine_ <NAME>, M.D., _Associate Professor of Clinical Medicine_ <NAME>, M.D., _Professor of Pathology_ <NAME>, M.D., _Associate Professor of Clinical Pediatrics_ _Program_ WEDNESDAY, SEPTEMBER 16, 1998 8:00 am _Registration; Continental Breakfast_ 8:30 am Welcome & Introduction <NAME>, M.D. 8:45 am The Why, When & How of Renal Biopsy in 1998 <NAME>, M.D. 9:15 am Histophysiology of the Glomerulus . Viv<NAME>ati, M.D. 10:15 am _Coffee Break_ 10:45 am Mediation of Glomerular Injury <NAME>, M.D. 11:45 am Histophysiology of the Tubules <NAME>, M.D. 12:45 pm _Lunch is Served_ 2:00 pm 15th Annual Conrad L. Pirani Lecture Hemolytic Uemic Syndrome & Thrombotic Thrombocytopenic Purpura <NAME>, M.D. 3:00 pm Rapidly Progressive Glomerulonephritis & ANCA <NAME>, M.D. 4:00 pm _Refreshment Break_ 4:30 pm Pathogenetic Mechanisms of Rapidly Progressive Glomerulonephritis <NAME>, M.D. 5:30 pm Pathology of Thrombotic Microangiopathies V<NAME>, M.D. 6:00 pm _Adjourn_ THURSDAY, SEPTEMBER 17, 1997 7:30 am _Registration; Continental Breakfast_ 8:00 am Acute Post-Infectious Glomerulonephritis <NAME>, M.D. 8:45 am IgA Nephropathy & <NAME> Purpura <NAME>, M.D. 9:30 am _Coffee Break_ 10:00 am Membranoproliferative Glomerulonephritis <NAME>, M.D. 11:00 am Minimal Change disease & Focal Segmental Glomerulosclerosis <NAME>, M.D. 12:00 pm _Lunch is Served_ 1:15 pm Membranous Glomerulopathy <NAME>, M.D. 2:15 pm Modern Therapy of the Nephrotic Syndrome Gerald B. Appel, M.D. 3:15 pm _Coffee Break_ 3:45 pm Secondary Focal Segmental Glomerulosclerosis & Mediation of Progresive Renal Disease <NAME>, M.D. 4:45 pm Viruses & The Kidney (Hepatitis B, C, Cryoglobulinemia and Hantavirus <NAME>, M.D. 4:45 pm Lupus Nephritis - Clinical Aspects Gerald B. Appel, M.D. 5:45 pm _Adjourn_ FRIDAY, SEPTEMBER 18, 1998 7:30 am _Registration; Continental Breakfast_ 9:00 am The New Treatment for Lupus Nephritis Gerald B. Appel, M.D. 10:00 am _Coffee Break_ 10:30 am Diabetic Nephropathy - Pathology <NAME>, M.D. 11:15 am Preventing Diabetic Nephropathy <NAME>, M.D. 12:15 pm _Lunch is Served_ 1:30 pm Dysproteinemias & <NAME>ulopathy <NAME>, M.D. 2:30 pm Hereditary Nephropathies Agnes Fogo, M.D. 3:15 pm _Refreshment Break_ 3:45 pm Pathology of Hypertension <NAME>, M.D. 4:30 pm Renovascular Hypertension <NAME>, M.D. 5:30 pm _Adjourn_ SATURDAY, SEPTEMBER 19, 1997 7:30 am _Registration; Continental Breakfast_ 8:00 am Advances In Renal Transplantation <NAME>, M.D. 9:00 am Renal Transplantation - Pathology <NAME>, M.D. 10:15 am _Coffee Break_ 10:45 am HIV Nephropathy <NAME>, <NAME>'Agati, M.D. 11:45 am Infectious Interstitial Nephritis: Role of Reflux <NAME>, M.D. 12:15 pm Pathology of the Tubules <NAME>, M.D. 12:45 pm Concluding Remarks Vivette D. D'Agati, M.D. 1:00 pm Optional RENAL PATHOLOGY LABORATORY _(Enrollment is limited to 30 participants and will be handled on a first- come, first-served basis. Please check the box on the registration form if you wish to attend this session)_ 5:00 pm _Adjourn _ _Meeting Location_ Alumni Auditorium William Black Research Building Columbia-Presbyterian Medical Center 710 West 168th Street New York, New York 10032 Parking is available, at regular daily rates, at the Columbia-Presbyterian Medical Center parking lot located on the southwest corner of Fort Washington Avenue and West 165th Street, one block south of the Black Building. _ _ _Hotel Accommodations_ Blocks of rooms have been reserved at the hotels listed below. Additional information about the hotels may be obtained by calling the hotels directly. These special room rates are available to the course attendees from September 15th through 20th, 1998. Please note, all rates quoted are subject to state & local taxes. Reservations should be made directly with the Reservations Department of the hotel of your choice at the numbers below. To receive these room rates remember to mention that you are a registrant of the Columbia University "Renal Biopsy" conference. Space at the hotels will be held until cut-off date listed or until the room blocks have been exhausted, whichever comes first. Reservations received after the cut-off dates are subject to availability and prevailing rates. Reservations must be guaranteed with a major credit card for the first night's room and tax. Early reservations are encouraged. Radisson Empire Hotel 44 West 63rd Street near Lincoln Center, NYC New York, NY 10023 Deluxe: $205 single Cut-Off: August 11, 1998 (212) 265-7400 Warwick Hotel 65 West 54th Street at Ave of the Americas New York, NY 10019 Single: $229 Double: $245 Cut-Off: August 25, 1998 (800) 223-4099 Complimentary bus service will be provided to and from the Columbia- Presbyterian Medical Center and Hotels listed above for each day of the program. Please check the box on the registration form to reserve space on the bus. _Travel Arrangements_ If you are visiting New York City, allow us to offer the assistance of Travel One. Travel One, the official travel agency of Columbia University, can be reached at (800) 872-8528. When calling, identify yourself as a registrant of this Columbia University continuing medical education program. _For Additional Information_ Center for Continuing Medical Columbia University College of Physician & Surgeons 630 West 168th Street, Unit 39 New York, NY 10032 Telephone: (212) 781-5990 Fax: (212) 781-6047 E-mail: <EMAIL> _Disclosure_ Each speaker is required to disclose the existence of any financial interest and/or other relationship(s) (e.g., employee, consultant, speaker's bureau, grant recipient, research support) he/she might have with a) the manufacturer(s) of any commercial product(s) to be discussed during his/her presentation and/or b) the commercial contributor(s) of the activity. _Tuition Fees_ Physicians: $650; Columbia-Presbyterian Alumni Associates: $520; Fellows & Residents in training: $425 (with letter from Program Director certifying status). The fee includes the academic presentations and laboratory session, a course syllabus, kodachrome slides, electronmicrographs of "classic" renal lesions, daily continental breakfast, luncheon, and refreshments. Confirmation of registration and directions to the Columbia-Presbyterian Medical Center will be sent upon receipt of the registration form. Refund of registration fee, less a $25 administrative charge, will be made if written notice of cancellation is received by September 7, 1998. No refunds can be made thereafter. _ _ _Registration_ By Mail: Complete the registration form and mail with full payment to: Columbia University College of Physicians & Surgeons Center for Continuing Education 630 West 168th Street, Unit 39, New York, NY 10032 By Fax: Registrants may fax the registration form with credit card information to: (212) 781-6047 By Electronic Mail: Registrants may complete and submit the on-line registration form. Telephone reservations and/or cancellations are not accepted. COLUMBIA UNIVERSITY Renal Biopsy in Medical Diseases of the Kidneys (Path-PM6) Continuing Education Registration Form \| Printable Form_ \| \| Online Form_ <file_sep> <NAME> ![](http://history.hanover.edu/pictures/bars/aqua_thin.gif) <NAME> Chronicle of The Fourth Crusade and The Conquest of Constantinople Excerpts from the Original Electronic Text at the web site of the Internet Medieval Sourcebook. ![](http://history.hanover.edu/pictures/bars/aqua_thin.gif) ### CONFLICT BETWEEN THE GREEKS AND LATINS IN CONSTANTINOPLE-BURNING OF THE CITY While the Emperor Alexius was away on this progress, there befell a very grievous misadventure; for a conflict arose between the Greeks and the Latins who inhabited Constantinople, and of these last there were many. And certain people-who they were I know not-out of malice, set fire to the city; and the fire waxed so great and horrible that no man could put it out or abate it. And when the barons of the host, who were quartered on the other side of the port, saw this, they were sore grieved and filled with pity-seeing the great churches and the rich palaces melting and falling in, and the great streets filled with merchandise burning in the flames; but they could do nothing. Thus did the fire prevail, and win across the port, even to the densest part of the city, and to the sea on the other side, quite near to the church of St. Sophia. It lasted two days and two nights, nor could it be put out by the hand of man. And the front of the fire, as it went flaming, was well over half a league broad. What was the damage then done, what the possessions and riches swallowed up, could no man tell-nor what the number of men and women and children who perished-for many were burned. All the Latins, to whatever land they might belong, who were lodged in Constantinople, dared no longer to remain therein; but they took their wives and their children, and such of their possessions as they could save from the fire, and entered into boats and vessels, and passed over the port and came to the camp of the pilgrims. Nor were they few in number, for there were of them some fifteen thousand, small 52 and great; and afterwards it proved to be of advantage to the pilgrims that these should have crossed over to them. Thus was there division between the Greeks and the Franks; nor were they ever again as much at one as they had been before, for neither side knew on whom to cast the blame for the fire; and this rankled in men's hearts upon either side. At that time did a thing befall whereby the barons and those of the host were greatly saddened; for the Abbot of Loos died, who was a holy man and a worthy, and had wished well to the host. He was a monk of the order of the Cistercians. ### THE YOUNG ALEXIUS RETURNS TO CONSTANTINOPLIZHE FAILS IN HIS PROMISES TO THE CRUSADERS The Emperor Alexius remained for a long time on progress, till St. Martin's Day, and then he returned to Constantinople. Great was the joy at his home- coming, and the Greeks and ladies of Constantinople went out to meet their friends in great cavalcades, and the pilgrims went out to meet their friends, and had great joy of them. So did the emperor re-enter Constantinople and the palace of Blachernae; and the Marquis of Montferrat and the other barons returned to the camp. The emperor, who had managed his affairs right well and thought he had now the upper hand, was filled with arrogance towards the barons and those who had done so much for him, and never came to see them in the camp, as he had done aforetime. And they sent to him and begged him to pay them the moneys due, as he had covenanted. But he led them on from delay to delay, making them, at one time and another, payments small and poor; and in the end the payments ceased and came to naught. The <NAME>, who had done more for him than any other, and stood better in his regard, went to him oftentimes, and showed him what great services the Crusaders had rendered him, and that greater services had never been rendered to any one. And the emperor still entertained them with delays, and never carried out such things as he had promised, so that at last they saw and knew clearly that his intent was wholly evil. Then the barons of the host held a parliament with the 53 Doge of Venice, and they said that they now knew that the emperor would fulfil no covenant, nor ever speak sooth to them; and they decided to send good envoys to demand the fulfilment of their covenant, and to show what services they had done him; and if he would now do what was required, they were to be satisfied; but, if not, they were to defy him, and right well might he rest assured that the barons would by all means recover their due. ### THE CRUSADERS DEFY THE EMPERORS For this embassy were chosen Conon of Bethune and Geoffry of Villehardouin, the Marshal of Champagne, and Miles the Brabant of Provins; and the Doge also sent three chief men of his council. So these envoys mounted their horses, and, with swords girt, rode together till they came to the palace of Blachernae. And be it known to you that, by reason of the treachery of the Greeks, they went in great peril, and on a hard adventure. They dismounted at the gate and entered the palace, and found the Emperor Alexius and the Emperor Isaac seated on two thrones, side by side. And near them was seated the empress, who was the wife of the father, and stepmother of the son, and sister to the King of Hungary-a lady both fair and good. And there were with them a great company of people of note and rank, so that well did the court seem the court of a rich and mighty prince. By desire of the other envoys Conon of Bethune, who was very wise and eloquent of speech, acted as spokesman: "Sire, we have come to thee on the part of the barons of the host and of the Doge of Venice. They would put thee in mind of the great service they have done to thee-a service known to the people and manifest to all men. Thou hast swom, thou and thy father, to fulfil the promised covenants, and they have your charters in hand. But you have not fulfilled those covenants well, as you should have done. Many times have they called upon you to do so, and now again we call upon you, in the presence of all your barons, to fulfil the covenants that are between you and them. Should you do so, it shall be well. If not, be it known to you that from this day forth they will not hold you as lord or friend, but will endeavour to obtain their due by all the means in their 54 Power. And of this they now give you warning, seeing that they would not injure you, nor any one, without first defiance given; for never have they acted treacherously, nor in their land is it customary to do so. You have heard what we have said. It is for you to take counsel thereon according to your pleasure." Much were the Greeks amazed and greatly outraged by this open defiance; and they said that never had any one been so hardy as to dare defy the Emperor of Constantinople in his own hall. Very evil were the looks now cast on the envoys by the Emperor Alexius and by all the Greeks, who aforetime were wont to regard them very favourably. Great was the tumult there within, and the envoys turned about and came to the gate and mounted their horses. When they got outside the gate, there was not one of them but felt glad at heart; nor is that to be marvelled at, for they had escaped from very great peril, and it held to very little that they were not all killed or taken. So they returned to the camp, and told the barons how they had fared. ### THE WAR BEGINS - THE GREEKS ENDEAVOUR TO SET FIRE TO THE FLEET OF THE CRUSADERS Thus did the war begin; and each side did to the other as much harm as they could, by sea and by land. The Franks and the Greeks fought often; but never did they fight, let God be praised therefore that the Greeks did not lose more than the Franks. So the war lasted a long space, till the heart of the winter. Then the Greeks bethought themselves of a very great device, for they took seven large ships, and filled them full of big logs, and shavings, and tow, and resin, and barrels, and then waited until such time as the wind should blow strongly from their side of the straits. And one night, at midnight, they set fire to the ships, and unfurled their sails to the wind. And the flames blazed up high, so that it seemed as if the whole world were a-fire. Thus did the burning ships come towards the fleet of the pilgrims; and a great cry arose in the host, and all sprang to arms on every side. The Venetians ran to their ships, and so did all those who had ships in possession, and they began to draw them away out of the flames very vigorously. 55 And to this bears witness Geoffry the Marshal of Champagne, who dictates this work, that never did people help themselves better at sea than the Venetians did that night; for they sprang into the galleys and boats belonging to the ships, and seized upon the fire ships, all burning as they were, with hooks, and dragged them by main force before their enemies, outside the port, and set them into the current of the straits, and left them to go burning down the straits. So many of the Greeks had come down to the shore that they were without end and innumerable, and their cries were so great that it seemed as if the earth and sea would melt together. They got into barges and boats, and shot at those on our side who were battling with the flames, so that some were wounded. All the knights of the host, as soon as they heard the clamour, armed themselves; and the battalions marched out into the plain, each according to the order in which they had been quartered, for they feared lest the Greeks should also attack them on land. They endured thus in labour and anguish till daylight; but by God's help those on our side lost nothing, save a Pisan ship, which was full of merchandise, and was burned with fire. Deadly was the peril in which we stood that night, for if the fleet had been consumed, all would have been lost, and we should never have been able to get away by land or sea. Such was the guerdon which the Emperor Alexius would have bestowed upon us in return for our services. . . . ### THE CRUSADERS OCCUPY THE CITY The Marquis Boniface of Montferrat rode all along the shore to the palace of Bucoleon, and when he arrived there it surrendered, on condition that the lives of all therein should be spared. At Bucoleon were found the larger number of the great ladies who had fled to the castle, for there were found the sister _[Agnes, sister of <NAME>, married successively to Alexius II., to Andronicus, and to Theodore Branas]_ of the King of France, who had been empress, and the sister _[Margaret, sister of Emeric, King of Hungary, married to the Emperor Isaac, and afterwards to the Marquis of Montferrat.]_ of the King of Hungary, who 65 had also been empress, and other ladies very many. Of the treasure that was found in that palace I cannot well speak, for there was so much that it was beyond end or counting. At the same time that this palace was surrendered to the Marquis Boniface of Montferrat, did the palace of Blachernae surrender to Henry, the brother of Count Baldwin of Flanders, on condition that no hurt should be done to the bodies of those who were therein. There too was found much treasure, not less than in the palace of Bucoleon. Each garrisoned with his own people the castle that had been surrendered to him, and set a auard over the treasure. And the other people, spread abroad throughout the city, also gained much booty. The booty gained was so great that none could tell you the end of it: gold and silver, and vessels and precious stones, and samite, and cloth of silk, and robes vair and grey, and ermine, and every choicest thing found upon the earth. And well does Geoffry of Villehardouin the Marshal of Champagne, bear witness, that never, since the world was created, had so much booty been won in any city. Every one took quarters where he pleased and of lodgings there was no stint. So the host of the pilgrims and of the Venetians found quarters, and greatly did they rejoice and give thanks because of the victory God had vouchsafed to them-for those who before had been poor were now in wealth and luxury. Thus they celebrated Palm Sunday and the Easter Day following (25th April 1204) in the joy and honour that God had bestowed upon them. And well miaht they praise our Lord, since in all the host there were no more than twenty thousand armed men, one with another, and with the help of God they had conquered four hundred thousand men, or more, and in the strongest city in all the world - yea, a great city \- and very well fortified. ### DIVISION OF THE SPOIL Then was it proclaimed throughout the host by the <NAME> of Montferrat, who was lord of the host, and by the barons, and by the Doge of Venice, that all the booty should be collected and brou-ht together, as had been covenanted under oath and pain of excommunication. Three churches were appointed for the receiving of the 66 spoils, and guards were set to have them in charge, both Franks and Venetians, the most upright that could be found. Then each began to bring in such booty as he had taken, and to collect it together. And some brought in loyally, and some in evil sort, because covetousness, which is the root of all evil, let and hindered them. So from that time forth the covetous began to keep things back, and our Lord began to love them less. Ah God! how loyally they had borne themselves up to now! And well had the Lord God shown them that in all things He was ready to honour and exalt them above all people. But full oft do the good suffer for the sins of the wicked. The spoils and booty were collected together, and you must know that all was not brought into the common stock, for not a few kept thin-s back, maugre the excommunication of the Pope. That which was brought to the churches was collected together and divided, in equal parts, between the Franks and the Venetians, according to the sworn covenant. And you must know further that the pilgrims, after the division had been made, paid out of their share fifty thousand marks of silver to the Venetians, and then divided at least one hundred thousand marks between themselves, among their own people. And shall I tell you in what wise? Two sergeants on foot counted as one mounted, and two sergeants mounted as one knight. And you must know that no man received more, either on account of his rank or because of his deeds, than that which had been so settled and orderedsave in so far as he may have stolen it. And as to theft, and those who were convicted thereof, you must know that stem justice was meted out to such as were found guilty, and not a few were hung. The Count of St. Paul hung one of his knights, who had kept back certain spoils, with his shield to his neck; but many there were, both great and small, who kept back part of the spoils, and it was never known. Well may you be assured that the spoil wa- very great, for if it had not been for what was stolet- and for the part given to the Venetians, there would if have been at least four hundred thousand marks of silver and at least ten thousand horses- one with another. Thus were divided the spoils of Constantinople, as you have heard. 67 ### BALDWIN, COUNT OF FLANDERS, ELECTED EMPEROR Then a parliament assembled, and the commons of the host declared that an emperor must be elected, as had been settled aforetime. And they parliamented so long that the matter was adjourned to another day, and on that day would they choose the twelve electors who were to make the election. Nor was it possible that there should be lack of candidates, or of men covetous, seeing that so great an honour was in question as the imperial throne of Constantinople. But the greatest discord that arose was the discord concerning Count Baldwin of Flanders and Hainault and the Marquis Boniface of Montferrat; for all the people said that either of those two should be elected. And when the chief men of the host saw that all held either for Count Baldwin or for the Marquis of Montferrat, they conferred together and said: " Lords, if we elect one of these two great men, the other will be so filled with envy that he will take away with him all his people. And then the land that we have won may be lost, just as the land of Jerusalem came nigh to be lost when, after it had been conquered, Godfrey of Bouillon was elected king, and the Count of St. Giles became so fulfilled with envy that he enticed the other barons, and whomsoever he could, to abandon the host. Then did many people depart, and there remained so few that, if God had not sustained them, the land of Jerusalem wouldhavebeenlost. Letusthereforebewarelestthesame mischance befall us also, and rather bethink ourselves how we may keep both these lords in the host. Let the one on whom God shall bestow the empire so devise that the other is well content; let him grant to that other all the land on the further side of the straits, towards Turkey, and the Isle of Greece, and that other shall be his liegeman. Thus shall we keep both lords in the host." As had been proposed, so was it settled, and both consented right willingly. Then came the day for the parliament, and the parliament assembled. And the twelve electors were chosen, six on one side and six on the other; and they swore on holy relics to elect, duly, and in good faith, whomsoever would best meet the needs of the host, and bear rule over the empire most worthily. 68 Thus were the twelve chosen, and a day appointed for the election of the emperor; and on the appointed day the twelve electors met at a rich palace, one of the fairest in the world, where the Doge of Venice had his quarters. Great and marvellous was the concourse, for every one wished to see who should be elected. Then were the twelve electors called, and set in a very rich chapel within the palace, and the door was shut, so that no one remained with them. The barons and knights stayed without in a great palace. The council lasted till they were agreed; and by consent' of all they appointed Nevelon, Bishop of Soissons, who was one of the twelve, to act as spokesman. Then they came out to the place where all the barons were assembled, and the Doge of Venice. Now you must know that many set eyes upon them, to know how the election had turned. And the bishop, lifting up his voice-while all listened intentlyspoke as he had been charged, and said: " Lords, we are agreed, let God be thanked! upon the choice of an emperor; and you have all sworn that he whom we shall elect as ern,,)eror shall be held by you to be emperor indeed, and that it any one gainsay him, you will be his helpers. And we name him now at the self-same hour when God was born, THE COUNT BALDWIN OF FLANDERS AND HAINAULT! " A cry of joy was raised in the palace, and they bore the count out of the palace, and the Marquis Boniface of Montferrat bore him on one side to the church, and showed him all the honour he could. So was the Count Baldwin of Flanders and Hainault elected emperor, and a day appointed for his coronation, three weeks after Easter (16th May 1204). And you must know that many a rich robe was made for the coronation; nor did they want for the wherewithal. <NAME> [b.c.1160-d.c.1213]: Memoirs or Chronicle of The Fourth Crusade and The Conquest of Constantinople, trans. <NAME>, (London: J.M. Dent, 1908) NOTES The notes are adapted from those provided by Marzials, unless otherwise indicated. The pagination of Dent edition is preserved The divisions in text as provided by Marzials A few archaic words used by Marzials have been changed - see list at end This text is part of the Internet Medieval Source Book. The Sourcebook is a collection of public domain and copy-permitted texts related to medieval and Byzantine history. Unless otherwise indicated the specific electronic form of the document is copyright. Permission is granted for electronic copying, distribution in print form for educational purposes and personal use. If you do reduplicate the document, indicate the source. No permission is granted for commercial use. (c)<NAME> Apr 1996 <EMAIL> ![](http://history.hanover.edu/pictures/bars/aqua_thin.gif) Return to the syllabus. Return to the History Department. ![](http://history.hanover.edu/pictures/bars/aqua_thin.gif) <file_sep>Course Syllabus History 410: Sex and Gender in Medieval and Early Modern Europe Fall 1998 Professor <NAME>; E-mail <EMAIL> Office: 221 PLC; Office Phone: 346-4821 Office Hours: Tuesdays, 10.00 a.m. to 12.00 noon, or by appointment Requirements \| Grading \| Schedule of Lecture Topics and Assignments \| Discussion Questions \| About the Class Listservs \| Guidelines for Listserv Discussion \| Paper Guidelines \| Midterm Guidelines \| Final Guidelines _Course Description_ This course examines the ways in which people in medieval and early modern Europe (11th to 16th centuries) understood and made meaning out of sexual practices and the variety of gender constructions they (often but not always) produced and were produced by. We will compare how medieval people wrote about sex and gender -- both explicitly, in medical and legal texts, and implicitly, in religious and popular vernacular texts -- with the ways we understand them in the modern world. _ Requirements \| _*top of page Completion of weekly reading assignments, drawn from the following books available for purchase at the bookstore: * _The Letters of Abelard and Heloise_ * <NAME>, _The Decameron_ * <NAME>, _The Heptameron_ * <NAME>, _The Book of the Courtier _ and from a selection of volumes available on reserve in Knight Library. * Class attendance and participation. Class meetings will typically consist of a combination of lecture on background material and discussion of the reading assignments in the primary sources. * Participation in an archived listserv discussion. You will choose one week's topic/s on which you will be required to post a brief summary and critical analysis of the week's readings, together with some supplemental bibliography which you will develop in consultation with the professor. This supplemental bibliography will also be posted, both to the list and to the course webpage. Every member of the class is responsible for posting at least one substantial response to this initial discussion each week. Please see _Guidelines for Listserv Discussion_ for further description of this assignment. * A midterm and a final examination, to be held on dates specified in the schedule below. The midterm examination will ask you to write one, the final examination two, comparative or analytical essay questions from a selection of topics drawn from lectures, readings, and on-line and in-class discussions. See _Midterm Guidelines_ _,_ _Final Guidelines_ for more details. * A 12-15 page paper based on your own research and readings in the primary sources, due at the end of the term. You will also present a summary of your bibliography and research for this paper to the class during the week for which your topic is most relevant. In most cases, your paper topic should be based on the topic for which you develop bibliography and an on-line discussion question, but other options are certainly available. YOU MUST CONSULT WITH THE PROFESSOR BEFORE UNDERTAKING EITHER THIS ASSIGNMENT OR YOUR ON-LINE ASSIGNMENT. See _Paper Guidelines_ for more details. _Grading \|_top of page * Participation in weekly discussions (includes both class time and on-line discussion): 25% * Midterm Examination: 30% * Final Paper and Class Presentation: 45% _ Schedule of Lecture Topics and Assignments \| _top of page *_Reading assignments available on reserve are indicated with an asterisk ()._** WEEK I. Introductions practical and theoretical. Sex and gender, now and then. * Reading assignment: <NAME>, "Gender: A Useful Category of Historical Analysis," in _Gender and the Politics of History;_ <NAME>, "Contingent Foundations: Feminism and the Question of 'Postmodernism'," in Butler and Scott, eds., _Feminists Theorize the Political;_ "Introduction" to _Constructing Medieval Sexuality,_ ed. Lochrie, McCracken, and Schultz; <NAME>, "Introduction" to _Oedipus and the Devil: Witchcraft, Sexuality and the Devil in Early Modern Europe_ _Monday, September 28:_ Introduction to the Course. Course Materials on the Web. Discussion Lists. _Wednesday, September 30:_ Lecture/Discussion. What is sex? What is gender? _Friday, October 2:_ Discussion. Sex and gender theory WEEK II. Marriage: what difference does sex make? * Reading assignment: _The Letters of Abelard and Heloise_ _,_ pp. 57-156; canon law texts (available on disk and in printed form); Brooke, _The Medieval Idea of Marriage,_ pp. 61-118, and browse _Monday, October 5:_ Marriage and theology _ __Wednesday, October 7:_ Marriage and canon law _ Friday, October 9:_ Discussion. Marriage, sex, gender, and past lives _ _ WEEK III. Marriage: what difference does gender make? * Reading assignment: __ Boccaccio, _The Decameron_ (I give the assignment by day and tale, rather than page number, so that you can use different editions if you wish): Day 2, tales 3, 6-7, 9-10; Day 4, tales 6, 8-9; Day 5, tales 7, 10; Day 7, as many tales as you can manage -- they are all variations on a theme; Day 8, tale 8, Day 10, tale 10; Howell, _The Marriage Exchange,_ pages to be assigned; Herlihy and Klapisch, _Tuscans and their Families,_ 202-31, 337-60; Klapisch, _Women, Family, and Ritual,_ 117-31, 178-212; Sheehan, _Marriage, Family, and Law in Medieval Europe,_ pp. 16-37, 87-117, 247-98; <NAME> in _Consent and Coercion to Sex and Marriage,_ pp. 257-70 _Monday, October 12:_ Medieval marriage: gender and social practice _ Wednesday, October 14:_Marriage for men, marriage for women? stereotypes and the exercise of power _ Friday, October 16:_ Discussion. Stereotypes and "realities" _ _ WEEK IV. Sex and sexuality: the literary sources * Reading assignment: _The Lais of Marie de France: Guigemar, Le Fresne, Bisclavret, Lanval, Chevrefoil, Eliduc_ ; <NAME>, _Romances: Erec et Enide_ ; <NAME>, _The Art of Courtly Love,_ Book I; Cadden, _The Meanings of Sex Difference_ ; Jacquaert and Thomasset, _Sexuality and medicine in the Middle Ages_ _Monday, October 19:_Sex and stereotypes _ Wednesday, October 21:_The Literary Sources: sexuality/sexualities and the erotic _ Friday, October 23:_Discussion. Gendered literature, literary sex _ _ WEEK V. Sex and sexuality: the social and legal sources * Reading assignment: <NAME>; <NAME>; materials on rape _Monday, October 26 Wednesday, October 28 Friday, October 30_ MIDTERM EXAMINATION ON LINE THURSDAY, OCTOBER 29 _ _ WEEK VI. Gender, literary models, and social roles outside marriage I: men and masculinity * Reading assignment: _The Lais of Marie de France,_ review; Boccaccio and Bruni, _Lives of Dante_ ; Castiglione, _The Book of the Courtier,_ Book 1; _Medieval Masculinities,_ Chojnacki article and browse; Thompson and Nagel, _Three Crowns of Florence,_ browse _Monday, November 2:_ Sex and masculinity _ Wednesday, November 4:_ Men, families, and courts _ Friday, November 6:_ Discussion: sex, society, and masculinity MIDTERM EXAMINATION* DUE IN CLASS FRIDAY, NOVEMBER 6 WEEK VII. Gender, literary models, and social roles outside marriage II: women and femininity * Reading Assignment: Boccaccio, _Concerning Famous Women_ ; Chaucer; Christine de Pizan on Joan of Arc; Castiglione, _The Book of the Courtier,_ Book 3 and Bembo on love in Book 4 _Monday, November 9:_ Where are women outside marriage? Sex and the same old story? _ Wednesday, November 11:_ Politics, work, and writing _ Friday, November 13:_ What do all those "famous" women do? _ _ WEEK VIII. Sex, gender, and spirituality: men's and women's writings * Reading Assignment: Bernard of Clairvaux, _Sermons on the Song of Songs,_ browse in any volume; _The Little Flowers of Saint Francis_ , browse (try to get 1925 or 1950 edition); __ Dronke, _Women Writers of the Middle Ages,_ chs. 1 and 6; Angela of Foligno, _Complete Works,_ pp. 123-218 (her _Memorial)_ _Monday, November 16:_ Gender ideology and intellectual history; Religious life in the Middle Ages _ Wednesday, November 18:_ Spiritual themes in men's and women's writings _ Friday, November 20:_ Discussion: gender and spirituality _ _ WEEK IX. Sex, gender, and spirituality: women's lives and writings * Reading Assignment: Catherine of Siena, _Letters_ ; Julian of Norwich, _Revelations (Showings)_ _Monday, November 23 Wednesday, November 25 THANKSGIVING HOLIDAY THURSDAY AND FRIDAY, NOVEMBER 26-27. CLASS DOES NOT MEET. _ WEEK X. Sex, gender, and society transformed (?) * Reading Assignment: <NAME>, _The Heptameron_ _Monday, November 30 Wednesday, December 2 Friday, December 4_ _Discussion Questions_ \| top of page _ _ This link is a short-cut to the pages containing questions to help you prepare for class and on line discussion. You may follow the links from here or from the schedule of weekly reading assignments. <NAME> for Week I _The Letters of Abelard and Heloise_ _ __The Decameron_ _ _ _ About the Class Listservs \|_top of page The listserv component of the course has several purposes. The most basic one is to supplement and complement the in class discusssions of course materials and theoretical issues. The second is to allow for broader discussion of some of the issues and of more materials than we can cover during class meetings. The third is to allow you to share the process of your research with your classmates, and to learn from and help one another in that process. If you are not familiar with listservs, don't worry about it. We will go over the list in class, resources to help you are widely available on campus, and your instructor and fellow students can also help out. Please see the separate page _Guidelines for Listserv Discussion_ __ for more details. <file_sep>## History of Ancient Philosophy PHIL 3151 Spring 2000 4:00-5:40 TTh (but see below) HUM Rm. 205 Instructor: <NAME> Office: CAM 207 Phone: O: 589-6288, H: 589-2966 e-mail: <EMAIL> OH: Tuesday and Thursday 1-1:45, Wednesday 1-2:30, and by appointment. ![](blueline.gif) Course description This course will be an introduction to some of the major figures in ancient Greek philosophy: the pre-Socratics, Plato, Aristotle, Epicurus, the Stoics, and the academic skeptics. We will examine their metaphysics, epistemology, philosophy of mind, ethics, and political philosophy. Class format This class will primarily be seminar format, and class discussion of the readings will play a major role. The midterm and final exam will consist of take-home essay questions; there will be frequent short reading response papers, and a longer final paper that the student will have the option of revising and resubmitting. I will rotate the schedule of reading response papers, so that every class period one or two students will submit a paper. You will post this paper to the class bulletin board. Please post your paper the night before the class, at the latest. Everybody will be responsible for reading the reading response papers before the class meeting. Feel free to post your own responses to others' papers on the bulletin board, or to put comments or questions there also. I may occasionally require somebody to post a response to others' work. Typically, I will explain the material in the first half of the class. We will take a break, and then the second half of the class will be devoted to discussing the material, using the reading response papers as a way to start the discussion. But this division is not meant to be hard and fast: discussions and evaluation will often break out during the first part of the class, and during the course of discussing the material in the second part, sometimes I may go back to clarify some points in the material. The bulletin board, announcements, copies of this syllabus, and a trove of other information is available from the course web site, http://cda.mrs.umn.edu/~okeefets/ancient.html. Texts: * A Presocratics Reader: Selected Fragments and Testimonia, ed. by <NAME>, Hackett Publishing. * Plato, Five Dialogues, trans. by <NAME>, Hackett Publishing * Plato, Theaetetus, ed. by <NAME>, Hackett Publishing * Aristotle, Selections, trans. by <NAME> and <NAME>, Hackett Publishing * Hellenistic Philosophy: Introductory Readings, ed. by <NAME> and <NAME>, 2nd edition, Hackett Publishing. * Lucretius, The Way Things Are: The De Rerum Natura of Titus <NAME>, trans. by <NAME>, Indiana University Press. * Occasional handouts and photocopies ![](blueline.gif) REQUIREMENTS: Mid-term exam \| 25% ---\|--- Short papers and participation \| 20% Final Exam \| 25% Final paper (10-15 pages) \| 30% The exams will be take-home. You will have the option of revising and resubmitting your final paper. ![](blueline.gif) Important Dates: I will be out of town (on business, not vacation!) on Thursday, March 23. We will not have class on that day, but I will schedule an additional session to make up for that time. Monday, March 6: Mid-term exam due Thursday, April 20: Final paper due Friday, May 5: Final paper rewrites due Thursday, May 11: Final Exam Due ![](blueline.gif) NOTE ON ACADEMIC INTEGRITY: If any student plagiarizes in writing a paper--that is, copies or closely paraphrases from a source without proper quotation and acknowledgment of the source--then that student will be given a failing grade either on the paper or in the course. I will discuss proper footnoting procedures in class. ![](blueline.gif) University Grading Standards A achievement that is outstanding relative to the level necessary to meet course requirements. B achievement that is significantly above the level necessary to meet course requirements. C achievement that meets the course requirements in every respect. D achievement that is worthy of credit even though it fails to meet fully the course requirements. S achievement that is satisfactory, which is equivalent to a C- or better. F (or N) Represents failure (or no credit) and signifies that the work was either (1) completed but at a level of achievement that is not worthy of credit or (2) was not completed and there was no agreement between the instructor and the student that the student would be awarded an I. I (Incomplete) Assigned at the discretion of the instructor when, due to extraordinary circumstances, e.g., hospitalization, a student is prevented from completing the work of the course on time. Requires a written agreement between instructor and student. ![](blueline.gif) Credits and Workload Expectations For undergraduate courses, one credit is defined as equivalent to an average of three hours of learning effort per week (over a full semester) necessary for an average student to achieve an average grade in the course. For example, a student taking a three credit course that meets for three hours a week should expect to spend an additional six hours a week on coursework outside the classroom. ![](blueline.gif) Return to the Ancient Philosophy web site. Return to the course materials index. Return to <NAME>'s homepage. <file_sep>Immigration and Ethnicity in America: the Urban Crucible Professor Greenberg Trinity College Seabury 10C ext 2371 Spring 1999 Hsitory 232: American Studies 244 Office Hours Tues./ Thurs. 2:40-4 Our immigrant society has been described as a melting pot, a mosaic, a salad bowl, as well as other less attractive metaphors. Through lectures, class discussions, readings, outside speakers and panels, films, and a community learning project, this course looks at various topics in immigration history, and explores how ethnicity and the city both played a role in the experiences of the immigrants and in the minds of those citizens who received them. The questions raised by this course have confused and divided scholars, politicians, journalists, and citizens. I don't expect us to have any clearer answers, nor to agree with each other. What I do expect is for us to go at these tough questions with energy and an open mind. Therfore, I expect each of you to participate actively in class. Present your ideas. Speak your mind openly, and contribute towards the portion of your grade allotted to class participation (20 percent). As participation is crucial, please come to class prepared. More than two absences will affect your final grade. This course is also linked to the year-long "Migrations , Diasporic Communities and Transnational Identities" program. Periodically we will be attending those events in place of regular class meetings. Your attendance is required, as it is for regular classes. If you cannot attend the session you must view the videotape of it before the next class meeting. Because the symposium for the Diaspora series, March 12 and 13, is also required, we will meet for one fewer class periods, as noted on the syllabus. The course is divided thematically rather than chronologically or geographically. We begin with Latino/a immigration as emblematic of the themes of the course: simultaneously many communities and one community, negotiating their place in the U.S. along lines of race, culture and nationality, and reshaping notions of identity in the process. We turn then to the variety of interpretations of immigration, this time based on European immigration streams. Finally, we will explore the problem of culture, assimilation and identity for immgrants, taking examples from Latino, European and Asian immgrant experiences. Please write an analytical review paper of no more than five pages on each of these themes. Due dates are marked on the syllabus. Your review must cover all the books in that themes as well as other relevant information from class. Each analytical review essay should take up a significant issue raised in common by the books. First lay out the issue you've chosen, and discuss how each book contributes to the discussion. Place the books (and other class material, whether films, panels, lectures or discussions) in dialogue with each other. Conclude with your assessment of the issue in question. These essays must include both serious analysis and specific detail (rather than general observations) in support of it. The first two papers cumulatively count for 30 percent of your final grade; the third theme is taken up by the final paper (see below). In order to assess the immigrant experience more directly, we will be hearing from faculty who have immigrated from a variety of countries and cultures at a variety of ages. We will aslo be doing a community learning project in which each of you will be paired with a new immigrant. Your obligation is to speak in English to this immigrant for approximately one to two hours a week and by the end of the course, create with that immigrant a way of telling his or her story. You will be helping a new immigrant learn his or her new language, and giving voice to his or her experience. In return, you will be learning about the immigration experience not from a theoretical or historical perspective, but rather as it is actually lived. The <NAME>. and I will help pair you with an immigrant and facilitate transportation and other details. Begin simply by getting to know this person. You are there to help him or her learn English, so to speak simply and slowly as you guage your informat's ability to understand. Make arrangements to meet every week so there is continuity to the relationship. Please keep a log of your visits. As the semester proceeds, try to learn what you can of the immigrant's experiences. What made her leave? What did she find when she arrived? How has her experience been? How has life changed from the old country to the new? What are her dreams for the future? Keep notes on this in your log as you go. Over time you and your infomrant will get a sense of a particularly powerful or important story to tell. Firure out - together - what story your informant wishes to tell, and how to do it. It can be a written narrative with photographs, a short video, an oral history, or anything else you devise. (The community learning office can make tape and video recorders available to you, or other supplies as needed.) That project, due at the end of the semester, will be put on display at our end-of-semester celebration party for our class and our immigrant informants. Come celebrate what we've accomplished! The log, the project and your contributions to class discussions on your experiences will count towards 25 percent of your course grade. The final for this course is a paper on culture and identity worth 25 percent of your final grade. Using the last thematice section of the course as the springboard, this paper should discuss the ways in which the experiences of immigration and the encounters immigrants have with Americans affect immigrants' sense of their identity. What is the primary determiner of that identity, in your opinion? Culture? Race? Nationality? Religion? Politics? Are there consistent patterns or does immigrant identity differ amonth different groups? If there are differences, can they be attributed to time of arrival, reception by citizens, pattern of settlement, or some other external force? Do generational divisions play out similarly or differently among these different immigrant communities? You may consider any of these questions, or any others, but your focus must be on the experience of immigration and the factors contributing to ethnic identity among those immigrants. Remember to use specific facts and examples, taken from the readings, class discussions, panels, the symposium, films, or the Migrations series, to provide concrete evidence for your claims. Do not rely on generalities. Thsi paper should be no longer than ten pages and is due at the time the registrar scheduled our final exam (which this paper replaces.) IN ALL WRITTEN WORK I WILL CONSIDER ORGANIZATION, GRAMMAR, AND SPELLING IN YOUR GRADE. WRITE AND PROOFREAD CAREFULLY. _Books_ : All books are in the bookstore and on reserve in the library. Note also, especially for more expensive books, that if you purchase them online at Amazon.com they are usually discounted, and arrive within two to three days. <NAME>, _Strangers Among Us: How Latino Immigration is Transforming America_. <NAME>, _Undocumented in L.A.: An Immigrant's Story_ <NAME>, _How the Other Half Lives_ <NAME>, _The Uprooted_ <NAME>, _The Transplanted_ <NAME>, _How the Garcia Girls Lost Their Accents_ <NAME>, _The Madonna of 115th Street: Faith and Community in Italian Harlem 1880-1950_ <NAME>, _The Spirit Catches You and You Fall Down: A Hmong Child, Her American Doctors and the Collision of Two Cultures_ <NAME>, _Accidental Asian: Notes of a Native Speaker_ _Classes_ : (All class events outside regularly scheduled class periods are marked with an asterisk) Latino/ a immigration: Jan. 19: Intro Jan. 21 Latino Identity Reading: <NAME>, "So Far from God, So Close to the United States," from Challenging Fronteras, 1997 (distributed in class) Jan. 26 Migrations and Diasporas panel Rather than coming to class on Jan 26, we will be attending the Migrations panel at 7 pm in Rittenberg. If you cannot attend you MUST view the videotape of the session. Jan. 28 Discussion of panel and reading Reading: _Strangers Among Us_ , Parts 1 and 2. Feb. 2 Film: "El Norte" This film will be screened in McCook Auditorium at 7pm Feb.4: Discussion with <NAME> Reading: _Strangers Among Us_ , Part 3, Gomez-Pena, _Warrior for Gringostroika_ , chap. 1 (distributed in class) Feb. 9: Immigration panel: Professor <NAME>, Professor <NAME>, Ann Plato Fellow Rosa Carrasquillo Feb. 11: Discussion of panel and reading Reading: _Strangers Among Us_ , part 4. Feb. 16: Undocumented Aliense, a policy discussion Reading: _Undocumented in L.A_. Feb 18: Film: "Tales from Arab Detroit" (in class) Reading Week Interpretations of European Immigration: March 2: Immigration panel: Professor <NAME>, Professor <NAME>, Professor <NAME>, First synthesis paper due: Latino / a immigration March 4: Progressive era photojournalism Reading: _How the Other Half Lives_. March 9: Film "Hester Street" (in class) March 11: Discussion: The "plant" metaphor, or immigration as loss. Reading: _The Uprooted_. Symposium March 12-13 Attendance at academic panels is mandatory. If you cannot attend you MUST view the videotape of the sessions. March 16: No class (replaced by symposium) March 18: Discussion: The "plant" metaphor revisited or immigration as garden. Reading: _The Transplanted_. March 23: Discussion of tutoring experiences March 25: Film: "My America (or Honk if You Love the Buddha)" (in class) Second synthesis paper due: America views its immigrants. Spring Break _Culture and Identity_ : April 6: Discussion: Dominican? Latina? American girl? Reading: _How the Garcia Girls Lost Their Accents_. April 8: Immigration panel: Director of International Programs <NAME>, Professor <NAME>, Graduate Fellow <NAME>, Professor <NAME> April 13: Film: "America America" This film will be screened in McCook Auditorium at 7pm. April 15: Discussion: Italian Catholics confront their faith Reading: _Madonna of 115th Street_. April 20: Migrations and Diasporas panel Rather than coming to class on April 20, we will be attending the Migrations panel at 7pm in Rittenberg. If you cannot attend you MUST view the videotape of the session. April 22: Discussion: The Hmong Meet Western Medicine Reading: _The Spirit Catches You and You Fall Down_. April 27: Film: "Dim Sum" (in class) April 29: Discussion: What does it mean to be "Asian"? Reading: _Accidental Asian_. Celebration/ reception for class, panelists, and immigrant informants May 2 from 3-4??? (details TBA) All immigrant story projects on display. Final paper on culture and identity due at the time of the scheduled final exam. <file_sep>Introduction to Philosophy of Science X303 Syllabus Spring, 1998 Dr. Rumsey, Knobview 200L Dr. Forinash, Physical Science 101 This course begins with a careful look at a key period in the history of science -- the Copernican revolution. We will spend the first four or five weeks of the term studying the activities of some of the key figures during that period: Copernicus, Brahe, Kepler, Galileo, Newton and others. The rest of the term will involve an examination of the views of a number of contemporary philosophers of science, using what we have learned about the goings on during the Copernican revolution to evaluate their claims about what doing science involves. Texts: * Klemke, Hollinger, and Kline (eds.) _Introductory Readings in the Philosophy of Science_ , Revised Edition * <NAME>. _The Copernican Revolution_ Written and Oral Requirements: 1. Everyone must write a short paper (4 - 6 pages, typed, double-spaced). The topic for this paper will be assigned shortly after the semester begins. This paper may be rewritten. If you do this, and receive a better grade the second time around, then that is the grade that will count for the paper. Before rewriting, however, you _must_ see us and discuss the project. 1. In addition to the short paper, you must do one of the following: * Write two other papers of the same length (the first of these may be rewritten on the same terms as above), _or_ * Write a 12 - 17 page term paper. Those who are taking this course to satisfy the research writing requirement _must_ write the term paper. For others it is optional. If you elect to do this, you must make an appointment to discuss a topic with us shortly after the first short paper is returned to you. At that time we will also negotiate a date for you to hand in a first draft. The final draft of the paper will be due on the last day of class. 2. We consider the following questions in grading papers: * Did the paper show a thorough understanding of the following: * The portions of Kuhn and other readings in the history of science cited; and * The theses of the article in Klemke which was used. * Was the assessment well done? * Was the assessment interesting (non-trivial) and well thought out? * Were theses in the article clearly supported or refuted by appropriate citation of Kuhn and others? * Could a stronger case have been made by citing more? * Were any organizational and mechanical (grammar, spelling, etc.) hindrances to the clarity of the paper minor, or were they so bad as to get in the way of communication? 1. Beginning with the third week we will ask students to take turns in initiating discussion of reading materials assigned. Expect to do this perhaps twice during the semester. You should prepare one or two typed pages of notes summarizing key points or arguments, raising questions, disputing or elaborating on claims made by the author, or presenting related points which you want to make. _No later than two meetings before the material is scheduled to be discussed you should meet with us after class_ (or at another time if that's necessary) to discuss your draft of these notes. Then you should revise or augment the notes in whatever ways you think necessary in the light of your discussion with us. Copies of the revised notes should then be handed out in class during the meeting before the discussion is scheduled. Finally, be prepared to give a brief opening statement (perhaps 10 minutes on whatever you find important about the reading) to help us get discussion started. 1. There will be a written final examination on Tuesday, April 28th, from 2:45 to 4:35 PM in our regular classroom. This examination will consist of essay questions which will have been handed out several days earlier. You will be expected to work out answers to the questions and then to write them in class without the help of books or notes. Readings: The readings for the course are listed below. Excepting those in Kuhn or Klemke, all will be placed on closed reserve in the IUS library. The readings in List 1 will be discussed in the order they are listed. Some of the readings in List 2 _may_ be interspersed with those in List 1 as we progress through it, but for the most part they will be discussed after List 1 is completed and in the order listed. You will be expected to have read assigned materials _before_ we discuss them in class (whether you are reporting on them or not). Some of the readings will be hard going. We suggest that you read through an assignment quickly, then go back and study slowly. Read actively: ask yourself questions and jot down problems for class discussion. After the material has been discussed in class, go over it again, this time using class discussion and notes as aids. Whenever possible, do this _the same day as the class discussion_ so that your memory of the discussion will be fresh. List 1 Ancient Astronomy and Physics: Kuhn, Chapters I - III, pp. 1-99 For more on ancient Greek astronomy, read the following in Young (ed.), _Exploring the Universe_ : Santillana, pp. 98-109 (Pythagoreans) Rogers, pp. 110-121 (Spheres of Eudoxus and Aristotle) Rogers, pp. 121-129 (Hipparchus and Ptolemy) Transition from Aristotle to Copernicus: Kuhn, Chapter IV, pp. 100-133 Copernicus: Kuhn, Chapter V, pp. 134-184 For a little more detail on the Copernican system, read: Rosen, _Three Copernican Treatises_ , Introduction, pp. 34-53. Tycho, Kepler, and Galileo: Kuhn, Chapter VI, pp. 185-228 On Tycho's observations helping Kepler, and on the accuracy of his instruments and observations, read: Hall, "Kepler and Brahe," in Young, pp. 221-225 Christianson, "The Celestial Palace of Tycho Brahe," in Young, pp. 226-231 On Kepler's struggle with the data, read: Koestler, "Kepler ? Eight Minutes of Arc," in Young, pp. 232-251 On Galileo's discoveries of 1609, read: Cohen, "Galileo's Discoveries of 1609," in Young, pp. 174-178 Galileo, "The Starry Messenger," in Young, pp. 174-178 On Galileo's troubles with the church, read (in Young, pp. 190-201): Koestler, _et al._ , "The Battle with Authority" "The Sentence of the Inquisition" "The Formula of Abjuration" For Galileo's stress on the importance of mathematics in science, read: Galileo Galilei, selection from _Il Saggitore_ entitled "Two Kinds of Properties," pp. 27-32 in _The Philosophy of Science_ , Danto and Morgenbesser (eds.) The Newtonian Universe: Kuhn, Chapter VII, pp. 229-265 Kuhn does stress the importance of "corpuscularism" in the evolution of the Newtonian synthesis, but he does not discuss an important source of Newtonian views on the structure of matter -- <NAME>'s work. On Boyle's experiments with pressure and volume of a gas, and his definition of an element, read: Magie, _Source Book in Physics_ , pp. 84-87 Leicaster and Kilckstein (eds.), _Source Book in Chemistry_ , pp. 33-47 For a little of Descartes on analytic geometry, read: <NAME> (ed.), _Source Book in Mathematics_ , Vol. II, pp. 7-21 On Newton, read the following in Magie, _Source Book in Physics_ : On Mechanics -- pp. 30-46 On Light -- pp. 298-308 On Gravity -- p. 92 And, on fluxions, read: Smith, _Source Book in Mathematics_ , pp. 613-618 List 2 Mathematics and Physics: <NAME>, "Mathematics and the World," pp. 204-221 in A. Flew (ed.), _Logic and Language_ (2nd series) <NAME>, "Measurement," pp. 121-140 in Danto and Morgenbesser Reduction of one science or discipline to another: <NAME>, "The Meaning of Reduction in the Natural Sciences," pp. 288-312 in Danto and Morgenbesser Science and Nonscience: Read the following in Klemke, Part I: Popper, pp. 19-27 Ziman, pp. 28-33 Feyerabend, pp. 34-44 Thagard, pp. 45-54 Kitcher, pp. 55-77 Explanation and Law: Read the following in Klemke, Part II: Introduction by the editors, pp. 85-90 Hempel, pp. 91-108 Lambert and Britten, pp. 109-116 Cartwright, pp. 129-136 Dray, pp. 137-152 Theory and Observation: Read the following in Klemke, Part III: Introduction by the editors, pp. 155-161 Carnap, pp. 162-177 Putnam, pp. 178-183 Hanson, pp. 184-195 Matheson and Kline, pp. 217-233 Confirmation and Acceptance: Read the following in Klemke, Part IV: Introduction by the editors, pp. 239-245 Quine and Ullian, pp. 246-256 Kuhn, pp. 277-291 Hempel, pp. 292-304 Frank, pp. 305-316 Science and Values: Read the following in Klemke, Part V: Rudner, pp. 327-333 Hempel, pp. 334-338 McMullin, pp. 349-370 Science and Culture: Read the following in Klemke, Part VI: Feigl, pp. 427-437 Office Hours: Rumsey's office is in Knobview 200L and his office hours are 1:30 - 2:30 PM Monday and Wednesday, and 1:15 - 2:15 PM Tuesday and Thursday. Forinash's office is in 101 Physical Science and his hours are 8:00 - 9:30 AM on Monday and Wednesday, and 4:00 - 5:00 PM on Tuesday and Thursday. These hours are set aside for your benefit. Please use them to your advantage. Come to talk with one of us if you have any problems you wish to discuss, or if you just want to talk about something of interest in connection with our readings or class discussions. We are also available at other times, by appointment or if you stop by when we are free. Phone: Rumsey: 941-2404 (Home: 895-8414) Forinash: 941-2390 (Home: 897-5624) Comments: We have set up a page on the Web which enables you to give us anonymous comments, suggestions, criticisms, or any other feedback on the class which might help us to determine what we are doing right and where we could improve what we are doing in this course. We ask you to help us by using this as often as possible. This method of soliciting student evaluations of the class has, we think, a big advantage over the usual method (asking you at the end of term to fill out a questionnaire): you can let us know of problems while we still have time to correct them, and you can let us know what is working well so we can be sure to continue doing it. You will be asked for a user name and password before being given access to the page. We announced these to the class, but if you have forgotten them you should ask us or another student. <file_sep># www.orst.edu Usage Statistics ### OSU Only ## Week of 09/26/98 to 10/02/98 ### Overall Statistics Category\| Total ---\|--- Unique sites served\| 4737 Unique documents served\| 29195 Unique trails followed\| 11096 Total visits\| 21660 ### Accesses per Hour _Figures are averages for that hour on a typical day._ ![](10130h.gif) Hour \| Accesses \| Bytes \| Bits/Sec \| Bytes/Sec ---\|---\|---\|---\|--- 00:00\| 3274.86\| 39690884.00\| 88201.96\| 11025.25 01:00\| 1214.43\| 10060522.57\| 22356.72\| 2794.59 02:00\| 58.00\| 1298503.57\| 2885.56\| 360.70 03:00\| 61.00\| 1103202.00\| 2451.56\| 306.44 04:00\| 28.29\| 1006775.14\| 2237.28\| 279.66 05:00\| 71.14\| 1130638.86\| 2512.53\| 314.07 06:00\| 239.14\| 2643790.43\| 5875.09\| 734.39 07:00\| 396.71\| 3420713.57\| 7601.59\| 950.20 08:00\| 1212.86\| 11563537.00\| 25696.75\| 3212.09 09:00\| 1994.29\| 18758809.43\| 41686.24\| 5210.78 10:00\| 2374.14\| 18933029.71\| 42073.40\| 5259.17 11:00\| 2387.14\| 18431252.57\| 40958.34\| 5119.79 12:00\| 2098.29\| 16861121.29\| 37469.16\| 4683.64 13:00\| 2386.86\| 20198920.00\| 44886.49\| 5610.81 14:00\| 2597.00\| 21202302.00\| 47116.23\| 5889.53 15:00\| 2767.57\| 22689686.57\| 50421.53\| 6302.69 16:00\| 2148.71\| 18585916.29\| 41302.04\| 5162.75 17:00\| 1519.71\| 13348280.57\| 29662.85\| 3707.86 18:00\| 1116.00\| 10200784.14\| 22668.41\| 2833.55 19:00\| 1032.43\| 8837344.71\| 19638.54\| 2454.82 20:00\| 1137.14\| 10850659.14\| 24112.58\| 3014.07 21:00\| 983.00\| 9501649.71\| 21114.78\| 2639.35 22:00\| 863.29\| 8948596.29\| 19885.77\| 2485.72 23:00\| 754.43\| 7089548.29\| 15754.55\| 1969.32 ### Accesses per Day ![](10130d.gif) Date \| Accesses \| Bytes \| Bits/Sec \| Bytes/Sec ---\|---\|---\|---\|--- 09/26/98\| 34655\| 378567783\| 841261.74\| 105157.72 09/27/98\| 16735\| 134647027\| 299215.62\| 37401.95 09/28/98\| 36254\| 302724437\| 672720.97\| 84090.12 09/29/98\| 36653\| 323434989\| 718744.42\| 89843.05 09/30/98\| 34459\| 316464811\| 703255.14\| 87906.89 10/01/98\| 42785\| 372871041\| 828602.31\| 103575.29 10/02/98\| 27474\| 245785187\| 546189.30\| 68273.66 ### Totals Item\| Accesses\| Bytes ---\|---\|--- Total Accesses\| 229,015\| 2,074,495,275 Home Page Accesses\| 40,802\| 296,077,983 Visitor Center\| 141\| 570,302 Campus Update\| 186\| 843,998 Student Services\| 136\| 750,730 Main Campus\| 182\| 931,201 Frontiers in Education\| 102\| 651,012 ### Top 25 of 11096 Document Trails Rank\| Trail\| Accesses\| Avg. Minutes ---\|---\|---\|--- 1\| http://www.orst.edu/, /ss/acareg/acareg.htm\| 1,171\| 0.00 2\| http://osu.orst.edu/, /ss/acareg/acareg.htm\| 402\| 0.00 3\| http://www.orst.edu/, /cu/people/ph_query.html\| 294\| 0.00 4\| https://www.adminfo.ucsadm.orst.edu/PROD/owa/hwgkwbis.P_Logout, /ss/acareg/acareg.htm\| 247\| 0.00 5\| http://www.orst.edu/, /mc/coldep/coldep.htm\| 226\| 0.00 6\| http://www.orst.edu/, /mc/libcom/libcom.htm\| 198\| 0.00 7\| http://www.osu.orst.edu/, /ss/acareg/acareg.htm\| 186\| 0.00 8\| http://www.orst.edu/, /dept/catalogs, /dept/clasked, /dept/clasked/help.htm, /dept/clasked/toc.htm\| 137\| 0.24 9\| http://www.orst.edu/, /students\| 135\| 0.00 10\| http://www.orst.edu/, /cu/people/people.htm, /cu/people/ph_query.html\| 106\| 0.21 11\| http://osu.orst.edu/, /cu/people/ph_query.html\| 89\| 0.00 12\| http://osu.orst.edu/, /mc/coldep/coldep.htm\| 89\| 0.00 13\| http://www.orst.edu/, /cu/atheve/atheve.htm\| 80\| 0.00 14\| http://osu.orst.edu/, /students\| 55\| 0.00 15\| http://osu.orst.edu/, /dept/catalogs, /dept/clasked, /dept/clasked/help.htm, /dept/clasked/toc.htm\| 54\| 0.54 16\| http://www.orst.edu/, /students, /ss/acareg/acareg.htm\| 53\| 2.32 17\| http://www.orst.edu/, /vc/aboosu/aboosu.htm, /vc/aboosu/camtou/cammap.htm\| 51\| 0.20 18\| http://www.orst.edu/, /dept/catalogs\| 49\| 0.00 19\| http://www.orst.edu/, /dept/catalogs, /dept/clasked, /dept/clasked/toc.htm, /dept/clasked/help.htm\| 48\| 0.08 20\| /dept/clasked, /dept/clasked/help.htm, /dept/clasked/toc.htm\| 38\| 0.05 21\| http://www.orst.edu/, /ss/financ/financ.htm, /dept/ses/jobs.htm\| 37\| 0.24 22\| http://www.osu.orst.edu/, /cu/people/ph_query.html\| 36\| 0.00 23\| /instruct/geo300, /instruct/geo300/cook/Tpage.html, /instruct/geo300/cook/q1bears.html, /instruct/geo300/cook/q1bpa.html, /instruct/geo300/cook/q1hanford.html, /instruct/geo300/cook/q1haze.html, /instruct/geo300/cook/q1makah.html, /instruct/geo300/cook/q1photo.html\| 35\| 15.34 24\| /dept/library/database.htm, /mc/libcom/libcom.htm\| 35\| 4.23 25\| /dept/hdfs, /dept/hdfs/classes/fall/240outlines.htm\| 34\| 0.79 ### Top 25 of 7967 Referring URLs by Access Count ![](10130r.gif) Rank\| URL\| Accesses\| Bytes ---\|---\|---\|--- 1\| http://www.orst.edu/\| 10,533\| 91,931,803 2\| http://osu.orst.edu/\| 4,298\| 37,597,315 3\| http://osu.orst.edu/dept/library/database.htm\| 2,485\| 30,372,313 4\| http://search.orst.edu:8765/query.html\| 2,431\| 23,242,797 5\| http://osu.orst.edu/dept/science/\| 2,157\| 11,508,203 6\| http://osu.orst.edu/cfdocs/petersoe/guide/cfml/guide_RecordView.cfm\| 1,735\| 28,104,732 7\| http://osu.orst.edu/dept/catalogs/\| 1,711\| 18,852,656 8\| http://osu.orst.edu/instruct/geo300/cook/Tpage.html\| 1,428\| 11,124,825 9\| http://www.orst.edu/mc/coldep/coldep.htm\| 1,421\| 6,568,975 10\| http://osu.orst.edu/dept/library/\| 1,356\| 11,083,785 11\| http://www.orst.edu/dept/catalogs/\| 1,349\| 15,305,423 12\| http://osu.orst.edu/dept/library/subject.htm\| 1,241\| 7,531,048 13\| http://www.osu.orst.edu/\| 1,236\| 10,812,322 14\| http://osu.orst.edu/instruct/hhp231/\| 1,025\| 9,180,010 15\| https://www.adminfo.ucsadm.orst.edu/PROD/owa/hwgkwbis.P_Logout\| 915\| 8,160,114 16\| http://osu.orst.edu/instruct/geo300/\| 883\| 3,100,645 17\| http://osu.orst.edu/cfdocs/petersoe/guide/cfml/guide_RecordEdit.cfm\| 829\| 4,347,052 18\| http://www.orst.edu/mc/libcom/libcom.htm\| 794\| 6,353,754 19\| http://osu.orst.edu/mc/coldep/coldep.htm\| 689\| 3,313,727 20\| http://osu.orst.edu/instruct/hhp231/lab.htm\| 677\| 6,297,572 21\| http://www.orst.edu/ss/acareg/acareg.htm\| 645\| 4,882,567 22\| http://www.orst.edu/dept/library/\| 634\| 4,872,520 23\| http://www.orst.edu/ss/financ/financ.htm\| 573\| 3,866,405 24\| http://www.orst.edu/ss/acareg/acareg.htm#records\| 528\| 3,485,807 25\| http://osu.orst.edu/instruct/hhp231/syllabus.htm\| 490\| 4,475,067 ### Top 25 of 29195 Documents Sorted by Access Count ![](10130t.gif) Rank\| URL\| Accesses\| Bytes ---\|---\|---\|--- 1\| /dept/library/database.htm\| 7,221\| 80,382,270 2\| /ss/acareg/acareg.htm\| 5,789\| 51,643,124 3\| /dept/library\| 2,743\| 15,490,112 4\| /mc/coldep/coldep.htm\| 2,085\| 34,352,186 5\| /dept/catalogs\| 2,074\| 6,192,410 6\| /students\| 1,802\| 35,360,142 7\| /mc/libcom/libcom.htm\| 1,719\| 15,590,095 8\| /cu/people/ph_query.html\| 1,702\| 7,768,461 9\| /dept/clasked/help.htm\| 1,616\| 5,639,824 10\| /dept/clasked/toc.htm\| 1,600\| 44,471,534 11\| /dept/clasked\| 1,591\| 7,410,966 12\| /instruct/hhp231\| 1,416\| 2,738,819 13\| /cfdocs/petersoe/guide/cfml/guide_RecordAction.cfm\| 1,260\| 354,545 14\| /dept/library/fsaccess.htm\| 1,182\| 9,260,145 15\| /dept/library/dbtitle.htm\| 1,112\| 23,751,012 16\| /dept/library/subject.htm\| 1,050\| 6,860,087 17\| /cfdocs/petersoe/guide/cfml/guide_RecordView.cfm\| 1,011\| 3,702,906 18\| /dept/career-services\| 943\| 5,779,515 19\| /dept/ccee\| 921\| 2,748,344 20\| /dept/gencat/bar.html\| 901\| 3,008,516 21\| /ss/financ/financ.htm\| 896\| 4,188,737 22\| /dept/gencat/title.html\| 866\| 7,040,109 23\| /dept/library/iac.htm\| 798\| 5,057,572 24\| /dept/science\| 699\| 3,232,090 25\| /tools/utils/cflogger.cfm\| 668\| 114,819,514 ### Top 25 of 4737 Sites by Access Count ![](10130s.gif) Rank\| Site\| Accesses\| Bytes ---\|---\|---\|--- 1\| instruct.library.orst.edu\| 31,925\| 344,529,412 2\| pauling.library.orst.edu\| 7,120\| 49,706,908 3\| cln286-cdcntr.library.orst.edu\| 6,599\| 59,545,809 4\| www.orst.edu\| 1,979\| 115,694,666 5\| refdesk.library.orst.edu\| 1,273\| 10,149,001 6\| cln430-cdcntr.library.orst.edu\| 1,106\| 11,069,360 7\| mm1-cdcntr.library.orst.edu\| 1,051\| 9,918,209 8\| cln417-cdcntr.library.orst.edu\| 1,032\| 8,967,634 9\| cln314-cdcntr.library.orst.edu\| 1,000\| 9,863,896 10\| cln265-cdcntr.library.orst.edu\| 993\| 9,317,464 11\| mm4-cdcntr.library.orst.edu\| 984\| 9,334,048 12\| cln420-cdcntr.library.orst.edu\| 966\| 9,253,987 13\| cln419-cdcntr.library.orst.edu\| 959\| 9,155,560 14\| mm2-cdcntr.library.orst.edu\| 940\| 8,564,706 15\| mm3-cdcntr.library.orst.edu\| 936\| 8,828,759 16\| cln363-oclcterm.library.orst.edu\| 912\| 8,049,153 17\| cln345-cdcntr.library.orst.edu\| 849\| 7,900,412 18\| cln418-cdcntr.library.orst.edu\| 837\| 7,853,749 19\| cln421-cdcntr.library.orst.edu\| 824\| 8,091,648 20\| cln142-cdcntr.library.orst.edu\| 799\| 7,958,278 21\| pscheidt2-1089b-b.cordley.orst.edu\| 776\| 8,832,368 22\| cln342-ada.library.orst.edu\| 758\| 7,304,171 23\| cln315-cdcntr.library.orst.edu\| 700\| 6,435,937 24\| slip12.ucs.orst.edu\| 676\| 2,717,184 25\| lutal.hhp.orst.edu\| 653\| 3,184,136 ### Top 25 of 417 user agents by Access Count ![](10130u.gif) Rank\| User Agent\| Accesses\| Bytes ---\|---\|---\|--- 1\| (Win95; I)\| 41,052\| 351,036,982 2\| Ultraseek\| 39,045\| 394,236,320 3\| Mozilla/3.0 (Win95; I)\| 14,289\| 109,489,604 4\| Mozilla/3.04 (Win16; I)\| 13,641\| 126,181,691 5\| Mozilla/4.0 (compatible; MSIE 4.01; Windows 95)\| 12,682\| 104,219,253 6\| Mozilla/3.01 (Win95; I)\| 10,156\| 88,203,617 7\| Mozilla/4.0 (compatible; MSIE 4.01; Windows 98)\| 8,516\| 63,850,799 8\| Mozilla/4.x (Win95)MSIE 4.0 (Win95)\| 6,213\| 53,217,644 9\| Mozilla/4.06 (Macintosh; I; PPC)\| 6,172\| 52,223,413 10\| (WinNT; I)\| 6,164\| 45,926,617 11\| (Win95; I ;Nav)\| 5,704\| 42,789,718 12\| (Win95; U)\| 5,151\| 43,700,667 13\| Mozilla/3.0Gold (WinNT; I)\| 4,643\| 35,936,847 14\| Mozilla/3.01 (Win16; I)\| 3,823\| 34,917,155 15\| Mozilla/2.0 (compatible; MSIE 3.01; Windows 95)\| 2,400\| 18,783,956 16\| Mozilla/3.01Gold (Win95; I)\| 2,330\| 16,808,375 17\| Mozilla/2.0 (Win16; I)\| 2,297\| 19,674,671 18\| (Win98; I)\| 1,877\| 16,869,200 19\| Mozilla/3.0 (Macintosh; I; PPC)\| 1,781\| 11,659,314 20\| Mozilla/3.0Gold (Win95; I)\| 1,691\| 12,497,668 21\| Mozilla/3.01 (X11; I; HP-UX B.10.20 9000/712)\| 1,599\| 11,937,958 22\| HyperNews http.pl\| 1,549\| 2,950,630 23\| Mozilla/4.0 (compatible; MSIE 4.01; Windows NT)\| 1,433\| 14,262,639 24\| Mozilla/4.05 (Macintosh; I; PPC)\| 1,417\| 10,726,149 25\| Mozilla/4.0 (compatible; MSIE 4.0; Windows 95)\| 1,335\| 10,786,323 ### Top 25 of 1680 Documents Not Found ![](10130n.gif) Rank\| URL\| Accesses\| Referring URLs ---\|---\|---\|--- 1\| /robots.txt\| 466\| 2\| /instruct/soc204/plazad/lect3.htm\| 60\| http://osu.orst.edu/instruct/soc204/plazad/cover.htm, http://osu.orst.edu/instruct/soc437/plazad/index.htm, http://www.osu.orst.edu/instruct/soc204/plazad/cover.htm 3\| /dept/career-services/main.htm\| 48\| http://www.che.orst.edu/links.htm 4\| /instruct/INDEX2.HTML\| 42\| http://osu.orst.edu/instruct/, http://www.orst.edu/instruct/ 5\| /instruct/ans378f/Oct3.html\| 41\| http://www.orst.edu/instruct/ans378f/ANS378.html##lecture, http://www.orst.edu/instruct/ans378f/ANS378.html#Oct1, http://www.orst.edu/instruct/ans378f/ANS378.html#Sept30, http://osu.orst.edu/instruct/ans378f/ANS378.html##lecture, http://www.orst.edu/instruct/ans378f/ANS378.html#Sept28 6\| /Dept/eli/johns.html\| 41\| http://www.orst.edu/Dept/eli/education.html 7\| /instruct/TOC.HTML\| 40\| http://osu.orst.edu/instruct/, http://www.orst.edu/instruct/ 8\| /dept/eli/johns.html\| 38\| 9\| /instruct/ans378f/Oct2.html\| 32\| http://www.orst.edu/instruct/ans378f/ANS378.html##lecture, http://www.orst.edu/instruct/ans378f/ANS378.html#Journal, http://www.orst.edu/instruct/ans378f/ANS378.html#Sept30, http://www.orst.edu/instruct/ans378f/ANS378.html#Sept28 10\| /dept/hdfs.\| 28\| http://lab.cs.orst.edu/ 11\| /dept/foreign_lang/span311\| 22\| 12\| /dept/career-services/recruiting/RNweek.HTM\| 22\| http://www.orst.edu/dept/career-services/recruiting/TSSMAIN.HTM, http://www.osu.orst.edu/dept/career-services/recruiting/TSSMAIN.HTM, http://osu.orst.edu/dept/career-services/recruiting/TSSMAIN.HTM 13\| /Dept/consulting/help_docs\| 22\| http://www.orst.edu/Dept/consulting/help_docs 14\| /instruct/soc426/fall98/wk02out.html\| 21\| http://osu.orst.edu/instruct/soc426/fall98/426mtrl.html 15\| /instruct/soc426/fall98/wk03rd.html\| 21\| http://osu.orst.edu/instruct/soc426/fall98/426mtrl.html 16\| /dept/pol_sci/green/ps300/calendar.htm\| 19\| http://osu.orst.edu/dept/pol_sci/green/ps300/syllabus.htm, http://osu.orst.edu/dept/pol_sci/green/ps300/index.htm, http://osu.orst.edu/dept/pol_sci/green/ps300/grades.htm 17\| /dept/pol_sci/green/ps300/assign.htm\| 19\| http://osu.orst.edu/dept/pol_sci/green/ps300/syllabus.htm, http://osu.orst.edu/dept/pol_sci/green/ps300/index.htm, http://osu.orst.edu/dept/pol_sci/green/ps300/calendar.htm 18\| /instruct/soc204/plazad/lect2.htm\| 18\| http://osu.orst.edu/instruct/soc204/plazad/cover.htm, http://www.osu.orst.edu/instruct/soc204/plazad/cover.htm, http://osu.orst.edu/instruct/soc437/plazad/index.htm 19\| /dept/kcoext/fastcounter\| 18\| http://www.orst.edu/dept/kcoext/four-h.htm 20\| /admin.cabinet\| 17\| 21\| /telnet\| 16\| 22\| /dept/ncs/otw/backissues/1997-98/March19.pdf\| 16\| 23\| /instruct/hhp\| 16\| http://www.orst.edu/instruct/syllabus.htm 24\| /instruct/ans378f/ANS378Lect3-Notes.html\| 16\| http://www.orst.edu/instruct/ans378f/ANS378.html##lecture, http://www.orst.edu/instruct/ans378f/ANS378.html#Sept28, http://www.orst.edu/instruct/ans378f/ANS378.html#Sept30 25\| /dept/career-services/recruiting/TSSMAIN.HTM\| 14\| http://osu.orst.edu/dept/career-services/, http://www.orst.edu/dept/career- services/, http://www.osu.orst.edu/dept/career-services/ ### Visits Report Total visits: 21660 Average visit: 5.25 minutes Longest visit: 442 minutes #### 10 Example Visits Site\| Minutes\| Trail ---\|---\|--- iq.orst.edu\| 0\| /groups/sbp/hyper/top.htm, /groups/sbp/hyper/message.htm, /groups/sbp/hyper/bottom.htm scf106.scf.orst.edu\| 6\| http://osu.orst.edu/, /ss/acareg/acareg.htm, /aw/search/search.htm, /ss/acareg/acareg.htm slip2.ucs.orst.edu\| 7\| http://www.orst.edu/, /cu/people/ph_query.html, /dept/catalogs, /dept/clasked, /dept/clasked/help.htm, /dept/clasked/toc.htm, /ss/acareg/acareg.htm, /ss/financ/financ.htm, /dept/career-services, /dept/career-services/student.htm, /dept/ses, /dept/ses/jobs.htm slip153.ucs.orst.edu\| 19\| /instruct/geo300, /instruct/geo300/cook/Tpage.html, /instruct/geo300/cook/q1bears.html, /instruct/geo300/cook/q1bpa.html, /instruct/geo300/cook/q1hanford.html, /instruct/geo300/cook/q1haze.html, /ss/acareg/acareg.htm, /dept/clasked, /dept/clasked/help.htm, /dept/clasked/toc.htm, /dept/clasked/reginf.htm mcvikerb.lpi.orst.edu\| 47\| /dept/lpi, /dept/lpi/colloquium.html, /dept/lpi/colloquium, /dept/lpi, /dept/lpi/new/natres.html, /dept/lpi/new/beckman.html, /dept/lpi cln421-cdcntr.library.orst.edu\| 34\| /dept/library/database.htm, /mc/libcom/libcom.htm, /dept/library/database.htm, /instruct/geo300, /mc/libcom/libcom.htm bus77-96.bus.orst.edu\| 4\| http://www.osu.orst.edu/, /mc/coldep/coldep.htm, /dept/econ, /dept/econ/majorfaq.html, /dept/econ, /dept/econ/courses.html, /students mupcalt1.mu.orst.edu\| 10\| /dept/munion/mupc, /dept/develop/scholarships/HHP.html, /Dept/ncs/newsarch/1998/Jan98/portup.htm, /dept/HHP, /dept/HHP/GRAPHICS/WB.JPG, /dept/hhp/EXSS, /statewide/index.html/catalog/locations/corval.htm, /statewide/index.html/catalog/courses/desc/EXSS463.htm slip205.ucs.orst.edu\| 1\| http://www.ne.orst.edu/~kimka/, /groups/ksa, /groups/ksa/main.html, /groups/ksa/main2.html, /groups/ksa/homepages.html nyepc03.arec.orst.edu\| 34\| http://www.orst.edu/, /mc/coldep/coldep.htm, /dept/agric/agrsci.htm, /Dept/agric/depts.html, /Dept/ag_resrc_econ, /Dept/ag_resrc_econ/arecgrad.html, /Dept/ag_resrc_econ/g_pgm/corereq.html, /Dept/ag_resrc_econ/g_pgm/deptreq.html, /dept/catalogs, /dept/clasked, /dept/clasked/toc.htm, /dept/clasked/help.htm, /dept/clasked, /dept/clasked/help.htm, /dept/clasked/toc.htm, /dept/grad_school/thesis/guide/Default.htm, /dept/grad_school/thesis/guide/guide1.htm, /dept/grad_school/thesis/guide/guide2.htm, /dept/grad_school/thesis/guide/guide3.htm, /dept/grad_school/menu.htm, /dept/grad_school/gradforms/formmenu.htm, /dept/grad_school/gradforms/pfc.doc, /dept/grad_school/thesis/guide/guide2.htm, /dept/grad_school/thesis/guide/guide3.htm, /dept/grad_school/thesis/guide/TOC.htm ### Accesses by Result Code Code\| Meaning\| Accesses ---\|---\|--- 0\| ?\| 3 200\| OK\| 217072 201\| Created\| 0 202\| Accepted\| 0 206\| ?\| 206 301\| Moved Permanently\| 8261 302\| Moved Temporarily\| 2132 304\| Not Modified\| 1341 400\| Bad Request\| 20 401\| Unauthorized\| 139 403\| Forbidden\| 615 404\| Not Found\| 4708 405\| ?\| 2 406\| ?\| 2 500\| Internal Server Error\| 0 501\| Not Implemented\| 0 502\| Bad Gateway\| 0 503\| Service Unavailable\| 0 <file_sep>* * * Course Portfolio Page <NAME> (Georetown University) course portfolios for: AMST203:American Civilization I ENGL 143:American Literary Traditions ENGL 511: Text, Knowledge, and Pedagogy in the Electronic Age This is the gateway page to my course portfolios and related materials. A course portfolio is a new relatively experimental genre for reflecting on one's teaching. I am developing these course portfolios as a participant in the Course Portfolio study group that is part of the AAHE Peer Review of Teaching Initiative. (For a fuller description of course portfolios and their rationale, follow this link to About Course Portfolios.) These course portfolios are _hypertext_ course portfolios. They not only attempt to represent my reflections on teaching and student learning in my courses, but do so in an electronic hypertext (i.e. nonlinear) format. There are several rationale for my using hypertext as the medium for the course portfolios: * the nature of hypertext allows me to represent the complexity that characterizes all teaching in progressive layers of connections and materials. The reader of these portfolios is able to begin with a focused set of statements and reflections and then follow connections to other materials if desired. * the hypertext format helps solve one of the vexing problems that has confronted the course portfolio study group, which was how much and what kind of evidence of student learning do you actually put in the portfolio? The ability, in hypertext, to weave a certain amount of evidence into the narrative about the course and then create a direct link to the balance of the evidence, if the reader wishes to pursue it, goes a long way toward addressing the question of presenting evidence of student learning that is, in the words of <NAME>, "fair, credible, and telling." * finally, a hypertext course portfolio, in the case of my teaching, was absolutely essential, because most of my teaching materials, and an increasing amount of my students' work, is in electronic form. As more faculty include electronic spaces as integral parts of their course's architecture, not only will careful reflections on the meaning of that work be necessary, but it will need to be rendered in an electronic medium itself. Course Portfolios * * * AMST203:American Civilization I This course portfolio addresses the first semester of the American Civilization core course sequence which I will have taught five times by fall 1997. The primary focus of the portfolio is our investigation in this course of ways to incorporate new technologies into the teaching of an introductory interdisciplinary experience so that students are effectively exposed to the tools and methodologies for doing cultural inquiry. For the broader context of the American Civilization core, see the American Studies Program home page. * * * ENGL 143:American Literary Traditions This course portfolio reflects on a new course that I taught for the first time in spring 1997. American Literary Traditions was the first literature course that I had taught with a significant computing component. Half of the of the classes for this course were held in a networked computing lab, with the other half being held in a traditional classroom. This course portfolio reviews the lessons learned from the first offering of this format, as well as a reflection the extensive electronic student work produced in the course. In particular, I am interested in asking what computer-based work adds to the traditional format for a literary traditions course. Follow this link to go direclty to the American Literary Traditions home page. * * * ENGL 511: A Bigger Place to Play: Text, Knowledge, and Pedagogy in the Electronic Age This course portfolio addresses a graduate level course in electronic textuality and cultural knowledge that I have taught twice. The primary focus of this course portfolio is the continued refinement of a course model for a graduate level introduction to the theory, practice, and pedagogy of electronic textuality. Follow this link to go directly to the Bigger Place to Play course home page; or see also, the spring 1996 version of the syllabus. If you are interested in seeing the final student projects for the course, go here. * * * Related Materials and Links * About Course Portfolios: my own description of the course portfolio genre and project. * Evaluation of Faculty Work with Technology: an outline of issues related to the electronic representation of teaching and the evaluation of faculty work with information technologies in their teaching, research, and professional activity. * A page of links to resources dealing with the issues of tenure, recognition, and technology, set up by one of the editors of Kairos. * Special issue of the electronic journal, _Kairos_ , on Tenure and Technology. <file_sep> Social Studies [American Studies] IIIA Regular and College Prep levels This is a required course and fulfills the one year requirement for graduation in American History. It is intended primarily for juniors. The first two weeks we will examine the social change which has taken place in American society in recent years and concentrate on the difference between history and journalism. The next 8-10 weeks will be a brief review of discovery, exploration, colonization, creation of our government, problems faced by expansion, the Civil War through the Reconstruction Period, and social problems caused by reconstruction. The rest of the semester semester will concentrate on late nineteenth and early twentieth century America. Covered will be the industrial revolution, American emergence as a world power. Text \- United States History Since 1861 by Boorstin or USA: The Unfolding Story of America by Groisser and Levine U.S. History Semester I UNITS OF STUDY [TWO TO THREE WEEKS ARE SPENT ON EACH UNIT AND UNITS WILL VARY IN LENGTH AND ORDER DEPENDING ON AVAILABILITY OF CURRICULAR MATERIALS AND EDUCATIONAL EQUIPMENT] High School Social Studies MEAP Core Values Goals Core democratic values are the fundamental beliefs and constitutional principles of American society which unite all Americans. These values are expressed in the Declaration of Independence, the United States Constitution and other significant documents, speeches, and writings of the nation. (see Core Values page) Introduction to the Study of History A. What is history and why study it? B. How to study history? Recent Events A. Nixon - Ford (exit Agnew) -"Southern Strategy" 1\. China relations 2.Cambodian incursion 3\. Paris Peaces Accords 4\. Watergate 5\. S.A.L.T <NAME> 1\. Camp,David Accords 2\. Human Rights 3\. Inflation Oil Boycott 4\. Iran <NAME> 1\. Supply-Side economics 2."Star wars" weapons 3\. Entitlements 4\. Reagan and the Supreme Court <NAME> > 1\. Soviet colapse > > 2\. Dessert Storm/Taxes/New Right <NAME> 1\. Health Care * * * Colonial Period British colonial policy American Revolution a. Philosophical background b. Events leading to the Declaration of Independence c. Articles of Confederation d. Effects of the War Rise to Nationalism a. The Weaknesses in the Articles of Confederation b. The Constitution c. Amendments d. Political philosophies: 1790s e. New government in action/ N.W. Ordinance f. Marshall's court g. The Westward expansion h. The War of 1812 i. Era of good feelings-Monroe Doctrine Sectionalism a. Missouri Compromise b. Jacksonian Democracy c. Jacksonian Indian policy d. Reform movements e. Manifest Destiny: Texas, Oregon f. Mexican War Impending Crisis a. Expansion of slavery 1848-1850 b. Economic sectionalism (Compromise of 1850) c. Kansas-Nebraska Act d. <NAME> e. Election of Lincoln Crisis a.Differing views of slavery b. Fort Sumter The Civil War a. A new kind of war b. The first year c. Emancipation Proclamation d. Gettysburg to Apppomattox Reconstruction a. Lincoln vs. the Radicals b. Assassination c. Johnson's impeachment Trial d. Reconstruction e. election of 1876 The Westward Movement a. Indian policy b. Cattle c. Mining d. Plains farmer e. Railroad f. End of the frontier Industrialization andLaissez Faire Capitalism a. Captains of industry L Invention c. Social costs of industrialization d. Social Darwinism vs. Social reform l.Jane Adams-Hull House,Muckrakers 2.Governmental reform 3.Du Bois/ Washington controversy regarding education 4\. <NAME> W.C T.U. City Growth and immigrant background a. Schools for cultural assimilation. b. Why immigrants came to U.S. Politics in the Gilded Age a. Garfield/ Arthur civil service reform b. The dirty campaign Cleveland us. Blaine c. Congressional Government d. Populists/Farmers Alliances e. Free Silver <NAME> f. Coxey's Army g. Mc Kinley's front porch campaign American Imperialism a. Seward's folly b. Maximilian Mexico c.Spanish American War d. Hawaii Progressives and the Progressive Era a. Theodore Roosevelt and the Square Deal b. Conservation c. Big Stick Policy/ Panama Canal d. Taft failure to live up to Progressive ideals e. Bull Moose Platforms split of Republican party. Wilson's New Freedom and Prelude to W.W.I a. Wilson's domestic policies b. Foreign affairs CLASSROOM TEACHING METHODS 1\. Lecture by instructor (note taking by students). 2\. Guest lectures 3\. Oral reading in class. 4\. Classroom discussion. 5\. Student participation and homework. 6\. Written and oral Projects 7\. Periodic quizzes and Tests. STUDENT PARTICIPATION ACTIVITIES 1\. Simulation Games 2\. Role-playing activities 3\. Classroom discussion of current activities * * * Social Studies [American Studies] IIIB Regular and College Prep levels This semester will concentrate on twentieth century America. Covered will be WWI, the Roaring Twenties and the depression of the thirties, WWII and its effect on the present day world situation, Korean War and Vietnam Conflict and the lessons learned, through the space age and present day. ** Text \- United States History Since 1861 by Boorstin or USA: The Unfolding Story of America by Groisser and Levine UNITS OF STUDY [TWO TO THREE WEEKS ARE SPENT ON EACH UNIT AND UNITS WILL VARY IN LENGTH AND ORDER DEPENDING ON AVAILABILITY OF CURRICULAR MATERIALS AND EDUCATIONAL EQUIPMENT] High School Social Studies MEAP Core Values Goals** Core democratic values are the fundamental beliefs and constitutional principles of American society which unite all Americans. These values are expressed in the Declaration of Independence, the United States Constitution and other significant documents, speeches, and writings of the nation. (see Core Values page) U.S. History Semester II World War I and its aftermath A. American involvement B. Submarine warfare, Zimmerman note C. Major engagements of the war D. Aftermath collapse of Czarist Russia in Russian revolution E. Failure of League and Wilson's 14 points as prelude for W.W.II Return to Normalcy and Bigotry A. Harding and Scandal B.Palmer raids C.The 'new'' Klan D.Sacco and Vanzetti E. Prohibition F. Hoover and the Crash G. "Lost Generation. The Great Depression A. N.R.A. B. New Deal Reforms C. court packing E. Storm clouds of war and appeasement World War II and aftermath A. Hitler, Mussolini, Tojo , totalitarianism unchecked B. Blitzkrieg C. Battle of Britain D. Lend Lease E. Pearl Harbor F. North Africa G. Normandy H. Pacific Campaigns I. Wartime conference repercussions, Post World War II A.Truman Admin, > l.Berlin Airlift > > 2.Marshall Plan > > 3\. Truman Doctrine > > 4, Korean War > > 5\. Civil Rights-Dixiecrats <NAME> > 1\. Brinkmanship > > 2\. Desegregation > > 3.Sputnik > > 4\. U-2 <NAME> > l. New Frontier > > 2\. Cuban missile Crisis > > 3\. Bay of Pigs > > 4\. Vietnam > > 5\. Test Ban > > 6\. Civil Rights <NAME> > 1\. Great Society-War on Poverty > > 2\. Gulf of Tonkin - escalation > > 3\. Widespread Social changes -drugs, sex, protests of Blacks and women <NAME> - Ford (exit Agnew) > 1\. China relations > > 2.Cambodian incursion > > 3\. Paris Peaces Accords > > 4\. Watergate > > 5\. S.A.L.T <NAME> > 1\. Camp,<NAME> > > 2\. Human Rights > > 3\. Inflation Oil Boycott > > 4\. Iran <NAME> > 1\. Supply-Side economics > > 2."Star wars" weapons > > 3\. Entitlements > > 4\. Reagan and the Supreme Court <NAME> <NAME> * * * CLASSROOM TEACHING METHODS 1\. Lecture by instructor (note taking by students). 2\. Guest lectures 3\. Oral reading in class. 4\. Classroom discussion. 5\. Student participation and homework. 6\. Written and oral Projects 7\. Periodic quizzes and Tests. STUDENT PARTICIPATION ACTIVITIES 1\. Simulation Games 2\. Role-playing activities 3\. Classroom discussion of current activities * * * Return to Mr. Gibson's Page Other Links Social Studies Department Page Return to Dowagiac Schools Home Page REMC XI <file_sep>![The Conservation Course Syllabus Pages](syllabus.gif) Course \| History of Technology 2 ---\|--- Date offered \| Winter, 1999 Location \| Ontario, Canada Instructor \| <NAME> Institution \| Sir Sandford Fleming College HISTORY OF TECHNOLOGY II Course Outline Course Number: \| 1380214 ---\|--- Winter Semester, 1999 \| Sir Sandford Fleming College Collections Conservation Management Program \| Community Development & Health Course Format: \| On-site delivery, one hour lecture Hours: \| Tuesdays 11 - 12 Faculty: \| <NAME>, Office 371G e-mail address: <EMAIL> Office Hours: as posted \| Course Description : This course is designed to teach the student the history of the materials and technology used to create artifacts of wood, and leather and proteinaceous materials. The origin of these organic materials and their fabrication into museum objects will be studied. Pre-requisites: History of Technology I, 1380213 Co-requisites: none Vocational Outcomes: * This course has been designed to comply with standards and ethics prescribed by IIC-CG (CAC), CAPC and ICOM Committee for Professional Museum Training. Generic Skills Outcomes: Communications: 1\. Communicate clearly, concisely and correctly in the written, spoken and visual form that fulfils the purpose and meets the needs of the audience. 2\. Reframe information, ideas and concepts using the narrative, visual, numerical and symbolic representations which demonstrate understanding. Computer Literacy: 3\. Use a variety of computer hardware and software and other technological tools appropriate and necessary to the performance of tasks. Interpersonal Skills: 4\. Manage use of time and other resources to attain personal and/or project related goals. 5\. Take responsibility for her or his own actions and decisions. Analytical Skills: 6\. Collect analyze and organize relevant and necessary information from a variety of sources. 7\. Create innovative strategies and/or products that meet identified needs. General Education Goal Area: * The completion of History of Technology I - 1380213, History of Technology II - 1380214 and History of Technology III - 1380215 will be credited as one General Education course covering the goal areas of Understanding Technology and Aesthetic Appreciation. Aim : To enable the students to understand the history and development of technology and material culture. Learning Outcomes : Upon successful completion of this course, the learner will have demonstrated the ability to: 8\. Know the origins, sources, processing, products, manufacture, construction methods, fabrication and design of the materials and objects made of wood, leather and proteinaceous materials. 9\. Know the origins, history and development of the technologies and manufacturing processes of objects made of wood, leather and proteinaceous materials. 10\. Research objects, materials and technologies of wood, leather and proteinaceous materials using a variety of media and methods. Course Format: This course is one of four courses listed in the "super module" of Conservation and Material Science II. Courses in this frame work are linked tightly together, are interdependent to each other, and are foundation courses for the program. This course will consist of 1 hour of scheduled lecture per week. Lecture time may be subject to occasional adjustment in order to fit in with field trips, community based projects, group projects or guest lectures and/or workshops. Students are asked to remain flexible during the delivery of this course content. Additional time outside of scheduled class will be required for independent study. Learning Sequence : Hrs/Wks Units/Dates \| Topic, resources, learning activities \| Learning Outcome \| Assessment ---\|---\|---\|--- Week 1 Jan. 11 - 15 \| Introduction to Course - projects and evaluation \| \| Week 2 Jan. 18 - 22 \| Introduction to Cellulose - structure and characteristics \| 1 \| Test on wood Week 3 Jan. 25 - 29 \| Wood - structure, growth, identification \| 1,3 \| Test on wood, sample kit and documentation Week 4 Feb. 1 - 5 \| Wood - preparation and processing \| 1,3 \| Test on wood, sample kit and documentation Week 5 Feb. 8 - 12 \| Wood and wooden objects, construction and manufacturing \| 1,2,3 \| Test on wood, sample kit and documentation Week 6 Feb. 15 - 19 \| Wood and wooden objects, finishing techniques and materials \| 1,2,3 \| Test on wood, sample kit and documentation Week 7 Feb. 22 - 26 \| Mid Term Test, Wood \| 1,2 \| Mid Term Test (30%) Week 8 Mar. 1 - 5 \| INDEPENDENT STUDY WEEK \| \| Week 9 Mar. 8 - 12 \| Introduction to Collagen \| \| Test on leather and proteinaceous materials Week 10 Mar. 15 - 19 \| Preparation of hides and pelts, non-tanning methods \| 1,2,3 \| Test on leather and proteinaceous materials, sample kit and documentation Week 11 Mar. 22 - 26 \| Preparation of hides and pelts, tanning methods \| 1,2,3 \| Test on leather and proteinaceous materials, sample kit and documentation Week 12 Mar. 29 - Apr. 2 \| Other proteinaceous materials \| 1,2,3 \| Test on leather and proteinaceous materials, sample kit and documentation Week 13 Apr. 5 - 9 \| Other proteinaceous materials \| 1,2,3 \| Test on leather and proteinaceous materials, sample kit and documentation Week 14 Apr. 12 - 16 \| End of term test - leather and proteinaceous materials \| 1,2 \| End of term test (30%) Week 15 Apr. 19 - 23 \| Sample kit and documentation due \| 1,2,3 \| Sample kit (20%) Documentation (20%) Learning Resources : Required text: Hodges, Artifacts, London: <NAME>, 1994. Assessment Plan : The following assignments will be used to evaluate students' mastery of the theoretical aspects of the history of technology and material culture. Students must complete all course assignments in order to receive a passing grade. ITEM \| VALUE IN PERCENTAGE \| DUE DATE ---\|---\|--- Mid Term Test, Wood \| 30% \| February 23, 1999 End of Term Test, Leather and Proteinaceous Materials \| 30% \| April 13, 1999 Sample Kit, Wood, Leather and Proteinaceous Materials \| 20% \| April 20, 1999 Sample Kit Documentation \| 20% \| April 20, 1999 PLA options and contact for this course : Individual process to be determined by consultation: <NAME>, Faculty, Office #317G Academic Responsibilities : 11\. Presentation Written assignments must be: * typed or word-processed * double spaced * proofed for spelling and grammatical errors * enclosed with a single cover sheet which includes student name, title of the assignment and date of submission * stapled in the top left hand corner (unbound) and * include a bibliography (where appropriate) * use a recognized method of citation (eg: MLA or Chicago) 12\. Re-writes Faculty may request a re-write of a submission if the criteria for assessment have not been met. Late penalties will apply if the assignment is not re- submitted the following day. 13\. Penalties for Late Submissions Completion of Term Work * All assignments must be completed in order for students to achieve a passing grade. Late Assignments Late assignments receive the following penalty: * Marks will be deducted at the rate of 10% per day for three days after which assignments are marked at zero. Exceptions may be granted due to circumstances beyond the students' control, provided that the student contacts the faculty member promptly upon return to the College to discuss alternate arrangements. * Faculty are not obliged to provide feedback on assignments marked at zero. Oral Presentations * Oral presentations and/or practical or projects for evaluation must be delivered on the day scheduled. A 'no-show' will be graded at zero unless adequate explanation is provided. 14\. Academic Integrity Plagiarism is a serious breach of academic integrity and the College has a strict policy on this issue (see Academic Regulations). * it is a student's responsibility to ensure that all written submissions include an appropriate method of in text citation as well as an accompanying bibliography. * Seminar and oral presentations should be supported by a bibliography and sources should be referred to during the presentation. 15\. Make-up Tests * In valid circumstances (ill-health, personal crisis), a student may be given a make-up test to compensate for one missed in class time. Students must contact the instructor within seven days of the original test in order to request a make-up. 16\. Extensions & GDFS * An extension may be granted to an individual student based on need and circumstance. Medical grounds should be substantiated. * The revised due date will be recorded and signed by both parties. * The entire class may be given an extension, at the discretion of faculty. * Incomplete and Grade Deferred marks at the end of the semester must be negotiated between student and faculty (see Academic Regulations). Note: these are a privilege to be granted under special circumstances, not used in order to compensate for poor planning. #### * * * ![ \[CoOL\] ](/icons/sm_cool.gif) [Search all CoOL documents] [Feedback] This page last changed: March 04, 2001 <file_sep>COURSES AT OBERLIN <NAME> > > _" If you are a political person and do not study history, your politics will provoke chaos, anarchy and repression. If you are a political person and study history, your politics will provoke disillusion, apathy and cynicism. So the question is: whether to ignore history and be jailed or learn its lessons and be impotent. What a choice!" > _<NAME> * * * What follows is a list of courses, with brief descriptions, that I teach at Oberlin College. They are not all taught every year. Clicking on the title will take you to the current or most recent syllabus with a longer course description, requirements, class schedule and readings. Most of the information for courses I am currently teaching can be found on Blackboard. There you can find another copy of the syllabus, announcements and alerts for changes in the course, assignments, and links to some useful web sites. Similarly, readings for all my classes are on ERes (electronic reserve), where you will need a password to access material that has been scanned into portable document format (PDF). For both the documents in CourseInfo and the readings on ERes, you will need the Adobe Acrobat Reader installed on your computer. You can get it free from Adobe. Lastly, clicking here will take you to an annotated list of links that are often useful supplements to my courses. * * * > Politics 114. West European Politics: Left and Right in Transition > > This introductory course surveys contemporary politics in four European countries: Britain, France, Germany, and Italy. Attention will be given both to the ways in which the character and content of politics is shaped by particular patterns of historical development, and to recent political changes in each country, such as German unification. The course will also examine the process of European political and economic integration, and the structures and institutions being created at the European level. Limit: 60. No prerequisite. Three credit hours. Next taught: Fall 2001. * * * > Politics 111. Colloquium: What's Left? Left Governments In Power in Europe And North America > > Currently, political parties of the center-left are in power in much of Western Europe and North America. These governments have sought to distinguish themselves from earlier Left governments using labels such as "New Democrats," "The Third Way" and "Die Neue Mitte." This course examines the experience of the contemporary Left in power, in order to evaluate what Left governance means today. Students will write research papers and undertake class projects using online resources. Limit: 15 No prerequisite. Three credit hours. Next taught: 2002-2003. * * * > Politics 213. Theory and Practice of the European Left > > This course focuses upon the different forms of left-wing parties and movements in Western Europe. It is concerned both with the theoretical and ideological underpinnings of left-wing political action, and concrete cases of political organization in opposition to the dominant economic and political structures of capitalist democracy. The course will examine socialism, social democracy, communism, identity politics, and new social movements through the study of various political parties and social movements in Europe. Limit 30 No prerequisite. Three credit hours. Next taught: unknown. * * * > Politics 216. The Political Economy of Advanced Capitalism > > This course is an introduction to comparative political economy, broadly defined as the ways in which the triangular relationship between the state, labor and capital differs from one advanced capitalist country to another. The course will examine the political economies of Britain, France, Germany, Sweden, the US, and Japan, and it will focus upon a number of important themes such as the welfare state, urban political economy, and the globalization of the world economy. Limit: 30. No prerequisite. Three credit hours. Next taught: Fall 2001. * * * > Politics 219. Work, Workers and Trade Unions in Advanced Capitalist Societies > > This course examines the nature and organization of work in capitalist societies, and the forms of labor organization created by workers. It is a comparative course, looking at Western Europe, Japan, and the United States. Among the topics covered are: conflict and cooperation in the workplace, the intersection of race, class and gender at work, types of trade unionism, the labor process, the role of the state and employers in industrial relations, and labor politics. Limit: 30. No prerequisite. Three credit hours. Next taught: 2002-2003. * * * > Politics 310. Seminar: Topics in Comparative Politics (team-taught) > > How should we study politics in other countries? What tools exist for doing so? Which are most appropriate for studying particular problems? Readings and discussion will focus on the leading approaches, including political economy, political sociology (class, gender and race), institutionalism, culture, and history. Students will apply these tools by writing and presenting a research paper on a topic of their choice. Faculty will present their own research in progress. Limit: 15. Prerequisite: consent of the instructors. Three credit hours. Next taught: Spring 2002. * * * > Politics 315. Seminar: The Future of Organized Labor > > This seminar examines the challenges facing labor movements in advanced capitalist societies today, and the ways in which workers and trade unions are responding to those challenges. We will look at organized labor in Western Europe, the United States, and Japan, and explore issues such as economic restructuring, new management strategies, free trade, changes in the composition of the working class, particularly the feminization of work, and new union organizing and political strategies. Limit: 15. Prerequisite: consent of the instructor. Three credit hours. Next taught: Spring 2002. > > * * * > > TO NAVIGATE THIS SITE CLICK HERE: > My Main Page Oberlin Courses Research & Scholarship Labor Issues Other Links & Issues Oberlin Politics Department > > > > <file_sep>#### ![iznik2.jpg $17257 bytes$](../../../../images/iznik3.jpg)University of Washington Department of History * * * # History of the Americas ## Spring 2001 * * * HSTAA 135 _American History Since 1940_ --- \| Modern ---\|--- \| <NAME> ---\|--- \| Class Description ---\|--- \| This course will introduce you to the history of the United States since the New Deal. Through a study of ---\|--- \| documents, personal testimony, fictional accounts, discussions, lectures and audiovisual presentations, you will ---\|--- \| be encouraged to think "historically" about persons, event, and social movements during the last half-century. ---\|--- \| By the end of the quarter you will be able to describe the basic outlines of the historical period and many of its ---\|--- \| most important figures and events. In addition, you will learn to analyze what counts as "history," why it counts, ---\|--- \| and why we continue to struggle over which "version" of the past counts for us. This course is intended ---\|--- \| primarily for first year students. ---\|--- \| Recommended Preparation ---\|--- \| No prerequisites. ---\|--- \| Class Assignments and Grading ---\|--- \| Class assignments and grading will be outlined in the course syllabus. ---\|--- \| _ Grading Percentages_ ---\|--- \| Midterm \| 15% ---\|---\|--- \| Paper #1 \| 25% ---\|---\|--- \| Paper #2 \| 25% ---\|---\|--- \| Final \| 35% ---\|---\|--- \| _ Required Reading_ ---\|--- \| <NAME> \| _One Nation Divisible: Class, Race and Ethnicity in the U.S._ ---\|---\|--- \| _Since 1938_ ---\|--- \| <NAME> \| _The Specter of Communism_ ---\|---\|--- \| <NAME> \| _A History of Our Time_ ---\|---\|--- \| <NAME> \| _Debating the Civil Rights Movement_ ---\|---\|--- \| <NAME> \| _Black Boy (American Hunger)_ ---\|---\|--- \| <NAME> \| _Dawn_ ---\|---\|--- * * * HSTAA 201 _Survey of the History of the United States_ --- \| Broad United States ---\|--- \| Modern ---\|--- \| <NAME> ---\|--- \| Class Description ---\|--- \| This one-quarter survey of U.S. history examines some of the most important topics in the development of ---\|--- \| modern America. Arrangement is chronological. Topics include slavery, race, immigration, and the Cold War ---\|--- \| with a focus on social history but also some politics. ---\|--- \| Recommended Preparation ---\|--- \| No prerequisites. ---\|--- \| Class Assignments and Grading ---\|--- \| Four lectures per week, one discussion section per week, assigned reading, short papers (5-7 pp.), and essay ---\|--- \| exams. ---\|--- \| _ Grading Percentages_ ---\|--- \| Section discussion \| 20% ---\|---\|--- \| Two short papers - each \| 10% ---\|---\|--- \| Midterm exam \| 20% ---\|---\|--- \| Final exam \| 40% ---\|---\|--- \| _ Required Reading_ ---\|--- \| <NAME> \| _Synopsis of American History_ ---\|---\|--- \| Rowlandson \| _Sovereignty and Goodness of God_ ---\|---\|--- \| Blassingame \| _The Slave Community_ ---\|---\|--- \| <NAME> \| _The Yellow Wallpaper_ ---\|---\|--- \| <NAME> \| _Dispatches_ ---\|---\|--- * * * HSTAA 213 _African Americans in the American West_ --- \| Modern ---\|--- \| <NAME> ---\|--- \| _http://faculty.washington.edu/qtaylor/_ ---\|--- \| Class Description ---\|--- \| This course will acquaint students with the rich, varied history of African Americans in the 19 states of the ---\|--- \| American west stretching from Texas north to North Dakota and then to the Pacific Ocean. The topics will ---\|--- \| include the settlement of Spanish-speaking blacks in the American southwest, slavery in the west, post civil war ---\|--- \| migrations to the high plains and to the far west. The course will examine the role of African Americans in the ---\|--- \| range cattle and mining industries, as buffalo soldiers and as workers in the 19th and 20th century urban west. ---\|--- \| Particular attention will be paid to the World War II migrations to Portland, Seattle and other west coast cities ---\|--- \| and to the interaction of African Americans with other people of color in the 20th century. There will be a ---\|--- \| particular emphasis on African Americans in the Pacific Northwest from the antebellum period in Oregon ---\|--- \| throught the 1970s civil rights era in Portland, Seattle and other larger cities of the region. ---\|--- \| Recommended Preparation ---\|--- \| Students should have some knowledge of American western history and African American history. ---\|--- \| Class Assignments and Grading ---\|--- \| Course assignments include a midterm and final exam, a book review and an optional research paper. The course ---\|--- \| grade will be determined by averaging the grades for these various exercises. This is a lecture class with some ---\|--- \| classroom discussion. Films are to be assigned periodically. ---\|--- \| _ Grading Percentages_ ---\|--- \| Midterm \| 25% ---\|---\|--- \| Final \| 40% ---\|---\|--- \| Book Review \| 25% ---\|---\|--- \| Class Participation \| 10% ---\|---\|--- \| _Required Reading_ ---\|--- \| <NAME> \| _In Search of the Racial Frontier: African Americans in the_ ---\|---\|--- \| _American West, 1528-1990_ ---\|--- * * * HSTAA 303 _Modern American Civilization From 1877_ --- \| Broad United States ---\|--- \| Modern ---\|--- \| <NAME> ---\|--- \| Class Description ---\|--- \| This course teaches the political, social, and cultural history of the United States from the end of Reconstruction ---\|--- \| to the 1990's, with particular emphasis on the period between Word War I and the end of the Vietnam War. In ---\|--- \| general, the class denonstrates how much of the nation's present is in fact a product of very recent historical ---\|--- \| developments. Themes will include economic change, the uneven evolution of American democracy, American ---\|--- \| popular culture, and the changing role of the United States in the world. Successful students will further develop ---\|--- \| critical thinking skills, the ability to analyze a wide variety of historical sources, and the ability to write ---\|--- \| effectively as historians. Class time will involve multimedia lectures, discusion, and in-class film viewing. The ---\|--- \| assigned material will cover a diversity of sources, from primary official documents and secondary essays to ---\|--- \| literature to film and visual art. Students will be expected to work with the instructor on developing effective ---\|--- \| writing skills. ---\|--- \| Recommended Preparation ---\|--- \| Previous U.S. History and writing ("W") coursework is recommended, but not required. The class is open to all ---\|--- \| majors. ---\|--- \| Class Assignments and Grading ---\|--- \| Assignments include class participation, a short (2-3 pp) film review, a research paper (7-10 pp) using primary ---\|--- \| sources, a take-home essay, mid-term, and a final exam. Students are expected to follow guidelines explained in ---\|--- \| the course syllabus, and grades are based strictly on student performance on class requirements. Students must ---\|--- \| complete every assignment in order to receive a passing grade. As per the UW catalog guidelines, the course ---\|--- \| requires a minimum of 10 hours per week spent on coursework outside of the classroom. ---\|--- \| _ Grading Percentages_ ---\|--- \| To be announced. ---\|--- \| _ Required Reading_ ---\|--- \| To be announced. ---\|--- * * * HSTAA 373 _Social History of American Women_ --- \| Broad United States ---\|--- \| Modern ---\|--- \| <NAME> ---\|--- \| Class Description ---\|--- \| By "social history" we don't mean tea parties! We do mean attention to the lives of ordinary people and their ---\|--- \| essential activities, including work (paid and otherwise), family, sexuality, and participation in social movements, ---\|--- \| including feminist movements. We'll begin with the seventeenth century, when people from three different parts ---\|--- \| of the world, with three very different gender systems, were thrown together in the American Chesapeake, and ---\|--- \| will proceed to the present. Students should come away with an appreciation of long term change in ideas about ---\|--- \| women and in the status of women; an appreciation of differences among various groups of women; and an ---\|--- \| understanding of how the inclusion of women changes our view of history. ---\|--- \| Recommended Preparation ---\|--- \| WOMEN 200, WOMEN 283, and/or HSTAA 201 are recommended preparation but are not required. ---\|--- \| Class Assignments and Grading ---\|--- \| This is a lecture course, but time for discussion will also be set aside, and lectures supplemented by video ---\|--- \| documentaries. Students will write two take-home essay assignments (4-5 pp each), plus a history of women in ---\|--- \| their own families. Grades will be based largely on the thoughtfulness and clarity of written work, and the degree ---\|--- \| to which it successfully integrates the various materials of the course. Regular attendance is mandatory. ---\|--- \| _ Grading Percentages_ ---\|--- \| First essay \| 25% ---\|---\|--- \| Second essay \| 30% ---\|---\|--- \| Family history \| 30% ---\|---\|--- \| Attendance/participation \| 15% ---\|---\|--- \| _ Required Reading_ ---\|--- \| Ulrich \| _A Midwife's Tale_ ---\|---\|--- \| Painter \| _Sojourner Truth_ ---\|---\|--- \| Woloch \| _Women and the American Experience_ ---\|---\|--- \| Harris \| _O How Can I Keep on Singing?_ ---\|---\|--- * * * HSTAA 382 _History of Late Colonial and Early National Latin America_ --- \| Non-Western ---\|--- \| Modern ---\|--- \| <NAME> ---\|--- \| Class Description ---\|--- \| This is a continuation of HSTAA 381 which surveyed the history of Latin America from its European discovery ---\|--- \| until ca. 1700. The sequel is divided into three sections: (1) imperial reforms and their consequences; (2) the ---\|--- \| separation of mainland Latin America from Spain and Portugal; and (3) problems of nation formation in selected ---\|--- \| parts of the region. It is hoped that students will gain an enhanced understanding of the complexities of reforms, ---\|--- \| of the interest groups they serve and those they offend; the reasons why political revolution in some parts of ---\|--- \| Latin America was extremely violent and destructive and in other places far less disruptive; and why nation ---\|--- \| building for peoples who have never been self-governing involves difficult choices. ---\|--- \| Recommended Preparation ---\|--- \| None special; it is not necessary to have taken the first segment of this course. ---\|--- \| Class Assignments and Grading ---\|--- \| There will be two book essays, two mid-terms, and a take-home final examinations. There will be required and ---\|--- \| recommended readings and occasional class discussions. ---\|--- \| _ Grading Percentages_ ---\|--- \| Two mid-terms, each \| 20% ---\|---\|--- \| Two book essays, each \| 10% ---\|---\|--- \| Class discussion \| 10% ---\|---\|--- \| Take home examination \| 30% ---\|---\|--- \| _ Required Reading_ ---\|--- \| Burkholder and Johnson \| _Colonial Latin America_ ---\|---\|--- \| Bushness and Mccaulay \| _The Emergence of Latin America in the 19th Century_ ---\|---\|--- \| Lynch \| _The Spanish-American Revolution, 1808-1826_ ---\|---\|--- \| Stein and Stein \| _The Colonial Heritage of Latin America_ ---\|---\|--- * * * HSTAA 404 _New England: From the Foundings to 1860_ --- \| Modern ---\|--- \| <NAME> ---\|--- \| Class Description ---\|--- \| The class studies the history of New England from its beginnings to the region's emergence to national political ---\|--- \| and economic leadership in the mid-nineteenth century. Emphasis on such themes as Puritanism, ecological ---\|--- \| change, race relations, the New England town, adjustment to empire, revolution, constitution making, the reform ---\|--- \| impulse, industrialism, and the rise of a market economy. Besides gaining a fuller understanding of the ---\|--- \| significance of these themes for the unfolding of American history, students will also be encouraged by the ---\|--- \| format of the class to sharpen their skills of critical thinking and expression. Class discussions and written ---\|--- \| assignments center on the readings described below. Each weekly unit of the readings is designed to illuminate ---\|--- \| some particular episode or issue in early American history, and to enable students to assess the cultural values ---\|--- \| of the past and act as historians in constructing their own documented analyses through discussion and writing. ---\|--- \| This is therefore a history course in the double sense that students can expect to learn both about the nature of ---\|--- \| the past (in this case one of the most formative and exciting periods of American history) and about how to ---\|--- \| develop the skills of thinking and research needed for effective study of that past, and its legacy for the present. ---\|--- \| Recommended Preparation ---\|--- \| No prerequisites, except a lively curiosity about the origins of American society. During the duration of the ---\|--- \| course, however, regular attendance--at the lectures and more especially at the Thursday discussions--is ---\|--- \| essential for success, along with a readiness to complete the assigned readings week by week, so as to ---\|--- \| contribute to class discussions and the timely completion of assignments. ---\|--- \| Class Assignments and Grading ---\|--- \| Attendance at the two lectures a week, and at the third meeting, each Thursday, given to class discussion. Two ---\|--- \| 5-7 page papers (a book review and an assessment of a primary source) that can be rewritten, plus several ---\|--- \| one-page papers based on the weekly reading. Students will also be asked to do small research projects of their ---\|--- \| own, in newspapers and on a reformer's life. No midterm but a takehome final exam consisting of essay ---\|--- \| questions. Student's work will be judged according to the strength, clarity, and concision of its arguments, its ---\|--- \| capacity to employ and analyze the appropriate course materials, and the relevance of its response to its chosen ---\|--- \| topic. This is a W-course, with a consequent emphasis upon writing assignments. ---\|--- \| _ Grading Percentages_ ---\|--- \| Papers (each) \| 25% ---\|---\|--- \| Final \| 25% ---\|---\|--- \| Participation and one-page papers \| 25% ---\|---\|--- \| _ Required Reading_ ---\|--- \| Course Pack ---\|--- \| <NAME> \| _Manitou and Providence_ ---\|---\|--- \| <NAME> \| _From Puritan to Yankee_ ---\|---\|--- \| <NAME> \| _A Midwife's Tale_ ---\|---\|--- * * * HSTAA 414 _The Canadian West, 1670-1990_ --- \| Modern ---\|--- \| <NAME> ---\|--- \| Class Description ---\|--- \| From waterways to railways, from the fur trade to agricultural settlement, the History of the Canadian West offers ---\|--- \| students an understanding of how the Canadians undertook to spread their dominion from coast to coast to ---\|--- \| coast, struggling to overcome the difficulties associated with a vast land composed of the Canadian Shield, ---\|--- \| broad stretches of prairie, foothills and high mountian peaks, stretching through temperate to high Arctic ---\|--- \| latitudes. It created a proud new society. ---\|--- \| Recommended Preparation ---\|--- \| No prerequisites. ---\|--- \| Class Assignments and Grading ---\|--- \| Class assignments and grading will be outlined in the course syllabus. ---\|--- \| _ Grading Percentages_ ---\|--- \| To be announced. ---\|--- \| _ Required Reading_ ---\|--- \| To be announced. ---\|--- * * * HSTAA 417 _Indians in Western Washington History_ --- \| Modern ---\|--- \| <NAME> ---\|--- \| Class Description ---\|--- \| A history of relations between Indians and other people in Western Washington from 1790-1980, with an ---\|--- \| emphasis on the ways that such relations reflected and affected negotiations about the boundaries between ---\|--- \| Indians and non-Indians, the boundaries of "tribes," and meanings that people gave to such racial/ethnic/tribal ---\|--- \| categories. An examination of the historical roots of recent controversies about various Indians' and tribes' ---\|--- \| rights and legal status. A case study of the dynamics of race and ethnic relations and the factors that determine ---\|--- \| ethnic identities. ---\|--- \| Recommended Preparation ---\|--- \| Previous history courses, particularly U.S. or Pacific Northwest history, are desirable but not required. ---\|--- \| Class Assignments and Grading ---\|--- \| Lecture and discussion. Readings illustrate important points and themes of lectures, invite students to consider ---\|--- \| some issues in greater depth, and give students an opportunity to interpret primary sources of historical ---\|--- \| _ Grading Percentages_ ---\|--- \| Short Essay \| 15% ---\|---\|--- \| Short Essay \| 15% ---\|---\|--- \| Short Essay \| 15% ---\|---\|--- \| Short Essay \| 15% ---\|---\|--- \| Final exam (possibly a take-home \| 30% ---\|---\|--- \| exam) ---\|--- \| _ Required Reading_ ---\|--- \| Course packet ---\|--- * * * HSTAA 421 _American Environmental History_ --- \| Modern ---\|--- \| Linda Nash ---\|--- \| *< FONT SIZE= <file_sep># About <NAME> In order to evaluate the quality of the information on web pages, it is helpful to know something about the source. Here is <NAME>'s resume primarily insofar as it relates to his experience in and knowledge of matters Central Asian. _Employment_ : Associate Professor of History and International Studies, University of Washington (Seattle) _Education_ : B.A., Yale, 1963 (Physics); A.M., Harvard, 1965 (Regional Studies--Soviet Union); Ph.D., Harvard, 1972 (History; main field Medieval and Early Modern Russia; field in Ottoman History) _Languages other than English_ : fluent Russian; reading in German, French and some other European languages; smattering of Turkic languages. _Relevant Travel_ : 1969 Uzbekistan: Tashkent, Samarkand, Bukhara; Armenia; Georgia * 1979 Tour lecturer for Society Expeditions: Uzbekistan--Tashkent, Samarkand, Khiva; Mongolia * 1991 Kyrgyzstan: climb on Peak Lenin; Tajikistan: hiking in Iagnob area; Uzbekistan: Tashkent, Samarkand, Shahr-i Sabs * 1993 Caucasus: led climbs of Mt. Elbrus for REI Adventures; hiking in nearby mountains * 1994 Expedition to Gasherbrum II (8000 m. peak in Karakoram, Pakistan) * 1995 Led trek for REI in Pamir-Alai region of Kyrgyzstan; led REI mountain bike trip through Kyrgyzstan, across the Torugart Pass to Kashgar, and down the Karakoram Highway to Gilgit in Pakistan. * 1996 Led trek for REI in Pamir-Alai region of Kyrgyzstan; solo trek in Kongur/Mustagh Ata region S. of Kashgar in Xinjiang; climb of Mustagh Ata (24,750 ft.) * 1998 China, including month at Dunhuang studying Buddhist art at the Mogao caves * 1999 Led trek for Mt. Travel/Sobek in Pamir Alai region of Kyrgyzstan; also independent trekking there; climb on Khan Tengri in Tien Shan _Courses Taught_ : The Mongols; Russia and Asia; The Silk Road (to see syllabus, click here). _Publications and Research Projects_ : * Short notices/reviews of Soviet publications on Central Asia, in _Middle East Studies Association Bulletin_ , 17/2 (1983), 18/1 (1984), 19/1 and 19/2 (1985), 21/1 (1987). * "Is There a Future for CD-ROMs?" _REECAS Newsletter_ (Russian East European, and Central Asian Studies Center, University of Washington), Fall, 1997. Includes review of _The Silk Road: Digital Journey_ (DNA Multimedia, 1995). * "Exploring the 'Kongur Alps.' Unknown Side of Mustagh Ata," _The Himalayan Journal_ , 54 (1998), pp. 25-32; four photographs. Account of 1996 solo trek in Kongur/Mustagh Ata region. * "In the Footsteps of Xuanzang," _REECAS Newsletter_ , Fall, 1998, pp. 1, 5-6. Account of 1998 summer in China. * Co-editor (with <NAME>), _Civil Society in Central Asia_ (Seattle: University of Washington Press, 1999). Papers from a conference jointly sponsored by the Center for Civil Society International and the Johns Hopkins Central Asia-Caucasus Institute; also, an annotated guide to Central Asian NGOs. * "Central Asia After Eight Years of Independence," _REECAS Newsletter_ , Fall 1999, pp. 1, 3-5. Note: You need Adobe Acrobat 4.0 or higher to read this. It can be downloaded via a link to the REECAS site. * "The 'Mysterious and Terrible Karatash Gorges': Notes and Documents on the Explorations by Stein and Skrine," _The Geographical Journal_ (Royal Geographical Society), vol. 165, No. 3 (November 1999), pp. 306-320. Juxtaposes accounts by <NAME> and <NAME> with 1996 observations of Karatash River region near Kongur and Mustagh Ata; includes 7 photographs. Uses unpublished material in Bodleian Library (Oxford), the British Library Oriental and India Office Collections and the photo archive of the Royal Geographic Society, London. * "The Challenges of Learning about the Silk Road," _REECAS Newsletter_ , Winter 2000. Review of Susan Whitfield, _Life along the Silk Road_ ; <NAME>, _Religions of the Silk Road_ ; <NAME> and <NAME>, _Christians in Asia before 1500_. * "The Pax Mongolica." A brief interpretation of the impact of the Mongol Empire. * Travelers on the Silk Road. (Jointly authored with Adela Lee of the Silk-Road Foundation.) An ongoing project to provide basic reference material on history travel in Inner Asia. to date, there are some 45 entries. * A Sven Hedin Bibliography. An extensive annotated bibliography of the writings of the famous Swedish explorer <NAME> and select works about him. * A brief Sven Hedin Chronology. * Review of <NAME>, _Commodity and exchange in the Mongol empire: A cultural history of Islamic textiles_, forthcoming in _Bulletin of the Royal Institute for Inter-Faith Studies_. * Photographs, published in several locations, including Cities/Buildings web archive. For further information, click here. * "The Making of _Chinese Central Asia_. " Unpublished conference paper about <NAME>'s well-known 1926 book on western Xinjiang. * "Etherton at Kashgar: Anti-Bolshevik Hero or Unprincipled Scoundrel?" Unpublished conference paper about Skrine's predecessor as British Consul in Kashgar. * The two papers just listed are part of a current project, an book-length edition of <NAME>'s unpublished correspondence and photographs, based on his materials in the British Library Oriental and India Office Collections and the photographic archive of the Royal Geographic Society. Estimated completion date, 2002. * "Virtual and Visual Reality: Cosmic Space in the Mogao Caves," unpublished paper (115 pp.) \--------------------------------------------- For a fuller academic CV including bibliography of my Russia-related publications, click here. Last revised February 27, 2001. <file_sep># _Northwestern University_ # English 270-2, American Literary Traditions, Winter 2001-2 # Course Description and Requirements Syllabus <NAME>, assisted by <NAME>, <NAME>, and <NAME> 306 University Hall 491-7136, <EMAIL> Hours: TTh 10:45-11:45, and by appointment This is the second quarter of a survey of significant writers and themes in American literature. This quarter covers from the Civil War to the turn of the twentieth century. While the course is part of the English 270-1,2 sequence that is a prerequisite for English majors, one does not need to have taken English 270-1 or any other literature class in order to enroll or understand the material. The literature will be examined partly in terms of the history of the arts in America and in relation to social and intellectual history. Some attention will be paid to popular forms, and a portion of the lectures will be devoted to the visual arts and material culture. English 270-2 fulfills an Area VI Distribution Requirement in Weinberg College of Arts and Sciences. This readings have been selected for this course with three purposes in mind: > 1\. To offer an overview of American literature in the period covered. Please keep in mind that these readings are a tiny sampling of an enormous range of work. The ways in which they are representative and not representative of this range will be discussed in class. > > 2\. To examine a major cultural phenomenon in this period, the rise of the aesthetic and philosophical movement known as realism. In one way or another, all the authors we examine were realists in the sense that they were engaged in telling what they thought was important truth about life in their times. As we approach their works, we shall be asking just what truth were they trying to tell, how were they trying to tell it, and how their efforts related to the development of an imaginative understanding of the nature of reality in America. > > 3\. To investigate the timeless issue of human identity and conceptions of the self in the particular context of late-nineteenth-century America as it was explored in different ways by the authors we read. As we shall see, the question of identity was a particularly rich and complicated one in this period, which was one reason it was such an important subject. The class will meet as a group on Tuesdays and Thursdays from 9:00 to 10:20 a.m., with sections on Thursday afternoons. The presentations at the group meetings will do several things. They will provide a broader cultural context, an introduction to particular authors and works, and, most of all, an opportunity to analyze individual works. The sections will be devoted to discussions of particular works, usually emphasizing things not dealt with in the group presentations. Students are required to have registered for a discussion section at the same time that they registered for the course. If this is not the case, they must register for a section immediately in the English Department Office, 215 University Hall. Failure to register for and attend discussions will result in failing the course. For some students, there may be a changes in their original section assignments (though not discussion times). If anyone wishes to transfer from one discussion group to another, he or she must speak with the instructor. There will be three required writing assignments, which are accessible through links in the Syllabus.. In the course of the quarter, there will be two short (1500-1800 words) essays on the assigned readings. Assignments will be distributed at least a week before they are due. No late work will be accepted without approval in advance. The third essay will be written at the time of the final examination (12-2 p.m., Thursday, March 21). The format of this examination will be described in advance. There will be no other time at which to take the final examination. Note: No student can pass the course without completing and passing all the writing assignments (i.e., one cannot pass the course with a failing grade on any of the three assignments) and attending the discussion sections on a regular basis. Beginning with the second discussion section (January 17), there will be brief quizzes on the week's lectures and reading at the outset of each of section meetings. Final grades will be based on the written work and on active, intelligent participation in the discussion sections. While there may be some adjustment to recognize distinguished achievement in one area, the essays and final will generally count for 60% of the grade, the quizzes 20%, and participation in sections 20%. The lowest quiz grade will be disregarded. Non-attendance at a section will earn a zero on the quiz for that day. All students are expected to have active e-mail accounts and basic Internet skills. If this presents any difficulties, they should inform the instructor immediately. All course information, including assignments, lecture outlines, digitized versions of some of the readings, updates, and links to relevant web sites, will be posted on the English 270-2 website, whose URL is http://faculty-web.at.nwu.edu/english/csmith/b70-2. Students in the course are also required to subscribe to horatio, the electronic listserv for the course, which will also be used to distribute important course information and additional commentary regarding the readings and lectures that may arise during the quarter. More information on horatio, as well as on papers, sections, and related issues, is described elsewhere on this website. Students are responsible for being away of all information distributed through horatio. Students are strongly urged to bring their books to class (this is a requirement for section meetings). Students are encouraged at all times, including during class, to ask questions and to see the instructors after class and during office hours. Syllabus <file_sep># Psychology of Gender (PSY 380) Professor <NAME> ### _Syllabus Version 5 March 1999_ _(Check_http://dynamic.uoregon.edu/~jfreyd/psygen/ _for updates)_ University of Oregon Spring 1999 Tuesdays and Thursdays 9:30 - 10:50; 242 Gerlinger; CRN 34833; 4 credits Prerequisites: None WWW Home Page: <URL:http://dynamic.uoregon.edu/~jfreyd/psygen/> --- Instructor: Professor <NAME> Office: 301 Straub Hall e-mail: <EMAIL> Phone: 346-4950 (messages) Office Hrs: Mondays 1-3 PM Teaching Assistant: <NAME> Office: 220 Straub Hall e-mail: <EMAIL> Phone: 346-4942 Office Hrs: Tuesdays 1-2 PM and by appointment Teaching Assistant: <NAME> Office: 458 Straub Hall e-mail: <EMAIL> Phone: 346-4950 Office Hrs: Mondays 11-12 and by appointment ## Overview We will review empirical findings that support or fail to support common beliefs about gender, the relationship of gender to traditional issues in psychology (e.g., moral development, personality, interpersonal relationships), and special issues pertinent to gender, (e.g., parenthood, violence, and sexual orientation). Class and small-group discussions, guest speakers, and films will supplement reading material and provide more in-depth examination of specific topics. ## Course Requirements _Please Note: This course will not be easy. It will be intellectually rigorous and intense. If you are looking for an easy course, then this is not the course for you._ The course requirements include doing the reading, attending class, writing weekly discussion essays, participating in small-group class discussion and exercises, reading an on-line electronic discussion, PsychInfo assignment, taking the quizzes, and also completing a final poster project. ### Contact Hours and Class Attendance We will meet each Tuesday and Thursday 9:30-10:50 in 242 Gerlinger and your attendance is expected. _This is not a course to take if you anticipate missing more than one class meeting, as class discussion quizzes and exercises are crucial to your success in the course_. Also, you will be working in a small group in class and asked to complete various activities in your small group. Your participation is part of the course requirements. We also recommend that you check your email at least twice a week, as important course information may be posted by the instructor on the course listserv (see below for more about this). ### Required Readings Readings are assigned on a weekly basis. Readings are to be completed _BEFORE_ the Tuesday class meeting for which they are assigned. There is one required text book and two required books of readings, available for purchasing at the book store. In addition there are readings on reserve for this course at Knight Library. This course has a serious amount of reading and you will not be able to do well on the quizzes or essays if you do not do the reading. Each week close to 100 pages of reading must be completed. _Please do not take this course if you cannot manage this amount of reading. _ Term Week \| Reading Due \| Approximate # Pages Required ---\|---\|--- Week 1 \| April 1 \| 58 Week 2 \| April 6 \| 87 Week 3 \| April 13 \| 83 (+ 45 recommended) Week 4 \| April 20 \| 99 (+ 30 recommended) Week 5 \| April 27 \| 88 Week 6 \| May 4 \| 81 Week 7 \| May 11 \| 94 (+ 22 recommended) Week 8 \| May 18 \| 66 (+ 44 recommended) Week 9 \| May 25 \| 92 Week 10 \| No reading due \| 0 _Required BOOKS TO PURCHASE for PSY 380:_ _A &_L \| <NAME>. & <NAME>. (1998) Questions of Gender: Perspectives & Paradoxes. McGraw Hill ---\|--- _CP_ \| COURSE PACKET FOR PSY 380 _Recommended BOOK TO PURCHASE for PSY 380:_ <NAME>. (1996) _Betrayal Trauma: The Logic of Forgetting Childhood Abuse._ Cambridge, MA: Harvard University Press. (PAPERBACK) ### Grading Overview Your grade will be computed by combining your scores in the following overall categories for a total of 300 points: points \| course work ---\|--- 100 \| Quizzes (each quiz worth 20 points; add together best 5 of 7 quiz grades) 80 \| Discussion Essays (8 essays; each worth 10 points) 10 \| Library assignment 80 \| Final Poster Project (60 points shared; 20 points participation/evaluation) 30 \| Participation (in-class small group participation & evaluation) 300 \| Total \| (EC) \| Also up to 20 points extra credit potential Final letter grades will be approximately determined from point totals as follows: points \| letter grade ---\|--- 270-300 \| A 240-269 \| B 210-239 \| C 180-209 \| D Below 180 \| F Based on the actual distribution of final grades, this criterion might be relaxed, but not stiffened. Plusses and minuses will be used for performance near the edge of a range. ## Grading and Requirements - More Details ### Quizzes 100 points SEVEN Quizzes will be given. Each quiz will be worth 20 points. Your FIVE highest quiz scores will be added together to determine your total quiz score. Because you may drop two of your quiz grades, there will be NO MAKE-UP quizzes. The quizzes will be challenging. They will be structured to assess your knowledge of the readings, in-class films and lectures, and class discussions. The format will include multiple choice, short-answer, and short essays. The questions will primarily pertain to the ** readings assigned for the week in which the quiz is given. Other questions will pertain to the previous week's readings, classroom discussion, lecture, and/or demonstrations. Sometimes a question will refer to material covered earlier in the course, or issues discussed in our class listserv, psygen@lists. ### Discussion Essays 80 points Written essays must be typed (or computer printed) and one essay must be turned in each Tuesday (Weeks 2-9) at the beginning of class. If you absolutely cannot type or computer-print your essay, you must write it very neatly on nice paper (e.g.: no pages written from a spiral notebook!). Each essay should show you have put thought into the reading material, and be designed to stimulate thoughtful class discussion about the reading and/or related issues. Think of the discussion essay as an opportunity to think deeply about the readings, to reflect on the meaning of the material to you and your life, or to society and scholarship. We will typically provide some specific topics to write about for each week. The topics for the first assignment are below.. Each essay will be worth up to 10 points. A point will be subtracted for each day late. We expect a one or two-page typed essay per week. If you draw specific connections between the readings and your ideas in your essay, you will probably get a better grade than if you fail to connect your ideas to the readings. ASSIGNMENT FOR ESSAY #1 (due April 6): For the first essay you have a choice of two different topics. You must do the reading for Weeks 1 & 2 FIRST or these questions will not make sense! A) At this early point in the course, identify your perspective on sex and gender as best you can. Think of where you are along the two continua: minimalism to maximalism; and essentialism to social constructionism. In what ways do you agree and/or disagree with the feminist orientation described by the text (A&L) authors? <NAME> includes many suggestions for introspective analysis of issues of privilege and oppression. For example, in what ways are you victimized within the social categories to which you belong? In what ways are you an oppressor to others, reinforcing their subordination? Who are you? What are the different aspects of your identity? How do they interrelate with race, class, and gender? Identify things that would be more or less difficult for you to do if you had a different identity. ### Library Assignment 10 points A written library assignment worth 10 points is due on April 15. The purpose of this assignment is to make sure you know how to use crucial library resources such as "Orbis" and "PsychInfo" -- you will need these resources for completing the library research on your final poster project. The assignment must be completed and turned in by April 15. You will need to use the World Wide Web to do this assignment. A tutorial with information about the library resources and the assignment itself can be found at: http://axe.uoregon.edu/subjguid/psychology/psyc380/ ### Final Project: Poster 80 points The final project will be an individual or small-team activity that you do _outside of class meeting time._ The final project will be in the form of a written "poster." Details about the poster form can be found at the poster guidelines page ( http://dynamic.uoregon.edu/~jfreyd/psygen/poster.html ) The project will present material you have learned and synthesized about a particular topic in psychology of gender. You will pick a topic fairly early in the quarter to learn more about. You will have a selection of topics you can choose from. A "poster" in university level psychology is not exactly the same thing as you may have learned to do in high school. It does involve a visual presentation and shortened text, but the point is not to show lots of photos or pretty colors (although they may be used too) but to communicate scholarly and intellectual material in a concise manner. Your posters will be modeled on professional posters shown at professional psychology conventions. During the last 2 weeks of class the posters will be shared with the rest of the class. This is a very exciting time, as we get to learn from each other. Students will display their posters and classmates and the instructors will evaluate the posters. _Poster Project Teams:_ Each student will have the choice of working alone on the final project, or, instead, with one, two, or three other classmates (a maximum of 4 people may work together in a team). We encourage the teamwork approach, because working collaboratively is educational in its own right. The projects will be graded on the same criteria whether produced by one, two, three, or four people (thus it would really seem a good idea to work in teams!). Project partners or teams must make a commitment to work together by April 29. All students will be required to turn in a final project participation and work evaluation form at the end of the term. If you work on the project alone you will evaluate your own work. If you work with a partner or team you will also evaluate separately your and your partner's or team member's contribution and work. _These evaluations are very important and will be graded for content and clarity and completeness. (See below for more information on the team participation evaluations.)_ In addition, each student or team must submit a planning abstract for the final poster in advance of completing the project. The planning abstract is due on April 22 An extra credit option is to publish the project on the World Wide Web. (For WWW publication guidelines see http://dynamic.uoregon.edu/~jfreyd/psygen/termweb.html.) Note: your grade on the final project will be severely lowered if it is at all late. The completed poster (and the WWW version of the final project if your group does that) is due on Tuesday, May 25 by 11:00 AM. _Classroom presentations will occur in the Psygen Convention on May 27, June 1, and June 3 and attendance is required during all these classes._ More details about this project will be given in class as the term progresses. ### Participation 30 points Participation is crucial in this course. Participation includes in class discussion and on-line discussion (see section below about how to subscribe to the class mailing list, "psygen" so you can participate in on-line discussion). You are required to subscribe to the listserv "psygen" by April 8. You are not required to post anything on the listserv, although you may earn extra credit by posting valuable contributions. You are required to read the listserv messages at least twice a week. In-class participation will largely be in the form of small groups. You will work with a group throughout the quarter. Groups will sometimes be assigned in class assignments that must be turned in. Each student will complete an evaluation of each member of the group, including self, and these evaluations will be used in helping determine your grade for this part of the course. _These evaluations are very important and will be graded for content and clarity and completeness. (See below for more information on the small group participation evaluations.)_ ### On-Line discussion: PsyGen We will have an electronic discussion as part of this course. It is essential that you get an e-mail account immediately if you do not have one. Undergraduates at the UO can get free accounts on the computer "gladstone" and typically use the "Pine" e-mail system. For more information, see the Computing Center publications "How to Get a Computing Account" and "Using Pine for E-mail", available on line or from the Computing Center Documents Room. If you have questions related to the use of gladstone or e-mail, contact one of the Computing Center's consultants (CC rooms 233-239; phone 346-1758; e-mail <EMAIL>) rather than the course instructor or TA. On-line discussions will be conducted using a course-wide mailing list (sometimes called a "listserv"), named "psygen". By the second week of class you must subscribe to this mailing list by sending an e-mail message from your e-mail account to the program that manages the list, i.e. to "<EMAIL>". In that message, leave the "Subject" line blank, and in the body of the message include two lines: "subscribe psygen", and "end". PINE 3.96 COMPOSE MESSAGE Folder: INBOX 0 Messages To : <EMAIL> Cc : Attchmnt: Subject : --- Message Text --- subscribe psygen end Once you have subscribed to the mailing list, you can post messages to the class by sending e-mail to the address "<EMAIL>". You are expected to read the on-line discussions. Posting your own messages is optional. You may earn extra credit for thought-provoking messages. However, in order to avoid having the on-line discussion become unmanageable, each student will also have a maximum number of posted messages (enforced if necessary) of 2 per week. Also any given message should be no longer than 50 lines of text. The on-line discussion will be an open-ended discussion based on student interests and class discussions. The instructor will also use the list to post important course-related information. Please see additional important information about using email in this class at http://dynamic.uoregon.edu/~jfreyd/psygen/email.html ### More About In-Class Small Groups Near the beginning of the quarter the class will be divided into small groups that will last throughout the quarter. Groups will be made up of approximately 6 students and will work together in-class. The maximum group size is 7 students and the minimum is 5 students. The instructor will assign you to your group. If you have a particular reason you cannot work within your group you will have the opportunity to request a change. April 22 will be the last day for changing group assignments; you may request on that day to move out of your group and then, based on the instructor's determination, you will be placed in a new group, space permitting. Also on that date the instructor may move around some students if any given group has become smaller than 5 students or other problems have arisen. Small groups will be responsible for maintaining cohesion and equity. The group is responsible for ensuring that everyone is contributing to the small group in as equitable a way as possible. Each student in the course will be required to complete an evaluations of every member of the small group he or she is in (including a self evaluation). The information on the evaluations will then be used by the instructor for determining course points (see grade above). A well-functioning, equitable group is likely to have very positive evaluations of each member, provide help in studying for the quizzes, and facilitate a friendly learning environment, so achieving such a group is in each member's self interest. _Please note:_ Your in-class small _group_ is different from your poster project _team_. The in-class group is from 5-7 students. The project team is from 1-4 students. You are assigned to your in-class small group. In contrast you select your own final project team. _Teams meet outside of class; groups meet in class._ ### More About Participation Evaluations (in-class group and final project team) You will be required to turn in two separate evaluations at the end of the term. These evaluations impact your grade and it is very important you do a thorough job. One evaluation is for your in-class participation and the other evaluation is for your final project participation. _In-Class Group Participation Evaluation_. Your in class participation is worth up to 30 points. Of these 30 points we will take into account your self evaluation and the evaluations your group members submit for you as part of the In-Class Participation Evaluation . This evaluation addresses contributions of each member of the group (including yourself) in group discussions. _Your self-evaluation should be particularly thorough -- about one page long._ We will also take into account what we observed about your group functioning and your role within your group. You must turn in your In- Class Participation Evaluation by 11 AM on May 27th If you do not turn in your In-Class Participation Evaluation you will lose 15 points. For every day it is late you will lose 5 points. An insufficient evaluation will also lose points (e.g. if you do not justify your ratings for individuals). You will assign a number between 1 and 10 (10 being perfect) measuring your evaluation of the participation of each member of your group. First devise a system for rating the participation of each member and briefly explain your system (e.g., you should be taking into account reliability, cooperation, preparedness, creativity, leadership, and any other factors that determined the contribution of each group member). Next, for each group member starting with yourself, write the group member's name, the participation rating you give to that person, then a brief justification of the rating for that individual specifically. Your evaluation should be TYPED and it should use a format similar to the following: Your Name: __ Group name: __ Group number: _ _ 0\. Briefly describe your rating system: 1\. Your Name Rating Justification for rating 2\. Name of Member Rating Justification for rating 3\. Name of Member Rating Justification for rating 4 Name of Member Rating Justification for rating 5\. Name of Member Rating Justification for rating 6\. Name of Member Rating Justification for rating --- _Final Project Team Participation Evaluation_. Your participation in your final project group is worth up to 20 points. Of these 20 points we will take into account your self evaluation and, if you worked with a partner or team, the evaluations your partner or team members submit for you as part of Final Project Evaluation. This evaluation addresses contributions of each team member of the project group (including yourself) to the final project and presentation. _Your self-evaluation should be particularly thorough -- about one page long._ We will also take into account what we observed about your project team functioning and your role within your team. You must turn in an Final Project Evaluation by 5 PM on June 3rd. If you do not turn in this evaluation you will lose 20 points. For every day it is late you will lose 10 points. An insufficient evaluation will also lose points (e.g. if you do not justify your ratings for individuals). You should first design and describe a rating system, then evaluate each group member starting with yourself on a 1 to 10 scale. Your evaluation should be TYPED and should use the format described above. ### Extra Credit Up to 20 points Extra Credit can be earned in a variety of ways up to 20 extra points total. If you make especially valuable contributions to class discussion, or if you make especially valuable contributions to the email discussion, you may earn extra points. Or you can get extra credit for a particularly terrific project. This might include a special presentation or publishing your project on the WEB (for WWW publication guidelines see http://dynamic.uoregon.edu/~jfreyd/psygen/termweb.html.) In general, if you do something creative, special, contributive, and above-and-beyond the course requirements, you may earn extra credit. ## Additional Notes ### Academic Honesty All work submitted in this course must be your own and produced exclusively for this course. The use of sources (ideas, quotations, paraphrases) must be properly acknowledged and documented. For the consequences of academic dishonesty, refer to the Schedule of Classes published quarterly. Violations will be taken seriously and are noted on student disciplinary records. If you are in doubt regarding any aspect of these issues as they pertain to this course, please consult with the instructor before you complete any relevant requirements of the course. (Text adopted here as recommended from the UO web site regarding academic honesty at: http://darkwing.uoregon.edu/~conduct/). ### Students with Directory Restricted Access This course includes required on-line participation (electronic mail and World Wide Web). If you have restricted access to your directory information and wish to have special arrangements made for this course, please notify the instructor immediately. ### Students with Disabilities If you have a documented disability and anticipate needing accommodations in this course, please make arrangements to meet with the instructor soon. Also please request that the Counselor for Students with Disabilities send a letter verifying your disability. [Counselor for Students with Disabilities: <NAME>, 346-3211, TTY 346-1083, <EMAIL>] ### A Special Note about The Nature of Discussions in this Class In this class we will be discussing issues which may have, at times, an intense personal significance for some members of the class. There are no taboos for discussion topics in this course. We will exercise and respect freedom of speech. At the same time, we must take responsibility to ensure that we are respectful of everyone's opinion and that we stay on topic. We will be focusing especially on critical thinking and the use of empirical data to evaluate theories about gender. If you find you are troubled by material while taking this course, and need support or counseling, please be sure to pursue that external support by seeking out a supportive friend, counselor, and/or a social service. The other class members and the instructor and TAs cannot fulfill that function in a class this size and with the mission of an academic experience. (Also see http://dynamic.uoregon.edu/~jfreyd/psygen/email.html for e-mail etiquette.) A sample of counseling and social service resources follows. Disclaimer: We do not assume any responsibility for the quality of services offered by the following organizations. _Local Crisis Lines_ \| ---\|--- University of Oregon Crisis Line \| 346-4488 Sexual Assault Support Services Crisis Line \| 484-9795 Whitebird Clinic Crisis Line \| 687-4000 Womenspace Crisis Line \| 485-6513 _Local Counseling_ \| University of Oregon Counseling Center \| 346-3227 Center for Community Counseling \| 344-0620 Options Counseling Services \| 687-6983 _Some Additional Campus Resources_ \| UO Women's Center \| 346-4095 Office of Affirmative Action \| 346-3123 Student Advocacy \| 346-3722 Multicultural Center \| 346-4207 LGBT Educational and Support Services \| 346-1134 ## Course Packet Contents WEEK ASSIGNED (^ means recommended; all others are REQUIRED) ^3 \| <NAME>. & <NAME>. (1970). Training the woman to know her place: The power of a nonconscious ideology. In <NAME> (Ed.), _Roles women play: Readings toward women's liberation_ (pp. 84-96). Belmont, CA: Brooks Cole. ---\|--- 6 \| <NAME>. (1994). _The making of anti-sexist men_. Routledge. (chapter called Househusband pp. 166-176.) 2 \| <NAME>. (1998). Gender politics for men. In <NAME> & <NAME> (Eds.), _Feminism and men: Reconstructing gender relations_ , (pp. 225-236). New York: New York University Press. 6 \| <NAME>., <NAME>., <NAME>., & <NAME>. (1994). Paternal separation anxiety: Relationships with parenting stress, child-rearing attitudes, and maternal anxieties. _Psychological Science_ , 5, 341-346. ^7 \| <NAME>., & <NAME>. (1995). Religion and politics in S _ex and gender: The human experience_ , (pp. 244-259, 268-271). Madison, WI: Brown and Benchmark Publishers. 9 \| <NAME>., <NAME>., <NAME>., <NAME>., & <NAME>. (1998). That swimsuit becomes you: Sex differences in self-objectification, retrained eating and math performance. _Journal of Personality and Social Psychology_ , 75(1), 269-284. 7 \| <NAME>. (1990, February 21). Faculty members with young children need more flexible schedules. _The Chronicle of Higher Education_ , pp. B2. 8 \| <NAME>. (1997). Violations of power, adaptive blindness, and betrayal trauma theory. _Feminism and Psychology_ , 7 (22-32) 6 \| <NAME>. (1987). Gay Gothic. _MS. Magazine_ , July/August, 146-147, 150, 152, 214. 4 \| <NAME>. (1995). One resilient baby. In <NAME> (Ed.), _Listen up: Voices from the next feminist generation_ , (pp. 138-148). Seattle: Seal Press. ^7 \| <NAME>. (1997) Sex differences in intelligence: Implications for education. _American Psychologist_ , 52, 1091-1102 7 \| <NAME>. (1989). Black and female: Reflections on graduate school from _Talking Back, Thinking Feminist, Thinking Black_. Boston, MA: South End Press. 55-61. 9 \| <NAME>. (1990). The women's mental health research agenda: Violence against women. _American Psychologist_ , 45(3), 374-380. 2 \| <NAME>. (1997, Tuesday, May 6, 1997). Feminism is about humanity, not domination. _Oregon Daily Emerald_ , p. 2. 8 \| <NAME>., & <NAME>. (1994). Heterosexual courtship violence and sexual harassment: The private and public control of young women. _Feminism and Psychology_ , 4(2). 213-227. 2 \| <NAME>., & <NAME>. (1993). Racism in pornography. _Feminism and Psychology_ , 3(2). 275-281. 1 \| <NAME>. (1992). White privilege and male privilege: A personal account of coming to see correspondences through work in women's studies. In <NAME>. Andersen & <NAME> (Eds.), _Race, class, and gender: An anthology_ (pp. 70-81). Belmont, CA: Wadsworth. ^4 \| <NAME>. (1997). Boyhood, organized sports and the construction of masculinities. J _ournal of Contemporary Ethnography_ , 18(4), 416-444. 4 \| <NAME>. (1995). One bad hair day too many or the herstory of an androgynous young feminist. In <NAME> (Ed.), _Listen up: Voices from the next feminist generation_ , (pp. 132-137). Seattle: Seal Press 8 \| <NAME>. (1992). Raped: A male survivor breaks his silence. _On the Issues,_ 40, 8-11. ^3 \| <NAME>. (1975). Functionalism, Darwinism, and the psychology of women. _American Psychologist_ , 30, 739-754. 1 \| <NAME>. (1978). If men could menstruate. _Ms Magazine_ , October 1978 . p. 110 2 \| <NAME>. (1995). In praise of women's bodies from _Outrageous acts and everyday rebellions_ , (pp. 119-127): <NAME> and co. ^3 \| <NAME>. (1998a). Healing from manhood: A radical meditation on the movement from gender identity to moral identity. In <NAME> & <NAME>. Ewing (Eds.), _Feminism and men: Reconstructing gender relations_ , (pp. 146-160). New York: New York University Press. 8 \| <NAME>. (1998b). "I am not a rapist!": Why college guys are confronting sexual violence. In <NAME> & <NAME> (Eds.), _Feminism and men: Reconstructing gender relations_ , (pp. 89-98). New York: New York University Press. 8 \| <NAME>. (1994). The myth of the "Battered Husband Syndrome" _Masculinities_ , 2(4): 79-82. 1 \| <NAME>. (1996). My best white friend. _The New Yorker,_ Feb. 26/March 4 1996, p. 94. _Books on Reserve for PSY 380 at Knight Library_ <NAME>. & <NAME>. (1994) _Thinking Critically About Research on Sex and Gender_. <NAME>. <NAME>. (1996) _Betrayal Trauma: The Logic of Forgetting Childhood Abuse._ Cambridge, MA: Harvard University Press. _Required BOOKS TO PURCHASE for PSY 380:_ _A &_L Anselmi, <NAME>. & <NAME>. (1998) Questions of Gender: Perspectives & Paradoxes. Mc<NAME> _CP_ COURSE PACKET FOR PSY 380 _Recommended BOOK TO PURCHASE for PSY 380:_** <NAME>. (1996) _Betrayal Trauma: The Logic of Forgetting Childhood Abuse._ Cambridge, MA: Harvard University Press. (PAPERBACK) ## Weekly Schedule: Topics, Readings, Assignments, Deadlines * Week 1 readings are to be completed before the April 1 class. Week 2-9 readings are to be completed _before_ the Tuesday class listed. * _A &L_ is text <NAME>. & <NAME>. (1998) * _CP_ is COURSE PACKET FOR PSY 380 * "DE" = discussion essays; collected at the beginning of class for Weeks 2-9. * Additional small assignments may be added to those listed below. Week 1: Introduction: Defining Sex & Gender _A &L:_ Chapter 1 (pp. 1-46) _CP:_ McIntosh (1992); Williams (1996); Steinem (1978) March 30 April 1 Week 2: Studying Gender _A &L:_ Chapter 2 (pp. 47-109) _CP:_ Mayall & Russell (1993); Kristal (1997); Connell (1998); Steinem (1995) April 6 _DE #1; DEADLINE FOR SUBSCRIBING TO psygen@lists E-MAIL LIST_ April 8 Week 3: Biology, Culture, Gender _A &L:_ Chapters 3 & 4 (pp. 111-194) _CP:_ ^Shields (1975); ^Stoltenberg (1998a); ^Bem & Bem (1970) _Reserve:_ ^Caplan & Caplan April 13 _DE #2; Quiz 1_ April 15 _Library assignment due_ Week 4: Gender Development & Stereotypes _A &L:_ part of Chapter 5 (pp. 195-231) & part of Chapter 6 (pp 247-293); [the rest of 5 & 6 recommended] _CP:_ Green (1995); Myhre (1995); ^Messner (1997) April 20 _DE #3; Quiz 2_ April 22 _Project Abstract due; Last day for changing in-class groups_ Week 5: Relationships & Sexuality _A &L:_ part of Chapter 7 (pp. 307-344), part of Chapter 10 (pp. 483-519), & part of Chapter 6 (pp. 294-306) April 27 _DE #4; Quiz 3_ April 29 Week 6: Families & Parenting _A &L:_ Chapter 11 (pp. 533-592) _CP:_ Gelder (1987); Deater-Decker (1994); Christian (1994) May 4 _DE #5; Quiz 4_ May 6 _Last day for changing project partner/teams._ Week 7: Work & Education _A &L:_ part of Chapter 9 (pp. 419-435 and 446-481) & part of chapter 12 (pp. 607-641) _CP:_ hooks (1989); Freyd (1990); ^Halpern (1997); ^Doyle & Paludi (1995) May 11 _DE #6; Quiz 5_ May 13 Week 8: Violence _A &L:_ part of Chapter 12 (pp. 642-662) _CP:_ Straton (1994); Pelka (1992); Larkin & Popaleni (1994); Freyd (1997); Stoltenberg (1998b) _Reserve:_ ^Freyd (1996) chapters 1 & 7 (pp. 1-11 and 163-196) May 18 _DE #7; Quiz 6_ May 20 Week 9: Mental Health & PsyGen Convention _A &L:_ Chapter 14 (pp. 727-782) and part of Chapter 13 (pp. 713-725) _CP:_ Fredrickson et al (1998); Koss (1990); May 25 _DE #8; Quiz 7; Poster Projects DUE_ May 27 _Psygen Convention Poster Presentations; In-Class Participation Evaluation due by 11:00 AM._ Week 10: PsyGen Convention NO Reading June 1 _Psygen Convention Poster Presentations_ June 3 _Psygen Convention Poster Presentations; Final Project Participation Evaluation due by 5:00 PM._ _That's It! Have a Good Summer!_ <file_sep>International Relations Web Sites Politi cal Science 103, International Relations Slippery Rock University of Pennsylvania Professor <NAME> 212 O Spotts World Culture Building Ph: 738-2435 E-mail: <EMAIL> www.sru.edu/depts/artsci/gov/Gbrown/Gbrown.html On-line syllabus: http://www.sru.edu/depts/artsci/gov/Gbrown/IRSyllabus.html --- * * * The following topic headings are linked to the topics in the syllabus. Click on the topic in the table to go to the detailed listing of web sites. Global Politics \| Origins of the International System \| Wars and Revolutions ---\|---\|--- Colonialism \| World War I \| World War II The End of Colonialism \| Origins of the Cold War \| The Korean War The Cuban Missile Crisis \| The Vietnam War \| End of the Cold War Globalism \| Ethnic and Regional Conflict \| Conflict in the Middle East Regional Conflict in South Asia \| Potential Conflicts in East Asia \| Bases of Economic Power Global Leaders \| Multilateralism /Economic Integration \| Trade Blocs - European Union Global South \| \| Development Strategies Security Dilemmas \| Deterrence and Defense \| NATO Weapons of Mass Destruction \| Arms Control \| Terrorism Population Pressures \| The Global Environment \| International Law The United Nations \| Peacekeeping \| General Sources in IR * * * Global Politics Topics List * University of Michigan Documents Center International links http://www.lib.umich.edu/govdocs/intl.html * University of Michigan Documents Center Foreign Government Resources http://www.lib.umich.edu/govdocs/foreign.html * Columbia International Affairs Online http://www.ciaonet.org * * * Origins of the International System Topics List * World Economic History http://www.hartford.edu-hwp.com/archives/25/index * World Military History http://www.txdirect.net/users/rrichard/militar1.htm * * * Wars and Revolutions in the 18th and 19th Century Topics List * French Revolution http://www.wsu.edu:8000/~dee/REV/ * Napoleonic Wars http://www.wtj.com/wars/napoleonic * Napoleonic Wars http://www.geocities.com/TimesSquare/Battlefield/6176/index.html * 19th Century History http://history1800s.about.com/index.htm * * * Colonialism and Imperialism Topics List * Internet Modern History Sourcebook: Imperialism http://www.fordham.edu/halsall/mod/modsbook34.html * Imperialism During the 19th Century http://www.pomperaug.com/socstud/imperialism.html * US Imperialism http://www.simplenet.com/imperialism/toc.html * The Age of Imperialism http://www.fresno.k12.ca.us/schools/s090/lloyd/imperialism.htm * The British Empire http://landow.stg.brown.edu/victorian/history/Empire.html * The Internet Modern History Sourcebook, Imperialism http://www.fordham.edu/halsall/mod/modsbook3.html#Imperialism * * * World War I Topics List * Internet Modern History Sourcebook: WWI http://www.fordham.edu/halsall/mod/modsbook4.html#hegend * Encyclopedia of the First World War http://www.spartacus.schoolnet.co.uk/FWW.htm * Internet History of the Great War http://worldwar1.com * World War One: Trenches on the Web http://www.worldwar1.com/ * PBS: The Great War http://www.pbs.org/greatwar/ * WWI Document Archive http://www.lib.byu.edu/~rdh/wwi/ * Russian History http://www.bucknell.edu/departments/russian/history.html (Look through the section on the Russian Revolution) * The Russian Revolution on the Web http://www.barnsdle.demon.co.uk/russ/rusrev.html * Overview and Links to WWIhttp://www.fresno.k12.ca.us/schools/s090/lloyd/world_war_i.htm * * * World War II Topics List * Links to World War II Resources http://www.bunt.com/~mconrad/links.htm * Maps of World War II http://www.indstate.edu/gga/gga_cart/gecar127.htm * World War II Information Resources http://www.sonic.net/~bstone/ * US Holocaust Memorial Museum http://www.ushmm.org/ * Links to Hiroshima Resources http://www.peak.org/~danneng/hiroshima_links.html * * * The End of Colonialism Topics List * Internet Modern History Sourcebook: Decolonization http://www.fordham.edu/halsall/mod/modsbook51.html * * * The Origins of the Cold War Topics List * The Cold War International History Project http://cwihp.si.edu/default.htm * The Berlin Airlift http://www.usafe.af.mil/berlin/berlin.htm * Documents Relating to American Foreign Policy: The Cold War http://www.mtholyoke.edu/acad/intrel/coldwar.htm * Berlin Wall http://members.aol.com/johball/berlinwl.htm * The Cold War Museum http://www.coldwar.org/ * CNN: The Cold War http://cnn.com/SPECIALS/cold.war/ * * * The Korean War Topics List * Korean War http://www.kimsoft.com/korea/eyewit.htm * The Korean War Project http://www.koreanwar.org/ * UNITED STATES ARMY IN THE KOREAN WAR http://www.army.mil/cmh-pg/books/p&d.htm * Korean War FAQ http://centurychina.com/history/krwarfaq.html * The Korean War, a Year by Year Outline http://www.geocities.com/Pentagon/Quarters/6808/ * * * The Cuban Missile Crisis Topics List * The Cuban Missile Crisis: Fourteen Days in Octoberhttp://library.thinkquest.org/11046/ * FAS: Cuban Missile Crisis http://www.fas.org/irp/imint/cuba.htm * Cuban Missile Crisis www.yahoo.com/Arts/Humanities/History/20th_Century/Cuban_Missile_Crisis/ * National Security Archive: Cuban Missile Crisis http://www.gwu.edu/~nsarchiv/nsa/cuba_mis_cri/cuba_mis_cri.html * * * The Vietnam War Topics List * The History Page -- Vietnam War http://www.historyplace.com/unitedstates/vietnam/ * The Vietnam War Page http://www.bev.net/computer/htmlhelp/vietnam.html * The Vietnam War Declassification Project http://www.ford.utexas.edu/library/exhibits/vietnam/vietnam.htm * The Vietnam War in Pictures http://www.vietnampix.com/ * Vietnam War Maps http://www.indstate.edu/gga/gga_cart/gecar277.htm * US War Crimes in Vietnam http://www.homeusers.prestel.co.uk/littleton/v4_warcr.htm * Vietnam War Crimes Congressional Hearings http://members.aol.com/warlibrary/vwch1.htm * New York Times Special: Vietnam Today, a Different War http://www.nytimes.com/library/world/asia/vietnam-war-index.html * A Vietnam War Bibliography http://hubcap.clemson.edu/~eemoise/bibliography.html/ * Vietnam War http://students.vassar.edu/~vietnam * * * Detente and the End of the Cold War, US \- China Relations Topics List * The Cold War International History Project http://cwihp.si.edu/default.htm * At Cold War's End CIA sponsored Book and Conference http://www.odci.gov/csi/books/19335/art-1.html * History of Cold War and Detente http://www.island.net/~amuck/sitemap.html * Central Intelligence Agency http://www.odci.gov/cia/ciahome.html(look for Cold War topics) * Political Section of the US Embassy in China http://www.usembassy-china.gov/english/politics/index.html (Includes Joint Communiques, links to US-China Relations statements from the US State Department and the USIA) * China-US Relations, From the Chinese Embassy in Washington http://www.china-embassy.org/Press/Policy.htm * * * Globalism Topics List * The Grassroots World Government Site http://www.worldgov.org/ * World-nationalism: normative globalism as pan-nationalism http://web.inter.nl.net/users/Paul.Treanor/world.nation.html * * * Ethnic and Regional Conflict Topics List * Ethnic World Survey http://www.partal.com/ciemen/ethnic.html * Ethnologue Country Index http://www.ethnologue.com/country_index.asp * Bosnia Conflict http://wps.cfc.dnd.ca/links/wars/bosnia.html * War and Peace Foundation http://www.users.interport.net/~warpeace/ * Somalia Conflict http://wps.cfc.dnd.ca/links/wars/somal.html * War in Europe: Kosovo http://www.pbs.org/wgbh/pages/frontline/shows/kosovo/ * Rwanda Conflict http://wps.cfc.dnd.ca/links/wars/rwanda.html * PBS: Valentina's Nightmare http://www.pbs.org/wgbh/pages/frontline/shows/rwanda/ * New York Times Special: A Primer on Chaos in the Congo http://www.nytimes.com/library/world/africa/020600africa-congo.html * New York Times Special: Africa's Diamond Wars http://www.nytimes.com/library/world/africa/040600africa-diamonds.html * New York Times Special: Children of Rwanda's Genocide http://www.nytimes.com/library/world/africa/index-rwanda-children.html * * * Conflict in the Middle East Topics List * Arab-Israeli Wars History http://www.toptown.com/office/holyland/wars.htm * Amnesty International: Israel and the Occupied Territories http://www.amnestyusa.org/countries/israel_and_occupied_territories/ * UN Human Rights Watch: Israel http://www.hrw.org/worldreport99/mideast/israel.html * The Peace Process: Israeli Foreign Affairs Ministry http://www.israel.org/mfa/go.asp?MFAH000c0 * New York Times Articles on the Crisis in Israel, 2002 http://www.nytimes.com/pages/world/middleeast/index.html * US Department of State: Middle East Peace Process http://www.state.gov/www/regions/nea/peace_process.html * <NAME>'s Personal Diary of the Israeli-Palestinian Conflict http://www.nigelparry.com/diary/ * The Palestinian-Israel Journal of Politics, Economics and Culture http://www.pij.org/ * Deterrence Theory: Success or Failure in Arab-Israeli Wars? http://www.ndu.edu/ndu/inss/macnair/mcnair45/m45cont.html * Persian Gulf War http://www.pbs.org/wgbh/pages/frontline/gulf/ * * * Regional Conflict in South Asia Topics List * Institute of Peace and Conflict Studies in South Asia http://www.ipcs.org/ * Washington Post Special: Conflict in Kashmir http://www.washingtonpost.com/wp-srv/world/kashmir/front.html * India-Pakistan Nuclear Central http://www.nci.org/ind-pak.htm * Pakistan Armed Forces (unofficial site) http://www.pakdef.com/ * Federation of American Scientists: India-Pakistan Nuclear Crisis http://www.fas.org/news/indopak.htm * CNN Interactive -- India and Pakistan: 50 Years of Independence http://www.cnn.com/WORLD/9708/India97/ * India's Nuclear Testing http://www.yahoo.com/Regional/Countries/India/Government/Politics/Nuclear_Testing/ * * * Potential Conflicts in East Asia Topics List * East Asia's Potential for Instability & Crisis http://www.rand.org/publications/CF/CF119.html * Frontline Special: Dangerous Straits http://www.pbs.org/wgbh/pages/frontline/shows/china/ * The Asian Military Situation \-- Center for Defense Information http://www.cdi.org/issues/Asia/ * The Japanese Ministry of Foreign Affairs: http://www.mofa.go.jp/index.html * North Korea Advisory Group Report to the Speaker of the House of Representatives, 1999 http://www.house.gov/international_relations/nkag/report.htm * North Korea Special Weapons Guide http://www.fas.org/nuke/guide/dprk/index.html * Preparing for Korean Unification: Scenarios and Implications http://www.rand.org/publications/MR/MR1040/ * Washington DC Embassy of the PRC http://www.china-embassy.org/Default.htm * Republic of Korea, Ministry of Unification http://www.unikorea.go.kr/eg/ * China-Taiwan Relations on the Chinese Foreign Policy Net http://www.stanford.edu/~fravel/chinafp/taiwan.htm * China-Taiwan Future Relations http://www.future-china.org/ * US and Chinese Military Spending Compared http://www.clw.org/pub/clw/milspend/chinasyndrome.html * Parcels Forum: The Discussion Proceeds for Peace http://www.paracels.com/ * About the Spratly Islands http://www.Emulateme.com/spratly.htm * Chinese Foreign Policy Net http://www.stanford.edu/~fravel/chinafp/toc.htm * * * Bases of Economic Power Topics List * Critiques of the Global Economy http://www.baobabcomputing.com/corporatepower/Critiques_of_the_Global_Economy/ * * * Topics List Global Leaders * World Political Leaders http://www.terra.es/personal2/monolith/00index.htm * Rulers http://rulers.org/ * * * Multilateralism and Economic Integration Topics List * International Monetary Fund http://www.imf.org * World Bank http://www.worldbank.org * Organization for Economic Cooperation and Development http://www.oecd.org * World Trade Organization http://www.wto.org * * * Trade Blocs and the European Union Topics List * European Union Bibliography http://www.lib.berkeley.edu/GSSI/eugde.html * European Union Internet Resources http://www.lib.berkeley.edu/GSSI/eu.html * Historical Archives of the European Communities http://wwwarc.iue.it/ * European Parliament http://www.europarl.eu.int/ * Council of Europe Parliamentary Assembly http://stars.coe.fr/ * Europa http://europa.eu.int * Statistical Office of the European Union http://europa.eu.int/en/comm/eurostat/eurostat.html * European Union http://www.chemie.fu-berlin.de/adressen/eu.html * * * Global Economic Inequality and Development in the Global South Topics List * The Hunger Site (click and food is donated to hungry people) http://www.thehungersite.com/cgi-bin/WebObjects/CTDSites * The Global Exchange (site critical of global capitalism) http://www.globalexchange.org/ * Infonation http://www.un.org/Pubs/CyberSchoolBus/infonation/e_infonation.htm * North-South Institute http://www.nsi-ins.ca/info.html * Social Indicators of Development http://www.ciesin.org/IC/wbank/sid-home.html * Trends in Developing Economies http://www.ciesin.org/IC/wbank/tde-home.html * World Development Indicators http://www.worldbank.org/data/wdi/wdi.htm * Global South Foreign Policies in Foreign Policy in Focus http://www.foreignpolicy-infocus.org/ * United Nations Development Programme http://www.undp/org/ * International Development Association http://www.worldbank.org/html/extdr/ida.html * * * Development Strategies Topics List * Virtual Library on Development http://w3.acdi-cida.gc.ca/virtual.nsf * United Nations Development Programme http://www.undp.org/ * International Development Association http://www.worldbank.org/html/extdr/ida.html * * * Security Dilemmas Topics List * Organization for Security and Cooperation in Europe http://www.osceprag.cz * Federation of American Scientists, Security Index http://www.fas.org/siteindx.html * War Peace and Security Guide, http://wps.cfc.dnd.ca/links/index.html * Armed Forces of the World http://wps.cfc.dnd.ca/links/milorg/index.html * * * Deterrence and Defense Topics List * Center for Defense Information http://www.cdi.org/ * Council for a Livable World http://www.clw.org/pub/clw/index.html * National Missile Defense Report (Federation of American Scientists) http://www.fas.org/spp/starwars/program/nmd/index.html * PBS Frontline Special: The Future of War http://www.pbs.org/wgbh/pages/frontline/shows/future/ * Guide to Contemporary Conflicts http://www.cfcsc.dnd.ca/links/wars/ * Institute for the Advanced Study of Information Warfare http://www.psycom.net/iwar.1.html * International Relations and Security Network http://www.isn.ethz.ch/ * National Security Council http://www.whitehouse.gov/WH/EOP/NSC/html/nschome.html * US Military Force Structure http://www.onestep.com/milnet/services.htm * Critical View of US Military Spending, Council for a Livable World http://www.clw.org/pub/clw/milbud.html * War, Peace and Security http://www.cfcsc.dnd.ca/ * The QDR Page: an on-line Compendium of Resources about US Defense Strategy http://www.comw.org/qdr/ * Arms Trade Database http://www.cdi.org:80/atdb/ * * * NATO Topics List * North Atlantic Treaty Organization http://www.nato.int/ * NATO Archive http://www.nato.int/docu/home.htm * * * Weapons of Mass Destruction Topics List * MILNET - Nuclear Weapons http://www.milnet.com/milnet/nuclear.htm * Nuclear Forces Guide http://www.fas.org/nuke/guide/index.html * US Nuclear Weapons Cost Study Project http://www.brook.edu/FP/PROJECTS/NUCWCOST/WEAPONS.htm * India's Nuclear Testing http://www.yahoo.com/Regional/Countries/India/Government/Politics/Nuclear_Testing/ * Hiroshima Peace Site http://www.pcf.city.hiroshima.jp/peacesite/indexE.html * A-Bomb WWW Museum www.csi.ad.jp/ABOMB/index.html * Chemical Weapons and Chemical Weapons Protection http://www.opcw.nl/chemhaz/chemhome.htm * Chemical and Biological Weapons Control Institute http://www.cbaci.org/ * Frontline: Plague Wars http://www.pbs.org/wgbh/pages/frontline/shows/plague/ * * * Arms Control Topics List * Armaments, Disarmament and International Security http://www.sipri.se/pubs/yb98/pr98.html * Global Data on Arms Trade http://www.clw.org/atop/global.html * Comprehensive Nuclear-Test-Ban Treaty Organization http://www.ctbto.org/ * The Non-Proliferation Project at the Carnegie Endowment for International Peace http://www.ceip.org/files/projects/npp/npp_home.ASP * Center for NonProliferation Studies http://cns.miis.edu/ * Chemical and Biological Weapons Nonproliferation Program http://cns.miis.edu/cns/projects/cbwnp/index.htm * World Military Expenditures and Arms Transfers 1998 http://www.fas.org/man/docs/wmeat98/index.htm <file_sep>![](../../../graphics/banners/reg_temp2.gif) ![](../page-banner-aci.gif) FALL 2000 This information effective for Fall 2000. Check with instructor the first day of class for any changes. * * * # Sociology #### [SOCY-001] [SOCY-111] [SOCY-167] ## * * * 1: Introduction to Sociology Instructor: Professor <NAME> Fall 2000 1999 Office Hours: Mon & Wed 11-12:30 Department of Sociology 303 College 8 Phone: 459-2617 ### Course Description "We cannot live for ourselves alone. Our lives are connected by a thousand invisible threads, and along these sympathetic fibers our actions run as causes and return to us as results." - <NAME> "A barbarian is a person who thinks that the customs of his [or her] tribe and island are the laws of nature." - <NAME> "When I give food to the poor, they call me a saint. When I ask why the poor have no food, they call me a communist." - Archbishop <NAME> ### Required Texts <NAME>, Introduction to Sociology, 2nd Edition (W. W. Norton, 1996) <NAME>, editor, Readings for Sociology, 2nd Edition (W. W. Norton, 1996) <NAME>, The Culture of Fear (Basic Books, 1999) [All these books are available at the Literary Guillotine bookstore, 204 Locust St., in downtown Santa Cruz, as well as the Baytree Bookstore on campus.] ### Syllabus 1\. The Sociological Imagination and Sociological Research Theme: Learning to think sociologically Mills, The Sociological Imagination Giddens, Ch. 1, What Is Sociology? Giddens, Ch. 2, Asking and Answering Sociological Questions Giddens, Ch. 3, Global Change and Modern Societies Lazarsfeld, What is Obvious? Glassner, Introduction: Why Americans Fear the Wrong Things 2\. Culture and Socialization Theme: Social organization and the self in the modern world Giddens, Ch. 4, Culture, Socialization, and the Individual Sorenson, Growing Up Kluckholm, Queer Customs Geertz, Deep Play: Notes on the Balinese Cockfight Giddens, Ch. 5, Interaction and Everyday Life Sidel, Mixed Messages Goffman, Role Distance in Surgery Giddens, Ch. 6, Conformity, Deviance, and Crime 3\. The Structuring of Privilege and Power - I Theme: economic class and life chances Sklar, Imagine a Country Giddens, Ch. 9, Stratification, Class, and Inequality Gans, The Positive Functions of Poverty Mantsios, Media magic: Making Class Invisible Liebow, Men and Jobs Marx and Engels, Manifesto of the Communist Party Chambliss, The Saints and the Roughnecks 4\. The Structuring of Privilege and Power - II Theme: gender and ethnicity, sexism and racism Giddens, Ch. 8, Gender and Sexuality Deckard, Sexual Stereotypes as Political Ideology Messner, Masculinities and Athletic Careers Enloe, Beyond <NAME> & Rambo: Feminist Histories Hochschild, The Second Shift: Employed Women Giddens, Ch. 10, Ethnicity and Race Rodriguez, On Becoming a Chicano Massey and Denton, American Apartheid Iyer, The Global Village Finally Arrives 5\. Social Institutions: Religion, Family, Education Theme: How social organizations shape human behaviors Giddens, Ch. 14, Religion in Modern Society Bellah et al., Religious Individualism and Fundamentalism Blumenthal, Christian Soldiers Giddens, Ch. 15, Marriage and the Family Stack, Domestic Networks Gupta, Love, Arranged Marriage, and Indian Social Structure Giddens, Ch. 16, Education, Popular Culture, and the Mass Media Aronowitz, Colonized Leisure, Trivialized Work 6\. Social Structure and Political-Economy Theme: The tensions between capitalism and democracy Giddens, Ch. 12, Government, Political Power, and War Reich, As the World Turns Isbister, The Foundations of Third World Poverty Hechinger, Why France Outstrips the U.S. in Nurturing its Children Feagin and Parker, The Rise and Fall of Mass Rail Transit Giddens, Ch. 13, Work and Economic Life Thompson, A Sociological Encounter with the Assembly Line Ide and Cordell, Automating Work Kasarda, The Jobs-Skills Mismatch 7\. Social Change: Movements and Modernity Theme: The future is made, not just predicted Giddens, Ch. 17, Urbanism and Population Patterns Dasgupta, Population, Poverty & the Local Environment Giddens, Ch. 18, Revolutions and Social Movements Staggenborg, The Pro-Choice Movement Giddens, Ch. 19, Global Problems and Ecological Crisis Barber, Jihad vs. McWorld ### ASSIGNMENTS AND EVALUATIONS: To pass this course, you will have to attend all lectures and complete all readings. You will learn more and do better on the exams if you do the readings prior to lectures. Attendance and participation in Discussion Sections are crucial means of learning the material and are therefore mandatory (about 20% of the grade or narrative evaluation). There will be two, short, multiple-choice mid-term exams (20% total) and a comprehensive final exam (40%), all covering lectures as well as readings. Beyond section participation and the 3 exams, each student will write a five- page essay (20%), double-spaced, which uses the sociological concepts and theories from readings and lectures to analyze the cases examined in Barry Glassner's provocative new book, The Culture of Fear. You should begin reading this book right away and plan to finish it before the middle of the quarter. A guide to the core questions you will be expected to address in this essay will be handed out in discussion sections later. Students are strongly encouraged to exchange drafts of their essays with a "study buddy" of their choosing for comments and editing before turning them in. These essays are due no later than Wednesday, November 24th, in class before lecture. [top of page] ## * * * 111: Family and Society Instructor: Professor <NAME> Fall 2000 Office: 220 College Eight Class Meetings: T TH 6:00-7:45 ### Course Syllabus Objectives and Content In this course we will explore the social and historical character of "the family." We will establish the peculiarity of "the modern Western family" system by placing it in historical and cross-cultural perspective. We will focus on p ower relationships both within and beyond "the family," with attention to the impact of social processes such as deindustrialization, immigration, colonialism, and systems of institutionalized inequality along multiple axes. We will analyze the cultural politics of "family values" concluding with a focus on the "postmodern family condition" which is the condition of politicized contest over the legitimacy of contemporary family diversity in the United States. ### Required Readings Ar'n't I a Woman? Female Slaves in the Plantation South (1985) by <NAME> Minority Families in the United States: A Multicultural Perspective (1994) by <NAME> The Second Shift (1989) by <NAME> Women's Work and Chicano Famlies (1987) by <NAME> In the Name of the Family: Rethinking Family Values in the Postmodern Age (1996) by <NAME> These books will be available for purchase at the Literary Guillotine at 204 Locust Street in downtown Santa Cruz. Articles assigned for the course are listed below. ### Requirements and Grading There will be a midterm, a final, and a family history paper. All of the required course assignments must be completed in order to receive a passing grade. WEEK ONE What is "The Family"? Images, Ideals, and Myths WEEK TWO - FOUR Families of the Past: Premodern Families and The Making of Modern Families WEEK FIVE-SIX Meshing the Worlds of Work and Family WEEK SEVEN The Unmaking of "the Modern Family" or The Postmodern Family Condition WEEK EIGHT - TEN Family Values: Whose Family? Whose Values? Required Readings: Articles "Conceptualizing 'Family'" by <NAME> and <NAME> "Family Theory After the Big Bang" from Family and the State of Theory by <NAME>, 1991. "Family and Class in Contemporary America: Notes toward an Understanding of Ideology" by <NAME> from Rethinking the Family edited by Thorne and Yalom. "Families of Strangers" from A World of Their Own Making: Myth, Ritual, and the Quest for Family Values by <NAME>, 1996. "Domesticity" by <NAME> "Putting Mothers on the Pedestal" by <NAME> "Breadwinning and American Manhood, 1800-1920" from Fatherhood in America: A History by <NAME>. "Breadwinning on the Margin: Working-Class Fatherhood, 1880-1930" from Fatherhood in America: A History by <NAME>. "Our Mothers' Grief: Racial Ethnic Women and the Maintenance of Famlies" by <NAME> in Journal of Family History, Vol. 13, No. 4, 1988. "The Good Father: Reconstructing Fatherhood" by <NAME> "Look Who's Talking About Work and Family" by <NAME> and Caryl Rivers from Ms. July/August, 1996. "Undocumented Latinas: The New 'Employable Mothers'" by <NAME>. "Life without Father" by <NAME> in USA Weekend, Feb 24-26, 1995. "Where's Papa?" by <NAME> in Utne Reader, Sept-Oct, 1996. "The Father Fixation: Let's get real about American families" by <NAME> in Utne Reader, Sept-Oct, 1996. "The God Squad: The Promise Keepers fight for a man's world" by <NAME> in The Progressive, August 1996. "A Match Made in Heaven: Lesibian leftie chats with a Promise Keeper" by <NAME> in The Progressive, August 1996. "Think Single Mother, Think Poverty" from Working from the Margins: Voices of Mothers in Poverty by <NAME>. "Family, Race, and Poverty" by <NAME> in Rethinking the Family edited by Thorne and Yalom. "The Downwardly Mobile Family" from Falling from Grace by <NAME>, 1988. "Family Values and the Invisible Working Class" by <NAME> in Working USA, Sept/Oct 1997. "Stuck in the Middle with You" by <NAME> in In These Times, July 26, 1993. "Dan Quayle Was Right" by <NAME> in The Atlantic Monthly, April 1993. "Divorce Harms Children" from Second Chances: Men, Women, and Children a Decade After Divorce by <NAME> and <NAME>, 1990. "Divorce May Not Harm Children" from Growing up Divorced: A Road to Healing for Adult Children of Divorce by <NAME>, 1991. "Why Gay People Should Seek the Right to Marry" by <NAME> from OUTLOOK National Gay and Lesbian Quarterly, no. 6, Fall 1989. "Since When is Marriage a Path to Liberation?" by <NAME> from OUTLOOK National Gay and Lesbian Quarterly, no. 6, Fall 1989. "The Politics of Gay Families" by Weston "Understanding Gay Marriage" from Why Straight America Must Stand Up for Gay Rights by <NAME>, 1994. [top of page] ## * * * 167: Development and Underdevelopment Instructor: <NAME> Fall 2000 Office hours: 1:50pm-3:10pm M,W,F. College 8, Room 320 Phone: 459 5503 (office); 650 367 8272 (home); 650 245 6769 (mobile) e-mail: <EMAIL> ### Course Description WINTER 1999 SYLLABUS. SOME READINGS WILL CHANGE FOR FALL 2000. This course will examine some of the pressing issues relating to global inequality and international development, including: hunger and vulnerability; East Asian development and financial crisis; environment and industrial development; colonial and postcolonial ideas of progress. It will use these issues as a starting point for the discussion of the history of development and underdevelopment, the rise of agriculture and industry, and for theories which attempt to explain that history. These theories help to provide a grasp of a strange world in which the world's 3 richest individuals have more assets than the gross domestic product of the world's 48 poorest countries. Three groups of ideas on development and underdevelopment will be the primary focus of the course: i) the 'Washington Consensus', ii) dependency ideas, iii) Marxian ideas. The Washington Consensus, also known as Market Friendly and Structural Adjustment ideas, is the ruling global consensus on development. It describes the theoretical foundations of the policies propagated by the International Monetary Fund and the World Bank. Dependency ideas grew out of Latin American experiences, they explore the consequences of colonialism and the makings of the global system, and provide one alternative to the Washington Consensus. A second alternative school of development ideas derives from the tradition of Karl Marx, and applies the analysis of social class dynamics to the understanding of development and underdevelopment. One book we will be reading (Kiely 1995) argues that development theories have reached an impasse, that is, they suffer debilitating theoretical weaknesses and fail to explain the contemporary world. We live, nevertheless, in a time when thinking about these issues has never been more exciting. We will also be looking at some ideas from feminism and post-structural analysis, and will be able to assess the extent to which the impasse in development theory can be overcome. ### Books and Readings <NAME>., & <NAME>. (1992). Poverty and Development in the 1990s. Oxford University Press. [Allen and Thomas 1992] <NAME>. (1998). Postcolonial Developments: Agriculture in the making of modern India. Duke UP. [Gupta 1998] <NAME>. (1995). Sociology and Development: The Impasse and Beyond. London: UCL Press. (out of print - so included in the Readings) [Kiely 1995] Readings - on reserve in McHenry Library. ### Assessment: what you have to do There will be a final, a mid-term and a project. The project will be completed in pairs. Each pair will take one developing country, preferably from the following list, and examine the main themes and events in development since World War II: India, Brazil, South Korea, China, Taiwan, Tanzania, Kenya, Indonesia. Project deadlines are due on the Friday of each of the following weeks: 4 bibliography, 6 draft, 8 final. Week 1 Development I [Allen and Thomas 1992] Ch 1 Crow 'Understanding famine and hunger' [Allen and Thomas 1992] Wilson Ch 2 'Diseases of poverty'. Activity: geography and levels of development. Week 2 Development II [Allen and Thomas 1992] Wield Ch 3 'Unemployment and making a living'. <NAME>. (1993). Development. In Sachs (Eds.), Development Dictionary (pp. 6-25). [Kiely 1995] Ch 1 'Impasse summarized' [Allen and Thomas 1992] Ch 15 Pearson. Gender matters in development. Video: gender matters. Week 3 How did colonialism change the world? [Allen and Thomas 1992] Ch 8 Bernstein, et al, 'Capitalism and the expansion of Europe'. [Allen and Thomas 1992] Ch 9 Bernstein et al 'Labour regimes and social change under colonialism'. Activity, discussion: Debate on colonialism Franke, A G 1966. The development of underdevelopment. Monthly Review, September. Selections. Warren, W. 1985 'Capitalism: pioneer of development'. Selections. Activity: Activity on Frank and Warren readings. Week 4 Marxian and Neomarxian theories [Kiely 1995] Ch 2 'Marx and development'. [Kiely 1995] Ch 3 'Modernization, dependency and development'. [Allen and Thomas 1992] Ch 18 Bujra. Ethnicity and class: the case of East Africa's Asians. Discussion of project bibliographies. Week 5 How do agrarian societies change? [Gupta 1998] Ch 1 'Agrarian populism in the development of a modern nation'. [Gupta 1998] Ch 2 'Developmentalism, state power, and local politics in Alipur'. <NAME>. (1982 (1899)). The differentiation of the peasantry. In J. Harriss (Eds.), Rural Development: theories of peasant economy and agrarian change London: Hutchinson. Week 6 Agrarian question and differentiation <NAME>. (1994). Agrarian classes in Capitalist Development. In L. Sklaar (Eds.), Capitalism and Development Routledge. [Gupta 1998] Ch 3 'Indigenous knowledges: agronomy' [Gupta 1998] Ch 4 'Indigenous knowledges: ecology'. Discussion of project drafts. Week 7 How do societies industrialize? [Allen and Thomas 1992] Ch 20 Tim Allen. Prospects and dilemmas for industrializing nations. [Kiely 1995] Ch 5 'The impasse and Third World industrialization'. Hewitt, T 1992 'Brazilian Industrialization' in Hewitt, Johnson and Wield (eds) Industrialization and Development Oxford: Oxford University Press. Edwards, 1992 'Industrialization in South Korea' in Hewitt, Johnson and Wield (eds) Industrialization and Development Oxford: Oxford University Press. Activity: Analysis of paths to industrialization. Week 8 Industrialization after the 1997 crisis Page, J 1994 'East Asian Miracles' World Development 22,4.(Reader 1). <NAME>. (1996). Japan, the World Bank and the art of paradigm maintenance: The East Asian Miracle in perspective. New Left Review, 217, 3-36. <NAME>., & <NAME>. (1998). The gathering world slump and the battle over capital controls. New Left Review, (231). Discussion of project findings. Week 9 Can states adjust structures? Mackintosh (1992). Questioning the state. In M. Wuyts,<NAME>, & T. Hewitt (Eds.), Development and Public Action [Kiely 1995] Ch 6 'The politics of the impasse I: states and markets in the development process'. Messkoub, Mahmood 'Deprivation and Structural Adjustment' in Wuyts et al Development Policy and Public Action Oxford: Oxford University Press. Debate: The developing world needs more markets. Week 10 Beyond the impasse? [Gupta 1998] Ch 5 'Peasants and global environmentalism: a new form of governmentality?' <NAME>. (1992). Women's empowerment and public action: experiences from Latin America. In Mackintosh and Wuyts (Eds.), Development Policy and Public Action. [Kiely 1995] Ch 7 'The politics of the impasse II: challenging Third Worldism' and Ch 8 'Conclusion'. [top of page] <file_sep>## United States History ### HST 203 Summer 1997 #### Dr. <NAME> Office: 118 Taylor, 552-6646 (leave message if no answer) Office Hours: Monday through Thursday, 11a-12p, or by appointment. e-mail: <EMAIL> * * * Course Description: History 203 is the third of a three-term sequence and offers a survey of United States history from the Progressive Era to the Reagan Era. Themes to be explored include the rise of conservation, the activist state, Progressive reform, war and continued imperialistic foreign policy, the Great Depression and the New Deal, the Grand Alliance of the Second World War, Cold War tensions, the Civil Rights movement of the 50s and 60s, Vietnam and Watergate, and the rise of conservatism in the United States. Course Materials: There are two basic bodies of material for the course, each of equal importance: 1. Lectures 2. Survey textbook (Davidson et al, _Nation of Nations_ ) Lectures have been designed, and readings selected, to offer the best possible coverage of the period without unnecessary duplication. This means you cannot rely on just one of the two groups, you must deal effectively with both. In particular, do not assume that you will be successful in this course by merely attending class sessions and taking notes. You will be examined on material contained only in the textbook or only in lectures. However, your most important work in the course will take place outside the classroom. Students are responsible for all material contained in lectures and readings. Class Attendance: Since lectures will not simply duplicate material in the textbook, and since the summer term moves at a faster pace, attendance at each lecture is vitally important. Students are responsible for announcements and changes to the syllabus made in class. Consult other students concerning such changes if you must miss or are late for a session. Do not rely on the professor's off-hand memory. Students experiencing continuing medical or other unusual difficulty should consult with both the professor (by phone or e-mail) and with the Dean of Student Affairs. Documentation regarding medical absence must be presented to the professor as soon as possible after returning to class. Examinations: There will be two midterm examinations and one final exam. All examinations will be machine-scored multiple-choice. See course schedule for dates of midterms and final exam. Each midterm will cover material since either the beginning of the term or the last midterm as follows. * 1st Midterm: Chapters 23-26; lectures through 7/9 * 2nd Midterm: Chapters 27-30; lectures through 7/24 * Final exam: Chapters 31-34; remaining lectures The final exam will also contain a comprehensive component. No "review" or "study" sheet or guide will be issued in advance of exams. Examinations will test the student's knowledge and comprehension of all historical materials contained in lectures and readings. Students are encouraged to consult "How to Study History" available on the professor's web home page. Make-up exams will be given only for medical or other unavoidable emergencies. No make- up exam will be given later than one week after the regularly scheduled exam unless for a continuing medical reason. It is the responsibility of the student to arrange with the professor for a make-up. Students must take all exams. Those with missing exam scores will receive the grade of "X" for the course. Grading: Final letter grades will be computed based on the following: * Midterm Exams (2 @ 100 pts) 200 pts * Final Exam 200 pts Improvement demonstrated throughout the term will be strongly considered in determining final letter grade. Grades will also be based on the meaning of those letters as indicated in the university catalog: * A = Exceptional accomplishment * B = Superior * C = Average * D = Inferior * F = Failed Pluses and minuses will be used to further refine the grading. Please understand that high grades are earned, not given. A student's "usual" grades in other courses have no bearing on his or her grades in this course. Students are advised that though the professor takes grades very seriously, he nevertheless considers them to be of little importance compared to learning and thinking about American history, culture, and civilization. Office Hours: Office hour times are listed at the top of the first page of this syllabus. If you cannot meet during posted times, see the professor for an appointment. Please note that the professor will not answer his office phone during posted hours so as not to interrupt students who have come for a conference. If you must phone during those times, please leave a message on the answering system. Students are encouraged to make use of the campus e-mail system to communicate with the professor. Please make sure you enter a clearly-stated subject in the "subject" line of the message. Other Items of Note: 1. Lectures and other course meetings are open only to students who are properly registered in Hst 203. It is the responsibility of each student to verify such registration. No unregistered person will be allowed to attend lectures or other course meetings without the written consent of the professor. 2. Lectures are provided for instructional purposes only and remain the intellectual property of the professor. Other uses are prohibited. Lecture material is covered by copyright (Title 17 U.S. Code). 3. Lectures and other course meetings may not be tape recorded without the professor's written consent. 4. Students are expected to adhere to all the rules and regulations of Southern Oregon University regarding conduct and academic honesty. * * * ### Course Schedule Week 1 (6/23) PROGRESSIVISM, THE BIG STICK, AND THE ELECTION OF 1912 * Reading Assignment: Davidson et al, Chapters 23 & 24 Week 2 (6/30) WORLD WAR ONE AND THE LOST GENERATION * Reading Assignment: Davidson et al, Chapters 25 & 26 Week 3(7/7) THE GREAT DEPRESSION, FDR, AND THE NEW DEAL * Reading Assignment: Davidson et al, Chapters 27 & 28 * 1st Midterm Exam: 7/10 Week 4 (7/14) THE GRAND ALLIANCE * Reading Assignment: Davidson et al, Chapter 29 Week 5 (7/21) COLD WAR AMERICA * Reading Assignment: Davidson et al, Chapter 30 Week 6 (7/28) SICK OF THE SIXTIES * Reading Assignment: Davidson et al, Chapters 31 & 32 * 2nd Midterm exam: 7/28 Week 7 (8/4) VIETNAM * Reading Assignment: Davidson et al, Chapter 33 Week 8 (8/11) NIXON, CARTER, AND REAGAN * Reading Assignment: Davidson et al, Chapter 34 * Final Exam: 8/14 <file_sep>War and the Middle East Politics 226 Room TBA MW 11:00am-12:15pm Instructor: <NAME> Office: Rice 31 Office Hours: T 1:30-3pm, MW 2-4pm; or by appointment Telephone: TBA E-mail: <EMAIL> * * * _Course Description_ While interstate war has been a relatively rare occurrence in the past 185 years there have been eight major military conflicts in the Middle East since the creation of Israel in 1948. This unhappy recent history provides scholars of international relations an unique opportunity to explore and begin to understand the factors that make war between states more or less likely. This is the tack that we will take in this class, examining the history of the Middle East since the end of the Second World War as a way to understand better the role of military conflict in world politics generally and in the creation of the modern Middle East specifically. Scholars of international relations have argued over the impact of arms races, alliances, relative capabilities and the influence of great powers on the probability of states resorting to military force to settle disputes. Other questions include whether a state can deter another state (and whether we can tell if deterrence is taking place) and whether states "learn" from past experience. We will trace the antecedents of the various Middle East wars to determine what lessons about war in the international system can be learned. As a result, the class will start with a brief survey of Middle Eastern history prior to the creation of Israel and the independence of the various Arab states before progressing through the wars between Israel and her Arab neighbors and culminating in the two Persian Gulf Wars - the two major Middle Eastern wars not to involve Israel. We will then examine a series of different issues important to the study of international military conflict to determine what impact these issues may have had on the wars in the Middle East. * * * _Course Requirements_ The format of the class will largely be discussion, with a minimum of lecturing. Many of the class meetings will start off with the provision of definitions and a general discussion of concepts in the reading before turning to an application of those concepts to the particular case or cases being considered. As a result, it is critical that you come to class having completed the reading ahead of time and that you take some time to mull over the readings and consider any implications of events discussed for the concepts being examined. The quickest and most reliable way to contact me if you have a question is through email. I will also be using email to disseminate information to the class. As this class is based largely on discussion - and participation makes up a sizable chunk of your grade - you are expected to come to class each day prepared to contribute. In addition, certain norms of behavior are expected. I understand that discussing events in the Middle East is often with fraught with controversy and emotion and, as a result, it is sometimes easy to slip into ad hominem attacks. Such behavior will not be tolerated and will adversely affect your grade. If you have any problems with the class, or with some of the material, make sure you come and talk to me. Waiting until the end of the semester will only make it more difficult to resolve any problems that may occur. The breakdown of the grading for the classis as follows: Class participation -- 25 percent Midterm -- 15 percent Paper -- 25 percent Final exam -- 35 percent The grade for class participation depends on students' preparation for, and participation in, the class, performance on various quizzes and think piece papers, and attendance. Think pieces are brief papers incorporating a specific topic on the syllabus and/or a major current event in the Middle East. Specific directions will be handed out with the assignment and page limits will be strictly enforced. The idea is not to write a great deal on a subject but to describe and explain an event concisely and accurately. Quizzes may or may not be announced in advance, though careful preparation and steady attendance should make the quizzes not a problem for anyone. The one quiz that is announced in advance is the Map Quiz - this quiz will be held next week and requires that you can identify the states and state capitals, as well as major bodies of water, in the Middle East. Both the midterm and the final exam will be in-class and will include a combination of short identifications and essays. The midterm will take place after we complete our survey of the history of the Middle East. The final exam will be comprehensive. The major paper will most likely involve an in-depth examination on your part of a major event in Middle Eastern politics over the past fifty years and how that event can provide us with answers to questions of importance in the study of world politics. More details on the paper will be provided. NO EXTENSIONS will be granted for papers. You will be informed of all assignments well in advance, so good planning and time management skills will benefit you. Assignments must be handed to me before the start of class on the day they are due. Late papers will suffer a penalty of a letter grade per day it is late [e.g. A to B etc ]. * * * _Required Books_ You are required to purchase several books for the class. There is also a course pack, which will be available electronically. A copy of the course pack will also be placed on reserve in the library. The books are: Bickerton, Ian, and <NAME>. 1998. _A Concise History of the Arab- Israeli Conflict_ 3rd edition. Upper Saddle River, NJ: Prentice Hall. <NAME>, and <NAME>. 1997. _Strategic Geography and the Changing Middle East_. Washington, DC: Brookings Institution Press. Smith, <NAME>. 1996. _Palestine and the Arab-Israeli Conflict_ 4th edition. Boston, MA: St. Martin's Press. * * * _Class Schedule, Topics, and Reading Assignments_ 5 February Introduction and Welcome No assigned readings. 7 February The Strategic Geography of the Middle East. Kemp and Harkavy (chs. 1-3). 12 February The Middle East to the First World War. Bickerton and Klausner (ch. 1); Smith (chs, 1-2). 14-19 Feb. The First World War and the British Mandate during the Interwar Years. Bickerton and Klausner (ch. 2); Smith (chs. 3-4). 21 February The Second World War and the Formation of Israel. Bickerton and Klausner (ch. 3); Smith (ch. 5). 26 February The Israeli War of Independence. Continue Bickerton and Klausner (ch. 3) and Smith (ch. 5); Bickerton and Klausner (ch. 4). 28 February The Suez Crisis. Bickerton and Klauser (ch. 5); Smith (ch. 6, start ch. 7). 5 March The Six Day War Bickerton and Klausner (ch. 6); Smith (complete ch. 7). 7 March The War of Attrition and the Yom Kippur War. Bickerton and Klausner (ch. 7); Smith (ch. 8). 12-14 March From Camp David to the Invasion of Lebanon to the Intifada. Bickerton and Klausner (chs. 8-9); Smith (ch. 9). 19 March The Impact of the two Gulf Wars. Smith (ch. 10); Kemp and Harkavy (ch. 6); Also <NAME> and <NAME> chapter in course pack. 21 March Midterm Semester Break 2 April The Study of War Course pack articles/chapters by <NAME>, <NAME>, and <NAME>. Start reading chapter by <NAME> and <NAME>. 4-9 April The Role of Domestic Politics in International Relations. Course pack articles/chapters by <NAME>, <NAME>, <NAME>, and <NAME>. 11-16 April Arms Races. Course pack articles/chapters by <NAME>, <NAME>, and <NAME>. 18-23 April Deterrence. Course pack articles/chapters by <NAME> and <NAME>; both articles by <NAME>, first article by <NAME>. 25-30 April The Role of Alliances. Course pack articles/chapters by <NAME>, <NAME>, <NAME> and <NAME>, and <NAME>. 2-7 May Military Operations and Strategic Culture. Kemp and Harkavy (chs. 5-7, 9, 11); Course pack articles/chapters by <NAME>, <NAME>, <NAME>, and second article by <NAME>. 9 May No assigned readings. Review and Wrap-Up. * * * _Articles and Book Chapters in the Course Pack_ (in the order they appear in the syllabus) The Study of War <NAME>. 1983 [1964]. _A Study of War_. Abridged by Lou<NAME> Wright. Chicago: University of Chicago Press, 3-19 (ch. 1). Vasquez, <NAME>. 1993. _The War Puzzle_. Cambridge: Cambridge University Press, 14-50 (ch. 1). <NAME>. 1998. "The Causes of War and the Conditions of Peace" _Annual Review of Political Science_ 1: 139-165. Geller, <NAME>., and <NAME>. 1998. _Nations at War: A Scientific Study of International Conflict_. Cambridge: Cambridge University Press, 140-155 (ch. 7). The Role of Domestic Politics in International Relations Putnam, <NAME>. 1988. "Diplomacy and domestic politics: the logic of two- level games" _International Organization_ 42, 3: 427-460. <NAME>. 1978. "The second image reversed: the international sources of domestic politics" _International Organization_ 32, 4: 881-910. <NAME>. 1995. "Domestic Politics and Foreign Policy in Egypt" in _Democracy, War, & Peace in the Middle East_. Edited by <NAME> and <NAME>, IN: Indiana University Press, 223-243 (ch. 10). <NAME>. 1995. "Domestic Political Violence, Structural Constraints, and Enduring Rivalries in the Middle East, 1948-1988" in _Democracy, War, & Peace in the Middle East_. Edited by <NAME> and <NAME>ington, IN: Indiana University Press, 170-194 (ch. 8). Arms Races Wallace, <NAME>. 1999. "Armaments and Escalation: Two Competing Hypotheses" in _The Scientific Study of Peace and War: A Text Reader_. Edited by <NAME> and <NAME>. Lanham, MD: Lexington Books, 75-92 (ch. 3). Reprinted from _Intenational Studies Quarterly_ 26 (1982), 37-56. <NAME>. 1999. "Arms Races and Escalation: A Closer Look" in _The Scientific Study of Peace and War: A Text Reader_. Edited by <NAME> and <NAME>. Lanham, MD: Lexington Books, 93-108 (ch. 4). <NAME>. 1997. _Rationality and the analysis of International Conflict_. Cambridge: Cambridge University Press, 164-186 (ch. 9). Deterrence <NAME>. 1988. _Extended Deterrence and the Prevention of War_. New Haven, CT: Yale University Press, 15-27 (ch. 2). <NAME>. 1983. _Conventional Deterrence_. Ithaca, NY: Cornell University Press, 134-164 (ch. 5). <NAME>. 1994. "The Rational Deterrence Theory Debate: Is the Dependent Variable Elusive?" _Security Studies_ 3, 3: 384-427. Lieberman, Elli. 1995. "What Makes Deterrence Work? Lessons from the Egyptian- Israeli Enduring Rivalry." _Security Studies_ 4, 4: 851-910. <NAME>. 1977. "A Stable System of Mutual Deterrence in the Arab- Israeli Conflict" _American Political Science Review_ 71, 4: 1367-1383. Alliances Walt, <NAME>. 1987. _The Origins of Alliances_. Ithaca, NY: Cornell University Press, 50-146 (chs. 3-4). Barnett, <NAME>. 1996. "Identity and Alliances in the Middle East" in _The Culture of National Security: Norms and Identity in World Politics_. Edited by <NAME>. New York: Columbia University Press, 400-447 (ch. 11). Barnett, <NAME>. and <NAME> III. 1998. "Caravans in opposite directions: society, state, and development of a community in the Gulf Cooperation Council" in _Security Communities_. Edited by <NAME> and <NAME>. Cambridge: Cambridge University Press, 161-197 (ch.5). Morrow, <NAME>. 1993. "Arms versus allies: trade-offs in the search for security" _International Organization_ 47, 2: 207-233. Military Strategy, Operations, and Planning Glaser, <NAME>. 1992. "Political Consequences of Military Strategy: Expanding and Refining the Spiral and Deterrence Models" _World Politics_ 44: 497-538. <NAME>. 1997. _Imagining War: French and British Military Doctrine between the Wars_. Princeton, NJ: Princeton University Press, 21-38 (ch. 2). Thompson, <NAME>. 1989. _Low-Intensity Conflict: The Pattern of Warfare in the Modern World_. Lexington, MA: Lexington Books, 1-25 and 109-124 (chs. 1 and 5). <NAME>. 1972. "War Power and the Willingness to Suffer" in _The Scientific Study of Peace and War: A Text Reader_. Edited by <NAME> and <NAME>. Lanham, MD: Lexington Books, 255-277 (ch. 11). Reprinted from _Peace, War, and Numbers_ , edited by <NAME> (Sage Publications, 1972), 167-183. Return to _War in the Middle East_ page Return to Canedo's Home Page <file_sep>![](../../Images/emsdnavbar.gif) \| # Information Page # Paramedic Functional Job Analysis # Other Program Information # Use LINKS below Program of Study \| FAQs \| Prerequisites \| Syllabus \| Contact Us \| Links Page \| Program Application ![](../Images/strobe.gif) ---\|--- ### Paramedic Characteristics The Paramedic must be a confident leader who can accept the challenge and high degree of responsibility entailed in the position. The Paramedic must have excellent judgement and be able to prioritize decisions and act quickly in the best interest of the patient, must be self disciplined, able to develop patient rapport, interview hostile patients, maintain safe distance, and recognize and utilize communication unique to diverse multicultural groups and ages within those groups. Must be able to function independently at optimum level in a non-structured environment that is constantly changing. Even though the Paramedic is generally part of a two- person team generally working with a lower skill and knowledge level Basic EMT, it is the Paramedic who is held responsible for safe and therapeutic administration of drugs including narcotics. Therefore, the Paramedic must not only be knowledge about medications but must be able to apply this knowledge in a practical sense. Knowledge and practical application of medications include thoroughly knowing and understanding the general properties of all types of drugs including analgesics, anesthetics, anti-anxiety drugs, sedatives and hypnotics, anti- convulsants, central nervous stimulants, psychotherapeutics which include antidepressants, and other anti-psychotics, anticholerginics, cholergenics, muscle relaxants, anti-dysrythmics, anti-hypertensives, anticoagulants, diuretics, bronchodilators, opthalmics, pituitary drugs, gastro-intestinal drugs, hormones, antibiotics, antifungals, antiinflammatories, serums, vaccines, anti-parasitics, and others. The Paramedic is personally responsible, legally, ethically, and morally for each drug administered, for using correct precautions and techniques, observing and documenting the effects of the drugs administered, keeping one's own pharmacological knowledge- base current as to changes and trends in administration and use, keeping abreast of all contraindications to administration of specific drugs to patients based on their constitutional make-up, and using drug reference literature. The responsibility of the Paramedic includes obtaining a comprehensive drug history from the patient that includes names of drugs, strength, daily usage and dosage. The Paramedic must take into consideration that many factors, in relation to the history given, can affect the type medication to be given. For example, some patients may be taking several medications prescribed by several different doctors and some may lose track of what they have or have not taken. Some may be using non-prescription/over the counter drugs. Awareness of drug reactions and the synergistic effects of drugs combined with other medicines and in some instances, food, is imperative. The Paramedic must also take into consideration the possible risks of medication administered to a pregnant mother and the fetus, keeping in mind that drugs may cross the placenta. The Paramedic must be cognizant of the impact of medications on pediatric patients based on size and weight, special concerns related to newborns, geriatric patients and the physiological effects of aging such as the way skin can tear in the geriatric population with relatively little to no pressure. There must be an awareness of the high abuse potential of controlled substances and the potential for addiction, therefore, the Paramedic must be thorough in report writing and able to justify why a particular narcotic was used and why a particular amount was given. The ability to measure and re- measure drip rates for controlled substances/medications is essential. Once medication is stopped or not used, the Paramedic must send back unused portions to proper inventory arena. The Paramedic must be able to apply basic principles of mathematics to the calculation of problems associated with medication dosages, perform conversion problems, differentiate temperature reading between centigrade and Fahrenheit scales, be able to use proper advanced life support equipment and supplies ( i.e. proper size of intravenous needles ) based on patient's age and condition of veins, and be able to locate sites for obtaining blood samples and perform this task, administer medication intravenously, administer medications by gastric tube, administer oral medications, administer rectal medications, and comply with universal pre-cautions and body substance isolation, disposing of contaminated items and equipment properly. The Paramedic must be able to apply knowledge and skills to assist overdosed patients to overcome trauma through antidotes, and have knowledge of poisons and be able to administer treatment. The Paramedic must be knowledgeable as to the stages drugs/medications go through once they have entered the patient's system and be cognizant that route of administration is critical in relation to patient's needs and the effect that occurs. The Paramedic must also be capable of providing advanced life support emergency medical services to patients including conducting of and interpreting electrocardiograms (EKGs), electrical interventions to support the cardiac functions, performing advanced endotracheal intubations in airway management and relief of pneumothorax and administering of appropriate intravenous fluids and drugs under direction of off-site designated physician. The Paramedic is a person who must not only remain calm while working in difficult and stressful circumstances, but must be capable of staying focused while assuming the leadership role inherent in carrying out the functions of the position. Good judgement along with advanced knowledge and technical skills are essential in directing other team members to assist as needed. The Paramedic must be able to provide top quality care, concurrently handle high levels of stress, and be willing to take on the personal responsibility required of the position. This includes not only all legal ramifications for precise documentation, but also the responsibility for using the knowledge and skills acquired in real life threatening emergency situations. The Paramedic must be able to deal with adverse and often dangerous situations which include responding to calls in districts known to have high crime and mortality rates. Self-confidence is critical, as is a desire to work with people, solid emotional stability, a tolerance for high stress, and the ability to meet the physical, intellectual, and cognitive requirements demanded by this position. ### Physical Demands Aptitudes required for work of this nature are good physical stamina, endurance, and body condition that would not be adversely affected by frequently having to walk, stand, lift, carry, and balance at times, in excess of 125 pounds. Motor coordination is necessary because over uneven terrain, the patient's, the Paramedic's, and other workers' well being must not be jeopardized. ### Comments The Paramedic provides the most extensive pre-hospital care and may work for fire departments, private ambulance services, police departments or hospitals. Response times for nature of work are dependent upon nature of call. For example, a Paramedic working for a private ambulance service that transports the elderly from nursing homes to routine medical appointments and check-ups may endure somewhat less stressful circumstances than the Paramedic who works primarily with 911 calls in a districts known to have high crime rates. Thus, the particular stresses inherent in the role of the Paramedic can vary, depending on place and type of employment. The Paramedic must be flexible to meet the demands of the ever-changing emergency scene. When emergencies exists, the situation can be complex and care of the patient must be started immediately. In essence, the Paramedic in the EMS system uses advanced training and equipment to extend emergency physician services to the ambulance. The Paramedic must be able to make accurate independent judgements while following oral directives. The ability to perform duties in a timely manner is essential, as it could mean the difference between life and death for the patient. #### ### ### ### Home \| Students \| Faculty \| Information <file_sep>![](../images/symbol2.jpg) \| ![](../images/header2.jpg) ---\|--- ![](../images/home.jpg) \| ![](../images/major.jpg) \| ![](../images/faculty.jpg) \| ![](../images/students.jpg) \| ![](../images/weekends.jpg) #### RS 350 -- Religions of the Goddesses <NAME>, Ph.D. e-mail - <EMAIL> Web Site Address: http://www.humboldt.edu/~mlm5 Name: mlm5 Password: <PASSWORD> ___________________________________ REQUIRED READING The Myth of The Goddess - Baring & Cashford When God Was A Woman - Stone McMurray Web Site - humboldt.edu/~mlm5 Recommended Reading: Ancient Mirrors of Womanhood - Stone _______________________________ METHOD OF EVALUATION \| Group Projects \| 100 ---\|--- Mid-term Exam \| 100 Final Paper \| 200 Final Exam \| _100_ Total Points: \| 500 100%500 - 475 - A 90% -474 - 450 - A- 80% -449 - 433 - B+ 432 - 416 - B 415 - 400 - B- 70% -399 - 384 - C+ 383 - 367 - C 366 - 350 - C- 60% -349 - 333 - D+ 332 - 317 - D 316 - 300 - D- 50% below 299 F Students are expected to attend ALL classes, participate fully in group process and projects and have all work completed on time. The instructor reserves the right to adjust your grade in relationship to your participation in this course. RELIGIONS OF THE GODDESSES ____________________________ Although there are goddess figures in traditions around the world, the time limit of fifteen weeks demands choosing a particular focus. This course will be an overview of the goddess traditions as they have been explored in the archaeology and mythology of Western European and Near Eastern development. As the course develops over the semester there will be an intention to expand the field of study by requiring students to do course projects specifically related to goddesses not covered in the class. We will begin with the examination of the goddess figures and symbols as they appear in "Old Europe." The works of <NAME>, <NAME> and <NAME> will be the primary materials covered in this section. Examination of the archaeological findings dating back 22,000 BCE will be the beginning point for the course. We will explore the concept of "archeomythology" used by Gimbutas and discuss the difficulties of interpretation of materials that have no written records. In particular, time will be spent on the question of male and female roles as reflected in cave art and goddess figures, as well as the question of the existence of a "Great Goddess" as a religious figure for Paleolithic and Neolithic peoples. Gimbutas states that the purpose of her book The Language of the Goddess is to: explicitly identify the Old European patterns that cross the boundaries of time and space. These systematic associations in the Near East, southeastern Europe, the Mediterranean area, and in central, western, and northern Europe indicate the extension of the same Goddess religion to all of these regions as a cohesive and persistent ideological system. In the mid-phase of the course we will cover archaeological sites on the Minoan period, as well as sites along the banks of the Tigris and Euphrates Rivers. Goddess traditions in Turkey, Crete, Sumer, Cannaan and Mesopotamia will be examined. Written material will be explored, as well as symbols and images. Relationships between these goddesses to earlier information will be considered, as well as possible connections to Greek tradition, Egyptian mythology and Hebrew scripture. To gain an understanding of the complexities of goddess religions, we will cover goddess images and myths from the cultures of both Egypt and Greece with a focus on comparisons and contrasts between figures from a variety of traditions, and periods in history. Finally, we will examine the development of Christian traditions and their inclusive-exclusive perspectives involving goddess religions. The figure of Mary and the topic of Maryology will be examined from both the Roman and the Greek Orthodox positions. Christian overlay and incorporation of images and traditions of Old Europe will complete the circle of goddess exploration intended by this course. WEB SITE PROJECT - http://humboldt.edu/~mlm5 Name: mlm5 Password: <PASSWORD> For the purposes of this course I have created a www page that provides you the opportunity to explore goddess imagery as it relates to this class. I have chosen images that correspond to the design of the course. As a group project you are required to research one of the following questions using the web site as a basic guide. Your group will then have a discussion with another group in the class sharing with them what you have learned on your topic. On the day of theses discussions each student must turn in an outline of the topic covered to receive full credit for their group project. QUESTIONS 1\. What relationship, if any, can you find between the "Venus" figures from the Paleolithic and Neolithic periods and the Venus of the Greco-Roman period? What aspects of the goddess are represented in the Venus imagery of these two periods in human history. 2\. After looking at images of the goddess from different periods in "Herstory" speculate on how goddess images may influenced the interpretation of women and women's roles. 3 Trace the bull through the imagery of Cave Art, the shrines of Turkey and Crete, as well as the symbolism of Egypt and Greece and reflect on how the imagery reveals the human relationship to the animal powers. (You may want to use Jose<NAME>'s The Way of the Animal Powers in the reference section of the library to understand this concept more fully.) How was this animal, the bull, related to the goddess in various traditions and what seems to have happened to that relationship? 4\. Using question number three replace the examination of the bull with the examination of the snake. 5\. One of the topics addressed in the early part of this class was the idea of "partnership societies." Through examination of the art one can begin to explore this concept. Where do you see partnership between the goddesses and gods? What are the functions of each? Which periods of history speak of partnership and which speak of a struggle for dominance between the feminine and masculine? 6\. Focus on the tradition and Inanna/Istar and see how many things you can relate to this goddess from what you have learned of other periods in history, both before and after her. In other words How is Inanna like goddesses from earlier periods how is she like goddesses from later periods. Note: The number of images presented in this www site are a good overview of goddesses as related to this course. This limitation to our area of study makes the site somewhat narrow. Nonetheless, I believe that there are enough images to indicate a direction for your class project relating to one of the questions provided. Feel free to explore more fully the topic that you are addressing through the examination of other materials available in the library. You might want to look at the bibliography for this course as a starting point. FINAL PAPER/GROUP PRESENTATION As part of this course you must participate in a group project connected to goddesses from other areas of the planet that are not covered in the course lecturers. The class will be divided into approximately six to eight groups. Possible areas of study will be Africa, China, Japan, The Island Peoples, North American Indigenous People, South American Indigenous People, Celtic and/or Norse traditions (parts of Europe that we will barely touch.) It is expected that you will spend somewhere between 10 and 15 hours outside of class working with your group. Because of this expectation you will be given three class sessions as "group project" time. These classes are scheduled in weeks six, ten and twelve. Due to the importance of these meetings attendance is required. Each group will keep a sign-in sheet of those students present at each session. These sheets are to be handed in at the following class meeting. Sign-in sheets will also be require for the group discussion class in week seven and your final presentation at the end of the semester. Each signature missed will cost you 20 points from the 100 possible points listed for "group project." You are also required to write a six to ten page research paper on a specific goddess related to your group project. (1) You must choose one goddess from your group's area of study and write a 6 to 10 page research paper on the history and mythology of this goddess. Papers are to be typed, referenced and presented in a standard research style. (200 points) Check http://www.webster.commnet.edu/mla.htm to be clear on your writing style. Papers are required to meet the (MLA) Modern Language Association Guidelines for Writing Research Papers. Note: If when accessing this web site there is not a side bar showing "Table of Contents" follow the instructions for that material. This is a very helpful site for how to reference your paper correctly. (2) As a group you are to find a creative way to present some of your information to the rest of the class. You will have a half an hour of class time during the last two weeks of classes for this presentation. Please be as creative with this as you possibly can. Consider telling stories, presenting goddesses foods, using puppets or masks as was of informing the class concerning goddess traditions from other countries. (3) It is important that you attend all four days of presentations during the last two weeks of classes. Attendance only on the day you present is not acceptable. Students work hard at creating these presentations and they need classmates to receive what they have developed. MID-TERM AND FINAL EXAMS The mid-term and final will consist of 50 question scan-tron multiple- choice/true-false exams. SYLLABUS AND READING ASSIGNMENTS WEEK ONE Tuesday -- Handouts - course expectations - Introduction to the Topic - Thursday -- Video - Her Story Reading: The Myth of the Goddess, Chapters one and two WEEK TWO Tuesday -- Getting Perspective - Bachofan to Daily Thursday -- Gimbutas, Eisler and Campbell - the field of goddess religions "archeomythology" and "partnership societies" Creating the Myth of Matriarchy The question of a Great goddess - what are the implications? Reading: The Myth of the Goddess: Chapters three and four WEEK THREE Tuesday -- Maps and Images - Paleolithic to Neolithic Burial practices Thursday -- The change to farming - Anatolia Reading: When God Was A Woman: The first four chapters ( to page 103) WEEK FOUR Tuesday -- The functions of the goddesses in specific traditions The development of city states - Mesopotamia - Thursday -- Archetypes and patterns - Comparing mythology - Inanna as our reference Reading: The Myth of the Goddess: Chapters five and six WEEK FIVE - Establish Groups and determine which question to focus on Tuesday - -Crete - A high point in goddess religions Thursday -- Sacred Sexual Customs Reading: The Myth of the Goddess: Chapters seven and eight When God Was A Woman - Chapters five, six and seven WEEK SIX Tuesday -- Guest Speaker - goddesses from Hinduism and Buddhism Thursday -- Meet in Groups to work on question. You must be prepared as a group to discuss your question with another group in class next Thursday REMEMBER TO CREATE A SIGN-IN SHEET WEEK SEVEN Tuesday -- The goddesses in Egypt Thursday -- Group Session - Discussions concerning the questions on the handout Turn in your outlines WEEK EIGHT Tuesday - - Video - Mother Wove the Morning - first half Thursday -Mid-Term Examination Reading: The Myth of the Goddess: Chapters nine and ten \- BREAK - WEEK NINE Tuesday -- Hebrew Scriptures related to the goddess Thursday -- Group Session - You must bring information on the goddess that you intent to write your paper on to this group session - Not just her name, but real information about her traditions and stories. This will enable your group to focus on how to work on the final project. REMEMBER TO CREATE A SIGN-IN SHEET - Reading: The Myth of the Goddess: Chapters eleven, twelve and thirteen Complete When God Was a Woman WEEK TEN Tuesday -- The influence of the Greeks and Romans Europe Thursday -- - Celtic and Norse Traditions What happened to goddess religions in Europe? Reading: The Myth of the Goddess: Chapters fourteen WEEK ELEVEN Tuesday -- The Inquisition Video on The Inquisition Thursday- Christianity and the Virgin Mary Reading:The Myth of the Goddess: Chapters fifteen and sixteen WEEK TWELVE Tuesday -- meet to work on final project REMBER TO CREATE A SIGN-IN SHEET Thursday -- The return of the Goddess in the modern world FINAL PAPERS DUE AT THE BEGINNING OF CLASS _______________________________________________________________________WEEK THIRTEEN Tuesday -- Catch up - questions, etc. Thursday -Second half of the video "When Mother Wove the Morning" WEEKS FOURTEEN AND FIFTEEN Tuesday and Thursday - group presentations Each group has 30 minutes to make their presentation FINAL EXAM _Bibliography_ <NAME>. The Birth of Greek Art.London: Methuen & Co. LTD., 1968. Baring & Cashford. The Myth of The Goddess.London: Penguin Books, 1993. Campbell, J.. Historical Atlas of World Mythology. Three Volumes. New York: Harperand Row, New York 1988. Campbell & Muses. In All Her Names San Francisco: Harper, 1991. Cavendish,R..An Illustrated Encyclopedia of Mythology.New York: Crescent Books,1980. <NAME>. Reinventing Eve. New York: Harper & Row, Publishers, 1987. <NAME>. Great Figures of Mythology. New York: Crescent Books, 1990. <NAME>. Ancient Near Eastern Art. Berkeley: University of California Press, 1995. <NAME>. A Dictionary of World Mythology. Melbourne, England: Oxford University Press, 1982. <NAME>. Gynecology. Boston: Beacon Press, 1978. Department of Antiquities.Mycenaean Art From Cyprus. Republic of Cyprus:Ministry of Communications and Works, 1968. <NAME>., Steele,Jo. & Kubrin, D.. Earthmind. Rochester, Vermont: Destiny Books, 1989. <NAME>. & Feman & <NAME>.. Reweaving the World. San Francisco: Sierra Club Books, 1990. <NAME>. The Goddess. New York: Crossroad Publishing Co., 1987. <NAME>. The Sea Traders. New York: Time-Life Books, 1974. Eisler, R.. The Chalice and The Blade.San Francisco: Harper and Row, 1987. Eisler, R.. Sacred Pleasure. San Francisco: Harper, 1996. <NAME>. Shamanism.,Archaic Techniques of Ecstasy. Bollingen Series LXXVI. Princeton: Princeton University Press, 1964. Englesman, <NAME>. The Queen's Cloak. Wilmette, Ill.: Chiron Publications,1994. <NAME>. Christian Mythology. London: Hamlyn Publishing Group Limited, 1970. <NAME>.. Prehistoric Times, Reading from Scientific American.W.H. Freeman & Co., 1983. <NAME>. The Northmen. New York: Time-Life Books, 1974. Gimbutas, M.. The Language of the Goddess. San Francisco: Harper and Row,1989. <NAME>. Woman and Nature. New York: Harper & Row, Publishers, 1978. Harding, L.G.. The Antiquities of Jordan.New York: Thomas Y. Crowell Co., 1959. <NAME>. A Dictionary of Egyptian Gods and Goddesses. London: Routledge & Kegan Paul Inc. 1986. <NAME>. The Return of the Mother. Berkeley: North Atlantic Books, 1995. <NAME>. The Empire Builders. New York:Time-Life Books,1974. <NAME>. The Goddess. London. One Spirit, 1997. Kerenyi, C..Asklepios. Bollingen Series LXV3. New York: Pantheon Books, Inc.,1959. <NAME>. Bollingen Series LXV4.New York: Pantheon Books, Inc., 1967. <NAME>. Goddesses of Sun and Moon. Dallas: Spring Publications, Inc. 1979. <NAME>, and <NAME>gypt. London: Phaidon, 1968. <NAME>.. The Feminist Companion to Mythology. Northhampton, England: Pandora/Harper Collins Publishers, 1992. <NAME>.. The First Farmers.New York: Time-Life Books, 1973. <NAME>.,The Archaeology of Mesopotamia. London: Thames & Hudson, 1984. <NAME>.Dictionary of Gods & Goddesses, Devils & Demons. London: Routledge, 1988. <NAME>. Atlas of Prehistoric Britain. New York: Oxford University Press,1989. <NAME>.. The Roots of Civilization.New York: McGraw-Hill, 1972. <NAME>. The Triple Goddess. Grand Rapids, MI.: Phanes Press, 1989. <NAME>.. "A Neolithic City in Turkey," from Prehistoric Times, W.H.Freeman and Company, 1983. <NAME>. Chartres Cathedral.Andover: Pitkin, 1992. <NAME>. The New Book of Goddesses & Heroines.St. Paul, Min: Llewellyn Publications, 1998. Moon, B.. An Encyclopedia of Archetypal Symbolism. Boston: Shambhala, 1991. Muscare<NAME>. Ladders to Heaven. Canada: McMlell & Stewart,1981. National Hellenic Committee. The Mycenaean World.Athens, Greece: Ministry of Culture, 1988. <NAME>. Goddess and Polis.Princeton: Princeton University Press, 1992. Papaioannou, Kostas.The Art of Greece. New York: Harry N. Abrams, Inc., 1983. Perera, <NAME>. Descent to the Goddess. Toronto, Canada: Inner City Books, 1981. <NAME>.C.. Larousse Encyclopedia of Archaeology. Larousse & Co., 1983. <NAME>. The Art of Ancient Iran .New York: Crown Publishers, Inc.1965. <NAME>, edt.. Celtic Art. Paris: Unesco Collection of Representative Works Art Album Series, 1990. <NAME>. Mesopotamia.Boston: Harvard University Press, 1991. Reynal and Co..The Complete Work of Michelangelo,New York: William Morrow & Co. <NAME>. Crete and its Treasures. New York: The Viking Press, 1961. Roaf, M.. Cultural Atlas of Mesopotamia and the Ancient Near East. England; Equinox Ltd. 1990. Rosenberg, D.. World Mythology.New York: NTC Publishing Group, 1986. Spiteris, T.. The Arts of Cyprus.New York: William Morrow & Co.,1970. Stone, M.. When God Was a Woman. Los Angeles:Harvest Books, HBJ, 1976. Stone, M.. Ancient Mirrors of Womanhood.Boston: Beacon Press, 1990. <NAME>., Sanctuaries of the Goddess.New York: Little, Brown & Co., 1994. Uris, Jill & Leon. Jerusalem, Song of Songs.New York: Doubleday & Co. Inc., 1981. <NAME>. Hittite Art, 2300-750 B.C..London: Alec Tiranti Lts., 1955. <NAME>. The Woman's Encyclopedia of Myths and Secrets. San Francisco: Harper, 1983. <NAME>. The Monument Builders.New York: Time-Life Books, 1974. <NAME>. The Art of the Middle East.New York: Crown Publishers, Inc., 1961. <NAME>, ed.. Ebla To Damascus, Art & Archaeology of Ancient Syria. Washington D.C.:Smithsonian Institution Traveling Exhibition, 1985. Weitzman et. Al.. Icons.London: Alpine Fine Arts Collection,1993. White, R.. Dark Caves, Bright Visions.New York: Norton & Company, 1986. Whitmont, Edward C.. Return of the Goddess. New York: Crossroads Publishing Co., 1986. Woolger, <NAME> & Roger J.. The Goddess Within. New York: Fawcett Columbine/Ballantine Books, 1987. <NAME>.,Ancient Art from the Barbier-Mueller Museum.New York: Harry N. Abrams, Inc., 1990. RS 350 < Religious Studies < CAHSS < HSU --- <file_sep>![UIC Undergraduate Catalog](http://www.uic.edu/~cmsmcq/uic/ucat.gif) # UIC (The University of Illinois at Chicago) # Undergraduate Catalog 1995-97 # This document was generated from the 1995-97 UIC Undergraduate Catalog. It is for informational purposes only and does not constitute a contract. Every effort has been made to insure accuracy, but be advised that requirements may have changed since this book was published. Errors may have also been introduced in the conversion to a WWW document. Thus for items of importance, it might be wise to seek confirmation in the paper version or directly from the appropriate campus office. * * * ## Table of Contents * Office of Admissions and Records * How to Use This Catalog * Visiting Campus * Admission Requirements and Application Procedures * English Competency Requirement for All Applicants * Undergraduate Applications and Credentials Deadlines * Beginning Freshman Applicant * Beginning Freshman Admission Requirements * General Educational Development Tests. * Transfer Applicant * Acceptance of Traditional Transfer Credit * Transfer Student Admission Requirements. * Intercampus Transfer Applicant * Readmission Applicant * Nondegree Applicant * "Summer Session Only" Applicant * International/Immigrant Applicant * Admission Requirements * Academic Records * English Competency Requirements. * Financial Resources Requirement * Verification of Immigrant Status * Alternative Admission Programs * Talented Student Program for Illinois High School Seniors * Early Admission Applicant * Admission by Special Action * Alternative Sources of Credit * Credit Through ACT or SAT * Credit for Military Service * General Educational Development Tests (GED) * Correspondence Study * Proficiency Examinations for Enrolled Students * College Level Examination Program (CLEP) Credits * Students with CLEP Credit from Other Institutions. * Credit Through CLEP for Current UIC Students. * CLEP Credits Accepted. * Credit Through Advanced Placement Program (AP) * ART * HUMANITIES * SOCIAL STUDIES * NATURAL SCIENCES AND MATHEMATICS * MATHEMATICS * Credit Through the International Baccalaureate Program (IB) * After Admission * Registration Procedures * Pre-enrollment Evaluation Program/Placement Tests/PEP Tests. * Academic Advising. * Special Enrollment Categories * Visitors/Auditors. * Other Information * Falsification of Documents * Admission or Readmission Denied Because of Misconduct * Transcripts * Campus Policy on the Release of Information Pertaining to Students * Medical Immunization Requirements * Eligibility to Register: University Policy on Continuing Student Status * Change of College/Major/Curriculum for Current Students * * * # Office of Admissions and Records Office of Admissions and Records Box 5220 Chicago, Illinois 60680-5220 Student Services Building (M/C 018) 1200 West Harrison Street Chicago, Illinois 60607-7161 (312) 996-4350 * * * ## How to Use This Catalog This catalog provides general information about the University of Illinois at Chicago and detailed information about the programs of study offered by its eight undergraduate colleges. This catalog has two major parts. The first part provides information about admission, special opportunities and programs, student services, student costs, financial aid, the grading system and academic regulations, graduation requirements, and honors.The second part has separate sections for each of the undergraduate colleges, which detail their curricula, special academic programs, specific requirements for graduation, honors programs, course descriptions, and other information. To find specific information use the table of contents at the front of the catalog or the index at the back. Additional information about the University is available by telephoning the campus at (312) 996-7000 or the Student Information Network Center at (312) 996-5000. As a state-supported, comprehensive, Research I university, UIC seeks to provide higher education for those who will profit from an intellectually challenging program. The admission requirements are designed to identify those who possess the scholastic ability and the maturity needed to succeed in and to benefit from such a program. The policy of the University is to comply fully with applicable federal and state nondiscrimination and equal opportunity laws, orders, and regulations. Since the information in this two-year catalog is subject to change, prospective applicants should contact the Office of Admissions and Records at the address above for admission requirements and application deadlines for specific terms. A listing of fields of study and their admission requirements are provided in the "Prospective Student Information" booklet available with application materials from the Office of Admissions and Records. Current Illinois high school and community college students may also obtain these materials from their school counselors. ## Visiting Campus UIC encourages prospective students to visit the campus. 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These events include a tour of campus and a residence hall, general information about campus housing, financial aid, etc., and sessions with academic advisers from each of UIC's undergraduate programs. Call (312) 996-4350 for dates and reservations. ## Admission Requirements and Application Procedures All students who wish to take courses for credit at UIC, whether as degree or nondegree candidates, must submit an application, supporting documents, and the required nonrefundable application fee within specified deadlines. (For information about registration as a visitor/auditor, see Special Enrollment Categories . After an application has been submitted, any changes to the application must be submitted to the Office of Admissions in writing and must be dated, signed, and include the term applied for and the applicant's social security number. ### English Competency Requirement for All Applicants Minimum requirements for competence in English apply to all applicants. An applicant may establish competence in English by certifying that the following requirements have been fulfilled in a country where English is the official/native language and in a school where English is the primary language of instruction: (1) graduation from a secondary school with three units, or the equivalent, of English; or (2) successful completion of a minimum of two academic years of full-time study at the secondary school or college level immediately prior to the proposed date of enrollment in the University. Applicants who do not meet the above requirement may provide sufficient evidence by achieving a minimum score of 480 on the Test of English as a Foreign Language (TOEFL), which is administered by the Educational Testing Service, Box 899, Princeton, New Jersey 08540. As an alternative to the TOEFL examination, students may submit a score of 80 on the Michigan English Language Assessment Battery (MELAB) offered by the University of Michigan, Ann Arbor, Michigan 48109. Higher scores are required for some programs and colleges. This requirement may be waived by the director of the Office of Admissions and the dean of the college concerned if the applicant can provide evidence of competence in English that will clearly justify a waiver. ### Undergraduate Applications and Credentials Deadlines The number of admissions to each undergraduate program is monitored to ensure that no more students are enrolled than the faculty and facilities can support. If programs begin to fill, it may be necessary to limit admission to more highly qualified students or to students who have submitted earlier applications. Students are strongly encouraged to apply within the filing period in the chart following. While applications submitted before the filing period will be accepted, processing for the term will begin at the start of the filing period. A rolling admissions system is followed with decisions mailed to students as their applications are processed. While a final application deadline is established for each term (and is listed in the application packet), students who apply close to the final deadline may find programs filled and, if admitted, may have difficulty scheduling classes. Most upper division and health sciences programs have special deadline dates that may be different from the chart. Refer to the application packet or the Office of Admissions for current dates. Filing Period for Applications and Credentials Term in which applicant wishes to enter \| International Applicants Filing Period \| Domestic/Immigrant Applicants Filing Period ---\|---\|--- Spring\| June 1-August 1\| July 1-October 1* Summer\| November 1-January 1\| February 1-April 1* Fall\| October 1-March 1\| September 1-February 1* \| \| * It is recommended that domestic and immigrant applicants with credits from foreign institutions observe the international application/credential filing periods. ### Beginning Freshman Applicant A beginning freshman applicant is either (1) one who applies for admission while attending high school, regardless of the amount of college credit earned or (2) one who has graduated from high school but completed fewer than 12 semester hours or 18 quarter hours of transferable college classroom credit at the time of application. High school midyear graduates planning to attend another collegiate institution before admission to UIC for the fall term should apply as a beginning freshman during their last fall term in high school. Such applicants are admitted primarily on the basis of high school credentials and admission test score and may complete more than 12 semester hours of transferable college classroom credit at another institution before enrollment at UIC. Advanced Placement (AP) credit is granted to students who have successfully completed AP courses in high school and received a satisfactory test score. Credit is also available through the International Baccalaureate Program, ACT/SAT English/Verbal subscores, and the College Level Examination Program (CLEP). See the appropriate section elsewhere in this section for specific credits. High school seniors who wish to enter the fall term immediately following their graduation from high school are encouraged to submit their applications as early as possible after September 1 of their senior year. By so doing, they have an opportunity to participate in advance enrollment during the summer months prior to the fall term. When ample space is available, action is taken on individual applications in the order in which they are completed. A beginning freshman application is considered complete and ready for evaluation when official high school transcripts and official test scores are on file in the Office of Admissions along with the application and application fee. #### Beginning Freshman Admission Requirements A beginning freshman applicant at UIC must meet the following requirements: 1. Be at least 16 years of age. A 15-year-old applicant who meets all other admission requirements may petition for admission. 2. Submit evidence of graduation from an accredited high school or submit passing scores on the General Educational Development (GED) test. Graduates of unaccredited high schools must submit passing GED scores. Official transcripts must be sent directly to UIC from all high schools attended. Faxed or unofficial documents are not acceptable. If still in school, courses in progress should be listed. 3. Complete the American College Test (ACT). The College Board SAT I: Reasoning Test is also acceptable. If the test is taken more than once, the higher score will be used. 4. Present a satisfactory combination of class rank and test score. 5. 5\. Satisfy the high school subject pattern requirements for the chosen UIC college as shown in the following chart. These subjects help ensure that the beginning freshman is best prepared to enroll in required courses. Students who do not meet these course pattern requirements but meet all other requirements will have their applications reviewed. A unit represents one academic year of high school work that consists of 120 sixty-minute periods in the classroom. Two hours of work requiring little or no preparation outside the classroom are considered as having the same value as one hour of prepared classroom work. Fractional credits of less than one- half unit are not accepted. Credit for work completed prior to the ninth grade is accepted by the University if it appears on the transcript of an accredited high school. Such credit usually applies to elementary algebra and foreign languages; however, it may apply to any subject. High School Course Patterns Required for Beginning Freshmen 1 Architecture and the Arts --- Architectural Studies\| Pattern II Art and Design\| Pattern I History of Architecture and Art\| Pattern I Performing Arts\| Pattern I Business Administration\| Pattern II Engineering\| Pattern II Kinesiology\| Pattern I Liberal Arts and Sciences Arts and Humanities\| Pattern I Math and Science (recommended)\| Pattern II High School Subject Patterns 2 SUBJECTS\| PATTERN I\| PATTERN II ---\|---\|--- English 3\| 4\| 4 Algebra\| 1\| 2 Geometry\| 1\| 1 Trigonometry\| \--\| 1/2 Lab sciences _Note:_ not including general science\| 2\| 2 Social studies 4\| 2\| 2 Electives 5\| 2\| 2 Flexible Academic Units 6\| 3\| 1 1/2 Other\| 1\| 1 TOTAL\| 16\| 16 _1 Note:_ The subject pattern requirements are in compliance with Public Act 86-0954, which defines the minimum high school requirements for admission to public colleges and universities in the State of Illinois. _2 Note:_ GED scores do not atisfy these requirements. GED graduates should also submit transcripts for any high school studies completed. _3 Note:_ ESL courses that appear on high school transcripts will be accepted only if the high school identifies ESL courses as equivalent to standard high school English courses. Applicants whose ESL courses are not considered by their high schools to be equivalent to standard English courses will have their applications reviewed by the college of their choice provided they present the minimum acceptable test score and class rank. _4 Note:_ One unit must be American History plus one unit of history, government, psychology, economics, or geography. _5 Note:_ Foreign language, music, vocational education, and/or art. Four years of one foreign language in high school is recommended for Liberal Arts and Sciences; two years for Business, Architectural Studies, Art History, and Music. _6 Note:_ Additional English, math, laboratory science, social studies, foreign language, music and/or art. Four years of college prep mathematics will satisfy the graduation requirement in this area for the College of Liberal Arts and Sciences. #### General Educational Development Tests. A person who has successfully completed the General Educational Development (GED) Tests may apply for admission. These high school level tests cover the following subjects: English, general mathematics, social studies, and natural science. Successful completion of these tests satisfies the following admission requirements: 1. Sixteen high school units, including four units of English. Please see the admission requirements table for the specific subject pattern requirements for each college. Only the English requirement can be satisfied by GED scores. 2. High school graduation. The GED tests may be taken by persons in these categories: 1. Persons 19 years or older who have not graduated from high school. 2. Persons regardless of age who have not graduated from high school, whose high school class has been graduated for over one year, and who have written approval of the director of the Office of Admissions. Applicants submitting GED scores must also submit official high school transcripts and ACT scores. UIC does not accept credit granted through the GED college-level examinations. ### Transfer Applicant A transfer applicant is one who (1) has completed a minimum of 12 semester or 18 quarter hours (24 semester or 36 quarter hours beginning Fall 1996) of transferable college classroom credit by the time of application and (2) does not meet the definition of a beginning freshman or a readmission applicant. #### Acceptance of Traditional Transfer Credit 1. Admission of transfer students to UIC is based only on the transfer course work that is similar in nature, content, and level to that offered by UIC. Such courses are normally referred to as transfer or college parallel work. Other course work completed, such as technical courses similar in content and level to courses taught at the University, will be used in evaluation for admission only upon the request of the dean of the college to which the student seeks admission. 2. Transfer credit, as defined above, will be accepted at full value for admission purposes on transfer to the University if earned in: 1. Colleges and universities that offer degree programs comparable to programs offered by UIC and are (1) members of, or hold Candidate for Accreditation status from, the North Central Association of Colleges and Schools or other regional accrediting associations, or (2) accredited by another accrediting agency that is a member of the Commission on Recognition of Postsecondary Accreditation. 2. Illinois public community colleges that are neither members of nor holders of Candidate for Accreditation status from the North Central Association of Colleges and Schools but that are approved and recognized by the Illinois Community College Board (ICCB) for a period of time not to exceed five years from the date on which the college registers its first class after achieving ICCB recognition. 3. Certain colleges and universities do not meet the specifications in II above but have been assigned a status by the University Committee on Admissions that permits credit to be accepted on a provisional basis for admission purposes on transfer to UIC. Transfer credit, as defined in I above, from such colleges and universities is accepted on a deferred basis to be validated by satisfactory completion of additional work in residence. Validation through satisfactory work in residence may be accomplished by earning at UIC or another fully accredited [1] college or university, at least a 3.00 (A=5.00) grade point average (higher if prescribed by the curriculum the student wishes to enter) in the first 12 to 30 semester hours completed following transfer. 4. Credit, as specified in I above, transferred from an approved community or junior college is limited only by the provision that the student must earn at least 60 semester or 90 quarter hours required for the degree at the University or at any other approved [1] four-year college or university after attaining junior standing, except that the student must meet the residence requirements that apply to all students for a degree from the University. When a school or college within the University requires three years of preprofessional college credit for admission, at least the last 30 semester or 45 quarter hours must be taken in an approved [1] four-year collegiate institution. 5. In all cases, the precise amount of transfer credit applicable toward a particular degree will be determined by the University college and department concerned. #### Transfer Student Admission Requirements. 1. To be admitted a transfer applicant must have achieved a minimum transfer grade point average of 3.00 (A = 5.00) on the basis of all transferable work attempted (minimum: 12 semester or 18 quarter hours--24 semester or 36 quarter hours beginning Fall 1996). See Grading and Grade Point Systems . Some colleges and curricula require a higher minimum grade point average and additional credit hours (consult individual college and curricula listings). 2. For admission purposes only, transfer grades for _all_ baccalaureate-oriented course work attempted and accepted are used in computing the transfer student's average. However, a particular UIC college or school may not accept all courses toward degree requirements. 3. A student transferring to the University who was previously dropped from a collegiate institution for disciplinary or academic reasons must submit a petition to the director of the Office of Admissions, who will forward the petition to the appropriate committee. 4. When a course is repeated the grade point average is computed using both grades and all hours for the course. However, credit for the course is only awarded once. 5. Incomplete grades more than one year old are considered as failing grades in computing the grade point average. 6. Only course work that is similar in nature, content, and level to that offered by UIC is acceptable. 7. Technical, vocational, developmental, and remedial course work generally is not transferable. 8. Courses from other postsecondary institutions must have been completed at the appropriate level to be transferable. 9. Credit for nontraditional experiential prior learning is not transferable. Applicants enrolled in another college at the time they plan to apply to UIC should not wait until completing this final term to apply. These applicants should request a transcript from their current institution including a list of the courses they are taking at the beginning of the last term they are enrolled. (Fall applicants currently attending a quarter-based school should apply at the beginning of their winter term). A final transcript should be sent to UIC as soon as possible after the final term is completed. ### Intercampus Transfer Applicant Undergraduate intercampus transfers between the University of Illinois at Chicago and at Urbana-Champaign may be admitted to the opposite campus provided (1) they meet the requirements of the program, (2) there is space available in the program, and (3) they submit the application within the application deadline. Students who are currently enrolled and who are applying to the opposite campus for the immediately succeeding semester do not pay an application fee. Intercampus transfers must submit regular application forms and credentials within the term deadlines. _Note:_ "Immediately succeeding semester" above may mean either the spring semester if the applicant completed the fall semester at the other campus, or it may mean the summer or fall term, provided the applicant completed the spring semester at the other campus. Applicants are encouraged to go to their campus Office of Admissions and Records where copies of official credentials will be enclosed with their application and where current enrollment can be verified to permit waiving of the application fee. ### Readmission Applicant Readmission applicants are former students at UIC who were registered as degree-seeking undergraduates. Readmission applicants are considered for readmission on the basis of their status at the time they left the University, any college work they have completed elsewhere since their last attendance at the University, and the availability of space in the chosen program. Degree- seeking readmission applicants do not pay the application fee. Students who interrupt their UIC enrollment by two or more semesters in succession (summer session excluded) must reapply. See Eligibility to Register: University Policy on Continuing Student Status Students must clear any encumbrances before they may register for classes. Former UIC students who left the University on academic drop status, regardless of whether they have attended another collegiate institution in the interval, must submit a petition with an application when they apply for readmission. Admission is granted upon approval of the dean of the college concerned and of the director of the Office of Admissions. Former UIC students who left the University on clear status or on probation but have attended another collegiate institution where they have earned a scholastic average below 3.00 may be readmitted to the University only with a petition approved by the dean of the college concerned. A former UIC student who was dropped for disciplinary reasons must submit a petition to the director of the Office of Admissions, who will forward it to the appropriate committee. Applicants for readmission to any of the health professional programs should contact the program or department for instructions. ## Nondegree Applicant A nondegree applicant is a student who wishes to take courses for credit but does not presently wish to enroll in a degree program. Nondegree applicants must meet regular admission requirements and follow regular application procedures as well as secure the approval of the dean of the college to which they are applying. Nondegree students are not eligible for most financial aid. International students may be admitted as nondegree students depending on the type of visa they hold. Priority in admission and registration is given to degree students. ### "Summer Session Only" Applicant A student who plans to take courses during the summer only and does not intend to enroll in the fall is considered a nondegree `summer session only' applicant. Prospective `summer session only' students must submit an application for admission along with the application fee, and qualify under one of the following conditions: 1. For beginning freshman applicants, one of the following is required: (a) a statement from the high school that the student has been graduated or will be by the first day of instruction, (b) passing scores from the General Educational Development Test, or (c) official high school transcript showing graduation. 2. For transfer applicants, eligibility consists of (a) a statement from the last college or university attended that the student is eligible to return to that institution either on clear or probationary status (Statement of Good Standing) or (b) an official transcript showing eligibility to return. 3. Any student on `summer session only' status who wishes to continue in the fall semester must reapply and submit all necessary credentials within established deadlines. ## International/Immigrant Applicant An international student is a person who is a citizen or permanent resident alien of a country or political area other than the United States and who has a residence outside the United States to which he or she expects to return and either is, or proposes to be, a temporary alien in the United States for educational purposes. The University is authorized under federal law to enroll nonimmigrant alien students. International students on visas must register as full-time degree students and are not eligible for financial aid. Unless noted, all requirements below apply both to U. S. citizens and permanent immigrants who have completed their education outside the United States as well as to international applicants. ### Admission Requirements Admission is competitive, and preference is given to those applicants judged to have the best potential for academic success at UIC. The minimum requirements for admission are: 1. Satisfaction of University minimum requirements in terms of age, high school graduation, high school units, SAT I: Reasoning Test or the American College Test (ACT), or grade point average and credits earned. 2. Satisfaction of minimum requirements of the college and curriculum of choice in terms of high school subjects and any additional requirements prescribed for admission. 3. Satisfaction of the University requirement of competence in English. 4. Adequate financial resources (for international applicants only). 5. Verification of immigrant status (for immigrant applicants only). ### Academic Records All credentials presented for admission or readmission become the permanent property of the University, cannot be subsequently released to the student or to another individual or institution, and cannot be held for reconsideration of admission to subsequent terms. An international student applicant for admission must submit the following: 1. An application for undergraduate admission. 2. The nonrefundable international application processing fee in the form of a check or money order in U.S. dollars payable to the University of Illinois. The University is not responsible for cash sent through the mail. 3. Official records for at least the last four years of secondary school study and any postsecondary or university-level work completed or attempted. Records must be sent directly from the issuing institution to the UIC Office of Admissions and Records. All records from other countries must list subjects taken, descriptions of subjects studied, length of school year, grades earned (with maximum and minimum grades obtainable), or examination results (including those passed or failed in each subject); and all diplomas and certificates awarded. An official syllabus, course catalog or detailed program description is required. _Official_ translations must be attached to these records if they are in a language other than English. For a list of agencies authorized to provide official translations of foreign documents, please call or write the UIC Office of Admissions. All credentials must be certified by an officer of the educational institution attended or by the U.S. embassy or consulate. Notarized copies of credentials do not fulfill official certification requirements. A list of all courses in progress, including recently completed course work that is not listed on the transcript, must also be included on the application. When possible, an applicant must have a school official provide a statement of the applicant's rank in class. This statement should indicate the applicant's performance relative to the performance of other members of the secondary or postsecondary school class. Applicants to some fields may be required to submit additional materials. Students applying for admission after completing secondary school only must also submit scores on the College Board SAT I: Reasoning Test. Write to the Educational Testing Service, Box 899, Princeton, New Jersey 08540. Students in the United States should write to the American College Testing Program (ACT), ACT Registration, Box 414, Iowa City, Iowa 52240. ### English Competency Requirements. See the previous section on English Competency Requirement for All Applicants . If the international applicant is admissible, performance on the English test either (1) qualifies the student to register for English 160 and 161 or (2) indicates the need for additional study of noncredit courses in English. The results of the placement test determine whether the student is required to register for one or more zero credit courses in English. If so, the program of credit courses is reduced accordingly, and a longer time may be necessary for completion of degree requirements. ### Financial Resources Requirement In order for international students to enter or remain in the United States for educational purposes, evidence of adequate financial resources must be provided before visa documents can be issued. Acceptable documentation of adequate financial resources include a certified UIC Declaration and Certification of Finances or INS (U.S. Immigration and Naturalization Service) Affidavit of Support. Either of these documents must be accompanied by a certified letter from a bank showing evidence of adequate funds in U.S. dollars. Applicants unable to provide satisfactory evidence of adequate finances will not be granted admission. _There are no scholarships or other types of financial assistance available to international undergraduate students from the University of Illinois at Chicago._ Student visas (F-1 and J-1) normally do not permit a student to work. ### Verification of Immigrant Status Immigrant applicants (permanent residents, temporary residents, refugees- parolees, conditional entrants) must provide proof of immigration status by submitting a notarized Certification of Immigration Status form (available from the Office of Admissions) or a copy of both sides of their Alien Registration Receipt Card, Temporary Resident Card, or other document. ## Alternative Admission Programs ### Talented Student Program for Illinois High School Seniors Upon completion of the junior year in high school, superior students in Illinois who can meet University requirements may attend University classes for college credit in one or more of the three terms at UIC. To qualify as a talented student, seniors should be in the upper 10 percent of their class, have a minimum ACT score of 25 (or SAT score of 1010), and be at least 16 years old. Ordinarily, such work taken at UIC should not be used to accelerate the high school work of a secondary school student but should be used as a means of broadening and enriching the student's educational program. These students are expected to complete all high school courses required for graduation. The courses taken at the University by superior high school seniors are over and above the regular secondary school curriculum. Grades and course credits are recorded on the student's permanent UIC record and appear on any official transcript issued to or for the student. If the student enters the University after graduation from high school, the courses are credited toward University graduation if they are applicable to the chosen degree program. Students applying for admission to the Talented High School Senior Program should arrange for the following materials to reach the UIC Honors College within the deadline periods established for regular admissions: 1. A completed UIC application for admission, including the nonrefundable application fee. 2. A recommendation from the high school principal specifically endorsing the superior student for admission to a particular course or courses during the time the student is continuing high school studies. 3. An official copy of the high school transcript covering all work thus far completed in high school, including a record of courses in progress (if applicable) and the most recent rank in class. 4. Test scores on the American College Testing Program (ACT). (SAT I: Reasoning Test is acceptable.) 5. The applicant's own statement of personal qualifications for undertaking college-level work and an indication of the specific course or courses in which enrollment is desired. Each application is considered on an individual basis. High school seniors wishing to enroll in a course in mathematics, composition, foreign language, physics, and/or chemistry may be required to take a preliminary placement test after acceptance. For application and information, inquiries should be made to the Honors College ,(M/C 204), The University of Illinois at Chicago, 851 South Morgan Street, Chicago, Illinois 60607-7044; (312) 413-2260. ### Early Admission Applicant An early admission applicant is a superior high school student who wishes to enter UIC at the completion of the junior year in high school. The program is designed to permit the particularly able and mature student to begin an academic career at the university level prior to high school graduation, provided that all the other requirements for a beginning freshman applicant are met. High test scores on ACT (at least 25 or 1010 on the SAT) as well as a superior high school record are prerequisites for admission to this program. Students should rank in the upper 10 percent of their high school class. Each case is considered on an individual basis by the director of the Office of Admissions and the dean of the college concerned. Inquiries may be directed to the Office of Admissions, (312) 996-4350. .cc; Students wishing to apply for early admission should submit the following credentials to the Office of Admissions (M/C 018), The University of Illinois at Chicago, Box 5220, Chicago, Illinois 60680-5220. 1. Application for admission and the nonrefundable application fee. 2. Official copy of high school transcript, reflecting the most recent class rank and all courses completed or in progress. 3. A letter of recommendation from the high school principal. 4. American College Test (ACT) or SAT I: Reasoning Test scores. 5. A letter from the parents or guardians stating why they believe the student should be granted early admission. 6. A recommendation from the Counseling Center at UIC indicating chances for scholastic success. 7. A written statement from the applicant explaining the objective in seeking early admission. 8. The successful completion of any University subject examinations that may be necessary in order to meet admission requirements. ### Admission by Special Action A student not otherwise eligible for admission may be admitted, with the approval of the director of the Office of Admissions and the dean of the chosen college, provided evidence is submitted that clearly establishes ability to do satisfactory work in the curriculum or the courses in which enrollment is desired. The appropriate petition form should be requested from the Office of Admissions. ## Alternative Sources of Credit ### Credit Through ACT or SAT A student whose American College Test (ACT) subscore in English is 29 or higher or whose verbal subscore on the SAT I: Reasoning Test is 560 (630 on the recentered scale) or higher is awarded 3 hours of credit in English 160. Those whose ACT subscore in English is 26 or higher, or whose verbal subscore on the SAT I: Reasoning Test is 510 (590 on the recentered scale) or higher, may register for English 114 and 115 (Freshman Colloquium I and II). Completion of these two courses with a grade of C or higher results in a waiver of English 160 and 161. ### Credit for Military Service Completion of not less than six months of extended active duty in any branch of the armed forces of the United States entitles an applicant to 4 semester hours in basic military science. These four hours will not be used in determining grade point average for transfer admission. Credit is also allowed for those United States Armed Forces Institute (USAFI) courses for which the American Council on Education recommends credit at the baccalaureate level, provided the student has passed the appropriate USAFI end-of-course test or examination. Credit for service school courses successfully completed and for other courses taken while the student was in service may be allowed after the applicant is approved for admission. It is the enrolled student's responsibility to consult an admissions officer in the Office of Admissions for an evaluation of service courses for which transcripts are presented. ### General Educational Development Tests (GED) No credit is allowed for the college-level GED tests. ### Correspondence Study Correspondence courses taken through the University of Illinois may be accepted by the University for credit. After matriculation, students may count toward the degree as many as 60 semester hours of credit earned in correspondence study. Students currently in residence on a University of Illinois campus must have the approval of the dean of their college to enroll in any correspondence courses. The final 30 semester hours of work toward a degree must be earned in residence at the University of Illinois, unless students have previously completed three full years of resident work here. Credit earned through correspondence study neither interrupts nor counts toward fulfillment of the residency requirement for graduation. Students, including those in high school, who wish to pursue correspondence study should write directly to Correspondence Courses, University of Illinois at Urbana-Champaign, 202 University Inn, 302 East John Street, Champaign, Illinois 61820\. ### Proficiency Examinations for Enrolled Students Each term the University gives proficiency examinations, similar to regular term examinations, in courses ordinarily open to freshmen and sophomores. Proficiency examinations for English 160 and English 161 are scheduled regularly. In other subjects the student must obtain the consent of the college dean as well as the head or chairperson of the department concerned. Proficiency examinations in more advanced undergraduate subjects may also be given if the head or chairperson of the department recommends and the dean of the college concerned approves. There is no fee for these examinations. The grade given in proficiency examinations is either "pass" or "fail" but a student does not receive a "pass" unless at least the equivalent of a "C" is earned. Neither grade is included in the computation of the student's average and no official record is made of a "fail." A student who passes a proficiency examination is given the amount of credit toward graduation regularly allowed in the course if the course is acceptable in the curriculum. However, if such credit duplicates credit counted for admission to the University, it is not given. Proficiency examinations are given only to: 1. Persons who are in residence at UIC. 2. Persons who, after having been in residence, are currently registered in a correspondence course at the University of Illinois. 3. Persons who, though not currently enrolled, are degree candidates at the University and need no more than 10 semester hours to complete their degree requirements. 4. Persons enrolled at one University of Illinois campus who wish to take an examination being given at another campus. They must secure an Application for Concurrent Registration from the Office of Records and Registration. Proficiency examination may _not_ be taken: 1. By students who have received credit for more than one term of work in the subject in advance of the course in which the examination is requested. 2. To raise grades or to improve failures in courses. 3. In a course the student has attended as a listener or as a visitor. Proficiency and CLEP examinations are not considered an interruption of residence for graduation, and credit earned in such examinations is not counted toward satisfying the minimum requirement toward the degree if the last 30 semester hours must be earned in residence. ### College Level Examination Program (CLEP) Credits The College Level Examination Program (CLEP) administered by the College Entrance Examination Board is designed to award credit to students who demonstrate a high level of proficiency in college level work. It is the student's responsibility to have official score reports sent from the College Entrance Examination Board to the Office of Admissions and request the Office of Admissions to evaluate for advanced standing before credit can be awarded. CLEP examinations are not considered an interruption of residence for graduation, and credit earned in such examinations is not counted toward satisfying the minimum requirement toward the degree if the last 30 semester hours must be earned in residence. #### Students with CLEP Credit from Other Institutions. If credits have been awarded by other accredited institutions on the basis of CLEP examination test scores, equivalent credit will be granted by the University to those students who present on their transcript, exclusive of the CLEP credit, course work from that institution sufficient to qualify the student for transfer student status (12 semester or 18 quarter hours; 24 semester or 36 quarter hours beginning Fall 1996). Transfer credits based upon CLEP examinations placed upon the student's UIC transcript apply toward degree requirements only after review by the UIC college in which the student wishes to earn the degree. Students enrolling at UIC without transfer student status may forward CLEP examination scores to the Office of Admissions for possible credit in terms of the cut-off scores applicable to all presently enrolled students. #### Credit Through CLEP for Current UIC Students. Students may earn proficiency credit at UIC by achieving satisfactory scores on those examinations regularly administered by the Office of Testing Services. A maximum of 30 semester hours of credit on the basis of CLEP examination scores may be applied toward degree requirements. Students who wish to attempt any CLEP examination should consult the UIC Testing Service, (312) 996-3477, before registering for any CLEP subject or general examination. The CLEP general and subject examinations are given once each month and a fee is charged. #### CLEP Credits Accepted. 1. General Examinations Students may establish credit in semester hours (SH) toward meeting general education graduation requirements based upon performance on one or more of the following CLEP General Examinations. Colleges at UIC with general education requirements of less than 8 semester hours require students to take at least 3 semester hours of classroom credit in each general education area. Note: The College of Liberal Arts and Sciences does not accept CLEP examination credit in Natural Sciences. 2. Subject Examinations Students are advised to consult the appropriate department after enrollment to determine whether a given CLEP subject examination is offered, what level of competency is required, and whether the credit is counted toward graduation requirements. Credit Awarded for CLEP Examinations \| Scores (Credit)\| Scores (Credit) ---\|---\|--- Humanities\| 542-603 (3 SH)\| Above 603 (6 SH) Natural Sciences\| 592-661 (3 SH)\| Above 661 (6 SH) Social Sciences--History\| 498-564 (3 SH)\| Above 564 (6 SH) ### Credit Through Advanced Placement Program (AP) This program, administered by the College Board, is designed for those high school students about to enter college who wish to demonstrate their readiness for courses more advanced than those ordinarily studied during the freshman year. College credit is awarded to those students who earn sufficiently high grades on the examinations covering basic freshman-course subject matter. The University encourages able high school students to enroll in these courses and to write the examinations in one or more of the subjects below. The examinations are prepared by joint national committees of high school and college teachers and are administered by the Educational Testing Service. These examinations, graded by other national committees, have the following values: _5=extremely well qualified, 4=well qualified, 3=qualified, 2=possibly qualified, 1=no recommendation._ It is the student's responsibility to have official grade reports sent from the College Board Advanced Placement Examination Program to the Office of Admissions before credit can be awarded. UIC makes these specific credit recommendations: #### ART Studio Art Elective credit is given only after portfolio review by the School of Art and Design Evaluation Committee. #### HUMANITIES Classics-Vergil Grades of 5, 4, and 3: 3 semester hours of credit in Latin 295 (Topic: Vergil). Classics-Latin lyric Grades of 5, 4, and 3: 3 semester hours of credit in Latin 295 (Topic: Latin Lyric Poetry). English-Literature and Composition Grades 5 and 4: 3 semester hours of credit in English 101. English-Language and Composition Grades 5 and 4: 3 semester hours of credit in English 160. European History Grades of 5 and 4: 6 semester hours of credit at the lower-division level. _Note:_ No more than six semester hours of advanced placement credit may be counted toward the major in history. All history majors are required to take three hours of 100-level history at UIC. French 1. Grades of 5 and 4: 8 semester hours of credit in French 103 and 104. 2. Grade of 3: 4 semester hours of credit in French 103. German 1. Grades of 5 and 4: 8 semester hours of credit in German 103 and 104. 2. Grade of 3: 4 semester hours of credit in German 103. Music-Theory Grades of 5, 4, and 3: 8 semester hours of credit in Music 101, 102, 103, 104. Music-Listening and Literature Grades of 5, 4, and 3: 6 semester hours of credit in Music 100 and 131. Spanish-Language 1. Grade of 5: 6 semester hours of credit in Spanish 200 and 201. 2. Grade of 4: 3 semester hours of credit in Spanish 200. 3. Grade of 3: 4 semester hours of credit in Spanish 107 or 114. Spanish-Literature 1. Grade of 5: 6 semester hours of credit in Spanish 210 and 211. 2. Grade of 4: 3 semester hours of credit in Spanish 210. 3. Grade of 3: 4 semester hours of credit in Spanish 105 or 114. #### SOCIAL STUDIES American History Grades of 5 and 4: 6 semester hours of credit at the lower-division level. Psychology Grades of 5 and 4: 3 semester hours in Psychology 100. Comparative Government Grades of 5 and 4: 3 semester hours credit in Political Science 130. Micro-Economics Grades of 5 or 4: 3 semester hours credit in Economics 120. Macro-Economics Grades of 5 or 4: 3 semester hours credit in Economics 121. American Government and Politics Grades of 5 or 4: 3 semester hours of credit in Political Science 101. #### NATURAL SCIENCES AND MATHEMATICS Biology Grades of 5, 4, and 3: 10 semester hours credit for Biological Sciences 100, 101. Chemistry Grades of 5 and 4: 10 semester hours credit for Chemistry 112, 114, and permission to enroll in Chemistry 222. Physics 1. Grades of 5 or 4 on the B examination: 10 semester hours credit in Physics 101, 102. 2. Grade of 3 on the B examination: automatic admission to proficiency examinations in Physics 101, 102. 3. Grades of 5 or 4 on the C examination, Part I Mechanics: 5 or 4 semester hours credit in Physics 101 or 141. 4. Grades of 5 and 4 on the C examination, Part II Electricity and Magnetism: 5 or 4 semester hours credit in Physics 102 or 142. 5. Grade of 3 on the C examination: automatic admission to proficiency examinations in Physics 101 and 102 or Physics 141 and 142. #### MATHEMATICS 1. Grades of 5, 4, or 3 on the BC examination: 10 semester hours credit in Mathematics 180, 181 and advanced placement in any course for which Mathematics 181 is a prerequisite. 2. Grades of 5, 4, or 3 on the AB examination, or grade of 2 on the BC examination: 5 semester hours credit in Mathematics 180 and advanced placement in Mathematics 181. 3. Grades of 2 or 1 on the AB examination, or grade of 1 on the BC examination: students in this category are invited to take a proficiency examination in Mathematics 180. Passing this examination gives 5 semester hours of credit in Mathematics 180 and advanced placement in Mathematics 181. Computer Science 1. Grades of 5 and 4 on the AB examination: 8 semester hours credit in Mathematical Computer Science 260 and 360 and advanced placement in any course for which Mathematical Computer Science 360 is a prerequisite. 2. Grades of 5 and 4 on the A examination or a grade of 3 on the AB examination: 4 semester hours credit in Mathematical Computer Science 260 and advanced placement in Mathematical Computer Science 360. ### Credit Through the International Baccalaureate Program (IB) The University of Illinois at Chicago will award credit on the basis of scores from several International Baccalaureate examinations: anthropology, biological sciences, chemistry, classics (Latin), economics, English, French, geography, German, history, mathematics, music, philosophy, physics, psychology, and Spanish. Students who wish to have such examination scores evaluated should request an official transcript from the International Baccalaureate program, or request their high school to forward an official score transcript, to the Office of Admissions (M/C 018), The University of Illinois at Chicago, Box 5220, Chicago, Illinois 60680. UIC makes the following specific credit recommendations: Anthropology Credit for Anth 160 for scores of 6 or 7 (higher and subsidiary levels) Biological Sciences Credit for Bios 100 and 101 for scores of 6 or 7 (higher level only) Chemistry Credit for Chem 112 and 114 for scores of 6 or 7 (higher level only) Classics Higher level: Credit for Lat 101-104 and Lat 299 for scores of 6 or 7 Subsidiary level: Credit for Lat 101-104 for scores of 6 or 7 Economics Credit for Econ 120 and 121 for scores of 6 or 7 (higher level only) English Credit for either Engl 101 or Engl 102 for scores of 6 or 7 French Language B, higher level: Credit for Fr 201 and Fr 231 for scores of 5, 6 or 7; personal interview with department for possibility of credit for Fr 202 and 232. Language B, subsidiary level: Credit for Fr 201 and Fr 231 for scores of 5, 6, or 7 Language A, higher and subsidiary levels: Students should consult with department for interview and special advanced placement similar to that accorded native speakers Geography Higher level: Credit for Geog 121, Geog 131, Geog 101, and Geog 151 for scores of 6 or 7 Subsidiary level: Credit for Geog 100 and Geog 141 for scores of 6 or 7 German Credit for Ger 211 and Ger 318 for scores of 6 or 7; credit for Ger 211 for scores of 4 and 5; students with scores of 1, 2, or 3 should take the German placement exam History Credit for Hist 101, Hist 103, and Hist 104 for scores of 6 or 7 (higher level only) Mathematics Credit to be determined on an individual basis for scores of 5 or higher (higher level only) Management No credit Music Higher level: Credit for Mus 100, Mus 101, Mus 103, Mus 107 Subsidiary level, option X: Credit for Mus 100, Mus 107, and Mus 103 Subsidiary level, option Y: Credit for Mus 100, Mus 101, Mus 107 Philosophy Credit for Phil 100 for scores of 6 or 7 (higher level only) Physics Higher level: Credit for non-calculus sequence (Phys 101 and 102) or calculus sequence (Phys 141 and 142) for scores of 5 or better Subsidiary level: Credit for NatS 101/Phys 121 for scores of 5 or better Psychology Credit for Psch 100 for scores of 5, 6, or 7 Spanish Spanish A, higher level: Credit for Span 210 for scores of 6 or 7 Spanish B, higher level: Credit for Span 201 for scores of 6 or 7 ## After Admission After a student has been admitted, a Letter of Admission is sent. Enclosed are the instructions for placement tests, registration, medical immunization and housing. Admission is valid only for the term stated and may not be used for subsequent terms. Transfer credit deta <file_sep>![PACS navigational graphic. All links available in text at the bottom of the page.](pacstop2.jpg) * * * # Family Mediation CMP 762 ### <NAME>, MDiv, JD 3 Units Fall Semester 2002. Tuesdays 6:00-9:00 P.M. beginning date to be announced. Place on the FPU campus to be announced. This course is available for graduate credit through Fresno Pacific University Graduate School and Mennonite Brethren Biblical Seminary. Attorney MCLE credit approval is pending. ### Syllabus #### Draft Syllabus: Family Mediation CMP 762, FP 762 Fresno Pacific University Graduate School Program in Conflict Management and Peacemaking CMP 762 and Mennonite Brethren Biblical Seminary Marriage and Family Program MF 635. Instructor: <NAME>, M.Div., J.D.; 559-455-5840; fax 252-4800; <EMAIL>. Office in the Center for Peacemaking and Conflict Studies. The current edition of this syllabus is always available here. #### Family Mediation "Family mediation" in North America most often means formal divorce mediation, and then most frequently refers to child custody and visitation mediation/arbitration by a court officer. Family mediation can also be a valuable tool for maintaining intact families and for making better the life of an extended family. There are many family issues amenable to mediation, and mediation skills can improve family life. At this point in history the greatest call for formal neutral third parties occurs in divorce or pre- divorce settings. This course will cover mediation as a family life skill, as a method for maintaining intact families, and as a method for handling the issues which arise in divorce or separation. The course will be designed to apply to counselors, pastors, attorneys and to persons in other helping professions, as well as to persons preparing for a career as a neutral. Background in family law will not be presumed, and basic California family law will be covered. Students planning to practice in other jurisdictions will want to familiarize themselves with the family law of that jurisdiction. Case studies and mock processes will be used to experience mediation in family life. The course is available as a 3 graduate unit course, with permission of the instructor for less than three units, depending on the student's background and interests. Those taking the course for MCLE credit receive units for the number of class hours present, to a maximum of 36. The former Academy of Family Mediators 30 hour basic mediation training program requirements are intended by the instructor to be fulfilled by this course. With the merger of AFM into the new Association for Conflict Resolution those requirements are under review. The instructor is an Advanced Practitioner Member of the Association for Conflict Resolution and was a Practitioner Member and Approved Consultant of the Academy of Family Mediators prior to its merger with ACR in 2001. The first unit, which focuses on mediation theory and skills, is a pre- requisite for the remaining units. This pre-requisite can also be met by taking Basic Institute in Conflict Management & Mediation (CMP 700) or Introduction to Alternative Dispute Resolution (CMP 710). Meeting the pre- requisites and taking the course for two units would not result in satisfying the requirements of the AFM 30 hour basic course, since elements designed to meet AFM requirements are not included in the Basic Institute or Intro ADR. The second unit focuses on issues surrounding termination of marriage, including both legal and emotional aspects, and the mediator's approach to both. The third unit focuses on maintenance of intact families and restoration of separated families. The counseling style will predominate. It is recommended that students attend all class sessions regardless of the number of units they have enrolled for. There will be inevitable overlap and each session builds on the previous sessions. Written work and reading will vary depending on the number of units selected. Reading requirements are 500 pages per unit from the bibliography or other material approved in advance by the instructor. Due to the use of role plays, and other interactive methods, absences will be difficult to overcome. Students should plan to attend all sessions. A typical session will be no more than half lecture. Required texts: * <NAME> (1996). How to Mediate Your Dispute. Berkeley: Nolo Press. * <NAME> (current). How to do Your Own Divorce in California. Berkeley: Nolo Occidental. * <NAME> (2002). The Handbook of Family Dispute Resolution: Mediation Theory and Practice. Recommended texts: See attached bibliography. There are a large number of useful books in the fields of sociology, counseling and law. The attached bibliography is of books both useful and available in Hiebert Library. The listed articles from Mediation Quarterly are illustrative only, and the bound volumes of that journal are both useful and available to you. Mennonite Brethren Biblical Seminary students may want to review the bibliography from the Family Counseling course offered there. The attached bibliography focuses on mediation rather than counseling or law. There are several self-help divorce books with forms and instructions. Any of the large bookstores carry a selection. The Nolo Press selection is quite inclusive. Grading: Grades are based 80% on written work and 20% on class participation. Of the written work, the final exam is 30%. All written work is typed double-spaced, 12 point or larger type, one inch margins, run through spell checker, and preferably run through grammar checker. The basic layout of the course's three units is as follows: Unit I. Theory and practice of mediation. Unit II. Mediation skills in marital terminations. Unit III. Mediation skills for better family life. The daily plan for the course follows. The plan is subject to change with notice, but not much notice. More or less time may be spent in an area based on the needs of the class. Unit I. Theory and Practice of Family Mediation Week 1 * Family dynamics: * basic concepts of family systems/dynamics, including family life cycles * relevant sociological, psychological and communication theories * family violence * family economics * Introduction to family law Assignment due next class: Read Chapter one of Taylor and read chapters 1 and 2 of Friedman, _Generation to Generation_ , which is reproduced in your handouts. Produce a genogram for your family including at least your grandparents. This may be hand drawn and lettered. Identify a conflict theme which emerges in several generations. Week 2 * Discussion of family dynamics, with related law and economics issues, continued. * Mediation, Negotiation and Conflict Management Theory. Assignment for next time: Finish your genogram. Read _How to Mediate Your Dispute_. Week 3 * Mediation, Negotiation and Conflict Management Theory cont. * Information Gathering lecture and role play 1. Clients 1. intake 2. screening for appropriateness/abuse 3. contracting for services 4. performing needs assessment 2. Issues 1. questioning 2. setting the agenda/prioritizing 3. identifying and screening issues 4. exploring client interests/concerns 3. Retaining, recording and monitoring data 4. Dealing with complex factual materials Assignment for next time: Read Taylor Chapter 2-4 and write a 2-3 page response to chapters 1-3. Week 4 * Conclude exercise from last time * Relationship skills and knowledge lecture and role play 1. Establishing neutrality and impartiality 2. Forming relationships/building support 3. Establishing trust 4. Setting a cooperative tone 5. Listening and questioning 6. Empowering parties 7. Staying non-judgmental 8. Developing empathy Assignment for next time: Bring _How to Do Your Own Divorce_. Read Taylor chapters 5-8 and write a 2-3 page response. Unit II. Mediation skills in marital terminations. Week 5 * The divorce process * Communication skills and knowledge 1. Identifying areas of consensus and disagreement 2. Paraphrasing 3. Confronting 4. Attending to non-verbal communication 5. Clarifying 6. Balancing Communication 7. Being respectful of the parties Assignment for next time: Read Taylor chapters 9-10 and write a response to your reading, maximum two pages. Assignment due before Week 6: Attend the Family Court law and motion calendar for at least one hour, and write a two page response. Attend the Family Support Department law and motion calendar for at least one hour and write a two page response. Week 6 * Problem solving skills and knowledge 1. Identifying and analyzing problems and needs 2. Converting positions into needs/interests 3. Framing and narrowing issues 4. Identifying principles and criteria to assist in decision-making 5. Designing and testing temporary plans 6. Developing and evaluating options/brainstorming 7. Testing reality 8. Assisting parties in identifying alternatives to a mediated agreement 9. Questioning Assignment for next time: None. Week 7 * Family law cont. * Ethical decision-making and values skills and knowledge 1. Understanding AFM/ACR and other standards of mediation practice 2. Not imposing personal/professional values 3. Ensuring voluntary agreements and participation 4. Being sensitive to parties' values/culture 5. Establishing and maintaining the parties' rights to self-determination 6. Ensuring parties' abilities to negotiate for themselves 7. Establishing a commitment to honest disclosure / California disclosure statutes 8. Recognizing responsibilities to parties not present 9. Dealing with commonly encountered ethical dilemmas Assignment for next time: None. Week 8 * Mediator licensing * Divorce mediation wrap-up Assignment for next time: Finish Taylor. Unit III. Mediation skills for better family life. Week 9 * Professional skills and knowledge 1. Drafting memoranda 2. Working with experts 3. Using self as a barometer for understanding client reactions 4. Case Management 5. Referring Cases 6. Knowing community services and legal resources * Family dynamics revisited * Areas of family life amenable to mediation Assignment for next time: None. Week 10 * Counseling vs mediation in family conflict * Conflicts of interest * Alternatives for handling family issues * The co-mediation model * Conciliation * Begin Estate case role play Depending on the size of the class, we may need to draft some actors. Assignment for next time: Reading report showing 500 pages per unit read. Week 11 * Role play, the estate case. Final Exam Written essay exam, based on the final role play. Open notes and books. Family Mediation Course Bibliography All items available in Hiebert Library. <NAME>. (1989). Intimate Violence: a Study of Injustice. New York: Columbia University Press. <NAME>. (1993). Families Apart: Ten Keys to Successful Co-parenting. New York: G.P. Putnam's Sons. <NAME>. (1992). Divorce and New Beginnings: an Authoritative Guide to Recovery and Growth, Solo Parenting, and Stepfamilies. New York: John Wiley & Sons. <NAME> (1996). Family Mediation (2 ed.). San Francisco: Jossey-Bass Publishers. <NAME>. (1991). Communication, Marital Dispute, and Divorce Mediation. Hillsdale: Lawrence Erlbaum Associates. <NAME>. (1994). Renegotiating Family Relationships: Divorce, Child Custody, and Mediation. New York: The Guilford Press. <NAME>.K., & <NAME>. (1988). Family Mediation Casebook: Theory and Process. New York: Brunner/Mazel. <NAME>. and <NAME>. (1988). Getting Together: Building Relationships as We Negotiate. New York: Viking. <NAME>. and <NAME>. (1991). Getting to Yes. New York: Viking. <NAME>. (1992). Between Love and Hate: a Guide to Civilized Divorce. New York: Plenum Press. <NAME>., & <NAME>. (1989). Mediating Divorce: Casebook of Strategies for Successful Family Negotiations. San Francisco: Jossey-Bass Publishers. <NAME>. (1994). The Fundamentals of Family Mediation. New York: State University of New York Press. <NAME>. (1997). The Divorce Mediation Handbook. San Francisco: Jossey- Bass Publishers. <NAME>. and <NAME>. (1988). Impasses of Divorce. New York: The Free Press. <NAME>., <NAME>., & <NAME>. (1987). Family Mediation Handbook. Toronto: Butterworths. This book has a Canadian focus. <NAME>. (1989). Vicki Lansky's Divorce Book for Parents. New York: Signet. <NAME>., ed. (1984). Community Mediation. Mediation Quarterly, 5. \-- (1983). Dimensions and Practice of Divorce Mediation. Mediation Quarterly, 1. \-- (1986). Emerging Roles in Divorce Mediation. Mediation Quarterly, 12. \-- (1984). Ethics, Standards, and Professional Challenges. Mediation Quarterly, 4. \-- (1985). Evaluative Criteria and Outcomes in Mediation. Mediation Quarterly, 10. \-- (1985). Mediating Between Family Members. Mediation Quarterly, 7. \-- (1984). Procedures for Guiding the Divorce Mediation Process. Mediation Quarterly, 6. \-- (1984). Reaching Effective Agreements. Mediation Quarterly, 3. \-- (1983). Successful Techniques for Mediating Family Breakup. Mediation Quarterly, 2. <NAME> (1996). How to Mediate Your Dispute. Berkeley: Nolo Press. <NAME>. and <NAME>. (1992). Dividing the Child. Cambridge: Harvard University Press. <NAME> and <NAME> (1998). Family Group Conferences in Child Welfare. Oxford: Blackwell Science. <NAME>., ed. (1987). Practical Strategies for the Phases of Mediation. Mediation Quarterly, 16. <NAME>. and <NAME>. (2002) _Family Violence and Criminal Justice: A Life-Course Approach_. Cincinnatti: Anderson Publishing Co. <NAME>. (1991). Untying the Knot: a Short History of Divorce. New York: Canto. <NAME>. (1987). Domestic Tyranny. New York: Oxford Press. <NAME>., ed. (1986). Applying Family Therapy Perspectives to Mediation. Mediation Quarterly, 14/15. <NAME>. (1996) _Co-Parenting After Divorce_. Sherman Oaks, CA: WinnSpeed Press. * * * Only available in the PACS library McKnight, <NAME>. and Erickson, <NAME>. (1999). Mediating Divorce. San Francisco: Jossey-Bass Publishers. * * * ###### Last modified June 18, 2002. Page constructed and maintained by Duane Ruth-Heffelbower * * * Center for Peacemaking and Conflict Studies Fresno Pacific University 1717 S. Chestnut Avenue Fresno, CA 93702 559-455-5840, fax 559-252-4800 800-909-8677 FPU Home Page Home \| Academics \| New \| Services \| Documents \| Search ###### (C)2002 Center for Peacemaking and Conflict Studies \| \| ---\|---\|--- <file_sep>George Mason University DEPARTMENT OF COMPUTER SCIENCE Course Description CS656 Computer Communications and Networking Section A01 Summer 2002: MWF 19:00-22:00, ST Room 126 _THIS COURSE HAS A DISTANCE EDUCATION OPTION: ATTEND FROM HOME OR OFFICE_ see http://netlab.gmu.edu/compnets _Last revised 5-27-02_ Professor J. <NAME> ST2 Room 403 (mail drop ST2-430) Office hours 1400-1800 Monday and by appointment (including evenings/weekends) Preferred contact email: <EMAIL> Phone: 703-993-1538 DESCRIPTION The course will present data communications fundamentals and computer networking methods, using the ISO 7-layer reference model to organize the study. Attention will be focused on the protocols of the physical, data link control, network, and transport layers, for local and wide area networks. Emphasis will be given to the Internet Protocol Suite. Students will program simplified versions of the protocols as part of the course project. Prerequisites: CS571 and STAT344 or equivalent; ability to program in C/C++. Students will be required to confrm in writing that they meet the prerequisites. Project: We will use the Network Workbench (NW), software developed at GMU that simulates a protocol stack and displays the results, using a text interface. Students will create modules for Internet stack layers and run them in the NW environment. NW will be available via IT &E computing labs in ST2-18, 133, and 137 and by dial-in. A version that runs under Borland C++ Builder (version 5) and Microsoft Visual C++ (version 6) also is available. Well documented code must be submitted by email to the TA for grading (submit the module you programmed, plus diskout.txt, as ATTACHMENTS CLEARLY LABELED WITH FILE NAMES). Additional projects are available for extra credit. The CS656 Project TA is <NAME>, email <EMAIL>, office hours 1800 to 1900 Monday and Wednesday in room 365 S&T2. She also is available by appointment at other times (send email at least 24 hours in advance to set up appointment). The project is documented in one of the required texts. Copies of class slides, software and documentation for the project are included with this text on CDROM. Additional project information will be found athttp://netlab.gmu.edu/NW. NOTE: We will be trying a new way of submitting project assignments this Summer, via a webpage upload. More information will be provided in the slides for Lecture 1. ** Students are responsible for assigned readings and all material outlined in lecture slides. GRADING POLICY Midterm exam 30%, Project 35%, Final exam 35%. Project credit breakout: DLC1, DLC2, DLC3, LAN1, WAN2, TRN1 and INT3 five points each; extra credit LAN2, WAN3, WAN4, INT1, and INT2 two points each. Missed exams must be arranged with the instructor BEFORE the exam date. Assignments are due by 19:00 on assigned date. Late assignments lose 10% per class credit. All students are expected to abide by the Honor Code as stated in the GMU catalog and elaborated for Computer Science. Grading is proficiency-based (no curve), cutoffs will be in the vicinity of (but not higher than) A 93; A- 90; B+ 87; B 83; B - 80; C 70. Extra credit is available by doing extra projects, however no student who fails the final exam will receive a grade higher than C, regardless of extra credit earned. SYLLABUS (subject to revision) date and topic/readings in Stallings text/project assignment 5-20 Course introduction; network concepts; 7-layer and 5-layer models / Chapters 1 & 2 / NW Setup introduced 5-22 Physical layer: transmission media, coding / Chapters 3 & 4 / Project DLC1: Framing introduced 5-24 Holiday; no class 5-27 Holiday; no class 5-29 Analog/digital transmission, serial/parallel interfaces, multiplexing, CRC / Chapters 5, 6 & 8 / Project DLC2: CRC introduced 5-31 Data compression, security principles, integrity, appropriate use / Section 7.2, Chapter 18 / Project DLC1 due 6-3 Data link control; discrete event simulation / Chapter 7 / Project DLC 3: ARQ introduced 6-5 Local area networks / Chapters 13 & 14 / Project LAN1: CSMA/CD LAN introduced; Project DLC2 due 6-6 Mid-term exam (take-home) 6-7 Network Layer: WANs, X.25, routing / Chapters 9 & 10 6-10 Internet Architecture (IPv4) / Chapters 15 (except 15.5) & 16 / Project WAN 2: Forwarding and Optimization introduced; Project DLC3 due 6-12 Queueing basics; transport layer: TCP and UDP / Chapter 17 / Project TRN1: Reliable Transport introduced 6-14 Multicast, multimedia and ATM networking / Section 15.5, Chapter 11 / Project INT3: Integrated Stack introduced; Project LAN1 due 6-17 Network Security and Network Management / Chapter 18 / extra credit project LAN2 due 6-19 Higher layer protocols / Chapter 19 / Project WAN2 due 6-24 Final exam (comprehensive) / Chapters 1 to 19 (except 12) / _Exam location TBA_ 6-21 Project TRN1 and extra credit projects WAN3 and WAN4 due 6-28 Project INT3 and extra credit projects INT1 and INT2 due. READINGS Required textbook: Stallings, _Data and Computer Communications, 6th Ed.,_ Prentice Hall, 2000 Required project book: Pullen, _Understanding Internet Protocols_ , Wiley, 2000 References (available in library): 1\. Comer, _Internetworking with TCP/IP, Vol. I, 3 rd Ed_., Prentice-Hall, 1996 2\. Tanenbaum, _Computer Networks, 3rd Ed._ , Prentice-Hall, 1996 Course communication: we will use WebCT, accessed through webct.gmu.com, for course communication. You should either login to WebCT daily or setup your WebCT account to notify you by email when you have a new message. Course materials (for example, homework solutions) will be available though WebCT. Internet-based course delivery: classes will be available on computer desktops at home or office by using dial-up through GMU Internet facilities. System requirements are a multimedia Pentium computer with Microsoft Windows 98 or later, Ghostview 6.01, and Java runtime environment 1.2 or later, with a 56kbps modem. Instructor's voice, slides, and slide annotations are delivered to the student's desktop; students can ask questions via text or spoken input. Classes are recorded as delivered and can be played back through the same setup. A password is required to access online delivery and playback of classes. Go tohttp://netlab.gmu.edu/disted to obtain a password and test Internet class reception. You must test your connection before attempting to participate in a class. All classes may be taken over the network, however students must appear in person final exam. <file_sep> Immigration and Assimilation in American Life** Ethnic Studies 1B <NAME> Winter 2001 Office: SSB 227 MWF 1:25-2:15 PM Office Hours: Center 101 Mon. 3-5 PM E-mail: Wed. 3-5 PM > <EMAIL> Phone: 858-534-6646 Teaching Assistants: <NAME>, <NAME>, <NAME>, and <NAME>. * * * COURSE ORGANIZATION This course traces immigration to the United States from the colonial era to the present with a special emphasis on issues of assimilation, pluralism, and multiculturalism. Evaluation will be based on the following: Participation in discussion section (25%), a midterm exam in two parts (30%, 15% each part), four quizzes given during the quarter (20%, 5% each), and a final exam (25%). The quizzes will be given unannounced during lecture during the quarter. They will require short answers to questions which will test your familiarity with the material in lecture and the assigned readings. Missed quizzes cannot be made up under normal circumstances. * * * COURSE OBLIGATIONS All students must attend lectures and discussion sections, and read the assigned materials in order to complete this course. The discussion sections are designed to encourage your active engagement with the course material. Discussion grades will depend on your attendance and constructive participation. You have a responsibility to create an environment conducive to learning in section and during lectures. * * * LECTURES AND ASSIGNED READING The following required books have been ordered for the course and are available at Groundwork Books in the Student Center (452-9625): <NAME> _And Still They Come: Immigrants and American Society 1920 to the 1990s_. <NAME>, _Walls and Mirrors: Mexican Americans, Mexican Immigrants, and the Politics of Ethnicity_. <NAME> and <NAME>. _Unequal Sisters: A Multicultural Reader in US Women "s History_ (2nd or 3rd Edition). <NAME>, _The Jungle._ The required _Ethnic Studies 1B Reader_ (Winter 2001) is available for sale before and after lecture during Week 1 & 2. You may order a copy thereafter from University Reader Printing Service, contact <NAME> at <EMAIL> All assigned books and a copy of the ES 1B Reader are on two-hour library reserve. * * * SYLLABUS The reading(s) under each week heading should be read before the Friday class meeting. In many cases your TA will ask that specific readings be completed before your weekly section meeting. Longer reading assignments appear over the period given to complete them. Be prepared to discuss the reading material in discussion section on a regular basis. WEEK 1 READING: > Steinburg, "The Ignominious Origins of Ethnic Pluralism in America," _ES IB Reader_ , 1-22. > > Harding, "American Bondage, American Freedom," _ES IB Reader_ , 23-40. > > Ruiz and Dubois, "Introduction," in _Unequal Sisters_ , xi-xvi. JANUARY 8 Introduction JANUARY 10 European Expansion and Cultural Conflict JANUARY 12 Colonial Systems, Race and Ethnicity (Guest Lecturer, <NAME>) * * * WEEK 2 READING: > Gutierrez, _Walls and Mirrors_ , 13-38; > > Purdue, "Cherokee Women and the Trail of Tears," in _Unequal Sisters_ , 32-43 (2nd), 93-104 (3rd). > > Takaki, "Emigrants From Erin," _ES IB Reader_ , 41-56. > > Primary Sources #4-8 (Cooper to Custer), _ES IB Reader_ , 57-72. JANUARY 15 NO CLASS, Martin Luther King, Jr. Day JANUARY 17 Race & Space: Democracy, Indian Removal and Western Labor JANUARY 19 Plymouth Rock, Statue of Liberty * * * WEEK 3 READING: > <NAME>, _The Jungle_. > > Gutierrez, _Walls and Mirrors_ , 39-68. JANUARY 22 Melting Pot, Mosaic, Multiculturalism JANUARY 24 19th Century Migrations and Assimilation JANUARY 26 MIDTERM EXAM, PART 1 * * * WEEK 4 READING: > Czitrom, "Underworlds and Underdogs: Big Tom Sullivan and Metropolitan Politics in New York, 1889-1913", _ES IB Reader_ , 73-96. > > Yung, "The Social Awakening of Chinese American Women as Reported in Chung Sai Yat Po, 1900-1911." in _Unequal Sisters_ , 247-259 (2nd), 257-267 (3rd). > > Primary Sources #10-16 (Marburg to Twain), _ES IB Reader_ , 97-114. JANUARY 29 Labor, Self-activity, and Immigrant Radicalism JANUARY 31 Immigrant Organization and Politics FEBRUARY 2 MIDTERM EXAM, PART 2 * * * WEEK 5 READING: > Barkin, _And Still They Come_ , 1-43. > > Gutierrez, _Walls and Mirrors_ , 69-116. > > <NAME>, _The Clansman_ , _ES IB Reader_ , 115-118. > > <NAME>, "Racial Traits in American Beauty," _ES IB Reader_ , 119-126. > > Ruiz, "The Flapper and the Chaperone", _ES IB Reader_ , 127-136. > > Pascoe, "Race, Gender, and the Privileges of Property", _ES IB Reader_ , 137-146 > > Carby, "'It Jus Be"s Dat Way Sometime'", in _Unequal Sisters_ , 330-341 (2nd), distributed in section (3rd). Primary Sources #21-34 (New York World to Hanson), _ES IB Reader_ , 147-176. FEBRUARY 5 Ethnic Conflict Within and Without FEBRUARY 7 Popular Culture and Americanization FEBRUARY 9 Ethnic Inclusion by Racial Exclusion _The Jazz Singer_ (beginning) * * * WEEK 6 READING: > Barkin, _And Still They Come_ , 44-85. > > Schultz, ""The Pride of the Race Had Been Touched"", _ES IB Reader_ , 177-198. > > Primary Sources #36-47 (Los Angeles Times to Palmer), _ES IB Reader_ , 199-224. > > Cohen, "Workers' Common Ground", _ES IB Reader_ , 225-246. FEBRUARY 12 _The Jazz Singer_ (conclusion) FEBRUARY 14 Cutting the Immigrant Flow FEBRUARY 16 The Culture of Unity and Redemptive Outsiders * * * WEEK 7 READING: > Barkin, _And Still They Come_ , 56-143. > > Matsumoto, "Japanese American Women During World War II", in _Unequal Sisters_ , 436-449 (2nd), 478-491 (3rd). > > Gutierrez, _Walls and Mirrors_ , 117-178. FEBRUARY 19 NO CLASS President's Day FEBRUARY 21 Refiguring Ethnicity in the Postwar Period FEBRUARY 23 Cold War, Consumerism, and Ethnic Memory * * * WEEK 8 READING: > Espiritu, "Ethnicity and Panethnicity," and "Coming Together: The Asian American Movement" (Chapters 1-2), _ES IB Reader_ , 247-276. > > Flores, ""Que Assimilated Brother, Yo Soy Asimilao"," _ES IB Reader_ , 277-286. > > Gutierrez, "Community, Patriarchy, and Individualism: The Politics of Chicano History and the Dream of Equality", in _Unequal Sisters_ , distributed in section (2nd), 587-606 (3rd). FEBRUARY 26 The Civil Rights Movement and Immigration Reform FEBRUARY 28 Global Migration, Economic Transformation, and Gender Roles MARCH 2 Regions of Ethnic and Cultural Confusion * * * WEEK 9 READING: > Barkin, _And Still They Come_ , 144-177. > > Ui, "Unlikely Heroes:" The Evolution of Female Leadership in a Cambodian Ethnic Enclave.", _ES IB Reader_ , 287-296. > > Salzinger, "A Maid by Any Other Name", _ES IB Reader_ , 297-310. MARCH 5 The New Politics of Ethnicity MARCH 7 Transnational Capital and Global Migration MARCH 9 Film: _Who Killed <NAME>?_ * * * WEEK 10 READING: > Barkin, _And Still They Come_ , 178-196. > > Gutierrez, _Walls and Mirrors_ , 179-216. > > Kim, "Home is Where the Han Is," _ES IB Reader_ , 311-322 > > Lipsitz, "Home is Where the Hatred Is," _ES IB Reader_ , 323-end. MARCH 12 Pan-Ethnicity and Cultural Fragmentation MARCH 14 Immigration, Pan-ethnicity, and Ethnic Identity MARCH 16 Beyond Assimilation * * * _Friday_ MARCH 23 FINAL EXAM (11:30 AM - 2:30 PM) REVIEW SESSIONS: Monday and Wednesday Sections, 3/20/01 Tuesday 6:30-8:00 p.m., CENTER 216 OPEN REVIEW LED BY PROFESSOR FRANK, YOU WILL BE TEAMING WITH OTHERS TO ANSWER THE SAMPLE QUESTIONS, 3/21/01 Wednesday 4:40-6:50 p.m. CENTER 214 * * * (C) 2001, <NAME>, updated: March 15, 2001. <file_sep># <NAME> Assistant Head, Archives & Rare Books Department Adjunct Assistant Professor B.A., Wright State University M.A., University of Cincinnati Email: <EMAIL> Current Research: > History of the Book > The Book in America > University of Cincinnati History > Sport and Society > Sport and Urban Culture > Culture of Reading and Education Teaching: > Social History of Baseball -- Syllabus > Basketball and American Society -- Syllabus Recent Publications, Papers and Research Projects: > "The Culture of Reading in Cincinnati: Images From the Collections." Exhibit, Archives & Rare Books Department, March 1999-February 2000. > > "Two Unpublished Letters of Ring Lardner, With Comment." In: Scott's Lardnermania [web site], May 27, 1999. > > "Bossism and the Development of Urban Sport: The Case of Baseball's Garry Herrmann." Lecture for the Public Library of Cincinnati and Hamilton County, March 31, 1999. > > "<NAME>." In AMERICAN NATIONAL BIOGRAPHY. Vol. 5. New York, NY: Oxford University Press and American Council of Learned Societies, 1999. > > "The Art of Tin Pan Alley: Sheet Music Covers from the Golden Age of American Popular Music." Exhibit, Archives & Rare Books Department, September 1998-February 1999. > > "Urban Culture and the Development of Ethnic Stereotypes: African Americans in Tin Pan Alley Sheet Music." Paper presented at the Fall Meeting, Society of Ohio Archivists, September 24, 1998. > > "Uncommon Views: Pictures of Cincinnati From The Collections." Exhibit, Archives & Rare Books Department, September 1997-June 1998. > > "Tobacco, Baseball and Urban America: The National Pastime and the Anti- Tobacco Crusade, 1890-1920." Paper presented at the Annual Meeting, Indiana Association of Historians, February 28, 1998. Articles and Reviews: > "Mac vs. Sammy II: Why This Sequel Isn't a Smash... Yet" by <NAME>. _Los Angeles Times_ , Aug. 6, 1999. > > " Reds Drooling Over New Park's Profit Promise" by <NAME>. _The Cincinnati Enquirer_ , May 23, 1999. > > "The Wide World of Future Sports" by <NAME>. _USA Today_ , May 19, 1999. > > "Atlantic City Surf Opens This Week Needing a Financial Grand Slam" by <NAME>. _Atlantic City Press_ , May 2, 1999. > > " Must the Reds' Owners be Local?" by <NAME>. _The Cincinnati Enquirer_ , Feb. 28, 1999. > > "Amid Controversy, Huggins Stands Tough" by <NAME>. _The Washington Post_ , Feb. 10, 1999. > > "Baseball Slowly Losing Its Spitting Image" by <NAME>. _University of Cincinnati Currents_ , Feb. 5, 1999. > > "The Birth of a Sports Nation" by <NAME>. USA Today, Dec. 29, 1998. > > "Elementary and College Students Team Up for a Diamond of a Course at the University of Cincinnati." University of Cincinnati News [web site], September 29, 1998. > > "Segregation Kept Home-Run King's Record Out of Spotlight" by <NAME>. _Austin American-Statesman_ , Sept. 25, 1998. > > "Marketing, the Engine that Jump Started Basketball, Key to Rebound, Says University of Cincinnati Survey." _University of Cincinnati Currents,_ May 29, 1998. > > "The Sport of Lighting Up" by <NAME>. _Newsday,_ May 19, 1998. > > "Time Capsules." _Cincinnati Enquirer,_ May 5, 1998, > > "Throwing a Little Light on the Lingo" by <NAME>. _The Hartford Courant_ , March 19, 1998. > > "'Bearcats!' A Trip Through Hoop History" by <NAME>. _Cincinnati Enquirer,_ March 10, 1998. Memberships: > Academy of Certified Archivists > Association of Professional Basketball Researchers > History and Archives Interest Group, Greater Cincinnati Library Consortium > North American Society for Sport History > Ohio Academy of History > Society for American Baseball Research > Society of Ohio Archivists Links of Interest: > Association of Professional Basketball Researchers > Baseball Links > Center for Print Culture in Modern America > The Center for the Book in the Library of Congress > Center for the Study of Sport in Society > Ex Libris > History and Archives Interest Group, Greater Cincinnati Library Consortium > Rare Books and Manuscripts Section, Association of College and Research Libraries > Rare Books Around the Net > Society for American Baseball Research <file_sep>Issues in Music Summer 2002 Session A NO FIRST DAY MANDATORY ATTENDANCE _UNIVERSITY OF SOUTH FLORIDA_ _USF TELECOURSES_ Tampa Ref. # 52114 MUL 3001 Section 501 (3 Credit Hours) Lakeland Ref.# 58148 MUL 3001 Section 151 (3 Credit Hours) Sarasota Ref. # 57739 MUL 3001 Sec 591 (3 Credit Hours) Meets USF Liberal Arts Curriculum Requirements For Fine Arts and Non-Western Perspective (African, Latin American, Middle Eastern, or Asian Perspectives) Please be aware that this syllabus is subject to change. Please be sure to check the information line (813) 974-3063 or this website regularly for changes, as they will be posted here as soon as we become aware of them. **NOTE: The Issues in Music Review will begin at 6:30PM Syllabus Updated 05/17/2002: Sarasota Campus Meetings Added * Syllabus Updated 05/17/2002: Cablecast schedule for the Education Channel revised* All work must be typed including notes on the programs. Notes on Videos 1 - 6 are due by Thursday, 5/30, not Tues, 5/28 as syllabus originally stated. --- Course Description: The Issues in Music course content is delivered through a series of 12 one hour televised programs, which consist of musical performances and commentary. Additionally, there are three two-hour class sessions, which take place on campus with the course instructor. Additional contact between student and instructor is facilitated through regular office hours (by telephone or in person). Content of the campus sessions range from introductory materials, instruction (particularly as concerns <NAME>'s concepts of "What To Listen For In Music"), and to assessment. This course is designed to involve the student in the concert hall experience. Performances by artist faculty consist of significant works of classical, jazz and the music of other cultures. Analysis and discussion of these works accompany performances. Everything is designed to involve the student in a discussion centered around the question, "What is today's music?" This course is designed for students who have a background in music.** What constitutes a background in music? For example, do you play a musical instrument? Have you taken music lessons? Did you study music in high school? Do you sing in a choir? If so, this course is probably suited for you. If you do not have a background in music, it is recommended that you either drop this course and take another telecourse, or consider taking another music course "Music in Your Life" with Professor <NAME> MUL 3012 Reference #52116 which meets MWF from 2:00 - 4:15pm in FAH 101 in Session A . Music in Your Life is an introductory western art music course designed for the student who has never had a music course and/or has no musical background. * * * _Instructor Information:_ Instructor: Dr. ** <NAME> Office: School of Music - FAH 105R Office Hours: By appointment only. Please leave a message and Dr. Jaworski will call you back. Please read this syllabus thoroughly and attend the voluntary orientation or watch the orientation video in SVC 1072 before calling Dr. Jaworski. Phone: 974-4299; The best way to reach Dr. Jaworski is by leaving a message on his answering machine at 974-4299. 974-2311 School of Music _Distance Learning Student Support Office:_ Telecourse Coordinator:<NAME> Office Location:SVC 1072 (map grid: D3) Office Hours: Monday - Thursday 8:00am -7:00pm; Friday 8:00am - 5:00pm Phone:** 974-2996 (Telecourses); * * * If you would like to join a study group so that you may meet with other students registered in your Telecourse, then please visit:http://outreach.usf.edu/oucourses/forms/ouforms.htm for a study group application and more information. Please fill out the form completely and return it to SVC 1072. REQUIRED Textbooks: ![](../book.gif) \| * What to Listen For In Music, by <NAME>. Available in the University bookstore. ISBN# 0451627350 (Required) * A packet of composer biographies and essays on musical topics and one take-home quiz. Cost: approximately $12.00. Available at Pro Copy: 5209 E. Fowler Ave., Tampa, 988-5900. Pro Copy is open 24 hours a day 7 days a week. Ask for materials for Professor Woodbury's _Issues in Music_ course. (Required) ---\|--- Broadcast: 12 one-hour programs. See table below for schedule of broadcasts. WUSF-TV and the Education Channel will provide broadcasts for the Issues in Music programs. We strongly encourage you to videotape them as they air if you will not be able to watch the programs at the scheduled time. Please note that the Education Channel programming is available only to Time Warner Cable subscribers in Hillsborough County on channel 18. Missed Videos: If you miss a program, you may view the programs at the University Media Center, 6th floor, LIB 627 on a program/viewing space available basis. The videos are not available for checkout. This video series is not available for rental from RMI. Students should videotape the programs off the air according to the television schedule in the syllabus. * * * Course Expanding Resources: Extra Credit: Students may earn up to 50 additional extra credit points by watching the following videos by <NAME> as well as any opera video (such as La Traviata, La Boheme, Rigoletto, Porgy and Bess) which are available in the University Media Center, 6th Floor of the Tampa campus library, and turn in one page review of the video and follow the same format as for turning in concert notes and the annotated bibliography. Each video concert project turned in has a maximum value of 10 points towards your total of 50 extra credit points. Students may turn in a one page review of the video concert and must follow the same format as for turning in concert notes and the annotated bibliography. Students at the regional campuses should check with their on campus media centers for opera videos and all students can look for videos at local public libraries, video stores etc. In the video "What makes music symphonic? ; What is classical music?" Leonard Bernstein uses works by Beethoven, Mozart, Haydn, Bach and Handel to explain how composers develop symphonic works and how "classical" music developed from the 18th to the 19th century. <NAME>'s young people's concerts with the New York Philharmonic / Video Music Education, Inc. ; a presentation of the Leonard Bernstein Society, New York ; produced and directed by <NAME> is a video collection of ten videos. Students may watch the videos and turn in one page reports on videos which cover the following topics: What is orchestration? What is a concerto? What is impressionism? What makes music symphonic? Jazz in the concert hall. Additional Resources: The University Media Center on the 6th floor of the Tampa Campus Library has additional resource material available for listening, viewing, and for checking out. There are many operas on CD, videocassette, and cassette available to enrich your learning experience. This additional resource material will be of assistance to help you better understand the musical terminology, as well as the different composers, and the various styles. Important: Please do not write your notes on the materials from Pro-Copy, 5209 Fowler Avenue. Tampa Ph: (813) 988-5900. You need to retain the Pro-Copy materials in order to study for your exams. Pro-Copy is open 24 hours a day, 7 days a week. Procedures for turning in notes, annotated bibliography, and extra credit assignments: All work must be typed including notes on the programs. All work must have the following: > On the front cover page, your name and SSN must be in the top right corner of the paper DOUBLE STAPLED or CLIPPED on the upper left corner securely. Please turn in assignments with separate cover sheets, for example, your notes from videos 1-6 may be turned in with one cover sheet, but please turn in your annotated bibliography with a separate cover sheet, and if you do the extra credit work, that must also be turned in with a separate cover sheet. Also, then turn in your notes from videos 7-12 with a separate cover sheet. Please put your name on every page that you turn in, even if your paper is secured with a staple in the top left corner and for your protection make a photocopy of your notes and all materials before you turn them in. > > > > All work must be completed by the individual student; the work must not be done in groups of students. No credit will be given for any duplicated work. Students who turn in work that is in violation of this requirement will be subject for review by the University's Policies on Plagiarism. Make up exam requests: Please mark your calendar immediately with exam dates so that you know in advance when your exams are scheduled. Upon receipt of the syllabus, if you see a conflict it is your responsibility to inform Dr. Jaworski as well as the Distance Learning Student Support office immediately of the conflict and to submit a request for a make-up exam with supporting documentation in order for your request to be considered. All requests must be made PRIOR to the scheduled exam. Make-up exams are essay in format so it is highly recommended that you arrange to take your exam at the scheduled time indicated in the syllabus. You will need to provide documentation supporting the reasons for missing exams. Finally, Dr. Jaworski must be notified by the student as to why the exam was missed and when the makeup exam is scheduled. NOTE: The review sessions are being held in CIS 1046 (Communication and Information Science Bldg) The exams, however, will be held in CPR 103 (Cooper Hall) Tampa Class Meetings --- Review and Exam Schedule \| Day and Date \| Time \| Location Voluntary Orientation \| Thursday 05/16 \| 6:00 \- 8:00 pm \| CIS 1046 (map grid: E4) Voluntary Midterm Review \| Tuesday 05/28 \| 6:00 \- 8:00 pm \| CIS 1046 (map grid: E4 Midterm Exam \| Thursday 05/30 _ Take-home quiz is due. Please turn in the original and keep a photocopy. * Notes on programs 1-6 are due on Thursday 05/30 NO EXCEPTIONS!. S/U contracts are due also at the Midterm exam. The deadline for taking a makeup exam is Friday, May 31st in SVC 1072. * Students must call 974-2996 to schedule an appt. _ \| 6:00 \- 8:00pm \| CPR 103 (map grid: E4) Be sure to bring several sharpened #2 pencils, an eraser, and a photo I.D. to all exams. Students who fail to bring these items to the examination will not be permitted in the examination room. Voluntary Final Review \| Tuesday 06/18 \| 6:00 \- 8:00 pm \| CIS 1046 (map grid: E4) \| _The final review is more informal than the mid-term review. It will be a time to have grades returned to you, discuss final paper project and answer any questions you may have. It is still _strongly_ suggested you attend or view. _ \| \| Final Exam \| Thursday 06/20 _The Annotated Bibliography is due. Turn in a copy and keep a photocopy. * Notes on video 7-12 due on Thursday, June 20 NO EXCEPTIONS!. The deadline for taking a makeup exam is Friday, June 21st in SVC 1072. Students must call 974-2996 to schedule an appt._ \| 6:00 \- 8:00pm \| CPR 103 (map grid: E4) Be sure to bring several sharpened #2 pencils, an eraser, and a photo I.D. to all exams. Students who fail to bring these items to the examination will not be permitted in the examination room. All work must be typed including notes on the programs. Voluntary orientation means that it is _not_ Mandatory that you attend the orientation session. However, if you wish to drop this course and be considered non-fee liable, you must drop the course on OASIS by the drop date, Fri, 5/17. Students who do not attend orientation due to conflicts may view the videotape of the orientation in SVC 1072 starting Fri, 5/17 in the afternoon. The video will be available for viewing throughout Session A. Call 974-2996 for more information. Sarasota Class Meetings --- ORIENTATION \| Thursday \| 5/16 \| 6:00-8:00PM \| PMA 210 REVIEW 1 \| Tuesday \| 5/28 \| 6:30-8:30PM \| PMA 215 EXAM 1 \| Friday \| 5/31 \| 2:00-4:00PM \| PMA 215 REVIEW 2 \| Tuesday \| 6/18 \| 6:30-8:30PM \| PMA 215 EXAM 2 \| Friday \| 6/21 \| 2:00-4:00PM \| PMA 215 Be sure to bring several sharpened #2 pencils, an eraser, and a photo I.D. to all exams. Students who fail to bring these items to the examination will not be permitted in the examination room. --- 1\. If you have a legitimate reason to miss scheduled exams, you can arrange to take the exams in the Office of Distance Learning Student Support. Exams may be scheduled only on Mondays from 5-7pm; Tuesdays from 10-12pm; and Wednesday from 5-7pm.. Call 974-2996 to arrange an appointment to discuss a make up exam. 2\. Watch 12 one hour video programs on television and take notes. Your TYPED notes on programs 1-6 must be turned in at the Midterm Exam as well as Take Home Quiz. Your TYPED notes on programs 7-12 must be turned at the Final Exam. This is a very important requirement of this course. It is the student's responsibility to turn in your original TYPED notes and keep a photocopy for yourself!!! Students who turn in work that is hand written and not typewritten will receive only half credit for their work. All materials turned in must be clipped or double stapled together. Your name and SSN must be on the cover sheet. 3\. Obtain the supplementary packets from Pro-Copy, which contains 1 take-home quiz. Complete and turn in take-home quiz by the mid-term exam. PLEASE TURN IN YOUR ORIGINAL TAKE-HOME QUIZ AND KEEP A PHOTOCOPY FOR YOURSELF! All materials turned in must be clipped or double stapled together. Your name and SSN must be on the cover sheet. 4\. Take midterm and final exams. Be sure to bring several sharpened #2 pencils , an eraser, and a photo I.D. to all exams. Students who fail to bubble in their SSN's and names on the scantron sheet will not get a grade for the exam as the instructor will not be able to identify which scantron is yours and may result in the student getting an Incomplete in the course. 5\. You will be required to complete the above requirements as well as write an annotated bibliography, due at the FINAL EXAM. Students will be responsible for fulfilling ALL the requirements for this course. Orientation and Review Meetings: Meetings will be taped if you cannot attend the actual meeting. The first 2 meetings are available for viewing in (or overnight checkout from) the office of Distance Learning Student Support in SVC 1072. Attendance is taken at all meetings, and failure to attend class or to view the video of the meetings may affect your grade. It is very important for your success that you attend or view these class meetings. The orientation and review tapes from Spring 2002 are available in SVC 1072 for viewing or for overnight checkout for those who are unable to attend the voluntary review sessions. Attention Students: Two one hour videos of ** Issues in Music are shown on WUSF-TV twice per week and it is recommended and important that you TAPE the programs as that will facilitate note taking of the programs since you can pause your VCR during playback as you are taking notes. Students should NOT rely on the overnight block feed as their sole source of viewing the programs. Please read the information at the end of the syllabus regarding the overnight blockfeed. It's purpose is to provide you with an additional opportunity to obtain any videos you may have missed during the regular weekly broadcasts. Issues in Music Broadcast Dates and Times --- Video # & Title \| WUSF-TV Dates Available in the 10 county USF area (You do not need cable to receive this channel) \| WUSF-TV Times Channel 16 \| Education Channel 18 Dates Available only on Time Warner cable in Hillsborough County only \| Education Channel (Ch 18) Times V-1 Beethoven, Loeffler, Schwantner \| (O) Monday 05/13 (R) Saturday 05/18 \| 1:00 \- 2:00pm 5:00 - 6:00am \| Monday 05/13 \| 6:00 \- 7:00pm V-2 <NAME> \| (O) Tuesday 05/14 (R) Sunday 05/19 \| 1:00 \- 2:00pm 4:00 - 5:00am \| Friday 05/17 \| 6:00 \- 7:00pm V-3 Jazz \| (O) Monday 05/20 (R) Saturday 05/25 \| 1:00 \- 2:00pm 5:00 - 6:00am \| Monday 05/20 \| 6:00 \- 7:00pm V-4 Brahms, Duparc \| (O) Tuesday 05/21 (R) Sunday 05/26 \| 1:00 \- 2:00pm 4:00 - 5:00am \| Friday 05/24 \| 6:00 \- 7:00pm V-5 Piston, Helps, Schumann \| (O) Monday 05/27 (R) Saturday 06/01 \| 1:00 \- 2:00pm 5:00 - 6:00am \| Monday 05/27 \| 6:00 \- 7:00pm V-6 Bernstein, Schnittke, Bach \| (O) Tuesday 05/28 (R) Sunday 06/02 \| 1:00 \- 2:00pm 4:00 - 5:00am \| Friday 05/31 \| 6:00 \- 7:00pm V-7 Ireland, <NAME> \| (O) Monday 06/03 (R) Saturday 06/08 \| 1:00 \- 2:00pm 5:00 - 6:00am \| Monday 06/03 \| 6:00 \- 7:00pm V-8 Solo Pieces and Beethoven \| (O) Tuesday 06/04 (R) Sunday 06/09 \| 1:00 \- 2:00pm 4:00 - 5:00am \| Friday 06/07 \| 6:00 \- 7:00pm V-9 Reis, Faure, Alkan \| (O) Monday 06/10 (R) Saturday 06/15 \| 1:00 \- 2:00pm 5:00 - 6:00am \| Monday 06/10 \| 6:00 \- 7:00pm V-10 Loiellet, Prokofiev, Still \| (O) Tuesday 06/11 (R) Sunday 06/16 \| 1:00 \- 2:00pm 4:00 - 5:00am \| Friday 06/14 \| 6:00 \- 7:00pm V-11 Mertel, Boda, Schmitt, Jones, Woodbury \| (O) Monday 06/17 (R) Saturday 06/22 \| 1:00 \- 2:00pm 5:00 - 6:00am \| Monday 06/17 \| 6:00 \- 7:00pm V-12 Ravel, Mozart \| (O) Tuesday 06/18 (R) Sunday 06/23 \| 1:00 \- 2:00pm 4:00 - 5:00am \| Friday 06/21 \| 6:00 \- 7:00pm Overnight Block Broadcast for Issues in Music on WUSF-TV Channel 16: On Thursday, 05/23 please prepare your VHS tape to record Videos # 1-5 as the blockfeed will begin at 1:00am on Friday 05/24. The programming will continue until 6:00am. On Wednesday, 05/29 please prepare your VHS tape to record Videos # 6-10 as the blockfeed will begin at 1:00am on Thursday 05/30. The programming will continue until 6:00am. On Monday, 06/10 please prepare your VHS tape to record Videos # 11-12 as the blockfeed will begin at 2:00am on Thursday 06/11. The programming will continue until 4:00am. Attention Students:** We recommend that you tape the programs as they are being broadcast on WUSF-TV channel 16 on a weekly basis. We do NOT recommend that you rely on the block feed/overnight broadcast as your only means of seeing the videos because: A) Your VCR could malfunction B) Your power could go off C) You could forget to set your VCR D) WUSF-TV could have broadcasting difficulties Also, it is not a valid excuse to request special consideration from the instructor (ie: makeup exam, ) if there is a technical problem with the overnight broadcast. Therefore, tape the programs off the air during the weekly broadcasts, and then if you missed any of the programs, the overnight broadcast/block feed will enable you to view the programs you missed. * * * _Annotated Bibliography_ An annotated bibliography in which each source has been examined and the author provides commentary on the source. The commentary usually comes in paragraph or outline form directly under the citation. (See examples) This is a reminder that the annotated bibliography, like the notes, are to be completed by the individual student, not in groups. No credit will be given for any duplicated work. Students who do not abide by this will be subject to being reviewed by the University's Policies on Plagiarism. Assignment Create an annotated bibliography of 20 sources and annotate them. The list of sources must include: 5 reference books or volumes 5 periodicals 5 On-Line (Internet) sources 5 of your choice (biographies, bio-bibliographies, history books, additional above sources, or anything else you might encounter). Parameters 1\. The reference books and periodicals can be on any topic of music related to our class. (Please no pop music sources, or anything else you might encounter). 2\. The annotation (text) should contain these types of things: A. The complete bibliographic citation in proper form. B. A listing of what is contained in the source (a table of contents, index, what the appendix has in it, if it has a bibliography, a discography, etc...) C. A brief discussion of the contents: how useful is it, how difficult/easy to use, how well it &nbs <file_sep>SPRING 1999 ## ENG 520: HISTORY OF THE ENGLISH LANGUAGE COURSE SYLLABUS Click here for an index of names and pictures of students in this course * Professor: Dr. <NAME> * Course: ENG 520, Call # 1868 * Class Time: Tuesdays and Thursdays, 3:30-4:45 PM * Classroom: Instructional Technology Classroom, Reinert Alumni Library Building (RL), Room L02 * Course Dates: Thursday, January 14-Tuesday, May 4, 1999 * Office Hours: Tuesdays and Thursdays 11:00AM-1:45 PM and by appointment * Office: Hitchcock Communication Arts Building (CA) Room 304A * Office Telephone: (402) 280-2522 * e-mail: <EMAIL> * WWW Home Page: http://mockingbird.creighton.edu/english/fajardo/ COURSE DESCRIPTION This course offers a historical study of the English language including Old English, Middle English, Early Modern English, and Present Day English. The course will emphasize social, political, and other external historical events influencing language change, as well as the internal history of the language. Attention will given to the various language systems (phonology, morphology, graphics, syntax, lexicon, and semantics) as well as to the literature of the different historical periods. TEXTS Required * <NAME> & <NAME>, _A History of the English Language,_ Fourth Edition, (Prentice Hall, 1993). Recommended (on reserve at Reinert Alumni Library): * <NAME>, _A Biography of the English Language_ * <NAME> & <NAME>, _The Origins and Development of the English Language_ COURSE REQUIREMENTS ### 1) Project (35%). Students will design and pursue a project (paper, videotaped documentary, web site, art work) related to any aspect of the use, form, or other features of the English language in any of its historical periods (including the present). All projects must also be presented to the class. Projects may be papers (analytical and/or research) tracing, describing, analyzing, and explaining specific features of the language and their historical foundations (MLA format required of all papers). Projects may also take the form of practical studies of or gathering and analyzing of data on current usages of the language in specific contexts (for example, Creighton Student English, slang, origins of words, peculiarities of pronunciantion, etc.). Projects addressing issues in current phonology (the sound of the language) may want to make use of audio/video recordings and may also be accompanied by a written paper. In general, students are encouraged to choose material which is interesting and stimulating and should not feel limited to traditional academic topics. Art works are acceptable provided they yield substantial insight into some aspect of the language and its historical use. Projects may be undertaken individually or by groups (group projects need to be substantial and extensive enough to justify the participation of two or more people). All projects must be approved by the instructor and should go through the following stages: * Project Proposal/Description. Toward the middle of the term, students will submit to the instructor a 1-2 page proposal describing the project they intend to pursue. The proposal should make clear the specific object of study, the project's thesis or general purpose, the materials and methods of analysis, as well as describe the final form/format which the project will take (paper, videotape or print format, web site, documentary, interviews, etc.) * Project Presentatation. Toward the end of the semester, each student will make a presentation to the class explaining and describing the nature and findings of her/his project. Presentations should be well developed and illustrated with audiovisual materials whenever relevant. * Project Submission. Projects in final form must be turned in to the instructor at any time after the in-class presentation but no later than the deadline specified in the Schedule below. No late projects, revisions, or other changes will be accepted after the deadline. ### 2) Presentations (35%) * Throughout the semester, students will take turns in making presentations on the topics covered in the course. Students will be responsible for reading and researching the assigned materials and presenting their findings to the class. In addition to reading the specific assignments, students are encouraged to pursue relevant library research in order to enrich their presentations. All presentations must strive to be interesting and engaging, concentrating on the clear exposition of the highlights of the material and representative illustrations, examples, and/or anecdotes. Sheer accumulation or listing of facts for their own sake should be avoided at all costs. Highly encouraged, whenever possible, is the use of audiovisual materials (pictures, slides, videotapes, audio recordings, multimedia computer presentations, etc.). All presentations will be followed by discussion and question/answer periods. Presentations should be at least 20-30 minutes in length and can take up to a maximum of one class period. ### 3) Other Performance (30%) * Class participation, attendance, effort, attentiveness, preparation, responsibility, and, in general, active and constructive involvement in all aspects of the course ** will be graded by the instructor. Notice that any student missing more than 30% of class time may, at the discretion of the instructor, fail the course. GRADING AND OTHER POLICIES Deadlines: Make-ups/extensions for a missed deadline will only be given in cases of documented serious illness or other valid, non-frivolous excuse such as documented participation in official University sports or academic/service events (it will be up to the instructors to determine and decide on the acceptability of an excuse). Otherwise, students must meet all deadlines specified in the syllabus. Student Conduct and Academic Honesty: All students in the class are expected to observe the University's guidelines on student conduct as described in Creighton University's Student Handbook (see "Code of Conduct," and especially the section on "Academic Misconduct" dealing with problems of plagiarism, cheating, etc.). Plagiarism-- the _unacknowledged_ use of outside help and sources (books, articles, other student papers or ideas, etc.)--will result in failing the assignment and/or the entire course. Grading: Grading: All aspects of the course will be graded on a 0-100 point scale where 90-100 = A, 87-89 = B+, 80-86 = B, 77-79 = C+, 70-76 = C, 60-69 = D, and 0-59 = F. The course grade will be calculated according to the following formula: Project \| 35% ---\|--- Presentations \| 35% Other Performance \| 30% Total \| 100% COURSE SCHEDULE Thu Jan 14** * Introduction Tue Jan 19 * Presentation: English Present and Future (Baugh/Cable Ch. 1, see also Introductions in Millward and Pyles/Algeo ) > PRESENTERS: <NAME> Thu Jan 21 * Presentation: The Phonology of English (Millward and Pyles) > PRESENTERS: <NAME> Tue Jan 26 * Presentation: Writing and Writing Systems (Millward and Pyles) > PRESENTERS:<NAME> & <NAME> Thu Jan 28 * Presentation:Language Families of the World and the Place of English (Millward and Pyles) > PRESENTERS:<NAME> & <NAME> Tue Feb 02 * Presentation: The Indo-European Family of Languages (Baugh/Cable Ch. 2) > PRESENTER: <NAME> Thu Feb 04 * Presentation:From Indo-European to Germanic Languages (Millward) > PRESENTER: <NAME> Tue Feb 09 * Presentation:Old English (Anglo-Saxon) Origins and History (Baugh/Cable Ch. 3: Sections 29--38) > PRESENTERS: <NAME> & <NAME> Thu Feb 11 * Presentation:Old English Language: General Characteristics, Nouns, Gender, Adjectives, Articles, Pronouns (Baugh/Cable Ch. 3: Sections 40-45, see also Millward and Pyles/Algeo) > PRESENTERS: <NAME> & <NAME>-Prats Tue Feb 16 * Presentation:Old English Language: Verbs, Vocabulary, Syntax, etc. (Baugh/Cable Ch. 3: Sections 45, 48-51, see also Millward and Pyles/Algeo) > PRESENTERS:<NAME> & <NAME> Thu Feb 18 * Presentation:Old English Dialects, Literature, and Illustrations of the Language (Baugh/Cable Ch. 3: Sections 39, 47, 52, and other sources) > PRESENTERS: <NAME> & <NAME> Tue Feb 23 * Presentation:The Norman Conquest and the Subjection of English, 1066-1200 (Baugh/Cable, Ch. 5) > PRESENTERS:<NAME> & <NAME> Thu Feb 25 * Presentation:The Reestablishment of English, 1200-1500 (Baugh/Cable Ch. 6: Sections 93-109) > PRESENTERS:<NAME> & <NAME> Tue Mar 02 * Presentation:Middle English (Baugh/Cable, Ch. 7: Sections 111-123, 146-150). PROJECT PROPOSALS DUE. > PRESENTERS:<NAME> & <NAME> Thu Mar 04 * Presentation:Middle English Dialects, Literature, and Illustrations of the Language (Baugh/Cable, Ch. 6: Section 110 and other sources; Ch. 7: Sections 111-123, 146-150 and other sources) > PRESENTERS: <NAME> & <NAME> Tue Mar 09 * SPRING BREAK Thu Mar 11 * SPRING BREAK Tue Mar 16 * Presentation: The Renaissance, 1500-1650, (Baugh/Cable, Ch 8: Sections 152-160, 167-172). Additional Sources:Early Modern English (Millward Ch. 7) > PRESENTERS:<NAME> & <NAME> Thu Mar 18 * Presentation: The Renaissance, 1500-1650, (Baugh/Cable, Ch 8: Sections 173-185). Additional Sources:Early Modern English (Millward Ch. 7) > PRESENTERS: <NAME> & <NAME> Tue Mar 23 * Presentation: The Appeal to Authority, 1650-1800 (Baugh/Cable, Ch 9: Sections 186-197) > PRESENTERS: <NAME> and <NAME> Thu Mar 25 * Presentation: The Appeal to Authority, 1650-1800 (Baugh/Cable, Ch 9: Sections 198-210) > PRESENTERS: <NAME> & <NAME> Tue Mar 30 * Screening of _ My Fair Lady_ (Part I). Bring popcorn, etc. Notice that class may go over time on this day (by about fifteen minutes). Thu Apr 01 * Screening of _ My Fair Lady_ (Part II). Bring popcorn, etc. Notice that class may go over time on this day (by about fifteen minutes). Tue Apr 06 * Presentation:The Nineteenth Century and After (Baugh/Cable, Ch 10: Sections 211-226) > PRESENTERS:<NAME> & <NAME> Thu Apr 08 * Presentation: The Nineteenth Century and After (Baugh/Cable, Ch 10: Sections 227-237) > PRESENTERS: <NAME> & <NAME> Tue Apr 13 * Presentation:The English Language in America (Baugh/Cable, Ch 11: Sections 238-249) > PRESENTERS:<NAME> & <NAME> Thu Apr 15 * Presentation: The English Language in America (Baugh/Cable, Ch 11: Sections 250-256) > PRESENTERS: <NAME> & <NAME> Tue Apr 20 * STUDENT PROJECT PRESENTATIONS: * <NAME>,"Socio-Economic Influences on the English Language in America" * <NAME>, "History of the Garcia-Prats Language" Thu Apr 22 * STUDENT PROJECT PRESENTATIONS * <NAME>ai, "Problems of Hungarian Learners of English" * <NAME>, "Influence of Archaic Spanish on the English of San Luis, Colorado" * <NAME>,"The History of the Lord's Prayer: A Manuscript" Tue Apr 27 * STUDENT PROJECT PRESENTATIONS * <NAME>, "Regional and Dialectal Differences in American English" * <NAME>, _"Gender Specific Communication: Is There Really a Difference?"_ * <NAME>,"Language, Culture, and Politics: California's Recent Anti-Minority Legislation" Thu Apr 29 * STUDENT PROJECT PRESENTATIONS: * <NAME>,"Psycholinguistics: The Effects of Intonational Phrasing on Lexical Interpretation" * <NAME>, "The Language of _Finnegan's Wake_ " * <NAME>, "The Dictionary of _Chasing Amy_ " * <NAME>, "Swear Words" * Conclusion. Evaluations (bring a #2 pencil). Tue May 04 * Projects due in instructor's office or mailbox by 12:00 noon. ![](../oedialec.jpg) <file_sep>#### Race, Politics, and Gender in American Music AMTH 024 Georgetown University, Spring 2002 Please feel free to email me at <EMAIL> if you have any questions about the course. Georgetown students should check blackboard for the latest information * * * Instructor Information: Instructor: <NAME> Email: <EMAIL> Phone: 703 799-7850 (use between 9:00am and 9:00pm) Office hours: Walsh 304, before and after class by appointment Course hours: TR McNeir, 4:15-5:30 * * * Course Description: Although often studied as an abstract art, American music often finds itself at the center of controversies involving race, politics, gender, and cultural identity. This course will explore these intersections between American cultural and musical life. Although the body of the course will focus on music between the Civil War and the 1970s, we will investigate the role of music in a wide variety of America's defining moments. These range from the role of political songs before and during the Revolution, to the search for an American opera in the nineteenth century, to Tin Pan Alley ethnic songs. We will also examine music's role in such movements as Prohibition, Abolition, the Harlem Renaissance, and hip-hop culture. Students will be asked to complete readings from a wide variety of scholarly sources and to demonstrate their understanding of the course materials through class discussion, a journal, reaction papers, and exams. No prior musical background or training is assumed or required. Course Objectives: We cannot possibly hope to cover all of American music history in one semester, so this course will focus on a series of case studies, each of which highlights a moment in American history where issues of identity intersect with music (both classical and popular). Given that we will be exploring a wide range of musical styles and historical topics, I expect there will be something in the course of interest to everyone. Students are, of course, invited to suggest other topics than those listed on the syllabus, and to relate the topics we discuss in the class to those which affect your daily lives. By the end of the course all successful students should: 1. Be able to describe how American music has taken part in the defining moments of American history. 2. Identify contemporary issues where music does, or might, play a role in issues involving race, politics, and identity. 3. Be able to take part in an intelligent discussion of music, using terms and ideas that are common among musicians, and do so at a sophisticated level. 4. Be able to easily identify a number of specific pieces of American music and musical styles. Course Materials Course readings and listening are available in the library. Most readings are also available through Georgetown's electronic reserves. The listening CDs can be found the Gelardin Center in the Library, and should be available on their streaming server. Students are encouraged to go to the library early and make copies of the assignments. Students must do the assignments before the class period to which they pertain. As you can see, some weeks have very lengthy assignments. Students are encouraged to look ahead on the syllabus and plan accordingly. If you are planning on not doing the assignments for this class, or not doing them seriously, please drop the course now. Tips for Succeeding: Georgetown assumes that you will complete three hours of class time and six hours of study time per course, per week. I will do my best to assign you four hours of reading and listening per week, this means that you should be able to spend at least two hours a week reviewing and thinking. If you squander this time during the first few weeks of class, you will find the last weeks of the semester busy and painful. If, however, you keep up on the readings and listenings, you should have no problems achieving the aims of the course, breezing through the exams and assignments, and still have a great time. Since much of this course will be discussion based, it is vital that you not only do the assigned readings and listenings before attending class, but also spend some time thinking. Come to class with questions, comments, disagreements, even out-right fights. The more you think, the more successful the entire course will be, and the better grade you will earn. If you are planning on not doing the assignments for this class, or not doing them seriously, please drop the course now. Grading: Your grade will be determined by four criteria: 1. Attendance and Discussion: 10% All students are expected to attend all class meetings, and to do all assignments before each class meeting. You should come to class prepared to answer and to ask questions about the readings and music for that day. Needless to say, you should do all assignments on time. But come to class, even if you are unprepared. The core of this course is in what we do together in class. Missed work can always be made up; a missed class is gone forever. Excessive absences will result in a significant grade penalty. Let me say that again, excessive absences will result in a significant grade penalty. Students will be expected to follow the guidelines explained on the Course Contract. 2. Quizzes and Short Assignments: 15% Several quizzes (unannounced) will be given during the course of the semester. The one lowest grade will be dropped. Assignments will include short class presentations and attendance at one of Georgetown's Friday afternoon concerts. A review of this concert will be included as part of the reading and listening journal described below. 3. Reading and Listening Journal: 25% For each reading and some listening assignments, students will write a journal entry. This journal will be turned in twice during the semester. See further instructions. 4. Exams: 50% Two exams will be given during the semester, each counting 25% of the final grade. Student should expect objective questions as well as essays on the exams. You should also be able to identify by title, composer, and date (within five years on either side) any of the pieces you have been assigned. Warnings: 1. Unfortunately there is no textbook for a course of this type. That means that the music itself will be our principal text. Many students who have not had experience with critical listening forget that listening, like critical reading requires your full attention. You should take notes, re-listen, and discuss the music in the same ways you might take notes, reread, and discuss a reading assignment. In other words, do not assume that you can do the listening on your car CD player, or while cooking dinner. Give yourself plenty of time to do, and think about, each assignment. I advise doing each listening assignment at least twice. Listening cannot be rushed! 2. Turning in late assignments makes it difficult for me to grade them and is unfair to the other students. The due dates and exam dates listed on this syllabus are not suggestions, but rather requirements. Please come to class on time, ready to turn in assignments at the start of the class period. Extensions will be given only in cases of real emergencies. 3. Please look carefully at the topics listed on the syllabus. Some students assume that a class of this type will primarily cover popular music of the last half century (1960s anti-Vietnam songs, hip-hop, etc.). While these traditions will form an important part of this course, they are by no means the only types of music we cover (nor do they even make of the majority of our topics). Students should be prepared to listen to, learn, and think about, not only popular songs, but also symphonies and operas. Students interested only in popular music should not take this course. _All that said I think anyone taking the class seriously will have a good time and earn a good grade_. ### ![](long_bar.gif) ### Course Schedule: _Week 1: Introductions_ > Class 1 (January 10 ) : Introductions _Week 2: The Materials of Music_ > Class 2 (January 15 ) : The Materials of Music: Melody and Rhythm > * Reading: Course syllabus, web pages, and Materials of Music handout > * Listening: Pick a popular song, of which you have a recording, and come prepared to discuss it in terms of the Materials of Music reading. Bring your recording > > Class 3 (January 17): The Materials of Music: Harmony and Texture > > * Reading: Materials of Music handout > * Reading: Resources in American Music > _Week 3: American Music: Performers and Composers_ > Class 4 (January 22): Performers and Composers > > * Reading: <NAME>, "American Music and its Two Written Traditions," _Fontes Artis Musicae_ 31 (1984): 79-84. [Electronic reserves] > * Listening: Several performances of "The Star-Spangled Banner" on CD 1 > > > Class 5 (January 24 ) : Race, Politics, and Gender: Ideas, Contexts, Theories > > * Assignment: Bring in one piece of music which you think says something about gender or race. It may deal with these topics in its lyrics, but it MUST also deal with them through the music itself. What kind of theoretical frame do we need to have to understand your piece. > _Week 4: Music, Gender, and Twentieth-Century American Women_ > Class 6 (January 29 ): "Living to Tell": Madonna > > * Reading: <NAME>, "Living to Tell: Madonna's Resurrection of the Fleshly" in _Feminine Endings_. [Electronic reserves] > * Listening: Selections from Amy Beach and Madonna on CD 2. > > > Class 7 (January 31 ) : Womens' Voices: <NAME> and <NAME> > > * Reading: <NAME>, "Getting Down Off the Beanstalk: The Presence of a Woman's Voice in Janika Vandervelde's _Genesis II_. " [Electronic reserves] > * Listening: Selections from Janika Vandervelde and <NAME> on CD 3. > _Week 5: Womanhood and the Nineteenth Century_ > Class 8 (February 5 ) : The Cult of True Womanhood: Jenny Lind > > * Reading: <NAME>, "Jenny Lind's Tour of America: A Discourse of Gender and Class" in _Festa Musicologica: Essays in Honor of George J. Buelow._ [Electronic reserves] > * There is no listening assignment, but come prepared to discuss these questions. > > > Class 9 (February 7 ) : "One of the Boys": Mrs. <NAME> > > * Listening: Selections by Amy Beach, on CD 4. > _Week 6: Hip Hop and the Problem of Race_ > Class 10 (February 12 ) : Rap and Hip Hop Culture > > * Reading: <NAME>, "The Rap Attack: An Introduction." in _Droppin' Science._ [Electronic reserves] > > > Class 11 (February 14): Modern Minstrels?: Public Enemy > > * Reading: <NAME>, "Rhythm, Rhyme, and Rhetoric in the Music of Public Enemy" in _Ethnomusicology._ [Electronic reserves] > * Listening: "Fight the Power" by Public Enemy on CD 5 > _Week 7: Dvorak and an American Music_ > Class 12 (February 19 ) : Dvorak's America > > * Reading: <NAME>, "The Indian Music Debate and `American' Music in the Progressive Era," in _The College Music Symposium_ (1997). [Electronic reserves] > * There is no listening assignment, but come prepared to discuss these questions. > > > Class 13 (February 21 ) : Indianist Music in America > > * Selections from <NAME> and <NAME> on CD 6. > _Week 8: A Detour and a Midterm_ > Class 14 (February 26 ): Summary and Review: A Word from the Ivory Tower > > * Reading: <NAME>, "Who Cares If You Listen?" in _High Fidelity_ (1958). [Electronic reserves] > * Listening: <NAME>, _Composition for Four Instruments_ on CD 7. > * Review for exam > > > Class 15 (February 28): Midterm and turn in journals _Week 9: Spring Break (no class March 5 and 7)_ _Week 10: Blacking Up: Minstrelsy in America_ > Class 16 (March 12): Introduction to Minstrelsy > > * Listening: Early minstrel selections on CD 8. > > > Class 17 (March 14 ) : Theories of Blackface > > * Reading: <NAME>, "Love and Theft: The Racial Unconscious of Blackface Minstrelsy" in _Representations_ (1992). [Electronic reserves] > _Week 11: <NAME> and an American Opera_ > Class 18 (March 19 ) : _ Porgy and Bess_ > > * Reading: _Porgy and Bess_ guide > * Listening: _Porgy and Bess_ highlights on CD 9 > > > Class 19 (March 21): Reactions to Porgy and Bess > > * Reading: <NAME>, "It Ain't Necessarily Soul: Gershwin's Porgy and Bess as a Symbol," _Yearbook for Inter-American Musical Research_ (1972). [Electronic reserves] > _Week 12: Jewish Identity_ > Class 20 (March 26): The Jewish Jazz Singer > NO CLASS ON MARCH 28 _Week 13: The Harlem Renaissance_ > Class 21 (April 2): <NAME> > > * Listening: Selections by <NAME> "Duke" Ellington on CD 10 > > > Class 22 (April 4): <NAME> > > * Reading: <NAME>, Jr. "The Harlem Renaissance of the 1920s" _Black Music Research Bulletin_ 10 (1988), 8-10. [Electronic reserves] > * Reading: <NAME>, "The Negro Artist and the Racial Mountain." [Electronic reserves] > * Listening: <NAME>, _Afro-American Symphony_ on CD 11. > _Week 14: Rock in the 1960s_ > Class 23 (April 9): A War Comes Home: Vietnam and Rock > > * Listening: 1960s Political Song on CD 12. > > > NO CLASS ON APRIL 11 _Week 15: Politics and Music_ > Class 24 (April 16): <NAME> and McCarythism > > * Listening: Selections from <NAME>, _The Cradle Will Rock_ on CD 13. > > > Class 25 (April 18): The Hutchinsons and Nineteenth-Century Protest Music > > * Reading: <NAME>, "The Hutchinson Family: The Function of their Song in Ante-Bellum America," _Journal of American Culture_ 1 (1978), 713-23. [Electronic reserves] > * Listening: Nineteenth Century Political Song on CD 14. > _Week 16: Politics and Review_ > Class 26 (April 23): <NAME> and the Founding Fathers > > * Reading: <NAME>, "`Wilks', `No. 45', and Mr. Billings." _American Music_ 7 (1989), 412-429. [Electronic reserves] > * Listening: Selections by <NAME>ings on CD 15. > > Class 27 (April 25): Review and turn in journals _Week 17: Final Exam_ > Class 28 (April 30): Final Exam ![](long_bar.gif) This page was created and maintained by <NAME> <file_sep> ## INTRODUCTION TO MEASUREMENT AND STATISTICS ##### (Fall 2002) \| ![](statteach.jpg) ---\|--- > ### _Course:_ > > PSYC 2750: Introduction to Measurement and Statistics - (SCI, MTH) > > ### _Instructor:_ > > Dr. <NAME> > > ### _Office Hours:_ > > * Monday, Wednesday, and Friday 1:00 - 2:00 p.m., or by appointment, 301 Webster Hall > > * Phone: 968-6970 or 968-7062 > > * <EMAIL> > > * Woolf Web Page: http://www.webster.edu/~woolflm/ > > ### _Text:_ > > <NAME>. (2000) _Fundamental Statistics for Behavioral Sciences_ , (8th Ed.). New York: <NAME>. > > ### _Course Description:_ > > Introduction to Measurement and Statistics (PSYC 2750) is for the university student who wishes to gain an understanding of basic statistical concepts. Knowledge of these concepts is essential for the reading of technical journals in one's field and basic research design. In other words, no matter whether you are sitting by the fireplace catching up on your reading about depression or working on a new treatment method, knowing when and how to use measurements and statistics is fundamental. The basic concepts to be covered are: > > 1. the contrast between descriptive and causal research > 2. types of measurement > 3. the use of descriptive statistics to summarize research results > 4. the use of inferential statistics to draw conclusions based on a sample(s) drawn from a population. > > No prior statistical knowledge is required for this class. Classroom techniques that will be used to achieve the course objectives will include lecture, active problem solving sessions, homework, and examinations. > > This course is coded for the Scientific Understanding goal in the General Education program. Scientific Understanding is defined as the analysis of the concepts of a scientific discipline and its methods, limitations, and impact in the modern world. > > This course is also coded for the Mathematics goal in the General Education program. Mathematics is defined as the recognition of the value and beauty of mathematics as well as the ability to appraise and use quantitative data. > > ### _Course Objectives:_ > > 1. To develop a practicing and theoretical understanding of descriptive and inferential statistics. > > 2. To develop an understanding of how to choose a statistic or determine if the one used is appropriate based on the type or source of quantitative data. > > 3. To develop an appreciation for the use of statistics and an ability to recognize the misuse of statistics. In other words, to make the student an active consumer of statistics (i.e. do people really lie with statistics?). > > ### _Course Outcomes:_ > > 1. The student will have an understanding of basic research methodology and the impact of research design on data interpretation. > > 2. The student will be able to differentiate between a descriptive and inferential statistic and will know when each is being interpreted appropriately. > > 3. The student will know how to represent and interpret frequency and statistical data using basic graphing techniques. > > 4. The student will know how to compute and evaluate measures of central tendency, measures of variability, standard scores, correlation coefficients, linear regression, standard error, confidence intervals, t-tests (independent and correlated), and one/two factor ANOVA. > > 5. The student will know when to appropriately use and how to interpret data from each of the above statistical techniques. > > 6. The student will understand the underlying assumptions and theory of hypothesis testing. > > > > ### _NOTE:_ > > Statistics can be fun or at least they don't need to be feared. The logical and mathematical concepts required to do well in this class are not prohibitive for any health science or university student. The key to doing well in this class can be summarized by two words, "KEEP UP!". If you don't understand a concept in class, ask. I'm more than willing to re-explain. If you start to fall behind, contact me as soon as possible. We'll make some arrangements. This is important because the material discussed four weeks from today will be based on material discussed today. For more survival tips, see Survival Tips > > ### _Incoming Competencies/Prerequisites:_ > > Prerequisite: PSYC 1030 or permission of the instructor. All students should be capable of basic math and simple algebra. > > ### _Class Meetings:_ > > The class will meet on Monday, Wednesday, and Friday from 12:00 - 12:50. Attendance is strongly recommended as this material is difficult and conceptually complex. Classroom attendance will greatly enhance your understanding of the information. > > ### _Course Requirements:_ > > A midterm exam, a final exam, and homework assignments. > > All grades will be assigned on a scale of 0 - 100 with: > > 90 - 100\| A,A-\| Superior work > ---\|---\|--- > 80 - 89\| B+,B,B-\| Good work > 70 - 79\| C+,C,C- \| Satisfactory work > 60 - 69\| D+,D \| Passing, but less than Satisfactory > Less than 60\| F \| Unsatisfactory > >> ### _Percent of Grade:_ >> >> Midterm Exam \| 40% >> ---\|--- >> Final Exam \| 40% >> Homework \| 20% > > Examination format will include short answer and problem solving. The midterm will be take-home. The final will be in-class. The final will be open- book and open-note. Each exam will constitute 40% of your final grade. All exams must be taken on the date scheduled except in case of emergency. In case of the above, the instructor must be notified. No make-up exams will be provided if you fail to notify and discuss your situation with the instructor. Please note that no extra credit work will be made available to make-up for a poor test grade. > > Homework will be assigned for the material covered during lecture. This will provide you with the opportunity to review and reinforce the material covered in class. It also serves as a diagnostic tool for me to see where people might be having problems. No late assignments will be accepted except in cases of emergency. Homework will constitute 20% of your final grade. Note : Not turning in homework assignments can result in a one to two letter grade drop in your final grade. > > Plagiarism (attempting to pass of the work of another as one's own is not acceptable and will result in a grade of 0 for that assignment and will be turned over to the appropriate university source for disciplinary action. In addition, cheating on exams will also result in the same fate. > > Late withdraws from this class will not be approved by the instructor except in cases of emergency discussed with the instructor. No late withdraws will be approved on the basis of poor class performance. > > This syllabus is subject to change at the instructor's discretion. All changes concerning course requirements will be provided in writing. Changes concerning exam dates may be made at the instructor's discretion and communicated verbally to the class. > > It is understood that remaining in this course (not dropping or withdrawing from this course) constitutes an agreement to abide by the terms outlined in this syllabus and an acceptance of the requirements outlined in this document. No grade of Incomplete will be issued for this course. > > > > > ## COURSE OUTLINE > > --- > > > > ### Week Ending > > \| > > > ### Topic > > \| > > > ### Reading > > August\| 23\| Introduction to class > Introduction to statistics > Overview of methodology\| Chapter 1 > Chapter 12 > Introduction to Measurement and Statistics > Research Methods > > August\| 30\| Frequency Distributions and Graphing\| Chapter 2 > September\| 6\| Frequency Distributions and Graphing\| Chapter 2 > September\| 13\| Characteristics-distributions\| Chapter 3 > September\| 20\| Characteristics-distributions > Measures of relative standing \| Chapter 3 > Chapter 5 > September\| 27\| Correlation \| Chapter 7 > October\| 4\| Regression > Take home Midterm Exam \| Chapter 6 > October\| 11\| Sampling distributions > Midterm Due \| Chapter 8 > Fall Break > October\| 25\| Hypothesis testing \| Chapter 9 > November\| 1\| Hypothesis testing: t-tests \| Chapters 10 -11 > November\| 8\| Hypothesis testing: t-tests \| Chapter 10 - 11 > November\| 15\| Simple ANOVA \| Chapter 14 > November\| 22\| Simple ANOVA \| Chapter 14 > November\| 29\| Factorial ANOVA\| Chapter 15 > December\| 6\| Factorial ANOVA\| Chapter 15 > December\| 11\| FINAL EXAM (10:30 - 12:30) > ( Double-check on posted exam schedule as this time is an approximate ) > > > > > > > Back to Statistics Page > > > > <file_sep># Bcst 470- Fall 1995 Syllabus * * * ## Cable Television and Emerging Technologies ### Instructor: <NAME>, Ph.D. Office hours: TR 2 - 4 pm & by appt. 333 Communications Bldg. 974-4291 <EMAIL> ### Catalog Description: History and structure of cable television industry. Cable regulations and programming. Entry of telephone companies in distribution video. Analysis of all relevant technologies: direct broadcast satellite, fiber optics cable, high definition television, and others. ### Real Course Description & Goals: This course will examine a wide range of new and emerging telecommunications technologies. We will consider the historical and future impacts of these technologies on existing and emerging industries, the policy and economics driving the implementation of these technologies, and their adoption and use by consumers. It is hoped and expected that students will come out of this course with: * an understanding and appreciation for new technologies and their impact on media and society * an understanding of how historic social, political, and economic forces shape the introduction and impact of new technologies * an ability to critically examine the potential impact of new technologies and/or technological policy ### Course Requirements: ##### Attendance and Discussion (10%) : While attendance is not strictly required, it is expected that students will come to class prepared, and will contribute to the lectures and discussions. ##### Net Assignments: (20%): A series of assignments will be given to encourage exploration of, and use of, the Internet and the World Wide Web. ##### Tests (30%): There will be two tests given in class, each worth 15% of the final grade. The tests will combine multiple choice, short answer, and essay questions. ##### Term Paper (40%): A substantial paper (15-25 pages) examining and analyzing some scholarly or practical question related to cable or emerging technologies. There are four basic options: * Option A: A report on some existing application of cable or emerging technology. Pick some firm offering a communications service utilizing cable or emerging technologies. Provide a historical overview of that service or usage, a detailed consideration of the current applications and market, and critically analyze the future potential for that firm or service. _examples: use of video-conferencing by UT, DBS, viability of Sega Game channel, Internet shopping malls_ * Option B: An in-depth analysis of a specific technology or application of technology. This should provide a historical overview of the development of the technology, a report on the current level of development and use, and a critical analysis of its future potential (in general). _examples: future of HDTV, development of Information Superhighway, video dialtone, digital radio_ * Option C: An examination and analysis of the social, political, or economic impact of cable or other emerging technology. This paper should set forth a thesis, and provide an extensive review of the relevant literature, and should include a thorough development of an argument in support of your thesis. _examples: impact of HDTV and satellites on movie theaters, the impact of new technologies on political change in Eastern Europe, effect of C-SPAN on politics in US_. * Option D. An examination and analysis of how social, political, or economic factors have shaped the development of cable or new technologies. This paper should set forth a thesis, and provide an extensive review of the relevant literature, and should include a thorough development of an argument in support of your thesis. _examples: impact of break-up of AT &T; on videotext; economics and HDTV; impact of new legislation_ The broad range of potential topics and perspectives is designed to allow the students to pursue their own interests in this class. In addition, students may approach the paper as an individual or a small group project. If you work in a group, the quality expectations will be commensurably higher, although the page requirements may not be. You should approach the professor with a topic proposal by Oct. 1. At this time you should also indicate whether you are interested in working solo, or in a group. You will also be required to turn in (by Nov. 3) an extended abstract (3-5 pages) outlining your topic/research question and proposed direction for the paper, along with an annotated bibliography of sources already collected. The abstract and bibliography is worth 5% of the final grade. You are encouraged to think about turning the paper in early. Every effort will be made to grade papers and return them quickly. If you turn them in early enough, you will have an opportunity to revise and resubmit the paper by the final deadline of 14 Dec. 1995, at 4:45 pm (end of scheduled final period). Only the last grade on the paper will be used in the calculation of the course grade. The completed term paper is worth 35% of the course grade. You will also be expected to make a short presentation of your paper's findings/conclusions at one of the final class meetings. Early presentations will be treated as works in progress (that is, students are not required to have a completed term paper at the time of presentation if they are presenting prior to 14 Dec 1995. ### General Requirements and Notices: * All materials to be turned in for this class must be typed, or printed on at least a NLQ computer printer. They should be double-spaced, with normal font sizes and margins. * No extensions on the term paper will be given. Students with valid excuses may be given an opportunity to make up tests and other assignments. The instructor is the final arbiter of excuses and their acceptability. * While students are encouraged to study and work together, it is also expected that all work turned in will be original and individual-- plagiarism will not be tolerated and will result in a score of 0 on the plagiarized work and/or notification of appropriate authorities. If you still have any doubts as to what plagiarism is, consult your various handbooks and guides, or ask the instructor. * The instructor is willing to work with students with special needs, and make any necessary special arrangements possible to facilitate their learning experience in this class. However, those individuals will need to consult with the instructor about their needs as soon as possible. * The instructor reserves the right to modify the course schedule and requirements. Any changes will be announced during class meetings and in the class listserve. ### Readings: Dizard, <NAME>. (1993). _Old Media, New Media_. New York: Longman. Grant, <NAME>. (Ed.) (1995). _Communication Technology Update. 4th Edition._ Boston: Butterworth-Heinemann. Pitter, Keiko, Amato, Sara, Callahan, John, Kerr, Nigel, and <NAME>. (1995). _Every Student's Guide to the Internet._ New York: McGraw-Hill. Other readings as assigned. ### Tentative Course Schedule The readings assigned for each class session should be completed prior to that session. 24 Aug Introduction to Class 29 Aug New Technologies and Society: Overview Readings: Dizard: 1; Grant: 1; Pitter: 1 31 Aug Cable: The Basics and History Readings: Dizard: 4; Grant: 3 5 Sept Cable: the Big Change I: Satellites Readings: Dizard: 5; Grant: 26 7 Sept Cable: Programming Readings: Dizard: 6; Grant: 4 & 7 Internet Assignment 1: E-Mail & Joining the Listserve Pitter: 2 12 Sept Cable: Competition Readings: Grant: 8 & 9 14 Sept Cable: The Coming Big Change II Readings: Dizard: 2; Grant: 2, 13, & 30 19 Sept Cable & Telephony: Foundation Readings: Dizard: 3; Grant: 29 & 31 21 Sept Cable & Telephony: Cross Competition Readings: Grant: 5 & 6 26 Sept Cable & Telephony: Cross Competition Readings: Grant: 32 & 33 28 Sept The New Kid: Internet & NII/GII Readings: Grant: 14 & 15 Internet Assignment 2: Usenets & Gophers Pitter: 3, 4 & 5 3 Oct Net Content and Services: Still Under Construction Readings: Grant: 16 & 17 5 Oct Catch-up & Review 10 Oct Test # 1 12 Oct Fall Break (no class) 17 Oct Hollywood & Emerging Technologies Readings: Dizard: 7; Grant: 22 19 Oct Print & Emerging Technologies Readings: Dizard: 8 Internet Assignment 3: Papers & Zines on the Web Pitter: 8 24 Oct The Individualization of Mass Media 26 Oct New "Broadcasting" Services & Technologies: TV Readings: Grant: 10 & 11 31 Oct New Services & Technologies: Radio & Audio Readings: Grant: 12 & 25 1 Nov Personal Technologies: Video Readings: Grant: 23 & 24 7 Nov PersonalTechnologies: Publishing Readings: Grant: 20 & 21 9 Nov Personal Technologies: Communications Readings: Grant: 34 & 36 14 Nov Personal Technologies: Entertainment Readings: Grant: 18 & 19 16 Nov Catch-Up & Review 21 Nov Test # 2 23 Nov Thanksgiving (no class) 28 Nov New Technologies & Education Readings: Grant: 28 Internet Assignment 4: Finding research materials Pitter: 6 & 7 30 Nov New Technologies & Business Readings: Grant: 27 & 35 5 Dec Future Directions & Issues Readings: Dizard: 9; Grant: 37 7 Dec Presentations I 14 Dec 2:45-4:45 Presentations II Term Paper Due * * * Created: Thursday, August 24, 1995, 10:52:26 AM Last Updated: Thursday, August 24, 1995, 10:52:26 AM <file_sep>PHILOSOPHY OF SCIENCE V83.0090-001 MTWTh 1:30pm-3:05pm in 503 Main Building New York University Summer 2001 Instructor: <NAME> email address: <EMAIL> Course Webpage: http://homepages.nyu.edu/~jw79/philsci.htm Office Hours: M 5pm-6pm, Th 10am-11am Office: Main Building 503-O Office Phone: 998-8330 Dept. Phone: 998-8320 I. COURSE DESCRIPTION ** Scientific inquiry is often considered the method _par excellence_ of acquiring knowledge about the world. What is it about science and its method that gives it this reputation? This course examines several different perspectives on science, looking at what they claim the aims of science are and what they say about its operation. We will begin by considering various facets of the scientific enterprise from the perspective on science dominant during the first half of the 20th century: logical empiricism. This school of thought sought to develop formal accounts of such activities as the confirmation of hypotheses and the explanation of phenomena in a way that grounded science on the epistemically secure basis of the observable. This perspective was challenged in the second half of the 20th century by an approach that shifted the focus from analysis of the formal structure of scientific activities to scrutiny of the history of science. This historicist approach rejected the earlier assumption of a common, pure (i.e., "theory- neutral") observation basis, emphasizing instead the radical discontinuities in the worldviews offered by successive scientific theories. At its most extreme, this approach has characterized these breaks as involving not just changes in worldview, but as transitions to "different worlds". A third perspective on science rejects both logical empiricism and historicism, opting instead for a "realist" view committed to taking science as in the business of (and succeeding to some extent at) developing a literally true story about the world. After a brief introduction to scientific method, we will consider these three perspectives on science in turn, examining their central theses and arguments, with the aim of developing a better understanding of the nature of science in general. II. REQUIRED CLASS MATERIALS Books: Hepel, <NAME>. _Philosophy of Natural Science._ Upper Saddle River, NJ: Prentice Hall, 1966. Kuhn, <NAME>. _The Structure of Scientific Revolutions_ , 3rd Edition. Chicago: University of Chicago Press, 1996. The books for the course are available at The NYU Book Center located at 18 Washington Place. There is also a coursepack of photocopied required readings available at New University Copies located at 11 Waverly Place. III. CLASS REQUIREMENTS AND GRADING SCHEME _Requirements_............................................. _Percent of Final Grade_ Class Participation......................................................10% First Paper..................................................................25% Midterm Exam............................................................15% Second Paper..............................................................30% Final Exam..................................................................20% _ About the Requirements: _ _Class Participation_ \--One thing this requirement covers is your _class attendance_ (if you don't attend class you can't participate in it). However, to get an "A" for class participation you must do more than just show up; you have to contribute to class discussion. You are expected to show up having read the assignment for the day and ready to talk about it. _The First Paper_ \--There will be a 5-8 page paper due at the end of May. Topics will be distributed 1 week before the paper is due. Papers are due at the beginning of class on the due date. Late papers are subject to a substantial grade reduction (you really don't want to find out how much). _The Midterm Exam_ \--There will be an in-class midterm exam on Monday, June 4th. The exam will consisit of short answer questions and an essay based on the readings and lectures. _The Second Paper_ \--There will be a second 5-8 page paper due on the last day of class. Again, topics will be handed out 1 week before the paper is due, and all papers are due at the beginning of class on the due date. Late submission is still not a good idea. _The Final Exam_ \--There will be a final exam given during the scheduled exam time. The exam will cover the whole course, but will heavily emphasize the material since the midterm. As with the midterm, the final will consist of short answer questions and essay questions based on the readings and lectures. IV. CLASS FORMAT The class will be a mixture of lecture and discussion, and I want to encourage discussion. I expect you all to show up having read the assignment for that meeting and ready to use it as a point of departure. It is the nature of the issues we will be considering that people's views will differ. You are encouraged to question your classmates (and me) when anyone says something you disagree with, but everyone should always keep in mind that disagreement is not a personal attack. Philosophical discussion thrives under this kind of interaction and often stems from disagreement. At the same time, philosophical discussion _aims at_ reaching some sort of agreement. We probably won't reach agreement every time, but we should aspire toward it. V. TOPICS AND READINGS Most of the readings for the course are from the books by Hempel and Kuhn. These readings are listed below by author and chapter number. The other readings (those labeled "photocopy") are from the coursepack and are listed by author and title. Again, the coursepack is available at New University Copies located at 11 Waverly Place. A note about the readings: Philosophical writing is often subtle and difficult. Do not be fooled by the shortness of an assignment into thinking that it will take little time. Most of these readings should be read _at least twice_. I recommend a first time straight through and then a second time slowly while taking notes. In addition, because of the compressed nature of the term, you will be required to read something new every night. We will be moving fast, so it is crucial that you keep up with the reading. The course units and readings for them are as follows. 1\. Facets of Scientific Inquiry > Peirce, "The Fixation of Belief" (photocopy) > Hempel, Chapters 1 and 2 (Scientific Method) > Hempel, Chapters 3 and 4 (Confirmation) > Hempel, Chapters 5 an 6 (Scientific Explanation) > Hempel, Chapter 7 (Theoretical Concepts) > Hempel, Chapter 8 (Theoretical Reduction) 2\. The Historicist Approach > Kuhn, Preface & Chapter I (Background and Method) > Kuhn, Chapters II-V (Normal Science) > Kuhn, Chapters VI-VIII (Crisis in Normal Science) > Kuhn, Chapters IX & X (Revolutionary Science) > Kuhn, Chapters XI-XIII (Revolution and Progress) > Kuhn, Postscript 3\. Scientific Realism > <NAME>, from _The Scientific Image_ (photocopy) > McMullin, "A Case for Scientific Realism" (photocopy) > Boyd, "The Current Status of Scientific Realism" (photocopy) > Laudan, "A Confutation of Convergent Realism" (photocopy) > Fine, "The Natural Ontological Attitude" (photocopy) > <file_sep>### Southwestern University ## Greek and Roman Mythology ### Syllabus Classics 07-203 / English 10-203 / Religion 19-403 Fall 2000 Instructor : <NAME> (<EMAIL>) MBH 223 (x1554) Office hours: 10-11, MWF Click to jump directly to daily assignments --- SU requirements met** * 07-203 / 10-203: POK (American & Western Cultural Heritage) _or_ 19-203: Upper level religion requirement Texts and Resources : * <NAME>, <NAME>, _Classical Mythology_ 6 (Longman) ["ML"] * Euripides, _Ten Plays_ (Bantam) * Grene, D., trans., _Sophocles I_ (Chicago) * Lattimore, R., trans., _Aeschylus, Aeschylus I_ (Chicago) * Racine, <NAME>., _Phaedra & Other Plays_ (Penguin) * _Perseus_ 2.0 (on-line) * H & R. Howe, _The Ancient World_ ["Howe and Howe"] Objectives In this course, we will examine the major myths of the Greeks and Romans, and study the origins, impact on classical culture (literature and art), and lasting effect of classical mythology on later civilization. We will approach our study primarily through Greek and Roman literature and iconography. Greek legends and stories have held a tremendous fascination for humankind since they were first told. Their civilization has a unique way of speaking to us. Our first job will be to peel back the levels of history to get back at what the ancients really thought about mythology. Our second focus will be on that relationship between the ancients and us; that will be dealt with in the final project. Texts The basic _text book_ (Morford & Lenardon) contains extended quotes from several authors, and also contains useful background material for the literature assignments. The major authors that we will read are (those marked with an asterisk * are in ML): Aeschylus, Sophocles, Euripides, Hesiod, Homer, <NAME>, Plato, Vergil, Ovid, & Lucian, and from the post-classical period the French author Racine. Since classical mythology affected art in addition to literature, many class presentations will be accompanied by images (snaned images, some slides, Perseus images, etc.) of ancient and post-ancient art. One of the goals of the course is to provide the tools necessary for a student to recognize myths and characters in art. Requirements * Exams. There will be three exams during the semester (dates given in schedule below). Each exam will include objective questions (for example, fill in the blank), slide identifications (the myths or characters represented), and short essays. Please note that make-up exams are the _rare_ exception, not the rule, and are allowed _at the discretion of the instructor_ ; such matters must be arranged in advance of the regularly scheduled exam time. * Paper. The paper, 10-15 pages in length, is to be on a work of literature (ancient or post-ancient) that makes extensive use of classical myth (a work that is not otherwise assigned as one of the course readings). More detailed instructions and advice will be provided later in the semester. _The paper must be written using with a word processing program_. Help with Microsoft Word (DOS, Windows, and Mac versions) will be provided by the instructor on request. Deadlines are for the rough and for the final drafts respectively, and are noted in the schedule below. Deadlines are firm , and penalties will be assessed for each day late (one day ends, and another begins, at 5:00 p.m. ): rough draft, 5 points per day off final paper grade; final draft, 10 points per day off final paper grade. Your instructor is cold and cruel, and very strict about these matters. * Final project. Each student will prepare a final project, due on December 11 (11:30 a.m.). The project is to focus on the connection between classical mythology and related area(s) of learning, for example "Medea and the demonization of feminists in contemporary society," "Prometheus and the Voyager Mission: Creation Tales and Anthropomorphism," "Crossing the River Styx and the Big Chill," "George Washington as Zeus," "Palaestra and Pedagogy." The project consists of an annotated bibliography. * Class participation, attendance. The final factor is class participation/attendance. The normal expectation is that students will be at every class, for one cannot participate _in absentia_! Participation also involves preparation of homework assignments before class. Participation will be assessed not so much on quantity as on quality. Students should feel free to express their own opinions on various matters related to the course and to ask questions. Students' interpretations need not necessarily be the same as those of the instructor. As long as interpretations are based upon reasoned assessments of the evidence (literary, historical, archaeological), they are as valid as the instructor's. This concept has been reinforced through cooperative work of SU students and faculty, which resulted in a provision of the SU Academic Rights for Students. It bears repeating here: * Faculty members should encourage free thought and expression both in the classroom and out. Students are entitled to disagree with interpretation of data or views of a faculty member and reserve judgment in matters of opinion, but this disagreement does not excuse them from learning the content of any course for which they are enrolled or from demonstrating skills and competencies required by a faculty member. Students should be evaluated solely on academic performance. Summary of requirements, with percentages : > Exam #1 (September 29) > > \| > > 20% > > ---\|--- > > Exam #2 (October 30) > > \| > > 20% > > Exam #3 (December 8) > > \| > > 20% > > Paper (rough, November 3; final, November 20) > > \| > > 10% > > Final Project (December 11, 11:30 a.m. ) > > \| > > 20% > > Class partic./attendance > > \| > > 10% Accommodations for students with disabilities: SU will make reasonable accommodations for peresons with documented disabilities. Students should register with the Office of Academic Services, located in Mood-Bridwell 311. Professors must be notified that documentation is on file no later than the end of the second week of class for the accommodation to be honored. Final Grades. > The plus and minus grading system, now in effect at Southwestern, will be used for final grades. Semester % averages will translate to the following letter grades: > > GRADE > > \| > > INCLUSIVE > % RANGE > > \| > > GPA POINTS > EQUIV. > > ---\|---\|--- > > A+ > > \| > > 96.7-100.0 > > \| > > 4.00 > > A > > \| > > 93.4-96.6 > > \| > > 4.00 > > A- > > \| > > 90.0-93.3 > > \| > > 3.67 > > B+ > > \| > > 86.7-89.9 > > \| > > 3.33 > > B > > \| > > 83.4-86.6 > > \| > > 3.00 > > B- > > \| > > 80.0-83.3 > > \| > > 2.67 > > C+ > > \| > > 76.7-79.9 > > \| > > 2.33 > > C > > \| > > 73.4-76.6 > > \| > > 2.00 > > C- > > \| > > 70.0-73.3 > > \| > > 1.67 > > D+ > > \| > > 66.7-69.9 > > \| > > 1.33 > > D > > \| > > 63.4-66.6 > > \| > > 1.00 > > D- > > \| > > 60.0-63.3 > > \| > > 0.67 > > F > > \| > > 0.0-59.9 > > \| > > 0.00 * * * Daily routine > Syllabus. You should check this syllabus on-line _at least once before each class assignment_. With various resources coming on-line, this document is a fluid work, and each student is responsible for changes and corrections to the syllabus. > > Several assignments are accesible through "hot links" on this syllabus. Click on the link in the right hand column of the daily assignments below to be connected to the homework source. Hot links usually appear underlined and in blue or purple; in the hardcopy of this syllabus, the links are underlined. > > "Handouts". Each day in class, instead of handing out hard copies of the day's technical terms, names, dates, maps, etc., the "handout" will be projected in the classroom. You are strongly encouraged to access the handouts on the Web. > > You can access the handout in three ways: > > * click on the date in the syllabus schedule below (you will be able to tell whether I have created the handout by the "hot link" convention for the date, usually blue or purple in Netscape) > * access the handouts directly. The convention that I use is (without the quotes) "myth _date_.html". For example, the file for the handout for September 23 would be "myth0923.html". The full location address is: http://www.southwestern.edu/academic/classical.languages/myth/myth _date_.html > > > * * * > > * * * > > . ![](SUMYTH1.gif) * * * * * * * * * * * * Date \| Assignment \| ---\|---\|--- August 28 Monday \| Introduction \| August 30 Wednesday \| Theory about myth; history; sources \| Link to ML: ML 1-27; plus Marinatos, _Minoan Religion_ 8-12 September 1 Friday \| History of Greece I \| _Perseus_ , History Overview 1, 1-3.4, 5-5.11, 6-6.7, 6.16-6.31, 7-9.3.3 September 4 Monday \| History of Greece II \| _Perseus_ , Overview (cont.), 12-12.1.20, 16-16.19 September 6 Wednesday \| History of Greece III; of Rome \| Howe and Howe (reserve) 243-259 September 8 Friday \| History of Greek and Roman art \| September 11 Monday \| Olympians I: Hestia, Zeus, Hera, Hephaestus, Ares; Greek sanctuaries I: Olympia \| ML 70-84 (Homer; Homeric Hymns); _Perseus_ , Overview 4.10-4.12; _Perseus_ , Olympia, site description September 13 Wednesday \| Olympians II: Poseidon, Athena; Greek sanctuaries II: Athens \| ML 98-115 (Hom. Hymn; Ovid Met.); _Perseus_ , Overview 9.4.3-9.4.7 September 15 Friday \| Olympians III: Aphrodite, Artemis \| ML 116-162 (Hom. Hymn; ; Plato; Vergil; Ovid _Met._ ) September 18 Monday \| Olympians IV: Apollo Greek sanctuaries III: Delphi \| ML 163-188 (<NAME>; Ovid _Met._ ; Vergil); _Perseus_ , Overview 5.12; _Perseus_ , Delphi, site description September 20 Wednesday \| Olympians V: Hermes, Demeter Greek sanctuaries IV: Eleusis \| ML 189-203, 233-249 (<NAME>; Ovid ); _Perseus_ , Overview 10.1.7-10.1.8; _Perseus_ , Eleusis, site description September 22 Friday \| Hades and the Underworld \| ML 250-272 (Homer; Plato; Vergil; Seneca; Lucian) September 25 Monday \| Orpheus; Mystery Religions \| ML 273-285 (Ovid Met.; Hesiod) September 27 Wednesday \| \| September 29 Friday \| EXAM #1 \| October 2 Monday \| Exam discussion; Study Suggestions \| October 4 Wednesday \| Dionysus, Pan, Echo, Narcissus \| ML 204-232 (<NAME>, Ovid., _Met._ ) October 6 Friday \| Dionysus II; Greek theater \| _Perseus_ , Overview 10.2-10.2.4; Euripides, _The Bacchants_ (in Euripides, _Ten Plays_ ) October 9 Monday \| Dionysus III \| Euripides, _The Bacchants_ (cont.); Aristophanes, _Frogs_ (on reserve in the SLC) Also on-line, Perseus (local stacks) plus web site: Frogs October 11 Wednesday \| Creation myths; emergence of Olympians; Ages of humankind \| ML 35-69 (Hesiod, Aeschylus; Ovid _Met._ ; _Perseus_ , Overview 4.13-4.14 October 13 Friday \| House of Cadmus I \| Sophocles, _Oedipus the King_ (in Grene, _Sophocles One_ (copies of Sophocles on res. in SLC) [Fall break starts at 12 midnight] October 16 Monday \| \| Fall break October 18 Wednesday \| House of Cadmus II \| Sophocles, _Oedipus the King_ (cont.); Sophocles, _Antigone_ October 20 Friday \| House of Atreus I (Seferis, _Mycenae_) \| Aeschylus, _Agamemnon_ (in _Aeschylus_ I) October 23 Monday \| House of Atreus II \| Aeschylus, _Libation Bearers_ October 24 Tuesday \| Optional play reading, MBH Atriium, 10-11 a.m. \| October 25 Wednesday \| House of Atreus III \| Aeschylus, _Eumenides_ October 27 Friday \| House of Atreus IV \| ML 317-347 (Pindar) October 30 Monday \| EXAM #2 \| November 1 Wednesday \| House of Aeolus I; Medea \| ML 464-479 (Ovid Met.; Pindar); Euripides, _Medea_ (in Grene, _Euripides_ I) Nvember 3 Friday \| House of Aeolus II; ROUGH DRAFT OF PAPER DUE, 5:00 p.m. \| Euripides, _Medea_ (cont.) November 6 Monday \| House of Danaus I; Heracles \| ML 406-441 (Pindar, Aeschylus) November 8 Wednesday \| House of Danaus II \| Euripides, _Alcestis_ (in Grene, _Euripides_ I _)_ November 10 Friday \| House of Danaus III \| Euripides, _Alcestis_ (cont.) November 13 Monday \| Theseus I \| ML 442-463 (Ovid _Met._ , Bacchylides); Euripides, _Hippolytus_ (in Grene, _Euripides_ I) November 15 Wednesday \| Theseus II \| Racine, _Phaedre_ November 17 Friday \| Trojan War I (origins) \| ML 348-387 (<NAME>, Lucian, Statius, Lucretius, Homer); Euripides, _Iphigenia at Aulis_ (in Grene, _Euripides_ I) November 20 Monday \| Trojan War II; FINAL DRAFT OF PAPER DUE, 5:00 p.m. \| Euripides, _Iphigenia at Aulis_ (cont.) [Thanksgiving break begins Nov. 21, midnight] November 27 Monday \| Trojan War III \| Homer, _Iliad_ Books 1-3, 9 [Iliad (MIT)] November 29 Wednesday \| Trojan War IV \| _Iliad_ Books 16-19, 22-24 [Iliad (MIT)] December 1 Friday \| Trojan War V \| ML 388-405; Homer, _Odyssey_ Books 1, 5-6, 10-11, 17-23 [Odyssey (MIT)] [Odyssey (Perseus)] December 4 Monday \| Roman mythology \| ML 503-541 (Livy, Vergil, Ovid, Lucretius, Horace) December 6 Wednesday \| _Aeneid_ : National Epic \| Vergil, _Aeneid_ Books 1-4 [Aeneid (MIT)] December 8 Friday \| EXAM #3 \| \| \| <file_sep>![](http://www.princeton.edu/~stengel/Rainbow.GIF) ![](http://www.princeton.edu/~stengel/Lear.GIF) # Aircraft Flight Dynamics (MAE 331) Fall 2002 ## <NAME> Department of Mechanical and Aerospace Engineering Princeton University ![](http://www.princeton.edu/~stengel/Rainbow.GIF) MAE 331 is designed to introduce students to the performance, stability, and control of aircraft ranging from micro-uninhabited air vehicles through general aviation, jet transport, and fighter aircraft to Mars planes and re- entry vehicles. Particular attention is given to mathematical models and techniques for analysis, simulation, and evaluation of flying qualities, with brief discussion of guidance, navigation, and control. Topics include equations of motion, configuration aerodynamics, analysis of linear systems, and longitudinal/lateral/directional motions. The course is required for the aerospace engineering program, and it is accessible to all students with the necessary prerequisites (MAE 206 and 222). As presented in the linked _Syllabus_ , the course is divided in two parts. About two thirds of the course will be devoted to the _Science and Mathematics_ of flight dynamics, and one third will address historical _Case Studies_ in aircraft performance, stability, and control. Principal references are the draft manuscript for my book, _Flight Dynamics_ , and the book by <NAME> Larrabee (1997), listed among _Selected References_. Assignments will focus on the use of MATLAB for numerical experiments, on independent investigation of the literature, and on analysis of real-world problems. There will be a mid-term exam and a term paper. For the latter, each student will analyze the flight dynamics of a different aircraft type, summarized in a written report and a brief oral presentation. * * * ## Syllabus * * * ![](http://www.princeton.edu/~stengel/Transport.GIF) ![](http://www.princeton.edu/~stengel/Rainbow.GIF) ### SELECTED REFERENCES * <NAME>., and <NAME>., _Airplane Stability and Control: A History of the Technologies That Made Aviation Possible_ , Cambridge University Press, 1997. * <NAME>., _Computational Flight Dynamics_ , AIAA Press, 1998. * <NAME>., _An Introduction to Aircraft Performance_ , AIAA Press, 1997. * <NAME>., _Aircraft Performance and Design_ , McGraw Hill, 1999. * <NAME>., _Engineering Analysis of Flight Vehicles_ , Addison-Wesley, 1974. * <NAME>., _Aircraft Dynamic Stability and Response_ , Pergamon Press, 1980. * <NAME>., _Automatic Control of Aircraft and Missiles_ , J. Wiley & Sons, 1991. * <NAME>., and <NAME>., _Aerospace Vehicle Dynamics and Control_, Clarendon Press, Oxford, 1994. * <NAME>., _Flight Dynamics Principles_ , Arnold, 1997. * <NAME>., and <NAME>., _Dynamics of Flight: Stability and Control_ , J. Wiley & Sons, 1996. * <NAME>., _The Definition, Understanding and Design of Aircraft Handling Qualities_ , Delft University Press, 1997. * Hodgkinson, _Aircraft Handling Qualities_ , AIAA Press, 1999. * <NAME>., and <NAME>., _Aircraft Performance_ , Cambridge University Press, 1992. * <NAME>., _Aerodynamics, Aeronautics, and Flight Mechanics_ , J. Wiley & Sons, 1995. * <NAME>., <NAME>., and <NAME>, _Aircraft Dynamics and Automatic Control_, Princeton University Press, 1973. * <NAME>., _Flight Mechanics: Theory of Flight Paths_ , Addison-Wesley, 1962. * <NAME>., _Flight Stability and Automatic Control_ , McGraw Hill, 1998. * <NAME>., _Flight Performance of Aircraft_ , AIAA Press, 1995. * <NAME>., _Performance, Stability, Dynamics, and Control of Airplanes_ , AIAA Press, 1998. * <NAME>., and <NAME>., _Airplane Performance Stability and Control_ , J. Wiley & Sons, 1949. * <NAME>., and <NAME>., _Flight Simulation_ , Cambridge University Press, 1986. * <NAME>., and <NAME>., _Aerodynamics of the Airplane_ , McGraw-Hill Book Co., 1979. * <NAME>., _Introduction to Aircraft Flight Dynamics_ , AIAA Press, 1998 * <NAME>., _Stability and Control of Airplanes and Helicopters_ , Academic Press, 1964. * <NAME>., _Optimal Control and Estimation_, Dover Publications, 1994. (originally published as STOCHASTIC OPTIMAL CONTROL; Theory and Application, J. Wiley & Sons, 1986.) * <NAME>., _Flight Dynamics_ , to be published by Princeton University Press. * <NAME>., and <NAME>., _Aircraft Control and Simulation_ , J. Wiley & Sons, 1992. * <NAME>., _Flying Qualities and Flight Testing of the Airplane_ , AIAA Press, 1996. * <NAME>., _The Anatomy of the Airplane_ , AIAA Press, 1998. * <NAME>., _DASMAT-Delft University Aircraft Simulation Model and Analysis Tool_ , Delft University Press, 1998. * <NAME>., _Flight Mechanics of High-Performance Aircraft_ , Cambridge University Press, 1993. ![](http://www.princeton.edu/~stengel/Rainbow.GIF) ![](http://www.princeton.edu/~stengel/Pathfinder.JPEG) ### SELECTED WEB LINKS #### Tools, Libraries, and Data * MATLAB * Mathematica * Control Engineering Virtual Library * NASA Scientific and Technical Reports * NASA Technical Reports Server * NASA Langley Technical Reports Server * Princeton University Library * Human Factors Links * Aircraft Design Information: Classical Control * Aircraft Design Information: Specifications * Aircraft Design Information: Design Issues Related to Vehicle Control * Aircraft Design Information: Agility * Aircraft Design Information: High Angle of Attack * Aircraft Design Information: Aircraft Sizing/Multidisciplinary Design * F-18 Model * Airborne Trailblazer * The Aviation Enthusiast Corner ![](http://www.princeton.edu/~stengel/X-33.GIF) #### Aeronautical and Technical Organizations * Information about NASA * NASA Ames Research Center * NASA Dryden Flight Research Center * NASA Langley Research Center * Federal Aviation Administration * FAA Technical Center * Air Force Research Laboratory * Air Force Flight Test Center * Naval Air Systems Command * Flight Test Safety Committee * NRC Aeronautics and Space Engineering Board * AIAA * IEEE * SAE * Aerospace Industries Association * National Business Aviation Association * Joint University Program for Air Transportation Research ![](http://www.princeton.edu/~stengel/JSF.jpeg) #### Publications and OTA Reports * Aviation Week * Aerospace Engineering Online * Aero-News Network * Air Safety Online Videos * Safe Skies for Tomorrow * Safer Skies with TCAS * Advanced High-Speed Aircraft ![](http://www.princeton.edu/~stengel/UCAV.JPEG) #### Corporations * AeroVironment * Airbus * Boeing * Cessna * Lockheed-Martin * Northrop Grumman * Raytheon * Scaled Composites ![](http://www.princeton.edu/~stengel/VRA.GIF) ![](http://www.princeton.edu/~stengel/Rainbow.GIF) http://www.princeton.edu/~stengel/MAE331.html last updated August 9, 2002, <EMAIL> Copyright 2002 (c) by <NAME>. All rights reserved. <file_sep>### The University of Florida <NAME> College of Law # Comparative Law # Spring 2002 ### (Updated: January 22, 2002) ### Professor <NAME> The Course. An introduction to the comparative method from the perspective of an American lawyer, focusing on methodology, rather than on substantive matters. Starts with a survey of Comparative Law, its history, current definition and scope, followed by practical uses of Comparative legal analysis in United States courts. The more substantial part of the semester studies the Civil Law tradition, the most common legal system in our world today. Naturally, this course can only provide a general overview of the large number of Civil Law nations. It starts with foreign legal education and the legal professions. Then the Civil law system is placed in its proper context: historical roots; structure; approach to judicial review; judicial organization. This is not Trade Law. While comparative methodology is helpful and often even essential for lawyers engaged in international business transactions, this class is neither International Trade Law nor International Business Law. We have wonderful courses elsewhere in our curriculum that cover those subjects. Our class materials will consist of: Merryman, Clark & Haley, The Civil Law Tradition: Europe, Latin America & East Asia (The Michie Company 1994). Required. I will also prepare handouts as needed. This is a difficult and demanding casebook, but I believe that you all have the capacity to use it successfully. It is, on balance, a really fun book; it includes an excellent selection of material and approaches the course in a manner consistent with my teaching goals. However, some of the material is dated, and many selections are translations of foreign original works which and can be difficult to read. Recommended Reading: Merryman, <NAME>, The Civil Law Tradition (Stanford 1987). Office Hours : I will have regular office hours Wednesdays and Fridays from 3:00 p.m. to 4:30 p.m. My office is in Room 337. My office telephone number is 392-2234. You may also send e-mail to <EMAIL>. If you feel lost, or if you have doubts that cannot be resolved during class or during the period immediately following it, please do not hesitate to come and see me. Office time is also a good opportunity to explore matters that are not directly related to the material being discussed in class. Testing Score : (1) One short essay project. This work will count for 10% of your testing score and will be graded on a pass/fail basis. I will meet individually with students to discuss your projects and will provide feedback on your performance. In order to make this administratively manageable, the class will be divided into several groups. Although students will work individually, the particular assignment, and the deadline applicable thereto, will be set for each group at different times during the semester. This project is just a creative-writing exercise. In the past, students have had a lot of fun with it, and I have greatly enjoyed reading them. (2) An open- book, take-home, written final exam, this will cover the remaining 90% of your testing score. The exam will be due on the date now scheduled for our exam : Wednesday, May 8, 2002. Class Participation : When determining your final grades, I will consider class participation to adjust your testing score in two ways: (1) Minimum participation (20% of the overall grade). Each student will be required to participate in class discussion a specified number of times during the semester in order to meet _minimum_ participation requirements, the exact minimum number will depend on the size of the class and will be announced in class. Class participation can occur in several ways: (a) I may call upon students at random during class; and (b) each student must sign-up to participate in class discussion; a set number of students will be allowed to sign up for each class session; each student must sign-up for the number of classes set for the minimum participation requirement; students who sign-up, are called upon, and answer correctly, get a participation credit, if they are unprepared, they will suffer a deduction. (2) Quality of Participation. I will consider the quality of student participation and conduct to further adjust final grades, as I deem appropriate, accordingly, you are encouraged to volunteer to answer questions at any time, i.e., class discussion should not be limited to persons who have signed up or are called-on at random. Web Page. A very complete set of class materials (syllabus, notes or highlights for each subject we discuss, past examinations, feedback memoranda related to each exam, practical projects and feedback memos for them, and other useful information related to our course) is already posted to my web site at http://nersp.nerdc.ufl.edu/~malavet. I will update the site during the semester as I deem appropriate. I do not place materials on reserve in the library and I will not print out the material posted on the web site. It is your responsibility to review it. I will assume that you are familiar with the contents of the web site in our class discussion and in writing your examination. Class Attendance and Conduct : Attendance is mandatory. Additionally, students arriving late or leaving the room during class are an undue distraction. I will take roll daily by passing around a sign up sheet. It is the student's responsibility to initial the sign-up sheet in the appropriate place whenever they are in class, i.e., the roll does not have to come to you, you must come to the roll. I will allow three (3) unexcused absences per semester on a no-questions-asked basis (provided however that none of them may occur during the last eight sessions of the semester). Additionally, I am willing to be flexible about allowing a few excused absences, late arrivals or early departures, for good cause -such as a doctor's appointment, child-care problem or job interview- _provided_ that the good cause is brought to my attention beforehand or as soon as possible thereafter in the case of unanticipated occurrences (excuses must be submitted in writing or via e-mail). Students will have no more than seven days after the time of the unanticipated occurrence to bring excuses to my attention, provided however that I will not accept any excuses offered after our last session of the semester. Professionalism in the Classroom. Maintaining a professional classroom atmosphere is the responsibility of both faculty and students. Students can -and in my view should- be the first line of defense. If you see conduct in that is unprofessional and that affects your quality of life in the classroom, you should privately approach the offending student and ask that they modify their behavior, if that is possible and practical. If private discussion is impractical or unsuccessful, you should bring it to the attention of the instructor. You may do so privately, if you wish, but you are strongly encouraged to bring serious matters to my attention as soon as possible, so that I may take appropriate measures. > 1\. Students speaking loudly in private conversations during class (such conversations are disruptive, distracting, and have a negative effect on classroom atmosphere). > 2\. Laptop misuse. Laptop computers are wonderful tools for student note- taking and reference, however, during class time it is inappropriate to use laptops for any other purpose (e.g., to download from Napster, to play games, to watch DVDs, to access inappropriate web sites -such as sexually-explicit web sites-, or to write notes in large type that is visible to students sitting behind the computer user). However, I wish to note that I know that the majority of students using laptops are not misusing them. This message is a way of giving voice to the "silent majority" of students who behave properly. Proper discipline in the classroom is intended to encourage everyone to participate in, to derive benefit from, and ultimately to enjoy the class. Be well aware that it is perfectly acceptable, and indeed professionally required, that you demand professional behavior of your classmates in and out of class. In fact, the Syllabus and Rules of Professional Conduct require that you report serious misconduct to the proper authorities. Sanctions. Absences, tardiness and any other unprofessional conduct will be dealt with on a case-by-case basis; excessive absences -even if an excuse is offered- tardiness or any undue conduct in the classroom may result in administrative removal of the offending student from the course or in a reduction of his/her grade. * * * # Syllabus ### (Updated: January 22, 2002) ### Session \| ### I. Introduction to Comparative Law ---\|--- Friday, January 11 Session 1 \| > A. Overview of the Civil Law system, 1-27 Wednesday, January 16 Session 2 \| > B. What _is_ Comparative Law?, 28-54 Thursday, January 17 Session 3 \| > C. Case Illustration of the Comparative Method, 54-69 \| \| ### II. Using the Comparative Method in American Law Practice \| > A. Case Illustrations: Friday, January 18(a) Session 4(a) \| > > 1\. _L esion Corporelle, _Eastern Airlines v. Floyd, 171-179 Friday, January 18(b) Session 4(b) \| > > 2\. _Shubun_ in Japanese Law, 179-182 \| \| ### III. Foreign Legal Education \| > A. Legal Education in Europe Session 5-6 \| > > 1\. Introduction, France, 841-862 Session 6 \| > > 2\. Germany, Italy, Spain, 863-872 Session 7 \| > B. Legal Education in Latin America &East Asia, 872-892 \| \| ### IV. The Legal Professions in the Civil Law World Session 8(a) \| > A. Overview, 892-901 \| > B. Europe Sessions 8(b)-9(a) \| > > 1\. France, 902-908 Sessions 9(b) \| > > 2\. Germany, 908-917 Session 9(c) \| > > 3\. Italy & Spain, 917-920, 925-928 Session 10 \| > C. Latin America and East Asia, 920-925, 928-935 \| \| ### V. Historical basis: Europe \| > A. Roman Law Session 11 \| > > 1\. Introduction, 213-227 Session 12 \| > > 2\. Sources of Law, A Roman law case, 227-238, 242-244 Session 13 \| > > 3\. Family Law: _Patria Potestas_ , 238-242, 255-265 Session 14 \| > > 4\. Sources of law, Tort, Inheritance, 245-255 Session 15(a) \| > B. Transition between Roman and Customary Law, 265-281 > (Skim this reading as background for the comeback. I will lecture on it, you should focus on the Comeback materials). Session 15(b) \| > C. Roman Law Makes A Comeback, 281-294 \| > D. Canon Law: Session 16 \| > > 1\. History and Development, 294-308 Session 17 \| > > 2\. The Code of Canon Law, A Canon Law case, 308-316 \| > E. The Reception of the _Jus Commune_ in Europe Session 18 \| > > 1\. Italy, France and Germany, 325-339 Session 19 \| > > 2\. Spain, Portugal, etc., 340-350 \| \| ### VI. Revolutions And Codes Session 20 \| > A. Europe (1), 435-449 Session 21 \| > B Europe (2), 449-458 \| \| ### VII. Legal Interpretation Session 22 \| > A. Hierarchy of Legal Sources, 937-953 Session 23 \| > B. Interpretation Methodology (1), 975-989 Session 24 \| > C. Interpretation Methodology (2), 989-1004 \| \| ### VIII. Substantive Rules Session 25 \| > A. Legal Categories, 1127-1149 \| > B. Codification and Codes Session 26 \| > > 1\. France, 1149-1163 Session 27 \| > > 2\. Germany and Mexico, 1156-1175, 1184-1187 Session 28 \| > C. General Principles of Law, 1227-1240 \| \| ### IX. Structure of the civil law Systems Session 29 \| > A. France, 535-553 Session 30 \| > B. Germany, 553-569 Session 31 \| > C. Spain, 585-604 \| \| ### X. Judicial Review Session 32 \| > A. Overview, 705-719, 720-727 (Skip the Japanese case) Session 33 \| > B. Judicial Review of Executive Acts: In General, 729-740 \| > C. Judicial Review of Legislative Enactments Session 34 \| > > 1\. France, 757-768, 770-771 Session 35 \| > > 2\. Germany, 771-795 \| \| ### XI. Procedure \| > A. Civil Session 36 \| > > 1\. In General, 1013-1029 Session 37 \| > > 2\. Germany & France, 1029-1045 \| > B. Criminal Session 38 \| > > 1\. In General, 1060-1074 Session 39 \| > > 2\. Germany & France, 1074-1091 \| Session 40 \| ### XII. The Future of the Civil Law, 1241-1247 Session 41 \| Exam review \| / <file_sep> Fall 2000 Readings in Modern American History AMH 6290 <NAME> Turlington 4131 Office Hours: Wednesday 8am-12am, 1-2pm <EMAIL> * * * Course Description Course Assignments Assigned Readings Course Schedule Thinking About Your Oral Presentation * * * Course Description This seminar is intended to introduce you to some of the major issues \- methodological and interpretative - in the historiography of the United States in the twentieth century. The course is organized chronologically and topically. The assigned readings, which offer a sampling of social, political, cultural, and intellectual history, should familiarize you with some of the most important recent scholarship on the various topics under discussion. Although the reading list is inherently selective, I have tried to ensure that diverse methodological perspectives, including gender and class analysis, will be incorporated into each week's discussion. By no means are the course readings exhaustive. But, after completing the course readings and listening to your classmates' presentations, you should be familiar with a substantial cross-section of the historiography of the twentieth century. Moreover, you should have a foundation upon which to build when conducting future research or preparing for your qualifying exams. * * * Assignments 1) Each student will be expected to complete the assigned weekly readings before each class. 2) Each student will be expected to participate in and contribute to the weekly class discussions. 3) Each student is required to deliver one 20-30 minute presentation on a book selected from the weekly "book report" list. 4) Each student is required to write three 6-7 page essays on the three books on which s/he delivers her/his presentations to the class. The essays will be due the day before the class for which the topic is assigned. The essay should be submitted electronically or on floppy in either WP, Word, or HTML format. 5) Each student is required to complete a 20-25 page research or historiographic essay (on a topic approved by the instructor) due December 13. \| Class Participation/Discussion \| 15% ---\|--- Class Presentation \| 15% Three review essays (@ 10% each) \| 30% Major Essay (due December 13) \| 40% * * * Assigned Readings (Note: The books are available from Gator Textbooks, Inc, located at 3501 SW 2nd Ave., Ste. D., 352-374-4500) 1) <NAME>, _Struggles for Justice: Social Responsibility and the Liberal State_ (Cambridge: Harvard University Press, 1993) 2) <NAME>, _Creating a Female Dominion in American Reform, 1890-1935_ (New York: Oxford University Press, 1994) 3) <NAME>, _America in the Great War: The Rise of the War Welfare State_ (New York: Oxford University Press, 1994) 4) <NAME>, _Advertising the American Dream: Making Way for Modernity, 1920-1940_ (Berkeley: University of California Press, 1986) 5) <NAME>, _The New Deal: The Depression Years_ (New York: Cambridge University Press, 1989) 6) <NAME>, _Making a New Deal: Industrial Workers in Chicago, 1919-1939_ (New York: Cambridge University Press, 1992) 7) <NAME>, _Double Victory: a Multicultural History of America in World War II_ (Boston: Little, Brown and Co., 2000) 8) <NAME>, ed., _Recasting America: Culture and Politics in the Age of the Cold War_ (Chicago: University of Chicago Press, 1989) 9) <NAME>, _The Origins of the Urban Crisis: Race and Inequality in Postwar Detroit_ (Princeton: Princeton University Press, 1998) 10) <NAME>, _Local People: The Struggle for Civil Rights in Mississippi_ (Urbana: University of Illinois Press, 1994) 11) <NAME>, _Democracy is in the Streets: From Port Huron to the Siege of Chicago_ (New York: Simon and Schuster, 1987) * * * Schedule Week One: Some Grounding in the Late 19 th Century Aug. 23 Assigned Readings <NAME>, " The Social Analysis of Economic History and Theory: Conjectures on Late Nineteenth Century American Development," _American Historical Review_ 92 (February 1987): 69-95 <NAME>, "Public Life in Industrial America, 1877-1917," in Eric Foner, ed., _The New American History_ Week Two: The State and Social Justice in Turn-of-the-Century America Aug. 30 Assigned Readings <NAME>, _Struggles for Justice_ , pp. 1-171 <NAME>, "In Search of Progressivism," _Reviews in American History_ 10 (December 1982): 113-132 Book Reports <NAME>, _The Corporate Reconstruction of American Capitalism, 1890-1916: the Market, the Law, and Politics_ (New York: Cambridge University Press, 1988) <NAME>, _Regulating a New Economy: Public Policy and Social Change in America, 1900-1933_ (Cambridge: Harvard University Press, 1994) <NAME>, _The Uneasy State_ (Chicago: University of Chicago Press, 1983) <NAME>, _Building a New American State: The Expansion of National Administrative Capacities, 1877-1920_ (New York: Cambridge University Press, 1982) <NAME>, _Prophets of Regulation: <NAME>, <NAME>, <NAME>, <NAME>_ (Cambridge: Harvard University Press, 1984) Week Three: Progressivism and Women Sept. 6 Assigned Readings <NAME>, _Creating a Female Dominion in American Reform, 1890-1935_ <NAME>, "What's in a Name? The Limits of Social Feminism, or Expanding the Vocabulary of Women's History," _Journal of American History_ 76 (December 1989): 809-829 Book Reports <NAME>, _Cheap Amusements: Working Women and Leisure in Turn-of-the-Century New York_ Glenda <NAME>, _Gender and Jim Crow: Women and the Politics of White Supremacy in North Carolina, 1896-1920_ <NAME>, _The Grounding of Modern Feminism_ (New Haven: Yale University Press, 1987). <NAME>, _Settlement Folk: Social Thought and the American Settlement Movement, 1885- 1930_ <NAME>, _Endless Crusade: Women, Social Scientists, and Progressive Reform_ Week Four: The Great War Sept. 13 Assigned Readings <NAME>, _America in the Great War_ Book Reports <NAME>, _World War I and the Origins of Civil Liberties in the United States_ <NAME>, _Disloyal Mothers and Scurrilous Citizens: Women and Subversion during World War I_ (Bloomington: Indiana University Press, 1999) <NAME>, _Making Men Moral: Social Engineering during the Great War_ (New York: New York University Press, 1996) <NAME>, _Women, War and Work: The Impact of World War I on Women Workers in the United States_ Week Five: Making Sense of Mass Culture in the Twenties Sept. 20 Assigned Readings <NAME>, _Struggles for Justice_ , pp. 218-333 <NAME>, _Advertising the American Dream_ Book Reports <NAME>, _Gay New York: Gender, Urban Culture, and the Making of the Gay Male World, 1890-1940_ <NAME>, _The Modern Temper: American Culture and Society in the 1920s_ <NAME>, _Counter Cultures: Saleswomen, Managers, and Customers in American Department Stores, 1890-1940_ (Urbana: University of Illinois Press, 1986) <NAME>, _The War Within: From Victorian to Modernist Thought in the South, 1919-1945_ (Chapel Hill: University of North Carolina Press, 1982) Week Six: The Era of <NAME> Sept. 27 Assigned Readings <NAME>, _The New Deal_ <NAME>, "Prosperity, Depression, and War, 1920-1945," in <NAME>, ed., _The New American History_ Book Reports <NAME>, _The End of Reform: New Deal Liberalism in Recession and War_ <NAME>, _Building a Democratic Political Order: Reshaping American Liberalism in the 1930s and 1940s_ <NAME>, _The Nemesis of Reform: The Republican Party During the New Deal_ <NAME>, _Designing a New America: the Origins of New Deal Planning, 1890-1943_ (Amherst: University of Massachusetts Press, 1999) <NAME>, _New Deals: Business, Labor, and Politics in America, 1920-1935_ (New York: Cambridge University Press, 1994) <NAME>, _FDR and His Enemies_ (New York: St. Martin's Press, 2000) Week Seven: The New Deal and the Opening of American Society? October 4 Assigned Readings <NAME>, _Making a New Deal_ <NAME>, "The Labor Question," in <NAME> and <NAME>, eds., _The Rise and Fall of the New Deal Order, 1930-1980_ Book Reports <NAME>, _Hammer and Hoe: Alabama Communists during the Great Depression_ <NAME>, _Days of Hope: Race and Democracy in the New Deal Era_ <NAME>, _The New Deal and American Indian Tribalism: The Administration of the Indian Reorganization Act, 1935-1945_ <NAME>, _Beyond Suffrage: Women in the New Deal_ Week Eight: The United States and World War Two October 11 Assigned Readings <NAME>, _Double Victory: a Multicultural History of America in World War II_ Book Reports <NAME>, _Broadcasting Freedom: Radio, War, and the Politics of Race,_ _1938-1948_ (Chapel Hill: University of North Carolina Press, 1999) <NAME>, _A Cautious Patriotism: the American Churches & the Second World War_ (Chapel Hill : University of North Carolina Press, 1997) <NAME>, _Divided Arsenal: Race and the American State during World War II_ (New York: Cambridge University Press, 2000) <NAME>, _Labor's War at Home: the CIO in World War II_ (New York: Cambridge University Press, 1982) <NAME>, _Women of the Far Right: the Mothers' Movement and World War II_ (Chicago: University of Chicago Press, 1996) Week Nine: The Politics of Popular Culture During the Fifties October 18 Assigned Readings <NAME>, ed., _Recasting America_ <NAME>, "Beyond the Feminine Mystique: A Reassessment of Postwar Mass Culture, 1946-1958," _Journal of American History_ 3 (March 1993): 1455-82 Book Reports <NAME>, _The Culture of the Cold War_ <NAME>, _Lost Revolutions: The South in the 1950s_ <NAME>, _The Restructuring of American Religion: Society and Faith since World War II_ <NAME>, _Mothers and More: American Women in the 1950s_ Week Ten: The Transformation of Urban Life in Postwar America October 25 Assigned Readings <NAME>, _The Origins of the Urban Crisis_ Book Reports <NAME>, _Crabgrass Frontier: The Suburbanization of the United States_ <NAME>, _The Color of Welfare: How Racism Undermined the War on Poverty_ <NAME>, _City of Quartz: Excavating the Future in Los Angeles_ Week Eleven: The Black Freedom Struggle November 1 Assigned Readings <NAME>, _Local People_ <NAME>, "How _Brown_ Changed Race Relations: The Backlash Thesis," _Journal of American History_ 81 (June 1994): 81-118 Book Reports <NAME>, _Calculating Visions: Kennedy, Johnson & Civil Rights_ <NAME>, _How Long? How Long? African-American Women in the Struggle for Civil Rights_ <NAME>, _Radio Free Dixie: <NAME> And the Roots of Black Power_ (Chapel Hill: University of North Carolina Press, 1999)) Sara Evans, _Personal Politics: The Roots of Women's Liberation in the Civil Rights Movement and the New Left_ <NAME>, _In Struggle: SNCC and the Black Awakening of the 1960s_ <NAME>, _New Day in Babylon: The Black Power Movement and American Culture, 1965-1975_ Week Twelve: No Class November 8 Week Thirteen: Liberalism Besieged November 15 Assigned Readings <NAME>, _Democracy is in the Streets_ Book Reports <NAME>, _Daring to be Bad: Radical Feminism in America, 1967-1975_ <NAME>, _If I had a Hammer: The Death of the Old Left and the Birth of the New Left_ <NAME>, _Chicano Politics: Reality and Promise, 1940-1990_ <NAME>, _The Gay Militants: How Gay Liberation Began in America 1969-1971_ Week Fourteen: No Class November 22 Week Fifteen: No Class November 29 Week Sixteen: No Class December 6 * * * THINKING ABOUT YOUR ORAL PRESENTATION Planning your oral presentation is important. You need to think about how you will use the time you have available to present your material in an efficient and interesting manner. You have almost unlimited opportunities for creativity in planning your presentation - aside from meeting a few common sense standards for decorum, you can present material in any reasonable fashion. You may integrate any audio-visual resources that are feasible into your presentation. (Just alert me as to your equipment requirements before hand.) The following suggestions are intended to help you think creatively about your presentation. Questions to keep in mind when planning your presentation: 1. Which oral presentations have I heard and liked in the past? Can I duplicate some of the characteristics that I liked in those presentations? Which presentations did I dislike? How can I avoid replicating those presentations? 2. What are the most important themes that I want the class to remember after listening to my talk? Can I summarize those themes in a few short sentences? 3. How can I best organize my talk to highlight those themes? Should I organize it thematically? Chronologically? 4. Are there common themes shared by my presentation and the class readings? How can I best draw attention to those themes? 5. Would visual aids add to my presentation? If yes, how can I incorporate them into my presentation? Remember that visual aids should be used only if they add to the presentation; they should not "replace" it. 6. How can I most effectively present my material? What techniques can I use to avoid reading the presentation? How can I maintain eye contact with my audience? How can I deliver a structured presentation which still retains a measure of spontaneity? Important points to consider: 1. Tell your audience why the specific information you are presenting is important. Also help the class understand the importance of your larger topic. 2. Do more than simply summarize your material. You should provide a concise summary of the major points, but also concentrate on explaining the larger significance of those points. 3. Strive for clarity. Your audience is likely to be more interested in the important themes than in details of your topic. Your audience can ask you for more detail after your presentation. So strive to present just enough detail to prevent your presentation from being overly abstract and general but not so much that your audience is overwhelmed by seemingly arcane information. 4. Make sure that you provide a clear and cogent introduction and conclusion during your presentation. Often, the most effective introduction alerts the audience to the largest themes and the importance of the topic under discussion. Similarly, an effective conclusion reminds audiences of the important themes and connects them to the themes of the day's class. 5. Concentrate on speaking to your audience. Think of how to hold their interest and how to encourage questions at the end of your presentation.Practice delivering your presentation before class. You may be surprised by how little you can actually say in 20 minutes. Above all, make sure that you can complete your talk in 20 minutes. An overly long presentation will tax the attention and patience of your audience. Your grade on your presentation will be based on the following qualities: 1) Clarity and organization -- how well organized your presentation is. 2) Presentation style -- how effectively you present, in an interesting manner, your material 3) Analytical content -- how effectively you summarize the content, highlight the important themes, and draw attention to the larger significance of your material. <file_sep># Post-Romantic Music Before World War I In some senses, the Romantic era in music never ended. Although many composers reacted against the Romantic esthetic, others continued to write such music throughout the 20th century. There was a pronounced backlash against these composers in academic music circles from mid-century for about thirty years; but various forms of "Neo-romanticism" have since restored the ideals of melody, traditional harmonies, emotional expression, and narrative among many younger composers. The result is that "contemporary" music by composers like <NAME> and <NAME> is often is often more appealing to a broad audience than earlier works by composers who claimed to be the authentic voice of the 20th century in stressing dissonance and fragmentation in their music. The late Washington State composer <NAME> benefitted from the turn toward Neo-romanticism simply by continuing to do what he had done for over seventy years: composing in a colorful expressive style. His works now enjoy a popularity they lacked during most of his long life. Another Washington contemporary composer of lovely works you might explore is <NAME>, who was born in Colfax! However, this course ends its survey of music at 1914, on the eve of World War I. (Humanities 304, taught on the WSU campus in the spring, takes up the story from there.) There are only two selections on your Naxos CD set from this period, of which one is actually a Romantic work, so you will need to supplement your listening by borrowing an appropriate CD or set from the list below to do this assignment. * * * Disc 2 Track 14: Debussy: Suite bergamasque: Clair de lune <NAME> (French 1862-1918) is usually considered the leading musical Impressionist. "Impressionism" is a problematic term in music. It was borrowed from art critics to describe the compositions of <NAME> and Maurice Ravel; but music historians today are very uncomfortable in using the label for Ravel's work at all and would consider only a small number of Debussy's compositions to belong to the category. Those who market music, however, still lump the two together under this label, so if you are shopping it is good to know how the term is commonly used. There are some similarities between Impressionist painting and Impressionist music. * Impressionist art often tries to capture fleeting moments in which a certain kind of light transforms the objects it shines on. It is more about color and light than it is about the actual objects being painted and tends increasingly toward abstraction. * Impressionist music often lacks the sort of strong forward drive characteristic of earlier music. Time seems suspended. The sense of key is sometimes highly ambiguous, and there is a preference for whole-tone keys which cannot provide the sense of resolution traditional in Classical and Romantic music. * Impressionist artists deliberately rejected the large historical and mythical subjects for simple, everyday ones like horse races, ballet dancers, gardens in bloom, working people enjoying Sunday in the park. Their techniques rejected ornateness and polish for sponteneity and naturalness. * Impressionist composers specialized in small-scale works using smaller, simpler orchestras than their predecessors and simpler, more transparent textures. * Impressionist painters were powerfully influenced by Japanese prints. * Impressionist composers were influenced by Asian scales. There are many exceptions to these statements. The relationship of Impressionism to Romanticism is not entirely rebellious. For example, Debussy's only opera, _Pell eas et Melisande_ (1902), can be regarded as a reaction against the heavy, over-emphatic music of Wagner's operas; yet many modern scholars see a logical link between the two, and Debussy much admired the great Romantic. Many of the people who loved Debussy's opera when it was first performed were fervent Wagnerites, like the famous novelist <NAME>. Whatever the exact definition of Impressionism may be, one other comparison is clear: both artistic and musical Impressionism are very popular with a broad public. All that said, "<NAME>" ("Moonlight") is not a particularly Impressionist piece. There are Romantic works with a similar feel, but its emphasis on delicacy is especially characteristic of Debussy. The melody is based on a popular folk song. Note how light the harmonies are, with no huge, crashing chords of the kind common in the music of Liszt, for instance. The rippling figures starting at about 1:45 are supposed to suggest the shining of moonlight on rippling water. Debussy was often inspired by art and artistic ideas. It is worth noting that there are many lesser composers often associated with musical Impressionism including <NAME> (England), <NAME> and <NAME> (U.S.). Some of the works by Italian composer <NAME> also have an Impressionist feel to them. Weblinks: Biography Recommended recordings Musical Impressions * * * Track 15: Elgar: Pomp and Circumstance March No. 1 <NAME> (English, 1857-1934) is an example of the sort of composer who continued the Romantic tradition well into the 20th century. You have probably marched down an aisle at some time to collect a diploma to the familiar, majestic tune in the second section of this 1901 piece (starting at 2:00). You are less likely to have heard the spirited theme which surrounds it on either side, whose rhythm is much more dancelike. The title is borrowed from Shakespeare's _Othello_ , as the protagonist bids farewell to all he has loved, including his military career: > Farewell the neighing steed, and the shrill trump, > The spirit-stirring drum, the ear-piercing fife, > The royal banner, and all quality, > Pride, pomp and circumstance of glorious war! > _(Act 3, scene 3, lines 351-354)_ > Elgar's other most popular works are his _Enigma Variations_ (1896) and his Violin Concerto (1910). Weblinks: Biography Recommended recordings * * * Because there is so little music in your CD set from this period, I am asking you to check out at least one recording from the list below (or listen to an equivalent recording you have obtained from elsewhere). First, click on the CDM number of the recording you are interested from the list below. This will connect you with its entry in Griffin, the WSU library catalogue. Look under "STATUS" to see whether or not the disc is checked out. If it says "ON SHELF," you're in luck; but if not, try another disc. Remember that when you are in Griffin, you can always get back to this page by clicking your "Back" button. If you have a slow connection, you can also try using Griffin via Telnet. Here are some instructions. Second, To check out CD's from Washington State University Media Materials Services, choose what you want below and then contact Extended Degree Library Services at 1-800-435-5832 or email <EMAIL>. The CD's will be mailed to you first class and must be returned within two weeks to avoid overdue fines. You can check out up to three discs or disc sets (multiple discs with the same CDM number together in a box); but please avoid checking out a lot from this list during the same period of time that everyone else will be working on it. Then read the liner notes that come with the CD and listen to the music. Your assignment is to describe one or two things that are described in the notes and that you can hear in the music. You need not use technical terms, and you must not copy the notes; just tell in your own words what you think you hear that the notes of have described. If the notes don't help you, try to describe some feature of the music that you can hear without their help. Then add your own personal reaction to the music. This assignment is to be 50-100 words long (longer if you wish). * * * Various Composers CDM 1133 French Violin Sonatas: Debussy -- Violin sonata no. 1 in D minor / Saint-Saens -- Violin sonata / Ravel -- Violin sonata / Poulenc. CDM 1570 Great pianists of the 20th century: 40: <NAME>. I: Preludes, book I ; Preludes, book II ; L'isle joyeuse ; Images, book 1: Reflets dans l'eau ; Estampes: Soiree dans Grenade ; Suite bergamasque ; Pour le piano / <NAME> -- Sonatine ; Valses nobles et sentimentales ; Gaspard de la nuit / Maurice Ravel CDM 558 Debussy: Images; Rapsodie espagnole; Ravel: Alborada del gracioso * * * <NAME> Orchestral works CDM 447 Complete Orchestral Works (2 discs) CDM 137 La mer; Nocturnes Piano works CDM 201 The Complete Works for Piano, vol. 3 CDM 651 Preludes for Piano (2 discs, listen to the first one) CDM 103 Piano works: Estampes; Etude no. XI pour les arpeges composes; Suite bergamasque; Children's Corner; La fille aux cheveux de lin; L'isle joyeuse; La plus que lente CDM 1570 Great pianists of the 20th century: 40: <NAME>. I: Preludes, book I ; Preludes, book II ; L'isle joyeuse ; Images, book 1: Reflets dans l'eau ; Estampes: Soiree dans Grenade ; Suite bergamasque ; Pour le piano / Claude Debussy -- Sonatine ; Valses nobles et sentimentales ; Gaspard de la nuit / Maurice Ravel Vocal works CDM 782 The Martyrdom of St. Sebastian (Le martyre de saint Sebastien) CDM 1384 Pelleas et Melisande * * * Maurice Ravel CDM 685 Complete Works for Orchestra, Vol. 1: (2 discs; Piano concerto in G major, Rapsodie espagnole, Alborada del Gracioso, Bolero, Valses nobles et sentimentales, Menuet antique, Pavane pour une infante defunte, String quartet in F major) CDM 794 Orchestral Works (4 discs; Bolero Alborada del gracioso, Rapsodie espagnole, La valse, Ma mere l'Oye, Pavane pour une infante defunte, Le tombeau de Couperin, Valses nobles et sentimentales, Piano concerto in G major, Menuet antique, Piano concerto for the left hand, Une barque sur l'ocean, Fanfare from L'Eventail de Jeanne, Daphnis et Chloe) CDM 294 Daphnis et Chloe CDM 1283 Ballets: Ma mere l'oye; Valses nobles et sentimentales; Bolero; Daphnis et Chloe Suite No. 1 CDM 937 Trio for Piano, Violin and Cello (Trio pour piano, violon et violoncelle); Sonata for Violin and Cello; Sonata for Violin and Piano CDM 1210 Complete Music for Piano Solo; Complete Piano Concertos CDM 810 Piano Works, Vol. 2 Vocal Work CDM 1343 L'enfant et les sortileges * * * <NAME> CDM 198 3 Gymnopedies & Other Piano Works * * * <NAME> CDM 78 The Firebird CDM 1087 The Firebird Suites 1 & 2 CDM 946 Petrushka CDM 66 or CDM 652 The Rite of Spring * * * Created by <NAME>, June 26, 1998 Last revised October 12, 2000 This page has been accessed ![](http://www.wsu.edu/cgi-bin/nph- count?font=15&width=-5&link=/~brians/hum_303/postromantic.html) times since December 17, 1998. Back to off-campus syllabus Back to on-campus syllabus Return to Hum 303 index Paul Brians' home page <file_sep>![](frisenf.gif) # <NAME> # Engineering/Physics/Technology Last Updated on 3/29/2001 2:29:44 PM ![](http://www.sunynassau.edu/webpages/images/welcome/welcome3.gif) ![\[---------------------------\]](../../images/bluebar.gif) ### Personal Information: Hello, I am the co-ordinator for the General Science Studies (GSS)and the Multi-Disciplinary Science (MDS)courses here at Nassau. If you need any information regarding these courses, please do not hesitate to contact me. You may visit me during my office hours. I can also be reached in the Academic Advisement Center on Thursdays from 1-215. In addition, I teach the following courses, "Science of Our World" (GSS111)and "Multi-Disciplinary Science - A Macroscopic Approach" (MDS101). I think these courses offer an interesting alternative to the traditional science courses. They are both 4 credit lab sciences that satisfy NCC graduation requirements and transfer to other SUNY campuses as Gen-Ed requirements. ![\[---------------------------\]](../../images/bluebar.gif) ### Professional Information: I have my Master of Science degree in Technological Systems Management from SUNY Stony Brook. That is a fancy way of saying, "use the computer for modeling various environmental systems to get a better understanding of "what if" scenerios and use the Internet to evaluate the credibility of information. To get a better understanding of my life, you can see below that I am the faculty advisor for several clubs on campus including: #### Concrete Canoe Club: We have students from all across the campus. We build and race canoes made of concrete and steel in competions with other colleges that do the same. Hmmm! In addition, we go on both autumn and summer wilderness canoe / camping trips. So come along. #### Environmental Technology and Awareness Club: This is intended for students that want to participate in a variety of environmental or outdoor activities including camping, hiking, conoeing, birdwatching, recycling efforts. We even maintain our own bird sanctuary here on campus. > So, needless to say, I am an outdoors enthusiast and I participate in the NYS Wildlife Rehabilitation program. ![\[---------------------------\]](../../images/bluebar.gif) ### Contact Information Add '57' in front of phone number, if calling from off campus ![](../images/phone.gif) My Office telephone number is: 2-3556 ![](../images/office.gif) My Office room number is: D-2086 ![](../images/phone.gif) Engineering/Physics/Technology telephone number is: 2-7272 ![](http://www.sunynassau.edu/webpages/images/office.gif) My Office hours are as follows: #### Tuesday: 1-2:15 and Thursday: 4-5:15 #### ![](http://www.sunynassau.edu/webpages/images/mailbox1.gif)My Nassau e-mail address is: <EMAIL> ![\[---------------------------\]](../../images/bluebar.gif) ### Course Syllabus Science of Our World: GSS 111 This is an introductory laboratory science course designed for the nontechnically oriented student who desires an understanding of the capabilities, characteristics and methods of our modern technological society. Contemporary problems and issues are discussed as follows: 1\. History of Science: Indo-European vs. Semite/Christian, Greek, Roman, European 2\. Modern Science: Scientific methodology, Epidemiological vs. Controlled experiment 3\. Demographics/Decision Making: * Population dynamics, resource use, explore gender/ethnic roles * Darwin, genetics, resources, predator/prey relationships 4\. Principles of Ecology: * Protons, Neutrons, Electrons, etc. * Heat and Thermal pollution * Formation of the Universe, Forces, Galaxies, Stars, Planets * Formation of Water - to modern day water quality issues * Formation of Atmosphere - to modern day air quality issue * Formation of Continents - to modern day plate tectonics, modern day tertiary issues * Decision making, evaluate gender/ethnic relationships within the social construction of wilderness and ecology 5\. Labs: Wet lab and computer simulations are used for the lab component. ![\[---------------------------\]](../../images/bluebar.gif) ### Here are some of my favorite web sites New York Academy of Sciences Learn about your favorite recording artist or song. Our own Super Highway club ![\[---------------------------\]](../../images/bluebar.gif) ### Web sites for my students to visit American Museum of Natural History in NYC ![\[---------------------------\]](../../images/bluebar.gif) Home \| Index \| Search \| Guestbook ---\|---\|---\|--- ![\[Home\]](../../images/ncc_n.gif) \| ![\[Search\]](../../images/index.gif) \| ![\[Search\]](../../images/search2.gif) \| ![\[Guest](../../images/guestbk2.gif) <file_sep># SHSU History Department Course Information Summer II 2002 * * * ### HIS 163 UNITED STATES HISTORY TO 1876 Professor \| Course Information \| Location \| CID \| Section \| Days \| Time ---\|---\|---\|---\|---\|---\|--- <NAME>. \| Course Syllabus \| EB 309 \| 8245 \| 04 \| MoTuWeThFr \| 08:00 - 10:00 Staff \| Course Syllabus \| EB 303 \| 8246 \| 05 \| MoTuWeThFr \| 10:00 - 12:00 Staff \| Course Syllabus \| EB 309 \| 8247 \| 06 \| MoTuWeThFr \| 10:00 - 12:00 <NAME>. \| Course Syllabus \| EB 309 \| 8248 \| 07 \| MoTuWeThFr \| 12:00 - 02:00 HIS 164W UNITED STATES HISTORY SN 1876 Professor \| Course Information \| Location \| CID \| Section \| Days \| Time ---\|---\|---\|---\|---\|---\|--- Staff \| Course Syllabus \| EB 305 \| 8249 \| 04 \| MoTuWeThFr \| 08:00 - 10:00 <NAME>. \| Course Syllabus \| EB 305 \| 8250 \| 05 \| MoTuWeThFr \| 10:00 - 12:00 HIS 265W WLD HIS/DAWN CIV THRU MID AGES Professor \| Course Information \| Location \| CID \| Section \| Days \| Time ---\|---\|---\|---\|---\|---\|--- <NAME>. \| Course Syllabus \| EB 303 \| 8604 \| 03 \| MoTuWeThFr \| 08:00 - 10:00 HIS 266W WLD HIS/RENAIS TO IMPERIALISM Professor \| Course Information \| Location \| CID \| Section \| Days \| Time ---\|---\|---\|---\|---\|---\|--- <NAME>. \| Course Syllabus \| F 311 \| 8593 \| 03 \| MoTuWeThFr \| 10:00 - 12:00 HIS 369W THE WORLD IN THE 20TH CENTURY Professor \| Course Information \| Location \| CID \| Section \| Days \| Time ---\|---\|---\|---\|---\|---\|--- <NAME>. \| Course Syllabus \| EB 307 \| 8251 \| 02 \| MoTuWeThFr \| 12:00 - 02:00 HIS 372W HISTORIOGRAPHY Professor \| Course Information \| Location \| CID \| Section \| Days \| Time ---\|---\|---\|---\|---\|---\|--- <NAME>. \| Course Syllabus \| EB 307 \| 8252 \| 01 \| MoTuWeThFr \| 10:00 - 12:00 HIS 398W TEXAS AND THE SOUTHWEST Professor \| Course Information \| Location \| CID \| Section \| Days \| Time ---\|---\|---\|---\|---\|---\|--- <NAME>. \| Course Syllabus \| EB 228 \| 8253 \| 01 \| MoTuWeThFr \| 10:00 - 12:00 HIS 468W ERA OF AMER REVOLTN 1763 1789 Professor \| Course Information \| Location \| CID \| Section \| Days \| Time ---\|---\|---\|---\|---\|---\|--- <NAME>. \| Course Syllabus \| EB 312 \| 8254 \| 01 \| Arranged HIS 475W READINGS IN HISTORY Professor \| Course Information \| Location \| CID \| Section \| Days \| Time ---\|---\|---\|---\|---\|---\|--- <NAME>. \| Course Syllabus \| EB 312 \| 8255 \| 04 \| Arranged \| <NAME>. \| Course Syllabus \| EB 312 \| 8256 \| #05 \| Arranged \| HIS 563W SEMINAR IN MILITARY HISTORY Professor \| Course Information \| CID \| Section \| Days \| Time \| Location ---\|---\|---\|---\|---\|---\|--- Staff \| Course Syllabus \| 8523 \| 03 \| Arranged \| \| NOTE: ON-LINE COURSE HIS 576W CONTEMPORARY AMER,1933-PRESENT Professor \| Course Information \| Location \| CID \| Section \| Days \| Time ---\|---\|---\|---\|---\|---\|--- Staff \| Course Syllabus \| \| 8528 \| 02 \| Arranged \| NOTE: ON-LINE COURSES HIS 577W THE AMERICAN WEST Professor \| Course Information \| Location \| CID \| Section \| Days \| Time ---\|---\|---\|---\|---\|---\|--- Staff \| Course Syllabus \| \| 8529 \| 02 \| Arranged \| <NAME>. \| Course Syllabus \| EB 315 \| 8650 \| 03 \| MoTuWeThFr \| 08:00 - 10:00 HIS 593W EUROPEAN DIPLOMATIC HISTORY Professor \| Course Information \| Location \| CID \| Section \| Days \| Time ---\|---\|---\|---\|---\|---\|--- Staff \| Course Syllabus \| \| 8536 \| 02 \| Arranged \| NOTE: ON-LINE COURSE HIS 594W EARLY MODERN EUROPE Professor \| Course Information \| Location \| CID \| Section \| Days \| Time ---\|---\|---\|---\|---\|---\|--- Staff \| Course Syllabus \| \| 8537 \| 02 \| Arranged \| NOTE: ON-LINE COURSE HIS 595W LATER MODERN EUROPE Professor \| Course Information \| Location \| CID \| Section \| Days \| Time ---\|---\|---\|---\|---\|---\|--- Staff \| Course Syllabus \| \| 8538 \| 02 \| Arranged \| NOTE: ON-LINE COURSE HIS 597W INDEPENDENT STUDY Professor \| Course Information \| Location \| CID \| Section \| Days \| Time ---\|---\|---\|---\|---\|---\|--- <NAME>. \| Course Syllabus \| EB 312 \| 8258 \| 02 \| Arranged \| Staff \| Course Syllabus \| \| 8539 \| 03 \| Arranged \| Staff \| Course Syllabus \| EB 312 \| 8605 \| 04 \| Arranged \| HIS 698 HISTORICAL METHODOLOGY & BIB Professor \| Course Information \| Location \| CID \| Section \| Days \| Time ---\|---\|---\|---\|---\|---\|--- <NAME>. \| Course Syllabus \| EB 312 \| 8657 \| 05 \| Arranged \| ### HIS 698W HISTORICAL METHODOLOGY & BIB Professor \| Course Information \| Location \| CID \| Section \| Days \| Time ---\|---\|---\|---\|---\|---\|--- Staff \| Course Syllabus \| \| 8652 \| 04 \| Arranged \| ### HIS 699W THESIS Professor \| Course Information \| Location \| CID \| Section \| Days \| Time ---\|---\|---\|---\|---\|---\|--- Staff \| Course Syllabus \| \| 8654 \| 04 \| Arranged \| <NAME>. \| Course Syllabus \| EB 312 \| 8658 \| 05 \| Arranged \| [HIS]: History [EB]: Estill Classroom Building [MoTuWeThFr]: Monday Tuesday Wednesday Thursday Friday [F]: Farrington Building <file_sep>## Syllabus --- #### Art 201 4.0 Units ## World Art History I #### <NAME>, Professor \| \| ---\|---\|--- * * * **COURSE DESCRIPTION \| \| A global view of Art History from prehistoric cultures through the fourteenth century. Included are European, pre-Columbian, Indian, Chinese, Japanese and Native American architecture, sculpture, painting, drawing, metal, textiles, ceramics, drawing, and jewelry. COURSE OBJECTIVES \| \| 1\. Identify the time period, geographical centers and stylistic characteristics of major art movements from prehistoric period through the fourteenth century. 2\. Evaluate the work of major artists working in each culture in terms of their artistic concerns and stylistic characteristics, the media they used, and the principle influences on them. 3\. Define and use art historical terms. 4\. Recognize and discuss the iconography of specified works of art, as well as the iconography popular during various historical periods and cultures. 5\. Identify significant philosophical movements, religious concepts, and historical figures, events, and places and discuss their relation to works of art. COURSE TOPICS \| \| 1\. Prehistory and Prehistoric Art in Europe a. Paleolithic b. Neolithic c. The Bronze Age 2\. Art of the Ancient Near East a. The Fertile Cities b. Early Neolithic Cities c. Sumer d. Akkad e. Babylon f. Assyria g. Neo-Babylonia h. Anatolia i. Elam j. Persia 3\. Art of Ancient Egypt a. Neolithic and Predynastic b. Early Dynastic c. Old Kingdom d. Middle Kingdom e. New Kingdom 4\. Aegean Art a. The Cycladic Islands in the Bronze Age b. Crete and the Minoan Civilization c. Mainland Greece and the Mycenaean Civilization 5\. Greek Art a. The Emergence of Greek Civilization b. The Geometric Period c. The Orientalizing Period d. The Archaic Period e. The Transitional or Early Classical Period f. The High Classical Period g. Classical Art of the Fourth Century h. The Hellenistic Period 6\. Etruscan and Roman Art a. Etruscan Civilization b. Art of the Republican Period and the Beginning of the Empire c. The Early Empire d. The Late Empire 7\. Early Christians, Jewish, and Byzantine Art a. Jews and Christians in the Roman Empire b. Jewish Art and Early Christian Art c. Early Byzantine Art d. Later Byzantine Art 8\. Islamic Art a. Islam and Early Islamic Society b. Art during the Early Caliphates c. Later Islamic Art d. Manuscript Illumination and Calligraphy 9\. Art of India before 1100 a. The Indian subcontinent b. Indus Valley Subcontinent c. The Vedic Period d. The Maurya Period e. The Period of the Shungas and the Early Andhras f. The Kushan and Later Andhra Periods g. The Gupta Period h. The Post-Gupta Period i. The Early Medieval Period 10\. Chinese Art before 1280 a. The Middle Kingdom b. Neolithic Cultures c. Bronze Age China d. The Chinese Empire: Qin Dynasty e. Han Dynasty f. Six Dynasties g. Sui and Tang Dynasties h. Song Dynasty 11\. Japanese Art before 1392 a. Prehistoric Japan b. Asuka Period c. Nara Period d. Heian Period e. Kamakura Period 12\. Art of the Americas Before 1300 a. The New World b. Meso-America c. Central America d. South America: The Central Andes e. North America 13\. Early Medieval Art in Europe a. Scandinavia b. Britain and Ireland c. Christian Spain d. The Carolingian Period e. The Ottonian Period 14\. Romanesque Art a. France and Northern Spain b. Britain and Normandy c. Germany and the Meuse Valley d. Italy 15\. Gothic Art a. France b. England c. Spain d. Germany and the Holy Roman Empire e. Italy TESTS \| \| Tests will include Quiz #1 (50 points), a Midterm Exam (100 points), Quiz #2 (50 points), and a Final Exam (100 points). Each test will be objective and include true/false and multiple choice guestions. Slide identification (title, artist, period in art history, etc). will comprise approximately one half of each test. TERM PAPER \| \| A 10 to 20 page research paper (100 points) on an art historical topic is required. The format passed out in class should be followed. The topic of the paper is up to each student, but must be approved by the instructor. MINIMUM COURSE REQUIREMENTS \| \| 1\. Satisfactory performance on Quiz #1, the Midterm, Quiz #2, the Final Exam, and the term paper (280 points). 2\. regular attendance. 3\. Satisfactory participation in class discussions. 4\. Read the required test and handouts;NOTE: The above minimum must be met in order to receive a credit (CR) grade for this course. LETTER GRADING POLICY \| \| Those who elect to take the course for a letter grade (A,B,C,D) will be graded as follows: A. To earn the grade of "A" the student shall: 1\. Average a minimum of 90% on Quiz #1, the Midterm, Quiz #2, the Final Exam, and the term paper (400-360 points) 2\. Regularly attend class 3\. Participate in class discussion 4\. Read the required text and handouts B. To earn the grade of "B" the student shall: 1\. Average a minimum of 80% on Quiz #1, the Midterm, Quiz #2, the Final Exam, and the term paper (359-320 points) 2\. Regularly attend class 3\. Participate in class discussions 4\. Read the required text and handouts C. To earn the grade of "C" the student shall: 1\. Average a minimum of 70% on Quiz #1, the Midterm, Quiz #2, the Final Exam, and the term paper (319-280 points) 2\. Regularly attend class 3\. Participate in class discussions 4\. Read required text and handouts D. To earn the grade of "D" the student shall: 1\. Average a minimum of 60% on Quiz #1, the Midterm, Quiz #2, the Final Exam, and the term paper (279-240 points) 2\. Regularly attend class 3\. Participate in class discussions 4\. Read the required text and handouts REQUIRED TEXT \| \| Art History, <NAME>,Prentice-Hall/Abrams RECOMMENDED TEXT** \| \| Study Guide for Art History, Volume One, <NAME>, Prentice Hall A Short Guide to Writing About Art, <NAME>, <NAME> \| \| return to Home Page \| \| <file_sep># Discovering Ideas English Composition \| Fall 2002 \| Palomar College ---\|---\|--- * * * # Interesting Internet Sites There are many lists of good Internet sites available to you. The Palomar Library homepage has a subject index with links on many different topics. This list just contains links that I have found interesting or useful on various topics. It does not include search engines but does include a few lists of other links. As you will soon discover, they are in no particular order. If you have a problem with any of these links or have any suggestions for additions to the list, please send me e-mail and let me know. I try to update this list occasionally--not as often as I should, but as often as the demands of other work allow. For subjects related to learning and education, see the separate list of Learning Sites. #### Contents * Subject Listings or General Guides * Archives of Complete Books and Other Works * Books and Literature * Current Affairs * Fine Arts * Government, Economics, and Statistics * History * Internet and Cyberculture * Museums #### Subject Listings or General Guides * The Argus Clearinghouse: A guide to Internet guides. Easy to use, with ratings of subject-specific sites that tell you when they were last reviewed. * The WWW Virtual Library: A massive subject listing with high-quality sites on most subjects. Excellent research tool. * Yahoo!: A popular subject listing, with a search engine. Not as scholarly, but with good sites on practical issues and popular culture. * Magellan Internet Guide: The subject listings here give you brief reviews of each site that can help you to find what's worth looking at a little more quickly. * The Cybertimes Navigator: Originally developed for reporters at the _New York Times_ , an excellent guide to Internet sources on current issues. * Swiss Web Knife: This site from Maricopa Community College District in Arizona gives you convenient pull-down menus listing specialized search tools in different fields. A quick way to find a lot of search tools. #### Archives of Complete Books and Other Works * The On-Line Books Page: A searchable index of thousands of books available in their entirely, free, on the Internet. * Project Bartleby Archive: Housed at Columbia University, this archive contains the complete texts of 38 classic books. * Project Gutenberg: The oldest and one of the largest archives of electronic texts of print material. #### Books and Literature * Literary Resources on the Net: An excellent subject guide to material relating to literature and criticism, compiled and maintained by <NAME> at Rutgers University. * Malaspina Great Books Home Page: From Malaspina University in British Columbia, Canada, this site presents a wealth of information about _The Great Books of the Western World_ and a variety of other great books. The site can be a little confusing at first, but if you really want to explore an author or a particular work it's a great place to start. * The Academy of American Poets: Complete with recorded readings of dozens of poets. Often excellent specialized displays. * The Atlantic Monthly Poetry Pages: Classic and contemporary poetry from _The Atlantic Monthly_ , with some excellent article and other sites. * Mr. <NAME> and the Internet: Probably the best site for Shakespeare research on-line, the work of Palomar's Terry Gray. #### Current Affairs * The Online Newshour: The transcript and archive of the best news program on television. Whether you watch _The Newshour with Jim Lehrer_ (7:00 p.m. each weeknight on PBS), you should take a look at this site. The topics are current but important and the treatment goes well beyond the moronic level of most television news. * The New York Times on the Web: The daily _New York Times_ is available on the Internet. It includes national and international news as well as a Technology section news and columns on computers and the Internet, and the Book Review. _The New York Times_ remains one of the most authoritative sources on current national and international events. Their on-line version is basically the print version, except for the Cybertimes, which is designed for the Internet. * The Chicago Tribune: This is not the print newspaper; it is really a separate edition for the Internet. Lots of graphics; I find it a little harder to find things, but it's a work in progress. * Los Angeles Times: Fairly easy to access. The best newspaper on the West Coast for national and international news. * CNN Interactive: A good source for current national and international news. * MSNBC: Also very current. #### Fine Arts * World Wide Arts Resources: Very comprehensive guide to museums, arts Web sites, and arts-related materials. * Art History Resources on the Web: Organized by time period, an excellent collection of links. * Art History Research Centre: A Canadian site, providing a variety of links and means to search for information in art history. * Classical Net: Large number of links and much searchable data on classical music. * Jazz Central Station: The education resources concerning the history and criticism of jazz are impressive. #### Government, Economics, and Statistics * Government Ideas Sharing Project: Developed at the University of Oregon with support from a government grant, this is a good place to start in looking for statistical information. Clear guide to other government resources. * The CIA World Factbook: For recent data about all of the countries of the world, this is an excellent source. * The White House: A lot of it's public relations, but there's also much history and some useful links. * The Library of Congress: One of the best Web sites in terms of breadth of information available. Gives access to Thomas legislative information service if you want to find out about bills in Congress. * Federal Reserve Board: The Fed monitors the economy, and makes much of the information it uses to do so available on this page. * California Home Page: This is the home page for California's state government. Links to a lot of information about the state, many government agencies. * The Federal Reserve Bank of San Francisco: Economic information, with an emphasis on the West Coast. #### History * The History Net: From the National Historical Society, an interesting and readable archive of lots of historical material. * Exploring Ancient World Cultures: A beautiful and very large collection of both links and text. If you are interested in getting background or finding detailed essays on specific issues in ancient history, this is an outstanding resource. * The Learning Page of the Library of Congress: Excellent resources on American history, with some wonderful photographs. * American Studies Web: Contains both current affairs and history sources. * Core Documents of U.S. Democracy: The Superintendent of Documents of the United States has made official documents, from the _Declaration of Independence_ to this year's budget, available, complete text, no charge. There are no longer any excuses for guessing what the 20th Amendment said. #### Internet and Cyberculture * Resource Center for Cyberculture Studies: What is "cyberculture"? Who engages in it? A range of material is available here on the new culture growing up around the Internet and its applications. The annotated bibliography and featured links are a good way to get into this subject. #### Museums * The Franklin Institute Museum Hotlist: Many museums, with an emphasis on science and natural history. * The Louvre * The Web Museum, Paris * The Metropolitan Museum of Art * The Museum of Modern Art * The Getty Museum * * * On-line Discovering Ideas Table of Contents On-line Syllabus \| On-Campus Discovering Ideas Table of Contents On-Campus Syllabus ---\|--- Discovering Ideas Palomar College <EMAIL> This page was last edited: 08/19/02 <file_sep>![TAMU-CC](tamuhome.gif)![Syllabus](syl5302.gif) ![](redrule.gif) ## Playing the Policy Game by <NAME> ## An Article Review by <NAME> ##### Last Update: April 24, 1998 ![](redrule.gif) Summary This article is the introductory article for the last section in the book _Public Policy: The Essential Readings_ written by <NAME> a coauthor of the book. The last section uses the analogy of the public policy process as a game. In a previous article written by Cahn, he describes who the players were in the public policy process. The players described were either institutional or noninstitutional actors in the process. In _The Policy Game_ , Cahn proceeds to explain how the game is played to maximize the actors' interests. Cahn states players will increase their chances of winning to the extent they have knowledge of the policy bureaucracy (bureaucratic knowledge), access to individuals within the bureaucracy (network), citizen backing (size of a constituency), money for political contributions and resources to mount an effective public relation (media) campaign. This article examines the context and environment of the policy game, including the constitutional basis of public policy, the culture of policy, maximizing policy strategies, and the problem of policy resources. The Constitutional Basis of Public Policy This section dealt with the constitutional foundations of the policy game. Presented was the classic debate over whose interests are best protected by the constitution. Charles Beard's economic interpretation thesis argues that the constitution was created by the economic elite at the expense of the debtor classes. <NAME> and <NAME> points to the existence of a large middle class and suggest that all sectors of society benefitted from ratification [of the Constitution]. They also stated that self interest of the elites was not their motivation. While looking at historical information and debate about the constitution, contemporary scholars use this material to examine how public law has come to be structured and whether it has come to favor specific groups. Although delegates of the constitutional convention were economically diverse, their interests were together in key areas: (1) a strong central government that could protect commerce across state boundaries and control the interests of the masses; (2) the creation of a central currency, protecting creditors from depreciation, (3) creating protection to creditors for monies loaned at interest. The best examples of a major propaganda effort were the _Federalist Papers_. The _Federalist Papers_ focused on the structural changes the constitution would bring, but the authors, <NAME>, <NAME> and <NAME>, were careful not to discuss the economic implications. <NAME>, in _The American Political Tradition_ , states that the framers of the constitution, liberty was tied to property, not democracy. Freedom meant the freedom to own and dispose of private property, not freedom of self government. The implications for the policy game are significant. The early constitution provided for republican government, with only limited citizen participation, resulting in an insulated relationship between elected officials and the common people. Examples of this are the establishment of the electoral college and indirect election of the president, the appointment of senators by state legislators until 1913, single member districts that obstruct minority party representation, and the state imposed gender and property requirements. The original constitutional framework has had serious consequences for groups who were earlier excluded and has been amended to reflect changes as the policy process has evolved throughout the last two centuries. Political Culture and Public Policy This section begins with the statement: "Public policy outcomes cannot be divorced from political culture." It then proceeds to review the impact political culture has on public policy that they are interrelated. It also seeks to compare differences in Lockean liberalism and American liberalism. American political culture is based on the natural rights of individuals. This can be found in the Declaration of Independence, which declares an individual rights to life, liberty, and property. The irony in Lockean liberal individualism is in its commitment to individual property rights, thus limiting the notion of communal rights, creating a problem in the definition of the common good. In American liberalism, the common good is defined as taking in to account an individuals good. The role of the community is to provide the foundation that makes individual rights possible. The other element that is discussed states liberal policy is organized around economic interaction. In discussing the economic factor in policy implications, the author introduces the work of Schumpeter in "Capitalism, Socialism, and Democracy" which explains the dilemma of democracy in a capitalist political economy. Capitalism defines freedom (rights) on the principle of ownership: one dollar, one vote. Democracy defines freedom (rights) on the principle of one person, one vote. In "Democracy and Capitalism," <NAME> and <NAME> claim the liberal society is broken up into two spheres, public and private. The public sphere includes those aspects of society where both liberty and democracy apply, such as government. The private sphere includes those areas where only liberty applies. They also used the "labor commodity proposition" to explain the antidemocratic tendency within the American social culture. Discussed was also the redevelopment of the utilitarian arguments that people are created by the role they play in society. Ones values are tied to their culture. If liberal society is characterized by limited choice and extensive spheres of domination, the chances of developing democratic values are limited. The economic system produces social values; that is, "the economy produces people." One other argument that is presented by <NAME> is that economic domination is only one of the policy implications of American political culture. The social contract theory is based on the notion of a society sharing a single set of cultural and political values. Through shared concept of civilization, all parties of the social contract are able to live and interact with each other predictably and safely. For anyone outside of the social contract, poses as unpredictable, dangerous, and at war with others. Any individual or group who does not share the dominant cultural nd political ideology is, by definition, suspect. The policy implications are that discrimination and inequality are an inherent part of the political and social environment. Rogin argues that exclusion is a function of American political culture. Other scholars argue that while there are intolerance and antidemocratic tendencies within American society, they are not an integral part of the political culture. Policy Strategies The section begins by describing Machiavelli's notion of virtu'-controlling political destiny-based on the successful manipulation of human circumstances. Control is the primary consideration, both of one's populace and of one's neighboring states. Maximizing policy strategies for the president in "Presidential Power" by Neustadt, is patterned after Machiavellian strategy. Neustadt writings are about how a president expands their power and maintains it. The power to persuade is critical for presidents since they cannot command as dictators could. The presidency is a "clerkship," based on balancing differing interests and keeping in mind the public good. The Neustadt analysis also states such factors as presentation of image, charisma, effective use of a political climate, acting quickly and decisively to criticize opponents and reward allies. He also states that only through the successful resolution of a crisis can a president truly create dependence and power. Presidents can rely on respect and the successful creation of consent. Creating consent can be achieved through deception and manipulation of the political climate. Even favorable public opinion can be manipulated. Drawing on cultural biases, symbols, and traditions a skilled president can maximize his or her power to implement policies as they see fit. In the context of American liberalism, the meaning of prerogative is that no rights are absolute, no rights are inalienable, regardless of the written law. While the Constitution promises individual rights, at the same time it denies those rights as the discretion of the president. The example given is the incarceration of Japanese Americans by President Roosevelt. In "Constructing the Political Spectacle," <NAME> contends that those who seek to maximize their policy interests will use deceit and symbolism to manipulate the policy debate. Government influences behavior by shaping the cognitions of people in ambiguous situations. In this manner, government or policy elite help engineer beliefs about what is "fact" and what is "proper." Maximizing policy strategies is critical for winning the policy game. Each player seeks to influence policy outcomes. The Problem of Policy Resources <NAME> has long recognized the existence of economic elites and their influence on the policy process. In "A Preface to Economic Democracy," he argues that rather than compete, the interests of these economic elites link in specific areas. The result is that democratic processes are dominated by the influence of economic elite, specifically corporate elites. <NAME> asserts that there is a social upperclass that effectively operates a ruling class by virtue of its having an abundance of economic resources. While there are other political resources-expertise and bureaucratic knowledge these can be and are often purchased. Therefore, financial power is often the basis of policy influence. If true, one could assume that inequality in resource distribution is identical to inequality in political representation. Critique This introductory article on playing the policy game is quite broad in scope. The content describes well-known articles and their relation to the context of the policy environment. It is necessary to investigate the policy actions of the past and how they have come to influence our political culture in the present. Although the article deals with the policy game at the national level, the same can apply for the playing policy game at any level. Take for example, policy strategies. One generalization would be that all politicians could utilize the factors stated in Neustadt's analysis on how to maximize policy outcomes. Another component of the game is the probem of policy resources. The same observation can be made of the wealthy in national, state or local arenas. Again with the corporate elite usually playing some role in politics. In G. <NAME>'s "Who Rules America Now?"(1983), the conclusion of the article answers this question. On the basis of available evidence the best answer still seems to be that the dominant power in the United States is exercised by a property based ruling class. There is a small group of upper class whose members own 20-25 percent of all privately held wealth and 45 to 50 percent of all privately held stock. If we were to look at Corpus Christi and use this data as the norm and ask who rules Corpus Christi now? Would there be any surprises, probably not. In conclusion, the constraints imposed by cultural inheritances are major influences on the policy process that one can not ignore when playing the policy game - to win. ![](redrule.gif) <NAME>.1995. "The Policy Game." _In Public Policy: The Essential Readings_. Theodoulou, <NAME>. and <NAME>. Cahn.1995. Prentice Hall: Englewood Cliffs, NJ. <NAME>.1983. "Who Rules America Now?." _In Public Policy: The Essential Readings_. Theodoulou, Stella Z. and <NAME>. Cahn.1995. Prentice Hall: Englewood Cliffs, NJ. Works Cited <file_sep> ## Things to Help You with Lab and Lecture * First, a link to the Spring 1999 lab syllabus for Geology 101. This shows which labs are being taught when, and the lab policies. PLEASE READ THE HONOR CODE! * Here are links to the optional field trips for Geology 101 this quarter. The best way to truly learn geology is to go out and see it!** * Want to go to <NAME>'s official 101 Lectures website? Click here for the main page. Subtopics include: general info and syllabus (including Brian's office hours), lecture schedule, lecture outlines, lab sections & TAs, optional field trips, and TAs' office hours. * Also take a look at <NAME>'s _old_ (Summer 1997) 101 site... His lecture notes, sample tests, etc. are still _very informative_ , but some of the logistical information (such as field trip schedule and lab syllabus!) is _out of date_. * The Geologylink site, which has a _ton_ of information, is organized according to your own textbook's chapters (Stan Chernicoff's book). * Don't forget, TAs staff JHN 141 for office hours several hours a week! We're there for you! Do let your TA know if you'd like some one-on-one or small-group assistance at any other time. I (Gwyn) will also offer optional, informal review sessions to my students (section AA) before the quizzes. (The people who attended in past quarters found them useful!) * Common Myths about College Science...You (yes, YOU!) can do science! : ) - From Brown University * If you have a disability , we hope you feel comfortable talking with us about your needs. Even if you'd prefer to remain "anonymous", please consider contacting UW Disabled Student Services (DSS) in Schmitz Hall -- Email <EMAIL>. They can work with you to find helpful accommodations for your specific situation. (Their website doesn't have much info, but is located here.) Additionally, you may want to read "Working Together: Science Teachers and Students with Disabilities" here. You can contact UW's DO-IT (Disabilities, Opportunities, Internetworking & Technology) folks by emailing <EMAIL>. * * * ### Here are links to my (lab) lecture notes and review questions... Useful for studying for the quizzes! See the end of each page of lecture notes for related web links. PLEASE NOTE: Each TA stresses somewhat different information, so use your own TA's guidelines for what to study! GOOD STUDY HABIT: You may find it helpful to outline the lab materials yourself, and to be able to explain the defined terms in the appropriate chapters...especially the terms and concepts the lab manual and/or your TA mentioned more than once. (Quotes are from Bartlett's Familiar Quotations): * Lab #1 (minerals) \- Or just the links "I look upon you as gem of the old rock. "--<NAME> (1605-1682) * Lab #2 (igneous rocks) \- Or just the links "We are dancing on a volcano."--Words uttered by Comte de Salvandy (1796-1856) at a fete for the King of Naples. * Lab #3 (sedimentary rocks & geologic time)"Water continually dropping will wear hard rocks hollow."--Plutarch (46?-120? AD); "Where the streame runneth smoothest, the water is deepest."--<NAME> (~1553-1601) * Lab #4 (metamorphic rocks) "Everything is in a state of metamorphosis. Thou thyself art in everlasting change...so is the whole universe."--<NAME> (21-180 AD) * Lab #5 - Discovery Park field trip info and writing assignment * Lab #6 (geologic techniques) \- Or just the links ![Globe](icon-4.gif) "Map me no maps."--<NAME> (1707-1754); "Geographers...crowd into the edges of their maps parts of the world which they do not know about, adding notes in the margin to the effect that beyond this lies nothing but sandy deserts full of wild beasts, and unapproachable bogs."--Plutarch (46?-120? AD) * Lab #7 - Cougar Mountain field trip info \- Or just a link to P-I history/hiking article ![Paw](button.gif) * Lab #8 (geologic resources) links "Earth laughs in flowers to see her boastful boys; Earth-proud, proud of the earth which is not theirs"--<NAME> (1803-1882); "Our wasted oil unprofitably burns."--<NAME> (1731-1800) * Lab #9 (geologic hazards) links "There are many marvellous stories told of Pherecydes. For it is said that he was walking along the seashore at Samos, and that seeing a ship sailing by with a fair wind, he said that it would soon sink; and presently it sank before his eyes. At another time he was drinking some water which had been drawn up out of a well, and he foretold that within three days there would be an earthquake; and there was one."--<NAME> (~200 AD) * Here is the Quiz #1 terminology list = all the underlined (defined) terms in Labs #1 and #2. * Also... QUIZ #1 STUDY QUESTIONS... Just the questions, or questions and answers. * And... QUIZ #3 STUDY QUESTIONS... Both the questions and the answers. * * * <NAME> Department of Geological Sciences, University of Washington, Seattle, WA 98195-1310 Email -- <EMAIL> Web -- http://weber.u.washington.edu/~gwyneth Page last updated 5/15/99. GJ <file_sep>### SYLLABUS--HIST 1011/RELGST 1010 ### RELIGION AND THE EVOLUTION OF AMERICAN SOCIETY, 1492-1850 #### Monday and Wednesday, 1-2:20 Krebs 124 WARNING! This syllabus is currently under revision for the Autumn 2001 term. Check back later for the official syllabus. You'll know it's official when the warning label has been removed. --- ### Instructor <NAME>. 535-3176 Krebs 123 O. 269-2987 Office Hours: Tues and Thurs 11-12 and by appointment ### Aims of History 1011/Relgst 1010 In spite of its cross-listing as a Religious Studies course, this will be a history class. We will explore the effects of religion, in all of its cultural and denominational guises, on the development and evolution of an American people. We will examine Religion and spiritual beliefs as agents of social change, and as such, we will be less concerned about the significance of a religion's peculiarities to its practitioners than its broader implications for the society in which it operates. Therefore, we will discuss theology and belief systems only in the broadest of contexts. We will use the lens of religion to investigate the contact of native and western cultures, western schemes for American development, transatlantic migration, social development, American political autonomy, defending and attacking slavery, living with and dispossessing Native Americans, the legacy of religious pluralism and religious liberty in America, and many other topics. Finally, I have been using the first person plural throughout this paragraph because I do not intend to stand before you and pontificate my own ideas for three hours a week. You will form your own opinions by reading books, articles, and primary resources and we will meet three times a week to discuss our informed opinions and attempt to reach consensus when possible or at least a clearer understanding of the problem at hand. The reading load for this seminar is extremely heavy. You will be required to read approximately 100 pages per week from the book and the packet of articles assigned for this class, on top of outside reading for other assignments. There is also a substantial writing requirement for this class. This class is not for the faint of heart. If you doubt in any way your ability to handle this workload over a fourteen week semester please inform me of your decision to withdraw as soon as possible-- there are several people who would like to add this class. And to those of you who have decided to stay, "Welcome!" You will work hard this semester, trust me, and at times you may find yourself resenting me, believe me, but when it is all said and done you will leave this class a better student, have faith in me. ### The Course #### Required Reading <NAME>, Awash in a Sea of Faith: Christianizing the American People (Cambridge: Harvard University Press, 1990). <NAME>, ed., "Religion and the Evolution of American Society,"packet on sale at UPJ bookstore. #### Attendance You should attend all classes, however, I am not going to baby you with an attendance policy. None of you are freshman so I do not feel the need to hold your hands. I will call the roll each class an keep a record for myself but this will not be used either against you or in your favor--it will just help me to better understand your performance at term's end. #### Reading As mentioned above, there will be an extremely heavy reading load in this course, and each class will serve as a discussion that will revolve around that reading. Therefore, you must read the assignments in order for this class to work. If you fail to complete a reading assignment there is little reason for you to come to that class. #### Grading Grading for this class will be based on a point system: a 500 point scale. 900-999=A, 800-899=B, 700-799=C, 600-699=D, 000-599=F #### Quizzes There will be periodic, unannounced quizzes on the reading assignments--some open book and some not. They will account for 100 points (20%). #### Class Participation You will be expected to participate in every class discussion. Participation will account for 100 points (20%). #### Analytical Essays 1\. You will be responsible for one analytical essay in which you will analyze the various historical arguments made in one weeks' readings (I will distribute a hand-out on the particulars separately). Two people will be assigned to each week. Their essays will be due on the Monday following "their week." They will be expected to be particularly knowledgeable in discussion during "their week." Those essays will account for 50 points (10%). I will then mark the exam and offer instructions for revision and turn the paper back to you. You then have one week to make the instructed revisions and return the revision to me for 25 points (5%) 2\. The second assignment will be just another analytical essay with an outside book thrown in for good measure. We will again assign two people per week and they will choose an appropriate book to read in conjunction with the scheduled readings and to include in their essay. The book should be read by the beginning of "their week" and they should be prepared to give a brief oral report to the class at some point during that week. The paper will again be due on the Monday following "their week," and it will account for 50 points (10%). I will then mark the exam and offer instructions for revision and turn the paper back to you. You then have one week to make the instructed revisions and return the revision to me for 25 points (5%). The oral report will comprise 50 points (10%). All written assignments--analytical essays and term papers--will be graded on the "Total Package," that is grammar, organization, style and composition in addition to content. #### Final Exam On Tuesday, April 21, 1997, we will have a final exam from 12:30-2:30 in Krebs 124. The final will consist of an in-class essay for which you will be allowed to use your notes from the various readings you have completed over the course of the semester. Those notes MUST be taken on 5x8 inched ruled index cards and nothing else. One card per chapter from Butler and one card for each article in the packet will be allowed. One week before the final I will distribute a list possible questions for the final exam, from which I will choose one or two to be answered for the exam. The final will account for 100 points (20%). #### Disabilities Students with disabilities who require special testing accommodations or other classroom modifications should notify the Director of Disability Resources and Services (Diane Van Blerkom) no later than the fourth week of the term. Documentation of a disability may be needed to determine the appropriate accommodations or classroom modifications. To schedule an appointment, call extension 7107 or come to the Learning Resource Center, 133 Biddle Hall. ### Course Outline January 5--Introduction and other pleasantries Topic One--"Western Origins." Jan 7: Lecture. Read: Butler, 1-36 Jan 12: Lecture, discuss Butler 1-36 Jan 14: Packet--Morgan, "Dreams of Liberation Topic Two--"Natives and Newcomers: Early Contact and Conversion." Jan 21: Packet--<NAME> Jan 26: Packet--Morgan, "Idle Indian..." and "Jamestown Fiasco," and Richter Jan 28: Packet: Morrison, Ronda Feb 2: MOVIE "Black Robe" viewed in AV lab, Blackington Hall--will run until 5:30pm Feb 4: Discussion of "Black Robe" Topic Three--"Puritan Migrants and Motives" Feb 9: Packet--Miller, Walzer Feb 11: Breen, "Persistent Localism," Anderson Topic Four--"Puritan Settlement versus Virginia Settlement" Feb 16: Packet--Lockridge, "Policies of Perfection," "Heart of Perfection" Feb 18: Packet--Butler Chapter 2, Breen "Looking Out for Number One" Topic Five--"Social Development in Puritan New England, the First Hundred Years." Feb 23: Packet--Greven, Mintz & Kellogg Feb 25: Packet--Ulrich, Dayton Topic Six--"Declension and Witchcraft." March 9: Butler Chapter 3, Packet--Demos, "Role of Witchcraft..." March 11: Packet--Karlsen, Demos, "Poor and Powerless..." Topic Seven--"Middle Colony Pluralism" March 16: Butler Chapter 4, Packet--Lodge March 18: Packet--<NAME> Week Eight--"The Great Awakening." March 23: Butler Chapter 6, Packet--Stout March 25: Packet--<NAME> Week Nine--"Religion and Revolutionary America." March 30: Butler 7, Packet--McGloughlin April 1: Packet--Isaac, Curry, Loof Week Ten--"Slaves, Slavery, Free Blacks and Religion." April 6: Butler Chapter 6, Packet--Joyner April 8: Butler 247-252, Packet--Blassingame, Berlin Week Eleven--"The Second Great Awakening and the Antebellum Reform Movement." April 13: Butler Chapter 8, Packet--Hatch, Bonomi April 15: Packet--<NAME> ### Supplementary Reading List for RELGST 1010 Topic Two: Ruth M. Underhill, Red Man's Religion: Beliefs and Practices of the Indians North of Mexico; <NAME>, American Indians and Christian Missions; <NAME>, The Embattled Northeast: The Elusive Ideal of Alliance in Abenaki-Euramerican Relations; <NAME>, The Invasion of America: Indians, Colonialism and the Cant of Conquest; <NAME>, Savagism and Civility: Indians and Englishmen in Colonial Virginia; Karen <NAME>, Settling with the Indians: The Meeting of English and Indian Cultures in America, 1580-1640 Topic Three: <NAME>, World of Wonders, Days of Judgement: Popular Religious Belief in Early New England; <NAME>, God's Caress: The Psychology of the Puritan Religious Experience; <NAME>, The Puritan Dilemma: The Story of <NAME> Topic Four: <NAME>, A New England Town: The First Hundred Years; <NAME>, Valley of Discord: Church and Society Along the Connecticut River, 1636-1725 Topic Five: <NAME>, A Little Commonwealth: Family Life in Plymouth Colony; <NAME>, Good Wives: Image and Reality in the Lives of Women in Northern New England, 1650-1750 Topic Six: <NAME>, The Devil in the Shape of a Woman; <NAME> and <NAME>, Salem Possessed; <NAME>, Entertaining Satan; Marion Starkey, The Devil in Massachusetts: A Modern Enquiry into the Salem Witch- Trials Topic Seven: <NAME>, Quakers and the American Family: British Settlement in the Delaware Valley; <NAME>, Friends and Neighbors: Group Life in America's First Plural Society; <NAME>, a Mixed Multitude': The Struggle for Toleration in Colonial Pennsylvania TopicEight: Rhys Isaac, The Transformation of Virginia; <NAME>, Under the Cope of Heaven: Religion, Society, and Politics in Colonial America; <NAME>, The Great Awakening in New England TopicNine: <NAME>, The Sacred Cause of Liberty; <NAME>, Religion and the American Mind from the Great Awakening to the Revolution; <NAME>, Visionary Republic: Millennial Themes in American Thought, 1756-1800; <NAME>, The First Freedoms: Church and State in America to the Passage of the First Amendment Topic Ten: <NAME>, Slave Religion: The Invisible Institution in the Antebellum South; Alfloyd Butler, The Africanization of American Christianity; <NAME>, Roll Jordan, Roll Topic Eleven: <NAME>, The Democratization of American Christianity; <NAME>, Shopkeeper's Millennium; <NAME>, Revivalism and Social Reform in Mid-Nineteenth Century America; <NAME>, Passionate Liberator: Theodore Dwight Weld and the Dilemma of Reform; <NAME>, Religion and the Old South; <NAME>, Pro-Slavery: A History of the defense of Slavery in America, 1701-1840; <NAME>, Holy Warriors: The Abolitionists and American Slavery; <NAME>, Morality and Utility in American Anti- Slavery Reform #### PURPOSE This analytical essay will serve as a summary and comparison exercise. It is designed to enable students to develop depth in a specific subject area and to reflect that depth in written form. Writing provides us with perhaps the most precise way we have of expressing our thoughts, of revealing what it is that is on our minds. This exercise, then, moves beyond the course in its intent to assist you in refining your basic writing skills so that your papers will reflect clear thinking, cogent arguments, and an understanding of the use of evidence. #### SUMMARY You have been assigned two sets of reading material that will serve as the basis for your essays. Your fist objective will be to summarize the authors various theses and the evidence they use to sustain their arguments. #### ANALYTIC COMPARISON There are two objectives within the analytic portion of the assignment: historiographic comparison and thematic analysis. 1\. First, the comparison is that part of the essay which moves beyond the summary, concentrating on the meaning extracted from the various readings. The comparison itself should consider the different interpretations the historians have advanced regarding the historical topic under study. How do the historians' arguments differ and why? Which interpretations appear more valid and why? What evidence do they use and how well do they use their evidence? Is that evidence reliable? Why are some interpretations less valid? Do the authors appear to have a particular bias created by the times in which they live that tints their objectivity? These are just a sampling of the kinds of questions you should address in your essay and which will raise the intellectual levels of your papers far above mere summary. Your content grade for these assignments will be based primarily on how well you move beyond summary. At times, some of the reading selections may not focus on precisely the same topic--in those instances you will have to evaluate the excerpt on its own merit without comparison. 2\. Second, the thematic analysis will be that portion of the essay that attempts to make some sense out of the various interpretations of the various subjects--where you will try to bring some order to the confusion by discerning a common thread, or a theme, that defines perhaps not only the subject you are studying, but also the manner in which historians have treated that topic. You should use all of the readings in your selections to form and attempt to answer such questions as: What were the central religious motivations behind exploration and colonization and were those motives really central? How did religion taint the character of "contact" between Europeans and Native Americans? What was the legacy of religion for the American Revolution and the era of the "Founding"? What role did religion play in the enslavement and liberation of African-Americans? And about the authors, is there any uniformity or central theme about the manner in which they approached their subject? For example: Do scholars of the "contact" period all tend to dwell on the Native Americans as victims and the colonizers as villains? and so forth. #### METHODOLOGY The guidelines above specify only areas which each paper must address; they do not, however, restrict your conceptual approach to addressing those areas. You may summarize first, compare second, and analyze third. You may summarize, compare, and analyze all at the same time--whichever you feel is the clearest, most efficient, and aesthetically pleasing mode of delivery. However, any good history paper should at least begin with an introduction that clearly spells out your thesis. In other words, begin with your conclusions! You are not <NAME>--there should be no mystery here. Tell me what you are going to tell me, and then go ahead and tell me! About quoting: if you plan to use portions of sentences, sentences, or strings of sentences that are the words of a writer other than yourself, "you must give that person credit, like so"(Newman, 463). Just like that. You should avoid extensive quoting--simply paraphrase the authors idea. Use specific quotes only when necessary to prove a specific point about an author's argument. #### FORMAT and DUE DATE The essays will be two to four pages long, and certainly not longer than five. They will be typed or word-processed, double-spaced, and free of typos, grammatical and spelling errors. They will be due at 3:30 pm on the Wednesday following the week in which your reading assignments were covered in discussion. Late work will not be accepted. #### GRADING The essays will be worth 75 points each. The first draft will account for 50 points--15 for writing mechanics, 15 for summary, and 20 for analytic comparison. The revision will account for 25 points and all points will be accorded on the basis of how well you have implemented my instructions. ![](malden.jpg) Back <file_sep>![Duke University Libraries](/images/2ndarybnr.jpg) \| \| ![](virginislands_map.jpg) --- ## CARIBBEAN STUDIES <NAME> 021 Perkins Library (919) 660-5845 <EMAIL> (See also the web page for Latin America, Spain and Portugal) Resources on this page Programs of Study at Duke \| Resources and Guides Internet Resources on the Caribbean Region Gateways and Search Engines \| Library Collections Recent Acquisitions * * * ![](gateonyellowwall.jpg) \| Programs of Study at Duke University and Resources and Guides at Perkins Library ---\|--- Programs of Study at Duke University * Duke Council on Latin American Studies * Duke - UNC Program in Latin American Studies * African and Afro-American Studies Program * Romance Studies Department * Comparative Area Studies Program * Duke in Cuba Resources and Guides at Perkins Library * Researching Latin America at Duke: Basic Library Resources* * Finding Aid for Journals on Latin America* * Latin America, Iberia and the Caribbean--Sources of Information in Electronic Databases * Spanish, Latin American, Brazilian, and Caribbean Literature * Latin American and Iberian Books, 15th-19th Centuries* * Recent Acquisitions at Perkins Libraries * LST 200 Syllabus \-- Research Methods and Bibliographic Instruction in Latin American & Caribbean Studies * These sources contain material on the Caribbean * * * Internet Resources on the Caribbean Region \| ![](LL001263.jpg) ---\|--- Gateways & Search Engines UT-LANIC Latin American Network Information Center The University of Texas' LANIC page is the best single site for links, especially to academic resources, to the major Caribbean nations. Countries include, Antigua and Barbuda, Aruba, Bahamas, Barbados, Cayman Islands, Cuba, Dominica, Dominican Republic, Grenada, Guadeloupe, Haiti, Jamaica, Martinique, Puerto Rico, St. Kitts & Nevis, St. Lucia, Trinidad & Tobago, Virgin Islands. LANIC can be searched by country, by region or by subject. MIT Caribbean Index \- This is a site prepared and maintained by the Caribbean Club at MIT. It has an extensive list of Caribbean student associations and of Caribbean academic institutions and media outlets. Caribbean resources in Internet Resources for Latin America For many years now, Mol<NAME> at New Mexico State University Library has done us all a great service by creating and maintaining this very diverse and well administered list of resources on Latin America. There are many Caribbean resources included. CaribSeek -At this writing, the most comprehensive search engine located in the Caribbean is CaribSeek. Although some categories at CaribSeek are not yet linked to sites, the framework is there to build a comprehensive system as sites are activated or existing sites make links. ___________________________________________________________________________________ ![](doubl_marr.jpg) \| Collections in the: United States, Caribbean, & United Kingdom "Double marriage a la cathedrale" by <NAME>, Haiti ---\|--- The United States While both Duke University and The University of North Carolina - Chapel Hill (UNC) collect Caribbean and Latin American materials at the general level, a cooperative collecting agreement between the two institutions places primary responsibility for the English and Dutch-speaking Caribbean countries at Duke and for the Spanish and French-speaking Caribbean countries at UNC. The Duke/UNC agreement also applies to collecting of Latin American materials, with Duke being the primary collection for material from/about Bolivia, Brazil, Central America, Colombia, Ecuador, Guyana, Mexico, Peru and Suriname, and UNC maintaining a primary collection for materials from/about Argentina, Chile, Panama, Paraguay, Uruguay and Venezuela. To obtain the most comprehensive search results, start your search at the Duke University Online Catalog, but be sure to consult the University of North Carolina Online Catalog as well. _Florida International University (FIU) Library Catalog_ \- FIU has a long- standing connection with Caribbean Studies and the library reflects these interests. Conference proceedings and additional Caribbean information can also be found at FIU's Florida Caribbean Center, the FIU Cuban Research Institute and a series of other institutes and centers working on various academic themes. These various groups are organizationally united in the Latin American and Caribbean Center where further links can be found. _Georgetown University's Library System_ hosts the Political Database of the Americas. - The site contains information on the institutional, constitutional and political structures of the Caribbean and Latin America. Primary and secondary political documents and bibliographies on many Caribbean countries are included. Georgetown's Caribbean Project also contains papers presented at various conferences and lectures at Georgetown. The New York Public Library Catalog - CATNYP is the online catalog of The Research Libraries of The New York Public Library. This catalog only includes materials added to the collections after 1971, as well as some materials acquired before 1971. At this time most of the Libraries' holdings are still found in the 800 volumeDictionary Catalog of The Research Libraries, published by G.K. Hall. The University of Florida, Smathers Library Catalog - UF's Latin American Collection contains approximately 335,000 volumes, 1,100 current/active serial titles, some 50,000 microforms, and a growing amount of computer-based information and access. There is particular emphasis on the Caribbean and Brazil,. The Latin American Collection is one of a small number in the United States that is housed separately and that maintains its own reading room and reference services. Note: When accessing this site, if a dialog box appears asking for an ID and password, click on cancel and it will let you into the library. The University of Miami, Richter Library Catalog \- The Otto G. Richter Library's general collection has a focus on the Caribbean as well as an excellent Special Collection on Cuba and the Cuban Diaspora. The Cuban Collection includes approximately 45,000 volumes of books (both rare and contemporary), plus significant journals, periodicals, bibliographies, indexes and personal and corporate papers. The site also presents a variety of marvelous exhibits. __________________________________________________________________________________ The Caribbean <NAME> University, Caribbean Campus, Cartagena de Indias, Colombia - The Research Department has current social and economic development studies on the South American zone of the Caribbean. These include works on environmental topics as well as recent demographics and commercial analysis and planning. _The University of Puerto Rico (UPR) has several campuses with special Puerto Rican and/or Caribbean library collections. These include_ \- The Cayey campus which houses the Centro de Documentacion Sala Luisa Capetillo and the Puerto Rican Collection. The former contains material on Women's Studies in the Caribbean and the latter specializes in Puerto Rican jurisprudence. The Mayag?ez campus, which houses the Manuel Mar?a Sama y Auger Collection, including books and articles from journals, magazines, and newspapers, written by Puerto Rican authors and about Puerto Rico. The Rio Piedras campus, which has both a Puerto Rican Collection and a separate Regional Library for the Caribbean and Latin America. (For the P.R. Collection. click on Colecciones. For the Regional Library, click on Bibliotecas). The Rio Piedras campus is the largest of the libraries and special collections in the UPR system. _The University of the Virgin Islands (UVI)- St. Croix & St. Thomas - Special Collections - Caribbean Collection_. The UVI collection contains the: Caribbean Collection \- Materials pertaining to the civilization, history and literature of the area; Melchior Center for Recent History \- Books, papers, pictures and other material about the recent history of the Virgin Islands (Some of these materials have been scanned onto computer files for downloading); <NAME> Collection \- Books on African and African- American culture and history; <NAME> Memorial Collection \- Books on African-American and Caribbean culture. _The University of the West Indies - Trinidad & Tobago - St. Augustine - West Indiana Collection_. This is a research collection of material about the West Indies by West Indians and published in the West Indies. The collection has been organized for the specific purpose of ensuring that material concerning the West Indies is preserved for the use of present and future researchers. There are three sections in this division: The Main Collection covering all subjects, contains the first copy of each title acquired on the West Indies, by West Indian authors and those published in the West Indies. The collection contains books, pamphlets, serials, theses, newspapers, maps, photographs, microforms and other formats. The Rare Books Collection is housed in a separate room and contains a collection of books and pamphlets donated by the Historical Society numbering one to one thousand. Other old and rare publications are also housed there. The Special Collections constitute a separate category of materials within the West Indiana and Special Collections Division. These are unpublished source materials (personal papers, archival materials, manuscripts) as well as books and other special types of materials. _The University of the West Indies - Jamaica - Mona Campus - West Indies & Caribbean Collection_. The West Indies & Caribbean Collection includes books from the English speaking as well as the Spanish, French and Dutch Caribbean territories. The collection consists of a variety of smaller collections including: Rare Book Collection: containing old and rare books and pamphlets. Manuscript collections : including diaries, estate journals, land transfers, letters, Ships' logs on the West Indies, literary manuscripts. West Indian Creative writing (XX collection) : Anthologies, novels, plays and poetry from the English-speaking Caribbean retained in mint condition including autographed copies. Map collection: Rare and twentieth century maps. Microform Collection : extensive collection of official documents, manuscripts, periodicals and newspapers. Treasures from the Library: Literary manuscripts of West Indian authors, of which the major holdings are the manuscripts of <NAME> , Jamaican novelist, journalist and critic. Other writers represented include <NAME> , <NAME> , <NAME> and <NAME>, <NAME>, <NAME>. Photographs of the University of the West Indies including views from the 1950's which capture and document its early history and development. Prints include Album Pintoresco de la isla Cuba, a rare and valuable volume of coloured prints depicting nineteenth century Cuba _____________________________________________________________________________________ The United Kingdom (U.K.) In general, the U.K. has a highly decentralized system of libraries. Traditionally, faculties or even individual professors have held valuable collections in their schools, institutes or personal offices. These collections are gradually being united in cyberspace through several, recent, electronic, library initiatives. _The British Library_ has an extensive collection on the Caribbean that is currently found in their card catalogue and in the Hispanic/Latin American Collection. The Caribbean is not identified as a separate collection. The British Library has the largest collection on Latin America in the United Kingdom, containing material on all humanities and social science topics and periods and on all the countries of Latin America and the English and Spanish- speaking Caribbean. NOTE: The British Library online catalogue will change in 2001 but they have promised that Internet access will be uninterrupted. _COPAC_, a recently merged catalogue of nineteen major University Libraries throughout the UK, is an important, centralized source (COPAC is a trademark of the Victoria University of Manchester). _The Institute for Commonwealth Studies Library_ , which is part of the School of Advanced Studies at The University of London, has two interesting sites: The Commonwealth Caribbean and Central America Archives and the CASBAH Project. The chief aim of the CASBAH Project is to identify and map national research resources for Caribbean studies and the history of Black and Asian people in Britain. The main library at _Th_ _e University of London_ (UL) also contains a helpful list of collections within the University's decentralized special collections. Several of these libraries have Caribbean components. Additionally, UL contains an excellent page leading to Latin American and Caribbean Resources Outside of The University of London. Other links on that page will lead you to Resources in London (courtesy of the Institute of Latin American Studies at UL) and Resources Worldwide (via LANIC). ____________________________________________________________________________________ ![](fish2.jpg) "Sirene" by <NAME>. Paintings reproduced with permission of www.artnoir.com * * * ![](globe.gif)IAS Home Page We welcome comments and questions about our website. Please address e-mail enquiries and suggestions to: <EMAIL> or via conventional mail at: INTERNATIONAL AND AREA STUDIES DEPARTMENT Box 90195 -- 021 Perkins Library -- Duke University -- Durham, NC 27708 -- 919/660-5817 Map: Used with permission of www.mapsandprints.com. Photos: Gate on Yellow Wall, St. Croix, Virgin Islands; Charlottesville Library, Trinidad Tobago purchased from www.corbis.com Paintings: "Double marriage a la cathedrale" by <NAME>; & "Sirene" by <NAME>. Both paintings reproduced with permission of www.artnoir.com --- * * * Page Author: <NAME> Perkins Library Duke University Durham, NC, USA Last Revision: Monday, 10-Sep-2001 11:30:18 EDT1/2001/H. Ackerman <http://www.lib.duke.edu/ias/pmg.html> <file_sep> Syllabus \- University of Virginia - Spring 1996 Net Resources Women and South Asian Cinema Instructor: <NAME>. Email: <EMAIL> Course number: AMTR 300 / WMST 300 Location/Time: Clemons 301 / MW 10:00 - 11:30 [Introduction] [I. Popular Film] [II. "New Cinema"] [III. South Asian Women Film Makers Abroad] * * * The course explores the interaction of South Asian women and South Asian film through discussion of such topics as cinematic representations of women and their social and historical precedents, female roles, audience reception, the status of female movie stars in society and politics, women directors, and South Asian women involved in cinema outside South Asia. Requirements : ![](blueball.gif)Class attendance and participation. (15%) ![](blueball.gif)Each student will lead a discussion on one of the films screened in class. (35%) ![](blueball.gif)A 15-20 page typed paper presenting an in-depth examination of one or more issues explored in class and reflecting the student's ability to provide relevant insight into specific films.Students are asked to limit films discussed to those screened in class or available on reserve.This paper is due no later than Monday, May 6. (50%) Readings : All books are available either at the bookstore and/or on reserve at Clemons.There is a short course packet available at the Copy Shop on Elliewood Avenue.All suggested readings are on reserve. Available at the bookstore: ![](blueball.gif)Carson, Diane, Dittmar, Linda, and Welsch, <NAME>., eds., _Multiple Voices in Feminist Film Criticism_ , Minneapolis and London: University of Minnesota Press, 1994. ![](blueball.gif)<NAME>, _From Reverence to Rape: The Treatment of Women in Films_ , New York, Chicago, San Francisco: Holt, Rinehart and Winston, 1974. ![](blueball.gif)<NAME> al., _Film Theory and Criticism: Introductory Readings_ , 4th edition, New York: Oxford University Press, 1992. ![](blueball.gif)<NAME>, _Visual and Other Pleasures_ , Bloomington and Indianapolis: Indiana University Press, 1989. ![](blueball.gif)<NAME> and <NAME>, _Unthinking Eurocentrism: Multiculturalism and the Media_ , London and New York: Routledge, 1994. On Reserve: ![](blueball.gif)<NAME> and <NAME>., _Indian Film_ , New York, Oxford, New Delhi: Oxford University Press, 1980. ![](blueball.gif)Doane, <NAME>, Mellencamp, Patricia, and <NAME>, eds., _Re-Vision: Essays in Feminist Film Criticism_ , Los Angeles: The American Film Institute, 1984. ![](blueball.gif)<NAME>, _Bengali Women_ , Chicago and London: The University of Chicago Press, 1992. ![](blueball.gif)<NAME> and Lenglet, Phillippe, _Indian Cinema Superbazaar_ , New Delhi: Vikas Publishing House Pvt. Ltd., 1983. ![](blueball.gif)Downing, <NAME>., _Film & Politics in the Third World_, New York: Praeger, 1987. * * * _Introduction_ Jan. 17 -Introduction of the course and instructor , administrative tasks.Discussion of what might be learned by studying women's relationship to film in South Asia. Jan. 22 -Introduction to film theory. Discussion of feminist "seeing" through aesthetic images and how to adapt critical approaches for looking at women's inside / outside relationship to cinema in South Asia. Required : ![](blueball.gif)<NAME> et al., _Film Theory and Criticism: Introductory Readings_ , pp. 52-58, 66-69, and 121-126. ![](blueball.gif)<NAME>, _Visual and Other Pleasures_ , pp. 14-77. ![](blueball.gif)<NAME>, _From Reverence to Rape_ , pp. 1-41. ![](blueball.gif)Doane, <NAME>, Mellencamp, Patricia, and <NAME>, eds., _Re-Vision: Essays in Feminist Film Criticism_ , pp. 83-99. ![](blueball.gif)<NAME>, <NAME>, and Welsch, <NAME>., eds., _Multiple Voices in Feminist Film Criticism_ , pp. 48-64. Suggested: ![](blueball.gif) Carson, Diane, Dittmar, Linda, and Welsch, <NAME>., eds., _Multiple Voices in Feminist Film Criticism_ , pp. 176-190. Jan. 22 - Historical artistic precedents for Indian cinema and women's roles in particular. Literary depiction of women and cultural paradigms for female behavior. Required : packet, pp. 3-10 and 28-103. (on reserve) <NAME>, _Bengali Women_ , pp. 1-147. Suggested : ![](blueball.gif)(on reserve) <NAME>., _The Ramayana_ , Penguin Books, 1972. (very short and readable) ![](blueball.gif) (on reserve) Dhruvarajan, Vanaja, _Hindu Women and the Power of Ideology_ , Bergin & Garvey Publishers, Inc., 1989, pp. 25-98. * * * _I. Popular Film_ Jan. 29: Historical overview of the development of the cinematic industry in South Asia. Introduction of Jan. 31 film. Images of women in early Indian Films. (clips) Required : ![](blueball.gif)(on reserve) <NAME> and <NAME>, _Indian Cinema Superbazaar_ , pp. 1-27. ![](blueball.gif) <NAME> and <NAME>, _Unthinking Eurocentrism: Multiculturalism and the Media_ , pp. 100-177. ![](blueball.gif)<NAME>, <NAME>, and Welsch, <NAME>., eds., _Multiple Voices in Feminist Film Criticism_ , pp. 65-81. Suggested : ![](blueball.gif)(on reserve) <NAME> and <NAME>., _Indian Film_ , pp. 1-219. Jan. 31: Screening of "Awara." (if available. Otherwise, film T.B.A.) [I ended up showing "Kal, Aaj aur Kal" because "Awara" didn't arrive in time.] Required : ![](blueball.gif)packet, pp. 11-27 and 110-119. Feb. 5: Discussion of Jan. 31 film. Focus on aesthetics and structuring of female roles. Post- independence cinema and views of westernization. Required : ![](blueball.gif)Haskell, Molly, _From Reverence to Rape_ , pp. 42-152. Feb. 7: The Vamp : one who is not sati - development of the bad girl. Paradigms for behavior and redemption. (clips) Required : ![](blueball.gif)Haskell, Molly, _From Reverence to Rape_ , pp. 153-276. ![](blueball.gif)<NAME> et al., _Film Theory and Criticism: Introductory Readings_ , pp. 561-577. ![](blueball.gif)(on reserve) <NAME> and <NAME>, _Indian Cinema Superbazaar_ , pp. 98-105. Feb. 12 : Screening of "Krodhi." Feb. 14: Discussion of Feb. 12 film. Sex in the cinema: Songs, wet saris, rapes and censorship. (clips) Required : ![](blueball.gif)(on reserve) Vasudev, Aruna and Lenglet, Philippe, _Indian Cinema Superbazaar_ , pp. 55-61. ![](blueball.gif) (on reserve) Barnouw, Erik and <NAME>., _Indian Film_ , pp. 214-219. Feb.19: Screening of "<NAME>." Feb.21: Discussion of Feb. 19 film. Recent developments: the vamp and the heroine coalesce. (clips) Required : ![](blueball.gif)packet, pp. 143-154. Feb.26: Women within the commercial film industry: the stars, the directors and Lata Mangeshkar. Required : ![](blueball.gif)packet, pp. 130-141. ![](blueball.gif)<NAME> et al., _Film Theory and Criticism: Introductory Readings_ , pp. 614-621 and pp. 646-653. ![](blueball.gif)(on reserve) sampling of _Indian fan tabloids_. Feb.28: Screening of "Inquilaab." Mar.4: Discussion of Feb. 28 film. Mar.6: Screening of "Katha." * * * _II. "New Cinema"_ Mar. 18th: Discussion of difference between art films and popular films. How does this affect the portrayal and participation of women?Overview of the development of art cinema and its influences. Required : ![](blueball.gif)<NAME> and <NAME>, _Unthinking Eurocentrism: Multiculturalism and the Media_ , pp. 248-337. ![](blueball.gif)(on reserve) <NAME> and <NAME>, _Indian Cinema Superbazaar_ , pp. 145-156. Mar. 20 : India's most internationally recognized director: <NAME>. His depiction of women and social issues. Screening of "Two Daughters."Introduction to Mar. 25 film. Required : ![](blueball.gif)(on reserve) <NAME> and <NAME>., _Indian Film_ , pp. 290-291. ![](blueball.gif)packet, pp. 120-128. Mar. 25: Screening of "Devi." Mar.27: Discussion of Mar. 25 film. "New" cinema.Introduction of April 1 film. Required : ![](blueball.gif)Downing, <NAME>., _Film & Politics in the Third World_, pp. 167-180 April 1: Screening of "Koodevide?" April 3: Discussion of April 1 film. April 8: Women directors and the vision of new cinema: the films of Aparna Sen and Ketan Mehta. Required : ![](blueball.gif)packet, pp. 155-77. ![](blueball.gif) <NAME>, Dittmar, Linda, and <NAME>., eds., _Multiple Voices in Feminist Film Criticism_ , pp. 293-304. April 10: Screening of "Mirch Masala." April 15: Discussion of April 10 film. Women's documentaries.Screening of Mira Nair's "Jama Masjid Street Journal." Required: ![](blueball.gif) <NAME>, Dittmar, Linda, and <NAME>., eds., _Multiple Voices in Feminist Film Criticism_ , pp. 406-420. * * * _III. South Asian Women Film Makers Abroad_ April 17th: South Asian women in films from the west. The work of Pratibha Parmar, <NAME> and <NAME>. Screening ofGurinder Chadha short films. [ "Acting Our Age," "I'm British But...," "A Nice Arrangement," and "What do You Call an Indian Woman who's Funny?"] Required : ![](blueball.gif)packet, pp. 178-183. April 22: Discussion of Chadha's short films. April 24: Screening of "Bhaji on the Beach." April 29: Discussion of April 24 film. May 6: TERM PAPERS DUE (please deliver to Cabell Hall Basement 22) Back to the top * * * Back to Teaching Resources <file_sep> Environmental Biology 206 - Policy, Requirements & Grading Environmental Biology 206 The University of Arizona Course Policy, Requirements & Grading Enrolling in ECOL 206 commits you to read all, attend all, participate fully. Think of the topics in the syllabus as the organs of ecology, which function together. Your brain is only 1.9% and your heart about 0.6% of your body, but loss of either organ deprives you of more than those fractions of your life, but try to live normally with the 1.9% brain or the 0.6% heart! You can't understand the course if some of its parts are missing! Cross-check the course plan with your engagement calendar, friend's wedding, and other events. We'd enjoy having you in ECOL 206, but if you have commitments, however worthwhile, which conflict with what we have planned, they cannot be excused as substitutes. Chronic failure to attend and participate will result in an administrative drop, with an E (see after "last dates", Fall Schedule of Classes). Office Visits: We value your input and the chance to get acquainted, so feel free to visit. As a free introductory offer, a first visit to both your prof and G.T.A. are REQUIRED within the first two weeks of the semester. Then at first indication of a problem, you'll know where to find us. Let us help you understand environmental biology - and get a high grade to prove it! Assigned reading and class procedure: READ EACH ASSIGNMENT BEFORE CLASS! BRING BOOK & assigned references FOR CLASS USE! I cannot talk fast enough to recite it all in two 75 minute classes/week, and you can't write notes fast enough to get it all down. So our first responsibility is to read each assignment as listed below. We will usually begin with a call for questions- yours first. I will not try to repeat what I think you will fully grasp from reading the textbook. Instead, I will focus on the more significant, controversial, or difficult aspects. Do not allow me to assume that you understood all you read- ASK QUESTIONS. If you have not read the assignment, how can you ask for help? Subsequent use of the terms and reference to the concepts will be unfamiliar. You will not only have a chance to have anything that is confusing clarified, but those who ask get credit for asking! If you don't have questions, I'm sure I can find some, so may call upon class members, either one-person-at-a-time, or on paper. Curriculum, textbook, and reading notes: I picked the most appropriate text, but had to rearrange the text sequence to mesh with our climate and semester calendar. We must schedule our trips and exercises to arrive at the right place at the best time, prepared by reading each assignment BEFORE attending each and every class, to get the most out of the experiences. Those who do, do better, and enjoy the course more. Some even like it enough to return to help us, as unpaid UGTAs, our web page designer, or outreach volunteers! Information for the semester's budget: Budget into your week at least 2 hours (only 3.6% of a week) preparation (reading) for each hour in class, getting needed information and concepts, with the following in mind: 1 semester = 15 weeks = 27 lectures = 584 pages of text for $48 used. Average reading to prepare for each lecture = 22 pages = $ 1.80 worth. Average cost per lecture: $50- You'd think it was a rock concert, but you can still hear! Study time between classes: Thurs. Tues. = 5 nights; Tues. Thurs. = 1 (just Weds.). So don't try to cram half of the week's assignment into one day (Wed.). PREPARE daily for the comprehensive FINAL EXAM. Attendance: Required for ALL lectures, labs, and exams.Think the sequence of lecture topics ("SYLLABUS") as interdependent organs of ECOL 206. Your brain is about 1.9% of your body and your heart about 0.6%. Loss of either organ deprives you of more than those fractions of your life- you just cannot function if vital parts are missing. We assume that the synthesis, structure, labs, and field trips of a formal course are a more expedient way to learn environmental science than digging it out of the library, piece-by-piece, or from the internet, or wading through the babble of often-ecologically-illiterate "talk-show hosts". In class, we can address questions about whatever you do not understand or accept- from the textbook, other assigned readings, class, or current news. Your peers may be unhappy with you if you disrupt their concentration by entering late, chattering in class, or leaving before class is concluded. If it appears necessary to reinforce this, unscheduled quizzes can be expected at 0930 or at 1040. Videos: I will utilize several video programs or segments which treat relevant topics in a more dynamic way than straight lecturing. Because of the considerable investment in time and money to collect these tapes, which would wear out rapidly from repeated use, as well as restrictions on use of copyrighted programs, these will be shown only in the appropriate class or lab section, and cannot be checked out if you missed class. Labs: Attendance and Participation are required for all laboratory/discussion sessions and field trips. These have been designed with specific objectives, so there are no suitable "make-ups" for missed labs or trips. If there were, we wouldn't waste time and resources on a lab- you could just go and write extra papers. UA vehicles must leave on field trips promptly, for we often have host experts waiting for us. Most labs will be during the 2h 50 min time during the week as listed for your section. There is a mandatory all-day (07:00-17:30) FIELD TRIP in the SANTA CATALINA MOUNTAINS north of Tucson on Saturday, Sept. 25 ( We hate to use the word mandatory, because it is so neat!) Southern Arizona's natural diversity gives us unique advantages for environmental biology studies. In fact, from windows on the north side of the main library, you can see the mountains where the basic relationship between vegetation biomes and climate was developed! [Students in environmentally-deprived eastern, metropolitan universities get it only as book- learning!- (see Fig.5.2, p.95 in the textbook). For us, it's real-life. See (ELM 76-77). REQUIRED: water, lunch, sun & rain gear, notebook. RECOMMENDED: Camera, binoculars. DO NOT BRING: boom box, casette player. A lab book/field journal is required. This should be a standard 10.12 x 7.25, 5x5 quad, with sewn-in pages that resist high winds in the field. This is exclusively for observations, data, and write-ups. A tree died to make that notebook, and your TA does not have time to wade through extraneous material. Do not tear out pages because the other end will fall out. Grading Letter grades: A = 90%-100%, B = 80%-89%, C = 70%-79%, D = 60%-69%, E = < 60% Grades will not be "curved". The 15 year- average grade for ECOL 206 has been so close to 75% for a mid-C, that a curving adjustment would not have saved anyone. Exams & qizzes : will be given on dates listed, unless a change is announced in class. There will be NO MAKE-UPS. In the event of certified illness or tragedies or other official excuse, the final grade will a pro-rated average of work completed. In the unhappy event of failing a quiz, an office visit is mandatory to avoid a drop. Weekly take-home exercises 200 pts. (20%) Quizzes (14 Sept., 02 Nov.), 50 pts each 100 pts. (10%) Mid-term (07 Oct.) 100 pts. (10%) Comprhensive final exam 200 pts. (20%) Lab, field trips, lab reports 300 pts. (30%) Oral & Written Project reports 100 pts. (10%) * Points will be subtracted for missed activities). Each student prepares a written report on an environmental subject and contributes this to a cluster of related oral presentations by your "think-tank". HOME SYLLABUS LAB SCHEDULE COURSE INFO OFFICE HOURS SCIENCE SWISS KNIEF COURSE CONTENT UNSUSTAINABLE DIVERSITY IN PERSPECTIVES Ecology & Evolutionary Biology The University of Arizona 20 November 2001 <EMAIL> http://eebweb.arizona.edu/calder/206 All contents copyright © 2001. 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The course is organized chronologically and topically. The assigned readings, which offer a sampling of social, political, cultural, and intellectual history, should familiarize you with some of the most important recent scholarship on the various topics under discussion. Although the reading list is inherently selective, I have tried to ensure that diverse methodological perspectives, including gender and class analysis, will be incorporated into each week's discussion. By no means are the course readings exhaustive. But, after completing the course readings and listening to your classmates' presentations, you should be familiar with a substantial cross-section of the historiography of the twentieth century. Moreover, you should have a foundation upon which to build when conducting future research or preparing for your qualifying exams. * * * Assignments 1) Each student will be expected to complete the assigned weekly readings before each class. 2) Each student will be expected to participate in and contribute to the weekly class discussions. 3) Each student is required to deliver three 20 minute presentations on three books selected from the weekly "book report" list. 4) Each student is required to write three 6-7 page essays on the three books on which s/he delivers her/his presentations to the class. The essays will be due in class on the day on which you deliver the respective "report." 5) Each student is required to complete a 25 page research or historiographic essay (on a topic approved by the instructor). Class Participation/Discussion 20% Three review essays (@ 10%) 30% Major Essay 50% * * * Assigned Readings (Note: The prices are Amazon.com prices as of 11/19/1999) 1) <NAME>, _Struggles for Justice: Social Responsibility and the Liberal State_ (Cambridge: Harvard University Press, 1993) $17.50 2) <NAME>, _Creating a Female Dominion in American Reform, 1890-1935_ (New York: Oxford University Press, 1994) $18.95 3) <NAME>, _America in the Great War: The Rise of the War Welfare State_ (New York: Oxford University Press, 1994) $19.95 4) <NAME>, _Revive Us Again: The Reawakening of American Fundamentalism_ (New York: Oxford University Press, 1999) $13.56 5) <NAME>, _The New Deal: The Depression Years_ (New York: Cambridge University Press, 1989) $8.76 6) <NAME>, _Making a New Deal: Industrial Workers in Chicago, 1919-1939_ (New York: Cambridge University Press, 1992) $17.95 7) <NAME>, _Strategies of Containment: A Critical Appraisal of Postwar American National Security Policy_ (New York: Oxford University Press, 1982) $15.95 8) <NAME>, ed., _Recasting America: Culture and Politics in the Age of the Cold War_ (Chicago: University of Chicago Press, 1989) $18.00 9) <NAME>, _The Origins of the Urban Crisis: Race and Inequality in Postwar Detroit_ (Princeton: Princeton University Press, 1998) $13.56 10) <NAME>, _Local People: The Struggle for Civil Rights in Mississippi_ (Urbana: University of Illinois Press, 1994) $13.56 11) <NAME>, _Democracy is in the Streets: From Port Huron to the Siege of Chicago_ (New York: Simon and Schuster, 1987) $13.56 12) <NAME>, _Chain Reaction: The Impact of Race, Rights, and Taxes on American Politics_ (New York: Norton, 1992) $11.96 * * * Schedule Week One: Some Grounding in the Late 19 th Century Jan. 12 Assigned Readings <NAME>, " The Social Analysis of Economic History and Theory: Conjectures on Late Nineteenth Century American Development," _American Historical Review_ 92 (February 1987): 69-95 <NAME>, "Public Life in Industrial America, 1877-1917," in Eric Foner, ed., _The New American History_ Week Two: The State and Social Justice in Turn-of-the-Century America Jan. 19 Assigned Readings <NAME>, _Struggles for Justice_ , pp. 1-171 <NAME>, "In Search of Progressivism," _Reviews in American History_ 10 (December 1982): 113-132 Book Reports <NAME>, _The Corporate Reconstruction of American Capitalism, 1890-1916_ <NAME>, _Regulating a New Economy_ <NAME>, _The Uneasy State_ <NAME>, _Building a New American State: The Expansion of National Administrative Capacities, 1877-1920_ <NAME>, _Consuming Faith: The Social Gospel and Modern American Culture _ Week Three: Progressivism and Women Jan. 26 Assigned Readings <NAME>, _Creating a Female Dominion in American Reform, 1890-1935_ <NAME>, "What's in a Name? The Limits of Social Feminism, or Expanding the Vocabulary of Women's History," _Journal of American History_ 76 (December 1989): 809-829 Book Reports <NAME>, _Cheap Amusements: Working Women and Leisure in Turn-of-the-Century New York_ Glenda <NAME>, _Gender and Jim Crow: Women and the Politics of White Supremacy in North Carolina, 1896-1920_ <NAME>, _Settlement Folk: Social Thought and the American Settlement Movement, 1885- 1930_ <NAME>, _Endless Crusade: Women, Social Scientists, and Progressive Reform_ Week Four: The Great War Feb. 2 Assigned Readings <NAME>, _America in the Great War_ Book Reports <NAME>, _Safe for Democracy: The Anglo-American Response to Revolution, 1913- 1923_ <NAME>, _To End All Wars: Woodrow Wilson and the Quest for a New World Order_ <NAME>, _World War I and the Origins of Civil Liberties in the United States_ Maurine <NAME>, _Women, War and Work: The Impact of World War I on Women Workers in the United States_ Week Five: Making Sense of Mass Culture in the Twenties Feb. 9 Assigned Readings <NAME>, _Struggles for Justice_ , pp. 218-333 <NAME>, _Revive Us Again_ Book Reports <NAME>, _Gay New York: Gender, Urban Culture, and the Making of the Gay Male World, 1890-1940_ <NAME>, _The Modern Temper: American Culture and Society in the 1920s_ <NAME>, _Fundamentalism and American Culture_ <NAME>, _The War Within: From Victorian to Modernist Thought in the South, 1919- 1945_ Week Six: The Era of <NAME> Feb. 16 Assigned Readings <NAME>, _The New Deal_ <NAME>, "Prosperity, Depression, and War, 1920-1945," in <NAME>, ed., _The New American History_ Book Reports <NAME>, _The End of Reform: New Deal Liberalism in Recession and War_ <NAME>, _Building a Democratic Political Order: Reshaping American Liberalism in the 1930s and 1940s_ <NAME>, _The Nemesis of Reform: The Republican Party During the New Deal_ <NAME>, _The New Deal and the Problem of Monopoly: A Study in Economic Abundance_ Week Seven: The New Deal and the Opening of American Society? February 23 Assigned Readings <NAME>, _Making a New Deal_ <NAME>, "The Labor Question," in <NAME> and <NAME>, eds., _The Rise and Fall of the New Deal Order, 1930-1980_ Book Reports <NAME>, _Hammer and Hoe: Alabama Communists during the Great Depression_ <NAME>, _Days of Hope: Race and Democracy in the New Deal Era_ <NAME>, _The New Deal and American Indian Tribalism: The Administration of the Indian Reorganization Act, 1935-1945_ <NAME>, _Beyond Suffrage: Women in the New Deal_ Week Eight: The United States and the Postwar Struggle for Hegemony March 1 Assigned Readings <NAME>, _Strategies of Containment_ Book Reports <NAME>, _Atomic Diplomacy_ <NAME>, _Economic Security and the Origins of the Cold War_ <NAME>, _The Marshall Plan: America, Britain, and the Reconstruction of Western Europe, 1947-1952_ <NAME>, _The United States' Emergence as a Southeast Asian Power_ Week Nine March 8 SPRING BREAK Week Ten: The Politics of Popular Culture During the Fifties March 15 Assigned Readings <NAME>, ed., _Recasting America_ <NAME>, "Beyond the Feminine Mystique: A Reassessment of Postwar Mass Culture, 1946-1958," _Journal of American History_ 3 (March 1993): 1455-82 Book Reports <NAME>, _The Culture of the Cold War_ Karal Ann Marling, _As Seen on TV: The Visual Culture of Everyday Life in the 1950s_ <NAME>, _The Restructuring of American Religion: Society and Faith since World War II_ <NAME>, _Mothers and More: American Women in the 1950s_ Week Eleven: The Transformation of Urban Life in Postwar America March 22 Assigned Readings <NAME>, _The Origins of the Urban Crisis_ Book Reports <NAME>, _Crabgrass Frontier: The Suburbanization of the United States_ <NAME>, _The Color of Welfare: How Racism Undermined the War on Poverty_ <NAME>, _City of Quartz: Excavating the Future in Los Angeles_ Week Twelve: The Black Freedom Struggle March 29 Assigned Readings <NAME>, _Local People_ <NAME>, "How _Brown_ Changed Race Relations: The Backlash Thesis," _Journal of American History_ 81 (June 1994): 81-118 Book Reports <NAME>, _Calculating Visions: Kennedy, Johnson & Civil Rights_ <NAME>, _How Long? How Long? African-American Women in the Struggle for Civil Rights_ <NAME>, _Civil Rights and the Presidency: Race and Gender in American Politics, 1960-1972_ <NAME>, _In Struggle: SNCC and the Black Awakening of the 1960s_ <NAME>, _New Day in Babylon: The Black Power Movement and American Culture, 1965-1975_ Week Thirteen: Liberalism Besieged April 5 Assigned Readings <NAME>, _Democracy is in the Streets_ Book Reports <NAME>, _Daring to be Bad: Radical Feminism in America, 1967-1975_ Sara Evans, _Personal Politics: The Roots of Women's Liberation in the Civil Rights Movement and the New Left_ <NAME>, _If I had a Hammer: The Death of the Old Left and the Birth of the New Left_ <NAME>, _Chicano Politics: Reality and Promise, 1940-1990_ <NAME>, _The Gay Militants; How Gay Liberation Began in America 1969-1971_ Week Fourteen: The Social Roots of Ascendant Conservatism April 12 Assigned Readings <NAME>, _Chain Reaction_ <NAME>, "The Rise of the Silent Majority," in <NAME> and <NAME>, eds., _The Rise and Fall of the New Deal Order, 1930-1980_ Book Reports <NAME>, _Why We Lost the ERA_ D<NAME> and <NAME>, _Sex, Gender, and the Politics of ERA_ <NAME>, _Backlash: The Undeclared War Against American Women_ Week Fifteen April 19 NO CLASS Week Sixteen April 26 NO CLASS * * * THINKING ABOUT YOUR ORAL PRESENTATION Planning your oral presentation is important. You need to think about how you will use the time you have available to present your material in an efficient and interesting manner. You have almost unlimited opportunities for creativity in planning your presentation - aside from meeting a few common sense standards for decorum, you can present material in any reasonable fashion. You may integrate any audio-visual resources that are feasible into your presentation. (Just alert me as to your equipment requirements before hand.) The following suggestions are intended to help you think creatively about your presentation. Questions to keep in mind when planning your presentation: 1. Which oral presentations have I heard and liked in the past? Can I duplicate some of the characteristics that I liked in those presentations? Which presentations did I dislike? How can I avoid replicating those presentations? 2. What are the most important themes that I want the class to remember after listening to my talk? Can I summarize those themes in a few short sentences? 3. How can I best organize my talk to highlight those themes? Should I organize it thematically? Chronologically? 4. Are there common themes shared by my presentation and the class readings? How can I best draw attention to those themes? 5. Would visual aids add to my presentation? If yes, how can I incorporate them into my presentation? Remember that visual aids should be used only if they add to the presentation; they should not "replace" it. 6. How can I most effectively present my material? What techniques can I use to avoid reading the presentation? How can I maintain eye contact with my audience? How can I deliver a structured presentation which still retains a measure of spontaneity? Important points to consider: 1. Tell your audience why the specific information you are presenting is important. Also help the class understand the importance of your larger topic. 2. Do more than simply summarize your material. You should provide a concise summary of the major points, but also concentrate on explaining the larger significance of those points. 3. Strive for clarity. Your audience is likely to be more interested in the important themes than in details of your topic. Your audience can ask you for more detail after your presentation. So strive to present just enough detail to prevent your presentation from being overly abstract and general but not so much that your audience is overwhelmed by seemingly arcane information. 4. Make sure that you provide a clear and cogent introduction and conclusion during your presentation. Often, the most effective introduction alerts the audience to the largest themes and the importance of the topic under discussion. Similarly, an effective conclusion reminds audiences of the important themes and connects them to the themes of the day's class. 5. Concentrate on speaking to your audience. Think of how to hold their interest and how to encourage questions at the end of your presentation.Practice delivering your presentation before class. You may be surprised by how little you can actually say in 20 minutes. Above all, make sure that you can complete your talk in 20 minutes. An overly long presentation will tax the attention and patience of your audience. Your grade on your presentation will be based on the following qualities: 1) Clarity and organization -- how well organized your presentation is. 2) Presentation style -- how effectively you present, in an interesting manner, your material 3) Analytical content -- how effectively you summarize the content, highlight the important themes, and draw attention to the larger significance of your material. --- <file_sep>![](http://www.uky.edu/newhome/navbar/nav_uktext.gif) PS 711/491-002 Middle Eastern Politics and Diplomacy Fall 2000 ![Download Printable Version](pdficon.gif) select icon to download printable PDF version. Professor <NAME> Class time: Tuesday, 3:30-6 p.m. Office: Patterson Off Twr, Room 455 Office Hrs: Any time, 9-5, or by appt. Classroom: Classroom Bldg, Rm 209 Telephone: 257-4666 e-mail: <EMAIL> COURSE OVERVIEW: This course is a demanding, high reading load seminar, not a lecture course. It is for graduate students and upper division, willing-to- work high-achieving undergraduates only. As used here, the "Middle East" includes those countries from Morocco to Iran, including Turkey, Iran, and Israel. Instruction begins with an historical introduction to the region and discussion of concepts used to understand the interplay of Middle Eastern political and diplomatic life, including the idea of civil society and the security state. The social background of the area is covered, particularly during the middle segment when the nation-states which make up the area are analyzed in detail. Next, the international relations of the region, including key outside powers, are reviewed, with emphasis on the period since 1973. Key issues and problems are noted, including arms control, water rights and economic development, and the growth of radical Islamic fundamentalism. Finally, foreign policy issues are brought forward. These are treated from both the United States and the regional perspective, with a special focus on conflict resolution efforts. The seminar concludes with a projection of Middle East trends into the future. Students will be required to do independent probing on key issues of analysis and policy, and will be given an opportunity to sharpen both oral and written skills, which are useful in all walks of life. ATTENDANCE: This is a seminar-style course, and participation will be marked. All credit-earning members of the class should be present. Just as in business, government, or politics, occasionally a scheduled appointment must be missed. In case of emergency, a phone call, e-mail message, note under our door, message from roommate, or some other communication should precede an absence. You are responsible for obtaining notes and information on a session you miss. EXAMINATIONS AND GRADING: Assuming an interest in--but not a terminal neurotic preoccupation with--grades, the following activities will constitute the evaluation system: per cent of grade date due/to be taken Student participation 10 per cent every session Oral Briefing 15 per cent each twice during term Midterm Exam 30 per cent October 24 Policy Report 20 per cent November 28 Final Class Test 10 per cent December 5 You will never do worse than figuring your score by the above percentages. However, if you improve consistently from earlier exercises to the later ones, you may do better; The instructor reserves the right to factor for improvement over time. Letter grades will be given for all exercises. Late work will be marked down one-third a grade a day work over four days late will not be accepted and an "F" grade assigned, unless previously cleared with the instructor. POP QUIZZES:: Students are expected to do the reading before each seminar session. If it becomes obvious that students are not doing the reading, the instructors reserve the right to give short 5-10 minute short-answer "pop" quizzes to check on reading diligence. These will be counted under "seminar participation." ORAL REPORTS: Each student will be required to do two short oral reports--one on an analytical issue based on a book, the second on a policy problem. You will have some selection in the subject from a list drawn up the instructor, and timing will be based on the book/report you choose. Reports will be a maximum of six minutes long and strictly timed. The purpose is to teach you to make brief, pithy reports similar to those you will make all your life, whatever you do. (You may practice your long, declamatory rambling at Two Keys or Alfalfa's on your own time.) MIDTERM EXAM: This will be conducted during the October 24 class for two hours. The nature of the questions will be explained well before the exam, and there will be some choice among questions. POLICY REPORT: You must produce a policy report on an issue agreed with the instructor. The report will be approximately 6-8 pages and due Nov. 28 at the beginning of class. Detailed instructions will be given after the midterm. FINAL EXAM: There will be no formal final exam; there will, however, be a final test on the post-midterm reading during the last class on Dec. 5 SUBJECTS OF STUDY: A detailed topical syllabus follows. Students are expected to do the readings grouped under each seminar period BEFORE the seminar session. You are already one week behind 8-). You are encouraged, even mandated, to search out and read additional works on subjects of particular interest in addition to the required text readings. Suggested readings placed on reserve where possible. A complete list of reserve readings is appended to this syllabus--USE IT. Other materials, including the articles listed below, are available in the reserve boxes in the Vandenbosch Lounge, room 420 in the Patterson Office tower. Other materials may be handed out during the semester. Events are likely to break swiftly in the region this year, and October has traditionally be a time of war. You should also keep abreast of current developments in the region by reading one weekly national news magazine and one daily paper regularly, and developing familiarity with favorite internet sites. SOURCE/TEXT BOOKS: (available at book stores, or as indicated) <NAME>, Reframing and Resolving Conflict, Israeli-Palestinian Negotiations, 1988-98 Lund University Press, 1999 (referred to below as Conflict) <NAME>, A History of the Modern Middle East, Westview Press, 2000 (referred to below as History) <NAME>, ed., Understanding the Contemporary Middle East, <NAME>, 2000 (referred to below as Gerner) <NAME> and <NAME>, The Government and Politics of the Middle East, Westview, 1995 (referred to as LONG below) <NAME> and <NAME>, A Political Economy of the Middle East, Westview Press, second edition. 1996 (referred to below as Richards) A number of books have been placed on 2-hour and 3-day reserve; they will be noted as (reserve) in the syllabus below; some articles have been placed in boxes in the Van Library (P.O.T. Rm. 420) and will be noted as (box). SEMINAR TOPICS AND READINGS: Aug. 29 The Middle East: Mapping the Inscrutable. Overview of course, review of concepts. Discussion of bias, Orientalism. Social bases of politics. Gerner, chs 1-3 History, chs 1-2,7-9 LONG, ch. 1 Richards, chs 2, 3, Sept. 5 From Imperialism to Modernization. Quick historical review History, chs 10-13 <NAME>, Modernization in the Middle East, chs. 1,4,8 (reserve and box) Gerner, chs. 4-5 Richards, chs 8, 9 Sept. 12 Civil Society: Fact or Fiction? Gerner, chs 7-9, 11 LONG, ch. 12 Richards, chs 11,12 <NAME>, "The Future of Civil Society in the Middle East, Middle East Journal, vol. 47, no. 2, Spring 1993, pp. 205-216 (box) Sept. 19 Security: Pipe Dream or Real Possibility?. Richards, chs 13,14 Gerner, ch. 6 Aggestam, chs. 1-3 <NAME>, "A Farewell to Arms Inspections," Foreign Affairs, Jan/Feb 2000 pp. 119-132 (box) <NAME>, "Wye River, Long Fleuve: The CIA, the PLO, and the Peace Process," Mediterranean Quarterly, vol. 10, no. 2 Spring 1999 (box) Sept. 26 The Eastern Arab States. Examination of Iraq, Syria, Jordan, Lebanon LONG, chs. 5,8,9,10 History, chs 18, 19 (Grad students also skim chs 11-12) Oct. 3 The Western Arab States. Examination of Egypt, Libya, Soudan, Morocco, Algeria, Tunis History, 15-16 (Review 18,19) LONG, chs. 13, 14, 15, 16, 17, 18 Oct. 10 The Different Drummers: Israel, Turkey, Iran. The three non- Arab Countries. LONG, chs 2, 3, 11 History, chs 10, 13, 14, 20, 22 <NAME>, "Iran's New Revolution," Foreign Affairs, Jan/Feb 2000, pp. 133-145 <NAME>, "Islam and Democracy in Turkey: Toward a Reconciliation?," The Middle East Journal, vol 51, no. 1, Winter 1997, pp. 32-58 (box) <NAME> and <NAME>, "Sectarian Politics and the Peace Process: The 1999 Israeli Elections," The Middle East Journal, vol. 54, no. 2, Spring 2000 pp. 258-273 (box) Oct. 17 The Gulf States. Saudi Arabia, Yemen Oman, Kuwait, Qatat, Bahrain, and the United Arab Emirates. LONG, chs 4,6,7 History, chs 12, 21 And either: <NAME> III, Saudi Arabia Over a Barrel, " Foreign Affairs, May/ June 2000, pp. 80-94 (box) OR (Grad students should read both): <NAME> and <NAME>, "The Shocks of a World of Cheap Oil," Foreign Affairs, Jan/Feb. 2000, pp. 16-29 (box) ********************************************************************** Oct. 24 MIDTERM: There will be a TWO-hour midterm BRING BLUEBOOKS!!! ******************************************************************** Oct. 31 International Relations in the Middle East. The Middle East and the international system. History, 23, 24 Esposito, The Islamic Threat: Myth or Reality?, ch. 4 Gerner, Ch. 11 (review) and 13 Payne, The Clash with Distant Cultures, chs 2,3 (optional: ch. 1) <NAME>, "Continuity and Change in Soviet and Russian Grand Strategy," Mediterranean Quarterly, vol. 9. No. 2, Spring 1998, pp. 76-91 (Box) OPTIONAL: <NAME>, "The West and the Middle East, Foreign Affairs, Sept./Oct. 1996, vol. 75, no. 5, pp 114-130 (Box, in CAPCO anthology) Nov. 7 Arab-Israeli & Persian Gulf Conflicts: The Endless Struggle. Aggestam, chs 4-9 <NAME>, "Israel and Saudi Arabia: The Persistence of Hostility and the Prospects for Normalization, Mediterranean Quarterly, vol. 9. No. 2, Spring 1998, pp. 19-39 (box) <NAME>, Op. Cit., chs. 4 and 5 <NAME>, From Beirut to Jerusalem, ch. 8 (reserve) <NAME>, "Iran's Strategic Predicament," The Middle East Journal, vol. 54, no.1, Winter 2000, pp. 10-24 (box) <NAME>, "The Effect of Iraqi Sanctions," ," The Middle East Journal, vol. 54, no. 2, Spring 2000, pp. 194-223(box) Nov. 14 The Rise of Radical Islamic Fundamentalism Esposito, Islamic Threat, Op. Cit, chs. 5 and 6 <NAME>, "Islam and Islamicism" Faith and Ideology," The National Interest, No. 59, Spring 2000, pp. 87-93 (Box) Nov. 21 Contemporary Political Issues in the Middle East. Payne, Clash, Op. cit., ch 7 <NAME>, "Nonalignment as a Foreign Policy Strategy: Dead or Alive?, Mediterranean Quarterly, vol. 10. No. 2, Spring 1999, pp. 113-135 (box) <NAME>, "Europe and Turkey: A relationship under fire," Mediterranean Quarterly, vol.10. No. 1, Winter 1999, pp. 19-39 (box) Nov. 28 Foreign Policy Issues Aggestam, chs 10, 11, review ch. 9 <NAME>, Inside the Iranian Revolution, chs 14,15 <NAME>, "The U.S. Foreign Policy Message: Why is it not getting Through?", Mediterranean Quarterly, vol. 10, No. 1, Winter 1999, pp. Pp. 56-69 (box) <NAME>, "U.S. Security Assistance to Egypt and Israel: Politically Untouchable?" The Middle East Journal, Spring 1997, vol. 51, no. 2, pp. 200-213 (box) Dec. 5 Whither the Middle East? <NAME>, "An Historic Challenge to Rethink How Nations Relate," Ch. 1 in Vamik D. Volkan, et al, eds, The Psychodynamics of International Relationships (box) <NAME>, "The World's Resentment," The National Interest, No. 60, Summer 2000, pp. 33-41 (box) OPTIONAL: <NAME>, "The Coming Anarchy," Atlantic Monthly, Feb. 1994, pp. 44-76 (Box, in CAPCO anthology) ![](back.gif) --- <file_sep># Syllabus for Spring 1997, Folklore and Anthropology (ANTH-400-001, Spring 1997) Meeting time :Monday and Wednesday, 5:30-7:10 pm, SA 34. ![](visuals/jadebar1.gif) <NAME> (office: 530-2382, home: 539-7336) Office Hours : Monday and Wednesday, 3:30-5:30 pm and by appointment, SA 12. Web Page : http://www.utoledo.edu/~NLIGHT/mainpage.htm#folk E-mail me (Please put ANTH 400 on the subject line.) E-mail class discussion list** : <EMAIL> ![](visuals/jadebar1.gif) ## Some web preliminaries: What can you do with folklore and why study it? * Teach * Learn to teach using Folklore in Education: The Humanities in Everyday Life * Do fieldwork on folklore and folklife * Check out this Australian folklife research project! * Explore the riches of the WPA Life Histories Collection * Search for a song you can't quite remember * Browse some jumprope rhymes * The Smithsonian Center for Folklife * National Folk Festival in Dayton, Ohio, June 21-23, 1997 * A great list of mythology links organized by culture area * A smaller list of folklore links * My very limited list of links ![](visuals/jadebar1.gif) READINGS (average 80-100 pages a week, much of which will be folklore examples.) Course Packet on reserve in Carlson library. (PKT) <NAME> and <NAME>, eds. _Anthropology of Experience_. ( _AOE_ ) <NAME> and <NAME>, eds. _The World Observed: Reflections on the Fieldwork Process._ ( _WO_ ) C. <NAME>, <NAME>, eds. _Michigan Folklife Reader_. ( _MFR_ ) WHAT IS FOLKLORE? Folklore includes people's arts of living, their artistic ways of interacting with other people and creating skillful forms in talk, work, food, play, dance, song, and so on. The study of folklore explores artistic performance within its social, historical, and political contexts, and shows how shared creative activity generates meaningful relationships and community ties. Anthropologists usually neglect creative and artistic activity because they seek the typical forms and patterns of cultural expression. Folklorists explore how individuals create their own folklore from tradition, experience, and imagination, and make unique contributions to the shared culture of their folk groups. COURSE GOALS This class will connect anthropology's concern with socio-cultural order with folklore's stress on the inventive and emergent aspects of individual expression. We will attain this overall goal through: * exploring current debates about performance, experience, cultural politics and meaning by reading and discussing recent articles by major folklorists and anthropologists * exploring the genres and contexts of folklore performances, and the methods, problems and benefits of using ethnographic fieldwork to study them * doing fieldwork projects for direct experience with ethnographic methods and in-depth knowledge of folklore performers * reading narratives about fieldwork that show it is similar to learning how to participate in a folk group * exposure to a variety of folklore both nearby and in other countries * class discussion that explores the rich folklore in your own experience and the ways you use it to create a meaningful community and identity for yourself * recognition of folklore as self-expression that is often publically devalued or manipulated. Studying folklore will help you cultivate your own self-expression and appreciate it in others. COURSE REQUIREMENTS This course depends on you to make it interesting. I offer readings, but they will only be useful if you read and respond to them. Class discussion and written responses are essential for making this a productive class for everyone. Office hours and the class e-mail listserver are important ways to continue discussion: please take advantage of them. _Attendance and Discussion_ Attendance and participation are required. I expect everyone to make thoughtful contributions to discussion. _This is your class, and your presence will only matter if you participate_. If I feel people are not participating I will find other ways to include your voices and experiences, such as calling on people at random and giving in- class writing assignments. _Reading Analyses and Commentaries_ Students will write weekly commentaries on the reading assignments and class discussion (hand in a total of 5 out of the 7 assigned). These will be an opportunity to make connections between the materials we study in class and your own experience and research in folklore. These 3-6 page typed discussions are due in class during the week for which the readings are assigned. Each reading analysis should try to integrate the concerns of the readings for the week in terms of the authors' PURPOSE, METHODS, MATERIALS, ARGUMENTS and THEORIES, and the USEFULNESS for your own interests and research or CONNECTIONS to your experience. This is not a checklist, but a guide to a thorough understanding of the articles, the connections among them, and their relevance to class discussion and your own experience. For each week I also give questions to guide your reading and help you recognize what you should understand for commentaries and class participation. In writing commentaries, think about the dominant issues that we consider for folklore: folk genres, tradition and change, the relation of experience and meaning to folklore performance, ethnic and cultural identity, the politics of culture, the interaction of oral and literate expressive culture, fieldwork issues, and so on. Taking notes of examples that occur to you both in and outside of class will also help you write the weekly commentaries. _Library Research_ In the first three weeks of class, you should choose a folklorist who interests you and research his or her work, theories and methods. Based on this, write a 5-8 page typed discussion of the folklorist's work. I include a handout describing this assignment and listing folklorists to work on. Field Research_ The fieldwork project will consist of interview and observation research with folklore performers. This could be anyone with knowledge and expressive skills that you want to understand. I will give a comprehensive description of how to do this assignment soon, but we will be reading about fieldwork so you should be thinking about project ideas. This will be an 8-12 page paper, with additional documentation. In-class presentation of results from your fieldwork is worth up to 8 points of extra credit. GRADING In grading written assignments I will be looking for: 1) Careful description of folklore performers and their performances. 2) Good use of examples in support of clear well-reasoned arguments. 3) Understanding of the issues we discuss in class. 4) Avoidance of unsupported generalizations. Papers should be written according to these guidelines: 1) You should acknowledge and document your use of others' ideas whether as paraphrases or exact quotes by giving citations including page numbers. Quotation marks must be used around any verbatim text. 2) Papers must be typed in 12 point or 10 pitch font, with one inch margins and left justification. 3) No plastic bindings or paper clips. 4) All final projects must be in envelopes, with tapes and other documentation clearly labelled. I grade by accumulating points towards 100%. This will be converted to a letter grade on the scale: 96.7-100 = A+, 93.4-96.6 = A, 90-93.3 = A-, and so on. _Attendance_ : if you miss more than 4 classes, I subtract 4 points for each additional absence. _In-class work_ : 10 points (cannot be made up) _Reading analyses_ : 30 points (6 points each, turn in on Wednesdays, not accepted late) _Library research_ : 20 points _Field research_ : 40 points, up to 5 points extra credit for in-class presentation RESPECT This class depends on our respect for one another. This means arriving on time, not getting ready to go until the class is over, and listening to each other. It means you need to speak up and respond to each other, not just to me. I try to respect people's opinions and offer facts that help you think about issues. You should all do the same. Above all, respect means that you are fully here and alert and participate thoughtfully so that everyone can gain from this class. It means that everyone take responsibility for making this a class that contributes to their own lives and those of others. Respect your consultants in fieldwork: do not betray their trust. Respect other users of the library: do not damage or highlight library materials when doing research. _Special needs and abilities are respected_ Students with disabilities and those for whom course requirements pose difficulties should discuss their situation with me as soon as possible. Anyone who needs additional help with any requirements in this course should take advantage of the resources available from the Office of Accessibility, 530-4981, the Reading Center, 530-3105, the Study Skills Center, 530-2426, or the Writing Center, 530-4939. _Plagiarism and cheating are failures to respect yourself and others_ Plagiarism is the use of another person's work without stating the source. Cheating is the use of unauthorized materials or copying another's work during a quiz, test or other assignment. I will give an F for the course to any student who participates in cheating or plagiarism. If you have to copy someone's words or ideas give a proper citation with page numbers and quotation marks and you won't flunk. ![](visuals/jadebar1.gif) INTRODUCTION TO SOME BASIC CONCEPTS FOR THE STUDY OF FOLKLORE There are many approaches to the study of folklore. Many scholars have studied the changes that occur when jokes, songs, dances, stories, or proverbs are performed in different cultures and historical contexts. Others study the ways people use riddles, legends, or games to entertain, teach or persuade others in the many _folk groups_ they join. The study of _folklife_ includes crafts, foodways, farming, fishing, hunting, economic and social exchange, holidays, clothing, building designs and construction methods, and so on. Medical beliefs, home remedies, and healing practices are studied to understand community and family ideas about medicine and the body. Folklorists stress the importance of understanding the local and particular, rather than generalizing about cultural practices. In recent decades folklore study has paid more attention to the place of folklore in the lives of the people who perform it, and the place of their performances within their folk groups. In this kind of study, folklorists agree that to understand folklore one must understand the people who perform it and the _social and cultural contexts_ in which they perform it. Folklore items that are collected and published without information about how and when it is used, and by whom, may be interesting but they are devoid of life. Folklore should be understood as people create it in their lives, and change it for new purposes and to fit new situations. The _transmission_ of folklore is an active process, in which both performer and audience participate. _Tradition_ is not fixed, but actively made, creating endless possibilities. All people live within traditions, and all people use and recreate them in their own daily activities, especially for audiences who appreciate their skills. Folklore consists of both these artistic skills and the forms that are created. Folklore performance and folklife practices are closely tied to _social identities_ : people constantly define themselves in terms of their skills, beliefs, language, dress, food, and amusements. These are important ways that they create shared understandings. People do not simply find others who are like them: they make a community in which they share ideas and culture and expectations through shared experience. One must spend time together to form close friendships and family ties, and folklore includes many of the ways people make this time rewarding and memorable. The social identities created by participating in cultural communities shape how people relate to the larger society. Culture becomes a social and political issue in many public contexts. Many folklorists (including myself) concentrate on how folklore performances are used as signs of the past, and as practices that create or resist _dominant culture_ of a nation. Germany, Finland, Greece, Turkey and many other _nation-states_ have organized their national cultures around certain ideas about pure and original folk culture, and reject much cultural variation as contamination. On the other hand, in consciously _multi-ethnic societies_ such as the United States, India or Yugoslavia, ethnic cultures become the focus of political contests over what should be the dominant culture, and what are the cultural rights of minority groups. The problems of defining political autonomy in federations--called "state's rights" in the U.S.--also arise around questions of _cultural autonomy_ and rights, but are more complex because even the meaning of "culture" is often contested. In the larger society, the folklore forms that are part of a community's shared life and culture can take on new meaning as political markers of socially defined identities such as race, ethnicity, class, gender, age, profession, sexual identity and so on. The expressive culture or folklore learned in community experience takes on ideological meanings in contests in the larger society, and can be a way to display connections to those communities, as well as to histories, beliefs, practices and so on. A person's culture is how she makes himself comfortable in the communities where she spends time. But when there are economic and political pressures to change a community's culture, people tend to protect it from this outside invasion. Political scientists, sociologists and anthropologists tend to study generalized cultural structures and institutional control over economic and political resources, and how these patterns are learned and resisted, perpetuated and changed, in short, how society is organized and how social order is imposed on individuals. In contrast, folklorists pay more attention to creative individuals and communicative processes. People are not assumed to share a culture or identity from birth: they share in making the cultures of their folk groups. Unlike schools, people learn folklore in participation and creating their own. Each participant in a folk group brings and explores their own creative resources. Each member of a folk group is different, but actively participates in creating a shared social order. Folklore shapes social order because it appeals to people, draws them into participation and belief, and can be a persuasive argument to change. Art is more powerful than rules. Creative expression in artistic forms invents or recreates order, and often displaces rules about order. By being vital in the communities where people live, where they spend the most time together and form the closest bonds, folklore subverts institutional structures and challenges the top-down cultural hierarchy of schooling and mass media by validating personal experience and creative skills. Jokes, songs and urban legends criticize the flawed political, social and technological world we live in. Family and community life gives us a center of personal strength away from anonymous political and economic forces. Folklore creates powerful ties that do not depend on hierarchical structures. The institutional power of the laws, media and schools is often directed at modifying and suppressing folklore to gain ideological, social and political power and to undermine community identities that can resist centralized political, cultural and social control. Much public and political discourse describes folk groups (usually people without political and economic power) and their folk culture as pure but simple, backwards, uneducated, vulgar (literally "common"), marginal, irrational and dependent on tradition for guidance, and so on. The study of folklore works against these dominant ideas about folk groups by revealing the intellect and skill of folk performers. * * * FOLKLORE AND ANTHROPOLOGY, SPRING 1997. COURSE CALENDAR (readings to be done for the day assigned. _HAF_ = _Handbook of American Folklore_.) (opt. = optional) Mar. 31-Apr. 2. Folklore forms and performances. _Mon.:_ Items, genres, events, contexts, and meanings. How to describe folklore. _Wed.:_ Group work on versions of ballads and Native American trickster myths. Read: Toelken. "From Entertainment to Realization in Navajo Fieldwork" _WO_ , pp. 1-17 Ives. "Oral and Written Tradition..." _WO_ , pp. 159-170 Singer. "<NAME> and Hiawatha" _MFR_ , pp. 3-5, 121-148 Dorson. "<NAME> in the News." _Folklore and Fakelore_. 291-295, 309-317, 334-36 (PKT, opt.) Apr. 7-9. Folklore genres and social activity. READING QUESTIONS FOR APRIL 2-9: * Discuss the ways that written forms influence oral folklore. * How do performer's ideas relate to folklore genres and performance contexts? * What are folklore genres and how should they be studied? * How do oral genres become part of social activities? * Discuss some of the reasons that folklore changes from performance to performance. * How do folklore and relationships become linked in both families and fieldwork? _Mon.:_ Read: Ben-Amos. "Introduction" _Folklore Genres_. pp. x-xvii, xxxvi-xxxix. (PKT) Dundes. "Texture, Text, and Context." pp. 20-23, 30-32. (PKT) Bauman. "The Field Study of Folklore in Context." _HAF_ 362-367. (PKT) McDowell. "A symposium on locomotion" _Children's Riddling_. 136-139. (PKT) Dolby-Stahl. "Personal Experience Stories." _HAF_ , 268-276. (PKT) _Wed.:_ Family, community, self. Read: Kotkin and Zeitlin. "In the Family Tradition." _HAF_ , 90-99. (PKT) Reynolds. "Crossing and recrossing the line..." _WO_ , 100-117. Montell. "Absorbed in Gospel Music" _WO_ , 118-127. Stekert. "On Time, Truth, and Epiphanies." _WO_ , pp. 128-43. Apr. 14-16. Legends, Beliefs, and Identities. _Library research paper due by Friday._ _Mon.:_ Read: <NAME>. "The Legend Teller" _Narratives in Society_ , 79-89 (PKT) Jackson. "The Perfect Informant" _WO_ , 206-226 Dorson. "Black Legends of Calvin" _MFR_ , 149-167 _Wed.:_ Ethnicity and Identity in Detroit. Film: _Tales from Arab Detroit_. D egh. "Satanic Child Abuse in a Blue House" _Narratives in Society_ , 358-368 (PKT) Reuss. "Suburban Folklore." _HAF_ , 172-177 (PKT) Langlois. "Urban Legends and the Faces of Detroit" _MFR_ , 107-119 Apr. 21-23. Communities, identities, folk culture and history. READING QUESTIONS FOR APRIL 14-23: * What are legends, who tells them, and why? How do they relate to identity? * Discuss how legends reflect and shape cultural and social history. * How does folklore relate to social power and the difference between public and private behavior? * What does oral history discover that is missed when studying of written documents? * What effect does immigration have on people's folklore? * Discuss how the different historical and geographic routes of immigration and social situations immigrants end up in affect their folklore. * Discuss the ways that folklore is used to comment on, reinforce, or bridge social boundaries. _Mon.:_ Identity, social status, history and performance. Read: Lim on. "Folklore, Social Conflict and the U.S.-Mexico Border" _HAF_ , 216-223 (PKT) Levine. "How to Interpret American Folklore Historically" _HAF_ , 338-343 (PKT) Green. "Magnolias Grow in Dirt" 29-33 (PKT) Portelli. "I'm Going to Say it Now: Interviewing the Movement" _WO_ , 44-59 Rosenberg. "Strategy and Tactics in Fieldwork: The Whole Don Messer Show" _WO_ , 144-158 _Wed.:_ History, ethnic identity, immigration, and cultural boundaries. Film: _J'ai ete au bal_. Read: Kirshenblatt- Gimblett. "Studying Immigrant and Ethnic Folklore" _HAF_ , 39-47 (PKT) Barrand. "Stumbling Upon Lancashire Mill Culture in New England" _WO_ , 171-184 (skim) Dewhurst, et al. "Michigan Hmong Textiles" _MFR_ , 57-70 Cochrane. "Commercial Fishermen and Isle Royale" _MFR_ , 89-91, 98-104 Au and Brode. "The Lingering Shadow of New France" _MFR_ , 321-345 Apr. 28-30. The politics of ethnic, minority and folk cultures. Stereotypes, typifications, generalization, purity, and allochrony. Fieldwork project plans due this week. READING QUESTIONS FOR THIS WEEK: * Discuss the ways people claim and keep possession of customs and traditions. * Can you think of examples of debates over origins from your own experience? What is at stake in such debates? * Why are origins so important to people, and how do people work to preserve original culture? * Do we owe a debt when we borrow cultural forms? * How do folklore forms change as they are transmitted from one society to another? _Mon.:_ Origins, authority, authenticity and performance. Read: Leary. "Reading 'The Newspaper Dress'..." _MFR_ , 205-223 Lockwood. "The Sauna..." _MFR_ , 307-320 Lockwood and Lockwood. "The Cornish Pasty..." _MFR_ , 359-374 Dewhurst and MacDowell. "A Fantastic Tradition..." _MFR_ , 47-56 (opt) _Wed.:_ Secular and sacred mythology. Diffusion. Film: _Tigertown_ (sport as ideology) Light. "Pizza in Thirty Minutes" (PKT) Slater. "Four Moments" _WO_ , pp. 18-31 Jarring. "Muslim Tales of Noah's Ark" _Literary Texts From Kashghar_. pp. 30-34. (PKT) Rabghuzi. "On the Birth of the Prophet Jesus" _The Stories of the Prophets_. pp. 484-495. (PKT) Hollis. _The Ancient Egyptian "Tale of Two Brothers"_. pp. 5-15 and 182. (PKT) Ranelagh. "Joseph and Potiphar's Wife" _The Past We Share_ pp. 2-3, 9-16. (PKT) May 5-7. Ideology and the construction of national origins and dominant culture. Finding folk roots and controlling multi-culturalism. Time's pyramid. READING QUESTIONS FOR THIS WEEK: * Why is shared national culture and language important to people, and how do they create them? * What methods and arguments are used to create good and pure folk traditions? * How have Native Americans become part of American mythology? * Discuss the ways that ideas about time are central to the concept of culture and social order. * How does narrative shape time and contribute to ideas about culture and social order? _Mon. and Wed.:_ Read: Wilson. "The _Kalevala_ and Finnish Politics." _Folklore, Nationalism and Politics_ pp. 51-72 (PKT) Whisnant. _All that is Native and Fine_. pp. 44-57, 218-223, 237-247. (PKT) Schwartz. "<NAME>ting Pot." _Ethnic Groups in the City_. pp. 191-198 (PKT) Washburn. "The Noble and Ignoble Savage." _HAF_ , 60-65 (PKT) Bruner. "Ethnography as Narrative" _AOE_ , 139-155 <NAME>. "Reflexivity as Evolution in Thoreau's _Walden_ " _AOE_ , pp. 73-93 May 12-14 : Material culture, migration and diffusion. National culture and local expression (popular and folk traditions). Cultural geography. Folk architecture, the Greek Revival, and classicism. Examples of vernacular architecture and some less vernacular and a discussion of studying vernacular architecture. READING QUESTIONS FOR THIS WEEK: * What can artifacts and names reveal that other historical sources cannot? * What was the Greek Revival , and why did people participate in it? Another Greek Revival example and another and a discussion of Greek Revival in New England * Discuss the relationship of personal expression and national culture, or folk and popular culture. How do they influence each other? * How do crafts, symbolic forms and verbal lore connect in folk life? _Mon. and Wed.:_ Film: _Around Round Barns_. Read: McLennan. "Vernacular Architecture..." _MFR_ , pp. 15-42 Glassie. _Pattern in the Material Folk Culture of the Eastern United States_. 124-133, 184-220 (PKT) Glassie "Folkloristic Study of the American Artifact: Objects and Objectives." _HAF_ , 376-383 (PKT) Toelken. "Aesthetics and Repertoire." _The Dynamics of Folklore_. 183-209 (PKT) Zelinsky. "Names and National Heroes" _Nation into State_. 32-37, 126-131, 136-139 (PKT) Zelinsky. "Flag and Eagle" and "The Buildings Speak" _Nation into State._ 196-213. (PKT, opt) May 19-21. Public Displays, Celebrations, Festivals and the Politics of Identity. READING QUESTIONS FOR THIS WEEK: * How and why do public performances become political events? * How do political and historical changes affect festivals? * How do social tensions and frustrations find release in public festivals? * Discuss the ways people represent themselves through objects and performances, and the changes in meaning and audience that take place for political, historical and economic reasons. _Mon.:_ Events and the question of collective action, descriptions of the whole. Film: _Carnival del Pueblo_. Myerhoff. "Life Not Death in Venice..." _AOE_ , 261-286 Stewart. "Patronage and Control in the Trinidad Carnival" _AOE_ , 289-314 Moe. "Meaning in Community Events." _MFR_ , 347-357 _Wed.:_ Modes of self-representation. Babcock. "Modeled Selves..." _AOE_ , 316-343 Dewhurst. "Museums for the People..." _MFR_ , 71-83 May 28 (no class Monday). Stories and the discovery of meaning. Representing events, performances, meaning and identity. Skills for analyzing and presenting fieldwork. _Wed.:_ Documenting and retelling stories and events. Developing cultural understanding and social rapport. Read: E. Fine. _The Folklore Text_ pp. 182-195 (PKT) Becker. "How I Learned What a Crock Was" _WO_ , 185-191 Silverman. "Who's Gypsy Here?..." _WO_ , 193-201 Rosaldo. "Ilongot Hunting as Story and Experience" _AOE_ , 97-121 and 133-134 June 2-4. Occupational lore and project presentations. READING QUESTIONS FOR MAY 28-JUNE 2 (DUE JUNE 2): * Discuss the possibilities and problems involved in making written representation of oral performance. * How do stories differ from other ways of describing social processes and activities? * Discuss how we learn from stories, and how this differs from learning from other representations. * Why is it important to study the folklore of people at work? * Discuss the ways folklore is part of contests over power in the workplace. _Mon.:_ Occupational Life and Lore. Film: _Miles of Smiles, Years of Struggle_. Read: Dewhurst and MacDowell. "The Pottery and the People..." _MFR_ , 245-261. Lockwood. "The Joy of Labor" _MFR_ , 263-273. Workman. "A Bean on the Table..." _MFR_ , 275-288. _Wed.:_ Project presentations. Exam week. June 9. Fieldwork projects due. Additional presentations if there are still people who want to do them. ![](visuals/jadebar1.gif) . <file_sep>** # Literature of World War Two ## <NAME> Writing and Critical Thinking ![](Handgrenade.jpg) ### Welcome to the Literature of World War Two Home Page The purpose of this page is to give you a glimpse into some of the World War Two materials available on the World Wide Web and at the Hoover Archives. The research links should get you out into cyberspace and to more and more research links. The photographs and posters from the Archives represent a fraction of what is available to you in your research. View these only as samples, and feel free to head down to the Archives to browse through the materials waiting for you there. Most of all, enjoy yourselves as you do the research for this class! ![](Button.jpg) #### Introductory Video ### Introductory Archival Materials** * World War Two Posters (courtesy of Hoover Archives) and Sounds from the National Archives American Posters * Enemy Ears * Never! * Prejudice? * He's Watching You! * Careless Talk Sounds from the American Home Front * Get on the Bondwagon * <NAME> * Recruiting Commercial * VE Day * Women in the War Sounds from Britain * Churchill German Posters * Volk * Nazi Soldier * Kreistag * German Eagle \| ![](Hitler2.jpg) ---\|--- Sounds from the Axis * Hitler: Reannexation of Poland * Mussolini Japanese Posters * Nippon Paratroopers * Our Happy Home Russian Posters * Stalin * Russian Soldier * Russian Boot * World War Two Photographs (Courtesy of Hoover Archives) \| * Honor Work * Anschluss (Vienna) * Boy's Physical Culture * French Bombing Site * Gas Masks * Hitler's Birthday Concert * Hitler with Children * Physical Culture * The Last Hand Grenade \| ![](Femaleemployees.jpg) ---\|--- * Invasion of Poland * Concentration Camps * Invasion of Russia * Axis Conquests ### Research Links * Grolier World War Two Links * Primo Levi Page * Pictures of World War Two * World War II - Keeping the Memory Alive * Grolier World War II Commemoration * The Nizkor Project * Simon Wiesenthal Center * Social Science:History:20th Century:World War Two * Auschwitz * Photos of Auschwitz * Women in World War Two * The Warsaw Ghetto Uprising #### Course Syllabus #### Recommended Reading #### Recommended Newsgroups * soc.culture.jewish.holocaust * soc.history.war.world-war-ii #### CD-Roms on Reserve * Maus, by <NAME> - ZMS 278 Powers of Persuasion - ZMS 274 #### Documentaries on Reserve The Nuremberg Trials John Ford's "Why We Fight" series String of Pearls The Occult History of the Third Reich Faces of the Enemy Rosie the Riveter Germany Awake Assorted Nazi Political Films Pre-war German Featurettes Triumph of the Will #### Feature Films on Reserve Tora, Tora,Tora The Soldier of Orange Hiroshima , Mon Amour Mrs. Minniver The Best Years of Our Lives The Great Dictator Judgement at Nuremberg #### Student Photo Gallery Student - made Video Cinematographer - <NAME> Student participants * <NAME> * <NAME> * <NAME> #### Sample student paper #### World War Two Quiz #### Copyright <NAME>, 1996 <file_sep>![](cyanbar.gif) ### Ethnicity in African History: Identity and Difference in Time and Space ![](cyanbar.gif) History 249C/349C: Colloquium in Historiography Stanford University, Winter 1994 Ethnicity in African History: Identity and Difference in Time and Space Professor: <NAME> Office: 102 History Corner Telephone: 723-9179 (Answering machine) E-mail: <EMAIL> Office Hours: Monday, 10-11, or by appointment. Meeting Place: 201 History Corner Meeting Time: Tuesday 2:15-4:05 This colloquium is an exploration of the elusive concept-yet powerful reality- of ethnicity. It is an enquiry into how historians of Africa have written of ethnicity and ethnic identity. Ethnicity is a social reality which we experience and about which we read on nearly a daily basis. A social reality of great power (emotional, political, military), ethnicity is a paramountly slippery, unwieldy concept to define with precision. One way to understand the concept is to explore how authors have employed and discussed it in their writing. Because this is the method we will employ, this course emphasizes the fundamental historical skills of reading, writing, analyzing and speaking. Course participants are expected to read the assigned readings for each week in full, to comment on them orally in the class, and to analyze them through two written essays. You are encouraged to read carefully and critically; the emphasis in both reading and writing for this course is upon quality rather than quantity. Because this course is a colloquium in historiography, we will concentrate primarily upon what has been explicitly written about ethnicity in African history (especially since 1980), rather than upon works not explicitly about ethnicity but which might be useful for understanding it. Because of the restrictions of time and the fact that a course on ethnicity in South Africa was taught at Stanford during Fall quarter 1993, this course will not incorporate the increasingly rich debates about ethnicity in South Africa. Our focus is primarily upon eastern and central Africa, reflecting the instructor's own expertise and the fact that most work on ethnicity since 1980 has focused on the area south of the equatorial forest. The study of ethnicity in Africa is undergoing a renaissance. In ten years there is likely to be a great deal written on the topic. Because of the infancy of the study of ethnicity in the mid-1990s, there is a definite lack of balance and comprehensiveness in the field of African studies of ethnicity, especially as regards the relationship of ethnicity to other important historical concepts such as gender, class, sexuality, nationalism, historical consciousness. A primary purpose of this course is to identify strengths and weaknesses in the literature and to search for ways to advance research on ethnicity in African history. Homework Requirements: Two essays, and a list of personal issues for discussion drawn up for each class. Personal Issue Lists: Personal issue lists are entirely informal. As you read the material for the upcoming week's session, jot down ideas which you would like to explore and questions which you would like to raise about the reading. These can include strong agreement, disagreements, interesting ideas, how various works relate to each other, defects in arguments, observations about the use of evidence, missing evidence, what the author could have done better, etc. They should be questions for reflection and discussion raised for the entire class, not questions for me as the facilitator (you can ask me those directly). For each meeting you must draw up a list of numbered issues for discussion, make a copy of them, and submit the copy (one page is sufficient) to me at the BEGINNING of class as you come in. Do not submit a list if you do not attend class. Your copy of the list will serve as a basis for your participation in the session. The copy you provide me will demonstrate to me that you have read and reflected on the assigned material. If you cannot attend class (not recommended!), make arrangements with me to provide a personal issue list before the weekly session. Essay One: The first paper is an exercise in definition and a short critical historiographical essay. Using the readings assigned for the class and the class discussion (especially for the January 11 session), write an essay which defines ethnicity and explores the various ways in which scholars generally (not necessarily Africanists) have understood and researched it as a concept. The paper should be an essay which is both a review of the literature (from the January 11 session) and a demonstration of your personal understanding of ethnicity and ethnic identity. There are no "correct" answers. In working through your own definition/understanding of ethnicity, you must explicitly state how the concepts of "consciousness," "identity," "ethnic identity," and "ethnic group," relate to it. You must also identify other possible human identities, and how they differ from an ethnic identity. In reviewing the approaches which scholars have employed in writing about ethnicity, you should evaluate both the strengths and weaknesses of each approach and provide your own suggestions for how to better understand, conceptualize, and research ethnicity. In writing this essay you are strongly encouraged NOT to read beyond material listed in this syllabus, but you may draw upon outside material if it is directly relevant to your argument. Do not submit a paper longer than twelve pages: the emphasis is on quality, not quantity. The paper is due in class on February 1. Your efforts will be taken seriously and must benefit all class participants: you must come to class with sufficient copies of your paper to distribute to all your fellow classmates. Essay Two: The second paper, along with a copy for each class participant, is due in the History Department box for "History 249C/349C" (just to your right, near the floor, as you enter the history department by the main door) by 5pm on Tuesday, March 15. The second paper is a critical historiographical essay reviewing the approaches employed by Africanist historians to understand ethnicity in African history. Again, you are encouraged not to conduct research beyond careful readings and re-readings of the materials listed in this syllabus. The essay should demonstrate that you understand the central arguments and approaches of the historians whose work we read. As an historiographical review, the paper should discuss strengths and weaknesses in the various approaches and in the books and articles we read. You do not have to mention or footnote each piece we read; rather, you should demonstrate that you understand the range of ways in which Africanists have written about ethnicity in African history and in so doing explicitly mention most of what we read. Well argued essays will include criticisms of the material we read as well as suggestions for improving scholarship on African ethnicity. Be courageous, make bold arguments, and defend them with sound evidence. Strive for organization, clarity, brevity and-understandability! Essays should be at least ten but no more than fifteen pages long. To help you write both essays, I urge you to take copious notes when you read and to pay careful attention to the arguments and ideas of your colleagues in class as we discuss the readings (and note those too). Taken during the length of the course, your notes will constitute an invaluable resource for writing excellent essays. There are no additional requirements for graduate students taking this course; I expect that your seniority will be reflected in the quality of your work. Grading: First Essay: 30% Second Essay: 30% Class Attendance and Participation: 20% Personal Issue Lists: 20% Required Texts available at Stanford Bookstore <NAME>, Peasant Intellectuals: Anthropology and History in Tanzania (Madison: The University of Wisconsin Press, 1990). <NAME> & <NAME> (eds.) Being Maasai: Ethnicity and Identity in East Africa (London: James Currey, 1993). <NAME>, Unhappy Valley: Book Two, Ethnicity and Violence (London: James Currey, 1992). <NAME>, The Cohesion of Oppression: Clientship and Ethnicity in Rwanda (New York: Columbia University Press, 1988). Course Reading Packet supplied by Copy Perfect. January 4 Introduction to the course. January 11 Understandings of Identity and Ethnicity Social Science Definitions: Entries for "Self-Concept," "Social Identity," "Ethnic Groups," and "Ethnic Relations" in <NAME> and <NAME> (eds.) The Social Science Encyclopedia (London: Routledge & Kegan Paul, 1985), 739-741; 771-772; 267-272. Origins of the "E" word: "Ethnicity" from "Introduction" to <NAME>, <NAME> and <NAME> (eds.) History and Ethnicity (London: Routledge, 1979), 11-17. Ethnicity, Sociobiology, and Primordialism: <NAME>, Theories of Ethnicity: A Critical Appraisal (New York: Greenwood Press, 1989), 1-71. Conflict Model: Zdzislaw Mach, Symbols, Conflict, and Identity: Essays in Political Anthropology (Albany: State University of New York Press, 1993), 3-21. Boundaries: <NAME>, "Introduction," in Ethnic Groups and Boundaries: The Social Organization of Cultural Difference (Boston: Little, Brown, & Co., 1969), 9-38. Instrumentalism: <NAME>, Ethnicity and Nationalism: Theory and Comparison (London: Sage, 1991), 18-40; 69-75. Cultural Pluralism: Crawford Young, The Politics of Cultural Pluralism (Madison: The University of Wisconsin Press, 1976), chapters one and two. Review of Africanist Literature: Crawford Young, "Nationalism, Ethnicity, and Class in Africa: A Retrospective" Cahiers d'Etudes Africaines 26,3 (No. 103) (1986), 421-495. (Read pages 421-423 and 442-455 but only skim the sections on nationalism and class, we will return to them later). <NAME>, "Redeeming the Utility of the Ethnic Perspective in African Studies: Towards a New Agenda" Journal of Ethnic Studies 18,2 (1990), 37-58. January 18 Some Approaches to Ethnicity in Precolonial Africa Pastoralists and Hunters: <NAME>, Khoikhoi and the founding of White South Africa (Johannesburg: Ravan Press, 1985), 3-42. Trade Diasporas: <NAME>, Cross-Cultural Trade in World History (Cambridge: Cambridge University Press, 1984), 1-59. State Formtion: <NAME>-Cooper, The Zulu Aftermath: A Nineteenth-Century Revolution in Bantu Africa (Evanston: Northwestern University Press, 1969), 24-48. Swahili: <NAME> & <NAME>, The Swahili: Reconstructing the History and Language of an African Society, 800-1500 (Philadelphia: University of Pennsylvania Press, 1985), 68-98. Swahili: <NAME>: The World of the Swahili: An African Mercantile Civilization (New Haven: Yale University Press, 1992), vii-40; 184-200. Swahili: <NAME>, Swahili Origins: Swahili Culture & the Shungwaya Phenomenon (London: James Currey, 1993), 1-19; 38-54; 240-262. Swahili: <NAME>, "The Bondsman's New Clothes: The Contradictory Consciousness of Slave Resistance on the Swahili Coast" Journal of African History 32,2 (1991), 277-312. January 25 Variations of a Dominant Paradigm: Colonialism and the Creation of Tribalism <NAME>, "Tribalism," part of chapter six in Underdevelopment in Kenya: The Political Economy of Neo-Colonialism (Berkeley and Los Angeles: The University of California Press, 1975), 198-206. <NAME>, "The Creation of Tribes" in A Modern History of Tanganyika (Cambridge: Cambridge University Press, 1979), 318-341. <NAME>, "Introduction: Inventing Traditions" in Hobsbawm & Ranger (eds.) The Invention of Tradition (Cambridge: Cambridge University Press, 1983), 1-14. Terence Ranger, "The Invention of Tradition in Colonial Africa," in Hobsbawm & Ranger (eds.) The Invention of Tradition (Cambridge: Cambridge University Press, 1983), 211-262. Terence Ranger, "Missionaries, Migrants and the Manyika: The Invention of Ethnicity in Zimbabwe" in Leroy Vail (ed.) The Creation of Tribalism in Southern Africa (Berkeley: University of California Press, 1989), 118-150. <NAME>, "From Ethnic Identity to Tribalism: The Upper Zambezi Region of Zambia, 1830-1981" in Leroy Vail (ed.) The Creation of Tribalism in Southern Africa (Berkeley: University of California Press, 1989), 372-394. <NAME>, "Early Missionaries and the Ethnolinguistic Factor During the 'Invention of Tribalism' in Zimbabwe" Journal of African History 33 (1992), 87-109. <NAME>, "The Roots of Ethnicity: Discourse and the Politics of Language Construction in South-East Africa" African Affairs 87,346 (1988), 25-52. February 1 Refining The Paradigm: Ideas, Intellectuals, and African Agency in "Becoming" Ethnic <NAME>, Becoming Taita: A Social History, 1850-1950 (Ph.D. Dissertation, Department of History, Stanford University, 1992), Volume 2, 224-421. <NAME>, Peasant Intellectuals: Anthropology and History in Tanzania (Madison: The University of Wisconsin Press, 1990), 1-153. February 8 Becoming and and Being Maasai <NAME> & <NAME> (eds.) Being Maasai: Ethnicity and Identity in East Africa (London: James Currey, 1993). February 15 Nationalism, Ethnicity, and Gender Crawford Young, "Nationalism, Ethnicity, and Class in Africa: A Retrospective" Cahiers d'Etudes Africaines 26,3 (No. 103) (1986), 421-495. (Read the section on nationalism.) <NAME>: Selections from unpublished Manuscript on Women, Life Histories, and nationalism in Tanzania. <NAME>, "Abafazi Bathonga Bafihlakala: Ethnicity and Gender in a KwaZulu Border Community" African Studies 50,1-2 (1991), 243-271. <NAME>, Strategies of Slaves and Women, selections. Recommended reading: <NAME>, Imagined Communities: Reflections on the Origin and Spread of Nationalism (London: Verso, 1983); and <NAME>, Nations and Nationalism Since 1780: Programme, Myth, Reality (Cambridge: Cambridge University Press, 1990). February 22 Moral Community and Symblism: The Kikuyu and Mau Mau Resistance <NAME>, Unhappy Valley: Book Two, Ethnicity and Violence (London: James Currey, 1992). Zdzislaw Mach, Symbols, Conflict, and Identity: Essays in Political Anthropology (Albany: State University of New York Press, 1993), 22-92. March 1 Being Hutu and Tutsi in Central Africa Catharine Newbury, The Cohesion of Oppression: Clientship and Ethnicity in Rwanda (New York: Columbia University Press, 1988). <NAME>, "Context and Consciousnes: Local Conditions for the Production of Historical and National Thought among Hutu Refugees in Tanzania" in Richard Fox (ed.) Nationalist Ideologies and the Production of National Cultures (Washington D.C.: American Anthropological Association, 1990), 32-62. March 8 Ethnonyms and Understandings of History: Historical Consciousness, Oral Traditions and Ethnic Identity <NAME>, "The Makings of a Tribe: Bondei Identities and Histories" Journal of African History 33,2 (1992) 191-208. <NAME>, "Oral Tradition and Ethnicity" Journal of Interdisciplinary History 10,1 (1979), 61-85. <NAME>, Tears of Rain: Ethnicity and History in Central Western Zambia (London: Kegan Paul International, 1992), 1-268. <NAME>, Selections from Traditions of History: Oral Traditions, Cultural Transformation and the Origins of a Merina Ethnic Identity in Central Madagascar during the Era of the Slave Trade, 1750-1822 (Unpublished Manuscript). * * * ![](backarw.gif)Return to Pier's Home Page * * * ![](mailbox.gif)Email a message to Pier: <EMAIL> * * * <file_sep># The University of Pittsburgh ## Department of Slavic Languages and Literatures ### Russ 0850 Russian Culture I, Fall Term 2001 Class Hours: T Th 4:00-5:15 Prof. <NAME> Office: 1417 CL Office Hours: M W 12:00 pm -1:00 pm E-mail: <EMAIL> ![\[Image of Rublev's Redeemer\]](http://clover.slavic.pitt.edu/~tales/images/redeemer-rublev.jpg) Our vast land is great and rich but there is no order here. Come along and rule over us. (Primary Chronicle) With the mind alone Russia cannot be understood, No ordinary yardstick spans her greatness: She stands alone, unique - In Russia one can only believe. (<NAME>) ### I. Course Description This is a guided tour through Russian medieval and early 18th-century culture. My aim is to demonstrate the dramatic changes in the history of Russia's national idea, the richness and variety of Russian culture of the discussed period and its crucial importance for the development of modern Russian culture. We will focus our attention on three successive eras of Russia's cultural history -- Kievan Rus' (9-13 c.), the Muscovite Tsardom (13-17 c.), and the rise of the Russian Empire, centered on St. Petersburg (18 c.). The class will examine such artifacts as icons, architecture, sculpture, literature, and painting, as well as some basic theological, political, and aesthetic theories. Reading assignments will draw from historical (MacKenzie, Curran), art history (Hamilton), and literary (Zenkovsky) sources. Class lectures will be supplemented by frequent slide, video, and musical presentations. ### II. Course Methodology Class consists of lecture, discussion, occasional quizzes, and two in-class, closed-book exams. The introduction of each section of the course will place the works of art under investigation in their actual historical and cultural context. ### III. Required Texts and Materials * Hamilton, <NAME>. _The Art and Architecture of Russia._ 3rd ed. New Haven: Yale UP, 1983. * MacKenzie, David and <NAME>. _A History of Russia, the Soviet Union, and Beyond._ 5th ed. Belmont, CA: Wadsworth, 1993 * Zenkovsky, <NAME>., ed. _Medieval Russia's Epics, Chronicles, Tales_. Rev. ed. NY: Dutton, 1974. ### IV. Suggested Reading * <NAME>. _The Icon and the Axe: An Interpretative History of Russian Culture._ NY: Random House, 1970 * Rzhevsky, Nicholas. _An Anthology of Russian Literature_ , any edition. NB!!! Required three-ring hole punch and three-ring binder for handouts. ### V. Course Requirements 1. Attendance (see #6) and class participation. More than three unexcused absences will reduce your grade dramatically \-- no exceptions! 2. Midterm and final examinations will include two parts each: 1. identifications: what's The Time of Troubles? 2. a short essay on a topic previously given in class The Midterm Exam will be in class on Thursday, October 25. The Final Exam must be taken at the time scheduled by the Registrar in order to receive credit for this course. ### VI. Attendance Policy and Class Participation Attendance and participation in class discussion are required, and are incorporated into the course grade in the following ways: 1. Attendance counts for 10% of your grade. Since there are 28 class meetings (twice a week for fourteen weeks), every absence reduces the attendance portion of your grade by 1/28. 2. Participation counts for 10% of your grade. To earn an A for class participation, students are expected to participate meaningfully in class discussion at least 1/3 of the time (9-10 times during the semester). Absence means that you are unable to earn participation credit on that day. 3. To makeup examinations or quizzes will be given unless documentation of a medical emergence is provided the day the student returns to class. Unexcused absence on the day of examination or quiz is given results in no credit for that examination or quiz. 4. Much of the material covered in this course (and incorporated into examinations and quizzes) is introduced in lecture and through classroom discussion. Absence means a loss of access to this material, which likely averse consequences on examinations and quizzes. Students are responsible for obtaining notes from their classmate about sessions they may miss due to absence. ### VII. Evaluation Attendance: 10% Participation: 10% Quizzes: 25% Midterm Exam: 25% Final Exam: 30% ### VIII. Academic Integrity Students are responsible for familiarizing themselves thoroughly with the university policy of academic integrity and for adhering to it. The rules are spelled out in the University's Academic Integrity _Policies_ (Policy 02-03-03, http://www.pitt.edu/HOME/PP/policies/02/02-03-03.html) and _Procedures_ regarding cheating, plagiarism, etc. (Procedure 02-03-03, http://www.pitt.edu/HOME/PP/procedures/02/02-03-03.html). _Academic dishonesty will result in course failure!_ ### IX. Special Problems Students experiencing difficulties in this course are encouraged to consult with the instructor. I am available to discuss any issue relating to the course during my office hours or via email. Students with disabilities who require special testing accommodations or other classroom modifications must notify the instructor and the Office of Disability Resources and Services _no later than January 18._ Students may be asked to provide documentation of their disabilities to determine the appropriateness of their requests. The Office of Disability Resources and Services is located in 216 William Pitt Union and is available by telephone (voice of TTY) at 412-648-7890. ### X. Selected Topics * "Byzantinization and the "Double-Faith": Early Kievan Culture * "The Spiritual Revival": Russian Monasticism and Icon-Painting of the 14th c. * "The Third Rome": Muscovite Tsardom and its Holy Mission * "The Invisible City": 1st Russian Utopia * "The Age of Curiosity": the Russian Baroque * "Window onto Europe": St. Petersburg and its Consequences * "The Age of Adopted Wisdom": Russian Enlightenment * "The Birth of Russian Intelligentsia": Russian Freemasonry in the Age of Catherine the Great ### XI. Course Structure #### Introduction 1. Russian Cultural Identity: Geography, Language, Religion 2. Overview of Russian cultural history #### Part I. Originality and Byzantinization: Kievan Rus' 1. The Culture of Russian Slavs during the Pagan Era (8-10th c.) 2. The Russian Culture from the Beginning of Christianity to the Mongol Invasion (988-1240), or Kievan Rus' #### Part II. Unification and a Sacred Mission: Muscovite Tsardom 1. The Russian Culture from the Time of Mongol Invasion till the Formation of the Moscow Tsardom (1240-1453), or the so called Appanage Period 2. The Culture of the Muscovite Tsardom (from 1453 until the End of the 17th Century). Russian Schism. 3. Part III. Westernization and the Search for a New Identity. The Age of St.-Petersburg 1. The Time of Troubles and the Muscovite Baroque 2. Russian Culture of the 18th Century 3. St. Petersburg in Russian cultural mythology ### Syllabus #### Introduction Date \| Part/Topic \| Home Work ---\|---\|--- August 28\| Introduction. Organization and overview of the course\| McKenzie, ch.1, pp. 3-9 Aug 30\| "A Tale of Three Cities": A Concise Overview of Russian Cultural History\| Zenkovsky, 1-4 Sept 4\| Cultural Identity: Language, Religion\| McKenzie, ch.2 #### Part 1. Christianization and Originality Sept 6\| Culture of the Pagan Era: The Word. The Song. The Sacred Theater\| McKenzie, ch.3, pp. 24-29, 34-35, ch.4, 44-50, ch.5, pp. 53-59 ---\|---\|--- Sept 11\| Kievan Rus': Historical Survey\| Hamilton, ch.2, ch.5 Sept 13\| St. Sophia: Kievan Architecture and Frescoes\| Hamilton, ch.9-10 Sept 18\| Kievan and Novgorodian Icon-Painting\| Zenkovsky, V, VII, pp. 6-8, 11-13; texts: ## 2, 3, 6, 11, 18 Sept 20\| Kievan Literature: Apocrypha, Homiletic works, and Chronicles\| Zenk., VIII, 13-15, ##21, 22 Sept 25\| Literature (continuation): Lives of Saints, A Lay of Igor's Campaign\| Zenk., IX, 15-17, #33 Sept 27\| Lay of Igor's Campaign (continuation)\| McKenzie, ch.6, 60-73, ch.8, 85-93; Zenk. ##34, 35, 39 Oct 2\| Russia during the Mongols\| McKenzie, ch.9, 99-105; Hamilton, ch.11; Zenkovsky #45 #### Part 2. Unification and the Holy Mission Oct 4\| Russian Spiritual Revival. Monasticism. Novgorod and Moscow icon- painting. Rublev\| ---\|---\|--- Oct 9\| Rublev. Tarkovsky's film\| McKenzie, ch.10 Oct 11\| The Rise oF Moscow and the Unification of Russia. "3rd Rome" Theory\| Hamilton, ch.15 Oct 16\| Muscovite Architecture\| Zenkovsky XIII, XVI; ##45 (reread), 47 Oct 18\| The Era of Ornamental Muscovite Monumentalism: Lives\| McKenzie, ch.11; Zenkovsky, #53-54 Oct 23\| Ivan the Terrible. His Correspondence with <NAME>\| _Review of possible questions (a handout);_ McKenzie, ch.12, ch.14, pp.156-163 Oct 25\| Midterm Exam\| Oct 30\| The Time of Troubles. The early Romanovs. The Schism.\| Zenkovsky, XIX (pp.33-34), #59 Nov 1\| Russian Schism (continuation). Archpriest Avvakum's Life\| Zenkovsky, pp.30-31, XX-XXI (34-40); ##62,73, 74 #### Westernization and the Search for a New Identity Nov 6\| Muscovite Baroque: Literature and Theater\| Hamilton, ch.16, 18 ---\|---\|--- Nov 8\| Muscovite Baroque: Painting\| McKenzie, ch. 15, 16 Nov 13\| Peter's great reforms\| Hamilton, ch.19 Nov 15\| <NAME> as a Baroque City\| Hamilton, ch.20; McKenzie, ch.17 Nov 20\| "The Age of Merriment": Elizabeth's Rococo\| McKenzie, ch.18, pp. 211-215, 223-228; ch. 19, 235-242 Nov 22\| "Russian Enlightenment": Catherine the Great and Her Age\| _Handouts_ Nov 27\| Russian Neo-classicism: Literature and Theater\| Hamilton, ch.21 Nov 29\| Russian Neo-Classicism: Architecture\| _Handouts_ Dec 4\| The Spiritual Awakening: Russian Freemasons and the Emergence of Russian Intelligentsia\| Dec 6\| Review\| <file_sep> ## `History of English Studies Page` > _"If literary criticism is ever to conceptualize a new disciplinary domain, it will have to undertake first a much more thorough reflection on the historical category of literature; otherwise I suggest that new critical movements will continue to register their agendas symptomatically, by ritually overthrowing a continually resurgent literariness and literary canon. At the same time it is unquestionably the case that several recent crises of the literary canon--its 'opening' to philosophical works, to works by minorities, and now to popular and mass cultural works--amounts to a terminal crisis, more than sufficient evidence of the urgent need to reconceptualize the object of literary study." _ > \-- <NAME>, _Cultural Capital: The Problem of Literary Canon Formation_ (1993) This page and its rationale were authored by <NAME> in 1995. There are primary documents on site by <NAME>; <NAME>; <NAME>; <NAME>; <NAME>; <NAME>; <NAME>; <NAME>; <NAME>; <NAME>; <NAME>; <NAME>; <NAME>; and others. These pages are fully searchable. Last revised: August 4, 1998 * * * `Related Web Pages of mine: ` * A Bibliography for the History of English Studies * What Is Global English? * Anthologies and Miscellanies: A Web Project with Online Table of Contents (with Laura Mandell) * The Anthologies Page (a division of _Romantic Circles_ ; with Harriet Linkin and Laura Mandell) * * * `Catalogue of Primary Documents: ` ![](whitebal.gif)<NAME>, _A Discourse on the Studies of the University_ (1833) > Excerpt taken from part 2, on the study of ancient literature and the need to make the study of languagues a part of our earliest study, so as to gain access to the "intellectual treasures of a nation." Sedgwick also stresses that the function of the university is to "teach profoundly" not superficially. ![](whitebal.gif)<NAME>, _Comparative Literature_ (1886) > After receiving four requests for information about Posnett (which I take to be quite a few), and given the text's virtual unavailability, I decided to mount a few excerpts from the sections on "world-literature" and "national literature." The text is public domain, but so few copies exist that xeroxing is basically out of the question; thus I have had to select passages that I think most relevant to the historical foundations of comparative literature. ![](whitebal.gif)<NAME>, The Idea of a University (from the Introduction and Discourses 3 and 4; Newman Center at Caltech) ![](whitebal.gif)<NAME>, "An Education for the Industrial Classes" and "The Muse in Chains" from _The Rise of English Studies_ (1965) ![](whitebal.gif)<NAME>, "Introduction" to _Institutionalizing English Literature: The Culture and Politics of Literary Study, 1750-1900_ (1992) ![](whitebal.gif)<NAME>, _The Social Mission of English Criticism 1848-1932_ (1983) ![](whitebal.gif)<NAME>, _The Female Reader_ : or Miscellaneous pieces in Prose and Verse: Selected from the Best Writers, and Disposed under Proper Heads: for the Improvement of Young Women (1789) ![](whitebal.gif)<NAME>, "The Future of English Literature," (1983) from _What I Came to Say_ (1989) > Written two years after the "crisis" at Cambridge, this is quite a nice reflection on the continuing controversies within English studies. Williams uses an anecdote of a friend's impermissible utterance at an "open" encounter group (in California, no less) both to provide an analogy for the limits contained within a syllabus and to argue that, in the case of a debate over syllabus reform, one must say the unutterable and wrest one's interlocutors out of their particular language game. Also interesting is Williams' use of the figure of a palimpsest-like map of English literature, one that contains layers of a "selective tradition" carved out by generations of scholars. The "substratum" of this imagined map is the crucial issue of the English language. ![](whitebal.gif)<NAME>, "Reading the World: Literary Studies in the Eighties," (1985) > Excerpts from an essay collected in _In Other Worlds_ (1987). Interesting to me in that critical reading and pedagogy become the means of fusing "theory" and the "practical-historical"; teaching literature, then, means teaching students to "read the world." Great metaphor describing teachers of literature: "the disc jockeys of an advanced technocracy" (with the illusion that we're free to play), which she'll carry over to "Explanation and Culture" in the same volume. (96) ![](whitebal.gif)<NAME>, "Minute on Indian Education," (February 1835) > Long considered the text that put the nail in the coffin, so to speak, and directly caused the shift in official British educational policy in India (then Governor-General Lord Bentinck did issue a resolution in March 1835, declaring that English literature and language were to be taught to the "natives"), Macaulay's Minute was actually one of many documents written in the 45 or so years of the Orientalist-Anglicist controversy. I think its fame derives partly from its rhetoric and partly from both its positioning (near the end) and Macaulay's (1800-1859) fame at the time it was published (it wasn't registered in the government office in Bengal until 1862, after which Sir George Trevelyan presumably copied it, or received it from someone who copied it, and sent it off to a London magazine). But, this is speculation; it is still important in terms of the history of English studies. ![](whitebal.gif)<NAME>, Masks of Conquest: Literary Study and British Rule in India, (1989) > Now acknowledged as the definitive study of the "origins" of English Studies, _Masks_ firmly locates these origins in their colonial context and argues that the humanizing and civilizing mission widely accepted to be at the heart of the disipline was absolutely bound up with the civilizing mission in British India. English studies, then, played a central role in the British efforts to institute and maintain hegemonic control over the "natives." One could extract and say that writing and violence are ever-interwoven. ![](whitebal.gif)<NAME>, "What Is an Author?" > Excerpts on the "author-function" ![](whitebal.gif)<NAME>, "Translator's Foreword: Pleasures of Philosophy" (1987) > From his introduction to Deleuze and Guattari's _A Thousand Plateaus_ , these excerpts point to the example of the University of Berlin in order to make explicit the connections between philosophy and the State. As far as I know, Deleuze and Guattari do not specifically address the university per se in _ATP_ , but Massumi is here connecting the idea of "State thought" to Lyotard's discussion of the university from _The Postmodern Condition_ (another major translation of his). I've included footnotes -- a rare treat -- because of the great insult to Habermas. ![](whitebal.gif)<NAME>, "We Scholars" from _Beyond Good and Evil_ (1886) ![](whitebal.gif)<NAME>, "The Worst Neighborhoods of the Real: Philosophy - Telephone - Communication" from _Finitude's Score: Essays for the End of the Millennium_ (1994). > It would have been difficult indeed to pass over this piece once I read this sentence: "Philosophy's invasion of literature took place when the border patrol was out having a cigarette." These excerpts for the most part loosely address the rhetoric of contamination used to circumscribe the events of philosophy's supposed fall from the pristine ivory towers (de Man and Heidegger). As Ronell notes, one of the dreams of the academy is to contain the infection and leakage by "shutting down the flow." ![](whitebal.gif)<NAME>, Preface to his Edition of Shakespeare's Plays (1765; U Toronto) ![](whitebal.gif)<NAME>, Lyrical Ballads: Advertisement and Preface (Michael Gamer) ![](whitebal.gif)Prose and Verse Criticism of Poetry (UToronto) ![](whitebal.gif)<NAME>, The Function of Criticism at the Present Time (1865; U Toronto) ![](whitebal.gif)<NAME>, Lectures on Rhetoric and Belles Lettres (1762-63) * * * `Other English Studies Pages:` ![](whitebal.gif)European History of English Studies (Balz Engler & Renate Haas) `Technology and English Studies: ` ![](whitebal.gif)English Studies and Technology English Studies Links (E.J. Inglis-Arkell) ![](whitebal.gif)Computing Resources for English Studies: An Introduction ![](whitebal.gif)Technical information relevant to Oxford University, but there are a few good lists of resources: Online texts and archives; Internet Libraries; and Electronic Journals and Bulletin Boards * * * --- \| ![<NAME>](Galoshes.jpg) <NAME> \| Dept of English University of Minnesota <EMAIL> ---\|--- "Today, how can we not speak of the university?" \-- <NAME>, "The Principle of Reason: The University in the Eyes of Its Pupils" ![](copyrigh.gif) <NAME> Page Created: May 1995, while a graduate student in English at the University of California, Santa Barbara. <file_sep>![Western Washington University](./images/western.gif) * * * MATHEMATICS GRADUATE STUDENT HANDBOOK * * * This handbook is an attempt to collect in one place all of the most important information for students in the master's program in mathematics at Western Washington University. Our hope is that explaining the academic regulations in some detail would help to minimize any uncertainty about program requirements or expectations. TABLE OF CONTENTS 1. Admission Requirements 2. Graduation Requirements** Course Requirements Grading Policy Plan of Study Qualifying Exam Advancement to Candidacy Project Thesis Option Transfer Credit Full-time Status Additional Requirements 3. The Project Eligibility and Outline of procedures Objectives Role of the Supervisor The Oral Examination The Colloquium Talk Grading 4. The Thesis Eligibility and Outline of Procedures Evaluation of Proposal The Thesis Adviser The Thesis Committee Content and Evaluation of the Thesis The Final Evaluation The Public Defense Award of "<NAME>" 5. Sources of Financial Support 6. For T.A.'s Payday Office, Key, Materials Missing Your Class Cheating Incomplete Grade Contract (K-Grade) Final Grades Teaching Evaluations 7. Summary of Procedures for the Master's Degree 1\. ADMISSION REQUIREMENTS To be eligible for full admission to the M.S. program in Mathematics, a students should have a baccalaureate degree and 1) have completed the following courses or their equivalent with a grade of "B" or better: Math 224, 304, 312, 331, CS 120, and two courses at the 400 level, 2) have an overall GPA in undergraduate mathematics of at least 3.0, and 3) have taken the General Aptitude Test of the Graduate Record Examination. A student whose native language is not English must have passed the TOEFL Examination within the two year period prior to entering the graduate program with a score of at least 565. A student who has completed all of the courses listed under (1) but who can demonstrate strong promise of the ability to succeed in the M.S. program in Mathematics may be admitted with special stipulations. The Graduate Adviser will specify the coursework necessary to correct the weaknesses in the student's background and the time period for its completion. In some cases one or more of these courses may be acceptable as part of the graduate degree program. A very limited number of students who undergraduate GPA in mathematics is below 3.0 may be granted provisional admission. The Graduate Adviser, will specify the conditions to be satisfied by the student in order to qualify for full admission. A student on provisional status may not hold a Teaching Assistantship, but is eligible for other forms of financial support. See the section "Sources of Financial Support." 2\. GRADUATION REQUIREMENTS A student may select either a non-thesis program with a project (48 credits including 2 project credits) or a program with both the project and a thesis option (45 credits including up to 6 thesis/project credits). The specific course requirements, the Plan of study, the Qualifying Exam and other requirements for Advancement to Candidacy are common to both options, as are the project oral exam and colloquium talk. Other requirements are as described for the particular option. Departmental policy limits students to at most 4 credits of seminars, and limits reading courses to those who have been advanced to candidacy. At most 4 credits of thesis (Math 690) may be applied toward the degree. (This is in addition to the 2 credits of Math 691 allowed for the project). _Course Requirements _ The following courses or their equivalents must be completed before graduation: Math 504, 521, 522, and one course or its equivalent from each of the following lists: (1) 502, 503, 560, 564, 566 (2) 523, 525, 527, 528, 539, 562 (3) 535, 542, 545, 570 (4) 510, 511, 573, 575, 577. The student's program must include at least 4 of the following courses: Math 503, 511, 523, 525, 527, 528, 533, 539, 545, 560, 562, 564, 566, 570, 573. The departmental Graduate Committee may add other courses to this list. A student who has had an equivalent course as an undergraduate will not have to take the course as part of the graduate program. However a student may not receive credit toward a master's degree at Western for courses which have been used as part of a previous degree. Note that although in some cases a student may be required to complete some credits at the 300 level and/or more than 10 credits at the 400 level to make up for deficiencies in preparation for graduate study, no 300 level credits and at most 10 400 level credits may be counted towards the credit requirements for the degree. _Grading Policy _ The current grading policy is as follows (see also "Additional Requirements"): I) Over a two-year period, about half of the grades in the graduate courses should be either A or A-. ii) The grade B is regarded as satisfactory, but B- is not. iii) For a dully numbered course, the assignment of grades to graduate students is (in principle) not related to the assignment of grades to the undergraduates. _Plan of Study _ The "Plan of Study" is an agreement between the student and the University specifying a list of courses which, when completed, satisfy the course work requirements of the degree. The Plan is drawn up by the student in consultation with the Graduate Adviser and admitted to the Graduate School. The purpose of the Plan is to formalize each student's expectations, and protect the student. The Plan should be completed during the first quarter of study or, if this is not possible by the end of the first year of the program. It is understood that plans can change; amendments to the Plan can be made by submitting a Change of Plan of Study form to the Graduate School. _Qualifying Exam _ Each student must pass a Qualifying Exam before being advanced to candidacy, and therefore before approval of project topic. The exam covers calculus, elementary linear algebra, and elementary differential equations and is designed to allow a student to demonstrate mastery of these subjects at an early point in graduate study/ Failure to complete this requirement in the first year of study may make it difficult to complete the degree within two years. The exam is normally given before classes begin in September and March. A student needing more than three attempts to pass the exam must have permission of the Graduate Committee to remain in the program. _Advancement to Candidacy _ A student is eligible for advancement to candidacy after he or she has 1) received full admission to graduate degree status, 2) completed at least 12 credits of graduate course work with a grade of B or better, 3) filed a Graduate Plan of Study with the Graduate School, 4) passed the Qualifying Exam. Advancement is granted by the Graduate School upon the recommendation of the Graduated Adviser. It is the student's responsibility to initiate the process when the requirements above have been satisfied. _Project _ All students must complete the requirements of the project. Two credits toward the degree will be awarded upon successful completion of the project which will involve both an oral examination on the subject of the project and a colloquium presentation to the mathematical community. See the section entitled "The Project." _Thesis Option _ A student who elects the thesis option may complete the degree with 45 credits of which at most 4 are thesis credits (Math 690). The procedures for selecting a thesis committee, for submission of the thesis, and for the thesis defense are described in the section entitled: "The Thesis." The student should note that the departmental Graduate Committee will not approve a specific thesis proposal until the student passes the oral exam for the project, schedules the colloquium, and submits a satisfactory 3-page sample of expository mathematical writing to the graduate Committee. It is intended that the actual writing of the thesis will begin after the colloquium has been presented. The intended time of graduation should be two quarters (excluding summer) after the oral examination. For example, to graduate in June, the student would have to pass the oral examination by Fall quarter, and would have started work on the project the previous June. The Committee reserves the right to decide that a student cannot select the thesis option if it feels that he or she is not suitable prepared. _Transfer Credit _ At most nine quarter hours of transfer credit can be included in the program. These credits must be submitted for approval to the Graduate Adviser. If accepted by the Graduate Adviser and the Graduate Dean, they will be included in the student's Plan of Study. To be acceptable as transfer credit, courses must be of a level equivalent to that of Western courses acceptable in the graduate program, must not have been used as part of the requirements for any previous degree, and must have been completed within five years of the expected date of graduation. _Full-Time Status _ For purposes internal to the Graduate School, a student is considered to be full-time if registered for at least 8 credits. In particular, a Teaching Assistant must register for at least 8 credits each quarter. To receive money through the Financial Aid Office, a graduate student must be registered for at least 109 credits. This applies to certain tuition waivers and also to graduate work-study money. _Additional Requirements _ In addition to the requirements above, the Graduate School has a number of requirements concerning residency, time limits, grades and so forth. These are summarized here. See the Graduate section of the General Catalog for additional details. 1) Residence A student must be registered for at least 2 credits during the quarter of his of her graduation, or during the quarter before graduation. 2) Time Limit The degree program must be completed within five years. 3) Grades A student must maintain a GPA of at least 3.0 to remain a candidate for a graduate degree. Courses taken Pass/Fail may not be applied toward a graduate degree. A student who receives more than 10 credits of "C" or lower grades is removed from the program. Every "C" received, including those from courses repeated later, counts toward the total. 3\. THE PROJECT _Eligibility and Outline of Procedures_ A student may begin formal work on a project after being advanced to candidacy. The project will involve independent study under the direction of a supervisor, an oral examination, and a colloquium presentation to the department. The first step is selection, with the aid of the Graduate Adviser as necessary, of a project supervisor. No student shall be denied the opportunity to have a supervisor. The subject matter of the project shall be chosen by the student and the supervisor together. After obtaining the supervisor's approval the student shall submit to the graduate Committee a typed proposal, approximately one page long, setting out the topic to be studied and a list of references. This must be done by the end of the second quarter before the quarter in which the student plans to graduate except by permission of the Graduate Committee. (For example, a student planning to graduate in June would have to submit the proposal during fall Quarter.) This proposal may be accepted (possibly subject to revisions) or rejected by the Graduate Committee. If accepted, the Graduate Committee will select a project committee; the student must consult the Chair of the Graduate Committee to select a date for the oral exam. This date must occur prior to the quarter in which the student graduates. After a successful oral exam, the student will give a public presentation of the project work. This must be completed before final certification to the Graduate school that the student has completed all degree requirements under the non-thesis option. _Objectives _ The purpose is to establish that the student is able to engage in independent study of advanced mathematical material and to present the results of such study in a scientific and scholarly manner. In order to meet this purpose the material concerned should lie beyond the scope of courses normally taught at WWU, but may for example be based on topics covered in advanced texts or published papers appearing in journals. _Role of the Supervisor _ It is the task of the supervisor to guide and assist the student where necessary, beginning with preparation of proposal for submission to the Graduate Committee. The supervisor should meet regularly with the student to monitor the progress of the work, and should provide appropriate criticism of both the work and the oral presentations. In particular, the supervisor should hear preliminary versions of the colloquium talk and offer constructive suggestions for its improvement. _The Oral Examination _ A one-page handout must be prepared by the student and supervisor, and distributed by the latter at least two days before the oral exam. The handout should include date, time, and place, and names of the project committee members. The student will give a 15-20 minute summary of the material studied during the project to an audience of faculty members only, and will be expected to answer questions designed to reveal whether a satisfactory understanding of the material and background has been achieved. The Graduate Committee will meet immediately after the oral exam and will decide whether the student's performance is satisfactory. If so, the student may schedule the colloquium talk. If not, the student may repeat the oral exam once. If a second attempt is also unsuccessful, the student will be required to leave the graduate program. _The Colloquium Talk _ After the oral examination has been passed, the final step is a one hour colloquium talk by the student on his or her topic. In collaboration with the supervisor, the student must prepare a title and abstract for the talk, and give this to the Colloquium Organizer one week before the talk. The talk should be at a level suitable for graduate students in the department and should: 1) demonstrate a good understanding of the subject matter and familiarity with its broader mathematical context, 2) be of a sufficiently high mathematical level, and 3) be clear coherent, well organized, and interesting. The talk should be thoroughly prepared and practiced to fit within the time available. It should include a _brief_ introduction describing the problem, its history and significance, and outlining the content of the talk. Appropriate examples and applications should be included. The student is not expected to cover everything that he or she has learned during the project. No talk presented in a class such as a 599 seminar class may simultaneously serve as the colloquium talk, although the topic of the project may be related to a talk given in such a class. _Grading _ The project will be graded satisfactory (S) or unsatisfactory (U). 4\. THE THESIS _Eligibility and Outline of Procedures_ A student may begin formal work related to the thesis option after being advanced to candidacy. It is his or her responsibility to find a faculty member willing to serve as adviser for the project and thesis and their joint responsibility to develop a thesis/project proposal for submission to the Graduate Committee. The proposal should be accompanied by a three-page sample of mathematical expository writing that conforms to the norms of the mathematical literature. If the Graduate Committee approves the thesis/project proposal and is satisfied with the writing sample, and schedules a date for the oral exam, this action is still only a tentative approval of the thesis option. Approval for a thesis option will be given only after the student has passed the oral exam and scheduled the colloquium. After passing the oral exam and giving a satisfactory colloquium, the student may elect at any time not to select the thesis option. If the proposal is accepted, the student should find two other faculty members willing to serve with the thesis adviser on the thesis committee. The thesis topic and thesis committee membership must then be submitted for the Graduate Dean's formal approval on a "Statement of Problem" card, available at the Graduate Office or the Math Office. It is expected that a student would normally spend at least nine months (possibly including a summer) working on the thesis. _Evaluation of Proposal _ The Graduate Committee will evaluate the thesis proposal according to the following criteria: 1) mathematical maturity and level of preparedness of the student, 2) potential of the student to complete the proposed project, 3) suitability and significance of the topic. If the Committee feels that the student is not ready or suitable for the thesis option, then further course work could be prescribed for the thesis option might be declined altogether. _The Thesis Adviser _ It is the student's responsibility to find a faculty member willing to serve as an adviser and their joint responsibility to develop a proposal for submission to the Graduate Committee. Once this is accepted, the adviser is responsible for guiding the student, reading drafts, deciding on the suitability of subject matter, and monitoring progress. The advisor will also examine the written thesis in conjunction with the thesis committee and take part in the Final Evaluation. It is the responsibility of the thesis adviser to keep the thesis committee informed of the student's progress and of any possible difficulties. The adviser must be available for regular consultation at WWU throughout the envisaged period of study. The adviser and other members of the thesis committee normal will normally be on the list of graduate faculty. _The Thesis Committee _ The thesis committee will consist of the adviser and at least two other faculty members. They are expected to read and evaluate the thesis and to participate in the Final Evaluation. they are also expected to monitor the student's progress about halfway through the period of study for the intermediate progress report. Regular contact with the student during the course of study is encouraged. _Content and Evaluation of the Thesis _ The student is expected to demonstrate in the thesis knowledge of the field within which the thesis topic lies, the relevant literature, and the context of his or her work. This thesis must constitute a contribution to mathematical knowledge and understanding either by means of a critical review, comparison, unification of material or by some (original) mathematical advance. In all of the above the contribution must be of a substantial nature and both the oral and written presentations must be done in a scholarly manner. A coherent written draft of the thesis will be required by the thesis committee before the eighth week of the quarter before the quarter in which the student expects to graduate. A final draft of the thesis must be available to the thesis committee and any other interested faculty at least two weeks before the Final evaluation. If the thesis committee feels that the thesis requires more than minor typographical corrections, the Final Evaluation must be postponed until the committee is satisfied. In practice, the adviser is expected not to permit submission of a final draft until he or she feels that it will be considered acceptable. If, after at least two "final" versions have been examined, the committee feels it appropriate to inform the student that the thesis project has been unsuccessful they may do so and the student will be required to drop the thesis option. The format of the thesis must conform to the norms of the mathematical literature and to the regulations of the Graduate School. A copy of the Graduate School regulations is available from the Department Office. _The Final Evaluation _ The Final Evaluation is made by the thesis committee (including the thesis adviser). This meeting is not open to the student, but the members of the graduate committee are invited to attend. It must take place not later than the fourth week of the quarter in which the student plans to graduate and must be scheduled at least two weeks in advance. The thesis committee will meet immediately after the Final Evaluation to make a decision regarding its acceptability. If the thesis is judged not acceptable, the student will be allowed one further Final Evaluation. _The Public Defense _ After the thesis has been accepted by the Final Evaluation, the final step is a one hour Public Defense by the student. the student should first spend 40 minutes giving an overview of his or her work. There will then be a question session in which the adviser and other members of the thesis committee asks questions specifically related to the thesis and to the more general field within which it lies. Some of these questions may be posed ahead of time so that the student can prepare in advance. Once the adviser and thesis committee have completed their questions, other faculty and the Graduate Council representative will be given an opportunity to put questions to the candidate. The Graduate Office must be informed at least two weeks before the Public Defense in order to allow for the presence of a representative of the Graduate Council. _Award of "<NAME>" _ If the Graduate Committee, upon the recommendation of the thesis committee, feels that the thesis work and course work is of a particularly high quality, they may declare that the master's degree is awarded Cum Laude. This is purely a departmental award which can be referred to on the student's vitae and in letters of recommendation. 5\. SOURCES OF FINANCIAL SUPPORT ** The three principal sources of financial support through the Graduate School are teaching assistantships, the graduate work-study program, and partial tuition and fee waivers. _Teaching Assistantships _ A student interested in receiving a Teaching Assistantship should apply at the same time as applying for admission to the graduate program. Note that a separate form is required. The duties of a T.A. generally involve the teaching of one section of an elementary mathematics course each quarter under the supervision of a faculty member. A student must be fully admitted to the graduate program in order to be eligible for a T.A. A student may receive support as a T.A. for at most six quarters. Once a student has received a full Teaching Assistantship, it will generally be renewed for as long as necessary (within the six quarter limitation) provided he or she continues to make adequate progress toward the degree and is a successful teacher. _Graduate Work-Study Program* _ Graduate work-study money is available through the Financial Aid office on the basis of financial need to graduate students not holding a Teaching Assistantship. Provisionally admitted students are eligible for this money provided they qualify on the basis of need. Students are eligible to work for at most 19 hours per week at a rate which is comparable to that of a T.A. Duties consist generally of assistance with the instructional program of the department in a manner determined by the student's experience and by the number of hours per week allowed. _Partial Tuition and Fee Waivers* _ A limited number of partial tuition waivers of $375/quarter are available through the Graduate Office upon the recommendation of the Mathematics Department to residents of the state of Washington who are not Teaching Assistants. It is necessary to be registered for at least 10 credits in any quarter in which a tuition waiver or work-study money is received. Credits such as P.E. activity courses are acceptable. _Available Sources _ 1) For the past several years four or five graduate students have been hired as instructors during Summer quarter to teach one course each. Preference is given to experienced T.A.'s who have about a year of work remaining for the master's degree. Demonstrated teaching ability is a prime consideration in selecting these instructors. This position does not count toward the six quarter limit on T.A.'s. 2) Whatcom Community College occasionally hires second-year graduate students to teach a course. 3) Private tutoring. 6\. For T.A.'s * _Payday_ The first payday is usually October 10th. However you cannot be paid until you fill out a W-4 and an I-9 form. Please fill out these forms as soon as you can and give them to a secretary in BH 202. Along with the form you will need to present one or more identifying documents. _Office, Key, Materials _ The Graduate Secretary will assign you a desk in an office and will provide you with an office key. _If you lose your key you will have to pay for a replacement_ , which will probably take at least a week to get. Please put your name on a large sheet of paper and tape it to your desk. Computer terminals are available in BH 229, 231, 233 and 244. They are for the use of T.A.'s only--no exceptions. Offices are for the use of T.A.'s only--not other students or friends. You will need to choose 5 hours per week for office hours and post these outside your office. T.A.'s often choose common office hours (which are always noisy) in order to keep the office a quiet and usable study room at other times. ALWAYS be there for each full office hour. Office supplies (pencils, red pens for grading, etc.) are in BH 202\. The copy card for the copy machine is in BH 200. You may not use the departmental copy card for personal use, but you can purchase a personal copy card at Wilson Library Copy Center. For copying materials for every member of your class, you must use the services of Copy Duplicating; your lead instructor must make the copy duplicating request (unless you are teaching Math 99). You have a mailbox in BH 211. check it daily as this is where notices, many of which have time deadlines, will be deposited. _Your Class _ You will be teaching one section of a course in which there is a lead instructor. The lead instructor will be responsible for the exams (though you may be asked to help compose them) and the grading scheme. The T.A.'s will do much of the grading. The lead instructor will assist you with materials to be taught, assist you in limiting the time you spend on all teaching duties to not more than 20 hours in any one week, determine the class syllabus, and will also meet with you regularly to discuss how and when to cover the material. You are expected to attend these sessions, to work cooperatively with the lead instructor and your peers, to assist in paper grading, to prepare well for each class you teach, and to start each class on time. All class handouts must be approved in advance by the lead instructor. The lead instructor is there to help you become a better teacher. (Remember that all of us always have room for improvement.) The following statement concerning the relationship between teachers and students pertains to all teaching levels and is worth thinking about. "I've come to the frightening conclusion that I am the decisive element in the classroom. My personal approach creates the climate. My daily mood makes the weather. As a teacher, I possess a tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized." \- <NAME>. If a student in your class wants a special favor--some variation in the announced grading scheme or the privilege of taking a quiz or exam at other than the announced time, getting an "incomplete," or changing the grading scale for instance--refer the student to the lead instructor. Avoid ingratiating yourself with your class by complaining about the lead instructor to them. Always remember that while acting as a T.A. you are a colleague and we expect you to behave like one. _Missing Your Class _ If you ever have to miss a class for health or other reasons (it goes without saying that "other" reasons should be equally compelling) get another T.A. or faculty member to substitute for you and always report each absence to the lead instructor and to the Graduate Adviser. We have the general policy of helping each other as needed, so we don't pay substitutes, but rather hope that it all balances out overall. _Cheating _ It is an unfortunate fact that you may have to cope with cheating in your class. You should try to avoid it by careful proctoring of exams and other mechanisms that you may discuss with your lead instructor. Sometimes suspected cheating may be squelched before it has any effect without making any formal accusation. Just take away the extra notes, make students who seem to be collaborating move to different seats or whatever is appropriate. If you suspect (or know of) cheating after an exam, _do not_ attempt to deal with the situation yourself. _At no time should you publicly accuse a student of cheating._ Among other things, doing so exposes you to the legal danger of libel and slander. Take such cases to your lead instructor and the Graduate Adviser to deal with. There is a very well developed university policy on cheating which you should read; a student found cheating received an F for the course and is placed on a list in the office of the Vice President for Academic Affairs. _Incomplete Grade Contract (K-Grade) _ Incomplete grade contracts must be completed with the lead instructor of Graduate Advisor. Refer such requests to the appropriate person. _Final Grades _ At the end of each quarter you have taught, be sure the Graduate Secretary has a copy of your final grade sheet, a copy of your record for each test score for every student and a copy of the syllabus (or whatever you have showing grade cut-offs). Since students may request a grade change after you have left WWU. _Teaching Evaluations _ You are required to have student evaluations of EACH YOU CLASS YOU TEACH. Each quarter, a form will appear in your mailbox with _must_ be filled in and sent to the Testing Center to request a package of evaluation forms for your class. _Failure to comply with the procedure detailed in this package may result in cancellation of your assistantship. _ _General Expectations _ No use of alcohol or drugs will be allowed during working hours. If there is any incident where we believe the use of alcohol or drugs affected your T.A. duties, you will be required to have an evaluation within one week of the incident, and to follow the recommendations that result from the alcohol or drug evaluation. Use of abusive language or behavior, either with your students, your peers, or your instructors, is not acceptable. Sexual harassment (defined in the university catalog) is unacceptable. Failure to meet the expectations listed in the above sections may be considered grounds for dismissal. It is expected that lead instructors and T.A.'s will carry out their duties as outlined in their job descriptions and that conflicts in jointly taught classes will be rare. When possible, interpersonal conflicts should be handled by the parties involved through direct discussion and compromise, whether the conflict involves T.A.'s students, or the lead instructor, always recognizing that the ultimate goal is to provide a good learning environment for our undergraduates. If an affected party feels uncomfortable handling the conflict directly, or if a problem arises for which the party involved feels that direct discussion is inappropriate, or if the conflict remains unresolved after direct discussion, the following steps should be taken in the order given, as appropriate. 1) Consult with the lead instructor. 2) Seek a mutually agreed upon mediator - possibly the Graduate /Adviser. 3) Consult the department's chairman. If a situation involving a T.A. is serious enough to involve possible dismissal, written notification will be given to the T.A. indicating deficiencies. If the deficiencies are not corrected in a timely fashion, the matter will be referred to the Executive Committee. T.A.'s may be relieved of their teaching responsibilities by the Executive Committee in case of inadequate progress towards their degree, use of alcohol or drugs, in such a way as to hinder their performance as a T.A., or inadequate performance in their teaching responsibilities as stated in the job description. 7\. SUMMARY OF PROCEDURES FOR THE MASTER'S DEGREE Procedure Responsibility Where Initiated When Application Student Graduate Office EARLY! Registration Student With Grad. Adv. See academic calendar Materials Grad. Adviser Graduate Dean Plan of Study Student Department During first quarter of study Qualifying Student Department During first year, Exam preferably Fall Qtr. Advancement Student Department, then After satisfactory to Candidacy Grad. Adv. Grad. Office completion of 12 credits, passage of Qual. Exam Selection of Student Department After adv. to project adv. Grad. Adv. candidacy Oral exam Grad. Comm. Department Quarter prior to Student final qtr. Selection of Student Department After project's oral thesis adviser exam (Thesis option) Thesis Defense Student Department By 4th week of final Thesis Adv. quarter Submission of Student Department 4 weeks before thesis Grad. Office end of final qtr. Colloq. talk Student Department follows oral Application Student Department, Quarter prior to for degree Grad. Office final quarter (blue card) Recomm. Grad. Adv. 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refs/heads/master	<repo_name>TWANG006/TW<file_sep>/TW/TW_Core/cpufftccicgnworkderthread.cpp #include "cpufftccicgnworkderthread.h" CPUFFTCCICGNWorkderThread::CPUFFTCCICGNWorkderThread(//Inputs ImageBufferPtr refImgBuffer, ImageBufferPtr tarImgBuffer, int iWidth, int iHeight, int iSubsertX, int iSubsetY, int iGridSpaceX, int iGridSpaceY, int iMarginX, int iMarginY, const QRect &roi, const cv::Mat &firstFrame) {} CPUFFTCCICGNWorkderThread::~CPUFFTCCICGNWorkderThread() { } <file_sep>/TW/TW_EngineTester/MemAllocatorTest.cpp //#include "TW_MemManager.h" // //#include <gtest\gtest.h> // //using namespace TW; // //TEST(hcreateptr, Host_memory_allocation) //{ // float ptr; // hcreateptr<float>(ptr, 4); // // ptr[3] =12; // std::cout<<ptr[3]<<std::endl; // // hdestroyptr<float>(ptr); // EXPECT_EQ(nullptr, ptr); //} // //TEST(cucreatptr, Pinned_memory_allocation) //{ // float **ptr; // cucreateptr<float>(ptr, 1, 2, 3, 4); // cudestroyptr<float>(ptr); // EXPECT_EQ(nullptr, ptr); //} <file_sep>/TW/TW_Engine/TW_paDIC_ICGN2D.cpp #include "TW_paDIC_ICGN2D.h" namespace TW{ namespace paDIC{ ICGN2D::ICGN2D(/const cv::Mat& refImg, const cv::Mat& tarImg,/ //const cv::Mat& refImg, int_t iImgWidth, int_t iImgHeight, int_t iStartX, int_t iStartY, int_t iROIWidth, int_t iROIHeight, int_t iSubsetX, int_t iSubsetY, int_t iNumberX, int_t iNumberY, int_t iNumIterations, real_t fDeltaP) : m_iImgWidth(iImgWidth) , m_iImgHeight(iImgHeight) , m_iStartX(iStartX) , m_iStartY(iStartY) , m_iROIWidth(iROIWidth) , m_iROIHeight(iROIHeight) , m_iSubsetX(iSubsetX) , m_iSubsetY(iSubsetY) , m_iNumberX(iNumberX) , m_iNumberY(iNumberY) , m_iNumIterations(iNumIterations) , m_fDeltaP(fDeltaP) , m_isRefImgUpdated(false) //, m_refImg(refImg) { // Precompute parameters m_iPOINumber = m_iNumberX m_iNumberY; m_iSubsetH = m_iSubsetY * 2 +1; m_iSubsetW = m_iSubsetX * 2 +1; m_iSubsetSize = m_iSubsetH * m_iSubsetW; } ICGN2D::ICGN2D(const cv::Mat& refImg, int_t iImgWidth, int_t iImgHeight, int_t iStartX, int_t iStartY, int_t iROIWidth, int_t iROIHeight, int_t iSubsetX, int_t iSubsetY, int_t iNumberX, int_t iNumberY, int_t iNumIterations, real_t fDeltaP) : m_iImgWidth(iImgWidth) , m_iImgHeight(iImgHeight) , m_iStartX(iStartX) , m_iStartY(iStartY) , m_iROIWidth(iROIWidth) , m_iROIHeight(iROIHeight) , m_iSubsetX(iSubsetX) , m_iSubsetY(iSubsetY) , m_iNumberX(iNumberX) , m_iNumberY(iNumberY) , m_iNumIterations(iNumIterations) , m_fDeltaP(fDeltaP) , m_isRefImgUpdated(true) , m_refImg(refImg) { // Precompute parameters m_iPOINumber = m_iNumberX * m_iNumberY; m_iSubsetH = m_iSubsetY * 2 +1; m_iSubsetW = m_iSubsetX * 2 +1; m_iSubsetSize = m_iSubsetH * m_iSubsetW; } ICGN2D::~ICGN2D() {} void ICGN2D::setROI(const int_t& iStartX, const int_t& iStartY, const int_t& iROIWidth, const int_t& iROIHeight) { m_iStartX = iStartX; m_iStartY = iStartY; m_iROIWidth = iROIWidth; m_iROIHeight = iROIHeight; } } //!- namespace paDIC } //!- namespace TW<file_sep>/TW/TW_Engine/TW_paDIC_FFTCC2D_CPU.h #ifndef TW_PADIC_FFTCC2D_CPU_H #define TW_PADIC_FFTCC2D_CPU_H #include "TW.h" #include "TW_paDIC.h" #include "TW_paDIC_FFTCC2D.h" namespace TW{ namespace paDIC{ class TW_LIB_DLL_EXPORTS Fftcc2D_CPU : public Fftcc2D { public: Fftcc2D_CPU(const int_t iImgWidth, const int_t iImgHeight, const int_t iStartX, const int_t iStartY, const int_t iROIWidth, const int_t iROIHeight, const int_t iSubsetX, const int_t iSubsetY, const int_t iGridSpaceX, const int_t iGridSpaceY, const int_t iMarginX, const int_t iMarginY, paDICThreadFlag tFlag); ~Fftcc2D_CPU(); virtual void ResetRefImg(const cv::Mat& refImg) override; virtual void SetTarImg(const cv::Mat& refImg) override; void InitializeFFTCC(// Inputs const cv::Mat& refImg, // Outputs int_t *& iPOIXY, real_t& fU, real_t& fV, real_t& fZNCC); void Algorithm_FFTCC(// Inputs const cv::Mat& tarImg, int_t* const& iPOIXY, // Outputs real_t& fU, real_t& fV, real_t& fZNCC); void ComputeFFTCC(// Inputs const int_t iPOIXY, const int id, // Outputs real_t &fU, real_t &fV, real_t &fZNCC); void FinalizeFFTCC(int_t & iPOIXY, real_t & fU, real_t & fV, real_t & fZNCC); private: paDICThreadFlag m_tFlag; bool m_isDestroyed; cv::Mat m_refImg; // Ref Img cv::Mat m_tarImg; // Tar Img int m_iFFTSubsetW; int m_iFFTSubsetH; int m_iPOINum; real_t m_fSubset1; fftw3Complex m_freqDom1; real_t m_fSubset2; fftw3Complex m_freqDom2; real_t m_fSubsetC; fftw3Complex m_freqDomC; fftw3Plan m_fftwPlan1; fftw3Plan m_fftwPlan2; fftw3Plan m_rfftwPlan; }; } // namespace paDIC } // namespace TW #endif // !TW_PADIC_FFTCC2D_CPU_H <file_sep>/TW/TW_Core/FrameLabel.h #ifndef FRAMELABEL_H #define FRAMELABEL_H #include <QPointer> #include <QLabel> #include <QPoint> #include <QRect> #include <QMenu> #include <QMouseEvent> #include "Structures.h" class FrameLabel :public QLabel { Q_OBJECT public: FrameLabel(QWidget parent = 0); QPoint GetCursorPos() const; void SetCursorPos(const QPoint& point); protected: void mouseMoveEvent(QMouseEvent); void mousePressEvent(QMouseEvent); void mouseReleaseEvent(QMouseEvent); void paintEvent(QPaintEvent); // void createContextMenu(); private: QPoint m_starPoint; QPoint m_cursorPos; QScopedPointer<QRect> m_roiBox; MouseData m_mouseData; bool m_isDrawingBox; signals: void sig_newMouseData(const MouseData& mouseData); void sig_mouseMove(); }; #endif // !FRAMELABLE_H <file_sep>/TW/TW_EngineTester/GPUutils_test.cpp //#include "gtest\gtest.h" //#include <Qdebug> // //#include "TW.h" //#include "TW_utils.h" //#include "TW_cuTempUtils.h" //#include "GPUThrust.cuh" // // // //// //using namespace TW; //// ////TEST(POIpos1, POI_Position) ////{ //// int_t h, d; //// //// cuComputePOIPostions( //// d, h, //// 157, 157, //// 5, 5, //// 16, 16, //// 3, 3); //// //// for (auto i = 0; i < 4; i++) //// { //// //// for (auto j = 0; j < 4; j++) //// { //// std::cout<<" [ "<< h[(i * 4 + j)2] << ", " << h[(i 4 + j) * 2 + 1]<<"]"; //// } //// std::cout << "\n"; //// } //// //// cudaFree(d); //// free(h); ////} // //TEST(SAXPY_1, saxpy) //{ // float a[] = {1,1,1,1,1}; // float b = new float[5]; // // float aa; // cudaMalloc((void*)&aa, sizeof(float)5); // cudaMemcpy(aa,a,sizeof(float)5, cudaMemcpyHostToDevice); // // cuSaxpy(5, 1, aa, 0, aa); // // cudaMemcpy(b,aa,sizeof(float)5, cudaMemcpyDeviceToHost); // // qDebug()<<b[0]<<b[1]<<b[2]<<b[3]<<b[4]; // // delete b; // cudaFree(aa); //} // //TEST(CUDAInitialization, cuInitialize) //{ // int h, d; // h = new int[10]; // cudaMalloc((void*)&d, sizeof(int)10); // // cuInitialize<int>(d, 10, sizeof(int)10,0); // // cudaMemcpy(h,d,sizeof(int)10,cudaMemcpyDeviceToHost); // // EXPECT_EQ(10, h[0]); // EXPECT_EQ(10, h[9]); // // qDebug()<<h[0]<<h[3]; // // cudaFree(d); // delete h; h= nullptr; //} // //TEST(THRUST, deviceReduction) //{ // int h, d; // // h = new int[10]; // // for(int i=0;i<10;i++) // h[i] = i; // // cudaMalloc((void*)&d, sizeof(int)10); // cudaMemcpy(d,h,sizeof(int)10,cudaMemcpyHostToDevice); // // int m,n; // // maxReduction(d, m, n, 10); // // qDebug()<<m<<", "<<n; // // delete h; h = nullptr; // cudaFree(d); //} // //TEST(THRUST_minmax, Thrust_minmax) //{ // int h, d1, d2; // int h1r, h1rr, h2r, h2rr, d1r, d1rr, d2r, d2rr; // h = new int[10]; // h1r = new int[1]; // h2r = new int[1]; // h1rr = new int[1]; // h2rr = new int[1]; // // for(int i=0;i<10;i++) // h[i] = i; // // cudaMalloc((void)&d1r, sizeof(int)); // cudaMalloc((void)&d2r, sizeof(int)); // cudaMalloc((void)&d1rr, sizeof(int)); // cudaMalloc((void)&d2rr, sizeof(int)); // cudaMalloc((void*)&d1, sizeof(int)10); // cudaMalloc((void*)&d2, sizeof(int)10); // // // cudaMemcpy(d1,h,sizeof(int)10,cudaMemcpyHostToDevice); // cudaMemcpy(d2,h,sizeof(int)10,cudaMemcpyHostToDevice); // // minMaxRWrapper(d1,d2,10,10,d1r,d1rr,d2r,d2rr); // // cudaMemcpy(h1r, d1r,sizeof(int),cudaMemcpyDeviceToHost); // cudaMemcpy(h2r, d2r,sizeof(int),cudaMemcpyDeviceToHost); // cudaMemcpy(h1rr,d1rr,sizeof(int),cudaMemcpyDeviceToHost); // cudaMemcpy(h2rr,d2rr,sizeof(int),cudaMemcpyDeviceToHost); // // qDebug()<<h1r<<","<<h1rr; // qDebug()<<h2r<<","<<h2rr; // // cudaFree(d1); // cudaFree(d2); // cudaFree(d1r); // cudaFree(d2r); // cudaFree(d1rr); // cudaFree(d2rr); // delete h; h = nullptr; // delete h1r; h1r = nullptr; // delete h2r; h2r = nullptr; // delete h1rr; h1rr = nullptr; // delete h2rr; h2rr = nullptr; //}<file_sep>/TW/TW_Core/onecamwidget.h #ifndef ONECAMWIDGET_H #define ONECAMWIDGET_H #include <QWidget> #include <QThread> #include <QPointer> #include "ui_onecamwidget.h" #include "Structures.h" #include "capturethread.h" #include "fftcctworkerthread.h" #include "icgnworkerthread.h" #include "glwidget.h" class OneCamWidget : public QWidget { Q_OBJECT public: ///\brief Constructor for the non-CPU_ICGN computation mode OneCamWidget( int deviceNumber, ImageBufferPtr refImgBuffer, ImageBufferPtr tarImgBuffer, int iImgWidth, int iImgHeight, int iNumberX, int iNumberY, const QRect& roi, // Add computation Mode ComputationMode computationMode = ComputationMode::GPUFFTCC, QWidget parent = 0); ///\brief Constructor for the CPU-ICGN computation mode, because the ICGN /// needs another set of ref & targ image buffers for its own use. OneCamWidget( int deviceNumber, ImageBufferPtr refImgBuffer, ImageBufferPtr tarImgBuffer, ImageBufferPtr refImgBufferCPU_ICGN, ImageBufferPtr tarImgBufferCPU_ICGN, const int iNumICGNThreads, int iImgWidth, int iImgHeight, int iNumberX, int iNumberY, const QRect& roi, ComputationMode computationMode = ComputationMode::GPUFFTCC, QWidget parent = 0); ~OneCamWidget(); bool connectToCamera( bool ifDropFrame, int iSubsetX, int iSubsetY, int iGridSpaceX, int iGridSpaceY, int iMarginX, int iMarginY, const QRect& roi); private: void stopCaptureThread(); void stopFFTCCWorkerThread(); void stopICGNWorkerThread(); signals: void titleReady(const QString&); public slots: void updateRefFrame(const QImage&); // signal: &capturethread::newRefFrame void updateTarFrame(const QImage&); // signal: &capturethread::newTarFrame void updateStatics(const int&, const int&); void testSlot(const float&); private: Ui::OneCamWidget ui; GLWidget m_twGLwidget; CaptureThread m_captureThread; // Capture thread QThread m_fftccWorkerThread; // FFTCC thread FFTCCTWorkerThread m_fftccWorker; // FFTCC worker QThread m_icgnWorkerThread; // ICGN thread ICGNWorkerThread m_icgnWorker; // ICGN worker std::shared_ptr<SharedResources> m_sharedResources; bool m_isCameraConnected; int m_iDeviceNumber; ImageBufferPtr m_refImgBuffer; ImageBufferPtr m_tarImgBuffer; // These three parameters will only be used if CPU ICGN is the computation mode ImageBufferPtr m_refImgBufferCPU_ICGN; // Ref Image buffer for the CPU ICGN ImageBufferPtr m_tarImgBufferCPU_ICGN; // Tar Image buffer for the CPU ICGN VecBufferfPtr m_fUBuffer; VecBufferfPtr m_fVBuffer; VecBufferiPtr m_iPOIXYBuffer; int m_iNumICGNThreads; int m_iImgWidth; int m_iImgHeight; int m_iNumberX; int m_iNumberY; ComputationMode m_computationMode; }; #endif // ONECAMWIDGET_H <file_sep>/TW/TW_Engine/TW_MemManager.cpp #ifdef TW_MEM_MANAGER_H //!- Host memory allo/deallo-cation methods. template<typename T> void hcreateptr(T& ptr, size_t size) { ptr = (T)calloc(size, sizeof(T)); } template<typename T> void hcreateptr(T*& ptr, size_t row, size_t col) { T ptr1d = (T)calloc(rowcol, sizeof(T)); ptr = (T*)malloc(rowsizeof(T)); for (int i = 0; i < row; i++) { ptr[i] = ptr1d + icol; } } template<typename T> void hcreateptr(T**& ptr, size_t row, size_t col, size_t height) { T ptr1d = (T)calloc(rowcolheight, sizeof(T)); Tptr2d = (T)malloc(rowcolsizeof(T)); ptr = (T**)malloc(rowsizeof(T*)); for (int i = 0; i < row; i++) { for (int j = 0; j < col; j++) { ptr2d[icol + j] = ptr1d + (icol + j)height; } ptr[i] = ptr2d + icol; } } template<typename T> void hcreateptr(T**& ptr, size_t a, size_t b, size_t c, size_t d) { T ptr1d = (T)calloc(abcd, sizeof(T)); Tptr2d = (T)malloc(abcsizeof(T)); T*ptr3d = (T)malloc(absizeof(T)); ptr = (T**)malloc(asizeof(T**)); for (int i = 0; i < a; i++) { for (int j = 0; j < b; j++) { for (int k = 0; k < c; k++) { ptr2d[(ib + j)c + k] = ptr1d + ((ib + j)c + k)d; } ptr3d[ib + j] = ptr2d + (ib + j)c; } ptr[i] = ptr3d + ib; } } template<typename T> void hdestroyptr(T& ptr) { free(ptr); ptr = nullptr; } template<typename T> void hdestroyptr(T& ptr) { free(ptr[0]); free(ptr); ptr = nullptr; } template<typename T> void hdestroyptr(T& ptr) { free(ptr[0][0]); free(ptr[0]); free(ptr); ptr = nullptr; } template<typename T> void hdestroyptr(T*& ptr) { free(ptr[0][0][0]); free(ptr[0][0]); free(ptr[0]); free(ptr); ptr = nullptr; } //!- Pinned host memory allo/deallo-cation methods template<typename T> void cucreateptr(T& ptr, size_t size) { cudaHostAlloc((void*)&ptr, sizesizeof(T), cudaHostAllocDefault); } template<typename T> void cucreateptr(T*& ptr, size_t row, size_t col) { T ptr1d; cudaHostAlloc((void*)&ptr1d, rowcolsizeof(T), cudaHostAllocDefault); ptr = (T)malloc(rowsizeof(T)); for (int i = 0; i < row; i++) { ptr[i] = ptr1d + icol; } } template<typename T> void cucreateptr(T**& ptr, size_t row, size_t col, size_t height) { T ptr1d; cudaHostAlloc((void*)&ptr1d, rowcolheightsizeof(T), cudaHostAllocDefault); Tptr2d = (T)malloc(rowcolsizeof(T)); ptr = (T*)malloc(rowsizeof(T*)); for (int i = 0; i < row; i++) { for (int j = 0; j < col; j++) { ptr2d[icol + j] = ptr1d + (icol + j)height; } ptr[i] = ptr2d + icol; } } template<typename T> void cucreateptr(T**& ptr, size_t a, size_t b, size_t c, size_t d) { T ptr1d; cudaHostAlloc((void*)&ptr1d, abcdsizeof(T), cudaHostAllocDefault); Tptr2d = (T)malloc(abcsizeof(T)); Tptr3d = (T)malloc(absizeof(T)); ptr = (T**)malloc(asizeof(T**)); for (int i = 0; i < a; i++) { for (int j = 0; j < b; j++) { for (int k = 0; k < c; k++) { ptr2d[(ib + j)c + k] = ptr1d + ((ib + j)c + k)d; } ptr3d[ib + j] = ptr2d + (ib + j)c; } ptr[i] = ptr3d + ib; } } template<typename T> void cudestroyptr(T&ptr) { cudaFreeHost(ptr); ptr = nullptr; } template<typename T> void cudestroyptr(T&ptr) { cudaFreeHost(ptr[0]); free(ptr); ptr = nullptr; } template<typename T> void cudestroyptr(T&ptr) { cudaFreeHost(ptr[0][0]); free(ptr[0]); free(ptr); ptr = nullptr; } template<typename T> void cudestroyptr(T*&ptr) { cudaFreeHost(ptr[0][0][0]); free(ptr[0][0]); free(ptr[0]); free(ptr); ptr = nullptr; } template<typename T> void cudaSafeFree(T&ptr) { if(ptr!=NULL && ptr!=0 && ptr!=nullptr) { checkCudaErrors(cudaFree(ptr)); ptr = nullptr; } } #endif<file_sep>/TW/TW_Engine/TW_paDIC_FFTCC2D_CPU.cpp #include "TW_paDIC_FFTCC2D_CPU.h" #include "TW_utils.h" #include "TW_MemManager.h" namespace TW{ namespace paDIC{ Fftcc2D_CPU::Fftcc2D_CPU(const int_t iImgWidth, const int_t iImgHeight, const int_t iStartX, const int_t iStartY, const int_t iROIWidth, const int_t iROIHeight, const int_t iSubsetX, const int_t iSubsetY, const int_t iGridSpaceX, const int_t iGridSpaceY, const int_t iMarginX, const int_t iMarginY, paDICThreadFlag tFlag) : Fftcc2D(iImgWidth, iImgHeight, iStartX, iStartY, iROIWidth, iROIHeight, iSubsetX, iSubsetY, iGridSpaceX, iGridSpaceY, iMarginX, iMarginY) , m_tFlag(tFlag) , m_isDestroyed(false) { m_iFFTSubsetH = 2 * iSubsetY; m_iFFTSubsetW = 2 * iSubsetX; if (!recomputeNumPOI()) throw std::logic_error("Number of POIs is below 0!"); else { // Make the FFTCC plans m_iPOINum = GetNumPOIs(); hcreateptr(m_fSubset1, m_iPOINum * m_iFFTSubsetW * m_iFFTSubsetH); hcreateptr(m_fSubset2, m_iPOINum * m_iFFTSubsetW * m_iFFTSubsetH); hcreateptr(m_fSubsetC, m_iPOINum * m_iFFTSubsetW * m_iFFTSubsetH); m_freqDom1 = (fftw3Complex)fftw_malloc(sizeof(fftw3Complex)m_iPOINumm_iFFTSubsetW(m_iFFTSubsetH / 2 + 1)); m_freqDom2 = (fftw3Complex)fftw_malloc(sizeof(fftw3Complex)m_iPOINumm_iFFTSubsetW(m_iFFTSubsetH / 2 + 1)); m_freqDomC = (fftw3Complex)fftw_malloc(sizeof(fftw3Complex)m_iPOINumm_iFFTSubsetW(m_iFFTSubsetH / 2 + 1)); m_fftwPlan1 = new fftw3Plan[m_iPOINum]; m_fftwPlan2 = new fftw3Plan[m_iPOINum]; m_rfftwPlan = new fftw3Plan[m_iPOINum]; for (int i = 0; i < m_iPOINum; i++) { #ifdef TW_USE_DOUBLE m_fftwPlan1[i] = fftw_plan_dft_r2c_2d(m_iFFTSubsetW, m_iFFTSubsetH, &m_fSubset1[im_iFFTSubsetHm_iFFTSubsetW], &m_freqDom1[im_iFFTSubsetW(m_iFFTSubsetH / 2 + 1)], FFTW_ESTIMATE); m_fftwPlan2[i] = fftw_plan_dft_r2c_2d(m_iFFTSubsetW, m_iFFTSubsetH, &m_fSubset2[im_iFFTSubsetHm_iFFTSubsetW], &m_freqDom2[im_iFFTSubsetW(m_iFFTSubsetH / 2 + 1)], FFTW_ESTIMATE); m_rfftwPlan[i] = fftw_plan_dft_c2r_2d(m_iFFTSubsetW, m_iFFTSubsetH, &m_freqDomC[im_iFFTSubsetW(m_iFFTSubsetH / 2 + 1)], &m_fSubsetC[im_iFFTSubsetHm_iFFTSubsetW], FFTW_ESTIMATE); #else m_fftwPlan1[i] = fftwf_plan_dft_r2c_2d(m_iFFTSubsetW, m_iFFTSubsetH, &m_fSubset1[im_iFFTSubsetHm_iFFTSubsetW], &m_freqDom1[im_iFFTSubsetW(m_iFFTSubsetH / 2 + 1)], FFTW_ESTIMATE); m_fftwPlan2[i] = fftwf_plan_dft_r2c_2d(m_iFFTSubsetW, m_iFFTSubsetH, &m_fSubset2[im_iFFTSubsetHm_iFFTSubsetW], &m_freqDom2[im_iFFTSubsetW(m_iFFTSubsetH / 2 + 1)], FFTW_ESTIMATE); m_rfftwPlan[i] = fftwf_plan_dft_c2r_2d(m_iFFTSubsetW, m_iFFTSubsetH, &m_freqDomC[im_iFFTSubsetW(m_iFFTSubsetH / 2 + 1)], &m_fSubsetC[im_iFFTSubsetHm_iFFTSubsetW], FFTW_ESTIMATE); #endif // TW_USE_DOUBLE } } } Fftcc2D_CPU::~Fftcc2D_CPU() { if(!m_isDestroyed) { hdestroyptr(m_fSubset1); hdestroyptr(m_fSubset2); hdestroyptr(m_fSubsetC); for (int i = 0; i < m_iPOINum; i++) { #ifdef TW_USE_DOUBLE fftw_destroy_plan(m_fftwPlan1[i]); fftw_destroy_plan(m_fftwPlan2[i]); fftw_destroy_plan(m_rfftwPlan[i]); #else fftwf_destroy_plan(m_fftwPlan1[i]); fftwf_destroy_plan(m_fftwPlan2[i]); fftwf_destroy_plan(m_rfftwPlan[i]); #endif // TW_USE_DOUBLE } deleteObject(m_fftwPlan1); deleteObject(m_fftwPlan2); deleteObject(m_rfftwPlan); #ifdef TW_USE_DOUBLE fftw_free(m_freqDom1); fftw_free(m_freqDom2); fftw_free(m_freqDomC); #else fftwf_free(m_freqDom1); fftwf_free(m_freqDom2); fftwf_free(m_freqDomC); #endif // TW_USE_DOUBLE } } void Fftcc2D_CPU::ResetRefImg(const cv::Mat& refImg) { m_refImg = refImg; } void Fftcc2D_CPU::SetTarImg(const cv::Mat& tarImg) { m_tarImg = tarImg; } void Fftcc2D_CPU::InitializeFFTCC(// Inputs const cv::Mat& refImg, // Outputs int_t *& iPOIXY, real_t& fU, real_t& fV, real_t& fZNCC) { // Assign the refImg m_refImg = refImg; // Allocate memory for fU, fV & fZNCC hcreateptr<real_t>(fU, m_iNumPOIY, m_iNumPOIX); hcreateptr<real_t>(fV, m_iNumPOIY, m_iNumPOIX); hcreateptr<real_t>(fZNCC, m_iNumPOIY, m_iNumPOIX); // Compute the POI positions switch (m_tFlag) { case TW::paDIC::paDICThreadFlag::Single: { ComputePOIPositions_s(iPOIXY, m_iStartX, m_iStartY, m_iNumPOIX, m_iNumPOIY, m_iMarginX, m_iMarginY, m_iSubsetX, m_iSubsetY, m_iGridSpaceX, m_iGridSpaceY); break; } case TW::paDIC::paDICThreadFlag::Multicore: { ComputePOIPositions_m(iPOIXY, m_iStartX, m_iStartY, m_iNumPOIX, m_iNumPOIY, m_iMarginX, m_iMarginY, m_iSubsetX, m_iSubsetY, m_iGridSpaceX, m_iGridSpaceY); break; } default: break; } } void Fftcc2D_CPU::Algorithm_FFTCC(// Inputs const cv::Mat& tarImg, int_t* const& iPOIXY, // Outputs real_t& fU, real_t& fV, real_t& fZNCC) { m_tarImg = tarImg; switch (m_tFlag) { case TW::paDIC::paDICThreadFlag::Single: { for (int i = 0; i < m_iPOINum; i++) { int x = i % m_iNumPOIX; int y = i / m_iNumPOIX; ComputeFFTCC(iPOIXY[y][x], i, fU[y][x], fV[y][x], fZNCC[y][x]); } break; } case TW::paDIC::paDICThreadFlag::Multicore: { #pragma omp parallel for for (int i = 0; i < m_iPOINum; i++) { int x = i % m_iNumPOIX; int y = i / m_iNumPOIX; ComputeFFTCC(iPOIXY[y][x], i, fU[y][x], fV[y][x], fZNCC[y][x]); } break; } default: break; } } void Fftcc2D_CPU::ComputeFFTCC(// Inputs const int_t iPOIXY, const int id, // Outputs real_t &fU, real_t &fV, real_t &fZNCC) { int iFFTSize = m_iFFTSubsetW m_iFFTSubsetH; int iFFTFreqSize = m_iFFTSubsetW * (m_iFFTSubsetH / 2 + 1); real_t fSubAveR, fSubAveT, fSubNorR, fSubNorT; fSubAveR = 0; // R_m fSubAveT = 0; // T_m // Fill the intensity values into the subsets in refImg & tarImg for (int i = 0; i < m_iFFTSubsetH; i++) { for (int j = 0; j < m_iFFTSubsetW; j++) { real_t tempSubset; tempSubset = m_fSubset1[idiFFTSize + im_iFFTSubsetW + j] = static_cast<real_t>(m_refImg.at<uchar>(iPOIXY[0] - m_iSubsetY + i, iPOIXY[1] - m_iSubsetX + j)); fSubAveR += tempSubset; tempSubset = m_fSubset2[idiFFTSize + im_iFFTSubsetW + j] = static_cast<real_t>(m_tarImg.at<uchar>(iPOIXY[0] - m_iSubsetY + i, iPOIXY[1] - m_iSubsetX + j)); fSubAveT += tempSubset; } } fSubAveR = fSubAveR / real_t(iFFTSize); fSubAveT = fSubAveT / real_t(iFFTSize); // Compute the R_i - R_m & T_i - T_m fSubNorR = 0; // sqrt(sigma(R_i - R_m)^2) fSubNorT = 0; // sqrt(sigma(T_i - T_m)^2) for (int i = 0; i < m_iFFTSubsetH; i++) { for (int j = 0; j < m_iFFTSubsetW; j++) { real_t tempSubset; tempSubset = m_fSubset1[idiFFTSize + im_iFFTSubsetW + j] -= fSubAveR; fSubNorR += tempSubset * tempSubset; tempSubset = m_fSubset2[idiFFTSize + im_iFFTSubsetW + j] -= fSubAveT; fSubNorT += tempSubset * tempSubset; } } // Terminate the processing if subsets are full of zero intencities if (fSubNorR < 0.0000001 \|\| fSubNorT < 0.0000001) { return; } // FFT-CC Algorithm using FFTW3 #ifdef TW_USE_DOUBLE fftw_execute(m_fftwPlan1[id]); fftw_execute(m_fftwPlan2[id]); #else fftwf_execute(m_fftwPlan1[id]); fftwf_execute(m_fftwPlan2[id]); #endif // TW_USE_DOUBLE for (int p = 0; p < m_iFFTSubsetW * (m_iFFTSubsetH / 2 + 1); p++) { m_freqDomC[idiFFTFreqSize + p][0] = (m_freqDom1[idiFFTFreqSize + p][0] * m_freqDom2[idiFFTFreqSize + p][0]) + (m_freqDom1[idiFFTFreqSize + p][1] * m_freqDom2[idiFFTFreqSize + p][1]); m_freqDomC[idiFFTFreqSize + p][1] = (m_freqDom1[idiFFTFreqSize + p][0] m_freqDom2[idiFFTFreqSize + p][1]) - (m_freqDom1[idiFFTFreqSize + p][1] * m_freqDom2[idiFFTFreqSize + p][0]); } #ifdef TW_USE_DOUBLE fftw_execute(m_rfftwPlan[id]); #else fftwf_execute(m_rfftwPlan[id]); #endif // TW_USE_DOUBLE fZNCC = -2; // Maximum ZNCC value int_t iCorrPeak = 0; // Index of the Maximum ZNCC value // Seach for maximum C for (int k = 0; k < iFFTSize; k++) { if (fZNCC < m_fSubsetC[idiFFTSize + k]) { fZNCC = m_fSubsetC[idiFFTSize + k]; iCorrPeak = k; } } fZNCC /= sqrt(fSubNorR fSubNorT)real_t(iFFTSize); // Normalization parameter // Calculate the location of maximum C int iU = iCorrPeak % m_iFFTSubsetW; // x int iV = iCorrPeak / m_iFFTSubsetW; // y if(iU > m_iSubsetX) iU -= m_iFFTSubsetW; if(iV > m_iSubsetY) iV -= m_iFFTSubsetH; fU = (real_t)iU; fV = (real_t)iV; } void Fftcc2D_CPU::FinalizeFFTCC(int_t & iPOIXY, real_t & fU, real_t & fV, real_t & fZNCC) { hdestroyptr(iPOIXY); hdestroyptr(fU); hdestroyptr(fV); hdestroyptr(fZNCC); hdestroyptr(m_fSubset1); hdestroyptr(m_fSubset2); hdestroyptr(m_fSubsetC); for (int i = 0; i < m_iPOINum; i++) { #ifdef TW_USE_DOUBLE fftw_destroy_plan(m_fftwPlan1[i]); fftw_destroy_plan(m_fftwPlan2[i]); fftw_destroy_plan(m_rfftwPlan[i]); #else fftwf_destroy_plan(m_fftwPlan1[i]); fftwf_destroy_plan(m_fftwPlan2[i]); fftwf_destroy_plan(m_rfftwPlan[i]); #endif // TW_USE_DOUBLE } deleteObject(m_fftwPlan1); deleteObject(m_fftwPlan2); deleteObject(m_rfftwPlan); #ifdef TW_USE_DOUBLE fftw_free(m_freqDom1); fftw_free(m_freqDom2); fftw_free(m_freqDomC); #else fftwf_free(m_freqDom1); fftwf_free(m_freqDom2); fftwf_free(m_freqDomC); #endif // TW_USE_DOUBLE m_isDestroyed = true; } } // namespace paDIC } // namespace TW <file_sep>/TW/TW_Core/camparamthread.h #ifndef CAMPARAMTHREAD_H #define CAMPARAMTHREAD_H #include <QThread> #include <QImage> #include <QTime> #include <memory> #include <opencv2\opencv.hpp> #include "TW.h" #include "SharedImageBuffer.h" #include "Structures.h" /// \brief Thread class for capturing images from camera. /// \mtehods: /// setROI: set the current ROI of the captured image /// class CamParamThread : public QThread { Q_OBJECT public: CamParamThread(int width, int height); ~CamParamThread(); bool connectToCamera(); bool disconnectCamera(); bool isCameraConnected(); int getInputSourceWidth(); int getInputSourceHeight(); void stop(); QRect GetCurrentROI(); protected: void run() Q_DECL_OVERRIDE; public slots: void setROI(QRect roi); signals: void newFrame(const QImage& frame); void updateStatisticsInGUI(const ThreadStatisticsData &statData); private: void updateFPS(int); QMutex m_mutex; QMutex m_otherMutex; volatile bool m_doStop; QTime m_time; cv::VideoCapture m_cap; cv::Mat m_grabbedFrame; cv::Mat m_currentFrame; /cv::Mat m_currentGrayFrame;/ QImage m_frame; ThreadStatisticsData m_statsData; QQueue<int> m_fpsQueue; int m_sampleNumber; int m_fpsSum; cv::Rect m_currentROI; int m_width; int m_height; int m_captureTime; /std::shared_ptr<TW::SharedImageBuffer> m_sharedImgBuffer;/ }; #endif // CAMPARAMTHREAD_H <file_sep>/TW/TW_Engine/TW_paDIC_cuICGN2D.h #ifndef TW_PADIC_CUICGN2D_H #define TW_PADIC_CUICGN2D_H #include "TW_paDIC_ICGN2D.h" namespace TW{ namespace paDIC{ class TW_LIB_DLL_EXPORTS cuICGN2D : public ICGN2D { public: GPUHandle_ICGN g_cuHandleICGN; cuICGN2D(//const cv::Mat& refImg, int_t iImgWidth, int_t iImgHeight, int_t iStartX, int_t iStartY, int_t iROIWidth, int_t iROIHeight, int_t iSubsetX, int_t iSubsetY, int_t iNumberX, int_t iNumberY, int_t iNumIterations, real_t fDeltaP, ICGN2DInterpolationFLag Iflag); ~cuICGN2D(); /// \brief Initialize ICGN with d_fRefImg. /// Note: The d_fRefImg is on GPU and it has already been filled with data. /// This method can also be called when there's need to update refImg /// The d_fRefImg's pointer is passed to g_cuHandleICGN. /// /// \param d_fRefImg The refImg on GPU side. void cuInitialize(uchar1 d_fRefImg); /// \brief void cuCompute(// Inputs uchar1 d_fTarImg, int_t d_iPOIXY, // Inputs & Outputs real_t d_fU, real_t d_fV); /// \brief Free memory allocated on GPU void cuFinalize(); void Initialize(cv::Mat& refImg); virtual void ResetRefImg(const cv::Mat& refImg) override; virtual void SetTarImg(const cv::Mat& tarImg) override; private: /// \brief Allocate memory on GPU for the computation void prepare(); private: ICGN2DInterpolationFLag m_Iflag; bool m_isRefImgUpdated; }; }// namespace paDIC }// namespace TW #endif // !TW_PADIC_CUICGN2D_H <file_sep>/TW/TW_Core/glcanvas.h #ifndef GLCANVAS_H #define GLCANVAS_H #include <QOpenGLWidget> #include <QThread> #include <QRect> #include "ui_glcanvas.h" #include "Structures.h" #include "capturethread.h" #include "fftcctworkerthread.h" class GLCanvas : public QOpenGLWidget { Q_OBJECT public: GLCanvas(int iDeviceNumber, bool isDropFrameEnabled, int iImgWidth, int iImgHeight, int iSubsetX, int iSubsetY, int iGridSpaceX, int iGridSapceY, int iMarginX, int iMarginY, ImageBufferPtr refImgBuffer, ImageBufferPtr tarImgBuffer, const QRect& roi, QWidget parent = 0); ~GLCanvas(); signals: void renderRequest(); private: Ui::GLCanvas ui; ImageBufferPtr m_refImgBuffer; ImageBufferPtr m_tarImgBuffer; bool m_isCameraConnected; QThread m_fftccWorkerThread; CaptureThread m_captureThread; FFTCCTWorkerThread m_fftccWorker; }; #endif // GLCANVAS_H <file_sep>/TW/TW_Engine/TW_cuTempUtils.h #ifndef TW_CUTEMPUTILS_H #define TW_CUTEMPUTILS_H namespace TW{ // ------------------------------------CUDA template utilities------------------------------! template<typename T> void cuInitialize(T devPtr, const T val, const size_t nwords); } #endif // !TW_CUTEMPUTILS_H <file_sep>/TW/TW_Core/fftcctworkerthread.h #ifndef FFTCCTWORKERTHREAD_H #define FFTCCTWORKERTHREAD_H #include <QObject> #include <QTime> #include <QQueue> #include "Structures.h" #include "TW.h" #include "TW_paDIC_cuFFTCC2D.h" class FFTCCTWorkerThread : public QObject, protected QOpenGLFunctions_3_3_Core { Q_OBJECT public: // Disable the default constructors FFTCCTWorkerThread() = delete; FFTCCTWorkerThread(const FFTCCTWorkerThread&) = delete; FFTCCTWorkerThread& operator=(const FFTCCTWorkerThread&) = delete; FFTCCTWorkerThread(// Inputs ImageBufferPtr refImgBuffer, ImageBufferPtr tarImgBuffer, int iWidth, int iHeight, int iSubsetX, int iSubsetY, int iGridSpaceX, int iGridSpaceY, int iMarginX, int iMarginY, const QRect &roi, const cv::Mat &firstFrame, std::shared_ptr<SharedResources>&, ComputationMode computationMode); FFTCCTWorkerThread(// Inputs ImageBufferPtr refImgBuffer, ImageBufferPtr tarImgBuffer, VecBufferfPtr fUBuffer, VecBufferfPtr fVBuffer, VecBufferiPtr iPOIXYBuffer, int iWidth, int iHeight, int iSubsetX, int iSubsetY, int iGridSpaceX, int iGridSpaceY, int iMarginX, int iMarginY, const QRect &roi, const cv::Mat &firstFrame, std::shared_ptr<SharedResources>&, ComputationMode computationMode); ~FFTCCTWorkerThread(); public slots: void processFrameFFTCC(const int &iFrameCount); void processFrameFFTCC_ICGN(const int &iFrameCount); signals: void frameReady(); void runningStaticsReady(const int& iNumPOIs, const int& iFPS); void ICGNDataReady(); //void testSignal(const int&); private: void updateFPS(int); private: TW::real_t m_d_fU; // Newly computed U TW::real_t m_d_fV; // Newly computed TW::real_t m_d_fZNCC; // Newly computed ZNCC coefficients TW::real_t m_d_fAccumulateU; // Accumulated U w.r.t the first reference image TW::real_t m_d_fAccumulateV; // Accumulated V w.r.t the first reference image unsigned int m_d_UColorMap; // Color map of the U component unsigned int m_d_VColorMap; // Color map of the V component / Max & min values of the U and V These values are only needed when there's a need for dynamic range of U and V. Currently the range is fixed as [-20, 20] pixels / TW::real_t m_d_fMaxU; TW::real_t m_d_fMinU; TW::real_t m_d_fMaxV; TW::real_t m_d_fMinV; int m_d_iCurrentPOIXY; // Updated POI positions in the target image /* Launch paramters / int m_iNumberX; int m_iNumberY; int m_iNumPOIs; int m_iWidth; int m_iHeight; int m_iSubsetX; int m_iSubsetY; cuFftcc2DPtr m_Fftcc2DPtr; cuICGN2DPtr m_Icgn2DPtr; ImageBufferPtr m_refImgBuffer; ImageBufferPtr m_tarImgBuffer; QRect m_ROI; std::shared_ptr<SharedResources> m_sharedResources; // These three parameters will only be used if CPU ICGN is the computation mode std::vector<int> m_h_iPOIXY; std::vector<float> m_h_fU; std::vector<float> m_h_fV; VecBufferfPtr m_fUBuffer; VecBufferfPtr m_fVBuffer; VecBufferiPtr m_iPOIXYBuffer; /Running statics/ QTime m_t; QQueue<int> m_fps; int m_averageFPS; int m_processingTime; int m_fpsSum; int m_sampleNumber; ComputationMode m_computationMode; }; #endif // FFTCCTWORKERTHREAD_H <file_sep>/TW/TW_Core/glcanvas.cpp #include "glcanvas.h" GLCanvas::GLCanvas(int iDeviceNumber, bool isDropFrameEnabled, int iImgWidth, int iImgHeight, int iSubsetX, int iSubsetY, int iGridSpaceX, int iGridSpaceY, int iMarginX, int iMarginY, ImageBufferPtr refImgBuffer, ImageBufferPtr tarImgBuffer, const QRect& roi, QWidget parent) : m_isCameraConnected(false) , m_refImgBuffer(refImgBuffer) , m_tarImgBuffer(tarImgBuffer) , QOpenGLWidget(parent) { ui.setupUi(this); setMinimumSize(640, 480); /------------------------Setup the thread connections here-------------------------/ /-1. Create the capture thread-/ m_captureThread - new CaptureThread(m_refImgBuffer, m_tarImgBuffer, isDropFrameEnabled, iDeviceNumber, iImgWidth, iImgHeight, this); /-2. Try to connect the camera. If connected retrieve its first frame to-/ /- fftccWorker. NOTE: this method is executed in the main thread -/ cv::Mat firstFrame; m_captureThread->grabTheFirstRefFrame(firstFrame); m_fftccWorker = new FFTCCTWorkerThread(m_refImgBuffer, m_tarImgBuffer, iImgWidth, iImgHeight, iSubsetX, iSubsetY, iGridSpaceX, iGridSpaceY, iMarginX, iMarginY, roi, firstFrame); /-3. Move the m_fftccWorker to its own thread m_fftccWorkerThread -/ m_fftccWorkerThread = new QThread; m_fftccWorker->moveToThread(m_fftccWorkerThread); /-4. Connect signals/slots between threads -/ connect(m_fftccWorkerThread, &QThread::finished, m_fftccWorker, &FFTCCTWorkerThread::deleteLater); connect(m_fftccWorkerThread, &QThread::finished, m_fftccWorkerThread, &QThread::deleteLater); connect(m_captureThread, &CaptureThread::newTarFrame, m_fftccWorker, &FFTCCTWorkerThread::processFrame); connect(this, &GLCanvas::renderRequest, m_fftccWorker, &FFTCCTWorkerThread::render); } GLCanvas::~GLCanvas() { } <file_sep>/TW/TW_EngineTester/icgnTest.cpp //#include "TW.h" //#include "TW_paDIC_cuFFTCC2D.h" //#include "TW_utils.h" //#include "TW_MemManager.h" //#include "TW_paDIC_ICGN2D_CPU.h" //#include "TW_paDIC_cuICGN2D.h" //#include <opencv2\opencv.hpp> //#include <opencv2\highgui.hpp> //#include <gtest\gtest.h> //#include <omp.h> //#include <QtConcurrent\QtConcurrentRun> //// //using namespace TW; //using namespace std; // ////TEST(Gradient, Gradient_s) ////{ //// cv::Mat mat = cv::imread("Example2\\crop_oht_cfrp_00.bmp"); //// //// auto imgWidth = mat.cols; //// auto imgHeight= mat.rows; //// //// cv::Mat matS(cv::Size(imgWidth, imgHeight), CV_8UC1); //// cv::cvtColor(mat, matS, CV_BGR2GRAY); //// //// float Gx, Gy/, Gxy/; //// //// hcreateptr(Gx, (imgHeight-2), (imgWidth-2)); //// hcreateptr(Gy, (imgHeight-2), (imgWidth-2)); //// //hcreateptr(Gxy, (imgWidth-2)(imgHeight-2)); //// //// try{ //// Gradient_s(matS, 1,1,imgWidth-2, imgHeight-2, imgWidth, imgHeight, TW::AccuracyOrder::Quadratic, Gx, Gy/, Gxy/); //// } //// catch(const char* c) //// { //// std::cerr<<c<<std::endl; //// } //// std::cout<<(float)matS.at<uchar>(0,1)<<", "<<(float)matS.at<uchar>(0,2)<<", "<<(float)matS.at<uchar>(0,3)<<std::endl; //// std::cout<<(float)matS.at<uchar>(1,1)<<", "<<(float)matS.at<uchar>(1,2)<<", "<<(float)matS.at<uchar>(1,3)<<std::endl; //// std::cout<<(float)matS.at<uchar>(2,1)<<", "<<(float)matS.at<uchar>(2,2)<<", "<<(float)matS.at<uchar>(2,3)<<std::endl; //// std::cout<<"GradientX: "<<Gx[0][1]<<", "<<"GradientY: "<<Gy[0][1]<<std::endl; //// //// hdestroyptr(Gx); //// hdestroyptr(Gy); //// //hdestroyptr(Gxy); ////} //// ////TEST(GradientGPU, Gradient_P) ////{ //// cv::Mat mat = cv::imread("Example2\\crop_oht_cfrp_00.bmp"); //// cv::Mat mat1= cv::imread("Example2\\crop_oht_cfrp_01.bmp"); //// //// auto imgWidth = mat.cols; //// auto imgHeight= mat.rows; //// //// cv::Mat matS(cv::Size(imgWidth, imgHeight), CV_8UC1); //// cv::Mat matS1(cv::Size(imgWidth, imgHeight), CV_8UC1); //// cv::cvtColor(mat, matS, CV_BGR2GRAY); //// cv::cvtColor(mat1, matS1, CV_BGR2GRAY); //// //// float Fx, Fy; //// float Gx, Gy ,*Gxy; //// //// hcreateptr(Fx, (imgHeight-2), (imgWidth-2)); //// hcreateptr(Fy, (imgHeight-2), (imgWidth-2)); //// hcreateptr(Gx, (imgHeight-2), (imgWidth-2)); //// hcreateptr(Gy, (imgHeight-2), (imgWidth-2)); //// hcreateptr(Gxy, (imgWidth-2)(imgHeight-2)); //// //// try{ //// Gradient_s(matS, 1,1,imgWidth-2, imgHeight-2, imgWidth, imgHeight, TW::AccuracyOrder::Quadratic, Gx, Gy/, Gxy/); //// } //// catch(const char* c) //// { //// std::cerr<<c<<std::endl; //// } //// std::cout<<(float)matS.at<uchar>(0,1)<<", "<<(float)matS.at<uchar>(0,2)<<", "<<(float)matS.at<uchar>(0,3)<<std::endl; //// std::cout<<(float)matS.at<uchar>(1,1)<<", "<<(float)matS.at<uchar>(1,2)<<", "<<(float)matS.at<uchar>(1,3)<<std::endl; //// std::cout<<(float)matS.at<uchar>(2,1)<<", "<<(float)matS.at<uchar>(2,2)<<", "<<(float)matS.at<uchar>(2,3)<<std::endl; //// std::cout<<"GradientX: "<<Gx[0][1]<<", "<<"GradientY: "<<Gy[0][1]<<std::endl; //// std::cout<<"GradientX: "<<Gx[3][3]<<", "<<"GradientY: "<<Gy[3][3]<<std::endl; //// //// GPU rountines //// uchar1 imgF, imgG; //// cudaMalloc((void*)&imgF, imgHeightimgWidth); //// cudaMalloc((void*)&imgG, imgHeightimgWidth); //// //// cudaMemcpy(imgF, (void)matS.data, imgHeightimgWidth,cudaMemcpyHostToDevice); //// cudaMemcpy(imgG, (void)matS1.data,imgHeightimgWidth,cudaMemcpyHostToDevice); //// //// float dFx, dFy, dGx, dGy, dGxy; //// cudaMalloc((void)&dFx, sizeof(float)(imgHeight-2)(imgWidth-2)); //// cudaMalloc((void)&dFy, sizeof(float)(imgHeight-2)(imgWidth-2)); //// cudaMalloc((void)&dGx, sizeof(float)(imgHeight-2)(imgWidth-2)); //// cudaMalloc((void)&dGy, sizeof(float)(imgHeight-2)(imgWidth-2)); //// cudaMalloc((void)&dGxy, sizeof(float)(imgHeight - 2)(imgWidth - 2)); //// //// cuGradientXY_2Images(imgF,imgG,1,1,imgWidth-2,imgHeight-2,imgWidth,imgHeight, TW::AccuracyOrder::Quadratic, dFx,dFy,dGx,dGy,dGxy); //// cudaMemcpy(Fx[0], dFx, sizeof(float)(imgHeight-2)(imgWidth-2),cudaMemcpyDeviceToHost); //// cudaMemcpy(Fy[0], dFy, sizeof(float)(imgHeight-2)(imgWidth-2),cudaMemcpyDeviceToHost); //// std::cout<<"GradientX: "<<Fx[0][1]<<", "<<"GradientY: "<<Fy[0][1]<<std::endl; //// std::cout<<"GradientX: "<<Fx[imgHeight-3][imgWidth-3]<<", "<<"GradientY: "<<Fy[imgHeight-3][imgWidth-3]<<std::endl; //// //// cuGradient(imgF,3,3,imgWidth-6,imgHeight-6,imgWidth,imgHeight, TW::AccuracyOrder::Quadratic, dFx,dFy); //// cudaMemcpy(Fx[0], dFx, sizeof(float)(imgHeight-2)(imgWidth-2),cudaMemcpyDeviceToHost); //// cudaMemcpy(Fy[0], dFy, sizeof(float)(imgHeight-2)(imgWidth-2),cudaMemcpyDeviceToHost); //// std::cout<<"GradientX: "<<Fx[0][0]<<", "<<"GradientY: "<<Fy[0][0]<<std::endl; //// std::cout<<"GradientX: "<<Fx[imgHeight-3][imgWidth-3]<<", "<<"GradientY: "<<Fy[imgHeight-3][imgWidth-3]<<std::endl; //// //// //// cudaFree(dFx); //// cudaFree(dFy); //// cudaFree(dGx); //// cudaFree(dGy); //// cudaFree(dGxy); //// cudaFree(imgF); //// cudaFree(imgG); //// //// hdestroyptr(Fx); //// hdestroyptr(Fy); //// hdestroyptr(Gx); //// hdestroyptr(Gy); //// hdestroyptr(Gxy); //// //// //// //// //// //// //// //// hcreateptr(Fx, (imgHeight-6), (imgWidth-6)); //// hcreateptr(Fy, (imgHeight-6), (imgWidth-6)); //// hcreateptr(Gx, (imgHeight-6), (imgWidth-6)); //// hcreateptr(Gy, (imgHeight-6), (imgWidth-6)); //// hcreateptr(Gxy, (imgWidth-6)(imgHeight-6)); //// //// try{ //// Gradient_s(matS, 3,3,imgWidth-6, imgHeight-6, imgWidth, imgHeight, TW::AccuracyOrder::Quadratic, Gx, Gy/, Gxy/); //// } //// catch(const char* c) //// { //// std::cerr<<c<<std::endl; //// } //// std::cout<<(float)matS.at<uchar>(0,1)<<", "<<(float)matS.at<uchar>(0,2)<<", "<<(float)matS.at<uchar>(0,3)<<std::endl; //// std::cout<<(float)matS.at<uchar>(1,1)<<", "<<(float)matS.at<uchar>(1,2)<<", "<<(float)matS.at<uchar>(1,3)<<std::endl; //// std::cout<<(float)matS.at<uchar>(2,1)<<", "<<(float)matS.at<uchar>(2,2)<<", "<<(float)matS.at<uchar>(2,3)<<std::endl; //// std::cout<<"GradientX: "<<Gx[0][1]<<", "<<"GradientY: "<<Gy[0][1]<<std::endl; //// std::cout<<"GradientX: "<<Gx[3][3]<<", "<<"GradientY: "<<Gy[3][3]<<std::endl; //// //// GPU rountines //// //// cudaMalloc((void*)&imgF, imgHeightimgWidth); //// cudaMalloc((void*)&imgG, imgHeightimgWidth); //// //// cudaMemcpy(imgF, (void)matS.data, imgHeightimgWidth,cudaMemcpyHostToDevice); //// cudaMemcpy(imgG, (void)matS1.data,imgHeightimgWidth,cudaMemcpyHostToDevice); //// //// //// cudaMalloc((void*)&dFx, sizeof(float)(imgHeight-6)(imgWidth-6)); //// cudaMalloc((void)&dFy, sizeof(float)(imgHeight-6)(imgWidth-6)); //// cudaMalloc((void)&dGx, sizeof(float)(imgHeight-6)(imgWidth-6)); //// cudaMalloc((void)&dGy, sizeof(float)(imgHeight-6)(imgWidth-6)); //// cudaMalloc((void)&dGxy, sizeof(float)(imgHeight - 6)(imgWidth - 6)); //// //// cuGradientXY_2Images(imgF,imgG,3,3,imgWidth-6,imgHeight-6,imgWidth,imgHeight, TW::AccuracyOrder::Quadratic, dFx,dFy,dGx,dGy,dGxy); //// cudaMemcpy(Fx[0], dFx, sizeof(float)(imgHeight-6)(imgWidth-6),cudaMemcpyDeviceToHost); //// cudaMemcpy(Fy[0], dFy, sizeof(float)(imgHeight-6)(imgWidth-6),cudaMemcpyDeviceToHost); //// std::cout<<"GradientX: "<<Fx[0][1]<<", "<<"GradientY: "<<Fy[0][1]<<std::endl; //// std::cout<<"GradientX: "<<Fx[3][3]<<", "<<"GradientY: "<<Fy[3][3]<<std::endl; //// //// cuGradient(imgF,3,3,imgWidth-6,imgHeight-6,imgWidth,imgHeight, TW::AccuracyOrder::Quadratic, dFx,dFy); //// cudaMemcpy(Fx[0], dFx, sizeof(float)(imgHeight-6)(imgWidth-6),cudaMemcpyDeviceToHost); //// cudaMemcpy(Fy[0], dFy, sizeof(float)(imgHeight-6)(imgWidth-6),cudaMemcpyDeviceToHost); //// std::cout<<"GradientX: "<<Fx[0][1]<<", "<<"GradientY: "<<Fy[0][1]<<std::endl; //// std::cout<<"GradientX: "<<Fx[3][3]<<", "<<"GradientY: "<<Fy[3][3]<<std::endl; //// std::cout<<"GradientX: "<<Fx[imgHeight-3][imgWidth-3]<<", "<<"GradientY: "<<Fy[imgHeight-3][imgWidth-3]<<std::endl; //// //// //// cudaFree(dFx); //// cudaFree(dFy); //// cudaFree(dGx); //// cudaFree(dGy); //// cudaFree(dGxy); //// cudaFree(imgF); //// cudaFree(imgG); //// //// hdestroyptr(Fx); //// hdestroyptr(Fy); //// hdestroyptr(Gx); //// hdestroyptr(Gy); //// hdestroyptr(Gxy); //// ////} // // // //// ////TEST(Bicubic, BicubicInterpolation) ////{ //// cv::Mat mat = cv::imread("Example1\\fu_1.bmp"); //// //// auto imgWidth = mat.cols; //// auto imgHeight= mat.rows; //// //// auto iROIWidth = imgWidth - 4; //// auto iROIHeight = imgHeight - 4; //// //// cv::Mat matS(cv::Size(imgWidth, imgHeight), CV_8UC1); //// cv::cvtColor(mat, matS, CV_BGR2GRAY); //// //// float*fBSpline; //// //// float Tx,Ty, Txy; //// //// // CPU //// hcreateptr(Tx, iROIHeight, iROIWidth); //// hcreateptr(Ty, iROIHeight, iROIWidth); //// hcreateptr(Txy, iROIHeight, iROIWidth); //// hcreateptr(fBSpline, iROIHeight, iROIWidth, 4, 4); //// GradientXY_s(matS,2, 2, iROIWidth, iROIHeight, imgWidth, imgHeight,TW::AccuracyOrder::Quadratic,Tx,Ty,Txy); //// BicubicCoefficients_s(matS, Tx, Ty, Txy, 2, 2, iROIWidth, iROIHeight, imgWidth, imgHeight, fBSpline); //// //// //// std::cout<<"First: "<<std::endl; //// for(int i=0;i<4;i++) //// { //// for(int j=0;j<4;j++) //// { //// std::cout<<fBSpline[0][0][i][j]<<", "; //// } //// std::cout<<std::endl; //// } //// hdestroyptr(fBSpline); //// hdestroyptr(Tx); //// hdestroyptr(Ty); //// hdestroyptr(Txy); //// //// // GPU //// uchar1 dImgT; //// cudaMalloc((void)&dImgT, imgHeightimgWidth); //// cudaMemcpy(dImgT, (void)matS.data, imgHeightimgWidth, cudaMemcpyHostToDevice); //// //// float4* dBicubic, hBicubic; //// cudaMalloc((void)&dBicubic, sizeof(float4)4iROIHeightiROIWidth); //// hcreateptr<float4>(hBicubic, 4iROIHeightiROIWidth); //// //// float dFx, dFy, dGx, dGy, dGxy; //// cudaMalloc((void)&dFx, sizeof(float)iROIHeightiROIWidth); //// cudaMalloc((void)&dFy, sizeof(float)iROIHeightiROIWidth); //// cudaMalloc((void)&dGx, sizeof(float)iROIHeightiROIWidth); //// cudaMalloc((void)&dGy, sizeof(float)iROIHeightiROIWidth); //// cudaMalloc((void)&dGxy, sizeof(float)iROIHeightiROIWidth); //// //// cuGradientXY_2Images(dImgT, dImgT, 2, 2, iROIWidth, iROIHeight, imgWidth, imgHeight, TW::AccuracyOrder::Quadratic, dFx, dFy, dGx, dGy, dGxy); //// cuBicubicCoefficients(dImgT, dGx, dGy, dGxy, 2, 2, iROIWidth, iROIHeight, imgWidth, imgHeight, dBicubic); //// //// cudaMemcpy(hBicubic, dBicubic, sizeof(float4)iROIHeightiROIWidth4, cudaMemcpyDeviceToHost); //// //// std::cout<<"First: "<<std::endl; //// for(int i=0;i<4;i++) //// { //// //// { //// std::cout<<hBicubic[iiROIHeightiROIWidth].w<<", "<<hBicubic[iiROIHeightiROIWidth].x<<", " //// <<hBicubic[iiROIHeightiROIWidth].y<<", "<<hBicubic[iiROIHeightiROIWidth].z<<", "; //// } //// std::cout<<std::endl; //// } //// //// hdestroyptr(hBicubic); //// cudaFree(dImgT); //// cudaFree(dBicubic); //// cudaFree(dFx); //// cudaFree(dFy); //// cudaFree(dGx); //// cudaFree(dGy); //// cudaFree(dGxy); ////} // ////TEST(BSpline, BSplineInterpolation) ////{ //// cv::Mat mat = cv::imread("Example2\\crop_oht_cfrp_01.bmp"); //// //// auto imgWidth = mat.cols; //// auto imgHeight= mat.rows; //// //// cv::Mat matS(cv::Size(imgWidth, imgHeight), CV_8UC1); //// cv::cvtColor(mat, matS, CV_BGR2GRAY); //// //// float**fBSpline; //// //// hcreateptr(fBSpline, imgHeight-4, imgWidth-4, 4, 4); //// BicubicSplineCoefficients_s(matS, 2, 2, imgWidth-4, imgHeight-4, imgWidth, imgHeight, fBSpline); //// //// //// std::cout<<"First: "<<std::endl; //// for(int i=0;i<4;i++) //// { //// for(int j=0;j<4;j++) //// { //// std::cout<<fBSpline[0][0][i][j]<<", "; //// } //// std::cout<<std::endl; //// } //// hdestroyptr(fBSpline); ////} //// // // ////void BicubicSplineCoefficients(//Inputs //// const cv::Mat& image, //// int iStartX, int iStartY, //// int iROIWidth, int iROIHeight, //// int iImgWidth, int iImgHeight, //// //Output //// double *fBSpline) ////{ //// if( (iImgHeight - (iROIHeight + iStartY +1) < 0) \|\| //// (iImgWidth - (iROIWidth + iStartX +1) < 0) ) //// { //// throw("Error! Maximum boundary condition exceeded!"); //// } //// //// double BSplineCP[4][4] = { //// { 71 / 56.0, -19 / 56.0, 5 / 56.0, -1 / 56.0 }, //// { -19 / 56.0, 95 / 56.0, -25 / 56.0, 5 / 56.0 }, //// { 5 / 56.0, -25 / 56.0, 95 / 56.0, -19 / 56.0 }, //// { -1 / 56.0, 5 / 56.0, -19 / 56.0, 71 / 56.0 } //// }; //// double BSplineBase[4][4] = { //// { -1 / 6.0, 3 / 6.0, -3 / 6.0, 1 / 6.0 }, //// { 3 / 6.0, -6 / 6.0, 3 / 6.0, 0 }, //// { -3 / 6.0, 0, 3 / 6.0, 0 }, //// { 1 / 6.0, 4 / 6.0, 1 / 6.0, 0 } //// }; //// //// double fOmega[4][4]; //// double fBeta[4][4]; //// //// for(int i=0; i<iROIHeight; i++) //// { //// for(int j=0; j<iROIWidth; j++) //// { //// for(int k=0; k<4; k++) //// { //// for(int l=0; l<4; l++) //// { //// fOmega[k][l] = static_cast<double>(image.at<uchar>(i + iStartY - 1 + k, j + iStartX - 1 + l)); //// } //// } //// for(int k=0; k<4; k++) //// { //// for(int l=0; l<4; l++) //// { //// fBeta[k][l] = 0; //// for(int m=0; m<4; m++) //// { //// for(int n=0; n<4; n++) //// { //// fBeta[k][l] += BSplineCP[k][m] BSplineCP[l][n] * fOmega[n][m]; //// } //// } //// } //// } //// for(int k=0; k<4; k++) //// { //// for(int l=0; l<4; l++) //// { //// fBSpline[i][j][k][l] = 0; //// for(int m=0; m<4; m++) //// { //// for(int n=0; n<4; n++) //// { //// fBSpline[i][j][k][l] += BSplineBase[k][m] * BSplineBase[l][n] * fBeta[n][m]; //// } //// } //// } //// } //// for(int k=0; k<2; k++) //// { //// for(int l=0; l<4; l++) //// { //// double fTemp = fBSpline[i][j][k][l]; //// fBSpline[i][j][k][l] = fBSpline[i][j][3 - k][3 - l]; //// fBSpline[i][j][3 - k][3 - l] = fTemp; //// } //// } //// } //// } ////} //// ////TEST(BicubicSpline, DoubleCase) ////{ //// cv::Mat mat = cv::imread("Example1\\fu_1.bmp"); //// //// auto imgWidth = mat.cols; //// auto imgHeight= mat.rows; //// //// cv::Mat matR(cv::Size(imgWidth, imgHeight), CV_8UC1); //// cv::cvtColor(mat, matR, CV_BGR2GRAY); //// //// double ***fBSpline; //// hcreateptr(fBSpline, imgHeight-4, imgWidth-4,4,4); //// //// BicubicSplineCoefficients(matR, 2, 2, imgWidth-4, imgHeight-4,imgWidth,imgHeight,fBSpline); //// //// std::cout<<"Bicubic First: "<<std::endl; //// std::cout.precision(10); //// for(int i=0;i<4;i++) //// { //// for(int j=0;j<4;j++) //// { //// std::cout<<fBSpline[0][0][i][j]<<", "; //// } //// std::cout<<std::endl; //// } //// //// for(int i=0;i<4;i++) //// { //// for(int j=0;j<4;j++) //// { //// std::cout<<fBSpline[imgHeight-4-1][imgWidth-4-1][i][j]<<", "; //// } //// std::cout<<"\n"; //// } //// ////} //// ////TEST(ICGN2D, ICGN2D_CPU_Hessian) ////{ //// cv::Mat mat = cv::imread("Example1\\fu_0.bmp"); //// cv::Mat mat1= cv::imread("Example1\\fu_1.bmp"); //// //// auto imgWidth = mat.cols; //// auto imgHeight= mat.rows; //// //// cv::Mat matR(cv::Size(imgWidth, imgHeight), CV_8UC1); //// cv::Mat matT(cv::Size(imgWidth, imgHeight), CV_8UC1); //// cv::cvtColor(mat, matR, CV_BGR2GRAY); //// cv::cvtColor(mat1, matT, CV_BGR2GRAY); //// //// //// TW::paDIC::ICGN2D_CPU icgn(matR,matT, //// 2,2, //// imgWidth-4,imgHeight-4, //// 16,16, //// 92,92, //// 20, //// 0.001, //// TW::paDIC::ICGN2DInterpolationFLag::BicubicSpline, //// TW::paDIC::ICGN2DThreadFlag::Single); //// //// icgn.ICGN2D_Prepare(); //// float u=0, v=0; //// int iter = 0; //// icgn.ICGN2D_Compute(u,v, iter, 38,28,0); //// //// std::cout<<"The displacement is [" << u << ", " << v << "]\n"; //// std::cout<<iter<<"\n"; //// //// icgn.ICGN2D_Finalize(); ////} // //TEST(ICGN2D, ICGN2D_CPU_All_Subsets) //{ // cv::Mat mat = cv::imread("Example1\\fu_0.bmp"); // // // auto imgWidth = mat.cols; // auto imgHeight = mat.rows; // auto m_iROIWidth = mat.cols - 2; // auto m_iROIHeight = mat.rows - 2; // // int m_iSubsetX = 16; // int m_iSubsetY = 16; // int m_iMarginX = 10; // int m_iMarginY = 10; // int m_iGridSpaceX = 5; // int m_iGridSpaceY = 5; // // cv::Mat matR(cv::Size(imgWidth, imgHeight), CV_8UC1); // cv::cvtColor(mat, matR, CV_BGR2GRAY); // // // int_t m_iNumPOIX = int_t(floor((m_iROIWidth - m_iSubsetX 2 - m_iMarginX * 2) / real_t(m_iGridSpaceX))) + 1; // int_t m_iNumPOIY = int_t(floor((m_iROIHeight - m_iSubsetY * 2 - m_iMarginY * 2) / real_t(m_iGridSpaceY))) + 1; // // float fU, fV; // int iters; // hcreateptr(fU, m_iNumPOIX m_iNumPOIY); // hcreateptr(fV, m_iNumPOIX * m_iNumPOIY); // hcreateptr(iters, m_iNumPOIX * m_iNumPOIY); // // int **hPOI, dPOI; // hcreateptr(hPOI, m_iNumPOIY, m_iNumPOIX, 2); // cudaMalloc((void*)&dPOI, sizeof(int)m_iNumPOIXm_iNumPOIY); // // cuComputePOIPositions(dPOI, hPOI, 1, 1, // m_iNumPOIX, m_iNumPOIY, m_iMarginX, m_iMarginY, m_iSubsetX, m_iSubsetY, m_iGridSpaceX, m_iGridSpaceY); // // // // TW::paDIC::ICGN2D_CPU icgn(// matR, // imgWidth, imgHeight, // 1, 1, // m_iROIWidth, m_iROIHeight, // m_iSubsetX, m_iSubsetY, // m_iNumPOIX, m_iNumPOIY, // 20, // 0.001f, // TW::paDIC::ICGN2DInterpolationFLag::Bicubic, // TW::paDIC::paDICThreadFlag::Single); // // // /#pragma omp parallel for // for (int i = 0; i < m_iNumPOIX * m_iNumPOIY; i++) // { // icgn.ICGN2D_Compute(fU[i], // fV[i], // iters[i], // hPOI[2 * i + 1], // hPOI[2 * i + 0], // i); // }/ // icgn.ResetRefImg(matR); // // cv::Mat mat1 = cv::imread("Example1\\fu_1.bmp"); // cv::Mat matT(cv::Size(imgWidth, imgHeight), CV_8UC1); // cv::cvtColor(mat1, matT, CV_BGR2GRAY); // // QFuture<void> f = QtConcurrent::run(&icgn, &TW::paDIC::ICGN2D_CPU ::ICGN2D_Algorithm, fU, fV, iters, hPOI[0][0], matT); // // /std::cout << "POI number is: " << m_iNumPOIX * m_iNumPOIY << "\n"; // std::cout << omp_get_num_procs() << std::endl; // std::cout << omp_get_max_threads() << std::endl; // std::cout << fU[0] << ", " << fV[0] << ", " << std::endl;/ // // f.waitForFinished(); // // cout<<"Deng"<<endl; // // cv::Mat mat2 = cv::imread("Example1\\fu_2.bmp"); // cv::Mat matTT(cv::Size(imgWidth, imgHeight), CV_8UC1); // cv::cvtColor(mat2, matTT, CV_BGR2GRAY); // // QFuture<void> f1 = QtConcurrent::run(&icgn, &TW::paDIC::ICGN2D_CPU ::ICGN2D_Algorithm, fU, fV, iters, hPOI[0][0], matTT); // // // // f1.waitForFinished(); // /std::cout << "POI number is: " << m_iNumPOIX * m_iNumPOIY << "\n"; // std::cout << omp_get_num_procs() << std::endl; // std::cout << omp_get_max_threads() << std::endl; // std::cout << fU[0] << ", " << fV[0] << ", " << std::endl; /// // /for(int i = 0; i<m_iNumPOIY; i++) // { // for(int j=0; j<m_iNumPOIX; j++) // { // std::cout<<hPOI[(im_iNumPOIX+j)2+1]<<", "<<hPOI[(im_iNumPOIX+j)2+0]<<", " // <<fU[im_iNumPOIX+j]<<", "<<fV[im_iNumPOIX+j]<<", "<<iters[im_iNumPOIX+j]<<"\n"; // } // } // / // cudaFree(dPOI); // hdestroyptr(fU); // hdestroyptr(fV); // hdestroyptr(iters); //} // //TEST(ICGN2D, ICGN2D_GPU_All_Subsets) //{ // cv::Mat mat = cv::imread("Example1\\fu_0.bmp"); // cv::Mat mat1 = cv::imread("Example1\\fu_1.bmp"); // // auto imgWidth = mat.cols; // auto imgHeight = mat.rows; // auto m_iROIWidth = mat.cols - 2; // auto m_iROIHeight = mat.rows - 2; // // int m_iSubsetX = 16; // int m_iSubsetY = 16; // int m_iMarginX = 10; // int m_iMarginY = 10; // int m_iGridSpaceX = 5; // int m_iGridSpaceY = 5; // // cv::Mat matR(cv::Size(imgWidth, imgHeight), CV_8UC1); // cv::Mat matT(cv::Size(imgWidth, imgHeight), CV_8UC1); // cv::cvtColor(mat, matR, CV_BGR2GRAY); // cv::cvtColor(mat1, matT, CV_BGR2GRAY); // // int_t m_iNumPOIX = int_t(floor((m_iROIWidth - m_iSubsetX * 2 - m_iMarginX * 2) / real_t(m_iGridSpaceX))) + 1; // int_t m_iNumPOIY = int_t(floor((m_iROIHeight - m_iSubsetY * 2 - m_iMarginY * 2) / real_t(m_iGridSpaceY))) + 1; // // uchar1 refImg, tarImg; // float fU, fV, d_fU, d_fV; // int iters, dIters; // hcreateptr(fU, m_iNumPOIX * m_iNumPOIY); // hcreateptr(fV, m_iNumPOIX * m_iNumPOIY); // hcreateptr(iters, m_iNumPOIX * m_iNumPOIY); // // cudaMalloc((void*)&refImg, imgWidth imgHeight); // cudaMalloc((void*)&tarImg, imgWidth imgHeight); // cudaMalloc((void*)&d_fU, m_iNumPOIX m_iNumPOIY * sizeof(float)); // cudaMalloc((void*)&d_fV, m_iNumPOIX m_iNumPOIY * sizeof(float)); // cudaMalloc((void*)&dIters, m_iNumPOIX m_iNumPOIY * sizeof(int)); // // cudaMemcpy(refImg, (void)matR.data, matR.rowsmatR.cols, cudaMemcpyHostToDevice); // cudaMemcpy(tarImg, (void)matT.data, matT.rowsmatT.cols, cudaMemcpyHostToDevice); // cudaMemcpy(d_fU, fU, sizeof(float)m_iNumPOIXm_iNumPOIY, cudaMemcpyHostToDevice); // cudaMemcpy(d_fV, fV, sizeof(float)m_iNumPOIXm_iNumPOIY, cudaMemcpyHostToDevice); // cudaMemcpy(dIters, iters, sizeof(int)m_iNumPOIXm_iNumPOIY, cudaMemcpyHostToDevice); // // int **hPOI, dPOI; // hcreateptr(hPOI, m_iNumPOIY, m_iNumPOIX, 2); // cudaMalloc((void*)&dPOI, sizeof(int)m_iNumPOIXm_iNumPOIY); // // cuComputePOIPositions(dPOI, hPOI, 1, 1, // m_iNumPOIX, m_iNumPOIY, m_iMarginX, m_iMarginY, m_iSubsetX, m_iSubsetY, m_iGridSpaceX, m_iGridSpaceY); // // // // TW::paDIC::cuICGN2D icgn(imgWidth, imgHeight, // 1, 1, // m_iROIWidth, m_iROIHeight, // m_iSubsetX, m_iSubsetY, // m_iNumPOIX, m_iNumPOIY, // 20, // 0.001f, // TW::paDIC::ICGN2DInterpolationFLag::Bicubic); // // // icgn.cuInitialize(refImg); // // icgn.cuCompute(tarImg, dPOI, d_fU, d_fV); // // cudaMemcpy(fU, icgn.g_cuHandleICGN.m_d_fU, sizeof(float)m_iNumPOIXm_iNumPOIY, cudaMemcpyDeviceToHost); // cudaMemcpy(fV, icgn.g_cuHandleICGN.m_d_fV, sizeof(float)m_iNumPOIXm_iNumPOIY, cudaMemcpyDeviceToHost); // // std::cout << "POI number is: " << m_iNumPOIX m_iNumPOIY << "\n"; // // //for(int i=0; i<m_iNumPOIY; i++) // //{ // // for(int j=0; j<m_iNumPOIX; j++) // // { // std::cout << fU[0] << ", " << fV[0] << "\n"; // // } // //} // // icgn.cuFinalize(); // // hdestroyptr(fU); // hdestroyptr(fV); // hdestroyptr(iters); // hdestroyptr(hPOI); //}<file_sep>/TW/TW_Engine/TW_paDIC_ICGN2D_CPU.cpp #include "TW_paDIC_ICGN2D_CPU.h" #include "TW_MemManager.h" #include "TW_utils.h" #include "TW_StopWatch.h" #include <QDebug> #include <mkl.h> #include <omp.h> namespace TW{ namespace paDIC{ ICGN2D_CPU::ICGN2D_CPU( int_t iImgWidth, int_t iImgHeight, int_t iStartX, int_t iStartY, int_t iROIWidth, int_t iROIHeight, int_t iSubsetX, int_t iSubsetY, int_t iNumberX, int_t iNumberY, int_t iNumIterations, real_t fDeltaP, ICGN2DInterpolationFLag Iflag, paDICThreadFlag Tflag) : ICGN2D(iImgWidth, iImgHeight, iStartX, iStartY, iROIWidth, iROIHeight, iSubsetX, iSubsetY, iNumberX, iNumberY, iNumIterations, fDeltaP) , m_Iflag(Iflag) , m_Tflag(Tflag) { ICGN2D_Prepare(); } ICGN2D_CPU::ICGN2D_CPU( const cv::Mat& refImg, int_t iImgWidth, int_t iImgHeight, int_t iStartX, int_t iStartY, int_t iROIWidth, int_t iROIHeight, int_t iSubsetX, int_t iSubsetY, int_t iNumberX, int_t iNumberY, int_t iNumIterations, real_t fDeltaP, ICGN2DInterpolationFLag Iflag, paDICThreadFlag Tflag) : ICGN2D(refImg, iImgWidth, iImgHeight, iStartX, iStartY, iROIWidth, iROIHeight, iSubsetX, iSubsetY, iNumberX, iNumberY, iNumIterations, fDeltaP) , m_Iflag(Iflag) , m_Tflag(Tflag) { ICGN2D_Prepare(); } ICGN2D_CPU::~ICGN2D_CPU() { ICGN2D_Finalize(); } void ICGN2D_CPU::ResetRefImg(const cv::Mat& refImg) { m_refImg = refImg; m_isRefImgUpdated = true; } void ICGN2D_CPU::SetTarImg(const cv::Mat& tarImg) { m_tarImg = tarImg; } void ICGN2D_CPU::ICGN2D_Algorithm( real_t fU, real_t fV, int iNumIterations, int iPOIpos, const cv::Mat& tarImg) { m_tarImg = tarImg; double start = omp_get_wtime(); ICGN2D_Precomputation(); double end = omp_get_wtime(); std::cout << "Time for Precomputation is: " << 1000 * (end - start) << std::endl; start = omp_get_wtime(); switch (m_Tflag) { case TW::paDIC::paDICThreadFlag::Single: { for (int i = 0; i < m_iPOINumber; i++) { ICGN2D_Compute(fU[i], fV[i], iNumIterations[i], iPOIpos[2 * i + 1], iPOIpos[2 * i + 0], i); } break; } case TW::paDIC::paDICThreadFlag::Multicore: { #pragma omp parallel for for (int i = 0; i < m_iPOINumber; i++) { ICGN2D_Compute(fU[i], fV[i], iNumIterations[i], iPOIpos[2 * i + 1], iPOIpos[2 * i + 0], i); } break; } default: { break; } } end = omp_get_wtime(); std::cout << "ICGN time is: " << 1000 * (end - start) << " [ms]" << std::endl; //std::cout << fU[0] << ", " << fV[0] << ", " << std::endl; } void ICGN2D_CPU::ICGN2D_Algorithm( real_t fU, real_t fV, int iNumIterations, int iPOIpos, const cv::Mat& tarImg, float &fPrecomputeTime, float &fICGNTime) { m_tarImg = tarImg; double start = omp_get_wtime(); ICGN2D_Precomputation(); double end = omp_get_wtime(); fPrecomputeTime = 1000 * (end - start); //std::cout << "Time for Precomputation is: " << 1000 * (end - start) << std::endl; start = omp_get_wtime(); switch (m_Tflag) { case TW::paDIC::paDICThreadFlag::Single: { for (int i = 0; i < m_iPOINumber; i++) { ICGN2D_Compute(fU[i], fV[i], iNumIterations[i], iPOIpos[2 * i + 1], iPOIpos[2 * i + 0], i); } break; } case TW::paDIC::paDICThreadFlag::Multicore: { #pragma omp parallel for for (int i = 0; i < m_iPOINumber; i++) { ICGN2D_Compute(fU[i], fV[i], iNumIterations[i], iPOIpos[2 * i + 1], iPOIpos[2 * i + 0], i); } break; } default: { break; } } end = omp_get_wtime(); fICGNTime = 1000 * (end - start); // std::cout << "ICGN time is: " << 1000 * (end - start) << " [ms]" << std::endl; //std::cout << fU[0] << ", " << fV[0] << ", " << std::endl; } void ICGN2D_CPU::ICGN2D_Algorithm( real_t fU, real_t fV, int iNumIterations, int iPOIpos, const cv::Mat& tarImg, int_t head, int_t tail) { m_tarImg = tarImg; double start = omp_get_wtime(); ICGN2D_Precomputation(); double end = omp_get_wtime(); std::cout << "Time for Precomputation is: " << 1000 * (end - start) << std::endl; start = omp_get_wtime(); switch (m_Tflag) { case TW::paDIC::paDICThreadFlag::Single: { for (int i = 0; i < m_iPOINumber; i++) { ICGN2D_Compute(fU[i], fV[i], iNumIterations[i], iPOIpos[2 * i + 1], iPOIpos[2 * i + 0], i); } break; } case TW::paDIC::paDICThreadFlag::Multicore: { #pragma omp parallel for for (int i = 0; i < m_iPOINumber; i++) { ICGN2D_Compute(fU[i], fV[i], iNumIterations[i], iPOIpos[2 * i + 1], iPOIpos[2 * i + 0], i); } break; } default: { break; } } end = omp_get_wtime(); std::cout << "ICGN time is: " << 1000 * (end - start) << " [ms]" << std::endl; } void ICGN2D_CPU::ICGN2D_Precomputation_Prepare() { switch (m_Iflag) { case TW::paDIC::ICGN2DInterpolationFLag::Bicubic: { hcreateptr<real_t>(m_fRx, m_iROIHeight, m_iROIWidth); hcreateptr<real_t>(m_fRy, m_iROIHeight, m_iROIWidth); hcreateptr<real_t>(m_fTx, m_iROIHeight, m_iROIWidth); hcreateptr<real_t>(m_fTy, m_iROIHeight, m_iROIWidth); hcreateptr<real_t>(m_fTxy, m_iROIHeight, m_iROIWidth); hcreateptr<real_t>(m_fInterpolation, m_iROIHeight, m_iROIWidth, 4, 4); break; } case TW::paDIC::ICGN2DInterpolationFLag::BicubicSpline: { hcreateptr<real_t>(m_fRx, m_iROIHeight, m_iROIWidth); hcreateptr<real_t>(m_fRy, m_iROIHeight, m_iROIWidth); hcreateptr<real_t>(m_fInterpolation, m_iROIHeight, m_iROIWidth, 4, 4); break; } default: { break; } } } void ICGN2D_CPU::ICGN2D_Precomputation() { switch (m_Tflag) { case TW::paDIC::paDICThreadFlag::Single: { switch (m_Iflag) { case TW::paDIC::ICGN2DInterpolationFLag::Bicubic: { // Compute gradients of m_refImg & m_tarImg GradientXY_2Images_s(m_refImg, m_tarImg, m_iStartX, m_iStartY, m_iROIWidth, m_iROIHeight, m_refImg.cols, m_refImg.rows, TW::AccuracyOrder::Quadratic, m_fRx, m_fRy, m_fTx, m_fTy, m_fTxy); // Compute the LUT for bicubic interpolation BicubicCoefficients_s(m_tarImg, m_fTx, m_fTy, m_fTxy, m_iStartX, m_iStartY, m_iROIWidth, m_iROIHeight, m_tarImg.cols, m_tarImg.cols, m_fInterpolation); break; } case TW::paDIC::ICGN2DInterpolationFLag::BicubicSpline: { // Compute gradients of m_refImg Gradient_s(m_refImg, m_iStartX, m_iStartY, m_iROIWidth, m_iROIHeight, m_refImg.cols, m_refImg.rows, TW::AccuracyOrder::Quadratic, m_fRx, m_fRy); // Compute the LUT for bicubic B-Spline interpolation BicubicSplineCoefficients_s(m_tarImg, m_iStartX, m_iStartY, m_iROIWidth, m_iROIHeight, m_tarImg.cols, m_tarImg.rows, m_fInterpolation); break; } default: { break; } } break; } case TW::paDIC::paDICThreadFlag::Multicore: { switch (m_Iflag) { case TW::paDIC::ICGN2DInterpolationFLag::Bicubic: { // Compute gradients of m_refImg & m_tarImg GradientXY_2Images_m(m_refImg, m_tarImg, m_iStartX, m_iStartY, m_iROIWidth, m_iROIHeight, m_refImg.cols, m_refImg.rows, TW::AccuracyOrder::Quadratic, m_fRx, m_fRy, m_fTx, m_fTy, m_fTxy); // Compute the LUT for bicubic interpolation BicubicCoefficients_m(m_tarImg, m_fTx, m_fTy, m_fTxy, m_iStartX, m_iStartY, m_iROIWidth, m_iROIHeight, m_tarImg.cols, m_tarImg.cols, m_fInterpolation); break; } case TW::paDIC::ICGN2DInterpolationFLag::BicubicSpline: { // Compute gradients of m_refImg Gradient_m(m_refImg, m_iStartX, m_iStartY, m_iROIWidth, m_iROIHeight, m_refImg.cols, m_refImg.rows, TW::AccuracyOrder::Quadratic, m_fRx, m_fRy); // Compute the LUT for bicubic B-Spline interpolation BicubicSplineCoefficients_m(m_tarImg, m_iStartX, m_iStartY, m_iROIWidth, m_iROIHeight, m_tarImg.cols, m_tarImg.rows, m_fInterpolation); break; } default: { break; } } break; } default: { break; } } // For debug /std::cout<<"Bicubic First: "<<std::endl; std::cout.precision(10); for(int i=0;i<4;i++) { for(int j=0;j<4;j++) { std::cout<<m_fInterpolation[0][0][i][j]<<", "; } std::cout<<std::endl; } for(int i=0;i<4;i++) { for(int j=0;j<4;j++) { std::cout<<m_fInterpolation[m_iROIHeight-1][m_iROIWidth-1][i][j]<<", "; } std::cout<<"\n"; }/ } void ICGN2D_CPU::ICGN2D_Precomputation_Finalize() { switch (m_Iflag) { case TW::paDIC::ICGN2DInterpolationFLag::Bicubic: { hdestroyptr(m_fRx); hdestroyptr(m_fRy); hdestroyptr(m_fTx); hdestroyptr(m_fTy); hdestroyptr(m_fTxy); hdestroyptr(m_fInterpolation); } break; case TW::paDIC::ICGN2DInterpolationFLag::BicubicSpline: { hdestroyptr(m_fRx); hdestroyptr(m_fRy); hdestroyptr(m_fInterpolation); } break; default: break; } } void ICGN2D_CPU::ICGN2D_Prepare() { // Allocate required memory ICGN2D_Precomputation_Prepare(); hcreateptr(m_fSubsetR, m_iPOINumber, m_iSubsetH, m_iSubsetW); hcreateptr(m_fSubsetT, m_iPOINumber, m_iSubsetH, m_iSubsetW); hcreateptr(m_fRDescent,m_iPOINumber, m_iSubsetH, m_iSubsetW, 6); } ICGN2DFlag ICGN2D_CPU::ICGN2D_Compute(real_t &fU, real_t &fV, int &iNumIterations, const int iPOIx, const int iPOIy, const int id) { // Eqn.(1) // H(delta(p)) = RHS = // Sigma_i Sigma_j{ // [gradient(R)(\partial(W)/\partial(p)]^T [R_ij - R_m] } // -R_s/T_s Sigma_i Sigma_j{ // [gradient(R)(\partial(W)/\partial(p)]^T [T_m - T_ij] } // where R_s = sqrt[ Sigma_ij(R_ij - R_m)^2], T_s = sqrt[ Sigma_ij(T_ij - T_m)^2] real_t fError = 0; // R_s / T_s ( T_i - R_i) real_t fRefSubsetMean = 0, fTarSubsetMean = 0; // Mean intensity values within Ref & Tar subsets real_t fRefSubsetNorm = 0, fTarSubsetNorm = 0; // sqrt(Sigma(R_i - R_mean)^2) Normalization parameter for Ref & Tar subsets std::vector<real_t> v_P(6,0); // Deformation parameter P(u,ux,uy,v,vx,vy); std::vector<real_t> v_dP(6,0); // delta(p) in Eqn.(1): Incremental P, dP(du, dux, duy, dv, dvx, dvy); std::vector<real_t> v_RHS(6, 0); // The RHS vector of Eqn.(1) // matrix \partial(W) / \partial(p) 2-by-6 std::vector<std::vector<real_t>> m_Jacobian(2, std::vector<real_t>(6, 0)); // The warp matrix W = // \|1+u_x u_y u\| // \| v_x 1+v_y v\| // \| 0 0 1\| std::vector<std::vector<real_t>> m_W(3, std::vector<real_t>(3, 0)); // The Hessian Matrix H = [gradient(R)(\partial(W)/\partial(p)]^T * [gradient(R)(\partial(W)/\partial(p)] std::vector<real_t> m_Hessian(66, 0); // Only when the reference image is changed does these happen //if(m_isRefImgUpdated) //{ // Precompute all the invariant paramters before the iterations for (int l = 0; l < m_iSubsetH; l++) { for (int m = 0; m < m_iSubsetW; m++) { // x and y indices of each pixel in the subset int idY = iPOIy - m_iSubsetY + l; int idX = iPOIx - m_iSubsetX + m; // Construct the Ref subset m_fSubsetR[id][l][m] = static_cast<real_t>(m_refImg.at<uchar>(idY, idX)); // Compute the Sigma_i Sigma_j(R_ij) fRefSubsetMean += m_fSubsetR[id][l][m]; // Calculate the Jacobian: \partial(W) / \partial(p) // \| 1 dx dy 0 0 0 \|, dx = m - m_iSubsetX, distance to the POI // \| 0 0 0 1 dx dy \| dy = l - m_iSubsetY m_Jacobian[0][0] = 1; m_Jacobian[0][1] = real_t(m - m_iSubsetX); m_Jacobian[0][2] = real_t(l - m_iSubsetY); m_Jacobian[0][3] = 0; m_Jacobian[0][4] = 0; m_Jacobian[0][5] = 0; m_Jacobian[1][0] = 0; m_Jacobian[1][1] = 0; m_Jacobian[1][2] = 0; m_Jacobian[1][3] = 1; m_Jacobian[1][4] = real_t(m - m_iSubsetX); m_Jacobian[1][5] = real_t(l - m_iSubsetY); // Calculate gradient(R)(\partial(W)/\partial(p) // \| Rx Ry \| \| 1 dx dy 0 0 0 \| // \| 0 0 0 1 dx dy \| for (int k = 0; k < 6; k++) { m_fRDescent[id][l][m][k] = m_fRx[idY - m_iStartY][idX - m_iStartX] * m_Jacobian[0][k] + m_fRy[idY - m_iStartY][idX - m_iStartX] * m_Jacobian[1][k]; } // Calculate Hessian Matrix H = // Sigma_i Sigma_j (m_fRDescent^T * m_fRDescent) // Note: Since H is symmetric, only calculate its lowever-triangle elements // \| H_00 0 0 0 0 0 \| // \| H_10 H_11 0 0 0 0 \| // H = \| H_20 H_21 H_22 0 0 0 \| // \| H_30 H_31 H_32 H_33 0 0 \| // \| H_40 H_41 H_42 H_43 H_44 0 \| // \| H_50 H_51 H_52 H_53 H_54 H_55 \| for (int k = 0; k < 6; k++) { for (int n = 0; n <= k; n++) { m_Hessian[k * 6 + n] += m_fRDescent[id][l][m][k] * m_fRDescent[id][l][m][n]; } } } } //} // //// For debug use /std::cout << "Hessian Before\n"; for (int i = 0; i < 6; i++) { for (int j = 0; j < 6; j++) { std::cout << m_Hessian[i6+j] << ",\t"; } std::cout << "\n"; }/ // Calculate R_m and make sure R_m != 0 fRefSubsetMean /= real_t(m_iSubsetSize); // R_m if(std::abs(fRefSubsetMean) <= std::numeric_limits<real_t>::epsilon()) return ICGN2DFlag::DarkSubset; // Calculate R_s = sqrt[ Sigma_ij(R_ij - R_m)^2] and make sure R_s != 0; for(int l = 0; l < m_iSubsetH; l++) { for(int m = 0; m < m_iSubsetW; m++) { m_fSubsetR[id][l][m] = m_fSubsetR[id][l][m] - fRefSubsetMean; // R_ij - R_m fRefSubsetNorm += m_fSubsetR[id][l][m] m_fSubsetR[id][l][m]; // Sigma_ij (R_ij - R_m)^2; } } fRefSubsetNorm = std::sqrt(fRefSubsetNorm); // R_s if(std::abs(fRefSubsetNorm) <= std::numeric_limits<real_t>::epsilon()) return ICGN2DFlag::DarkSubset; // Initialize deformation vector P and its incremental one dP // v_P = {u, 0, 0, v, 0, 0}, v_dP = {0, 0, 0, 0, 0, 0} // (u,ux,uy, v,vx,vy} // {0, 1, 2, 3, 4, 5} v_P[0] = fU; v_P[3] = fV; // Initialize the warp matrix W m_W[0][0] = 1 + v_P[1]; m_W[0][1] = v_P[2]; m_W[0][2] = v_P[0]; m_W[1][0] = v_P[4]; m_W[1][1] = 1 + v_P[5]; m_W[1][2] = v_P[3]; m_W[2][0] = 0; m_W[2][1] = 0; m_W[2][2] = 1; // Construct the warpped subset T: T_ij for(int l=0; l < m_iSubsetH; l++) { for(int m = 0; m < m_iSubsetW; m++) { // Calculate the subpixel location within the subset T // \|WarpX\| \| POIx\| \|1+u_x u_y u\| \| m - iSubsetX\| // \|WarpY\| = \| POIy\|+\| v_x 1+v_y v\|\| l - iSubsetY\| // \| 1 \| \| 1\| \| 0 0 1\| \| 1\| real_t fWarpX = iPOIx + m_W[0][0] (m - m_iSubsetX) + m_W[0][1] * (l - m_iSubsetY) + m_W[0][2]; real_t fWarpY = iPOIy + m_W[1][0] * (m - m_iSubsetX) + m_W[1][1] * (l - m_iSubsetY) + m_W[1][2]; int iIntPixX = int(fWarpX); int iIntPixY = int(fWarpY); // Make sure that iIntPixX & iIntPixY are within the // ROI[iStartX~iStartX+iROIWidth-1][iStartY~iStartY+iROIHeight-1] if( (iIntPixX >= m_iStartX) && (iIntPixY >= m_iStartY) && (iIntPixX < m_iStartX + m_iROIWidth) && (iIntPixY < m_iStartY + m_iROIHeight)) { // Initially this is the interger locations m_fSubsetT[id][l][m] = static_cast<real_t>(m_tarImg.at<uchar>(iIntPixY,iIntPixX)); fTarSubsetMean += m_fSubsetT[id][l][m]; } else { return ICGN2DFlag::OutofROI; } } } fTarSubsetMean /= real_t(m_iSubsetSize); if(std::abs(fTarSubsetMean) <= std::numeric_limits<real_t>::epsilon()) return ICGN2DFlag::DarkSubset; // Calculate T_s = sqrt[ Sigma_ij(T_ij - T_m)^2] and make sure T_s != 0; for(int l = 0; l < m_iSubsetH; l++) { for(int m = 0; m < m_iSubsetW; m++) { m_fSubsetT[id][l][m] = m_fSubsetT[id][l][m] - fTarSubsetMean; // T_i - T_m fTarSubsetNorm += m_fSubsetT[id][l][m] * m_fSubsetT[id][l][m]; // sigma (T_i - T_m)^2 } } fTarSubsetNorm = sqrt(fTarSubsetNorm); // sqrt(Sigma(T_i - T_m)^2 if(std::abs(fTarSubsetNorm) <= std::numeric_limits<real_t>::epsilon()) return ICGN2DFlag::DarkSubset; // Construct the RHS vector v_RHS //real_t fError = 0; // R_s / T_s ( T_i - R_i) for(int l = 0; l < m_iSubsetH; l++) { for(int m = 0; m < m_iSubsetW; m++) { fError = (fRefSubsetNorm / fTarSubsetNorm) * m_fSubsetT[id][l][m] - m_fSubsetR[id][l][m]; // Calculate the RHS = Sigma{[m_RDescent]^T[ R_s / T_s * T_i - R_i]} for(int k = 0; k < 6; k++) v_RHS[k] += (m_fRDescent[id][l][m][k] * fError); } } // For Debug /for(int i=0; i< v_RHS.size(); i++) std::cout<<v_RHS[i]<<", "; std::cout<<std::endl;/ // Using MKL's LAPACK routing to solve the linear equations ""m_H * v_dP = v_RHS"" // H is symmetricúČ but not guaranteed to be positive definite MKL_INT ipiv[6]; #ifdef TW_USE_DOUBLE int infor = LAPACKE_dpotrf(LAPACK_ROW_MAJOR, 'L', 6, m_Hessian.data(), 6); LAPACKE_dpotrs(LAPACK_ROW_MAJOR, 'L', 6, 1, m_Hessian.data(), 6, v_RHS.data(), 1); //int infor = LAPACKE_dsysv(LAPACK_ROW_MAJOR, 'L', 6, 1, m_Hessian.data(), 6, ipiv, v_RHS.data(), 1);; #else int infor = LAPACKE_spotrf(LAPACK_ROW_MAJOR, 'L', 6, m_Hessian.data(), 6); LAPACKE_spotrs(LAPACK_ROW_MAJOR, 'L', 6, 1, m_Hessian.data(), 6, v_RHS.data(), 1); //int infor = LAPACKE_ssysv(LAPACK_ROW_MAJOR, 'L', 6, 1, m_Hessian.data(), 6, ipiv, v_RHS.data(), 1); #endif // TW_USE_DOUBLE // Check for the exact singularity if (infor > 0) { qDebug() << "The element of the diagonal factor "; qDebug() << "D(" << infor << "," << infor << ") is zero, so that D is singular;\n"; qDebug() << "the solution could not be computed.\n"; return ICGN2DFlag::SingularHessian; } //// For Debug /std::cout << "\nHessian After\n"; for (int i = 0; i < 6; i++) { for (int j = 0; j < 6; j++) { std::cout << m_Hessian[i6+j] << ",\t"; } std::cout << "\n"; } std::cout<<"DeltaP Befor"<<std::endl; for(int i=0; i< v_RHS.size(); i++) std::cout<<v_RHS[i]<<", "; std::cout<<std::endl;/ // NOTE: Now dP's value is stored in v_RHS [ du dux duy dv dvx dvy] // Update warp m_W and deformation parameter p v_P // W(P) <- W(P) o W(DP)^-1 real_t fTemp = (1 + v_RHS[1]) (1 + v_RHS[5]) - v_RHS[2] * v_RHS[4]; if(std::abs(fTemp) <= std::numeric_limits<real_t>::epsilon()) return ICGN2DFlag::SingularWarp; // Update m_W m_W[0][0] = ((1 + v_P[1]) * (1 + v_RHS[5]) - v_P[2] * v_RHS[4]) / fTemp; m_W[0][1] = (v_P[2] * (1 + v_RHS[1]) - (1 + v_P[1]) * v_RHS[2]) / fTemp; m_W[0][2] = v_P[0] + (v_P[2] * (v_RHS[0] * v_RHS[4] - v_RHS[3] - v_RHS[3] * v_RHS[1]) - (1 + v_P[1]) * (v_RHS[0] * v_RHS[5] + v_RHS[0] - v_RHS[2] * v_RHS[3])) / fTemp; m_W[1][0] = (v_P[4] * (1 + v_RHS[5]) - (1 + v_P[5]) * v_RHS[4]) / fTemp; m_W[1][1] = ((1 + v_P[5]) * (1 + v_RHS[1]) - v_P[4] * v_RHS[2]) / fTemp; m_W[1][2] = v_P[3] + ((1 + v_P[5]) * (v_RHS[0] * v_RHS[4] - v_RHS[3] - v_RHS[3] * v_RHS[1]) - v_P[4] * (v_RHS[0] * v_RHS[5] + v_RHS[0] - v_RHS[2] * v_RHS[3])) / fTemp; m_W[2][0] = 0; m_W[2][1] = 0; m_W[2][2] = 1; // For Debug /std::cout<<"Warp Befor"<<std::endl; for (int i = 0; i < 3; i++) { for (int j = 0; j < 3; j++) { std::cout << m_W[i][j]<< ",\t"; } std::cout << "\n"; }/ // Update P & the output fU&fV v_P[0] = fU = m_W[0][2]; v_P[1] = m_W[0][0] - 1; v_P[2] = m_W[0][1]; v_P[3] = fV = m_W[1][2]; v_P[4] = m_W[1][0]; v_P[5] = m_W[1][1] - 1; /* Perform the ICGN iterative optimizatin from this point, with preset maximum iteration step/ iNumIterations = 1; while (iNumIterations < m_iNumIterations && sqrt(pow(v_RHS[0], 2) + pow(v_RHS[1] m_iSubsetX, 2) + pow(v_RHS[2] * m_iSubsetY, 2) + pow(v_RHS[3], 2) + pow(v_RHS[4] * m_iSubsetX, 2) + pow(v_RHS[5] * m_iSubsetY, 2)) >= m_fDeltaP) { ++iNumIterations; // Fill the warpped subset T (sub-pixel positions) fTarSubsetMean = fTarSubsetNorm = 0; for(int l=0; l < m_iSubsetH; l++) { for (int m = 0; m < m_iSubsetW; m++) { real_t fWarpX = iPOIx + m_W[0][0] * (m - m_iSubsetX) + m_W[0][1] * (l - m_iSubsetY) + m_W[0][2]; real_t fWarpY = iPOIy + m_W[1][0] * (m - m_iSubsetX) + m_W[1][1] * (l - m_iSubsetY) + m_W[1][2]; int iIntPixX = int(fWarpX); int iIntPixY = int(fWarpY); // Make sure that iIntPixX & iIntPixY are within the // ROI[iStartX~iStartX+iROIWidth-1][iStartY~iStartY+iROIHeight-1] if ((iIntPixX >= m_iStartX) && (iIntPixY >= m_iStartY) && (iIntPixX < m_iStartX + m_iROIWidth) && (iIntPixY < m_iStartY + m_iROIHeight)) { real_t fTempX = fWarpX - real_t(iIntPixX); real_t fTempY = fWarpY - real_t(iIntPixY); // Mostly, T contains sub-pixel locations. These locations can be estimated by interpolation m_fSubsetT[id][l][m] = 0; for (int k = 0; k < 4; k++) { for (int n = 0; n < 4; n++) { // Note the indices in m_fBsplineInterpolation should minus the start position [X,Y] // of the ROI m_fSubsetT[id][l][m] += m_fInterpolation[iIntPixY - m_iStartY][iIntPixX - m_iStartX][k][n] * pow(fTempY, k) * pow(fTempX, n); } } fTarSubsetMean += m_fSubsetT[id][l][m]; } else { return ICGN2DFlag::OutofROI; } } } fTarSubsetMean /= real_t(m_iSubsetSize); // T_m if(std::abs(fTarSubsetMean) <= std::numeric_limits<real_t>::epsilon()) return ICGN2DFlag::DarkSubset; // Calculate sqrt(Sigma(T_i - T_m)^2) for (int l = 0; l < m_iSubsetH; l++) { for (int m = 0; m < m_iSubsetW; m++) { m_fSubsetT[id][l][m] = m_fSubsetT[id][l][m] - fTarSubsetMean; // T_i - T_m fTarSubsetNorm += m_fSubsetT[id][l][m] * m_fSubsetT[id][l][m]; // Sigma(T_i - T_m)^2 } } fTarSubsetNorm = sqrt(fTarSubsetNorm); // sqrt(Sigma(T_i - T_m)^2) if(std::abs(fTarSubsetNorm) <= std::numeric_limits<real_t>::epsilon()) return ICGN2DFlag::DarkSubset; // Construct the RHS vector v_RHS for (int k = 0; k < 6; k++) v_RHS[k] = 0; for (int l = 0; l < m_iSubsetH; l++) { for (int m = 0; m < m_iSubsetW; m++) { fError = (fRefSubsetNorm / fTarSubsetNorm) * m_fSubsetT[id][l][m]; fError -= m_fSubsetR[id][l][m]; // Calculate the RHS = Sigma{[m_RDescent]^T[ R_s / T_s * T_i - R_i]} for (int k = 0; k < 6; k++) v_RHS[k] += (m_fRDescent[id][l][m][k] * fError); } } // For Debug /if (iNumIterations == 2) { std::cout<<"Third Iteration: "<<"\n"; std::cout.precision(10); std::cout<<m_fSubsetT[id][0][0]<<std::endl; std::cout<<m_fSubsetR[id][32][32]<<std::endl; std::cout << fRefSubsetNorm <<", "<<", "<<fTarSubsetMean<<", "<<fTarSubsetNorm<<", "<<fError <<", "<<m_fSubsetT[id][m_iSubsetH-1][m_iSubsetW-1]<<","<<m_fSubsetR[id][m_iSubsetH-1][m_iSubsetW-1]<<", " << (fRefSubsetNorm / fTarSubsetNorm)<<", " << (fRefSubsetNorm / fTarSubsetNorm) m_fSubsetT[id][m_iSubsetH-1][m_iSubsetW-1]<<", " << (fRefSubsetNorm / fTarSubsetNorm)* m_fSubsetT[id][m_iSubsetH-1][m_iSubsetW-1] - m_fSubsetR[id][m_iSubsetH-1][m_iSubsetW-1]<<"\n"; for (int i = 0; i < v_RHS.size(); i++) std::cout << v_RHS[i] << ", "; }/ // Using MKL's LAPACK routing to solve the linear equations ""m_H v_dP = v_RHS"" // H is symmetricúČ but not guaranteed to be positive definite #ifdef TW_USE_DOUBLE infor = LAPACKE_dpotrs(LAPACK_ROW_MAJOR, 'L', 6, 1, m_Hessian.data(), 6, v_RHS.data(), 1); //int infor = LAPACKE_dtrtrs(LAPACK_ROW_MAJOR, 'L', 'N', 'N', 6, 1, m_Hessian.data(), 6, v_RHS.data(), 1); /int infor = LAPACKE_dsysv(LAPACK_ROW_MAJOR, 'L', 6, 1, m_Hessian.data(), 6, ipiv, v_RHS.data(), 1);;/ #else infor = LAPACKE_spotrs(LAPACK_ROW_MAJOR, 'L', 6, 1, m_Hessian.data(), 6, v_RHS.data(), 1); //int infor = LAPACKE_ssysv(LAPACK_ROW_MAJOR, 'L', 6, 1, m_Hessian.data(), 6, ipiv, v_RHS.data(), 1); #endif // TW_USE_DOUBLE /if (iNumIterations == 2) { std::cout<<"\nDeltaP after for Iteration 2"<<"\n"; for (int i = 0; i < v_RHS.size(); i++) std::cout << v_RHS[i] << ", "; }/ // Check for the exact singularity if (infor < 0) { qDebug() << "The element of the diagonal factor "; qDebug() << "D(" << infor << "," << infor << ") is ellegal, so that\n"; qDebug() << "the solution could not be computed.\n"; return ICGN2DFlag::SingularHessian; } // NOTE: Now dP's value is stored in v_RHS [ du dux duy dv dvx dvy] // Update warp m_W and deformation parameter p v_P // W(P) <- W(P) o W(DP)^-1 real_t fTemp = (1 + v_RHS[1]) * (1 + v_RHS[5]) - v_RHS[2] * v_RHS[4]; if (std::abs(fTemp) <= std::numeric_limits<real_t>::epsilon()) return ICGN2DFlag::SingularWarp; // Update m_W m_W[0][0] = ((1 + v_P[1]) * (1 + v_RHS[5]) - v_P[2] * v_RHS[4]) / fTemp; m_W[0][1] = (v_P[2] * (1 + v_RHS[1]) - (1 + v_P[1]) * v_RHS[2]) / fTemp; m_W[0][2] = v_P[0] + (v_P[2] * (v_RHS[0] * v_RHS[4] - v_RHS[3] - v_RHS[3] * v_RHS[1]) - (1 + v_P[1]) * (v_RHS[0] * v_RHS[5] + v_RHS[0] - v_RHS[2] * v_RHS[3])) / fTemp; m_W[1][0] = (v_P[4] * (1 + v_RHS[5]) - (1 + v_P[5]) * v_RHS[4]) / fTemp; m_W[1][1] = ((1 + v_P[5]) * (1 + v_RHS[1]) - v_P[4] * v_RHS[2]) / fTemp; m_W[1][2] = v_P[3] + ((1 + v_P[5]) * (v_RHS[0] * v_RHS[4] - v_RHS[3] - v_RHS[3] * v_RHS[1]) - v_P[4] * (v_RHS[0] * v_RHS[5] + v_RHS[0] - v_RHS[2] * v_RHS[3])) / fTemp; m_W[2][0] = 0; m_W[2][1] = 0; m_W[2][2] = 1; // For Debug /std::cout<<"Warp After"<<std::endl; for (int i = 0; i < 3; i++) { for (int j = 0; j < 3; j++) { std::cout << m_W[i][j]<< ",\t"; } std::cout << "\n"; }/ // Update P & the output fU&fV v_P[0] = fU = m_W[0][2]; v_P[1] = m_W[0][0] - 1; v_P[2] = m_W[0][1]; v_P[3] = fV = m_W[1][2]; v_P[4] = m_W[1][0]; v_P[5] = m_W[1][1] - 1; } // For Debug /std::cout<<fTarSubsetMean<<std::endl; std::cout<<fTarSubsetNorm<<std::endl; std::cout<<iNumIterations<<std::endl; std::cout<<"Warp After"<<std::endl; for (int i = 0; i < 3; i++) { for (int j = 0; j < 3; j++) { std::cout << m_W[i][j]<< ",\t"; } std::cout << "\n"; }/ return ICGN2DFlag::Success; } void ICGN2D_CPU::ICGN2D_Finalize() { ICGN2D_Precomputation_Finalize(); hdestroyptr(m_fSubsetR); hdestroyptr(m_fSubsetT); hdestroyptr(m_fRDescent); } } //!- namespace paDIC } //!- namespace TW<file_sep>/TW/TW_Engine/TW.h #ifndef TW_H #define TW_H #define TW_PI 3.14159265358979323846 #define TW_TWOPI 6.28318530717958647692 #define BLOCK_SIZE_256 256 #define BLOCK_SIZE_128 128 #define BLOCK_SIZE_64 64 //!- Macro for library dll export utility #if defined (_WIN32) # if defined (TW_LIB_DLL_EXPORTS_MODE) # define TW_LIB_DLL_EXPORTS __declspec(dllexport) # else # define TW_LIB_DLL_EXPORTS __declspec(dllimport) # endif #else # define TW_LIB_DLL_EXPORTS #endif //!- TW engine version #define VERSION "1.0" //!- Debugging macro #ifdef TW_DEBUG_MSG #define DEBUG_MSG(x) do {std::cout<<"[TW_DEBUG]: "<<x<<std::endl;} while(0) #else #define DEBUG_MSG(x) do {} while(0); #endif // TW_DEBUG_MSG #include <string> #include <cufft.h> #include <cfloat> #include <fftw3.h> //#define TW_USE_DOUBLE namespace TW { //!- TW basic types #ifdef TW_USE_DOUBLE using intentisy_t = double; using real_t = double; using real_t2 = double2; using real_t4 = double4; using cudafftComplex = cufftDoubleComplex; using fftw3Plan = fftw_plan; using fftw3Complex = fftw_complex; #else using intensity_t = float; using real_t = float; using real_t2 = float2; using real_t4 = float4; using cudafftComplex = cufftComplex; using fftw3Plan = fftwf_plan; using fftw3Complex = fftwf_complex; #endif // TW_USE_DOUBLE using int_t = int; using uint_t = unsigned int; // !- Setup whether to use CUDA, multicore or single core enum PARALLEL_COMPUTING_TYPE { Singlecore , Multicore , CUDA_GPU //, OpenCL }; } //!- namespace TW #endif // !TW_H <file_sep>/TW/TW_Engine/TW_Concurrent_Buffer.cpp #ifdef TW_CONCURRENT_BUFFER_H template<class T> Concurrent_Buffer<T>::Concurrent_Buffer() :m_size(1) { // Allocate slots for semaphores m_freeSlotsSemaphore = new QSemaphore(m_size); m_occupiedSlotsSemaphore = new QSemaphore(0); m_enQueueSemaphore = new QSemaphore(1); m_deQueueSemaphore = new QSemaphore(1); } template<class T> Concurrent_Buffer<T>::Concurrent_Buffer(size_t size) :m_size(size) { // Allocate slots for semaphores m_freeSlotsSemaphore = new QSemaphore(m_size); m_occupiedSlotsSemaphore = new QSemaphore(0); m_enQueueSemaphore = new QSemaphore(1); m_deQueueSemaphore = new QSemaphore(1); } template<class T> void Concurrent_Buffer<T>::EnQueue(const T& elem, bool dropIfFull) { m_enQueueSemaphore->acquire(); // If dropIfFull is true, do not block the block if(dropIfFull) { // Use tryAcquire to not block the execution // Only acquire the resourse when there is an available slot if(m_freeSlotsSemaphore->tryAcquire()) { m_mutex.lock(); m_queue.enqueue(elem); m_mutex.unlock(); m_occupiedSlotsSemaphore->release(); } } // If dropIfFull is false, block the execution and wait until there is // a free slot else { m_freeSlotsSemaphore->acquire(); m_mutex.lock(); m_queue.enqueue(elem); m_mutex.unlock(); m_occupiedSlotsSemaphore->release(); } m_enQueueSemaphore->release(); } template<class T> void Concurrent_Buffer<T>::DeQueue(T& elem) { m_deQueueSemaphore->acquire(); // Acquire the occupied semaphore m_occupiedSlotsSemaphore->acquire(); m_mutex.lock(); elem = m_queue.dequeue(); m_mutex.unlock(); // Release a free slot m_freeSlotsSemaphore->release(); m_deQueueSemaphore->release(); } template<class T> std::shared_ptr<T> Concurrent_Buffer<T>::DeQueue() { m_deQueueSemaphore->acquire(); // Acquire the occupied semaphore m_occupiedSlotsSemaphore->acquire(); m_mutex.lock(); std::shared_ptr<T> elem(std::make_shared<T>(m_queue.dequeue())); m_mutex.unlock(); // Release a free slot m_freeSlotsSemaphore->release(); m_deQueueSemaphore->release(); return elem; } template<class T> bool Concurrent_Buffer<T>:: IsEmpty() const { QMutexLocker mLocker(&m_mutex); return m_queue.isEmpty(); } template<class T> bool Concurrent_Buffer<T>:: IsFull() const { QMutexLocker mLocker(&m_mutex); return m_queue.size() == m_size; } template<class T> bool Concurrent_Buffer<T>:: clear() { if(m_queue.size() > 0) { if(m_enQueueSemaphore->tryAcquire()) { if(m_deQueueSemaphore->tryAcquire()) { m_freeSlotsSemaphore->release(m_queue.size()); m_freeSlotsSemaphore->acquire(m_size); m_occupiedSlotsSemaphore->acquire(m_queue.size()); m_queue.clear(); m_freeSlotsSemaphore->release(m_size); m_deQueueSemaphore->release(); } else { return false; } m_enQueueSemaphore->release(); return true; } else { return false; } } else { return false; } } #endif<file_sep>/TW/TW_Engine/TW_utils.h #ifndef TW_UTILS_H #define TW_UTILS_H #include "TW.h" #include <opencv2\opencv.hpp> #include <cuda_runtime.h> #include <cmath> namespace TW { //!--------------------Inline and template functions---------------------------------------- template<typename T> void deleteObject(T& param) { if (param != nullptr && param != 0 && param != NULL) { delete param; param = nullptr; } } /// \brief Return the 1D index of a 2D matrix. /// /// \param x position in x direction in a 2D matrix /// \param y position in y direction in a 2D matrix /// \param width width (number of cols) of a 2D matrix inline __host__ __device__ int_t ELT2D(int_t x, int_t y, int_t width) { return (ywidth + x); } /// \brief Return the 1D index of a 3D matrix. /// /// \param x position in x direction in a 3D matrix /// \param y position in y direction in a 3D matrix /// \param z position in z direction in a 3D matrix /// \param width width of a 3D matrix /// \param height height of a 3D matrix inline __host__ __device__ int_t ELT3D(int_t x, int_t y, int_t z, int_t width, int_t height) { return ((zheight + y)width + x); } /// \brief lerp function for t /// /// \param a lower bound /// \param b upper bound /// \param lerp parameter inline __device__ __host__ real_t lerp(real_t a, real_t b, real_t t) { return a + t(b - a); } /// \brief clamp function /// /// \param a lower bound /// \param b upper bound /// \param f value to be clamped inline __device__ __host__ real_t clamp(real_t f, real_t a, real_t b) { #ifdef TW_USE_DOUBLE return fmax(a, fmin(f, b)); #else return fmaxf(a, fminf(f, b)); #endif // TW_USE_DOUBL } /// \brief Template function for computing a block-sum reduction /// /// \param sdata data in the block's shared memory /// \param mySum the value to be added on /// \param tid thread id template <unsigned int blockSize, class Real> __device__ void reduceBlock( volatile Real sdata, Real mySum, const unsigned int tid) { sdata[tid] = mySum; __syncthreads(); // do reduction in shared mem if (blockSize >= 512){ if (tid < 256) { sdata[tid] = mySum = mySum + sdata[tid + 256]; } __syncthreads(); } if (blockSize >= 256){ if (tid < 128) { sdata[tid] = mySum = mySum + sdata[tid + 128]; } __syncthreads(); } if (blockSize >= 128){ if (tid < 64) { sdata[tid] = mySum = mySum + sdata[tid + 64]; } __syncthreads(); } if (tid < 32) { if (blockSize >= 64){ sdata[tid] = mySum = mySum + sdata[tid + 32]; } if (blockSize >= 32){ sdata[tid] = mySum = mySum + sdata[tid + 16]; } if (blockSize >= 16){ sdata[tid] = mySum = mySum + sdata[tid + 8]; } if (blockSize >= 8) { sdata[tid] = mySum = mySum + sdata[tid + 4]; } if (blockSize >= 4) { sdata[tid] = mySum = mySum + sdata[tid + 2]; } if (blockSize >= 2) { sdata[tid] = mySum = mySum + sdata[tid + 1]; } } __syncthreads(); } /// \brief Template function for computing a block-max reduction /// /// \param sdata data in the block's shared memory /// \param sindex index of the corresponding data in shared memory /// \param data initial data /// \param ind initial index /// \param tid thread id template <unsigned int blockSize, class Real> __device__ void reduceToMaxBlock( volatile Real sdata, volatile int sindex, Real data, int ind, const unsigned int tid) { // do reduction in shared mem sdata[tid] = data; sindex[tid] = ind; __syncthreads(); if (blockSize >= 512){ if (tid < 256){ if (sdata[tid] < sdata[tid + 256]){ sdata[tid] = sdata[tid + 256]; sindex[tid] = sindex[tid + 256]; } } __syncthreads(); } if (blockSize >= 256){ if (tid < 128){ if (sdata[tid] < sdata[tid + 128]){ sdata[tid] = sdata[tid + 128]; sindex[tid] = sindex[tid + 128]; } } __syncthreads(); } if (blockSize >= 128){ if (tid < 64) { if (sdata[tid] < sdata[tid + 64]){ sdata[tid] = sdata[tid + 64]; sindex[tid] = sindex[tid + 64]; } } __syncthreads(); } if (tid < 32) { if (blockSize >= 64) { if (sdata[tid] < sdata[tid + 32]){ sdata[tid] = sdata[tid + 32]; sindex[tid] = sindex[tid + 32]; } } if (blockSize >= 32) { if (sdata[tid] < sdata[tid + 16]){ sdata[tid] = sdata[tid + 16]; sindex[tid] = sindex[tid + 16]; } } if (blockSize >= 16) { if (sdata[tid] < sdata[tid + 8]){ sdata[tid] = sdata[tid + 8]; sindex[tid] = sindex[tid + 8]; } } if (blockSize >= 8) { if (sdata[tid] < sdata[tid + 4]){ sdata[tid] = sdata[tid + 4]; sindex[tid] = sindex[tid + 4]; } } if (blockSize >= 4) { if (sdata[tid] < sdata[tid + 2]){ sdata[tid] = sdata[tid + 2]; sindex[tid] = sindex[tid + 2]; } } if (blockSize >= 2) { if (sdata[tid] < sdata[tid + 1]){ sdata[tid] = sdata[tid + 1]; sindex[tid] = sindex[tid + 1]; } } } __syncthreads(); } /// \brief Function for computing the CUFFT complex number scaling operation /// /// \param a the input complex number /// \param s the scaling factor /// \return the scaled new complex number static __device__ __host__ inline cudafftComplex ComplexScale(cudafftComplex a, real_t s) { cudafftComplex c; c.x = s * a.x; c.y = s * a.y; return c; } /// \brief Function for computing the CUFFT complex number multiplication /// /// \param a the input complex number /// \param b another input complex number /// \return the result of the multiplication static __device__ __host__ inline cudafftComplex ComplexMul(cudafftComplex a, cudafftComplex b) { cudafftComplex c; c.x = a.x * b.x + a.y * b.y; c.y = a.x * b.y - a.y * b.x; return c; } // ----------------------Inline and Template Functions End-------------------------! // !---------------------Host Utility Functions ------------------------------------- /// \brief Function to compute positions of POIs on single-core CPU. /// No need to pre-allocate memory for the pointer. /// /// \param Out_h_iPXY position array in device memory /// \param iNumberX number of POIs in x direction /// \param iNumberY number of POIs in y direction /// \param iMarginX number of extra safe pixels at ROI boundary in x direction /// \param iMarginY number of extra safe pixels at ROI boundary in y direction /// \param iSubsetX half size of the square subset in x direction /// \param iSubsetY half size of the square subset in y direction /// \param iGridSpaceX number of pixels between two POIs in x direction /// \param iGirdSpaceY number of pixels between two POIs in y direction TW_LIB_DLL_EXPORTS void ComputePOIPositions_s(// Output int_t *&Out_h_iPXY, // Return the host handle // Inputs int_t iNumberX, int_t iNumberY, int_t iMarginX, int_t iMarginY, int_t iSubsetX, int_t iSubsetY, int_t iGridSpaceX, int_t iGridSpaceY); /// \brief Function to compute positions of POIs on single-core CPU. /// No need to pre-allocate memory for the pointer. /// /// \param Out_h_iPXY position array in device memory /// \param iStartX, iStartY The start position of the ROI /// \param iNumberX number of POIs in x direction /// \param iNumberY number of POIs in y direction /// \param iMarginX number of extra safe pixels at ROI boundary in x direction /// \param iMarginY number of extra safe pixels at ROI boundary in y direction /// \param iSubsetX half size of the square subset in x direction /// \param iSubsetY half size of the square subset in y direction /// \param iGridSpaceX number of pixels between two POIs in x direction /// \param iGirdSpaceY number of pixels between two POIs in y direction TW_LIB_DLL_EXPORTS void ComputePOIPositions_s(// Output int_t &Out_h_iPXY, // Return the host handle // Inputs int_t iStartX, int_t iStartY, int_t iNumberX, int_t iNumberY, int_t iMarginX, int_t iMarginY, int_t iSubsetX, int_t iSubsetY, int_t iGridSpaceX, int_t iGridSpaceY); /// \brief Function to compute positions of POIs on multi-core CPU. /// No need to pre-allocate memory for the pointer. /// /// \param Out_h_iPXY position array in device memory /// \param iNumberX number of POIs in x direction /// \param iNumberY number of POIs in y direction /// \param iMarginX number of extra safe pixels at ROI boundary in x direction /// \param iMarginY number of extra safe pixels at ROI boundary in y direction /// \param iSubsetX half size of the square subset in x direction /// \param iSubsetY half size of the square subset in y direction /// \param iGridSpaceX number of pixels between two POIs in x direction /// \param iGirdSpaceY number of pixels between two POIs in y direction TW_LIB_DLL_EXPORTS void ComputePOIPositions_m(// Output int_t &Out_h_iPXY, // Return the host handle // Inputs int_t iNumberX, int_t iNumberY, int_t iMarginX, int_t iMarginY, int_t iSubsetX, int_t iSubsetY, int_t iGridSpaceX, int_t iGridSpaceY); /// \brief Function to compute positions of POIs on Multi-core CPU. /// No need to pre-allocate memory for the pointer. /// /// \param Out_h_iPXY position array in device memory /// \param iStartX, iStartY The start position of the ROI /// \param iNumberX number of POIs in x direction /// \param iNumberY number of POIs in y direction /// \param iMarginX number of extra safe pixels at ROI boundary in x direction /// \param iMarginY number of extra safe pixels at ROI boundary in y direction /// \param iSubsetX half size of the square subset in x direction /// \param iSubsetY half size of the square subset in y direction /// \param iGridSpaceX number of pixels between two POIs in x direction /// \param iGirdSpaceY number of pixels between two POIs in y direction TW_LIB_DLL_EXPORTS void ComputePOIPositions_m(// Output int_t &Out_h_iPXY, // Return the host handle // Inputs int_t iStartX, int_t iStartY, int_t iNumberX, int_t iNumberY, int_t iMarginX, int_t iMarginY, int_t iSubsetX, int_t iSubsetY, int_t iGridSpaceX, int_t iGridSpaceY); enum class AccuracyOrder { Quadratic, Quartic, Octic }; /// \brief Sequential Function to compute the gradients x&y of an image using Central Difference Scheme /// Note: The cv::Mat must be 8UC1 format, otherwise this method cannot be called /// /// \param image cv::Mat image used to calculate the gradients /// \param iStartX, iStartY The start positions of the ROI /// \param iROIWidth, iROIHeight The width&height of the ROI /// \param iImgWidth, iImgHeight THe width&height of the image /// \param accuracyOrder The accuracy order of the gradients (Taylor's series) /// \param Gx gradient in x direction, Gx = nullptr if no need to calculate it /// \param Gy gradient in y direction, Gy = nullptr if no need to calculate it TW_LIB_DLL_EXPORTS void Gradient_s(//Inputs const cv::Mat& image, int_t iStartX, int_t iStartY, int_t iROIWidth, int_t iROIHeight, int_t iImgWidth, int_t iImgHeight, AccuracyOrder accuracyOrder, //Output real_t Gx, real_t Gy); /// \brief Sequential Function to compute the gradients x&y of an image using Central Difference Scheme /// Note: The cv::Mat must be 8UC1 format, otherwise this method cannot be called /// /// \param image cv::Mat image used to calculate the gradients /// \param iStartX, iStartY The start positions of the ROI /// \param iROIWidth, iROIHeight The width&height of the ROI /// \param iImgWidth, iImgHeight THe width&height of the image /// \param accuracyOrder The accuracy order of the gradients (Taylor's series) /// \param Gx gradient in x direction, Gx = nullptr if no need to calculate it /// \param Gy gradient in y direction, Gy = nullptr if no need to calculate it /// \param Gxy gradient in xy direction, Gxy = nullptr if no need to calculate it TW_LIB_DLL_EXPORTS void GradientXY_s(//Inputs const cv::Mat& image, int_t iStartX, int_t iStartY, int_t iROIWidth, int_t iROIHeight, int_t iImgWidth, int_t iImgHeight, AccuracyOrder accuracyOrder, //Output real_t Gx, real_t Gy, real_t Gxy); TW_LIB_DLL_EXPORTS void GradientXY_2Images_s(//Inputs const cv::Mat& image1, const cv::Mat& image2, int_t iStartX, int_t iStartY, int_t iROIWidth, int_t iROIHeight, int_t iImgWidth, int_t iImgHeight, AccuracyOrder accuracyOrder, //Outputs real_t Fx, real_t Fy, real_t Gx, real_t Gy, real_t Gxy); /// \brief Multi-threaded Function to compute the gradients x&y of an image using Central Difference Scheme /// Note: The cv::Mat must be 8UC1 format, otherwise this method cannot be called /// /// \param image cv::Mat image used to calculate the gradients /// \param iStartX, iStartY The start positions of the ROI /// \param iROIWidth, iROIHeight The width&height of the ROI /// \param iImgWidth, iImgHeight THe width&height of the image /// \param accuracyOrder The accuracy order of the gradients (Taylor's series) /// \param Gx gradient in x direction, Gx = nullptr if no need to calculate it /// \param Gy gradient in y direction, Gy = nullptr if no need to calculate it TW_LIB_DLL_EXPORTS void Gradient_m(//Inputs const cv::Mat& image, int_t iStartX, int_t iStartY, int_t iROIWidth, int_t iROIHeight, int_t iImgWidth, int_t iImgHeight, AccuracyOrder accuracyOrder, //Output real_t Gx, real_t Gy); /// \brief Multi-core Function to compute the gradients x&y of an image using Central Difference Scheme /// Note: The cv::Mat must be 8UC1 format, otherwise this method cannot be called /// /// \param image cv::Mat image used to calculate the gradients /// \param iStartX, iStartY The start positions of the ROI /// \param iROIWidth, iROIHeight The width&height of the ROI /// \param iImgWidth, iImgHeight THe width&height of the image /// \param accuracyOrder The accuracy order of the gradients (Taylor's series) /// \param Gx gradient in x direction, Gx = nullptr if no need to calculate it /// \param Gy gradient in y direction, Gy = nullptr if no need to calculate it /// \param Gxy gradient in xy direction, Gxy = nullptr if no need to calculate it TW_LIB_DLL_EXPORTS void GradientXY_m(//Inputs const cv::Mat& image, int_t iStartX, int_t iStartY, int_t iROIWidth, int_t iROIHeight, int_t iImgWidth, int_t iImgHeight, AccuracyOrder accuracyOrder, //Output real_t Gx, real_t Gy, real_t Gxy); TW_LIB_DLL_EXPORTS void GradientXY_2Images_m(//Inputs const cv::Mat& image1, const cv::Mat& image2, int_t iStartX, int_t iStartY, int_t iROIWidth, int_t iROIHeight, int_t iImgWidth, int_t iImgHeight, AccuracyOrder accuracyOrder, //Outputs real_t Fx, real_t Fy, real_t Gx, real_t Gy, real_t Gxy); /// \brief Sequential function to precompute the Bicubic B-spline interpolation coefficients LUT. /// NOTE: The control points are assumed to be on the B-spline surface /// Reference: 刘洪臣, et al. (2007). "基于双三次B样条曲面亚像元图像插值方法." 哈尔滨工业大学学报 39(7): 1121-1124. /// /// \param image cv::Mat image /// \param iStartX, iStartY The start positions of the ROI /// \param iROIWidth, iROIHeight The width&height of the ROI /// \param iImgWidth, iImgHeight THe width&height of the image /// \param fBSpline Bspline LUT TW_LIB_DLL_EXPORTS void BicubicSplineCoefficients_s(// Inputs const cv::Mat& image, int_t iStartX, int_t iStartY, int_t iROIWidth, int_t iROIHeight, int_t iImgWidth, int_t iImgHeight, // Output real_t *fBSpline); /// \brief Sequential function to precompute Bicubic interpolation coefficients LUT /// /// \param image cv::Mat image /// \param Tx, Ty, Txy Gradients of the image in x, y&xy directions /// \param iStartX, iStartY The start positions of the ROI /// \param iROIWidth, iROIHeight The width&height of the ROI /// \param iImgWidth, iImgHeight THe width&height of the image /// \param fBicubic Bspline LUT TW_LIB_DLL_EXPORTS void BicubicCoefficients_s(// Inputs const cv::Mat& image, real_t Tx, real_t Ty, real_t Txy, int_t iStartX, int_t iStartY, int_t iROIWidth, int_t iROIHeight, int_t iImgWidth, int_t iImgHeight, // Outputs real_t **fBicubic); /// \brief Multi-core function to precompute the Bicubic B-spline interpolation coefficients LUT. /// NOTE: The control points are assumed to be on the B-spline surface /// Reference: 刘洪臣, et al. (2007). "基于双三次B样条曲面亚像元图像插值方法." 哈尔滨工业大学学报 39(7): 1121-1124. /// /// \param image cv::Mat image /// \param iStartX, iStartY The start positions of the ROI /// \param iROIWidth, iROIHeight The width&height of the ROI /// \param iImgWidth, iImgHeight THe width&height of the image /// \param fBSpline Bspline LUT /// OpenMP is used for the parallelization TW_LIB_DLL_EXPORTS void BicubicSplineCoefficients_m(// Inputs const cv::Mat& image, int_t iStartX, int_t iStartY, int_t iROIWidth, int_t iROIHeight, int_t iImgWidth, int_t iImgHeight, // Output real_t fBSpline); /// \brief Multi-core function to precompute Bicubic interpolation coefficients LUT /// /// \param image cv::Mat image /// \param Tx, Ty, Txy Gradients of the image in x, y&xy directions /// \param iStartX, iStartY The start positions of the ROI /// \param iROIWidth, iROIHeight The width&height of the ROI /// \param iImgWidth, iImgHeight THe width&height of the image /// \param fBicubic Bspline LUT /// OpenMP is used for parallelization. TW_LIB_DLL_EXPORTS void BicubicCoefficients_m(// Inputs const cv::Mat& image, real_t Tx, real_t Ty, real_t Txy, int_t iStartX, int_t iStartY, int_t iROIWidth, int_t iROIHeight, int_t iImgWidth, int_t iImgHeight, // Outputs real_t ***fBicubic); // ---------------------------CPU Utility Functions End-------------------------------! // !----------------------------GPU Wrapper Functions---------------------------------- /// \brief Function to compute positions of POIs on GPU within the ROI, the result is stored in /// an device array. NOTE: No need to pre-allocate memory for the device pointer /// /// \param Out_d_iPXY position array in device memory /// \param iNumberX number of POIs in x direction /// \param iNumberY number of POIs in y direction /// \param iMarginX number of extra safe pixels at ROI boundary in x direction /// \param iMarginY number of extra safe pixels at ROI boundary in y direction /// \param iSubsetX half size of the square subset in x direction /// \param iSubsetY half size of the square subset in y direction /// \param iGridSpaceX number of pixels between two POIs in x direction /// \param iGirdSpaceY number of pixels between two POIs in y direction TW_LIB_DLL_EXPORTS void cuComputePOIPositions(// Output int_t &Out_d_iPXY, // Return the device handle // Inputs int_t iNumberX, int_t iNumberY, int_t iMarginX, int_t iMarginY, int_t iSubsetX, int_t iSubsetY, int_t iGridSpaceX, int_t iGridSpaceY); /// \brief Function to compute positions of POIs on GPU within the ROI, the result is stored both in /// an device array and a host array. NOTE: No need to pre-allocate memory for the two pointers. /// /// \param Out_d_iPXY position array in device memory /// \param Out_h_iPXY position array in host memory /// \param iNumberX number of POIs in x direction /// \param iNumberY number of POIs in y direction /// \param iMarginX number of extra safe pixels at ROI boundary in x direction /// \param iMarginY number of extra safe pixels at ROI boundary in y direction /// \param iSubsetX half size of the square subset in x direction /// \param iSubsetY half size of the square subset in y direction /// \param iGridSpaceX number of pixels between two POIs in x direction /// \param iGirdSpaceY number of pixels between two POIs in y direction TW_LIB_DLL_EXPORTS void cuComputePOIPositions(// Outputs int_t &Out_d_iPXY, // Return the device handle int_t *&Out_h_iPXY, // Retrun the host handle // Inputs int_t iNumberX, int_t iNumberY, int_t iMarginX, int_t iMarginY, int_t iSubsetX, int_t iSubsetY, int_t iGridSpaceX, int_t iGridSpaceY); /// \brief Function to compute positions of POIs on GPU within the whole image, the result is stored both in /// an device array and a host array. NOTE: No need to pre-allocate memory for the two pointers. /// /// \param Out_d_iPXY position array in device memory /// \param Out_h_iPXY position array in host memory /// \param iStartX x coordinate of the top-left point of ROI /// \param iStartY y coordinate of the top-left point of ROI /// \param iNumberX number of POIs in x direction /// \param iNumberY number of POIs in y direction /// \param iMarginX number of extra safe pixels at ROI boundary in x direction /// \param iMarginY number of extra safe pixels at ROI boundary in y direction /// \param iSubsetX half size of the square subset in x direction /// \param iSubsetY half size of the square subset in y direction /// \param iGridSpaceX number of pixels between two POIs in x direction /// \param iGirdSpaceY number of pixels between two POIs in y direction TW_LIB_DLL_EXPORTS void cuComputePOIPositions(// Outputs int_t &Out_d_iPXY, // Return the device handle int_t **&Out_h_iPXY, // Retrun the host handle // Inputs int_t iStartX, int_t iStartY, // Start top-left point of the ROI int_t iNumberX, int_t iNumberY, int_t iMarginX, int_t iMarginY, int_t iSubsetX, int_t iSubsetY, int_t iGridSpaceX, int_t iGridSpaceY); /// \brief Function to compute positions of POIs on GPU within the whole image, the result is stored in /// a device array. NOTE: No need to pre-allocate memory for the two pointers. /// /// \param Out_d_iPXY position array in device memory /// \param Out_h_iPXY position array in host memory /// \param iStartX x coordinate of the top-left point of ROI /// \param iStartY y coordinate of the top-left point of ROI /// \param iNumberX number of POIs in x direction /// \param iNumberY number of POIs in y direction /// \param iMarginX number of extra safe pixels at ROI boundary in x direction /// \param iMarginY number of extra safe pixels at ROI boundary in y direction /// \param iSubsetX half size of the square subset in x direction /// \param iSubsetY half size of the square subset in y direction /// \param iGridSpaceX number of pixels between two POIs in x direction /// \param iGirdSpaceY number of pixels between two POIs in y direction TW_LIB_DLL_EXPORTS void cuComputePOIPositions(// Outputs int_t &Out_d_iPXY, // Retrun the device handle // Inputs int_t iStartX, int_t iStartY, // Start top-left point of the ROI int_t iNumberX, int_t iNumberY, int_t iMarginX, int_t iMarginY, int_t iSubsetX, int_t iSubsetY, int_t iGridSpaceX, int_t iGridSpaceY); /// \brief Function to compute Gradients of fImgF & fImgG on GPU, the results are stored in device /// arrays. NOTE: The memory must be pre-allocated before calling this function. This rountine is /// especially useful for ICGN + Bicubic interpolation /// /// \param fImgF Reference Image /// \param fImgG Target Image /// \param iStartX x coordinate of the top-left point of ROI /// \param iStartY y coordinate of the top-left point of ROI /// \param iROIWidth Width of ROI /// \param iROIHeight Height of ROI /// \param iImgWidth Width of the image /// \param iImgHeight Height of the image /// \param AccuracyOrder The accuracy order of the gradients (Taylor's series) /// \param Fx, Fy Gradient of fImgF in x,y dimensions /// \param Gx, Gy, Gxy Gradient of fImgG in x, y adn xy dimensions TW_LIB_DLL_EXPORTS void cuGradientXY_2Images(// Inputs uchar1 fImgF, uchar1 fImgG, int_t iStartX, int_t iStartY, int_t iROIWidth, int_t iROIHeight, int_t iImgWidth, int_t iImgHeight, AccuracyOrder accuracy, // Outputs real_t Fx, real_t Fy, real_t Gx, real_t Gy, real_t Gxy); /// \brief Function to compute Gradients of fImg on GPU, the results are stored in device /// arrays. NOTE: The memory must be pre-allocated before calling this function. This rountine is /// especially useful for ICGN + Bicubic Bspline interpolation /// /// \param fImg input image /// \param iStartX x coordinate of the top-left point of ROI /// \param iStartY y coordinate of the top-left point of ROI /// \param iROIWidth Width of ROI /// \param iROIHeight Height of ROI /// \param iImgWidth Width of the image /// \param iImgHeight Height of the image /// \param AccuracyOrder The accuracy order of the gradients (Taylor's series) /// \param Gx, Gy Gradient of fImgF in x,y dimensions TW_LIB_DLL_EXPORTS void cuGradient(// Inputs uchar1 fImg, int_t iStartX, int_t iStartY, int_t iROIWidth, int_t iROIHeight, int_t iImgWidth, int_t iImgHeight, AccuracyOrder accuracy, // Outputs real_t Gx, real_t Gy); /// \brief Function to Compute the Bicubic Interpolation Coefficients on GPU, the results are /// stroed in device memory /// /// \param dIn_fImgT The image /// \param dIn_fTx The Gradient X, but with range [iStar, iStart + iROI - 1] /// \param dIn_fTy The Gradient Y, but with range [iStar, iStart + iROI - 1] /// \param dIn_fTxy The Gradient XY,but with range [iStar, iStart + iROI - 1] /// \param iStartX x coordinate of the top-left point of ROI /// \param iStartY y coordinate of the top-left point of ROI /// \param iROIWidth Width of ROI /// \param iROIHeight Height of ROI /// \param iImgWidth Width of the image /// \param iImgHeight Height of the image /// \param dOut_fBicubicInterpolants The LUT size: iROIHeightiROIWidth4float4 TW_LIB_DLL_EXPORTS void cuBicubicCoefficients(// Inputs const uchar1 dIn_fImgT, const real_t* dIn_fTx, const real_t* dIn_fTy, const real_t* dIn_fTxy, const int iStartX, const int iStartY, const int iROIWidth, const int iROIHeight, const int iImgWidth, const int iImgHeight, // Outputs real_t4* dOut_fBicubicInterpolants); /// \brief GPU function to compute z = ax + y in parallel. /// \ strided for loop is used for the optimized performance and kernel size /// \ flexibility. NOTE: results are saved in vector y /// /// \param n number of elements of x and y vector /// \param a multiplier /// \param x, y input vectors /// \param devID the device number of the GPU in use TW_LIB_DLL_EXPORTS void cuSaxpy(// Inputs int_t n, real_t a, real_t x, int_t devID, // Output real_t y); // -----------------------------------GPU Wrapper Functions End-----------------------------! } //!- namespace TW #endif // !UTILS_H <file_sep>/TW/TW_EngineTester/FftccTest.cpp #include "TW_paDIC_cuFFTCC2D.h" #include "TW_paDIC_FFTCC2D_CPU.h" #include "TW_utils.h" #include "TW_MemManager.h" #include "TW_StopWatch.h" #include <opencv2\opencv.hpp> #include <opencv2\highgui.hpp> #include <omp.h> #include <gtest\gtest.h> #include <fstream> // using namespace TW; // TEST(Fftcc2D, Fftcc2D_CPU_part) { cv::Mat Rmat = cv::imread("Example1\\crop_oht_cfrp_01.jpg"); cv::Mat Tmat = cv::imread("Example1\\crop_oht_cfrp_02.jpg"); auto wm_iWidth = Rmat.cols; auto wm_iHeight = Rmat.rows; cv::Mat Rmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); cv::Mat Tmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); cv::cvtColor(Rmat, Rmatnew, CV_BGR2GRAY); cv::cvtColor(Tmat, Tmatnew, CV_BGR2GRAY); int* iPOIXY; float fU, fV, fZNCC; paDIC::Fftcc2D_CPU wfcc = new paDIC::Fftcc2D_CPU( Rmatnew.cols, Rmatnew.rows, 50, 50, Rmatnew.cols-250, Rmatnew.rows-250, 15, 15, 40, 40, 10, 10, TW::paDIC::paDICThreadFlag::Single); wfcc->InitializeFFTCC( Rmatnew, iPOIXY, fU, fV, fZNCC); omp_set_num_threads(12); StopWatch w; w.start(); wfcc->Algorithm_FFTCC( Tmatnew, iPOIXY, fU, fV, fZNCC); w.stop(); std::ofstream file; file.open("result.txt", std::ios::out \| std::ios::trunc); for(int i=0; i<wfcc->GetNumPOIsY(); i++) { for(int j=0; j<wfcc->GetNumPOIsX(); j++) { file <<"[ "<< iPOIXY[i][j][0]<<", "<<iPOIXY[i][j][1]<<" ], "<<fU[i][j]<<", "<<fV[i][j]<<", "<<fZNCC[i][j]<<std::endl; } } file.close(); std::cout << "CPU FFT-CC Time is: " << w.getElapsedTime() << std::endl; std::cout << iPOIXY[0][0][1] << ", " << iPOIXY[0][0][0] << ": " << fU[0][0] << ", " << fV[0][0] << ", " << fZNCC[0][0] << std::endl; wfcc->FinalizeFFTCC(iPOIXY,fU,fV,fZNCC); } // //// ////////TEST(Fftcc2D, Constructor) ////////{ //////// Fftcc2D fftcc = new Fftcc2D( //////// 10, //////// 10); //////// //////// Fftcc2D fftcc1 (Fftcc2D(10, 10)); //////// //////// EXPECT_EQ(fftcc->getNumPOIsX(), fftcc1.getNumPOIsY()); //////// //////// delete fftcc; //////// fftcc = nullptr; //////// ////////} // //// ////TEST(cuFFTCC2D_CPU, cuFFTCC2D_Copy_To_CPU) ////{ //// //!----------ROI based //// cv::Mat mat = cv::imread("Example2\\crop_oht_cfrp_00.bmp "); //// //// auto m_iWidth = mat.cols; //// auto m_iHeight = mat.rows; //// //// cv::Mat matnew(cv::Size(m_iWidth-2,m_iHeight-2),CV_8UC1); //// cv::cvtColor(mat(cv::Range(1, m_iHeight - 1), cv::Range(1, m_iWidth - 1)), matnew, CV_BGR2GRAY); //// //// std::cout << matnew.step << ", "; //// std::cout << (float)matnew.data[10 * matnew.step + 20] << ", Kanzhege" << std::endl; //// //// paDIC::cuFFTCC2D fcc = new paDIC::cuFFTCC2D(matnew.cols, matnew.rows, //// 16, 16, //// 3, 3, //// 5, 5); //// //// real_t iU, iV; //// real_t fZNCC; //// //// std::cout << fcc->GetNumPOIsX()<<", "<<fcc->GetNumPOIsY() << std::endl; //// //// fcc->InitializeFFTCC(iU, iV, fZNCC, matnew); //// //// cv::Mat mat1 = cv::imread("Example2\\crop_oht_cfrp_04.bmp"); //// //cv::Mat mat1new = mat1(cv::Range(1, m_iHeight - 1), cv::Range(1, m_iWidth - 1)); //// //// cv::Mat matnew1(cv::Size(m_iWidth-2, m_iHeight-2), CV_8UC1);; //// //// cv::cvtColor(mat1(cv::Range(1, m_iHeight - 1), cv::Range(1, m_iWidth - 1)), matnew1, CV_BGR2GRAY); //// //// //// fcc->ComputeFFTCC(iU, iV, fZNCC, matnew1); //// //// std::cout << iU[0][0] << ", " << iV[0][0] << ", " << fZNCC[0][0] << std::endl; //// //// //// fcc->DestroyFFTCC(iU, iV, fZNCC); //// //// delete fcc; //// fcc = nullptr; //// //// //!---------Whole Image based //// cv::Mat wmat = cv::imread("Example2\\crop_oht_cfrp_00.bmp "); //// //// auto wm_iWidth = mat.cols; //// auto wm_iHeight = mat.rows; //// //// cv::Mat wmatnew(cv::Size(wm_iWidth,wm_iHeight),CV_8UC1); //// cv::cvtColor(wmat, wmatnew, CV_BGR2GRAY); //// //// std::cout << wmatnew.step << ", "; //// std::cout << (float)wmatnew.data[10 wmatnew.step + 20] << ", Kanzhege" << std::endl; //// //// paDIC::cuFFTCC2D wfcc = new paDIC::cuFFTCC2D(wmatnew.cols, wmatnew.rows, //// wmatnew.cols-2, wmatnew.rows-2, //// 1,1, //// 16, 16, //// 3, 3, //// 5, 5); //// //// real_t wiU, wiV; //// real_t wfZNCC; //// //// std::cout << wfcc->GetNumPOIsX()<<", "<<wfcc->GetNumPOIsY() << std::endl; //// //// wfcc->InitializeFFTCC(wiU, wiV, wfZNCC, wmatnew); //// //// cv::Mat wmat1 = cv::imread("Example2\\crop_oht_cfrp_04.bmp"); //// //cv::Mat mat1new = mat1(cv::Range(1, m_iHeight - 1), cv::Range(1, m_iWidth - 1)); //// //// cv::Mat wmatnew1(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1);; //// //// cv::cvtColor(wmat1, wmatnew1, CV_BGR2GRAY); //// //// //// wfcc->ComputeFFTCC(wiU, wiV, wfZNCC, wmatnew1); //// //// std::cout << wiU[0][0] << ", " << wiV[0][0] << ", " << wfZNCC[0][0] << std::endl; //// //// //// wfcc->DestroyFFTCC(wiU, wiV, wfZNCC); //// //// delete wfcc; //// wfcc = nullptr; //// ////} // // //TEST(cuFFTCC2D_GPU, cuFFTCC2D_StayOn_GPU) //{ // //!--------------ROI based // /cv::Mat mat = cv::imread("Example2\\crop_oht_cfrp_00.bmp "); // // auto m_iWidth = mat.cols; // auto m_iHeight = mat.rows; // // cv::Mat matnew(cv::Size(m_iWidth-2,m_iHeight-2),CV_8UC1); // // cv::cvtColor(mat(cv::Range(1, m_iHeight - 1), cv::Range(1, m_iWidth - 1)), matnew, CV_BGR2GRAY); // // paDIC::cuFFTCC2D fcc = new paDIC::cuFFTCC2D(matnew.cols, matnew.rows, // 16, 16, // 3, 3, // 5, 5); // // cv::Mat mat1 = cv::imread("Example2\\crop_oht_cfrp_04.bmp "); // cv::Mat matnew1(cv::Size(m_iWidth-2,m_iHeight-2),CV_8UC1); // cv::cvtColor(mat1(cv::Range(1, m_iHeight - 1), cv::Range(1, m_iWidth - 1)), matnew1, CV_BGR2GRAY); // // // real_t iU, iV; // real_t fZNCC; // // real_t idU, idV; // real_t fdZNCC; // // fcc->cuInitializeFFTCC(idU,idV,fdZNCC,matnew); // // fcc->ResetRefImg(matnew); // // fcc->cuComputeFFTCC(idU,idV,fdZNCC,matnew1); // // hcreateptr<real_t>(iU, fcc->GetNumPOIsY(), fcc->GetNumPOIsX()); // hcreateptr<real_t>(iV, fcc->GetNumPOIsY(), fcc->GetNumPOIsX()); // hcreateptr<real_t>(fZNCC, fcc->GetNumPOIsY(), fcc->GetNumPOIsX()); // // cudaMemcpy(iU[0], idU, sizeof(int_t)fcc->GetNumPOIs(),cudaMemcpyDeviceToHost); // cudaMemcpy(iV[0], idV, sizeof(int_t)fcc->GetNumPOIs(),cudaMemcpyDeviceToHost); // cudaMemcpy(fZNCC[0], fdZNCC, sizeof(int_t)fcc->GetNumPOIs(),cudaMemcpyDeviceToHost); // // std::cout << iU[0][0] << ", " << iV[0][0] << ", " << fZNCC[0][0] << std::endl; // // fcc->cuDestroyFFTCC(idU,idV,fdZNCC); // // // delete fcc; // fcc = nullptr; // // // hdestroyptr(iU); // hdestroyptr(iV); // hdestroyptr(fZNCC);/ // // //!--------------Image based // cv::Mat wmat = cv::imread("Example1\\fu_0.bmp"); // // auto wm_iWidth = wmat.cols; // auto wm_iHeight = wmat.rows; // // cv::Mat wmatnew(cv::Size(wm_iWidth,wm_iHeight),CV_8UC1); // // cv::cvtColor(wmat, wmatnew, CV_BGR2GRAY); // // paDIC::cuFFTCC2D wfcc = new paDIC::cuFFTCC2D(wmatnew.cols, wmatnew.rows, // wmatnew.cols-2, wmatnew.rows-2, // 1,1, // 16, 16, // 5, 5, // 10, 10); // // cv::Mat wmat1 = cv::imread("Example1\\fu_1.bmp"); // cv::Mat wmatnew1(cv::Size(wm_iWidth,wm_iHeight),CV_8UC1); // cv::cvtColor(wmat1, wmatnew1, CV_BGR2GRAY); // // // real_t wiU, wiV; // real_t wfZNCC; // // real_t widU, widV; // real_t wfdZNCC; // // wfcc->cuInitializeFFTCC(widU,widV,wfdZNCC,wmatnew); // // wfcc->ResetRefImg(wmatnew); // // // wfcc->cuComputeFFTCC(widU,widV,wfdZNCC,wmatnew1); // // hcreateptr<real_t>(wiU, wfcc->GetNumPOIsY(), wfcc->GetNumPOIsX()); // hcreateptr<real_t>(wiV, wfcc->GetNumPOIsY(), wfcc->GetNumPOIsX()); // hcreateptr<real_t>(wfZNCC, wfcc->GetNumPOIsY(), wfcc->GetNumPOIsX()); // // cudaMemcpy(wiU[0], widU, sizeof(int_t)wfcc->GetNumPOIs(),cudaMemcpyDeviceToHost); // cudaMemcpy(wiV[0], widV, sizeof(int_t)wfcc->GetNumPOIs(),cudaMemcpyDeviceToHost); // cudaMemcpy(wfZNCC[0], wfdZNCC, sizeof(int_t)wfcc->GetNumPOIs(),cudaMemcpyDeviceToHost); // // std::cout << wiU[0][0] << ", " << wiV[0][0] << ", " << wfZNCC[0][0] << std::endl; // // wfcc->cuDestroyFFTCC(widU,widV,wfdZNCC); // // // delete wfcc; // wfcc = nullptr; // // hdestroyptr(wiU); // hdestroyptr(wiV); // hdestroyptr(wfZNCC); //}<file_sep>/TW/TW_Core/icgnworkerthread.cpp #include "icgnworkerthread.h" #include <omp.h> ICGNWorkerThread::ICGNWorkerThread( ImageBufferPtr refImgBuffer, ImageBufferPtr tarImgBuffer, VecBufferfPtr fUBuffer, VecBufferfPtr fVBuffer, VecBufferiPtr iPOIXYBuffer, const QRect &roi, const int iNumICGNThreads, int iWidth, int iHeight, int iNumberX, int iNumberY, int iSubsetX, int iSubsetY, int iNumbIterations, float fDeltaP) : m_ICGN2DPtr(nullptr) , m_refImgBuffer(refImgBuffer) , m_tarImgBuffer(tarImgBuffer) , m_fUBuffer(fUBuffer) , m_fVBuffer(fVBuffer) , m_iPOIXYBuffer(iPOIXYBuffer) , m_iNumberIterations(iNumberXiNumberY) { omp_set_num_threads(iNumICGNThreads); m_ICGN2DPtr.reset(new ICGN2D_CPU( iWidth, iHeight, roi.x(), roi.y(), roi.width(), roi.height(), iSubsetX, iSubsetY, iNumberX, iNumberY, 20, 0.001, TW::paDIC::ICGN2DInterpolationFLag::Bicubic, TW::paDIC::paDICThreadFlag::Single)); } ICGNWorkerThread::~ICGNWorkerThread() { std::cout<<"ICGN Thread is stopped and deleted"<<std::endl; } void ICGNWorkerThread::processFrame() { m_refImgBuffer->DeQueue(refImg); m_ICGN2DPtr->ResetRefImg(refImg); m_tarImgBuffer->DeQueue(tarImg); m_fUBuffer->DeQueue(fU); m_fVBuffer->DeQueue(fV); m_iPOIXYBuffer->DeQueue(iPOIXY); // For debug the image intensity variations /cv::imwrite("1.bmp", refImg); cv::imwrite("2.bmp", tarImg); for (int i = -10; i < 10; i++) { std::cout << int(refImg.at<uchar>(iPOIXY[1] + i, iPOIXY[0] + i)) << ", " << int(tarImg.at<uchar>(iPOIXY[1] + i, iPOIXY[0] + i)) << std::endl; }/ /std::cout<<refImg.rows<<", "<<refImg.cols<<", "<<(refImg.at<uchar>(iPOIXY[1], iPOIXY[0]))<<std::endl; std::cout<<tarImg.rows<<", "<<tarImg.cols<<", "<<(tarImg.at<uchar>(iPOIXY[1], iPOIXY[0]))<<std::endl;/ m_ICGN2DPtr->ICGN2D_Algorithm( fU.data(), fV.data(), m_iNumberIterations.data(), iPOIXY.data(), tarImg); /std::cout<<iPOIXY[1]<<", "<<iPOIXY[0]<<std::endl;/ // float j = 0; //#pragma omp parallel for // for (int i = 0; i < 1000000; i++) // { // j += 0.5; // } /emit testSignal(fU[0]);/ }<file_sep>/TW/TW_Engine/TW_paDIC_FFTCC2D.cpp #include "TW_paDIC_FFTCC2D.h" namespace TW{ namespace paDIC{ Fftcc2D::Fftcc2D(const int_t iImgWidth, const int_t iImgHeight, const int_t iStartX, const int_t iStartY, const int_t iROIWidth, const int_t iROIHeight, const int_t iSubsetX, const int_t iSubsetY, const int_t iGridSpaceX, const int_t iGridSpaceY, const int_t iMarginX, const int_t iMarginY) : m_iImgWidth(iImgWidth) , m_iImgHeight(iImgHeight) , m_iROIWidth(iROIWidth) , m_iROIHeight(iROIHeight) , m_iStartX(iStartX) , m_iStartY(iStartY) , m_iSubsetX(iSubsetX) , m_iSubsetY(iSubsetY) , m_iGridSpaceX(iGridSpaceX) , m_iGridSpaceY(iGridSpaceY) , m_iMarginX(iMarginX) , m_iMarginY(iMarginY) , m_isWholeImgUsed(true) {} Fftcc2D::Fftcc2D(const int_t iROIWidth, const int_t iROIHeight, const int_t iSubsetX, const int_t iSubsetY, const int_t iGridSpaceX, const int_t iGridSpaceY, const int_t iMarginX, const int_t iMarginY) : m_iImgWidth(-1) , m_iImgHeight(-1) , m_iROIWidth(iROIWidth) , m_iROIHeight(iROIHeight) , m_iStartX(-1) , m_iStartY(-1) , m_iSubsetX(iSubsetX) , m_iSubsetY(iSubsetY) , m_iGridSpaceX(iGridSpaceX) , m_iGridSpaceY(iGridSpaceY) , m_iMarginX(iMarginX) , m_iMarginY(iMarginY) , m_isWholeImgUsed(false) {} void Fftcc2D::setROI(const int_t& iStartX, const int_t& iStartY, const int_t& iROIWidth, const int_t& iROIHeight) { m_iStartX = iStartX; m_iStartY = iStartY; m_iROIWidth = iROIWidth; m_iROIHeight = iROIHeight; } /void Fftcc2D::setROI(const int_t& iROIWidth, const int_t& iROIHeight) { m_iROIWidth = iROIWidth; m_iROIHeight = iROIHeight; if (!recomputeNumPOI()) throw std::logic_error("Number of POIs is below 0!"); } void Fftcc2D::setSubset(const int_t& iSubsetX, const int_t& iSubsetY) { m_iSubsetX = iSubsetX; m_iSubsetY = iSubsetY; if (!recomputeNumPOI()) throw std::logic_error("Number of POIs is below 0!"); } void Fftcc2D::setGridSpace(const int_t& iGridSpaceX, const int_t& iGridSpaceY) { m_iGridSpaceX = iGridSpaceX; m_iGridSpaceY = iGridSpaceY; if (!recomputeNumPOI()) throw std::logic_error("Number of POIs is below 0!"); } void Fftcc2D::setMargin(const int_t& iMarginX, const int_t& iMarginY) { m_iMarginX = iMarginX; m_iMarginY = iMarginY; if (!recomputeNumPOI()) throw std::logic_error("Number of POIs is below 0!"); }/ bool Fftcc2D::recomputeNumPOI() { m_iNumPOIX = int_t(floor((m_iROIWidth - m_iSubsetX * 2 - m_iMarginX * 2) / real_t(m_iGridSpaceX))) + 1; m_iNumPOIY = int_t(floor((m_iROIHeight - m_iSubsetY * 2 - m_iMarginY * 2) / real_t(m_iGridSpaceY))) + 1; return ((m_iNumPOIX > 0 && m_iNumPOIY > 0) ? true : false); } } //!- namespace paDIC } //!- namespace TW //!- Factory method //class __declspec(dllexport) Fftcc_Factory //{ //public: // enum Fftcc_Type{ // SingleThread, // MultiThread, // GPU // }; // // static std::unique_ptr<Fftcc> createFFTCC( // const std::vector<float>& vecRefImg, // const int iSubsetX = 16, // const int iSubsetY = 16, // const int iGridSpaceX = 5, // const int iGridSpaceY = 5, // const int iMarginX = 3, // const int iMarginY = 3 // ) // { // switch (Fftcc_Type) // { // case TW::Algrithm::Fftcc_Factory::SingleThread: // return std::make_unique<CPUFftcc>( // vecRefImg) // break; // case TW::Algrithm::Fftcc_Factory::MultiThread: // break; // case TW::Algrithm::Fftcc_Factory::GPU: // break; // default: // break; // } // } // // Fftcc_Factory() = delete; // Fftcc_Factory(const Fftcc_Factory&) = delete; // Fftcc_Factory& Fftcc_Factory::operator=(const Fftcc_Factory&) = delete; // //};<file_sep>/TW/TW_Engine/TW_Concurrent_Buffer.h /* Author: <NAME> <<EMAIL>> / / / / Copyright (c) 2012-2016 <NAME> / / / / / / Permission is hereby granted, free of charge, to any person / / obtaining a copy of this software and associated documentation / / files (the "Software"), to deal in the Software without restriction, / / including without limitation the rights to use, copy, modify, merge, / / publish, distribute, sublicense, and/or sell copies of the Software, / / and to permit persons to whom the Software is furnished to do so, / / subject to the following conditions: / / / / The above copyright notice and this permission notice shall be / / included in all copies or substantial portions of the Software. / / / / THE SOFTWARE IS PROVIDED "AS IS", WITHOUT WARRANTY OF ANY KIND, / / EXPRESS OR IMPLIED, INCLUDING BUT NOT LIMITED TO THE WARRANTIES OF / / MERCHANTABILITY, FITNESS FOR A PARTICULAR PURPOSE AND / / NONINFRINGEMENT. IN NO EVENT SHALL THE AUTHORS OR COPYRIGHT HOLDERS / / BE LIABLE FOR ANY CLAIM, DAMAGES OR OTHER LIABILITY, WHETHER IN AN / / ACTION OF CONTRACT, TORT OR OTHERWISE, ARISING FROM, OUT OF OR IN / / CONNECTION WITH THE SOFTWARE OR THE USE OR OTHER DEALINGS IN THE / / SOFTWARE. / / / / Modified by <NAME> <<EMAIL>> / /**********************************************************************/ #ifndef TW_CONCURRENT_BUFFER_H #define TW_CONCURRENT_BUFFER_H #include "TW.h" #include <QMutex> #include <QSemaphore> #include <QQueue> #include <memory> namespace TW{ /// \brief A self-implemented concurrent (circular) template container class for multithreading codes. /// TODO: Improve /// NOTE: Some operations of this class, e.g. unsafe_size() is not thread-safe. /// template<class T> class Concurrent_Buffer { public: /// \brief Default constructor. The buffer size is set to 1 Concurrent_Buffer(); /// \brief Overloaded constructor. Initialize the buffer with size size /// /// \param size the size of the buffer Concurrent_Buffer(size_t size); /// \brief thread-safe enQueue method /// /// \ param elem the element to be enqueued /// \ param dropIfFull set to true to drop frames if the buffer is full void EnQueue(const T& elem, bool dropIfFull = true); /// \brief thread-safe deQueue method, the dequeued element is passed back by /// reference /// /// \ param elem the element to be dequeued void DeQueue(T& elem); /// \brief thread-safe deQueue method, the dequeued element is returned to a /// smart pointer. nullptr is returned if there is no element in the queue std::shared_ptr<T> DeQueue(); /// \brief unthread-safe method to get the "current" size of the queue inline size_t Usafe_CurrentSize() const { return m_queue.size(); } /// \brief get the maximum size of the buffer inline size_t Size() const { return m_size; } /// \brief Return true if no element is currently in the buffer bool IsEmpty() const; /// \brief Return true if the buffer is full bool IsFull() const; /// \brief Return ture is the Buffer is successfully cleared bool clear(); private: mutable QMutex m_mutex; QQueue<T> m_queue; QSemaphore m_freeSlotsSemaphore; QSemaphore m_occupiedSlotsSemaphore; QSemaphore m_enQueueSemaphore; QSemaphore m_deQueueSemaphore; size_t m_size; }; #include "TW_Concurrent_Buffer.cpp" } #endif // !TW_CONCURRENT_BUFFER_H <file_sep>/TW/TW_Core/glwidget.cpp #include "glwidget.h" #include <vector> GLWidget::GLWidget(std::shared_ptr<SharedResources> &s, QThread &t, QWidget parent, int iWidth, int iHeight, const QRect &roi) : QOpenGLWidget(parent) , m_sharedResources(s) , m_renderThread(t) , m_viewWidth(0) , m_viewHeight(0) , m_iImgWidth(iWidth) , m_iImgHeight(iHeight) , m_ROI(roi) { setMinimumSize(640, 960); } GLWidget::~GLWidget() { makeCurrent(); m_vao.destroy(); deleteObject(m_sharedResources->sharedTexture); deleteObject(m_sharedResources->sharedProgram); m_sharedResources->sharedVBO->destroy(); deleteObject(m_sharedResources->sharedVBO); doneCurrent(); } void GLWidget::initializeGL() { m_viewWidth = width(); m_viewHeight = height(); m_sharedResources->sharedContext = new QOpenGLContext; QOpenGLContext shareContext = context(); m_sharedResources->sharedContext->setFormat(shareContext->format()); m_sharedResources->sharedContext->setShareContext(shareContext); m_sharedResources->sharedContext->create(); m_sharedResources->sharedSurface = shareContext->surface(); m_sharedResources->sharedContext->moveToThread(m_renderThread); initializeOpenGLFunctions(); glClearColor(0.3f, 0.3f, 0.3f, 1.0f); glClearDepth(1.0f); glDisable(GL_CULL_FACE); glEnable(GL_BLEND); glBlendFunc(GL_DST_ALPHA, GL_ONE_MINUS_DST_ALPHA); glEnable(GL_TEXTURE_2D); //!- Compile Shaders m_sharedResources->sharedProgram = new QOpenGLShaderProgram(); m_sharedResources->sharedProgram ->create(); m_sharedResources->sharedProgram ->addShaderFromSourceFile( QOpenGLShader::Vertex, QLatin1String("vert.glsl")); m_sharedResources->sharedProgram ->addShaderFromSourceFile( QOpenGLShader::Fragment, QLatin1String("frag.glsl")); m_sharedResources->sharedProgram ->link(); //!- Create & bind VBO m_sharedResources->sharedVBO = new QOpenGLBuffer(QOpenGLBuffer::VertexBuffer); m_sharedResources->sharedVBO->create(); m_sharedResources->sharedVBO->bind(); static const GLfloat quad_data[] = { -1.0f, 1.0f, 1.0f, 1.0f, 1.0f, -1.0f, -1.0f, -1.0f, 0.0f, 0.0f, 1.0f, 0.0f, 1.0f, 1.0f, 0.0f, 1.0f }; m_sharedResources->sharedVBO->allocate(quad_data, sizeof(quad_data)); m_sharedResources->sharedVBO->setUsagePattern(QOpenGLBuffer::StaticDraw); m_sharedResources->sharedVBO->release(); m_vao.create(); if (m_vao.isCreated()) m_vao.bind(); m_sharedResources->sharedProgram ->bind(); m_sharedResources->sharedVBO->bind(); m_sharedResources->sharedProgram->setAttributeBuffer( 0, GL_FLOAT, 0, 2, 0); m_sharedResources->sharedProgram->enableAttributeArray(0); m_sharedResources->sharedProgram->setAttributeBuffer( 1, GL_FLOAT, 8 * sizeof(float), 2, 0); m_sharedResources->sharedProgram->enableAttributeArray(1); m_sharedResources->sharedVBO->release(); m_sharedResources->sharedProgram->release(); m_vao.release(); //!- Create & bind ROI VBO m_sharedResources->sharedROIVBO = new QOpenGLBuffer(QOpenGLBuffer::VertexBuffer); m_sharedResources->sharedROIVBO->create(); m_sharedResources->sharedROIVBO->bind(); GLfloat tempX = 2.0f / (GLfloat)m_iImgWidth * m_ROI.x() - 1; GLfloat tempY = 2.0f / (GLfloat)m_iImgHeight * m_ROI.y() - 1; GLfloat tempROIX = 2.0f / (GLfloat)m_iImgWidth * (m_ROI.x() + m_ROI.width() - 1) - 1; GLfloat tempROIY = 2.0f / (GLfloat)m_iImgHeight (m_ROI.y() + m_ROI.height() - 1) - 1; tempY = -tempY; tempROIY = -tempROIY; float ROI_data[] = { tempX, tempROIY, tempROIX, tempROIY, tempROIX, tempY, tempX, tempY, 0.0f, 0.0f, 1.0f, 0.0f, 1.0f, 1.0f, 0.0f, 1.0f }; m_sharedResources->sharedROIVBO->allocate(ROI_data, sizeof(ROI_data)); m_sharedResources->sharedROIVBO->setUsagePattern(QOpenGLBuffer::StaticDraw); m_sharedResources->sharedROIVBO->release(); m_ROIvao.create(); if (m_ROIvao.isCreated()) m_ROIvao.bind(); m_sharedResources->sharedProgram ->bind(); m_sharedResources->sharedROIVBO->bind(); m_sharedResources->sharedProgram->setAttributeBuffer( 0, GL_FLOAT, 0, 2, 0); m_sharedResources->sharedProgram->enableAttributeArray(0); m_sharedResources->sharedProgram->setAttributeBuffer( 1, GL_FLOAT, 8 sizeof(float), 2, 0); m_sharedResources->sharedProgram->enableAttributeArray(1); m_sharedResources->sharedROIVBO->release(); m_sharedResources->sharedProgram->release(); m_ROIvao.release(); initGLTexture(); initCUDAArray(); } void GLWidget::paintGL() { glClear(GL_COLOR_BUFFER_BIT \| GL_DEPTH_BUFFER_BIT); glViewport(0,m_viewHeight/2,m_viewWidth,m_viewHeight/2); m_sharedResources->sharedProgram->bind(); m_vao.bind(); m_sharedResources->sharedTexture->bind(); glDrawArrays(GL_TRIANGLE_FAN,0,4); m_sharedResources->sharedTexture->release(); m_vao.release(); m_ROIvao.bind(); m_sharedResources->sharedUTexture->bind(); glDrawArrays(GL_TRIANGLE_FAN, 0, 4); m_sharedResources->sharedUTexture->release(); m_sharedResources->sharedProgram->release(); glViewport(0, 0,m_viewWidth,m_viewHeight/2); m_sharedResources->sharedProgram->bind(); m_vao.bind(); m_sharedResources->sharedTexture->bind(); glDrawArrays(GL_TRIANGLE_FAN,0,4); m_sharedResources->sharedTexture->release(); m_vao.release(); m_ROIvao.bind(); m_sharedResources->sharedVTexture->bind(); glDrawArrays(GL_TRIANGLE_FAN, 0, 4); m_sharedResources->sharedVTexture->release(); m_sharedResources->sharedProgram->release(); } void GLWidget::resizeGL(int w, int h) { glShadeModel(GL_SMOOTH); glClearDepth(1.0f); //glEnable(GL_DEPTH_TEST); m_viewHeight = h; m_viewWidth = w; } void GLWidget::initCUDAArray() { // Register textures in CUDA checkCudaErrors(cudaGraphicsGLRegisterImage(&m_sharedResources->cuda_ImgTex_Resource, m_sharedResources->sharedTexture->textureId(), GL_TEXTURE_2D, cudaGraphicsMapFlagsWriteDiscard)); checkCudaErrors(cudaGraphicsMapResources(1, &m_sharedResources->cuda_ImgTex_Resource, 0)); checkCudaErrors(cudaGraphicsGLRegisterImage(&m_sharedResources->cuda_U_Resource, m_sharedResources->sharedUTexture->textureId(), GL_TEXTURE_2D, cudaGraphicsMapFlagsWriteDiscard)); checkCudaErrors(cudaGraphicsMapResources(1, &m_sharedResources->cuda_U_Resource, 0)); checkCudaErrors(cudaGraphicsGLRegisterImage(&m_sharedResources->cuda_V_Resource, m_sharedResources->sharedVTexture->textureId(), GL_TEXTURE_2D, cudaGraphicsMapFlagsWriteDiscard)); checkCudaErrors(cudaGraphicsMapResources(1, &m_sharedResources->cuda_V_Resource, 0)); // Bind texutres to their respective CUDA arrays checkCudaErrors(cudaGraphicsSubResourceGetMappedArray(&m_sharedResources->cudaImgArray, m_sharedResources->cuda_ImgTex_Resource, 0, 0)); checkCudaErrors(cudaGraphicsUnmapResources(1, &m_sharedResources->cuda_ImgTex_Resource, 0)); checkCudaErrors(cudaGraphicsSubResourceGetMappedArray(&m_sharedResources->cudaUArray, m_sharedResources->cuda_U_Resource, 0, 0)); checkCudaErrors(cudaGraphicsUnmapResources(1, &m_sharedResources->cuda_U_Resource, 0)); checkCudaErrors(cudaGraphicsSubResourceGetMappedArray(&m_sharedResources->cudaVArray, m_sharedResources->cuda_V_Resource, 0, 0)); checkCudaErrors(cudaGraphicsUnmapResources(1, &m_sharedResources->cuda_V_Resource, 0)); } void GLWidget::initGLTexture() { //1. Create Texture for the target Image m_sharedResources->sharedTexture = new QOpenGLTexture(QOpenGLTexture::Target2D); m_sharedResources->sharedTexture->create(); m_sharedResources->sharedTexture->bind(); m_sharedResources->sharedTexture->setSize(m_iImgWidth, m_iImgHeight); m_sharedResources->sharedTexture->setFormat(QOpenGLTexture::R8_UNorm); m_sharedResources->sharedTexture->allocateStorage(QOpenGLTexture::Red, QOpenGLTexture::UInt8); m_sharedResources->sharedTexture->setSwizzleMask( QOpenGLTexture::RedValue, QOpenGLTexture::RedValue, QOpenGLTexture::RedValue, QOpenGLTexture::OneValue); m_sharedResources->sharedTexture->setMinMagFilters(QOpenGLTexture::Nearest, QOpenGLTexture::Nearest); m_sharedResources->sharedTexture->setWrapMode(QOpenGLTexture::DirectionS, QOpenGLTexture::ClampToEdge); m_sharedResources->sharedTexture->setWrapMode(QOpenGLTexture::DirectionT, QOpenGLTexture::ClampToEdge); m_sharedResources->sharedTexture->generateMipMaps(); m_sharedResources->sharedTexture->release(); //2. Create Textures for U color map m_sharedResources->sharedUTexture = new QOpenGLTexture(QOpenGLTexture::Target2D); m_sharedResources->sharedUTexture->create(); m_sharedResources->sharedUTexture->bind(); m_sharedResources->sharedUTexture->setSize(m_ROI.width(), m_ROI.height()); m_sharedResources->sharedUTexture->setFormat(QOpenGLTexture::RGBA8_UNorm); m_sharedResources->sharedUTexture->allocateStorage(QOpenGLTexture::RGBA, QOpenGLTexture::UInt8); m_sharedResources->sharedUTexture->setSwizzleMask( QOpenGLTexture::RedValue, QOpenGLTexture::GreenValue, QOpenGLTexture::BlueValue, QOpenGLTexture::OneValue); m_sharedResources->sharedUTexture->setMinMagFilters(QOpenGLTexture::Nearest, QOpenGLTexture::Nearest); m_sharedResources->sharedUTexture->setWrapMode(QOpenGLTexture::DirectionS, QOpenGLTexture::ClampToEdge); m_sharedResources->sharedUTexture->setWrapMode(QOpenGLTexture::DirectionT, QOpenGLTexture::ClampToEdge); m_sharedResources->sharedUTexture->generateMipMaps(); m_sharedResources->sharedUTexture->release(); //3. Create Textures for V color map m_sharedResources->sharedVTexture = new QOpenGLTexture(QOpenGLTexture::Target2D); m_sharedResources->sharedVTexture->create(); m_sharedResources->sharedVTexture->bind(); m_sharedResources->sharedVTexture->setSize(m_ROI.width(), m_ROI.height()); m_sharedResources->sharedVTexture->setFormat(QOpenGLTexture::RGBA8_UNorm); m_sharedResources->sharedVTexture->allocateStorage(QOpenGLTexture::RGBA, QOpenGLTexture::UInt8); m_sharedResources->sharedVTexture->setSwizzleMask( QOpenGLTexture::RedValue, QOpenGLTexture::GreenValue, QOpenGLTexture::BlueValue, QOpenGLTexture::OneValue); m_sharedResources->sharedVTexture->setMinMagFilters(QOpenGLTexture::Nearest, QOpenGLTexture::Nearest); m_sharedResources->sharedVTexture->setWrapMode(QOpenGLTexture::DirectionS, QOpenGLTexture::ClampToEdge); m_sharedResources->sharedVTexture->setWrapMode(QOpenGLTexture::DirectionT, QOpenGLTexture::ClampToEdge); m_sharedResources->sharedVTexture->generateMipMaps(); m_sharedResources->sharedVTexture->release(); }<file_sep>/TW/TW_Core/camparamthread.cpp #include "camparamthread.h" #include "TW_MatToQImage.h" CamParamThread::CamParamThread(int width, int height) : m_width(width) , m_height(height) , m_doStop(false) , m_sampleNumber(0) , m_fpsSum(0) { m_fpsQueue.clear(); m_statsData.averageFPS = 0; m_statsData.nFramesProcessed = 0; } CamParamThread::~CamParamThread() { } bool CamParamThread::connectToCamera() { // Open camera bool camOpenResult = m_cap.open(0); // Set resolution if (m_width != -1) { m_cap.set(CV_CAP_PROP_FRAME_WIDTH, m_width); } if (m_height != -1) { m_cap.set(CV_CAP_PROP_FRAME_HEIGHT, m_height); } // Return result return camOpenResult; } bool CamParamThread::disconnectCamera() { // Camera is connected if (m_cap.isOpened()) { // Disconnect camera m_cap.release(); return true; } // Camera is NOT connected else { return false; } } void CamParamThread::stop() { QMutexLocker locker(&m_mutex); m_doStop = true; } bool CamParamThread::isCameraConnected() { return m_cap.isOpened(); } int CamParamThread::getInputSourceWidth() { return m_cap.get(CV_CAP_PROP_FRAME_WIDTH); } int CamParamThread::getInputSourceHeight() { return m_cap.get(CV_CAP_PROP_FRAME_HEIGHT); } void CamParamThread::setROI(QRect roi) { QMutexLocker locker(&m_otherMutex); m_currentROI.x = roi.x(); m_currentROI.y = roi.y(); m_currentROI.width = roi.width(); m_currentROI.height = roi.height(); } QRect CamParamThread::GetCurrentROI() { return QRect(m_currentROI.x, m_currentROI.y, m_currentROI.width, m_currentROI.height); } void CamParamThread::run() { while(1) { // Stop the thread if doStop = true m_mutex.lock(); if(m_doStop) { m_doStop = false; m_mutex.unlock(); break; } m_mutex.unlock(); // Save the capture time m_captureTime = m_time.elapsed(); m_time.start(); if(!m_cap.grab()) continue; // Retrieve frames if(m_cap.retrieve(m_grabbedFrame)) m_currentFrame = cv::Mat(m_grabbedFrame.clone(), m_currentROI); /cv::cvtColor(m_currentFrame, m_currentGrayFrame, CV_BGR2GRAY);/ // Convert grabbed frames to QImage m_frame = TW::Mat2QImage(m_currentFrame); emit newFrame(m_frame); // Update statistics updateFPS(m_captureTime); m_statsData.nFramesProcessed++; emit updateStatisticsInGUI(m_statsData); } qDebug() << "[Param Setting] Stopping capture thread..."; } void CamParamThread::updateFPS(int timeElapsed) { // Compute the average FPS per 32 frames if(timeElapsed > 0) { m_fpsQueue.enqueue((int)1000/timeElapsed); m_sampleNumber++; } if(m_fpsQueue.size() > 32) { m_fpsQueue.dequeue(); } if(m_fpsQueue.size() == 32 && m_sampleNumber == 32) { while(!m_fpsQueue.empty()) m_fpsSum += m_fpsQueue.dequeue(); // Calculate average FPS m_statsData.averageFPS = m_fpsSum / 32; m_fpsSum = 0; m_sampleNumber = 0; } }<file_sep>/TW/TW_Engine/TW_paDIC_FFTCC2D.h #ifndef TW_PADIC_FFT_CC_H #define TW_PADIC_FFT_CC_H #include "TW_paDIC.h" #include <vector> #include <memory> #include <opencv2\core.hpp> #include <opencv2\highgui.hpp> #include <opencv2\imgproc.hpp> #include <opencv2\core\cuda.hpp> namespace TW{ namespace paDIC{ /// \class Fftcc2D /// \brief The base class for the Ffftcc2D algorithm performed under the /// paDIC method class TW_LIB_DLL_EXPORTS Fftcc2D { public: /// \brief Constructor that takes configuration parameters of the whole image /// /// \param iImgWidth width of the whole image /// \param iImgHeight height of the whole image /// \param iStartX x of the start point of the ROI // \param iStartY y of the start point of the ROI /// \param iROIWidth width of the ROI /// \param iROIHeight height of the ROI /// \param iSubsetX half size of the square subset in x direction /// \param iSubsetY half size of the square subset in y direction /// \param iGridSpaceX number of pixels between two POIs in x direction /// \param iGirdSpaceY number of pixels between two POIs in y direction /// \param iMarginX number of extra safe pixels at ROI boundary in x direction /// \param iMarginY number of extra safe pixels at ROI boundary in y direction Fftcc2D(const int_t iImgWidth, const int_t iImgHeight, const int_t iStartX, const int_t iStartY, const int_t iROIWidth, const int_t iROIHeight, const int_t iSubsetX, const int_t iSubsetY, const int_t iGridSpaceX, const int_t iGridSpaceY, const int_t iMarginX, const int_t iMarginY); /// \brief Constructor that takes configuration parameters of the ROI /// /// \param iROIWidth width of the ROI /// \param iROIHeight height of the ROI /// \param iSubsetX half size of the square subset in x direction /// \param iSubsetY half size of the square subset in y direction /// \param iGridSpaceX number of pixels between two POIs in x direction /// \param iGirdSpaceY number of pixels between two POIs in y direction /// \param iMarginX number of extra safe pixels at ROI boundary in x direction /// \param iMarginY number of extra safe pixels at ROI boundary in y direction Fftcc2D(const int_t iROIWidth, const int_t iROIHeight, const int_t iSubsetX, const int_t iSubsetY, const int_t iGridSpaceX, const int_t iGridSpaceY, const int_t iMarginX, const int_t iMarginY); virtual ~Fftcc2D(){} //!- moveable but non-copyable class Fftcc2D() = delete; Fftcc2D(const Fftcc2D&) = delete; Fftcc2D& Fftcc2D::operator=(const Fftcc2D&) = delete; //!- make this class a callable object TODO //void operator()( // const std::vector<real_t>& refImg, // reference Image vector // const std::vector<real_t>& tarImg, // target Image vector // iU, iV, ZNCC) = 0; //!- Pure virtual functions //virtual void InitializeFFTCC(// Output // real_t& fU, // real_t& fV, // real_t& fZNCC, // // Input // const cv::Mat& refImg) = 0; //virtual void ComputeFFTCC(// Output // real_t& fU, // real_t& fV, // real_t& fZNCC, // // Input // const cv::Mat& tarImg) = 0; //virtual void DestroyFFTCC(real_t& fU, // real_t& fV, // real_t*& fZNCC) = 0; /// \brief Reset the Reference image with refImg /// /// \param refImg reference image to be used virtual void ResetRefImg(const cv::Mat& refImg) = 0; virtual void SetTarImg(const cv::Mat& refImg) = 0; //!- Inlined getters & setters inline int_t GetNumPOIsX() const { return m_iNumPOIX; } inline int_t GetNumPOIsY() const { return m_iNumPOIY; } inline int_t GetNumPOIs() const { return (m_iNumPOIXm_iNumPOIY); } inline int_t GetROISize() const { return (m_iROIWidth* m_iROIHeight); } inline int_t GetImgSize() const { return (m_iImgHeight == -1 \|\| m_iImgWidth ==-1)? GetROISize(): m_iImgHeightm_iImgWidth; } virtual void setROI(const int_t& iStartX, const int_t& iStartY, const int_t& iROIWidth, const int_t& iROIHeight); /void Fftcc2D::setSubset(const int_t& iSubsetX, const int_t& iSubsetY); void Fftcc2D::setGridSpace(const int_t& iGridSpaceX, const int_t& iGridSpaceY); void Fftcc2D::setMargin(const int_t& iMarginX, const int_t& iMarginY);/ protected: bool recomputeNumPOI(); protected: bool m_isWholeImgUsed; //!- Whether the calculation is based on the whole image or ROI int_t m_iImgWidth, m_iImgHeight; //!- Whole Image Size int_t m_iROIWidth, m_iROIHeight; //!- ROIsize int_t m_iStartX, m_iStartY; //!- ROI top-left point int_t m_iSubsetX, m_iSubsetY; //!- subsetSize = (2m_iSubsetX+1)(2m_iSubsetY+1) int_t m_iGridSpaceX, m_iGridSpaceY; //!- Number of pixels between each two POIs int_t m_iMarginX, m_iMarginY; //!- Extra safe margin set for the ROI int_t m_iNumPOIX, m_iNumPOIY; //!- Number of POIs = m_iNumPOIXm_iNumPOIY }; using ptrFFTCC2D = std::unique_ptr<Fftcc2D>; //!- Smart pointer for FFTCC: only one Fftcc pointer } //!- namespace paDIC } //!- namespace TW #endif // ! TW_PADIC_FFT_CC_H <file_sep>/TW/TW_Core/capturethread.cpp #include "capturethread.h" #include <QDebug> #include "TW_MatToQImage.h" CaptureThread::CaptureThread(ImageBufferPtr refImgBuffer, ImageBufferPtr tarImgBuffer, bool isDropFrameIfBufferFull, int iDeviceNumber, int width, int height, ComputationMode computationMode, QObject parent) : m_isDropFrameIfBufferFull(isDropFrameIfBufferFull) , m_refImgBuffer(refImgBuffer) , m_tarImgBuffer(tarImgBuffer) , m_refImgBufferCPU_ICGN(nullptr) , m_tarImgBufferCPU_ICGN(nullptr) , m_iDeviceNumber(iDeviceNumber) , m_iWidth(width) , m_iHeight(height) , m_computationMode(computationMode) , m_iFrameCount(0) , m_isAboutToStop(false) , QThread(parent) {} CaptureThread::CaptureThread(ImageBufferPtr refImgBuffer, ImageBufferPtr tarImgBuffer, ImageBufferPtr refImgBufferCPU_ICGN, ImageBufferPtr tarImgBufferCPU_ICGN, bool isDropFrameIfBufferFull, int iDeviceNumber, int width, int height, ComputationMode computationMode, QObject parent) : m_isDropFrameIfBufferFull(isDropFrameIfBufferFull) , m_refImgBuffer(refImgBuffer) , m_tarImgBuffer(tarImgBuffer) , m_refImgBufferCPU_ICGN(refImgBufferCPU_ICGN) , m_tarImgBufferCPU_ICGN(tarImgBufferCPU_ICGN) , m_iDeviceNumber(iDeviceNumber) , m_iWidth(width) , m_iHeight(height) , m_computationMode(computationMode) , m_iFrameCount(0) , m_isAboutToStop(false) , QThread(parent) {} CaptureThread::~CaptureThread() { std::cout<<"Capture Thread is stopped and deleted"<<std::endl; } bool CaptureThread::grabTheFirstRefFrame(cv::Mat &firstFrame) { if(!m_cap.grab()) return false; if(!m_cap.retrieve(firstFrame)) return false; return true; } bool CaptureThread::connectToCamera() { bool isCamOpened = m_cap.open(m_iDeviceNumber); if(m_iWidth != -1) m_cap.set(CV_CAP_PROP_FRAME_WIDTH, m_iWidth); if(m_iHeight) m_cap.set(CV_CAP_PROP_FRAME_HEIGHT, m_iHeight); return isCamOpened; } bool CaptureThread::disconnectCamera() { if(m_cap.isOpened()) { m_cap.release(); return true; } else { qDebug()<<"[Calculation] Camera is not connected yet!"; return false; } } void CaptureThread::stop() { QMutexLocker locker(&m_stopMutex); m_isAboutToStop = true; } void CaptureThread::run() { forever { // Check whether the stop thread is triggered or not m_stopMutex.lock(); if(m_isAboutToStop) { m_isAboutToStop = false; m_stopMutex.unlock(); break; } m_stopMutex.unlock(); // Retrieve frame //m_cap>>m_grabbedFrame; if(!m_cap.grab()) continue; // Retrieve frames if(m_cap.retrieve(m_grabbedFrame)) /if(!m_grabbedFrame.empty())/ { m_iFrameCount++; // Convert the fraemt to grayscal m_currentFrame = cv::Mat(m_grabbedFrame.clone()); cv::cvtColor(m_currentFrame, m_currentFrame, CV_BGR2GRAY); m_Qimg = TW::Mat2QImage(m_currentFrame); // Every 50 frames the refImg should be updated if(m_iFrameCount % 50 == 1) { // Add the frame to refImgBuffer m_refImgBuffer->EnQueue(m_currentFrame, m_isDropFrameIfBufferFull); if(ComputationMode::GPUFFTCC_CPUICGN == m_computationMode) m_refImgBufferCPU_ICGN->EnQueue(m_currentFrame, m_isDropFrameIfBufferFull); // update the GUI's reference image label emit newRefQImg(m_Qimg); } if (m_iFrameCount >= 50 && m_iFrameCount % 50 == 0 && m_computationMode == ComputationMode::GPUFFTCC_CPUICGN) { m_tarImgBufferCPU_ICGN->EnQueue(m_currentFrame, m_isDropFrameIfBufferFull); } // Add all the loaded frames to the tarImgbuffer m_tarImgBuffer->EnQueue(m_currentFrame, m_isDropFrameIfBufferFull); // Update the GUI's target image label emit newTarFrame(m_iFrameCount); emit newTarQImg(m_Qimg); } } qDebug()<<"[Calculation] Stopping the Capture thread...."; } <file_sep>/TW/TW_EngineTester/main.cpp #include <gtest\gtest.h> #include "TW_paDIC_cuFFTCC2D.h" #include "TW_paDIC_FFTCC2D_CPU.h" #include "TW_utils.h" #include "TW_MemManager.h" #include <QCoreApplication> #include <opencv2\opencv.hpp> #include <opencv2\highgui.hpp> using namespace TW; int main(int argc, char argv[]) { QCoreApplication app(argc, argv); ::testing::InitGoogleTest(&argc, argv); RUN_ALL_TESTS(); return 0; } <file_sep>/TW/TW_Engine/TW_ICGN2D.cpp #include "TW_ICGN2D.h" // TODO<file_sep>/TW/TW_Engine/TW_MatToQImage.h #ifndef TW_MATTOQIMAGE_H #define TW_MATTOQIMAGE_H #include <QImage> #include <QPixmap> #include <QDebug> #include <opencv2\opencv.hpp> #include "TW.h" namespace TW{ //-! Convert cv::Mat to QIMage TW_LIB_DLL_EXPORTS QImage Mat2QImage(const cv::Mat& mat); //-! Convert cv::Mat to QPixmap TW_LIB_DLL_EXPORTS QPixmap Mat2QPixmap(const cv::Mat& mat); //-! Convert QImage to cv::Mat TW_LIB_DLL_EXPORTS cv::Mat QImage2Mat(const QImage& image); //-! Convert QPixmap to cv::Mat TW_LIB_DLL_EXPORTS cv::Mat QPixmap2Mat(const QPixmap& pixMap); } //!- namespace TW #endif // !TW_MATTOQIMAGE_H <file_sep>/TW/TW_Engine/TW_paDIC_ICGN2D.h #ifndef TW_PADIC_ICGN2D_H #define TW_PADIC_ICGN2D_H #include "TW.h" #include "TW_paDIC.h" #include <opencv2\opencv.hpp> namespace TW{ namespace paDIC{ /// \brief ICGN2D base class fo 2D paDIC method /// This class implement the general CPU-based ICGN algorithm. The computation /// unit is based on two entire images. /// This class can be used as the basic class for multi-core /// processing when used in paDIC algorithm. /// NOTE: Currently only 1st-order shape function is considered. /// TODO: 2nd-order shape function class TW_LIB_DLL_EXPORTS ICGN2D { public: ICGN2D(/const cv::Mat& refImg, const cv::Mat& tarImg,/ //const cv::Mat& refImg, int_t iImgWidth, int_t iImgHeight, int_t iStartX, int_t iStartY, int_t iROIWidth, int_t iROIHeight, int_t iSubsetX, int_t iSubsetY, int_t iNumberX, int_t iNumberY, int_t iNumIterations, real_t fDeltaP); ICGN2D(/const cv::Mat& refImg, const cv::Mat& tarImg,/ const cv::Mat& refImg, int_t iImgWidth, int_t iImgHeight, int_t iStartX, int_t iStartY, int_t iROIWidth, int_t iROIHeight, int_t iSubsetX, int_t iSubsetY, int_t iNumberX, int_t iNumberY, int_t iNumIterations, real_t fDeltaP); virtual ~ICGN2D() = 0; // To make this class an abstract base-class virtual void setROI(const int_t& iStartX, const int_t& iStartY, const int_t& iROIWidth, const int_t& iROIHeight); virtual void ResetRefImg(const cv::Mat& refImg) = 0; virtual void SetTarImg(const cv::Mat& tarImg) = 0; /virtual void ICGN2D_Compute(real_t fU, real_t fV, int iPOIPos) = 0;/ /virtual void ICGN2D_Precomputation_Prepare() = 0; virtual void ICGN2D_Precomputation() = 0; virtual void ICGN2D_Precomputation_Finalize() = 0;/ protected: // Inputs cv::Mat m_refImg; // Undeformed image cv::Mat m_tarImg; // Deformed image bool m_isRefImgUpdated; // Flag to monitor whether the reference image is chanaged int_t m_iImgWidth; int_t m_iImgHeight; int_t m_iStartX; int_t m_iStartY; int_t m_iROIWidth; int_t m_iROIHeight; int_t m_iSubsetX; int_t m_iSubsetY; int_t m_iSubsetH; int_t m_iSubsetW; int_t m_iSubsetSize; int_t m_iNumberX; int_t m_iNumberY; int_t m_iPOINumber; int_t m_iNumIterations; // Max number of allowed iterations real_t m_fDeltaP; // Threshold of the convergence // Parameters for computation }; } //!- namespace paDIC } //!- namespace TW #endif // !TW_PADIC_ICGN2D_H <file_sep>/TW/TW_Core/tw_coremainwindow.h #ifndef TW_COREMAINWINDOW_H #define TW_COREMAINWINDOW_H #include <QtWidgets/QMainWindow> #include <QPointer> #include "ui_tw_coremainwindow.h" #include "TW_Concurrent_Buffer.h" #include "camparamdialog.h" #include "onecamwidget.h" #include "capturethread.h" class TW_CoreMainWindow : public QMainWindow { Q_OBJECT public: TW_CoreMainWindow(QWidget parent = 0); ~TW_CoreMainWindow(); protected: void closeEvent(QCloseEvent event) Q_DECL_OVERRIDE; protected slots: void OnOpenImgFile(); void OnCapture_From_Camera(); void updateTitle(const QString&); //void OnFrames(int num); private: Ui::TW_CoreMainWindowClass ui; ImageBufferPtr m_refBuffer; // Global refImg buffer ImageBufferPtr m_tarBuffer; // Global tarImg ImageBufferPtr m_refBufferCPU_ICGN; ImageBufferPtr m_tarBufferCPU_ICGN; QString qstrLastSelectedDir; //!- Hold last opend directory CamParamDialog m_camParamDialog; OneCamWidget m_onecamWidget; //CaptureThread m_testCap; QRect m_ROI; bool m_isDropFrameChecked; int m_iSubsetX; int m_iSubsetY; int m_iMarginX; int m_iMarginY; int m_iGridSpaceX; int m_iGridSpaceY; int m_iImgWidth; int m_iImgHeight; // Global parameters for the computation of FFTCC & ICGN int m_d_iU; int m_d_iV; float m_d_fZNCC; ComputationMode m_computationMode; }; #endif // TW_COREMAINWINDOW_H <file_sep>/TW/TW_Core/camparamdialog.cpp #include "camparamdialog.h" #include <QDebug> #include <QMessageBox> CamParamDialog::CamParamDialog(QWidget parent) : QDialog(parent) , m_isCameraConnected(false) , m_captureThread(nullptr) , m_ROIRect() { ui.setupUi(this); ui.frameLable->setText(tr("Connecting to camera...")); ui.frameRateLabel->setText(""); ui.cameraIDLabel->setText("0"); ui.cameraResolutionLabel->setText(""); ui.mouseCursorLabel->setText(""); ui.roiLabel->setText(""); // Connect signals/slots connect(ui.frameLable, &FrameLabel::sig_mouseMove, this , &CamParamDialog::updateMouseCursorPosLabel); connect(ui.MarginX_lineEdit, &QLineEdit::textChanged, this, &CamParamDialog::updatePOINums); connect(ui.MarginY_lineEdit, &QLineEdit::textChanged, this, &CamParamDialog::updatePOINums); connect(ui.SubsetX_lineEdit, &QLineEdit::textChanged, this, &CamParamDialog::updatePOINums); connect(ui.SubsetY_lineEdit, &QLineEdit::textChanged, this, &CamParamDialog::updatePOINums); connect(ui.GridX_lineEdit, &QLineEdit::textChanged, this, &CamParamDialog::updatePOINums); connect(ui.GridY_lineEdit, &QLineEdit::textChanged, this, &CamParamDialog::updatePOINums); connect(this, &CamParamDialog::setROI, this, &CamParamDialog::updatePOINumsHelper); qRegisterMetaType<ThreadStatisticsData>("ThreadStatisticsData"); } CamParamDialog::~CamParamDialog() { if(m_isCameraConnected) { // Stop the capture thread if(m_captureThread!=nullptr && m_captureThread->isRunning()) stopCaptureThread(); // Disconnect the camera if(m_captureThread->disconnectCamera()) qDebug() <<"[Param Setting] Camera sucessfully disconnected."; else qDebug() <<"[Param Setting] WARNING: Camera already disconnected."; } } bool CamParamDialog::connectToCamera(int width, int height) { // Create the capture thread m_captureThread = new CamParamThread(width, height); connect(m_captureThread, &CamParamThread::finished, m_captureThread, &CamParamThread::deleteLater); if(m_captureThread->connectToCamera()) { // signal/slots connections between capture thread and camera dialog connect(m_captureThread/.data()/, &CamParamThread::newFrame, this, &CamParamDialog::updateFrame); connect(this, &CamParamDialog::setROI, m_captureThread/.data()/, &CamParamThread::setROI); connect(ui.frameLable, &FrameLabel::sig_newMouseData, this, &CamParamDialog::newMouseData); connect(m_captureThread/.data()/, &CamParamThread::updateStatisticsInGUI, this, &CamParamDialog::updateThreadStats); // Set the initial ROI for the capture thread m_ROIRect.setRect(0, 0, m_captureThread->getInputSourceWidth(), m_captureThread->getInputSourceHeight()); emit setROI(m_ROIRect); // Start capturing (the capture thread event loop begins here) m_captureThread->start(); // Set the camera resolution label ui.cameraResolutionLabel->setText(QString::number(m_captureThread->getInputSourceWidth()) + QLatin1String("x") + QString::number(m_captureThread->getInputSourceHeight())); // Set the camera connected flag to true m_isCameraConnected = true; return true; } else { return false; } } void CamParamDialog::stopCaptureThread() { qDebug() <<"[Param Setting] Trying to stop capture thread..."; m_captureThread->stop(); m_captureThread->wait(); qDebug()<<"[Param Setting] Capture thread is stopped successfully."; } void CamParamDialog::newMouseData(const MouseData& mouseData) { int x_temp, y_temp, width_temp, height_temp; m_ROIRect; if(mouseData.m_isLeftBtnReleased) { double xScalingFactor; double yScalingFactor; double wScalingFactor; double hScalingFactor; // Compute the scaling factors for x&y axis // xScalingFactor = (ROI.x - (f.width-p.width)/2) / p.width xScalingFactor = ((double)mouseData.m_roiBox.x() - ((ui.frameLable->width() - ui.frameLable->pixmap()->width())/2)) / double(ui.frameLable->pixmap()->width()); yScalingFactor = ((double)mouseData.m_roiBox.y() - ((ui.frameLable->height() - ui.frameLable->pixmap()->height())/2)) / double(ui.frameLable->pixmap()->height()); wScalingFactor = (double)m_captureThread->GetCurrentROI().width() / (double)ui.frameLable->pixmap()->width(); hScalingFactor = (double)m_captureThread->GetCurrentROI().height() / (double)ui.frameLable->pixmap()->height(); m_ROIRect.setX(xScalingFactorm_captureThread->GetCurrentROI().width() + m_captureThread->GetCurrentROI().x()); m_ROIRect.setY(yScalingFactorm_captureThread->GetCurrentROI().height() + m_captureThread->GetCurrentROI().y()); m_ROIRect.setWidth(wScalingFactormouseData.m_roiBox.width()); m_ROIRect.setHeight(hScalingFactormouseData.m_roiBox.height()); // Check if selection box has NON-zero dimensions if((m_ROIRect.width() != 0) && (m_ROIRect.height() != 0)) { // If the box is drawn from bottom-right to top-left, reverse // the coordinates if(m_ROIRect.width() < 0) { x_temp = m_ROIRect.x(); width_temp = m_ROIRect.width(); m_ROIRect.setX(x_temp + m_ROIRect.width()); m_ROIRect.setWidth(width_temp -1); } if(m_ROIRect.height() < 0) { y_temp = m_ROIRect.y(); height_temp = m_ROIRect.height(); m_ROIRect.setY(y_temp + m_ROIRect.height()); m_ROIRect.setHeight(height_temp * -1); } // Make sure the box is not outside the window if((m_ROIRect.x()<0) \|\| (m_ROIRect.y()<0) \|\| ((m_ROIRect.x() + m_ROIRect.width())>(m_captureThread->GetCurrentROI().x() + m_captureThread->GetCurrentROI().width())) \|\| ((m_ROIRect.y() + m_ROIRect.height())>(m_captureThread->GetCurrentROI().y() + m_captureThread->GetCurrentROI().height())) \|\| (m_ROIRect.x() < m_captureThread->GetCurrentROI().x()) \|\| (m_ROIRect.y() < m_captureThread->GetCurrentROI().y())) { QMessageBox::critical(this, tr("Invalid ROI"), tr("ROI is out of the boudary")); } // Send the reset ROI signal else { emit setROI(m_ROIRect); } } } if(mouseData.m_isRightBtnReleased) { m_ROIRect.setRect(0, 0, m_captureThread->getInputSourceWidth(), m_captureThread->getInputSourceHeight()); emit setROI(m_ROIRect); } } void CamParamDialog::updateFrame(const QImage &frame) { // Display frame ui.frameLable->setPixmap(QPixmap::fromImage(frame).scaled(ui.frameLable->width(), ui.frameLable->height(), Qt::KeepAspectRatio)); } void CamParamDialog::updateMouseCursorPosLabel() { // Update mouse cursor position shown in the mouseCursorLabel ui.mouseCursorLabel->setText(QLatin1String("(") + QString::number(ui.frameLable->GetCursorPos().x()) + QLatin1String(",") + QString::number(ui.frameLable->GetCursorPos().y()) + QLatin1String(")")); // Show pixel cursor position if camera is connected if(ui.frameLable->pixmap() != 0) { double xScalingFactor = ((double) ui.frameLable->GetCursorPos().x() - ((ui.frameLable->width() - ui.frameLable->pixmap()->width()) / 2)) / (double) ui.frameLable->pixmap()->width(); double yScalingFactor = ((double) ui.frameLable->GetCursorPos().y() - ((ui.frameLable->height() - ui.frameLable->pixmap()->height()) / 2)) / (double) ui.frameLable->pixmap()->height(); ui.mouseCursorLabel->setText(ui.mouseCursorLabel->text() + QLatin1String(" [") + QString::number((int)(xScalingFactor * m_captureThread->GetCurrentROI().width())) + QLatin1String(" ,") + QString::number((int)(yScalingFactorm_captureThread->GetCurrentROI().height())) + QLatin1String("]")); } } void CamParamDialog::updateThreadStats(const ThreadStatisticsData &statData) { ui.frameRateLabel->setText(QString::number(statData.averageFPS) + QLatin1String("fps")); ui.nFramesLabel->setText(QLatin1String("[") + QString::number(statData.nFramesProcessed) + QLatin1String("]")); ui.roiLabel->setText(QLatin1String("(") + QString::number(m_captureThread->GetCurrentROI().x()) + QLatin1String(",") + QString::number(m_captureThread->GetCurrentROI().y()) + QLatin1String(") ") + QString::number(m_captureThread->GetCurrentROI().width()) + QLatin1String("x") + QString::number(m_captureThread->GetCurrentROI().height())); } int CamParamDialog:: GetInputSourceWidth() { /if(!m_captureThread.isNull()) return m_captureThread->getInputSourceWidth(); else return -1;/ return m_captureThread->getInputSourceWidth(); } int CamParamDialog::GetInputSourceHeight() { /if(!m_captureThread.isNull()) return m_captureThread->getInputSourceHeight(); else return -1;/ return m_captureThread->getInputSourceHeight(); } ComputationMode CamParamDialog::GetComputationMode() { if(ui.GPUFFTCCradioButton->isChecked()) return ComputationMode::GPUFFTCC; if(ui.GPUFFTCC_ICGNradioButton->isChecked()) return ComputationMode::GPUFFTCC_ICGN; if(ui.GPUFFTCC_CPUICGNradioButton->isChecked()) return ComputationMode::GPUFFTCC_CPUICGN; if (ui.CPU_FFTCC_ICGNradioButton->isChecked()) return ComputationMode::CPUFFTCC_ICGN; return ComputationMode::GPUFFTCC_ICGN; } int CamParamDialog::ComputeNumberofPOIs() { return ( ComputeNumberofPOIsX() ComputeNumberofPOIsY()); } int CamParamDialog::ComputeNumberofPOIsX() { return (int(floor((m_ROIRect.width() - GetSubetX() * 2 - GetMarginX() * 2) / float(GetGridX()))) + 1); } int CamParamDialog::ComputeNumberofPOIsY() { return (int(floor((m_ROIRect.height() - GetSubetY() * 2 - GetMarginY() * 2) / float(GetGridY()))) + 1); } void CamParamDialog::updatePOINums(const QString& qs) { ui.numPOIlabel->setText(QString::number(ComputeNumberofPOIs())); } void CamParamDialog::updatePOINumsHelper() { ui.numPOIlabel->setText(QString::number(ComputeNumberofPOIs())); }<file_sep>/README.md # TW Parallel DIC Engine and its application research codes. ## Introduction This repository provides a pipelined real-time DIC system implementation that unifying the computation capabilities of both CPU and GPU. The system framework is based on the figure below: ![RT-DIC System Framework](/imgs/Variant2.jpg) 1. TW_Engine: The revised implementations of the paDIC algorithm to make thame more suitable for real-time systems and applications 2. TW_EngineTester: Use Google Test to perform the unit test of the TW_Engine 3. TW_Core: The implementation of the proposed real-time DIC system. ## Dependencies Note: Please make sure you have at least one camera connected to the computer before you start. 1. [Intel Math Kernel Library (MKL)](https://software.intel.com/en-us/performance-libraries): using fftw3 to do fast Fourier transform (FFT) and LAPACK routine to solve linear system in parlalel on CPU. 2. [CUDA 8.0+](https://developer.nvidia.com/cuda-80-ga2-download-archive): for parallel computing on NVIDIA GPUs. 3. CUFFT: associated with CUDA, for perform parallel FFT on GPU. 4. [Qt 5.5+ with OpenGL Integration](https://www1.qt.io/qt5-5/): for GUI and multi-media used in App_DPRA. 5. [OpenCV 3.1+](https://opencv.org/opencv-3-1.html): for fast and convenient image I/O. ## References [[1] <NAME>., <NAME>., <NAME>., <NAME>., <NAME>., <NAME>., ... & <NAME>. (2015). High accuracy digital image correlation powered by GPU-based parallel computing. Optics and Lasers in Engineering, 69, 7-12.](https://www.sciencedirect.com/science/article/pii/S0143816615000135) [[2] <NAME>., <NAME>., <NAME>., <NAME>., & <NAME>. (2016). GPU accelerated digital volume correlation. Experimental Mechanics, 56(2), 297-309.](https://link.springer.com/article/10.1007/s11340-015-0091-4) [[3] <NAME>., <NAME>., <NAME>., & <NAME>. (2018). A flexible heterogeneous real-time digital image correlation system. Optics and Lasers in Engineering, 110, 7-17.](https://www.sciencedirect.com/science/article/pii/S0143816618302549) <file_sep>/TW/TW_Core/glwidget.h #ifndef GLWIDGET_H #define GLWIDGET_H #include <QThread> #include <QOpenGLWidget> #include <QOpenGLFunctions_3_3_Core> #include <QOpenGLVertexArrayObject> #include <QRect> #include "Structures.h" class GLWidget : public QOpenGLWidget, protected QOpenGLFunctions_3_3_Core { Q_OBJECT public: GLWidget(std::shared_ptr<SharedResources>&, QThread &, QWidget parent, int iWidth, int iHeight, const QRect &roi); ~GLWidget(); protected: void initializeGL() Q_DECL_OVERRIDE; void paintGL() Q_DECL_OVERRIDE; void resizeGL(int w, int h) Q_DECL_OVERRIDE; void initCUDAArray(); void initGLTexture(); private: std::shared_ptr<SharedResources> m_sharedResources; QThread m_renderThread; QOpenGLVertexArrayObject m_vao; QOpenGLVertexArrayObject m_ROIvao; QRect m_ROI; int m_iImgWidth; int m_iImgHeight; GLint m_viewWidth; GLint m_viewHeight; }; #endif // GLWIDGET_H <file_sep>/TW/TW_Core/Structures.h #ifndef STRUCTURES_H #define STRUCTURES_H #include <TW_Concurrent_Buffer.h> #include <TW_paDIC_ICGN2D_CPU.h> #include <TW_paDIC_cuFFTCC2D.h> #include <TW_paDIC_cuICGN2D.h> #include <opencv2\opencv.hpp> #include <vector> #include <QRect> #include <QOpenGLcontext> #include <QOpenGLBuffer> #include <QOpenGLtexture> #include <QSurface> #include <QOpenGLShaderProgram> #include <QOpenGLFunctions_3_3_Core> #include <QMutex> #include <helper_cuda.h> #include <cuda_runtime.h> #include <cuda_gl_interop.h> // FPS statistics queue lengths #define PROCESSING_FPS_STAT_QUEUE_LENGTH 32 template<typename T> void deleteObject(T& param) { if (param != nullptr && param !=0 && param !=NULL) { delete param; param = nullptr; } } struct SharedResources{ QOpenGLContext sharedContext; QOpenGLBuffer sharedVBO; QOpenGLBuffer sharedROIVBO; QOpenGLTexture sharedTexture; QOpenGLTexture sharedUTexture; QOpenGLTexture sharedVTexture; QOpenGLShaderProgram sharedProgram; QSurface sharedSurface; cudaArray cudaImgArray; // CUDA texture array cudaArray cudaUArray; cudaArray cudaVArray; cudaGraphicsResource cuda_ImgTex_Resource; cudaGraphicsResource cuda_U_Resource; cudaGraphicsResource cuda_V_Resource; SharedResources() : sharedContext(nullptr) , sharedVBO(nullptr) , sharedROIVBO(nullptr) , sharedTexture(nullptr) , sharedUTexture(nullptr) , sharedVTexture(nullptr) , sharedProgram(nullptr) , sharedSurface(nullptr) , cudaImgArray(nullptr) , cudaUArray(nullptr) , cudaVArray(nullptr) , cuda_ImgTex_Resource(nullptr) , cuda_U_Resource(nullptr) , cuda_V_Resource(nullptr) {} }; using cuFftcc2D = TW::paDIC::cuFFTCC2D; using cuFftcc2DPtr = std::unique_ptr<cuFftcc2D>; using cuICGN2D = TW::paDIC::cuICGN2D; using cuICGN2DPtr = std::unique_ptr<cuICGN2D>; using ICGN2D_CPU = TW::paDIC::ICGN2D_CPU; using ICGN2DPtr = std::unique_ptr<ICGN2D_CPU>; using ImageBuffer = TW::Concurrent_Buffer<cv::Mat>; using ImageBufferPtr = std::shared_ptr<ImageBuffer>; using VecBufferf = TW::Concurrent_Buffer<std::vector<float>>; using VecBufferfPtr = std::shared_ptr<VecBufferf>; using VecBufferi = TW::Concurrent_Buffer<std::vector<int>>; using VecBufferiPtr = std::shared_ptr<VecBufferi>; typedef struct { bool m_isLeftBtnReleased; bool m_isRightBtnReleased; QRect m_roiBox; } MouseData; typedef struct { int averageFPS; int nFramesProcessed; } ThreadStatisticsData; enum class ComputationMode { GPUFFTCC, GPUFFTCC_ICGN, GPUFFTCC_CPUICGN, CPUFFTCC_ICGN }; #endif // STRUCTURES_H<file_sep>/TW/TW_Engine/TW_StopWatch.cpp #include "TW_StopWatch.h" namespace TW { StopWatch::StopWatch() :m_startTime() , m_endTime() , m_dElapsedTime(0.0) , m_dTotalTime(0.0) , m_isRunning(false) , m_iNumClockSessions(0) , m_dFreq(0.0) , m_isFreqSet(false) { if (!m_isFreqSet) { LARGE_INTEGER temp; QueryPerformanceFrequency((LARGE_INTEGER)&temp); m_dFreq = (static_cast<double>(temp.QuadPart)) / 1000.0; m_isFreqSet = true; } } StopWatch::~StopWatch() {} void StopWatch::start() { QueryPerformanceCounter((LARGE_INTEGER)&m_startTime); m_isRunning = true; } void StopWatch::stop() { QueryPerformanceCounter((LARGE_INTEGER)&m_endTime); m_dElapsedTime = (static_cast<double>(m_endTime.QuadPart - m_startTime.QuadPart)) / m_dFreq; m_dTotalTime += m_dElapsedTime; m_iNumClockSessions++; m_isRunning = false; } void StopWatch::reset() { m_dElapsedTime = 0.0; m_dTotalTime = 0.0; m_iNumClockSessions = 0; if (m_isRunning) { QueryPerformanceCounter((LARGE_INTEGER)&m_startTime); } } double StopWatch::getElapsedTime() { double tempTotal = m_dTotalTime; if (m_isRunning) { LARGE_INTEGER temp; QueryPerformanceCounter((LARGE_INTEGER)&temp); tempTotal += ((static_cast<double>(temp.QuadPart - m_startTime.QuadPart)) / m_dFreq); } return tempTotal; } double StopWatch::getAverageTime() { return (m_iNumClockSessions > 0) ? (m_dTotalTime / static_cast<double>(m_iNumClockSessions)) : 0.0; } } //!- namespace TW <file_sep>/TW/TW_Core/fftcctworkerthread.cpp #include "fftcctworkerthread.h" #include <QDebug> #include "cuda_utils.cuh" #include "TW_MemManager.h" #include "TW_cuTempUtils.h" #include <omp.h> FFTCCTWorkerThread::FFTCCTWorkerThread( ImageBufferPtr refImgBuffer, ImageBufferPtr tarImgBuffer, int iWidth, int iHeight, int iSubsetX, int iSubsetY, int iGridSpaceX, int iGridSpaceY, int iMarginX, int iMarginY, const QRect &roi, const cv::Mat &firstFrame, std::shared_ptr<SharedResources>& s, ComputationMode computationMode) : m_refImgBuffer(refImgBuffer) , m_tarImgBuffer(tarImgBuffer) , m_fUBuffer(nullptr) , m_fVBuffer(nullptr) , m_iPOIXYBuffer(nullptr) , m_iWidth(iWidth) , m_iHeight(iHeight) , m_ROI(roi) , m_Fftcc2DPtr(nullptr) , m_Icgn2DPtr(nullptr) , m_sharedResources(s) , m_d_fU(nullptr) , m_d_fV(nullptr) , m_d_fAccumulateU(nullptr) , m_d_fAccumulateV(nullptr) , m_d_fMaxU(nullptr) , m_d_fMinU(nullptr) , m_d_fMaxV(nullptr) , m_d_fMinV(nullptr) , m_d_iCurrentPOIXY(nullptr) , m_d_fZNCC(nullptr) , m_iSubsetX(iSubsetX) , m_iSubsetY(iSubsetY) , m_averageFPS(0) , m_fpsSum(0) , m_processingTime(0) , m_sampleNumber(0) , m_computationMode(computationMode) { // Do the initialization for the paDIC's cuFFTCC here in the constructor // 1. Construct the cuFFTCC2D object using the whole image m_Fftcc2DPtr.reset(new TW::paDIC::cuFFTCC2D( iWidth, iHeight, m_ROI.width(), m_ROI.height(), m_ROI.x(), m_ROI.y(), iSubsetX, iSubsetY, iGridSpaceX, iGridSpaceY, iMarginX, iMarginY)); m_iNumberX = m_Fftcc2DPtr->GetNumPOIsX(); m_iNumberY = m_Fftcc2DPtr->GetNumPOIsY(); // 1.0 Construct the cuICGN2D object using the whole image // NOTE: Currently only parallel Bicubic inerpolation is supported! if (m_computationMode == ComputationMode::GPUFFTCC_ICGN) { m_Icgn2DPtr.reset(new TW::paDIC::cuICGN2D( iWidth, iHeight, m_ROI.x(), m_ROI.y(), m_ROI.width(), m_ROI.height(), iSubsetX, iSubsetY, m_iNumberX, m_iNumberY, 20, 0.001, TW::paDIC::ICGN2DInterpolationFLag::Bicubic)); } // Allocate memory for the current U & V m_iNumPOIs = m_Fftcc2DPtr->GetNumPOIs(); cudaMalloc((void*)&m_d_fAccumulateU, sizeof(TW::real_t)m_iNumPOIs); cudaMalloc((void*)&m_d_fAccumulateV, sizeof(TW::real_t)m_iNumPOIs); TW::cuInitialize<TW::real_t>(m_d_fAccumulateU, 0, m_iNumPOIs); TW::cuInitialize<TW::real_t>(m_d_fAccumulateV, 0, m_iNumPOIs); // Initialize the current U & V to 0 //2. Do the initialization for cuFFTCC2D object cudaMalloc((void*)&m_d_iCurrentPOIXY, sizeof(int)m_iNumPOIs * 2); m_Fftcc2DPtr->cuInitializeFFTCC(m_d_fU, m_d_fV, m_d_fZNCC, firstFrame); cudaMemcpy(m_d_iCurrentPOIXY, m_Fftcc2DPtr->g_cuHandle.m_d_iPOIXY, sizeof(int)m_iNumPOIs 2, cudaMemcpyDeviceToDevice); //3. Allocate memory for the max and min [U,V]'s cudaMalloc((void)&m_d_fMaxU, sizeof(TW::real_t)); cudaMalloc((void)&m_d_fMinU, sizeof(TW::real_t)); cudaMalloc((void)&m_d_fMaxV, sizeof(TW::real_t)); cudaMalloc((void)&m_d_fMinV, sizeof(TW::real_t)); cudaMalloc((void*)&m_d_UColorMap, sizeof(unsigned int)m_ROI.width()m_ROI.height()); cudaMalloc((void)&m_d_VColorMap, sizeof(unsigned int)m_ROI.width()m_ROI.height()); TW::cuInitialize<unsigned int>(m_d_UColorMap, 0x00FFFFFF, m_ROI.width()m_ROI.height()); TW::cuInitialize<unsigned int>(m_d_VColorMap, 0x00FFFFFF, m_ROI.width()m_ROI.height()); } FFTCCTWorkerThread::FFTCCTWorkerThread( ImageBufferPtr refImgBuffer, ImageBufferPtr tarImgBuffer, VecBufferfPtr fUBuffer, VecBufferfPtr fVBuffer, VecBufferiPtr iPOIXYBuffer, int iWidth, int iHeight, int iSubsetX, int iSubsetY, int iGridSpaceX, int iGridSpaceY, int iMarginX, int iMarginY, const QRect &roi, const cv::Mat &firstFrame, std::shared_ptr<SharedResources>& s, ComputationMode computationMode) : m_refImgBuffer(refImgBuffer) , m_tarImgBuffer(tarImgBuffer) , m_fUBuffer(fUBuffer) , m_fVBuffer(fVBuffer) , m_iPOIXYBuffer(iPOIXYBuffer) , m_iWidth(iWidth) , m_iHeight(iHeight) , m_ROI(roi) , m_Fftcc2DPtr(nullptr) , m_Icgn2DPtr(nullptr) , m_sharedResources(s) , m_d_fU(nullptr) , m_d_fV(nullptr) , m_d_fAccumulateU(nullptr) , m_d_fAccumulateV(nullptr) , m_d_fMaxU(nullptr) , m_d_fMinU(nullptr) , m_d_fMaxV(nullptr) , m_d_fMinV(nullptr) , m_d_iCurrentPOIXY(nullptr) , m_d_fZNCC(nullptr) , m_iSubsetX(iSubsetX) , m_iSubsetY(iSubsetY) , m_averageFPS(0) , m_fpsSum(0) , m_processingTime(0) , m_sampleNumber(0) , m_computationMode(computationMode) { // Do the initialization for the paDIC's cuFFTCC here in the constructor // 1. Construct the cuFFTCC2D object using the whole image m_Fftcc2DPtr.reset(new TW::paDIC::cuFFTCC2D( iWidth, iHeight, m_ROI.width(), m_ROI.height(), m_ROI.x(), m_ROI.y(), iSubsetX, iSubsetY, iGridSpaceX, iGridSpaceY, iMarginX, iMarginY)); m_iNumberX = m_Fftcc2DPtr->GetNumPOIsX(); m_iNumberY = m_Fftcc2DPtr->GetNumPOIsY(); // Allocate memory for the current U & V m_iNumPOIs = m_Fftcc2DPtr->GetNumPOIs(); cudaMalloc((void)&m_d_fAccumulateU, sizeof(TW::real_t)m_iNumPOIs); cudaMalloc((void*)&m_d_fAccumulateV, sizeof(TW::real_t)m_iNumPOIs); TW::cuInitialize<TW::real_t>(m_d_fAccumulateU, 0, m_iNumPOIs); TW::cuInitialize<TW::real_t>(m_d_fAccumulateV, 0, m_iNumPOIs); // Initialize the current U & V to 0 //2. Do the initialization for cuFFTCC2D object cudaMalloc((void*)&m_d_iCurrentPOIXY, sizeof(int)m_iNumPOIs * 2); m_Fftcc2DPtr->cuInitializeFFTCC(m_d_fU, m_d_fV, m_d_fZNCC, firstFrame); cudaMemcpy(m_d_iCurrentPOIXY, m_Fftcc2DPtr->g_cuHandle.m_d_iPOIXY, sizeof(int)m_iNumPOIs 2, cudaMemcpyDeviceToDevice); //3. Allocate memory for the max and min [U,V]'s cudaMalloc((void)&m_d_fMaxU, sizeof(TW::real_t)); cudaMalloc((void)&m_d_fMinU, sizeof(TW::real_t)); cudaMalloc((void)&m_d_fMaxV, sizeof(TW::real_t)); cudaMalloc((void)&m_d_fMinV, sizeof(TW::real_t)); cudaMalloc((void*)&m_d_UColorMap, sizeof(unsigned int)m_ROI.width()m_ROI.height()); cudaMalloc((void)&m_d_VColorMap, sizeof(unsigned int)m_ROI.width()m_ROI.height()); TW::cuInitialize<unsigned int>(m_d_UColorMap, 0x00FFFFFF, m_ROI.width()m_ROI.height()); TW::cuInitialize<unsigned int>(m_d_VColorMap, 0x00FFFFFF, m_ROI.width()m_ROI.height()); // Allocate memory for the Vectors m_h_iPOIXY.resize(m_iNumPOIs 2); m_h_fU.resize(m_iNumPOIs); m_h_fV.resize(m_iNumPOIs); } FFTCCTWorkerThread::~FFTCCTWorkerThread() { m_Fftcc2DPtr->cuDestroyFFTCC(m_d_fU, m_d_fV, m_d_fZNCC); m_Icgn2DPtr->cuFinalize(); TW::cudaSafeFree(m_d_fAccumulateU); TW::cudaSafeFree(m_d_fAccumulateV); TW::cudaSafeFree(m_d_fMaxU); TW::cudaSafeFree(m_d_fMinU); TW::cudaSafeFree(m_d_fMaxV); TW::cudaSafeFree(m_d_fMaxV); TW::cudaSafeFree(m_d_iCurrentPOIXY); TW::cudaSafeFree(m_d_UColorMap); TW::cudaSafeFree(m_d_VColorMap); cudaDeviceReset(); deleteObject(m_sharedResources->sharedContext); std::cout<<"Capture Thread is stopped and deleted"<<std::endl; } void FFTCCTWorkerThread::processFrameFFTCC(const int &iFrameCount) { cv::Mat tempImg; cv::Mat tarImg; m_processingTime = m_t.elapsed(); m_t.start(); // 1. Every 50 frames updates the reference image if (iFrameCount % 50 == 1) { m_refImgBuffer->DeQueue(tempImg); m_Fftcc2DPtr->ResetRefImg(tempImg); // omp_set_num_threads(3); // float j = 0; //#pragma omp parallel // { //#pragma omp for // { // for (int i = 0; i < 100000000; i++) // { // j += 0.5; // } // } // } // emit testSignal(j); // 3.1 Use the results to update the POI positions if iFrameCount is greater than 50 if (iFrameCount > 50) { /cudaMemcpy(m_d_fAccumulateU, m_d_fU, sizeof(TW::real_t)m_iNumPOIs, cudaMemcpyDeviceToDevice); cudaMemcpy(m_d_fAccumulateV, m_d_fV, sizeof(TW::real_t)m_iNumPOIs, cudaMemcpyDeviceToDevice);/ // If CPU-ICGN is the computation mode, copy the iU, iV and POIpos from GPU to CPU for // its use. Then, emit the signal ICGNDtaReady to notify ICGN thread to begin processing. if(m_computationMode == ComputationMode::GPUFFTCC_CPUICGN) { cudaMemcpy(m_h_fU.data(), m_d_fU, sizeof(float)m_iNumPOIs, cudaMemcpyDeviceToHost); cudaMemcpy(m_h_fV.data(), m_d_fV, sizeof(float)m_iNumPOIs, cudaMemcpyDeviceToHost); cudaMemcpy(m_h_iPOIXY.data(), m_Fftcc2DPtr->g_cuHandle.m_d_iPOIXY, sizeof(int)m_iNumPOIs 2, cudaMemcpyDeviceToHost); m_fUBuffer->EnQueue(m_h_fU); m_fVBuffer->EnQueue(m_h_fV); m_iPOIXYBuffer->EnQueue(m_h_iPOIXY); emit ICGNDataReady(); } // Update the accumulative current [U,V] cuAccumulateUV(m_d_fAccumulateU, m_d_fAccumulateV, m_iNumPOIs, m_d_fU, m_d_fV); // Use the current [U, V] to update the POI positions cuUpdatePOIpos(m_d_fU, m_d_fV, m_iNumberX, m_iNumberY, m_Fftcc2DPtr->g_cuHandle.m_d_iPOIXY); } // 3.2 TODO: Copy the iU, iV to host memory for ICGN // qDebug()<<"ref"; } m_tarImgBuffer->DeQueue(tarImg); // 2. Do the FFTCC computation and add [U,V] to the accumulative current [U,V] // and update the POI positions in the target image m_Fftcc2DPtr->cuComputeFFTCC(m_d_fU, m_d_fV, m_d_fZNCC, tarImg); // 4. Calculate the color map for the iU and iV images /cuAccumulatePOI(m_d_fU, m_d_fV, m_Fftcc2DPtr->g_cuHandle.m_d_iPOIXY, m_iNumPOIs, m_d_iCurrentPOIXY); minMaxRWrapper(m_d_fU, m_d_fV, m_iNumPOIs, m_iNumPOIs, m_d_fMinU, m_d_fMaxU, m_d_fMinV, m_d_fMaxV); constructTextImage(m_d_UColorMap, m_d_VColorMap, m_d_iCurrentPOIXY, m_d_fU, m_d_fV, m_iNumPOIs, m_ROI.x(), m_ROI.y(), m_ROI.width(), m_ROI.height(), m_d_fMaxU, m_d_fMinU, m_d_fMaxV, m_d_fMinV);/ //cuAccumulateUV(m_d_fU, m_d_fV, m_iNumPOIs, m_d_fAccumulateU, m_d_fAccumulateV); cuAccumulatePOI(m_d_fU, m_d_fV, m_Fftcc2DPtr->g_cuHandle.m_d_iPOIXY, m_iNumPOIs, m_d_iCurrentPOIXY); constructTextImageFixedMinMax(m_d_UColorMap, m_d_VColorMap, m_d_iCurrentPOIXY, m_d_fU, m_d_fV, m_d_fAccumulateU, m_d_fAccumulateV, m_iNumPOIs, m_ROI.x(), m_ROI.y(), m_ROI.width(), m_ROI.height(), 20, -20, 20, -20); //float i = new float; //cudaMemcpy(i, &m_d_fMinV[0], sizeof(float), cudaMemcpyDeviceToHost); //qDebug()<<i; //delete i; if (m_sharedResources->sharedTexture != nullptr && m_sharedResources->sharedContext != nullptr && m_sharedResources->sharedProgram != nullptr) { m_sharedResources->sharedContext->makeCurrent(m_sharedResources->sharedSurface); m_sharedResources->sharedProgram->bind(); m_sharedResources->sharedTexture->bind(); //m_sharedResources->sharedTexture->setData(0, QOpenGLTexture::Red,QOpenGLTexture::UInt8,texture_data); checkCudaErrors(cudaMemcpyToArray(m_sharedResources->cudaImgArray, 0, 0, m_Fftcc2DPtr->g_cuHandle/TW::paDIC::g_cuHandle/.m_d_fTarImg, tarImg.cols * tarImg.rows, cudaMemcpyDeviceToDevice)); m_sharedResources->sharedTexture->release(); m_sharedResources->sharedProgram->release(); m_sharedResources->sharedProgram->bind(); m_sharedResources->sharedUTexture->bind(); checkCudaErrors(cudaMemcpyToArray(m_sharedResources->cudaUArray, 0, 0, m_d_UColorMap, sizeof(unsigned int)m_ROI.width()m_ROI.height(), cudaMemcpyDeviceToDevice)); m_sharedResources->sharedUTexture->release(); m_sharedResources->sharedProgram->release(); m_sharedResources->sharedProgram->bind(); m_sharedResources->sharedVTexture->bind(); checkCudaErrors(cudaMemcpyToArray(m_sharedResources->cudaVArray, 0, 0, m_d_VColorMap, sizeof(unsigned int)m_ROI.width()m_ROI.height(), cudaMemcpyDeviceToDevice)); m_sharedResources->sharedVTexture->release(); m_sharedResources->sharedProgram->release(); m_sharedResources->sharedContext->doneCurrent(); emit frameReady(); TW::cuInitialize<unsigned int>(m_d_UColorMap, 0x00FFFFFF, m_ROI.width()m_ROI.height()); TW::cuInitialize<unsigned int>(m_d_VColorMap, 0x00FFFFFF, m_ROI.width()m_ROI.height()); } updateFPS(m_processingTime); emit runningStaticsReady(m_iNumPOIs, m_averageFPS); /Deperacated/ // 5. Invoke the CUDA & OpenGL interoperability // 5.1 Map the target image data // 5.2 Map the colormap data // 5.3 Normalize to [0,1] scale // delete i; i = nullptr; } void FFTCCTWorkerThread::processFrameFFTCC_ICGN(const int &iFrameCount) { cv::Mat tempImg; cv::Mat tarImg; m_processingTime = m_t.elapsed(); m_t.start(); // 1. Every 50 frames updates the reference image if (iFrameCount % 50 == 1) { m_refImgBuffer->DeQueue(tempImg); m_Fftcc2DPtr->ResetRefImg(tempImg); // Initialize the refImg for the ICGN m_Icgn2DPtr->cuInitialize(m_Fftcc2DPtr->g_cuHandle.m_d_fRefImg); // 3.1 Use the results to update the POI positions if iFrameCount is greater than 50 if (iFrameCount > 50) { // Update the accumulative current [U,V] /cudaMemcpy(m_d_fAccumulateU, m_d_fU, sizeof(TW::real_t)m_iNumPOIs, cudaMemcpyDeviceToDevice); cudaMemcpy(m_d_fAccumulateV, m_d_fV, sizeof(TW::real_t)m_iNumPOIs, cudaMemcpyDeviceToDevice);/ cuAccumulateUV(m_d_fAccumulateU, m_d_fAccumulateV, m_iNumPOIs, m_d_fU, m_d_fV); // Use the current [U, V] to update the POI positions cuUpdatePOIpos( m_d_fU, m_d_fV, m_iNumberX, m_iNumberY, m_Fftcc2DPtr->g_cuHandle.m_d_iPOIXY); //int i = new int; //cudaMemcpy(i, &m_Fftcc2DPtr->g_cuHandle.m_d_iPOIXY[0], sizeof(int), cudaMemcpyDeviceToHost); //qDebug()<<i; //delete i; } // 3.2 TODO: Copy the iU, iV to host memory for ICGN // qDebug()<<"ref"; } m_tarImgBuffer->DeQueue(tarImg); // 2. Do the FFTCC computation and add [U,V] to the accumulative current [U,V] // and update the POI positions in the target image m_Fftcc2DPtr->cuComputeFFTCC( m_d_fU, m_d_fV, m_d_fZNCC, tarImg); // For debug m_Icgn2DPtr->cuCompute( m_Fftcc2DPtr->g_cuHandle.m_d_fTarImg, m_Fftcc2DPtr->g_cuHandle.m_d_iPOIXY, m_d_fU, m_d_fV); // 4. Calculate the color map for the iU and iV images /cuAccumulatePOI(m_d_fU, m_d_fV, m_Fftcc2DPtr->g_cuHandle.m_d_iPOIXY, m_iNumPOIs, m_d_iCurrentPOIXY); minMaxRWrapper(m_d_fU, m_d_fV, m_iNumPOIs, m_iNumPOIs, m_d_fMinU, m_d_fMaxU, m_d_fMinV, m_d_fMaxV); constructTextImage(m_d_UColorMap, m_d_VColorMap, m_d_iCurrentPOIXY, m_d_fU, m_d_fV, m_iNumPOIs, m_ROI.x(), m_ROI.y(), m_ROI.width(), m_ROI.height(), m_d_fMaxU, m_d_fMinU, m_d_fMaxV, m_d_fMinV);/ //cuAccumulateUV(m_d_fU, m_d_fV, m_iNumPOIs, m_d_fAccumulateU, m_d_fAccumulateV); cuAccumulatePOI( m_d_fU, m_d_fV, m_Fftcc2DPtr->g_cuHandle.m_d_iPOIXY, m_iNumPOIs, m_d_iCurrentPOIXY); constructTextImageFixedMinMax( m_d_UColorMap, m_d_VColorMap, m_d_iCurrentPOIXY, m_d_fU, m_d_fV, m_d_fAccumulateU, m_d_fAccumulateV, m_iNumPOIs, m_ROI.x(), m_ROI.y(), m_ROI.width(), m_ROI.height(), 20, -20, 20, -20); //float i = new float; //cudaMemcpy(i, &m_d_fMinV[0], sizeof(float), cudaMemcpyDeviceToHost); //qDebug()<<i; //delete i; if (m_sharedResources->sharedTexture != nullptr && m_sharedResources->sharedContext != nullptr && m_sharedResources->sharedProgram != nullptr) { m_sharedResources->sharedContext->makeCurrent(m_sharedResources->sharedSurface); m_sharedResources->sharedProgram->bind(); m_sharedResources->sharedTexture->bind(); //m_sharedResources->sharedTexture->setData(0, QOpenGLTexture::Red,QOpenGLTexture::UInt8,texture_data); checkCudaErrors(cudaMemcpyToArray(m_sharedResources->cudaImgArray, 0, 0, m_Fftcc2DPtr->g_cuHandle/TW::paDIC::g_cuHandle/.m_d_fTarImg, tarImg.cols * tarImg.rows, cudaMemcpyDeviceToDevice)); m_sharedResources->sharedTexture->release(); m_sharedResources->sharedProgram->release(); m_sharedResources->sharedProgram->bind(); m_sharedResources->sharedUTexture->bind(); checkCudaErrors(cudaMemcpyToArray(m_sharedResources->cudaUArray, 0, 0, m_d_UColorMap, sizeof(unsigned int)m_ROI.width()m_ROI.height(), cudaMemcpyDeviceToDevice)); m_sharedResources->sharedUTexture->release(); m_sharedResources->sharedProgram->release(); m_sharedResources->sharedProgram->bind(); m_sharedResources->sharedVTexture->bind(); checkCudaErrors(cudaMemcpyToArray(m_sharedResources->cudaVArray, 0, 0, m_d_VColorMap, sizeof(unsigned int)m_ROI.width()m_ROI.height(), cudaMemcpyDeviceToDevice)); m_sharedResources->sharedVTexture->release(); m_sharedResources->sharedProgram->release(); m_sharedResources->sharedContext->doneCurrent(); emit frameReady(); TW::cuInitialize<unsigned int>(m_d_UColorMap, 0x00FFFFFF, m_ROI.width()m_ROI.height()); TW::cuInitialize<unsigned int>(m_d_VColorMap, 0x00FFFFFF, m_ROI.width()m_ROI.height()); } updateFPS(m_processingTime); emit runningStaticsReady(m_iNumPOIs, m_averageFPS); /Deperacated/ // 5. Invoke the CUDA & OpenGL interoperability // 5.1 Map the target image data // 5.2 Map the colormap data // 5.3 Normalize to [0,1] scale // delete i; i = nullptr; } void FFTCCTWorkerThread::updateFPS(int timeElapsed) { // Add instantaneous FPS value to queue if (timeElapsed > 0) { m_fps.enqueue((int)1000 / timeElapsed); // Increment sample number m_sampleNumber++; } // Maximum size of queue is DEFAULT_PROCESSING_FPS_STAT_QUEUE_LENGTH if (m_fps.size() > PROCESSING_FPS_STAT_QUEUE_LENGTH) { m_fps.dequeue(); } // Update FPS value every DEFAULT_PROCESSING_FPS_STAT_QUEUE_LENGTH samples if ((m_fps.size() == PROCESSING_FPS_STAT_QUEUE_LENGTH) && (m_sampleNumber == PROCESSING_FPS_STAT_QUEUE_LENGTH)) { // Empty queue and store sum while (!m_fps.empty()) { m_fpsSum += m_fps.dequeue(); } // Calculate average FPS m_averageFPS = m_fpsSum / PROCESSING_FPS_STAT_QUEUE_LENGTH; // Reset sum m_fpsSum = 0; // Reset sample number m_sampleNumber = 0; } } <file_sep>/TW/TW_Engine/TW_paDIC_ICGN2D_CPU.h #ifndef TW_paDIC_ICGN2D_CPU_H #define TW_paDIC_ICGN2D_CPU_H #include "opencv2\opencv.hpp" #include "TW_paDIC_ICGN2D.h" namespace TW{ namespace paDIC{ /// \brief ICGN2D implementation based on CPU computation /// Launch Order: /// 1. ICGN2D_Precomputation_Prepare() // Allocate space for precomputation /// 2. ICNG2D_Prepare() /// 3. ICGN2D_Precomputation() /// 4. ICNG2D_Compute() /// 5. ICGN_Precomputation_Finalize() /// 6. ICGN_Finalize() /// 7. ICGN_Precomputation_Finalize() class TW_LIB_DLL_EXPORTS ICGN2D_CPU : public ICGN2D { public: ICGN2D_CPU( int_t iImgWidth, int_t iImgHeight, int_t iStartX, int_t iStartY, int_t iROIWidth, int_t iROIHeight, int_t iSubsetX, int_t iSubsetY, int_t iNumberX, int_t iNumberY, int_t iNumIterations, real_t fDeltaP, ICGN2DInterpolationFLag Iflag, paDICThreadFlag Tflag); ICGN2D_CPU( const cv::Mat& refImg, int_t iImgWidth, int_t iImgHeight, int_t iStartX, int_t iStartY, int_t iROIWidth, int_t iROIHeight, int_t iSubsetX, int_t iSubsetY, int_t iNumberX, int_t iNumberY, int_t iNumIterations, real_t fDeltaP, ICGN2DInterpolationFLag Iflag, paDICThreadFlag Tflag); ~ICGN2D_CPU(); virtual void ResetRefImg(const cv::Mat& refImg) override; virtual void SetTarImg(const cv::Mat& tarImg) override; ///\brief ICGN algorithm on all POIs /// ///\param fU array of initial guesses for the displacement in U direction for all POIs ///\param fV array of initial guesses for the displacement in V direction for all POIs ///\param iNumIterations return the number of iterations at each POI ///\param iPOIpos array of POI positions void ICGN2D_Algorithm( real_t fU, real_t fV, int iNumIterations, int iPOIpos, const cv::Mat& tarImg, float &fPrecomputeTime, float &fICGNTime); void ICGN2D_Algorithm( real_t fU, real_t fV, int iNumIterations, int iPOIpos, const cv::Mat& tarImg); ///\brief ICGN algorithm on a portion of POIs in the interval [head, tail) /// ///\param fU array of initial guesses for the displacement in U direction for all POIs ///\param fV array of initial guesses for the displacement in V direction for all POIs ///\param iNumIterations return the number of iterations at each POI ///\param iPOIpos array of POI positions void ICGN2D_Algorithm( real_t fU, real_t fV, int iNumIterations, int iPOIpos, const cv::Mat& tarImg, int_t head, int_t tail); ///\brief Core ICGN2D algorithm. The calculation unit is subset. /// ///\param fU Initial guees for the displacement in U(x) direction ///\param fV Initial guees for the displacement in V(Y) direction ///\param iPOIx POI x-position ///\param iPOIy POI y-position ///\param id the id of the current POI being processed (For multi-threaded computation) ICGN2DFlag ICGN2D_Compute( real_t &fU, real_t &fV, int &iNumIterations, const int iPOIx, const int iPOIy, const int id); private: void ICGN2D_Precomputation_Prepare(); void ICGN2D_Precomputation(); void ICGN2D_Precomputation_Finalize(); ///\brief Allocate required memory for the ICNG2D application void ICGN2D_Prepare(); void ICGN2D_Finalize(); private: ICGN2DInterpolationFLag m_Iflag; paDICThreadFlag m_Tflag; real_t *m_fRx; // x-derivative of reference image ROI_H ROI_W real_t *m_fRy; // y-derivative of reference image ROI_H ROI_W real_t m_fTx; // Only for Bicubic Inerpolation real_t m_fTy; // Only for Bicubic Inerpolation real_t m_fTxy; // Only for Bicubic Inerpolation real_t *m_fInterpolation; // LUT for Interpolation: ROI_H ROI_W * 4 * 4 real_t **m_fSubsetR; // POI_N Subset_H * Subset_W real_t **m_fSubsetT; // POI_N Subset_H * Subset_W real_t ***m_fRDescent; // POI_N Subset_H * Subset_W * 6; }; } } #endif // !TW_paDIC_ICGN2D_CPU_H <file_sep>/TW/TW_Engine/SharedImageBuffer.cpp /***********************************************************************/ / qt-opencv-multithreaded: / / A multithreaded OpenCV application using the Qt framework. / / / / SharedImageBuffer.cpp / / / / <NAME> <<EMAIL>> / / / / Copyright (c) 2012-2015 <NAME> / / / / Permission is hereby granted, free of charge, to any person / / obtaining a copy of this software and associated documentation / / files (the "Software"), to deal in the Software without restriction, / / including without limitation the rights to use, copy, modify, merge, / / publish, distribute, sublicense, and/or sell copies of the Software, / / and to permit persons to whom the Software is furnished to do so, / / subject to the following conditions: / / / / The above copyright notice and this permission notice shall be / / included in all copies or substantial portions of the Software. / / / / THE SOFTWARE IS PROVIDED "AS IS", WITHOUT WARRANTY OF ANY KIND, / / EXPRESS OR IMPLIED, INCLUDING BUT NOT LIMITED TO THE WARRANTIES OF / / MERCHANTABILITY, FITNESS FOR A PARTICULAR PURPOSE AND / / NONINFRINGEMENT. IN NO EVENT SHALL THE AUTHORS OR COPYRIGHT HOLDERS / / BE LIABLE FOR ANY CLAIM, DAMAGES OR OTHER LIABILITY, WHETHER IN AN / / ACTION OF CONTRACT, TORT OR OTHERWISE, ARISING FROM, OUT OF OR IN / / CONNECTION WITH THE SOFTWARE OR THE USE OR OTHER DEALINGS IN THE / / SOFTWARE. / / / / Modified by <NAME>(<EMAIL>) / / / /**********************************************************************/ #include "SharedImageBuffer.h" namespace TW{ SharedImageBuffer::SharedImageBuffer() { m_nArrived = 0; m_doSync = false; } void SharedImageBuffer::add(int deviceNumber, const ImageBuffer &imageBuffer, bool sync) { // Device stream is to be synchronized if(sync) { m_mutex.lock(); m_syncSet.insert(deviceNumber); m_mutex.unlock(); } // Add image buffer to map m_imageBufferMap[deviceNumber] = imageBuffer; } ImageBuffer SharedImageBuffer::getByDeviceNumber(int deviceNumber) { return m_imageBufferMap[deviceNumber]; } void SharedImageBuffer::removeByDeviceNumber(int deviceNumber) { // Remove buffer for device from imageBufferMap m_imageBufferMap.remove(deviceNumber); // Also remove from syncSet (if present) m_mutex.lock(); if (m_syncSet.contains(deviceNumber)) { m_syncSet.remove(deviceNumber); m_wc.wakeAll(); } m_mutex.unlock(); } void SharedImageBuffer::sync(int deviceNumber) { // Only perform sync if enabled for specified device/stream m_mutex.lock(); if (m_syncSet.contains(deviceNumber)) { // Increment arrived count m_nArrived++; // We are the last to arrive: wake all waiting threads if (m_doSync && (m_nArrived == m_syncSet.size())) { m_wc.wakeAll(); } // Still waiting for other streams to arrive: wait else { m_wc.wait(&m_mutex); } // Decrement arrived count m_nArrived--; } m_mutex.unlock(); } void SharedImageBuffer::wakeAll() { QMutexLocker locker(&m_mutex); m_wc.wakeAll(); } void SharedImageBuffer::setSyncEnabled(bool enable) { m_doSync = enable; } bool SharedImageBuffer::isSyncEnabledForDeviceNumber(int deviceNumber) { return m_syncSet.contains(deviceNumber); } bool SharedImageBuffer::getSyncEnabled() { return m_doSync; } bool SharedImageBuffer::containsImageBufferForDeviceNumber(int deviceNumber) { return m_imageBufferMap.contains(deviceNumber); } } // namespace TW<file_sep>/TW/TW_Core/FrameLabel.cpp #include "FrameLabel.h" #include <QPainter> #include <QDebug> FrameLabel::FrameLabel(QWidget parent) : QLabel(parent) , m_starPoint(0,0) , m_cursorPos(0,0) , m_isDrawingBox(false) { m_mouseData.m_isLeftBtnReleased = false; m_mouseData.m_isRightBtnReleased = false; // createContextMenu(); } QPoint FrameLabel::GetCursorPos() const { return m_cursorPos; } void FrameLabel::SetCursorPos(const QPoint& point) { m_cursorPos = point; } void FrameLabel::mouseMoveEvent(QMouseEvent* evt) { // Update mouse cursor position SetCursorPos(evt->pos()); // Update the ROI width and height if(m_isDrawingBox) { m_roiBox->setWidth(GetCursorPos().x() - m_starPoint.x()); m_roiBox->setHeight(GetCursorPos().y() - m_starPoint.y()); } // Inform main window the mouse is moving emit sig_mouseMove(); } void FrameLabel::mousePressEvent(QMouseEvent* evt) { // Update the cursor position SetCursorPos(evt->pos()); // If Left button is pressed, begin to draw the ROI if(evt->button() == Qt::LeftButton) { // Start drawing box m_starPoint = evt->pos(); m_roiBox.reset(new QRect(m_starPoint.x(), m_starPoint.y(), 0,0)); m_isDrawingBox = true; } } void FrameLabel::mouseReleaseEvent(QMouseEvent* evt) { // Update cursor position SetCursorPos(evt->pos()); // LeftButton is released, stop drawing ROI, and save the new ROI // result if(evt->button() == Qt::LeftButton) { m_mouseData.m_isLeftBtnReleased = true; if(m_isDrawingBox) { // Stop drawing ROI m_isDrawingBox = false; // Update the ROI m_mouseData.m_roiBox.setX(m_roiBox->left()); m_mouseData.m_roiBox.setY(m_roiBox->top()); m_mouseData.m_roiBox.setWidth(m_roiBox->width()); m_mouseData.m_roiBox.setHeight(m_roiBox->height()); m_mouseData.m_isLeftBtnReleased = true; emit sig_newMouseData(m_mouseData); } m_mouseData.m_isLeftBtnReleased = false; } else if (evt->button() == Qt::RightButton) { if(m_isDrawingBox) { m_mouseData.m_isRightBtnReleased = true; m_isDrawingBox = false; } else { m_mouseData.m_isRightBtnReleased = true; emit sig_newMouseData(m_mouseData); } m_mouseData.m_isRightBtnReleased = false; } } void FrameLabel::paintEvent(QPaintEvent* evt) { QLabel::paintEvent(evt); QPainter painter(this); QPen pen(Qt::blue); pen.setWidth(3); if(m_isDrawingBox) { painter.setPen(pen); painter.drawRect(m_roiBox.data()); } } //void FrameLabel::createContextMenu() //{ // // Create the menu object // m_menu.reset(new QMenu(this)); // // // Add action entries to the context menu // QScopedPointer<QAction> action(new QAction(this)); // action->setText(tr("Reset ROI")); // m_menu->addAction(action.take()); // // action.reset(new QAction(this)); // action->setText(tr("GrayScale")); //}<file_sep>/TW/TW_Core/capturethread.h #ifndef CAPTURETHREAD_H #define CAPTURETHREAD_H #include <memory> #include <QThread> #include <QImage> #include <opencv2\opencv.hpp> #include "Structures.h" #include "TW_Concurrent_Buffer.h" class CaptureThread : public QThread { Q_OBJECT public: CaptureThread() = delete; CaptureThread(const CaptureThread&) = delete; CaptureThread& operator=(const CaptureThread&) = delete; CaptureThread( ImageBufferPtr refImgBuffer, ImageBufferPtr tarImgBuffer, bool isDropFrameIfBufferFull, int iDeviceNumber, int width, int height, ComputationMode computationMode, QObject parent); CaptureThread( ImageBufferPtr refImgBuffer, ImageBufferPtr tarImgBuffer, ImageBufferPtr refImgBufferCPU_ICGN, ImageBufferPtr tarImgBufferCPU_ICGN, bool isDropFrameIfBufferFull, int iDeviceNumber, int width, int height, ComputationMode computationMode, QObject parent); ~CaptureThread(); /// \brief Grab a first frame for the initialziation of the cuFFTCC2D algorithm bool grabTheFirstRefFrame(cv::Mat &firstFrame); /// \brife determine whether the camera is connected or not. This function should /// be called before any other methods within the CaptureThread except the /// grabTheFirstRefFrame one bool connectToCamera(); /// \brief Call this function to stop the thread and close the camera connection bool disconnectCamera(); bool isCameraConnected() const { return m_cap.isOpened(); } int getInputSourceWidth() const { return m_cap.get(CV_CAP_PROP_FRAME_WIDTH); } int getInputSourceHeight() const { return m_cap.get(CV_CAP_PROP_FRAME_HEIGHT); } void stop(); protected: void run() Q_DECL_OVERRIDE; private: cv::VideoCapture m_cap; cv::Mat m_grabbedFrame; cv::Mat m_currentFrame; cv::Mat m_grayFrame; ImageBufferPtr m_tarImgBuffer; ImageBufferPtr m_refImgBuffer; ImageBufferPtr m_tarImgBufferCPU_ICGN; ImageBufferPtr m_refImgBufferCPU_ICGN; volatile bool m_isAboutToStop; QMutex m_stopMutex; int m_iDeviceNumber; int m_iWidth; int m_iHeight; int m_iFrameCount; bool m_isDropFrameIfBufferFull; ComputationMode m_computationMode; // For the GUI use to update the ref & tar images QImage m_Qimg; signals: void newTarFrame(const int &frameCount); void newRefQImg(const QImage& refImg); void newTarQImg(const QImage& tarImg); }; #endif // CAPTURETHREAD_H <file_sep>/TW/TW_Engine/TW_MatToQImage.cpp #include "TW_MatToQImage.h" namespace TW{ QImage Mat2QImage(const cv::Mat& mat) { switch (mat.type()) { //-! 8-bit, 4 channel case CV_8UC4: { return QImage (mat.data, mat.cols, mat.rows, mat.step, QImage::Format_RGB32).rgbSwapped(); } //-! 8-bit, 3 channel case CV_8UC3: { return QImage (mat.data, mat.cols, mat.rows, mat.step, QImage::Format_RGB888).rgbSwapped(); } //-! 8-bit, 1 channel case CV_8UC1: { //-! Only construct the LUT onece static QVector<QRgb> vColorTable; if (vColorTable.isEmpty()) { for (int i = 0; i < 256; ++i) { vColorTable.push_back(qRgb(i, i, i)); } } QImage image(mat.data, mat.cols, mat.rows, mat.step, QImage::Format_Indexed8); image.setColorTable(vColorTable); return image; } default: qCritical() << QString("Error!! Cannot convert cv::Mat to QImage " "with the input image type: %1").arg(mat.type()); break; } return QImage(); } QPixmap Mat2QPixmap(const cv::Mat& mat) { return QPixmap::fromImage(Mat2QImage(mat)); } cv::Mat QImage2Mat(const QImage& image) { switch (image.format()) { //-! 8-bit, 4 channels case QImage::Format_RGB32: { cv::Mat mat(image.height(), image.width(), CV_8UC4, const_cast<uchar>(image.bits()), image.bytesPerLine()); return mat.clone(); } //!- 8-bit, 3 channels case QImage::Format_RGB888: { QImage swapped = image.rgbSwapped(); return cv::Mat(swapped.height(), swapped.width(), CV_8UC3, const_cast<uchar>(swapped.bits()), swapped.bytesPerLine()).clone(); } //!- 8-bit, 1 channel case QImage::Format_Indexed8: { cv::Mat mat(image.height(), image.width(), CV_8UC1, const_cast<uchar>(image.bits()), image.bytesPerLine()); return mat.clone(); } default: qCritical() << QString("Error!! Cannot convert QImage to cv::Mat" "with the input image type: %1").arg(image.format()); break; } return cv::Mat(); } cv::Mat QPixmap2Mat(const QPixmap& pixMap) { return QImage2Mat(pixMap.toImage()); } } //!- namespace TW<file_sep>/TW/TW_Engine/TW_utils.cpp #include "TW_utils.h" #include <iostream> #include <omp.h> #include "TW_MemManager.h" namespace TW { void ComputePOIPositions_s(// Output int_t **&Out_h_iPXY, // Return the host handle // Inputs int_t iNumberX, int_t iNumberY, int_t iMarginX, int_t iMarginY, int_t iSubsetX, int_t iSubsetY, int_t iGridSpaceX, int_t iGridSpaceY) { // Allocate memory hcreateptr<int_t>(Out_h_iPXY, iNumberY, iNumberX, 2); for (int i = 0; i < iNumberY; i++) { for (int j = 0; j < iNumberX; j++) { Out_h_iPXY[i][j][0] = iMarginY + iSubsetY + i iGridSpaceY; Out_h_iPXY[i][j][1] = iMarginX + iSubsetX + j * iGridSpaceX; } } } void ComputePOIPositions_s(// Output int_t **&Out_h_iPXY, // Return the host handle // Inputs int_t iStartX, int_t iStartY, int_t iNumberX, int_t iNumberY, int_t iMarginX, int_t iMarginY, int_t iSubsetX, int_t iSubsetY, int_t iGridSpaceX, int_t iGridSpaceY) { // Allocate memory hcreateptr<int_t>(Out_h_iPXY, iNumberY, iNumberX, 2); for (int i = 0; i < iNumberY; i++) { for (int j = 0; j < iNumberX; j++) { Out_h_iPXY[i][j][0] = iStartY + iMarginY + iSubsetY + i iGridSpaceY; Out_h_iPXY[i][j][1] = iStartX + iMarginX + iSubsetX + j * iGridSpaceX; } } } void ComputePOIPositions_m(// Output int_t **&Out_h_iPXY, // Return the host handle // Inputs int_t iNumberX, int_t iNumberY, int_t iMarginX, int_t iMarginY, int_t iSubsetX, int_t iSubsetY, int_t iGridSpaceX, int_t iGridSpaceY) { // Allocate memory hcreateptr<int_t>(Out_h_iPXY, iNumberY, iNumberX, 2); #pragma omp parallel for for (int i = 0; i < iNumberY; i++) { for (int j = 0; j < iNumberX; j++) { Out_h_iPXY[i][j][0] = iMarginY + iSubsetY + i iGridSpaceY; Out_h_iPXY[i][j][1] = iMarginX + iSubsetX + j * iGridSpaceX; } } } void ComputePOIPositions_m(// Output int_t **&Out_h_iPXY, // Return the host handle // Inputs int_t iStartX, int_t iStartY, int_t iNumberX, int_t iNumberY, int_t iMarginX, int_t iMarginY, int_t iSubsetX, int_t iSubsetY, int_t iGridSpaceX, int_t iGridSpaceY) { // Allocate memory hcreateptr<int_t>(Out_h_iPXY, iNumberY, iNumberX, 2); #pragma omp parallel for for (int i = 0; i < iNumberY; i++) { for (int j = 0; j < iNumberX; j++) { Out_h_iPXY[i][j][0] = iStartY + iMarginY + iSubsetY + i iGridSpaceY; Out_h_iPXY[i][j][1] = iStartX + iMarginX + iSubsetX + j * iGridSpaceX; } } } void Gradient_s(//Inputs const cv::Mat& image, int_t iStartX, int_t iStartY, int_t iROIWidth, int_t iROIHeight, int_t iImgWidth, int_t iImgHeight, AccuracyOrder accuracyOrder, //Output real_t Gx, real_t Gy) { int_t iMarginX = iImgWidth - (iStartX + iROIWidth) + 1; int_t iMarginY = iImgHeight -(iStartY + iROIHeight) + 1; switch (accuracyOrder) { case TW::AccuracyOrder::Quadratic: default: { if (iStartX < 1 \|\| iStartY < 1 \|\| iMarginX < 1 \|\| iMarginY < 1) { throw("Error: Not enough boundary pixels for gradients!"); } else { for (int i = iStartY; i < (iStartY + iROIHeight); i++) { for (int j = iStartX; j < (iStartX + iROIWidth); j++) { //int index = (i - iStartY)iROIWidth + (j - iStartX); Gx[i - iStartY][j - iStartX] = 0.5 real_t(image.at<uchar>(i, j + 1) - image.at<uchar>(i, j - 1)); Gy[i - iStartY][j - iStartX] = 0.5 * real_t(image.at<uchar>(i + 1, j) - image.at<uchar>(i - 1, j)); /Gxy[index]= 0.25real_t(image.at<uchar>(i+1,j+1) - image.at<uchar>(i-1,j+1) - image.at<uchar>(i+1,j-1) + image.at<uchar>(i-1,j-1));/ } } } break; } case TW::AccuracyOrder::Quartic: { if (iStartX < 2 \|\| iStartY < 2 \|\| iMarginX < 2 \|\| iMarginY < 2) { throw("Error: Not enough boundary pixels for gradients!"); } else { // TODO } break; } case TW::AccuracyOrder::Octic: { if (iStartX < 4 \|\| iStartY < 4 \|\| iMarginX < 4 \|\| iMarginY < 4) { throw("Error: Not enough boundary pixels for gradients!"); } else { // TODO } break; } } } void GradientXY_s(//Inputs const cv::Mat& image, int_t iStartX, int_t iStartY, int_t iROIWidth, int_t iROIHeight, int_t iImgWidth, int_t iImgHeight, AccuracyOrder accuracyOrder, //Output real_t Gx, real_t Gy, real_t Gxy) { int_t iMarginX = iImgWidth - (iStartX + iROIWidth) + 1; int_t iMarginY = iImgHeight -(iStartY + iROIHeight) + 1; switch (accuracyOrder) { case TW::AccuracyOrder::Quadratic: default: { if (iStartX < 1 \|\| iStartY < 1 \|\| iMarginX < 1 \|\| iMarginY < 1) { throw("Error: Not enough boundary pixels for gradients!"); } else { for (int i = iStartY; i < (iStartY + iROIHeight); i++) { for (int j = iStartX; j < (iStartX + iROIWidth); j++) { //int index = (i - iStartY)iROIWidth + (j - iStartX); Gx[i - iStartY][j - iStartX] = 0.5 * real_t(image.at<uchar>(i, j + 1) - image.at<uchar>(i, j - 1)); Gy[i - iStartY][j - iStartX] = 0.5 * real_t(image.at<uchar>(i + 1, j) - image.at<uchar>(i - 1, j)); Gxy[i - iStartY][j - iStartX] = 0.25* real_t(image.at<uchar>(i + 1, j + 1) - image.at<uchar>(i - 1, j + 1) - image.at<uchar>(i + 1, j - 1) + image.at<uchar>(i - 1, j - 1)); } } } break; } case TW::AccuracyOrder::Quartic: { if (iStartX < 2 \|\| iStartY < 2 \|\| iMarginX < 2 \|\| iMarginY < 2) { throw("Error: Not enough boundary pixels for gradients!"); } else { // TODO } break; } case TW::AccuracyOrder::Octic: { if (iStartX < 4 \|\| iStartY < 4 \|\| iMarginX < 4 \|\| iMarginY < 4) { throw("Error: Not enough boundary pixels for gradients!"); } else { // TODO } break; } } } void GradientXY_2Images_s(//Inputs const cv::Mat& image1, const cv::Mat& image2, int_t iStartX, int_t iStartY, int_t iROIWidth, int_t iROIHeight, int_t iImgWidth, int_t iImgHeight, AccuracyOrder accuracyOrder, //Outputs real_t Fx, real_t Fy, real_t Gx, real_t Gy, real_t *Gxy) { int_t iMarginX = iImgWidth - (iStartX + iROIWidth) + 1; int_t iMarginY = iImgHeight -(iStartY + iROIHeight) + 1; switch (accuracyOrder) { case TW::AccuracyOrder::Quadratic: default: { if (iStartX < 1 \|\| iStartY < 1 \|\| iMarginX < 1 \|\| iMarginY < 1) { throw("Error: Not enough boundary pixels for gradients!"); } else { for (int i = iStartY; i < (iStartY + iROIHeight); i++) { for (int j = iStartX; j < (iStartX + iROIWidth); j++) { //int index = (i - iStartY)iROIWidth + (j - iStartX); Fx[i - iStartY][j - iStartX] = 0.5 * real_t(image1.at<uchar>(i, j + 1) - image1.at<uchar>(i, j - 1)); Fy[i - iStartY][j - iStartX] = 0.5 * real_t(image1.at<uchar>(i + 1, j) - image1.at<uchar>(i - 1, j)); Gx[i - iStartY][j - iStartX] = 0.5 * real_t(image2.at<uchar>(i, j + 1) - image2.at<uchar>(i, j - 1)); Gy[i - iStartY][j - iStartX] = 0.5 * real_t(image2.at<uchar>(i + 1, j) - image2.at<uchar>(i - 1, j)); Gxy[i - iStartY][j - iStartX] = 0.25* real_t(image2.at<uchar>(i + 1, j + 1) - image2.at<uchar>(i - 1, j + 1) - image2.at<uchar>(i + 1, j - 1) + image2.at<uchar>(i - 1, j - 1)); } } } break; } case TW::AccuracyOrder::Quartic: { if (iStartX < 2 \|\| iStartY < 2 \|\| iMarginX < 2 \|\| iMarginY < 2) { throw("Error: Not enough boundary pixels for gradients!"); } else { // TODO } break; } case TW::AccuracyOrder::Octic: { if (iStartX < 4 \|\| iStartY < 4 \|\| iMarginX < 4 \|\| iMarginY < 4) { throw("Error: Not enough boundary pixels for gradients!"); } else { // TODO } break; } } } void Gradient_m(//Inputs const cv::Mat& image, int_t iStartX, int_t iStartY, int_t iROIWidth, int_t iROIHeight, int_t iImgWidth, int_t iImgHeight, AccuracyOrder accuracyOrder, //Output real_t Gx, real_t Gy) { int_t iMarginX = iImgWidth - (iStartX + iROIWidth) + 1; int_t iMarginY = iImgHeight -(iStartY + iROIHeight) + 1; switch (accuracyOrder) { case TW::AccuracyOrder::Quadratic: default: { if (iStartX < 1 \|\| iStartY < 1 \|\| iMarginX < 1 \|\| iMarginY < 1) { throw("Error: Not enough boundary pixels for gradients!"); } else { #pragma omp parallel for for (int i = iStartY; i < (iStartY + iROIHeight); i++) { for (int j = iStartX; j < (iStartX + iROIWidth); j++) { //int index = (i - iStartY)iROIWidth + (j - iStartX); Gx[i - iStartY][j - iStartX] = 0.5 real_t(image.at<uchar>(i, j + 1) - image.at<uchar>(i, j - 1)); Gy[i - iStartY][j - iStartX] = 0.5 * real_t(image.at<uchar>(i + 1, j) - image.at<uchar>(i - 1, j)); /Gxy[index]= 0.25real_t(image.at<uchar>(i+1,j+1) - image.at<uchar>(i-1,j+1) - image.at<uchar>(i+1,j-1) + image.at<uchar>(i-1,j-1));/ } } } break; } case TW::AccuracyOrder::Quartic: { if (iStartX < 2 \|\| iStartY < 2 \|\| iMarginX < 2 \|\| iMarginY < 2) { throw("Error: Not enough boundary pixels for gradients!"); } else { // TODO } break; } case TW::AccuracyOrder::Octic: { if (iStartX < 4 \|\| iStartY < 4 \|\| iMarginX < 4 \|\| iMarginY < 4) { throw("Error: Not enough boundary pixels for gradients!"); } else { // TODO } break; } } } void GradientXY_m(//Inputs const cv::Mat& image, int_t iStartX, int_t iStartY, int_t iROIWidth, int_t iROIHeight, int_t iImgWidth, int_t iImgHeight, AccuracyOrder accuracyOrder, //Output real_t Gx, real_t Gy, real_t Gxy) { int_t iMarginX = iImgWidth - (iStartX + iROIWidth) + 1; int_t iMarginY = iImgHeight -(iStartY + iROIHeight) + 1; switch (accuracyOrder) { case TW::AccuracyOrder::Quadratic: default: { if (iStartX < 1 \|\| iStartY < 1 \|\| iMarginX < 1 \|\| iMarginY < 1) { throw("Error: Not enough boundary pixels for gradients!"); } else { #pragma omp parallel for for (int i = iStartY; i < (iStartY + iROIHeight); i++) { for (int j = iStartX; j < (iStartX + iROIWidth); j++) { //int index = (i - iStartY)iROIWidth + (j - iStartX); Gx[i - iStartY][j - iStartX] = 0.5 * real_t(image.at<uchar>(i, j + 1) - image.at<uchar>(i, j - 1)); Gy[i - iStartY][j - iStartX] = 0.5 * real_t(image.at<uchar>(i + 1, j) - image.at<uchar>(i - 1, j)); Gxy[i - iStartY][j - iStartX] = 0.25* real_t(image.at<uchar>(i + 1, j + 1) - image.at<uchar>(i - 1, j + 1) - image.at<uchar>(i + 1, j - 1) + image.at<uchar>(i - 1, j - 1)); } } } break; } case TW::AccuracyOrder::Quartic: { if (iStartX < 2 \|\| iStartY < 2 \|\| iMarginX < 2 \|\| iMarginY < 2) { throw("Error: Not enough boundary pixels for gradients!"); } else { // TODO } break; } case TW::AccuracyOrder::Octic: { if (iStartX < 4 \|\| iStartY < 4 \|\| iMarginX < 4 \|\| iMarginY < 4) { throw("Error: Not enough boundary pixels for gradients!"); } else { // TODO } break; } } } void GradientXY_2Images_m(//Inputs const cv::Mat& image1, const cv::Mat& image2, int_t iStartX, int_t iStartY, int_t iROIWidth, int_t iROIHeight, int_t iImgWidth, int_t iImgHeight, AccuracyOrder accuracyOrder, //Outputs real_t Fx, real_t Fy, real_t Gx, real_t Gy, real_t *Gxy) { int_t iMarginX = iImgWidth - (iStartX + iROIWidth) + 1; int_t iMarginY = iImgHeight -(iStartY + iROIHeight) + 1; switch (accuracyOrder) { case TW::AccuracyOrder::Quadratic: default: { if (iStartX < 1 \|\| iStartY < 1 \|\| iMarginX < 1 \|\| iMarginY < 1) { throw("Error: Not enough boundary pixels for gradients!"); } else { #pragma omp parallel for for (int i = iStartY; i < (iStartY + iROIHeight); i++) { for (int j = iStartX; j < (iStartX + iROIWidth); j++) { //int index = (i - iStartY)iROIWidth + (j - iStartX); Fx[i - iStartY][j - iStartX] = 0.5 * real_t(image1.at<uchar>(i, j + 1) - image1.at<uchar>(i, j - 1)); Fy[i - iStartY][j - iStartX] = 0.5 * real_t(image1.at<uchar>(i + 1, j) - image1.at<uchar>(i - 1, j)); Gx[i - iStartY][j - iStartX] = 0.5 * real_t(image2.at<uchar>(i, j + 1) - image2.at<uchar>(i, j - 1)); Gy[i - iStartY][j - iStartX] = 0.5 * real_t(image2.at<uchar>(i + 1, j) - image2.at<uchar>(i - 1, j)); Gxy[i - iStartY][j - iStartX] = 0.25* real_t(image2.at<uchar>(i + 1, j + 1) - image2.at<uchar>(i - 1, j + 1) - image2.at<uchar>(i + 1, j - 1) + image2.at<uchar>(i - 1, j - 1)); } } } break; } case TW::AccuracyOrder::Quartic: { if (iStartX < 2 \|\| iStartY < 2 \|\| iMarginX < 2 \|\| iMarginY < 2) { throw("Error: Not enough boundary pixels for gradients!"); } else { // TODO } break; } case TW::AccuracyOrder::Octic: { if (iStartX < 4 \|\| iStartY < 4 \|\| iMarginX < 4 \|\| iMarginY < 4) { throw("Error: Not enough boundary pixels for gradients!"); } else { // TODO } break; } } } void BicubicSplineCoefficients_s(//Inputs const cv::Mat& image, int_t iStartX, int_t iStartY, int_t iROIWidth, int_t iROIHeight, int_t iImgWidth, int_t iImgHeight, //Output real_t ***fBSpline) { if( (iImgHeight - (iROIHeight + iStartY +1) < 0) \|\| (iImgWidth - (iROIWidth + iStartX +1) < 0) ) { throw("Error! Maximum boundary condition exceeded!"); } const real_t BSplineCP[4][4] = { { 71 / 56.0, -19 / 56.0, 5 / 56.0, -1 / 56.0 }, { -19 / 56.0, 95 / 56.0, -25 / 56.0, 5 / 56.0 }, { 5 / 56.0, -25 / 56.0, 95 / 56.0, -19 / 56.0 }, { -1 / 56.0, 5 / 56.0, -19 / 56.0, 71 / 56.0 } }; const real_t BSplineBase[4][4] = { { -1 / 6.0, 3 / 6.0, -3 / 6.0, 1 / 6.0 }, { 3 / 6.0, -6 / 6.0, 3 / 6.0, 0 }, { -3 / 6.0, 0, 3 / 6.0, 0 }, { 1 / 6.0, 4 / 6.0, 1 / 6.0, 0 } }; real_t fOmega[4][4]; real_t fBeta[4][4]; for(int i=0; i<iROIHeight; i++) { for(int j=0; j<iROIWidth; j++) { for(int k=0; k<4; k++) { for(int l=0; l<4; l++) { fOmega[k][l] = static_cast<real_t>(image.at<uchar>(i + iStartY - 1 + k, j + iStartX - 1 + l)); } } for(int k=0; k<4; k++) { for(int l=0; l<4; l++) { fBeta[k][l] = 0; for(int m=0; m<4; m++) { for(int n=0; n<4; n++) { fBeta[k][l] += BSplineCP[k][m] BSplineCP[l][n] * fOmega[n][m]; } } } } for(int k=0; k<4; k++) { for(int l=0; l<4; l++) { fBSpline[i][j][k][l] = 0; for(int m=0; m<4; m++) { for(int n=0; n<4; n++) { fBSpline[i][j][k][l] += BSplineBase[k][m] * BSplineBase[l][n] * fBeta[n][m]; } } } } for(int k=0; k<2; k++) { for(int l=0; l<4; l++) { real_t fTemp = fBSpline[i][j][k][l]; fBSpline[i][j][k][l] = fBSpline[i][j][3 - k][3 - l]; fBSpline[i][j][3 - k][3 - l] = fTemp; } } } } } void BicubicCoefficients_s(// Inputs const cv::Mat& image, real_t Tx, real_t Ty, real_t Txy, int_t iStartX, int_t iStartY, int_t iROIWidth, int_t iROIHeight, int_t iImgWidth, int_t iImgHeight, // Outputs real_t *fBicubic) { if( (iImgHeight - (iROIHeight + iStartY +1) < 0) \|\| (iImgWidth - (iROIWidth + iStartX +1) < 0) ) { throw("Error! Maximum boundary condition exceeded!"); } // The coefficient matrix of the Bicubic interpolation const real_t fBicubicMatrix[16][16] = { { 1, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0 }, { 0, 0, 0, 0, 1, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0 }, { -3, 3, 0, 0, -2, -1, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0 }, { 2, -2, 0, 0, 1, 1, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0 }, { 0, 0, 0, 0, 0, 0, 0, 0, 1, 0, 0, 0, 0, 0, 0, 0 }, { 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 1, 0, 0, 0 }, { 0, 0, 0, 0, 0, 0, 0, 0, -3, 3, 0, 0, -2, -1, 0, 0 }, { 0, 0, 0, 0, 0, 0, 0, 0, 2, -2, 0, 0, 1, 1, 0, 0 }, { -3, 0, 3, 0, 0, 0, 0, 0, -2, 0, -1, 0, 0, 0, 0, 0 }, { 0, 0, 0, 0, -3, 0, 3, 0, 0, 0, 0, 0, -2, 0, -1, 0 }, { 9, -9, -9, 9, 6, 3, -6, -3, 6, -6, 3, -3, 4, 2, 2, 1 }, { -6, 6, 6, -6, -3, -3, 3, 3, -4, 4, -2, 2, -2, -2, -1, -1 }, { 2, 0, -2, 0, 0, 0, 0, 0, 1, 0, 1, 0, 0, 0, 0, 0 }, { 0, 0, 0, 0, 2, 0, -2, 0, 0, 0, 0, 0, 1, 0, 1, 0 }, { -6, 6, 6, -6, -4, -2, 4, 2, -3, 3, -3, 3, -2, -1, -2, -1 }, { 4, -4, -4, 4, 2, 2, -2, -2, 2, -2, 2, -2, 1, 1, 1, 1 }}; real_t fTao[16]; real_t fAlpha[16]; for(int i = 0; i < iROIHeight - 1; i++) { for(int j = 0; j < iROIWidth - 1; j++) { fTao[0] = static_cast<real_t>(image.at<uchar>(i + iStartY, j + iStartX)); fTao[1] = static_cast<real_t>(image.at<uchar>(i + iStartY, j + iStartX + 1)); fTao[2] = static_cast<real_t>(image.at<uchar>(i + iStartY + 1, j + iStartX)); fTao[3] = static_cast<real_t>(image.at<uchar>(i + iStartY + 1, j + iStartX + 1)); fTao[4] = Tx[i][j]; fTao[5] = Tx[i][j + 1]; fTao[6] = Tx[i + 1][j]; fTao[7] = Tx[i + 1][j + 1]; fTao[8] = Ty[i][j]; fTao[9] = Ty[i][j + 1]; fTao[10]= Ty[i + 1][j]; fTao[11]= Ty[i + 1][j + 1]; fTao[12]= Txy[i][j]; fTao[13]= Txy[i][j + 1]; fTao[14]= Txy[i + 1][j]; fTao[15]= Txy[i + 1][j + 1]; for(int k = 0; k < 16; k++) { fAlpha[k] = 0; for(int l = 0; l < 16; l++) { fAlpha[k] += fBicubicMatrix[k][l] fTao[l]; } } fBicubic[i][j][0][0] = fAlpha[0]; fBicubic[i][j][0][1] = fAlpha[1]; fBicubic[i][j][0][2] = fAlpha[2]; fBicubic[i][j][0][3] = fAlpha[3]; fBicubic[i][j][1][0] = fAlpha[4]; fBicubic[i][j][1][1] = fAlpha[5]; fBicubic[i][j][1][2] = fAlpha[6]; fBicubic[i][j][1][3] = fAlpha[7]; fBicubic[i][j][2][0] = fAlpha[8]; fBicubic[i][j][2][1] = fAlpha[9]; fBicubic[i][j][2][2] = fAlpha[10]; fBicubic[i][j][2][3] = fAlpha[11]; fBicubic[i][j][3][0] = fAlpha[12]; fBicubic[i][j][3][1] = fAlpha[13]; fBicubic[i][j][3][2] = fAlpha[14]; fBicubic[i][j][3][3] = fAlpha[15]; } } // Padding the boundary ones with zeros for (int i = 0; i < 4; i++) { for(int j = 0; j < 4; j++) { fBicubic[iROIHeight - 1][iROIWidth - 1][i][j] = 0; } } } void BicubicSplineCoefficients_m(// Inputs const cv::Mat& image, int_t iStartX, int_t iStartY, int_t iROIWidth, int_t iROIHeight, int_t iImgWidth, int_t iImgHeight, // Output real_t ***fBSpline) { if( (iImgHeight - (iROIHeight + iStartY +1) < 0) \|\| (iImgWidth - (iROIWidth + iStartX +1) < 0) ) { throw("Error! Maximum boundary condition exceeded!"); } const real_t BSplineCP[4][4] = { { 71 / 56.0, -19 / 56.0, 5 / 56.0, -1 / 56.0 }, { -19 / 56.0, 95 / 56.0, -25 / 56.0, 5 / 56.0 }, { 5 / 56.0, -25 / 56.0, 95 / 56.0, -19 / 56.0 }, { -1 / 56.0, 5 / 56.0, -19 / 56.0, 71 / 56.0 } }; const real_t BSplineBase[4][4] = { { -1 / 6.0, 3 / 6.0, -3 / 6.0, 1 / 6.0 }, { 3 / 6.0, -6 / 6.0, 3 / 6.0, 0 }, { -3 / 6.0, 0, 3 / 6.0, 0 }, { 1 / 6.0, 4 / 6.0, 1 / 6.0, 0 } }; #pragma omp parallel { real_t fOmega[4][4]; real_t fBeta[4][4]; #pragma omp for for(int i=0; i<iROIHeight; i++) { for(int j=0; j<iROIWidth; j++) { for(int k=0; k<4; k++) { for(int l=0; l<4; l++) { fOmega[k][l] = static_cast<real_t>(image.at<uchar>(i + iStartY - 1 + k, j + iStartX - 1 + l)); } } for(int k=0; k<4; k++) { for(int l=0; l<4; l++) { fBeta[k][l] = 0; for(int m=0; m<4; m++) { for(int n=0; n<4; n++) { fBeta[k][l] += BSplineCP[k][m] BSplineCP[l][n] * fOmega[n][m]; } } } } for(int k=0; k<4; k++) { for(int l=0; l<4; l++) { fBSpline[i][j][k][l] = 0; for(int m=0; m<4; m++) { for(int n=0; n<4; n++) { fBSpline[i][j][k][l] += BSplineBase[k][m] * BSplineBase[l][n] * fBeta[n][m]; } } } } for(int k=0; k<2; k++) { for(int l=0; l<4; l++) { real_t fTemp = fBSpline[i][j][k][l]; fBSpline[i][j][k][l] = fBSpline[i][j][3 - k][3 - l]; fBSpline[i][j][3 - k][3 - l] = fTemp; } } } } } } void BicubicCoefficients_m(// Inputs const cv::Mat& image, real_t Tx, real_t Ty, real_t Txy, int_t iStartX, int_t iStartY, int_t iROIWidth, int_t iROIHeight, int_t iImgWidth, int_t iImgHeight, // Outputs real_t *fBicubic) { if( (iImgHeight - (iROIHeight + iStartY +1) < 0) \|\| (iImgWidth - (iROIWidth + iStartX +1) < 0) ) { throw("Error! Maximum boundary condition exceeded!"); } // The coefficient matrix of the Bicubic interpolation const real_t fBicubicMatrix[16][16] = { { 1, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0 }, { 0, 0, 0, 0, 1, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0 }, { -3, 3, 0, 0, -2, -1, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0 }, { 2, -2, 0, 0, 1, 1, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0 }, { 0, 0, 0, 0, 0, 0, 0, 0, 1, 0, 0, 0, 0, 0, 0, 0 }, { 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 1, 0, 0, 0 }, { 0, 0, 0, 0, 0, 0, 0, 0, -3, 3, 0, 0, -2, -1, 0, 0 }, { 0, 0, 0, 0, 0, 0, 0, 0, 2, -2, 0, 0, 1, 1, 0, 0 }, { -3, 0, 3, 0, 0, 0, 0, 0, -2, 0, -1, 0, 0, 0, 0, 0 }, { 0, 0, 0, 0, -3, 0, 3, 0, 0, 0, 0, 0, -2, 0, -1, 0 }, { 9, -9, -9, 9, 6, 3, -6, -3, 6, -6, 3, -3, 4, 2, 2, 1 }, { -6, 6, 6, -6, -3, -3, 3, 3, -4, 4, -2, 2, -2, -2, -1, -1 }, { 2, 0, -2, 0, 0, 0, 0, 0, 1, 0, 1, 0, 0, 0, 0, 0 }, { 0, 0, 0, 0, 2, 0, -2, 0, 0, 0, 0, 0, 1, 0, 1, 0 }, { -6, 6, 6, -6, -4, -2, 4, 2, -3, 3, -3, 3, -2, -1, -2, -1 }, { 4, -4, -4, 4, 2, 2, -2, -2, 2, -2, 2, -2, 1, 1, 1, 1 }}; #pragma omp parallel { real_t fTao[16]; real_t fAlpha[16]; #pragma omp for for(int i = 0; i < iROIHeight - 1; i++) { for(int j = 0; j < iROIWidth - 1; j++) { fTao[0] = static_cast<real_t>(image.at<uchar>(i + iStartY, j + iStartX)); fTao[1] = static_cast<real_t>(image.at<uchar>(i + iStartY, j + iStartX + 1)); fTao[2] = static_cast<real_t>(image.at<uchar>(i + iStartY + 1, j + iStartX)); fTao[3] = static_cast<real_t>(image.at<uchar>(i + iStartY + 1, j + iStartX + 1)); fTao[4] = Tx[i][j]; fTao[5] = Tx[i][j + 1]; fTao[6] = Tx[i + 1][j]; fTao[7] = Tx[i + 1][j + 1]; fTao[8] = Ty[i][j]; fTao[9] = Ty[i][j + 1]; fTao[10]= Ty[i + 1][j]; fTao[11]= Ty[i + 1][j + 1]; fTao[12]= Txy[i][j]; fTao[13]= Txy[i][j + 1]; fTao[14]= Txy[i + 1][j]; fTao[15]= Txy[i + 1][j + 1]; for(int k = 0; k < 16; k++) { fAlpha[k] = 0; for(int l = 0; l < 16; l++) { fAlpha[k] += fBicubicMatrix[k][l] fTao[l]; } } fBicubic[i][j][0][0] = fAlpha[0]; fBicubic[i][j][0][1] = fAlpha[1]; fBicubic[i][j][0][2] = fAlpha[2]; fBicubic[i][j][0][3] = fAlpha[3]; fBicubic[i][j][1][0] = fAlpha[4]; fBicubic[i][j][1][1] = fAlpha[5]; fBicubic[i][j][1][2] = fAlpha[6]; fBicubic[i][j][1][3] = fAlpha[7]; fBicubic[i][j][2][0] = fAlpha[8]; fBicubic[i][j][2][1] = fAlpha[9]; fBicubic[i][j][2][2] = fAlpha[10]; fBicubic[i][j][2][3] = fAlpha[11]; fBicubic[i][j][3][0] = fAlpha[12]; fBicubic[i][j][3][1] = fAlpha[13]; fBicubic[i][j][3][2] = fAlpha[14]; fBicubic[i][j][3][3] = fAlpha[15]; } } } // Padding the boundary ones with zeros for (int i = 0; i < 4; i++) { for(int j = 0; j < 4; j++) { fBicubic[iROIHeight - 1][iROIWidth - 1][i][j] = 0; } } } } //!- namespace TW<file_sep>/TW/TW_Engine/TW_ICGN2D.h #ifndef TW_ICGN2D_H #define TW_ICGN2D_H #include "TW.h" // TODO: General ICGN algorithm #endif // !TW_ICGN2D_H <file_sep>/TW/TW_Core/cpufftccicgnworkderthread.h #ifndef CPUFFTCCICGNWORKDERTHREAD_H #define CPUFFTCCICGNWORKDERTHREAD_H #include <QObject> #include "Structures.h" #include "TW.h" #include "TW_paDIC_FFTCC2D_CPU.h" #include "TW_paDIC_ICGN2D_CPU.h" class CPUFFTCCICGNWorkderThread : public QObject { Q_OBJECT public: CPUFFTCCICGNWorkderThread() = delete; CPUFFTCCICGNWorkderThread(const CPUFFTCCICGNWorkderThread&) = delete; CPUFFTCCICGNWorkderThread& operator=(const CPUFFTCCICGNWorkderThread&) = delete; CPUFFTCCICGNWorkderThread(//Inputs ImageBufferPtr refImgBuffer, ImageBufferPtr tarImgBuffer, int iWidth, int iHeight, int iSubsertX, int iSubsetY, int iGridSpaceX, int iGridSpaceY, int iMarginX, int iMarginY, const QRect &roi, const cv::Mat &firstFrame); ~CPUFFTCCICGNWorkderThread(); private: }; #endif // CPUFFTCCICGNWORKDERTHREAD_H <file_sep>/TW/TW_Engine/TW_paDIC.h #ifndef TW_PADIC_H #define TW_PADIC_H #include "opencv2\opencv.hpp" #include "TW.h" namespace TW{ namespace paDIC{ /// \struct GPUHandle_FFTCC /// \brief This handle is for the computation of FFTCC of paDIC on GPU using CUDA /// This struct holds all the needed parameters of the parallel FFTCC algorithm. struct GPUHandle_FFTCC { uchar1 m_d_fRefImg; // Reference image uchar1 m_d_fTarImg; // Target image int_t m_d_iPOIXY; // POI positions on device real_t m_d_fU; // Displacement in x-direction real_t m_d_fV; // Displacement in y-direction real_t m_d_fZNCC; // ZNCC coefficients of each subset // Fourier Transform needed parameters real_t m_d_fSubset1; real_t m_d_fSubset2; real_t m_d_fSubsetC; real_t m_d_fMod1; real_t m_d_fMod2; cufftHandle m_forwardPlanXY; cufftHandle m_reversePlanXY; cudafftComplex m_dev_FreqDom1; cudafftComplex m_dev_FreqDom2; cudafftComplex m_dev_FreqDomfg; GPUHandle_FFTCC(); }; /// \struct GPUHandle /// \brief This handle is for the computation of FFTCC of paDIC on GPU using CUDA /// This struct holds all the needed parameters of the parallel FFTCC algorithm. struct GPUHandle_ICGN { uchar1 m_d_fRefImg; // Reference image uchar1 m_d_fTarImg; // Target image int_t m_d_iPOIXY; // POI positions on device real_t m_d_fU; // Displacement in x-direction real_t m_d_fV; // Displacement in y-direction /-----The above paramters may be aquired from FFT-CC algorithm-----/ // ICGN calculation parameters real_t m_d_fRx; real_t m_d_fRy; real_t m_d_fTx; real_t m_d_fTy; real_t m_d_fTxy; real_t4* m_d_f4InterpolationLUT; int m_d_iIterationNums; real_t m_d_fSubsetR; real_t m_d_fSubsetT; real_t m_d_fSubsetAveR; real_t m_d_fSubsetAveT; real_t m_d_invHessian; real_t2 m_d_RDescent; real_t m_d_dP; GPUHandle_ICGN(); }; //extern TW_LIB_DLL_EXPORTS GPUHandle_FFTCC g_cuHandle; enum class ICGN2DFlag { Success, DarkSubset, SingularHessian, SingularWarp, OutofROI }; enum class paDICThreadFlag { Single, Multicore }; enum class ICGN2DInterpolationFLag { Bicubic, BicubicSpline }; } } #endif // !TW_PADIC_H <file_sep>/TW/TW_Core/onecamwidget.cpp #include "onecamwidget.h" #include <QDebug> #include <QMessageBox> OneCamWidget::OneCamWidget(int deviceNumber, ImageBufferPtr refImgBuffer, ImageBufferPtr tarImgBuffer, int iImgWidth, int iImgHeight, int iNumberX, int iNumberY, const QRect& roi, ComputationMode computationMode, QWidget parent) : m_iDeviceNumber(deviceNumber) , m_refImgBuffer(refImgBuffer) , m_tarImgBuffer(tarImgBuffer) , m_fUBuffer(nullptr) , m_fVBuffer(nullptr) , m_iPOIXYBuffer(nullptr) , m_refImgBufferCPU_ICGN(nullptr) , m_tarImgBufferCPU_ICGN(nullptr) , m_isCameraConnected(false) , m_captureThread(nullptr) , m_fftccWorker(nullptr) , m_fftccWorkerThread(nullptr) , m_icgnWorker(nullptr) , m_icgnWorkerThread(nullptr) , m_iImgWidth(iImgWidth) , m_iImgHeight(iImgHeight) , m_iNumberX(iNumberX) , m_iNumberY(iNumberY) , m_iNumICGNThreads(0) , m_computationMode(computationMode) , QWidget(parent) { ui.setupUi(this); // 1. Create the FFT-CC worker thread m_fftccWorkerThread = new QThread; //// 1.0 TODO: If needed, create another ICGN worker object //if (m_computationMode == ComputationMode::GPUFFTCC_CPUICGN) //{ // ; //} m_sharedResources.reset(new SharedResources); m_twGLwidget = new GLWidget(m_sharedResources, m_fftccWorkerThread, this, m_iImgWidth, m_iImgHeight, roi); ui.gridLayout->addWidget(m_twGLwidget, 0, 1, 1, 1); } OneCamWidget::OneCamWidget( int deviceNumber, ImageBufferPtr refImgBuffer, ImageBufferPtr tarImgBuffer, ImageBufferPtr refImgBufferCPU_ICGN, ImageBufferPtr tarImgBufferCPU_ICGN, const int iNumICGNThreads, int iImgWidth, int iImgHeight, int iNumberX, int iNumberY, const QRect& roi, ComputationMode computationMode, QWidget parent) : m_iDeviceNumber(deviceNumber) , m_refImgBuffer(refImgBuffer) , m_tarImgBuffer(tarImgBuffer) , m_refImgBufferCPU_ICGN(refImgBufferCPU_ICGN) , m_tarImgBufferCPU_ICGN(tarImgBufferCPU_ICGN) , m_fUBuffer(nullptr) , m_fVBuffer(nullptr) , m_iPOIXYBuffer(nullptr) , m_isCameraConnected(false) , m_captureThread(nullptr) , m_fftccWorker(nullptr) , m_fftccWorkerThread(nullptr) , m_icgnWorker(nullptr) , m_icgnWorkerThread(nullptr) , m_iImgWidth(iImgWidth) , m_iImgHeight(iImgHeight) , m_iNumberX(iNumberX) , m_iNumberY(iNumberY) , m_iNumICGNThreads(iNumICGNThreads) , m_computationMode(computationMode) , QWidget(parent) { ui.setupUi(this); // 1. Create the FFT-CC worker thread m_fftccWorkerThread = new QThread; // 2. Create the ICGN worker thread m_icgnWorkerThread = new QThread; m_fUBuffer.reset(new TW::Concurrent_Buffer<std::vector<float>>(20)); m_fVBuffer.reset(new TW::Concurrent_Buffer<std::vector<float>>(20)); m_iPOIXYBuffer.reset(new TW::Concurrent_Buffer<std::vector<int>>(20)); m_sharedResources.reset(new SharedResources); m_twGLwidget = new GLWidget(m_sharedResources, m_fftccWorkerThread, this, m_iImgWidth, m_iImgHeight, roi); ui.gridLayout->addWidget(m_twGLwidget, 0, 1, 1, 1); } OneCamWidget::~OneCamWidget() { if (m_isCameraConnected) { //// Stop the fftccWorkerThread //if(m_fftccWorkerThread->isRunning()) //{ // stopFFTCCWorkerThread(); //} // Stop the captureThread if (m_captureThread->isRunning()) { stopCaptureThread(); } if (m_captureThread->disconnectCamera()) { qDebug() << "[Calculation] [" << m_iDeviceNumber << "] Camera Successfully disconnected."; } else { qDebug() << "[Calculation] [" << m_iDeviceNumber << "] WARNING: Camera already disconnected."; } } } bool OneCamWidget::connectToCamera(bool ifDropFrame, int iSubsetX, int iSubsetY, int iGridSpaceX, int iGridSpaceY, int iMarginX, int iMarginY, const QRect& roi) { // Update the text of the labels ui.refFramelabel->setText(tr("Connecting to camera...")); ui.tarFramelabel->setText(tr("Connecting to camera...")); // 1. Create the capture thread if(ComputationMode::GPUFFTCC_CPUICGN == m_computationMode) { m_captureThread = new CaptureThread( m_refImgBuffer, m_tarImgBuffer, m_refImgBufferCPU_ICGN, m_tarImgBufferCPU_ICGN, ifDropFrame, m_iDeviceNumber, m_iImgWidth, m_iImgHeight, m_computationMode, this); } else { m_captureThread = new CaptureThread( m_refImgBuffer, m_tarImgBuffer, ifDropFrame, m_iDeviceNumber, m_iImgWidth, m_iImgHeight, m_computationMode, this); } connect(m_captureThread, &CaptureThread::finished, m_captureThread, &CaptureThread::deleteLater); // 2. Attempt to connect to camera if (m_captureThread->connectToCamera()) { // 3. Aquire the first frame to initialize the FFTCCWorker cv::Mat firstFrame; m_captureThread->grabTheFirstRefFrame(firstFrame); // Construct & initialize the fftccWorker; If needed, create the ICGNWorkerThread() if(ComputationMode::GPUFFTCC_CPUICGN == m_computationMode) { m_fftccWorker = new FFTCCTWorkerThread( m_refImgBuffer, m_tarImgBuffer, m_fUBuffer, m_fVBuffer, m_iPOIXYBuffer, m_iImgWidth, m_iImgHeight, iSubsetX, iSubsetY, iGridSpaceX, iGridSpaceY, iMarginX, iMarginY, roi, firstFrame, m_sharedResources, m_computationMode); m_icgnWorker = new ICGNWorkerThread( m_refImgBufferCPU_ICGN, m_tarImgBufferCPU_ICGN, m_fUBuffer, m_fVBuffer, m_iPOIXYBuffer, roi, m_iNumICGNThreads, m_iImgWidth, m_iImgHeight, m_iNumberX, m_iNumberY, iSubsetX, iSubsetY, 20, 0.001); m_icgnWorker->moveToThread(m_icgnWorkerThread); } else { m_fftccWorker = new FFTCCTWorkerThread( m_refImgBuffer, m_tarImgBuffer, m_iImgWidth, m_iImgHeight, iSubsetX, iSubsetY, iGridSpaceX, iGridSpaceY, iMarginX, iMarginY, roi, firstFrame, m_sharedResources, m_computationMode); } // Move the fftccworker to its own thread m_fftccWorker->moveToThread(m_fftccWorkerThread); // 6. Do the signal/slot connections here connect(m_captureThread, &CaptureThread::newRefQImg, this, &OneCamWidget::updateRefFrame); connect(m_captureThread, &CaptureThread::newTarQImg, this, &OneCamWidget::updateTarFrame); connect(m_fftccWorker, &FFTCCTWorkerThread::runningStaticsReady, this, &OneCamWidget::updateStatics); connect(m_fftccWorkerThread, &QThread::finished, m_fftccWorker, &QObject::deleteLater); connect(m_fftccWorkerThread, &QThread::finished, m_fftccWorkerThread, &QThread::deleteLater); connect(m_fftccWorker, SIGNAL(frameReady()), m_twGLwidget, SLOT(update())); // 6.0 Hand-shaking protocol between ICGNThread and QThread if (m_computationMode == ComputationMode::GPUFFTCC \|\| m_computationMode == ComputationMode::GPUFFTCC_CPUICGN) connect(m_captureThread, &CaptureThread::newTarFrame, m_fftccWorker, &FFTCCTWorkerThread::processFrameFFTCC); if (m_computationMode == ComputationMode::GPUFFTCC_CPUICGN) { // connect the signals for CPU ICGN processes connect(m_fftccWorker, &FFTCCTWorkerThread::ICGNDataReady, m_icgnWorker, &ICGNWorkerThread::processFrame); connect(m_icgnWorkerThread, &QThread::finished, m_icgnWorker, &QObject::deleteLater); connect(m_icgnWorkerThread, &QThread::finished, m_icgnWorkerThread, &QThread::deleteLater); connect(m_icgnWorker, &ICGNWorkerThread::testSignal, this, &OneCamWidget::testSlot); } if (m_computationMode == ComputationMode::GPUFFTCC_ICGN) connect(m_captureThread, &CaptureThread::newTarFrame, m_fftccWorker, &FFTCCTWorkerThread::processFrameFFTCC_ICGN); // 7. Start the capture & worker threads m_captureThread->start(); m_fftccWorkerThread->start(); if (m_computationMode == ComputationMode::GPUFFTCC_CPUICGN) m_icgnWorkerThread->start(); m_isCameraConnected = true; return true; } else { return false; } } void OneCamWidget::stopCaptureThread() { qDebug() << "[Calculation] [" << m_iDeviceNumber << "] About to stop capture thread..."; m_captureThread->stop(); // In case the thread is in waiting state if (m_refImgBuffer->IsFull()) m_refImgBuffer->DeQueue(); if (m_tarImgBuffer->IsFull()) m_tarImgBuffer->DeQueue(); m_captureThread->wait(); qDebug() << "[Calculation] [" << m_iDeviceNumber << "] Capture thread successfully stopped."; } void OneCamWidget::stopFFTCCWorkerThread() { qDebug() << "[Calculation] [" << m_iDeviceNumber << "] About to stop FFTCCWorker thread..."; if (m_fftccWorkerThread->isRunning()) { m_fftccWorkerThread->quit(); m_fftccWorkerThread->wait(); } qDebug() << "[Calculation] [" << m_iDeviceNumber << "] FFTCCWorker thread successfully stopped..."; } void OneCamWidget::stopICGNWorkerThread() { qDebug() << "[Calculation] [" << m_iDeviceNumber << "] About to stop ICGNWorker thread..."; if (m_icgnWorkerThread->isRunning()) { m_icgnWorkerThread->quit(); m_icgnWorkerThread->wait(); } qDebug() << "[Calculation] [" << m_iDeviceNumber << "] ICGNWorker thread successfully stopped..."; } void OneCamWidget::updateRefFrame(const QImage& refImg) { ui.refFramelabel->setPixmap(QPixmap::fromImage(refImg).scaled(ui.refFramelabel->width(), ui.refFramelabel->height(), Qt::KeepAspectRatio)); } void OneCamWidget::updateTarFrame(const QImage& tarImg) { ui.tarFramelabel->setPixmap(QPixmap::fromImage(tarImg).scaled(ui.tarFramelabel->width(), ui.tarFramelabel->height(), Qt::KeepAspectRatio)); } void OneCamWidget::updateStatics(const int& iNumPOI, const int& iFPS) { QString qstr = QLatin1String("Number of POIs is: ") + QString::number(iNumPOI) + QLatin1String(" FPS = ") + QString::number(iFPS); emit titleReady(qstr); } void OneCamWidget::testSlot(const float &i) { QMessageBox::warning(this, QString("x-AXIS displacement"), QString::number(i)); }<file_sep>/TW/TW_Core/icgnworkerthread.h #ifndef ICGNWORKERTHREAD_H #define ICGNWORKERTHREAD_H /* Thread to perform the ICGN in the background threads. This thread is enabled when the ComputationMode::GPUFFTCC_CPUICGN is selected. / #include <QObject> #include "Structures.h" #include "TW_paDIC_ICGN2D_CPU.h" class ICGNWorkerThread : public QObject { Q_OBJECT public: // Disable the default constructors ICGNWorkerThread() = delete; ICGNWorkerThread(const ICGNWorkerThread&) = delete; ICGNWorkerThread& operator=(const ICGNWorkerThread&) = delete; ICGNWorkerThread( ImageBufferPtr refImgBuffer, ImageBufferPtr tarImgBuffer, VecBufferfPtr fUBuffer, VecBufferfPtr fVBuffer, VecBufferiPtr iPOIXYBuffer, const QRect &roi, const int iNumICGNThreads, int iWidth, int iHeight, int iNumberX, int iNumberY, int iSubsetX, int iSubsetY, int iNumbIterations, float fDeltaP); ~ICGNWorkerThread(); public slots: void processFrame(); signals: void testSignal(const float&); private: ICGN2DPtr m_ICGN2DPtr; ImageBufferPtr m_refImgBuffer; ImageBufferPtr m_tarImgBuffer; VecBufferfPtr m_fUBuffer; VecBufferfPtr m_fVBuffer; VecBufferiPtr m_iPOIXYBuffer; std::vector<int> m_iNumberIterations; cv::Mat refImg; cv::Mat tarImg; std::vector<float> fU; std::vector<float> fV; std::vector<int> iPOIXY; }; #endif // ICGNWORKERTHREAD_H <file_sep>/TW/TW_Engine/TW_paDIC_cuFFTCC2D.h #ifndef TW_CUFFTCC_2D_H #define TW_CUFFTCC_2D_H #include "TW.h" #include "TW_paDIC_FFTCC2D.h" #include <cuda_runtime.h> #include <cufft.h> namespace TW{ namespace paDIC{ /// \class cuFFTCC2D /// \brief The class for the parallel Ffftcc2D algorithm performed under the /// paDIC method on GPU using CUDA class TW_LIB_DLL_EXPORTS cuFFTCC2D : public Fftcc2D { public: GPUHandle_FFTCC g_cuHandle; /// \brief cuFFTCC2D Constructor that takes configuration parameters of the ROI /// /// \param iROIWidth width of the ROI /// \param iROIHeight height of the ROI /// \param iSubsetX half size of the square subset in x direction /// \param iSubsetY half size of the square subset in y direction /// \param iGridSpaceX number of pixels between two POIs in x direction /// \param iGirdSpaceY number of pixels between two POIs in y direction /// \param iMarginX number of extra safe pixels at ROI boundary in x direction /// \param iMarginY number of extra safe pixels at ROI boundary in y direction cuFFTCC2D(const int_t iROIWidth, const int_t iROIHeight, const int_t iSubsetX, const int_t iSubsetY, const int_t iGridSpaceX, const int_t iGridSpace, const int_t iMarginX, const int_t iMarginY); /// \brief cuFFTCC2D Constructor that takes configuration parameters of the whole image /// /// \param iImgWidth width of the whole image /// \param iImgHeight height of the whole image /// \param iStartX x of the start point of the ROI // \param iStartY y of the start point of the ROI /// \param iROIWidth width of the ROI /// \param iROIHeight height of the ROI /// \param iSubsetX half size of the square subset in x direction /// \param iSubsetY half size of the square subset in y direction /// \param iGridSpaceX number of pixels between two POIs in x direction /// \param iGirdSpaceY number of pixels between two POIs in y direction /// \param iMarginX number of extra safe pixels at ROI boundary in x direction /// \param iMarginY number of extra safe pixels at ROI boundary in y direction cuFFTCC2D(const int_t iImgWidth, const int_t iImgHeight, const int_t iROIWidth, const int_t iROIHeight, const int_t iStartX, const int_t iStartY, const int_t iSubsetX, const int_t iSubsetY, const int_t iGridSpaceX, const int_t iGridSpaceY, const int_t iMarginX, const int_t iMarginY); ~cuFFTCC2D(); void setROI(const int_t& iStartX, const int_t& iStartY, const int_t& iROIWidth, const int_t& iROIHeight) { Fftcc2D::setROI(iStartX,iStartY, iROIWidth, iROIHeight); } // !-------------------------------------High level method---------------------------------- /// \brief Initialize the FFTCC algorithm, including allocating both device and host /// memory space. NOTE: no need to pre-allocate memory for iU, iV and fZNCC, but the /// de-allocation should be done manully. Allocate memory for refImg and tarImg, copy /// refImg to GPU memory space, make the CUFFT plan, allocate GPU memory space for CUFFT. /// NOTE: cuInitializeFFTCC & InitializeFFTCC cannot be called at the same. /// /// \param iU displacement field of all POIs in x direction on host /// \param iV displacement field of all POIs in y direction on host /// \param fZNCC ZNCC coefficients of all POIs /// \param refImg input reference image virtual void InitializeFFTCC(// Output real_t& fU, real_t& fV, real_t& fZNCC, // Input const cv::Mat& refImg); /// \brief Execute the FFTCC algorithm, including FFT and max-finding /// /// \param iU displacement field of all POIs in x direction on host to be computed /// \param iV displacement field of all POIs in x direction on host to be computed /// \param fZNCC ZNCC coefficients of all POIs on host to be computed virtual void ComputeFFTCC(// Output real_t& fU, real_t& fV, real_t& fZNCC, // Input const cv::Mat& tarImg); /// \brief Finalize the FFTCC computation: deallocate memory on host & device, destroy /// the CUFFT plans /// /// \param iU displacement field of all POIs in x direction on host /// \param iV displacement field of all POIs in x direction on host /// \param fZNCC ZNCC coefficients of all POIs on host virtual void DestroyFFTCC(real_t& fU, real_t& fV, real_t& fZNCC); /// \brief Update the reference image /// NOTE: This function should only be called after calling InitializeFFTCC /// or cuInitializeFFTCC /// /// \param refImg the new cv::Mat reference image virtual void ResetRefImg(const cv::Mat& refImg) override; virtual void SetTarImg(const cv::Mat& tarImg) override; // ---------------------------------High level method end-----------------------------------! // !---------------------------------Low level GPU methods----------------------------------- /// \brief Initialize the FFTCC algorithm on GPU. Allocate memory for i_d_U, i_d_V /// and f_d_ZNCC; copy the refImg to device memory. /// NOTE: isLowLevelApiCalled is set to be true when using this initialization function. /// cuInitializeFFTCC & InitializeFFTCC cannot be called at the same. /// /// \param i_d_U displacement field of all POIs in x direction on device /// \param i_d_V displacement field of all POIs in y direction on device /// \param f_d_ZNCC ZNCC coefficients of all POIs on device /// \param refImg input reference image virtual void cuInitializeFFTCC(// Output real_t & f_d_U, real_t & f_d_V, real_t& f_d_ZNCC, // Input const cv::Mat& refImg); /// \brief Execute the FFTCC algorithm, including FFT and max-finding. The result is not passed /// from device to host memory. The resources have been initialized by the cuInitializeFFTCC() /// /// \param i_d_U displacement field of all POIs in x direction on host to be computed /// \param i_d_V displacement field of all POIs in x direction on host to be computed /// \param f_d_ZNCC ZNCC coefficients of all POIs on host to be computed virtual void cuComputeFFTCC(// Output real_t & f_d_U, real_t & f_d_V, real_t& f_d_ZNCC, // Input const cv::Mat& tarImg); /// \brief Finalize the FFTCC computation: deallocate memory on device, destroy /// the CUFFT plans /// \param i_d_U displacement field of all POIs in x direction on device /// \param i_d_V displacement field of all POIs in y direction on device /// \param f_d_ZNCC ZNCC coefficients of all POIs on device /// \param refImg input reference image virtual void cuDestroyFFTCC(real_t & f_d_U, real_t & f_d_V, real_t& f_d_ZNCC); // -----------------------------------Low level method end--------------------------------------! private: bool isLowLevelApiCalled; // check if the low level apis in use bool isDestroyed; // check if the FFTCC is completed //cv::cuda::HostMem m_plRef; // Page-locked host memory for ref image //cv::cuda::HostMem m_plTar; // Page-locked host memory for tar image }; } //!- namespace paDIC } //!- namespace TW #endif // !TW_CUFFTCC_2D_H <file_sep>/TW/TW_Core/Structures.cpp #include "Structures.h" // Allocating and intializing the singleton class' static data member. // Note: the pointer is initialized, not the object itself std::unique_ptr<SharedResources> SharedResources::g_instance; std::once_flag SharedResources::m_onceFlag; SharedResources& SharedResources::GetIntance() { std::call_once(m_onceFlag, []{ g_instance.reset(new SharedResources); }); return g_instance.get(); } <file_sep>/TW/TW_EngineTester/Other_Test.cpp #include <gtest\gtest.h> #include <QtConcurrent\QtConcurrentRun> #include <QtConcurrent\QtConcurrentMap> #include <QThread> #include <vector> #include <functional> #include <iostream> #include <opencv2\opencv.hpp> #include <opencv2\highgui.hpp> #include "TW.h" #include "TW_paDIC_ICGN2D_CPU.h" #include "TW_utils.h" #include "TW_MemManager.h" //using namespace TW; //using namespace std; // //TEST(QtConcurrentMapFunc, Bound_Function_Arguments) //{ // float j = 0; // // for (int i = 0; i < 100000000; i++) // { // j += 0.5; // } // qDebug()<<j; // //} //void add1(int a, int start, int end) //{ // for(int i=start; i<end; i++) // { // a[i] += 1; // } // float i=0; // while (i<100000) // { // i+=0.5; // } // cout<<i<<end; // cout<<"Thread ID: "<<QThread::currentThreadId()<<endl; //} // //TEST(QtConccurentRun_for_Pointers, QCRP) //{ // int a = new int[10]{0}; // // vector<QFuture<void>> v; // // for(int i=0; i<100; i++) // { // v.push_back(QtConcurrent::run(add1,a,0,10)); // } // // for_each(v.begin(), v.end(), mem_fn(&QFuture<void>::waitForFinished)); // // /QFuture<void> f = QtConcurrent::run(add1, a, 0, 6); // f.waitForFinished(); // QFuture<void> f1 = QtConcurrent::run(add1, a, 6, 10); // f1.waitForFinished();/ // // for(int i=0; i<10; i++) // { // cout<<a[i]<<", "; // } // // delete [] a; //} // //#include <QPoint> //#include <cuda_runtime.h> //#include <concurrent_queue.h> //#include <deque> //#include <QRect> //#include <QImage> // //#include "TW_MatToQImage.h" // //struct MouseData //{ // bool m_isLeftBtnReleased; // bool m_isRightBtnReleased; // QRect m_roiBox; //}; // // //class dummy //{ //public: // dummy() // : p(2,2) // {} // // int GetX() const { return p.x();} // //private: // QPoint p; // MouseData m; //}; // //TEST(cudaFree, isEqualtoNullorNot) //{ // // dummy d; // // EXPECT_EQ(d.GetX(), 2); // // cv::Mat m; // // QImage q = TW::Mat2QImage(m); // // /int x; // cudaMalloc((void)&x, sizeof(int) 10); // // std::cout<<sizeof(x)/sizeof(x[0])<<std::endl; // // cudaFree(x); // x = nullptr; // // concurrency::concurrent_queue<int>* q; // // EXPECT_EQ(x, nullptr);/ //}<file_sep>/TW/TW_Engine/TW_MemManager.h #ifndef TW_MEM_MANAGER_H #define TW_MEM_MANAGER_H #include <cstdio> #include <cstdlib> #include <cuda_runtime.h> #include "helper_cuda.h" namespace TW{ //!= Host memory allo/deallo-cation methods. template<typename T> void hcreateptr(T& ptr, size_t size); template<typename T> void hcreateptr(T& ptr, size_t row, size_t col); template<typename T> void hcreateptr(T& ptr, size_t row, size_t col, size_t height); template<typename T> void hcreateptr(T**& ptr, size_t a, size_t b, size_t c, size_t d); template<typename T> void hdestroyptr(T& ptr); template<typename T> void hdestroyptr(T& ptr); template<typename T> void hdestroyptr(T& ptr); template<typename T> void hdestroyptr(T**& ptr); //!- Pinned host memory allo/deallo-cation methods template<typename T> void cucreateptr(T& ptr, size_t size); template<typename T> void cucreateptr(T& ptr, size_t row, size_t col); template<typename T> void cucreateptr(T& ptr, size_t row, size_t col, size_t height); template<typename T> void cucreateptr(T**& ptr, size_t a, size_t b, size_t c, size_t d); template<typename T> void cudestroyptr(T&ptr); template<typename T> void cudestroyptr(T&ptr); template<typename T> void cudestroyptr(T&ptr); template<typename T> void cudestroyptr(T**&ptr); template<typename T> void cudaSafeFree(T&ptr); #include "TW_MemManager.cpp" } //!- namespace TW #endif // !MEM_MANAGER_H <file_sep>/TW/TW_Core/camparamdialog.h #ifndef CAMPARAMDIALOG_H #define CAMPARAMDIALOG_H #include <QDialog> #include <QRect> #include "ui_camparamdialog.h" #include "Structures.h" #include "camparamthread.h" class CamParamDialog : public QDialog { Q_OBJECT public: CamParamDialog(QWidget parent = 0); ~CamParamDialog(); bool connectToCamera(int width, int height); QRect GetROI() const { return m_ROIRect; } int GetSubetX() const { return ui.SubsetX_lineEdit->text().toInt();} int GetSubetY() const { return ui.SubsetY_lineEdit->text().toInt();} int GetMarginX() const { return ui.MarginX_lineEdit->text().toInt();} int GetMarginY() const { return ui.MarginY_lineEdit->text().toInt();} int GetGridX() const { return ui.GridX_lineEdit->text().toInt();} int GetGridY() const { return ui.GridY_lineEdit->text().toInt();} int GetRefImgBufferSize() const { return ui.refImgBufferlineEdit->text().toInt(); } int GetTarImgBufferSize() const{ return ui.tarImgBufferlineEdit->text().toInt(); } int GetInputSourceWidth(); int GetInputSourceHeight(); bool isDropFrame() const { return ui.dropFrame_checkBox->isChecked(); } ComputationMode GetComputationMode(); int GetNumICGNThreads() const { return ui.ICGNspinBox->value();} int ComputeNumberofPOIs(); int ComputeNumberofPOIsX(); int ComputeNumberofPOIsY(); private: void stopCaptureThread(); public slots: void newMouseData(const MouseData& mouseData); void updateMouseCursorPosLabel(); void updatePOINums(const QString&); void updatePOINumsHelper(); private slots: void updateFrame(const QImage &frame); void updateThreadStats(const ThreadStatisticsData &statData); signals: void setROI(QRect roi); private: QRect m_ROIRect; CamParamThread m_captureThread; bool m_isCameraConnected; Ui::CamParamDialog ui; }; #endif // CAMPARAMDIALOG_H <file_sep>/TW/TW_Core/tw_coremainwindow.cpp #include "tw_coremainwindow.h" #include <QFileDialog> #include <QDebug> #include <QMessageBox> TW_CoreMainWindow::TW_CoreMainWindow(QWidget parent) : QMainWindow(parent) , qstrLastSelectedDir(tr("/home")) , m_camParamDialog(nullptr) , m_onecamWidget(nullptr) , m_isDropFrameChecked(true) , m_iSubsetX(0), m_iSubsetY(0) , m_iMarginX(0), m_iMarginY(0) , m_iGridSpaceX(0), m_iGridSpaceY(0) , m_iImgWidth(0), m_iImgHeight(0) , m_refBuffer(nullptr) , m_tarBuffer(nullptr) , m_refBufferCPU_ICGN(nullptr) , m_tarBufferCPU_ICGN(nullptr) { ui.setupUi(this); /m_testCap = new CaptureThread(m_refBuffer,m_testCap, false,0,-1,-1,this);/ connect(ui.actionOpen, SIGNAL(triggered()), this, SLOT(OnOpenImgFile())); connect(ui.actionCapture_From_Camra, &QAction::triggered, this, &TW_CoreMainWindow::OnCapture_From_Camera); /connect(m_testCap, &CaptureThread::newTarFrame, this, &TW_CoreMainWindow::OnFrames); m_testCap->connectToCamera(); m_testCap->start();/ } //void TW_CoreMainWindow::OnFrames(int num) //{ // if(num%50==1) // { // qDebug()<<num<<"Cao"; // m_refBuffer->DeQueue(); // } // qDebug()<<num; // m_tarBuffer->DeQueue(); //} TW_CoreMainWindow::~TW_CoreMainWindow() { /m_testCap->stop(); m_testCap->wait();/ } //void TW_CoreMainWindow::closeEvent(QCloseEvent event) //{ // ui.mdiArea->closeAllSubWindows(); // if (ui.mdiArea->currentSubWindow()) { // event->ignore(); // } else { // event->accept(); // } //} void TW_CoreMainWindow::OnOpenImgFile() { QStringList imgFileList = QFileDialog::getOpenFileNames( this, tr("Select one or more files to open"), qstrLastSelectedDir, tr("Images (.png .xpm .jpg .bmp .tif)")); //!- Make sure image(s) is selected if (!imgFileList.isEmpty()) { //!- save image's directory qstrLastSelectedDir = imgFileList.at(0); //!- Load images into QImage objects } } void TW_CoreMainWindow::OnCapture_From_Camera() { // Open the Camera Parameters dialog to set parameters // needed for the next computations QLayoutItem child; while ((child = ui.gridLayout->takeAt(0)) != 0) { delete child->widget(); delete child; if (m_camParamDialog != nullptr) { delete m_camParamDialog; m_camParamDialog = nullptr; } } m_camParamDialog = new CamParamDialog(this); // Set the width & height to -1 to accept the default resolution of the // camera or set the resolution by hand. if (!m_camParamDialog->connectToCamera(640, 480)) { QMessageBox::critical(this, tr("Fail!"), tr("[Param Setting] Cannot connect to camera!")); return; } //!- If OK button is clicked, accept all the settings if (m_camParamDialog->exec() == QDialog::Accepted) { // Get parameters from the camera parameter setting dialog m_ROI = m_camParamDialog->GetROI(); m_iSubsetX = m_camParamDialog->GetSubetX(); m_iSubsetY = m_camParamDialog->GetSubetY(); m_iMarginX = m_camParamDialog->GetMarginX(); m_iMarginY = m_camParamDialog->GetMarginY(); m_iGridSpaceX = m_camParamDialog->GetGridX(); m_iGridSpaceY = m_camParamDialog->GetGridY(); m_isDropFrameChecked = m_camParamDialog->isDropFrame(); m_iImgWidth = m_camParamDialog->GetInputSourceWidth(); m_iImgHeight = m_camParamDialog->GetInputSourceHeight(); m_computationMode = m_camParamDialog->GetComputationMode(); int iNumberX = m_camParamDialog->ComputeNumberofPOIsX(); int iNumberY = m_camParamDialog->ComputeNumberofPOIsY(); int iNumICGNThreads = m_camParamDialog->GetNumICGNThreads(); m_refBuffer.reset(new TW::Concurrent_Buffer<cv::Mat>(m_camParamDialog->GetRefImgBufferSize())); m_tarBuffer.reset(new TW::Concurrent_Buffer<cv::Mat>(m_camParamDialog->GetTarImgBufferSize())); // Enable the ICGN image buffers if CPU-ICGN computation mode is on if (m_computationMode == ComputationMode::GPUFFTCC_CPUICGN) { m_refBufferCPU_ICGN.reset(new TW::Concurrent_Buffer<cv::Mat>(20)); m_tarBufferCPU_ICGN.reset(new TW::Concurrent_Buffer<cv::Mat>(20)); } // Destroy the dialog deleteObject(m_camParamDialog); // Create the display widget if (ComputationMode::GPUFFTCC_CPUICGN == m_computationMode) { m_onecamWidget = new OneCamWidget( 0, m_refBuffer, m_tarBuffer, m_refBufferCPU_ICGN, m_tarBufferCPU_ICGN, iNumICGNThreads, m_iImgWidth, m_iImgHeight, iNumberX, iNumberY, m_ROI, m_computationMode, this); } else { m_onecamWidget = new OneCamWidget( 0, m_refBuffer, m_tarBuffer, m_iImgWidth, m_iImgHeight, iNumberX, iNumberY, m_ROI, m_computationMode, this); } connect(m_onecamWidget, &OneCamWidget::titleReady, this, &TW_CoreMainWindow::updateTitle); // Try to connect to the camera if (m_onecamWidget->connectToCamera( m_isDropFrameChecked, m_iSubsetX, m_iSubsetY, m_iGridSpaceX, m_iGridSpaceY, m_iMarginX, m_iMarginY, m_ROI)) { ui.gridLayout->addWidget(m_onecamWidget); } } else { deleteObject(m_camParamDialog); } } void TW_CoreMainWindow::updateTitle(const QString& qstr) { setWindowTitle((tr("TW_Core_Application: ")) + qstr); } void TW_CoreMainWindow::closeEvent(QCloseEvent event) { int result = QMessageBox::warning(this, tr("Exit"), tr("Are you sure you want to close this program?"), QMessageBox::Yes, QMessageBox::No); if (result == QMessageBox::Yes) { event->accept(); } else { event->ignore(); } }<file_sep>/TW/TW_Core/main.cpp #include "tw_coremainwindow.h" #include <QtWidgets/QApplication> #include <QTranslator> #include <cuda.h> int main(int argc, char argv[]) { qRegisterMetaType<QVector<float> >("QVector<float>"); QSurfaceFormat format; format.setDepthBufferSize(24); format.setStencilBufferSize(8); format.setVersion(3, 3); format.setProfile(QSurfaceFormat::CoreProfile); QSurfaceFormat::setDefaultFormat(format); QApplication a(argc, argv); QTranslator translator; if(QLocale::system().name().contains("zh")) { translator.load("tw_core_zh.qm"); a.installTranslator(&translator); } TW_CoreMainWindow w; w.show(); cudaSetDevice(0); return a.exec(); }<file_sep>/TW/TW_Engine/TW_paDIC.cpp #include "TW_paDIC.h" namespace TW{ namespace paDIC{ //TW_LIB_DLL_EXPORTS GPUHandle_FFTCC g_cuHandle; GPUHandle_FFTCC::GPUHandle_FFTCC() :m_d_fRefImg(nullptr) , m_d_fTarImg(nullptr) , m_d_iPOIXY(nullptr) , m_d_fV(nullptr) , m_d_fU(nullptr) , m_d_fZNCC(nullptr) , m_d_fSubset1(nullptr) , m_d_fSubset2(nullptr) , m_d_fSubsetC(nullptr) , m_d_fMod1(nullptr) , m_d_fMod2(nullptr) , m_dev_FreqDom1(nullptr) , m_dev_FreqDom2(nullptr) , m_dev_FreqDomfg(nullptr) {} GPUHandle_ICGN::GPUHandle_ICGN() : m_d_fRefImg(nullptr) , m_d_fTarImg(nullptr) , m_d_iPOIXY(nullptr) , m_d_fV(nullptr) , m_d_fU(nullptr) , m_d_fRx(nullptr) , m_d_fRy(nullptr) , m_d_fTx(nullptr) , m_d_fTy(nullptr) , m_d_fTxy(nullptr) , m_d_f4InterpolationLUT(nullptr) , m_d_iIterationNums(nullptr) , m_d_fSubsetR(nullptr) , m_d_fSubsetAveR(nullptr) , m_d_fSubsetT(nullptr) , m_d_fSubsetAveT(nullptr) , m_d_invHessian(nullptr) , m_d_RDescent(nullptr) {} }// namespace TW }// namespace paDIC<file_sep>/TW/TW_EngineTester/FFTCC+ICGN.cpp //#include "TW_utils.h" //#include "TW_MemManager.h" //#include "TW_StopWatch.h" //#include "TW_paDIC_FFTCC2D_CPU.h" //#include "TW_paDIC_ICGN2D_CPU.h" // //#include <opencv2\opencv.hpp> //#include <opencv2\highgui.hpp> //#include <omp.h> //#include <gtest\gtest.h> //#include <fstream> // //using namespace std; //using namespace TW; // //TEST(FFTCC_ICGN, CPU_Multicore) //{ // omp_set_num_threads(2); // // float aveFFTCC = 0; // float aveICGN = 0; // // // // ofstream textfile; // // int marginX = 3; // int marginY = 3; // // int gridX = 2; // int gridY = 2; // // int ROIx = 424; // int ROIy = 424; // // int startX = 45; // int startY = 45; // // textfile.open("result.csv", ios::out \| ios::trunc); // // { // std::cout << "====================1====================: " << std::endl; // aveFFTCC = 0; // aveICGN = 0; // for (int i = 0; i < 5; i++) // { // // cv::Mat Rmat = cv::imread("Example1\\fu_0.bmp"); // cv::Mat Tmat = cv::imread("Example1\\fu_1.bmp"); // // auto wm_iWidth = Rmat.cols; // auto wm_iHeight = Rmat.rows; // // cv::Mat Rmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); // cv::Mat Tmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); // // cv::cvtColor(Rmat, Rmatnew, CV_BGR2GRAY); // cv::cvtColor(Tmat, Tmatnew, CV_BGR2GRAY); // // int* iPOIXY; // float fU, fV, fZNCC; // // paDIC::Fftcc2D_CPU wfcc = new paDIC::Fftcc2D_CPU( // Rmatnew.cols, Rmatnew.rows, // startX, startY, // ROIx, ROIy, // 10, 10, // gridX, gridY, // marginX, marginY, // TW::paDIC::paDICThreadFlag::Multicore); // // wfcc->InitializeFFTCC( // Rmatnew, // iPOIXY, // fU, // fV, // fZNCC); // // std::cout << "Number of POIs: " << wfcc->GetNumPOIs() << std::endl; // // /StopWatch w; // w.start();/ // // double start = omp_get_wtime(); // wfcc->Algorithm_FFTCC( // Tmatnew, // iPOIXY, // fU, // fV, // fZNCC); // /w.stop();/ // // double end = omp_get_wtime(); // //std::cout << "CPU FFT-CC Time is: " << w.getElapsedTime() << std::endl; // //std::cout << "CPU FFT-CC Time is: " << 1000 (end - start) << std::endl; // // aveFFTCC += 1000 * (end - start); // // int iters; // hcreateptr(iters, wfcc->GetNumPOIs()); // // TW::paDIC::ICGN2D_CPU icgn = new paDIC::ICGN2D_CPU(wm_iWidth, wm_iHeight, // startX, startY, // ROIx, ROIy, // 10, 10, // wfcc->GetNumPOIsX(), wfcc->GetNumPOIsY(), // 20, // 0.001f, // TW::paDIC::ICGN2DInterpolationFLag::Bicubic, // TW::paDIC::paDICThreadFlag::Multicore); // // icgn->ResetRefImg(Rmatnew); // // float fPreTime = 0, fICGNTime = 0; // icgn->ICGN2D_Algorithm(fU[0], fV[0], iters, iPOIXY[0][0], Tmatnew, fPreTime, fICGNTime); // // aveICGN += fICGNTime; // // hdestroyptr(fU); // hdestroyptr(fV); // hdestroyptr(fZNCC); // hdestroyptr(iters); // // delete icgn; // delete wfcc; // } // // textfile << aveFFTCC / 5.0f << "," << aveICGN / 5.0f << endl; // } // { // std::cout << "====================2====================: " << std::endl; // aveFFTCC = 0; // aveICGN = 0; // for (int i = 0; i < 5; i++) // { // // cv::Mat Rmat = cv::imread("Example1\\fu_0.bmp"); // cv::Mat Tmat = cv::imread("Example1\\fu_2.bmp"); // // auto wm_iWidth = Rmat.cols; // auto wm_iHeight = Rmat.rows; // // cv::Mat Rmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); // cv::Mat Tmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); // // cv::cvtColor(Rmat, Rmatnew, CV_BGR2GRAY); // cv::cvtColor(Tmat, Tmatnew, CV_BGR2GRAY); // // int* iPOIXY; // float fU, fV, fZNCC; // // paDIC::Fftcc2D_CPU wfcc = new paDIC::Fftcc2D_CPU( // Rmatnew.cols, Rmatnew.rows, // startX, startY, // ROIx, ROIy, // 10, 10, // gridX, gridY, // marginX, marginY, // TW::paDIC::paDICThreadFlag::Multicore); // // wfcc->InitializeFFTCC( // Rmatnew, // iPOIXY, // fU, // fV, // fZNCC); // // std::cout << "Number of POIs: " << wfcc->GetNumPOIs() << std::endl; // // /StopWatch w; // w.start();/ // // double start = omp_get_wtime(); // wfcc->Algorithm_FFTCC( // Tmatnew, // iPOIXY, // fU, // fV, // fZNCC); // /w.stop();/ // // double end = omp_get_wtime(); // //std::cout << "CPU FFT-CC Time is: " << w.getElapsedTime() << std::endl; // //std::cout << "CPU FFT-CC Time is: " << 1000 (end - start) << std::endl; // // aveFFTCC += 1000 * (end - start); // // int iters; // hcreateptr(iters, wfcc->GetNumPOIs()); // // TW::paDIC::ICGN2D_CPU icgn = new paDIC::ICGN2D_CPU(wm_iWidth, wm_iHeight, // startX, startY, // ROIx, ROIy, // 10, 10, // wfcc->GetNumPOIsX(), wfcc->GetNumPOIsY(), // 20, // 0.001f, // TW::paDIC::ICGN2DInterpolationFLag::Bicubic, // TW::paDIC::paDICThreadFlag::Multicore); // // icgn->ResetRefImg(Rmatnew); // // float fPreTime = 0, fICGNTime = 0; // icgn->ICGN2D_Algorithm(fU[0], fV[0], iters, iPOIXY[0][0], Tmatnew, fPreTime, fICGNTime); // // aveICGN += fICGNTime; // // hdestroyptr(fU); // hdestroyptr(fV); // hdestroyptr(fZNCC); // hdestroyptr(iters); // // delete icgn; // delete wfcc; // } // // textfile << aveFFTCC / 5.0f << "," << aveICGN / 5.0f << endl; } // // std::cout << "====================3====================: " << std::endl; // { // aveFFTCC = 0; // aveICGN = 0; // for (int i = 0; i < 5; i++) // { // // cv::Mat Rmat = cv::imread("Example1\\fu_0.bmp"); // cv::Mat Tmat = cv::imread("Example1\\fu_3.bmp"); // // auto wm_iWidth = Rmat.cols; // auto wm_iHeight = Rmat.rows; // // cv::Mat Rmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); // cv::Mat Tmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); // // cv::cvtColor(Rmat, Rmatnew, CV_BGR2GRAY); // cv::cvtColor(Tmat, Tmatnew, CV_BGR2GRAY); // // int* iPOIXY; // float fU, fV, fZNCC; // // paDIC::Fftcc2D_CPU wfcc = new paDIC::Fftcc2D_CPU( // Rmatnew.cols, Rmatnew.rows, // startX, startY, // ROIx, ROIy, // 10, 10, // gridX, gridY, // marginX, marginY, // TW::paDIC::paDICThreadFlag::Multicore); // // wfcc->InitializeFFTCC( // Rmatnew, // iPOIXY, // fU, // fV, // fZNCC); // // std::cout << "Number of POIs: " << wfcc->GetNumPOIs() << std::endl; // // /StopWatch w; // w.start();/ // // double start = omp_get_wtime(); // wfcc->Algorithm_FFTCC( // Tmatnew, // iPOIXY, // fU, // fV, // fZNCC); // /w.stop();/ // // double end = omp_get_wtime(); // //std::cout << "CPU FFT-CC Time is: " << w.getElapsedTime() << std::endl; // //std::cout << "CPU FFT-CC Time is: " << 1000 (end - start) << std::endl; // // aveFFTCC += 1000 * (end - start); // // int iters; // hcreateptr(iters, wfcc->GetNumPOIs()); // // TW::paDIC::ICGN2D_CPU icgn = new paDIC::ICGN2D_CPU(wm_iWidth, wm_iHeight, // startX, startY, // ROIx, ROIy, // 10, 10, // wfcc->GetNumPOIsX(), wfcc->GetNumPOIsY(), // 20, // 0.001f, // TW::paDIC::ICGN2DInterpolationFLag::Bicubic, // TW::paDIC::paDICThreadFlag::Multicore); // // icgn->ResetRefImg(Rmatnew); // // float fPreTime = 0, fICGNTime = 0; // icgn->ICGN2D_Algorithm(fU[0], fV[0], iters, iPOIXY[0][0], Tmatnew, fPreTime, fICGNTime); // // aveICGN += fICGNTime; // // hdestroyptr(fU); // hdestroyptr(fV); // hdestroyptr(fZNCC); // hdestroyptr(iters); // // delete icgn; // delete wfcc; // } // // textfile << aveFFTCC / 5.0f << "," << aveICGN / 5.0f << endl; } // // std::cout << "====================4====================: " << std::endl; // { // aveFFTCC = 0; // aveICGN = 0; // for (int i = 0; i < 5; i++) // { // // cv::Mat Rmat = cv::imread("Example1\\fu_0.bmp"); // cv::Mat Tmat = cv::imread("Example1\\fu_4.bmp"); // // auto wm_iWidth = Rmat.cols; // auto wm_iHeight = Rmat.rows; // // cv::Mat Rmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); // cv::Mat Tmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); // // cv::cvtColor(Rmat, Rmatnew, CV_BGR2GRAY); // cv::cvtColor(Tmat, Tmatnew, CV_BGR2GRAY); // // int* iPOIXY; // float fU, fV, fZNCC; // // paDIC::Fftcc2D_CPU wfcc = new paDIC::Fftcc2D_CPU( // Rmatnew.cols, Rmatnew.rows, // startX, startY, // ROIx, ROIy, // 10, 10, // gridX, gridY, // marginX, marginY, // TW::paDIC::paDICThreadFlag::Multicore); // // wfcc->InitializeFFTCC( // Rmatnew, // iPOIXY, // fU, // fV, // fZNCC); // // std::cout << "Number of POIs: " << wfcc->GetNumPOIs() << std::endl; // // /StopWatch w; // w.start();/ // // double start = omp_get_wtime(); // wfcc->Algorithm_FFTCC( // Tmatnew, // iPOIXY, // fU, // fV, // fZNCC); // /w.stop();/ // // double end = omp_get_wtime(); // //std::cout << "CPU FFT-CC Time is: " << w.getElapsedTime() << std::endl; // //std::cout << "CPU FFT-CC Time is: " << 1000 (end - start) << std::endl; // // aveFFTCC += 1000 * (end - start); // // int iters; // hcreateptr(iters, wfcc->GetNumPOIs()); // // TW::paDIC::ICGN2D_CPU icgn = new paDIC::ICGN2D_CPU(wm_iWidth, wm_iHeight, // startX, startY, // ROIx, ROIy, // 10, 10, // wfcc->GetNumPOIsX(), wfcc->GetNumPOIsY(), // 20, // 0.001f, // TW::paDIC::ICGN2DInterpolationFLag::Bicubic, // TW::paDIC::paDICThreadFlag::Multicore); // // icgn->ResetRefImg(Rmatnew); // // float fPreTime = 0, fICGNTime = 0; // icgn->ICGN2D_Algorithm(fU[0], fV[0], iters, iPOIXY[0][0], Tmatnew, fPreTime, fICGNTime); // // aveICGN += fICGNTime; // // hdestroyptr(fU); // hdestroyptr(fV); // hdestroyptr(fZNCC); // hdestroyptr(iters); // // delete icgn; // delete wfcc; // } // // textfile << aveFFTCC / 5.0f << "," << aveICGN / 5.0f << endl; } // // std::cout << "====================5====================: " << std::endl; // { // aveFFTCC = 0; // aveICGN = 0; // for (int i = 0; i < 5; i++) // { // // cv::Mat Rmat = cv::imread("Example1\\fu_0.bmp"); // cv::Mat Tmat = cv::imread("Example1\\fu_5.bmp"); // // auto wm_iWidth = Rmat.cols; // auto wm_iHeight = Rmat.rows; // // cv::Mat Rmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); // cv::Mat Tmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); // // cv::cvtColor(Rmat, Rmatnew, CV_BGR2GRAY); // cv::cvtColor(Tmat, Tmatnew, CV_BGR2GRAY); // // int* iPOIXY; // float fU, fV, fZNCC; // // paDIC::Fftcc2D_CPU wfcc = new paDIC::Fftcc2D_CPU( // Rmatnew.cols, Rmatnew.rows, // startX, startY, // ROIx, ROIy, // 10, 10, // gridX, gridY, // marginX, marginY, // TW::paDIC::paDICThreadFlag::Multicore); // // wfcc->InitializeFFTCC( // Rmatnew, // iPOIXY, // fU, // fV, // fZNCC); // // std::cout << "Number of POIs: " << wfcc->GetNumPOIs() << std::endl; // // /StopWatch w; // w.start();/ // // double start = omp_get_wtime(); // wfcc->Algorithm_FFTCC( // Tmatnew, // iPOIXY, // fU, // fV, // fZNCC); // /w.stop();/ // // double end = omp_get_wtime(); // //std::cout << "CPU FFT-CC Time is: " << w.getElapsedTime() << std::endl; // //std::cout << "CPU FFT-CC Time is: " << 1000 (end - start) << std::endl; // // aveFFTCC += 1000 * (end - start); // // int iters; // hcreateptr(iters, wfcc->GetNumPOIs()); // // TW::paDIC::ICGN2D_CPU icgn = new paDIC::ICGN2D_CPU(wm_iWidth, wm_iHeight, // startX, startY, // ROIx, ROIy, // 10, 10, // wfcc->GetNumPOIsX(), wfcc->GetNumPOIsY(), // 20, // 0.001f, // TW::paDIC::ICGN2DInterpolationFLag::Bicubic, // TW::paDIC::paDICThreadFlag::Multicore); // // icgn->ResetRefImg(Rmatnew); // // float fPreTime = 0, fICGNTime = 0; // icgn->ICGN2D_Algorithm(fU[0], fV[0], iters, iPOIXY[0][0], Tmatnew, fPreTime, fICGNTime); // // aveICGN += fICGNTime; // // hdestroyptr(fU); // hdestroyptr(fV); // hdestroyptr(fZNCC); // hdestroyptr(iters); // // delete icgn; // delete wfcc; // } // textfile << aveFFTCC / 5.0f << "," << aveICGN / 5.0f << endl; } // // std::cout << "====================6====================: " << std::endl; // { // aveFFTCC = 0; // aveICGN = 0; // for (int i = 0; i < 5; i++) // { // // cv::Mat Rmat = cv::imread("Example1\\fu_0.bmp"); // cv::Mat Tmat = cv::imread("Example1\\fu_6.bmp"); // // auto wm_iWidth = Rmat.cols; // auto wm_iHeight = Rmat.rows; // // cv::Mat Rmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); // cv::Mat Tmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); // // cv::cvtColor(Rmat, Rmatnew, CV_BGR2GRAY); // cv::cvtColor(Tmat, Tmatnew, CV_BGR2GRAY); // // int* iPOIXY; // float fU, fV, fZNCC; // // paDIC::Fftcc2D_CPU wfcc = new paDIC::Fftcc2D_CPU( // Rmatnew.cols, Rmatnew.rows, // startX, startY, // ROIx, ROIy, // 10, 10, // gridX, gridY, // marginX, marginY, // TW::paDIC::paDICThreadFlag::Multicore); // // wfcc->InitializeFFTCC( // Rmatnew, // iPOIXY, // fU, // fV, // fZNCC); // // std::cout << "Number of POIs: " << wfcc->GetNumPOIs() << std::endl; // // /StopWatch w; // w.start();/ // // double start = omp_get_wtime(); // wfcc->Algorithm_FFTCC( // Tmatnew, // iPOIXY, // fU, // fV, // fZNCC); // /w.stop();/ // // double end = omp_get_wtime(); // //std::cout << "CPU FFT-CC Time is: " << w.getElapsedTime() << std::endl; // //std::cout << "CPU FFT-CC Time is: " << 1000 (end - start) << std::endl; // // aveFFTCC += 1000 * (end - start); // // int iters; // hcreateptr(iters, wfcc->GetNumPOIs()); // // TW::paDIC::ICGN2D_CPU icgn = new paDIC::ICGN2D_CPU(wm_iWidth, wm_iHeight, // startX, startY, // ROIx, ROIy, // 10, 10, // wfcc->GetNumPOIsX(), wfcc->GetNumPOIsY(), // 20, // 0.001f, // TW::paDIC::ICGN2DInterpolationFLag::Bicubic, // TW::paDIC::paDICThreadFlag::Multicore); // // icgn->ResetRefImg(Rmatnew); // // float fPreTime = 0, fICGNTime = 0; // icgn->ICGN2D_Algorithm(fU[0], fV[0], iters, iPOIXY[0][0], Tmatnew, fPreTime, fICGNTime); // // aveICGN += fICGNTime; // // aveICGN += 1000 * (end - start); // // hdestroyptr(fU); // hdestroyptr(fV); // hdestroyptr(fZNCC); // hdestroyptr(iters); // // delete icgn; // delete wfcc; // } // // textfile << aveFFTCC / 5.0f << "," << aveICGN / 5.0f << endl; // } // // std::cout << "====================7====================: " << std::endl; // { // aveFFTCC = 0; // aveICGN = 0; // for (int i = 0; i < 5; i++) // { // // cv::Mat Rmat = cv::imread("Example1\\fu_0.bmp"); // cv::Mat Tmat = cv::imread("Example1\\fu_7.bmp"); // // auto wm_iWidth = Rmat.cols; // auto wm_iHeight = Rmat.rows; // // cv::Mat Rmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); // cv::Mat Tmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); // // cv::cvtColor(Rmat, Rmatnew, CV_BGR2GRAY); // cv::cvtColor(Tmat, Tmatnew, CV_BGR2GRAY); // // int* iPOIXY; // float fU, fV, fZNCC; // // paDIC::Fftcc2D_CPU wfcc = new paDIC::Fftcc2D_CPU( // Rmatnew.cols, Rmatnew.rows, // startX, startY, // ROIx, ROIy, // 10, 10, // gridX, gridY, // marginX, marginY, // TW::paDIC::paDICThreadFlag::Multicore); // // wfcc->InitializeFFTCC( // Rmatnew, // iPOIXY, // fU, // fV, // fZNCC); // // std::cout << "Number of POIs: " << wfcc->GetNumPOIs() << std::endl; // // /StopWatch w; // w.start();/ // // double start = omp_get_wtime(); // wfcc->Algorithm_FFTCC( // Tmatnew, // iPOIXY, // fU, // fV, // fZNCC); // /w.stop();/ // // double end = omp_get_wtime(); // //std::cout << "CPU FFT-CC Time is: " << w.getElapsedTime() << std::endl; // //std::cout << "CPU FFT-CC Time is: " << 1000 (end - start) << std::endl; // // aveFFTCC += 1000 * (end - start); // // int iters; // hcreateptr(iters, wfcc->GetNumPOIs()); // // TW::paDIC::ICGN2D_CPU icgn = new paDIC::ICGN2D_CPU(wm_iWidth, wm_iHeight, // startX, startY, // ROIx, ROIy, // 10, 10, // wfcc->GetNumPOIsX(), wfcc->GetNumPOIsY(), // 20, // 0.001f, // TW::paDIC::ICGN2DInterpolationFLag::Bicubic, // TW::paDIC::paDICThreadFlag::Multicore); // // icgn->ResetRefImg(Rmatnew); // // float fPreTime = 0, fICGNTime = 0; // icgn->ICGN2D_Algorithm(fU[0], fV[0], iters, iPOIXY[0][0], Tmatnew, fPreTime, fICGNTime); // // aveICGN += fICGNTime; // // hdestroyptr(fU); // hdestroyptr(fV); // hdestroyptr(fZNCC); // hdestroyptr(iters); // // delete icgn; // delete wfcc; // } // // textfile << aveFFTCC / 5.0f << "," << aveICGN / 5.0f << endl; // } // // std::cout << "====================8====================: " << std::endl; // { // aveFFTCC = 0; // aveICGN = 0; // for (int i = 0; i < 5; i++) // { // // cv::Mat Rmat = cv::imread("Example1\\fu_0.bmp"); // cv::Mat Tmat = cv::imread("Example1\\fu_8.bmp"); // // auto wm_iWidth = Rmat.cols; // auto wm_iHeight = Rmat.rows; // // cv::Mat Rmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); // cv::Mat Tmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); // // cv::cvtColor(Rmat, Rmatnew, CV_BGR2GRAY); // cv::cvtColor(Tmat, Tmatnew, CV_BGR2GRAY); // // int* iPOIXY; // float fU, fV, fZNCC; // // paDIC::Fftcc2D_CPU wfcc = new paDIC::Fftcc2D_CPU( // Rmatnew.cols, Rmatnew.rows, // startX, startY, // ROIx, ROIy, // 10, 10, // gridX, gridY, // marginX, marginY, // TW::paDIC::paDICThreadFlag::Multicore); // // wfcc->InitializeFFTCC( // Rmatnew, // iPOIXY, // fU, // fV, // fZNCC); // // std::cout << "Number of POIs: " << wfcc->GetNumPOIs() << std::endl; // // /StopWatch w; // w.start();/ // // double start = omp_get_wtime(); // wfcc->Algorithm_FFTCC( // Tmatnew, // iPOIXY, // fU, // fV, // fZNCC); // /w.stop();/ // // double end = omp_get_wtime(); // //std::cout << "CPU FFT-CC Time is: " << w.getElapsedTime() << std::endl; // //std::cout << "CPU FFT-CC Time is: " << 1000 (end - start) << std::endl; // // aveFFTCC += 1000 * (end - start); // // int iters; // hcreateptr(iters, wfcc->GetNumPOIs()); // // TW::paDIC::ICGN2D_CPU icgn = new paDIC::ICGN2D_CPU(wm_iWidth, wm_iHeight, // startX, startY, // ROIx, ROIy, // 10, 10, // wfcc->GetNumPOIsX(), wfcc->GetNumPOIsY(), // 20, // 0.001f, // TW::paDIC::ICGN2DInterpolationFLag::Bicubic, // TW::paDIC::paDICThreadFlag::Multicore); // // icgn->ResetRefImg(Rmatnew); // // float fPreTime = 0, fICGNTime = 0; // icgn->ICGN2D_Algorithm(fU[0], fV[0], iters, iPOIXY[0][0], Tmatnew, fPreTime, fICGNTime); // // aveICGN += fICGNTime; // // hdestroyptr(fU); // hdestroyptr(fV); // hdestroyptr(fZNCC); // hdestroyptr(iters); // // delete icgn; // delete wfcc; // } // // textfile << aveFFTCC / 5.0f << "," << aveICGN / 5.0f << endl; } // std::cout << "====================9====================: " << std::endl; // { // aveFFTCC = 0; // aveICGN = 0; // for (int i = 0; i < 5; i++) // { // // cv::Mat Rmat = cv::imread("Example1\\fu_0.bmp"); // cv::Mat Tmat = cv::imread("Example1\\fu_9.bmp"); // // auto wm_iWidth = Rmat.cols; // auto wm_iHeight = Rmat.rows; // // cv::Mat Rmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); // cv::Mat Tmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); // // cv::cvtColor(Rmat, Rmatnew, CV_BGR2GRAY); // cv::cvtColor(Tmat, Tmatnew, CV_BGR2GRAY); // // int* iPOIXY; // float fU, fV, fZNCC; // // paDIC::Fftcc2D_CPU wfcc = new paDIC::Fftcc2D_CPU( // Rmatnew.cols, Rmatnew.rows, // startX, startY, // ROIx, ROIy, // 10, 10, // gridX, gridY, // marginX, marginY, // TW::paDIC::paDICThreadFlag::Multicore); // // wfcc->InitializeFFTCC( // Rmatnew, // iPOIXY, // fU, // fV, // fZNCC); // // std::cout << "Number of POIs: " << wfcc->GetNumPOIs() << std::endl; // // /StopWatch w; // w.start();/ // // double start = omp_get_wtime(); // wfcc->Algorithm_FFTCC( // Tmatnew, // iPOIXY, // fU, // fV, // fZNCC); // /w.stop();/ // // double end = omp_get_wtime(); // //std::cout << "CPU FFT-CC Time is: " << w.getElapsedTime() << std::endl; // //std::cout << "CPU FFT-CC Time is: " << 1000 (end - start) << std::endl; // // aveFFTCC += 1000 * (end - start); // // int iters; // hcreateptr(iters, wfcc->GetNumPOIs()); // // TW::paDIC::ICGN2D_CPU icgn = new paDIC::ICGN2D_CPU(wm_iWidth, wm_iHeight, // startX, startY, // ROIx, ROIy, // 10, 10, // wfcc->GetNumPOIsX(), wfcc->GetNumPOIsY(), // 20, // 0.001f, // TW::paDIC::ICGN2DInterpolationFLag::Bicubic, // TW::paDIC::paDICThreadFlag::Multicore); // // icgn->ResetRefImg(Rmatnew); // // float fPreTime = 0, fICGNTime = 0; // icgn->ICGN2D_Algorithm(fU[0], fV[0], iters, iPOIXY[0][0], Tmatnew, fPreTime, fICGNTime); // // aveICGN += fICGNTime; // // hdestroyptr(fU); // hdestroyptr(fV); // hdestroyptr(fZNCC); // hdestroyptr(iters); // // delete icgn; // delete wfcc; // } // // textfile << aveFFTCC / 5.0f << "," << aveICGN / 5.0f << endl; } // std::cout << "====================10====================: " << std::endl; // { // aveFFTCC = 0; // aveICGN = 0; // for (int i = 0; i < 5; i++) // { // // cv::Mat Rmat = cv::imread("Example1\\fu_0.bmp"); // cv::Mat Tmat = cv::imread("Example1\\fu_10.bmp"); // // auto wm_iWidth = Rmat.cols; // auto wm_iHeight = Rmat.rows; // // cv::Mat Rmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); // cv::Mat Tmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); // // cv::cvtColor(Rmat, Rmatnew, CV_BGR2GRAY); // cv::cvtColor(Tmat, Tmatnew, CV_BGR2GRAY); // // int* iPOIXY; // float fU, fV, fZNCC; // // paDIC::Fftcc2D_CPU wfcc = new paDIC::Fftcc2D_CPU( // Rmatnew.cols, Rmatnew.rows, // startX, startY, // ROIx, ROIy, // 10, 10, // gridX, gridY, // marginX, marginY, // TW::paDIC::paDICThreadFlag::Multicore); // // wfcc->InitializeFFTCC( // Rmatnew, // iPOIXY, // fU, // fV, // fZNCC); // // std::cout << "Number of POIs: " << wfcc->GetNumPOIs() << std::endl; // // /StopWatch w; // w.start();/ // // double start = omp_get_wtime(); // wfcc->Algorithm_FFTCC( // Tmatnew, // iPOIXY, // fU, // fV, // fZNCC); // /w.stop();/ // // double end = omp_get_wtime(); // //std::cout << "CPU FFT-CC Time is: " << w.getElapsedTime() << std::endl; // //std::cout << "CPU FFT-CC Time is: " << 1000 (end - start) << std::endl; // // aveFFTCC += 1000 * (end - start); // // int iters; // hcreateptr(iters, wfcc->GetNumPOIs()); // // TW::paDIC::ICGN2D_CPU icgn = new paDIC::ICGN2D_CPU(wm_iWidth, wm_iHeight, // startX, startY, // ROIx, ROIy, // 10, 10, // wfcc->GetNumPOIsX(), wfcc->GetNumPOIsY(), // 20, // 0.001f, // TW::paDIC::ICGN2DInterpolationFLag::Bicubic, // TW::paDIC::paDICThreadFlag::Multicore); // // icgn->ResetRefImg(Rmatnew); // // float fPreTime = 0, fICGNTime = 0; // icgn->ICGN2D_Algorithm(fU[0], fV[0], iters, iPOIXY[0][0], Tmatnew, fPreTime, fICGNTime); // // aveICGN += fICGNTime; // // hdestroyptr(fU); // hdestroyptr(fV); // hdestroyptr(fZNCC); // hdestroyptr(iters); // // delete icgn; // delete wfcc; // } // // textfile << aveFFTCC / 5.0f << "," << aveICGN / 5.0f << endl; } // std::cout << "====================11====================: " << std::endl; // { // aveFFTCC = 0; // aveICGN = 0; // for (int i = 0; i < 5; i++) // { // // cv::Mat Rmat = cv::imread("Example1\\fu_0.bmp"); // cv::Mat Tmat = cv::imread("Example1\\fu_11.bmp"); // // auto wm_iWidth = Rmat.cols; // auto wm_iHeight = Rmat.rows; // // cv::Mat Rmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); // cv::Mat Tmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); // // cv::cvtColor(Rmat, Rmatnew, CV_BGR2GRAY); // cv::cvtColor(Tmat, Tmatnew, CV_BGR2GRAY); // // int* iPOIXY; // float fU, fV, fZNCC; // // paDIC::Fftcc2D_CPU wfcc = new paDIC::Fftcc2D_CPU( // Rmatnew.cols, Rmatnew.rows, // startX, startY, // ROIx, ROIy, // 10, 10, // gridX, gridY, // marginX, marginY, // TW::paDIC::paDICThreadFlag::Multicore); // // wfcc->InitializeFFTCC( // Rmatnew, // iPOIXY, // fU, // fV, // fZNCC); // // std::cout << "Number of POIs: " << wfcc->GetNumPOIs() << std::endl; // // /StopWatch w; // w.start();/ // // double start = omp_get_wtime(); // wfcc->Algorithm_FFTCC( // Tmatnew, // iPOIXY, // fU, // fV, // fZNCC); // /w.stop();/ // // double end = omp_get_wtime(); // //std::cout << "CPU FFT-CC Time is: " << w.getElapsedTime() << std::endl; // //std::cout << "CPU FFT-CC Time is: " << 1000 (end - start) << std::endl; // // aveFFTCC += 1000 * (end - start); // // int iters; // hcreateptr(iters, wfcc->GetNumPOIs()); // // TW::paDIC::ICGN2D_CPU icgn = new paDIC::ICGN2D_CPU(wm_iWidth, wm_iHeight, // startX, startY, // ROIx, ROIy, // 10, 10, // wfcc->GetNumPOIsX(), wfcc->GetNumPOIsY(), // 20, // 0.001f, // TW::paDIC::ICGN2DInterpolationFLag::Bicubic, // TW::paDIC::paDICThreadFlag::Multicore); // // icgn->ResetRefImg(Rmatnew); // // float fPreTime = 0, fICGNTime = 0; // icgn->ICGN2D_Algorithm(fU[0], fV[0], iters, iPOIXY[0][0], Tmatnew, fPreTime, fICGNTime); // // aveICGN += fICGNTime; // // hdestroyptr(fU); // hdestroyptr(fV); // hdestroyptr(fZNCC); // hdestroyptr(iters); // // delete icgn; // delete wfcc; // } // // textfile << aveFFTCC / 5.0f << "," << aveICGN / 5.0f << endl; } // std::cout << "====================12====================: " << std::endl; // { // aveFFTCC = 0; // aveICGN = 0; // for (int i = 0; i < 5; i++) // { // // cv::Mat Rmat = cv::imread("Example1\\fu_0.bmp"); // cv::Mat Tmat = cv::imread("Example1\\fu_12.bmp"); // // auto wm_iWidth = Rmat.cols; // auto wm_iHeight = Rmat.rows; // // cv::Mat Rmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); // cv::Mat Tmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); // // cv::cvtColor(Rmat, Rmatnew, CV_BGR2GRAY); // cv::cvtColor(Tmat, Tmatnew, CV_BGR2GRAY); // // int* iPOIXY; // float fU, fV, fZNCC; // // paDIC::Fftcc2D_CPU wfcc = new paDIC::Fftcc2D_CPU( // Rmatnew.cols, Rmatnew.rows, // startX, startY, // ROIx, ROIy, // 10, 10, // gridX, gridY, // marginX, marginY, // TW::paDIC::paDICThreadFlag::Multicore); // // wfcc->InitializeFFTCC( // Rmatnew, // iPOIXY, // fU, // fV, // fZNCC); // // std::cout << "Number of POIs: " << wfcc->GetNumPOIs() << std::endl; // // /StopWatch w; // w.start();/ // // double start = omp_get_wtime(); // wfcc->Algorithm_FFTCC( // Tmatnew, // iPOIXY, // fU, // fV, // fZNCC); // /w.stop();/ // // double end = omp_get_wtime(); // //std::cout << "CPU FFT-CC Time is: " << w.getElapsedTime() << std::endl; // //std::cout << "CPU FFT-CC Time is: " << 1000 (end - start) << std::endl; // // aveFFTCC += 1000 * (end - start); // // int iters; // hcreateptr(iters, wfcc->GetNumPOIs()); // // TW::paDIC::ICGN2D_CPU icgn = new paDIC::ICGN2D_CPU(wm_iWidth, wm_iHeight, // startX, startY, // ROIx, ROIy, // 10, 10, // wfcc->GetNumPOIsX(), wfcc->GetNumPOIsY(), // 20, // 0.001f, // TW::paDIC::ICGN2DInterpolationFLag::Bicubic, // TW::paDIC::paDICThreadFlag::Multicore); // // icgn->ResetRefImg(Rmatnew); // // float fPreTime = 0, fICGNTime = 0; // icgn->ICGN2D_Algorithm(fU[0], fV[0], iters, iPOIXY[0][0], Tmatnew, fPreTime, fICGNTime); // // aveICGN += fICGNTime; // // hdestroyptr(fU); // hdestroyptr(fV); // hdestroyptr(fZNCC); // hdestroyptr(iters); // // delete icgn; // delete wfcc; // } // textfile << aveFFTCC / 5.0f << "," << aveICGN / 5.0f << endl; } // // std::cout << "====================13====================: " << std::endl; // { // aveFFTCC = 0; // aveICGN = 0; // for (int i = 0; i < 5; i++) // { // // cv::Mat Rmat = cv::imread("Example1\\fu_0.bmp"); // cv::Mat Tmat = cv::imread("Example1\\fu_13.bmp"); // // auto wm_iWidth = Rmat.cols; // auto wm_iHeight = Rmat.rows; // // cv::Mat Rmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); // cv::Mat Tmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); // // cv::cvtColor(Rmat, Rmatnew, CV_BGR2GRAY); // cv::cvtColor(Tmat, Tmatnew, CV_BGR2GRAY); // // int* iPOIXY; // float fU, fV, fZNCC; // // paDIC::Fftcc2D_CPU wfcc = new paDIC::Fftcc2D_CPU( // Rmatnew.cols, Rmatnew.rows, // startX, startY, // ROIx, ROIy, // 10, 10, // gridX, gridY, // marginX, marginY, // TW::paDIC::paDICThreadFlag::Multicore); // // wfcc->InitializeFFTCC( // Rmatnew, // iPOIXY, // fU, // fV, // fZNCC); // // std::cout << "Number of POIs: " << wfcc->GetNumPOIs() << std::endl; // // /StopWatch w; // w.start();/ // // double start = omp_get_wtime(); // wfcc->Algorithm_FFTCC( // Tmatnew, // iPOIXY, // fU, // fV, // fZNCC); // /w.stop();/ // // double end = omp_get_wtime(); // //std::cout << "CPU FFT-CC Time is: " << w.getElapsedTime() << std::endl; // //std::cout << "CPU FFT-CC Time is: " << 1000 (end - start) << std::endl; // // aveFFTCC += 1000 * (end - start); // // int iters; // hcreateptr(iters, wfcc->GetNumPOIs()); // // TW::paDIC::ICGN2D_CPU icgn = new paDIC::ICGN2D_CPU(wm_iWidth, wm_iHeight, // startX, startY, // ROIx, ROIy, // 10, 10, // wfcc->GetNumPOIsX(), wfcc->GetNumPOIsY(), // 20, // 0.001f, // TW::paDIC::ICGN2DInterpolationFLag::Bicubic, // TW::paDIC::paDICThreadFlag::Multicore); // // icgn->ResetRefImg(Rmatnew); // // float fPreTime = 0, fICGNTime = 0; // icgn->ICGN2D_Algorithm(fU[0], fV[0], iters, iPOIXY[0][0], Tmatnew, fPreTime, fICGNTime); // // aveICGN += fICGNTime; // // hdestroyptr(fU); // hdestroyptr(fV); // hdestroyptr(fZNCC); // hdestroyptr(iters); // // delete icgn; // delete wfcc; // } // // textfile << aveFFTCC / 5.0f << "," << aveICGN / 5.0f << endl; } // // std::cout << "====================14====================: " << std::endl; // { // aveFFTCC = 0; // aveICGN = 0; // for (int i = 0; i < 5; i++) // { // // cv::Mat Rmat = cv::imread("Example1\\fu_0.bmp"); // cv::Mat Tmat = cv::imread("Example1\\fu_14.bmp"); // // auto wm_iWidth = Rmat.cols; // auto wm_iHeight = Rmat.rows; // // cv::Mat Rmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); // cv::Mat Tmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); // // cv::cvtColor(Rmat, Rmatnew, CV_BGR2GRAY); // cv::cvtColor(Tmat, Tmatnew, CV_BGR2GRAY); // // int* iPOIXY; // float fU, fV, fZNCC; // // paDIC::Fftcc2D_CPU wfcc = new paDIC::Fftcc2D_CPU( // Rmatnew.cols, Rmatnew.rows, // startX, startY, // ROIx, ROIy, // 10, 10, // gridX, gridY, // marginX, marginY, // TW::paDIC::paDICThreadFlag::Multicore); // // wfcc->InitializeFFTCC( // Rmatnew, // iPOIXY, // fU, // fV, // fZNCC); // // std::cout << "Number of POIs: " << wfcc->GetNumPOIs() << std::endl; // // /StopWatch w; // w.start();/ // // double start = omp_get_wtime(); // wfcc->Algorithm_FFTCC( // Tmatnew, // iPOIXY, // fU, // fV, // fZNCC); // /w.stop();/ // // double end = omp_get_wtime(); // //std::cout << "CPU FFT-CC Time is: " << w.getElapsedTime() << std::endl; // //std::cout << "CPU FFT-CC Time is: " << 1000 (end - start) << std::endl; // // aveFFTCC += 1000 * (end - start); // // int iters; // hcreateptr(iters, wfcc->GetNumPOIs()); // // TW::paDIC::ICGN2D_CPU icgn = new paDIC::ICGN2D_CPU(wm_iWidth, wm_iHeight, // startX, startY, // ROIx, ROIy, // 10, 10, // wfcc->GetNumPOIsX(), wfcc->GetNumPOIsY(), // 20, // 0.001f, // TW::paDIC::ICGN2DInterpolationFLag::Bicubic, // TW::paDIC::paDICThreadFlag::Multicore); // // icgn->ResetRefImg(Rmatnew); // // float fPreTime = 0, fICGNTime = 0; // icgn->ICGN2D_Algorithm(fU[0], fV[0], iters, iPOIXY[0][0], Tmatnew, fPreTime, fICGNTime); // // aveICGN += fICGNTime; // // hdestroyptr(fU); // hdestroyptr(fV); // hdestroyptr(fZNCC); // hdestroyptr(iters); // // delete icgn; // delete wfcc; // } // // textfile << aveFFTCC / 5.0f << "," << aveICGN / 5.0f << endl; } // // std::cout << "====================15====================: " << std::endl; // { // aveFFTCC = 0; // aveICGN = 0; // for (int i = 0; i < 5; i++) // { // // cv::Mat Rmat = cv::imread("Example1\\fu_0.bmp"); // cv::Mat Tmat = cv::imread("Example1\\fu_15.bmp"); // // auto wm_iWidth = Rmat.cols; // auto wm_iHeight = Rmat.rows; // // cv::Mat Rmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); // cv::Mat Tmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); // // cv::cvtColor(Rmat, Rmatnew, CV_BGR2GRAY); // cv::cvtColor(Tmat, Tmatnew, CV_BGR2GRAY); // // int* iPOIXY; // float fU, fV, fZNCC; // // paDIC::Fftcc2D_CPU wfcc = new paDIC::Fftcc2D_CPU( // Rmatnew.cols, Rmatnew.rows, // startX, startY, // ROIx, ROIy, // 10, 10, // gridX, gridY, // marginX, marginY, // TW::paDIC::paDICThreadFlag::Multicore); // // wfcc->InitializeFFTCC( // Rmatnew, // iPOIXY, // fU, // fV, // fZNCC); // // std::cout << "Number of POIs: " << wfcc->GetNumPOIs() << std::endl; // // /StopWatch w; // w.start();/ // // double start = omp_get_wtime(); // wfcc->Algorithm_FFTCC( // Tmatnew, // iPOIXY, // fU, // fV, // fZNCC); // /w.stop();/ // // double end = omp_get_wtime(); // //std::cout << "CPU FFT-CC Time is: " << w.getElapsedTime() << std::endl; // //std::cout << "CPU FFT-CC Time is: " << 1000 (end - start) << std::endl; // // aveFFTCC += 1000 * (end - start); // // int iters; // hcreateptr(iters, wfcc->GetNumPOIs()); // // TW::paDIC::ICGN2D_CPU icgn = new paDIC::ICGN2D_CPU(wm_iWidth, wm_iHeight, // startX, startY, // ROIx, ROIy, // 10, 10, // wfcc->GetNumPOIsX(), wfcc->GetNumPOIsY(), // 20, // 0.001f, // TW::paDIC::ICGN2DInterpolationFLag::Bicubic, // TW::paDIC::paDICThreadFlag::Multicore); // // icgn->ResetRefImg(Rmatnew); // // float fPreTime = 0, fICGNTime = 0; // icgn->ICGN2D_Algorithm(fU[0], fV[0], iters, iPOIXY[0][0], Tmatnew, fPreTime, fICGNTime); // // aveICGN += fICGNTime; // // hdestroyptr(fU); // hdestroyptr(fV); // hdestroyptr(fZNCC); // hdestroyptr(iters); // // delete icgn; // delete wfcc; // } // // textfile << aveFFTCC / 5.0f << "," << aveICGN / 5.0f << endl; } // // std::cout << "====================16====================: " << std::endl; // { // aveFFTCC = 0; // aveICGN = 0; // for (int i = 0; i < 5; i++) // { // // cv::Mat Rmat = cv::imread("Example1\\fu_0.bmp"); // cv::Mat Tmat = cv::imread("Example1\\fu_16.bmp"); // // auto wm_iWidth = Rmat.cols; // auto wm_iHeight = Rmat.rows; // // cv::Mat Rmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); // cv::Mat Tmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); // // cv::cvtColor(Rmat, Rmatnew, CV_BGR2GRAY); // cv::cvtColor(Tmat, Tmatnew, CV_BGR2GRAY); // // int* iPOIXY; // float fU, fV, fZNCC; // // paDIC::Fftcc2D_CPU wfcc = new paDIC::Fftcc2D_CPU( // Rmatnew.cols, Rmatnew.rows, // startX, startY, // ROIx, ROIy, // 10, 10, // gridX, gridY, // marginX, marginY, // TW::paDIC::paDICThreadFlag::Multicore); // // wfcc->InitializeFFTCC( // Rmatnew, // iPOIXY, // fU, // fV, // fZNCC); // // std::cout << "Number of POIs: " << wfcc->GetNumPOIs() << std::endl; // // /StopWatch w; // w.start();/ // // double start = omp_get_wtime(); // wfcc->Algorithm_FFTCC( // Tmatnew, // iPOIXY, // fU, // fV, // fZNCC); // /w.stop();/ // // double end = omp_get_wtime(); // //std::cout << "CPU FFT-CC Time is: " << w.getElapsedTime() << std::endl; // //std::cout << "CPU FFT-CC Time is: " << 1000 (end - start) << std::endl; // // aveFFTCC += 1000 * (end - start); // // int iters; // hcreateptr(iters, wfcc->GetNumPOIs()); // // TW::paDIC::ICGN2D_CPU icgn = new paDIC::ICGN2D_CPU(wm_iWidth, wm_iHeight, // startX, startY, // ROIx, ROIy, // 10, 10, // wfcc->GetNumPOIsX(), wfcc->GetNumPOIsY(), // 20, // 0.001f, // TW::paDIC::ICGN2DInterpolationFLag::Bicubic, // TW::paDIC::paDICThreadFlag::Multicore); // // icgn->ResetRefImg(Rmatnew); // // float fPreTime = 0, fICGNTime = 0; // icgn->ICGN2D_Algorithm(fU[0], fV[0], iters, iPOIXY[0][0], Tmatnew, fPreTime, fICGNTime); // // aveICGN += fICGNTime; // // hdestroyptr(fU); // hdestroyptr(fV); // hdestroyptr(fZNCC); // hdestroyptr(iters); // // delete icgn; // delete wfcc; // } // // textfile << aveFFTCC / 5.0f << "," << aveICGN / 5.0f << endl;} // // std::cout << "====================17====================: " << std::endl; // { // aveFFTCC = 0; // aveICGN = 0; // for (int i = 0; i < 5; i++) // { // // cv::Mat Rmat = cv::imread("Example1\\fu_0.bmp"); // cv::Mat Tmat = cv::imread("Example1\\fu_17.bmp"); // // auto wm_iWidth = Rmat.cols; // auto wm_iHeight = Rmat.rows; // // cv::Mat Rmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); // cv::Mat Tmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); // // cv::cvtColor(Rmat, Rmatnew, CV_BGR2GRAY); // cv::cvtColor(Tmat, Tmatnew, CV_BGR2GRAY); // // int* iPOIXY; // float fU, fV, fZNCC; // // paDIC::Fftcc2D_CPU wfcc = new paDIC::Fftcc2D_CPU( // Rmatnew.cols, Rmatnew.rows, // startX, startY, // ROIx, ROIy, // 10, 10, // gridX, gridY, // marginX, marginY, // TW::paDIC::paDICThreadFlag::Multicore); // // wfcc->InitializeFFTCC( // Rmatnew, // iPOIXY, // fU, // fV, // fZNCC); // // std::cout << "Number of POIs: " << wfcc->GetNumPOIs() << std::endl; // // /StopWatch w; // w.start();/ // // double start = omp_get_wtime(); // wfcc->Algorithm_FFTCC( // Tmatnew, // iPOIXY, // fU, // fV, // fZNCC); // /w.stop();/ // // double end = omp_get_wtime(); // //std::cout << "CPU FFT-CC Time is: " << w.getElapsedTime() << std::endl; // //std::cout << "CPU FFT-CC Time is: " << 1000 (end - start) << std::endl; // // aveFFTCC += 1000 * (end - start); // // int iters; // hcreateptr(iters, wfcc->GetNumPOIs()); // // TW::paDIC::ICGN2D_CPU icgn = new paDIC::ICGN2D_CPU(wm_iWidth, wm_iHeight, // startX, startY, // ROIx, ROIy, // 10, 10, // wfcc->GetNumPOIsX(), wfcc->GetNumPOIsY(), // 20, // 0.001f, // TW::paDIC::ICGN2DInterpolationFLag::Bicubic, // TW::paDIC::paDICThreadFlag::Multicore); // // icgn->ResetRefImg(Rmatnew); // // float fPreTime = 0, fICGNTime = 0; // icgn->ICGN2D_Algorithm(fU[0], fV[0], iters, iPOIXY[0][0], Tmatnew, fPreTime, fICGNTime); // // aveICGN += fICGNTime; // // hdestroyptr(fU); // hdestroyptr(fV); // hdestroyptr(fZNCC); // hdestroyptr(iters); // // delete icgn; // delete wfcc; // } // // textfile << aveFFTCC / 5.0f << "," << aveICGN / 5.0f << endl; } // // std::cout << "====================18====================: " << std::endl; // { // aveFFTCC = 0; // aveICGN = 0; // for (int i = 0; i < 5; i++) // { // // cv::Mat Rmat = cv::imread("Example1\\fu_0.bmp"); // cv::Mat Tmat = cv::imread("Example1\\fu_18.bmp"); // // auto wm_iWidth = Rmat.cols; // auto wm_iHeight = Rmat.rows; // // cv::Mat Rmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); // cv::Mat Tmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); // // cv::cvtColor(Rmat, Rmatnew, CV_BGR2GRAY); // cv::cvtColor(Tmat, Tmatnew, CV_BGR2GRAY); // // int* iPOIXY; // float fU, fV, fZNCC; // // paDIC::Fftcc2D_CPU wfcc = new paDIC::Fftcc2D_CPU( // Rmatnew.cols, Rmatnew.rows, // startX, startY, // ROIx, ROIy, // 10, 10, // gridX, gridY, // marginX, marginY, // TW::paDIC::paDICThreadFlag::Multicore); // // wfcc->InitializeFFTCC( // Rmatnew, // iPOIXY, // fU, // fV, // fZNCC); // // std::cout << "Number of POIs: " << wfcc->GetNumPOIs() << std::endl; // // /StopWatch w; // w.start();/ // // double start = omp_get_wtime(); // wfcc->Algorithm_FFTCC( // Tmatnew, // iPOIXY, // fU, // fV, // fZNCC); // /w.stop();/ // // double end = omp_get_wtime(); // //std::cout << "CPU FFT-CC Time is: " << w.getElapsedTime() << std::endl; // //std::cout << "CPU FFT-CC Time is: " << 1000 (end - start) << std::endl; // // aveFFTCC += 1000 * (end - start); // // int iters; // hcreateptr(iters, wfcc->GetNumPOIs()); // // TW::paDIC::ICGN2D_CPU icgn = new paDIC::ICGN2D_CPU(wm_iWidth, wm_iHeight, // startX, startY, // ROIx, ROIy, // 10, 10, // wfcc->GetNumPOIsX(), wfcc->GetNumPOIsY(), // 20, // 0.001f, // TW::paDIC::ICGN2DInterpolationFLag::Bicubic, // TW::paDIC::paDICThreadFlag::Multicore); // // icgn->ResetRefImg(Rmatnew); // // float fPreTime = 0, fICGNTime = 0; // icgn->ICGN2D_Algorithm(fU[0], fV[0], iters, iPOIXY[0][0], Tmatnew, fPreTime, fICGNTime); // // aveICGN += fICGNTime; // // hdestroyptr(fU); // hdestroyptr(fV); // hdestroyptr(fZNCC); // hdestroyptr(iters); // // delete icgn; // delete wfcc; // } // textfile << aveFFTCC / 5.0f << "," << aveICGN / 5.0f << endl; } // // std::cout << "====================19====================: " << std::endl; // { // aveFFTCC = 0; // aveICGN = 0; // for (int i = 0; i < 5; i++) // { // // cv::Mat Rmat = cv::imread("Example1\\fu_0.bmp"); // cv::Mat Tmat = cv::imread("Example1\\fu_19.bmp"); // // auto wm_iWidth = Rmat.cols; // auto wm_iHeight = Rmat.rows; // // cv::Mat Rmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); // cv::Mat Tmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); // // cv::cvtColor(Rmat, Rmatnew, CV_BGR2GRAY); // cv::cvtColor(Tmat, Tmatnew, CV_BGR2GRAY); // // int* iPOIXY; // float fU, fV, fZNCC; // // paDIC::Fftcc2D_CPU wfcc = new paDIC::Fftcc2D_CPU( // Rmatnew.cols, Rmatnew.rows, // startX, startY, // ROIx, ROIy, // 10, 10, // gridX, gridY, // marginX, marginY, // TW::paDIC::paDICThreadFlag::Multicore); // // wfcc->InitializeFFTCC( // Rmatnew, // iPOIXY, // fU, // fV, // fZNCC); // // std::cout << "Number of POIs: " << wfcc->GetNumPOIs() << std::endl; // // /StopWatch w; // w.start();/ // // double start = omp_get_wtime(); // wfcc->Algorithm_FFTCC( // Tmatnew, // iPOIXY, // fU, // fV, // fZNCC); // /w.stop();/ // // double end = omp_get_wtime(); // //std::cout << "CPU FFT-CC Time is: " << w.getElapsedTime() << std::endl; // //std::cout << "CPU FFT-CC Time is: " << 1000 (end - start) << std::endl; // // aveFFTCC += 1000 * (end - start); // // int iters; // hcreateptr(iters, wfcc->GetNumPOIs()); // // TW::paDIC::ICGN2D_CPU icgn = new paDIC::ICGN2D_CPU(wm_iWidth, wm_iHeight, // startX, startY, // ROIx, ROIy, // 10, 10, // wfcc->GetNumPOIsX(), wfcc->GetNumPOIsY(), // 20, // 0.001f, // TW::paDIC::ICGN2DInterpolationFLag::Bicubic, // TW::paDIC::paDICThreadFlag::Multicore); // // icgn->ResetRefImg(Rmatnew); // // float fPreTime = 0, fICGNTime = 0; // icgn->ICGN2D_Algorithm(fU[0], fV[0], iters, iPOIXY[0][0], Tmatnew, fPreTime, fICGNTime); // // aveICGN += fICGNTime; // // hdestroyptr(fU); // hdestroyptr(fV); // hdestroyptr(fZNCC); // hdestroyptr(iters); // // delete icgn; // delete wfcc; // } // // textfile << aveFFTCC / 5.0f << "," << aveICGN / 5.0f << endl;} // std::cout << "====================20====================: " << std::endl; // { // aveFFTCC = 0; // aveICGN = 0; // for (int i = 0; i < 5; i++) // { // // cv::Mat Rmat = cv::imread("Example1\\fu_0.bmp"); // cv::Mat Tmat = cv::imread("Example1\\fu_20.bmp"); // // auto wm_iWidth = Rmat.cols; // auto wm_iHeight = Rmat.rows; // // cv::Mat Rmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); // cv::Mat Tmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); // // cv::cvtColor(Rmat, Rmatnew, CV_BGR2GRAY); // cv::cvtColor(Tmat, Tmatnew, CV_BGR2GRAY); // // int* iPOIXY; // float fU, fV, fZNCC; // // paDIC::Fftcc2D_CPU wfcc = new paDIC::Fftcc2D_CPU( // Rmatnew.cols, Rmatnew.rows, // startX, startY, // ROIx, ROIy, // 10, 10, // gridX, gridY, // marginX, marginY, // TW::paDIC::paDICThreadFlag::Multicore); // // wfcc->InitializeFFTCC( // Rmatnew, // iPOIXY, // fU, // fV, // fZNCC); // // std::cout << "Number of POIs: " << wfcc->GetNumPOIs() << std::endl; // // /StopWatch w; // w.start();/ // // double start = omp_get_wtime(); // wfcc->Algorithm_FFTCC( // Tmatnew, // iPOIXY, // fU, // fV, // fZNCC); // /w.stop();/ // // double end = omp_get_wtime(); // //std::cout << "CPU FFT-CC Time is: " << w.getElapsedTime() << std::endl; // //std::cout << "CPU FFT-CC Time is: " << 1000 (end - start) << std::endl; // // aveFFTCC += 1000 * (end - start); // // int iters; // hcreateptr(iters, wfcc->GetNumPOIs()); // // TW::paDIC::ICGN2D_CPU icgn = new paDIC::ICGN2D_CPU(wm_iWidth, wm_iHeight, // startX, startY, // ROIx, ROIy, // 10, 10, // wfcc->GetNumPOIsX(), wfcc->GetNumPOIsY(), // 20, // 0.001f, // TW::paDIC::ICGN2DInterpolationFLag::Bicubic, // TW::paDIC::paDICThreadFlag::Multicore); // // icgn->ResetRefImg(Rmatnew); // // float fPreTime = 0, fICGNTime = 0; // icgn->ICGN2D_Algorithm(fU[0], fV[0], iters, iPOIXY[0][0], Tmatnew, fPreTime, fICGNTime); // // aveICGN += fICGNTime; // // hdestroyptr(fU); // hdestroyptr(fV); // hdestroyptr(fZNCC); // hdestroyptr(iters); // // delete icgn; // delete wfcc; // } // // textfile << aveFFTCC / 5.0f << "," << aveICGN / 5.0f << endl;} // textfile.close(); //} //// ////TEST(FFTCC_ICGN, CPU_Single) ////{ //// omp_set_num_threads(12); //// //// cv::Mat Rmat = cv::imread("Example1\\fu_0.bmp"); //// cv::Mat Tmat = cv::imread("Example1\\fu_20.bmp"); //// //// auto wm_iWidth = Rmat.cols; //// auto wm_iHeight = Rmat.rows; //// //// cv::Mat Rmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); //// cv::Mat Tmatnew(cv::Size(wm_iWidth, wm_iHeight), CV_8UC1); //// //// cv::cvtColor(Rmat, Rmatnew, CV_BGR2GRAY); //// cv::cvtColor(Tmat, Tmatnew, CV_BGR2GRAY); //// //// int* iPOIXY; //// float fU, fV, fZNCC; //// //// paDIC::Fftcc2D_CPU wfcc = new paDIC::Fftcc2D_CPU( //// Rmatnew.cols, Rmatnew.rows, //// 98, 98, //// 324, 324, //// 10, 10, //// gridX, gridY, //// gridX, gridY, //// TW::paDIC::paDICThreadFlag::Single); //// //// wfcc->InitializeFFTCC( //// Rmatnew, //// iPOIXY, //// fU, //// fV, //// fZNCC); //// //// std::cout << "Number of POIs: " << wfcc->GetNumPOIs() << std::endl; //// //// StopWatch w; //// w.start(); //// wfcc->Algorithm_FFTCC( //// Tmatnew, //// iPOIXY, //// fU, //// fV, //// fZNCC); //// w.stop(); //// //// //std::cout << "CPU FFT-CC Time is: " << w.getElapsedTime() << std::endl; //// //// int iters; //// hcreateptr(iters, wfcc->GetNumPOIs()); //// //// TW::paDIC::ICGN2D_CPU *icgn = new paDIC::ICGN2D_CPU(wm_iWidth, wm_iHeight, //// 98, 98, //// 324, 324, //// 10, 10, //// wfcc->GetNumPOIsX(), wfcc->GetNumPOIsY(), //// 20, //// 0.001f, //// TW::paDIC::ICGN2DInterpolationFLag::Bicubic, //// TW::paDIC::paDICThreadFlag::Single); //// //// icgn->ResetRefImg(Rmatnew); //// //// StopWatch w1; //// w1.start(); //// icgn->ICGN2D_Algorithm(fU[0], fV[0], iters, iPOIXY[0][0], Tmatnew); //// w1.stop(); //// //// std::cout << "CPU ICGNTime is: " << w1.getElapsedTime() << std::endl; //// //std::cout << fU[0][0] << ", " << fV[0][0] << std::endl; //// //// hdestroyptr(fU); //// hdestroyptr(fV); //// hdestroyptr(fZNCC); //// hdestroyptr(iters); //// //// delete icgn; //// delete wfcc; ////} <file_sep>/TW/TW_Engine/TW_StopWatch.h #ifndef TW_STOPWATCH_H #define TW_STOPWATCH_H #include "TW.h" #include <Windows.h> namespace TW { class TW_LIB_DLL_EXPORTS StopWatch { public: StopWatch(); ~StopWatch(); void start(); //! Start timer void stop(); //! Stop timer void reset(); //! Reset timer //! Get elapsed time after calling start() or time between //! stop() and start() double getElapsedTime(); //! Average time = TotalTime / number of stops double getAverageTime(); private: LARGE_INTEGER m_startTime; //! Start time LARGE_INTEGER m_endTime; //! End time double m_dElapsedTime; //! Time elapsed between the last start and stop double m_dTotalTime; //! Time elapsed between all starts and stops bool m_isRunning; //! Judge if timer is still running int_t m_iNumClockSessions; //! Number of starts and stops double m_dFreq; //! Frequency bool m_isFreqSet; //! Judge if the frequency is set }; } //!- namespace TW #endif // !TW_STOPWATCH_H <file_sep>/TW/TW_EngineTester/ClockTests.cpp //#include <gtest\gtest.h> //#include "StopWatch.h" //#include <QTest> // //using namespace TW::Timing; // //TEST(StopWatch, FrameTimeMeasuing) //{ // StopWatch clock; // // clock.start(); // QTest::qSleep(1000); // float timedTime = clock.getElapsedTime() / 1000; // EXPECT_TRUE(0.9f < timedTime); // EXPECT_TRUE(timedTime < 1.1f); // clock.reset(); // QTest::qSleep(500); // timedTime = clock.getElapsedTime() / 1000; // EXPECT_TRUE(0.4f < timedTime); // EXPECT_TRUE(timedTime < 0.6f); // // clock.stop(); //}	befcb3f8fbd09a54e6c25e42fcee78a310e13b70	[ "Markdown", "C", "C++" ]	61	C++	TWANG006/TW	fb429ac090cc084bf72896a8f611814b0c16b93e	275b3a641d976eca82628a956a96e67490cb16c5
refs/heads/master	<file_sep>/* _ ___ ___ \| \|_ _____ _ __ ___ / __\|/ _ \\| \ \ / / _ \ '__/ __\| \__ \ (_) \| \|\ V / __/ \| \__ \ \|___/\___/\|_\| \_/ \___\|_\| \|___/ */ // hint: you'll need to do a full-search of all possible arrangements of pieces! // (There are also optimizations that will allow you to skip a lot of the dead search space) // take a look at solversSpec.js to see what the tests are expecting // return a matrix (an array of arrays) representing a single nxn chessboard, with n rooks placed such that none of them can attack each other window.findNRooksSolution = function(n) { var solution = undefined; var arr = new Board({n: n}); //arr.togglePiece(0, 0); arr.togglePiece(0, 0); var rooksPlaced = 1; //fixme //make if statements for edge cases for n = 1 if (n === 1) { return [[1]]; } // Create two databases var badCol = [0]; var badRow = [0]; //console.log(n); while ( rooksPlaced < n) { for (var i = 0; i < n; i++) { //console.log('hi'); for (var j = 0; j < n; j++) { if (badCol.indexOf(j) === -1 && badRow.indexOf(i) === -1) { //console.log('NOOO', arr.rows(), i, j, badCol, badRow); arr.togglePiece(i, j); badCol.push(j); badRow.push(i); rooksPlaced++; } } } } solution = arr.rows(); console.log('Single solution for ' + n + ' rooks:', JSON.stringify(solution)); return solution; }; // return the number of nxn chessboards that exist, with n rooks placed such that none of them can attack each other window.countNRooksSolutions = function(n) { var solution = {}; //fixme //Like rock,paper, scissors var arr = new Board({n: n}); var noConflict = function (row, column, badRow, badCol) { if (badCol.includes(column) \|\| badRow.includes(row)) { return false; } return true; }; var placeRook = function(board, badRow, badCol, rooksPlaced, row) { for (var j = 0; j < n; j++ ) { if ( rooksPlaced === 0 \|\| noConflict(row, j, badRow, badCol)) { board.togglePiece(row, j); badRow.push(row); badCol.push(j); rooksPlaced++; row++; if (rooksPlaced === n) { solution[JSON.stringify(board)] = true; //console.log(solution); board.togglePiece(badRow.pop(), badCol.pop()); rooksPlaced--; return; } placeRook(board, badRow, badCol, rooksPlaced, row); board.togglePiece(badRow.pop(), badCol.pop()); rooksPlaced--; row--; } } }; placeRook(arr, [], [], 0, 0); var solutionCount = Object.keys(solution).length; console.log('Number of solutions for ' + n + ' rooks:', solutionCount); return solutionCount; }; // return a matrix (an array of arrays) representing a single nxn chessboard, with n queens placed such that none of them can attack each other window.findNQueensSolution = function(n) { var solution = {}; var board = new Board({n: n}); if (n === 1) { return [[1]]; } if (n === 0) { return []; } if (n === 2) { return [[], []]; } if (n === 3) { return [[], [], []]; } var noConflict = function (row, column, badRow, badCol, badMajor, badMinor, major, minor) { if (badCol.includes(column) \|\| badRow.includes(row) \|\| badMajor.includes(major) \|\| badMinor.includes(minor)) { return false; } return true; }; var placeRook = function(board, badRow, badCol, badMajor, badMinor, rooksPlaced, row) { for (var j = 0; j < n; j++ ) { major = j - row; minor = j + row; if ( rooksPlaced === 0 \|\| noConflict(row, j, badRow, badCol, badMajor, badMinor, major, minor)) { board.togglePiece(row, j); badRow.push(row); badCol.push(j); badMajor.push(major); badMinor.push(minor); rooksPlaced++; row++; if (rooksPlaced === n) { solution[0] = JSON.stringify(board.rows()); //console.log(solution); board.togglePiece(badRow.pop(), badCol.pop()); badMajor.pop(); badMinor.pop(); rooksPlaced--; return; } placeRook(board, badRow, badCol, badMajor, badMinor, rooksPlaced, row); board.togglePiece(badRow.pop(), badCol.pop()); badMajor.pop(); badMinor.pop(); rooksPlaced--; row--; } } }; placeRook(board, [], [], [], [], 0, 0); //solution = arr.rows(); console.log('Single solution for ' + n + ' queens:', JSON.stringify(solution)); return JSON.parse(solution[0]); }; // return the number of nxn chessboards that exist, with n queens placed such that none of them can attack each other window.countNQueensSolutions = function(n) { var solution = {}; var board = new Board({n: n}); if (n <= 1) { console.log('Number of solutions for ' + n + ' queens:', 1); return 1; } if (n <= 3) { console.log('Number of solutions for ' + n + ' queens:', 0); return 0; } var noConflict = function (row, column, badRow, badCol, badMajor, badMinor, major, minor) { if (badCol.includes(column) \|\| badRow.includes(row) \|\| badMajor.includes(major) \|\| badMinor.includes(minor)) { return false; } return true; }; var placeRook = function(board, badRow, badCol, badMajor, badMinor, rooksPlaced, row) { for (var j = 0; j < n; j++ ) { major = j - row; minor = j + row; if ( rooksPlaced === 0 \|\| noConflict(row, j, badRow, badCol, badMajor, badMinor, major, minor)) { board.togglePiece(row, j); badRow.push(row); badCol.push(j); badMajor.push(major); badMinor.push(minor); rooksPlaced++; row++; if (rooksPlaced === n) { solution[JSON.stringify(board)] = true; //console.log(solution); board.togglePiece(badRow.pop(), badCol.pop()); badMajor.pop(); badMinor.pop(); rooksPlaced--; return; } placeRook(board, badRow, badCol, badMajor, badMinor, rooksPlaced, row); board.togglePiece(badRow.pop(), badCol.pop()); badMajor.pop(); badMinor.pop(); rooksPlaced--; row--; } } }; placeRook(board, [], [], [], [], 0, 0); var solutionCount = Object.keys(solution).length; console.log('Number of solutions for ' + n + ' queens:', solutionCount); return solutionCount; };	60646e065fbed59352e670c84a30e2746b24b244	[ "JavaScript" ]	1	JavaScript	asutedja/n-queens	fc9331c48ffcc1ecddf76a5b5d81648e2564c98d	e6d2e746661ff763ed4a28ce0303e3525fb8ea05
refs/heads/master	<repo_name>TanjillaTina/ToDoApp<file_sep>/routes/authRoutes.js var express = require('express'); var router = express.Router(); const passport=require('passport'); const authController=require('../controllers/authcontroller'); /* GET users listing. / //auth login router.get('/login',authController.loginPage); //auth logout router.get('/logout',authController.logOut); //// auth with google router.get('/google', passport.authenticate('google',{ scope:['profile'] })); //callback route for gogle to redirect to router.get('/google/redirect',passport.authenticate('google'),authController.RedirectProfilePage); module.exports = router; <file_sep>/README.md # ToDoApp This is a simple multiple user ToDoApp. Users can save,update and delete their tasks. Users have to login using their google id. The authentication is done using google Auth 2.0. ## Installation just run the command: pip install --save and the run set DEBUG=ToDoApp: & npm start	db6629c25c27075e17b307a348313f44368b2cd0	[ "JavaScript", "Markdown" ]	2	JavaScript	TanjillaTina/ToDoApp	a9649d7dd86c2618921c45d43acb25223ec548da	e19e72e894e64fc5b92a8ab4d3692c44f438a751
refs/heads/master	<file_sep>import { store } from 'react-notifications-component'; import 'react-notifications-component/dist/theme.css'; import 'animate.css'; class NotificationService { /** * Shows a success notification with the given message * * @param {String} message / static success(message) { store.addNotification({ message: message, type: 'success', // 'default', 'success', 'info', 'warning' container: 'bottom-left', // where to position the notifications animationIn: ["animated", "fadeIn"], // animate.css classes that's applied animationOut: ["animated", "fadeOut"], // animate.css classes that's applied dismiss: { duration: 3000 } }) } /* * Shows an error notification with the given message * * @param {String} message / static error(message) { store.addNotification({ message: message, type: 'warning', // 'default', 'success', 'info', 'warning' container: 'bottom-left', // where to position the notifications animationIn: ["animated", "fadeIn"], // animate.css classes that's applied animationOut: ["animated", "fadeOut"], // animate.css classes that's applied dismiss: { duration: 3000 } }) } } export default NotificationService;<file_sep>import React, { Component } from 'react'; import PatientService from '../../services/PatientService'; import NotificationService from '../../services/NotificationService'; import moment from 'moment'; import MedicationList from '../MedicationList/MedicationList'; class PatientForm extends Component { /* * Constructor / constructor() { super() this.state = { formControls: { medications: [], name: '', email: '', dob: '', phone: '' } }; this.submit = this.submit.bind(this); this.updatedMedicationList = this.updatedMedicationList.bind(this); this.changeHandler = this.changeHandler.bind(this); this.form = React.createRef(); } /* * Set up component / componentDidMount() { let id = this.props.match.params.id; if (!id) { this.resetForm(); } else { this.setState({ patientEdited: id }) PatientService.getPatientById(id).then(patient => { this.setState({ formControls: { name: patient.name, email: patient.email, phone: patient.phone, dob: moment(patient.dob).format('YYYY-MM-DD'), medications: patient.medications } }); }); } } /* * The function which looks after all changes in the form and saves it in the state. * * @param {Event} event / changeHandler(event) { const name = event.target.name; const value = event.target.value; this.setState({ formControls: { ...this.state.formControls, [name]: value } }) } /* * Handles saving the patient. * * @param {Event} event / async submit(event) { event.preventDefault(); if (this.form.current.reportValidity()) { let patient = this.state.formControls; if (this.state.patientEdited) { patient.id = this.state.patientEdited; } PatientService.save(patient).then(savedPatient => { NotificationService.success('Patient saved'); if (!this.state.patientEdited) { this.props.history.push('/edit-user/' + savedPatient.id) } }).catch((response) => { NotificationService.error('Something went wrong: ' + response.errors[0].msg); }); } } /* * Resets all inputs in form / resetForm() { this.setState({ formControls: { name: '', email: '', date: '', phone: '', medications: [] } }) } /* * Callback function from MedicationsList. Called when medications are updated from child component. * * @param {Array} medications / updatedMedicationList(medications) { this.setState({ formControls: { ...this.state.formControls, medications: medications } }) } /* * Shows the form / render() { let header; if (this.state.patientEdited) { header = 'Edit patient'; } else { header = 'Add new patient' } return ( <div> <h1>{header} {this.state.formControls.name}</h1> <form ref={this.form}> <p> Navn:<br /> <input type="text" name="name" value={this.state.formControls.name} onChange={this.changeHandler} required /> </p> <p> E-post:<br /> <input type="email" name="email" value={this.state.formControls.email} onChange={this.changeHandler} required /> </p> <p> Fødselsdato:<br /> <input type="date" name="dob" value={this.state.formControls.dob} onChange={this.changeHandler} required /> </p> <p> Telefonnummer:<br /> <input type="text" name="phone" value={this.state.formControls.phone} onChange={this.changeHandler} required pattern="\d{8}" /> </p> <MedicationList onUpdate={this.updatedMedicationList} medications={this.state.formControls.medications} /> <p> <input type="submit" onClick={this.submit} value="Save" /> </p> </form> </div> ); } } export default PatientForm;<file_sep>import React, { Component } from 'react'; import MedicationService from '../../services/MedicationService'; class MedicationList extends Component { /* * Constructor / constructor() { super(); this.state = { searchResults: [], medications: [], query: '' } this.findMedication = this.findMedication.bind(this); this.changeHandler = this.changeHandler.bind(this); this.addMedication = this.addMedication.bind(this); this.removeMedication = this.removeMedication.bind(this); } /* * ComponentDidUpdate. * * @param {} prevProps @param {} prevState @param {} snapshot / componentDidUpdate(prevProps) { this.medicationUpdateTrigger = this.props.onUpdate; if (this.props.medications && (this.props.medications !== prevProps.medications)) { this.setState({ medications: this.props.medications }) } } /** * The function which looks after all changes in the form and saves it in the state. / changeHandler = event => { const name = event.target.name; const value = event.target.value; this.setState({ [name]: value }) } /* * Uses the MedicationService to search for medications. / async findMedication() { let results = await MedicationService.search(this.state.query) this.setState({ searchResults: results }) } /* * Adds the selected medication to the list of medications. / addMedication() { let parts = this.state.searchResultsList.split("\|"); let id = parts[0]; let name = parts[1]; let medications = this.state.medications; medications.push({ id: id, name: name }); medications = this.sortMedications(medications); this.setState({ medications: medications }); this.medicationUpdateTrigger(medications); } /* * Removes a medication with a specific ID from the list. * * @param {String} id The ID of the medication to be removed / removeMedication(id) { let medications = this.state.medications; medications = medications.filter((medication) => { if (medication.id === id) { return false; } else { return true; } }) this.setState({ medications: medications }); this.medicationUpdateTrigger(medications); } /* * Sorts medications alphabetically * * @param {Array} medications / sortMedications(medications) { medications = medications.sort(function(x, y) { return x.name.localeCompare(y.name); }); return medications; } /* * Renders component / render() { let searchResults = this.state.searchResults.map((item) => <option value={item.id + "\|" + item.productName} key={item.id}>{item.productName}</option> ); let selectedMedications = this.state.medications.map((medication) => <li key={medication.id}>{medication.name} <input type="button" value="Remove" onClick={() => this.removeMedication(medication.id)} /></li> ); return ( <div> <p> Search for medication: <br /> <input type="text" onChange={this.changeHandler} value={this.state.query} name="query" /> <input type="button" onClick={this.findMedication} value="Search" /> </p> <p style={this.state.searchResults.length ? { display: 'block' } : { display: 'none' }}> <select name="searchResultsList" onChange={this.changeHandler}> <option value="">-= Please select a medication =-</option> {searchResults} </select> <input type="button" value="Add" onClick={this.addMedication} style={this.state.searchResultsList ? { display: 'block' } : { display: 'none' }} /> </p> <ul> {selectedMedications} </ul> </div> ); } } export default MedicationList;<file_sep>const { check, validationResult } = require('express-validator'); const Patient = require('../models/patient'); /* * POST request / exports.post = async function (req, res) { const errors = validationResult(req); if (!errors.isEmpty()) { return res.status(422).json({ errors: errors.array() }); } let patient; if (req.params.id) { patient = await Patient.findOne({id: req.params.id}) } else { patient = new Patient(); } const payload = req.body patient.name = payload.name; patient.dob = payload.dob; patient.phone = payload.phone; patient.email = payload.email; patient.medications = payload.medications; await patient.save(); res.json({ id: patient.id }); } /* * Returns an array of validations to run on a POST request. / exports.getPostValidation = function () { return [ check('email').exists().isEmail(), check('name').exists().isLength({ min: 3 }), check('phone').exists().isInt().isLength({ min: 8, max: 8 }) ] } /* * GET request with no parameters. / exports.get = async function (req, res) { let query = req.query.query; let re = new RegExp(query, 'i') Patient.find().or([ { name: re }, { phone: re }, { email: re } ]).sort({ name: 1 }).limit(100) .then(patients => { res.json(patients); }) .catch(error => { res.status(422).json({ errors: error.array() }) }); } /* * GET request with ID / exports.getOne = async function (req, res) { let id = req.params.id; Patient.findOne({ id: id}).then(response => { res.json(response); }); } /* * DELETE request / exports.delete = async function (req, res) { let id = req.query.id; Patient.deleteOne({ id: id }, function (err, result) { if (err) { res.status(500).json({ success: 0 }); } else { if (result.deletedCount === 0) { res.status(404).json({ success: 0 }); } else { res.status(200).json({ success: 1 }); } } }); } module.exports = exports; <file_sep># PasientSky assignment ## Prerequisites - A mongoDB server running on localhost port 27017. - Node. I used version 13.2.0. ## Setting up Run the following commands: cd frontend npm install cd ../backend npm install cd .. ## Starting Run the following commands in two separate terminal windows: ### Terminal 1 cd backend npm run start ### Terminal 2 cd frontend npm run start Accept port other than 3000 for frontend. Then point your browser towards the URL in terminal 2. ## Warnings Developed and tested in Firefox only. ## Things I would have fixed if I did not have three kids: - Design and UX. This does not look good. - If you search for a medication and press enter, the patient is saved. This should trigger a search instead. - Not save medications as a JSON string, but use a relational table instead. - Implement some kind of caching. - Save only the medication ID and not the name. I was not able to find a way to use the API to search by ID, so I had to save the name as well. - Put endpoints and database configuration into a config file instead of hardcoding it. <file_sep>import React, { Component } from 'react'; import "react-loader-spinner/dist/loader/css/react-spinner-loader.css"; import Loader from 'react-loader-spinner' import PatientService from '../../services/PatientService'; import NotificationService from '../../services/NotificationService'; import Moment from 'react-moment'; import { confirmAlert } from 'react-confirm-alert'; // Import import 'react-confirm-alert/src/react-confirm-alert.css'; class Search extends Component { /* * Constructor / constructor() { super(); this.state = { query: '', patients: [], showLoader: false } this.queryChanged = this.queryChanged.bind(this); this.doSearch = this.doSearch.bind(this); } /* * Handles changes in the query input field and triggers a search if no further changes are made within 1000ms. * * @param {Event} event / queryChanged(event) { this.setState({ showLoader: true }); const query = event.target.value; this.setState({ query: query }); clearTimeout(this.state.timeout); let timeout = setTimeout(() => { this.doSearch() }, 1000); this.setState({ timeout: timeout }); } /* * Searches for patients matching the query. / doSearch() { if (!this.state.query) { this.setState({ showLoader: false, patients: [] }); } else { PatientService.searchForPatient(this.state.query).then(response => { this.setState({ showLoader: false, patients: response }) }); } } /* * Delete a patient. * * @param {number} id / delete(id) { let patient = this.state.patients.find(element => element.id === id); confirmAlert({ title: 'Confirm to delete', message: 'Are you sure you want to delete ' + patient.name + '?', buttons: [ { label: 'Yes', onClick: () => { PatientService.delete(id).then(() => { let patients = this.state.patients; patients = patients.filter(element => element.id !== id) this.setState({ patients: patients }); NotificationService.success('User deleted'); }); } }, { label: 'No', onClick: () => { } } ] }); } /* * Opens up the edit patient form for the patient with a given ID. * * @param {number} id / edit(id) { this.props.history.push('/edit-user/' + id) } /* * Renders the component. */ render() { let items; let warning; if (this.state.patients.length > 0) { items = this.state.patients.map((item) => <tr key={item.id}> <td> <button onClick={() => this.edit(item.id)}> Edit </button> <button onClick={() => this.delete(item.id)}> Delete </button> </td> <td>{item.name}</td> <td>{item.email}</td> <td>{item.phone}</td> <td><Moment format="DD-MM-YYYY">{item.dob}</Moment></td> </tr> ); } else { warning = 'No patients were found.' } let loader; if (this.state.showLoader) { loader = (<Loader type="BallTriangle" color="#00BFFF" height={30} width={30} />); } return ( <div> <h1>Search</h1> Query: <input type="text" name="query" value={this.state.query} onChange={this.queryChanged} /> {loader} <table> <thead> <tr> <td>Actions:</td> <td>Name:</td> <td>Email:</td> <td>Phone:</td> <td>DoB:</td> </tr> </thead> <tbody> <tr><td>{warning}</td></tr> {items} </tbody> </table> </div> ); } } export default Search;<file_sep>const mongoose = require('mongoose'); const AutoIncrement = require('mongoose-sequence')(mongoose); const patientSchema = new mongoose.Schema({ id: { type: Number, unique: true }, name: { type: String }, dob: { type: Date }, phone: { type: String }, email: { type: String }, medications: { type: String } }); patientSchema.plugin(AutoIncrement, {inc_field: 'id'}); const Patient = mongoose.model('Patient', patientSchema); module.exports = Patient;	f0268ceb4865ee6e903e795ea35ecb5472a23c26	[ "JavaScript", "Markdown" ]	7	JavaScript	rasmusrim/pasientsky	181810cdf8a26a83e8e65833b10da4878e264ae3	cf094519706e0a0b9ba28a39bae23f6833230184
refs/heads/master	<repo_name>m3ta4/overmind<file_sep>/term/term.go package term import ( "os" "unsafe" "golang.org/x/sys/unix" ) // Size represents terminal size type Size struct { Rows uint16 Cols uint16 Xpixels uint16 Ypixels uint16 } // Params contains terminal state and size type Params struct { termios unix.Termios ws Size } func ioctl(fd, request, argp uintptr) error { if _, _, err := unix.Syscall6(unix.SYS_IOCTL, fd, request, argp, 0, 0, 0); err != 0 { return err } return nil } func getTermios(f os.File) (t unix.Termios, err error) { err = ioctl(f.Fd(), ioctlReadTermios, uintptr(unsafe.Pointer(&t))) return } func setTermios(f os.File, t unix.Termios) error { return ioctl(f.Fd(), ioctlWriteTermios, uintptr(unsafe.Pointer(&t))) } // GetSize returns terminal size func GetSize(f os.File) (ws Size, err error) { err = ioctl(f.Fd(), unix.TIOCGWINSZ, uintptr(unsafe.Pointer(&ws))) return } // SetSize sets new terminsl size func SetSize(f os.File, ws Size) error { return ioctl(f.Fd(), unix.TIOCSWINSZ, uintptr(unsafe.Pointer(&ws))) } // GetParams returns terminal params func GetParams(f os.File) (p Params, err error) { if p.termios, err = getTermios(f); err != nil { panic(err) } if p.ws, err = GetSize(f); err != nil { panic(err) } return } // SetParams applies provided params to terminal func SetParams(f os.File, p Params) (err error) { if err = setTermios(f, p.termios); err != nil { panic(err) } if err = SetSize(f, p.ws); err != nil { panic(err) } return } // MakeRaw makes terminal raw func MakeRaw(f os.File) error { termios, err := getTermios(f) if err != nil { return err } termios.Iflag &^= unix.IGNBRK \| unix.BRKINT \| unix.PARMRK \| unix.ISTRIP \| unix.INLCR \| unix.IGNCR \| unix.ICRNL \| unix.IXON termios.Oflag &^= unix.OPOST termios.Cflag &^= unix.CSIZE \| unix.PARENB termios.Cflag \|= unix.CS8 termios.Lflag &^= unix.ECHO \| unix.ECHONL \| unix.ICANON \| unix.ISIG \| unix.IEXTEN termios.Cc[unix.VMIN] = 1 termios.Cc[unix.VTIME] = 0 return setTermios(f, termios) } <file_sep>/start/command.go package start import ( "errors" "fmt" "os" "os/signal" "path/filepath" "sync" "time" "github.com/DarthSim/overmind/utils" gonanoid "github.com/matoous/go-nanoid" ) var defaultColors = []int{2, 3, 4, 5, 6, 42, 130, 103, 129, 108} type command struct { title string timeout int output multiOutput cmdCenter commandCenter doneTrig chan bool doneWg sync.WaitGroup stopTrig chan os.Signal processes processesMap tmuxSocket string tmuxSession string canDie []string } func newCommand(h Handler) (command, error) { pf := parseProcfile(h.Procfile, h.PortBase, h.PortStep) c := command{ timeout: h.Timeout, doneTrig: make(chan bool, len(pf)), stopTrig: make(chan os.Signal), processes: make(processesMap), } root, err := h.AbsRoot() if err != nil { return nil, err } if len(h.Title) > 0 { c.title = h.Title } else { c.title = filepath.Base(root) } nanoid, err := gonanoid.Nanoid() if err != nil { return nil, err } c.tmuxSession = utils.EscapeTitle(c.title) c.tmuxSocket = fmt.Sprintf("overmind-%s-%s", c.tmuxSession, nanoid) c.output = newMultiOutput(pf.MaxNameLength()) procNames := utils.SplitAndTrim(h.ProcNames) colors := defaultColors if len(h.Colors) > 0 { colors = h.Colors } c.canDie = utils.SplitAndTrim(h.CanDie) for i, e := range pf { if len(procNames) == 0 \|\| utils.StringsContain(procNames, e.Name) { c.processes[e.Name] = newProcess(e.Name, c.tmuxSocket, c.tmuxSession, colors[i%len(colors)], e.Command, root, e.Port, c.output, utils.StringsContain(c.canDie, e.Name)) } } c.cmdCenter, err = newCommandCenter(c.processes, h.SocketPath, c.output) if err != nil { return nil, err } return &c, nil } func (c command) Run() error { fmt.Printf("\033]0;%s \| overmind\007", c.title) if !c.checkTmux() { return errors.New("Can't find tmux. Did you forget to install it?") } c.startCommandCenter() defer c.stopCommandCenter() c.runProcesses() go c.waitForExit() c.doneWg.Wait() // Session should be killed after all windows exit, but just for sure... c.killSession() return nil } func (c command) checkTmux() bool { return utils.RunCmd("which", "tmux") == nil } func (c command) startCommandCenter() { utils.FatalOnErr(c.cmdCenter.Start()) } func (c command) stopCommandCenter() { c.cmdCenter.Stop() } func (c command) runProcesses() { c.output.WriteBoldLinef(nil, "Tmux socket name: %v", c.tmuxSocket) c.output.WriteBoldLinef(nil, "Tmux session ID: %v", c.tmuxSession) newSession := true for _, p := range c.processes { if err := p.Start(c.cmdCenter.SocketPath, newSession); err != nil { c.output.WriteErr(p, err) c.doneTrig <- true break } newSession = false c.output.WriteBoldLinef(p, "Started with pid %v...", p.Pid()) c.doneWg.Add(1) go func(p process, trig chan bool, wg sync.WaitGroup) { defer wg.Done() defer func() { trig <- true }() p.Wait() }(p, c.doneTrig, &c.doneWg) } } func (c command) waitForExit() { signal.Notify(c.stopTrig, os.Interrupt, os.Kill) c.waitForDoneOrStop() for { for _, proc := range c.processes { proc.Stop() } c.waitForTimeoutOrStop() } } func (c command) waitForDoneOrStop() { select { case <-c.doneTrig: case <-c.stopTrig: } } func (c command) waitForTimeoutOrStop() { select { case <-time.After(time.Duration(c.timeout) time.Second): case <-c.stopTrig: } } func (c command) killSession() { utils.RunCmd("tmux", "-L", c.tmuxSocket, "kill-session", "-t", c.tmuxSession) } <file_sep>/launch/command_center.go package launch import ( "net" "github.com/DarthSim/overmind/utils" ) type commandCenter struct { command command conn net.Conn } func newCommandCenter(command command, conn net.Conn) commandCenter { return &commandCenter{ command: command, conn: conn, } } func (c commandCenter) Start() { utils.ScanLines(c.conn, func(b []byte) bool { if c.command.proc == nil { return true } switch string(b) { case "stop": c.command.Stop() case "restart": c.command.Restart() } return true }) } <file_sep>/start/process.go package start import ( "fmt" "net" "os" "os/exec" "strconv" "strings" "syscall" "time" "github.com/DarthSim/overmind/term" "github.com/DarthSim/overmind/utils" ) const runningCheckInterval = 100 time.Millisecond type process struct { command string root string port int tmuxSocket string tmuxSession string output multiOutput canDie bool conn processConnection proc os.Process Name string Color int } type processesMap map[string]process func newProcess(name, tmuxSocket, tmuxSession string, color int, command, root string, port int, output multiOutput, canDie bool) process { return &process{ command: command, root: root, port: port, tmuxSocket: tmuxSocket, tmuxSession: tmuxSession, output: output, canDie: canDie, Name: name, Color: color, } } func (p process) WindowID() string { return fmt.Sprintf("%s:%s", p.tmuxSession, p.Name) } func (p process) Start(socketPath string, newSession bool) (err error) { if p.Running() { return } canDie := "" if p.canDie { canDie = "true" } args := []string{ "-n", p.Name, "-P", "-F", "#{pane_pid}", os.Args[0], "launch", p.Name, p.command, strconv.Itoa(p.port), socketPath, canDie, "\\;", "allow-rename", "off", } if newSession { ws, e := term.GetSize(os.Stdout) if e != nil { return e } args = append([]string{"new", "-d", "-s", p.tmuxSession, "-x", strconv.Itoa(int(ws.Cols)), "-y", strconv.Itoa(int(ws.Rows))}, args...) } else { args = append([]string{"neww", "-a", "-t", p.tmuxSession}, args...) } args = append([]string{"-L", p.tmuxSocket}, args...) var pid []byte var ipid int cmd := exec.Command("tmux", args...) cmd.Dir = p.root if pid, err = cmd.Output(); err == nil { if ipid, err = strconv.Atoi(strings.TrimSpace(string(pid))); err == nil { p.proc, err = os.FindProcess(ipid) } } err = utils.ConvertError(err) return } func (p process) Pid() int { return p.proc.Pid } func (p process) Wait() { for _ = range time.Tick(runningCheckInterval) { if !p.Running() { return } } } func (p process) Running() bool { return p.proc != nil && p.proc.Signal(syscall.Signal(0)) == nil } func (p process) Stop() { if p.Running() && p.conn != nil { p.conn.Stop() } } func (p process) Kill() { if p.Running() { p.output.WriteBoldLine(p, []byte("Killing...")) p.proc.Signal(syscall.SIGKILL) } } func (p process) Restart() { if p.conn != nil { p.conn.Restart() } } func (p process) AttachConnection(conn net.Conn) { if p.conn == nil { p.conn = &processConnection{conn} go p.scanConn() } } func (p process) scanConn() { err := utils.ScanLines(p.conn.Reader(), func(b []byte) bool { p.output.WriteLine(p, b) return true }) if err != nil { p.output.WriteErr(p, fmt.Errorf("Connection error: %v", err)) } } <file_sep>/start/handler.go package start import ( "fmt" "path/filepath" "strconv" "strings" "github.com/DarthSim/overmind/utils" "gopkg.in/urfave/cli.v1" ) // Handler handles args and flags for the start command type Handler struct { Title string Procfile string Root string Timeout int PortBase, PortStep int ProcNames string SocketPath string CanDie string Colors []int } // AbsRoot returns absolute path to the working directory func (h Handler) AbsRoot() (string, error) { var absRoot string if len(h.Root) > 0 { absRoot = h.Root } else { absRoot = filepath.Dir(h.Procfile) } return filepath.Abs(absRoot) } // Run runs the start command func (h Handler) Run(c cli.Context) error { if len(c.String("colors")) > 0 { colors := strings.Split(c.String("colors"), ",") h.Colors = make([]int, len(colors)) for i, s := range colors { c, err := strconv.Atoi(strings.TrimSpace(s)) if err != nil \|\| c < 0 \|\| c > 255 { return fmt.Errorf("Invalid xterm color code: %s", s) } h.Colors[i] = c } } cmd, err := newCommand(h) utils.FatalOnErr(err) utils.FatalOnErr(cmd.Run()) return nil } <file_sep>/launch/handler.go package launch import ( "github.com/DarthSim/overmind/utils" "gopkg.in/urfave/cli.v1" ) // Run runs the launch command func Run(c cli.Context) error { keepAlive := len(c.Args().Get(4)) > 0 cmd, err := newCommand(c.Args().Get(0), c.Args().Get(1), c.Args().Get(2), c.Args().Get(3), keepAlive) utils.FatalOnErr(err) utils.FatalOnErr(cmd.Run()) return nil } <file_sep>/launch/command.go package launch import ( "fmt" "io" "net" "os" "github.com/DarthSim/overmind/term" ) type command struct { processName string cmdLine string port string socketPath string keepAlive bool restart bool writer writerHelper proc process } func newCommand(procName, cmdLine, port, socketPath string, keepAlive bool) (command, error) { return &command{ processName: procName, cmdLine: cmdLine, port: port, socketPath: socketPath, keepAlive: keepAlive, }, nil } func (c command) Run() error { conn, err := c.establishConn() if err != nil { return err } c.writer = writerHelper{io.MultiWriter(conn, os.Stdout)} tp, err := term.GetParams(os.Stdin) if err != nil { return err } if err = term.MakeRaw(os.Stdin); err != nil { return err } defer term.SetParams(os.Stdin, tp) os.Setenv("PORT", c.port) for { if c.proc, err = runProcess(c.cmdLine, c.writer, tp, c.keepAlive); err != nil { return err } c.proc.Wait() c.writer.WriteBoldLine("Exited") c.proc.WaitKeepAlive() if !c.restart { break } c.restart = false c.writer.WriteBoldLine("Restarting...") } return nil } func (c command) Stop() { c.proc.Stop() } func (c command) Restart() { c.restart = true c.Stop() } func (c command) establishConn() (net.Conn, error) { conn, err := net.Dial("unix", c.socketPath) if err != nil { return nil, err } go newCommandCenter(c, conn).Start() fmt.Fprintf(conn, "attach %v\n", c.processName) return conn, nil } <file_sep>/launch/writer.go package launch import ( "fmt" "io" ) type writerHelper struct { writer io.Writer } func (w writerHelper) Write(p []byte) (int, error) { return w.writer.Write(p) } func (w writerHelper) WriteLine(str string) { fmt.Fprintln(w.writer, str) } func (w writerHelper) WriteBoldLine(str string) { fmt.Fprintf(w.writer, "\033[1m%v\033[0m\n", str) } func (w writerHelper) WriteErr(err error) { fmt.Fprintf(w.writer, "\033[0;31m%v\033[0m\n", err) } <file_sep>/launch/process.go package launch import ( "io" "os" "os/exec" "syscall" "time" "github.com/DarthSim/overmind/term" "github.com/DarthSim/overmind/utils" "github.com/pkg/term/termios" ) const runningCheckInterval = 100 * time.Millisecond type process struct { cmd exec.Cmd writer writerHelper interrupted bool keepAlive bool } func runProcess(cmdLine string, writer writerHelper, tp term.Params, keepAlive bool) (process, error) { pty, tty, err := termios.Pty() if err != nil { return nil, err } if err := term.SetParams(pty, tp); err != nil { return nil, err } proc := process{ cmd: exec.Command("/bin/sh", "-c", cmdLine), writer: writer, keepAlive: keepAlive, } go io.Copy(proc.writer, pty) go io.Copy(pty, os.Stdin) proc.cmd.Stdout = tty proc.cmd.Stderr = tty proc.cmd.Stdin = tty proc.cmd.SysProcAttr = &syscall.SysProcAttr{Setctty: true, Setsid: true} if err := proc.cmd.Start(); err != nil { proc.writer.WriteErr(utils.ConvertError(err)) return nil, err } go func(p process, pty, tty os.File) { defer pty.Close() defer tty.Close() if err := p.cmd.Wait(); err != nil { p.writer.WriteErr(utils.ConvertError(err)) } }(&proc, pty, tty) return &proc, nil } func (p process) Wait() { for _ = range time.Tick(runningCheckInterval) { if !p.Running() { return } } } func (p process) WaitKeepAlive() { for _ = range time.Tick(runningCheckInterval) { if !p.keepAlive { return } } } func (p process) Running() bool { return p.cmd.Process != nil && p.cmd.ProcessState == nil } func (p process) Stop() { p.keepAlive = false if !p.Running() { return } if p.interrupted { // Ok, we tried this easy way, it's time to kill p.writer.WriteBoldLine("Killing...") p.signal(syscall.SIGKILL) } else { p.writer.WriteBoldLine("Interrupting...") p.signal(syscall.SIGINT) p.interrupted = true } } func (p *process) signal(sig os.Signal) { if !p.Running() { return } group, err := os.FindProcess(-p.cmd.Process.Pid) if err != nil { p.writer.WriteErr(err) return } if err = group.Signal(sig); err != nil { p.writer.WriteErr(err) } }	9141f9145ba0d331f84ecb2b330e6aabf70552d1	[ "Go" ]	9	Go	m3ta4/overmind	42248504484339bd8fe619855a11a840e70334c5	dfbdd382088dbd8fa360481a3dcd1523b59cd196
refs/heads/main	<repo_name>sree-chikati/cs1.1-bank-account<file_sep>/BankAccount.py from random import randint class BankAccount: routing_number = 123456789 #Step 3: Attributes: def __init__(self, full_name, account_number, balance): self.full_name = full_name self.account_number = account_number self.balance = 0 #Step 4: Methods: #Deposit Method def deposit(self, amount): """The deposit method will take one parameter amount and will add amount to the balance. Also, it will print the message: “Amount Deposited: $X.XX” """ self.balance += amount print(f"Amount Deposited: ${amount}") #Witdraw Method def withdraw(self, amount): """ The withdraw method will take one parameter amount and will subtract amount from the balance. Also, it will print a message, like “Amount Withdrawn: $X.XX”. If the user tries to withdraw an amount that is greater than the current balance, print ”Insufficient funds.” and charge them with an overdraft fee of $10. """ self.balance -= amount if amount > self.balance: print("Insufficient funds") self.balance -= 10 else: print(f"Amount Withdrawn: ${amount}") #Get_Balance Method def get_balance(self): """ The get_balance method will print a user-friendly message with the account balance and then also return the current balance of the account. """ print(f"Your current balance is: ${self.balance}") return self.balance #Add_interest Method def add_interest(self): balance = self.balance """The add_interest method adds interest to the users balance. The annual interest rate is 1% (i.e. 0.083% per month). Thus, the monthly interest is calculated by the following equation: interest = balance * 0.00083 """ interest = balance * 0.00083 self.balance += round(interest, 2) #Print_receipt Method def print_receipt(self): """ The print_receipt method prints a receipt with the account name, account number, and balance like this: Joi Anderson Account No.: **5678 Routing No.: 98765432 Balance: $100.00 """ account_num = str(self.account_number) print(f"Account Holder: {self.full_name}") print(f"Account number: **{account_num[-4:]}") print(f"Routing number: {self.routing_number}") print(f"Balance: ${self.balance}") #Step 5: Outside of the BankAccount class, define 3 different bank account examples using the BankAccount() object. # Your examples should show you using the different methods above to demonstrate them working. def createAccountNo(): """8 digit account number generator""" account_no = "" for i in range(8): account_no += str(randint(0, 9)) return int(account_no) #Stretch Challange: Create a Bank Account while True: print("Welcome to the BigHero ATM") atm_name = input("Which account would you like to check today? 1) Sree. 2) Hiro. 3) Baymax: ") atm_actions = input("Would you like to 1)Get Balance. 2)Deposit. 3) Withdraw: ") #Account 1 if atm_name == str(1): Sree = BankAccount("Sree", createAccountNo(), 0) Sree.balance = 10 if atm_actions == str(1): print("\n") print (Sree.get_balance()) print("\n") print("This is your recepit: ") Sree.print_receipt() break elif atm_actions == str(2): print("\n") deposit = input("Enter the amount you would like to deposit: ") print (Sree.deposit(int(deposit))) print("\n") print("This is your recepit: ") Sree.print_receipt() break elif atm_actions == str(3): print("\n") withdraw = input("Enter the amount you would like to withdraw: ") print (Sree.withdraw(int(withdraw))) print("\n") print("This is your recepit: ") Sree.print_receipt() break #Account 2 elif atm_name == str(2): Hiro = BankAccount("Hiro", createAccountNo(), 0) Hiro.balance = 100 if atm_actions == str(1): print("\n") print (Hiro.get_balance()) print("\n") print("This is your recepit: ") Hiro.print_receipt() break elif atm_actions == str(2): print("\n") deposit = input("Enter the amount you would like to deposit: ") print (Hiro.deposit(int(deposit))) print("\n") print("This is your recepit: ") Hiro.print_receipt() break elif atm_actions == str(3): print("\n") withdraw = input("Enter the amount you would like to withdraw: ") print (Hiro.withdraw(int(withdraw))) print("\n") print("This is your recepit: ") Hiro.print_receipt() break #Account 3 elif atm_name == str(3): Baymax = BankAccount("Baymax", createAccountNo(), 0) Baymax.balance = 1000 if atm_actions == str(1): print("\n") print (Baymax.get_balance()) print("\n") print("This is your recepit: ") Baymax.print_receipt() break elif atm_actions == str(2): print("\n") deposit = input("Enter the amount you would like to deposit: ") print (Baymax.deposit(int(deposit))) print("\n") print("This is your recepit: ") Baymax.print_receipt() break elif atm_actions == str(3): print("\n") withdraw = input("Enter the amount you would like to withdraw: ") print (Baymax.withdraw(int(withdraw))) print("\n") print("This is your recepit: ") Baymax.print_receipt() break else: print("Please select one of your accounts")	627f8a097bc63880aa54bf6f44f4e99b3739060e	[ "Python" ]	1	Python	sree-chikati/cs1.1-bank-account	f5bcbcefb87da6cd38a1a77a4f773ee052c37215	3417c2324f130fdb2ff63346d31a729c123ca3af
refs/heads/master	<repo_name>JesperStoltz/mandatory-js-1<file_sep>/index.js //1. The developer thought the company is named Fruits & Bananas Corp, //but it's actually called Fruits & Vegetables Corp //Text content in header h1 is wrong, should be Fruits & Vegetables Corp //(see first issue) document.querySelector("h1").textContent = "Fruits & Vegetables Corp"; //2. The last a tag in header ul has wrong text content and href attribute //(should be Vegetables and not Bananas) document.querySelectorAll("a")[2].textContent = "Vegetables"; document.querySelectorAll("a")[2].setAttribute("href", "#vegetables"); //3. The section #contact and #about are in the wrong order. Swap them let contact1 = document.getElementById("contact"); let about1 = document.getElementById("about"); main.insertBefore(about1, contact1); //(((The text "We're the best in fruits & vegetables" under #about should //be wrapped in a p tag: Continue section 5!)) about.textContent = ""; //4. Each section should have a h2 tag at the top with corresponding text //according to its id let aboutTitle = document.createElement("h2"); aboutTitle.textContent = "About"; about.appendChild(aboutTitle).childNodes[0]; about.replaceChild(aboutTitle, about.childNodes[0]); let contact2 = document.querySelector("#contact"); let contactTitle = document.createElement("h2"); contactTitle.textContent = "Contact"; contact.appendChild(contactTitle).childNodes[0]; contact.replaceChild(contactTitle, contact.childNodes[0]); //5. The text "We're the best in fruits & vegetables" under #about should //be wrapped in a p tag let abouttext = document.createElement('p'); about.appendChild(abouttext); abouttext.textContent = ("We're the best in fruits & vegetables"); //6. The developer used td elements in thead instead of th. Fix it. let replace = document.querySelectorAll("thead td"); for (let td of replace) { let replacer = document.createElement("th"); replacer.textContent = td.textContent; td.replaceWith(replacer); } //7. The developer forgot to include the main.css file. Add it to head let head = document.querySelector("head"); let css = document.createElement("link"); css.setAttribute("rel", "stylesheet"); css.setAttribute("href", "main.css"); head.appendChild(css); //8. Head title is wrong MDN info. Should be "Fruits & Vegetables Corp" document.title = "Fruits & Vegetables Corp"; /* ─────────▄▄───────────────────▄▄── ──────────▀█───────────────────▀█─ ──────────▄█───────────────────▄█─ ──█████████▀───────────█████████▀─ ───▄██████▄─────────────▄██████▄── ─▄██▀────▀██▄─────────▄██▀────▀██▄ ─██────────██─────────██────────██ ─██───██───██─────────██───██───██ ─██────────██─────────██────────██ ──██▄────▄██───────────██▄────▄██─ ───▀██████▀─────────────▀██████▀── ────────────────────────────────── ────────────────────────────────── ────────────────────────────────── ───────────█████████████────────── ────────────────────────────────── ────────────────────────────────── */	d79d8fd8dc19a45f0d2739cd21bf57333d4d7ef6	[ "JavaScript" ]	1	JavaScript	JesperStoltz/mandatory-js-1	55d03482b24fc72a0051b58a1437f92ac8509945	11a328713369ef488696989073978b017461439a
refs/heads/master	<file_sep>package com.mapfre.api.model; import java.sql.Date; public class SeguimientoSolicitud { private Integer solicitudId; private String detalle; public SeguimientoSolicitud() { // TODO Auto-generated constructor stub } public Integer getSolicitudId() { return solicitudId; } public void setSolicitudId(Integer solicitudId) { this.solicitudId = solicitudId; } public String getDetalle() { return detalle; } public void setDetalle(String detalle) { this.detalle = detalle; } } <file_sep>package com.mobile.mapfre.atencionincidentemobile; import android.content.Intent; import android.support.v7.app.AppCompatActivity; import android.os.Bundle; import android.view.View; import android.widget.Button; import android.widget.EditText; import android.widget.TextView; import com.android.volley.AuthFailureError; import com.android.volley.Request; import com.android.volley.Response; import com.android.volley.VolleyError; import com.android.volley.toolbox.StringRequest; import com.mobile.mapfre.atencionincidentemobile.util.AppSingleton; import java.io.UnsupportedEncodingException; import java.util.HashMap; import java.util.Map; public class ObservacionNuevoActivity extends AppCompatActivity { private EditText observacion; private TextView numeroCti; private Button registrar; String REQUEST_TAG = "com.androidtutorialpoint.volleyJsonArrayRequest"; @Override protected void onCreate(Bundle savedInstanceState) { super.onCreate(savedInstanceState); setContentView(R.layout.activity_observacion_nuevo); setTitle("PRIMA AFP - Registrar Observación"); Bundle bundle = getIntent().getExtras(); final String incidenteId = bundle.getString("incidenteId"); String numeroCtitxt = bundle.getString("numeroCti"); registrar = (Button) findViewById(R.id.registrarObservacionBtn); observacion = (EditText) findViewById(R.id.observacionTxt); numeroCti = (TextView) findViewById(R.id.numeroCtiTxtObs); numeroCti.setText(numeroCtitxt); registrar.setOnClickListener(new View.OnClickListener() { @Override public void onClick(View v) { String url = AppSingleton.server + "incidentes/"+incidenteId+"/observar"; StringRequest postRequest = new StringRequest(Request.Method.POST, url, new Response.Listener<String>() { @Override public void onResponse(String response) { System.out.println(response); } }, new Response.ErrorListener() { @Override public void onErrorResponse(VolleyError error) { // error error.printStackTrace(); } } ) { @Override public byte[] getBody() throws AuthFailureError { String body = "{\"detalle\" : \""+observacion.getText().toString()+"\"}"; try { return body.getBytes(getParamsEncoding()); } catch (UnsupportedEncodingException uee) { throw new RuntimeException("Encoding not supported: " + getParamsEncoding(), uee); } } /- @Override protected Map<String, String> getParams() { Map<String, String> params = new HashMap<String, String>(); params.put("detalle", observacion.getText().toString()); return params; }/ @Override public Map<String, String> getHeaders() throws AuthFailureError { Map<String,String> params = new HashMap<String, String>(); params.put("Content-Type","application/json"); return params; } }; AppSingleton.getInstance(getApplicationContext()).addToRequestQueue(postRequest, REQUEST_TAG); Intent intent = new Intent(getBaseContext(), SolicitudPendienteListActivity.class); startActivity(intent); } }); } } <file_sep>jdbc.driverClassName=com.microsoft.sqlserver.jdbc.SQLServerDriver jdbc.url=jdbc:sqlserver://localhost:1433;databaseName=DB_KBINCIDENTE; catalogName=DB_KBINCIDENTE jdbc.username=sa jdbc.password=<PASSWORD> <file_sep><project xmlns="http://maven.apache.org/POM/4.0.0" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://maven.apache.org/POM/4.0.0 http://maven.apache.org/maven-v4_0_0.xsd"> <modelVersion>4.0.0</modelVersion> <groupId>com.mapfre</groupId> <artifactId>AtencionIncidenteAPI</artifactId> <packaging>war</packaging> <version>0.0.1-SNAPSHOT</version> <name>AtencionIncidenteAPI Maven Webapp</name> <url>http://maven.apache.org</url> <properties> <project.build.sourceEncoding>UTF-8</project.build.sourceEncoding> </properties> <repositories> <repository> <id>maven2-repository.java.net</id> <name>Java.net Repository for Maven</name> <url>http://download.java.net/maven/2/</url> <layout>default</layout> </repository> </repositories> <dependencies> <dependency> <groupId>com.microsoft.sqlserver</groupId> <artifactId>sqljdbc4</artifactId> <version>4.1</version> </dependency> <dependency> <groupId>junit</groupId> <artifactId>junit</artifactId> <version>3.8.1</version> <scope>test</scope> </dependency> <dependency> <groupId>com.sun.jersey</groupId> <artifactId>jersey-server</artifactId> <version>1.9</version> </dependency> <dependency> <groupId>com.sun.jersey</groupId> <artifactId>jersey-json</artifactId> <version>1.9</version> </dependency> <dependency> <groupId>org.mybatis</groupId> <artifactId>mybatis</artifactId> <version>3.1.1</version> </dependency> <!-- Java Mail API --> <dependency> <groupId>javax.mail</groupId> <artifactId>mail</artifactId> <version>1.4.3</version> </dependency> <!-- <dependency> <groupId>com.microsoft.sqlserver</groupId> <artifactId>sqljdbc4</artifactId> <version>4.0</version> </dependency> --> </dependencies> <build> <finalName>AtencionIncidenteAPI</finalName> </build> </project> <file_sep>package com.mobile.mapfre.atencionincidentemobile; import android.support.v7.app.AppCompatActivity; import android.os.Bundle; import android.support.v7.widget.LinearLayoutManager; import android.support.v7.widget.RecyclerView; import com.android.volley.Response; import com.android.volley.VolleyError; import com.android.volley.toolbox.JsonArrayRequest; import com.mobile.mapfre.atencionincidentemobile.adapters.SolicitudPendienteAdapter; import com.mobile.mapfre.atencionincidentemobile.model.SolicitudPentiente; import com.mobile.mapfre.atencionincidentemobile.util.AppSingleton; import org.json.JSONArray; import org.json.JSONException; import org.json.JSONObject; import java.util.ArrayList; import java.util.List; public class SolicitudPendienteListActivity extends AppCompatActivity { String REQUEST_TAG = "com.androidtutorialpoint.volleyJsonArrayRequest"; private RecyclerView rv; private SolicitudPendienteAdapter adapter; @Override protected void onCreate(Bundle savedInstanceState) { super.onCreate(savedInstanceState); setContentView(R.layout.activity_solicitud_pendiente_list); setTitle("PRIMA AFP - Solicitudes por Aprobar"); final List<SolicitudPentiente> solicitudPentientes = new ArrayList<>(); JsonArrayRequest jsonArrayReq = new JsonArrayRequest(AppSingleton.server+"incidentes", new Response.Listener<JSONArray>() { @Override public void onResponse(JSONArray response) { JSONObject jo; Integer id; String numeroCti; String proceso; String tipoSolicitud; for (int i = 0; i < response.length(); i++) { try { jo = response.getJSONObject(i); id = jo.getInt("id"); numeroCti = jo.getString("numeroCti"); proceso = jo.getString("proceso"); tipoSolicitud = jo.getString("tipoSolicitud"); solicitudPentientes.add(new SolicitudPentiente(id, numeroCti, proceso, tipoSolicitud)); } catch (JSONException e) { e.printStackTrace(); } } adapter.notifyDataSetChanged(); } }, new Response.ErrorListener() { @Override public void onErrorResponse(VolleyError error) { error.printStackTrace(); } }); // Adding JsonObject request to request queue AppSingleton.getInstance(getApplicationContext()).addToRequestQueue(jsonArrayReq, REQUEST_TAG); rv = (RecyclerView)findViewById(R.id.solicitudPendienteRv); LinearLayoutManager llm = new LinearLayoutManager(getBaseContext()); rv.setLayoutManager(llm); adapter = new SolicitudPendienteAdapter(solicitudPentientes); rv.setAdapter(adapter); adapter.notifyDataSetChanged(); } } <file_sep>package com.mapfre.api.mappers; import java.util.List; import org.apache.ibatis.annotations.Param; import com.mapfre.api.model.SolicitudPendiente; public interface IncidenteMapper { List<SolicitudPendiente> list(); SolicitudPendiente get(Integer id); void aprobar(Integer id); void observar(Integer id); String getRegla(@Param("idSolicitud") String idSolicitud); String asignarAnalista(@Param("idSolicitud") String idSolicitud, @Param("FLG_AFECTA_IDI") String FLG_AFECTA_IDI, @Param("FLG_REGULATORIO") String FLG_REGULATORIO); Integer getAfecta(@Param("idSolicitud") Integer idSolicitud); Integer getRegulatorio(@Param("idSolicitud") Integer idSolicitud); } <file_sep>package com.mapfre.api.service; import java.util.List; import org.apache.ibatis.session.SqlSession; import com.mapfre.api.mail.SendMailTLS; import com.mapfre.api.mappers.IncidenteMapper; import com.mapfre.api.mappers.SeguimientoIncidenteMapper; import com.mapfre.api.mappers.UsuarioMapper; import com.mapfre.api.model.SeguimientoSolicitud; import com.mapfre.api.model.SolicitudPendiente; import com.mapfre.api.util.MyBatisUtil; public class IncidenteService { private static final String COO = "COO"; private static final String APR = "APR"; public SolicitudPendiente get(Integer id) { SqlSession sqlSession = MyBatisUtil.getSqlSessionFactory() .openSession(); try { IncidenteMapper userMapper = sqlSession .getMapper(IncidenteMapper.class); return userMapper.get(id); } finally { sqlSession.close(); } } public List<SolicitudPendiente> list() { SqlSession sqlSession = MyBatisUtil.getSqlSessionFactory() .openSession(); try { IncidenteMapper userMapper = sqlSession .getMapper(IncidenteMapper.class); return userMapper.list(); } finally { sqlSession.close(); } } public void aprobar(Integer id) { SqlSession sqlSession = MyBatisUtil.getSqlSessionFactory() .openSession(); try { IncidenteMapper userMapper = sqlSession .getMapper(IncidenteMapper.class); userMapper.aprobar(id); SeguimientoIncidenteMapper seguimientoIncidenteMapper = sqlSession .getMapper(SeguimientoIncidenteMapper.class); seguimientoIncidenteMapper.registrar(id, "SOLICITUD APROBADA", APR); sqlSession.commit(); String toEmail = getEmail(sqlSession, id); String regla = userMapper.getRegla(id.toString()); SendMailTLS.send(toEmail, "APROBACIÓN - Solicitud de Atención de Incidente", regla); Integer afecta = userMapper.getAfecta(id); Integer regulatorio = userMapper.getAfecta(id); String idAnalista = userMapper.asignarAnalista(id.toString(), afecta.toString(), regulatorio.toString()); if(idAnalista!=null && idAnalista.trim().length()>0){ String toEmailAnalista = getEmail(sqlSession, Integer.valueOf(idAnalista)); SendMailTLS.send(toEmailAnalista, "ASIGNACIÓN - Solicitud de Atención de Incidente", regla); } } finally { sqlSession.close(); } } public void observar(SeguimientoSolicitud seguimientoSolicitud) { SqlSession sqlSession = MyBatisUtil.getSqlSessionFactory() .openSession(); try { IncidenteMapper userMapper = sqlSession .getMapper(IncidenteMapper.class); SeguimientoIncidenteMapper seguimientoIncidenteMapper = sqlSession .getMapper(SeguimientoIncidenteMapper.class); userMapper.observar(seguimientoSolicitud.getSolicitudId()); seguimientoIncidenteMapper.registrar( seguimientoSolicitud.getSolicitudId(), seguimientoSolicitud.getDetalle(), COO); sqlSession.commit(); String toEmail = getEmail(sqlSession, seguimientoSolicitud.getSolicitudId()); String regla = userMapper.getRegla(seguimientoSolicitud.getSolicitudId().toString()); SendMailTLS.send(toEmail, "OBSERVADO - Solicitud de Atención de Incidente", regla); } finally { sqlSession.close(); } } public String getEmail(SqlSession sqlSession, int solicitudId) { UsuarioMapper userMapper = sqlSession.getMapper(UsuarioMapper.class); return userMapper.getEmail(solicitudId); } } <file_sep>package com.mapfre.api.mappers; import org.apache.ibatis.annotations.Param; public interface UsuarioMapper { String getEmail(@Param("solicitudId")Integer solicitudId); }	9b1d9a777fa05d8c118d7d94000a83c188476487	[ "Java", "Maven POM", "INI" ]	8	Java	diegolopezcdm/atencionIncidenteMobile	c80f3372975c24fec5b9dc2078e6849aa308e6db	e2881ac54945a6dfd6298edb4a512b32532cb829
refs/heads/master	<file_sep># pyrailway A High-Level Architecture for Python Web Applications based on Trailblazer / Railway Oriented Programming ## License MIT, see LICENSE ## References - [Railway Oriented Programming](https://fsharpforfunandprofit.com/rop) - [Trailblazer](https://trailblazer.to) <file_sep>from setuptools import setup, find_packages import os here = os.path.abspath(os.path.dirname(__file__)) def get_version(): with open(os.path.join(here, "pyrailway", "VERSION")) as file: return file.read().strip() def get_readme(): with open(os.path.join(here, "README.rst")) as file: return file.read().strip() setup( name="pyrailway", version=get_version(), description="A High-Level Architecture for Python Web Applications based on Trailblazer / Railway Oriented Programming", long_description=get_readme(), url="https://github.com/dpausp/pyrailway", author="Tobias dpausp", author_email="<EMAIL>", license="MIT", classifiers=[ "Development Status :: 2 - Pre-Alpha", "Intended Audience :: Developers", "License :: OSI Approved :: MIT License", "Programming Language :: Python :: 3", "Programming Language :: Python :: 3.6", "Programming Language :: Python :: 3 :: Only", "Topic :: Database", "Topic :: Software Development", ], keywords="railway-oriented-programming trailblazer web-applications web architecture pattern", packages=find_packages() ) <file_sep>class Operation: def __init__(self, stations): self.stations = stations def __call__(self, params=None, dependencies): options = dict(params=(params or {}), dependencies) success = True for station in self.stations: if (success and station.runs_on_success) or (not success and station.runs_on_failure): success = station(options, dependencies) if success == FailFast: return Result(False, options) return Result(success, options) class Result: def __init__(self, success, result_data): self.result_data = result_data self.success = success @property def failure(self): return not self.success def __getitem__(self, key): return self.result_data[key] def __contains__(self, key): return key in self.result_data def get(self, key): return self.result_data.get(key) class FailFast: pass class Activity: runs_on_success = False runs_on_failure = False def __init__(self, func, name=None): self.func = func self.name = name def callfunc(self, options, dependencies): params = options["params"] return self.func(options=options, params=params, dependencies) def __call__(self, options, dependencies): self.callfunc(options, dependencies) return True def __repr__(self): return "{} {}".format(self.__class__.__name__, self.name or self.func.__name__) class step(Activity): runs_on_success = True def __init__(self, func, name=None, fail_fast=False): super().__init__(func, name) self.fail_fast = fail_fast def __call__(self, options, dependencies): res = self.callfunc(options, dependencies) success = bool(res) if not success and self.fail_fast: return FailFast return success class failure(Activity): runs_on_failure = True def __call__(self, options, dependencies): self.callfunc(options, dependencies) return False class success(Activity): runs_on_success = True <file_sep>pyrailway ========= A High-Level Architecture for Python Web Applications based on Trailblazer / Railway Oriented Programming License ------- MIT, see LICENSE References ---------- - `Railway Oriented Programming <https://fsharpforfunandprofit.com/rop>`__ - `Trailblazer <https://trailblazer.to>`__ <file_sep>from funcy import rcompose from pyrailway.operation import success, failure, step, Operation ENJOY_MSG = "great to hear, enjoy your day" JOKE = "Broken pencils are pointless" def hello(options, k): print("hello") return True def fail(options, k): return False def world(options, k): print("world") return True hello_world = rcompose(hello, world) def how_are_you(options, params, k): return params["happy"] == "yes" def enjoy_your_day(options, k): print(ENJOY_MSG) def tell_joke(options, k): options["joke"] = JOKE print(JOKE) def test_step_function_args(): def func(options, params, dep): assert options["params"] == params assert options["dep"] == dep op = Operation(step(func)) op({"happy": "yes"}, dep=5) def test_one_step(capsys): create = Operation(step(hello)) result = create() out, _ = capsys.readouterr() assert out == "hello\n" assert result.success def test_fail_step(): op = Operation(step(fail)) res = op() assert res.failure def test_success_step(): op = Operation(success(fail)) res = op() assert res.success def test_two_steps(capsys): op = Operation(step(hello), step(world)) result = op() out, _ = capsys.readouterr() assert out == "hello\nworld\n" assert result.success def test_input_success(capsys): op = Operation(step(how_are_you), success(enjoy_your_day)) res = op({"happy": "yes"}) out, _ = capsys.readouterr() assert out == ENJOY_MSG + "\n" assert res.success def test_input_failure(): op = Operation(step(how_are_you), success(enjoy_your_day)) res = op({"happy": "I am sad"}) assert res.failure def test_with_failure_handler(): op = Operation(step(how_are_you), success(enjoy_your_day), failure(tell_joke)) res = op({"happy": "I am sad"}) assert res.failure assert "joke" in res assert res["joke"] == JOKE def test_fail_fast(): def must_not_be_called(options, *k): raise AssertionError("this step must not be called after fail fast!") op = Operation(step(fail, fail_fast=True), failure(must_not_be_called)) op()	ef242af485231f6405fce99aa727ebe9eaa676d8	[ "Markdown", "Python", "reStructuredText" ]	5	Markdown	jeffersonfragoso/pyrailway	89ae8d5448c311f64f2f127f0cf7bee10bac56c1	ec58bea1d57a6a032087d8907334a42ffd477878
refs/heads/master	<file_sep> var _timer; var _arrImg1 = ["img/beach2.jpg", "img/beach3.jpg","img/beach1.jpg"]; var _arrImg2 = ["img/beach3.jpg", "img/beach1.jpg","img/beach2.jpg"]; var _arrImg3 = ["img/beach1.jpg", "img/beach2.jpg","img/beach3.jpg"]; var _index = 0 function change() { var _timerDate = new Date(); var _second = 0; var _second = document.getElementById("second").value; _timerDate.setSeconds(_timerDate.getSeconds()+_second); var _image1 = document.getElementById("img1"); var _image2 = document.getElementById("img2"); var _image3 = document.getElementById("img3"); var _millisecond = _second*1000; clearInterval(_timer); _timer = setInterval(function() { _image1.src = _arrImg1[_index]; _image2.src = _arrImg2[_index]; _image3.src = _arrImg3[_index]; _index++; if(_index==3) { _index = 0; } }, _millisecond) }	bb824ee6cc2b8b252ae75e7c8dadff0e6cac10a9	[ "JavaScript" ]	1	JavaScript	gamhongnd92/RotateImage	a76981b749c8b2ae28e14224b5c944f4225ffdad	533fecb79ce0b628d04869979f3660f54708652c
refs/heads/main	<repo_name>JamesTKhan/wjp-cpm<file_sep>/src/main/java/com/jpcodes/service/PropertyService.java package com.jpcodes.service; import java.io.IOException; public interface PropertyService { /** * Load props from given props file / void loadProps(String fileName) throws IOException; /* * Returns property value of given key * * @param key the key to retrieve the value of * @return value of given key */ String getProp(String key); }<file_sep>/README.md # WJP-CPM Interview project for Car Park Management. Currently there is no data persistence, all data is stored in-memory.<file_sep>/src/test/java/com/jpcodes/service/PropertyServiceImplTest.java package com.jpcodes.service; import org.junit.Before; import org.junit.Test; import java.io.FileNotFoundException; import java.io.IOException; import java.security.InvalidParameterException; import static org.junit.Assert.assertEquals; public class PropertyServiceImplTest { private PropertyService propertyService; @Before public void setup() { propertyService = new PropertyServiceImpl(); } @Test public void testGetProperties() throws IOException { propertyService.loadProps("test.properties"); assertEquals("5000", propertyService.getProp("test-prop")); } @Test(expected = InvalidParameterException.class) public void testGetPropertiesNoProp() throws IOException { propertyService.loadProps("test.properties"); propertyService.getProp("not-real"); } @Test(expected = FileNotFoundException.class) public void testGetPropertiesNotFound() throws IOException { propertyService.loadProps("notfound.properties"); } }	8c57f0eb8714dbec34f022f9ff5863a5a728d568	[ "Markdown", "Java" ]	3	Java	JamesTKhan/wjp-cpm	2264f8a674315f4b7cae7ff2874e502c7f9d9683	d97c41249a4c7d1f5f9d7fb4be9f5e7f820cc08f
refs/heads/master	<file_sep>## Project Alurapic - Developed during the course [AngularJS: crie webapps poderosas](https://www.alura.com.br/curso-online-angularjs-mvc) <h1> <img src="alurapic/public/Alurapic-Image.PNG"> </h1> ### Technologies - [AngularJS](https://angularjs.org/) - [NodeJS](https://nodejs.org/en/) ### How to download ```bash # Clone the repository git clone https://github.com/GuilhermeFujita/Alurapic_AngularJS.git # Enter the project directory cd Alurapic_AngularJS/alurapic/ #Install dependencies npm install #Start the project (will use port 3000) npm start #View project Access web browser and type http://localhost:3000 ```<file_sep>angular.module('alurapic').controller('FotoController', function($scope, $window, $http, $routeParams){ $scope.foto = {}; $scope.mensagem = ''; if($routeParams.fotoId){ $http.get(`v1/fotos/${$routeParams.fotoId}`) .success(function(foto){ $scope.foto = foto; }) .error(function(erro){ console.log(erro); $scope.mensagem = 'Não foi possivel obter a foto' }) } $scope.submeter = function(){ if($scope.formulario.$valid){ if($scope.foto._id){ $http.put(`v1/fotos/${$scope.foto._id}`, $scope.foto) .success(function(){ $scope.mensagem = `A foto ${$scope.foto.titulo} foi alterada com sucesso.` $window.location.href = '/'; }) .error(function(erro){ $scope.mensagem = `Não foi possivel alterar a foto ${$scope.foto.titulo}` console.log(erro) }) } else{ $http.post('v1/fotos', $scope.foto) .success(function(){ $scope.foto = {}; $window.location.href = '/'; }) .error(function(erro){ $scope.mensagem = 'Não foi possivel incluir a foto.'; console.log(erro) }) } } } });	584c1861c1883c0921c754d7de54f0af2f5289f2	[ "Markdown", "JavaScript" ]	2	Markdown	GuilhermeFujita/Alurapic_AngularJS	51fc387fbe247597199ee34596e52a1c4f077a54	ac55ab99db03dd03aa748d3cc2db8e7d9bab4eb8
refs/heads/master	<repo_name>Ioana-AndreeaAnton/SecretBroadcasting<file_sep>/SecretBr/Source.cpp #include "CripTools.h" string Bob_key = "0101111100110010001010010011111010111101000011111011"; string decriptare_vigenere(string cheie, string mesaj) { citeste_alfabet(); int i, k; int corect = 1; for (i = 0; cheie[i] != '\0'; i++) { int temp = da_cod(cheie[i]); if (temp < 0 \|\| temp >= N)corect = 0; } k = i; if (!corect) { cout << "\nCheia aleasa contine caractere care nu sunt in alfabet." << endl; return 0; } char c; i = 0; string decodificat = ""; for (int j = 0; j < mesaj.length(); j++) { decodificat = decodificat + da_caracter(da_cod(mesaj[j]) + da_cod(cheie[i])); i++; if (i == k)i = 0; } return decodificat; } string testeaza_fisier(const char* msg, string key) { ifstream in(msg); if (!in) { cout << "Cannot open input file.\n"; } bool flag = false; string str; while (getline(in, str)) { if (str.length() == 0) continue; string decodificat; string str1, str2; decodificat = decriptare_vigenere(key, str); str1 = decodificat.substr(0, 128); str2 = decodificat.substr(128, 160); char* B1; B1 = new char[str1.length()]; for (int i = 0; i < str1.length(); i++) B1[i] = str1[i]; SHA1 sha; unsigned long* rezultat = sha.Valoare(B1, str1.length()); bitset<32>* b; b = new bitset<32>[5]; string str = ""; for (int i = 0; i < 5; i++) { b[i] = bitset<32>(rezultat[i]); str = str + b[i].to_string(); } if (str == str2) { in.close(); return str1; } } in.close(); return ""; } int RSA_key(int n, int e) { int p, q; factorizare(n, p, q); int phi = (p - 1) * (q - 1); int d = invers(e, phi); return d; } void decriptare_fisier(const char* sursa, const char* destinatie, string cheie) { ifstream in(sursa, ios::binary \| ios::in); ofstream out(destinatie, ios::binary \| ios::out); char ch; string mesaj = ""; while (in >> noskipws >> ch) { mesaj = mesaj + bitset<8>(int(ch)).to_string(); } string msg = decriptare_vigenere(cheie, mesaj); string* impartire; impartire = new string[msg.length() / 8]; for (int i = 0; i < msg.length() / 8; i++) { impartire[i] = msg.substr(i * 8, 8); } string str = ""; for (int i = 0; i < msg.length() / 8; i++) { str = str + char(bitset<8>(impartire[i]).to_ullong()); } out << str << endl; in.close(); out.close(); } int main() { string decrypt_key1, decrypt_key2; decrypt_key1 = testeaza_fisier("msg1.txt", Bob_key); decrypt_key2 = testeaza_fisier("msg2.txt", Bob_key); if (decrypt_key1 != "" && decrypt_key2 != "") { cout << "Bob are acces la ambele fisiere" << endl; cout << "Cheia de decriptare pentru prima fotografie: " << decrypt_key1 << endl; cout << "Cheia de decriptare pentru a doua fotografie: " << decrypt_key2 << endl; } else cout << "Bob are acces la un singur fisier" << endl; cout << endl; int n = 17741; int e = 5587; int d = RSA_key(n, e); cout << "Cheia secreta a colegului lui Bob pentru criptosistemul RSA: " << d << '\n'; for (int nr = 0; nr < 2339; nr++) { bitset<12> b(nr); if (testeaza_fisier("msg1.txt", b.to_string()) != "" && testeaza_fisier("msg2.txt", b.to_string()) != "") { cout << "Cheia secreta a colegului lui Bob pentru comunicarea cu serverul este: " << nr << '\n'; cout << "Reprezentarea " << nr << " in binar: " << b << '\n'; //cout << "Cheia de decriptare pentru prima fotografie: " << testeaza_fisier("msg1.txt", b.to_string()) << endl; //cout << "Cheia de decriptare pentru a doua fotografie: " << testeaza_fisier("msg2.txt", b.to_string()) << endl; break; } } decriptare_fisier("cript_F1.png", "decript_F1.png", decrypt_key1); decriptare_fisier("cript_F2.jpg", "decript_F2.jpg", decrypt_key2); system("pause"); return 0; } <file_sep>/SecretBr/CripTools.h #pragma once #pragma warning(disable:4996) // CriptTools.h #ifndef CRIPT_TOOLS_H #define CRIPT_TOOLS_H #pragma warning(disable: 4996) #include <iostream> #include <fstream> #include <math.h> #include <time.h> #include <iomanip> #include <bitset> #include <vector> #include <algorithm> #include <string> #include <thread> using namespace std; /variabile globale/ /============================== VARIABILE GLOBALE (pentru alfabet) ======================================/ char caracter[100] = { 0 }; int N = 0; /============================== SFARSIT VARIABILE GLOBALE ======================================/ /============================== FUNCTII UTILE ======================================/ /calculul celui mai mare divizor comun/ template<typename MyInt> MyInt cmmdc(MyInt x, MyInt y) { MyInt rest; do { rest = x % y; x = y; y = rest; } while (rest != 0); return x; } /extindem operatorul modulo (%) si pentru numere negative/ template<typename MyInt> int modulo(MyInt k, MyInt n) { if (k < 0)k = n - (-k) % n; if (k >= n) return k % n; return k; } /calculeaza inversul unui numar in Zn. Va returna -1 daca numarul nu este inversabil/ template<typename MyInt> MyInt invers(MyInt a, MyInt n) { MyInt q, r, x0 = 1, x1 = 0, copy_n = n; a = modulo(a, n); while (n != 0) { r = n; q = a / n; n = a % n; a = r; r = x1; x1 = x0 - q * x1; x0 = r; } if (a == 1) return modulo(x0, copy_n); return -1; } /calculeaza a la puterea b modulo c/ template<typename MyInt> MyInt a_la_b_mod_c(MyInt a, MyInt b, MyInt c) { int p = 1; a %= c; while (b > 0) { if (b % 2) p = (p * a) % c; a = (a * a) % c; b /= 2; } return p; } /testeaza daca numarul este prim/ template<typename MyInt> int prim(MyInt x) { int i; if ((x == 1) \|\| (x == 2)) return 1; if (x % 2 == 0) return 0; for (i = 3; i <= sqrt((double)x); i += 2) if (x % i == 0) return 0; return 1; } /da un numar prim diferit de nr. situat intre min si max./ template<typename MyInt> int da_prim(MyInt min, MyInt max, MyInt nr) { int nrIncercari = 10; MyInt k; if (min < 0 \|\| max<0 \|\| min>max)return-1; if (min == max) if (prim(min)) return min; else return -1; for (int i = 0; i < nrIncercari; i++) { k = rand(); k = min + k % (max - min); while (!prim(k) \|\| k == nr)k++; if (k <= max)return k; } k = min; while (!prim(k) \|\| k == nr)k++; if (k <= max)return k; return -1; } /calculeaza valoarea polinomului cu coeficientii coef in punctul x, modulo p./ template<typename MyInt> int val_pol(MyInt* coef, int grad, MyInt x, MyInt p) { MyInt S = 0; for (int i = grad; i >= 0; i--) S = modulo((coef[i] + S * x), p); return S; } /testeaza daca x este patrat perfect/ template<typename MyInt> long este_patrat_perfect(MyInt x) { MyInt temp = (MyInt)sqrt((double)x); if (temp * temp == x)return temp; return 0; } /factorizeaza numarul n (determina p si q prime astfel incat n=pq)/ template<typename MyInt> void factorizare(MyInt n, MyInt& p, MyInt& q) { MyInt s_patrat, t; t = (MyInt)(sqrt((double)n) + 1); s_patrat = t * t - n; while (!este_patrat_perfect(s_patrat) && (t <= n)) { t++; s_patrat = t * t - n; } if (este_patrat_perfect(s_patrat) >= 0) { s_patrat = (MyInt)sqrt((double)s_patrat); p = t + s_patrat; q = t - s_patrat; } else { p = -1; q = -1; } } /Calculeaza x astfel incat g^x=y mod p/ template<typename MyInt> MyInt log_d(MyInt g, MyInt y, MyInt p) { int i, j, * v, a, b; a = (MyInt)sqrt((double)p); v = new MyInt[a + 1]; v[0] = 1; v[1] = a_la_b_mod_c(g, a, p); for (i = 2; i <= a; i++) v[i] = (v[i - 1] * v[1]) % p; b = modulo(y, p); for (i = 0; i < a; i++) { for (j = 0; j <= a; j++) if (b == v[j])return modulo(j * a - i, p - 1); b = (b * g) % p; } return 0; } /citeste caracterele alfabetului precum si numarul de caractere din alfabet/ void citeste_alfabet() { N = 0; ifstream in("alfabet.txt"); if (!in.good()) perror("Fisier inexistent"); char c; while (in >> noskipws >> c) { caracter[N] = c; N++; } if (N == 0) cout << "Alfabetul dat are 0 caractere" << endl; } /da codul(indexul) caracterului c in tabloul caracter / int da_cod(char c) { for (int i = 0; i < N; i++) if (caracter[i] == c)return i; return -1; } /da caracterul corespunzator codului dat/ char da_caracter(int cod) { return caracter[modulo(cod, N)]; } /transforma in baza 10 un text scris cu alfabetul dat/ int in_baza_10(string text) { int i = 0, rez = 0; while (text[i] != '\0') rez = rez * N + da_cod(text[i++]); return rez; } /transforma un numar scris in baza 10 intr-un text scris cu alfabetul dat/ string din_baza_10(int nr) { char* text; text = new char[100]; int i = 0; while (nr > 0) { text[i++] = da_caracter(nr % N); nr /= N; } text[i] = '\0'; return _strrev(text); } /analiza frecventelor/ vector<pair<int, string>> analiza_frecvente(int k = 1, const char* cale = "sursa.txt") { vector<pair<int, string>> blocuri;/Un container format din blocuri. Un bloc va contine o pereche formata dintr-un numar si un grup de k caractere, reprezentand numarul de aparitii al grupului respectiv/ ifstream in(cale); if (!in.good()) cout << "Fisier inexistent (pentru analiza frecventelor)" << endl; char c[100]; while (!in.eof()) { in.read(c, k); c[k] = '\0'; string s(c); bool mai_este = false; for (int i = 0; i < blocuri.size(); i++) { if (blocuri[i].second == s) { blocuri[i].first++; mai_este = true; break; } } if (!mai_este) blocuri.push_back(std::pair<int, string>(1, s)); } sort(blocuri.begin(), blocuri.end(), greater<>());//pentru sortare descendenta return blocuri; } /============================== SFARSIT FUNCTII UTILE ======================================/ /============================== TIPURI UTILIZATOR ======================================/ /MATRICE/ template<typename T> class Matrice { protected: T** el; int lin, col; public: /constructor/ Matrice(int lin = 2, int col = 2); Matrice(const Matrice<T>&); /destructor/ ~Matrice(); /metode/ int NrLin() { return lin; } int NrCol() { return col; } Matrice<T> minor(int l, int c);/calculeaza minorul corespunzator pentru liia l, coloana c/ T det();/calculeaza valoarea determinantului matricei matrice/ Matrice<T> transp();/calculeaza transpusa unei matrice/ Matrice<T> adj();/calculeaza adjuncta unei matrice/ Matrice<T> inv();/calculeaza inversa unei matrice/ Matrice<T> inv(int n);/calculeaza inversa unei matrice in Zn/ /supraincarcare operatori/ Matrice<T> operator+(const Matrice<T>&);/calculeaza suma a doua matrice/ Matrice<T> operator-(const Matrice<T>&);/calculeaza diferenta a doua matrice/ Matrice<T> operator(const Matrice<T>&);/calculeaza produsul a doua matrice/ Matrice<T> operator(const T);/calculeaza produsul unei matrice cu un scalar/ Matrice<T> operator-();/schimba semnul elementelor/ Matrice<T> operator%(int n);/calculeaza modulo pentru elemente/ Matrice<T>& operator=(const Matrice<T>&); T* operator[](int); template<typename T> friend istream& operator >> (istream& in, Matrice<T>&); template<typename T> friend ostream& operator << (ostream& out, const Matrice<T>&); template<typename T> friend class Vector; }; template<typename T> Matrice<T>::Matrice(int lin, int col) { this->lin = lin; this->col = col; el = new T * [lin]; for (int i = 0; i < lin; i++) { el[i] = new T[col]; for (int j = 0; j < col; j++) el[i][j] = 0; } } template<typename T> Matrice<T>::Matrice(const Matrice& M) { lin = M.lin; col = M.col; el = new T * [M.lin]; for (int i = 0; i < M.lin; i++) { el[i] = new T[M.col]; for (int j = 0; j < M.col; j++) el[i][j] = M.el[i][j]; } } template<typename T> Matrice<T>::~Matrice() { for (int i = 0; i < lin; i++) { delete[] el[i]; } delete[] el; } template<typename T> Matrice<T> Matrice<T>::minor(int l, int c) { Matrice R(lin - 1, col - 1); for (int i = 0; i < lin - 1; i++) { for (int j = 0; j < col - 1; j++) { if (i < l) { if (j < c) R[i][j] = el[i][j]; else R[i][j] = el[i][j + 1]; } else { if (j < c) R[i][j] = el[i + 1][j]; else R[i][j] = el[i + 1][j + 1]; } } } return R; } template<typename T> T Matrice<T>::det() { if (lin != col \|\| lin <= 1) return el[0][0]; T S = 0; for (int i = 0; i < lin; i++) { S += el[0][i] * (i % 2 ? -1 : 1) * minor(0, i).det(); } return S; } template<typename T> Matrice<T> Matrice<T>::transp() { Matrice R(col, lin); for (int i = 0; i < lin; i++) for (int j = 0; j < col; j++) R[i][j] = el[j][i]; return R; } template<typename T> Matrice<T> Matrice<T>::adj() { Matrice<T> R(col, lin); for (int i = 0; i < lin; i++) for (int j = 0; j < col; j++) R[i][j] = ((i + j) % 2 ? -1 : 1) * minor(j, i).det(); return R; } template<typename T> Matrice<T> Matrice<T>::inv() { Matrice<T> R(col, lin); T d = det(); for (int i = 0; i < lin; i++) for (int j = 0; j < col; j++) R[i][j] = ((i + j) % 2 ? -1 : 1) * minor(j, i).det() / d; return R; } template<typename T> Matrice<T> Matrice<T>::inv(int n) { Matrice<T> R(col, lin); T d = invers(det(), n); if (d < 0 \|\| lin == 1) { R[0][0] = d; return R; } for (int i = 0; i < lin; i++) for (int j = 0; j < col; j++) R[i][j] = modulo(((i + j) % 2 ? -1 : 1) * minor(j, i).det() * d, n); return R; } template<typename T> Matrice<T> Matrice<T>::operator+(const Matrice<T>& M) { Matrice R(lin, col); for (int i = 0; i < lin; i++) for (int j = 0; j < col; j++) R[i][j] = el[i][j] + M.el[i][j]; return R; } template<typename T> Matrice<T> Matrice<T>::operator-(const Matrice<T>& M) { Matrice R(lin, col); for (int i = 0; i < lin; i++) for (int j = 0; j < col; j++) R[i][j] = el[i][j] - M.el[i][j]; return R; } template<typename T> Matrice<T> Matrice<T>::operator(const Matrice<T>& M) { Matrice R(lin, M.col); for (int i = 0; i < lin; i++) for (int j = 0; j < M.col; j++) { R[i][j] = 0; for (int k = 0; k < col; k++) R[i][j] += el[i][k] M.el[k][j]; } return R; } template<typename T> Matrice<T> Matrice<T>::operator(const T t) { Matrice R(lin, col); for (int i = 0; i < lin; i++) for (int j = 0; j < col; j++) { R[i][j] = t el[i][j]; } return R; } template<typename T> Matrice<T> Matrice<T>::operator-() { Matrice R(lin, col); for (int i = 0; i < lin; i++) for (int j = 0; j < col; j++) { R[i][j] = -el[i][j]; } return R; } template<typename T> T* Matrice<T>::operator[](int index) { if (index >= 0 && index < lin) return el[index]; return 0; } template<typename T> Matrice<T> Matrice<T>::operator%(int n) { Matrice<T> R(lin, col); for (int i = 0; i < lin; i++) for (int j = 0; j < col; j++) R[i][j] = modulo(el[i][j], n); return R; } template<typename T> Matrice<T>& Matrice<T>::operator=(const Matrice<T>& M) { if (this != &M) { for (int i = 0; i < lin; i++) { delete[] el[i]; } delete[] el; lin = M.lin; col = M.col; el = new T * [lin]; for (int i = 0; i < lin; i++) { el[i] = new T[col]; for (int j = 0; j < col; j++) el[i][j] = M.el[i][j]; } } return this; } template<typename T> istream& operator >> (istream& in, Matrice<T>& M) { for (int i = 0; i < M.lin; i++) { delete[] M.el[i]; } delete[] M.el; in >> M.lin >> M.col; M.el = new T [M.lin]; for (int i = 0; i < M.lin; i++) { M.el[i] = new T[M.col]; } for (int i = 0; i < M.lin; i++) { for (int j = 0; j < M.col; j++) in >> M.el[i][j]; } return in; } template<typename T> ostream& operator << (ostream& out, const Matrice<T>& M) { for (int i = 0; i < M.lin; i++) { for (int j = 0; j < M.col; j++) cout << M.el[i][j] << " "; cout << endl; } return out; } /VECTOR/ template<typename T> class Vector :public Matrice<T> { public: Vector(int dim = 2); explicit Vector(const Matrice<T>&); Vector<T>& operator=(const Matrice<T>&); T& operator[](int); template<typename T> friend istream& operator >> (istream& in, Vector<T>&); template<typename T> friend ostream& operator << (ostream& out, const Vector<T>&); }; template<typename T> Vector<T>::Vector(int dim) :Matrice(dim, 1) {} template<typename T> Vector<T>::Vector(const Matrice<T>& M) : Matrice(M.lin, 1) { for (int i = 0; i < this->lin; i++) { this->el[i][0] = M.el[i][0]; } } template<typename T> Vector<T>& Vector<T>::operator=(const Matrice<T>& M) { if (this != &M) { for (int i = 0; i < this->lin; i++) { delete[] this->el[i]; } delete[] this->el; this->lin = M.lin; this->col = 1; this->el = new T * [this->lin]; for (int i = 0; i < this->lin; i++) { this->el[i] = new T[this->col]; for (int j = 0; j < this->col; j++) this->el[i][j] = M.el[i][j]; } } return this; } template<typename T> T& Vector<T>::operator[](int index) { return this->el[index][0]; } template<typename T> istream& operator >> (istream& in, Vector<T>& M) { for (int i = 0; i < M.lin; i++) { delete[] M.el[i]; } delete[] M.el; in >> M.lin; M.col = 1; M.el = new T [M.lin]; for (int i = 0; i < M.lin; i++) { M.el[i] = new T[M.col]; } for (int i = 0; i < M.lin; i++) { for (int j = 0; j < M.col; j++) in >> M.el[i][j]; } return in; } template<typename T> ostream& operator << (ostream& out, const Vector<T>& M) { for (int i = 0; i < M.lin; i++) { cout << M.el[i][0] << " "; } return out; } /pentru lucrul cu numere mari/ template<unsigned int N> class BigInt { private: bitset<N> bits; public: static int nr; BigInt() : bits() { } BigInt(const BigInt& x) : bits(x.bits) { } BigInt(unsigned long x) { int n = 0; while (x) { bits[n++] = x & (unsigned long)1; x >>= 1; } } BigInt(int x) :BigInt((unsigned long)x) {} explicit BigInt(const bool b[], unsigned int dim) { bits.reset(); if (dim > N)dim = N; for (int i = 0; i < N && i < dim; i++)bits[dim - 1 - i] = b[i]; } explicit BigInt(const bitset<N>& x) : bits(x) { } BigInt(const char* x) { int indexBit = 0; char p[1 + N / 3]; strncpy(p, x, N / 3);//luam sa incapa p[N / 3] = '\0'; while (strlen(p)) { bits[indexBit++] = p[strlen(p) - 1] % 2; int temp = 0, aux = 0; for (int i = 0; i < strlen(p); i++) { aux = p[i] - '0' + temp * 10; p[i] = '0' + aux / 2; temp = aux % 2; } if (p[0] == '0') strcpy(p, p + 1); } } static void divide(BigInt x, BigInt y, BigInt& q, BigInt& r) { if (y == 0) throw std::domain_error("division by zero undefined"); q = r = 0; if (x == 0) return; if (x == y) { q.bits[0] = 1; return; } r = x; if (x < y) return; // determinam bitul cel mai semnificativ in x si y unsigned int sig_x; for (int i = N - 1; i >= 0; i--) { sig_x = i; if (x[i]) break; } unsigned int sig_y; for (int i = N - 1; i >= 0; i--) { sig_y = i; if (y[i]) break; } // aliniem x si y unsigned int n = (sig_x - sig_y); y <<= n; n += 1; // algoritmul: deplasare si scadere while (n--) { if (y <= r) { q.bits[n] = true; r -= y; } y >>= 1; } } static BigInt sqrt(BigInt a) { BigInt x0 = a, x1 = (a + 1) / 2; while (x1 < x0) { x0 = x1; x1 = (x1 + a / x1) / 2; } return x0; } static bool isSqrt(BigInt a) { BigInt x0 = a, x1 = (a + 1) / 2; while (x1 < x0) { x0 = x1; x1 = (x1 + a / x1) / 2; } return x0 * x0 == a; } static BigInt pow(BigInt a, BigInt b) { if (b == 0) return 1; BigInt temp = pow(a, b >> 1); if (b[0] == 0) return temp * temp; return temp * temp * a; } static BigInt rand() { BigInt temp; for (int i = 0; i < N; i++) temp.bits[i] = std::rand() % 2; return temp; } static unsigned int log(BigInt a) { // log_2(a) for (unsigned int i = N - 1; i >= 0; i--) if (a.bits[i] != 0)return i; throw std::domain_error("log invalid argument"); } void factorizare(BigInt& p, BigInt& q) { BigInt n = this; BigInt s_patrat, t; t = sqrt(n) + 1; s_patrat = t t - n; while (!isSqrt(s_patrat) && (t <= n)) { t++; s_patrat = t * t - n; } if (isSqrt(s_patrat) >= 0) { s_patrat = sqrt(s_patrat); p = t + s_patrat; q = t - s_patrat; } else { p = 0; q = 0; } } void scrie(ostream& out) { unsigned char c = 0; unsigned long i; for (i = 0; i < N; i++) { c <<= 1; if (bits[N - i - 1])c++; if (i % 8 == 7) { out << c; c = 0; } } if (i % 8)out << c; } bool citeste(istream& in) { unsigned char c = 0; unsigned long i = 0; bits.reset(); while (i<N && in >> noskipws >> c) { for (int j = 7; i < N && j >= 0; j--) { bits[N - 1 - i++] = c & (1 << j); } } return !in.eof(); } static bool este_supercrescator(BigInt v[], const int dim) { if (dim <= 0)return true; BigInt S = v[0]; for (int i = 1; i < dim; i++) { if (S >= v[i])return false; S += v[i]; } return true; } static bool rezolva_rucsac(BigInt V, BigInt v[], bool eps[], int dim) { //punem rezultatul in eps for (int i = 0; i < dim; i++) eps[i] = 0; for (int i = dim - 1; i >= 0; i--) { if (V >= v[i]) { eps[i] = 1; V -= v[i]; if (V == 0)return true; } } return V == 0; } static BigInt cmmdc(BigInt x, BigInt y) { BigInt rest; do { rest = x % y; x = y; y = rest; } while (rest != 0); return x; } BigInt invers(BigInt n) { BigInt q, r, x0 = 1, x1 = 0, copy_n = n, a = this % n; while (n != 0) { r = n; q = a / n; n = a % n; a = r; r = x1; x1 = q x1; while (x0 < x1)x0 += copy_n; x1 = x0 - x1; x0 = r; } if (a == BigInt(1)) return x0 % copy_n; return 0; } BigInt inmultire(const BigInt& x) { BigInt temp = 0; if (bits.count() < x.bits.count()) { for (unsigned int i = 0; i < N; i++) if (bits[i]) temp += x << i; } else { for (unsigned int i = 0; i < N; i++) if (x[i]) temp += (this << i); } return temp; } int pozitie_max_bit() const { nr++; for (int i = N - 1; i >= 0; i--) { if (bits[i])return i; } return -1; } BigInt karatsuba(const BigInt& num) { int n1 = pozitie_max_bit(); int n2 = num.pozitie_max_bit(); int max = n1, min = n2; if (n1 < n2) { max = n2; min = n1; } if (max < 8)return inmultire(num); int mij = (max + 1) / 2; BigInt s1 = this >> mij, d1 = this << (N - mij) >> N - mij; BigInt s2 = num >> mij, d2 = num << (N - mij) >> N - mij; BigInt z0 = d1.karatsuba(d2); BigInt z1 = (s1 + d1).karatsuba(s2 + d2); BigInt z2 = s1.karatsuba(s2); return (z2 << (2 mij)) + ((z1 - z2 - z0) << mij) + z0; } bitset<N> Bits() { return bits; } bool operator[](int n) const { return bits[n]; } operator string() const { int nrBlocuri = 1 + N / 3; bitset<4> bloc[1 + N / 3]; for (int i = N - 1; i >= 0; i--) { for (int j = 0; j < nrBlocuri; j++) { if (bloc[j].to_ulong() >= 5)bloc[j] = bloc[j].to_ulong() + 3; } for (int j = 0; j < nrBlocuri - 1; j++) { bloc[j] <<= 1; bloc[j][0] = bloc[j + 1][3]; } bloc[nrBlocuri - 1] <<= 1; bloc[nrBlocuri - 1][0] = bits[i]; } string rez = ""; bool inceput = false; for (int i = 0; i < nrBlocuri; i++) { if (bloc[i].to_ulong() > 0)inceput = true; if (inceput)rez.append(to_string(bloc[i].to_ulong())); } return inceput ? rez : "0"; } BigInt& operator<<=(unsigned int n) { bits <<= n; return this; } BigInt& operator>>=(unsigned int n) { bits >>= n; return this; } BigInt operator++(int) { BigInt temp = this; operator++(); return temp; } BigInt operator--(int) { BigInt temp = this; operator--(); return temp; } BigInt& operator++() { bool temp = false; bool suma = ~bits[0] ^ temp; temp = bits[0] \|\| temp \|\| (bits[0] && temp); bits[0] = suma; for (int i = 1; i < N; i++) { suma = bits[i] ^ temp; temp = bits[i] && temp; bits[i] = suma; } return this; } BigInt& operator--() { bool temp = !bits[0]; bits[0] = ~bits[0]; for (int i = 1; i < N; i++) { if (temp) { temp = !bits[i]; bits[i] = !bits[i]; } else { temp = 0; } } return this; } BigInt& operator+=(const BigInt& x) { bool temp = false; for (int i = 0; i < N; i++) { bool suma = (bits[i] ^ x.bits[i]) ^ temp; temp = (bits[i] && x.bits[i]) \|\| (bits[i] && temp) \|\| (x.bits[i] && temp); bits[i] = suma; } return this; } BigInt& operator-=(const BigInt& x) { bool borrow = false; for (int i = 0; i < N; i++) { if (borrow) { if (bits[i]) { bits[i] = x.bits[i]; borrow = x.bits[i]; } else { bits[i] = !x.bits[i]; borrow = true; } } else { if (bits[i]) { bits[i] = !x.bits[i]; borrow = false; } else { bits[i] = x.bits[i]; borrow = x.bits[i]; } } } return this; } BigInt& operator=(const BigInt& x) { BigInt temp = this; this = 0; if (temp.bits.count() < x.bits.count()) { for (unsigned int i = 0; i < N; i++) if (temp[i]) this += x << i; } else { for (unsigned int i = 0; i < N; i++) if (x[i]) this += (temp << i); } return this; } BigInt& operator/=(const BigInt& x) { BigInt temp; divide(this, x, this, temp); return this; } BigInt& operator%=(const BigInt& x) { BigInt temp; divide(this, x, temp, this); return this; } BigInt operator~() const { return ~bits; } BigInt& operator&=(BigInt x) { bits &= x.bits; return this; } BigInt& operator\|=(BigInt x) { bits \|= x.bits; return this; } BigInt& operator^=(BigInt x) { bits ^= x.bits; return this; } friend BigInt operator<<(BigInt x, unsigned int n) { return x <<= n; } friend BigInt operator >> (BigInt x, unsigned int n) { return x >>= n; } friend BigInt operator+(BigInt x, const BigInt& y) { return x += y; } friend BigInt operator-(BigInt x, const BigInt& y) { return x -= y; } friend BigInt operator(BigInt x, const BigInt& y) { return x = y; } friend BigInt operator/(BigInt x, const BigInt& y) { return x /= y; } friend BigInt operator%(BigInt x, const BigInt& y) { return x %= y; } friend BigInt operator^(BigInt x, const BigInt& y) { return x ^= y; } friend BigInt operator&(BigInt x, const BigInt& y) { return x &= y; } friend BigInt operator\|(BigInt x, const BigInt& y) { return x \|= y; } friend bool operator==(const BigInt& x, const BigInt& y) { return x.bits == y.bits; } friend bool operator!=(const BigInt& x, const BigInt& y) { return x.bits != y.bits; } friend bool operator>(const BigInt& x, const BigInt& y) { for (int i = N - 1; i >= 0; i--) { if (x[i] && !y[i]) return true; if (!x[i] && y[i]) return false; } return false; } friend bool operator<(const BigInt& x, const BigInt& y) { for (int i = N - 1; i >= 0; i--) { if (x[i] && !y[i]) return false; if (!x[i] && y[i]) return true; } return false; } friend bool operator>=(const BigInt& x, const BigInt& y) { for (int i = N - 1; i >= 0; i--) { if (x[i] && !y[i]) return true; if (!x[i] && y[i]) return false; } return true; } friend bool operator<=(const BigInt& x, const BigInt& y) { for (int i = N - 1; i >= 0; i--) { if (x[i] && !y[i]) return false; if (!x[i] && y[i]) return true; } return true; } friend istream& operator >> (istream& in, BigInt& n) { in >> n.bits; return in; } friend ostream& operator << (ostream& out, const BigInt& n) { out << (string)n; return out; } friend class CitesteBinar; }; template<unsigned int N> int BigInt<N>::nr = 0; class CitesteBinar { ifstream in; long dimMax, dimCitit; unsigned char c; int index; public: CitesteBinar(const char sursa) { in = ifstream(sursa, std::ios::binary); c = 0; dimMax = dimCitit = 0; //citim lungimea fisierului if (in) { in.seekg(0, in.end); dimMax = in.tellg(); in.seekg(0, in.beg); } index = -1; } int citeste(bool bts[], int max) { int i = 0; while (i < max && index >= 0) { bts[i++] = c & (1 << index--); } while (i<max && in >> noskipws >> c) { dimCitit++; for (index = 7; index >= 0 && i < max; index--) { bts[i++] = c & (1 << index); } } return i; } template<unsigned int N> int citeste(BigInt<N>& V) { V.bits.reset(); int i = 0; while (i < N && index >= 0) { V.bits[N - 1 - i++] = c & (1 << index--); } while (i<N && in >> noskipws >> c) { dimCitit++; for (index = 7; index >= 0 && i < N; index--) { V.bits[N - 1 - i++] = c & (1 << index); } } return i; } void scrieProcent() { int procent = (dimMax == 0) ? 100 : 100 * dimCitit / dimMax; printf("\r%3d%% [%.s%s]", procent, procent / 2, "\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|", 50 - procent / 2, ""); fflush(stdout); } void close() { if (in)in.close(); } }; //criptosistem Merkle-Hellman template<int N> void generareCheiMH(BigInt<N> w[], int nr_elem, BigInt<N>& m, BigInt<N>& cheia_secreta) { srand(time(NULL)); BigInt<N> pas_max = 1 << (N / 2 - nr_elem);//diferenta dintre noul termen si suma termenilor anteriori BigInt<N> S = 0; for (int i = 0; i < nr_elem; i++) { w[i] = S + 1 + rand() % pas_max;//punem 1 pentru ca primul termen sa nu fie zero niciodata S += w[i]; } m = S + 1 + rand() % pas_max; cheia_secreta = 1 + rand() % (m - 1); while (BigInt<N>::cmmdc(cheia_secreta, m) != 1) {//pentru ca a sa fie inversabil in Zm cheia_secreta++; } BigInt<N> b = cheia_secreta.invers(m); for (int i = 0; i < nr_elem; i++) { w[i] = (b * w[i]) % m; } } template<int N> void criptareMH(const char* sursa, const char* destinatie, BigInt<N> w[], int nr_elem) { CitesteBinar cb(sursa); ofstream out(destinatie, std::ios::binary); int k; bool* bts = new bool[nr_elem]; while ((k = cb.citeste(bts, nr_elem)) > 0) { BigInt<N> S = 0; for (int i = 0; i < k; i++) if (bts[i])S += w[i]; S.scrie(out); cb.scrieProcent(); } delete[] bts; cb.close(); out.close(); } template<int N> void decriptareMH(const char* sursa, const char* destinatie, BigInt<N> w[], int nr_elem, BigInt<N> m, BigInt<N> a) { CitesteBinar cb(sursa); ofstream out(destinatie, std::ios::binary); BigInt<N> V; int k; bool* bts = new bool[nr_elem]; unsigned char c = 0; int index = 0; for (int i = 0; i < nr_elem; i++)w[i] = (w[i] * a) % m; while ((k = cb.citeste(V)) > 0) { V = (V * a) % m; BigInt<N>::rezolva_rucsac(V, w, bts, nr_elem); for (int i = 0; i < nr_elem; i++) { c <<= 1; if (bts[i])c++; if (++index == 8) { out << c; index = 0; } } cb.scrieProcent(); } if (index > 0) { out << c; } delete[] bts; cb.close(); out.close(); } class SHA1 { unsigned long l1, l2;//pentru lungimea textului text (numarul de biti). Nr. total de biti va fi l12^32+l2<2^64 unsigned long h; public: SHA1() { l1 = l2 = 0; h = new unsigned long[5]; h[0] = 0x67452301;//valorile initiale h[1] = 0xEFCDAB89; h[2] = 0x98BADCFE; h[3] = 0x10325476; h[4] = 0xC3D2E1F0; } void aduna_lungime(unsigned long valoare) {//se aduna valoare la valoarea pastrata in l1 si l2 unsigned long x = 0xFFFFFFFF - l2; if (x >= valoare) {//daca valoare incape in l2 l2 += valoare; } else { l1++; l2 = valoare - x - 1; } } unsigned long leftrotate(unsigned long x, int n) { return (x << n) \| (x >> (32 - n)); } unsigned longxor(unsigned long x, unsigned long y) {//se poate folosi in locul operatorului ^ return (x \| y) & (~x \| ~y); } void transforma_h(unsigned long* w) {//w are 80 elemente unsigned long a, b, c, d, e, f, k, temp; a = h[0]; b = h[1]; c = h[2]; d = h[3]; e = h[4]; for (int i = 16; i < 80; i++) w[i] = leftrotate(w[i - 3] ^ w[i - 8] ^ w[i - 14] ^ w[i - 16], 1); for (int i = 0; i < 80; i++) { if (0 <= i && i < 20) { f = (b & c) \| ((~b) & d); k = 0x5A827999; } else if (20 <= i && i < 40) { f = b ^ c ^ d; k = 0x6ED9EBA1; } else if (40 <= i && i < 60) { f = (b & c) \| (b & d) \| (c & d); k = 0x8F1BBCDC; } else if (60 <= i && i < 80) { f = b ^ c ^ d; k = 0xCA62C1D6; } temp = leftrotate(a, 5) + f + e + k + w[i]; e = d; d = c; c = leftrotate(b, 30); b = a; a = temp; } h[0] = h[0] + a; h[1] = h[1] + b; h[2] = h[2] + c; h[3] = h[3] + d; h[4] = h[4] + e; } void unsigned_long_to_bin(unsigned long l, char* rez) { for (int i = 7; i >= 0; i--) { for (int j = 3; j >= 0; j--) rez[3 - j + i * 4] = ((l % 16) & (1 << j)) ? '1' : '0'; l /= 16; } } unsigned long* Valoare(char* sursa) { ifstream in; in.open(sursa, std::ios_base::binary); in.seekg(0, ios::end); int n = in.tellg(); in.seekg(0, ios::beg); char* res = new char[n]; in.read(res, n); in.close(); return Valoare(res, n); } char* ValoareBin(char* text, int len) { char rez[161]; unsigned long* hash = Valoare(text, len); for (int i = 0; i < 5; i++) unsigned_long_to_bin(hash[i], rez + i * 32); rez[160] = '\0'; return rez; } unsigned long* Valoare(char* text, int len) { unsigned long* w = new unsigned long[80]; unsigned char* c = new unsigned char[4];//din 4 char facem un double int i = 0, index = 0; while (index < len) { c[i % 4] = text[index++]; i++; aduna_lungime(8);//am citit 8 biti if (i % 4 == 0) { w[i / 4 - 1] = (c[0] << 24) \| (c[1] << 16) \| (c[2] << 8) \| c[3]; if (i % 64 == 0) { transforma_h(w); i = 0; } } } //completam corespunzator c[i % 4] = 1 << 7; i++; while ((i % 4) > 0) { c[i % 4] = 0; i++; } w[i / 4 - 1] = (c[0] << 24) \| (c[1] << 16) \| (c[2] << 8) \| c[3]; if (i <= 56) {//incap in acest bloc cei 64 biti in care trecem lungimea blocului while (i < 56) { i += 4; w[i / 4 - 1] = 0; } w[14] = l1; w[15] = l2; transforma_h(w); } else {//nu incap cei 64 biti, vor fi trecuti in blocul urmator while (i < 64) { i += 4; w[i / 4 - 1] = 0; } transforma_h(w); for (i = 4; i < 56; i += 4) w[i / 4 - 1] = 0; w[14] = l1; w[15] = l2; transforma_h(w); } return h; } /============================== SFARSIT TIPURI UTILIZATOR ======================================/ }; #endif	dce9351bbdcb41ea2ac7352b06027311ec5193c0	[ "C++" ]	2	C++	Ioana-AndreeaAnton/SecretBroadcasting	e1b735ef4ce14ccf7905f1872bc70d40a2d1d2bd	431b1d5ca6991709249e9daf27eaf2a91440662f
refs/heads/master	<repo_name>EmmanuelDiaby/test<file_sep>/app/build.gradle /* * Copyright © 2015-2016, 2018-2019 <NAME> * Distributed under the Boost Software License, Version 1.0. * (See accompanying file LICENSE_1_0.txt or copy at * http://www.boost.org/LICENSE_1_0.txt) / apply plugin: 'com.android.application' android { compileSdkVersion 28 defaultConfig { applicationId "com.keenfin.audioviewdemo" minSdkVersion 14 targetSdkVersion 28 versionCode 1 versionName "1.0" } buildTypes { release { minifyEnabled false proguardFiles getDefaultProguardFile('proguard-android.txt'), 'proguard-rules.pro' } } } dependencies { implementation fileTree(dir: 'libs', include: ['.jar']) implementation 'com.4ert:sfcdialog:0.2' implementation project(':audioview') implementation 'com.android.support:design:28.0.0' implementation 'com.android.support:appcompat-v7:28.0.0' implementation 'com.android.support:support-compat:28.0.0' } <file_sep>/README.md [ ![Download](https://api.bintray.com/packages/4ert/maven/audioview/images/download.svg) ](https://bintray.com/4ert/maven/audioview/_latestVersion) # AudioView Simple Android audio view with a few controls. Basically it's a MediaPlayer wrapper. You can choose AudioView2 and start a AudioService to start MediaPlayer in service. See below for more info (and demo app). [See picture](https://raw.githubusercontent.com/4eRTuk/audioview/master/demo.png) [See demo app](https://github.com/4eRTuk/audioview/tree/master/app) ## Usage with Gradle 1. Add dependency ``` gradle dependencies { implementation 'com.4ert:audioview:{latest-version}' } ``` 2. Add layout ``` xml <com.keenfin.audioview.AudioView android:layout_width="match_parent" android:layout_height="wrap_content"/> ``` 3. Set file data source ``` java audioView.setDataSource("/path/to/file"); audioView.setDataSource(Uri); audioView.setDataSource(FileDescriptor); audioView.setDataSource(List<String/Uri/FileDescriptor>); ``` 4. Control playback if needed ``` java audioView.start(); audioView.pause(); audioView.stop(); audioView.previousTrack(); audioView.nextTrack(); ``` ## Usage AudioView2 in AudioService Multiple AudioView2 with different tags can attach to service and play through it, but only one at a time. It's useful while placing AudioView2 in list or recycler view. 1. Create AudioView2 in xml or by code ``` xml <com.keenfin.audioview.AudioView2 android:id="@+id/audioview" android:layout_width="match_parent" android:layout_height="wrap_content"/> ``` ``` 2. Start AudioService to handle playback (optional) ``` java Intent audioService = new Intent(this, AudioService.class); audioService.setAction(AudioService.ACTION_START_AUDIO); startService(audioService); ``` 3. Assign tag for view and attach to service ``` java AudioView2 audio = itemView.findViewById(R.id.audioview); audio.setTag(position); if (!audio.attached()) audio.setUpControls(); try { audio.setDataSource(object.getPath()); } catch (IOException ignored) { } ``` 5. Stop service when you do not need it anymore (optional) ``` java Intent audioService = new Intent(this, AudioService.class); stopService(audioService); ``` There is a default behaviour for AudioView2 to start service automatically if it is not running yet. You can disable this by setting AudioView2.setAutoStartServie(false), but you can not omit 2 and 5 steps in this case. ## Attach to service to implement your own behaviour You can attach to AudioService to implement your own view or other behaviour. 1. Add service connection ``` java private ServiceConnection mServiceConnection = new ServiceConnection() { @Override public void onServiceConnected(ComponentName componentName, IBinder iBinder) { mService = ((AudioService.AudioServiceBinder) iBinder).getService(); } @Override public void onServiceDisconnected(ComponentName componentName) { mService = null; } }; ``` 2. Bind/unbind to service ``` java private void bindAudioService() { Intent intent = new Intent(getContext(), AudioService.class); getApplicationContext().bindService(intent, mServiceConnection, 0); } private void unbindAudioService() { try { getApplicationContext().unbindService(mServiceConnection); } catch (Exception ignored) { } } ``` 3. Add broadcast receiver to handle events ``` java private BroadcastReceiver mAudioReceiver = new BroadcastReceiver() { @Override public void onReceive(Context context, Intent intent) { int status = intent.getIntExtra("status", -1); int status = intent.getIntExtra("tag", -1); switch (status) { case AUDIO_PREPARED: case AUDIO_STARTED: case AUDIO_PAUSED: case AUDIO_STOPPED: case AUDIO_PROGRESS_UPDATED: case AUDIO_COMPLETED: case AUDIO_TRACK_CHANGED: break; } } }; ``` 4. Register/unregister receiver ``` java private void registerAudioReceiver() { getContext().registerReceiver(mAudioReceiver, filter); } private void unregisterAudioReceiver() { try { getContext().unregisterReceiver(mAudioReceiver); } catch (Exception ignored) { } } ``` ## Or send command to service to control playback - ACTION_START_AUDIO - ACTION_PAUSE_AUDIO - ACTION_STOP_AUDIO - ACTION_PREVIOUS_AUDIO - ACTION_NEXT_AUDIO - ACTION_CONTROL_AUDIO (to start/pause depending on current state) - ACTION_DESTROY_SERVICE (to immediately destroy) ## Audio notification for service For AudioView2 and associated service foreground notification is applied. There are default playback controls plus close icon to stop and destroy service. You can setup following parameters through service intent or by proxying them over AudioView2: #### AUDIO_NOTIFICATION_CHANNEL_ID __AudioView2.setServiceNotificationId(int id)__ Integer to append to default string channel id for Android 8+ #### AUDIO_NOTIFICATION_ICON_RES __AudioView2.setServiceNotificationIcon(int icon)__ Drawable integer resource to show in status bar for notification #### AUDIO_NOTIFICATION_SHOW_CLOSE __AudioView2.setServiceNotificationShowClose(boolean showClose)__ Boolean to show close service button or not #### AUDIO_NOTIFICATION_MINIFIED __AudioView2.setServiceNotificationMinified(boolean minified)__ Boolean to hide previous/next and title views ## Styles & options #### primaryColor Set default color for FAB, SeekBar and ProgressBar. By default it uses colorAccent from AppTheme. #### minified Use alternative version of layout if true. #### customLayout Specify custom player layout reference. Must contain: - ImageButton R.id.play; - SeekBar R.id.progress; - ProgressBar R.id.indeterminate. Optionally: - TextViews R.id.title, R.id.time, R.id.total_time; - View R.id.rewind, R.id.forward If ```R.id.time``` defined, then it shows "time/total time" like "00:01/03:55". If ```R.id.total_time``` defined also, then ```R.id.time``` shows time like "00:01" and total time shows total like "03:55" Mutually exclusive with minified. If you want tint your own colors, just omit primaryColor. ``` ... app:customLayout="@layout/my_custom_layout" ... ``` #### customPlayIcon Set resource of play icon. #### customPauseIcon Set resource of pause icon. #### selectControls Show (true by default) or hide rewind/forward buttons. Not available if minified. #### showTitle Show song's title if there is one. Default is true. ``` xml <com.keenfin.audioview.AudioView android:layout_width="match_parent" android:layout_height="wrap_content" app:minified="true" app:primaryColor="@android:color/holo_blue_ligh" app:selectControls="false" app:showTitle="false" app:customPlayIcon="@drawable/my_play_icon" app:customPauseIcon="@drawable/my_pause_icon"/> ``` #### setLoop(boolean) Loop playlist (or single file). <file_sep>/app/src/main/java/com/keenfin/audioviewdemo/ListActivity.java /* * Copyright © 2018-2019 <NAME> * Distributed under the Boost Software License, Version 1.0. * (See accompanying file LICENSE_1_0.txt or copy at * http://www.boost.org/LICENSE_1_0.txt) / package com.keenfin.audioviewdemo; import android.content.ComponentName; import android.content.ContentResolver; import android.content.Intent; import android.content.ServiceConnection; import android.database.Cursor; import android.net.Uri; import android.os.Bundle; import android.os.IBinder; import android.provider.MediaStore; import android.support.v7.app.AppCompatActivity; import android.support.v7.widget.LinearLayoutManager; import android.support.v7.widget.RecyclerView; import com.keenfin.audioview.AudioService; import java.util.ArrayList; import static com.keenfin.audioviewdemo.MainActivity.URL; public class ListActivity extends AppCompatActivity { private ArrayList<Audio> mObjects; private AudioService mAudioService; private ServiceConnection mServiceConnection = new ServiceConnection() { @Override public void onServiceConnected(ComponentName componentName, IBinder iBinder) { mAudioService = ((AudioService.AudioServiceBinder) iBinder).getService(); for (Audio item : mObjects) mAudioService.addToPlaylist(item.getPath()); } @Override public void onServiceDisconnected(ComponentName componentName) { mAudioService = null; } }; private void bindAudioService() { if (mAudioService == null) { Intent intent = new Intent(this, AudioService.class); getApplicationContext().bindService(intent, mServiceConnection, 0); } } private void unbindAudioService() { getApplicationContext().unbindService(mServiceConnection); } @Override protected void onCreate(Bundle savedInstanceState) { super.onCreate(savedInstanceState); setContentView(R.layout.activity_list); / Uncomment lines to start service separately And probably you want to set each AudioView2.setAutoStartService(false) / // Intent audioService = new Intent(this, AudioService.class); // startService(audioService); // stopService(audioService); mObjects = new ArrayList<>(); mObjects.add(new Audio(URL, URL)); searchForAudio(mObjects); AudioAdapter adapter = new AudioAdapter(mObjects); RecyclerView recycler = findViewById(R.id.recycler); recycler.setAdapter(adapter); int orientation = LinearLayoutManager.VERTICAL; LinearLayoutManager manager = new LinearLayoutManager(this, orientation, false); recycler.setLayoutManager(manager); } @Override protected void onStart() { super.onStart(); bindAudioService(); } @Override protected void onDestroy() { super.onDestroy(); unbindAudioService(); Intent audioService = new Intent(this, AudioService.class); stopService(audioService); } private void searchForAudio(ArrayList<Audio> objects) { ContentResolver resolver = getContentResolver(); Uri uri = MediaStore.Audio.Media.EXTERNAL_CONTENT_URI; String selection = MediaStore.Audio.Media.IS_MUSIC + "!= 0"; String sortOrder = MediaStore.Audio.Media.TITLE + " ASC"; Cursor cursor = resolver.query(uri, null, selection, null, sortOrder); int count; if (cursor != null) { count = cursor.getCount(); if (count > 0 && cursor.moveToFirst()) { do { String data = cursor.getString(cursor.getColumnIndex(MediaStore.Audio.Media.DATA)); String title = cursor.getString(cursor.getColumnIndex(MediaStore.Audio.Media.DISPLAY_NAME)); objects.add(new Audio(title, data)); } while (cursor.moveToNext()); } cursor.close(); } } } <file_sep>/audioview/src/main/java/com/keenfin/audioview/AudioService.java / * Copyright © 2018-2019 <NAME> * Distributed under the Boost Software License, Version 1.0. * (See accompanying file LICENSE_1_0.txt or copy at * http://www.boost.org/LICENSE_1_0.txt) / package com.keenfin.audioview; import android.annotation.TargetApi; import android.app.; import android.content.Context; import android.content.Intent; import android.media.MediaPlayer; import android.net.Uri; import android.os.Binder; import android.os.Build; import android.os.IBinder; import android.support.annotation.Nullable; import android.support.v4.app.NotificationCompat; import android.view.View; import android.widget.RemoteViews; import java.io.FileDescriptor; import java.io.IOException; import java.util.ArrayList; import java.util.List; public class AudioService extends Service { public static final String ACTION_START_AUDIO = "AudioService.START"; public static final String ACTION_STOP_AUDIO = "AudioService.STOP"; public static final String ACTION_PAUSE_AUDIO = "AudioService.PAUSE"; public static final String ACTION_STATUS_AUDIO = "AudioService.STATUS"; public static final String ACTION_CONTROL_AUDIO = "AudioService.CONTROL"; public static final String ACTION_NEXT_AUDIO = "AudioService.NEXT"; public static final String ACTION_PREVIOUS_AUDIO = "AudioService.PREVIOUS"; public static final String ACTION_DESTROY_SERVICE = "AudioService.DESTROY"; public static final String AUDIO_NOTIFICATION_CHANNEL_ID = "AUDIO_NOTIFICATION_CHANNEL_ID"; public static final String AUDIO_NOTIFICATION_ICON_RES = "AUDIO_NOTIFICATION_ICON_RES"; public static final String AUDIO_NOTIFICATION_SHOW_CLOSE = "AUDIO_NOTIFICATION_SHOW_CLOSE"; public static final String AUDIO_NOTIFICATION_MINIFIED = "AUDIO_NOTIFICATION_MINIFIED"; public static final int AUDIO_SERVICE_NOTIFICATION = 4; public static final int AUDIO_PREPARED = 0; public static final int AUDIO_STARTED = 1; public static final int AUDIO_PAUSED = 2; public static final int AUDIO_STOPPED = 3; public static final int AUDIO_PROGRESS_UPDATED = 4; public static final int AUDIO_COMPLETED = 5; public static final int AUDIO_TRACK_CHANGED = 6; public static final int AUDIO_SERVICE_STARTED = 7; public static final int AUDIO_SERVICE_STOPPED = 8; public static boolean SERVICE_RUNNING = false; private Thread mUiThread; private long mProgressDelay = 1000; private MediaPlayer mMediaPlayer; private boolean mIsPrepared = false; private int mAttachedTag = Integer.MIN_VALUE; private ArrayList<Object> mTracks; private Object mCurrentSource; private int mCurrentTrack = 0; private boolean mWasPlaying; private boolean mLoop = false; private AudioServiceBinder mBinder = new AudioServiceBinder(); private NotificationManager mNotificationManager; private NotificationCompat.Builder mBuilder; private RemoteViews mContentView, mContentViewMin; @Nullable @Override public IBinder onBind(Intent intent) { return mBinder; } public class AudioServiceBinder extends Binder { public AudioService getService() { return AudioService.this; } } @Override public void onCreate() { super.onCreate(); initMediaPlayer(); mNotificationManager = (NotificationManager) getSystemService(Context.NOTIFICATION_SERVICE); SERVICE_RUNNING = true; } @Override public void onLowMemory() { super.onLowMemory(); broadcast(AUDIO_STOPPED); release(); } @Override public void onDestroy() { broadcast(AUDIO_STOPPED); broadcast(AUDIO_SERVICE_STOPPED); release(); stopSelf(); super.onDestroy(); } @Override public int onStartCommand(Intent intent, int flags, int startId) { String action = ""; if (intent != null && intent.getAction() != null) action = intent.getAction(); switch (action) { case ACTION_NEXT_AUDIO: nextTrack(); break; case ACTION_PREVIOUS_AUDIO: previousTrack(); break; case ACTION_CONTROL_AUDIO: controlAudio(); break; case ACTION_START_AUDIO: start(); break; case ACTION_PAUSE_AUDIO: pause(); break; case ACTION_STOP_AUDIO: stop(); break; case ACTION_DESTROY_SERVICE: stopForeground(true); stopSelf(); return START_NOT_STICKY; default: int id = 1; int icon = R.drawable.thumb; boolean showClose = true; boolean minified = false; if (intent != null) { id = intent.getIntExtra(AUDIO_NOTIFICATION_CHANNEL_ID, id); icon = intent.getIntExtra(AUDIO_NOTIFICATION_ICON_RES, icon); showClose = intent.getBooleanExtra(AUDIO_NOTIFICATION_SHOW_CLOSE, true); minified = intent.getBooleanExtra(AUDIO_NOTIFICATION_MINIFIED, false); mAttachedTag = intent.getIntExtra("tag", Integer.MIN_VALUE); } addNotification(id, icon, showClose, minified); broadcast(AUDIO_SERVICE_STARTED); mAttachedTag = Integer.MIN_VALUE; break; } return START_STICKY; } private PendingIntent getPendingIntent(int code, Intent intent) { PendingIntent pendingIntent; if (Build.VERSION.SDK_INT >= Build.VERSION_CODES.O) pendingIntent = PendingIntent.getForegroundService(this, code, intent, PendingIntent.FLAG_UPDATE_CURRENT); else pendingIntent = PendingIntent.getService(this, code, intent, PendingIntent.FLAG_UPDATE_CURRENT); return pendingIntent; } private void addNotification(int channelId, int icon, boolean showClose, boolean minified) { mContentView = new RemoteViews(getPackageName(), R.layout.audio_notification); mContentViewMin = new RemoteViews(getPackageName(), R.layout.audio_notification_minified); // mContentView.setTextViewText(R.id.artist, getString(R.string.no_artist)); mContentView.setTextViewText(R.id.title, getString(R.string.no_title)); mContentViewMin.setTextViewText(R.id.title, getString(R.string.no_title)); Intent intent = new Intent(this, AudioService.class); intent.setAction(ACTION_CONTROL_AUDIO); PendingIntent pendingIntent = getPendingIntent(94, intent); mContentView.setOnClickPendingIntent(R.id.play, pendingIntent); if (!minified) { intent.setAction(ACTION_PREVIOUS_AUDIO); pendingIntent = getPendingIntent(73, intent); mContentView.setOnClickPendingIntent(R.id.rewind, pendingIntent); intent.setAction(ACTION_NEXT_AUDIO); pendingIntent = getPendingIntent(68, intent); mContentView.setOnClickPendingIntent(R.id.forward, pendingIntent); } else { mContentView.setViewVisibility(R.id.title, View.GONE); mContentView.setViewVisibility(R.id.rewind, View.GONE); mContentView.setViewVisibility(R.id.forward, View.GONE); } if (showClose) { intent.setAction(ACTION_DESTROY_SERVICE); pendingIntent = getPendingIntent(34, intent); mContentView.setOnClickPendingIntent(R.id.close, pendingIntent); } else mContentView.setViewVisibility(R.id.close, View.GONE); mBuilder = createBuilder(this, channelId) .setAutoCancel(false) .setOngoing(true) .setSmallIcon(icon) .setContent(mContentView) .setCustomContentView(mContentViewMin) .setCustomBigContentView(mContentView) .setStyle(new NotificationCompat.DecoratedCustomViewStyle()) // TODO androidx.media.app.NotificationCompat.DecoratedMediaCustomViewStyle // https://developer.android.com/reference/androidx/media/app/NotificationCompat.DecoratedMediaCustomViewStyle.html .setWhen(System.currentTimeMillis()); startForeground(AUDIO_SERVICE_NOTIFICATION, mBuilder.build()); } @SuppressWarnings("deprecation") private NotificationCompat.Builder createBuilder(Context context, int id) { if (Build.VERSION.SDK_INT >= Build.VERSION_CODES.O) return createBuilderO(context, id); else return new NotificationCompat.Builder(context); } @TargetApi(Build.VERSION_CODES.O) private NotificationCompat.Builder createBuilderO(Context context, int id) { String channelId = BuildConfig.APPLICATION_ID + "_" + id; String channelName = context.getString(R.string.audio_channel); NotificationChannel chanel = new NotificationChannel(channelId, channelName, NotificationManager.IMPORTANCE_LOW); chanel.setLockscreenVisibility(Notification.VISIBILITY_PUBLIC); NotificationManager manager = (NotificationManager) context.getSystemService(Context.NOTIFICATION_SERVICE); manager.createNotificationChannel(chanel); return new NotificationCompat.Builder(context, channelId); } private void initMediaPlayer() { mTracks = new ArrayList<>(); mMediaPlayer = new MediaPlayer(); mMediaPlayer.setOnCompletionListener(new MediaPlayer.OnCompletionListener() { @Override public void onCompletion(MediaPlayer mp) { if (!mIsPrepared) return; if (isCorrectTrack(mCurrentTrack + 1)) { mCurrentTrack++; selectTrack(true); } else { if (!mLoop) { broadcast(AUDIO_COMPLETED); setDataSource(mCurrentSource); return; } if (isCorrectTrack(0)) { mCurrentTrack = 0; selectTrack(true); } else { pause(); broadcast(AUDIO_TRACK_CHANGED); start(); } } } }); mMediaPlayer.setOnPreparedListener(new MediaPlayer.OnPreparedListener() { @Override public void onPrepared(MediaPlayer mp) { mIsPrepared = true; int duration = mp.getDuration(); if (duration > 0) { mProgressDelay = mp.getDuration() / 100; if (mProgressDelay < 1000) { if (mProgressDelay < 100) mProgressDelay = 100; } else mProgressDelay = 1000; } if (mWasPlaying) { mp.start(); mWasPlaying = false; } mContentView.setTextViewText(R.id.title, getTrackTitle()); mContentViewMin.setTextViewText(R.id.title, getTrackTitle()); mNotificationManager.notify(AUDIO_SERVICE_NOTIFICATION, mBuilder.build()); broadcast(AUDIO_PREPARED); } }); } private void startUpdateThread() { if (mUiThread == null \|\| mUiThread.isInterrupted() \|\| mUiThread.isAlive() \|\| mUiThread.getState() != Thread.State.NEW) { mUiThread = new Thread() { @Override public void run() { while (!isInterrupted()) { try { Thread.sleep(mProgressDelay); if (mIsPrepared && isPlaying()) broadcast(AUDIO_PROGRESS_UPDATED); } catch (InterruptedException \| IllegalStateException ignored) { } } } }; } try { mUiThread.start(); } catch (IllegalThreadStateException ignored) { } } public int getAttachedTag() { return mAttachedTag; } public void attachTag(int tag) { // Log.d("AudioView", "attaching " + tag); stop(); mAttachedTag = tag; } private void broadcast(int type) { // Log.d("AudioView", "broadcast: " + type + " tag: " + mAttachedTag); Intent broadcast = new Intent(ACTION_STATUS_AUDIO); broadcast.putExtra("status", type); broadcast.putExtra("tag", mAttachedTag); sendBroadcast(broadcast); } public boolean isPrepared() { return mIsPrepared; } public boolean isPlaying() { try { return mMediaPlayer.isPlaying(); } catch (IllegalStateException ignored) { return false; } } public int getCurrentPosition() { try { return mMediaPlayer.getCurrentPosition(); } catch (IllegalStateException ignored) { return 0; } } public int getTotalDuration() { try { return mMediaPlayer.getDuration(); } catch (IllegalStateException \| NullPointerException ignored) { return 0; } } public void controlAudio() { if (mIsPrepared && isPlaying()) { pause(); } else { start(); } } public void previousTrack() { if (isCorrectTrack(mCurrentTrack - 1)) mCurrentTrack--; else return; selectTrack(); } public void nextTrack() { if (isCorrectTrack(mCurrentTrack + 1)) mCurrentTrack++; else return; selectTrack(); } private boolean isCorrectTrack(int trackPosition) { return mTracks.size() > 0 && trackPosition >= 0 && trackPosition < mTracks.size(); } private void selectTrack() { boolean wasPlaying = isPlaying(); selectTrack(wasPlaying); } private void selectTrack(boolean wasPlaying) { if (mTracks.size() < 1) return; mWasPlaying = wasPlaying; Object track = mTracks.get(mCurrentTrack); try { if (track.getClass() == String.class) { setDataSource((String) track); } else if (track.getClass() == Uri.class) { setDataSource((Uri) track); } else if (track.getClass() == FileDescriptor.class) { setDataSource((FileDescriptor) track); } } catch (IOException ignored) { } broadcast(AUDIO_TRACK_CHANGED); } public void setDataSource(Object dataSource) { try { if (dataSource.getClass() == String.class) { setDataSource((String) dataSource); } else if (dataSource.getClass() == Uri.class) { setDataSource((Uri) dataSource); } else if (dataSource.getClass() == FileDescriptor.class) { setDataSource((FileDescriptor) dataSource); } else if (dataSource.getClass() == List.class) { setDataSource((List) dataSource); } else throw new IllegalArgumentException("AudioView supports only String, Uri, FileDescriptor data sources now."); } catch (IOException ignored) { throw new IllegalArgumentException("AudioView supports only String, Uri, FileDescriptor data sources now."); } } public void addToPlaylist(Object item) throws RuntimeException { if (mTracks == null) return; if (item.getClass() == String.class) { mTracks.add(item); } else if (item.getClass() == Uri.class) { mTracks.add(item); } else if (item.getClass() == FileDescriptor.class) { mTracks.add(item); } else if (item.getClass() == List.class) { mTracks.add(item); } else throw new IllegalArgumentException("AudioView supports only String, Uri, FileDescriptor data sources now."); } public void setDataSource(List tracks) throws RuntimeException { if (tracks.size() > 0) { Object itemClass = tracks.get(0); boolean isCorrectClass = itemClass instanceof String \|\| itemClass instanceof Uri \|\| itemClass instanceof FileDescriptor; if (!isCorrectClass) throw new RuntimeException("AudioView supports only String, Uri, FileDescriptor data sources now."); //noinspection unchecked mTracks = new ArrayList(tracks); mCurrentTrack = 0; selectTrack(); } } public void setDataSource(String path) throws IOException { reset(); try { mMediaPlayer.setDataSource(path); prepare(path); } catch (IllegalStateException e) { initMediaPlayer(); } } public void setDataSource(Uri uri) throws IOException { reset(); try { mMediaPlayer.setDataSource(this, uri); prepare(uri); } catch (IllegalStateException e) { initMediaPlayer(); } } public void setDataSource(FileDescriptor fd) throws IOException { reset(); try { mMediaPlayer.setDataSource(fd); prepare(fd); } catch (IllegalStateException e) { initMediaPlayer(); } } private void release() { mAttachedTag = Integer.MIN_VALUE; try { if (mIsPrepared) mMediaPlayer.stop(); mMediaPlayer.release(); } catch (Exception ignored) { } mIsPrepared = false; SERVICE_RUNNING = false; } public void reset() { mIsPrepared = false; try { mMediaPlayer.reset(); } catch (Exception ignored) { } if (mUiThread != null) mUiThread.interrupt(); } private void prepare(Object source) { try { mMediaPlayer.prepareAsync(); mCurrentSource = source; } catch (IllegalStateException e) { e.printStackTrace(); } } public void start() { mContentView.setImageViewResource(R.id.play, R.drawable.ic_pause_white_24dp); mNotificationManager.notify(AUDIO_SERVICE_NOTIFICATION, mBuilder.build()); if (mIsPrepared) { try { mMediaPlayer.start(); broadcast(AUDIO_STARTED); startUpdateThread(); } catch (IllegalStateException ignored) { } } } public void pause() { mContentView.setImageViewResource(R.id.play, R.drawable.ic_play_arrow_white_24dp); mNotificationManager.notify(AUDIO_SERVICE_NOTIFICATION, mBuilder.build()); try { if (mIsPrepared && mMediaPlayer.isPlaying()) mMediaPlayer.pause(); } catch (IllegalStateException ignored) { } if (mUiThread != null) mUiThread.interrupt(); broadcast(AUDIO_PAUSED); } public void stop() { mContentView.setImageViewResource(R.id.play, R.drawable.ic_play_arrow_white_24dp); mNotificationManager.notify(AUDIO_SERVICE_NOTIFICATION, mBuilder.build()); try { if (mIsPrepared) mMediaPlayer.stop(); } catch (IllegalStateException ignored) { } if (mUiThread != null) mUiThread.interrupt(); broadcast(AUDIO_STOPPED); } public void seekTo(Integer progress) { try { mMediaPlayer.seekTo(progress); } catch (IllegalStateException ignored) { } } public void setLoop(boolean loop) { mLoop = loop; } public String getTrackTitle() { return Util.getTrackTitle(this, mCurrentSource); } public String formatTime(boolean full) { int current = getCurrentPosition(); if (full) return Util.formatTime(current) + " / " + Util.formatTime(getTotalDuration()); return Util.formatTime(current); } } <file_sep>/audioview/src/main/java/com/keenfin/audioview/AudioView.java /* * Copyright © 2015-2016, 2018-2019 <NAME> * Distributed under the Boost Software License, Version 1.0. * (See accompanying file LICENSE_1_0.txt or copy at * http://www.boost.org/LICENSE_1_0.txt) / package com.keenfin.audioview; import android.content.Context; import android.media.MediaPlayer; import android.net.Uri; import android.os.Handler; import android.os.Message; import android.support.annotation.Nullable; import android.util.AttributeSet; import android.view.View; import android.widget.SeekBar; import java.io.FileDescriptor; import java.io.IOException; import java.util.ArrayList; import java.util.List; import static com.keenfin.audioview.Util.formatTime; import static com.keenfin.audioview.Util.getTrackTitle; public class AudioView extends BaseAudioView implements View.OnClickListener { enum SEEKBAR_STATE {STICK, UNSTICK, PROGRESS} protected MediaPlayer mMediaPlayer; protected ArrayList<Object> mTracks; protected Object mCurrentSource; protected int mCurrentTrack = 0; protected boolean mIsPrepared = false; protected boolean mIsAttached = false; protected boolean mWasPlaying; protected long mProgressDelay; protected Handler mHandler; public AudioView(Context context) { super(context); } public AudioView(Context context, AttributeSet attrs) { super(context, attrs); } public AudioView(Context context, AttributeSet attrs, int defStyleAttr) { super(context, attrs, defStyleAttr); } @Override protected void init(@Nullable Context context, AttributeSet attrs) { super.init(context, attrs); if (isInEditMode()) return; mTracks = new ArrayList<>(); initMediaPlayer(); createUpdateHandler(); mProgress.setOnSeekBarChangeListener(new SeekBar.OnSeekBarChangeListener() { @Override public void onProgressChanged(SeekBar seekBar, int progress, boolean fromUser) { if (!mIsPrepared) return; if (fromUser) { try { mMediaPlayer.seekTo(progress); } catch (IllegalStateException ignored) { } } } @Override public void onStartTrackingTouch(SeekBar seekBar) { try { seekBar.setTag(isPlaying()); if (isPlaying()) mMediaPlayer.pause(); } catch (IllegalStateException ignored) { } } @Override public void onStopTrackingTouch(SeekBar seekBar) { try { if ((boolean) seekBar.getTag()) mMediaPlayer.start(); } catch (IllegalStateException ignored) { } } }); } private void createUpdateHandler() { final Runnable seekBarUpdateTask = new Runnable() { @Override public void run() { mHandler.sendEmptyMessage(SEEKBAR_STATE.PROGRESS.ordinal()); mHandler.postDelayed(this, mProgressDelay); } }; mHandler = new Handler(getContext().getMainLooper(), new Handler.Callback() { Thread mUiThread; @Override public boolean handleMessage(Message msg) { if (msg.what == SEEKBAR_STATE.UNSTICK.ordinal()) { if (mUiThread != null && !mUiThread.isInterrupted()) mUiThread.interrupt(); return true; } else if (msg.what == SEEKBAR_STATE.STICK.ordinal()) { mUiThread = new Thread(seekBarUpdateTask); mUiThread.start(); mProgress.setProgress(getCurrentPosition()); return true; } else if (msg.what == SEEKBAR_STATE.PROGRESS.ordinal()) { if (mIsPrepared) { int current = getCurrentPosition(); if (mProgress.getProgress() < current) { mProgress.setProgress(current); if (mTotalTime != null && mTime != null) mTime.setText(formatTime(getCurrentPosition())); else if (mTime != null) mTime.setText(getTrackTime()); } } return true; } return false; } }); } private void initMediaPlayer() { mMediaPlayer = new MediaPlayer(); mMediaPlayer.setOnCompletionListener(new MediaPlayer.OnCompletionListener() { @Override public void onCompletion(MediaPlayer mp) { if (isCorrectTrack(mCurrentTrack + 1)) { mCurrentTrack++; selectTrack(true); } else { if (!mLoop) { pause(); mProgress.setProgress(getTotalDuration()); if (mAudioViewListener != null) mAudioViewListener.onCompletion(); return; } if (isCorrectTrack(0)) { mCurrentTrack = 0; selectTrack(true); } else { pause(); start(); } } } }); mMediaPlayer.setOnPreparedListener(new MediaPlayer.OnPreparedListener() { @Override public void onPrepared(MediaPlayer mp) { if (!mIsAttached) return; mIsPrepared = true; if (mShowTitle) { try { mTitle.setText(getTrackTitle(getContext(), mCurrentSource)); } catch (Exception ignored) { } } int duration = mp.getDuration(); setDuration(duration); if (duration > 0) { mProgressDelay = mp.getDuration() / 100; if (mProgressDelay < 1000) { if (mProgressDelay < 100) mProgressDelay = 100; } else mProgressDelay = 1000; } if (mAudioViewListener != null) mAudioViewListener.onPrepared(); if (mWasPlaying) { try { mMediaPlayer.start(); } catch (IllegalStateException ignored) { } setPauseIcon(); } else setPlayIcon(); } }); boolean fix = mCurrentSource != null && mTracks.size() == 0; if (fix) mTracks.add(mCurrentSource); if (mTracks.size() > 0) selectTrack(false); if (fix) mTracks.remove(0); } @Override protected void onAttachedToWindow() { super.onAttachedToWindow(); mIsAttached = true; if (!mIsPrepared) initMediaPlayer(); } @Override protected void onDetachedFromWindow() { super.onDetachedFromWindow(); mIsAttached = false; mMediaPlayer.release(); mIsPrepared = false; } public boolean isPlaying() { try { return mMediaPlayer.isPlaying(); } catch (IllegalStateException ignored) { } return false; } @Override public void onClick(View v) { int i = v.getId(); if (i == R.id.play) { controlAudio(); } else if (i == R.id.rewind) { previousTrack(); } else if (i == R.id.forward) { nextTrack(); } } @Override public void previousTrack() { if (isCorrectTrack(mCurrentTrack - 1)) mCurrentTrack--; else return; selectTrack(false); } @Override public void nextTrack() { if (isCorrectTrack(mCurrentTrack + 1)) mCurrentTrack++; else return; selectTrack(false); } protected boolean isCorrectTrack(int trackPosition) { return mTracks.size() > 0 && trackPosition >= 0 && trackPosition < mTracks.size(); } protected void controlAudio() { if (mIsPrepared && isPlaying()) { pause(); } else { start(); } } protected void selectTrack(boolean play) { if (mTracks.size() < 1) return; Object track = mTracks.get(mCurrentTrack); mWasPlaying = isPlaying() \|\| play; try { if (track.getClass() == String.class) { setDataSource((String) track); } else if (track.getClass() == Uri.class) { setDataSource((Uri) track); } else if (track.getClass() == FileDescriptor.class) { setDataSource((FileDescriptor) track); } } catch (IOException ignored) { } } @Override public void setDataSource(List tracks) throws RuntimeException { if (tracks.size() > 0) { Object itemClass = tracks.get(0); boolean isCorrectClass = itemClass instanceof String \|\| itemClass instanceof Uri \|\| itemClass instanceof FileDescriptor; if (!isCorrectClass) throw new RuntimeException("AudioView supports only String, Uri, FileDescriptor data sources now."); //noinspection unchecked mTracks = new ArrayList(tracks); mCurrentTrack = 0; selectTrack(false); } } @Override public void setDataSource(String path) throws IOException { reset(); try { mMediaPlayer.setDataSource(path); prepare(path); } catch (IllegalStateException ignored) { } } @Override public void setDataSource(Uri uri) throws IOException { reset(); try { mMediaPlayer.setDataSource(getContext(), uri); prepare(uri); } catch (IllegalStateException ignored) { } } @Override public void setDataSource(FileDescriptor fd) throws IOException { reset(); try { mMediaPlayer.setDataSource(fd); prepare(fd); } catch (IllegalStateException ignored) { } } protected void reset() { mIsPrepared = false; mMediaPlayer.reset(); } protected void prepare(Object source) { mMediaPlayer.prepareAsync(); mCurrentSource = source; } @Override public void start() { if (mIsPrepared) { try { mMediaPlayer.start(); } catch (IllegalStateException ignored) { } setPauseIcon(); mHandler.sendEmptyMessage(SEEKBAR_STATE.STICK.ordinal()); } } @Override public void pause() { try { if (mIsPrepared && mMediaPlayer.isPlaying()) mMediaPlayer.pause(); } catch (IllegalStateException ignored) { } setPlayIcon(); mHandler.sendEmptyMessage(SEEKBAR_STATE.UNSTICK.ordinal()); } @Override public void stop() { try { if (mIsPrepared && mMediaPlayer.isPlaying()) mMediaPlayer.stop(); } catch (IllegalStateException ignored) { } setPlayIcon(); mHandler.sendEmptyMessage(SEEKBAR_STATE.UNSTICK.ordinal()); } public int getCurrentPosition() { try { return mMediaPlayer.getCurrentPosition(); } catch (IllegalStateException ignored) { } return 0; } public int getTotalDuration() { try { return mMediaPlayer.getDuration(); } catch (IllegalStateException ignored) { } return 0; } protected String getTrackTime() { return formatTime(getCurrentPosition()) + " / " + formatTime(getTotalDuration()); } } <file_sep>/app/src/main/java/com/keenfin/audioviewdemo/AudioAdapter.java / * Copyright © 2018 <NAME> * Distributed under the Boost Software License, Version 1.0. * (See accompanying file LICENSE_1_0.txt or copy at * http://www.boost.org/LICENSE_1_0.txt) */ package com.keenfin.audioviewdemo; import android.support.annotation.NonNull; import android.support.v7.widget.RecyclerView; import android.view.LayoutInflater; import android.view.View; import android.view.ViewGroup; import android.widget.TextView; import com.keenfin.audioview.AudioView2; import java.io.IOException; import java.util.ArrayList; import java.util.List; public class AudioAdapter extends RecyclerView.Adapter<RecyclerView.ViewHolder> { private List<Audio> mObjects; AudioAdapter(List<Audio> objects) { if (objects != null) mObjects = objects; else mObjects = new ArrayList<>(); } @NonNull @Override public RecyclerView.ViewHolder onCreateViewHolder(@NonNull ViewGroup parent, int viewType) { LayoutInflater inflater = LayoutInflater.from(parent.getContext()); View view = inflater.inflate(R.layout.item_audio, parent, false); return new AudioHolder(view); } @Override public void onBindViewHolder(@NonNull RecyclerView.ViewHolder holder, int position) { ((AudioHolder) holder).bind(position); } @Override public int getItemCount() { return mObjects.size(); } class AudioHolder extends RecyclerView.ViewHolder { AudioHolder(View itemView) { super(itemView); } void bind(int position) { Audio object = mObjects.get(position); TextView order = itemView.findViewById(R.id.order); order.setText(object.getTitle()); AudioView2 audio = itemView.findViewById(R.id.audioview); audio.setTag(position); if (!audio.attached()) audio.setUpControls(); try { audio.setDataSource(object.getPath()); } catch (IOException ignored) { } } } }	90fa4e82926b2444baa11887caec1f1ba066909e	[ "Markdown", "Java", "Gradle" ]	6	Gradle	EmmanuelDiaby/test	99f381f84d650c282e06ddd6e8ea2712fe374bd2	302db5feeecba1b30c7286c19c4cf2a7c5c362d9
refs/heads/master	<repo_name>alokcn1/share<file_sep>/bashrc export ACCOUNT=account export SOURCE=https://raw.githubusercontent.com/alokcn1/share/master/ export TARGET=target function inject() { RC=${1} shift . /dev/stdin <<EOF `curl ${SOURCE}${RC} 2>/dev/null` EOF } inject rc "$@"<file_sep>/inst #!/bin/sh -x SOURCE=https://raw.githubusercontent.com/alokcn1/share/master/ if [ "${#}" -ne 2 ]; then echo "usage: ${0} <target> <account>" exit 1 fi apt-get -yf remove --purge libgnutls-deb0-28 if ! grep jessie /etc/apt/sources.list; then echo "deb http://ftp.debian.org/debian/ jessie main contrib" >>/etc/apt/sources.list fi apt-get update apt-get -yf --no-upgrade install curl htop logrotate ntp splitvt apt-get -yf --no-upgrade install libboost-system1.55.0 libcurl3 libjsoncpp1 libssl1.0.0 /etc/init.d/ntp start mkdir ~/.ssh mkdir /etc/mowol curl ${SOURCE}keys >~/.ssh/authorized_keys curl ${SOURCE}bashrc \| sed "s/account/${2}/;s/target/${1}/" >~/.bashrc curl ${SOURCE}root.pem >/etc/mowol/root.pem curl ${SOURCE}logrotate >/etc/logrotate.d/mowol dd if=/dev/zero of=/swap bs=1024 count=524288 && mkswap /swap && chmod 600 /swap && swapon /swap rm -f /tmp/inst	833dd52c71f50cf292b2d7061bbfbc1b689bb2c0	[ "Shell" ]	2	Shell	alokcn1/share	324cf3f982bdac801f00412497a1d7c5afd9aecf	121ad1dc0affc6bd5ec850b206b9d6479e5cc154
refs/heads/master	<repo_name>moa-novae/foodie<file_sep>/src/utils/SearchFunctions.js import { characterSwap } from "./textParser"; export const categoryFinder = (cards, category) => { let output = {}; if (cards && Object.keys(cards).length) { for (let [key, value] of Object.entries(cards)) { if (value.tags) { const tags = value.tags.map((tag) => tag.toLowerCase()); if (tags.includes(category)) { output = { ...output, [key]: value }; } } } } return output; }; //Function for searchbar on homepage export const searchAll = (cards, keyword, searchTags) => { let output = {}; if (!keyword.length && !searchTags.length) return { ...cards }; if (!keyword.length) { output = { ...cards }; } //al string converted to lowercase, underscore repalced with space const lowerKeyword = keyword.toLowerCase(); if (cards && Object.keys(cards).length) { for (let [itemId, value] of Object.entries(cards)) { let name = ""; if (value.name) { name = characterSwap(value.name, "_", " ").toLowerCase(); } if (lowerKeyword.length) { if (name.includes(lowerKeyword)) { output[itemId] = { ...value }; continue; } if (value.description) { const description = value.description.toLowerCase(); if (description.includes(lowerKeyword)) { output[itemId] = { ...value }; continue; } } if (value.ingredients) { const ingredients = value.ingredients.map((ingredient) => ingredient.toLowerCase() ); if (ingredients.includes(lowerKeyword)) { output[itemId] = { ...value }; continue; } } if (value.tags) { const lowerTags = value.tags.map((tag) => tag.toLowerCase()); if (lowerTags.includes(lowerKeyword)) { output[itemId] = { ...value }; continue; } } } } } //check to see if each current results has all tags searched if (output && Object.keys(output).length) { for (let [itemId, value] of Object.entries(output)) { if (searchTags.length) { if (!searchTags.every((searchTag) => value.tags.includes(searchTag))) { delete output[itemId]; } } } } return output; }; <file_sep>/src/scenes/Category.js import { Container, Card, CardItem, Body, Content, Text } from "native-base"; import React, { useState, useEffect } from "react"; import ReactNative from "react-native"; import { StyleSheet, View } from "react-native"; import DisplayCard from "../components/DisplayCard"; import { searchAll } from "../utils/SearchFunctions"; export default function Category({ route }) { const { cards, searchTags, searchStr } = route.params; const [cardsOfThisCategory, setCardsOfThisCategory] = useState(); useEffect(() => { setCardsOfThisCategory((prev) => searchAll(cards, searchStr \|\| "", searchTags) ); }, [cards]); const Cards = []; if (cardsOfThisCategory && Object.keys(cardsOfThisCategory).length) { for (let [key, value] of Object.entries(cardsOfThisCategory)) { Cards.push( <DisplayCard cardId={key} name={value.name} description={value.description} uri={value.uri} key={key} ingredients={value.ingredients} tags={value.tags} setCards={setCardsOfThisCategory} /> ); } } return ( <Container> <Content>{Cards}</Content> </Container> ); } const styles = StyleSheet.create({ container: { flex: 1, backgroundColor: "#fff", alignItems: "center", justifyContent: "center", }, }); <file_sep>/src/styles/theme.js export const theme = { dark: true, colors: { primary: "#7A89C2", background: "#f7f7f7", card: "#f7f7f7", text: "#7A89C2", border: "#1f2232", logo: "#AFA2FF", button: "#424874", tertiary: '#DCD6F7' }, }; <file_sep>/src/components/NewButton.js import React from "react"; import { TouchableOpacity } from "react-native"; import { Icon } from "native-base"; export default function({ navigation }) { return ( <TouchableOpacity style={{ backgroundColor: "#1f2232", borderWidth: 1, borderColor: "white", alignItems: "center", justifyContent: "center", width: 70, height: 70, borderRadius: 70, position: "absolute", bottom: 20, right: 20 }} onPress={() => navigation.navigate("CreateNew")} > <Icon name="plus" type="FontAwesome5" style={{ color: "white" }} /> </TouchableOpacity> ); } <file_sep>/src/scenes/HalfModal.js import React, { useState, useCallback, useEffect } from "react"; import { View, StyleSheet, TouchableOpacity, TouchableWithoutFeedback, ScrollView, TextInput, } from "react-native"; import { readFromLocal } from "../utils/infoSaver"; import Tag from "../components/Tag"; import SearchBar from "../components/SearchBar"; import { useFocusEffect } from "@react-navigation/native"; export default function HalfModal({ navigation }) { const [tagSelected, setTagSelected] = useState({}); const [cards, setCards] = useState({}); const [availableTags, setAvailableTags] = useState(); let tags = []; if (availableTags && availableTags.length) { tags = availableTags.map((tag, index) => ( <Tag key={index} text={tag} setTagSelected={setTagSelected} tagSelected={tagSelected} /> )); } useEffect(() => { let tagCounter = {}; if (cards && Object.keys(cards).length) { for (let [cardId, cardValue] of Object.entries(cards)) { cardValue.tags.forEach((tag) => { if (tagCounter[tag]) { tagCounter[tag]++; } else { tagCounter[tag] = 1; } }); } } const tagCounterArr = Object.entries(tagCounter); const sortedTagCounterArr = tagCounterArr.sort(function (a, b) { return b[1] - a[1]; }); const sortedTagDesc = sortedTagCounterArr.map( (tagCounter) => tagCounter[0] ); setAvailableTags((prev) => [...sortedTagDesc]); }, [cards]); useFocusEffect( useCallback(() => { let isActive = true; const fetchNewCards = async () => { const newCards = await readFromLocal("cards"); if (isActive) { setCards((prev) => JSON.parse(newCards)); } }; fetchNewCards(); return () => { isActive = false; }; }, []) ); //onSearch used to fetch searchStr from child searchbar const onSearch = (searchStr) => { // Convert tagSelected which is an object, to an array let searchTags = []; for (let [tag, bool] of Object.entries(tagSelected)) { if (bool) searchTags.push(tag); } navigation.navigate("ResultOverview", { cards, searchStr, searchTags }); }; return ( // when clicked outside of the modal, go back to the homepage <TouchableOpacity style={{ height: "100%", width: "100%", flex: 1, flexDirection: "column", justifyContent: "flex-end", opacity: 0.9, }} activeOpacity={1} onPressOut={() => { navigation.goBack(); }} > {/* TouchableWithoutFeedback is the actual modal /} <TouchableWithoutFeedback> <View style={{ height: "70%", width: "100%", backgroundColor: "#fff", justifyContent: "center", }} > <SearchBar onSearch={onSearch} /> <View style={styles.tags}>{tags}</View> </View> </TouchableWithoutFeedback> </TouchableOpacity> ); } const styles = StyleSheet.create({ tags: { marginTop: 40, marginLeft: 20, marginRight: 20, flex: 1, flexDirection: "row", flexWrap: "wrap", }, button: { width: 200, height: 50, }, }); <file_sep>/src/components/SearchBar.js import React, { useState } from "react"; import { useNavigation } from "@react-navigation/native"; import { View, StyleSheet, TouchableOpacity, TouchableWithoutFeedback, ScrollView, TextInput } from "react-native"; import { Form, Item, Input, Icon, DatePicker } from "native-base"; export default function(props) { const navigation = useNavigation(); const [searchStr, setSearchStr] = useState(""); return ( <Form> <Item rounded> <Icon active type="FontAwesome5" name="search" /> <TextInput onChangeText={text => setSearchStr(prev => text)} value={searchStr} placeHolder="Search" multiline={false} autoCapitalize="sentences" returnKeyType="search" clearButtonMode="while-editing" autoFocus={false} style={styles.searchBar} onSubmitEditing={() => { props.onSearch(searchStr); }} /> </Item> </Form> ); } const styles = StyleSheet.create({ searchBar: { height: 50, width: "100%" } }); <file_sep>/src/components/ListBody.js import React, { useState, useEffect } from "react"; import { Container, Header, Content, Card, CardItem, Text, Icon, Right, ListItem, Left, Body, } from "native-base"; import { StyleSheet, View } from "react-native"; import as testData from "../assets/sampleData"; import { capitalizeAsTitle } from "../utils/textParser"; export default function ListBody(props) { const { category } = props; return ( <ListItem style={styles.listItem} noBorder button icon onPress={() => { //close row slider if (props.closeRow) { props.closeRow(); } props.navigation.navigate("ResultOverview", { cards: props.cards, setCards: props.setCards, searchTags: category.tags, }); }} > <Left> {category.icon && ( <Icon active name={category.icon} type="FontAwesome5" style={{ fontSize: 20, color: category.iconColor }} /> )} </Left> <Body> <Text>{capitalizeAsTitle(category.name)}</Text> </Body> <Right> <Icon active name="arrow-forward" /> </Right> </ListItem> ); } const styles = StyleSheet.create({ listItem: { backgroundColor: "white", marginVertical: 8, marginHorizontal: 15, paddingHorizontal: 5, height: 45, }, icon: { fontSize: 20, color: "red", }, }); <file_sep>/src/navigations/RootStack.js import React from "react"; import { createStackNavigator, TransitionPresets } from "@react-navigation/stack"; import { NavigationContainer } from "@react-navigation/native"; import Category from "../scenes/Category"; import HomeStack from "./HomeStack"; import HalfModal from "../scenes/HalfModal"; import {theme} from '../styles/theme' const Stack = createStackNavigator(); //function for animating mdodal const fadeIn = progress => ({ cardStyle: { opacity: progress.interpolate({ inputRange: [0, 0.5, 0.9, 1], outputRange: [0, 0.25, 0.7, 1] }) }, overlayStyle: { opacity: progress.interpolate({ inputRange: [0, 1], outputRange: [0, 0.5], extrapolate: "clamp" }) } }); export default function Nav() { console.disableYellowBox = true; return ( <NavigationContainer theme={theme}> <Stack.Navigator screenOptions={{ cardStyle: { backgroundColor: "transparent" }, cardOverlayEnabled: true, cardStyleInterpolator: ({ current: { progress } }) => fadeIn(progress) }} headerMode="screen" initialRouteName="Home" > <Stack.Screen name="Home" component={HomeStack} options={{ headerShown: false }} /> <Stack.Screen name="HalfModal" component={HalfModal} options={{ headerShown: false }} /> </Stack.Navigator> </NavigationContainer> ); } <file_sep>/src/navigations/CreateCategoryStack.js import React from "react"; import { createStackNavigator, TransitionPresets, } from "@react-navigation/stack"; import ChooseIcon from "../scenes/ChooseIcon"; import ChooseColor from "../scenes/ChooseColor"; import CreateNewCategory from "../scenes/CreateNewCategory"; const Stack = createStackNavigator(); //function for animating mdodal const fadeIn = (progress) => ({ cardStyle: { opacity: progress.interpolate({ inputRange: [0, 0.5, 0.9, 1], outputRange: [0, 0.25, 0.7, 1], }), }, overlayStyle: { opacity: progress.interpolate({ inputRange: [0, 1], outputRange: [0, 0.5], extrapolate: "clamp", }), }, }); export default function Nav() { return ( <Stack.Navigator screenOptions={{ cardStyle: { backgroundColor: "transparent" }, cardOverlayEnabled: true, cardStyleInterpolator: ({ current: { progress } }) => fadeIn(progress), }} headerMode="screen" initialRouteName="CreateNewCategory" > <Stack.Screen name="CreateNewCategory" options={{ headerShown: false }} component={CreateNewCategory} /> <Stack.Screen name="ChooseColor" component={ChooseColor} options={{ headerShown: false }} /> <Stack.Screen name="ChooseIcon" component={ChooseIcon} options={{ headerShown: false }} /> </Stack.Navigator> ); } <file_sep>/src/components/ResultOverviewItem.js import React from "react"; import { View } from "react-native"; import { Content, Container, List, ListItem, Text, Thumbnail, Left, Right, Body, } from "native-base"; import { SwipeListView } from "react-native-swipe-list-view"; import { characterSwap, arrToString, capitalizeAsTitle, } from "../utils/textParser"; import { Rating } from "react-native-ratings"; export default function (props) { const { setCards, setCardsOfThisCategory } = props; const { uri, name, description, rating, tags, ingredients } = props.card; return ( <ListItem thumbnail style={{ marginVertical: 10 }} onPress={() => props.navigation.navigate("CardDetail", { card: props.card, cardId: props.cardId, setCards, setCardsOfThisCategory, }) } > <Left> <Thumbnail resizeMode="cover" source={{ uri }} style={{ height: 80, width: 80 }} /> </Left> <View style={{ flex: 1, alignItems: "flex-start", marginHorizontal: 20, }} > <View style={{ top: 10 }}> <Text> {capitalizeAsTitle(name && characterSwap(name, "_", " "))} </Text> </View> <View style={{ flex: 1, flexDirection: "row", alignItems: "center", }} > <Rating readonly startingValue={rating} imageSize={20} /> <Text style={{ marginHorizontal: 5, fontSize: 20, color: "#f1c40f" }}> {rating}/5 </Text> </View> </View> </ListItem> ); } <file_sep>/src/scenes/ResultOverview.js import React, { useState, useEffect } from "react"; import ResultOverviewItem from "../components/ResultOverviewItem"; import { Container, Card, CardItem, Body, Content, Text, List, } from "native-base"; import { View, StyleSheet } from "react-native"; import DisplayCard from "../components/DisplayCard"; import { searchAll } from "../utils/SearchFunctions"; export default function ({ route, navigation }) { const { cards, searchTags, searchStr, setCards } = route.params; const [cardsOfThisCategory, setCardsOfThisCategory] = useState(); useEffect(() => { setCardsOfThisCategory((prev) => searchAll(cards, searchStr \|\| "", searchTags \|\| []) ); }, [cards]); const EmptyResult = function () { return ( <View style={styles.noResultContainer}> <Text style={styles.noResultText}>No food found!</Text> </View> ); }; const Cards = []; if (cardsOfThisCategory && Object.keys(cardsOfThisCategory).length) { for (let [cardId, card] of Object.entries(cardsOfThisCategory)) { Cards.push( <ResultOverviewItem cardId={cardId} card={card} key={cardId} setCardsOfThisCategory={setCardsOfThisCategory} setCards={setCards} navigation={navigation} /> ); } } return ( <Container> <Content> <List>{Cards}</List> {!Cards.length && <EmptyResult />} </Content> </Container> ); } const styles = StyleSheet.create({ noResultContainer: { marginHorizontal: 30, marginVertical: 20, height: 400, flex: 1, justifyContent: "center", color: "#c9c9c9", }, noResultText: { color: "#8f8f8f", fontSize: 20, lineHeight: 30, textAlign: "center", }, }); <file_sep>/src/components/Tag.js import React, { useState } from "react"; import { StyleSheet } from "react-native"; import { Text, Button } from "native-base"; import { theme } from "../styles/theme"; export default function Tag(props) { const { tagSelected, setTagSelected, text } = props; let selected = tagSelected[text]; return ( <Button rounded onPress={() => { setTagSelected((prev) => ({ ...prev, [text]: !selected })); }} style={[ styles.tag, selected ? styles.tagSelected : styles.tagNotSelected, ]} > <Text style={selected ? styles.tagTextSelected : styles.tagTextNotSelected} > {props.text} </Text> </Button> ); } const styles = StyleSheet.create({ tag: { margin: 5, }, tagSelected: { backgroundColor: theme.colors.button, }, tagNotSelected: { backgroundColor: theme.colors.tertiary, }, tagTextSelected: { color: "#f2f2f2", }, tagTextNotSelected: { color: "#1A181B", }, }); <file_sep>/src/utils/infoSaver.js import { AsyncStorage } from "react-native"; export const saveToLocal = async function (key, value) { const valueStr = JSON.stringify(value); try { await AsyncStorage.mergeItem(key, valueStr); } catch (error) { console.log("error", error.message); } }; export const deleteCard = async function (cardId) { const currentCards = await readFromLocal("cards"); const currentCardsParsed = JSON.parse(currentCards); delete currentCardsParsed[cardId]; const newCards = JSON.stringify(currentCardsParsed); try { await AsyncStorage.setItem("cards", newCards); } catch (error) { console.log("error", error.message); } }; export const readFromLocal = async function (key) { let output; try { output = await AsyncStorage.getItem(key); } catch (error) { console.log("error", error.message); } return output; }; export const deleteCategoryFromLocal = async function (categoryId) { const currentCategories = await readFromLocal("categories"); const currentCategoriesParsed = JSON.parse(currentCategories); delete currentCategoriesParsed[categoryId]; const newCategories = JSON.stringify(currentCategoriesParsed); try { await AsyncStorage.setItem("categories", newCategories); } catch (error) { console.log("error", error.message); } }; <file_sep>/src/components/ListHeader.js import React from "react"; import { Container, Header, Content, Card, CardItem, Text, Icon, Right, ListItem } from "native-base"; export default function CardHeader(props) { return ( <ListItem itemHeader> <Text>{props.text}</Text> </ListItem> ); } <file_sep>/App.js import React, { Component, useState } from "react"; import { ActivityIndicator, View } from "react-native"; import * as Font from "expo-font"; import RootNav from "./src/navigations/RootStack"; export default class Login extends Component { state = { isReady: false }; //Making sure custom fonts load first, preventing error componentDidMount = async () => { await Font.loadAsync({ Roboto: require("native-base/Fonts/Roboto.ttf"), Roboto_medium: require("native-base/Fonts/Roboto_medium.ttf") }); this.setState({ isReady: true }); }; render() { if (!this.state.isReady) { return <ActivityIndicator />; } return <RootNav />; } } <file_sep>/src/components/PhotoSelection.js import React from "react"; import { StyleSheet, View, Image } from "react-native"; import { Button, Icon, Text } from "native-base"; import {theme} from '../styles/theme' import * as ImagePicker from "expo-image-picker"; export default function (props) { const { navigation, setForm, form } = props; const PictureUri = form.uri ? ( <Image source={{ uri: form.uri }} resizeMode="cover" style={{ width: 250, height: 250 }} /> ) : ( <Image source={require("../assets/no_image.png")} resizeMode='cover' style={{ width: 250, height: 250 }} /> ); const pickImage = async () => { let result = await ImagePicker.launchImageLibraryAsync({ quality: 1, }); if (!result.cancelled) { setForm((prev) => ({ ...prev, uri: result.uri })); navigation.navigate("ShowImage", { uri: result.uri, setForm }); } }; return ( <View style={{ flex: 1, flexDirection: "row", justifyContent: "center", }} > <View style={{margin: 10}}>{PictureUri}</View> <View> <View style={{ flex: 1, justifyContent: "center", flexDirection: "column", }} > <Button transparent style={styles.photoSampleMethod} onPress={() => { navigation.navigate("Camera", { setForm }); }} > <Icon name="camerao" type="AntDesign" /> <Text>Camera</Text> </Button> <Button transparent style={styles.photoSampleMethod} // transparent onPress={() => pickImage()} > <Icon name="addfile" type="AntDesign" /> <Text>Photo Albumn</Text> </Button> </View> </View> </View> ); } const styles = StyleSheet.create({ photoSampleMethod: { width: 100, height: 115, margin: 10, borderColor: theme.colors.primary, borderWidth: 4, borderStyle: "dashed", justifyContent: "center", flexDirection: "column", }, }); <file_sep>/README.md # Foodie List ## Overview A notebook for recording food you came across and like. For each recipe, users can rate it, upload a picture, jot down ingredients and write a description. Users can search for recipes by their name or assigned tags for finding something they want quickly. It is also possible to organize recipes into different categories by their assigned tags for ease of access. This app is built on [Expo](https://docs.expo.io/). [NativeBase](https://nativebase.io/) components are used to help construct some of the scenes. [React Navigation](https://reactnavigation.org/) is used to manage the transition between different screens. To view the demo, visit [https://expo.io/@moa_novae/foodie_list](https://expo.io/@moa_novae/foodie_list). Currently, the app has only been tested on Android. ## Demo ### View recipe ![Viewing recipe](src/assets/view-recipe.gif) ### Create new category Recipes will fall under categories that share the same tags. ![Creating new cateogry](src/assets/create_category.gif) ### Create new recipe ![Creating new recipe](src/assets/create_recipe.gif) ### Edit/Delete recipe ![Editing recipe](src/assets/edit_recipe.gif) <file_sep>/src/scenes/CardDetail.js import React, { useState } from "react"; import { Image, StyleSheet, View, Dimensions } from "react-native"; import { Body, Button, Card, CardItem, Container, Content, Icon, Text, Thumbnail, Left, List, ListItem, } from "native-base"; import { characterSwap, capitalizeAsTitle } from "../utils/textParser"; import { deleteCard } from "../utils/infoSaver"; import { Rating } from "react-native-ratings"; import { TabView, TabBar } from "react-native-tab-view"; import { theme } from "../styles/theme"; const Description = (props) => ( <Text style={styles.tabContainer}>{props.description}</Text> ); const Ingredients = (props) => ( <Text style={styles.tabContainer}>{props.ingredients.join("\n")}</Text> ); const initialLayout = { width: Dimensions.get("window").width }; export default function ({ route, navigation }) { const { setCards, card } = route.params; const { cardId, description, ingredients, name, tags, uri, rating } = card; const Tags = tags.map((tag) => ( <Button rounded style={{ margin: 5 }} key={tag} style={styles.tag}> <Text>{tag}</Text> </Button> )); const [index, setIndex] = React.useState(0); const [routes] = React.useState([ { key: "description", title: "Description" }, { key: "ingredient", title: "Ingredients" }, ]); //for tab view const renderScene = ({ route }) => { switch (route.key) { case "description": return <Description description={description} />; case "ingredient": return <Ingredients ingredients={ingredients} />; } }; //for tab view const renderTabBar = (props) => ( <TabBar {...props} style={{ backgroundColor: theme.colors.primary }} /> ); return ( <Container> <Content> <List> <ListItem thumbnail style={{ marginVertical: 10 }}> <Left> <Thumbnail resizeMode="cover" source={{ uri }} style={{ height: 80, width: 80 }} /> </Left> <View style={{ flex: 1, alignItems: "flex-start", marginHorizontal: 20, }} > <View style={{ top: 10 }}> <Text> {" "} {capitalizeAsTitle(name && characterSwap(name, "_", " "))} </Text> </View> <View style={{ flex: 1, flexDirection: "row", alignItems: "center", }} > <Rating readonly startingValue={rating} imageSize={20} /> <Text style={{ marginHorizontal: 5, fontSize: 20, color: "#f1c40f", }} > {rating}/5 </Text> </View> </View> </ListItem> <ListItem style={{ flex: 1, flexDirection: "row", justifyContent: "flex-start", paddingHorizontal: 5, flexWrap: "wrap", }} > {Tags} </ListItem> <TabView navigationState={{ index, routes }} renderScene={renderScene} renderTabBar={renderTabBar} onIndexChange={setIndex} initialLayout={initialLayout} /> </List> </Content> </Container> ); } const styles = StyleSheet.create({ header: { flex: 1, flexDirection: "row", justifyContent: "flex-start", alignContent: "flex-start", }, tag: { backgroundColor: theme.colors.button, color: "#f2f2f2", margin: 5, }, tabContainer: { margin: 20, paddingHorizontal: 10, lineHeight: 26, fontSize: 18, }, }); <file_sep>/src/components/ShowAll.js import React from "react"; import ListBody from "../components/ListBody"; export default function (props) { const { cards, setCards, navigation } = props; return ( <ListBody searchTags={[]} navigation={navigation} category={{ name: "Show All", tags: [], icon: 'list', iconColor: '#2164ff' }} cards={cards} setCards={setCards} /> ); } <file_sep>/src/components/MultiField.js import React from "react"; import { Item, Input, Text, Icon, Button } from "native-base"; import { View, TouchableOpacity, StyleSheet } from "react-native"; import { uniqueId } from "../utils/uniqueId"; const SingleField = function (props) { const { placeholder, value, setForm, formKey, id, errorMsg } = props; return ( <Item regular error={!!errorMsg} style={styles.singleField}> <Input placeholder={placeholder} value={value} onChangeText={(text) => { setForm((prev) => { let output = { ...prev }; output[formKey][id] = text; return output; }); }} onBlur={() => { if (props.validationErrors) props.validationErrors(); }} /> </Item> ); }; export default function MultiField(props) { const { formKey, form, placeholder, setForm, title, validationErrors, errorMsg, } = props; const addField = function () { setForm((prev) => { const output = { ...prev }; output[formKey][uniqueId()] = ""; return output; }); }; let fieldCollection = []; if (Object.keys(form[formKey]).length) { fieldCollection = Object.entries(form[formKey]).map(function ([id, value]) { return ( <View key={id} style={{ flex: 1, flexDirection: "row", justifyContent: "space-evenly", alignItems: "center", }} > <SingleField value={value} key={id} id={id} form={form} setForm={setForm} placeholder={placeholder} formKey={formKey} validationErrors={validationErrors} errorMsg={errorMsg} /> <Icon name="delete" type="AntDesign" style={{ fontSize: 30 }} onPress={() => { setForm((prev) => { const newForm = { ...prev }; delete newForm[formKey][id]; return newForm; }); if (validationErrors) { validationErrors(); } }} /> </View> ); }); } return ( <View> <Text style={styles.fieldsTitle}>{title}</Text> {fieldCollection} <View style={styles.addFieldButtonContainer}> <Button iconLeft bordered rounded style={styles.addFieldButton} onPress={() => { addField(); }} > <Icon name="pluscircleo" type="AntDesign" /> <Text>Add More</Text> </Button> </View> <Text style={{ color: "red" }}>{errorMsg}</Text> </View> ); } const styles = StyleSheet.create({ addFieldButton: { width: 150, marginVertical: 7 }, addFieldButtonContainer: { flex: 1, alignItems: "flex-end", marginRight: 39 }, singleField: { marginVertical: 3, width: 300, backgroundColor: "#f0f0f0" }, fieldsTitle: { fontSize: 18, marginVertical: 7 }, }); <file_sep>/src/scenes/CreateNewCard.js import React, { useState, useEffect } from "react"; import { Platform, StyleSheet } from "react-native"; import { Container, Content, Text, Item, Form, Input, Icon, Button, } from "native-base"; import { View } from "react-native"; import { Rating } from "react-native-ratings"; import { KeyboardAwareScrollView } from "react-native-keyboard-aware-scroll-view"; import MultiField from "../components/MultiField"; import PhotoSelection from "../components/PhotoSelection"; import { saveToLocal, deleteCard } from "../utils/infoSaver"; import { uniqueId } from "../utils/uniqueId"; import {theme} from '../styles/theme' export default function ({ navigation, route }) { let card; let cardId; let oldTag = {}; let oldIngredients = {}; if (route.params?.card && route.params?.cardId) { ({ card, cardId } = route.params); card.tags.forEach((tag) => { oldTag[uniqueId()] = tag; }); card.ingredients.forEach((ingredient) => { oldIngredients[uniqueId()] = ingredient; }); } // initial state if in edit mode const initialState = { name: card ? card.name : "", rating: card ? card.rating : 2.5, description: card ? card.description : "", uri: card ? card.uri : null, tags: Object.keys(oldTag).length ? oldTag : { [uniqueId()]: "" }, ingredients: Object.keys(oldIngredients).length ? oldIngredients : { [uniqueId()]: "" }, }; const [form, setForm] = useState(initialState); const [error, setError] = useState({ name: null, ingredients: null, }); const [canSubmit, setCanSubmit] = useState(false); //check to see if error present useEffect(() => { if (Object.values(error).filter((val) => !!val).length) { setCanSubmit((prev) => false); } else { setCanSubmit((prev) => true); } }, [error]); return ( <Container> <Content> <KeyboardAwareScrollView enableAutomaticScroll extraScrollHeight={10} enableOnAndroid={true} extraHeight={Platform.select({ android: 100 })} enableAutomaticScroll={Platform.OS === "ios"} contentContainerStyle={{ flexGrow: 1, justifyContent: "center" }} behavior="padding" enabled keyboardVerticalOffset={100} > <Form style={{ flex: 1, marginHorizontal: 20, marginVertical: 15, minHeight: 50, }} > <Item regular style={styles.textField} error={!!error.name}> <Input onChangeText={(text) => { setForm((prev) => ({ ...prev, name: text })); }} value={form.name} placeholder="Name" onBlur={() => validationErrors(form, setError)} /> </Item> <Text style={{ color: "red" }}>{error.name}</Text> <Item regular style={styles.textField}> <Input onChangeText={(description) => { setForm((prev) => ({ ...prev, description })); }} value={form.description} placeholder="Description" multiline /> </Item> <Item style={{ borderColor: "transparent" }}> <View style={{ flex: 1, flexDirection: "row", justifyContent: "flex-start", alignItems: "center", }} > <Rating imageSize={40} fractions={1} onFinishRating={(rating) => { setForm((prev) => ({ ...prev, rating })); }} style={{ margin: 5 }} startingValue={form.rating} /> <Text style={{ margin: 5, fontSize: 20, color: "#f1c40f" }}> {form.rating}/5 </Text> </View> </Item> <MultiField setForm={setForm} form={form} placeholder="Ingredient" title="Ingredients" formKey="ingredients" errorMsg={error.ingredients} validationErrors={() => validationErrors(form, setError)} /> <MultiField setForm={setForm} form={form} placeholder="Tag" title="Tags" formKey="tags" /> <PhotoSelection form={form} setForm={setForm} navigation={navigation} /> </Form> <View style={{ flex: 1, flexDirection: "row" }}> <Button danger style={styles.deleteButton} onPress={() => { deleteCard(cardId); navigation.navigate("Home"); }} > <Text>Delete</Text> </Button> <Button onPress={() => { saveFormToStorage(cardId, form, navigation); }} disabled={!canSubmit} style={styles.saveButton} > <Icon name="save" type="AntDesign" /> <Text>Save Food</Text> </Button> </View> </KeyboardAwareScrollView> </Content> </Container> ); } const saveFormToStorage = function (cardId, form, navigation) { const newCardId = cardId \|\| uniqueId(); const newCard = { [newCardId]: { ...form, cardId } }; //in the form state, tags/ingredients are stored as object. It is then converted to an array const tagArr = []; const ingredientArr = []; //convert tags & inredients in form, stored as object, to array for (let [tagId, tag] of Object.entries(newCard[newCardId].tags)) { tagArr.push(tag.toLowerCase()); } for (let [ingredientId, ingredient] of Object.entries( newCard[newCardId].ingredients )) { ingredientArr.push(ingredient.toLowerCase()); } newCard[newCardId].ingredients = ingredientArr; newCard[newCardId].tags = tagArr; saveToLocal("cards", newCard); navigation.navigate("Home"); }; const validationErrors = function (form, setError) { if (!form?.name \|\| !form?.name?.length) { setError((prev) => ({ ...prev, name: "Please enter a name!" })); } else if (form?.name?.length) { setError((prev) => ({ ...prev, name: null })); } //check if at least one ingredient is filled if ( !form.ingredients \|\| !Object.values(form?.ingredients).filter((ingredient) => ingredient.length) .length ) { setError((prev) => ({ ...prev, ingredients: "Please add at least one ingredient!", })); } else if ( Object.values(form?.ingredients).filter((ingredient) => ingredient.length) ) { setError((prev) => ({ ...prev, ingredients: null, })); } }; const buttonStyle = { flex: 1, flexDirection: "row", justifyContent: "center", height: 50, } const styles = StyleSheet.create({ textField: { marginVertical: 10, backgroundColor: "#f0f0f0", minHeight: 50, }, saveButton: { ...buttonStyle, backgroundColor: theme.colors.primary }, deleteButton : { ...buttonStyle } }); <file_sep>/src/scenes/ChooseColor.js import React from "react"; import { TouchableOpacity, TouchableWithoutFeedback, View, StyleSheet, } from "react-native"; import { Button } from "native-base"; const sampleColor = [ "red", "orange", "yellow", "lime", "green", "olive", "cyan", "aquamarine", "turquoise", "teal", "blue", "navy", "indigo", "purple", "magenta", "violet", "tan", "brown", "maroon", // "white", "gray", "black", ]; export default function ({ route, navigation }) { const { setNewCategory } = route.params; const buttons = sampleColor.map((color, index) => ( <Button style={{ backgroundColor: color, width: 60, height: 40, margin: 3 }} onPress={() => setNewCategory((prev) => ({ ...prev, iconColor: color }))} onPressOut={() => { navigation.goBack(); }} key={index} /> )); return ( <TouchableOpacity style={{ height: "100%", width: "100%", flex: 1, flexDirection: "column", justifyContent: "flex-end", opacity: 0.9, }} activeOpacity={1} onPressOut={() => { navigation.goBack(); }} > {/* TouchableWithoutFeedback is the actual modal */} <TouchableWithoutFeedback> <View style={{ height: "40%", width: "100%", backgroundColor: "#fff", justifyContent: "center", }} > <View style={styles.container}>{buttons}</View> </View> </TouchableWithoutFeedback> </TouchableOpacity> ); } const styles = StyleSheet.create({ container: { flex: 1, flexDirection: "row", flexWrap: "wrap", justifyContent: "center", paddingHorizontal: 5, paddingVertical: 20, backgroundColor: "#f2f2f2", }, }); <file_sep>/src/utils/textParser.js //convert between underscore and space export const characterSwap = function (str, oldChar, newChar) { if (!str) return; return str .split("") .map((char) => { if (char === oldChar) { return newChar; } return char; }) .join(""); }; export const capitalizeAsTitle = function (str) { if (!str) return ""; return str .toLowerCase() .split(" ") .map((s) => s.charAt(0).toUpperCase() + s.substring(1)) .join(" "); }; <file_sep>/src/navigations/HomeStack.js import React from "react"; import { createStackNavigator, TransitionPresets, } from "@react-navigation/stack"; import { Button, Text } from "native-base"; import {theme} from '../styles/theme' import Home from "../scenes/Home"; import { Icon } from "native-base"; import Category from "../scenes/Category"; import CreateNew from "../scenes/CreateNewCard"; import Camera from "../scenes/Camera"; import ShowImage from "../scenes/ShowImage"; import ResultOverview from "../scenes/ResultOverview"; import CardDetail from "../scenes/CardDetail"; import CreateCategoryStack from "./CreateCategoryStack"; const homeHeader = function (navigation, route) { return { headerTitle: (props) => <LogoTitle />, headerRight: () => ( <Icon style={{ marginLeft: 10, marginRight: 10, fontSize: 30, color: theme.colors.primary, }} name="search1" type="AntDesign" onPress={() => navigation.navigate("HalfModal")} /> ), }; }; function EditCard(navigation, route) { const { cardId, card } = route.params; return { headerRight: () => ( <Button transparent onPress={() => { navigation.navigate("CreateNew", { card, cardId, title: "EDIT" }); }} // onPress={() => { // setCards((prev) => { // const newCards = { ...prev }; // delete newCards[cardId]; // return newCards; // }); // setCardsOfThisCategory((prev) => { // const newCards = { ...prev }; // delete newCards[cardId]; // return newCards; // }); // navigation.goBack(); // }} > <Text style={{ fontSize: 18, color: theme.colors.primary }}>EDIT</Text> </Button> ), }; } const Stack = createStackNavigator(); function LogoTitle() { return ( <Icon style={{ marginLeft: 10, marginRight: 10, fontSize: 30, color: theme.colors.logo, }} name="hippo" type="FontAwesome5" /> ); } export default function HomeStack() { return ( <Stack.Navigator screenOptions={{ headerStyle: { backgroundColor: "#fff", }, }} > <Stack.Screen name="Home" component={Home} options={({ navigation, route }) => homeHeader(navigation, route)} /> <Stack.Screen name="Category" component={Category} options={{ ...TransitionPresets.SlideFromRightIOS }} /> <Stack.Screen name="ResultOverview" component={ResultOverview} options={{ ...TransitionPresets.SlideFromRightIOS, title: "Results" }} /> <Stack.Screen name="CreateNew" component={CreateNew} options={{ ...TransitionPresets.SlideFromRightIOS, title: "New Food Entry", }} /> <Stack.Screen name="Camera" component={Camera} options={{ ...TransitionPresets.SlideFromRightIOS }} /> <Stack.Screen name="ShowImage" component={ShowImage} /> <Stack.Screen name="CreateNewCategory" component={CreateCategoryStack} options={{ title: "Create New Category" }} /> <Stack.Screen name="CardDetail" component={CardDetail} options={({ navigation, route }) => EditCard(navigation, route)} /> </Stack.Navigator> ); }	790b27b64883ab2ea072b8b7f3c6c93d3769d24b	[ "JavaScript", "Markdown" ]	24	JavaScript	moa-novae/foodie	571a2b5fc2308224daf4801f7c1bb67092e3ebe3	95991ba4138600dd509ed4aa58f601b7716f118f
refs/heads/master	<file_sep>var xmlns="http://www.w3.org/2000/svg", xlinkns = "http://www.w3.org/1999/xlink", N = 5, WC = 100, object = new Array(), nx = ny = xm = ym = 0 ; function startUp(){ resize(); xm = nx/2; ym = ny/2; for(i=0;i<N;i++) { ic=document.getElementById("myCircle"); factor = Math.max(1,(N-i/3))/N; object[i] = new makeSphere(i,WCfactor); } } function makeSphere(i,WC){ this.obj = document.createElementNS(xmlns,"circle"); document.getElementById("mask").appendChild(this.obj); this.i = i; this.ddx = 0; this.ddy = 0; this.PX = xm; this.PY = ym; this.x = 0; this.y = 0; this.sto = "object["+i+"].moveSphere();"; this.moveSphere = function(){ with(this){ if(i==0){ x0 = xm; y0 = ym; } else { x0 = object[i-1].x; y0 = object[i-1].y; } x = PX+=(ddx+=((x0-PX-ddx4))/10); y = PY+=(ddy+=((y0-PY-ddy4))/10); obj.setAttributeNS(null,"cx",x); obj.setAttributeNS(null,"cy",y); obj.setAttributeNS(null,"r",WC); obj.setAttributeNS(null,"id","mask-circle"); setTimeout(sto, 20); } } this.moveSphere(); } function resize(){ nx = screen.width; ny = screen.height; } function mouseMove(e){ xm = e.clientX; ym = e.clientY; } document.getElementById('back').addEventListener('mousemove', function(e) { mouseMove(e); }, false); document.getElementById('back').addEventListener('touchmove', function(e) { e.preventDefault(); var touch = e.targetTouches[0]; if (touch) { mouseMove(touch); } }, false);<file_sep># Application Name - "svg-image-masking" SVG image masking demo with a magnifier tail. ## Purpose A better way to leverage SVG masking with digital web stuff. ## Prerequisite SVG supported browser ## Steps to run the application * Clone the application on your local computer first, by using command <strong>"git clone https://github.com/rammurat/svg-image-masking.git"</strong> * Go to the folder checked-in from git <strong>"svg-image-masking"</strong> * Run the available index.html file on any browser and see the results * Happy learning!!	959803e7a08ee4995507c3bcc96b9f4c95d458a8	[ "JavaScript", "Markdown" ]	2	JavaScript	rammurat/svg-image-masking	6187a4e56b1c58cf1c9fd5d75a94e6a3da26e476	91c4aa2f6b095cbd28181d0663db247aa004024d
refs/heads/master	<repo_name>Wildpetals/ufirstrails<file_sep>/config/initializers/session_store.rb # Be sure to restart your server when you modify this file. Ufirstrails::Application.config.session_store :cookie_store, key: '_ufirstrails_session'	42c48a507d6b3fd9bbf11916400e890b6b853792	[ "Ruby" ]	1	Ruby	Wildpetals/ufirstrails	f8edf508cb3e1c766d3d91e14de37994560a88c0	ca2f5b8d4e4ab1d1dbc169a98d4fb0ecbbe3d340
refs/heads/master	<file_sep>#include "WeatherData.h" int main() { CWeatherData wdIn("In"); CWeatherData wdOut("Out"); CDisplay display; wdIn.RegisterObserver(display, 3); wdOut.RegisterObserver(display, 1); CStatsDisplay statsDisplay; wdIn.RegisterObserver(statsDisplay, 1); CStatsDisplay ss; wdIn.RegisterObserver(ss, 2); wdIn.SetMeasurements(3, 0.7, 760); wdIn.SetMeasurements(4, 0.8, 761); wdIn.RemoveObserver(statsDisplay); wdIn.RemoveObserver(statsDisplay); wdIn.SetMeasurements(10, 0.8, 761); wdOut.SetMeasurements(-10, 0.8, 761); return 0; }<file_sep>#pragma once #include <iostream> #include <vector> #include <algorithm> #include <climits> #include "Observer.h" struct SWeatherInfo { double temperature = 0; double humidity = 0; double pressure = 0; std::string type; }; class CDisplay : public IObserver<SWeatherInfo> { private: /* Метод Update сделан приватным, чтобы ограничить возможность его вызова напрямую Классу CObservable он будет доступен все равно, т.к. в интерфейсе IObserver он остается публичным / void Update(SWeatherInfo const& data) override { std::cout << data.type << " station" << std::endl; std::cout << "Current Temp " << data.temperature << std::endl; std::cout << "Current Hum " << data.humidity << std::endl; std::cout << "Current Pressure " << data.pressure << std::endl; std::cout << "----------------" << std::endl; } }; class CStats { public: CStats(std::string type):type(type) {}; ~CStats() {}; void UpdateStats(double data) { if (minValue> data) { minValue = data; } if (maxValue < data) { maxValue = data; } accValue += data; ++countAcc; PrintStats(); }; private: double CalcAvg() { return accValue / countAcc; } void PrintStats() { std::cout << "Max " << type << " " << maxValue << std::endl; std::cout << "Min " << type << " " << minValue << std::endl; std::cout << "Average " << type << " " << CalcAvg() << std::endl; std::cout << "----------------" << std::endl; } double minValue = std::numeric_limits<double>::infinity(); double maxValue = -std::numeric_limits<double>::infinity(); double accValue = 0; unsigned countAcc = 0; std::string type; }; class CStatsDisplay : public IObserver<SWeatherInfo> { private: / Метод Update сделан приватным, чтобы ограничить возможность его вызова напрямую Классу CObservable он будет доступен все равно, т.к. в интерфейсе IObserver он остается публичным */ void Update(SWeatherInfo const& data) override { std::cout << data.type << " station" << std::endl; Temperature.UpdateStats(data.temperature); Humidity.UpdateStats(data.humidity); Pressure.UpdateStats(data.pressure); } CStats Temperature = CStats("Temp"); CStats Humidity = CStats("Hum"); CStats Pressure = CStats("Pressure"); }; class CWeatherData : public CObservable<SWeatherInfo> { public: CWeatherData(std::string type) :type(type) {}; // Температура в градусах Цельсия double GetTemperature()const { return m_temperature; } // Относительная влажность (0...100) double GetHumidity()const { return m_humidity; } // Атмосферное давление (в мм.рт.ст) double GetPressure()const { return m_pressure; } std::string GetType()const { return type; } void MeasurementsChanged() { NotifyObservers(); } void SetMeasurements(double temp, double humidity, double pressure) { m_humidity = humidity; m_temperature = temp; m_pressure = pressure; MeasurementsChanged(); } protected: SWeatherInfo GetChangedData()const override { SWeatherInfo info; info.temperature = GetTemperature(); info.humidity = GetHumidity(); info.pressure = GetPressure(); info.type = GetType(); return info; } private: double m_temperature = 0.0; double m_humidity = 0.0; double m_pressure = 760.0; std::string type; };	fab7959575554b37d7cd47cf940a5ec091a6b827	[ "C++" ]	2	C++	Temagavr/OOD	557a1445c61061e163a2b6ee0aa2c9975a19c267	7273f05d1fc17984bd3f5d24a52d568ae16e1379
refs/heads/main	<file_sep>import { Action } from "actionhero"; import * as network from "./../modules/network"; export class GetNetWorkActivity extends Action { constructor() { super(); this.name = "GetNetWorkActivity"; this.description = "I return information about Avalanche Network"; this.outputExample = {}; } async run() { let returnData = await network.getNetWorkActivity(); return { returnData }; } } <file_sep>import { Action } from "actionhero"; import * as cChainMethods from "./../modules/c-chain"; import * as pChainMethods from "./../modules/p-chain"; import * as xChainMethods from "./../modules/x-chain"; const X_CHAIN = "X"; const P_CHAIN = "P"; const C_CHAIN = "0x"; export class GetAddressInfoByHash extends Action { constructor() { super(); this.name = "GetAddressInfoByHash"; this.description = "I return information about Avalanche Address"; this.outputExample = {}; this.inputs = { hash: { required: true }, }; } async run({ params }) { let addressInfoFromXChain; let addressInfoFromCChain; let addressInfoFromPChain; let returnData; if (params.hash.charAt(0) == X_CHAIN) { addressInfoFromXChain = await xChainMethods.getAddressInfoByHashFromXChain(params.hash); if (addressInfoFromXChain[0] == 1) { returnData = addressInfoFromXChain[1]; return { returnData }; } else { returnData = addressInfoFromXChain; return { returnData }; } } else if (params.hash.charAt(0) == P_CHAIN) { addressInfoFromPChain = await pChainMethods.getAddressInfoFromPChain( params.hash ); if (addressInfoFromPChain[0] == 1) { returnData = addressInfoFromPChain[1]; return { returnData }; } else { returnData = addressInfoFromPChain[1]; return { returnData }; } } else if (params.hash.slice(0, 2) == C_CHAIN) { addressInfoFromCChain = await cChainMethods.getAddressInfoFromCChain( params.hash ); if (addressInfoFromCChain[0] == 1) { returnData = addressInfoFromCChain[1]; return { returnData }; } else { returnData = addressInfoFromCChain; return { returnData }; } } else { return { result: "wrong input" }; } } } <file_sep>import axios, { AxiosResponse } from "axios"; import * as dotenv from "dotenv"; dotenv.config(); export async function getNetWorkActivity() { let result = []; let returnData; await axios .post( process.env.P_CHAIN_BC_CLIENT_BLOCK_ENDPOINT, { jsonrpc: "2.0", id: 1, method: "platform.getTotalStake", params: {}, }, { headers: { "Content-Type": "application/json", "Access-Control-Allow-Origin": "", }, } ) .then((response: AxiosResponse<any>) => { result.push(response.data.result.stake); }) .catch((error) => { if (!error.response) { console.log("connection refused to avalanche client"); return { result: "connection refused to avalanche client" }; } else { console.log(error.response.data); returnData = error.response.data; return { returnData }; } }); await axios .post( process.env.P_CHAIN_BC_CLIENT_BLOCK_ENDPOINT, { jsonrpc: "2.0", id: 1, method: "platform.getCurrentValidators", params: {}, }, { headers: { "Content-Type": "application/json", "Access-Control-Allow-Origin": "", }, } ) .then((response: AxiosResponse<any>) => { result.push(response.data.result.validators.length); }) .catch((error) => { if (!error.response) { console.log("connection refused to avalanche client"); return { result: "connection refused to avalanche client" }; } else { console.log(error.response.data); returnData = error.response.data; return { returnData }; } }); await axios .post( process.env.C_CHAIN_BC_CLIENT_BLOCK_ENDPOINT, { jsonrpc: "2.0", id: 1, method: "eth_blockNumber", params: [], }, { headers: { "Content-Type": "application/json", "Access-Control-Allow-Origin": "", }, } ) .then((response: AxiosResponse<any>) => { result.push(parseInt(response.data.result)); }) .catch((error) => { if (!error.response) { console.log("connection refused to avalanche client"); return { result: "connection refused to avalanche client" }; } else { console.log(error.response.data); returnData = error.response.data; return { returnData }; } }); await axios .post( process.env.P_CHAIN_BC_CLIENT_BLOCK_ENDPOINT, { jsonrpc: "2.0", id: 1, method: "platform.getHeight", params: {}, }, { headers: { "Content-Type": "application/json", "Access-Control-Allow-Origin": "", }, } ) .then((response: AxiosResponse<any>) => { result.push(response.data.result.height); }) .catch((error) => { if (!error.response) { console.log("connection refused to avalanche client"); return { result: "connection refused to avalanche client" }; } else { console.log(error.response.data); returnData = error.response.data; return { returnData }; } }); return result; } <file_sep>import { Action } from "actionhero"; import * as cChainMethods from "./../modules/c-chain"; export class GetBlockByHash extends Action { constructor() { super(); this.name = "GetBlockByHash"; this.description = "I return information about Avalanche Block"; this.outputExample = {}; this.inputs = { hash: { required: true }, }; } async run({ params }) { const blockFromCChain = await cChainMethods.getBlockByHashFromCChain( params.hash ); const returnData = blockFromCChain[1]; return { returnData }; } } export class GetBlockByNumber extends Action { constructor() { super(); this.name = "GetBlockByNumber"; this.description = "I return information about Avalanche Block"; this.outputExample = {}; this.inputs = { blocknumber: { required: true }, }; } async run({ params }) { const cChainNumber = await cChainMethods.getBlockByNumberFromCChain( params.blocknumber ); let returnData; if (cChainNumber[0] == 1) { returnData = cChainNumber[1]; return { returnData }; } else { returnData = cChainNumber[0]; return { returnData }; } } } export class GetXBlocksFromNthFromCChain extends Action { constructor() { super(); this.name = "GetXBlocksFromNthFromCChain"; this.description = "I return information about Avalanche Block"; this.outputExample = {}; this.inputs = { blocknumber: { required: true }, count: { required: true }, }; } async run({ params }) { const cChainArray = []; let returnData; let k = 0; const blockNumber = params.blocknumber; const count = params.count; for (let i = blockNumber - count; i < blockNumber; ++i) { let hashValue = await cChainMethods.getBlockByNumberFromCChain( i.toString() ); if (hashValue[0] == 1) { returnData = hashValue[1]; return { returnData }; } else { cChainArray[k] = hashValue[1]; k++; } } return { cChainArray }; } } <file_sep>import { Action } from "actionhero"; import * as cChainMethods from "./../modules/c-chain"; import * as pChainMethods from "./../modules/p-chain"; import * as xChainMethods from "./../modules/x-chain"; const X_CHAIN = "X"; const P_CHAIN = "P"; const C_CHAIN = "0x"; export class GetTransactionByHash extends Action { constructor() { super(); this.name = "GetTransactionByHash"; this.description = "I return information about Avalanche Transaction"; this.outputExample = {}; this.inputs = { hash: { required: true }, }; } async run({ params }) { let xChainTransaction; let cChainTransaction; let pChainTransaction; let returnData; xChainTransaction = await xChainMethods.getTransactionByIdFromXChain( params.hash ); cChainTransaction = await cChainMethods.getTransactionByHashFromCChain( params.hash ); pChainTransaction = await pChainMethods.getTransactionByIdFromPChain( params.hash ); if ( xChainTransaction == 1 && cChainTransaction[0] == 1 && pChainTransaction == 1 ) { return { result: "connection refused to avalanche client or api call rejected", }; } else if (xChainTransaction != 1) { returnData = xChainTransaction; return { returnData }; } else if (cChainTransaction[0] != 1) { returnData = cChainTransaction[1]; return { returnData }; } else if (pChainTransaction != 1) { returnData = pChainTransaction; return { returnData }; } } } export class GetXTransactionsAfterNthFromAddress extends Action { constructor() { super(); this.name = "GetXTransactionsAfterNthFromAddress"; this.description = "I return information about Avalanche transactions from address"; this.outputExample = {}; this.inputs = { address: { required: true }, n: { required: true }, x: { required: true }, }; } async run({ params }) { let xChainTransactions; let pChainTransactions; let cChainTransactions; let returnData; if (params.address.charAt(0) == X_CHAIN) { xChainTransactions = await xChainMethods.getXTransactionsAfterNthFromAddressFromXChain( params.address, params.n, params.x ); if (xChainTransactions[0] == 1) { returnData = xChainTransactions[1]; return { returnData }; } else { returnData = xChainTransactions[1]; return { returnData }; } } else if (params.address.charAt(0) == P_CHAIN) { pChainTransactions = await pChainMethods.getXTransactionsAfterNthFromAddressFromPChain( params.address, params.n, params.x ); if (pChainTransactions == 1) { return { result: "api call rejected or not enough transactions" }; } else { returnData = pChainTransactions; return { returnData }; } } else if (params.address.slice(0, 2) == C_CHAIN) { cChainTransactions = await cChainMethods.getXTransactionsAfterNthFromAddressFromCChain( params.address, params.n, params.x ); if (cChainTransactions == 1) { return { result: "api call rejected or not enough transactions" }; } else { returnData = cChainTransactions; return { returnData }; } } else { return { result: "wrong chain" }; } } } export class GetXPendingTransactionsAfterNth extends Action { constructor() { super(); this.name = "GetXPendingTransactionsAfterNth"; this.description = "I return information about Avalanche pending transactions"; this.outputExample = {}; this.inputs = { n: { required: true }, x: { required: true }, }; } async run({ params }) { let cChainTransactions; let returnData; if (params.n > 0 && params.x > 0) { cChainTransactions = await cChainMethods.getXPendingTransactionsAfterNthFromCChain( params.n, params.x ); if (cChainTransactions[0] == 1) { returnData = cChainTransactions[1]; return { returnData }; } else { returnData = cChainTransactions[1]; return { returnData }; } } else { return { result: "n and x < 0" }; } } } export class GetRecentTransactionsFromXChain extends Action { constructor() { super(); this.name = "GetRecentTransactionsFromXChain"; this.description = "I return information about Avalanche recent transactions from X-chain"; this.outputExample = {}; } async run() { let xChainTransactions; let returnData; xChainTransactions = await xChainMethods.getRecentTransactions(); returnData = xChainTransactions[1]; return { returnData }; } } export class GetRecentTransactionsFromPChain extends Action { constructor() { super(); this.name = "GetRecentTransactionsFromPChain"; this.description = "I return information about Avalanche recent transactions from P-chain"; this.outputExample = {}; } async run() { let pChainTransactions; let returnData; pChainTransactions = await pChainMethods.getRecentTransactions(); returnData = pChainTransactions[1]; return { returnData }; } } <file_sep>import * as cChainMethods from "../../src/modules/c-chain"; import * as xChainMethods from "../../src/modules/x-chain"; import * as pChainMethods from "../../src/modules/p-chain"; import jestOpenApi from "jest-openapi"; import * as path from "path"; import axios from "axios"; jest.setTimeout(50000); jestOpenApi(path.join(__dirname, "../../openapi/openapi.yml")); describe("GET /api/network", () => { it("should satisfy OpenAPI spec", async () => { const res = await axios.get("http://localhost:4444/api/network"); expect(res.status).toEqual(200); expect(res).toSatisfyApiSpec(); }); }); describe("GET /api/address/hash/{hash}", () => { it("should satisfy OpenAPI spec", async () => { const hash = "X-fuji1xpmx0ljrpvqexrvrj26fnggvr0ax9wm32gaxmx"; const res = await axios.get( `http://localhost:4444/api/address/hash/${hash}` ); expect(res.status).toEqual(200); expect(res).toSatisfyApiSpec(); }); }); describe("GET /api/blocks/hash/{hash}", () => { it("should satisfy OpenAPI spec", async () => { const hash = "0x0bcd0c4e5635f21dd4352aa82692a5e29bcf2c5373da9427e5ab38bd4c7cfd33"; const res = await axios.get( `http://localhost:4444/api/blocks/hash/${hash}` ); expect(res.status).toEqual(200); expect(res).toSatisfyApiSpec(); }); }); describe("GET /api/blocks/number/{blockNumber}", () => { it("should satisfy OpenAPI spec", async () => { const blockNumber = 1940150; const res = await axios.get( `http://localhost:4444/api/blocks/number/${blockNumber}` ); expect(res.status).toEqual(200); expect(res).toSatisfyApiSpec(); }); }); describe("GET /api/transactions/hash/{hash}", () => { it("should satisfy OpenAPI spec", async () => { const hash = "0x118e1747566adeaab6afede9de76ebeb5b10bb56ec510a099fb5a82221e9d0e7"; const res = await axios.get( `http://localhost:4444/api/transactions/hash/${hash}` ); expect(res.status).toEqual(200); expect(res).toSatisfyApiSpec(); }); }); describe("GET /api/transactions/{address}/{n}/{x}", () => { it("should satisfy OpenAPI spec", async () => { const address = "X-fuji1xpmx0ljrpvqexrvrj26fnggvr0ax9wm32gaxmx"; const n = 10; const x = 5; const res = await axios.get( `http://localhost:4444/api/transactions/${address}/${n}/${x}` ); expect(res.status).toEqual(200); expect(res).toSatisfyApiSpec(); }); }); describe("GET /api/transactions/{n}/{x}", () => { it("should satisfy OpenAPI spec", async () => { const n = 10; const x = 5; const res = await axios.get( `http://localhost:4444/api/transactions/${n}/${x}` ); expect(res.status).toEqual(200); expect(res).toSatisfyApiSpec(); }); }); describe("GET /api/transactions/recentxchain", () => { it("should satisfy OpenAPI spec", async () => { const res = await axios.get( `http://localhost:4444/api/transactions/recentxchain` ); expect(res.status).toEqual(200); expect(res).toSatisfyApiSpec(); }); }); describe("GET /api/transactions/recentpchain", () => { it("should satisfy OpenAPI spec", async () => { const res = await axios.get( `http://localhost:4444/api/transactions/recentpchain` ); expect(res.status).toEqual(200); expect(res).toSatisfyApiSpec(); }); }); describe("C-chain", () => { it("test get Block By Hash without starting client", async () => { const result = await cChainMethods.getBlockByHashFromCChain( "0x112312312312" ); expect(result[0]).toBe(0); }); it("test get Block By Number on running client", async () => { const result = await cChainMethods.getBlockByNumberFromCChain("1940150"); expect(result[0].result.number).toBe("0x1d9ab6"); }); it("test get Block By Number on running client (Wrong Input) ", async () => { const result = await cChainMethods.getBlockByNumberFromCChain("asdafasd"); expect(result[1].result).toBe("connection refused to avalanche client"); }); it("test get Transaction By Hash on running client", async () => { const result = await cChainMethods.getTransactionByHashFromCChain( "0xad3e63d2ce666830fed2a64e76d2a593cbff67fcc07a9ef650b6bc2975f61cb2" ); expect(result[1].result.hash).toBe( "0xad3e63d2ce666830fed2a64e76d2a593cbff67fcc07a9ef650b6bc2975f61cb2" ); }); it("test get Transaction By Hash on running client (Wrong Input)", async () => { const result = await cChainMethods.getTransactionByHashFromCChain("55993"); expect(result[1].error.message).toBe( "invalid argument 0: json: cannot unmarshal hex string without 0x prefix into Go value of type common.Hash" ); }); it("test get Address Info on running client", async () => { const result = await cChainMethods.getAddressInfoFromCChain( "0x572f4d80f10f663b5049f789546f25f70bb62a7f" ); expect(result.length).toBe(2); }); it("test get X Pending Transactions After Nth on running client", async () => { const result = await cChainMethods.getXPendingTransactionsAfterNthFromCChain(1, 1); expect(result.length).toBe(2); }); }); describe("P-chain", () => { it("test get Transaction By Id on running client USES ORTELIUS", async () => { const result = await pChainMethods.getTransactionByIdFromPChain( "KFYtP5kMYAEWcLmTqyHZsQ9b2sSLpsfwAG74YCZU9eU4bPCdB" ); // TODO }); it("test get Address Info From on running client", async () => { const result = await pChainMethods.getAddressInfoFromPChain( "P-fuji1s3yr5cwxsq4xqnktjygdxlxk338063tyuxf8mf" ); expect(result.balance); }); it("test get Recent Transactions on running client USES ORTELIUS", async () => { const result = await pChainMethods.getRecentTransactions(); expect(result[1].chainID).toBe("11111111111111111111111111111111LpoYY"); }); }); describe("X-chain", () => { it("test get Transaction By Id on running client USES ORTELIUS", async () => { const result = await xChainMethods.getTransactionByIdFromXChain( "2sEjBWSRbPxGbet8qx6BPNUzoKtsA64nHxyV1NEek9Tsj5q6Lv" ); }); it("test get Address Info on running client", async () => { const result = await xChainMethods.getAddressInfoByHashFromXChain( "X-fuji10szy8zs7xu38nrgdfexkphwmjmejp32l9hpr5h" ); expect(result[0].balance); }); it("test get Recent Transactions on running client USES ORTELIUS", async () => { const result = await xChainMethods.getRecentTransactions(); expect(result[1].chainID).toBe( "2JVSBoinj9C2J33VntvzYtVJNZdN2NKiwwKjcumHUWEb5DbBrm" ); }); }); <file_sep>import axios, { AxiosResponse } from "axios"; import * as dotenv from "dotenv"; dotenv.config(); export async function getTransactionByIdFromPChain(txId: string) { let response; try { response = await axios.get( `${process.env.ORTELIUS_API_ENDPOINT + `transactions/${txId}`}` ); } catch (error) { return 1; } return response.data; } export async function getAddressInfoFromPChain(address: string) { let balanceResult; await axios .post( process.env.P_CHAIN_BC_CLIENT_BLOCK_ENDPOINT, { jsonrpc: "2.0", id: 1, method: "platform.getBalance", params: { address: `${address}`, }, }, { headers: { "Content-Type": "application/json", "Access-Control-Allow-Origin": "", }, } ) .then((response: AxiosResponse<any>) => { balanceResult = [0, response.data.result]; }) .catch((error) => { if (!error.response) { console.log("connection refused to avalanche client"); balanceResult = [ 1, JSON.parse('{"result":"connection refused to avalanche client"}'), ]; } else { console.log(error.response.data); balanceResult = [1, error.response.data]; } }); return balanceResult; } export async function getXTransactionsAfterNthFromAddressFromPChain( address: string, n: number, x: number ) { let response; try { response = await axios.get( `${process.env.ORTELIUS_API_ENDPOINT}` + `transactions?address=${address}` ); } catch (error) { return 1; } return response.data.transactions.slice(n - x, n); } export async function getRecentTransactions() { let response; try { response = await axios.get( `${ process.env.ORTELIUS_API_ENDPOINT + `transactions?chainID=11111111111111111111111111111111LpoYY&limit=1&sort=timestamp-desc` }` ); } catch (error) { return [1]; } return [0, response.data.transactions[0]]; } <file_sep>import axios, { AxiosResponse } from "axios"; import as dotenv from "dotenv"; import * as web3 from "web3-utils"; dotenv.config(); export async function getBlockByHashFromCChain(hash: string) { let result; await axios .post( process.env.C_CHAIN_BC_CLIENT_BLOCK_ENDPOINT, { jsonrpc: "2.0", id: 1, method: "eth_getBlockByHash", params: [`${hash}`, true], }, { headers: { "Content-Type": "application/json", "Access-Control-Allow-Origin": "", }, } ) .then((response) => { result = [0, response.data]; }) .catch((error) => { if (!error.response) { console.log("connection refused to avalanche client"); result = [ 1, JSON.parse('{"result":"connection refused to avalanche client"}'), ]; } else { console.log(error.response.data); result = [1, error.response.data]; } }); return result; } export async function getBlockByNumberFromCChain(number: string) { let hexNumber; if (number == "latest") { hexNumber = number; } else { hexNumber = "0x" + parseInt(number).toString(16); } let result; await axios .post( process.env.C_CHAIN_BC_CLIENT_BLOCK_ENDPOINT, { jsonrpc: "2.0", id: 1, method: "eth_getBlockByNumber", params: [`${hexNumber}`, true], }, { headers: { "Content-Type": "application/json", "Access-Control-Allow-Origin": "", }, } ) .then((response: AxiosResponse<any>) => { result = [response.data, response.data.result.hash]; }) .catch((error) => { if (!error.response) { result = [ 1, JSON.parse('{"result":"connection refused to avalanche client"}'), ]; } else { console.log(error.response.data); result = [1, error.response.data]; } }); return result; } export async function getTransactionByHashFromCChain(hash: string) { let result; await axios .post( process.env.C_CHAIN_BC_CLIENT_BLOCK_ENDPOINT, { jsonrpc: "2.0", id: 1, method: "eth_getTransactionByHash", params: [`${hash}`], }, { headers: { "Content-Type": "application/json", "Access-Control-Allow-Origin": "", }, } ) .then((response) => { result = [0, response.data]; }) .catch((error) => { if (!error.response) { console.log("connection refused to avalanche client"); result = [1]; } else { console.log(error.response.data); result = [1]; } }); return result; } export async function getAddressInfoFromCChain(cChainAddress: string) { let balanceResult; await axios .post( process.env.C_CHAIN_BC_CLIENT_BLOCK_ENDPOINT, { jsonrpc: "2.0", id: 1, method: "eth_getBalance", params: [`${cChainAddress}`, "latest"], }, { headers: { "Content-Type": "application/json", "Access-Control-Allow-Origin": "", }, } ) .then((response: AxiosResponse<any>) => { balanceResult = [0, response.data.result]; }) .catch((error) => { if (!error.response) { console.log("connection refused to avalanche client"); balanceResult = [ 1, JSON.parse('{"result":"connection refused to avalanche client"}'), ]; } else { console.log(error.response.data); balanceResult = [1, error.response.data]; } }); if (balanceResult[0] == 1) { return balanceResult; } const responseForTransactionCount: AxiosResponse<any> = await axios.post( process.env.C_CHAIN_BC_CLIENT_BLOCK_ENDPOINT, { jsonrpc: "2.0", id: 1, method: "eth_getTransactionCount", params: [`${cChainAddress}`, "latest"], }, { headers: { "Content-Type": "application/json", "Access-Control-Allow-Origin": "", }, } ); return [ web3.fromWei(`${balanceResult[1]}`, "ether"), parseInt(responseForTransactionCount.data.result), ]; } export async function getXPendingTransactionsAfterNthFromCChain( n: number, x: number ) { let result; await axios .post( process.env.C_CHAIN_BC_CLIENT_BLOCK_ENDPOINT, { jsonrpc: "2.0", id: 1, method: "eth_getBlockByNumber", params: ["pending", true], }, { headers: { "Content-Type": "application/json", "Access-Control-Allow-Origin": "", }, } ) .then((response: AxiosResponse<any>) => { result = [0, response.data.result.transactions.slice(n - x, n)]; }) .catch((error) => { if (!error.response) { console.log("connection refused to avalanche client"); result = [ 1, JSON.parse('{"result":"connection refused to avalanche client"}'), ]; } else { console.log("api call rejected or not enough transactions"); result = [ 1, JSON.parse( '{"result":"api call rejected or not enough transactions"}' ), ]; } }); return result; } export async function getXTransactionsAfterNthFromAddressFromCChain( address: string, n: number, x: number ) { let response; try { response = await axios.get( `${process.env.ORTELIUS_API_ENDPOINT}` + `ctransactions?address=${address}` ); } catch (error) { return 1; } return response.data.transactions.slice(n - x, n); }	b971aae849e271a3cea229a54f29515576804c6c	[ "TypeScript" ]	8	TypeScript	drseu55/avalanche-API-server-actionhero-AL	755f84ebd63f36a958cf4b8a5acd1ef5bc7b2f8b	2905d537cba7f295fdb95b7be7c204d63983fe0f
refs/heads/main	<repo_name>KaterinaGerts/goit-js-hw-07<file_sep>/js/task-7.js // Напиши скрипт, который реагирует на изменение значения // input#font - size - control(событие input) и изменяет // инлайн - стиль span#text обновляя свойство font - size. // В результате при перетаскивании ползунка будет меняться // размер текста. const inputEl = document.querySelector('#font-size-control'); console.log(inputEl); const textEl = document.querySelector('#text'); console.log(textEl); inputEl.addEventListener('input', (e) => { console.log(e.currentTarget.value); textEl.style.fontSize = e.currentTarget.value + 'px'; })<file_sep>/js/task-6.js // Напиши скрипт, который бы при потере фокуса на инпуте, // проверял его содержимое на правильное количество символов. // Сколько символов должно быть в инпуте, указывается в его // атрибуте data - length. // Если введено подходящее количество, то border инпута // становится зеленым, если неправильное - красным. // Для добавления стилей, используй CSS-классы valid и invalid. const inputEl = document.querySelector('#validation-input'); inputEl.addEventListener('blur', (e) => { if (e.currentTarget.value.length === Number(e.currentTarget.dataset.length)) { inputEl.classList.add('valid'); inputEl.classList.remove('invalid'); console.dir(inputEl); return; } inputEl.classList.add('invalid'); inputEl.classList.remove('valid'); }) <file_sep>/README.md # goit-js-hw-07 домашнее задание 7го модуля <file_sep>/js/task-5.js // Напиши скрипт который, при наборе текста // в инпуте input#name - input(событие input), // подставляет его текущее значение // в span#name - output.Если инпут пустой, // в спане должна отображаться строка 'незнакомец'. const inputEl = document.querySelector('#name-input'); console.dir(inputEl); const nameEl = document.querySelector('#name-output'); console.log(nameEl); inputEl.oninput = () => { if (inputEl.value === '') { nameEl.textContent = 'незнакомец'; return; } nameEl.textContent = inputEl.value; } <file_sep>/js/task-1.js // Напиши скрипт, который выполнит следующие операции. // Посчитает и выведет в консоль количество категорий // в ul#categories, то есть элементов li.item.Получится 'В списке 3 категории.'. // Для каждого элемента li.item в списке ul#categories, // найдет и выведет в консоль текст заголовка элемента(тега h2) // и количество элементов в категории(всех вложенных в него элементов li). // Например для первой категории получится: // Категория: Животные // Количество элементов: 4 const itemEl = document.querySelectorAll('.item'); console.log(`В списке ${itemEl.length} категории.`); itemEl.forEach.call(itemEl, (elem) => { const titleEl = elem.querySelector('h2').textContent; const itemsLengthEl = elem.querySelectorAll('li').length; console.log(`Категория: ${titleEl} Количество элементов: ${itemsLengthEl}`); });	080e58c40af43e2e05687ce15bbb968f7fe4636f	[ "JavaScript", "Markdown" ]	5	JavaScript	KaterinaGerts/goit-js-hw-07	812f53edc114818d067586105da244e0ad0fd0a5	c4950078faad4c5f710f992e467e484a033b9720
refs/heads/master	<repo_name>jorgenrh/morse<file_sep>/Morse/Dictionary+Utils.swift // // Dictionary+Utils.swift // Morse // // Created by J.R.Hoem on 29.09.15. // Copyright © 2015 JRH. All rights reserved. // import Foundation extension Dictionary { mutating func merge<K, V>(dict: [K: V]){ for (k, v) in dict { self.updateValue(v as! Value, forKey: k as! Key) } } } <file_sep>/Morse/TorchGenerator.swift // // TorchGenerator.swift // Morse // // Created by J.R.Hoem on 29.09.15. // Copyright © 2015 JRH. All rights reserved. // import Foundation import AVFoundation let kMDMorseTorchQueueFinished = "com.tidybits.morseTorchQueueFinished" public class TorchGenerator: NSObject { // Torch available public var hasTorch: Bool = false // Capture device private var device: AVCaptureDevice? = nil // Thread queue private let torchQueue = NSOperationQueue() // Singleton class var sharedInstance: TorchGenerator { struct Static { static let instance: TorchGenerator! = TorchGenerator() } return Static.instance } // Initialize, check if torch exists and set queuemode to serial override private init() { super.init() if let device = AVCaptureDevice.defaultDeviceWithMediaType(AVMediaTypeVideo) { self.device = device hasTorch = true } torchQueue.maxConcurrentOperationCount = 1 torchQueue.addObserver(self, forKeyPath: "operationCount", options: .New, context: nil) } // Set torch to level with duration public func setTorch(level: Double, duration: Int, endLevel: Double = 0) { if device == nil { return } let dur: UInt32 = UInt32(duration * 1000) torchQueue.addOperationWithBlock({ self.setTorchLevel(level) usleep(dur) self.setTorchLevel(endLevel) }) } // Cancel sequence func stop() { torchQueue.cancelAllOperations() } // Pause sequence func pause() -> Bool { let status: Bool = !torchQueue.suspended torchQueue.suspended = status return status } // Set torch level private func setTorchLevel(level: Double) { var torchLevel: Float = Float(level) if torchLevel > AVCaptureMaxAvailableTorchLevel { torchLevel = AVCaptureMaxAvailableTorchLevel } do { try self.device!.lockForConfiguration() if torchLevel > 0 { try self.device!.setTorchModeOnWithLevel(torchLevel) } else { self.device!.torchMode = .Off } self.device!.unlockForConfiguration() } catch let err as NSError { print("Error setting torch level:", err.debugDescription) } } // Observe when queue is finished override public func observeValueForKeyPath(keyPath: String?, ofObject object: AnyObject?, change: [String : AnyObject]?, context: UnsafeMutablePointer<Void>) { let obj = (object as? NSOperationQueue) if (obj == self.torchQueue && keyPath! == "operationCount") { if obj?.operationCount == 0 { print("*** Torch queue finished") NSNotificationCenter.defaultCenter().postNotificationName(kMDMorseTorchQueueFinished, object: self) } } } } <file_sep>/Morse/MorseTranslater.swift // // MorseCode.swift // Morse // // Created by J.R.Hoem on 28.09.15. // Copyright © 2015 JRH. All rights reserved. // import Foundation class MorseTranslater { let textManager = TextManager() let torchManager = TorchManager() let toneManager = ToneManager() private let dispQueue: dispatch_queue_t = dispatch_get_global_queue(DISPATCH_QUEUE_PRIORITY_HIGH, 0) func encodeText(text: String) -> String { return textManager.encode(text) } func decodeText(text: String) -> String { return textManager.decode(text) } func runTorch(code: String, torchLevel: Double = 1.0) { torchManager.torchLevel = torchLevel torchManager.run(code) } func stopTorch() { torchManager.stopAll() } func playTone(code: String) { toneManager.run(code) } func stopTone() { toneManager.stopAll() } func runToneTorch(code: String) { dispatch_async(dispQueue) { self.playTone(code) } dispatch_async(dispQueue) { self.runTorch(code) } } func stopToneTorch() { stopTone() stopTorch() } func runAV(code: String) { AudioVisualGenerator.sharedInstance.mode = .ToneAndTorch AudioVisualGenerator.sharedInstance.toneFrequency = Morse.frequency AudioVisualGenerator.sharedInstance.torchLevel = 1.0 let unit: Int = Morse.unit for var i=0; i < code.characters.count; i++ { let symbol = code[code.startIndex.advancedBy(i)] as Character switch symbol { case ".": setAVPulse(1, duration: unit1) setAVPulse(0, duration: unit1) case "-": setAVPulse(1, duration: unit3) setAVPulse(0, duration: unit1) case " ": let nextSymbol = code[code.startIndex.advancedBy(i+1)] as Character if nextSymbol == " " { i++ setAVPulse(0, duration: unit5) } else { setAVPulse(0, duration: unit3) } default: print("Uknown morse symbol") } } } func stopAV() { AudioVisualGenerator.sharedInstance.stop() } func setAVPulse(pulse: Int, duration: Int) { AudioVisualGenerator.sharedInstance.setPulse(pulse, duration: duration) } } <file_sep>/Morse/ToneGenerator.swift // // ToneGenerator.swift // Morse // // Created by J.R.Hoem on 29.09.15. // Copyright © 2016 JRH. All rights reserved. // import Foundation import AVFoundation let kMDMorseToneQueueFinished = "com.tidybits.morseToneQueueFinished" public class ToneGenerator: NSObject { // Volume public var volume: Double = 0.8 { didSet { audioEngine.mainMixerNode.volume = Float(volume) } } // Volume public var pan: Double = 0.8 // Audio engine private let audioEngine: AVAudioEngine = AVAudioEngine() // Audioplayer node private let playerNode: AVAudioPlayerNode = AVAudioPlayerNode() // Standard non-interleaved PCM audio. private let audioFormat = AVAudioFormat(standardFormatWithSampleRate: 44100.0, channels: 2) // Thread queue private let toneQueue = NSOperationQueue() // Singleton class var sharedInstance: ToneGenerator { struct Static { static let instance: ToneGenerator! = ToneGenerator() } return Static.instance } // Initialize engine override private init() { super.init() // Attach and connect the player node. audioEngine.attachNode(playerNode) audioEngine.connect(playerNode, to: audioEngine.mainMixerNode, format: audioFormat) do { try audioEngine.start() } catch let err as NSError { print("Error starting audio engine: \(err)") } toneQueue.maxConcurrentOperationCount = 1 toneQueue.addObserver(self, forKeyPath: "operationCount", options: .New, context: nil) } // Play tone / add to queue public func setTone(frequency: Double, duration: Int) { let sineBase = Double(2.0 * M_PI / audioFormat.sampleRate) let samplesPerBuffer: AVAudioFrameCount = UInt32(Double(duration)/1000 * Double(audioFormat.sampleRate)) toneQueue.addOperationWithBlock({ var sampleTime: Double = 0 let audioBuffer = AVAudioPCMBuffer(PCMFormat: self.audioFormat, frameCapacity: samplesPerBuffer) let leftChannel = audioBuffer.floatChannelData[0] let rightChannel = audioBuffer.floatChannelData[1] for var sampleIndex = 0; sampleIndex < Int(samplesPerBuffer); sampleIndex++ { let sample = sin(sineBase * frequency * sampleTime) leftChannel[sampleIndex] = Float32(sample) rightChannel[sampleIndex] = Float32(sample) sampleTime++ } audioBuffer.frameLength = samplesPerBuffer //self.playerNode.scheduleBuffer(audioBuffer, completionHandler: nil) self.toneQueue.suspended = true self.playerNode.scheduleBuffer(audioBuffer) { self.toneQueue.suspended = false return } }) self.playerNode.play() } // Cancel sequence func stop() { playerNode.stop() toneQueue.cancelAllOperations() } // Pause sequence func pause() -> Bool { let status: Bool = !toneQueue.suspended toneQueue.suspended = status return status } // Observe when queue is finished override public func observeValueForKeyPath(keyPath: String?, ofObject object: AnyObject?, change: [String : AnyObject]?, context: UnsafeMutablePointer<Void>) { let obj = (object as? NSOperationQueue) if (obj == self.toneQueue && keyPath! == "operationCount") { if obj?.operationCount == 0 { print("*** Tone queue finished") NSNotificationCenter.defaultCenter().postNotificationName(kMDMorseToneQueueFinished, object: self) } } } } <file_sep>/readme.md Simple morse code application made for iOS 9 devices. ![morse](./images/iphone5_screen.png?raw=true "morse")<file_sep>/Morse/TextManager.swift // // TextManager.swift // Morse // // Created by J.R.Hoem on 29.09.15. // Copyright © 2015 JRH. All rights reserved. // import Foundation class TextManager { // Encode string func encode(text: String) -> String { var result = [String]() var input = text.stringByTrimmingCharactersInSet(NSCharacterSet.whitespaceCharacterSet()) input = input.regexReplace("[ ]{2,}+", withString: " ") let words = input.characters.split { $0 == " " } for word in words { for symbol in word { result.append(encodeSymbol(symbol)) } result.append(" ") } result.removeAtIndex(result.count-1) return result.joinWithSeparator(" ") } // Decode string func decode(text: String) -> String { var result = [Character]() var input = text.stringByTrimmingCharactersInSet(NSCharacterSet.whitespaceCharacterSet()) input = input.regexReplace("[ ]{2,}+", withString: " ") let words = input.componentsSeparatedByString(" ") for word in words { let codes = word.componentsSeparatedByString(" ") for code in codes { let dec = decodeSymbol(code) if dec.characters.count > 1 { for d in dec.characters { result.append(d) } } else { result.append(Character(dec)) } } result.append(" ") } result.removeAtIndex(result.count-1) return String(result).lowercaseString.capitalizeSentences() } // Encode string or character private func encodeSymbol(symbol: String) -> String { return encodeSymbol(Character(symbol)) } private func encodeSymbol(symbol: Character) -> String { let char = Character(String(symbol).uppercaseString) if let sym = Morse.code[char] { return sym } return String(symbol) } // Decode string private func decodeSymbol(symbol: String) -> String { for (key, val) in Morse.code { if val == symbol { return String(key) } } return symbol } } <file_sep>/Morse/String+Utils.swift // // String+RegEx.swift // Morse // // Created by J.R.Hoem on 28.09.15. // Copyright © 2015 JRH. All rights reserved. // import Foundation extension String { public func regexReplace(pattern: String, withString: String) -> String { let str = self let regex = try! NSRegularExpression(pattern: pattern, options: [.CaseInsensitive]) let modString = regex.stringByReplacingMatchesInString(str, options: [], range: NSMakeRange(0, str.characters.count), withTemplate: withString) return modString } public func capitalizeSentences() -> String { let str = self var result = "" str.uppercaseString.enumerateSubstringsInRange(str.startIndex..<str.endIndex, options: .BySentences) { (_, range, _, _) in var substring = str[range] // retrieve substring from original string let first = substring.removeAtIndex(substring.startIndex) result += String(first).uppercaseString + substring } return result } } <file_sep>/Morse/ToneManager.swift // // ToneTranslater.swift // Morse // // Created by J.R.Hoem on 29.09.15. // Copyright © 2015 JRH. All rights reserved. // // dot = 1 unit // dash = 3 units // space between dots/dashes within a letter = 1 unit // space between letters = 3 units // space between words = 5 units class ToneManager { var unit: Int = 150 var frequency: Double = 1440.0 enum MorseSymbols: Character { case Dash = "-" case Dot = "." case Space = " " } func run(code: String) { for var i=0; i < code.characters.count; i++ { let symbol = code[code.startIndex.advancedBy(i)] as Character switch symbol { case ".": playTone(frequency, duration: unit1) playTone(0, duration: unit1) case "-": playTone(frequency, duration: unit3) playTone(0, duration: unit1) case " ": let nextSymbol = code[code.startIndex.advancedBy(i+1)] as Character if nextSymbol == " " { i++ playTone(0, duration: unit5) } else { playTone(0, duration: unit3) } default: print("Uknown morse symbol") } } } func playTone(freq: Double, duration: Int) { ToneGenerator.sharedInstance.setTone(freq, duration: duration) //AudioVisualGenerator.sharedInstance.setPulse(duration) } func stopAll() { ToneGenerator.sharedInstance.stop() //AudioVisualGenerator.sharedInstance.stop() } } <file_sep>/Morse/MorseToneGen.swift // // ToneGenerator.swift // Morse // // Created by J.R.Hoem on 29.09.15. // Copyright © 2015 JRH. All rights reserved. // import Foundation import AVFoundation // The maximum number of audio buffers in flight. Setting to two allows one // buffer to be played while the next is being written. private let kInFlightAudioBuffers: Int = 2 public class MorseToneGen { // Singleton class var sharedInstance: MorseToneGen { struct Static { static let instance: MorseToneGen! = MorseToneGen() } return Static.instance } // The audio engine manages the sound system. private let engine: AVAudioEngine = AVAudioEngine() // The player node schedules the playback of the audio buffers. private let playerNode: AVAudioPlayerNode = AVAudioPlayerNode() // Use standard non-interleaved PCM audio. let audioFormat = AVAudioFormat(standardFormatWithSampleRate: 44100.0, channels: 2) private init() { // Attach and connect the player node. engine.attachNode(playerNode) engine.connect(playerNode, to: engine.mainMixerNode, format: audioFormat) do { try engine.start() } catch let err as NSError { print("Error starting audio engine: \(err)") } } public func play(frequency: Double, duration: Double) { let unitVelocity = Double(2.0 * M_PI / audioFormat.sampleRate) let samplesPerBuffer: AVAudioFrameCount = UInt32(duration * Double(audioFormat.sampleRate)) var sampleTime: Double = 0 // Fill the buffer with new samples. let audioBuffer = AVAudioPCMBuffer(PCMFormat: audioFormat, frameCapacity: samplesPerBuffer) let leftChannel = audioBuffer.floatChannelData[0] let rightChannel = audioBuffer.floatChannelData[1] for var sampleIndex = 0; sampleIndex < Int(samplesPerBuffer); sampleIndex++ { let sample = sin(unitVelocity * frequency * sampleTime) leftChannel[sampleIndex] = Float32(sample) rightChannel[sampleIndex] = Float32(sample) sampleTime++ } audioBuffer.frameLength = samplesPerBuffer playerNode.scheduleBuffer(audioBuffer, completionHandler: nil) //playerNode.scheduleBuffer(audioBuffer, playerNode.pan = 0.8 playerNode.volume = 0.8 engine.mainMixerNode.volume = 0.8 playerNode.play() } public func pause() { playerNode.pause() } public func stop() { playerNode.stop() //engine.reset() } } <file_sep>/Morse/AudioVisualGenerator.swift // // ToneGenerator.swift // Morse // // Created by J.R.Hoem on 29.09.15. // Copyright © 2015 JRH. All rights reserved. // import Foundation import AVFoundation let kMDMorseAudioVisualQueueFinished = "com.tidybits.morseAudioVisualQueueFinished" public class AudioVisualGenerator: NSObject { // Audio engine private let audioEngine: AVAudioEngine = AVAudioEngine() // Audioplayer node private let playerNode: AVAudioPlayerNode = AVAudioPlayerNode() // Standard non-interleaved PCM audio. private let audioFormat = AVAudioFormat(standardFormatWithSampleRate: 44100.0, channels: 2) // Torch available public var hasTorch: Bool = false // Capture device private var device: AVCaptureDevice? = nil // Thread queue private let avQueue = NSOperationQueue() public var toneFrequency: Double = 440.0 public var torchLevel: Double = 1.0 public enum AVMode { case ToneOnly case TorchOnly case ToneAndTorch } public enum AVPulse { case High case Low } public var mode: AVMode = .ToneOnly public var useTorch: Bool { get { if (mode == .TorchOnly \|\| mode == .ToneAndTorch) { return true } return false } } public var useTone: Bool { get { if (mode == .ToneOnly \|\| mode == .ToneAndTorch) { return true } return false } } // Singleton class var sharedInstance: AudioVisualGenerator { struct Static { static let instance: AudioVisualGenerator! = AudioVisualGenerator() } return Static.instance } // Initialize engine override private init() { super.init() // Attach and connect the player node. audioEngine.attachNode(playerNode) audioEngine.connect(playerNode, to: audioEngine.mainMixerNode, format: audioFormat) do { try audioEngine.start() } catch let err as NSError { print("Error starting audio engine: \(err)") } if let device = AVCaptureDevice.defaultDeviceWithMediaType(AVMediaTypeVideo) { self.device = device hasTorch = true } avQueue.maxConcurrentOperationCount = 1 avQueue.addObserver(self, forKeyPath: "operationCount", options: .New, context: nil) } // Play tone / add to queue public func setPulse(pulse: Int, duration: Int) { var frequency = toneFrequency var level = torchLevel if pulse == 0 { frequency = 0 level = 0 } let sineBase = Double(2.0 * M_PI / audioFormat.sampleRate) let samplesPerBuffer: AVAudioFrameCount = UInt32(Double(duration)/1000 * Double(audioFormat.sampleRate)) avQueue.addOperationWithBlock({ var sampleTime: Double = 0 let audioBuffer = AVAudioPCMBuffer(PCMFormat: self.audioFormat, frameCapacity: samplesPerBuffer) let leftChannel = audioBuffer.floatChannelData[0] let rightChannel = audioBuffer.floatChannelData[1] for var sampleIndex = 0; sampleIndex < Int(samplesPerBuffer); sampleIndex++ { let sample = sin(sineBase * frequency * sampleTime) leftChannel[sampleIndex] = Float32(sample) rightChannel[sampleIndex] = Float32(sample) sampleTime++ } audioBuffer.frameLength = samplesPerBuffer //self.playerNode.scheduleBuffer(audioBuffer, completionHandler: nil) self.avQueue.suspended = true if (self.useTorch) { self.setTorchLevel(level) } self.playerNode.scheduleBuffer(audioBuffer) { self.avQueue.suspended = false if (self.useTorch) { self.setTorchLevel(0) } return } if (self.useTone) { self.playerNode.volume = 1.0 } else { self.playerNode.volume = 0.0 } self.playerNode.play() }) } // Cancel sequence public func stop() { avQueue.cancelAllOperations() playerNode.stop() setTorchLevel(0) } // Pause sequence public func pause() -> Bool { let status: Bool = !avQueue.suspended avQueue.suspended = status return status } // Set torch level private func setTorchLevel(level: Double) { var torchLevel: Float = Float(level) if torchLevel > AVCaptureMaxAvailableTorchLevel { torchLevel = AVCaptureMaxAvailableTorchLevel } do { try self.device!.lockForConfiguration() if torchLevel > 0 { try self.device!.setTorchModeOnWithLevel(torchLevel) } else { self.device!.torchMode = .Off } self.device!.unlockForConfiguration() } catch let err as NSError { print("Error setting torch level:", err.debugDescription) } } // Observe when queue is finished override public func observeValueForKeyPath(keyPath: String?, ofObject object: AnyObject?, change: [String : AnyObject]?, context: UnsafeMutablePointer<Void>) { let obj = (object as? NSOperationQueue) if (obj == self.avQueue && keyPath! == "operationCount") { if obj?.operationCount == 0 { print("*** Audio/Visual queue finished") NSNotificationCenter.defaultCenter().postNotificationName(kMDMorseAudioVisualQueueFinished, object: self) } } } } <file_sep>/Morse/TorchManager.swift // // FlashManager.swift // Morse // // Created by J.R.Hoem on 29.09.15. // Copyright © 2015 JRH. All rights reserved. // import Foundation import AVFoundation class TorchManager { var hasTorch: Bool { get { return TorchGenerator.sharedInstance.hasTorch } } var unit: Int { get { return Morse.unit } } var torchLevel: Double = 1.0 func run(code: String) { let unit = Morse.unit for var i=0; i < code.characters.count; i++ { let symbol = code[code.startIndex.advancedBy(i)] as Character switch symbol { case ".": setTorch(torchLevel, duration: unit1) setTorch(0, duration: unit1) case "-": setTorch(torchLevel, duration: unit3) setTorch(0, duration: unit1) case " ": let nextSymbol = code[code.startIndex.advancedBy(i+1)] as Character if nextSymbol == " " { i++ setTorch(0, duration: unit5) } else { setTorch(0, duration: unit3) } default: print("Uknown morse symbol") } } } func setTorch(level: Double, duration: Int) { TorchGenerator.sharedInstance.setTorch(level, duration: duration) } func stopAll() { TorchGenerator.sharedInstance.stop() } } <file_sep>/Morse/Morse.swift // // Morse.swift // Morse // // Created by J.R.Hoem on 29.09.15. // Copyright © 2015 JRH. All rights reserved. // class Morse { // Default delay unit [ms] static let unit: Int = 50 // Default frequency [Hz] static let frequency: Double = 1440.0 // Morse characters // TODO: add internationalization, types etc static let letters: Dictionary<Character, String> = [ // Letters "A": ".-", "B": "-...", "C": "-.-.", "D": "-..", "E": ".", "F": "..-.", "G": "--.", "H": "....", "I": "..", "J": ".---", "K": "-.-", "L": ".-..", "M": "--", "N": "-.", "O": "---", "P": ".--.", "Q": "--.-", "R": ".-.", "S": "...", "T": "-", "U": "..-", "V": "...-", "W": ".--", "X": "-..-", "Y": "-.--", "Z": "--..", ] static let numbers: Dictionary<Character, String> = [ // Numbers "0": "-----", "1": ".----", "2": "..---", "3": "...--", "4": "....-", "5": ".....", "6": "-....", "7": "--...", "8": "---..", "9": "----.", ] static let punctuation: Dictionary<Character, String> = [ // Punctuation ".": ".-.-.-", ",": "--..--", "?": "..--..", "'": ".----.", "!": "-.-.--", "/": "-..-.", "(": "-.--.", ")": "-.--.-", "&": ".-...", ":": "---...", ";": "-.-.-.", "=": "-...-", "+": ".-.-.", "-": "-....-", "_": "..--.-", "\"": ".-..-.", "$": "...-..-", "@": ".--.-.", ] static let prosigns: Dictionary<Character, String> = [ // Prosigns "\n": ".-.-", ] static var code: Dictionary<Character, String> { get { var all = Dictionary<Character, String>() all.merge(letters) all.merge(numbers) all.merge(punctuation) all.merge(prosigns) return all } } } <file_sep>/Morse/ViewController.swift // // ViewController.swift // Morse // // Created by J.R.Hoem on 28.09.15. // Copyright © 2015 JRH. All rights reserved. // /* https://stackoverflow.com/questions/7298342/generating-morse-code-style-tones-in-objective-c You need to be able to generate tones of a specific duration, separated by silences of a specific duration. So long as you have these two building blocks you can send morse code: dot = 1 unit dash = 3 units space between dots/dashes within a letter = 1 unit space between letters = 3 units space between words = 5 units The length of unit determines the overall speed of the morse code. Start with e.g. 50 ms. The tone should just be a pure sine wave at an appropriate frequency, e.g. 400 Hz. The silence can just be an alternate buffer containing all zeroes. That way you can "play" both the tone and the silence using the same API, without worrying about timing/synchronisation, etc. / import UIKit class ViewController: UIViewController { @IBOutlet weak var encodedTextView: MDTextView! @IBOutlet weak var decodedTextView: MDTextView! let morse = MorseTranslater() override func viewDidLoad() { super.viewDidLoad() / for _ in 1...10 { TorchGenerator.sharedInstance.setTorch(0.1, duration: 1000) TorchGenerator.sharedInstance.setTorch(0.0, duration: 1000) } / //self.addDoneButtonOnKeyboard(encodedTextView) //self.addDoneButtonOnKeyboard(decodedTextView) } / func addDoneButtonOnKeyboard() { let doneToolbar: UIToolbar = UIToolbar(frame: CGRectMake(0, 0, 320, 50)) doneToolbar.barStyle = UIBarStyle.BlackTranslucent let flexSpace = UIBarButtonItem(barButtonSystemItem: UIBarButtonSystemItem.FlexibleSpace, target: nil, action: nil) var done: UIBarButtonItem = UIBarButtonItem(title: "Done", style: UIBarButtonItemStyle.Done, target: self, action: Selector("doneButtonAction")) //let done: UIBarButtonItem = UIBarButtonItem(title: "Done", style: UIBarButtonItemStyle.Done, target: view, action: "resignFirstResponder") var items = [UIBarButtonItem]() items.append(flexSpace) items.append(done) doneToolbar.items = items doneToolbar.sizeToFit() self.encodedTextView.inputAccessoryView = doneToolbar self.decodedTextView.inputAccessoryView = doneToolbar } func doneButtonAction() { self.encodedTextView.resignFirstResponder() self.decodedTextView.resignFirstResponder() } */ func addDoneButtonOnKeyboard(view: UIView?) { let doneToolbar: UIToolbar = UIToolbar(frame: CGRectMake(0, 0, 320, 50)) doneToolbar.barStyle = UIBarStyle.BlackTranslucent let flexSpace = UIBarButtonItem(barButtonSystemItem: UIBarButtonSystemItem.FlexibleSpace, target: nil, action: nil) let done: UIBarButtonItem = UIBarButtonItem(title: "Done", style: UIBarButtonItemStyle.Done, target: view, action: "resignFirstResponder") var items = [UIBarButtonItem]() items.append(flexSpace) items.append(done) doneToolbar.items = items //as? [UIBarButtonItem] doneToolbar.sizeToFit() if let accessorizedView = view as? UITextView { accessorizedView.inputAccessoryView = doneToolbar accessorizedView.inputAccessoryView = doneToolbar } else if let accessorizedView = view as? UITextField { accessorizedView.inputAccessoryView = doneToolbar accessorizedView.inputAccessoryView = doneToolbar } } @IBAction func encodeBtnPressed(sender: UIButton) { let encode = morse.encodeText(encodedTextView.text) decodedTextView.text = encode } @IBAction func decodeBtnPressed(sender: UIButton) { let decode = morse.decodeText(decodedTextView.text) encodedTextView.text = decode } @IBAction func playBtnPressed(sender: UIButton) { if sender.titleLabel?.text == "Tone" { sender.setTitle("Stop", forState: .Normal) morse.playTone(decodedTextView.text) } else { sender.setTitle("Tone", forState: .Normal) morse.stopTone() } } @IBAction func torchBtnPressed(sender: UIButton) { if sender.titleLabel?.text == "Torch" { sender.setTitle("Stop", forState: .Normal) morse.runTorch(decodedTextView.text) } else { sender.setTitle("Torch", forState: .Normal) morse.stopTorch() } } @IBAction func toneTorchBtnPressed(sender: UIButton) { if sender.titleLabel?.text == "Tone & Torch" { sender.setTitle("Stop", forState: .Normal) //morse.runToneTorch(decodedTextView.text) morse.runAV(decodedTextView.text) } else { sender.setTitle("Tone & Torch", forState: .Normal) morse.stopAV() } } } <file_sep>/Morse/MDTextView.swift // // MDTextView.swift // Morse // // Created by J.R.Hoem on 29.09.15. // Copyright © 2015 JRH. All rights reserved. // import UIKit class MDTextView: UITextView { required init?(coder aDecoder: NSCoder) { super.init(coder: aDecoder) let doneToolbar: UIToolbar = UIToolbar(frame: CGRectMake(0, 0, 320, 50)) doneToolbar.barStyle = UIBarStyle.BlackTranslucent let flexSpace = UIBarButtonItem(barButtonSystemItem: UIBarButtonSystemItem.FlexibleSpace, target: nil, action: nil) let done: UIBarButtonItem = UIBarButtonItem(title: "Done", style: UIBarButtonItemStyle.Done, target: self, action: "resignFirstResponder") var items = [UIBarButtonItem]() items.append(flexSpace) items.append(done) doneToolbar.items = items doneToolbar.sizeToFit() self.inputAccessoryView = doneToolbar self.inputAccessoryView = doneToolbar } } <file_sep>/Morse/AudioVisualManager.swift // // AudioVisualManager.swift // Morse // // Created by J.R.Hoem on 30.09.15. // Copyright © 2015 JRH. All rights reserved. // class AudioVisualManager { enum AVMode { case Tone case Torch case ToneAndTorch case Speech case SpeechAndTorch } func run(code: String, mode: AVMode) { } func stopAll() { } func runSymbol(symbol: Character, mode: AVMode) { } }	28e2a07aed23636737d8ace05df6de39d6438f98	[ "Swift", "Markdown" ]	15	Swift	jorgenrh/morse	ceed97b10e79bb1ca83f19535eff9a5f69263171	376b07f3b01227a81f24e3108055cb45540d1cdd
refs/heads/master	<file_sep>USE T_INLOCK; --DQL --SELEÇÃO SELECT * FROM JOGO SELECT * FROM PERFIL SELECT * FROM ESTUDIO SELECT * FROM USUARIO SELECT U.NOME, U.IDPERFIL FROM USUARIO U SELECT E.ESTUDIO, U.IDUSUARIO FROM ESTUDIO E, USUARIO U SELECT J.IDJOGO, E.IDESTUDIO FROM JOGO J JOIN ESTUDIO E ON J.IDJOGO = E.IDESTUDIO SELECT U.,P. FROM USUARIO U, PERFIL P;<file_sep>using System; using System.Collections.Generic; namespace Senai.InLock.WebApi.Domains { public partial class Jogo { public int Idjogo { get; set; } public string Jogo1 { get; set; } public string Descricao { get; set; } public DateTime Datalancamento { get; set; } public int Valor { get; set; } public int? Idestudio { get; set; } public Estudio IdestudioNavigation { get; set; } } } <file_sep>USE T_INLOCK; INSERT INTO PERFIL (PERFIL) VALUES ('ADMIN'); INSERT INTO PERFIL (PERFIL) VALUES ('NORMAL'); INSERT INTO USUARIO (NOME,EMAIL,IDPERFIL) VALUES ('ARTHUR','<EMAIL>','1'); INSERT INTO USUARIO (NOME,EMAIL,IDPERFIL) VALUES ('EMILIA','<EMAIL>','2'); INSERT INTO USUARIO (NOME,EMAIL,IDPERFIL) VALUES ('TIAGO','<EMAIL>','1'); INSERT INTO ESTUDIO(ESTUDIO, DATACRIACAO, IDUSUARIO) VALUES ('Blizzard','11-12-12','1'); INSERT INTO ESTUDIO(ESTUDIO, DATACRIACAO, IDUSUARIO) VALUES ('Rockstar ','24-03-2002','2'); INSERT INTO ESTUDIO(ESTUDIO, DATACRIACAO, IDUSUARIO) VALUES ('Studios ','05-05-05','2'); INSERT INTO JOGO (JOGO,DESCRICAO,DATALANCAMENTO,VALOR,IDESTUDIO) VALUES ('<NAME>','é um jogo que contém bastante ação e é viciante, seja você um novato ou um fã','15-05-2012','99','1'); INSERT INTO JOGO (JOGO,DESCRICAO,DATALANCAMENTO,VALOR,IDESTUDIO) VALUES ('Red Dead Redemption II ','jogo eletrônico de ação-aventura western','26-10-2018','120','2'); <file_sep>CREATE DATABASE T_INLOCK; USE T_INLOCK; CREATE TABLE PERFIL ( IDPERFIL INT PRIMARY KEY IDENTITY ,PERFIL VARCHAR(200) NOT NULL ); CREATE TABLE USUARIO ( IDUSUARIO INT PRIMARY KEY IDENTITY ,NOME VARCHAR(200) NOT NULL ,EMAIL VARCHAR(200) NOT NULL ,IDPERFIL INT FOREIGN KEY REFERENCES PERFIL (IDPERFIL) ); CREATE TABLE ESTUDIO ( IDESTUDIO INT PRIMARY KEY IDENTITY ,ESTUDIO VARCHAR (200) NOT NULL ,DATACRIACAO DATE NOT NULL ,IDUSUARIO INT FOREIGN KEY REFERENCES USUARIO (IDUSUARIO) ) CREATE TABLE JOGO ( IDJOGO INT PRIMARY KEY IDENTITY ,JOGO VARCHAR (200) NOT NULL ,DESCRICAO VARCHAR (200) ,DATALANCAMENTO DATE NOT NULL ,VALOR INT NOT NULL ,IDESTUDIO INT FOREIGN KEY REFERENCES ESTUDIO(IDESTUDIO) ); INSERT INTO PERFIL (PERFIL) VALUES ('ADMIN'); INSERT INTO PERFIL (PERFIL) VALUES ('NORMAL'); INSERT INTO USUARIO (NOME,EMAIL,IDPERFIL) VALUES ('ARTHUR','<EMAIL>','1'); INSERT INTO USUARIO (NOME,EMAIL,IDPERFIL) VALUES ('EMILIA','<EMAIL>','2'); INSERT INTO USUARIO (NOME,EMAIL,IDPERFIL) VALUES ('TIAGO','<EMAIL>','1'); INSERT INTO ESTUDIO(ESTUDIO, DATACRIACAO, IDUSUARIO) VALUES ('Blizzard','11-12-12','1'); INSERT INTO ESTUDIO(ESTUDIO, DATACRIACAO, IDUSUARIO) VALUES ('Rockstar ','24-03-2002','2'); INSERT INTO ESTUDIO(ESTUDIO, DATACRIACAO, IDUSUARIO) VALUES ('Studios ','05-05-05','2'); INSERT INTO JOGO (JOGO,DESCRICAO,DATALANCAMENTO,VALOR,IDESTUDIO) VALUES ('Diablo 3','é um jogo que contém bastante ação e é viciante, seja você um novato ou um fã','15-05-2012','99','1'); INSERT INTO JOGO (JOGO,DESCRICAO,DATALANCAMENTO,VALOR,IDESTUDIO) VALUES ('Red Dead Redemption II ','jogo eletrônico de ação-aventura western','26-10-2018','120','2'); SELECT * FROM JOGO SELECT * FROM PERFIL SELECT * FROM ESTUDIO SELECT * FROM USUARIO ALTER TABLE USUARIO ADD SENHA VARCHAR(200) INSERT INTO USUARIO (NOME,EMAIL,IDPERFIL, SENHA) VALUES ('TIAGOH','<EMAIL>',2, '123C');<file_sep>using System; using Microsoft.EntityFrameworkCore; using Microsoft.EntityFrameworkCore.Metadata; namespace Senai.InLock.WebApi.Domains { public partial class InLockContext : DbContext { public InLockContext() { } public InLockContext(DbContextOptions<InLockContext> options) : base(options) { } public virtual DbSet<Estudio> Estudio { get; set; } public virtual DbSet<Jogo> Jogo { get; set; } public virtual DbSet<Perfil> Perfil { get; set; } public virtual DbSet<Usuario> Usuario { get; set; } protected override void OnConfiguring(DbContextOptionsBuilder optionsBuilder) { if (!optionsBuilder.IsConfigured) { #warning To protect potentially sensitive information in your connection string, you should move it out of source code. See http://go.microsoft.com/fwlink/?LinkId=723263 for guidance on storing connection strings. optionsBuilder.UseSqlServer("Data Source=DESKTOP-9SBL6QT ;Initial Catalog=T_INLOCK;User Id=sa;Pwd=132;"); } } protected override void OnModelCreating(ModelBuilder modelBuilder) { modelBuilder.Entity<Estudio>(entity => { entity.HasKey(e => e.Idestudio); entity.ToTable("ESTUDIO"); entity.Property(e => e.Idestudio).HasColumnName("IDESTUDIO"); entity.Property(e => e.Datacriacao) .HasColumnName("DATACRIACAO") .HasColumnType("date"); entity.Property(e => e.Estudio1) .IsRequired() .HasColumnName("ESTUDIO") .HasMaxLength(200) .IsUnicode(false); entity.Property(e => e.Idusuario).HasColumnName("IDUSUARIO"); entity.HasOne(d => d.IdusuarioNavigation) .WithMany(p => p.Estudio) .HasForeignKey(d => d.Idusuario) .HasConstraintName("FK__ESTUDIO__IDUSUAR__4E88ABD4"); }); modelBuilder.Entity<Jogo>(entity => { entity.HasKey(e => e.Idjogo); entity.ToTable("JOGO"); entity.Property(e => e.Idjogo).HasColumnName("IDJOGO"); entity.Property(e => e.Datalancamento) .HasColumnName("DATALANCAMENTO") .HasColumnType("date"); entity.Property(e => e.Descricao) .HasColumnName("DESCRICAO") .HasMaxLength(200) .IsUnicode(false); entity.Property(e => e.Idestudio).HasColumnName("IDESTUDIO"); entity.Property(e => e.Jogo1) .IsRequired() .HasColumnName("JOGO") .HasMaxLength(200) .IsUnicode(false); entity.Property(e => e.Valor).HasColumnName("VALOR"); entity.HasOne(d => d.IdestudioNavigation) .WithMany(p => p.Jogo) .HasForeignKey(d => d.Idestudio) .HasConstraintName("FK__JOGO__IDESTUDIO__5165187F"); }); modelBuilder.Entity<Perfil>(entity => { entity.HasKey(e => e.Idperfil); entity.ToTable("PERFIL"); entity.Property(e => e.Idperfil).HasColumnName("IDPERFIL"); entity.Property(e => e.Perfil1) .IsRequired() .HasColumnName("PERFIL") .HasMaxLength(200) .IsUnicode(false); }); modelBuilder.Entity<Usuario>(entity => { entity.HasKey(e => e.Idusuario); entity.ToTable("USUARIO"); entity.Property(e => e.Idusuario).HasColumnName("IDUSUARIO"); entity.Property(e => e.Email) .IsRequired() .HasColumnName("EMAIL") .HasMaxLength(200) .IsUnicode(false); entity.Property(e => e.Idperfil).HasColumnName("IDPERFIL"); entity.Property(e => e.Nome) .IsRequired() .HasColumnName("NOME") .HasMaxLength(200) .IsUnicode(false); entity.HasOne(d => d.IdperfilNavigation) .WithMany(p => p.Usuario) .HasForeignKey(d => d.Idperfil) .HasConstraintName("FK__USUARIO__IDPERFI__4BAC3F29"); }); } } } <file_sep>using Senai.InLock.WebApi.Domains; using System; using System.Collections.Generic; using System.Linq; using System.Threading.Tasks; namespace Senai.InLock.WebApi.Repositories { public class JogoRepository { public List<Jogo> Listar() { using (InLockContext ctx = new InLockContext()) { return ctx.Jogo.ToList(); } } public void Cadastrar(Jogo jogo) { using (InLockContext ctx = new InLockContext()) { ctx.Jogo.Add(jogo); ctx.SaveChanges(); } } public Jogo BuscarPorId(int id) { using (InLockContext ctx = new InLockContext()) { return ctx.Jogo.FirstOrDefault(x => x.Idjogo == id); } } public void Atualizar(Jogo jogo) { using (InLockContext ctx = new InLockContext()) { Jogo JogoBuscado = ctx.Jogo.FirstOrDefault(x => x.Idjogo == jogo.Idjogo); // update categorias set nome = @nome JogoBuscado.Jogo1 = jogo.Jogo1; // insert - add, delete - remove, update - update ctx.Jogo.Update(JogoBuscado); // efetivar ctx.SaveChanges(); } } public void Deletar (int Id) { using (InLockContext ctx = new InLockContext()) { Jogo jogo = ctx.Jogo.Find(Id); ctx.Jogo.Remove(jogo); ctx.SaveChanges(); } } } } <file_sep>using System; using System.Collections.Generic; namespace Senai.InLock.WebApi.Domains { public partial class Estudio { public Estudio() { Jogo = new HashSet<Jogo>(); } public int Idestudio { get; set; } public string Estudio1 { get; set; } public DateTime Datacriacao { get; set; } public int? Idusuario { get; set; } public Usuario IdusuarioNavigation { get; set; } public ICollection<Jogo> Jogo { get; set; } } } <file_sep>using Senai.InLock.WebApi.Domains; using System; using System.Collections.Generic; using System.Linq; using System.Threading.Tasks; namespace Senai.InLock.WebApi.Repositories { public class EstudioRepository { //crud //hmmkkkbjs public List<Estudio> Listar() { using (InLockContext ctx = new InLockContext()) { return ctx.Estudio.ToList(); } } // insert into categorias (nome) values (@nome); public void Cadastrar (Estudio estudio) { using (InLockContext ctx = new InLockContext()) { ctx.Estudio.Add(estudio); ctx.SaveChanges(); } } public Estudio BuscarPorId(int id) { using (InLockContext ctx = new InLockContext()) { return ctx.Estudio.FirstOrDefault(x => x.Idestudio == id); } } public void Atualizar(Estudio estudio) { using (InLockContext ctx = new InLockContext()) { Estudio EstudioBuscado = ctx.Estudio.FirstOrDefault(x => x.Idestudio == estudio.Idestudio); // update categorias set nome = @nome EstudioBuscado.Estudio1 = estudio.Estudio1; // insert - add, delete - remove, update - update ctx.Estudio.Update(EstudioBuscado); // efetivar ctx.SaveChanges(); } } public void Deletar(int id) { using (InLockContext ctx = new InLockContext()) { // encontrar o item // chave primaria da tabela Estudio Estudio = ctx.Estudio.Find(id); // remover do contexto ctx.Estudio.Remove(Estudio); // efetivar as mudanças no banco de dados ctx.SaveChanges(); } } } } <file_sep>using System; using System.Collections.Generic; namespace Senai.InLock.WebApi.Domains { public partial class Perfil { public Perfil() { Usuario = new HashSet<Usuario>(); } public int Idperfil { get; set; } public string Perfil1 { get; set; } public ICollection<Usuario> Usuario { get; set; } } } <file_sep>using System; using System.Collections.Generic; namespace Senai.InLock.WebApi.Domains { public partial class Usuario { public Usuario() { Estudio = new HashSet<Estudio>(); } public int Idusuario { get; set; } public string Nome { get; set; } public string Email { get; set; } public string Senha { get; set; } public int? Idperfil { get; set; } public Perfil IdperfilNavigation { get; set; } public ICollection<Estudio> Estudio { get; set; } } } <file_sep>using Microsoft.AspNetCore.Authorization; using Microsoft.AspNetCore.Mvc; using Senai.InLock.WebApi.Domains; using Senai.InLock.WebApi.Repositories; using System; using System.Collections.Generic; using System.Linq; using System.Threading.Tasks; namespace Senai.InLock.WebApi.Controllers { [Route("api/[controller]")] [Produces("application/json")] [ApiController] public class JogoController : ControllerBase { JogoRepository JogoRepository = new JogoRepository(); [Authorize] [HttpGet] public IActionResult Listar() { return Ok(JogoRepository.Listar()); } [Authorize(Roles = "ADMIN")] [HttpPost] public IActionResult Cadastrar(Jogo jogo) { try { JogoRepository.Cadastrar(jogo); return Ok(); } catch (Exception ex) { return BadRequest(new { mensagem = "Mohhh!!!" + ex.Message }); } } [Authorize(Roles = "ADMIN")] [HttpGet("{id}")] public IActionResult BuscarPorId(int id) { Jogo jogo = JogoRepository.BuscarPorId(id); if (jogo == null) return NotFound(); return Ok(jogo); } [Authorize(Roles = "ADMIN")] [HttpDelete("{id}")] public IActionResult Deletar(int id) { JogoRepository.Deletar(id); return Ok(); } [Authorize(Roles = "ADMIN")] [HttpPut] public IActionResult Atualizar(Jogo jogo) { try { Jogo jogoBuscado = JogoRepository.BuscarPorId(jogo.Idjogo); if (jogoBuscado == null) return NotFound(); JogoRepository.Atualizar(jogo); return Ok(); } catch (Exception ex) { return BadRequest(new { mensagem = "bbbeeehh" }); } } } }	6f72ad824e594655af0bdbd90b1b4a280ecf9063	[ "C#", "SQL" ]	11	SQL	regiamariana/2s2019-t2-sprint-2-inlock-	26e9be47e7c201962685afc7a34932e445598075	2db8a8bff6ac7e2a563743e330b9d6c9aaaf4c21
refs/heads/master	<file_sep>library(shiny) library(collapsibleTree) L1 <- c("mi","mi","mi","stroke","stroke","death") L2 <- c("stroke","mi","hf","hf","stroke","") L3 <- c("","","","mi","hf","") N <- c(45,10,23,5,7,61) myData <- data.frame(L1,L2,L3,N) # Define UI for application that draws a collapsible tree ui <- fluidPage( # Application title titlePanel("Collapsible Tree Example 2: Shiny Interaction"), # Sidebar with a select input for the root node sidebarLayout( sidebarPanel( selectInput("root", "Root node", c("wool", "tension")), tags$p("The node you most recently clicked:"), verbatimTextOutput("str") ), # Show a tree diagram with the selected root node mainPanel( collapsibleTreeOutput("plot") ) ) ) # Define server logic required to draw a collapsible tree diagram server <- function(input, output) { output$plot <- renderCollapsibleTree({ # if(input$root=="wool") { # hierarchy <- c("wool","tension","breaks") # } else { hierarchy <- c("L1","L2","L3") # } collapsibleTree( myData, hierarchy, "CVD", inputId = "node", linkLength = 100, nodeSize = "N", zoomable = FALSE ) }) output$str <- renderPrint(str(input$node)) } # Run the application shinyApp(ui = ui, server = server)	ccbbeb0fcd928135df27b2ad950e80be8bcf8239	[ "R" ]	1	R	rpsoft/dendograms	a8cab053672a1d8f4cfec28db8baa2e62a2a304d	6fc84aab01380c5e2deee68417580c1fbdf6fc01
refs/heads/master	<file_sep>#!/bin/bash #this will forcably delete the specified local docker repo from your host. #docker repository from dockerhub.com(e.g. https://hub.docker.com/_/couchbase) DOCKERREPOSITORY="couchbase" #docker tag(e.g. couchbase:community-6.5.0) DOCKERTAG="enterprise-6.0.2" docker rmi -f $DOCKERREPOSITORY:$DOCKERTAG exit 0 <file_sep>#!/bin/bash #container name CONTAINERNAME="cb602" #docker repository from dockerhub.com(e.g. https://hub.docker.com/_/couchbase) DOCKERREPOSITORY="couchbase" #docker tag(e.g. couchbase:community-6.5.0) DOCKERTAG="enterprise-6.0.2" #notify the console echo "Stopping container if it is already running" #stop the container docker stop $CONTAINERNAME #notify the console echo "Removing container -> " $CONTAINERNAME #remove the specified container docker rm $CONTAINERNAME exit 0 <file_sep># demo-couchbase-CI-process This is a demo repo to show how to embed a CB instance in a CI/CD pipeline. --- Note: Docker must be installed on your host machine(s) for these scripts to work properly. Also, make sure you ```chmod +x``` each file to ensure it is executable prior to executing the scripts. --- #### initCouchbaseNode-docker.sh Usage: - This script is used to fully launch a Couchbase node running on the version of your choice(via docker tags). There is no manual set up required after the node is launched and the template can be customized for some basic settings. This will evolve over time and allow for MDS(Multi Dimensional Scaling and other settings via the REST APIs). #### tearDownDockerImage.sh Usage: - This script will allow you to tear down an existing docker container to ensure you are not consuming resources on your CI server unnecessarily. Note, this does actually delete the container, so if you need the container, do not use this file. Again, this is meant to help you tear down your CI/CD environment as needed. There is no harm in deleting this, as the ```initCouchbaseNode-docker.sh``` will reconstitute the container on its next run. #### deleteLocalDockerRepo.sh Usage: - This will forcably delete your local repository---even if there is an existing container running, so use this with caution. This can be used when you want to modify the ```initCouchbaseNode-docker.sh``` memory settings to ensure your changes take-effect between CI/CD executions. If your memory and other settings generally remain the same, there is no reason to delete the local repository. In addition, if you want to clean up the repository over time due to upgrades and/or testing different versions of Couchbase, this can be a handy script to have. #### Automated Bucket Creation - The ```initCouchbaseNode-docker.sh``` script will automatically create a bucket for you based on the name you provide in the ```bucketName``` variable---note, the value cannot be empty. You can modify the bucket memory allocation at this time, but no other customization can be done at the moment. #### Importing Documents - After your node is configured via the ```initCouchbaseNode-docker.sh``` script and your bucket has been created, you can use both [cbexport](https://docs.couchbase.com/server/6.5/tools/cbexport-json.html) and [cbimport](https://docs.couchbase.com/server/6.5/tools/cbimport-json.html) to export/import documents into your node. #### CI/CD Considerations - There are many ways to handle this; however, the suggestion is to use your CI server to take advantage of minimizing manual processes. Bake these scripts into your pipeline in a way that is easy to manage and also helps you reduce manual testing and significantly improve your delivery quality and time. #### Variable Definitions ```javascript - ADMINUSERNAME -> Couchbase administrator usename - ADMINPWD -> <PASSWORD> - CONTAINERNAME -> name of docker container - DOCKERREPOSITORY -> dockerhub.com repo you want to use - DOCKERTAG -> dockerhub.com repo tag you want to use - SLEEP -> time in seconds the script will sleep. Default is 15 seconds - HOST -> IPv4 Address of your Couchbase node. Default is 127.0.0.1 - HOSTPORT -> Couchbase port. Default is 8091 - PROTOCOL -> Default is HTTP - MEMQUOTA -> amount of RAM for the data service. Default is 300 - INDEXMEMQUOTA -> Amount of RAM for the index service. Default is 600 - BUCKETNAME -> The name of your bucket. Default is myBucket - BUCKETAUTH -> auth type. Default is sasl ``` <file_sep>#!/bin/bash # This script provides a convenient implementation for initializing a single Couchbase node using docker. # This is not currently built to implement MDS(Multi Dimensional Scaling) nor does it support multiple buckets at the moment #admin username ADMINUSERNAME="Administrator" #admin password ADMINPWD="<PASSWORD>" #container name CONTAINERNAME="cb602" #docker repository from dockerhub.com(e.g. https://hub.docker.com/_/couchbase) DOCKERREPOSITORY="couchbase" #docker tag(e.g. couchbase:community-6.5.0) DOCKERTAG="enterprise-6.0.2" #time to sleep (in seconds) after the docker image is pulled from the repo. This allows enough time for the server to be configured via the REST APIs. SLEEP=15 #host IP or FQDN HOST="127.0.0.1" #host port HOSTPORT="8091" #http protocol PROTOCOL="http" #memory quota MEMQUOTA="300" #index memory quotas INDEXMEMQUOTA="600" #name of your bucket BUCKETNAME="myBucket" #bucket auth type(e.g. none or sasl). Note, if you change the default from sasl to none you will have to to specify the proxy setting BUCKETAUTH="sasl" check_docker_install(){ if [ -x "$(command -v docker)" ]; then echo "\|--------------------------------------------------\|" echo "\|------------ Docker already installed -------\|" echo "\|--------------------------------------------------\|" else echo "\|----------------------------------------------------------------------------------\|" echo "\|------------ Docker is not installed, so aborting the process. -------------\|" echo "\|----------------------------------------------------------------------------------\|" exit 1 fi } #check to see if docker is installed before we continue check_docker_install #configure the couchbase server based on the settings in this file initialize_server(){ # Setup index and memory quota via the REST APIs on for the target couchbase node curl -v -X POST $PROTOCOL://$HOST:$HOSTPORT/pools/default -d memoryQuota=$MEMQUOTA -d indexMemoryQuota=$INDEXMEMQUOTA #notify the console that we are setting up the memory quotas echo "\|-------------------------------------------------------------\|" echo "\|------------- configuring the memory quota ------------\|" echo "\|-------------------------------------------------------------\|" # Setup services(e.g. N1QL, index,data etc.) curl -v $PROTOCOL://$HOST:$HOSTPORT/node/controller/setupServices -d services=kv%2Cn1ql%2Cindex #notify the console we are configuring the couchbase services echo "\|-------------------------------------------------------------------\|" echo "\|------------- configuring the couchbase services -------------\|" echo "\|-------------------------------------------------------------------\|" echo # Setup credentials curl -v $PROTOCOL://$HOST:$HOSTPORT/settings/web -d port=$HOSTPORT -d username=$ADMINUSERNAME -d password=$ADMINPWD #empty echo to simulate line feed in the console echo #notify the console we are setting up the credentials echo "\|---------------------------------------------------------------------------------\|" echo "\|------------ setting the couchbase administrative credentials --------------\|" echo "\|---------------------------------------------------------------------------------\|" echo #create the specified bucket echo "\|---------------------------------------------------------------\|" echo " Creating bucket -> $BUCKETNAME " echo "\|---------------------------------------------------------------\|" curl -X POST -u $ADMINUSERNAME:$ADMINPWD $PROTOCOL://$HOST:$HOSTPORT/pools/default/buckets/ -d name=$BUCKETNAME -d ramQuotaMB=$MEMQUOTA -d authType=$BUCKETAUTH } #if we do NOT find the docker repo locally, then download it and beging setting up the node if [[ "$(docker images -q $DOCKERREPOSITORY:$DOCKERTAG 2> /dev/null)" == "" ]]; then #notify the console for information purposes echo "\|---------------------------------------------------------------\|" echo " downloading docker image -> $DOCKERREPOSITORY:$DOCKERTAG " echo "\|---------------------------------------------------------------\|" #pull the image from the docker repository docker run -d --name $CONTAINERNAME -p 8091-8094:8091-8094 -p 11210:11210 $DOCKERREPOSITORY:$DOCKERTAG #notify the console about the sleep time, so that the user knows we are still working echo "sleeping for $SLEEP seconds" #sleep for the specified number of seconds sleep $SLEEP #configure the couchbase server based on the settings in this file initialize_server #successfully exit the script exit 0 #else, the image exists locally, so just tear things down and built them up to ensure a clean environment else echo "Docker repository exists locally ->" $DOCKERREPOSITORY:$DOCKERTAG echo "Stopping container if it is already running" #stop the container docker stop $CONTAINERNAME # the logic between the START and END comments is in place to allow you to modify the memory settings between tests. If you do not want/need this funcitonality, you # can remove the logic or comment it out to avoid waiting on the sleep time between executions. ###### START ###### echo "Removing container -> " $CONTAINERNAME docker rm $CONTAINERNAME docker run -d --name $CONTAINERNAME -p 8091-8094:8091-8094 -p 11210:11210 $DOCKERREPOSITORY:$DOCKERTAG echo "sleeping $SLEEP seconds to wait for server to initialize->" sleep $SLEEP ###### END ###### echo "\|---------------------------------------------------------------\|" echo "\|------------- Starting the container -------------------\|" echo "\|---------------------------------------------------------------\|" docker start $CONTAINERNAME #configure the couchbase server based on the settings in this file initialize_server #successfully exit the script exit 0 fi	585b24e0bb6530daa8471f30b15138cafdb045b5	[ "Markdown", "Shell" ]	4	Shell	jadTalbert/demo-couchbase-CI-process	a6c1a0bf8588beb9a5b3f78cbd0eaf58ad4cd066	6932a1f460f617f254cf6778e97aa121032ab2ca
refs/heads/master	<repo_name>asadmansr/kotlin-playground<file_sep>/OOP/Constructors.md # Constructors A constructor is a concise way to initialize class properties. In Kotlin, there are two constructors: - Primary constructor: concise way to initialize a class - Secondary constructor: allows you to put additional initialization logic A primary constructor is part of the class header. Example: ```kotlin class Person(val fistName: String, var age: Int) { // class body } // constructor declared two properties // firstName is read-only as its val // age is read-write as its var ``` The primary constructor has a constrained syntax and it cannot contain any code. To put the initialization code, initializer block is used. It is prefixed with init keyword. ```kotlin init { // code } ``` It is common to use _Name for constructor parameters. Also you can have pre-defined values for the parameters if they are assigned. ### Secondary Constructor A class can also contain one more secondary constructors. They are not as common but they come up when you need to extend a class that provides multiple constructors that initialize a class in different ways. Example: ```kotlin class Log { constructor(data: String){ // code } constructor(data:String, numberOfData: Int){ // code } } class AuthLog: Log { constructor(data: String): super(data){ } constructor(data: String, numberOfData: Int): super(data, numberOfData) { } } ``` Then you can extend the Log class. Extending a class will prompt the following error: "This type has a constructor, and thus must be initialized here" ### Person.kt AuthLog.kt<file_sep>/OOP/src/Person.kt class Person(val firstName: String, var age: Int) { } class Person2(_firstName: String = "UNKNOWN", _age: Int = 0) { val firstName: String var age: Int init { firstName = _firstName.capitalize() age = _age println("First Name = $firstName") println("Age = $age") } } fun main() { val person1 = Person("Joe", 25) // person1.firstName = "temp" // not allowed person1.age = 30 println("${person1.firstName}") println("${person1.age}") val person2 = Person2("Joe", 25) val person3 = Person2() }<file_sep>/OOP/src/Boy.kt class Boy { var age: Int = 0 get() = field set(value) { field = if (value < 18) 18 else if (value >= 18 && value <= 30) value else value-3 } var actualAge: Int = 0 } fun main() { val bob = Boy() bob.actualAge = 15 bob.age = 15 println("Bob: actual age = ${bob.actualAge}") println("Bob: pretended age = ${bob.age}") }<file_sep>/README.md # Kotlin Playground This is a super repository containing Kotlin-related code exploring various programming topics. <file_sep>/OOP/Class.md # OOP ### Objects In OOP, you can divide a complex problem into smaller sets by creating objects. An object shares two characteristics: - state - behaviour Let's take an example: - Lamp is an object - it can have `on` and `off` state - it can have `turn on` and `turn off` behaviour - Bicycle is an object - it can have `current gear`, `two wheels` and `number of gear` state - it can have `braking`, `accelerating` and `changing gear` behaviour ### Class Before we create an object, we need to define a class. A class is a blueprint for the object. We can think of class as a sketch (prototype) of a house. It contains all the details about the floors, doors, windows, etc. Based on these descriptions, we build the house. House is the object. Since, many houses can be made from the same description, we can create many objects from a class. ```kotlin class ClassName { // property // member function } class Lamp { // property (data member) private var isOn: Boolean = false // member function fun turnOn() { isOn = true } // member function fun turnOff() { isOn = false } } ``` Note: In Kotlin, either the property must be initialized or must be declared abstract. Classes, objects, properties, member functions can have visibility modifiers. - private: visible from inside the class only - public: visible everywhere - protected: visible to the class and its subclass - internal: any client inside the module can access them ### Objects When class is defined, only the specification for the the object is defined; no memory or storage is allocated. To access members defined within the class,s you need to create objects. Let's create objects of Lamp class. ```kotlin class Lamp { private var isOn: Boolean = false fun turnOn() { isOn = true } fun turnOff() { isOn = false } } fun main(args: Array<String>) { val l1 = Lamp() val l2 = Lamp() } ``` ### Class Lamp.kt <file_sep>/OOP/README.md # OOP - Class - Constructors - Getters and Setters	04dc563eaa3405237d1219b2d8d338eaa5e1fc6e	[ "Markdown", "Kotlin" ]	6	Markdown	asadmansr/kotlin-playground	76202b4df68efef36fd75c6b0dc4a3178f36f730	9936a9202903b7ece27921cf635e8866106eb2cd
refs/heads/master	<repo_name>lecepe/Slash<file_sep>/README.txt # Slash Script de théâtre Pour des raisons de style, j'ai rédigé mon texte en m'inspirant du principe des balises d'un code html. En plus de l'aspect rigolo, je trouve que cela permet de voir le squelette du texte de façon claire. Voici donc comment lire le script : <titre>Titre de la pièce</titre> <infos> Toutes les infos générales de la pièce. lang : la langue du texte version : la version du texte auteur(s) : auteur et contributeurs <links> Les noms des fichiers liés au projet et leur description ex : <"personnages.txt" content="Description des personnages"> </links> <synopsis> Résumé de la pièce </synopsis> <personnages = nb de personnages> on peut préciser au besoin <femmes = nb de femmes> <hommes = nb d'hommes> <Nom_personnage>Courte description du personnage. <Nom_personnage2>Courte description du personnage. </personnages> <!-- commentaires de l'auteur --> </infos> <script> Début du script. <acte 1 name="nom_de_l_acte" <Scene 1 name="nom_de_la_scene"> <did> Appelle une "didascalie". En théâtre, sert à designer une action en lien avec le texte. </did> <dial> Dialogue <Personnage 1>Texte du personnages. <Personnage 2>Texte du personnage. <silence> Exprime un temps long. L'équivalent d'une ronde en musique. <personnage 3>Texte du personnage. <temps> Exprime une respiration <personnage 4>Texte du personnage. <did>Action spécifique</did> <Personnage 1>Texte du personnage. </dial> </scene1> <scene2 name="nom_de_la_scene> etc... </acte 1> etc... </script> <file_sep>/scripts/pe.sh #!/bin/bash yes='yes' read message='upload data from directory "pierre_eynard" on network?' echo $message read answer if [ $answer=$yes ] then echo "upload data from /home/target/pierre_eynard on network" else echo "cancelled" fi	d96c6ba5dce62c29b28ce3407384add1b9fe9699	[ "Text", "Shell" ]	2	Text	lecepe/Slash	185631c78ec6277140ed892507d891ba6c5f51e1	e49993d64dd5117e4eb7a3d0cc45468fff2956ef
refs/heads/main	<file_sep>//VTM channel // Gọi thư viện DHT11 #include "DHT.h" //Thêm thư viện LiquitCrystal - nó có sẵn vì vậy bạn không cần cài thêm gì cả #include <LiquidCrystal.h> //Khởi tạo với các chân LiquidCrystal lcd(12, 11, 5, 4, 3, 2); const int DHTPIN = 8; //Đọc dữ liệu từ DHT11 ở chân 2 trên mạch Arduino const int DHTTYPE = DHT11; //Khai báo loại cảm biến, có 2 loại là DHT11 và DHT22 DHT dht(DHTPIN, DHTTYPE); void setup() { Serial.begin(9600); dht.begin(); // Khởi động cảm biến //Thông báo đây là LCD 1602 } void loop() { float h = dht.readHumidity(); //Đọc độ ẩm float t = dht.readTemperature(); //Đọc nhiệt độ lcd.begin(16, 2); lcd.print("Nhiet do: "); lcd.print(t); lcd.setCursor(0, 1); // In ra dong chu lcd.print("Do am: :"); lcd.print(h); } <file_sep># CODE-037 LearnProteus(P1): Hướng dẫn mô phỏng, lập trình hiển thị nhiệt độ, độ ẩm lên LCD bằng Proteus https://youtu.be/bHXwCLqKa4g	7c774be7979743936ebbc60c2e08d29bde4393c5	[ "Markdown", "C++" ]	2	C++	Vothongminh/CODE-037	1dea3d894fda532d058055657a3e3a41f0a554a0	2b2c114a7998a325e6ab5de369c200a4e6abd9f0

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